VOL. X, No. 3 APRIL 1931 BULLETIN OF THE Department of Elementary School Principals THE TENTH YEARBOOK The Principal and Supervision PUBLISHED QUARTERLY BY THE DEPARTMENT OF ELEMEN- TARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION AS- SOCIATION OF THE UNITED STATES, 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND-CLASS MATTER NOVEMBER 20, 1922, AT THE POSTOFFICE AT WASH- INGTON, D. C., UNDER ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED DECEMBER 18, 1922, Copyricut, 1931 By Nationat Epucation AssoctaATION Wasuincton, D. C. Aut Ricuts REsERVED BULLETIN of the DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Published quarterly in October, January, April, and July by the Depart- ment of Elementary School Principals of the National Education Associa- tion of the United States. The payment of $3 active membership dues entitles a member to attend all meetings of the Department, to hold office, and to receive the Bulletin quarterly. Two dollars of each membership fee is for a year’s subscription to the Bulletin. Subscription to nonmembers is $3 per year; single copies, 50 cents; Year- book, $2. Members are requested to report at once any change of address, giving old as well as new address. 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. Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Wash- ington, D. C. OFFICERS OF THE DEPARTMENT 1930-31 President, Cassiz F. Roys 2609 Bristol Street, Omaha, Neb. First Vicepresident, HERBERT C, HANSEN 315 Plymouth Court, Chicago, III. Second Vicepresident, EArt R. LAING Burt School, Detroit, Mich. Third Vicepresident, Mrs. Cora S. RUSLING 4416 South Normandie Avenue, Los Angeles, Calif. Fourth Vicepresident, GEORGE D. TAYLOR 392 Augustine Street, Rochester, N. Y. Fifth Vicepresident, JuLiA A. SHEEHAN Hunnewell School, Wellesley, Mass. Secretary, Frep H. Durry 1616 Ridge Avenue, Steubenville, Ohio Executive Committee ELIZABETH McCormick, Howe School, Superior, Wis. (Term Expires 1931) James R. FLoyp, 717 Garden Street, Plainfield, N. J. (Term Expires 1932) M. EMMa Brookes, Miles School, Cleveland, Ohio (Term Expires 1933) Eva G. PinkKsTON, 5652 Belmont Avenue, Dallas, Texas (Term Expires 1934) National Chairman, Enrolment Committee HERMAN Rirow, Fort Sheridan, III. It met a real need, and that accounts for its immediate and continued success. It will con- tinue to grow so long as it progressively meets that felt need—W. T. Longshore, President, 1923-24. Te DEPARTMENT was born of a necessity. In the clearness of professional technic and educa- tional procedure, in scientific approach to all prob- lems, in professional alertness and vision, and in practicability, the literature of the Department holds high place.—Mrs. Jessie M. Fink, President, 1924-25. One of our editorial positions is no place for the political adventurer, a lover of ease, or the notoriety seeker, It requires a level head, a sense of the essen- tial and of comparative values, a spirit of devotion, a love of research, a knowledge of who is who in the land, the currents in educational thought, and to cap it all, an indefatigable worker.—Ide G. Sargeant, President, 1925-26. It is gratifying to note the use of these Department publications in the best schools of the land. No uni- versity or college reference library is considered com- plete without this up-to-date educational material.— E. Ruth Pyrtle, President, 1926-27. [ 132 ] PREFACE HE EDITORIAL COMMITTEE presents its second volume to the Department. The topic “The Principal and Supervision” is a vital one for us to consider. In 1930 the yearbook consisted of a notable array of articles on the administration of the elementary school. Without doubt these two volumes will be handbooks, not only for principals now in service, but for the training of future school leaders. The Committee takes this opportunity to thank the principals, spe- cial supervisors, college teachers, and superintendents who have con- tributed articles. Well over one hundred manuscripts were consid- ered by the Committee. Space limitations made it necessary to re- duce this number about fifty percent. The general arrangement of this 1931 volume follows closely the yearbook of 1930. First, there is the President’s challenging message. Then follows the resumé which gives a thought-provoking summary of all the chapters. Toward the first of the yearbook are grouped the more or less philosophical chapters representing various viewpoints onsupervision. The bulk of the chapters deal rather specifically with supervisory technics from the principal’s strategic position. Chap- ters are followed by an annotated and selected bibliography. The in- dex at the end puts a finishing touch upon the entire volume. Under the plan adopted by the Executive Committee at Cleveland in 1929 one member of the Editorial Committee is replaced each year. At the Atlantic City meeting in 1930 Aaron Kline of Chicago re- placed Arthur S. Gist of California. Miss Helen B. Shove of Minne- apolis will succeed Earl R. Laing this year. Thus the yearbook work goes forward each year with renewed vision. The Headquarters Staff at Washington, D. C. again deserves the praise and thanks of the Department. With good spirit and wise counsel S. D. Shankland has smoothed out the Committee’s business difficulties. Lyle W. Ashby, Assistant Director of the Division of Publications, has managed the details of printing. Frank W. Hub- bard, Assistant Director of the Research Division, has advised the Committee with its program and edited the final contents of the volume. THE EDITORIAL COMMITTEE IsaseL Tucker, Chairman, 1930 Yearbook Shenandoah School, Saint Louis, Missouri Earu R. Larne Aaron KLINE Burt School Pullman Publie School Detroit, Michigan Chicago, Illinois [ 133 ] HE PRINCIPALS of the country are show- ing an increasing interest in their professional responsibilities, in scientifically prepared studies in general, and particularly in the publica- tions of this Department. This interest, enthusiasm, and professional activity of a practical yet scientific type is most gratifying to all educators.—Arthur S. Gist, President, 1927-28. We may expect the future to bring many benefits through the committees, yearbook, and meetings of our Department. But these advances must draw upon the ability and enthusiasm of individuals. Tet each of us make a critical inventory of his talents and shape his efforts toward ever higher levels of func- tioning.—Eva G. Pinkston, President, 1928-29. Our great hope lies in improving the technics and broadening the vision of each principal. Here is where our local, state, and national associations offer immeasurable hope. There are 25,000 or more of us. One in five of that number is a member of the na- tional department. How long must the few carry the organized work of the many? Surely we are ready to enlist the united efforts of a// elementary school principals in meeting the challenges of the next decade.—Herbert C. Hansen, resident, 1929-30. [ 134 ] OUR OPPORTUNITY N A recent issue of the Journal of the National Education Associa- tion, the editor paid a splendid tribute to the members of the Department of Elementary School Principals—an inspiring tribute to the pioneers in one of the greatest educational movements of the last decade. This tribute is not only an inspiration but a challenge to all of us to keep alive these splendid fires of professional enthu- siasm, many of which were kindled as far back as 1847. If you will take time to browse in the early Proceedings of the Na- tional Education Association, you will find that John D. Philbrick, president of the National Education Association in 18638, was the forerunner of the principalship of today. In one of the pages of the Proceedings for 1863 is found this biographical note about Mr. Phil- brick : In 1847, he was selected to organize the “single headed system” as Principal of the new Quincy Grammar School. In this work he was eminently successful, and his success greatly facilitated the introduction of the same system of organi- zation into all the Grammar Schools of Boston. While in this school, Mr. Phil- brick took an active part in the organization and subsequent proceedings of Massa- chusetts Teachers’ Association, in the American Institute of Education, and in the Massachusetts Teacher—keeping himself abreast of the educational movements and literature of the times. Until 1848 Boston had a double headed system with both “reading” and “writing” schools. Mr. Philbrick was the first principal of a school “organized on the basis of a unified curriculum.” In his school we have the first definite shaping of an educational unit resembling those over which the members of the national Department preside. Without a doubt it was in these earlier experiences that Mr. Philbrick realized the importance of supervision by principals. In 1857, as superintendent of schools, he wrote about the work of the principals as follows: In some schools, a portion of each day, and in certain others, one or two half days in each week, are set apart for the inspection and examination of the lower classes. This, an excellent practice, should be encouraged. This is the only prac- tical method of securing a uniform and harmonious progress in a large school, instructed by a number of teachers. We owe much to John D. Philbrick. He, too, did professional pioneering as an elementary school principal, a superintendent of schools, and a president of the National Education Association. What is the secret of his prophetic vision and his professional enthusiasm ? Your President believes that the answer lies in the above statement from the Proceedings as follaws: (1) he took an active part in the ( 135 ] educational associations, and (2) he kept abreast of the educational movements and literature of the times. Are we, his successors, keep- ing ourselves abreast of the times so that we, too, can take our place in the educational world as leaders in a great profession ? Casstz F. Roys President, Department of Elementary School Principals. [ 136 ] nal ep- lace 3. CONTENTS I i oases celebs aenee AEE The Editorial Committee Presipent’s MEssaGe OUN. CROORMONGEY ons. n ce riscesiecnccenicnsscdsncastntdeaccantne Cassie F. Roys, President, Department of Elementary School Principals 4 Ne mie nenecnmninesenmenanienileamimauila CuaPter I THE PRINCIPALSHIP DEVELOPS SUPERVISORY STATUS------------------ J. Cayce Morrison, Assistant Commissioner for Elementary Edu- cation, State Education Department, Albany, New York Cuapter II—Viewroints ON SUPERVISION DUPEEVIBION: AND: THE PRINOIPAD 6.06 nc cee nnscnceccknctcucescoseus Milo B. Hillegas, Professor of Elementary Education, Teachers College, Columbia University, New York City A SUPERINISNDENT'S ViIBWEOINT 1200 o niece scncccnccsccnccnscceun Henry J. Gerling, Superintendent of Schools, St. Louis, Missouri SUPERVISION If «4 JOINT TNTSRPRIOE.. 2.5.5 conc ccsncnncmosescaane John S. Thomas, District Principal, Clippert School, Detroit, Michigan Cuaptrer I]1I—Svurervisory Puases or ADMINISTRATION ONGsmigiION POR BUPEOVIMION 26 ncsn onde ccc ccccenseannncescuciacs Fred Engelhardt, Professor of Education, University of Minnesota, Minneapolis, Minnesota FAI FT i tin cn orinbdbnvnnnncdinnceeeeneumeane EK. A. Brown, Principal, Kuhio School, Honolulu, Hawaii BETTER TEACHING THROUGH REORGANIZATION ~.--------------------- Edith L. Curren, Principal, Hayes Elementary School, Lakewood, Ohio Tue PrRinciPal’s PrRoressionaL CABINET ........................... Paul R. Pierce, Principal, Gladstone School, Chicago, Illinois PUPIL COOPERATION AND THE SCHOOL’S OBJECTIVES ~.---------_-__-_-- Guy A. Durgan, Principal, Boynton School, Detroit, Michigan CuaptTer [V—INFLUENCING THE TEACHER TEACHERS’ DIFFICULTIES AS A BASIS FOR SUPERVISION ~_-------______- Jay D. Conner, Director of Elementary Education, Public Schools, San Diego, California A Cooperative Surmrvisorny ProGrRaM .................._._........ Morris B. Ginsburg, Principal, Drexel School, Philadelphia, Penn- sylvania THE INDIVIDUALITY OF THE CLASSROOM TEACHER --~-~~--~----_-__ Virginia E. Stone, Principal, Community School, St. Louis, Missouri [ 137 ] PAGE 133 135 155 165 175 178 191 200 204 211 217 236 243 DEMOCRATIC AND COOPERATIVE SUPERVISION ------~------------------ Roscoe V. Cramer, Principal, Switzer School William T. Longshore, Principal, Greenwood School, Kansas City. Missouri CLASSROOM VISITS AND THE INDIVIDUAL CONFERENCE _-------~---~----- Laura G. Snyder, Principal, Sunnyside School, Wichita, Kansas PRINCIPLES OF EFFECTIVE TEACHER CONFERENCES ~_~-------~--------- Irwin O. Addicott, Principal, Jackson School, Fresno, California A CHarT FoR USE IN EVALUATING AN ACTIVITY ~--------------------- Dorothy Colman Moit, Graduate Student, Teachers College, New York City THE PRINCIPAL’S OBSERVATION REcOoRD ForM ___-------------------- Joseph B. Driggs, Principal, Hamilton School, Salt Lake City, Utah TNS TI an wa sk ee ken enews Gertrude E. Munn, Assistant Supervisor, Language Education, Detroit, Michigan A DEMONSTRATION SCHOOL IN READING ----------------------_------ Otto Schenk, Principal, Dixon School, Chicago, Illinois STENOGRAPHIC REPORTS OF LESSONS —-~-~-~-~~~~~-_--___-__-_______- Claude L. Williams, Principal, Hookway School, Chicago, [Illinois PRACTICAL AND SPECIFIC TEACHER AID --.-..------------------------ Nettie Bonner, Principal, Robert E. Lee School, Corsicana, Texas CHANGES RESULTING FROM SUPERVISION ~---------------------_____- Bertha Richardson, Principal, Lineoln School Rosa M. Bowker, Principal, Carew Street School John L. McCommons, Principal, Brookings School, Springfield, Massachusetts Cuapter V—INFLUENCING THE Pupil. ID GP TORVET AG: TOUR sini skint reins cnc nnn noe H. M. Gunn, Principal, Rigler School, Portland, Oregon THE COOPERATIVE EFFORTS OF PRINCIPAL AND PSYCHOLOGIST ~___~---~- Cecile White Flemming, Director of Psychological Service and Pupil Adjustment, Horace Mann School, Teachers College, Colum- bia University, New York City Cazative Guipance or Puri TaLents -............._.........._... Leona Whitworth Logue, Principal, Stewart Avenue School, Colum- bus, Ohio INDIVIDUAL PROFILES OF PERCENTILE RANKS ____--__--_______________ Roy E. Robinson, Principal, Liberty School, Highland Park, Michigan AN EXPERIMENT WITH REPORTS TO PARENTS —___----_________________ Robert B. Abbott, Principal, Heaton School, Fresno, California Tus Puri. RerorT aND SUPERVISION ..........................__- Olive G. Williams, Director of Elementary Schools, Pottsville, Pennsylvania CREATING EFFECTIVE PUPIL REPORTS -_~-~-.-~-------______________ Mary N. Holland, Curriculum Research Department, Public Schools, Detroit, Michigan [ 138 ] PAGE 258 262 267 290 299 304 319 326 334 340 350 359 363 AGE PAGE 249 Cuaprer VI—VIrALizInG THE CURRICULUM THE PRINCIPAL AND CURRICULUM INSTALLATION_-~------------------- 375 Arthur S. Gist, President, Humboldt State Teachers College, Arcata, California 258 How oun Cutty Swaprs THE CURRICULUM 22225205 incon eon scne-- 379 Stella Sufinsky, Assistant Supervisor of English Language, Edu- cation Department, Detroit, Michigan 9G9 r DISCOVERING COMMUNITY NEEDS THROUGH THE PRESS --~------------- 383 Manley F. Irwin, Assistant Director, Curriculum Research, Detroit, 267 Michigan Canrneant snp CORBRICULUMS CHANGE ...42.cccscuccuccccscanncsune 388 Dorothy M. Blatter, Principal, Kensington School, Grand Rapids, 272 Michigan PupPit. PARTICIPATION AND THE CURRICULUM ~...---~.-.-............. 393 276 R. J. Wasson, Assistant Superintendent, Public Schools, Colorado Springs, Colorado ASSISTING TEACHERS TO FORMULATE UNITS OF WORK __-------------- 403 Laura B. McGill, Teacher, Lindbergh Junior High School, Long 282 Beach, California VOCABULARIES OF HISTORY AND READING TEXTBOOKS —-.~--~---.-----. 408 290 Robert Brown, Principal, Anthony Wayne School, Philadelphia, Pennsylvania 299 PRINCIPLES OF THE TRACHING OF SYRLLING Qn ccc ccccsnncncccccccuuas 412 George C. Kyte, Professor of Elementary Education, University of Michigan, Ann Arhor, Michigan 304 IMPROVING LANGUAGE IN THE UPPER GRADES ------------_---~------- 416 Mary H. Cronan, Principal, Robinson and Valentine Schools, Chicopee, Massachusetts EISVERENTIAUND AGRIGHMENTS 22... os sen ewennccans 427 Nettie B. Stewart, Principal, Center School, Thomaston, Connecticut Cuaprer VII—APppuications or MEASUREMENT AND RESEARCH 319 ‘Sit: SRSONEN AND DGUMOW icone acwaee em pian a aaa 44] oi Claire Zyve, Principal, Fox Meadow School, Scarsdale, New York SELECTED Vs. UNSELECTED GROUPS IN READING ~-~~---------------~-- 444 326 A. H. Horrall, Assistant Superintendent, Public Schools, San Jose, California Evatvatine Fourts GRADE READING ..... .22.62..652626-650-c2ccue 448 Turner C. Chandler, Principal, Burnside School 334 Claude L. Williams, Principal, Hookway School, Chicago, Illinois THE IMPROVEMENT OF STUDY-TYPE READING ~...-..-..-.............. 455 Emilie V. Jacobs, Principal, MeClure School 340) Alice K. Liveright, Principal, Logan Demonstration School, Phila- delphia, Pennsylvania SUPERVISING A READING READINESS PROGRAM --~----~--~--------_----- 460 350 Hazel Clark, Cooperuting Teacher, Cincinnati Public Schools Spencer Shank, University of Cincinnati, Cincinnati, Ohio DP TRO DORN satanic dicen ontenmenedemmkammeeae 471 359 Edna Rolker, Intermediate Grade Supervisor, Public Schools, Balti- more, Maryland A Coopeeavrve St0et OF ARITHMETIC . «aon sinc cc cccddcssecneune 476 363 Edna R. Meyers, Principal, West Pullman School, Chicago, Illinois EMEGOVING THE ABILITY TO PUNCTUATE 2550s s nwa ccceansencass 487 W. A. Herr, Principal, Harman School, Hazleton, Pennsylvania [ 139 ] IMPROVING INSTRUCTION THROUGH TESTS ~--~-~~-~--__-____________ 493 R. N. Chenault, Director, Hardy Memorial School, Richard City, Tennessee STANDARD TESTS IN SMALI. ScHOOL SYSTEMS ~-_------____________ 498 F. M. Mathis, Princij:al, Gary and Bonner Schools, Tyler, Texas Cuaprer VIII—TRAINING THE PRINCIPAL THROUGH SUPERVISION PARTICIPATION IN MAJgor ACTIVITIES ~~~~-~~~~~~--~------ 507 F. B. Snavely, Principal, School No. 8, Buffalo, New York A Parporats’ Conrusmunce® Pian ................................. 512 Douglas B. Miller, Principal, Maxwell Park School, Oakland, California CONFERENCES FOR PROFESSIONAL STUDY __~--------------- 516 Robert B. Abbott, Principal, Heaton School Irwin O. Addicott, Principal, Jackson School, Fresno, California a ID I oiicicc cs ceeeeici en emiadinadceswawccncu 521 Elizabeth K. Peeples, Principal, Brightwood School, Washington, D. C. AN APPRENTICESHIP FOR FUTURE PRINCIPALS ~~~-~-------_--_____-__ 525 Walter F. Karst, Principal, Roosevelt and McKinley Schools, Wauwatosa, Wisconsin ey es BE BE I aii ies ret itiitccccemcnenccnamen 530 Butler Laughlin, President, Chicago Normal College, Chicago, Illinois Se Wea I iii ieicteiceecascncnnecnsnsods 535 Eleanor Worcester, Margaret E. McGrath and Helen C. O’Neil, Ele- mentary School Principals, Spokane, Washington ESTABLISHING SUPERVISORY TECHNICS ~~~~-----_~---_______ 540 Bess Campbell, Principal, Jefferson School, Toledo, Ohio Group COOPERATION IN READING SUPERVISION ~-~-----__----________ 544 Harold C. Tallman, Principal, Beaumont School, Portland, Oregon Cuaprer IX—EvALUATING THE PRINCIPAL’s Work Basic CRITERIA FOR THE SUPERVISORY PROGRAM ~----~--------------- 553 Arthur C. Dondineau, Supervising Director of Instruction, Public Schools, Detroit, Michigan EVALUATING THE PRINCIPAL’S PROGRAM ----~-~------~--~~------_- 559 George D. Taylor, Principal, Susan B. Anthony School, Rochester, New York AN EXPERIMENT IN MEASURING THE PRINCIPAL’S WorRK ___--------__-_- 564 Florence E. Geer, District Principal, Marey School Paul T. Rankin, Supervising Director, Research and Adjustment, Detroit, Michigan Ratinve or PRINCIPALS uv CHICAGO ................................. 571 Clarence A. Lentz, Principal, Abraham Lincoln School, Chicago, Illinois RECORDS AND INFORMATION BGOaE, PRSNCUPALW CODATIGASRIONSG 6oninccis ce ccccccswedcuncnecnncscesne 579 DAN PUSRCIPALM COGAMIEATIONG ocncicccnicctnsnnccccscoenscmnnccenscs 590 Be TIN ia hiss esd tsdeict cnn toete pacar iansaeb aban inane eas te cetacean tiamabmeidnd 592 BE. Media edcadndhkee cheetah Riemann main nei 647 AGE 493 498 516 921 = bo o 35 40 44 54 4 RESUME" This preliminary summary of the Tenth Yearbook gives some in- dication of the contribution of the volume to the principal’s work. Readers should turn to each article before forming judgment on the author's view point. N THE NINTH YEARBOOK the Editorial Committee stressed the viewpoint that good administration precedes good supervision. Now in this 1931 volume the Committee has brought together con- tributions to show that good supervisory practices should follow upon sound administration. It isn’t enough for the principal simply to manage an efficient school—he must also pioneer in the field of in- struction. If we were to summarize this yearbook in a single sentence it would be: supervision is a cooperative endeavor which calls for a high type of personal enthusiasm, mutual goodwill, and professional skill. Foremost in importance in each school building are the relationships between the children, the teachers, and the principal. Next, the super- intendents, the special supervisors, the research workers, miscellane- ous specialists, and the parents, contribute their influences to the learning environment. AIl have a place to fill and a contribution to make. Unity of action comes when the welfare and the growth of children are the major goals. Development of the principalship°—Morrison traces the growth of the principalship to a position of strategic supervisory importance. He presents some of the problems and duties of early principals. However, the real challenges of this first chapter are in these implica- tions: Are present-day principals automatically made into compe- tent supervisors merely by the widespread acceptance of the modern conception of the principalship? Do surveys show that principals are attacking their new supervisory problems? Will principals of the future possess the keen enthusiasm and the professional prepara- tion necessary for the position ? Viewpoints on supervision*®—Hillegas makes the point that chil- dren grow from self-activity. The school exists primarily to pro- vide an environment in which the growth of pupils can take place. Many of the problems of administration and supervision are those of shaping, placing, and directing the factors in the learning environ- ment. The Editorial Committee invites principals to consider such questions as these: What is my viewpoint on child growth? How 1The resumé has been prepared by the Research Division of the National Educa- tion Association and the Editorial Committee of the Department of Elementary School Principals. Page numbers of the complete article can be found easily by looking for the author’s name in the index at the back of the yearbook. 2See Chapter I. 3See Chapter II. [141] 142 ELEMENTARY ScHoot Principeats should my conception of child development modify my supervisory activities? Should I attempt to supervise until I have a sound philos- ophy of education ? Gerling says that supervision should be essential, economical, and efficient. It is “essential” when it magnifies the teacher and helps her to do better teaching. Supervision is “economical” when it elimi- nates duplications of effort and inadequacies in the instruction. It is “efficient” when it is alert to problems, active in action, and progres- siveinspirit. Is your supervisory program entitled to an “KE” rating ¢ Thomas emphasizes the fact that supervision is a joint enterprise. He discusses the work of special supervisors in connection with the principal’s activities. Thomas considers both the unifying and dis- integrating tendencies of the common supervisory procedures of prin- cipals. Do rating scales center attention on relatively unimportant points in teaching? Does note-taking detract from the teacher’s efli- ciency? How can teachers be helped to participate in supervision / Administrative phases of supervision'—Drawing lines between ad- ministrative and supervisory duties is often as unnecessary as it is futile. Yet fairly exact distinctions are useful tools in planning and evaluating supervisory programs. Principals should consult the 1930 Yearbook of the Department for a full treatment of administrative duties with their many supervisory implications. Engelhardt takes the stand that much of our present-day supervi- sion is built upon obsolete administrative schemes. In the past our administrative plans have “commanded” both teachers and pupils. Now we talk about “cooperation” and “participation” in school con- trol. Can we build the new cooperative supervision on the old forms without sacrificing progress ? Brown touches briefly upon a number of administrative activities which influence the learning of pupils. His point is well-taken when he contends that wise administration contributes much to the learn- ing environment. On the other hand, few principals can afford to stop with a high type of administrative work. If they are to direct instruction toward progressively higher levels they must use some of the most “spectacular” supervisory devices, such as class visits, testing, and teachers’ meetings. Curren shows how changes in school organization can improve the conditions under which learning takes place. In one case Curren describes how the inarticulations between the kindergarten and the first grade may be reduced. The second experiment discussed is an attempt to obtain the advantages of departmentalization without its weaknesses. The Editorial Committee raises these questions: Are principals seeking a “panacea” for all problems of school organiza- tion? Is any given scheme of organization a means or an end? Should 1See Chapter ITI. Tue Trento YEARBOOK 143 any plan be used indefinitely without evaluation in terms of the more progressive trends in education ? Pierce proposes a cabinet of teachers to aid in school management. Through this device he admits teachers to a part in the major pro- fessional problems. Certainly this is a forward step as compared with the common practice of delegating routine tasks to the faculty. Some questions should be raised: How can teachers participate in school management so as not to destroy their effectiveness as instruc- tors? Are there certain responsibilities in school management which the health and safety of pupils require to be placed in the hands of a single executive? If committees of teachers relieve the principal of duties how can he use best the free time thus obtained ? Durgan emphasizes the participation of children in school man- agement. He believes that “pupil participation” is the way in which the educational objectives will be attained. This article raises a num- ber of familiar questions: Can pupil direction exist in a given learn- ing act when teacher control is present? Should pupils be permitted to make the rules of conduct for the school? Should pupils pass formal judgments and impose penalties on their fellows? What mix- ture of teacher control and pupil self-direction provides for a high type of learning? Influencing the teacher'—Supervision of classroom activities has always placed considerable emphasis upon the classroom teacher. She has been observed, rated, scolded, inspired, and trained. Recently, the tendency has been to recognize that “learning” involves three pri- mary factors—the child, the curriculum, and the teacher. Chapter IV treats a few of the devices designed to influence the “teacher-fac- tor” in the learning environment. Conner suggests the difficulties of teachers as a basis for the prin- cipal’s supervisory program. In a survey 42 percent of the problems reported by the teachers were difficulties in pupil control. Help with all types of problems came in 60 percent of the cases from the prin- cipal. Conner’s findings suggest several questions: Can “pupil con- trol” problems be eliminated by the use of better teaching methods? What are the most frequent causes of “pupil control” difficulties? If principals are meeting 60 percent of the demands of teachers, who is taking care of the other teaching problems ? Ginsburg asked the teachers at his school to list the ten problems requiring immediate help. The first report at the beginning of the semester showed a preponderance of administrative problems. A second report later in the term indicated that the teachers wanted help with the technics of teaching. After the problems were located the teachers and the principal united in solving the difficulties. 1See Chapter IV. 144 ELEMENTARY ScHoot PriIncirats Stone emphasizes the individuality of the classroom teacher. How can we discover talents of each teacher? How can the interests and skills of teachers be used to give new impetus to the school’s program ? Can the personal traits of teachers be cultivated to benefit instruc- tion ? Cramer and Longshore emphasize the importance of democracy in supervision. The principal needs to work with the teacher, capitaliz- ing on her talents, and helping her to feel that instructional problems demand cooperative study. The examples cited will be recognized and appreciated by principals in the field. Snyder found that a group of 300 teachers reported “conferences and criticisms following visits” as the most helpful supervisory ac- tivity. A survey of the practices of principals showed that classroom visits and follow-up conferences were irregular and poorly planned. Does this mean that principals do not recognize the value of the in- dividual conference following classroom visits? Can principals hold the leadership of their teachers by ignoring the better practices?’ How can conferences be made most helpful to teachers ? Addicott suggests answers to some of the questions raised above. He insists that conferences must be regularly held, thoroughly planned, and conducted so as to capitalize upon the teacher’s individ- uality. How can the principal prepare for the conference? What record should be made of the interview? How can the principal fol- low up and measure the effectiveness of the conference? Mott proposes a chart or checklist for evaluating a class activity. While the chart centers attention on the learning conditions, the re- sults of the observation should be of great value to the teacher. Mott’s checklist is a step forward beyond the typical “teacher” rating scale. Driggs offers a record form for class observations. The record is made in duplicate so as to provide the teacher with a copy. This type of record for classroom visits raises certain controversial prob- lems: Should the principal take notes during the classroom visit ? Ts note-taking less disturbing to the teacher when she knows that she is to receive a copy of the record? Are classroom notes particularly helpful to teachers?) When a teacher receives a copy of the principal’s notes is a personal conference unnecessary ? Munn discusses the importance and use of the demonstration les- son. She points out that “demonstrations” as a device in improving teachers has received early and wide-spread acceptance. The descrip- tion of the Detroit plan will be suggestive to other cities. The demon- stration lesson raises certain questions: Should the demonstration present a “model” or an “illustrative” lesson? If demonstrations are “model” lessons will they tend to stifle the individual initiative of teachers? Can the principal train his staff to give helpful lessons to one another? How can the principal check upon the effectiveness and influence of the demonstration periods? Tue Trento YEARBOOK 145 Schenk describes a Chicago experiment with demonstration les- sons. Teachers, principals, and others visited a school where special lessons in reading were given. An inquiry among the observers in- dicated an overwhelming opinion that the lessons were very helpful. Principals may raise such questions as these: Is it necessary to or- ganize a special school in order to have the best demonstrations? If a demonstration school is organized should teachers be released from teaching duties to attend? Should teachers visit the classes in which they are interested or the lessons recommended by their principals? Williams tells of the use of stenographic notes in improving in- struction. Principals will see in this procedure a means for analyzing the questions in the recitation, tracing the development of concepts, and providing material for conferences with teachers. The need for stenographic records is another sound argument for providing ele- mentary schools with competent clerical help. Bonner suggests three important problems: (1) helping the inex- perienced teacher, (2) making school marks meaningful, and (3) cor- relating instruction. These are problems often neglected for more spectacular activities. Richardson, Bowker, and McCommons have collaborated on an article which describes changes brought about by supervision. In a sense, this contribution summarizes the activities previously dis- cussed in Chapter IV. Principals will welcome the suggestions on teachers’ meetings, individual conferences, and classroom visits. Influencing the pupil'\—The point has been made above that the three primary factors in the learning situation are the child, the cur- riculum, and the teacher. Chapter V centers attention upon the child. Gunn outlines the guidance program of an elementary school. He points out the need for cumulative records, case studies, and personal interviews. Questions suggested by this article are as follows: Have we come to look upon “guidance” as a device for schools above the elementary level? If the elementary school principal neglects guid- ance can he be charged with a failure to recognize the individual dif- ferences of pupils? Can social and moral guidance improve the con- ditions of the learning environment? Flemming discusses the benefits to pupils when the principal and the psychologist cooperate. The program and devices described in this article have met with marked success in a school in New York City. Although many schools are not fortunate enough to have trained psychologists the procedure suggested should be of keen in- terest to all principals. Logue calls our attention to the fact that the extra-curriculum ac- tivities play an important role in pupil learnings. While in general the management of extra-curriculum activities is administration 1See Chapter V. 146 ELEMENTARY ScHoont PRINCIPALS there is value in considering the supervisory implications of the spe- cial program. Are “extra-curriculum” activities “extra” or really part of the total learning situation? Can we evaluate or isolate the learnings which take place in the special activities ? Robinson discusses the individual profile of percentile ranks as a device for improving instruction. He describes the system used in his school, illustrates it with sample charts, and explains its meaning in connection with classroom teaching. There is no question that the scheme does focus attention upon individual pupils and their differ- ences. Abbott reviews an experiment with reports to parents. In this case the teachers and the principal tried various types of reports. One constant aim of the experiment was to bring the child, the parents, and the school in closer cooperation. The development of “letter re- ports” to each family, as distinguished from the standard report card, is an effort worthy of further study. Williams has developed a series of principles for constructing pupil reports. She insists that the “thing marked” is often taken by par- ents as the u/timate goal of education. Holland tells about a Detroit study of pupil reports. The experi- mental card will be of interest to principals who are working on this problem. The discussion of pupil reports in Chapter V raises again certain questions: Is it necessary to send reports to parents? Is it necessary to give marks to pupils? Are report cards supposed to in- fluence children or merely to inform parents? What type of report makes for a high level of home-school cooperation ? Vitalizing the curriculum and methods'—Since the previous chap- ters have dealt with the teacher and the child it is proper for Chapter VI to discuss the third factor in the learning environment-——the cur- riculum. Whoshould make it? How can it be made to function effec- tively in the classroom ? Gist stresses the importance of principals taking an active part in curriculum installation. No doubt in the past many excellent courses have failed to influence classroom instruction because the program did not enlist the enthusiasm of the teachers. In preventing this type of failure, the principal should have a leading role. Sufinsky points out that the child may influence the curriculum if the curriculum builder is willing to accept the child as a competent contributor. Under this philosophy the child and the teacher could build the immediate course upon the preliminary outlines prepared by committees. Irwin surveyed several newspapers to discover the important life activities of the social group. Omitting the strictly “news” content he found that “editorials” and “life problems” were among the most 1See Chapter VI. il r- ee eee Le ate Tue Tenro YEARBOOK 147 frequent items. Certainly the survey procedure suggestion will be worth trying in a number of communities, __ Blatter reminds us that both children and curriculums change con- tinuously. She illustrates the point by classes in nature study and the social studies. Parents too, exert an influence upon the curriculum. Principals may raise such questions as these: Is there a “social in- heritance” to be passed on to all children? Can this fundamental knowledge be acquired through activities chosen by the pupils? How ‘an parents inform the school as to their views on the curriculum ? Wasson explains how the pupils modify the curriculum through direct and indirect means. His examples are taken from classes in the social studies, geography, English, and extra-curriculum activities. McGill tells principals how to help teachers to formulate units of work. The example given is concise, practical, and thought-provok- ing. Is the “unit of work” plan a revolt against the domination of a single textbook? Can units of work be developed without adequate library facilities? Does the unit of work give each pupil an opportu- nity to contribute to the class activity ? Brown has made a comparative study of the vocabularies of ten sixth grade textbooks. He found that there were more new and un- familiar words in the histories than in the readers. Assuming that a child was familiar with the first 10,000 words in Thorndike’s list he would meet about 1000 unfamiliar words in the typical history text. Questions for consideration by principals: Has there been adequate study of the vocabularies of texts before grade placement? What effect does unfamiliarity with words have upon a pupil’s progress in the social studies ¢ Kyte summarizes the principles in teaching spelling as drawn from research. He has examined a number of studies, isolated the distinct contribution, and stated the principle in terms of teaching. Should principals review research in a similar manner so as to obtain sug- gestions for their teachers ? Cronan describes a supervisory program for the teaching of lan- guage in the upper grades. It should be noted in this article how teachers’ meetings, tests, and curriculum materials are used as “tools” in supervising. Stewart tells how the teachers in her school have differentiated as- signments in the various subjects. Minimum, average, and maxi- mum units of work have been set up to meet individual needs. A few questions which may be raised are: Is it necessary to form ability groups when differentiation is made in the assignments? Should minimum and maximum assignments be kept flexible and revised from time to time? Is it desirable to permit a pupil to do more than the “maximum” assignment? What technic should be set up to deter- mine a “minimum” or an “average” assignment ? 148 ELEMENTARY ScHoot PriIncipats Application of research technics'\—When principals are asked to list their supervisory technics they often report “testing and meas- uring.” Somehow the idea has grown up that giving and scoring of standard tests is closely associated with instruction. Actually, this close connection may or may not exist. Tests and other research tech- nics are “tools” whereby the principal may discover the status of, or measure the changes in, the factors under investigation. The impor- tant outcomes of research are not the facts themselves, but the inter- pretation, use, and influence of the facts. Zyve discusses the possibility of fostering the scientific attitude in classroom teachers. In this way teachers become the students of their own problems. Some questions which may be raised are: How can the principal use teachers’ meetings and conferences to bring research before his teachers? Should each school have a professional library of standard texts and current professional magazines? How can the principal form and direct research committees among teachers’ How can the outcomes of research be put into classroom practices / Horrall reports the study of the reading accomplishments of se- lected and unselected groups. In general the selected groups made more progress than the control classes. Many questions might be raised: How “homo” are homogeneous groups? Does mere segre- gation guarantee that selected classes will make more progress than heterogeneous groups? Is “ability grouping” a tool to be used under certain conditions or a panacea to be applied to all classes ? Chandler and Williams report a survey of fourth grade reading in Chicago. Teachers, principals, and superintendents cooperated in this study. The results show many instructional problems and in- articulations which should be eliminated in the interest of pupil prog- ress. A few of the questions which should be raised are: How can the results of a testing program be made available to the teachers? Does it help a teacher merely to know the class median and the range of scores? How can testing programs be arranged so as not to dimi- nish the physical strength which a teacher brings to her teaching duties ? Jacobs and Liveright describe an experiment in improving reading in several Philadelphia schools. It should be noted that research tech- nics, facts, and supervisory devices are combined in an effective man- ner. Clark and Shank present a program for discovering and eliminat- ing failures in first-grade reading. Student-teachers used check- lists and other devices in studying the individual pupil. The out- comes were not only worthwhile for the pupils but excellent prepara- tion for the student-teachers. Principals will see in this study many “in-service” training helps for use with regular teachers. 1See Chapter VII. | to ‘as- of his ch- or or- er- eir an ‘ch ry he Ww se- de be Tue Trento YEARBOOK 149 Rolker shows how standard tests may be used to improve the prob- lem-solving abilities in arithmetic. The most suggestive parts of this article are the sections given to teaching methods and devices devel- oped to meet the problems which the tests revealed. Meyers describes a cooperative study of arithmetic. When one con- siders the informal tests developed, the content reviewed, and the graphs employed, there can be no doubt of the benefit of the study to both teachers and principals. Herr tells how an examination by the principal of the themes of the pupils led to a faculty study of punctuation. The tests used, the test results, the teachers’ meetings, the list of references, and the evi- dences of progress, all form a part of a complete supervisory activity. The amount of teacher enthusiasm and participation is a point worth noting. Chenault tells how standard tests may be used to discover and to help the individual pupil. Here again teacher participation and co- operation are much in evidence. Mathis asked a number of principals in small school systems as to the use made of standard tests. The outcome was not encouraging. Evidently principals in small towns are handicapped by a lack of funds with which to buy tests. There is also some evidence that the principals replying in the study were not prepared either in attitude or skill to make the best use of tests. Are tests Frankensteins to crush teacher and pupil spontaneity or are they tools for skillful manipu- lation by competent principals? Training the principal for supervision'—One of the frequently cited purposes of supervision is that of teacher training. The point is made that teachers must be helped to discover their problems, to plan solutions, and to apply the new technics. Over and over again the contributors to this yearbook have emphasized teacher growth through participation. How about applying this same viewpoint to principals? Can principals learn how to supervise and to grow with- out constantly studying the problems of instruction ? Snavely writes that principals learn by doing. He insists that one must keep reasonably clear of routine tasks and in the free time thus obtained give time to reflection on supervision. Members of the De- partment will want to refer to the 1930 Yearbook for suggestions on how to deal with petty, time-consuming tasks. Miller describes the principal’s conference in Oakland, California. Under the plan principals and subject supervisors study their mutual problems. The opportunities for principal growth are many. Abbott and Addicott explain the functions and accomplishments of principals’ group conferences in Fresno, California. The summary of a typical meeting shows that the members “think through” prob- 1See Chapter VIII. 150 ELEMENTARY ScHoon Principais lems of teaching. Such conferences raise certain questions: How ‘an each principal be encouraged to participate in the discussion? Should a conference consist of discussion, only, or should it eventuate in a number of experiments and researches? Would there be value in inviting teachers and special supervisors into the meetings / Peeples suggests that principals should set down their supervisory program in writing. She presents a plan extending over several years. Obviously, a principal who takes the long-time view of supervision is bound to gain much in self-training. Karst shows how a vice-principalship under a competent super- visor may be an apprenticeship for a future headmaster. Principals will want to compare this plan with the activities delegated to the typical vice-principal. Does the assistant principal learn how to su- pervise by checking supplies or handling disciplinary cases? What makes an apprenticeship an effective training period ? Laughlin points out the value of writing professional articles. Con- tributions to educational literature help to clarify the thinking of the author and suggest procedures to other principals. Well may prin- cipals consider these questions: Do I owe it to my professional group to publish my experiments? How can I describe my work in clean- cut and impersonal language ? Worcester, McGrath, and O’Neil have collaborated in describing a plan of visits by Spokane principals. The group visited several schools, observed classes, and discussed their findings. The plan has many possibilities for “in-service” training of principals. Campbell tells about group visits by Toledo principals. As in the Spokane experiment the plan has several important phases, (1) de- veloping a program, (2) observations, (3) note-taking, and (4) con- ferences on findings. Questions which may be raised are: Should groups of principals visit the same classes or observe only the activ- ities in which each individual is interested? Should observations be made of typical or prepared lessons? Should class visits be made in terms of fixed checklists? Is discussion the only means of following up the findings of the group visits ? Tallman tells about an investigation of reading by several princi- pals in Portland, Oregon. The group studied professional literature in reading, gave standard tests, developed materials for improving reading, and applied their conclusions to class work. Evaluating the principal’s work'—There are at least three ways to evaluate the effectiveness of the principal’s work: (1) to measure more or less objectively how well he organizes, directs, and checks a learning environment, (2) to take a “general impression” rating from his colleagues, and (3) self-rating. The contributions in Chapter 1X are helpful primarily with types (2) and (3). 1See Chapter IX. W q -e Tue Tentuo YEARBOOK 151 Dondineau summarizes the basic criteria for judging the princi- pal’s supervisory program. Among other things, the competent prin- cipal budgets his time, plans a program, uses the technics of super- vision skillfully, cooperates with other supervisors, and is critical of his own activities, Taylor discusses the evaluation of the principal’s work. Principals will appreciate the practical nature of the standards proposed. Geer and Rankin have described a Detroit experiment for meas- uring the effectiveness of the principal’s work. The rating scale in- cluded in this article represents careful study by a group of princi- pals and specialists. Self-rating or rating of one’s cclleagues may be done with equal facility. Let us hope that principals everywhere will use the proposed scale so as to check and improve its effectiveness. Lentz has described some of the Chicago activities in the develop- ment and evaluation of supervision. The rating form used in judg- ing the principal’s work may be useful in other cities. Conclusion—-It is obvious from the above resumé that supervision by principals has progressed far. What of the future? Will prin- cipals be content to imitate the procedures described in this yearbook ? Can supervisors continue to use technics which have not been tested objectively? Does the acceptance of obsolete viewpoints of adminis- tration prevent the development of a progressive program of super- vision? Is the present professional training of principals adequate to meet the demands for leadership? How can principals provide for themselves a forward-looking and a continuous “in-service” train- ing ? UR GOOD teachers must be made largely in our own schools; sooner, and better for the fitting preparation, but in the actual schoolroom, must she learn to interest, to instruct, to develop and, at the same time, to control with a quiet, discerning watchfulness, an easy grace, and an ever growing power, and by the aid and wise direction of the principal.—George Howland in an address before the De- partment of Superintendence, 1889. CHAPTER I THE PRINCIPALSHIP DEVELOPS SUPERVISORY STATUS { 153 J INTRODUCTION TO CHAPTER I The backward look has value in that it gives perspec- tive to the present and implies developments of the future. Well may principals of today take courage from the work of the Philbricks and the McJiltons of the first part of the nineteenth century. As in the past, the recognition given the present-day principalship depends much upon the vision and the professional skill of each headmaster. The Department has published several historical treat- ments of the principalship. Gist described the evolution of the principalship on pages 205-15 of the 7hird Year- book in 1924. Crouch gave a brief history in the Fifth Yearbook in 1925, p. 207-14. The Seventh Yearbook in 1928 traces the development of the position of headmaster. Other sources are listed in the selected references of Chap- ter I. At intervals since 1857 the Proceedings of the National Education Association have contained discussions of the principalship. The Proceedings of the Department of Superintendence include speeches on the principalship by George Howland, William T. Harris, and other leaders among the early superintendents. Principals’ clubs in cities should form historical re- search committees. These committees will want to ex- amine the early records of boards of education, school board rules, and the annual reports of superintendents. In these old documents will be found the duties, salaries, and descriptions of early schoolmasters. A compilation of a number of these local reports would form a helpful source book on the history of the principalship.—/'ditorial Com- mittee. [ 154 ] CHAPTER I THE PRINCIPALSHIP DEVELOPS SUPERVISORY STATUS J. CAYCE MORRISON Assistant Commissioner for Elementary Education, State Education Department, Albany, New York EFORE me are manuscripts relating the historical development of the elementary school principalship in Albany, Buffalo, El- mira, Rochester and Syracuse, New York.'! In these reports one sees the panorama of the entire development of the free public school system of the state of New York. It is a picture closely paralleled in most of the older states; and so far as later developments of the elementary school principalship are concerned has its counterpart in all its states. S Early history of the princi palship—The historical documents show : the one-teacher, one-district school; a city’s educational needs served by a number of such schools; the growth of this one-room, one- teacher school into a number of schools under one roof, and the ap- pointment of a head or principal teacher; experimentation with the Lancastrian System; the struggle for free public schools; the grad- ual evolution of the superintendency ; the development of the graded system; the rise of the high school; the beginning and development of central office supervision; and more recently the rise of the elemen- tary school principal as a professional leader. In fact, one catches glimpses of the beginnings of all those movements we now accept as a part of public education: free textbooks, manual training, domestic science, physical education, kindergarten, teachers pensions, voca- tional schools, teacher training schools, and compulsory attendance. All of these forward steps contribute to the story of the rise of the elementary school principalship into a commanding position in the realm of supervision. Referring again to these papers, in the year 1650 in the city of Albany, we can see Andrass Jansen presiding over his school of little children, receiving for his labor a munificent salary equivalent to $20 a year. One sees the log houses, erected in the latter part of the eighteenth century, used not only for school but as places for public worship and for social meetings in Syracuse, Elmira and Buffalo. ' Gradually these schools grow until one teacher ministers to 75, 90, 1For the preparation of the manuscripts on the historical development of the elementary school principalship in the cities named, the writer is indebted to: John H. Kingsley and Miss Ethel A. Brewer, Bureau of Research, City Publ ¢ Schools, Albany; Ford R. Park, Principal, Public School No. 70, Buffalo; Orval T. Butler, Principal, George M. Diven School, Elmira; George D. Taylor, Principal. Public School No. 27, Rochester; and 8. C. Sumner, Principal, Seymour School, Syracuse. [ 155 J 156 ELEMENTARY ScHoot Principas 100, 125 pupils; then the patrons realize that new rooms should be added and that the teacher should be given an assistant. In 1846, Buffalo boasted an experiment with a three-room school in a three- story building, one room on each floor. Multiplication of rooms and addition of assistants laid the founda- tion for the grading of the school work. First, there were the pri- mary and advanced departments, then, the primary, intermediate and advanced. Invariably the head teacher or principal taught the upper grades, a fact which bears mute testimony, no doubt, to the necessity of having a strong right arm in control of the older pupils. This earlier period witnessed an interesting development in the gra- dation of elementary schools. Different cities experimented with elementary schools ranging from six to ten grades; and if one judges by the situation in various sections of the United States the experi- mentation is not yet ended. In many communities the interest of the public in the employment of a superintendent fluctuated from period to period and during those times when a community fared without a superintendent, more administrative responsibility was placed upon principals. / First use of the title “principal” is difficult to trace. An annual report for the city of Albany, 1858, refers to the opening of a new building “under the charge of John F. Prentice as principal aided by seven female teachers.” The same report infers that the title of “principal” had been used since the organization of the school system in 1844. But perhaps the use of the title is less significant than the earlier attempts to define the duties of the position. /The following quotations are taken from the 1867 by-laws, rules afd regulations or minutes of the city of Albany. In all schools in which assistants are associated with a principal, the principal shall be recognized as the head of the school, and all his directions, which do not conflict with the regulations, shall be obeyed by the assistants. Resolved, that the several principals of the public schools of the city under the charge of the Board, be and are hereby requested to report to this Board within five days from this date, their opinion of the qualifications and efficiency of their several assistants, with such facts and suggestions, in regard to their modes of teaching and general fitness for their positions, as may tend to the information of this Board. In the foregoing resolutions the principal is definitely recognized as the administrative head of the school and while they do not refer to supervision as we know it today, the embryonic phases of respon- sibility for supervision are definitely indicated. 1While the following item has no direct bearing upon the development of the supervisory functions of the elementary school principalship, it is a significant item in the picture of the development of the elementary school principalship. Minutes of the meeting of the Board of Education of Albany on May 1, 1867, re- solved “that the several principals be allowed compensation for making fires in their respective schools during the cold season of the year, regarding the season to be six months in duration.” ‘ew 6h le Tue Trento YEARBOOK 157 We are indebted to Buffalo for a very unique picture of the regard in which the principal was held by the Common Council of that city. Following is a digest of ordinances of the Common Council of Buffalo for the year 1853 covering the work of elementary school principals. 1. The principal teacher of the highest department is designated as principal of the school and given power to make and enforce rules and regulations for its government, subject to the approval of the superintendent. 2. Requires him to keep a record of attendance (absence and tardiness) of all teachers and report same to superintendent. 3. Directs giving of examinations as the basis of promotion. 4. Requires rigid classification of pupils and forbids teachers to trespass on work of other grades except in reviews. 5. Gives him power to divide the labors of the school among the teachers and govern, direct and control the departments. 6. Empowers him to delegate duties to children. 7. Requires him to guard city property and render notices of needs for repairs and replacements. 8. Empowers him to suspend and expel children. (Two cases of tardiness a week or four a month furnished sufficient grounds for suspension. ) 9. Empowers him to employ and supervise janitors. 10. Requires him to keep yards, sheds and outbuildings clean and orderly. 11. Makes him librarian in charge of cataloging and keeping records of books loans to pupils and patrons. 12. Requires him to make reports to the superintendent as required. 13. Authorizes principal to expend the appropriation for his school, and render accounts of such expenditures, duly audited, to the common council. In addition to the foregoing administrative responsibilities the principal in Buffalo was expected to teach a class of 60 to 75 pupils.* From the same 1863 report the following reference gives an indica- tion of the supervisory responsibility vested in the school principal- ship. It is a two-story building of plain but imposing design in the form of an L with slate roof and substantial outbuildings. It has five rooms on each floor, and each room is designed to accommodate about seventy pupils, to be under the care of a single teacher. The principal’s room on each floor will occupy that portion of the building represented by the lower left hand corner of the L and is expected to seat from sixty to seventy-five pupils. The rooms are separated by sliding par- titions so that all the rooms on each floor can be thrown into one, when occasion shall require it. These sliding partitions also are to be made mostly of glass in the form of window sash, so as to give freer access to the light and equalize its distribution and to enable the principal while engaged in his own room to inspect the management of all the others. As a measure of economy and convenience this plan is believed to be superior to any other hitherto devised and put in practice for school purposes. New influences on the principalship about 1890—Historically speaking, toward the close of the last century we see the development of special and general supervisors working from the central office. 1See Superintendent J. B. Sacket’s Report to the School Committee of the Com- mon Council of Buffalo under date of 1863. 158 ELEMENTARY ScHoot PrINcIPALs The superintendency had become a fairly established office that could begin to exert some influence over the principals of the city. The growth of academies and high schools had transferred the public al- legiance and interest in organization, character and professional lead- ership from the local elementary school to the high school or academy. With the growth of the academies and high schools, the elementary school continued to attract less and less interest among the better edu- cated groups of the community. Invariably it became a ward school. The ward leader was too often interested in filling the principalship and even when there was not such an interest so expressed it became quite the custom for the superintendent and the board to fill the posi- tion from the ranks of elementary classroom teachers. Usually the candidate had proved his ability as a classroom teacher and had demonstrated capacity to make a large circle of friends. Both these qualities were and still are essential to filling a principalship success- fully; but in the earlier period and even as late as 1920 it was not generally recognized that the principal should be equipped to exer- cise powers of leadership and advisory direction of the assistant teachers in the building. Witnessing the above conditions the new superintendent, am- bitious, interested in the welfare of children, none too certain of the length of his tenure, realizing that principals were entrenched in their positions, resorted to supplying supervisory leadership through the appointment of supervisors in his office. At once we have the develop- ment of general and special supervision, with principals left largely to themselves in the control of discipline, the performance of clerical duties, the exercise of petty executive detail, and their own classroom teaching. The development of central office supervision through trial and error soon demonstrated the need for having time free from class- room duties in order to carry out supervisory responsibility. Prin- cipals caught the vision expounded by the general supervisors. One may well imagine that the principal of Buffalo referred to above might easily have found that in teaching his class of 60 or 70 pupils he had little time or energy to perform any of the thirteen specific responsibilities placed upon him. Surely he could have built up a good case for being relieved from a teaching assignment. Freedom from teaching duties—Ultimately, principals generally succeeded in securing certain freedom from classroom teaching duties; but such freedom came infrequently and in many cases was won with difficulty. For instance, in the city of Elmira in the year 1912 many of the elementary principals were not teaching. A new board member feeling that their time was ill-spent secured the pas- sage ofa resolution requiring the principal to teach at least one class a day. This reaction was a typical experience the country over. In a study of elementary school principals in Ohio cities the average uld lhe al- ad- ny. ary du- ol. hip me S1- the ad ese SS- 10t or nt n- he ‘ir he p- ly al m Mv Tue Trento YEARBOOK 159 principal spent 52 percent of the average day in classroom teaching.! Coxe’s study of the elementary school principalship in cities and vil- lages employing superintendents in New York disclosed that 66 per- cent of the principals did no teaching whatsoever.2. The Seventh Yearbooh® Committee found a little more than 4 percent of the average working day of the average supervising principal was given toteaching. The several studies that have been made indicate a range from (0) to 52 percent of the working day of elementary school prin- cipals devoted to classroom teaching. The probabilities are that the differences in these studies depend very largely upon the selection of cases studied. Does freedom from teaching make principals into supervisors ?— Apparently, in the larger schools, the struggle for freedom from teaching obligations is fairly won, but can we say that the principal thereby has gained the right to be classed as a supervisor? In Coxe’s study it was found that 16 percent of the 705 principals had had no training above high school. Thirty-three percent had never studied any professional course whatsoever. Only 36 percent had studied any course in supervision. Only 51 percent had pursued any course in administration and only 65 percent reported courses in general meth- ods or educational psychology. Fifty percent had taken no summer or extension course in the seven years preceding the survey. With these facts in mind one wonders how many of the 66 percent who had their time free for teaching duties were really qualified to render teachers any supervisory assistance. Let me illustrate the foregoing with a specific case. In one of the city school surveys on which the writer worked a few years ago the principals of the several elementary schools were entirely free from classroom teaching assignments. Of the seven principals concerned only one was a normal school graduate and only two others had studied in normal school or college; four had had no professional training other than a one-year training course in the high school of that city; and none of the seven had had any teaching experience outside the city except in a one-teacher school in years gone by. Not in a single principal’s office was there a bookcase, a professional book oramagazine. Nota single principal knew how to meke out an age- grade table. > Yet the survey committee observed that certain of these principals were very diligent in spending a considerable portion of their time 1Morrison, J. Cayce. The School Principalship in Ohio Cities and Exempted Villages, Ohio State University Contributions to School Administration, No. 2, May 15, 1926. 2Coxe, W. W. Study of the Elementary School Principal in New York State. University of the State of New York Bulletin, No. 926, June 15, 1929. 8The Seventh Yearbook of the Department of Elementary School Principals, National Education Association, 1928, p. 204. 160 ELEMENTARY ScHoont PrINcIPALs visiting classroom teachers. What service could such visitation ren- der? What purpose could it have? Perhaps, the contention is wrong but the writer believes that these principals were merely occupying classroom space to the annoyance of teachers. The elementary principalship in the past ten years—A small group of principals, under the inspiration of the University of Chicago in 1920, took the first step toward organizing a Department of Elemen- tary Principals in the National Education Association. On that date, throughout the United States, the elementary principal was consid- ered primarily as a head teacher. For the supervision of classroom instruction, the superintendent looked to his central office staff. The state educational associations prepared their programs on the assump- tion that the elementary principal was a classroom teacher in the upper grades. Salary schedules in force throughout the United States included a relatively small increment to cover the elementary prin- cipal’s investment of energy and overtime in clerical and adminis- trative duties. Practically no attention had been given to the study of the elementary school principal’s job. In all the educational litera- ture accumulated to that date, 1920, there was literally nothing from the pens of elementary school principals; or, if there were, the authors were careful to withhold any reference to their position. / As every principal and every superintendent knows; the past ten years have witnessed a tremendous change. Today, elementary school principals in city, state and nation are organizing for the professional improvement of their own work. At least they have taken the first steps toward making the elementary school principalship a position of leadership. College professors of education have found the func- tion of the elementary school principalship a fit subject for educa- tional research. Principals are writing for publication now from the richness of their experience and the multiplicity of their research. The importance of the position is becoming understood but the goal is not yet won. In the Third Yearbook of the Department of Supervisors and Di- rectors of Instruction! there is a tabulation of problems presented by classroom teachers to 42 principals during a period of one week. Table 1 shows the first five types of these 389 problems. TABLE 1—PrRoBLEMS SUBMITTED BY TEACHERS TO PRINCIPALS! Problem Frequency Helpful advice concerning individual learning needs and difficulties___~~-~~- 101 Administrative features of supervision_...............-.--.-..-....---- 68 Suggestions concerning the nature or use of desirable methods__.-____--_- 42 Provision of instructional materials, supplies and equipment____-__~-__- 25 Bet Ge NINE ROU as secu sn 17 1See The Problems of Supervisors, Third Yearbook, Department of Supervisors and Directors of Instruction, National Education Association, 1930, p. 224-227. ney 01 68 42 25 rs Tue Trento YEARBOOK 161 These same 42 principals reported 165 problems attacked on their own initiative. Table 2 shows the first five types of problems in order of frequency. TABLE 2—PROBLEMS OF TEACHERS WHICH PRINCIPALS ATTEMPTED TO SOLVE Problem Frequency Helpful advice concerning individual learning needs and difficulties__---- 19 Adminiatrative features. of supervision ....~......0...ssecccnsesedscccus 40 Suggestions concerning the nature or use of desirable methods___---~------ 18 Dingeesia of tonching Gitioultiet.. ............nnccnccncuccncscsmesnccsass 11 Teacher and pupil responsibility for classroom organization-..----------- 10 Table 2 does not disclose a single principal attacking any problem on the preparation or interpretation of materials, on the economical use of time and effort, on cooperative curriculum revision or experi- mentation. Yet as shown in Table 1, these were the phases of super- vision on which teachers most wanted help. What of the future?—The use of the word “principal” should be stricted to the administrative head of a school or schools who is primarily responsible for the supervisory direction of the instruc- tional activities of the teachers in said school or schools. Where it is necessary to retain small buildings, they should be in charge of a head teacher or assistant principal who works with the principal. Only through such an arrangement can most communities afford a salary schedule commensurate with the talent required, the clerical help and other expense necessary for the most effective supervisory functioning, and provide a work large enough to challenge the best effort of men and women of large abilities. To be considered for ap- pointment to a principalship a candidate should have (1) ability as a superior teacher, (2) capacity for leadership among teachers, pa- trons and pupils, and (3) special preparation for the work of super- visory and administrative leadership. The elementary school principalship of the future will be the key position in the supervision of elementary schools. To adequately fill the position, the principal must know elementary education. He must be a student imbued with the spirit of scientific inquiry in the continuous study of the problems of his schools. In the words of President Butler, “the important thing is not the magnitude or the weight of the task upon which he is engaged, but the fact that en- gagement upon it keeps him looking constantly out toward the horizon of knowledge. Much that is petty, much that is insignificant, not a little that is misleading will often result from these inquiries. But, on the other hand, the spirit of inquiry itself will keep alive and awake all those whom it animates, and will from time to time result in very considerable additions to man’s knowledge of himself and of the world in which he lives.” 1See the Report of the President of Columbia University, 1929, p. 59. 162 ELeMentTary ScHoot PriNnciPats SELECTED REFERENCES 1. Ayer, F. C. and Barr, A. S. The Organization of Supervision. D. Appleton and Co., New York. 1928. p. 1-37. Describes the rise of supervision. 2. Croucn, Roy A. “The Status of the Elementary School Principal.” Fifth Yearbook. Department of Elementary School Principals, National Educa- tion Association, 1926. p. 207-76. Presents evidence on the past and present status of elementary school principals. 3. CUBBERLEY, ELLWoop P. Public School Administration. (Revised) Hough- ton Mifflin Co., Boston, 1929. p. 3-99, 294-97. Reviews the development of the public school and the principal’s place in public education. 4. Gist, ArTtHUR 8S. “The Evolution of the Principalship.” Third Yearbook, Department of Elementary School Principals, National Education Associa- tion, 1924. p. 205-15. Chiefly expert opinions as to the present and future of the principalship. 5. Kyte, Georce C. How to Supervise. Houghton Mifflin Co., Boston, 1930. p. 3-30. How supervision developed. 6. McCiure, WortH. “Professionalizing the Principalship.” Hlementary School Journal. 2:735-43; June, 1921. Discusses the development of the principalship past, present and future. 7. McMurry, Frank M. Elementary School Standards. Yonkers: World Book Co., 1925. p. 175-211. Helpful section on supervision by the principal. 8. NaTIONAL EpUCATION ASSOCIATION, Department of Elementary School Prin- cipals. Seventh Yearbook, 1928. p. 160-67. Traces the principalship from early schoolmasters. Summarizes other studies. 9. STuLLKEN, E. H. “The School Principal as Revealed by School Surveys.” Eighth Yearbook. Department of Elementary School Principals, National Education Association, 1929. p. 151-61. What the school principalship is like according to 94 city school surveys. HE IDEAL school-master is not a recluse, not a pillar saint, not a hermit, not a morose man, nor one solemnly weighed down by either a sense of his own dignity or of the grave responsibilities of his office—but a man living among men, practical, full of common sense, tact and worldly wis- dom.—General Thomas J. Morgan in an address before the National Education Association, 1885. on CHAPTER II VIEWPOINTS ON SUPERVISION SUPERVISION AND THE PRINCIPAL A SUPERINTENDENT'S VIEWPOINT SUPERVISION Is A JOINT ENTERPRISE [ 163 J INTRODUCTION TO CHAPTER II Some professional courses and books center attention solely upon the “devices” or “technics” of teaching. Other sources of help concentrate upon the “why” or the view- points back of educational procedures. Since actual con- ditions in the school demand action there is a tendency for educators to seize upon the device which is imme- diately at hand. While the expedient thing may be justi- fiable temporarily it should be evaluated ultimately in terms of the philosophical and long-time view. Supervision still retains the marks of expediency which have characterized its development. For example, early superintendents aimed to visit many classes. At first, spe- cial supervisors spent much of their energy in racing from room to room. Today principals often give much time to aimless and useless visits to classes. Under these con- ditions supervision is doing the easy and the expedient thing. Classroom visiting is one of the principal’s most useful supervisory technics, but visiting is a “tool” or means and not an end in itself. Principals have lost perspective when they pile up a large number of visits without reference to the purposes and outcomes of a complete supervisory pro- gram. Chapter IT contains several viewpoints on supervision. Readers will note that the “why” is emphasized more than the specific details as to how to supervise. Selected refer- ences at the end of this chapter suggest additional thought- provoking reading.—Fditorial Committee. [ 164 ] CHAPTER II VIEWPOINTS ON SUPERVISION SUPERVISION AND THE PRINCIPAL M110 B. HILLEGAS Professor of Elementary Education, Teachers College, Columbia University, New York City HE PURPOSE of education is growth. This the school under- takes to bring about through learning. However, learning, like the growth that results from it, is a self-active process. The learner must act for himself. No one can learn for him. The school can do no more than arrange conditions so that learning takes place. The best school, therefore, is the one that makes such provisions as will make learning most efficient. The place of supervision—All school problems arise from the single requirement that the learner be provided with the most effective op- portunities for learning. The financing of education represents one phase of this problem. Better and more adequate school buildings and equipment is another. Likewise more adequately trained teach- ers are demanded because it is believed that they will be better able to arrange conditions so that learning may take place. Every part of the school system is maintained for the single purpose of making growth possible and more effective. Experience has shown that the conduct of an efficient school system demands that attention be given to the administrative factors. There are, therefore, boards of education, superintendents, and principals of schools upon whom the responsibilities for the administration of the schools rest. Their relationship to the learning that takes place in the individual classroom while remote is yet positive. Whenever it is shown that the results in the system are not as satisfactory as they might be, there is a demand that the officers who are responsi- ble shall be replaced by those who will be able to obtain better results. The chief responsibility for results in individual classrooms is placed upon the teacher. She works directly with the learners, while every other officer must reach the learners through her. The teacher, therefore, holds the most strategic position in the entire school sys- tem. If she fails all others who have responsibility for the results in her room also fail. Supervision is one of the means that is employed to help achieve the purpose of education. Its effectiveness, like the effectiveness of administration and teaching, must be judged by the contribution that it makes to effective learning. Like administration and teaching it must have its own particular fields in which to operate. If the super- visor duplicates the services of others it is a sure indication that con- flicts and dissatisfaction will result and that those who are respon- {165 ] 166 ELEMENTARY ScHoot Princreas sible for organization have failed to develop an efficient scheme. Such conflicts have been prominent and serious difficulties have resulted. It is important that the place of supervision shall be defined. To reach such a de ‘inition there must be a consideration of the needs that may best be met by one who is not required to act in the capacity of an administrator or asa teacher. Provisions have been made for both of these fields. If there is a lack of efficiency in either, the road to improvement leads through better training for the services required and not through the employment of others who will divide responsi- bilities. In the past it has not been uncommon for systems to employ special supervisors to do that which the principal was or should have been required to do. Inevitably confusion has resulted. The most common definition of supervision is: “Supervision is for the purpose of improving instruction.” If this is interpreted some- what literally it identifies the functions of the supervisor with those of the teacher. Yet the teacher is the only one who can directly improve instruction. The moment the supervisor attempts to assume the responsibilities that belong to the teacher confusion and ineffi- ciency are certain to arise. When the definition is construed broadly, it tends to bring the supervisors into conflict with every officer in the system from the janitor to the members of the board of education, because it would be equally correct to define the duties of all school officers as that of improving instruction. All of the problems that are found in education may be placed in one or the other of two categories. One of these may be labeled “what is learned,” and the other, “how learning takes place.” Within these two fields the supervisor like every other officer must find his responsibilities. Stated in general terms, the supervisor must assume responsibility for providing more suitable materials for learning. He may also be expected to put forth the effort to discover and propose more efficient ways of providing for learning. The nature of supervision—The responsibilities that may right- fully be assumed by the supervisor take three different forms. First, he may be expected to contribute to the making and revision of courses of study. Here he deals directly with the development and organi- zation of the materials that the pupils are expected to learn. Second, he may be expected to investigate and experiment with ways of learning. If he is properly qualified he will not be willing to accept newer ways of dealing with instruction without first satisfy- ing himself and the others concerned that the newer ways are effec- tive. This statement implies that a supervisor must have reasonable skill in research and experimental methods. Otherwise he is wholly dependent upon others for the newer plans that may be adopted in his school or in the system in which he works. One of the most pro- lific sources of complaint against the schools has been connected with ch 'o at th to ac] 31- ay ve or se ly 1e i - Tue Trento YEARBOOK 167 the way in which they have been willing to blindly adopt procedures which later prove to be ineffective. The loss occasioned by such mis- takes could have been prevented if a supervisor who was capable had investigated the newer plan and tested it experimentally before its tinal adoption. The third aspect of the supervisor’s duties is connected with the diagnosing and improvement of learning in the classroom itself. There is at present no better name for this service than “classroom supervision.” In every class there are difficulties that arise from the varying abilities of pupils and the peculiar conditions under which the school operates. Also the materials that are to be learned are con- stantly changing. The teacher often finds himself unable to meet all of the difficulties that he must face. He is in need of help such as can be rendered only by one who can visit his room and diagnose or help to diagnose the troubles and propose the remedies. In some cases the testing of schools will reveal defects that teach- ers are not aware exist. They will require assistance in bringing about the desired changes. Such services classroom supervision may be ex- pected to render. The duties that fall upon supervisors will vary from school system to school system. This difference is due to the more adequate pro- visions that some systems make for one or more aspects of work. Recently some states and cities have employed specialists to make or to revise courses of study. Naturally this arrangement has an effect upon the duties of principals and supervisors. In many places there are research departments equipped to investigate and experiment with materials and methods. This plan relieves the principal and super- visor from some responsibilities that they would otherwise assume. Improvement of the teaching body will certainly change the character of the services required of classroom supervisors. Determining what shall be learned—The things that should be learned are constantly changing. In some years the changes are rapid while at other times they are relatively slow. The subjectmatter which should be learned has frequently been regarded as the fixed feature of school work. For twenty-five years prior to 1920 there had been comparatively little change in the curriculum. The subject- matter was so well established that many schools had no course of study. The teachers and other officers were so familiar with what had been offered that they felt no need to have it in printed form. During this same period the attention of educators was turned to- ward the learning process. There developed a greater number of general and special methods than existed before. Yet as far as is known, the learning process does not change from generation to generation. Education seemed content to ignore the changing ele- ments in the case and treat the fixed one as though it were the variable. The fact that subjectmatter does change accounts for the difficulty of determining what shall be learned. Courses of study when put in 168 ELEMENTARY ScHoot Princrpas printed form have a tendency to persist for considerable time. Text- books are written with the expectation that they will be used for a number of years. They are usually adopted for a period of not less than five years. Some of the most commonly used standardized tests have been used over a period of fifteen years. Thus it happens that three of the factors that are important in determining the materials that are to be learned, have a decided tendency toward keeping sub- jectmatter unchanged. The public, moreover, is extremely critical of any change in the content that children learn. They have found the use of the slogan “fads and frills” extremely effective in prevent- ing changes. The supervisor is subject to all of the limitations that surround the teacher. It is important, therefore, that proposals for changes in subjectmatter shall be based upon all of the facts that are available. Teachers must meet the requirements of course of study, texts and tests. The same requirements must enter into the supervisor’s think- ing concerning the materials that are to be learned. In addition, the teacher is subject to the demands of the community in which she works. The supervisor cannot ignore these demands. If they are unwise, the responsibility for changing them should not be delegated to the teacher. There has been a decided tendency to criticize the teachers. They have been called conservative, unprogressive and lack- ing in professional spirit because they have not made the changes that reformers have suggested. At the same time teachers have re- garded supervisors as impractical, vague theorists because they have advised or demanded changes that the teachers cannot make. This whole conflict may be avoided if both the supervisor and the teachers take into consideration all of the factors involved. Apart from the requirements that must be met in subjectmatter, there is always a margin in which supervisor and teacher are free to choose. This choice is the most important as well as the most per- plexing feature that is present in the problem of what to learn. The opinions of those who are regarded as specialists in curriculum devel- opments are so varied as to afford little assurance to the practitioner. Different teachers receiving their training at different institutions are sure to hold very different views. Each is able to muster reputable educators who will sincerely back his views. The supervisor must treat this matter as one in which conclusions, even his own, are tenta- tive. When there is uncertainty on the part of teachers or supervisors, the use of experimentation is called for. This criterion applies with peculiar force to changes in the courses of study. There have been noteworthy failures in curriculum revisions due to the absence of efficient experimentation to test the validity of the changes proposed. This test experiment does not exclude the use of the experiences of others, but such experiences need to be verified before they are applied in new situations. xt- >a SS sts at ils ib- al nd it- he in le. id he he Tue Trento YEARBOOK 169 The learning process—It is one of the anomalies in education that the learning process remains a matter of uncertainty. The psycholo- gists who might be expected to settle the question are divided into groups that often assume the character of hostile camps. Teachers or supervisors who receive their training in one institution will hold ideas that are directly contradicted by those who have attended some other institution. In all of this uncertainty regarding the way in which learning takes place, teachers and supervisors are compelled to act. Learning cannot be delayed until there is agreement as to the exact way in which provision for learning should be made. There grows out of this situation a demand for help such as the supervisor can render. In matters relating to the learning process as in those connected with the subjectmatter, it is essential that the supervisor recognize the fact that there are different views even among the teachers, and that all who deal with learning must hold tentative conclusions. In all cases where there are legitimate differences of opinions the supervisor must make a choice between two methods of procedure. He may employ the authority that directly or indirectly is associated with his office and compel the adoption of his own opinions, or he may make such compromises as may be necessary in order to start procedure in the direction that he has reason to believe is right. Supervision by authority has seldom been effective. The nature of the supervisory process is such that results are achieved most effec- tively through cooperation. Only in extreme cases where the wel- fare of the learners is clearly jeopardized is the use of authority clearly justified. Even then it must be regarded as a last resort and not a commendable method. With the passing of time various methods have been considered effective in providing for learning. These have been formalized as special methods. The number of these have reached a large total. Often these methods have not been consciously based upon any recog- nized psychology of learning. Some one has found that a given procedure produces results. This procedure has then been organized and described so that others will be able to follow it. Often texts and manuals have been made for use with the method. Thus it happens that the work in many schools is largely controlled by such special methods. The supervisor is more than a guardian of some special method. If there are more economical ways of providing for learning he is responsible for the attempt to bring them to pass. In every school there are various factors that may be peculiar. In some respects a group of young children who are not familiar with the English language present quite different problems from those who are familiar with the language of the school. Children who by virtue of age have had a variety of experiences outside of school re- 170 ELEMENTARY ScHoot PRINCIPALS quire a different treatment from those who are younger and who have not had such experiences. In a real sense each classroom may have peculiar factors that effect the teacher’s problem of providing for learning. Often teachers who have been remarkably capable in one school or in one grade are failures in a different school or grade. They do not recognize the new elements in the situation or they do not know how to deal with them. Competent supervisors will recognize and take into consideration all of the conditions that surround the individual teacher and whenever possible help her to deal effectively with such problems. As schools are usually organized, a large part of the provision for learning will be in accordanc e with some special method. It is de- sirable that these methods be employed until it can be demonstrated that more effective learning can be secured in some other way. This again requires the use of experimentation and research. Such tasks naturally fall in the field of supervision. In providing for learning both teacher and supervisor must be open to new conclusions. At the same time they must insist that the new shall be sufficiently verified by scientific treatment to merit considera- tion. The scientific method employ ed outside of education requires that conclusions be verified by different investigators. This same procedure is essential in educational affairs, Classroom super vision—The supervisor's activities within the class- room do not of necessity constitute the most important part of his duties. They are, however, the basis upon which his efficiency is most often judged. It is essential, therefore, that he develop suitable meth- ods for visiting, observing and diagnosing classroom activities. The teacher occupies a position that must be regarded as funda- mental in the school. The supervisor should never attempt to assume the functions that rightfully belong to the teacher. Any conduct on his part that tends to interfere with the teacher’s control of the class is a direct injury to the classroom work. There is no possibility of stating in de‘inite terms just how super- visors should behave when they visit the teacher at work. Proper conduct is always a series of correct adjustments to many conditions. Any act that disturbs either class or teacher is to be deplored, if by any reasonable means it can be avoided. The common practice of trying to make due allowances for the adverse influence of the super- visor’s presence is a direct admission that the methods employed by the supervisor are faulty. The method that the supervisor employs in observing the work that is in progress during his visit needs to be simple. He cannot make use of all of the technical methods that are applied in research and experimentation unless he has made special provisions for such efforts. Even then the application of such methods is outside the field of classroom supervision. ave ave for l or not 1OW ake ual uch for de- ted ‘his sks yen lew Ta- res me |SS- his ost th- la- me aSS er- er ns. by er’- by rk ot ch ch he Tue Tento YEARBOOK 171 The most obvious aspects in any classroom are connected with the relationships that exist: (1) the relationship between the teacher and the children, (2) between the children and the teacher, and (3) be- tween the children themselves. These three signi.icant symptoms as- sist the supervisor in understanding conditions. These symptoms are not themselves subject to treatment, but the conditions that they re- veal are. These relationships cannot be changed quickly. There is, therefore, small chance for a teacher to deceive a supervisor in re- spect to them. The teacher’s procedure must be judged in accordance with his own purposes. The failure of supervisors to take the teacher’s purpose into consideration has been a prolific source of dissatisfaction. Natu- rally a procedure that is adapted to realize one purpose may not be suitable for the realization of a different one. There is the danger of criticising the procedure when the purpose itself is at fault. The teacher’s purpose has been subject to various interpretations. Even the means that have been employed to achieve the purpose have been treated as purposes. This viewpoint has the effect of making every class period consist of such a large number of purposes that supervisors cannot profitably deal with them. As a consequence mat- ters of inferior importance often receive undue importance. Another tendency has been to connect the teacher’s purpose with the teaching of a given unit of subjectmatter. The statement of such purposes begins with the prepositional phrase “to teach” which is changed to “to have” “to make” and the like. Such phrases are then followed by a statement of the subjectmatter that is to be taught. The test for the achievement of such purposes consists of an examina- tion of the pupils to determine their control of the subjectmatter. This practice forces attention toward subjectmatter rather than learn- ing and a means is made an end. Teachers’ purposes are of necessity connected with the provisions that are made for learning. Such purposes, therefore, include at least the provisions that must be made for study, drill and for the develop- ment of appreciations both social and aesthetic. In each case there are well-defined steps that must be followed if the learning is to take place economically. It is easily possible for the supervisor to recog- nize the teachers purposes when they are sought in the provisions that she has made for learning. It is also possible for both teacher and supervisor to know exactly what has led to success or failure in the learning that was expected. The sources of supervisory problems—Supervisors are required to deal with the problems and difficulties connected with the learning that is expected in schools. The efficiency of supervision will in large measure depend upon the provisions that are made for obtain- ing such problems. In the past it has not been uncommon for the supervisor to go on a round of visitations to discover the difficulties 172 ELEMENTARY ScHoot Principabs by observation. Unquestionably such visits have disclosed difficul- ties, but teachers tend to resent the application of this method. As far as possible they conceal such problems as they are aware exist, because they fear that if they frankly reveal true conditions they will be rated low and thereby suffer in salary or promotion. Inspec- tion often establishes cross purposes between teacher and supervisor and greatly interferes with the efficiency of supervision. Common sense would indicate that the source of problems should be kept open and as free from complications as conditions will per- mit. The supervisor should not be required to discover all of the problems with which he must deal. His best efforts are exerted when he deals with difficulties with which the teacher consciously desires assistance. There arises the demand that at least part of the super- visor’s visiting be done in response to requests for assistance. The use of tests and measurements should disclose to principals and supervisors points at which provisions for learning are not as effective as may reasonably be expected. Test results should disclose a series of problems. The supervisor needs to be cautious regarding the inferences that he draws from the results of testing. The tendency has been in the direction of regarding the tests as giveng a ¢rwve representation of achievements. The school has accordingly attempted to secure the results that the tests require. The character of many tests, however, bears little resemblance to the conceptions that are supposed to con- trol the work of the teacher. Moreover, tests are not found in some of the most important parts of the educational field. Tests cannot be considered as the fixed feature in education and practice as the variable that must change to meet the requirements set by them. There is as great need to examine the tests themselves as there is to consider the results that they disclose. Every competent supervisor will need to make use of philosophy. Possibly a more significant term is philosophize. He needs to philos- ophize. This statement means that he must be in reasonable com- mand of the basic sciences upon which education rests. These will disclose problems with which he will need to deal. It is not out of place here to call attention to the practice which is common of confining the supervisor’s duties to those connected with the attempt to save the incompetent teachers. It certainly is true that this is an important matter, but it is by no means the most important function of supervision. At best such practice can only succeed in bringing poor teachers to a somewhat higher level. The net improvement in the school or sys- tem will not be great. The same energy used in helping competent teachers to meet their problems will always result in marked improve- ment in the total work of the school or system. An efficient organi- zation of supervisors will provide for the best teachers as well as for ul- As st, ley ec- sor ild er- he en res or. ils as se he of he n- ne is ut it Tue Trento YEARBOOK 173 the poorer. The supervisor needs to be in possession of the problems from all types of teachers. The sources of the supervisor's suggestions for improvements—The supervisor deals with problems and difficulties. It is essential, there- fore, that he make use of reliable data in order to reach valid con- clusions. The sources from which such data may be secured must be recognized. There are three sources from which the supervising principal may obtain assistance in solving his problems. He may draw upon the known experiences of the teacher. If he is thoroughly acquainted with the teacher’s practices, he may be able to find in this body of experience the needed remedy. Whenever the supervisor’s familiar- ity with the teacher’s work makes it possible, he finds this practice a most effective method of reaching suggestions for the desired im- provement. Of course this source cannot be utilized unless there is adequate knowledge of the teacher’s procedure. The supervisor may be able to derive suggestions for improvements by referring to the experiences of others in the profession. One who uses this source cannot be charged with being a mere theorist. His suggestions have at least the merit of practicability. The supervisor is in a peculiarly strategic position in regard to understanding what other teachers are doing. If he is a principal he may visit all of the classrooms in his building, and to a limited extent, rooms in other schools or even in other cities. If he is a special supervisor he observes the practice of many different teachers in various parts of the system. The teacher is seldom able to obtain such a broad view of the others. Her visiting is confined to one or at most several days in the year. Special supervisor and principal as well as the teachers may profit by the recorded experience of others. Such printed descriptions usually have one shortcoming. They customarily present the newer or more unusual ways of accomplishing results, because there is not the same demand for means and methods that are more common. The supervisor and principal are justified in making a large use of the experience within the profession. The third source of suggestion upon which the supervisor is ex- pected to draw is contained in the field of principles. The character of this source needs to be carefully considered. It is not a mere quib- bling over terms to hold that the nature of educational or teaching principles is very uncertain. It certainly is true that no supervisor can place his reliance upon the statements of principles that are com- monly presented. An inspection of the table of contents of two or more treatments each labelled “principles of education” will disclose little or no agree- ment as to the fields covered, to say nothing of more particular as- pects. 174 ELEMENTARY ScHoon PRINCIPALS There is a constant complaint that in their practice teachers, even those who are most insistent upon the significance of principles, fail absolutely to act in accordance with the principles, that they expect others to accept. This failure cannot be charged to a willingness on their part to be inconsistent. The fact is the conditions for which provision was made in the stated principles do not exist or exist in dif- ferent combinations in the situations that they actually face. They find it imperative to act in accordance with peculiar requirements of the case. Supervisors must derive the solution to each problem that they face. If the experience of the teacher concerned, or the experiences of others within the profession, does not supply the answer, the solu- tion must be reached by the use of all of the available data. Such data are derived from the sciences upon which the educational process rests, chiefly psychology, sociology and biology. The contributions of philosophy may also be drawn upon, but one of the chief soutces of data is found in the conditions which gave rise to the problem. This last element is the element that tends to make the problems that the supervisor faces particular rather than general. A conclusion based upon adequate data has the nature of a prin- ciple as applied to the particular case for which it was derived. To the extent that other cases may involve the same elements the same solution may be applied. The possibility of using a solution or prin- ciple in two or more situations does not free the supervisor from ex- amining with care the elements contained in each. The use of research and experimentation in supervision—In pre- vious sections, mention has been made of the need for research and experimentation. In some essential particulars the person best qual- ified to undertake such work is the supervisor. Among these qualifi- cations may be mentioned the professional training that they are gen- erally required to possess. They may be expected to be sensitive to normal classroom conditions and thus able to avoid many of the pit- falls that endanger the work of those who do not possess such sen- sitiveness. They are in position to make use of different schools in different parts of the system and thus fulfill a requirement for legiti- mate experimentation. The methods of research and educational experimentation are so clearly described and defined that there can be no excuse for the use of faulty arrangements. The person who is not capable of conduct- ing a valid research or experiment is lacking one of the most essential qualifications of a supervisor. The adoption of new methods should follow the successful trial of such methods under experimental conditions in the system in which they are to be adopted. If this had been done more generally there would have been fewer mistakes in the schools. en ail ct on ch if- ey of ey es u- Ss 1s eS 1S Tue Trento Yrarsook 175 A SUPERINTENDENT’S VIEWPOINT Henry J. GERLING Superintendent of Schools, Saint Louis, Missouri ROM THE viewpoint of the superintendent the supervision of teaching is an essential part of his responsibility. Legislative enactment ordinarily specifies supervision as one of the duties of the superintendent. In the larger school systems this duty is necessarily delegated almost in its entirety; but, whether exercised in person or through delegated authority, the supervision of teaching constitutes an essential function. Usually a course of study adopted for the system sets forth objectives that are to be realized. Only through competent supervision can the realization of these objectives be furthered and ascertained. Frequently new activities enter the school curriculum. Only through supervision can the most effective reac- tion of teachers be assured. School systems are confronted with the task of inducting new teachers into their service. Only through super- vision can competent aid be given to new teachers in this process of adaptation. In the exercise of the supervisory function it is important that the activity be restricted to essentials. The superintendent to discharge his function properly should not only keep himself informed as to the extent to which the purposes of the curriculum are put into effect, but should also exercise a formative classroom influence either through personal contact or indirectly through a staff of competent super- visors. He should assist actively in the establishment of new types of instruction; new teachers beginning their work should receive his assistance. Supervision of this essential type should not, however, trespass upon the right of the teacher to exercise initiative and to assure personal responsibility in the discharge of duties assigned to her. Teachers do their best work under conditions that enable them freely to adapt current methods of procedure to the individual and varying needs of their pupils. Without the existence and exercise of such freedom teaching degenerates into a mechanical operation. Those who supervise need constantly to bear in mind that the pro- fessional standards of teacher training are undergoing constant im- provement. Many school systems today are requiring a standard four-year college course as preliminary preparation to teach in the kindergarten and primary grades, as well as in the upper grades. Teaching is thus becoming more truly one of the learned professions endowed with their privileges and charged with responsibilities. Su- pervision, if it is to retain its place, must adapt itself to this advanced type of preparation in the teachers. It means that the supervision, in order to be effective, must be inspiring, must exhibit a spirit of co- operation, and must be characterized by an unmistakable recognition of the important position that the teacher occupies. 176 ELEMENTARY ScHoot Princirats Supervisors who offer advisory services without inspectional im- plications recognize that the teacher possesses in all cases a more intimate knowledge of the children and their problems than any supervisor can have, and that on this basis she seeks, in most cases, to discharge her duties honorably and well. Help so offered en- genders an interplay of functions appropriate to the relative respon- sibilities of supervisor and teacher. Nevertheless, after full allow- ance is made for the teacher’s professional position and her intimate knowledge of the local situation, there still remains the need for supervision with reference to those matters which, from the superin- tendent’s viewpoint, are essential. To know how well the objectives of education are being realized, to improve the methods of teaching where improvement is needed, and to assist in the introduction of new activities are the purposes of any supervision which is entitled to be called essential. Supervision should be economical. Continually mounting costs of public education make it incumbent upon the superintendent to secure the best kind of supervision at the least possible expenditure. The tax-paying public places upon the superintendent the double prob- lem of securing a high quality of educational service, and at the same time an economical use of the public funds. To deal with this double problem efficiently requires the reduction to a minimum of duplica- tion of effort and the application of a well developed remedial tech- nic wherever deficiencies are observed. Reference to a remedial technic suggests that supervision must be active. Discovering and recording deficiencies or opportunities for improvement of the service divorced from the opportunity and the authority to improve the conditions observed involves a loss both of money and of effort. Supervision unauthorized to apply remedies is at best mere professional consultation and at worst a futilitarian pursuit. If the supervision established in any school system can be charac- terized as Essential, Economical, and F ficient, it should at least be given an “E” rating. A supervision which has in it these character- istics, as outlined, of necessity brings the principal of the school into the foreground. He stands in the line of authority between the superintendent and the classroom teacher. In this position he may exercise such authority as is necessary to remedy any weakness dis- covered. He has at his command the administrative agencies and services of the school system to aid him in the process. The principal spending full time in the school building necessarily becomes more acquainted in detail with the inter-relation of various problems in the school than any occasional supervisor can become. He knows better than any other supervisory agent the limitations under which the teacher is working and the facilities which may be placed at her command. One cannot escape the conclusion, therefore, that the principal constitutes the central figure in any supervisory scheme. we ese OO E> we OPT! fod Tue TentoH Yrarsook 177 When subject specialists, grade specialists, or other special super- visors are supplied by a school system, responsibility for utilizing these agencies without conflicts, without duplication of effort, and without waste of time and energy, rests on the principal. It is he who exercises first of all the authority which is needed to remedy any situation discovered or reported by a special visitor. A centralization that unifies the application of remedies equates program differences, fortifies the teachers, and provides for orderly progress to a definite end. A multiplicity of special agencies and school aids from the central office may impair rather than improve the service. The feeling of over-supervision, sometimes entertained by a teacher, often, however, reflects upon the efficiency of the school principal in utilizing special aids that the school system provides for them. The administrative and supervisory head of the institution is assumed to be endowed with the necessary authority to use without duplication of effort and with- out trespassing upon the teacher’s time, as much expert aid and coun- sel as any school system is likely to furnish. A principal without adequate realization of the implications of his position can scarcely be regarded as equipped for his position. A tendency for supervision to become automatic with reference to certain activities which no longer need to be supervised is sometimes observable. It may be a reasonable assumption that any new activity which is being established in an educational program requires more careful supervision at the outset than it does after most of the prob- lems of securing results from such an activity have been solved. The school principal should be in a position to know where supervisory intervention is needed and where it is superfluous. Failure upon the principal’s part to apply supervision accordingly is to fail in making supervision either essential, economical, or efficient. In the larger school systems it is sometimes necessary to have be- tween the principal and the superintendent the office of district or as- sistant superintendent. This fact does not change vitally, however, the status of the school principal. The authority vested in the super- intendent by the board of education is still delegated through the dis- trict or assistant superintendent to the principal, who thus becomes the chief supervisor as well as the administrator of the local school. All of the grade and subject specialists afforded by a school system are in the position of aids to the principal who stands in the line of authority assisting him to discover needs and to apply remedies in their respective fields of instruction. Concluding this brief characterization of supervision from the viewpoint of the superintendent, it may be said that supervision can assure to itself its proper place as an educational aid only when it is actuated by an interest in childhood and practiced with a sympathetic understanding of the teacher’s problems and professional position. 178 ELEMENTARY ScHoot Princirats SUPERVISION IS A JOINT ENTERPRISE Joun S. THOMAS District Principal, Clippert School, Detroit, Michigan Gumance—TuHeE Funcrion or THE PRINCIPAL ECENT developments in the field of the elementary school principalship charge the principal with the direction of instruc- tion in his school. In addition to the many plans developed and put into practice by supervisors and others concerned with instruction, principals have tried and described innumerable methods for super- vision. Cursory investigation of all these plans points toward wide divergence of opinion with resultant confusion of the ends to be served. However, there appears to have evolved from, and to be inherent in, the whole development this basic consistency: Super- vision, or the guidance of the instructional program, is a combined undertaking in which the principal acts as a guide or leader in his school, but which to be successful, must be based upon a close inter- relationship among all those whom the activity concerns, the child, the teacher, the parent, the social group, and the curriculum builder. The prine ipal holds the key position for providing instruction in the school; he is the integrator of all the instructional agents and agencies. Supervision in the school is a joint enterprise euided by the principal. It is rather difficult to know what supervision should encompass, and to determine how it shall proceed. An attempt is made at present to meet needs that are cognizant and to provide a situation in which those who work with the child during his growth may participate with the assurance that contributions are desired and will be incor- porated in the procedure. Major attention is focused on the con- tinuous growth of the child and his response to teaching which pro- vides at every step an added capacity for growth, rather than on the merits or demerits of the teacher’s procedure. Teaching technics are not ends in themselves. Supervisory methods are also not a final product to be achieved except as they unite the conditions pro- vided for the child’s growth. The principal guides this process. CurrRENT Princirtes Provipe Unxiry iN SUpervision Since any sound program of supervision must be based on an even more sound philosophy of education, a statement of the prin- ciples governing the learning of the child should be of considerable yalue in determining that activity which primarily concerns the teacher. Fundamentally, in terms of philosophy, there seems to be this underlying principle common to all progressive views: Edu- cation provides opportunities to every child to grow continuously and to add capacity for future growth into the most socially efficient 1001 uc- put lon, er- da s to » be er- ned his er- ild, ler. the ind ISS, ent ich ate or- on- ro- the ics ro- an in- le he be u- ly nt Tue Tentuo YEARBOOK 179 person he is capable of becoming. Three phrases of continuous learn- ing experiences should be distinguished : (1) the acquisition of es- sential knowledge; (2) the development of fundamental habits and skills; and, (3) the establishment of desirable attitudes and ideals. A supervisory program built on this broad foundation of growth opportunities will of necessity help to make teaching better. The place of the principal—The Eighth Yearbook of the Depart- ment of Superintendence of the National Education Association classifies the functions of supervision under four captions: (1) in- spection, (2) research, (3) training, and (4) guidance. Guidance is considered largely as the special prerogative of the principal. In the performance of his function, the principal is expected to supplement the previous training of the teacher by helping with immediate problems, providing materials, by helping to measure achievement, by supplying standards for judging efficiency, by diagnosing failures, by suggesting remedial measures, and by appraising final success or failure. Throughout all of his guidance of these phases he must provide a unifying medium to insure that the work will be carried on as a joint activ ity with which the teacher is in whole-hearted accord. There can be no distinct line of demarcation between the fields of those who are studying the problems of supervision. ‘The principal through his daily contacts with the teachers in the school frequently sees some of their problems in a different light than that which appears to the infrequent visitor. For this reason he holds an important place in the development of the new teacher, since he makes most frequent contacts with the teacher during the early stages of her experience. To a large extent, the training that the teacher has received is likely to form into definite habits and attitudes dur- ing the first semester that will persist for years. If the inexperienced teacher does not receive the guidance that is necessary to bring to fruition her greatest abilities, the principal fails to justify “his position in the supervisory program. In a truly cooperative method which the principal is ev olving, he relies upon supervisors, research experts, and others in carrying out his function of guidance. Principal responsible for supervision in his building—The develop- ment of the principal’s position during the past two decades has arrived at the point where the principal is recognized to have supreme administrative powers in his own building. He is respon- sible directly to the superintendent in a line organization. He is also accountable to the same office for the effective conduct of the instructional program. In a sense, the principal administers the instructional phases of school activity. The superintendent corre- lates the work of principals, supervisors, and other expert advisers. If the principal neglects or refuses to accept the advice and sugges- tions of these other experts for the improvement of instruction in his school, he does not accept his responsibility for supervision. 180 ELEMENTARY ScHoot PrINcIPALs The tendency seems to be, in those systems sufficiently large to have subject supervisors, and in schools where the principal devotes only a small portion of his time to teaching, for him to assume responsibility for putting into effect the course of study, measuring the effectiveness of the teaching act, and so directing the work of teachers that children attain an ever widening ability. The supervisor is recognized as an expert who contributes the results of his creative effort for the benefit of the entire system. He conducts a program of teacher-training through the cooperation of principals by setting up general and specific standards to be used _ for developing and evaluating work done in the classroom. The supervisor lias an intimate and expert knowledge of content and technic which cannot be generally expected of the principal. In this program, the principal directs the teachers, using as his guide, the expert contributions of the supervisor. Contacts with supervisors—A frequent contact between principal and supervisor comes during periods of introduction of new methods and materials. The supervisor demonstrates innumerable points of technic which he has developed in his role of specialist in a par- ticular subject or method. During this time, the principal is learn- ing and developing a broader understanding of the problem. The situation is similar in many respects to that encountered when the principal attends summer school or studies during the year. He works with the expert with the express idea of improving his own powers for directing learning. The principal also finds frequent need to call upon the supervisors and other expert advisers for assistance with special problems that require more specific knowledge of particular subjects than he can well retain. A teacher may request assistance from the principal requiring adjustments in the course of study to fit an unusual situa- tion in her classes. While the principal is familiar with this unusual condition as it exists in his school, the supervisor, on the other hand, has probably encountered similar situations in several schools. Frequently, teachers evolve variations of the accepted procedures which appear superficially to provide better conditions for the chil- dren. If the conclusions which the principal and teacher have drawn are false, the subject or research expert is the one who logically can discover the errors, since he is trained in this phase of teaching to a higher degree than the principal. On the other hand, the supervisor may be able to give assistance in the refinement of the method. The supervisor who makes frequent and varied contacts with many dif- ferent schools and classrooms may carry from place to place ideas that have proved especially effective. There is a vital necessity for the principal to draw upon the various subject and educational specialists, since he cannot himself be a specialist. The principal’s activities must be spread over a 2 to otes ‘ing the He 1 of sed The und his the pal ods of ar- rn- ‘he the He wn ors lat an al al id, es i]- mn un or 1e ... 1€ If Tue Trento YErArRB0oK 181 wide field, Economy of time and energy demand that the principal make use of all existing agencies for providing progressive instruc- tional conditions in his school. Present understanding of supervision—Many supervisory methods have been devised and put into practice by principals, generally recognizing that supervision is a process of working with the teacher in an attempt to improve her teaching. Unfortunately, too fre- quently, little attention was given to the children in the class, since supervision was made the end itself. The current tendency is to define supervision in terms of purposes, such as, the coordination, stimulation, and direction of instruction. This policy when fol- lowed by the principal insures that he will use all existing agencies and agents and will attempt to bring them all into harmonious work- ing relationship within his school to the end that children are given the opportunity to grow continuously. Here again, the function of the principal is guidance. : The problem which confronts the principal is to devise some simple plan to make his guidance program most effective and con- tinuing in unity. Without doubt, the principal who attempts to attain a perfect subject mastery, and to direct the every move of the teacher in presentation of subjectmatter is out of step with pro- gressive theory and practice. Methods advocated for supervising—One type of classroom meas- uring device may be termed “checklists.” In general, it consists of a list of questions or statements numbering from fifteen to fifty or a hundred. Most of the questions in such checklists are of definite value in that they focus the observer’s attention positively upon desirable features of teaching technic, pupil response, or pupil activ- ity. But unfortunately, such lists do not offer specific and proven corrections for those items that may be marked low on the scale. If such a device as this is used by the principal, and if it is not a check- list of his own devising, there is likely to be little real stimulation or guidance given the teacher. The use of the device, if a copy of the list is furnished the teacher as many proponents advocate, rather tends to unexplained criticism of the teaching act with a resultant lowering of the teacher’s confidence. Other objective technics to fill a similar purpose are largely described by the names which are given to them: activity analyses, or forms for recording both pupil and teacher activity; class period analyses; time diagrams, or an attempt at measuring the amount of time devoted to a number of activities during the class; attention profiles, methods used to observe the attention of individual chil- dren as well as groups; and various other forms of semi-scientific measuring plans. There exists a real danger in the use of these methods in that basic- ally the results obtained are usually subjectively measured since they 182 ELEMENTARY SCHOOL Principats are the result of the efficiency or inefficiency of the observer. Again, in nearly every question or statement contained in most checklists, the relative score is determined largely by the personal beliefs or background of training and experience of the person checking the question. Especially where the devices are used by other than the originator of the particular plan, is there a probability that the final result achieved may be totally different than was intended, since debatable items are frequent. Checklists or lists of items to observe are desirable in the training of the new principal or during a training period at the introduction of new material. They make him aware of a multiplicity of classroom conditions, but they must be interpreted by the principal for his own use. In the development of his technic, the principal more than any other person dealing with instruction should have a constant realiza- tion that supervision deals primarily and finally with human beings. It demands an understanding sympathy with the problems of people. Since supervision of the teacher is only for the purpose of helping her work with the children in her classes, someone must be respon- sible for the coordination of all those activities that directly, or indirectly, influence the responses of the children to the teaching procedures. The principal is the only one within a building to bring together these various endeavors into a unified plan. Dirricutties ENCOUNTERED IN APPLICATION Duties classified under separate headings—There have been many studies which classified the duties of the elementary school principal under separate and distinct divisions, such as: supervision, admin- istration, teaching, clerical, and miscellaneous. Summaries of these studies indicate that the supervising principal should give at least fifty percent of his time to supervision and thirty percent to admin- istration. In connection with these time allotments there have appeared long lists of activities in which the many things done by the principal came under several or all of the headings. If a principal can think of his position as one in which there is need for improving constantly those features of the school which provide directly for a continuous growth of the children, he is likely to devote the greater part of his time to activities that are generally considered as supervision. In solving an instructional problem, the principal cannot dictate any best method for the teacher to use. Even though the method may improve the teacher’s procedure, bet- ter results may be secured if the principal and teacher work out a solution which is the joint product of their careful considerations. Success in creating desirable progress in any school is probably deter- mined by the judicial balance which the principal maintains between the exercise of his executive and guidance functions. The extent to which the determination of policies within the school is the product Tue Tentu Yrarsoox 183 of combined thought and contributions from all those who have any contact with the children depends largely upon the attitude of the principal. The choice is between dictating or directing on one hand and guidance or leadership on the other. Classroom observations and teacher ratings—The importance fre- quently attached to the rating of teachers constitutes a real deterrent to normal relationships between the teacher and principal during supervisory contacts. Unfortunately, many classroom observations coming under the guise of supervision are primarily made for the purpose of rating or marking the teacher. As long as the principal is required to rate the teacher at stated intervals, he must constantly seek means to make the teacher feel that rating is necessary but that it is not the chief reason for making visits to the room. The use of checklists and other lists of items to observe is inclined to destroy a friendly relationship. Such lists are likely to be rather standardized. The teacher may feel that they are impressed largely to make her conform to the same pattern that has been determined as standard for the building. There is little doubt but that some types of checklists are of high value when all teachers in the school know their contents and understand that they serve as a guide to bring children to a higher level in some particular traits. Some of these plans may be directed more toward the technic of the teacher if she is in sympathy with the ideals which their use tries to set up. In the same way, the practice of making notes or records during class visits must be considered carefully. Most teachers are naturally curious to know what is being written. The resultant reaction is toward self-consciousness and confusion. If the teacher knows that the written record is made for the purpose of later use with other similar data to be analyzed for correction of a general situation throughout the school, she is more likely to be in accord with the practice. Conferring with the teacher—Preparation for observation of classes might well be included in a general plan which has for its purpose the coordination of all school activities. Random observa- tions are likely to be made with little or no planning for future growth, but rather to satisfy demands for “supervision.” After observing lessons, the principal must also spend some time in pre- paring for the conference with the teacher. This preparation is an important part of the supervisory program. Ideally, the con- ference should be held away from the distractions of the classroom. But this means that some teachers must be kept waiting after school while the principal is conferring with another. Or if the conferences are not held at the close of school, to talk with a teacher during school hours ordinarily requires some disorganization of regular schedule. To hold a separate conference following every class ob- 184 ELEMENTARY ScHoot PrINcIPALS servation seems rather impossible if all the ideas that have been advanced are followed. To build up the finest conditions possible in the school would seem to demand a conference with a teacher or group of teachers previous to observing how children react. Here it is possible to prepare the teacher and to work out with her what the observation aims to accomplish. Under such conditions as these, there ‘s likely to be planning in which the teacher contributes a vital part of the plan rather than criticism for which no remedy is offered if the conference follows the observation. Emphasis on the technic of supervision—What we are doing is to place an overemphasis on the technics of supervision and thus neg- lect to direct our attention to the child. Supervisory methods approach the point where the learning process is largely a subsidiary phase of activity. So many plans have been described, each of which attacks only one small part of the general problem, that most prin- cipals are at a loss to know what to use. So far, there is a rather indistinct picture of how the principal should go about his problem because many times there is a complete lack of unanimity in the various ideas expressed. Ordinarily, supervision is conceived to consist of a rather re- stricted cycle of visits to the classroom, teachers’ meetings, and con- ferences for the purpose of criticism and inspection. This program is conducted in the light of standards determined by someone who never saw the class and the defects observed. There are many other parts of the supervisory procedure. It is probable that classroom visits form the basis for all the rest, but the other parts may consume more of the time of the principal than the actual visits. A wise distribution of all the various parts which are essential in a well-balanced program requires the principal to keep constantly informed on recent developments. He must select those features which will contribute most to his school and combine them with his general procedure. The principal should avoid the fallacy of specialization since he is working with numbers of people, to no two of whom will the same methods apply. He serves as a guide in the joint enterprise that provides opportunities for all to contribute some part to the situation in which they live and grow. Tue Principat Coorpinates ScHoot ActTIviTIES. Plans form the basis—Before the beginning of a new school year, it is wise to select some major objective for the attention of the whole school, into which may fit the various types of supervisory procedures which have been accepted as productive of better instruc- tion. The last teachers’ meeting of the year is a good time to dis- cuss plans for the next year. The major objective that is selected en ld rs to yh 1e 1e Tue Trento YEARBOOK 185 should be of a type which may fit the regular work of the course of study,.or which may give a better interpretation and adapta- tion of the specified materials and methods. Just as the opening day of school which has been carefully planned so that everything of an administrative nature in the way of organi- zation proceeds with no confusion, so will a well prepared plan for the guidance of instruction facilitate constructive activity by the children. Marking time at the beginning of the semester until real instruction is under way is largely eliminated. Teachers and chil- dren know with the principal what they want to accomplish during the year and are eager to begin. The preparation of plans with in- dividuals and .roups of teachers gives the principal an intimate contact with his school at the start of the year. He has here an opportunity to build into all of the school’s activity a unity of pur- pose. Several types of objectives—One method of tying together all in- structional work in the entire school is to select some topic as the major subject for study during the year. This plan may be carried out as a modified form of the project method. The culmination of the project may be in the nature of a play or pageant which is developed and presented by the children working with the teacher under the guidance of the principal. The project may be to study all of the features of the city in which the children live with the purpose of collecting and consolidating information, Another form might be to make a study of all the readers and books used in the school with the aim of classifying stories that deal with character traits. There are innumerable topics which may be used as the basis for directed project work. If at the beginning of the year, the school determines to prepare an exhibit of all the work that will be done, a definite purpose is given to study and activity over the course of the year. The exhibit should be more than a presentation of regular school work. It should be built around a definite idea and the regular work that is ordinarily done in the school may then be interpreted in such ways that the exhibit is constructed about a central idea. Another type of objective around which most of the instruction of the school may revolve is the school newspaper to which all classes contribute. It offers another tangible means of interpretation and expression for the rather abstract work of the classroom. It ties together many rather separated units of instruction in such a way that a consistently better product results. There are many other definite objectives that a school may select, such as making a survey of the school community, or improving health conditions, The principal acts as a guide in the selection of the objective for the year. As the work progresses, he coordinates 186 ELEMENTARY ScHoot Princtpats the ideas and activities in every class throughout the school. Chil- dren and teachers know the objective that is set and work together to accomplish it. There is unlimited opportunity for the principal to visit classrooms for observation and inspection; he works out plans with teachers; he holds teachers’ meetings, group and indi- vidual conferences; he conducts research ; he appraises progress; and, during all of the activity, he consults with supervisors, adminitra- tive superiors, parents, and the community. The principal inter- prets the requirements of the course of study as to the needs of the major objective, and brings together into a harmonious unity of purpose the suggestions and needs of al! those who are concerned with the continuous growth of the child. In this program, class- room observation is not an end in itself; it serves rather to give a basis for the developmental work during the progress of the activity. Teacher participation in the developmental program—Since the primary purpose of supervision is to guide the work of the teacher toward a better product, it is essential that the program of deve!op- ment incorporate ideas and abilities of the teacher. In the same way that individualization of instruction has provided wider oppor- tunities for every child than under those conditions where he is required to conform to mass standards, so is it desirable for every teacher to share in the direction of her own activity. Any procedure that is the combined product of a number of people, al! of whom are vitally concerned in its success, must accomplish more than one which is autocratic and makes no provision for modification on the basis of actual need. A council of five or six more able teachers in a school to work out plans with the principal gives him a representation of ideas from the school as a whole. These teachers are frequently far more familiar with actual conditions in the classroom than the principal can possibly be. Their participation in the selection and guidance of policies for the school secures a con‘idence from the whole school. Division of all the teachers in the school into various committees, each of which works on a particular problem that confronts the school, again provides for group participation that engenders con- fidence in the conclusions and recommendations that are given to the teachers, The principal should meet with each committee from time to time. He should confer with the chairman of each committee previous to a meeting, and should receive a copy of the minutes or record of the proceedings. Results of the work of the committees should be presented to all of the teachers at general teachers’ meet- ings for open discussion. In this form of teacher participation, the success or failure of the plan depends upon the teachers who are selected as chairmen and upon the leadership that the principal displays. oly al Tue Trento YEARBOOK 187 Teachers’ meetings that are for the purpose of considering prob- lems of an instructional nature offer another place for all teachers to take part. If the meetings are based on a topic of interest to all teachers, and are not concerned with details of administration, it is possible to build up a situation where there is a genuine expres- sion of ideas from the whole group. The principal may introduce the topic, open it for discussion, and then summarize the ideas con- tributed with a view toward incorporating them into the solution of the problem. Sometimes, a questionnaire may be presented to teachers which has been prepared by the principal to give each teacher an oppor- tunity to express her ideas. The use made of the results will depend upon the purpose of the questionnaire. No matter what the specific type of method used to give teachers a-voice in the solution of their own problems, it does seem that the whole tendency in recent years is toward a democratic or coopera- tive form of supervision. The principal is in a strategic position to make this ideal a reality. The degree of skill of which he is capable in bringing together the ideas of various people who are responsible for instructional progress determines the extent to which supervision becomes a joint enterprise. Many plans have been pre- sented to the principal, some of which he will find useful. The method that he finally takes to make his supervision a joint enterprise depends upon himself, the children and teachers with whom he works, and the actual conditions to which adaptation must be made. Building ideals and attitudes—Throughout all of his work the principal should be guided by the thought that he, more than any other person in the school, is largely responsible for the growth of ideals and attitudes. His every action, his whole philosophy, deter- mines to a large extent the response of children and teachers. If he is democratic and human, if he tries to provide for expression from all in the school, and consistently seeks better opportunities from all sources, there is every reason to expect a continuous growth toward those aims which are the hope of our social institution. If the regard for personalities is a paramount consideration of the principal, he will so devise his plans that they are at one and the same time a consolidation of the efforts of those with whom he works and an application to the particular needs of those for whom they are designed to assist. There may be no differentiation of aims. The principal will consider his chief function in the school to be that of a unifying agent, bringing together all of the best ideas, adjusting them to his school, and guiding teachers and chil- dren in their use. 188 ELeMeNnTARY Scuoot Princrpats SELECTED REFERENCES 1. Bopr, B. H. ‘Where Does One Go for Fundamental Assumptions in Educa- tion?” Educational Administration and Supervision 14:361-70; Septem- ber, 1928, Assumptions should be replaced by scientific facts or converted into theo- ries which are subject to change. 2. CoLiines, ELLswortH. School Supervision in Theory and Practice. New York: Thomas Y. Crowell Company, 1927. p. 3-118. Discusses child growth and such criteria as drive, success, activity, and leading on. 3. Courtis, 8S. A. “A Philosophy of Supervision.” First Yearbook, National Conference on Educational Method. Bureau of Publications, Teachers Col- lege, Columbia University, New York, 1928. p. 249-58. Supervision as the means for developing and maintaining school efficiency. 4, FREEMAN, FRANK N. “Psychology as the Source of Fundamental Assump- tions in Educatien.” Educational Administration and Supervision 14:371- 77; September, 1928. Indicates how psychological factors underlie the whole educationa! pro- cedure. 5. Goon, Carter V. “An Analysis of Studies in Educational Theory.” Hduca- tional Administration and Supervision 15:519-48; October, 1929. A selected bibliography of 417 references on educational theory. 6. Ki~patrick, W. H. “Democracy in Supervision.” First Yearbook, National Conference on Educational Method. Bureau of Publications, Teachers Col- lege, Columbia University, New York. 1928. p. 259-69. A democratic supervisor respects the personality of the teacher. 7. KytTEe, Georce C. How to Supervise. Boston: Houghton Mifflin Co., 1930. p. 31-47. _Summarizes current viewpoints on the purposes and principles of super vision. 8. PETERS, C. C. “Educational Sociology as a Source of Fundamental Assump- tions in Education.” Educational Administration and Supervision 14: 385-92; September, 1928. A study, description, and classification of social groups suggest problems for education. 9. Retsner, E.H. “The History of Education as a Source of Fundamental As- sumptions in Education.” Educational Administration and Supervision 14:378-84; September, 1928. The historical approach gives concreteness and perspective to present day viewpoints. 10. Watson, Goopwin. “Education and the Best of All Possible Worlds.” Educational Administration and Supervision 16:411-21; September, 1930. Raises pertinent questions regarding education and the social order. ha | 2 22. PROBLEMS oo) 2 $ | 3 g “ee 22|a/¢a] 2 2/8] % 2] , jeses “Sslelelae/2/812121e¢)] 2] & /ES2 ag/E 1] 2/3/2/ 8/2/39) 8] o| = bee 1 “<2 + ats 6 7 | 8 | 9 | 10/11 | 12] 13 1. Pupil control: a. Individual | | pupils..... 193 | 79 | 60 | 15 | 438 Ptccct 2 2 ee b. Group dif- | }69.2 ficulties....} 23 | 18 ft Be: ee See ee! See ee, See 2. Teaching technic: a. Specific | subjects...| 54 | 25| 8| 5|....| 7] 4] 1|]....] 1].... b. General 38.3 method....} 42 | 21 | 10 2 3 3 eee Se eee 3. Classroom organization .| 57 | 30| 13} 4] 5|]....]....} 1] 5]|....) 1] 54.0 4. Interruptions | from outside of classroom a. By school officials, Se ee Se Da 2 eee ees ee eee a) ees eee b. By non- | | aj school } | |}60.0 _agencies (i. | | e. parents).| 14 | 12 Fee: ef: Sees: Reed ae eee eee eee | 5. Supplies and materials....| 18 6 4 6 1 0 oe Seo oe ee a ee 6. Textbooks and | | supplemen- oe BB Oe oe SD eee Peer ees eee es ee eee | 50.0 7. Grading and | promoting | | pupils....... 3 3 See ef cee See ae es eee eee | 93.0 8. Attendance....| 13 | 8| 2| 2] 1]....|....]....J....[....-]....] 50.0 9. Building, rooms, | | and equip- ee ta | 8 A Eee Aire!) Fee eee eee eet ee 10. Cooperation withpasents .| 10) 4/ S| 1/]....]....] 2]....]....]....]....] 71.0 11. Teachers’ | personality difficulties....| 3 1 fe ee Ae! Soe ee eee Me a eee 12. Miscellaneous ..| 6 3 2 Bee eee ee ee eee ey ee Total number... .|517 |267 |....]....)..--[..--[eee edocs e fee eee e|eees 63.2 SS TS ee Ges A ee ee Cee ee (aver- | | age) 1Sources of help to teachers were of two types: (1) from within the school system, and (2) from parents. Columns 3 to 12 inclusive do not total to the figure given in Column 2 for each type because aid to teacher often came from several sources. Column 13 for pupil con- trol problems should be read: “Of all aid given by school agencies 69.2 percent was provided by the principal.” principal —er "ss oe Tue TentH YEARBOOK 931 Table 3 shows how these total supervisory services were distributed among the various supervisory officers of the school system. Once again the principal ranks as the officer most active in the work of supervision within the individual building. Almost 69 percent of TABLE 3—Sources or ALL SUPERVISORY SERVICES AFFECTING CLASSROOMS DURING THE INVESTIGATION OFFICERS RENDERING SERVICE ie — | Services Total a) | @) | (3) RRR dan Piet ec ei ae Otten Pee ate rt | 210 | 68.7 DE «so vccn men aeenw ane) aaeeras ene 78 | 25.5 Bp Rc cd pitndaedasedvesssndseannsdnaeons 6 2.0 SR aos anos babadiebenincanecanaxas ceed 5 1.6 . Test and measurement department..... Le a saaeunns 3 1.0 ee 2 6 7 ONIOO GOIN ois isc boi cie we digin de cies euesace bean | 2 6 | | 100.0 the total supervisory services reported came from’ the principal. Supervisors contributed 25.5 percent, and the remaining 5.8 percent were scattered among the various offices of superintendent, assistant superintendents, visiting teachers, test and measurement department, and the service departments.! Four hundred and eighty-six specific activities were reported un- der the heading of supervisory services performed by principals. These procedures covered 44 out of the 45 items of the record form. However, 75 percent of the activities were included in the first 17 items in order of frequency, and are given herewith as Table 4. The classroom visit proved to be the most frequently employed activity of the principal, followed closely by the items of short informal conferences, and teachers’ meetings. Columns (3) to (7) show how teachers rate the various services. How a survey of teaching difficulties guides supervision—The teaching problems reported above directed the principal’s attention to the major fields of teacher-difficulty within his own building. The principal developed more inclusive conception of supervision in terms 1Including the library and visual education departments. 232 ELEMENTARY ScHoot PRINCIPALS of teacher-difficulty. For example, the importance of pupil control was an unexpected outcome of this study. The principal began to plan his own activities and to use all the facilities of the school sys- tem, as they operated in his building, to contribute to a better under- standing of pupil behavior and pupil control. Teacher attitude toward pupil behaviour and pupil personality was the first problem attacked. The visiting teacher was invited to lead a discussion in one of the teachers’ meetings on classroom applica- tions of the principles of mental hygiene. In order to obtain as much “carry-over” as possible of the mental hygiene approach to individual TABLE 4—SvupeErvisory ACTIVITIES OF PRINCIPALS Most FREQUENTLY REPORTED BY TEACHERS | Total | NOR Five-roint Seats | Number SPECIFIC SERVICE | Number | bel not | Reported l ‘i Rated s).2312 4 5 (1) | @ | @) }O)@/@/@) @ 1. Classroom visit and observa- | Mi ik rack ned Aficn 49 |18| 9| 7 1 l 13 2. Short, informal, or chance | conference.................. | 40 | 17 | ee Bolus 10 3. Teachers’ meeting.............. : oe oe oie 2 een pee 10 4. Grading and promotion rules or suggestions............... 26 19} 2) 2)....}.... 3 5. Conference with group of | | ee ee cee a £ Oe OE | 1 6 6. Individual conference at | teacher’s request............. | 24 | Oe Bi BS ihvcecheesc 2 7. Suggested means of improving | | inka cheenise ss 4os TOT Re 8 lvisshess 3 8. How to secure better a sin ter wieir'al w gild'n 19 13} 3) 1)....|..-. 2 9. Classification or adjustment EE ere | Ae © Paes Yareae epee 0 10. Criticism or analysis of | teaching weakness............ SF FO BW Bsecivseskins: 2 11. Inspiration to professional | | | Serr ee | 16 12 | 3 Ae eee 3 12. Inspirational talk or discussion. . . 15 a ee IE Se 3 13. Suggestions for specific projects..| 13 _: 3 Bae Ree Ree 2 14. Recognition of strong points | | > Tue Trento YEARBOOK 261 use of apparatus; then followed display of work; devices used to secure and hold interest; attitude of pupils; attitude of teacher; teacher’s voice ; evidence of daily plans; discipline, how secured ; chief actor in recitation, teacher or pupil; assignment of lesson; project upon which class was engaged; waste of time; purpose of lesson; suitability of lesson type to purpose: laws of learning observed ; as- sistance of pupils in planning, organizing, and judging; supplemen- tary material; opportunity of all pupils to participate; and satisfac- tion of pupils and teacher. A space was left for comments and questions. This report blank sounds cumbersome, but in actual use requires only a word or two for each item. Opinions of different per- sons using such form might vary and need to be subjected to objec- tive data for validation, but, at least, it forms a point of departure for discussion between teacher and principal. N A RECENT issue of the Journal of the National Edu- cation Association, the editor has paid a splendid tribute to the members of the Department of Elementary School Principals—an inspiring tribute to the pioneers in one of the greatest educational movements of the last decade. This tribute is not only an inspiration but a challenge to all of us to keep alive these splendid fires of professional enthusiasm, many of which were kindled as far back as 1847.—Cassie F. Roys, President’s Message, p. 135. 262 ELEMENTARY ScHoot PRINCIPALS PRINCIPLES OF EFFECTIVE TEACHER CONFERENCES IRWIN O. ADDICOTT Principal, Jackson School, Fresno, California HE PRINCIPAL who wants to guide effectively the learning process in his school, will do well to give much time and thought to ways of achieving the results he desires. In thinking carefully regarding the problem, he will probably come to the conclusion that teacher growth is the key to the situation. The teacher who is her- self growing is the one who will best stimulate growth in her pupils. The principal with a staff of teachers who are eagerly seeking to solve the problems that arise in the course of their every day work is the principal whose school will be progressive and successful. How can the principal best stimulate the growth of his teachers? Whatever procedures he decides to use will be supervisory measures, for supervision stripped of its technical terminology is really noth- ing more or less than the process of “helping teachers to locate and to solve their problems.”! There are various devices which can be and have been successfully used in helping teachers to find and to solve teaching problems. Faculty professional meetings, grade-group teacher conferences, classroom visitation, and conferences with individual teachers are among those commonly used. While classroom visitation is frequently mentioned by principals and in current literature as the best single supervisory device, the writer has found that conferences with in- dividual teachers are more stimulating to teachers than any other procedure. Why is the individual teacher conference effective in helping teach- ers to locate and solve their problems?—Teachers, as pupils, vary widely in their personalities. They come from differing backgrounds. Their training has been received in different colleges and in some cases in no institution whatever. Teachers do not all have the same nervous make-up. Some are phlegmatic and slow in their reactions, while others arequick and nervous. “In short, no two teachers are exactly the same, and therefore no single “cut and dried” way of helping teachers will solve the problems of all, Knowing that Miss A is poorly trained, quick, nervous and inclined to make snap judg- ments,the principal can by means of a friendly personal conference help her to see the nature of her difficulties. In conference, they can work out a plan cooperatively that will help her to overcome her weaknesses and to strengthen her good qualities, Classroom visits and faculty meetings do not afford in so great a measure the oppor- tunity to deal with the individual differences of teachers. 1Definition suggested by Assistant Superintendent R. D. Lindquist of Oakland, California. ig ht ly at r- Is. to rk nd, Tue Tento Yrarsook 263 The principal may, by means of a survey or by classroom visitation, decide to his own satisfaction, just what are the particular problems of any of his teachers. But this knowledge alone is insufficient to effect the working out of solutions to these problems. Each teacher on the staff must be led to realize that she has problems that need solution in connection with her work.. Knowing that such problems exist she must work out her own solution to them. The solution must be her own, because no problem that is solved for one individual by another, is effective in helping the first person to grow. In other words, while a principal may sense a teacher’s problem and suggest to her a solution which she in turn puts into practice, the one who grows the most under such circumstances is the principal and not the teacher. Classroom visitation is an excellent supervisory device. In fact, it is indispensable to the principal who would improve the learning activities of his school. ‘Classroom visitation too frequently is noth- ing more than “hit or miss,” infrequent, irregular, brief, and pur- poseless inspection. If a principal has no real purpose in visiting a classroom, no real problem the solution of which will be furthered by such a visit it would be better for the teacher if he stays in his office and gives attention to routine matters. On the other hand, if in the course of a conference principal and teacher have located a problem, the solution to which may be furthered by a visit or a series of visits to the classroom by the principal, then classroom visita- tion takes on meaning and purpose. Teachers eagerly welcome the “purposeful” principal to their classes. As a result of such visits other problems than the ones which originally prompted the visit will usually manifest themselves and so the purpose multiplies. “Individual conferences also provide unhurried and private discus- sions of the pupils by the teacher and principal. The difficulties and problems of each child, may be considered briefly or at length as the case demands, away from the classroom with its lack of privacy and constant interruptions. One of the most important services which may be rendered to teachers by a principal is that of bringing his advice and counsel to bear on the individual problems of each child inaclass. The writer has found scheduled conferences to be greatly appreciated by teachers. How to use the conference effectively—There are nine basic prin- ciples of teacher conferences which the effective principal will ob- serve. These principles are: 1. The principal must organize his school so that he will have time for regular conferences—Such things as yard duty, auditorium and visual education meetings, should be scheduled in advance for the year. As far as possible the organization of special features of the life of the school, such as pupil councils, lunch room, playground activities, the community night assemblies, should be delegated to 264 ELEMENTARY ScHooL PRINCIPALS individual teachers or committees. Many matters of a routine nature, such as transfers, filing, duplicating, care of stock room, phone calls, meeting, and directing visitors, should be delegated to the clerk. 2. Conferences should be scheduled if they are to be most effective —Each principal, knowing his own school can work out best his own schedule of conferences with teachers. The writer has found the following plan effective. The principal holds the hours from 8 :00-8 :30 a. M., 12:30-1:00 and 2:30-4:00 p. o. daily, open for con- ferences, Each teacher is scheduled in advance for the day of the week she is to have a conference with the principal, but she may choose the hour of the day she may see him. Each teacher knows that the principal reserves time once a week (on the same day of the week) when she may see him if she desires. While teachers are required to meet with the principal in conference for at least a half-hour every other week most teachers ask for conferences at least once a week. This plan does not preclude informal conferences when teachers or principal feel they are needed. However, most teachers save their problems for consideration at the time of scheduled conferences. FIGURE 1—PRINCIPAL’s INDIVIDUAL CONFERENCE SCHEDULE I i ckcnin cam necnmemaaededuaasaenen Smith, Jones, Brown I sce eich Shei ala tciaccapiarip oma snniad dinodlad Cooper, Singer, Bolton EE TEES CT RT Ee Welch, Byers, Shetler Te oc cticcednecceetucdasnsanasanind Adams, Church, White Friday-..-.-..----------------------McDonald, Barrett, Hughes 3. Conferences should be long enough to be effective—The usual teacher conference, is a few words crammed in at recess time before or after a class visit by a principal or supervisor. Both teacher and principal are in a hurry, harassed by the presence of children, and fearful that the bell will ring before they have really started to dis- cuss their problems. Such conferences are naturally ineffective. It is difficult to really deal with the problems of teachers; to get some teachers to sense that they have any problems in a hurried conference of ten minutes, for which neither principal nor teacher are prepared. While frequently less time will be used, at least a half-hour should be set aside for each conference. _ 4. Conferences should be held where there will be freedom from needless interruptions—The best place to hold them is in the prin- cipal’s private office or the teacher’s room. . 5. The teacher and not the principal should do most of the talk- -ing—In many conferences principals do the talking while teachers do the listening. Principals fail to remember that conferences are held primarily to help the teacher locate and solve her own problems, not for the principal to air his problems and grievances. Gain the teacher’s confidence and let her talk. By so doing you will learn what her philosophy of education is, what problems are troubling her, ve ‘is id he se ne to ry Or al re id id Tue Trento YEARBOOK 265 and to what sources she has already gone for help. Occasionally ask a question that will start the teacher to talking again. Once the principal really gains the confidence of a teacher and gets her to talk- ing about her work, her hopes, her ambitions and her fears, he will learn what her problems are and will be in a position to help her. 6. The conference should be used to plan effectively for the future rather than to discuss past mistakes—It is human to err. All of us make mistakes, the principal as well as teachers. Yet, we learn by our failures as well as our successes, But we learn more by our suc- cesses than we do by our failures. Any one who closely inspects a teacher’s work can detect and point out flaws. It takes a higher and more subtle type of thinking to work out a plan of action that will help to eliminate the imperfections in a teacher’s work. Most teach- ers realize their shortcomings. What they need most is help in over- coming them. 7. The conference should always end in a program which has been mutually worked out and agreed upon for helping the teacher with her problems—As has been stated heretofore—any solution to a teach- er’s problems must be her solution, not the principal’s. While the principal should contribute to the plan to be used, it must also be the result of the teacher’s thinking., She must honestly feel that the plan is well conceived, worth trying, and that it will be effective in her situation. 8. The principal should always be prepared for his conferences— It is logical that the principal should ask his teachers that they come prepared with materials that will be pertinent to the problems they expect to discuss, Is it not just as logical for the principal to take time to refresh his memory regarding the last previous conference with a teacher before going into a new conference? “The principal should come to the conference with references on the problem to be considered, and with questions that he has thought out regarding the subject to be discussed. 9. The principal should record the problems teachers bring up in conferences—There are two good reasons for such records. One of them has been anticipated in the preceding paragraph. In a large school, where a principal must meet with from fifteen to fifty teachers in conference in the course of a week, it is impossible to remember all of the problems that his teachers have discussed., If he has a record of the problems of a particular teacher, he can turn to it and refresh his memory just before another conference with the same teacher. In the second place, such a record may divulge problems common to a large number of the teaching group, which may become a basis for profitable professional meetings, bulletins or research. The form which such a record takes will vary with individual needs. There is no need for elaborate records when a few notes are more easily re- 266 ELEMENTARY ScHoot Princreas ferred to. Care should be exercised that the system does not take so much time to keep up-to-date that it encroaches on the time which should be used for the interview. : What should be the results of well-planned teacher conferences ?— The first result should be a better understanding of the teachers and their problems. Knowing his teachers, their differences and prob- lems the principal will be better able to organize his school and his plans of supervision. A second result will be a higher morale among the teachers. Where teachers feel that their good work is known to the principal and that it is appreciated by him they will strive to the limit of their ability to continue to merit that appreciation and confidence.. A third result will be a school that is successful because its teach- ing staff is growing. A thought-out plan for conferences at regular intervals with each teacher will cost a principal considerable time and effort. There are a few things, however, that will yield greater returns. PINIONS of teachers are affected by the late hour at which meetings are often held. They are tired from the day’s labor. This fatigue should be taken into account. Luncheon meetings at the noon hour may frequently be sub- stituted for after school meetings. They are not so much of a hardship on teachers and they are less unpopular. They can be called readily when needed. Regular after school meetings, monthly or otherwise, that are held simply because the “rules require them” should be abolished by abolishing the rules. The necessity for the meeting should be the con- trolling factor in calli 1. A. Brown, Chap- ter ITI. ire Tue Trento YEARBOOK 267 A CHART FOR USE IN EVALUATING AN ACTIVITY Doxoruy CoLMAN Morr Graduate Siudent, Teachers College, New York City HE TRUE value of an evaluating chart should be, not its effec- tiveness as a teacher rating device, but its usefulness in promot- ing better conditions for learning. Many charts suggested for use in supervision are for rating teachers and the teaching process! A supervising principal whose philosophy of education is that educa- tion is not merely the acquiring of subjectmatter and skills but that it is the understanding, selecting, organizing, and using of subject- matter and skills for purposeful, leading on activities, will place his emphasis on the children and the conditions of their learning. Present teacher rating schemes are inadequate—The principal’s chief interest in an evaluation of an activity is to help a teacher to improve a poor learning situation (in which the teacher herself may be a weak factor) or to strengthen a good learning situation. While Collings in School Supervision in Theory and Practice analysizes activities, he does so by means of “the conduct scale for the measure- ment of teaching,” and by the chart for “measuring teaching im- provements.” The terms used in both charts are technical, abstract, require elaborate explanations and do not bear directly upon learning. Since the first function of supervision is to keep abreast of the lead- ing movements in education? and to stimulate teachers to think of “objectives, not details,” of “the why.” more than “the how,” it is im- portant that simple, concise schemes for the evaluation of lessons and activities be devised in the spirit of the new philosophy of education. An activity analysis chart—lt is hoped that the chart presented in this paper will meet, at le:st in some small measure the require- ments stated in the preceding paragraph. It is believed that the presentation of the ultimate objectives, terms and categories is such as to prove helpful in the discussion of the lesson with a teacher sub- sequent to the principal’s visit. The use of the chart will help a teacher to analyze a classroom situation into its component factors. These component factors, “material,” “environment,” “responses stimulated,” and “modes of expression” or “outcomes” will then be scrutinized as means for ob- taining the desired major educational objectives, viz: “aesthetic,” “moral,” and “intellectual” learnings. As a consequence of such an analysis, the danger of specific objectives (i. e. subjectmatter and 1See examples in Kyte, George C. How To Supervise. Houghton Mifflin Com- pany, 1930; and Cubberley, E. P. The Principal and His School, Houghton Mif- flin Company, 1923. “National Education Association, Department of Supervisors and Directors of Instruction. Current Problems of Supervisors, Bureau of Publication, Teachers College, Columbia University, 1930. 268 ELEMENTARY ScHoot PRINCIPALS AN ACTIVITY ANALYSIS CHART I cnteiitntinnnmnnincnncsiminnmsaislimannmmtminn sites DE ii cisminanicinmentenmniis icc nnccccascacneuccuenseasseoseseens Activity or subject............... A. Learnings C. Environment 1. Aesthetic 1. Psychological relationships (qualities determined by feel- a. Fine personal relationships ing) b. Group stimulation 2. Moral ce. Pupil initiative (values, attitudes derived from d. Pupil responsibility doing ) e. Teacher leadership 3. Intellectual 2. Physical equipment (relationships discovered by a. Conductive to activity thinking) b. Variety of material B. Material e. Use of excursion 1. Selected by children D. Responses stimulated 2. Selected by teacher 1. Emotion 3. Dictated by curriculum of chil- 2. Observation dren 3. Audition 4. Related to present interest of 4. Judgment of choice making children. 5. Organization 5. Related to past experience of 6. Manipulation children E. Mode of expression (outcome) 6. Related to adult experience 1. Spontaneous 7. Adapted to individual differ- 2. Deliberate ences 3. Words 8. Rich in content 4. Conduct a. High emotional tone 5. Creation b. Beauty a. Graphic 1. Form b. Handicraft 2. Visual ce. Literary a. Color d. Dramatization b. Design e. Dancing 3. Auditory a. Tone b. Rhythm 4. Kinaesthetic c. Imagination d. Relationships e. Values f. Attitudes g. Applications Comment: ps Tue TentoH YEARBOOK 269 skills) assuming undue importance to a teacher, will be obviated. Then a teacher’s sense of accomplishment will lie in the discovery of how many kinds of learnings may be stimulated by a particular ac- tivity. It will not lie in discovering how much subjectmatter can be covered, or how much drill in the skills can be dragged in. The skills will find their place as necessary aids in achieving more complete and satisfactory self-expression. In other words the teacher’s use of subjectmatter and other tools will become increasingly intensive. Frequently in so-called “appreciation lessons,” teachers who have not thought through to their aims, rely solely on the inherent richness of the content of a subject and do not utilize it and the other factors in the learning situation as fully as might be. The chart will help a teacher to see the interrelations of the several aspects of a lesson to each other and to the major objectives, to the end that she will plan full and well balanced activities, and that she may recognize more easily, as an activity proceeds, valuable educative sit- uations and materials in unanticipated contingencies. Then her abil- ity to stand aside while a social problem develops and to wait for it to be recognized and solved by the children themselves will be strengthened. Her perception of the significance of the psychological environment as a constant factor in all learnings will be keener. Since the chief interest of both teacher and supervising prin- cipal is the providing of a classroom situation to stimulate learnings, a constructive, objective discussion of the situation, based upon such an analysis as is outlined in the chart minimizes the emotional ele- ment and so frees a teacher to work toward her own educational ideals. Using the chart—Checks and double checks may be placed against the items as the principal observes the lesson. Scoring (1) high, (2) medium, and (3) low, and (blank) absent may be used. Also, alone or in conjunction with the other two methods a word or brief state- ment may be placed next to the items. As an illustration of the use of the chart an observed fourth grade music appreciation lesson will be cited. The teacher selected the records to be played. She put them on the victrola. First, Medita- tion by Massenet, a record new to the children, was played. Then the teacher asked individual children, “What does that composition make you think of?” The children’s replies were as diverse as “sum- mer” and “winter.” The teacher finally said it made her think of da Vinci and of Venice. The children were familiar with some of the facts of da Vinci’s life. She then told them the name of the composi- tion and of the composer. The children then volunteered the names of familiar compositions as they were played. Throughout the chil- dren were quiet and apparently attentive. Had the teacher been helped to consider the activity in terms of the three objectives listed under “A” of the chart, she would have re- 270 ELEMENTARY ScHoont Princreats alized that the predominant aim of the activity was to stimulate aesthetic appreciation “A””’, and that the auditory material “B8 b3” was conducive to emotional response “D”. Then her question, had she asked one would have been “How does the music make you feel— happy, sad, quiet, like dancing?” or “Do you like it? Why?” An analysis of the auditory material as under “BS b3 and 4” would have caused her to make use of those qualities characteristic of music in such child-like “modes of expression” as beating time, singing, marching, and interpretive dancing “E 5 e”. In the light of her aim to stimulate moral learning “A2” the teacher would have considered how group stimulation “b,” pupil initiative “c,” pupil responsibility “d,” and teacher leadership (not domi- nance) “e” under psychological environment “C-1” might have re- sulted in more natural group activity out of which might have de- veloped desirable attitudes towards, and values in, social behavior. She would also have considered the desirability of a spontaneous, courteous discussion of the music by the children “FE 1,2, 3,4.” Then she would not have used the “question and answer” recitation method. With the third objective “A3” in mind the teacher would have seen to it that the children had a share in planning the program so that choice making and organization “D4 and 5” would have been called into play. Also by increasing the variety of material “C 2b” with pertinent, colorful background information by children and teacher, and by such booklets as the Child’s Own Book of Great Musicians,! the activity would have provided greater intellectual stimulation, at least for some of the children. To the extent that a teacher realized that the vividness, intensity and permanence of the learnings are influenced by the “self-identifi- cation” of the children with the music would she have used such fac- tors as “1-4-5-7-8” under “B.” Also would she have provided for the stimulation of as great a number of “responses” and “modes of ex- pression” as possible. Value of the chart—Each activity may not provide possibilities for all three (A1, A2 and A3 in chart) learnings. But since there are always potentialities in every social group for learnings of attitudes and values, as well as subjectmatter, opportunities for at least two learnings are always present. Even an arithmetic lesson required by the course of study, if planned and guided by a teacher, with the idea that the learning situation should yield every social attitude and value and every conception of ideational, factual, and numerical relationships possible at the particular mental, social, and age level of the children for the enrichment and integration of their personal- ities, will prove a developing experience not only for the children but for the teacher as well. 1Tapper, Thomas. Child’s Own Book of Great Musicians. Theodore Presser and Company, 1712 Chestnut Street, Philadelphia, Pennsylvania. >) n —~ \e —_—_ Tue TentuH YEARBOOK 971 When a teacher has been helped to see the elements of a classroom situation assume some such relationship to one another and to the large educational objectives, as has been suggested by the chart, pre- scribed material frequently discloses richer treasure than had been previously suspected and experimental subjectmatter reveals excit- ing, challenging possibilities. A conception of a lesson or an activity that encourages on the part of a teacher, foresight, directed effort, a receptive attitude, analysis, self-criticism, and a flexibility of pro- cedure will promote conditions for creative learning on the part of the children. HE USE of checklists and other lists of items to observe is inclined to destroy a friendly relationship. Such lists are likely to be rather standardized. The teacher may feel that they are impressed largely to make her conform to the same pattern that has been determined as standard for the building. There is little doubt but that some types of check- lists are of high value when all teachers in the school know their contents and understand that they serve as a guide to bring children to a higher level in some particular trait.— John S. Thomas, Chapter IT. 272 ELEMENTARY ScHoot Principais THE PRINCIPAL’S OBSERVATION RECORD FORM JosEPH B. Drices Principal, Hamilton School, Salt Lake City, Utah N REVIEWING the history of the elementary school principal- ship we see it passing through the head teacher stage, the clerical stage, the administrative stage, and the professional leadership stage. We are now entering the professional leadership stage which pre- supposes that the principal is a constant student of his profession and that he is able to keep his teachers growing by bringing to them the latest developments in progressive education. This professional leadership carries with it responsibilities which are well-nigh overwhelming when one realizes that many new teach- ers are coming into the profession ill-prepared for the task before them and that many are called upon to teach subjects which they are not prepared to teach. The job of the principal is to develop a technic of impr oving instruction. Any activity of the principal, which tends directly to improve the teacher’s work and learning conditions may be classified as supervision. Several studies have been made to devise a checklist of the most helpful supervisory activities of the principal. The following items are the most frequently mentioned: (1) class visitation and obser- vation, (2) individual conference with teachers, (3) testing and measuring, (4) demonstration teaching, (5) pupil study and adjust- ment, (6) teachers meetings.1 The inadequacy of teacher rating forms—The present problem has to do with class visitation since it is an effort to devise an observation form, which will aid the teacher in her work, and at the same time help the principal put his supervision upon a more objective basis. Many forms have been tried and abandoned not because they were worthless, but because they were planned mainly as a teacher rating device. Most forms, which have as their objective the rating of the teacher, are condemned because they are incompatible with the inspirational leadership which such a human relationship demands. The attached form, though not a rating device, may have just as much “dynamite” in it as a rating card unless skillfully handled by a tactful and sympathetic principal. The hope of the writer is that it might be used to tighten up both the teaching and the supervision without the stigma of being a teacher rating card. The outstanding weakness of this article is the lack of evidence to prove the effectiveness of the form. However, the observation sheet 1National Education Association, Division of Research. ‘The Principal as a Supervisor.” Research Bulletin, November, 1929. *The writer acknowledges indebtedness to Superintendent Wagner’s “Common Sense in Supervision,” and to John J. Loftus, principal of Publie School 80, Brook- lyn, N. Y., for valuable suggestions regarding the items of form. l- al e, id 1e Tue TentH YEARBOOK 273 is not offered as the last word in solving the problems of supervision, but as the first step toward organizing the principal’s work in such a way that both he and the teachers will have a record of their efforts to improve instruction. We cannot hope for a panacea that will handle our supervisory problems or supplant a well-developed tech- nic, but we can develop keen tools which serve well in the hand of an expert in shaping the desired product. The keenest tools are al- ways dangerous when carelessly handled. The proposed form—The form here presented is self-explanatory and while not all inclusive is planned to tap the outstanding features when a close-up observation is given a time exposure. It seems likely that such an instrument would take supervision out of the realm of the personal or emotional and place it upon a more objective basis where it rightfully belongs. It will be observed that the items of teaching excellencies follow in the main the arrangement of Anderson, Barr, and Bush in their book, Visiting the Teacher At Work, and the following quotation from their book would seem to warrant such a form in the hands of prin- cipals who may not have fully capitalized their opportunities, due to a lack of supervisory technic: The ability to analyze a teaching situation critically comes only with training. Many supervisors “have eyes and do not see, ears and do not hear.” In studying a teaching situation, note its three major elements: the pupils, the teacher, and the teaching. In making record of what is observed, note observable teacher and pupil activities. Subjective comments are misleading and difficult to interpret.1 The form should be made in duplicate, the teacher receiving the original and the principal retaining the duplicate copy. The time of conference is noted in the space “E” at the head, and any com- ments not provided for under the various headings should be re- corded under remarks. The title of this article suggests that a more cooperative effort can be maintained by teacher and principal with some such scoring or recording instrument than without one. Supervision which is not based on such an understanding between the two servants at work on the same job is of doubtful value. If teacher and principal could develop such a spirit of candor and straightforwardness it would do away with much of the pettiness prevailing today and raise super- vision to the truly professional plane. The principal would cease to be the task master, but instead would be the confidential guide and counselor of his teachers. Much of the objection to supervision on the part of teachers is due to the failure of a principal to be definite and skillful in his role of super-teacher. The teacher has a right to know her good and bad points and to be able to watch her growth as a result of their deliberations over points of desirable improvement. 1Anderson, C. J., Barr, A. S. and Bush, Maybell. Visiting the Teacher at Work. Appleton, 1925. p. 13-14. 274 ELeMeNntTARY ScHoot Principats PRINCIPAL’S OBSERVATION SHEET A. The following memoranda of my visit may assist you to improve your work. This is an aid, not a rating. amo Ww Your attention is called to the items checked. Items not checked were not noted. Not all appear in every lesson. Items noted under “Improvement desirable” are not adverse criticisms Principal. ll. 12. 13. 14. 15. 16. 17. General Conditions Light—ventilation— temperature. Appearance of room. Atmosphere created by use of pictures, charts, | 9 graphs, projects, etc. Care of school prop- erty. II. The Teacher Animation. Poise and self con- trol. Preparation of work. Discipline. Voice. Attitude toward pu- pils. Ill. The Pupil Attention. Appearance attractive. Properly seated. Responsive. Uses good English. Courteous. Shows initiative. _ 9. ~) = ro to to 29. 30. IV. The Teaching Aim apparent to pu- pils. Questions thought provoking. Arouses and sustains interest. Elicits discussion. Employs drill advan- tageously. Makes all pupils take part. Uses reference mate- rial wisely. Trains for dent study. indepen- Pupils criticise and evaluate their own ef- forts. Commends success and effort. Lesson assignment starts effort evoking interest. Were problem solving activities in evidence? Good summary. It is a debatable question whether or not a principal should make notes while in the room. The writer feels that the teacher will not become disconcerted when she knows that she will see all the notes and go over them in a friendly way with the supervisor who is not trying to catch her off duty, but who is as much concerned as she in putting over the mutual job in a better way. ork. pu- ins n- Tue TentH YEARBOOK 275 The times are crucial—Inspectorial visits have their place in the daily duties of the principal, but they should not be confused with the bigger and more important job of analyzing learning conditions as objectively as possible. The increasing costs of education demand that schools pay well on the investment. It follows that a principal should have objective evi- dence to show what he is doing and why he is doing it. He should be particularly well informed on supervision. It is pretty generally agreed by educational theorists that the ele- mentary school is the foundation stone of our American school sys- tem. The principal is strategically placed to study and to guide the processes in the “melting pot” of American democracy. These re- sponsibilities force the principals of the country to a professionalized position so as to justify the faith of the citizens. The principalship is becoming more and more important, and the principals themselves by their study and research must devise ways and means of helping each other to improve. The times are crucial; we must read and profit by the handwriting on the wall. E GIVE considerable time now to studying the indi- vidual differences of children and attempt to make provision for them. Too little, however, do we recognize these differences in teachers. We expect them to do a piece of teaching that requires ability to do a great many different things, and their success depends on how well they are able to do all of them. Teachers abilities are not alike. Atten- tion paid to their special talents and to providing oppor- tunity for their use is often the means of developing skillful professionally alert teachers out of indifferent discouraged ones.—Edith L. Curren, Chapter ITI. 276 ELEMENTARY ScHoot Principats DEMONSTRATION LESSONS GERTRUDE E. MuNN Assistant Supervisor, Language Education, Detroit, Michigan HE USE OF demonstration lessons as a means of teacher train- ing is not new. William G. Baker, a successful teacher, was em- ployed as early as the first quarter of the eighteenth century by Henry Barnard to travel from meeting to meeting in a covered wagon. His class of twelve children traveled with him. He gave demonstration lessons of what was then approved procedure.' Service training in Germany—Germany has always had a system of training teachers in service although the system did not at first consist of a regularly organized course. Within the last ten years very definite tendencies have shown themselves toward the continu- ance of education after leaving the training schools. Demonstration lessons are given at regular intervals for a period of two years follow- ing the teacher’s graduation from a training school. Bavaria has a training “in service” plan for elementary teachers preceding the date of final appointment. Training-in-service districts are organized by the county government. No unit may include more than twenty teachers organized under the leadership of a teacher ap- pointed by the district authorities. The “in-service” school year be- gins in October and continues until the summer vacation. Every member of the unit is expected to take part by teaching well planned and well organized classes several times each year. Each member of the unit is observed and visited by the leader of the group who, in turn, demonstrates to them how they may improve their teaching. In addition to these activities all members or candidates write out a lesson topic for four of the continuation days. These topics are criticised by the leader as to organization and content and then dis- cussed at the next meeting and returned to the teacher. These lesson units, developed by the whole group, are given on the day set aside for the group meeting—a teacher having been selected from the group by the leader or the one having volunteered to teach. After the dem- onstration has been given, the lesson is discussed by all members of the group with reference to its material, organization, and arrange- ment in relationship to the course of study in the school. Each year an important educational question is studied and investigated thor- oughly for the purpose of developing educational thinking. Hamburg has a demonstration school in the process of organiza- tion. It plans to have a fully developed demonstration and experi- mental school, the purpose of which will be to supply the opportunity for experimenting and also evaluating educational practices. It is to be a means for the practical training of students in methods of in- ‘Barr, A. S. and Burton, W. H., Supervision of Instruction, Appleton, 1926. 626 p. 1in- em- nry His ion em rst ars nu- lon Ww - Tue TentH YEARBOOK 277 struction and in educational experimentation—a laboratory for re- search and investigation. This school will be a regular elementary unit with freedom as to registration and classification of the pupils. Its program of work and standards of attainment will be flexible as is necessary in an experimental school. The teachers in this demonstration school have been selected care- fully so that they can give regular instruction and also demonstra- tions. They have had excellent elementary school experience and have studied at the university which gives them the requisite teach- ing experience plus the academic background necessary. The young teacher observes and participates throughout the three years, starting the very first semester, thereby obtaining a much better conception of the needs of his work and the ability to interpret lectures in educa- tion and psychology more easily.' Who needs demonstration lessons?—The outstanding purpose for demonstration lessons is to aid in the improvement of instruction which, in turn, has for its aim the fullest development of the child. Demonstration lessons should give adequate assistance to teachers in meeting situations beyond their training, experience, and ability. They should serve as a clearing-house where problems can be brought forth and discussed. Not all teachers need to see demonstration lessons, but they are valuable and recommended for: (1) beginning teachers, (2) experi- enced teachers teaching a new method for the first time, (3) teachers weak in methods and technics, (4) experienced teachers doing experi- mental work, and (5) teachers who are anxious to acquire new ideas although they are experienced and capable. Beginning teachers, because of their lack of experience, sometimes lose their disciplinary control which makes proper instruction impos- sible. They need to have special help in the organization of the sub- jectmatter, and materials. Demonstrations showing the technic of classroom procedure and methods of instruction have been found to be of great value to such teachers. Experienced teachers teaching a new method for the first time find demonstrations very helpful in many ways. It is sometimes hard for an experienced teacher to swing from the old way to the new way easily. Often a demonstration by a skillful teacher will clear up problems and objections that might be standing in her way and keep- ing her from adopting more modern ideas. This change can be brought about in a much shorter time through demonstration lessons than it would take for the teacher to work out her problems without such specific help. 1Demonstration lessons and schools are used rather widely in large American cities, such as Chicago, Detroit, Seattle, and Baltimore. See Chapter X in the Superintendent Surveys Supervision. Eighth Yearbook, 1930. Department of Superintendence, National Education Association. 278 ELeMEeNTARY ScHoot Principauts Teachers weak in methods and technic find immediate assistance from demonstrations providing they know their own needs. Ex peri- enced teachers doing experimental work gain a great deal from seeing someone else, who is likewise experimenting, demonstrate her inter- pretation of the new thing being worked out. Then there is the ex- perienced, capable teacher who is always looking for new ideas, and devices that will add to her general knowledge and ability. She en- joys and asks for demonstrations to enlarge her teaching experience and ability. If a teacher has gained an understanding of procedures and a superior technic in teaching, her methods are valuable not only to her own class but also to all of the teachers in her community. Her room should be made an observation center for those teachers need- ing help. Nothing convinces so thoroughly, nor is so stimulating as seeing results achieved by a skillful teacher.! Types and purposes of demonstrations—There are different types of demonstration lessons which may be given that will provide for the various needs of the teachers, since all of them do not require the same kind of help. They are: (1) a demonstration by the supervisor with the teacher’s own pupils in her own room, (2) a demonstration by a capable teacher with her own pupils for a group of visiting teachers, (3) visiting days or intervisitation, and (4) a series of demonstrations, to show growth stage or steps in the development of a particular method or technic. The requirements for giving any of these demonstrations would necessarily be the same, that is, the lesson would be taught in a reg- ular classroom. It would need to be carefully planned so that it would meet the needs of the teacher or teachers for whom it was given. The lesson should be followed by a conference in which the teaching is evaluated and discussed. Normal classroom conditions should exist where the demonstra- tion is to take place. The subjectmatter, time, and method should adhere to typical school practices. Needless to say, the demonstrator should make careful preparations for the lesson to be taught, and should be well-trained in the technic and devices to be used. It is equally important for the observers and visiting teachers to be pre- pared for what they are to see in order that they observe and react intelligently to that which is being demonstrated. A careful and critical discussion should follow the demonstration. This conference is probably the most important element next to the skill displayed by the expert teacher. Discussions are valuable in that a free ex- change of constructive ideas are of mutual benefit to the teachers. If demonstrations are to be effective, teachers should come with well- _ National Society for the Study of Education. “Putting a Reading Program into Operation.” Twenty-fourth Yearbook, 1925, Part I, p. 302. nce erl- ing Ler- ex- ind en- nce la ler - eS or he n 1g Tue Tentu Y EARBOOK 279 defined aims and should actively participate in the discussion that follows. A demonstration by a supervisor for a teacher in her own class- room is often very helpful, since she can step in just when help is most needed and give the necessary aid at the exact time the problem arises. Tora less able teacher it may be necessary that the supervisor demonstrate several consecutive days before the teacher has gained enough skill to pick up the work and go on herself. When the work is again taken by the classroom teacher, her success and abilities should be capitalized and further help given to her indirectly rather than directly. An excellent means of teacher improvement is intervisitation, espe- cially when such visits are well-planned and suggested by the teacher who needs assistance. Careful preparation should be made by the visiting teacher and by the teacher to be visited. Care should be taken in the selection of the teacher to be visited that she is capable of dem- onstrating just the type of work the visiting teacher needs to see. The demonstrator should be notified in advance as to the exact time she will be visited and what she is to exhibit. The visiting teacher should make careful preparations and have definitely in mind what she should observe. Enthusiasm for the efforts of the teacher visited should indicate to her the visitor’s appreciation. In many school systems certain days are allowed the teachers for visiting w ithin their own system and also for visiting in a nearby district. A series of demonstrations to show erowth stages or steps in the development of a particular method or the technic in handling a method are very helpful, since, by doing so, every phase of the work is clearly outlined and its possibilities experienced. The Detroit plan—The plan of training teachers in service in De- troit is one of cooperative effort on the part of district principals. principals, supervisors, teachers, and the department of instructional research. The Detroit district principal is head of an elementary school and is also the administrative head of its several schools in the district. He has a capable assistant who relieves him of much of the adminis- trative work in his own school. This freedom gives him time to’ devote to supervision, observation, and experimentation in the twelve or more elementary schools of his district. The building principal of each school acts not only as an adminis- trative head in his building but, in addition, serves as a supervisor of instruction. In this capac itv the task of improving instruction has been added to the principal’s role and many of his former tasks have been given over to an assistant principal or to a clerk. Coun- seling, guiding, instructing and training his teachers so that he may effect the highest possible dev elopment of the child is felt to be of paramount importance. 280 ELEMENTARY ScHoot PrincrPabs The supervisor is an expert in his particular field and is best fitted to solve the difficult problems that might arise. He is expected to contribute the results of his creative efforts for the benefit of the whole system. He not only maintains existing levels of efficiency in instruction but endeavors to improve the standards of instruction through research, training, and field work. A department of instructional research has been organized in De- troit as an aid to principals, supervisors, and teachers in securing training and help in the field of research and experimentation for the purpose of setting up experiments, measuring results, diagnosing conditions, and planning remedial measures. Procedures for improving instruction may take the following forms: 1. Demonstration lessons given for (a) district principals (b) principals (ec) teachers in the system (d) teachers in certain districts (e) teachers in special subjects bo Visits to schools for demonstrations, instructions, or diagnostic purposes. 3. Bulletins for instruction and for concrete help. 4. Extension classes for district principals, principals, and teachers. With the introduction of new methods of instruction it is impos- sible, in a large city system, for a supervisor to administer personally to the individual needs of her teachers. Consequently she must dele- gate powers to others in the system who are willing and capable of discharging such responsibilities. Detroit has developed the “key teacher” plan for the training of first grade teachers of reading which takes care of its particular needs. A new basic method of teaching reading, which differed widely from the method to which the teachers had been accustomed, was adopted. Approximately eight hundred teachers were to be trained in the use of this new method. According to the “key teacher” plan, each district principal’s dis- trict constitutes a unit within itself, and is responsible to a large extent for the training of its own teachers. To supplement the dis- trict principal’s and the school principal’s assistance. key teachers are selected in each one of the districts to act as a demonstrating center. ‘These key teachers are selected by the district principal. They are superior teachers especially trained in the detailed phases of reading and are used to: (1) demonstrate reading work in their respective districts, (2) act as demonstrators in their own rooms which are visiting centers for other teachers who wish to observe them at work during their regular class periods, and (3) visit other teachers in the district for the purpose of giving detailed assistance. ng : Tuer Trento YEARBOOK 281 Through the help of these teachers it is possible for each district principal to control to a great extent the training of teachers in his particular area. The needs of teachers in different districts are more fully met and specialized assistance is obtained at the time it is needed rather than having it delayed or perhaps not received at all. The key teacher receives recognition for her superior ability and has the opportunity for further development, while the supervisor receives fewer calls for assistance and has more time for research and constructive work. Conclusion—As internes and nurses learn from observing the skilled physician, so classroom teachers profit from seeing the expert in their profession at work. Demonstration lessons are valuable be- cause they help improve instruction through the establishment of standards leading to higher goals of attainment, the improvement of technic in classroom procedure, and teacher growth which is reflected in the power acquired by pupils. HE PRINCIPAL who works at his duties of super- vision often may wish that he had some method at the tips of his fingers whereby he can locate the children who are standing at or near the bottom of their class; or perhaps he may wish to select those in the upper portions. Since most of the problem children in a grade are located at either extreme of the class, and since the principal’s efforts usually begin with these problems first, it simplifies the procedure if he has some device which points out such cases. The in- dividual profile of percentile ranks is a device which will do this very thing—Roy E. Robinson, Chapter V. 282 ELeMentTArRY ScHoont Prrncipats A DEMONSTRATION SCHOOL IN READING OTTo SCHENK Principal, Dixon School, Chicago, Illinois EMONSTRATION teaching has been quite generally accepted as one means of improving the work of the classroom teacher. The proper utilization of this method offers an interesting supervi- sory problem for the principal. The experiment described in the following pages includes an account of the organization of a series of demonstrations and a study of their reaction upon demonstration teachers and visitors. How the school was organized—In September, 1929 a movement toward the improvement of the teaching of reading in the elementary schools of Chicago was initiated under the direction of the superin- tendent of schools. With the cooperation of the University of Chi- cago, a lecture course in the teaching of reading was provided for teachers representing each school. In connection with this course a demonstration school in reading was planned at the Arthur Dixon School. The first four months were occupied with the organization and de- velopment of the work in reading, and the planning of demonstra- tions.' The faculty consisted of twelve teachers of the branch school that preceded the new Dixon School and eight teachers from the transfer list of experienced teachers. The actual demonstration work was begun in January, 1930. Between January and June, 1930 forty- eight demonstration lessons were presented, at the rate of three every Wednesday afternoon. Table 1 shows the attendance for the whole semester. TABLE 1—Totrat ATTENDANCE AT THE FoRTY-EIGHT DEMONSTRATIONS Types Number I, UCU cn daca a cp ted cna tc eend aca ns cae 276 I sc dic ce gpa AAG Sk, ae ola niacin 89 NOG nck anumnn nh tienen nea Rn emee 12 RI cere re in iim ence anmih hanna inaat am heme aa 17 Si hina sac tes alent aol cath ca aac ee ae Ta ainsi 394 How the demonstrations were conducted—Before the demonstra tions the visitors assembled in the art room and received a mimeo graphed program of the lessons to be witnessed. A sample pro- gram is given herewith as Form 1. Inasmuch as the three demonstrations of one afternoon were given successively in three different grades, visiting teachers were invited to visit non-demonstration classes in the building during exhibits 1Valuable help was given by Dean William S. Gray of the University of Chicag). Assistant Superintendent Rose A. Pesta, and District Superintendent Will.ain Hedges. Tue Trento YErArBooKk 283 in other than their own grades. This provision enabled teachers to observe our everyday work as well as a formal demonstration. Com- paratively few made use of this opportunity because the teachers preferred to observe the prepared lessons. The prepared demonstration has advantages, because (1) the visi- tor has in his hands an outline of the lesson plan, which renders critical observing much simpler; and (2) he sees a complete unit to- gether with its bearing upon the past experience of the class and upon the work of the next day. In contrast, the casual classroom visitor, entering at any stage of the lesson, usually fails to see the lesson as a whole and has little opportunity for intelligent obser- vation. Random visiting of classes, in the experience of the writer, is wasteful of the visiting teacher’s time and causes undesirable in- terruptions of classwork. FORM 1 Dixon ScHoot DEMONSTRATION LESSONS May 21st, 1930 Notice: 1. Visitors will please assemble in the art room. 2. Wraps may be left on the desks; the room will be watched by patrol boys. 3. Please sign visitor’s book in the art room. 4. Visitors who wish to attend the demonstration of their own grade only, may visit other rooms of that grade during the other demon- strations. Kindly refrain from conversation during recitations. ke GRADE 2-B Room 20] TIME 1:15 Miss GRoGAN “Why Little Cricket Sang,” Child-Library Readers, Book 2, p. 58. Teacher’s aim: To train the children in the ability to concentrate their attention upon content. Pupil’s aim: To find the answers to the questions: 1. Where did little cricket want to go? 2. Why did little cricket sing every day? Previous experience : None Procedw e: 1. Motivation; study of pictures 2. Silent reading of the story 3. Testing comprehension 4. Training in recognition of new words 5. Oral reading. Follow-up work: 1. Seatwork 2. Dramatization. II. GRADE 3-A Room 208 TIME 1:45 Mrs. Hurron Silent Reading “Flax and Linen,” Best Stories III, p. 209. Teacher’s aim: To help children select points of importance in informational story. Pupils’ aim: To obtain information that will aid them in doing seatwork project on “Needs of Man.” 284 ELEMENTARY ScHoot PRINCIPALS Previous experience: None with this story. Book has been used by children this week only. Procedure: Children read story silently, then discuss the content. Pick out main points of information, to be written on blackboard by teacher. Follow-up work: Silent reading seatwork. Other stories in same book to help with this seatwork. III. GRADE 5-A Room 305 TIME 2:20 Miss Connor Reading of poem: “The Wind and the Moon,” Elson Reader Book V, p. 77. Teacher’s aim: Improvement of oral reading. Childrens’ aim: Enjoyment of humorous poem Reading to an audience. Previous experience: Similar work with other poems. Procedure: 1. Introduction of poem 2. Silent reading of poem 3. Discussion of content of poem 4. Reading of poem by groups of pupils 5. Suggestions for improvement of reading by class 6. Rereading. Assignment: Oral reading at home in preparation for oral reading in class the next day. The type of lessons demonstrated may be illustrated by the following examples: irades 1-3: Reading to train in word recognition Reading for comprehension Reading to increase rate Reading for pure enjoyment Oral reading for appreciation. Grades 4-6: Reading for information Special training in the reading in content subjects Reading for literary appreciation Oral reading to impart information Oral reading for appreciation. The teachers strove to exemplify an ideal teaching and learning situation, i. e, the maximum interest and activity on the part of the children under the guiding control of the teacher. If was surprising how readily the children forgot the presence of twenty-five or thirty visitors and focussed their attention upon the lesson. Attaining this attitude on the part of the children was doubtless facilitated by the fine social background of the typically American middle-class com- munity in which the Dixon School is located. However, teachers at- tempting similar work in schools located in foreign neighborhoods have reported that they can create a similar atmosphere without great difficulty. oe ee ee | Tue Trento YrArRBooK 285 What are the results?—The effects of this undertaking upon the Dixon School, and upon the visiting teachers, are difficult to measure. Doubtless the demonstration teachers were stimulated by the many new contacts and experiences made in the course of the semester. They planned and executed lessons with greater care and thought, tried out new devices and methods, and strove to perfect their teach- ing technic. An inquiry blank, circulated among the demonstration teachers, gave the results shown in Table 2. TABLE 2—REPLIES OF DEMONSTRATION TEACHERS TO QUESTIONNAIRE 1. Has the experience of demonstration stimulated your interest in improving your teaching of reading? ¥ou..11 No..2 No answer--1 2. Has it helped to improve your teaching of reading? Yes__11 No.-2 No answer-_-1 3. How has the demonstration work affected your general classroom work? Favorably__5 Adversely __2 Not at all_-6 No answer--1 4. How has the demonstration work affected your health? Adversely__8 Not at all_.4 No answer__2 5. How has the demonstration work affected the progress in reading of the children of your class? Favorably__9 Adversely __0 Not at all_.4 No answer-_-l 6. Have your attending demonstrations given by other teachers of the Dixon School helped you in your teaching? Yes__11 No.3 Do you believe that visiting demonstrations in other schools would help you in your teaching? Yes_-_11 No..2 No answer-_-1 8. Have the conferences after demonstrations been of constructive value to you? ~] Yes__4 No__9 No answer-_-l 9. Additional remarks: Three answers were received. § 1. Request for extra compensation for this extra service. 2. Request for higher degree of specialization in demonstrations. 3. Children receive same instruction irrespective of demonstrations. Question 4 in Table 2 shows that the demonstrations affected the health of eight teachers out of fourteen. The writer’s own observa- tion led him to expect a larger number of teachers reporting ad- versely on this question. The adverse vote on the value of the con- ference held after demonstrations (Question 8) is probably due to a natural reluctance of teachers to have their lessons discussed and com- mented upon in public. The principals who visited or sent teachers to the demonstrations were asked to give their reactions to the program. The replies to this inquiry are shown in Table 3. Eighty-three out of eighty-nine principals responded to the inquiry as shown in Table 3. They seems to agree with a fair degree of unanimity that demonstrations of the type presented contribute to the improvement of instruction in reading and to stimulate the teach- ers’ interest therein. Almost fifty percent of the principals report- 286 ELEMENTARY ScHoot PriIncreats , TABLE 3—REACTIONS OF PRINCIPALS TO THE DEMONSTRATION LESSONS QUESTIONS | Yes | No No | Total Answer (1) | (2) | (3) | (4) | (5) I. Principals who attended a demonstra- | tion lesson. 1. Do you believe the lesson contrib- uted to the improvement of in- | DE cc6ne eaatneusieeten 74 0 9 83 2. Please suggest improvements’. II. Principals of schools whose teachers attended demonstrations at the Dixon School. | 1. Did attendance at the demonstra- tions stimulate your teachers to | improve their reading teaching? .. . 66 0 17 83 | 2. Was the benefit to the teachers com- | mensurate with the time and I 5:0. ¢ sa 5h medal wasn 60 1 3. Have you observed any specific cases of teachers applying methods ob- tained from the demonstrations?...| 41 17 25 | 838 4. If you answer Question 3 by “yes” please make a brief explanation.’ i] to 83 1The comments and explanations are given elsewhere in this article. ing observed specific cases of teachers actually applying or trying out some method or device seen at the demonstration. Nineteen prin- cipals sent in statements in response to part I-2 and thirty to part II-4 of the questionnaire. A few of these comments may be of in- terest to the readers: I-2. SUGGESTIONS ON How TO IMPROVE THE DEMONSTRATIONS. (See Table 3) Unfavorable Comments Present demonstrations with groups of slowest children Present only one demonstration in one afternoon Furnish checklists to visitors to facilitate discussion Demonstrations should be given in different types of schools in the different districts of Chicago Socialized recitation unsatisfactory method Work good, but nothing new Own work equal or superior, no advantage in attending More attention should be given to weakest pupils Not a natural teaching situation. Favorable Comments Praise of demonstration teachers’ efforts Praise of organization of the work Freedom of children in discussion Inspirational and technical value of demonstrations Value of free discussion in conference. Tue Tentu YEARBOOK 287 II-4. ExpLaANATIONS or How TEACHERS APPLIED METHODS SEEN AT DEMONSTRATIONS. (See Table 3) Help to experienced teachers in observing new methods__..--..------------ 6 Teachers gave demonstration of type of work observed___.-.--------------- 5 Improving III scsi casteintcs la Eitan cet cos scala h coil mace teas hin, ecsikielon Dea eas eas 5 Increasing amount of free reading and library reading.--..--.------------- 5 Teaching new words thru context in grade. 1... cence ccccdcscccdksceccn : RRNTOT ORE: FUNEOE: DINNONNE ic tiicnmimnnnnndunns nent anda bean wuaee 2 Increasing amount of reading lessons in content subject_.----------------- 3 Dee of table of contents.....-........... in Silk aha doce Sk oa a a a oa as cr 2 ni I I Be csc onc cantatas arcs en nda ete cis pc cs cd Naa ena a ea 2 Use of homemade lantern slides for testing in primary grades___-_-------- 2 Saree: Ul: TAOUILy OF WOT GONGIYEE 8 ob Tue TentH YEARBOOK 293 in with his mistaken conclusion resulting from the “reading of the picture.” A fifth grade lesson—The next lesson for comment will be one from the fifth grade in which the teacher! employs the socialized recita- tion for reading. This type of recitation has its strong advocates; it also has severe critics. It is certainly easy to find flaws and weak- nesses in the socialized procedure, and it proved of interest to get a record of how this teacher had used the method. Five questions were placed on the board before the opening of the lesson. These questions were used as the beginning of the discussion after the reading and after a pupil had been called to the teacher’s chair to preside. The teacher had taken position inconspicuously at the side of the room, ready to be of service in case the lesson should drag or run off on a tangent. In the introduction to the lesson the teacher called attention to their study in geography of the steel in- dustry and told them that they were to read a story about steel. She also recalled that the class had been reading about the unit “co- operation”? and that this story in their reader would be along the same line of thought. The conversation which brought out the concept that the children had of cooperation follows: Teacher: Who can explain what cooperation means? Bertram. (Bertram explains meaning) Teacher: Bertram explained the meaning according to the story we read Mon- day. Who can explain what it means in another way—for all cases? Warren. Warren: When people work together, they help one another in things. Teacher: Can you give any other explanation of cooperation ? June: On Saturdays my mother, sister, and I clean up the house. We help each other. Teacher: Yes, you mean you work together. Read the story and find any examples of cooperation. (Class read the story silently). Teacher: Close your books. Edna take charge of the class. In the general class procedure that followed with the pupil pre- siding and the teacher assisting, this conversation took place: (Edna sits in front of the room facing the class and acts in the capacity of teacher. ) Edna: Nora, may answer the first question. Nora: “Why did Father Bear spare Nils?” Father Bear spared Nils because when Father Bear was in danger of being killed by the man Nils told him to be careful and Father Bear wanted to repay him by setting him free. Teacher: You misunderstood the question. What happened at the beginning of this story? Nora: He wanted Nils to burn the steel mills. Teacher: Don’t you know by that why Father Bear spared Nils? 1Presented by Ella M. Johnson, Hookway School. *See Third Yearbook, Chicago Principal’s Club. 1928. p. 25. 294 ELEMENTARY ScHoont PRINCIPALS Nora: Yes, because Nils knew thet so many things were made out of steei and didn’t want to burn them down and Father Bear thought he was kind. Edna: Why did Father Bear want Nils to burn down the steel mills? Nora: Because it was so noisy. Teacher: That was not in this question. Eileen: What did Nils tell the bear when the bear was about to eat him when he found he had made up his mind not to burn the steel mills? (Nora does not answer) Teacher: What happened to Nils in the beginning of the story? Nora: He was in the bear’s hole and when the bear came in he was going to eat him but Nils lit a match and the bear was glad to see it and he wanted him burn the steel mills. Teacher: Is that why Father Bear spared him, then? Nora: Yes. Teacher: You give me the answer, Donald. Donald: He was going to spare Nils if he burned down the steel mills. Teacher: Yes, Nils was going to be spared if he burned down the steel mills. + 0 The concluding question of the series given by the teacher was, “In what way is cooperation shown in this story?” The stenographic report throws light on how the unit teaching functioned. It also shows how essential it is in the socialized recitation for the teacher to follow the discussion very closely and to prevent the pupil-teacher from going astray. Edna, the presiding pupil, asked the question and started the discussion, but later the teacher found it necessary to lend a hand. The teacher’s concluding sentence showed her own belief that the teacher must take a hand. The class themselves were made to realize that cooperation was the big objective of the lesson. The class procedure was as follows: Edna: June, answer the fifth question. June: I think there is cooperation in the story because the workmen all work together in the factory and help other people. Donald: Does that mean that Nils was working with the workmen? June: Nils was not working with the workmen. Donald: Then that is not so important. Nils was the most important in the story. Teacher: Did Nils work with them? June: I don’t think he did. James: I think he did work with the workmen. He was thinking what he should do, if he saved the men’s lives. That is working with them. Teacher: Does everyone think so? Class: Yes. Teacher: Yes, he was working with the men, if he saved their lives. Was June’s example of cooperation good? Class: Yes. Teacher: Did you find any other examples of cooperation? Margaret: The bear and Nils worked together because he helped the bear to get away. Teacher: Yes, there was quite a bit of cooperation. When you started to read the story did you think you would find much cooperation? Class: No. Teacher: No. I don’t think you thought much about cooperation. If I hadn't asked my fifth question, you wouldn’t have thought of cooperation, would you? Class: No. nd Tue Trento YEARBOOK 295 In the conference with the teacher after the lesson, an attempt to evaluate the socialized recitation was made. The teacher saw the faults of many parrot-like answers. She realized that the teacher- pupil is in danger of calling too much on either the brightest pupils or the poorest ones. A good point of the recitation was that more than half the class of 46 were represented in the discussion. Addi- tional points might be made to show how the stenographic reports catch the intangible elements of the socialized recitation so that teacher and principal may analyze the method. A sixth grade lesson—Reading in the content subjects had made up much of our reading work in the sixth grade. One of the teachers! has developed an interesting procedure for her geography that seems very effective. The first step is to make a preview of the country from a wall map. Such physical features as mountains, lakes, rivers, table lands, and sea coast are considered. The pupils then predict the products, industries, climate, and other characteristics of the country as indicated by the map. A part of her introduction to the study of Poland appears below and indicates clearly her success with this sort of procedure. Teacher: Weare going to study about a new country. This is the name of the country. (Teacher writes the name Poland on the board) This is what we call the people who live in that country. (Teacher writes the name Polish on the board) Take out your book and find page 8. Opposite page 8 look’ at the map. Find Poland on the map. Put your finger on it. Look at it carefully. Do you think Poland has a better or a poorer location than Germany? Roberta. Roberta: It seems poorer because it hasn’t got such a large sea coast. Teacher: All right. Anyone else; is that the only reason? Robert: That’s the only place where the ships from other countries can get through. Teacher: That’s the same. Give me another reason. Jack: It is too far away from the Atlantic Ocean. Teacher: Now look at Poland again. You can find out a lot by looking at it on the map. What do you find about the surface from looking at the map? Is it level? Harry: In some places. Teacher: Look again, has it any high land at all? Donald: It has high land in the Southern part. Teacher: What is the name of those mountains? Donald: Carpathian Mountains. Teacher: Has Poland good boundaries? See all the nearby countries. Do you think Poland has good boundaries? Harry: Hardly any natural boundaries. Teacher: Which part of Poland has the hest boundary ? Alfred: The Southern part has the best boundaries. Teacher: Yes,—all right. Name the countries that touch Poland. Phyllis: Lithuania, Russia, Rumania, Czechoslovakia and Germany. Teacher: Is that all? Someone disagrees. Robert: East Prussia. 'Presented by Elizabeth M. Fogarty, Hookway School. 296 ELEMENTARY SCHOOL PRINCIPALS After the preliminary discussion the teacher takes up the second part of her work which is to have the children read to confirm or refute the hypotheses that they have set up by looking at the map, The following is an excerpt showing how it worked out in the case of the study of Poland, Teacher: We have a number of good ideas; Jack’s statement was good. He said he lived near the steel mills and that the people who worked there were Poiish and he thought they did that work in their country. Some said farming was good be- cause of the level country, and it is near the sugar belt. The only way is to read and find out. Go ahead and read. These questions will help you with your read- ing. (Teacher has the following questions written on the board. The children write the answers on a piece of paper while studying from the book. The teacher supervises and gives assistance where necessary ). 1. What is the chief occupation of the Polish people? 2. In what ways is farming in Poland like farming in Germany ? 3. Why are there better farms in Western Poland than in Eastern Poland? 4. What is the “Polish Corridor”? Why is it important? 5. Prepare questions of your own. Teacher: Put your work aside whether you have finished or not and we will have our discussion and get the information from the discussion. Close your books and sit up nice and straight. Have we settled our question? What is the chief occupation ? Jack: Farming is the chief occupation. Teacher: Yes, in what ways is farming in Poland like farming in Germany ? Roberta: The people use scientific methods and raise about the same crops. Edward: The ice sheet at one time covered Germany and Poland and left rocky and sandy soil. Edsil: They both are great potato growing regions. Margaret: When the Polish people came to our country, and if they caine to Chicago, there is not any farming here for them to do. Teacher: Let’s discuss the third question, Margaret. Margaret: They have better farming in the Western part than in the Eastern because they use more modern methods and raise more crops. Teacher: Why do they use more modern methods? Frances: That land used to belong to Germany and the German people took great pains with their work. Harry: The Eastern part used to belong to Russia and they have poor soil. Teacher: That’s true, anything else? John: In the Western part when it belonged to Germany they took great care of it and the Polish learned how to take care of it from them and had better farms. Teacher: Let’s discuss the fourth question. Some people were not able to find that. Geraldine: The Polish Corridor is a small strip of land that connects parts of Poland to the sea coast and is the only sea coast that Poland has. Teacher: What is a corridor, another word for it? Robert: Like in a hall. Teacher: Yes, we have a corridor in the school. Does this look like a corridor (pointing to the “Polish Corridor” on the map). Class: Yes. Teacher: Why is this such an important place? Billy: Important for the Polish because they haven’t any other way to get in or out to the sea. Earle: If the Polish people did not have that, they would have to pay to get through Germany to get to the sea coast. ill ks nh k Tue TentuH YEARBOOK 297 Teacher: Yes. Have you some questions of your own? We want some good questions. Ruth: What are some of the chief crops the Polish people raise on their farms? Irene: Oats, wheat, barley, sugar beets. Teacher: Is that all? She forgot one of the most important. Margaret: Potatoes and rye. Teacher: Yes, that’s important because Poland ranks second to Germany in the production of potatoes. Germany is first and Poland is next. We ought to re- member that. Another question. Phyllis: How much land is occupied by farms in Poland? Earle: About one-half is occupied by farms. Phyllis: How many people on the farms? Howard: One-fifth. Phyllis: No. Helen: About one-half. The third large division of the lesson is the board summary made by various pupils. The writer would call attention to the economy of time here, for while these pupils are putting summaries on the board others carry on the discussion in a very thoughtful manner. Teacher: Think carefully. What are the important points about Poland? What did we learn in today’s lesson about Poland that you think is worth remembering. Could you sum up in two or three sentences what would give a summary of what we have learned’ All right, Geraldine, take a piece of chalk, go to the board and write your sentences. Harry you try it, Ruth, and Phyllis. I think that is all we have room for. Just go ahead and do your best. Whatever you think would be a good summary. While those children are doing their summary work, the rest look this way. How has Poland changed since the World War?) What changes have been made in that country? Irene: Before the war Poland belonged to Germany, Russia, and some other country. Teacher: What other country? Earle: Czechoslovakia. Edsil: And Austria. After the war Germany lost some of its land and so did Russia. Margaret: Poland got its freedom. Earle: Before the war Germany was larger than France, now France is targer than Germany. , Teacher: Yes. Robert: I brought a map showing the country before the war, it shows how big Germany, Austria and Russia were. There was no Poland, it was Russia. Teacher: That is very interesting. I will put it up on the board. Let’s look at the summaries on the board and pick out the one you think is the best. Which one gives the best summary? Which do you think is the best, Margaret? Margaret: TI think Phyllis’ is. Teacher: How many think Phyllis’ is the best? How many like another one? Most agree that Phyllis’ is very good. What other do you like? Edwin: Harry’s. Teacher: Yes, that is very good. Both of those people have very good sum- maries. They have covered everything we had in our lesson. How could Ruth improve her summary? John: She could tell the chief occupation of the Polish people and what the Polish Corridor was. 298 ELeMeNTARY Scuoot PrIncreas Teacher: Yes, instead of making the statement, we learned about those things, tell what they were. Put your books away now. (The following are the two summaries which were written on the board by Phyllis and Harry). 1. Farming is very important in Poland. 2. There is a narrow strip of land which separates Germany from Poland and empties out into the Baltic Sea, this is called the Polish Corridor. 3. Farming is more important in the Western part than in the Eastern part. This is because they use modern methods. Poland ranks second in producing potatoes, only Germany raises more potatoes than Poland. Western Poland is more fertile than Eastern Poland. At one time Poland was divided between Russia and Germany. Since the World War it re- covered its freedom. Outstanding features of the above lesson are full class participa- tion, well ordered procedure, thoughtful reasoning, and a summary at the end which serves to clinch the points emphasized. Summary—The values of the stenographic reports as a super- visory device are as follows: 1. There is a record of details and a fidelity to facts that often are lost when the supervisor depends on his memory after a visit to a teacher. 2. The method is particularly good in showing whether the large patterns or divisions of the lesson are realized by the teacher. 3. It gives in permanent form for the help of other teachers the good points of lesson procedure as developed by outstanding teachers. 4. It encourages teachers to plan more carefully and to do their best work. 5. It gives the teacher a good chance to observe her English and to check on her mannerisms of expression. It was interesting, e. g., to note how commonly the teachers gave their approval by using the phrase, “All right.” The limitations are evident. It is only a supplementary device to the ordinary class visits of the principal. It is impersonal, which has its good as well as its weak phases, The first requisite to success is the teacher’s confidence and sym- pathy. The second factor is a good stenographer who is reliable in every respect. Finally, the teacher and the principal should examine the stenographic reports and agree upon a cooperative program of improvement. HE 1932 yearbook is to treat the principal and his com- munity. Send in your article to the Editorial Committee by November 1, 1931. ngs by and art. oes me re- —~ Tue Trento YEARBOOK 299 PRACTICAL AND SPECIFIC TEACHER AID NETTIE BONNER Principal, Robert E. Lee School, Corsicana, Texas UPERVISION by the principal of the building is a compara- tively new field. Yet, we hail it as a means of keeping our feet on the ground in this educational whirl. The principal alone can pick up the “loose ends” of a building’s instruction and tie them together so that a spirit of unity prevails. Effective supervision brings results through the discovery and the study of the practical problems of teaching. The following discussion sets forth three practical projects that proved worthwhile in one school. The new and inexperienced teacher—The head of the school was a teaching principal who spent six hours a day in her own classroom. Since such a program made it difficult to supervise, a cadet teacher was appointed to relieve the principal of part of her duties. This new teacher, although she had had three years of college work, could not be regularly employed in the system because she lacked teaching ex- perience. She was assigned to teach five 30 minute periods, to do clerical work for two periods, and to observe other teachers for three periods a day. Her activities had two immediate results: (1) the older teachers of the building became alert to help the newcomer fit in, and (2) the principal learned how to supervise by supervising. The outcome of the program was satisfying. At the end of the second six weeks of the term Miss Cadet, as we shall call the new teacher, gave her fourth grade English class a final objective exami- nation. The principal, while teaching the previous semester, had used the same test at the end of the term. When comparisons were made it was found that Miss Cadet’s class equaled the principal’s class in A’s and C’s, and surpassed in B’s and D’s. Assuming that the two classes were comparable (the facts at hand indicated similar class con- ditions) then Miss Cadet’s class had achieved in 12 weeks what the principal’s class had taken 18 weeks to do. Realizing that part of the difference might have been due to the difficulties under which the principal had taught, we tried a more re- liable test of Miss Cadet’s efficiency. We selected a class in another building which was equal, according to subjective judgment, to Miss Cadet’s class in home environment, opportunities, and personal am- bition. This second group shall be referred to as Miss Story’s class. The two classes of 45 pupils each were given the Haggerty Intelligence Test, Delta II, followed by the New.Stanford Language Usage Test. The results are shown in Table 1. Miss Story has taught in the system six years and is rated as “above average” in the subjective judgment of her principal. Table 1 in- 300 ELEMENTARY ScHoont Princrpats dicates that Miss Cadet has fitted into the teaching as far as subject- matter is concerned. Her other qualities can only be measured sub- jectively as follows: discipline problems, few; routine work, good; class activity in projects, exceptionally good. TABLE 1—CoMPARISON BETWEEN Miss CaApDeEt’s CLASS AND MIss Story’s CLASS IN INTELLIGENCE AND ACHIEVEMENT Intelligence Test Achievement Test a . a ia , on Teacher Range Median Range Median BD TEED «ta dices tectcnsiriecmeindnieacaias 35-132 68 20-108 70 NED cnccnikocnmnncmnnas 30-113 64 20-105 55 Of course, Miss Cadet had the qualities of a good teacher to begin with. Without supervision, however, she might have justified the board of education’s caution in requiring two years’ experience for admission to the system. On the basis of the above tests she is on the regular payroll for next year, and is considered a full-fledged teacher. The principal followed every visit to Miss Cadet’s room by a confer- ence. Lesson plans for the next day’s work were discussed every after- noon. Clearly defined objectives were always in the foreground of the plans. Miss Cadet and the priacipal vied with each other iv finding activities for the classes, Miss Cadet not only met the require- ments of two years experience in four and one half months, but the principal was promoted from a half-time “trial” supervisor to a full supervising principalship. Making teacher's mark more reliable—The principal discovered that the low standards for grading of one teacher were bringing severe criticisms of the marks of all of the teachers. Further study showed a teacher thoughtlessly giving 50 percent of her pupils A’s. While we must admit that school marks are a necessary evil, as long as we have them, there must be some sort of uniform basis of grading. Certainly no fixed standard is desirable, but in an elementary school an extremely low standard of grading by one teacher and an ex- tremely high standard by another teacher is most undesirable. The principal asked each teacher to send a report of her grades. From these reports a number of comparisons were made. Table 2 illustrates the type of table which was made to show how the marks varied from one semester to the next. In most instances the teacher was marking the same group of children. However, in Table 2 the high first class of the fall had a different teacher in the spring term. Table 2 shows a wide variance in the accomplishment of the chil- dren. It is hard to explain why a group of children in the high first grade would change from 40 percent B’s and 60 percent C’s in reading to 11 percent A’s, 11 percent B’s and 44.4 percent C’s in the low second grade. It is still harder to explain why the high second a , is subject. | sured sub. | rk, good; | {iss nent Test ee ia. Median 70 55 ‘ to begin tified the ‘ience for is on the | teacher. a confer- ry after- round of other iv require- , but the to a full scovered ringing er study pils A’s, ,as long rrading. y school | an ex- e. grades. Table 2 e marks teacher le 2 the g term. he chil- 1e high t C’s in ; in the second Tue Tento YEARBOOK 301 class fell from 55 percent A’s to 35 percent A’s in the low third grade. This change is particularly hard to explain since it is the same teacher and the same group of children. Other inconsistencies can be pointed out in Table 2 which are not only hard to explain to teachers, but are absolute mysteries to the parents. Table 2 certainly shows the inconsistent use of the old-fashioned letter grading system. However, this school system and, perhaps, a majority of the schools in the country still cling to some form of letter marking. No doubt, letter marking will be used in many schools for some years to come. If a “hit and miss” process is to be avoided, the whole program must be effectively supervised. Even when letter marks give way to each broader terms as “satisfactory” and “unsatis- factory” there will be greater demand for close supervision. No system of grading can be satisfactory and consistent without con- stant guidance. TABLE 2—PEeErcentT oF Eacu CLASS RECEIVING VARIOUS MARKS IN THE First AND SECOND SEMESTER READING Percents oF Ciass RECEIVING . Time of aii Total Class Year Percent . A’s B’s | C’s | D’s E’s ; | | I oo gk cect i. en rears | 30.7 | 41.1 | 15.3 2.5 | 10.2 100 ‘High Virst......| Sprimg......... | 12.3 | 60.4 | 25.0} 2.3 | 0 100 High First...... | "oe: ' 0 | 40.0| 6f0| 0 0 100 to Low Second. . | Spring*........ | 11.1 | 11.1 | 44.4 | 33.4] 0 100 Low to......... "ee | 27.5|48.2|19.5| 0 | 4.8| 100 High Second....| Spring......... | 25.6 | 46.2 | 28.2 | 0O 0 100 High Second....| Fall............ | 55.0 | 25.0| 15.0] 5.0] 0 100 to Low Third... | Spring......... | 35.0 | 25.0 | 40.0 |] 0 0 100 Low to......... OI ccccaninsrmcys | 25.0 | 52.5 | 22.5| 0 0 100 High Third..... A | 24.4 | 48.7 | 21.9) 5.0); 0 100 Read table thus: The low first class in the fall had 30.7 percent, A’s; 41.1 percent, B’s ; 15.3 percent, C’s; and so forth. The same pupils with the same teacher in the High First had 12.3 percent, A’s; 60.4 percent, B’s; and so forth. *The high first in the fall had a new teacher when it became the low second in the spring. Correlating a departmental program—Supervision will help over- come the mechanical part of departmental teaching. In our depart- mental pian the teachers move from room to room for 30 minute periods. If a child makes no unusual response while a teacher is in the room, she is not particularly alarmed, but if a child sits through one class after another without making any response, the situation is alarming. The principal sent the following report to the teachers after spending the day in a single classroom with the same group of children. 302 ELEMENTARY ScHoor PrINcIPALS It was my privilege to spend about 90 percent of the day, yesterday with the Low Sixth grade. These are some of my observations: 1. There was not one discipline problem, 2. Pupils adjusted themselves easily to changes in teachers and subject. 3. There was an unusual degree of courtesy on part of both teachers and pupils to visitor. 4. A number of pupils asked the teacher to allow them to remain after school to work on their art project. 5. Teachers were alert: their voices were pleasing. 6. The “drudgery element” did not appear during the entire day. 7. There was a general spirit of good-will in the classroom. 8. The meaning of the bell signal was recognized to u fair degree. 9. Twenty-one pupils made no verbal contribution to the work of the class dur- ing the entire day. Point (9) above does not apply to concert singing in music. Also, a few of the non-participating pupils may have read during reading class, but they had no part in discussions. Not more than a third of the pupils were sharing class re- sponsibility. Among the “silent” group were a number of summer school promo- tions and new pupils. Questions: 1, Are we making the most of our opportunities? 2. Do we have clear cut objectives?) Are we “driving them home”? There were 40 pupils in the class, and for a whole day 21 of them failed to make any voluntary contribution to the day’s work. Not a teacher on the circuit realized that even one child sat “mum” for an entire day, to say little of 21 chil- dren. To make the situation worse, the teachers had been requested to give par- ticular attention to summery school promotions and to new pupils. Three weeks later the principal visited the same class again, and the following report was given: I spent the day Monday with the Low Sixth Grade. Here are some of my observations : 1. The principal was greeted with an enthusiastic welcome by the teacher and by the children. 2. At least 50 percent of every class made individual, voluntary contribution to the recitation. 3. In the drawing and music classes, every member of the class took part in class discussion. 4. In the music class, there were 54 recitations. 5. In every recitation there was evidence of a well-prepared lesson plan. 6. At the end of one activity, a boy said, “I like that; let’s do it again.” It is interesting to note that this activity was a means of getting over an idea that had been presented to the class several times. 7. Six pupils asked permission to stay after school hours to finish English and art projects. 8. One teacher secured the cooperation of the whole class by commending the pupils who were working rather than condemning the pupils who were listless. 9. In one class a visitor came in. The teacher nodded “good morning”; a child seated her and explained what was going on; the class proceeded as though she weren’t there. Comments: 1. Every teacher is “putting her shoulder to the wheel” in connecting the chain of activities in the department. th the upils choo] dur- ' the 1 no 3 re- ymMo- | to uit hil- yar- nd my nd on Tur Tentu YEARBOOK 303 2. It is pleasing that things move along in normal channels even though visitors are present. 3. Our victory is not yet won. Every child should contribute something to every lesson. The first class situation above creates “repeaters”. It makes drudg- ery out of what should be a happy school day. It shows up the in- consistencies of a departmental program. Here the job of a principal isa big one. She has to furnish the personal touch to the machine. She must be the connecting link between teachers. Supervision can overcome the disadvantages of the departmental program so that classes may really profit by its advantages. Summary—aA study of the three cases shows results obtained from the launching of a practical program. Asa result of Case 1, an extra teacher was added to the faculty so that the principal might be re- lieved of a full day’s teaching duty. Case 2 encouraged a self-rating of teachers that helped them adjust their standards of grading to a consistent plane. Case 3 was an effort to overcome the handicaps of the mechanical procedure of a departmental program. Consecutive visits to the same room showed a decided difference in pupil partici- pation in class activities. The keynote of the whole program was the establishment of a great degree of confidence between the teacher and the principal. Conferences, often apparently casual conferences, promoted this feeling. The results of the plan prove that the old inspectional type of supervision is a thing of the past. In its place is a new type of helping hand that will bring about a union of forces and a greater spirit of cooperation. UPERVISION is chiefly concerned with the improve- ment of the learning interactions between child, curricu- lum, and teacher. It is a common practice for principals to improve instruction by influencing the feacher directly through such procedures as teachers’ meetings and classroom visitation. Why do we not more frequently observe and adjust the child? Can we not “improve instruction” by showing pupils how to gain the most from school life?—H. M. Gunn, Chapter V. 304 ELEMENTARY ScHoot Princrpas CHANGES RESULTING FROM SUPERVISION BERTHA RICHARDSON, Principal, Lincoln School Rosa M. Bowker, Principal, Carew Street School Joun L. McCommons, Principal, Brookings School, Springfield, Massachusetts HE LAST few years have witnessed a marked change in the con- ception which the average person has of the function of super- vision, the responsibilities of supervisors, and the attitudes of the supervised. Today principals and teachers think of supervision as a working together on common problems. The problem of the teacher has become the problem of the supervisor. Common problems fur- nish a common basis for work. No longer does the teacher work for the principal, supervisors, or superintendent, but she does work with them, and upon the problems and projects in which each has a re- sponsibility. The shift has been from a working-for to a working- with, all working for the general welfare of the boys and girls. Does this mean that teachers welcome supervision? Do all teachers like building meetings? Do all teachers like to learn how to teach more effectively? Do all teachers like personal conferences? To an- swer all of these questions in the affirmative would be misleading. The answer depends upon the value of the building meetings, the classroom visits, and the personal conferences to each individual teacher. An increasing number of principals carry on their super- visory activities in such ways that teachers receive help, learn how to improve in their work and as a result welcome supervision. What are the responsibilities and obligations of the good prin- cipal? As professional leader of a school what have the teachers a right to expect of him? Each teacher has a right to expect of the principal: 1. A sympathetic understanding of the teacher as an individual, and as a co- worker in the profession 2. A sympathetic understanding of classroom and community problems 3. Consistency in supervision and administration 4. Professional leadership and insight 5. Sensible praise of work well done and appreciation of special abilities, originality, and initiative 6. Impersonal criticism with worthwhile suggestions for improvement 7. Opportunity to grow in teaching ability and in professional understanding Important among the factors which bear upon changing attitudes of the teaching personnel is that of analysis of problems, difficulties and successes. There should follow a careful and minute analysis of all the known elements involved in particular problems. It: is through careful analysis that the principal can offer help and sug- gestions in matters of organization, method, individual variations of pupils, discipline, device, and can be ready to make the best use of the personality of the teacher, her abilities and teaching skills. on- er- the sa rer ur- ith O- Tue Tentu YEARBOOK 305 It is by such means that a definite program of supervision will be undertaken which will aim toward more effective teaching and more satisfying teaching results. Three of the most commonly used means of supervision are: (1) building meetings; (2) classroom visits; (3) conferences. The building meeting—The following case study was drawn from a situation in a relatively small elementary school. The teachers had become acquainted in a general way with modern tendencies in edu- cation through participation in curriculum revision, supervisory programs, various extension courses, and the reading of current edu- cational literature. They were interested in the application of these principles and needed definite, concrete methods for translating them into technics of instruction. This need was shown clearly in the first general meetings where there was a discussion of those basic principles which characterize modern education, including individ- ual differences in children and the importance of teaching them how to think and how to do things. The dynamic personalities of chil- dren with the resulting desirability of stimulating their interests were discussed from the viewpoint of leaders in the field of education. A number of the teachers of this building had taken an active part in the revision of the curriculum in which the city had been engaged over a period of several years. Courses of study had been developed by committees representing teachers, principals, general and special subject supervisors. The major portion of this curriculum material had been developed in the classroom, written into courses of study and distributed among all teachers. It has become a part of the super- visory program to make use of this material as an instrument for the improvement of teaching. In brief, in this building were teachers, part of whom were tradi- tionally trained, others well trained in modern classroom procedure, all of whom were willing to learn more about modern educational theory and practice. There were at hand excellent courses of study as a result of extended curriculum revision work. There also existed in some teachers a conscious lack of knowledge necessary for the ap- plication of more desirable technics of instruction, while at the same time, others were carrying out excellent classroom practices. It seemed desirable to attack the problem through a series of teach- ers’ meetings devoted to evolving practical methods, the application of which would conform closely to the basic principles already dis- cussed and to the procedures suggested by the courses of study. At these meetings, considerable care was given to the formulation of definite criteria for the evaluation of classroom teaching in terms of these fundamental principles. Criteria were set up which were con: cerned with general methods of instruction and with various subject- matter fields. At this point general teachers’ meetings as an instru- 306 ELEMENTARY ScHoot PrINcIPALs ment of supervision were discontinued, such meetings having been re- placed by special group meetings. Demonstration lessons in arith- metic, spelling, social studies, and language were prepared by espe- cially well quali%ed teachers of the school and were given after the school day was over. Teachers were given a choice of attending the demonstrations which more nearly satis ‘ied their own needs. At first there was some hesitancy on the part of teachers to give such lessons, but this feeling largely disappeared when they realized that it was really a distine- tion to volunteer to make such a contribution. The demonstrations were followed by discussions wherein connections were traced to the basic principles of education and attempts made to evaluate the teaching in the light of the criteria which were formulated in the first general meetings. The following ends were sought in the demonstration lessons : — Train the children in effective study habits 2. Develop in the children cesirable social habits 3. Bring about maximum pupil activity pointed toward some definite purpose 4. Conserve the time of teacher and pupils in classroom procedure 5. Provide for pupil individuality and pupil needs 6. Establish a close and friendly relationship between teacher and pupils in the classroom, thus insuring a high degree of cooperation 7. Enable the children to experience satisfaction through successful accom- plishment To accomplish these ends, the group study type of lesson was selected for the demonstrations. A LESSON IN SocraL StuprEs ConpUCcTED BY Miss B. I. Plan of organization A. Assignment to groups B. Group study and conference period C. Check-up accomplished by individuals, group leaders, and by Miss B. as well as by group reports to the class as a whole-—Summary II. Aim A. To find out why one sees so many French names of street signs and cities when touring in Canada B. To discover who were the first Frenchmen to come to America and the reason for their coming III. Assignment by groups A. Group—A dialogue between Cartier and the French king to bring out the purpose of the journey B. Group—Drawing of a frieze to depict the various scenes and events in Cartier’s exploration of the St. Lawrence River region C. Group—Map of the St. Lawrence River region showing locations men- tioned in the story and events connected with Cartier’s journey D. Group—aA short written description of Cartier’s journey such as ap- pears in accounts of the Weekly Reader, ete. IV. Development of the lesson A. In order to bring again before the class, the purpose of their research, discussion and activities, Miss B. asked the following questions: re- th- e- he ns ne ng 1c ns he he he se Tue Trento YEARBOOK 307 1. “Let us find out again how many of you have been to Canada.” “What did you notice about the highways and street signs there, different from those you see when motoring to places near Spring- field ?” 3. “Then what people must have come to Canada from Europe, many years ago?” B. Miss B. called for presentation before the class of the completed group activities C. Brief general discussion by members of the class D. Short report from other groups as to nearness to completion of topics assigned in previous lesson E. Summary of lesson in the form of news flashes written on blackboard by different members of the class to This class secured its information through textbooks, various sup- plementary books, magazines, pictures, maps, etc. Many of the boys and girls had reiatives and friends living in Canada and a few had toured Canada during summer vacations. Much direct information was secured through conversations with fathers, mothers, older brothers and sisters, who had in some cases lived in Canada. This in- formation was made available to the various individuals in the groups through conferences, and to the entire class through the group re- ports and the summary. At the close of the lesson, the children were dismissed and an in- formal conference was held with the teachers who had observed the lesson, Miss B. taking part. Many questions were asked, indicating a keen interest on the part of the teachers who had observed the lesson. One teacher asked Miss B. how she managed to have the groups work so quietly together. Miss B. replied that every group had been given a definite piece of work to do, within its powers of accomplishment during a given time; that the subjectmatter itself was interesting and the individual pupils experienced satisfaction in the accomplishment of their tasks; that the absence of disciplinary trouble was one of the real results of such work. Immediate results of the demonstration lessons were evaluated as follows: 1. The principal secured a more comprehensive knowledge of the course of study 2. The demonstration lessons made possible a definite basis of comparison be- tween them and daily lessons in the classroom 3. Many teachers learned that they were following outlines too closely and making little provision for initiative of pupils 4. Many teachers learned of one definite method of securing a maximum de- gree of pupil participation with a minimum degree of teacher direction and talking Having closed the series of special building meetings or demon- tration lessons, the principal announced that he would be glad to have other teachers try out this method of classroom teaching in their own rooms and that he would help those teachers who desired to try it, plan their first lessons. Judging from the response to this sug- gestion and to others, it is believed that a very definite accomplish- 308 ELEMENTARY ScHooL PriNcIpPats ment in terms of teacher growth has been made by the use of build- ing meetings as an instrument of supervision. The classroom visit—If the teacher desires and welcomes the class- room visits by the principal, the time that is spent in observing is of inestimable worth to teacher, children, and principal as it affords a means of improving teaching, a means of enriching the learning of the children, and an opportunity to strengthen the skill and under- standing of the principal. On the other hand, classroom visitation where a supervisor is not welcome may lessen temporarily the effec- tiveness of the teaching as frequently it leaves the teacher perturbed and ill atease. After having had sufficient time to become acquainted with his faculty the good principal generally is a welcome visitor in all the classrooms of his building. Certain technics of classroom visiting are essential factors of good supervision. 1. The principal enters the classroom in such a way as not to disturb the work already in progress 2. He selects a location of the room where the teacher can see him, preferably at the rear or the side 3. Note taking is often distracting to the teacher, children, and supervisor and he avoids this practice 4. The principal has definite purposes for visiting 5. He is a silent but active participator in the classroom, and if he does speak he remembers that he is a guest in the room A principal who becomes a co-worker with the teacher in the class- room is helping to establish right relationships and common under- standings for the conference that is to follow. What indexes are there by which the principal may measure the effectiveness of his classroom visits? There are many meaningful evidences that show when there is real achievement resulting from this type of supervision. Some specific evidences of change may illus- trate what a principal might hope to achieve in carrying on a defi- nite program of classroom visition. The following are given: The teacher had taught two years in a small town school. Here she had carried on her work without any or very little supervision. She had good class control and had come to believe that lack of strong disciplinary measures meant that she was doing effective teaching. She came into a city school system for her third year’s work. Once again she had no trouble with discipline and the classroom relation- ships were good but the children did not learn. This city was experi- menting with a new Social Studies Course of Study and this fur- nished a point of contact between the teacher and the principal. The work in social studies was something to be observed and studied together. In talking over the work with the teacher the principal said he hoped to visit the class very often and together they worked out a list of the things they would observe and study. uild- lass- is of ds a x of der- tion Tec- ited r in ood the ably and eak Tue Tento YEARBOOK 309 Study habits of children as shown in preparation and recitation Use of supplementary materials: maps, books, newspapers, and stereographs Use of manual activities to clarify meanings Value of excursions to enrich meanings Test results ne go PO ) All of these placed emphasis upon the observation of the children and left the teacher free to do her work to the best of her ability with- out feeling that she was being observed. The principal visited the classroom very frequently always trying to study with the same viewpoints on which they had agreed and at no time did the teacher seem to be embarrassed by his visits. From time to time conferences were held in which the teacher and principal evaluated the learnings of the children. The following definite results began toshow. The children studied with definite purposes. They began to use the indexes of their books. They were able to select pertinent material from their books. They prepared short reports to give to other children. They used graphs and illustrations. Globes and maps were consulted. An animated map was made and the explorers, in miniature, were placed correctly on the map. Excursions were made to the public library and to museums. Books and pictures from the library were brought to school. Achievement test results showed positive and continued im- provements. Such tangible results were not the only growths that took place. There were evidences that denoted a desire for supervision and a welcoming of supervisory visits. The teacher would come into the office to say, “I wish you had been in my room today to have seen how well Jack gave his report,” or, “Will you be sure to come in to- morrow to see the progress that we have made on our animated map ?” These comments showed a desire for supervision, a spirit of coop- eration, and a recognized need for help. Although the end of the year left many goals to be reached both principal and teacher felt that there had been growth for the teacher and improved learning oppor- tunities for the children. Many more examples of the value of classroom visits and their in- fluence upon the teachers’ work could be cited. Worthwhile coopera- tive work in the classroom helps to build right attitudes between the principal and teachers, and where there are right attitudes plus help in guiding the teaching, learning and supervision ought to show a steady improvement. The following reports of cases are given which represent the tendencies upon the part of teachers to grow without pressure having been used. My work in arithmetic is not going well. Will you come in for several arithmetic periods and help me to locate the difficulty? (A Sixth Grade Teacher) 310 ELEMENTARY ScHooL PRINCIPALS Dear Mies ..............+- , Would you like to see our gymnastic lesson tomorrow at eleven o’clock? We began this work a few days ago and we are trying to do well. (Fourth Grade Children) PE iiiiicnnetacns : Will you come to our Story Hour on Friday afternoon? We will have a sur- prise for you. (Third Grade Children ) We can be assured that these letters were sent to the principal’s office with the consent and approval of the teachers. I am not feeling well today and probably won’t be able to do my best work. Will you please not visit our room? (Sixth Grade Teacher } Such a request is an example of sympathetic understanding and it should be recognized and granted. I am going to try a new way of showing a moving picture film. Could you come in to see it and later help me to evaluate the procedure? (Fifth Grade Teacher, Our children are upset every time we exchange groups. We think we are not consistent in the things that should be matters of routine and that this causes difficu ‘ties for the children. Will you visit both kindergarten rooms and help us to remedy the trouble? (Kindergarten Director and Assistant) These examples and the many more that are common to all prin- cipals show : 1. If worthwhile classroom visiting is done, it is generally welcomed by the teacher 2. Teachers recognize the value of classroom visiting 3. Principals can somewhat measure the effectiveness of their classroom visit- ing by the demand for it 4. Classroom visiting has a decided influence on the teaching of the school and results in better learning opportunities for the children. The individual conference—A third means of effective supervision is the individual conference. Although it is a difficult task and one that takes a great deal of time, it is one of the most valuable ways of bringing about desirable change and improvement. If there is a sympathetic understanding between principal and teacher the latter will welcome the personal conference. “It is valu- able beyond measure,” is the comment of one teacher, “for then I know where I am headed. You can give me your point of view and I can give you mine.” ‘There is no better time to help a teacher become aware of the exact nature-of her need, to help her analyze it and plan how to solve the problems in satisfying this need. Individual teaching problems may be discussed and satisfactory solutions offered. Helpful criticisms may be given and the teacher guided into better We | Sur- yal’s vork. d it you not uses > us in- the sit- und Tue Tentuo YEARBOOK 311 ways of doing things, by helping her to check her own efforts accord- ing to different and higher standards. The special task of the supervisor lies in encouraging the teacher to “keep going.” Her efforts should be appreciated ; her individual- ity respected; and she should be given a chance to experiment for herself. She should be given opportunity to grow in her own way, discovering for herself better technics of teaching. She will make mistakes, of course, but it must be remembered that as in other fields, growth and improvement may come about through the mistakes made, and in the correction of the mistakes. The “periods of error” will depend on the effectiveness of the principal and mutual feel- ing of confidence. A teacher working under such conditions is likely to take the suggestions of the supervisor and make them her own much more quickly. Little is usually gained otherwise. In the personal conference the principal should always bear in mind that the whole procedure of supervision is aiming toward in- creased power on the part of the teacher. It is helping her: 1. To feel the need of self-improvement 2. To find out her own particular need 3. To analyze it and work out a satisfactory solution 4. To evaluate her own efforts according to different and higher standards 5. To originate plans and to carry them out successfully 6. To make her work contribute to the interests of the whole group 7. To achieve and find joy in her success The individual conference is one of the most challenging activ- ities the principal experiences in his work with teachers; for, if the purpose of such conference is to stimulate growth on the part of the teacher, the principal, as supervisor, must continue to grow. He must continually ask himself, “Do I measure up to this responsi- bility entrusted to me? How may I better fulfill my obligations?” In order to meet his own requirements, he should keep informed about the new in education. His own educational philosophy should be sane and sensible. He should be familiar with the best methods of teaching, and have a thorough knowledge of the subjectmatter to be taught. He should be ready to give de*nite and constructive help when needed. But most of all he should understand and maintain an enthusiasm for the art of teaching and for the boys and girls with whom he works every day. For the purpose of illustration, let us take a particular situation to see the signi*cance of the personal conference. First of all, it is thoroughly understood that supervisor and teacher are co-workers. Both are working on a common problem for the common good of the individual child, in his relation to the school as a whole. The building meeting has set up common objectives and it is decided together, that teachers will confer with the principal to present their plans before launching upon a new unit of study. New 312 ELEMENTARY ScHoot PrINcIPALS Ses teachers will talk over the new situation, the children, the building and classroom organization, courses of study, building equipment, the program, etc. After the principal has made classroom visits, it is agreed that the teacher will discuss, in conference, the lessons taught, expecting adverse criticism when necessary, constructive criti- cism always and encouragement. She is urged to feel free to go to the supervisor when help is needed, and indeed the principal like- wise will feel free to go to the teacher when working out some of his plans. In order that the conference may be helpful, the principal tries to make preparation for it, first by knowing the teacher as well as possible, and second, by gaining a thorough knowledge of the group with which she is working. For a fifteen-minute period of confer- ence, the principal often spends two or three hours in the classroom. making a careful study of the teacher’s problems. When he returns to his office, he jots down things he has seen and wishes to talk over, he is then ready with de‘inite criticisms and definite suggestions for improvement. For example: A superior teacher of sixth grade had an unusually intelligent group of pupils. A fine, natural, friendly relationship existed be- tween pupils and teacher. They carried on a current events period. The teacher sat at one side, as a member of the group. The boys and girls proceeded with their news items. Undivided attention was given to Joseph who was engrossed in his topic. Robert had some- thing of vital importance. Kenneth talked a great deal. Joseph entered his comments and objections and was very much in evidence, too much so. The period continued with the same few boys doing most of the talking, only one or two girls had a chance to contribute. The topics were interesting, the speakers came to the front of the room to address the class, they went to the map to locate the places mentioned, or to trace the route of the busses that took the Cardinals and the Athletics from Philadelphia. The majority of the class par- ticipated silently. At noon the teacher came to the office to talk over the lesson with the principal. Both agreed as to the merits of the lesson. It was a good social situation. The topics discussed were timely and of gen- eral interest. They had been chosen with discrimination. They were presented clearly and with poise on the part of the few speakers of that day. The teacher felt that the same boys were talking too much due to their interest in the World Series, which was being played at the time. It was suggested that the teacher talk this over with the class, ‘encouraging the more retiring children to make contributions. The next morning tle principal again visited this class for the same period. It was evident that the children had adopted the sug- gestions of the previous day. Two-thirds of the class showed that Tue Trento YEARBOOK 313 they were prepared to take an active part. Clippings, pictures, and newspapers were on desks. It was noticed that Jeanette and a few others were again silent, while others were eager to talk. These points were the subject of another conference with the teach- er. A week or two later the principal was invited to the room to hear reports on the subject of transportation. The class had divided itself into groups with a leader for each group. Each member had prepared a contribution on that phase of the subject which most interested him. Practically every one in the room contributed. The two prominent members were submerged in the group. Jeanette who had failed to take part in the previous lesson contributed her share. The principal commended the children for their interesting con- tributions and later the teacher for her skillful management of this classroom situation. Other incidents illustrate this same tendency on the part of teach- ers to analyze classroom procedures for the purpose of improving their teaching. At the close of the session a teacher approached the principal and asked for immediate help on a lesson which the principal had ob- served that morning. The principal stated that she was to remain at school for luncheon and that a conference might be planned for the noon hour. ‘ A teacher wished a conference for the purpose of discussing a visits to another school. Her questions indicated a desire for help in evaluating the teaching which she had observed. Tentative plans for teaching the lives of primitive peoples were placed before the principal with a request for assistance. The results in teaching spelling to a class of fourth grade chil- dren were not satisfactory to the teacher. She asked that the prin- cipal observe a lesson and give suggestions which might help to bring about the desired improvement. There is no fixed time or place for a conference between teachers and principal but in a building where teacher and principal share the responsibility for good teaching it is expected that frequent con- ferences will be a help. These may be initiated by either party. If there has been no request for help from the teacher for a considerable period the principal after a series of visits may ask that this teacher meet with her to talk over the work. Conclusion—These evidences of improvement of instruction through supervisory programs show that worthwhile work through building meetings, classroom visits and conferences between principal and teacher affect the welfare of the school. The quality of teaching is improved, standards of accomplishment are raised, and a constant zest for the work is maintained. These three ways show some of the means whereby training in service may take place. Through coopera- tive work a good school offers growth and learning to children, teachers, principals, supervisors, and superintendent. 314 ELEMENTARY ScHoot PrINcIPALs 6. 10. 13. 14. 15. SELECTED REFERENCES ANDERSON, C. J., BARR, A. S., and Busu, MAYBELL. Visiting the Teacher at Work. New York: D. Appleton and Company, 1925. 382 p. Suggestions on how to study the teacher’s work, Particularly heipful on classroom visits and conferences. Bairp, JAMES, and Bates, Guy. “The Basis of Teacher Rating.” Hduca- tional Administration and Supervision 15:175-83; March, 1929. Presents data on the importance of a cautious application and interpre- tation of teacher rating scales. Barr, A. 8S. “Scientific Analyses of Teaching Procedures.” Journal of Pdu- cational Method 4:360-71; May, 1925. Lists many items to be observed in making classroom visits. Barr, A, 8S. “Scientific Supervision.” Journal of Hducational Method 6:190-201; January, 1927. Describes time charts, checklists, and record forms to be used in re cording classroom observations. Barr, A. S., and Burton, W. H. The Supervision of Instruction. New York: D. Appleton and Company, 1926. p. 141-86. An exhaustive treatment of classroom visitation and the follow-up per- sonal conference. BRUECKNER, L. J. “The Value of a Time Analysis of Classroom Activity as a Supervisory Technic.” Llementary School Journal 25:518-21; March, 1925. Describes a self-supervisory device for use by the teacher. BRUECKNER, L. J. “An Objective Procedure for Evaluating Classroom Prac tice.” First Yearbook. Department of Supervisors and Directors of In- struction, National Education Association, 1928. p. 176-96. Describes a scale for rating teachers in terms of specific methods. BucKINGHAM, B. R. “Visiting the Classroom.” Hducational Research Bulletin 8:185-90; May 1, 1929. Ohio State University. A complete summary of the classroom factors upon which the observer may obtain objective data. CoLLines, ELLSwortH. School Supervision in Theory and Practice. New York: Thomas Y. Crowell Company, 1927. p. 121-234. Devices and records for studying the results of teaching. CuBBERLEY, E. P. The Principal and His School. Boston: Houghton Mif- flin Company, 1923. p. 441-49. A brief summary of the what and the how of classroom visitation KyYTE, GEORGE C. How To Supervise. Boston: Houghton Mifflin Company, 1930. p. 107-306. Discusses teachers’ meetings, visits, bulletins, and conferences as technics of supervision. Linpquist, R. D. “The Evaluation of Supervision.” Educational Admin istration and Supervision 15:301-10; April, 1929. Teacher opinion as to the value of supervisory technics. Meap, A. R. Supervised Student-teaching. Richmond: Johnson Publishing Company, 1930. p. 160-254, 467-512. Practices with student-teachers which could be used effectively in typical schools. MELpy, E. O., and Lien, AGNEs. “A Practicable Technic for Determining the Relative Effectiveness of Different Methods of Teaching.” Journal of Edu cational Research 19:255-64; April, 1929. Describes a controlled study of teaching technics. MontTocoMeEryY, RHopa, “The Principals Supervision of the Special Subjects.” Siath Yearbook. Department of Elementary School Principals, National Education Association, 1927. p. 168-77. Suggests criteria for evaluating classroom activities in music, nature study, and art. Lt 1 Vv J e pewrprercrms + 19. 20. Tue Trento YRARBOOK 315 NATIONAL EpucaTion ASSOCIATION, Department of Superintendence. “The Superintendent Surveys Supervision.” Fighth Yearbook, 1930. p. 49-175. Lists many supervisory procedures commonly associated with classroom visits and teachers’ conferences. NATIONAL Epucation AssocrATION, Department of Supervisors and Direc- tors of Instruction. First, Second, Third and Fourth Yearbooks. Bureau of Publications, Teachers College, Columbia University, New York. 1928, 1929, 1930, and 1931. Many suggestions for the supervisor of instruction. NATIONAL Epucation Assocration, Division of Research. “The Principal as a Supervisor.” Research Bulletin 7:277-350; November, 1929. Presents evidence and bibliographies on classroom visits, teachers’ meet- ings, conferences, and similar technics. NATIONAL Epvucation Assocration, Division of Research. “The Principal at Work on His Problems.” Research Bulletin 9:93-158; March, 1931. Summarizes the principal’s total task and indicates many problems for further study. Nutt, H. W. Current Problems in the Supervision of Instruction. Rich- mond: Johnson Publishing Company, 1928. Chapter XIII. Suggests a method of note-taking which makes observation more specific and objective. Power, LEONARD. “How to Make Visits Profitable to Teachers.” Highth Yearbook, Department of Elementary School Principals, National Educa- tion Association. (Reprinted from the 1922 Yearbook). p. 359-66. Gives examples of suggestions to send to teachers after classroom visits. Stone, CLARENCE R. “Oral Reading in the Elementary School and Its Super- vision.” Third Yearbook, Department of Elementary School Principals, National Education Association, 1924. p. 310-21. Suggests points te look for in oral reading lessons and follow-up devices to use with the teachers. TWITCHELL, Dorts F. “An Objective Measure in Supervision.” Journal of Educational Research 19:128-34; February, 1929. Explains uses and merits of a particular observation record form. WapLes, Doveras. “Teachers’ Difficulties as a Basis for Supervision.” Educational Method 8:399-403; April, 1929. Suggestions on the discovery and solution of teaching difficulties. T IS TOO bad if teachers have social contacts only with other teachers. It is an in-growing process which makes a vicious circle. The fact that women teachers are so isolated from knowing interesting men socially is deplorable both for the men and the women. The woman teacher of today is an attractive, interesting young person who should be hav- ing a good time outside of school. Her recreational interests are as important as her intellectual pursuits, As a class, teachers do not get out of doors enough.—Virginia E. Stone, Chapter IV. — ——- a onthe eee te ote CHAPTER V INFLUENCING THE PUPIL GUIDANCE OF INDIVIDUAL PUPILS THE CoopPERATIVE EFFORTS OF PRINCIPAL AND PSYCHOLOGIST CREATIVE GUIDANCE OF PuptIL TALENTS INDIVIDUAL PROFILES OF PERCENTILE RANKS AN EXPERIMENT WITH ReEporTS TO PARENTS THE Pupm Report AND SUPERVISION CREATING EFFECTIVE PuptIL REPORTS [ 317 ] INTRODUCTION TO CHAPTER V Until recently, the descriptions and practices of super- vision have been concerned chiefly with influencing the teacher directly. Pupil adjustment, case studies, cumu- lative records have been looked upon as purely adminis- trative problems. While the organization and manage- ment of these devices is largely administrative the /novwl- edge revealed about pupils has supervisory uses. Chapter V brings out many of the implications to in- struction of certain pupil personnel procedures. Pupil re- ports, case studies, interviews, and extra-curriculum activ- ities are shown as potential influences upon the growth of children. How can the principal guide individual pupils so as to foster the optimum conditions for learning ? Previous yearbooks of the Department have contributed to the problems raised by Chapter V. Principals will wish to refer to the following: First Yearbook, p. 59-86; Second Yearbook, p. 169-444; Third Yearbook, p. 245-337, 387- 458; Fourth Yearbook; p. 245-49 ; 250-56, 257-61, 262-71; Fifth Yearbook, p. 310-15, 368-76; Siath Yearbook, p. 211- 28; and Lighth Yearbook, 218-34, 235-39, 268-77. Immediately following Chapter V will be found sev- eral selected references on pupil guidance and adjustment. —FEditorial Committee. [ 318 ] { ; j CHAPTER V INFLUENCING THE PUPIL! GUIDANCE OF INDIVIDUAL PUPILS H. M. GuNN Principal, Rigler School, Portland, Oregon abi sce a is chiefly concerned with the improvement of the learning interactions between child, curriculum, and teacher. It is common practice for principals to improve instruction by influenc- ing the teacher directly through such procedures as teachers’ meet- ings and classroom visitation. Why do we not more frequently ob- serve and adjust the child? Can we not “improve instruction” by showing pupils how to gain the most from school life? The purpose of this article is to suggest some of the procedures in an effective guidance program. Need for guidance—Our school consists of about 300 pupils in grades one through eight. While all children need some guidance we found that there was one group which particularly needs syste- matic study and help. These are the pupils, thirteen or fourteen years old, who are waiting for the legal age for dropping from school. Usually, such factors as economic necessity, academic failure, or per- sonal maladjustment make these pupils eager to go to work. Their attitude is frequently one of indifference and unconcern. Such pas- sivity in the classroom destroys the vitality and enthusiasm of the most energetic teacher. It is vital, however, that these poorer stu- dents be advised and guided, for it is from this group that society receives a large share of its misfits. Realizing the social implications, the teaching corps of our school became interested in the problem of these indifferent children. As a result of this interest we made a survey of the literature in the field of guidance for the elementary school. For working purposes we divided guidance into three types, as follows: (1) vocational, (2) educational, and (3) personal adjustment. Our program included activities which might be classified under the three heads: (1) study- ing the pupil, (2) informing the pupil, and (3) aiding the pupil to make his own decisions.2. The general program and procedures are shown in Chart I. The following paragraphs will set forth the plan in greater detail. Vocational guidance—Although the indifferent and over-age child in the upper elementary grades needs much vocational information 1While many of the devices described in this chapter are primarily administra- tive principals will appreciate the important supervisory implications.—Editorial Committee. “Suggestions were obtained from Bulletin No. 6, University of Oregon, Decem- ber. 1928. [ 319 J 320 ELEMENTARY ScHoot Principas CHART I—TuHE PLAN AND DEVICES UF THE RIGLER SCHOOL GUIDANCE PROGRAM Vocational Guidance Educational Guidance Personal Adjustment Studying the pupil 1. By means of the cumulative record which shows such in- formation as: Intelligence-test scores, achievement- test scores, previous school marks, reports of special abilities, health reports, and visiting teacher re- ports. Same as 9 under vo- cational guidance. Same as | under vocational guidance. Informing the pupil 2. By correlation with: grammar in grades 6-7-8; geogra- phy in grades 6-7; civics in grade 8. 3. By means of phy- sical equipment such as motion pictures, lantern slides, and ex- hibits. 4. By means of reading material such as library books, bulle- tins, and mimeograph material. 5. By means of visits to factories, power plants, trans- portation centers, and other industrial plants. 6. By means of talks and lectures by employers and _ busi- ness men. 1. By means ot courses of study from academic, polytech- nic, and commercial high schools. 2. By group discus- sions and socialized recitations. 3. By talks by rep- resentatives or prin- cipals from different high schools. 4. By correlation with civies in grade 8. 1. By group discus- sions of concrete prob- lems which each indi- vidual must face. 2. By correlation with health teaching. 3. By correlation with Auditorium pro- gram. 4. By correlation with civics classes. 5. By talks by doc- tors and nurses. Aiding the pupil in self-deter- minism 7. By means of 5. By means of pupil conferences with teacher and principal. 8. By means of parental conferences with teacher and principal. 9. By means of questionnaire on se- lection of life work. 10. By means of group conferences with teacher and principal. questionnaire on se- lection of a high school. See items 1, 2, and 4 in vocational guidance. 6. By developing social consciousness through individual responsibility. See items 1, 2, and 4 in vocational guidance. see 13- b- li- Tue Tentu Yrarsook 321 we have not stressed this phase of the work. However, as the teachers become more used to the guidance plan much more is to be done. 1. Studying the pupil—We obtain much of our information in guidance work from the cumulative record cards. The information on these cards includes the following: (a) intelligence test scores, (b) achievement test scores, (c) previous school marks, (d) teachers’ reports of special abilities, (e) visiting teacher reports, and (f) the health record. While the above facts are necessary in any case study our teachers have decided, however, that tact, human sympathy, and understand- ing are necessary tools which must supplement these objective data. Each teacher, beginning with the fourth grade, makes a special effort to cultivate a confidential relationship with slow and indifferent pupils. The attempt is made to continue this relationship until the completion of the elementary school. Teachers solicit conferences with parents on many of these problems. This pupil-parent-teacher relationship, supplemented by definite objective data, has served ad- mirably in revealing the source of many of the indifferent pupil’s dif- ficulties. 2. Informing the pupil—In the sixth and seventh grades a general course dealing with occupations is presented to all pupils. In the sixth grade the course is very elementary and covers a wide field. We make the subject of occupations so definitely a part of the work covered in geography that it is correlated with that subject. In the seventh grade the course is more specific and treats of local occupations which are open to boys and girls entering industry before the age of twenty-one. In the eighth grade a general review of the course on occupations is given. This review is supplemented by visits to factories, power plants, transportation centers, restaurants, and other industrial plants which may offer work to adolescent boys and girls. Practical illustrations are given of the economic fallacy of taking a “blind alley” job. In the eighth grade all of this work is correlated with the course in civics. In all three of the grades pre- viously mentioned a correlation is made with language work by de- voting several lessons to writing letters of application, making tele- phone applications, and making personal applications for employ- ment. 3. Pupil self-determinism—In the sixth and seventh grades the teacher holds frequent individual conferences with pupils. These conferences are held primarily for the purpose of stimulating friendly relationships between pupil and teacher. Occasionally the principal, teacher, and pupils hold group conferences pertaining to guidance problems. In the eighth grade every pupil has at least two individual conferences with the principal. The principal invites the parents of each eighth grade student to participate in one of these conferences. Before holding these conferences a thorough study of the cumulative 329 ELEMENTARY ScHoot PriInciPats record card is made and the advice of former teachers is solicited. Since the groundwork for the individual conference has already been built by the teacher the principal can usually enter into an immediate discussion of the future plans of the pupil. These conferences are non-compulsory, and in every instance the principal acts only in an advisory capacity, he never attempts to dictate a policy. Conferences are also held with pupils who plan to leave school before completing the eighth grade. All pupil conferences are supplemented by facts obtained from Form 1. One purpose of Form 1 is to introduce the pupil to the problems of life work such as seasonal employment, wage scales, possible changes which may occur in industry, and other problems with which we feel the indifferent student should be conversant. The final choice of vocation is left entirely with the pupil. The teachers and principal simply aid the decision by supplying the most reliable information available. Educational guidance—In this type of guidance work we deal almost entirely with the problem of the choice of a secondary school. The bearing which this choice may have on advanced training or on choice of vocation is dealt with only to the extent to which the choice of a secondary school may affect such advanced training or vocational choice. FORM 1—SuprPLEMENTARY Facts FOR PERSONAL INTERVIEW What kinds of work have you done to earn money during your spare time? Is there a possibility that some invention may be made in industry which may do the work you are planning to do in this occupation ?_-__-_------------------- 1. Studying the pupil—The same method of studying the pupil is practiced here as was suggested in the outline of the vocational guidance program. 2. Informing the pupil—The problem of educational guidance is so closely related to that of vocational guidance that we have made no definite line of demarcation between them before the eighth grade. i oe ed. en ate ure an ces ng cts ms ble ch ice ral on al ol. on ice al ce Tue Tento YEARBOOK 323 In the eighth grade the types of training in the various high schools are discussed with the pupils. The three types of high schools rep- resented in the city are: academic, polytechnic (boys’ and girls’), and commercial. Nach of the high schools offers several different courses. For ex- ample, the academic high school usually offers three, as follows: classical, college preparatory, and general. At one time our indifferent and slow students made their choice of high school for nearly every reason except an essential one. They rarely asked themselves the questions, “How will this educational program aid me to become a better citizen?” and “Does such a pro- gram prepare me for what I wish to become?” To counteract this former policy on the part of students a definite outline of each course in the different high schools is presented to the class for study. Socialized recitations are held for the purpose of dis- cussing these different courses. Mimeographed copies of the differ- ent courses are given to each pupil so that he may refer to the high school programs at any time he chooses. 3. Pupil self-determinism—Teacher and principal hold indi- vidual conferences with each pupil in the eighth grade. Parents are invited to attend at least one of these discussions concerning high school choice. Form 2 shows the inquiry blank which is filled out by each member of the senior class. The replies are kept in the princi- pal’s office and referred to in connection with individual pupil con- ferences. FORM 2—QveEstions ASKED OF EIGHTH GRADE CLASS Will the high school course you are planning to take prepare you for that train- BOI ss sens Sli kc os nt ew gic ca pel el gc What else do you expect to get in high school besides training for your life work? Personal guidance—This type of guidance covers a great number of activities sometimes listed as health guidance, moral guidance, civic guidance and sex guidance. It is extremely difficult to outline a definite program for the more personal type of guidance work. A great portion of the problems which arise in this field are individual problems to be worked out through conferences between teacher, parent, pupil, and principal. We have handled health guidance as largely as possible through the health classes, but where special cases arise the principal and 324 ELEMENTARY SCHOOL PRINCIPALS teacher confer with the school nurse before any remedial work is undertaken. The problem of moral guidance is handled largely through an activity program which gives a definite responsibility to each child. Some of these activities are appointments to positions such as traffc officer, class president, editor, committee chairman, fire marshal, and safety officer. The objective of such a program is to develop a social or group consciousness in each individual student. In all of these adjustment problems the teacher and principal en- deavor to make a study of the individual somewhat after the manner suggested for vocational and educational guidance. Informing the pupil on matters of personal adjustment is the most difficult task the teacher has to face. Moral platitudes are avoided and rule-of-thumb methods for moral conduct are never laid down. Information on moral problems is presented through group discussions concerning definite and concrete problems which every individual must face in actual life situations. The real stumbling block encountered in mat- ters of personal adjustment is making the pupil self-determining in matters of right and wrong. He usually has sufficient information to realize what to do, but to so guide him that he will do what he knows he ought to do is the real task. We have found no better solution for the problem than that which has been suggested in a former para- graph, by endeavoring to develop a social consciousness in each pupil by giving him some definite task which he is morally obligated to per- form. In more difficult cases we hold frequent conferences with the pupil, not’ conferences for the correction of each overt act, but inter- views to develop mutual understanding. These talks usually reveal the real source of the maladjustment. In the above discussion the writer has avoided the problem of test- ing and diagnosing pupil difficulties in subjectmatter or the remedial devices which may be used to correct such difficulties. These testing and remedial methods are, of course, included in our guidance pro- gram but are similar to the methods commonly suggested by profes- sional literature.' Summary and conclusions—The principle involved in the guidance program we have adopted for the elementary school is one which stresses guidance as information. We have avoided any attempt to outline a definite policy, chiefly because our purpose is to combat in- different attitudes by making pupils feel their own responsibility in matters which pertain to their future relations to society. Such a program as we have outlined is definitely planned for an elementary school containing eight grades. We have no defense for those who may criticise us for neglecting the better and more interested students. We feel that such pupils will obtain some benefits from the program we have outlined. Most 1See Chapter VII of this Yearbook.—Hditorial Committee. Tur TentH YEARBOOK 325 of them, however, will continue their work in high school where a more detailed guidance program is available. We have primarily at- tacked the problem of the indifferent pupil who wishes to quit school at the legal leaving age. We have tried to “improve instruction” so far as these children are concerned by studying and adjusting each individual child. Of the noticeable results of our guidance program those most worthy of recording are: (1) Mutual interests have been developed between teachers and pupils. Da: (2) The indifferent attitude of poor students has in many in- stances been changed to one of interest. (3) Pupils and parents solicit advice concerning future education and training. (4) The number of pupils entering high school has increased, particularly among the group who formerly dropped out of school at the legal leaving age. The majority of these pupils are entering the polytechnic and commercial schools. (5) Pupils entering industry at the end of the elementary school course are following vocations chosen by themselves and a larger per- centage of them have steady employment. T IS agreed that the greatest responsibility of the prin- cipal is the improvement of instruction. While the super- vision of classroom teaching is the most direct means of bringing about better teaching, certain administrative activi- ties also seriously affect instruction. Attention to pupil ad- justments, study of class organization, and consideration of teacher abilities contribute very definitely to the improve- ment of instruction. As the responsibilities of the principal increase, it becomes more and more necessary to rely on ad- ministrative measures to achieve results.—Edith L, Curren, Chapter ITI. 326 ELEMENTARY Scuoont Principeats THE COOPERATIVE EFFORTS OF PRINCIPAL AND PSYCHOLOGIST CECILE WHITE FLEMMING Director of Psychological Service and Pupil Adjustment, Horace Mann School, Teachers College, Columbia University, New York City HAT effort in supervision is good which has desirable and last- ing effects primarily upon pupils and community, and second- arily upon teaching materials, teaching methods, teachers, principals, and supervisors themselves.'! In this primary aim of effective super- vision the principal as supervisor, the teacher, and the psychologist, concerned with pupil adjustment, have a common vital objective to the achievement of which their cooperative effort is essential. The effects of a supervisory program, teaching methods or efforts at guid- ance upon the pupils (and consequently upon parents and commu- nity) are primary because the school’s major aims are to influence the child and society. ‘Teachers, principals, supervisors, psycholo- gists, methods, materials, are means to the end of effecting changes in pupils and community. Pupil adjustment aids supervision—It is readily apparent that whatever the psychological service of a school does to improve the classification of pupils, and to aid in the adjustment of individual pupils, it renders a preliminary and fundamental aid to the principal in his efforts as supervisor to improve methods of instruction and teachers’ direction of learning; whatever else this service does to measure school achievement objectively it provides data basic to ex- periments in instructional methods. The psychological service whether represented by an individual or a staff, should moreover ren- der aid in an advisory or active capacity for the principal’s committee on curriculum revision; should contribute to the development of a system of records and reports adequate to provide a dynamic record of growth for all the children in the school and to give data essential for diagnosis when a problem arises. If a school lacks a division of research and reference the psychologist may aid not only as adviser, but take a definite responsibility for guiding some special supervisory effort designed to improve conditions for learning, or to develop in pupils more effective study habits and skills. Such efforts are legiti- mate activities for the psychologist who is concerned with improving the adjustment of pupils whether considered as individuals or in groups. The plan—This article attempts to present very briefly a coopera- tive effort by the principal and the psychologist; not to illustrate a carefully controlled experiment to compare two methods of super- 1See “The Evaluation of Supervision.” Fourth Yearbook, Department of Super- visors and Directors of Instruction, National Educational Association, p. 15, Published by Teachers College Bureau of Publications, New York, 1931, —— —s sa Tue Tentro YEARBOOK 327 vision but rather to emphasize the values of integrating the activities of principal, teachers, and the director of pupil adjustment to obtain a more adequate knowledge of the pupils of a given group, with the purpose (1) to improve their total adjustment on the basis of the factors revealed; and (2) more specifically to improve the pupils’ skill in study and the teachers’ direction of learning. During the past three years such cooperative effort has proved stimulating and pro- ductive in Grade VII, (or Year I of the Junior High School) of the Horace Mann School. Since the initiation of the program in 1928- 29, such interest has been stimulated that the teachers’ intensive study of pupils has been extended to Grades VIII and LX, and downward in the elementary school, with the accompanying efforts to adjust in- struction to individual needs and to direct children’s learning more effectively. The program in Grade VI might have been chosen for presentation here but the initial experience in Grade VII is described because it revealed some outcomes a little more clearly than did the subsequent experiences in Grade VI and other grades. In October 1928 the Director of Psychological Service and Pupil Adjustment of the Horace Mann School, acting with the approval of the principal, met on Thursday of the second week of the school session with all the teachers concerned with instruction in Grade VII (or Year I of the Junior High School). A second meeting was held after a two weeks interval, a third at the close of the second month of school, and a fourth at mid-year. During the second semester two conferences were heid for the entire group, and individual teachers, principal and psychologist conferred informally as frequently as they wished. During the previous year the value of persistent, carefully directed observation of Year I pupils by an expert observer had been demonstrated. A trained, experienced, supervisor studying at Teach- ers College had for six weeks in October and November, visited the two sections of Year I to observe their behavior as groups and to uote any individuals particularly in need of attention. The results had proved so constructive both for teachers and for pupils, that for 1928-29 the plan of directed observation and conference by the class and special teachers of the group was devised. Previous to the meet- ing a letter had been sent to those teachers, about eleven in all, who worked with Year I pupils in 1928-29, in any way. Fortunately, most of these teachers had taught in Year I the previous year, and also taught Year II classes. Thus they had had the experience with and profit from the efforts at guidance and adjustment used with Year I, in 1927-28. As will be noted from the portion of the letter quoted below, the desire of the principal and the psychologist was to emphasize the close tie-up between individual pupil adjustment and the direction of study. The problems involved: (1) A diagnosis of the factors contributing to pupil strengths and weaknesses; (2) the determina- 328 ELEMENTARY ScuHoot Princieats tion and utilization of procedures which would overcome specific in- dividual weaknesses and develop on a new level for the entire class certain study skills essential for effective learning in the later years of the high school. The project as it developed utilized several meth- ods for analysis of the problem and check of results. These are ap- parent as the experiment is detailed. They included directed obser- vation of pupils by the teachers of regular and special subjects; the pooling of information and judgments by group discussion, with the subjective determination of the outstanding needs of individual pupils and class groups, in respect to personality traits and habits and skills, and similar judgment of strength; the report of pupil growth in terms of teacher opinion or judgment; and finally the use and interpretation of objective tests of mental quality and achievement to aid in diagnosis of problems and to measure progress in skills; and the utilization of all cumulative records available for those pupils who had entered the class from the sixth grade of the Horace Mann School. Memorandum to Teachers of Year I. It seems desirable to have a meeting of all teachers who are concerned with Year I pupils on Thursday, October 4, at 3 o’clock, in Room 304. As you are aware, we are very desirous of knowing pupils in Year I as quickly and thoroughly as we can. The concentrated, cooperative effort of Year I teachers last year, helped that class to make a better adjustment, and to gain in habits of work, to a greater degree perhaps than has previously been true with Year I. It is hoped that we can do even better this year. In order that each of us may have the aid of every other teacher will you please come to the meeting with the following items: 1. A report of any problem with any pupil, which has appeared to you, at this early date, and which should, in your opinion, be discussed with other teachers; any information pointing either to strength or to weakness in any pupil, which should be communicated now as an aid in helping the child to a satisfactory ad- justment. 2. Miss Blank (the home-room teacher) not only has the problem that each of the other teachers has in improving the direction of study in her particular field of instruction, but is eager for all the help which we in combination can give her as the general director of the homeroom study. Will you come, then, prepared to present any definite suggestions as to how each teacher may help the children study, through her assignment, and the direction of study begun in the class period ’ What specific skills, what specific ways of studying do you teach in this first month, for example? What skills do these girls now possess and in what skills do they need either remedial training or intensive instruction on seventh grade level? Mrs. Flemming, Chairman of the Committee To Improve Pupils’ Study, wil! sum- marize briefly the methods used last year to determine the needs of Year I pupils; teachers can then suggest how we may improve our study of this year’s beginning class. She will also make available the records for individual pupils and the grade summaries of the results of the mental tests and the standard tests of achieve- ment in reading and mathematics. Will you please make any suggestions you can to improve our methods of in- quiry for these classes, and to make more effective our combined efforts to improve adjustment and develop in these children better methods of work? In the first discussion consideration was given to needs of individ- Ae — fC | Wwe h — m+ mh @D e a oo a Ame Tue TentH YEARBOOK 329 ual girls and to the outstanding strengths and weaknesses in study skills already apparent. A tentative determination was made of the tendencies to which concerted attention should be given immediately and of the general methods which should be observed in such at- tempt. The subsequent meetings continued the discussion of prob- lems and corrective procedures, and attempted subjectively to esti- mate improvement. (See list of factors in this article.) After each meeting a record of significant comments on each pupil considered was made available to the teachers for ready reference. The sugges- tions accepted for concerted. remedial efforts were likewise reported. Where the individual need was great the Division of Adjustment provided intensive, remedial instruction to overcome fundamental weaknesses in the mechanics and skills, in reading and arithmetic. The psychologist worked with the teachers concerned with these skills to devise training to develop study skills upon the grade level at which the class was working.' She also aided intensively with the prob- lems involving emotional, and physical factors and social mal-ad- justment. List oF Factors WHICH CONDITION ADJUSTMENT AND SUCCESS 1. Mental ability or ability to learn. 2. Physical condition, temporary, and permanent; with consideration particu- larly of (1) Nutrition and apparent vigor or energy, and (2) Physical defects. 3. Ability to read. 4. Quality of present achievement in specific school subjects; achievement pre- vious to this year, if pertinent. 5. Conditions in the home, including (1) Eeonomic conditions (2) Social and cultural background (3) Influence of other members of family (4) Conditions for study. 6. Conditions for study in the school, with emphasis upon library facilities. 7. Total program of work including work in class; extra class activities in school; activities outside of school, within and outside the home. 8. Pupil’s methods of work in preparing school assignments. 9. Pupil’s attitude toward school work. Interests. 10. Pupil’s associates. If the problem is primarily failure or unsatisfactory achievement, so that atten- tion must be given to the problem of learning, these additional items should be considered : 11. Personality of teachers and relations with particular child under considera- tion. 12. Ability of teacher to direct study. 13. Character of assignments; activities provided for; motivation; adaptation to pupil’s ability. 14. Accuracy of grade placement. 15. Suitability of curriculum to needs of pupil under consideration. ~ Woodring, M. N., and Flemming, Cecile White. Directing Study of High School Pupils. Bureau of Publications, Teachers College, Columbia University, New York City, 1929. p. 112 ff. Also Flemming, Cecile White “Training Pupils in Study Procedures, with Emphasis upon Reading,” Teachers College Record, (March, 1929). 330 ELEMENTARY ScHoot PRINCIPALS The following excerpts from records of these meetings indicate the constructive character of the information emphasized. ‘To protect the pupils in case of loss or misplacing of records a code number was substituted for names. Similar extracts from records for the Octo- ber, November, and January meetings would indicate the character of the comments on the progress in adjustment made by these girls. Report Upon Individual Pupils, Year I (Grade VII) Based Upon Staff Discussion of October 4, 1928. Memorandum to Staff: Please consider these comments; use them in any constructive way you can and add your own in subsequent staff discussions, or in a dictated report. A-SECTION Pupil A-5. She is alert and nervous. A good mixer. Quite sure of herself. Rapid reader. Grasps things easily. She was the first to finish Haggerty test but ranked next to the lowest quarter of the A Section in comprehension. Needs train- ing in accuracy. A-9. Too stout. Very nervous. Is she well? Protects herself. Can’t seem to get directions; motor coordination poor. Tests of ability indicate that she should get such directions, and Miss Blank thinks she kas ability. Stays alone after school and prepares the next day’s lessons. This is good unless it affects exercise. A-11. Lowest of A Section in reading tests. Change to B Section seems ad- visable. Careless of spelling and form. Expresses herself awkwardly. Is this all due to physical condition? A-13. Is very young, and seems so. Though her intelligence score is very high, she didn’t know what to do with successive study periods. Writing very poor; content of written work inferior. A little lost. Not an A Section pupil in mathe- matics. Draws conclusions hastily and prematurely. Watch carefully. A-14. Does rapid work. Is she inclined to be superficial? Attention extremely fluctuating. Needs training in study habits. Is there a physical basis for this? A little stubborn. Rather original. A-15. Quick and alert. Outstanding in ability; and original. Quite sensitive. Tires physically. Must not be allowed to overdo. A-16. Vivid and alive. On reading test in comprehension her score is normal for Grade 11. Charming and liked socially by class. A-17. Grown-up. “Shows off” constantly. Why is this, what is the reason? Psychologist should observe carefully. A-18. Drawls excessively and is extremely precise in speech and work. Is there any emotional difficulty? Attractive in appearance. Always ready for anything that comes. Original work. A-20. She is a social problem. She wishes to be apart from the rest of the group. She is unstable. Her family think she is a genius. She thinks her future is as- sured because of a volume of her poems which her family had printed for her. She does not want to do anything that anyone else is doing. She likes to sit off by herself. She is devoted to animals and out-door life. She is very poor in mathe- matics. She is very young and mentally very able. B-SECTION B-10. Very lively and young. She has a keen sense of humor. She talks well, and can be a good influence if she is properly directed. Her form in written work is very poor. Her mother seems cooperative; she realizes the child’s laziness. B. loves to read Milne. Animals are her hobby. Needs to be held pretty carefully to assigned work. Very poor form in mathematics—extremely careless. Reads slowly. Do her reading tests reveal little ability to distinguish between main ideas and subordinate details? TFTA Re a ee Tue Tentruo YEARBOOK 331 B-13. She is lively physically, and boyish. She is careless in writing and spell- ing. She has a helpful spirit in class room. Needs training in habits of reading and study. Poor quality of written work. B-15. Inclined to be very aggressive. She has a good deal of influence in class. She doesn’t cooperate and answers in a supercilious way. Her social influence is not good. She must be held to requirements. The October Year I staff conferences began the consideration also of the problem of directing study for the two sections of this grade.! Each teacher presented her conclusions from the objective test records and from a month’s observation and analysis of skills possessed or lacking, and emphasized the most outstanding and immediate needs in her field of teaching. In some instances the instructor reported some one or more specific technics which she was using to give her pupils certain work skills. With respect to general habits and attitudes the staff were agreed that the first need was a combined effort by all teachers to have the pupils get to the classrooms on time; to have them come equipped with needed tools and materials; and to habituate them to get to work promptly without waste of time. Every teacher, whether in mathe- matics, social studies, music, or household arts, combined in these efforts. Another common need for the pupils in the less mature sec- tion, was the learning to take the teacher’s assignments and directions as given to the group. The improvement of the pupils’ methods of study by providing training in specific work skills, was stressed as 9 fundamentally necessary aid toward better adjustment. A summary of the analyses presented by several teachers shows some of the in- teresting differences in the equipment for learning of the generally more mature A Section in comparison with the B class. The A class (as a group) reads extensively, rapidly and accurately. They have good form in outlining and make practical use of outlines as an aid to organizing what they read; the B Section, as a group, reads less well (as revealed by a variety of reading and study tests), and makes little use of outlining. The A’s prefer assignments in terms of larger problems; the B’s wish specific questions as a guide to study with exact page references to needed materials. The more mature pupils are much more critical of subjectmatter and of one another’s ‘During the year 1928-29, the Grade VII was divided into two sections. A\l- though mental ability was not the exclusive basis for the division, the mental age and the intelligence quotient were the first factors considered. Other elements also given. consideration were school achievement, reading skill, health, teachers’ estimate of personality, interests and attitudes, habits and methods of work. Some one or more of these additional factors sometimes caused a pupil to be placed In one section, when her mental quality would have placed her in the other. All the children in the grade had a mental ability normal or superior. The A Section was in general mentally more mature and had a higher intelligence quotient than had the B Section. Though all children in the group had a mental ability equalling or exceeding the norms for seventh grade pupils’ yet a wide range of ability (mental ages 12 years, 9 months to 17 years, 7 months) created problems in meeting indi- vidual differences. 332 ELEMENTARY SCHOOL PRINCIPALS statements and opinions. The less mature girls need more training than the A pupils, in such skills as the use of the index, table of con- tents, location of materials, and in specific types of silent reading to meet specific purposes, as skimming, reading for main ideas and so forth. Other needs characteristic of each group and other attitudes, and skills in which both groups needed to develop upon a new level, were stressed. The value of such analysis and consideration of pupils’ abilities is emphatically increased when teachers in many fields con- tribute to the judgments, share in the conclusions, and combine in a unified, constructive effort for pupil growth. Several standardized reading tests were used to permit measures of specific types of reading skills most effective to achieve certain purposes in reading. ‘These tests included the Haggerty Sigma 3 for directed comprehension; the Gates tests designed to test reading for general significance, the comprehension of details and reading to follow precise directions; and the Jowa Silent Reading Test with its seven sub-tests of specific reading skills, including general comprehen- sion, outlining, organization of ideas, use of the index and other work-type reading skills. In addition informal tests of study skills were devised and used by the teachers, aided by the psychological service. These tests were developed from the materials to be read in social studies, science, household arts, ete. The teachers utilized for practice and test exercises, suggestions from the informal study-tests devised by the teachers of social studies in Rochester ; from the exer- cises prepared by Minneapolis teachers in work-type reading, and such inventory, and check tests of study skills as those developed by Barnes.! Outcomes—In the May staff meeting the progress of the year was considered in terms of the specific adjustment problems for individ- ual pupils to which attention had been given; the pupils’ growth in fundamental processes and habits and skills in study ; and finally, but in a more casual way, the growth of the teachers themselves in their ability to diagnose pupils’ needs; to provide remedies for individual problems; to analyze individual and class equipment in study skills; and to achieve more effective direction of pupils’ learning through increased knowledge of their pupil material, through improvement of their own assignments and through the development of more ef- fective procedures in the direction of learning. Obviously the judg- ments of progress on these three bases must be subjective, except for 1BARNES, Macon. “Directions to Pupils in Methods of Study in the Social Studies.” Mimeographed leaflets. Newport News, Va. Brurckner, L. J., and CUTRIGHT, PRUDENCE. Work Reading in the Minneapolis Public Schools. Minne- apolis Board of Education, Bul. No. 512, April, 1927. FLEMMING, CecILE WHITE. “Training Pupils in Study Procedure with Emphasis upon Reading.” Teachers College Record, March, 1929, and The Work of the Public Schools, Rochester. Board of Education, Rochester, N. Y. THe Tenruo YEARBOOK 333 the use of the limited number of objective measures available.’ 'This is to be regretted, yet there is encouragement in the fact that not only individual opinions but the combined opinions of all the staff mem- bers expressed in group discussion, strongly emphasized the varied profit resulting from the cooperative effort to improve pupil adjust- ment and the methods and results of instruction. The gains in skill in various types of reading, and an arithmetic fundamentals and arithmetic reasoning were measured by a repetition on May 1, of the tests used in October. The gains varied noticeably for the 47 girls, and varied likewise for the several specific skills. However, in every instance but one the individual grade gains in reading skills exceeded the normal expectation of a year’s progress. The median of the gains in the several specific reading skills was 1.85 in terms of grade level, where 1.0 indicates normal progress. 1Undoubtedly (at this state of educational practice) both forms of evidence (objective test data and the judgments of supervisors, principals, teachers, or others interested in the experiment), are of definite value in estimating the work of an educational procedure, and the use of each type may be justified in a super- visory program. See “Evaluation of Supervision,” Fourth Yearbook, Department of Supervisors and Directors of Instruction, National Educational Association, 1931. NCE A month a group of teachers report to the meet- ing on articles or books which they think interesting or instructive. These articles are not always on educational matters. In studying the problems on which the group as a whole need help, many subjects are considered. Last year five meetings were given over to a study of sex education, in charge of the school psychologist and the head of the phy- sical education department. Our school doctor and a teacher of social hygiene talked to us, and an educational picture of the beginnings of life was shown before we started our group discussions.—Virginia EK. Stone, Chapter IV. 334 ELEMENTARY ScHoot PRINCIPALS CREATIVE GUIDANCE OF PUPIL TALENTS LEONA WHITWORTH LOGUE Principal, Stewart Avenue School, Columbus, Ohio ERHAPS we as principals have always been concerned with supervision in our work, but supervision has become a highly sig- nificant term in recent educational thought. “Creative supervision provides an opportunity for each teacher and each child in a school system to grow through the exercise of his talents and abilities under expert professional encouragement and guidance.”! A new element enters our supervisory program : the thought that supervision is really one of our distinct teaching aims. The idea that work may be defi- nitely organized in a way that its accomplishment is not by chance nor only by the effort of a devoted few, but is deliberately planned and assigned to all teaching groups. Educators are becoming more and more concerned with the problem of supervision. Supervision and the individual pupil—Supervisory activities, in the elementary grades, will have much to do with exploring the in- terests, aptitudes, and abilities of ch‘ldren. Also, supervision must determine the rate of progress which is most natural for each child in mastering the elementary curriculum. There are few elective sub- jects, because all contribute to complete living. Among the problems yet to be solved are those concerned with the rate of progress, and the quantity and quality of work to be reason- ably expected. Those responsible for supervision will be expected to discover whether a child with superior mentality should complete the course in a shorter time or stay the average time amid extra ac- tivities calculated to greatly enrich the ordinary elementary experi- ences. In another child’s case the units of accomplishment should be so distributed that the essentials will be mastered in a little longer time than the average, but without failures or repetitions. Finally, some children will be found who cannot master the essentials in symbol-employing subjects at all, but who can learn the simple me- chanical processes. These should be guided into doing the things which they can do, and not kept at tasks beyond their ability. Improvement of instruction for each child through extra-curric- ulum activities—During the past several years at Stewart Avenue School we have been increasingly concerned with studying the needs of the child to determine ‘his natural bent’. We strive to build up a foundation which will influence the child’s planning of his life work, to release each child’s creative powers, and to train him in the best use of these powers. In our supervisory program we endeavor to stress the Seven Cardinal Principles of Education: (1) health and 1National Education Association, Department of Superintendence. The Super- intendent Surveys Supervision. 1930. p. 344. oe ee a] ™ -_ O mt DM 8 — > oer Tue Trento YEARBOOK 335 safety, (2) worthy home membership, (3) mastery of the tools, tech- nics and spirit of learning, (4) vocational and economic effectiveness, (5) faithful citizenship, (6) wise use of leisure, and (7) ethical char- acter.! The pupil’s mind naturally gropes for light and truth. It is impor- tant, therefore, that freedom under guidance be given to the extent that nothing impede the powers which would permit pupils to give expression to that inner urge which is necessary for the motivation of every task. The more the writer studies the club objectives, the more she is convinced that a club system may be planned for in the school program. Extra-curriculum activities will become swper-curriculum, and as an integral part of school routine they will be found infinitely more effective. Through our clubs we stress the seven cardinal objectives and foremost among these clubs is the Civic Club, the membership of which is composed of those who have the highest grades, perfect at- tendance and good conduct. This club is interested in upholding and promoting the traditions and highest ideals of the school. Many sub- jects are discussed in the club meetings, such as good citizenship. We have an individual self-rating chart for exercises in good citizenship. This card was worked out by the pupils and principal and was given to the third, fourth, fifth, and sixth grades and they were permitted to score themselves, a new card being issued each semester to each child. The Thrift Club is an important one in the life of the pupils in Stewart School. Learning to save now is an important factor in their future life. All the children are enthusiastic about the school bank- ing plan that is used and many rooms rate 100 percent each week in banking. One day the Thrift Essay Contest was mentioned and the next day an essay was presented which won first prize in Marion Township and the south-side of our city. The Safety Club has a very strong appeal for our boys. Stewart Avenue School is located between two heavily traveled streets. Per- haps that is the reason why we are more than interested in highway safety and the School Boy Patrol, which works in conjunction with the Columbus Automobile Club to help make the streets safe for school children. Our school has a patrol squad. We presented them last spring in a demonstration in a big pageant. At the Field and Flag Day program held this year, a traffic demonstration was pre- sented by the fourth and fifth grades. Their stunt was “Safety in Traffic”. The children provided the toy trucks, fire engines, automo- biles, doll carriages, and tricycles. The scene was laid at the inter- section of two streets. Two flag boys from the patrol handled the (Originally published as the “Seven Cardinal Principles of Secondary Educa- tion,” Bulletin No. 35, 1918. U.S. Office of Education. Restated at intervals in the Journal of the National Education Association. 336 ELEMENTARY ScHoot PRINCIPALS traffic in the same way as it is handled on the streets. This little stunt was entertaining, we know, and educational as well. CITIZENSHIP INDIVIDUAL RATING CHART The Junior Citizen—at home, at school, in the community. 1. I obeyed promptly all requests. (Check each week) 2. I observed proper manners at all times. 3. I was agreeable and courteous. 4. I did something helpful without being told. 5. I read a good book or magazine, or listened to a good story. 6. I was kind to all pets and animals. 7. I did nothing to worry my parents. 8. I spoke or acted no untruth. 9. I was on time at all school sessions. 10. I did not cheat in school work. 11. I used proper language. 12. I kept my desk in order at school. 13. I was careful of all publie school property. 14. I did not annoy my teacher. 15. I did not play in the street. 16. I did a good turn to a neighbor or stranger. 17. I disobeyed no law that I know of. 18. I did something to make my home more attractive. 19. I helped keep the school house and yard clean. 20. I did some act to help make my community better. 21. I was kind and helpful to smaller children. 22. I observed my daily health rules. 23. I assisted an aged, crippled, or blind person in some way. 24. I did not use another’s property without permission. 25. I was a good loser in games. 26. 27. 28. 29. 30. In the presence of my flag, emblem of the highest type of citizenship, and my principal I affirm that I have to the best of my knowledge kept this record honestly. ined ccna Last spring we entered several of our outstanding sixth grade pupils, from our Writers Club, in an essay writing contest about the junior citizen and his duty to observe the traffic rules. The efforts of these pupils were rewarded, we won four cash prizes and medals. This year the English classes of the sixth grade, spurred on by their classmates’ success last spring entered the contest. They hope to equal, if not surpass, the other record made at our school. The Reporters’ Club aims to give training in the use of concise English through condensing reports of actual happenings, in good journalistic style. It reports the pupils on honor rolls, programs, and other items of interest. The following news story was typed by the Int ek) 1e re mh CD \e SS OOP! — oO PORE Tue Tentruo YEARBOOK 337 principal when the president of the club bounded into the office say- ing—“I have just come from a trip in the air”— I went up in a Ford plane and got a seat right next to the pilot. We started off and I watched the wheels—they kept moving and then they stopped. I had a funny sensation then. We had to yell to be heard. I asked the pilot how high we were and he said, “about 2000 feet.” I asked him how fast we were going and he said, “about 100 miles an hour”. We circled the A. I. U. Tower and crossed the Scioto River, then we started back. When we landed we were all laughing. A policeman was standing about 100 yards from the plane. When it started there was such a terrific wind that the policeman’s hat and some papers which he was holding were blown over the field. The Poetry Club aids pupils in acquiring a discriminating taste in poetry by work in appreciation, and encourages the writing of orig- inal verse. An introductory talk by the leader gives the pupils some conception of the nature of poetical material, and acquaints them with the best standard poetry and worthwhile current poetry. She works to encourage pupils to make individual compilations of fa- vorite poems. Original and selected verse are given in assembly pro- grams, and published in The Columbus Citizen. The following verse is an example: I LIKE ScHooL I like to go to school because We learn such lovely things, Geography and history, And music, how it rings. We draw a bit and paint a bit And read and write and spell And every now and then We have to know our tables well. For teacher has a table race Which proves to her our worth, I'd rather go to school .today Than any place on earth. The History and Biography Club inspires pupils with a desire to make the most of life and of themselves. Publicity is given through a “guidance bulletin board,” to data on success problems, which will benefit the entire study body. Informal talks and discussions on the achievements of modern great men and women in their respective lines of work as, /nvention—Edison Statesmanship—Roosevelt Wright Brothers Wilson College Professors—Maynard Hutchins, W. O. Thompson John Dewey, W. W. Charters The Health Club aims for higher health standards and also acts as a sort of Playground Committee. The children stay out of the 338 ELEMENTARY ScHooL PrINncIPALs building during recess and noon, the leader of the girls has taught them games and the boys’ leader heads the baseball team or leads in other games. Some of them have organized a hiking club. Every year the boys keep in training so that the swiftest runners will be ready to go to the State Relay race, at O. S. U. stadium, which the boys attended with great interest this year, especially are they in- terested in George Simpson. A baseball team is organized which at times plays other elementary schools in the city. The teachers coop- erate, having them make booklets illustrating health rules, and have toothbrush drills in their classes. Films of health habits and health talks have helped to emphasize our health standards, FIGURE 1—PERrceEnt or ToTat ENROLMENT OF SCHOOL IN EACH CLUB Name of Club 0 10 20 30 40 50 69 70 80) 90) 100 Thrift XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX Safety XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX Library XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX Health XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX Good Citizen- ship XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX History and Biology XXX XXX XX Bird XXX XX Kindergarten Band XXX X Harmonica XXX Civie XXX Patron Squad XX Red Cross XX Reporters XX Poetry X The Junior Red Cross is organized with about fifty members. ‘They have done a number of things to aid in relief work. They earned money from a candy sale and bought outing flannel to make baby nightgowns and slips. They filled Christmas boxes which were sent over seas. They made many sets of jointed animals and made Easter baskets and filled them with jelly eggs for the Children’s Hospital. They also contributed to the fund for the relief work in Florida. Space does not permit a description of the activities of several other organizations such as: bird, library, and harmonica clubs. It has been the contention of this article that the so-called “extra-curric- ulum” activities offer an enriched curriculum and varied experiences to children. In a real sense this program means “improving instruc- tion” for each child, provided the clubs touch the lives of many chil- dren. Figure 1 shows the percent of the total enrolment of our school which is found in each club, PRRs Tue Trento Yrarsook 339 Conclusion—Education is no longer the mere acquisition of a fund -of knowledge. The habits a child forms, his attitude toward life, and his happiness are regarded by modern educators as of far more importance. Supervision through extra-curriculum activities seeks to develop in the teachers and pupils independence, initiative, and originality—the qualities essential to leadership. Multiplicity of routine demands is cited by many principals as a hindrance to the supervisory program. One principal, on being asked what were her major problems, replied “Chiefly interruptions.” Sometimes the demands are so many the principal finds little time for supervision. Many demands upon the principal are inevitable, but do not always require personal attention. The principal may, and should, delegate many responsibilities to others. Supervision, through ex- tra-curriculum activities, seeks to bring about the development of all through the cooperation of all. HE TRUE value of an evaluating chart should be, not its effectiveness as a teacher rating device, but its use- fulness in promoting better conditions for learning. Many charts suggested for use in supervision are for rating teachers and the teaching process. A supervising principal, whose philosophy of education is that education is not merely the acquiring of subjectmatter and skills but that it is the un- derstanding, selecting, organizing, and using of subject- matter and skills for purposeful, leading on activities, will place his emphasis on the children and the conditions of their learning.—Dorothy Colman Mott, Chapter IV. 340 ELEMENTARY ScHoont PRINCIPALS INDIVIDUAL PROFILES OF PERCENTILE RANKS Roy ik. Rosrnson Principal, Liberty School, Highland Park, Michigan HE principal who works at his duties of supervision often may wish that he had some method at the tips of his fingers whereby he can locate the children who are standing at or near the bottom of their class; or perhaps he may wish to select those in the upper por- tions. Since most of the problem children in a grade are located at either extreme of the class, and since the principal’s efforts usually be- gin with these problems first, it simplifies the procedure if he has some device which points out such cases. The individual profile of per- centile ranks is a device which will do this very thing. Meaning of the percentile rank—The use of a percentile rank in expressing a pupil’s standing is by no means new. It is merely the subject score of the child expressed in a way which tells just what percent of the class stood above him or below him. It is common practice to state the class score in terms of the median or quartile points, and, if the pupil’s score happens to fall on one of these points, it is easily seen that this pupil exceeded 25 percent, 50 percent or 75 percent of the class if he falls on the lower quartile, median, or upper quartile lines, respectively. It is no stretch of this conception to in- terpolate the intervening points and say that he exceeded 17 percent, 35 percent, 68 percent, or 95 percent of his class in the subject. Such is the percentile rank. Zhe percentile rank of a given score is the percent of the observations below that score in the distribution. Its computation is simple and its use has certain advantages. If one will assume that the’group’s achievement may be used as a standard against which to check the individual members of the group, it is obvious that a pupil’s percentile rank gives his relative position in the group. Such information is valuable. However, more useful than the above, is the fact that percentile ranks in a given test are directly comparable with those on another test in the same subject or different subjects. In this respect the per- centile rank makes possible the assembling of such data in graph form showing a pupil’s relative standing in various subjects month by month, the standing in each subject for one month being comparable with that in every other subject the same month or succeeding months. An example of such a graph is shown in Figure 1. Assembling the data—The profiles are used from the fourth through the seventh grades all of which are organized on a departmental basis. The course of study in the social sciences and grammar is con- ducted by a modified Morrison technic, which plan makes available many assimilative tests whose results may be made into a composite score at the end of a unit. Reading is of the remedial type. Arith- *1aded [ooyds sty JO 10zIPa St [neg *494SIWIIS VY} JHOYUSNoAY} Joolqns sty} UL UTE yUBys -U0d B SMOYS PAB OU “1aWIYPAB UL ADUaIDYep AUB AOJ BSNOXe OU SI a[qNOI} JABOY FY} WIY PEdULAUOD sBYy JaYyove} SIY 1oJ ‘paArordul sey ey A[}UGd “s[[4S Yons Surajoaut szoefqns ay} JO sseoons B opeul sey OY S[[L{S Surpeat pus osensueyl siy Ul onze dared SIY pasned sey YOIyM yooJop IBIpABd B YPM pays Aog B SI [NVG—I AANA -a1 yng “yafqns 4soyBeM SIY SI SIPEWUIyILIY ‘aUIZa1 paiezeys A1aA B Ul WIY IBat 0} S}U TentH YEARBOOK THE *80a0 “48TH 2 °9u a °3u U3 ttvV Tteds *uad * dog *wezy ay by of at e- ne T- in 342 ELEMENTARY ScHooLt PrINcCIPALS metic and spelling follow the methods and courses of study of selected texts. A manual is used in penmanship until the seventh grade where some children are excused, for their proficiency is such that, as long as their writing “in use” is satisfactory, they no longer need formal drill. Composition is taught as outlined by the local course of study, Step J. Once a month for the first four months of each semester scores are obtained for each child as follows: Grammar: A teacher-constructed objective test covering the work recently completed. Composition: Samples of the pupils’ work rated subjectively by the teacher. The samples of the class are stacked, ranging approximately from the best to the poorest. Penmanship: Same as composition. Spelling: Test on all words studied during the month. Arithmetic: Tests furnished with the text which check the monthly progress of the pupils. Reading (Rate and Comprehension): Short forms or parts of standardized tests. History: Composite score of assimilative tests of work units. Geography: Same as history. Step II. The scores secured as described above are transmuted into percentile ranks, using the scores of all the children in a half grade (one or two rooms) as a basis. These percentile ranks are re- corded on a class record sheet specially designed for the purpose. Step [1]. The percentile ranks are recorded on the profile card to be used by the principal and teachers. Uses of the profile card—After the graph for any one month is com- pleted the card may be used in a number of ways which are deter- mined by the things the teacher, principal, or supervisor are seeking. 1. It discloses the low or high spots in the pupils’ academic achievement in which way it may point to those who need remedial work in certain subjects or, in the other case, more activity on a higher plane. See Figures | and 2. 2. It shows the pupils’ general academic placement and, hence, points to pos- sible retardations or accelerations. See Figures 3, 4, and 5. 3. It exhibits any consistent trends of achievement from month to month, either in a single subject or all of them. See Figure 1. One should note, however, that no data are given which show the relation between the pupil’s ability and his achievement. An attempt is being made to correct this defect during the present year. When the data as listed above has been placed on the card, it may be referred to the home-room teacher, who, as the child’s counsellor, may investigate the possible causes of his deficiencies. More facile than this is the use to which the principal may put such information. It may direct him to the cases referred to above,—those who are lo- cated on either fringe of the achievement range. His attempts to help the teacher with the needy cases cease to be “a leap in the dark.” Serre ger ne ot od ee Pe rmuk ee be © | i> eo tet 3 . e 34 Tentu YEARBOOK r THE *APLANBUIUL [woIskyd siy 07 anp A[qeqoad st diysuewuued ul Zuryues MOT SIT UL SSIDONS SIY UL J[AS}I SPOOYII Zurpvat ul [[Iys slp “sase [wjusw ysaysry 9y} JO suo sey ynq ‘ssBlo sly UL AOG ysSasUNOA 9y4 *“Aydeis0a3 puew A10;81y st Ingwy—s AUN Co 06 08 OZ —— owe * Goi THOOTH TITIOFI TYATIATINYI UeHOVEL woou aavup aNVN uszuNAN SSIN Zoe av UNHIYY “ONNoOA a —- snk te san 0 Lt hall Ah on! nies = sani ~— ae iis ee —wP tae & be. 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SaHOVEL ROOU azavap TAYN pe XTILVHA SIN Toe v9 0a “MOTISd la’ ~” 34 . e EKARBOOK Tentu Y a ire “AydeiZ0e3 pue A10}SIy UI SasseddNS 1OOd SIY JO IsNBd BY} aq 0} UlBaS YOIYM Saij[NoWIpP SuIpwor sIy Jo apew Zulaq st Apnys [wldedg ‘apeas sty 10j aBe [wULIOU Jo SI ay 7BY} Jdeoxe “(g PANDY 99S) S,AoY SB oWES oY} YONU S} a[youd siouevlj—p GAUNDIA Bo0ey UXHOVEL woou TAVUD SAVN aOOMEYD SSIW 40¢ as SIONVHa ‘ONIMSOH ©y4} UI [[¥y SSuryuvs sty Jo yso~y 3893 [BOISo[oyoAsd YW “jueujsn(pe 403 ” bi — “ eve alk chided, aie aici So enlaces a asl aaah al : *(JUa04ed aAYy-AQUaM 4SAMO]) aTIZZENE : op taave eaeunecoeae [@to0ds &Y} 03 PpoesdajsueBely wry oABy oR uey4By o1IOM sdays eur yons pa bn sonics oy pomons ABIYIB IIWAPBIB BIOUM BSOUM 39dAj B SAIBIISNITI ‘ApRIA SIU Jol aSPR-IDAG Treat aun ‘font oman ~~ *uoTjoWOIAd aTqnop B pxrBMo} MOIA B YFIM perpnys Sureq st eys yuasead yy ‘*szoefqns 194 Jo [[B A][BoIJoVAd UI! Sassad.ONS SuIpuBys}NO Jay SsMOYS YWQeZI[W JO pAodar ajyoud ayL—s¢ GTUNnyDIA *208p °3STH © *OH *ou CHOOL PRINCIPALS ® | a ULEMENTARY “4 346 & successes in practically all of her subjects. At present she is being studied Elizabeth shows her outstandin tion. The profile record of with a view toward a double promo FIGURE 5— Ture Tentun YEARBOOK 347 ————— Because the profile contains the data in such simple and convenient form it can easily be used in any conference involving the individual child whose betterment is in question. Experience has shown that the scheme is readily comprehended by the parent when he is called for conference. His thinking is divorced from the traditional report card because of the profile’s different nomenclature. Even children easily understand it as will be shown later. How the use of the profile card improves instruction—As shown be- fore, it singles out for study those who need the benefit of individual instruction and it is those with whom one must work first in improv- ing the standard of a class. At this point one might raise the question as to how otie is to know when the standard is raised. This change can be ascertained only by means of the standardized tests. But it is evident/that if it is possible for those at the low part of the subject in any mionth to raise their percentile ranks the succeeding month, the improvement raises the whole class standard, even though the low pupils apparently push some other class members down in their ranks. Such a scheme of coordinated marks, as it might be called, like- wise has an effect on the teacher, herself. It stimulates|her to study the individual pupil. It causes her to strive to improve the discrimi- nating power of her tests and to select the really important points of the completed teaching unit. It invites careful consideration of the course of study and provides an excellent appraisal] of the work accomplished. It constantly holds before the teacher the comparison of the pupil’s accomplishment with that of his fellows rather than with her own varying and perhaps erroneous standard,| Over and above the ways which one might expect the card to im- prove instruction, the writer has made a few attempts to ascertain just how much improvement takes place. Because of the limited time the scheme has been in use the objective data are still quite scarce. During one month of the past semester the children who were out- standingly near the bottom (lower quartile) of their classes in arith- metic were called to the office for private interviews. The technic of the card was briefly and simply explained to them and their at- tention was called to their status in arithmetic. They were told how their scholastic standing was inspected each month by their principal in his efforts to keep track of their achievements. The hope was ex- pressed that the next month might be better. A very crude method of improving instruction, indeed. But for the forty-two pupils con- sulted, there was an average gain of 11.4 points in their next month’s percentile rank against 0.7 points gain of the 205 who were not con- sulted. Not very convincing proof, but the trend was there. The point is: without such a scheme of recorded marks it would have been difficult for the principal even to find out who these children were, 348 ELEMENTARY ScHuoot Princreats The reliability of such measures—Some may question the reliabil- ity of such scores derived from teacher-constructed tests of an \pb- jective type, or, as is the case in composition and penmanship, a sub- jective ranking. In any event, it is as good and probably better than the marks on the traditional report cards due to the reasons given above. Of course, the percentile ranks are interpreted with perhaps a plus or minus ten points leeway. But so far only a few checks have been made to date to determine the reliability of such ranks. Figure 6 shows by means of a scatter-diagram the correspondence between a teacher’s subjective ranking of writing samples for two consecutive months. It is obvious that a significant relation exists be- tween the two—probably the variance due to the teacher’s estimates is no more than the change in the samples, themselves. enZtile franks for / larch (4] / FIGURE 6—A scatter-diagram showing the amount of correlation between the percentile ranks, subjectively determined, of penmanship samples for two succes: sive months. eS abil. 1 ob- sub- than riven haps have lence two s be- ates ~ Is SB / fe ae ~ IJ } | the Pces- Tue Tenruo YEARBOOK 349 Another check between the percentile ranks of the arithmetic tests for one month and the percentile ranks of the arithmetic part of the Stanford Achievement Tests, Form V, given that same month showed a correlation of .603.021 (Pearson). Similar correlations with reading and language usage were ap- parently less significant. See Table 1. However, one must remember that the monthly tests are used to measure a few specific abilities, whereas, the Stanford Achievement Tests are more general, and con- sequently a lower correlation may assume more significance. TABLE 1—CorrELATION BETWEEN STANFORD ACHIEVEMENT TESTS AND TEACHER-CONSTRUCTED TESTS .603+.021 -483+.038 .481+.037 Stanford Achievement, Form V, Arithmetic..............--....--- Stanford Achievement, Form V, Language------.----------------- Stanford Achievement, Form V, Reading.......-......-.......... Conclusion—In the preceding paragraphs the writer has offered for consideration a scheme which, though laden with all the errors of any educational measuring stick, has the advantage of assembling a growing graphical picture of a child’s achievements during the sem- ester. It is easy to understand, its form is compact, and it seems to possess many of the characteristics of standardized tests which, how- ever, are not available for monthly use in all subjects and therefore must be supplemented. It is hoped that this article may suggest to others the devising of similar schemes which with more refinements and greater accuracy will become a valuable tool in the location of academic problems and the consequent improvement of instruction. EACHERS weak in methods and technic find immedi- ate assistance from demonstrations providing they know their own needs. Experienced teachers doing experimental work gain a great deal from seeing some one else, who is like- wise experimenting, demonstrate her interpretation of the new thing being worked out. Then there is the experienced, capable teacher who is always looking for new ideas, and de- vices that will add to her general knowledge and ability. She enjoys and asks for demonstrations to enlarge her teaching experience and ability—Gertrude E. Munn, Chapter IV. 350 ELEMENTARY ScHoont PRINCIPALS AN EXPERIMENT WITH REPORTS TO PARENTS RosBertT B. ABBoTT Principal, Heaton School, Fresno, California ARLY in the fall of the year of 1929-30 the writer called a meet- ing of the faculty to consider the question of report cards. At this meeting he made the suggestion that we write letters rather than fill out a typical report card. Discussion brought out the following points : Possible plan 1. Use the principal’s letter-head for the letters. 2. Include a section (one paragraph ordinarily) on the child’s progress in subjectmatter. For example, “Joe’s work is entirely satisfactory in all subjects except reading. In art and music he is doing exceptional work. In reading, his chief difficulty ete.—” 3. Include a section on character traits, personal habits, social difficulties or other accomplishments or deficiencies that affect the development of the child’s “personality”. Letters to be signed by the teacher and read and approved by the principal. Where the teacher felt that a conference with the parent would be valuable, when she wished to impart or receive information that the child should not hear, she should ask for a conference stating the time that she would be free to see the parents. 6. Due to the time it would take to write a letter as compared with a report card, report letters should be sent out every eight weeks for all pupils. Letters might well be sent at any time, but particularly at four-week in- tervals to the parents of the children who are having considerable diffi- culty at school—whether academic, social, emotional, or physical. Re quests for conferences with parents are better in all such instances. 8. The principal should send out a mimeographed letter to parents giving the proposed plan and stating the reasons for following it,—the letter to include a request for suggestions and comments from the parents on the plan and also such comments on the report letters as would aid the teacher in teaching the child. oe ~I Possible advantages 1. Puts the emphasis on the growth of the whole child. 2. Better psychologically because it looks to the effect of the report on the child. 3. Fits each individual child. 4. We can, and should, more easily mark the child in terms of his ability and what should be expected of him—rather than entirely on the basis of com- parison with the class. Allows definite statement of the child’s difficulties, whether academic, social, or physical. 6. Insures closer cooperation of parent and school because of more definite statement of the child’s difficulties. 7. Allows parent to write information to teacher by providing space and en- couraging parent to make comments. 8. Allows teacher to encourage the child by commenting on achievements other than those listed on the ordinary report card. 9. It probably means that the teacher would need to know the child better in order to write such a letter. This would also include better knowledge of his subjectmatter needs. ou Fae del eet- At han “ing s in 1 all rork, ‘Ss or the ipal. uble, ould ould port pils. - in- liffi- ving r to the the the and om- ‘ial, nite en- her in dge id ; Tue Trento YEARBOOK 351 10. Instead of saying in effect, “these are John’s weaknesses, What are you going to do about it?” say, “these are John’s difficulties and here is a possible program for overcoming them. We can deal with his academic needs, for the most part, but we need to work together on these personal growth problems.” 11. It makes the report a teaching act rather than a clerical job. Possible disadvantages 1. Takes a great deal of time—possibly more than teachers can afford. 2. May not give parents satisfaction, particularly if they are looking for grades on subjects. 3. May not drive the child to further effort as a report on his accomplishment in subjects may do. 4. May allow the teacher to teach without keeping records of the progress of her pupils in subjectmatter. 5. May be too personal. Studying and preparing for the new reports—There still remained the question of whether the theoretical advantages of such a report letter could actually be attained in practice. Before giving further consideration to the organization of the plan, it was decided to try to write letters, one for an average pupil, one for a weak pupil, (socially or academically) and one for an excellent pupil. These were to be brought in at another meeting. Most of these letters were shown to the principal before the meeting day, which allowed him to make suggestions and to know which letters would best serve as models in case there were no opportunity for all to read theirs. The principal also attempted to write some letters, discovering that he needed more information than he had on the children, and that a technic of writing such letters would be helpful. The second meeting found a group with more definite suggestions and very de‘inite problems. With the principal acting as group leader, we plunged into the problems. The time element in writing reports was a big problem. Rather than throw out the plan on that basis alone, however, we made note of the fact that as we individually developed a technic of writing letters, the time taken to write them would not be as great as these first letters would indicate, and that the advantages might be great enough to make it worth the time and labor involved. A few of the letters were read, the principal calling for those he knew presented either the difficulties that should be brought out or the ideas and technics that should be included. These served as a basis for a discussion that brought out the following points: 1. We needed to know more about our children to be able to write letters such as these. 2. We should be definite in our statements, giving instances or the instance from which we drew our conclusions. (This proved to be important, we found later. It was much more valuable to the parent and the child, as measured in terms of changed conduct, for the teacher to write, “Robert does not pay close attention to the work of the class. In arithmetic he 352 ELEMENTARY ScHoon PRINCIPALS often does not hear the explanations or assignments of the teacher and must be told individually.” than writing, “Robert is inattentive.” ) 3. It is well to tie up an accomplishment of the child with something in which he needs to make progress. When pointing out that Lester is careless and untidy in his written work, note that he is very careful of his personal appearance. Thus ideals are particular rather than general, and the teacher uses an ideal the child has so that it aids in developing habits and attitudes he has not acquired. 4, The teacher must get at causes—at least at immediate causes if not at ulti- mate causes. The report is not satisfactory with “George is weak in arith- metic” but must go on to say that he “does not know the following combina- tions” with a suggestion on how the parents may help him if they wish. Or “George is not getting along well in his class because he does not re- member that he must take his turn. For example_--- ete.”. It makes considerable difference how the letter is worded. It should be worded so that the teacher’s objective yet personal interest in the growth of the child is shown. “John is unruly and belligerent” may give the impres- sion that the teacher is taking it as a personal affront. It is better to indi- cate just what is meant by writing “In working with his classmates, John is often belligerent and inclined to break the rules of the group.” This is not necessarily tact. It is making certain that the point of view of the teacher is understood by the parent and the child, as well as the facts of the case. ou 6. The school should assume in most cases full responsibility for the teaching of tool subjects, asking parents only in special cases to assist (and then only under the guidance of the school). The school is technically prepared to teach subjectmatter as parents are not. Parents and school should co- operate closely on deveiopment of character traits, habits and attitudes. Each letter should fit the needs of each child. The type of letter that would lead John to further effort would cause Doris to withdraw into herself, con- sidering herself a failure. It is best to try persuasion and to interest the child in making an improvement rather than forcing him in any way. Re- member that the letter is a teaching act—not a clerical job. “I 8. Judge children on childish levels—not by adult standards. If we continue to judge them on the basis of what children of their age can do and want to do they will be, in the long run, better adults than if we are always com- paring them with what they should be as adults. a It is easier to write letters for the exceptional child—those who stand out in the group, either above or below the average. It is hard to write something distinctive, individual about the average child. This indicates a need to observe more carefully and to know better the average child. It means that we need to develop a technie of recording as well as of observing the traits and activities of pupils. The meetings above described took place early in the semester, which left us considerable time in which to start our observation and record keeping before the first report letters were to be sent out. The teachers began immediately to prepare ways and means of keeping records and technics of studying their children. The records kept varied considerably, ranging from records that were kept in mind to those in which the teacher kept a notebook with two or three pages for each child on which she recorded the pupil’s accomplishments, traits or characteristics, and progress. The regular record books were — ee ERENT ET SPER Lr lust hich and onal cher ides ilti- ‘ith- ina- ‘ish. re- | be h of res- ndi- ohn s is the the ling hen red co- 8. yuld 20On- the Re- nue rant om- t in ling L to ans the er, nd ‘he ng 2pt nd res its, pre THe Tentu YEarBooK 35: continued for academic records, but were found not to be as impor- tant as the teacher formerly thought them. The principal prepared a mimeograph letter which was sent out with the report letters when they were first sent out. Its substance and tenor can best be indicated by including a copy of it. It should be realized that letters on report cards had been sent out the previous year which gave most of the parents a background for this letter. Dear Parents: We are sending you this time a report /efter rather than a report card. You will note that this letter includes a report of your child’s work in the academic subjects (reading, writing, music, social studies, ete.) and a report on character traits or social habits. The statement concerning the subjects will usually be one saying that “John’s work is satisfactory in all subjects except -------------- followed by a statement of the subjects in which he is doing excellent work and those in which his work is poor. This may be followed by a statement of why he is weak in a certain subject—such as lack of attention, application, or lack of the ground work necessary. The part of the report that deals with character traits is, in our opinion, much the more important of the two. It will tell definitely the traits in which we think he needs to improve and it will often include a description of the things that happen at school that make us think this. This gives you a definite picture of your child at school. This part of the report will include not only those habits which he needs to improve but will also give him credit for the very fine things he has done during the period. You will readily see that this type of report has several advantages over the old report card. It still gives you a report on how your child is getting along in his school subjects but it places emphasis on the development of character traits and social habits. You would prefer that your child were able to get along with other children, able to think for himself, honest and upright than that he should stand high in his subjects. The school can do more than you can, ordinarily, to improve his work in subjectmatter, but we need your cooperation and you need ours in making a better boy of him or in overcoming any social handicaps he may have. These report letters should be of much more value along that line than the report cards were. The report is sent home with the child, who necessarily sees it. In many cases we may want to tell the parent something which we do not wish to have the child see or read. In that case we will ask in a sentence at the bottom of the report letter for a conference with you. We hope that you will make every effort to hold a con- ference with a teacher in case she asks for it. We are making this report with the child in mind chiefly—rather than the parent. We are concerned more with its effect on him—encouraging him when he needs encouragement, urging him to greater effort when that is needed, praising him when he needs praise, showing which acts we highly approve of and those of Which we disapprove. Report cards often discourage the child who has just be- gun to succeed and often give some children a “don’t care” attitude because they so seldom get good grades as compared with the rest of the class. Not all children can get good grades. Why give some of them an idea that they can’t succeed, and others the idea that they are succeeding when they aren’t doing their best? All children, however, can learn to be honest, play fair, get along with others, and other like character traits. We are trying this report letter plan for this year. Since it requires a great deal more work on the part of the teacher, we are sending out reports to all children only at eight-week intervals. On children who are doing unsatisfactory work we will send reports at four week intervals or notify you in some manner. 354 ELEMENTARY ScHoon Princieans We would greatly appreciate your reaction to this type of report. Will you please tell us on the back of the report letter what you think of it?) Any comments of information that will be of assistance to us in knowing and teaching your child will be of considerable value. The report letter is only a substitute for a personal conference with the parent. Where it is possible for you to come to the school and talk with the teacher that is, of course, much more satisfactory. Sincerely yours, Principat. We began making out the report letters about one and one-half weeks before it was time to send them out. The teachers made sam- ple letters and also made outlines of what they wished to say about ach child. These were the basis of two individual conferences with the principal. The teachers’ point of view and attitude toward their children were fine from the first and they realized that this type of report allowed them to show parents their goals in teaching and to carry out their work in accordance with their philosophy. Results from the new reports—Needless to say the individual con- ferences over the letters offered the principal a fine opportunity to discover the problems of the teacher, help to delineate them, and to the extent that he was able, help her to solve them. For the most part the problems were in terms of social adaptation as well as individual development; the problems extended into every field of teaching. Since the conferences were on the children they were entirely objec- tive; there was no feeling on the part of the teacher that there was personal criticism of her work. There was, instead, a feeling of a common, goal and educational problem to be solved to the best of our ability. Many invitations to visit the classroom were issued by the teachers as a direct result of these conferences. (The conferences were a part of the regularly scheduled conference plan of the prin- cipal.) It should be noted that the report letter plan fitted in as an essential and consistent cog in the rest of the school program. The program included an emphasis on social studies for the year; an organiza- tion of the school providing for many activities designed to develop pupil leadership and responsibility, and an activity program in which projects and problems called for the use and understanding of sub- jects (by pupils). The result of the report letters from the potnt of view of its effect on children is hard to measure. How much of the growth on the part of the children in ability to work with groups as leaders or followers, to plan and organize, to find information when needed, to think, to take responsibility and to be an individual is due to the report letters is impossible to determine, because it was but a part of the learning situation created in the school (and elsewhere). We can say that there was noticeable growth in these abilities and in wholesome at- titudes. The teachers have a distinct feeling of worthwhile accom- plishment. —_ you nts nild mal and alf m- out ith er of | to on- ' to | to art ual ng. jec- was yf a our the 1ces rin- tial ram iza- plop hich sub- flect part vers, im- x the ould ;, re- any re in ‘dif- out. vhen ‘jous rds. ‘hild sical wth, ead- ord- 3 de- with It is well er— 1. aaeie Tue Tentru YEARBOOK 359 THE PUPIL REPORT AND) SUPERVISION! OLIVE G. WILLIAMS Director of Elementary Schools, Pottsville, Pennsylvania HE report card presents the aims of the school to the home. It is a definite statement of school objectives, and is usually ac- cepted by parents as the w/timate goal. Pupils come to look upon marks as means of approval from both parents and teachers, Ob- viously, such assumptions on the part of children and adults seriously affect instruction. The purpose of this article is to raise questions and to offer suggestions which principals need to consider in a super- visory program. Are report cards administrative or supervisory in pur pose?—There are many criticisms typical of reports because they often stress the administrative phase of the school program. Some administrative items are necessary and do not decrease the value of the reports. The administrative items usually include: the name of the school, the school system, the name and grade of the individual, and the year of the report card. It is necessary to include the days absent, times tardy and promotion record, The signature of the parent may or may not be considered an administrative factor, but space must be reserved for it. Other items as family history, health, etc., have been proven more valuable on a separate form. Unless for some peculiar reason the administrative items need to be stressed, these items should be given an unimportant place on the card. The supervisory phases of the report card are sometimes supple- mented by written statements concerning the type of activity ex- pected. This procedure is very valuable at times and is of great as- sistance in any change in policy. These statements are, however, of value chiefly in their flexibleness and therefore should be included in such a way that they can be changed to show progress in adopting school policies. Report cards developed in this way can help in carrying out supervisory programs and help in understanding the philosophy of education. An error that has frequently been made and must be avoided is the apparent conflict of the supervisory program and items noted on the report card. A common example of this error is that of stressing the wise use of leisure time in the instructional program and then the complete neglect of this aim on the report card. This omission has happened so frequently that the basic aim is oftentimes entirely forgotten and other items over-emphasized. Thus we fail to help the pupil in developing himself in the light of the best educational aims and supervisory practices. 1The writer acknowledges the encouragement and assistance of Dr. Milo B. Hillegas, Dr. Cecile Flemming, and various graduate students of Teachers College, Columbia University, New York City. 360 ELeMeENTARY ScHoot PriINcIPALs How cana report improve the welfare of a pupil ?—The report is a digest of what is accomplished and as such acts as a guide for the pupil. If the pupil is to consider reading, writing and arithmetic as the only aim to be accomplished in the school then these only should be listed on the report. If, however, the pupil is to consider cooperation with others as important, this item should be given a very definite place on the report and its relationship to the funda- mental skills should be indicated. If cooperation with others is of greater value to the welfare of the pupil than reading, then the item: considered most important should be given a larger and more con- spicuous place. Report cards that are not understood by pupils are of little value. The items to be checked should be thoroughly understood by the pupils and the type of checking or value of the check should be under- stood. ‘Too often the teacher and supervisor understand the report and think it of real worth but if the pupil is asked, the meaning has been entirely distorted or lost. The pupil must understand clearly the goal he is to achieve and also have definitely in mind the quality or ideal to be achieved. He must also realize that there are many steps before achieving the ideal. He must appreciate how much he progresses toward the realization of the aim. Is the emphasis to be placed on the individual skills or the develop- ment of character traits? It has been claimed that only those traits that can be accurately measured should be placed on the report. Will this help in carrying out the aims of education or develop individuals who are “good” citizens? In what way can the report further these aims and not appear to be in conflict with them, AL study of the opinions of teachers, parents, and others—Recently, the writer circulated an inquiry blank among parents, teachers, ad- ministrators, and pupils of a New York City school. The questions asked for opinions on both the administrative and supervisory phase of report card use and construction. Briefly, the findings were as follows: 1. Frequency—Parents and administrators agreed it should be sent every six weeks. The teachers believed that once or twice a term was sufficient. The pupils favored either twice a term or every six weeks, 2. Delivery—There was no genera! agreement as to how the report should be sent. The pupils were overwhelmingly in favor of sending it by mail. 3. Type of marks—As to the type of marking to be used on the report there was no agreement. The parents and pupils were inclined to favor the use of A’s, B’s, and C’s. The teachers favored the words, “excellent,” “good,” “fair,” and “poor.” The administrators were apt to favor the use of the graph for showing growth. 4. Character rating—All groups believed that character rating was of great value although the pupils rated this secondary to subjectmatter. There was gen- eral agreement that the character traits should be printed in a full descriptive sentence. ene eee = to ix ls he re id o ig Tor Tentu YEARBOOK 361 5. General summary—A general summary was considered least important and a report of progress in remedial work was given third place by all groups except the pupils who rated it fifth place. A general subjectmatter rating and a graph showing growth were not generally agreed upon. 6. Pupils or parents?—All the groups agreed that the report should be a record for the pupil and give information to the parent. 7. Details—The parents desired the reports to be quite detailed. The teach- ers, pupils and administrators however wished it to be a general summary of progress. It was generally agreed that the report of achievement should contain separate items, such as: effort, homework, subjectmatter, ete. The administrators were equally divided in opinion on the above statement, some preferred merely a general statement of growth. 8. Health—There was no agreement as to how to note health on the report cards. hight principles of report card marking—The principles underly- ing the use and construction of report cards are derived chiefly from three sources: (1) The suggestions of teachers regarding the re- lationship between classes activities and reports, (2) an examination by the writer of sample cards from progressive school systems, and (3) the recommendations of current surveys and studies.! Briefly, the basic principles may be summarized, as follows: 1. The report should be a broad, flexible, humanitarian system measuring the progress and achievement in which the development of the child’s welfare is of main importance. (a) Items should be pertinent and should be given in specific terms. (b) It should be formalized enough to render it useful as contrasted with traditional administrative forms. 2. The aims of education should be considered and used as a guide in making a pupil report to the parent. (a) It has been suggested that reports should be based upon the “Cardinal Principles of Education.” However, such plans might lead to a cum- bersome report. (b) It is necessary to choose only certain items that seem most important. 3. The report should be constructed in such a way that it will develop an under- standing of the whole personality of the child. It should include the health, the work, the social development, and the character development of the child. (a) Special abilities should be stressed. (b) The report should, however, avoid attempting to show too much as it would inelude too many minor items and be confusing. (ec) It should be a general index of growth, and strive to give a complete picture. (d) It should be a general summary of data and opinions. If details are im- portant those should be incorporated into a separate report that may be attached to the regular form. (e) It should be a general resume of activities that are integrated. 4. The report should be in terms that are understood by both the pupil and the parent. It should lead the parents to a better understanding of the pupil. It should lead the parent to a cooperative understanding of what the school is attempting to do. 'The writer acknowledges help from unpublished studies by Glenn Henderson, Martha Van Brussel, and Evelyn Hubbard. ELEMENTARY ScHoot PrINciPats (a) It should be definitely stated whether the marks are based on the average of the group, the ability of the child or the standard average for the grade. It should also be noted whether or not the report is a report of progress for the month or is the present standing of the child. (b) Specific technics acquired by the child that are of special interest to the parent should be included. Also specific technics or procedures used by the teachers that are effective, should be included. (ce) The report should show progress in terms of the pupil’s ability. If there is an accurate measure of this. (d) The report should measure and report in some definite way the progress of pupils in academic skills and achievement, as correlated wich the child’s ability to succeed. (e) Character traits or conduct should be noted by a descriptive sentence. (f) Special aptitudes and abilities should be commented upon. Any trait needing improvement should be noted. 5. The report should aid the pupil in self-understanding and should stimulate him to a steady and continuous growth utilizing his various abilities. It should provide opportunity for the pupil to express views concerning his progress and growth. 6. The report should describe that which it purports to describe. The report should be limited to that which can be reliably described. 8. Remedial work or any special adjustment is an important phase of school work but reports concerning this type of work should be on a separate form and not be a part of the regular report. It should, however, be of such nature that it can be attached or fastened to the regular report. Conclusion—A report card shows in its make up the basic view- points of education which are accepted by school authorities. Some of these viewpoints are publicly acknowledged and others are never considered by the educators. If the report contains only those items that can be measured then the educator should realize fully that the parent will consider those things that can be measured as more im- portant than any other phase of school work. All educational prin- ciples acknowledged, inherent, or even superimposed must be mulled over seriously before a report is accepted for use. The report card should always be considered in a supervisory pro- gram in order to direct the work toward the objectives, as planned by the supervisory force and teachers. The report should be a careful analysis by the teacher of pupil progress in relation to the basic aims of education and should also aid in the development of a supervisory program. It is of great value in a program involving pupil adjust- ment and acts as the basis for the organization of the entire school system. Many of the above points are neglected or lost sight of when a re- port card is being developed and therefore a report is accepted and used that merely repeats the weaknesses of past experiences rather than one of real value to all phases of an educational program. he ge he he ed 88 he ce, ite 1is 01 rm ire te enema nr Tur Tentuo YEARBOOK 363 CREATING EFFECTIVE PUPIL REPORTS Mary N. HOLLAND Curriculum Research Department, Public Schools, Detroit, Michigan HAT local communities are vitally interested in education is shown by the financial support of public schools. It follows that school authorities should keep the patrons informed as to the progress of their children. Furthermore, the complete development of chil- dren is now visualized on a much broader educational basis than was true some years ago. Today parents share with teachers the creation of a favorable learning environment. In the maintenance of these favorable conditions for education the report card should play an important role. How report cards originated—The pupil report had its origin in a “deportment” card. In 1863 Superintendent Sill in his annual re- port to the Detroit Board of Education suggested that there should be devised “some just and uniform plan for keeping account of schol- arship and deportment of all the pupils in the schools and also some system of frequent reports to parents of pupils’ standings in junior and senior grades in high school.” This suggestion was apparently not carried out, for we find the principal of the high school complain- ing in 1889 that “The work of monthly reports (to parents) would be enormous and unnecessary, for more important work should be sacrificed by teachers for this drudgery. Parents may assume fair work if no notice to the contrary is received.” He proposed instead that teachers meet every two weeks to discuss pupils’ work. Up to this period, it was customary for teachers to keep all pupils’ records in a school register based upon the one recommended by Horace Mann in his tenth report given in the Connecticut Common School Journal of 1846. This register contained all information pertaining to the pupil and was devised primarily to keep an official record of school attendance. It included the name of the pupil and that of his guardian, date of entrance and leaving, age, attendance, tardiness, number of days in the school term, school marks, and the state of the weather each day. Parents were allowed to examine the register, if they wished, but it belonged to the school and remained there. The spread of democratic ideas in education brought the home and school into closer relationship and by the middle nineties, the deportment card had come into general use, evidently, and had much the same form and content as the conservative types in use today. One card was used from Grades 1-8 but pupils in Grades 1 and 2 were not marked in as many subjects. The emphasis was entirely on sub- jectmatter but a mark was given in deportment, or conduct, as it was sometimes called. Citizenship, at that time, was studied as-a branch of history under the title “Civil Government” in the upper grammar grades, 364 ELEMENTARY ScHoot Principas Some recent trends in pupil reports—We have sympathy for the teacher of yesterday who thought some of her pupils were “bad” and marked them accordingly, often permitting herself to be biased in giving marks in academic subjects because of a personality conflict. A recent study! found that the actual educational achievement of the so-called problem children studied was not significantly below that of normal children. The fact was noted that such extrovert traits as truancy, stealing, and disobedience tend to affect immediate school achievement, but the introvert tendencies of fear, seclusiveness, and day-dreaming showed little immediate effect. Yet these latter are very important to education since they are frequently responsible for vocational maladjustment when school days have passed. The task of marking each pupil in her room presents not one definite problem to a teacher but many which, furthermore, vary in complexity. In order to rate each one fairly, she must first have a reliable standard by which to mark; second, it must be understand- able to both pupil and parent as well as herself; third, she must weigh the accomplishment of her pupil, if that is to be her basis of marking, or, what is more difficult still, she must evaluate the pupil’s personality as evidenced by his character traits. When this has been accomplished there is still the necessary matter of putting the marks on the cards. In order to justify this effort, it seems essential that the ‘ard should be as meaningful to all concerned as possible. Table 1 shows that the trend is toward a lengthy period between reports rather than to send a monthly record of the child’s work to his parents. It is significant that of the 452 elementary school cards from 65 training schools and 436 cities and counties, 52 per cent were sent out monthly and 25 percent every six weeks, while 14 percent report work only four times per year, probably twice each semester. TABLE 1—FREQUENCY WITH WHICH ELEMENTARY SCHOOLS SEND OUT THE PARENTS’ REPORT CARDS | Percent of Numbe Fr onc Pee | Elementary — eee ST | Schools Using Each Frequency 1 Four times per year....................- 64 | 14 2 Lo ee 14 3 3 TT, oo sink daddealene wee oles 113 25 + I esate apcra ra hct aac Be cee aed 234 52 5 Miscellaneous (less than four and scattered) 27 6 A ila cities 50% dealin ace ea. ee eae es 452 100 Chapman, H. B., and Ashbaugh, E. J. “Report Cards in American Cities.” Educational Research Bulletin, Ohio State University, October, 1925. 1Paynter, Richard M. and Blanchard, P. M. Study of Educational Achievement of Problem Children, Commonwealth Fund, 1929. 72 p. Or he 1e Tne Tentru YRARBOOK 365 Chapman and Ashbaugh grouped the cards in their study for (1) university teacher training institutions, (2) county school systems, and (3) cities of more than ten thousand population. Norural school, they found, reported quarterly, but 22 percent of the second group and 12 percent of the third group did. Apparently the smaller cities tend to report more frequently than rural districts of large cities. In trying to determine the marks to give pupils indicating their achievement, several methods have become familiar, for example, the percentage method (1-100), marking by letter (A, B, C, D,) by numbers (1, 2, 3, 4, 5), or the descriptive method (excellent, good, fair or average, poor, and failure.)! These schemes have been in use for so long a period that parents feel that they understand them. Since standardized tests and ability groupings based on them have become so much a part of school work, some cities? are attempting to use allied ways of interpreting the pupils’ scholastic efforts by using the percentile method (rank in group), the three-group method (above average, average, and below average), the child’s rank in his class, the T-score (based on entire age group), and the test-score method (actual score made, supplemented by average age or grade record). Difficulties lie in the way of using these newer methods, meritorious though they may be in many respects, because they are hard to interpret to parents. Table 2 shows the percentage of the 842 cards examined by Chapman and Ashbaugh which use the various methods outlined above. TABLE 2—Metruops or ReEpoRTING ScHoOoL MARKS TO PARENTS } PERCENTAGE Empioytnc Eacu MeEruHop RATING METHOD : ala Elementary | Junior High | Senior High Total School | School | School | Ee nee rere 29 | 23 37 31.6 Letters translated... ............ 35 28 | 34 34.3 MN oe Sa aksasd do iacarstamnereh 17 | 26 17 17.8 rere hk: 7 16 5 7.0 co _ SEE OE IO ree 8 7 5 6.3 Serr rr err eee 0.5 0 1 0.7 RR SP RE te eee 3.5 0 1 2.3 Total number of forms.......... 452 | 70 320 842 ~ Chapman, H. B., and Ashbaugh, E. J. “Report Cards in American Cities.” Educational Research Bulletin, Ohio State University. October, 1925. When the teacher was guided by the old subjectmatter goals which dominated educational policy, in giving the pupil a mark to indicate 1Heck, Arch O. Administration of Pupil Personnel. Ginn and Co., 1929. 479 p. 2Allen, I. M. “A Plan of Reporting Results of Educational Measurements to Parents.” Proceedings, National Education Association, 1921. p. 827. 366 ELEMENTARY ScuHoot PriIncipas his standing she looked up his record in her class book, averaged the marks found there and transferred the result to his report card. If the pupil had committed no overt act so that her attention was called specifically to him, he was considered an asset to the room and marked accordingly. It is interesting to note that studies of teachers’ marks show that teachers tend to penalize the boys, and the marks seem to indicate, as Courtis' says, that “for a boy to get a high mark he must be about one-third as much superior in achievement to a girl who receives the same mark as the achievement denoted by a mark of 1 is superior to the achievement denoted by a mark of 2.” This study of teachers’ judgments showed that boys who had been marked “4” made Stanford test scores that were twice as high as the scores of girls who had been marked “4” by their teacher. It would serve no purpose to discuss here the variability of teach- ers’ marks as found by other investigators, such as Stareh and Monroe,’ but it must be kept in mind in discussing the subject gen- erally. School marks have been generally looked upon as a means of reward for the diligent and punishment for the ill-fated ones to whom the touchstone of conformance could not be applied. Old report cards in the light of new education—W hat of the teacher who has seen the new vision and is focussing her attention, not upon the child’s record of achievement, but upon his growth as an increas- ingly efficient human being? How can she interpret the child’s reac- tion to his school environment on a card whose only mention of char- acter is an item which connotes his effort or industry in performing teacher-assigned tasks? How can she continue to reconcile the typical report card with Dr. Payson Smith’s statement : The schools are fast learning that the most effective means of developing the desired qualities of citizenship are to be found not in textbooks but in life situa- tions within the school and the class groups themselves. Through these pupil activities the elementary schools are seeking to cultivate those attitudes, ideals, and interests that will make our boys and girls more worthy members of their homes, that will assist them to use their leisure time with profit and that will assure to them that foundation of moral qualities and purposes so necessary to the later fulfillment of their vocational and civie obligations. The new education raises many questions about many of the typical pupil report cards. That an attempt is being made to answer these questions is shown in the increasing number of cities, small and large, which have revised their report cards so that the new goals of char- acter through school citizenship may be understood more clearly by pupil and parent. In examining a number of the newer type of re- ‘Courtis, 8. A. Why Children Succeed. Detroit: Courtis Standard Tests, 1925. p. 71. ‘Starch, Daniel. Hducational Measurements. Maemillan Co., 1916. Also, Monroe, Walter 8S. Measuring the Results of Teaching. Houghton Mifflin Co, 1928. nn oe ft ah ait Gene cm. the If lled ked rks 1 to just vho 1 is of ide yho ch- nd en- of om 1er on Tue Tenth YErArsook 367 port cards recently it was found that items presented for the teachers’ consideration ranged in number from 20 to 92, the median being about 35. It was not expected, of course, that teachers would mark every item, for the cards, in some instances, were veritable manuals on character training, but the trends toward revision are significant.! An experimental card in Detroit—The writer has been a member of a committee,? which for the past three years, has attempted experi- mental study of the results of children’s spelling achievement when the emphasis was placed upon their control rather than upon their acquisition of subjectmatter. One of the questions which arose early in the work was on how to mark spelling on the pupils’ report cards. It was agreed that, temporarily, no mark should be given, since pupils were working on individual problems and records of progress were not being kept. During the second year of the experiment, the teachers concerned suggested that a different type of report card be used for the pupils in their experimental classes. The new card, they felt, should em- phasize the values for which they and their pupils were working. The committee in charge of the experiment worked on the problem in cooperation with the teachers. After discussion and trial of a tenta- tive card, a new card was evolved for use in these classes which stressed the objectives of the study. (See Figures 1 and 2.) Asa concession to the parents, marks in academic subjects were provided for. In the majority of cases, parents feel that they have a better idea of what is happening in their children’s school lives if it is stated in terms similar to those used in their own school days. Figures 1 and 2 show the inner pages and the reverse of the experi- mental card which, in the original form, was a three-by-eight-inch manila card. The academic subjects were listed in the order given so that homeroom and special teachers would find the subjects of their interests close together. Pupils were given no academic marks in art, gymnasium, or auditorium work. A note to the parents which appeared on the front of the card (Figure 1) explained that the mark given in any trait or school sub- ject would be crossed out only if the child showed need of special training in it. Since the average number of pupils belonging in the experimental classes was about forty-five, every effort was made to reduce the amount of clerical work which would of necessity have to be done in marking the cards. An“S” indicating satisfactory work was printed, therefore, after every item on the card as a time saving device. 1See Educational Measurement by Daniel Starch and Measuring the Results of Teaehing by Walter Monroe. The Committee consisted of Effie M. Downer of the Detroit Teachers’ College (Chairman), the following Detroit elementary school principals: Agnes W. Carroll, Evelyn B. Hubbard, Clara E. McConnell, Alice E. Robinson, and the writer. Dr. Stuart A. 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UO Sat[ddns sez] SSINLdWOUd “--"""""$1BLJ9ZBUI JO 2JeD POOS S2xe ssesecennsaeeeeensessoees ATPBIYS SHIOM “"""" S¥SB} Soza[dUIO> ““"S¥sSBz SHIBY LSIYHL GNV AYLSNGNI er uBd]2 62430] pue Apog sd3ayj wwrrem=-=-=-e-"SGBIM JO 2JED POOD GIHET 42ps0 ul ssOOy puke Asap sd3aay SSAUNITYAGYO ‘V 3B dIHSNAZILIDO O—I Wana - NO + i z I a at nad el i cA. 370 ELEMENTARY ScHoot Principats Before the cards were given to the pupils there was discussion of the objectives toward which they had been striving so that they were quite prepared for the next step—the marking of the cards by them- selves in conference with the teacher. It was interesting to note how little variation there was, on the whole, between the pupil’s estimate of his record and that of the teacher. This agreement was probably due to the fact that there had been much incidental discussion of the elements in control which were listed on the card. The discussion had taken place as one phase of the problem-solving activities which were the basis of the pupil’s work. Appraising each day’s lesson, both from the individual and group standpoints, gave training in judgment which helped the pupil to evaluate his contribution effee- tively. The note to the parents on the face of the card explained the posi- tion of the school with reference to citizenship and character train- ing. Parents were invited to give their reactions to the card also. In the majority of cases, they liked it. Many commended it highly and some made fine constructive criticisms. Parents whose children’s cards showed records of outstanding achievement with the former type of report said that with the new card they could tell little of what had actually been accomplished. The parent whose attitude had always been that of mere acceptance made no comments. In the districts where the level of social intelligence was high, many re- sponses were received from parents. On the other hand, in the dis- trict lowest in the social scale, no comments were made. The school principals and the teachers of the experimental classes watched closely the effect of the attention paid to the citizenship traits. One teacher was so interested that she made a tabulation of the reduction in un- satisfactory marks and found it substantial. Although the committee in charge of the work felt that this card was an advance over the old one, another attempt would probably show further improvement. Conclusion—The type of record which bridges the gap between the school and the home assuredly should be one which will interpret the ideals of the school in its broadest sense. If the goal is to be the acquisition of subjectmatter, a card containing only the names of the various studies pursued by the child may be sufficient. If, on the other hand, the development of the child’s whole personality is the goal, those qualities which enter so vitally into the make-up of a com- plete individual should be given proper consideration by both the home and the school. The report card used should make these ideals clear to the parents. In a study of college students made by Herriott! it was found that the major factors of scholastic success are: (a) previous preparation, (b) intelligence, (c) study habits, (d) an evaluative attitude, (e) a persevering attitude, and (f) a self-confident attitude. Se eee wi se nc in n of vere em- how nate ibly the sion Lich son, r in Fec- DSi- \in- lso. hly n’s ner of ide the re- ‘is- 0] sly ler n- ee Id en et he he 1e a 1€ Is a Tue TentuH YEARBOOK 371 The last three items in particular are definite character traits which may be acquired through training, but which contribute largely to the social efficiency of an individual. The ability to weigh values, to judge, and to persevere to the end that satisfaction and a feeling of confidence result are not peculiar only to the college student. They are present, in less degree to be sure, in the kindergarten child, but to the teacher falls the lot of their continuous development through- out the school career of every child. Parents are willing and anxious to contribute once they understand. To quote Paul Terry: The school can never be radically different from what the people want it to be. They understand—that its function is to prepare boys and girls to carry on the work of the community when they come of age. . . . People who attended schools several decades ago have little first-hand present day knowledge of them. It is not surprising that many . . . . adults believe that reading books and answer- ing the questions are the only important things.* The problem of Horace Mann’s day was to get the pupils into the school. Even as late as 1897, however, attendance was still a prob- lem. Out of a school census of 78,700 children between the ages of seven and sixteen in Detroit in that year 35,894 were in public schools, about 15,500 in private schools, and the remaining number, totalling about 27,000, were not attending any. Thanks to progressive edu- cational movements since that time, we now have children in our schools in numbers undreamed of in 1840. If the present ideals of the school are to be interpreted adequately to the home and thus to society, it is important that every communi- cation between home and school shall stress the objectives of educa- tion in understandable terms. A report card, for example, should give more information about a pupil than his mere physical presence in school and the record he achieved in scholastic subjects. As for the teacher, that all-important person, the question of what she is teach- ing and why must be made clear in contacts with parents to the end that growth shall be stimulated in each child whose life she touches. \Herriott, M. E. “Attitudes as Factors of Scholastic Success,” University of Illinois Bulletin, 1929. “Terry, P. Supervising Extra-Curricular Activities, McGraw-Hill, 1930. 3See Superintendent’s Annual Report to Detroit Board of Education, 1897. 372 ELEMENTARY ScHoot PriIncIPeats SELECTED REFERENCES 1. Basu, E. H. “Pupil Participation Through Civic Organizations in the Ele. mentary School.” Fifth Yearbook, Department of Elementary School Prin- cipals, National Education Association, 1926. p. 368-76. Describes councils, student senate, and other activities wherein pupils learn in life-like situations. Brown, W.Q. “The Improvement of Instruction Through Supervised Study.” Third Yearbook, Department of Elementary School Principals, National Education Association, 1924. p. 245-53. Tells how improving the habits of study benefited instruction. 3. CourtTis, 8S. A. Why Children Succeed. Courtis Standard Tests, Detroit. 1925. 271 p. An attempt to isolate the factors which determine school success. Bibli- ographies. 4. Gist, ArTHUR S. “Habits of Study.” Third Yearbook, Department of Ele- mentary School Principals, National Education Association, 1924. p, 254-64. Why and how to improve the study habits of pupils. HERRON, JOHN S. “How Teachers Rate Their Children.” Highth Yearbook, Department of Elementary School Principals, National Education Asso- ciation, 1929. p. 235-39. Criteria and practices of teachers in judging their pupils. 6. Homer, Francis E. “A Survey of Elementary School Pupil Report Forms.” Eighth Yearbook, Department of Elementary School Principals, National Education Association, 1929. p. 218-34. Summarizes many current practices. 7. Jacops, R. C. “An Educational Diagnosis of Fifty Individual Pupils.” Sixth Yearbook, Department of Elementary School Principals, National Education Association, 1927. p. 217-28. How a principal studied a group of fifty pupils. 8. Morr, Paut R. The Individual Pupil. New York: American Book Co., 1928. 383 p. Many suggestions on the classification and adjustment of the individual pupil. NATIONAL EDUCATION ASSOCIATION, Division of Research. “The Principal and Progressive Movements in Education.” Research Bulletin 7:51-74; March, 1929. Sections on physical health, mental hygiene and individual differences valuable for all inclusive examinations of children. 10. NATIONAL SOCIETY FOR THE STupy oF EpucaTion. ‘Adapting the Schools to Individual Differences.” T'wenty-fourth Yearbook, ,Part Il. Bloomington, Illinois: Publie School Publishing Co., 1925. 416 p. Describes teaching and administrative schemes for improving learning progress of pupils. 11. SmirH, Marcarer H. “Finding the Individual.” Eighth Yearbook, Depart- ment of Elementary School Principals, National Education Association, 1929. p. 412-17. (Reprint from First Yearbook.) Describes a plan of individual instruction. bo ut © EMBERS of the Department received the Research Bulletin of the National Education Association. For extensive bibliographies see “The Principal at Work on His Problems” the Research Bulletin for March, 1931. . Ele- Prin- upils idy.” ional roit. ‘ibli- Ele- p. 00k, 8so- CHAPTER VI VITALIZING THE CURRICULUM THE PRINCIPAL AND CURRICULUM INSTALLATION How THE CHILD SHAPES THE CURRICULUM DISCOVERING COMMUNITY NEEDS THROUGH THE PRESS CHILDREN AND CURRICULUMS CHANGE Pupi PARTICIPATION AND THE CURRICULUM ASSISTING TEACHERS TO FoRMULATE UNItTs OF WorK VOCABULARIES OF History AND READING TEXTBOOKS PRINCIPLES OF THE TEACHING OF SPELLING IMPROVING LANGUAGE IN THE UPPER GRADES DIFFERENTIATED ASSIGNMENTS [ 373 ] INTRODUCTION TO CHAPTER VI The three primary factors in the learning situation are the child, the teacher, and the curriculum. Chapter VI presents contributions which deal chiefly with the curric- ulum and general methods. Curriculum construction has been a major activity dur- ing recent years. Committees of teachers, principals, and experts have been appointed in many school systems. The objectives of education have been formulated, activities designed to reach the aims have been proposed, and meas- ures of progress applied. These activities have not only improved the materials of instruction, but they have helped principals to raise the level of teaching perform- ance. The Department has shown considerable interest in cur- riculum contents and methods. For example: Horn, Wil- son, Brueckner and others discussed various elementary school subjects in 1923 in the Second Yearbook, p. 287- 432; Stone, King, Davis and others contributed to the Third Yearbook, p. 310-37 ; 483-92; nature study, history, and various methods are found in the Fourth Yearbook. p. 205-31, 278-368, music, arithmetic and devices are con- sidered in the Fifth Yearbook, p. 306-28, 344-67, 384-92: Potter, Gregory, Newell and others discuss language, read- ing, and methods in the Sixth Yearbook, p. 200-10, 235-60, 294-317; Cotrel and Berman have written about oral and written English in 1929 in the Eighth Yearbook, p. 187- 217. The selected list at the end of Chapter VI, includes only a few of the references which principals will need to con- sult in connection with the supervisory problems of the curriculum.—ditorial Committee. [ 374] ee eral mit exp vist all suc an pel of tio acc As wi wa co) vie ro id qu po tu mi pr di he ju CHAPTER VI VITALIZING THE CURRICULUM THE PRINCIPAL AND CURRICULUM INSTALLATION ARTHUR 8. GIST President, Humboldt State Teachers College, Arcata, California HE principal can function in curriculum construction and in- stallation in several capacities. In some cities he serves on gen- eral directing committees; in other cities he serves on subject com- mittees; while in still other cities he functions upon the “try-out” or experimentation committees. In every city, where the principal is recognized as the general super- visor in his school, he serves as an important installation official with all new curriculums. He is familiar with all local school conditions, such as the type and ability of the pupils, the community interests and background. Most important of all, he knows definitely the personal and professional characteristics of his teaching force. All of this information places him in a key position to influence the func- tioning of the new curriculum. Professional insight—It is necessary for the principal to possess accurate professional insight as to the major objectives of each course. As a professional leader he must know how such a subject or course will influence the lives of the pupils. He must know why the course was prepared. He must be in sympathy with the viewpoint of the committee which prepared the major objectives. He must accept the viewpoint which the committee had in preparing the suggested class- room activities! While the principal may well have professional ideas which are the result of his experience, he will not function ade- quately without the definite knowledge of the curriculum and its pur- pose. Hopkins? says: It is unreasonable to assign a lawyer to install the boilers in a large manufac- turing plant and expect the machinery to operate successfully thereafter He might undertake it if he were driven by necessity, but no one would expect the production to be satisfactory. Definite training of the principal for the installation of new cur- riculums may be helpful and necessary. This training may be con- ducted by the curriculum committee, by the director of curriculum 1If the principal cannot accept the viewpoint underlying the course of study then he must present his objections and a substitute program. The superintendent then may excuse the school from the regular requirements, but require the principal to justify his special proposals. “Hopkins, L. T. Curriculum Principles and Practices. Benjamin H. Sanborn & Company, 1929. Chapter XII. [ 375 ] 376 ELEMENTARY ScHoont PrINcIPALs construction, by the special supervisors, or by the assistant superin- tendent in charge of elementary schools. The principal should not resent these attempts at special training. If he does not promote the installation of new curriculum in his school, some other school official] will. If an outside official is forced to assume this responsibility, the principal is automatically left out of supervision with little excuse for his office except administration. The writer realizes that this dis- mal situation is somewhat dogmatically stated, yet supervisory ex- perience in this country confirms the above statement. Democratic relationships—In our age of democracy in public schoo! administration it is apparent that the principal must be democratic in all his professional relationships. He must be a real inspirational leader who can obtain high type results without coercion or auto- cratic mandates. The teachers must feel that their principal believes in the new curriculum and has de ‘nite familiarity with it. When the teachers have respect for his professional judgment and are inspired by his democratic leadership, the new curriculum has a proper setting for installation. Definite plans for installation—After the principal has familiar- ized himself with the new curriculum and is willing to accept all viewpoints of the committee, overlooking any differences of personal opinion, he is ready for some definite plans of installation. The “take it or leave it” attitude on the part of the principal in presenting the new curriculum to his teachers has no place in modern supervision. Five plans are herein suggested for installation : 1. The principal may practice one of the psychological principles of modern salesmanship, namely, that of convincing the purchaser of his need for the goods. In modern business we no longer make pur- chases or “sign on the dotted line” merely to satisfy some high- powered salesman or to get rid of him. We accept the merchandise or professional service because We feel that we need it. This psy- chological procedure is valuable for the principal in arousing an in- terest in the new curriculum. Teachers are continually presenting their instructional problems to their administrator. This contact gives him a golden opportunity to “sell” the new curriculum to meet these problems. In the opinion of the writer it is better for the prin- cipal to wait for the psychological moment or to create it by skillful questioning of his teachers, than to call a meeting of his teachers and formally present the new curriculum to them. Teachers’ meetings and group discussions are valuable and often essential, yet the teach- ers should come to such meetings with enthusiasm believing they will receive valuable assistance from the new curriculum and help in solving their instructional problems. 2. The principal may arrange demonstration teaching to arouse enthusiasm for the new curriculum and to clear up any hazy concep- tions regarding it. T well Son stoc is W her to 1 den | be ¢ eS pla tiv) tol aro rec ] pel the pos ing to dic ins fo ga qu Vi m in be in- lot he al THe Trento YEARBOOK 377 There are several important steps in demonstration teaching. It is well for the principal to select a limited phase of the new curriculum, Some section which is of importance or may be somewhat misunder- stood should be selected. He should choose a competent teacher who is willing to conduct the demonstration. This teacher should prepare her class not to the point of crippling the pupils’ spontaneity, but to the degree that the observers may see clearly the phases to be demonstrated. The teachers observing also need some preparation. They must be enthusiastic regarding the demonstration. They must want to see it, feeling they will get something of value. The principal should place in the hands of these observing teachers a typed list of the ac- tivities to be demonstrated. This outline should indicate the rela- tionship between these activities and the new curriculum. With aroused interest and de‘inite preparation the teachers are likely to receive the maximum of benefit from the demonstration. Instruction should be conducted under typical conditions in a class period of usual duration. Naturally, the teaching must be good, but the observers should realize that the lesson is conducted for the pur- pose of demonstrating some phase of the new curriculum, good teach- ing being incidental to this main object. Teachers have been known to attend such demonstrations and come away asserting that they did not see anything especially noteworthy regarding the quality of instruction, missing entirely the main object of the lesson. The principal should plan the demonstration lesson so that it is followed by an informal conference. At this time the teacher who gave the lesson should be present to lead the discussion or to answer questions. It is hardly fair to her not to be present. 3. The principal may also arrange inter-school visitation. Such visitation should be carefully planned. One step in this planning is the selection of the school to visit. Very often a principal who is a member of the curriculum committee is doing some outstanding work in that field. He can easily arrange for such visits. Details should be planned de‘initely to secure profitable results. The teacher visited should know of such contemplated visits, and the visitor should ob- serve with sympathetic, intelligent interest. 4. The principal as the director of education within his school should seek the assistance of the experts available in the various fields. These officials may be the special supervisors, the curriculum expert, or the director of elementary education who is often an assistant superintendent. It is an excellent plan for the principal to analyze his own problems with his teaching staff and then send for these ex- perts. Under such conditions the visit of the specialist may func- tion to the best advantage. The administrative arrangement may be comparable to the professional work of the physician of general practice who often calls in the specialist for consultation purposes. 378 ELEMENTARY ScHoot PrINcIPALs The teacher, however, is not the patient but merely a professional worker seeking assistance with the advice of her principal and the experts. The functioning of the new curriculum is thus a study for intelligent co-workers within the field. 5. The principal should arrange testing and experimentation as another valuable means of installing a new curriculum. The testing should be as objective as possible. The curriculum, being subject to experimentation and constant improvement, is rarely installed in its final form. The content is a growing instrument of instruction which changes and evolves as the world changes and as our viewpoints are broadened and enriched. This condition requires constant study and experimentation. The curriculum needs checking from time to time. In fact, adequate tests should accompany or shortly follow the in- stallations that all may know the degree of success with which the curriculum is functioning. Many subjective elements also need intelligent study, such as the pupil’s attitudes and interests. His originality must be protected and developed. Does the new curriculum provide adequately for such subjective qualities ? Careful study must be made to ascertain the value of the new cur- riculum from a “try-out” standpoint. Conclusion—The above outlined analysis of installing the curric- ulum shows that the principal has important responsibilities. He must constantly direct the teaching of all new curriculums. He must be enthusiastic and intelligent regarding all plans for installing the new curriculum. The degree of success which he secures in this in- stallation is one indication of his ability as a director and supervisor of education within his school. EGINNING teachers, because of their lack of experi- ence, sometimes lose their disciplinary control which makes proper instruction impossible. They need to have special help in the organization of the subjectmatter and materials. Demonstrations showing the technic of classroom procedure and methods of instruction have been found to be of great value to such teachers——Gertrude E. Munn, Chap- ter IV. liev itse job stai the dit bee is t tio po bu de: he wl of ~~ ms SO nal] the for as ng to its ich ire or Tue TentH YEARBOOK 379 HOW THE CHILD SHAPES THE CURRICULUM STELLA SUFINSKY Assistant Supervisor of English Language, Education Department, Detroit, Michigan HE degree to which the child shapes the curriculum depends on the philosophy held by the curriculum builder. If one be- lieves in a fixed society which serves its best ends when it perpetuates itself, then the child has little to do in moulding the curriculum. His job is to fit himself as efficiently as possible to maintain society in status quo, Education comes to him from without; it demands of the learner conformity, obedience to established institutions and tra- ditions, and control over such thought and behavior patterns as have been approved by adult society. On the other hand there are those who believe that the social order is to be ignored, while the child alone forms the matrix of the educa- tional process. We begin and end with him. His desires and pre- possessions determine aims, activities, and outcomes. Curriculum building is a matter of day to day chance, veering with the child’s desires, inclined to spread over large areas without much depth or height. Education becomes a somewhat hand-to-mouth existence in which chaos is imminent and theory stumbles along with its eyes full of star dust. There is a third position on this scale—the place where child and society are considered and respected as co-workers, partners in life, so closely integrated that education becomes the current of the life stream on which they ride. If one holds such a philosophy, the task of education is to develop the child to the limit of his capacity for rich and satisfying living, both as an individual and as a contributing member to the good of the social group. What is rich and satisfying living for the individual? What con- stitutes a worthy contributing member of the social order ? That person may be said to live successfully who feels that he is working happily and constructively at a worthwhile task of which his best self approves. He has confidence in his ability to meet and understand new situations; his self-respect is untarnished. He looks at life not cynically or indifferently or hopelessly. Rather to him it is a challenge to wit and courage, a call to high adventure, an op- portunity to widen his horizon and to see his world in a clearer, more understanding light. This brings us to the second motif in education—society. The best health of a democratic social order is insured when every member realizes intelligently and sympathetically the general interdepend- ence of humanity, and when he expresses his appreciation of this fact in terms of honest, unselfish contribution to, and sharing in, the gen- eral good of all. 380 ELEMENTARY ScHooL PrINCIPALS The obligations, duties, and privileges which society metes out to the individual will be ignored, as far as their integration permits such oblivion, in this chapter. The problem to be discussed here is how the child shapes the curriculum. If one of our great aims is to develop the individual to his fullest capacity for rich and satisfying living, then it follows that it is the child’s needs and abilities which guide us in the selection of objec- tives and experiences for the curriculum. Outcomes to be expected are only realized objectives. Appraisal of them must be made in terms of actual pupil achievement. Agreement with this viewpoint means that aims and objectives are stated in terms of pupil growth, not in terms of subjectmatter mas- tery. If such aims and objectives are whole-heartedly accepted, then all those experiences which definitely and wisely foster the opportu- nities to attain these goals will form an essential part of the curric- ulum. Thus the child helps us to select the activities in the curriculum because, if we have sincerely subscribed to the aims set up, we must also agree to admit only such methods and materials as will tend to achieve them. To adopt this program without reservations implies that much of our sacred subjectmatter will be cast into limbo, that many of our most dearly beloved methods will fade out completely ; but there will be, eventually, consistency between our objectives and our products, between our theory and our practice. Consciously and persistently the educational processes are so ma- nipulated that the child is given every opportunity to stand on his own feet, to recognize and approach with hopeful confidence the life problems which are inherent in the situations that confront him daily. He learns how to solve these problems effectively, how to select from indiscriminate masses of data that which will bear intelligently on them. He learns, too, how to pool experiences, knowledge, and ap- preciations during the process of solution. Once his plans are carefully made, it is vital that the pupil carry them through to fruition, both as an opportunity and an obligation. He may adapt and develop his ideas as he sees the need, but there should be something in the curriculum which helps him build into his being the quality of persistence that sees a thing through. He learns to evaluate his achievements in the light of the goals he has set up. This statement means that while the long-view aims are conceived by the curriculum council or committee and the more direct objectives are set up by the classroom teacher, the goals which lend drive and purpose to the child’s immediate activities are proposed by himself. It should be clearly understood that his whims or evanes- cent fancies are not meant here, but his real, felt, fruitful purposes. That the teacher, wisely and watchfully in the background, often generates the “electricity” which stirs these purposes to life is not of th e2 st ni 0. , to Lits sis est eC. ed in —————— Tue Trento YEARBOOK 381 only an acc epted fact but is admitted as necessary to guide and pro- mote the learner’s most meaningful growth. Some purposes may be encouraged, some must be germinated, others should be tactfully atrophied in favor of more worthwhile desires. Always the individual is considered, for no group is truly and en- tirely homogeneous. Each child is heterogeneous within himself and varies in his specific abilities. Pupils who resemble each other in one trait may differ in another. Averages are dangerous soporifics by which we often deliberately or unc onsciously deceive ourselves as to the truth. Individual differences due to inherited or acquired idio- syncracies, social backgrounds, and cultural history, or economic status operate to extend the range of necessary experiences and out- comes and complicate still further the task of curriculum building. To ignore these truths is to cling to the belief in a classic educational mould and to close one’s eyes to its necessary complement—a devastat- ing heap of misfits, failures, and rebels whom we have cast aside as nonconformists. The long-view aims and objectives have their effect here in the proper manipulation of educational environment. All the child’s experiences which are fruitful and worthwhile, have a four-fold value. First, they lead on to deeper and broader experiences. Second, they help the child to generalize, to make valid conclusions which will bear profitably on his future behavior and assist him to meet new situations ever more effectively. Third, his experiences are of such a calibre that they maintain and ennoble his sense of personal integrity. Finally, they help him develop and enrich his concept of himself as a responsible member of the social group. That he will blunder and even fail at times is recognized as part of the learning process. His best growth demands that he discover the need of intelligent and desirable purposes, the necessity for earnest, sustained effort, the urgency of persistent analysis of both success and failure, and the consequent modification of behavior. He needs to know the joy of deserved success or all is lost. For every child there ought to be such guidance that with a reasonable degree of effort he can succeed in some appropriate field; for every member of the social group there should be fulfillment. Hence, outcomes are to be based on actual possible achievement and not on adult theory or cherished educational tradition. In this sense the pupils, themselves, decided the outcomes. When curriculum builders realize and accept this truth, the tremendous gap which exists almost universally between our expectations and our achieve- ments will disappear. Tn all honesty we must admit, too, that in many instances we have set our aims beyond the farthest stars and have had to explain cease- lessly and to no avail our aborted achievements. This condition would not be so if we taught children instead of subjectmatter ; if our 382 ELEMENTARY ScHoot Princrpeaus objectives were couched in terms of demonstrable pupil growth in- stead of in degrees of skill or knowledge. Our general aims are all too often vague, grandiose gestures to which our methods and mate- rials give the lie; our more immediate objectives are frequently only pious hopes and traditional beliefs. Our theoretical outcomes are granite nuggets of facts and skills; our products are the children’s living refutation of all these phantasies. Not that skills and knowledges are to be ignored. Children need to acquire control in these fields, too. Kind and amount are dictated by individual needs and abilities and by whatever demands society has a right to make upon its various members. What the child needs to know he should know well; he ought to be master of the best tools he can handle. The question is: What does he need to make good as an individual; as a contributing and sharing entity in the social order? What we have always considered sacrosanct the child him- self often exposes not only as empty phrases but positive impedi- menta to his real development. While the pupil, rightly guided, learns to appreciate the impor- tance of personal articulation, he is also helped to feel that he occupies a necessary place in the social order; his contribution to the common cause is a dignified and welcome one, no matter how simple or hum- ble it may be. Failure to promote the ample development of self- mindedness and social-mindedness leads inevitably to intellectual and moral anarchy. Thus it is that the child requires of the curriculum an intelligent and sympathetic leading-on through wise control of environment and through recognition of the possibilities for growth in every situation. Asa responsible and understanding interpreter, as a co-builder with the child, the teacher provides pupils with opportunities for a wide range of meaningful experiences pregnant with potential reachings- out. She promotes an appreciation of the value and signi‘icance of life. And to make these experiences function more definitely for the child, she helps him to interpret them in terms of individual and social living. The child rightly demands of curriculum and teacher that through their guidance he will become more and more independent, thinking for himself wisely and deliberately, meeting gallantly and effectively the pressing challenge of our ever-changing civilization. There is an index at the back of this yearbook. di in- all ate- nly are n’s eed ted ety ads ols od ial m- li- Tue TentTH YEARBOOK 383 DISCOVERING COMMUNITY NEEVS THROUGH THE PRESS MANLEY E. IRWIN Assistant Director, Curriculum Research, Detroit, Michigan INCE the days when schools were first established in America the community has determined the type of material used in the course of study. The content taught in early colonial schools reflected the demands of the people. Before the Revolutionary War it was gen- erally believed that the primary function of the school was to teach pupils to read the Bible. Hence, the Bible and the catechism made up a large part of the course of study. Little change was made in the content of the curriculum until the church and state were officially separated by the Constitution in 1787. When a demand came from the citizens that the schools prepare for living in a democracy, such subjects as geography, history, and civics were added to the curriculum. With the coming of the machine age and the consequent growth of cities, the community asked the schools to give instruction leading to industrial, technical, and commercial education. More recently the community has asked that guidance in the wise use of leisure time and instruction in character education be made a part of the school program. So it is that the community is ever asking the schools to adjust the curriculum and the courses of study to meet the changing needs of society. Recent community demands upon schools—During the last quarter century even greater demands have been made upon the educational program to give instruction which will articulate the community and the school. Specific instances of these influences are the changes in content which have occurred in several subjects. Much of the ab- stract arithmetic in the elementary grades, for example, has been replaced by practical problems. Cube root, ratio and proportion, compound and complex interest and the like have given way to a study of common finances, to the making of budgets, and to a study of simple graphs. In health education, gymnastics and calisthenics have been replaced by activities that can be carried on through the years following school days. Today the schools cooperate with city health departments in their attempts to eradicate disease. In social science, attention is given to a discussion of community problems, to participation in community undertakings, and to practice in con- ducting an election and in voting on the issues of the nation, the state, and the local community. In vocational education, the pupils learn to make their own clothes, to construct their own toys, to do the numerous odd jobs in mechanics that arise in the routine living of the home, and to develop avocations for leisure time activities. In English, instead of formal study of language forms, the errors made most frequently in the local commu- 384 ELEMENTARY ScHoot Princreais nity are studied and an effort is made to correct these errors in the pupils’ own speech. Current magazines, newspapers, and recently published books are now a part of the English course of study as well as the established classics. In fine arts, the pupils study the art forms about them, particularly the architecture of their own city, and engage in poster work allied with community activities. These and the study of interior decoration, that the home itself may become more beautiful, are all a part of the school program. In addition, the community calls upon the pupils to urge the voters to go to the polls on election day, to collect clothes for the relief of the needy, and to canvass the city to secure work for the unemployed. In fact, at the present time there is little being done in the community in which the pupils from the first grade through the high school are not par- ticipating. By what right does the community make its demands?—The com- munity has a right to expect, as one of the returns on its investment, sincere desire for service on the part of the pupils. Today the com- munity is investing large sums of money in each pupil. In Detroit it costs the community approximately $75 for each year the pupil is in the elementary school, $120 for each year of intermediate school at- tendance, and $130 for each year in senior high school. Thus, for education alone, at the end of the elementary school the community has invested $450 in each pupil. By the time he has finished the ninth grade, the community investment in him is $810, and upon his gradua- tion from the regular high school, the sum has become $1200. The community has a right to expect the schools to provide those experiences needed by boys and girls for their growth and develop- ment which are not adequately supplied by other social agencies. Professor Bobbitt says, “The curriculum of the school will aim at those objectives that are not sufficiently obtained as a result of general undirected experience.” How may the schools determine the needs of the community ?—lft the schools are to continue meeting the needs of the community, it is necessary for them to determine what those needs are, to find out what experiences other organizations are providing, and to adopt a com- prehensive program to supplement these. How can the schools determine the real needs of the community ? Obviously, it will be necessary for the schools to go to those agencies which express the community needs. Some of these are the press, the business organizations, the luncheon clubs, the welfare organizations, the churches, and the parent-teacher associations. ‘Teachers and school officials can discover community needs and get an appraisal of the work of the schools by making contacts with such organizations. All community organizations and agencies may be used profitably, but. probably the press is the most important of all. The press in- eer re ome 2 bed teed Ot ee hw’ ee ist fee tant Gb — the tly r as art and and me ion, the and the the yar- »m- ent, »m- t it sin at- for ity nth ua- ose Op- ies. | at ral —If tis hat ym- ty ies the ns, nd of ns. sly, in- Tue Tentro YEARBOOK 385 — eludes books, magazines, newspapers, bulletins, yearbooks, annual reports, special reports, circulars, billboards, songs, and others too numerous to mention. All of these publications depict life and the conditions existing in the country as a whole, but the newspaper gives the needs of the local community more accurately than any of the others. Not only does the newspaper report news items, but it at- tempts to render service to the community by helping to mold public opinion, by bringing the merchant and customer together, and by giving assistance to many who do not know where to go with their problems. An example of the type of problems revealed from a study of this division of the press follows. For six weeks a daily analysis was made of some of the items pub- lished in three Detroit daily newspapers. The twelve headings chosen for analysis with the number of separate items recorded in each are given in Table 1. In the newspapers examined, space is provided in the so-called “ex- perience column” where people may send letters for advice regarding social and personal problems. These letters are published with the editor’s comment on them, suggesting lines of procedure or solutions for difficulties. The “letter box” is the recipient of messages either of complaint or appreciation on public matters of all sorts—a civic “safety valve,” so to speak. In the health column, questions are asked and answers are given, presumably by a physician, on matters relating to general health, symptoms of illness, and the like. The section on “questions” is devoted to the giving of information in response to such queries as the depth of the ocean, how to obtain a passport, or the exact nature of the theory of relativity. TABLE I—NwuMBER OF ITEMS FOUND IN NEWSPAPERS UNDER EACH OF TWELVE HEADINGS Classification Frequency Classification Frequency i ET ne 447 I © rein ee eaaniee 107 en ED ALL RODE 280 RMON 6 ic ctennaeasoasomes 96 | on pr 253 i ee ae eee 56 EE ee A ee 158 CRIM T06 ..anscnadenniansns 51 ne emer opr en Were 155 ea ae Pee ee 38 re ee 147 Interior Decoration ~--------- 30 The separate items were classified under twelve headings as shown in Table 1. For example, during the six weeks’ period there were 447 editorials which were classified under seven different headings. (1) Under national, were included such articles as comments on the President’s message, President’s viewpoint and the like. (2) Under international were classified discussions of armament, tariff, and the Mexican situation. (3) Under Michigan, taxes, capital punishment, relicted lands, and such. (4) Under Detroit, city budget, civic opera, 386 ELEMENTARY ScHOOL PRINCIPALS zoo, and like matters. (5) Under transportation, subway, airport, traffic rules, and the like. (6) Under prohibition were classified all questions either national, state or city, which dealt with prohibition. (7) Under méscellaneous were such items as the future of our auto- mobile industry, call money 20 percent, and other items of infre- quent occurrence, Although editorials are of interest to numerous classes in the schools, they are of special interest to classes in social science. When newspapers in their editorials, news columns, and letter boxes are dis- cussing such topics as mentioned above, is not that the proper time to present such topics to the pupils in social science classes’ ‘There probably is no better time during the child’s school life to discuss transportation than at the time the adults of the city vote on the sub- way question, nor a better time to discuss tariff than at the time Con- gress debates and votes upon the question. There were 280 letters in the Experience Column. ‘To make tabula- tion and analysis easier these letters were classified under six general headings. 1. Under encouragement and philosophy were classified letters from people in various walks of life. One was from an old man who said that life in the city moved too fast for him and that old men had no place in the modern world. One pupil in high school said that no matter how hard she worked she received only D’s and E’s. A mature person wrote a letter on hedonism. 2. All topics on romance and marriage were classified together. They included questions on how to be more popular, triangle problems, and the advisability of obtaining divorce. 3. Social Service problems included the advisability of sending a subnormal child to an institution, the directing of those ill or in financial need to hospitals, clinics, and social service workers. 4. Under morals, ethics, and conventions were classified such problems as those dealing with standards in which a girl of high school age wants to be modern and not “prissy” but her elders do not agree with her. Under this were also classified problems on the advisability of smoking, petting, habitual attendance at dance halls, and divorce. One young girl felt responsible for the supervision ot her parents and wrote to the Experience Editor about it. 5. Under finance were classified all problems dealing with budgets, how to get summer employment, how to get out of debt, how to save money, and attendant matters. 6. Under miscellaneous were classified such items as the advisability of taking free land and roughing it, of asking for the recommendation of certain educational books, and inquiring whether the landlord should pay for having the ceiling washed. There is not room in this article to give the results of the complete study. There were questions on science, religion, government, Eng- lish, and all manner of questions on the duties of the hostess, on rules of etiquette, and on the care of the skin, the hair, and the body. The most significant thing to education in all these problems under “Experience” is the need that people feel for going some place for in- formation. They have not received from the schools the help that renee ort, all ion. 1to- fre- the hen dis- ime 1ere "uss sub- ‘on- ula- eral le in city One only juded ty of rmal itals, those 1 and sified lance t her o get idant aking ional ished. »lete ing- “ules nder r in- that Tue TentuH YrArRBooK 387 they need. People have not learned where to get information, nor have they learned how to take care of simple finances. They have not learned that most important phase of human relations—how to get along with others. The lack of training in morals, character, and social responsibility can be easily seen in most of these letters. Many of the letters written and the questions asked were vital in the lives of those who sought an answer from the newspaper. Evi- dently people need guidance and help in many social problems that are not touched in the schools or, if so, only superficially. The press and the school eurriculum-—-Curriculum builders who wish to study the social group and to build a curriculum around its activities will find that the newspaper and the press in general are invaluable instruments. Although some studies of this type have already been made, many more are needed. Each large community has its own problems. The newspaper is one of the best sources to which one may go to find the special problems of the community. A study of conditions in Cleveland may not be applicable to Detroit. Studies of the industrial conditions of a city or town may show that we are training more commercial students, for example, than we can place in positions, or they may show that we are not meeting the demands of the employment organizations. In any case research wili show whether or not we are meeting all the life demands of the group. If the schools are to serve adequately all of the people, it will be neces- sary for us to discover community needs and attempt to meet these needs in the curriculum, even at the expense of omitting some of the activities which are now considered essential, but which may be a carry over from the needs of a preceding period. RINCIPALS who guard school procedure zealously so that the all round development of children is assured often make no such provision for the development of the individuality of teachers. If the growth of childhood is to be assured, is it not necessary to free teachers so that they too may grow into well rounded, wholesome men and women, living continuously healthier, richer lives?—Virginia FE. Stone, Chapter IV. 388 ELEMENTARY ScHoot PrincipAts CHILDREN AND CURRICULUMS CHANGE DorotHy M. BLATTER Principal, Kensington School, Grand Rapids, Michigan T A recent school board meeting the question was asked: “Are you ever going to be through working on the curriculum? The superintendent replied: “Never, because the curriculum is a con- tinually changing process.” Surely this is true, not only because of formal curriculum revision programs, but because children and teach- ers in the classroom shape the course of study as they use it. The pur- pose of this article is to illustrate this ever-changing process. Children are interested in the curriculum—In the upper elemen- tary grades, where the teachers can take the children into their con- fidence and talk over the goals for the year’s work, children respond with a greater zest and understanding as they work through their ac- tivities. Units of work acquire new effectiveness in developing re- sponsibility and cooperation because of a better understanding be- tween teacher and pupil of the common goals in achievement. As children are taken into the confidence of the teacher and grow into a more cooperative group, more time can be spent upon the things they wish to do. For example, a group of sixth graders wanted to know when they would learn the adverbs, pronouns, and compound sentences which their older brothers and sisters at high school often talked about. Upon checking through the English course of study with them, the teacher helped these children to see that good English expression both oral and written, right in their present situation paved the way for easier learning in the high school. They under- stood their position in the scheme of things much better through this consideration of the curriculum and went at their particular tasks with a happier attitude. They also found that if they carried out their work each day with dispatch, more time was available to do the things they most wished to do, such as working with clay, wood, paint, cloth, and paper. The art and music interests of certain in- dividuals could be developed further by clearing up some of their necessary learnings first. Children in the upper elementary grades are conscious of the need of certain fundamental learnings. When the teacher and the group discuss the common problems, consult the curriculum booklets and then proceed steadily along definite lines toward mutually agreed upon goals, harmony and cooperation are bound to exist. Each cur- riculum is also subject to modification depending upon the teacher’s attitude, composition of the group, and the type of community from which each school draws its children. When the teacher con ‘des in her children as to the goals for the year, she must adjust the suggested activities listed in the curriculum to the needs and abilities of the group. Hence a group consisting of mostly foreign children should Tue Trento YEARBOOK 389 engage in activities adapted to their understanding and natural ten- dencies. A group of colored children have more interest in folk songs and rhythms than would their Dutch friends in a nearby school. Children whose parents are on a sound economic basis will respond to many suggestions in a curriculum much more readily than the chil- dren of transient families. In order to make the above points clear, specific examples of cur- riculum adaptation to pupil needs will be cited. Children shape the curriculum as they attack the problems which activities present to them. They either accept, reject, or modify the suggestions pre- sented to them in the light of their past experience and present en- vironment. Nature study—The first example has to do with the nature study course as used throughout Grand Rapids schools. The groups dis- cussed are fifth grade children of two schools located in different sec- tions of the city. Tne teachers of both classes are sincerely interested in boys and girls and are enthusiastic about their work. They under- stand the need of adapting the course of study to the interests and abilities of their own pupils. School A draws its pupils from a group of middle-class home owners, chiefly thrifty Dutch families. Groves of trees surround the school and much is done by the children and faculty to beautify their school yard with perennials and shrubbery. School B, situated among various industrial plants and the make- shift accommodations for laborers, lacks the background of natural beauty. These children come from broken homes and 50 percent are transients. The activities listed in our nature course of study center around the study of the flora and fauna of the United States. Collections, ex- cursions, scrap books, and slides are some of the specific suggestions that are mentioned to aid the group in obtaining an understanding of their surroundings. School A with its natural setting among the trees and flowers, has the advantage in stimulating the collecting activities of children. The fifth grade room abounded in individual and group collections of twigs, leaves, and bark. Beetles, butterflies and caterpillars were made into mounts after children had observed their development. Toads, frogs, and snakes in various stages of activity became inhabi- tants of home-made cases. Scrap books, containing descriptions of specimens, stories of excursions, and study sheets for further investi- gation, became a happy means to a better appreciation of the home environment. Parents showed an interest in these activities by tak- ing their children on week-end trips, allowing home collections of pets and specimens to accumulate, and encouraging the investigative type of working. With such cooperation, these fifth grade children not only attained the objectives set up in the nature course of study, but they developed many new activities that were not listed for them. 390 ELEMENTARY ScHoot PRINCIPALS In contrast, the children of School B were handicapped at the out- set by economic conditions over which they had no control. Excur- sions to distant parks and ponds were out of the question. Stimula- tion from the home environment was meager. The school yard itself provided little interest because of its lack in natural beauty. Al- though those children brought and studied frogs in the aquarium, their collections stopped there. The teacher contributed brilliantly colored leaves, interesting weeds, and seasonal flowers. ‘These con- tributions brought much admiration, but no imitation. The locality, the home conditions, and the tendencies of the group did not encour- age extensive interest in nature study. Since the contributions to the class work were meager these children did little in shaping the con- tent of the nature study course. Social studies—The aims in the history course of study for the sixth grade are centered around the idea of interdependence of groups of peoples. For example: The European contributions to American civilization and American needs and development as related to the Old World. Activities include the making of a book to show the de velopment of printing, the construction of boats or other examples of transportation, the writing of a play, and the reproduction of a medieval castle. Such projects are profitable largely in terms of the interests and facilities of the classes that are studying that period of time. To amplify this point, we shall consider the work of two schools. School C is in a residential district consisting mainly of professional people. Libraries are an important feature of these homes. Conver- sation in family circles is apt to be more or less along educational lines. Magazines are subscribed to and read. The children come to school with a background of interest and experience. The activity chosen by the children for the year’s work was a pageant depicting the scenes of European peoples long ago, some of the early explorers of America, the first settlers in the new land, and, finally, the amalga- mation of all peoples to make the United States. The pupils planned the scenes, wrote their own lines, made the stage settings, and pre- pared a very attractive program. Many reference books, magazines, and papers were searched for the necessary information to make their protrayals true to history. Interested parents, supervisors, and friends contributed suggestions and information as the activity prog- ressed. A most worthy production was finally presented to groups of children, teachers, and parents. The contribution of this class to the curriculum was not only valuable at the time but it continues to stimulate other classes from year to year. In School D, located in a residential district where the people are mostly home owners, another sixth grade class became interested in a history unit. The boys in the group constructed types of water Aas PP —_— ~*~ hw ~~ be Peo rr HRD - nr - PD mn- Ps 4 [ps ire ter Tue Tento YEarsook 391 transportation to show the influence of time upon man’s achievements in that direction. The girls worked out a frieze for their room show- ing the development of transportation by water. At one end of the panel one could see water travel in a burned-out log and at the other end a picture of the latest oil-burning steamship. As a climax to the study, the class prepared a luncheon for their mothers at which they explained what the Old World had contributed to the present modes of transportation. While these children engaged in a worthwhile activity, their contribution to the curriculum was not so rich in con- tent as that of the group in School C. However, pupil effort was at a high level and the research of the group influenced the construc- tion activities of the school’s history work. Parents can be helpful—The descriptions given above have already shown how parents may be enlisted through the interests developed by children in the classroom. The parent-teacher group offers the principal another means for acquainting citizens with the school’s curriculum. We must show parents that the new course of study does not neglect the adult standards of skill in the fundamentals, good character, and civic knowledge. A school community that is definitely informed about the plans and achievements of its children develops the type of pride and loyalty in its school which will weather many a stormy season. Even the foreign parent, if he is made to understand that his child is getting the fundamentals, will not object to the child enjoying the school’s experiences. Well-informed pzrents will usually do everything pos- sible to cooperate with the teachers and the principal. The curriculum is a cooperative project—In this age of multi- tudinous suggestions, the teacher needs a guide through the many splendid ideas on subjectmatter, activities, and school problems. Such a guide is an up-to-date printed curriculum. It helps her to stimulate the thinking of her pupils along certain lines, to direct them from others, and to provide worthwhile les arning situations as the group delves into an activity. The best curriculum helps the teacher to check upon the know ledges, habits, and skills as well as attitudes of children. The curriculums of greatest value to a teacher are constructed by many persons. The classroom teacher in her contacts with children is able to bring worthy contributions. Supervisors and principals, who because of their positions are able to see and understand many learning situations involved in the best teaching, contribute ideas which are somewhat broader than those of the classroom teacher. Supervisors see the need for graded difficulties, for large units of work in each grade, and for the consideration of definite outcomes. The fourth type of individual, who adds vision and the results of re- search, is the specialist in the theory and practice of curriculum mak- ing. 392 ELeMeNTARY ScHoot PrincipaLs When curriculum making in a school system is the cooperative en- terprise of teachers, principals, supervisors, and specialists, then wholehearted interest and enthusiasm in its use will result. Admin- istrators, as well as supervisors, will find better attitudes towards supervision if classroom teachers have been invited to share the re- sponsibility of making and launching the course of study. Conclusion—Let us go back to the first paragraph in which the school board members hoped for a discontinuance of the curriculum committee. Such a state of affairs can never take place in a pro- gressive school system. The curriculums are always changing ac- cording to the needs and the findings of the best groups of children and the most alert teachers. As a city grows, so must its schools develop and seek to adapt courses to the best qualities in its children. Revision of courses of study will be a continuous process where con- tributions from experienced groups are accepted, modified, or re- jected. The locality of the school, the caliber of its patrons, the abil- ities of the children and the personality of the faculty all exert their influence in shaping the curriculums of the schools of today. TIS HUMAN toerr. All of us make mistakes, the prin- cipal as well as teachers. Yet, we learn by our failures as well as our successes. But we learn more by our successes than we do by our failures. Any one who closely inspects a teacher’s work can detect and point out flaws. It takes a higher and more subtle type of thinking to work out a plan of action that will help to eliminate the imperfections in a teacher’s work. Most teachers realize their shortcomings. What they need most is help in overcoming them.—Irwin O. Addicott, Chapter IV. y Se. - =» —=—- = @® TD 4 -_mn eo ae a —_ en- hen \in- rds re- the um ro- ac- ren ols en. yn- re- vil- eir Tue Trento YErArsBook 393 PUPIL PARTICIPATION AND THE CURRICULUM R. J. WASSON Assistant Superintendent, Public Schools, Colorado Springs, Colorado ANY observers are absolutely convinced that our course of study making is so paternalistic that little round boys and girls are being forced into square holes in a curriculum without any re- gard for those sacred American rights of life, liberty and the pursuit of happiness. We are told that preconceived ideas of professional curriculum makers govern everything, and that it is ridiculous to think of children as having anything to do with the course of study. The above charges might be true if courses of study were made only by curriculum committees at prescribed meetings. In fact, cur- riculum making is a continuous process in which complicated forces are at work at all times. One of these elemental forces, one of the most powerful, is the pupil. In spite of the objections of people who think that a course of study should be the imposing creation of an in- spired authority, the fact remains that mere pupils, who are supposed to be only on the receiving end of the en process, are actually shaping our curriculum in positive ways It is the purpose of this article to eoaiaiid four de“nite sc hoolroom situations that may be used as evidence of the direct and indirect ways in which pupils effect the curriculum. The data submitted in support of this thesis are limited in number, but reported in some detail so as to afford opportunity for analysis or deduction. Each of the four examples are from representative teachers in our school system who can speak with a convincing first hand knowledge of pres- ent practice. The first report is chosen to show how course of study materials and methods are being determined by pupils of different native ability. In many educational systems, three ability groups are recognized for the purpose of differentiating the courses of study to meet the needs of individual pupils. Ability groups in social science—The three-level arrangement of subjectmatter in junior high school social science affords a good illus- tration.1 Since social science is a subject as broad as the world is old, there is no dearth of what may be offered, or indeed of what may be left out! The simplest course that may be planned for the slowest pupil is yet of vital importance—and the most enriched course that can be given the bright pupil is meager compared to the possibilities of the material at hand. The maker of the course of study should be thankful that the children insist on helping determine what shall be offered. 1From a report by Elsie B. Essex, Chairman, Social Science Department, North Junior High Se hool and Chairman, 1927-1930, Junior High School Curriculum Committee, 394 ELEMENTARY ScHoot PrINcIPALS The first problem taken up by our curriculum committee was that of the slow-learning pupil. In the seventh grade a simple textbook was sought because the slow pupils could not understand the vocabu- lary of the regular social science text. Since an easier book could not be found, teaching units were devised which greatly simplified the subjectmatter. Simple objectives were set forth, and points of em- phasis determined. Procedure was suggested intended to simplify the learning process. These teaching units were sent to all the teach- ers of slow groups in the junior high schools. In order that the pupil might experience the essential feeling of success in his work, the uniform examinations given at the end of the semester were based directly on the specific objectives and the points of emphasis found in the teaching units. The venture proved an entire success. The dull child is working harder than ever, because he can do the required work, and realizes that school is a place where he really belongs. Little does the child dream that he has told us what he can do, and we have been wise enough to listen. In the eighth grade, the American history texts were too long and difficult in content for the slower groups. A simple little book was found, which was most entertainingly written, and which contained excellent completion tests and problems for fifth and sixth grade pupils. This text was supplemented by teaching units containing specific objectives, points of emphasis, and additional facts. ‘This course also has proved successful. The teachers report that the pupils love their work, and moreover, succeed in it. The class now has time to discuss interesting current events and to carry out some projects, such as the making of an American history museum, or the dramatiz- ing of the life of Columbus. Slow children always seem to know quite a bit about Indians, and are always eager to talk about them. A certain slow-learning Amer- ican history class was transformed by the pupils being allowed to call themselves “Native Americans,” with a class organization of four Indian tribes. The tribal names chosen were: Kiowas, Comanches. Shoshones, and Osages. Big, rough, mentally-retarded boys ever after entered that history class noiselessly, as befitted their tribal custom. Drill work on important points was entered competitively. and good grades became “scalps,” careful record of which was kept by the “sachem,” or teacher. The teacher felt very fortunate in that she had been able to understand the subjectmatter which most ap- pealed to this particular class, and made the most of it at all times. She called the pencils “tomahawks,” which must be kept ready, and insisted that Indians stand erectly and move quietly. At times “council meetings” were held to plan a simple dramatization. In one building, it was felt that much of the subjectmatter in the vocational civics course did not appeal to the girls in the classes, while —m ak ok Ue —, nd ‘as ed de ng Lis ils ts, iZ- rd l'- 1] ur er al Tue TentH YErARBOOK 395 on the other hand, the boys were not especially enthusiastic about the parts that the girls found most pro itable. So the pupils were divided into classes of boys and girls. The girls could then consider the possibilities of stenography as a vocation thoroughly, without boring the boys with their discussions. Meanwhile, the boys could enlarge upon the vocations most interesting to them. One class of girls formed a “Junior Business Girls’ Club,” and carried out a num- ber of projects, such as a poster contest. Each girl made a poster setting forth her chosen vocation in picture form. Two posters made by girls who wish to become dressmakers were especially good. These posters were adorned with the cleverest of miniature costumes made by the girls themselves. Such work is surely the most interesting of subjectmatter. The average groups have not been the source of as much anxiety on the part of curriculum makers as the superior and dull groups. Somehow, the average pupils adjust themselves to subjectmatter of - fered them and get along. Perhaps their needs are more clearly un- derstood because there are so many of them. The bright pupils are receiving the most attention from the curriculum committee. The brilliant pupil, with his eager, thirsting mind, has been slighted, pushed back, ignored too long, but we are really listening to him now. The objection has been made that bright pupils, put into classes by themselves, tended to become vain, haughty, snobbish. This condi- tion could not happen if these superior pupils were forced to extend themselves every day in order to meet the requirements of the course of study. A brilliant class given the proper subjectmatter is humble. Not too humble—for these pupils, too, should be happy in their work, but nevertheless, humble, in the presence of the great mass of human knowledge, the immensity of which has been made evident to them. The superior groups in the junior high schools of Colorado Springs are being given an enriched course to answer the plea for work which will attract, interest, and challenge. This course in social science gives the essentials of the year course for the seventh grade in the first semester, whereas the average groups have a year for it, although with a different procedure in the treatment of the material, In the second semester of the seventh grade, the bright groups begin Amer- ican history, which is concluded by them in the first semester of the eighth grade. A special course in community and vocational civics has been planned for the second semester of the eighth grade, leaving the ninth grade for the first half of world history—ancient history to be given in the first semester, and medieval history in the second semester. The second half of world history is to be given in the tenth grade. The course outlined will test the powers of any pupil, however brilliant. The work is varied in content, and comprehen- sive in scope. The pupil has had a distinct part in the planning of 396 ELEMENTARY ScHooL PRINCIPALS the work being offered him, and alterations will be made, where there are indications of the need for them. It can very clearly be seen from the foregoing exposition that the wide difference in native ability of pupils has definitely affected this course of study (1) through a difference in the reading difficulty of texts used, (2) through methods of lesson presentation which are employed, and (3) through the amount and type of material that is offered at the different levels. A project in geography—The second method which has been se- lected is the project method. One of the strongest points of the project lies in the opportunities which the pupils have for shaping the meth- ods and the subjectmatter of the regular course of study. The follow- ing description is an account of a fifth grade project in geography which developed from the spontaneous desire of the pupils to corre- late manual and mental activities.' The general topic for study in the geography class was the scenic attractions of North America. The topic was selected by the teacher because of the desire, shown by the children in their language work, to write about the trips taken during the summer vacation. When the class was having its first lesson on scenic attractions, the pupils wanted to include descriptions of the beauty spots around their own locality. In a community where there is considerable interest in tourist travel it was natural to discuss why people should visit Colo- rado Springs and the Pikes Peak region. Children were quick to point out arguments which local newspapers and the chamber of commerce had been advancing to induce tourists to come to this local- ity. These included accounts of the scenic attractions of the region, the healthful climate and other points which were familiar to the chil- dren. During these first two or three days some children brought pic- tures and snapshots, not only of near-by places, but of more distant ones which they had visited. The interest of the class expanded until it was thought worthwhile to collect and to study pictures of scenery of North America. Among the pictures acquired were some of the best-known national parks. The teacher told a few facts about the parks which she felt would be of general interest and members of the class told of their visits to various parks. The boys, quick to seize any chance of making use of rivalry and teamwork, suggested that the class be divided into two teams that would compete against each other in collecting pictures. As the specimens were brought in they were mounted and placed in the position where each team had set up its exhibit. During the class period the pictures were studied and used for map work in place of geography, being labeled as follows: “This is a picture of a scene in Yellowstone Park. The Park is located in the northwest corner of 1Project under the supervision of Jewel M. Pryor, 5th Grade, Longfellow School. 1ere the this r of are t is — edad — rors wen Slit cedanbietanaiaenneeel Tue TentuH YEARBOOK 397 Wyoming.” The class would then locate Wyoming and the park on amap. During the picture contest the teacher discovered that two or three boys were interested in making a small scale model of the Mesa Verde National Park. This discovery was the beginning of the new project. The children organized themselves into groups and each group se- lected one park for construction. The work was entirely pupil- directed with the teacher supplying references and material when the children asked for it. The room had movable furniture so the groups could arrange places for the construction of the parks. During the construction the members of each group learned to know that park very intimately and to realize why it was a scenic attraction. As a culmination the class decided to have a “national park party” and invite friends and relatives to come to the room for a tour of the parks. In explaining the construction and the principal features of these parks it was necessary for each child to be able to give a report on his particular national park. The project developed into one of interest and real worth, capitalizing readiness on the part of the pupils through the alertness of the teacher. During the construction work it was necessary frequently to drive the pupils home at the close of school. When parents called for children they were urged to view the progress made during the day and to hear a detailed de- scription of the project from the enthusiastic children who were learn- ing about the parks for the first time themselves. During the park project, interest was more sustained than is pos- sible with a situation which is completely planned and controlled by the teacher. The problem of conduct, customarily a troublesome one for a certain group of boys, disappeared during the progress of the project because those same boys had become actively engaged in something that seemed real to them. The project led the pupils into points of contact and correlation with work in history, spelling, lan- guage, reading and even arithmetic. The library became a focal point of interest. It developed civic interest through visits to the local broadcasting station in search of maps, to railroad offices for descrip- tive literature and to the chamber of commerce bureau of informa- tion for national park booklets. Road maps were acquired from dif- ferent sources. Reference books were dug out of home libraries as well as the school and public libraries. Illustrated booklets and pic- ture albums of snapshots were brought from home by many of the pupils. Fathers were induced to give ideas of construction, of stone work, and of carpentry. Mothers were asked to help with costuming and decoration. From such activities, it is clear that home partici- pation and wise use of leisure time were some of the added results from this geography project. Most valuable for our purpose, is the evidence that pupils’ desire for real activity has many opportunities for real life situations. Dur- 398 ELEMENTARY ScHooL PRINCIPALS ing this project pupils actually were responsible for initiating the idea through the interest which they were showing in summer vaca- tion trips. When some members brought pictures to show to the class, the next step was started. The actual construction work of the model plans was directly due to the interest of two or three of the boys. Many minor outcomes were brought about through pupil- directed activities that occurred during the progress of the unit. The project method of teaching is valuable because in it the course of study may be interpreted so as to obtain from children the greatest amount of pupil initiative, self-appraisal, self-control and coopera- tion. A correlated second grade activity—The third p®oof of pupil par- ticipation in curriculum building has been selected from the second grade of a platoon school. This activity shows the natural correla- tion when pupil interest and inquiry in one field overlap many other fields and thereby lead the teacher to develop whole units of subject- matter rather than isolated sections. The correlation in this instance has been developed through the use of the project method, but the idea of an auditorium program was not present at the beginning. ‘The auditorium presentation developed from pupil interests which the teacher capitalized upon at different stages. The original incentive for the activity came through the children’s reading a set of books called Art-Literature Readers.| Two regular reading periods were spent looking through the books. The children selected the pictures which appealed most to them and imagined stories about them. The children next became interested in reproducing the pictures by posing, using for costumes whatever accessory was at hand—a large ball for Baby Stuart or an overcoat and hat for Blue Boy. They found this so enjoyable that it was decided to use the idea for a school auditorium, and from that time forth activity of every kind seemed to flourish. A definite choice of the nine pictures listed below was made by the children. Hiawatha Elizabeth Norris Boy With a Rabbit Sir Henry Raeburn Madame Le Brun and Her Daughter Madame Le Brun Baby Stuart Sir Anthony Van Dyck Penelope Boothby Sir Joshua Reynolds Age of Innocence Sir Joshua Reynolds Blue Roy Thomas Gainsborough Girl and Cat Paul Hoecker Feeding Her Birds Jean Francois Millet ‘Activity under the supervision of Rose K. Eastland, Second Grade, Buena Vista School. — the aca- the the the pil- The . of test ra- ar ond sJa- her ct- nce the ‘he the n’s lar ed —a ey ol od THE TentH Y FARBOOK 399 —— Simple costumes were designed with a little help from mothers. This work did much to focus the attention of the children on color combinations. Among ideas suggested to improve the program was the use of songs which the children had learned in the music depart- ment. They were delighted to find that they knew some songs that seemed quite well adapted to the pictures, suc has “Bunny Rabbit” for the Boy With a Rabbit, “In Days of Old” for Penelope ‘Boothb y and the Blue Boy, and “I Love Little Pussy” for the Girl and Cat. The children asked the music teacher to help them find other songs and to teach them so that they might become a part of their auditorium program. This resulted in “Indian Lullaby” for Hiawatha, “Off to Dreamland” for Baby Stuart, “Children People Love” for the Age of Innocence, “Twilight” for Madame Le Brun and Her Daughter, and “Cradle Song” (about a nest full of birds) for the picture Feed- ing Her Birds. Songs were one of the most valuable outcomes be- cause they furnished an opportunity, during the auditorium program, for every child to have a part in the presentation. The art department found that large colored reproductions of the pictures could be obtained from the public library. When these ar- rived they were placed on low bulletin boards where they were surrounded almost all of the time by absorbed groups of children. Since most of the pictures lent themselves admirably to silhouettes, the children were eager to make these in the art room. The posters were used for display on the bulletin board in the main building as a means of interesting the whole school. The displays were made every day in advance of the program, because the children thought that a more appreciative audience might be secured in this way. Since the school was conducting an experiment which related lan- guage. spelling and writing, the spontaneous and sincere interest of the children in the picture program was eagerly welcomed as an op- portunity to further the idea. Each child selected the picture about which he wanted to write. Free composition work at the board brought to light the facts in which he was most interested. at the same time serving as a basis for special help. At the next writing period individual children were given time for a conference with the teacher and suggestions were discussed as to how to make each theme more interesting. Abandoning the regular outline for a week made it impossible to incorporate certain difficult words for which no natural situation had as yet presented itself. The list comprised such words as thought, think, having, because, know, knew, under and through. A few words such as artists, paint, picture and beautiful had to be supplied since the written vocabulary for second grade did not include these. These efforts resulted in a book, called Famous Pictures, to which every member of the class contributed in some way. The book contains a 400 ELEMENTARY ScHooL Principats simple explanation of the project, a story about each picture, and it is illustrated with the silhouettes. Of course, Famous Pictures, oc- cupies a favored place on the reading table and is thoroughly enjoyed by the children. Other written outcomes of the project were notes of invitation and of thanks for help received. Stories interesting to the children were written about the cat and the rabbit which were borrowed for two of the pictures. These pets soon became very much at home in the schoolroom. The progress of the above unit of work is replete with instances where the children were responsible for steps affecting the course of study. The correlation with the language, writing and spelling, and with the art and music departments, culminating in the auditorium program, make a well-developed unit for which the interest of the children was responsible, even to the extent of setting aside the regu- lar course of study for a week. The teacher remarked that her great- est satisfaction came from the spontaneous and sincere enjoyment of the children which was so prominent throughout. It is evident that this was largely due to the ways in which they were permitted to modify the regular course of study. Extra-curriculum activities—In the past there has been a tendency among school people to divide pupil activities into two groups, the curriculum and the extra-curriculum. Pupil interest in the latter group, which included clubs, societies, athletics and students partici- pation in school government, has been often more genuine than in the regular school offerings. Many authorities now regard any ac- tivity, worthy of a place in the school, as a part of the regular cur- riculum. This broader field offers perhaps the greatest opportu- nity for pupil influence in shaping the course of study. The fourth example, selected for this article shows how pupils shape their char- acter when allowed to participate in the government of the school. Such activities provide opportunities for pupils to take part in real life situations where it is often necessary for them to make their own choices from optional courses of conduct. This experience has a profound influence upon the development of character. It is timely when much is being said about the place which character education should occupy in the school program. For the purpose of showing how pupils shape the activities which are the course of study in this field and how the results indicate the way in which it is working, some opinions of pupils and teachers are given. It will be readily seen that the effects are far-reaching and touch the lives of the pupils at many points during their daily school experience. Space does not permit a description of the actual situa- tions which have made possible the results enumerated in these ob- servations. The comments are unfavorable as well as favorable. 1 it oc- ved nd ere che Pes nd e—_— ewe CY CFO oe ne eRe Fy PE eee Tue Tento YEARBOOK 401 Both are given because of the effects which they have on character development. Pupils have reported that when they see favoritism of officers, bribery of officers by offenders, and violation of rules by officers they feel the offenses keenly. In the past, cheating or fibbing to the teacher were certainly not so universally condemned. Wrong doing was thought to be cleverness or justifiable revenge against a traditional enemy. Raisins the question of right and wrong in the pupil’s mind is the first step in convincing him. When a real situa- tion such as favoritism or bribery is exposed, the other citizens are quick to sense the fact that the officer has violated his pledge of office, that he is not fit to hold office, and that he should not wear the badge of honor of the school. Student participation in the government of the school is a course of study in character development which is almost entirely controlled by the pupil. The following results, based on teacher observations, seem to justify a wide usage of so important an educational device. 1. It cultivates a more critical attitude toward right and wrong on the part of all the children. 2. Children become more conscious of meaning of personal honor when an officer pledges his loyal support and cooperation to the school, and fails to keep his pledge. 3. Annoying disciplinary cases have improved when responsibility for the wel- fare of the school is placed upon them. 4. It develops thinking and stimulates and motivates discussion in meeting situations that result in character-forming attitudes. 5. It trains children in the habit of expressing themselves in parliamentary procedure which has a carry-over to classes. 6. Officers are looked up to as examples, especially by younger children, and older children take great pride in their responsibility for the younger ones. 7. Children, when given responsible positions and proper guidance, build up their own inhibitions by seeing the need of self-control. 8. Sometimes the wrong pupil is in authority and character building through restraint is developed, not in the leader, but in those led. 9. Any person who has learned and practiced self-government and self-control is bound to be a big asset later in making a law-abiding community. Summary—The four methods described in this article are but a few of those in which pupils are helping to shape the curriculum. Some of the other ways that are just as effective as the ones described are simply listed below because further space is not available: 1. Children in a foreign section of a town exert tremendous influence in modi- fying a course of study. 2. Unexpected current events when tied up to real life experiences of the chil- dren will modify a course of study in many ways during the course of the year. 3. Individual differences in achievement in various subjects make necessary some modification of the regular course of study because of the remedial situations that demand attention. The adjustment room modification of the regular course of study through the needs of the children is worth an entire paper. 4. The growth of the museum and collection idea with the opportunities which it offers for special emphasis in particular localities will affect many courses in the general school program. 402 ELEMENTARY ScHoot Principats 5. All vocational and industrial subjects reflect the desires of the pupils and are subject to modification through the needs as expressed by those pupils during their course. 6. Pupils’ ideas of self-expression and their creative instincts may have pro. found effects upon courses in art, music, and dramatics, if opportunities are recognized by sympathetic teachers. 7. Instinctive play desires together with current health and hygiene provlems have a very definite bearing on the course of study in health and physical education. The above points should provide stimulation to our thinking and action in the future. Convincing proof exists that pupils exert an influence upon our courses of study. As educators, we should not only be conscious of these effects, but should do something in the future to insure a more active participation by the pupil in the for- mation of courses to fit his needs. Instead of these static and super imposed courses of study, let us have more flexible curriculums in- spired by the needs, capacities and interests of children. N THE conference with the teacher after the lesson, an attempt to evaluate the socialized recitation was made. The teacher saw the faults of many parrot-like answers. She realized that the teacher-pupil is in danger of calling too much on either the brightest pupils or the poorest ones. A goox| point of the recitation was that more than half the class of 46 were represented in the discussion. Additional points might be made to show how the stenographic reports catch the intangible elements of the socialized recitation so that teacher and principal may analyze the method.—Claude L. Williams, Chapter IV. —— S and uring » pro- 3 are »lems ition. and Cf an not the for- per- in- Tue Trento YEARBOOK 403 ASSISTING TEACHERS TO FORMULATE UNITS OF WORK LAURA B. McGILL Teacher, Lindbergh Junior High School, Long Beach, California NE CHARACTERISTIC of American education is the wide- spread use and belief in the school textbook. Teachers often feel that a year’s work has no “base” or core unless some superior officer prescribes a standard text. Supervising officers are often horri- fied at the possible errors which may creep into a classroom where no text stands guard. Why the textbook habit?—Our faith in textbooks has certain in- teresting historical causes. When public education sprang into exist- ence it did so over a relatively few years. Libraries were few and far between at that time. A nation spreading rapidly over a continent had little time for books. Let us recall how the boy Lincoln walked for miles to borrow books which today are sold for a dollar at the nearest drug store. Another reason for textbooks arose from the fact that our teachers were poorly trained. We were a young nation and a “little bit o’ larnin’” had to go a long way. The young persons who went into teaching did not have the deep and rich academic experience which many teachers have today. Are we ready to abandon the textbook?—Many educators today feel that the textbook is a mill-stone around the neck of the trained teacher. Such an attitude may be justified in our large city school systems where high salaries have brought together the teachers of the finest preparation. But let us remember that the major portion of American children are still in rural or small town schools. Let us not forget that if two years of college training were set up as the minimum, as many as 80 percent of the teachers in the rural schools of some states would have to be given further training or discharged. Furthermore, we cannot overlook the fact that the bulk of our city teachers were trained in “textbook methods.” W hat is to be done?—It is the viewpoint of this article that much of the responsibility for changing conditions rests upon the elemen- tary school principal. It is up to him to show that the development of many supplementary readers, the magazines, the reference libra- ries, the encyclopedias, the newspapers, and the radio have opened up new sources of information. No longer is the textbook the “whole house” or even the first floor— it has been delegated the important function of being the founda- tion. No longer does it dominate the whole structure or the sur- rounding landscape. In place of the textbook teachers are substituting units of work. Essentially, these are topics around which there gather hundreds of 404 ELEMENTARY ScHOOL PRINCIPALS questions like a swarm of bees. Children and teachers alike have introduced the keenness of the hunt. No longer is it “what does the textbook say”—rather “what do we want to know” and “what do we need to know.” How can we take the next step?—In the opinion of the writer, the unit of work procedure cannot be adopted by the typical teacher without some help. It does no good to print in the course of study: “Work out a unit of work which will help children appreciate China.” Teachers have a right to be shown a “type lay-out” or plan for the new procedure. With the above thought in mind the writer proposes the following “type outline” for the study of any foreign country. It so happens that the following is based upon China, but the general topics and approach could have widespread application. AN OUTLINE OF AN ILLUSTRATIVE UNIT OF WorRK ON CHINA FOR GRADES Four, FIVE AND SIx. I. General Objectives A. To help the children develop an understanding and genuine apprecia- tion of the material and cultural gifts the Chinese have contributed to world civilization. B. To show that the characteristic differences of the Chinese from us are due to the adaptation of their mode of living to geographical] and environmental conditions within their own country. C. To develop an appreciation of the problems in the lives of the people, and how they solve these problems according to their own valnes or standards. D. Appreciation of the excellent qualities of the Chinese as: energy, pride in good workmanship, loyalty to home land, and folks. E. Creation and maintenance of a genuine friendly relationship between our children and the Chinese, especially needed in California, as well as in the whole United States. F. To show the commercial inter-dependence of China and the United States. II. Possible procedures, to introduce the subject A. Visual methods, that stimulate two questions: 1. I wonder why? 2. Why didn’t I know? B. Collection of various Chinese articles as chopsticks, tapestries, jewelry, art materials, paintings, articles of clothing. C. Talk on China by a native Chinese, or by a sympathetic visitor who has been in China in whose social insight and reliability you have com- plete confidence. D. Reading of Chinese stories such as “The Goddess of the Silk Worm” or “Nightfall” in the book A Child’s History of the World. E. The story of Marco Polo in China. F. Visiting the harbor when a Chinese boat is at dock. If possible, visit the boat. III. Activities that accompany this study: A. Raising silk worms. B. Making one large class, or individual small book!eis on China. cia- uted are and ple, s or ride een as ted Tue Trento YEARBOOK 405 Getting a silk exhibit for the school museum. Visiting a Chinese truck farm. Dressing Chinese dolls to represent various types of Chinese and occu- pations. The boys could carve out the bodies from wood. Dressing friendship dolls to send to Chinese children. F. Collecting some genuine Chinese folk and fairy stories and poems for our library. Illustrating them appropriately. Collecting Chinese songs and proverbs. Learning an authentic Chinese dance, and giving it to the school at assembly. I. Visiting Chinatown and making oral reports on: foods they had for sale, bamboo articles, tea packing, Chinese customs that differ from ours, and deciding which is better from a hygienic point of view. J. Making graphs or charts to show products that we send to or receive from China. K. Reading the story of Ray Chapman Andrews and his explorations in Central Asia. L. Bulletin board: posters, pertinent clippings, and pictures. M. Ascertaining why bamboo is used so extensively. N. Write an imaginary story of a visit to the home of a wealthy Chinese. Boo mi LV. Leads for study: A. Why the Chinese use wind power whenever possible. B. Why the China of today is engaged in a civil war. C. Part played by foreign nations in this revolution, D. Why was the Great Wall built? E. Why so much valuable land is occupied by graves. F. History of paper making, ivory and teakwood carving. G. Read an account of the life of Confucius. Tell it to your group at the Reading Club. H. Plan a trip to China: (1) route, (2) port of departure and entry— why? (3) shortest route—prove by measuring, (4) best season for ocean voyage to China, (5) railroad and steamship lines used, and (6) cost. I. Uses of rice-straw. J. Why is China called “The Helpless Giant’? V. References for supplementary reading: A. Magazines 1. National Geographic. November 1920, April 1925, April 1927, October 1929. 2. Asia B. Books for children 1. Clark, Vinnie B. Asia. Silver Burdett Co., New York: 1925. 2. Allen, Nellie B. Geography Reader. Ginn & Co., Boston: 1916. p. 9-48, 51-66, 75-85. 3. MeMurry, F. M. and Parkins, A. E. Advanced Geography, Part II, Macmillan Co., New York: 1921. p. 409-419. 4. Atwood, Wallace W. New Geography. Ginn & Co., New York: 1929. p. 231, 242-245. Huntington, Ellsworth. Asia. Rand MeNally & Co., Chicago: 1912. p. 221-283. 6. Miller, Olive Thorn. Little People of Asia. E. P. Dutton Co., New York: 1908. p. 307-360. on 406 ELEMENTARY ScHooOL PRINCIPALS 7. Packard, Leonard O. and Sinnott, Charles P. Nations as Veigh- bors. Macmillan, New York: 1925. Chapter XXXI. 8. Branom, F. K., and Gandy, H. M. Social Geography Series, Book III. W, H. Sadlier Co., New York: 1928. C. Books for teachers 1. Huntington, Ellsworth and Cushing, W. Sumner. Principles of Human Geography (Third Edition). John Wiley & Sons, Ine., New York: 1924. p. 296-298, 326-327. 2. King, F. H. Farmers of Forty Centuries. Harcourt Brace, New York: 1912. 3. Smith, J. Russell. Commerce and Industry (New Edition). Henry Holt & Co., New York: 1928. p. 3-28, 553-577 4. Monroe, Paul. China: A Nation in Evolution. Chautauqua Press, New York: 1927. Chapters II and III. VI. Sources of Visual Aids: A. Bray Pictures Corporation, New York City. B. University of California Extension Division, Berkeley, California. C. Spiro Film Corporation, 161-179 Harris Avenue, Long Island City, New York. D. Pennsylvania State Museum, Harrisburg, Pennsylvania, supplies lantern slides for Pennsylvania schools. Other helps to the teachers—When the principal has shown his teachers how to outline a unit of work his work is.not over. First, he has to smooth away the administrative problems. For example: How will the special supervisors feel toward the unit of work plan? What changes will have to be made in the classroom equipment? What provision can be made for the delivery of supplementary books from the library? Where can we obtain funds for library books? How can we develop a library in our own building?) What new sup- plies will the teacher need? How can we provide for supervised study ? While the unit of work plan in geography, in the opinion of the writer, is fundamentally sound, and challenges a maximum of initia- tive, resourcefulness and dependability of both teacher and pupils concerned, yet, it is highly essential, that the teacher or principal should not lose sight of the fact, throughout the development of a unit, that the fundamental geographic principles are demonstrated, and clinched in the children’s minds. This check is necessary, if future behavior and attitudes are to be based on an understanding of the effect of geography on social customs. Second, the principal has a difficult job sometimes in keeping up the morale. It isn’t easy for the teacher to take up a new technic. The principal needs to “stand by” with encouragement, advice, and the delivery of the necessary instructional materials. Of these problems, that of keeping up the morale is most difficult, for many superior teachers in making so great a change from cus- tomary procedure will become discouraged, and feel themselves at fault, and inadequate to carry on such a program of work effectively. nets Veigh. Book ciples Sons, New ion), uqua his rst, le: it? ks ed Tue Tento YFRARBOOK 407 This depression would be disastrous to the successful educational pro- gram of the building, and to the development of the unit of work idea within it. The difficulty can be prevented when the principal actively participates and supervises, instead of inspecting the carry- ing out of the unit. Summary—Supervision demands that principals actively partici- pate in the learning process. It isn’t enough simply to inspect what the teacher does. The supervisor needs to know possible ways to im- prove learning conditions, and to be ready to illustrate those sugges- tions. In this article the writer has suggested the unit of work as a plan which provides a richer curriculum environment. However, to get the unit of work technic into action often means that the principal must be ready to actually outline such a project. It is suggested above that the outline on China might be used as a working basis in units on other countries. With characteristic foresight, the principal will smooth the administrative road which leads a teacher to.the com- pletion of a fine teaching project. ORMAL classroom conditions should exist where the demonstration is to take place. The subjectmatter, time, and method should adhere to typical school practices. Need- less to say, the demonstrator should make careful prepara- tions for the lesson to be taught, and should be well-trained in the technic and devices to be used. It is equally important for the observers and visiting teachers to be prepared for what they are to see in order that they observe and react intelligently to that which is being demonstrated. » vs u- al ts ts as st al eS i 1g be of uo ng re he n- al ns of k- he le THe 417 TentH YEARBOOK and free from errors of punctuation and grammar. He should also be capable of writing an acceptable social letter and a correct business letter. How can language be taught?—If language power is to be devel- oped the following types of experiences are necessary: (1) The in- creasing of expressional power, (2) the developing of a theme in all its relationship, and (3) the correlation of all subjects. There is not room in this paper to elaborate on the activities that are the instru- ments in developing these experiences. It is necessary, however, to list several of the most important. 1. Story telling—Story telling can be divided into two types: productive stories and reproductive stories. Productive stories de- velop the power to express original ideas, and the ability to weigh and assimilate related material. Reproductive stories can be used in developing correct usage, a good choice of words, punctuation, and sequence. The last type should be thoroughly understeod by the teacher and should not be overdone. 2. Dramatization—The chief value of dramatization lies in its demand for spontaneous action and conversation. It is interpreta- tive and individual. It is a means of reaching the timid and back- ward child. It gives training in clear expression of thought with a real motive. 3. Poetry—Poetry develops three distinct language powers. The study of a poem enriches the child’s vocabulary and choice of words. The writing of original poems gives the pupil an excellent opportunity to express ideas and individuality. The reciting of poetry helps to develop posture, poise, and a pleasing voice. 4. Letter writing—Letter writing whether it be friendly, social, or business is the most important of all activities. It gives the child an opportunity to express his ideas with clearness, con- ciseness and form. Through this activity, the pupil develops an in- dividual technic that will always meet his needs. 5. Clubs—Clubs and assemblies which include in their pro- grams such activities as book reviews, debates, reports, speeches, plays, and construction work develop the power of expressing ideas in a concise, clear manner. 6. Picture study—Pictures serve, mainly, as source materials, but they can be instruments by which the child dev elops in art ap- preciation and story interpretation. They are a means of correlating the language work with the other subjects. 7. Other activities—Correct form and usage are developed through activities such as language games, drills, filling-in blanks, dictation and sentence building. Discovering the language difficulties by the principal—After hav- ing established the powers that the activities develop, the next step 418 ELEMENTARY ScHnoot PRINCIPALS is to find out just what powers the child needs to develop. Pupil difficulties can be found best by a testing program which should con- sist of formal tests and informal tests. The standard tests or scale should be chosen for their validity and reliability. If a test measures adequately the knowledge, traits, skills, functions, attitudes or con- tent of the language work that it is supposed to measure, it is valid. If it measures accurately with the same results no matter when given it is reliable.! The principal to help the teacher must become familiar with tests if they are to be given successfully. The proper atmosphere for the giving of the test includes, making the pupils feel at home and having the room quiet. At all times an atmosphere of success should be maintained, Every precaution should be taken to guard against a waning of interest and a tiring of the pupil. The method of scoring should be simple. Results tabulated by each question for each pupil helps the principal and the teacher to see quickly the types of pupil difficulties. Our language superv tsory program—The purpose of this paper is to show how supervision was applied to language at the Robinson and Valentine Schools to produce the best results, The mediums that were used to accomplish this were meetings, measuring pro- grams, classroom visits, bulletins and conferences. Each of these played its own important part in our plan of improving instruction through supervision. A series of meetings was held preparatory to the actual classroom work, The purpose of these meetings was to plan the method of approach, and to create a thorough understanding of our program. A building and a grade secretary were elected to report the findings of each meeting. A bulletin which outlined the program, the prob- lems, or the findings to be discussed was given to the teacher three days before each meeting so that there could be a free e xpression of opinion. The meetings “that were held later in the program were devoted to examination and comparison of papers, the discussion of best methods to use and demonstration lessons. Each of the demon- trations was followed by a discussion period where the relative values of the lesson were weighed. At the first group of meetings the following topics were discussed : A plan for improving language. Reports on general and grade objectives of various authorities. Final setting up of the objectives for language. Reports on our own course of study and that of many other cities. Additions we should make to our course. Activities that best develop power in language expression. A successful measuring program. ee eee 1See such buoks as Russell’s Classroom Tests, Ginn and Company. Wi sti all an an tal wo of re of yn- les he rat” Tue Tentu YErarBook 419 Demonstration lessons were given in: Paragraph study (to develop sequence in a story). Picture study (as a means of developing a story). Poetry study (for appreciation). Dramatization (to obtain free expression of ideas). oe Conducting (to show how to plan a club program). The aim of our testing program was to measure both the written and oral work of the pupil. The Driggs-Mayhew Scale was used to measure the written work. Each teacher corrected and graded her own set of papers without marking them. They were then sent to the office where the principal corrected and graded them and made a list of the outstanding difficulties. Measuring the oral language was a harder task. a 27 3. Sentence structure. . 66 22 55 35 102 37 4. Sentence sense..... 88 0 89 1 137 2 Sa a ara 78 9 79 11 126 13 6. Vocabulary........ 68 20 75 | 15 94 45 al | Eee 47 41 41S | 42 74 65 8. ee ee 76 12 68 | 22 98 41 | General statement—There was general improvement in interest in the stories of this survey. The beginning and ending sentences in most cases were vital. The work next term will be for self-analysis of papers and stories, using these bases: What is good in the story? What is poor in the story?) Why? How will you im- prove the story? These bases will serve as a summing up of the work that has been done. Continue work suggested on the two previous bulletins. Outstanding problems Remedial work I—Details were left out that would Compare paragraphs omitting nec- have added interest to the essary details with those with details paragraph and made it life- added. Add sentences to paragraphs like. to increase the interest. Pick out sentences in a paragraph that make it life-like. {I—The sentence structure was too Vary the length of the sentence by much the same. expanding short sentences and break- ing up long sentences. Substitute sentences in a paragraph by new and better sentences. Monthly surveys were given in punctuation and usage. These con- sisted of dictation and filling-in exercises. As drill is the only remedial work effective in this phase of language it does not seem 494 ELEMENTARY ScHoot Principats necessary to tabulate the findings in this paper, although each month the teachers were given the tabulation. Classroom visits and conferences also played an important part. When our program was started, each teacher was asked to make the plan of her week’s language lessons in advance. The less experienced teachers were asked to make rather complete plans while the more experienced teachers only outlined their plans. At individual con- ferences these lessons were discussed and criticized. Suggestions, corrections and additions were made and sometimes copies of model lessons were given to the teachers. Later on, the week’s plan was merely sent to the office where criticisms were made in writing, but when necessary a conference was held. This pre-visit preparation allowed for the closer study of the language itself when the super- visor visited the class and gave the teacher the assurance which comes when one knows that the presentation itself will be acceptable. Be- cause of the size of the school each class could be visited only once every two weeks so this plan allowed for either direct or indirect supervision of each room every week. At first the writer planned her week’s visits to lessons that were planned to correct the outstanding difficulties, but after the program was well established all types of lessons were included. Many rating forms were examined but as they were all rather long and included all the problems of teaching, a simplified form was prepared. As preparation of the lesson was taken care of by the pre-visit confer- ences and discipline was handled as a separate problem, it was not necessary to include them in the rating form. This form, which follows, was given to the teachers so that there would be no mis- understanding of the aim of the visit which in all cases was to sug- gest ways and means of improving the language. RATING FORM PIOMRETS NGG ..2cnccccwnccncecesccescusncace ge Was the activity successful? Did it establish a correct English habit? In what details was it good? In what details was it not so good? Was the technic correct? Was the work on the child’s level? Did it allow for individual difficulties? Did the children enter freely and spontaneously into the discussion ? Did it stimulate the pupils? 10. Was the spirit of the class and teacher cooperative? PP SEAS After the classroom visit, a conference was held and the lesson was discussed and remedial suggestions made. [Il Tue Tentu YEARBOOK 425 Some errors made [—Material was not on the pupil’s level. II—There was no technic in the pre- sentation of the lesson. You seemed to be reciting instead of presenting. Lesson was too bookish. _The method of ap- proach was indefinite. [I1I—Lesson did not allow for indi- vidual differences. IV—Pupils were not stimulated as they were unfamiliar with or had forgotten the type of exer- cise. Exercises seemed too hard. V—tThere was a lack of cooperation in the class. There was no freedom of discussion. Remedial suggestions Discover the central interest in the class and build the lessons around it. Try another type of exercise or an easier exercise. Study model of grade in Standards of English by Mahoney, or Speaking and Writing English by Sheridan. Use Thorndike’s word list in mak- ing out your sentences. Put your own personality into the lesson. Read Self-Help Methods of Teaching English by Wohlfarth or Teaching English in Elementary and Junior High School by Paul Klapper for suggestions on ways of teaching language. We will have a report of Strayer and Norsworthy, How to Teach, at the next meeting which might help you with your problem. You may report on Stormsand’s Progressive Methods in Teaching, at the January meeting. Each lesson should have a maximum or minimum. You will be allowed to visit in another class where individual differences are handled well. You will be given a unit of work that will help take care of the problems of your class on this point. Do more of that type of exercise. In next week’s plan include three exercises of that type. Give class a variety of types of activity but do not disregard types you have already had. Point out how exercise is similar to work they have already had success in. Every lesson should have both pupil and teacher activity. Do not have pupils do all the work. Each one has his share. Let class feel you have a responsibility as well as they have. Assign tasks to the pupils that do not cooperate. Give responsibility for the success of the lesson to various pupils. Have exercises easy enough so that each child wishes to take part. Call on the children who are retiring. Do not let bright children monopolize the lesson. 426 ELEMENTARY ScHoowt Princtreats Conclusion—There was not of accomplishing better results. room in this paper to write fully on any of the phases that were covered by our experiment but there was an attempt to include all types and ways of supervision that were used. Perfection was not attained but the language instruction did improve and the teachers were more satis ‘ed and happier with their teaching. This program is to be continued next year with the hope O CLASSROOM visit should be made without some definite purpose in mind. A definite purpose precedes and predicts a definite result. Other results may come as a by-product, may even be more important than the one planned for, but it is trusting a great deal to chance to enter a class room on the mere hope that something may miraculously arise to justify the expenditure of time, energy, and pos sibly teacher’s and pupils’ “nerves” arising from the intro- duction of another element into the classroom. situation. Teachers mean to be complimentary when they assure the principal that “Your coming does not bother me.” Is that enough ?—Laura G. Snyder, Chapter IV. ur ay th ta he al Wi of Tl be of W: mi m sti m pe cl] cle ag fo te: we cad Tue Trento YEARBOOK 427 DIFFERENTIATED ASSIGNMENTS NETTIE B. STEWART Principal, Center School, Thomaston, Connecticut N OUR work as educators of the boys and girls of today we must make sure that initiative and independence are fostered, that the creative faculties are developed, and that a patriotic love of home, school, and country are nurtured. In brief, that our young Ameri- cans are given an education of such a nature that they will become well-rounded, worthwhile individuals who are fitted to take an active part in the complex social life of today. American life has always been characterized by change. Social classes as well as conditions of living have undergone transformation. No one’s status in life is fixed. The school has been consciously in- strumental in raising children above the station in life in which they were born. Education itself has changed and has become more dynamic with the passage of time. The educational pendulum has swung away from the monotonous uniformity of the question-and-answer recitation and is rapidly approaching the point of a purely individual-social-civie type of training. In bringing about this change, which is so important in the lives of our pupils, there are several significant factors to be taken into consideration, namely, the teacher, the methods used, the needs of the pupils, the environment, as well as the economic status and the civic and social necessities of our future citizens. Taking into consideration the various factors enumerated above, we have been experimenting for the past ten years with a revision of our curriculum, which was of the old commonly accepted type. This article will summarize briefly the various changes which have been made in our efforts to make the pup7/s, not the school, the center of education in Thomaston. We have approached the problem by way of the differentiated assignment and by adopting new revitalized methods of teaching, namely, the socialized recitation and the project method. We have in connection with these changes made use of standard tests and measurements and later those tests which are com- monly designated as “new type”. Thomaston is a town with a population of approximately 3500 people, nearly one-half of whom are of Polish ancestry, The prin- cipal industrial life of the town is centered in the manufacture of clocks and brass products. Our elementary school population aver- ages about 480 pupils every year. These pupils are divided into fourteen home-rooms, each room presided over by an experienced teacher. In adjusting the content of our curriculum to the individual pupils we have been hampered by lack of a modern building, by lack of 428 ELEMENTARY ScHoot PRINCIPALS equipment, and by lack of financial resources. Under these circum- stances we were obliged to abandon the idea of purely individual assignments, as it was impossible to procure the necessary space and equipment. We then began to experiment with the type of assign- ment that could be used in working with our groups and still could be adjusted to pupils of varying aptitudes and capacities. After many revisions we at last have our assignments on a practical work- ing basis. The assignments are not simply lists of things to be done, but are well-motivated, well-planned teaching units. We owe much of our progress in assignment making to our superintendent of schools who has formulated comprehensive principles for assign- ment making and tests of the written assignment. Reading—We led up to the adjustment of reading material to the individual by using standard tests. Testing was followed by remedial work with the individual pupils, or with groups who might need the same kind of reading instruction. This group work brought about improvement in reading, but, not satis‘ied with the quality of read- ing interest shown, we decided to place our reading on an individual basis. Our sole idea was to place the reading responsibility upon the pupil, thereby obtaining better motivation. Beginning with the third grade we now have sets of individual readers in each grade, no two books being alike. In grades three and four these readers are divided into the classes of literature, his- tory, geography, and nature. In grades five and six we have the same with the addition of biography. We read these hooks in cycles, each cycle consisting of one book of each class. Our idea in this was to broaden the reading by giving the pupil acquaintance with the dif. ferent types of work usually read by adults, thereby adding also to the appreciation and enjoyment of different kinds of literature. ‘To deepen the interest and to give each child a de inite aim in reading we have worked out book reports corresponding to each class of reading material. BOOK REPORT FORM 1. Write a brief review of this story using the following outline as a guide: a. When did this story take place? b. Where did this story take place? What events took place before this story that made it possible? How does the story begin? What person or persons take the leading parts? What was the most important and exciting part of the story? How does the story end? Do you agree with the way the author ends the story? 2. In a short paragraph tell why you would like your friends to read this book. Rime es an ley cal ha na W va jus wi lea the Ci} op tra the ani fix po the WL. an Tue TentH YEARBOOK 429 Working out one of the book reports after reading a volume crys- talizes the knowledge gained and offers a very good opportunity for correlation with English. The reports also enable the teacher to keep a definite check on the child’s progress in reading. In addition to our sets of individual readers we have also other sets of books which we use for both oral and silent reading. To vary our reading pro- gram we have audience reading, group reading, silent reading and testing, or any other reading device which brings the desired result. Our purpose is enough drill upon the mechanics to enable the pupil to read any kind of material within his experience understandingly and intelligently. We still continue remedial work, as even our most Utopian reading schemes must be built upon a firm foundation in order to bring about the desirable results which we feel that we have attained. The following points of improvement are becoming increasingly noticeable as time passes: 1, A spontaneous enthusiasm for reading. 2. Increased reading ability. 3. A more discriminating appreciation of the fine things in literature. 4. Increased vocabulary. 5. Self-motivated reading. 6. The ability to use leisure time to good advantage and to gain and to give en- joyment by reading. 7. | rere 37 31 i Biccon 35 | ee eee 33 14 45 3 2 50 36 1 3 40 47 6 1 54 13 63 8 5 76 52 6 5 63 67 4 1 72 12 85 13 5 | 103 49 5 4 58 84 9 7 | 100 11 105 18 8 | 131 74 12 4 90 64 9 6 79 SOF NWRAIOsI to lor) —— tbo bo or for] w w aS —_ oo Li) Qo Ww on to o ~) bo ~] ~J Total | 801 | 198 | 254 |1253 || 799 | 200 | 254 |1253 || so2 | 200 | 256 {1258 Median| 10.7| 8.2} 6 | 9.58|| 9.7| 6.6| 5.25| 8.05|/10.06| 6.71] 4.81| 8.13 B Score? | 4.8) 3.9) 3.5) 4.5)) 4.4) 3.6) 3.3) 3.9|| 5.0) 3.9) 3.4) 4.2 1Number of exercises answered correctly. 2The total on Test C differs from totals on Tests A and B because of absences of pupils. 8The B scorces are estimated from Gates’ tables. Rank of schools on median scores—Table 3 gives the ranking of the different schools in terms of the median scores. It must be remem- bered that the median score merely indicates the midpoint of the dis- tribution of scores. A more complete comparison of the various schools would require a study of the quartiles, the range, and other measures, wl fre sel ple ler suc cly pu > all | — . — — = SS” Ve Se ae i i i THe TentH YEARBOOK 451 TABLE 3—RANK OF THE TWENTY-EIGHT SCHOOLS IN TERMS OF THE MEDIAN SCORES Test A Test B | Test C Test D School Re ceskerti tT LESS es Ly a Rank Median | Rank Median Rank Median Rank Median Score Score | Score Score A | 1 12.8 1 17.5 | 6 11.6 | 5 23.2 B | 2 12.5 2 12.5 | 8 11.5 | 4 24.0 cS t 8 12.2 | 3.5 11.5 4.5 11.7 | 13 20.0 D | 4 12.0 | 65 106 | 4.5 11.7 6 21.9 E | 5 11.5 | 9.5 9.5 | 13 9.2 7.5 21.5 F | 6 11.3 S 10.5 9 10.5 7.6 21.5 i | 7.5 10.9 5 10.7 | 7 11.6 3 25.5 H | 7.5 10.9 17 77 i 4 13.2 2 25.8 I 9 10.8 6.5 10.6 | 19 7.4 11 20.8 J 10 10.7 | 24 6.4 | 2 11.9 20 18.7 | K | il 10.5 | 3.5 11.5 3 11.8 1 37.5 L | 12.5 10.2 14 8.4 | 15.5 7.7 17 19.5 M 12.5 10.2 13 8.9 15.5 72 21 18.5 N 14 9.7 15 8.2 |] ll 9.4 10 21.0 O 15.5 9.5 | 11.5 9.2 | 10 10.4 17 19.5 | | P | 15.5 9.5 | 19.5 73 25 6.2 14 19.8 Q | 17 9.1 | 11.5 9.2 | 21 7.2 12 20.5 R | 18 9.0 | 21.5 6.8 | 24 6.5 19 19.1 S | 20 8.9 9.5 9.5 | 12 9.3 17 19.5 T | 20 8.9 18 7.56 | 14 8.2 9 21.2 l 20 8.9 16 8.1 17 7.6 15 19.6 v | 22 8.2 | 19.5 7.3 | 22 7.0 | 24 16.2 W | 28 8.0 25 5.7 26 5.9 26 14.1 x 24 7.8 | 21.5 6.8 20 7.3 | 23 16.5 Y 25 7.4 | 23 6.0 | 23 6.9 | 22 17.0 Z | 2 7.1 26 5.5 18 7.5 | 25 15.5 YY | 27 5.6 27 5.2 27 4.7 27 10.7 ZZ 28 5.1 28 4.1 28 2.8 | 28 10.4 | re i | Read table: Schoo] A ranks first on Test A with a median score of 12.8, first on Test B, sixth on Test C, and fifth on Test D. It is interesting to note in Table 3 that the schools differ rather widely in their medians. For example, on Test A the medians range from 12.8 to 5.1, or from 5.8 to 3.3 in terms of grade scores. If the schools are grouped according to the semesters in which the medians place them we have the result shown in Table 4. Referring again to Table 3 we can note several supervisory prob- lems of particular interest to the district superintendent. Obviously, such instructional problems must be faced ultimately by the prin- cipal and teachers in each school. For example: (1) When the pupils in several schools differ widely in reading ability how can 452 ELEMENTARY Scuoont PRINCIPALS transfers be made with the minimum of lost time? (2) Should all schools in the district attempt the same courses of study in the con- tent subjects? (3) What can be done to help the third grade teachers prepare pupils for more successful fourth grade accomplishments ? (4) What place do and should non-school factors of custom, economic pressure, and social demands have in determining promotions? (5) How much reliance can be placed upon standard tests as measures of what the schools are teaching? (6) What is the significance of the fact that a school may rank high in one test and low in another ¢ TABLE 4—NUMBER OF Scrtoons IN EACH GRADE LEVEL ACCORDING TO THE MEDIAN SCORES Grade Represented by Median Score | Test A | Test B | Test C | Test D . ee ee BR WMitekouandes ve Macibacabe. Sia S| re: on ae ert eee epee eee SE PR, OO ee) ee eer I he 06060—C‘ Meds na SS SE are Se, Sy ORD Fee eee Parenp eee eae 5A 4 1 Ce Sa 5B 2 2 - AS Eee eee 4A 7 4 2 eee ee 4B 8 6 9 12 3A 5 10 4 12 3B 2 4 1 3 - 4% toe Ps to ERE 28 | 28 | 28 28 A study of individual pupils—For each pupil in the survey a card was filed in the district superintendent’s office with records of the scores for the four tests. A study of these cards suggests several very important supervisory problems. Among these are the follow- ing: (1) What factors contributed to the highest scores? (2) How can we account for the low scores of many X pupils? (3) How can we explain that many Z pupils made comparatively high scores? (4) Do pupils make about the same B-scores on all the tests Of the above problems the first is particularly interesting and im- portant. Table 2 shows many pupils making very high scores on each of the tests. The cards indicate that in general these high scores were made by the same pupils on all the tests. There were a few striking exceptions. One pupil, for example, made a B-score of 11.5 on Test A and scores of 4.5 or below on the other three tests. Such facts as these should warn supervisors against evaluating pupils on one test only. On the other hand there were 15 pupils who made a B-score of 9.0 or above on at least three of the four tests. Case studies should be made of these pupils to determine the factors which pro- w fr of ak se. e | Vv Tue Tenru YrArsook 453 duced this remarkable reading ability. If the controllable factors could be made a regular part of the teaching then we might be able to make rapid advances in reading instruction. The second problem is concerned with the low scores of X pupils. Twenty-seven pupils on Test A, 44 pupils on Test B, 49 pupils on Test C, and 51 pupils on Test D rated as X pupils by teachers made scores as low as the lower quarter of the Z pupils. These 171 scores demand study. Do these scores come from a few or many schools? Are they made by many or bya few pupils? There are approximately 800 X pupils in the 28 schools. Two schools having 48 X pupils contributed 64 of the 171 low scores. Five schools having fewer than 150 X pupils contributed 104 of the 171 low scores. There were nine zero scores. Eight of these zero scores came from the two schools first mentioned. Investigation after the test revealed that the teacher in one of these schools was new. This fact indicates that there is a close relationship between test scores and the evaluation of pupils by competent teachers. The tests undoubtedly could be used with a fair degree of reliability in placing pupils unknown to the teacher. The point just made is further emphasized by a detailed analysis of the B-scores. Space does not permit recording all the B-scores of the 171 X pupils who made low scores. However, the following scores will illustrate the point: Test Test Test Test A B C D ee ene ee ene 2.9 2.9 2.9 2.8 te Olen 3.0 3.0 3.0 2.8 PO BE tikinnmeemneeudek 3.0 2.8 3.0 2.9 When pupils take four tests with results so consistently low as in the cases of pupils RR, SS, and TT, then the teacher marking these pupils as ready for 4B work should furnish specie evidence for her evaluation. A follow-up of some of the children here under consid- eration resulted in the teachers concerned deciding that they had ranked the pupils too high. The above evidence and similar facts led us to conclude that any pupil making a B-score of 3.0 or lower on any one test should not be promoted to 4B without further test- ing. If a pupil makes B-scores of 3.0 or lower on three of the four tests, it is reasonably certain that he is not ready for 4B work. Those making L-scores of 3.0 to 4.0 should be studied very closely before heing promoted to the work usually required in the fourth grade. The third question, suggested at the first of this section, has to do with the relatively high scores of certain Z pupils. On the four tests from one to ten pupils made B-scores of 6.0 or higher. An analysis of the tests of these pupils shows that nearly all of the children were above 4.2 on at least three of the tests. These pupils come from twelve schools. Ten of these twelve schools reported a high proportion of Z 454 ELEMENTARY ScHoout PRINCIPALS pupils. Of the schools reporting no Z pupils none is included among the twelve. These high Z pupils may be accounted for largely by these three factors: erratic reading habits of pupils, mistaken teacher judgment, and unreasonable high standards in forming Z groups. The final question, suggested by the scores of the individual pupils, relates to the correlation of scores. Space does not permit an extended discussion of this question. The data indicates that though there is a high correlation among the scores on the tests, there are so many exceptions that no pupil should ever be evaluated on the basis of one test score. When all four tests are taken, it is quite likely that at least three of the tests will yield B-scores fairly close together. Conclusions—The following are the more important conclusions to be deduced from this experiment: 1. The schools should develop a supervisory technic which will determine objectively the readiness of pupils to use reading as a study tool. Since economic and social factors often determine promotions, the fourth grade curriculum must be adjusted to the varying read- ing abilities of the pupils in that grade. 2. The reading norms developed by Gates with New York chil- dren are about the same as the median scores of the Chicago pupils on the number of exercises correct. The norms are too low for the percent of correct answers. 3. The Gates Silent Reading Tests may be used with a high de- gree of reliability in ranking schools and in determining the reading grade of pupils. In no case should schools be ranked or pupils evaluated on the results of one test. Pupils making a B-score of 3.0 or less on the first test given should not be promoted to the fourth grade until given further tests. Pupils making 3.0 or lower on three tests are not likely to succeed in content reading. Care should be exercised in promoting to the fourth grade those making from 3.0 to 4.0 on three tests. 4, There may be found in the fourth grade many pupils with a reading ability equal or superior to that usually expected of elemen- tary school graduates. Curriculum making both with reference to reading and the content subjects should take account of this fact. 5. There is value in extensive and intensive testing surveys of several schools. Superintendents, principals, and teachers can dis- cover from the test results many instructional problems. The ex- periment described in this article illustrates the possibilities of co- operative supervision. ACH chapter of this yearbook has a selected bibliog- raphy. Consult the Table of Contents for page numbers. Tue TentuH YEARBOOK THE IMPROVEMENT OF STUDY-TYPE READING EMILIE V. JACOBS Principal, McClure School, ALICE K, LIVERIGHT Principal. Logan Demonstration School, Philadelphia, Pennsylvania S A NEW course of study in reading for fourth, fifth, and sixth grades was to be issued the following term, the Department of Research was assigned the problem of proving the value of the speci- fic technics suggested in this new course. The previous course of study made no provision for training in study reading. Following is a statement of an experiment as conducted in five elementary schools of Philadelphia.! The problem and the experimental plan—Our experiment set out to obtain an answer to this question: To what degree will seventeen weeks of intensive instruction in study-type reading based on the provisions of the new course of study in reading for the fourth, fifth, and sixth grades secure better results than those ordinarily obtained ? All pupils in grades 4A and 5B in two schools were selected for experimental subjects. A control group was chosen, consisting of grade 4A and grade 5B pupils in three other schools. Pupils in these schools were closely similar to those of the two experimental schools with respect to the intelligence of the pupils and general environ- mental factors. At the beginning and end of the experimental period, both experimental and control groups were given the same tests. The control group, however, was given no special method of instruction in silent reading, but fulfilled the requirements of the old course. The Stanford Test in Paragraph Meaning and the Sangren- Woody Reading Tests were administered at the beginning and end of the seventeen weeks. Improvement in the experimental group was com- pared with improvement in the control group. The record of each child in the experimental group was paired with the record of a control group child who was (1) in the same grade, (2) in approximately the same type of neighborhood, (3) of the same chronological age, and (4) of the same ability in reading, as shown by the initial reading score. A child’s initial reading score was based on the average of the two tests. There was a total of 282 pairs, 154 in 5B and 128 in 4A, As a result of the careful pairing, each grade group in each experi- mental school had the same mean and variability in chronological age and in initial reading ability as had the group in the control school or schools with which it was to be compared. As far as could be deter- mined, therefore, the only significant factor affecting the experi- 1Reported in Bulletin 170, Division of Research, Philadelphia Public Schools. 456 ELEMENTARY ScHoon PriIncipats mental group and not the control group was the special method of reading instruction. The initial records of the chosen pairs were compared with the final records of exactly the same pupils. Hence any differences could not be credited to any change in the constitution of the group. Time allotment—The time allotment given to reading for study in the new course in reading was followed, i. e., two thirty-minute lessons per week in grade 4A and one thirty-minute lesson per week in grade 5B. The first ten minutes of each lesson were devoted to systematic practice exercises in silent reading. Approximately 25 percent of the time allotted to history and geog- raphy was devoted to the improvement of study habits in each of these subjects according to the suggestions in the new course. ‘This time allotment totaled, for the seventeen weeks of the experiment. 270 minutes in history, and 420 minutes in geography for 4A; and 420 minutes in history, and 420 minutes in geography for 5B. Supervision and conferences—During the course of the experi- ment, the principals of the two experimental schools met every three weeks with a member of the Division of Educational Research in or- der to plan the experiment, to discuss immediate problems, and to determine what should be done during a given period of time. Each principal used the experiment as the subject for one general faculty meeting, and in addition held three meetings with the 4A and 5B teachers concerned. In these meetings were presented : 1. The general plan, with a statement as to the evaluation of the experiment together with the use of individual pupil record cards. 2. An explanation of different types of study reading material and the pro- vision of class sets of mimeographed material. 3. Methods of training pupils to read to: a. Answer questions b. Follow directions ce. Discover central thought d. Decide upon total meaning e. Organize thought in various forms f. Improve reading rate In addition to these meetings, an occasional conference of the prin- cipal with an individual teacher was devoted to the discussion of a particular lesson plan in reading before it was actually carried out in the classroom. Principals made frequent observations of reading lessons. These were followed by written constructive criticisms which furnished a basis for further discussion and resulted in improving the technic of the teacher in this special field. After diagnosing the reading proficiency of her class, each teacher tabulated her pupils according to the reading standards. The im- provement of each individual child’s record was stressed by compari- son with his former records rather than by a comparison with the ei Tue TentH YEARBOOK 457 records of his classmates. Library reading was encouraged. Teach- ers assisted in the selection of books to insure an appropriate degree of difficulty. T ypes of lessons—The experimental groups were given three gen- eral types of lessons, as follows: 1. Practice lessons. In accordance with the emphasis that the new course places on improvement of comprehension, systematic practice exercises in silent reading were used twice a week in grade 4A and once a week in grade 5B with a view to carrying out in part the suggestions in the course. An indi- vidual record of growth was kept. 2. Study-type lessons (exclusive of history and geography). In these lessons particular attention was given to activities involving comprehension of material; the selection, evaluation, and organization of ideas. 3. Study lessons in history and geography. A study-type reading lesson in a content subject was considered but one of a series of lessons on a given topic. Certain aspects of the work were used to emphasize development, appreciation, review, and drill. As incentives to read with comprehension teachers and principals cooperated in constructing various types of instructional tests on the content material in history and geography texts and readers. Attention of teachers was directed especially to the use of teachers’ questions as suggested in the course : a. Make definite the pupil procedure. b. Aid the pupil in determining the main idea. ce. Assist in the interpretation, organization, and summarization of data. d. Help pupils to determine relative importance of different facts. e. Prove or disprove statements. f. Test comprehension by requiring pupils to indicate that they have understood what has been read. In testing pupil outcomes and attitudes, the question serves to: a. Stimulate wider reading in search of further information. b. Develop an appreciation of shades of meaning, niceties of distinction. and accuracy of expression. Create definiteness of opinion. d. Encourage desirable attitudes toward reading. 7 Remedial work—As special attention is directed to the diagnosis of reading difficulties, the problem of providing sufficient time for in- dividualized remedial work became necessary. During the experi- ment, no regular school time was devoted to individual remedial work, although the need of this type of teaching was keenly appre- ciated. In one experimental school, on three mornings each week, the brief period before the opening of the school session was devoted to some form of silent reading exercise and the individual instruc- tion of pupils in matters that presented particular difficulty. Pupil records—In accordance with the emphasis placed by the course on individual records, each child kept his record of all exer- 458 ELEMENTARY ScHoont PRINCIPALS cises given throughout the testing period. These served as guides to the teacher in planning remedial instruction and also as incentives to stimulate the pupils to continued improvement. Material used—In general, the material consisted of the text and supplementary books already in use. In addition, standardized prac- tice exercises in silent reading were used because of their value in providing timed material which gave a measure of continued prog- ress. Additional mimeographed material was prepared and furnished by the principals for the purpose of assisting the teacher to analyze textbook material for presentation to pupils in objective test form. Results—Both control and experimental groups made improve- ment, but the results were significantly better for the experimental pupils in both schools in both grades. Table 1 shows the com- parison of the experimental group with the control group by separate grade-sections. The first line of the table is to be read as follows: In grade 5B, School X-A with 62 pupils had an average T score on the initial tests of 50.8 T. When the final tests were given, the school’s average T score was 56.1 'T. This score represents an improvement of 5.3 T. The corresponding control school, C-A had an initial average T score of 50.8 T, exactly the same as that of the paired 62 pupils in school X-A, a final score of 52.8 T representing an improvement of 2.0 T. The difference between the improvement in school X-A and the improvement in school C-A is 3.3 T in favor of the experimental school. Likewise when the pupils in school X-B are compared with the pupils in its control schools C-B, it will be seen that there is an im- provement of 6.9 T in the experimental school compared with an improvement of 2.9 T in the control group, a difference in favor of the experimental group of 4.0T. For both schools together the improve- ment is 6.2 T in the experimental group as compared with 2.6 in the control group, a superiority of 3.6 in favor of the experimental group. In every case the standard deviation of the difference between the im- provement of the experimental group and that for the control group is so small that the superiority is beyond doubt a real superiority. A similar superiority for grade 4A in both experimental groups will be noted by reference to the lower half of Table 1. Tables were available by which it was possible to turn the results into approximate grade scores, which are more meaningful to the teacher. In grade 5B, the improvement in the entire experimental group was approximately 12 school months as compared with three school months in the control group; while in grade 4A the improve- ment in the experimental group was approximately seven school months as compared with three school months in the control group. In both cases the normal growth to be expected is four months. Grade 5B Grade 4A Tue TentuH YEARBOOK 459 TABLE I—CoMPARISON OF READING SCORES AND IMPROVEMENTS IN EXPERIMENTAL AND CONTROL SCHOOLS EXPERIMENTAL SCHOOLS ContTrRoL ScHOOLS AVERAGE T Score AVERAGE T Score No. Ini- Im- No. Ini- Im- || Difference in a of tial’ Final! | prove- of tial’ Final'| prove-|| favor of Experi- 2 School Pupils Tests Tests | ment [School Pupils Tests Tests| ment || mental Group eo FS X-A 62 50.8 56.1)/ 5.3 C-A 62 50.8 52.8) 2.0 3.3 0 X-B 92 58.8 65.7/ 6.9 C-B?. 92 58.9 61.8] 2.9 4.0 es 154 55.6 61.8)| 6.2 C 154 55.6 58.2) 2.6 3.6 Total | Total AVERAGE T Score AVERAGE T Score No. Ini- Im- No. Ini- Im- || Difference in of tial! Final' | prove- of tial! Final'| prove-|| favor of Experi- < School Pupils Tests Tests | ment [School Pupils Tests Tests} ment || mental Group 3 X-A 52 39.946.0/6.1 | C-A 52 39.9 43.0) 3.1 3.0 & X-B 76 = 50.1 53.9 | 3.8 C-B? 76 50.3 52.3] 2.0 1.8 X 128 46.0 50.7| 4.7 C 128 46.1 48.6| 2.5 2.2 Total Total 1Average T score for the combined Sangrcen-Woody Reading Test and the Stanford Test in Paragraph Meaning. 2Group labelled ‘‘School C-B” includes pupils from two different schools, closely similar to school X-B in environment factors. It will be seen that School X-B was superior to School X-A in both grades at the beginning of the experiment. Likewise, of course, School C-B was superior to school C-A. In view of this it is signif- icant that both the experimental schools made improvement greater than their corresponding control schools. Both made greater im- provement than the normal growth for the four months period. Progress of a class or individual should always take account of the factor of initial ability. Even though final achievement falls short of a given standard, if improvement has been normal or superior, that improvement is the significant fact. The results of this controlled experiment showed the undoubted value of definite attention to the teaching of study-type reading in accordance with the new course of study. They also indicated the efficacy of constructive supervision on the part of the principal. 460 ELeMeNntTARY ScuHoot Princrpats SUPERVISING A READING READINESS PROGRAM HAZEL CLARK Cooperating Teacher, Cincinnati Public Schools SPENCER SHANK University of Cincinnati, Cincinnati, Ohio HE CINCINNATI fifth-year plan of student teaching depends largely for its success upon the intimate supervision under which the student teacher works during the fifth or final year of her train- ing. Student teaching centers are established in various schools throughout the city. Each center is under the supervision of a co- operating teacher who regularly has under her charge two class- rooms staffed by four student teachers each semester of the school year. The student teacher is not thrust into the fifth year’s work without proper preparation. The first two years of college work are liberal arts in character; the last three are professional. An offi- cial description of this phase of the work shows that supervision plays a great part in the plan: During the three professional years, students are presented with concrete mate- rials of teacher-experience, employing the case method for the study of teaching observation, and special teaching demonstrations in public school class-rooms of the demonstration schools, finally under the cooperative fifth-year student teach- ing plan, entering the city schools on pay and having actual charge of pupil groups with teaching efforts supervised and supplemented by cooperating teachers, conferences, practice in discussions and advanced courses in education. Since training centers are located at various schools, student teach- ers become acquainted with different types of community situations with their distinctive problems. Several centers are located in schools which serve downtown congested districts. The center at Raschig School is planned to train teachers for meeting such situations. Stu- dents in this group have full kindergarten training, which gives them a splendid background for first grade work. In the first grade center, one of the greatest problems has been that of failures in first year reading. It is recognized that this problem is in no wise peculiar, but is one which has been faced by almost every teacher in beginning reading. In meeting the situation, the cooperat- ing teacher, working with the student teachers, attempted to ap- proach the problem through experimentation and investigation. Al- though the results may not be looked upon as conclusive, they will bear inspection by others. In brief form, the plan followed is given ‘herewith : 1. The first question faced was “Could reading method be the thing at fault?” In as objective a manner as possible, over a period of years, three different methods were tried, in order to ascertain which would go farthest in eliminating reading failures in the first year: 01 SK by Wi m ap Co L, 1 Tuer Trento YEARBOOK 461 (a) Nursery rhyme method—involving presentation of nursery rhymes as com- plete thought units. (b) Visual aid method—i. e. flashing the picture on the board, asking the chil- dren the story of the picture and writing same on blackboard. (ec) Activity or experience method—using the children’s interesting activities, experiences, excursions, ete., for board reading. After each of these methods had been given fair trial, the results for comparative purposes were entirely unsatisfactory. It seemed evident that: (a) Children learned more quickly when the reading was taught as a thought- getting-thought-giving process. (b) Children who otherwise were ready to read succeeded regardless of the method. (¢) Children who seemed not ready to read failed to do so regardless of the method, and (d) Failure must have been caused by some reason other than method. 2. Thesecond question was: “Could readiness be the cue to :olv- ing the problem?” In 1926 and 1929-1930, two splendid pieces of research were reported by the Reading Readiness Committee of the International Kindergarten Union. “Readiness” was herein defined, not as readiness for reading instruction, but for more opportunities for reading experiences in a richer reading environment. These re- ports recognized the fact that preceding the reading act and leading to it are a series of “readinesses” or “arrivals” which are periods in the child’s development.' As indicated in the Raschig School in- vestigations, it seemed that readiness to read was accompanied by success regardless of method and that a lack of readiness met with failure. There is nothing original in these observations since there had been published valuable discussions on this topic in current litera- ture, 3. The next step was to determine, by some means, the stages of children’s readiness for reading upon entering the grade or at some later time during the year when satisfactory progress was not being made. This plan involved the construction of a technic, ap- plying it and noting carefully the results, all of which was done through the student teacher. The remainder of this paper will be taken up with a discussion of the development and use of the plan as evolved. Constructing the reading readiness checklist—A careful survey of existing literature was made to determine whether or not there was available a method or technic for determining stages of reading readiness. Although several sources of information contributed much to the plan which finally was used, no technic was found whose application would enable a teacher objectively to determine any meas- 1See “Points of View on Reading Readiness,” International Kindergarten Union Committee, 1929-30. 462 ELEMENTARY ScHoont PRINCIPALS ure of readiness. Of the references mentioned, the first! was used as a basis for attempting to develop a very informal checklist by whose application it was attempted to determine stages of reading readi- ness. We are referring to Gray’s six prerequisites” for rapid progress in silent reading, which are: Wide experience. Reasonable facility in the use of ideas. Ability to speak with ease and freedom. Vocabulary enough to recognize meaning of word or word groups. Accuracy in enunciation and pronunciation. Desire to read. PP Se po = The original informal checklist was constructed in the fall of 1928. This technic is called checklist rather than a scale, since in no way does it approach a mathematical or scientifically constructed measur- ing device. Subsequent revampings and reconstructions have taken place during each succeeding semester. In its present form it rep- resents the growth through four semesters of use. The form of the checklist given herewith is that used during the spring of 1930. The list has been checked with the findings of the Committee on Read- ing Readiness of the I. K. U. which reported the following factors as being necessary for readiness.* Background of experiences. Mental factors. Physical factors. Emotional factors. Social adjustments. Expression and interpretation of symbols. PSP SP pr In addition to the suggestions received from Gray on reading readiness, several items were included which would give some cue to factors so necessary in understanding congested city conditions. They were: 1. Number of days present. 2. Number of days absent. 3. Daily performance. (Fluctuations due to environment) a. Bad home conditions: 1. Crowded, no privacy, insufficient sleep. a. Whole family of seven or eight living in one room. 2. No provision made for encouraging reading at home—no picture books. 3. Lack of cleanliness in the home and improper care. No warm clothes, not enough to eat, not right kind of food, no doctor when needed. 1Gray, William S. “Six Prerequisites in Reading.” Twenty-Fourth Yearbook, National Society for the Study of Education, Part I. Chapter III, page 27 (1925). Ibid, p. 27. 3International Kindergarten Union, National Committee on Reading Readiness, Findings, 1926. ~ t+ @®@ @ mw «+ S ™ O “ Tue Trento YEARBOOK 463 4. Divided home conditions: a. Lack of harmony, one or both parents employed and away from home all day. b. Parents who move often. No religious training. Father and mother with no sense of responsibility. No standards or ideals. Father in jail. Older brothers or sisters in re- form school. ce. Parents who are separated. The items of the list were also checked with the criteria established for satisfactory case-study technics and their interpretations... A satisfactory case-study should have the following characteristics in order effectively to perform the functions required of it in educa- tional and social service. 1, Completeness of data. 2. Validity of data. 3. Continuity. 4. Confidential recording. 5. Scientific synthesis and interpretation. Since this experiment was carried on in a teacher training center, all application of the checklist was done through the student teacher. The supervising teacher reorganized the 1930 form of the checklist with the student, gave demonstrations as to the method of recording, held conferences on the interpretation of the items recorded, demon- strated remedial measures, but allowed the student considerable free- dom in determining specific remedial measures. In using the March, 1930 form, one student teacher who previously had had a semester of student teaching in a kindergarten center, kept in her pocket at all times a notebook. In this she would note observations made of that phase of the checklist on which she was making observations. It is not fair to assume that a particular division of the checklist was ap- plied to all children of the group before another was taken up. Fre- quently it required days before a satisfactory notation could be made on one phase for all of the children. Although there existed a cer- tain amount of overlapping in the application of the checklist, the service of the notebook kept the efforts straight. The student teacher? was able quickly to grasp the situation and to make analytical observations. At all stages of the application of the scale, conferences were held by the supervising teacher and the student teacher. The classroom was a veritable laboratory in which first grade reading failures at the half-year were subjected to an ex- perimental technic by a student under supervision. The outcomes were more than satisfactory, as to pupil growth, improvement of 1Maxfield, Francis. Educational Research Bulletin, Ohio State University, March, 1930, p. 117-122. 2Miss Dorothy Turpen, Cincinnati, Ohio. 464 ELEMENTARY ScHoot PrRiNcireats reading, and student teacher growth. The application of the check- list called attention to factors which were not cared for by any of the reading methods used. Although the checklist is still very much in an experimental stage and will undergo subsequent change and reor- ganization, it has proved its worth in determining that failure to read is largely due to a lack of readiness. Presented herewith is a copy of the checklist, with sample cases as determined by the student teacher in her application of the experi mental reading readiness checklist. It should be pointed out that the data in items dealing with age, attendance and intelligence were taken at the end of the first semester. The major divisions of the checklist describe the child’s stage of readiness in terms of comprehension, command of English, wide experience, and similar items. It may be seen that a wide variety of comment is allowable under each item since each student is a distinct problem. Following are given three case studies selected for their typical nature. THE READING READINESS CHECKLIST (Marcu, 1930) (Disposition of Case) (Pupil’s Name) Days present Days absent Chronological age Mental Age I. Comprehension II. Sufficient command of English and good speaking vocabulary III. Wide and varied experiences IV. Desire to read V. Interest VI. Mental efficiency VII. Physical efficiency VIII. Social attitudes IX. Enunciation and pronunciation X. Traits and characteristics XI. Daily performance * XII. Achievement k- ne in id Tue Tentruo YEARBOOK 465 CASE oF UNDER-AGE CHILD MAKING Goop AFTER INTENSIVE REMEDIAL INSTRUCTION Paul RE PEON osname aie 84 Et SOE cic anacnmnnien ne 13 Chronological Age ~-..--------- 5-1] MME BMG pcccccencncaccanse 6-6 Se See Stanford-Binet I. Comprehension—good Gets thought Memorizes Answers questions Short attention span Was pushed into school a year too soon by parents who concealed his correct age. I. Q. of 110. Has made first grade requirements. How- ever, is too immature for the grade. Il. Sufficient command of English and good speaking vocabulary. Speaks with ease and freedom. Does not have ideas to express to the group. Understands English. Ill. Experiences Did not go to kindergarten In handling books, parents trying to force the reading situation No knowledge of pets or animals Language training IV. Desire To learn to read To gain information To have others read To possess a book V. Interest In learning to read In contents of book In stories In seeing and hearing others read In printed words In all reading activities VI. Mental efficiency Mental alertness but immature VII. Physical efficiency Does not appear strong Muscular coordination Correct vision Correct hearing VIII. Social attitudes Courtesy Cooperation Responsibility IX. Enuneiation and pronunciation good X. Traits Persistence Receptive attitude Adaptability Industrious Honest effort XL. Daily performance—fair XII. Achievement—slow gain 466 ELEMENTARY ScHoot PrINcIPALs CasE SHOWING LANGUAGE HANDICAP. MENTALLY SLOW. MENTAL AND PHYSICAL IMMATURITY Haralanbos BS SUITE naccncncccccenccee 88 Be 9 Chronological age ~.----------- 6-4 SE CD: ancnncenecsncnacees 4-9 II. III. IV. V. VI. VII. VIII. XI. XII. Comprehension Gets thoughts slowly Language handicap (Greek) immature Answers questions Follows simple directions Short attention span Insufficient command of English and limited vocabulary Does not speak with ease Never expresses ideas to group Understands simple English Experiences Did not go to kindergarten Little knowledge of stories and rhymes No experience with books No home training—terrible conditions No language training Desire To play—is too immature for first grade Have others read Interest In affairs at school In playing In seeing and hearing others read In pictures In games Mental efficiency Mentally slow Mental imagery—slight Physical efficiency Apparently well Poor living habits Correct vision Correct hearing Social attitudes Courtesy Cooperation Not very responsible Enunciation and pronunciation fair Traits and characteristics No persistence No self-reliance Enthusiasm Not enough effort to master things Immature Daily performance, very irregular Achievement—Not ready for simple book reading until March (language). Gaining now Da Ch Me Tue Trento YEARBOOK CASE SHOWING PHYSICAL IMMATURITY AND BAD HoME CONDITIONS Lorraine I OI wees ancien nimceec 79 PRED cn acccnmnscnnnmmnnn 18 Chronological age ~-------~---- 6-3 DN UE. incised cicecian 7-1 a ie | eee Pintner-Cunningham I. Comprehension—good rets thought Memorizes Follows directions Concentrates Recalls II. Sufficient command of English and good speaking vocabulary Speaks with ease and freedom Could express own ideas. She is so small and such a pet with the other children that they do everything for her and she is spoiled. She never has to do anything for herself She understands English and speaks well, although her mother and grandmother were born in Italy III. Wide and varied experiences Went to kindergarten Knows rhymes and songs Knows children’s games and activities Knows stories No knowledge of pets and animals Studies professional dancing and performs at entertainments. This associates her with many adults who give her gifts and spoil her IV. Desire (lack of) To learn to read To know the story Only wants to play V. Interest In affairs at school—flowers, pets, excursions, new experiences, etc. In hearing others read No interest in reading activities VI. Mental efficiency Mental alertness but very immature Mental imagery—fanciful—unreal VII. Physical efficiency Not strong Was hit by truck causing leg fracture and nervous shock Fine muscular coordination Normal vision Normal hearing VIII. Social attitudes Courtesy Lack of proper ideals at home. Mother arrested for shop-lifting. IX. Enunciation and pronunciation—good X. Traits and characteristics Self-reliance Receptive attitudes No persistence XI. Daily performance—fluctuates Achievement—not ready for simple book reading in March. Gaining now. 468 ELEMENTARY ScHuoot PrinciPats The follow-up—Application of the scale provided an analytical picture of each child’s reading status. Generally speaking, if a child showed an unsatisfactory record from the application of the check- list, it was assumed that he was not ready for reading. In the case of Paul, who was 5 years 11 months old, we have a pupil who was under age. In March he was considered a reading failure, but made good after intensive remedial instruction. The boy was “salvaged” and by June, 1930, was ready for promotion, and the followin: September entered the second grade. Each program of instruction to provide “readiness” was planned so as to meet the needs as indicated by a pupil’s record on the check- list. This program must necessarily be very flexible since what is needed by one child may not be needed by others. Herewith is sketched the general scheme. It is frankly admitted that this con- tains little original material, but its application under the circum, stances as stated may be worth noting. DEVELOPING A READINESS FOR READING I. Provide vivid and worthwhile experiences (a) To give child interesting things to talk about, to encourage self- expression (b) To inerease spoken vocabulary (c) To encourage completion of units of work using other mediums of expression; materials such as sand, clay, easel, crayons, ete. (d) To deepen impressions and keep continued interest (e) To participate in games, rhythms, stories told by teachers and children. Il. In every way try to create a desire to read within the child by: (a) Holding his attention by securing his interest in experiences (b) Providing an aitractive library corner with table and abundance of materials such as picture books based on a unit of work which he is experiencing (c) Reading interesting stories and then placing them on library table (d) Giving assistance to those who voluntarily use library table (e) Encouraging dramatization (f) Exposing child to printed labels in phrase and sentence for first grade, notices on bulletin board, ete. III. Reintroduce blackboard reading, based on cooperative composition between teacher and children (a) Making reading a thought-getting, thought-giving process (b) Exercising care as to simplicity, brevity and repetition of impor- tant phrases, sequence of ideas, ete. (c) Allowing formation only of desirable reading habits, eye-sweep from left-to-right and down, eliminating word calling, etc. IV. Introduce chart reading by charting interesting blackboard reading, etc., and later through the chart form present first story of pre-primer, and provide duplicate sentences and phrases for matching purposes. V. Use all available opportunities for supplementary materials (a) Through the use of board or charts: “It is clean-up time,” ete. (b) Through child’s own stories ab of of du tel of pr fo (b al ld Tue Trento YEARBOOK 469 (c) Through use of bulletin board: “Shall we buy a pet today?” VI. Build confidence in children by (a) Never telling him he can’t read (b) Recognizing his correct efforts (ec) Correcting wrong impressions as soon as they appear (d) Spur each child on to greatest efforts This program has resulted in three things: (a) Ff $ 2 10 5.0 2 1 3 3 4 y 45 |5 10 1 16 7 9 16 4017 5 12 9 1 1 11 35 |4 2 1 7 3 1 4 3.0 | 10 / 10 3 3 Total..| 27 30 24 25 12/ 118 |27 30 24 25 12/ 118 A few special devices might be listed. In grades four, five, and six, pupils were re-grouped for class work in reading, arithmetic and English, placing those of approximately the same level of achieve- ment together. Special periods for remedial work were arranged for pupils below standard in language usage, arithmetic and read- ing in grades seven and eight. Classroom libraries on geography and history subjects were provided, brighter pupils were given special assignments and stimulated to do an unusual amount of in- dependent work. These assignments made possible more careful supervision and closer attention of the slower pupils. Also, judging by results, the new devices were more effective with brighter pupils than the former methods had been. A careful study was made of the environment, health, previous records and other significant factors of several children who ranked a full grade or more above the class norms. These pupils were tentatively selected for double promotion at end of the year, and their work was planned to that end. , — | for has onal Tuer Trento Yrarsook 497 We found there was notable improvement in the interest and atti- tude of pupils toward their work. They were interested in their progress measured objectively, and were inspired to greater effort by a tactful use of their test ratings. De‘initeness is a great help in stimulating pupil improvement. The results of the tests have been used in revising our curriculum. It seemed evident that we were giving too little attention to some subjects, and possibly too much to others. Readjustment has been made, and we believe these weaknesses will be avoided in the future. Conclusion—We feel that we have gained much by making speci‘ and definite our problems of instruction and professional study. This year’s work is based on the progress of former years, and we believe the 1930-31 sturvey will show consistent, marked improve- ment throughout the five year period during which this procedure has been carried on. Our testing program helps to keep supervision impersonal, cen- tered on the child’s development and the teaching effectiveness. The interest of pupils and teachers in the test results is keen, and an important motivating factor. Adaptations, experiments, an open- minded attitude toward new and different methods characterize the teachers who cooperate in our work from year to year. Such a program as this can be put into effect by small schools in isolated units, without unduly taxing the teachers’ time and energy, and should be of definite value in improvement of teaching. HE SUGGESTION has been made recently in profes- sional courses and educational literature, that principals should cooperate in developing supervisory procedures. One method of cooperation suggested is the “visiting plan” or directed observation by a small group of principals. In this plan, six or eight principals visit classrooms together, make individual evaluations of the lesson, and then meet for a discussion of their observations.—Bess Campbell, Chapter VIII. 498 ELEMENTARY ScHuoot Princrpats STANDARD TESTS IN SMALL SCHOOL SYSTEMS F. M. MAatuis Principal, Gary and Bonner Schools, Tyler, Texas NTIL recent years, the activities of the elementary principal were those of a regular teacher and clerk, having numerous re- ports to make without the assistance of office help. If he were even fairly successful in such work, his contact with his teachers and a majority of the children was casual and his influence limited. Before the principal can be a successful supervisor, he must know details about each pupil, such as: name, street address, phone num- ber, home conditions, outside influences, associates, mental ability, mental habits, and educational standing. A knowledge of all these points by the principal is very essential, but to the writer the last is the most necessary, that is, some kind of measurement of the ability and educational progress of the school children. In meeting this need for exact facts the standard test has an unique place. The purpose of this paper is to make a study of the use of stand- ardized tests in the elementary grades of the small city school sys- tems of Texas. Results of questionnaires to small school systems—An inquiry was sent out to 42 towns in Texas ranging in size from ten thousand to twenty thousand in population. Replies were received from 18 small school systems. The information received gives a fair sampling of what is being done in places of this size. Out of the 18 towns from which reports were received, 10 were making use of stand- ardized tests. Eight of the 10 were using tests rather extensively. The replies from the 18 small school systems may be summarized, as follows: 1. Do you use standardized educational tests in the elementary grades of your school ? TR ‘nicstemnh dbecdaaainaie 10 SE IE is hoist matter ee 8 2. Do you use intelligence tests? EE ee 7 MND \idcrkenbiasdbes as iilenaiiebiebabaiS 3 OO ME pcnscdenn 8 3. What is the annual expenditure? For education tests: range from $10 to $80 For intelligence tests: range from $5 to $30 4. Check the purposes for which tests are used. Survey, 8; studying school efficiency, 8; diagnosis, 6; classification, 6; basis of promotion, 4; predicting pupil success, 4; incentive to teacher and pupils, 4; rating teachers, 3; prognosis, 2; educational and vocational guidance, 2. To what extent are tests given to improve instruction? (some typical answers ) I give a standardized test the third week of each term and towards the close of the term. on ‘our 6; ind nal ral he 6. 7. 10. 11, 12. Tue Trento YEARBOOK 499 We use these tests for the purpose of diagnosis, survey, to determine the quality of teaching, to rate teachers, to study the efficiency of the schools, and as an incentive to pupils and teachers. I have used the Detroit First Grade Intelligence Test since 1922. Chil- dren are classified the first year according to it. It is the basis for any special promotion during their stay in the grades. It is a child’s defence against any teacher who decides a certain child is not able to do certain work. The results of the tests are always used to help the child—improve- ment of instruction—never in a way of demotion. Our permanent record cards keep this information where it can be easily found. We have given the achievement test to the fifth, sixth, and seventh grades once each year for the past three, but the benefits derived from the giving of them is so negligible when compared to the cost of them, we can reason- ably say that no results were obtained other than the satisfaction of know- ing that our children were able to make a very creditable showing on the test. The fact, that such few results were obtained, is not due to the use of the test, but rather to the abuse of it. It was given, graphed, and stacked away with our vanity fanned a bit and our curiosity aroused yet not satisfied. What tests have you found most serviceable for the purpose of improving instruction? 3 schools use Stanford Achievement Tests 3 schools use Monroe’s Reading Test 2 schools use Texas Diagnostic Arithmetic Tests 2 schools use Thorndike-McCall Reading Test 1 school uses Pressey’s Achievement and Diagnostic Tests 1 school uses Nation-Wide Survey Test 1 school uses Haggerty’s National Intelligence Test and Reading Test 1 school uses Woody-McCall Arithmetic Tests 1 school uses Ayres’ Writing and. Spelling Scales 1 school uses Detroit First Grade Intelligence Tests Others are mentioned as having been used. In what subjects have you received the most satisfactory results? schools say in reading schools say in arithmetic schools say in history schools say in English schools say in spelling schools say in writing 1 school says in geography A few others include nature study and physiology. Do you always follow with remedial work? Yes, 5. No, 4. No answer, 9. Can you furnish me with the results of tests followed with remedial work? Yes, 3. No, 7. No answer, 8. In carrying on a testing program, how many subjects are studied at a time? wNnonndvan bo Se an 5 Battery tests ......... 3 Us IIE sissies cca 10 After you have tabulated results, in what way do you use them to stimulate teachers and pupils? Post them in classroom, 3; publish results in local paper, 1; teachers use them to study individual pupils, 10. What do you do with the results of intelligence tests? Put on record in office, 6; give results to teachers, 8; give results to pupils, 1; no practical use made of results, 0. 500 ELEMENTARY ScHoot Princreats Interpretation of questionnaire replies—Yhe replies show that both educational and intelligence tests were given. However, there is very little expenditure for them. It appears that the tests are most generally used for survey, diagnosis, and classification. ‘There is not much indication that the tests are being used for the improye- ment of instruction. Irom replies given there is no indication that any particular tests ure being found more useful than others. Twenty-five different kinds of tests are reported as being used. ‘The most satisfactory results appear to be found in reading and arithmetic. There are a few schools that list English, spelling, and writing among the subjects from which satisfactory results are being obtained. Concerning the use made of results of educational tests, ten schools report that they are used to study individual pupils. The results of intelligence tests are put on the office record, given to the teachers, and in one school given to pupils. One principal was very frank to say: I would be unwilling to accept any standardized test as a basis for promotion. They are too general, cover much ground that is valuable, but wholly insufficient for promotion purposes. I believe that should the new-type test be used earnestly and thoroughly all the year, then at the end of the year, in addition to giving your regular test, you could use good standardized tests for comparative purposes. If you have pupils enough for three or four sections, you might use them as a basis for classification but not for promotion, if any attention is to be paid to the local or state course of study. Another principal makes this report: “We quit using the stand- ardized tests three years ago.” Another remarked that his superin tendent does not believe very strongly in standardized tests and, therefore, will not provide funds to purchase them. If we should form our judgment concerning educational tests according to the questionnaire replies, a recommendation to dispense with them would be in order. Two of the three reports given above, however, offered no reason why the tests are not used. Condemnation of the use of such measures cannot be made upon reports of that nature. l’se of tests in Tyler, Texas—It costs the Tyler school system from $40 to $60 for a pupil in the elementary grades to stay in school an entire year. In 1929-30 the Stanford Achievement Tests were given to the fourth, fifth, sixth, and seventh grades of our schools. The results of these tests, the teacher’s estimate of the child’s ability, and the supervisor's records of tests she had given recently revealed 45 children in the two schools of which the writer is principal, who were capable of doing the work of the next half grade very satisfac- torily. The cost of giving the tests to the entire system was met in the saving which was brought about by placing these children in the next higher grade because they will be able to complete school one half-year earlier. ee, that there S are here rove- tests cinds sults few jects \00ls sults 1ers, tion, cient stly ving Ses, lS a the nd- in- nd, sts ise ye, On at I) ol Tuer Trento YEARBOOK 501 A still greater saving to the system in dollars and cents was effected when remedial work followed the giving of tests, for many boys and girls who would have failed were helped to pass their wrades thus saving the cost of reteaching them. We also compiled a list of the pupil errors so as to give the proper re medial work. Texts and current literature on the elimina- tion of pupil learning difficulties were studied by teachers individu- ally, in groups, at gr -ade meetings, and at institutes. Outlines were worked out, printed and distributed. Conferences with other in- terested teachers, supervisors, and principals were held for discussing specific weaknesses and possible courses of procedure for presenting clearer ideas, giving suitable drills, and stimulating interest and effort. Since most achievement tests furnish information of a diag- nostic nature, the wise teacher readily perceived the individual and class difficulties, Knowing the specific needs, a teacher can do far more effective work with less waste than one who is equipped with less information. Starch has said: One of the striking discoveries of experimental investigations is the very rapid progress in specific functions when the practicing is done on the particular con- nections to be established. A surprisingly large percentage of pupils make little or no progress in an entire year *s work in such subjects as reading, writing, and the like, while the remaining pupils make only a part of the progress that they could make if their efforts were squarely directed at the material to be learned or at the associations to be established.? Starch has said in another connection that “the difficulty with the material of school subjects is that we do not and in some instances cannot specify with sufficient definiteness just wherein improvement is to be made.”? The use of standardized tests furnishes a means for locating or pointing out these weak spots where improvement is needed. Achievement scores and intelligence ratings were compared. This study gave a further aid toward {fitting the instruction to the needs and understanding of the various individuals. When pupils fail to reach accomplishments which their abilities seemed to warrant, such pupils were made objects of careful study. Home conditions, health, interests, former preparation, effort, and the like were investigated, and in many instances helpful adjustments were made. Instruction and results were gre: itly improved. Records from a number of classrooms in our city ‘show that pupils who have had specific remedial instruction following tests improved in a half term as much as standard scores indicated as a year’s work. Starch, Daniel. Educational Psychology, p. 159. *Starch, Daniel. Ibid, p. 162. 502 ELEMENTARY ScHuoon PriIncrPas Conclusions and suggestions—There are a number of conclusions that the writer should like to draw from this study: 1. There is not much use being made of standardized tests in small city schoo] systems. 2. Where the tests are being given, the practical value is not given extensive use. 3. The indications are that in most of the schools where tests are being used, the work is in a more or less experimental stage. 4. There is apparently not enough general knowledge of standardized tests among teachers, supervisors, and principals to encourage an intelligent use of them. 5. If standardized tests are to be used extensively in elementary grades, the principals are going to have to make a more thorough study of the whole subject of standardized and informal tests and instruct the teachers of their buildings in the practical use of the results. Tests properly used enable the teacher and the supervisor to diag- nose both the pupil and the teacher difficulties. Until this is done effectively, we shall not be able to make a practical use of standardized tests. The time should come when every school system the size of these included in this report should have a research department making a definite check on the work of the schools through the use of stand- ardized and informal tests. Such a department, by the saving of failures, would more than pay for itself. The principal must be a leader in this work in his own school, and he, through his knowledge of and enthusiasm for the work, must stimulate the work of his teachers and pupils. Every schoolroom should become an experimental laboratory where the teacher is striv- ing to find her own weaknesses and the pupil difficulties thereby improving instruction.! 1The writer acknowledges the help of Mrs. Pearl Robertson, Primary Supervisor in Tyler, Texas, and Dr. G. 0. Clough, Southern Methodist University, Dallas, Texas, VER since the first school mastership was created prin- cipals have done much to improve instruction. At first the principal’s influence on classroom activities was general and largely indirect. Recently, the demand has been for close, direct, and practical supervision.—Elizabeth K. Peeples, Chapter VIII. 2. on eee, lusions Y schoo] tensive 1g used, d tests use of les, the subject ‘ildings diag- done dized these uking tand- ig of hool, must room triv- reby ‘visor allas, 10. Tue Trento YEARBOOK 503 SELECTED REFERENCES Anperson, C. J., Barr, A. S., and BusH MAYBELL. Visiting the Teacher at Work. New York: D. Appleton and Co., 1925. p. 331-48. Case studies and remedial devices for studying instruction. Barr, A. S., and Burton, W. H. The Supervision of Instruction. New York: D. Appleton and Co., 1926. p. 569-617. Suggests how to apply objective measures to supervision. BUCKINGHAM, B. R. Research for Teachers. New York: Silver, Burdett and Co., 1926. 386 p. Practical procedures in research for the classroom teacher. Cornine, H. M. After Testing—What? Chicago: Scott, Foresman and Co., 1926. 213 p. A superintendent discusses standard tests in relation to the improve- ment of instruction. Crawrorp, C. C. The Technic of Research in Education. Los Angeles: Uni- versity of Southern California, 1928. 320 p. Discusses the uses of questionnaires, surveys, statistics, and other technics. Goop, CarTER V. How To Do Research in Education, Baltimore: Warwick and York, 1928. 298 p. Treats technics of research, sources of data, and reports of findings. Bibliographies. Kettey, T. L. Interpretation of Educational Measurements. Yonkers: World Book Co., 1927. 363 p. Emphasizes sane interpretation of standard test data. McCati, Witt1aM A. How to Experiment in Education. New York: Mac- millan Co., 1923. 281 p. A basic text on how to plan, to direct, and to check educational experi- ments. NATIONAL Epucation ASSOCIATION, Department of Elementary School Prin- cipals. “The Problem of the Principal in the Light of the Testing Move- ment.” Second Yearbook, 1923. 480 p. Articles need to be checked against recent literature, but entire yearbook exceedingly suggestive io principals. NATIONAL EpucaTIon ASSOCIATION, Department of Supervisors and Directors of Instruction. “The Evaluation of Supervision.” Fourth Yearbook, 1931. 181 p. New York: Bureau of Publications, Teachers College, Columbia University. Suggests many experiments and technics for measuring progress in teaching. AVE you consulted the index at the back of this year- book? Perhaps the topic in which you are interested may be found through the index in the 1930 volume. CHAPTER VIII TRAINING THE PRINCIPAL THROUGH SUPERVISION PARTICIPATION IN Masor ACTIVITIES A PriIncIpaLs’ CONFERENCE PLAN CONFERENCES FOR PROFESSIONAL STUDY PLANNING THE SUPERVISION AN APPRENTICESHIP FOR FUTURE PRINCIPALS THE PRINCIPAL AS AN AUTHOR Group VISITS BY PRINCIPALS ESTABLISHING SUPERVISORY TECHNICS Group CooPpERATION IN READING SUPERVISION [ 505 J INTRODUCTION TO CHAPTER VIII One of the characteristics often cited for an educated person is the capacity to grow. Similarly a fundamental quality ina principal is the attitude of a learner. He must associate with persons interested in educational problems, engage in research and experimentation, prepare profes- sional articles for publication, and read with discrimina- tion current publications. For years the national Department has invited princi- pals to contribute to its yearbooks and bulletins. In a real sense the present policies of the Editorial Committee offer “in-service training” opportunities to principals who care to write. In the Fifth Yearbook (1926, p. 333-43) Longshore re- ported the practices and activities of local principals’ clubs. The Seventh Yearbook in 1928 summarized on pages 351-66 the programs of local and state principals’ associations. Every yearbook since 1923 has contained a list of local and state principals’ organizations. Chapter VIIT reports some of the typical means used by principals to improve the level of their supervisory skill. Discussions, conferences, research committees, and group visiting, as well as individual activities, seem to be effective. Other suggestions for improving the principal for and through supervision will be found in the selected references at the end of the chapter.—/ditorial Com- mittee, [ 506 ] CHAPTER VIII TRAINING THE PRINCIPAL THROUGH SUPERVISION PARTICIPATION IN MAJOR ACTIVITIES F. B. SNAVELY Principal, School No. 8, Buffalo, New York ROW TH comes from doing. As principals we may spend our time with the routine school demands. Growth comes from such work in that we become good housekeepers, clerks, or petty admin. istrators. How then can the principal develop along more proper lines?’ The purpose of this article is to urge principals to avoid the “bag of tricks” in supervision and to go deeply into the intricacies of the learner’s environments. Practices in Buffalo keep the principal free of routine—We are fortunate in Buffalo that certain practices tend to keep the principal free from details. The procedures may be described briefly as fol- lows: (1) The principal in Buffalo is the head of his school, both theoretically and practically. There is no division of authority in administrative or supervisory functions. If the school head needs help with teaching problems there are competent specialists to whom he can turn for help. The small number of such specialists attached to the central office staff is such that aid can be had only in unusual eases. Each year the superintendent reminds the principals that one-half their time should be spent in classroom supervision which is about all the supervision the teacher can expect. (2) If the principals had to train a large number of new teachers each year supervision could not possibly be of the highest type. In Buffalo the training of newcomers is cared for by the so-called “center schools” of the school system. Upon entering Buffalo the new teacher is assigned to a center school. Here he is under the direction of an advisory teacher who is responsible for about five appointees. It is the adviser’s duty to give the new teacher every possible assist- ance to grow and perfect himelf in the position, The adviser de- eides when the candidate is ready to be assigned to a regular school. Meanwhile, the new teacher is on the regular salary schedule and the time in the center school is included in the three year probation- ary period. Needless to say the center school plan is a wonderful help to prin- cipals. The new teacher comes to the school prepared to handle a class independently. He knows the courses of study, the routine of reports, an economical way to plan his lessons, the use of the [ 507 ] 508 ELEMENTARY ScuHoot PrRinciPats ——___ blackboard, and the city regulations, The principal now is in posi- tion to begin with the fundamental problems and philosophy of teaching. ‘Where should the supervisor begin? What problems or devices in teaching should supervision require? How can the prin. cipal keep in sight the really important problems in teaching so as to grow most in his own supervision ? Alvoid petty problems—The growth of the principal will depend much on that to which he gives attention. If, for example, he picks out the details of housekeeping to the exclusion of other facts and situations he will no doubt become skilled in the observance of clean floors, neat desks, and properly hung pictures. If he specializes in the details of administration, giving out supplies, passing papers, and the passing of pupils, he will become conscious of these matters. If he gives attention to the more vital phases of the teacher’s work and the learning situation, his growth will follow the same lines. Meanwhile, the details will be largely subordinate as means to an end. Children and teachers both appreciate details when they un- derstand them as essential steps in a necessary process. Growth for the principal and the school comes when all are striving for the com- plete education of the child not when isolated details of learning are emphasized to a place of psuedo-importance. We have unwittingly encouraged piecemeal teaching in our at- tempts to be scientific. The science of education has evolved many definite and psychologically sound technics in teaching. Among these are the technic of study-lesson, and the way to use flash cards. Other well-developed devices will suggest themselves to the reader. The principal is expected not only to know the various devices, but how to apply them. He must be able to recognize them when used in a classroom. He must know the nomenclature of these technics when he talks to the teacher in conference. In placing the emphasis on technics and on the exact analysis of abilities, there lies a very real danger. Tow details may blind the principal’s supervision—-Let lis suppose that the principal visits a lesson in arithmetic. In his plans the teacher has indicated his intention of drilling on the higher decade additional facts and then having an improvement-test lesson. ‘The principal finds that the teacher gave ten examples from the basal text in arithmetic the previous week and today the children are to improve the scores they made at that time. The lesson is completed in a satisfactory manner, The routine is excellent. The principal notes that the pupils had errors in 20 percent of the problems. He asks the teacher for a conference. In the conference the teacher says that her record shows the errors to be only 17 percent. Who is wrong? be | Posi- hy of Ms or prin- SO as »pend picks ; and clean es in pers, tters, work ines, O an un- . for ‘omi- rare rs ht 10 Tur Trento YEARBOOK 509 _————— missed every example, had worked on the wrong page. If these ten errors are disregarded the records of the principal and teacher check. The principal suggests dividing the class so that the weaker pupils may receive special help for one or two periods a week. The conference ends and the teacher leaves with suggestions for meeting a present difficulty. She is willing to follow the principal's suggestions, but she still doesn’t understand what it is all about. Anyway the conference is finished and the long breath she draws as she leaves the room sounds suspiciously like a sigh. If the teacher leaves with an unsatisfactory attitude then little of the big task of teaching has been accomplished. So far as the teacher is concerned the suggestions of the principal are just “new tricks” from the bag which seems to be inexhaustible. The teacher has been given a new technic for a situation which may not occur again. In most cases the teacher has not understood the principal’s advice as a part of the complete educational scheme. What could the principal have done before the above classroom visit? Did he find out whether this was an insolated lesson taught because the special supervisor asked at the beginning of the year for periodic improvement lessons? Surely we should expect the prin- cipal to know the teacher’s purpose for the lesson. What does arith- metic mean to this teacher? The principal can find out by visiting the classroom and by talking to the teacher about the work. He can discover the educational philosophy of the teacher. What is the teacher trying to teach the children under her care? Is it the course of study? Is it the work of the textbook? Is it simply drill to meet the city examinations? Examinations are necessary to main- tain academic standards. Yet too many tests may kill all interest, over-stimulate drill, and emphasize the learning of isolated facts. A wise man said, “Let others write the courses of study and the textbooks. Let me write the examinations and I shall control what is taught in the schools.” If the teacher is merely trying to meet arbitrary standards, or if she does not understand why certain skills are taught, who should discover these facts? Undoubtedly, this is a field to challenge the principal’s best efforts! The teacher's philosophy—The teacher needs a sound philosophy of education upon these basic viewpoints on discivline, marks, and the relative importance of subjectmatter. When a teacher is com- placent, the content may become formalized and the principal him- self may get into a rut. When teachers have an aggressive and curious attitude toward teaching the principal is placed in a learn- ing environment. He has to keep growing in order to keep up with the staff. A teacher with background may ask such questions as these: Why give diagnostic tests? What will you as the super- visor do with the results of the tests? How will these tests help me to teach Mary? How can I help Henry to meet life? When the 510 ELeMENTARY Scuoont Princrpats teacher asks such questions the principal will have grown quite a bit. He will have made a long stride forward in the building of a progressive position for himself. During the time the principal is working to attain the above de- sirable attitude on the part of the teachers he will also consider the personalities of his staff members. The importance of the person- ality of the teacher is not likely to be overestimated. It is the deciding factor in the choice of most teachers unless they are em- ployed entirely through written examinations. Superintendents consider personality to be of such importance because “weak” per- sonal qualities often lead to teaching failures. What is personality? Some consider that the word defines the unchangeable qualities which differentiate individuals. Others be- lieve that the qualities of personality can be acquired if the teacher devotes a reasonable amount of time to the quest. The facts so far as we see them seem to indicate that personality includes both change- able and unchangeable qualities. We believe also that the un- changeable factors can be modified by intelligent effort. The Buffalo Teachers’ Hand Book gives a page to the subject and advises the teacher to develop the best and finest in her personality. She is ad- vised that her habits are the criterion of good form in the minds of her pupils: that fitness of dress and care of the details of the toilet are essential to a pleasing personality. She is advised further to be: Just, patient, and courteous. Helpful and loyal to your associates. In character what you want your pupils to be. A neat school housekeeper. Enthusiastic. Physically fit. (Take time to play.) Mentally alert. (Take time to read good books.) Proud of your profession and your position in it. PVP Pee PE Example is more powerful than precept—The above seems to be a fairly comprehensive definition and listing of the important per- sonal qualities. How are we to make sure these qualities radiate from the teachers on our staffs?) The problem calls for hard work and common sense. The subject is so delicate that the principal is in danger of hurting the feelings of his associates and doing more harm than good. Certainly whatever the principal does along the line of the teacher’s personalities must be closely associated with the teaching act. It is absurd to pursue many social qualities found on typical rating scales because they intrude in a non-teaching field. The faculty meeting is not a good place in which to discuss per- sonal qualities. In most meetings the suggestions that affect our neighbors are received with acclaim while those that apply to us lite 9 of a e de- r the rson- ; the - em- lents per- s be- cher > far nge- un- ffalo - the ; ad- inds the ther » be per- iate ork 1 is ore the the on er- our us Tue Trento YEARBOOK 511 are disregarded or considered as annoying personalities. Often the people who could profit most by a suggestion offered at a general meeting are the ones who give least heed to what is said. The most effective work will be done by meeting the individual members by appointment, casually about the building, or in the classrooms. Teachers are usually much more responsive where they have the sup- port of familiar surroundings; where they meet you on the “home field” one might say. Certain phases of personality could easily be discussed in a general meeting, but the specific attitudes are not likely to be affected under such conditions. The most convincing method the principal can select to impress upon his staff that he is sincere would be to consider his own strengths and weaknesses first and seek their correction diligently. Example is surely a powerful teacher. The truism that “as the principal so is the school” vividly describes the power of example. The teachers and the pupils catch the true spirit of the principal in an uncanny way. If the principai wishes to succeed in such work as personality development he must be willing to judge himself by the standards which he sets for others. Summary—We grow by doing. The principal grows in a super- visory way by working with the fundamentals of the teaching proc- ess. But this process is not a jumble of isolated items to be meas- ured, twisted, and turned according to the exigencies of the moment. Education is a longtime process with an essential characteristic of unity. The principal and the teacher will recognize this unity, and will thereby participate in worthwhile activities. Only in this man- ner can proper growth be attained. HE PRINCIPAL must be a leader in this work in his own school, and he, through his knowledge of and en- thusiasm for the work, must stimulate the work of his teach- ers and pupils. Every schoolroom should become an experi- mental laboratory where the teacher is striving to find her own weaknesses and the pupil difficulties, thereby improving instruction.—F. M. Mathis, Chapter VII. 512 ELEMENTARY ScuHoont PrIncteats A PRINCIPALS’ CONFERENCE PLAN DouGLas B. MILLER Principal, Maxwell Park School, Oakland, California AKLAND has committed itself to two deiinite policies of super. vision, First, the status of the supervisors has been radically changed. In former years the supervisor was responsible to the superintendents for instruction and had the authority to rate teach- ers. Now, the supervisor is the expert adviser. He visits schools only upon the request of the principal and because the teachers need specific help and expert advice. The above shift of emphasis has completely changed the attitude of teachers from fear of the super- visor as such to that of regarding his visit as an inspirational an helpful experience. The teacher now receives the technical advice in a spirit of wholehearted interest. Second, Oakland has placed supervision on the shoulders of each principal as the duty of first importance. Each principal is fully responsible for his school. While this viewpoint is not a new ideal, it has not been realized often because of the amount of administrative detail incident to the principalship. Oakland frees the principal from much detail and now is educating him to supervise better the instruction in his school. The Principals’ Conference Plan is the medium through which this educating process is taking place. Stated in the The organization of the principal’s conference words of a recent superintendent’s bulletin: The Elementary Principals’ Conference, which is made up of all the elementary principals in the city, with the Assistant Superintendent in Charge of Elementary Kduecation as chairman, meets to transact such administrative business as may be necessary; to pass on the recommendations of its committees concerning the improvement of instruction in the elementary schools; to recommend to the Super- intendents’ Council policies and programs for the improvement of instruction covering such matters as course of study development, testing programs, textbook selection and supplementary materials; to formulate and recommend to the Superintendents’ Council needed changes in the administration of the elementary schools, and to adopt and carry out programs for professional improvement. A glance at Chart I will aid one in understanding the organiza- tion. The forty-six principals are all members of the conference and as such meet for one-half day each month with the assistant superintendent to discuss problems in connection with supervision. The members are further organized into “Committees on Instrue- tion”, consisting of three or four principals each, and the supervisor of the subject or function concerned. Each committee is required to study, to make research, to experiment, and to present to the con- ference such recommendations as will improve instruction in its 'The writer acknowledges the approval of Assistant Superintendent R. D. Lind quist in the preparation of this article. iper- cally » the “ach- 100s need has [per- and lvice each ‘ully leal, itive ‘ipal - the the the ntary itary may x the uper- ction cbook . the itary iza- ence tant ion. ruc- isor red 0n- its sind- -OF-ELEMENTARY- ENUCATION:- Tue TrentuH YEARBOOK 513 CHART 1—PLAN oF ORGANIZATION OF THE ELEMENTARY SCHOOL PRINCIPALS CONFERENCE -SUPERINTENDENT:-OF:- SCHOOLS: -ELEMENTARY- ‘RESEARCH ‘SUPERVISOR 8- I .DeRARTMEWT ‘CONFERENCE: ASSISTANT: SUPERINTENDENT-[ ~~ — -ELEMENTARY-PRINCIRALS -COUFERENCE} -Supervisors- = 7 | } ‘-COMMITTEES-ON -IMPROVIEMENT: OF - INSTRUCTION -PRinciPALs ART: | -EN6LISH- -Mu sic PENMAN SHIP. PHYSICAL: -EDUCATION- j Primary ‘Work. -SCIENCE- ‘edie | Be ft s° Bp a VISUAL- — — — LEDUCATION- L a wan. Agitumeric:-| = HUI LIU UI LIL LIL LLU |: 53-ELEMENTARY: SCHOOLS— 46PRINCIPALS— 761-TEACHERS— 28,500 -PUPILS: | OAKLAND -PUBLIC: SCHOOLS-1929 -1930 514 ELEMENTARY Scuoon Princieats particular field. There are fifteen of these committees, embracing the fields of art, English, health, libraries, music, penmanship, phy- sical education, primary work, science, social studies, pupil adjust- ment, classification, visual education, reading, and arithmetic. It should be emphasized that in the hands of the supervisors still rests much of the responsibility for initiating needed improvement of content practice and technic. Now the supervisor must convinces the committee of principals, of which he is a member that a given improvement is desirable. Usually the committee devises ways and means of placing the program into practice. When procedures have been tried and proved successful, the committee is then in a position to present it to the conference with appropriate recommendations. Special mention should be made of the expert service which is ren- dered by the Department of Research and Curricultim Development. Under the guidance of the director, the services of this department are readily available for doing research in any of the :.elds of instrue- tion. Valuable advice as to proper procedure is thus afforded all committees in their research problems. One should not infer that any final administrative authority is vested in the above committees. Their functions are strictly advisory in character and cannot pass beyond the point of recommendations. Reports are made at different periods of the year. Projects, results of experiments, procedures, and reports are made by the respective chairmen, The proposals may or may not be used except in the case of procedures approved for general use throughout the city. The latter require a majority vote, which even then becomes only an expression of the opinion of the conference, Final action is always subject to the approval of the superintendent and his council. It is incumbent upon each committee to create a consciousness on the part of all other principals of the best devices and practices for its special subject. The committee is thrown upon its own resources for finding ways and means of doing this. Aside from the reports and recommendations presented to the conference, some committees arrange demonstrations at schools where principals may observe good work. These demonstrations are followed by periods of discus- sion led by the chairman, Other committees arrange for extension courses, exhibits, programs, lectures and the publication of bulletins and courses of study. The spirit of emulation has caused friendly professional, and competitive activity to acquaint each other with the best thought in theory and practice. Advantages of the conference—Many advantages have become ap- parent in the conference plan: 1. It brings together in a single group all those who have been charged with the responsibility of supervision. Here supervisor) ‘ing yhy- ust- still nent ince iven anid lave tion IS. ren- lent. nent ruc- | all ‘V is sory ions. sults ‘tive case The Vy al ways ss On s for irces yorts ttees serve Sscus- ision etins 1h¢ lly with e ap- been isory Ture Tentru Yrarsook 515 policy may be presented by the superintendent and those who are chiefly concerned have a voice in expressing their practical opinions. 2. It organizes the members in such a way that a small group is charged with the intensive study of only one major field, yet each principal receives the benefit of the best thought of all the others. 3. It provides an excellent safety valve where the causes of fric- tion and inefficiency may be presented before they have had a chance to become rooted. 4. It can truly be said that the competition, enthusiasm, and friendly feeling which has come out of the conference plan has caused a most unusual amount of professional growth, increased efficiency, feeling of cooperation and loyalty, and interest in the whole problem of education. 5. It provides a really democratic plan whereby the principals may initiate recommendations to the superintendent. Problems are presented at the time they arise. This plan acquaints the superin- tendent with the problems and offers suggestions from the conference as to their solution. At the same time, the tone and character of the group has never been such as to bring any undue pressure to bear in order to force its recommendations. The Principals’ Conference has passed through the period of ex- periment and now stands as a successful device for the encourage- ment of the solution of practical supervisory problems. Its develop- ment may well be watched by those who would use modern devices that have shown their value. HE SCHOOL organization of today will probably not be the organization a quarter of a century hence. Changes will be brought about in the future as in the past. The nursery school, the junior college, and the variations in inter- nal practice which are now taking place are all prophetic in- dications that a new organization must be evolved to properly meet the new demands. Will not these innovations effect marked modifications in the organization for supervision ?— Fred Engelhardt, Chapter ITT. 516 ELEMENTARY Scuoont Princiraus CONFERENCES FOR PROFESSIONAL STUDY Rozvert B. Apsorr Principal, Heaton School, Irwin O. Appicorr Principal, Jackson School, Fresno, California URING the past year, the elementary principals of Fresno have held bi-weekly professional meetings. These gatherings have been held during school hours and have been carried on by the “group- conference” method. In building an organization and method of holding these profes- sional principals’ meetings, two ideas were used as pivots, and the plans were organized around them. These ideas were: First, that to be of most worth, meetings should be “round-table” discussions rather than lectures or presentation of material either by one of the members, or by an outsider; and second, that it is best to discuss things we are doing rather than abstract ideas or books or educa- tional theories in general. From a discussion of what one member is doing or what several principals are doing comes a better under- standing and better appreciation of educational goals, theories and methods than can be achieved by reversing the process. How the conference was organized—The machinery for carrying out the program can best be described chronologically. At one of the first business meetings of principals of the year a committee was appointed to outline a plan for professional meetings. With the two ideas described as a basis the committee recommended that a chair- man be chosen for the meetings and that he be allowed to guide the program of the meetings rather than make a set program before- hand. It was suggested that the theme of the year be “Educating children for responsibility” or at least that we begin with this theme. The group included the superintendent of schools, the assistant superintendent, and the special supervisors. Since a limited group is necessary for profitable discussion the principals were divided into two groups—the supervising principals and the teaching principals. Of the former there were ten, of the latter six members. The super- intendent, assistant superintendent, and supervisors met with the former group. The chairman met with both groups but did not act as chairman of the teaching principal’s meeting. The supervising principals met every other Friday morning between eight and ten o’clock; the teaching principals met every other Tuesday afternoon. The division into two groups had an added advantage in that each group faced and discussed slightly different practical problems. 1The round-table procedure discussed in this article suggests an in-service train ing procedure for local principals’ clubs.—Hditor/al Coum/tlee. af W! s1 i: pl bi tit th m no an ea me we ho ave ave p- @s- the rat ns ng he ras vO ir- he re- ng ne, nt up ito ls. ay" he ct ane en ch Tue Trento YEARBOOK 517 The meetings began with descriptions by members of each group of activities that tended to develop in children responsibility and other worthwhile character traits. The first topic, for example, was a presentation by one member of his plan for developing respon- sibility through the traffic squad. This talk was followed by de- scriptions and discussions of pupil councils, organization of games, care of corridor traffic, and pupils’ lunchroom. Emphasis was placed, not upon the organization and administration point of view, but upon the question: “How can we use and organize these activi- ties so that children may gain the greatest possible education from them?” As mentioned above, one principal served as chairman at each meeting. It was his business to start and to steer the discussion, but not to talk too much himelf. The three general aims of each meeting and the chairman’s technic may be summarized as follows: Aim 1: Participation by all members of the group. a. Watch members to see when they are on the point of talking, or disagree- ing or agreeing with reservations, and call on them. b. Chairman guided the discussion but tried to reserve his opinion. His talk- ing should take the form chiefly of presentation of a topic; summary of it, or bringing the discussion back to or around to a worthwhile topic. e. Discussive talkers are curbed by watching for openings to call on some- one else. Aim 2: To make the discussions or topics as worthwhile as possible. a. See (b) above. b. Chairman need not feel that a topic should be thoroughly covered before being dropped. If the discussion leads to something worthwhile let it come back to the original problem later when this new field has been explored. e. Policy of presenting two or three topics near the end of each meeting for the group to decide which should be discussed at the next meeting. d. Planning meetings—to the extent of having some members ready to pre- sent what they are doing along the line of the topic selected. Aim 3: To make the meetings of practical value to principals. a. Discussion based on practice. b. Later reports on what was done by the members after discussion. This takes on the nature of an assignment, or rather serves to give credit to those who do carry out programs suggested in the meetings. ec. Having principal’s administrative devices presented or an “extra” for each meeting. How Mr. A uses his filing cabinet, or how Mrs. B. uses the magazines that come to her building, or some individual idea or plan that one principal is carrying out. Summary of a typical meeting—As the discussion proceeded at each meeting the chairman took notes which were duplicated for the members. The summary given below shows how the various ideas were brought out in the conference. Needless, to say these sample hotes are much more organized and stilted than a typical discuss on. 518 ELEMENTARY ScHoont PrincipPats SUMMARY OF DISCUSSION ON How To DEVELOP RESPONSIBILITY IN THE CLASSROOM I. Organizing classroom administration such as passing paper, closing windows, collecting papers, cleaning boards, etc.; so that committees of pupils take charge of them. A. Serves to simplify teaching and learning. 1. Speeds up classroom work. 2. Prevents many problems of control. 3. Develops pupil responsibility. B. Suggested rotation of committees. C. Suggested listing on chart of these committees. II. Developing in pupils, responsibility for classroom work. A. Attitude of pupil should be: “this is my program,” or “my job,” or “my work,” not “this is the teacher’s program” and “T will do it if she insists.” B. Development of a “we” feeling in the classroom—the teacher a mem- ber of the group. 1. Suggestion that teacher and class plan day’s or week’s pro: gram together. 2. Suggestion that teacher let pupils know something of her plans, where they go next; what they will learn next, e. g. songs to learn; arithmetic processes to be learned. 3. Utilize interest of children in language lessons by writing an article for the newspaper; in reading, look up plays for pro- gram. III. Pupil Responsibility for Tool Subjects (suggestions arising during dis- cussion ). A. It seems expedient at present to separate tool learning and socializ- ing learning. B. Goal, that of getting pupils to assume responsibility for learning tool subjects. In spelling for example, the goal is not simply to get one hundred percent on today’s lesson but to want to spell correctly whenever writing. C. Individualize instruction and learning progress—because we can- not keep pupils together—each has own difference and own rate of speed. D. Test, to discover each pupil’s needs, which process he should work on in arithmetic, ete. E. Provide material so organized and self-administrable that pupils may select material that fits their reeds. F. Retest often to determine child's progress. (He corrects his own practice material. ) G. Classify on social age or chronological age, since the socializing edu- cation demands that and tool subject education does not. H. At beginning it is well to divide the day into tool subject and social- izing periods, not that it is not necessary eventually. Each child or group plans own time. I. Each teacher is responsible for her own widely varying pupils. J. No opportunity teacher is the ideal. K. The tools learned should be actually used, put to use, in the socializ- ing period, e. g. a California pageant would use oral and written language, spelling, writing, music, art, P. E. (dancing), arithmetic, in a situation on the child’s level and full of interest to the child. L. Pupils must check out on fundamentals before graduating. tl of se th lows, take ” ” or it if nem- pro- her a of e. g. y an pro- dis- aliz- ning ) get etly can- rate . on pils own o(du- rial- hild liz- tten tic, ild. Tue Tentu YEARBOOK 519 IV. Questions raised: A. Can pupils plan the use of their time in classroom situations? B. Can teacher really give pupils responsibility for doing and learning tool subjects, without further motivation than K. above? C. Is there not a danger that the teacher will come to place greater em- phasis on subject mastery than on child growth, since she must spend so much of her time on preparing material ete. for this side of her job’ D. Is there not danger of losing the teacher’s ability to inspire, to in- terpret. E. Is there value of keeping group discussion and interest in formal lessons? F. Is there a place for group instruction? G. Should teacher review kind of process child is using, mental process, he is giving them? Another outcome of the conferences—A result of the discussion on standards in the primary grades was the adoption by the principals of a plan for the development of each child at his own rate, without attaching the stigma of failure to those children who cannot move rapidly. The plan which follows is really a statement of policy ‘ather than a change in requirements. REPORT OF COMMITTEE ON SUBJECT STANDARDS FOR THE PRIMARY GRADES Your committee reaffirms the policy of six years of elementary education for every pupil in the city schools. To make this possible of administration, it is necessary to remove some promotion standards that have stood in the way of teachers accepting the idea of giving a child each year all that he can handle and then passing him on regardless of his accomplishments in the tool subjects. In considering the report of this committee, it should be kept in mind that these standards are recommended, not as fixed rules for all to follow, but as a means for clearing away obstacles. If there are no standards of accomplishment set in reading for the low first grade, then there is no need for a junior first grade, be- cause a child may be promoted to the high first without having accomplished a set number of books. If, however, there is a group that is ready for a reading program immediately the teacher may give these children all the reading they desire and hold them to high standards of accomplishment. Continuing the idea, though note reading in music is not listed in the second grade, a teacher strong in musie may teach note reading in that grade. The entire plan is to permit the individual teacher and principal to act upon each case on its individual merits, yet to remove from the teacher the fear that if she permits a child to develop slowly the next teacher will criticize her for not fulfilling the requirements of the course of study. The following are the recommendations: Handwriting: No formal requirements for the first grade. If part of the class is ready for seat writing the writing habits should be carefully guarded. If, how- ever, there is no call for seat writing the children should use large board writing with crayolas or chalk. Formal writing to begin in the second grade. Music: All technical requirements in music to be lifted to the third grade. First two grades to work on tone quality, note singing, music appreciation and so forth. Spelling: The beginning of formal spelling requirements is shifted to the high second grade. Arithmetic: Formal arithmetic work, check out on combinations to begin in the third grade. The work in the early grades should be rich in number situations. 520 ELemMentTARY ScHoot Princrpars Whenever the use of numbers is needed in the first two grades care should be exercised that correct habits of handling are established. Reading: The program of the first three grades to be as full of reading as it ig possible to make it without any unnecessary forcing. The committee does not recommend any particular place for the first measure of reading ability to be given, As a measure entails the expenditure of funds for tests, this matter should be taken up between the individual principal and the superintendent. Reading will thus become the important tool of the first three grades but any barrier to allowing the child to advance three grades in three years is removed. Results—The most important results of these conferences were in- tangible yet very real. A changed attitude on the part of many principals, toward the newer trends in education was particularly noticeable. This changed viewpoint was exempli.ed mainly in a growth in willingness to try new methods. While one perhaps should not say that some “came to scoff and left to praise”, it can be said that some who came to criticize anything new, left with a determina- tion to find out for themselves. As a result of these conferences a number of experiments in organization were started by principals within their schools, as follows: 1. Some principals are working toward a reorganization of their schools to eliminate retardation and cut down acceleration through the grades. Our policy is six years in elementary school for each child. Some principals are trying a modified form of age groupings rather than grade groupings to achieve this policy. 2. School playgrounds have been more widely used than heretofore, because of organized efforts to see that more children participate and that maximum use of play space is achieved. Scheduled games and scheduled use of apparatus has made this possible. 3. Responsible adults have usually learned habits of responsibility in child- hood. Developmental activities are just as important, and perhaps more important than tool subjects as a means of educating boys and girls. Discussion of the problem of pupil responsibility and participation in the conduct of the school in our conference has led to many attempts to practice responsibility. 4. The placement of lunchrooms under more direct pupil control in many schools has resulted from discussions regarding this problem. Some schools which had not been furnishing hot lunches to pupils made a start in this direction after these deliberations. 5. Safety of life and limb is always a problem in elementary schools. Discus: sion of this problem has led to reorganization of pupil safety and traffic squads in many schools. However, as has already been stated, the most important results of these conferences are intangible but nevertheless vital and real. We consider that the broadened visions and more open-minded atti- tudes established on the part of many principals are results enough to justify the time and effort expended on our principals’ conferences. Have you read the Preface on page 1337 su pl in: ti me — ld be it is S not yiven taken thus g the e in- lany arly in a ould sald ina- eS a pals ls to 0licy ing a olicy. cause n use s has child- rtant f the 0l in many which after iscus- juads sults real. atti- yugh neces. Tue Trento YEARBOOK 521 PLANNING THE SUPERVISION ELIZABETH K. PEEPLES Principal, Brightwood School, Washington, D. C. VER since the first school mastership was created principals have done much to improve instruction. At first the principal’s influence on classroom activities was general and largely indirect. Recently, the demand has been for close, direct, and practical super- vision. Can we supervise without planning ?—The demand for a high type of supervision has found many principals ill- sia Little does it matter that the executive has behind him long years of teaching ex- perience. Should one impose the prejudices of ak experience upon the teachers of the present ? Whether we admit it or not skill in supervision does not neces- sarily follow upon long years of teaching. We cannot expect to hurry from classroom to classroom, sprinkle bits of ancient tradi- tion, and hurry back to the administrative demands in the office. Such “supervision” had its day. It cannot be inspiring and stimulating to the well-trained teacher of the present. The basic contention of this article is that principals must “think through” a supervisory program. By what right do we ask teachers to write outlines and plans of lessons, if we fail to prepare written supervisory programs? Furthermore, the mere writing out of a plan for improving instruction helps to clarify the principal’s think- ing. One may not be able to carry out all of the procedures or ac- tivities included in the outline, but there will be fewer “waste motions” if the plan has been set down in definite form. Aims of a supervisory program—tThere is value to the principal having a de‘inite aim for each year’s work. The writer set as the general aim for supervision : To afford the pupils of Brightwood School the fullest possible educational opportunity. While the general aim has inspirational value we have adopted a specific aim for each year. These specific aims tend to keep before the teachers the goal which demands particular attention for the year. Of course, this special emphasis does not mean that all phases of the school’s teaching procedure will not receive some supervisory attention. Our specific aims for the past five years have been: 1926-27. To familiarize teachers with the psychological principles underlying child activity and child freedom with responsibility. 1927-28. To familiarize ourselves with current thought on the teaching of ele- mentary school subjects as presented by some of the leading journals of education. 1928-29. To familiarize teachers with the plan of integrating subjectmatter into units of work. 522 ELEMENTARY ScHoont Princrpats — 1929-30. To aid teachers to make intelligent use of the newly adopted courses in the social studies with subjectmatter organized into units of work. To familiarize teachers with the help available to them through The Classroom Teacher and similar reference books. To prepare the teachers of the seventh and eighth grade classes for transfers to the junior high school without loss of morale and efficiency. 1930-31. To aid teachers in carrying on the experimentation with units of work, To keep abreast of current movements in character education. To improve written and oral English in all grades. The basic procedures in supervision—The aims of the principal’s program determines to no small extent the types of supervisory tech. nics. The reader should note the statement of the aims above in connection with Charts 1 and 2. Charts 1 and 2 are brief outlines of the basic procedures used by the principal in guiding and influencing instruction. In no sense are these charts complete. Any competent supervising principal ought to be able to suggest additions to the charts. However, the important point for this article is that the laying out of a definite program of supervisory devices is necessary. Also, this planning helps the prin- cipal to visualize and to evaluate his work. CHART 1—OvrT LINE or A FIVE YEAR SUPERVISORY PROGRAM Year Teachers’ Meetings Indiv:dual Con-eren es Class Visits |Nubject: Child psy-| Follow-up of teach-| /aspection: Special chology. ers’ meetings. rooms. Text: Psychology of| Practical applications) Follow-up: lopies 1926- Childhood by Nors of child psychology.| discussed in teach- 1927 worthy and Whitley ers’ meeting. Method: Talks by On call: Various spe- faculty or prineipa cial projects. followed by discus sion. Subjects: Reading and Follow-up of class-| Scheduled visits: Spe arithmetic. room visits. cial attention to References: Curren: reading and _ arith- 1927- professional maga metic. 192s zines. Method: Reports by teachers followed by discussion. Subject: Integration] Follow-up of class | Observation of — inte: of subjectmatter. room visits. grations in subjects. References: The Child- Study of the place Centered School by and contribution of 1928- Rugg and Shumak- extra-curriculum ac 1929 er and Making an tivities. Elementary School Curriculum by Lin- coln School Staff. Method: Reports and | discussion. rses To 0m and rale ork, tten il’s N pe to ‘ith- nte- cts. lace 1 of 1 ac Tue Tentru YEARBOOK 523 , Conclusion—We believe that our five year program of supervision has had the following results for the staff of the school: (1) responsibility, under guidance (2) Enthusiastic based upon units of work. (3) of teachers. Establishment of school control on basis of child activity and acceptance by faculty of the activity program Increased knowledge on part of faculty of modern methods of presenting subjectmatter and sources from which such knowledge may be obtained, (4) through collaboration on units of work. Increased cooperation of classroom and special teachers Our procedure and results fall far short of our,ideals, but we re- alize that more progress has been possible under a definitely organized plan of supervision than would have been made without it. CHART 1] 1929- 1930 1930- 1931 — (CONTINUED) Subjects: How to | plan and to carry out units of work in primary reading and English. Gen- eral elementary methods. Texts: The Class- room Teacher by Hillegas, et al, and Principles of Teach- ing and Learning by Mossman. Method: Reading of texts, reports and discussion. Subjects: How to plan and to carry out units of work. Character educa- tion. Texts: (See 1928-29 and 1929-30) Bulle- tins of the U. S. Of- fice of Education. Method: Committees of teachers in charge of each meeting. OUTLINE OF A Five YEAR St Teachers’ Meetings | Individual Conferences | Follow-up of general meetings and class- room 4 visits. JPERVISORY PROGRAM Class Visits Observation of prob- lems and topics dis- cussed in teachers’ meeting. Follow-up of class- room visits. Observation of char- acter education work. Study of units of work in progress. Observation of oral and written English. 524 ELEMENTARY ScHooL PRINCIPALS CHART 2—OvuTLINE OF A FIVE YEAR SUPERVISORY PROGRAM Year Directed Observation Se ae Surveys and Tests Demonstrations giv- 1926- en in reading in the 1927 fourth and _ fifth grades. Teachers sent to 1927- demonstration school 1928 to see lessons in read- ing and arithmetic. Visits to bring out| Teachers tried out 1925- the integration of sub-| various units of work 1929 jectmatter. under principal’s di- rection. Teachers sent to} All teachers tried 1929- observe lessons in/out units of work in 1930 reading, English and|the social studies. social studies. Visits to other} Attempts toempha-| Collection twice 1930- schools to see char-|size character educa-}each month of the 1931 acter education activi-| tion. best, average, and ties and units of work. Testing of various units of work. poorest papersin English composition. [* GIVING assistance to teachers in their more difficult problems of teaching procedure, the principal found it necessary to give greater emphasis to the individual con- In addition to the already existing practice of granting conferences whenever possible, and holding short informal teacher conferences during recess periods, noon periods, before and after school, the principal set Wednesday afternoon as a regular teacher conference day. This day was chosen because there were no meetings of teachers or prin- cipals called by the administrative staff of the central office. ferences. Jay D. Conner, Chapter IV. rice the and sin ion. Tue TentH YEARBOOK 525 AN APPRENTICESHIP FOR FUTURE PRINCIPALS WALTER F. KARST Principal, Roosevelt and McKinley Schools, Wauwatosa, Wisconsin UPERVISION has in recent years come to be the most important single duty of the elementary school principal. It has been sug- gested that a supervising principal should spend approximately half of his time in supervisory activities, the remainder of his time to be divided among such duties as administration, teaching, clerical, and miscellaneous duties.!. This plan indicates the need for good train- ing in supervision on the part of those taking up the duties of an elementary school principal. The apprenticeship plan—A great number of elementary school principals entering upon their new duties have had experience as teachers. A considerable number have had courses in administration and supervision. A far greater number than those contained in either of the preceding groups have not had any actual experience in administration or supervision. This article is to be an account of the manner in which a graduate student in education attending the University of Chicago secured experience of that type through serving an apprenticeship to the principal of one of Chicago's larger elementary schools. The oppor- tunity to secure this experience while attending the university was furnished through the cooperation of the superintendent’s office of the Chicago school system, the University of Chicago, and the prin- cipal of the school in which the apprentice served. The period of the apprenticeship extended over the months of Jan- uary and February, 1930. It was brought to an unexpected conclu- sion when the apprentice accepted a position as principal of a new elementary school in a suburb of Milwaukee. The apprentice spent every morning and one afternoon of the school week at the school, or at its two branch schools. At the be- ginning of the apprenticeship it was suggested by the principal that a program be worked out whereby the apprentice might be of help, and at the same time learn as many of the duties of an elementary school principal as possible during the apprenticeship. The program, as it was worked out, provided for the carrying on of the duties of the principal as they would naturally arise during the school year. A number of these responsibilities could be performed by the ap- prentice. Other duties were learned by observation and by having them described by the principal. A description of the manner in which some of these duties aid in the improvement of instruction is presented in the following paragraphs. 1National Education Association, Research Division. “The Principal as a Supervisor.” Research Bulletin 7:289; November, 1929. 526 ELEMENTARY Scuoor. Principats Types of instructional supervision—One of the first things which the principal pointed out was that one must have a de‘inite purpose in mind when making supervisory visits. He indicated that super- vision may be by grade or by subject, depending upon the problem to be solved. In one situation an investigation of arithmetic through- out the whole school might require the attention of the supervisor, In another situation an adjustment of content between several classes of the same grade level would make the visitation of a particular grade most effective. Inspection visits with definite points in mind—The item to be ob- served should be made as specilic as possible. For instance, in a lower grade the development of number sense on the part of the pupils could be watched for, while in the upper grades the ability to solve problems might be the item to be observed. Survey tests as aids to supervision—An opportunity to learn the value of testing and surveying of achievement as a technic in super- vision was presented by the drawing to a close of the first semester. The achievement in the fundamentals throughout the grades was tested by the principal and the apprentice. Spelling was the first subject to be surveyed. Two types of spell- ing tests were worked out by the apprentice. One type contained the words of the regular spelling list, the other test contained words chosen from the Ayres Standard List. These tests were given in the school and its two branches, and in all grades from second through eighth. The medians were found and plotted on graph paper. These were compared to the “norms” on the Ayres scale. The results were to be used as a basis of follow-up and remedial work during the second semester. The next step in the survey testing was that of testing the arith- metic fundamentals in the school. The medians were determined for each room and the results plotted. In this manner it was possible to compare the rooms in each grade, and to compare each grade with scores made in previous years. The principal also administered a test in arithmetic reasoning in the eighth grade. The test was given to check the results of devoting particular attention to this phase of arithmetic in that grade, The Pressey Standard Attainment Tests were administered in the second and third grades of these schools. The results indicated that these grades were above the standard in all cases. The Los Angeles Reading Test was given in grades four and five of the same schools. The results of this test indicated a problem in reading in these schools. Ina 5A grade the Thorndike-McCall Test in Reading was administered to verify a low score. ‘The results checked. These test results were sent on with the class to the next grade teacher, so that a division of the class might be made, and hich Dose per- lem igh- sor. sses ilar ob- na the v to the er- ter. was ell- the rds the igh ese ere the th- for ble ith la ven ase the at ive in est Its xt nd Tue Tenru YEARBOOK 527 remedial work with the poor readers might be started. In each grade alist was formulated in which the readers above standard were sep- arated from those below the standard. Follow-up tests were also administered in the largest branch school and remedial work sug- gested, Checking teacher's service other than teaching ‘Some valuable aids to supervision were found as the apprenticeship continued. One of these was that of checking upon certain duties assizned to the teachers; for example, the time distribution of the subjects by each teacher and the schedule of classes of each teacher. These re- ports were to be turned in at the beginning of the new semester. In- spection visits throughout the semester were pointed out to be of value in checking heat and ventilation, neatness of rooms, pupil dis- cipline, class management, and other routine details. Teachers’ meetings as aids to supervision—The possibilities of the teachers’ meetings as an aid to supervision were noted by the appren- tice. The faculties of the three schools met every other Wednesday immediately after the close of school. The meetings were carefully planned by the principal, an outline having been prepared and a copy placed in the hands of each teacher not later than the day be- fore the meeting. One type of meeting held during the apprenticeship was that of the reading circle. At this type of meeting recent and outstanding pro- fessional books were reported by the teachers. A part of the meet- ing was taken up by a report of a reading course given at the Uni- versity of Chicago, and which was attended by one teacher from each elementary school in Chicago. In this manner the results of the latest reading investigations were brought to the elementary school teach- ers of Chicago. Another type of meeting was one at which a problem in instruc- tion was taken up and discussed by the faculty. One meeting was held to discuss character education preparatory to placing some em- phasis upon it during the coming semester. An outline of types of character education and some suggested methods of procedure had been prepared by the principal before the meeting. A character re- port card was being worked out, and its use was to be discussed at the meeting. Administration of visual education material and assemblies as aids to instruction—The organizat ion of the teachers to handle the various types of instruction was found to aid the supervisory program. The visual education program was organized by two room groups, with the eighth grade girls in charge of the slides. Under this plan slides were quickly procurable for visual education purposes. The radio pregrams were organized by two room groups in the same manner as the visual education program. The assembly programs were or- ganized by class groups. The programs were planned and handled 528 ELEMENTARY ScHoot Principats by a teachers’ committee. A program of an instructional nature was held once a week. A music assembly was held once each month. Demonstration teaching—The demonstration lesson was observed to be an aid to supervision. The apprentice observed the principal give three demonstrations in reading lessons. Teachers desiring or needing help in particular subjects were frequently excused from teaching duties in order to be able to attend demonstrations in a nearby demonstration school. A project for the improvement of instruction in geography and history—A problem undertaken by the apprentice, and worked out in cooperation with the fourth grade teachers of the school, proved to be of great value to him. The problem undertaken was that of the improvement of instruction in geography in the fourth grade. It was worked out in steps in somewhat the following manner: 1. Classes in fourth grade geography were visited for several days to secure a knowledge of the teachers’ methods of teaching. The Chicago course of study for the fourth grade was studied by the apprentice. A study of recent methods of teaching geography was made by the apprentice. A conference of the fourth grade teachers was called. Some of the following points were brought up in discussion: a. The use of the reading results b. The value and use of the textbook ec. The question was raised as to whether the problem method might not be tried profitably in the school: There was a feeling on the part of the teachers that a program of this type was worthwhile, but that certain difficulties presented themselves in the school. The suggestion was made that, inasmuch as the problem method was worth trying, each one at the conference think of, and jot down, specific suggestions as to the “ways in which the problem method might be introduced into the school.” 5. A follow-up meeting was held. The suggestions by the teachers were dis- cussed and later summarized. to » § 6. The teachers made a beginning on the new method. 7. Classes were visited to note the progress made. 8. Plans were made to demonstrate the project to the other teachers. Conclusion—As before mentioned this apprenticeship was brought to an unexpected close. In going to the first administrative and supervisory position to be held by the apprentice, it is the writer's belief that the training received during the apprenticeship proved of value as follows: 1. It sent the apprentice to his new position with a feeling that he was to carry on work with which he was already familiar. 2. It was possible to begin more quickly upon a supervisory pro- gram. The attention of teachers and principal was directed toward several problems, of which the following may serve as examples: a. A study of arithmetic throughout the grades—ways in which it might be coordinated, results improved, and instruction improved. po: rel pel ap an ate dis su th un was ved pal or om na nd Dut ved of de. ure ice, 1ce, Lia ing not am ted od jot om it 1 Tue Tentu YEARBOOK 529 — Lea This problem was suggested by the teachers. b. The working out of assembly programs for instructional pur- poses. c. A study of the ways in which the school library might be cor- related to a greater degree with the classroom teaching. d. A study of the special help period for pupils—length of the period, placement of period, ete. 3. Finally, the apprenticeship impressed upon the mind of the apprentice that a program in supervision must be carefully planned and as carefully carried out. A constructive program cannot be initi- ated and then forgotten about. The follow-up procedure is an in- dispensable part of supervision. With these principles in mind, the supervisory problems begun in the spring will be carried through this school year. The results of the program, whether successful or unsuccessful, should then be apparent. URING the noon hour, children move about the build- ing as they please. Many of them go to the auditorium and put on entertainments extemporaneously for their own amusement, while others choose the playground, Between classes there is. of course, considerable talking and pupils moving in every direction. There is, however, no disorder. Although this order of things would not please the military eye, we believe that we have succeeded to some degree, in making children responsible for their part in school activi- ties, and that we have shifted from teacher-control to the social-control of the pupils themselves.—Guy A. Durgan, Chapter ITI. 530 EvLeMentARY Scuoont Principears THK PRINCIPAL AS AN AUTHOR BUTLER LAUGHLIN President, Chicago Normal College, Chicago, Illinois NE OF the best ways for a principal to master his work and to get his ideas before his teaching force is to have his plans written down where they may be examined. Often, one can master a super- visory or administrative problem by attempting to put it into print. This process brings the principal in contact with the literature of his field and with the many plans which are used by the staff of his school. arccicemaed nied tormamlitecode emia 12. Did the pupils and teacher reach the goal set with EE, eis ccnecned cane eetanmnsenaosurae ID MND incincineninccunmmutnhicnmmsnamildbisieusimenedinn men ania ID co.cc ciensiciatiesannt eicetinnannstnenienatientntnlasibineins tat inindhacinttinmthtirtnermnianen's SEE. Siteientitenmcccunnieanhabiouanttinpincdimnnemaiia-gneieeniceunna seated PI. -ch.neadambinsan ume cwces cabana nanan a mniiaacraat ewes nae oe No, 83—Rating Recorp inert naneineicidinsaecemuanias EE LEE ES, . sy . Mmowlodes of subject content.......... 2... nnk sia 2. Plan and sunlaaibin A iran occwnskwiketrueewenEncnnemnassawn 4. Attention ne CNN SUI sits tscet as pinnae aaa nea aceeseb esate eons - 5. Growth of sie in subjectmatter._..___-- --- RE a ke le ee i Ce (O UNN os hernia auinindn nonaddn die coeeecs General impressions of several lessons—The 1B class in School A was selected for the first visit. This class was in charge of a teacher who created a wonderful atmosphere of cheerful, active, interested ‘From Workbook for Principals and Supervisors in Elementary Schools by Robert H. Lane. on > -_ =)j T HE * T ‘ENTH _ YEARBOOK group living. Each question and every answer established the im- pression that every child had something to contribute, The room was an artistic delight with full length pastel curtains, plants, and pictures. It was a delightful primary room with movable equip- ment, lifesize play-bed, usable book-cases, and practical bulletin boards, Ideal conditions for growth of good citizenship, stronger character, and social courtesies existed and flourished under the wise guidance of this alert teacher. Life conditions were the basis of all seat, WOr k, centering around the actual purchase of material, cookie- making and baking apples for a Hallowe’en party that afternoon. Much reading was accomplished in small groups because those who were studying were completely absorbed in purposeful activity. Creative literature was an outstanding feature. At least fifteen original class poems about nature, pets and other interesting topics were printed by the teacher and read as concert work. Altogether it was an exceptional demonstration of a live, highly-trained teacher of 1B group. A 2B grade next claimed the attention of the group of principals. It was an attractive room in charge of a pleasing, alert teacher, Win- dow decorations not only lent color, but served also as a device to check attendance. Nearly all the furniture had been made by the children. Chairs made of apple boxes, attractively painted and cushioned, were used in recitation. The reading table, with its neatly-piled books and vase of bright flowers, invited when lessons were finished. The pupils carried out their work with much infor- mality, during the study period. The hum of business prevailed. Instructions on what to do were specilic. When one thing was fin. ished, something else was provided through several choices. Pupils moved freely about, wrote, read, wor ked, consulted, and compared while the reading class was completely absorbed in their circle with the teacher. The teacher developed phrases, drilled phonics, and heard her pupils read undisturbed because the rest of the room was provided with much that seemed desirable, A well-prepared, well- taught lesson. A teacher in a fourth grade gave a very interesting lesson in the development of long division. This development was logical, simple, and clear, and was grasped by all the pupils in this large class, having an unusual range of chronological and mental ages. The teacher, efficient and alive, made the enterprise seem delightful. The methods used in the development follow: OBSERVATION OF FOURTH GraDE ARITHMETIC, 11:00-11:30 A. Aim—To teach long division by two numbers as 21, 31, 41, ete. B. Apperceptive basis—The children can divide by one figure using the long division method. 538 ELEMENTARY ScHoont PRINCIPALS C. Preparation. 1. Work example 4887 divided by 9. 2. Develop need for knowing how to divide by two numbers. D. Presentation. Explain use of guide figure. Steps. 1. Our guide figure is --. 2. Cover and find quotient. = ats 3. Multiply (think it out). 4. Look at numbers. 5. Subtract. 6. The remainder must be smaller than the divisor. Bring down 1 number. Repeat, using the new dividend. F. Emphasize the importance of steps 4 and 6, A well-planned, logically developed lesson in 7A history was ob- served by the principals. The class was divided into three groups, the one having the least ability under the direct leadership of the teacher. Basic facts growing out of discussion resolved themselves finally into a plain, clear understanding of what the Monroe Doctrine meant. This particular topic was discussed in relation to similar topics, which had preceded it, thus interpreting new historical ideas in terms of the pupils’ previous experiences. Before the close of the class the groups were called together and the background gaine| under the careful guidance of the teacher was enriched by colorful reports. OBSERVATION OF History LESSON IN HIGH SEVENTH GRADE, 9:00-9:45 A. General Aim—To teach America’s policy of democracy. B. Specific Aim—To teach the Monroe Doctrine. C. Analysis. 1. Old Knowledge—Policy of former presidents in regard to foreign powers. 2. New Knowledge—Policy of United States as set down in Monroe Doctrine. D. Sources and references—Halleck, Gordy, Beard and Bagley, and the World Book. EK. Presentation 1. Need for Monroe Doctrine. a. Holy Alliance. (a) Its purpose. (b) Its effect on the New World. 2. Monroe Doctrine. a. Three points of the Monroe Doctrine. (a) Attitude toward European affairs. (b) Extension of European systems. (ec) European interference with American Colonies. 3. Consequences of Monroe Doctrine a. Effect upon United States. (a) Venzuelan boundary dispute, Maximilian in Mexico. b. Attitude of Europe as shown in— (a) Spanish American colonies. (b) Russia’s and Great Britain’s boundary dispute. s ob- ups, f the elves trine nilar deas f the ine. ful reign nroe ‘orld Tue Tentuo Yrarsook 539 —— An eighth grade reading class proved an interesting observation. The teacher had taken into account differences in understanding, tastes, and interests of the pupils by dividing the lesson into four groups— (1) dramatization, (2) art, (3) characterization, and (4) socialized reading, with different and distinct outlines for each group. Each pupil chose the work in which he was most interested. The pupils of each group seemed absorbed, happy, growing. Work in groups is a natural life situation, and when supervised by an ob- servant and adroit teacher, arouses and quickens appreciation and comprehension. A stimulating worthwhile lesson taught by an in- terested, far-seeing teacher. The outlines given below illustrate the method of group-assignment. Group 1—Dramatization 1. Select part of reading for dramatization. 2. Select pupils for parts. 3. Prepare and practice. Group 2—Art 1. Write five ideas for illustration. 2. Illustrate one idea with the materials provided. Group 3—Characterization 1. Write character study of two men. 2. Keep in mind these points. a. Helpfulness to others. b. Respect for rights of others. ce. Honesty. d. Industry. e. Respect for authority. Group 4—NSocialization 1. Write five questions each. 2. Choose a leader. 3. Ask and discuss questions. Conclusion—Our experiment convinced the group of principals that our plan of visitation will lead to a fuller appreciation of the very high type of instruction and administration generally practiced. Studying as a unit has opened for us more fully the way for sharing information, for solving specific problems confronting us, for ex- change of helpful suggestions. This experience should lead us to a clearer, more perfect technic of supervision. We hope to develop power in evaluating the more progressive methods of teaching in elementary schools. END to the Editorial Committee for information on the preparation of articles for the 1932 yearbook. Address communications to the Department of Elementary School Principals, 1201 Sixteenth St., N. W., Washington, D. C. 540 ELeMENTARY Scuoot Principats ESTABLISHING SUPERVISORY TECHNICS Bess CAMPBELL Principal, Jefferson School, Toledo, Ohio HE suggestion has been made recently in professional courses and educational literature, that principals should cooperate in developing supervisory procedures. One method of cooperation suggested is the “visiting plan” or directed observation by a small group of principals. In this plan, six or eight principals visit class- rooms together, make individual evaluations of the lesson, and then meet for a discussion of their observations.! How observations were made—The nine principals in our group assembled at the building as early as possible and spent the time be- fore school looking over the grounds, the building, observing the pupils as they entered, looking over the classrooms, and noting phy- sical conditions, and arrangements. Special attention was paid to the spirit of the building, the principal’s attitude toward teachers and children, the teachers’ attitude toward the principal, the teachers’ at- titude toward children, and the children’s attitude toward one another and toward school procedure in general. In every school it was the aim of the principal to show varied ac- tivities in different grades, as well as different types of teaching. In one building we might see an assembly program; in another, the as- sembly might be omitted for an art lesson. Reading, arithmetic, geography, history, physical training and music all came in for their share of observation. In most cases the teachers visited volunteered to help us. At first, until we had agreed upon points to look for, our class ob- servations were based on questions suggested by Lane? as follows: 1. Were the physical needs of the children cared for? 2. Was the teacher a good manager? 3. Was discipline formal or socialized? 4. Were the children happy, industrious, and in earnest? 5. Did the situation provide for life and growth? 6. Did the lesson have a clearly-defined aim? 7. Did the subjectmatter fit the aim? 8. Did the pupils know what was expected of them? 9. What was the type of lesson? 10. Was the lesson type suited to the aim and material ? 11. Did the pupils assist in planning, organizing, and judging values? 12. Did the teacher observe the laws of learning? 13. Did pupils and teacher reach the goal set with satisfaction? 10ur group acknowledges the fine leadership of Velda C. Bamesberger, Director of Elementary Education, Toledo, Ohio. *Lane, Robert. “The Principal’s Group Visit as an Effective Device in Super- vision.” Educational Method, October, 1929. p. 2-8. A as 4 l. 2. wo ti Irses e in ition mall lass- then oup be- the hy- the ind at- her ac- In as- ‘ie, oir ed b- Tue Tenru YrarBook 541 —————— A second list of “Questions for Evaluating Work,” was also used asa check. Some of these questions are: 1. Does the experience satisfy us (as teachers) or is it vital to the pupil? 2, Are the typical enterprises suggested and directed by the pupils? 3. Are the steps in working out a class activity clearly understood by all the pupils? 4. Are pupils developing in ability to find and use materials with a minimum of help? Are the caidiibioas pupils are attempting suited to their level of development? 6. Are the activities they are working on closely related to life around them? Are these activities helping them interpret life? 7. Do pupils take an active part in suggesting how to solve problems? Make things? 8. Are pupils gaining in critical thinking? 9. Do pupils raise questions and offer suggestions voluntarily? 10. Do situations call for independent judgment frequently ? ll. Are correct attitudes toward work set up? 12, Are pupils eager to carry work further? 13. Are pupils helpful to each other? 14, Are the pupils developing a wholesome, cooperative attitude? 15. Are pupils making personal gains in independent thinking? Alertness? Accuracy ? 16. Do pupils show evidence of initiative and self-reliance? 17. Are pupils able to apply learning to new situations? 18. Are pupils proud of their work and their room? As we observed the lesson and thought about the above questions we tried to note points of: (1) general procedure, (2) commenda- tion, (3) criticism, and (4) suggestion. Visits were usually made on Wednesday mornings. Conferences followed a week later on Wed- nesday afternoons. The discussions were always general and frank, but as impersonal as possible. The next few paragraphs of this ar- ticle present brief summaries of several typical observations. A general assembly—All grades were present. The words for the songs were thrown upon the screen. The songs were different from those we usually found on these occasions. The success of a banking project that took in the entire building was the subject for this par- ticular assembly. Papers were read by the pupils explaining the en- tire procedure of the drive. Results for each classroom were an- nounced. can new re of ‘ome ‘inal ‘ium ‘the art Was the nce | in ory air, for er- ray be- rd. al, all ‘ot be 0 i) = | eed — |- 543 Tue Tentrun YEARBOOK children who did not know what to do because of indefinite assign- ments. Summary and outcome of visits. Out of the conference periods of the group grew common problems which need to be solved. The most vital of these are: Seating arrangement for primary grades. Equipment for primary and intermediate grades. Suggestions for tiling reports and other valuable classroom materials. Proper seatwork for primary grades. i 2. 3. 4 5. The establishing and building-up of a worthwhile library for an elementary school. The group divided itself into three committees for the study of these problems and out of the study grew comprehensive reports. All classes visited were carefully and thoroughly discussed in the conference period. Criticisms, both constructive and destructive, were frankly given and suggestions for remedies or help where needed were kindly offered. Our group visited about fifty classes in nine different schools. At the end of that time, though we differed on details, there was agree- ment that the principal’s supervisory program had to be specifically directed, definitely organized, scienti‘ically checked, and democrati- cally managed. F OUTLAYS for materials and salaries were adequately allocated one would find in many school systems a sur- prisingly high expenditure and unit cost for clerical service and a relatively low unit cost for supervision. Those who are interested in the improvement of instruction will accomplish much when they are in a position to define functions and allocate activities and through such an analysis point out the actual cost of the services which are being rendered by super- visors, and the extravagant unit cost of clerical services when paid at a rate corresponding to salaries of staff members.— Fred Engelhardt, Chapter ITT. 544 ELEMENTARY ScuHoout PRINCIPALS i GROUP COOPERATION IN READING SUPERVISION Haro_p C, TALLMAN Principal, Beaumont School, Portland, Oregon GROUP of nine Portland elementary principals had met weekly for several years for the purpose of studying various educational problems.'| They came to the conclusion that if many of the existing instructional problems were to be solved, the subject of reading should be investigated first. With this firm conviction in mind, two years ago the study group set about to perfect a logical plan for a reading survey in the nine respective schools in grades four to eight, inclusive. Basie authorities selected—Bibliographical material was ex. amined. Three books were selected as guides: The Teaching and Supervision of Reading by Gist and King, Group Study Plan by E. R. McGuire, and 7he Improvement of Reading by Arthur I. Gates, The pupils in each school of the above grades were given the most recent tests obtainable. In addition to the comprehension and read ing rate abilities, the following abilities were considered : 1. Ability to appreciate the meaning of general material. Ability to foresee the conclusion of material partly read. Ability to read and comprehend precise exposition. Ability to pick out details. He - After a thorough knowledge of each pupil and his reading. ability had been determined, the children were segregated into groups. Each group was made up of children who possessed similar abilities and reading problems. Usually a room was divided into five groups of eight children per group. The selection of reading materials was based upon the following facts: 1. Graded material a. One grade below each classification b. On the grade of pupil classification ec. One grade in advance of pupil classification 2. The material contained an abundance of: a. Narration b. Poetry ce. Exposition d. Geography e. Plant life f. Social life g. Literature 1The following Portland principals formed the cooperating group: Chairman, W. A. Dickson, H. W. Ager, N. A. Baker, H. B. Blough, H. B. Dorman, Jesse McCord, C. E. Perry, and Harold C. Tallman. anu 5 wel gro Pu gro mol ( wh get mu con tire auc 7 obj ] 9 3 tio ine Mi eX: bet th pr pa m it Op Of pl of lo th m fe IN | met rious many ibject TOUp nine | @X- and n by J rates, most read. ility Sach and s of ving man, Jesse Tue Tenrn YErArRBooK 545 ————— Sets of eight readers of a kind were obtained. Generally there were about six or seven sets in each room to accommodate the five groups. With a few exceptions the reading type reader was used. Pupil leaders were selected from within the mediocre and upper eroups. The slower groups were led by pupil leaders from the more advanced classes. Comprehension must precede oral reading—The major objective which each teacher had in mind was to bring about rapid thought- getting from the printed page. It was assumed that silent reading must precede oral reading. Oral reading is not successful until after comprehension is highly developed, because a child must give his en- tire attention during oral reading to getting the thought over to his audience. The intermediate objectives in the accomplishment of the major objective were to: 1. Create a desire to read. 2. Develop an appreciation of good literature. 3. Develop necessary skills to enable the child efficiently to use reading as a means to satisfy his desires for pleasure reading, informational reading and inspiration. Sometime before each class lesson, the pupil leaders prepared ques- tions under the supervision of the teacher which not only caused the individual pupil to read objectively but also tested comprehension. Much group discussion gave the children an opportunity to use the exact words of the book. This plan contributed a great deal toward better oral expression and vocabulary building. Children being naturally critical insisted upon exact answers from their group mates. It was not long before a very noticeable im- provement in the ability of the children to analyze the contents of a paragraph was brought about. The added interest in the group method of reading gave the necessary impetus to the project to carry it through. Since each pupil of normal intelligence was given an opportunity to be a group leader, many an unassertive child devel- oped confidence and actually came into his own. Group reading proved to be highly social in value as well as very helpful to the end of analytical reading. Where the traditional individual reading recitation did well to al- low each child to read one paragraph orally during a class period, the group plan allowed each child to read with a definite purpose in mind all of the paragraphs read by the group during a period of forty minutes. Reorganization of groups based on tests—Simple tests were given at first to test only accuracy of comprehension. Upon the results of the last tests the groups were reorganized from time to time. The pupils were soon checking their own progress and the battle for in- 546 ELEMENTARY ScHooL PrincrPaLs dividual improvement was on. If any one factor might be pointed out which contributed more to the success of the reading project than any other, it was the new born interest in reading on the part of the children. Speed follows comprehension—Later in the project, when the abil- ity to comprehend could be handled with ease, the teachers through their pupil leaders injected the factor of speed into the thought- getting process. The reading tests which followed included the item of reading rates. However, comprehension was at all times empha- sized as the most important accomplishment in reading. Group work develops concentration—One unused to the group type of organization upon entering a room might at first have the feeling that there is a lack of organization. There is a distinet breakdown of the traditional “straight jacket” organization. Close observation, however, would reveal the fact that each group is quite unaware of the other, and concentration within the group itself is practically immune from distractions, It was found after several months of group reading that many pupils advanced from the slowest uncomprehending groups to the most capable group. Their progress, of course, depended very di- rectly upon their intelligence and the breaking up of undesirable reading habits. Effective supervision possible—The group organization gave op- portunity for the teacher to do effective supervisory work in reading. She watched each pupil as he or she read silently in search of the answer to the question which the group leader had asked. In the slower groups, especially, lip readers were found who could read no faster than their vocal manipulation would allow. The teacher would also seat herself in a position where she might watch and count the number of eye fixations to the printed line. The word readers were discovered in this manner. The teacher removed the individuals one at a time from the group who presented bad reading habits and used special remedial methods with them. It was not long until the problem readers were making a conscious effort to overcome lip reading and word naming (or both). Care used in selecting material—Throughout the time when group reading was used, the teacher made certain that the material was easy for the group to handle. It was assumed that children would only become con‘ident readers when they'were able to handle with considerable ability the material which had been placed in their hands. In some cases it was found that the pupils of the upper groups could cope with reading material more than a grade in advance of their classification. Often the children of the slower groups were given material two grades below their level before they could handle the material in an unfaltering manner. — A dire som low S prit caus muc reac coul tint P reac wee reat mor stuc wot T stuc am} our cipt on libr ave ticu gra to s wer the T user a 9 ~ 3. up | pos me! rea low nted than f the abil- ugh ght- item Dha- ‘oup the ‘inet ] ose juite 'f is any the di- able ing. the the | no wuld unt lers oup ods ing up was uld ‘ith eir ups ) of ere dle Tue Trento YEARBOOK 547 As inferred before, pupil ability found in the other subjects was directly proportional to their ability to read. In this respect it was somewhat surprising to discover that the children in the higher and lower grades were improperly classified in relation to their grade. Since it was not within the scope or the discretion of the various principals to re-grade the pupils on the basis of reading ability (be- cause reactive parents would not understand), it was necessary to use much remedial effort with the slower groups. An enriched course in reading was given to the best readers. The mediocre groups were, of course, more nearly on the course of study and simply had to con- tinue making steady progress. Pupils developed ability to read more—The experiment as a group reading organization was continued for one year for three days each week, In most class situations it was found that comprehension and reading rate were so much improved that the children should have more opportunity for purposeful silent reading. Therefore, the study group of principals began to look for some organization which would provide a greater silent reading opportunity for each child. The belief was very general that children who began the formal study of United States history in the seventh grade did not have ample background for a thorough appreciation of the history of our country. With this thought in mind the study group of prin- cipals decided to select well graded reading material by the grade on particular background historical subjects. Classroom reading libraries were purchased in each of the nine schools. These libraries averaged about fifty copies of graded material bearing on the par- ticular subject which was selected for the reading in the respective grade. During the week three periods out of the five were devoted to silent reading using the classroom libraries. The other two days were spent in various types of reading activities in connection with the basal reader. The bases for the selection of the reading material for the grades used in the reading background subjects were as follows: 1, Fourth grade—America before the white man 2. Fifth grade—Ancient history—Early Biblical period to the Greek civiliza- tion 3. Sixth grade— a. Greek myths and legends b. Stories of the Roman Empire The broad aim of the reading course in each grade was broken up into unit subjects. A list of these reading units or questions was posted in the room together with the sub-unit reading questions. The teacher would first encourage a desire on the part of the class members to know more concerning the major unit of the general reading subject. The children, so far as practicable, were then al- lowed to select their own sub-unit question for their reading work. 548 ELEMENTARY ScuHoot Principaus a The pupils were encouraged to read with the definite purpose of making a specific contribution to the socialized recitation which generally followed each series of reading assignments. The organization of this silent reading program, using historic ma- terial for a future background for the study of United States his. tory, was carried out very much as Mary G. Kelty has outlined it in Chapter VIII of The Supervision of Elementary Subjects. The direct advantages for reading growth in the second part of the reading projects presented themselves in the form of : 1. Increased ability to interpret well-graded material accurately. 2. An attitude appropriate to proper reactions to material read. 3. Increased development in the technie necessary in reading from the various phases of the subject. 4. An attempt to read for specific information in the particular subject 5. An ability to retain information because of the greater contact and familiar- ity with the material studied. 6. Increased ability to appreciate thoughts well expressed from the point of literary value. The incidental advantages of this type of unit study became a part of the pupil in the greater use of: Words for vocabulary building. Books as sources of information. Proper methods for care of books. Library facilities. Judgment in determining relative bearings of readings upon the project or study unit. SP Pr Group reading was used only long enough to allow the pupils suffi- cient opportunity to master the mechanics of reading and to en- able them to become objective minded. Much graded reading ma- terial covering the social science subjects was made accessible for the children as they read to support the various subject assignments. The history background material was used as source material for composition work in the language class. Cover designs depicting the nature of the compositions were worked out in the art department. A particular reading assignment in the sixth grade for one semester was the geography of Europe. The culminative objective was a fair, the scene of which was Paris. The fair was staged in the auditorium of the school before the patrons of the sub-school district. Booths were built around the rear of the stage and sides of the auditorium which represented the various European nations. The pupils rep- resenting the various delegates to the fair were dressed in the styles of their country; they sang native songs, danced the dances, told of 1Burton, W. H. (and others) The Supervision of Elementary School Subjects, Appleton, 1929. Chapter VIII, Wl pe cit th ve elf ste int CoO) en wl of pa wl ev Wo je - of Lich ma- his- t in > of ious liar- it of Tue Tentruo Yrarsook 549 ——— the products and industries peculiar to their country and expressed a spirit of good will toward all of the other nations. Business men, in particular, were very enthusiastic when they re- alized that geography in their schools was something more to their children than mere fact memory work. Oral reading not neglected—As intimated earlier in this article, children must be able to glean the thought from the printed page very easily and readily before they can hope to be successful audience read- ers. How true the above statement may be, the children in the nine schools, which used the project, were not without considerable op- portunity for oral reading. This opportunity was furnished in the home-room two days per week when the basal text was used. The oral expression department and library supplemented with audiences before which the pupils read orally. Results measured by comparative tests—Objective tests were pre- pared covering the general subject of the sixth grade reading project, Greek myths and legends, and stories of the Roman Empire. The tests were given to the sixth grade children of the nine schools. In order that the results of the sixth grade test might be comparable, the same tests were given to the eighth grade pupils in the re- spective schools. It was not difficult to anticipate the comparative results, since the eighth grade children had never done any intensive reading on the subject used by the sixth grade classes. The average grade made by the sixth grade classes was 94 percent, while the average grade earned by the eighth grade classes was 72 percent. Whether or not the difference in knowledge, which de- cidedly favored the sixth grade classes has sufficient merit to offset the possibility that the sixth graders might forget enough in two years to cause them to turn in no better papers than the original eighth grade groups, could not be measured at the time. It is a true statement of fact to say, that the sixth grade children became keenly interested in their project, and their exposure certainly was more concentrated and definitely organized than that received by the pres- ent grade children who were sixth graders two years ago. A gratifying result—The tinal and most gratifying result was the wholesome attitude on the part of the children toward the subject of reading. This attitude became a habit. Teachers of other de- partments, where content material was used, began to say things which showed that reading truly is the key and approach tool for every content subject. It was possible for the nine schools where the emphasized reading work occurred, to raise the standard of accomplishment in every sub- ject which required reading for its proper interpretation. 550 ELeMENTARY ScHoot PrincrPats SELECTED REFERENCES 1. CHAse, L. S. “The New Jersey Elementary School Principals’ Association.” Sirth Yearbook, Department of Elementary School Principals, National Education Association, 1927. p. 286-93. Discusses the program and purposes of a state principals’ organization, 2. Corner, E. W. “The Principal and His Professional Growth.” Third Year- book, Department of Elementary School Principals, National Education As- sociation, 1924. p. 219-29. Points out why and how principals should improve themselves while in service. 3. CupBBERLEY, FE. P. The Principal and His School. Boston: Houghton Mif- flin Co., 1923. 571 p. Many suggestions on how the principal can train himself for better work. 4. Gist, ArtTHUR S. Elementary School Supervision. New York: Charles Scribner’s Sons, 1926. 268-306. Discusses self-analysis and the professional training of supervising prin- cipals. 5. Kyte, GeorGeE C. How To Supervise. Boston: Houghton Mifflin Co., 1930. 468 p. Many references and problems suggested for study by groups of principals. 6. Lockwoop, JEssIE M. “Principals’ Professional Study Clubs.” Third Year- book, Department of Elementary School Principals, National Education Association, 1924. p. 230-31, Brief description of the clubs in Seattle. 7. Lonesnore, WitttaM T. “Local Principals’ Organizations in Forty-three Cities.” Fifth Yearbook, Department of Elementary School Principals, National Education Association, 1926. p. 333-43. A study of the duties and programs of local principals’ clubs. 8. NATIONAL EpucaTion ASSOCIATION, Department of Elementary School Prin- cipals. Seventh Yearbook, 1928. 512 p. Chapters on local clubs, state associations, and the professional courses for principals. 9 National Eptcation Association, Department of Superintendence. Highth Yearbook, 1930. p. 207-62. How the supervisor may train for and through supervision. 10. NATIONAL EpucaTion Association, Division of Research. ‘The Principal at Work on His Problems.” Research Bulletin 9:93-156; March, 1931. Part IV suggests problems and practices for local study groups of prin- cipals, UPILS are severe critics. If they were free to voice their criticisms and make themselves understood, the teacher, ignorant of her subject or unskilled in its presenta- tion, could not endure. It is evident that the principal can do much before the day school is convened to minimize his supervisory responsibilities and to have his teachers invite supervision. Such an opportunity is open to the principal who assigns teachers in terms of their interests.—E. A. Brown, Chapter ITI. rk. ‘les ‘in- 30. ils. ar- ion Tree ils, ‘in- CHAPTER IX EVALUATING THE PRINCIPAL’S WORK Basic CRITERIA FOR THE SUPERVISORY PROGRAM EVALUATING THE PRINCIPAL’S PROGRAM An EXPERIMENT IN MEASURING THE PrIncipaL’s Work RATING OF PRINCIPALS IN CHICAGO INTRODUCTION TO CHAPTER IX Perhaps there will never be an adequate evaluation of the principal’s total contribution to education. Who can place a value on a conference with parents which results in ten years more of schooling for children? Who can meas- ure the new courage and wise guidance given to a teacher by a principal? Ina thousand ways the principal guides, inspires, stabilizes, and improves the environment in which children grow. Yet there is value in a critical examination of the prin- cipal’s specific procedures. Even though this evaluation is nothing more than self-rating no principal should avoid critical and searching examinations of his work. Only in this way can ineffective, or even destructive practices, be eliminated in favor of progressive movements. The Department has given some attention before to rat- ing schemes. Burris proposed a self-rating scale in the Second Yearbook in 1923. In 1925 in the Fourth Year- book McClure summarized the current methods for rat- ing principals. On pages 412-20 of the Fifth Yearbook Willard discussed the efficiency of principals. Chapters 19 and 20 of the Seventh Yearbook in 1928 present facts on local and state standards for the principalship. The problem of evaluating the principal’s work is one demanding the attention of local associations. There is a need for experimentation with checklists whereby the following groups can evaluate the principal’s work: (1) superintendents, (2) principals, (3) teachers, (4) special supervisors, (5) pupils, and (6) parents. Surely, these groups view each principal's activities from somewhat dif- ferent angles. Chapter LX is simply a beginning on a problem which will merit considerable attention in the near future. After reading the contributions in this section readers should turn to the selected references.—Editorial Committee. [ 552 J CHAPTER IX EVALUATING THE PRINCIPAL’S WORK BASIC CRITERIA FOR THE SUPERVISORY PROGRAM ARTHUR DONDINEAU Supervising Director of Instruction, Public Schools, Detroit, Michigan HE principal who carries on a successful, efficient supervisory program possesses certain qualifications. He has those personal and social graits which are necessary to secure the confidence and co- operation of his staff, such qualities as tact, sympathy, initiative, en- thusiasm, adaptability, and resourcefulness. The principal who as- sumes the professional leadership of his school possesses professional scholarship, insight and imagination. He is devoted to the cause of education and has a well-formulated philosophy in harmony with the progressive generally accepted theories of education. He is a source of inspiration to his teachers because he has a comprehensive knowledge and appreciation of progressive theory and practices in his particular field. The successful principal is a student of human affairs, has a well-rounded social philosophy and a thorough knowl- edge of human psychology. He is not content with the present state of his knowledge and attainments, but has a definite program of self-improvement involving constant study and research. The effective principal budgets his time—The principal who has the correct attitude toward his work recognizes that his chief respon- sibility is that of procuring for the children of his school the greatest possible growth. Opportunities for growth are provided through the cooperative efforts of pupils, teachers, special supervisors, the community and the principal himself. The principal who is able to guide and coordinate the activities of these different groups organizes his time and energies according to a de‘inite plan. He sets a goal in terms of the proportion of time he expects to give to supervision, study, administration, community service, and clerical work. Pro- vision is made for delegating as many routine matters as possible to his clerical help, in order that he may have a maximum amount of time to devote to supervision. The effective principal understands the aim of supervision—The principal who has a sound progressive philosophy of education, in all probability has an equally sound and equally progressive philos- ophy of supervision. He recognizes that the aim of all supervision as far as pupils are concerned is child growth and the improvement of instruction, and as far as teachers are concerned, is the improve- ment of teaching. A principal who is able to carry on a professional type of supervision embodying the spirit of service and cooperation will find that this spirit is reflected in the lives of the teachers and pupils, [ 553 J 554 ELEMENTARY ScHoot PrINcIPpALs The effective principal has a well-formulated plan for his super- sory program—To be effective a principal’s supervisory program must be carefully and definitely planned in advance. Without a plan of procedure designed to extend over a certain period of time, super- vision will be haphazard, vague and meaningless. A planned pro- gram indicates that a principal has thought his situation through, analyzed it and selected for attention the weak spots. A carefully prepared plan insures definite organization of professional activity directed toward the achievement ‘of certain objectives. 4 well-for- mulated plan includes the following items: (1) a statement of objec- tives; (2) a clear-cut outline of means, devices and procedures to be utilized in the attainment of the goals; (3) a list of formal and in- formal checks or tests to be applied to the results of supervision to determine the success or failure of the program. The objectives of the effective principal’s supervisory program are well chosen—The objectives of a judiciously planned program are de- termined by the principal in cooperation with his staff after a careful study of all significant factors which affect learning conditions as these relate to the pupils, the teachers and the community. The re- sults of survey and diagnostic tests are analyzed to ascertain the status of pupils at each level of development: pupil activities are studied, pupil opinions regarding curriculum material are collected, psychological factors are taken into consideration, and behavior problems are investigated. When the principal has obtained all the available information regarding the progress already made by pupils in the different phases of their school life. and when he has compared the achievement of his pupils with certain standards, then he is able to formulate the objectives for his supervisory program in such a manner that individual differences may be taken into account. If the principal enlists the cooperation of his teachers in setting up the objectives for his supervisory program, more satisfactory results will be obtained. The successful principal obtains an intimate knowl- edge of the work and ability of each of his teachers and adjusts his program to the varying personalities and abilities of each member of the group. A survey of the social and economic conditions of the community in which his school is located provides valuable informa- tion for the principal who aims to adapt the work in school to the needs of his pupils. The effective principal is able to provide the means for realizing the objectives of his supervisory program.—When the principal has a carefully worked out set of objectives, the next step is the organi- zation of effective means, devices and procedures to be utilized in the attainment of these goals. The means will necessarily be depend- ent upon the specific objectives listed, but in carrying through any effective supervisory program it is necessary for the principal to provide for teachers some or all of the following services: (1) supply- Se ae a | an er- ro- lly ity wre Is Tue Trenru YEARBOOK 5Dd ing and interpreting materials of instruction, (2) assisting teachers in the use and interpretation of tests, (3) diagnosing errors, . planning and executing remedial work, (4) assisting teachers in planning and carrying on ‘experiments, (5) providing ‘illustrations of successful teaching procedures, (6) assisting teachers in the improvement of their technics of teaching, (7) acquainting teachers as fully as pos- sible with the results of scientific i inquiry, (8) providing teachers with standards for judging their own efficiency, (9) assisting teachers in discovering and dealing with individual differences, (10) assisting teachers in matters of classroom organization, (11) making sugges- tions for the economical use of time, (12) providing the guidance necessary to contribute to the professional, civic, social and spiritual growth of his staff. The above types of assistance are not provided for teachers by any one technic. A variety of ways are open to the principal and often one way proves more effective than another. Among the technics which the successful principal employs in carrying through his super- visory program are the following: (1) teachers’ meetings, (2) class- room visitation, (3) conferences with individual teachers, (4) de- monstration lessons, (5) interclass or school visitation by teachers, (6) supervisory bulletins, and (7) the use of other agencies of the school system. Each of these technics will be discussed briefly in the next paragraph in terms of certain criteria for judging their effective use in the principal’s supervisory program. The effective princtpal t is able to make use of teachers’ meetings as means of improving instruction—Teachers’ meetings within a school may be meetings of all the teachers, all the teachers of a certain grade, or all the teachers dealing with a given subject. Any type of meet- ing is profitable in the improvement of teaching only to the extent that the principal or person in charge organizes and conducts the ineeting with that definite purpose in view. The efficient principal plans the program for each meeting in cooperation with his teachers, giving careful consideration to the recognized needs of teachers and pupils, During the meeting opportunities for the active participa- tion of all teachers in attendance is provided. There may be free interchange of ideas and viewpoints, but the topics for consideration at any one meeting are limited in number and scope in order to give intensive thought to certain specific problems. General teachers’ meetings called for the purpose of disposing of matters of organi- zation and administration such as assignment of teachers to corridor duty, distribution of supplies and preparation of reports of various kinds are reduced to a minimum by the efficient principal for very often these matters may be taken care of by the bulletin board or by written notices. The effective principal makes use of classroom visitation as a technic for the improvement of instruction—Ciassroom visitation by the 556 SLEMENTARY ScHoot PRINCIPALS principal may be on invitation by the teacher, at a se heduled time, or at any time that the principal may wish to “drop into” a room. Visits of any kind will prove effective in the improvement of in- struction if the principal’s purpose is to help the teacher to diagnose difficulties, to make suggestions, or to demonstrate accepted proced- ures. The principal should visit in the spirit of service, to guide and encourage, and to offer constructive criticisms, never for the express purpose of criticizing a teacher’s work destructively. He should visit teachers to discover whatever strength or skill they possess and see to lead them on to greater development along these lines. The principal who is of the greatest assistance to his teachers makes definite preparation for the classroom visit. He discusses with the teacher the type of work to be observed, lists certain points he expects to look for particularly and gathers as much data as possible relating to the pupils, to the instructional materials and to the methods to be used by the teacher during the period of observation. This preparatory step, together with points noted during the lesson, pro- vides a definite basis for discussion during the conference between teacher and principal which should take pl: ace soon after the lesson. The effective principal makes use of conferences with individual teachers—Conferences with individual teachers may take place in such instances as the following: to assist a new teacher in making adjustments to her assignment; in response to a teacher’s request for assistance in some new undertaking or problem situation. ‘The help- ful principal is always prepared for the individual conference to the extent that he knows the training and experience of his teachers, knows their educational needs, and is thoroughly familiar with the conditions under which each teacher works, Specific preparation for conferences preceding and following classroom visitation has been described above. The types of problems discussed during individual conferences may include all those already listed under services which the success- ful principal offers his teachers. The individual conference provides the best possible opportunity for presenting and solving specific prob- lems in detail and for the free interchange of ideas. The effective principal analyzes the problems of classroom instruction in such a manner as to discover both their strength and their weakness, then he is able to give teachers definite assistance in improving their teach- ing technic. By means of the individual conference, the principal aims to help teachers to develop the power of self-analysis and self- appraisal and to create a desire for self-improvement. The effective principal uses demonstration teaching to produce teacher growth—The demonstration lesson is one of the most im- portant technics used by a principal who carries through an effective supervisory program. By this technic teachers may be given con- crete illustrations of procedures, devices, methods of classroom or- me, om. In- ose ec- ind ess isit pe Tue Tenrn YEARBOOK ¥5) ganization or other sonore with which they need help. Demon- stration lessons by superior teachers also convey the standards of good teaching desired by the a incipal. Demonstration lessons will prove more valuable if the teachers observing are provided with a list of important points to look for in the lesson and if the dis- cussion following the lesson is centered about these points. The effective principal directs teachers’ visits—Intervisitation in which teachers visit one another in the same building, in the same school system, or in some other system, is a technic used by the effi- cient principal in conducting his supervisory program. If a teacher is to derive the greatest amount of benefit from her observation of another teacher, it is necessar y for the principal to take certain steps to make this possible. In addition to selecting wisely the teacher who is to be visited and giving her any assistance necessary, the principal must take the following steps for the teacher who is to visit: (1) discuss the type of assistance she needs and will receive from her visit, (2) work out with her a set of de inite points to be observed, (3) hold a conference with her following the visit, (4) visit her in the classroom to assist her in putting into practice the points observed. The effective principal makes use of supervisory bulletins—The successful principal inds many occasions when the distribution of bulletins within his building provides a valuable method of increas- ing the effectiveness of his supervisory program. The purpose for which the bulletin is prepared determines its type and contents, but at some time throughout each school year the efficient principal issues bulletins for such purposes as the following: (1) to set before each teacher in a concise manner the generally accepted educational philosophy of his group; (2) to present summaries of helpful articles or books dealing with current educational problems; (3) to give de- scriptions of ac cepted teaching procedures; (4) to report the results of experiments carried on within his building or in other parts of the school system; and (5) to provide teachers with helpful material preparatory to or following the observation of demonstration lessons. The effective principal invites the cooperation of different school agencies—The successful principal realizes his own limitations and invites the cooperation and assistance of all available agencies in ‘arrying through his supervisory program. In Detroit, the principal may obtain the assistance of a district principal, a group of special subject supervisors, the psychological clinic, the departments of re- search, attendance, placement and visual education and the school doctor, dentist and nurse. To insure economy of time and effort on the part of the agency from which assistance is sought, the efficient principal gathers and analyzes all available data pertaining to the problem situation or the project to be undertaken before enlisting the assistance of others. ~~» ryr 558 E.ementary ScHoot Prrncipats The effective principal’s attitude toward the evaluation of hig supervisory program is scientific—The progressive principal recog. nizes the need for attempting to measure the results of his super- visory program, but it is much easier to set up goals and to make use of devices for attaining these goals than it is to apply objective methods for evaluating the results of supervision. Evidence of the value of supervision may be found in terms of changes in pupil achievement, changes in teaching procedures and changes in learn- ing situations. The technic used most commonly by principals to evaluate the effectiveness of their supervisory program is the meas- urement of pupil growth by standard achievement tests. However, the successful principal realizes that these tests measure only a small part of the total possible outcomes in learning situations. Such outcomes as attitudes and appreciations cannot as yet be evaluated adequately by objective measures, but are nevertheless important values to be emphasized in any supervisory program. When a principal’s supervisory program provides an opportunity for each teacher and each child in the school to attain the greatest possible growth through the exercise of his talents and abilities un- der expert professional guidance and encouragement, then may the principal’s supervisory program be said to be progressive. HE USUAL teacher conference is a few words crammed in at recess time before or after a class visit by a prin- cipal or supervisor. Both teacher and principal are in a hurry, harassed by the presence of children, and fearful that the bell will ring before they have really started to discuss their problems. Such conferences are naturally ineffective. It is difficult to really deal with the problems of teachers; to get some teachers to sense that they have any problems, in a hurried conference of ten minutes for which neither princi- pal nor teacher are prepared. While frequently less time will be used, at least a half-hour should be set aside for each conference.—Irwin O. Addicott, Chapter IV. Qo _-s DW a ene ~ —e a. oe. "his cog: |per- use tive the upil arn- S to eas- ver, nall uch ited ant ity test un- the Tue Tentru Yearsook 559 EVALUATING THE PRINCIPAL’S PROGRAM GEORGE D. TAYLOR Principal, Susan B. Anthony School, Rochester, New York HERE is a tendency among laymen to challenge the cost of education. Those responsible for the preparation of school board budgets, and those vested with the power of approving, modi- fying, and reducing these budgets, are becoming more and more con- cerned over the costs of what is generally known as “overhead.” Par- ents, taxpayers, as well as municipal and state authorities, recognize the fact that as the school population increases, more teachers are required. To a somewhat less extent, they admit the necessity of providing additional facilities and services made necessary by the constantly broadening curriculum and enriched program. Much has been said and written to convince school people and parents that supervision is necessary, and that the returns from supervision justify the expense. On the other hand, there is among school people much diversity of opinion as to what constitutes an adequate supervisory program. It is well then for the Department of Elementary School Principals, with characteristic courage and enterprise, to face the problem of evaluating the principal’s super- visory program. What are the principal’s major functions ?—The chief function of the public school is to provide the best possible instructional and training facilities for children. It follows that the chief purpose of the principal, as an administrator and supervisor, is to obtain the best possible teaching conditions for his faculty, and then to guide his teachers, as individuals and as a group, so as to secure the best instructional program. It is difficult to distinguish definitely between administrative and supervisory acts. It may even be questioned whether a fine distinc- tion is necessary. Effective administration and supervision should be so coordinated that they may be said to merge, at least in action, along the line of improving the technic of teaching, promoting the growth of teachers in service, and coordinating teaching with the non-school agencies. For convenience, however, administration in relation to the teach- ing staff may be considered as including all attempts on the part of the principal to obtain the best possible faculty, and to maintain good school working conditions. Supervision would then include all those acts of the principal along the line of developing the instruc- tional skill of teachers, increasing faculty interest in learning prob- lems, fostering professional enthusiasms, encouraging high standards of preparation, and helping teachers to capitalize their classroom talents. 560 ELEMENTARY ScHoont Princrpats Such a coordination of the administrative and supervisory work of the principal would probably include: 1. Careful selection of teachers for the position which they are to fill and the work which they are to perform. bo Careful, helpful, inspiring, encouraging supervision of all teachers, new or experienced. 3. The development of a professional spirit and loyalty on the part of the school faculty, getting them to realize that the situation constitutes a challenge to their highest personal and professional ability. 4. Organization and maintenance of special service agencies, such as_psy- chological examiner, visiting teacher, study coach or remedial teacher, and a wide variety of remedial and corrective services on the part of the school nurse, health counselor, and health education teachers. 5. Use of a wide variety of individual and group tests, special methods of in- struction, and various devices for motivating work, such as the problem, project, and contract plans. 6. Adaptations for individual differences, such as ability groups either as separate sections or as groups within a section. 7. Organization of special classes or groups to meet special conditions. Since the principal must work with and through his faculty. he should share in the responsibility for the selection and assignment of his teachers. They have a right to expect that his supervisory program and other means employed by him for the improvement of the technic of instruction and classroom procedure, will result in the individual and collective advancement of the teachers in personal ability and professional standing. The educational progressiveness and the professional spirit, and solidarity of the faculty are, to some measure, traceable to the professional standing of the principal and his ability as an educational leader. Evaluating the supervision—Tf the place which supervision has in the educational program is justified, and the expense entailed war- ranted, the results should be appreciable and to a more or less extent measurable. The reputation or regard which the school has attained in the community is another measure of the success of the school. For example: l. If fighting, boisterous and objectionable language have been reduced, and the pupils as a whole are thought of as being courteous, quiet, orderly, with a regard for the rights of others and a respect for public and private property, the principal and his faculty may be encouraged in their work and know that something is being accon:plished. 2. If the standard of cleanliness, neatness, and good order of the pupils is commensurate with what should be expected for the type of community, it may be considered that the school’s program for promoting cleanliness and good health habits is succeeding. 3. If the children are prompt, and unnecessary absence reduced to a minimum, it is safe to assume that the children are being taught their personal responsibility for promptness and reliability. 4. Ifa spirit of goodwill and cooperation exists between pupils and teachers as evidenced by a mutual respect and courteousness and a desire on the ol in Sl p 01 ork the new the Sa ysy- her, , of in- em, as he nt ry of he al ISS ne ad n, al rs or 10. I a I — If If, _. — _ Tue Trento YrArBookK 561 part of faculty and students to work together in an effective, harmonious fashion, it is evident that a desirable esprit de corps has been developed. parents, visiting teachers, and others are received in a friendly cordial manner, and have their needs met in a courteous way, it can be judged that training for effective living in our complex social order is receiving due consideration. it can be shown by standard and other forms of diagnostic or inventory tests that the classes and individuals are measuring well up to what can be expected within their mental range limitations, it is reasonable to assume that the principal has brought together and developed a faculty with adequate training, sound educational standards, and fine profes- sional spirit. the procedures and policies devised by the principal with the approval of the superintendent are meeting the individual needs of children as evinced by the approval of parents, the satisfaction of the teachers, and the progress of the pupils, it indicates that this phase of supervision through administrative devices is reasonably successful. the members of the faculty are growing in classroom technie, instruc- tional skill, and the professional feeling, the principal has a right to be happy in the success of that phase of the supervisory program. for the most part, the pupils are succeeding in their school work, and after leaving the elementary school the pupils seem to enjoy coming back to visit former teachers or attend programs of the school, both the teachers and principal are justified in thinking that their work has not been in vain. educational policies, administrative procedures, and supervisory methods of the school are being adopted by others, the faculty has a right to feel encouraged. Many of the evidences of success just mentioned can be judged by observed results or expressed opinions of parents, visiting teachers, interested laymen, and others. It is somewhat harder to judge of the success of a principal’s supervisory program for the improvement of professional growth of the faculty. It is made more difficult because of the fact that the faculty is made up of teachers who have had dif- ferent types of training and different lengths and quality of experi- ences. The natural shifting of teachers and their various lengths of stay in any one school are other factors which increase the difficulty of measuring professional growth. A conscientious principal, will- ing to face facts. can gain some idea as to the success of his super- visory program by asking himself such questions as the following: L to or How many of the faculty have been stimulated and encouraged to improve themselves professionally by systematic professional reading, attendance at conferences, institutes, and conventions? How many have been encouraged to take extension courses, summer courses, and Sabbatical leaves of absence for the purpose of study and travel? How many teachers have secured degrees or advanced certificates as a re- sult of my encouragement and advice? To what extent are my teachers chosen for committee service or asked to give demonstrations at institutes and conventions? To what extent are teachers from other schools and visitors to the system sent to observe the work of the teachers? 562 ELEMENTARY ScHoont Principas LL 6. What contributions have the teachers made to the work of curriculum re. visions, and the preparation of courses of study, teaching materials, and classroom devices? cam | When teachers are being selected for promotion to junior high schools, to what extent have my teachers been found worthy of consideration and selection ? 8. Have any of my teachers become so outstanding in their classroom technies as to be selected for demonstration teachers or similar positions of in. creased responsibility ? 9. Have any of my teachers been selected for difficult positions or assignments requiring special ability or strong teaching personality ? 10. To what extent has my school furnished members of the supervisory staff of the system? 11. Has the superintendent called upon my school for candidates for promotion to primary supervisors, assistant principalships, and principalships? 12. Do progressive teachers express a desire for assignment to my school, and when promoted are they loath to leave? The above questions are some which a principal might ask himself in an attempt to evaluate his supervisory program in terms of pro- moting the professional growth of his teachers. Happy is the prin- cipal who can answer a number of these questions in the affirmative. He may know then that the pupils entrusted to his care have had the advantages of superior teachers and teaching, and that he has had some part in this professional development. It would be folly for him to claim all the credit for this professional advancement, as many teachers will progress, succeed, and win promotion regardless of the attitude of the principal. On the other hand, a principal has a just right to a modest claim in the professional success of his faculty; and usually where a principal has succeeded in this phase of his super- visory program, his teachers recognize it and give him and the school due credit. Relation between the principal and superintendent—The writer has approached the question of evaluating the principal’s supervisory program from the viewpoint of the principal, and has endeavored to indicate the principal’s responsibility for developing and evaluating his own program. The writer recognizes the fact that a principal’s supervisory program as well as his other programs and policies must conform to the policy of the superintendent. In any well-organized educational system certain general policies and attitudes have been developed. Individual principals should not be permitted to go off on tangents, widely divergent from the general policy of the super- intendent. In a large system, more numerous and various depart- ments. bureaus, and agencies for the purpose of carrying on the ad- ministrative, supervisory and other functions of the system have be- come not only numerous but complicated. Even in small systems, administrative and supervisory machinery has been set up for the purpose of coordinating the educational program. _ 1 re. and 3, to and nics ents staff tion and elf ro- in- ve, ad for ny he ist nd oT 01 ist Tue Trento YEARBOOK 563 The principal in any system, regardless of its size, should be famil- iar with the functions and procedures of these various central office agencies. He must coordinate his program with theirs. He must know how to secure their cooperation and in this way keep the ma- chinery of his own school, as well as the articulations with other schools and the other central office agencies running smoothly because they are “lubricated with the oil of mutual understanding and good- will.” The superintendent both directly and through his staff of direc- tors and supervisors has a responsibility to the system and to the community for the success of the supervisory program of the system as a whole and of each individual school. The individual principal must secure for his school the fullest possible advantages from the supervisory agencies of the system. In a certain sense the ability of the principal to coordinate with these various departments and super- visors and thus secure their friendly professional cooperation, is a measure of his success. Conclusion—It should be stated that the superintendent and his staff of directors should help the principal evaluate his supervisory program. Since all are supervising the teachers within the indi- vidual school, it is only natural that they should all be concerned in securing the best possible teachers and teaching facilities for the pupils. A principal’s supervisory program, consequently, is not wholly within his own control, and not only for him to evaluate. The supervisory plan is a cooperative program under the immediate di- rection of the principal, and requires careful coordination between the school and central office. The evaluation of the success of the principal’s programs and policies is a joint responsibility of the superintendent and principal. HE KEYNOTE of the whole program was the establish- .ment of a great degree of confidence between the teacher and the principal. Conferences, often apparently casual con- ferences, promoted this feeling. The results of the plan prove that the old inspectional type of supervision is a thing of the past. In its place is a new type of helping hand that will bring about a union of forces and a greater spirit of coopera- tion.—Nettie Bonner, Chapter IV. 564 ELEMENTARY Scuoor Principats AN EXPERIMENT IN MEASURING THE PRINCIPAL’S WORK FLORENCE E. GEER, District Principal, Marcy School PauL T. RANKIN, Supervising Director, Research and Adjustment, Detroit, Michigan I; 1926 Dr. Charles L. Spain, Deputy Superintendent, appointed a committee of district principals! to develop methods for measuring and evaluating the effectiveness of the work of an elementary-school principal. This article reports the activities of the committee and the progress made thus far. PROCEDURE Collection of suggestions—At the outset a general meeting of the committee, the other district principals? and Arthur Dondineau, Supervising Director of Instruction, was held to discuss the prob- lem asa whole. At this meeting the difficulties which lay in the way of measurement of the work of principals were formulated and sey- eral suggestions were made as to possible methods of attack. At this time the following classification of the phases of the principals’ work was adopted as the basis of discussion: (1) administration: (2) supervision; (3) community leadership; (4) creative effort. At the close of the general meeting the persons present were asked to take one of the four main phases of the principal’s work, define it care- fully and make such suggestions as to methods of measurement as might occur to them. These plans and proposed methods of meas- urement supplied the basis from which the committee proceeded with its work. Planning—The committee at an early meeting agreed upon the fol- lowing general plan of procedure: 1. To state the problem as the development of a procedure by means of which the work of an elementary-school principal may be described and evaluated. 2. To agree upon the classi‘cations and the meanings of terms to be used. 3. To prepare digests of the relevant material which had appeared in periodical or book form. 4. Totry out various forms of measurement and to select the ones which appear to be most appropriate, both for the total work of a principal, and for its major divisions, 1 James Baird, Guy Bates, George Birkam, Nora Egan, Paul T. Rankin, Director of Research, and Florence E. Geer, Chairman. “Herman Browe, Inez Caswell, Jennie Fleming, Frances 8. Hardie, Earl Laing, Rachel McKinney, Roy W. Stevens, John S. Thomas, M. Emmett Weatherby, and James Voorhees. th th th ur ot of ol W uy a ing 00] the the Tue Tento YEARBOOK 565 5. To develop a device for measuring and evaluating primarily the results of the work of the principal and the activities of the prin- cipal. The personal characteristics of the principal were to be in- cluded only to the extent that they are reflected in his activities and in the results which he secures. 6. To adjust standards as may be necessary to adapt the measur- ing device better to schools of different size and character. 7. Finally, to select out of all the elements of the scale a limited number, each of which is indicative of (highly correlated with) the total measure of the effectiveness of the principal’s work. Review of previous work—X detailed bibliography of some sixty articles and books bearing upon the problem was developed. Mem- bers of the committee read this material and prepared digests which were available for reference by the entire committee. Special atten- tion was paid to keeping a record of all suggestions for methods of measurement which were made directly by the writer of the article or which came from the reader. Finally, all the suggestions for measurement were collected and studied by the committee as a whole. One question which arose from this study was the degree to which the effectiveness of the principal may be considered to be reflected by the work of his school as a whole. The opinion of the committee was that the principal's effectiveness might be so measured if the meas- uring scale was sufficiently comprehensive and reliable and if the other important factors, such as ability of children and ability of teachers, were allowed for in some way. Development of the scale—After consideration of various schemes of ranking and rating and of the use of paper tests and records of observation, the committee decided that the best lead for the present was the development of a scale or score card which would be made up of a number of items under each of the four heads which had been adopted. Each item was to be expressed as a statement of condition, such as: 19. Organization of Conference. The principal organizes his supervisory con- ference around a relatively few important points which are adjusted to meet the greatest needs and also the ability of the teacher, and summarizes satisfactorily the main ideas brought out in the discussion. The degree of presence or absence of the condition described was judged on a two-step scale of yes or no, a three-step scale of poor, average, or excellent, and a five-step scale which included two addi- tional intermediate steps. After considerable trial the five-step scale was adopted and the directions for judging a principal’s work with respect to each item were finally phrased as: Rate 1, if the condition or characteristic is conspicuously absent, or is of un- usually low merit. 566 ELEMENTARY ScHooL PRINCIPALS Rate 2, if the condition or characteristic is present to a degree less than average, or is of less than average merit. Rate 3, if the condition or characteristic is present to an average degree, or is of average merit. Rate 4, if the condition or characteristic is present to a degree greater thay uverage, or is of more than average merit. Rate 5, if the condition or characteristic is present to a marked degree, or ig of unusually high merit. Various stages in the development of the complete scale and score card were tried out experimentally by the committee under a wide variety of conditions in the schools. The typical procedure was to have the entire committee spend a day in a school observing the work of the principal and recording their estimates of its effectiveness with the aid of the scale as developed at that time. Each individual item of the scale was then discussed in the light of the ratings made by the different members of the committee, and modified where neces- sary in order to secure better agreement among the observers. By such a process the items of the scale were revised again and again. The scale as finally arranged provides for subdividing each of the four major heads into a number of items. The work of the principal is to be rated in each item on a five-step scale from one to uve, where tive means best. Then the various items were weighted in accordance with the com- mittee’s best estimate of their relative importance. ‘Three factors were kept in mind in arriving at the weights which are being used. These are (1) the importance of the item in the educational process; (2) the degree of professional skill required to carry on the activities successfully; and (3) the desire to emphasize the place which the improvement of instruction has in the work of the principal. The scale in its present form has been tried out by the Detroit district principals, Several modifications in the scale materials have been made as a result of this trial. The scale is now offered as a device to make possible a more just and objective measurement of the work of the principal and also to serve as a guide to the types of abilities which it is expected elementary-school principals will have. Tue Propuctr The materials which have been developed include the following: (1) the general directions for using the score card and scale for rating the work of principals of elementary schools; (2) the scale itself; (3) the score card for recording the rating. In Detroit the scale is used by each district principal to record the ratings of the principals in his district. Further, each principal of an elementary school knows the standards which are expected, be- cause he has the scale materials which concretely define his work. scc Dat Adr ae ww rD bo po vo ~~ — Tue TentrH YEARBOOK 567 —_ SCORE CARD FOR RATING EFFECTIVENESS OF THE PRINCIPAL’S WORK ee, oF (Do not use without reference to detailed directions) DR 6 cance be PRs sie oceans Person rating............< than a es Com. Lead........ OCG: Miiicnaca ce | Weighted or is Rating Weight Score Administration 1 &@ 3 £4 & score 1. Physical conditions ---------- —- —- -—- xl —~ Wide 2, Health and safety ----------- —--—--- = x2 — as to 3. Educational supplies ~-------- —_- —- -—- — xl — work 4, Instructional program ------- —- —- —- — x5 as ‘ 5. Knowledge of educational status — — -—-- — — x3 -- with € Use of reseateh .............- —- - —- eh x4 -- item a See ee nee —- -—- -—- eo xl _ e by 8. Rating of teachers -.-..----~-- —- —- - xl — 005- 9. Organization of work ~-------- —- —- —- —- — x2 — 0. Spirit of building ..=.-.....-- —- - -—- - = x2 _— By Total fer Administration — n. Supervision 1 of 11. Adjustment to instructional | GME nistieccecmc ese cae —- - —- —- = x3 — the 12. Supervisory assistance ------- —- —- —- -—- — x3 -—— e to 3. Guidance in training -~-------- —_—_- — —_ — x2 — 14. Teachers’ meetings ---------- —- —- —- —- — x4 a om- 15. Spirit of cooperation --------- —- —- —- x3 a 16. Provision for discussion ~~---- —- -—- -—- -—- - xl —- tors i7. Control over method ~-------- —_- —- —- — — x4 — sed. 6. Aneiyen. of lesson. ............ —- -—- -—- — = x5 — ess; 19. Organization of conference----- —- — —- — — x4 — ties ah. SER WEME osc ccccnsnncne —- - —- x3 — h 91. Presentation of larger issues .. — - —- = = x5 — the Total for Supervision — Community relationship cit 22. General attitude ............- —- —- —- - = x2 —- y 2 SE aca pana cowaene —- -—- -—- —- x2 — ve 4, COME WENO 255026 nscsies- —- —- —- -— x2 — sa 25. Community Service ~--------- —- —- —- —- — x2 — of Total for Community Relatienship — pes Creatire effort “ill a, DEE td54snenncunascseauen —- -—- ee er x2 —_ Oe... "GO: sotcwe ncn acee nen enen —- —- —- —- x2 — 2e: BOO = ko awe —- —- -—- —_— x5 — Total for Creative Effort — g: Grand Total__...- ae ng GENERAL DrrEcTIONS FoR Usine Score CARD AND SCALE FOR RATING 3) PRINCIPAL’S WORK Rating. Consider each item on the score card. Read the explanation of the item as given in the scale. Rate the person who is being marked by circling the he proper number : of 1. If the condition or characteristic is conspicuously absent, or is of unusually e- low merit. 2. If the condition or characteristic is present to a degree less than average, or is of less than average merit. 568 ELEMENTARY ScHoot PRINCIPALS 3. If the condition or characteristic is present to an average degree, or is of average merit. 4. If the condition or characteristic is present to a degree greater than average, or is of more than average merit. . If the condition or characteristic is present to a marked degree, or is of un. usually high merit. In a situation in which the principal is not the sole controlling factor, full credit should be given for earnest effort to secure the desired results. Do all writing on score card which accompanies these directions. In the case of item 15 through 21, it should be stated that, whenever possible, the conference hetween teacher and principal should follow the lesson immediately or with but one period intervening; Weighting. Since the items which make up the scale are of varying importance from the point of view both of the professional skill required and of their sig. nificance in the educational process, it is necessary to multiply the rating on each item by a figure which expresses that item’s relative importance in the total work of the principal. Therefore, after all the rating is completed, multiply the numerical rating on each item by the weight as indicated on the score card and record in the space provided under weighted score. For example, if a person’s rating on item 15 were “2”, the rater would multiply the rating “2” by the weight “3” and record “6” under weighted score. After weighting each separate item, the totals of the weighted scores should be obtained separately for the four major divisions of the scale and also for the scale as a whole. The highest possible score on Administration is 110, on Supervision is 185, on Community Relationship is 40, on Creative Effort is 45, and on the scale as a whole is 389. ° ~ ScaLE FOR RATING THE EFFECTIVENESS OF THE PRINCIPAL'S WORK ADMINISTRATION 1. Physical conditions. The rooms, halls, and equipment are clean and orderly; the temperature, lighting, and ventilation are satisfactory; the grounds are in good condition and are reserved for the purposes for which they were intended. 2. Health and safety. The teachers are acquainted with Board of Health regulations and are alert to pupils’ physical conditions; reasonable protection is afforded pupils at dangerous traffic situations; pupils generally display a working knowledge of health and safety. 3. Educational supplies. Books and supplies are in the hands of the teachers in sufficient quantity; they are stored and handled systematically. 4. Instructional program. Through group and individual conferences the principal furnishes educational leadership to his teachers and adequate opportuni- ties for the explanation and discussion of courses of study, and of other instruc- tional and administrative materials necessary to the educational program. 5. Knowledge of educational status. The principal guides teachers in the use of available tests and checks of their own pupils, and keeps data regarding the educational status of each class in the school with reference to the standards. 6. Use of research. The principal employs the scientific method in securing objective information regarding the condition of his school, in evaluating existing means of achieving its educational objectives, in developing policies and_ pro- cedures, and in appraising results. 7. Reports. The principal makes systematic provision for the accurate col- lection of significant information about conditions in the school, and for its prompt transmission to the central offices. This includes both routine reports and special communications of various types. 8. Rating of teachers. The principal rates his teachers accurately and im- partially. ent vis! spc vis to fr of fc r igs of verage, of un. credit ing on ssible, liately rtance r sig- ng on total y the 1 and rson’s eight Id be scale ision scale rly; e in d. alth n is xing ers the Ini- ue: use the i oO ing o ing ro- pt ial Tur Trento YErarsBook 569 9, Organization of work. The principal reserves for himself the formulation of the general policies of the school, and trains the assistant principal, whose entire time is not spent in teaching, in all phases of administrative and super- yisory activities. As far as seems advisable, the principal delegates some re- sponsibilities to other members of his staff. 10. Spirit of building. As a result of the principal’s administrative and super- yisory program, a good professional and social spirit prevails in the building. SUPERVISION 11. Adjustment to instructional needs. The principal provides for adapting the general courses of study and standard methods to individual and group needs, as found in the locality of the particular schools, with respect to intelligence, achievement, language, control, home conditions, character traits, and physical traits. 12. Supervisory assistance. The principal employs outside supervisory as- sistance only in the solution of supervisory problems which he has not been able to solve, and for appraisal purposes. 13. Guidance in training. The principal studies his teachers and brings to their attention the opportunities for training which seem suited to their indi- vidual needs, and encourages them to continuous efforts along the line of further training when circumstances seem to make such efforts advisable. 14. Teachers’ meetings. The principal exhibits educational leadership through frequent group and general meetings of teachers which are called for the purpose of considering routine matters or matters of special importance to teachers, and for the improvement of instruction through constructive discussion of. methods, subjectmatter and correlations. 15-21. Conferences: upon the basis of observed lessons. The principal holds frequent group and individua! conferences for the purpose of im- proving instruction. The conference is to be judged on the basis of items 15-21. 15. Spirit of cooperation. There is a spirit of cooperation between the teach- ers and the principal. 16. Provision for discussion. Suitable opportunities for the teacher to par- ticipate in the discussion are offered. 17. Control over method. The principal exhibits an intelligent understanding of approved methods and materials. 18. Analysis of lesson. The principal analyzes the lesson in the light of ap- proved educational principles and methods. If needed, suitable remedial meas- ures are discussed. 19. Organization of conference. The principal organizes his supervisory con- ference around a relatively few important points which are adjusted to meet the greatest needs and also the ability of the teacher, and summarizes satisfactorily the main ideas brought out in the discussion. 20. Transfer value. The points selected for discussion are tied up, when neces- sary, with the regular teaching program, and if possible with other teaching situations. 21. Presentation of larger issues. The principal challenges the resourcefulness of the superior teacher, who has mastered the approved methods, by the skillful presentation of one of the larger issues in modern education. CoMMUNITY RELATIONSHIP 22. General attitude. There is a spirit of cooperation between the school and the community. 570 Evementary Scuoont Principats 23. Publicity. The principal is active himself and enlists the cooperation of his teachers in keeping the community informed through frequent contacts and through factual presentations of information as to the policies of the Board of Education and the activities and objectives of his school. 24. Child welfare. Principal analyzes his community to acquaint himself with all conditions which affect the well-being of the children and, in cooperation with the proper agencies, acts when advisable to improve conditions which affeet the welfare of the children. 25. Community service. The school, and particularly the principal’s office, serves as a source of advice and assistance to individuals in the community, when- ever practicable, especially on problems of children’s welfare. CREATIVE EFFORT 26. Attitude. Principal recognizes that progress in education and child wel- fare is brought about chiefly by the creative efforts of those in the field and he stimulates and encourages his staff to such efforts. Progress in education may occur in any of the following fields,—administration, supervision, community leadership, research, or advancement of the profession.! 27. Effort. Principal is at the time engaged in activities looking toward a contribution to the progress of some phase of education. (Merit here is to be judged chiefly on the degree to which his activity observes the principles of the scientific method. ) 28. Achievement. Principal has made a significant contribution to the progress of some phase of education. EvaLUATION OF THE SCALE The general reaction in the city to any such instrument as the one which has been described here is difficult to secure or te state. The scale and the accompanying materials, however, have certainly been of greater value than was the general teacher rating scale formerly used for the rating of principals also. In the opinion of many principals and district principals the chief values have been somewhat as follows: 1. The scale defines the duties of the elementary principal con- cretely and comprehensively. Its use has resulted in a greater de- gree of clarity on the part of principals in the understanding of the work to be done. 2. The scale emphasizes the work of the principal in the improve- ment of instruction in his school. This shift in emphasis is in accord with the trends generally throughout the country. 3. The scale provides a reasonably objective measurement of the principal’s success which is helpful to the superintendent and his administrative staff. 4. The scale is organized in such a fashion that it makes it pos- sible for individual principals to judge more accurately their own work and to take steps to improve their work in those phases where they deem it to be necessary. 1Advancement of the profession is interpreted to mean all activities which have for their purpose making teachers more professionally-minded, more closely !inked together, and more respected. N ts tow inte sup infl roo sch suy ten are offi pre qui rec pr’ Pp! 40n of ts and ard of imself ration affect Office, when- | wel- nd he may unity ird a to be f the Bess one The een rly Lief on- de- the ve- rd he ris )S- vn ve ed Tue Trento YEARBOOK 571 RATING OF PRINCIPALS IN CHICAGO CLARENCE A, LENTz Principal, Abraham Lincoln School, Chicago, Illinois N THE public schools of Chicago the responsibility for training teachers in the classroom and for directing and encouraging them toward the improvement of teaching methods, is placed in the super- intendent of schools, six assistant superintendents, fifteen district superintendents, the principals and special supervisors. Each group influences, directly or indirectly, the learning situation in the class- rooms and the standards of teacher and pupil achievement in the schools. Rating by district superintendents—It is not the policy of the superintendent and assistants to prescribe for the district superin- tendents, the methods to be used in supervision, The methods used are determined by the experience and training of the supervisory officers and the interests of the teachers and principals in the various problems of education. However, the district superintendent is re- quired to rate the efficiency of the principal, and the principals are required to rate the teachers. The rating scale used by the district superintendent in rating the principal has three general divisions: B— BERGER oo ic cede cceseuene 20 points BUR CINION 34456 connec ene naan 60 points GR RTORD © 62s on knw enne ccc ns ccsaegceees 20 points The character of the rating is subjective and is influenced by im- pressions gained from the visiting of teachers and individual and group conferences with principals. The practice in visitation is to make at least one short unannounced visit to each teacher in the dis- trict during each semester. Some of the district superintendents in- vite the principals to be present on these classroom visits. Others prefer to make the visits alone. After the observations, the district superintendent and principal often confer in regard to teaching problems in the school. It is the practice of some district superin- tendents to include the teachers in these conferences. QOne district superintendent holds conferences with teachers, individually and in small groups. It is during these conferences that the district super- intendent gains the impressions which largely determine the efficiency rating of the principal. One district superintendent reports that he gives numerous objec- tive tests in spelling, arithmetic, reading and the social studies. The use of educational measurements to evaluate pupil and teacher prog- ress, however, is not generally practiced by the district superin- tendents. 572 ELeMentTARY ScHoon PrINcIPALs . 7 — — | BSdees ¢. I RECORD OF PRINCIPAL’S EFFICIENCY | AM ESES. | a= Z ; onl uD - | Sy. ken SO TC CT ne eee ER gwoo S3 SES .nos ‘ an pong UNI snes sta stove ani ee sca ein nln i be ace ona ab |} See 2 | . So > aes a NT eR: oe | 2% gee “2 ods Total years and months this principal has served in the Chicago C if NN can ca ch sca ccceasi phe ice ecals caste aod anata ca a ieee ae ai £35329 A. ADMINISTRATION. Organization of school; successful unifying and rendering efficient the work of teachers; knowledge and use of official recommendations for increasing efficiency ; success in plac- ing responsibility; promptness and accuracy in reports; success | in using educational equipment; care of buildings and grounds, | as repairs, cleanliness; economy in use of equipment; cooperation with corrective agencies; specify other data if desired. — D. ] to 20 points B. SupeRvIsION. Evidence of beneficial influence in the methods of 9 teaching; effective instruction secured by the principal; success in using educational equipment; care of buildings and grounds, brought to the ability requisite for promotion to higher grades; success in testing and improving work; efficiency in judging teach- ing; efficiency in training teachers; efficiency in interesting teach ers in educational problems; efficiency in realizing educational aims, efficient interpretation of course of study to teachers: specify other data if desired. 1 to 60 points — ineffi- sse for the -ratings.) or un- = . 2 tetto Satisfactory, oy cient. Add the total of sub | | Tue Tento YEARBOOK (. LEADERSHIP. Spirit, initiative, and cooperation of teachers; secur- ing in pupils correct standards ot citizenship; tact and courtesy in dealing with pupils, parents, and teachers; leadership in com- munity activities; specify other data if desired. 1 to 20 points TOTAL oF SuB-RATINGS D. DeEMERITS. Specify notable deficiencies if any, as of personal ap- pearance, dress, health, absence, failure to follow what specific suggestions, excessive use of concert recitation, unproductive and wasteful methods, ete. Number of points subtracted for demerits FINAL RECORD 96 to 100, Superior; 90 to 95, Excellent; 80 to 89, Satisfactory; 75 to 79, Unsatisfactory; 0 to 74, Inefficient. Dates and duration of school inspection made by the undersigned : Bieiteoceg Stk enya cece eae & Sea Ciicn cckoeeakeweddees Aaa oe Ee es SE LORRY Oey de Pe, eye 0 cis tsin sie aia Sache at ei ee gh BAe a erase as i cen pe eat ata ae ee a a Ene a ee On acd eg a ee ee eR ee EN ey i sarataie oo itn: Soe pigs udad eia siowiescees 10. ee eee eee Copy has been given the principal. Signature of Rating Officer. ~ 574 ELEMENTARY ScHoot PRINCIPALS In a number of districts the interest of principals and teachers is directed to some particular problem related to a method or the teach- ing of a subject. For example, in one district, the superintendent has arranged a series of demonstration lessons in reading. These demonstrations are given by the teachers in the district. They are attended by small groups of teachers who participate in the group conference which follows the demonstration. It is the opinion of the superintendent and a number of principals, reporting on the project, that the interest in the teaching of reading has been vitalized in a very satisfactory manner. At present there is no objective test data available to show the amount of improvement in each school due to the influence of the demonstration lesson. However, the superin- tendent is able to make a comparative subjective rating of the prin- cipal’s effort as indicated by the responses of the teachers. The educational leadership of the district superintendent is there- fore intended to be inspirational in character and the evaluation of the supervision is mainly subjective. The method of supervision is progressive but non-technical; progressive, as it is constantly being improved by the application of the best known methods of teacher training, but non-technical in the sense that little use is being made of scientific educational measurements in evaluating the supervisory program. Self-study of supervision—The Club’s Third Yearbook, June, 1928, Part IT, is a “Study of the factors that characterize superior teach- ers.” The outcome of this study is a list of traits prominent in “supe- rior” teachers, and the location of several important factors contri- buting to differences between “superior” and “just satisfactory” teachers. These characteristics have been used by many principals as the basis of rating teachers, and as objectives for teacher training. The Fourth Yearbook of the Chicago Principals’ Club, June, 1929, is a study of the use of tests to evaluate educational progress. This report represents the interests of Chicago principals in evaluating their own supervision, but it is more than just a “study” in super- vision. It represents the general policy of the club to encourage its members to apply scientific procedures to the solution of educational problems for the improvement of educational practice. Dealing with educational measurements, the Fourth Yearbook is designed as a guide to the principal in using to best advantage, available meas- uring devices. It reports a study of the usefulness of many stand- ardized tests and “homemade” objective tests on the material of the Chicago course of study. The summaries and tables in the 7'hird and Fourth Yearbooks of the Chicago Principals’ Club constitute the most significant report on evaluation of supervisory methods which Chicago supervisors can claim to have practiced. Because these reports have been published. and more recent studies by Chicago supervisors are not complete, th co in su ti P S is ich- lent 1ese are up the ect, na ata in- in- er ‘V Tue Trento YEARBOOK 575 the writer wishes to refer to these two reports as the best material collected in Chicago on the evaluation of teaching technics and super- visory procedures. Summary—There is no specific system of supervision prescribed in the Chicago public schools. The educational leadership of the supervisors is intended to be inspirational in character and the evalua- tion of the supervision is mainly subjective, The rating scale used by the district superintendents gives 60 points in weight, out of a total of 100 points, to supervision. The Third and Fourth Yearbooks of the Chicago Principals’ Club published in 1928 and 1929 constitute the most significant report on the evaluation of supervision practiced in the Chicago public schools. The subcommittee on supervision is working at present on a prob- lem in teacher training. One object of this research is to formulate a method for evaluating the supervision program. TIS PRETTY generally agreed by educational theorists that the elementary school is the foundation stone of our American school system. The principal is strategically placed to study and to guide the processes in the “melting pot” of American democracy. These responsibilities force the principals of the country to a professionalized position so as to justify the faith of the citizens. The principalship is becoming more and more important, and the principals themselves by their study and research must devise ways and means of helping each other to improve. The times are crucial; we must read and profit by the handwriting on the wall_—Joseph B. Driggs, Chapter IV. 576 ELemMentTAaRY ScHoot Principats SELECTED REFERENCES 1. Burris, W. P. “Proposed Scale for Rating School Principals.” Second Yearbook, Department of Elementary School Principals, National [duea- tion Association, 1923. p. 462-64. A rating scheme for personal, sucial, educational, and professional quaii- fications of the principal. 2. Courtis, 8S. A. “Possibilities and Potentialities in Measuring the Work of a Principal.” American School Board Journal 73:37-38; 135-36; De- cember, 1926. Deals with the basic problems in measuring the principal’s work. Courtis, 8. A. “Problems in the Appraisal of Supervision.” Hducational Administration and Supervision 15:269-78; April, 1929. Discusses some of the perplexities in measuring the effects of supervision. Gist, ARTHUR 8S. Elementary School Supervision. New York: Charles Scribner’s Sons, 1926. p. 2638-97. Suggestions on self-analysis by principals. JACOBSEN, EINAR, “The Faculty Helps the Principal.” American School Board Journal 81:47; October, 1930. A high school principal asks his teachers to rate his work and personality. McCiure, WortH. “The Rating of Elementary School Principals in Service.” Fourth Yearbook, Department of Elementary School Principals, National Education Association, 1925, p. 424-46. Helpful summary of typical practices and current literature. NATIONAL EDUCATION ASSOCIATION, Department of Elementary School Prin- cipals. Seventh Yearbook, 1928. p. 367-401. Summarizes state and local standards in the selection of elementary school principals. NATIONAL EDUCATION ASSOCIATION, Department of Supervisors and Directors of Instruction. “The Evaluation of Supervision.” Fourth Yearbook, 1931. New York: Bureau of Publications, Teachers College, Columbia Univer- sity. p. 97-107. Chapter VII presents a checklist for self-analysis by supervisors. NATIONAL EDUCATION ASSOCIATION, Division of Research. ‘The Principal at Work on His Problems.”’ Research Bulletin 9:93-156; March, 1931. Parts I and II suggest means and references of self-analysis. WADDELL, CHARLES W. “Some Criteria of Progressiveness for Elementary School Principals.” Elementary School Journal 28:606-609; April, 1928. Lists 32 questions by which the principal may judge his work. WRINKLE, W. L. “The Improvement of Supervision.” Hducational Admin- istration and Supervision 16:641-48; December, 1930. Gives a rating scale to be used by teachers in evaluating their supervisors. nd Ca- li- of val mn. les ol at OFFICIAL INFORMATION LocaAL PRINCIPALS’ ORGANIZATIONS STATE PRINCIPALS’ ASSOCIATIONS MEMBERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS INDEX { 577 J INTRODUCTORY STATEMENT This section of the 7enth Yearbook: contains a directory of 198 local organizations in which elementary school principals are active participants. These groups include principals’ clubs, schoolmasters’ conferences, and admin- istrative associations. One hundred and thirty-one of these local groups are in cities over 100,000 in population, 63 are in cities of 30,000 to 100.000, and four clubs are in cities under 30,000 in size. Clubs in the largest cities aver- age approximately 65 members who pay average dues of about $2.50 per year. Groups in cities under 100.000 in population average 30 members who pay, on the average, dues amounting to $.50 per year. The highest annual dues reported were: Chicago Principals’ Club, $40; Portland Principals’ Association, $15; New York Schoolmasters’ Club, $12.50; San Diego Principals’ and Supervisors’ Club, $12.00; Newark Public School Principa!s’ Associa- tion, $10; and the Omaha Elementary School Principals’ Club, $10. The Second Yearbook of the Department reported state principals’ associations in Missouri and Texas. The Kighth Yearbook (1929) listed 18 groups. This 1931 yearbook reports 28 organizations for elementary schoo! principals. The First Yearbook in 1922 listed the names of 669 members. In 1929 the total membership was reported as about 4300 persons. The list at the end of this section contains approximately 4800 names. It is still true that about one-fifth of the potential membership is providing the organized national leadership for the elementary school principalship.—ditorial Committee. [ 578 ] LOCAL PRINCIPALS’ ORGANIZATIONS Akron, Ohio—Women Principals’ Club President, Harriet M. Jones, Crouse School Secretary, Dorothea Derrig, Goodrich Schooi Albany, New York—Schoolmen’s Club President, Giles D. Clark, School No. 20 Secretary, Frederick Frey, Industrial High School Albany, New York—Women Principals’ Club President, Mary S. Reiten, School No. 15 Secretary, Mary C. Delaney, School No. 8 Atlanta, Georgia—Elementary Principals’ N. E. A. Club President, Rusha Wesley, 995 W. Peachtree N. E. Secretary, Mrs. R. B. Whitworth, 1233 McLendon Ave., N. E. Baltimore, Maryland—Principals’ Association President, Mary F. Sultzer, 415 E. Lafayette Ave. Secretary, Judson Hunt, 3210 N. Calvert St. Battle Creek, Michigan—Principals’ Club President, Paul Rhemus, Battle Creek High School Secretary, Doris D. Davis, Fremont School Bay City, Michigan—Elementary Principals’ Ciub President, Helen MacGregor, 312 Tremont Ave. Secretary, Anna T. Reardon, 306 N. Linn Beaumont, Texas—Administrative Club President, Effie Piland, Millard School Secretary, Mrs. Annie Cruse, Millard School Berkeley, California—Principals’ Organization President, Mrs. Ethel W. Tudbury, Washington School Secretary, Arthur L. McLean, Thousand Oaks School Binghamton, New York—Executive Council President, H. E. Doty, Room 20, High School Building Secretary, Frances G. Luke, High School Building Birmingham, Alabama—Elementary Principals’ Association President, H. B. Nerton, 501 South 80th St. Secretary, Edger Keenon, 1509 29th St. Birmingham, Alabama—Schoolmasters’ Club President, Raymond D. Hurlbert, 5620 5th Court S. Secretary, J. R. Gardner, Jr., 209 9th Court W. Boise, Idaho—Elementary School Principals President, R. F. Lynch, Lincoln School Secretary, Coral M. Norton, Central School Boston, Massachusetts—Elementary Principals’ Association President, Robert S. Atkins, Thomas N. Hart School Secretary, Francis M. Morrissey, Solomon Lewenberg School Boston, Massachusetts—Intermediate School Principals’ Association President, William T. Miller, Washington Irving School Secretary, Hugh J. McElaney, John Winthrop School Boston, Massachusetts—Principals’ Association President, Maurice J. Lacey, Jamaica Plain High School, Jamaica Plain Secretary, Helen J. Gormley, Julia Ward Howe School, Roxbury Bridgeport, Connecticut—Elementary Principals’ Club President, Katherine Fitzpatrick, Maplewood School Secretary, Mrs. Luella Callahan, Read School Brooklyn, New York—Principals’ Council President, George W. Patterson, Public School No. 145 Secretary, G. Loster Crabb, Public School No. 26 [579 ] 580 ELEMENTARY ScHoot PRINCIPALS Buffalo, New York—Elementary Principals’ Association President, William C. Fayette, School No. 62 Secretary, Marie Mockler, School No. 12 Buffalo, New York—Schoolmasters’ Association President, Stewart Ball, 900 Genesee Bldg. Secretary, Ferd Kamprath, 1500 Elmwood Ave. Cambridge, Massachusetts—Grammar Masters’ Club President, E. J. Goulart, Kelley School Secretary, John F. Lynch, Webster School Camden, New Jersey—Principals’ Association President, Victor M. Heffelfinger, 3318 Mitchell St. Secretary, E. Margaret Wicand, 6 Merrick Villa, Collingswood Canton, Ohio—Principals’ Club President, M. E. Gilmore, 1422 25th St., N. W. Secretary, Linna Roseborough, 615 Bellflower Ave., S. W. Canton, Ohio—Women Principals’ Club President, Charlotte Da Hinden, 3033 Tuscarawas St., W. Secretary, Neva Tidrick, 2915 Tuscarawas St., W. Cedar Rapids, lowa—Principals’ and Supervisors’ Club President, Jemia Strahan, Tyler School Secretary, Mrs. Elizabeth Dennis, Lincoln School Charleston, South Carolina—Elementary Principals’ Club President, T. F. Mosimann, Windermere Secretary, George D. Grice, 29 Pitt St. Charlotte, North Carolina—Association of Principals and Supervisors President, Gay Willis, 706 Worthington Ave. Secretary, None. Chicago, Illinois—Principals’ Club President, Irvin A. Wilson, 315 Plymouth Court Secretary, John W. Bell, 315 Plymouth Court Cicero, IIlinois—Public School Principals’ Club President, Hobert Bolerjack, 3104 S. 54th Ave. Secretary, Clyde Winkler, 2324 49th Ave. Cincinnati, Ohio—Elementary School Principals’ Club President, H. L. Flessa, Taft School Secretary, William A. Quirk, Guilford School Cincinnati, Ohio—Schoolmasters’ Club President, Glenn O. Swing, City Hall, Covington, Ky. Secretary, L. D. Peaslee, Pleasant Ridge School Cleveland, Ohio—Elementary School Principals’ Club President, Laura A. Johnston, 2995 Scarborough Rd. Secretary, Agnes McHugh, 9218 Miles Park Ave. Colorado Springs, Colorado—Public School Principals’ Association President, O. C. Ecke, 112 E. Espanola St. Secretary, Laura Ryan, 1828 N. Corona St. Columbia, South Carolina—Wardlaw Club President, J. A. Stoddard, Department of Education, Universtiy of S. C. Secretary, E. R. Crow, Columbia High School Columbus, Ohio—Elementary Principals’ Association + President, Edna P. Adel, 25 N. 21st St. Secretary, Anna Judd, 275 Lenape Dr. Council Bluffs, lowa—Elementary School Principals’ Club President, Josephine Clausen, 407 E. Broadway Secretary, Maude Meyers, 401 Park Ave. Covington, Kentucky—Schoolmasters’ Club President, James V. Wert, Fifth District School Secretary, D. B. Hubbard, Sixth District School D: E; Tue Trento YEARBOOK 5SL Cranston, Rhode Island—Council of Principals and Supervisors President, Russell D. Annas, 234 Smith St., Edgewood Secretary, Mrs. Pearl W. Russell, 24 Verndale Ave., Providence Dallas, Texas—Principals’ Club President, M. I. Miles, 525 South Willomet Secretary, Mrs. Amy E. Stuart, 1833 Garrett Ave. Danville, Illinois, Cubberley Principals’ Club President, L. M. Erickson, 202 W. English St. Secretary, R. G. Seitzinger, 102 S. Crawford Danville, Illinois—Vermilion County Elementary Principals’ Club President, George W. Clements, Armstrong Secretary, B. H. Spicer, Sidell Dayton, Ohio—Principals’ and Supervisors’ Association President, Eva M. DeVanney, 1235 N. Main St. Secretary, Besse L. Fouts, 115 N. Williams Dayton, Ohio—Schoolmasters’ Club President, W. L. Carmack, 222 Santa Clara Ave. Secretary, W. E. Reef, 121 Heaton Ave. Denver, Colorado—Administrative Women in Eduction President, M. Eugenia Walker, 749 S. Lincoln St. Secretary, Lydia R. Cornish, Shirley-Savoy Hotel Denver, Colorado—Principals’ and Directors’ Association President, Genevieve Simpson, Moore School Secretary, Helen Gurnlick, 414 14th St. Des Moines, lowa—Principals’ and Supervisors’ Club President, Everett Davis, 1431 43rd St. Secretary, W. C. Findley, 3504 1st St. Detroit, Michigan—Schoolmen’s Club President, Earl L. Bidell, 153 E. Elizabeth Secretary, B. S. Frost, 2330 Grand River Detroit, Michigan—Women Principals’ Club President, Sophie C. Bachman, 1534 Putnam Ave. Secretary, Marion M. Terry, 6781 Taft. Dubuque, lowa—Elementary Principals’ Club President, Ellen A. Jess, 570 W. 11th St. Secretary, Augusta M. Frey, 1226 Rhomberg Ave. Duluth. Minnesota—Principals’ Club President, Anna B. Nelson, Cobb School Secretary, Irene Higgins, Chester Park School East St. Louis, Illinois—Principals’ Association President, May E. Young, Froebel School Secretary, Carl J. Pearce, Jefferson School Elizabeth, New Jersey—Principals’ Association President, Lilian M. Green, John Marshall School No. 20 Secretary, Florence S. Mason, Abraham Lincoln School No. 14 El Paso, Texas—Elementary School Principals’ Association President, Mrs. E. R. Payne, 211 W. Rio Grande Secretary, Lillian Phillips, 514 W. Missouri Erie, Pennsylvania—Elementary Principals’ and Supervisors’ Association President, Emma L. Miller, 544 W. 7th St. Secretary, Lenore Murphy, 142 E. 3rd St. Evansville, Indiana—Schoolmen’s Club President, Carl Harmeyer, 645 Madison Ave. Secretary, Curtis F. Brown, 1422 Parrett Everett, Massachusetts—Principals’ Association President, Katherine E. Burns, 7 Fairlawn St. Secretary, Mabel M. Gardner, 46 Forest Ave 582 ELEMENTARY ScHoot PRINCIPALS Everett, Massachusetts—Schoolmen’s Club President, James E. Mahan, 48 High St. Secretary, Frederick A. Ashley, 28 Wainut St. Fall River, Massachusetts—Elementary Principals’ Club President, Julia A. Harrington, 593 Broadway Secretary, Rosella G. Moran, 56 Madison St. Flint, Michigan—Principals’ Club President, R. Bechtold, Longfellow School Secretary, Mrs. Fannie Bradley, Kearsley School Fort Wayne, Indiana—Principals’ Club President, Mona P. Hale, 1015 Crescent Ave. Secretary, Bessie Meyers, Riverside School Fort Worth, Texas—Principals’ and Vice Principals’ Association President, N. E. Buster, Wm. James Junior High School Secretary, Nora Langford, 4706 6th Ave. Fresno, California—Elementary Principals’ Association President, Irwin O. Addicott, Jackson School Secretary, Grace Fuller, Emerson School Gary, Indiana—Administrative Women President, Ethel Estabrook, West Pulaski School Secretary, Grace Stafford, Board of Education Gary, Indiana—Principals’ Association President, Charles D. Lutz, Horace Mann School Secretary, Mrs. Elva Ruston, Horace Mann School Grand Rapids, Michigan—High School Principals’ Club President, George B. Frazier, Jr., Davis Technical School Secretary, Frank L. Janes, Harrison Park School Grand Rapids, Michigan—Principals’ Exchange Club President, Mrs. Mina P. Drew, 341 Lafayette Ave., S. E. Secretary, Marguerite Knooihuizen, 322 Washington St., S. EF. Grand Rapids, Michigan—Schoolmen’s Club President, M. Schillinger, South High Schooi Secretary, B. J. Benkema, South High School Hartford, Connecticut—Principals’ Club President, Annie Fisher, Henry Barnard School Secretary, William C. Holden, Weaver High School Haverhill, Massachusetts—Principals’ Club President, Florence I. Browne, 173 Kenoza Ave. Secretary, Abbie C. Grover, 364 Main St. Hazleton, Pennsylvania—City School’s Principals’ Club President, W. A. Herr, 536 W. Maple St. Secretary, D. J. Lewis, West Green St. Holyoke, Massachusetts—Women Principals’ Club President, Anna F. Sheehan, 226 Pearl St., Springfield. Secretary, Mary L. Bowler, 1083 Hampden St. Houston, Texas—Principals’ Association President, R. C. Roebuck, 6710 Avenue H Secretary, C. E. Godbey, 221 W. 19th Hutchinson, Kansas—Principals’ Club President, Jane Hudson, 334 E. Sherman Secretary, Lulu Beam Ricketts, 1926 North Ash Indianapolis, Indiana—Council of Administrative Women in Education President, Frieda Herbst, 966 N. Belleview PI. Secretary, Mildred Weld, 1508 N. Alabama St. Jackson, Michigan—Elementary Principals’ Club President, Elizabeth Julia Perrot, 417 W. Michigan Ave. Secretary, Frances Cortright, 321 W. Washington Ave. Tue Trento YEARBOOK 583 Jersey City, New Jersey—Male Principals’ Association President, H. M. Normandeau, Public School No. 6 Secretary, J. I. Henshaw, 2 Harrison Ave. Jersey City, New Jersey—Women Principals’ Association President, Aline Gerow, 555 Bramhall Ave. Secretary, Lillian Seay, 275% St. Paul Ave. Johnston, Pennsylvania—Schoolmen’s Club President, H. S. Weller, Union Street School Secretary, Hugh Liggett, High School Kalamazoo, Michigan—Elementary Principals’ Club President, George Walkotten, Roosevelt School Secretary, Kate Schrier, Hillcrest School Kansas City, Kansas—Elementary School Principals’ Club President, Minnie Martin, 1120 Haskel Secretary, Lucy Jones, 633 Washington Kansas City, Missouri—Council of Administrative Women President, Helen McMillan, 712 E. 33rd St. Secretary, Clara Falke, 806 E. 41st St. Kansas City, Missouri—Elementary School Principals’ Association President, H. E. Robinson, Yeager School Secretary Lida E. Harvey Van Horn School Kansas City, Missouri—Schoolmasters’ Club President, J. W. Young, Central Junior High School Secretary, J. K. West, Milton Moore School Knoxville, Tennessee—Supervisors’ and Principals’ Professional Club President, J. S. Humphreys, Lonsdale School Secretary, D. C. Kyker, South Knoxville School Lansing, Michigan—Elementary Principals’ Association President, M. Effie Kellum, 1219 Bement Secretary, Mrs. Esther Brandt, 601 Kirby Dr. Lexington, Kentucky—Elementary Principals’ Club President, E. E. Gatherman, 415 S. Broadway Secretary, Jean L. Smith, 140 E. Maxwell St. Lincoln, Nebraska—Public School Forum President, R. S. Mickle, 5302 Walker St. Secretary, Eunice Preston, 1630 H St., Apt. C-5 Little Rock, Arkansas—Principals’ Round Tabie President, J. R. Bullington, West Side Junior High School Secretary, Gertrude Pitts, Oakhurst School Long Beach, California—Principals’ Club President, A. N. Martin, Lincoln School Secretary, Agnes Wolcott, Continuation High School Long Beach, California—Supervisors’ Club President, Mrs. Leta S. Hiles, 715 Locust Ave. Secretary, M. E. Hayes, 715 Locust Ave. Los Angeles, California—Council of Directors and Supervisors President, Vincent P. Maher, 384 Chamber of Commerce Building Secretary, Albert Ernest Bullock, 384 Chamber of Commerce Building Los Angeles, California—Elementary Principals’ Club President, Arnal B. Heacock, 709 E. Windsor Rd., Glendale Secretary, Elizabeth Sands, 1136 Fair Oaks Ave., Pasadena Los Angeles, California—Schoolmasters’ Club President, A. H. Clayton, Sheridan Street School Secretary, John E. Wright, Miramonte Louisville, Kentucky—Principals’ Club President, Evelyn Wells, Shawnee High School Secretary, S. V. Noe, Eastern Junior High School 584 ELeMENTARY ScHoot PRINCIPALS Lowell, Massachusetts—Masters’ Club President, W. W. Dennett, Morey School Secretary, John E. Barr, Washington School Malden, Massachusetts—Women’s Elementary Club President, Daisy M. Riley, Emerson School Secretary, Minnie G. Thompson, Maplewood School Manchester, New Hampshire—Schoolmasters’ Club President, Wilbur Rollins, 689 Maple St. Secretary, Ralph Price, 3 Walnut St. Memphis, Tennessee—Principals’ Association President, W. E. Miller, Snowden School Secretary, Florence Pate, Lawler School Miami, Florida—Dade County Principals’ Club President, L. B. Somers, Homestead Secretary, Lula Cadle, Earlington Heights School Milwaukee, Wisconsin—Principals’ Association President, Henry Speerbrecker, 422 26th St. Secretary, Lilian Theis, 524 Stowell Ave. Milwaukee, Wisconsin—Schoolmasters’ Club President, Reinhard Ruhnke, 1038 S. 19th St. Secretary, William Darling, 118 E. Milwaukee Ave., Wauwatosa Minneapolis, Minnesota—Principals’ Forum President, Mrs. Blanche C. Neville, Fulton School Secretary, Caroline K. Barron, Kenwood School Mobile, Alabama—Elementary Principals’ Club President, Adelia Williams, 1254 Texas St. Secretary, Louise d’Ornellas, 1314 Chamberlain Ave. Mount Vernon, New York—Principals’ Discussion Club President, Maurice F. Childs, Mount Vernon High School Secretary, Luke C. Rhoads, Columbus School No. 10. Muncie, Indiana—Schoolmen’s Club President, Paul Addison, 1800 S. Mulberry Secretary, Lyell Bussell, Muncie Muncie, Indiana—Women’s Administrative Organization President, Rosa Burmaster, 219% S. Jefferscn St. Secretary, Esther Bartlett, 518 Beechwood Ave. Muskegon, Michigan—Principals’ Council President, Jessie S. Albert, 320 Sumner Ave. Secretary, Johanna Robinson, 1985 Addison Ave. Muskogee, Oklahoma—Elementary Principals’ Club President, L. C. McCall, 2116 Boston Secretary, Mary Shirley, 1114 Fremont Nashville, Tennessee—Principals’ Association President, W. R. Manlove, 828 Meridian St. Secretary, Jas. O. McKee, 10 Ivanhoe Court Newark, New Jersey—Public School Principals’ Association President, John S. Herron, Lafayette Street School Secretary, Harry F. Stauffer, Franklin School Newark, New Jersey—Schoolmen’s Club President, J. Ernest Crane, Summer Avenue School Secretary, Kenneth K. King, Morton Street School New Bedford, Massachusetts—Primary Principals’ Club President, Emma L. Gartland, 9 Washington St. Secretary, Sophie J. Anthony, 24 Maple View Terrace New Bedford, Massachusetts—Principals’ Club President, Louis D. Cook, 2 Morgan Terrace Secretary, Same as president Tue Trento YrarBook 585 New Haven, Connecticut—Principals’ Club President, Elton E. Knight, 153 Bassett St. Secretary, Ruth Doherty, 200 Alston Ave. New Orleans, Louisiana—Colored Principals’ Association President, Archie E. Perkins, 2911 Milan St. Secretary, George Longe, 3500 Hamburg St. New Orleans, Louisiana—Principals’ Association President, Josephine Thomas, 3220 Cleveland Ave. Secretary, Alice Molony, 3600 Camp St. Newport News, Virginia—Principals’ and Supervisors’ Club President, E. Voorhees Stowitts, Box 404, Hilton Village Secretary, C. E. Hoster, 319 50th St. Newtonville, Massachusetts—Newton Men’s Educational Association President, Frederick Hussey, 278 Cabot St. Secretary, A. W. Steinhope, 100 Madison Ave. New York, New York—Association of Principals’ of 8B Schools President, John J. McDonald, Public School No. 3 Secretary, Myer Padve, Public School No. 99 New York, New York—Association of Women Principals President, Olive Jones, 61 Crammercy Park N. Secretary, Sara L. Rhodes, Public School No. 184 New York, New York—Association of Women Principals’ of Public Schools President, Jessie B. Colburn, Public School No. 96 Secretary, Loretto M. Rochester, Public School No. 44 New York, New York—High School Principals’ Association President, Edward J. McNamara, 155 W. 65th St. Secretary, James P. Warren, Bryant High School, Long Island City New York, New York—Principals’ Association President, Margaret C. Mackintosh, Public School No. 140, Brooklyn Secretary, Dorothy Bildersee, Public School No. 80, Manhattan New York, New York—Schoolmasters’ Club President, Martin L. Cox, 281 Mt. Prospect Ave., Newark, N. J. Secretary, Alson A. Upham, 445 3rd St., Brooklyn. Norfolk, Virginia—Principals’ Association President, Clarence L. Robinson, 4213 Newport Ave. Secretary, Lillian M. Johnson, 404 Chestnut St., Berkley Oakland, California—Principals’ Club President, Edgar E. Muller, Westlake Junior High School Secretary, William McMasters, Oakland Technical High School Oklahoma City, Oklahoma—Schoolmen’s Dinner Club President, W. T. Leach, c/o Y. M. C. A. Secretary, Reedy V. Jennings, 1919 N. W. 15th St. Omaha, Nebraska—Elementary School Principals’ Club President, Mrs. Alice Peterson, Dundee School Secretary, Mary E. Foster, West Side School Omaha, Nebraska—School Forum President, Andrew Nelsen, 2565 Whitmore St. Secretary, F. Ethel McAfee, 4918 Cass St. Oshkosh, Wisconsin—Principals’ Club President, C. I. Yule, 110 Grand Ave. Secretary, D. H. Wright, 469 Jackson Dr. Pasadena, California—Assistant Elementary Principals’ Club President, Edna L. Millard, 834 Santa Barbara St. Secretary, Bessie Squires, 32 Bowen Court Pasadena, California—Principals’ Club President, Boyd L. Sloane, 1421 Dominion Ave. Secretary, I. Maude Glenn, 55 N. Merideth Ave. 586 ELeMENTARY Scuoont PRINCIPALS Paterson, New Jersey—Principals’ Association President, Louis J. Schmerber, 897 E. 27th St. Secretary, E. Mombert, School No. 14 Pensacola, Florida—Elementary Principals’ Club President, Mrs. J. C. Lee, 1512 W. Garden St. Secretary, Eva Waters, 415 N. Spring St. Peoria, IIlinois—Principals’ Club President, Anthony Middleton, Harrison School Secretary, George Harms, Webster School Perth Amboy, New Jersey—Principal’s Association President, Royal L. Predmore, Public Schoo! No. 6 Secretary, Ingeborg Oksen, Public School No. 2 Philadelphia, Pennsylvania—Principals’ Club President, Raymond L. Chambers, Key School Secretary, Frances L. Bowers, Wister School! Phoenix, Arizona—Rural School Principals’ Association President, J. J. Clark, Phoenix Secretary, H. M. McKemy, Tempe Pittsburgh, Pennsylvania—Principals’ Club President, M. Elizabeth Wolf, 223 S. Pacific Ave. Secretary, Bertha V. Law, 5318 Friendship Ave. Pontiac, Michigan—Elementary School Principals’ Club President, Mary McGinnis, 226 Perry St. Secretary, Nina Doty, 160 State Portland, Oregon—Principals’ Association President, N. A. Baker, Arleta School Secretary, Mrs. Alevia Alexander, Woodmere School Portsmouth, Virginia—Schoolmasters’ Club President, A. J. Mapp, 317 Broad St. Secretary, A. R. Musick, 3 Dahlgren Ave. Poughkeepsie, New York—Central Hudson Valley Schoolmasters President, W. J. Reagan, Oakwood School Secretary, W. T. Archibald, High School Providence, Rhode Island—Principals’ Association President, Francesca Cosgrove, Montague Street School Secretary, Mary C. Dunne, Courtland Street School Providence, Rhode Island—Schoolmasters’ Club President, Elected at each meeting Steward, Arthur J. Dows, 81 Brown St. Pueblo, Colorado—Administrators’ and Supervisors’ Division of Education Association, District No. 1 President, Henrietta Robinson, 417 W. 22nd St. Secretary, Ethel Wentworth, 417 W. 22nd St. Pueblo, Colorado—Elementary Principals’ Club President, Nirma Palmer, Hotel Maine Secretary, Lulu D. Graham, 1117 Lake Ave. Quincy, Massachusetts—Schoolmasters’ Club President, Stanwood S. Fish, 103 Putnam St. Secretary, Frank E. MacDonald, 69 Glover Ave. Racine, Wisconsin—Principals’ Sub-Council President, E. F. Jantz, Hotel Racine Secretary, G. L. Ritter, 2911 Erie St. Richmond, Virginia—Principals’ Club President, Clyde Busby, Booker T. Washington School Secretary, Horace Echols, Robert Fulton School Roanoke, Virginia—Board of Principals President, Louise Dyer, Box 968 Secretary, Emma Smith, Box 968 Tue Trento YEARBOOK 58 —_—_ Rochester, New York—Council of Elementary School Principals President, Squire Snell, Concord School Secretary, Mrs. Mabel Orr, Hamilton School Sacramento, California—Principals’ Association President, S. A. Pepper, William Land School Secretary, Minnie Roth, McKinley School Salt Lake City, Utah—Principals’ Association President, H. B. Folsom, 1444 Harvard Ave. Secretary, Margaret Layton, 314 Richmond Apts. San Antonio, Texas—Elementary Principals’ Association President, Mildred Baskin, 724 Baltimore Ave. Secretary, Ruby West, 609 Carson St. San Diego, California—Principals’ and Supervisors’ Club President, George H. Robison, 4616 Vista St. Secretary, Irvin N. Cross, 1520 Van Buren San Francisco, California—Principals’ Association President, Harry G. Hansell, 2694 23rd Ave. Secretary, Carrie Daly, 556 Larkin St. San Jose, California—Elementary Principals’ Association President, R. B. Thompson, Gardner School Secretary, R. A. Lee, Lowell School San Jose, California—Santa Clara County Schoolmasters’ Club President, A. H. Horrall, 6th and San Fernando Sts. Secretary, Joseph E. Hancock, County Court House Seattle, Washington—Principals’ Association President, G. N. Porter, Garfield High School Secretary, Edgar Standan, Lawton School Seattle, Washington—Superintendents’ and Supervisors’ Association President, Vergil Smith, 850 Central Bldg. Secretary, J. J. White, 850 Central Bldg. Sioux City, lowa—Administration Club President, C. A. Bohner, Woodrow Wilson School Secretary, Mabel Werner, North Junior High Schoo! Somerville, Massachusetts—Schoolmen’s Club President, Joseph S. Hawthorne, Western Junior High School Secretary, John Hayward, Somerville Spokane, Washington—Elementary Principals’ Association President, Maude M. Stinson, Audubon School , Secretary, Maude N. Ailey, Young School Spokane, Washington—Schoolmasters’ Club President, F. G. Nogle, Lewis and Clarke High School Secretary, J. L. Purdy, Hillyard High School Spokane, Washington—Women Principals’ Club President, Estelle Purinton, Holmes School Secretary, Susan M. Lacy, Arlington School Springfield, Illinois—Principals’ Club President, William A. Miller, 1725 S. State St. Secretary, Ernest T. Jackson, 1800 S. Fourth St. Springfield, Missouri—Elementary Principals’ Club President, Mrs. Maude Bradley, 764 Cherry Secretary, Katharine Propst, 621 E. Lombard Springfield, Ohio—Schoolmasters’ Club President, A. B. Shaffer, 628 E. Cassilly St. Secretary, U. F. Hughes, 151 N. Kensington Pl. St. Joseph, Missouri—Elementary School Principals’ Club President, Bettie Bolen, 312 North 20th Secretary, Clarence Carpenter, 2821 Lafayette ion STATE ELEMENTARY SCHOOL PRINCIPALS’ ORGANIZATIONS Alabama—Department of Elementary School Principals of the Alabama Education Association President, Janie L. Rives, 5 High St., Montgomery Secretary, Mrs. Bruce Brosins, Tuscaloosa Arkansas—Department of Elementary School Principals of the Arkansas Education Association President, Fred Moore, Pine Bluff Secretary, Mary Fortner, Garland School, Little Rock California—California Elementary School Principals’ Association President, P. C. McChesney, Newton Booth School, Sacramento Secretary, Mrs. Gertrude Best Hammond, Hyde Park School, Los Angeles Colorado—Elementary Principals’ Section President, Max D. Morton, Pueblo Secretary, Mabel Cochrane, Greeley Connecticut—Elementary School Principals’ Association of Connecticut President, Thomas H. Patterson, 131 Stearns St., Bristol Secretary, Mary E. Murphy, 850 Lafayette St., Bridgeport Florida—Department of Elementary Principals of the Florida Education - Association President, Nell Avery, Miramar School, Miami Secretary, Katie Dean, Miami Beach Elementary School, Miami Beach Idaho—Idaho State Elementary Principals’ Association President, R. F. Lynch, Lincoln Opportunity School, Boise Secretary, Coral M. Norton, 1402 Franklin, Boise lowa—Department of Elementary Principals of lowa State Teachers Asso- ciation President, Mary B. Hall, Rogers School, Marshalltown Secretary, W. C. Findley, 629 3rd St., Des Moines Kansas—Kansas Association of Elementary School Principals President, W. A. Bonwell, 645 N. Volutsia, Wichita Secretary, C. H. Gleason, Cooper School, Newton Massachusetts—Massachusetts Elementary Principals’ Association President, G. Winthrop Brainerd, Claflin School, Newtonville Secretary, Helen L. Thompson, Cabot School, Newtonville Michigan—Elementary School Principals’ Department of the Michigan Edu- cation Association President, Mrs. Jessie M. Fink, Buchanan School, Grand Rapids Secretary, Elizabeth Welch, Fairview School, Flint Minnesota—Elementary Principals’ Section of the Minnesota Education Association President, Maude Irle, 2198 Stanford Ave., St. Paul Secretary, Anne Byezler, 721 S. E. 7th St., Minneapolis Missouri—Department of Elementary School Principals President, Isabel Tucker, Shenandoah School, St. Louis Secretary, Leah Arnold, Liberty Nebraska—Department of Elementary School Principals of Nebraska State Teachers’ Association President, Edna Reap, Long School, Omaha Secretary, Florence Brooker, Adams School, Omaha New Hampshire—New Hampshire Association of Elementary School Prin- cipals President, Jean Keir, 12 Front St., Rochester Secretary, Mrs. Kate M. Hatch, Exeter New Jersey—Elementary Principals of New Jersey President, Ann Troy, Park School, Nutley Secretary, Mason A. Stratton, 272 Huron St., Absecon [590] ‘ama nsas ‘eles tion 3S0- du- ion Tue Trento YEARBOOK 591 New York—New York State Elementary Principals’ Association President, Hoyt D. Smith, Huguenot School, New Rochelle Secretary, Berton Bean, Public School No. 63, Buffalo North Carolina—North Carolina Elementary Principals’ Association Officers not reported for 1930-31 Ohio—Department of Elementary School Principals of the Ohio Education Association President, W. C. Dyer, Indianola School, Columbus Secretary, M. P. Watts, Daniel Worley School, Canton Oklahoma—Elementary Principals’ Division of Oklahoma Education Asso- ciation President, John B. Turner, 609 S. W. 26, Oklahoma City Secretary, Mary Frazier, Enid Oregon—Department of Elementary Principals of the Oregon State Teach- ers’ Association President, Elmer Brown, 759 E. 27th St., N. Portland Secretary, Lewis E. Reese, Route 10, Milwaukie South Carolina—Elementary Principals President, E. R. Crow, 1811 Wheat St., Columbia Secretary, Myrtle Venable, Pacolet Mills South Dakota—Elementary Grade Principals and Supervisors (Affiliated with state teachers association) President, Adah Minard, 141 6th St., N. E., Watertown Secretary, Ruth Wagoner, 715 S. Wisconsin St., Mitchell Texas—Elementary School Principals and Supervisors President, Arvin N. Donner, 325 De Queen Blvd., Port Arthur Secretary, F. M. Mathis, 212 W. Minnie St., Tyler Utah—Principals’ Section of Utah Education Association President, Joseph B. Driggs, 2142 S. State St., Salt Lake City Secretary, Zeta Morris, Oquirrh School, Sait Lake City Virginia—Principals’ and Supervisors’ Section of Virginia Education Asso- ciation President, Claude Graham, High School, Greenwood Secretary, M. R. Bruin, High School, Boydton West Virginia—Elementary Principals’ Division of the West Virginia State Education Association President, L. A. Dent, Ronceverte Secretary, J. H. Reed, White Sulphur Springs Wisconsin—Elementary Principals’ Association President, Harold W. Peterson, Keefe Avenue School, Milwaukee Secretary, Miss Lynch, Public Schools, Oshkosh LIST OF MEMBERS THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS For tue Year 1930-31, Correcrep ro Marcu 21, 1931 ALABAMA a a Mabel L., 15 N. Reed Ave., Mobile, Mobile, Ala. Calhoun, E. B., Norwood School, 3220 Nor- wood Blvd., Birmingham, Ala. Cowan, Ora v., 204 Dexter Ave., Mobile, Ala. Cox, George D., 2207 15th Ave., N., Birming- ham, Ala. Daffron, Willie Mae, Greeley School, Rickey, a Davis, W. C., 3420 Second Ave., N., Birming- ham, Ala. Dodge, Olive J., Board of School Commission- ers, Mobile, Ala. Dooley, Cora, 247 S. Eighth St., Gadsden, Ala. Duvall, Rufus A., North Birmingham School, Birmingham, Ala. Flock, Mrs. Elizabeth C., 7 N. Bayou St., Mobile Ala. Gardner, J. R., Jr., Bir- ——". Ala. Hall, W. R., 1305 N. 30th St., >” Henderson, Mary, Hull St., gomery, Ala. Hill, R. Voyt, Martin School, 1201 14th Ave., N., Birmingham, Ala. Johnston, Robert C., South Highland School, Birmingham, Ala. Jones, Lenore, 1606 Monterey PI., Mobile, Ala. Kegley, T. M., Minor School, 2425 Ave. S., Birmingham, Ala. Austin, Mary B., 210 George St., Graymont School, Birmingham, 1004 S. Mont- Krassin, Annie E., 14 Common St., Mobile, Ala. Lawson, Olivia, Alabama College, Montevallo, Ala. MacMillan, Emma, 120 Cramer Ave., Mont- gomery, Ala. Martin, Ralph, 125 N. 63rd St., Birmingham, Ala Mobile, Ala. Matzenger, Lena, 1058 Selma St., Anniston, Meigs, Mrs. Mary S., Noble Apts., Ala. Atmora, Ala. Moore, A. C., Supt. of Schools, 8400 First Norton, H. B., Robinson School, Ave., S., Birmingham, Ala. Ozier, W. C., 2129 Pike Ave., Ensley, Birming- ham, Ala. Richards, Henry G., H. C. Gilbert School, Flor- ence, Ala. Rives, Janie Lou, 5 High St., Montgomery, a. Rodgers, G. T., Route 3, Box 60, Montgomery. Ala. Sapp, Ella F., 1711 Third Ave., Bessemer, Ala. Sheffield, Mrs. Frances L., 10 N. Ann St., Mobile, Ala. Snoddy, W. T., Acipco School, 1716 31st Ave., N., Birmingham, Ala. Vaughan, Joseph T., Bush School, St., Birmingham, ‘Ala. Wiener, Florence E., 252 S. Ann St., Mobile, a. Wilder, L. Virgil, 610 MacMillan Ave., Bir- mingham, Ala. Williams, J. D., Avondale School, 4000 Eighth Court, S. Birmingham, Ala. Wilson, Josephine, 1202 Leighton Ave., An- niston, Ala. 1112 25th ARIZONA Ballfinch, Loy, 420 E. Fourth St., Tucson, Ariz, = O. L., Supt. of Schools, Somerton, riz Coes. Grace, 2005 W. Washington, Phoenix. riz. Curnutt, Lucille, 905 E. Ash, Globe, Ariz. Dyer, Mrs. Gussie, P. O. Box 545, Hayden, Ariz. Englund, Clara, 221 Live Oak St., Miami, Ariz. Harrison, Marion, Box 2001, Globe, Ariz. Johnson, Lindsay, Public Concho, Ariz. Keen, Julia C., Fairchild’s Court, Tucson, Ariz. Se hools, Kohn, Frederick A., District No. 4, Caza Grande, Ariz. McKinney, Willie, Washington School, Wins- low, Ariz. Robertson, Ellen, 828 E. Fifth St., Tucson, Ariz. Thomas, J. Q., Supt. of Schools, Flagstaff, Ariz. Townsend, Salome, Roskruge School, Tucson, Ariz. Wickliffe, Chester, Liberty School, Liberty, Ariz. ARKANSAS Barton, Lillian, 415 E. Nettleton Ave., Jones- boro, Ark. Cohen, Flora L., Rock, Ark. Conte, Mrs. Lelia M., Route 1, rk. 1109 Prospect Ave., Little Hot Springs, Cordell, Thyra, Rogers School, Ft. Smith, Ark. Day. J. A., Junior High School, Ft. Smith, Ark. Jennings, Egbert, Supt. of Schools, Foreman, rk. Jones, Ralph B., Peabody School, Ft. Smith, Ark rk. Schader, Ernestine A., 800 Rector Ave., Little Rock, Ark. Shannon, Julia, 224% S. rk. Main St., Stuttgart, Thompson, A. G., Supt. of Schools, Carlisle, Ark. Washington, Ruby, Duval School, N. 14th St., Ft. Smith, Ark. Webb, Victor L., 1514 W. 20th, Little Rock, Ark. CALIFORNIA Abbott, Robert B., 704 Brown Ave., Fresno, Calif. Abrams, Henry, Dist. Supt. of Schools, Calif Saticoy, Addicott, Irwin Oliver, Jackson School, Fresno, Calif. Alexander, Roxie E., Calif. Allison, Loretta, Watsonville, Calif. Anderson, Emma C., 7830 S. Harvard Blvd., Los Angeles, Calif. 920 Virginia St., Vallejo, Andreen, Earl P., Balboa School, San Diego, Calif. Andrews, Mary A., 810 S. Ross St., Santa Ana, Calif. Atkinson, Carroll, Fremont School, San Luis Obispo, Calif. Aultman, Mrs. Lela W., Main Street School, E. 52nd and Main Sts., Los Angeles, Calif. Badger, Abner A., 3524 Lavell Dr., Los An- geles, Calif. Baker, Alfred E., 744 65th St., Oakland, Calif. Baker, C. W., 5260 Oakland St., Los Angeles, Calif. — Ethel I., 1517 40th St., Baker, H. M., Route 6, Box 459, Bakersfield, Calif. Sacramento, { 592 ] hoenix. riz. layden, i, Ariz. iz. oncho, 1, Ariz, Casa Wins- ‘ucson, gstaff, ucson, iberty, Jones- Little rings, , Ark, smith, man, mith, Little gart, ‘lisle, 1 St., sno, icoy, sno, lejo, lvd., ego, Tue Trento Yrarrook 593 Balch, A. E., 3718 Illinois Ave., Fresno, Calif. Banta, Mrs. Edythe R., Grant School, 29th and Summitt Sts., Oakland, Calif, Barber, Mrs. M. Ellen C., 1156 22nd St., San Diego, Calif. Barclay, Berthile, 2038 Bush St., Santa Ana, alif. Bardardson, Otto W., Sunset School, Box 1701, Carmel, Calif. Barnard, Nora Margaret, 716 W. Common- wealth Ave., Alhambra, Calif. Barnes, Mrs. Jessie Baldwin, 419 E. State St. Long Beach, Calif. ; Bates, Elizabeth, 365 S. Highland Ave., Los Angeles, Calif. Baxter, Bernice, Crocker Highland School, Oakland, Calif. Beach, Rachel Ann, 452 Holland Ave., Los An- geles, Calif. Beaty, Jesse James, 826 Cleveland, Ave., Oak- land, Calif. Bell, Zell, Vista, Calif. Bender, Mrs. Cora F., 2615 I St., Bakersfield, Calif. Benner, W. A., 1670 Grand Ave., Piedmont, Benning, A. Irene, 155 Nieto Ave., Long Beach, Calif. Benson, Albert N., Hawthorne School, Oak- land, Calif. Berard, Elvina, 336 Ashton Ave., San Fran- cisco, Calif. Bernard, Lloyd D., 3910 Ardley Ave., Oakland, Calif. Berry, Bertha Irene, 1261 S. Mariposa St., Glendale, Calif. Bishop, Eugenio Karl, 326 N. Comstock Ave., Whittier, Calif. Blakemore, Edith E., 1030 W. Second St., Pomona, Calif. Blanchard, Alice C., 235 E. Alvarado St., Pomona, Calif Blodget, Mrs. Viola, 2000 Baker St., Bakers- field, Calif. Blumb. Joseph L., 1015 Euclid Ave., Berkeley, Calif. Bonney, Wilbert H., 307 E. Alberta St., Ana- heim, Calif. Borden, Nellie G., 2219 San Joaquin St., Fresno, Calif. Bowen, Wayne F., 403 S. Tamarind St., Comp- ton, Calif. Bowman, Samuel H., 2320 E. 16th St., Los An- geles, Calif. Bowring, H. F.. 133 Hicvh St., Modesto, Calif. Bradley, Anne M.. 412 63rd St., Oakland, Calif. Brauer, R. E., Roosevelt School, Dinuba, Calif. Calif. Briscoe, William S., 690 Brooklyn Ave., Oak- land, Calif. Brown, Bessie Olive, 4053 Irving Pl., Culver City, Calif. Brown, Guy E., Box 876. Livermore, Calif. Brubaker, D. E., 1015 W. 30th St., Los An- as Calif. ryant, Mrs. Ethel Stewart, P. O. B 874 Bosreena. Calif. ‘s sie ties urnette. Estelle W., 927 Mac i y - gee) € aznolia Ave., Bur Burr, Marjorie F., 308 Myrtle St., Redlands, alif. Calder, Jessie, 3956 Burckhol y - co Gear § Burekholter Ave., Oak a a Florilla, 825 N. Baker St., Stockton, alif. Cardozo, Truman V., Box 396, Riverbank, ° Calif. arnahan, Mrs. E. June, 1914 Maple Ave., Bakersfield, Calif. Carroll, Hazel, 11106 Landale St., North Holly- wood, Calif, Carter, C. C., 3261 Illinois, Fresno, Calif. Catlin, Ruby, 816 Kern St., Kingsburg, Calif. Chamberlain, Clarence W., Banning, Calif. Chandler, Mrs. Myrtle B., 1234 3-4 W. Fifth St., Los Angeles, Calif. aoe E., 244 N, Verdugo Rd., Glendale, alif. Christensen, Serena P., 66114 N. Berendo St., Los Angeles, Calif. Church, Mrs. Edith Perry, 501 N. Cypress, Burbank, Calif. Clark, Mrs. Bertha H., 1034 Angeleno Ave., Burbank, Calif. Claypool, Mary F., 2427 W. 22nd St., Los An- geles, Calif. Clayton, Mrs. Rose C., Marguerita School, Alhambra, Calif. Clemens, K. F., Box 25, Wasco, Calif. Cline, Helen R., P. O. Box 766, Covina, Calif. Coffey, Julia C., Emerson School, San Fran- cisco, Calif. Colby, Ida Florence, Box 94, Fallbrook, Calif. Coleman, Ida Fulton, 1626 N. Kingsley Dr., Hollywood, Calif. Colerick, Mrs. Mabel S., 1633 E. 1038rd Pl., Los Angeles, Calif. Compton, John L., 1814 Forrest St., Bakers- field, Calif. Cookman, Mrs. Grace Olive, 618 W. 49th St., Los Angeles, Calif. Cooper, Elizabeth P., 1805 Eighth Ave., Oak- land, Calif. Correll, Vincent I., 1838 McKenzie St., Long Beach, Calif. Cotrel, Lucy, 3240 Clay St., San Francisco, Calif. Cotter, M. Elsie, Lazear School, Oakland, Calif. Couchman, H. H., 717 W. 80th St., Los An- geles, Calif. Cox, Mildred M., Hotel Palomar, Santa Cruz, Calif. Crane, Clarence B., 1546 La Loma Ave., Berke- ley, Calif. Crane, R. L., Jr., 434 Wisnom Ave., San Mateo, Calif. Crapser, Jessamine. 1828 S. Mansfield Ave., Los Angeles, Calif. Crawford, Mrs. Bertha T., 2371 Portland St., Los Angeles, Calif. : Creedon, Mrs. Elma M., 732 York St., Vallejo, Calif. Cross. Flora, 248 N. Towne Ave., Pomona, Calif. Cross, Irvin N., 1520 Van Buren St., San Diego, Calif. Culver, Harriet E., 1717 Seventh Ave., Los An- reles, Calif. Custer, Laura, 1121 Trestle Glen Rd., Oakland, Calif. " . : Dacre, Emma L., 45 Henry St., San Francisco, Calif. Dannemann, Matie, 437 E. Maple Ave., Orange, Calif. Davis, Barney J., Union School, Lakeport, “ Evelyn, 853 Atlantic Ave., Long Beach, Calif. Davy, Mrs. Mathilda, Horace Mann School, Bakersfield, Calif. Delmet, Don Thomas, Dist. Supt. of Schools, Norwalk, Calif. Des Roches, Pauline, 1323 Woolsey St., San Francisco, Calif. Dragomanovich, Francis L., Modoc County, Adin, Calif. Dreier, Grace M. Mogle, 2132 W. 74th St., Los Angeles, Calif. Earl, Claude Elwood, Lincoln School, Pasa- dena, Calif. Edgar, George A., Franklin School, Ninth Ave. and E. 16th St., Oakland, Calif. aa Roby T., 201 S, Chapel St., Alhambra, alif. 594 ELEMENTARY ScHoot Principats Enfield, O. D., Eastman Street School, Los Angeles, Calif. Essert, R. F., Grammar School, Artesia, Calif. Estes, Charlotte, 2420 Gough St., San Fran- cisco, Calif. Fagin, Mrs. Jean T., 346 W. Amerige Ave., Fullerton, Calif. Farnham, N. H., 1427 Eureka, Bakersfield, Calif. Farrington, Mrs. Rae Lee, 1708 Beverly Dr., Pasadena, Calif. Feazell, Ruby Caroline, 29 Eureka St., Pasa- dena, Calif. Ferrell, Mrs. Grace, Route 1, Box 102, Calexico, Calif Fikes, Edith E., 472 Ocean St., Santa Cruz, alif. Finchy, Katherine, Elementary School, Palm Springs, Calif. Finney, J. J., Box 552, Suisun, Calif. Fitz-Gerald, Mrs. Mary M., Hotel Whitcomb, 1231 Market St., San Francisco, Calif. Flynn, Mary C., 1511 Micheltorena St., Los Angeles, Calif. Ford, Stephen W.., Calif. Fratis, Mrs. Sue L., 204 Wayne Ave., Oakland, Calif. Fuller, Grace M., Emerson School, Fresno, Calif. Gardner, Flizabeth M., 945 W. Ninth St., San Pedro, Calif. Gibson, Robert E., Elementary School, Walnut Creek, Calif” ; Gill, Mary, 2424 Chester Lane, Bakersfield, Calif. Gilmore, Edith M., 2877 Folsom St., San Fran- cisco, Calif. Gist, Arthur S., President, Humboldt State Teachers College, a Calif. Glover, Mrs. Percy F., C. Fremont School, Fourth and Termino, ta Beach, Calif. Gough, Howardine B., 397 Riverside Dr., hino, Calif. Graf. Louise, 2136 W. 28th St., Los Angeles, lif. —. R. J., 818 Spruce St., Berkeley, Calif. Grant, Mrs. Belle G., Grammar School, Hemet, alif. onus Lucy B., 418 Jefferson Ave., Pomona, Calif. Cosas. Doren O., Angeles, Cali Quieter, M. Alice, 112 W. Broadway, Ana- m, Calif. pe. By V. H., 2150 47th Ave., Oakland, Calif. Hall, Lee Roy, 175 S. Greenwood Ave., Pasa- dena, Calif. Hamer, Josevh W., 1050 S. Gramercy Dr., Los Angeles, Calif. Hamilton. Mrs. Dorothy, 1004 N. Irwin St., Hanford, Calif. Hamilton, Nellie, 3750 Platt, Fresno, Calif. Hammel, J. C., 842 E. 19th St., Oakland, Calif. Hammond, Mrs. Gertrude Best, 7316 Cren- shaw Blvd., Los Angeles, Calif. Hammond, Ida M., 3004 Champion St., Oak- land, Calif. Hanson, Edith J., 1443 Martel Ave., Holly- wood, Calif. Harker, Sara D., Lower Miss Harker’s School. Palo Alto, Calif. Harris, Mrs. Caroline P., 326 Jefferson, Bakers- field, Calif. neste, Ella M., 242 F St., San Bernardino, alif. Harris, Maude K., 1612 Huntington Dr., South Pasadena, Calif. Hauselt, Elisabeth E., 2199 California St., San Francisco, Calif. Hayes, C. K., 931 Fresno Ave., Berkeley, Calif. Havward, Luey M., 324 La Paloma Ave., Alhambra, Calif. ——— A. B., 709 E. Windsor Rd., Glendale, alif. P. O. Box 305, Sunnyvale, 2541 Third Ave., Los Heath, Virginia D., 2376 Pacific Ave., San Francisco, Calif. Heisser, Della B., Dist. Supt. of Schools, Tur- lock, Calif. Helms, W. T., Supt. of Schools, Calif. Hendrick, Orra Leta, 2129 S. Alsace Ave., Los Angeles, Calif. Henselmeier, F. W., 306 Orange Ave., Pico, Calif. Hewitt, Mrs. Ida F., 8627 John Ave., Los Angeles, Calif. Higginbotham, E. M., Union Grammar School, McFarland, Calif. Hill, Mrs. Edna, Bre ntwood-Deer Valley School, Brentwood, Calif Hodges, E. B., Wa:hington Union High School, Centerville, Calif. Hodgkins, Josephine, Roosevelt School, Santa Monica, Calif. Homan, Rose, 1633 College Ave., Fresno, Calif Hooker, Ora Whitley, 947 W. 30th St., Los Angeles, Calif. Horne, Henrietta, 1330 N. Garnsey St., Santa Ana, Calif. Horton, J. M., 449 Clay St., Fillmore, Calif. Houston, Edith L., 790 Calmar Ave., Oakland, Calif Howard, Mrs. Gertrude G., 227 W. Hillcrest t., Inglewood, Calif. a. O. S., Supt. of Schools, 2425 Fresno Fresno, Calif. Huckaby, Mrs. Chloe Poynor, 516 S. Eucalyptus Inglewood, Calif. Hudspeth, C. E., 759 59th St., Oakland, Calif. Huff, William F., 255 St. Joseph Ave., Long Beach, Calif. Hughes, Mrs. Mary E., 847 Campus Way, San Bernardino, Calif. Hughes, W. F., 2566 Flower St., Huntington Park, Calif. Huntington, Henriette L. mento, Calif. Huntoon, Mrs. Georgie K. Miller, 1029 W. 56th = Los Angeles, Calif. Huston, Mabel, Bonsall Union School District, Bonsall, Calif. Ingraham, Jessie E., 1437 geles, Calif. Irwin. Kathryn, 322 Seventh St., Calif. Iversen. Ida Christine, 349 N. Wilton PI., Los Angeles, Calif. Jackson, Dorothy G., Franklin School, Santa Monica, Calif. James, Ida Cleo, Olive View, Calif. Janes, Hattie E., 2439 Mariposa St., Fre:no, Calif. Jensen, Elsie M., 512 S. Glendale Ave., Glen- dale, Calif. Jesson, Mrs. Jessie M. L. Rafael, Calif. Johnson, Mrs. E. S., 600 37th St., Sacramento, Calif. Johnson, Mrs. Lois E., 415 16th St., Pacific Grove, Calif. Jordan, John Walter, 1610 E. 111th St., Los Angeles, Calif. Kelly, Gertrude, 133 W. H St Colton, Calif. Kelly, Julia M., 1801 New Jersey St., Los Angeles, Calif. Kerr, Clare, 163 W. 11th St., Claremont, Calif. Klaus, Bertha J., 240 Downey St., San Fran- cisco, Calif. Klene, Vivian, John Muir School, 14th and Pacific, Long Beach, Calif. Kottinger, E. W., Durant Schcol, Oakland, Calif. Krauss, Luise H., 115 Palm Ave., cisco, Calif. Kretzinver, R. W., Burbank School, 64th Ave. near Trenor, Oakland, Calif. Lages, Dora, 311 Lester Ave., Oakland, Calif. Laird, J. David, Franklin School, Bakersfield, Calif. Richmond, 1206 O St., Sacra- Bond St., Los An- Antioch, 318 Fifth Ave., San San Fran- -— os = 0 ———as e., San ls, Tur- hmond, School, Valley School, Santa _ Calif, » Los Santa Calif. kland, llerest “resno lyptus Calif. Long y, San ngton sacra- . 56th strict, ; An- tioch, , Los Santa esno, Glen- ar ento, acific Los Yalif. Los valif. ‘ran- and land, ran- Ave. alif. ield, Tue Tento Yrarsnook 595 Laird, Marple, Union Grammar School, Elsi- nore, Calif. Lawrence, Mabel M., 1744 W. 25th St., Los Angeles, Calif. Lawson, Mrs. Neva, 808 Quincy St., Bakers- field, Calif. Leavitt, Mrs. B. L., quillity, Calif. Lee, Mrs. Iva J., 477 N. Shaffer St., Orange Public School, Tran- Lenvig, Bessie C., 117 N. Avenue 55, Los An- geles, Calif. Levy, Matilda A., Fielding Hotel, 386 Geary St., San Francisco, Calif. Lietzau, Cora C., Jefferson School, Santa Monica, Calif. Lindquist, R. D., 1025 Second Ave., Oakland, Cali Linscott, Mark R., Public School, Tupman, Calif. Lofstedt, Christine, Junipero Serra School, S. Fair Oaks Ave., Pasadena, Calif. Love, M. Lily, 15 Paloma Ave., Ingleside Ter- races, San Francisco, Calif. Lucas, Mrs. Blanche, Elementary School, Dos Palos, Calif. Lucas, D. P., Hudson School, Puente, Calif. Lyon, H. W., 95 N. Sierra Bonita Ave., Pasa- dena, Calif. McCleery, Ella G., 510 2ist, Sacramento, Calif. McCleish, Nellie, 3174 Date St., Riverside, Calif. MacClenathan, Ruth, Brooklyn School, 30th and Ash St., San Diego, Calif. McConnell, S. W., Box 461, Newman, Calif. McDonald, George J., 2306 W. 21st St., Los Angeles, Calif. McFeely, Susan M., Tompkins School, Fifth and Linden Sts., Oakland, Calif. McGraw, Margaret A. F., Carthay Center School, Los Angeles, Calif. McMahon, Minnie M., 928 W. Fifth Ave., Pomona, Calif. McMaster, J. F., 347 W. Garfield Ave., Glen- dale, Calif. McNamara, Mrs. Clare, 1824 Myrtle St., Bak- ersfield, Calif. McNeely, J. G., Lincoln Junior High School, Santa Monica, Calif. Mack, Mrs. A. C., 2528 Chester Lane, Bakers- field, Calif. Madsen, Julia J., 604 North E St., Porterville, Calif. Magaw, William J., 5365 Huntington Dr., Los Angeles, Calif. Maland, Mrs. Emma W., 769 Page St., San Francisco, Calif. Maloy, Arthur H.. Box 455, Lindsay, Calif. Manley, Edna T. H., 392314 W. 23rd St., Los Angeles, Calif. Marbut. John W., 1140 Mahar St., Wilming- ton, Calif. Marchant, Maud, 400 Montclair Ave., Oakland, Calif. Marsh, Christine L., 5657 Meridian St., Los Angeles, Calif. Marshall, Mrs. Florence K., 2140 33rd St., San Diego, Calif. Martin, A. H., Lincoln School, Alamitos and Anaheim Sts., Long Beach, Calif. Martin, Paul, 2635 Rawson St., Oakland, Calif. Masterson, Thomas V., 1619 E. 104th St., Los Angeles, Calif. Means, Nettie K., No. 3 Manley Apts., Bakers- field, Calif. Meeks, Ida V., 1252 14th St., San Diego, Calif. Miller, Douglas B., Maxwell Park School, Oak- land, Calif. Mishler, Grace M., 577 E. Pasadena, St., Pomona, Calif. Mock, Thomas M., 803 Shenandoah Ave., Los Angeles, Calif. Mooney, Frances A. C., 877 Sunnyhills Rd., Oakland, Calif. no Mary E., 107 Center St., Santa Cruz, Calif. Morris, Mylitta M., 2026 Bath St., Santa Bar- bara, Calif. Morrison, Mrs. Isabelle W. C., 4430 Lennox Ave., Van Nuys, Calif. Mount, Mrs. Florence D., 625 E. Lomita Ave., Glendale. Calif. Munce, Tillie Carolyn, 14 Glenn Ave., Fresno, Calif. Munson, Oscar F., Supt. of Schools, P. O. Drawer A, Hawthorne, Calif. Munson, W. B., 3153 Huntington Blvd., Fresno, Calif. Natwick, Warren, Lawrence School, San Mateo, Calif. — Muriel B., 444 Melrose St., Modesto, Calif. Netz, Joseph, 2311 Tenth Ave., Los Angeles, Calif. Newman, Mrs. Gertrude, 648 Evans St., San Bernardino, Calif. — Roy T., 1014 Everett Ave., Oakland, Calif. Oakes, William J., 3108 Whittier St., San Diego, Calif. O’Bannon, Mary B., 137 Ardmore Rd., Berke- ley, Calif. O’Farrell, Mrs. Mabel E., 2403 F St., San Diego, Calif. O'Leary, Josephine, Garfield School, Santa Monica, Calif, Olinder, Mrs. Selma B., Hawthorne School, San Jose, Calif. Osburn, William Q., 1295 W. 37th Pl. Los Angeles, Calif. Outcalt, Mrs. Adele M., 925 Robinson St., San Diego, Calif. Owens, Mrs. Ruby, 325 Soquel Ave., Santa Cruz, Calif. Paine, Mae L., 131 W. Avenue 42, Los Angele;, Calif. Parker, Bertha Mae, John Muir School, Santa Monica, Calif. Partridge, Mrs. Clara M., 2413 Milvia St., Berkeley, Calif. Patten, A. P., Roosevelt School, Modesto, Calif. Patton, Edith E., 660 Waverley St., Palo Alto, Calif. Pease, Minnie, 2630 Third St., San Diego, Calif. Peck, Mrs. Kathryn H., McKinley School, Santa Monica, Calif. Peddie, Mrs. Gertrude, 128 W. 83rd St., Los Angeles, Calif. Peterson, Frank W., Sonora, Calif. Pitkin, Mrs. Virginia R., 457 S. Occidental Bivd., Los Angeles, Calif. Plagemann, Dora E., 1233 Masonic Ave., San Francisco, Calif Pollich, R. E., 2361 W. 21st St., Los Angeles, Calif. Poore, Margaret I., 776 Brookwood Rd., Oak- land, Calif. Poulsen, Esther R., Mcntecito Union School, Santa Barbara, Calif. Preston, C. W., 2057 Fair Park Ave., Los An* geles, Calif. Pullis, Mrs. Jessica K., Kern Avenue School, 4775 E. Fourth St., Los Angeles, Calif. Pursell, Arthur L., 738 E. King St., Tulare, Calif. —*- F., 125 Claremont Ave., Long Beach, alif. Ransom, Mae, 1705 S. Sixth St., Alhambra, Calif. Rasmussen, Mrs. Eva Hale, Box 714, Auburn, Calif. Rector, W. G., 5957 Chabolyn Ter., Oakland, Calif. ft 596 XLEMENTARY ScHoot PRINCIPALS Reinke, Gertrude H., 2006 Fletcher Ave., South Pasadena, Calif. ~~ Sa Elizabeth, Lincoln School, Anaheim, Calif Richards, Marcella L., 1125 Kipling Ave., Los Angeles, Calif. Riddell, A. H., Florence School, First and University Ave., San Diego, Calif. Riggins, Mildred E. Mogle, 1607 S. Fairfax Ave., Los Angeles, Calif. Riordan, Catherine F., Sheridan School, Cap- itol Ave. and Lobos St., San Francisco, Calif. Roberts, Bertha, 2151 California St., San Francisco, Calif. Romer, A. R., 530 Fairbanks Ave., Oakland, Calif. Rose, Jennie, 1427 geles, Calif. Roth, Minnie J., 1625 O St., Sacramento, Calif. Russell, Agnes C., Sherman School, Union and Franklin Sts., San Francisco, Calif. Ruth, Clarence, ‘Lompoc School, Lompoc, Calif. Ryan, Jane, 1096 Fulton St., San Francisco, Calif. Samson, Ada C., 77 Cleveland Ave., Santa Cruz, Calif. Saxton, M. Emma, 101514 Virginia Pl., Glen- dale, Calif. Scalapino, William, 1315 Alta Vista Rd., Santa Barbara, Calif. Schatz, Clarence R., Route 10, Box 93, Fresno, Calif. Sessions, Herbert Alanson, 123 W. Ivy St., Hanford, Calif. Shafer, Paul F., 647 165th St., Gardena, Calif. Shane, C. N., Allendale School, Oakland, Calif. Silvia, J. Defray, 319 W. Ortega, Santa Bar- bara, Calif. Sloane, Boyd Lincoln, 1421 Dominion Ave., Pasadena, Calif. Smith, Effie E., 1437 Bellevue Ave., Burlin- game, Calif. Smith, F. B., John Muir School, Sacramento, Calif. Smith, Mrs. Helena K., Fullerton, Calif. Smith. Mollie A., 2274 Virginia St., Berkeley, Calif. Smith, Rose Mann, 1239 Keniston Ave., Los Angeles, Calif. Smith, Weaver H., Hagar Street School, San Fernando, Calif. Snell, Harvey, Riverdale Grammar School, Raisin, Calif. Snyder, Peter H., Diego, Calif. Snyder, R. W., 546 Rosal Ave., Oakland, Calif. a John, John Swett School, Oakland, alif. Spani, Kate, 4561 Niagara Ave., San Diego, Calif. Spencer, Mrs. Hattie A., Hotel Mt. Lassen, Susanville, Calif. Spencer, W. D., Cole School, Oakland, Calif. Spreng, Ruth M., 101 S. Guadalupe Ave., Redondo Beach, Calif. Starr, A. G., 2126 St. Jarlath’s Ave., Oakland, S. Mansfield Ave., Los An- 1228 N. Harvard, 3844 Belmont Ave., San Stearns, Oletha, 1524 Martel Ave., Hollywood, Steffins, Edith R., P. O. Box 693, Madera, Calif. Sterry, Nora, Sawtelle Boulevard School, 1727 Sawtelle Blvd., W., Los Angeles, Calif. Stewart, Hugh B., P. O. Box 26, Arcata, Calif. Stolz, Rose C., Bellevue Hotel, Geary at Tay- lor St., San Francisco, Calif. Stone, C. R., 2140 Los Angeles Ave., Berkeley, Calif. ase, Soenptine, 1525 13th St., Bakersfield, alif. Stopher, Mrs. Grace, 347 Eighth St., San Bernardino, Calif. Sweet, Lottie, 808 Bush St., Santa Ana, Calif. Sykes, Mrs. Mabel A., 4551 Geary St., San Francisco, Calif. Sylvester, Helen, Euclid School, San Diego, Calif. Taylor, Leo E., Calif. Tessmer, Etta H., 618 Girard St., San Fran- cisco, Calif. Thomas, Carl I., 440 E. Palmyra Ave., Orange, Calif. Thurston, I. P., 600 S geles, Calif. Tibbetts, Alice B., 3365 Canfield Ave., Los Angeles, Calif. Tillman, Florence, 822 Cleveland St., Oakland, Calif. Tingley, Grace W., 2610 Beechwood Dr., Holly- wood, Calif. Tudbury, Ethel W., Washington School, Berke- ley, Calif. Turner, Elsie V. W., Washington School, Modesto, Calif. Upton, Anne Hale, 1625 W. 47th St., Los An- geles, Calif. Vail, Vesta E., 356 Laurel St., Santa Cruz, Calif. Van De Mark, Mrs. Della A., Santa Fe School, 54th and Market Sts., Oakland, Calif. Vogelsang, Dorothy, 1700 Vallejo St., San Francisco, Calif. Von Hatten, Emma A., Marshall School, Sac- ramento, Calif. Wagner, Olive E., 409 W. Bishop St., Santa Ana, Calif. Waite, Ida M., 1003 E. Orange Grove Ave., Glendale, Calif. Wallace, Maude, 374 Hanover Ave., Calif. Walter, Robert Bruce, 338 N. Milton Dr., San Gabriel, Calif. Ward, Susie A., 3640A 19th St., Calif. Waters, Sylvia, 901 D St., San Bernardino, Calif. Weakley, Guy A., Dist. Supt. of Schools, La Crescenta, Calif. Webster, Mrs. Angie H., Ave., Oakland, Calif. Weiser, Anna E., Box 263, Bakersfield, Calif. Wemken, Nellie Opal, 645 Heliotrope Dr., Los Angeles, Calif. Westerhouse, E. E., 15 Forest, Arcadia, Calif. Westrem, 300 N. Granada Ave., Alhambra, Calif. Wickersham, Jessie B., Pedro, Calif. Wickland, Arthur J., 463 Atchison St., Pasa- dena, Calif. Widemann, Grace V., Gonzales Union Gram- mar School, Gonzales, Calif. Wierville, H. A., 196 11th St., Calif. Wierwille, Winifred, Metcalf School, Highland, Calif. Wilhelmy, George Max, 122 Frances St., Sunnyvale, Calif. Williams, Clara Martin, 1322 N. Highland Ave., Los Angeles, Calif. Williams, Ruth C., 406144 N. Lemon, Anaheim, Calif. Wilson, Mrs. Ethel C., hambra, Calif. Wilson, Ray Rollin, 330 Jones St., Ukiah, Calif. Wood, T. A., Madison School, Santa Monica, Calif. Wood, T. P., 3028 E. Hill St., Lafayette School, Oakland, . Rowan Ave., Los An- Oakland, San Francisco, 1520 Wellington, 732 Cabrillo Ave., San San Bernardino, 500 N. Second St., Al- Huntington Wright, Helen R., Lincoln School, Santa Rosa, Calif. ~ fF fF 400 co ttt) ho — t., San a, Calif, st., San Diego, lakland, 1 Fran- Drange, sos An- e., Los akland, Holly- Berke- School, os An- . Cruz, School, 4 San 1, Sac- Santa Ave., kland, .» San cisco, rdino, ls, La igton, Calif. ., Los Calif. mbra, , San Pasa- ram- ‘dino, land, St., land 1eim, , Al- kiah, nica, gton tosa, Tue Trento YEARBOOK or co ~Jj Wright, Mrs. Pauline L. 1506% S. Bronson Ave., Los Angeles, Calif. Young, George Arthur, 5722 Meridian St., Los Angeles, Calif. Young, Sarah L., Danville, Calif. Zimmerman, F. B., 3245 Flagg Ave., Oak- land, Calif. COLORADO Abbott, Carlotta G., 1450 Grant, Denver, Colo. Barkley, Dell, 121 Michigan St., Pueblo, Colo. Barton, Minnie A., 110 N. Sherwood St., Ft. Collins, Colo. Bennett, Aubrey. 2347 Elm, Denver, Colo. Bland, Rose, 627 N. Nevada Ave., Colorado Springs, Colo. Boyer, Monta J., Alameda School, W. Byers Pl. and S. Bannock St., Denver, Colo. Buck, Nellie M., 133 W. Fourth, Salida, Colo. Carson, Mary G., 1229 Cook, Denver, Colo. Chase, Inez J., 207 Orman Ave., Pueblo, Colo. Combs, Ethel L., 2923 W. 28th Ave., Denver, Colo. Cordingly, Elizabeth, Thatcher School, Denver, Colo. Cornish, Lydia R., Evans School, W. 11th Ave. and Acoma, Denver, Colo. Courtney, Katharine, 1120 N Cedar St., Colo- rado Springs, Colo. Dale, George A., 1718 S. Sherman St., Denver, Colo. Doble, Flora I., Sherman School, Second Ave. and Grant St., Denver, Colo. Doull, Frances R., 1250 Logan, Denver, Colo. Eagleton, W. H., 2275 Elm., Denver, Colo. Erwin, Joseph M., Boulevard School, Denver, Colo. Eyer, Myrtle, Corona School, Pueblo, Colo. = Elizabeth, 1118 Pennsylvania, Denver, olo. Fink, Jessie Alice, 1445 11th St., Greeley, Colo. Fitzpatrick, Jessie K., 936 Mapleton Ave., Boulder, Colo. Force, Anna Laura, Lake Junior High School, Denver, Colo. —— Bessie M., 537 Bross St., Longmont, olo. Gard, Clara F., Fairview School, 11th and Decatur St., Denver, Colo. Godsman, Mrs. Charlotte J., Montclair School, 18th and Quebec St., Denver, Colo. Gormley, Celia, Helen Hunt School, Colorado Springs, Colo. Graham, Lulu D., 1117 Lake Ave., Pueblo, Colo. Greear, Harold L., Supt. of Schools, Dist. No. 8, Monte Vista, Colo. — Emily, 1524 Fillmore St., Denver, olo. Herrington, Eugene H., 945 Lincoln St., Den- ver, Colo. wy Ethel, 2610 S. Sherman St., Denver, olo. Howard, Lester R., 119 E. San Miguel, Colo- rado Springs, Colo. Johnstone, Mrs. Clara F., 978 Monroe, Denver, olo. —, Elizabeth M., 1540 Grant St., Denver, olo. Ketner, Sarah P., Washington Park School, Miss. Ave. and S. Race St., Denver, Colo. Klein, Louise, Columbian School, W. 41st and Federal Blvd., Denver, Colo. Kocher, Lillian A., 1777 Pennsylvania St., Den- ver, Colo. Lind, Nellie V., Stedman School, 30th and Dexter St., Denver, Colo. McClure, Adela, Bromwell School, Fourth Ave. and Columbine St., Denver, Colo. a * “ye Mrs. A. J., Box 472, Rocky Ford, ‘olo. McMeen, George M., Swansea School, 46th Ave. and Columbine St., Denver, Colo. McMichael, Belle, McKinley School, La. Ave. and S. Logan, Denver, Colo. Mills, Lowell J., 1918 N. Tejon St., Colorado Springs, Colo. Morgan, J. B., Central School, Montrose, Colo. Morton, Max D., Thatcher School, Pueblo, Colo. Noce, Lillian, Webster School, W. 36th and Lipan St., Denver, Colo. Palmer, Nirma E., Columbian School, Pueblo, Colo. Pantall, Myrta, 515 S. Third Ave., Sterling, Colo. Parsons, Richard, 2073 S. Clarkson, Denver, Colo. Partner, Nettie O., 819 S. Eighth St., Rocky Ford, Colo. Pendleton, Claud, 1332 Belaire, Denver, Colo. Plumb, Mae A., 909 Third Ave., Longmont, Colo. Queree, Pearl, 2914 W. 29th, Denver, Colo. Remick, Nellie A., Acacia Hotel, Colorado Springs, Colo. Richardson, Hattie E., Valverde School, Den- ver, Colo. Ricketts, Blanche, 522 Arapahoe Ave., Boulder, olo. Rishel, J. B., Barnum School, Denver, Colo. Roe, Mrs. Myrtle A., 116 Phelps St., Sterling, Colo. Romick, Nelle, Columbine School, Columbine and 28th, Denver, Colo. Scott, Robert E., Jr., 725 W. Fifth St., Las Animas, Colo. Shute, William C., 2651 Vine St., Denver, Colo. Simpson, Genevieve, 736 Race, Denver, Colo. Slavens, Leon E., 707 E. Tenth Ave., Denver, Colo. Smith, Luna S., 1513 Ninth Ave., Greeley, Colo. Smith, Mrs. Margaret M., Ebert School, Den- ver, Colo. Stewart, O. M., Grade School, Morley, Colo. Strack, Caroline, 216 E. Routt, Pueblo, Colo. Sutherland. Harriett, 606 Peterson St., Ft. Collins, Colo. — Linah, Bessemer School, Pueblo, Colo. Sweet, Mayme, 636 York, Denver, Colo. Switzer, Ella, Smedley School, W. 42nd Ave. and Shoshone St., Denver, Colo. Taylor, Mrs. Nellie, 3894 S. Logan St., Engle- wood, Colo. ; Walker, Nannie, Wildeboor School, C and Park St., Pueblo, Colo. Watts, Lillie E., Asbury School, S. Marion and Asbury, Denver, Colo. Weymouth, Edith M., Fairmount School, W. Third Ave. and Elati, Denver, Colo. White, Mrs. Julia M., Steele School, S. Marion and Alameda Ave., Denver, Colo. Wiley, Gilbert S., 2251 Cook, Denver, Colo. Wilkins, Emma T., 644 Peterson St., Ft. Col- lins, Colo. Wyatt, George W., Hyde Park School, 36th Ave. and Franklin, Denver, Colo. Zirkle, H. W., 357 Lincoln St., Denver, Colo. CONNECTICUT -—~ Elizabeth, Zunder School, New Haven, onn, Anderson, May F., 396 Main St., Norwalk, Conn, Ayres, Alice M., 210 N. Oxford St., Hartford, Conn. Barnes, Percival S., Supt. of Schools, East Hartford, Conn. Barry, Lena F., Barnum School, Noble Ave., Bridgeport, Conn. Battey, Lewis F., Israel Putnam School, Put- nam, Conn. 598 EnemMentary ScHoon Princrpatrs Baumgardt, Maude E., Wintergreen Ave., Hamden, Conn. Bennett, Ada Gray, 56 Lorraine Ter., Bridge- port, Conn. Bestick, Grace V., 229 Wells St., Bridgeport, Conn. Blackham, Florence E., 303 E. Main St., Bridgeport, Conn. Blackmer, Victor A., 64 North St., Danbury, onn, Blatchley, Mary N., Strong School, New Haven, Conn. Brennan, Katharine A., 182 Lloyd St., New Haven, Conn, Breunig, Mrs. Emma P., Roger Sherman School, Fairfield, Conn. Bridgett, Alice E., Colony Street School, Wal- lingford, Conn. Brophy, John M., 1 Pequot St., Waterbury, Conn. Brown, Elsie M., Lordship School, Stratford, Conn. Brown, Mrs. Huldah H., 219 Crown St. Lord- ship, Stratford, Conn. Burgess, Bliss M., 75 George St., Bristol, Conn. Burnap, R. S., Central Grammar School, Mii- ford, Conn. Callahan, Luella, Read School, Bridgeport, Conn. Carrington, Ralph W., Bunker Hill School, Waterbury, Conn. Cass, Mary A., 27 Marion Ave., Waterbury, Conn. Clancy, Nora E., Junior High School, Thomp- sonville, Conn. Condon, Anna A., 74 Garden St., Stamford, Conn. Cornish, William B., Center and Elm Street Schools, Stamford, Conn. Coyle, Mary C., 17 Roseland Ave., Waterbury, onn. Desmond, D. Giles, Grammar School, Tariff- ville, Conn. Devanna, Mary E., Box 23, New Canaan, Conn. Eckle, Grace E., Sedgwick School, Stratford, Conn. Errico, Eva Booth, Green Woods School, P. O. Box 572, Winsted, Conn. Fagan, Anna E., 1167 E. Main St., Waterbury, Conn. Fitzpatrick, Katharine L., Maplewood Junior High School, Bridgeport, Conn. Freeman, Edward S., 34 Powell PIl., Stam- ford, Conn. French, Harold R., John J. Jennings School, Bristol, Conn. Hanna, Leonora S., 1180 Main St., South Man- chester, Conn. Harris, Edna M., 10 Breckenridge Ave., Meri- den, Conn. Hart, Harry T., 137 Post Rd., Darien, Conn. Hayes, Josephine A., 624 Orange St., New Haven, Conn. Hine, Edith M., 46 Prospect St., Torrington, Conn. Holroyd, Ida G., 33 Dora Circle, Bridgeport, onn. Hull, Grace B., 27 Pythian Ave., Torrington, Conn. Johnson, Ruth F., 263 S. Main St., Torring- ton, Conn. Jourdan, Caroline C., 102 W. Main St., New Haven, Conn. Knowlton, Lillian D., 322 Sherman Ave., New Haven, Conn. Lomax, Jessie, Fifth School, Darien, Conn. Luby, Mary F., McKinley School, Bridgeport, onn. Lyon, Louisabelle, Dwight School, Fairfield, Conn. McCall, Harold, Springdale School, Springdale, McCann, Marie, McKinley School, Knapp’s Highway, Bridgeport, Conn. McDermott, Millicent R., Quinnipiac Avenue School, New Haven, Conn. McGrath, Elizabeth M., 1770 Park Ave., Bridgeport, Conn. Madden, Grace E., New Street School, Dan- bury, Conn. Malcom, Elizabeth R., P. O. Box 846, New Haven, Conn. Martin, Louise E. F., 7 Crescent Ter., South Norwalk, Conn. Mendel, Augusta, 1208 Park Ave., Bridgeport, onn. Mink, Emma, 214 Palisade Ave., Bridgeport, Conn. Monahan, Julia A., Washington School, 466 Howard Ave., New Haven, Conn. Morehouse, Helen B., Connecticut Turnpike, Darien, Conn. Murphy, Mary E., 850 Lafayette St., Bridge- port, Conn. Newton, Fred L., Jennings School, New Lon- don, Conn. Nickles, George F., Box 771, Terryville, Conn. Nielsen, Esther L., 15 Cole St., Bridgeport, Conn. O’Connell, Clara T., Park Street School, Bristol, Conn. O’Neill, Jennie M., Middlebury, Conn. Patterson, Bernice R., 90 Sisson Ave., Hart- ford, Conn. Patterson, Thomas H., Federal Hill School, Bristol, Conn. Penney, Mrs. Rosa C., Box 101, Unionville, Conn. Pilkington, H. Gordon, First Center School, Suffield, Conn. Rast, Gerhardt E., 60 Forest St., Groton, Conn, Rickard, Anna E., 361 Brooklawn Ave., Bridgeport, Conn. Riggs, F. B., Indian Mountain School, Lake- ville, Conn. Rinn, Rose M., 60 Merrell Ave., Southington, Conn. Sherman, Anne K., 55 Rusling Pl., Bridge- port, Conn. Smith, Florence E., Seymour School, West Hartford, Conn. Smith, Minnie H., 201 Center St., West Haven, Conn. Spoor, K. Gertrude, Center School, Bridge port, Conn. Steele, Julia M., 243 Wakelee Ave., Ansonia, Conn. Stevens, Mrs. Myrtle H., Box 52, Rocky Hill, Conn. Stevens, Ralph S., 100 Long Hill Rd., Walling- ford, Conn. Stewart, Nettie B., 16 High St., Thomaston, Conn. Strong. Ralph R., 137 Judd St., Bristol, Conn. Tetrault, Isabe] Coulter, Mohican Hotel, New London, Conn. Thompson, Audrey M., Hindley School, Darien, Conn. Tompkins, Jonas M., 64 Greenfield St., Hart- ford, Conn. Tyler, Elma, Deep River, Conn. Unsderfer, Ruth, 75 Avon St., Stratford, Conn. Wakeley, Mildred A., Center School, North Haven, Conn. Walker, Annie L., Grasmere School, Fairfield, Conn. Walker, Mrs. Julia Banks, 55 Eaton St., Bridgeport, Conn. Weaver, Alice M., Wall Street School, Stam- ford, Conn. Weed, Margaret B., 31 Stevens St., Norwalk, Conn. Weston, Susan M. J., 41 Cooke St., Waterbury, Conn. Whitman, Helen H., 48 N. Main St., West Hartford, Conn. Wilcox, Gladys, Francis Stillman School, Wethersfield, Conn. —_— 4A aAetlCU {venue Ave., , Dan- » New South report, report, 1, 466 npike, ridge- r Lon- Conn, eport, chool, Hart- chool, nville, chool, Conn, Ave., Lake- izton, ridge- West aven, ‘idge- onia, Hill, lling- ston, yonn. New rien, Iart- onn. forth field, St., tam- valk, jury, Nest 1001, THE TentH Y EARBOOK 599 Williamson, Harry D., Forestville School, Forestville, Conn. Wood, Jennie D., 10 Queen St., Meriden, Conn. Wooster, Caroline, Garfield "School, Bridge- port, Conn. Wright, Catherine D., 238 Steele Rd., West Hartford, Conn. Young, Mrs. Ethel B., 148 Clifford St., Ham- den, Conn. DELAWARE Brinser, Ira S., Supt. of Schools, Newark, Del. Doud, Emma M., 1708 Pennsylvania Ave., Wil- mington, Del. Dugan, Mrs. Elva M., 1309 W. Eighth St., Wilmington, Del. Loney, Maria C., 622 N. Franklin St., Wil- mington, Del. Mendenhall, Clara, 1312 Van Buren St., Wil- mington, Del. Mote, Mrs. Anna P., Marshallton Schools, Marshallton, Del. Parson, James T., Hockessin Schools, Hockes- sin, Del. Ratledge, A. Katherine, Grammar School, Townsend, Del. Stahl, H. E., Supt. of Schools, Claymont. Del. Wilson, Mrs. Nettie Short, Pierre S. DuPont School, Harrington, Del. DISTRICT OF COLUMBIA Aiton, Maude E., Webster School, Tenth and H Sts., N. W., Washington, D. C. Ashton, Robert H., 723 Girard St., N. W., Washington, D. C. Babbington, Katherine C., 78 Eye St., N. W., Washington, D. C. Ballenger, Lou E., 1801 16th St., N. W., Wash- ington, D. C. Bannon, Mary E., 14 Bryant St., N. W., Wash- ington, D. C Barnard, Caroline F., 1705 Lanier Pl., N. W., Washington, D. C. Bishop, Mrs. Angella B., 654 Girard St., N. W., Washington, D. C. Brawner, Mary Virginia, N. E., Kenilworth, D. C. Chase, E. A., 1109 Eye St., N. W., Washing- ton, D. C. Clark, Eugene A., Miner Teachers College. Washington, D. C. Conway, Mrs. Margarete S., 1830 R St., N. W., Washington, D. C. Craighill, Susan R., 3062 Q St:, N. W., Wash- ington, D. C. Dalton, Eliza Jane. 3801 Jenifer St., N. W., Washington, D. C. Darneille, E. E., 2900 Q St., N. W., Washing- ton, D. C. Dilger, Mary A., 3810 Warren St., N. W., Washington, D. C. Dore, Bernadette L., Washington, D. C. Draney, Mary E.. John Burroughs School, Washington, D. C. Duganne, Mrs. L. R., 1801 Calvert St., N. W., Washington, D. C. Dulin, Cecilia P., Bellevue Hotel, Washing- ton, D. C. Fawcett, Blanche L., 1348 Euclid St., N. W.., Washington, D. Frank, Mary W.., Petworth School, Washing- ton, D. C. Gibbs, M. E., 1834 13th St., N. W., Washing- ton, D. C. Given, M. E., 4700 Connecticut Ave., N. W., Washington, D. C. Gore, M. Florence, 2142 K St., N. W., Wash- ington, 4504 Douglas St., 2862 28th St., N. W., Graves, Mary E., Ketcham School, Washing- ton, D. C. Holland, Sarah B., 2901 Connecticut Ave., N. W., Washington, D. C. Hopkins, A. E., 2059 Park Rd., N. W., Wash- ington, D. C. Hubbard, Frank W., Assistant Director of Re- search, National Education Association, 1201 16th St., N. W., Washington, D. C. Kelsey, G. E., Benning School, Washington, D he King, Henrietta E., 587 Columbia Rd., N. W.., Washington, D C. Kirkland, Mineola, 1106 B St., N. E., Wash- ington, D. C. Lind, A. Grace, 4516 14th St., N. W., Wash- ington, D. C. Llufrio, Mary H., 1457 Park Rd., N. W., Wash- ington, D. C. Luebkert, Constance, John Eaton School, 34th and Lowell, Washington, D. C. Lyddane, Margaret R., 3500 14th St., N. W., Washington, D. C. Mathis, C. I., 808 A St., S. E., Washington, D.C Matthews. Madeline F., 1121 Columbia Rd., N. W., Washington, D. Cc. Matthews, Samuel D., 1811 First St., N. W., Washington, D. C. Merritt, Mrs. M. R.. 225 Emerson St., N. W., Washington, D. C. Mortimer, Florence C., 1141 New Hampshire Ave., N. W., Washington, DB. ©. — rland, Mrs. Rosa Stokes, 613 Third St., E., Washington, D. omutt Viola, Grant School, ‘Washington, B.C. O’Hara, Elizabeth, 135 S St., N. W., Wash- ington, D. C. Ossire, Cora A., Curtis Hyde School. O St. near Wisconsin Ave., Washington, D. C. Ossire, Mary, Fillmore — 35th and S Sts., N. W., Washington, 5 Page, Janie E., 1901 seh St., N. W., Wash- ington, D. C. Payne, John C., 654 L St., N. E., Washington, D. C Pearson, M. Blanche, 1829 Monroe St., N. W.., Washington, D. C. Pepper, Margaret R., 1734 P St., N. W., Wash- ington, D. C. Perry, Leon I.., ton, D. C 913 P St., N. W., Washing- * Pimper Cora H., Ludlow School, Sixth and G Sts., N. E., Washington, Pulizzi, Blanche L.. 3912 Harrison St... NM. @., Washington, D. C. Renfro, D. I., 1516 12th St., N. W., Washing- ton, D. C. Peeples, Elizabeth K., 1333 Harvard St., N. W., Washington, D. C. Randolph, Leonora C., 1240 Kearney St., N. E., Washington, D. C. Savoy, A. Kiger, 217 T St., N. W., Washing- ton, D. C. Scrivener, Emily, 1012 Monroe St., N. E., Washington, D. C. Shankland, S. D., 1362 Randolph St., N. W., Washington, D. C. Shewmaker, L. A., Monroe School, Wash- ington, D. . Simmons, E. P., 1317 R St., N. W., Washing- ton, D. C. Smith, A. V., St., N. W., Washington, D. C. Smith, Mrs. Josephine C., 1948 Second St., N. W., Washineten, D. C. Syphax, John E., 1338 Q St., N. W., Washing- ton, C. er R. E., 920 S , N. W., Washington, Cc. Wiken Eliza F., 942 T St., N. W., Washing- ton, Cc. 600 ELeMENtTARY ScHoon PrRINcIPAts FLORIDA Arrington, Mrs. Stella P., Supervising Prin- cipal of Primary Schools, Sanford, Fla. Babbitt, Pearl H., Box 858, Sanford, Fla. a Beulah, 151 W. Ninth St., Jacksonville, Beaman, Annie, New Springfield School, Jack- sonville, Fla. Belcher, Frances, North Ward School, Clear- water, Fla. Bennett. U. J., Supervising Principal of Schools, Box 1538, Ft. Lauderdale, Fla. .- ~/ Olga D., 1050 S. W. Sixth St., Miami, Carrier, Mrs. Alice Bingham, Orange Street School, St. Augustine, Fla. om. Sadie, 1401 E. De Sota St., Pensacola, — Nellie E., 123 E. First St., Jacksonville, Om. Mord F., 219 W. Concord Ave., Orlando, a. Crawford, Mrs. W. H., 422 E. Cervantes St., Pensacola, Fla. Culver, Mrs. Lola M., 151 W. Ninth St., Jack- sonville, Fla, Currie, Eleanor, Route 2, Pensacola, Fla. Dean, Katie, 412 S. W. Fifth Ave., Miami, Fla. Fairlie, Margaret C., 1035 E. Bay St., Jack- sonville, Fla. Fleagle, Mrs. Luneta, 512 E. Frierson Ave., Tampa, Fla. — Frank M., 404 E. Ross Ave., Tampa, Griffin, Edith, Primary School, Ocala, Fla. Hamilton, Cecil, 1816 Sutton 'St., Ft. Myers, a. Hammond, Mrs. A. M., 508 S. Oregon Ave., Tampa, Fla. Helms, Mrs. Mildred, 719 First St., S. W., Largo, Fla. Hennessee, Mrs. Edna W., Thomas Jackson School, Tampa, Fla. Holifield, Mrs. Nannie. Cottage Hill, Fla. Holton, T. A., P. O. Box 195, Perrine, Fla. Housh, Anna Lytle, Riverside School, 2602 Herschel St., Jacksonville, Fla. — Florence L., 816 Oak St., Jacksonville, —. Mattie, 2307 Southview Ave., Tampa, Kenniston, Mrs. B., 605 Ocean St., Jackson- ville, Fla. Lander, C. H., Box 658, Delray Beach, Fla. Langston, Thomas H., 6809 Wellington Ave., Tampa, Fla. Lee, Mrs. J. C., 1512 W. Garden St., Pensa- cola, Fla. Leenhouts, Laura N., 3083 N. W. Seventh St., Miami, Fla. Lynch, Helen M., Elementary School, Vero Beach, Fla. McIntosh, James L., Orange Grove School, 4012 Seminole Ave., Tampa, Fla. Morgan, Annie R., 305 E. Duval St., Jackson- ville, Fla. Morrison, Kathleen, 1805 N. 14th Ave., Pensa- cola, Fla. Nelson, Laverne, 820 S. Dakota Ave., Tampa, Fla. Nelson, Mabel H., 820 S. Dakota Ave., Tampa, Norris, Mrs. Edward F., 414 E. Sixth St., Jacksonville, Fla. al rg Oo Horace, Division Street School, Key t Plumb, Myrile M., South Ward School, Clear- water, Fla. Rutherford. Mrs. R. B., 717 Laura St., Jack- sonville, Fla. Sproull, Katherine F., 1545 Hubbard St., Jack- sonville, Fla. Stafford, Mrs. A. H., 909 W. Colonial Dr., Orlando, Fla. Swearingen, Olive, 1623 N. Seventh Ave., Pen. sacola, Fla. Turner, Love, Montezuma Hotel, Sanford, Fla, Turnmire, H. U. G., Lakeland City Schools, Lakeland, Fla. Cae. Ruth Newell, 828 Oak St., Jacksonville, a. Vann, H. A., Public School, Lynn Haven, Fla. Weatherly, Hazel, 454 N. E. 38th St., Miami, West, Henry S., University of Miami, Coral Gables, Fla. Williams, Bessie L., sonville, Fla. =. Allie, 229 N. Spring St., Pensacola, 209 W. Ashley St., Jack- GEORGIA Albright, Mrs. T. D., 551 N. Highland Ave, N. E., Atlanta, Ga. Axley, Mrs. Lowry, 313 E. 53rd, 4 my Ga. Barnes, Mamie, 135 Meade Rd., Decatur, Ga. ar ag "Jessie, 1222 Peacock Ave. ., Columbus, Berman, Jo, 856 Penn Ave., Atlanta, Ga. Carreker, Mrs. H. B., 206 Ww. College Ave., Decatur, Ga. Chapman, Annie, 345 Gordon Ave., N. W., Atlanta, Ga. Corrigan, Gertrude, Highland School, 978 North Ave., N. E., Atlanta, Ga. Davis, Mrs. W. P., 185 Westminster Dr., At- lanta, Ga. Faver, Kate R., Route 1, Smyrna, Ga. Flynn, — R., Ponce De Leon Apts., At- lanta, Hallman, Mrs. Laura Y., R. F. D. 3, Macon, Ga. Hilsman, Pattie, 196 Henderson Ave., Athens, a. Hodgkins, Mary E., Alexander Schoo] No. 1, Macon, Ga. Holt, Mamie, 728 Napier Ave., Macon, Ga. —- Ira, 770 Cascade Pl., S. W., Atlanta, pt i Lula M., 185 Westminster Dr., At- lanta, Ga. Jones, Ruby, Peeples Street School, Atlanta, G a. Julian, Mrs. C. C., 3932 Peachtree Rd., At- lanta, s Kingsbery, Lula L., 870 St. Charles Ave., N. E., Atlanta, Ga. Malone, Mrs. Kate C., 509 College St., Macon, Ga. Martin, A. G., 1430 Gordon St., S. W., Atlanta, Ga. Mathews, C. B., Supt. of Schools, Newman, Ga. — Mrs. Arthur, Imperial Hotel, Atlanta, a. Newport, Mrs. E. D., Tenth Street School, At- lanta, Ga. Nolan, ‘Lucile, Adair School, Atlanta, Ga. Orr, Dorothy, 538 Holderness St., S. W., At- lanta, Ga. Pew, Mrs. Arthur, 1020 Columbia Ave., At- lanta, Ga. Purcell, B. D., Central Park School, East Point, Ga. Rhodes, Maude A., 185 Westminster Dr., N. E., Atlanta, Ga. Richardson, Eva E., 307 Second Ave., Atlanta, a. Riley, Romana, 404 E. Henry, Savannah, Ga. Roddey, Helen, 1230 Peachtree St., N. E., At- lanta, Ga. Smith, Emma O., 411 College St., Macon, Ga. Soloman, Maggie, 1068 W. Peachtree St., At- lanta, Ga. Stallings, Lila, 1017 Egmont St., Brunswick, a. en Mary, Jerome Jones School, Atlanta, a. ee ae a al a —— | >., Pen. rd, Fla, chools, Nville, n, Fla, Miami, Coral Jack- sacola, mbus, Ave, le es 978 , At- , At- icon, lens, nta, At- ve., ita, an, ‘ta, At- Tuer Trento YEARBOOK 601 Taylor, May, 458 N. Highland Ave., N. E., Atlanta, Ga. Taylor, Rosa, 227 Bond St., Macon, Ga. Thornton, Mrs. Eva L., 206 Virginia Ave., College Park, Ga. Tuck, Sara E., 1010 McLynn Ave., N. E., At- lanta, Ga. Walker, Knox, 979 Los Angeles Ave., Atlanta, Ga. Wesley, Emma, 995 W. Peachtree St., N. E., Atlanta, Ga. Wesley, Rusha, 995 W. Peachtree St., N. E., Woods, Mary E., 1071 Madison Ave., Athens, Ga. Wurm, Lillie, 187 Pine St., N. E., Atlanta, Ga. IDAHO Bell, O. E., Central Junior High School, Idaho Falls, Idaho. Christensen, Irven, School District No. 4, Firth, Cosgrove, Mrs. Alice G., 517 S. Fourth, Poca- tello, Idaho. Evans, Martha E.. Box 346, Pocatello, Idaho. Hawk, M. E., Junior High School, Shelley, Idaho. Hawk, N. B., Elementary School, Firth, Idaho. Johnson, Anna, Hotel Idaho, Idaho Falls, Idaho. Journey, Myrtle, Gooding Elementary School, Gooding, Idaho. Laymaster, Zella, 152 W. Liberty St., Weiser, Idaho. Niece, Herbert T., R. F. D. 4, Boise, Idaho. Norton, Coral M., 1402 Franklin St., Boise, Idaho. Rawson, Jessie, Box 406, Pocatello, Idaho. Stidwell, Charles A., Box 163, Sandpoint, Idaho. Tage, Anna H., 516 Bannock St., Boise, Idaho. ILLINOIS Abele, Marion, Dante School, 840 S. Desplaines St., Chicago, Ackerman, Lillian B., Goodrich School, 915 W. Taylor St., Chicago, Il. a Mabel A., 2430 Sixth Ave., Moline, Andrews, Ada M., 1525 S. Washtenaw Ave., Chicago, IIl. Anspaugh, G. E., Komensky School, Chicago, Armbruster, Bertha S., 4152 West End Ave., Chicago, Ill. — Charles R., 1015 North Ave., Rock- ord, L Astrom, C. Elsie, 1222 Sixth Ave., Moline, III. Bacon, Vivian, 1136 Union Ave., Chicago Heights, III. Baer, Mrs. Alice Hogge, Kohn School, 10414 S State St., Chicago, IIl. Bagshaw, Mrs. Edna, North Side School, Rob- inson, IIl. Bailey, Emma V., 3804 Maypole, Ave., Chi- cago, Ill. as ea Esther M., 1409 Peoria Ave., Dixon, Barton, Lulu E., 679 Lorena Ave., Wood River, IIl. — Marshall G., Grade School, Grayslake, Beasts, Martha M., 10 S. Mason, Chicago, Baumann, Margaret L., 944 N. Euclid Ave., Chicago, Ill. Baumgardner, H. H., 815 E. Nebraska Ave., Peoria, Ill. Beck, Paul H., 706 S. Lombard Ave., Oak Park, Ill. Bednar, Christine, 132 W. Marquette Rd., Chi- cago, Il Beebe, Grant, 1225 Sedgwick St., Chicago, IIl. Bielenberg, Emma J., 3634 N. Avers Ave., Chicago, Ill. Billings, Myra C., O’Toole School, 6552 S. Seeley Ave., Chicago, IIl. Bjorkland, Alfred, Schoop School, 112th and Laflin Sts., Chicago, IIl, Blish, Elizabeth M., 6935 Chappel Ave., Chi- cago, Ill. Boland, May Frances, 952 Lincoln Ave., Deca- tur, Ill Bolerjack, Hobart, Public Schools, Cicero, Ill. Bonsfield, Mrs. Maudelle B., 4548 Forestville, e., Chicago, IIl. Booth, Gilbert, North Side Bldg., West Chi- cago, Ill. Born, William T., 1041 Home Ave., Oak Park, Ill. Boughan, Eugene F., 138 N. Walnut St., Cen- tralia, Bower, Horace, 111 S. Glenwood Ave., Spring- field, Ml. Bowyer, Vernon, 1070 W. Jackson Blvd., Chi- cago, Il. Bradshaw, Elizabeth, 6407 Drexel Ave., Chi- cago, Breed, Blanche, 241 E. Spruce, Canton, IIl. — C. C., 706 S. Fourth Ave., Maywood, Il. Bruner, Mrs. Olive P., Haven School, 1472 S. Wabash Ave., Chicago, IIl. Burroughs, E. B., 911 Powell Ave., Collins- ville, Ill. Bush, Mrs. Louise P., Supt. of Schools, Lock- port, Ill. Byrne, Margaret H., Hendricks School, 313 W. 3rd St., Chicago, Ill. oa E. L., 900 Chicago Ave., Oak Park, I Carswell, Marion C., Hubbard Woods School, Winnetka, Il. Cassell, George F., Penn School, 1616 S. Avers Ave., Chicago, IIl. Chandler. Turner C., 7814 Cornell Ave., Chi- cago, Ill. Cisne, W. G., Brush School, Carbondale, III. Clickener, Sarah H., 825 W. William St., De- eatur, Ill. Clinton, Catherine M., Smyth School, 1059 W., 13th St., Chicago, Ill. Closson, Ruth, Parkman School, 245 W. 51st St., Chicago, Ill. Cobb, Charles C., Chase Ave., Chicago, II]. — Clara C., 721 E. State St., Jacksonville, Carpenter School, 1830 Cohler, Milton J., 5015 N. Ridgway Ave., Chi- cago, IIl. Colby, Evelyn F., Budlong School, 2701 W. Foster Ave., Chicago, III. Cole, David S., 2800 W. Fulton St., Chicago, Tl. Collins, Laurence G., Hamline School, 4747 Bishop St., Chicago, Ill. Compher, Lily M., 9652 S. Hamilton Ave., Chicago, Il. Comstock, W. H., 2031 E. 72nd St., Windsor Park Sta., Chicago, II]. Conway, Frances D., James A. Sexton School, 160 W. Wendell St., Chicago, Ill. Cooper, Olive M., 943 Edgecomb PI., Chicago, Til. Corrigan, Gertrude, Edgewater Beach Hotel, Chicago, Ill. Corer, Katherine, 1750 Guion St., Ottawa, ll. Crakes, C. R., Central Grammar School, Moline, Ill. Crisp, Iva J., Lincoln School, 16th and Elm- wood, Berwyn, III. Crofts, Thomas J., 6656 N. Damen Ave., North Town Sta., Chicago, IIl. Cummings, Anna, 909 Michigan Ave., Evans- ton, Il. 602 ELEMENTARY ScHoon PRINCIPALS Daggett, Daisy V., 279 W. William St., Deca- tur, > Dalin, Judith H., 910 Third Ave., Rockford, fll Danaher, Thomas E., Perry School, 9128 Uni- versity Ave., Chicago, III. Davis, Lois Margaret, 921 Sheridan Rd., Evanston, II. Davis, Margaret M., 544 S. State St., Spring- field, Ill. Delabar, Clifford, Grade School, Biggsville, Ill. Delamere, Lulu, Box 101, Woodstock, Ill. Dexter, Mrs. Anna B., 1453 Andrews St., Rock- ford, Ill. Dillon, Bessie O., Henry School, 4250 N. St. Louis Ave., Chicago, IIl. oe F. C., 6228 Ingleside Ave., Chicago, ll. oa. Thecla, 4129 Kenmore Ave., Chicago, l Donnelly, Theresa J., Logan School, 2238 N. Oakley Blvd., Chicago, III. Drake, Frank A., 871 S. Lincoln Ave., Spring- field, Ill. Drew, Elizabeth L., 5126 University Ave., Chicago, Il. . Neal, 3930 S. Oak Ave., Brookfield. I Dunning, Flora C., 5511 Lakewood Ave., Chi- cago, Ill. — L. J., Harvard Park School, Springfield, l. Eastman, Mrs. Helen B., Emmet School, 5510 Madison St., Chicago, Ill. Eddy, Bernice C., 6318 S. Maplewood Ave., Chicago, III. Eldredge, Roy W., Wolf Road School, Western Springs, Il. Fahy, Mildred, Schneider School, 2957 N. Hoyne Ave., Chicago, III. Farnam Lillian. 50 W. 110th PIl., Chicago, Ill. Fellows, Marv E.. 700 Willow St. Chicago, III. Fiek, Alma S., Seville Apts., 4144 Sheridan Rd., Chicaro. Ill. Fitzgerald, Marguerite E., Budlong School, 2701 Foster Ave., Chicago, III. Flynn, Ella M., Locke School, Oak Park and Diversey Ave., Chicago. III. — Ellen S., 1539 Tenth Ave., Rock Island, Fuhrman, Mrs. Mabel E., 2415 Sixth Ave., Moline, III. Gannon, Marcella, 304 Commonwealth Ave., Elgin, Il. = Mary L., Supt. of Grade Schocl, Oregon, all. Gethman, Mrs. M. A., 681 Willow Rd., Win- netka. III. = Harry O., 7145 Euclid Ave., Chicago, Gingrich, William F., 4545 N. Campbell Ave., Chicago, IIl. Greve, Mabel C., 513 Third St., Savanna, II]. Hanlon. Mary R., McK»y School, 6991 S. Fair- field Ave., Chicago, TIl. om Daniel, 226 N. Third Ave., Maywood, Hansen, Andrea T., 1708 S. Eighth Ave., May- wood, Ml. Hansen, Herbert C., 1045 N. Lockwood Ave., Chicago, III. Hartke, Bertha M., 4421 N. Hermitage Ave., Chicago, Ill. Harvey, Mrs. Clare W., 247 Home Ave., Oak Park, IIl. Hazard, Lucile, 1038 17th St., Rock Island, Il. Heidler. Samuel H., 933 S. Fifth St., Spring- field, Ill. Henley, Ralph B., Nash School, 4837 W. Erie St., Chicago, Ill. Hennen, Mrs. Sarah M., 5340 Woodlawn Ave., Chicago, IIl. Henry, Anna, 7352 Coles Ave., Chicago, IIl. Herman, Irene E., 214 W. Jackson St., Wood. stock, Ill. Hesselbaum, Caroline E., Oakton School, Evanston, IIl. Hickes, Ethel B., Brookfield, Ill. Hickes, H. C., Goodwin School, Cicero, III. Hicks, Elvis L., 5644 N. Campbell Ave, Chi- cago, Ill. Holmes, Agnes Jane, 206 Park PI., Lincoln, Ill. Holt, Marx Ernest, Seward School, 4600 §. Hermitage Ave., Chicago, Il. Holtzman, Clarence L., 2129 Greenleaf Ave., Chicago, Ill. - /?, Mary F., 7812 S. Shore Dr., Chicago, 1 Hornbaker, Mrs. Esther Perry, 2921 McLean Ave., Chicago, Ill. Hornbaker, W. R., 2921 McLean Ave., Chicago, Ill Houghton, Mrs. Marie, Noyes School, Evans- ton, Ill. Howe, Mercedes H., 1010 S. Mason Ave., Chi- eago, Ill. ones, Phila, 459 Washington, Elmhurst, Il Hunsaker, B. W., Wilson School, Cicero, IIl. Hunter, Mrs. Abbie A., 107 Edgehill Court, Peoria, Ill. Hunter, Howard A., Franklin School, Peoria, Ill. Hursen, Evangeline C., 109 N. Kostner Ave., Chicago, IIl. Hyman, Mrs. Beatrice C., 1400 Rosalie St., Evanston, III. Imboden, Sarah Mark, 535 W. Macon, Decatur, Ill Jackson, Mrs. Martha F.. 6039 Michigan Ave., Jackson Park Sta., Chicago, I! Jacobs, Nettie, Audubon School, 3500 N. Hoyne Ave., Chicago, Il. Jeffrey, Robert G., 6921 S. Sangamon St., Chicago, III. Jenkinson, Jennie S., 1669 W. 104th PI., Chi- eago, Ill. =, Maude, 410 S. Third St., Rockford, Ill Kearns, Anna M., Bridge School, W. Byron and N. New England Aves., Chicago, Ill. Keeler, Carl R., 315 E. 148th St., Harvey, Il. Kell, S. L., 1252 Hood Ave.. Chicago, III. Kent, Orla G., Nancy L. Hill School, Aurora, ll Kich, Elmer G., McKinley School, Harvey, III. Kilbride, Thomas M., 1403 S. Second St., Springfield, Il. Kimes, Myrtle E., Plumb School, Streator, Ill. Kirkley, Sarah A., 3739 Wrightwood Ave., Chicago, Ill. Kline, Aaron, Pullman School, 521 E. 113th St., Chicago, Ill. Klitzke, L. K., Lineoln School. Maywood, III. Knapp, C. E., 713 W. Grand Blvd S., Spring- field, Ill. Koehler, Earl L., 120 N. Columbia St., Naper- ville, Ill. Kull, Helen, 8120 Drexel Ave., Chicago, Il. Laing, Lucy I., 6454 S. May St., Chicago, Il. Lane, F. J.. 6450 Kenwood Ave., Chicago, Il. Larck, Frank A., 2537 Smalley Court, Chicago, Il Larimore, Leona E., 11 Sixth Ave., La Grange, ll. Laughlin, Butler, 6800 Stewart Ave., Chicago, Til. Liska, Josephine, Barry School, 2828 N. Kil- bourne Ave., Chicago, II]. Livingston, Mary B., 7750 Ridgeland Ave., Chicago, Il. Lockwood, Cora M., 243 Geneva St., Dundee, lll. Long, Sara E., 963 Grant Ave., Rockford, IIl. Loucks, Mabel R., 3718 N. Keeler Ave., Chi- cago, Ill. Wood. chool, Ill. Chi- icoln, Ave., cago, Lean cago, rans- Chi- urst, Il. urt, ria, Tue TentTH YEARBOOK 603 Lovell, Kathryn W., Oakland School, 6225 Greenwood Ave., Chicago, III. Lowry, W. R., 1408 High St., Chester, IIl. Lusk, Lena M., 7153 Princeton Ave., Chicago, Il. Lutke, Mrs. Elsie, 2233 E. 70th Pl., Chicago, lll. Lyford, Aimee E., 406 Prospect St., Elgin, Ill. McCauley, Elizabeth S., 1643 Ridge Ave., Evanston, III. McCulloch, Abby Colby, 8331 Anthony Ave., Chicago, II]. McDonnell, Mary R., 1100 N. La Salle St., Chicago, Ill. McGlynn, J. J., Knights of Columbus Club, East St. Louis, Il. McGuire, Catherine M., 7300 Prairie Ave., Chicago, III. McGuire, Honora E., Mark Sheridan School, 533 W. 27th St., Chicago, Ill. McInerney, Julia, Ryder School, 716 Wallace St., Chicago, Il. McKee, Mrs. Margaret J., 7212 Bennett Ave., Chicago, IIl. McLaughlin, Visa, 1248 Winona Ave., Chicago, Ill. McLean, Sarah, 124 W. 67th St., Chicago, Il. McLindon, Lauretta, Lewis School, 1431 N. Leamington Ave., Chicago, III. McMahon, Mary, Peirce School, 1423 Bryn Mawr Ave., Chicago, III. Mack, Helen A., 1330 State St., Alton, Il. MacLear, J. F., Bryant School, 1355 S. Ked- vale Ave., Chicago, III. Maddock, Alice E., Fernwood School, 10041 S. Union Ave., Chicago. III. Mahorney, Glenn S., 721 S. State St., Geneseo, 1. Maine, Helen C., 6708 Union Ave., Chicago, Ill. Manning, Ada M., Lincoln School, Lombard 11] Mason, Grace S., 640 Woodland Park, Chicago, Ill. Mather, Jerusha E., 803 E. Kent St., Streator, Ill. Mayo, Frank, 2449 E. 74th St., Chicago, III. Mead, Alice J., 1162 W. Macon St., Decatur, Tl. Meikle, William L., Hiawatha School, Berwyn, Ill. Mendelsohn, Henry, 906 Ainslie St., Chicago, Ill. Merrill, Louise, 10123 S. Wood st... Chicago, Ill. . Mess, Harry M., 982 Pine St.. Winnetka, III. Meyers, Mrs. Edna R., West Pullman School, 11941 S. Parnell Ave.. Chicago, III. Miller, William A., 1725 S. State St., Spring- field, Ill. Mitchell, Ethelyn J., 176 Oak St., Elgin, III. Moncreiff, Mrs. Edna B., 219 Fremont St.., West Chicago, III. Moore, Hattie A., 1115 15th St., Moline, III. Morrissey, Vangie R., 3923 Schubert Ave., Chi- cago, Il. Mottinger, Clark U., 391 Union St., Joliet, Ill. _— Cora E., 5543 Kimbark Ave., Chicago, Murphy, Joseph, 3143 Western, Peoria, III. Musick, Harry E., 206 S. Kenilworth Ave.., Oak Park, Il. Nalbach, S. N., Manners School, 54th and Forest, East St. Louis, Ill. Newton, Dora E., 2809 Ninth Ave., Rock Island, Il. Nichols, Fred C., Feitshans School, Spring- field, Ill. — Fred R., 6200 Kenwood Ave., Chicago, Nichols, G. E., 320 S. Calhoun, Decatur, Il. O’Brien, John L., 5868 N. Kolmar Ave., Chi- cago, Ill. O’Connor, Mary A., 737 S. Float Ave., Free- port, Ill. Page, William J.. Brown Schcol, 1658 Warren Ave., Chicago, II]. Parsons, Caroline H., 316 S. Oak Park Ave., Oak Park, Ill. Patrick, Mary L., 6030 Kimbark Ave., Chicago, Ill Patterson, Carrie F., 108 W. Oak St., Chicago, 11] Paxton, Agnes M., 20614 E. State St., Jack- sonville, Ill. Pease, Mrs. Gertrude S. Avondale School, 2945 N. Sawyer Ave., Chicago, III. Pearsons, M. Evlyn, 1031 Dempster St., Evanston, Il. Peters, Florentine, 34 W. 14th St., Chicago Heights, IIl. Pfuderer, Mrs. Virginia L., 255 Maplewood Rd., Riverside, Il. Phinney, Isabelle H., Franklin School, Rock- ford, Ill. Pierce, Paul A., Garfield School, 1231 S. Damen Ave., Chicago, Ill. Pierce, Mrs. Pearl, 248 21st Ave., Maywood, I] Pierson, Paul I., 6612 University Ave., Chi- cago, Ill. Postel, Harold H., 7945 Maryland Ave., Chi- eago, Ill. Poust, Roy M., 547 N. Long Ave., Chicago, III. Prater, Belle, Congress Park School, Congress Park, Ill. Pratt, Clarence W., 226 N. Jefferson, Peoria, Ill. Price, Frederick E., 7356 Merrill Ave., Chi- eago, Ill. Primrose, J. W., 2238 Hampshire St., Quincy, lil. . Quinn, Nellie Marie, 1155 N. Lincoln S&t., Chicago, III. Rape, Arthur O., 7018 Perry Ave., Chicago, II]. Rathbun, Ruth M., 2629 Hampden Court, Chicago, II]. Redefer, Frederick L., Asst. Supt. of Schools, Glencoe, Il. Renaud, Flora V.. Harvard School, 7525 S. Harvard Ave., Chicago, III. Reynolds, Marv Isabel, Onahan School, 6600 Raven St., Chicago, IIl. Richards, Helen M., Spencer School, 214 N. Lavergne Ave., Chicago, Iil. Riggs, Ora M., Knickerbocker School, 2301 N. Clifton Ave., Chicago, Il. Riley, Mary A., 6456 Lakewood Ave., Chicago, Ill. Riordan, Katharine A., 1425 Granville Ave., Chicago, II]. Ritow, Herman, Ft. Sheridan, II]. Roach, Mary Margaret, 439 W. Wood St., Decatur, Il. Roberts, Irvin L., 700 Vedder St., Chicago, Il. Rodgers. Mary E., Jirka School, 1420 W. 17th St., Chicago, Il. Rogers, Mrs. Mina S., Motley School, 739 N. Ada St., Chicago, Il. Rohrer, Marie A., 6828 Palatine Ave., Norwood Park Sta., Chicago, Ill. Rowe, John R., Supt. of Schools, Western Springs, Il. Rowell, Arthur B., Drawer 218, Glencoe, III. Rowley. Ruby Elizabeth, Foster School, Evans- ton, Il. Rueff, Mrs. Katherine S., Bradwell School, 7710 Burnham Ave., Chicago, III. Saunders, M. Olga, 1400 Lake Shore Dr., Chicago, III. Scheffner, Louise M., 251 Indiana St., Elm- hurst, II. — Otto, 11110 Hermosa Ave., Chicago, Schimek, Cecelia B., Mason School, 1830 S. Keeler Ave., Chicago, IIl. 604 ELEMENTARY ScHoot PRINCIPALS Schmalenberger, E. W., 226 S. Penn Ave., Belleville, Ill. Schroll, Louise, Peterson School, 5500 N. Christiana Ave., Chicago. III. Schwede, Charles W., McClellan School, 3527 Wallace St., Chicago, Ill. —_ Alice E., 1850 Warren Ave., Chicago, Secrest, Maud, 3807 W. Harrison St., Chicago, Serviss, Gladys H., Greenman School, Aurora, Shaver, Ida A., Cooper School, 1624 W. 19th St., Chicago, Ill. Shea, Varian M., 917 Linden Ave., Oak Park, Shield, Ruth, 912 N. Monroe St., Peoria, II]. Shine, Joseph B., 9350 Throop St., Chicago, Ill. Sleezer, Margaret M., Gale School, 1631 Jon- quil Ter., Chicago, III. Smith, Anne L., 400 Whitley Ave., Joliet, Ill. Smith, Fred E., 3715 Polk St., Chicago, III. Smyser, William Lynn. Partage Park School, 5030 Berteau Ave., Chicago, III. Spurgin, William H., 7855 S. Shore Dr., Chi- cago, Ill. Stacy, Walter M., 676 S. Haworth Ave., De- eatur, Ill. Stansbury, Etta, 404 N. Third St., Monmouth, Steinmetz, Kathryn E., Barton School, 7650 S. Lincoln St., Chicago, Il. Stevens, C. A., 715 Woodland Ave., Springfield, Ill Stewart, Alice C., 6200 Kenwood Gladstone Hotel, Chicago, III. Stickney, G. E., 409 S. Lincoln Ave., Spring- field, Ill. Stock, Annie K., 64 North Park Rd., La Grange, Il. Stullken, Edward H., 705 N. Lombard Ave., Oak Park, IIl. Swarthout, Walter E., Box 44, Maywood, III. ae Marion, 5546 Blackstone Ave., Chicago, 1. Sype, George. Lawson School, 1256 S. Homan Ave., Chicago, Il. — Lilian, 10327 Hamilton Ave., Chicago, Taylor, Mary, La Salle School, 326 Eugenie St., Chicago, Ill. Tew, Joseph Gardner, 628 N. Parkside Ave., Chicago, III. Tice, Laura, 308 Maple St., Mt. Sterling, Ill. Todd, Henrietta M., North Shore Hotel, Evans- ton, Ill. Treadwell, Mrs. Harriette Taylor, 12001 Eg- gleston Ave., Roseland Sta., Chicago, III]. ee Ida M., 4144 Sheridan Rd., Chicago, oe, Mary E., 970 Edgecomb PI., Chicago, Ill Ulery, Mrs. Laura, Roosevelt School, Elm- hurst, Il. Van Liew, Helen F., 102 Walnut St., Hinsdale, Il Vigles, Maude E., 932 S. Webster St., Decatur, Tl Voight, Ida, 415 E. Pleasant, Freeport, IIl. Waddington, Mattie, Oakland School, Decatur, Il Waldo, Ada C., 1204 Third Ave., Rockford, Wall, Irene S., Lincoln School, Villa Park, III. Walls, Mrs. Thomas H., 266 Du Page St., Elgin, III. Wandschneider, Emma, 214 S. Lombard, Oak Park, I Ward, Genevieve N., 4250 S. Rockwell St., Chicago, Ill. Wasson, William H., 1000 W. Grand Ave., Chicago, IIl. Wells, Jennie, 1030 W. Main St., Decatur, III. Werner, Eugene, 105 La Salle St., Streator, West, Lola E., Jefferson Park School, El Paso, a _ a W. T., R. F. D. No. 3, Eldorado, a R. H., 11725 Perry Ave., Chicago, Wheeler Effie J., 2930 Harrison St., Chicago, Wheelock, Alice H., 713A 18th St., Moline, III. Whiffen, Mrs. Maude E., 1421 Maple Ave., Downers Grove, Il. = J. Kay, 1419 Thacker St., Des Plaines, Wilkinson, Gilbert H., 6046 Dorchester Ave., Chicago, Ill. Willard, Chauncey C., 6834 Cornell Ave., Chi- cago, Ill. Williams, Claude L., 8101 S. La Salle St., Chi- cago, Ill. Williamson, Lilias M., 6622 University Ave., Chicago, Ill. Wilson, Elizabeth C., Delano School, 3937 Wil- cox St., Chicago, IIl. = Irvin A., 437 S. Stone Ave., La Grange, —. W. O., 1053 W. Vine, Springfield, Wricht, Mrs. Lillian H., 420 N. Pine Ave., Chicago, Ill. Zeiler, Edward J., 2714 Grandview Ave., Alton, Ill. Zollman, Dora W., Wicker Park School, Evergreen Ave., Chicago, III. INDIANA Anderson, Lillian P., 128 Chapin St., South Bend, q Arnold, Merton W., 1203 Rivermet Ave., Ft. Wayne, Ind. Asher, Floyd, Lew Wallace School, Gary, Ind. Atkins, Clark, 606 S. Washington St., Bloom- ington, Ind, —_. Fay M., 2620 N. Alabama, Indianapolis, I nd. Baugh, William E., 1235 W. 25th St., In- dianapolis, Ind. Bedford, Anna Pearl, School 85, 330 S. Ar- lington Ave., Indianapolis, Ind Bennett, Birdenia, 37 Barton Ave., Terre Haute, Ind. Bingham, H. Beth, 215 E. Third St., Misha- waka, Ind. Black, Ernest J., School No. 12, 733 S. West St., Indianapolis, Ind. — Grace M., School No. 54, Indianapolis, nd. Bonar, Louise J., 5643 Lowell Ave., Indianap- olis, Ind. Brown, Edythe J., 623 W. Washington, South Bend, Ind. Burroughs, Mrs. Esther, 315 Crawford St., Crawfordsville, Ind. Buscher, Gertrude, 2928 Park Ave., Indianap- olis, Ind. — Charlotte, 329 E. 30th St., Indianapolis, nd. Cary, Jeannette S., 2027 Boulevard PIl., In- dianapolis, Ind. Coleman, Julian D., 246 W. Maple Rd. Blvd., Indianapolis, Ind. Cottingham, Edith, 524 E. First St., Blooming- ton, Ind. Cox, Marjorie, 718 W. Wabash Ave., Craw- fordsville, Ind. Culver, John M., 857 E. Mulberry, Evans- ville, Ind. ~~, Mary L., 318 E. Crawford St., Elkhart, Darling, Mrs. Emily D., 409 W. Lexington Ave., Elkhart, Ind. 0 att Ohl lure le hUwmhlC St. erett, tfield, St., hrop, ridge, rhill, Tyler ntary Ave., igton, Tue TENTH YEARBOOK 611 Harding, Elizabeth G., 23 Essex St., Beverly, Mass. Harrington, Harlan L., 26 Georganna St., Scuth Braintree, Mass. Harrod, Warren K., Harlow Street School, Worcester, Mass. Hartwell, Mildren M., 50 Union St., Green- field, Mass. Hatch, Bertha C., Winthrop School, Melrose, Mass. Hatch, Edna M., 134 Mt. Vernon St., Win- chester, Mass. Hathaway, Bertha C., George H. Dunbar School, New Bedford, Mass. Hawkinson, Emma §., 29 Crosby St., Webster, Mass. Hawley, Mrs. P. Lucile, Washington Com- munity School, Lynn, Mass. Hayward, Elizabeth T., Rockdale School, Northbridge, Mass. Henderson, Grace H., Winslow School, Tyngs- boro, Mass. Hennessey, Irene C., 9 Park P!., Ludlow, Mass. Hicks, Edith M., 479 Chestnut St., Lynn, Mass. Higgins, Effie Grace, 27 Marianna Rd., Wal- tham, Mass. Higgins, Ethel G., Hardy School, Arlington, Mass. Higgins, Thomas J., 29 Stoneland Rd., Worces- ter, Mass. Hogan, John J., John R. Rollins School, Law- rence, Mass. Holman, Hilda, Talbot School, Billerica, Mass. Howard, Stella M., 30 Cochran St., Chicopee Falls, Mass. Howlett, Cora M., South Amherst, Mass. Hunt, Nellie B., 22 Bacheller St., East Lynn, Mass. Ivok. Leo, North Oxford, Mass. ag Horace E., Putnam School, Cambridge, ass. a. Emma F., 56 Perry St., Brookline, Mass, Jenney, Charles A., Russell School, Brockton, Mass. Johnson, Anna M., Ledge Street School, Wor- cester, Mass. Johnson, Ethel M., 11 Burrill Ave., Lynn, Mass. Johnson, Signe L., Mount Pleasant School, Plymouth, Mass. Keenan, Vincent A., 59 W. Border Rd., West Roxbury, Mass. Kelley, Winnifred, 25 Third St., Pittsfield, Mass. Kerrigan, Katharine E., 2 Clement St., Wor- cester. Mass. Kiley, Joseph J., 5 Sturgis St., Worcester, ass, Kilgrew, Francis J., 495 Riverside Ave., Som- erset, Mass. Killelea, Marv E., Columbus Park School, Worcester, Mass. Knight, Harlan P., 22 Hamilton Rd., Somer- ville, Mass. Lahan, Anna F., Arlington School, Methuen, ass. Larrabee, Ernest A., Artemas Ward School, Shrewsbury, “" »1s. Latchford, Mar; #., 578 Pleasant St., Wor- cester, Mass. Lawlor, Edward A., Gilbert E. Hood School, Lawrence, Mass. Leach, Luthera M., 42 Ellis St., Brockton, Mass. Leonard, Eliot B., R. F. D. Turnpike St., South Easton, Mass. Lewis, Mary E., 107 Paine St., Worcester, Mass. Lusk, L. Elizabeth, 1802 Beacon St., Brook- line, Mass. Lynch, John E., 9 Stoneland Rd., Worcester, Mass. Lynch, John J., 1158 Dwight St., Holyoke, ass. Lynch, Theobald A., Gilbert Stuart School, Richmond St., Dorchester, Mass. McCarthy, Stella L., 233 Middle St., New Bed- ford, Mass. McCreery, Charles J., 75 Shawmut St., Fall River, Mass. McDonough, Margaret C., 98 Riverdale St., West Springfield, Mass. McDonough, William P., 36 Winthrop St., Charlestown, Mass. McGillicuddy, Ellen T., Granite Street School, Worcester, Mass. McIntire, Ralph A., 18 Park St., Northamp- ton, Mass. MeMullen, Charles B., 88 Whites Ave., Water- town, Mass. McSkimmon, Mary, 20 Clinton Rd., Brook- line, Mass. _——. William F., 50 Brush Hill Rd., Milton, Niass. Macreading, Anna L., 33 Bonney St., New Bedford, Mass. Malloy, Mary G., 146 Veazie St., North Adams, ass. Markham, Myrtle L., 57 N. Main, Natick, Mass. Martin. Benjamin E., 20 Circuit Ave., Worces- ter, Mass. May, Nellie C., Roosevelt School, Maynard, wilass. Maynard, Florence, Dartmouth Street School, Worcester, Mass. Merriam, George H., 18 Ferdinand St., Wor- cester, Mass. Metcalf, Lucie A., 9 Washburn Ter., Brook- line, Mass. Millett, Harold J., 34 Park St., Adams, Mass. Mohan, Anne R., 45 Warwick Rd., Belmont, Mass. Moore, Florence E., 227 Pope St., New Bed- ford, Mass. Moore, Helen F., 227 Pope St., New Bedford, Mass. Moore, Kate, 105 Park St., New Bedford, Mass. Morris, Eva C., 503 Broadway, South Boston, Mass. Morrissey, Ellen E., 246 Main St., Indian Orchard, Mass. Mulloney, Bertha L., 55 Magazine St., Cam- bridge-A, Mass. Newell, Anna W., 21 William St., Worcester, Mass. Newell, Elizabeth T., Osgood School, Medford, Mass. Niekerson, Lillie M., 104 Western Ave., Lynn, Mass, Norris, F. Helen, John D. Hardy School, Wellesley, Mass. O’Brien, Francis A., 42 Robinwood Ave., Jamaica Plain, Mass. O’Brien, John J., 33 Elm St., Hingham, Mass. O’Connor, Elizabeth W., 26 Willis St., Dor- chester, Mass. O'Connor, Martha A., 39 Summit St., Clinton, Mass. Oliver, Grace E., Dix Street School, Worces- ter, Mass. O'Malley, Mrs. Lena G., 41 Windham St., Worcester, Mass. Parsons, George W., 2 Cross St., Medford, Mass. Perkins, Mary I., 586 Eastern Ave., East Lynn. Mass. Piper, Walter I., Cohbet Sehool, Lynn, Mass. Potter, Zulette, 13 Hyde St., Revere, Mass. Pottle, Annie C., 31 Floyd St., Waltham, Mass. Preston, Alice M., 292 Dodge St., Beverly, tham, Mass. Rafter, Charlotte, 22 Gaylord St., Dorchester Center, Mass. 612 ELEMENTARY ScHoot PRINCIPALS oe Ethel M., 18 Norton St., Worcester, ass. Raymond, Ward, Weir Grammar School, Taunton, Mass. Reddy, Joseph A., William E. Endicott School, Boston-21, Mass. Reed, Alice C., 56 Otis St., Medford, Mass. Reid, Gertrude L., 50 Randal] Ave., East Wey- mouth, Mass. Remon, Ruth E., 13 Juniper Ave., Salem, Mass. Rhoades, Gertrude L., 171 Harris St., Revere, Mass. es, Bertha, 30 Avon PI., Springfield, ass. Richardson, Gertrude E., Brightwood School, Springfield, Mass. Richardson, Mary E., 59 Walnut St., East Dedham, Mass. Riedl, Joseph J., 744 Pleasant St., Worcester, Mass. Riese, Helen M., Cornish School, Plymouth, ass. Riley, Daisy M., Emerson School, Malden, Mass. Rogers, Martha A., 88 Chestnut St., Lynn, Mass. Ryan, Nellie A., East Union Street School, Springfield, Mass. Sampson, Charles, 14 Avon Way, Quincy, Mass. Sampson, Elizabeth H., Clifford Rd., Ply- mouth, Mass. Sauer. Edith, Kensington Avenue School, Springfield, Mass. Schuerch, Edward W., 44 Maxfield St., West Roxbury. Mass. Seabury, Frank W., 123 Orchard St., Somer- ville, Mass. Sears, Louise B., 9 Williams St., Taunton, Mass. Sharry, Elizabeth T., 4 Ingalls St., Worcester, ass. Sheehan, Julia A., Hunnewell School, Welles- ley, Mass. Shupe, Emma F., 127 Washington St., Isling- ton, Mass. Silvia, Catharina A., 539 Division St., Fall River, Mass. Simmons, Grace B., 949 Main St., South Wey- mouth, Mass. Small, Lillian G., Lewis Schoo!, Lynn, Mass. Smith, Ella H., Fulton School, Medford, Mass. Sorel, Leah, 954 Plymouth Ave., Fall River, Mass. Southmavd, Pearl A., 15 Armory St., Spring- field, Mass. Stanley, Louise C., Stanley School, Swamp- scott, Mass. Stanton, Cora A., 8 Arletta Ave., Worcester, ass. Starkey, Netty A., 7 Moore Ave., Worcester, Mass. Stewart, Edith M., 39 Pleasant St., Everett, Mass. Stott, Helen Maud, Thayer School, Franklin, Mass. Sullivan, Annie G., 349 Whipple St., Fall River, Mass. Sullivan, Cornelius F., Oliver School, Law- rence, Mass. Sullivan, Maude H., Houghton School, North Adams, Mass. Swasey, Marion H., 58 Maple St., New Bed- ford, Mass. Sweeney, Agnes G., Curtis School, Medford, Mass. Sweeney, Ellen C., 146 Cottage St., New Bed- ford, Mass. Sweeney, Margaret E., 73 Main St., Quincy, Mass. Sweet, Emily, 22 Hammond St., Waltham, Mass, Sweet, George H., 244 Locust St., Fall River, ass. Todd, Wilfred E. L., Oxford Street School, Worcester, Mass. Tompkins, Ethel M., Washington Ave., Pot- tersville, Mass. Towne, Lillian M., Thomas Gardner District, Boston, Mass. Tracy, Joseph M., Thomas Street School, Wor- cester, Mass. Wainwright, Lottie W., 533 Broadway, Fall River, Mass. Washburn, Annie C., 4 Lakecroft Court, Mel- rose, Mass. Wentworth, Florence A., Stone School, Wal- pole, Mass. Wheeler, Harriet E., 62 Sever St., Worcester, Mass. Whitney, William I., 70 Sandwich St., Ply- mouth, Mass. Wilbur, Howard, 16 Lakeville Pl., Jamaica Winthrop, Mass. Williams, Winnie M., 2 Lefavour Ave., Bev- erly, Mass. Wilson, Mary E., North Main St., Oakdale, Mass. Wilson, Sara E., Commercial Street School, Adams, Mass. Wingate, Louise, Normal School, Fitchburg, ass. Winslow, Ethel M., 463 Appleton St., Holyoke, Mass. Winston, Walter C., Elihu Greenwood School, Hyde Park, Boston, Mass. Wood, Francis O., 72 Whittier Rd., Medford, Mass. Woodward, Mrs. Lovina H., Lawrence Street School, Framingham, Mass. Yeomans, Rosanna, 118 Atlantic Ave., Revere, Mass, MICHIGAN Albert, Mrs. Jessie S., Froebel School, Mus- kegon, Mich. Almindinger, W. H., 17501 Brush, Detroit, Mich. Alward, Marian E., Vetal School, 14200 West- wood, Detroit, Mich. Anderson, Jennie, Oak Grove Club, Flint, Mich. Andrews, Roxie, Benjamin Franklin School, Mohawk Ave., Royal Oak, Mich. Arbaugh, W. B., Frances E. Willard School, Hamilton at Davison, Highland Park. Mich. Arehart, Ira J., 11315 Rosemary Ave., Detroit, Mich. Armstrong, Donald C., Gardner School, De- troit, Mich: Armstrong, Mrs. Mary F., Congress School, Grand Rapids, Mich. —— F. H., Ford School, Highland Park, ich. Bachmann, Sophie C., Majeske School, 2139 Trombly Ave., Detroit. Mich Backus, Anne May, 711 S. Capitol Ave., Lans- ing, Mich. Bacon, Meda, Eastern Avenue School, Grand Rapids, Mich. Bader. Edith M., High School, Ann Arbor, Mich. Bailey, Fred, Fairmount School N. E., Grand Rapids, Mich. Baird, James, 2602 Lakeview Ave., Detroit, Mich. Baker, Guy L., 603 E. Lincoln Ave., Royal Oak, Mich. Baker, Helen T., 3322 Carter, Detroit, Mich. Barnes, John M., Flat Rock High School, Flat Rock, Mich. Bateman, Grace N., 2721 Gladstone Ave., De- troit, Mich. o> «> «> i o- .. an... . 1) on ies] ww wo wD Co! I Col Cor iver, hool, Pot- trict, Wor- Fall Mel- Wal- ester, Ply- naica shool, Bev- Jennie F., 59 Elmwood Ave., Haliday, Emily M., Grover Cleveland School, Rahway, N. J. Hall, George Fr. | rcs Park High School, Grantwood, Hambright, Sohn B., Maple Avenue School, Newark, 'N. J. Hammond, ¢ Stanton, 965 E. 23rd St., Pater- son, ‘ ack- of rion ive., near ord, wick erth ‘ove, ‘liff- saic, flay- ury way, am- hen, udi- igh- ield, ield, des- oint son, mit, ield, rille, Jity, ury, lair, \ve., 1001, Jer- dge- igle- dley ion, 1001, 1001, 100l, iter- Tue Trento YEARBOOK 623 Hancy, Sarah E., Roosevelt School, Haw- thorne, N. Harford, Alice, + ee Avenue School, At- lantic City, N. Hargan, Mrs. aaientine Lee, Baldwin Street School, Montclair, N. J. Hargrove, William B., Charlton Street School, Newark, N. J. Harney, Julia C., 302 Pavonia Ave., Jersey , N. J. Harris, Luella C., 90 Westfield Ave., Eliza- b ee Oe Hartman, A. L., 104 Haddon PI., Upper Mont- clair, N. J. Harty. Thomas L., 214 Broadway, Passaic, N. J Harvey, Mrs. Loretta, Woodrow Wilson School No. 19, Edgar Rd., Elizabeth, N. J Hasbrouck, Marearet M., Lincoin School, Wee- hawken, N. J. Hegel, Lizzie C., 66 S. Tenth St., Newark, Henry, Samuel, School No. 11, Perth Amboy, N. J. Herber, Howard T., 588 Boulevard, E., Wee- hawken, N. J. Hermann, Catherine B., 137 Roosevelt Ave., Carteret, N. J. Herron, John S., Lafayette Street Schcol, Newark, N. J. Hice, Mae 421 E. Second St., Plainfield. N. J. Higgins, F. ra 589 Mountain Ave., Bound Brook, N. Hinman. el T., Columbus School, West- field, N. Hollingshead, A. D., Ashland School, East Orange, N. J. Howard, Margarette E., 121 Summit Ave., Summit Howarth, Russell S., 7 Colfax St., South River, N. Hulse Henry S., Jr., 650 Parker St., Newark, N. J. Hummer, H. Myrtle, 28 Wall St., Trenton, Hutton, Lillie M., 556 Royden St., Camden, N. J Ireland, T.ora F., 36 W. Cedar Ave., Merchant- ville. N. J. Ireland, -— Anne, Tuscan School, Maple- wood, N. J Jackson, Halliday Rogers, 11 N. Weymouth Ave., Ventnor City, N. J. Jackson. John Howard Charles Sumner School, Eighth and Jackson, Camden, N. J. Jeffrey, Mrs. Mathilde C., 162 Lafayette Ave., Hawthorne, N. J. Jenkins, Albion U., 357 E. 37th St., Pater- son, N. J. Johnson, Alberta M., Richmond Avenue School, Atlantic City, N. J. Johnson, Coates L., 25 Thrumont Rd., Cald- well, N. J. Johnson, Marion L., Olcott School, Bernards- ville, J. Johnson, Sara G., 5 Midland Ave., Montclair, Jones. Annie L., Sherman School, Roselle Park, N. J. Jupp, Estelle S., Washington School, Ruther- ford, N. J. Kalb., J. Albert, School No. 23. Broadway and Romaine Ave., Jersey City, N. J. Kaln, he ga Lawrence, 428 Bath Ave., Long Branch, —s mael M. 512 Roosevelt Ave., Carteret, J. Kelly, Ruth _ West Creek School, West Creek, Kerwin, joie M., Snyder Junior High School, Jersey City, N. ¢3 Kincaid, Stella M., 88 Essex Ave., Glen Ridge, Me Bs Klein, Mrs. Anna L., School No. 1, Gutten- berg, N. J. aul ” Elizabeth H., 120 Mulberry St., Mill- ville, J. Kurtz, Louise, 126 Kingsland Rd., Nutley, N. 3. Lange, Mary E., 600 W. Atlantic Ave., Aubu- bon, J. La Vance, Laura F., School No. 8, Delawanna, N Lawrence, Mrs. Leonora, Spring Valley Rd., Hackensack, J. Leahey, P. Joseph, Arbor Grammar School, Rock Ave. and W. Fifth St., Dunellen, N. J. _ _ M., H. C. Sharp School, Camden, Lehitech, _— 394 S. Belmont Ave., New- ark, N. Lembeck, Linian R., Grant School, Dumont, N. Linck, " cladys E., School No. 3, Audubon, N. J. Locke, Helen V., 75 Stuyvesant Ave., Arling- ton, N. J. Love, William, Box 601, Bound Brook, N. J. a. Martha B., 407 Cooper St., Camden, J McConnell, Ralph C., Texas Avenue School, Atlantic City, N. J. McDonough, as cies F., 124 Randolph Rd., Plainfield, J. on, Helens School No. 23, Jersey City, McNerney, Margaret T., 255 Grand St., Pater- son, N. J. McNulty, ee, Troy Avenue School, Ventnor City, N. J. McTamney, Mary Cecilia, 1444 W. State St., Trenton, N. J. — Mary E., Nicholson Rd., Audubon, N Mathews, Elizabeth A., Garfield School, Cam- den, Matteson, A. R., Schcol No. 1, Fair St., Pater- son, N. J. Maxwell, Doris E., Roosevelt School, Lodi, May, Ann M., 849 Kilsyth Rd., Elizaheth, N. J. Meade, Mary P., 108 Smith St., Perth Amboy, J N. J. Merchant. Marvy E.. Speedwell Avenue School, Morristown, J. Messler, F. Esther, Hamilton Square School, Allentown, N. J. Miller. Mrs. Fva P., Spring Garden School, Nutley. N. J Miller, Mrs. Henrietta List, Lincoln School, Lodi, N. J. Milligan, John P., 13 Darrow St., South River, N, J. Miner, Benjamin C., Central Avenue School, Newark, N. Mombert, Eleanor, School No. 14, Paterson, N. Monteith, Hilda. Chatham, N. ——_ Julia L., Lincoln echoes: Rahway, Morrison. Howard Dean, Junior High School No. 4, Trenton, N. J. Mulford, Mrs. Clara T., 233 W. Commerce St., Bridgeton, N. J. Munson. Ruth W., 216 Academy St., South Orange, N. J. Neulen, Lester N . 360 Warwick Ave., West Englewood, N. J. Nickum. C. Edith, 311 Montgomery St., High- land Park, New Brunswick. N. J. Normandeau, H. M., School No. 6, St. Pauls Ave., Jersey City, N. J. Oakes, Greece S., 337 Bellevue Ave., Hammon- ton, N. J. Oksen, I., School No. 2, Perth Amhoy, N. J. Otis, Elizabeth, Center School, Bloomfield. N. Otto, Charl F., 2214 46th St., Camden, N, J, 624 ELEMENTARY ScHoot Principats Partington, Hillis M., Lincoln and Washing- ton School, Westfield, N. J. Ave., 2033 Balmoral Union, Patz, Gustav, N. J. Peters, Mary V., 22 S. Baltimore Ave., Vent- nor, N. J. School, Lyndhurst, Petty, Letitia, Washington N. Pierpont, Elenora V. C., 51 Market St., Salem, J Pois, Cecelia, 504 Valley Rd., West Orange, Pollard, Louise E., William Penn School, Elizabeth, N. J Pond, Rita C., Plainfield, N. J. Poole, Mrs. Ella Strow, Schoo City, N. J. Potter, F. A., Massachusetts Avenue Atlantic City, N. J. Predmore, Charles , Plainfield, N. J. Predmore, R. L., School No. 6, Perth Amboy, J. 72 Willow Ave., 1 No. 37, Jersey School, Washington School, N. Rachor, Minnie, 13 Elmer St., Bridgeton, N. J. Randolph, Corliss F., 83 Jefferson Ave., Maple- J. wood, N. Rice, Thomas W., Laning Avenu Verona, N Rich, Frank N. J. Richards, Mary Gertrude, No. 6, ‘North Bergen, N. Richards, William | a School N. 125 Walnut St., e School, M., 94 Preakness Ave., Paterson, Hamilton School ‘No. 3, Belleville, Ridgway, Mary E., Haddon- field, N Roe, Warren F va Belmont Avenue. School, Newark, N. Rose, G. B., . sel School. Montelair, N. dé. Roys, Lincoln, J., Franklin School, East Orange, : 1894 Brunswick Ave., Tren- Sailey, Alice . i ton, N. J. Samuels, Ethel Mae, 115 N. Seventh Ave., New Brunswick, 4 Sanderson, Ethel H., 110 Laurel Ave., Arling- ton, N. Saurman, Mrs. Bertha M., 110 E. Palisade Ave., Englewood. N. Savage, Sue E., Hillside Avenue School, Hill- side, Schaefer. Anna G., South Tenth Street School, Newark, N. Schmidt, Karl G., Bragard Avenue School, Newark, N. J. Schmitz, E. Winifred, Memorial School, Passaic, N. J. Scott, Bertha I., Hopewell Borough School, Hopewell, N. a Scott, Dorcthea A., Montvale, N. J. School, Serven, Edward im Camden Street Newark, N. J. Serven, Isaac A., School No. 37, Jersey City, Sexton, Wray E., 23 Hoffman St., Maplewood, N. J Charles G., Eliott 1 No. 10, Perth Amboy, 1, Hack- Shaffer, Street School, Newark, N. J. EM Nellie, Schoo J Shield, Frederic K., Fairmount Schoo ensack, . Shoe, John M., M. C. Vocational School No. 2, Perth Amboy, N. J. Shotwell, Fred C., Supervising Principal of Schools, Franklin, N. J. Sickler, Edna F., 61 Pitman Ave., Pitman, N. J. Sickles, F. J., 296 Livingston Ave., New Bruns- wick, ale on, | Ella F., Ridge Avenue School, Neptune, 270 Highland Ave., New- Smith, William R., P ark, J. Sheth » iy Maud B., 425 Trinity PI., pringer, Cl Wilnesos a F sa Wildwood High School, Stackhouse, Edith C., 217 Hightstown, N. J. _ ig Stalter, Ethel, School No. 2, Eliza- Monmouth St., Montvale, N. J. Stauffer, Harry F., 92 S. Tenth St., Newark, sma fae ms, r School, Perth Amboy, = aketoon, Nd G., 614 nemtens Ave., ~ ’ ‘ ude, 99 Magnolia Ave., Tena- —_ eesasd E., 15 Clarke Ave., Jersey City, = tlemington, = ra 10 Grant Ave. scsghoals "Westfield, N ashington and Grant Park, New 3 Lafayette a ee ‘Jennie, 818 Edge all Ave., Trenton, Stults, N. J. Swickey, M. : Wenthei: a Benjamin Franklin School, wope, R. O., Public School, N rthvale, N Taistra, Lucyan Bus eg No. 8, essai phe 7 Adams Sts., Hoboke on, N. J ns k J. : melds Ne U., 70 Grandview Ave., Plain- erhune, Eli ashi 5 rm hg a E., Washington School, Nellie E., Girard School, Trenton, Terrell, J Thompson. Kenninzton L., 2 Harrison Ave Jersey City, N Thoms ; : ‘on _ Margaret, 413 Penn St., Cam- Titus, Mary F., Helmetta, N. J. Traua, ty E. G., Gould Ave., North Caldwell, Travers, Austin A., C 3 $ cedar St. ON gga regen ; 5 ~ 7 za, Norman J., 8 Grove St., Wharton, Troy, Ann A., Park School, Nutley, N. J. Tyndall, § : : — > E., State Street School, Hacken- an Auken, Willi Hawthorne. N. ™ Van Horn, F. C. y Pisin, —— vey Ned Blanch, Schoo] No. 9, entres, Shailer W., B ¥ gg os Feliz, own Rd., R. F. D. Voorhees, Amanda ha Brunswick, N. J. Wade, Mrs. Edith Van G. Magie Ave., Elizabeth, N. J —— Helen, 46 The Terrace, 102 Bamford Ave., 45 Sherman Ave., Morris Perth Am- 296 Redmond St., New Elmora School, ; Rutherford, Wams!l 3si 4 ——) : Jessie M., Walls School, Pit- Warren, Mrs. Cora M.., water, Weterbary, Willard H., Coytesville, N. J : ‘ N. J. sna be : ee Roosevelt School, Cran- Watson, May, McKinley School, Trenton, N. J. 24 Hudson Ave., Edge- Welsh, He 4 , bowed —. A., 130 W. Central Ave., Moores- Whelan, Mrs. Katherine, School oa 25, Blvd. and Zabriskie St., Jerse sey City, N. J. bee a icanen M., Box 14, Pe nnsville, N we verett T., School No. 6, es aha New- Sliza- ‘hool, Tue Trento YEARBOOK 625 Wilde, Anna A., Union Street School, Ridge- wood, J. Wiley, Alice D., 41 Prospect St., Trenton, N. J. Wilson, Albert H., 36 Watson Ave., East Orange, N. J. Wilson, J. Aitred, 224 Oak Parkway, Dunellen, N. Winkworth, Jessie L., 220 Ninth Ave., Haddon Heights, N. J. Witteman, Anna M., 39 N. Reid St., Elizabeth, N. Wolf, Lily A., 215 Orient Way, Rutherford, N. J. Woodward, Adelaide H., West Side School, Atlantic City, N. J. Wool, Augusta W., 50 Anderson St., Hacken- sack, N, J. Wright, George W., Elementary School, Far Hills, Wright, Norman A., South Avenue School, Bridgeton, N. J. Wright, 1" J., 90 Welton St., New Bruns- wick, N. Wrightsto tn & Wayne, 16 Ruthven PI., Sum- mit, Young, Mrs. Almina J., 61 Washington St., Morristown, N. J. Young, E. B., Lafayette School, Hawthorne, N. J. Zahn, Clara, Ridge Street School, Newark, N. J. NEW MEXICO Arledge, Mrs. Ellen, 121 S. Ninth St., Albu- querque, N. Mex. Calkins, Fred M., Route 2, 160-A, Albuquerque, N. Mex. Hogrefe, Harry L., 921 N. Third St., Albu- querque, N. Mex. Kiker, Stella, 240 S. Fifth St., Raton, N. Mex. Linthicum, J. B., 2117 E. Lead Ave., Albu- querque, N. Mex. Low, Frank, Armijo School, 1110 Orchard PI., Albuquerque, N. Mex. McCollum, J. R., 523 N. Sixth St., Albuquer- que, N. Mex. Neale, Mrs. Nelle, Columbian School, Raton, N. Mex. Newsom, A. J., Dona Ana County Principals’ Association, Vado, N. Mex. O’Donnell, W. B., Longfellow School, Raton, N. Mex. Schupp, Ona E., 223 N. High St., Albuquerque, N. Mex. Sininger, Harlan, 124 Stanford Ave., Albu- querque, N. Mex. Taylor, Mrs. L. M., Box 96, Raton, N. Mex. Watson, Dorothy, Pinos Altos, N. Mex. Wiseheart, James W., Gallup, N. Mex. NEW YORK Abbott, Eva M., 1626 Weston Ave., Niagara Falls, N. Y. Abel, ba L., Grammar School No. 47, Buffalo, N. Ach, Isidore L., Junior High School 148, 185 Ellery St., Brooklyn, N. Y. Adams, Norma A., 406 Turin St., Rome, N. Y. Alexander, Carter, Teachers College, Colum- bia University, New York, N. Y. Alter, Harvey E., Thomas Street School, Rome, Anderson, Ellen R., 4 Cedar St., Potsdam, N. Y Anderson, Mrs. — W., South Side School, Canastota, N. Arnold, Mary * St. John School, Ithaca, . # N. Arnold, A W., 124 Hamilton Blvd., Kenmore, N. Arnson, ee Fifth Street School, Niagara Falls, Ast, Raymond J., 370 McKinley Ave., Ken- more, N. Avery, Fannie L., 1006 Miller St., Utica, N. Y. Baldwin, Agnes M. ., 122 College St., Buffalo, Y N. Y. Barber, E. Olive, 110 N. Main St., Gloversville, N. Y Barber, Elon L., Monroe Street School, Little Falls, N. Y. Barth, Mark, 251 Stagg St., Brooklyn, N. Y. Bartholomew, Bertha M., Junior High School, Ithaca, N. — Millicent, 12 E. 86th St., New York, z. Beach, Channing E., 278 Norwalk, Buffalo, W.. ¥. Bean, Berten B., 1097 Elmwood Ave., Buffalo, Beaumont, Florence, 690 Riverside Dr., New York, N. Y. Bennett, Agnes Marie, 308 E. Main St., Frank- fort, = Benton, George W., 88 Lexington Ave., New York, NN. Y. Bert, Reese E., 16 Park Ave., Williston Park, East Williston, N. Y. Besio, Josephine M., 142-16 Sanford Ave., Flushing, N. Y. Bierce, Stella B., Wassaic, N. Y. Bingham, Florence M., Willow Place, School, Sherrill, N. Y. Bloomfield, M. Elizabeth, Washington School, Union Ave., New Rochelle, m.. x. Boecker, Alexander, Public School No. 100, Coney Island, Brooklyn, N. Y. Borgeson, F. C., School of Education, New York University, New York, N. Borrell, Victorine E., School No. 26, “101 Mil- ton St.. Buffalo, N. ¥, Bostick, Eva Gibbs, 1 Greenridge Ave., White Plains, N. Y. Bostwick, Helen M., 195 Madison St., Brooklyn, N. Y. Boutet, George H., Jr., School No. 3, Porter at Niagara, Buffalo, N. Y. a Anna F., 317 Mullin St., Watertown, Braine, Elizabeth M., 78 Cambridge PI., Brooklyn, N. Y. Brandenburg, Edna A., Elmer Avenue School, Schenectady, N. Y. Brett, Anna, 10 Bowne Ave., Flushing, N. Y. Brill, Edith V., P. O. Box 444, Malone, N. Y. ~—: Helen, Public School No. 10, Yonkers, Brogan, Mabel M., Stinson Primary School, 341 Seventh St. "Buffalo, | ee 2 Brogan, Whit, Union Free School Dist. No. 6, Scarsdale, N. Y. Brown, Zadie, Atlantic Avenue School, Lyn- brook, ; > Bruce, C., School No. 52, 100 Farmington Rd., Rochester, ms Es Bruck, John P., 218 Potters Corners Rd., Buffalo, N. Y. Buffhan, Mrs. Edna E., Wurlitzer School, North Tonawanda, N. Y. Bugbee, Mrs. < he Chestnut Street School, Oneonta, N. Bull, Eiitabeth” A., Bay Avenue School, Patchogue, N. Y. Bullock, Caroline M., 240 Third St., Niagara Falls, N. Y. — I. Victor, 1736 E. 18th St., Brooklyn, — Hanna J., 222 S. Park Ave., Buffalo, Pc “Mrs. Lillian O., 111 W. Linden St., Rome, N. Y. Butler, O. T.. 314 Irvine Pl., Elmira, N. Y. Butts, Franklin A., Edward Elsworth School, Poughkeepsie, N. Y. Campbell, Ethel M., 126 John St., Ilion, N. Y. 626 ELEMEN TARY ScHoot PRINCIPALS Carl, G. Harold, Alma School, 2660 Bailey Ave., Buffalo, N. Y. Carroll, William L., Public School No. 165, 462 Eighth St., Brooklyn, N. Y. Chamberlin, Esther R., Public Schoo] No. 22 Yonkers, N. Y. a A. Frances, 541 Congress St., Troy, Chatfield, Hazen, Dist. Supt. of Schools, Pub- lic School No. 36, 1070 Castle Hill Ave., New York. N. Y. Clark, Will Mosher, School No. 32, 342 Clinton St.. Buffalo, N Y. Clarke, Bertha E., 24 Columbia Ave., Bing- hamton, N. Y. Clarke, Martha H., 44 S. Eighth Ave., Mt. Vernon, N. Y. Cohb. Elmer J. School No. 60, 238 Ontario St., Buffalo, N. Cochrane, Lda S., 19 S. Main St., Batavia, Coffin. Rebecca J., 425 W. 123rd St., New York N. Y. Cohen, Irvine L.. Long Island a Ray, Public School No. 37, Puhlice School No. 33, Queens, ; - Brooklyn, Colbans, Jessie B., 61 Gramercy Park, New York, N. Y. Ccleman. Georgia Avis, ham Manor, N. Y. Coleman. J. H.. Main Street School, Hunting- ton, Long Island, N. Y Siwanoy School, Pel- Collier, Genevieve L., Horton School, Port Chester, N. Y. Cm. Emma L., 26 Bank St., Batavia, Conley. Lillian M., 1286 Jefferson Ave., Brooklyn. N. Y. Connors, Thomas W., 143 Woodward Ave., Buffalo. N. Y. Conroy. Marie R., 75 Mountainside Rd., Staple- ton, Staten Island, N. Y. —- Elsie M., 664 82nd St., Brooklyn, Cool, Mertie M., 90-04 189th St., Hollis, Lone Island. N. Y. Cooper, Fannie M.., town, N. Corey, Clara : a School 35, Field St., Roches- ter, N. Y. Cox, Philip W. L., School of Education, New York University, Washington Square, New York, N. Y. Coyne, Anna M., ter, N. Y. Craig, Christine, 14 Elm St., Yorkville, N. Y. Crooker, Frederick F., Public School No. 128, Brooklyn, N. Y. 105 E. Eighth St., James- 1083 Exchange St., Roches- Crosbv. Mary x. School No. 10, Yonkers, Crowe. Ellen R., 212 Court St., Binghamton, Daly, John J., Sands ‘ex School, Port Wash- ington, Long Island, N. Y. Darmstadter, Charlotte, Pubile School No. 22, Buffalo, N. Y. Dano, Anna M., 200 William St., Watertown, Darrow, Anna E., Public School No. 37, Brooklyn, N. Y. Davidman, Joseph I., Junior High School No. + een 135 Mangin St., New York, Davison, George Millard, Brooklyn, N. Y. Day, Katharine, 39 E. 79th, New York, N. Y. Decker, J. Clarence, Supervising Principal of Schcols, Sidney, N. Y he Grace Evans, Glen Head, 1429 Union St., Box 185, Delaney, Mary J., 46 Sterling St., Brooklyn, Densmore, David W.., oe Park Schoo] No, 41, Rochester, N. Devine, Mary J., De Vinney, Mabel A., Brighton School, 2200 S. Salina St., Syracuse. ie Os Dix, Lester H., Butler Hall, 88 Morningside Dr., New York, mS Donnelly, Ella Marie, North Pelham, N. Y. Dorr, Maude L., 6 State PI.. Dukeshire, Stanley C., Public Yonkers, N. Y. Dwyer, Madeleine, South Street School, Glens Falls, N. Y. 13° Clinton St., Norwich, Hutchinson School, Watertown N. Y. School No. 3, Dyer, Nellie Cc. . 509 E. Seventh St., James- town, N. Y. Ebeling, Elsa, Public School No. 208, Ave. D and E. 49th St., Ebert. Jessie D., N Ehrenfeld, Abraham. Public School No. 10, Brooklyn, N. Y. 108 Union St., Schenectady, Manhattan, 133 St. Nicholas Ave., New York, N. Y. Elmendorf, Georre M., Supt. of Schools, Plattshurg, N. Y. Elmer Floyd, Grammar School, Santa Clara, mB. ¥. Erdwurm, Luecv. Public School No. 4, Man- hattan, New York, N’ Y. Fairbairn. Anna L., 121 Fulton Ave., Hemp- stead, N. Faucett, Edith T., 110 W. Seneca St., Ithaca, N. Y. Favette. Williem C., School 62, Moselle St., Buffalo, N. Y. Ferry, Martha, 220 E. Main, Batavia, N. Y. Finkelstein. Marv E., Publie S-« _ No. 42. 71 Hester St., New York, N. Fisher. Frederick W., 481 Woodw ard Ave., Buffalo, N. Y. Fisher, Jessie G., Seth Low Hall, University. New York, N. Y. Fitz Gerald, Mary E., Prospect School, Solvay, me Be Columbia Flanders. Jesse K., State Normal School, Oswego, N. Y. Flatow, Jacoh, Publie School 42, Eltingville, Staten Island, N. Flores, John L.. 4 Ormond PI.. Rye, N. Y. Forssell, Alva F.. 119 College Ave., Wester- leich, Staten Island, N. Y. Fouch, Mrs. Jennie B., 1230 Amsterdam Ave., New York, N. Y. Frail. Jennie A. ys ee Roosevelt School, Johnson City, ¥. French, Harold Le Menands School, Albany, N. Fulton, Arthur W.. Lindbergh Elementary School, Kenmore, Gallup. Jackson, Francis Parker School No. 23. Rochester, N. Y. Gardner, Josevh R., 9 Elbert Pl., East Rock- away, N. Y. Gerfinkel, Maurice A., 377 Montgomery St., Brooklyn, N. Y. Gielow, Elsa S., 30 Vulcan St., Goldin. Myron R., Public Schceol No. 187, St. and 12th Ave., Brooklyn, N. Y. Goldstein, Henry M., Public School No. 153, Brooklvn, N. Y. Goodell, Mrs. Mabel D., 220 Avenue B., Sche- nectady, N. Y. Gorham, Mary E.. 521 Schenectady, N. Y. Gould, Clifford M., 17 McKinley Ave., more, Buffalo, N. Y. Graham, Frederick B. Public School No. 232, Winthrov and E. 53rd St., Brooklyn, N. Y. Graham, Minnie S., 48 S. Second Ave., Mt. Buffalo. N. Y. 65th Brandywine Ave., Ken- Vernon, Gray, Temperance, Public School No. 8&2, Fourth Ave. and 36th St., Brooklyn, N. Y. ol No, rwich, , 2200 igside chool, Mm. Y. Jo. 3, Glens ames- ve. D tady, . © New ools, lara, Man- mp- aca, ve., ol, ny, iry Tue Tenru YEARBOOK 627 Greenberg, Joseph, 449 Second St., Brooklyn, Y Griffin, Joseph T., Public Schoo] No. 205, Brooklyn, N. Hass, Evelyn M., “709 Elmwood Ave., Buffalo, %. N. Haggerty, Emma V., Public School No. 57, Manhattan, 176 E. 115th St., New York, N. Halligan, Thomas C., Public School No. 164, Manhattan, 401 W. 164th St., New York, | a F Hamilton, Nettie J., 290 Kenwood Ave., Rochester, N. Y. Hand, Susan C., 121 Fulton Ave., Hempstead, Handley, Mrs. Myrtle C., 21 Trumbull Park- way, Batavia, N. Hanna, Paul R., Seth Low Hall, Columbia University, New York, N. Y. Harris, Daisy M., 1826 Valley Dr., Syracuse, Harris, John F., Public School No, 54, 195 Sandford St., Brooklyn, N. Y. ¥ Harris, Mabel E., 1421 Seymour Ave., Utica, N. Hartill, Rufus M., - Denman St., Elmhurst, Long Island, N. Hathaway, Edna in 12 Second Ave., Glovers- ville, Hausauer, Mrs. Matilda W., 92 Wallace Ave., Buffalo, . 2 Haven, Mabel, 274 S. Broadway, Yonkers, Mm, Ss Hayden, Mrs. Rena C.. Union School Dist. No. 22, Floral Park, N. Y. Hemstreet, A. Earle, School 54, Main St. at Leroy, Buffalo, N. Henrickson, Velma W.. Public . No. 3, Long Beach, Long Island, N. Hickey, Kate R. _ School Noe 68, Queens, Ridgewood, N. Hickok, Mary x. 242 Second St., Ilion, N. Y. Hinderland, Laura J., Arrandale School, Great Neck, Long Island, N. Y. Hirschberg, Arthur, Public School No. 1, Queens, Van Alst ‘Ave. and Ninth St., Long Island City, N. Y. Hirschbeck, Loretta M., 365 Putnam Ave., Port Chester, N. Y. Hirsdansky, Simon, Public School No. 4, 1701 Fulton Ave., New York, N. Y. Hogs, Elizabeth, 40 Floral Ave., Binghamton, ¥. Hoar, Daniel F., School No. 18, Troy, N. Y. Hosic, James F. Teachers College, Columbia University, New York, N. Y. Howe, Edwin J., School No. 16, 939 Delaware Ave., Buffalo, N. Y. Huddle, Otto E., Briarcliff Manor, N. Y. Huggin, Ellen, No. 7 School, Dunkirk, N. Y. Hyde, Margaret E., 33 Central Ave., Staten Island, N. Y. a L., West End School, Lynbrook, Johnson, Laurence C., Orchard Park Consoli- dated Schools, Orchard Park, N. Y. Johnston, Sara W., Maple Avenue School, Niagara Falls, N. Y. Jones, Mrs. Edna S., No. 4 School, Jefferson Ave., Rochester, N. Y. Jones, Olive M., 5 nig House, 61 Gramercy Park, N., New York, Joyce, Charles W., 4161 x Paul Blvd., Char- lotte Sta., Rochester, N. Y. Kane, Annie F., 141 Crosman Ter., Rochester, Katz, Samuel, Public School No. 156, Sutter Ave. and Grafton St., Brooklyn, N. Y. Kennedy, Mary A., Public —— No. 183, 1339 Park PIl., Brooklyn, N. Keenan, Mrs. Ruth G., bs Westmont Ave., Elmira, N. Y. Kidney, Glenn H., 32 Pocantico Rd., Ossining, : N. Kilton, —_* G., 106 Morningside Dr., New York, N. King, Tesste Mi, 109 N. Main St., Geneva, N. Y. King, * ead I., 48 W. Second St., Mt. Vernon, N. nat S- MacLachlan, P's Helen, 117 Harvard St., Rochester, N. Maguire, Matias ‘E., Merrick School, Syra- cuse, N, Y. 628 ELEMENTARY ScHoon PRINCIPALS Martin, Ralph E., School No. ~" Boulevard and Warner Ave., Jersey City, Mason, Alfred De B., 17316 ten Ave., St. Albans, N. Y. magmas, Mabel A., 2521 Sunset Ave., Utica, Mazurowska, Marta, School No. 59, Glenwood near Fillmore Ave., Buffalo, N. Y. Montgomery, Alice M., No. 6 School, Roches- ter, N. Y. Morgan, John T., Richard rants School, Glendale, New "York, Moriarty, Mrs. Annie B., * Public Schoo] No. 162, St. Nicholas and Willoughby Ave., Brooklyn, nm. ¥. Morey, Anna A., School No. 14, Troy, N. Y. Morrison, J. Ccyee, State Education Depart- ment, Albany, N. Y. Morse, Grant D., Supt. of Schools, Saugerties, Mossman, Lois Coffey, Teachers College, Co- lumbia University, New York, N. Y. — Ellena C., 250 Glen St., Glens Falls, aso. Elizabeth C., 438 Broad St., Oneida, Nathan, Caroline K., Public School No. 31, The oe 146th St. and Mott Ave., New York, N. Y. Nelson, Amanda, 1231 N. Main St., James- town, Newell, Daisy A., Public School No. 15, Yon- kers, N. Y. Newell, —. B., 69 S. Main St., Spring Valley, N % A Newman, Louise B., 500 Washington Ave., Brooklyn, N. Y. Nichols, May A., 110 W. Seneca, Ithaca, N. Y. Nifenecker, Eugene A., Bureau of Reference, Research and Statistics, Board of Education, 500 Park Ave., New York, N. Y. Norton, John K., 50 Morningside Dr., New York, N. Y. Norton, Louise V., 103 Merrimac St., Buffalo, Nosworthy, Emily, Public School No. 6, Man- ae gg a St. and Madison Ave., New York, O’Brien, gn G., 110 New York Ave., Brooklyn, N O’Connor, Kathryn M., 735 Broadway, King- ston, N. Y. —_— Constance, 110 Meadow Rd., Buffalo, O’Keefe, Emma M., School No. 8, Conkey Ave., Rochester, N. Y. Olmstead, Clara H., 47 E. Main St., Port Jervis, N. Y. etees. Helen M., 150 Oxford Ave., Buffalo, O'Malley, Margaret, Public School No. 66, Tacoma and Parkside, Buffalo, N. Y. he Meyer, 1095 E. 15th St., Brooklyn, Palmer, Gertrude A., 545 W. 164th St., New York, N. Y. Palmer, James B., Department of Rural Edu- cation, State Normal School, Potsdam, N. Y. Paris, Florence E., 32 Linden Ave., Buffalo, Park, Ford R., School No. 70, Buffalo, N. Y. Paulsen, Gertrude M., 410-A Sackett St., Brooklyn, N. Y. a a Mary E., 195 Lancaster St., Albany, Pearson, Georgia King, 6 Lewis Parkway, Yonkers, N. Y. Penfold, Arthur, 332 Beard Ave., Buffalo, Pertsch, C. Frederick, Public School No. 29, Henry and Kane St., Brooklyn, N. Y. Peyser, Nathan, Public School No. 181, New York Ave. near Snyder Ave., Brooklyn, N. Y. Phillips, Ellen M., Public School No. 188, Man- hattan, 131. Lewis St., New York, N.Y. Phillips, Genevieve, Central School, Boston Post Rd., Mamaroneck, N. Y. Piedalue, Mary R., Edgewood Elementary School, Scarsdale, 'N. a Pierce, eng ag E., Waterville High School, Waterville, N. wn, Mabel E., ise Jefferson Ave., Brooklyn, S A Pile, Fred M., Ellis School No. 26, Rochester, N. Y Piper, Sarah M., Frankfort Street School, Frankfort, N. Y. Plantz, Nina, 108 Cherry St., Hicksville, Long Island, N. Y. Potts, Mrs. Dora H., 170 Greenridge Ave., White Plains, N. Y. Powers, Francis W., Public School No. 103, 54th St. and 14th Ave., Brooklyn, N. Y. Powers, Katherine B., Horace Mann School No. 13, Rochester, N. Y. Pritchard, Florence E., School No. 78, Clover- dale and Olympic Ave., Buffalo, N. Y. Pugsley, Chester A., State Teachers College, Buffalo, N. Y. Putnam, Lena M., 602 N. James St., Rome, Y Quirk, Florence J., Lincoln School, Batavia, N. Y Rado, Alfred, Public School No. 89, The Bronx, Mace and Paulding Aves., New York, N. Y. Reigart, John F., 31 Euclid Ave., Yonkers, N. Y. Reilly, Frederick J., Public School No. 79, The Bronr, 18lst St. and Creston Ave., New York, N. Y. Reutershan, Max A., 7 Baker St., Pough- keepsie, N. Y. Rhoads, Luke C., Columbus School, Mount Vernon, N. —e Sara L., 637 St. Marks Ave., Brooklyn, N Richards, Ella E., 503 N. Tioga St., Ithaca, N Richmond, Mary R., 88-08 173rd St., Jamaica, Long Island, N. Y. Riley, Ruth ¥ Big Cross Street School, Glens Falls, N. Y. ee M., 26 Mitchell St., Norwich, Robbins, David H., 5 nenete High School, Churchville, N Robbins, Lovinia M. "161 Union St., Hamburg, N. Y Robertson, John W., Bellerose School, Floral! Park. N. Y. Roe, Christina L., Public School No. 214, Pitkin and Drew Aves, Brooklyn, N. Y. -— . an D., 141 E. 19th St., Brooklyn, Rubel,. Jacob A,., Public School No. 174, Brooklyn, N. Y. Ruby, Isabel H., 213 Park Ave., Oneida, N. Y. Sanderson, Adrienne, Wolcott Street School, LeRoy, N. Y. oy Amelia, Public Scheel No. 103, 49 E. h St., New York, N. Y Schathelen ‘Mrs. Ruth, ’ Public School No. 54, ge St. and Amsterdam Ave., New York, N Schmeck, Mrs. Hazel C., Evershed School, Niagara Falls, N. Y. Schneucker, Elizabeth S., Horace Mann School, Craig St., Schenectady, N. Y Schrader, Henry G., Supervising Principal of Schools, Celoron, N. ¥- —~, Frederick, 346 N. Park Ave., Buffalo, Scudder, Augustine L., Lincoln School, Hunt- ington, N. Selby, June, Roslyn Heights School, Roslyn Heights, N. Y. Selby, Miriam F., 152 Ross Ave., New Dorp Sta., Staten Island, mY. Shaw, Helen V., 94 South St., Auburn, N. Y. mam ™D Tk; »ston itary hool, ‘lyn, ster, 1001, ong \ve., 103, a hool ver- ge, me, via, nx, ors, The ew Tur Trento YEARBOOK 629 Shellington, A. Mary, Center Avenue School, Niagara Falls, N. Shepard, Alvin W., 900 Genesee Bldg., Buffalo, B.. ¥. Sherburne, M. Louise, 264 Beach 139th St., Rockaway Beach, N. Y. Sherwood, Leah, Public School No. 72, 651 New Lots Rd., Brooklyn, N. Silverman, Estelle L., ee School No. 25, The Bronx, New York, N. Simmons, Harry S., Lives” “Street School, Newburgh, N. Y. Simpson, Mortimer L., 1015 E. 27th St., Brooklyn, N. Y. Slater, Freda R., St. John School, Ithaca, N Smallenburg, Ella, — Road School, 1711 Abbott Rd., Buffalo, Smith, Caroline, 340 St oe Buffalo, N. Y. Smith, Della V., 1142 Arsenal] St., Watertown, Smith, Hoyt D., Huguenot School, New Rochelle, N. Y. Smith, Mrs. May Y., 8914 Oak St., Johnson City, N. Y. Snapp, Jennie F., Loder Avenue School, Endi- cott, N. Y. Snavely, F. B., School No. 8, Buffalo, N. Y. Snyder, George ‘i. 1251 Parkwood Blvd., Sche- nectady, N. Y. Specht, Louise, 103 Quentin St., Kew Gardens, New York, N. Y. Spurgeon, Mrs. ae W., -200 Burns St., Forest Hills, N. Y. Stapleton, Josephine F., 1406 Merriam Ave., New York, N. Y. Stecher, Mrs. Elizabeth M., Public School No. 110, Manhattan, 28 Cannon St., New York, N. Y. Steel, H. J., State Teachers College, Buffalo, 2 Steiner, Fredericka, 945 West End Ave., New York, N. Stevens. Plowden. Jr., 1825 Prospect Ave., New York, N. Stewart, Ruth A., Siicisneath Avenue School, Larchmont, N. Stone, Lucy A., hamton, N. Y. Sumner, Bertha E., 108 W. Main St., Batavia, mM. Es 57 “Pennsylvania Ave., Bing- Sumner, S. Clayton, 256 W. Kennedy St., Syra- cuse, N. Sutherland, “Hattiebel, 118 Hamburg St., Buffalo, N. Y. Sweeney, Thomas H., 287 Elm St., Long Island City, N. Swift, C. B.. 21 Chateau Ter., E., Snyder, N. Y. Sylvester, Emma, Junior High School No. 91, Manhattan, 61 Queens Ave., Flushing, N. Y. Tallman, Edna A., Sloatsburg Union School, Sloatsburg, N. Y. bas gg Clara D., 168 Merrill St., Rochester, Taylor, George D., Susan B. Anthony No. 27 School, Rochester, mM. Terrell, Mrs. Madelaine H., 84 Cedar Ave., Patchogue, N. Y. Terry, Mrs. Lucy D., Prospect Avenue School, Geneva, N. Y. —, —— 410 Central Park, W., New York, Thomas, , aS G., 138 Herford St., Syracuse, a Alice, 73 Garden St., Poughkeepsie, Topping, Eva Z., 24 E. Eighth Ave., Glovers- ville, N. Y. Townsend, Winfield A., 109 14th St., Garden City, N. Y. Trace, Charles T., 454 Charlotte Pl., Ridge- weod, Brooklyn, N. Y. Traphagen, M. H., 39 Parkway, E., Mt. Ver- non, N. Y. Tuger, Margaret E., Waverly Hotel, Herkimer, 4 Turney, L. G., 138 E. Sixth St., Oswego, N. Y. Underhill, Frances A., S. B. Howe School, Schenectady, ms Bs ~~ Arsdale, Mary M., 338 Bryant St., Buffalo, : # oe Edmund H., Seaford, Long Island, Vincent, H. D., School 16, Troy, N. Y. Viymen, Henry 7. ae Villa Court, Hemstead, Long Island, N. "Y. Waite, Edna A., Public School No, 102, Elm- hurst, N. Y. Wallstein, D. a 104-12 205th Pl., Hollis, Long Island, N. Walter, Ralph, \ School, New Rochelle, N. ¥. ba a a Jessa L., 1101 Monroe St., Endicott, 3 Warne, Eva M., 26 Wall St., Amsterdam, N. Y. Warner, Stanley F., * a Smith St., Woodmere, Long Island, N. be Margaret, lit W. Sand St., Oneida, Watkins, Fred J., Supervising Principal of Schools, Greenlawn, Long Island, N. Y. Watson, Alice E., Public School No. 7, Queens, Van Alst Ave. near Astoria Ave., Long Island City, N. Y. Weaver, David A., 431 W. 121st St., New York, N. Y. Weed, Leola > Lincoln School No. 2, Mt. Vernon, N. Wehle, hg i4 Roosevelt Ave., Larchmont, Ne Es Welles, James B., Roslyn Public Schools, Roslyn Heights, N. Y. West, Maude I., 1843 Portland Ave., Roches- ter, N. Y. West, Parl, Baylis Court, Tarrytown, N. Y. Weyant, Walter B., 330 Lionel Ave., Solvay, a 3 Whalen, Frank D., Public School No. 84, 726 llth Ave., Long Island City, N. Y. bed 3." Edith C., 73 De Sales Pl.; Brooklyn, Wiedemann, Frank J., 1169 Tonawanda St., Buffalo, N. Y. Wikander, Elin, 350 Lincoln Pl., Brooklyn, a. oe Williams, Allan J., 691 Eggert Rd., Buffalo, N Williams, Della D., Grammar School, Mon- tour Falls, N. Y. Wilson, Helen, 60 Hancock St., Brooklyn, N. Y. Wingebach, Joseph F., Junior High School No. 109, 430 Dumont Ave., Brooklyn, N. Y. Wondergem, Henry E., Public School No. 27, Rochester, N. Y. Wood, Eva C., Public School No. 4, 35 Berkeley Pl., Brooklyn, Is Ee Woodbury, Nina A., 174 Pike St., Port Jervis, N. Wool, "kate L., 322 S. Geneva St., Ithaca, N. Y. Wright, Donald A, Tis &. Washington St., Carthage, N. Y. Wright, Mrs. oo J., 54 Elmwood Ave., Geneva, N. Wurth, i edolgh R., Roessleville School, Al- bany, N. Y. Yeager, Fern M., Nott School, Schenectady, N. NORTH CAROLINA Abbott, E. Rosa, 319 Lindsay St., Greensboro, « ©. Alexander, Hattie, 120 E. Morehead St., Char- lotte, N. C. Allen, Virginia C., 501 Kenworth Ter., Hick- ory, ° ner Sallie, Primary School, Elizabeth City, N. Beavers, Sallie L., 601 S. Duke St., Durham, N. C. Blair, Ada, Route 3, High Point, N. C. 630 ELEMENTARY ScHoot Princrpats Blair, Emma, 1818 S. Main St., High Point, N.C, Blankenship, Ursula, 1210 S. Boulevard, Char- lotte, N. C. a. Annie E., 328 E. Bank St., Salisbury, Bowling, Harry M., Elementary School, Spray, Charlotte, N. C. Boylan, Lucille, 17 Henley P1l., Charlotte, Brice, Ellen, 102 Addison Apt., Brown, Mrs. Eunice Sadler, 506 Beaumont Ave., Charlotte, N. Caldwell, A. B., 2364 Okalina Ave., Winston- Salem, N.C Carmichael, P. S., 506 East Ave., Charlotte, Carson, Q. M., 19 Soco St., Asheville, N. C. Clinard, W. B., Granville School, Winston- Salem, N. C. 106 W. Jones St., Raleigh, Conn, Emma D., N.C. Cummings, F. Russell, Rockford, N. C. Cutting, Mrs. Katie E., Elementary Principal, Hanes, N. C. Eaton, Fannie, 311 E. Fifth, Charlotte, N. C. English, Mildred, Asst. Supt. of Schools, Raleigh, N. C. Fields, Clyde, 739 N. Center, Statesville, N. C. Garrison, Reid, Derita, N. C. Harney, Hattie M., 300 W. Main St., Eliza- beth City, N. Hanson, Theodore, 320 N. 16th St., Grand Forks, N. Dak. Hartsell, Mrs. M. P., 315 Asheboro St., Greens- ro, Cc Hearne, Clara, Elementary Supervisor, Roa- noke Rapids, N. C. Helms. H. A., Lindley School, N. C. Hendrix, T., East and Skyland Schools, 1700 W. First St, Winston-Salem, N. Hester, Mrs. M. R., Dunn Elementary School, Dunn, N. C. Hethcox, — 320 E. Iredell Ave., Moores- ville, N. Hilker, R. J. Supt. of Schools, Asheboro, N. C. Hinson, Addie, 2107 E. Fifth St., Charlotte, N. C. Greensboro, —a* Scotia, 902 N. College, Kinston, uitioony, Maggie E., 411 Cleveland, Durham, N. C. Holman, Elizabeth F., 209 E. Morgan St., Raleigh, N. C. Irvin, Hunter, Charles B. Aycock School, Greensboro, N. Jamison, Florence, "904 W. Fourth St., Char- lotte, N. C. —. Mrs. R. F. J., Box 336, High Point, “te E. H., 303 N. Mendenhall St., Greens- ro McConnell, Thomas L., 116 W. Chestnut St., Asheville, N. C. McSorley, Mrs. Leona O’Neale, Simpson Street School, Greensboro, McSwain, E. T., Central Junior High School, Greensboro, N N. C. ae, Nell, 1002 W. Trade St., Charlotte, Merritt, Mrs. R. A., Hunter School, Greens- ro, N. C. Mest Sarah E., 150 Franklin St., Mt. Airy, Moser, Alice Waite, Elementary School, Weav- erville, N. C. Owen, Alma H., N. Paylor, Ivey, 1006 Johnson St., N.C Pickett, H. E., Route 7, Durham, N. C. Reid, Florence M., Box 299, Lexington, N. C. 114 First Ave., Lexington, High Point, Rutledge, Sarah B., Mulberry Street School, Statesville, N. C. Sherwood, Mrs. M. B., Raleigh, N. C. 214 E. Morgan St., Shields, James M., 2420 Maplewood Ave., Win. ston-Salem, N. Cc. Stafford, Susie F., 511 E. Davis St., Burling- ton, N. C. Strickland, 7 H., Clara J. Peck School, Greensboro, C. Wearn, Mrs. C. NaS 1803 Cleveland Ave., Char- lotte, N. C. Wharton, Vara, 709 Chestnut St., Greensboro, Whitmore, Mrs. W. H., School, Wilson, N. C. —. Gay, 706 Worthington Ave., Winstead, Clee, Winstead School, Wilson, N. C. NORTH DAKOTA - < - Soe M., Public School, Wimbledon, Burr, Elsie D., Lincoln School, Devils Lake, N. Dak. Eighth Ave., S., Margaret Hearne Charlotte, Carnine, Jennie M., 385 Fargo, N. Dak. Champine, Jennie L., Fargo, N. Dak. 388 Seventh Ave., S., Hanson, Signe, Jefferson School, 16th St., S Fargo, N. Dak. Hanson, Theodore, 320 N. 16th St., Grand Forks, N. Dak. Hartney, Eleanor M., 416 Eighth St., S., Fargo, N. Dak. Hicks, Mrs. Nellie A., McKinley School, Fargo, N. Dak. Hoag, Gertrude E., Woodrow Wilson School, Fargo, N. Dak. Lobben, Clara H., 902 Eighth St., , Fargo, N. Dak. McCaine, Adelaide M., 1302 Sixth St., S., Fargo, N. Dak. — Maude, Washington School, Fargo, N. ak. Olsen, Gustava, 1126 Fourth St., N., Fargo, N. Dak. Selke, Erich, Director, Teacher Training, State Teachers College, Mayville, N. Dak. Roosa, Annette, 323 Seventh St., Devils Lake, N. Dak. — Helmer, Supt. of Schools, Cogswell, N. ak. Walker, Mrs. Sadie A., 730 Ninth St., N., Fargo, N. Dak. OHIO Adamson, Belle, 116 Spring St., io. oS Mrs. Edna P., 25 N. 21st St., Allen, Cora F., 872 S. Champion Ave., Colum- Marietta, Columbus, bus, Altamer, Ww. H., College Hill School, Cincin- nati, Ohio. Anderson, Mrs. Stella, Wyoming Schooi, Wy- oming, Ohio. Andrew, Ellen B., Kilgour School, Herschel Ave., Cincinnati, Ohio. Andrew, William W., Supt. of Schools, Rocky River, Ohio. Antrim, Louise, 1412 W. 81st, Cleveland, Ohio. Arey, Essie, Windsor School, Cincinnati, Ohio. Armstrong, J. J., 715 Elm St., Youngstown, Ohio. Ash Beulah M., 2049 Cornell Rd., Cleveland, Baer, : Whittier School, Toledo, Ohio. Bailey, Enola, Gilles-Sweet School, Fairview Village, Bay Village, Ohio. Bechmann, Albertina, 12th District School, Eighth and Melvin Sts., Cincinnati, Ohio. Benedict, Myrtle L., 1236 Westlake Ave., Lake- wood, ‘Ohio. ing- 100], har- oro, irne tte, ion, ike, Tue Trento YEARBOOK 631 Betts, Mrs. Mary T., The Verona, Park Ave., Walnut Hills, Cincinnati, Ohio. Beverstock, Harriet, 17 N. Gamble St., Shelby, Ohio. Bevington, Rachel, 1463 Ridgewood Ave., Lakewood, Ohio. Biniewsky, Jennie, 1917 E. 75th St., Cleveland, Ohio Bishop, Matilda Foley, Ludlow School, Shaker Heights, Cleveland, Ohio. Bolenbaugh, George B., Fairview School, Cin- cinnati, Ohio. Bonfield, Q. Louise, 1208 Melbourne Rd., East Cleveland, Ohio. Bocker, Mrs. Winifred M., Parkland School, Toledo, Ohio. Bortle, Helen L., 480 E. Dunedin Rd., Colum- bus, Ohio Boyers, Lydia, 625 Arcadia Ave., Toledo, Ohio. Brabec, Corinne, 106 E. Hudson Ave., Dayton, Ohio. Brandt, Hazel M., 2636 Green Rd., South Euclid, Ohio. Brereton, Jane Lamb, 1420 Goodale Ave., Toledo, Ohio. Brett, Charlotte J.. Kinsman School, 7805 Kinsman Rd., Cleveland, Ohio. Brett, Helen K., Doan School, 1350 E. 105th, Cleveland, Ohio. Brookes, M. Emma. Miles School, E. 119th St. and Miles Ave., Cleveland, Ohio. Brooks, C. J., Kirby Road School, Cincinnati, Brown, Alice, 735 Linwood Ave., Youngstown, 0. Brown, Nell H., 111 Gerlaugh Ave., Dayton, Brown, W. Q., Kennedy-Silverton School, Cin- cinnati, Ohio. Buchsieb, Carrie J., Siebert School, Columbus, Ohio. Buettner, Dora, 1724 Clark Ave., Cleveland, Ohio. Burdge, Adelaide R., 214 Fallis Rd., Columbus, hi Ohio. . Burk, Ellice E., 7805 Franklin Ave., Cleve- land, Ohio. Bursk, J. W., Webster School, Findlay and Republic. Cincinnati, Ohio. Cain, Emily, Grant School, Lakewood, Ohio. Caldwell, Maud, 130 Rice St., Alliance, Ohio. Campbell, Bess M., Jefferson School, Toledo, Ohio. Campfield, Olive, 2712 Collingwood Ave., Toledo, Ohio. Carlisle, Effie, Roosevelt School, Toledo, Ohio. Carothers, Alice, 1475 Grace Ave., Lakewood, Ohio. Case, Mary E., 21540 Detroit Rd., Rocky River, Ohio. Cawrse, Emlen, Goldwood School, Rocky River, Ohio. Chamberlin, Ruth, 327 Newell St., Barberton, hio. Chapman, Howard, Strongsville, Ohio. Charters, Daisy L., The Lenox, Columbus, Ohio. Cheney, Olive T., Franklin School, Elyria, Ohio. Chidlaw, W. M., Sayler Park School, Cincin- nati, Ohio. Chinn, Mrs. Jean T., 17 Englewood Court, Toledo, Ohio. Cleland, Lillian A., 1728 E. 116th PI., Cleve- land, Ohio. — U. D., Evanston School, Cincinnati, io. Coffman, C. Louise, 8 Calvert Apts., Dayton, Ohio. Collins, J. M., Washington Township School, Lindsey, Ohio Cook, Selda, 5810 Clinton Ave., Cleveland, Ohio. Corlett, Bessie M., 8706 Tioga Ave., Cleveland, Ohio. Corris, E. I., E. Clark School, 885 E. 146th St., Cleveland, Ohio. Covey, Cora L., 110 Arch St., Akron, Ohio. Cox, Helena, 574 E. Market St., Warren, Ohio. Crane, H. L., Oakley School, Madison, Rd., Cincinnati, Ohio. Crocker, Zillah M., Walbridge School, Toledo, 10, os John, Madisonville School, Cincinnati, 10 —. Edith L., Hayes School, Lakewood, io DaHinden, Charlotte, 3033 Tuscarawas St., W., Canton, Ohio. Daly, Margaret, Roosevelt School, Cincin- nati, Ohio. — G. H., 4627 Glenshade Ave., Cincinnati, 10 Davis, H. E., Williams Avenue School, Nor- wood Qhio. Davis, Luther M., 644 Lincoln Ave., Cincin- nati, Ohio. Daykin, Mrs. Edna R., 1456 Holmden Ave., S. W.. Cleveland, Ohio. Deike, Vievea, 1309 W. 111th, Cleveland. Ohio. DeVanney, Eva M., E. J. Brown School, Day- ton. Ohio. — S. Grace, 1690 W. 31st Pl., Cleveland, io. Disher, L. L., 2364 Glenwood Ave., Toledo, Ohio. Ditto, Fannv, 1653 Woodland Ave., N. W., Canton. Ohio. Dolan, Edith A.. Mary Dill School, 74th St., Cincinnati, Ohio. Downine. Georgiana, 12709 Barrington, Cleve- land, Ohio. Downs, Wilbur B., North School, Martins Ferry. Ohio. Duffv, Fred H., 1616 Ridge Ave., Steuben- ville, Ohio. Durbin. Torene, Oak Street School, Youngs- town. Ohio. Dyer, W. C., 54 E. California Ave., Columbus, ~~ Mrs. Jennie B., 745 Brice Ave., Lima, roy G. C., McKinlev School. Eastern and Tennvson Ave., Cincinnati. Ohio. Etter, Ralvh A.. R. R. No. 13 Davton, Ohio. Evans, Flizabeth, Harding School, Youngs- town, Ohio. Ewan, Svlvia, Hichlands School, Eastern Ave., Cincinnati Ohio. ees, Mary, 1837 E. 79th St., Cleveland, io. Flessa, H. L., Taft School, Cincinnati, Ohio. Fortney, I.ura, 23rd District School, Vine and University, Cincinnati, Ohio. Fouts, Besse L., 115 N. Williams St., Dayton, Ohio. Fowler, Lena. 1815 Cleveland Ave., N. W., Canton, Ohio. Franz, G. E., 109 W. McMillan St., Cincin- nati, Ohio. Freeborn, Della E., Rozelle School, East Cleve- land, Ohio. bao Florence, 7338 Euclid Ave., Cleveland, io. Galvin, Sadie M., Washington School, Toledo, Ohio. Gericke, Meta, 3182 W. 14th St., Cleveland, Ohio. Gilmore, Katherine, 2130 Scottwood Ave., Toledo, Ohio. - Neonetta, 268 E. Voris St., Akron, io. Glenn, Fannie S., Michigan Avenue School, Columbus, Ohio. Graether, Mrs. Anna, 303 Belvedere Apts., Toledo, Ohio. a Elizabeth M., High School, Barber- ton, Greiner, Alice, 1017 Dorr St., Fremont, Ohio. 632 SLEMENTARY ScHuoon Princrpars Gressley, Mrs. Louise H., 924 Prospect Ave., Kirkendall, E. R., Navarre School, Toledo, Toledo, Ohio. Ohio. Griffith, R. I., 721 Walnut St., Martins Ferry, Kleinsmith, ° ae N., Madison School, Lake. Ohio. wood, Grimes, Ruth, 373 W. Glenaven Ave., Youngs- Kolb, inetine. 20860 Erie Rd., Rocky River town, Ohio. Cm. Maude, Jackson Hotel Annex, Fremont, io. Guthrie, Giles F., 220 Pratt St., Ravenna, Ohio. Guthrie, Glenn W., Garfield School, 13627 Christine Ave., Cleveland, Ohio. Hague, Edith McGrew, 1470 Fair Ave., Colum- bus, Ohio. Haldane, Jeannette A., Miles School, 11918 Miles Ave., Cleveland, Ohio. Hammond, L. Daisy, 111 Oakwood Ave., Oak- wood Village, Dayton, Ohio. Hamnett, Gertrude M., 1733 Crystal Ave., Findlay, Ohio. Hanselman, C. F., Westwood School, nati, Ohio. Harry, David P., Jr., Western Reserve Uni- versity, Cleveland, Ohio. Hart, Helen A., Chase School, Toledo, Ohi. Hartung, Gertrude R., 1211 Columbus Ave., Sandusky, Ohio. Hauer, John S., Cin- cinnati, Ohio. Heiser, Bess M., G. A. Lange School, 200 Dover St., Dayton, Ohio. Henschen, Laura H., 3444 Marvin Ave., Cleve- land, Ohio. Hess, Irene, Heights, Ohio. Hessler, Rayonette R., 4000 Washington Park Blvd., Cleveland, Ohio. Hilkey, Carrie B., 419 Grafton Ave., Dayton, Ohio. Cincin- Sixth District School, Cleveland Canterbury School, Ohio Hill, Edith. Clifton School, Cincinnati, Hill. Ella, Caledonia School, East Cleveland, Ohio. Hisev, Nora, 502 Scottwood Apts., Toledo, Ohio. Hitchings, Mrs. Mary, 1240 Thoreau Ave., Lakewood, Ohio. 3 Holmes, Jay William, Wilbur Wright Junior High School, Dayton, Ohio. Hommel, Emma L., 5 Parkview Apts., Ohio. Howlett, Mary E., 12752 Cedar Rd., Cleveland Heights, Ohio. Howser, Elma B., Ohio. Hoxter, Truman, 43 May Court, Chagrin Falls, 604 N. Fifth St., Steuben- Dayton, 325 Franklin St., Marion, Ohio Hukill, "Elizabeth J., ville. Ohio. Hull, Annie E., 404 W. Eighth Ave., bus, Ohio. Hutt, Martha K., 3437 W. 123rd St., Cleveland, Ohio. Colum- Jack, Mary E., Coventry School, Cleveland Heights, Ohio. Jahn, Anna M., 1222 Shorb Ave. N. W., Canton, Ohio. ee : Johnston, J. B., Oyler School, Cincinnati, Ohio. 2995 Scarborough Rd., Ohio. Johnston, Laura A., Cleveland Heights, Jones, H. A., E. S. Central School, Toledo, Ohio. Jones, Harriet M., 622 Moreley Ave., Akron, Ohio. Judd, Mrs. Anne D., 275 Lenappe Dr., Colum- bus, Ohio. or Harriet A., 51 Brighton Rd., Columbus, io. Kaefer, William, Chase School, Chase and Apple Sts., Cincinnati, Ohio. or Esther, 624 Fourth St., N. W., Canton, io. Kemper, Elisabeth R., Longfellow School, 245- 247 Salem Ave., Dayton, Ohio. —- Minnie L., 1242 Broadway St., Toledo, io. Branch, Cleveland, Ohio. Kolbe, Bertha M., Bolton Square Hotel, Cleve. land, Ohio. xoons, Stella I., 3304 Jefferson Ave., Cincin- nati, Ohio. Kopf, William H., 66 Eber Ave., Akron, Ohio. Kreher, Gertrude A., 15907 Whitcomb Rd., N. E., Cleveland, Ohio. — Nita E., 2708 Clark Ave., Cleveland, samen Ethel E., 1760 Bedford Rd., Colum- bus, Ohio. Lemon, Helen L., Caledonia School, East Cleve. land, Ohio. Logue, Leona W., Stewart Avenue School, Columbus, Ohio. a Adela M., 3432 E. 110th St., Cleveland, io. Loudon, Agnes V., Oxford School, 914 Oxford Rd., Cleveland Heights, Ohio. McA ‘too, W. Quinn, Supt. of Schools, Spencer, McClean, Grace M., Scottwood Apts., Ohio. Toledo, McCreery, Susie, Thoreau Park School, Brad- ley Ave. and 54th St., Cleveland, Ohio. McElroy, Flora L., 1284 Ramona Ave., Lake- wood, Ohio. McElvain, Margaret, 572 E. Rich St., Colum- bus, Ohio. McGuire, Gertrude H., Noble School, Ardoon t., Cleveland Heights, Ohio. MeMyler, Delia, 3431 Center Rd., Warrens- ville, Ohio. McVean, Etta M., 218 Park St., Akron, Ohio. Madden, Lillian, Bryan School, Akron, Ohio. Mantle, Nellie, Elementary School, Elyria, Ohio. Mapes, June. 2853 Parkwood, Toledo, Ohio. Marcellus, Jean, Glenwood School, Toledo, Ohio. Marker, Nettie E., Fulton School, Toledo, Ohio. — Jessica, "2229 Hollywood Ave., Toledo, hio Mayer. Mrs. Eva D., Franklin School, Lake- wood Ohio. Mead, Georgia E., 610 A St., Lorain, Ohio. Meador, Mildred, North Fairmount School, Cincinnati, Ohio. 1352 E. 85th St., Baltimore Ave., Meermans, Minnie, hio. Mercer, Elizaheth, Miller School, Akron, Ohio Miller, C. L., Garfield School, Cincinnati, Ohio. Miller, Mrs. Florence O., 1209 N. Main St., Dayton, Ohio. Miller, Lillian L., Cleveland, Boulevard School, Cleveland Heights, Ohio. Miller, W. Wilbur, 30 W. Norwich Ave., Co- lumbus, Ohio. Monce, U. L., Morgan School, Cincinnati, Ohio. Money, Ella B., 2904 Garden Ave., Cleveland, Ohio. —— Lulu M., 2002 Fernwood Ave., Toledo, Morsan, Edna, 2943 Berkshire Rd., Cleveland, io. Morgan, Sheldon, Columbus Street School, Ashtabula, Ohio. Moring, Bertha A., 2348 Barrington Rd., Toledo, Ohio. Moring, Ida M., 2348 Barrington Rd., Toledo, Ohio. Moss, Mrs. Amelia E., 1066 Mosher Rd., Wick- liffe, Ohio. names. Minnie M., 161 Warren St., Dayton, hio Myers, Mary E., 85 S. Adolph Ave., Akron, hio. oledo, Lake- River Cleve- incin- Ohio. Rd., land, »lum- leve. hool, land, ‘ford neer, ledo, rad- ake- lum- loon ens- thio. hio. ria, le edo, hio. edo, ike- >. ool, nd, nio. nio. St., ind Co- Tue Trento YEARBOOK 633 Nessle, Fannie B., 816 Nesslewood Ave., Toledo, Ohio. Newell, Lillian S., 890 E. 149th St., Cleveland, Ohio. O’Connor, Margaret A., Harrison School, Lakewood, Ohio. Oechsler, Hazel, Newbury School, Toledo, Ohio. Offerman, Kate M., Asst. Co. Supt. of Schools, Pemberville, Ohio. Ogilvy, Wallace S., 63 Grand St., Berea, Ohio. Ohlemacker, Helen E., 526 Hancock St., San- dusky, Ohio. Parker, Charles S., Horace Mann School, Cin- cinnati, Ohio. Parks, Mrs. Belle L., Superior School, East Cleveland, Ohio. Patton, O. M., Rothenberg Junior High School, Main St. and Clifton Ave., Cincinnati, Ohio. Peabody, Mrs. Ella, 567 Nebraska Ave., Tole- do, Ohio. Peaslee, L. D., Pleasant Ridge School, Cincin- nati, Ohio. Perrine, Jessie, The Scottwood, Toledo, Ohio. Peters, Edith C., 661 E. 123rd St., Cleveland, Ohio. Peters, Helen G., 511 Western Ave., Toledo, io. Pettit, Joseph E., Mayfair School, 14009 May- fair Ave., East Cleveland, Ohio. Phelps, Grace C., 88 Linwood Ave., Columbus, hio. Phillips, Mrs. Jane E., 46 Winner Ave., Co- lumbus, Ohio. Pinhard, Estella M., 3706 Library Ave., Cleve- land, Ohio. a Winifred, Irving School, Toledo, Ohio. Pluckebaum, Dorothy E., 1522 Ruth Ave., Cin- cinnati, Ohio. Price, Isabel. Webster School, Toledo, Ohio. Quirk, W. A., Guilford School, Cincinnati, Ohio. Ranft, Aleda V., 2846 Torrington Rd., Shaker Heights, Ohio. Rarey, Mrs. Margaret M., 379 S. Ohio Ave., Columbus, Ohio. Rebert, Ruth E., 194 Warren Ave., Youngs- town, Ohio. Reid, Mabel, 276 Chestnut Ave., N. E., Warren, io. Renfrow, O. W., Whittier School, Cincinnati, io. Reszke, Felix E., Sando School, Cincinnati, Ohio. Reynolds, Carolyn, Cherry School, Toledo, io. ——. Sadie, 3930 Berkeley Dr., Toledo, io. Riedel, L. R., 514 Adams St., Dayton, Ohio. Riely, Genevieve, Monroe School, Toledo, Ohio. Riniker, Amelia, 1615 Shorb Ave., N. W., Canton, Qhio. Risley, Gertrude, 1528 Westwood Ave., Lake- wood, Ohio. Ritterspaugh, Lina, 600 Fifth St., S. W., Can- ton, Ohio. Roemer, Edna, 601 Lincoln Ave., Toledo, Ohio. Rogers, Florence M.. McKinley School, 1351 W. Clifton Blvd., Lakewood, Ohio. Roling, Grace, 1559 Ridge St., Columbus, Ohio. Roseborough, Linna, 615 Bellflower Ave., S. W., Canton, Ohio. Rupel, Maude L., Van Cleve School, Forest Ave. and Helena St., Dayton, Ohio. Santrock, Nora, Rose School, Barberton, Ohio. Sawyer, E. M., Hyde Park School, Cincinnati, Ohio. Schlotman, R. C., Heberle School, Cincinnati, Ohio. Schroeder, Esther L., Raschig School, Park- way and Elm., Cincinnati, Ohio. ae he Albert, Cummins School, Cincinnati, io. Schuh, Belle, 2104 Brookdale Rd., Toledo, Ohio. aot, Belle Torrey, Fulton School, Columbus, io. Sellers, Mrs. Hazel B., 25 Adelford Ave., Akron, Ohio. Sharp, Lyda V., 615 Spring Ave., Steuben- ville, Ohio. Shuter, L. D., Eleventh Avenue School, Col- umbus, Ohio. Sidle, Myrtle, 201 Newton Ave., N. W., Can- ton, Ohio. Siehl, B. H., 1363 Myrtle Ave., Cincinnati, Ohio. Snow, Mrs. Sue D., 1103 Hawk St., Toledo, Ohio. Snyder, Belle, Myrtle Avenue School, Youngs- tewn, Ohio. Sohl, Charlotte E., 186 Stanford Rd., Berea, Ohio. Somerwill, Grace, 608 Mahoning Ave., N. W.., Warren, Ohio. Spence, A. Marie, 19315 Riverview Ave., Rocky River, Ohio. Sprague, Elizabeth Doan, 1890 E. 97th St., Cleveland, Ohio. Spuller, Minnie J., 219 E. Market St., Akron, Ohio. Stauffer, Daisy, 304 Irving Ave., Dayton, Ohio. . Stephens, Ada, 1328 W. Mound St., Columbus, Ohio. Stevens, Mrs. Avis Coultas, 16905 Delaware Ave., Lakewood, Ohio. Stewart, Ethelyn, 663 Parkwood Dr., Cleve- land, Ohio. Stewart, L. P., 3475 Morrison PI., Cincinnati, Ohio. Stewart, Martha A., 1777 Carlyon Rd., East Cleveland, Ohio. Stoneman, Mrs. Nora C., Broadview Road School, 2215 Oak Park Ave., Cleveland, Ohio. Storing, Julia H., 940 Oakland Ave., Akron, Ohio. Stough, Elizabeth, 2000 Cleveland Ave., N. W., Canton, Ohio. Streud, Winifred J., 5926 Pearl Rd., Cleveland, Ohio. Swope, Mary B., 841 Market, N., Canton, Ohio, Terrill, Maymie I., Green Road School, South Euclid, Ohio. Thomas, Lily M., 85 S. Cassaday Rd., Bexley, Columbus, Ohio. Thompson, Lou H., Fairwood School, Colum- bus, Ohio. Tidrick, Neva, 2915 Tuscarawas St., Canton, Ohio. ta Mabel, 3134 W. 25th St., Cleveland, io 7, Bessie, 1309 15th St., N. W., Canton, io. Turnbull, Lillian, 1609 Third St., N. E., Can- School, Toledo, Ohio. Van De Water, Myrtle, 224414 Maplewood Ave., Toledo, Ohio. Van Gorder, R. C., 504 Arden P1., Toledo, Ohio. Vermillion, Kenneth R., Chambers School, East Cleveland, Ohio. Wagner, Bess H., 11731 Mt. Overlook Ave., S. E., Cleveland, Ohio. es Helen, 1330 E. Broad St., Columbus, io. Wallace, C. Jeannette, 209 Hawker St., Day- ton, Ohio. Warnking, May, Columbian School, Avondale, Cincinnati, Ohio. Watts, M. P., Worley School, Canton, Ohio. Wells, Lucy B., 937 Steubenville Ave., Cam- bridge, Ohio. Whelan, Mary A., Miles Standish School, Cleveland, Ohio. White, Ethel S., Wayne School, Toledo, Ohio. 634 ELEMENTARY ScHoot PriINcIPAaLs Williams, Ann Carol, 743 Lake Dr., Youngs- town, Ohio. Williams, M. Iola, Firestone Park School, Akron, Ohio. Williams, Ruth E., Hearthstone School, Day- ton, Ohio. Williamson, Miriam, 17 Plumwood Rd., Day- ton, Ohio. Willis, Mabel, 2574 Monroe St., Toledo, Ohio. Willoughby, Mary, 244 W. Third Ave., Colum- bus, Ohio. ——— C. A., Avondale School, Cincinnati, io. Wilson, Isabel R., 110 Arch St., Akron, Ohio. Woodside, J. Barnes, Mentor Village School, Mentor, Ohio. bad oy Ida J., 544 W. Fourth St., Dayton, Wright, Nackie H., Charles Feilbach School, Toledo, Ohio. Yarrington, Ida, McKinley School, Toledo, io. Youtz, Madge, 201 Newton Ave., N. W., Can- ton, Ohio. Ziska, Agnes L., 3344 Meadowbrook Blvd., Cleveland, Ohio. OKLAHOMA ane. Harold V., 1139 N. Boston Ave., Tulsa, a. Benfer, Mabel C., 417 Osage Ave., Bartlesville, Okla Bishop, Lillian E., 622 McLish, Ardmore, Okla. Bogan, 7. ag Supt. of Consolidated Schools, Okay, O Condit, Philip M., 1608 N. Cincinnati St., Tulsa, Okla. Costley, C. E., 2713 N. W. 14th St., Oklahoma City, Okla. Couch, Mary D., 1130 N. W. Tenth St., Okla- homa City, Okla. Cushman, C. L., 400 N. Walnut Ave., Okla- homa City, Okla. Dale, Etta D., 505 S. Rock Island Ave., EI Reno, Okla. Daniels, W. W., 919 S. Price, Hominy, Okla. Denney. Ear! C., Franklin School, Tulsa, Okla. Dolan, L. B., Franklin School, 820 W. Cali- fornia, Oklahoma City, Okla. ~~ E.. 30 S. E. 34th, Oklahoma City, a. Evans, Roscoe C., Columbus School, R. F. D. No. 6, Oklahoma Citv, Okla. Fritzson, Edith L., Willard School, 1401 W. Second St., Oklahoma City, Okla. Frve, Dora Cox, 3200 N. Walker, Oklahoma City, Okla. Griggs, O. C., 43 N. Wheeling St., Tulsa, Okla. — William, 1020 S. Florence, Tulsa, a. Hackleman, G. L., 617 Trumbly Ave., Paw- huska, Okla. Harriss, Mrs. Esther H., Jefferson School, Muskogee, Okla. Harrod, Mrs. Howard, Central School, Holden- ville, Okla. Hunt, Shay, 814 N. Kickapoo St., Shawnee, Okla. Jester, C. L., Route No. 2, Tulsa, Okla. Jones, T. E.. Irving School. Muskogee, Okla. Knight, R. W., 2207 W. 40th St., Tulsa, Okla. — Ruth, Franklin School, Okmulgee, --* B. E., 1112 S. Quincey Ave., Tulsa, a R. Esther, Roosevelt School, Okmulgee, a. Love, Mrs. Anna Burks, 1122%4 W. 19th St., Oklahoma City, Okla. — © . C., Longfellow School, Muskogee, McCollum. R. E., 1427 N. Elwood, Tulsa, Okla. M-Cullouch, Mary E., 330 E. Fifth St., Okla- homa City, Okla. MeMillan, Ethel, Culbertson School, E. 12th and Everest, Oklahoma City, Okla. Magee, Maurice, 1115 S. Evanston St., Tulsa, Okla. Mason, C. C., Lanier School, Tulsa, Okla, Meyers-Smith, Levia, 1509 E. 14th St., Okla- homa City, Okla. Moore, A. I., 825 N. K St., Muskogee, Okla. Moore, Cecil, Supervisor of Grade Schools, Okmulgee, Okla. Moore, T. E., 3118 E. Fourth St., Tulsa, Okla. = Clyde H., Board of Education, Miami, kla. Pauly Frank R., Board of Education, Tulsa, Okla Pitts, Lena, Wilson School, Okmulgee, Okla — Leonard, Asst. Supt. of Schools, Tulsa, a. Pruett, Mrs. George, 708 N. Elm St., Ponca City, Okla. Reiff, C. om. Supt. of Schools, Muskogee, Okla. = * . L., Board of Education, Tulsa, Richards, J. re 1560 S. Yorktown, Tulsa, Okla. Setzepfandt, . O. EL, 1547 S. Delaware Pl. Tulsa, _ Shinn, Joy, Junior-Senior High School, Bar- tlesville, Okla. ——. Maggie E., 915 W. Randolph, Enid, a. Turner, John B., 609 S. W. 26th St., Okla- homa City, Okla. Walkup, Lydia, Emerson School, Okmulgee, Okla. wae. Isabel, 704 Jennings, Bartlesville, ] oO Watts, Winifred, Webster School, Okmulgee, Okla. Wood, Linnie, Box 984, Bristow, Okla. OREGON Ager, H. W., 1947 Hawthorne Ave., Portland, Oregon. Alexander, Mrs. Alevia, 410 E. 55th St., Port- land, Oregon. Annala, Evi, Principal of Grades, Oak Grove District, Hood River, Oregon. Baker, L. L., 1378 Tabor Court, Portland, Oregon. Baker, N. A., 343 E. 46th St., S., Portland, Oregon. Blackler, R. C., 220 N. Syracuse St., Portland, Oregon. Blandford, Mrs. Emma W., 360 E. 28th St., S.. Portland, Oregon. Blough, H. B., 321 E. 22nd St., Portland. Oregon Boyd. Charles H., 1239 Rodney Ave., Portland, Oregon. Bridges, Grace, 360 E. 23rd St., Portland, Oregon. Brown, Carolyn A., St. Francis Hotel, Port- land, Oregon. Brown, Elmer, 759 N. E. 27th St., Portland, Oregon. Buchanan, Mrs. B. M., 49514 Greenwood Ave., Portland, Oregon Campbell, A. A., 1163 Haight Ave., Portland, Oregon. Childers, J. M., 604 Rex Ave., Portland, Ore- gon. Clinkinbeard, Anna, Brando Apt., Marshfield, Oregon. Cooper, M. W., U. S. Boarding School, Warm Springs, Oregon. Cox, Ora, 1716 Crown Ave., Medford, Oregon. Cram, Arthur, 296 E. 28th St., N., Portland, Oregon. Craske, Fred H., Route 8, Box 425, Portland, Oregon. De Graff, Grace, 604 Sheffield Ave., Portland, Oregon. Dickson, W. A., 988 E. Ankeny St., Portland, Oregon. ee ee ee ee lo) lo» i: > ic 7c! , 12th Tulsa, la, Okla- Okla. hools, Okla. ‘iami, ‘ulsa, Ikla ‘ulsa, onca Ikla. ‘ulsa, Ikla. } Pi. Bar- enid, ’kla- igee, rille, zee, ind, ort- ~~ ee Tue Trento YEARBOOK 635 Dorman, Hugh B., 134 E. 55th St., Portland, Oregon. Downs, S. U., 592 Stanton St., Portland, Oregon. Falting, E. T., 865 Skidmore St., Portland, Oregon. Ferguson, C. E., 829 77th St., N. E., Portland, Oregon. Finnie, Mrs. Alice, Box 785, Marshfield, Ore- gon. Ford, he I., 573 E. 38th St., N., Portland, Oreg Freel, ‘A, “Oy 1042 Cleveland Ave., Portland, Oregon. Gary, T. J.. 89 E. 18th St., Portland, Oregon. Good, G. H., Edison School, Eugene, Oregon. Groshong, F. 'M., 595 E. 14th St., N., Port- land, Oregon. Hadley, E. J., 792% E. Salmon St., Portland, Oregon. Hall, E. S., 833 Military, Roseburg, Oregon. Hall, J. O., 1850 E. Main St., Portland, Ore- gon. Hanna, Mrs. Blanche E., 165 E. 55th St., Port- land, Oregon. Hays, O. W., 632 E. 29th St., N., Portland, Oregon. Hoskin, Elbert L., 243 E. Broadway, Portland, Oregon. Hughson, B. E., 222 W. Sumner St., Portland, Oregon. Jamison, G. E., 799 Haight Ave., Portland, Oregon. Johnson, Hugo N., 1321 Monroe St., Oregon City, Oregon. Kiggins. C. M., 353 E. 43rd St., Portland, Oregon Kirkham, Floy M., 430 W. 13th Ave., Eugene, Oregon. Kirkpatrick, T. D., 282 Bancroft Ave., Port- land, Oregon. Krohn, Robert, 311 E. 22nd St., Portland, Oregon. Lemon, Mrs. Mary E., Nortonia Hotel, Port- land, Oregon. Lewis, Charles E., 726 The Alameda, Port- land, Oregon. Lind, Ralph, 1007 S Oregon. . Princeton St., Portland, Maaske, R. J., 220 E. 28rd St., Portland, Oregon. Manley, Ida M., 89 E. 41st St., N., Portland, Oregon. Meidinger, William, Supt. of Schools, Dufur, Oregon. Miller, E. A., 1539 S. High St., Salem, Oregon. Miller, William M., 101 E. 22nd St., N., Port- land, Oregon. ; : Morgan, L. H., Sellwood School, Milwaukie, Oregon. — Lyle, Englewood School, Salem, Ore- Chesten, Dora D., 719 Hazel Ave., Hood River, Oregon. Oldham, H. D.. Box 311, Newberg, Oregon. Painter, W. C., 63 E. 45th St., Portland, Oregon. Parker, Augusta B., Fremont School, Klamath Falls, Oregon. Parker, William, 619 Rodney Ave., Portland, Or hen ©. E., 1235 E. Pine St., Portland, Oregon Pettevs. Ww. A., 4007 64th St., S. E., Portland, Orego Porter. Tinie, 1010 Jackson St., Oregon City, Oregon Pelee, A. J., 1575 E. Taylor St., Portland, Oregon. Reese, Lewis E.. Route 10, Milwaukie, Oregon. Rinearson, L. E., Gladstone, Oregon. Roberts, L. D., 910 Bryce Ave., Portland, Oregon. Roberts, Mrs. Will J., Box 606, Ontario, Oregon. Rush, Della, 103 Washington St., Pendleton, Oregon. — Ada R., 1062 Adams St., Eugene, re Smith, E. A., 6423 90th St., S. E., Portland, Oregon. Spencer, Cornelia, Portland Hotel, Portland, Oregon. Spooner, Julia, Holladay School, Portland, Oregon. Stafford, C. M., 1054 Killingsworth Ave., Portland, Oregon. Steele, Robert R., 69 E. 19th St., N., Portland, Oregon. Stermer, Henrietta, Reid School, Bend, Ore- gon. Strong, Clifford L., Route 2, Canby, Oregon. Swinney, Ruth, 435 Fowler St., Roseburg, Oregon. Tallman, H. C., 1681 Freemont St., Portland, Oregon. Tate, Roy M., 227 E. 52nd St., Portland, Oregon. Thaxter, B. A., 1062 Beuhla Vista Ter., Port- land, Oregon. Thelander, Ellyn, 1153 Woodstock Ave., Port- land, Oregon. Thomas, Mrs, Lillie D., 600 Maple St., Port- land, Oregon. Thompson, Anna, 484 E. 28rd St., N., Port- land, Oregon. Thompson, Cecil T., 309 E. 28th St., N., Port- land, Oregon. Wall, Kenneth B., Co. Supt. of Schools, Lake- view, Oregon. Watson, ee hw E., 898 E. Broadway, Port- land, Oreg Webb, Shatee | E., 746 E. Tenth St., Portland, Oregon. Wuest, Esther M., 1650 E. Yamhill St., Port- land, Oregon. Wyman, Paul H., 1215 Alameda Dr., Portland, Oregon. Zook, Carl S., Gregory Heights School, Port- land, Oregon. PENNSYLVANIA —. Anna D., 909 Northampton St., Easton, Allen. Lillie E., Bache School, 22nd and Brown Sts., Philadelphia, Pa. Alter, Lilian V., 7719 Abbott St., E. E., Pitts- burgh, Pa. Applegate, Florence W., Newmyer School, Swissvale, Pa. Askin, Bessie D., Madison School, Milwaukee and Orion Sts., Pittsburgh, Pa. Austin, Bertha C., 526 W. Third St., Erie, Pa. ae Harold, Girard College, Philadelphia, a. Bartine, Helen W., Ethan Allen School, Phila- delvhia, Pa. Beacham, Mabel, 1110 Potter St., Chester, Pa. Reard, Marv E., 610 Park Rd., Ambridge, Pa. Becker. os Lockhart School, Pitts- burch, Pa. Bedillion. J. C.. 113 Cherry Ave., Houston, Pa. Berlin, Nell, Chestnut Street School, Scott- dale, Pa. Berman, Samuel, William S. Peirce School, 24th and Christian Sts., Philadelphia, Pa. Best, Elizabeth M., 414 Richland Ave., Dravos- burg, Pa. Biswanger, Wilhelmina A., 1621 Harrison St., Philadelvhia, Pa. Rlake, Celia J., Liberty School, Ambridge, Pa. — Louise, 4837 Lytle St., Pittsburgh, a. Bowman, Calvin, 29 S. Linwood Ave., Crafton, a. Bradley. owe A, Delaware School, Palmer- ton, Breeze, Shey P., 325 N. Craig, Pittsburgh, Pa. 636 ELEMENTARY ScHoont PRINCIPALS Breitwieser, William, Columbus School, Irwin Ave., Pittsburgh, Pa. Brooks, Daniel A., 2221 N. College Ave., Phila- delphia, Pa. a ae Ella M., Kelly School, Wilkinsburg, a. Brunner, Frances C., R. D. 1, Box 67, Turtle Creek, Pa. Beating. Sarah L., McClean Ave., Cheswick, Byers, B. H., P. O. Box 38, Elizabeth, Pa. Cadigan, Margaret, 405 W. Front St., Oil City, Guaasen. Crissie E., 745 Chestnut St., In- diana, Pa. Caufield, Mary G., 143 N. Craig St., burgh, Pa. Chambers, Raymond L., Philadelphia, Pa. Chase, Marie S., Martha Washington School, Philadelphia, Pa. Chew, Samuel L., Northwest School, 15th and Race Sts., Philadelphia, Pa. Christie, Hazel E., Grant Street School, Oil City, Pa. Christy, Elizabeth E., 904 Allegheny St., Hol- lidaysburg, Pa. Pitts- 24 W. Logan St., Cleavenger, W. C., 1028 Steuben St., Pitts- burgh, Pa. Cober, E. W., 1419 Elm St., Wilkinsburg, Pa. Cochran, Fred J., 122 Park Ave., Du Bois, Pa. Collins, Bessie Eleanor, 4910 Larchwood Ave., Philadelphia, Pa. Conboy. Elizabeth, 11 Woodlawn Ave., Craf- ton, Pa. Coughlin, J. L., Columbus School, 17th and Poplar Sts., Erie, Pa. Cressman, Elmer W., 540 S. Melville St., Philadelphia, Pa. Creys, Lavina, Harding School, Erie, Pa. Cronk, May A., Union Sreet School, Wilkes- Barre, Pa. . Cross, Charles B., Wayne School, Erie, Pa. ee, M. Ella, Fulton School, Pittsburgh, Dale, Ralph B., 7 S. 52nd St., Philadelphia, ee. Mrs. Alice, Schuylkill Ave., Jef- fersonville, Pa. Dart, Iretta V., 750 E. Washington St., New Castle, Pa. : Daugherty, Maud, Hoffman Avenue School, Oil City, Pa. De Shong, W. W., 29 Park St., Crafton Branch, Pittsburgh, Pa. Dougherty, Laura U., 147 E. 26th St., Chester, a. Dunn, Etta A., 4112 Penn Ave., Pittsburgh, Pa. Eckard, Elizabeth T., Douglas Mott School, Edgemont and Huntington Sts., Philadel- phia, Pa. Edgar, Robert H., 531 Orchard Ave., Bellevue, Pa. Eissler, Louise, Birnely School, Ninth and Lindley Ave., Philadelphia, Pa. Emrey, Miles L.. Bryant School, 60th and Cedar Sts., Philadelphia, Pa. Enevoldsen, Anna E., 301 Oneida St., Sayre, Pa. English, Orlando H., 920 Maplewood Ave., Ambridge. Pa. Enterline, Myers, Turbotville, Pa. Erskine, Marv, Rose School, Pittsburgh, Pa. Euwer, Mrs. Ora, Clayton School, Pittsburgh, Pa. Evans, Abel J., 5215 Chester Ave., Philadel- phia, Pa. Fels, Maurice, Garden Court, 47th and Pine Sts., Philadelphia, Pa. Ferguson, J. F., R. D. 1, Camp Hill, Pa. Fink, Stanley F., Tyson-Schoener School, Reading, Pa. Fisher, W. J., 225 Shaw Ave., Lewistown, Pa. Flinn, May, 1025 McKean Ave., Donora, Pa. Fowles, Gertrude L., 1209 Wood St., Wilkins. burg, Pa. | ~ Ira M., 730 Center St., Bethle. em, a H. E., 1209 Herbert St., Philadelphia, “on Margaret A., Thomas Wightman School, Squirrel Hill Sta., Pittsburgh, Pa. Fromuth, Carl! L., 459 E. Walnut Lane, Ger. mantown, Philadelphia, Pa. Fugate, Edwin L., Jr., 329 W. Hansberry St., Philadelphia, Pa. Fugett, Joseph R., 120 E. Miner St., West Chester, Pa. Funk, M. ‘Estelle, ane School, Germantown, Philadelphia, a. Galter, Israel, 3133 W. Columbia Ave., Phila- delphia, Pa. Garver, Francis M., University of Pennsy]l- vania, 112 Bennett Hall, Philadelphia, Pa. Geedy, Calder B., 310 S., Brown St., Lewis- town, Pa. Gibbs, Mary S., 350 W. Duval St., German- town, Philadelphia, Pa. Gilland, Thomas M., Director of Training, State Teachers College, California, Pa, Glover, Emily R., 303 W. Norwegian St., Potts- ville, Pa. Graham, Lillian W., 733 Sherwood, Pitts- burgh, Grassmuck, Erna, State Teachers College, In- diana, Pa. Grine, Laura, 6520 Dalzell Pl., Pittsburgh, Pa. Grunizer, W. F., 159 Sell St., Johnstown, Pa. Gustafson, Mrs. Inez, Franklin School, Mun- hall, Pa Hagerty. Jean B., Robert Morris School, 26th and Thompson Sts., Philadelphia, Pa. Hacue, Rebecca A., Stowe School, Scranton, Pa. Hanlon. Beatrice, 121 Lenowee Ave., Mones- sen, Pa. Hardie. Jessie H., Shakespeare School, Pitts- burgh, Pa. Hargreaves. Earle S., 1110 Foulkrod St., Phila- delphia, Pa. = Adele L., 308 W. Fourth St., Oil City, Harrineton, Gerald F., 323 Green St., Scran- ton, Pa. Hart, Ida M., 5720 Thomas Ave., Philadel- Hart, John C., 538 Carey Ave., Wilkes-Barre, Pa. Haven, Jessie G., 316 State College, Pa. Heidinger, Blanche L., delphia, Pa. Hemphill, Elizabeth A., 308 Plaza Hall, Lans- downe, Pa. Henderson, R. H.. 369 S. Winehiddle Ave., East Liberty Sta., Pittsburgh, Pa. Hinkle. Thomas L., 328 W. First St., ton, Pa. —_. Alice, Fourth Ward School, Homestead, S. Atherton St., 315 Lemonte St., Phila- Hazle- Hollingshead. Mary W., 21 Elkinton Ave., Park PI., Chester, Pa. Homer, Francis E., 3526 N. 16th St., Phila- delphia, Pa. Hood, Mrs. Vivian P., 529 Turner Ave., Drexel Hill, Pa. Horan, Agnes M., Creighton School, Tabor Rd. and Foulkrod St., Horn, Arthur O., 2405 Banker St. Pa. Philadelphia, Pa. . McKeesport, Hurst, S. Grace, 234 Charlotte St., Lancaster, 540 Reno St.. Rochester, Pa. 2226 Seventh Ave., Beaver Irvin, Sarah E., Jackson, J. Roy, Falls, Pa. Jacobs, Emilie V., McClure School, Sixth and Hunting Park Ave., Philadelphia, Pa. Jay, Anne E., 1711 Kenneth Ave., Arnold, Pa. xe] bor ort, Pa. ver und Pa. T HE = ‘ENTH Y EARBOOK 637 ‘en, A. Bessie, 109 Wayne St., Warren, Pi Mrs. Ella D., 314 Harry St., Con- shohocken, Pa. Jones, Elizabeth G., 136 Parker St., Scranton, Pa. Jones, Mary F., Highland Park School, Upper Darby, Pa. Judge, Katherine M., 105 Wyllis St., Oil City, Pa. Keiper, Mary A., 414 Walnut St., Hollidays- burg, Pa. Kell, Jane F., 622 Linden Ave., York, Pa. Kemp, Grace K., 2020 S. 16th St. Philadelphia, P. a. Kendall. Amy Marion, Northeast School, Phila- delphia, Pa. Kerns, Morey V., 2526 S. Cleveland St., Phila- delphia, Pa -~ Mabel E., 400 N. Third St., Harrisburg, Kive, S. Elisabeth, Garrettford School, Drexel Knox, Maria Patton, Homewood Scho sol, Lang and Hamilton Aves, Pittsburgh, Pa. Hill, Pa. Knoch, E. H., 2825 Espy Ave., South Hills Sta., Pittsburgh, Pa. Kohne, Emma M., 5715 Elmer St., Pittsburgh, Pa. Kuhns, Isabel, 12 Colbert Ave., Oil City, Pa. Ladley, Mrs. Stella S., 3462 Perrysville Ave., N. S., Pittsburgh, Pa. Lafferty, Annie L., 6336 Jackson St., Pitts- burgh, Pa. Laing, Iva B., 1214 Macon Ave., Pittsburgh, Pa. Lang, Xina, 2633 Ingomar St., Pittsburgh, Pa. Laubach, Helen M., 613 Howard St., Williams- port. Pa. Law, Bertha V., 5318 Friendship Ave., Pitts- burgh, Pa. Lehman, F. A., 344 Louisa St., Williamsport, Pa. a, omenenne W., 205 E. Meade St., Philadel- phia, Pa. a. a A., 4 Market St., Glen Lyon, Leslie, R. G., 505 Moore Ave., New Castle, Pa. am Eva E., 829 N. 63rd St.., Philadelphia, a. Liveright, Alice K., 1208 N. Broad S ila- delphia, Pa. a Lynch, Catharine L., Keystone School, Upper Darby, Pa. Lytle, Annie, 745 N. Negley, Pittsburgh, Pa. McClure, Eliza, 1139 Piermont Ave., South Hills Sta., Pittsburgh, Pa. — Mary A., 11 Brushton Ave., Pitts- burgh, McCrea, } 106 W. First St.. Oil City, Pa. McCutcheon, Lyda B., 5822 Jackson, East Liberty Sta.. Pittsburgh, Pa. oe, Stella D., 112 Race St., Edgewood, MeBntee Bertha C., Washington Schcol, 4%th Pittsburgh. Pa. mm Baty Mrs. Julia L., 7 W. Front St., Oi! City, Pa. McKean, Annie. 907 Povlar St.. Erie, Pa. McLain, Helen L., 509 Harvard Ave., Swarth- more, Pa. McMichael, Mrs. Madge S., 12 Mifflin Apt., Butler, Pa. MeMillen, Clara F., 347 Atlantic Ave., Pitts- burgh, Pa. McMonigle, Michael E., 551 W. Broad St., Hazleton, Pa. MacFarlane, Isabel, 4144 Parkside Ave., Phila- delphia, Pa. MacLaren, Roland T., 685 Fourth Ave., Wil- liamsport, Pa. MacVeagh, Wayne, 1209 Stirling St., Coates- ville, Pa. “ee Anna B., 589 Baldwin St., Meadville, a. Mann, Adda May, Greenfield School, Hazel- wood, Pittsburgh, Pa. Maris, Mrs. Edith C., R. D. 2, Oil City, Pa. — Jane B., 733 Aiken Ave., Pittsburgh, a. Messersmith, J. M., 449 Franklin Ave., Pal- merton, Pa. Milholland, Maude E., Lincoln School, Pitts- burgh, Pa. Miller, Emma L., 544 W. Seventh St., Erie, Pa. Mitcheltree, Nannie L., Mahoning School, New Castle, Pa. Moore, J. F., Brookline School, Pittsburgh, Pa. Morley, Christine C.. C»rdington-Stonehurst School, Upper Darby, Pa. Morley, Sallie G., H. C. Lea School, 47th and Locust Sts., Philadelphia, Pa. Morrison, Dora, Tiona, Pa. Morse, Melvin, 4730 Homeland Blvd., Erie, Pa. Murphy, Lenore, 142 E. Third St.. Erie, Pa. Myers, C. Randall, R. F. D. 6, Butler, Pa. Myers. Edward T., 5143 Oakland St., Phila- delphia, Pa. Neill, John A., 420 Electric Ave., Lewistown, Pa. Nicholson, Byron E., 7 Say Ave., Craf- ton Sta., Pittsburgh. Noe, Elizabeth T., ao34 N. 16th St., Phila- delphia, Pa. —_ Mary E., Hancock School, Pittsburgh, O’Connor, Mary, Lincoln School, Erie, Pa. Orr. Marie H., 5755 Howe St., Pittsburgh, Pa. Orton, Robert E., 5312 Pine ‘St., West Phila- delphia, Pa. Parris, Thomas G., 723 Church Lane, Ger- mantown, Philadelphia, Pa. Patterson, Ollie T., Wickersham School, Car- son and 30th Sts., Pittsburgh, Pa. Patterson, Walter G., Junior High School, Donora, Pa. Pavne, Edna P., 324 South Ave., Wilkinsburg, P a. Phillips, Earle W., 1249 Freed Pl., Williams- port, Pa. Plante, Josephine. 1025 W. Third, Oil City, Pa. Porter David C., State Teachers College, Slip- pery Rock, Pa. Raup, Zura E., 128 Hepburn St.. Milton, Pa. Reisse, George B., 5366 Wingohocking Ter., Germantown, Philadelvhia, Pa. Rohson, William K., 6614 N. Seventh St., Philadelphia, Pa. Ross, Anna, 310 Washington Rd., Pittsburgh, Pa. Runk, Jeshua Paul, 923 Punta Gorda Ave., East MeKeesport. Pa. Russell, Margaret S., South Park an 1418 Versailles Ave., McKeesnort. Sacks, ape 4827 N. Tenth St., Philadel- phia, i § Senamiion, May M., 409 N. Fifth St., Reading, Pa. Schartune. Joserh A., 554 Dawson Ave., Belle- vue. Pittsburch, Pa. Scheel. Elizabeth A., 2013 Diamond St., Phila- delphia, Pa. Schrite, J. Ellsworth, 285 W. Greenwood Ave., Lansdowne, Pa. Scorer, Sadie Mae, Box 404, Homestead, Pa. Seegers, J. C., Dean of Men, Temple Univer- sity, Philadelphia, Pa. Seif, Louisa D.. 214 Gross St., Pittsburgh, Pa. Sharliv, Lou N., 5058 N. Eighth St., Phila- delphia, Pa. Sharpe, Mildred J., Quentin Roosevelt School, Mt. Oliver Sta., Pittsburgh, Pa. — C. C., 1512 Coursin St., McKeesport, a —* J. C., 574 East End Ave., Pittsburgh, Simpson, Ethel N. 4039 Chestnut St., Philadel- phia, Pa. Sloane. Mrs. E. J., Savoy Apt., 571 Coal St., Wilkinsburg, Pa. 638 ELeMentTARY ScHoot Princrpeats Slothower, Harry G., Paxtang Borough School, Harrisburg, Pa. Soffel, Catherine A., 16 Greenbush St., Pitts- burgh, Pa Spangler, Thomas B. F., Jr., 6108 N. Seventh St., Philadelphia, Pa. Sprague, Stella H., 53 Elm St., Bradford, Pa. Sproule, Marion K., Hamilton School, West Philadelphia, Pa. Stanley, Jane, 235 Oak St., Butler, Pa. Steadman, H. L., Perry School, Erie, Pa. Steinberg, David L., 5138 N. Fairhill St.. Philadelphia, Pa. Strine, Hazel R., 164 S. Front St., Milton, Pa. Sweitzer, Mae C., 204 Reed St., Oil Citv. Pa. Stevenson, Martha C., Harrity School, Phila- delphia, Pa Stewart, Mrs. Eva L., 104 Division St., Mt. Union, Pa. Stewart, Laura E., 123 E. Agnew Ave., Pitts- burgh, Pa Stiles, Gertrude M., 816 Ponlar St., Erie, Pa. Storey, Bernice L., 5728 Baum Blvd., Pitts- burgh. Pa. String, Robert C., 416 Green Lane, Philadel- phia, Pa. Tennis, Marcuerite, 38 N. Hardwcod Rd.. Upper Darby, Pa. Thomas, Alfred, Rockland Street School, Lan- easter, Pa. Thomas. Oscar D., 6160 Webster St., Philadel- vhia, Pa. Thompson. Edmund A., George W. Child: ae. 17th and Tasker St., Philadelphia. Thompson. Irene A., Halls Grove School, Pitts- burgh, Pa. Thomnsor. Rudolph W., 621 E. Tioga St.. Philadelphia, Pa. Thornlev, Mary, 5 Somerton Ave., Philadel- whia, Pa. Tolan, Aenes V.. 31 Main St.. New Boston. Pa. Trubv. Charlotte C., 839 Rebecca Ave., Wilk- inshurg. Pa. Tweed, Jean M., 5235 Wissahickon Ave., Philadelphia, Pa. Veith. Charles F., 7034 Marsden St., Philadel- vhia, Pa. Walker, Anna W., 5732 Spruce St.. Philadel- vhia, Pa. Walker, James, Jr., 6039 Washington Ave., Philadelvhia, Pa. Walters, Florence E., Wayne Grammar School, Wavne, Pa. Warshaw. Harry A., Randall Schoo!. Ninth and Bainbridee Sts.. Philadelphia, Pa. bet Ruth H., Lincoln School, Allentown. a. Werner, Ellis S., Shade Township Schools, Cairnbrook, Pa. Whitlow, Effie H., J. M. Logan School, Lydia St., Pittsburgh, Pa. een, Anna, 22 Arbor St., Pittsburgh, a. ee Edith E., 22 Arbor St., Pittsburgh, a. Willis, Minnie C.. Emerson School, 10th and Cascade, Erie, Pa. Wiltbank, Robert C., 6 Oak Lane, Upper Darby, Pa. Wolf, M. zene, 223 S. Pacific Ave., Pitts- burch, — p aa 3732 N. 19th St., Philadelphia, Wright. Louise B., 1516 Denniston Ave., Squir- rel Hil! Sta., Pittshurgh, Pa, Yerkes, Helen K., 4957 Rubicam Ave., Phila- delphia. Pa. se Frances, 514 S. 44th St., Philadelphia, a. Ziegler, Florence L., Schuylkill Ave Bldg., Reading, Pa. RHODE ISLAND Abbott, Charles H., Kenyon Street School, Providence, R. I. Bray, Marion B., 248 Webster Ave., Provi- dence, R. I. Cosgrove, Francesca, Montague Street School, Providence, R. I. Freeman, Edith G., 16 Arch St., Providence, R. I. Hazard, George Nathan, Warren Grammar School, Warren, R. I. House, Lucy W., 14 Euclid Ave., Providence, R. I Lyon, "Bessie C., 494 Lloyd Ave., Providence, Moss. Mildred E., 46 Eaton St., Providence, R. I. Spurr, E. Blanche, 20 Mary St., Central Falls, Tinkham, me L., R. F. D., Box 40, War- ren, R. Williams, = John Howland School, Provi- dence, 8 SOUTH CAROLINA Butler, H. H., Drawer A, Hartsville, S. C. Childs, Mrs. Arney R., 1330 Hagood Ave., Columbia, S. C. Crayton, Nan, 728 Holly St., Columbia, S. C. Davis, E. L., 1317 N. Main St., Anderson, S. C. Dukes, G. B., Park School, Greenville, S. C. Fogarty, Simon, 151 Moultrie St., Charleston, S.C Gaskin, Grover C., 209 Keowee Ave., Green- ville. S. C. Goforth, Preston C.. Mt. Pleasant Academy, Mt. Pleasant, S. C. Grice, George D., 29 Pitt St., Charleston, S. C. Haynes, C. B.. Suvervising Principal of Schools, Inman, S. Lanhan, S. A., Graded School, North Char- leston, S. Rovers, George Calvin, 190 Tradd St., Char- leston, S. C. a wan S. P., 2414 Cypress St., Columbia, . & Gicaiiins Henrv O., Jr., 9-A Rutledge Ave., Charleston, S. C. Weinheimer, C. A., James Simons School, Charleston, S. C. SOUTH DAKOTA Adams, Alda M., 705 12th St.. Rapid City, S. Dak. Adams, Ruhy M., Board of Education, Aber- deen, S. Dak. Anderson. Laura B., 106 S. Summit Ave., Sioux Falls, S. Dak Bach. B. Harrietta, | Lowell School, Sioux Falls, S. Dak. Beutel. Lucille, 220 Fourth St., N. E., Madison, Dak. Carpenter Harriet, Box 18. Aberdeen, S. Dat. NeKraay, Henrietta, Box 18, Aberdeen, S. Dak. Flanagan. Maude, 315 FE. Fourth Ave., Mitchell, S. Dak. Griffin, Ella M., 816 W. Ninth St., Sioux Falls, Dak. Haas. Grace, 1615 S. Minnesota Ave., Sioux Falls, S. Dak. Hamilton, Isabelle, 121 Galena St., Lead, S Dak. Hinricks, Grace A.., S. Dak. Johnston Mande E., 204 Dorian Apts., Aber- deen, S. Dak. Leistikow, L. M., 411 Sixth Ave., deen, S. Dak. Lindcey, J. C., Supt. of Schools, Mitchell, S. Dak. 223 K. C. St., Rapid City, S. E., Aber- enrTn mn on chool, Provi- chool, lence, mmar lence, lence, lence, Falls, War- >rovi- C. Ave., i S. C. re ston, reen- lemy, S. C. 1 of vhar- vhar- nbia, Ave., hool, \ve., alls, joux ity, ber- ber- S. Tue Trento YEARBOOK 639 Linter, Annamae, 712 W. 15th, Sioux Falls, S. Dak. Nelson, Laura V., Hawthorne School, Sioux Falls, S. Dak, Newkirk, Rachel, Bancroft School, Sioux Falls, S. Dak. Platt, Laura J., 512 Quincy, Rapid City, S. k. Da Rockafellow, Dorothy, 617 E. Fourth Ave., Mitchell, S. Dak. Sanger, Thora O., 315 E. Fourth Ave., Mitchell, S. Dak. Sell, Dora, 217 Blackstone, Sioux Falls, S. Dak. Souba, Amy, 201 N. Spring, Sioux Falls, S. Dak. Stapleton, Mrs. B. T., 503 S. Dakota Ave., Sioux Falls, S. Dak. Venoss, Mabel, General Beadle School, Sioux Falls, S. Dak. Wagner, Ruth, Whittier School, Mitchell, S. Dak. Welker, Jean, Irving School, Sioux Falls, S. Dak Wilhelm, Mrs. Lillian K., 503 W. Seventh St., Sioux Falls, S. Dak. TENNESSEE Bailey, Carrie, Caldwell Hotel, Paris, Tenn. Baker, Mrs. Martha, 2031 N. Broadway, Knox- ville, Tenn. Barr, Gertrude, 33 Elizabeth Apt., Chatta- nooga, Tenn. Bell, Nellie, Lookout Mountains, Chattanooga, Tenn. Burke, Lottie C., Riverside School, 176 Wis- consin St., Memphis, Tenn. Campbell, Edith L., South Side School, John- son City, Tenn. Carpenter, Clara E., 549 S. Crest Rd., Chat- tanooga, Tenn. Cartwright, Priscilla, 1135 Radcliff Pl., Memphis, Tenn. ‘ Cash, Laurie, 1678 Forrest Ave., Memphis, Tenn. Chenault, Robert N., Richard Hardy Memo- rial School, Richard City, Tenn. DeFriese, Ralph, Elm Hill School, Dunlap, enn. Dreyfus, Florence, 195 Angelus Pl., Memphis, Tenn. Ellison, Mrs. W. B., 607 Hillcrest Dr., John- son City, Tenn. Harrod, L. J., Junior High School, Elizabeth- ton, Tenn. Howard, Fan M., 1909 Chamberlain Ave., Chat- tanooga, Tenn. Kennedy, Mrs. Lula R., 804 W. Main Ave., Knoxville, Tenn. Landis, Mrs. Frances, 329 Buena Vista Pl., Memphis, Tenn. Lotspeich, Mrs. R. D., Pear Vista Dr., Chat- tanooga, Tenn. Loy, H. G., Corryton, Tenn. Lynk, W. A., 503 Alston Ave., Memphis, Tenn, Markey, Pearl, Cummings Avenue School, 1035 Cummings Ave., Memphis, Tenn. Melson, Inda, 848 Poplar, Memphis, Tenn. Pate, Florence, Lawler School, 2606 Univer- sity St., Memphis, Tenn. Powell, Mrs. Kathryn, 17 S. Rembert, Mem- phis, Tenn. Reilly, Alice, 250 Pasadena PI., Memphis, Tenn. Rhea, Lillian, Peabody School, 2086 Young Ave., Memphis, Tenn. Seal, Ada, 741 N. Third Ave., Knoxville, Tenn. Southall, Maycie, Associate Professor of Ele- mentary Education, George Peabody College for Teachers, Nashville, Tenn. Terry, Roy B., 1901 E. 35th St., Chattanooga, enn. Trotter, J. W., Moses School, Knoxville, Tenn. ag Elizabeth, Perkins School, Knoxvi.le, enn. Underwood, R. H., 720 Poshway Ave., Foun- tain City, Tenn. Walker, Mrs. Jennie D., ‘933 Troy Ave., Dyers- burg, Tenn. Welcker, Annette, 141 Gibbs Rd., Knoxville, Tenn. Yost, Mrs. Robert, 608 Park St., Bristol, Tenn. TEXAS Amerman, Nona L., 1408 E. Alabama, Hous- ton, Texas. Ammons, G. M., Caddo, Texas. Anderson, Nellie, 1212 Center Ave., Brown- wood, Texas. Arrington, Mrs. Empress, 3118 Douglas St., El Paso, Texas. Baskett, Mrs. Fannie, 2917 Douglas, Dallas, Texas. Baskin, Mildred, 724 Baltimore Ave., San An- tonio, Texas. Bastian, Mamie S., 812 Bell Ave., Houston, Texas. Bellamy, W. S., 801 Wcodlawn, Dallas, Texas. Bennett, John C., 2613 Eagle Ave., Houston, Texas. Berry, Esther, 1501 N. Sixth, Wichita Falls, Texas. Blanton, J. H., Hillcrest School No. 24, 109 Block W. Theo Ave., San Antonio, Texas. Boone, Mamie E., 132 E. 12th St., Dallas, Texas. Boyles, Reba S., 1201 Gray, Houston, Texas. Bright, J. B., 211 Forest Ave., Cleburne, Texas. Brightwell, Mamie, 605 W. Fifth St., Ft. Worth, Texas. Brown, Mrs. C. J., 2201 Chestnut St., Houston, Texas. Brownson, Catherine, Burleson School, El Paso, Texas. Buckmaster, Stella, 4924 Bryan, Dallas, Texas. 7° Harold, Cement City School, Dallas, exa Dusan, Kate, 1208 Scott Ave., Wichita Falls, Texas. Burke, Margaret E., 720 W. Poplar St., San Antonio, Texas. Bush, A. S., 1550 W. Magnolia, San Antonio, Texas. Campbell, Mrs. N. E., 929 E. Texas St., Deni- son, Texas. Caradine, Jane, Charlotte M. Allen School, Houston, Texas. Carpenter, Nette, School No. 4, San Antonio, Texas. Carraway. Alleen, 724 W. First Ave., Cor- sicana, Texas. Clifton, H. Lee, 112 Avenue F, Burkburnett, Texas. Cochrane, Mrs. M. A., School No. 15, Gervers St., San Antonio, Texas. Daniel, Maud, Route 3, Box 50, Waco, Texas. Darrow, Harriet, 822 N. 15th, Waco, Texas. Davis, Eva Margaret, River Oaks Elementary School, Houston, Texas. Davis, J. M., 2945 Seventh St., Port Arthur, Texas. Davis, W. L., Texas. DeChaumes, Helen C., 2203 San Jacinto St., Houston, Texas. DeWees, W. O., 2412 Lipscomb St., Ft. Worth, 1504 Dowling St., Houston, Texas. Dilworth, Bettie, 1310 11th St., Wichita Falls, Texas. Dirickson, S. W., 1109 Milford St., Houston, Texas. Donner, Arvin N., 325 DeQueen Blvd., Port Arthur, Texas. = Douglass. Mrs. Louise Wotipka, 1918 Rose- wood, Houston, Texas. Eddins, A. W., 400 Kirk Pl., San Antonio, Texas. 640 ELEMENTARY ScHoot Princreats Evans, W. P., 1007 Oakland St., Plainview, Texas. Fisher, G. N., 1012 Annis St., Ft. Worth, Texas. Gary, R. W., Edwards School, P. O. Box 305, Beaumont, Texas. Gideon, S. E., 1906 Bennett, Dallas, Texas. Gieseke, Mrs. Ellen S., Route 3, Box 17, Hous- ton, Texas. Glasgow, B. W., 2719% Texas. Glass, Nina B., Sanger Avenue School, Waco, Texas. Godbey, C. E., 221 W. 19th St., Houston, Texas. Gohmert. Emile G., 303 W. Locust St., San Antonio, Texas. Gorbutt, Catherine, 208 Montana St., El Paso, Texas. Grady, Margaret, 109 S. Crawford, Dallas, Texas. Grafton, E. G., 3916 Worth St., Dallas, Texas. Greer, Loula, 951 Washington Blvd., Beau- mont, Texas. Grimes, Cullen, Route 2, Box 103, Mineral ells, Texas. Grizzard, Mabel Youree, 711 W. Main St., Waxahachie, Texas. Hamilton, W. A., 128 W. Brooklyn, Dallas, Texas. Harris, J. F.. J. S. Bradfield School, High- land Park Independent School Dist., Dallas, Texas. Harvey, A. D., Box 201, Kingsville, Texas. Hendricks, Jake J., Supt. of Schools, Kerens, Texas. Herring, L. R., Box 436, Tyler. Texas. Higgins, Annie, 1520 W. Travis St., San An- tonio, Texas. Higgins, Gertrude, 1015 N. Florence St., El Paso, Texas. Hilbun, T. J., French Grade School, Beaumont, Texas. Hirsch, Herman, 111 E. Locust St., San An- tonio, Texas. Hobby, Louise, 2245 Neches St., Texas. Hoffman, H. G., 3223 Avenue H., Ft. Worth, Texas. Hood, John H., Charles Eliot Elementary School, Rouse and Laredo, Houston, Texas. Howard, Mrs. Lily, 700 Upson Ave., El Paso, Texas. Huff, Z. T.. Box 622, Plainview, Texas. Jackson, Ethel, Wolflin School, Amarillo, ‘exas, Jacobs, R. C. T., 915 Parkview Ave., Dallas, Texas. Jarrott, R. A., 1707 Ninth St., Wichita Falls, Texas. Jewell, Frances, 2632 Jeffries. Dallas, Texas. Johnson, Mrs. Emrie, 1919 E. Houston St., San Antonio, Texas. Jones, Mabel, Austin School, Port Arthur, Texas. Jones, Ruby, 927 N. 17th St., Waco, Texas. Jordan, Roland C., Box 596, Texas Citv, Texas. Jordt, = sta 320 Maverick St., San An- tonio, Texas Kelly, J. F., “631 N. Van Buren St., Dallas, Texas. ~ Kirk, J. W., 509 E. Jefferson, Dallas, Texas. Kuykendall, Jeffie, Cleburne, Texas. Lamb, H. L., 1541 W. Ninth, Texarkana, Texas. Lantrip, Dora B., 4525 McKinney Ave., Hous- ton, Texas. Lipscomb, Mrs. Virginia, 703 Lipscomb, Dallas, Texas. Lloyd, Jessica, 515 College Ave., Ft. Worth, Texas. Lloyd, S. M., 6126 Goliad, Dallas, Texas. Lyle, J. W., 5217 Jackson St., Houston, Texas. McCorkle, Nelle, 5017 Gaston, Dallas, Texas. McFarland, Adaline, 1313 Castle Court Blvd., Houston, Texas. Fairmount, Dallas, Beaumont, MeNeill, Elizabeth, 725 Ogden St,. San An. tonio, Texas. MacMunn, Fannie, 723 Seventh St., Beau. mont, Texas. Maddox, Ellen, 906 Rio Grande St., Austin, Texas. Martin, Howard H., 5020 Victor, Dallas, Texas, Mathis, F. M.. 212 W. Minnie St., Tyler, Texas, Matthews, Elbert, Box 862, Graham, Texas, May, R. W., 451 E. Mitchell St., San An. tonio, Texas. Meek, Mrs. Florence A., 3735 Fifth St., Port Arthur, Texas. Meislahn, Marie, 303 W. 37th St., Texas. Melear, Grace, 1618 N. 15th St., Waco, Texas. Miles, M. I., 525 S. Willomet, Dallas. Texas. Mitchell, Q. B., 947 Culebra Ave., San Antonio, Texas. Morris, C. W., 3420 University Blvd., Dallas, Texas. Morris, Meman H., 4127 Travis, Dallas, Texas. Morse, Mrs. Alberta H., 901 Upson Ave., El Paso, Texas. Muldrow, Alice, 406 N. Edgefield, Dallas, Texas. Muse, E. W., 124 N. Edgefield, Dallas, Texas. Namendorf, Lavina, 1508 Kane St., Houston, Texas. Neal, Elma A., 510 E. Dewey PIl., San An- tonio, Texas. Newby, W. B., Box 545, Temple, Texas. Newman, Mrs. Virginia, 701 E. Brockett St., Sherman, Texas. Odom, I. N.. 1429 'S. Eighth St., Waco, Texas. Ogier, W. C., Box 2274, Dallas, Texas. Parker, Lulu, 1420 W. Humbolt St., Ft. Worth, Texas. Patterson, Mrs. Mamie L., 514 W. Missouri St., El Paso, Texas. Payne, Mrs. Eunice R., 211 W. Rio Grande St., El Paso, Texas. Perkins, J. C., 7220 Satsuma, Houston, Texas, Perry, Mrs. William A., 2237 North St., Beaumont, Texas. Phillips, Lillian, Box 1428, El Paso, Texas. Pinkston, Eva G., 5652 Belmont Ave., Dallas, Texas. ¥ Preston, Eleanor, 1215 N. Brown, El Paso, Texas. Pugh, L. L., 1830 Palm St., Houston, Texas. Rice, Klifford, 903 Octavia St., El Paso, Texas. Riddle, Marie Sue, 514 N. 15th St., Waco, Texas. Robinson, W. J., 3923 Hueco, El Paso, Texas. Roebuck, R. C., Franklin School, Houston, Texas. Schaper, Mamie E., 1903 Columbus Ave., Waco, Texas. Sparra, Annie. 517 Penelone St., Belton, Texas. Standish, Ella, 3320 Broadway, Houston, Texas. Stewart, Bessie L., 1100 Travis, Wichita Falls, Texas. Stewart, Mrs. Ema O'Dell, 506 Lovett Blvd., Houston, Texas. Stone, Grace, 1600 Summit Ave., Waco, Texas. ~~ Mrs. Amy E., 1833 Garrett, Dallas, Texa Stubbs. “Clara M., 4309 Avenue D, Austin, Texas. Swann, Alicia, 2931 Aurora, El Paso, Texas. Swindells, Minnie, 625 Woodlawn, Dallas, Texas. Tarlton, O. A., 2923 Travis Ave., Ft Texas. Tatum, Robert T., 711 Poplar St., Beaumont, Texas. Taylor, Nell, 1411 Montana St., El Paso, Texas. Temple, Mrs. I. M. S., J, Galveston, Texas. Thomas, Lilla, 1114 N. Campbell St., El Paso, Texas Shen Carl, 5929 Hudson, Dallas, Texas. Austin, . Worth, Crockett School, 1301 = 3s ss s an An- Beau- Austin, Texas, Texas, Texas, in An- » Port Austin, Texas. Texas. ntonio, Dallas, Texas, ve., El Dallas, Texas, uston, n An- tt St., Texas. Vorth, ssouri rande Texas, » St, oxas. allas, Paso, ‘exas. ‘exas. Waco, ‘exas, iston, Naco, 'exas. iston, Falls, 3ivd., exas, allas, istin, exas, allas, orth, THe TenruH YxARBOOK 641 Uhr, Adolph, 932 Burnett St., San Antonio, Texas. Waggaman, Leuise, 2218 Caroline, Houston, Texas. Whatley, C. A., 6283 La Vista Dr., Dallas, Texas. Whitfield, Mary J., 215 N. Magdalen St., San Angelo, Texas. Whittlesey, James T., 317 S. Marsalis Ave., Dallas, Texas. Wilson, Mrs. W. F., 215 Hawthorne Ave., Houston, Texas. Wolfe, J. B., 1505 Lorraine St., Texas. Woods, W. D., 1134 Montreal, Dallas, Texas. Wright, Mrs. Edith D., Hawthorne School, Houston Ave. and Bingham, Houston, Texas. Houston, UTAH Anderson, Lois, Columbus School, Salt Luke City, Utah. Arnesen, Arthur E., 513 N. Tenth, W., Salt Lake City, Utah. Bond, Elizabeth, Washington School, Salt Lake City, Utah. Brewer, Eva M., 1838 S. 15th E., Salt Lake City, Utah. Bridgland, L. A., Lake City, Utah. Brown, Florence .G., 9 Robins Apt., Utah. Burch, Charlotte, University of Utah Campus, Salt Lake City, Utah. Craven, Ina E., Box 112, Ogden, Utah. Driggs, Joseph B., 2142 S. State St., Salt Lake City, Utah. Ferris, Olive, 813 Belvedere Apts., Salt Lake City, Utah. Fitzgerald, Gertrude, Box 112, Ogden, Utah. Folsom, H. B., Webster School, Salt Lake City, 1348 Princeton Ave., Salt Ogden, Utah. Forrester, Katherine S., 650 S. 13th E., Salt Lake City, Utah. Fraser, E. W., 1864 S. State St., Salt Lake City, Utah. Garff. H. N., 1071 S. W. Temple St., ‘Salt Lake City, Utah. — J. J., 1550 Yale Ave., Salt Lake City, tah. Keele, Charles H., Emerson School, 1337 Mc- Clelland St., Salt Lake City, ae Kelsey, Ella, 609 South Eighth W ., Salt Lake Kendell, Edith E., Longfellow School, Salt Lake City, Uta Layton, Bey Lowell School, Salt Lake City, Utah. Light, Edith M., 9 Robins Apt., Ogden, Utah. McCoy, Mrs. Evelyn R.. Wasatch School, 1115 E, South Temple, Sait Lake City, Utah. Martin, Almira M. D., 11 Fairview Apts., Ogden, Utah. Morgan, Margaret E., 1092 S. Third E., Salt Lake City, Utah. Morris, Zeta, 223 W. North Temple, Salt Lake City, Utah. Peirce, M. June, Box 566, Ogden, Utah. Pendleton, Della, 928 E. 21st S., Salt Lake City, Utah. Poulson, Frank G., 1452 E. 27th S., Salt Lake City, Utah. Poulson, Fred N., Hawthorne School, 163° S. Seventh E., Salt Lake City, Utah. Poulson, Merritt Lee, Public School, Scipio, Prosser. W. D., 627 S. First W., Salt Lake Reid, E. T., Supt. South Sanpete School Dis- trict, Manti, Sorrenson, Vio, 716 S. Fifth E., Salt Lake City, Utah. Roosevelt Junior High Salt Lake City, Stearns, Harold J., School, 843 Lincoln St., Utah. Steele, Jesse F., Tooele, Utah. Stewart, I. Daniel, 740 E. Third S., Salt Lake City, Utah. Strate, Fred C., Parker School, Provo, Utah. Whelan, Lillian, 809 W. Second S., Salt Lake City, Utah. Young, Sara H., City, Utah. Ensign School, Sait Lake VERMONT Cannon, Mary E., 94 Forest St., Rutland, Vt. Donnelly, May I., 323 Pearl St., Burlington, Vt. Hoyt, Margaret S., Longfellow School, Rut- i, Vt. Jones, Ruth, 207 S. Winooski Ave., Burling- ton, Vt. Sargent, William A., 15 North St. Extension, Rutland, Vt. VIRGINIA Adams, Lena, Route 1, Richmond, Va. Bleight, W. Carter, Chimborazo School, Rich- mond, Va. Bousman, Nellie, Public School, Sandston, Va. Brewbaker, J. J., 418 Westover Ave., Nor- folk, Va. Brimmer, Rose L., Public Schools, Schoofield, Va Britt, John C., R. F. D. 1, Box 275, Norfolk, Va, Bryant, Alice G., Hampton Institute, Hamp- ton, Va. Burnley, Carrie C., 920 E. High St., Charlottes- ville, Va. Dinwiddie, Sarah, Mitchells, Va. 1212 Floyd St., l'raine, Mrs. H. S., Lynch- burg, Va. Gish, Elizabeth, 2450 Rivermont Ave., Lynch- burg, Va. Givens, C. B., Helen Dickinson School, 21st and T Sts. Richmond, Va. Goodwin, Mary A, T22 W. 42nd St., Rich- mond, Va. Grady, Mrs. Myrtle P., 1020 N. Main St., Danville, Va. Greenwood, W. M., Jr., Machipongo School, Machipongo, Va. Grubb, Elizabeth M., Norfolk, Va. Harvey, M. Lizzie, 1419 Early St., Lynchburg, 937 Harrington Ave., Va. Harrell, W. L., Larchmont School, Norfolk, a. Harrison, pene. 408 N. Belmont Ave., Rich- mond, Hobbs, beanie D., George Washington School, Newport News, Va. Johnson, Lillian M., 404 Chestnut St., Nor- folk, Va. Joynes, Mrs. Edith B., 410 W. 14th St., Nor- folk, Va. Kyle, Roy E., 120 Willard Ave., Phoebus, Va. Lawson, Lena, 906 Campbell Ave., S. W., Roa- noke, Va. Lewis, Mrs. Virginia S., B Village School, Hopewell, Va. Lohman, Mrs. Florence Minor, 425 N. 31st St., Richmond, . Malloy, Mary L., R. E. Lee School, Peters- burg, Va. Massey, Mabel C., 441 Greenwood Rd., Roa- noke, Va. Moran, Sarepta A., Registrar’s Office, Uni- versity of Virginia, University, Va. Murfee, Vida, D. M. Brown School, Peters- burg, Va. Norris, Forbes H., R. E. Lee School, Rich- mond, Va. Petrescu, Mrs. Edna Eighmey, John Kerr School, Winchester, Va. ELEMENTARY ScHoot PRINCLPALS 642 — Ethel, A. P. Hill School, Petersburg, a. Robertson, A. Zuleime, Nathaniel Bacon School, Richmond, Va. Scott, Katherine K., 2200 Ingram Ave., Rich- mond, Va. Scott, Lannie V., 239 S. Adams St., Peters- burg, Va. Sinclair, Ida E., 128 Locust St., Hampton, Sinclair, gpnaea L., City Point Inn, Hope- well, Snead, Senet W., 236 Boston Ave., Lynchburg, Box 404, 86 Main St., Richmond, Va. Stowitts, E. Voorhees, Hilton Village, Va. . J. T., Buchanan School, Walton, Mrs. Lily F., Danville, Va. Wheatley, C. S., Robert E. 216 Mt. Vernon Ave., Lee School, Dan- ville, Va. Wray, Charlotte D., 1701 Park Ave., Rich- mond, Va. WASHINGTON Ailey, Maude N., S. 224 Thor St., Spokane, Wash ash. Allen, Nell B., Box 35, Allen, Zella E., Magnolia School, W. McGraw, Seattle, Wash. Hoquiam, Wash. 28th W. and Bailor, W. F., School District No. 228, Ona- laska, Was — William A., 2712 33rd Ave., S., Seattle, Centralia, Beardsley, A. R., 217 N. King St., Wash. Benson, Mary Lou, W. 1219 Ninth Ave., Spo- kane, Wash. Bowman, Maud, Adams School, Yakima, Wash. Bowsher, Arthur E., Roeder Junior High School, Bellingham, Wash. Boyington, Jo Mae, 1115 W. Tenth Ave., Spokane, Wash. Bradley, Florence, Lincoln School, W. 25 Third Ave., Spokane, Wash. Bristol, Wade H., 3110 Farragut St., Bremer- ton, Wash. Budde, Charles A., Lawton School, 32nd N. F. and E. 94th, Seattle, Wash. Cassidy, H. A., Alki School, Seattle. Wash. Copeland, Eunice D., Fairview School, Seattle, Wash. Cummings, 1314 ash. Dansingburg, Eva, 1417 Tenth Ave., W., Seat- tle, Wash. Davis, W. M., Supt. of Schools, College Place, Wash. Dimmitt, A. W., 426 Cedar St.. Renton, Wash. Rena, Marion St., Seattle, Dimmitt, Beniah, Brighton School, Seattle, Wash. Drake, Pauline, Parsons Hotel, Spokane. Was Durham, M. E., Leschi School, Seattle, Wash. Elder, R. W., 5226 11th N. E., Seattle, Wash. Ellert, W. H.. Warren Avenue School, Seattle, Wash. Ellison, H. B., Junior High School, Wenatchee, ash, Erickson, Emma S., State Normal School, Bel- lingham, Wash. Evans, E. H., Lincoln School, Everett, Wash. Fagan, Charles, Cascade School, Pontius and Thomas Sts., Seattle, Wash. Farnsworth, Mabel V., 738 Park Pl., Wash. Farrar, Frank, 4703 11th N. E., Seattle, Wash. Fitzgerald, Marie, W. 1411 Ninth Ave., Spo- kane, Wash. Forbes, Elizabeth, Box 652, Forsyth, Lydia E., Dunlap School, Wash. Spokane, Camas, Wash. Seattle, Fowler, I. A., Wash. Freemyer, Mrs. Irene, 624 Shoshone St., Pasco, Wash. Gorow, George F., Lincoln School, 16th and K Sts., Tacoma, Wash. Glover, O. K., 1811 Shelby St., Seattle, Wash. Guthrie, Viletta H., Stevens School, 418 Fifth St., Wenatchee, Wash. Hambert. Nona C., 1216 W. 13th Ave., Spo- kane, Wash. Hanawalt, P. B., School District No. 3, Puyal. lup, Was 514 Second Ave., Aberdeen, eee. Orlando M., 467 Boston St., Seattle, as Hart, Emma C., 1205 Spring St., Seattle, Wash. Heaton, O. E., Logan School, Spokane, Wash. Heller, Anna E., 1803 W. Second Ave., Spo- kane, Wash. Henderson, Frank D., 6529 19th N. E., Seattle, ash. Henderson, Grace Clara, 3938 Corliss Ave., Seattle, Wash. a se Dora S., Montlake School, Seattle, ash. Holt, Mrs. Flora M., Washington School, Auburn, Wash. Horrall, Pansy, Jefferson School, 36th and Grand Ave., Spokane, Wash. Hubbard, Alice, 400 W. 11th St., Vancouver, Wash. : Johnson, Elsie Marian, couver, Wash. 3214 Broadway, Van- Kelly, L. Maxine, 326 Queen Anne Ave., Seat- tle, Wash. King, William A., B. F. Day School, Seattle, Wash. Knaack, R. H., Bemiss School, Bridgeport and Stone, Spokane, Wash. Knoff, Elisa C., 115 S. Franklin Ave., Wenat- chee, Wash. Knutson, K. J., T. T. Minor School, Seattle, Wash. Kryger, Chris, Jr., 207 Birchway Apts., Walla Walla, Wash. Lacy, Susan M., 1110 25th Ave., Spokane, ash. Langley, Rosa A., Sheridan School, Fifth and Freya, Spokane, Wash. Larrabee, Emma D., F. A. McDonald School, Latona Ave. and E. 54th, Seattle, Wash. Lockwood, Jessie M., John ‘Muir School, 33rd S. and Horton Sts., Seattle, Wash. Lowman, J. Guy, Whittier School, 5703 Pala- tine Ave.. Seattle, Wash. McClincy, Eleanor, E. 1116 Fifth Ave., Spo- kane, Wash. =: Worth, Seattle, Wash. McGrath, Margaret, Crest Hotel, Wash. Mcllravy, Frank D., Gatewood School, Seattle, Supt. of Schools, Spokane, ash. McKeehan, Charles F., 6225 Woodlawn, Seat- tle, Wash. McKenzie, Clara E., Waldorf Hotel, Seattle, Wash. “ee Ada E., S. 109 Wall St., ash. Mackintosh, John J., Webster School, Seattle Wash. Macomber, C. W., Grant School, Ivory, Spokane, ‘Was Mader, Clara E., 1110 E. Fifth Ave., ash. seem. Ada J., 942 27th Ave.. Seattle, Wash. Spokane, Tenth and Spokane, Marshall, Walter C., 5608 12th Ave., N. E., Seattle, Wash. Martin. Sarah A., 1921 C St., Vancouver, Wash. Matheson, Anna May, Emerson School, Seattle, ash. Mattern, H. V., 6021 34th, N. E., Seattle, Wash. es, berdeen, » Pasco, 1 and K , Wash, 8 Fifth 2., Spo- Puyal. Seattle, Seattle, Wash. -» Spo- Seattle, | Ave., seattle, School, h and ouver, Van- Seat- eattle, ‘t and Tenat- attle, Walla kane, 1 and ‘hool, sh. 33rd Pala- Spo- attle, cane, ittle, seat- ttle, ane, ttle, and ane, ash. ver, ttle, tle, Tur Tenru YEARBOOK 643 Melvin, Belle, 1221 Colby Ave., Everett, Wash. Mercer, Freeman J., Lake Burien School, Seattle, Wash. Meyer, Florence L., Spokane, Wash. Meyers, George L., Indian Boarding School, Tulalip. Wash. Minnig, Etta, Van Asselt School, Seattle, Wash. Moffett, L. B.. Highland Park School, 11th S. W. and W. Trenton, Seattle, Wash. Mohney, Ruth. Sillman Hotel, Snokane. Wash. Nettleton, Lulie, Concord School, Seattle, Wash. Pair, P. M., Supt. of Schools, Prosser, Wash. Palmer, J. Lee, 1415 E, 14th Ave., Spokane, Wash. Parker, Isabelle C., 1418 Riverside Ave., Spo- kane, Wash. Perry. Bella, Youngstown School, 24th Ave.. S. W. and -W. Genesee St., Seattle. Wash. Petite, J. E., Crown Hil] School, 328 W. 79th, Seattle, Wash. Pinecknev. Paul W., Columbia School, Belling- ham, Wash. Pratt, O. C., Supt. of Schools, Spokane, Wash. Purieton. Estee, Holmes School, Cochran and Sharp Sts.. Srokane, Wash. Reeves. Lester L., 3843 Ashworth Ave., Seat- tle. Wash. Revnnells. Mrs. Alice, 103 S. Emerson Ave., Wenatchee. Wash. Richardson, Dio. Horace Mann School. 24th Ave. and E. Cherry St.. Seattle. Wash. Richardson, Margaret. Coorer School, Euclit and Freva, Spokane. Wach. Roherts. E. C., 1633 Melro:e Ave., Seattle, Wash. Rohinson, Beatrice. Marlhorouvh Apt., Everett. Was Rocers ‘Lillian M., McKinley School, Tacoma, Wash Rounds. Irma. 820 Whitman St . Walla Walla. Wash 1323 S. Browne St., ash. Seott, Cora H.. Girls Parente] School. 57th e.. S. and Hollv St.. Seattle. Wash. Selby, Kenneth. 321 W. ist... Seattle. Wash. Shannon. James F.. Rainier School, 23 S. King St.. Seattle. Wash Shaw L. R., 2207 Nob Hill Ave., Seattle. Wash Smith. Ray T., West Woodland School, Seattle. Smith. W. Virgil, 2412 N. 43rd St., Seattle, sh. Stafford. F. H.. Pacific School. Seattle. Wash. Stanton, Edgar A., 3302 E. Mercer St., Seattle, Wash Stevens, Carolvn, Washineton Irving School. Tallman St. Seattle Wash. Smith, Lila, Whitman School. Snokane Wash Stinson, Maude M., 809 Fourth Ave., Spokane, Wach. Strite. Adelaide, W. 207 23rd Ave., Spokane. Wash. Swedine. Elmer. 2213 Porter St.. Enumclaw, Wash. Tanner, Blanche L.. 2020 Federal Ave., Seattle. Wach. Temnleton, Maria. 1821 Federal Ave., Seattle. Wash. Tharp, Elizaheth. Coe Scheol. Seattle, Wash. Thomas, Eloise. Box 435. Walla Walla, Wach. Thomas, Marv J., 636 Catherine St., Walla Walla Wash. Thrne. Elmer T., 5216 S. ash. Towner Farl M. 2211 FE. 73rd. Seattle. Wash. Turnbull, F. A., 1412 W. Sixth St., Aberdeen. Wash. Turner, Bess R., Franklin School, Spokane, Wach Vettine. Ida F.. 704 E. Thomas. Seattle. Wash Ware Madge S., Washington School, Belling- ham, Wash. Park Ave., Tacoma, Warren, J. S., Hawthorne School, Spokane, Wash. Weisman, Frances, Willard School, Spokane, Wash. Weisman, Sara E., 2308 Manito Blvd., Spo- kane, Wash. Welden, Carrie R., 1824 W. First Ave., Spo- kane, Wash. White, Mrs. M. E., Box 428, Wenatchee, Wash. Wilson, Mabel V., 2224 First Ave., W., Seat- tle, Wash. Witt, Lena E., Culmstock Arms, Spokane, Wash. WEST VIRGINIA Arnott, ne 0., Public School, Sullivan, Auvil, G. G., Mercer Street School, Princeton, W. Va. Bennett, Anna V., 1601 Charles St., Wells- burg, W. Va. Brown, Stanley, 155 Camden Ave., Buck- hannon, W. Va. Christian, W. V., 2714 Highlawn Ave., Hunt- ington, W. Va. Cox. Minnie, 201 Summers St.. Hinton, W. Va. Davis, A. G., P. O. Box 152, Braeholm. W. Va. Fette, Bertha M., Webster School. Wheeling. ~ va. Flouhouse, F. W., Box 82, West Liberty, W. Va. Harman, Maude E., Taft School, Charleston. W. Va. Licklider, Bessie B., 1318 Quarrier St.. Char- leston. W. Va. Lohse. Minnie K., 2143 Market St., Wheeling. > =. Jennie, 52 24th St.. Wheeling, W. a. Markley. nt L., 64 Virginia St.. Wheel- ing, W. Moore, Ralbh "W.. Box 244 Philipvi. W. Va. Mowry. Warren W., Reed Apt., Eighth Ave.. South Charleston. W. Va. Nefflen, Myra M.. Box 427, Charleston, W. Va. Porter, Sarah, 210 Ash Ave., Moundsville, W. Va. Powell, Thomas E., 1134 24th St., Parkers- burg. W. Va. Prickett. Evelyn, 309 Gaston Ave., Fairmont, W. Va. Roberts. N.. Kenova Graded School, 1617 Pop- lar St.., Kenova, W. Va Rohinson, Fred D., 308 Kirby St., Grafton; r: Se. Sanford. Alice W., 1111 Fifth St., Moundsville, Va. Stanley. W. pam. Academy School, Buck- hannon W. Sullivan. W. Casall, 213 N. 26th St.. Clarks- burg. W. Va. Tavlor. Martin, Cascade School, Mascontown, . wake White, ng “ . Crab Orchard Grade School, Lester. W. Words. Roy co. “Marshall College, Huntington, W. Va. Zeiler, Melissa, Vivian School, Vivian, W. Va.. WISCONSIN Almy, Shirley D.. Lapham School, 1432 FE. Dayton St., Madison, Wis. Anspach, Charles J., 4713 Lloyd St., Mil- waukee, Wis. Armstrong, Nano E., Lee School, Milwaukee, is. Axtell, Annie D., Lowell School. Madison, Wis. = Ethel L., 2338 Ogden Ave., Superior, m4 William O., 925 Grove St., Milwaukee, s. Benson, Josevhine E., Nelson Dewey School, Superior, Wis. 644 ELEMENTARY ScuHuoor Princrpars Betten, I. N., 20th Street School, 20th St. near Wright, Milwaukee, Wis. — Peter, U. S. Grant School, Milwaukee, 1s Boyce, Thomas W., Cass Street Rotary School, 1647 N. Cass St., Milwaukee, Wis. Callen, Sara, Lisbon Avenue School, corner North Ave., Milwaukee, Wis. Campbell, Susan, Hogan School, La Crosse, Wis Clark, John C., 261 Tenth St., Milwaukee, Cleary, Margaret E., Jefferson School, West Allis, Wis. Colburn, Willis Paul, Andrew Jackson Schoo’, Milwaukee, Wis. Dougherty, Burl Lee, 715 Indiana Ave., Mil- waukee, Wis. Dougherty, Ruth M., 440 Chippewa St., Eau Claire, Wis. Ehlert, Edward, 337 Armour Ave., Cudahy, Denna. Katherine, Lincoln School, Fond Du Lac, Wis. Fahey, Sarah L., 368 Doty St., Fend Du Lac, Fleming, Vera A., 931 Wisconsin Ave., Beloit, is. Gallagher, Katharine, Webster School, Red- field St., La Crosse, Wis. Gardner, Emma J., 590 E. Wilson St., Mil- waukee, Wis. Ginty, Mrs. Clara W., Franklin School, Madi- son, Wis. Hahn, William H., 38th Street School, 38th and Clarke, Milwaukee, Wis. Hayden. Dilla J., Box 86, Blue River Wi Hays, Mrs. Lucile €., Dudgeon School, Madi- son, Wis. Heffernan. Jesse E., Franklin School, She- boygan, Wis. Hood, W. F., 1813 W. Sixth St., Racine Wie. Hoole, Patricia, Roosevelt School, West Allis, Wis. Horton, S. C., Fifth Street Schceol, Milwaukee, Wis. Kappe!lman. Mary, 27th Street School, Mil- waukee Wis Kaross, Flla B., Fratney Street School, Mii- waukee, Wis. Karst, Walter F., 80 Wright St., Wauwatosa, is. Kellar. Lavra E., 1819 Beverly Rd., Mil- waukee. Wis. Kiefer, Alfred C., Public School, Schofield, is. Koevke, William C., Siefert School, Milwaukee, is. Kolb, Phillip A.. Oklahoma Avenue School. Milwaukee, Wis Kottnauer, Annette. Vieau School, 823 S. Fourth St., Milwaukee. Wis Kriesel, C. A., 230 26th St.. Milwaukee. Wis. Kusche, Anna E., 166 Waugoo St., Oshkosh, Wis. Lantry, Alice F., 410 Park Pl., Milwaukee, Lowe, O. H.. Jefferson School, Sheboygan, Luening, Fdwin G., 2021 N. 52nd St., Mil- waukee, Wis. hee. Charles F., 801 S. 15th St., Sheboygan, McCabe. Amber, 721 Oakland Ave., Wauke- a Frank S., 1509 Grange Ave., Racine, McConville. Hannah C. 916 Ferry St.. La rosse, Wis. McCormick, Elizabeth R., Howe School, cor. 23rd St.. N. and Banks Ave. Superior, Wis. Marvin, Adeline R., 419 Sterling Pl., Madison, Wis. Mever, F. Clifford, Winslow School, Racine. Is. Millmann, Anna, Johnson Woods School, Mil- waukee, Wis. Morse, Alice C., 338 23rd Ave., Milwaukee. is. Neubauer, Paul F., Albert E. Kagel Schoo! Milwaukee, Wis. Nichols, William E., kosh, Wis. Oesau, Theodore J., 2544 N. 41st St., Mil- waukee, Wis. Osius, William F., A. E. Burdick School, 309 E. Howard Ave., Milwaukee, Wis. Parrott, Jessie, Franklin School, Merrill, Wis Parsons, Emily R., 15 N. Webster St., Madison. Washington School, Osh- Wis. Payne, Florence I., Lapham Park School, Mil- waukee, Wis. Peasley, Florence E., 1628 31st St., Kenosha, Wis. Peck, Adelbert W., Eighteenth Street School, 18th St. at Kilbourn Ave., Milwaukee, Wis Pratt, Velmer D., 2303 E. Washington Ave. Madison, Wis. Promberger, William, 31st Street School, 31st and Brown, Milwaukee, Wis. Raloh. H. Thoburn, Washington Schoo! 3% Eichth Ave., Wauwatosa. Wis. Reichert, C. Lorena, 2134 Keyes Ave., Madi- son, Wis. Rintelmann, Ernst A., 1115145 Lake Di Cudahy. Wis. Schleck, Leo P., 1201 Sherman Ave., Madiso Tis. Schnell, Fred S., 832 Lincoln Ave., Sheboysa: Wis. Schubert, Arthur, 822 Downer Ave., Mil- waukee, Wis. Schwartz, Carrie E., Humboldt Park Schoo! Milwaukee, Wis. Smithyman, W. Lincoln, William McKinley School, 21st and McKinley, Milwaukee, Wis Speerbrecher. Henry. Roosevelt Junior High School, Ninth and Walnut Sts., Milwaukee Wis Vieth, Arnold A., 425 24th Ave., Milwaukee Ww Wal Wecka, John A., Lincoln School, Wauwat« Wo a. Blanche, 181014 John Ave., Superi Wis. Yule. Charles I.. 110 Grand Ave., Oshkosh Wis. WYOMING Chambers, Margaret J., Gladstone Hotel, Casper, Wyo. Bender, L. L.. Supt. of Schools, Cokeville Wyo. Dawson, Mildred A., University of Wyoming, Laramie, Wyo. Dean, Blanca, Central School, Rawlins, Wy: Dunlap, Mrs. Nona Udell, 1218 S. Elm St Casper, Wvo. Eddleman, Minnie L., Washington School, Box 144, Casper, Wyo. England, Mrs. Martha Shelby, Poling Apt Casper, Wyo. Hume, Clayte, Pine Bluffs, Wyo. Vogt, H. P.. Grade and Junior High Scho Thermopolis, Wyo. Winter, Mae I., Park School, Casper, Wyo Woodle, Mozelle, Harding School, Casper, Wy« ALASKA Karnes, A. E., Supt. of Schools, Box A-10 Ketchikan, Alaska. Lanterman, Mrs. Eva, Charcoal Point School. Box C. 13, Ketchikan, Alaska, Mil- kee, 00}, Ox 10, } Ol, Tue Tenru Yegarpook 645 CANADA Hartwick, William Ernest, Duke of York Pub- lic School, Pembroke St., Toronto, Ontario, Canada. Stafford, H. D., Kimberley, British Colum- bia, Canada. Wheable, G. A., Board of Education, London, Canada. HAWAII Angus, Myra W., Pohukaina School, Pohu- kaina and Keawe Sts., Honolulu, Hawaii. Auld, Lily K., Naalehu School, Waichinu, Hawaii. Brown, Elmer A., Kuhio School, Honolulu, Hawaii. Burkee, Clara, Ookala School, Ookala, Hawaii. Creighton, Mrs, Isabella L., Kauluwela school, Honolulu, Hawaii. Faulkner, Robert Mardis, 118 Ulunin Ave., Honolulu, Hawaii. Fleming Mary Elspeth, Paia School, Paia, Maui, "Hawaii. Fraser, Mrs. Nina L. D., Kaiulani School, Honolulu, Hawii. Giacometti, Mrs. Emma P., Supg., Prin. of Schools, Hilo, Hawaii. Hendry, Mrs. Eva, 3015 Kalakaua Ave., Hono- lulu, Hawaii. Hobby, Mrs. Eleanor C., Makaweli School, Makaweli, Kauai, Hawaii. Holtberg, Myrtle H., Elementary School, Wailuku, Maui, Hawaii. Hose, Mrs. Rowena K., Honokowai School, Lahaina, Maui, Hawaii. Houston, E. C., Puuhale School, Honolulu, Hawaii. Hugelen, Reinhart L., Paauilo School, Paauilo, Hawaii. Kanda, Sanae, Kapapala School, P. O. Box 54, Pahala, Hawaii. Kekapa, William K., 1219 Center St., Hono- lulu, Hawaii. Kellogg, Eleanor A., Box 643, Hilo, Hawaii. MeKee, Dorothy, Kahului School, Kahului, Maui, Hawaii. Maxwell, Lucy H., Lanai School, Kewalo St., Honolulu, Hawaii. Mitchel, S. Eva, 2621 E. Manoa Rd., Honolulu, Hawaii. Nobriga, Francis J.. Cummins School, Mauna- loa and Ninth Aves., Honolulu, Hawaii. Powell, Mrs. Velma S., Pahala, Kau, Hawaii. Raymond, George S., Kapaa School, Kealia, Kauai, Hawaii. Robinson, Orrin W., 151 S. Vineyard St.. Honolulu, Hawaii. Sabey, Mrs. Laura, Spreckelsville School, Puunene, Maui, Hawaii. Scott, Mrs. Ada M. B., Kilauea School, Kilauea, Kauai, Hawaii. Vincent, J., Kealahou School, Waiakoa, Maui, Hawaii. Webling, G. H., 151 Hawaii. Wise, Cosmo Clyde, Wahiawa School, Wa- hiawa, Oahu, Hawaii. Young, G. A., 4103 Waialae Ave., Honolulu, Hawaii. S. Vineyard St., Honolulu, INDIA Rao, G. Hanumantha, The Vidyadayini Office, 1210 Kantaraj Urs Rd., Mysore, S., India. PHILIPPINE ISLANDS Abada, Esteban R., Division Superintendent of Schools, Iba, Zambales, P. I. Abogaa, Miguel R., Tawi-Tawi Agricultural School, Batu-Batu, Sulu, P. I. Aree, Mrs. A. V., 1025 Vergara St., Quiapo, Manila, P. I. Bayoneta, Adriano, Barotac Nuevo, Iloilo, P. I. Deveza, Marcelino, 456 San Luis st., Lucban, Tayabas, P. Malig, Epifanio, Sta Ana, Pampanga, P. I. — Simeon, Indan, Camarines Norte, ce a Quesada, Eusebio, Paete Elementary School, Paete, Laguna, P. I. Santos, Eugenio S., Pila Elementary School, Pila, Laguna, P. I. PORTO RICO Armstrong, Celedonia, Antonsanti Ave. No. 17, Santurce, P. R. Cuaurado, Josefa, Baldorioty School, San Juan, P. R. Del Toro, Isolina, Office of Supervisor, Bal- dorioty School, San Juan, P. R. Honore, Mrs. _ R., Ruiz Belvis School, Santurce, P. Morales, Mrs. pom M., Anibal Herrera Altos, Santurce, P. R. Redriquez, Antonio, Jr., cemeaiiaaie of Porto Rico, Rio Piedras, P. San Antonio, Juan, FF ood sa St., Meca, P. R. or Mrs. Julia M., Box 720, San Juan, r. me LIBRARIES AND EDUCATIONAL INSTITUTIONS E. P. Murphy Memorial Library, Box 107, Gadsden, Ala. Dean’s Office, College of Education, Univer- sity of Arkansas, Fayetteville, ‘ Lange, Library of Education, Haviland Hall, University of California, Berkeley, Calif. Library, Claremont College, Ciaremont, Calif. Library, Fresno City Schools, 2424 Merced St., Fresno, Calif. Library, Fresno State Teachers College, Fresno, Calif. Teachers go Board of Edueation, 715 Locust Ave. Long Beach, Calif. City School Library, 614 F. W. Braun Bidg., Los Angeles, Calif. Los Angeles Public Library, Continuations Division, 530 S. Hope St., Los Angeles, Calif. Oakland Free Library, Oakland, Calif. Teachers’ Library, Administration Bldg., 102: Second Ave., Oakland, Calif. San Francisco School Principals Association, Susie Ward, 3640-A 19th St., San Francisco, Calif. Ventura County Free Library, Ventura, Calif. School District No, 1, Administration Library, Room 322, 414 14th St., Denver, Colo. Johnson School, Montrose, Colo. North Side School, Montrose, Colo. Central Junior High School, District No. 20, Pueblo, Colo. Central Library, 624 Main St., Hartford, Conn. State Board of Education, 130 Washington St., Hartford, Conn. Yale University, Department of Education, Graduate School, New Haven, Conn. Library, University of Georgia, Athens, Ga. Library, Emory University, Emory Univer- sity, Ga. Library, Eastern Illinois State Teachers Col- lege, Charleston, Il. Chicago Public Library, Teachers Room, Chi- cago, Ill. John Crerar Library, 86 E. Randolph St., Chicago, Ill. The University of Chicago Libraries, Periodi- cal Department M., 26 Harper, Chicago, Ill. Library, University of Illinois, Periodical De- partment, Urbana, III. Indiana State Library, 301 State House, In- dianapolis, Ind. Indianapolis Public Library, Reading Room, St. Clair Square, Indianapolis, Ind. 646 ELEMENTARY SCHOOL PRINCIPALS Library, Purdue University, Lafayette, Ind. Library, Indiana State Teachers College, ''erre Haute, Ind, Library, lowa State Teachers College, Cedar Falis, Iowa. Administration Library, Garfield School Bldg., 629 Third St., Des Moines, lowa. Library, State University of Iowa, lowa City, Iowa. Administration Club, Hunt School, Sioux City, Iowa. Bureau of School Service and Research, F. P. O’Brien, University of Kansas, Lawrence, Kansas. Lawrence Public Schools, W. W. Curfman, Lawrence, Kansas. Porter Library, Kansas State Teachers Col- lege, Pittsburg, Kansas. Wichita City Library, Wichita, Kansas. Library, Louisville Normal School, 1128 E. Broadway, Louisville, Ky. Louisville Municipal Coilege for Negroes, Seventh and Kentucky Sts., Louisville, Ky. Library, Southwestern Louisiana Institute, Lafayette, La. Library, Louisiana State Normal College, Natchitoches, La. Library, University of Maine, Orono, Maine. Enoch Pratt Free Library, Periodical Depart- ment, Baltimore, Md. ot Johns Hopkins University, Baltimore, Administration Library, Board of Superin- tendents, 15 Beacon st., Boston, Mass, Library, State Normal School, Salem, Mass. General Library, University of Michigan, Ann Arbor, Mich. College of the City of Detroit, 4841 Cass Ave., Detroit, Mich. Detroit Teachers College, Eleanor M. Dye, 2112 W. Grand Blvd., Detroit, Mich. Reference Library, Board of Education, 1354 Broadway, Detroit, Mich. Library, Board of Education, Minneapolis, Minn. Minneapolis Public Library, Hennepin Ave., and 10th St., Minneapolis, Minn. Library, University of Minnesota, Minneap- olis, Minn. Library, State Teachers College, Moorhead, in St. Paul Public Library, Order Department, St. Paul, Minn. Kansas City Public Library, Kansas City, Mo. Board of Education, J. Richmond, Maplewood, Mo. St. Louis Elementary Principals Association, Froebel School, 3709 Nebraska Ave., St. Louis, Mo. St. Louis Public Library, Sula Wagner, St. Louis, Mo. Teachers Library, Board of Education Bldg., 1417 N. Grand Blvd., St. Louis, Mo. Library, Nebraska State Normal and Teachers College, Kearney, Nebr. Library, University of Nebraska, Lincoln, Nebr. Free Public Library, 5 Washington St., New- ark, N. New York State Library, Albany, N. Y. Arlington School, Arthur J. Stang, 200 Lin- wood St.. Brooklyn, N. Board of Education, Alfred H. Bingham, 915 Genesee Bldg., Buffalo, . a Elementary School No. 11, William A. Mackey, Poplar Ave., Buffalo, N. ¥. The Grosvenor Library, Franklin and Ed- ward Sts., Buffalo, N. Y. State Normal School, Fredonia, N. Y. Lineoln School, Teachers College, Anne T. Eaton, 425 W. 123rd St., New York, N. Y. Library, New York University, Washington Square, New York, N. Y. State Normal School, Platisburg, me Carnegie Library, Ohio University, Athens, Ohio. Cincinnati Public Library, Vine St., Cincin- nati, Ohio. 7 University of Cincinnati, Cincinnati, io. Board of Education, H. P. Lewis, 20th Floor, Standard Bank Bidg., Cleveland, Ohio. Cleveland Public Library, Order Department, 325 Superior Ave., E., Cleveland, Qhiv. Library, Ohio State University, Columbus, Ohio. Toledo Public Library, Order Department, Toledo, Ohio. Woodward City Schools, E. H. Homberger, Woodward, Okla. Library, University of Oregon, Eugene, Ore- on. aineans. Eastern Oregon Normal School, La Grande, Oregon. Schoo] District No. 49, Medford, Oregon. Library, Oregon Normal School, Monmouth, Oregon. Library Association, Tenth and Yambhill Sts., Portland, Oregon. Lebanon Public Schools, R. R. Abernathy, Lebanon, Pa. State Teachers College, Lock Haven, Pa. Pedagogical Library, Board of Education, Keystone Annex, 19th and Ludlow Sts., Philadelphia, Pa. / Library, 160 Administration Bldg., Pittsburgh, Pa. Library, University of Pittsburgh, 310 State Hall, Pittsburgh, Pa. p Library, State Teachers College, Shippens- burg, Pa. State Teachers College, West Chester, Pa. Providence Public Library, 229 Washington St., Providence, R. I. Library, East Tennessee State Teachers Col- lege, Johnson City, Tenn. College of Education, University of Tennes- see, Knoxville, Tenn. Lawson McGhee Library, Knoxville, Tenn. Library, Veorge Peabody College for Teach- ers, Nashville, Tenn. Library, University of Texas, Austin, Texas. Library, West Texas State Teachers College, Canyon, Texas. Library, State Normal School, Cheney, Wash. State College of Washington, W. W. Foote, Pullman, Wash. Seattle Public Library, Periodical Department, Seattle, Wash. Education Library, University of Washington, Seattle, Wash. Garfield School, James A. Burke, Spokane, Wash. Spokane Public Library, Spokane, Wash. Public Library, Milwaukee, Wis. State Teachers College, Milwaukee, Wis. Racine Public Library, Racine, Wis. Board of Education, Superior, Wis. State Teachers College, Whitewater, Wis. Library, University of Hawaii, Honolulu, Hawaii. ass i University of the Philippines, Manila, Mabini Intermediate School, Manila, P. I. The ~~ ow City Schools, P. O. Box 772, Manila, P Sampaloc ran Teachers Reading Club, 598 Legarda, Sampaloc, Manila, P. I. Pampanga Division Library, Division Super- intendent of Schools, San Fernando, Pam- panga, P. I. > DS D> he Me “Ge he Se ic, ed bed fo ee ee ee, Oe oor, ent, hiv. bus, ent, on, ts., zh, ate on ol- INDEX Ability grouping, social science, 393 Abbott, Robert, 146, 149, 350, 516 Activities, evaluating, 267; extracur- riculum, 400; participation of prin- cipals in major, 507 Addicott, Irwin O., 144, 149, 262, 392, 516, 558 Adjustment, pupil, list of factors which condition, 329; personal, of pupils, 320; pupil, aids supervision, 326 Administration, aids for, 200; of vis- ual education, 527; recording of principal’s, 572; scale for rating et- fectiveness of principal’s, 568; su- pervisory phases of, 191 Ager, H. W., 544 Allen, I. M., 365 Alltucker, Margaret, 438 Almack, John C., 220, 444 Anderson, C. J., 273, 314, 503 Apprenticeship, for future principals, 525 Arithmetic, cooperative study of, 476; differentiated assignments in, 429; observation of fourth grade, 537; problem solving, 471; re super- visory technics, 541. Ashbaugh, E. J., 364, 365 Ashby, Lyle W., 133 Assemblies, general, 541 Assignments, differentiated, 427; teacher, 200 Attitudes, principal’s responsibility for, 187 Authors, principals, 530 Ayer, F. C., 162, 192, 220 Baer, Alice Hogge, 476 Baird, James, 314, 564 Baker, N. A., 544 Baker, William G., 276 Bamesberger, Velda C., 540 Barnard, Henry, 276 Barnes, Macon, 332 Barr, A. S., 162, 192, 220, 273, 276, 314, 503 Bash, E. H., 372 Bates, Guy, 314, 564 Bibliography, evaluating the princi- pal’s work, 575; influencing the pupil, 372; influencing the teacher. 314; measurement and _ research, 503; punctuation, 490; supervisory phases of administration, 220; su- pervisory status of principal, 162; training principal through super- vision, 554; viewpoints on super- vision, 188; vitalizing the curric- ulum, 438 Birkam, George, 564 Blanchard, P. M., 364 Blatter, Dorothy, 147, 388 Blough, H. B., 544 Bode, B. H., 188 Bonner, Nettie, 145, 299, 411, 563 Book reports, form for, 428 Bowker, Rosa M., 145, 304 Brewer, Ethel A., 155 3rink, W. G., 192, 220 Brookes, M. Emma, 131 Browe, Herman, 564 Brown, E. A., 142, 200, 266, 550 Brown, Robert, 147, 408 Brown, W. Q., 372 Brueckner, L. J., 314, 332 Buckingham, B. R., 314, 471, 50° Buckles, P. G., 253 Bulletin boards, 203 Bulletins, as supervisory device, 55 school, 238; survey on language d ficulties, 419 Burris, W. P., 576 Bursch, James F., 220 Burton, W. H., 220, 276, 314, 438, 503, 548 Bush, Maybell, 273, 314, 503 Buswell, Guy T., 477 Butler, Orval T., 155 7 i f- Cabinet, principal’s professional, 211 Campbell, Bess, 150, 497, 540 Campbell, Cora, 254 Carroll, Agnes W., 367 Case studies, language handicap, 466; physical immaturity re reading, 467; reading, 465-7; under-age child aided by remedial instruction, 465 Caswell, Inez, 564 Chandler, Turner C., 148, 448 Chapman, H. B., 364, 365 Character, rating of, 360 Charters, W. W., 357 Chase, L. S., 550 Checklists, observation, 536; play- ground, 535; reading readiness, 461, 464 Chenault, R. N., 149, 486, 493 Chicago, rating principals in, 571 Citizenship, pupil rating chart for, 336; report card and, 369 Clapp, Frank L., 477 Clark, Hazel, 148, 460 Classification, supervisory duties, and, 191 Classrooms, inspection of, 201; super- vision of, 170; visits, 240, 308; visits and the individual conference, 258 [ 647 ] 648 ELEMENTARY Scuoot Principats Class visits, in a five year supervisory program, 522 Cline, Erwin C., 220 Clough, G. O., 502 Clubs, 417; health, 337; history and biography, 337; poetry, 337; report- ers, 336; safety, 335; thrift, 335; writers, 336 Cober, E. W., 550 Collings, Ellsworth, 188, 314 Community, press and the, 383; re- lationships, 569 Conferences, betore observation, 183; effective use of, 263; individual, 213, 258, 310; individual, in a five year supervisory program, 522; plan of organization of’ elementary princi- pals, 513; principal’s plan of, 512; principal with individual teachers, 556; principles of effective, 262; pro- fessional study for, 516 Conner, Jay D., 143, 225, 524, 534 Cooperation, curriculums are coopera- tive project's, 391; in study of arith- metic, 476; in supervision of read- ing, 544; of principal and psycholo- gist, 326; of various school agencies, 557; pupil, 217; supervision and, 249: supervisory program and, 236 Coordination, of school by principal, 184 Corning, H. M., 503 Correlation, departmental program and, 207: of second-grade activity. 398 Course of study. See Curr:culum. Courtis, S. A., 188, 366, 367, 372, 576 Coxe, W. W., 159 Cramer, Roscoe V., 144, 249, 253 Crawford, C. C., 503 Creative work, organization must be dynamic to permit, 194 Criteria, for judging principal’s work, 553 Cronan, Mary H., 147, 416 Crouch, Roy A., 154, 162 Cubberley, Ellwood P., 162, 220, 267, 314, 550 Culture, lack of, in teacher training, 243 Curren, Edith L., 142, 275, 325 Curriculums, children and, change, 388; construction of, 530; coopera- tive projects, 391; determining what shall be learned, 167; how the child shapes, 379; press and the school, 387; principal and installation of, 375; pupil participation and, 393; vitalizing the, 375 Cutright, Prudence, 332 Davis, Courtland V., 438 Demerits, recording principal’s, 573 Democracy, in teaching principles, 245 Demonstration lessons, 276, 306; how teachers apply methods seen at, 287; principals’ reactions to, in Chi- cago, 286; reading, 282; teacher growth and, 556; types and pur- poses of, 278; who needs, 277 Demonstration school, reading, 282 Demonstration, teaching, 528; in a five year supervisory program, 524 Departmentalization, advantages and disadvantages of, 207; semi, 209 Departmental programs, correlating, 301; correlation and, 207 Department of Elementary School Principals, editorial committee, 133; officers, 131; members of, 577 Detroit, plan tor demonstration les- sons, 279 Dewey, John, 217, 337 Dickson, W. A., 544 Division of Publications, N. E. A., 133 Dondineau, Arthur C., 151, 553, 564 Dorman, H. B., 544 Downer, Effie M., 367 Dramatization, 417 Driggs, Joseph B., 144, 272, 5 Duffy, Fred H., 13 Durgan, Guy A., 143, 217, 529 Dvorak, August, 444 Eastland, Rose K., 398 Egan, Nora, 564 Eighth grade, observation of reading lesson in, 539 Engelhardt, Fred, 142, 191, 515, 543 Engleman, F. E., 250 English, fourth-grade lesson in, re- ported, 290; re supervisory technics, 542 Essex, Elsie B., 393 Evaluation, chart for, of activities, 267; of demonstration lessons by teachers, 287; of fourth-grade read- ing, 448; of principal’s program, 559; of principal’s supervisory pro- gram, 558; of principal’s work, 553; of scale for principals, 570; of su- pervision, 560 Extracurriculum activities, 400; im- provement of instruction through, 334 Experimentation, in measuring prin- cipal’s work, 564; report card, 350; research and, in supervision, 174; study-type reading, 455 Faculty meetings. See Teachers’ meetings Fifth grade, reading lesson reported, 293 Fink, Mrs. Jessie M., 132 Ge Ge Gi Gi Gr G1 Gi Gi Gr Gi et et et et ert art 8, 245 - how n at, 1 Chi- achey pur- 282 in a , §24 3; and 09 iting, chool ittee, » Vil les- 64 ding 3 re- nics, ties, ; by ‘ead- ram, pro- 553; ' su- im- ugh, yrin- ah 350; 174; ers’ ted, Tue Tentru Yerarsook 649 First grade, reorganization of, 204 Fleming, Jennie, 564 Flemming, Cecile White, 145, 326, 329, 332, 359 Floyd, James R., 131 Fogarty, Elizabeth M., 295 Fourth grade, English lesson report- ed, 290; evaluating reading in, 448; observation of arithmetic in, 537 Freeman, Frank N., 188 Functions, major, of principals, 559 Gates, Arthur I., 448 Geer, Florence E., 151, 564 Geography, project for improvement of instruction in, 528; project in, 396 Gerling, Henry J., 142, 175, 235. 236 Germany, service training in, 276 Ginsburg. Morris B., 143, 199 Gist, Arthur S., 132, 134, 146, 154, 162. 220, 372, 375, 438, 550, 576 Good, Carter V., 188, 503 Grade placement, arithmetic, 476 Gray, William S., 282, 462 Greenwood, J. M., 188 Group reading, 544. Sce also Reading Groups, selected and unselected in reading, 444 Group visits, by principals, 535; gen- eral impressions of lessons observed at, 536 Group work, in reading, 544 Guidance, creative, of pupil talents. 334: educational, 320; function of the principal, 178; vocational, 319 Guidance programs, Rigler School (Portland, Oregon), 320 Gunn, H. M., 145, 303, 319 Hansen, Herbert C., 131, 134 Hardie, Frances S., 564 Harris, William T., 154 Health Club, 337 Heck, Arch O., 365 Hedges, William, 290, 448, 476 Henderson, Glenn, 361 Herr, W. A., 149 Herriott. M. E., 371 Herron, John S., 372 Hillegas, Milo B., 141, 165, 221, 242, 359 History club, 337; observation of les- son in, 538; of principalship, 155: project for improvement of in- struction in, 528; vocabularies of textbooks in, 408 Holland, Mary N., 146, 363 Holloway, W. J, 438 Homer, Francis E., 372 Homework, 239 Hooker, Minnie L., 252 Hopkins, L. T., 375 Horrall, A. H., 148, 444 Hosic, James F., 212 Howland, George, 154 Hubbard, Evelyn, 361, 367 Hubbard, Frank W., 133 Hughes, J. M., 220 Hutchins, Maynard, 337 Inspection, 526; of classrooms, 201 Instructional materials, principals’ re- sponsib lity and, 530; visual educa- t'on, 527 Instruction, difficulties of, 204; pro- file card improves, 347; supervision of, 533 Intelligence tests. See Tests Interv sitation, principal directs, 55 See aiso Demonstration lessons Irwin, Manley E., 146, 383 Jacobs, Emilie V., 148, 455 Jacobs, R. C., 372 Jacobsen, Einar, 576 Jansen, Andrass, 155 Johnson, Ella M., 293 Judd, Charles H., 477 Karst, Walter F., 150, 475, 525 Kelley, T. L., 503 Kelty, Mary G., 548 Key teachers, visual education and, 252 Kilpatrick, W. H., 188 Kingsley, John H., 155 Kline, Aaron, 133, 476 Knox, Rose B., 438 Kyte, George C., 147, 162, 188, 267, 514, 412, 413, 550 Laing, Earl R., 131, 133, 564 Lane, Robert A., 220, 438, 535, 536, 540 Language, improving ability to punc- tuate, 487; improving in upper grades, 416; teacher participation in improvement of, 250 Laughlin, Butler, 150, 470, 530 Leadership, recording principal's, 573 Learning process, 169 Lentz, Clarence A., 151, 571 Lesson plans, examination of in lan- guage, 487 Lessons, stenographic repo-ts of, 290 Letter writing, 417 Lien, Agnes, 314 Lind, Helen, 290 Lindquist, R. D., 262, 314, 512 Liveright, Alice K., 148, 455 Local principals’ clubs, list of, 577 Lockwood, Jessie M., 550 Loftus, John J., 272 650 ELEMENTARY ScHoot PRINCIPALS Logue, Leona Whitworth, 145, 334 Longshore, W. T., 132, 144, 249, 251, 550 McCall, William A., 503 McClure, Worth, 162, 576 McCommons, John L., 145, 304 McConnell, Clara E., 367 McCord, Jesse, 544 McCormick, Elizabeth, 131 McGill, Laura B., 147, 403 McGrath, Margaret E., 150, 535 McKinney, Rachel, 564 MeMurry, Frank M., 162 Marking, principles of report card, 361 Martin, A. E., 250 Mathis, F. M., 149, 498, 511 Maxfield, Francis, 463 Mead, A. R., 314 Measurement, application of, 441: ex- periment in, of principal's work, 564 Melby, E. O., 192, 220, 314 Meyers, Edna R., 149, 476 Miller, Douglas B., 149, 512 Monroe, Walter, 366, 367 Montgomery, Rhoda, 314 Morgan, M. E., 220 Morgan, Thomas J., 162 Morrison, J. Cayce, 141, 155, 159, 219, 221 Mort, Paul R., 372 Mott, Dorothy Colman, 144. 267, 339 Munn, Gertrude E., 144, 276, 349, 378, 407 Nature study, 389 Newspapers, items found in, concern- ing schools, 385; school coopera‘ ive, 254 Nutt, Hubert W., 221 Objectives, instruction and, 185; of language teaching, 416: listed bv teachers, 237; pupil cooperation and the school’s, 217; school bulletin and. 238: supervisory program, 554 Observation, 540; checklist for teach- ing, 536; classroom, 183; directed, in a five year supervisory program, 524; sheet for principal, 274 O'Neil, Helen C. 150. 535 Organization, for supervision, 191; plan of re service allocation. 193: varies with teacher personnel, 197 Parents, attitude toward new type re- port cards, 356; homework and, 239; reports to, an experiment with, 350; well informed, an aid to school, 391 Park, Ford R., 155 Paynter, Richard M., 364 Peeples, Elizabeth K., 150, 502, 521 Percentile rank, individual profiles of, 340 Perry, C. E., 544 Pesta, Rose A., 282 Peters, C. C., 188 Philbrick, John D., 135 Philosophy, teachers’, 7e supervision, 509 Physical education, differentiated as- signments in, 436 Picture study, 417 Pierce, Paul R., 143, 211, 215, 257 Pinkston, Eva G., 131, 134 Platoon schools, 200 Playground, checklists for, 535 Prentice, John F., 156 Poetry, 417; club, 337 Press, discovering community needs through the, 383 Principals, as authors, 530; coopera- tion of, with psychologists, 326; co- ordinates school activities, 184; cur- riculum installation and, 375; duties of, 182: group visits by, 535; guid- ance and, 178: observation record form of, 272; professional cabinet of, 211; supervision and, 165; super- visory activities of, 232; training through supervision, 507 Principalship, history of, 155 Principles of teaching, cooperative se- lection of, 244: democracy in, 245 Problems, of teachers which princi- pals attempted to solve, 161: sub- mitted by teachers to principals, 160: supervisory, 171: teaching, re- ported by sixty-eight teachers, 227. Professional growth, factors, influenc- ing, 214 Professional study, conferences for, 516 Programs, evaluating the principal's, 559: service period, 209 Projects, differentiated assignments and, 435; geography, 396: in geog- raphy and history, 528 Pryor, Jewel M., 396 Psychologists. cooperation of princi- pals and, 326 Punctuation, improving ability in, 487 Pupils, cooperation and the school’s objectives, 217; guidance of, 319; guidance of talents of, 334; influenc- ing, 319; participation and the cur- riculum, 393; welfare improved by) report cards, 360 Pyrtle, E. Ruth, 132 Questionnaires, results of, re stand- ardized tests in Texas towns, 498 Rae, J. J., 444 Rankin, Paul T., 151, 564 3 of, ion, as- eds era- co- cur- ties uid- ‘ord inet per- ling » ge- 15 nci- sub- als, , re- 227. Pne- for, al’s, ants POg- nci- 487 0l’s 319; 2nc- cur- | by and- 18 Tue TrentH YEARBOOK 651 Rating, character, 360; chart for pupil citizenship, 336; form for language, 424; of principals, 567; of teachers, 183; principals in Chicago, 571; teacher, of activities, 267 Rating record, 536 Reading, comprehension must precede oral, 545; demonstration school in, 282; differentiated assignments in, 428; evaluating fourth-grade, 448; group cooperation in supervision of, 544; group organization makes effective supervision possible, 546; improvement of study-type, 455; material for group, 546; observation of class in, 539; oral, in group, 549; pupils read more by group organiza- tion, 547; remedial program in, 253; selected and unselected groups in, 444; speed in, follows comprehen- sion, 546; supervising a reading readiness program, 460; supervision of, 251; test results in group, 549; vocabularies of textbooks in, 408 Reavis, W. C., 214 Records, principal’s observation form, 272; of principal’s efficiency, 572; pupil, 457 Red Cross, Junior, 338 Reeder, Ward G., 221 Reisner, E. H., 188 Remedial work, reading, 457 Report cards, administrative or super- visory in purpose, 359; an experi- ment with, 350; creating effective pupil, 363; experimental in Detroit, 367; frequency of sending to par- ents, 364; methods of reporting school marks to parents, 365; opin- ions of teachers, parents, and others on, 360; origin of, 363; recent trends in, 364; supervision and, 359 Reporters club, 336 Reports, stenographic, of lessons, 290 Research, application of, 441; teach- ers and, 441; supervision and, 174, 198 Research Division, N. E. A., 133 Resumé of Yearbook, 141 Richardson, Bertha, 145, 304 Ritow, Herman, 131 Robertson, Mrs. Pearl, 502 Robinson, Alice E., 367 Robinson, Roy E., 146, 340 Rolker, Edna, 149, 471 Rosenblum, Tobey M., 215 Roys, Cassie F., 131, 136, 203, 261 Rusling, Mrs. Cora S., 131 Sackett, J. B., 157 Safety club, 335 Sargeant, Ide G., 132 Schedules, departmental, 208 Schenk, Otto, 145, 282 Score cards, for rating effectiveness of principal’s work, 567 Second grade, correlated activity in, 398 Seven cardinal principles of educa- tion, 334 Seventh grade, observation of history lesson in, 538 Shank, Spencer, 148, 460 Shankland, S. D., 133 Sheehan, Julia A., 131 Shove, Helen B., 133 Sixth grade, reading lesson reported, 295 Smith, Margaret H., 372 Snavely, F. B., 149, 492, 507 Snyder, Laura G., 144, 258, 426 Social science, ability grouping in, 393 Social studies, 390; differentiated as- signments in, 431; lesson in, 306 Spain, Charles L., 564 Spelling, differentiated assignments in, 436; methods in, a study of, 441; principles of teaching, 412 Standards, basic teaching, in arithme- tic, 474 Standard tests, in small school sys- tems, 498 Starch, Daniel, 366, 367, 501 Stevenson, P. R., 471 Steuber, F. J., 256 Stevens, Roy W., 564 Stewart, Nettie B., 147, 427 Stone, Clarence R., 438 Stone, Edith, 144 Stone, Virginia E., 243, 333, 387 Story telling, 417 Stullken, E. H., 162 Sufinsky, Stella, 146, 379 Sumner, S. C., 155 Superintendent’s rating of principals by district, 571; relation to princi- pal, 562; viewpoint of supervision, 175 Supervision, a joint enterprise, 178; basic criteria for program of, 553; basic procedures in, 522; changes resulting from, 304; classroom, 170; cooperative, 249; democratic, 249; effective principal understands aim of, 553; establishing technics for, 540; evaluation of, 560; instruc- tional, 526; methods advocated for, 181; nature of, 166; of a reaching readiness program, 460; of instruc- tion, 533; organization for, 191; place of, 165; place of principal in, 179; planning the, 521; present un- derstanding of, 181; principal and, 165; principalship develops super- visory status, 155; principal respon- 652 ELEMENTARY ScHOOL PRINCIPALS sible for, in his building, 179; pupil adjustment aids, 326; pupil reports and, 359; pupils and, 334; recording principal’s, 572; research and, 174, 198; teachers’ difficulties as basis for, 225; teachers’ meetings aid, 527; technic of, 184; training prin- cipals through, 507; viewpoints on, 165 Supervisors, principal’s contact with, Supervisory activity, 250 Supervisory problems, 171 Supervisory programs, aims of, 521; basic criteria for, 553; cooperative, 236; language, 418; objectives of, 554; organization for, 554; outline of a five year, 522 Surveys, of teaching difficulties guide supervision, 231 Swartzell, Marjorie, 290 Tallman, Harold C., 150, 544 Tapper, Thomas, 270 Taylor, George D., 131, 151, 155, 559 Teacher participation, in improving language teaching, 250; supervision and, 186, 256. Teachers, difficulties as a basis for su- pervision, 225; discovering the in- dividual, 246; individuality of class- room, 243; inexperienced, 299; in- fluencing re supervision, 225; prac- tical and specific aid for, 299; re- search and, 441 Teachers’ meetings, 202; aids to su- pervision, 527; building, 305; five year supervisory program and, 522; improve instruction, 555; means of growth, 244 Teacher training, culture lacking in, 243 Teaching, better, through reorganiza- tion, 204; freedom from, re super- vision by principal, 159; technics of, 532 Teaching problems, 237; types of and sources of help on, 230; where teachers obtain help with, 229 Technics, establishing supervisory, 540; of supervision, 184; of teach- ing, 532; supervisory, 229 Terry, P., 371 Tests, arithmetic, 478; improving in- struction through, 493; in a five year supervisory program, 524; stand- ard, in small school systems, 498 Tests and scales, aids to supervision, 526; reading, 545, 549 Textbooks, habit of using, 403; vocab- ularies of history and reading, 408 Thomas, John S., 142, 178, 210, 257, 271, 564 Thompson, W. O., 337 Thorndike, E. L., 408 Thrift club, 335 Time allotment, reading, 456 Time budget, principal’s, 553 Tucker, Isabel, 133 Turpen, Dorothy, 463 Units of work, assisting teachers to formulate, 403; outline of illustra- tive, on China, 404 Van Brussel, Martha, 361 Visitation, classroom, 240, 308; do teachers want?, 258; group, by prin- cipals, 535; how much, by princi- pals, 258; improve instruction, 555; studying principal’s, 259 Visual education, 252; administration of, 527 Vocabularies, textbook, 408 Voorhees, James, 564 history and reading Waddell, Charles W., 576 ‘Waples, Douglas, 226 Wasson, R. J., 147, 393 Watson, Goodwin, 188 Weatherby, M. Emmett, 564 Williams, Claude L., 145, 148, 290, 402, 443, 448 Williams, Olive G., 146, 359, 437 Woodring, M. N., 329 Worcester, Eleanor, 150, 535 Wrinkle, W. L., 576 Writers club, 336 ‘Writing, differentiated assignments in, 436 Zerbe, Farran, 251 Zyve, Claire, 148, 441 = Department of Elementary School Principals of the National Education Association Membership in the Department is $3.00 per year. The payment of this fee entitles one to receive: (1) three 64 page bulletins of the Department, (2) a 500 page yearbook, and (3) five issues of the Research Bulletin of the National Education Association. The cost of these publications would be $4.50 if purchased separately. Yearbooks Available for Distribution THE SEVENTH YEARBOOK The Elementary School Principalship (Report of the Committee on Stand- ards and Training.) 512 Pages 1928 Price $2.00 THE EIGHTH YEARBOOK Activities of the Principal 400 Pages 1929 Price $2.00 THE NINTH YEARBOOK The Principal and Administration 604 Pages 1930 Price $2.00 Address communications and make checks payable to DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 1201 Sixteenth St., N. W., Washington, D. C.