VOL. X, No. 4 JULY, 1931 BULLETIN OF THE Department of Elementary School Principals Calitormia, Hece We Come! Roy in... i.....ccscsacscecesscssecssscsesncsaseosezacs 657 Echoes from Detroit 659-667 Meeting the Specific Needs of Individual Children— Chamberlain The Elementary Principal in Public Relations—Moehlman.... 6640-4 How Best to Provide for the Child’s Welfare—Hubbard Proper Adjustment of the Superior Pupil—Flowers.......... SS Report of the Health Committee—Pinkston.............0....0..2220..22.---.-2-2- Omaha School Health Program—Pinckney 672 Health Problems of School Children—Bednar.......................... A School Health Program—Hershey 679 Health Habit Classes—Thomas School Health Work in Los Angeles—Morrison 685 Problems of the School Dental Clinic—Emery 686 Health Education in Rochester—Hoffman...................0..........---- Free and Inexpensive Health Publications.....................0......-..- A Simoer antag om Semel Tle aNei saci. scc 5 ccssicsicsnsscsincscsscenensas Report of the Editorial Committee—Kline Report of the Enrolment Committee—Ritow Minutes of the Detroit Meeting—Duffy American Education Week Announcement... 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, BULLETIN of the DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Frep H. Durry, Editor, 1616 Ridge Avenue, Steubenville, Ohio 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, to receive the Bulletin and Yearbook. 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. Pinkston, 5652 Belmont Avenue, Dallas, Texas (Term Expires 1934) National Chairman, Enrolment Committee HERMAN Rirow, Fort Sheridan, iii. — a ae a | ! CALIFORNIA, HERE WE COME! CassiE F. Roys President, Department of Elementary School Principals HE National Education As- sociation, Department of Ele- mentary School Principals, Los Angeles, California, June 27 to July +—did the Spanish explorers have a golden dream half so allur- ing ? The general programs — Dr. Willis A. Sutton, president of the National Education Association, starts off our program on Monday afternoon, June 29th. On the same program Mr. Joy E. Morgan, edi- tor of the Journal of the National Education Association, will discuss radio as a factor in education. Mr. R. E. Pollich, principal, Grant School of Los Angeles, and Pro- fessor A. J. Hamilton of Pomona College, are to speak also. The Wednesday morning pro- gram is a joint session with the Na- tional Education Association. This program will include the following: Cassie F. Roys THE PRINCIPAL AND THE SUPERINTENDENT Dr. E. E. Oberholtzer, superintendent of schools, Houston, Texas THE PRINCIPAL AND THE PUBLIC Mrs. Hugh Bradford, president, National Congress of Parents and Teachers, Sacramento, California THE PRINCIPAL AND THE TEACHER Miss Stella Holmes, principal, Bancroft School, Omaha, Nebraska THE PRINCIPAL AND His PROFESSION Miss Emma Wesley, principal, Faith School, Atlanta, Georgia. On Wednesday afternoon, July Ist, Mrs. Susan M. Dorsey is to discuss education and business from the viewpoint of the educator. Mr. Reynold E. Blight, of Los Angeles, will discuss the same topic from the angle of the busi- ness man. Arrangements are now being completed for several other prominent speak- ers. There will also be several interesting reports by the committees of our Department. Breakfasts—Breakfasts will be held on Monday, June 29th, and Tuesday, June 30th, at the Biltmore Hotel. As usual, these informal affairs will give Principals a chance to get acquainted with each other and to meet the officers of the Department. [ 657 ] 658 NATIONAL EpUCATION ASSOCIATION Banquet—The annual dinner is scheduled for 6 p. m. on Tuesday, June 30th, in the Sala de Oro of the Biltmore Hotel. Recently, the Los Angeles School Journal reported : “The banquet will be a grand affair. The committee has plans for an excellent program of music, entertainment, and instruction for this banquet, and it is expected that fully one thousand guests will attend.” The Los Angeles principals are aleri—Reports to your President show that the Los Angeles Elementary School Principals’ Club is planning a hearty wel- come. The local committee under R. E. Pollich has already formulated many of the details of a somewhat elaborate program. A rather unique plan is that of providing every elementary school principal with a badge shaped like a key. It certainly “pays to advertise” that we are the key workers in every school system. Headquarters will be maintained at the Hotel Biltmore. Local principals will be on hand to assist the delegates in every possible way. On Thursday, July 2nd, the Los Angeles principals plan to take the visitors on a tour of the city and the suburbs. The trip will terminate with an informal dinner at oné of the beaches. With such fine interest and plans by the Los Angeles club, your President is sure you will join in the cry: “California, here we come!”’ Information—Suggestions regarding automobile travel to Los Angeles appeared in the June issue of the Journal of the National Education Associa- tion. Be sure to read this issue also for information as to railroad rates, hotel facilities, and the convention program. THE LOS ANGELES CONVENTION Time: June 27 to July 4, 1931. Headquarters: Biltmore Hotel, Los Angeles. Information: Watch the Journal of the National Education As- sociation. HE Los Angeles City Elementary School Principals’ Club and the national officers are co6perating to make this convention one that will be long remembered. At this meeting important matters of business, such as the election of officers, will be considered. Local prin- cipals’ clubs are urged to send their representatives. Individual prin- cipals should combine the convention with that “long promised trip to California.” Cassi F. Roys, President. fr TO th lit — DPD es OD WwW ~—_ ——- —. ae oo ats June ngeles nittee on for yg y that ’ wel- many cipal re the ‘ipals sitors rmal nt is geles ocia- hotel MEETING THE SPECIFIC NEEDS OF INDIVIDUAL CHILDREN! H. E. CHAMBERLAIN Director, Child Guidance Clinic, Board of Education, Minneapolis, Minnesota F our memory serves us rightly, the schoolhouse of our childhood was large, very large, and painted white with green shutters. It was a stone’s throw from the corners, and wasn’t little as illustrated in the story books, nor painted red like a barn. It had two windows at the back, three on each side, none to the roadside, and an open belfry and a chimney. It was not in a grove nor were there any stately elms—Arbor Day finally brought a seedling oak, some spind- ling maples, and a couple of birches. Two trees soon died, perhaps more from the bases for tag made of them than the lack of moisture or proper pruning. No doubt, today several have grown sturdy to shade the playground. Me- morial Day saw the erection of a flagstaff. The selling of ten cent celluloid pennant buttons and receipts from the box suppers bought the flag. It was the day before parent-teacher associations, and resentment broke out—Republi- cans objected to a hickory flagstaff; Democrats opposed a tamarack one. The elenhant and the donkey symbolized much. There were slates and seats—small ones to the front for younger ones, and larce ones to the back, oddly enough, for the privileged and the physically mature; whereas, in church the privileged or the redeemed were welcomed forward, and in the home the mature came consecutively to the head of the table. Sometimes family members at school sat arranged like beans in a pod. The odor of chalk and the scent of pennyroyal, arnica, and goose grease blended with the aroma of headcheese, griddlecake smoke, the woodpile, and the stable. Memory sometimes plays a trick on us, but, it seems, in those days children went to school carrying full dinner pails to be emptied, empty heads to be filled, and both were put in rows. If a lunch basket overturned or smelled too strongly of onions or lobscouse, or if the treacle ran out, it was put out in the entry. If an empty head was offensive, it fared much the same. It was stood face to the wall and made to hold the desk dictionary at arms length, to be shunned by all that were selfrespecting and in good favor. Even the dictionary became loathsome for some. Then one year a change began—sanitation and ventilation came. Double seats were split up and single desks replaced them. Families and cliques were broken up and individuals stood out. Room temperature was attended to and a hot dish for the noonday lunch became an enterprise. For a long time it had been known that the family that scratched its head was not necessarily in deep thought and the kerosene can and fine tooth comb had been known to be handy. It took years for many to learn that an itchiness or restlessness could come from other sources than vermin. Many still doubt that restlessness may come from defective vision or diseased tonsils that tickle the throat and make a body toxic. Nevertheless our schools, following the example set them for years, first at- tended to that which was infectious or contagious to others, had more concern ‘An address delivered at the Detroit meeting of the Department of Elementary School Principals. [ 659] 660 NATIONAL EDUCATION ASSOCIATION nia for the welfare of the rows than of the individual, but more lately they have been concerned with the impaired one. Nurses were finally employed in the school, the district, or the county to help with the individual case. Along came another change. An authoritative voice to which teachers at first hearkened more attentively than to the timorous voice of the hygienist, Not because it was louder, although ofttimes it was, not because it was more confident, although frequently it was (at first), did teachers turn to it more readily, and more quickly. It was that it sounded familiar; it spoke of the cerebral cubic content of heads, and, naturally, teachers who had been for years intent on the filling of these heads which were understood to come from home empty, who had been for years hired to fill them even if they had to ladle the academic potpourri by ruler edge or hickory stick, listened. The age old concept of a water trough and hitching post type of educational technic had to be abandoned. Educators heard of tests, norms, curves, and aptitudes. What a boon, fool proving and fool proof, it was. Teachers had long known they could not choose what came to them. They had to take what the law com- pelled to come, and coercive action brought in. Many teachers, no doubt, felt truly sorry for some of the heads before them. They knew, too, that super- visors did not share with them this same compassion. Standardization and correlations had to be held up and given prior rights. A precedent was estab- lished. Teachers heard, too, that some of the heads came to them already with capacity. Later they were to learn that many heads were already closed to any presentday method of filling, and that it was wiser to train the child with the head he possessed, empty or full, than to try the superhuman. Some in authori- tative position maintain that too many teachers have been too much re- lieved by what they heard from psychologists and perhaps some teachers have given up. Nevertheless, it has done at least one thing of colossal importance. It has given teaching more selfrespect and reclaimed it to the arts, away from the trades. It has given entire communities the new concept that a school- house of today, is keeping abreast of the times, and is not simply a filling station at the corner with teachers as attendants in uniform. Therefore, we now find teachers with a broader vision and a renewed interest arising here and there among a few, tenure protected, who still cling to the old order and belief that teaching is lifeless—a system of bookkeeping and inventory taking, and a rec- ord keeping of credits and debits with the latter always in red. Alert adminis- trators in education may well encourage this outstanding courageous advance guard and see to it that its ranks are open to recruits. Within one generation, it is noted that the art of teaching has progressed far. With the aid of hygiene and psychology the imposition to teachers and pupils of groups and rows has been somewhat rectified. Individuals, not merely heads, stand out. Individuals with personalities are seen now and observed never to be alike, not even two of the same family, much less two in the same row. It is surmised by the progressive teacher that one of them may be favored, the other hated ; one can love what the other detests ; one will show an aptitude in a task at which the other is handicapped; and one can be inspired and the na tmeneraneneaaitigne kek wma a nme ek ae ek Che have n the TS at nist, more more F the | for ‘rom adle old d to That they om- ubt, per- and rab- ith any the ri- ive ce. om ol- on nd re C- is- ce ELEMENTARY SCHOOL PRINCIPALS 661 other made rebellious by the same teacher. With these observations verified by fact, educators turned to mental hygiene to discover how best these individual variations were to be met and directed. Progressive teaching methods have included one other viewpoint that is potentially revolutionary in regard to the consideration of the individual’s education and guidance towards character formation into proper channels. Stated in common terms, free from terminology which easily has been made obscure by the skeptical, and objectionable by the staid, this new viewpoint, applicable and practical to educational methods, may be presented briefly thus: The normal human mind, primitive or civilized, in youth or mature age is prone, exceedingly so, to being swayed or governed by forces within itself and factors ex- ternal to it rather than its inherent intellectual characteristics. Both body and mind of an individual, perchance parts only of either or both, possess an extensive function having pleasure as its primary goal. In the mind this instinctive force with accom- panying impulses varies quantitatively in intensity in the same individual correspond- ing largely to his physiological development. For educators this emphasizes the inti- mate relationship of body and mind, and reminds them that to give instruction to one and to ignore the other is shortsighted, if not actually detrimental, to the teacher and the pupil. Also, one finds textbook material and classroom facilities revamped or re- modelled to definitely take advantage of this discovered specific pleasure-seeking func- tion of the individual. And it is not rash to state that the time is not far off when educators will be as willing to evaluate the importance of this same function to them- selves as it is to the children to be taught. Furthermore, it is doubtful if educators are any more tardy to recognize or accept this new concept and its selfapplication than others even better equipped to give it dispassionate regard have been. To suggest a glimpse of the practical application to the educational field of these recent concepts of human mind we have digressed. The most vital feature which, after all, warrants our consideration of teaching and child guidance is the distribution of these pleasure-seeking impulses—the direction they are to take. These impulses, it is conceived, are constantly changing. They may be directed outward or inward and the individual, teacher or child, is subjected to these impulses. If they are directed inward, the individual’s interest is in self. If directed outward, the solicitude is for others or for objects. Subjectmatter itself has a higher premium than its application and use. Surely application and concentration, familiar terms to teachers for years, can be influenced for better or worse by the outward or inward direction these impulses take towards others, or objects, or self. For the individual, the acquisition, the retention, and the utilization aptitudes of knowledge are in reality distinctly at the mercy of these pleas- ure-seeking impulses, not only his own, but also those of his teacher. Furthermore, the direction of these impulses may be arrested in their forward flow or, in other words, be fixed. They are observed repeatedly to have been thwarted in the social, the re- ligious, and the moral lives of both adult and child in or out of the classroom. You already know these interests just given are but a few of the many existent in which arrestment occurs. Again, the direction of flow may be reverted backward or regress downward to levels representing earlier stages of the individual’s development; or, it may be checked, quelled, prevented from bursting forth riotously, or dammed up; and lastly it may be deflected, directed, or guided by the individual himself, by some object, or by someone else, a teacher or a parent, into other more acceptable or more detri- mental channels to self and others. With the normal mind fraught with these currents, one time converging, another time crossed, and then perhaps diametrically opposed, it is indicated that mental hygiene must be made available to teachers and students if the advancement of educational methods is to continue. 662 NATIONAL EDUCATION ASSOCIATION If the normal child varies from another to such a marked degree as js in- dicated by the preceding paragraphs, then it ought to be apparent to most that teaching in the modern school becomes exceedingly complicated. Let us see what the status of children in the United States is. It was reported by the 1930 White House Conference on Child Health and Protection, that there are thirty-five million reasonably normal. That is not all. ‘There are six million children improperly nourished; one million with weak or damaged hearts; one million with speech impediment ; six hundred seventy-five thousand with adverse conduct well established and two hundred thousand more grossly de- linquent ; five hundred thousand dependent or neglected ; four hundred fifty thousand mentally retarded; three hundred eighty-two thousand with im- paired hearing, and eighteen thousand more, totally deaf ; three hundred thou- sand, crippled ; fifty thousand, partially, and fourteen thousand totally blind, If it is indicated that normal children are in need of individual guidance because of their specific aptitudes and limitations, then teaching becomes alarm- ingly complex when we seek also to educate over ten million with conspicuous defects. This revelation alone can be staggering and makes the responsibility of teaching overwhelming to the conscientious, particularly as it is an estab- lished fact that of these ten million alone, more than eighty percent are not receiving the adequate attention they merit nor the treatment that is known to be preventive and remedial to a marked degree. ‘Thus far in this presentation we have briefly reviewed the vigorous change which has come about in twenty-five years in the field of educational procedure. We have endeavored to show by inference that most of our attention has been focussed upon the physical and intellectual status of children. We are shocked at the glimpse of that status and how negligent to the welfare of its own, man- kind continues to be. Our civilization will stand out in signal contrast as the age in which man himself, not the gods, devised an industrialism which tran- scended humanitarianism until machines were exalted and the children of men were exploited. It may be, too, that the historian of the future will note that not until the twentieth century was far on its cycle did mankind learn that its children were worth saving physically, intellectually, and emotionally, and if saved, worthy of good care. ‘his means, the historian can record accurately, that the home and the school each with their own distinct orbs caring for children were supplanted by parents and teachers working harmoniously to- gether for a common good—meeting the specific needs of individual children. Home life today is recognized to affect the school accomplishment of any child. It must be seriously reckoned with, if the child is to be successfully taught, more than was ever surmised by the most competent and courageous teacher of bygone days. We may well ask ourselves what gain is it to a child to have been privileged to sit at the feet of a great teacher if all that he received therefrom was contradicted, ridiculed, openly rejected, or antagonistically re- viewed in his home? What has it profited a child to sit idly or in mischief bent if his malnourishment, or his impaired hearing, or his defective vision goes untreated, though noted at school, due to parental laxity, poverty, or unbelief? Of w teach exam princ teach and t teach of his of scl sive | ill-te wise man It who furle tray! caut of tl inve the of p are that they of g wit! owr wit! ”q mo hyg wit mer ogy div by car tise un ap ter ed ha: ing Ses sly in- that see 930 are lion rts; vith de- ifty ou- ind. nce rm- ous lity not 1 to ny yus ild red ont Des af ? ELEMENTARY SCHOOL PRINCIPALS 663 —————————— Of what advantage is it to a child to attend the class of the most resourceful teacher if his familous moral impoverishment is not known, and the adverse example set not neutralized or dealt with sympathetically ? Administrators or principals may truly be concerned with the selection and retention of school teachers who are interested not only in the physical and mental state of children and their personalities, but also their homes and their experiences outside. The teacher who insists that he be not handicapped by the pseudo-sacred restrictions of his predecessor and by the oily comfortable routine of a filling station type of school of our childhood, should be sought after and encouraged by progres- sive principals. It is this type of teacher who is recalled by malcontented and ill-tempered and misunderstood youth in after years as truly great. They like- wise decide that the principal, too, was not the suspected tyrant nor the police- man out of uniform. It is found by the most casual inquiry that the youth of a generation ago, who left school defeated, convinced that their limitations had been openly un- furled before their friends and enemies alike, feeling that they had been be- trayed, instead of being benefited by education, left knowing others had been cautioned to avoid them, with their parents forewarned of the hopelessness of their offspring and its reversion to the primitive and the savage, with an inverted impression of all regularity, of subjection to rules and authority, are the ones who, today, have been pleased to be conscripted into that large army of parents who are quick to misunderstand the intentions of teachers. They are alert to spread mutiny in a district against the principal and ready to see that their child is made a problem by the demands of a school system. Today they not only are at odds with the educational system, but also are suspicious of governments, skeptical of creeds, antagonistic to convention, discontented with their lot and vocation, remiss to their obligations, and selfish in their own personal rights. They are in a forlorn lifelong flight and selfishly in feud with any authoritative union for the welfare of others or themselves. Thus it is we conclude that psychiatric child guidance should supplement modern educational procedure. Gradually it has become established that hygienic measures and psychological methods have assisted teachers materially with their task. So, too, does modern psychiatry assist teachers by stressing mental hygiene concepts which are based upon hygiene, psychology, and sociol- ogy. It maintains that any child, to be properly taught, must be given the in- dividual personal supervision and care educationally as is expected medically by one with peritonitis or spinal curvature. To succeed or follow a worthwhile career creditably, one is as imperative as the other, and to do less is to malprac- tise educationally. It is common knowledge that a child who leaves school unable to, or not wanting to, live or work well with others is handicapped and a pitiful figure educationally. The child who leaves a teacher without an in- terest in or a liking for others above or below him in position has been cheated educationally. The child who is not willing to accept the moral law of the race has not been properly trained to face life valorously. To leave school respect- ing health, undisturbed by the trivial, and not given to distraction is the open sesame child guidance may come to hold for modern youth. For the progres- sive educator it offers equally as much if not more. THE ELEMENTARY PRINCIPAL IN PUBLIC RELATIONS: ARTHUR B, MoEHLMAN Professor of School Administration and Supervision, School of Education, University of Michigan, Ann Arbor, Michigan HE elementary school principal is the most important field administra- tive agent in any well-conceived and well-rounded program of public relations. ‘The maintenance of community relationships is one of his major activities.? Since he is a field agent, it is necessary to consider his relationship to the entire program before outlining his general and specific activities in public relations. The elementary school district is the logical unit around which to build the program of primary community contacts. Each unit represents approxi- mately one square mile and tends to be fairly homogeneous in composition. The mother-child relationship is probably closer during the elementary period than at any other time. Principal and teachers can make better contact with their community than is possible in the secondary schools. Policy making is a function of the board of education. Development of policy for consideration by the board is an executive activity for which the superintendent is responsible. In a functionally organized school system, policy is developed from a consideration and interpretation of need. Information respecting need must be furnished to the superintendent by the field agents or principals. Thus the first duty of the elementary principal in the development of public relations policy is participation in the sociological survey® which forms the basis of policy development. Adoption of policy by the board of education is followed by the development of procedures thru which this policy may be made effective.* In a democrati- cally organized school system agents upon all levels will participate* in the development of means. ‘Abstract of an address at the Detroit Meeting of the Department of Elementary School Principals. *My own definition of the elementary principalship is an agent whose major func- tion is the facilitation of instruction thru: 1. Putting into operation the course of study, instructions, and standards of achieve- ments, supervising of the classroom and extra classroom activities to see that the standards are achieved. 2. Carrying out the adopted policies, thru approved means, as directed by the superintendent, that provide physical and educational conditions under which child and teacher may work to best advantage. 3. Appraising and reporting educational, social, and physical conditions within the school, preparing reports, and making recommendations for the improve- ment of conditions. 4. Furnishing professional leadership to administrative, teaching, and operating agents by collecting data, conducting research. 5. Maintaining community relationships. ‘For a detailed statement of the nature of the sociological survey see The Nation's Schools, 5:72, April, 1930. ‘For a description of democratic organization of activity see Public School Code of Hamtramck, by Arthur Moehlman and M. R. Keyworth. [ 664 ] NS! istra- public najor nship es in build TOxi- ition, eriod with it of 1 the olicy ation ts or nent hich nent rati- the itary Func- ieve- that - the ‘hich ithin ove- ting on’s e of ELEMENTARY SCHOOL PRINCIPALS 665 Before a public relations program can come into existence the elementary principal should have participated in two major activities. His share in the sociological survey will affect directly the development of both policies and the means of procedure under which these policies will be made effective. We must, then, develop more specifically the elementary principal’s place in this activity. Principal’s duties—The principal’s duties include ten major activities: (1) conducting continuing sociological survey ; (2) selecting possible agencies for particular uses; (3) surveying and analyzing possibilities of the teaching and non-teaching agents under his direction; (4) selecting possible community agents, organized or unorganized, as a district nucleus; (5) planning the or- ganization of agents and agencies or developing the specific district program ; (6) training the teaching and non-teaching agents; (7) executing the pro- gram; (8) surveying the results; (9) appraising the results, and (10) report- ing “‘trouble-spots” at all times, and making recommendations for improve- ment. It is quite obvious to anyone in administration that many of our traditionally administered systems still operate upon the “hush’”’ policy whereby they ap- praise the effectiveness of their work by the absence of complaints received at the central office. Principals are quick to realize these situations and adjust themselves readily to this program. If bad news causes emotional peevishness upon the part of the executive, the natural result is a suppression of such news. The autocrat and the weak hear only that which is known to be pleasing to the executive ear. A “cover-up” policy invites disaster. The modern executive realizes that the worst possible mistake he can make is to shut off the avenues thru which community interpretation returns to the central executive. He considers these reports of ‘“‘trouble-spots” as objectively as he receives reports of instructional efficiency, leaky roofs, and inadequate supplies. He realizes that the safety and welfare of the schools depends not only upon how effec- tively he interprets the schools to the public but also how effectively he can interpret the public to the schools. HE great teachers have been idealists. Their lives are abundant proof that ideals are the most abiding and permanent things with which we have to deal. They outlive buildings and monuments. They survive nations and races and even languages. They come echo- ing down the corridors of time long after their original sources have been lost in the twilight of antiquity.—Joy ELMER Morcan. HOW BEST TO PROVIDE FOR THE CHILD’S WELFARE! EveLyn B. HusBarp Principal, Monteith School, Detroit, Michigan ET us consider together the most universal of all American scenes. The —4 time is the first day of school, the place is an elementary school anywhere in the country, and the child is literally on its doorstep. Why is he here? Per- haps Thomas Jefferson sent him, or Horace Mann, and maybe Froebel had a hand in it, and it wouldn’t overtax our imagination to think of father and ‘mother as being the immediate “starters.” At any rate here he is ; how he came is not our chief concern. What is he seeking in this school to which he comes? He is looking for a larger world, he is looking for his place in this larger world, he is looking for friends more or less like himself, he is looking for people, adults, to help him, and then he is looking for a chance to do things. The objects of his search he cannot put into words. He only dimly senses all these things for they reach far back into the past and out into the future, and the child’s world is chiefly of the present. Physical, intellectual, and educational tests—The door is open. He enters eager and curious and his school life begins. Now a new kind of acquaintance- ship develops. We learn his name, his age, his home address, the obvious things, and as the days go on he reveals to us his interests, his aptitudes, his capacities, his limitations. Nor do we trust to casual observation alone; we utilize the findings of doctors, nurses, dentists, workers of the psychological clinic and of the research department to supplement and modify our impres- sions of this child. Preparation and training of principals and teachers—For the principal and teachers there is serious work demanding discriminating thought and planning. Child psychology, biology, physics, music and painting, in short, all the sciences and all the arts must be drawn upon in order to afford this child proper and adequate guidance. Dr. Dewey says: The entire science of physics is none too much to interpret adequately to us what is involved in some simple demand of the child for explanation of some casual change that has attracted his attention. The art of Raphael or of Corot is none too much to enable us to value the impulses stirring in the child when he draws and daubs. What more does this guidance require? It requires provision for materials and equipment in as much as exploring, doing, making, sharing, and thinking can go on only where suitable conditions are provided. It requires the develop- ment of teaching procedures sufficiently varied and extensive to include a full range of child expression. It requires the development of criteria for evaluat- ing the direction and the degree of growth as well as the employment of ac- cepted devices for checking. The world outside of school—For the child what is this new acquaintance- ship? He came seeking friends; he finds them. The traffic “‘cop”’ who has a certain reputation amongst mischievous boys, the dentist and the doctor wh« ‘An address delivered at the Detroit meeting of the Department of Elementary School Principals. [ 566 ] The here Per- ad a and ame Ora for lim, nses ure, ters 1ce- ous his we cal ind ng. ELEMENTARY SCHOOL PRINCIPALS 667 also have undeserved reputations of generously inflicting pain, the nurse who ‘inds a playground knee as well as swabs a suspicious throat, the teachers who, though they demand one hundred percent in adding accuracy, also enjoy a good joke, and the boy who beats him in a race can really be his best friend. Curriculum—tThis larger world is filled with pleasures and discoveries that he never dreamed of before. Cocoons are swaying on the branches of the lilac bushes in his back yard, stars of different colors fill the sky, the downy snow- flakes are of many shapes and sizes, and two colors mixed give a third one. Monoplanes and biplanes will fly after his careful making; the drums will roll with even beat after many times playing; counting on his fingers makes him lose in an addition contest; dirty hands spoil a good lunch; and careless work always brings deserved criticism. Two cents takes his letter any place in the United States; business men like all words in their letters spelled correctly ; miners in the Pennsylvania coal mines make it possible for him to ride on the train to New York. Milk and spinach develop red blood corpuscles, and pure air and sunshine make him grow. Everyone listens when he whistles and he in turn listens when Harry sings. He learns that sometimes he is a leader and other times he is a follower. What if he fumbles the ball on third base and makes his team lose the game, or plays false notes when his orchestra presents a symphony? He enters the airplane contest for the third time, where his plane competes with scores of others. This time it wins, and oh, what a thrill! Now he has conquered something that once seemed too hard. Whose school is he attending? Well, he feels he can claim some ownership, for it isa part of himself. Eagerly he reaches it both morning and noon, for his safety post awaits his coming. He is helping the younger children cross the streets and reach the building without injury. Who is responsible for his improvement in health, his fine progress in his class work, the many chums he has? Only he, for he has adopted that as his program. On Saturday he wends his way to the public library, for he knows which books have most interesting stories. “The children’s museum has the best stuffed birds in the city, mummies in the art museum fascinate him, and the lions in their cave at the zoo captivate him. What is his place and task in this larger world? He can be a “doer.” Both his friends and he are judges of the qualities of his workmanship. They work together and they play together and so plan their day for work and leisure. He learns that certain rules or conventions must be followed. He cannot play with traffic laws, or health rules or with standards of courtesy. He isa citizen in a community, now in the school, later in the city, the state, and the nation. Conclusion—We watch him thru the years, years which afford him the hap- piness and the deep satisfaction which always come with growth. We see him go thru the early and the later childhood period. When he leaves us he should be stronger, more capable, with wider interests, with eagerness for the duties and tasks of the day. PROPER ADJUSTMENT OF THE SUPERIOR PUPIL Ipa V. FLOWERS Principal, Montebello Demonstration School, Baltimore, Maryland HE Montebello School for the past seven years has been attempting, by a plan of classification and a program of acceleration and enrichment, to provide for the superior pupils in its eight grades. Our work in this respect owes its origin to a series of conferences of principals with the assistant super- intendent in charge of primary grades, who, by her three track plan of classifi- cation expected the brightest pupils to accomplish the work of the primary grades in two and a half years, thereby affecting a saving of one-half year. Before explaining the plan of classification, it may be well to describe the organization of the school. We have two classes of September beginners and one class of February beginners in the first grade each year. In the main, the classes would run thus thruout the school, two B classes and one A class in each grade in September, except when the acceleration of a class reduces the number of classes in one grade and increases the number in the next higher grade. The beginners’ classes last September, when tested by the Pintner-Cunning- ham Mental Test, contained about 60 percent X pupils, 34+ percent Y pupils, and 6 percent Z pupils. The school as a whole, in the last semi-annual report, showed about 40 percent X, 54 percent Y, and 6 percent Z. Now let us see how the superior pupils are provided for. First, the beginners’ classes are grouped according to the intelligence test which is given during the first two weeks of the term. Each subsequent half- year, pupils are reclassified according to teachers’ judgment and test results; that is, the progress which the children make in schoolwork decides their plac- ing in a class. Second, the achievement of the stronger class differs from the very start from that of the weaker class. More books are read ; more complex and diffi- cult units in geography-history are undertaken ; more is accomplished in arith- metic, in spelling, in handwriting, considering a class as a whole. According to the promotional standards as now set up in our city, formal arithmetic is begun in the first grade with the strongest pupils. By the end, therefore, of the first year, the stronger class has learned some of the arithmetic in the course of study for the second grade, has read enough to give it a standing far above grade in reading, and has acquired a breadth of information on many topics in advance of what would normally be expected of a first grade. When the June reorganization is made, a few pupils may be taken from a strong class because they have fallen behind ; but in the main, this entire class is promoted to 2B1. During the second year in school, this class develops rapidly in reading, fre- quently showing greater proficiency in this subject than a medium or slow third grade. Some third-grade arithmetic is begun in the latter part of the second year, extensive reading is undertaken, and language is developed, par- ticularly in connection with unit studies. The work undertaken by the strong second grade often surprises observers. The children do related reading, dis- cuss problems, write independent sentences, and show proficiency far in ad- [ 668] ‘ing, by 1ent, to respect super- slassifi- rimary ir. be the rs and in, the n each umber ning- upils, eport, US see E test half- sults; plac- Start difh- rith- ELEMENTARY SCHOOL PRINCIPALS 669 vance of what one ordinarily thinks of as second-grade work. At the end of the second year, children who are good in reading but who show a decided weak- ness in arithmetic, are taken from the stronger class. At the beginning of the third year in school, 3B1 shows reading attainments far above grade, a number of children reach fifth-grade norms, and all children are at least at 3B level. During this, the fifth semester for this class in school, the third-grade work is completed. The only subject in which it is difficult to do this is arithmetic and here the teacher frequently gives more time than is suggested by the sample schedules sent out from the central office. The units in geography-history undertaken by this class frequently lead to map study and acquaint the children with such problems as are outlined for the journey geography of the fourth grade. During these studies, the children gain much from their library work and show a marked growth in their ability to reason and to discuss intelligently a topic which they have investigated. They handle reference books with ease, and carry on sustained discussions. At the end of the fifth semester, the greater part of this class is promoted to the fourth grade. Sometimes one group is not entirely ready in arithmetic; and if such is the case and they are good in other respects, they are assigned to the same room with the remainder of their class and in a month or so they usually complete the arithmetic and go forward with the remainder of the class. This completes the work of the primary grades, which has been accomplished in five semesters or two and a half years by one class of children. During the first semester in the intermediate grades, the work of the 4B grade only is studied and this is usually accomplished with good results and high test scores. A very few children may reach only 3A level at the beginning of the semester, but most of these children will be up to grade +B. During the next half year, the class usually makes rapid strides. They have superior read- ing ability, a fine background, good vocabulary, and hence bring much to their study of geography and history. As a usual rule, the 4A work is completed before the term expires and the 5B grade is begun. By the close of the next semester, which marks the end of the fourth year in school, the class has com- pleted 5B and done about two months of the 5A grade work. The teacher often gives an assignment of summer reading which helps with the geography and history topics and suggests certain drill in arithmetic as an aid to a good beginning in the fall. Children who show plainly that they will not be able to do more than the normal amount of work are taken from the class at this time so that they will not be pushed beyond their ability. During the next year, the fifth school year for such a class, the work of the 5A grade is completed and the work of the entire sixth grade, both B and A divisions, is accomplished. Such a class usually attains high scores in the 7B grade, and does very satisfactory work in all respects. One of our 6A grades at this time, which has a roll of 38 pupils, may be taken as an illustration of what has been done in acceleration. This class ranks first in intelligence in the city in both the 5B and the 5A grade. Of the 38 pupils now on roll, all but four entered the Montebello School as be- 670 NATIONAL EpUCATION ASSOCIATION ginners and have been here thru all their grades. All but two of the 34 gained a half year during the first three years in school and will have gained another half year by the close of June, 1931. A present 7A class of 46, which went thru a similar process, attained an 8B median in both reading and arithmetic last September and has almost no pupils who receive low marks in any subjects or their monthly reports. The plan of acceleration which has just been described, by which the strong pupils who enter school in September accomplish the six elementary grades in five years, has said nothing about February classes. Of these we have but one each year. It is, therefore, harder to provide systematic rapid advancement for them as was done with the others. When such a class enters the second grade, however, one group, ranging from perhaps 12 to 15 pupils, usually measures far in advance of second-grade standards. During the first semester in the second grade, they make rapid strides and by the end of the year have completed the work of the second grade and are placed in a September 3B. Sometimes a few individuals join the rapid advancement class but more often they make no further gains since we think it unwise to take them too rapidly. The saving of a year during the elementary grades, however, is not the only way that the bright pupils are provided for. A very decided difference in methods of instruction may be noted, beginning with the first grade and con- tinuing thruout all the grades. In the primary grades, this difference manifests itself in reading, in all three grades, in the units undertaken in geography and history, in the library, etc. The nature of the discussions in geography and history in the stronger classes is quite different from those in the weaker classes. In the intermediate grades, much definite work has been undertaken to dif- ferentiate instruction for bright and dull pupils. The supervisor of inter- mediate grades has been conducting monthly meetings on the subject of differentiation and has been working up first-hand material contributed by the teachers based upon classroom procedure. Together we have observed a num- ber of lessons which have shown how a teacher adapts her method to her class. Some recently observed lessons with a strong class showed the teacher carrying the children along up to the top level of their ability. In her requirements for rapid scanning of paragraphs, for study of paragraph headings, in using a num- ber of textbooks, in special reports, both in history and geography, the class was stimulated and their time advantageously used. Such differentiation has been shown in arithmetic, in history and geography, and in reading. To summarize: We provide for the superior pupils both by classification and by differentiation of instruction. Not only do the strongest pupils accom- plish the work of the first six grades in five years, they also do more work and better work. Methods of instruction are beginning to be adapted to the calibre of the class so that a strong class not only learns more; it learns it in a different way. Our plan of classification involving acceleration and enrichment has been carried on for six years. We have made but a beginning in the more subtle and far more difficult problem of differentiation. ee fF ©, =e SS” heel wh V Se -_— - e as —.. ined ther vent etic ects ong s in one for de, res the ted REPORT OF THE HEALTH COMMITTEE Eva G. Pinkston, Chairman 5652 Belmont Avenue, Dallas, Texas Ament elementary school principal is interested in health. We know the cruelty and futility of trying to teach chil- dren who are too ill to profit by the class activities. We have seen the child with physical defects struggle hopelessly to keep up with his fellows. Our problems in elementary education are con- tinuous: (1) to interest children in their own health, (2) to help teachers to see the relationship between pupil health and school achievement, and (3) to encour- age parents to eliminate the hand- icaps of child welfare. The Health Committee of the Department was appointed by President Cassie F. Roys in the Fall of 1930. Those asked to serve on the Committee were: ' Marie C. Wetzel, Omaha; Ab- bey Porter Leland, New York City; C. I. Fleming, St. Louis; Loretto Wilkinson, Rochester ; and Eva G. Pinkston, Dallas, Chairman. Since funds were not available for meetings, it was necessary to conduct the Committee’s Eva G. PINKSTON work largely by correspondence. One of the early decisions reached by the Committee was that of asking several principals to summarize the health work in their school systems. In the limited time at our disposal, we obtained the contributions which follow in this section of the Bulletin. We have also included materials adapted from the 1930 yearbook of the Chicago Principals’ Club, and a selected bibliography. It is believed that this combination of materials will prove particularly useful to members of the Department. Whether the Health Committee continues after the summer meeting de- pends upon the program of the new officers. It is the hope of the Committee that this report will stimulate a new interest in health problems. The chair- man wishes to thank the members of the Committee and the contributors to this report. [ 671] 672 NATIONAL EpucaTIon ASSOCIATION OMAHA SCHOOL HEALTH PROGRAM GRACE PINCKNEY Supervisor of Nurses and Health Education, Omaha, Nebraska HE health program of the elementary public schools in Omaha is organ- ized under the Board of Education in a department called the Depart- ment of Health Supervision. The staff consists of a nurse supervisor, fourteen school nurses, one fulltime dentist, and a dental assistant. Nebraska laws require yearly examination of pupils for defects of the eye, ear, nose, throat, and teeth. This physical inspection is done by the nurses under the direction of the medical director. Parents are notified by a printed slip of conditions which seem to the nurse to call for advice from the family doctor. The nurse also visits in the homes of the pupils and talks to mothers on matters relating to the health of the children. This friendly contact often helps to bring about a better understanding of the physical needs of the child, especially the need for early correction of physical defects. Often, too, the mother needs some one to help her plan ways and means financially to secure the treatment necessary. We are fortunate in having two high-grade medical schools located in the city, both of which maintain Out Patient departments. Clinics for eye, ear, nose, and throat conditions are thus made available for the poor family without the necessity of organizing them under the direct supervision of the depart- ment. In about one-sixth of the cases in which the school is the active agent in securing the correction of a defect, one or the other of these clinics have co- 6perated in some way. The remainder of the cases are taken care of by the family physician. Our local dental society has always been much interested in school health, particularly in the dental problem. Some years ago, thru their efforts, the Free Dental Dispensary for school children was organized. This was at first main- tained and supported by private contributions. Later it was turned over to the Board of Education and is still maintained as one of the activities of the de- partment. About two years ago, a careful survey for visual defects was made in all the schools, and an effort was made to discover all pupils who were in need of special help because continued application to study under the ordinary school- room conditions was hazardous to their vision. With the active codperation and support of the oculists of the city, one eye sight conservation room, equipped with materials necessary for this type of work, including special textbooks, was opened and placed in charge of a teacher who had had special preparation for this kind of teaching. All children placed in this room were selected after a very careful examination by the oculist and the exact amount and kind of work permitted was definitely prescribed. Money for this purpose was donated by the Kiwanis Club. The Rotary Club helped generously by providing money for glasses for children whose parents were not able to provide them. Mid-morning milk and appetizing noon lunches are provided in many of the buildings thru the untiring efforts of one of our very interested patrons v a y P f gS vo . e t rn i. iin a ee — TS Qo nD gp wo oo a ss =" - © 0 © ef yrgan- epart- irteen e eye, 1urses -‘inted amily others often child, », the ecure n the , ear, thout part- nt in re CO- y the 2alth, Free nain- ‘o the ec de- ll the ed of hool- 1 and pped , was n for ter a work ‘d by oney iy of trons ELEMENTARY SCHOOL PRINCIPALS 673 who personally supervises this work and secures support for it. Lunches are served at cost to pupils but in case any child is not able to pay even this small amount he is served without charge. Breakfasts of cereal and milk are pro- vided in two schools daily for a group composed mostly of newsboys who, previously were found to be coming to school with a most inadequate break- fast, after rising early and putting in several hours carrying papers. Principals and teachers have been most appreciative of this work done in the interests of good nutrition and have felt that it was a great help toward improved health and also better scholarship. Perhaps the most definitely constructive work in health is that done by our interested classroom teachers—many of whom plan one or more health proj- ects as a part of each semester’s work. Emphasis in the lower grades is directed towards teaching and securing the daily practice of certain good health habits. In the upper grades, the same training is carried on, the teacher being pro- vided with a course of study and textbooks in hygiene for the use of pupils. A complete program of healthful physical activities is provided by the De- partment of Physical Education. This department and the Department of Health Supervision share a common aim, that of full and abundant physical health and vigor as the basis for a full and abundant mental and spiritual life. HEALTH PROBLEMS OF SCHOOL CHILDREN CHRISTINE BEDNAR Principal, Parker Practise School, Chicago, Illinois CHOOL people quite generally recognize that the children’s health prob- lems are their problems—that if they are to teach the child, they must have the whole child to teach, one whose physical condition is as near optimum as possible. It was the recognition of this truth that led one school group to undertake a study of the problem. In 1925 the Parker Practise School was selected by the Elizabeth Mc- Cormick Memorial Fund for a codperative experiment in health education, which had for its purpose habit formation and the right attitude toward health, and which ultimately resulted in the writing of a course of study in health education for the city schools. The school is in an American community rather above the average in intelligence and education and in fair economic circum- stances. The findings are, therefore, probably fairly typical for the middle class American community. Health examinations of all pupils in the second and third grades whose parents consentéd were conducted by a pediatrician and a health worker from the Fund and detailed health records and health histories were obtained for over 500 children, some of whom had two, some three, and a few even four examinations at yearly intervals. The writer was present at some of these examinations and so received her impressions at first-hand. Records of all of them are on file at the school and therefore at her disposal for confirmation of her observations or for further study. The defects found in 432 cases which had had at least the three examinations, listed in the order of their frequency are indicated in Table 1. 674 NATIONAL EpUCATION ASSOCIATION TABLE 1—PERCENT OF 432 SCHOOL CHILDREN WITH CERTAIN PHYSICAL DEFECTS DEFECT PERCENT Poor posture . . -~ « » 2S Dental caries or duifeme ” anil or teeth i «= » Tonsil or throat afflictions . . . . . . . 37 Poor nutrition See eM, i he Frequent headaches . . . . . =. =... 22 Constipation . . a Oe a ae ae ee” Ear or hearing deleen asl ee ne * = = Nervous or emotional peewee 7s >» + = Oe ek Se a ee ae a SS ee ee er ee Eg a ee ae a ee ee ne, Lung findings eas SE. ow & 7 Skin findings a. Saw ote, me a 3 Pediculosis a SS oy a a ee 3 Abnormal heart euniishens 2 Bear in mind that Table 1 shows defects among apparently well children, most of them from good homes where the parents were average or above in intelligence and education, and where they intended to have, and thought they were providing, a healthy environment. As a matter of fact, however, the number of remedial defects and the large number of bad health habits showed both ignorance and poor home control on the part of most of the parents. By bad health habits the writer refers to inadequate or no breakfasts, drinking tea or coffee, eating between meals, not eating vegetables or having other strong food prejudices, using laxatives, using spending money for candy and eating it between or before meals, attending movies particularly at night, getting insufh- cient sleep, sleeping with window closed, getting insufficient outdoor play, wearing insufficient clothing. The examination gave the pediatrician an opportunity for direct health instruction and advice to the mother and for recommendations in regard to the correction of defects which in all cases were referred to the family physi- cian or in a few cases toaclinic. The health worker furnished the family with a leaflet suggesting choice of foods, food combinations, and their preparation. The record of physical findings with the physician’s recommendations were available to the teachers, to the school nurse, and to the parents of the child examined. There was thus an opportunity for all-around coéperation on the part of all the individuals interested in the child, and subsequent annual exami- nations gave a check on: how thoroughly the recommendations were being carried out. The teachers in the school were also given an opportunity to be present at some of the examinations. This demonstration, the record of physical findings, the individual conferences with the pediatrician and health worker, discussions at teachers’ meetings, readings, and references gave background and point of view for classroom instruction in health. The general classroom instruction centered about regularity in eating, sleep- ing, elimination, work, and play ; a balanced diet including among other things a quart of milk a day, a cooked cereal, fresh vegetables and fruit, no tea or asa fF 20. How many times each day do you eat meat?...........2..--..0e cece isan eesti ea 21. What vegetables did you eat yesterday ? 2. .....es.ceeeeeeeececeeeeceeecceseeeeceeceneeseeceeeeee he erent Btaee heme Ph NE I nastics ccecsnesieciesnere 25. What do you ent between mWicale lan... cccccccecciset ceca ssesensnsnccsencoseenceosoncetnsoaee 24. How do you use your spending money ?...............---.--+--s:c-csceseeesseeeeeceeceeeeeeeeeeeseneeceeeeeasecess The questionnaire was given to all the pupils from third to enh grades inclusive in February, 1925, and to all the pupils from fourth to sixth inclusive in April, 1927, an interval of two years and two months. For the purposes of this study we have selected three groups that are comparable. Table 3 op- posite gives the percent reporting each habit. The third and fourth-grade pupils of February, 1925, with some losses and some additions are the fifth and sixth-grade pupils of April, 1927. The school, in the meantime, had given two years of rather intensive instruction in health. The writer appreciates that data obtained from children’s answers may be open to question. How- ever, the data were gathered by the same group of workers (not teachers) in both cases and under the same impersonal circumstances. ELEMENTARY SCHOOL PRINCIPALS 677 TABLE 3—PERCENT OF GROUPS REPORTING CERTAIN HABITS OR PRACTISES PERCENT IN PERCENT IN Fesruary, 1925 APRIL, 1927 GRADES GRADES GRADES 3 AND 4 5 AND 6 5 AND 6 197 PUPILS 223 PUPILS 226 PUPILS Inadequate breakfasts . . eee 54 38 No breakfast, part or all the time . . . . 15 13 12 Pemueeeenee 2. wk lk ll OU CUS 35 23 Drinking tea ; eee er ee 24 18 One glass or less of milk daily pat a eg, ee 11 12 One to two glasses of milk daily . . . . . 18 26 14 Two to three glasses of milk daily . . . . 27 21 15 One quart or more of milk daily . . . . 36 36 59 Cold lunch at noon, no warmdish . .. . 23 17 10 No older person at home to prepare noonday anal 11 11 7 Eating green vegetables and fruits . . . . 89 94 97 Rating between meals . . . . + « « @& 71 47 Using spending money for candy . . . . 44 42 24 ek ge a, ee cee! 3 22 TebeafromSiteSpi.m . . « «lw lw he | OMS 35 49 Tebe¢tromPwmos0pm . « «ss tl kl 29 9 Somer mer SSOR Mm 6. sk sk 8k we Ul UG 30 19 Sleeping with windows open . . . . . 79 80 93 Sleeping alone... OF ite 3 oe 26 52 Listening in on radio until 9+ i 45 ee, Fe Se 7 8 6 Listening in on radio after9 p.m. . . . . 8 6 2 ‘See Gane feseems gk eC 39 33 Taking dancing lessons .. i ae, Pas 8 9 7 Belonging to outside classes or clube en ee 62 26 Going to movies once a week . . . . . 47 52 35 Going to movies once a week at night . . . 18 12 10 Going to movies more than once a week . . 24 24 20 Going to movies more than once a week at night 17 14 15 It is interesting to note that the two groups questioned in 1925 give very comparable results, the variations being slight and such as one would expect to find in classes but two years apart, but that there seems to be an appreciable improvement in habits on the part of the group questioned again after two years of instruction in health, although the group was augmented by 20 per- cent or more new pupils who, being new to the school, had had less health instruction than the basic group. In the spring of 1925, the parent-teacher association of the school organized to conduct a house to house canvass of the district to ascertain how many of the children would be entering either kindergarten or first grade the follow- ing September. They asked the parents to bring these children for examina- tion to a free clinic to be held at the school early in June. The health depart- ment furnished two doctors and two nurses who made sixty-two examinations. They found a total of 109 defects in this group of four to six year-olds. Forty- two of the children were advised to go to their own physicians for treatment or correction. During the summer the school nurse made at least one call and in some instances more at each of these homes. She personally took twelve of these children to clinics for correction because the mothers were not able to go. 678 NaTIONAL EpucaATION AssocIiATION Fifty-two of the children were given the toxin-anti-toxin treatment with the consent of their parents. In September another clinic was held at the school. Table 4 summarizes the reports of these two examinations. TABLE 4—PROGRESS IN THE CORRECTION OF PHYSICAL DEFECTS PERCENT AT PERCENT AT JuNE SEPTEMBER REPORT REPORT Bad tonsils es « @fa ae Tonsils removed . . . . 32 Adenoids . . . . . . 32 Adenoids removed it = = Dentistry advised . . . . 35 Dentistry done . . . . 35 Orthopedic defects . . . 8 Same corrected . . . . 3 Abdominal defects . . . 6 Same corrected . . . . 3 Respiratory diseases . . . 6 Same corrected . . . . 6 Defective speech . . . . 5 Same corrected . . . . 1% Defective vision . . . . 1% Same corrected . . . . 1% Skindiseases . . . . . 3 Same corrected . . . . 1% Eye diseases 5 Same corrected . . . . 3 Nervous diseases 1% Same corrected . . . . 1% G. U. diseases _ Re AOE See e ee Anemia 5 Same improved . .. . 5 Malnutrition . . . . . 3 Same improved... . 3 Cardiac diseases. re eay 3 Same improved . . . . 1% These children were thus enabled to start school under more favorable cir- cumstances. The corrections made and the toxin-anti-toxin administered reduced dangers of epidemics and contagion. The examinations and the sub- sequent corrections of defects called the attention of this group of parents to some health problems they would probably meet in the future, and they were therefore better prepared intellectually and emotionally to codperate with the school and its health program. Our experience would seem to show that the schools can do much to im- prove the physical condition of the children by direct, constructive teaching and by securing the codperation of the parents and the community. There must, of course, be organization for this purpose and a study of the local situa- tion. A good course of study and good reference material will help. Colleges and normal schools could do much to organize courses for teachers that would give much more basic information on what the needs are and how to meet them than is at present the case. The courses given in science, in school and community health, in physiology and hygiene, in psychology and mental hygiene, in home economics and child care should somehow be tied together so that the student appreciates their bearing on the problems of the child he is to teach. There should be a constant development of the materials of good health teaching and these should be made available to the schools, There should be a continual try-out of methods and materials applicable to different types of school communities. Teachers must get a broad fundamental under- standing of what a thing is all about before we can expect them to make use of it in the education of the children in their charge. They are so often con- fronted with demands and asked to show results on too inadequate a founda- tion and in too brief a time with the result that some of them go thru the ges- tures they have seen others making and delude themselves into thinking that h the ‘hool. ENT AT EMBER -ORT ) 5 1% 1% 1% 3 1/2 1% € Cir- tered - sub- its to were h the 0 im- ching “here situa- chers how chool ental ler sO he is good ‘here erent nder- se of con- inda- : ges- that ELEMENTARY SCHOOL PRINCIPALS 679 they have solved a problem that they do not even comprehend. Health is a big field and the problems many and involved. One needs to comprehend and understand before one can act. Finally, there should be more supervision in the schools by persons with adequate professional training who are interested in the positive aspects of health instruction as well as in preventive measures and who will help train teachers already in the service in general constructive teaching that will finally eventuate in good healthy-minded individuals and in a healthy community. A SCHOOL HEALTH PROGRAM EpYTHE P. Hersuey, M. D. Director, School Health Work, Dallas Public Schools, Dallas, Texas r THE recent White House Conference on Child Health and Protection the Committee on the School Child called attention to the fact that . in agreement with the best of the advanced ideas in education we must always remember that the foremost function of the school is to be aware of, and to deal with, the pupil as an individual. Every child’s personality must be respected. The health program must be positive, constructive, preventive. In the health program, as in every part of the school program, the child must be the course of study. It is he who must be studied. Send the whole child to school. Train the child as a whole while in school. And send the whole child out when leaving school, with the best that education can give him, more adequately equipped to live life abundantly and serve efficiently. This must be the slogan of the schools today. The Department of School Health Work in the Dallas public schools was organized only six years ago and a court decision was necessary to establish the right of the Board of Education to provide adequate means for the protec- tion of the health of school children. The Department now consists of two physicians (the director and the assistant director), one supervising nurse with fifteen white nurses, three colored nurses, a dental hygienist, a parent- education specialist whose services are available in codperation with the State Department of Vocational Education, and a partime stenographer. The objectives of the School Health Department are based on the belief that it is the child as a whole which must be considered. To do this the physi- cal, mental, and emotional aspects of the child must be studied and correlated ; and the school environment, as well as school procedures and methods, must be investigated in relation to its effect on the mind and body problems of the growing child. The objectives of the school health work are as follows: 1. To endeavor to control the spread of communicable diseases in the schools; 2. To study the problems of sanitation, of hygiene, and of school buildings so that scientific health principles may be followed in the location, operation, equip- ment, and construction of these buildings; 3. To give routine physical examinations so that remedial defects may be revealed as early as possible; 4. To give medical advice in those problems where adjustments are required to meet the needs of individual children; 5. Tocarry on a program of health education for school administrators, teachers, and parents as well as for the children. 680 NATIONAL EDUCATION ASSOCIATION The control of communicable diseases—Five years ago, again under a court ruling, vaccination against smallpox was made compulsory for all children enroled in the public schools. Since then not a single case of smallpox has been reported among children of school age, while prior to this ruling it was at times necessary to close schools because of epidemics of smallpox. The ruling concerning vaccination is that in case of unsuccessful attempts at vaccination three attempts must be made each year. In case of satisfactory vaccination one re-vaccination is required every seven years. Probably the most effective measure for controlling communicable disease is daily classroom inspection by the teacher who has the child the first period. To do this the teachers must be trained to recognize the early symptoms of diseases and observe deviations from the normal. The inspection must be an educational procedure carried on according to sound principles of pedagogy. It must meet the standards given in Course of Study Series No. 43, Oakland Public Schools, Oakland, California. It must be: 1. Pleasurable, not disagreeable 2. Encouraging, not discouraging 3. Interesting, not monotonous 4. A vital part of health teaching, not an unrelated activity. Cases of minor contagious diseases as impetigo, scabies, pediculosis, and ring- worm are excluded, but these cases are followed so that unnecessary absence is not caused by delayed or unsatisfactory treatment. Cases sent home from school because of acute illness which do not return in five days may be required to bring a certificate from the City Health Department before being read- mitted if contagious disease is suspected. Sanitation and hygiene of school buildings—Problems of heating, ventila- tion, lighting, cleaning of buildings, toilet facilities, classroom equipment, and lunchroom facilities are intimately related to health problems of the children and teachers. It would hardly seem necessary to mention the ill effects of poor ventilation, inadequate lighting of classrooms, and the need for these matters to be controlled according to scientific standards of good hygiene. In addition to the direct effects of inadequate or unhygienic school plants, we must face the problem of attempting to put over a health education program which in- cludes “‘activities and situations affording direct motivation for health instruc- tion” and which provides “for practise and application of health instruction which will help to establish permanent health habits and attitudes,’ when our budgets do not permit installation of sanitary devices of which our Board of Education approves and desires but which our community has not yet realized are essential if the health of our school children is to be safeguarded to the fullest extent. It is rather an ironic fallacy to attempt to teach children that hands must be washed before eating and after going to the toilet when we have no adequate facilities for hand washing available in the majority of schools. John Dewey has said: “What the best and wisest parent wants for his own child, that must the community want for all its children.”” The community must be educated to be willing to pav for the best. The teachers must be educated to let as much light as possible in the classroom and direct it from ourt dren : has as at ling ition ition ease riod. is of e an ogy. lan ing- ce is rom ired ead- tila- and lren 00r ters tion face ruc- tion our 1 of zed the -hat ave wn lity be ELEMENTARY SCHOOL PRINCIPALS 681 its source to give the best possible diffusion, actually and figuratively in terms of healthful environment for the child. Physical examinations—With a staff of two physicians and an enrolment of approximately 48,000 it will easily be seen that it would be physically impossi- ble to give an annual examination to every school child. The purpose of the physical examination is twofold: to educate the child, and to reveal remedial deviations from the normal as early as possible so that the parents may be in- formed of the conditions found and take proper corrective steps. The physical examination is not for diagnostic purposes or to outline treatment. That is the business of the private physician or the clinic. Routine examinations are done in the first, third, and sixth grades. Parents are encouraged to be present. Special cases in the remaining grades are examined on request of a teacher or school nurse. Study of special problems—Efforts are made to give medical advice con- cerning special problems. Several of our schools have rest rooms for children who are too far below par to stand the strain of the full school day. The prob- lems of retarded children are so frequently closely associated with physical handicaps. There are the children who are semi-blind, those who are partially deaf, those with serious speech defects, and many others for whom we have not assumed our full responsibility until we adapt our educational programs to meet their needs. Health education—The Department of School Health Work codéperates with the Department of Physical Education. Examinations are given to those entering competitive games. Health education, to be effective, cannot be car- ried on as the work of any one department. It must be correlated with every subject, and every teacher must realize his responsibility in understanding the physical problems of his children so that he can teach most effectively. The mind and body problems of growing children cannot be separated. Teaching songs and games about health will not be of much avail as long as we have ill- fitting seats, dark rooms, nervous teachers, and over-fatigued children. The teacher’s health is an important phase of a health education program. Our training schools and colleges must give our teachers a more comprehen- sive understanding of the relationship of mind and body problems. Parents must be educated to assume their full responsibility for their children’s wel- fare. Thru the meetings of the parent teacher associations much can be done to bring home the problems of health education. John Graham Brooks said that a crank was once defined as “A man who sees one fact so vividly that he is blind to all the other facts which alone can explain the one he sees.”” Those of us who are interested in the health prob- lems of our school children must broaden our range of vision so that we can see all the factors in our system of education which influence the health of our children. What the child does influences him far more than what he hears, so that what we teach our children about healthful habits of living is like the proverbial water on the duck’s back unless we provide the means for him to live a healthful life during the school hours. 682 NATIONAL EDUCATION AssOcIATION HEALTH HABIT CLASSES JOSEPHINE THOMAS Principal, Howard Public School, New Orleans, Louisiana HE FRANK T. HOWARD Public School of New Orleans has had nutrition classes ard health habit classes for nine years, but its success in ~ reducing the number cf underwcight pupils, in making pupils health conscious, and having health habits put into effect in the home was not commensurate with the effort, time, and money spent. A new plan was inaugurated for the session of 1929-30. The Orleans Parish Tuberculosis and Public Health Association has a preventorium in the Ozone belt at Slidell, Louisiana, a town just thirty-two miles from New Orleans, that has been caring for underweight and underprivileged children from New Orleans for a period of six years. School children had, however, not taken full advantage of the opportunities offered, except during the sum- mer months, the usual reason being that they could not be absent from school. The principal of Howard School presented to the Association a plan whereby that body could assist the school by coéperating in an experiment with under- weight pupils. The plan was carried out. Alternating groups of sixteen girls and twelve boys were sent to the preventorium for a period of six weeks where they were under constant supervision. Regular school work was carried on for two and one-half hours each day. The pupils chosen for this experiment were those who were thirteen per- cent or more underweight, those less than thirteen percent underweight but improperly fed at home, and those who were anemic. Each pupil received a thorough medical examination just before departing for the preventorium, and was inspected by the principal for pediculosis, sores on body, feet, etc. There was a supervisor, a dietitian, and a teacher at the preventorium, The Tuberculosis and Public Health Association provided the supervisor and dietitian and the faculty of Howard School, the teacher The daily schedule was as follows: Rise, prayers, wash and dress, make beds, take exercises 7:00 a. m. 8:00 a.m. Breakfast, brush teeth, wash dishes, clean dining room 9:00 a.m. School—(10:00-10:10 intermission for milk) 11:30a.m. Health talks, demonstrations, or inspections 11:45 a.m. Wash for dinner, set table 12 Noon. Dinner 1:00 p.m. Brush teeth, wash dishes, clean dining room, prepare for afternoon rest period, change from day. to sleeping gar- ments 1:30 p.m. Rest period 3:00 p.m. Rise, make beds, bathe 3:30 p.m. Drink milk, go for a walk 4:00 p.m. Games on grounds, letter writing, etc. 5:00 p.m. Wash for supper, set table 5:15 p.m. Supper 5:45 p.m. Brush teeth, wash dishes, clean dining room 6:15 p.m. Story hour, community singing, or study period 7:15p.m. Free period 8:00 p.m. Prepare for bed 8:30 p.m. Lights out s had ess in cious, urate leans n the New dren ever, sum- hool., reby \der- girls here d on per- but ed a The and ELEMENTARY SCHOOL PRINCIPALS 683 The experiment extended from October to June. Each week-end the prin- cipal visited the preventorium to check up the health habits, the weight, and the school work of the pupils and to encourage them in their efforts for in- creased health. The results of the experiment exceeded all expectations. Every pupil gained in weight, health, happiness, and health habits. There was a total gain of 468 pounds for the seventy-two children, an average gain of 6.65 pounds per child, the range being from 2% to 12 pounds. The improvement in general appear- ance was remarkable. Improved posture, rosy cheeks and lips, healthy looking hair, clean trimmed nails, and smiles were facts noted by all parents and visitors. These results were not temporary, for all cases were followed up at school ; and it was found that over 90 percent held their gain and continued to improve at a normal rate in weight, health, and scholarship. The following cases prove that the habits were carried over into the home. Althea—The sister and brother of Althea were also underweight, but they were not assigned to any group going over, Althea was particularly interested in the meals, and on returning home planned the meals for the family, In two months’ time the sister and brother showed a gain of seven and five pounds, respectively. Althea was then two pounds overweight, having gained four pounds at home. Emma—At the beginning of the experiment Emma was 14 pounds underweight. Her mother had reluctantly consented to allow her to go to the preventorium, for she said that Emma was always thin, could not eat breakfast, and would not eat vege- tables. Emma, influenced by the example and spirit of the other members of the group, ate two spoonfuls of cereal and drank one cup of cocoa the first morning, ate sparingly of lettuce, tomatoes, and green peas for dinner the first day, and at the end of the week was eating as much of everything for each meal as the other girls were. Most gratifying of all, when Emma returned home, she continued the habits formed at the preventorium, even though she had to get up earlier to prepare her breakfast; for, as she innocently said, “We never have breakfast, because my mother does not get up to fix it.” We were told that the father is now having breakfast with Emma, and the mother says she supposes that she will have to get up now and cook for them. Agnes—At first Agnes was 13 pounds underweight, would eat no breakfast drink no milk, and would go to bed late every night. She is a slow pupil, having to repeat every grade. Because she could see that there was improvd classroom work of the girls who had returned to school, Agnes begged her mother to allow her to go with the third group. She did try to follow the schedule, even drinking milk. Her gain was eight pounds, her improvement in scholarship noticeable. But three weeks after her return to school she had lost eight pounds. The principal and her mother held a con- ference. Agnes was called in and the situation carefully gone over. Agnes compared her daily habits then with those she was helped to form, at the preventorium, and acknowledged she was not doing for her mother what she had done for us. The result was her promise to begin immediately to live according to the health rules taught her at school and endorsed by her mother. At the close of school Agnes was two pounds overweight, having regained those eight pounds and added seven addi- tional ones. We are proud of her because for three years she has been one of our underweight problems. We hope she has the /adit now of healthful living. Enthusiasm may start an experiment, but codperation keeps it going. The fact that codperation from every source was so sincere and whole-hearted makes us feel that our experiment was worthwhile to the community. Our superintendent of schools gave a half day of his busy time to visit the 684 NATIONAL EDUCATION ASSOCIATION children at the preventorium. He had given his hearty approval to the plan in the beginning and encouraged us in every way. The New Orleans Public School Medical Director and one of his assistants used one of their holidays to pay a visit to the children. This department has been most codperative, sending nurses and medical inspectors to examine and re-examine the children for us, and to see that some were taken to clinics to have defects removed before they were allowed to attend classes at the pre- ventorium. The faculty of the school was unanimously in favor of the experiment and promised to be responsible for the funds to pay the teacher at the preventorium, This they did by dividing into six committees of five teachers each and giving entertainments to raise the funds. The teachers also visited the children on special holidays, such as Hallowe’en, Mardi Gras, Valentine, etc., and gave parties for the children, the favors being made by their pupils at Howard School. The pupils of the school painted chairs for the dining room, furnished cur- tains, doilies, and flower holders, and the boys of the manual training depart- ment of the school made a buffet and a mantel shelf. The Parents’ Club coéperated by furnishing articles that would add to the physical comfort of the children, by taking committees of parents over to see the work of the preventorium, by giving a food-stuff shower, for we were a heavy tax on the finances of the Orleans Parish Tuberculosis and Public Health Association. The press of New Orleans gave us front-page space and space on their pictorial pages for the inauguration of the experiment; another prominent space and pictures for the results of the first group, and notices of each group’s going over. At the end of the experiment, the editors asked for a complete write up for the Sunday editions. The editors of the three papers also offered us any other assistance that “such a worthwhile experiment deserves.” The community of Slidell, thru the contacts of the executive secretary of the Orleans Parish Tuberculosis and Public Health Association, adopted us. The women’s clubs and the church organizations gave parties for the chil- dren and sent delicacies to them. The Lions Club and the Young Men’s Busi- ness Club organized a “Do a Seivice Club” to take our children on Sunday to the various churches to which they belonged. ‘The doctors and dentist of Slidell gave free services to our children and to the administrative force. While our chief aim was the formation of health habits, we feel that the children had an unusual opportunity to appreciate nature; to live in the coun- trv, even for a short period; to live helpfully and happily with others; to develop and reinforce proper table and social manners; and to be the means of convincing the parents of the community that underweight, anemia, and poor development can be eliminated by habits of healthful living. —__.. lan in stants it has e and ics to pre- t and ‘ium, iving nm on gave ward cur- part- » the ) see re a iblic heir nent up’s lete ered the un- - to ans and ELEMENTARY SCHOOL PRINCIPALS 685 SCHOOL HEALTH WORK IN LOS ANGELES HArotp E. Morrison, M. D. Assistant Director, School Health Work, Los Angeles, California HE DIVISION of Health and Corrective Physical Education of the Los Angeles City Schools as organized at present is about seven years old. In 1924, Sven Lokrantz, M. D., who had some years previously estab- lished the Department of Corrective Physical Education, became the director of the combined department formed by taking over the Health Department of the schools which had been developing rather slowly for about fifteen years. The new department under the leadership of Dr. Lokrantz immediately forged ahead into a leading place among all the school health departments of America. It isnow considered the leading department of its kind in the world. Program—The program of the division is carried on by the thirty-three sections, including the following: Physical examination of children by physi- cians; physical inspections by nurses; examination of teachers and other em- ployees ; corrective physical education for kindergarten and elementary chil- dren, and junior and senior high-school girls and boys; nutrition ; heliotrophy ; health centers; traveling healthmobiles; dental; sanitation; communicable disease ; work permits ; eye and ear ; mental hygiene; health education ; heart ; tuberculosis—open air sun rooms; dermatology; orthopedic; home hygiene and nursing; lecture service ; laboratory ; medical supervision of handicapped children ; summer health program; and others. Personnel—The personnel which carries on this program includes the fol- lowing: one director ; seven assistant directors (5 physicians) ; three ass.stant supervisors; thirty-four physician inspectors; fifty-five volunteer physicians ; forty-eight physician consultants; seven partime physicians; one chief dentist ; seven dental consultants ; one dental hygienist ; eleven dental assistants ; three optometrists ; one chief nurse; five supervising nurses; seventy-one nurse in- spectors; ten nurse-teachers in the high schools; five nurse consultants; one hundred ten corrective physical education teachers ; twelve nutrition teachers; two matrons; two laboratory technicians; two social service workers; ten health center assistants ; secretarial and clerical staff, and others. Corrective physical education—Doctor Lokrantz is a pioneer in. this field and has developed it here to probably a higher point than in any other public school system in the United States. This work is now helping about 50,000 children who are handicapped by poor posture, foot defects, nutritional dis- turbances, paralysis, heart defects, and other less common conditions which require more individualized corrective work than is possible in ordinary physi- cal education classes. An interesting phase of this work is that carried on by a special kindergarten teacher who directs a health program adapted to activi- ties of the kindergarten, by means of demonstration lessons and visits to kindergartens. School clinics (health centers) —A feature of our health program, which greatly facilitates the speedy correction of the physical defects of needy school children, is the school clinic. About 25,000 children were cared for in our fourteen school clinics during the past year. 686 NATIONAL EpuUCATION ASSOCIATION The eye and ear, heart, and tuberculosis sections—These units are in charge of fulltime specialists with invaluable assistance from outside specialists who give liberally of their time for clinics and advisory boards. These special ser- vices are equipped with the best modern diagnostic aids such as phonograph audiometer (to test hearing of forty simultaneously), electrocardiograph, and X-ray. Some of these have been contributed by the parent-teacher association which has helped greatly in our clinical work. Communicable disease control—This work is directed by a fulltime epi- demiologist. In this regard the classroom inspections daily by teachers and weekly or oftener by nurses is the great bulwark against the spread of infec- tion. The nurses made 190,141 individual inspections and 4,447,630 class- room inspections in elementary and junior high schools which resulted in find- ing and caring for 54,006 cases of minor communicable diseases. Sanitation—We have for the past three or four years made an “annual sanitary survey” of all schools, stressing ventilation, lighting, etc. ; and record- ing findings on a legal size triplicate form of eighteen pages which greatly helps in getting codperation in sanitary matters from principals, teachers, superintendents, business department, and all others concerned. Inspections are made by the regular physicians and nurses, reports checked by the assistant director in charge, and copies sent to the principals and superintendent of schools. The original copy remains in durable covers and makes a very con- venient file folder for receiving all current correspondence or memoranda bearing on sanitation in that particular school. W elcome to N. E. A. visitors—All those attending the N. E. A. convention who are especially interested in any phase of school health work are cordially invited to visit the headquarters of the health department at 310 Chamber of Commerce Building. We will gladly answer any question, and supply copies of annual reports and other literature which is available on any phase of our work. PROBLEMS OF THE SCHOOL DENTAL CLINIC JAMES NEWELL EMERY Principal, Potter School, Pawtucket, Rhode Island BOUT a decade ago, the idea of the school dental clinic took rapid form in the mind of the public. Spurred on by the example of several early successful clinics that blazed the way, the movement extended to a substantial proportion of both large towns and small cities. Successful clinics that had received popular support were widely copied. The movement was inspired by a very vivid realization that oral conditions in the case of the average pub- lic school child were in a deplorable state. Any survey of a typical classroom would find few pupils, if any, who did not need a greater or less extent of dental work—from three to six defective teeth would be the usual average. This condition was complicated by the fact that in the vast bulk of cases where the child’s teeth were in the greatest need of attention, the parents were de of re sy af ot se in pe of ‘y ELEMENTARY SCHOOL PRINCIPALS 687 rarely in financial condition to have more than a small amount of that work done. The worst cases were the least able to afford having the teeth saved. A potent argument for establishing and extending school clinics was the ideal that with systematic inspection, aided by a thorough prophylactic clean- ing once or twice a year, the child, once his mouth was in a clean and hygienic condition, would be induced by natural pride to keep it so. The public was thoroughly sold on this plan. The opening of a growing array of dental clinics and the appointment of dental inspectors for towns and cities have brought administrative problems of their own. Some of these are in a fair way of easy settlement; others will remain for some time vexatious questions in the administration of a school system. Among the major policies to be settled are the following questions: Shall the dentist's office be mostly that of a dental inspector with talks and recom- mendations, or shall most of his time be devoted to remedial and purely clinic work? Shall he be engaged on a partime or fulltime basis? Shall the clinics be conducted from a charitable angle, mainly for those who cannot afford to pay, or shall the work be considered as the due of every child in school ? How shall the work be handled so as not to strain relations with or antagonize other members of the dental profession? Just how far is this a function of the work of the public schools? These in their turn lead to other and lesser problems, perhaps no less diffi- cult of solution, and no less vexing. Possibly the first major problem to be settled is the question of whether the dental inspector shall be in the main an inspector, or whether he shall emphasize the clinic side. If, as so often hap- pens, he finds upon repeated examination that a child’s mouth is badly in need of work, that there are possibly four or five extractions badly needed, that the teeth all need cleaning; that a tooth is wedged far out of place and needs straightening, and that there are several cavities in second teeth that need fill- ing, and that thru indifference or lack of funds the parents continue to neglect the child’s condition, what is to be done about it? Is the child to suffer, not only at the present time, but all his lifetime, for lack of care? Who is to do the work? Yet if filling, or even extraction is entered upon to any extent, it opens up a vast volume of work where it is difficult, if not impossible, to draw a hard and fast line. In theory, parents, after their attention is called to the need, should have the work done by the family dentist, leaving to the clinic for handling only cases where the circumstances of the parents preclude paying for adequate treatment. Actually the making of any such distinction is often a difficult, if not impossible task. School boards, moreover, are often inclined to do away altogether with the charitable idea, arguing with reasonable logic that attention to the child’s teeth is a part of legitimate health education, on the same plane as physical exercises, athletics, or even vaccination, and should be the privilege of every child of school age, regardless of his station in life or financial circumstances. The public seems to be sold more thoroughly on the idea of free clinic and 688 NATIONAL EpUCATION ASSOCIATION treatment service than on the idea of inspection. Many of the school clinics are the outgrowth of parent-teacher movements. In many cases the equipment and funds are furnished originally thru those sources, rather than thru the official channels of the school department. It is far easier to raise funds for the purpose of clinic treatment, with the idea that a large amount of actual remedial work is to be done as an incentive. Yet educators, viewing with some concern the wholesale tendency in recent years for the schools to take over in large measure certain functions which are largely those of the home itself, are beginning to line up rather strongly on the idea of preventive, rather than remedial work. They argue, with some justification, why free dentistry, any more than free groceries, free legal or medical services, or free undertaking? This was brought out strongly at the recent Washington conference held in the fall of 1930. In fact it may be con- sidered that the actual clinical treatment belongs, perhaps, more properly to the public health department than to the public schools. Shall the dentist himself be engaged on a partime or a fulltime basis? Can a successful practitioner afford to give up the time from his private practise that the school demands, at the comparatively low salary paid? If he does, will he not be inclined to neglect the work when it conflicts in any way with his private practise? Can the school afford to sponsor any but the best and most experienced work ? Is it better to engage several dentists of high standing to give a small por- tion of their time, or to engage at practically fulltime a comparatively inex- perienced practitioner who is just entering the field until the time when his private practise will make such demands upon his school work that he will be compelled to drop it in favor of another beginner ? In any case, neither dental inspector nor school authorities can afford to let the quality of the service slacken, even if they feel that it is merely or mainly charitable work, and that the pay is not adequate. The dentist must observe the same scrupulous rigidity as to cleanliness, sterilization of instruments, and care in what work he does as he would in his private practise. Yet there are socalled dental inspectors who do not use proper sanitary precautions. ‘They wear once-white coats that are soiled and grimy, under conditions that they could not afford to tolerate in their own offices. ‘‘What’s the use?’’ seems to be their attitude. “‘It’s good enough for the clinic.”” The school principal who can tactfully, but none the less firmly, bring about an amelioration of such conditions, has a real administrative problem on his hands. Relations with other members of the profession present another real and vital problem. Just how far should the work go? If, for example, any sub- stantial amount of filling is done, it faces the delicate situation of interiering with the business of other dentists, who depend on that work for their living. They would rightly resent any attempt of the municipality or the state to take business out of their hands for which they have trained themselves at the cost of years of study, and no slight expense for preparation, equipment, and up- keep. Neither the school department nor the dental inspector can afford to Vv —S COC CU ELEMENTARY SCHOOL PRINCIPALS 689 antagonize in any way the other practitioners. The school clinics must have the backing of the dental profession behind them, not lukewarmness or open hostility. The practising dentist also may perhaps view with a jealous eye the sup- posed opportunities that the school dentist enjoys to build up his own practise from the inside. It is an interesting sidelight that pupils will go of their own accord to the clinic and have work, in some cases involving considerable personal pain, without a whimper, when the very idea of the dentist’s chair in actual office practise brings out dread and putting off on every possible occasion—a failing which is not confined altogether to children. The work of the school dental inspector, then, to a certain extent must be a series of compromises. In an ideal form, it should include a balanced pro- portion of Inspection of oral conditions of all the children in the schools at least once a year, and such comparison as is possible with previous years. Cleaning, so far as possible, in order to put the child’s mouth into such condition that he will take reasonable pride in keeping up the work which is begun. Extraction of such first teeth as interfere with the proper development of the second set, and a few badly decayed second teeth where they cannot be saved. Emergency treatment and medication of aching teeth, which should naturally have the right of way over all other work, in order to relieve unnecessary suffering. Temporary filling in certain cases, to save teeth that would otherwise be sacrificed, with most of this work left to the family dentist so far as possible. Educational talks, illustrated by casts, pictures, lantern slides, motion picture films, and any other effective devices, preferably for the most part in small groups, one or two classrooms at a time. This, including establishing confidence and doing away with the traditional fear of the dental chair, is perhaps one of the most important functions of the school dental inspector, if not the paramount one. It is probably least stressed of any of the school dentist's functions, because good dentists are fre- quently indifferent speakers, or such a volume of other demands are made upon the position that they feel that they cannot readily spare the time which should be given to this side. Yet it is probably productive of the most lasting good of any of the items taken up. It is almost unnecessary to comment that the dentist should be afforded a maximum of clerical help, either student volunteer or paid, in order that every minute of his professional time should be utilized to best advantage, rather than taken up with the detailed keeping of clerical records. It may not be amiss to remark that most of the conclusions and inferences drawn in the foregoing article are a result of nearly ten years spent by the writer in cooperating in a large city dental clinic conducted in his own school. The opportunities lying before the school dental clinic are almost unlimited. Good teeth are a fundamental requisite, not only to the child’s health, but also to his future happiness, and will repay any volume of effort and expense put forth for that purpose. After all, the welfare of the child, physical, mental, and moral, is the supreme consideration, and the one viewpoint with which the public schools, with all their activities, should be conducted. 690 NATIONAL EDUCATION ASSOCIATION HEALTH EDUCATION IN ROCHESTER JOSEPHINE HOFFMAN Principal, Latta School, Rochester, New York HE material for this article was obtained thru the courtesy of the Board of Education of Rochester, New York, under whose auspices an intensive study was made of the whole school system. Major OBJECTIVES Of the four major objectives of education set forth for the public schools of Rochester, Objective II governs the health program. It is as follows: The school should advance the pupil in his ability to know and to observe the laws of physical health and wellbeing, and to appreciate the meaning of life and of nature. This objective is developed thru a three section program. HEALTH PROTECTION Objectives: 1. To detect physical defects for the purpose of correcting remediable conditions 2. To prevent and control communicable disease 3. To recommend such school equipment and practises as will furnish the best pos- sible environment for the health of the pupils and teachers 4. To secure the codperation of the home in health protection activities Activities: 1. Medical service a. Medical inspection (Health Bureau) 1. Preschool child 2. School child b. Nursing service (Health Bureau) c. Dental service (Dispensary) 2. Morning health inspection Physical examinations a. Routine physical examinations and tests to determine physical fitness b. Tests for sight, hearing, and speech (Special Class Department) c. Tests for determining underweights and overweights 4. School sanitation a. Standards of heat, light, and ventilation b. Proper seating, drinking fountains, toilet facilities c. High standards of cleanliness 5. Hygienic building construction 6. Hygienic arrangement of school program a. Alternation of subjects b. Extracurriculum activities 7. Mid-morning lunch 8. Accident prevention 9. Teacher health service The above program can be effectively carried on only thru the codperation of the several agencies interested in the protection and promotion of health. These are the Health Education Department, the Special Class Department, the City Health Bureau, the Rochester Dental Dispensary, the Council of Social Agencies, the Vital Economics Department of the University of Roches- ter, and the Rochester Tuberculosis Association. Medical service is regulated and conducted by the City Health Bureau. It involves medical inspection of all school children with careful followup by health physicians and nurses of various hospitals and dispensary. we ELEMENTARY SCHOOL PRINCIPALS 691 During the summer, the Health Bureau in coéperation with the public schools conduct child welfare stations in 51 school centers. This service is extended to preschool children as well as those of school age. The Rochester Dental Dispensary sends a corps of dental hygienists to each school twice a year to examine the teeth of the pupils and give prophylactic treatment. Recommendations are made to the parents for further dental care. Many of these cases are taken by the school nurse to the dental dispensary. + of Morning inspection is carricd on under the individual and the group method. A record of morning inspection under the individual method is shown on in Table 1. Each child who passes morning inspection every day for a ; week receives a five-point score on Friday. The record used as an illustration covers eighteen weeks and shows the extent to which each child has met the fol- lowing requirements: clean hands, face, ears, neck, teeth, hair, fingernails; ns clean clothing, clean handkerchief. While observing these details, the teacher discovers the presence of sore eyes, running ears, cold, and rash, which might aad indicate an unfavorable health condition or the onset of a communicable dis- ease, and such cases are sent at once to the school nurse. ard sive TABLE 1—MEDICAL INSPECTION IN ELEMENTARY SCHOOLS ACTIVITY NUMBER Pupils mepected .. « « & © « «© « «© Bageee Schick tests administered es Oe ee 4,999 Anti-toxin administered . . . . . «© . 7,207 Small-pox vaccinations . . . . . . . 3,841 Nurses’ calls and investigations — «2 ~« mee Children to dispensary . . . . « « « 47,469 Activities 3, 4+, 5, 6, 8, and 9, mentioned under Health Protection are under the direct supervision of the Health Education and Special Class Departments of the Rochester Public School System. You will notice that under physical examinations the Special Class Department conducts specific tests for sight, hearing, and speech defects, and also makes arrangements for corrective work. In number 8, accident prevention, a very efficient service is rendered by the Rochester Chamber of Commerce and the Police Department. In connection with the latter it is quite timely to state that an officer has been assigned to each school to aid in this work. HEALTH TEACHING Objectives: n 1. To develop right attitudes and high ideals toward health and health practises 2. To give students information which will help them to improve and conserve their own health 3. To aid in establishing specific health habits f 4. To coéperate with parents and others in contributing to the health of the com- “ munity. Activities: 1. Instruction in hygiene and physiology : 2. Health talks are given in the gymnasium based on the health protection and health development part of the program 3. Coérdination and correlation with other subjects in the curriculum 692 NATIONAL EpUCATION ASSOCIATION 4. Individual conferences a. Pupils b. Parents Special emphasis periods Assembly programs Better health classes and clubs Classroom projects 9. Safety education 10. First aid. Class instruction—Lessons in hygiene (including nutrition), physiology, safety education, and first aid are given in all grades of the elementary school in accordance with the New York State Syllabus in Hygiene. ‘Three minute health talks are given in the gymnasium to motivate the school health program, and to give timely emphasis to personal health habits. Films, slides, and pic- tures concerning health topics are used to make lessons interesting, concrete, and forceful. To sample the effectiveness of classroom instruction in hygiene the following questionnaire on health habits was issued to all fifth-grade pupils during the fall term, 1925. PNY HEALTH HABIT QUESTIONNAIRE Fifth Grade Do you sleep with bedroom windows opem? 2.020.020.0202. 2..c.cceeecee sceeeeeeeseeeeeeeeeeeneeeee Do you sleep at least 10 hours every day ? oon... 2-..-..cec.cccecceseseseeeeneneneeees ieatacoeicadncacin Are you up at 7 o’clock in the morning ?.......... SORES eA Cree ee a, sisiaabesbetak totale Do you drink at least two glasses of milk every day? 2000000000000... cociscasinbie anes Do you eat a good breakfast every day? .............-....cesecececeeeeceeeeeneeeeeeeeeeees pashan scabsmais Do you eat some fruit every day ?................2.2...-eeseeeeeeeeseeeees pie Seattle sce stocais Do you eat some vegetables every day? ..................seecsceececeecececeeeeceeeeeseeseceneeenees Do you drink plenty of water every day? ...2.....2.....0.0ccceceeeeee eee basis icaaacvenigplensidiabe , I I i tech ps cgesat la ened cecsed oo ea maou coe nds cas sei eR SERPS ere relent la eect es Been Orta One ree spcsanbiietiea as , 11. Do you eat slowly and chew your food thoroughly ?....22..2.... o.oo ececcecenee eee 12. Do you have a regular time every day to go to the toilet ?_. 0... ee 13. Do you take a bath all over at least once a week ?o....2...0.0..0.-.20.ecceceecececceceeeeeeee veneers 14. Do you have a tooth brush of your own and do you keep it clean?................. paeastaote S. “Tam Se WOE OE AE Dee I Faison ests enesncsesensecnanicn rete Un I UI sist ccnc ase cassascaasicecbaiiccasscosedd 17. Do you have your teeth examined every year ? o.oo... ooeoceceeeeeee eee debicniecibe 18. Do you often have a sore throat Pann... nc.n sn ccsceeencnessesceceecsccnsecncecececees tie I cil ac cided gtesRinegseassbpnnseleasiie TONE OIE Nt ss cod cents os pe eceapwsccaddasne nnhcadsaateieenoiescasassunics Sa ioc inianesescblisoweledepnincathcimnssvennnlreeteancilsvatesibindeicwsntionulatie 22. Can you read writing on the blackboard easily ? oo... ocecceececccecececee teen 23. Can you hear easily what the teacher says ?oo..............eeecececceececeseeeeeceeeeceeeeeeeneeeeeeee Sa en ne UI I cts enticetiscnaaeto ain aii pent oncnninensngivinnccetntsnsiiensisinnionsinicieibii 25. Do you play a part of every day out of doors? oo... eee cece si Sicsiaeee 26. Are you often absent from school on account of illmess 2.2... eee eceeec cence ee eens The total number of papers returned was 3934, and the survey showed 66 percent of desirable health habits in operation. While the replies of children to such questionnaires are not entirely reliable, every effort was made in this survey to secure frank and honest responses, and the results seem to indicate a fair degree of transfer from health teaching and classroom emphasis to habitual practise. PENA Ne iS 1 ELEMENTARY SCHOOL PRINCIPALS 693 Special emphasis periods—During the school year certain periods are in- dicated for a special emphasis on some phase of the health program. Each teacher by means of certain content material can make his contribution to the school plan. Following is a list of suggested topics for emphasis periods: Posture, milk, vegetables, better shoes, recreation, better health, protection against diseases, ventilation. The other activities listed recognize individual needs and provide oppor- tunity for knowledge of food values thru exhibits and demonstrations, Films are used illustrating care of the teeth and the importance of correct posture. Class meetings and assembly programs furnish opportunities for discussion of health problems and arouse enthusiasm and interest in health and safety campaigns. The classroom teacher, recognizing the specific problems of her group, may arrange to carry out a project that will stimulate the interest of children and make them aware of their own needs. Many ingenious programs have thus been developed. Each school has its student traffic officers and its Junior Safety Council, composed of both boys and girls, and affiliated with the City Safety Council under the direction of the Chamber of Commerce. These students receive special instruction in accident prevention thru talks given by the health educa- tion teachers and by members of the council, and thru reports on safety condi- tions in and about school and home. Posters, safety education magazines, and local bulletins are supplied by the Rochester Chamber of Commerce. Objectives: HEALTH DEVELOPMENT 1. Physical—To develop organic power, vitality, posture, and neuromuscular skills for meeting life situations. 2. Social—To develop traits of citizenship such as courage, initiative, persever- ance, cooperation, loyalty, honesty, justice, and courtesy, 3. Cultural—(a) To gain sympathetic understanding and appreciation of physical laws, rhythm, and achievement; (b) to develop interest and specific skills in such activities as will be of value in leisure time. Activities: 1. Relaxation a. Games b. Informal exercises c. Rest 2. Large-muscle activities for physically normal pupils a. Gymnasium programs b. After-school athletics and recreation 3. Leadership—development in leadership and selfdirection a. Thru gymnasium and recreation program b. Thru special training 4. Special classes for physically handicapped pupils Orthopedic Cardiac cases Hard of hearing Defective sight Defective speech (Special Class Department) cao op 694 NATIONAL EpUCATION ASSOCIATION Classroom games and rhythmic exercises—A ten-minute daily period is allotted in the elementary school for classroom games to provide wholesome recreation and to establish standards of fairness and codperation. In the first three grades the games played involve chasing, running, fleeing, hiding, etc. ; in the intermediate grades, games involving throwing, catching, jumping, etc., are introduced. Once a week the first and second grades use the classroom ten-minute period for fundamental and pantomimic rhythms and dances. Clapping, marching, skipping, running, singing games, and interpretive rhythmic exercises are the basis of the work. Simple folk dances are taught. Large-muscle activities for physically normal pupils—Twice a week a period is devoted to gymnasium work with each class. This includes folk and gym- nastic dancing, athletics, mimetics, maze running, calisthenics with and with- out hand apparatus, marching, tumbling, stunts, and games. After-school athletics and recreation—Recreation clubs for boys and girls are organized in every elementary school. Membership is elective from the fifth thru the eighth grade, and forty members constitute a club unit. Parental consent is a requisite. The club meets once a week after school and is under the guidance of an adult leader. A short business meetinz is held in parliamentary form under pupil leadership. The club then goes to the gymnasium for team and mass games, athletics, and stunts, or goes out-of-doors for games, hikes, picnics, coasting, and skating at appropriate seasons. Leadership—As far as possible students in all school units are given oppor- tunity to demonstrate and develop leadership ability thru the delegation of certain responsibilities in organizing and conducting teams, refereeing games, team captains, etc. Orthopedic school—The state education law requires that, where there are ten or more crippled children in a city, the board of education shall establish such classes as may be necessary to provide instruction adapted to these chil- dren. Rochester’s Orthopedic School is located in No. 5 school building. Health work with these children is under the direction of an orthopedic surgeon and a specially trained health education teacher with a staff of three other teachers. Each child meets a health education teacher every day for the corrective treatment advised by the physician. The health education program is continued during the summer months when the children are taken to the Sunshine Camp. Children are returned to their respective schools when maximum improvement has been reached. Activities for pupils with spec‘al physical defects—Where classes are organ- ized for children with a particular handicap, such as defective vision, hearing, or speech, the Health Education Department codperates by arranging such modifications of its physical activities program as may be helpful. Games and exercises are chosen for these children to secure the needful amount of pleas- urable exercise without the strain or inhibition resulting from their special physical defect. Corrective treatment is offered where the nature of the defect permits. Cardiac cases are discovered thru medical inspection and are carefully guarded from fatigue and over-exertion. iod ng, the ‘od m- th- —* h - public agency. 1 —_— —_ ~ — _— ~ ELEMENTARY SCHOOL PRINCIPALS 695 FREE AND INEXPENSIVE HEALTH PUBLICATIONS HE original and complete report of free and inexpensive health pub- lications appeared in the 1930 yearbook of the Chicago Principals’ Club. The Health Committee of the national Department obtained permission to reprint the original list in this abbreviated form. The figures in column 1 indicate the form of the materials, as follows: (1) poster, (2) sample, and (3) printed matter. The capital letters following the name of the agency in column 3 mean: (A) a social organization, and (B) a FUNCTION HEALTH (1) Cleanliness (Skin) Cleanliness kin) Cleanliness Skin) Cleanliness (Skin) Cleanliness (Skin) Cleanliness (Skin) Cleanliness (Skin) Cleanliness (Skin) Cleanliness (Skin) Cleanliness (Skin) Cleanliness (Skin) Diseases (Prevention) Diseases (Prevention) Diseases (Prevention) Diseases ( Prevention) Diseases (Prevention) Diseases _ (Prevention) Diseases _ (Prevention) Nutrition (Cereals) Nutrition (Fruits) Nutrition (Fruits) Nutrition (Milk) Nutrition (Vegetables) Recreation (Posture) Recreation (Posture) Recreation (Posture) Recreation (Exercise) Recreation (Exercise) NAME OF MATERIAL (2) Bathe Daily Bathe Frequently Health Keys for Primary Grades Keep It Clean Shake Hands Often With Soap Wash—Be Neat and Clean Wash Hands and Be Safe Wash Hands Be- fore Ez re Wash Hands Honor Roll Brush the Teeth “Poor Old Bug’”’ Don’t Frighten Children Do Not Trade Food—Prevent Disease Early Discovery Early Recovery “Protect Me and AJl Babies from Diphtheria” Protect Your Child Against Diphtheria Radiant Health Protects Against Tuberculosis The Fairy Hand- kerchiefs Cereals With Three Sample Breakfasts Recipe for a Cool Summer Your Diet and Fruits Eat Good Bread and Buttermilk and Fresh Fruit Eat Green Vege tables in W inter “As the Twig is Bent’ Attention, Sol- diers, One and All “*Heads-up! Breathe Deep” Outdoor Sports Bring Health Outdoor Sports for Health and Beauty I. For Pupit Use CONCERN OR AGENCY 3 ( Louisville Tb. Assn. (A) Chicago Tb. Inst. (A) Chicago Tb. Inst. (A) Tb. & Health Soc. of Detroit (A) Tb. & Health Soc. of Detroit (A) Chicago Tb Inst. (A) Tb. & Health Soc. of Detroit (A) Tb. & Health Soc. of Detroit (A) Iowa Tb. Inst. (A) Tb. & Health Soc. of Detroit (A) Onondaga Health Assn. (A) Chicago Tb. Inst. (A) pear ry Tb. Assn. ) asin Health Assn. (A) Onondaga Health Assn. (A) Nat. Tb. Assn. ) (Louisville, if Th. & Health Soc. of Detroit (A) McCormick Me- morial Fund (A) Louisville Tb. Assn. (B) McCormick Me- morial Fund (A) Louisville Tb. Assn. (A) Louisville Tb. Assn. (A) Tb. & Health Soc. of Detroit (A) Th. & Health Soc. of Detroit (A) Chicago Tb. Inst. (A) Louisville Tb. Assn. (A) Tb. & Health Soc. of Detroit (A) Cost (4) Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free le each or 85c per 100 Free lc each or 85c per 100 Free Free Free Free Free Free Free GRADE L EVEL 1-8 1-6 3-6 3-6 3-6 3-6 1-6 1-6 1-5 1-6 1-8 © AoX 1-8 3-8 4-8 Kg.-4 1-8 1-8 4-8 CoMMENT Bathe daily for health and comfort Poster in colors Poster of 12 picture keys Motivates keeping hands clean : : Large print, legible Wash before eating Pictures of hands tell story Message told and picture Ruled space for records in words Attractive in colors Fairies save their teeth by brushing them daily False threats cause last- ing nervousness Illustrates habits of eat- ing Visit doctor for periodic examinations Child’s appeal for pro- tection against diphtheria Urge to inoculate against diphtheria Exercise in sunshine Fairies make handker- chiefs of flower petals— prevent spreading colds Rules for cooking cereals Use fruit and vegetable salads instead of meat Fruits are classified ac- cording to food elements Wholesome meal in at- tractive colors Boy upholding slogan Vegetables pictured Correct posture makes one straight as a tree Playing soldier, stand straight Attractive—in colors Swimming is good recreation Playing in fresh, air is healthfu cold _ — = _ -_ — ~ — — ~ — — — ~ — — — = — = w 696 NATIONAL EDUCATION ASSOCIATION HEALTH FuNCTION Recreation (Exercise) (Sie eep) Rest Rest (Sleep) Sanitation (General) General (Bone Growth) General (Bone Growth) General (Bone Growth) General (Bone Growth) General (Bone Growth) General (Bone Growth) General (Bone Growth) General (Bone Growth) General (Health Habits) General (Health Habits) General (Health Habits) General (Health Habits) General (Health Habits) General (Health Habits) General General (Weight and Height) General (Weight and Height) Cleanliness (Teeth) NAME OF MATERIAL (2) Play-In-Doors, Out-Doors, on Rainy Days Breathe Pure Night Air Sleep in Fresh Air Sleep Nights, Stay Awake Days Sleep, Rules for Sleeping “Open Windows Bring You Pep” Save Lives by Swatting Flies “Bone Growth Begins Before Birth” Development of Teeth of Adult. Illustrated by X-ray Development of Teeth of Children Premature Loss of Temporary Teeth May De form Jaws Prevent Rickets Sunshine is Nec- essary for Moth- ers as Well as Children The Teeth and Their Structure No. 3 The Teeth and Their Structure No. 4 Catalogue Show- ing Health Posters Follow the Rainbow Trail Health and Birdseye View Health Wins How the Bad Habit Family Got Into the Kingdom of Heal ‘Jack in the Pulpit” Junior Health Habit Chart Primary Health Habit Chart Twelve Health Rule Posters Classroom Weight Record Keep Your Child Up to Weight Every Child’s Treasure CONCERN OR AGENCY (3) McCormick Me- morial Fund (A) Louisville Tb. Assn. (A) Chicago Tb. Inst. (A) Louisville Tb. Assn. (A) McCormick Me- morial Fund (A) Onondaga Health Assn. ( Louisville Tb. Assn. (A) U. S. Dept. of Agriculture (B) U. S. Dept. of Agriculture (B) U. S. Dept. of Agriculture (B) U. S. Dept. of Agriculture (B) U. S. Dept. of Agriculture (B) U. S. Dept. of Agriculture (B) U. S. Dept. of Agriculture (B) U. S. Dept. of Agriculture (B) Hennepin Co. Tb. Assn. (A) Tb. & Health Soc. of Detroit (A) Amer. Child Health Assn. (A) Tb. & Health Soc. of Detroit (A) Chicago Tb. Inst. (A) Tb. & Health Soc. of Detroit (A) Des Moines Tb. Inst. (A) Chicago Tb. Inst. (A) Iowa Tb. Assn. (A) Michigan Dept. of Health (B) Onondaga Health Assn. (A) Amer. Medical Soc. (A) GRADE Cost LEVEL (4) (5) 1c each 3-6 or 85c per 100 Free 1-8 Free 1-8 Free 3-8 le each 3-8 or 85c per 100 Free 1-8 Free 1-8 Free 4-8 Free 4-8 Free 4-8 Free 4-8 Free 4-8 Free 4-8 Free 4-8 Free 4-8 Free 2-8 Free 3-8 Free 1-4 Free 1-8 Free 1-5 Free 1-4 Free Kg.-2 Free 1-4 Free Kg.-4 Free Kg.-2 Free 1-8 10c each 3-6 CoMMENT Lists of suitable games Large poster, window open Attractive in colors Man sleeps at work be- cause he has not slept at night Time table for sleeping illustration Child sleeping with open window Flies carry bacilli Discussion technical tuberculosis quite Discussion quite technical Discussion quite technical Discussion technical quite Discussion technical Discussion technical quite quite Discussion technical quite Discussion quite technical Would be better if colored At the end of the rain- bow is good health Will appeal to pupil’s im agination. They can sug- gest other slogans Keep health by keeping health rules Encourage forming good habits Story illustrates good habits of eating, being cheerful and truthful Habits of bathing Record of good habits formed Rules of bathing, eating, etc., with illustrations Space for weight record for two semesters Proper weight helps to resist tuberculosis All health habits Stresses care of teeth k be- pt at ping open losis in- m- 1g- ng od ELEMENTARY SCHOOL PRINCIPALS 697 w w w w oe w ~ ry _ ~ — w wo w w w wo w w HEALTH FuNCTION (1) Nutrition (Vegetable) General General General General General HEALTH FUNCTION 1 Nutrition (Cereals) Nutrition (Fruits) Nutrition Recreation (Play) Rest (General) Rest (Sleep) Cleanliness (Skin) Cleanliness (Skin) Cleanliness (Skin) Cleanliness (Skin) Cleanliness Cleanliness (Teeth) Cleanliness (Teeth) Cleanliness (Teeth) Cleanliness (Teeth) Cleanliness (Teeth) Cleanliness (Teeth) NAME OF MATERIAL Vegetables Child Health Alphabet For Good Health My Health Book On the Road to Health See Health Land First II. NAME OF MATERIAL (2) Shows 3 Sample Breakfasts Fruits ‘n Diet Posters Prepared by School Chil- dren on Milk for Health Program Play and Rec- reation Rest Sleep Health Habits, Bad and Good Health by Radio How the Teach- ers Can Help in the Correction of Physical Defects Public Heaith by the Radio (The Skin and Its Functions) Teaching Health Through Stories, Games and Out- line Better Teeth Stories Better Teeth, Better Health Stories Clean Teeth as an Asset Dental Health Education Materi- al for School Use Dental Health Education Materi- al for School Use Dental Health CONCERN OR AGENCY (3) McCormick Me- morial Fund (A) Child Health Organization (A) McCormick Me- morial Fund (A) Amer. Child Health Assn. (A) McCormick Me- morial Fund (A) Amer. Child Health Assn. (A) CONCERN OR AGENCY (3) McCormick Me- morial Fund (A) McCormick Me- morial Fund (A) U. S. Dept. of Agriculture (B) McCormick Me- morial Fund (A) Louisville Tb. Assn. (A) McCormick Me- morial Fund (A) Amer. Dental Assn. (A) U. S. Public Health Serv. (B) Amer. Child Health Assn. (A) U. S. Gov’t Pub- lic Health Service (B) Iowa Tb. Assn. (A) Amer. Dental Assn. (A) Amer. Dental Assn. (A) Amer. Dental Assn, (A) Amer. Child Health Assn. (A) Amer. Child Health Assn. (A) Amer. Dental Health Assn. (A) GRADE Cost LEVEL (4) (5) lc each 3-6 85c per 100 Price list 1-2 furnished lc each 1-8 Free 4-6 lc each 1-8 Free 2-6 For TEACHER USE GRADE Cost LEVEL (4) (5) lc each 1-6 or 85c per 100 lc each 3-8 or 85c per 100 Free 1-8 1c each 3-8 or 85c per 100 Free 6-12 1c each 3-8 or 85c per 100 Free 1-8 Free 5-8 Free 1-12 Free 5-8 Free 1-8 Free 1-8 Free 1-3 Free 8-12 Free Free 1-8 Free 8-12 CoMMENT A folder about vege- tables Could be used in 1 and 2 grades as supplemen- tary reading Good health rules and a place to put record on side (card) May be utilized in teach- ing health to girls. Many suggestions and score cards Folder—good health program Folder telling of other materials CoMMENT (6) Instructions well planned Value of fruits, fresh, dried, canned A set of miniature pos- ters on drinking milk. Very good Outdoor, indoor and rainy day play Illustrations Emphasizes value of rest Rules for getting ready for sleep f ‘ Time table illustrations Good lesson in formation of cleanliness For teachers only. Growth and value stressed Review of meeting with points for parents and teachers Points for teachers Outlines for teaching health through stories, games, etc. Short stories on care of teeth Little stories on care of teeth for primary grades The value of clean teeth to health Review of a paper read at a dental convention A list of health materials for schools A paper on the value of oral hygiene for high school pupils 698 NATIONAL EpUCATION ASSOCIATION HEALTH FuNCTION w Cleanliness (Teeth Cleanliness eeth ~~ Ww Cleanliness (Teeth) 3 Cleanliness (Teeth) 3 Cleanliness (Teeth) Bw Cleanliness (Teeth) Cleanliness (Teeth) w nw Cleanliness (Teeth) Cleanliness (Teeth) w Diseases _ (Prevention) wn ios) Diseases | (Prevention) Diseases (Prevention) Diseases _ (Prevention) wo w Diseases (Prevention) 3 Diseases (Prevention) nw Diseases | (Prevention) nw Diseases (Prevention) Diseases (Prevention) oo w& 3 Diseases | (Prevention) Diseases | (Prevention) Diseases | (Prevention) Nutrition (General) Nutrition (General) oe OS WO Ww Nutrition (General) Nutrition (General) Nutrition (General) eo BS & Nutrition | (Malnutrition) w w Nutrition (Milk) w Recreation (Exercise) NAME OF MATERIAL Dental Soap and Rhymes Good Teeth Mean Good Health List of Materials from American Dental Assn. Rules and Regula- tions for the Con- duct of Dental Dept. of Peoria Public Schools “Scrubbing the Door Steps” Story of the Food Chopper Story of the King’s Soldiers Toothsome Stories What Should a City Do for the Teeth of Its School Children A Cold is Noth- ing to Sneeze About Contagious Disease Control in Schools Diphtheria Health, Diseases Drugs & Sani- tation Measles Poliomyelitis or Infantile Paralysis Scarlet Fever, Its Prevention and Control Small Pox Teaching Sugges- tions for the Pre- vention of Colds Tuberculosis Typhoid Fever Whooping Cough Diet for the School Child Educational Charts on Agri- culture and Home Economics Garden Revel The Lunch Hour at School Record Diet Book What Is Mal- nutrition ? Educational “Milk for Health Campaign” Health By Radio Exercise Health CONCERN OR AGENCY (3) Michigan Dept. of Health (Ay Chicago Dental Soc. (A Amer. Dental Assn. (A) Amer. Dental Assn. (A) Amer. Dental Assn. (A) Amer. Dental Assn. (A) Amer. Dental Assn. (A) Amer. Dental Assn. (A) Amer. Dental Assn. (A) Child Health Edu. Service Tb. Assn. (A) Mich. Dept. of Health (B) Mich. Dept. of Health (B) U. S. Supt. of Decuments, Wash- ington, D.C. (B) Mich. Dept of Health (B) Mich Dept. of Health (B) Mich. Dept. of Health (B) Mich. Dept. of Health (B) Tb. & Health Soc. of Detroit (A) Mich. Dent. of Health (B) Mich. Dent. of Health (B) Mich. Dept. of Health (B) Dept. of Interior (B) U. S. Supt. of Documents, Wash- ington, D.C. (B) Chicago Tb. Inst. (A) Dept. of Interior (B) McCormick Me- morial Fund (A) Dept. of Labor, Children’s Bureau (A) U. S. Dept. of Agriculture (B) U. S. Public Health Serv. (B) Cost (4) Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free Free 10c 5c Free 10c 15¢ GRADE LEVEL 1-8 1-8 1-8 1-12 1-8 1-8 6-9 6-9 6-9 6-9 6-9 6-9 6-9 6-9 6-9 6-9 CoMMENT (6) Songs and rhymes care of teeth Teaches dental cleanli- ness General information for teacher Dental service to Peoria schools A very good lesson on keeping children’s teeth clean Story dealing with hy giene for primary grades Story for primary grades on value of oral mouth hygiene Little playlets on value of clean teeth A suggested program on the value of good teeth States cause and control of colds Rules governing quaran- tine and handling of con tagion in schools Regarding causes, care and spread of disease Contains price list Covers spread, care, and prevention States cause, transmis- sion, control, etc. Cause, effect, results, and rules for quarantine Cause, result and pre- entive measures titable for promoting health through prevent- ive measures Preventive measures, symptoms, care, etc. Cause, carriers, preven- tion, etc. Re. contagion, suscepti- bility, and care ef patient Aid for teaching of foods A list of materials that may be obtained from the U. S. Dept. of Agri- culture, helpful Practicable health for Grades 6-8 Suggestions on conduct- ing school lunch A record book for keep- ing account of what chil- dren eat To help teachers and par- ents to recognize and remedy malnutrition Value of milk for chil- dren’s health play For teachers only anli- om for Peoria mn on teeth nh hy- rades rades nouth value m on teeth ntrol ran- con- care and iis- ne ng it- it n ELEMENTARY SCHOOL PRINCIPALS 699 w nw w w w we w wo Ww w w w w w w w w w w w wn w wn w w nw w w ‘in w w HEALTH FUNCTION (1) Recreation (Exercise) Recreation (Exercise) Recreation (Posture) Recreation (Posture) Sanitation (School) Sanitation (General) General General General General General General General General General General General General General General General General General General General General General General General General General NAME OF MATERIAL Suggested Activi- ties for Bureau of Recreation Jr. Dept. Summer Health and Play School Posture Clinic Posture Exercises Ventilation of School Building Billy Boy Child Welfare Programs Chicago’s Health Classroom Situa- tions as Teach- ing Opportunities for Health In- struction Classroom Weight Record Educational Ma- terial (Lists of Charts) Further Steps in Teaching Health Health Crusade For School Health Education Publications Health Educa- tional Tests Health Keys for Primary Grades Health by Radio Care of Teeth in Childhood Health by Radio Personal Hygiene Health by Radio Posture and Health Healt’ songs for Mode Tealth Crusaders Health Songs and Rhymes Health Training for Teachers Helps for Hea’ Teaching How Bad Habit Family Got Into Kingdom of Health Interest Arous ing Devices for Health Teaching Keep Well List of Publications Methods of Health Instruc- tion in Elemen- tary School Mountain Meadow Pageant in the Interest of Good Health Physical Defects of School Children CONCERN OR AGENCY (3) Dept. of Health, Ill. (B) Dept. of Health, Til. (B Dept. of Labor (B) Dept. of Labor (B) McCormick Me- —— Fund (A) Chicago Tb. Inst (A) Dept. Labor, Chil- dren’s Bureau (B) Commissioner of Health (B) Amer. Child Health Assn. (A) McCormick Me- morial Fund (A) Amer. Posture League, Inc. (A) Dent. of Interior (B) Chicago Tb. Inst. (A) : Dept. of Interior (B) Amer. Child Health Assn. (A) Chicago Tb. Inst. (A) U. S. Public Health Serv. (B) U. S. Public Heal th Serv. (B) S. Public Health Serv. (B) Towa Tb. Assn. (A) Mich. Dept. of Health (A) Dept. of Interior ( Amer. Medical Assn. (A) Chicago Tb. Inst. (A) Dent. of Interior (B) U. Public esich Assn. (B) Amer. Child Health Assn. (A) McCormick Me- morial Fund (A) Iowa Tb Assn. (A) Iowa Tb. Assn. (A) Dept. of Interior, Office of Educa- tion (B) GRADE Cost LEVEL (4) (5) Free 3-8 10c 1-8 15c 2-8 10c 2-8 15c 1-8 Free 2-6 5c 1-8 Free 6-12 Free 1-6 5Scor25c 1-9 for 100 15c¢ to 3-12 $4.00 10c 1-9 Free 1-8 Free 1-8 Free 1-3 Free 1-3 Free Kg.-12 Free 5-8 Free 3-8 Free 3-8 Free 1-8 5e Free 1-8 Free 2-8 Free 1-8 Free 3-8 Free 1-9 35c¢ 1-8 Free 7-8 Free 1-8 Free 1-8 CoMMENT (6) Especially suited for teachers’ use May be used in summer session States value of, and of- fers exercises for, cor- rect posture Gives explicit direction for posture exercises booklet on care of the ventilation of school bldg. Health song Limited value for teach- ers. Helpful for child welfare clubs Covers general care General health as pre sented by teacher Chart well-planned for recording weight of children List of publications, charts, articles, books, Teachers’ general health Stimulates activities in health and cleanliness Also suitable for use of parents Outlines definite habits en which to chec Illustrative of good health habits Valuable for use of parents and teachers Limited to teachers’ use For teachers use only Attractive little songs to inspire health habits Little song on health in general Stresses importance of health on part of teacher Reference to use of health magazines Value for teachers and children Deals with general health habits General use for teachers May be used for refer- ence purposes Series of six articles on class instruction in health A school pageant Suggestions for health discussions in parent- teacher meetings Articles on physical de- fects found in school children wo wo w ~ Ww wo Ww — vo we wo eo woe ~o w w w w oe 8% wo Ww 700 NATIONAL EDUCATION ASSOCIATION ovo oe Be B&B Be Ww ~ HEALTH FUNCTION General General General General General General General HEALTH FuNCTION (1) Disease (Prevention) Disease (Prevention) General General Cleanliness (Teeth) Cleanliness (Teeth) Disease (Prevention) Disease (Prevention) Nutrition (General) Nutrition (General) Nutrition (General) Nutrition (General) Nutrition (General) Nutrition (Milk) Nutrition (Milk) Nutrition (Milk) Nutrition (Teeth) Nutrition (Teeth) Nutrition Teeth Nutrition (Teeth) Nutrition (Teeth) Recreation (Exercise) NAME OF MATERIAL (2) Primary Health Habit Chart Publications Publications Deal- ing With Medical Subjects of Inter- est to the Public Safety First Train School Health Education The Six Best Doctors Teaching Health NAME OF MATERIAL (2) “Protect Me and All Babies From Diphtheria” Protect Your Child Against Diphtheria How to Li 100 Years Keep Your Child Up to Weight Home Care of the Mouth What Bacteria Do in the Mouth Cancer of Mouth and Tongue Child and Tuberculosis Food for Your Child Menus for Day Nursery Nutrition Work for Pre-School hildren Practical Sugges- tions for Meals and School Luncheons Problem of Sweets for Children How to Usea Quart of Milka Da Milk What Milk Will Do for Your Child How to Build Sound Teeth Promotion of Health in the Mouth The Masticating Machine The Question of Foods Your Child’s Teeth Play and Recreation Why Sleep? Child Care CONCERN OR AGENCY (3) Chicago Tb. U. S. Dept. of Labor (B) | Amer. Medical Assn. (A) Chicago Tb. Inst. (A) Div. of Child Hy- giene, Ill., Dept. of Health (B) Chicago Tb. Inst. (A) ; Dept. of Interior (B) III. CONCERN OR AGENCY (3) Onondaga Health Assn. (A) Onondaga Health Assn. (A) Onondaga Health Assn. (A) Onondaga Health Assn. (A) Amer. Dental Assn. ( Amer. Dental McCormick Me- morial Fund (A) McCormick Me- morial Fund (A) McCormick Me- morial Fund (A) Dept. of Labor (B) McCormick Mem- orial Fund (A) Amer. Child Health Assn. (A) Louisville Tb. Assn. (A) Dent of Labor (B) P McCormick Me- morial Fund (A) Amer. Dental Assn. (A) Amer. Dental Assn. (A) Amer. Dental Assn. (A) Dept. of Labor (B) Dest. of Labor Dent. of Labor (B) Tent. of Labor (B) Cost (4) Free Free Free Free Free Free Free For PARENT USE Cost (4) Free Free Free Free Free Free Free Free 8c Free 5c GRADE LEVEL (5) 1-3 1-8 1-12 1-12 5-8 1-14 GRADE LEVEL (5S) CoMMENT Helpful for health habit accounting List of books dren’s welfare Publications covering many phases of health Cost of each publication stated A health playlet on chil Limited to teachers’ use A health play for pri mary pupils Offers concrete helpful suggestions CoMMENT (6) Urges to inoculate against diphtheria Prevention of disease Health rules and poster Proper weight with re- spect to tuberculosis Good directions for pro- per care of teeth Importance of cleanli- ness in the mouth Its causes, prevention, and early recognition Too technical for general use, sociological Essential diet for chil- dren, also contains a few recipes Balanced diets covering four weeks Technical. Methods re- garding nutritional work Essentials of diet for growing child Rather technical discus- sion on food habits Suggestions in regard to foods that promote nor- mal nutrition filk as an indispensable food for children Statistical results of milk experiments For building sound teeth How diet affects teeth On the teeth and their supporting structures Building strong bodies and teeth Importance of proper diet Discussion Importance of sleep for children : General care during pre- school age—complete discussion ion ELEMENTARY SCHOOL PRINCIPALS 701 HEALTH NAME OF CONCERN OR GRADE FUNCTION MATERIAL AGENCY Cost LEVEL CoMMENT (1) 2 (3) (4) (5) (6) 3 General Child Dept. of Labor 10c Excellent discussion on Management (B) controling habits and character development of children 3 General Habit Clinics for Dept.of Labor, Free Report on organization Child of Pre- Children’s Dept. methods of work and School Age (B) practical value of habit clinics 3 General Infant Care Dept. of Labor 10c Covers all phases of in- ( fant care and training 3 General Keeping the Dept. of Labor Free Program for good health Saby Well (B) habits in infants 3 General Nutrition Work McCormick Me- 5c Technical discussion as Part of Tuber- morial Fund (A) culosis Campaign 3 General Out of Babyhood Dept. of Labor Free Controling habits in the Into Childhood (B) young chil 3 General Physical Defects Dept. of Interior, 10c Discussion of School Chil- Office of Educ. dren (B) 3 General Signs of Health Amer. Child Free Rather technical sugges- Health Assn. (A) tions for attaining the ideal in child develop- ment 3 General Sunligat for Dept. of Labor Free Importance of sunshine Babies (B) and its value 3 General The Well Baby McCormick Me- 15¢ Care of infant written in Primer morial Fund (A) primer form 3 General The Well Child McCormick Me- 5c Deals with care and stan- (2-6 years) morial Fund (A) dards of health of chil- dren during the neglect- ed age. Primer form 3 General What Builds Dept. of! Labor Free Importance of correct Babies (B) diet for mothers 3 General Care of Children’s Amer. Dental Free Shows results of neglect Teeth Assn. (A) 3 General Children’s Teeth, Amer. Dental Free How to use them and Parts I and II Assn, (A) keep them. In question Department of Labor, Children’s Bureau, Washington, D. C. * ADDRESSES OF AGENCIES American Child Health Association, 370 7th Avenue, New York City. American Dental Association, 58 East Washington Street, Chicago, III. American Medical Society, 535 North Dearborn Street, Chicago, III. American Posture League, 1 Madison Avenue, New York City. Chicago Dental Society, Department of Health, Chicago, III. Chicago Tuberculosis Institute, 360 North Michigan Avenue, Chicago, III. Child Health Organization, New York City. ' Commissioner of Health, Chicago, IIl.~ Department of Health, Springfield, III. Department of Interior, Washington, D. C. and answer form | Des Moines Tuberculosis Institute, 518 Frankel Building, Des Moines, Iowa. Hennepin County Tuberculosis Association, Minneapolis, Minn, — Iowa Tuberculosis Institute, 518 Century Building, Des Moines, Iowa. , Louisville Tuberculosis Association, 554 South Third Street, Louisville, Ky. \ Elizabeth McCormick Memorial Fund, 848 North Dearborn Street, Chicago, III, Michigan Department of Health, Lansing, Mich. \ National Tuberculosis Association, Louisville, Ky. Onondaga Health Association, Syracuse, N. Y. Superintendent of Documents, Washington, D. C. Tuberculosis and Health Society of Detroit, 51 West Warren Street, Detroit, Mich. United States Department of Agriculture, Washington, D, C. United States Public Health Service, Washington, D. C. 702 NATIONAL EDUCATION ASSOCIATION 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 4 BIBLIOGRAPHY ON SCHOOL HEALTH A. GENERAL SUPERVISION OF HEALTH Burton, William H., editor. The Supervision of Elementary Subjects. New York: D. Appleton and Co., 1929. p. 622-701. Bussell, Nellie E. “Physical Education.” Health Education. Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 172-9. B. HYGIENE OF INSTRUCTION AND SCHOOL ENVIRONMENT Ayres, May, Williams, Jesse Feiring, and Wood, Thomas Denison. Healthful Schools. Boston: Houghton Mifflin Co., 1918. Englehardt, N. L., Reeves, Charles Everand, and Womrath, George F. Standards for Public School Janitorial-Engineering Service. McLure, J. R. The lentilation of School Buildings. New York City: Bureau of Publications, Teachers College, Columbia University, 1924. McMahon, Edna T., chairman. “School Sanitation in Relation to Health.” Health Education. Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Prin- cipals’ Club (315 Plymouth Court), June, 1930. p. 185-96. Reeves, Charles Everand. dn Analysis of Janitorial Service in Elementary Schools. Contributions to Education, No, 167. New York City: Teachers College, Columbia University, 1925. 194 p. Strayer, George D., and Engelhardt, N. L. Standards for Elementary School Buildings. New York City: Bureau of Publications, Teachers College, Columbia University, 1923. Thomas, M. W. Public School Plumbing Equipment. New York City: Bureau of Publications, Teachers College, Columbia University, 1928. Williams, Jesse Feiring, and Brownell, Clifford Lee. Health and Physical Edu- cation for Public School Administrators. New York City: Bureau of Publications, Teachers College, Columbia University, 1930. p. 6-13. C. MetTuHOps, Devices, AND CONTENT IN TEACHING HEALTH AND SAFETY Andress, J. Mace. Teaching Hygiene in the Grades, Boston: Houghton Mifflin Co., 1928. Andress, J. Mace, Aldinger, A. K., and Goldberger, J. H. Health Essentials. Boston: Ginn and Co., 1928. 481 p. Andress, J. Mace, and Brown, Maud A. Science and the Way to Health. Boston: Ginn and Co., 1929. 367 p. Averill, Lawrence Augustus. Educational Hygiene. Boston: Houghton Mifflin Co., 1926. 546 p. Bednar, Christine. “The Chicago Course of Study in Health Education.” Health Education. The Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 83-4. Bednar, Christine. “Lesson Plans and Procedures for Teaching Health.” Health Education. Chicago Principals’ Club, Fifth: Yearbook. Chicago? Chicago Prin- cipals’ Club (315 Plymouth Court), June, 1930. p. 88-151. Brown, Maud Anna. Teaching Health in Fargo, New York: Commonwealth Fund, 1929. 142 p. Cobb, Walter Frank. J’alues and Methods in Health Education. Evanston, Ill.: Row, Peterson and Co., 1929. 362 p. Easton, Donald. A Practical Guide for Teaching Healthful Living in the Lower Elementary Grades. Boston: Gotham Press, 1926. Freeman, Mary E. “Review of Recent Literature and Courses of Study.” Health Education. Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Prin- cipals’ Club (315 Plymouth Court), June, 1930. p. 225-36. vals’ rt), hful irds u of alth rin- tary ege, hool nbia u of edu- ions, iffin tals. ston: iffiin -alth cago -alth -rin- -alth Mi: wer ealth > rin- nN nN NS w rp WwW w oo 40. ELEMENTARY SCHOOL PRINCIPALS 703 McGiffert, Sarah. “Health Tests.” Health Education, Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 180-4. Masslich, George B. “Safety Education.” Health Education. Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 160-71. Myers, A. F., and Bird, O. C. Health and Physical Education for Elementary Schools. Garden City, N. Y.: Doubleday, Doran, and Co., 1928. 342 p. Pierce, Paul R., chairman. “An Evaluation of Free and Inexpensive Health Ma- terials.” Health Education. Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 197-224. Whitcomb, Charlotte Townsend, and Beveridge, J. H. Our Health Habits. Chicago: Rand McNally and Co., 1929. 608 p. Wootten, Kathleen Wilkinson. A Health Education Procedure. New York: Na- tional Tuberculosis Association (370 Seventh Avenue), 1926. 420 p. D. PREVENTIVE AND CoRRECTIVE WoRK Commonwealth Fund. Five Years in Fargo. New York: Commonwealth Fund, Division of Publications, 1929. p. 104-39. Dansdill, Theresa. Health Training in Schools, New York: National Tuber- culosis Association, 1923. Henry, Anna. “Special Health Education Programs for the Handicapped.” Health Education. Fifth Yearbook. Chicago Principals’ Club. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 30-46. Hiatt, L. R. “Provisions for Play Activities During the Summer Vacation.” Ele- mentary School Journal. 203-8; November, 1928. Keene, Charles H. The Physical Welfare of the School Child. Boston: Houghton Mifflin Co., 1929. 505 p. Kelly, Daniel J., and Knowlton, Efhe F. 4 Practicable School Health Program. Monograph No, 1. School Health Bureau. New York: Metropolitan Life Insur- ance Company Press, 1930. p. 5-10 McGiffert, Sarah. “The Health of the Well Child.” Health Education. The Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 85-7. Munson, Grace E. “Mental Health in Education.” Health Education, Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 152-9. Roberts, Lydia. “How a Teacher Can Judge the Nutrition of School Children.” Elementary School Journal, 187-97; November, 1928. Roberts, Lydia. Nutrition Work With Children, Chicago: University of Chicago Press, 1927. 394 p. Williams, Jesse Feiring, and Brownell, Clifford Lee. Health and Physical Edu- cation for Public School Administrators. New York: Bureau of Publications, Teachers College, Columbia University, 1930. p. 13-51. E. CO6PERATION WITH NON-SCHOOL AGENCIES Kelly, Daniel J., and Knowlton, Effe F. 4 Practicable School Health Program. Monograph No. 1. School Health Bureau. New York: Metropolitan Life Insur- ance Company Press, 1930. Pierson, Paul Q. “Agencies Coéperating with the Schools on Health.” Health Education. The Chicago Principals’ Club, Fifth Yearbook. Chicago: Chicago Principals’ Club (315 Plymouth Court), June, 1930. p. 47-62. Wootten, Kathleen Wilkinson. 4 Health Education Procedure. New York: Na- tional Tuberculosis Association (370 Seventh Avenue), 1926. p. 130-5. REPORT OF THE EDITORIAL COMMITTEE AARON KLINE Chairman for 1932, Editorial Committee N a letter to Frederick of Prussia, Voltaire said that kings think more of royalty than they do of humanity. Do we as principals often concentrate our energies on professional technics to the neglect of the non-school problems of childhood? Do we try to withdraw teaching from the social forces about the schools? Children mingle with non-school influences—How futile it is to ask society to leave us alone with the task of training the coming generation. We have the child but six hours of the sixteen hours when he is awake. What is he learning in the other ten hours on the street, at home, in the theater, with the gang, or at the corner store? Certainly, these other non-school environments are effec- tive in teaching facts and attitudes. How can the principal leave these un- organized training influences out of the program of his school ? There are also in the community many organized influences which are largely beneficial. These groups include the churches, the boys’ and girls’ club movement, the young people’s associations, and similar agencies. While these influences are not controled by the school they tend to supplement and to advance the educational program. Influences force their way into the school—A second type of organized in- fluence is that which projects itself into the school. Often these forces are not invited and sometimes are not wanted. Among these are juvenile court officers, police officers, firemen, veteran organizations, chambers of commerce, business groups, service clubs, the press, radio broadcasts, and public utilities. Scarcely a week passes that these groups do not demand the attention of the principal on some project fostered by them, but requiring the time and efforts of the children. One time it is a hobby show, another a patriotic essay, and still an- other aswimming meet. These projects cannot succeed unless the children take part. The project in itself is often appealing and to say the least usually not objectionable. However, the control of the activity is outside of the school, the management of the project often leads to moral hazards, and the whole plan fosters influences which are educationally unwise. What should the principal do?—The problem for the principal is not only to recognize these forces and their inevitable influences but to direct them so that they will bear favorably on the education of children. Such organizations as the parent-teacher club, mothers’ clubs, community centers, Americanization classes, fathers’ clubs, open house, and community day are direct attempts to organize and control influences directly affecting lives of the children. Some principals skilfully obtain the coéperation of these groups. Other principals discourage their efforts and thus lose to the school the support of organized citizens. Still other principals are overwhelmed and controled by the outside groups, often to the detriment of the school. The service clubs, the fathers’ clubs, and the chamber of commerce have organized the business life of the community. The principal who makes con- [ 704 ] re of trate lems bout ciety e the ‘ning g, or ffec- > un- 1 are girls’ Vhile t and -d in- e not icers, siness ircely \cipal f the ll an- 1 take y not 1, the - plan + only em so Junity Junity ecting these school d and » have $ con- ELEMENTARY SCHOOL PRINCIPALS 705 tacts with these groups and seeks their codperation seldom complains about local interferences. Even the press can be reached and led to codperate through the various business organizations. The problem of the modern principal is: 1. To view the community as the larger school 2. To recognize the conflicting social forces that are influencing the children 3. To guide the unorganized forces so that their influences cam be thwarted or controled 4. To make contacts with the organized groups so that they will help to keep the school free from undesirable outside interferences . 5. Above all, the principal should be the master of the community situation rather than a slave to it. ” The Eleventh Yearbook—The Editorial Committee appeals to the prin- cipals who have successfully met any one of the above problems to prepare an article for the 1932 yearbook. Let your fellow principals benefit by your ex- perience. In order to help organize the thinking on this subject the committee printed an outline on page 118 of the January Bulletin. Look over the outline and find the major topic under which your article belongs. If the major topic in the outline on page 118 is V, VI, VIII you should correspond with Aaron Kline, 521 E. 113th St., Chicago, Illinois. If your topic is II, VII, or LX, write to Miss Isabel Tucker, Shenandoah School, St. Louis, Missouri. For topics I, III, or IV, write to Miss Helen Shove, Longfellow School, Minneapolis, Minnesota. Or, you may write direct to Headquarters, 1201 Sixteenth St., N. W., Washington, D. C. Here is a chance to contribute to a great piece of work. The Editorial Com- mittee depends on you. Help us to get together a body of literature on how successful principals have been real leaders in correlating many conflicting social forces and making them help in properly training the community’s chil- dren. Manuscripts should be sent to the Committee not later than November 1, 1931, HE day of the new principalship is at hand. The radical changes in elementary education are demanding a new type of leader- ship. ... Our great hope lies in improving the technics and broadening the vision of each principal. ... Ours is not merely a problem of gross salaries, nor is it restricted to urban areas alone-—HERBERT C. HANSEN. REPORT OF THE ENROLMENT COMMITTEE HERMAN F. Rirow Principal, Goethe School, Chicago, Illinois HE tenth yearbook in April of this year contained the names of 4830 members of the national Department. The total number of official mem- bership cards issued from Headquarters was +878 up to May 9, 1931. Hence, 48 names were received after the yearbook went to press. Our official membership total in 1929-30 was 4824. About 990 of these members did not pay their dues for 1930-31. Therefore, to reach the official total for 1930-31 of 4878 it was necessary to enlist 1044+ new members. This gives us a net gain of 5+ members between 1929-30 and 1930-31. During the past year our country has suffered from an unparalleled econ- omic depression. As we all know our profession has carried its share of the economic troubles. It would have been a worthwhile achievement had our Department merely held its own enrolment. The fact that we have actually increased our number shows the value of the strenuous efforts of state, city, and county enrolment chairmen, and of the unstinted support of the Depart- ment’s officers, and officials at Headquarters, Washington, D. C. Table 1 shows a distribution by city size of the membership in the 48 states and the District of Columbia. The total membership in column 8 does not include 54 individual memberships in the territories, islands, and foreign coun- tries, 118 libraries, and +8 memberships which arrived in Washington, D. C. too late for publication in the 1931 yearbook. Column 10 of Table 1 shows the gains and losses between 1930 and 1931. A state with 136.3 has gained 36.3 percent over its 1930 membership, while a state with 92.6 reveals a loss of close to 8 percent. The states showing the greatest percent of gain over 1930 are as follows: STATE PERCENT OF GAIN Vermont cw we + ek Se « & SE New Mexito . « «© © © @w© «& * 67 ee + «+. « wt we o/h Ow 63 Indiana a ee er ee ee ee ee 46 Montana ‘lw & & & Meee wm ‘a 37 South Carolina >» © we Seen «= « 36 North Carolina . « “Se wena ne 36 a a a er ae a 32 ee ee ee 27 Mississippi te eae aa. S 27 Kansas eee er ee 20 Gains of more than 5 percent are shown by Illinois, Florida, Georgia, Dela- ware, Connecticut, New Hampshire, Massachusetts, Utah, Washington, Cali- fornia, West Virginia, Michigan, District of Columbia, and Missouri. Losses deserving considerable study occurred in Arkansas, Rhode Island, Alabama, Arizona, Oregon, and Virginia. [ 706] 830 nce, hese cial “his ‘on- the our ally ‘ity, art- ates not jun- 31. lea the ela- ali- sses ma, ELEMENTARY SCHOOL PRINCIPALS TABLE I.—DistTRIBUTION OF THE STATE MEMBERSHIPS BY CITY SIZE—1930-31 STATE (1) pl er are pe eee Po ere ee Camera 2.6. CONEGe 3.6% bales Connecticut ..... BWOWAPE 6 6s kk ex District of Columbia Ce ee oe es GOONER. ke ss Serr or ara tree oS Ge ee ee a eae SEE ee ee CS ae ee MORUCEY 2.04 6 ss ere MN ach irsersg, ed Maryland 2.4... Massachusetts MICHIGAN 20 6s ess 245 Minnesota ...... Mississippi ...... ee ae aera a eae ae ae a ane ere New Hampshire PHEW JOTIY: «oss as New Mexico ..... POEM ROME ig 5s Se8 North Carolina North Dakota ee a ee eee 234 ORIMHOMA: <5 50 6s) eras ara ee Pennsylvania ..... Rhode Island ..... South Carolina South Dakota ..... Tennessee ...... ck, & er ea NN asia Sed Wi ee Caer ree | a ee Washington ..... West Virginia WRIMUUOENE 6 ao ES WHOM, kc awe ss City S1z 30,000 10,000 5,000 ) to to 000 30,000 10,000 _— =- OF FMB NNN ACC PHA MOOW SO — > w=) wm oo © — _ nw NOON WwWe UDA —_—= i) m= DO N ON FD OWMON -_ VPNDN HN UMW! HA OR Be BR AMATI SHA OW = wn aownon+- Of Nd w ne oO _ > — nN w wo uw own NN FON FK COON AWAN WY J N _ p ow — VN FAN ™ — SCOoONAM KF KF OF PON COCKE NC HENAN EFHNNOCUNNAUNCOCOOeWMWUAehN no = owon nN WwW n © ~~ norn = ES BRERA eres “I “I o ima “i N we oo _ NS © Total for 1930-31 (8) 38 15 12 374 81 100 10 65 54 46 14 312 133 74 96 46 29 9 55 249 371 114 19 185 22 72 3 12 291 15 391 61 17 300 55 91 251 11 15 28 35 150 39 5 44 132 29 4658 Total Percent for 1929-30 (9) 51 18 19 347 83 91 2 61 48 41 14 265 91 70 80 44 22 9 58 230 346 123 15 176 16 44 3 11 308 383 45 17 328 52 105 277 15 11 22 36 146 37 49 122 27 80 11 4468 708 NATIONAL EpucATION AsSOCIATION According to column 8 of Table 1 the first 10 states in order of total mem- bership are: STATE RANK IN 1931 RANKIN 1930 New York 1 1 California 2 2 Michigan 3 3 Illinois ve ae oe et. 4 7 Ohio eon ee ae 5 4 New Jersey ‘ 6 5 Pennsylvania 7 6 Massachusetts 8 8 Missouri oe. a) a ere. ey 9 a a a a ee el 10 States showing largest actual gains in total membership between 1930 and 1931 are as follows: STATE NUMBER GAINED Illinois os « © Bee & 4 47 Indiana oh, “Sh, Oe Se te OR te 42 ee er oe ee ey 28 es ee ee 27 Se ae ce a er ee 25 eee a ae ae 19 Kansas ae Lite te eo eth 16 North Carolina “ie , 16 Our Department has always been very proud of the memberships outside of continental United States. This year we welcome several new members in Alaska, Canada, and the Philippine Islands. We commend the eight members in Porto Rico who have held on to their memberships in spite of the storms and economic difficulties which have harassed the island. The percent of gain over the 1930 membership in Alaska, Canada, and the Philippines exceeds most of the gains shown in column 9 of Table 1. TABLE 2—MEMBERSHIPS OUTSIDE OF CONTINENTAL UNITED STATES 1930-31 1929-30 Percent 1931 GEOGRAPHICAL UNIT Memser- MeMsBer- TOTAL IS OF SHIP SHIP 1930 Tora. a ce ee 2 1 200 Canada rar” 3 1 300 Canal Zone . 0 >) sei Cook Islands 0 S — asta a at” Sel a ee Se ae Oe 35 88.5 India pals 1 - # ~ pion Philippine Islands 9 6 150 Porto Rico 8 18 44.4 54 63 85.7 The graph shows the growth of the national membership and the enrolment in five states in 1931. The curve for the United States is plotted in thousands. For example, on October 11, 1930, the total national enrolment was a little over 1000 members. The state curves in the diagram are plotted in hundreds. a = \udy @ YUr2W @ Kacnaqe4 e Karruen @ 2294222q @ 47quercny @ FP P42}7Q —_g 4742190 ZY UO i +UHLYRHLENNOe NAT AeUIRIARW*ns wm Meqlé patent a re < O1UO ------ ae “7 057005 Pa es | ita ae a E n (spaspuny wy 2 uePyryy —-- yo iy eo oottooor |< < WUsojyed ——— a z Bs - am : 3) L . ite. eg, 2 en ee Sd z z (spvesNON, M1) Se}eIG Pe}'ug —— - oF 3) OSF+O0ST E % Ss - me 3 x 8 00z+000Z | & = z 2 - 2 >) , m eS 0U OR t—“‘“‘“‘“‘éC LR Re OS7P00SZ Fs ne i= Z i«_,€, =.=" ooszoo0e | = = =" ~ a o - sazjaenbpeoay Aq yno yues osstoose | © BAM S49}]9] WA] Pur SLO E ° *S}NSOA VAIpelje Moys ooviooy | & SaQjPWwwU0? a]r}s jo syojle | BU} 2224mM sjrod soyerpuy e osrtoosy | & ; ee sasseten = | O ! ‘ = + on ew . a ’ 5 E SEgEES fF ee 710 NATIONAL EpucATION ASSOCIATION For example, on October 11, New York enrolled about 120 members, Cali- fornia about 80, Illinois about 75, and so on. In the opinion of the writer the graph shows very clearly the effect of the letters and bills from Headquarters. ‘There are, however, other “bumps” in the curves which cannot be accounted for except by the efforts of the state and local enrolment chairmen. From careful records kept at Headquarters the primary sources of membership are given in Table 3. Apparently, from Table 3 about 3171 memberships are influenced to join the Department primarily because of letters and bills from Washington, D. C. The remaining 1700 may be considered the result of the enrolment campaign. Many of these persons would drop from the Department in spite of the efforts from Washington but for the repeated solicitation by state and local enrolment chairmen. TABLE 3—Sources OF MEMBERSHIPS Source NUMBER OF MEMBERSHIPS Broadcast letter of September 10, 1930 Pew Maemmersns cl ll CO 369 ae ee ee ee oe > ee 958 First bills, November 1, 1930 . . . . . . . . 828 Second bills, January 2, 1931 . . . . .... 490 Third bills, February 24,1931 . . . . . .« « . 247 Individual letters (Primary stimulus unknown) . . . 1035 Lists from principals’ clubs, enrolment chairmen, etc. . . 649 Collected through N. E. A., at conventions, etc. . . . . 302 4878 Our campaign has failed in two respects: (1) relatively few rural prin- cipals have enrolled, and (2) few assistant principals have been enlisted. p p p Letters from state enrolment chairmen indicate the following procedures as helpful: A. Treat the entire enrolment committee with the exception of the national chair- man as a permanent committee, the membership of which changes only by resignation, by appointment of additional local chairmen, or by replacement of inactive members of the committee. B. The function of the committee is to reach the individual principal and assistant principal by personal appeal, thru letter, phone call, or face to face. C. National Headquarters should send out all national broadcasts to principals, assistant principals, members of the committee, and to superintendents including the letters of suggestions and enrolment bulletins to chairmen. As far as practical, Wash- ington Headquarters should supply all state and local chairmen with enrolment litera- ture, stationery supplies, and statistical information. Each state and local chairman should be sent once each semester a list of former Department members in his terri- tory who have dropped their membership for one reason or another. He should also receive a list of members for the current vear up to date. D. The state chairman should organize his committee, appointing local chairmen for all cities, towns, counties, principals’ and assistant principals’ clubs, but retain- ing all active former members of the committee. He should analyze enrolment returns, organize competitions among the local chairmen and in general plan a campaign supplementary to and coérdinating with the national campaign. He should make every effort to have some member of his committee speak at every state or city meet- [PS n- as ELEMENTARY SCHOOL PRINCIPALS 711 ing at which a hearing for enrolment can be obtained. He should write to state and local superintendents enlisting their active codperation in enrolment with the object of raising the professional standard of their principals and assistant principals and urging these superintendents to recommend frequently the value of membership in our Department. E. Local chairmen should by personal solicitation at general meetings and other- wise urge fellow principals and assistant principals to join especially (1) those newly appointed, (2) those who have passed principals’ examinations and are await- ing appointment, (3) former members who have not rejoined, and (4) all assistant principals. Whenever possible collect the dues on the spot and forward to the De- partment of Elementary School Principals, 1201 Sixteenth St., N.W., Washington, D. C. F. The national chairman should plan a year’s campaign during the summer sea- son, send letters to all members of the committee with suggestions for the campaign and with statistical information to stimulate competition, keep in touch with state chairmen and transmit successful methods of any of the committee to all the others. He should help the members in every way possible and recommend to the president of the Department names of chairmen for state enrolment vacancies. An enrolment report is due twice a year, in February and May. From his experience during the past three years as National Enrolment Chairman the writer would like to suggest the following program as of pos- sible help in the 1931-32 campaign. A. Headquarters should send campaign outlines and suggestions to all state and local enrolment chairmen early in September. Each chairman should be asked to signify by return mail his acceptance or rejection of the assignment for another year. B. The office at Washington should schedule its activities as follows: 1. General broadcast to all persons known to be principals or vice- principals in September First bills in October Second bills in November 4. Third bills in January C. About the first of February the state and local chairmen should receive from Headquarters a list of the unpaid members in each state. Enrolment chairmen should put on concentrated drives to enlist all members by the winter meeting. D. Let each member for 1931 consider himself a factor in the enrolment work for 1931-32 and help carry our Department’s service to all principals, Ww Dd Finally, the writer wishes to express his pleasure in associating and corres- ponding with enrolment chairmen, the Department’s officers, and the Wash- ington Headquarters’ officials. It has been a privilege and an honor to serve with people who have been so willing and able to sacrifice their time and energy for a cause. HE great voice of America does not come from the seats of learning. It comes in the murmur from the hills and woods and farms and factories, rolling and gaining volume until it comes to us from the homes of the common people.—Wooprow WILSON. SECRETARY’S MINUTES OF THE DETROIT MEETING February 23, 1931. HE FIRST meeting of the Executive Committee of the Department of Elemen- tary School Principals was held on Monday morning, February 23, 1931, at the Book-Cadillac hotel. The meeting was called to order by the president, Cassie F. ‘Roys. The following members were present: Cassie F. Roys, president; Herbert C. Hansen, first vicepresident; Earl R. Laing, second vicepresident; George D. Taylor, fourth vicepresident; Fred H. Duffy, secretary; Elizabeth McCormick, M. Emma Brookes, and Eva G. Pinkston, members of the Executive Committee. Mr. A. B. Heacock of Los Angeles was present to represent Mrs. Cora Rusling. Miss Isabel Tucker and Mr. Aaron Kline of the Editorial Committee were present. The minutes of the meetings at Atlantic City and Columbus were read and approved. Miss Isabel Tucker gave a report on the 1931 yearbook. In this report she stated that all copy was now ready to be sent to the printers and that copies of the 1931 yearbook should be in the hands of its readers during the early part of April. It was moved by Mr. Hansen and seconded by Miss Brookes that a vote of appre- ciation be extended to the Editorial Committee for their persistent efforts and fine achievements in editing the 1931 yearbook. The motion carried unanimously. Mr. Kline gave advance plans for the 1932 yearbook which is to be based on “The Principal and The Community.” He also gave further indications of the yearbooks for future years as follows: For 1933, “The Principal and The School Library”; for 1934, “The Principal and Extracurricular Activities”; for 1935, “The Principal and The Individual Pupil.” It was moved by Miss Pinkston and seconded by Mr. Hansen that this report of the Editorial Committee be accepted and incorporated in the minutes, Carried. At this time a discussion took place concerning plans for the Los Angeles meeting. Mr. Heacock offered the fullest co6peration and assured the Committee that all plans for the breakfasts and the dinner would be carried out by the principals of that city. A discussion took place concerning the duplication of copies of the Research Bulle- tin to the members of the Department of Elementary School Principals. It was moved by Mr. Laing and seconded by Miss Pinkston that the present policy of supplying our membership with copies of the Research Bulletin be continued. Motion carried. The matter of life membership for elementary school principals was discussed but no definite conclusion was reached. Mr. Hansen made a report on the money that had been transferred to the perma- nent fund of the National Education Association instead of to the permanent fund of the Department of Elementary School Principals, Letters of correspondence between Mr. Hansen and Mr. Crabtree showed that the proper steps were being taken to satis- factorily adjust this matter. An interesting discussion took place concerning the possible future application of the Reserve Fund which at this time shows a somewhat healthy growth. It was pointed out that as this fund grows the Department will become more efficient and be of greater service to its membership. It was moved by Miss Pinkston and seconded by Miss Brookes that the president be authorized to enter into negotiations with the National Education Association for the retention of Frank W. Hubbard and that we express our hearty appreciation for his very valuable services to our department. Motion carried. It was moved by Mr. Hansen and seconded by Miss Pinkston that the secretary be instructed to send a message of condolence and respect to the widow of the late John Merrill who worked so faithfully in our ranks. Motion carried. The message as follows was sent: [ 712 ] men- t the ie F, re €. ylor, mma i Be sabel and tated 1931 ypre- fine ‘The ooks ; for and rt of ting. ylans city. ulle- olicy ued. issed rma- id of veen atis- n of nted e of dent 1 for 1 for y be John e as ELEMENTARY SCHOOL PRINCIPALS 713 MRS, GERTRUDE MERRILL FEBRUARY 23, 1931. 1526 GARLAND AVENUE DETROIT, MICHIGAN THE EXECUTIVE COMMITTEE OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION NOW ASSEMBLED IN DETROIT WISHES TO CONVEY TO YOU ITS MOST SINCERE SYMPATHY BECAUSE OF THE LOSS OF OUR DEAR FRIEND AND FELLOW MEMBER, JOHN MERRILL. HIS SERVICES TO OUR DEPARTMENT WERE INVALUABLE AND HIS SPIRIT WILL CONTINUE TO BE AN INSPIRATION TO ALL OF US IN YEARS TO COME. MAY THE MANY FINE CONTRIBUTIONS HE HAS MADE TO THE CAUSE OF EDUCATION CONTINUE TO BE A SOURCE OF CONSOLATION! AND COMFORT TO YOU AS IT WILL BE TO US, THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION CASSIE F, ROYS, PRESIDENT FRED H. DUFFY, SECRETARY It was moved by Miss McCormick and seconded by Mr. Taylor that the secretary be instructed to send a message of sympathy to Mr. and Mrs. W. T. Longshore who lost their son in an accidental death a few days ago. Motion carried. The message as follows was sent: MR. AND MRS. W. T. LONGSHORE FEBRUARY 23, 1931 520 WEST 40TH STREET KANSAS CITY, MISSOURI THE EXECUTIVE COMMITTEE OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION NOW ASSEMBLED IN DETROIT IS DEEPLY GRIEVED TO LEARN OF THE SUDDEN DEATH OF YOUR SON. MAY WE EXTEND OUR SINCERE SYMPATHY. WE SHALL MISS YOU IN OUR DELIBERATIONS OF THIS CONVENTION BUT WE KNOW THAT YOU WILL BE WITH US IN SPIRIT. THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION CASSIE F, ROYS, PRESIDENT FRED H. DUFFY, SECRETARY Meeting adjourned to meet at 8:30 Wednesday morning, February 25, 1931. Fred H. Durry, Secretary. February 25, 1931. The second meeting of the Executive Committee of the Department of Elementary School Principals was held on Wednesday morning, February 25, 1931, at the Book- Cadillac Hotel. The meeting was called to order by the president, Cassie F. Roys. The following members were present: Cassie F. Roys, president; H. C, Hansen, first vicepresident; Earl R. Laing, second vicepresident; Fred H, Duffy, secretary; Eva G. Pinkston, M. Emma Brookes, and Elizabeth McCormick of the Executive Com- mittee. Mr. A. B. Heacock was present representing Mrs. Cora Rusling. The minutes of the meeting held on February 23rd, 1931, were read and approved. It was moved by Mr. Hansen and seconded by Miss Brookes that the president of our department be instructed to present to The Joint Commission on the Differentiation and Integration of the Supervisor, the views of the Department of Elementary School Principals, in that we hold that the principal is the chief executive, administrator, and supervisor of his particular building, and that the supervisor is an expert to be called in as needed. Motion carried. The president read a letter from Jasmine Britton, chairman of the Educational Committee of the American Library Association, in which he asked for the codpera- 714 NATIONAL EDUCATION ASSOCIATION tion of our department in giving publicity to the three-week course of instruction to be given during the coming summer. It was recommended that the editor of the Bulletin have a notice of this appear in the news column of the July issue. Miss Pinkston made a report on the activities of the Health Committee. It was moved by Mr. Hansen and seconded by Miss McCormick that the findings of the Health Committee be made the main body of the July Bulletin. Motion carried. The subject of the time for the election of officers of the department came up for discussion. It was moved by Miss Pinkston and seconded by Miss McCormick that the president appoint a committee whose duty it shall be to study the present policy as to time for election of officers. Should this committee find it advisable to recommend a change in the time of election of officers from the summer meetings to the winter meeting, it is directed to present a resolution to that effect, a report to be made at the Los Angeles meeting. Motion carried. It was moved by Miss McCormick and seconded by Mr. Laing that the policy of editing the Bulletin be not changed and that the secretary continue to edit the Bulletin, it being understood that the president is the final authority on all publications. Mo- tion carried. A rather lengthy discussion on the matter of radio in our schools took place, it being the consensus of opinion that great possibilities are to be achieved through this agency. It was moved by Mr. Laing and seconded by Miss Pinkston that the president appoint a committee to make a study of the possibilities of radio as an educational factor. Motion carried. It was moved by Mr. Laing and seconded by Mr. Heacock that a suitable ledger be secured in which the secretary is to keep a record of the minutes in the future and that the records of the past be recorded insofar as seems necessary. Motion carried. The question of honorary membership came up for discussion as the result, of in- quiries made concerning the conferring of such membership in the past, the records showing that three such honorary memberships had been granted. It, was moved by Miss McCormick and seconded by Mr. Laing that all future inquirers be informed that our constitution makes no provision for honorary mem- bership. Motion carried. All members of the official family of the Department of Elementary School Prin- cipals expressed themselves enthusiastically in appreciation of the very fine spirit of coéperation given by the principals of Detroit during the convention. It was moved by Miss McCormick and seconded by Mr. Hansen that the secretary be instructed to send a letter of appreciation for their very fine hospitality during the meetings in Detroit to Mr. Earl R. Laing, Miss Jennie Clow, Miss Sophie C, Bach- mann, Miss Esther J. Cousins, and Miss Mary L. G. De Manigold, all of Detroit, and to Mrs. Jessie Fink of Grand Rapids. Motion carried. Meeting adjourned. Frep H. Durry, Secretary. February 26, 1931. The third meeting of the Executive Committee of the Department of Elementary School Principals was held on Thursday afternoon, February 26, 1931, at the Book- Cadillac Hotel. The following members were present: Cassie F. Roys, president; Herbert C. Hansen, first vicepresident; George D. Taylor, fourth vicepresident; Fred H. Duffy, secretary; M. Emma Brookes and Eva G. Pinkston, members of the Executive Committee. This meeting was called by President Roys for the purpose of considering the welfare of our department at Headquarters in Washington as the result of John K. Norton having severed his connections with the Research Division of the National Education Association and the possible effect a readjustment of affairs there might on to lletin dings rried. p for ident e for lange ng, it geles cy of letin, Mo- ce, it 1 this ident ional >dger > and rried. yf in- cords uture nem- Prin- spirit etary g the 3ach- , and ntary 300k- dent; dent ; f the x the in K. ional night ELEMENTARY SCHOOL PRINCIPALS 715 have on our further availing ourselves of the very able services of Frank W. Hub- bard who has been assistant to Mr. Norton and on whose services our department relies very heavily. Miss Pinkston, who, with the president, had a previous afternoon conference with Mr. Crabtree and with Mr. Shankland, was unable to report anything satisfactory as to what effect the filling of Mr. Norton’s position would have on our retention of Mr. Hubbard. The committee was agreed as a whole that every effort should be made to retain Mr. Hubbard’s services at headquarters. It was moved by Mr. Hansen and seconded by Miss Brookes that the president appoint a committee of which she shall be the chairman, this committee to have full power to take whatever steps are necessary to retain the services of Frank W. Hub- bard as research director of the Department of Elementary School Principals. This committee is also to make a study of the advisability of establishing a field agent for the department. Motion carried. Previous to this date, in response to a call from James F. Hosic to attend a meeting represented by delegates from five departments and known as The Joint Commission on the Differentiation and Integration of the Supervisor, President Roys sent two members of the Executive Committee to be present and to represent our department. Mr. Taylor made a report on the outcome of this meeting. Among other activities the report included a recommendation from the Commission that the sum of $125 be appropriated from among the five bodies present for further carrying on the investi- gations and studies initiated at this meeting. It was moved by Miss Pinkston and seconded by Miss Brookes that our department appropriate and authorize the contribution of a sum not to exceed $25 to be used as the Joint Commission sees fit. Motion carried. Meeting adjourned. Frep H. Durry, Secretary. Program of the Detroit Meeting The Department of Elementary School Principals of the National Education Asso- ciation held two general sessions, one Monday, February 23, at 2 p. m., and the other Wednesday, February 25, at 2 p. m., in the ballroom of the Book-Cadillac Hotel. The general program follows: THE WHOLE CHILD First Session Music Detroit Special All-city Orchestra, William Engel, director GREETINGS Norman R. Crozier, superintendent of schools, Dallas, Texas, and president, De- partment of Superintendence MEETING THE SPECIFIC NEEDS OF INDIVIDUAL CHILDREN Herbert E. Chamberlain, director, Child Guidance Clinic, Minneapolis, Minnesota How Best To ProvipE FOR THE CHILD’s PHYSICAL WELFARE, SOCIAL WELFARE, CHARAC- TER DEVELOPMENT, AND INTELLECTUAL WELFARE From the Standpoint of the City Superintendent James E. McDade, assistant superintendent of schools, Chicago, III. From the Standpoint of the Elementary School Principal Evelyn Hubbard, principal, Montieth School, Detroit, Mich, THE SuPERvisor’s PLACE IN THE DEVELOPMENT OF THE WHOLE CHILD Florence M. Hale, agent for rural education, State Department of Education, Augusta, Me. ‘ REPORT OF THE EpiToRIAL COMMITTEE, DEPARTMENT YEARBOOK, 1931 Isabel Tucker, chairman, principal, Shenandoah School, St. Louis, Mo. 716 NATIONAL EDUCATION ASSOCIATION Second Session Music Glee Club, Franklin Elementary School, Detroit, Mrs. Norma Burdock, director GREETINGS Willis A. Sutton, superintendent of schools, Atlanta, Ga., and president of the National Education Association THE PRINCIPAL’s PART IN THE COOPERATIVE ENDEAVOR Mrs, Hazel Gethman, principal, Horace Mann School, Winnetka, III. PRINCIPAL’s PoLicy OF ADMINISTRATION AND SUPERVISION AS A MEANS OF PROMOTING ARTICULATION George D. Taylor, principal, School No. 27, Rochester, N. Y. PuB.iic RELATIONS Arthur B. Moehlman, professor of administration and supervision, School of Education, University of Michigan, Ann Arbor, Mich. REPORT OF THE EpITORIAL COMMITTEE, DEPARTMENT YEARBOOK, 1932 Aaron Kline, Chairman, principal, Pullman School, Chicago, III. Two breakfasts were held, Monday and Tuesday mornings respectively, at the Statler Hotel. These breakfasts are becoming more and more popular as voiced by the large attendance. One reason for this is perhaps because the meetings at breakfast are very informal and offer opportunity for getting better acquainted and for infor- mal discussions, The semi-annual dinner was held at 6 p.m. Tuesday, February 24, in the Crystal Room of the Book-Cadillac Hotel, and was attended by more than five hundred mem- bers and guests. Music was furnished by the Frederick C. Able trio. Entertainment was furnished by Miss Isabel Lokie, principal, Berry School, Detroit, who gave delightful impersonations and readings. Dr. Charles L. Spain, assistant superinten- dent of schools, Detroit, gave the address of the evening, “The Principal in a Modern Elementary School.” Frep H. Durry, Secretary. OO often the principal is given almost no authority to vary anything, or to depart in any way from the rigid uniformity prescribed for all from above. Under such conditions the supervision easily degenerates into inspection, and the principal stands in the school, not as the helpful leader and inspirer of his teachers, but as the representative of a system imposed upon all by those in authority above.—ELLwoop P. CUBBERLEY. ctor the ING the by fast for- stal ent ave ern ELEMENTARY SCHOOL PRINCIPALS 717 AMERICAN EDUCATION WEEK 1931 November 9-15, HE eleventh annual American Education Week, under the sponsorship of the National Education Association, the United States Office of Edu- cation, and the American Legion will be observed November 9-15. It is the purpose of this annual event to acquaint the public with the aims, needs, and achievements of the schools. The National Education Association will help you make your plans. ‘The Division of Publications will provide window and classroom posters, bulletins to send to the home, and suggestions for scores of programs of different types, some of which will be easily adapted to the needs of your community. These materials are available at nominal cost. THE PROGRAM General Theme: What the Schools Are Helping America to Achieve Monday In Economic Progress Tuesday In Child Health and Protection Wednesday \n Citizenship and Loyalty to Law Thursday 1n Improvement of Rural Living Friday Through a Higher Level of Intellectual Life Saturday Through the Enrichment of Adult Life Sunday Through High Ideals of Character and Home Life AMERICAN EDUCATION WEEK E who are parents are frequently urged to visit the schools, to become acquainted with the teachers of our children, and to iniorm ourselves of their progress. This is good advice and most parents highly resolve to do these things. But we live in a busy world and frequently a convenient time never comes. People often say “We want you to have dinner with us sometime.” Unless they set a date, the invitation is meaningless. American Edu- cation Week is the date set for parents to follow the injunction, “Know your schools.” It is jointly sponsored by the National Educa- tion Association, the United States Office of Education, and the American Legion. In the decade during which American Education Week has been observed, it has come to be appreciated more and more by parents and teachers alike. Now is the time to make plans. No- vember 9-15 is the week when the schools are at home to their friends. —S. D. SHANKLAND, Executive Secretary, Department of Superin- tendence of The National Education Association.