4 rk EXER wii pws MAL | qi: L LIRA apt a 4's VOL. XI, No. 2 JANUARY, 1932 BULLETIN OF THE Department of Elementary School Principals *The Washington Program—Laing ___-__--._____________-_ 67 *Checking Up—Pinkston ____. ___- : ee Greetings—Broome ; ‘ a> Education by Radio: A Symposium Present Status of Education by Radio—Morgan_____-__ 71 State Direction of Educational Broadcasts—Darrow 76 Teaching Radio Lessons in the Elementary School—Ham- mond pitas ae Developing Broadcast Programs in the School—Blom__ 81 Organization for Radio Lessons in the School—Winslow 85 Superintendents Look at the Principalship—Brady ree *Preliminary Report of Committee on Certification—Roys______ 95 The Biennial Salary Survey—Hubbard _- any In Memoriam of Jessie M. Fink ——- : a= oe A Recreational Reading Program—Bernard and Kretsinger_ 104 The Classroom Library in a Reading Program—Gould____-- 109 Some Interesting Books ‘ cag ca The School Newspaper—Linter iocatd ee | Editorial Committee Photo : NR ey: *Pushing Back the Horizons—Editorial Committee tae a *News from Local and State Associations—Pinkston hecccs ee How About Your State? Sse ; ee *THIS SYMBOL DESIGNATES ARTICLES OF SPECIAL IMPORTANCE TO MEMBERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS. MEMBERS WILL BE PARTICULARLY INTERESTED IN THE PRESIDENT’S PROGRAM, THE PLANS OF THE COMMITTEE ON CERTIFICATION, THE NOTES FROM LOCAL CLUBS, THE MESSAGE FROM THE SPECIAL SECRETARY, AND THE PROPOSED YEARBOOK FOR 1933. JAN 29 1939 BULLETIN of the DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Maupe A. Ruopes, Editor, 185 Westminster Dr., N. E. Atlanta, Georgia Published quarterly in October, January, April, and July by the Department of Elementary School Principals of the National Edu- cation Association of the United States. The payment of $3 active membership dues entitles a member to attend all meetings of the Department, to hold office, 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; Yearbook, $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 post- office at Washington, D. C., under Act of August 24, 1912. Accept- ance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. Executive and Editorial Offices, 1201 Sixteenth Street, Northwest, Washington, D. C. OFFICERS OF THE DEPARTMENT 1931-32 President, EArt R. LAInc Burt School, Detroit, Michigan First Vicepresident, Cassie F. Roys 2609 Bristol Street, Omaha, Nebraska Second Vicepresident, HARLEY W. Lyon 95 N. Sierra Bonita Avenue, Pasadena, California Third Vicepresident, LILLIAN M. TOWNE Thomas Gardner District, Boston, Massachusetts Fourth Vicepresident, Cart S. Zook Gregory Heights School, Portland, Oregon Fifth Vicepresident, EL1ZABETH McCorMIcK Howe School, Superior, Wisconsin Secretary, MAUDE A. RHODES 185 Westminster Drive, N. E., Atlanta, Georgia Executive Committee James R. FLoyp, Jefferson School, Plainfield, New Jersay (Term expires 1932) M. EmMaA Brookes, Miles School, Cleveland, Ohio (Term expires 1933) Joun Lortus, Public School No. 80, Brooklyn, New York (Term expires 1934) HERBERT C. HANSEN, 315 Plymouth Court, Chicago, Illinois (Term expires 1935) Special Secretary, Eva G. Pinkston 1201 Sixteenth Street, N. W., Washington, D. C. bh] hy THE WASHINGTON MEETING EARL R. LAING President, Department of Elementary School Principals, and Principal, Burt School, Detroit, Michigan T THRILLS ME to the very core when I realize the potential strength of our great Department. Your officers and committees are working untiringly and incessantly to make this the greatest year of our history. We can serve you best only as you continue to give your loyal support and cooperation. I trust you will be able to go to Washington, February 20-25, to attend the annual winter meeting of our Department in conjunction with the De- partment of Superintendence. While thinking of our jobs as the key position of any school system our program stresses health and community relation- ships. The National Congress of Parents and Teachers recently stated that “Educational leadership can advance only as rapidly as the community can follow.” Dr. Judd once said, “Some of the most useful work which a prin- cipal can do is community work.” I believe we elementary principals realize this better than anyone else. Please note carefully the caliber of people who have been placed upon our program. You will be willing to travel many miles to hear them. PROGRAM Time: Monday, 8 p. m.—February 22, 1932. Theme: The New Principalship Music GREETINGS Florence Hale, President, National Education Association, and State Director of Rural Education, Augusta, Maine. THE ELEVENTH (1932) YEARBOOK Aaron Kline, Chairman, 1932 Yearbook Committee; Principal, Pullman Public School, Chicago, Ilinois. PROGRESSIVE PRINCIPALS AND THE SUPERINTENDENT Paul Stetson, Superintendent of Schools, Indianapolis, Indiana. EFFECTIVE SUPERVISION John Herron, Principal, Lafayette Street School, Newark, New Jersey. COMMUNITY LEADERSHIP Joy E. Morcan, Editor, Journal of the National Education Association. Time: Wednesday, 2 p. m.—February 24, 1932. Theme: The New Childhood. Music THE TWELFTH (1933) YEARBOOK Miss Helen B. Shove, Chairman, 1933 Yearbook Committee; Principal, Minne- haha School, Minneapolis, Minnesota. EDUCATION FOR CHARACTER Paul T. Rankin, Supervising Director, Research and Adjustment, Detroit, Michigan. CHILDHOOD, THE GOLDEN PERIOD FOR MENTAL HYGIENE W. A. White, M. D., Saint Elizabeth’s Hospital, Washington, D. C. CHILD HEALTH AND PROTECTION Dr. F. J. Kelly, Chief, College and University Division, U. S. Office of Education, Washington, D. C. [ 67] 68 NATIONAL EpucATION ASSOCIATION On the Monday evening program we shall hear Florence Hale, president of the National Education Association. Miss Hale has been very busy dur- ing the present economic depression with challenging messages, so we are thankful to have her with us. Chairman Aaron Kline of Chicago is an active leader in the Chicago Principals’ Club as well as in our national Department. Paul Stetson has held many important committee chairmanships and offices in the Department of Superintendence. John Herron has been active in the Newark and the New Jersey associations for principals. Mr. Morgan, editor of the N. E. A. Journal, is well-known for his active interest in many major social problems. The first speaker on the Wednesday afternoon program, Helen B. Shove of Minneapolis, will tell about the 1933 yearbook. Miss Shove has been active in our national work for years. Dr. Paul T. Rankin, as a member of the 1932 yearbook commission of the Department of Superintendence, is imminently qualified to discuss character education. Dr. W. A. White of Saint Elizabeth’s Hospital, Washington, D. C., has won international recognition for his work in the field of psychiatry. Dr. F. J. Kelly has been president of the University of Idaho, and chairman of the Committee on Education and Training of the White House Conference on Child Health and Protection. At the banquet on Tuesday evening we expect to have H. V. Kaltenborn, nationally known political analyst. It is a tribute to our Department that these leaders are willing to par- ticipate in our program. Let us meet them with enthusiasm, and from their wisdom gain new inspiration for our professional problems. We shall see each other in Washington, D. C. N HIS JUNE, 1931, NEWS LETTER to members of hi staff Superintendent Broome of Philadelphia, President of De- partment of Superintendence, wrote as follows: “A few days ago the 1931 Yearbook of the Department of Ele- mentary School Principals came to my desk. From a cursory ex- amination, I became much interested in the contents of this book. The chapters are frank and sensible discussions of some of the most progressive educational ideals.” jc lil dent dur- / are tive lent. fices the litor ajor love een r of is e of onal een on alth orn, yar- heir see CHECKING UP HE FOLLOWING STORY was told at the first organized meet- ing of the Elementary School Principals section of the Virginia State Teachers’ Association, held in Richmond at Thanksgiving. Mose who was employed in a certain establishment went to a phone in an ad- joining building and phoned back to his boss. The conversation was something like this: “Did you advertise for a man to work?” “Yes, but that place has been filled.” “Do you like him?” “—" “Does he satisfy you?” “Ves,” “Does he do his work?” “Ves,” “Do you think he will leave?” “Have not heard him say so.” “Would you fire him?” “No.” “You sure you like him?” “Ves,” “Thank you, goodbye.” One of his friends who was standing near and heard the conversation said, “Why Mose, I thought you had a job?” “T have.” “Thought that was your job?” “St ie.” “Why in the world did you phone then?” “T’m just checking up on myself.” The check-up at Headquarters is as follows: THE MemBERSHIP DRivE is going at top speed. State chairmen have been appointed in all states. Our goal this year is 5000. Come along— every member bring another! THERE May Be A Depression somewhere—there are times when we feel blue. But recently a principal sent his dues with this message: “Some items in my budget will not survive the winter, but I’m not taking any chances with my national dues—here they are now.” Ditto. PRESIDENT LAING is preparing a splendid program for the winter meet- ing. Remember the dates February 20-25. Tue Eprrortat ComMMITTeEE met at Headquarters on December 4th and 5th. After two days (and one evening!) of hard work the 1932 yearbook assumed preliminary form. It is going to be a grand book. UrcE Your FRiEnps to pay their dues early this year. Promptness saves stamps—for use in other phases of our program. SrE You in Washington, D. C., February 20-25. Cordially yours, Eva G. Pinkston Special Secretary [69] GREETINGS Epwin C. BRooME Superintendent of Schools, Philadelphia, Pennsylvania, and President, Department of Superintendence HE PRINCIPAL of a school holds a strategic position in the school system. His direct contact with teachers and pupils, on one hand, and with the administrative staff on the other, places him in a position where all matters go through his office, whether from the teachers and pupils upwards or from the administrative officers downwards. Not only must he be well qualified as an educator, so that he may be able to lead and inspire his teachers to constant improvement, but he must also understand children, so that he can develop them to the highest possibilities of their capacity. He must have executive ability, because the management of a large school is no mean task even for a person of considerable ability. He must be able to comprehend the educational problems of the school, in order to interpret them accurately to the administrative staff. Add to these necessary qualifications high character, an agreeable personality, good judg- ment, and ability to deal tactfully and effectively with the community, and we have a specification for elementary school principals which it is difficult to fill. The remarkable thing in public education is that so many principals in the public schools of this country do meet these requirements adequately ; are becoming better and better qualified to perform the important duties which are placed upon them. As president of the Department of Superintendence, therefore, it gives me great satisfaction to send a few words of greeting to the principals of the public schools of America, wishing you joy in the service and continued growth in all dimensions. HERE ARE MANY local and state organizations at work upon the principal’s problems. These groups are doing a first- class professional service. If you have no local club, you should consult pages 123-26 of this Bulletin for suggestions as to how to organize and what to do. If you already have a group at work please let us know the details of your program. [70] al h: cl Ww 1001 and all irds ible also ties ent , in 1ese dg- and ult ; in are lich ice, the and A SYMPOSIUM: EDUCATION BY RADIO PRESENT STATUS OF EDUCATION BY RADIO Joy ELMER MorcAan Editor, Journal of the National Education Association, and Chairman, National Committee on Education by Radio O THE TEACHER IN THE FIFTEENTH CENTURY, using crude methods of oral instruction, the invention of printing from moy- able type and the coming of the book made little immediate difference. Per- haps a few teachers gifted with imagination dared to hope that some day this new and costly tool might enrich their teaching. Between that day and this, civilization has leapt forward. Processes of printing have been perfected and wealth has increased until a school without books would seem most unusual. To the teacher of today talkies, radio, and television may seem costly, cumbersome, and strange as instruments of instruction, but tomorrow they will be as common as the book and powerful in their effect on learning and teaching. The human mind will rise to an entirely new level of precision and efficiency and there will be such an enlargement of consciousness that the common man will be familiar with matters which today only a few can understand. Mind is a master factor and every improvement in its cultiva- tion lifts the whole level of human life. By the wise use of his mental and spiritual resources, man may create a civilization of increasing excellence and happiness. Radio, television, and air travel will eventually create a world community of culture. Meantime, we must creep before we can walk. What about radio in the schools today? It is still embryonic but it is growing. Our best educators no longer call it a fad or brand as mere en- thusiasts persons who advocate its use. Experience in other countries, where the educational significance of this new tool is better appreciated than here, is convincing. Master teaching in Cleveland has established results on a scientific basis. —The Ohio School of the Air, supported by legislative appro- priation, has established itself and has been able to go on in spite of depres- sion and disaster on all sides. Universities which have satisfactory channels of their own are learning how to use this method of teaching with increasing success. The radio has a place in the school. If it can add as much as five percent to the effectiveness of our schools—and that is a most conservative estimate—it is worth $100,000,000 a year to the educational enterprises of our various states and communities. This article is not an attempt to catalog present projects in school broad- casting. Its purpose is to outline the basic considerations which would seem to underlie the best development of educational broadcasting in the United States. These observations are based on a careful consideration of experience in this and other countries. They have been gathered by the National Com- mittee on Education by Radio, representing the following nine great educa- tion associations : [71] 72 NATIONAL EpucATION ASSOCIATION National Association of State Universities Association of College and University Broadcasting Stations National University Extension Association National Catholic Educational Association American Council on Education National Council of State Superintendents The Jesuit Educational Association Association of Land-Grant Colleges and Universities National Education Association. The members of this Committee are in actual contact with many phases of American life and education. The Committee has its own research staff. For months it has had a special representative studying conditions on the ground abroad. For more than a year its personal contacts and its corre- spondence have touched almost every phase of American life. “The members of the Committee are giving their time without remuneration to this arduous and difficult task because of their conviction that radio is of supreme im- portance to the future of American education and culture. The position of the National Education Association has been set forth in its resolutions as follows: The National Education Association believes that legislation should be enacted which will safeguard for the uses of education and government a reasonable share of the radio broadcasting channels of the United States—Adopted at Columbus, Ohio, July 3, 1930, and again at Los Angeles, Calif., July 3, 1931. Similar resolutions have been adopted by other great educational and civic groups as set forth on page 351 of the Journal of the National Education As- sociation for December, 1931. What, then, are the basic considerations which should chart our course for the development of education by radio? 1. No advertising in the schools 2. State and local, rather than national, administration 3. Independent channels for the schools 4. Trained educational staffs to manage the stations. First, advertising in the form of sales talks or programs sponsored for their goodwill value must not be brought into the school. This problem is parallel to the question of accepting textbooks containing advertising or allowing such material to be presented by commercial interests with an ax to grind. It is parallel to the question of admitting agents into the schools. The schools belong to all the people. They exist to present unbiased truth. Their task is to deal with the whole life—not to sell toothpaste or to indoctrinate chil- dren in prevailing commercial practises. This point is developed further in No. 26 of the weekly bulletin, Education by Radio, under the head, ““Adver- tising Invades the Schools.” Second, school programs can best be administered on a local, regional, and state basis rather than on a national basis. This statement permits coordina- tion with the plans of the states which are responsible for education under our system and allows for a wide variety of experimental effort. The prin- ciple need not mean that certain programs will not be broadcast nationally ases raft. the rre- bers lous yrth cted lare bus, ivic A s- Irse leir llel ich t is ols ask nil- er- nd ler in- lly ELEMENTARY ScHoort PRINCIPALS 73 or that institutions in the various states and cities may not some day be or- ganized into what will constitute at times a nationwide or even a worldwide hook-up. But the best development will not come down from above. Cul- ture grows up out of the soil and the experience gained in the community and in the state will furnish the foundation upon which large enterprises can have their best growth. In the school of the future every child will probably be taught not only to listen but to take part in the broadcasting. Third, the schools must have their own fulltime channels, both day and evening. This principle does not mean that commercial channels may not occasionally be used, but it does mean that education by radio in its best sense cannot really begin until the schools have their own facilities. There is an inherent difference in character between educational broadcasting and com- mercial broadcasting. Commercial broadcasting seeks to reach large num- bers. It is constantly searching for the lowest common denominator. It tends to pull down rather than up. Commercial programs in the United States, in spite of occasional bright spots, have grown worse and worse, more and more willing to violate standards of common decency, honesty, and good taste. The air is filled with statements and sales talks which under the pure food laws could not be printed on the labels of packages. Under these con- ditions scientific material is certain to be shut off the air when in conflict with the interests of advertising clients. On the other hand the purpose of educational broadcasting is to reach peo- ple who want to learn and its best development will come by having specific programs for smaller groups interested in learning specific things. It has possibilities for coordination with other teaching devices such as talkies, text- books, classroom discussions, and the guidance which teachers in the schools can give. The whole unique structure of our American commercialized broadcast- ing is now being challenged in the light of foreign experience and we may tind it wiser to pay for our broadcasting directly rather than to pay for it in the much more costly way of commercialization. Just now this question of free and independent channels for the schools is clouded by a terrific drive on the part of the power-trust-public-utilities in- terests to control the sources of free speech in America. The efforts of the power-trust group, which includes the radio group, to control thinking is set forth in a book by Jack Levin called Power Ethics, recently published by Alfred A. Knopf in New York. In this summary of the eleven thousand page report of the Federal Trade Commission, Levin points out: “But, vastly more significant, it is a record of misleading, biased, pseudo-factual, private- utility information, disguised as impartial facts. It is a record of the con- cealment of private-utility views in the guise of impartial information. It is a record of attempting to pervert the minds of school children and students. It is a record of an attempt to degrade our institutions of higher learning for private-utility ends. It is a record of the contamination of the news and edi- torial columns of our public press. It is a record of adroitly conceived, na- 74 NATIONAL EpucaATION ASSOCIATION tionally planned, state devised, locally executed deception of the American people on a scale without precedent in the history of this country.”’ Having secured from the Federal Radio Commission the best radio chan- nels, the great monopoly chains have been using these channels to further entrench their position. The writer has referred to this practise as “the gift and favor form of bribery.” The process is most amazing. First we give away without charge to private interests air channels worth untold millions. These commercial interests in turn grant time on the air to members of Con- gress, to leaders in our various civic and educational associations, to the large political parties, and to other key people. They count upon the contacts thus formed to maintain their position. In the Washington Star of November 15, 1931, one publicity representative points out that the politicians won’t do anything about the situation because they will wish to use the radio in the coming campaign. Therefore they will not disturb the radio trust. The railroads in the worst days of free pass corruption were not as brazen as the commercial radio interests have become at this moment. Real educa- tion by radio cannot begin until the states, thru the force of public opinion and by appealing to Congress, obtain their rights to channels with which to reach every home and school in the state under the auspices of the regularly constituted educational authorities. There is another insidious and dangerous aspect to the radio situation from the public point of view. The men who are now suavely seeking to make alliances between the schools and the commercial broadcasting interests are the same men who headed up the nationwide power-trust effort to use the schools and the colleges. Mr. M. H. Aylesworth, president of the National Broadcasting Company, was formerly managing director of the National Electric Light Association, often described as one of the most powerful and corrupt lobbies in the history of American public life. It was he who advised his representatives that members of college faculties received low salaries and that a few hundred dollars would look very good to them. It was he who urged his public relations experts thruout the country ‘“‘at the next con- vention have more young ladies here so as to do the job right, and let off more men from the departments, so they may come here. Don’t be afraid of ex- pense. The public pays the expense.’ Perhaps even more serious from the civic point of view is the situation in the Columbia Broadcasting System, now possessed of air channels worth un- told millions of dollars. Two vicepresidents of this company are former mem- bers of the Radio Commission. Did they not, as members of this Commission, in the pay of the United States and in their official capacity, help to grant these priceless privileges to the corporations that now pay their salaries? Such facts may be unpleasant to face, but if we believe in free speech and free government based on truth, we cannot ignore them. These are the leaders who are seeking to make alliances with schools. 1See Power Ethics by Jack Levin, published by Alfred A. Knopf Co., 1931, p. 167. an- her rift ive ns. on- rge lus 15, the ore ex- in n- m- on, ant ind ers 67. Laat ELEMENTARY SCHOOL PRINCIPALS 75 Fourth, the actual management of educational broadcasting will require special staffs carefully trained for that work. Radio broadcasting cannot be effectively done as a sideline. It is a fulltime, highly technical occupation. It requires sustained struggle for quality. Educational broadcasting is vastly more difficult than commercial broadcasting. It is of course natural that the first training should have been in the field: of radio engineering, but far more important from the educational point of view is the management of the program and the broadcasting itself. —The people who do this work should be broadly trained in education, sociology, economics, psychology, and the his- tory of civilization. The steps in the development of education by radio will be as follows: (1) to secure by federal legislation the rights of the states to independent radio channels for education; (2) to secure from state legislatures sufficient appropriations to enable the states to build, equip, and manage the finest type of broadcasting stations; (3) to provide at leading points in the state, broadcasting studios so that the best educational resources can be made avail- able to all the schools and homes; (4) the development of a staff of profes- sional radio announcers, research workers, and master teachers who will be responsible for the quality of broadcasts; (5) the development of a system by which the work of the state’s radio station or stations will be closely co- ordinated with the work of the classroom in all types of schools. It will be seen that educational broadcasting is fundamentally different from commercial broadcasting in that it is directed to specific groups who already wish to learn specific things, whereas commercial broadcasting at- tempts to reach a wide general audience by a flashy appeal to superficial in- terests which the jazz artists like to describe as “showmanship.” While these larger problems of securing federal and state legislation and the development of radio personnel in the states are being slowly worked out, there is much experimentation both in America and abroad which will be helpful later on. The important point in connection with this experimenta- tion is to make sure that it is kept on a high plane. Spurred on by the efforts of the power-trust representatives, eager to curry favor, there is real danger that attempts will be made at school broadcasting in situations where scien- tific elements can have little place. Such efforts are doomed to failure sooner or later and will probably actually retard developments in this field. There are bright spots in the outlook. A number of states do have stations of their own. Others are mobilizing their forces to secure their rights on the air and are mapping out programs looking forward to the day when one of the most important educational institutions in the state will be its radio broadcasting station. Is your state awake to the present radio situation? Do your governor, your school officers, your state education association, your members in Con- gress understand the situation? You can help. “The safety of the state is watchfulness in the citizen.” 76 NATIONAL EpucATION ASSOCIATION STATE DIRECTION OF EDUCATIONAL BROADCASTS B. H. Darrow Director, Ohio School of the Air, State Department of Education, Columbus, Ohio M3x* GROUPS OF PEOPLE are interested in the possibilities of education by radio. City superintendents of schools desire to broadcast over local stations, state superintendents of public instruction are anxious to reach all of the schools under their jurisdiction, and recently the United States Office of Education and the National Education Association have looked with increasing favor upon nationwide broadcasts for schools. But the professional educator has, up to the present time, shown no more in- terest than have the rank and file of individual radio stations and the chains of stations. The radio stations, since they depend upon advertising for their income, are also the medium of approach for a large group of would-be sponsors of educational programs. For the purpose of our present consideration we will limit the meaning of “‘educational broadcasts,” making it apply only to pro- grams broadcast to classrooms. Strangely enough, the feasibility of broad- casting direct to the classroom was almost overlooked in the desire to pro- vide “after-school continuation and post-graduate courses.”” College and uni- versity stations thought almost entirely in such terms and lost their oppor- tunity to serve the classroom. In this entire consideration we must never lose sight of the fact that even a small radio station needs to cater to a rather large group of people at all times. ‘Thus the courses which an enthusiast in science sometimes demands, would be intelligible only to post-graduates and specialists in that particular line. To continue the picture—to base educational broadcasts upon the level of understanding of college students severely limits the audience. Even in broadcasting to high-school students it is found that the number of seniors interested in listening to the best broadcasts which can be conceived for them is but a fraction of the number of pupils who can be reached in the sixth or seventh grade. Thus in cooperating with a radio station, promoters of a pro- gram should endeavor to reach as sizable an audience as possible. This crowds out the extreme, the technical, and the high brow. Broadcasts for a city or a small local unit have the advantage of a more loyal and thorough-going participation of the audience than is likely to be possible in state broadcasts. Likewise state broadcasts permit of a more prac- tical, a more definite cooperation of listening schools and the promoter of the broadcast than is possible in a nationwide broadcast. This is not entirely be- cause of the fact that the !arger units can not, or do not, increase their secretarial force in proportion to their difference in size, but also due to the fact that there is better machinery for intensive work in the smaller units. State broadcasts have a chance of superiority over local broadcasts, ordi- narily, in a wider choice of broadcasting talent. Likewise, national broad- casts should, and do, admit a still more favored group of broadcasting teachers an sor of sta wi Tor fac pal vic wl ca! er: Ci bi mi S Ohio ies of dcast xious nited have But e in- lains me, ‘s of will pro- yad- Dro- uni- or- ven all lar ELEMENTARY SCHOOL PRINCIPALS 77 and features. The time of great national leaders does not permit their per- sonal appearance on scores of local broadcasts but does permit the rendering of their special contribution on a national program. Granting that there is a director of radio broadcasting on the staff of any state department, the problem then presents itself—what has he to work with? So far as I know, Ohio is yet the only state to set aside specific funds for the purpose of conducting a school of the air. In the beginning the Ohio School of the Air was merely an idea without fact or finance. The Ohio Director of Education, J. L. Clifton, in October 1928, admitted that he would give the professional backing of the Ohio De- partment of Education to a school of the air were there any funds to pro- vide it. ‘The Payne Fund of New York provided the salary for an organizer. Since it was desirable to reach the entire state rather than the portion which could be reached in the daytime by the Ohio State University broad- casting station, it was necessary to seek a more powerful outlet. After sev- eral disappointments this was offered by Crosley’s super-station WLW in Cincinnati. Then, since the three most necessary elements had been com- bined, (1) professional backing, (2) a radio station, and (3) limited ad- ministration funds, the following problems arose: (a) What to broadcast (b) When to broadcast (c) And by whom (d) The length of the periods (e) Method of presentation (f) Age groups to be considered (g) The means of preparing the classrooms for coming broadcasts. Consideration was given to the number of days on which the broadcasts were to be made and it was decided to broadcast each school day for a period of one hour. This problem and many others were decided on the basis of the results of a questionnaire showing what several hundred superintendents and teachers desired. Manifestly, with but an hour a day to broadcast, it would be possible to include only a part of a full curriculum. It seemed advisable to offer the features on a once a week basis, three features to be included in each hour. Since it was desired that no class would attempt to listen to more than twenty minutes of broadcast or at the utmost not more than forty minutes, it was advisable for us to choose the first feature for one age group, the second for another, and the third for still another. Subjects were planned to apply dis- tinctly to one or two grades, other grades, just above or below, to listen in if they found the material and presentation suitable. The final choice of the curriculum necessarily took into account whether the subject was one most wanted by teachers, whether it lent itself to teach- ing by radio, and lastly, whether a master teacher could be found. This three- headed problem is rather sure to be met by every school of the air which cannot call upon the entire nation for its talent. Since few or none of the 78 NATIONAL EpucaATION ASSOCIATION programs to date have been backed up by sufficient funds, the necessity still prevails. Granting that the subject was a most desired one and that teachers were available, the choice of method was next to be made. Thus it was felt that history not only lends itself especially well to dramatization, but also that in that form a more distinct addition to classroom teaching could be made be- cause classrooms have ordinarily lacked the time to do very much dramatizing. For the youngest pupils story telling first suggested itself. “The need for additional stories by personalities other than their teacher was generally ad- mitted. Experience has proved that this conclusion was quite sound. Whereas broadcasters had for some time been saying that a good job of teaching could be done for children of high-school or college mentality, they telt that radio had nothing to offer to pupils in the grades. This notion was soon exploded, notably by the Little Red School House broadcasts from WLS in Chicago in 1924 and 1925. Then the wiseacres began saying that broadcasts would be useful to all grades above the fourth but that below that grade “any local teacher could do a better job without being bothered by intruding broadcasts from outside.” This likewise was disproved and broadcasts have been found feasible for every grade and even for children of preschool age. In fact, second and third graders are found to be capable of following the broadcasts for twelve to eighteen minutes. Apparently there is very little change in listening ability from grade to grade, although the time span does gradually increase. First graders can listen but a very few minutes to even the best of programs. Thus experience has shown that six or eight minutes appears to be quite enough of story telling. In seeking subjects for the broadcast curriculum for lower grades some educators were convinced that little or nothing could be done because there was insufficient opportunity for interaction between teacher and pupil, that teaching in these grades was false if it did not call for constant responses on the part of the pupil. Yet there was a conviction that story plays and rhyth- mics were out of the question as a broadcast feature. Nevertheless, experi- ence has proved that this feature which calls for the utmost of immediate and varied response on the part of the pupil is not only possible but a high delight to the children, that they can follow music and instruction of the teacher at the microphone even without the aid of their own classroom teacher. ONSULT the membership tabulation on page 127. Are you satisfied with the showing of your state? iat le re Ww or ELEMENTARY SCHOOL PRINCIPALS 79 TEACHING RADIO LESSONS IN THE ELEMENTARY SCHOOL L. Daisy HAMMOND Principal, John H. Patterson School, Dayton, Ohio. AY THIS ARTICLE DISPEL THE NOTION that education by the radio route is just another fad foisted upon the schools! If we are honest we will admit that this new form of education is making remarkable progress and has come now to the point where we are forced to recognize the value of it in the educational process. It is taking its place in the curriculums of thousands of schools, and universities are adding courses on the subject. Children are learning through the radio whether we wish it or not ; therefore, we may as well adjust ourselves to the situation and put this most wonderful invention of modern times to its best possible use by utilizing it in our class- rooms. Radio is rapidly finding its way into the schools and must be reckoned with as a great educational force. However, there are so many factors in- volved in the methods of using it in the classroom, that it would be folly to make exacting statements about what can and what can not be accom- plished—so much depends upon the equipment, the ability of both the class- room and the microphone teacher, and the conditions under which children are listening. General procedures—To my mind the best that has yet been done to promote radio education in the elementary school are the ‘Schools of the Air,” which are being conducted by the departments of education in some states. Although in their infancy, these schools possess tremendous educa- tional possibilities for they are enlisting the help of the best teachers in the country in their respective fields, thereby making their efforts available to all of us. We owe a great debt to these pioneer teachers in radio broadcasting for they are responsible for the programs which come to us every afternoon. The booklets, sent to teachers early each month, contain the schedule of the pro- grams for the current month, and also provide for the teachers a very unique and interesting method of presenting the lessons. They give practical, illus- trated articles covering project material which is included in the lessons to be broadcast, a list of thought-provoking questions, and a bibliography. We do not use indiscriminately the whole of the program of broadcast lessons ; neither are these lessons compulsory. Too frequent use of the radio tends to weaken its influence on the class. We have a centralized radio equipment in the John H. Patterson School, making possible the operation of any number of loud speakers in different rooms. We prefer this arrangement for the best results seem to be obtained from the lessons when the setting is a real classroom situation. Although our auditorium is equipped the same as the classrooms, very rarely do we use it tor a radio lesson. The following paragraphs give the procedure used by most of our teachers when teaching a radio lesson. 80 NATIONAL EpucATION ASSOCIATION Before the broadcast—The teacher is encouraged to select the lesson that will tie up positively and definitely with the course of study. She then ar- ranges her schedule so as to adjust her program to “tune in” at the proper moment. In preparation for the lesson she must study the introductory les- son, for it is very important that children have proper preparation—a back- ground for understanding and appreciating the lesson. She may have to ar- range for the mounting of pictures or the placing of maps as indicated in directions. She may also have to make a list of difficult words and familiarize the children with them. Above all, she must have her lessons well planned and use a procedure that provides for actual learning. During the broadcast—Our school of the air always begins by singing “America the Beautiful” and the leader asks the children to stand and sing. We encourage them to do this because they enjoy singing with the organ and then it makes the lesson seem so real. When the microphone teacher is in charge, the classroom teacher sees that the room is quiet and that the children are giving the proper attention; she may refer to maps, pictures, words, or other things as the broadcast teacher directs, or give any assistance she may think necessary to help make the lesson a success. The older children are en- couraged to use pencils and notebooks. The more cooperation between class- room and microphone teachers, the more successful are the lessons. After the broadcast—Ample opportunity is given for discussing and using the knowledge gained after the radio lesson. Incidents and events are re- called or reviewed with the aid of the questions, pictures, and notes from their notebooks. Stories in lower grades are told, retold, and written. It would be impractical in this paper to make detailed comments concern- ing each of the topics that come to us throughout the week. However, several of the teachers were asked to tell some of the values that radio lessons have had for children in their particular lines of work. Following are their con- tributions: Stimulates interest in public affairs. Travel talks provide a vivid background for geography lesson. Our splendid microphone teacher in geography brings close to us the important facts about the earth and its pecple. This makes us appreciate the material advan- tages that we have cover the rest of the world. The children’s knowledge and love of rhythmic melody is growing. The radio work in music that artists are doing is a great aid in helping children to interpret and appreciate masterpieces. The nature stories stimulate the interest of children in the common everyday things they observe in woods and fields. The better knowledge we have of the world about us enables us to live a life worth living—since it is not always possible to bring children in close contact with the great outdoors, the radio has become an important educational factor in my work. Encourages pupil attentiveness. Connects the schoolroom with the great world outside. Children learn to listen and visualize. Excellent correlation between home and school—the folks at home hear the same lesson. ‘hat ar- per les- ick- | in rize ned ing and ; in ren or nay en- ASS- ant an- dio ret ngs out ing ant me ELEMENTARY SCHOOL PRINCIPALS 81 We are not isolated from the outside world for the radio bridges the gulf between the school and community activities. Incentive to letter writing—children write to the broadcast teachers, many of whom reply to them. Reading, in the ungraded class, is usually a difficult thing for the children. The radio stories serve as an incentive to more reading as the children are always anxious to read the stories after hearing them told. Since the first aim of the sight conservation class is to save sight, the radio is quite helpful by presenting material in history, social science, literature and many other subjects which would otherwise be secured from fine print books. Conclusion—-Teaching radio lessons in the school has great possibilities. However, its usefulness depends largely upon the teacher. We know that technic in teaching varies with the teachers and the best results are from the outstanding teachers. The radio can do much to stimulate the teacher, but it can never take her place for there is no mechanical substitute for the fine teacher. The day seems not far distant when teachers will be trained to fol- low a scientific procedure in preparation for a radio lesson—for after all, the radio is just a teaching tool, an effective instrument for teaching purposes. Our job is to offer the opportunity and to arouse the desire to use the radio as part of the teaching equipment. DEVELOPING BROADCAST PROGRAMS IN THE SCHOOL Epwarp C. BLom Director of Research, Public Schools, Louisville, Kentucky § CONCEIVED GENERALLY, the pupils’ part in connection with radio in the schools is that of listeners. —The teachers and producers give much consideration to securing situations which will result in activity on the part of the children because they realize that active participation aids mate- rially in the learning process. On the other hand, when the pupils produce the program their active participation is at the maximum. They are imme- diately aware of the importance of their activities in the outcome of the un- dertaking. Their participation in the producing side benefits them not only in making them better performers but also in developing in them critical, sympathetic, and intelligent attitudes as listeners. The remainder of this article will be devoted to giving a few of the high spots in developing broadcast programs in the school and will be limited to programs produced by pupils. The topics will be discussed in the following order: (1) selecting the theme and preparing the program, (2) some instruc- tions regarding broadcasting technics, and (3) outcomes to be expected. Selecting the theme and preparing the program—lIt is desirable to plan the program as a culmination of some project which is a regular part of class- room or club activities, thus providing additional motivation and enrichment for the particular subject selected. It is consoling to know that no program pleases all listeners and that the radio audience is as varied as any audience can be. Although the program is to be entertaining this does not excuse the teacher from including subjectmatter which in itself is educationally worth- 82 NATIONAL EpucATION ASSOCIATION while. The music and the spoken parts should be so related as to maintain unity of the whole production. At this point it might be well to remind the reader that some material (notably certain music) is restricted as to use for broadcasting. Consequently, the entire program should be reviewed by some responsible authority at the studio, preferably the program director, before any part goes on the air. Furthermore, when the program deals with work for which there is a subject supervisor, this supervisor should be consulted. Many teachers have difficulty in deciding upon the general theme for the program, usually because they believe that their children have nothing out- standing to produce. They want to do something different, but feel that they do not have the originality to think of something suitable. Experience has taught the writer that in every school there are several teachers who, it encouraged, will work up very interesting and novel programs. Of course they have abundant opportunity to get suggestions from other school pro- grams and from the offerings of the large broadcasting stations. ‘The children are always valuable helpers in this respect and should be encouraged as much as possible. Probably the hardest task for the teacher lies in choosing the children who are to give the speaking parts. ‘These parts, limited to about six, should be given to those who do them best for broadcast purposes. Frequently those children who can write parts excellently are unable to present them satisfac- torily before the microphone. An appeal to sportsmanship usually overcomes this difficulty, especially when proper credit is given. We have found the services of a representative from our studio very helpful in selecting the par- ticular voices which are to be used, for, although an experienced teacher, her present position enables her to assume a purely professional attitude which the children appreciate. She visits the schools as often as necessary to help in getting the program ready before the audition at the studio. In order to avoid upsetting the program in case of illness or absence of some of the children, several pupils should be prepared to give each impor- tant speaking part. The teacher must provide for adding to or omitting parts of the program and each part must be timed accurately so that additions and omissions can be made as the needs demand. Naturally, the program in final form must be timed accurately. It is well to end with music because the operator can cause the music to fade out without spoiling the continuity of the program. Children have a tendency to speak rapidly when they are nervous, hence there is more danger of the program running short than there is of going over time. We have found that time limits can be established very accurately. In fact, many of our half-hour programs have been cor- rectly timed to within a fraction of a second. While rehearsing the parts in the classroom it is advisable to have an imi- tation set-up so that the pupils can walk to and from the microphone exactly as they are to do in the studio. The teacher should visit the studio during previous rehearsals and broadcasts to learn how the pupils are handled in the studio. It is sometimes expedient to have some of the children observe — Fy a2adaa™= a a ff —-_ HW fF ws tain the for ome fore ork the out- that nce >, it irse, Dro- lren uch vho | be 10se ELEMENTARY SCHOOL PRINCIPALS 83 these rehearsals and broadcasts. Very good ideas and practises are likely to result from these visits. —TThe program as a whole should be rehearsed in the classroom several times before the studio audition. A presentation before the assembly may prove worthwhile, particularly for giving the performers con- fidence and for providing opportunity for timing. Schools having centralized 1adio equipment have a decided advantage here because the children’s voices can be tried out on the local system with the result that many difficulties can be overcome before the studio audition. When the program is ready as far as classroom rehearsals are concerned, the whole manuscript should be typewritten and each pupil furnished with his part mounted on cardboard. It is not advisable and certainly not necessary to have the pupils memorize their parts. It is at the studio rehearsal that the final changes are made and incorporated. Moreover, the children’s curiosities are satisfied as they become accustomed to the studio surroundings. They learn to be guided by the signals used in the studio, and to follow directions promptly and accurately without appreciable effect upon their performances. After the studio audition the program is rehearsed several times before it is broadcast. We have found it inadvisable to have the same person play the accompaniments and direct the program. It may seem that a procedure as outlined above would take much time away from the regular school work. This is not at all true because the intense work lasts only a week or two and should be a part of the regular school activities. We have had some very good programs for which the entire prepa- ration required only two weeks. Certain broadcasting technics—In a situation like that in Louisville where different groups of children produce the various programs it is essential for the teacher to know technics particularly applicable to broadcasting since she must train the children who present the entire program, including the announcements. There is considerable difference between the requirements for stage productions and radiocasting. When selecting voices for the principal parts the teacher should remem- ber that beautiful and gentle tones produce pleasing effects over the micro- phone. In the ideal situation there is a maximum of quality with a minimum of quantity. Too much input into the microphone produces blasting. A small voice may be a distinct asset. The tones and volume used in telephone con- versation are excellent for broadcasting. Good diction is essential. No agency reveals carelessness in speech as cruelly as does the radio. Exaggerations in expression, pitching the voice, and other similar methods of producing desired effects for a visible audience may prove very unpleasant when used in broadcasting. Moreover, great care must be exercised to maintain careful control of explosives and sibilants. Repres- sion, clarity, and slow tempo are demanded in the use of both. The explosives (p, b, t, d, k, g) will blast in the microphone if uttered with the forcefulness customary on the stage. In order to avoid a lisping sound the sibilants (s, z, sh, zh) must be soft, yet sharp and clear. 84 NATIONAL EpucATION ASSOCIATION When there is an audience in the studio, as is frequently the case with the children’s programs, the performers must learn to ignore these visitors and the visitors must repress any inclinations they may have to laugh or applaud. On occasions the plan of the performance may call for applauding as a definite part of the program. It is sometimes necessary to spend consid- erable time building atmosphere for a program because the background must be developed without the aid of lights, scenery, and motion. Children must feel at ease in the studio. Although the teacher must have perfect control of the group at all times, she should not allow herself to get into such a nervous state that the children become uncomfortable. The ideal director is both calm and alert. The children must learn to follow the direc- tor’s suggestions, even to endure a gentle touch on the head or shoulder when such touch is used in better directing the voice into the microphone. It is the director’s responsibility to coordinate the various parts of the program. The teacher is referred to here as the director because it is the writer’s opinion that a teacher should be the director of the public school programs. Finally, the director must instruct the children to remain absolutely quiet after their program is completed and until the signal has been given which indicates that their studio is off the air. This precaution is important because the children have a tendency to relieve their nervous tension by a sudden burst of loud conversation. * Outcomes—The following are outcomes which the experiences of the writer indicate are to be expected as the result of broadcasting public school programs. The teacher gains: 1. Skill in preparing a project having exacting requirements. 2. A stimulus to do her best. She realizes that her efforts will come to the at- tention of many people outside of her immediate school circle. 3. An opportunity to share the experiences of others doing work similar to her own, thus giving her new ideas and an appreciation of the worthwhile- ness of her own work. 4. An intimate understanding of the children in her charge. 5. First-hand experience in the use of a medium which is rapidly being intro- duced into many schools. The children gain: 1. A real motive for the careful use of spoken and written English. 2. An ideal outlet for their efforts at the culmination of a project. They have a chance to share in a large way the ideas and experiences which they have gained in working on their project. 3. Concrete impressions of what happens in the studios of an industry which exerts an influence in practically every home today. 4. An introduction to a possible future vocation. The general public gains: 1. An acquaintance with the activities of the school. The schools place their wares before the public in such an extensive way as would hardly be possible through any other medium. vith tors | or ling sid- lust ave get leal rec- hen t is am. ion uiet lich use irst the ool tro- ave hey ‘ich eir ble ELEMENTARY SCHOOL PRINCIPALS 85 2. An explanation of school procedure, of the goals which pupils attempt to reach, and the means by which they hope to attain these goals. 3. An understanding of the policies which underlie educational practises. This is very desirable because many fathers and mothers now have some mis- apprehensions about the newer school policies. In this short article the writer has tried to show how to offer the pupils and the teachers opportunities to acquire through their own expression, inti- mate knowledge of how broadcasting is carried on and thus to enable them to utilize better the facilities of this valuable medium both from the stand. point of the producer and the listener. ORGANIZATION FOR RADIO LESSONS IN THE SCHOOL CHARLES S. WINSLOW Principal, Wells School, Chicago, Illinois HICAGO claims to have been a pioneer in the use of radio in the pub- lic schools. Chicago claims leadership in that field today. The first public school broadcast was on the fourth of October, 1926. Miss Fannie R. Smith, principal of the Goudy School, had been given a present of a small radio set by her parent-teacher association. There was nothing on the air during school hours of any particular interest or value to school children, though WMAQ had been attempting for two years to interest the schools in such a service. Upon receipt of this radio set Miss Smith appealed to Miss Judith Waller, manager of WMAQ, for cooperation, and together they worked out a program. It was found that the receiving set of the Goudy School was insufficient for assembly purposes, so W MAQ installed several loud speakers in the school auditorium. A plan was worked out to provide a varied program for the week, half an hour on each of three days. The musical program on Mondays was built around the music in the school. —The program on Wednesdays con- sisted of stories told by Georgene Faulkner and the Friday programs were discussions of civic topics. Roy Snell, the traveler and writer for children, gave a number of geography talks. These programs were all arranged by Miss Waller and in several instances the people providing the programs were paid for their services by the station. In the meantime other school people began to take notice. Experiments were made in the broadcasting of lessons in English by one of the faculty of the normal college. Possibilities became more and more evident, though many of us were hard to convince. It looked like too much of an educational play- thing. The receiving sets were often insufficient for the large assemblies in which they were placed. Static at times was terrible. The broadcasts were not always adapted to assembly purposes. Teachers made little or no effort to prepare their pupils for the programs or to follow up the broadcast with classroom work. During these days the board of education showed little in- terest in the work. Programs were arranged by Miss Waller or one of her assistants, with the cooperation of individual principals and teachers. 86 NATIONAL EpuCcATION ASSOCIATION In 1928 sufficient schools were interested and supplied with receiving sets to justify a daily program of twenty-five minutes. Monday was devoted to music, Tuesday to geography, Wednesday to art, Thursday to literature, and Friday to miscellaneous subjects. Radios were obtained by the different schools through gifts from parent-teacher organizations, or from neighbor- hood business men, or from funds raised by hook or crook within the schools. Sometimes an interested teacher or parent brought in a set as a loan. Aerials were placed on school roofs. Classrooms were gradually coming to make use of these special programs and of special events like presidential nominations. Radio sets were also particularly attractive to some of the boys in certain neighborhoods. Buildings were raided at night. The radios were stolen and occasionally recovered, sometimes with parts missing, sometimes in whole. Some principals persevered in getting new sets, others despaired, fearful that they were placing too great a temptation before their wayward boys. A superintendent of schools in Michigan was greatly interested in the Chicago public school broadcasts and his enthusiasm affected an old graduate who was kind enough to have a complete radio outfit installed. Later the superintendent, seeing the great future in radio, left the school and joined the radio company that had installed his equipment. He conceived the idea that one of the best ways to promote radio in the schools in Chicago, and also to promote the sales of his own firm, was to equip some one school with a com- plete outfit. Mr. G. P. Drueck, Jr., principal of the Marquette School, in the mean- time had been chosen as chairman of a group of school men and women to arrange school programs, a forward step that Miss Waller, of WMAQ, had long advocated. So the Marquette School was chosen as the building to re- ceive the model equipment. Assembly and classrooms were wired and loud speakers placed in each room. The office was equipped so that the principal might broadcast to any or all of the rooms from the office or so that he could tune in on any of several stations for one or more rooms. ‘The installation cost about six thousand dollars. The parent-teacher organization of the school paid what it could, a few hundred. A demonstration was staged. Superintendents, principals, and others were present. Many were convinced of the possibilities of such a system and of such an educational broadcast; 4 few remained skeptical. Vandals tore out part of the equipment and did damage to the extent of several hundred dollars. The damage was repaired and the Marquette remains as an illustration of a school well equipped to re- ceive broadcasts. A year and a half ago the superintendent definitely assumed respon- sibility for the school programs. The work was carried on under the super- vision of Miss Rose Pesta, assistant superintendent. The board of education has been at no expense. Four committees were selected—one on radio equip- ment, another on programs over WMAAQ, a third on radio reports, and a fourth on radio in other cities. Miss Pesta through a simple questionnaire had previously checked up on the desirability of certain types of programs, > mam = we oa ~~ —=- et HS Le at the late the ned idea also om- an- 1 to had ud pal uld ion the red. ced a did red ELEMENTARY SCHOOL PRINCIPALS S; on the advantages and disadvantages of assembly and classroom receptions, and on the successful use of the radio sets then in the schools. Two periods of each school day were given by WMAQ for these broad- casts, one for pupils of junior high-school age and the other for those of lower grades. Certain educational publishers financed some of the broadcasts and sent to all schools requesting it, printed material pertaining to the mate- rial broadcast. This help was practised particularly with reference to science and geography. The art supervisor, when she gave a series of talks on appreciation of art, provided free to the schools sufficient small colored reproductions of famous paintings so that each pupil listening might study the picture during the talk. Geography talks were often illustrated by lantern slides on the country or topic discussed. Announcements were sent out to the schools in advance in- dicating what slides of the Keystone 600 Set would be used. Teachers then threw these pictures on the screen as the talk progressed. The success depended upon many factors. One was the speaker. In some cases he had a radio voice. In other cases he didn’t. And so it became cus- tomary for a speaker’s voice to be “tried out” before he was allowed to broad- cast. On one occasion a woman was asked to give one or more talks on geography. She had written one of the acceptable and widely used books for beginning geography. The manager of the station, after a try-out, said her voice was impossible over the radio. Someone else was called in to sub- stitute. Criticisms have also been received that some of the speakers are not thinking in terms of the children, that they talk “over their heads” and fre- quently speak so rapidly that it is dificult for the children to follow. Each month WMAQ sends out a comprehensive program in leaflet form for the following month. In September, 1931, 293 individual schools were receiving these programs. During October there were 70 additional requests from schools to be put on the mailing list. Schools as far distant as New Jersey, Oklahoma, and Alabama listen in on these programs. Many schools in the middlewest are making use of them. Since the programs are planned to supplement and illustrate the course of study, teachers are making more and more effort to prepare their pupils in advance for the broadcast and to check up with them in later periods. The opinion so far is that music, history, and geography are more easily and more successfully presented than the other subjects, and yet the future is ahead of us. HE 1933 YEARBOOK will be devoted to the topic of the principal and the libraries. Consult pages 121-22 of this Bulletin for the suggestions of the Editorial Committee. SUPERINTENDENTS LOOK AT THE PRINCIPALSHIP WILLIAM Brapy Principal, Washington School, East Orange, New Jersey HE GREATEST INFLUENCE a principal can have in his school and in his community comes from an active example of a consecrated life— a life devoted to the best ideals. If you will visit a little town in western New York and talk with the villagers, they speak reverently of a man who was principal of their school fifty years ago.! He was not only an excellent teacher and principal, but he was a man of strong religious faith. At public meetings in the village where his name is often mentioned, those present never fail to pay tribute to his memory as a teacher and citizen. Religious faith as well as secular opinion should guide and inspire the school principal if he is to be a real servant to his fellowman. The above paragraph presents the author’s viewpoint as to the fundamental qualities which should characterize the elementary school principal. What do superintendents consider to be the important standards when appointing persons to the principalship? Plan and purpose of the study—A questionnaire, containing fifteen ques- tions, was mailed the middle of January, 1931, to sixty-two school superin- tendents in cities of about 100,000 population. Forty-two replies were re- ceived by February 23, 1931. Replies were received from thirty-one states. The superintendent of schools is generally the best qualified person con- nected with the school system. He has had a fine cultural and professional training; he possesses personal qualifications of a high order; he is a man of good judgment and splendid ideals. The principal, therefore, is greatly in- terested, not only in the views of the superintendent as his superior officer or prospective employer, but he is also interested in his opinions as a man of the highest personal and professional ideals. The twofold purpose of this investigation is (1) to point out to the young man in college, who is seriously considering entering the elementary school field, the degrees of importance that are attached to the professional and per- sonal aspects of the principalship by superintendents, and (2) to inform the principal in service of the reaction of superintendents to a number of questions that should constantly challenge his interest. 1. Should a school principal be a college graduate? If so, what degree should he possess? The replies of the superintendents were as follows: A.B. or B.S. 21 A.M. - 12 | eae es 2 Indefinite _- 5 Degree not necessary - 2 42 1Prosper Miller, Principal at Friendship, New York, 1870-1881. [83] ing ool er- the pns ree ELEMENTARY SCHOOL PRINCIPALS 89 2. Should a school principal take graduate college courses in order to keep progressive? Superintendents answering this question in the affirmative were asked to indicate when the college courses should be taken: (a) exten- sion courses on week days throughout the school year; (b) summer school during six weeks of the summer; or (c) a sabbatical year’s leave of absence granted by the board of education for study and travel. The replies were as follows: Extension courses _ ———- panies 3 Summer school ae cieisicasisn aan ae Sabbatical year 8 All three methods ________ ; : 4 Indefinite _____- : ener AS 42 A substantial majority of superintendents favored summer courses for prin- cipals. A very small number favored extension courses on week days. It is doubtful if a principal can render satisfactory service in his position while giving much of his time and strength to extension courses during the school year. More harm than good comes to a school whose principal is frequently absent because of illness due to over-work and mental strain. 3. If you think certain factors should be especially considered in deter- mining salary increments and salary limits for school primipals, will you kindly list the factors of first, second, and third importance? The replies were as follows: 1st 2nd 3rd Number of years of service 3 13 18 Size of school : ; 13 11 10 Amount of academic and professional training__- 18 10 6 Indefinite 8 8 8 42 42 42 The factor “amount of academic and professional training” received the largest number of votes for first in importance. Second place votes were rather evenly divided between the three factors of experience, size of school, and training. The factor “number of years of experience” was ahead for third place. It is encouraging to see that superintendents place first emphasis upon pro- fessional and academic preparation. This qualification is about the only one over which principals exercise complete control. Every principal should in- sist on the bachelor’s degree as the minimum standard of training for the principalship. 4. Is aschool principal ever justified in holding a remunerative position outside of his regular school duties during the school year? The superin- tendents replied as follows: 90 NATIONAL EpucATION ASSOCIATION Yes l No 22 Yes (Conditionally) 17 No answer 2 42 Those superintendents who replied “yes” with a condition were generally agreed that poor salaries justified a principal in seeking extra employment during the school year. In those cities where principals are fairly paid, out- side employment during the school year is not desirable. It is perferable for principals to give undivided attention to their schools. 5. Should the principal belong to the local, the state, and the national professional organizations? Should he urge all teachers to join the local, the state, and the national professional organizations? The replies of the super- intendents to these two questions were as follows: “Yes” to both questions 40 “No” to both questions 1 Principals—all three; teachers—just two 1 42 Without doubt the time has come for every public school principal in the United States to join the local, the state, and the national professional Grganizations. We owe it to ourselves, as well as to our chosen profession, to join and to help the best interests of teaching in every possible way.! 6. What is the approximate number of pupils a principal is able to super- vise in a satisfactory manner? The replies were as follows: 700-999 inclusive 17 1000-1500 inclusive 8 800-1800 inclusive 2 1000-3000 inclusive 1 5000 1 Indefinite 9 No answer 4 42 It is probably true that a principal can do his best work in supervision in a school with no larger population than 1000 pupils. With such a number, he ought, of course, to have a fulltime office assistant. In larger schools, it is almost impossible for a principal to get into personal contact with individual pupils. 'Dr. Willis A. Sutton, Superintendent of Schools, Atlanta, Georgia, has written: “I have often said to my own teachers in my own city that I do not desire to retain within my ranks those who are not actively affiliated with our local teachers’ asso- ciation, with our state education association, and the National Education Association. I believe I am not putting it too strongly when I say that no teacher is really interested in education who is not vitally connected with, deeply appreciative of, and cooperative with his or her professional organizations.” Journal of the National Education Association, February, 1931, page 73. ‘ally nent out- for onal the per- nal , to er- ELEMENTARY SCHOOL PRINCIPALS 91 7. Atwhat approximate age do you think the principal can render the best service? The replies summarized as follows: ae-59 .=. : Sic eeesaee eee 1 eae enc ou cxmnenel 45-55 _ - : ee mays 55-65 - ; oe , ‘ ; 1 Indefinite - Z 5 No answer __- 3 42 8. Do you think it essential for the principal to be a good teacher and to teach a class occasionally or frequently? The replies were as follows: Teach occasionally 20 Teach frequently ae No teaching necessary . ' eee 1 Indefinite _- 2 ; ey 6 PII isd ecticcnces EE op 5 42 A large majority believed that a principal should teach either occasionally or frequently. There are at least three reasons that should influence a prin- cipal to try to become a good teacher: (1) to get acquainted with his pupils, (2) to use the strength of his personality for the development of character in his pupils, and (3) to help a young teacher to get started successfully in her work. 9. Shoulda principal budget his time by making a daily program, weekly program, monthly program, or yearly program? The replies were as follows: Daily y Daily and yearly 1 Weekly 18 Weekly and yearly 1 Weekly, monthly, and yearly ~------------- meses 2 Monthly 1 Yearly + All four periods 2 No programi necessary 2 Indefinite + 42 There were thirty-six superintendents out of forty-two who voted for a principal to budget his time by making out a program of work. It has been said that if a principal has a well-defined time schedule he usually has a well- defined philosophy of education and an educational program that is pro- gressive.! It is an imperative duty now for principals to use a stop-watch on book-agents and janitors and to delegate all unnecessary clerical work to the 1Abbott, R. B. “The Principal’s Time Budget and Work Habits.” Ninth Yearbook, Department of Elementary School Principals. April, 1930, page 202. 92 NATIONAL EpucaATION ASSOCIATION clerk who is hired for such duties. Well-planned habits of work for each day will soon reduce the time spent upon unimportant matters to a minimum. The principalship will not rise to true leadership until the principal weighs values, rejects matters of no merit, and pushes into the background the unim- portant problems. Only by vigilance can he obtain time to concentrate in- telligently and scientifically upon items of major significance.' 10. In what two of the following abilities can a principal best serve his school: (a) executive ability, (b) professional leadership, (c) cooperation with the administration, (d) supervision of instruction, (e) community lead- ship, (f) ability to get teamwork in his school? All of the forty-two super- intendents did not vote, but the six leading items were as follows: Professional leadership —_~ eakee 19 Supervision of instruction __- 16 Bascutve abuty —.............. 14 Ability to get teamwork _____- r 11 Community leadership _--________- 4 Cooperation with the administration _ 2 11. Ifa principal of a public school should be a good business man check the important abilities: (a) understands values and knows prices of books, supplies, and equipment; (b) is as careful and sensible making requisitions involving the spending of public money as he is in making up his own budget; (c) makes a yearly report of all receipts and expenditures in his school to the superintendent of schools; (d) formulates a yearly budget to cover all ex- penses connected with his schcol. The items in order of frequency of impor- tance, according to the forty-two superintendents, were as follows: Is careful with requisitions (b) __-_-_-__--__________ 34 Formulates an annual school budget (d) ; 25 Understands values (a) _________ Bicdetcmccbiiss . 17 Makes a yearly report (c) _---_--_-__-__- 11 The order of these items has important implications to principals. It should be noted that the ability ‘makes a yearly report of all receipts and ex- penditures in his school to the superintendent of schools,” received only eleven votes. Some such procedure as this, however, is needed not only from a financial standpoint but from a personal standpoint. As an illustration, from a financial standpoint, an auditor from the office of the superintendent of schools would check on expenditures for equipment. Each school instead of buying a number of items by itself, would share the savings effected by a central purchasing department buying in quantities on competitive bids. From a personal standpoint, a periodic check in all schools by an auditor employed by the board of education would protect the principal from possible criticisms of carelessness or dishonesty. The benefits derived from such a sound busi- ness practise in handling pub!ic money would be advantageous to the principal as well as to the superintendent. 1Kirby, B. C. “The Principal’s Duties.” Journal of Education. January 5, 1931, page 10. | day yum. sighs nim- e in- > his tion ead- per- eck aks, ons ret ; the or- ELEMENTARY ScHOOL PRINCIPALS 93 12. In your selection of candidates for the school principalship, do you prefer: (a) the likeable, popular type of man, (b) the scholarly, scientific type of man, or (c) a type which combines both scholarly and popular qual- ities? The preferences were as follows: Popular type (a) —_- : ere ae « Scientific type (b) ___ ere bocce, Ae Combination (c) —- : - _ = ae No answer -_. aa . be 1 42 One answer listed under (c) stated that if a (c) type could not be obtained, a (b) type was far preferable to the (a) type. The opinion was also stated that the popular man as such was being replaced by the scholarly type of man in the principalship. 13. What four traits in a principal’s personality are most conducive to success? The outstanding qualities reported were as follows: Reliability _________- ca een RN Bc ne, Love of children __________- — ayeoyniay Suryora | Arvyuawa| | PALpueIs uodn paseg |-ads 30N 9 Zz Zz | uOIeI}sIUIWpY| ejosauUILy < ‘siBak § Ja}ze JUOURUIIG ‘1OstAsadns 10 |edI9 ire ADIN: wanes srostaiadng > -uuid & se aguatiadxa siead aay ysva] 3e ‘UONIppe Uy “q ¢ | 0 + 0 pewwry “q i “s1eah § 49}J8 JUdURUIIag “10stA1adns 40 [edI9 —_—rd ane ee | ssostAsadng S -utid & sv aguatiadxa s,1vaX auo ysba] 38 ‘UONIppe UT “2 € ; ee, See eee q ¢ | paywry “e| ynoyoauu0D 5 “UORBINp? Ul SINOY 1a}saulas YE UO | paseq pur sivad ¢ 10J poos yuad sty, ‘juapuajuriadns & UOT} 1YSTUTUT japun Buryiom asoyy Joy pasmnbas Ajuo yrutsad Suryoea Lf, astT 1k Z | 0 |-py Aieuswa|q Surwiod A (1) ; __(9)_ _|___() a in a ar Bee UOISIA | ponss] -iadns 10 Suluiesy aouelladxg ‘ uoryeaysturm | 3Ba][0D suryowal, aqeoy! Jed] aPwoyy ja yeoy yaa Areyusweslddng “1399 You yg tm Bema jo sivax jo savaxz jo ewey 2481S IO} SIVA i Ss : a spuswasinbsy SIVdIONING IOOHOS AYVLNAWATY ONISIAUAdMNG AOA SALVOIAILAAD IWIOddS—] FAV L» 2 2 2 on : ; : Cone OO HD we 1 Me ° a= ond vo ro) -2 ! ao. ¢ v rs) D \ P eg S.o5 H&Se ss BSSeBsevoe +e H&E S¥S sf Ce FS BSH FRE 98 NATIONAL EpucATION ASSOCIATION 2. After considering the state requirements for the certification of prin- cipals it appears to be possible to grade the states on A, B, C, levels as follows: A. States with a special certificate, based upon specific professional requirements, B. a for supervising principals. States with no special certificates for supervising principals, but specifying that such principals must hold the highest certificate for elementary school teaching. . States with no special certificates for supervising principals and no require- ments as to teaching certificates for principals. The basic requiremerts for the certification of supervising principals might be established on three levels such as the following: First Class a. b. c. d. Graduate of four year college. Undergraduate study of history of education, theory of education, teaching methods, and hygiene and psychology of childhood. One full year or more of graduate study in elementary school administration and supervision. Five years of teaching or supervising experience, at least two years of which shall have been in the elementary field. Second Class a. b. c. d. Graduate of four year college or equivalent. Undergraduate study of history of education, theory of education, teaching methods, and hygiene and psychology of childhood. Less than one year of graduate study in elementary school administration and supervision. Four years of teaching or supervisory experience, at least one year of which shall have been in the elementary field. Third Class a. b. c d. Graduate of four year college or equivalent. Undergraduate study of history of education, theory of education, teaching methods, and hygiene and psychology of childhood. No graduate study of elementary school administration and supervision. Three years of teaching or supervisory experience. The above statements are purely tentative. The Committee does not sub- mit these definitions and standards as representing an official departmental viewpoint. This statement is for discussion purposes only. Next steps—The Committee looks forward to hearing from members of the Department ot Elementary School Principals. What do you think about the standards given above? Is it practical to have national standards? What can our Department do to establish the principalship on a sound legal basis: ? What further research studies should be made by this committee? Upon these and similar questions the Committee welcomes discussion. Let us know of the standards and practises of your city so that the Committee may have the benefit of your experience for our final report. Stated in requirements as 5 quarter hours. “Not specified, means that the certification leaflets available to the committee did not report this item. 3Or equivalent. ng on ng on ch ng al of ut at Ss Se of he THE BIENNIAL SALARY SURVEY FRANK W. HUBBARD Associate Director, Research Division, National Education Association VERY TWO YEARS the Research Division of the National Educa- tion Association makes a survey of the salaries of teachers and other employees in city school systems.! Through the splendid cooperation of city school officials this survey has assumed increasing completeness and usefulness. The survey for the school year 1930-31 was based on the following returns for the school systems in each city group: Over 100,000, 95 percent ; 30,000 to 100,000, 91 percent; 10,000 to 30,000, 68 percent; 5000 to 10,000, 51 percent, and 2500 to 5000, 30 percent. Supervising principals—T he inquiry form described a “supervising” prin- cipal as one who gives full time to administrative and supervisory duties. In other words, a school head who has no regular classroom assignment. Table 1 shows that there were 6698 supervising principals in the 1632 city school systems. This type of officer exists in greatest number in the cities over 100,000 in population. In small school systems the “teaching” principal is more typical. The median salary for all supervising principals in the 1632 cities is $3099 per year. As might be expected the median for the 88 cities over 100,000 in population is well above the national median. A total of 561 principals receive a salary of $5000 or more per year. Five hundred and thirty-one of these are in cities over 100,000 in population. Seventy-two percent (382 principals) of the 531 are to be found in New York City. Most of those not reported by New York are in Detroit, Jersey City, Newark, and other financial centers. Assuming $2000 as the average annual income of all gainfully occupied persons in the United States,? then 441 or 7 percent of the supervising prin- cipals in Table 1 are below this minimum. Below a salary of $3000 are to be found 2944 or 44 percent of the supervising principals in the 1632 city school systems. Teaching principals—According to the survey blank a “teaching” prin- cipal is one who has regular classroom duties. Table 1 shows that there are 4625 teaching principals in the 1632 city school systems. In cities over 100,000 in population there is only one teaching principal to eight supervising principals. In cities under 10,000 in population the proportion is almost the reverse, that is, one supervising master to seven teaching principals. According to Table 1 the highest paid teaching principal receives about $4800 per year. The median salary for the entire group in the 1632 cities is $1787 per year. 1The study is summarized in “Salaries in City School Systems, 1930-31,” Research Bulletin 9: 161-228 ; May, 1931. Detailed compilations for each city group are avail- able at a reasonable cost. 2See page 151 of “The Scheduling of Teachers’ Salaries,” Research Bulletin, Vol. V, No. 3, May, 1927, National Education Association. 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SFND gg | Pl¥d sataeles ‘TE-O£61 NI NOILVINdOg NI 00SZ YIAO SAILIQ ZE9T NI SIVdIONING TOOHOS AUVINAWATY AO SAIYVIVS FHL JO NOILNGIYISIG—T 41aV,], | yweror weVvsr se worerl were? Wweew* aww vec ver warw Ft yoav-4s + wewe yvyoarturw evan See 68 55 ?Supervising principals. 'Teaching principals. ELEMENTARY SCHOOL PRINCIPALS 101 Sixty-seven percent or 3076 teaching principals are paid less than $2000 per year. Ninety-eight percent receive less than $3000 per year. Only 110 teaching principals are reported as receiving an annual salary of $3000 or more. Assistant principals—Salaries of assistant or vice-principals of elementary schools are given in Table 2. Officers of this type were reported in large numbers only in the cities over 30,000 in population. In the 292 cities above 30,000 in population there are 1461 assistant ele- mentary school principals. Seven hundred and seventy-nine or 53 percent of these assistant principals are to be found in New York City. This fact ac- counts for the unusually high median in column 2 of Table 2. TABLE 2—DIsTRIBUTION OF SALARIES OF ASSISTANT PRINCIPALS IN SCHOOL SYSTEMS IN CiT1Es Over 30,000 IN POPULATION | 88 Cities 204 Cities - Selney Over 100.000 30,000-100,000 292 Cities 1 ae 3 etd) 4 $4000 and over 782 | 1 783 3000 to 3999s 97 38 135 2000 to 2999 | 438 | 41 479 Under 2000 41 | 23 64 Total 1358 103 1461 Median $4000+ $2695 | $4000+ None of the assistant principals in New York City receive less than $3600 per year. A total of 819 of the assistant principals reported in Table 2 re- ceive this amount or more. Therefore, there are only 40 assistant principals outside of New York City who receive $3600 or more per year. Four percent or 64 assistant principals in Table 2 receive less than $2000 per year. Thirty-seven percent or 543 are paid less than $3000 a year. Maximum salaries in the largest cities—Seventy of the eighty-eight cities over 100,000 in population specify maximum salaries for supervising prin- cipals. Two cities pay $7000 or more, and six cities have a maximum of $5000 or over. Thirty-one cities or 44 percent of those replying specify a maximum salary not to exceed $3600 per year. Only thirty of the eighty-eight largest cities reported a maximum salary for teaching principals. All of these maximums were under $4400 per year. One-third of the maximums reported for teaching principals were less than $2600 per year. Progress—lIt is difficult to report progress as compared with the salary study in 1928-29. This earlier study was based upon the 1920 census and included data for 1401 cities. The 1930-31 report was based upon 1632 cities, and was interpreted in terms of the 1930 census. We are, therefore, limited in our comparisons. 162 NATIONAL EpucaATION ASSOCIATION The highest salaries for supervising principals are found in the 10 largest cities. In 1928 these cities reported a total of 1837 principals and in 1930 a total of 1825. The proportion receiving certain salaries are shown in Table 3. TABLE 3—COMFARISON BETWEEN THE 1928 AND 1930 SALARIES OF SUPERVISING PRINCIPALS IN THE TEN LARGEST CITIES Total Number Percent Receiving = oe F< Me gg Over $5000 $3000 to $4999 | Under $3000 : . _ a, STN: 1928 1837 24 63 | ¥ 1930 1825 25 68 7 A detailed tabulation of the salaries of supervising principals in these 10 largest cities shows that 111 fewer salaries of $3000 or less were paid in 1930 as compared with 1928. The number of salaries over $5000 is about the same in 1930 as 1928 and most of the recipients are New York City principals. In 1930 in the 204 cities between 30,000 and 100,000 in population there were 28 supervising principals receiving over $5000 per year. “Twenty-seven of these principals were in the state of New Jersey. When compared city by city with the 1928 survey the number of new salaries over $5000 is less than ten. The conclusion appears to be that statistics gathered on a national basis do not show any marked changes between 1928 and 1930 in the salaries of supervising principals. Detailed tabulations for certain cities show that the status of many individuals has been materially improved. Comment—The salaries of principals, like those of all teachers, are in- fluenced by forces commonly known as the “law of supply and demand.” This socalled law means: that if the type of principal employed by most superintendents has only two years of college training and no special prepa- ration for the principalship then the “quality” demand is low. Since require- ments are low the number of persons who can qualify is large. Under such conditions of “‘oversupply” salaries tend to settle and to remain at a minimum level. While at first glance a low salary schedule for elementary school principals appears to save the school system money, the apparent economy is not genuine. lf the community is a small town the principals with advance training and exceptional ability will gravitate toward the larger cities where salaries are better. If the given city is a large one then the persons of ability clamor for high-school principalships, or for other more lucrative positions. In other words, elementary education loses its leadership, teachers lose a high type of inspiration, and ultimately the welfare of children is affected. A number of superintendents realize the importance of retaining com- petent leadership in the elementary school principalship. They are demand- ing that candidates for the principalship present evidence of intelligence, st di rest Oa e 3, 30) the als. ere fen ian )a- re- ch als ne. nd or ier of d- °e, ELEMENTARY SCHOOL PRINCIPALS 103 emotional stability, professional preparation, and experience. As the “qual- e ” ° . . . ity” demand rises to high levels fewer persons will be able to qualify, and con- sequently salaries will tend to improve. The present economic depression is no time to let down the bars. Children need competent principals and teachers now even more than in periods of pros- perity. It behooves principals’ associations to insist that the professional standards be maintained on a high level. While during the present economic difficulties it may not be possible for salaries to advance as rapidly as standards, in the long run, leadership will be more adequately remunerated. Jn Memoriam A telegram, received at Headquarters on Saturday, December 5th, reported the death of Mrs. Jessie M. Fink of Grand Rapids, Michigan. Mrs. Fink was secretary of our Department in 1923-24. In this capacity she edited three issues of the Bulletin which contained articles by William S. Gray, James F. Hosic, James E. Russell, and A. E. Winship. In 1924-25 Mrs. Fink became president of our Department. During her administration she appointed the Committee on Standards and Training which prepared the well-known Seventh Yearbook. While president Mrs. Fink wrote in a preface to one of the year- books: Every principal of an elementary school is today on his mettle endeavor- ing to satisfy the demands upon him that the educational pyramid may be sound at the base, since upon it rests the entire structure. The material must be the best, and the workmanship must approach perfection. Immediately upon receiving word of Mrs. Fink’s passing, Eva G. Pinkston, special secretary, sent a message of sympathy from the De- partment. We shall all miss one who has given so freely to the work of our national organization. A RECREATIONAL READING PROGRAM Lioyp D. BERNARD Principal, Whittier School and RICHARD W. KRETSINGER Principal, Burbank and Sherman Schools, Oakland, California AN PUPILS IN GRADES FIVE AND SIX make satisfactory prog- ress in achievement in reading if they are allowed to follow a program of guided recreational reading? This question arose in the minds of the faculties of four public schools of Oakland, California, during the year 1930-31. The usual procedure in Oakland has been to provide a reading program for grades five and six which includes a certain amount of work type reading, some audience reading, and some recreational reading. By work type read- ing is meant silent reading assignments which are definitely checked on by recitation or written examination as to fact or relationship. It was felt that perhaps by the time children had reached the fifth grade the work type read- ing was a repetition of exercises which they had done many times before and, hence, largely a waste of time. With this thought in mind, 12 teachers decided to try to find out if their classes could make satisfactory progress in speed and comprehension if the work type reading were omitted and the time thus saved used in library read- ing on a level which would challenge and interest the child. Of course, this meant the supplying of many more books than had been needed before and it also meant the testing of these children on a standard reading test at the beginning and end of the term. The decision having been made, twelve classes were tested on the New Stanford Reading Test at the opening of the school term. Table 1 shows the number of pupils and the median reading ages of each class tested. TABLE 1—RESULTS OF STANFORD READING TEST IN TWELVE FIFTH AND SIxTH GRADE CLASSES, OAKLAND PuBLic SCHOOLS, JANUARY, 1931. Number of Median Class Pupils Reading Age A 40 11 yr. 10 mo. B 40 12 yr. 4 mo. C 38 11 yr. 6 mo. D 30 10 yr. 3 mo. E 30 9 yr. 6 mo. F 40 11 yr. 8 mo. G 40 12 yr. 6 mo. H 30 10 yr. 9 mo. I 40 12 yr. 3 mo. J 40 11 yr. 5 mo. K 40 11 yr. 10 mo. L 40 11 yr. 9 mo. All classes except classes D, E, and H were regular sections composed of about 40 children of normal ability. In most classes there were two half grades, [ 104] Si c $ his he ve he DE f f ELEMENTARY SCHOOL PRINCIPALS 105 Classes D, E, and H were slow moving groups, containing about 30 chil- dren each, whose intelligence quotients were below ninety. These classes each contained three or four half grades. Since this study was to determine the effectiveness of a guided recreation type reading program the organization and plan of procedure were of great importance. The first essential for such a program as this was to secure a plentiful supply of fine books. Teachers obtained books from several sources. About 30 books each month were borrowed from the main public library. They needed only to go to the library and choose the books desired, which were sent by truck to the school. At the end of the month the truck returned the books to the main library. A second source of books was the Oakland branch libraries. Here the teacher could obtain 20 to 30 desirable books by transporting them from the branch library to the school and return. A third rich supply in some of the schools was the school library. Some of the teachers used a fourth source of supply—the home. This prac- tise led to the problem of children bringing cheap “series” books into the classroom from home. Such types of reading the teachers aimed to eliminate as quickly as possible. When the supply was sufficient from other sources, the teachers encouraged better choices and richer reading experiences by insisting that books read be chosen from the school or public libraries. The weekly plan of instruction naturally varied slightly in the rooms taking part in this study. In the main the following schedule was followed. Three days of each week the pupils spent the reading period either in the school library or in reading in their own classrooms. During these periods each pupil was reading a book that he had chosen with the guidance of the teacher. This phase of the program was of the utmost importance. The teacher was constantly studying the book selections with her pupils. To do this cor- rectly, she had to know her individual pupil’s interests and abilities and to know her books. Such a reading program cannot succeed by a teacher merely announcing each day, “Read your library book.” The time the teachers saved from not having to plan work type reading lessons was entirely spent in guiding and stimulating the recreation type read- ing of their pupils. One day each week the reading period was devoted to book reports. In general the following plan was used: The name of book was given. The name of the author was reported. Very briefly the pupil told what the story was about. The character most enjoyed was named and a reason given for the choice. A selection from the book was read to the class after careful preparation. At the close the class was given an opportunity to question the reporter. NAwkhwn The children usually enjoyed this period. It served as a great stimulus for the class to read these good books. It gave training in oral English and it helped develop pupils in audience reading. 106 NATIONAL EpucaATION ASSOCIATION On the fifth day of each week the reading period was given over to audience reading and dramatization. The class was divided into groups for this work. Each group, in turn, prepared and presented its program. ‘The programs con- sisted of the dramatization of stories and the oral reading of interesting poems and selections from good books. Definite standards of attainment for the audience reading presentations were set up by the class. Such items as poise, voice, preparation, enunciation, expression, thoughtful selection and pronunciation of words were kept in the minds of the children. Friendly criticism by teacher and pupils was given at the conclusion of the programs. Frequently during this period a close cor- relation with written English was obtained through the dramatization of original plays. A definite time was set aside each week in the different classrooms during which the teacher presented a book of exceptional value to the pupils. She showed the book, read parts of it, commented on the story and then offered it to those who were interested. She would never complete the story but leave the class in suspense and move on to another valuable book for the next time. Each teacher had some method of checking the reading done by each pupil. The long composition type of book report was entirely eliminated. Original- ity was stressed in the keeping of reading records. Each pupil kept his own definite record each semester but the emphasis was placed on the choice of books and the reading of them, not the writing of the report and the telling of the story. Devices for reporting differed somewhat. The following one is typical: A cumulative pleasure reading chart is kept by the class group. Each pupil has a large pocket on the chart. Into the pockets are placed colored slips of paper, made into small booklets, giving the title and author of each book read. Various colors indicate different types of stories read, for example: red for school stories, blue for fairy stories, green for nature and animal stories, orange for poetry, yellow for historical stories, purple for airplane stories. Each pupil is guided by the teacher toward a “rainbow bookshelf” that indicates variety in reading experience. In addi- tion to the group chart each child has a manila notebook in which he records book title, author, favorite characters, his opinion of book and reason for this opinion. In some of the classrooms the teachers organized a small group of pupils whose reading ages were definitely below their mental ages. These pupils spent fifteen minutes out of each of the three periods set aside for library reading in doing definite work type reading. It was the feeling of the teachers that these children lacked the basic reading skills which would make them able to profit from a program of pure recreational reading. The end test, which was given late in May, 1931, was an alternate form of the New Stanford Reading Test. Table 2 shows the results of both tests and the median gains of the various classes. The number of pupils as shown in Table 2 includes only those children who took both tests. This number is less than the enrolment of the classes because of absence and transfer. “> | > — OD Uw — vs ELEMENTARY SCHOOL PRINCIPALS 107 TABLE 2—RESULTS OF STANFORD READING TESTS IN TWELVE FIFTH AND SIxTH GRADE CLAssEs, OAKLAND PuBLIc SCHOOLS, JANUARY AND May, 1931. Number of Md. R. A. Md. R. A. Md. Class Pupils Initial Test End Test Gain A 36 11 yr. 10 mo. 12 yr. 5 mo. 7 mo B 35 12 yr. 4 mo. 13 yr. 1 mo. 9 mo Cc 33 11 yr. 6 mo. 12 yr. 3 mo 9 mo D 20 10 yr. 3 mo. 11 yr. 0 mo 9 mo E 20 9 yr. 6 mo. 9 yr. 11 mo 5 mo F 36 11 yr. 8 mo. 11 yr. 9 mo 1 mo G 35 12 yr. 6 mo. 13 yr. 1 mo 7 mo H 20 10 yr. 9 mo. 11 yr. 2 mo. 5 mo I 35 12 yr. 3 mo. 13 yr. 1 mo 10 mo ; 35 li yr. 5 mo. 11 yr. 10 mo 5 mo K 35 11 yr. 10 mo. 12 yr. 4 mo 6 mo L 35 11 yr. 9 mo. 12 yr. 3 mo 6 mo Examination of Table 2 shows that in eleven out of the twelve classes the median gain in reading age was equal to or greater than the five months which might have been expected. The case of class ‘‘F,” the only class which did not gain at least five months, is interesting. This regular section over a period of five months, shows a median gain in reading age of only one month. This fact is explained when one realizes that at the time the end test was given the median reading age of the group was eleven years and nine months. Their median mental age at this same time was ten years and eleven months. One would not expect a large median gain in reading age when the standard already attained in read- ing was so far ahead of the mental age of the group. The teachers of the classes reported upon in this study are probably in the best position to give a judgment of the value of the program. Expressions of their opinions are quoted below: A. The recreational reading program, as carried out in the high fifth grade, has been valuable in many ways. The reading period has been one of the times looked forward to each day by all the children; one of great pleasure and enjoy- ment to them. Interest in good reading, appreciation of beautiful illustrations, and a love for poetry have been stimulated. The organization plan, which is very necessary in carrying out this program, has brought to each boy and girl a realization of the necessity, value, and responsibilities for organization. It has also taught them self-reliance and that self-control needed in caring for themselves in groups away from the major room which is necessary in preparation for dramatization, audience reading, and silent reading. B. The recreational work has stimulated reading interest. It has also caused growth. A checkup, when standardized tests have been available, has shown that when once the child has sufficient reading tools to enable him to work independently, the progress made is greater than when he is held to a formal reading program. C. The results of my experiment in recreational type reading which were the most pleasing to me were: (a) Joy with which work was attacked. (b) Development of powers of initiative, discrimination, and dramatization. (c) Increased fund of knowledge. (d) Enlarged vocabularies. (e) Better oral and written delivery of language lessons. 108 NATIONAL EpucaTION ASSOCIATION In general, the program in recreational reading in the fifth and sixth grades, slow sections, has been productive of excellent results, far exceeding those obtained by the use of work type readers. It has afforded opportunity to indulge individual tastes and to create new interests. D. I feel the children enjoyed the work and grew very satisfactorily. Children gained in measurable skills. Their enthusiasm for recreation type reading of the best type was most encouraging. Children who had never enjoyed reading under the work type plan are now eager to go to the library and choose books that are within their grasp. E. The tests show that there was a growth of six months in the reading age of all pupils and in many cases from one to three years advancement was shown. We are convinced that children who are up to grade in reading advance more rapid!y and establish the love of reading as one of their real leisure interests, by using a recrea- tional reading type program. F. Several boys who very nearly had to be driven to reading at the beginning of the term became so interested that they were reading most of the time. One boy who had refused to read any but baseball books became interested in other types. I consider that the experiment was very satisfactory and was successful in ac- complishing our purposes. Summary and conclusions—The procedures‘and outcomes of the study were as follows: 1. The purpose of this study was to measure the growth of reading achievement of fifth and sixth grade pupils under a guided recreational read- ing program. The New Stanford Reading Test was used to measure growth in achievement in reading. 2. Twelve classes in four schools in Oakland, California, were measured at the beginning and end of the spring semester, 1931. 3. ‘The results of the tests are summarized and presented in Tables 1 and 2 by classes. 4. Ineleven out of twelve classes the median gain in reading age equaled or exceeded the expected gain of five months. 5. The teachers of the classes measured felt that the program of work followed was worthwhile, in that it led to the appreciation and enjoyment of good reading; to the development of good library habits; to the widening of interests in reading ; to ability in selection of books. 6. The children enjoyed the experience and profited by it. HE PROGRAM of the February meeting is published on pages 67-68 of this Bulletin. President Laing has gotten to- gether a group of educational leaders who will be worth coming many miles to hear. imf Sct roo cen the the boc use lib: act Knit ou TI Tez ot] ted inc th de of w de tic de of 0 ] Ww he nd en he er THE CLASSROOM LIBRARY IN A READING PROGRAM CLiFForD M. GouLpD Principal, Washington Elementary School, Kenmore, New York HE ELEMENTARY SCHOOL with a well-selected library in each classroom is in a position to carry on several activities which would be impossible without such equipment. The six-grade Washington Elementary School of Kenmore has been used as the basis for this discussion of the class- room library. At the present time classroom libraries are more common than central room libraries. One of their greatest advantages is their accessibility to the teacher and pupils at all times of the day. Where the teacher has had the privilege and the responsibility of the annual selection of new library books, subject to the approval of the principal, she has been able to build up a useful working library, adapted to her pupils’ needs. With such a working library of sixty to one hundred volumes a teacher is able to carry on group activities in geography, history, reading, nature study, and English. Where the library is located in the individual room, the teacher who knows and loves her books is able to develop strong motives for reading. In our school we have encouraged reading whenever a pupil has finished his required work. He is permitted to go to the bookcase for a library book. This practise gives the pupil of exceptional mental ability the opportunity to read more books and to broaden his interests through reading. It encourages others who might like to waste their time or create a disturbance while the teacher is occupied with helping the slower ones. It eliminates the spirit of indifference on part of many “problem” cases. Frequently a period is devoted to silent reading of library books while the teacher is giving assistance to some of the pupils selecting books. Several of our teachers decided not to have a library period during the school hours for the return and exchange of library books, but to use the time directly before the afternoon session for this purpose. This frequent opportunity for the exchange of library books helps to maintain the interest of the rapid readers who desire to read more than one book each week. Our object in whatever freedom we give our pupils has been to create a desire for reading good books. The news stands of today are monuments of how the schools of yesterday failed to develop permanent interests in wholesome reading. Let us take warning, shoulder our responsibilities, and develop strong motives for the type of literature which the younger genera- tion is to read. This objective will not be accomplished through the elaborate book report, but rather through the efforts of a sympathetic teacher who un- derstands the interests and desires of boys and girls as well as books. It is often the teacher’s willingness to discuss a series book or an undesirable one with a boy that later leads him to follow her suggestion to read Adventures of Tom Sawyer or Little Lord Fauntleroy. Teachers and principals are never going to be able to direct the reading of their boys and girls until more of them know what is within the covers of the books which they distribute. A teacher stands amazed at the idea [109] 110 NATIONAL EpucaATION ASSOCIATION of reading seventy-five to one hundred volumes of children’s books, although it takes far less time than one would imagine. The Poppy Seed Cakes can easily be read in thirty to forty-five minutes. There are very few books for grades one to six which cannot be reviewed by the average teacher in two hours at the very longest. The returns in satisfaction are immeasurable. With such a knowledge of the library books the teacher needs to ask only a few questions, or the child to pass a remark or two about his book, to satisfy all the requirements that a written book report would accomplish. The classroom library must be kept alive to many of the new books and beautiful editions which are being published. Principal and teacher are equally responsible for replenishing the library with several new books each year and for sending to the bindery those books whose covers have been worn. A few years ago teachers would come to apologize for being obliged to send a large number of books to the bindery for repair. It was not difficult to convince them that books were to be used and worn out by boys and girls, rather than to be preserved. A book is of no value if it is not read. Besides, an average library book can be rebound for sixty-five cents with a binding which is stronger than the original binding. Every principal is responsible for providing sources where each teacher may find definite advice as to the value of an individual book for her library. It is of great value if a teacher has the opportunity to examine the books of her selection in a large public library, but this privilege cannot be available to all because of location. There are many sourcebooks which are very helpful. The Graded List of Books for Children? is good. Realms of Gold® gives complete descriptions which will help a teacher in her selection. Be- sides these two rather recent sources there is the Children’s Catalogue’ with its yearly supplements, which is quite complete. Every elementary school should have these three books available for the teacher’s use. It has become a practise in our school for each teacher, after she has used all the sources available, to prepare and hand in by April first her library list for the following school year. In this way it is possible to have the new library books ready for use by October first. Our budget is on the basis of seventy-five cents per pupil for new library books and the rebinding of the old ones. It is one of the pleasures of being an elementary principal to have the privilege of taking the new books to each room because the boys and girls are always delighted with them. Here is certainly an opportunity for principal and teacher to develop a strong motive for wholesome reading by telling an adventure of Peggy in Tiny Town' or a snatch from some other 'Clark, Margaret. The Poppy Seed Cakes. Garden City: Doubleday, Doran & Co. *Beust, Nora. Graded List of Books for Children. Chicago: American Library Association, 1930. ’Mahoney, Bertha E. and Whitney, Elinor. Realms of Gold. Garden City: Dou- bleday, Doran and Co., 1929. 4Sears, M. E. Children’s Catalogue. New York: H. W. Wilson Co., 1926. 5Cameron, Margaret and Staton, Vivian. Tiny Town. Chicago: Row, Peterson and Co., 1929. boc rea Ka cir Dot the lef acc ELEMENTARY SCHOOL PRINCIPALS 111 book. A few books can be added from time to time by the principal as he reads them or is informed by a teacher concerning them. Karoo, the Kangaroo’ was such a book added to our fourth-grade libraries. Of course, being new, every child wished to read it with the result that it had a rapid circulation. Various methods and devices are used to interest the boys and girls in the books of the classroom library. One of the most effective devices has been the library chart. A large sheet of oaktag is used for the chart. Down the left side of the sheet the pupils’ names are arranged as indicated in the accompanying diagram. Across the top of the diagram are the names of the Goop Books ARE Goop FRIENDS < > ~& % ;~ . Y /,s° BS w/e NS N ~ YL ee /« ‘ ‘ & . S o> « / & i ~ Sy rs N . X ES b) ‘ A 1) / 8/8/93) 2/8 . J . - ‘ o/s /=/*/h / a] ® = Jane Aungst * gag Janet Lewis *|* My | Robert Leeders |e | «| «| Lyster Frost rary ela * John Busch _ ; . * | «| * | | Leah Kelly re, Ba! Me | | books with a good library picture drawn or pasted above the names. After a boy or girl has read a book a star is placed opposite his name and under the name of the book. It is impossible to list all of the books available, but thirty or forty of the better books can be selected to be used on the chart. This device helps to create interest and is used in grades three to six. Several teachers conceived the idea of lending two library books each week, one to be called the home library book; the other, the school library book. One book was taken home while the other was left in the pupil’s desk. As soon as the English, history, or arithmetic work was finished a pupi! might read his or her school library book. Another custom which grew up without the suggestion of the principal was for each pupil to take a book to read whenever the class went to the nurse for the monthly weighing, or left the room on any occasion when he had to wait for his turn. Teachers handled the lending of books in one of two ways. Cards size 5x8 were provided if teachers cared to use them. There are two methods 1Weise, Kurt. Karoo, the Kangaroo. New York: Coward-McCann, Inc., 1930. 112 NATIONAL EpuCATION AssocIATION of recording which can be used with these cards. One method is to write the reader's name at the top of the card and then list below all books borrowed; the other is to list the title of the book at the top and then record below the names of all pupils who read it. The former cards are filed alphabeti- cally according to the reader’s name, the latter are placed in the back of the books while they are not in use and then filed alphabetically when the book is drawn out of the library. Some teachers prefer to use a notebook with a page for each child with the books listed as they are borrowed. To create interest in reading various books several teachers have used successfully a regular story-telling period at which pupils tell interesting in- cidents from books, such as an adventure from Moccasined Feet... Sometimes a teacher has created a keen interest in a book by reading a portion of the story and then telling the class where the remainder of the story may be found. With such a method the pupil who most needs such encouragement should be given an early opportunity to finish reading the story. There are innumerable methods and devices which any alert teacher and principal will develop if the vision of what may be accomplished is seen. Our classroom libraries have continued to increase in circulation over a period of five years. A study was made in April 1931 of the reading at our school. The study was made with a typical cross-section of the school from TABLE 1—Booxks READ FROM RoomM LIBRARIES BETWEEN SEPTEMBER 9, 1930 AND MARCH 28, 1931 Groups Number Number | _ Average Number of Grade — in of Books | a gd of Pupils Who o | Books Read Read 1 to 5 = Ability — Read | Per Child | Books. ; A 38 1123 29 0 Second —......... ' B 30 860 28 0 c 24+ 270 11 2 A 40 1080 27 0 Third ________ B | 30 412 13 0 Cc 39 735 18 5 D 31 77+ 25 2 A | 39 1315 33 0 | B 36 700 19 2 Fourth -_______| Cc 35 | 538 15 2 ( D 27 604 22 3 | E 18 215 11 2 A 37 1067 28 0 Fifth _.______| B 29 623 21 0 | C 29 490 16 0 | D 18 | 236 13 4 ; | A 34 396 10 0 ae B 35 481 13 3 I Cc | 2s $72 22 ! o ——a m 59+ 12,491 20 26 4Wolfschlager, Irene H. Moccasined Feet. Boston: Ginn and Co., 1929. orade are S¢ in se 1123 Grow less 1 aver: y influ Gro The done tains the : less estir 7 bool info eacl whe exal Thi Fou Fif ite the owed; below abeti- ick of n the ebook used 1g in- times f the ry be ment e are will rer a our from Vho to 5 ELEMENTARY SCHOOL PRINCIPALS 113 grades two through six with 594 pupils reporting. In reading Table 1 there are several ability groups in each grade as Group A, Group B, and Group C in second grade. In Group A of this grade there were 38 pupils who read 1123 books with an average of 29 books per child. None of the pupils in Group A read as few as five books. By analyzing the totals it is evident that less than 5 percent showed little or no interest in library reading while the average pupil read 20 books during the period under consideration. Table 1 seems to indicate that the ability of the pupil has a marked influence upon the amount of reading done, although in the sixth grade, Group C read more than twice as many books per pupil as did Group A. The teacher may have a very marked influence upon the amount of reading done regardless of the ability of the pupils. For each grade Group A main- tained a higher standard in that no child read as few as five books during the school year. The figures on the number of books read are undoubtedly less than the actual number read because no attempt was made to even estimate the number of library books read during school hours. The question may have arisen in the reader’s mind as to whether a library book is read when it has been borrowed. To answer such a question this information was collected by means of a report of the last book read by each child. Table 2 represents a summary of the pupils’ statements as to whether each individual pupil read all of the book or only part of it. For example, in Group A of the second grade 34 pupils reported on the last TABLE 2—REportT OF THE LAsT Book READ By EACH PUPIL | Groups | Number | Amount of Where Obtained Grade | According in Book Read | to Group ; School Publi Ability Reporting ; All Part | hy eed rs imoaee Home ’ J A 34+ 30 4 27 7 0 Second B 29 1+ 15 25 + 0 ( ce 24 12 12 22 0 1 [ A 26 24 2 19 1 5 Third B 30 28 2 29 0 1 } C 39 32 7 38 1 0 D 2 26 3 26 1 1 A 36 26 10 32 2 0 B 39 33 6 31 + 3 Fourth re 32 27 5 20 7 5 ( D 22 17 5 5 2 5 E 18 13 5 5 0 A 37 37 0 21 9 7 2 22 20 2 6 10 Fifth B ro- Dre- t in ‘on- 31. nd nd he ol ELEMENTARY SCHOOL PRINCIPALS 117 Thomas A. Edison, Christopher Columbus, Theodore Roosevelt, Woodrow Wilson, Henry Ford, John J. Pershing, and Benjamin Franklin. Five states- men or presidents, one horticulturist, one inventor, one industrialist, one ex- plorer, and one World War general. What are the implications for the teaching of history in the elementary school ? Scientific supervision—Books on the improvement of instruction always arouse hope among elementary school principals. Barr has summarized the objective studies! of the objectives of education, the products of learning, the achievement of pupils, the devices of classroom supervision, the training of teachers, and other topics associated with supervision. Footnotes and refer- ences are frequently cited. Radio education—In 1930 leaders in educational broadcasting met in Co- lumbus, Ohio, to discuss the problems of education by radio. The result of this meeting was published as the First Yearbook? of the Institute for Edu- cation by Radio. The results of the 1931 conference have been published re- cently as the Second Yearbook.* Diagnostic teaching—Principals should know how to study the malad- justed child and to provide the necessary remedial work. Brueckner and Melby have shown the practical applications of measurement to reading, spelling, arithmetic, and the other subjects of the elementary field.* Economic welfare of teachers—A source book on the principles and prob- lems of economic security has been published by the Department of Classroom Teachers with the assistance of the Research Division of the National Edu- cation Association. The volume should appeal, not only to individual teach- ers, but to professional groups where problems often arise in connection with salaries, insurance, loan funds, and similar problems.‘ ‘Barr, A. S. An Introduction to the Scientific Study of Classroom Supervision. New York: D. Appleton and Co., 1931. 399 p. “Institute for Education by Radio, First (1930) Yearbook, 392 p. and Second (1931) Yearbook, 301 p. Columbus, Ohio: Ohio State University. (Josephine H. Mac- Latchy, editor. ) *Brueckner, L. J., and Melby, Ernest O. Diagnostic and Remedial Teaching. Boston: Houghton Mifflin Co., 1931. 598 p. 4National Education Association, Department of Classroom Teachers. The “Econ- omic Welfare of Teachers.” Sixth Yearbook. Washington, D. C.: the Association, 1931. 244 p. OU ARE INVITED to join with the Department in im- proving the professional and economic status of the elemen- tary school principalship. The “press” in depression means— “Press forward!”—Eart R. Lainc, President, Department of Elementary School Principals. THE SCHOOL NEWSPAPER ANNAMAE LINTER Principal, Emerson School, Sioux Falls, South Dakota VERY CHILD is born with the power and the desire to create which is an integrating force in his life and which he must learn to use before he can attain his full stature as a man. The use of the imagination and putting plans into action are as necessary to the spirit as use of the muscles is to the growth of the body. The chief value of creative experience for the pupil lies in its power to re- lease his emotions and ideas and give them form through activity which will develop and integrate him as a human being. In creative work his functions come into play—sensing, feeling, thinking, imagining, judging—all of which aid him in becoming more expressive, more integrated, a happier person. School paper—With the above statement of the underlying philosophy of the activity program in mind the writer will discuss the why, the how, and the what of the school newspaper. One of the finest and most worthwhile projects in the elementary school is the mimeographed school newspaper. It provides a means of selfexpression for pupils in art, literature, English, and journalism. It creates an enthusiasm among the students and a loyalty toward the school. The study of the phases of the newspaper is first taken up in English class. Here pupils study and discuss the brevity and conciseness of news items, the interesting treatment of commonplace topics in editorials, the attractively illus- trated and graphically described advertisements, the cartoons which tell much in the way of news, the sport columns, and the jokes, all of which aid in the planning of a paper. Staff organization—The organization consists of a staff made up of one member chosen from each of the sixth, the seventh, and the several eighth grade groups with the English teachers as advisers. There is a different staft selected for each issue, thus enabling more students to participate. ‘The staff is responsible for planning the content, typing, mimeographing, putting paper together, selling, and checking the results. They are assisted by a group of re- porters whose business it is to interview each room teacher for room news and room projects which would interest the school and the community. They also check with the special departments for activities and excursions in their groups. Special reporters are assigned to interview the principal for building news and to cover programs and meetings. Contents of the paper—The contents of the paper fall under the following heads: (1) School activities—the meetings, hikes, programs and work of the Girl Reserves; basket, foot, volley, and kitten’ ball contests under athletics; assembly programs; Junior Red Cross with its membership drive, preparation of the portfolio to send to Japan, gathering of tin foil for the Children’s Hos- pital ; orchestra ; choruses ; pep meetings ; outside speakers and entertainments. (2) Special projects or excursions made in connection with class work written [118] pu lez of ch is -e he ting » the O re- will tions hich ry of 1 the ol is 1 for asm lass. the llus- 1uch the one hth staff staff aper f re- and ‘hey heir ling ying the Cs ; tion Ios- nts. ‘ten ELEMENTARY SCHOOL PRINCIPALS 119 up. (3) Building and class news. (4) Best compositions taken from every grade. There is much strife for and great glee in having work appear in “Spilled Ink.” (5) Lost and found—real and imaginary. (6) Jokes. (7) Editorials on school problems as “Is Whispering a Disease ?”, ““To Bank or To Spend,” “Gum Chewers’ Soliloquy,” “Saving the Grass,” “Why I Am Proud of My School,” “Sportsmanship in School and Out.” (8) Original poetry which gives the amateur verse maker a chance to compete as well as an oppor- tunity to get in print. (9) “What Would Happen If—” and “Believe It or Not.” (10) Cartoons depicting school activities. (11) Original stories. Inter- sersed throughout the paper are such slogans as ‘Keep on the sidewalk,” “Save your pennies,” “Help the team win,” “Get father and mother out to Parent-Teacher Meeting.” Outcomes—The results of the newspaper project are: (1) It makes possible group work with a very tangible outcome; (2) it creates an interest not in one grade nor in one department but in the school as a whole; (3) it gives parents an opportunity to know the school rather than the grade or grades where they may have children; (4) it teaches pupils to approach people and ascertain facts in a businesslike way; and (5) it results in a careful, critical study of papers and magazines that they might make their paper better. Quoting Harold Rugg, “Learning is an active process. The more fully the pupil acts or the more channels through which he reacts the greater the learning.” A project involving such a variety of activities, so large a number of pupils, and creating so much enthusiasm must, indeed, be truly worthwhile. HE 1932 YEARBOOK is now being edited. Printed copies will be available in April, 1932. Contributors to this year book include: U. S. Commissioner William John Cooper, Dr Frank Cody, Dr. F. C. Borgeson, and others well-known in edu cation and the affairs of the National Education Association. The topic “The Principal and His Community” assures us a yearbook of considerable interest to the Department, and of value to pro- fessional courses on the principalship. So . q = a — ae ae pee SC ,. —_— RP SESS RE AE w B a3 5 ES ‘dnoid 24} JO sdquiaut 19430 9Y} SI ‘YOIvasad JO 10}D9IID a}EIDOSsSE ‘paeqqny, “AA AULIYW “Aq = “yooqi1e9A €£6I Fy OZ UBULITBYD 9q [[IM OYM syjodeauutpwy JO aAOUS Uda[aF{ SPUIS ISI saUully “IAL UO “LE6l OF UBUIIeYD SEM OYM SINO'T yUILS JO APYON YT, [IQes] SI Ra] SITY IV ‘yooqiead ZEGT 243 JOF UBUIIEYD SI OYM OSIIYD Jo DUl[ YI UOIeY SI JYSII 9Yy} WOIZ puddIg WAIANAOA(] NI NOLONIHSVAA NI aaLLINWOD ‘IVINOLIGY i ; | : 3 ? ; ; ti o ; N s | _ ; : | NOULYSNG _ ‘ QOOHODH ; | ROLLVIDOS! ; and : | Panay NOLLVIDOSSV_NOLLYO ed cine nen senate esa oie aint 4it his left 1s Isabel Tucker of S JYCarvpook, _ . =} U— oe Uw son ght stands Helen Shove of ee — On Mr. Kline’s ri » associate director of research, who will be chairman for the 1933 polis the group. Minnea is the other member of Dr. Frank W. Hubbard Louis who was chairman for 1931. yearbook. PUSHING BACK THE HORIZONS When men act on the principle of intelligence they go out to find the facts and to make their wisdom.—W alter Lippman. HE TWELFTH YEARBOOK of the Department of Elementary School Principals will discuss libraries in the elementary school. The title of the yearbook is The Principal and the Libraries. The chairman of the Editorial Committee for 1933 is Helen B. Shove, 3116 Clinton Avenue, Minneapolis, Minnesota. Mark Sullivan, writing of ““The American Mind and Education” in Our Times, emphasizes the school reader as the backbone of our common schools in the eighteenth century. It was from “the readers” that the pupils of that period obtained their standards of individual and social conduct. Although meager as compared with reading opportunities today, the readers represented a break with the limited curriculums and textbooks of the schools of the seventeenth century. Under the stimulus of librarians and other public-spirited persons libraries have increased in number and the scope of their activities. Not the least among the new movements is the growth of libraries in connection with the schools. Through the medium of more and better books, teachers of today are “pushing back the horizons” and introducing children to a greater variety of experiences. Principals of elementary schools have been active in the library movement. They have enlisted patrons in donating books, cooperated with public libra- ries, requested equipment from school boards, encouraged teachers to enrich the curriculum, and rejoiced in the expansion of the interests of children. PRELIMINARY OUTLINE—TWELFTH (1933) YEARBOOK The Principal and the Libraries I. Organization and administration of the school library A. Types of financial support and control. B. Expenditure of funds. C. Rec- ord keeping. D. Rules for use of library room. E. Ete. II. Planning the school library A. Floor plans. B. Equipment. C. Furniture. D. Library standards and checklists. E. Ete. III. Direction of relationships between schools and public libraries A. Coo-dination of schools and libraries. B. Special library services. C. Eval- uating pupil progress. D. Ete. IV. Integrating the library and the classroom (Teacher’s viewpoint) A. What the library should supply to pupils. B. How pupils can use the library. C. How teachers can use the library. D. Etc. V. Supervision of the library-classroom relationship (Supervisor’s viewpoint) A. Integration of library and teaching. B. Training teachers to use the library. C. Testing for evidences of pupil growth. D. Etc. 1Sullivan, Mark. Our Times; America Finding Herself. Vol. 11. New York: Scribner’s Sons, 1929. p. 7. [121] 122 NATIONAL EpucATION ASSOCIATION VI. Booklists and research. A. List of necessary books. B. Interests of pupils in books. C. Research on bookmaking. D. The use of published materials. E. Etc. VII. The school librarian. A. Training and experience required. B. Various types now employed. C. Duties of librarian. D. Checklists and rating scales. E. Ete. VIII. Extending the library’s influence. A. Lending books. B. Reaching adults. C. Influencing the home library. D. Raising the level of gift books. E. Ete. IX. Rural school library practises. A. Travelling libraries. B. County library programs. C. State library pro- grams. D. Use of library facilities in rural schools. E. Etc. Believing that principals would like to have and to prepare a library hand- took, the Editorial Committee has taken this topic for the 1933 yearbook. A tentative outline is presented as a part of this article. Principals and others, interested in the topic, are invited to contribute to the 1933 volume. Examine the outline and start the preparation of your contribution now. Send your manuscripts to the Committee by November 1, 1932. Address: Editorial Committee, Department of Elementary School Principals, 1201 Sixteenth Street, N. W., Washington, D. C. The Editorial Committee JoHN THOMAS HELEN B. SHOVE Chairman, 1934 Yearbook Chairman, 1933 Yearbook Clippert School 3116 Clinton Ave., Detroit, Michigan Minneapolis, Minnesota AARON KLINE Chairman, 1932 Yearbook Pullman Public School Chicago, Illinois WHEN WRITING FOR THE YEARBOOK (1) You should select a specific topic; (2) remember you are writ- ing for someone miles away from your school and background ; (3) use the minimum of quoted material, write things in your own words; (4) organize your article with space for introduction, presentation, and conclusions; (5) type your article double space; and (6) send your contribution, before November 1, 1932, to the Editorial Committee Department of Elementary School Principals, 1201 Sixteenth Street, N. W., Washington, D. C. ro- id- ok. ne. yw. 01 NEWS FROM THE LOCAL AND STATE ASSOCIATIONS! W hat are the local and state primipals’ organizations doing? What problems are they studying? Officers of local groups should send brief reports to the editorial offices of this national bulletin —Editor. HE NEW YORK PRINCIPALS’ ASSOCIATION has eight meet- ings planned for 1931-32. Speakers will discuss health education, relief work, and school surveys. Social meetings are scheduled to provide contacts with the superintendent’s staff and the board of education. Incidentally, the Association’s bulletin entitled The Principal is one of the most attractive pub- lications for principals in the United States. Just get a copy! The Associa- tion has a paid executive secretary, Mrs. Sarah S. Dennen, 343 Sixtieth Street, Brooklyn, New York. The Duluth Principals’ Club has issued a small eight-page booklet giving the 1931-32 program. Some of the topics of the monthly meetings are as follows: vitalizing faculty meetings, visual aids, integration of special sub- jects with units of work, recent studies of penmanship, a mental hygiene clinic, and obtaining more time for supervision. Each meeting is under the direc- tion of a committee of four or five principals. Six standing committees of the club are for the following purposes: hospitality, publicity, legislation, current events, social, and program. The secretary is Irene Higgins, 422 19th Ave., W., Duluth, Minnesota. The Supervisors’ Club of Long Beach meets monthly, usually with the local principals’ club. Several evening meetings and informal teas have been planned for the year. Regular committees are the following: program, social, budget, research, and supervisors’ interest. The general topic for the year’s meeting is curriculum installation. The secretary-treasurer is Maude E. Hayes, 715 Locust Ave., Long Beach, California. The New Bedford Primary Principals’ Club plans discussion meetings on the following topics: new reading methods for beginners, new arithmetic texts, penmanship in the second grade, promotional problems, and character education. The club has been organized for ten years. There are thirteen active and four associate members. The president is Emma L. Gartland, Dartmouth Street School, New Bedford, Massachusetts. The secondary and elemertary principals, as well as the helping teachers of Cumberland County, New Jersey, are all active in the Association of School Principals. In,1930-31 the organization issued a yearbook of 22 pages. This publication contained committee reports on hot lunches, visual educa- tion, creative music, music appreciation. the problem child, libraries for teachers, and children’s libraries. The president is A. Virginia Adams, East Avenue School, Vineland, New Jersey. The Principals’ Association of Portland, Oregon, has the following regu- lar committees at work: look-out, membership, professional affairs, athletics, 1This section is based upon material collected by Eva G. Pinkston, Special Secre- tary, Department of Elementary School Principals. The national Department ap- preciates the cooperation of many splendid local and state associations. E. G. P. [123 ] 124 NATIONAL EpucATION ASSOCIATION salary, research, yearbook, program, publicity, and retirement. There are special committees on cafeterias, traffic, health, visual education, and text- books. The research committee is considered particularly important with its small groups at work on problems of administration, pupil attitudes, atypical children, supervision, and the integration of reading with the social studies. The president is W. A. Petteys, Peninsula School, Portland, Oregon. The men principals of Tacoma, Washington meet as the Fortnightly Club. The organization places each member upon one of the committees. After a committee gives its report the members select a new topic for study. Com- mittees for 1931-32 include the following: salary, teacher rating, child ac- counting, stock records, requisitions, and budgeting of supplies. The secre- tary is John A. Arnold, Fern Hill School, Tacoma, Washington. The Elementary Principals’ Association of Washington, D. C., is planning to assist in the entertainment of the national Department in February. In 1930-31 the local association issued three bulletins. Although the organiza- tion consists of 67 principals the group was able to dispose of about 500 copies of each issue of the bulletin. Contributions to the bulletin dealt chiefly with teaching devices and units of work, and in many instances were prepared by classroom teachers. The local association is planning to issue several bulletins during 1931-32. Recently, an invitation was extended to the national De- partment’s special secretary, Miss Pinkston, to address one of the meetings and to write an article for the official publication. The president is A. Grace Lind, 4516 14th St., N. W., Washington, D. C. The Columbus Principals’ Round Table has planned nine meetings for the current school year. The speakers include Dr. Laura Zirbes, Mr. Twen- tyman of London, and local teachers. One meeting has been assigned to a debate on the merits of the Dalton Plan. The secretary is Anne D. Judd, Medary Elementary School, Columbus, Ohio. The Department of Elementary School Principals of Missouri met during November in Saint Louis with the Missouri State Teachers’ Association. President Isabel Tucker presided over one of the largest luncheons (175 persons) of the convention on Friday, November 13th. In spite of the day and the date the meeting was a huge success. Among the speakers were: Florence Hale, president of the National Education Association ; Lucy Gage of George Peabody College; and Eva G. Pinkston, special secretary of the national Department. Outstanding leaders. including Superintendent Gerl- ing of Saint Louis, were present at the business sessions. The Roundtable of Elementary Principals and Supervisors of South Dakota met November 24th at Mitchell, South Dakota. Adah Minard of Watertown presided at the banquet. Those on programs included Laura A. Laurson, William Stephens, Carol Whitcomb, Frankie Walter, Maude Flanagan, and Lydia Leistikow. Supervision by the principal was the chief topic of discussion. The secretary for 1931 was Ruth Wagner, and for 1932, Lydia Leistikow of Aberdeen. The Grand Rapids Schoolmen’s Club has planned a series of ten lectures ~ re are | text- ith its ypical udies, Club. fter a Com- ld ac- secre- ning y. In niza- opies with -d by etins De- tings race ; for ven- toa idd, ring ion. 175 day re: age the er]- uth of A. ide ief 32, res ELEMENTARY SCHOOL PRINCIPALS 125 for the 1931-32 school year, including the annual picnic and social meeting. The committees of the group include: program, research, and printing. The president is Arthur L. Reagh, 143 Bostwick Ave., Grand Rapids, Michigan. The Department of Elementary School Principals of New Jersey last November reported plans for an extensive program at Atlantic City. Consid- erable emphasis was placed upon school publicity and progressive education. Incidentally, the Bulletin of this state association is well worth any princi- pal’s time. The secretary is Mason A. Stratton, Brighton Avenue School, Atlantic City, New Jersey. The Sz. Paul Principals’ and Supervisors’ Club met on November 18th for a combined social and professional meeting. The program, and ways and means committees are considered of primary importance. Address: R. C. Highbee, John Marshall Junior High School, St. Paul, Minnesota. The Women Prim ipals’ Club of Akron, Ohio, holds six meetings during the school year. Programs consist chiefly of informal discussion of current professional problems. Address: Elizabeth Mercer, Miller School, Akron, Ohio. The Atlanta Principals’ Club meets in the evening at six oclock once a month. After dinner the group listens to a prepared talk and engages in dis- cussion. It has been reported that discussions always follow the dinner be- cause “our dispositions are sweeter.”” The major topic for the year is the relationship between the principal and his community. The chairman is Rusha Wesley, 995 West Peachtree Street, Atlanta, Georgia. The Women Principals’ Club of Saint Louis has eight meetings planned for the school year 1931-32. Women members of the board of education addressed the October meeting. Other meetings are to be given to talks on travel in England, an evaluation of the 1931 yearbook of the national De- partment of Elementary School Principals, an address on child accounting, reports on the winter meeting of the N. E. A., and to social events. The president is Percy A. Lyon, and the secretary is Anna Bick, Lowell School, Saint Louis,. Missouri. The Canton Principals’ Club has taken “the responsibility of the principal to his community” as the theme for the year’s work. Four meetings have been planned for the year on the following specific topics: publicity, remedial teaching, extracurriculum activities, parent-teacher association, vitalized teachers’ meetings, and the status and pioneer work of the principal. The president is J. S. Dewell, and the secretary-treasurer is Bessie Trew, 1309 15th St., N. W., Canton, Ohio. The Baltimore Principals’ Association plans to discuss several articles from the Tenth Yearbook of the Department of Elementary School Prin- cipals at each meeting. Some meetings are given to problems of adapting the course of study to the communities of the city. The president is W. Howard Bockmiller, and the secretary is Judson Hunt, 3210 N. Calvert Street, Baltimore, Maryland. The Louisville Principals’ Club has planned eight meetings for 1931-32. 126 NATIONAL EDUCATION ASSOCIATION The topics to be discussed are: faculty meetings, report cards, unit cost of in- struction, teacher rating scales, and guidance in the local schools. ‘The club publishes the program for the year and the constitution in attractive booklets. The secretary is D. V. Noe of the Eastern Junior High School, Louisville, Kentucky. The Cincinnati Schoolmasters’ Club plans to consider the following topics during the current school year: the teacher training needed today, the handi- capped child, the place of art and beauty in cultural development, education for a changing economic order, educational leadership, and the claims of the junior high school. The club has 342 active members. The secretary is David R. Lyons, Guilford School, Cincinnati, Ohio. The officers of the Charleston Elementary Principals’ Club are C. A. Weinheimer, president; and George D. Grice, secretary, Mitchell School, Charleston, South Carolina. This club reports 100 percent membership in the national Department of Elementary School Principals. The Cincinnati Elementary School Principals have planned nine meetings for the current school year. Meetings are under the direction of the various committees including the following: finance, professional studies, personal contacts, curriculum, and physical equipment. Members are notified in ad- vance of the specific topic of each meeting. The corresponding secretary is William A. Quirk, Guilford School, Cincinnati, Ohio. The Los Angeles Elementary Principals’ Club holds ten meetings a year on the second Wednesday of each school month at 4 p.m. Besides the execu- tive committee there are the following standing committees: research, school legislation, betterment of school service, visiting, program, entertainment, and salary. The Research Committee is studying three topics: the twelve months school, the teacher load, and character education. The Salary Com- mittee is working on plans to interpret the schools to the public. The presi- dent is Arnal B. Heacock, Los Feliz School, Los Angeles, California. The Long Beach Principals’ Club is considering school finance as the topic for major emphasis for the year. The club had ten committees at work in 1928-29 upon the following problems: sending delegates to national conven- tions, radio broadcasting, standardizing marks, dental hygiene work, admin- istration, selection of teachers, exchange of principals, clerical duties of teach- ers, cafeteria administration, and professional improvement. Standing com- mittees for the current year are as follows: teacher interest, social, publicity, program, parent-teacher associations, visitation schedule, and the George Washington Bicentennial celebration. The president is David Burcham. Polytechnic High School, Long Beach, California. Communications were also received from the professional groups in Okla- homa City, Newark, Binghamton, Gary, Wichita, Minneapolis, Rochester. Denver, and New Orleans. The national office looks forward to receiving information as to the officers, activities, and programs of local and state prin- cipals’ associations. of in- club klets. ville, opics andi- ation f the ry is hool, ip in ‘ings ‘ious onal ad- year ecu- 1001 ent, elve om- esi- pic en- \in- ch- ym- ty, rge m, How ABOUT YOUR STATE? No. of Ne. of No. of rnagey % Percent No. of ao Percent State | Actual —— Column 2 State Actual Fag Column 6 |. Members | Qyer 2500 is of _ Members | over 2500 is of in 1930-311! “popyla- | Column 3 in 1930-311| “popula. Column 7 fe tion? tion? | — a (2) a ~ ff i pt hr F wa (8) Ala | 48 74 64.9 || Nev. 3 5 60.0 Ariz. 15 67 22.4 N. H. 13 48 27.1 Ark. 12 56 21.4 Bs: 3. 298 559 53.3 Calif. 389 913 42.6 N. M. 16 17 94.1 Colo. $5 130 65.4 oe @ 404 1942 20.8 Conn. 104 250 41.6 me 62 103 60.2 Del. | 10 20 50.0 N. D. 17 41 41.5 B.C. 65 108 60.2 Ohio 308 855 36.0 Fla. 59 112 $2.7 Okla. 55 185 29.7 Ga. 48 130 36.9 Ore. 97 124 78.2 Idaho 16 40 40.0 Penna. 267 916 29.1 Ill. 323 765 42.2 a 2 12 200 6.0 Ind. 137 408 33.6 » 14 33 } 42.4 lowa 78 266 29.3 oD. 28 42 66.7 Kan. | 103 242 42.6 Tenn. 41 62 66.1 Ky. 48 114 42.1 Tex. 152 316 48.1 La. 34 68 50.0 Utah 39 50 78.0 Me. 10 95 10.5 Vt. 5 20 25.0 Md. 60 209 28.7 Va. 46 109 42.2 Mass. 254 815 31.2 Wash. 139 217 64.1 Mich. 378 761 49.7 W. Va. 29 105 27.6 Minn. 119 250 47.6 || Wis. 85 294 28.9 Miss. 19 33 57.6 Wyo. 11 38 28.9 Mo. 191 358 53.4 Mont. | 22 65 33.8 || Total 4842 | 12,759 38.0 Nebr. 74 129 57.4 1Number of names printed in Tenth Yearbook in April, 1931. *Number of teaching and supervising principals reported by 1632 city school systems in the biennial salary study of the Research Division in 1930-31. Sixteen hundred and thirty-two city school systems reported 12,759 teaching and supervising principals. A 100 percent reply from the 3333 school systems in cities over 2500 population would have shown a total of 15,000 principals. Of the 4842 members in 1930-31 about 4500 were principals in cities over 2500 in population. Seventy percent of the city elementary school principals have not enroled in the national Department! Yet this includes many of the persons with the most ad- vanced training, the highest salaries, and the greatest potential opportunities for leadership. Two principals out of every three are allowing the other one to carry the responsibility—but they expect to share in the benefits derived from professional organizations. Let every member in 1931-32 enlist two principals from the unorganized group. Send in the membership immediately so that bulletins and yearbook may be forwarded without loss of time.—E.G.P.