VOL. XI, No. 3 APRIL, 1932 


BULLETIN 


OF THE 


Department of Elementary 
School Principals 


THE ELEVENTH 
YEARBOOK 


The Principal and 
His Community 


PUBLISHED QUARTERLY BY THE DEPARTMENT OF ELEMEN- 
TARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION AS- 
SOCIATION OF THE UNITED STATES, 1201 SIXTEENTH STREET 
NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND-CLASS 
MATTER NOVEMBER 20, 1922, AT THE POSTOFFICE AT WASH- 
INGTON, D. C., UNDER ACT OF AUGUST 24, 1912. ACCEPTANCE 
FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR 
IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED 
DECEMBER 18, 1922. 























CopyricuHT, 1932 
By Nationat Epucation AssociaTION 


Wasurncron, D. C. 


Aut Ricuts Reservep 





























BULLETIN 


of the 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


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, EARL R. LAING 
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, ELIZABETH 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 Jersey 
(Term expires 1932) 
M. Emma 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. 


























ITHIN THE PAST few decades there has been a 

growing consciousness of the significance of child- 
hood. In so far as organized forces were concerned, aside 
from those of the church, such responsibility as was as- 
sumed for children outside of the home was in the be- 
ginning largely based on what we call charity. We have 
seen what was once charity change its nature under the 
broader term welfare and now those activities looked upon 
as welfare are coming to be viewed merely as good com- 
munity housekeeping. In a word, parental responsibility 
is moving outward to include community responsibility. 
Every child is now our child. We have injected so many 
artificial conditions into our industrial civilization that 
the old normal relationships of mother and child, child 
and family, family and neighborhood, have been changed. 
There is now a much less direct struggle with nature and 
her immediate forces than has even been the situation be- 
fore in our country. We have softened this struggle for 
man by all forms of protection—better houses, better cloth- 
ing, more and better food supplies, and by preventive 
medicine and better medicine and sanitation in general. 
All of this has called for a delegation of functions, once 
performed by the individual in the home, to all sorts of 
outside dependencies—Ray Lyman Wilbur, Chairman, 
White House Conference on Child Health and Protection, 
1930. 


[ 132] 





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PREFACE 


. PRESENTING the Eleventh Yearbook, The Principal and His 
Community, the Editorial Committee realizes that it has entered 
a field new for yearbooks. Articles and even chapters of previous 
yearbooks of the Department have dealt with the subject, but no com- 
plete survey of school-community contacts has come to our attention. 

There has been general agreement for years that the elementary 
school belongs to its community. Until recently, few educators have 
appreciated the influence upon children of various constructive and 
destructive non-school forces. Now that these community forces are 
isolated, two questions challenge the principal’s leadership: What 
can he do about the influences? What should he attempt to do through 
the school itself? 

Today the principal is more than an administrator. He is the social 
engineer of his district. He must be able to discover the forces for 
good or evil which influence the educational activities of his school. 
He must be able to interpret his philosophy of education, as well as 
the program of the school, to all citizens. He must utilize the posi- 
tive non-school forces so that they will help to build an effective 
learning environment for children. The Editorial Committee has 
selected the articles for this yearbook with the idea that they may 
both inspire the wish and point the way to become a social engineer. 

Wherever possible throughout this yearbook the Committee has 
attempted to present two points of view: (1) that of the non-school 
forces or organizations, and (2) that of school forces or principals. 
It is hoped that this plan will prove beneficial both to laymen and 
to principals. 

The articles prepared for the yearbook by various non-school groups 
merely illustrate certain types of contacts with the schools. Descrip- 
tions of all organizations would have required a much larger volume. 
The printing of articles from certain associations or the omission of 
others does not mean that the Department of Elementary School 
Principals is expressing either approval or disapproval. The Com- 
mittee believes that it has selected typical organizations contributing 
in some way to the education of children. 

The Committee has purposely omitted such organizations as the 
church, the police department, and the fire department because their 
contributions are so obvious that no principal has overlooked them 
as constructive community forces. 

The Editorial Committee wishes to express grateful appreciation 
to all persons who have submitted articles for consideration. Every- 
one who sent in an article should feel that he has helped to com- 


[133] 











pile this 1932 contribution to the progress of the principalship, 
whether or not his offering was accepted for final publication. 
Full appreciation for consultative assistance with the yearbook is 


expressed to Dr. Frank W. Hubbard, Associate Director of Research : 


of the National Education Association. To Miss Eva G. Pinkston, 
Special Secretary of the Department, the Committee is indebted for 
many services. Members of the Division of Publications and others 
at Headquarters in Washington have helped to make this yearbook a 
reality. 

The Committee regrets to lose the valuable services of Miss Isabel 
Tucker of Saint Louis who retires from the editorial work this year. 
We are glad, however, to welcome the new committee member, Mr. 
John S. Thomas of Detroit. 


THE EDITORIAL COMMITTEE 


Aaron Kune, Chairman for 1932 
Pullman Publie School, Chicago, Illinois 


IsabpeL TUCKER HeEten B. SHoOvE 
Shenandoah School Minnehaha School 
Saint Louis, Missouri Minneapolis, Minnesota 


[134] 





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FORGET NOT THE BASIC LOYALTIES 


HAT is your community? Is it your neighborhood? Is it the 

district about your school? Isit your city? Does it include your 
state? Has it expanded to national breadth? Are you an internation- 
ally-minded person living in a community of nations? 

Much attention is given today to possibilities of a world-wide com- 
munity. We are urged to promote world understanding, to read for- 
eign publications, to advocate world peace, and to join various inter- 
national groups. In short, we are asked to promote in children the 
development of certain international loyalties. 

Although the attempts to create a world-wide vision are often com- 
mendable, your President believes that an international loyalty is 
based upon many specific attitudes and acts of devotion associated 
with the commonplace demands of everyday life. No man, so “inter- 
nationally minded” as to handicap his own health, to sacrifice his own 
home, to sneer at his community, to destroy his own state, or to be 
treasonable to his nation, is worthy of emulation. If everyone followed 
such an example there would be no human race in existence for long 
upon which to attach our expanded affections. 

It seems that there are loyalties to the self which supplement the 
happiness of the home. There are attitudes and acts of devotion to 
the home which promote the welfare of the local community. Local 
devotion may in turn reflect to the glory of the state and nation. 
Properly directed, a strong national pride may do much to further 
the progress and peace of all nations. 

Your President suggests that as teachers we should not attempt to 
teach the “world-wide loyalties” without due regard for devotion to 
the specific responsibilities of the here and the now. It is upon the 
small, everyday acts that we build the larger concepts. Our pupils 
need to learn the importance of serving their home communities. 
Everywhere in our nation today there are demands for help to the 
unfortunate, for law observance, for the elimination of graft in pub- 
lic office, and for the enrichment of human life in all of its aspects. 
Let us teach children that the demands of everyday life call for de- 
votion to duty and heroic sacrifices just as surely as the demands oi 
international association. 

The Editorial Committee of our Department deserves commenda- 
tion for centering attention upon the principal’s opportunity for local 
community leadership. There are chapters in this volume to tell us 
how to make our teaching “life-effective,” to aid us in enlisting the 
help of various social agencies, to warn us of exploitation by selfish 
groups, and to inspire us with the nobility of our social opportunities. 

Your President believes that this yearbook will fall far short of 
its ultimate usefulness if the suggestions herein are not studied, ad 


[135] 











justed, and utilized by principals everywhere. The plans and devices 
presented so admirably by many of the authors are but means to an 
end—that of surrounding children with the learning environment 
which will promote individual growth and happiness through serv- 
ice to the group. 
Eart R. Laine, President, 
Department of Elementary School Principals. 


[ 136 ] 





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CONTENTS 


ea Oe eRe Bee TER PE ee 
The Editorial Committee 


PRESIDENT’S MESSAGE 
FORGES Not Gt Bisse LOTAPES nnn nc ncnicnccicnwensesesddinbens 
Earl R. Laing, President, Department of Elementary School Prin- 


cipals 


Ea eae ae ate a ee NN ae NC HOON S ewe A 
‘CHAPTER I—VIEWPOINTS ON THE PRINCIPAL’s ComMuUNITY ReE- 
LATIONSHIPS 


Tee Peixciral as. a COMMUNITY LOADER ....2222<6c56cccsacciceusn 
William John Cooper, U. S. Commissioner of Education, Wash- 


ington, D. C. 
SES Pereira, 10 Tie COMMUNITY 2.3. ncsncnncccasncuscdasececs 
Frank Cody, Superintendent of Schools, Detroit, Michigan 


/ CHapter II—A Nationa Survey or ScHooit-Communiry Con- 


Cuapter II I—Svrvevs or THE COMMUNITY 
OME UONGANEIED INDEDENOES: 5g ieiet cic entindisisaases 
Maurice C. Lipman, Principal, Washington Irving School, Chicago, 
Illinois 
A: GOMMENEES BURRS TROMNI << iin cccncacacucnsncanktbaeeos 
Dorothy C. Mott, Teacher, Englewood School for Boys, Englewood, 
New Jersey 


CoMMUniTy ANALYSIS AND ORGANIZATION 22.66025..ccecenesscuseces 
Douglas B. Miller, Principal, Maxwell Park School, Oakland, 
California 
Cosisunser CONTACTS IN MICHMIAN «266 n icin cscs ccdcscncknnsces 
Arnold C. Gregory, Principal, Raupp School, Lincoln Park, 
Michigan 
Cuaprer [V—Home Contacts Soucut sy THE ScHOOL 
PERSONAL LETTERS BUILD CorRDIAL ATTITUDES —_---~~----~~-~--__.-- 
Florentine Peters, Principal, Garfield School, Chicago Heights, 
Illinois 


PUEPARASION POR: TOUR VSUERE 66a ninnn cn cccscnisncadacesuneassas 
Myrtle H. Holtberg, Principal, Elementary School, Wailuku, 
Maui, Hawaii 
A TEREGD OF EGU VIREEATION, 9.6. cise icieencesiccsionsauan nun 
Arvin N. Donner, Principal, Franklin School, Port Arthur, Texas 
TRE ROMAE VISITING TRACHEE: 2252.5 -.ncncnswenscucteeceuccseaues 
Della Ryan, Visiting Teacher, Huron County, Ohio 
Se VISITING TRACHER IN NEWAMBEE 20< 2ncencccccscssncusndnsncee 
Elizabeth H. Dexter, Head Visiting Teacher, Public Schools, New- 
ark, New Jersey 
‘Tam Veertine ‘TRAcwmt: In. MINNEAPOLIS .... 1... 22.c0sossedenccac 
Julia K. Drew, Supervisor, Visiting Teacher Department, Minne- 
apolis, Minnesota 


Puke AURA OUMIOEE: oii aa i scckiicnancnneeenees 
A. J. Williams, Principal, School No. 9, Buffalo, New York 
Hous Catie or tue Sctoot NURSE. .... 22... cnncscmccactcsancis 
Wealthy Ann Robinson, Public Health Nurse, Spokane, Wash- 

ington 


[ 137 J 


PAGE 
133 


14] 


212 


218 


236 
241 


248 











Cuarrer V—Tue Parent-TreacHer Movement 
THE PARENT-TEACHER ASSOCIATION AND THE PRINCIPAL ~------_----- 265 
Ellen C. Lombard, Associate Specialist in Home Education, U. S. 
Office of Education, Washington, D. C. 
THE PRINCIPAL’s ROLE IN A CHICAGO UNIT ------------------------ 269 
Beatrice Colby Hyman, Principal, Leander Stone School, Chicago, 
Tllinois 
AN INTEGRATING FORCE IN MILWAUKEE ---~----~-------------_~-__- 
Laura E. Kellar, Principal, Atwater Elementary School, Mil- 
waukee, Wisconsin 
a I i ene knomonenmne mice 280 
Bernice Baxter, Principal, Crocker Highlands School, Oakland, 
California 
CoMMUNITY PARENTHOOD IN SAINT PAUL __-------------_--_--_____-_ 284 
Edith B. Taylor, Principal, Hancock and Tatum Schools, Saint 
Paul, Minnesota 
Unreus Pians 1s Hieeianp Park ............................... 291 
Roy E. Robinson, Principal, Liberty School, Highland Park, 
Michigan 
Aocrivivmms oF a STATE ASSOCIATION ..........................__... 297 
Mrs. Ellis McFarland, State Chairman, [Illinois Congress of 
Parents and Teachers, Chicago, Illinois 
LocaL, STATE, AND NATIONAL RELATIONSHIPS ------~---------------- 300 
G. E. Dille, President, Kirksville District, Chillicothe, Missouri 
THE PLACE OF THE NATIONAL ASSOCIATION __--------------------_~_. 306 
W. Elwood Baker, General Secretary, National Congress of Parents 
and Teachers, Washington, D. C. 


Cuapter VI—Commounity Center AcTIVITIES 
THE SCHOOL AS A RECREATIONAL CENTER --~-~--~-------------------- 313 
Stanley F. Fink, Principal, Tyson-Schoener School, Reading, Penn- 
sylvania 
CENTERING SCHOOL ACTIVITIES AROUND COMMUNITY NEEDS_---~-~------ 319 
Mary L. Martin, Principal, Schiller School, Minneapolis, Minnesota 
Tug Socrat Canren Senves irs ScHoon ................_..........- 323 
Lillian C. Thies, Principal, East Trowbridge School, Milwaukee, 
Wisconsin 
A ScnHoot-Community Lisrary PrRogect ..-.......-----~.---..--._.- 329 
Frank D. Henderson, Principal, Central School, Seattle, Washington 
I Ns I i ce csicigt pins cen wen esti enninlenine eat dierent 332 
Alice B. Sailey, Principal, Lawrence Township School No. 4, Tren- 
ton, New Jersey 
YoutrH MovEMENTS IN THE SCHOOL -.-..-.~~-~.-----..-_------_---- 334 
Ruth Dunbar De Windt, Executive, Camp Fire Girls, Grand 
Rapids, Michigan 
i St CO TOE A WE IIE iis knwininscicccsccwcnann 336 
Cora M. Howlett, Principal, South Amherst School, South Am- 
herst, Massachusetts 
Tee Legan Communrer Councit. ................................. 340 
Herman Ritow, Principal, Goethe School, Chicago, Illinois 


Cuaprer VII—Scuoon Pusticrry 


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I I le acc we taisten seas akc ni ac eacasa 347 
Charles S. Winslow, Principal, Wells School, Chicago, Illinois 
Ee ipa at te ee ea eRe ee 350 
Georgia Hensley Lacey, Principal, Whittier School, Indianapolis, 
Indiana 


[ 138 ] 








PAGE 


272 


280 


284 


291 


297 


300 


306 


313 


334 


336 


340 





ScHoot Aims AS REFLECTED THROUGH SCHOOL PUBLICATIONS._--~-_-__ 
C. A. Pugsley, Professor, Elementary School Administration, 
State Teachers College, Buffalo, New York 
a DES OF BOMCG:, PAPER onic cece ctinsccnnsncnseacewasacd 
Kenneth Selby, Principal, Ross School, Seattle, Washington 
OOTING THE VL AEE WHERET inno cic ce cnssusueicaeauuns 
Otto W. Bardarson, Principal, Sunset School, Carmel, California 
A Bree Bonar 16 DNWARE q..n soci cccccsctcsecactcaccuscuas 
G. Sidney Leach, Principal, Berger Street School, Newark, New 
Jersey 
A: WHE WOR VIALES PROM FAMBNTS oo ia nn ccsn cm ecccasseceeecs 
Arvin N. Donner, Principal, Franklin School, Port Arthur, Texas 


POUMLISIES SRC TNOGN csc ne cceacateuntandenenneceeone snes 

Elmer Swedine, Principal, Elementary School, Enumclaw, Wash- 
ington 

Am Beier tor BEMOGE: PURO nnn ccccciccncnwcscncsensssssann 
Ira J. Arehart, Principal, Robinson School, Detroit, Michigan 

A CORRE FAR oi cicdcncnantnaninnndomdadwamniinammmsmdcs 
Adele M. Outealt, Principal, Garfield School, San Diego, California 

Some Qurcomes or PURI BVENTS .— 2.20 sccccsccccscccnccsdcmaues 
Rufus A. Duvall, Principal, North Birmingham School, Bir- 


mingham, Alabama 


Cuaprer VIII—Service Ciuss 
PRINCIPALS SD BRNVICE GEO 26 nos sccen nc cdeere ncn caceeseccss 
J. L. O’Brien, Principal, Hibbard School, Chicago, Illinois 
MSCmANGs CiGee BORGER CMTEONIN oan ne in cen cd ccd ceomtnnues 
Herold M. Harter, Secretary, National Exchange Club, Toledo, 
Ohio 
Ktrwanrs Cruss Promors CHiItp WELFARE .............~~.......=<+ 
Fred C. W. Parker, Secretary, Kiwanis International, Chicago 
Illinois 
Lions Ciuns CooreraTE WitH SCHOOLS.............-..-...--6-5-5<% 
H. A. Hill, Assistant Secretary, Lions International, Chicago, 
Illinois 
Boys Work Proceam or Oprmaist CLUBS .........--..-.....----+-<- 
Charles M. Chapman, Member, Optimist International Boys Work 
Council, Madison, Wisconsin 
Rorary Ciuss Herp Exremenrary ScHOOLS ......................... 
Philip Lovejoy, Past President, Rotary Club, Hamtramck, Michigan 
PARTICIPATION OF PRINCIPALS IN WOMEN’S CLUBS ------------------ 
Geline MacDonald Bowman, President, National Federation of 
Business and Professional Women’s Clubs, 1819 Broadway, 


New York, N. Y. 


CHAPTER [X—Socrat AND WELFARE AGENCIES 
Tae Gomoet, ap tue SOCAL AGENOIES. ..22666....000nnccssncsonsce 
Clifford S. Borden, Associate Secretary, Council of Social Agencies, 
Minneapolis, Minnesota 
Cooenragion OF Witrane AGENCIES ...2.-.6025...0.cccesccsescccce 
Thomas F. McHugh, Principal, Wilson Avenue School, Newark, 
New Jersey 
Wurrrant Activirims Arm NECESSARY --......................-..-=- 
Grover Stout, Principal, Lynch School, Detroit, Michigan 


A ScHoot CHILpREN’s Alp SociETY -------------------------------- 
June H. McConkey, Principal, William Wright Jr. High School, 


Chicago, Illinois 
[ 139] 


364 
368 


374 


376 


379 


382 
386 


389 


402 


404 


407 


413 


419 


431 


434 


439 











Un rtTep EFrorts FOR CRIPPLED CHILDREN ____----------------------- 
Elizabeth Baird Kuhn, Field Secretary, Illinois Elks Association, 
Chicago, Illinois 
Gomocs. Rts, aw OemenwuniryT .......6..<..6.46--...- 504s. 
John 8S. Herron, Principal, Lafayette Street School, Newark, New 
Jersey 


Cuaprer X—Excursions AND Exuistts 
SN RII iO istic cringed chard gsi me mnieiereeinininin 
Jessie McCallum, Principal, Lyon School, Detroit, Michigan 
ne 205 TRG BRE 4. dik eck cemntnecenccannnamnanane 
F. C. Borgeson, Professor, New York University, New York, N. Y. 
Museum oF ART ACTIVITIES IN SAINT LOUIS ~----------------------- 
Mary Powell, Supervisor of Education, City Art Museum, Saint 
Louis, Missouri 
PI TINIE cc tee diietines irene hee Kinin acchenmimininmcn cine 
Harry R. Burke, Editor of the Program Notes, Symphony Or- 
chestra, Saint Louis, Missouri 
TAT ‘SU TOONS TOA oie ii nk ctecwsncsnenccsen 
Ellen Eddy Shaw, Curator of Elementary Instruction, Botanic 
Garden, Brooklyn, New York 
Be Ne WE I cian eerie cierttrccrimnnndinescumcmcmnens 
Marguerite Vierheller, Zoological Garden, Saint Louis, Missouri 


Cuarrer XI—GoveRNMENTAL AGENCIES 
Utiiizine GOVERNMENTAL AGENCIES ............................_- 
Harold H. Postel, Principal, Moseley School, Chicago, Illinois 
HEALTH SERVICE IN THE SCHOOLS OF CHICAGO ____------------__-___- 
Herman N. Bundesen, Commissioner of Health, Chicago, Illinois 
Tus SCHOOL AND THE JUVENILE CouRT .............-.............- 
Fred R. Johnson, General Secretary, Michigan Children’s Aid 
Society, Detroit, Michigan 
ScHOOL-JUVENILE CouURT COOPERATION ~---~~--------~-------_-_____- 
Edward H. Stullken, Principal, Montefiore Special School, Chicago, 
Tllinois 
pA es Bk 5, ee 
Edward F. Waite, District Court Judge in charge of Juvenile 
Court, Minneapolis, Minnesota 
POMPEEIOR TOT PUNIBTIMEIG ncn cnc cscnirnnenccncnnnesos-s.. 
Mary M. Bartelme, Judge, Juvenile Court, Chicago, Illinois 
JUVENILE DELINQUENCY AND THE SCHOOL_-~---~-------_------__---- 
David A. Weaver, Instructor, School of Education, College of the 
City of New York, New York, N. Y. 
THE INSTITUTE FOR JUVENILE RESEARCH AND THE SCHOOL SYSTEM_ _-- 
Andrew W. Brown and Ralph R. Brown, Institute for Juvenile 
Research, Chicago, Illinois 
WHAT THE FEDERAL GOVERNMENT HAS FOR THE ELEMENTARY SCHOOL_- 
William Dow Boutwell, Chief, Editorial Division, U. S. Office of 
Education, Washington, D. C. 


RECORDS AND INFORMATION 
LocaL PRINCIPALS’ ORGANIZATIONS 
STATE PRINCIPALS’ ORGANIZATIONS 
List oF MEMBERS 
INDEX 


445 


476 


482 


508 


517 


521 





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504 


534 


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61 
163 
317 








/ ‘ 
RESUME!’ 

Annually the Editorial Committee presents the reader with this 
concise statement of the yearbook. An attempt is made to touch 
upon each author's major contribution and occasionally to raise per- 
tinent questions. Final judgment, however, should not be passed upon 
uny contribution to the yearbook until the reader has examined the 
article itself. 


N ATTACHMENT to the local community has long been a 

distinguishing characteristic of many civilizations. A person 
from one district among primitive races is easily recognized by other 
tribes because of peculiarities of dress, weapons, and speech. In early 
American pioneer days the coon-skin cap, the long rifle, and the 
bowie knife have been important symbols of particular localities. 

Today science, business enterprise, and social intercourse have all 
but obliterated community lines. Styles in dress as displayed in New 
York this week are accepted the next in Gopher Prairie. Through 
improved transportation people travel farther in one day than their 
grandparents did in a whole lifetime. Theory and research in one 
nation are quickly spread and verified throughout the world. 

It is often said that the complete eradication of local community 
differences is a good thing. People should change from provincialism 
to cosmopolitanism. States and nations should brush aside anything 
which may lead to misunderstanding. Emphasis should be placed 
upon the similarities rather than the peculiarities of persons. 

Admitting the points cited in the above paragraph there still re- 
main social controls which are most effective on a local community 
basis. Research has clearly demonstrated that relatively small and 
unique areas in cities are the breeding places of crime. These same 
areas are also the units within which government, education, and 
social welfare can operate most effectively. What, then, is the school’s 
place in this local social unit? How can the principal coordinate the 
varied community forces in the interests of childhood? 

Viewpoints on the principal’s place in the community’—Cooper 
points out the opportunity of the principal to interpret the superin- 
tendent’s program te the patrons. He cites service clubs as places 
where the principal can meet the business, professional, and religious 
leaders of the district. Most principals will agree with the viewpoints 


1The résumé has been prepared by the Research Division of the National Edu- 
cation Association and the Editorial Committee of the Department of Elementary 
School Principals. Page numbers of any article may be found readily by locating 
the author’s name in the index at the back of the yearbook. 
2See Chapter I. 
[141] 











142 ELEMENTARY ScHoot PRINCIPALS 





in this article, but how can many superintendents be encouraged to 
work upon this basis? 
Cody says that a successful principal does three things well: (1) he 


studies the community, (2) he tnterprets the educational program, 


and (3) he participates in social affairs. 

National survey of typical contacts'—Chapter II summarizes a 
questionnaire study of 1083 schools. The data were prepared and 
tabulated by the Research Division with the cooperation of the Edi- 
torial Committee. Does your school utilize the contacts reported most 
frequently in this study? Do community forces exploit your school 
(i. e. through propaganda, advertising, etc.) or are you directing 
these energies toward educational goals? 

Surveying the community factors*—Lipman brings out the impor- 
tance of studying the more unsystematic and unorganized commu- 
nity influences. Through personal interviews and case studies he ex- 
amined the influences of the candy store, the street trades, the movies, 
end the gangs. Apparently the unorganized influences can do much 
to undo the best efforts of the school and the home. 

Mott outlines a survey of a community of about seven thousand 
persons. She shows the extent, complexity, and mobility of hundreds 
of social factors. While the survey was preliminary to a program 
of adult education it should meet the needs of typical principals. 

Miller shows how the principal may observe his district, study the 
occupations of parents, and otherwise collect facts of use in adjusting 
the educational program to the community. As the author points out, 
the differences in intelligence of the pupils from various types of 
homes must be accepted with reservations. Is it possible that “in- 
telligence” as measured by group tests reflects the cultural opportu- 
nities (i. e. magazines, books, discussions, etc.) of the various occu- 
pational groups? 

Gregory reports a study of the most common community contacts 
of principals in Michigan elementary schools. It should be of in- 
terest to compare his data with those reported in the national survey 
in Chapter II. 

Contacts sought by the school with the home*—Peters shows how 
letters from the school to the home may be made effective mediums 
of understanding. She cites typical letters to illustrate her viewpoint. 

Holtberg insists that the teacher must be thoroughly acquainted 
with the child before visiting the home. It is important, too, for chil- 
dren to feel that teachers report pleasant as well as unpleasant facts 
to the parents. 

Donner presents a plan for encouraging teachers to visit the homes 
of their pupils. He substituted home visits for some of the teachers’ 


1See Chapter II. 
2See Chapter III. 
8See Chapter IV. 





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Tue ELeveENTH YEARBOOK 143 








meetings. The opinions of the teachers indicate that the plan met 
with exceptionally fine results. 

Ryan describes the problems and activities of the visiting teacher 
in rural areas. She stresses the fact that many problem children are 
really the products of “problem” communities. 

Dexter reports on the work of the visiting teacher in Newark. 
Apparently the theory of education that concerns itself with the 
“total personality” of the child gives much stimulation to the visit- 
ing teacher movement. 

Drew shows the effectiveness of the visiting teachers of Minne- 
apolis. She demonstrates rather conclusively that the cooperation of 
home, school, and community results in happiness for children. 

Williams insists that the attendance officer must be an individual 
of fine personal qualities or else he may destroy the principal’s con- 
structive efforts. Certainly the work of the attendance officer is one 
of the many school-home contacts which cannot be left to chance. 

Robinson summarizes the types of relationships which the school 
nurse has with homes. Often the social problems require as much 
attention as the health difficulties. 

Parent-teacher movement'—Lombard reports interesting data col- 
lected by personal interviews with principals in various parts of the 
United States. The principals, met in the course of the author’s sur- 
vey, were anxious for the maximum of parent-teacher cooperation. 

Hyman describes activities whereby an elementary school princi- 
pal may exercise leadership in the parent-teacher organization. 
Through acquaintanceship outside of the school district the author 
has been able to enrich the local program of a Chicago school. 

Kellar gives a comprehensive treatment of the functions of a local 
parent-teacher unit in Milwaukee. The functions are: (1) to extend 
the knowledge of both parents and teachers, (2) to interpret the 
schools to the public, and (3) to integrate adult energies for the bene- 
fit of children. 

Baxter tells how parents in Oakland were led through the in- 
tricacies of a modern program of education. Apparently parents are 
interested in the technical aspects of teaching. 

Taylor’s article deals with the interesting activities of a principal 
who has worked in the same school for more than thirty years. In 
spite of a rather extensive health program the school has insisted that 
the home was primarily responsible for the physical and mental wel- 
fare of the children. 

Robinson adds further evidence to the viewpoint that parents 
should know and are interested in the technical aspects of teaching. 
Does the author refute the contention of many that teachers should 





1See Chapter V. 











144 ELEMENTARY ScHOOL PRINCIPALS 





not explain their technics any more than a surgeon should explain 
the details of an operation? 

McFarland explains the activities of the state association of parent- 
teacher organizations. Undoubtedly many local units could be bene- 
fited by more familiarity with the programs of the state groups. 

Dille brings out numerous aspects of the relationships between 
local, state, and national organizations. It is evident that the state 
and national programs do much to stabilize and maintain effective 
local programs. 

Baker outlines the purpose and extent of the National Congress of 
Parents and Teachers. He answers the question: “What can the na- 
tional association do for the local unit and what can the local group 
do in return?” 

School community centers'—¥ ink reports on the recreational ac- 
tivities which may be centered in the elementary school. The pro- 
gram shows that leisure-time activities may not only be “worth- 
while” but wholesome fun. 

Martin tells how the school may become the focus of a commu- 
nity’s best thinking and activity. Her plan utilizes recreational, edu- 
cational, and psychological procedures. 

Thies describes a recreational program which, though not actually 
a part of the school organization, does supplement Milwaukee's edu- 
cational plans. The specific activities cited should be of inestimable 
value to principals who are interested in promoting the socialization 
of both children and adults. 

Henderson reports on a school-community library project. Ob- 
viously much can be done to improve the reading tastes which the 
principal finds in his district. 

Sailey shows the advantages of after-school recreational activities 
in a rural consolidated school. It is possible that similar programs, 
adopted widely throughout the United States, could do much to 
solve the socalled “rural” problems. 

DeWindt’s description of the Campfire Girl movement illustrates 
the possibilities of the various youth movements in connection with 
the school’s program. Certainly the various organizations for boys 
and girls are alert to the principles of the socalled “progressive move- 
ment” in education. 

Howlett gives an exceptionally complete summary of the 4-H pro- 
gram in arural school. The present “project method” probably owes 
much to the practical activities promoted for many years in agri- 
cultural areas. 

Ritow shows how a principal can integrate many local activities 
through a community council. In this particular case representa- 
tives of many religious, civic, and business groups united to promote 


1See Chapter VI. 





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Tue ELeveNtH YEARBOOK 145 





community understanding. The plan offers much, whether the pri- 
mary motive is recreational, educational, or social service. 

School publicity'—W inslow tells of the use made of the radio and 
newspapers in Chicago. His recommendations should be of particular 
interest to local principals’ clubs. 

Lacey reports the principles derived from a study of the publica- 
tions of 217 schools. The author’s criteria constitute an extensive 
checklist of the characteristics and standards of pupil publications. 

Pugsley summarizes his intensive study of forty school publica- 
tions. He wanted to know whether these publications make any sys- 
tematic attempt to inform parents as to generally accepted objectives 
of elementary education. The data indicate that although much is 
being done in the way of interpretation there is need for improve- 
ment. 

Selby describes a school paper which combines news of the parent- 
teacher association with the news and activities of the school. Ap- 
parently it is possible to prepare a news sheet which interests both 
adults and children. 

Bardarson tells how a school edited the village weekly. The editors 
of the paper, after seeing an exhibit of school work, decided to en- 
trust the preparation of an entire issue to the school. The results were 
not only beneficial to the pupils, but demonstrated to parents that 
modern education develops the creative talents of children. 

Leach shows how Newark principals capitalize upon their respec- 
tive interests through a speakers’ bureau. Civic organizations de- 
siring speakers on various educational topics have their needs met 
through the local principals’ association. The usefulness of the plan 
should commend it to other local principals’ clubs. 

Donner describes how Benjamin Franklin’s birthday may be uti- 
lized as the motive for a visiting week. Parents are invited to visit 
the classes, to enjoy entertainments, and otherwise to familiarize 
themselves with the school in action. The devices and plans sug- 
gested in the article should be used for American Education Week. 

Swedine points out the possibility of using music programs to at- 
tract parents to the school. The plan calls for an utilization of many 
activities of the music and gymnasium classes. 

Arehart describes an entertaiment which culminates and unifies 
ruany activities developed in a platoon school. All of the teachers are 
ucquainted with the general plan and shape many classroom ac- 
tivities toward the final exhibit. 

Outcalt tells of an exhibit of articles made at home. For some time 
pupils were encouraged to make toys, to do needle work, and to cook 
various kinds of food at home. The “self-expression” opportunities 
of the plan should have widespread appeal. 


1See Chapter VII. 











146 ELEMENTARY ScHOOL PRINCIPALS 





Duvall points out that the outcomes of public events in the schools 
ure: (1) the creation of a superior type of community patriotism, 
(2) the development of solidarity among adults and children, and 
(3) the encouragement of self-expression. 


Service clubs'\—O’Brien summarizes some of the activities of serv- 
ice clubs and discusses the potential value of the organizations to the 
principal’s work. The Editorial Committee calls “particular atten- 
tion to the editorial comment on service clubs which immediately 
precedes the first article of the chapter. 

Harter tells how the Exchange Club serves children. The activities 
may be grouped as recreational, welfare, educational, patriotic, and 
civic. 

Parker summarizes some of the activities of Kiwanis clubs. Ap- 
parently much has been done to create and to maintain the interest 
of adults in the problems of education. 

Hill reports many of the typical ways in which Lions clubs assist 
schools. Assistance has been given with health, recreational, and 
citizenship projects. 

Chapman gives information on the boys work of Optimist Inter- 
national. Three phases of the program are: (1) junior clubs, (2) the 
“uncle” movement, and (3) cooperation with existing social agencies. 

Lovejoy illustrates the plans of Rotary International by citing 
ways in which local clubs have cooperated with schools. The author 
points out that education is broader than schooling. 

Bowman shows why the woman principal should belong to busi- 
ness and professional clubs for women. Certainly, the socalled “aca- 
demic principal” is just as undesirable—whether man or woman. 


Social and charity agencies-—Borden shows how the welfare 
agencies and the schools of Minneapolis cooperate in solving many 
difficult social and economic problems. 

McHugh advocates active cooperation between the child welfare 
agencies ‘of a community. Under the plan, representatives of civic, 
religious, and social service groups come together for discussion and 
action on many common problems. 

Stout maintains that a school must participate in welfare and 
charity activities. Often the service consists only in directing the 
person in need to the proper public or private agency. The author 
is aware of the dangers of “pauperizing” people or deviating too far 
from distinctly educational problems. 

McConkey tells of an aid society in Chicago which is supported 
by the school children. The opportunities are many for teaching 
pupils that it is more blessed to give than to receive. 


1See Chapter VIII. 
*See Chapter IX. 








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Tue ELeventH YEARBOOK 147 





Kuhn’s article illustrates the help which can be given to crippled 
children by adult clubs. In this particular case we learn of the work 
of the Illinois Elks Association. 

Herron reports on the recent welfare activities of teachers in 
Newark. Through their own organizations the teachers collected and 
expended over $20,000, as well as other services. The case illustrates 
the way in which teachers have responded to the present economic 
depression in many cities. 

Excursions and exhibits\—McCallum summarizes the types of ex- 
cursions useful in all communities. The author insists that an ex- 
cursion must have definite objectives, managed according to certain 
well-known principles, and followed up by appropriate tests. 

Borgeson discusses the values, purposes, practises, and outcomes 
of excursions. He writes that excursions provide children with the 
systematic and first-hand contacts of life outside of the school. 

Powell tells of the work of the museum of art in Saint Louis. The 
story hour is evidently a genuine and instructive attraction. 

Burke describes the contacts made by children with the Saint Louis 
Symphony Orchestra. The author insists that symphonic music is 
entitled to more than a relatively superficial excursion. 

Shaw reports the instructional activities of the botanical garden 
in Brooklyn. The author’s plan capitalizes and utilizes auditorium 
activities similar to those provided in many platoon schools. 

Vierheller tells of the thrills and the knowledge gained from a 
visit to the zoo. The author believes that the child understands the 
world in which he lives when he actually sees the animals so fre- 
quently only talked about in the classroom. 


Governmental agencies*°—Postel describes some of the typical pub- 
lic agencies of potential value to the schools. The author lists a num- 
ber of questions which every principal might ask himself in checking 
upon his school-community contacts. 

Bundesen summarizes the many activities of a city department of 
health. It is obvious that the health authorities do much to conserve 
the health and to make available the buoyant energies of children. 

Johnson points out that cooperation between schools and the 
juvenile courts can do much to prevent juvenile delinquency. 

Stullken tells how the schools and the courts may cooperate with 
problem cases. The author gives concrete and specific evidence which 
can be emulated by principals everywhere. 

Waite gives the viewpoint of the juvenile court in Minneapolis. 
The author insists that the child should not be brought into court 
until absolutely necessary. However, when court action is required 
the school should not hesitate to help the judge to settle the problem. 


1See Chapter X. 
2See Chapter XI. 











148 ELEMENTARY ScHooL PRINCIPALS 





Bartelme emphasizes that the juvenile courts exist to prevent de- 
linquency, not to punish children. The author’s description of the 
organization of the courts in Chicago should be enlightening to prin- 
cipals. 

Weaver reports the answers of several juvenile court judges to sev- 
eral specific questions. It is interesting to note the suggestions of the 
judges as to how the schools can prevent delinquency. 

Brown and Brown summarize the activities of a juvenile research 
bureau in a large cosmopolitan city. Undoubtedly, the prevention 
work does much to minimize the social maladjustment and to in- 
crease the individual happiness of many potential problem children. 

Boutwell helps us to discover the services of the Federal Govern- 
ment to elementary education. The multitude of free and economical 
materials available from Washington, D. C., should make it possible 
for every school to have a small visual education and library unit. 


Summary and conclusions—Readers who have proceeded to this 
point will agree with the Editorial Committee that the opportunities 
and obligations of the principalship are stupendous. It takes a per- 
son of energy, faith, and courage to face the many community prob- 
lems year after year. 

Let every principal ask himself questions similar to these: What 
are the constructive non-school forces of my district? What can I 
do for these agencies? How can these groups help my schools? How 
can my school keep from usurping the responsibilities of the home? 
What can be done to develop in children a desire to serve their home 
communities ? 





LL OF US in education must remember that a progres- 

sive school system demands increasing expense toward 
which an uninformed public will not contribute. Experience 
shows that citizens pay their taxes much more cheerfully 
when they are informed about and convinced as to the pur- 
poses for which the money is to be spent. Upon principals 
individually and collectively rests the responsibility of help- 
ing to create an intelligent public opinion.—Charles 8. \Vins- 


low, Chapter VII. 

















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CHAPTER I 


VIEWPOINTS ON THE PRINCIPAL’S COMMUNITY 
RELATIONSHIPS 


THE PRINCIPAL AS A COMMUNITY LEADER 


THE PRINCIPAL IN His COMMUNITY 


[149] 











INTRODUCTION TO CHAPTER I 


The day will come when the public will learn that a 
human engineer in charge of a school is a person occupied 
with investigations that increase the efficiency of schools 
to such an extent that it is uneconomical for him to be 
disturbed every few minutes on the telephone or by per- 
sonal callers. That day will not come, however, so long 
as principals are willing to be imposed upon and so long 
as they live from hour to hour with no more insight into 
the problems of school management than that which is 
forced upon them by the emergencies of institutional 
life—Cuartes H. Jupp, Vinth Yearbook, 1930, p. 171. 


The community of the district is entitled to more than 
the educational crumbs that fall into the homes through 
contacts with school children. The elementary principal 
needs to have a definite policy of helpfulness in com- 
munity endeavors, a purpose and determination to raise 
the standards of aspiration, and should help in releasing 
the latent power that can and will bring about communal 
improvement.—Susan M. Dorsey, Ninth Yearbook, 1930, 
p. 181. 


The principal must know and appreciate the viewpoint 
of teachers, of pupils, and of the public. He deals in re- 
lationships and his success depends largely on his ability 
to inspire his teachers to become acquainted with the pub- 
lic and with its activities and to interpret. the schools, 
their purpose and work, to the public. The biggest ideals, 
therefore, in education at the present time are those of 
making the points of contact between the work of the 
schools and that of the home and community. These ideals 
will only be realized as understood and worked out through 
the leadership of the principal with the cooperation of his 
teachers.—J. W. Crasrrer, October Bulletin, 1925, p. 57. 


[ 150 ] 











CHAPTER I 


VIEWPOINTS ON THE PRINCIPAL’S COMMUNITY 
RELATIONSHIPS 


THE PRINCIPAL AS A COMMUNITY LEADER 


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


N ADDITION to his duties as organizer and administrator of 

his school, and as supervisor of the instruction therein, it will be 
necessary for the principal to act as coordinator of his school with 
the community he serves. 


Parent-teacher movement—First of all will be his contacts made 
in the interests of the children. These are sure to involve his connec- 
tion with the parent-teacher association of the school. Here he must 
act as organizer and guide. Parents may constitute themselves more 
or less of a nuisance unless they are organized and well led. He can 
do no better in this connection than to cooperate with the National 
Congress of Parents and Teachers. 

Every school should have a parent-teacher organization. Some- 
times it will be difficult to operate this as in the case where children 
of many races and nationalities all attend the same cosmopolitan 
school. The parents cannot understand one another and some whites 
will not associate with the colored races. It may be almost impossible 
for the principal to keep alive a parent-teacher organization under 
these social conditions but nevertheless any efforts spent along this 
line will give valuable returns. 

A principal in a western city had exactly this condition; yet 
through the activities of his parent-teacher association it was pos- 
sible for him to serve milk and graham crackers in the mid-morning 
and a luncheon of nourishing soup at noontime. Parents who did not 
wish their children to remain for this might easily have them come 
home. Thus a community, which gave promise of bringing up a large 
number of ruffians, brought up self-respecting citizens because the 
school was well-handled. 

In another school where the parents were all comparatively well- 
to-do and there was little to be done in the way of feeding children 
the parent-teacher association gave its attention to the course of in- 
struction. Here were many mothers who were vitally interested in 
how the child learned to do things, and mothers who wanted to 
know why their children did things differently from the way they 
had been done in the past. For them it was possible to have or- 
ganized meetings where teachers and others explained their methods 


[151] 











152 ELEMENTARY ScHoout PriNcIPALs 





of instruction and where the children were used sometimes to 
demonstrate these methods. 

In a third school the parents were formed into clubs for the inten- 
sive study of school problems. A club of parents of those in the 
kindergarten and first grade gave its attention to the work of Gesell 
of Yale and the late Bird Baldwin of Iowa, learning how the younger 
children may be brought up. In another club were the mothers of 
the older children learning to understand the adolescent age. 


In a fourth school were found many who wished to know how the 
Children’s Charter might be made effective. There were some who 
had no children themselves. They were ready to become useful if 
there were others to show them how. 

And so, in a thousand ways the parent-teacher club may be made 
useful to a school if there is an alert principal as guide and leader 
of it. 


Civic clubs—The principal, if he is a man, will ordinarily have 
an opportunity to join the Rotary, Kiwanis, Lions, Exchange, 
Knights of the Round Table, Optimists, or a similar group. Not 
lightly should he take such an invitation. There should be members 
of a city school system in all civic clubs which exist in a city. They 
will be valuable when budget time comes, valuable in explaining the 
school report, valuable in handling crippled children, and valuable 
in the field of vocational guidance. 

In one case much good was accomplished by assigning all those 
children who had left school to members of such a club for investi- 
gation. Many of them returned to school. Some had left because they 
believed it was better to quit and go to work than to continue with 
their education. Members of the club who called upon these boys and 
girls readily persuaded most of them that they had made a mistake. 


In another case the members of a club were hosts to the school at 
the time of graduation. These boys and girls had a great thrill out 
of sitting with the members of the club at a luncheon and of having 
a special speaker who, in a diplomatic way, showed them how it 
would pay to go on with their education. This event was one to be 
long remembered. 

On another occasion a service club conducted a series of vocational 
addresses. They took over a larger part of the vocational guidance 
program of the city. They broadcast for fifteen minutes each week 
a program by a member who was fully familiar with the subject to 
be covered. This series of radio talks was the opening for guidance 
teaching in that particular field. 

In several clubs we have seen the members much affected by a 
program on crippled children. In one case a club in a comparatively 
small city spent over a thousand dollars in surgical operations, but 





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Tue ELeventH YEARBOOK 153 





succeeded in putting a helpless crippled boy in a self-sustaining po- 
sition. 

On another occasion all of the service clubs in the city were be- 
sought by their members to have members of the board of education 
come before the club and explain the proposed budget. This was the 
most useful way of getting the budget before the public. At another 
time, when the school report came out it was distributed to all the 
members of all the clubs and explained by a principal or someone in the 
school system. These are but a few of the ways in which members 
can be useful to both the school and community. 

So far we have spoken of the principal as a man. If the principal 
should be a woman she would have opportunities to join the Woman’s 
Club, the League of Women Voters, the American Association of 
University Women, the Business and Professional Women’s Club, 
or other groups. She must not allow herself to become so tied up 
in the routine administration and supervision of instruction that she 
cannot find time for these civic organizations. Various community 
groups are important in formulating the opinions of the citizens with 
regard to the school and should have regular time and attention. It 
is necessary for the principal to be absent from the school at lunch 
time once or twice a week if he or she is to meet the leaders of the 
district and to become a real influence in the community. 


Youth movements—In almost every elementary school there should 
be a Boy Scout troop and, if possible, a Girl Scout troop. It is true that 
many children are ready to leave the elementary school by the time 
they are eligible for scouting, but in general this is an excellent 
activity for children in the seventh and eighth grades, whether they 
are in the junior high school or in the elementary school. If the 
principal can be a member of the scout troop of his city, so much the 
better, but whether he can or cannot it is desirable that these activi- 
ties go on and that he have some first-hand knowledge of them. 

If the school happens to be located in a village or rural community, 
the principal may take the lead in organizing the 4-H Club move- 
ment. There will be times when it is necessary for the principal to 
join with the other principals, the superintendent, and assistants in 
certain activities concerning the whole community. Such activities 
are likely to be the Community Chest campaign and the Red Cross 
drive. In all these activities he must be wide-awake and alert, par- 
ticularly if there are interests in his community to be aroused. 

The time is coming, and is not far off, perhaps, when in many 
districts the principal will also be expected to be the guardian of 
those who get into trouble. It will be necessary for him to go before 
the juvenile court and testify on behalf of boys who have been in 
his school. So far the school has had comparatively little to do with 
the mental health of the child, but as time goes on and the children 











154 ELEMENTARY ScHoot Princrpats 





are more nearly one hundred percent in school, the principal’s posi- 
tion will increase in influence and in importance. 


Conclusion—The responsibility for leadership of the community 
rests directly upon the elementary school principal. There is no 
avoiding it. If he or she should avoid it, some active or aggressive 
person in the neighborhood is likely to assume the leadership and 
the principal will find himself discounted. 

Any school district which has educators in all of the civic clubs 
of the city is in a powerful position. It can influence the favorable 
opinion of that community toward bond issues and can build up an 
interest in other activities that are necessary for efficient schools. 
Without this contact many propositions of much merit will fall flat 
or will succeed only after the most strenuous efforts on the part 
of the superintendent. 

A fine viewpoint for principals to ponder upon is contained in a 
recent book, as follows: 


Some principals seek to avoid the public prominence involved in leadership on 
account of personal modesty or indifference. Some because of self-advantage seek 
the limelight afforded through leadership as a means of self-advertisement. 
Others, while not caring for the prominence of educational leadership, neverthe- 
less accept it as a duty to the school community. The type mentioned last usu- 
ally renders the best service as educational leaders. Such leaders utilize publicity 
as a means of disseminating educational views.1 


1Reavis, William C., Pierce, P. R., and Stullken, E. H. The Hlementary 
School; Its Organization and Administration. Chicago: University of Chicago 
Press, 1931. p. 442. 





F SCHOOL PUBLICITY is interpreted as keeping the 

public informed of its educational program, rather than 
the printing of “news” as defined by journalists, or an at- 
tempt to influence the public mind to the benefit of an indi- 
vidual or group of individuals, there would be scant objection 
to the statement that school publicity is a valuable and neces- 
sary part of every school system. Unfortunately, ever since 
there have been schools, we have had bad types of publicity 
as well as good, with the result that some administrators 
avoid anything termed school publicity as though it were 
poison.—Kenneth Selby, Chapter VII. 























Tue E.eventH YEARBOOK 155 





THE PRINCIPAL IN HIS COMMUNITY 


FRANK Copy 
Superintendent of Schools, Detroit, Michigan 


HE PRINCIPAL’S SUCCESS or failure depends in large de- 

gree on his activities in his community. Indeed, the way in which 
he conducts the community relations of his school is often the de- 
cisive factor which determines whether or not he is considered suc- 
cessful. During my years in school work, I have known a great 
many principals; I cannot think of a single successful one who did 
not maintain good contacts with the community. 

The principal who makes a success of his community relations does 
three things well: in the first place, he is alert to secure from the 
whole community the comments and suggestions which bear upon 
child welfare, especially where they affect the schools; in the second 
place, he interprets the program of his particular school and of the 
entire school system to the people of his community; and in the third 
place, he shares actively in the varied activities and interests of his 
community. 

The principal as student of community needs—A school system, 
like any other major business enterprise, must keep in touch with 
the changing demands of the consuming public. The public schools 
arose in response to the need of the people for certain types of edu- 
cation. The needs have changed with the years and the schools must 
change likewise. 

The person charged by the board of education with the respon- 
sibility of discovering and formulating the educational needs of the 
community is the superintendent of schools. School systems, how- 
ever, particularly the larger ones, have grown complex. The func- 
tions of the superintendent have been delegated by him to teachers, 
supervisors, and principals. who act as his specialized agents. The 
superintendent himself is becoming increasingly an executive who 
directs the carrying out of the manifold activities of a modern school 
svstem. 

Under such an organization, the principal has a definite respon- 
sibility to meet. He is the scout of the superintendent, placed in a 
particular area of the city, and charged with the duty of discover- 
ing the educational needs which are not now being met adequately. 
The principal must be a good observer, a good listener, a good col- 
lector of ideas: especially must he be ready to hear the sugeestions 
and comments, favorable or unfavorable. which may be made about 
the work of the schools by people in his community. 

The wise principal will use a wide variety of means of discovering 
the educational needs of the area in which he works. He will, of 
course, keep his school and himself easily accessible for visitation by 











156 ELEMENTARY ScHOOL PRINCTPALS 





parents and other interested persons; he will avoid the extreme 
seclusiveness so characteristic of many continental schools where the 
prospective visitor must secure special permission from the chief in- 
spector before he may even enter a school building. He will invite 
discussion of school matters from the parents whom he meets; he will 
encourage the teachers to give ample time before and after school to 
conferences with such parents as may seek them. He will make it a 
point to visit widely in his community—in homes, in stores, in fac- 
tories, in offices ; he will advise his teachers to do likewise—especially 
to visit the homes of pupils in their own classes to the end that they 
may discover what the parents. really have in mind regarding the 
school. On occasion, he will make systematic study of various aspects 
of the community life, including recreational, sociological, and econ- 
omic. He will be receptive both to expressions of opinion and to such 
factual evidence as may be available regarding community needs. 


A principal may make several uses of his findings from contacts 
with the community. Sometimes he can himself remedy the situation 
about which there has been complaint. For example, the principal 
whose school is located in an area where most of the parents come 
home for a noon dinner may discover much resentment in the com- 
munity regarding the short noon hour of the school. He may be able 
to extend the noon hour and afternoon session correspondingly in 
order to meet better the local situation. In other cases, he may be con- 
firmed in a program which has been introduced experimentally but 
the merits of which the school alone cannot judge. For example, he 
may have instituted on trial a plan of opening up the school gym- 
nasium and another room or two for use after school by certain or- 
ganized groups of young men or women in the community. If he 
discovers that practically everyone in the community who knows 
about it approves heartily of it, he will be impelled to continue the 
program. 

In other types of cases, the principal may not himself have au- 
thority to meet the situation revealed by his investigation. Thus he 
may find that there is much objection in the community to the high 
fees charged by certain boys’ clubs operating there. In such a case, 
he may be able to do nothing more than bring the matter to the at- 
tention of the authorities of the club, but this at least he is obligated 
to do. 

Much of the information which he secures will concern matters 
affecting more than his particular school. Such information, espe- 
cially where it is based upon a sizable number of cases, obviously 
should be reported to the superintendent of schools. Indeed, such re- 
porting is an important means of helping the superintendent to be- 
come and to keep informed about the situation in his city. It may 
occupy a large place in his program of appraisal of the way in which 








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Tue ELeventH YEARBOOK 157 





the schools are meeting the needs of the time. Such reports may range 
from the simple and informal exchange of a few words in a chance 
meeting to a well considered and lengthy report: both will be found 
useful by the superintendent in planning and modifying the general 
program of the schools. 

The principal as interpreter of the school—The principals of the 
schools are the chief representatives of the board of education and 
the superintendent in presenting and explaining the program of the 
schools. A school system cannot have its proper place in the com- 
munity unless it is thoroughly understood by the people. Casual 
skimming of the pages of the current magazines shows a surprising 
amount of advertising designed to promote the understanding by the 
consumers of the products or services offered for sale. Especially 
have corporations spent large amounts of money to inform the pub- 
lic not only regarding the service which the company sells, but also 
about every phase of the conduct of the company’s business. It is 
just as important for school people to interpret to the public the edu- 
‘ational services which are available. 

Perhaps the commonest means used for this purpose by principals 
is the promotion of a continuing series of demonstrations and discus- 
sions for the parents of the children enroled in the school. Pageants, 
athletic games, exhibits, physical education demonstrations, and mu- 
sical programs are illustrations of these efforts to acquaint parents 
with the schools. In some cases, these parents may be organized 
formally in a parent-teacher association; in other cases, they may 
meet in informal groups. In either case, the intent is the same—to 
keep the public informed. 

Demonstrations of actual classroom procedures have been valuable 
devices for acquainting large groups of parents with what is actu- 
ally going on in the schools. When accompanied by adequate inter- 
pretation before or after the demonstration, such activities are re- 
markably effective. The mere presentation of a good lesson in silent 
reading may not develop understanding and approval on the part of 
the parents present. There needs to be some explanation by pupils, 
teacher, or principal of the reasons for the increasing emphasis upon 
silent reading in the modern school and for the selection of the par- 
ticular phases of silent reading stressed in the lesson of the day. In 
many cases, this interpretation is best supplied by the pupils them- 
selves. 

The formal demonstration of class activities in an auditorium is, 
of course, only a substitute for the actual observation of boys and 
girls learning in normal classroom situations. Every principal should 
encourage visitation of the classrooms themselves. The school has 
nothing to fear from a full knowledge of its program on the part of 
parents. 











158 ELEMENTARY SCHOOL PRINCIPALS 





Some schools have found it helpful to hold a “go-to-school night” 
for parents, when the pupils are not there and the parents take their 
places in the classes. Such a direct experiencing of the processes and 
the materials of education seems to be singularly effective in securing 
a genuine understanding of the school by the parents. 

Next in importance to having the community see the schools and 
their products directly is having the community hear and read about 
the schools. The principal has a large place in planning any such 
program. He should cultivate the ability to speak easily in public, 
and should be ready to address various community groups on the 
work of the schools. Every community has a number of clubs which 
devote time periodically to discussions of one phase or another of 
the program of the schools. The logical speaker at many such meet- 
ings is the head of the educational system in that area, the principal 
of the school. However, since he represents the entire system, he must 
be informed regarding the entire system. The elementary school 
principal, of course, will be thoroughly conversant with the program 
of his own unit. He needs to know likewise the policy and activities 
of the junior high school, the senior high se hool, and such municipal 
college units as there may be in his city. Above all, he must be fa- 
miliar with the basic policies of the school system as adopted by the 
board of education and the superintendent of schools. He must be 
able to answer the questions of his auditors in terms of the general 
educational program of the city. 

In some communities, the principal who is skillful in writing will 
have the opportunity to use that gift in the promotion of community 
understanding of the schools. Many school papers include a feature 
called by some such name as “the parent’s corner.” Here is presented 
under the name of the principal of the school, a brief sketch of some 
element of the child welfare program, either in that school or in the 
system as a whole. In addition, many principals are invited to write 
material about the work of the schools for publication in city or com- 
munity newspapers. 

The chief cost involved in a program of interpreting the schools is 
the time cost to individuals concerned. In my judgment, the value 
received far outweighs the cost. Every hour spent in showing and 
interpreting the schools to the public returns large dividends in un- 
derstanding, sympathy. and support of the schools by the public. 


The principal as participant in the life of the community—The 
principal who continuously studies the need of his community, pre- 
sents an educational offering to meet those needs, and interprets the 
school program to his people, obviously must play a large part in the 
total life of the community. He cannot hope either to give or to 
secure information unless he is one with the people with whom he 
deals. It is not enough that he goes into clubs as a speaker or as a 





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Tue ELeveNtH YEARBOOK 159 





questioner; he must take an active part in the clubs and other or- 
ganizations of his community; he must be an integral part of the life 
of the people served by his school. 

Ideally, he resides in the community near his school, just as do the 
dentist, the lawyer, and the merchant. His presence as a member of 
the group marks him as a normal individual with normal interests 
and purposes but one who is making his particular contribution to 
the welfare of the community through his work as a leader of teach- 
ers. However, it is not always possible for the principal to reside in 
the area of his school. Especially is this true in rapidly growing cities 
where new schools are continually being erected and where many 
changes are necessarily made in the principalships. Unquestionably, 
however, it is advantageous wherever possible for the principal to be 
a neighbor among neighbors. 

The principal’s membership in church and lodge and similar or- 
ganizations is likely to be in the neighborhood of his home, and there- 
fore not always in his school neighborhood. Nevertheless, the prin- 
cipal who can share in these aspects in the life of his community is 
fortunate, because he thereby secures additional contacts with the 
clients of his school. 

There are, however, certain organizations in the area of his school 
to some of which the principal should belong regardless of the loca- 
tion of his home. These are the civic improvement associations, the 
noon-day luncheon clubs. and similar groups which have as a major 
purpose the maintenance of the welfare of the whole neighborhood. 
The school and the schoolman dare not remain isolated from these 
and similar constructive forces in social life. The wise principal takes 
an active part in such programs. 

The principal who belongs to a service club and who through these 
becomes well acquainted with the men of the community can build a 
respect for schools and school people which can be secured in no other 
way. If the men in the club see him ready and able to share in enter- 
prises for community betterment which are originated by the club, 
they develop a confidence in him and in the schools, which is of the 
greatest importance. 

I strongly recommend to every principal that he plan definitely to 
be an integral part of his community, that he share in its life and its 
interests. By so doing, he puts himself in a position where he may 
secure first-hand information about the educational needs of the com- 
munity and may present the response of the schools to those needs. 
Above all, such action on his part begets faith in the schools and in 
the people who run them. In the last analysis, the school business, 
like every other business, is founded on confidence. 











160 ELEMENTARY ScHoot Principats 





~I 


10. 


1]. 


SELECTED REFERENCES 


DorsrEy, SuSAN M. “The School Reflects the Principal’s Philosophy,” Ninth 
Yearbook, Department of Elementary School Principals, Washington, 
D. C., 1930. p. 174-86. 

An interpretation of the principal’s opportunity for community service. 


Dorsey, Susan M. “Principals as Interpreters.” Bulletin 5:90-93; Jan- 
uary, 1926. Department of Elementary School Principals, Washington, 
D. C. 

Points out how the principals carry the school system’s message into 
the local community. 


Hosic, JAMES F. “The Technic of Democratic Leadership.” Bulletin 8:531- 
37; July, 1929. Department of Elementary School Principals, Washing- 
ton, D. C. 

Summarizes four fundamental activities of the democratic leader. 


MarsH, J. FRANK. The Teacher Outside the School. Yonkers: World Book 
Co., 1928. 234 p. 
Encourages the teacher to develop contacts outside of school work. 


NATIONAL EpucATION ASSOCIATION, Department of Superintendence. Ninth 
Yearbook. Washington, D. C.: the Department, 1931. p. 181-274. 
Deals with the local clubs and agencies contributing to adult education. 


NATIONAL EDUCATION ASSOCIATION, Department of Elementary School Prin- 
cipals. Ninth Yearbook. Washington, D. C.: the Department, 1930. p. 
605-56. 

Deals with several phases of the principal’s community relationships. 


NEUMANN, HENRY. Lives in the Making. New York: D. Appleton and 
Co., 1932. Chapter IV, “Community Help,” p. 58-80. 
Emphasizes the “collective conduct” of community groups in developing 
character in children. 


PULLIAM, Roscor, Eztra-Instructional Activities of the Teacher. Garden 
City, N. Y.: Doubleday, Doran and Co., 1930. Chapters 7, 10, and 12. 
Touches upon many types of school and non-school relationships. 


REED, CarRRoLL R. “Articulating the School as a Social Agency with the 
Life of the Community.” Proceedings. Washington, D. C.: National Edu- 
cation Association, 1931. p. 710-16. 

Urges a long-time view on the adjustment of the schools to their com- 
munities. 


SHULMAN, Harry M. “Crime Prevention and the Public Schools.” Journal 
of Educational Sociology 4:69-81; October, 1930. 
Emphasizes the opportunity of the school to develop proper habits at an 
early age. 


STETSON, Paut C. “Friendliness in School-Community Relationships.” 
Proceedings. Washington, D. C.: National Education Association, 1930. 
p- 639-43. 

Discusses principles and devices in interpreting schools to the com- 
munity. 

WEBER, Oscar. Problems in Public School Administration. New York: 
Century Co., 1930. p. 661-95. 

Reviews the types and proceedings in a public relations program. 


WHITEHOUSE, W. Wuitcoms. “Principles of Community Organization.” 
School and Society 28:467-72; October 20, 1928. 
Discusses such topics as inter-relations, solidarity, disorganization, in- 
ertia, and leadership within the community. 


Woop, H. A. “Community Contacts.” Third Yearbook. Michigan Depart- 
ment of Elementary School Principals. Lansing: Michigan Education 
Association, 1929. p. 53-56. 

Urges teachers to utilize well all community contacts. 








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CHAPTER II 


A NATIONAL SURVEY OF SCHOOL-COMMUNITY 
CONTACTS 


{ 161] 











INTRODUCTION TO CHAPTER II 


The propagandist’s mind is made up on a particular 
subject. He seeks to inculcate one viewpoint. The teacher's 
mind is open on all subjects. He seeks to present all view- 
points. The function of propaganda is to gain acceptance 
of a particular opinion, doctrine, or course of action, under 
circumstances designed to curb the individual’s freedom 
of thought and action. The function of education, on the 
other hand, is to acquaint the individual with a variety 
of opinions, doctrines, or courses of actions, so as to equip 
him, intelligently, to do his own thinking and to select 
his own courses of action. The main purpose of propa- 
ganda, therefore, is to teach what to think, while the guid- 
ing purpose of education is to teach how to think. 

This is a fundamental distinction, essential to clear 
thinking on this whole problem. The words advertising 
and publicity are sometimes carelessly used as synonyms 
for education. The socalled “educational” campaigns 
whereby commercial or altruistic agencies seek to secure 
the sale of a commodity or the more or less uncritical ac- 
ceptance of a particular idea, doctrine, or course of action 
should not be confused with the legitimate educational ac- 
tivities of a public school. 

In emphasizing the fundamental distinction, as to atti- 
tude, method, and purpose, between propaganda and edu- 
cation the committee does not imply that the ultimate ef- 
fects of propaganda are always evil, and that those of 
the school are always good. There are doubtless situa- 
tions, particularly in dealing with adults, when propa- 
ganda methods are economical and effective in securing 
some desirable result. The propagandist is frequently in- 
spired by the highest motives, and many illustrations 
might be cited of the benefits to civilization which have 
resulted from his activities. We also recognize the fact that 
all the activities which go on in some schools do not deserve 
to be called educational. Many schools still have far to 
go before they can be sure that all their work deserves 
to be called education in its finest sense. But these prac- 
tical facts must not cause us to forsake our standards. 
The ideal must be kept untarnished. Education and propa- 
ganda are basically antagonistic—Excerpt from the Re- 
port of the Committee on Propaganda, National Educa- 
tion Association, 1929, p. 5-6. 


[ 162 ] 





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CHAPTER II 


A NATIONAL SURVEY OF SCHOOL-COMMUNITY 
CONTACTS 


HE PRINCIPLE is generally accepted that the schools of today 

should be closely attuned to the community’s life. Differences of 
opinion arise as to how community-school relationships may be estab- 
lished and maintained with the maximum benefit to children. 

At one extreme are those who would allow commercial establish- 
ments, welfare agencies, and various “improvement” groups consid- 
erable freedom in the school system. At the other extreme there are 
educators who would close the doors of the schools to all “propa- 
ganda” or influences which appear foreign to the purposes of the 
school. 

The evidence presented in this chapter indicates that the majority 
of principals are found between the two extremes. These principals 
encourage contacts with such “acceptable” agencies as the parent- 
teacher movement, the city police departments, and the public li- 
brary. When new influences or agencies attempt to force their way 
into the schools the principals usually refer the problem to the super- 
intendent’s office or turn down the offer without much ceremony. 


Sources or Dara 


In June, 1931, the Editorial Committee of the Department and the 
Research Division of the National Education Association sent 4610 
inquiry blanks to the members of the Department of Elementary 
School Principals. Twenty-three percent or 1083 of the question- 
naires were returned in time and proper condition for the tabula- 
tions. The distribution of the replies by city size and school enrol- 
ment is shown in Table 1. 

It will be noted that slightly over 50 percent of the replies were 
from the largest cities over 100,000 in population. This condition 
means that the conclusions of this study are more likely to be true 
for schools in the largest cities than for schools in the cities under 
100,000 in population. The median school enrolment for Table 1 is 
619 pupils. This median agrees reasonably well with the median of 
632 obtained for a random sampling of city schools by the Committee 
on Standards and Training.! We have, therefore, some reason for 
concluding that the present study is representative of conditions in 
schools of the largest cities. 


1Compare with Table 1 of the Serenth Yearbook, Department of Elementary 
School Principals, 1928, p. 169. 
[ 163 ] 











164 ELEMENTARY ScHOOL PRINCIPALS 





TABLE 1—DIstTrRIBUTION oF THE REPLIES OF 1083 ELEMENTARY SCHOOL 
PRINCIPALS BY SCHOOL ENROLMENT AND CITY SIZE 





| School Enrolment 





Total Number for 





























aeadiuae | Over 1000 | 500-1000 | Under 500 | Schools of ll 
(1) —— (2) | (3) -— tt -_ = 
| | Schack titeesatil 
Over 100,000........... | 124 | 335 | 137 596 
30,000-100,000..........  m | % | Ss. 192 
10,000-30,000........... | 3 | 4 | 106 | #155 
5,000-10,000......... ea 4 | 21 2 51 
Under 5,000............ | 3 | 18 | 68 39 
Total Number for All | | a. oe 
City Sizes......... 149 | 516 | 418 1083 





Acencies WorRKING IN THE SCHOOLS 


The first five questions of the inquiry form asked principals to 
check or to write in the names of various agencies which were closely 
associated with the school’s program. The inquiry form attempted 
to distinguish the various agencies on such bases as (1) governmental 
or (2) non-governmental. When principals ignored the suggestions 
of the questionnaire considerable care was taken in the tabulations to 
eliminate duplications. For example, the Junior Red Cross was listed 
by some principals “for adults” and by others “for children.” In 
the tables presented herein all of the replies indicating the Junior 
Red Cross have been reported “for children” in a single table. Other 
variations of the above nature have been eliminated wherever pos- 
sible. 


Adult groups—Question 1 asked principals to name the adult 
clubs (i. e. the parent-teacher association) which were working ac 
tively in the schools or in connection with the school program. 

Table 2 reports the answers to this question by school size. The 
parent-teacher association seems to be relatively more frequent in 
the schools under 1000 pupils than in the largest schools. Only about 
50 percent of the big schools have the parent-teacher organization 
while in the schools under 1000 at least 75 percent have the contact. 
Does this mean that the P. T. A. organization is not adaptable to 
the largest schools because of greater heterogeneity of races, economic 
levels, and cultural interests? Or, does it mean that the largest schools 
have other contacts which are more useful? For example, the mothers’ 
clubs are found in the following proportions: smaller schools, 1 in 








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Tue Evevenru YEARBOOK 165 





TABLE 2—QveEstion 1: WuHicH Apu_t Groups ARE WorKING IN YOUR 
BUILDING oR IN CONNECTION WITH YOUR SCHOOL’S PROGRAM ? 


School Size 





























Groups sais ORT ME SR ae eat 1083 Schools 
Reported 149 Schools 516 Schools 418 Schools of All Sizes 
over 1000 500-1000 under 500 
(1) (2) (3) (4) (5) 
Parent-Teacher Association. | 52.3% 75.6% 80.6% 74.3% 
Mothers’ Clubs............ 26.8 18.4 13.9 17.8 
Luncheon Clubs........... 16.8 11.2 15.6 13.7 
Adult Study Groups........ 11.4 12.8 11.0 11.9 
Adult Civic and Improvement 
a eee 4.0 9.7 8.1 8.3 
Adult Recreation Groups. . . 7.4 7.0 4.5 6.1 
Mathers Clube............. 3.4 3.1 2.4 2.9 
Read table thus: 52.3 percent of the principals of the 149 schools over 1000 


in pupil enrolment reported contacts with the parent-teacher association. Of 
the 1083 schools, 17.8 percent reported contacts with mothers’ clubs. 











7: middle schools, 1 in 5; and the largest schools, 1 in 3.1 Luncheon 
club contacts are also slightly more frequent in the largest schools. 

Table 3 presents the data for Question 1 by city size. As in Table 
2 the parent-teacher asosciation maintains a consistent first place. Of 
the schools reporting in each city group the percents from columns 
2 through 6 are: 71, 79, 81, 88, and 72 respectively. There is some in- 
dication here that the P. T. A. thrives most in the cities between 
5.000 and 100,000 in population. Table 3 indicates, too, that adult 
study, recreation, and civic groups are more likely to be in contact 
with the schools in the cities over 100,000 in population than in the 
smaller communities. 

Welfare groups—Question 2 asked principals to report the wel- 
fare, charitable, patriotic, and similar groups with which they came 
in contact in administering the education of children. 

Table 4 gives the data as to contacts with welfare groups in terms 
of school size. The three groups most frequently reported are: (1) 
the child welfare societies (i. e. Children’s Aid Soe iety). (2) the 
charity groups (i. e. the Community Chest). and (3) the religious 
or denominational groups (i. e. Y. M. C. A.). Schools of all sizes 
report these three contacts so frequently as to indicate that pupil 
enrolment is not a significant factor. Apparently a number of chil- 
dren in both small and large schools need clothing, medical atten- 
tion, and protection against ill-treatment. Principals frequently must 
call upon the non-governmental welfare agencies to help in facilitat- 
ing the educational progress of children. 

1Throughout this report percents and proportions are reported to the nearest 


whole numbers. This practise eliminates intricate fractions and does not alter 
the general conclusions. 











166 ELEMENTARY SCHOOL PRINCIPALS 





TABLE 3—Qvuestion 1: Wuicn Aputt Groups ARE WorkKING IN Your 
BUILDING OR IN CONNECTION WITH YOUR SCHOOL’S PROGRAM? 



































City Size 
=} el ei el 
Groups ie 28 28 2s | 
Reported aS Sa SS rs 
ao ai an s 
aes | a28 | a8 | g23 
ex ax srs azS 
nO =O 70m 20 | 
(1) (2) (3) (4) (5) | 
Parent-teacher asso- 
ciation............ | 70.5% | 78.6% | 80.6% | 88.2% | 
Mothers’ Clubs. ..... 2 6 12.3 5.9 | 
Luncheon Clubs...... 11.7 13.0 18.1 25.5 | 
Adult Study Groups..| 14.8 6.8 8.4 5.9 | 
Adult Civie and Im-| 
provement Clubs...) 8.1 6.3 6.5 19.6 | 11.2 8.3 
Adult Recreation 
aE 6.4 2.1 8.4 9.8 6.7 6.1 
Fathers’ Clubs...... .| 3.9 2.6 | 6 | 20 1.1 2.9 





Read table thus: 70.5 percent of the principals of the 596 schools in cities 
over 100,000 in population reported contacts with the parent-teacher association. 
Of the 1083 schools, 17.8 percent reported contacts with mothers’ clubs. 





TABLE 4—QUESTION 2: WuHuicH NON-GOVERNMENTAL AGENCIES ACTUALLY COME 
IN CONTACT WITH YOU IN THE ADJUSTMENT AND EDUCATION OF PUPILS? 























School Size 
Groups ——| 1083 Schools 
Reported 149 Schools 516 Schools 418 Schools of All Sizes 
over 1000 500-1000 | under 500 
(1) (2) | (3) | (4) (5 

Child Welfare Societies... .. 79.2% 74.2% 62.7% 70.5% 
Charity Groups............ 75.2 67.6 53.3 63.2 
Religious and Denomination- 

al Agencies.............. 51.0 | 58.3 25.6 44.7 
Community Welfare Groups. 8.7 | 11.2 4.3 8.2 
Patriotic Societies.......... 8.1 8.3 8.1 8.2 
Health and Correction of 

Physical Defects......... 12.8 9.7 4.3 8.0 
Museums, Art and Historical 

Song hn eae ate 16.8 6.0 4.5 6.9 
SS ere 4.0 5.6 4.8 5.1 
i cia Sina eck bol 4.7 4.7 3.8 4.3 
Prohibition Groups......... 5.4 1.9 2.4 2.6 
Humane Societies.......... 3.4 2.7 Lg 2.4 
Merchants and Business Or- 

ganizations.............. 5.4 1.9 1.0 2.0 
Sar, Saree rE 1.6 2.6 1.8 
Newepapers............... 2.0 1.6 1.2 1.5 
Movies and Theatres.......}........... 2 5 3 
RE chien denneceacecrag ied bpNeemeaaeea earns 5 2 

| 














Read table thus: 79.2 percent of the principals of the 149 schools over 1000 
in pupil enrolment reported contacts with the child welfare societies. Of the 
1083 schools, 63.2 percent reported contacts with the charity groups. 


a ————S 














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Tuer ELeveENTH YEARBOOK 167 





Table 5 reports data on the welfare groups by city sizes. Child 
welfare and charity groups are relatively as active in the smallest 
cities as in the largest communities. Religious and denominational 
groups seem to assist the schools most in communities over 100,000 in 
population. 


Governmental agencies—Question 3 requested principals to list 
the governmental agencies which were in direct contact with the edu- 
cational programs. 
TABLE 5—QUESTION 2: WHICH NON-GOVERNMENTAL AGENCIES ACTUALLY COME 
IN CONTACT WITH YOU IN THE ADJUSTMENT AND EDUCATION OF PUPILS? 



































os r 
disiain | = ie] ce | ae | fs 
; | es 3 2& a3 7a s 
Report d g Se E | gs 8 = | 30a 
nesd PR 22s 2B S25 
3 £ ei8 | 228 | Sig | 5s8 
SO= fe | Ox BOs | 
(1) (2) (5) (6) | (7) 
| 
Child Welfare Societies; 80.4% | 58.9% | 57.4% | 60.8% | 57.3% | 70.5% 
Charity Groups...... | 68.8 59.9 58.7 | 60.8 | 41.6 | 63.2 
Religious and Denom- 
inational Agencies..| 58.7 32.8 35.5 | 17.6 7.9 44.7 
Community Welfare 
ee oe | 10.1 7.8 se” ee ers 8.2 
Patriotic Societies....| 6.5 7.3 9.7 | 118 | 16.9 8.2 
Health and Correction 
of Physical Defects.| 10.4 | 4.7 7.7 5.9 1.1 8.0 
Museums, Art, and 
Historical Societies.| 10.9 2.6 2.6 Be teSieces | 6.9 
Auto Clubs.......... 4.9 6.8 5.2 5.9 2.2 | 5.1 
2 eee 4.7 4.2 Be lisdcaune 5.6 | 43 
Prohibition Groups. . . 2.0 2.6 4.5 3.9 2.2 2.6 
Humane Societies. ... 3.4 1.0 1.3 Ge tea 2.4 
Merchants and Busi- : 
ness Organizations. . 2.9 5 on ee eee Heer 2.0 
Thrift Societies. ..... 1.0 1 1.3 3.9 34 | 1.81 
Newspapers......... 2.0 5 1.3 1.1 1.5 
Movies and Theatres. 3 BON Vices da ala eS eles 3 
Serre BA Pie cca cebows cob ieee 2 





Read table thus: 80.4 percent of the principals of the 596 schools in cities 
over 100,000 in population reported contacts with the child welfare societies. Of 
the 1083 schools, 44.7 percent reported contacts with religious and denomina- 
tional agencies. 











In Table 6 the replies to Question 3 have been tabulated in terms 
of school size. The city health department is reported by 93 percent 
oi the large schools; 92 percent of the middle, and 85 percent of the 
small schools. The public library contacts follow closely the health 
department both as to number and relationship to school size. The 











168 ELEMENTARY ScHoot PRINCIPALS 








police department contacts are unusually numerous in the case of 
the largest schools probably because this item includes safety coun- 
cils and safety patrols. 

Juvenile court contacts are reported by the large, middle, and 
small schools, as 77 percent, 69 percent, and 51 percent respectively. 
It is clear from Table 7, however, that city size rather than pupil 


TABLE 6—QUESTION 3: WuHIcH GOVERNMENTAL AGENCIES MAKE DIRECT Con- 
TACT WITH YOU AND THE EDUCATIONAL PROGRAM OF YOUR SCHOOL? 

















School Size 
Groups ‘rms : 1083 Schools 
Reported 149 Schools 516 Schools 418 Schools | of All Sizes 
over 1000 500-1000 under 500 
(1) (2) (3) (4) (5) 

Health Department........ 93.3% 92.2% 84.9% 89.6% 
Public Library............. 89.9 88.0 80.1 85.2 
Police Department'........ 94.6 82.9 68.9 79.1 
Fire Department........... 79.2 71.1 63.6 69.3 
Juvenile Courts............ 77.2 69.0 50.5 63.0 
Street Department......... 18.1 10.9 7.4 10.5 
Miscellaneous City Depart- 

NES actacewsian maca need 4.0 6.4 4.5 5.4 
Engineering Department. ... 6.0 3.1 2.6 3.3 
Miscellaneous State Bureaus. 3.4 2.5 2.2 2.5 
Miscellaneous School System 

0S See eee 2.7 6 1.9 1.4 
Miscellaneous Federal Aid 

RESTS: SPER te. Oye arene ere Pe 1 














1Includes safety councils. 
Read table thus: 93.3 percent of the principals of the 149 schools over 1000 


in pupil enrolment reported contacts with the health department. Of the 1083 
schools, 85.2 percent reported contacts with the public library. 





enrolment is the potent factor in regard to juvenile court contacts. 
Most of the large schools reporting in this study are in the largest 
cities. Following the item “juvenile courts” across columns 2 to 6 of 
Table 7 we find the following percents: 74, 59, 53, 37, and 30 re- 
spectively. 


Organizations for children—In Question 4 principals were asked 
to note the clubs, associations, and movements which emphasize the 
participation of children. As in the previous questions the person re- 
porting was supposed to indicate the groups actively at work in his 
school. 

Table 8 gives the answers to Question 4 by school size. In the 
schools over 1000 in enrolment the Junior Red Cross was reported 
91 times or by 61 percent. The Boy Scouts while second to the Junior 
Red Cross in the large schools were noted by 55 percent of the middle 
schools and 47 percent of the small schools. Although individually 





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Tue ELeventH YEARBOOK 169 





TABLE 7—QuveEstion 3: WHICH GOVERNMENTAL AGENCIES MAKE DIRECT 
ConTACT wiITH You AND THE EDUCATIONAL PROGRAM OF YOUR SCHOOL? 



































Groups 3 | | se | of | 28s 
Reported Ss | | Sw. | Se acs 
‘2s = nS = 26 i 
ae _..| 1 ot ooh DW iD 
(1) (3) (4) 6) | ©) (7) 
Health Department.. . 90.6% | 83.9% | 863% | 77.5% | 89.6% 
Public Library...... .| 82.8 82.6 | 64.7 61.8 85.2 
Police Department'...| 90.8 66.7 65.8 | 70.6 56.2 79.1 
Fire Department.....| 76.5 68.2 61.9 | 64.7 39.3 69.3 
Juvenile Courts...... | 74.0 58.9 52.9 37.3 30.3 63.0 
Street Department...| 13.4 8.3 ye 2.0 6.7 10.5 
Miscellaneous City De- 
partments......... 5.9 6.3 5.2 iarotavanand 34 | 54 
Engineering Depart- 
scien scene 4.2 3.1 - Cen: 22 | 33 
Miscellaneous State 
rere 3.0 1.0 A EO ee 22 | Bs 
Miscellaneous School! 
System Divisions...} 1.7 5 BS) bededebee 22 | 14 
Miscellaneous Federal 
PEN INI. ssl cK ce ecdin castes 0 ts weeanieeeenen i 








1Jiucludes safety councils. 

Read table thus: 92.8 percent of the principals of the 596 schools in cities 
over 100,000 in population reported contacts with the health department. Of the 
1083 schools, 79.1 percent reported contacts with the police department. 





the various organizations for girls are reported less frequently than 
the Boy Scouts, collectively the Girl Scouts, Camp Fire Girls, and 
Girl Reserves exceed the boys’ organizations. 

Table 9 reports the children’s organizations by city size. From 
cities over 100,000 to those under 5,000 the percents for the Boy Scouts 
are: 51, 50, 47, 61, and 61 respectively. The Girl Scouts are reported 
by the following percent of schools in each city group: 30, 31, 31, 39, 
and 45 respectively. While apparently the Girl Scouts show rela- 
tively large gains in small cities as compared with the large cities, the 
Camp Fire Girls and the Girl Reserves are reported most frequently 
in cities above 10.000 population. 


Summary—Approximately one-fourth of the members of the De- 
partment of Elementary School Principals answered an inquiry 
blank regarding the “outside contacts” of their schools. Of the 1083 
replies approximately 50 percent were from schools in cities over 
100,000 in population. Obviously, the conclusions and summaries re- 
flect complex urban conditions. In terms of school enrolment, the re- 











170 ELEMENTARY ScHooL PRINCIPALS 





TABLE 8—QUESTION 4: WHICH ORGANIZATIONS FOR CHILDREN ARE WORKING 
ACTIVELY IN YOUR BUILDING OR IN CONNECTION WITH You R SCHOOL PROGRAM? 





























School Size 
Groups : —| 1083 Schools 
Reported 149 Schools 516 Schools 418 Schools | of All Sizes 
over 1000 500-1000 under 500 | 
(1) (2) | (3) | (4) (5) 
| 
Boy Scouts................ 53.7% 54.5% 47.4% | 516% 
Junior Red Cross.......... 61.1 38.8 45.9 | 44.6 
CU IIE cc ewes cacseae 36.9 32.8 28.9 31.9 
Camp Fire Girls........... 17.4 | 18.8 | 16.0 17.5 
Girl Reserves.............. 16.1 | 18.4 11.5 15.4 
Miscellaneous Clubs for Boys 
and Girls. .............. 12.8 7.4 8.4 8.5 
Miscellaneous Clubs for Boys 7.4 | 7.9 3.1 6.0 
Denominational Groups... . 3.4 2.7 8.1 4.9 
Student Councils and Safety | | 
ROE | 27 | 4.7 3.6 | 4.0 
Miscellaneous Clubs for Girls | 4.0 2.5 3.1 3.0 
Four-H Clubs............. 1.3 1.0 6.0 3.0 


Read table thus: 53.7 percent of the principals of the 149 schools over 1000 in 
pupil enrolment reported contacts with the Boy Scouts. Of the 1083 schools, 44.6 
percent reported contacts with the Junior Red Cross. 








TABLE 9—QUEsSTION 4: WHICH ORGANIZATIONS FOR CHILDREN ARE WORKING 
ACTIVELY IN YOUR BUILDING OR IN CONNECTION WITH YOUR SCHOOL » Proc RAM? 





























City Size 
i=] f=} i=} i=] S 
Groupe s. | as | as | 3 i 
Reported 85 $s $s O.5 Se 
Ses | Ses | Se = =; 
58 | S58 | 88% | zSs | ees 
(1) (2) (3) (4) (5) (6) (7) 
Boy Scouts.......... 51.3% | 49.5% | 47.1% | 60.8% | 60.7% | 51.6% 
Junior Red Cross..... 43.6 46.4 44.5 51.0 43.8 44.6 
Girl Scouts.......... 29.7 31.3 31.0 39.2 44.9 | $1.9 
Camp Fire Girls... .. 20.6 10.4 16.8 23.5 10.1 | 17.5 
Girl Reserves........ 16.6 22.4 10.3 11.8 3.4 | 15.4 
Miscellaneous Clubs! 
for Boysand Girls..| 10.1 4.2 9.0 13.7 34 | 85 
Miscellaneous Clubs 
for Boys.......... 8.4 2.6 3.2 3.9 3.4 6.0 
Denominational 
Groups........... 4.9 5.2 6.5 5.9 11 | 49 
Student ; Saber and 
Safety Patrols..... 5.0 1.0 3.2 5.9 3.4 4.0 
Miscellaneous Clubs 
for Girls. ......... | 23 3.6 5.2 2.0 22 | 3.0 
Four-H Clubs........ zz De eee 3.9 7.8 18.0 | 3.0 

















Read table thus: 51.3 percent of the principals of the 596 schoula | in cities 
over 100,000 in population reported contacts with the Boy Scouts. Of the 1083 
schools, 31.9 percent reported contacts with the Girl Scouts. 














os 


) in 
4.6 


oN 








THE ELeEv ENTH £ EARBOOK 171 





plies are most representative of schools of 500-1000 pupils. The tables 
for the first four questions of the inquiry form may be summarized 
for the total group of answers, as follows: 

(1) The parent-teacher associations are e found operating in con- 
nection with 8 schools in every 11, mothers’ clubs in 2 schools in 11, 
luncheon clubs and adult study groups each work in one school in 

1. The parent-teacher organization was reported relatively more 
frequently in schools enroling under 500 pupils, and in cities between 
5.000 and 100,000 in population. 

(2) Child welfare groups were reported by 8 schools in 11, char- 
ity groups by 7 schools in 11, and denominational agencies by 5 
schools in 11, community welfare, patriotic, and health agencies each 
by one school in 11. School enrolment and size of community do not 
appear to influence the relative activity of the various welfare 
groups. 

(3) Among the more active governmental contacts the schools 
report: the health department by 10 schools in 11, the public library 
9 schools in 11, the police department 9 schools in 11, the fire depart- 
ment 8 schools in 11, and the juvenile courts 7 schools in 11. School 
size does not apparently influence the relative activity of these five 
governmental agencies. Schools in cities over 10,000 in population 
report the governmental contacts relatively more frequently than 
schools in the smaller communities. 


USEFULNESS OF THE OuTSIDE AGENCIES 


The inquiry form gave principals the opportunity to evaluate the 
usefulness of the various outside agencies. Persons replying were 
asked to take each organization in contact with the schools and to 
rate it in the light of a program of progressive education. The rat- 
ing terms were “very useful,” “useful,” “harmless,” and “detri- 
mental.” More specifically the principals were asked to answer this 
question : 


Are these agencies useful or harmful in connection with a modern and pro- 
gressive system of schools? 


A number of principals failed to make evaluations. For example, 
the parent-teacher association was reported in 805 schools, but only 
651 gave an evaluation. In the case of other outside contacts many 
principals failed to express their opinions. 

Very few organizations were designated as “harmless” and an even 
smaller number were rated as “detrimental” to the school program. 
The agencies marked as “detrimental” were, according to explana- 
tions given by several principals, objectionable because of propa- 
ganda or undiplomatic methods. These problems will be discussed 
further under subsequent sections of this report. 











172 ELEMENTARY ScHoont PriNciIPALs 





Table 10 gives a summary of the total vote on twelve of the agencies 
reported by principals in Tables 2 to 9. Columns 2, 4, and 6 taken 
together for each agency show the total number of times that the 
contact was reported in earlier tables. Column 8 gives the number 
of schools not reporting the contacts listed in Column 1. 

Column 6 is particularly interesting because it gives the number 
of principals who, though in contact with the various community 
groups, refused to give a rating. Does this mean that these princi- 


TABLE 10—NUMBER AND PERCENT OF PRINCIPALS RATING TWELVE OF THE 
CoMMUNITY Contracts Most FREQUENTLY REPORTED IN TABLES 
2 to 9, INCLUSIVE! 
































fi J; z roti | Did not Repo 
— VerUeetul. | Detrimental | Not Voting |_this C ‘ontac t 
— Percent . Percent — Pere arcent Num- | Percent 
(1) (2) (3) (4) (5) (6) | (7) | @&) | @) 
Parent-Teacher Association| 605 | 55.9 46 4.2 | 154 | 14.2 | 278 | 25.7 
Health Department....... 558 | 51.5 12 1.1 | 400 | 37.0 | 113 | 10.4 
Public Library........... 536 | 49.5 6 .5 | 381 | 35.2 | 160 | 14.8 
Police Department........ 389 | 35.9 33 3.0 | 435 | 40.2 | 226 | 20.9 
Child Welfare Groups..... 367 | 33.9 | 19 1.8 | 377 | 34.8 | 320 | 29.5 
J Boy Scouts.............. 342 | 31.6 31 2.8 | 186 | 17.2 | 524 | 48.4 
Fire Department......... 312 | 28.8 42 3.9 | 397 | 36.7 | 332 | 30.6 
Junior Red Cross......... 274 | 25.3 25 2.3 | 184 | 17.0 | 600 | 55.4 
/ Juvenile Courts........... 266 | 246) 31 2.9 | 385 | 35.5 | 401 | 37.0 
Charity Groups........... 253 | 23.4 37 3.4 | 394 | 36.4 | 399 | 36.8 
Girl Scouts....... Terre 226 | 20.9 20 1.9 99 9.1 | 738 | 68.1 
Denominational Agencies. .| 152 | 14.1 34 3.1 | 298 | 27.5 | 599 | 55.3 
| 














1Columns 2, 4, 6, and 8 across total 1083 cases and Columns 3, 5, 7, and 9 
across total 100 percent. 


Read table thus: In column 2 there were 605 principals who rated the parent- 
teacher association very useful or useful. These principals constituted 55.9 per- 
cent (column 3) of the total number of 1083 replies. Almost 26 percent of the 
principals did not report contacts with the parent-teacher movement. 





pals have utilized the contacts without forming any opinion as to 
their usefulness? For example, more than 50 percent of the prin- 
cipals who reported contacts! with the fire department, the juvenile 
courts, the police department, the charity groups, and the denomi- 
national agencies neglected to rate these contacts in terms of their 
usefulness to a program of progressive education. 

On the other hand, apparently several of the agencies have “sold” 
their programs of service to a majority of the principals in this pres- 
ent survey. These agencies include the parent-teacher association, 


1That is to say, 50 percent of the total number found in columns 2, 4, and 6. 


The percents given in column 7 are based upon the entire group of 1083 prin- 
cipals, many of whom had no contacts with governmental or other agencies, 





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Tue ELeventH YEARBOOK 173 








the health department, the child welfare groups, the public library, 
the Boy Scouts, the Girl Scouts, and the Junior Red Cross. 

School size—Are some of the agencies more useful in the large 
schools than in the smaller schools? Are the principals of the middle 
size schools relatively more enthusiastic about certain contacts than 
are the other principals ¢ 

Of the many agencies listed, seven were rated by 50 percent or 
more of the principals who reported them in connection with their 
schools. These seven agencies include: the parent-teacher organiza- 
tion, the health department, the child welfare groups, the public 
library, the Boy Scouts, the Girl Scouts, and the Junior Red Cross. 

Table 2 shows that the parent-teacher association existed in 52 per- 
cent (or 78) of the large schools of 1000 or more pupils. From de- 
tailed tabulations, not reported here, we find that 61 principals of 
these large schools rated the P. T. A. as useful. Therefore, 77 percent 
of those with this particular contact considered it worthwhile. Since 
this is the Aighest percent of approval it is given a rank of 1 in 
Chart I. The Girl Scouts were rated useful by 64 percent of the large 
schools, hence it takes second rank. In a similar manner, the various 
agencies were ranked for the three groups of schools as shown in 
Chart I. 

According to Chart I the parent-teacher association was rated 
relatively most useful in schools of all sizes. The public library held 
rather consistently to third place. The child welfare group was 
usually in last place. Apparently the Junior Red Cross has been most 
successful in schools of 500 to 1000 pupils. The Boy Scouts and Girl 
Scouts seem to increase in usefulness from the largest to the smallest 
schools. The health department dropped in relative usefulness in the 
smaller schools. 

No attempt has been made to analyze the reasons for changes in 
ranks in Chart I. Among the factors which may be operating are: 
(1) the adaptability of each agency to schools of the various sizes, 
(2) the tendency which often exists of bringing a more complete 
program to bear in the largest schools, and (3) the needs of schools 
of the various sizes for different services. 

City size—Using the same basis as for Chart I, it is possible to 
show the relative usefulness in terms of city size, as in Chart II. 
Once again, we are assuming that the rating of “useful” by a large 
proportion of the principals is an indication of the value of the par- 
ticular community contact. If the parent-teacher association was 
marked useful by 75 percent (of those who are experienced with this 
contact) and the child welfare group was approved by 50 percent. 
then the ranks given were 1 and 2 respectively. This method has been 
used in cities of all sizes in Chart IT. 








SSoulLlisge={] S44 eV VOTED Tee OS OR oo  * 





174 


ELEMENTARY ScHoont PRINCIPALS 





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176 ELEMENTARY SCHOOL PRINCIPALS 





Chart II shows the parent-teacher association, the Girl Scouts, 
and the Boy Scouts as rated on a consistently high level of useful- 
ness. Apparently, the Junior Red Cross program has demonstrated 
its greatest usefulness in connection with the schools in the largest 
cities. The welfare groups were evaluated as the least useful in the 
opinion of the principals reporting in this survey. 


Summary—One section of the inquiry form asked principals to 
indicate the community contacts which were very useful, harmless, 
or detrimental. Relatively few outside agencies were rated harm- 
less or detrimental in terms of the school’s program. Where the 
agencies were detrimental it appeared to have been due to propaganda 
or other unfortunate methods. 

Table 10 shows the outside contacts in the order of the total num- 
ber of favorable votes. In this ranking the first seven agencies were: 
the parent-teacher association, the health department, the public li- 
brary, the police department, the child welfare groups, the Boy 
Scouts, and the fire department. 

When we consider the outside agencies in terms of the percent 
approved as “useful” in comparison with the total number of con- 
tacts the ranking changes somewhat. The seven most frequently 
marked as useful on this new basis were: the parent-teacher associa- 
tion, the health department, the public library, the Girl Scouts, the 
Boy Scouts, the child welfare groups, and the Junior Red Cross. 

On this second basis the police and fire departments drop out of 
the first seven. The Girl Scouts and the Junior Red Cross move up 
among the first seven most useful agencies. This shift simply means 
that of the schools with the four groups mentioned above those with 
the Girl Scouts and the Junior Red Cross were relatively more en- 
thusiastic. Many principals, who have contact with the police and 
fire departments, were so indifferent as not to vote either approval 
or disapproval of the services rendered. 


Test Cases Pur Betore THE PrINcrpats 


The second part of the inquiry form sent to members of the De- 
partment contained six “test cases” or examples of how various 
agencies attempt to establish contacts with the schools. All of the 
test cases were imaginary as to specific detail but in general typical 
of instances often facing the school principal. 

In the inquiry blank each test case was printed in concise form on 
the left side of the page. The right half of the page contained sey- 
eral procedures which might be used in dealing with the agency. 
Fach principal was asked to check the “best” answer for his com- 
munity or to write in his statement of a better procedure. The data 
have been reported in this section in terms of school size. 





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Tue ELeveNtH YEARBOOK 177 





Athletic contests—Various types of athletic contests are held in 
many communities as a part of the regular school program. In a 
few cities these contests are encouraged by the local newspaper which 
“assists” by giving publicity, donating prizes, or supplying programs. 
Perhaps such joint sponsorships are maintained many times in good 
faith and with a positive educational influence upon their respective 
communities. The danger always exists that the desire for publicity 
on the part of the outside agency may seriously minimize the original 
altruistic and educational aims. Such a tendency was included in 
Problem A which was stated in the inquiry blank as follows: 

a. An agent of the local newspaper proposes that an athletic meet be held in 
the school. The newspaper promises to supply the publicity, donate the prizes, 
and furnish printed programs. The printed programs will contain a subscrip- 
tion blank for the newspaper. The teachers and the principal are to organize 
and to direct the pupils. 


Table 11 shows how the 1083 principals responded to Problem A. 
Only about 4 percent of the entire group reported that they would 
accept the newspaper offer as given. Twenty-nine percent would re- 
ject the offer with finality. Sixty-five percent would refer the prob- 
lem to the superintendent’s office. 


TABLE 11—ProstemM A: JOINT SPONSORING OF ATHLETIC CONTESTS BY 
SCHOOLS AND NEWSPAPERS 

















School Size 





1083 Schools 
of All Sizes 


Answer 











149 Schools 516 Schools | 418 Schools 
over 1000 | 500-1000 under 500 
(1) — (2) | (3) (4) | (5) 
Refer to Superintendent... . | 51.0% 64.1% 69.6% 64.5% 
a 42.3 30.2 23.7 | 29.4 
Accept Offer as Given...... 4.7 3.7 3.6 3.8 
ON Se een: (eer eee 1.4 2.6 ig 
Accept Offer with Reserva- 
RS 8) or Seas Saati andbacweore 2.0 6 5 FY 
0 100.0 | 100.0 


Total Percent......... | 100.0 | 100. 





Assembly speaker—Many schools are fortunate in being able to 
cbtain as speakers various public-spirited citizens. Such persons may 
make effective talks on business, citizenship. patriotism, travel, and 
other distinctly worthwhile educational topics. 

There are, however. a number of persons who seek, through talks 
to children, to advertise some commodity or propagandize their own 
peculiar viewpoints. Not infrequently such questionable motives are 
imbedded in a movie film, in a stereopticon lecture, or in an ordinary 
talk. Under the guise of an “educational lecture” these persons get 











178 ELEMENTARY SCHOOL PRINCIPALS 





before a group of pupils. Once on the platform the principal is pow- 
erless to control or to censor what the speaker says. 

Problem B contained the potential danger of “advertising” by a 
local business man. The problem was stated as follows: 

b. In a telephone conversation a representative of a “safety council” offers 
to talk to an assembly in your school. He has moving pictures showing high- 
way and city traffic practises which make for safety. He is the local agent for 
highway and building materials. 


Table 12 summarizes the decisions of the 1083 principals in regard 
to Problem B. Fifty-seven percent of the total group would refer 
the problem to the superintendent of schools. Eleven percent voted 
to reject the offer. Almost one-fourth (24 percent) of the group voted 
to accept the offer as given. 

Why did one-fourth of the group vote to accept the offer? Per- 
haps their experiences with this type of problem have always turned 
out to be educationally satisfactory. However, by accepting the local 
“building materials” man on “safet ty” these principals would estab- 
lish a precedent. It would be difficult then to keep out the local coal 


TABLE 12—Pros_eM B: OvTSIDE SPEAKER ON SUBJECT OF SAFETY 











School Size | 
= 1083 Schools 














ae | 149 Schools | 516 Schools | 418 Schools | of All Sizes 
| over 1000 500-1000 | under 500 
(1) | (2) | (3) | (4) oO 
| | re 
Refer to Superintendent....| 48.3% | 59.9% 55.3% 56.5% 
Accept Offer as Given...... 25.5 | 20.7 26.3 23.6 
Resect Offer... ..... 25.2... 18.1 10.3 8.1 10.5 
Accept Offer with Reserva- 
Or eS e 7.4 6.8 7.9 7.3 
No AMSWEP.... 0... ccc ceeet | 7 | 2.3 2.4 2.1 
Total Percent......... | 100.0 | 100.0 | 100.0 100.0 





dealer who wants to talk on “mining,” the grocer who ee aw sib - 
ful speech on “vitamins,” and the florist who is an “expert”’ on land- 
scape gardening. 

Charity events—As reported elsewhere in this survey the various 
charity agencies are helpful to the schools. Where unusual cases of 
need arise the principal often finds it necessary to refer the problem 
to a private agency which specializes in the work. 

Usually, the charity groups receive their funds from denomina- 
tional or special groups, or by public subscription. In other words. 
such agencies are supported largely by contributions from adults. 
From time to time individnals approach the school authorities with 
schemes to raise money through the school children. The plan may 





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Tue ELeveNtTH YEARBOOK 179 





or may not carry with it the official approval of the charity organi- 
zation. 

Problem C represents one type of appeal for a joint school-charity 
organization enterprise. The problem was stated as follows: 

ce. A local charity organization offers the services of a person to train the 
children of your school for a pageant. The funds collected are to be divided 
equally between the charity organization and the school. The teachers and 
principal are to promote the idea among the children, send advertisements to the 
homes, and handle the ticket sales. 


Table 13 summarizes the responses of the principals to Problem C. 
Fifty-two percent of the total group would refer the offer to the 
superintendent of schools. Thirty-eight percent would reject the 
offer. About 7 percent would accept the proposition as given or with 
reservations. 


It is a little difficult to understand the 5.8 percent of the principals 
who voted to accept the offer as given. Perhaps these school execu- 
tives live in communities where charity groups must render rather 
extensive services. Or perhaps these principals wish to encourage 
altruistic tendencies in their pupils. Important as these angles may 


TABLE 13—ProsLteEM C: Jornt Activiry By CHARITY GROUP AND SCHOOL 

















_ ~ School Size 
akcoaed | 1083 Schools 




















seed 149 Schools 516 Schools 418 Schools of All Sizes 
over 1000 500-1000 under 500 

(1) _ (2) 3)” (4) (5) 

Refer to Superintendent... . 40.3% 51.2% 57.7% 52.2% 
a re 56.4 39. 30.9 38.4 
Accept Offer as Given...... 1.3 5.8 7.4 5.8 
OT errr 2.0 Zh 1.9 2.0 

Accept Offer with Reserva- | 

WN a0 asia: Seats picccaih tata de Lions oid oscar | 1.6 2.1 1.6 
Total Percent......... 100.0 | 100.0 100.0 | 100.0 


| | | 





be the proposition stated in Problem C has serious objections: (1) 
the school becomes the machinery for advertising the activities of a 
small, organized group; (2) the school surrenders a portion of its 
time to outsiders; and (3) the school enters into ticket sales, promo- 
tion work, and other activities of doubtful educational value. 





Outside speakers—Often school executives are required to decide 
what to do about the volunteer services of professional lecturers. 
‘hese persons may be experts on geography, bird life, wild animals, 
astronomy, and other branches of science. When they arrive in a 
city these lecturers offer to talk free of charge in the schools so as 
to enlist interest in the regular paid programs. Other variations of 











180 ELEMENTARY ScHoot PRINCIPALS 





this type of problem are the local talent programs of various or- 
ganizations. 

Problem D presents one possible problem as follows: 

d. A war veteran offers, without charge, to tell your pupils about his experi- 
ences if he may be allowed to distribute circulars to the children. The cir- 
culars advertise an evening lecture by the veteran, at which an admission charge 


is made. He says that a percent of the income at the evening meeting is to go to 
the local veterans’ organization. 


Table 14 summarizes the decisions of the 1083 principals regarding 
Problem D. Fifty-four percent of the principals voted to refer the 
matter to the superintendent’s office. Thirty-one percent of the group 
reported that they would reject the offer. Only 2 percent indicated 
that they would accept the offer as given or with reservations. Ten 
percent (110 principals) would check the veteran’s plan with the 
local veterans’ organization. 

Undoubtedly, Problem D was complicated for many principals 
by the fact that the offer came from a “veteran” rather than an 
ordinary professional lecturer. In some communities the failure of 
the school authority to accede to the veteran’s wishes would be suf- 
ficient grounds for charges of disloyalty and lack of patriotism. Yet 
analyzed calmly the fact remains that the case should be decided on 
the basis of the potential advantages and disadvantages to the school. 
If the veteran submits a summary of his talk before he makes it the 
educator may check the statements against the school’s objectives. 


TABLE 14—PrRosLeM D: FREE ASSEMBLY TALK AS A PRELIMINARY TO A 
SERIES OF ADDRESSES 








School Size 





——| 1083 Schools 

















; Answer | 149 Schools 516 Schools | 418 Schools of All Sizes 
| over 1000 500-1000 under 500 

(1) (2) 3) | (4) |) 

Refer to Superintendent... . 43.0% 55.6% | 56.5% 54.2% 
Reject Offer............... 48.3 33.2 | 227 31.2 
Check with Veterans’ Bureau 6.7 6.4 | 16.0 10.2 
Accept Offer as Given...... 1.3 2.1 2.4 ya 
IIE igs namae en acs Uso bain cmede 2.3 2.4 2.0 

Accept Offer with Reserva- 

a. 44; Ses soley taeda g's er des m * A Pore ere 3 
Total Percent......... | 100.0 100.0 | 100.0 100.0 








If the talk is not censored in advance then the school may be seriously 
embarrassed by the public presentation of some extreme viewpoints. 

One interesting point in Table 14 is the reply from 10 percent of 
the principals that they would check with the local veterans’ associa- 
tion. This decision may have been prompted by various motives, such 





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Tue Eveventryu YEARBOOK 181 





as: (1) to obtain further information, (2) to expose any misrepre- 
sentation which may or may not have existed, or (3) to remonstrate 
with the local officials of the veteran’s organization as to the wisdom 
of their activities. These motives were not investigated in the present 
study. 


Free printed materials—Commonly used devices for getting in- 
formation into the schools are the free or cheap leaflets and posters. 
These materials vary from very poorly printed handbills to rather 
expensive booklets. The contents cover every conceivable topic, and 
may have been written by anyone from an unknown office boy to a 
world-famous specialist. Some of these materials do not contain the 
slightest indication of the sponsor, other leafilets bear a simple im- 
print, and still other publications imply in every other sentence the 
benefits of Licknstickum Library Paste. 

Problem E presented the problem of health booklets such as are 
furnished by various agencies. The statement of the proposition was 
as follows: 


e. A local insurance agent offers to supply your school with an attractive 
story book on health. The stories contain no advertising, but the name of the 
insurance company is printed on the title page of each book. 


Table 15 contains the answers of the principals to Problem E. One- 
third (36 percent) of the educators would refer the problem to the 
superintendent of schools. Another one-third (33 percent) would 


TABLE 15—ProsLemM E: HEALTH BOOKLETS WITH THE IMPRINT OF 
PRIVATE OR COMMERCIAL GROUPS 











School Size 


sinning anaicionntanabaion 1083 Schools 




















Answer 149 Schools 516 Schools 418 Schools of All Sizes 
over 1000 500-1000 under 500 
(1) (2) . (3) a (4) | (5) 
Refer to Superintendent. ... 26.9% | 36.4% 39.0% | 36.1% 
Accept Offer as Given...... | 82.2 30.4 37.3 33.3 
Accept Offer with Reserva- | 
GEIR Aes aa ae | 15.4 18.0 13.2 15.8 
DONIEE GHEE. ok ren cswwsnces 23.5 13.6 9.1 13.2 
ere err | 2.0 1.6 1.4 | 1.6 
cp aieeadeiamaiasl metas — 
Total Percent......... 100.0 100.0 100.0 100.0 











accept the health booklets under the conditions offered. Sixteen per- 
cent of the group would ask the donating agency to remove the title 
page with its objectionable advertising. Thirteen percent (143 prin- 
cipals) would reject the offer completely. 











182 ELEMENTARY ScHooL PrINCIPALS 





The fact that one-third of the principals voted to accept the offer 
of the insurance company indicates that the decision is not an easy 
one to make. It may be argued that since textbooks contain the im- 
print of the publisher, there is no harm in the insurance company’s 
name on the title page of the leaflet. Such an argument is not as sound 
as it first appears: (1) textbooks are selected on a competitive basis, 
but free health booklets depend upon the distributing ingenuity of 
the sponsors, (2) schools buy textbooks on a business basis while the 
acceptance of gifts places one under obligation, and (3) publishers 
deal in printed materials while the sponsors of free materials merely 
use the health booklets to advertise or to build up goodwill. 


Advertising through equipment—Local and national business 
groups often plan on getting their products before children by lend- 
ing equipment to the schools. Many times this cooperation is a sin- 
cere attempt to supplement the educational program. When the in- 
strument or equipment which is loaned displays the make of the 
product or the name of the lender the primary motive must be con- 
sidered to be advertising. 


Problem F presents a case of blatant advertising which is compli- 
cated by unusual circumstances. The statement of the problem was 
as follows: 


f. The President’s speech is to be broadcast from Washington, D. C., over a 
nationwide radio hook-up. A local radio store offers to lend a receiving set to 
your school. The receiving set is to display this sign: “Zippo Radio—Loaned 
by Jones and Smith Company.” 


Table 16 presents the replies of the principals to the proposition 
given as test case F. About one-third (36 percent) voted to accept 
the offer of the radio set with its sign: “Zippo Radio—Loaned by 
Jones and Smith Company.” Twenty-four percent of the principals 
would rent the radio if the advertisements were removed. Sixteen 
percent of the principals would reject the offer under all conditions. 
Twelve percent (129 principals) voted to refer the decision to the 
superintendent of schools. 


Perhaps the complicating phase of Problem F was the fact that 
the address over the radio was to have been given by the President. 
This fact, with its many educational values, ‘apparently outweighed 
the advertising dangers in the minds of one-third of the prince ipals 
in this present study. Yet these principals would be exposing them- 
selves to many future difficulties. On the occasion of the next impor- 
tant radio event there would be insistent offers—not only from the 
Zippo Radio dealer—but from those who sold Lippo, Nippo, Rippo, 
and Flippo radios. Upon what basis could a principal satisfy all 
of these demands for free advertising ? 








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THe EveventruH YEARBOOK 183 





TABLE 16—Prosptem F: FREE USE or Rapio SETS WHEN ACCOMPANIED 
BY ADVERTISEMENTS 



































| “School ‘Size 
. ea He ce ee ee 1083 Schools 
Answer | 149 Schools | 516 Schools 418 Schools of All Sizes 
| over 1000 | 500-1000 under 500 | 
(1) (2) (3) (4) (5) 
| 
Accept Offer as Given...... 33.6% 33.3% 40.0% 35.9% 
Offer To Rent Radio without | 
Pee ae aca peek oe oo 27.5 25.6 22.5 | 24.6 
Te | 24.8 15.3 14.1 | 16.2 
Refer to Superintendent. ... | 4.0 13.0 13.4 | 11.9 
Oe eee eee 7.4 6.4 5.7 6.3 
Accept Offer with Reserva- 
| Se EE reer 2.7 6.4 4.3 | 5.1 
Total Percent......... 100.0 100.0 | 100.0 | 100.0 





Summary—Six problems or test cases, illustrating attempts by 
outside agencies to get into the schools, were placed before 1083 
principals. The school executives were asked to study the problems 
and then indicate what they would do. If the answers given on the 
inquiry form were not the best, the person replying was asked to 
write in an answer. 

The six propositions in the inquiry blank were representative of 
those which principals must face almost daily. Every problem con- 
tained an element of selfishness. or propaganda, or advertising, or 
other elements calling for farsighted decisions. Table 17 summarizes 
the percentages of the total group making each type of reply. 


TABLE 17—PERCENT OF PRINCIPALS GIVING EAcH TYPE OF REPLY 
TO THE Stix Test CASES 











_Problem _ 
Replies = i a a ass 7 








(1) (2) (3) (4) (5) (6) (7) 





Refer to Superintend- 











| | 

eee 64.5% | 56.5% 52.1% | 54.2% | 36.1% | 11.9% 
Reject Offer......... 29.4 10.5 38.4 31.2 13.1 16.1 
Accept with Reserva- | 

Ree eee a + we 1.6 2 15.8 5.1 
Accept Offer as Given. 3.8 | 23.5 §8 | 2.1 33.4 35.9 
Other Answers....... 0.0 = 6|)~— (0.0 0.0 | 10.1 0.0 | 24.7 
No Answers.........| 16 | 2.1 20 | 21 1.6 6.3 

Total Percent...... | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 





Table 17 shows, in the cases of Problems A, C, and D, that over 85 
percent of the principals would either reject the offers or refer the 
decisions to the superintendent. Evidently, a majority of those re- 








184 ELEMENTARY SCHOOL PRINCIPALS 





porting have a very definite opinion as to how to deal with certain 
attempts to exploit the schools. 

Problem B did not show the unanimity of opinion as noted for 
Problems A, C, and D. About 67 percent of the principals voted to 
reject the offer or to consult the superintendent. Almost one-fourth 
of those replying were willing to accept the proposed speaker on 
safety education. Is the socalled “safety work” in Problem B a more 
subtle kind of advertising than in Problem A? Is it less objection- 
able for a local merchant to appear in person before pupils than it is 
for him to send leaflets for distribution in the classroom? Should a 
principal know in advance what a speaker from outside of the school 
plans to say to an assembly of pupils? 

Problem E showed a strong tendency for principals to accept 
health books in spite of the imprint of an insurance company. About 
50 percent would reject the offer or call for the superintendent’s ad- 
vice, but one-third of the group accepted the offer without reserva- 
tions. By accepting such an offer school executives admit that the 
schools are unable to purchase, or incompetent to prepare, compara- 
ble teaching materials. Also, accepting these socalled “health book- 
lets” would encourage other manufacturers or propagandists to use 
the same device. The result is a deluge of “health” materials which 
may hinder rather than help the school’s program of health instruc- 
tion. 

Problem F showed an even greater tendency for the principals to 
avoid the superintendent’s advice. Only about one-third (28 percent) 
voted to refer the proposition to the superintendent or to reject the 
offer altogether. Approximately 60 percent were willing to accept 
the radio as offered or to rent the radio without the advertisement. 
Even the elimination of the advertising sign would not change the 
precedent of accepting loans of radio equipment. Also, the placing 
of a particular make of radio before a group of pupils may be ob- 
jectionable if the competition between local. radio dealers is partic- 
ularly keen. 

This section of the study contains a summary of the reactions of 
1083 principals to six “typical” problems. The tables in this section 
indicate the principals’ vote. The discussion has restated the data in 
several cases, given editorial comment, and raised pertinent questions. 


Cases Reportep py THE PRINCIPALS 


One section of the inquiry form sent out in this present study pro- 
vided space for principals to describe various types of constructive 
and detrimental community contacts. A number of specific instances 
were reported. These cases were divided into two general types: 
(1) instances when the outside group came to the school authorities 





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Tue ELeventH YEARBOOK 185 





with a proposition, and (2) occasions when the school authorities 
asked various individuals or groups for help.! 

Type 1—Usually, cases falling under the first general group are 
based upon selfish or doubtful educational motives. The cases re- 
ported ranged from brazen attempts to exploit the schools for ad- 
vertising purposes to rather subtle combinations of service and sel- 
fishness. Several enlightening descriptions are given in this section. 

Principals often disagree as to the “undesirable” elements in a par- 
ticular community relation. The first statement below is by a prin- 
cipal in New York state. He is keenly interested in teaching thrifti- 
ness to his pupils. He wrote: 

A local bank furnished us book covers free of charge, but with their name 
on the outside. There is nothing wrong in having children begin to think about 
banks and bank accounts, particularly a reputable local bank. A pool hall would 
be a different story. 


Somewhat the opposite view on contacts with banks is shown by 
this statement from Pennsylvania: 


A small local bank desired to send its representative to talk to the children on 
thrift and to distribute bank advertising literature. I refused to permit this, 
explaining that the public schools must not be put in the position of endorsing 
any specific bank or other money making organization. Shortly after, the bank 
failed. 


Considerable ingenuity is shown by the following description of 
the activities of a book salesman: 


A well-known book company sent a representative into my building offering 
some excellent work books free which help train children to use the company’s 
encyclopedia. The superintendent had seen and approved the encyclopedias. 
Previously, this company had asked for the names and addresses of our sixth 
grade children for the purpose of selling in their homes. This was refused. 
However, the work-books looked good and the salesman was allowed to give the 
first lesson. At the close of the lesson each child was asked to write his name 
and address on his book so it would not be lost. Books were then collected by 
the agent (to be graded as a sample lesson to teachers) and the addresses of the 
children were taken from the covers. The school authorities had the books 
burned and sent a letter throughout the community warning the patrons. A 
letter of remonstrance over such methods was sent to the company. 


Contests are a constant problem to school people. A few of the 
types are as follows: essay, oratorical, marble, airplane, and the 
collection of wrappers. Most of these contests could be held outside 
of school hours under the direction of the sponsor and the parents. 
It is easier, however, to label these events as “educational” and to 
use the school machinery to reach the maximum number of children. 
No doubt, many of these contests have some educational value but 





10ne of the most complete discussions of the problem is given in the Report 
of the Committee on Propaganda in the Schools, National Education Association, 


1929, 47 p. 











186 ELEMENTARY SCHOOL PRINCIPALS 








school principals should give thoughtful attention to these questions: 
Does this contest open the way for many more of the same type? 
Are the results of this contest largely advertising or educational ? 
Does the school make any educational contribution to the contest, or 
is it merely the machinery for carrying out someone’s plans? That 
principals would not answer such questions alike is shown by the 
following three descriptions : 


A. One of the city baking companies offered to give the schools in this city 
prizes of $100. The prizes were to be given to the schools collecting the most 
bread wrappers. Purpose was to stimulate sales for their particular bakery. 
Our school refused because it was an advertising scheme. We believed that the 
school should not enter the contest because of the exploitation. There were sey- 
eral other bakeries in the city. When explained to the manager everything 
worked out nicely. 


B. We entered an airplane competition sponsored by a local newspaper. This 
project, though organized by a newspaper, brought out many ideas from children. 
It made better use of their leisure time. There was no solicitation for the news- 
paper. All parts as published in the paper were sold to the children at cost. 
When principals are given greater freedom in their responsibilities, these prob- 
lems work out much more satisfactorily. Freedom is challenging. ‘The more a 
school uses other incentives than academic matter, the more the school makes 
up, becomes modern; e.g., children always benefit. Of course, all problems must 
have thought. 


C. The local commercial club sought to promote an essay contest among school 
pupils on “Why the Chain Stores Are Detrimental to Community Welfare.” The 
apparent purpose was to use the school as an agency against this type of com- 
petition which was making inroads in the community. The club offered to pro- 
vide an abundance of reading material for use in preparing the essays. To keep 
this program out of the schools arrangements were made with the commercial 
club committee to have this essay contest promoted through the local merchants 
during the summer months when school was not in session. No reference was 
made to the contest in the public schools. Interest was created and stimulated 
by local advertising. The local commercial club found that the success of their 
plan was more far-reaching in accomplishing its purposes, because they had 
shouldered their own responsibility, and put over their program without using 
the schools as an advertising medium. 


Gifts of many sorts are often donated to the schools. These include 
pictures, books, book covers, candy, phonographs, and various in- 
structional materials. The alertness of principals to the “advertis- 
ing” is shown by the following five statements: 


A. Our local plant (makers of a nationally advertised drink) offered to give 
pictures of plants and animals to each class in school. We refused the offer 
because each picture advertised the drink by the picture of a small bottle in the 
corner. We are not advertising agencies and we do not want to encourage chil- 
dren to drink this beverage. 


B. The merchants in our community center sent, a “Santa Claus” over to our 
school last Christmas time with a candy cane and an advertising booklet for 
each child in the elementary department. We explained that we were not allowed 
to distribute advertising matter through the school. He apologized and left the 





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Tue ELEveENtTH YEARBOOK 187 








candy for the children insisting that as the children had seen him and as he had 
already given some away, the others should have some. The advertising matter 
was not distributed, but he was allowed to give candy to the smaller children. 
He was careful not to mention who had given the candy. 


C. Advertising agency delivered to school a large quantity of book covers, well 
made, nicely decorated but an advertisement for an ice cream plant. I refused 
to accept the covers. The agent had to take them out of the school. The rules 
of our administration distinctly state the schools may not be used as an adver- 
tising medium. We did not get the covers and things went as usual. 


D. An agent for a new candy firm offered to give each child a bar of candy. 
The purpose was absolutely advertising. I refused to allow the candy to be 
given the children in school explaining that we could not advertise any article 
through the schools. The agent accepted the decision and left. 


E. The local flour mill of our city has offered booklets to the school telling the 
story of wheat. Advertisements were printed conspicuously over the booklets. 
Their offer was refused by me with reasons stated. Next year they presented 
booklets without the advertising. 


Representatives of various commercial and philanthropic agencies 
attempt to place movie films or speakers before the pupils in the 
schools. Unless the principal requires a preview of the film or an 
outline of the talk he may be seriously embarrassed after the program 
has started. Apparently. in the following descriptions, a few prin- 
cipals are not aware of the potential difficulties involved in accept- 
ing “free” lectures. Other statements illustrate possible advantages 
to the school when the principal exacts rigid conformity to educa- 
tional standards. For example: 


A. A cooperative coal producers’ organization, not representing any par- 
ticular producer, offered to give an illustrated (movie) talk on the production 
of coal from earliest times to the present. This film was a very educational 
piece of work and the advertising involved was practically nil. T accepted the 
offer because of its educational value. The children got a great deal out of it. 
No specific coal company or brand of coal received any publicity. 


’ 


B. A lecturer on “health,” sponsored by some organization with a fine name, 
offered us a free speech. I checked up on him with the help of the local chamber 
of commerce. He left town. 


C. A local dairy wanted to send a speaker to talk to the children on the value 
of milk in the diet. The purpose was I believe philanthropic, or at least for the 
interests of the milk business in general and not for this particular dairy. I 
arranged for the speaker to come with the exhibit of white rats and two reels of 
film. I insisted that no local dairy be mentioned in any way; made sure that 
there was no advertising on the posters or films. Both dairy and school were 
satisfied with the resulting interest in milk. 


D. For several years the Blank Company has been sending a representative 
around showing a motion picture on “good teeth.” He sends back to us enough 
samples of dental cream for each child in the building. He uses no advertising 
of any kind during the showing of the picture. His purpose, of course, is to 
advertise tooth paste. We feel that the children get much valuable help because 
of the advice on the care of the teeth, and the increase in dental work following 
these visits. We are glad to have it done. 











188 ELEMENTARY ScHOOL PRINCIPALS 





Another type of exploitation is illustrated by the requests of vari- 
ous agencies for the help of children in selling tickets or soliciting 
money. By rights these agencies should “borrow” children directly 
from the parents. Because of the obvious difficulties they often try 
to enlist the school in the project so as to block possible parental ob- 
jections. The following illustrations reveal some of the procedures 
employed. 


A. A civic league planned an entertainment in which children of three schools 
were to take part. It was to be a “charity” entertainment, the money to be 
divided between the three schools. This event was planned for the schools with- 
out consulting the principals. It was learned also that at least four candidates 
for political office were to speak. Because the matter involved the people of the 
community and was under the guise of charity the principals hesitated to refuse. 
The matter was referred to the office of the superintendent and permission to 
use a school building was granted, but use of school children was refused. 


B. A representative of a seed company offered us half of all proceeds from 
pupil sales. Pupils were to solicit their own families. A few did not. While 
we could use the money we dropped the practise this year because we could not 
control the soliciting and people in the community object. 


C. A woman interested in pageantry appeared at our school to ask for children 
of grades V and VI in order that she might drill them in outside-school time for 
a pageant. The proceeds of which were to go to the local veterans’ association. 
The request was refused when questions arose as to the supervision of pupils 
within the building, and regarding the percent of funds to be given to the lady 
herself. 


D. The publicity committee of one of the local volunteer fire companies asked 
for assistance in giving a “home talent” show. They wanted a number of pupils 
to be trained for some dances by the teachers. They also asked us to sell tickets. 
Instead, we gave lists of names of pupils who might like to be in the show. One 
of the teachers offered her services in teaching the dances. The school was opened 
for rehearsals, announcement of the entertainment was made in the daily bulle- 
tin, but no tickets were sold at school. 


Type II—The preceding section has given illustrations of the type 
of propositions laid before school authorities by various outside 
agencies. Although there are exceptions, many of the propositions 
under Type I are motivated by selfish interests rather than by any 
altruistic desire to help children. 


Type II includes the cases where school executives go out to vari- 
ous non-school agencies and ask for help. Perhaps there are occa- 
sions when the school authorities appear to have narrow and sel ‘sh 
purposes. However, most of these requests arise from genuine edu- 
cational needs. When help is forthcoming under these circumstances 
the school is usually in position to guide the activity in accordance 
with well-established educational standards. 

The first statement illustrates how a principal enlisted community 
interest in planning a school building: 





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Tue ELevENtTH YEARBOOK 189 





The board of education planned a new school building. I was anxious that 
it should meet the needs of the district. For many weeks groups from the parent- 
teacher association met to discuss the plans. These groups included architects, 
builders, and engineers. They made a careful survey of needs. They met with 
the city superintendent, the board, and the school architect. They also planned 
the yard and did much of the work. I sought this help because of the failures 


in building programs in other parts of the city. The results were splendid. 


The second statement describes how nuisances were eliminated from 
the vicinity of two schools: 


A. I discovered that some of the school children were frequenting a confec- 
tioner’s in the neighborhood. The great attraction was a slot machine on which 
the children gambled. The police, as a result of some court injunction, were 
powerless. I called in the parents, both members and non-members of the parents’ 
association, to a meeting in the school. I presented the case and suggested that 
public pressure might be brought to bear on the store-keeper. A committee of 
parents visited him and threatened him with boycott if he persisted in keeping 
the gambling device. The machine was removed. 


B. This school lies in a region which was almost surrounded, ten years ago, 
by city dumps. These great holes were being slowly filled up but still bred thou- 
sands of rats. Boys constantly went to this dump on “hunting” expeditions and 
girls were frightened. All organizations seemed powerless to stop this nuisance 
and danger—until the Woman’s City Club answered my appeal by drastic meas- 
ures. The rats were soon exterminated and constant watchfulness prevented a 
return of the trouble. This campaign made the neighborhood safer and more 
sanitary. 


The third illustration shows how outside agencies can help to keep 
children healthy and in school : 


We have many undernourished children in school, mostly Mexicans. We fur- 
nish a mid-morning lunch of crackers and milk to those who need it and who 
cannot pay. The local veterans’ association have made this their project at our 
suggestion. This year they gave a show, movies and vaudeville, at the local 
theater and cleared nearly $190 which they donated to the school milk fund. 
The teachers bought. tickets, but did not help otherwise. 


The fourth statement tells how outside agencies may contribute 
to the course of study: 


The superintendent of schools wished to have our school study in detail a 
workable plan for teaching safety in the different elementary schools of our city. 
Aid in this project was sought first from the public library, and quantities of 
valuable material were forthcoming. Through a national safety agency we were 
put in touch with the safety experts connected with several of the local indus- 
tries who assisted greatly by contributing posters, and giving talks in our school 
assemblies. The chamber of commerce gave us the benefit of their influence, and 
considerable newspaper publicity had been given to the movement in the schools. 
As a result of our efforts and the valuable cooperation received a plan was worked 
out and passed on to the other schools of the city which has been quite generally 
followed. We feel that pupils are being made more careful and more safety con- 


scious through this type of teaching. 











190 ELEMENTARY ScHOOL PRINCIPALS 





Cooperation in beautifying a community is shown by the fifth 
description : 


Our school, situated in the negro district, decided to assist the community 
council and urban league in beautifying the environment by planting flowers and 
shrubs. The playground engineer was called in to help in plowing the ground. 
Our classes did the planting. The governor’s sister supplied seeds, and other in- 
dividuals donated plants. In addition, thirty-five families were sufficiently en- 
thusiastie to build window boxes to carry the project into their homes. More 
than an equal number have signed up for a “Better Homes” class next fall. 


The sixth presentation includes two statements on the extension 
of library services. In both cases the schools and non-school groups 
cooperated in enriching community life: 


A. The taxpayers’ association, the volunteer fire department, the police de- 
partment, the parent-teacher association, and the school all cooperated in se- 
curing a branch library in our school building. We are outside the nearby large 
city and had no library facilities. By a joint agreement of the board of edu- 
cation and the town board we were granted $3,000 this year to establish a branch 
library under the nearby town library. We are now issuing about 400 books per 
week to adolescent people in the community which is 80 percent foreign. 

B. There had been several attempts to start a branch library in the community, 
but all had failed. I enlisted the help of the parent-teacher association in ap- 
plying to the main publie library for a branch library on the school grounds 
under the care of the members of the P. T. A. At first different members acted 
as librarians, each for a period of several weeks, all without recompense. At last 
it was decided to let one woman who seemed particularly capable take complete 
charge, and pay her a small sum. She has built the circulation from 300 books 
per month to over 2200 books. The library is open now three afternoons and 


three evenings a week, whereas it started with one afternoon from two to five 
o’clock. 


Elsewhere in this yearbook are to be found further descriptions 
of types of cooperation between schools and non-educational agen- 
cies. Some of these accounts illustrate the dangers and advantages 
of Type I. Many of the illustrations show the usefulness of Type 
II. Because of the mixed motives of the sponsors of various socalled 
educational activities principals should anticipate any criticisms of 
the school’s participation. 


CoNcLUSIONS AND RECOMMENDATIONS 


The data submitted by 1083 principals of elementary schools brings 
out rather clearly certain general conclusions: 


(1) Many contacts exist between the schools and various non-school or out- 
side agencies. 

(2) A number of these contacts are advantageous to the school’s program and 
supplementary to the education of children. 

(3) Practically all outside contacts are associated with genuine dangers and 
sources of criticism. 

(4) In many instances the danger of the outside agency’s plan lies not in the 
proposed device itself, but in such associated factors as: (a) the misuse of 





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the use of the school’s 


school time, (b) the exploitation of minors, and (¢ 
equipment and personnel for private gain. 
(5) It is practically impossible to decide the merits of many local contacts 
on a national basis, or to give a general rule to cover all possible local conditions. 
(6) A major responsibility rests upon each principal to utilize the desirable 
community contacts and to safeguard the community’s children from selfish 
motives. 


What can be done about Type I propositions?—The discussion 
above has defined Type I proposals as those which originate with 
the outside individual or group and are placed before. the school 
authorities. The replies to the questionnaires suggest several pos- 
sible solutions. Perhaps in some communities these devices should 
be used singly or in combination. 

(1) Public opinion—One principal said that school authorities 
should encourage public opinion to condemn all efforts of non-school 
groups to establish contacts with the schools. While public support 
is useful in many specific instances, a “blanket” device of this type 
might prevent school authorities from utilizing their best profes- 
sional judgments. 

(2) Laws and board rules—Specific laws in some states forbid 
advertising and propaganda in the schools. Local board rules fre- 
quently forbid advertising. If these laws and rules are stated in 
general terms they usually give the educator sufficient support. There 
is always a danger, however, that a general device of this type may 
hinder the professional efforts of the school authorities and the local 
board. 

(3) Refer to the superintendent—Local board rules often require 
that proposals by outside agencies shall be submitted to the superin- 
tendent for approval. Ina number of the “test cases” discussed above 
a majority of the principals voted to seek the superintendent’s ad- 
vice. Several reasons support this practise: (1) contacts with outside 
agencies may affect the whole school system, and (2) the central office 
is often in better position to investigate the proposal. At the same 
time, referring all such matters to the central office may deprive the 
principal of opportunities to exercise his judgment, to meet local 
crises, and to direct the learning environment of his school. 


(4) Reject all offers—A number of the principals in this study 
were inclined to reject all offers from the outside. Such a position 
is recommended only by its ease of administr ation. It should be rela- 
tively easy to form the habit of saying, “No!” The viewpoint ignores 
the community contacts which exist anyway and it carelessly wastes 
many worthwhile educational aids. 

(5) Negotiate for satisfactory terms—In the test cases of the 
present study several principals indicated considerable ingenuity in 
negotiating for favorable conditions. These educators w ould accept 














192 ELEMENTARY ScHoon. PRINCIPALS 





practically all outside contacts if they could eliminate or minimize 
the undesirable features. Undoubtedly, this is the procedure under 
which many principals are operating. The greatest weakness is that 
each principal would be forced to depend upon his own experiences 
and knowledge. 


(6) Reviewing committee—One principal reported that in his 
city a committee of principals recommended to the superintendent 
the basis upon which community contacts should be approved. All 
decisions then are made at the superintendent’s office with the help 
of the standards proposed by the principals. 

Another possible plan would be to have the superintendent’s office 
submit all non-school proposals to the local principal’s club for appro- 
priate action. 

A third plan is to organize a committee consisting of the assistant 
superintendent, two principals, and two teachers. This small group 
could consider all community relationships from the angles of policy, 
administration, and instruction. 


Type 11—Community contacts which originate with the school 
authorities and then enlist outside aid are more easily controled. 
Certain general tentative principles of action may be stated as fol- 
lows: 

(1) Superintendent's approval—Contacts established by the in- 
dividual schools should be in general conformity with the policies 
of the superintendent and the school board. When doubt exists in 
the mind of the principal. he would do well to consult the superin- 
tendent before establishing the contact. 


(2) Freedom of action—Within the limits of general policy the 
superintendent is wise to allow the principals considerable right of 
initiative. Both as an administrator and as a supervisor the princi- 
pal should be free to adjust, to supplement, and to reorganize the 
learning environment of children. Principals learn how to make these 
adjustments by exercising authority and by profiting from experi- 
ences. 


The purpose of this present study has been to reveal the extent 
and the nature of school-community contacts. An effort has been 
made to point out the dangers as well as the advantages of such rela- 
tionship. No attempt has been made to formulate a final code of 
1ules. The need is not so much for national rules as it is for alertness 
to the problem, careful surveys, and the formulation of local policies. 
In meeting these needs local principals’ clubs should carry impor- 
tant responsibilities. As an aid in these local investigations a selected 
bibliography is inciuded at the end of this report. 





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Tue ELeEvENtTH YEARBOOK 193 





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2. 


SELECTED REFERENCES 


Lynp, R. S., and LyNp, HELEN M. Middletown. New York: Harcourt, 
Brace and Co., 1929. 550 p. 

A study of contemporary American culture with hundreds of facts on 
school-community contacts. 


MartTIN, Everett D., and BErNays, Epwarp L. “Are We Victims of Propa- 
ganda?” Forum 81:142-49; March, 1929. 
A debate on the nature and effect of socalled propaganda. 


MICHIGAN EpucATION ASSOCIATION. “Many Types of Propaganda in 
Schools.” Michigan Education Journal 9:513-15; May, 1931. 
A synopsis of a study made of propaganda by the Wisconsin Education 
Association. 


NATIONAL EDUCATION ASSOCIATION, Department of Elementary School Prin- 
cipals. The Principal and Administration. Ninth Yearbook. Washing- 
ton, D. C.: the Department, 1930. p. 605-56. 

Several articles which describe various kinds of school-eommunity con- 


tacts. 


NATIONAL EDUCATION ASSOCIATION, Department of Superintendence. Five 
Unifying Factors in American Education. Ninth Yearbook, 1931. Part 
Two, “The Articulation of the Schools and the Community,” p. 183-274. 

A survey of agencies engaged in adult education in Minneapolis. 


NATIONAL EDUCATIONAL ASSOCIATION. Report of the Committee on Propa- 
ganda. Washington, D. C.: the Association, 1929. 47 
Summary of typical community contacts with statement of principles. 


Opum, Howarp W. An Introduction to Social Research. New York: Henry 


Holt and Co., 1929. 488 p. 
Discusses the devices and technics of social surveys. 


Stark, SAIDEE E. How Schools Use Advertising Material. New York: 
Association of National Advertisers, Inc., 1930. p. 184. 
A study of the use made of advertising materials in home economics. 


THRASHER, FREDERICK M. “Research Projects and Methods in Educational 
Sociology.” Journal of Educational Sociology 5:178-87; November, 1931. 
Points out the possibilities of research in school-community relationships. 


U. S. DEPARTMENT OF COMMERCE, Bureau of Foreign and Domestic Com- 
merce. Suggestions for Outline of a City Survey. Domestic Commerce 
Series No. 45. Washington, D. C.: Government Printing Office, 1931. 

An outline of items or agencies to investigate on surveying the indus- 
trial and commercial aspects of city life. 


U. S. DEPARTMENT OF COMMERCE, Bureau of Foreign and Domestic Com- 
merce. Market Research Agencies. Washington, D. C.: Government 
Printing Office. 

An annual bibliography in the field of local surveys. 


U. S. DEPARTMENT OF COMMERCE, Bureau of the Census. Fifteenth Census 
of the United States, 1930. Washington, D. C.: Government Printing 


Office, 1931. 
Issued in leaflets for each state showing occupations, nationalities, age, 


ete., of both children and adults. 


WittraMs, AUBREY W. (editor). How Good Is Your Town? Madison, Wis- 
consin: Wisconsin Conference of Social Work, 1931. 124 p. 
Contains eleven schedules for making surveys of various community in- 


stitutions and conditions. 




















CHAPTER III 
SURVEYS OF THE COMMUNITY 


SOME UNORGANIZED INFLUENCES 
A Community SurvEY TECHNIC 
CoMMUNITY ANALYSIS AND ORGANIZATION 
COMMUNITY CONTACTS IN MICHIGAN 


[195] 











EDITORIAL COMMENT ON CHAPTER III 


Chapter III suggests ways in which the principal may 
examine and understand his community. The first articles 
show how a principal, through personal interviews and 
case studies, discovered the unorganized community influ- 
ences which affect children. A second contribution gives a 
rather detailed survey, the results of which were used in 
adjusting the parent-teacher work to the community. The 
use of data as to the intelligence of the pupils and the oc- 
cupations of the parents is shown in an article. The fourth 
contribution to the chapter is a brief survey of typical con- 
tacts in Michigan. 

What are some of the devices commonly used in studying 
a community? The principal may observe the people and 
organizations. He may interview the older residents, par- 
ents, and local leaders. He may join and participate in va- 
rious community clubs or projects. He may send out 
questionnaires to the adults of the district. He may invite 
the adults or a selected group to visit the school. He may 
study the city’s history, the chamber of commerce reports. 
and the municipal documents. He may cooperate with the 
police departments and bureaus of governmental control. 
He may examine children and from the all-important case 
history derive certain -eneralizations. 

Recent studies show that local areas or districts within 
cities vary greatly as to the tvpes and extent of juvenile 
delinquency. Both communities with high rates of de- 
linquency and those with low rates have certain construc- 
tive and negative influences. Among the major construc- 
tive forces are the home, the church, and the school. Dis- 
tricts where the amount of misconduct is low are the areas 
where the constructive forces are highly effective. This 
fact places upon principals the obligation to discover and 
to suppress or to control the forces of the district which 
are destructive to educational effort. 

The bibliography at the end of the chapter lists several 
publications which should be helpful in the community 
surveys of elementary school principals——/ditorial Com- 
mittee, 


[ 196 ] 














CHAPTER III 
SURVEYS OF THE COMMUNITY 
SOME UNORGANIZED INFLUENCES 


MAURICE C. LIPMAN 


Principal, Washington Irving School, Chicago, Illinois 


HE PRESENT PAPER will present briefly some of the ele- 

ments which constantly influence the child in the many hours 
that he is not under school control. It must be remembered that out 
of the 365 days of the year, at least 172 days are non-school days 
and that in the remaining 193 days the child is under school influ- 
ences only five hours out of twenty-four.1 Such facts indicate the 
overwhelming amount of time when not only the organized agencies, 
but particularly the casual elements, are surrounding the child with 
their influences. 

The interest of the writer was first drawn to the unorganized in- 
fluences in his regular work of handling problem cases at his school. 
Investigation of maladjusted children has disclosed such unexpected 
elements that the conviction has grown that more attention and re- 
search must be given in the future to such influences. 

Sources of data—The writer obtained his facts in two ways: (1) 
from the study of problem cases in his school, and (2) through per- 
sonal interviews with 84 pupils of the 6-A grade. 

Lest the material be misinterpreted, it should be stated that ap- 
proximately 79 percent of the membership of the school is of Italian 
immigrant parentage. The economic status of these families is defi- 
nitely of the lower, unskilled working classes. Poverty is general 
and a large number of the children may be properly classed as under- 
privileged. Such pupils are less likely to come under the influences 
of the organized social agencies such as the church, the Boy Scout 
groups, the Camp Fire Girls, and similar organizations. It is for 
this reason that organized elements are obviously potent in their 
effects. 

Boys’ gangs—The outstanding fact discovered in the examination 
of 46 boys was that practically all were influenced by some kind of 
club or gang. Usually it was only a group of boys banded together 
largely for play and adventure purposes. These socalled clubs fell 
into two types: 

First, those few clubs which met semi-regularly at the homes of 
the various members and which were under the observation of some 
parent. As far as the writer could discover there were no definite 


1The figures are for the Chieago school system which has a school year of 200 


days, minus certain legal holidays. 
[197 ] 





































198 ELEMENTARY ScHOOL PRINCIPALS 








plans or objectives in the minds of the group organizers other than 
the social gang-impulse to get together. In this type of club a few 
boys reported definite plans to play certain games. In one case, at 
least, there was the purpose of raising money in connection with 
charity work of the school. Otherwise, the activities of such club 
groups consisted of meeting and then going out upon the street to 
play, to sneak into a movie without paying, and during vacation time 
to get into a baseball game without a ticket. While clubs of this kind 
do not seem to have effects which are measurable, yet there can be 
no doubt that the intangible attitudes and standards are influenced. 
Fach of these boys brings to the group peculiar ideas which he has 
gathered in his associations, and thereby affects for good or evil all 
the others of his club or gang. 

The second type of club of boys is more nearly the true gang ac- 
tivity. The very places that these gatherings are held is an indica- 
tion of their nature and possible influences. My investigation showed 
such places as a neglected shed in an alley, an unused garage, a 
vestibule of an old deserted church, and in one case, a coal-shed un- 
der a sidewalk, which was entered by the boys through the upper 
coal hole. It was interesting to note that the thing that was of great- 
est appeal to the boys who were members of this type of club, was 
the mysterious possibilities of adventure in the dark out-of-the-way 
places, secret entrances, and silent exits. The ease with which this 
type of club falls into law-breaking activities can easily be imagined. 

Candy store—Another gathering place, strong in its influence 
upon the elementary school child, was the neighborhood candy store. 
Practically all the boys admitted that they liked to hang around such 
places. Here they satisfied. as far as their means allowed, their 
hunger for sweets, cheap toys, and possibly food in the form of the 
“hot-dog.” Even more thrilling was the exchange of stories of tricks 
played upon passing pedlers, of success in pilfering from depart- 
ment store tables, and of the pestering of unpopular residents of the 
neighborhood. Almost always in connection with such places there 
was the possibility of meeting with and getting pointers from the 
bigger boys who might have been more successful in the activities 
described. 


Grocery store—The grocery store affords another place of assem- 
bly. It is only slightly less popular among the boys than the sweet- 
shop. The store presents an attraction in the form of an occasional 
chance for work. The boy is sent by the grocer to deliver some of his 
goods. He is asked to help in the washing of the windows, or to un- 
pack the wares. All of this has a special appeal to the boy because 
it partakes of the activity of the adult and by participating in it 
he satisfies his ever-present desire to be a man. The work in itself 
may have a very beneficent effect on the boy. It may lead to a desire 








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Tue ELeventH YEARBOOK 199 





to be employed, a desire to help the family, and possibly an ambition 
to become a storekeeper and a respectable citizen. Unfortunately, 
some of the “hangers-on” in the grocery store are not always of the 
highest citizen type and may, therefore, encourage very undesirable 
ambitions and ideals. 

Garages—The more dangerous rendezvous of the boy group is the 
neighborhood public garage or repair shop. It is, of course, well- 
known that the automobile, or any other mechanical form of fast 
transportation, has a special attraction to the boy. He is inevitably 
drawn to the place where these are handled, repaired, and discussed. 
The men who are skilled with automobiles consequently acquire for 
the boy a glamour which may lead to a desire to participate in such 
activities, and later to become a leader in them. Here, as in the case 
of the grocery, there is the possibility that the boy will become am- 
bitious to be an honest and decent worker in the field. The greater 
likelihood is that he will be influenced by the “hanger-on” of such 
places who, in the neighborhood under discussion, pursues a ques- 
tionable vocation and uses vile language. Such social acquisitions are 
far from the ideal ones with which we would like our boys to have 
contact. 

In connection with the secret club activities of the boys, it is nota- 
ble that only one case had anything of the sex irregularity element. 
In fact the boys of this age (6th grade level) seem to be very little 
moved by interest along sex lines. The case above mentioned was 
not of the 6th grade group, but was a problem case that involved two 
boys both definitely subnormal and from especially bad home sur- 
roundings. 

Around the railroad tracks—Aside from the elements thus far 
mentioned which are made more or less possible by the gregarious 
impulse, there are influences which may be said to have more of the 
individual appeal. For instance, many of the boys admitted their 
fondness for free trips on the elevated railroad in our city. They 
would discover some accessible point through which they might 
reach the loading platform without going through the formality 
of paying the fare at the cashier’s turnstile. This stunt held a special 
appeal to most of the boys because it involved a double danger; first, 
that of being caught, and second, that of difficulty, such as climbing 
over high fences, jumping from roofs, and other dangerous acts. 


A number of the boys interviewed related their experience around 
railroad tracks and took some pride in the fact that they succeeded 
again and again in getting coal from that source to bring home to 
their mothers. The thing w vorthwhile noting here is, that this i is only 
another evidence of the influences which poverty at home may exert 
upon the child’s attitude and the activities into which it may lead 


him. 











200 ELEMENTARY ScHOOL PRINCIPALS 





Street trades—In the larger cities there are the attractions of the 
newspaper vending agencies. The two morning papers of our city 
put out upon the streets in the evening early editions of the follow- 
ing day’s paper. These editions require expeditious delivering and 
are usually centered at busy crossing corners, in the neighborhood 
of theatres, and other places where there is heavy pedestrian and 
automobile traffic. Many of the school boys are led to hang around 
such corners to help sell or to handle these early edition papers. In 
many cases these youngsters stay up until very late hours so that 
they come to school on the following day tired and sleepy. ‘The more 
important facts of this activity are the contacts which the boy makes 
here. He is likely to meet and see the racketeer, the cheap hoodlum, 
and the potential criminal, and often is the observer of some crim- 
inal or tragic act. 





Boys’ heroes—Popular heroes of various kinds are always potent 
influences in the lives of boys of the elementary school age. The 
writer’s inquiry showed that the well-known baseball heroes are the 
boyhood idols of today, although other national heroes might win 
temporary prominence. However, an even more constant influence 
is that exerted by the outstanding figures of the local community. 
Unfortunately, in the district under discussion, such figures are not 
of the highest order. The local successful racketeer or ward polli- 
tician is mentioned by a number of the pupils as the one they had 
in mind as worthy of emulation. 


Girls’ clubs—With the girls the home and church influences took 
up so much of the day’s time that there was comparatively little left 
in which unorganized agencies might exert their effects. Yet, the 
“gregarious instinct” led the girls to form into small groups. Aside 
from membership in the Camp Fire Girls and the Girl Scouts about 
half the girls were members of what they called clubs. These groups 
usually consisted of four or five girls meeting in the homes of their 
respective parents. 

One such club, consisting of colored girls, had a definite program. 
It was called the “Girls’ Safety Club,” and the members had done 
something toward protecting the smaller children from traffic 
dangers. 

Another club of fourteen girls met for the purpose of having par- 
ties and going to the movies. It was among the girls that the various 
radio clubs for children showed their influences. Practically all the 
girls had become members of such organizations as the “Wide Awake 
Club” or “Uncle Bob’s Helpers,” through which our newspaper radio 


1Some years ago one of the problem cases handled in this school told with pride 
that he was at the side of the man who was shot down on a street corner in a 
gangster feud. 








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Tue ELEVENTH YEARBOOK 201 





stations appeal to children. No doubt the daily broadcast of those 
groups had considerable effect on the girls. 

The more informal gatherings of the girls were in two places: 
the candy store and the library. The library (including church li- 
braries, Italian settlement libraries, and the public library branch) 
seems to appeal to practically all the girls. 


The movies—Perhaps the most potent unorganized influences for 
the girls were the movies. It will be noted that the discussion of the 
boys did not include the movies. The boys attended movies infre- 
quently, and although affected occasionally by a picture, there was 
no general interest in the movies or in any of the prominent figures 
in the movie world. It would seem that the moving picture show for 
the boy of this age level. is merely the interest of a short period of 
amusement to be forgotten when the theatre is left behind. 

With the girls the movie appears to be a very potent agency. Prac- 
tically every girl interviewed had as her life ideal one or two of the 
feminine movie stars. Judging from the favorites selected, the 
romantic element was the uppermost one in the minds of the girls. 
How great an influence the movies actually exert upon these impres- 
sionable youngsters is one that should be thoroughly studied and 
reported upon. There is, apparently, one effect upon the girls who 
constantly visit the movies that should be mentioned. This fact came 
out only through the study of special problem cases several years 
ago. Girls of low intelligence, who mature at a very early age and 
are not under strict home control. often get into the habit of pick- 
ing up boys with unfortunate, if not tragic, consequences. 


Other attractions for girls—A number of girls in the elementary 
school are influenced by older girls who are beyond the school age. 
When the older girls display finery and cosmetics the younger girls 
are impressed by such “wonderful” persons. Surely these “peacocks” 
have nothing but joy and happiness in their lives, and so the younger 
girls sometimes welcome the chance to join in the adventures of 
“pick-ups” in automobiles. The encouraging thing of the interviews 
was that a relatively small percent of the younger girls had par- 
ticipated in these escapades. 

The department store, with its attractively displayed wares, seemed 
to have a great influence on the girls. Two frankly confessed that 
they had helped themselves to some trinkets when the clerks were not 
looking. How many of the others had done so without confessing is 
hard to say. The chances are that this particular influence has been 
limited. A more disturbing effect is that department stores often at- 
tract some of these girls into going to work at an early age. Quite a 
number of the young elementary school girls declared that they 
might desire to get jobs as clerks. 











202 ELEMENTARY ScHOOL PRINCIPALS 





On the whole, however, the elementary school girls do not present 
any serious problem in relation to the unorganized elements in their 
community. Certainly, their problems are not nearly so pressing as 
are the unorganized influences among the boys. 

Conclusion—It has not been the intention of this paper to make 
interpretations of the facts presented or to prescribe remedial meas- 
ures. The writer intended only to state the facts discovered, but sev- 
eral conclusions seem so clear that he cannot refrain from recording 
them. 

The task of counteracting the destructive unorganized influences 
in the few hours of school time is a herculean one. The remarkable 
thing is that so large a majority of our pupils come through as well- 
behaved, well-meaning individuals, no doubt partly as the result of 
school influence. Two main avenues of avoiding the undesirable ef- 
tects of the unorganized elements upon the school children lie open: 
first, removing the offending elements (hardly possible); second, 
increasing in some organized fashion the positive influences of school, 
not alone on the child, but on his parents and the neighborhood. 





RANKLIN’S BIRTHDAY on January 17 provides a 

very suitable time for open-house week. We have found 
that parents do not visit school unless a special invitation is 
given them. The few times parents visit school is usually 
when a special extra-curriculum type of activity is going on, 
such as a football game or an auditorium program. What we 
want them to see is the regular everyday work as well as the 
special or “showy” activity.—Arvin N. Donner, Chapter VII. 




















resent 
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Tue ELEvENTH YEARBOOK 203 





A COMMUNITY SURVEY TECHNIC 


DorotHy C. Mortr 
Teacher, Englewood School for Boys, Englewood, New Jersey 


N EDUCATIONAL PROGRAM can advance only as the atti- 

tudes and values held by the community progress. Consequently, 
it is of the utmost importance that those who are responsible for the 
formulating and administering of any educational program, whether 
for the youth or the adult in a community, should have an objective 
comprehension of the shortages and resources of that community. 
Only so can any educational social agency do effective work. 


Outline of a community survey—The purpose of this article is to 
summarize the procedures and outcomes of a study of a community? 
of about seven thousand people. The purpose of the survey was to 
discover the shortages and resources for local parent education. 
Data were obtained by personal observation in the town, interviews 
with laymen and educators,’ and an examination of various local 
records.* 

For the purpose of this investigation the four composite neigh- 
borhoods® of the community will be designated as follows: (1) Hil, 
(2) West Side, (3) Village, and (4) Marginal. (See map).’? The 
conditioning factors, geographic and societal, may be summarized 
as follows: 


I. Geographic 
A. Nationalities: (No statistics; facts determined by contacts and in- 

quiry ). 

1. Hill: Preponderantly American parentage. 

2. West Side: Preponderantly American born. 

3. Village: Foreign parentage, and foreign born (Italian, Irish, and 
German). 

4. Marginal: 
a. East side: Foreign born, and foreign parentage (Irish and 

German). 

b. West side: American parentage. 


1The writer acknowledges the assistance of Dr. H. Kulp, II, of Teachers Col- 
lege, Columbia University, New York, N. Y. 

2Defined by Dr. Kulp as: “Area of adequacy of secondary contacts for a maxi- 
mum number of people.” 

3Including school superintendent, high-school principal, chairman of town 
planning committee, borough clerk, borough engineer, realtor, public health nurse, 
and county probation officer. 

4Records of both public and parochial schools. 

5Defined by Dr. Kulp as: “Area of gossip control on an intimate basis and 
area of face to face or primary contacts.” 

6Defined by Dr. Kulp as: “Area politically within the community, but many 
maintenance satisfactions met elsewhere.” 

7This map merely illustrates the possibility of graphic representation in con- 
nection with district surveys. 











204 ELEMENT: ARY ScHoon Princ IPALS— 










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Figure 1—Survey Map To Illustrate the Possibilities of Graphic Representations 
of Data 





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Tue ELEvENTH YEARBOOK 205 





B. Topography: (No map available; facts determined by observation and 
experience ). 
1. Hill: Surface rolling, soil productive, drainage excellent, and 
elevation high. 
2. West Side: Low grades, soil productive, drainage good, and ele- 
vation slight. 
3. Village: Surface flat, soil good, partly filled in swamp land, un- 
derground stream, and springs. 
4. Marginal: 
a. East side: Similar to Village. 
b. West side: Similar to Hill. 
[I. Societal 
A. Economic 
1. Hill: 
a. Land value $60-$80 per front foot. 
b. High economic status. 
c. Home owners, lawyers, doctors, bankers, brokers, executives, 
and entrepreneurs. 
2. West Side: 
a. Land values $45-$70 per front foot. 
b. Home owners, business men, clerks, teachers, and contractors. 
3. Village: 
a. Land values $35-$50 per front foot in residence areas. 
b. Home owners, plumbers, masons, truck-drivers, small con- 
tractors, small shopkeepers, and day laborers. 
4. Marginal: 
a. East side: 
1. Land values $40 per front foot. 
2. Residents similar to Village. 
b. ‘West side: 
1. Land values $70-$80 per front foot. 
2. Home owners, entrepreneurs, and lawyers. 
B. Attitudes 
1. Place consciousness : 
a. School boys dispute whether the Hill or the West Side supe- 
rior place to live. 
b. Feuds between Village boys and Hill boys. 
c. The West Side consciousness exploited by politicians; e.g., 
When new school site on Hill to be voted upon, site on 
West Side included on ballot. 
d. Recognition of West Side leaders and workers desirable in 
planning program. 
e. The Village folk think Hill folk wealthy and privileged. They 
fear anything being put over on them. 
2. Publie service: 

a. Episcopal and Presbyterian Churches used for meeting places 
for community projects such as: women’s clubs, men’s 
clubs, Boy Scouts, children’s dancing class, and two public 
school classes. 

3. Charity: 

a. The Hill loath to use Baby Keep-Well Station for fear of 
loss of status. 


4. Isolation: 
a. The Marginal (Rast Side), except for school attendance and 











206 ELEMENTARY ScHOOL PRINCIPALS 





voting, seeks satisfactions in the adjoining section of the 
City of E. 
b. The Marginal (West Side), except for voting, residence, and 
sports, seeks satisfactions in adjoining city and elsewhere. 
C. Values (A suggestive list only). 
1. The Hill and West Side (Slight social distance, homogeneous in 
values). 
a. Protestantism 
. Community improvement 
. Higher education 
. Small families 
. Physical health of children (universal) 
. Mental and emotional health of children (Limited value) 
. Public elementary school 
. Publie high school 
. Health education 
. Education for parenthood (Limited value) 
. Recreation 
Esthetics, arts, gardens, lawns (Hill especially ) 
. Citizenship. 
. Private schools (day, boarding, and college) 
2. The Village (Great social distance from the Hill especially). 
. Catholicism 
. Continuity of traditions 
. Wages of children 
. Large families (Taboo on birth control) 
. Physical health of children 
Public elementary school 
. Public high school (Limited) 
. Health education 
Sex education (Taboo) 
. Recreation 
. Movies 
Citizenship 
3. The Marginal 
a. East Side: Similar to Village. 
b. West Side: Similar to Hill in a, e, d, e, f, g, k, and n. 
D. Wishes 
1. Hill 
a. Security and response: 
1. Homes and families 
2. Religious affiliations 
b. New experience and recognition: 
1. Initiative 
2. Leadership in community projects 
e. Status: Private schools for children 
2. West Side 
a. Security and response: 
1. Homes and families 
2. Religious affiliations 
3. Jealousy of Hill 
b. New experience and recognition: 
1. Cooperation with Hill 
e. Status: 
1. Advanced education of children 


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Tue EveventH YEARBOOK 207 





3. Village 
a. Security and response: 
1. Homes and families 
2. Suspicious of innovations (afraid something is going to 
be put over on them) 
3. Catholicism and tradition 
b. New experience: 
1. Movies 
2. Parent-teacher association (first four Italian mothers 
who joined said “Now we will have another place to 
go”) 
4. Marginal 
a. East Side: Similar to Village 
b. West Side: 
1. Security and response: Homes and families 
2. New experience and recognition: Travel and patronage 
of city recreations 
3. Status: Expensive educations for children 
E. Juvenile Delinquency 1923-19281 
1. Assault (Example: boy, 15 years, 80 I. Q., Italian, spring 1927, 
before court). 
2. Theft (Example: girl, high-school, American, 1927, suspended 
from school, not before court). 
3. Petty misdemeanors (Example: boy, 14 years, subnormal, Jewish, 
1928, not before court). 
grade, Italian, 1926, 


4. Delinquency (Example: girl, 15 years, 6th g 
not before court). 
F. Technological 
1. Language 
a. Hill: English (literate) 
b. West Side: English (literate) 
ce. Village: Italian (many illiterate in English), Irish, and 
German 
2. Implements 
a. For primary contacts (mobility) 
1. Hill: Great mobility (permits use of schools and service 
: areas in distant communities); private cars, taxis, 
trolleys, trains, and bus. 

2. West Side: Mobility a little less than Hill. Somewhat 
fewer and cheaper cars. Also use trolley, train, bus, 
and taxis. 

3. Village: Mobility least. Use a few cheap automobiles, 
trolley, bus, and train. 

4. Marginal: 

a. East Side: Similar to Village. 
b. West Side: Hill to “nth” degree. 
b. For secondary contacts 
1Special class formed fall, 1927. Subnormal children previously had no 
specially adapted training. _No school psychiatrist to aid pupils in making 
emotional adjustments. Theft (No. 2 above) might have been prevented. Had 
the “wayward” girl (No. 4 above) had sex education and special training, she 
might not have had to be a “child” bride. If the “community consciousness” had 
heen enlightened a “child” marriage would not have been tolerated as a solution. 














208 ELEMENTARY ScuHoot Princrpas 





1, Hill: General and various; books, radio, and 59 per- 
cent of total number of telephones listed (inclusive of 
East Marginal neighborhood). 

2. West Side: General, but not as inclusively comprehen. 
sive in number of kinds to a family. Including West 
Marginal neighborhood, 28 percent of total number of 
telephones. 

3. Village: Few secondary contacts; 13 percent of total 
number of telephones (business and residential). 

4. Marginal: 
a. East Side: Relatively few secondary contacts. 
b. West Side: Similar to Hill. 

5. General: Local and county newspapers. 

3. Political 
a. Four voting districts: 

1. Population of 1825 persons. 

2. Population of 1625 persons. 

3. Population of 1825 persons. 

4. Population of 1500 persons. 

b. It is apparent from a study of neighborhood map that the 
Hill and West Side are each divided into two voting dis- 
tricts. Each of the four political districts contains a part 
of the village. 

G. Leaders (Community) (see map)? 
1. Leaders (Male) 

a. Mayor 

b. Police commissioner 

e. Determiner of school board policies 

d. Leaders in Republican polities 

e. Leaders in Democratic politics 

f. President of chamber of commerce 

g. Chairman, town plan committee 

h. Leader in formulating public opinion on matters of civic 
importance. 

2. Leaders (Female) 

a. Borough “poor mistress” and Republican politician 

b. President, Women’s Republican Club 

e. Leader and organizer of Italian women (Republican politician) 

d. Local chairman, anti-tuberculosis committee 

e. Local chairman, Red Cross association 

f. President, Woman’s Club 

g. High-school dean of girls, and chairman, program committee 
af P. T. A. 

h. President, local P. T. A. 

i. Public health nurse 

H. Social Agencies (See map) 
1. Public elementary school (approximately 600 pupils) 
2. Parochial elementary school (125 local pupils) 





1The Hill neighborhood contributes about 63 percent of total leadership, about 
40 percent of which is feminine. On West Side 20 percent of the leadership is 
feminine. 

Male leader indicated in village—not villager, resides at Inn, formerly West 
Side. The Village lacks leadership and is a field of controversy in crisis situa 
tions. 











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Tue ELeveNtH YEARBOOK 209 





3. High school, 153 local pupils (30 percent of total registration) 
4. Board of education 

5. Board of health 

. Police department 

7. Fire department 

8. Newspaper 

9. Baby Keep-Well Station 

10. Parent-Teacher Association 
11. Library 

12. Park (School athletic field) 
13. Private golf club 

14., Churches 

15. Movies 

16. Hospital auxiliary 


) 
> 
) 


a 


Outcomes of the survey—As a result of the survey, changes were 
made in the character of the programs of the parent-teacher associa- 
tion, and a definite effort was made to extend the size and the range 
of the intentional group to include representatives of the several 
economic and social groups having the “physical health” and the 
“education of children” as common values. (See: II, C, 1 and 2 of 
summarized outline above.) 

Topics chosen for consideration were varied and were discussed in 
non-technical language (See: I, A). Values and stereotypes, such 
as “infants,” “pre-school child,” “well-rounded personality,” “edu- 
cation for parenthood.” which permit of identification, were intro- 
duced in new situations to effect new attitudes. During “Book Week” 
the Association cooperated with the library. (See: IT, H of outline.) 

Social hours following lectures, opportunities to ask questions, and 
a card party and informal dance met the wish for personal response. 
(See: IT, D.) 

Because the community is an association of groups which direct 
community policy, it is necessary that intercommunication of ac- 
tivities and objectives among the groups should be continuous. The 
following persons and social agencies, because of their “rapport” 
with the Association and their positions of prestige within groups. 
were used for publicity purposes in the community: (See: IT, G, 2). 


1. The social service nurse (who is also school nurse) has entree into homes 
in various neighborhoods. Physical health of children is a universal “value” in 
the community. (See II, C, 1, 2, and 3). She used an old value and the wish 
for personal response to stimulate an attitude of interest in the Association. 
The Association cooperated with the nurse and the Board of Health on a diph- 
theria antitoxin campaign. Movies were also used in this campaign. (See: 
i, Th) 

2. The political worker among the Italian women was made a member of the 
membership committee of the P. T. A. She introduced the value “citizenship” 
in a new relationship. 

3. An Italian mother, organizer of “The Good Will Social Club” (a group of 
Italian women), was made a member of the membership committee. She used 











210 ELEMENTARY ScHooL PrINCIPALS 





the wish for “personal response,” for “recognition,” and for “a new experience” 
to stimulate interest in the Association. 


4. The president of the Association and the chairman of the program commit- 
tee gave informal talks to “The Good Will Social Club” to meet the wish for 
“personal response” and “recognition.” As a result of 1, 2, 3, and 4 and the 
appointment of residents of the West Side to chairmanships of and memberships 
on committees (See: II, A, B, C, and D), within six months the membership 
of the Association increased and became more heterogeneous, and the attendance 
double. 


- $648 > : 7 - ( : 
5. Notices 6f meetings were announced by the Woman’s Club and the five local 
churches. (See: II, H). 


As the printed word carries with it a connotation of authority and 
exercises great influence in shaping policies, regular use was made 
of the local and county papers. (See: II, H). Since adult education 
has news value because it challenges the traditional opinion that edu- 
cation ceases when one leaves school, the editors signified an interest 
in the activities of the Association and a desire to cooperate by put- 
ting them before the public. The county paper sent a reporter to the 
meetings. A tentative analysis of a questionnaire submitted to the 
members was made to determine which form of publicity acted most 
constantly upon the attention of the members. It appeared that 
announcements and reports of meetings in the local paper were the 
most potent form of publicity. 


The survey served to direct attention to the disproportionately 
few high-school pupils from the Village. (See II, H. 1. 2. and 3). 
It raised three questions: (a) Is it socially desirable that a 
greater number of these children should continue their education 
beyond elementary school? (b) If so, what type of education should 
be offered them? (c) How can economic obstacles and parental at- 
titudes be overcome? (See: II, C, 2). In response to these queries 
the parent-teacher program for the year included: (a) A lecture on 
a vocational school for the “hand-minded” in our county: (b) the 
initiation of a student aid fund; (c) a survey, in the form of a ques- 
tionnaire, to determine the need for a night-school. which was finally 
established and is well-attended. The last activity was carried on 
after the approval of the local board of education had been obtained. 
(See: II, H). 

Many other leads arising out of the survey, besides those presented 
in this paper, might have been developed to the advantage of the 
parent-teacher association and the community. This study is merely 
suggestive. It has opened up for further and more exact analysis 
several categories pertinent to the field of parent education. One 
field of investigation might be to determine what communities re- 
educate for citizenship the juvenile delinquent who is neither sent to 
the reformatory nor to an institution for the feeble-minded. In what 
communities does the delinquent continue the victim of the same 





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Tue ELeveENTH YEARBOOK 911 





type of education which produced him, as was the case in II, E, 1 
of the above outline ? 

Conclusion—Participation in a valuable social survey would tend 
to increase the esprit de corps among the teachers. A consideration 
of such a factor as “leadership” might reveal to the school people 
themselves that, except for their activity within the school, they are 
not exercising an influence in shaping public opinion on matters af- 
fecting the well-being of the children and in minimizing “cultural 
lag” by actively contributing to forward-looking community proj- 
ects. 

Maps and cumulative data kept over a period of years will furnish 
socio-historical records of a community which can be used for prog- 
nosis of probable future development. Maps may be used as visual 
aids in adult education programs to create a public opinion favorable 
to specific improvements. Maps showing distributions of school 
populations may prove useful in demonstrating the necessity for, 
and the suitability of, proposed school and playground sites. The 
urgency for instituting and enforcing definite safety measures can 
also be presented effectively by their aid. 





UBLIC SCHOOL entertainments and exhibitions are 

of incalculable importance because by no other means 
‘an the activities and accomplishments of the public schools 
be so permanently and deeply impressed. That the deepest 
and most lasting impressions are gained through sight is 
an educational principle that applies well in keeping the 
public educated as to school activities, procedures, and ac- 
complishments.—Rufus A. Duvall, Chapter VII. 




















212 ELEMENTARY SCHOOL PRINCIPALS 





COMMUNITY ANALYSIS ANID ORGANIZATION 


Douc.ias B. MILLER 
Principal, Maxwell Park School, Oakland, California 


HE FIRST JOB of any principal, consciously or unconsciously, 

is to analyze his community. This statement is true everywhere, 
for it is a cardinal principle of educational theory that the school 
should fit the program to the nature and needs of its particular chil- 
dren and community. Even in large cities, these factors vary with 
the differences in types of discipline to expect, methods to be em- 
ployed, content to be presented, problems to be solved, and standards 
to be attained. 

General observations of the community—Principals often hastily 
scan the horizon of their districts with an open ear for the tradi- 
tions and policies to which public opinion has been accustomed. The 
result of these general observations may be that the voices of a few 
interested and over-zealous individuals are taken to indicate what 
the community accepts in the way of educational objectives. School 
practise is made to conform so that the pulse of community life will 
not oscillate too greatly in its throbbings. 

The writer faced such a problem in entering his present situation 


three years ago. However, he tried to use various supplementary . 


technics to obtain data and practises which might influence construc- 
tively the administration of the school program. Certain problems 
immediately appeared: (1) There seemed to be a “different” com- 
munity attitude as to life, youth, and vitality which affected all civic 
matters. This pent-up energy, lacking constructive outlets, had be- 
come concentrated in several groups who operated at cross purposes 
with one another. (2) An unusually high ability and enthusiasm was 
exhibited by the children of the school which, coming from what 
appeared to be average home conditions, needed explanation. 

A hurried study revealed an unusual history for the district. Oak- 
land is divided into three geographical divisions—west, north, and 
east. Because of the impetus of prosperity during and following the 
war, the city enjoyed such a phenomenal and industrial growth that 
it was unable to accommodate the unusual influx of home seekers. The 
problem was intensified because many people who were employed in 
San Francisco preferred the advantages of the climate afforded by 
cities of the Eastbay, including Oakland. The first two sections of 
the city listed above being almost entirely saturated with homes, the 
influx naturally sought location in East Oakland. 

Seeing the opportunity to colonize a fine district, an enterprising 
merchant purchased a large tract of land and developed it according 
to a definite policy. The entire tract was subdivided into lots on 
which he built homes of a certain character. These were largely 








usly, 
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chool 
chil- 
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Tue ELeventH YEARBOOK 213 





standardized as to type and were sold, rather than rented, at ap- 
proximately a uniform price of from $6,000 to $7,000. Every neces- 
sary convenience was provided, including sewage, lighting, water, 
and paving. The entire district was restricted to white people and 
business was not permitted within the limits. Terms were attractive, 
and prosperous conditions made it possible for people to take ad- 
vantage of the opportunities afforded. 

The plan met with unusual success. Within four or five years the 
whole tract was sold to some four hundred families. Being home 
owners, and somewhat isolated from the rest of the city, a commu- 
nity within a large city was soon in evidence. Community pride de- 
veloped and still exists to a high degree. There arose the need for 
improvements such as street lighting, a carline extension, and a 
school. To achieve these ends an improvement club was organized. 
The objectives were accomplished within a few years, including the 
erection of a school building of six rooms. It was thought this would 
be sufficient for ten years, but it is significant that, when the doors 
were opened, all the rooms were filled and it was necessary to use 
two portable classrooms outside. During the next three years, these 
portables were increased to seven, until more children were housed 
outside than inside. Having accomplished its immediate purposes, 
however, the improvement club had ceased to exist, but interest in 
school work had resulted in a very active parent-teacher association. 

Such was the situation which the writer found when he became 
principal of the school in 1928. He recognized the rapid growth of 
the community, that its citizens were largely home owners, that as 
such, they were economically very stable, that an intense commu- 
nity pride had developed, and that the district spirit was very pro- 
gressive and aggressive. The need for an additional building to 
house the children and provide for future growth was presented to 
the superintendent and to the business manager. The request was 
made by the district, and with the cooperation of the city a five- 
cent tax was levied, all the proceeds of which were spent on the erec- 
tion of a fine, modern addition of eleven classrooms, a library, of- 
fices, and an auditorium with seating capacity of 600 persons. Con- 
struction of rooms, extent of equipment, and auditorium facilities 
make the school the most modern in the city. 

A study of the citizenry—By securing the cooperation of the teach- 
ers, pupil data cards were used to study the types represented among 
the parents. On cards, the occupations were written and the types 
were classified as follows: 

I. Professional, including: lawyers, doctors, ministers, teachers, inventors, 
architects, artists, accountants, and newspapermen. 


II. Business Men, including: salesmen, shop owners, contractors, managers, 
foremen, superintendents, and merchants. 











214 ELEMENTARY SCHOOL PRINCIPALS 





III. Clerical, including: office help, inspectors, shipping clerks, bank and post- 
office employees, and freight agents. 


IV. Skilled labor, including: all skilled tradesmen, mariners, and seamen. 
V. Unskilled labor. 


The large percentage of the first four groups in Table 1 largely ex- 
plains the interest, the progressive attitude, and the social levels which 
characterize the people. It indicates also that the people are able 
to appreciate and demand a type of education which develops both 
a knowledge of fundamental academic skills in their children, and 
one which affords opportunities for the development of higher ap- 
preciations and creative activities. Persons in professional, business, 
and skilled labor are associated with such terms as: success, initia- 
tive, vision, progress, energy, activity, and interest. Such persons 
are likely to be active in community enterprises. 


TABLE 1—DIstTRIBUTION oF TYPE OF OCCUPATION OF FATHERS 














Type of Occupation Number Percent 
I. 3s raksah aha wa nate aie nearer 41 s 
agg wate d ile ome mevaqretics 187 36 
an Se ead oud ete b aay 75 14 
I I cass dc6, bine krmid wee dn mnie dal 159 31 
ee IE BINIIOE .oicev db -vniaieewaewas niente 61 11 
ME os ccd gi iar ouer ee ae 523 100 











With this interpretation in mind, a definite effort was made to 
organize the school patrons into activities, with the school as a center, 
which would provide opportunities for social growth and a more 
complete realization of community life. Campaigns were launched 
for increased membership in the parent-teacher association with the 
result that for two successive years, it has had more than half of the 
mothers of the district on its roll. A room in the building was as- 
signed in which to carry on its activities. Last year the room was in 
almost constant use for parents’ classes in child training, public 
speaking, social hygiene, sewing, and choral groups. Committee 
meetings were held, and a small parents’ library was started. In 
the evenings, the association’s room was used for meetings, dinners, 
and other social events. These activities acted as outlets for the initia- 
tive of the patrons and served to make an active organization in which 
mothers not only wanted to become members, but to find expression 
for their individual interests. The school has benefited much in this 
by the awakening of great interest in all phases of the school pro- 
gram. The activities centered at school serve as a means of encour- 
aging visits by parents to the school and to the classrooms. 








nd post- 


men, 


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which 
e able 
; both 
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Tue ExeventH YEARBOOK 915 





Concurrently with this organization, but independent of it, a Dads’ 
Club was organized with similar aims, but with special appeal to 
men and boys. In its second year, the membership totalled 160 men. 
Their efforts have resulted in many social activities, school and com- 
munity improvements, assistance for unemployed men, and definite 
interest in father-son relationships. 

In the evening, the school has become a center for social activity. 
The auditorium is regularly used every school night by three Boy 
Scout troops, the Dads’ Club, and a ladies’ gym class. After school 
it has become a clubroom to provide indoor recreation facilities for 
boys and girls, including volleyball, indoor tennis, ping pong, table 
games, shuffleboard, and dramatics. In another room Camp Fire 
Girls meet, and it is planned that clubs of various types will meet 
under the guidance of mothers to collect stamps, sew, and carry on 
other activities. 

A study of the pupils—At the same time as the above study, an- 
other investigation was made of the ability of the children with ref- 
erence to the father’s occupations. While this constitutes another 
problem, it is so related to the study of the community as a whole 
that some of the data are herewith presented. We were interested 
especially in the general range and level of intelligence and the 
scholarship of the children. A study of the intelligence levels was 
made by means of individual and group tests. In most cases it was 
necessary to depend upon group tests. The data are presented in 
Table 2. 

TABLE 2—RELATION oF TYPES OF OCCUPATION OF FATHERS TO INTELLIGENCE 
OF THE CHILDREN 


























Pro- | Business Skilled Unskilled 
I. @ | fessional Men Clerical Labor Labor Total 

errr - 7 1 2 2 0 7 
eee 2 8 1 4 1 16 
er re 3 15 5 | 11 3 37 
|. ere 13 24 16 23 7 83 
eae 7 37 20 39 10 113 
Rik Soka Riackica:taaerk 3 27 10 | 16 18 74 
MS cs. wierercawea nur 0 14 4 12 3 33 
IIE 6: casardey Sacainces 0 0 0 3 0 3 

| ae eee 30 126 58 | 110 42 366 
2 a: re 114.61 105.94 107.50 106.15 100.00 106.90 





Criticisms may be made of the reliability of the occupational 
groups of the parents and of the accuracy of group tests. Therefore. 
Table 2 is not to be considered as scientific proof of factor signif- 
icance without these reservations. The data clearly indicate that 
there is relationship of the home environment from which children 











216 ELEMENTARY ScuHoot PRINCIPALS 





come, as represented by the social and economic status to which their 
parents have attained and the intelligence of the children. The 
median I. Q. in Table 2 for each group shows a tendency to go from 
the highest type as represented by professional men down to that of 
the lowest, consisting of unskilled laborers. 

Of great significance is the median I. Q. of 107 for the entire stu- 
dent body. This fact largely accounts for the unusual ability and 
enthusiasm early observed by the writer. How much of this is due 
to hereditary tendencies in parents of greater training and ability, 
and how much to greater background of experience and environment 
which professional people are able to give to their children, are 
problems for psychological research. The important point to us is 
that the median I. Q. for the children as a whole is above the normal. 
We therefore felt justified in raising our standards of expectation in 
relation to attainment and progress, with special encouragement to 
creative phases of work. and of wider activities of all types. 

Table 3 gives the scholarship ratings of 527 children for the re- 
spective groups of parents. Ratings were the subjective estimates of 
the teachers. 




















TABLE 3—ScHOoLARSHIP RATINGS OF CHILDREN FROM PARENTS OF 
DIFFERENT OCCUPATIONS 
Scholarship | Pro | | Skilled | Unskilled 
Rating fessional Business | Clerical {| Labor Labor Total 
(R) f |fmR| f |fxR| f |fxR| f | fxR| £ | fxR| f | fxR 
| | | 
1 9 9| 34| 34| 16] 16) 12! 12 5!) 5| 76) 76 
2 19; 38; 60/120; 26; 52; 61/122; 17) 34) 183)| 366 
3 17| 51} 81] 243] 34) 102; 71) 213) 31) 93) 234) 702 
4 0; O|; 8] 32 | 6; 24) 14) 56 5| 20! 33) 132 
5 0; OO; OO; O 0: @: 1 5 0 0 1 5 
: ee 45 | 98 | 183 | 429 82 | 194; 159 | 408 | 58 | 152 | 527 |1281 
Mean Rating oa | | ‘ : . . 
fxR 2.177 | 2.344 | 2.367 2.566 2.621 2.43 
S 





It will be seen from the mean scholarship ratings for each group 
in Table 3 that those children from the professional group achieved 
the best average. and that each succeeding group fares with less suc- 
cess. Factors such as intelligence (presented in Table 2), broader 
experience, better economic facilities, greater interest because of a 
more understanding attitude concerning life’s problems on the part 
of parents of the professional group need not be discussed here. 
The important fact is that social and economic levels do definitely 
affect scholarship (estimate of school achievement). as well as in- 
telligence (estimate of potential school success), and the school must 
reckon with such factors in developing its program. 





ar 


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Tue EneventH YEARBOOK 917 





Summary—Among the points to be summarized from the study 
are the following: 

1. The community was found to have had a rapid growth. 

2. The method of developing the community had the effect of 
selecting young, progressive, stable, and interested parents. 

3. The school was made the center of interest through the organi- 
zation of numerous social and educational activities in which every- 
one could participate and find satisfactions. 

4. The ability and scholastic achievement of the children directly 
reflected the social and economic levels of their parents. 

5. These factors directly influenced the type of program, the ac- 
tivities of the pupils, the standards to be attained, and the results 
actually achieved in the work of the school. 





NY AGENCY which aims to provide the youth with 

opportunities for wholesome companionship with adults 
and with training under this environment for development of 
character, physique, loyalty to parents and country, devotion 
to school and work, respect for order, and development of 
ambition, should very definitely contribute to a better ele- 
mentary educational program. The extent of such benefits 
naturally will depend upon how well these aims are carried 
out.—Charles M. Chapman, Chapter VIII. 




















218 ELEMENTARY ScHOOL PrINCTPALS 








COMMUNITY CONTACTS IN MICHIGAN 


ARNOLD C. GREGORY 
Principal, Raupp School, Lincoln Park, Michigan 


HE RELATIONSHIP of the principal to his community is a 

problem which has been the basis of some study, much con- 
jecture, and no little confusion of opinion. Which of the various or- 
ganizations and which of the activities of these organizations are go- 
ing to be classed as educationally wise and beneficial? What are the 
activities and organizations which the school principals are going 
to consider as propaganda or as legitimate advertising ? 

It appears impossible for most of our school systems to provide 
adequately, without assistance from philanthropic organizations, all 
of the physical, recreational, patriotic, spiritual, and educational 
attention required by the individual needs of the children. With this 
contention it appears at once to be a matter of selecting desirable 
activities of the various organizations rather than a question as to 
whether the principal shall permit or exclude the various social and 
civic agencies from participation in the school program of the child. 
The problem then is how will the principal determine which ac- 
tivities are acceptable and what course to pursue in gaining the good- 
will and cooperation of the various agencies of the community. 

The writer conducted a survey of nearly two hundred represen- 
tative elementary schools of Michigan during the early months of 
1931. The survey was made realizing that much had been said about 
this cooperation in a general and casual way but little data had been 
obtained and presented of a specific nature. Information was sought 
regarding (1) the membership of principals in the various civic and 
social organizations and agencies, (2) the specific measures of co- 
operation exchanged by the civic bodies and the school, and (3) the 
unique undertakings sponsored by the schools for the civic welfare 
of the community. As about eighty percent of the questionnaires 
were returned, it was possible to compile a fairly representative and 
comprehensive report of first-hand information. 


Summary of the data—Table 1 shows the percentage of elemen- 
tary school principals holding membership in the various organi- 
zations, based on the returned questionnaires. It will be noted that 
only the organizations reported most frequently are considered in 
this table. In order that a true interpretation is made, two highly 
important points must be kept in mind: (1) Many of the civic 
groups, especially the luncheon and service clubs, restrict their mem- 
bership to men, and (2) A factor, perhaps equally important when 
judging the extent of membership, is the fact that only elementary 


1The writer made this survey as Chairman of the Committee on Cooperation 
with Civic Bodies, Department of Elementary School Principals, Michigan Edu- 
cation Association. 








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THe ELeEvENTH YEARBOOK 219 





TABLE 1—MEMBERSHIPS REPORTED Most FREQUENTLY BY MICHIGAN PRINCIPALS 








Percent of Replies Reporting Each 





Organizations and Clubs! Type of Membership 
0 20 60 100 
Parent-teacher association =—=«_ | ww... ec ccccecccccsscbevces (65) 
eS Perret (44) 
Boy Scout committees = |............ (30) 


Service Clubs: Lions, Exchange, 
Kiwanis, Optimist, Rotary, 





eee Bec (27) 
Women’scivicclubs  |......... (23) 
Church and Sunday school |....... (22) 
Camp Fire Girls and Girl Scout 

committees = # # | —~—_|..... (19) 
Veteran organizations Peay 
Good government clubs «« s(B4) 
Library Boards . .(10) 

City beautification committees | . . (10) 
Mother study clubs . .(9) 
Y. M. C. A. and Y. W. C. A. | ..(9) 
Improvement associations | .(8) 
Ladies literary club | .(7) 





1There were 49 different organizations reported in the 150 replies. 





school principals were taken into consideration and not the rank 
and file of school teachers as a whole. 

Table 2 presents the specific measures of cooperation extended by 
the various civic, social, and welfare organizations towards the 
schools. The number of instances in which a school was involved in 
a particular undertaking is also given. The less numerous projects 
are not included although most of them are worthy and interesting. 
It will be noted that the first four items in Table 2 have to do with 
the elimination of physical or health handicaps. Most of the other 
types of help may be termed “supplementary” educational devices. 

Table 3 summarizes those civic movements with which the schools 
are actually affiliating themselves. Each contact implies that the 
school undoubtedly has endorsed the project, and permits participa- 
tion on the part of representative students of the school or by the 
school as a whole. The first few items here are welfare, and the next 
few items are civic in nature, and the last two or three supplement 
the regular academic program. 

Table 4 presents “unique” activities which are being sponsored and 
carried on solely by the school. Probably the majority of these un- 
dertakings are temporary measures. With the depression has come 
the need for financial assistance to provide for the unfortunate and 
the unemployed. The school teachers of Michigan can be proud of 
the splendid response they have made to meet this seemingly un- 
avoidable condition of emergency. Not only financially have they 
helped, but many other commendable plans have been carried out in 
the various schools of the state as shown in a study of this table. 











220 ELEMENTARY SCHOOL PRINCIPALS 





TABLE 2—TyYPeEs or COOPERATION Most FREQUENTLY EXTENDED BY THE VARIOUS 
CIvIc AND WELFARE ORGANIZATIONS 


Type of Cooperation Carried Number of Cases 
On in the Schoolt Reported? 
Welfare work: furnished food and clothing ~----------------------- 77 
renee DU TU a I a ic i in i esse 35 
Inn, SUN SOI i ricco enim ani nmin 32 
Assistance to physically handicapped ~-......-.-~-..------------~-.. 29 
Pernened sehooiveem equipment ............................-...- 25 
EE CRNNN ENE NN ori errti en eine ndiedinmcnanwinne 21 
ne SUSNOD TOF MUNI RID ieee scan cn ce cna ssnenencaccen 17 
Arranged baseball games for safety patrols __----------------------- 16 
Pusenasea yretures for cisssreome ................................- 14 
Sennen SOE. BASONINEO GONUN nena enn eases 12 
Presemsea Amorican flags to school .................................-- 11 
Provided prizes for spelling bee champions ~-.---------------------_-_ 10 
ene Sere RA GHD. a ccncenccnctmnsncwreneeccneesuceconns 10 
een ey WWE Dh GINS oii ee meen eneecsacaaa 9 
Assisted local athletic leagues and field meets __---------------------- 9 
COU ONEE DOP GUUROCEIEE GORIIIIUN, 6c cecs none nn-=s- 9 
omg primes for best essay contests —.......—............-.........- 9 


10ther aids reported fewer than nine times included: purchasing band instru- 
ments, radio sets, and playground equipment; sponsoring baby clinics and physi- 
cal examinations; and giving awards for skill or heroism. 

?There were 150 replies in all. 





TABLE 3—Mostr FREQUENTLY REPORTED AFFILIATIONS OF SCHOOLS WITH 
Various Civic MovEMENTS 


Number of Cases 


Type of Civic Movement? Reported4 
ne II INE: ii cain tierceene anise eee eew eee 76 
I a calla caecum ig gy beg sa 63 
SNe SURI: TRU sci cnasinses enneninenninasenseneninanineennnianaianmmesabteibtenmeiainning 62 
RE SOME OE ide oan one nene manana acincincemenedien 45 
PeUnUROEEE Gin? BONOUN WARIO oii is eek 31 
aumer Gag Denier Red Crom @rives ....................-.....-.-.... 28 
Penne GIO WRONI  ccta erie cenne nets ee ions cestone 21 
Me SOME PU WOE cirri tec c eee aeencimenencnsecncancean 20 
Collecting of old clothes for the indigent --.---------------------_--- 20 
SUNN UNI NNO sth cies var chet tn tong RE erence tate as a 18 
Ee ‘CNEUINNNES GON io enna cnxwecteeccesnecccmenen cane 18 
Memorial day celebrations (parades) .....=.~........................ 14 
ONIN OD i a a aid ote cared iad a Sy eaIa pa tira taanaiac emir 10 
rn IONE COO i acct a ca enh a Easpia anodic eink ecerniatnben anes came 9 
Better and eisaner shows for children ................................. 9 
RE REPO aint cacinicneciaka nna cewnmn wanna pou sane divnimdncinlemnin 9 


Other movements reported fewer than nine times include: benefit shows, un- 
empioyment committees, thrift campaigns, and reforestation activities. 


4There was a total of 150 replies. 








ARi0US 


»f Cases 
rted2 


nstru- 
physi- 


ITH 


f Cases 
ed4 


3 


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Tue ELEvENTH YEARBOOK 221 





TABLE 4—UnNIQUE UNDERTAKINGS CARRIED ON BY THE SCHOOLS 


Number of Schools 
Undertakings! Sponsoring the Plan? 
Teachers contributing approximately one percent of salary for emergency 
NY SI sii een So so en heme sabe eee 60 
Mothers holding special meetings in school building to sew garments 
OP IGE GOD. ecctiincincsiwinisscnsecnsimiabanbinnanuiias 21 
Raised money and collected food for Christmas baskets for poor families. 19 
Dressing dolls for goodieliow beaakets. ........ 2... 2. soca 17 
Constructed and repaired toys for Christmas baskets ~-_--___________ 16 
Teachers collected, repaired, and distributed clothing to needy families__ 14 


Teachers prepared faculty plays for benefit of P. T. A. and welfare work 13 
Teachers contributed to a special fund to furnish free lunches to poor 

CPO, aiid re eniae eanesanecenenedandinadieesnaen mene 1] 
Gpemsered chastity bridge parties ......22221.nnccscncncccncacensnce 9 
Guennored CRATICY “AUNIGte QeIGOS oo cease eweeesane 8 
P. T. A. and school committees working with local theatres for cleaner 


DIGUNNGS: TOY -CRINIOM oo eck icone 8 
Girls’ sewing classes made garments for both in-school and pre-school 
WG GRE, oe hee eneec neem nesses enone eeaaenae 8 


10ther activities reported less than nine times include: movies and entertain- 
ments to raise money for the needy, and payment of shoemaker to repair shoes 
of school children. 

*There was a total of 150 replies. 





A detailed treatment of all the activities of the various community 
organizations with respect to their relationship with the school and 
the educational program of the child is prohibitive in a treatise of 
this nature. Nevertheless certain tendencies and practises carried on 
in Michigan schools as revealed by this survey should be noted. We 
must consider the fact that a great many of the agencies listed in this 
article have national organizations or are national in scope. It would 
be reasonable then to assume that many of the activities sponsored 
by these organizations are carried on in the schools of other states. 
Again, some of the organizations are international and it is prob- 
able that their undertakings in foreign countries are similar to those 
‘arried on in this country. 

There appears to be a definite tendency on the part of school 
principals to affiliate themselves through membership with the va- 
rious civic and social organizations. This fact is revealed by a sub- 
sequent study of “service clubs” by the writer during the past sum- 
mer. Although incomplete, Table 5 is convincing evidence that 
schoolmen are realizing the important contacts to be made in their 
respective communities through membership in service clubs. This 
table is compiled from results obtained through a questionnaire sent 
to the offices of the various national and international clubs. It is 
important to note that nearly all of the service clubs have come into 
being within the last twenty years. Educators were quick to grasp 
the vast opportunity for direct community contacts which are avail- 
able through membership in these organizations. 











222 ELEMENTARY SCHOOL PRINCIPALS 





TABLE 5—NuMBER or EDUCATORS HoLpINa MEMBERSHIP IN THE SERVICE CLUBS 


Number 

Name of Club! of Educators 
PE BND CD occ ecw ccc nnwcctcceseeneswasnsneccceccs 731 
Ne a ce esc seas ences ee ann en Ame peti 5,614 
SE ais sgt nc ecacag ot Diese Gratien d ae ea ae Ate eee ne deneeies 2,450 
En ES RTE Te 165 


DEY RUN sites cacnctiinktn ne weeniaecemmienie meee 3,500 


1No definite information available for the Optimist, Civitan, and Cooperative 
organizations. 





To avoid any misunderstanding on the part of the reader the term 
“educators” in Table 5 includes men engaged in all branches of the 
educational field, such as public school superintendents, principals, 
and teachers; private school teachers; public librarians, and direc- 
tors of industrial education. 


Other supporting evidence of the popularity of service clubs with 
schoolmen was demonstrated in the recognition accorded by the De- 
partment of Superintendence of the National Education Association 
at their convention in Detroit, February 21-26, 1931. Arrangements 
were made by several Detroit service clubs to hold luncheons for visit- 
ing members in which the following clubs participated: Kiwanis, 
Rotary, Lions, Civitan, Exchange, and Optimist. 

In interviewing several school superintendents, the writer was told 
that they encourage men members of their school staffs to join service 
club organizations. 


Conclusion—Community affiliation permits the principal to influ- 
ence the policies of the various organizations and movements. He is 
able to keep the organizations informed as to the changing trends 
and newer philosophies in the field of education and to encourage 
such bodies to adjust their energies accordingly. He is also in a 
position to secure various aids and assistance for the school to sup- 
plement the educational program in caring for the welfare of the 
children. By allowing the school children to participate in certain 
desirable community projects the school is able to teach good citizen- 
ship and make them “community conscious.” 


What type and to what extent such contacts with the school should 
be permitted is highly controversial. However, as stated in the be- 
ginning of this article and as indicated by the survey, the commu- 
nity agencies are present and are assuming a tremendous share of 
the educational program. Apparently the schools are accepting their 
existence and in most cases offering a high degree of cooperation. 
Whether or not all of these activities are educationally wise; if the 
socalled value of these activities actually compensates for the loss of 
time and energy; or whether propaganda is the uppermost thought 
in the minds of the sponsors is not the purpose of this article. 








ee 


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ber 


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Tue ELeveNtH YEARBOOK 293 





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SELECTED REFERENCES 


AtMACcK, J. C., and Burscu, JAMES F. The Administration of Consoli- 
dated and Village Schools. Boston: Houghton Mifflin Co., 1925. Chapter 
22, “Organizing the Community,” p. 411-34. 

How the small town school can help with community activities. 

BaGLEy, WILLIAM C., and KytTE, Grorce C. The California Curriculum 
Study. University of California Printing Office, 1926. 430 p. 

An analysis and criticism of the California school curriculum. Pages 
247-331 present factors affecting curriculum revision; i.e., public attitude, 
pupil progress, and pupil mobility. 

Boyer, Puiie A. The Adjustment of a School to Individual Needs. Uni- 
versity of Pennsylvania, Philadelphia, Pennsylvania, 1920. 141 p. 

A principal collects objective data on the community, the parents and 
the pupils. These data are used in recommending changes in the school 
building, organization, curriculum, and methods. 

CUBBERLEY, E. P. The Principal and His School, Boston: Houghton 
Mifflin Co., 1923. p. 533-66. 

Treats various types of school extension activities. 

Gist, ARTHUR S. The Administration of an Elementary School. New York: 
Scribner’s Sons, 1928. Chapter 2, “The Community,” p. 25-48. 

General treatment of the principal as a leader in community affairs. 

HAMTRAMCK PUBLIC SCHOOLS Housing the Children. Research Series No. 1. 
1926. 123 p. Hamtramck, Michigan. 

Many practical suggestions for the principal who wishes to study the 
community, parents, and pupils of his school district. 

Heck, Arco O. Administration of Pupil Personnel. Boston: Ginn and Co., 
1929, 479 p. 

Discusses types, purposes, and uses of pupil personnel records. 

KyTE, GEORGE C. The Reorganization and Administration of an Elementary 
School to Meet the Needs of a Community. University of California Press, 
Berkeley, California, 1925. 144 p. 

How a principal obtained objective facts on his school community and 
used these to improve instruction. 

LANE, Rosert H. A Work Book for Principals and Supervisors. School 
Publication No. 175. 159 p. 1929. Los Angeles City School District. 

A handbook on many problems in administration and supervision. 


. Micuican STATE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS. Fourth 
Yearbook, 1930. Lansing: Michigan Education Association. Part IV, 
“Community Leadership,” p. 75-92. 

Original articles and reviews on the principal’s role in community con- 
tacts. 

MoEHLMAN, ARTHUR B. “The Elementary School Principal in Publie Rela- 
tions.” Nation’s Schools 7:43-46; April, 1931. 

Describes the principal as the most important field agent in a program 
of public relations. 

NaTIonaL EpucatTion Association, Division of Research. “The Principal 
At Work on His Problems.” Research Bulletin 9:93-158; March, 1931. 

A survey of the various phases of the principal’s work. Many sugges- 
tions for articulating duties so as to bear on the improvement of instruc- 
tion. 

ReEEDER, Wiarp G. The Business Administration of a School System. Boston: 
Ginn and Co., 1929, Chapters I, II, VII, XI, XII, XIII, XV, and XVI. 

Section on the use of the school plant, maintenance, janitors, school in- 
ventory, and supplies. Practical suggestions for making routine ad- 
ministration less time consuming. 











CHAPTER IV 
HOME CONTACTS SOUGHT BY THE SCHOOL 


PERSONAL LETTERS BuILD CorDIAL ATTITUDES 

PREPARATION FOR HOME VISITS 
A METHOD OF HoME VISITATION 
THE RuRAL VISITING TEACHER 

THE VISITING TEACHER IN NEWARK 

THE VISITING TEACHER IN MINNEAPOLIS 
THE ATTENDANCE OFFICER 
HoME CALLS OF THE SCHOOL NURSE 











EDITORIAL COMMENT ON CHAPTER IV 


The articles in this chapter show some of the methods 
used by school people to reach into the home for the help 
so necessary in training the whole child. Several authors 
describe the activities of the visiting teacher ; one contribu- 
tor presents the work of the attendance officer ; and another 
tells of the school nurse’s work. A contributor from 
Hawaii stresses the importance of the teacher knowing the 
child thoroughly before going into the home. Another ar- 
ticle presents a plan whereby classroom teachers may visit 
the homes. The types and uses of form letters are described 
in still another contribution. Several articles refer to the 
economy and the value of many kinds of printed messages 
to the homes. 

Several questions should rise naturally at this point in 
the mind of all readers. Why is it necessary for school 
representatives to visit so many homes? What need is there 
for nursing services? What use is made of the informa- 
tion obtained? What connection exists between home con- 
ditions and classroom activities ? 

Although some of these questions are answered in this 
chapter the Editorial Committee wishes to emphasize cer- 
tain points: (1) children are learning most of the time 
whether in school or out, (2) the period of the day and 
night when children are under the direction of non-school 
agencies is longer than the school day, (3) the habits and 
attitudes acquired by children outside of school may nul- 
lify the classroom work, (4) the mood in which children 
leave home in the morning often determines the success 
of the day’s school work, (5) parental attitudes due to mis- 
information may be reflected in the child’s classroom at- 
titude, and (6) the school can teach best what the child 
needs to know when the teachers are familiar with the 
home background. 

Contacts between the school and the home are not one- 
sided. It is often more important to give the parents in- 
formation than it is to obtain facts about home conditions. 
Often the inarticulation between the school and the home 
is due to false impressions gained by adults from secondary 
sources. 

A number of useful references are provided at the end 
of the chapter for those who wish to read further on the 
topic—Fditorial Committee. 


[ 226 ] 











CHAPTER IV 
HOME CONTACTS SOUGHT BY THE SCHOOL 


PERSONAL LETTERS BUILD CORDIAL ATTITUDES 


FLORENTINE PETERS 
Principal, Garfield School, Chicago Heights, Illinois 


ERSONAL LETTERS from the principal, the teachers, and the 

pupils are used by us to establish cordial relations and friendly 
cooperative attitudes between the school and the home. It is part 
of our responsibility as teachers to help parents to recognize the many 
factors that condition learning outside of the classroom. Misunder- 
standing and criticism may be avoided by explaining the many new 
activities of a modern, progressive school. Often the child discusses 
at home the club activities, the reading group, and the assembly pro- 
grams, but he is not able to explain the aims and value of such ac- 
tivities. The school, through constructive cordial letters, may give 
the parent regular and systematic information as to the whole edu- 
cational program. 

The keynote through which the school may develop contacts with 
the home and awaken an appreciation of the child’s efforts is that 
of celebrating the child’s successes. “Praise him (the child) for his 
better grades, and for every bit of evidence that you can get of his 
meritorious work at school. Don’t look for big improvements; seize 
upon the little ones and play them up,” says Garry Myers.! Mothers 
are intensely interested in the progress and achievement of their 
children while the teacher understands child psychology and methods 
of teaching. Both need to cooperate in order to understand the view- 
point of the other. Too often, the only written message that the 
parent receives is one relating to misbehavior but we are making a 
conscientious effort to send pleasant messages into the home and as 
an appreciation of children’s efforts and achievements to establish 
right relationships with the parents. 

The public school touches all types of homes. In some of these 
homes the parents do not know what constitutes good child care nor 
are they skilful in instilling or creating ideals. It is the heritage of 
every child to develop to the best of his potential abilities, but chil- 
dren cannot develop properly unless they are physically fit and have 
right ideals and standards. How may some of these ideals and stand- 
ards be built up? The principal and teachers may use citizenship 
letters couched in courteous form but which point definitely to the 
care of children and the instilling of ideals for which the home is 
largely responsible. 


1Myers, Garry C. “On the Home Stretch.” Child Welfare 23:467; May, 1929. 











228 ELEMENTARY SCHOOL PRINCIPALS 





Examples of letters—The letters which follow are indicative of 
school situations which may be utilized in securing goodwill, stress- 
ing child care, instilling ideals, giving information about school in- 
struction, reconditioning problem children, civic undertakings, ap- 
preciation of children’s efforts, care given by mothers, and cour- 
tesies extended to the school. 

1. Setting up school objectives which depend on home cooperation 
for their development—The following letter was sent to all the 
homes at the close of the first month of school. 


Garfield School 
October 9, 1931 
Dear Parents: 

This first month of school has been a busy as well as a happy one for the boys 
and girls of the Garfield School. We are glad to have them under our direction 
again. 

They have forgotten much that they learned last year and we have had to spend 
much time in review work this month. We expect the boys and girls to make 
much progress in their school work this year, but we are especially anxious to 
have them become good citizens at school as well as at home. 

We are trying to teach them respect for property which means taking good 
care of their books, the lawn with its shrubs and flowers, their playthings in the 
home, their desks at school, the walls and furniture in their homes. 

The Boy Scout Slogan “To do a good turn every day” might be a good one for 
all boys and girls to follow. A courteous child who tries to do kind things for 
others is always well liked. 

If your child is to get the most out of his school work this year, it is necessary 
that he get plenty of sleep, that he has books to work with, that he is in school 
every day and that he comes in on time to avoid disturbing the work of the class. 
We appreciate the help you give us. 

Sincerely, 


(Principal) 


2. Expressing appreciation of the interest and training given by 
parents and suggesting other activities in which the pupils might 


engage Garfield School 
October 7, 1931 
Dear Mother and Father: 

I wish to thank you for the interest vou take in your child. His coming so 
neat and tidy to school with clean clothes and neatly brushed hair has given him 
a fine grade in citizenship. It is so much easier for a clean, tidy child to do that 
same type of work. 

The interest you take in your child at home is shown at school, and for that 
reason we have a busy happy room full of boys and girls who are anxious to 
show their work papers to their parents. 

I like the way many of you are helping the children with their geography note- 
books. The children need a little help in pasting their pictures neatly. 

Many of you see that the children hear interesting stories over the radio. 
Frances Serensky was our radio girl this week. If the children hear good stories, 
they will not be telling their teacher weird stories of murder. 


1Letters 2, 3, and 4 were written by Miss Augusta Ginther, teacher in the 
Garfield school. 





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Tue EveventrH YEARBOOK 229 





I am going to write you a little note each week telling you how we are getting 
along. Again I wish to thank you for the training and inspiration to do things 
which your child is receiving at home. It makes my work as a teacher much 
happier. I know that you are helping your child to grow up wisely. 


Sincerely, 


(Teacher ) 


3. Recognizing the honor roll pupils, with definite suggestions as 
to how parents may help children 


Garfield School 
October 16, 1931 
Dear Parents: 

Just a little note to let you know that your child is on the honor roll this 
week. At all times during the week he has been a fine citizen. Our good citizens 
are good housekeepers. Their work is neat as well as their desk. We are trying 
hard to learn to be courteous in the schoolroom. 

Yesterday, in Courtesy Club, we learned how to be thoughtful of others. 

This week we had many more radio stories. Many of the parents have been 
helping the children select good little poems to read in radio hour. 

The notebooks are coming along nicely. The children are doing a neater piece 
of work than they did at first. 

If your child received a low grade in arithmetic, you can help him by check- 
ing his work with problems on pages 20-26. There the answers are given to all 
the combinations. 

This afternoon we made false faces for Halloween. What a time! We would 
have liked you to see our parade about the room. 

I shall write to you next week and let you know about our honor roll. It is a 
pleasure to see the boys and girls try to improve each day in their ways. After 
all we want kind, right-thinking children more than anything else. 


Sincerely, 


(Teacher ) 
4. Emphasizing good citizenship 


Garfield School 
October 23, 1931 
eee nee pee rere 
Friday is here again, and we are glad to tell you that ~---------_- is on our 
good citizenship role once more. We are proud of our good citizens, and we are 
happy to have your child on the list. You need not worry about your child 
passing when he is on our good citizenship role. 
When we have forty-one good citizens in our room we are going to have a 
pienie out-of-doors. I think that will be a real treat for the children. Don’t you? 
Here are some of our good citizenship laws. Many of them can be kept at 
home as well as in school. Good citizens hang up their hats and coats. Good 
citizens get fun out of helping others in trouble. A good citizen is always honest. 
He will not look upon his neighhor’s paper. A good citizen finds something to 
do as soon as he enters the room. 
Sometimes in school we find boys and girls who seem to be able to do the right 
thing. Those same boys and girls, we know have a mother teaching them these 
fine ways. Let me compliment you ------------ upon your training which does 








230 ELEMENTARY ScHOOL PRINCIPALS 





show in your child. Making better boys and girls is the great thing which we 
are interested in. Let us work together. 
Sincerely, 


(Teacher ) 


5. Recognizing achievement in music as an incentive to further 
effort 
Garfield School 
May 17, 1931 
Dear Mrs. Psotka: 

Last night I attended a concert which was given as a part of the musical 
program for Boys and Girls Week. When I realized that Mary had taken violin 
lessons less than a year and yet was awarded first place in her group, I was 
proud of her. She played so nicely. 

Sincerely, 


( Principal) 


6. Seeking cooperation in reconditioning problem children—The 
next letter was written to an Italian mother whose boy had been 
very much of a school problem the previous year. He had an attitude 
of inferiority complicated by ill-health, lack of proper sleep, and 
poor home discipline. He was on the street constantly and had begun 
to do petty thieving. The school authorities arranged to have him 
examined at the Institute for Juvenile Research. The findings of the 
Institute convinced the mother that Pasqual’s physical defects had 
to be corrected and that the home was quite largely responsible for 
his condition and attitude. The mother tried during the summer to 
develop better health habits and to direct his leisure time into worth- 
while interests. As a result, Pasqual had gained nine pounds in 
weight, was alert and anxious to do his school work in the fall, and 
had ceased to be a school problem. The following letter was written 
by the principal as an appreciation of the home’s help. This letter 
helped to change the mother’s attitude toward the school as was evi- 
denced by the remark made by Pasqual to the school principal, “My 
mother was proud of me when she got your letter.” 

Garfield School 
September 30, 1931 
Dear Mrs. Fillippi: 

A month of school has passed by and we are glad to tell you that Pasqual has 
tried very hard to do good work this month. He has been very courteous to 
teachers and other school authorities. 

We know that you are trying to help him by sending him to bed at nine oclock, 
giving him milk to drink instead of coffee, and having him spend his leisure 
hours at the library. We appreciate the care you are giving him. 

At the present time we are giving him an opportunity to do part of the work 
in the sixth grade. We hope that he will be able to make up some of the work 
he missed last year. 


Sincerely, 


(Principal ) 











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Tue EveventH YEARBOOK 931 





7. Emphasizing the necessity oj regular attendance and punctual- 
ity 
Garfield School 
September 21, 1931 
Dear Mrs. Wysocki: 

Last week we received your children on transfer from a school in Wisconsin. 
We were glad to have them come to our building and hope that they will do good 
work here. They have attended country schools before and it will take them a 
few weeks to become accustomed to our ways. They seem anxious to learn, will- 
ing to do as the teacher requests, and very courteous. 

We think it very important that all the pupils in our building be in school 
every day and be on time in order that the class work may go on without being 
disturbed. Last week I noticed that all the members of your family were tardy 
one morning. I trust that you will cooperate with us and that this will not 
happen again. May I depend on you to get them here on time? We shall ap- 
preciate yeur cooperation. 

Sincerely, 


( Principal) 
8. Developing varied interests through school clubs 


Garfield School 
September 14, 1931 
Dear Parents: 

Every Thursday afternoon, for a half hour, the pupils in our school engage in 
some activity which we term “Clubs.’’ We are trying in these clubs to get pupils 
interested in a variety of things and to discover any talents which pupils may 
have in order that they may utilize some of these activities in their leisure hours. 
We feel that these clubs are valuable, not as things apart from the other activi- 
ties of the school, but as a variation of the regular work and an opportunity 
for social cooperation. 

We are asking pupils of the upper grades to select the clubs in which they are 
most interested. This year we are having Sewing Clubs, Harmonica, Picture 
Study, Courtesy, Glee Clubs, Folk Dancing, Story Telling and Clay Clubs. 

We should like to have you visit our clubs any Thursday that is convenient 
for you. 

Sincerely, 


(Principal) 


9. Acquainting parents with the instructional work of the school 


Garfield School 
February 9, 1931 
Dear Parents: 

This year we are attempting to group pupils for reading instruction on the 
basis of their reading ability. We have found through giving standardized and 
informal reading tests that pupils in a given grade vary greatly in comprehen- 
sion of the material read. Suppose that I illustrate this with a fifth grade class. 
The reading tests given showed that some of the pupils read as well as pupils 
of the third grade, others had fifth grade ability, and a few read as well as pupils 
of the seventh grade. We know that pupils with seventh grade reading ability 
would not be interested in reading the same books that pupils of third grade 
ability could read. 








932 ELEMENTARY SCHOOL PRINCIPALS 





This year we are planning to have pupils with less reading ability read much 
simple material found in many different books and to give them much help with 
the mechanics of reading, as we diagnose their difficulties. Those pupils who 
read well, will read many books with more difficult material in order to broaden 
and extend their experiences. 

When your child comes home and tells you that he is in a certain group for 
reading purposes, I trust that you will understand that we are trying to help 
him overcome his reading difficulties. I know that you will encourage him to 
read library books suitable for his grade. We have posted such a list in our 
school library. 

Sincerely, 


(Principal! ) 


10. Appreciation for courtesies rendered—Such letters may be 
written by teachers or pupils also. 

Last spring the Rotary Club took the crippled children of the city 
in to Chicago to see the circus. Here is a letter written by one of the 
pupils of the third grade. 


Dear Dr. Dale: 
I want to thank you for taking Mike and me to the circus. We had a good 
time. You were so funny you made us laugh. Will you take us again next year? 
Your friend, 
Guido Marchionni 


(To the class piano teacher) 


Dear Miss Fleming: 
I am very happy that you helped me win the medal. I just can’t wait until 
I see it. My mother and the rest of my family were happy because I won it too. 
Maybe, if I had not taken lessons from you, I wouldn’t have won the medal. I 
am, very happy to play Thursday night for the people. 
Sincerely yours, 
Bernice Banlow 


(Talks by citizens during Boys and Girls Week) 


Dear Mrs. Branch: 

I am very glad that you told us about your journey. I enjoyed your journey 
because you taught us more about Geography and showed us some things you 
brought from other parts of the world. We studied in Geography about some 
of the places you visited. 1 wish that I might have been with you. Thank you 
for coming to talk to us. 

Yours sincerely, 
Vera Vitelli 

11. Stressing civie undertakings 


Garfield School 
September 30, 1931 


Dear Father: 

We are all helping to keep the school clean. All the boys and girls pick up 
paper and put it in the basket. We are all willing to pick up the paper around 
the school. We wish you would help by keeping children from throwing paper 
on the ground around your home and stores as it blows into our school yard. 

Your son, 


Joe 








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Tue Evevenruy YEARBOOK 233 





12. Letters for Mother’s Day—vThe first letter was written by a 
third-grade pupil, the second letter by a fifth-grade pupil. 


Dear Mother: 

I am sending you a note to tell you that I love you. I am trying to do 
many nice things for you on Sunday afternoon. How would you like flowers 
in your bedroom? 

Your own child, 
Joe Petrongelli 


Dear Mother: 

Next Sunday is Mother’s Day and Mother, dear, I want you to know how 
much I love you and appreciate all the kind things you did for me when I 
was small. 

Do you know how we came to have Mother’s Day? A Sunday School in Phila- 
delphia celebrated the first Mother’s Day as a tribute to all mothers. People 
liked the idea. Congress suggested to President Wilson that a day be sent apart 
on which to honor mothers. President Wilson approved of the plan and on 
May 9, 1914 issued a proclamation ordering all government buildings to display 
the United States flag and urging the people to display the flag at their homes 
the second Sunday in May “as a public expression of our love and reverence for 
the mothers of our country.” 

Here is a poem I have written for you: 

Oh, Mother dear, how sweet you are, 
You give us kindness near and far, 
You are, you are so sweet and true 
I love vou! I love you! 
Lovingly, 
Theresa 


Conclusion—W hat evidences have we that personal letters do build 
up cordial contacts between the home and the school? The first and 
most important evidence is in the better care given to the pupils by 
the parents. A second evidence is the growth in character and cour- 
tesy of the pupils themselves. Again, as the parents received the let- 
ters complimenting them on the efforts of their children they told 
school authorities how much these letters stimulated the pupils to 
creater endeavors: as the children began to feel that they were worth- 
while and wanted members of society. they obtained satisfaction in 
doing work of a high character. Several organizations wrote letters 
to the principal in which they expressed their happiness to receive 
“thank you” letters from the children and their willingness to serve 
the schools at all times. Acquainting parents with the educational 
program of the school has enabled the school to move forward more 
rapidly than would otherwise be possible and, with it all, has secured 
a cordial, cooperative attitude on the part of the parents. 








ELEMENTARY SCHOOL PRINCIPALS 





PREPARATION FOR HOME VISITS 


MyrtLe H. HOLTBERG 
Principal, Elementary School, Wailuku, Maui, Hawaii 


EFORE GOING INTO THE HOME of a child the teacher 

should study the child. By a study of the child we mean to find 
out as much as we can about him mentally, physically, emotionally, 
and socially. We must know the child as an individual person, know 
how he fits into the school group, and know him as a member of the 
home and community. 

Know the child first—Many teachers think that they have neither 
the time, nor the ability, to obtain all of the facts and to interpret 
them to help the child. However, the classroom teacher is often the 
only one to do the work. She should do the best she can along the 
lines suggested by Miss Hill in the awati Educational Review: 


If you have a Manuel in your room—Manuel is always bothering and _tor- 
menting other children—have you tried to see his actions from Manuel’s point 
of view? Do you know what his physical condition is? Can he see well? Is 
his hearing normal? What about his general health? What are his emotional 
responses to his associates and to his environment? Does he like school and 
teacher? What do you know about his mental ability? What has been his past 
school record? Is it what should be expected of a child of his mental and physi- 
cal ability? What are his interests in school and out? Is the work offered in 
the classrooms such that these interests are being used? 

Do you know the type of home from which Manuel comes? Is there economic 
security or is the family on the verge of poverty or perhaps already receiving 
aid from some social agency? Do the parents agree and is the home life happy? 

What do the parents think about Manuel? Is he acting in the same way at 
home as at school? Have the parents secured good response by any methods of 
treatment? When Manuel is not in school what does he do? Is he overworked? 
Is his recreation suitable and sufficient for his needs? With whom does he play? 
Is he popular or unpopular? Has there been anything in Manuel’s family, 
school, or community relationships to cause his present attitudes? 


If accurate data are obtained on all of the points suggested by 
Miss Hill perhaps the teacher will no longer find Manuel a problem. 
When we understand things from the child’s viewpoint we are able 
to help him to adjust. 

If we just get the right attitude from the child towards the people 
and happenings about him, education will be easier. Can we make 
the child curious about the knowledge we have to offer? Can we 
make his eyes sparkle with delight when we tell a story? Can we 
inspire him until “he grasps his sling and stone and starts for the 
giant”? Can we above all, lead him to trust us fully, make him know 
that we will never betray his trust in the smallest particular? The 
teacher proves herself unworthy when she must storm to get good 
conduct or to cram “the stuff” down his throat. Very often we say 
things to children that hurt exceedingly, because we are not patient 
enough to understand the child’s idea. 








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Tue ELEveNtTH YEARBOOK 235 





To say “don’t” is not the best psychology. We should urge the child 
to do until he forgets what he was doing that was wrong. Children 
are positive minded, and to hold back from doing is harder than to 
do. Checking action requires long practise. The temptation to do is 
natural and therefore strong. We can help the home to build up 
right doing first and the check on conduct will follow naturally. 
Behavior at home is a big problem, particularly if the parents are 
too busy, indulge in tantrums, self-pity, or use of bad language. 
Often children are driven away from home by ill-tempered parents. 
Then we must try to teach the parents to let the children help in 
the house and share in its management. If the work is lighter, per- 
haps mother’s temper will get better. 

There is the “whining” child. The teacher alone cannot correct 
the difficulty. It is a ruinous habit, but the teacher, with the help 
of the home, can train him out of it. We must teach parents to “lis- 
ten” to their children. Hiida Conkling says in a beautiful poem to 
her mother, “When I spoke you listened, and when I thought, you 
understood.” That is what listening to a child means. 

There is the mother who “babies” her child. Bribes as payment 
for good deeds are a doubtful incentive towards righteousness. They 
swamp the proper idea completely and the child who seems to be re- 
sponding to our efforts is sadly hampered. A bribe once in awhile as 
a surprise is one thing and a good thing, but constant bribery proves 
troublesome. 

Can we ever come in contact with parents often enough to teach 
them that of all the futile methods of controling children, threats 
are the most futile and harmful? Threats teach the child that adults 
talk without any result as far as he is concerned. We make wild 
gestures, use loud tones. Often, after that, our threats are to the 
child but the sounds and symbols of our helplessness. Parents and 
teachers should make promises rarely, keep them religiously, even 
at the expense of great discomfort and annoyance to themselves. 

Many parents do not yet realize that if children do not get the 
proper rest and nourishment they will be cross and irritable. We 
must teach them that there must be a schedule for rest. 

Conclusion—We must help parents to appreciate the better ways 
of dealing with children. We must urge adults to avoid striking, 
beating, whipping, or other unnecessarily brutal punishments. If we 
are gentle with children there will grow up a finer generation with 
bright faces, with clear eyes, with heads high, and with alert minds. 

When we visit the home the idea should be established in the child’s 
mind that we intend to report as many really pleasant things as pos- 
sible. To locate the good in children we must study them, listen to 
them, and judge them according to child standards. Thus equipped 
the teacher’s visit to the home can do much to lift the level of school 


morale. 








236 ELEMENTARY ScHoont PriInciPats 





A METHOD OF HOME VISITATION 


Arvin N. DONNER 


Principal, Franklin School, Port Arthur, Texas 


LL SCHOOL ADMINISTRATORS will agree that knowledge 
of home conditions is essential for the best understanding of 
pupils. How is a teacher in a city school to gain this information / 
In the small community where everyone knows everyone else this 
problem is lessened, for a teacher is recognized as a new person in 
the community the day she arrives in the town and it is only a ques. 
tion of a short time before she can be acquainted with the people of 
the neighborhood in which she is to teach. In a city, however, this 
contact between teachers and parents is much more difficult to make. 
Instead of one community, in the city there are scores of communi- 
ties. Very likely the community in which the teacher finds herself is 
much different from the community of the parents whose children 
she teaches. Then, too, the teacher may live in one section of the city 
and her pupils come from an entirely different section of the city. 
If the city is one which has many industries, oftentimes a class dis- 
tinction exists, with the teacher on one level of society and parents 
of her pupils on an entirely different level of society. If, too, there 
are a number of foreign speaking parents, this language difliculty 
will make barriers between the teacher and the parents of her pupils. 
Home visits by teachers—This problem of getting the teacher 
into the homes and getting the parents into the school is a problem 
which is difficult to solve from the administrative side. An attempt 
to break this barrier was worked on at Franklin school. Instead of 
one of our regular monthly faculty meetings, a committee of teachers, 
with the principal, worked out a program of faculty home visita- 
tions. Before the time of the regular November meeting a bulletin 
was given to each teacher with a home visitation report attached. [t 
is customary to hold our Franklin faculty meetings from 3:00 to 
4:15 on the first Monday of each month. This time was given over 
to home visitations. The bulletin given to teachers with the home 
visitation report follows: 


BULLETIN No. 3 FRANKLIN SCHOOL 
10-27-30 
NOVEMBER PROFESSIONAL MEETING 
HoME VISITATIONS 


The committee working on the Franklin Professional Meeting for this year 
decided that one worthwhile meeting might be that of home visitations. Novem- 
ber is the time selected for the home visitation meeting. Instead of spending 
from 3:00 to 4:15 in the library attending a professional meeting the time on 
November 3rd will be spent in visiting homes of your pupils. In the hour and 
fifteen minutes five visitations can probably be made if one section of the city 
is selected, more may be made if teachers so desire. . 





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Tue EveventH YEARBOOK 237 





Announce to your pupils that teachers are making visitations in the homes. 
Probably you would wish to have pupils take you home with them. In some 
instances, you may need the pupils to act as your interpreter. Make this a 
friendly call. Go to the home where you think you wiil do the most good or 
to the home where you feel you will derive most. benefits in the future dealings 
with the pupil. If, for any reason, you cannot make visitations to the homes 
speak to the principal about it so that you will be excused from this meeting as 
from any other professional meeting. 

Special teachers may wish to consult with homeroom teachers and in some 
instances may wish to make the same visit. In the majority of cases, however, 
it would seem advisable to visit different homes so that more parents may be 
met and teachers can then report on their visits to other teachers, and thus 
derive benefits from another teacher’s visit. 

The report blank attached is to be made out following the visit. Do not 
make it out while visiting in the home for some people always become suspicious 
when reports are written out. The purpose of this report is to help you in or- 
ganizing your thoughts as to what you wish to look for in your visit. It also 
should prove of value to other teachers who have the same pupil in classes. It 
may be a report which will be valuable to you or the principal later in the school 
year. These reports should be made out and left at the outer office by 4:06, 
Tuesday, November 4th, the day following the visitation. On the part of the 
blank marked remarks is left a space for any item of interest which will help 
the reader to better understand home conditions. 

The principal believes that five visits to the homes of our pupils will be a 
revelation to many of the teachers. It should help you to better understand 
the child. This type of professional meeting is an experiment. Your reaction 
to a meeting of this nature is desired. 

(BiGQNEE) cnccccnccccsmndidoneaansan 
Principal 


FRANKLIN SCHOOL 
HoME VISITATION REPORT 


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Home Conditions: 
Economically : 
Socially : 
Educationally : 
Attitude of family towards call: 
Recommendations: 
Was the visit worthwhile? In what way? 
What is the best attitude to take toward the child? 
What can we do at school to help better conditions? 


REMARKS: 


The reaction of teachers to this plan was very wholesome. The 
majority of teachers were anxious to make the calls. After their visits 
they felt that they were more than repaid for the effort exerted. Many 
of the teachers spent more than the time requested in their visits and 
many of them made additional calls during the following days. The 








238 ELEMENTARY ScHooL PRINCIPALS 





teachers’ visits ranged in number from two to eleven and a total of 
316 visits were made by seventy teachers, which made an average 
of about five visits per teacher. 

In our school system the attendance officer makes frequent calls 
but these calls are usually of an unpleasant nature and deal with 
matters of truancy, theft, fighting, trouble arising between pupils on 
their way to and from school and reports from neighbors and busi- 
ness houses regarding conduct of children. The school nurse also 
makes visits but her visits usually relate to the physical well-being 
of the child and her calls are regarding pupils’ vaccinations, the need 
for glasses, trips to the clinic, or calls regarding exclusion from school 
because of communicable diseases. 

The teachers’ visits were of a different nature. They referred to the 
educational welfare of the child. The homes of good students as well 
as the homes of poor students were visited. These were friendly calls, 
before the problems of discipline and subject failure had had time 
to develop. These were “get acquainted” calls. Teachers did not go 
to the homes without the parents’ knowledge of their coming visit. 
Teachers tactfully announced to the pupils that they were having a 
visiting day and that they should like to call at their homes. Some 
pupils then extended invitations to call. These invitations, in some 
instances, came from the parents themselves. The parents were ready 
for the teachers, the houses were put in order, and the mothers were 
dressed for afternoon callers and in a few instances special refresh- 
ments had been made beforehand for Mary’s and Johnnie’s teacher. 
In homes where the parents could not talk English the pupils acted 
as interpreters. 

Reports by teachers—Following the visits the teacher filled out 
her home visitation report. These reports were carefully gone over 
and wherever possible, suggestions of the teachers were followed 
through. In a platoon school several teachers teach the same pupils 
so that the visitation reports from one teacher served as information 
for several teachers. Some interesting comments of teachers were 
reported. The following are examples: 

C. B.: Visit worthwhile. I found that this child with his background is 
capable of more work. 


M. B.: Make school as pleasant as possible for this child. They were cordial 
but more interested in hearing of their son Johnnie than of their son Charlie. 


C. B.: W. did not score well on his recent reading test. The mother said 
that the child came home crying each day because he did not know what to do 
with the test after reading it. Mother was very appreciative and wishes to co- 
operate whenever possible. 


CO. B.: Mother unaware of child skipping on recent date. She wants to be 
told if this ever occurs again. She states that they are very dissatisfied with 
their living in this city as she cannot meet the people with whom she would like 
to be sociable, due to their own economic conditions. 








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Tue ELEVENTH YEARBOOK 239 





C. B.: White mice running from under the divan caused the visit to be cut short. 
M. B.: They were all anxiously waiting for me. 
R. B.: I explained to the mother what I was attempting to do for her boy in 


reading and outlined side helps for her to give him. This she did, and I noticed 
a big improvement in his reading that week. 


F. C.: G. is particularly interested in drawing and manual training. He 
should be encouraged along these lines. 

A. K.: Help A. to forget home conditions. There were five boys and two 
girls crowded into two rooms of the Mexican quarters. The children need atten- 
tion and encouragement. 


A. K.: His mother is a widow and took in washing to keep the family. One 
brother is in jail quite a bit. His mother is ambitious for him. He responds to 
praise and encouragement. He craves to be a leader in everything. 

M. F.: J. has had double pneumonia and has been out of school. His family 
is poverty stricken. His father is out of work and IT am sure the children are 
often hungry. J. should be given lunch at school. He is now too weak to attend. 


V. F.: This is the first time J. has been in a large school system. Last year 
he was in six different schools. The home was nicely furnished and the mother 
seemed very glad that I called. They are pleased over the fact that he is now 
showing more interest. 


E. G.: Mother and father separated. Living with grandmother. Grandmother 
very sweet to child. No reason for her to be so hateful in school. 


L. H.: The work of the school was very evident. The little daughter knew so 
much more about entertaining the visitor than the mother did. 


M. J.: Try to help child with cleanliness and health habits. 


I. J.: In home economies stress the cleaning of a house as J. does all of this 
at home. 
I. J.: The mother appreciated the visit more than any of the homes I was in. 


I tried to help her fix a diet for the baby boy just recovering from pneumonia. 
K. and J. served cocoa and were so pleased when I said, “It is better than I usu- 


ally make.” 

K. K.: We must be patient as the I. Q. of the parent as well as that of the 
child seems to be very low. 

E. K.: E. had asked me to come to her home. She is such a sweet, lovable 
child and has the sort of home I expected. 


D. L.: Family seems to get along quite well considering the fact that there 
are eleven children at home. We were served soda water. 


L. M.: This family is being helped by the Red Cross. The mother is an invalid. 


P. M.: Make J. realize that she is capable of doing better and worthy of be- 
ing in a better section. 
T. M.: I have asked the mother to come to school and watch the children in 


their work. If she does not come I am going back to see her and try another plan. 











240 ELEMENTARY SCHOOL PRINCIPALS 


— 





B. M.: The mother could not understand English. The house was nicely fur- 
nished with cheap but neat and clean furniture. She gave us some Mexican 
pottery and invited us to come again. 


N. M.: P. was more interested and responded much better this morning (the 
day after the visit) than he has any day this term. 

A. M.: The child has been humored and pampered until he thinks he does not 
have to work at anything he dislikes. 

F. P.: Mr. W. seemed to think that it was not any of my business to visit 
his home. 


H. Q.: Child not interested. Parents know it and make no effort to change 
situation. 


O. S.: They served cake and coffee. Twenty children gathered from the neigh 
borhood to welcome us. We had a hilarious time. 


M. 8.: Let A. know that the best is expected of her and nothing less will be 
accepted. 


A. G.: This boy has no mother. He and an older brother keep house for their 
father and themselves. The place was filthy. J. B. took great pride in showing 
me his pony, dog, bantam chickens and pigs. J. B. said, “Father would not give 
one of his boys away as long as he could have a place for him to live.” 


M.T.: It was surprising to find a good radio in a home of these means. After 
talking of the various programs they told of listening to the Philharmonic 
Symphony on Sunday afternoons. 


Conclusion—It is difficult to measure graphically just how much 
good is derived from visits of this nature. We are positive in our 
building, however, that much good came from this contact between 
teacher and parents. Pupils talked about the visits teachers hail 
made, parents mentioned this fact to the principal, and this was the 
topic of conversation among teachers for the next week. The teachers 
made such remarks as these: “Now I know why M. behaved as he 
did the first week of school,” “I will be more patient with J. from 
now on,” “I am going to give L. special work in reading,” “F. needs 
clothes.” 

‘School and home cannot be independent one from the other, for 
there is no marked division line between the school community and 
the home community. The school is but one part of the child’s com- 
munity life. The pleasant and unpleasant happenings of the school 
are carried over into the home. The pleasant and unpleasant hap- 
penings at home are likewise carried over into the school. Home 
visitations help the teacher to better understand and better deal with 
the pupil, for this knowledge of home life can serve as a background 
in the interpretation of school life. 











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THe ELeEvENTH YEARBOOK 241 





THE RURAL VISITING TEACHER 


DELLA RYAN 


Visiting Teacher, Huron County, Ohio 


ISITING TEACHER WORK is regarded primarily as a serv- 

ice which benefits the individual child, originating in the schooi 
as the result of the recognition of some problem which handicaps 
the child, and reaching out into the homes of the community. The 
visiting teacher analyzes the child’s difficulty by going outside the 
school to get information regarding the various influences that are 
conditioning the child’s behavior or response in the schoolroom. 
Knowledge concerning the home is, of course, of primary impor- 
tance in making this analysis. 

‘However, more than being a medium between school and home, 
the visiting teacher must often direct her work through various chan- 
nels reaching out into the community.» Very often she must be a 
sort of community organizer, especially in the small community 
where there are few organized social agencies. In order to under- 
stand the child and his problem, she must know, not only his home 
and family, but the community as well. She must know the people, 
the social forces at work in the community, and all the various in- 
fluences that are directly affecting the child’s growing personality. 


Our community—The writer has been fortunate in working as a 
visiting teacher for the past three years in a rural community. The 
district is located in a strictly agricultural and typically rural sec- 
tion of northern Ohio, the schools are organized according to the 
county unit plan, and the visiting teacher is a member of the admin- 
istrative staff of the county school system. To get a true picture of 
the work one must think in terms of geography and topography, of 
roads and distances, and of the automobile. Rural social work of 
any kind would not be possible without the automobile. But one 
should be reminded that even with a modern car at one’s disposal 
there are still many unimproved or “mud” roads as the country 
people call them. And one must consider the mud. While the ma- 
jority of schools in the county are located on surfaced roads, many 
homes are not, particularly those of tenant farmers, and to homes 
as well as schools the visiting teacher must go. 

A day’s work may include getting one’s car in a ditch or in deep 
boggy ruts and then walking a half or three quarters of a mile to 
ask for help. Sometimes a kindly, sympathetic farmer will come 
with a team of horses to pull the car out of the ruts. So one must 
learn discretion, must be able to judge what kind of mud or soil 
one’s car can safely enter. It is often wiser and more economical in 
the end to leave the car at the end of the “pike” and to walk the 
extra distance through a lonely lane, or across a pasture, or along 











242 ELEMENTARY ScHOOL PRINCIPALS 





the edge of a cornfield. In the spring or summer months the walk 
may be quite pleasant but in severe weather it is a disagreeable but 
necessary part of the day’s work. The entire section for one visiting 
teacher covers about 480 square miles including 19 townships in 
which are located 46 school centers. Of these school centers 11 are 
of the consolidated or centralized type and the remaining 35 are 
small one and two-teacher schools. 


Rural school problems—A picture of the rural school reveals a 
number of problems, distinctly rural, which have been the actual 
cause and basis for a country visiting teacher’s efforts. For these 
problems and similar ones, not only in Ohio but in other states, the 
community is responsible, be it county. village, or state. However, 
we must recognize that while the village and the county can do much 
for its own problems it is partially helpless and to a considerable 
extent the victim of an economic situation for which the state alone 
can assume responsibility. It will be only through the coordinated 
efforts of rural community organizations, such as farm women’s 
clubs, the Grange, university extension workers, rural boards of 
education, and above all the directed and intelligent cooperation of 
rural educators that we shall prevail upon the state to provide rural 
schools with the progressiveAducation worthy of the environment 
which country life affords.” For many readers, particularly those 
who are urban-minded, rural school problems may sound strange 
and in some respects, quite primitive. Nevertheless. we should bear 
in mind that these are some of the things that concern the educa- 
tional progress of about 53 percent of America’s school children. 

Despite improved roads and the automobile, transportation is still 
a problem, especially for the high-school child. This condition often 
works a real hardship to the ambitious child in counties where schools 
are organized on the township plan and where each township does 
not have its own high school. A case in point to illustrate this will 
be cited later. 

Not infrequently serious problems have their beginnings in a poorly 
equipped and poorly taught school. The writer is not an enthusiast 
for the rapid consolidation of country schools and the complete 
abolishment of the one-teacher schools. We have too long accepted 
the fallacy that the small one-teacher school is in and of itself an 
evil, and that nothing can be done about it. Something can be done 
about it, though to abolish them is not necessarily the remedy. It 
is true that less money is available for the small school, the poorest 
teachers are frequently placed in them and the majority of them 
are without adequate equipment. One can readily see that the “prob- 
lems” coming to the visiting teacher from the one-teacher school are 
more often incipient in the school than in the child. 





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THe ELeveNtH YEARBOOK 243, 





County school systems of education in Ohio make no provision for 
fitting the school to the needs of the backward and mentally deficient 
child. There are no special or ungraded classes for subnormal chil- 
dren, no special classes for children with poor vision, hearing and 
other physical handicaps. True, many of the larger towns afford such 
classes but rural boards of education cannot afford the tuition. trans- 
portation, and other costs for the handicapped country child. The 
skill of the teacher in making adaptations to fit these needs is apt 
to be the only source for help in making school a happy and success- 
ful experience for children who are unfortunate in these respects. 

Another problem in rural communities at the present time is the 
economic condition of the farmer and the increasing difficulty of 
making the land and its crops support those who till the soil. Many 
farmers, who before the drouth of 1930 and the low market prices 
of 1931 were of the fairly prosperous independent type, are now 
finding themselves without a cash surplus after their taxes are paid. 
Those whose farms were mortgaged are seeing the mortgage fore- 
closed and are losing all that has been put into the farm. The tenant 
farmer (and his number is increasing) is much worse off. He may 
be able to eke out a winter’s store of food from the depleted soil 
of the tenant farm. If so, he is fortunate, but such necessities as cloth- 
ir. shoes for the children, schoolbooks., and doctor's services, the 
local relief organizations are often called upon to provide. 

Then there are the problems of isolation. of loneliness and too 
little social contacts for the farm child, too little recreation, (espe- 
cially for girls) in an environment richly provided by nature with 
fresh air, free open space, and a whole laboratory of woods, fields. 
plants, and animal life. While it is true that much less juvenile de 
linquency exists in the country community, such as truancy, stealing 
and the evils of the gang-forming tendencies of city children, there 
is an influence which is no less anti-social and which may be more 
dangerous because many are not aware that it is undesirable. This 
difficulty is the inertia that results from a too colorless existence. 
from a childhood without play and wholesome recreation, and devoid 
of the things that stimulate a healthy and creative imagination. Too 
many country children are growing up unaware and unconscious 
of beauty. Inner spiritual sensibilities which might be developed 
and made creatively aware of the poetry and music of nature’s 
world which lies so richly about them. lie dormant and untouched. 
We have only to look at some of our middle-western farm population, 
many of whom live out their adult lives in little narrow grooves, 
unable to see beyond a horizon that is limited by petty prejudices, 
nursing intolerant and combative attitudes toward change, to realize 
that it is inertia and stagnation of mind and spirit that presents 
as serious an obstacle to social progress as the more apparent deter- 
rents that result from delinquency and crime. 











244 ELEMENTARY ScHoont PrINcIPALS 





Problem children or problem communities—Instead of labeling 
Ruth or James a “problem child,” we should admit that the problem 
is inherent in the community itself. Many people are responsible for 
an undesirable situation and only the concerted endeavor of those 
same people will save the child from being penalized on account of 
circumstances which he himself cannot control. Let us look at the 
case of Edward who has finished the eight grades at the Laurel 
School. He is a good student and has earned his promotion to high 
school at the age of 13 years. He is required by !aw to attend school 
three more years. But Edward’s father, a tenant farmer, finds it 
difficult, in fact impossible to furnish a car and its upkeep to carry 
the boy daily to the nearest high school which is eight miles away in 
another township which does not provide transportation for non- 
resident pupils. The local board of education in Phillips township 
where Edward lives does not provide transportation for high-school 
pupils because it is not so required by law and they do not wish 
to establish a precedent in Edward’s case. The compulsory attend- 
ance law affects Edward just the same and he is required to go to 
school, regardless of what school or where, until he is 16 years of 
age. Under similar circumstances many parents decide to return 
the child to the elementary school where he marks time until old 
enough to obtain a working permit. At that time he leaves school 
with a feeling of relief, with a distaste for lessons, and with acquire: 
habits of idleness. 

Temporary relief of Edward’s situation may be arranged by the 
visiting teacher although the real problem is not solved until the 
state alters its laws regarding transportation of pupils. It may be 
that some kind-hearted neighbor may be persuaded to let the boy 
ride as a free passenger in the car with the neighbor’s children, or 
it may be securing a place in the village where the boy may live and 
work for his room and board. In another case, the fifteen-year-old 
boy was persuaded to ride his bicycle twice daily the two miles to the 
corner where he could meet the school bus. When he lost his bicycle 
in a fire he walked the two miles the remainder of the school year, 
leaving home at 7 oclock in the morning. When he was 16 he got 
his working certificate, was disgusted with school and glad to go 
to work. 

Constructive plans and procedures—Vhe visiting teacher uses every 
opportunity to encourage progressive school methods in the one- 
teacher school. The more education becomes child-centered, the fewer 
“problem children” we will have, be the school large or small. For 
example, there is a one-room school in the county, located on a 
sequestered road, with beautiful woods in the background. The chil- 
dren go to a lovely spring nearby to carry their drinking water to 
the schoolhouse. They learn many of their lessons from nature’s 
book, correlated in numerous ways with the schoolroom. They study 





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Tue ExveventH YEARBOOK 945 





birds in the laboratory of the woods. On excursions the pupils gather 
wild flowers along the roadside, then return to the schoolhouse to 
write about the excursion in their English lesson or to sketch the 
different things seen. They put the victrola by the window and 
dance folk dances under the trees outside at the noon hour or recess. 
There are only 14 children of varying ages from 6 to 13, but they 
are like a small family, playing together and working on many proj- 
ects together as one class. There have been several children reported 
to the visiting teacher from this school where additional individual 
study and consultation with parents has been desirable. But the 
difficulties have been reduced to a minimum because of the teacher's 
skill in adapting her whole school program to fit their individual 
needs. 

One of the most worthwhile projects of the visiting teacher has 
been the establishment of libraries in the small one-teacher schools. 
Books are obtained from the Travelling Library Division of the 
State Library and they are parceled out in small sets which are ex- 
changed every month or two. Good literature and children’s stories 
of the best type are thus provided for boys and girls who would 
otherwise go through their school years without them. A county 
reading club has been organized and every boy or girl who reads 
ten new books during the year and reports on them becomes a mem- 
ber of the club. At their annual or semi-annual meetings the chil- 
dren come together from the various townships to dramatize inter- 
esting stories or to represent famous book characters. 

The handling of cases of sudden distress, serious illness, accident, 
or death is generally attended in country communities with gen- 
erosity and whole-hearted sympathy. However, the relief of chronic 
poverty due to poor management or ignorance is seldom accom- 
panied with a constructive plan and is too apt to be governed by 
personal prejudices. In cases of long-time relief, attempts to get rid 
of the situation are commoner than patient efforts to remove the 
causes of dependency and to help make the weak individuals self- 
supporting. Much relief is handled through the school and large 
amounts of clothing (privately collected) are distributed every win- 
ter by the visiting teacher. We have in the county a large section of 
marshland, owned by a large corporation which imports cheap labor 
from the mountain districts of Kentucky. These people, who are 
descendants of the oldest Americans, Scotch and English settlers 
who in the early westward movements of the country settled in the 
remote hill districts of the Appalachian ranges, are often called 
“mountain whites” or “poor whites.” The labor in the marshlands 
is seasonal and during the winter months the families sutfer a period 
of distress when there is no income from the onion and celery fields. 
Housing and shelter is altogether bad and inadequate. The problem 
of relief, food, «lothing, adequate care in sickness rests with the 











246 ELEMENTARY ScHooL PRINCIPALS 





community. One can readily imagine that the children coming from 
these homes would present a multitude of problems and the visiting 
teacher is frequently called on to help in organizing and coordinating 
the various offers to furnish relief that come from volunteer sources. 
For the past two years a special state-aided school has been main- 
tained in the district. This school proved to be the logical center for 
relief giving and an effort has been made by the teachers to see that 
it is constructive and educational. During the winter months hot 
lunches were provided for the children at the schoolhouse. All the 
boys and girls shared the responsibility for the preparation of the 
lunch. Those who could, brought contributions from home, such as 
vegetables, milk and such things as they did not have to buy. The 
planning of the meal was correlated with arithmetic and English 
lessons by organizing the children into committees with responsi- 
bility for the various tasks in preparing the meal and cleaning up 
the kitchen afterwards. The help of volunteer organizations, such 
as farm women’s clubs, church organizations and many others, was 
utilized and through them much food and clothing was provided. 

The homes of all the children were visited by the two classroom 
teachers and the visiting teacher so that home backgrounds and 
attitudes of parents were thoroughly understood. A parent-teacher 
association in an adjoining township became interested and did a 
great deal of home visiting, making weekly trips into the “marsh,” 
(the district is almost inaccessible in winter months because of the 
deep peat-like soil) sometimes walking and carrying food and cloth- 
ing to the suffering families. 

There can be no set plan to show the various ways in which the 
rural visiting teacher tries to help the country school meet the needs 
of the retarded or subnormal child. Here again, there are difficulties 
which go beyond the control of the teacher or even of the local com- 
munity. In specific cases it is wise to re-adapt the curriculum, and 
to depart from the standardized requirements. Much depends on 
the readiness of the teacher to set these aside and to discover spon- 
taneous interests and aptitudes in the child. Tests are frequently 
given, both individual and group, but used more as a means of 
pointing out certain facts about the child than to apply any sort of 
inflexible measuring rod. These tests often reveal aptitudes that call 
for such things as manual work and the various special class methods. 
Sometimes tests help to convince the teacher that she needs to keep 
her program flexible and to offer opportunity to children to do well 
so that they will not leave school with a feeling of failure. The men- 
tally deficient are helped to make successful social adaptations, to 
learn how to get on with people, and to work with the hands. In a 
few extreme cases, commitment is the only solution and this the 
visiting teacher handles with parents, the court, and the proper 
state institutions. 








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THe EveventH YEARBOOK 247 





The creating of recreational facilities in a rural environment has 
a positive effect. The more people play together and experience the 
zest that comes from wholesome fun the more they will want to play. 
Country people need very much to learn how to be natural in their 
play. The country theatre is one of the finest avenues of approach to 
develop the spirit of play. Where can we find more beautiful settings 
for community theatres than in the woods and fields which so fre- 
quently lie in close proximity to the country school 

Some experimentation in this respect has been attempted by the 
writer. One year during the summer months all the village high 
schools cooperated to create and to produce a pageant for the county 
fair. Not only school children but adults of the communities took 
part. The pageant portrayed local history, old time dances and coun- 
try customs were revived and culminated in a colorful and pic- 
turesque presentation of such things as the old fashioned “husking 
bee.” a wedding “infair” procession and the old time singing school. 
It proved not only entertaining but an event of much merry-making 
for the participants. A growing interest in good dramatics for 
children is developing in the county and the Federation of Farm 
Women’s Clubs is cooperating with the schools to create a committee 
on dramatics whose purpose it is to provide teachers with good chil- 
dren’s plays and books on games and recreation. 


Conclusion—Much of this work may appear to be merely amelio- 
rative and it is, in one sense—an attempt to salvage children from 
certain inadequacies that exist in the general set-up of a school system 
and for the removal of which the state is alone responsible. But these 
reforms are slowly brought about, in fact are only brought about, 
through a public opinion. 

Some may conclude that the major emphasis of a rural visiting 
teacher’s work is placed on the community aspect of it. This is by 
no means the case. Always the welfare and personality development 
of the individual child is kept uppermost in mind, but an attempt 
has been made in this paper to show how important it is to know 
the community well in order to understand the child rightly, to get 
the “feel” of his environment. Above all, we must realize that the 
happiness and success of every individual school child depends largely 
on the measure in which the community shares in bringing about 
that happiness and success. And nowhere does every parent, every 
adult, as a community member, have opportunity to share in this 
actual experience, as do the farm men and women of our rural com- 


munities. 











248 ELEMENTARY ScHoont PriNcrPats 





THE VISITING TEACHER IN NEWARK 


EvizABetuH H. DEXTER 
Head Visiting Teacher, Public Schools, Newark, New Jersey 


HE VISITING TEACHER is a comparatively new arrival in 

the field of education. Her appearance marks a new emphasis 
in education, an emphasis that places responsibility on the school for 
the development of the child’s personality as well as the develop- 
ment of intelligence. The school of today has broadened its scope 
and no longer is willing to confine itself to the three R’s. It has dedi- 
cated itself as well to teaching the child how to live in harmony 
with himself and those about him, thereby enabling him to attain 
full use of his capacities. A child who is precocious will often fail 
to achieve distinction in later life because his high intelligence is 
attached to an unhappy, distorted personality; another passes suc- 
cessfully through our schools, yet is emotionally so immature that 
he enters adult life ill-prepared to meet its responsibilities; a third, 
because of emotional problems, never learns in school to use his 
intelligence to a maximum and goes through life resigned to unneces- 
sary failure. To deal adequately with this aspect of education, the 
school must function in close cooperation with the home, for it is in 
the home that the child’s emotional patterns take form. To establish 
this close cooperation between home and school is the function of 
the visiting teacher. 

Ly pes of f cases—In every classroom flourishes the unadjusted child, 
that is, the child whose emotional life is disturbed and whose energy 
flows in channels obstructing the best school accomplishment. He 
may be the show-off who constantly demands the teacher's attention, 
cuts up for her benefit and that of his fellow pupils, insists upon 
reciting whether he knows the answer or not, and indulges in all 
the other antics so familiar to every teacher. On the other hand his 
emotional difficulties may lead him into the opposite form of be- 
havior and cause him to be excessively shy and sensitive so that he 
lacks the self-confidence necessary to utilize his abilities, or he may 
give way to day-dreaming because re: ility lacks s: atisfaction for him, 
and in spite of his physical presence in school he is actually never 
“all there. 

There are also children whose unadjustment takes the form of 
lying, stealing, truancy, and other types of behavior which mark 
them as obvious and alarming problems. Not lack of intellectual, but 
lack of emotional development converts all these children into bad 
educational risks who will yield a poor return on the effort the school 
invests in educating them. The most perfect curriculums will con- 
tinue to fail in their education unless their emotional energy is 
freed for intellectual purposes. Failure in arithmetic, for instance. 
can often be traced back to over-emphasis in the home on school 





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success or unfavorable comparison with a brighter and better loved 
brother or sister; or to excessive indulgence, which has prevented 
the child from realizing that success outside the home can come 
only through his own effort. Such situations do not present an 
academic problem but a problem in adjusting the child’s emotional 
life. 

Frances, in the second grade, was having difficulty in learning to read. Her 
parents, college graduates, were greatly alarmed for, if Frances was not easily 
successful in the lower grades, what disaster might not overcome her in high 
school and college? Family pride was obviously involved. Each night one of 
her parents struggled with her over her reading, but she responded very little to 
their efforts. Why should she? A baby sister had recently arrived and Frances 
no longer had the stage to herself and only these lessons each night gave her the 
attention she craved. Not to read served a very real purpose, and Frances was 
unconsciously determined not to alter a situation that gave her so much satis- 
faction. Hence, the first step in teaching Frances to read was persuading the 
parents to discontinue their tutoring and any reference to reading, and instead 
to deal with the jealousy situation by giving Frances attention in other ways so 
she might know she counted as much as the baby. It was not long before 
Frances responded to this treatment and once she felt secure with her parents, 
she proceeded in reading at a natural rate. 

Edward, thirteen years old, in 7B, was surly, defiant, and failing in his work. 
His father, a Polish immigrant, was ambitious for his children, but hot-headed 
and severe in discipline. He always beat Edward harshly and was particularly 
severe when Edward brought home poor report cards. Edward admitted he hated 
school. He thought his teachers did not like him. His only interest was in 
electricity and gym. Psychological examination revealed two years intellectual 
retardation. A far greater handicap to the boy’s future however, was his hatred 
and resentment of all authority, a hatred which had been developed in him by 
his father’s extreme discipline. This boy’s problem was approached by explain- 
ing to the father that Edward’s ability lay in non-academic fields and that his 
greatest need was a sense of his father’s confidence and affection. The father 
was able to change his tactics because his affection for the boy was very real. 
At school his teachers placed little emphasis on academic work and instead un- 
dertook to give him a more adult attitude toward authority. Three months later, 
when he was fourteen, he entered vocational school, where his interest in elec- 
tricity stimulated his effort and gave him a sense of success impossible in the 
academic field. Most important, however, is his changed attitude. His improved 
status in home and school and his success in school work has built up his self- 
respect so he no longer feels the world is against him. With a fuller develop- 
ment of his present attitude his adjustment to a future employer should not be 


difficult. 


These cases are presented to indicate that successful education 
must deal with the emotional obstacles that interfere with the child’s 
adjustment to school. 

Visiting teacher’s method of work—In order to get at the causes 
of unadjustment, the visiting teacher makes a study of the child’s 
life. This study includes an investigation of his earlier school be- 
havior, his school progress as revealed by marks and attendance. A 
study then is made of his home, where the visiting teacher attempts 











250 ELEMENTARY SCHOOL PRINCIPALS 





to learn something of the environment in which he lives, the sort of 
discipline he has known, the various ways in which his parents have 
indulged or discriminated against him and his relationships with 
all members of the family group. The feelings the child has de- 
veloped for or against his parents and his brothers and sisters are 
the feelings he brings to school. They motivate his behavior and 
determine his reactions to his teacher and to his classmates. If he 
is to adjust to school he must first adjust at home. The visiting teacher 
does much of her work with parents, helping them to recognize the 
fundamental causes of the child’s difficulties and pointing out ways 
of dealing with him which will straighten out the confused family 
relationships interfering with the healthy development of his per- 
sonality. No over-night miracle can be accomplished however, and 
usually it is necessary for the visiting teacher to continue her con- 
tacts with the parents over a period of months. 

After a study of the home has been made, a physical examination 
is given the child to reveal any physical defects that may be con- 
tributing to his problem. If there is a question of proper grade place- 
nent, a psychological examination is made. The visiting teacher then 
confers with the principal and teacher and in light of what is now 
known of the child and the sources of his problem, plans are made 
for helping him straighten out his difficulties at school. With a 
knowledge of the child’s background and an awareness of his striv- 
ings and conflicts, the teacher is in a better position to develop with 
him a healthy teacher-pupil relationship. which always must be es- 
tablished if the child is to make a wholesome adjustment to school. 


Emphasis on work with younger children—From the standpoint 
of both child and school, it is economical to straighten out difficul- 
ties at the beginning of the child’s school career because the problems 
of younger children are easier to clear up than the more fixed be- 
havior of older children. Furthermore, the school is spared an initial 
waste of its efforts through failure of the child to live up to his 
capacity for good work and desirable behavior. ‘The visiting teacher 
therefore often places the emphasis of her work on the problems 
of children in the kindergarten and primary grades. 


Type of school—The sources of a child's difficulties are not pe- 
culiar to homes where poverty and ignorance prevail, but are found 
in equal variety and seriousness in families where the parents give 
the child everything intelligence and money can provide. The prob- 
lem of children in poorer neighborhoods is often intensified by the 
larger social problems of the community, inadequate income, broken 
home life and poor recreational facilities, yet schools in well-to-do 
neighborhoods show the same number and range of problems 
Visiting teacher service is applicable to any school and the most 
enthusiastic support often comes from parents who are educated 





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Tue ELeveENTH YEARBOOK 251 





and in a position to carry out fully the recommendations the visiting 
teacher makes. Therefore, when visiting teacher service is first in- 
troduced into a school system it is advisable to initiate it in schools 
in comfortable or well-to-do neighborhoods. Its application to 
schools in poorer neighborhoods is more obvious and its extension 
to these schools will naturally follow. 


Training—Just as the teacher in order to teach successfully must 
have a certain theoretical background and certain skill in the use 
of pedagogical technics, so the visiting teacher in order to perform 
her work successfully needs a knowledge of the emotional causes of 
human behavior and skill in the technics of investigation and treat- 
ment of behavior problems. Such training can only be obtained at 
a professional school of social work. 

The teacher can profit immensely by having a thorough under- 
standing of the emotional problems of childhood. Then she can ap- 
ply mental hygiene principles to classroom situations. She can de- 
velop her pupil-teacher relationships on the most constructive level 
and assist each child to make his best possible adjustment to school. 
Discipline will cease to be a bug-bear and will become a natural and 
stimulating phase of the art of teaching. Complicated problems 
presented by individual children can only be adequately dealt with 
by a trained visiting teacher who gives full time to the work. 


The visiting teacher as a force in the community—The visiting 
teacher draws on the various resources of the community in her ef- 
fort to straighten out the problems of individual children. She may 
make a contact for one child with the Boy Scout leader, the “Y,” 
the settlement house, or playground director, and in her work with 
another child may make contact for his parents with the organized 
charity groups or any other agency equipped to handle the family’s 
individual needs. She works with probation officers, ministers. phy- 
sicians, summer camp directors, and others whose interest may assist 
the child in making his adjustment. The visiting teacher is a natural 
channel of communication between the school and the community. 
The major share of her contacts, of course, are with parents in the 
discussion of the problems of individual children. She may also 
hold regular meetings with groups of parents to discuss principles 
of child guidance. Her value to the community however, is the in- 
direct contribution she may make through her ability to help chil- 
dren in adjusting to school. Healthy adjustment to school involves 
the fundamental adjustment to life; for in adjusting to school. 
the child must make his social adjustment to his contemporaries, 
must make his adjustment to authority and develop a healthy ac- 
ceptance of his personal limitations without feelings of inferiority 
or resentment. In adjusting to school, therefore, the child is adjust- 

ing to the life of the community. 











Q5Y ELEMENTARY ScHoot PRINCIPALS 





THE VISITING TEACHER IN MINNEAPOLIS 


JuLiaA K. Drew 


Supervisor, Visiting Teacher Department, Minneapolis, Minnesota 


HE VISITING TEACHER is the inevitable development of 
a great social movement in the school field. Following the es- 
tablishment of free schools, and the passage of compulsory educa- 
tion laws, the school became conscious of the necessity for modify- 
ing the standardized type of instruction, up to that time considered 
satisfactory for all children. Special educational facilities have been 
set up for those children who are handicapped physically or men- 
tally. School health services, physical training, recreational pro- 
grams, and vocational education have followed in due course, together 
with the development of socialized attendance departments, staffed 
with workers trained to search for and treat causes rather than results. 
In spite of modifications of curriculums, ability groups, and 
special educational facilities, all aimed to fit the school to the child, 
it became apparent that in many cases the school was still failing to 
achieve its objectives. Personality difficulties within the child or un- 
desirable factors in the home or community often thwarted the 
school’s efforts. School principals and teachers came to realize that 
the cooperation of the home was essential in carrying out any 
remedial program. So the visiting teacher, because of her dual 
training as a teacher and social case worker, was introduced to assist 
school principals in studying and treating the children whom, in 
spite of various modifications, the school did not fit. 


Early development of the work—The initiation of visiting teacher 
work in the east in 1906, largely under private auspices, was followed 
a few years later by the establishment of the work under boards of 
education in the east and middlewest. Minneapolis educators, al- 
ways eager to adopt modern educational methods, became interested 
in this new specialist. A demonstration of visiting teacher work in 
1916 by a philanthropic citizen! who volunteered her services, first 
in the Adams Elementary School and later in the Franklin Junior 
High School, proved to the satisfaction of local educators that this 
work was highly desirable and school principals became very anxious 
to have this service. 

Preparatory to the assignment of the first visiting teachers in 1917, 
comprehensive surveys of two congested school districts were made 
by a trained case worker on the staff of the attendance department. 
In her report she cited situations which she felt afforded typical 
visiting teacher cases, “irregular attendance, cases involving im- 
morality, alleged poverty, retardation, or other school maladjust- 


1A former member of the State Board of Control, Caroline Crosby. 





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THe EveventH YEARBOOK 253 





ments not properly assignable to either attendance officer or nurse, 
prevention of ill-advised relief work; the organization of whole- 
some recreation ; the establishment of cooperation between the schools 
and social agencies of the district, the interpretation of the home 
to the school and of the school to the home.” 

As a result of these surveys, visiting teachers were assigned to two 
schools (in foreign districts) where intensive work was greatly 
needed and where the principals, realizing the vital importance of 
frequent contacts with the homes and social agencies, were eager 
for such help. 

In 1919, it was brought to the attention of an elementary school 
principal that more children were appearing in Juvenile Court from 
her school than from any other school in the city. This district was a 
badly congested one close to downtown, composed largely of tene- 
ments, rooming houses and apartments, where many of the homes were 
broken or unstable. A questionnaire on leisure-time activities re- 
vealed the fact that less than 25 percent of the pupils were connected 
with any recreational agency. A conference called by the school 
principal of all social workers in the district and representatives 
from the parent-teacher association, churches, park board, and char- 
acter building agencies resulted in a concerted effort by all these 
groups to connect the children with suitable recreation, and to re- 
move certain undesirable influences. The first direct result was a 
recommendation by the committee for a full-time visiting teacher 
instead of service one day a week; and increased visiting teacher serv- 
ice was granted by the school board. 

Following the establishment of visiting teacher work, first as a 
division of the attendance department, and recently as a separate 
department responsible to the superintendent, there has been a slow 
but steady growth in personnel and in standards of work. In 1923 
the board of education established the policy of including a visiting 
teacher in the faculty of each new junior and junior-senior high 
school. 

Present organization and procedures—The department’s present 
staff includes a half-time supervisor, sixteen full-time and three 
half-time visiting teachers. These workers are assigned to one or 
more schools, depending on the enrolment and character of the dis- 
trict. Of the thirty-nine schools having visiting teacher service. 
twenty-five are elementary. ten junior highs and four junior-senior 
highs. In 1929, a visiting teac ‘her was assigned to the department of 
special education to serve schools for the crippled, deaf, blind, and 
tubercular as well as the special classes for retarded children. 

Problems are referred to the visiting teacher by principals, teach- 
ers, special school workers, parents, and social agencies. Sometimes 
the child himself comes to her for help or to enlist her interest in 











254 ELEMENTARY ScHooL PRINCIPALS 





a friend who has gotten into difficulty. Among the reasons given 
most frequently are the following: 


Behavior—stealing, lying, disobedience, defiance, and truancy 


Personality difficulties—sullenness, indifference, temper tantrums, self-conscious- 
ness, day-dreaming, seclusiveness, and nervousness 





Poor scholarship—excessive retardation 
Home conditions—interfering with normal progress of pupil in school 
Lack of wholesome recreation 


Need for scholarship aid—book loans, car fare, lunches, scholarships. 


How does the visiting teacher set about to help the child referred 
to her? First of all, she learns all she can about his physical, in- 
tellectual, and emotional life as revealed in his school, home, and 
community relationships. She consults principals, teachers, and 
special school workers, as well as school and social agency records. 
She observes the child, when possible. and usually interviews him 
before visiting the home. 


The knowledge, gained through her close connection with the 
home, the school, and the community, prepares the visiting teacher 
to interpret to the principal and teachers the difficulties under which 
the child is laboring. = 


After a careful study of all the factors involved, the visiting 
teacher attempts to analyze the underlying difficulties in the situa- 
tion and to work out with the principal a plan of treatment to be 
carried on with the child, the home, and the school. 


1. Help of school staff 


The plans of the visiting teacher can be carried out only with the whole-hearted 
cooperation of the school staff, the home, and community agencies. The school 
nurse, the attendance department, the psychological clinic, the child guidance 
clinic, and the department of special education are all of invaluable service in 
treatment work. However, the most important person to carry out the pro- 
posed plans is the classroom teacher who, next to his parents, deals with the 
child more hours of the day than anyone else. The visiting teacher may suggest 
various plans, but upon the skill and understanding of the classroom teacher 
depends the ultimate success or failure of these plans. 


2. Changing emphasis in study and treatment of problem children 


During the past decade, the emphasis in work with children who present 
problems of behavior, has shifted. Instead of treating truancy, stealing, lying, 
and sex difficulties as major problems in themselves, it has been recognized that 
these overt acts are but symptoms of underlying difficulties in the child’s life 
associated with unsatisfactory situations in his home, school, or community re- 
lationships. The aim of all modern students of behavior to discover the “why” 
of an act, is largely the outgrowth of the child guidance movement. 


Minneapolis visiting teachers have long been interested in child guidance and 
took an active part in the estabiishment of such a clinic in the Minneapolis 
school system. They have worked in close cooperation with the clinic, preparing 
social histories on problem children whom they referred to the clinic, and carry- 
ing out treatment measures recommended by the clinic. 





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THe EveventrH YEARBOOK 255 











3. Visiting teacher us liuison worker between school and home 

The visiting teacher is in a strategic position to urge the clinic approach in 
the treatment of problem children upon both teachers and parents in her almost 
daily contact with both groups. The visiting teacher usually works in close co- 
operation with local parent-teacher organizations and turns to this group for 
assistance in school welfare activities, scholarship aid, money for free lunches, 
glasses, and gym equipment. 


4, Work with the home 

Since the most important factor in the life of the child is the home, this is 
the keystone in any program of treatment. Without the fullest cooperation be- 
tween the home and the school, little can be accomplished. The school has the 
child only five hours each day, whereas the home is responsible for the other 
nineteen hours. 

What can the visiting teacher do to help the parents in dealing with Johnnie 
or Susie who is not getting along well at school? It depends upon the cireum- 
stances of each individual case, but the first endeavor is to interpret the purpose 
and ideals of the school to the home, and to point out the special abilities and 
limitations of the child, as revealed by his school progress and test records. The 
visiting teacher explains the teacher’s point of view in regard to the child’s 
difficulties and the reason for changes in school or class. She enlists the parents 
cooperation in planning more satisfactory activities for the child in his home 
and community life. 

In some cases it is necessary to modify the attitudes of the parents which 
are affecting the child adversely. Sometimes, the correction of poor habit train- 
ing or changes in physical arrangements in the home, are essential to remove 
emotional strain. Much of the success or failure of treatment plans depends 
upon the tact and resourcefulness of the visiting teacher. When she has won 
the confidence of the family, she often becomes the friend and adviser of all 
members of the group, and is called upon over a period of years for advice on 
other problems than those directly affecting the child in question. 


5. Community relationship 

Community facilities, indispensable aids to visiting teachers, can only be men- 
tioned briefly. The agencies responsible for health, child protection, family re- 
lief and service, religious education, and recreation are called upon almost daily 
by visiting teachers. The visiting teacher usually represents the school in con- 
ferences with social agencies and handles contacts with these agencies at the 
request of the principal. Probation officers consider the visiting teacher an in- 
valuable source of information in regard to children appearing in Juvenile Court, 
as well as a source of help with those on probation. 

The relationship between the Minneapolis visiting teachers and the Juvenile 
Court has been unusually close and helpful. In 1921 the plan of having school 
cases handled informally by the chief probation officer was initiated, and was 
found to be of great assistance in cases where it seemed advisable to enlist the 
help of some authority outside the school system. After a friendly conference 
between parents, child, school representatives and probation officers, it was 
seldom found necessary to bring the child before the judge for violation of the 
rules laid down at the conference. 

As school workers have become more skilled in the study and treatment of 
behavior, the reference of these cases for an informal hearing has greatly de- 
creased. Judge Waite of the Juvenile Court commented recently on the fact 
that so few children are now brought before him for truancy or other school 
difficulties. He credited this fact largely to the preventive work being done by 
visiting teachers and attendance officers in the Minneapolis schools. Such re- 
sults would be impossible without the whole-hearted cooperation of the school 








256 E LEMENTARY ScHoon Principats 


staff and of various agencies dealing with children, and Minneapolis visiting 
teachers are very fortunate in having such groups as the Big Brothers, Big 
Sisters, the Y. M. C. A. and Y. W. C. A., the Boy Scouts, Girl Scouts, Camp Fire 


Girls, and a host of other s rlendid organizations which Can be relied upon for 
ool 
assistance. 


Summary—tThe visiting teacher is the inevitable result of a great 
social movement in the school field. As the objectives of education 
changed, modern educational systems found it necessary to initiate 
special departments and services to deal with exceptional children 
who did not fit into the standardized curriculum. The visiting teacher 
is one of the newer specialists, whose earlier objectives often empha- 
sized the improvement of irregular attendance and unsatisfactory 
home conditions, the prevention of ill-advised relief work, and serv- 
ice as a liaison worker between school, home, and community. The 
distinct field of the visiting teacher is becoming more clearly recog- 
nized as that of aiding the ‘school i in the ad justme nt of pr ‘oblem chil- 
dren. Because of her close contact with the home and the community 
she brings back to the school information regarding the whole ¢ hil’. 
his physical, emotional, and intellectual life, as she finds it reveale| 
in his home, his neighborhood, his work and play groups, as well as 
in his school setting. 

Problems are referred to visiting teachers by principals, teachers, 
special school workers, parents, social agencies, and sometimes re- 
quests for help come from the children themselves. The reasons most 
frequently given are behavior, personality difficulties, poor scholar- 
ship, home conditions, lack of wholesome recreation, and need for 
scholarship aid. 

The emphasis, during the past decade, has shifted from the con- 
sideration of overt behavior as a problem in itself, to a search for 
the underlying problems of which the behavior is symptomatic and 
treatment based upon these findings. The child guidance movement 
has been of great value to the schools in indicating the scientific 
methods used in a complete study of the child, preceding diagnosis 
and treatment. Minneapolis visiting teachers follow clinic methods 
in the study and treatment of behavior problems. 

The physical and mental health of children cannot help but be 
adversely affected by the economic and emotional strain under which 
many of their parents are laboring at the present time. On this ac- 
count, there is an additional reason for the school, and community 
agencies to do all in their power to aid the home in ameliorating these 
distressing conditions affecting both parents and children. 

Educators, parents, and social workers must work more closely 
together than ever before, on a cooperative program which will en- 
able the children to achieve their maximum development in spite of 
existing handicaps, and to become well adjusted and responsible 
citizens of tomorrow. 








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Tue ELeveNtH YEARBOOK 257 





THE ATTENDANCE OFFICER 


A. J. WILLIAMS 
Principal, School No. 9, Buffalo, New York 


N IMPORTANT DUTY of the principal is to sell his school to 

his community. Parents and the public generally must look to 
the school as a major center of social stability and enlightenment. 
Although the principal may be in a fine sense “a good salesman” his 
constructive efforts are often lost because of the inability of other 
school workers to establish effective community contacts. There is, 
then, the problem of the principal using, advising, and guiding such 
helpers as the attendance officer, the visiting teacher, and the school 
nurse so that they contribute in a positive way to the school’s work. 


The attendance officer at work—Many schools have no visiting 
teacher, and in these cases the attendance officer acts as the chief 
liaison officer between the school and the home. In spite of all our 
efforts to get parents to visit the school he is, many times, the only 
representative of the school to see them. Consequently, in the minds 
of many people, the school és the attendance officer. 

The old idea of an attendance officer was a hard-boiled policeman 
who scouted around the streets and alieys and dragged in the un- 
willing victims of the wanderlust. Today the ideal attendance officer 
is the one who, by less show of authority and more diplomacy, per- 
suades the parents and children that it is the right thing for the 
boys and girls to be in school regularly. 

The modern school helps to lighten the work of the attendance 
officer, because today most children want to go to school. But there 
still are some cases he must straighten out. The following examples 
illustrate how the officer does more than simply try to keep children 
in school : 

Edward—He was about 12, lazy, sullen, and inclined to take things. One day 
a fountain pen was missing, and Edward was suspected. Although he stoutly 
denied taking it, we finally found someone who had seen him take it, and he was 
given an hour to return it or be expelled from school. He returned the pen, but 
next day was not in school. Our attendance officer has several other schools, so 
it was three days before he could investigate. The investigator found that Ed- 
ward’s mother thought he was in school, since he left home in the morning and 
did not return until late afternoon. Further investigation showed that Edward 
was playing around the railroad yards with a gang, and stealing his food. His 
mother said she could not control him, and signed a permit to have him sent to 
a reform school. The easy way would be to send him away, but was that best 
for the boy? The officer brought him to school and after a talk with him we 
decided to try him again. Three or four times during the year these difficulties 
have been repeated, but each time Edward showed some improvement. 


Two years have gone by and today we find Edward in the eighth 
grade ready to be graduated next June. There have been no recent 
complaints from any of his teachers. It has been said that he is a 











258 ELEMENTARY ScHoot PRINCIPALS 





new boy. Judging by present appearances he és a new boy. It is not 
difficult to imagine how easily the old-type of officer might have 
confirmed Edward in his hate for work and his tendency toward 
stealing. 


Mary—She was about 15 years of age, well-developed physically, but with an 
I. Q. of about 80. She became “boy-crazy” and one day Mary was absent from 
school. Investigation by the attendance officer discovered the fact that she had 
gone for an automobile ride with a strange man, who had kept her at a road- 
house over night. Her parents, who were decent people, were heartbroken. What 
to do? Should she be sent to a house of correction? It seemed best that Mary 
should not stay at our school for her shame would soon be common knowledge 
Since our attendance officer serves four or five nearby schools Mary was sent to 
one of these schools with the knowledge and consent of the principal. These 
changes took place over a year ago. Since that time Mary has behaved in an 
exemplary manner and, so far as we know, has had no trouble either in school 
or out. 


Our attendance officer considers his duties to include: (1) to keep 
children in school unless they are sick; (2) in cases of illness, to see 
that the children have proper care so that they may return to school 
as soon as possible. 


R. Family—tThree boys were unaccountably absent the other day. When our 
officer visited the home the mother reluctantly admitted that the boys had no 
pants to wear to school. One line of action would be to notify the parents that 
the boys must be in school, wait the required length of time, and bring legal 
action. Another is to notify some charity organization, which, after due course 
of investigation, might supply the necessary clothes. Our officer does neither of 
these. For several years he has maintained in one of the schools in his district 
a supply of second hand clothing which has been donated by the wealthier people 
of the district, and he is able at once to supply the necessary pants. Thus the 
three boys, who might have been absent from school for two or three weeks, are 
back in school the next day. 


Irene—She had been absent two or three days, and none of her classmates 
knew what was the matter. Our officer investigated and found that she was 
apparently very ill. The mother said she could not afford to have a doctor. The 
nurse was asked to see her, and reported that Irene probably had scarlet fever. 
The case was referred to the city hospital. Irene was in the city hospital for 
six weeks. The prompt check-up by the attendance officer probably saved her life. 


One afternoon about 1:30 the writer’s telephone rang. Upon an- 
swering, a man’s voice bellowed, “If you send that truant officer to 
my house again I will knock his block off.” What now? Investiga- 
tion disclosed the following facts. Sara, a Polish girl of about 15 
years of age, had been absent for one or two days per week for several 
weeks. Each time she brought an excuse signed by her mother stating 
that Sara had been sick. The teacher finally decided that the case 
should be investigated and gave the record to the attendance officer. 
When the officer questioned the mother about Sara’s absences she at 
first maintained that the girl had been sick. When the officer asked 
why Sara was always sick on Monday the mother became angry and 
told him that she would keep the girl out any time she wished. 








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Tue ELEVENTH YEARBOOK 259 





“Well,” said the officer, “if that is the way you feel about it 
the only thing I can do is to give you a summons to court and let 
you tell it to the judge.” The woman became abusive, whereupon the 
officer left after telling her that if Sara should be absent again she 
would have to have a doctor’s statement, or she would be summoned 
to court. Sara was regular in attendance from then on. 


Conclusion—F rom the cases cited above we may now arrive at 
some of the guiding principles in the selection and work of an 
attendance officer. 

(1) The attendance officer must have an abiding interest in chil- 
dren and a high regard for their rights. He is one of the buffers 
placed between children and society, and must help absorb the thrusts 
of certain unscrupulous forces that attempt to rob children of their 
rights. 

(2) He must be a “good salesman,” able to persuade people 
through a proper presentation of the facts, rather than by the display 
of force. 

(3) <As a corollary of (2), the attendance officer should have a 
pleasing personality. 

(4) He must be willing, at times, to make calls outside his regu- 
lar hours. For example, William’s attendance was very irregular, 
and, although he always brought an excuse apparently signed by his 
mother, we became suspicious and reported the case to the attendance 
officer. He went to the house, but could find no one in. After two 
or three visits he made inquiry in the neighborhood and learned 
that the mother was the sole support of the family and that she 
worked all day. He, therefore, made an evening call, and discovered 
that William’s mother knew nothing about his absences from school. © 

(5) Finally, there are times when the attendance officer must be 
a stern representative of the law. 





HE CHILD is entrusted to the school by society for edu- 

cation and training. Development, once viewed in a nar- 
row sense, today signifies the mental, physical, moral, and 
social sides of the child—the whole child—the evidences of 
which, as observed in current practise and accomplishment, 
are, indeed, quite amazing—John S. Herron, Chapter TX. 




















260 ELEMENTARY ScHooL PRINCIPALS 





HOME CALLS OF THE SCHOOL NURSE 


WeraALtHy ANN ROBINSON 
Public Health Nurse, Spokane, Washington 


HAT PHASES of the school nurse’s work are most helpful 

to principals? In answering this question the nurses of the 
Spokane schools interviewed a number of elementary school princi- 
pals. It appears that “home calls” is by far the greatest single aid 
from the viewpoint of the school head. 

There are two types of visits to the home: (1) those dealing with 
health problems, such as control of contagion, correction of defects, 
and preventive measures; and (2) those concerned with social prob- 
lems, such as maladjustments between school and home, child and 
school, or child and home. 


Health problems—The principal needs to have more information 
about an absent pupil. The nurse calls at the home and makes a 
preliminary diagnosis of scarlet fever. The neighbors have assured 
the mother that the trouble is just a stomach rash. The nurse ex- 
plains the need of expert diagnosis not only for the child’s care, but 
for the protection of the family. Usually there is no difficulty in 
getting the family to observe a temporary quarantine until the family 
physician or health officer arrives. The procedure keeps visitors away 
and hence reduces the number of contacts. The school and individual 
attendance for the neighborhood is improved because of the family’s 
cooperation. 


A particular physical defect of a pupil may be evident to the school 
authorities, yet the family may not realize the importance of the 
handicap to the child. Or perhaps the parents have not known just 
how to proceed in getting the right information concerning the cor- 
rection. The school nurse is in a position to give or to get the necessary 
advice. A kindly interest in the family and the child is a fundamental 
factor in getting the confidence of the family. With knowledge of 
the background of the perplexing case the nurse can usually obtain 
parental cooperation. The child’s health improves so that he is able 
to attend school regularly and to avoid repeating. The continuous 
oversight which follows the correction tends to rebuild health habits, 
helps to overcome discouragement, and assists in eradicating mental 
attitudes of inferiority. 

The preventive program consists of the information and intelli- 
gent encouragement given by the nurse during the home call. The 
mother in her home speaks frankly and confidentially on many de- 
bated questions. The conflicting stories that have been told over the 
back-yard fence are told to the interviewer. These upsetting stories 
can be handled by the nurse so as to benefit the whole family. 








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Tue ELeveENTH YEARBOOK 261 





Often the problem involves one of the common health habits. For 
example, a child feels ill or becomes weak during the hour before 
noon. The home call too often reveals that the child had no break- 
fast or an inadequate one. The family may not have realized the 
importance to growing children of a regular, balanced breakfast, 
which is thoroughly masticated and eaten under happy conditions. 
If the problem is a financial one, the nurse is in a position to sug- 
gest the means for adding to the diet the element needed at home 
or at the school. If ignorance or indifference are the causes then 
usually a “word to the wise is sufficient.” 


Social problems—This group of difficulties subdivides into the fol- 
lowing types: financial problems, family social maladjustments, and 
neighborhood social problems. 

The financial problem may be caused by the unemployment, ab- 
sence, or death of the father. Or the mother may be absent from the 
home the greater part of the day, either to add to or to earn the 
income. The child hears these financial problems discussed at home 
and knows that he cannot enter into certain activities because of lack 
of funds. He may assume an attitude of sullenness or defiance to 
cover the fact that he cannot do as other children do. When the 
financial situation is reported to the principal he can often make 
adjustments which help the child to forget the assumed mental pose. 


Another family problem is the difference in standards between two 
generations within the home. This condition causes such unhappy 
situations that the school child usually reflects the conflict. Especially 
is this true where the grandparents (whether native born or not) 
have some authority. The child may assume a listless and indifferent 
attitude, or sometimes be openly defiant and obstreperous. The nurse 
visits the home and examines the disturbing factors. With her help 
the principal is in position to interpret the child to the home in such 
a favorable light that the conditions are greatly relieved. 


The neighborhood social problems may be based upon racial, re- 
ligious, or financial differences, or variations in family standards, 
and other social conflicts. The nurse through her visit gets the story. 
With her counsel, the resources of school, and the constructive forces 
of the community, the principal can do much to counteract adverse 
sentiment and neighborhood tradition. 


Conclusion—The nurse’s special training is the key that opens 
many doors. Since most families today have had some experience 
with emergencies, the nurse is a symbol of friendly help. This friend- 
liness gains the information and cooperation of the family which 
can be turned to the advantage of the school’s program. In an atmos- 
phere of understanding between school and home the pupil can 
develop and grow satisfactorily. 














262 ELEMENTARY ScHoot PRINCIPALS 
SELECTED REFERENCES 
1. CHASE, JOSEPHINE. “The Visiting Teacher at Work.” Journal of the 


on 


6. 


-1 


10. 


11. 


13. 


National Education Association 19:245-46; November, 1930. 
Case studies in the work of the visiting teacher. 
CULBERT, JANE. The Visiting Teacher. New York: Commonwealth Fund, 
1924. 16 p. 
Reprint of an article in Vol. XCVIII, No. 187 of the Annals of the 
American Academy of Political and Social Science. 
CULBERT, JANE. The Visiting Teacher at Work. New York: Common- 
wealth Fund, 1929. 235 p. 
Presents the professional standards, procedures, and administrative rela- 
tionships of the visiting teacher. 
DEVALLIERE, Mrs. L. T. “The Home Aids the School.” Proceedings. 
Washington, D. C.: National Education Association, 1930. p. 724-28. 
Tells how parents may help with the school’s plans. 
DINWIDDIE, CourTENAY. Child Health and the Community. New York: 
Commonwealth Fund, 1931. 80 p. 
Describes how the school, the health authorities, and others united in 
four communities to improve the public health. 


EMMONS, FREDERICK E. City School Attendance Service. Contributions to 
Education, No. 200. New York: Teachers College, Columbia University, 
1926, 173 p. 

A study of attendance services and practises in fifteen typical cities. 

Heck, ArcH O. Administration of Pupil Personnel. Boston: Ginn and 
Co., 1929. Chapter V, “The Attendance Department,” p. 85-105. 

Brief treatment of the duties of attendance officers and visiting teachers. 

McCraDIE, ANNE AND FERGUSON, BERTHA. “A Counselor and a Visiting 
Teacher Describe Their Jobs.” Vocational Guidance Magazine 8:106-107; 
December, 1929. 

Outlines the tasks of two high school workers. 

NATIONAL EpucATION ASSOCIATION, Department of Elementary School Prin- 
cipals. Ninth Yearbook. Washington, D. C.: the Department, 1930. p. 
437-84. 


Articles on pupil personnel practises showing the importance of informal 
home contacts and cooperation. 


Nupp, Howarp W. The Purpose and Scope of Visiting Teacher Work. New 
York: Commonwealth Fund, 1928. 36 p. 
Brief statement reprinted from “The Problem Child in School” by Mary 
B. Sayles and Howard W. Nudd. 


OPPENHEIMER, JULIUS J. The Visiting Teacher Movement. New York: 
Joint Committee on Methods of Preventing Juvenile Delinquency, 1925. 
206 p. 

Deals with the history, work, and qualifications of visiting teachers. 

PuBLIc EpucaTIon ASsocraTION, The Visiting Teacher in the United States. 
New York: the Association, 1921, 64 p. 

A brief study, based largely on questionnaires, of the visiting teacher 
movement. 


Roop, Etma. “What the School Nurse Contributes to Education.” Peabody 
Journal of Education 6:6-14; July, 1928. 
Describes the nurse’s work as that of stimulating, encouraging, and 
supplementing the classroom activities in health, 








8. 








CHAPTER V 
THE PARENT-TEACHER MOVEMENT 


THE PARENT-TEACHER ASSOCIATION AND THE PRINCIPAL 
THE PrincipaL’s Rote in A Cuicaco UNIT 
AN INTEGRATING FoRCE IN MILWAUKEE 
A Strupy Group IN OAKLAND 
COMMUNITY PARENTHOOD IN SAINT PAUL 
UNIQUE PLANS IN HIGHLAND PARK 
ACTIVITIES OF A STATE ASSOCIATION 
LocaL, STATE, AND NATIONAL RELATIONSHIPS 
THE PLACE OF THE NATIONAL ASSOCIATION 


[ 263 ] 











EDITORIAL COMMENT ON CHAPTER V 


Chapter V presents some typical illustrations of the 
parent-teacher movement in action. A majority of the 
contributors to the chapter tell of the activities of a single 
organization in connection with a specific school situation. 
One or two writers touch upon the activities of the city 
and state councils. The final article presents the work of 
the National Congress of Parents and Teachers. 

The general impression from reading this chapter is 
that the parent-teacher movement is a sturdy ally of mod- 
ern education. Through the movement teachers and parents 
unite to examine, to adjust, and to plan the total learning 
environment which surrounds children. Education is con- 
ceived as more than schooling and more than home train- 
ing. 

Perhaps one of the most hopeful signs in this chapter is 
the realization by school people that the parent-teacher as- 
sociation is a movement. So frequently in the past local 
organizations have been looked upon solely as a means for 
fulfilling wishes. Principals have asked for and obtained 
cafeterias, books, stereopticon machines, mimeograph ma- 
chines and other useful equipment from their local asso- 
ciation. The practise cannot be dogmatically condemned 
as these pieces of equipment have added materially to the 
efficiency of schools. Often the fault has been in the fact 
that the energies of the local association never have been 
directed to less material things. Enthusiasm for concrete 
evidences of interest in the school has often swept aside 
the child study groups and other devices for improving 
the individual members. Certainly, the local program 
should be balanced between—giving help, studying chil- 
dren, and receiving information and inspiration. 

The Editorial Committee wishes to point out, too, that 
the contributors to this chapter realize that the parent- 
teacher association should not hinder the school’s ma- 
chinery. One common disturbance is the annual member- 
ship drive which may assume objectionable proportions. 
It is a good thing when the major responsibility for col- 
lecting funds falls upon the officers and members of the 
association. When children and teachers are used in the 
membership drive then the whole process should be made 
as educative as possible. 

The bibliography at the end of the chapter offers sug- 
gestions for further study —/ditorial Committee. 


[ 264 ] 














CHAPTER V 
THE PARENT-TEACHER MOVEMENT 


THE PARENT-TEACHER ASSOCIATION AND THE 
PRINCIPAL 


ELLEN C. LOMBARD 
Associate Specialist in Home Education, United States Office of Education 


HE PARENT-TEACHER ASSOCIATION movement is a 

cooperative educational project which should challenge the in- 
terest of all school officials. Modern educational practises make 
necessary the conscious intelligent participation of parents in the 
education of their children. The parent-teacher association at its best 
is an excellent vehicle through which parents may get a better un- 
derstanding of the problems of their children, of preschool, grade- 
school and high-school age; through which the school may be inter- 
preted; and through which the community may be informed of the 
needs, problems, and program of the school. 

The national program for the organizations of parents indicates a 
growing emphasis upon the educational aspect of the work and a de- 
creasing emphasis upon money-raising activities for school supplies 
which school boards should purchase under normal circumstances. 
This is a point upon which leaders in the parent-teacher movement 
agree. They say “Material aid to the school should be limited to (a) 
demonstrations of new and untried school activities which have been 
approved by the school board but which the board is not yet prepared 
to finance; (b) improvement of the cultural atmosphere and com- 
fort of the school; and (c) emergencies which sometimes arise and 
call for assistance from the community in order that the work of the 
school may not be interrupted or seriously handicapped.”! 

The sincerity of the parent-teacher movement appeals to educa- 
tors when it is apparent. More than 22 colleges and universities in 
their 1931 summer sessions conducted courses or conferences which 
brought to the attention of many school officials the educational sig- 
nificance, methods, and practises of parent-teacher associations. 
Among the institutions offering opportunities for instruction in this 
field were: Columbia University, New York City; University of Vir- 
ginia, Charlottesville; University of Montana, Bozeman; Furman 
University, Greenville, S. C.; Blue Mountain College, Blue Moun- 
tain, Miss.; and state teachers colleges or teacher training depart- 
ments in California, Colorado, Georgia, Illinois, Michigan, Missis- 
sippi, Nebraska, and Ohio. These courses are doing much to over- 
come the criticism of the parent-teacher association movement, and 





1Handbook for Parent-Teacher Associations. National Congress of Parents and 
Teachers. 


[ 265 J 








266 ELEMENTARY ScHooL PRINCIPALS 





because they are attended generally by school superintendents, prin- 
cipals, and teachers as well as by leaders in the parent-teacher field, 
there is among these school officials a growing interest in and un- 
derstanding of the purposes and problems of the work and a conse- 
quent respect for the movement. 

Elementary school principals, because of their training and expe- 
rience, and due also to the fact that they hold key positions, have a 
distinct prestige in their relations with leaders of parent-teacher as- 
sociations. The influence they may, and frequently do, exert upon the 
quality of programs and service is of considerable importance. There 
is at present no way of measuring the service that elementary school 
principals give to parent-teacher associations. An examination of 
educational journals and other periodicals and of the literature of 
parent-teacher associations fails to indicate to any appreciable de- 
gree the place that school officials occupy and the part they take in 
the parent-teacher program, but a strong and vigorous parent-teacher 
association usually means that some principal has helped. 

During the past fall in discussing with a number of school prin- 
cipals in different sections of the country and with leaders of the 
parent-teacher group the problems of parent-teacher cooperation, the 
author gathered some interesting points of view and information, 
but due to the limited number of persons contacted, this statement 
should not be construed as the consensus of opinion of a large group. 
Questions were directed to superintendents, school principals, teach- 
ers, and to national and state leaders in the parent-teacher move- 
ment. City superintendents in response to the questions of (1) what 
a. superintendent expects of school principals as to cooperation with 
these organizations, and (2) how much they actually cooperate, re- 
plied generally to the first question that they expect their principals 
to cooperate in every way possible. 

Among the activities mentioned by principals as typical of their 
cooperation with organizations are: Serving as member of program 
committee; serving as representative of the organization at council 
meetings of parent-teacher associations; acting as consultant on im- 
portant matters relating to the organization; interpreting modern 
education to parents; arranging programs of one or two meetings 
each year in which the school takes part; assisting in program mak- 
ing; preparing observation sheets for parents to use in visiting the 
schools; working to overcome antagonisms of parents towards the 
schools; arranging for parents to visit schoolrooms after conferring 
with teachers of their children on parents’ day; taking the room of 
the grade teacher who acts as secretary for the association ; explain- 
ing new and important changes in the school curriculum or adminis- 
tration. 

One superintendent cited in response to question (2) that of 30 
principals in his city only two or three of them could be pointed out 








in- 


ld, 


ol 





Tue EveventH YEARBOOK 267 











_— 


as taking active part in parent-teacher associations. He told with 
evident satisfaction of the case of one principal who planned the 
program of the school to include parent cooperation. For a certain 
period self-control was to be emphasized in the school. The prin- 
cipal wrote a circular letter to the parents explaining the objective 
of the school during the following term and invited their coopera- 
tion in carrying out in the home the principles taught in the school. 
Immediately after receiving the letter one father visited the princi- 
pal and asked to have the program of the school delayed until he 
could have time to practise self-control. Another superintendent said 
that he could not think of keeping school without a parent-teacher 
association to connect the school with the community. 

National and state leaders in the parent-teacher movement com- 
mended school officials for their cooperation. One national leader, 
who is also a school superintendent, when asked for her opinion on 
the relations between the school principal and the parent-teacher as- 
sociation classified principals under three types: “(1) The one who 
uses the parent-teacher association as the handmaiden of education: 
(2) the one who uses it as a whip handle to club the school board 
and teachers into line; and (3) the one who fears it because it will 
educate the people to know that she is unfitted for her job.” Another 
leader “wishes that school principals would study the fundamental 
principles of parent-teacher work” and another leader pointed out 
that school principals are in a strategic position to help survey the 
needs of the schools and to help interpret the needs to parents and 
to the community. 

The experience of a state organizer gives a key to methods some- 
times employed in organizing where school principals do not see the 
advantages of parent-teacher associations and therefore do not want 
them organized in the school district. This worker stated that under 
these difficult circumstances interested school patrons start propa- 
ganda to interest and win the principal. In one large city the leaders 
in parent-teacher associations expressed varying opinions regarding 
the attitudes of school principals. One leader stated that the prin- 
cipal gives credit in rating the teachers, for attendance at the meetings, 
which results in a limitation upon the number of meetings per year. 
Leaders protested against this practise of giving credit for attend- 
ance in the belief that it violates the spirit of the parent-teacher move- 
ment. They also protested the tendency of the school principal who 
uses the parent-teacher association “to put over pet schemes.” It was 
agreed, however, by various leaders that most of the misunderstand- 
ings between school principals and parent-teacher leaders could be 
cleared away by a better knowledge on the part of both leaders and 
principals of the purposes and legitimate practises of parent-teacher 
associations and of the program of the school. In one city the parent- 
teacher leaders are invited by the superintendent of schools to present 











268 ELEMENTARY ScHooL PRINCIPALS 





the parent-teacher association movement before the principals which 
the leaders declare is “worse than facing a firing squad.” 

The foregoing opinions and attitudes of both leaders and school 
principals appear as “growing pains” of a new experiment in pop- 
ular education. At its best the parent-teacher association is an asset 
to a school and is so recognized by many school men and women in 
the United States. At the present time there is no way of measuring 
the service that school principals give to parent-teacher associations 
which are organized in more elementary schools than in any other 
division of the school system. Problems of leadership in these as- 
sociations call for the expert counsel and advice which school prin- 
cipals and teachers can give. Leaders in parents’ organizations ex- 
press generally their desire for the fuller cooperation of principals 
and teachers, especially in the formulation of better programs for 
meetings of the associations. The school principal’s attitude toward 
these organizations influences the teaching staff for or against them. 

Still further information is needed from school officials who are 
cooperating successfully with these organizations and from those 
who have special problems difficult to solve. Questions are here raised 
such as: Should credit in rating teachers be given for attendance at 
parent-teacher association meetings; who should decide upon the 
number of meetings to be held each year; what part should school 
principals take in organizations; what can school principals do to 
strengthen the programs of parent-teacher associations; how far 
should school principals go in asking parent-teacher associations for 
funds to be used for school purposes, and, how much time do school 
principals already give to the problems of these organizations. 





N NEARLY ALL DISTRICTS the school is the only 
I officially recognized agency for general, all-around chili 
welfare and education. Thus, it is to be assumed that the 
school principal should be an expert in child development 
and education. Such an assumption carries with it a responsi- 
bility heavy enough to weigh down with apprehension even 
the most casual of school executives and must be a great 
source of worry to the conscientious schoolman.—Thomas F. 
McHugh, Chapter IX. 














i Mw 








Tue ELeveNtH YEARBOOK 269 





THE PRINCIPAL’S ROLE IN A CHICAGO UNIT 
BEATRICE COLBY HYMAN 
Principal, Leander Stone School, Chicago, Illinois 


ITHIN THE LAST TWO YEARS the parent-teacher groups 

in Illinois have included in their programs classes in parent- 
education for the purpose of developing an enlightened membership 
aware of the problems confronting parents in a rapidly changing 
world. Many school principals in the towns and urban centers of 
the state, eager for the maintenance of sympathetic neighborhood 
relationships, have found this new interest on the part of the parents 
at once a challenge and a summons. 


How the plan was executed—The Leander Stone School occupied 
a new building in September, 1928. The school enrols 700 children 
from a very fine urban neighborhood where parents of American or 
Swedish extraction predominate. Our parent-teacher group enrols 
400 parents, or approximately 100 percent of the community. 

Believing that the principal and the teachers should be active in 
giving the community information as to the policies of the board of 
education and the activities and objectives of the school, the writer 
agreed to serve on the executive board and to direct the instruc- 
tional program. Eight meetings were conducted from October 
through the month of June. From an initial registration of 70 per- 
sons the membership rose to 88, and at our last meeting in June there 
was an attendance of 85. 

As the topic for general discussion, the executive board chose the 
subject “The Function of the Public School in a Changing World.” 
The purpose was to bring the community in touch with the modern 
facilities, methods, and goals of the Chicago schools. A yearbook was 
prepared listing the subjects of the various lectures and the names 
of the speakers. The first Monday of the school month was selected 
for the meeting of the class in the assembly hall of the school. 

Through the writer’s interest in the general topic of education and 
acquaintanceship with specialists in the field, the following program 
was presented without expense to any member of the class: 

September—Dr. Grace Munson, Psychologist. 

“The Junior High School.” 
October—Miss Ellen Olsen, Primary Supervisor, Chicago Normal College. 
“The Five, Six, and Seven Year Old Child.” 
November—Dr. Dudley Crafts Watson, Lecturer Art Institute 
“Anyone Can Learn to Draw.” 
January—Mr. Edward Worst, Supervisor Manual Arts, Chicago. 
“The Boy’s Opportunity for Creative Work.” 
February—Miss Martha Olsen, Supervisor Primary Department, Public Schools 


of Evanston, Illinois. 
“Kindergarten Primary Activities.” 








270 ELEMENTARY ScHOOL PRINCIPALS 





March—Dr. Marian Monroe, Institute of Juvenile Research, Chicago. 
“Remedial Work in Reading.” 

April—Dr. Louise Wood, Psychologist. 
“ Adolescence.” 

June—Mrs. Alfred Alschuler, Philanthropist. 
“The New Nursery School.” 


At all of these meetings short talks were given by the teachers of 
our school, who were using the particular method in their classrooms. 
Classes of children in demonstration lessons were directed by their 
teachers on the platform in the assembly hall. Among the projects 
arranged by members of the school faculty to bring the community 
into the schools were the following programs: 


1. “A Child Centered Classroom” ~_-------- , Teacher, Grade 2. 

2. “Traditional vs. The Modern Primary Technic in the Kindergarten” ~_--------, 
Kindergarten Teachers. 

3. “The Use of Individual Study Units” ~_-------- , Assistant to the Principal, 
Teacher, Grade 6. 

4. “A Demonstration Class Lesson in Music” ~--------- , Teacher, Grade 1. 

5. “A Socialized Recitation in Geography” ~.--------, Teacher, Grade 5. 


Concurrent with the presentations by the teachers was the study 
of modern educational devices explained in the issues of 7’he Stone, 
our school magazine. To correlate with the lessons planned for the 
parent education classes, articles on the topics of interest at each 
meeting appeared in the publication issued by our parent-teacher 
organization. The paper became an important agency in promoting 
an education carried on jointly by teachers and parents who, like 
builders, work side by side from the same plans, each contributing 
his part toward the final structure. . 

A library of 100 volumes on educational problems and child-parent 
as well as home and school relationship was purchased, and book re- 
views and lecture summaries were given by parent members of the 
class. 

A typical assignment was as follows: 


Books RECOMMENDED FOR REVIEW OF MEMBERS FOR NOVEMBER MEETING 


1. Just Normal Children—Florence Matea 
2. The Genius Child—Hollingworth 
3. Child Guidance—Blanton and Blanton 
See page 13—The Stone Magazine—October issue 


In one of these books, returned by a member of the class, herself 
a college graduate and now president of the association for the en- 
suing year, I found a newspaper clipping: “Best Mothers aren’t al- 
ways college graduates. A diploma cannot make a wise parent.” To 
the writer this attitude, on the part of one perhaps most adequately 
prepared for motherhood, seems indicative of the success of our class. 
Dr. William McAndrew wrote to us recently as follows: “Returning 
home I find the fine pile of Stones which you were good enough to 











Tue ELevENTH YEARBOOK 271 





send me. It is a project that does you all high credit. Great idea hav- 
ing the parent-teacher association harness itself to a school publica- 
tion. When you see the editor offer my congratulations. I see you 
combine pupil work with the parent-teacher association in the maga- 
zine. That is a big idea, as is also the plan for your monthly excerpts 
trom professional books.” 

All mimeographing of bulletins and notices for the general parent- 
teacher association meetings, as well as the notices of the parent- 
education classes, has been done by the clerk at our building. A sam- 
ple bulletin follows: 

ATTENTION—GENERAL MEETING 
STONE PARENT-TEACHER ASSOCIATION 

The last meeting of the year will be held next Monday, June 8, at 1:15 p. m., 
Stone Assembly Hall. 

Dr. J. Lewis Browne, Director of Music, Chicago Publie Schools, will speak on 
“Developing Musical Ability in Children.” Mrs. Bromley’s Chorus of one hun- 
dred voices, Grades V and VI, will sing. Miss Townsend, Teacher of Beginning 
Pupils in First Grade, will give a demonstration in the teaching of Primary 
Grade Musie. 

Special invitation: All parents are invited to visit class. 


Summary and conclusion—In our approach to parent education at 
the Stone School we have set three major objectives: (1) by formal 
lectures and teachers’ demonstrations to interpret the schools of to- 
day to the parents, (2) by discussion to stimulate independent think- 
ing, and (3) by directed reading to develop attitudes of inquiry and 
openmindedness. 

In assuming the guidance of the parent-teacher group the principal 
is in position to create an informed public opinion for the ventures 
he aims to undertake. Through social and moral guidance of the 
whole community, he can improve the learning environment of the 
children. On his part, the great opportunity for leadership calls for 
professional preparation, sympathetic insight, and personal enthu- 
siasm. If he can rise to the high trust imposed on him, he should be 
the agent through whom the school and its constantly changing cur- 
riculum are interpreted to the public. 





HE TOPIC of the 1933 yearbook is “The Principal and 

the Libraries.” It is the plan of the Editorial Committee 

to present descriptions, both of school libraries and of school- 

public-library contacts. Write to 1201 Sixteenth St., N. W., 
Washington, D. C., for further information. 




















272 ELEMENTARY ScHoot PRINCIPALS 





AN INTEGRATING FORCE IN MILWAUKEE 


Laura E, KELLAR 
Principal, Atwater Elementary School, Milwaukee, Wisconsin 


O ONE who seeks a tangible index, there is probably no one 

better means of identifying a truly modern progressive school 
than by ascertaining that it furthers in every possible way complete 
understanding of the “child in the midst.” Many avenues of study 
of the child are available but one of the most potent of these is a 
close cooperation between the home and the school, secured in many 
valuable ways. Among them none is to be compared in effectiveness 
with the tremendous force of the parent-teacher movement which 
has made such giant strides up and down the length of our land in 
recent years. There are reasons for this effectiveness. ‘There is the 
power of association with something bigger than the local, the helps 
from the state and national offices, the inspiration of the great con- 
ventions which never fail to send delegates home quite prepared to 
move mountains, the fact that the organization is simple and yet 
based on approved practise and the best parliamentary procedure— 
all these proclaim the parent-teacher association something more 
than a “busy-bees club” of local importance only. 

The school which overlooks or fails fully to cooperate with, and 
in large measure to direct this enormous force for constructive co- 
operation for its development, is the school which is functioning 
at a much lower level of effectiveness than is necessary. There is, of 
course, no other defensible reason for actively sponsoring this move- 
ment excepting that it does directly or indirectly help to produce a 
better environment for the children with whom the total group is 
concerned. Its educational possibilities are all developed that teacher 
and parent may be better people with whom children must live; its 
interpretative functions are all discharged that parents and teachers 
may have a better common understanding of their problems, that 
children may be less divided in their loyalties, that childrens’ needs 
may be met more intelligently; its integrating force welds together 
the complex world in which the child lives and helps it to move more 
smoothly for him. 

That it is or can be an aid from the standpoint of actually educating 
the community, from the standpoint of interpreting modern educa- 
tion to the community, and from that of integrating and unifying 
the community life, thinking, reactions, and ambitions, we shall try 
to demonstrate and illustrate. 

The plan of organization—The parent-teacher association of the 
Atwater Elementary School, Shorewood, now numbers in its mem- 
bership all of the two dozen teachers and about three-fourths of the 
parents of its eight hundred children. This percentage has been 
steadily growing during the seven years of the existence of the or- 





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Tue ELeventH YEARBOOK 273 





ganization though it is not yet perfect by any means. The school is 
in a well-to-do suburban community of 14,000 where the social life 
of the community is very active and the social, business, and enter- 
tainment activities of the neighboring city offer enormous competi- 
tion to any program put on by the school. 

The parent-teacher association operates through its regularly 
elected officers, including a recording secretary, a financial secretary 
and an auditor, in addition to the usual ones, and through an active 
executive board composed of the heads of the following standing 
committees : 


1. Program 11. Personal Invitation 
2. Membership 12. Art 

3. Finance (Ways and Means) 13. Publications 

4, Publicity 14. Study Group (three) 
5. Music 15. Summer Round-up 
6. Hospitality 16. Budget 

7. Refreshment 17. Professional Library 
8. Telephone Brigade 18. Seout Work 

9. Legislative 19. Play School 

10. International Relations 20. Better Films 


Each of these chairmen has a large or small group of assistants, 
according to her needs, which goes actively forward with its own part 
of the total program. A brief résumé of the work of each committee 
may be helpful to someone. That of the program, membership, and 
finance committees need no comment though they are the backbone of 
the organization and everything else depends on them. The publicity 
committee advertises the events sponsored by the organization 
through the newspapers, posters, notices, and the local movie. The 
telephone brigade is so organized that every patron of the school 
may receive any important notice within an hour or two without any 
member having to call more than a half dozen people. The personal 
invitation committee addresses government post cards with the 
notice of meetings printed on them to every patron of the school for 
every regular meeting. The music committee arranges for music for 
regular and special meetings and social occasions. The hospitality 
committee meets at the door those who attend any kind of meeting 
and sees that introductions are made and people made to feel at 
home. The refreshment committee serves light refreshments at regu- 
lar meetings and for grade parent meetings and manages dinners 
for the parent-child banquets referred to below. The art committee 
keeps a scrapbook of all the publicity given the organization both 
through school notices and through the local newspapers. This 
scrapbook is submitted annually and receives state and national 
awards and is later very valuable for reference as to former activi- 
ties of the organization. The publications committee handles the 
Child Welfare magazine subscriptions, the organ of the National 











274 ELEMENTARY ScHOOL PRINCIPALS 





Congress of Parents and Teachers. The library committee takes en- 
tire charge of the professional library described below, selects and 
buys books and takes responsibility for their circulation. The work 
of the Scout, Summer Round-up, Play School, and Better Films com- 
mittees is described in detail below. The study group committees 
are entirely responsible for the promotion and success of the groups 
also described elsewhere. The budget committee consults with all 
other members of the executive board and prepares the budget for 
the year to which members endeavor to adhere. The legislative com- 
mittee studies current legislation, reports findings of interest to such 
a group and brings before the main body issues on which it should 
take a stand. The International Relations committee visits or reads 
all available sources of information on the subject, makes periodic 
reports to the main body, and sponsors the study group described be 
low. Beside these, special committees are created from time to time 
for special tasks. As a result more than two hundred parents and 
teachers were on some committee or assigned to a special task durin 
the past year. One secret of a successful organization is to give many 
people tasks that are not beyond their power as to time, type, and 
effort involved. 


Educational activities—Chief among these are the lectures at the 
regular monthly meetings. Some of the meetings are held in the after- 
noons, which mothers only can attend, and some in the evenings. 
Some each year are devoted entirely to good lectures, though other 
kinds of meetings are also held. Recent lectures have been: 

1. A Series of four lectures on mental hygiene: “Being a Parent,” “The Im- 
portance of Habits,’ “Emotional Problems of Childhood,” and “Problems 
of Individual Differences” given by the executive secretary of the county 
mental hygiene council. 

2. “Our Sense of Humor” by a professor from a teachers college in the state. 

3. “What is Adolescence?” by a dector-psychiatrist from a nearby city. 

4. “Recreation” and “Childrens’ Play Interests” with a demonstration of the 
first and an exhibit of the second by a director of playgrounds, recreation 


and play space for the nearby city and the mental-hygienist and home 
visitor for the local school. 


5. “What Can We Do about Better Films for our Children?” by an authority 
in that field. 


Another very important educational feature is the study group 
plan of the parent-teacher association which is carried on in coopera- 
tion with the night school conducted by the community. This night 
school or “opportunity school” as it is called is a very large and very 
vital venture in adult education and among its fifty or sixty courses 
offered each year are at least three for the parent-teacher associa- 
tion—each meeting bi-weekly during the entire school year. One of 
these is a study class for mothers of young children, preschool and 
kindergarten age, taught by the school psychologist; one is for 





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THe ELeveNTH YEARBOOK 275 





mothers of pre-adolescent children taught by a doctor-psychiatrist 
from the neighboring city; the third is a class in international rela- 
tions taught by a man from a nearby university. These classes are 
constantly growing—each year more types are added and a larger 
interest shown in all of them. A third educational feature is the con- 
ducting of a very complete “Summer Round-up” each year during 
which, through close cooperation with the village health depart- 
ment, all of the children who are to enter school for the first time 
in the fall, are given a complete physical examination during the 
previous spring, defects noted and recommendations made for their 
improvement. A system of follow-up and final check in the fall 
complete the round-up. This systematic procedure insures that all 
children who go through the round-up in a cooperative manner are 
as well as it is humanly possible to make them when they enter school, 
that all these children have had a pleasant contact with the health 
department which is valuable later and that all the parents start their 
child’s school career with a better understanding of its workings, 
especially as regards health, than they could otherwise have. 

One of the most potent educational forces of the organization is 
that of the parent-teacher professional library. This consists of a 
constantly growing library of professional books, magazines and 
articles clipped and mounted, especially for parents and teachers, 
contributed to by the parent-teacher association and the school 
jointly. These are housed in a special bookcase in the childrens’ li- 
brary of the school where the grade librarian, who is a member of 
the library committee, dispenses the books. This library is very widely 
used by mothers especially, by the study classes, by teachers, and by 
the school pschologist and case worker in her contacts with special 
cases. Some of the best liked and most popular titles in this grow- 
ing collection are: 





Blanton—Child Guidance 

Mason—Parents and Teachers 

Sayles—Problem Child at Home 
Groves—Personality and Social Adjustment 
Faegre—Child Care and Training 

Williams—A dolescence 

Watson—Behaviorism 

Groves—Wholesome Childhood 
Hollingworth—Gifted Children 

Jastrow—The Healthy Mind 

Thom—Everyday Problems of the Everyday Child 
Stevenson—Home Book of Verse 

A. L. A.—Reading with a Purpose 
Fulcher—Guests of Summer 

Deeping—Sorrel and Son 

Dimnet—Art of Thinking 

Lippman—A Preface to Morals 

Morgan—The Psychology of the Unadjusted School Child 




















276 ELEMENTARY ScHooL PRINCIPALS 





A very important and helpful phase of the educational work of 
the parent-teacher association is in its sponsoring and assuming en- 
tire care for the Boy and Girl Scout work of the school. It has a 
Scout chairman who has enough workers on her committee to form 
a separate sub-committee for each group, which works directly with 
and assists the leader of the group. There are at present three 
Brownie packs of little girls from seven to ten, each with its teacher- 
leader and its mother-committee ; two troops of Girl Scouts with the 
same arrangement excepting that the leaders are also women of the 
community; and one pack of Cubs for boys 10 to 12. The boys are 
not old enough to be Scouts. The Cubs are led by one of the fathers, 
assisted by Boy Scouts of the community and their work supervised 
by a Cub Committee of fathers. This fine work with the children is 
an adventure in practical education that relieves the school of much 
detail and yet is controled by the school as much as it wishes. Last 
but not least among educational features may be mentioned the Bet- 
ter Films work in charge of an active chairman. This committee 
studies the situation in the realm of films suitable for children, tries 
to see what can be done about it locally, encourages study of the good 
and bad effects of the movies, sponsors at least one meeting a year 
on the subject, sees that the lists of approved films sent out by the 
Federation of Women’s Clubs are circulated, and in every possible 
way preaches the message of better films to the community. 


The second function of the parent-teacher association, that of in- 
terpreting the modern school to the community, is fulfilled in several 
ways. In its regular meetings the principal explains some phase 
of school work that is perhaps new to the group or a teacher demon- 
strates some other phase. This means that a group of informed peo- 
ple are scattered through the community prepared to answer ques- 
tions and criticisms intelligently when these phases of the work at 
school are discussed in social gatherings, as they always are. In ad- 
dition a series of grade parent meetings are held every autumn by 
the association—one evening being devoted to the work of each grade. 
For example, on one evening all the parents of kindergarten children 
are invited to spend the evening at school and a program something 
like the following is carried out: 


7:30-7:45 Talk by principal on some one new phase of work. 
7:45-8:15 Each of the kindergarten teachers speaks to the group on a different 


part of their work such as habit formation, differences between four 
and five year old program, routine regulations, such as hours, 
tardiness, banking, equipment, ete. 

8:15-8:35 The mental hygienist of the school discusses some phase of child 
training. 

8:35-9:00 Refreshments and “get acquainted” period. 

9:00-9:30 Parents asked to go to child’s own room to see rooms, equipment, 
children’s work and to talk with teacher individually. 





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Tue EveventH YEARBOOK 277 





Or it may be the third grade parents who are invited and their 
program looks something like this: 

7:30 You are asked to go directly to your child’s own room and be seated 
quickly so that the teacher may tell the entire group about the 
work of that room. Such topics as the following may be discussed: 
a. Supplies used in grade three 

. Marking wraps and rubbers 

Our banking plan 

. The matter of tardiness and good attendance—importance of 

. The milk service 

. Our library plan—how parents can help 

How we teach reading 

. What is our policy about phonetics 

How we teach subtraction 

. Habits we are trying to develop on which we need help of parents 

. Any other topics parents will ask to have discussed. 


ia 


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8:15-8:45 Opportunity to see the room, the equipment, the children’s work and 
to talk with teacher briefly. (If any parent wishes a long talk 
with teacher please make an appointment for another time but she 
will be anxious to talk briefly with each one.) 

8:45 You are invited to refreshments and a social hour in the kinder- 
garten. During this hour the principal will speak briefly on our 
new policy regarding writing—including manuscript writing about 
which so much has been asked. 


These parent meetings do very much to interpret the work of the 
school to the parents and their friends. 

Another activity of the association which is interpretative to a 
large degree is that of holding parent-child banquets in March of 
every year. Instead of large heterogeneous groups the plan is that 
every fifth grade boy shall attend a comparatively small pleasant 
dinner with his mother and every fifth grade girl with her father— 
just the boys or girls of that one grade and one parent with each 
on each occasion—about one hundred in all at each banquet. In grade 
six this plan is reversed and there is a father-son banquet for the 
boys and a mother-daughter banquet for the girls. At each of these 
affairs the children themselves put on the entire program, demon- 
strating the work of the English, physical education, music, art, and 
sometimes other departments of the school. It also offers an excel- 
lent situation for training the children in social adaptation as they 
get experience with many phases of the banquet from serving to act- 
ing as hosts and hostesses or as toastmaster or as performer on the 
program. 

Another phase of interpretation is that of having the products of 
various departments shown for parent-teacher association meetings. 
For example, the music department may send one of the teachers to 
a meeting to tell about its work and play for the group. Or a group 
of children may sing or play or act for the meeting and its relation 











278 ELEMENTARY ScHoot PRINCIPALS 





to the whole program be explained and thus better understood by 
the community. 

A phase of this interpretative work of the parent-teacher associa- 
tion is that of demonstrating the need or value of some new equip- 
ment or material for which sufficient demand has not yet been ex- 
pressed by the community to justify the expenditure of public funds 
by the board. An example of this is in the case of the building of a 
set of very useful and beautiful exhibit cases in one of the halls. 
This had not been included when the building was put up several 
years before but proved such a valuable addition that since that 
time others have been added or will be added by the board some- 
where in the system. Another example of the demonstration type 
of work is in the carrying on of a very successful summer “play 
school” for preschool age children. This has been conducted for 
two years and doubtless will be done by the parent-teacher associa- 
tion for several more but already it begins to seem like a necessary 
and vital part of the community offering and, it is hoped, will pave 
the way to having something permanent done about a nursery school 
paid for out of public funds, eventually. 

Thus one of the most valuable functions of the organization is seen 
to be that of interpreting the school to the community—of helping 
the school to make itself intelligible to the lay mind. Education has 
progressed so rapidly in recent years that even those within its ranks 
who study constantly are none too well informed—what wonder that 
earnest, well-meaning people whose work and study lie in other fields 
need interpretation to understand the new vocabulary, methods, aims, 
and ideals of the modern school? 


The integration of community life—A neighborhood in these days 
of easy transportation, of multiple choices in recreation, of work 
often far distant from a suburban community, needs some unifying, 
centralizing force. This the well organized parent-teacher associa- 
tion can help to do because there is at least one interest that all peo- 
ple have in common—that is in the problems and welfare of their 
children. So that everything the parent-teacher association does is 
integrating to a certain degree. There are special activities, however, 
which have this characteristic to a high degree. One such is that of 
social gatherings. At Atwater a reception for the teachers is given 
early in the fall; at least two evening parties are given at which 
fathers and mothers play cards and dance with one another and the 
teachers ; at least one big community enterprise is planned each year 
in which many people can and do participate and where a charge 
is made for admission for the purpose of raising the necessary budget 
and, if more is made, of doing something nice for the school. One 
such event was a “mid-winter frolic” in which at least one hundred 
and fifty people participated, which was attended by twelve hundred 








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Tue ELeveNtH YEARBOOK 979 





more and which was so much enjoyed by young and old that it is 
still talked about. Incidentally it more than cared for the budget for 
the year. 

Another tremendous success was a community play—a comedy par- 
ticipated in by about one hundred and twenty-five people, especially 
the local business men, which was played two nights to a full house of 
more than one thousand each night, was very successful financially, 
but most of all built up such a spirit of fun and cooperation and in- 
terest that its influence is still felt. One man who was asked to help 
said, “I have lived in Shorewood five years and was never in the 
school building before except to vote. When I came here to help 
with this play I knew no one. Now I know everybody and it has been 
the most fun of anything I’ve done since college days.” 

These social occasions which help build a friendly, cooperative 
spirit, together with the other more serious aspects of the work of 
the organization, do seem to have a large influence in molding public 
opinion and unifying the group. This is evidenced in the pride the 
community takes in the schools they have built, in the high degree 
of support given to all school enterprises thus demonstrating con- 
fidence, and in the rapid growth of the suburb which has gained the 
reputation of being a neighborly, pleasant place in which to live. 

There are two functions of some parent-teacher associations which 
this organization does not consider legitimate.. One of these is inter- 
ference in any way with the machinery or methods of the school. 
Individuals may question as much as they like and often do but the 
power of the association is never used to force policies on the school. 

The other is in the matter of raising money to do things for the 
school, which the district should do. It has taken the position that 
it is not necessary to go to great lengths to raise any more money than 
is demanded by the budget in order to function effectively in all its 
phases. But in so doing a money-making enterprise may succeed so 
well that more money is raised than is needed for the budget. It is 
believed that there are several legitimate uses for such money. Last 
year some of it was donated to charity because of the depression. It 
was felt that this was setting the right example before children. 

The parent-teacher association is not the only way the home and 

school may be brought closer together but it is one very satisfactory 
way. It goes without saying that the principal who hopes to profit 
most by this helpful force must give much to it. Time and planning 
and much real labor must be devoted to helping direct the activities 
and ambitions of the organization in such a way that the ends of 
education are aided, not defeated. However, it can truly be said of 
the organization that is functioning properly that it is a constructive, 
intelligent, cooperative force in our school and community life that 
never over-steps the bounds of its legitimate place in the whole plan 
of elementary education. 











280 ELEMENTARY ScHooL PRINCIPALS 





A STUDY GROUP IN OAKLAND 
BERNICE BAXTER 
Principal, Crocker Highlands School, Oakland, California 

HE SCHOOL ofttimes underestimates its opportunity for en- 

listing the intelligent cooperation of the home in matters edu- 
cational. Experience proves that mothers are interested in school 
procedures and are willing to devote time to the consistent study of 
the school’s curriculum. Informed parents mean understanding par- 
ents and, in most situations, satis ed parents. No school can truly 
succeed in promulgating its philosophy by depending upon chance in- 
formation that seeps home through the child. We all know how both 
verbal and written messages to the mother or father are misconstrued 
and misunderstood. Principles of education as practised within the 
school are too often never applied in our intercourse with the adult 
members of the community. We fail to realize that most parents 
received their schooling in the traditional institutions that are fast 
disappearing from life of today. The purposes of the modern school 
are quite unknown and in most respects are rather critically accepted, 
if accepted at all. If we as educators do not inform our public, who 
will? 

Any method of taking the school to the home or getting the par- 
ents to the school will reveal to the parent what the school is attempt- 
ing to do. Parents are entitled to know the school’s program and it 
is the principal’s responsibility to work out with his parent-teacher 
association or kindred organization a means of sharing with the 
parents the educational program which he is guiding. While it is 
expected that many will show no interest in such an attempt, there 
will undoubtedly be some parents who will see that only through 
home-school cooperation can they give intelligent direction to the 
factors affecting their children’s lives. No matter how limited the 
response, the leaven will have been set. The school and home will 
be knit together by close bonds because of the increased realization 
that each is wholly interested in the development of the child as a 
person who needs the combined thought of both agencies. 

The plan—At the invitation of the president of the parent-teacher 
association the mothers of the school were invited to be present at a 
morning discussion group meeting to hear the principal present some 
of the features of progressive education. Opportunities for raising 
questions and participating in discussions were assured. About forty 
mothers responded to this first call. The allotted time proved too 
short for the many debatable problems that arose. A second meeting 
was the natural outgrowth of this gathering. Then followed third, 
fourth, and fifth meetings in that same semester with an eager and 
responsive attendance. Books such as Kilpatrick’s Education for a 
Changing Civilization, Rugg’s Child Centered School, Mrs. John- 
son’s Youth in a World of Men, and Hughes Mearns’ Creative Power 








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Tue EveventH YEARBOOK 281 





supplied food for thought. By the end of the school term, prac- 
tically all of the original group of mothers were in regular attend- 
ance. Having gained some understanding of the theories of educa- 
tion as advanced by those who had broken with tradition, it was 
natural that the next question should be the effects of the changing 
philosophy on the school of their own community. The anticipated 
opportunity had presented itself to the principal to definitely out- 
line some of the more fundamental policies of the school. The details 
about the curriculum could now be offered without a feeling of mis- 
understanding or lack of appreciation. The approach to such study 
had been gradual and had been truly initiated by the group itself, 
although it had been the hope of the principal that by plunging into 
that which was a bit more extreme, the practical outcomes would 
finally be given consideration. 

At the beginning of the second semester a list of questions was 
taken home by the children together with a personal invitation from 
each child to his parents. The first meeting was set aside for discus- 
sion of the generally accepted laws of learning. So intense was the 
interest manifested that the second meeting also was devoted to the 
same subject and its persistence was continuous throughout all sub- 
sequent meetings to some degree. 

The notice sent to every home each alternate week of the semester, 
just preceding the meeting, was a force in itself. Mothers who had 
never been in the building before accepted the invitation to hear some 
particular topic discussed. Some who found it impossible to attend 
the meetings were impressed with certain implications contained 
within the printed announcements sent to the homes and immediately 
sought an interview with the principal that they might become bet- 
ter informed. Many conferences with parents resulted directly from 
the practise of sending such notice as the following: 

AND ALL OTHERS 





To THE MEMBERS OF THE WEDNESDAY MorRNING GROUP 
INTERESTED 
At the request of several mothers, arithmetic will be the topic for discussion 
on Wednesday, February 2 at 9:30 a.m. in the school library. 
That we may all be thinking of our questions relative to presentday arith- 
metic teaching, may I submit the following problems for general consideration : 
1. When should formal instruction be introduced? 
. What are the aims of arithmetic in the elementary school? 
. What is the function to be developed through the study of arithmetic? 
. Upon what factors does ability in arithmetic depend? 
. What drills are needed to master the arithmetic of the elementary grades? 
What are some of the difficulties encountered and how can they be overcome? 
. What relationship has been found to exist between achievement in arith- 
metic and in other elementary subjects? 
The Oakland method of presenting the various processes of arithmetic will 


aor WD 


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be demonstrated. 


After the meeting devoted to the problems arising in the field of 
arithmetic, many mothers realized for the first time that they had 








282 ELEMENTARY SCHOOL PRINCIPALS 





contributed to their children’s inability to master the fundamental 
processes in arithmetic because they had harbored the notion that 
their own lack of the subject had direct bearing upon the child’s 
failure to like numbers. When they became conscious that they had 
been instrumental in dulling the child’s interest by this misconcep- 
tion and that probably the factor most essential to success in learn- 
ing arithmetic was application to the fact at hand rather than some 
innate arithmetical reasoning ability, many mothers accepted the 
responsibility that was theirs and assumed a changed attitude to- 
ward teachers upon whom they were fastening the blame. 

With reading, as with arithmetic, many parents found their criti- 
cisms disappearing when they understood the reasons underlying 
the new methods. The classrooms had frequent visitors who came 
with open minds rather than defense for their children’s lack of 
progress. The notice which announced the morning meeting devoted 
to the consideration of reading included these points for discussion: 
. Fundamental differences between silent and oral reading. 

Types of experience and training essential to rapid progress in reading. 
- Reasons for changes in methods in teaching reading. 

. The value of a wide program of recreational reading. 

. An analysis of children’s literature. 


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or 


Another meeting involved classroom visiting during the meeting 
period and a report upon the practises observed. Mothers visited in 
rooms in which their own children were not enroled that they might 
not be hindered by the child-mother relationship in the classroom 
and also that they might have no preconceived notion of what they 
might see. Questions arising from the visits were present for the 
principal to answer at the group meeting. 

The supervisor of playgrounds was asked to address the mothers 
at one meeting for the purpose of giving the parents a better know!- 
edge of the out-of-school sports sponsored by the school. Specific 
difficulties were cleared up through the direct contact of mothers and 
responsible head of the playground work. Where the subordinates 
at the playground had been able to explain rulings on the basis that 
the authorities demanded such action, the administrator of the sports 
program was able to present the philosophy behind the practise. 
Thinking mothers are always better satisfied if aware of the reasons 
for rules and regulations. 

The supervisor of the elementary art work in the school depart- 
ment was introduced to the mothers upon another occasion. The prin- 
cipal, although not qualified to lead the discussion in this field, 
planned with the supervisor in advance so that the presentation fol- 
lowed the general lines developed in other meetings. Samples of work 
done in the schools were displayed and explained as evidences of 
childish attempts to express experiences. Mothers of young children 
who had failed to see any significance in the child’s scribbling and 





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Tue ELEvENTH YEARBOOK 283 





crude drawings were awakened to the possibilities for guiding these 
early signs of development and growth. The justification for the 
school’s fostering the free expression of older boys and girls and 
devoting a generous part of the school day to arts was reached by 
those in attendance at this inspirational meeting. Several mothers 
later sought the advice of this expert in developing a home environ- 
ment that would stimulate the art spirit. 

The supervisor in English likewise stirred the group to an enthusi- 
astic support of children’s creative writing. Boys and girls of the 
school read many of their own poems, to the great delight and sur- 
prise of their audience. The library of the school was stocked with 
books of inspirational character for the mothers’ perusal. Brought 
to life by an artist of literature, the pure enjoyment of the morning 
impressed the assembled parents. They became eager proponents 
of the school’s efforts in the field of literature. 

Every meeting had its contribution toward the rounding out of 
understanding and eager supporters of the program the faculty was 
attempting to guide. Nor was the enthusiasm restricted to those who 
had children enroled in the school. Mothers whose children were in 
private schools were invited to the meetings and several enroled their 
children in the school as a direct result of the group study. No par- 
ticular credit is due the principal and faculty for the development 
of an outstanding program of instruction. The point this brief ar- 
ticle would emphasize is the efficacy of a series of meetings which 
acquaint the patrons of the school with the aims of those whose busi- 
ness it is to teach children. 


Summary—Many principals have undoubtedly devised plans for 
meeting this call in ways suitable to their own situations. The plan 
outlined above had significant effect upon the school faculty as well 
as results upon the home environment. First, it served as a chal- 
lenge to both principal and teachers to so clarify their thinking on 
current problems and tendencies that they could justify their daily 
practises. It opened with the home the very vital question of the 
influence of the home in shaping attitudes which to a large measure 
determine the child’s success or failure in school. In the third place, 
it developed on the part of the attending mothers a sympathetic ap- 
proach to curricular changes. In the acquisition of a broader concep- 
tion of the school than that afforded by their own experience in school, 
some of those participating realized for the first time the school’s 
effort to make its curriculum an area of the child’s actual, present- 
time living. This latter element so appealed to the thoughtful 
mothers that it spread almost immediately. Misunderstandings were 
cleared up and confidence replaced questioning on the part of many 
who had not been in attendance at the meetings. The time devoted 
to the whole activities was repaid manifold in returned enthusiastic 
support of the school’s administration. 








284 ELEMENTARY ScHoot PRINCIPALS 





COMMUNITY PARENTHOOD IN SAINT PAUL 


Epirn B. TAYLOR 
Principal, Hancock and Tatum Schools, Saint Paul, Minnesota 


T HAS BEEN the writer’s good fortune to live and to work for 

over thirty years in one community. The results achieved during 
this period are partly due to this continuity of service, rendering pos- 
sible a persistent following out of plans, and partly to the fine coop- 
eration always received from the teachers, and from certain leaders 
and organizations within the community. 

The district, Hamline, is a suburb of Saint Paul in the heart 
of what has become well-known as the “midway,” a large region ly- 
ing between Saint Paul and Minneapolis. Because of rapid growth 
and the constantly changing conditions within this district, it has 
both challenged and taxed the ingenuity of its educational leaders 
to meet with any degree of adequacy the problems that such growth 
and change have constantly presented. 


First efforts to enlist parental interests—It was evident to those 
who gave thought to the matter that it was not a school problem 
alone to unify and amalgamate the various social, civic, and educa- 
tional interests within the district. Rather, better school and commu- 
nity conditions awaited upon the action of the district’s more in- 
telligent citizens. This thought was in the minds of a group of 
earnest men and women who met with the school faculty and formed 
a “Parents’ and Teachers’ Union” in 1898. We had no meeting place 
except a classroom, yet some good work was accomplished by way of 
outlining the situation and setting up definite objectives. In 1900 
when our leader moved to another state the club came to an untimely 
end, but was soon succeeded by a Mothers’ Club. At that time, 
mothers were just making the discovery that they could do some 
things by themselves without waiting for the men to find the time and 
the inclination. 

Those were years of struggle and of discouragement, but we held 
firmly to the idea that the schools belonged primarily to the parents, 
and that through the parents must come the relief. We also held to 
the belief that every form of child welfare was of joint concern to 
home and school. We held child welfare programs for small groups 
of mothers, either in our kindergarten room, or in the homes of mem- 
bers. We knew that our two greatest needs were stronger leadership 
and a larger meeting place within the school building, to accommo- 
date our growing membership. As always, when a great need is 
deeply felt, some means can be found to meet it. A highly respected 
and very influential woman in our community was finally induced 
to take over the leadership of our club. A local improvement associa- 
tion had been formed which this leader and the writer promptly 
joined. We secured the help of this organization and of the study 





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Tue ELeEveENTH YEARBOOK 285 





clubs in inducing the city Department of Education to finish off a 
domestic science room and an assembly room in the school basement. 
These had been planned, but left unfinished when the addition was 
made because of lack of funds. We celebrated their completion by 
giving a dinner at the school to sixty invited guests to whom it was 
ably proved that a school building is an excellent place for an en- 
joyable social affair. 

We also held an evening meeting for all parents consisting of an 
interesting program and the serving of refreshments from the new 
kitchen. Using the various community influences we promptly ob- 
tained from the school authorities the use of the building and janitor 
service for social center classes in gymnasium work, cooking, mil- 
linery, basketry, wood-working, dressmaking, and dramatic expres- 
sion. These courses were popular with all classes of people. We soon 
had several hundred men and women coming regularly to the build- 
ing and becoming acquainted with the principal and with the club 
leaders who were always there to greet them. No opportunity was 
ever lost to point out school needs to these patrons, to invite them 
to join the club and to visit the school during regular sessions. 

With a regular and adequate meeting place the club grew by leaps 
and bounds. It now had the right setting for enlarging the scope 
of a school and community program for child welfare. The club made 
plans for a baby clinic to be held at the school building during sum- 
mer vacation. This experiment offered our first conclusive proof of 
the great need for preventive and constructive health work as well 
as of the demand for it. The energetic and resourceful child welfare 
chairman and her committee prepared by hand a set of weighing and 
measuring charts for use in the school that fall. The charts were 
patterned after a single copy secured with some difficulty from 
Washington. This event took place in 1920 when national and state 
educational authorities had not as yet given much attention to health 
work in the schools although baby clinics were being established here 
and there, and in some places physical examinations of school chil- 
dren were being undertaken. 

During the World War the evening social center classes had to be 
discontinued. In their place the Mothers’ Club formed a working 
unit of Hamline Auxiliary for war work. While making large con- 
tributions to war supplies, they kept up their child welfare work. 
Another great health project undertaken by the club was that of 
furnishing permanent and adequate play space and play equipment 
for the school. The educational committee interviewed the city school 
authorities and secured the cooperation of various organizations pre- 
viously mentioned in making the request for increased play space. 
It resulted in securing for the playground site all of the vacant land 


within the school block. 











286 ELEMENTARY ScHoot PRINCIPALS 





One of the Mothers’ Club’s earliest efforts to interest all parents in 
better care of their children was a health campaign. A preliminary 
survey made at the school showed that many children, even the 
younger ones, were drinking tea and coffee; too few drank milk; 
many slept with closed windows, especially in winter; still more had 
insufficient sleep; comparatively few had a properly varied diet. A 
simple form of health rules with an observance pledge for a definite 
period was formulated and presented at a regular club meeting. 
The child welfare committee canvassed the district, explaining the 
purpose and leaving a set of the rules at each home for each school 
child. At the school the rules were explained to the children. At the 
close of the period a large percentage of the children returned the 
rules signed by the parents as having been observed. Each child 
who returned a signed slip received a much prized health button. 

Realizing the following year that sufficient sleep for each child 
was less observed in actual practise than other health rules, a “More 
Sleep” campaign was put on following the procedure of the previous 
year. This produced even better results. Buttons bearing the slogan 
“Sleep long, Grow strong” were in great demand. One interesting 
result of these campaigns was the frequent request of mothers for 
pledge slips for the preschool children. 

The mothers began to feel the need of having the fathers share 
this better knowledge of their children’s needs, so the Mothers’ Club 
changed to a parent-teacher association, holding alternate afternoon 
and evening meetings. The men, placed on the executive boards, 
usually take charge at evening meetings. Since then some fathers 
have joined the study clubs and have shared the readings. Their in- 
terest is growing along with their helpfulness in solution of the child 
welfare problems of the home, the school, and the community. 


Recent activities—In the meantime the Saint Paul Council of 
Parent-Teacher Associations had become well-established. Our clubs 
were represented at the Council meetings and many valuable sug- 
gestions were brought back to us from the city-wide organization. 
When the plan for a summer round-up of preschool children was ad- 
vocated by this Council, our organization was among the first in the 
state to join the movement. The same well-tried tactics were used. 
After discussion and decision by the executive board, the matter was 
presented at the regular meetings. A house-to-house canvass was 
made to locate the children who would be eligible for kindergarten 
during the following year. Names. addresses, ages, and telephone 
numbers were carefully listed and kept. Shortly before the date set 
for the round-up, each mother of a prospective entrant received an 
attractive invitation to attend a tea at the school building with the 
assurance that younger children would be cared for. At these little 
parties, the principal, the kindergarten teacher, the round-up chair- 





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Tue ELeventH YEARBOOK 287 











man, and other club leaders spoke briefly explaining the purpose of 
the round-up and how it would be conducted. 

Local doctors, one a pediatrician, and local dentists, were engaged 
to help with the plan. The Division of Hygiene loaned the school 
and dental nurses, and mothers from each club assisted with the reg- 
istration and the recording of results. Automobiles were provided 
for some mothers who could not otherwise have attended. The re- 
sponse to this first round-up was better than was anticipated. The 
work has become more thorough and has reached into more of the 
homes with each successive year. Follow-up work is carried on dur- 
ing the summer by the child welfare committees, both by home calls 
and telephone calls. Children whose parents cannot pay for dentistry 
or other treatments are taken to the dental clinics and the free dis- 
pensary. Other mothers are freed from the care of small children 
that they may take their own children to doctor or dentist. Table 1 
shows some of the results of the summer round-up during the past 
six years. 

While Table 1 shows an interest in preventive and constructive 
‘are of young children, the statistics do not measure all of the results 
achieved. The greater care that is being given to the younger chil- 
dren—extending even to the unborn—is showing itself in the lessen- 
ing numbers of physical defects found from year to year. Teachers 
of kindergarten and of first grade—in fact, teachers of all lower 
erades—are finding the children more rugged and attractive, cleaner 
and more alert than formerly. Attendance records have improved. 
Epidemics of contagious diseases are less frequent. Children seem 
to be better nourished and better clothed than before the days of the 
round-ups. In other words, they are entering school in fine condition 
to succeed in school work. 

Last year the Saint Paul Council of parent-teacher organizations 
opened a dental health contest for all schools of the city. The two 
schools in this district were among the first to register. After reach- 
ing this decision, the executive boards as usual explained the purpose 
and terms of the contest at regular P. T. A. meetings, but no house- 
to-house canvass was made this time, so the contest became some- 
thing of a test as to how far the parents and the children themselves 
were accepting responsibility for observance of health rules, 

Teachers discussed with the children the letters which were taken 
to every home. These letters explained the purpose of the contest, its 
duration, and the terms. One half of the total score was based on 
dental health: the other half on the observance of the basic health 
rules which were given in the letter. At the close of the contest period 
parents were asked to certify by signature as to the observance of 
these rules. Of course the entire drive came as a follow-up of the 
regular examinations made by the dental nurse. Parents had already 
received notices of the work which needed to be done. 








ELEMENTARY ScHoot PRINCIPALS 





TABLE 1—RESULTS OF SUMMER RouND-Ups at HANcocK SCHOOL 


BETWEEN 1926-31 








Type of Defects Found 7 Years : 
1926 1927 | 1928 1929 





1930 , 1931 





No. of children examined 47 55 78 84 | 81 74 





aaa watakie ns 29 27 49 266 213 | 114 
Ss 5 gale diate nid 23 5 14 6 6 ,. 
Cireumcision........ 10 e 5 2 1 ne 
Enlarged glands...... 1 

Enlarged thyroid... .. 
Ear trouble.......... 
Heart trouble........ 
Tympanic abdomen... 1 
Spinal curvature...... 
Fiat foot. ........... 
SE re 
ee ; So 
Skin diseases........ us 1 
Eye trouble......... 
Malnutrition........ ae ne 
Knock-knees......... zt 1 


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Total no. of defects. . | 97 | 35 73 274 | 225 119 








No. of defects corrected| - | $s 54 | 233 = «| «S169 119 





Percent of corrections | 53! | 57 | 74 | 85? =| 75.15 100.0 





1Fall Report 1926 missing except percent of correction. 

“Beginning 1929 and since each tooth defect is given a separate count in place 
of single count for defective teeth as formerly. 

3In 1930 Hancock P. T. A. became a superior organization. 





The room hostesses of our parent-teacher organizations made a 
chart for each classroom. On each chart was a small envelope for 
each child inscribed with his name. As the “o. k.” slips came back 
from the dentists, they were put in the proper envelopes, with a small 
strip of brightly colored paper. The teachers thought of this device 
to promote interest. They also made frequent inquiries during open- 
ing hours as to the progress of the home records of health chores. 
The pictures which decorated the room charts also suggested these 
duties. Children studied them with delight. Many of the children 
made charmingly decorated small booklets at home, which they 
proudly brought in to show how they kept their own health records. 
Returns came in promptly at the appointed time, and were generally 
well-kept. The dental nurse had been active in securing free dental 
work for those who could not afford a family dentist. Pinning each 
child’s dental o. k. slip with his signed record of home health chores 
to send to the central committee proved a genuine task for the work- 
ers of the parent-teacher organization but they felt fully repaid when 








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Tue ELeventH YEARBOOK 289 





the Hancock School appeared in second place for the largest schools 
and the ‘Tatum School tied for first place in its group. 

After the contest many mothers commented upon the changed at- 
titudes of the children. They no longer dreaded a visit to the den- 
tist, but insisted upon being taken. Mothers also said that daily 
reminders of the toothbrush were no longer necessary, and that chil- 
dren ate vegetables without a protest. When the contest closed the 
charts were kept. and were hung in the hall as an “open house” night 
exhibit. A few small printed cards were added calling attention to 
the relation of oral hygiene to good health and better school work. 

The persistent individuals who have read this far are doubtless 
asking “What of the course of study in health education? What 
materials are being used? How is it being correlated with other 
work?” Our city has such a course. The chief difficulty with any 
health education course lies in getting sufficient motivation to make 
it carry over into the lives and habits of children. Our P. T. A. 
workers and teachers agree that as hea'th habits must be practised 
in the home if at all, that our efforts should be directed towards hav- 
ing their need understood in each home, so that parents may offer 
necessary facilities and cooperation. 


Summary and conclusion—Probably there is nothing in all of this 
record that has not been done as well or better elsewhere. What the 
writer wishes to make clear is that our aim for these thirty and more 
years has been to make and to keep the home primarily responsible 
for the physical, mental, social, emotional, and moral health of the 
children. The school is an ally of the home always ready to help, to 
suggest, and to cooperate. The principal and teachers have endeav- 
ored to work with the P. T. A. officers in such a way as to produce 
maximum results with a minimum of interruption to regular school 
work. To secure this intelligent cooperation, and to keep the school 
point of view always before the P. T. A. workers has meant that 
the principal and one teacher member have attended every meeting 
of the executive boards. The principal has also attended many com- 
mittee meetings, the regular P. T. A. meetings, and most of the social 
functions of both clubs. The teacher membership in each club is 100 
percent and teachers attend meetings whenever possible. 

As we succeed in teaching children only by believing in them and 
taking it for granted that they want to do their part and that they 
can do it without too much assistance, so it is with the parents. We 
must believe firmly in their desire to give the best they know to their 
children. The more intelligent parents (not necessarily the best edu- 
cated) can give leadership, but followership is equally important, 
and good fellowship the most important of all in getting a commu- 
rity at work on the solution of its own problems. Some task can be 
found for each member. Most members and most community organi- 











990 ELEMENTARY ScHooL PRINCIPALS 





zations are ready and willing to do what is needed towards raising 
community standards along any worthwhile line. 

Time and space forbid the telling of what these energetic P. T. A. 
workers in both schools have accomplished. The health work is but 
one phase of the child welfare work undertaken. Fully as interesting 
accounts could be made of how the Mothers’ Club started and sup- 
ported a branch library many years ago, and of how they later co- 
operated with other organizations and individuals in securing a site 
and finally a beautiful permanent building; of the Club’s activities 
in helping to secure a community playground, in sponsoring and 
providing leadership for Camp Fire, Bluebird, and Girl Scout troops, 
in working with the local Y. M. C. A. to further Boy Scout work 
and a 4 Square Club. They have organized a school band, and have 
sponsored the Week-day Bible School. They have worked loyally to 
secure the passage of bond issues for general school improvement 
purposes. 

Since 1917, the parents have stood squarely behind the principal 
in her efforts to work out an effective plan of caring for the indi- 
vidual needs of pupils of varying abilities. During the last two years 
they have paid for the wiring of the entire building for radio service, 
und have installed a radio and ten loud speakers, so that all the chil- 
dren from third grade up may enjoy the cultural influence of the 
Damrosch concerts in their own classrooms. 

These are but a few of the activities that a community working 
with and through the school can do for the harmonious development 
of its children if given responsibility, encouragement, and reasonable 
guidance. If there zs any agency outside of the school and the P. T. 
A. that can bring into working harmony all of the various organiza- 
tions, factions, cliques, and interests of any community, it must yet 
ke discovered. 

It is the writer’s good fortune to be able to take a long backward 
look at the gain made in over thirty years of effort toward a steady 
purpose, and from this view, to gather faith and courage to face the 
efforts that must still be put forth before those children for whom 
individual family life is a failure, may have about them the integrat- 
ing influence of a community parenthood. 





O YOU HAVE A LIBRARY in your school? Have 

you succeeded in raising the level of reading of the chil- 
dren in your district? Do you have a plan for cooperating 
with the public libraries? If so, then you should prepare an 
article for the 1933 yearbook of the Department. 














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Tue EvevenrtrH YEARBOOK 291 





UNIQUE PLANS IN HIGHLAND PARK 





Roy E. Rosinson 
Principal, Liberty School, Highland Park, Michigan 


HE FINAL JUDGE of the worth of any educational program 

is the community for whom such a program is instituted. Its 
judgment may not be expert or sound, but whether in the forms of 
restricted or increased budgets, or antipathy or attachment for the 
school program, it is a reckoning nevertheless. The writer feels safe 
in asserting that many schools are hampered by a lethargic commu- 
nity in giving their best service or, more disconcerting still. by an 
active antagonism on the part of a certain more or less indefinable 
group. In the former case the status quo may be maintained, for it 
is easy to “let a sleeping dog lie”; but in the latter the conflict usually 
terminates in the release of the person or persons with whom the 
opposition has identified its troubles. The writer also feels confident 
in further asserting that most of such conflicts, especially in the 
elementary field, arise through a lack of understanding on the part 
of the community of the aims, principles, and practises of their 
schools. 

The school executive who is interested in winning public support 
for the educational program has one excellent group with which to 
work. It is the parent-teacher association. However, even it has cer- 
tain disadvantages. Through unintelligent management it may have 
become a focus of distracting petty conflicts ; it may possess the short- 
sighted aim of merely looking after the material welfare of the 
school; its value as a discussion group may be confined only to gen- 
eral topics; it may be burdened with small business affairs. But what- 
ever drawbacks it may have, it does boast of being a community or- 
ganization whose pivotal point of interest lies in the home-school 
situation. 

If such an organization is to have value to a community, and it 
certainly does. it should promote a better school-community status 
by increasing the cooperation between the homes and the educational 
regime which has been created for them. As many school people can 
tell us, the mere existence of such an organization does not insure 
this. 

An effective program of parent-teacher work will result only from 
careful planning on the part of the school and the community, con- 
sidering (1) the needs of the school, (2) the needs of the community, 
and (3) the formulation of specific aims and the adoption of effective 
technics through which these aims may best be achieved. 

The remainder of this article will deal with a type of parent- 
teacher organization through which a school is winning support for 
its program. It will take up (1) the form of the organization and 

(2) the “supervisory” procedure used to develop an understanding 








292 ELEMENTARY ScHOoOOL PRINCIPALS 








of some of the “why’s and wherefore’s” of elementary school aims and 
practises. 

The Liberty School of Highland Park, Michigan, enrols in the 
kindergarten through seventh grade about eight hundred children 
who come from middleclass American homes. It has an uptodate 
kindergarten, a primary department whose work revolves around an 
activity program, and a departmentalized system of elementary in- 
struction. The seventh grade is also conducted along departmental 
lines with curriculum modifications suitable to the intermediate level. 


For the past ten years this school has had an active parent-teacher 
association through whose efforts the school has received much bene- 
fit in both an educational and a material way. Following its general 
aim of promoting better understanding between home and school it 
has conducted the usual social get-togethers and lecture-discussions 
of a general type. It has aided the school materially by cooperating 
with the board of education in the purchase of library chairs, a 
mimeograph, a phonograph, a centralized building radio, and pro- 
fessional motion picture equipment. 

During the past two years its meetings have taken on an aspect 
which while previously existing has become more intensified; the 
concentration of a meeting or series of meetings on a specific topic 
whose study and discussion bears directly on the school’s aims and 
practises. For example, the past year saw two very interestin series 
of weekly meetings in which the parent-teacher group cooperated 
with the Mental Hygiene Clinic of the system. The aim of the first 
series was to develop an understanding of what mental hygiene is 
and how its practise affects the home and school. The specific end 
achieved was the evolving of the idea that the child should be con- 
sidered as an individual who conforms in general to the traits of his 
fellows but who at the same time differs from them in certain specific 
ways which may be the limiting factors in developing a complete un- 
derstanding of him. 


The second series was based on an attempt to develop an under- 
standing of the relations between the home and other institutions in 
the social scheme of the community. To achieve this end a symposium 
of talks and discussions was held at which experts in various fields 
could meet the group. Attendance was large, reaching a peak of 
about 175 people at one meeting where “Drama as a Factor in Per- 
sonality Development” was discussed by a nationally recognized 
leader in the theater movement.! Other discussions in the series were 
conducted by progressive leaders in the fields of child psychology, 
creative manual arts, juvenile delinquency, pupil adjustment in the 
school, adaptation of religious activities to the child, and adult at- 
titudes toward children’s behavior. 


1Miss Jessie Bonstelle, Director of the Detroit Civic Theater. 








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THe Eveventa YEARBOOK 293 

But even these discussions, while aiming at the development of 
specific attitudes on the part of parents and teachers, were limited to 
a consideration of the child in general. There was still felt to be a 
further need which consisted of presenting in a simple and interest- 
ing way some of the very specific examples of practises in the school’s 
instructional scheme showing the fundamental psychology on which 
these practises were based and the goals which they hoped to achieve. 
Obviously this could not be accomplished with the large groups at 
general meetings to which every parent was invited. At such meet- 
ings the range of interests in grades and subjectmatter is too wide 
to permit a thoroughly interesting treatment of any one specific topic. 
Consequently a subsidiary organization was set up within the parent- 
teacher association and was named the “Grade-Mother” Organiza- 
tion. 

The aim of such an organization was to create a means for discuss- 
ing single specific topics relating to the school activities of a single 
grade or half grade. Such topics were selected from current prac- 
tises in the school procedure. The treatment of the topics was de- 
termined by the degree of interest shown by the parents. How this 
was ascertained will be shown later. 

The name. “Grade-Mother,” grew out of a cognizance of the fact 
that although the fathers do show interest in school matters, the 
economic system demands their absence during the day. Further- 
more, in these homes many of the children are in school during the 
day thus decreasing the responsibilities of the mother and making 
less difficult her attendance at a school function. 

The organization’s activities in any one grade were sponsored by 
the local association represented through its president, the principal, 
and a grade-mother chairman, the latter being appointed by the 
cabinet. In selecting these grade-mothers, members of the cabinet 
studied the school records and chose those mothers who they knew 
from past experience possessed qualities of personality which would 
make them good leaders. On this basis about twenty-two more par- 
ents whose children ranged from kindergarten through seventh 
grade were placed in positions of active parent-teacher work. 

The functioning of the scheme consisted of a series of grade-mother 
teas held during school time and meeting, a grade at a time, at the 
rate of one or two per week. One series was held during each semester 
of the past year. The teachers of the grade involved were present and 
in some cases led the discussion. Their children were taught by other 
teachers who were available at the time. Attendance at the teas 
varied according to the grade and topic in hand, ranging all the way 
from sixty mothers at a discussion of a home-school project in arith- 
metic fundamentals at second grade level, to a mere twenty who 
turned out to hear about a new course of study for thrift and budget- 
ing in the fourth grade. A social period for meeting the teachers 











294. ELEMENTARY ScHooL PRINCIPALS 





followed the discussions and ended in time for the mothers to accom- 
pany their children home. 

Working on the assumption that the mothers could be interested 
if they once attended, the initial problem of the association became 
one of stimulating such attendance. Aside from the usual announce- 
ments through newspapers, bulletins, and children, several other de- 
vices were used. 

One form consisted of a questionnaire type on which were listed 
pertinent queries involving the work of the grade in question. These 
were accompanied by a letter soliciting the mothers’ cooperation in 
selecting the discussion topics by checking the one or two questions 
in which they were most interested. The results of these letters were 
most gratifying and formed a basis on which the program committee 
could plan the meeting so as to cover the points of highest interest 
as well as those of which there appeared to be the least understand- 
ing. The following letters will illustrate the type of questions used: 


BULLETIN No. 1 


Dear First-Grade Mother: 

As chairman of the committee of First-Grade Mothers I am sending you this 
letter so that our next meeting may serve your needs a little better than if it 
were planned without your help. Will you read every bit of it and send a 
reply to your child’s teacher tomorrow? 

The tea for mothers of first-grade children will be held on Thursday, May 
7th, at 2 pm. A discussion of topics of most interest to you will be based on 
your replies below. Won’t you study the list carefully and underline the two 
questions which puzzle you the mest, or, if you have one which is not listed, 
fill it in on the vacant line? 

Hoping that your support will make this one of the most successful meetings 
we have ever had, I am 

Very truly yours, 
(signed) Mrs. X, 
Mother of Robert, 
Miss A’s Room. 





Directions: Check the two questions about which you would most like to 
hear or, if you wish, list your own. 

1. Since arithmetic is not taught in the first grade, how can my child get 
the number experiences necessary for a basis in such instruction in grade two? 

2. What “number” experiences should a child have at home? 

3. How can my child learn to read if he doesn’t know his letters? 

4. Which should I stress in helping my child,—oral or silent reading? 

5. What methods should I use in assisting my child to recognize new words? 

6. Should the copying of letters be advocated as an aid in teaching beginners 
to write? 

7. How does the “visual” method facilitate reading? 

8. What meanings am I to interpret from the “A,” “B,” “C,” “D,” or “E” on 
my child’s report card? 

9. How can I assist my child to develop good speech? 
10. 











Tue ExneventH YEARBOOK 295 





The second list shows questions asked in a similar letter to parents 
in regard to the problem of inducing thrift habits: 


1. How much money do the school children of this city handle during a year? 

2. How is it possible to even estimate the amount? 

3. At what age does a child have money of his own? 

4. Is one justified in giving a child any money at all for duties performed 
in the home? 

5. To what extent should a child participate in the spending of money for 
clothes, food, amusements, etc.? 

6. What can a parent do to teach a child the “value” of money? 

7. If the parent insists that a child bank a certain definite part of his allow- 
ance, how may this policy affect any “saving” habits which may be developed? 

8. If a child begins to help purchase his clothes, what ones should he buy? 


’ 


Another type of interest-creating publicity was the broadcasting 
ot a popularized explanation of spectacular facts of psychology, com- 
parisons of old and new education, or startling statements in regard 
to the achievements and practises of children. Interesting statements 
of children’s doings were printed in the local newspaper. 

To lay a basis for answering the question, “How can my child 
learn to read if he doesn’t know his letters,” Bulletin No. 2 was sent 
to the home of every child who was in the beginning reading class. 


BULLETIN No. 2 


Read 


> 


11 of this Bulletin and You'll Be Surprised 








Vaniitl na walaaman at tha fivret evndan tan 


Did it surprise you that it was possible to read the line above 
even though the lower half was cut away? In case you had any dif- 
ficulty, it said, "You'll be welcome at the first grade tea." 


Now try this one: 


"So Uva Y CAPSYY yYUU vY eVay anay 


Not so easy, was it? It said, "We don't expect you to stay : 
away." These two simple illustrations just go to show that we don't 
use all of the letters in reading, or, at least make more use of 
the upper half. 


See if you can "make out" these words: 
p-ne-1 w-tch g-1d M-k-do 


Of course you can tell what they are. The tall letters are more 
important than the small ones. If still you don't think so, read 
these with the tall letters omitted: 


i--us-ra-ion -ossi--e 
The aim of these procedures was not to cheapen the conceptions 


of instructions but to catch the interest of parents and later to cap- 
italize on such interest. 











296 ELEMENTARY ScHooL PRINCIPALS 


The association workers felt that the increased attendance amply 
repaid the work spent on the prepa ‘ation involved in the publicity 
program. The number of interested mothers who attended the teas 
during the second semester demonstrated the enthusiasm aroused, 
and plans have been made to incorporate this special form of or- 
ganization as an integral part of the association in the future. 

The writer has gone into details because he feels that this plan 
serves a real need in the home-school relation which is not success- 
fully provided for in other phases of the parent-teacher work. It 
deals with a specific topic which could not be handled adequately 
in general meetings. It gives a place for the school administration to 
“sell” its plans to the group in the community which is most vitally 
concerned with such plans. If properly executed, the scheme creates 
confidence in the work of the school and, where teachers can take 
part in the discussion, establishes respect for the training and ability 
of the school personnel. Through such a plan a background of the 
aims and principles of education can be developed in the commu- 
nity. Such a background will later assist the school in working with 
parents, especially the parents of problem children. The close social 
contacts which come about promote a better personal relation and 
mutual understanding between parents and teachers. Above all it 
provides a place for a cooperative home-school attack on educational 
problems. 





O LONGER does the teacher or the school assume to be 
4 N the sole educator of the child. They accept their place 
in his or her life and recognize their responsibility, acknowl- 
edging that others, the child’s parents, playmates, the church, 
movies, chance glimpses of life, advertisements, and games 
are also educating the child. Not only this, but the child in 
each of his contacts with others, either speaking or by his 
actions, is also an educator. His parents, his playmates, his 
teacher, and his principal are being taught by him.—Clifford 
S. Borden, Chapter IX. 














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Tue E.eventH YEARBOOK 297 





ACTIVITIES OF A STATE ASSOCIATION 


Mrs. E_ttis McFARLAND 
State Chairman, Illinois Congress of Parents and Teachers, Chicago, Illinois 


HE PRESENTDAY PURPOSES of education and the objec- 

tives of parent-teacher work are one and the same. Probably no 
two educators nor two parents pursue the same methods for attain- 
ing these objectives, but each may accept the seven cardinal prin- 
ciples! and interpret them after his own understanding. The very 
agreement upon these terms coordinates the school and the home and 
they speak a common language. 

The National Education Association and the National Congress 
of Parents and Teachers have accepted the following objectives of 
education: (1) health and safety; (2) worthy home membership; 
(3) mastery of the tools, technics, and spirit of learning; (4) train- 
ing for citizenship and world goodwill; (5) vocational and economic 
effectiveness: (6) the wise use of leisure; and (7) the attainment of 
ethical character. These are significant terms which parents and 
teachers are trying to make real. 

The community and the school’s health objectives—How is the 
health objective of education related to the community and how can 
the community assume responsibility for its use? The Illinois Con- 
eress of Parents and Teachers has a department with a vicepresident 
to study and promote each of the seven objectives. If a department 
is not needed, a state chairman has the responsibility for planning 
and promoting a program. 

The first school objective is health and for this the Illinois Con- 
gress maintains a department with a chairman for child hygiene, a 
chairman for social hygiene, and another in charge of the summer 
round-up. The vicepresident of the department is also the represen- 
tative to the advisory council of the Child Hygiene Division of the 
State Department of Health. The council is composed of represen- 
tatives from the Illinois medical, dental, and nursing societies, the 
Illinois Federation of Women’s Clubs, and the Tllinois Congress of 
Parents and Teachers. This small stabilized group of professional 
and lay persons meets monthly to correlate the statewide health 
projects of the organizations represented. Through this advisory 
council the Illinois parent-teacher organization has a share in the 
preparation and promotion of the school health appraisal and the 
county health unit plan sponsored by the state association and the 
State Health Department. 

Each town or county unit of the state parent-teacher association is 
responsible for its own health activities except when state super- 
. 1Published originally as the Cardinal Principles of Secondary Education, Bulle- 
tin No. 35, 1918, U. S. Office of Edueation. Restated in various publications of 
the National Education Association. 











298 ELEMENTARY ScHooL PRINCIPALS 





vision is needed. Usually a community expresses its needs and wishes 
for health education through the local parent-teacher associations. 
Action, particularly group action, waits upon the acquisition of in- 
formation by parents and initiative by the school. An example is the 
summer round-up. The parents bring the children to the school for 
a medical examination by the school physician or nurse in order that 
the child may enter the first grade or kindergarten in good physica] 
condition. From the very beginning of school relations, the child 
learns the importance of health and the parent is shown the value of 
cooperation with the school. We know that it takes time and effort 
to make the summer round-up wholly effective, and we are in the 
early stages of its use. However, the number of parent-teacher groups 
in Illinois now number more than thirteen hundred so that the wide- 
spread adoption of the summer round-up plan will mean a forward 
step for better health throughout the state. 


Other departments of the state association—Besides the health de- 
partment, the Illinois Congress of Parents and Teachers has a de- 
partment of extension, a department of public welfare, another for 
education, and still another for home service. These departments are 
organized for the study of the cardinal objectives of education and 
bring to the members of the local association and the community the 
greatest possible help. Less directly related to this promotional and 
inspirational service, but necessary for the efficiency of the state 
Congress, are the departments of administration and publicity. 


It would lead too far afield to give in detail the service to the com- 
munity of each state chairman in these several departments. The 
department of home service may be briefly considered with its chair- 
man for child study groups, another for children’s reading. a third 
for home economics, a fourth for home education, and a fifth for 
thrift. Courses in home reading with carefully selected booklists 
are prepared as required and libraries make every provision for 
the parent book-shelf. In the home service department is the study 
group work, the back-bone of the parent-teacher movement. 


Illinois had more than four hundred study groups in 1930-31 and 
is bending every effort to increase the interest and improve the char- 
acter of the work. Leaders are being trained by special class work. 
by correspondence, at institutes, by radio lectures, or in college classes 
for child study. The National Congress publishes outlines for study 
groups in child welfare and the state chairman for study groups with 
the chairman for home education offers a detailed course in the state 
bulletin. University and college teachers cooperate with the parent- 
teacher associations to prepare courses suited to the study groups. 
Opportunity is offered for discussion. conference, observation, or 
lectures by specialists, and the professional leader as well as the 
parents may tap new sources of material as they confer upon prob- 
lems of child training. 











Tue EveventH YEARBOOK 299 











It would be impossible to measure the benefit to the school and the 
community which comes from systematic study by parent groups. 
It must be recognized that parents most in need of training are not 
yet interested in child study, but influences are steadily at work to 
bring them to recognize their needs. We are taking cognizance of 
the many levels of adult understanding and gradually all levels will 
be reached. We shall not wait until people become parents to impress 
them with their need for training, but shall prepare them in advance, 
as every other profession requires. Herein lies the great future for 
parent-teacher work, for it has focused the attention of education 
upon the home. 

When teacher and parent cooperate to guide and to develop a sub- 
normal child, a super-normal child, or an ordinary normal one, and 
lead that child to train himself for useful citizenship we shall have 
answered the challenge of the noblest children’s charter that has 
ever been framed. 

Summary and conclusions—Since parents are beginning to realize 
their opportunity and responsibility as partners in education, “they 
are being led,” according to our former president of the National 
Congress of Parents and Teachers, “to lift themselves out of their 
ignorance, indifference and inefficiency, to do their part in the com- 
plete education of their children. Present social conditions can be 
improved only by a steady and strenuous effort to make over the 
wrong mental attitudes of the parents of today by compelling the 
home to bear its fair share in education, even though it means teach- 
ing fathers and mothers as well as children.” We conclude, there- 
fore, that we have a social experiment in cooperative education, car- 
ried on according to the accepted fundamentals of each group. 

The school receives the child as he is and sets about to construct a 
program of interests and activities that incorporate these funda- 
mentals. The principal and his teachers study the child not merely 
as he seems to be upon entering, but as a member of a family, the 
product of a certain line of ancestors and of a certain father and 
mother, the child of a good or bad environment and a multitude of 
factors that have already been shaping that child’s life. The teacher 
analyzes and classifies, and plans ways of procedure toward certain 
desired results. He is easily led to conclude that parenthood and early 
home influences are of first importance and that if the school is to 
‘arry on its job successfully, it must join forces with the parents. 
More and more does the school realize that its greatest asset is trained 
parenthood. Better parents mean better children, and better children 
mean better citizens and better communities. 

The principal and his teachers are members of the community and 
should, of course, use their influence and efforts in constructive proj- 
ects relating to the school and the community. Since parent educa- 
tion is one of these vital projects, the school faculty should be eager 
to support it and give it serious consideration. 











300 ELEMENTARY ScHooL PRINCIPALS 





LOCAL, STATE, AND NATIONAL RELATIONSHIPS 


G. FE. DILLE 
President, Kirksville District, Chillicothe, Missouri 


SURVEY of significant facts about the National Congress of 

Parents and Teachers announced from headquarters in April, 
1931, will show that there are now 22,000 local parent-teacher asso- 
ciations affiliated with the National Congress of Parents and Teach- 
ers through their respective state branches. This report does not at- 
tempt to disclose the number of local parent-teacher associations scat- 
tered over the United States and territories, which are attempting 
to carry on annual programs in their communities irrespective of 
the guidance so generously proffered by the national organization. 
Nor does it attempt to specify how many of the above-mentioned 
affiliated associations avail themselves of the opportunity which is 
theirs to profit from the scientific service sponsored by the National 
Congress of Parents and Teachers. The writer realizes that there are 
many organizations of a local nature which affiliate themselves with 
the National Congress; which promptly pay their state and national 
dues; which dote a great deal on the slogan of child welfare; but 
which have not actually come to the stern realization of the impor- 
tance of the scientifically-organized program of guidance for local 
associations—programs of guidance which have been set up by the 
National Congress of Parents and Teachers through the efforts of 
the educational experts employed by the national office. 

The purpose of the writer in presenting this article is to emphasize 
as briefly as possible the great program sponsored by the National 
Congress of Parents and Teachers as an ever-increasing source of 
scientific information which is constantly being revised from month 
to month, from year to year, to meet the needs of the ever-changing 
educational program demanded now-a-days by an alert and scru- 
tinizing public eye. He frankly admits that many local parent- 
teacher associations have nobly stood alone, unaffiliated with state 
branch or the National Congress, and have sponsored perfectly won- 
cerful community programs; programs which have meant a great 
deal in the community’s entertainment; programs which have 
brought money into the organization’s treasury for purchasing much 
needed school equipment; programs which have furnished desirable 
stimulation to the social life of the community; and programs which 
have brought about more desirable living conditions for the children 
of the community. All such organizations as these, which provide 
for childhood betterment by raising the standards of home and school 
life and which attempt to secure adequate laws for the care and pro- 
tection of children, should be designated parent-teacher associations. 
for that is what they are. But in order that these numerous asso- 
ciations scattered throughout the entire nation might accomplish the 








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Tue EveveENTH YEARBOOK 301 





most lasting good for the childhood of the nation, they should unite 
under a common banner and bend their efforts toward a common 
rause. And that is exactly what 22,000 of them have already done. 
It is possible, however, that many organizations call themselves 
parent-teacher associations and yet do not carry on an aggressive 
program for child welfare. 

The real test to determine whether or not an organization is prop- 
erly named, may be brought about by carefully analyzing the ideals 
tor which the organization stands and by measuring its accomplish- 
ments in the light of those ideals. What does the organization stand 
for? Not only what does it stand for, but what does it do? An or- 
ganization might stand for a noble principle and yet never do any- 
thing about it. In order to be successful in its work an organization 
must do something toward the accomplishment of its ideals. A com- 
munity organization which furnishes entertainment; which raises 
money; which stimulates the social life of the community; is doing 
many good things, but it does not reach far enough in its accom- 
plishments to be called a parent-teacher association. A local parent- 
teacher association may do all these things, but they are only a part 
of the program for which an efficient parent-teacher association 
stands, and certainly they are not the most important part. 

According to Article XII of the National Bylaws, the purpose of 
the local parent-teacher association is to promote the objects and 
interests of the National Congress of Parents and Teachers—the 
mother organization. The objects of the National Congress as stated 
in the National Bylaws, Article II, are: 

First, To promote child welfare in the home, school, church, and community; 
to raise the standards of home life; to secure more adequate laws for the care 
and protection of children. 

Second, To bring into closer relation the home and the school, that parents 
and teachers may cooperate intelligently in the training of the child; and to 
develop between educators and the general public such united efforts as will 
secure for every child the highest advantages in physical, mental, moral, and 
spiritual education. 


A local parent-teacher association, then, to promote the objects 
and interests of the National Congress of Parents and Teachers, must 
have a vision which reaches farther than mere entertainment, the 
making of money, or the stimulation of the social life of the com- 
munity. It must be made up of parents, teachers, and others whose 
major interest is the physical, mental, moral, and spiritual welfare 
of every child in the community ; who are not only interested in the 
children of their own immediate times, but who look far enough into 
the future as to be interested in the children in generations to come. 

A local parent-teacher association, in order to promote the objects 
and interests of the National Congress of Parents and Teachers, must 
consist of parents, teachers, and others who are vitally interested not 











302 ELEMENTARY ScHooL PRINCIPALS 








only in the development of the child’s mind, but also in the untram- 
meled development of the whole child. The members of a wide-awake 
parent-teacher association realize that the child is many-sided in his 
development. They realize that even the best homes in the commu- 
rity have often failed to develop every side of this many-sided child; 
they realize that the schools have failed to develop every side of 
this many-sided child; that the church has also failed; and that the 
entire community has failed likewise. A local parent-teacher asso- 
ciation which realizes the truth of the foregoing statements, also re- 
alizes that children cannot be efficiently trained to be respectable 
and capable citizens of this republic unless the four above-mentioned 
great social institutions, the home, the school, the church, and the 
community, bind themselves together in some scientific, cooperative 
method of training which will develop every side of the many-sided 
child. People who are informed know that the use of one set of 
standards of conduct in the home, another set of standards in the 
school, another in the church, and still another in the community, 
can lead to nothing but chaos in the education of the child. 


Anyone who dotes on the theory that the school is the only edu- 
cational institution has failed to take a forward look into the great 
educational program of today, in which the home, the church, and 
the community play parts as vital as that of the school. From birth 
to maturity the home plays a major part in the education of the child. 
Until a child becomes of school age the parent bears the sole respon- 
sibility for the guidance of the child. Long before he reaches the 
threshold of the school many of the child’s most important life habits 
have been already formed, and the wise parent is leaving no stone 
unturned in seeking out the most effective methods of establishing 
correct attitudes and habits which without question will follow the 
child through life. Unfortunately some parents have the idea that 
the responsibilities of the home are lessened when the child has at- 
tained school age. This is not true. Responsibilities are not lessened : 
they are changed to the extent that home guidance is aided by spe- 
cial training which the child receives at the hands of the teacher. 


The church also, is in a position to make a vital contribution to the 
education of the child. Its contribution in the development of char- 
acter is paramount in this busy work-a-day world of strenuous eno- 
nomic and social conflict, for without character, all else is worth very 
little. John J. Tigert, former U. S. commissioner of education, in an 
address to the National Education Association in Chicago, a few 
years ago, said: 


The man who discovered that surgical instruments should be sharp made an 
important discovery, but the man who discovered that the instruments should at 
the same time be sterilized, made, I think, a more important discovery. So far 
as I am concerned, if I had to be operated on, I would much prefer a ‘dull knife 
that was clean to a sharp knife that was foul. The former could do little 





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Tue EveventH YEARBOOK 303 





or no damage, but the latter would carry the nocuous germs so far into my 
body as to destroy my life. And so, to enlighten the mind, to emancipate the 
thought of man without the proper direction of will, is but to magnify the injury 
he will do in the world. Education for knowledge efficiency alone will possibly 
enable a man who might have been a house robber or a highwayman to become 
the head of some great business concern where he can steal on a big scale, or to 
reach some position of political power in which he may wreck society. 

If we cannot teach the old-fashioned virtues of honesty, justice, decency, and 
the Christian doctrine of love along with modern thought, then we had better 
dismantle our splendid and magnificently equipped schoois and return to the 
old log schoolhouse. We had better, have citizens who have character and little 
erudition than citizens whose knowledge is a peril to society. 


The community, together with the influence of the home, the school, 
and the church, exerts a powerful influence on the lives of young peo- 
ple. When the social institutions of the community bind themselves 
together with a common interest at heart—that of properly educat- 
ing the community's children—a wholesome environment will be the 
inevitable result. 

The great urge of today, then, is the undivided cooperation of the 
home, the school, the church, and the community with a display of 
genuine wisdom in this great four-sided organization. Cooperation 
of this sort is certain to bring about improved homes, improved 
schools, improved churches. and improved communities for better 
boys and girls. Because of its encouragement of the cooperation of 
these great social institutions, which are bound to have their influ- 
ence on every child in the community, the local parent-teacher as- 
sociation has the opportunity to play a large part in helping to de- 
velop an informed public opinion which will assuredly safeguard 
the best interests of childhood. 

The local association, however, is usually not in a position to spon- 
sor an aggressive program for child welfare without assistance from 
the National Congress of Parents and Teachers. There are several 
reasons for this, the most important being the fact that the National 
Congress has made a study of child welfare for more than a third 
of a century. Since it was organized on February 17, 1897, it has 
developed a momentum for scientifically-organized child welfare 
work which has been gaining in its scope for more than thirty-three 
vears. Its membership during this period of existence has increased 
to slightly more than one and one-half million parents, teachers. and 
cthers, who have declared themselves for a nationally organized pro- 
gram of childhood betterment. Certainly one and a half million 
adults can’t be wrong. In this great national organization there are 
forty-nine state branches including the District of Columbia and 
Hawaii. In addition, Alaska has seven local associations in a council 
with seven hundred members, and Nevada has one association with 
forty-one members. Every state branch is using all-inclusive mem- 
bership cards. which are sent out through the state distributing cen- 














304 ELEMENTARY ScHooL PRINCIPALS 





ters, and through the 22,000 Congress units to the individual mem- 
bers, who thereby become members of local, state, and national or- 
ganizations. Statistics covering the last decade ending in 1930 show 
that the average annual gain in membership in the National Congress 
of Parents and Teachers has been 123 248, Illinois having made the 
largest gain in membership for 1930-31, while North Dakota made 
the largest increase in the percentage of membership during the same 
period. 

Since the founding of the National Congress of Parents and Teach- 
ers by Mrs. Theodore Birney and Mrs. Phoebe Hearst more than 
thirty-three years ago, colleges and universities have been rather 
lukewarm or indifferent toward the work of the organization, at 
least they have been reluctant to aggressively sponsor the cause. 
However, this attitude on the part of these institutions did not seem 
to dampen the ardor of those great mother hearts nor any of their 
successors for each in her own time has been able to visualize in no 
uncertain terms that America’s greatest asset is America’s children. 
The national officers have always had a feeling that an efficient pro- 
gram based on the well-being of every child, whether in the slums of 
the congested city or far out on the most remote rural frontier, would 
sooner or later be brought to the attention of the higher educational 
institutions, causing them to cooperate by offering credit courses in 
parent-teacher work. This has come to pass, for during the year 
1930-31, seventeen colleges and universities offered for the benefit 
of their students, credit courses in parent-teacher work based on the 
child welfare plan sponsored by the National Congress of Parents 
and Teachers. The thick ice of indifference on the part of these in- 
stitutions has not only been cracked; it has been conclusively broken 
and the way is clear for still further work in that direction, and it is 
sincerely hoped that more colleges and universities will follow suit 
next year. During the summer of 1930 the writer had the opportu- 
nity of teaching one of these courses in the State Teachers College at 
Hattiesburg, Mississippi. Such courses are badly needed in other 
sections of the country and will be given as rapidly as these institu- 
tions are sold on the idea. It is to be hoped that these schools will 
go one step further: that credit courses in parent-teacher work will 
be made as a partial requirement for graduation, for if each and every 
teacher were familiar with the machinery of the parent-teacher or- 
ganization, much lost motion would be saved and many local associa- 
tions would operate more effectively and with a minimum amount 
of friction. 

From one point of view the local parent-teacher association bears 
the same relationship to the National Congress of Parents and Teach- 
ers that the individual bears to a great life insurance company. No 
individual can afford to carry his own insurance risk, but a large 
number of individuals may pool their risks with one company and 














Tue ExveventH YEARBOOK 305 


the company can carry each one’s risk without a loss to either the 
individual or the company. And so it is with the lone, uninformed, 
unaftiliated parent-teacher association. There is so much informa- 
tion to be collected and disseminated which requires months and 
even years of constant research on the part of educational experts 
that a lone association would find it a hopeless task; there are so 
many phases of parent-teacher activity that no local association could 
ever hope to make an exhaustive study of each phase. How much 
better it is for the 22,000 or more local parent-teacher associations 
throughout the United States and territories to bind themselves to- 
gether under one mother association and to pledge themselves to one 
cause—that of child welfare! How much better it is for each local 
parent-teacher association to make its own contribution toward at- 
tempting to solve the same knotty educational problems which con- 
front each and every locality, and to have all local associations reap 
the benefit of this experience through the millions of leaflets, the 
thousands of handbooks. and the hundreds of Congress libraries 
which are distributed each vear by the headquarters of the National 
Congress! The 22.000 local parent-teacher Congress units now affili- 
ated with the National Congress of Parents and Teachers, have an 
aggregate individual membership of 1.511.203, all united under 
one leadership, all striving for the same goal—that of improving 
the living conditions for little children in America. If all the mem- 
bers of these Congress units were to be placed three feet apart in 
single file, the line would be 858 miles long. a distance equal to that 
between St. Louis and New York City. What a wonderful army 
enlisted to protect the rights of the children of America! 

America’s true greatness lies not in her natural resources: not in 
her farm crops or her livestock: not in her great manufacturing in- 
dustries: not in her towering skyscrapers or her network of high- 
ways blanketing her hills and her valleys: but America’s true great- 
ness lies in her manner of training her millions of little children who 
are going to determine the America that is to be. 





HE CHILD is interested in all that surrounds him. It 

would seem, in our traditional school procedures, that 
methodically we had planned to isolate the child from his 
natural environment. Almost everything was vicariously 
rather than directly experienced. A distinct characteristic 
of the new education is the bringing of the child into first- 
hand contact with his world.—F. C. Borgeson, Chapter X. 




















306 ELEMENTARY SCHOOL PRINCIPALS 





THE PLACE OF THE NATIONAL ASSOCIATION 


W. Etwoop BAKER 
General Secretary, National Congress of Parents and Teachers, 
Washington, D. C. 


HE NATIONAL CONGRESS of Parents and Teachers is an 

organization of 1,511,203 individual members organized into 
more than 20,000 local parent-teacher associations which are under 
the direct supervision of the 49 state branches. The functioning unit 
is the local parent-teacher association and is known as a Congress 
unit. 

The parent-teacher association which is organized as a Congress 
unit has back of it thirty-five years of fruitful experimentation in 
the field of child welfare.2 Out of this experience have come sound 
guiding principles to direct the organization in its activities. The 
local association can now progress rapidly in safety and ease, with 
courage and confidence, and with the greatest economy of time and 
effort in attaining the objectives of this great cooperative enterprise. 

Teachers and principals know the value of state and national mem- 
bership in their own professional groups. It is more valuable and 
more necessary in a volunteer group composed largely of lay mem- 
bers. If a parent-teacher association is a Congress unit, the principal 
knows at once its field, objectives, program of activities, tvpe of 
literature to be used, limitations, supervision, and cooperative poli- 
cies. A Congress unit is organized according to state and national 
procedures. It receives help and assistance through publications and 
state and national leaders who know what thirty-five years of ex- 
perience has brought to the organization. It can more easily find its 
place as an educational factor in the community. It has a part in 
forming state and national policies which in turn enlarge its own 
program of usefulness. It has assistance from state and national 
leaders, and can secure program helps that are in state and national! 
publications. In union there is strength and influence. Every indi- 
vidual member and every local parent-teacher association gives that 
much more power and influence to a great organized cooperative 
movement in child welfare. 

Understanding cooperation and active participation on the part 
of both parents and teachers always means a successful parent-teacher 
association. It is necessary that all concerned keep constantly before 
them the purposes and objectives of the organization in planning the 
year’s program and activities. Payson Smith, Commissioner of Edu- 
cation of Massachusetts, has said: “The parent-teacher association, 








tA Congress unit is a parent-teacher association which has been organized ae- 
cording to state procedures and has had its bylaws approved by the state board 
and has paid its state and national membership dues to the state treasurer. 
*See the Founders Day Leaflet. 





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Tue EveventH YEARBOOK 307 





rightly organized, can unquestionably provide the means by which 
home and school can be brought into very close and effective part- 
nership.”! The National Congress of Parents and Teachers has set 
forth in the bylaws definite objectives for its membership. These are: 
“To promote child welfare in home, school, church, and community ; 
to raise the standards of home life; to secure more adequate laws 
for the care and protection of children,” and “To bring into closer 
relation the home and the school, that parents and teachers may co- 
operate intelligently in the training of the child; and to develop 
between educators and the general public such united efforts as will 
secure for every child the highest advantages in physical, mental, 
moral, and spiritual education.”* There is suflicient elasticity in the 
objectives to permit their expansion in the whole field of child wel- 
fare and include progressive educational thinking. A program to 
promote the seven objectives of education was launched in 1927. The 
resolutions at each convention endorse current measures of vital in- 
terest to school education and child welfare in the local community, 
state, and nation. 

A unity of purpose in the programs of the forty-nine state branches 
and more than 20,000 local Congress units is assured because: First, 
the bylaws of state branches must be in conformity with the nationai 
bylaws and approved by the National Board; second, local parent- 
teacher association bylaws must be approved by the state board. As 
the local parent-teacher association is the functioning unit, it is 
necessary that some administrative machinery be set up to carry to 
the local, through the state organization, the desires, plans, activity 
programs, and inspiration of the National Congress. The adminis- 
tration of the Congress is carried on by the annual convention, the 
board of managers and executive committee, the standing and special 
committees, committee-at-large, and the national headquarters. A 
national convention is held annually. Representatives include na- 
tional officers and chairmen, state presidents, three other state offi- 
cers, and one delegate for every thousand members of each state 
branch. 

The Congress program is carried out through national, state, and 
local committees. The national committee recommends procedures 
and plans which are approved by the National Executive Committee. 
These plans are sent to corresponding state chairmen, who present 
them to the state board and executive committee to be adapted to the 
needs of the state. State plans are made available to local units to 
be adapted to the needs of the local community. The program of work 
for 1931-32 was carried out through thirty-six committees grouped 





1Payson Smith in the Foreword to Parents and Teachers, published by Ginn 


and Company, Boston, 1928. 
2See the bylaws of the N. C. P. T. Also, Parents and Teachers by Martha S. 


Mason, p. 113. 











308 ELEMENTARY ScHOOL Principas 





into such departments as extension, public welfare, health, home 
service, education, and committees-at-large. 

A wealth of publications is provided to assist in the work of these 
committees.! More than a million of forty different leaflets on or- 
ganization and program material are distributed annually, free, to 
the locals through the state branches. In addition, the Proceedings, 
Parent Education Yearbooks, and other bound volumes are given 
wide distribution. Child Welfare, the official parent-teacher maga- 
zine, carries monthly material of vital interest to local units, parents, 
and teachers. It has become one of the leading magazines in parent 
education. Nearly all states publish bulletins containing material 
essential for state organization and program planning. National and 
state correspondence courses are offered that leaders may become bet- 
ter informed about proper procedures, policies, and objectives. 

The financial support of the local, state, and national associations 
comes largely from membership dues. When an individual pays his 
membership dues in a Congress unit, he becomes at once a member 
of the state branch and the National Congress. Regardless of the 
amount of local dues, only five cents goes to the support of the 
national association. A small portion—from five cents to twenty cents, 
depending upon state bylaws—goes into the state work, and the bal- 
ance remains in the local treasury. What happens to the five cents that 
goes into the national treasury / ‘One cent is set aside by the budget 
committee for printing, all of which goes back into the state for free 
distribution to the local units. This material consists of handbooks, 
leaflets, Proceedings, membership cards, and plate service for the 
use of state bulletins. The other four cents provides the traveling 
expenses of the national president and executive committee, sends 
national representatives to state conventions and educational meet- 
ings, supports the work of the national chairman, pays the rent on 
the national headquarters in the National Education Association 
Building, purchases supplies and equipment, and pays all salaries 
of employees. 

The field work of both state and national is supported mainly by 
the receipts from the Founders Day gifts from local associations. The 
state and national share equally in ‘these birthday gifts in honor of 
the founders. Ninety percent of life membership dues ($50.00) goes 
into the national endowment fund, and ten percent goes into the state 
treasury. 

State branches use their share of the membership dues in much 
the same way as the national.” In many states a definite amount is 
used to support the state bulletin. State officers conduct many con- 
ferences, institutes, and schools of instruction over the state to further 


1Write to National Congress of Parents and Teachers, 1201 Sixteenth St., N. W., 
Washington, D. C., for a list of publications and for answers to your chasiane 
*Mason, Martha 8S. Parents and Teachers, p. 135. 














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Tue ELeEvENTH YEARBOOK 309 





the organization work and proper functioning of local units. Oc- 
casional money raising projects may be necessary. However, in gen- 
eral, they are to be discouraged as the real objective may become 
obscured. The association should not develop into a money raising 
group for materials and equipment that should be purchased out of 
regular school funds. There are times when demonstrations in new 
and untried educational activities are necessary before the community 
is ready to accept them as a part of the regular school program. 

The national headquarters, occupying the entire sixth floor of the 
National Education Association Building, has a large staff of experts 
in the parent-teacher field. Service to the state branches, the National 
Board, and volunteer national chairmen is given through the follow- 
ing divisions of national headquarters activities: Education, Field 
Service, Parent Education, Publications, Publicity, Research and 
Information, Summer Round-Up, and Child Welfare Magazine.! 

The parent-teacher movement has united 1,511,203 professional and 
lay workers into a cooperative enterprise in the interests of children. 
It is a new educational force recognized by educational leaders every- 
where. The parent-teacher association presents to the teacher and 
principal an opportunity to keep the patrons of the school intelli- 
gently informed concerning school problems. Through it educational 
leadership can advance more rapidly. It presents in an organized 
way an opportunity for cooperation and mutual understanding of 
problems of home and school, of parent and teacher. 


1See the Volume of Proceedings, 1931, p. 176-78, National Congress of Parents 
and Teachers. 
“National Congress of Parents and Teachers. A New Force in Education, 141 p. 





|, pers PARENTS have felt humiliated to have a 
crippled child in their family, so often the little one 
has been kept out of sight. Even close neighbors never see 
him. Though the child may have normal intelligence, as most 
crippled children do, he may have been kept out of school 
either to protect him from danger or to save his brothers 
and sisters from taunts or the bother of looking out for him.— 
Elizabeth Baird Kuhn, Chapter IX. 























310 ELEMENTARY ScHoot PRINCIPALS 
7 
SELECTED REFERENCES 
1. BurrerwortH, J. E.: “How the Parent-Teacher Group May Help For- 


6. 


1]. 


12. 


13. 


14. 


ward the School Program.” Nation’s Schools 4:30-32; September, 1929. 
Summarizes a tentative statement of principles for making a program 
for parent-teacher groups. 


BuTTERWORTH, J. E. The Parent-Teacher Association and Its Work. New 
York: Maemillan Co., 1928. 149 p. 


CUBBERLEY, ELLWoop P. The Principal and His School. Boston: Houghton 
Mifflin Co., 1923. p. 548-59. 

Summarizes briefly the principal’s relationships with an effective parent- 
teacher organization. 

Epmonpson, Epna E., comp. Parent-Teacher Association. Indiana Uni- 
versity, Extension Division, Bulletin, Vol. 14, No. 3. Bloomington, In- 
diana: the University, 1928. 60 p. 

Epson, NEWELL W. “Parent-Teacher Associations and the Family of To- 
morrow.” Journal of Social Hygiene 17:287-93; May, 1931. 

Suggests possible contributions to the education for family life and 
parenthood. 


IRWIN, Forrest A. “The Parent-Teacher Association.” Bulletin 8:87-90; 
January, 1929. Department of Elementary School Principals. 
A principal’s viewpoint as to the characteristics of a satisfactory 
organization. 
LEAGUE OF NATIONS, International Bureau of Education. The Cooperation 
of School and Home. Geneva, Switzerland: the Bureau, 1929. 24 p. 
An international survey of parents’ associations in connection with 
publie and private schools, 


MOEHLMAN, ARTHUR B. “Defining the Rights and Duties of Parent-Teacher 
Associations.” Nation’s Schools 7:55-59; June, 1931. 
Discusses the functions of an association in cooperation with a modern 
system of schools. 


NATIONAL CONGRESS OF PARENTS AND TEACHERS. Parent Education. Wash- 
ington, D. C.: the Congress, 1930. 224 p. 
The first yearbook of the Congress summarizing the parent education 
movement up to 1930. 


NATIONAL CONGRESS OF PARENTS AND TEACHERS. A New Force in Educa- 
tion. Washington, D. C.: the Congress, 1929. 146 p. 
Proceedings of a conference of college professors, parents, and teachers 
held at Teachers College, Columbia University. 
NATIONAL CONGRESS OF PARENTS AND TEACHERS. Parents and Teachers. 
Boston: Ginn and Co., 1928. 317 p. 
A survey of organized cooperation of home, school, and community. 
NATIONAL EpvucaTION ASSOCIATION, Department of Elementary School 
Principals. Ninth Yearbook, Washington, D. C.: The Department, 1930. 
p. 605-56. 
Several articles on parent-teacher associations and on other contacts 
with the homes. 
PROGRESSIVE EDUCATION ASSOCIATION. “Parents and Schools.” Progressive 
Education 6:301-96; December, 1929. 
A symposium on the activities and plans of various parent-teacher 
groups. 
WILKInson, Mitprep R. “Safety Work of National Congress of Parents 
and Teachers.” School Life 13:89; January, 1928. 
Summarizes briefly some of the efforts in safety education. 











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CHAPTER VI 
COMMUNITY CENTER ACTIVITIES 
THE SCHOOL AS A RECREATIONAL CENTER 
CENTERING SCHOOL ACTIVITIES AROUND COMMUNITY NEEDS 
THE SoctAL CENTER SERVES ITS SCHOOL 
A ScHoot-CoMMUNITY LispRARY PROJECT 
A TownsuHuipe ScHoot CENTER 

YoutH MOVEMENTS IN THE SCHOOL 

A 4-H Cuus IN A VILLAGE SCHOOL 

THE LoGAN CoMMUNITY COUNCIL 


[311] 











EDITORIAL COMMENT ON CHAPTER VI 


The contrib.cors to this chapter have described how a 
number of communities are utilizing the school buildings 
after school hours and during the early evening. Several 
places have established social centers where adults and 
children may study or play as their interests dictate. 
Others have developed less ambitious programs consisting 
of an alumni club, a library reading room, a Boy Scout 
troop, or some other more or less isolated project. Whether 
the plans are relatively simple or complex the “school 
center” movement is a growing and a constructive contri- 
bution to education in its largest sense. 

How can the principal set about establishing a school 
center’ In some cities the problem is more or less decided 
for him bv the existence of a citywide community and 
recreational center program. Even in such places it would 
be interesting to study a local school district to discover 
the number of persons missed by the citywide plans. In 
cities where no general program exists there are three ques- 
tions facing the school principal: (1) What are the nega- 
tive agencies in the district? (2) What positive forces 
(parent-teacher associations, recreational groups, improve- 
ment associations, churches, etc.) exist in the community ? 
(3) How can the school integrate the positive agencies so 
as to combat the destructive elements and substitute a 
community atmosphere which enriches life? 

Fortunately, for most principals there are many per- 
sons interested in solving the same three questions. Close 
at hand are the local and state recreational, vocational, 
educational, social service, and religious groups. On the 
national basis there is the National Education Associa- 
tion with its Commission on the Enrichment of Adult 
Life. Other important national agencies are the National 
Recreation Association, the American Library Associa- 
tion, the American Association for Adult Education, and 
similar groups. Often principals can take the suggestions 
of such national groups and with suitable modifications 
contribute something unique to the local community cen- 
ter plans. 

It will be worth the reader’s time to consult the references 
given at the end of this chapter.—/ditorial Committee. 


[ 312 ] 














CHAPTER VI 
COMMUNITY CENTER ACTIVITIES 
THE SCHOOL AS A RECREATIONAL CENTER 


STANLEY F. FINK 


Principal, Tyson-Schoener School, Reading, Pennsylvania 


HE SCHOOL OF THE PAST has served its purpose but today 
it has a much broader service to offer the community. Formerly, 
children came to school willingly or otherwise, and the teachers with 
their limited knowledge of the function of a school did their best to 
train the children to master the three R’s. The school served the 
children of the community for a few hours of the day only. The 
school did not serve all the people nor did it have its doors open after 
the socalled school hours, except for an occasional play that the chil- 
dren put on for the citizens or for the meeting of a parent-teacher 
association. 

At the present time when there is so much unemployment the 
school should help provide recreation for the people who are so un- 
fortunate. Young men and women out of work cannot buy pleasure 
as so many of our people of today do, these unemployed are without 
money for months and months. What recreation can they seek that 
is free for them for they have no funds even to join an institution 
offering them recreation in swimming, dancing, and other whole- 
some pursuits! Have you ever experienced going about for a long 
time without employment and not a penny in your purse, yet you are 
still young enough that you want to play and associate with others? 
Indeed, it is when young folks, especially, are without means of 
recreation that trouble brews. 

The evening recreational center—About a year ago the Junior 
League joined with the department of recreation in asking the board 
of education of this city for the use of one of its school buildings for 
adult recreation purposes. The three bodies worked together in 
planning the first evening recreation center for adults. The plan was 
one of real cooperation. The board of education furnished the build- 
ing, light, heat, and janitor service; the Junior League furnished 
the funds for teachers’ salaries and equipment, while the recreation 
department supervised the center. The school chosen for experiment 
was the Tyson-Schoener School, the largest and best equipped ele- 
mentary school in the city. The school is located in a thickly settled 
section of the city where there are many people of foreign extraction. 
There are twenty or more nationalities making use of the school. 
The principal of the day school was appointed director of the evening 
recreation center. An assistant director was also appointed. 

[313] 











314 ELEMENTARY ScHoot PRINCIPALS 





The center was opened with a community night which was at- 
tended by more people than the school hall could hold. The people 
were told what the school could offer them in the way of whole- 
some recreation. People were permitted to register for various classes 
and were given membership cards. Every activity offered is free 
absolutely, so no one is denied membership in this or that activity 
due to any fee that might be asked. 

All classes in the center are directed by experienced, paid leaders. 
The Junior League members volunteered their services by serving at 
the desk to check up on attendance and performing similar useful 
acts. 

In less than no time the membership of the Tyson-Schoener Recrea- 
tion Center grew to 1500 persons and this year the membership is 
far greater. Last year we had to close the membership when it reached 
1500 due to the lack of facilities for conducting more work than we 
had anticipated ; but this year the Junior League increased the budget, 
thereby making it possible for us to conduct the center on an enlarged 
basis. 


TABLE 1—ToraL AGGREGATE ATTENDANCE FOR 1930-31 


eee: GONINOY SURNRRONNUNIN oo oor cere mmenin eens 2129 
I gine neem etalon nee neice 3350 
TE ac jeicscexiy ap anid sah ba icsh rbin Aastha nian cacia shta iad 1140 
I eas ek aera eta Sain a se is Saat eae ci dna a ilk as can 1110 
PNR NIN ii gg Rin aca. ah cinema coe kina eaten ehnlaed a 1031 
ED ONO ocean camngutecdnnennacaiedonsne 1475 
GRIEG ei ititnknn in eteh an ance edeneaeeesanaeeeneae 362 
on ee ae a ee eR ee nee 390 
INUIT | NNN sisi eS cp cs eae a ce ct Woah a ca 840 
cia i Sa cs alt ss sense i eR on ecient 1075 
ED DN Sri npinanccwetnnestacn cena eae 2100 
NONI NII 5 sete easta acca cd eaaccslabenica A Seca elena a A de on 420 
I cer cea ga ah pl lc po Si 13447 
Social dancing period (no instruction) ~------------------ 6320 

| eS Se a RE a 


Within one week after the opening night of the center this year 
every activity was taxed to capacity. The demand for the eymnasiui. 
is so great that the number of people and teams using it has to be 
limited. Indeed so great was the desire for membership in various 
activities that many of the members, for fear that they would not 
be able to join this or that activity, wrote weeks in advance of the 
opening night asking to be considered for membership. 

Once a week the center conducts social dancing for the members. 
The orchestra is composed of young men who are members of the 
center and who offer their services voluntarily. It is not uncommon 
to find four or five hundred members dancing in the little hall set 
aside for that purpose. 








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Tue ELeveNtTH YEARBOOK 315 





The total attendance for the year counting all activities was more 
than 35,000 as shown in Table 1. There was no damage whatever and 
the morale of the younger folks has been proven to be better than 
when the center first opened its doors. Boys and girls who a few 
years prior were considered menaces to the community were the 
staunchest supporters of the center, and many of them will be the 
future leaders in the several activities offered. 

This year at the school center the work is conducted in units. The 
center is open six months of the year from October 15th until April 
15th. From our experience during our first year’s work we have found 
that in some instances six months is too long for certain activities. 
The unit plan helps to do away with this difficulty and at the same 
time makes it possible for us to offer more activities (but for shorter 


periods). 


TABLE 2—VocaTIONS OF MEMBERS OF RECREATION CENTER BETWEEN 


ROUTINE cc ciccnun 


Attendant 


i 
Auto Mechanic —_-_- 
BE cciceuapuuenain 
Bookkeeper -------- 
IIE vitae ns 
BNO eicicccs chen een 
IO cara secndetn chalcites 
eer 
Ce 
Comirecte® 265.4. 
Candy Maker ------ 
gee 
SONNE  cconncmancan. 
eer 
Conductor ......... 
a 
Collecto@# -...------ 
CE wanncanioae 
enn 
Cigar Maker __----- 
MRE aacceecmmenean 
ee ee 
| ee Sees oven 
Dental Hygienist 
TRUER... nccetancxen 
Electrician .......- 
Elevator Boy ------ 
Examiner .....«... 
PE ocwewcnasenwn 
DME scwdtniennons 
TREE. occ cmcninn 
Pe canvases 


Fixer (Looms) —---- 3 
i ee a 1 
og eee 2 
a 2 
Housekeeper -------- 58 
SURGE: oc ccaue 10 
PT ccanceecakeun 11 
re 2 
PEMIPareseer 22.cn22 1 
Inspector (Paper)--- 3 
Inspector (Meat)---- 1 
IE NII suinsiati toi, de aaa 5 
GOED knddkendmade 1 
ee 90 
I oni econ einticeh ts 61 
Loek Maker ........ 12 
DOMES o canennsxmns= 19 
Maeninigt 2.60.2... 23 
Se 1 
|” eee 8 
Messenger __------- 34 
i ere ere 1 
Muasiciman. + 2ci5. 1 
Needle Maker __---- 9 
Needle Straightener__ 12 
Nurse (Child) ...... 9 
oa i 
Ornamental Worker__ 3 
ero 40 
NE vem accicnnnctnam 8 
WEE ctisnasncene 8 
2 ee me ] 
TRE Senuenane 1 
PO fn cutaden 2 


OcTOBER 15, 1930, AND FEBRUARY 15, 1931 


EN a Ss 8 
PEE cance wemumed 3 
(ee eee 2 
PINOT ni ccconuwancx 1 
I oo cecieane 1 
DRE tactancacces 1 
re es 4 
POVEEOEEE 2 cccndncnn 4 
DOMME cscccneceens 25 
ROMIOEEE cn cccenne 4 
Shoe Shiner ........ 2 
er 3 
ae 1 
Stenographer -_----- 8 
BORGES concewcenoene 1 
err 2 
Shoemaker --------- 7 
PRINT ona cennnnn 6 
BOONE ocnacndceene 1 
WOODED nian eeceencas 1 
TE actchoctaaene 12 
TOGO isccniccians 10 
fi 1 
SORNOE pcccccmea ene 21 
TOOL POROP wcnsnscn 1 
6... es 1 
Stay BOF 2222586... 3 
a 1 
Walthe®S. 2..ncccascus 2 
Co a 6 
WWE gdccenccence 5 
WERE pciceceenas 1 


Unemployed _-_------ 472 











316 ELEMENTARY ScHooL PRINCIPALS 





The program for the year is as follows: 


Unit One (October 15 to December 19) 
Volley ball—2 nights! 
Tap dancing (beginners) 1 night 
Tap dancing (advanced) 1 night 
Library—5 nights 
Leather craft—1l night 
Boxing—2 nights 
Social dancing—1 night 
Sketch club—l1 night 
Drama club—1 night 
Folk dancing—1 night 
First aid—1 night 
Gym class—2 nights, men; 1 night, women 
Shuffle board, ping-pong, quoits, ete.—5 nights 
Quiet games (cards)—5 nights 








Unit Two (December 20 to February 4) 
Basketball—2 nights 
Tap dancing (beginners) 1 night 
Tap dancing (advanced) 1 night 
Library—5 nights 
Wood work—1 night 
Boxing—2 nights 
Social dancing—1 night 
Sketch club—1 night 
Glee elub—1 night 
First aid—l night 
Wrestling—2 nights 
Gym class—2 nights, men; 1 night, women | 
Shuffle board, ping-pong, quoits, ete,—5 nights 
Quiet games (cards)—5 nights 


Unit Three (February 5 to April 15) 
Baseball—2 nights 
Library—5 nights 
Tap dancing (advanced)—1 night 
Tin work—1 night 
Social dancing—1 night 
Wrestling—2 nights 
Gym class—2 nights, men; 1 night, women 
Shuffle board, ping-pong, quoits. ete.—5 nights 
Quiet games (cards)—5 nights 
Ukelele club—1 night 
Camera club—1 night 
Recreation leaders’ course—1 night 


In addition to the regular courses offered in the evening recrea- 
tion center there is also conducted in the evening a Boy Scout troop, 
a Camp Fire Girls’ leaders’ course, a gymnasium practise period for 
men from various fire companies of the city, a gymnasium practise 
period for church boys, a gymnasium practise period in basketball 





1Volley ball is provided two nights per week. Read other items on a weekly 
basis. | 


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Tue Exneventu YEARBOOK 317 ( 


. 


for boys of a business school, several social clubs composed of the 
members of the center and a hiking club. 

The school also has a Mothers’ Club, composed of the mothers of 
children attending the Tyson-Schoener day school. This club meets 
once a month and its purpose is to give the mothers a “night off.” 
Ii gives the mothers an opportunity to meet with other mothers of 
the school and the teachers as well as provide a social evening. This 
club has also rendered valuable assistance to the school in financing 
or helping to carry out certain projects. Recently the club furnished 
the nature study room in the platoon department. 

There is a baby welfare station open two afternoons per week dur- 
ing the school year and every day in summer. Mothers and expectant 
mothers receive valuable aid through the efforts of this department. 

An afternoon class is conducted by a special teacher once a week 
for foreign-born and illiterate mothers who wish to read and write 
the English language. 

The after-school program—The school building is open daily from 
3:45 p.m. to 5:00 p.m. for the after-school center. This center is fi- 
nanced also by the Junior League along with the cooperation of the 
board of education. Ofttimes a student excels in music, art, athletics, 
or other school activities, but due to time and amount of pupils in a 
given class it is impossible to give that student all that should be 
coming to him in the matter of enriched instruction. These pupils 
are invited to attend the after-school center where their work may 
be more enriched than ever due to small classes and extra time. Other 
pupils are also invited. No one is denied the help of the after-school 
center. The after-school center is conducted from October 1 to May 1 
The following activities are offered: Folk dancing, basketball, volley 
ball, baseball, nature study, handwork, music, art, story telling, 
library, games, clubs. 

Of the 1300 children attending our regular day school more than 
700 have benefited by the after-school center. This year the after- 
school center is run on a more extensive basis than before. 


That the children like the after-school center is unquestionable. 

“very day they ask whether we shall supply more teachers this year. 
Many times the children are not ready to leave at the designated hour 
and beg to remain longer. To some of them this is the only real play 
provided for them after school hours. Many of them know nothing 
but poverty, drudgery, and undernourishment. It is far better to 
have them remain after school for a little while than to have them 
playing along the railroad, the river front, or some back alley, where 
they might obtain bad habits. 

The school serves the community—The assistant director of the 
evening school center also works in the various institutions through- 
out the county where she offers the guests recreational privileges. 
She travels from place to place bringing cheer to the shut-ins. Her 











318 ELEMENTARY SCHOOL PRINCIPALS 





work varies according to the type of institution but usually includes 
story telling, handcraft, dramatization of stories, games of every 
description, and group singing. 

The cost of running the evening and after-school center along with 
the institutional work is not very great. In his letter to the members 
of the Junior League the Superintendent of Public Recreation said: 
“... Best of all, you have done three fine jobs on a budget of $3,334. 
It is a well-known fact that one who enjoys full recreational advan- 
tages under supervised leadership throughout the period of youth 
becomes a good citizen and contributes material of worthwhile value 
to society. He is an asset instead of a liability.” This year the Junior 
League has increased the budget for expansion of its work so that 
the budget is about $4500. With this increase it is possible for the 
center to do much more work. 

In connection with our program Amanda E. Stout, superintendent 
of schools, says: “It is my firm belief that the school must serve the 
mass of the people at all times, and under proper supervision, leader- 
ship, and cooperation this can be accomplished to a great degree. In 
the community school of today rests the future of tomorrow.” 

The school serving the people, as described in this article, will be 
a preventorium for many ailments of society. Such a school is, in 
the best sense, the servant of the community. 





HE PRINCIPAL’S SUCCESS or failure depends in 

large degree on his activities in his community. Indeed, 
the way in which he conducts the community relations of 
his school is often the decisive factor which determines 
whether or not he is considered successful. During my years 
in school work, I have known a great many principals; I can- 
not think of a single successful one who did not maintain 
good contacts with the community.—Irank Cody, Chapter I. 

















ides 
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Tue ELeventH YEARBOOK 319 





CENTERING SCHOOL ACTIVITIES AROUND 
COMMUNITY NEEDS 


Mary L. Martin 
Principal, Schiller School, Minneapolis, Minnesota 


UDDLED in the corner of the side bench against the back seat 

of an early morning school-bound street car, a small Loy, age 
about nine years, was fast asleep. Beside him sat the new principal 
on her way to her new school. She noted that a thin brown hand 
clutched the twisted end of a large white flour sack filled almost to 
capacity, while the boy’s small head rested between the bumps of the 
sack’s bulging contents. Joe, whose name she learned later, was one 
of many “bread collectors.” 

These young “bread collectors” rose early to reach town in time 
to solicit a fair share of stale bread from the night chefs before the 
day shift came on. The small boys, their flour sacks well-filled, 
patronized the early morning cars, while among the late night-riders 
were their brothers who had promoted themselves from the menial 
task of collecting bread to the more sophisticated means of obtaining 
money by shining shoes and selling newspapers around the “loop 
district.” 

Late one night, the principal contrived to ride from the loop dis- 
trict to the school neighborhood to verify the complaints of patrons 
who said they avoided, if possible, being on the same car with these 
young night merchants. She witnessed offensive conduct, first-hand ; 
she noticed emotional outbursts and a lack of restraint, the natural 
outlet for the thrills of excitement experienced in their night’s ad- 
venture. 

What could these boys do as they grew older but shoot craps on the 
electric-lighted corner? 'There were no movies in the district, no 
dance halls, no parks, and no school playgrounds permitted to them 
for evening play. What could they do for recreation? What should 
the community do for them ? 

Athletics as a point of contact—The out-of-school group was 
reached through athletics. Since it has been good for them the idea 
was advanced for the regular school children. Mass meetings of 
pupils and teachers were called, the value of athletics was discussed, 
the qualifications of athletes were listed, and means to raise money 
for equipment were planned. The day pupils played in the Public 
School League, but had never been equipped. Now they were to work 
for baseball suits, brand new baseball suits, and shoes. What a feel- 
ing for those boys! How proud the mothers and fathers and older 
brothers would be to see their boys all equipped like those of other 


teams. 











320 ELEMENTARY ScHoot PRINCIPALS 


An esprit de corps was developed gradually in the school and 
neighborhood through the athletic program. ‘The community abided 
by decisions of umpires and took the defeat of the school teams in a 
spirit of good sportsmanship. At last their perseverance was re- 
warded. After four years of citywide competition, the city champion- 
ship trophy for baseball graced the hall of Schiller School. School 
and community were drawn closer and closer together through the 
magic of athletics. This in itself prepared the way for a diagnosis of 
problem children referred by teachers to the office. 

Absence and home conditions—Children who were repeatedly 
tardy or absent were interviewed. Was it any wonder they could go 
into a sound sleep in the classroom? They were the early “bread col- 
lectors,” awake before daybreak, undernourished, and since they were 
indifferent to school work, they were getting farther behind in their 
grades, and putting up a defense for their backwardness by refusing 
to obey or to study. School did not interest them. 

The newsboys, out late at night, were a greater problem. They 
were older and more retarded in academic work. They could not 
adjust to the school program as set up; so they stayed away and 
brought faked excuses. A visit to John’s home revealed the economic 
distress of the family. John sold newspapers, his mother worked 
all day, his father had left home, kis older brothers loafed, and the 
younger children prepared meals. Mother took all the money earned 
to pay on the home. There was no family life, each was for himself. 
John was incorrigible. He stayed downtown all night. His large blue 
eyes could plead for charity so sincerely that strangers were imposed 
upon. The payments on the home were not kept up; in time it was 
forfeited for the amount due. The mother broke down and was sent 
to a sanitarium. The younger children were then cared for by the 
small earnings of the older sister. And there were many homes like 
John’s. 

Boys and girls were kept home to watch the staked cows grazing 
within the area of their attached ropes. It was the duty of the little 
herders to move the cows from patch to patch. In so doing they oc- 
casionally stopped for a word (in Russian) with the goose woman, 
carefully tending her geese in the same field. Then, too, if the children 
were not watching the cow, they were kept home to watch the baby 
while mother did the family washing. No labor-saving devices to be 
found in these homes. 

Children did all the shopping downtown, they paid the taxes, rent, 
water, and gas bills, but stayed out of school to attend to these duties. 
Teachers faithfully checked over the chronic cases of delinquency and 
the excuses given for absence and tardiness. It was impossible to 
make satisfactory contacts with all the homes concerned, as many 
of the parents could not speak English. The attendance record de- 




















Tue ExveventuH YEARBOOK 321 


partment was interceded with for a social worker who could speak 
the Slavic languages. 

Reaching the parents—A visiting teacher was sent and a cam- 
paign was launched to explain the school and what it stood for to 
the foreign parents. The Froebel Club, an association of Minneap- 
olis kindergarten teachers, offered their services to make a social 
survey of the community with the guidance of the visiting teacher. 
They visited homes and arranged for mothers and fathers to come 
to school parties to get acquainted with the teachers of their children. 
The Froebel Club Teachers were hostesses. They called for their 
guests who were shy about appearing in school with their national 
country headdresses. The parties became more popular and gradually 
a number of classes in English for the foreign-speaking were started. 
Mothers came to learn to cook American dishes and to learn to sew 
on American machines. While they sewed and cooked they were 
learning English. There were many children who were proud that 
their mothers and fathers were coming to night school to learn 
English. 

Through the efforts of the Froebel Kindergarten Teachers’ Club, 
friendly and social contacts were made for the foreign-born of the 
community. Mothers were made acquainted with the service of pre- 
natal clinics. The fear of being exploited was gradually changing to 
a feeling of confidence in the teaching staff of the school to which 
they were beginning to come for counsel. The visiting teacher’s pro- 
gram was a full one. She understood their language, their back- 
ground, their customs, and traditions. They confided to her infor- 
ination that explained many of the difficulties that caused delin- 
quency. 

Centering interest in an adjusted school program—A knowledge 
of the community from a social, physical, and mental standpoint 
made possible a reorganization of the school program. The school 
opened its doors to the community five nights a week. Activities that 
contributed to their social, physical, and mental progress were of- 
fered. All the extracurriculum activities permitted grouping accord- 
ing to interests. The Newsboys’ Club under the leadership of a 
teacher and visiting teaching wrote a two-act play. 

Classes in social dancing were offered. These were very popular as 
few of the young people knew how to dance before this. Men and 
women took their alternate nights for gymnasium work. The com- 
munity worked in a unit for the welfare of their children and the 
improvements needed in the neighborhood. Among the improve- 
ments procured there was a large playground for supervised recrea- 
tion. . 

The Family Welfare, a relief agency, accepted a plan submitted to 
them by the school. That organization was to employ paid practical 
housekeepers, those who had experienced economic needs, to go into 











322 ELEMENTARY ScHOooL PRINCIPALS 





the motherless homes and teach the children how to keep house. 
Workers and children scrubbed floors, washed dishes, made beds, and 
cooked meals together. The improvement in housekeeping warranted 
a continuation of this experiment of constructive service rendered by 
the Family Welfare. Whereas four workers were necessary in the 
beginning, one such worker now takes care of the district. In this 
way, the community is learning that if the children are physically 
fit they have a better chance to make normal school progress. 

The attention of the teaching staff now could be focused on the 
academic achievement of their classes. A meeting of the parents was 
called to discuss the regrading of the school from the first through 
the eighth grade. Fancy our amazement and our delight when their 
consent to this proposal was readily obtained. Fathers and mothers 
who attended gym classes, shopwork, glee clubs, citizenship classes, 
placed such faith in the teachers that they agreed to whatever thing 
was thought best for the welfare of the children. 

Permission was granted by the superintendent to make an experi- 
ment with the “seriously over-age” group. Members of the group had 
repeated grades from two to eight times in nine years. Chronolog- 
ically these pupils belonged in the seventh and eighth grades and 
in high school. The teaching procedure was carried on through an 
activity program. The first discussion was one of goals to achieve. 
For those who would soon be sixteen years old, the immediate goal 
was “to get a job.” The teacher began by trying to make these pupils 
see what getting and holding a job meant. This class studied the 
community of which they were a part, the same community in which 
they were to be turned adrift at the end of their legally enforced 
attendance period. They were given standardized tests in September, 
1929; at mid-year and in September, 1930; at mid-year and in 
June, 1931. The progress made in reading, in solving problems in 
arithmetic, in social studies, and in spelling, proved that they did 
achieve. The greatest success was the restoration of their self-respect 
with a new outlook upon life. The two years given to this work had 
prepared them to take their places in the community of which they 
are now a part. 7'heir self-respect had been restored. 


Conclusion—The school can become more than a recreational cen- 
ter. It can focus the whole thought of the community toward the 
conservation of human lives. The making of the man requires a 
chain of three strong links—the child, the parents, and the teachers. 
No one of these links can afford to let any other link fail. Home and 
school must work to make the other effective. But this relationship 
is not complete until it enlists the keen interest and hearty support 
of the child. Sometimes in winning the child’s interest both the home 
and the school must adjust and grow to meet the child’s needs. 








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THe EveventH YEARBOOK 323 





THE SOCIAL CENTER SERVES ITS SCHOOL 
LILLIAN C. THIES 


Principal, East Trowbridge School, Milwaukee, Wisconsin 


RAPIDLY CHANGING industrial and economic society has 

made it possible for the masses to satisfy physical appetites and 
also higher and more advanced aspirations. Out of these rapid 
changes has emerged a new social responsibility for the individual. 
We tend to give more heed to the welfare and happiness of the mem- 
bers of our community. More people are exercising work-privileges 
and more are exercising leisure-privileges than ever before because 
they want to. They feel that the important thing in life is an oppor- 
tunity to express themselves physically, mentally, and emotionally. 
Education, therefore, must consider the pursuits of leisure as well as 
those of learning, for the expression of individuality belongs to lei- 
sure rather than to work. 


Citywide organization and program—The Milwaukee community- 
recreational system is conducted under the board of school directors. 
It is administered through the extension department under the con- 
trol of the superintendent of schools. The extension department con- 
sists of a director and five assistants, each in charge of a division of 
the work. The department operates and directs the Milwaukee com- 
munity centers and the educational and recreational werk of the 
playgrounds. 

The director believes in educating the community through a social- 
izing process which utilizes work and play interests as well as book- 
learning. Through an organization of social centers and playgrounds 
the extension department has created an environment in which youth 
and adults may work and play together. Community members par- 
ticipate in glee club activities, orchestras, dramatic clubs, gymnastics. 
games, and projects. They carry their interests and community feel- 
ing into their lives and the community life outside of centers and 
playgrounds. Community centers are found in wealthy neighbor- 
hoods and in poorer ones. They are as eagerly welcomed by the abler 
classes as by those for whom existence is often a struggle. 

Milwaukee has sixteen social centers of which number fourteen are 
housed in schools and two in specially equipped buildings. These 
sixteen centers are all of the same type. 

In the year 1929-30 the 59 English classes served a total of 2231 
foreign students. of whom 1431 were men and 800 were women. Of 
the grand total 174 were under 21 years of age, 1748 were between 
the ages of 21 years and 40 years, 302 were between 40 and 60, and 12 
were over 60. At the time of their enrolment, 892 men and women 
were without citizenship papers; declarents and petitioners numbered 
1119, naturalized citizens 146, and native citizens 74. 











324 ELEMENTARY ScHOOL PRINCIPALS 





The foreign patrons represented a total of 44 nationalities; Ger- 
man students numbered 1451, while Argentina, Chile, Columbia, and 
Cuba each boasted one student. Indians, Negroes, Armenians, Aus- 
tralians, Austrians, Belgians, Danes, Egyptians, Filipinos, Finns, 
Italians, Irish, Croats, Serbs, Mexicans, Poles, Portuguese, Russians, 
Swedes, Syrians, Turks, and Ukrainians work side by side night after 
night, in English. Americanization, and citizenship classes. They are 
learning our language and our customs, and above all, learning to be- 
come good neighbors and good American citizens. 

During July and August of 1931 the total attendance of partici- 
pants and spectators at the city playgrounds exceeded a million and a 
half persons. During the year 1930-31 the aggregate attendance count 
for outdoor activities was 5,122,438 persons. To this total should be 
added a total attendance at indoor activities of 1,199,181 persons. The 
attendance at indoor activities was divided as follows: 1,016,886 full- 
time members of the social centers; 142,239 part-time social center 
members; and 40,056 boys and girls in attendance at Girl and Boy 
Scout troops activities. The full-time attendance at the social cen- 
ters was divided among the various activities as shown in Table 1. 


TABLE 1—Torat ATTENDANCE DURING 1931 aT INDOOR ACTIVITIES OF 
THE SociAL CENTERS 





Time Activity Total Attendance 
ae I ee ae ee a eee ie eID Se 68,249 
INN CN a ee erlnecsnwinnah amend ne 98,349 
Athletics, games, and gymnastics __----------------- 29,579 

Evening Special dancing classes -.........------------------ 8,794 
men GE AARNE SR ose scone cknns 35,165 

RISE EE Ce OS RRS eR Oe on SE Sa EE 103,167 
Community and social events ......................- 159,846 
RI Re ES ERS a, ee pe eee ee 162,637 

SN eat ts da chebkcabi dai el ng da dds elacesd od Meek tnsaa lipase antacid bach abtase 665,786 

FRanGemle GNM cccncccccsenenccesccece-cencncce=+ 5,262 
[industrial and erafts ..................---...--..-- 4,590 

| Health Cy RR ee ae ee ee a ee ae ee 3,399 

| Athletics, games, and gymnastics ~_----------------- 53,280 
Tne NI ni nc hemes ee akncenne ans 1,844 
ee 45,003 

I ccc nt fed at cca ieee ea ieee acasnaee 41,897 
|Community and social events ~---------------------- 169,517 

| Unclassified si ea aa cag ca a a i a i a as 26,308 

ent sistas tales nei thnk aca acti ral aa paint enamel 351,100 

CE sea een aseciecemanane am 1,016,886 


The following enumeration of activities offered are illustrative of 
the opportunities offered to children. youths, and adults in a neigh- 
borhood center. The activities are open to any interested child from 
4:00 to 5:30 daily, and to adults from 7 :30 to 9:30 p.m. 


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THe ELeveNtH YEARBOOK 325 








A partial schedule of the activities to be found in the centers near- 


est the author’s school is as follows: 


1:30 to 5:30 pm. 


Child health clinics 

English for foreign mothers 
Mothers’ club 

Library and reading rooms 
Girls’ activities 

Girls’ clubs 

Girls’ gymnastics and dancing class 
Girls’ story hour 

Girls’ table games 

Girls’ showers 

Girls’ quiet games 

Girls’ Blue Bird clubs 

Girls’ Find-Out club 

Boys’ Peter Pan club 

Boys’ clubs 

Senior boys’ basketball 
Boys’ table games 

Boys’ story hour 

Boys’ showers 

Boys’ gymnastic games 
Boys’ Junior Optimist clubs 


7:30 to 9:30 p.m. 


Sewing and dressmaking 

Mothers’ club 

Girls’ club 

Older girls’ and women’s club 
Women’s showers 

Art and handicraft 

Neighborhood parties 

Library and reading room 

Men’s showers 

Young men’s basketball and gymnasium 
Glee club 

Dramatic club 

Motion pictures and entertainments 
Table games 


Saturday 
10:00-12:00 p.m. Little folks play 
hour 
2:00- 4:00 p.m. Senior boys basket- 
ball 


2:00- 5:30 p.m. Men’s showers 


A list of activities conducted throughout the city in the centers 


follows: 


Academic 
English 
Naturalization 
Lip-reading 
Polish 

Industrial and crafts 
Applied arts 
Cabinet making 
Cooking 
Dressmaking 
Home care of sick 
Mechanical drawing 
Millinery 
Miniature aircraft 
Personal health and care 
Radio class 
Reed work 

Athletics, games, gymnastics 
Billiards 
Boxing and wrestling 
Table games 
Highly organized games 
Low organized games 
Gymnastics—women 
Gymnastics—men 
Soft shoe dancing 


Social dancing classes 
Young people 
Married people 

Library and story telling 

Club activities 
Athletics 
Checkers 
Chess 
Debating 
Dramatics 
Parliamentary law and public 

speaking 

Musical clubs 
Bands 
Glee 
Chorus 
Orchestra 
Ukelele and strings 

Social clubs 
Girls 
Boys 
Adults 
Mothers 

Civie organizations 
Sea Scouts 
Boy Scouts 











326 ELEMENTARY SCHOOL PRINCIPALS 





Girl Scouts Community and social events 
Newsboys’ Republic Entertainments, lectures, recitals 
Junior Optimist Banquets, parties, socials 
Parent-teacher associations Movies 
Sane Fourth Commission Nursery 
Miscellaneous civic associations Showers 

Wardrobe 


Every valid taste and interest may be gratified by some activity or 
recreation offered by our citywide extension system. The game room 
provides for table games. There is the simply organized game for 
the rough young fellow from the street or for the youth of low men- 
tality, and the highly organized game for the intelligent young busi- 
ness man of the “neighborhood. Each type of game has a specific 
psychological purpose in the game curriculum. The quiet game is 
planned to lure the timid soul into neighborly enjoyment of a social 
situation, and the exuberant youth may box or tumble to his heart’s 
content without danger that an unlawful brawl may end his enjoy- 
ment. 


How the citywide program affects a school—The author’s school is 
served by two social centers, both within the radius of a mile or so. 
Since over 20 percent of the school population is of Italian parentage, 
one of the centers, the Beulah Brinton, caters largely to Italian in- 
terests. 


Recently the writer accompanied a group of Italian youngsters on 
a visit to Beulah Brinton Center after school hours and was de- 
lighted to witness their enjoyment of the big clubhouse. Italian 
mothers in the neighborhood do not worry as to the whereabouts of 
Joe or Carmelita, for the larger boys are playing football in the 
triangle before the building and the smaller boys and girls are gath- 
ered about the story hour lady. The quiet game rooms are filled with 
players grouped about its tables, and along the bookshelves in the 
library boys and girls are sampling story books and magazines. 
The shower room is popular with the young women, and the girls’ 
tumbling class is almost too crowded for efficiency and comfort. En- 
thusiastic soft-shoe dancers wheel back and around in esthetic rhythm, 
and in a nearby room a group of quiet. eager boys are forming a club 
under the direction of a young teacher of gymnastics. Another large 
group of little girls is making decorations for a party. Bustle and 
pleasure in work and play are seen everywhere. 

After the visit the writer asked a few questions of a mixed group 
who attend the Beulah Brinton Center. From these answers it ap- 
pears: (1) that girls and boys usually attend the center two or three 
times a week; (2) a majority attend in the afternoon between 4:00 
and 5:30 p.m.; (3) among the most common handicraft activities 
are sewing by the girls and airplane building by the boys; (4) among 
the best liked activities for the girls are dancing, movies, cards, and 








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Tue EveventH YEARBOOK 327 


games, while the boys prefer the sports; and (5) all of the children 
expressed approval of the center as it is, and evidence of loss if the 
center were removed. 

The above conversation with this group of Italian children about 
Beulah Brinton Center showed their deep appreciation of its benefits. 
They are enthusiastic supporters of its pleasures and activities. They 
had to be assured, however, that the questions asked boded no evil 
to their beloved center. They pointed out that this place was a haven 
right in the midst of their homes, that it was a real part of their 
lives, and that it inspired their out-of-school and home employments. 
The parents of these Italian children have not become as yet suffi- 
ciently socialized to patronize the center to any great extent. They 
are more attached to the ways of their native Italy and prefer their 
own group clubs and dances for adults. 

A visit to another neighborhood center showed better what a big 
factor the center is in filling the leisure hours of the older youths and 
the grown-ups in the community. The Dover Center is a fine place, 
quiet, dignified, orderly and earnest, yet full of cheer, bustle, business, 
and pleasure. The genial principal of the day school personally con- 
ducted the writer on a thorough tour of the center virtually from 
basement to attic. There were rooms upon rooms filled with hard- 
working or hard-playing people. Babies in the nursery room romped 
and rested under the watchful eye of a motherly matron, while the 
parents made aprons, kimonos, and dresses. One mother displayed a 
tiny garment she had remodeled from a donated cast-off grown-up’s 
costume for the total cost of 27 cents. 


Men and older boys in the manual-arts room were building row- 
boats and speedboats for next summer’s enjoyment. One man, out of 
a job, exhibited the cabinet he was putting together for his wife’s 
Christmas present and the toy furniture he was fashioning for his 
small daughter. A business man’s basketball game made the audi- 
torium ring with shouts, and nearby a soft-shoe dancing class held 
us spellbound. In the English, citizenship, and Americanization 
classes, earnest foreigners, old and young, were studying hard to be- 
come worthy citizens. A peek within the parliamentary practise class 
demonstrated that these scholars were taking their work most seri- 
ously. 

We started the tour at 7:00 p.m. and 9:30 found us still going—a 
trip from activity to activity, and each one more pleasing than the 
others. All types of people were attending—high school and voca- 
tional students, young girls from offices and shops, working men and 
women, fathers and mothers, and the business men of the neighbor- 
hood. The center was charming, a place of courtesy, good-fellowship, 
friendship, fairness, and earnest endeavor. It seemed that all of 
these people were having the best of times and that the greater num- 











328 ELEMENTARY ScHoot PrINcIPALS 





ber would carry away with them something valuable for their lives 
outside of the center. 

Conclusion—Milwaukee centers, playgrounds, and play-programs 
are valuable to our school and to our community. They provide fa- 
cilities and initiate abilities for a life of self-development and com- 
munity responsibility. They reach the very members of our com- 
munity most in need of socializing influences. Visits to some of Mil- 
waukee’s community centers have left the author with a deep respect 
for them. They occupy a position vital to Milwaukee’s educational 
system. Their aim and purpose are intrinsic to the system itself— 
socialization of the people. 





CHOOL AND HOME CANNOT BE INDEPENDENT 

one from the other, for there is no marked division line 
between the school community and the home community. The 
school is but one part of the child’s community life. The 
pleasant and unpleasant happenings of the school are carried 
over into the home. The pleasant and unpleasant happenings 
at home are likewise carried over into the school. Home visi- 
tations help the teacher to better understand and better deal 
with the pupil, for this knowledge of home life can serve as 
a background in the interpretation of school life—Arvin N. 
Donner, Chapter IV. 





























Tue ExeventH YEARBOOK 329 








A SCHOOL-COMMUNITY LIBRARY PROJECT 


FRANK D. HENDERSON 
Principal, Central School, Seattle, Washington 


HAT IS THE RESPONSIBILITY of the school to the com- 

munity? Should unsatisfactory conditions which affect the 
school life of the child be considered as school problems? Points of 
view on these questions differ, but mainly because school people, as 
a rule, believe that each home should assume a certain responsibility 
for the welfare of its children. 

In 1929 the writer was transferred to a school, the territory of 
which bordered the industrial district. It shall be the purpose of 
this paper to set down some of the problems and situations discovered 
in the community and how the school attempted to meet them. 


What do children read ?—Early in September a study, cooperated 
in by the teachers, was begun, the purpose of which was to discover 
the factors affecting the learning situations of the children. The 
study was an inquiry into the home conditions, covering the language 
spoken in the home, books and magazines available, and whether 
or not they were printed in English or in a foreign language. This 
inquiry was made of 193 pupils of the intermediate grades. The re- 
sults of this investigation seemed to give a rea] picture of the home 
life of the community to which the school must somehow attach. 

Thirteen language groups other than English were disclosed, and 
included Italian, French, Spanish, German, Swedish, Norwegian, 
Polish, Belgian, Portuguese, Swiss, Gaelic, Lithuanian, and Dutch. 
Of the 193 children included in the study, 121 or 62 percent spoke, 
or understood when spoken, one or more of the foreign languages. 
The study also disclosed that a large number of the parents were 
foreign born and that several of the children had attended school 
in a foreign country. 

These facts would lead one to expect to find a lack of material in 
the homes with which the children might supplement their school 
work. Of the 106 girls studied, fifteen said they did not have books 
in their homes, four did not have a newspaper, and thirty-four did 
not have a magazine. Three homes had the Child's Life Magazine; 
one, National Geographic; two, The American Boy; one, Every Girl; 
and one, Popular Mechanics. 

Of the eighty-seven boys studied, twenty-one said they did not 
have books in their homes, two did not have newspapers, and forty-five 
did not have magazines. Four homes had the Child's Life Magazine; 
two, the National Geographic; three, Boys’ Life; two, American Boy; 
one, Junior Home; and six, Popular Mechanics. 


Improving conditions—The problem, as the school saw it, was 
one of supplying each child in the community with suitable books 











330 ELEMENTARY ScHOOL PRINCIPALS 





and magazines so that the opportunities of each child might be more 
nearly equal. After a careful study of the situation, a school library, 
with checking privileges, seemed to be the way out, and the necessary 
machinery was put in motion to make it possible. 

A large classroom was selected to house the library, and the board 
of education equipped it with mahogany tables and oak chairs. All 
available books were brought together and the funds in the book 
budget were used to purchase additional books, suited to the ages 
of the children. 

A checking system was devised for the 700 books thus brought 
together, and several of the more precocious pupils were trained as 
librarians. The work to be attempted was explained to the parent- 
teacher association of the school which was advised of the need for 
magazines suited to the age of the children. The association agreed 
to provide the school with fifty dollars each year, with which to pur- 
chase suitable magazines. 


The magazines were purchased each month as soon as released by 
the publishers, and were especially prepared for circulation by havy- 
ing the covers reinforced before being placed in the library. This 
reinforcing amounted to the removing of the covers and attaching 
a sheet of heavy craft paper on the inside by means of gluey paste. 
The covers, when dry, were again sewed to the magazines, and a 
library pocket for the checking card was glued to the inside of the 
front cover. 

The preparing of the magazines for circulation entailed consid- 
erable work and was done by pupils whose work was of such a high 
standard that they had additional time in which to render service! 
to their school. 

The magazines, after being prepared for circulation, were placed 
in the school library. They were then ready for use and might he 
used for pleasure reading, supplementary reading, or they might be 
checked out by the pupils and taken home for the period of a week, 
the same as the books. 

The library opened at seven-thirty oclock each school morning, 
so that the children of the mothers who worked might come and 
spend their time with profit, rather than waste it on the streets. It 
also served during the school day to accommodate the regular classes 
in reading, which were brought there for the forty-five minutes 
reading period by the teachers of the social subjects. 


Some results—After two years the library had grown from its 
meager beginning to 1200 books and some 500 copies of magazines, 
which are always new to children coming up through the grades. 


1Henderson, Frank D.—“Pupil Morale and the Service Point System.” Ninth 
Yearbook, Department of Elementary School Principals, 1930, p. 504. 








as 


it- 


Tue ELeventH YEARBOOK 331 








A check of the circulation, for the sixteen school months it had 
been in operation, showed that 4970 books and 1100 magazines had 
been withdrawn. 

The outstanding accomplishment of this school-community proj- 
ect seems to have been as follows: 

1. It gave the school the opportunity of providing the children 
with worthwhile books. 

2. It placed the introduction of current literature to children un- 
der school control. 

3. It provided all the pupils with the best in current literature, 
irrespective of economic status. 

4. It made it possible for the homes to have many magazines each 
month without cost. 

5. The pupils, through their directed home reading of good books 
and magazines, were able to supplement classroom work with fresh 
material and new points of view. 








N EDUCATIONAL PROGRAM can advance only as 

the attitudes and values held by the community pro- 
gress. Consequently, it is of the utmost importance that those 
who are responsible for the formulating and administering 
of any educational program, whether for the youth or the 
adult in a community, should have an objective comprehen- 
sion of the shortages and resources of that community. Only 
so can any educational social agency do effective work— 
Dorothy C. Mott, Chapter ITI. 























332 ELEMENTARY Se HOOL Princripats 





A TOWNSHIP SCHOOL CENTER 


ALICE B. SALLEY 
Principal, Lawrence Township School No. 4, Trenton, New Jersey 


T IS A FOUR-ROOM rural consolidated school serving a com- 

munity of about seven square miles. The school staff includes four 
teachers who live within three miles of the building and participate 
actively in community affairs. 

Our community club—Several years ago the township supervisor 
proposed that we organize a community club. This proposal seemed 
better than a club for mothers, because transportation limitations 
made it necessary for the mothers to come in the evenings with the 
men. A general club gave us a chance to enlist the fathers and other 
men-folk of the local families. 

The club exists “to promote education, health, and general happi- 
ness, good feeling, good fellowship, and goodwill; to cooperate with 
the teachers, the supervising principal, and the board of education 
for the uplifting and the betterment of School Number Four and 
the community in general.” 

Once a month a meeting is given over to a program by the pupils. 
At this time school work is exhibited so as to enlist the interest of 
parents in the school’s program. Twice each month dances are held 
in the large community room in the basement of the school. In the 
autumn one event is an old-fashioned oyster supper and during the 
winter months a play is given. Another event of the winter is the 
quoit tournament for men and women. The first prize is a silver 
loving cup and for other places various appropriate awards are 
given. The men frequently play games with teams from outside of 
the district. 

Dues of ten cents a month are collected from each family. This 
fee includes the whole family, but when a child reaches eighteen years 
of age he is supposed to join the club as an individual and pay his 
own “dues. The plan works well as the young people look forward to 
the time when they can pay their dues and become regular voting 
members. 

Thirty percent of all money taken in by the community club is 
turned over to the writer for the purchase of any necessary equip- 
ment. In addition, the club has furnished the teacher's room, a 
kitchen, and an indoor playroom; purchased three hundred assembly 
chairs, a radio, and two pianos; and planted shrubbery. 

A standing committee on building and grounds consists of a land- 
scape gardener and two assistants. This group keeps the shrubbery in 
fine condition and makes the necessary replacements. In 1932 the 
committee plans to provide all previous graduating classes with a 
tree to plant during the Washington Bicentennial celebration. 





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THe ELeEveNtTH YEARBOOK 333 





Members of the school board are often members of the club and 
the closest cooperation is always maintained. On several occasions the 
board has refunded 50 percent of the club’s expenditure for permanent 
improvements on the school. 

An dumni association—Graduates of the eighth grade have formed 
an alumni group which meets the last Friday evening in May. The 
mothers serve a dinner, and then everyone joins in the evening of 
“being kids again.” 

The club gives a five-dollar gold piece to the eighth-grade student 
with the highest scholastic average. The second best student is given 
a two and one-half dollar gold piece. At Christmas the school gives 
a cantata. Every child in the school takes part, admission is free to 
all who want to come, but the association pays the necessary expenses. 
In June the club organizes the school picnic, provides the transporta- 
tion to a nearby park, and supplies the ice cream. 

At present the club group is presided over by a single young man 
of the village who works incessantly for the good of both school 
and club. Membership totals close to three hundred, and the many 
fine social affairs continue to attract others who appreciate whole- 
some activities. 

The school has become our school—The writer has been principal 
in the school since it opened seven years ago. It has been a constant 
source of inspiration to see how anxious these rural folks are to give 
their children the best. The keen interest aroused in the educational 
program seems to follow the children to the high school. 

Wholesome activities have done much to merge the school and 
the organizations. Adults turn to the school for much of their recrea- 
tion. Children enjoy the association with adults under normal non- 
teaching circumstances. Both groups are careful of the school build- 
ing and willingly cooperate in many projects. Thus it is that “the” 
school has become “our” school, and ever continuously a “better” 
school. 





B EFORE GOING INTO THE HOME of a child the 
teacher should study the child. By a study of the child 
we mean to find out as much as we can about him mentally, 
physically, emotionally, and socially. We must know the 
child as an individual person, know how he fits into the 
school group, and know him as a member of the home and 
community.—Myrtle H. Holtberg, Chapter IV. 

















334 ELEMENTARY ScHoot PRINCIPALS 





YOUTH MOVEMENTS IN THE SCHOOL 


Ruth DunBar DE WINDT 
Executive, Camp Fire Girls, Grand Rapids, Michigan 


DUCATION in all of its phases is undergoing rapid changes. 

The school, still the center of formal education, is radically 
different than it was even a few short years ago. As the school has 
changed, so has the place of the administrator changed from that 
of dictator to one of adviser and leader. 

The modern principal of an elementary school does not depend 
entirely on what the traditional curriculum says should be taught, 
rather he studies the needs of his community and makes over the 
curriculum to fit these needs. The life of his people forms the basis 
of the course of study, and the tools come from the school curriculum. 

All educators now agree that school is only one of the agencies 
contributing to the education of the child, so they survey, critically, 
all other factors and aim to stimulate those of value, supplement 
those needing help, and discourage those that are not wholesome by 
substituting others more worthwhile. 

The principal has found that it is easy to supervise the activities 
of the child during school hours, but it is in the “leisure time” that 
danger lurks. The principal is therefore anxious to stimulate, through 
the school, agencies that supplement the work of the school and build 
for better and stronger American boys and girls. These activities 
are not superimposed on the child. The boy or girl belongs to these 
youth organizations because he wants to. He is interested or he 
would not be there. Through this keen interest half of the battle is 
won, because we tend well the things toward which we are attracted. 

Such organizations as Boy and Girl Scouts and Camp Fire Girls 
offer opportunity to the elementary school principal and teacher to 
try out and supplement educational theories that are impossible to 
demonstrate during the limited school day. 

The pre-adolescent child has passed through the individualistic 
stage and is interested in the “gang”; not the mixed crowd, but 
those of his own sex. His chums are most important to him. These 
contacts are most easily made in the relatively small groups com- 
prising a Boy Scout troop or a Camp Fire group. There is ample op- 
portunity for an outlet to the social impulse. The boy and girl are so 
busy with the group projects that they have little time for morbid 
introspection. Their problems are externalized for them by associa- 
tion with the group. 

Activity programs, learning by doing, and project method. are 
familiar phrases in modern education and these theories have al- 
ways formed the basis of Scout and Camp Fire programs. They do 
things all of the time. The “carry over” of school theories into life 
can be made through their practical application in these leisure time 














Tue ExveventrH YEARBOOK 335 














groups. There are many more things offered in the program than it 
would be possible for any one person to accomplish. Because of this 
wide variety of activities there is something that will appeal to each 
individual and it gives an opportunity for the development of in- 
dependence in thought and action. The philosophy of these organi- 
zations, that of permitting the boys and girls to discover for them- 
selves the joy of life, builds for real leadership. 

Modern educators welcome those activities that can enlarge and 
enrich their crowded school curriculum, and believe thoroughly in 
the underlying principles. Their only doubt is as to the execution of 
the principles. As these programs are carried on through volunteer 
les adership, everything depends on the quality of the leader. 

The principal and teachers in an elementary school are in the most 
strategic position to become acquainted with the people of the com- 
munity. All of the children are in school and will unconsciously re- 
flect the home background. The parent-teacher association offers the 
most fertile field for securing leaders, but the inspiration must come 
from the teachers, as they are considered the educational leaders of 
the community. A prince ipal believing in the ideals of these national 
organizations for boys and girls, can sell the idea to any school 
group. It is a place in which he can show his ability as a community 
leader. 

The “carry over” into life outside is the real test of the value of 
school education. Many teachers and principals have felt that Camp 
Fire and Scout groups offer just this opportunity, and have believed 
in them to such an extent that they have been given a definite place 
in the regular school program. This period has been called in some 
places the “activity period.” They believe that with this definite 
time allotted in school there will be sufficient incentive to carry the 
ideals and activities into life. The child is a whole. We cannot sep- 
arate him into parts and educate each part, so the more all phases 
of the child’s life can be correlated the better it will be for him. 

In many instances rooms in school buildings are turned over for 
the exclusive use of Camp Fire Girls or Boy or Girl Scouts. These 
rooms become a source of pride to the entire school and are a real com- 
munity center for the school population. Sometimes, because of 
crowded conditions, it is impossible to give a group the exclusive use 
of a room, but the children are allowed to use the gymnasium or a 
classroom after school hours. 

In closing I would summarize by saying that the elementary school 
principal can enrich and supplement the life of the community by 
a sympathetic understanding of the great national organizations of 
Boy and Girl Scouts and Camp Fire Girls; by using these activities 
as a supplement to the regular school activities; by helping to sell 
them to the community; by assisting in securing desirable leaders: 
und by providing a place for their meetings. 











336 ELEMENTARY ScHOoL PRINCIPALS 





A 4-H CLUB IN A VILLAGE SCHOOL 


Cora M. Howlett 
Principal, South Amherst School, South Amherst, Massachusetts 


UST AS THE ORGANIZATION of the rural school differs from 

that of its city neighbor, so the problems of community leadership 
which face the principal of a school in small village or open country 
differ from the problems of the city principal. 

The head of a rural school, looking about for ways of making his 
institution contribute to the immediate needs and interests of all 
members of the community, is likely to find that the organization 
of 4-H Clubs will lead in the desired direction. Since 4-H Club work 
is now carried on in every state in the Union, as well as in Hawaii, 
Canada, and Denmark, most readers of this article will be somewhat 
familiar with its aims and its programs. Those unacquainted with 
its activities will find the following quotation published in a /7and- 
book of Suggestions for 4-H Leaders, issued by the Massachusetts 
State College, a fair summary of its origin and its intentions: 

It is a publicly supported and directed educational enterprise of the United 
States Department of Agriculture, state agricultural colleges, and county gov- 
ernments’ cooperation. It is designed to teach through doing, and is so organ- 
ized as to teach better practises in agriculture and home economics and the finer 
things of rural life, while at the same time developing wholesome, industrious, 
public-spirited boys and girls. 

With the four H’s on its clover-leaf emblem standing for the 
fourfold development of head, hand, heart, and health, it challenges 
its eight hundred thousand young members, in the words of the na- 
tional motto “To make the best better.” 

For more than ten years the writer has tried the experiment of 
making 4-H Club work a regular part of the program of a country 
school. Recorded below are some of the reasons for choosing this 
form of club work for such an experiment rather than the type of- 
fered by any of the other worthwhile organizations for children: 

1. The fact that it is sponsored by the United States Department of Agricul- 
ture and state agricultural colleges and directed by the local county extension 
service insures for the local leader much assistance from trained supervisors, 
as well as a constant supply of helpful literature. 

2. The projects offered are of such a nature as to be directly educational. 

3. Children find these activities attractive as shown by their eagerness to join 
when the annual enrolment takes place. 

4. The work undertaken by the children is such that most parents admit its 
practical value. This makes for pleasant contact between home and school. 

5. New ways of performing old tasks, learned by the children at school and 
practised at home, become an indirect form of adult education. 

6. 4-H Club work lends itself readily to partnership enterprises shared by 
parent and child, and thus makes for family unity. . 


In this article it is the intention of the writer to discuss the most 
significant feature of 4-H Club work as it is carried on in an elemen- 














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Tue ExveventuH YEARBOOK 337 





tary rural school of eight grades. The school membership averages 
about seventy, and there are usually forty or more pupils old enough 
to belong to the clubs. 

School time given to 4-IT work—One session (one-half day) a 
week for sixteen weeks, during the winter months, children are free 
to use spare time on their projects during school time or at the 
long noon-hour. 

Membership—Membership is voluntary, but because of the popu- 
larity of the project it is practically all-inclusive. Children are ad- 
mitted to membership when they enter the fourth grade, and nearly 
always remain members till they leave for high school. A member- 
ship card is signed by the child, and forwarded to the office of the 
county club agent. This card is a promise to carry on a specified 
activity, and is also signed by the parent who thus signifies his will- 
ingness for his child to undertake the project. 

Organization—Clubs for boys and girls are organized separately, 
but unite for social and business meetings. Each club has its set of 
officers, and they act alternately in carrving on the weekly business 
meeting. Simple parliamentary procedure is taught by the local 
leader, and is practised by the members. 

Projects offered—The scope of 4-H work is wide, and many ac- 
tivities are listed, such as food preparation, food preservation, cloth- 
ing, home decoration, room improvement, and big sister projects for 
girls; and dairy, feed-crons, forestry, garden, handicraft, poultry, 
and small fruits for boys. It will be seen at once that most of these 
are necessarily home activities and cannot possibly be made a part 
of the school curriculum. The clothing project for the girls and 
handicraft for the boys have proved most satisfactory for a school- 
room environment. although food preparation. food preservation. 
and home decoration projects have been successfully carried out by 
small groups of girls. In all these projects the required work in- 
creases in difficulty from year to year, so that the club member is 
constantly learning. These requirements are set up by state and 
county directors, which fact relieves the local leader of responsibility, 
and also tends to fix a high standard for acceptable work. 


Work of the local leader—The teacher is the local leader. She is 
responsible to the county officials for a well-organized club. Her 
enthusiasm is necessary to kindle and maintain the interest of club 
members. and on her tactful persistence rests the successful fulfil- 
ment of the promises made by them. At the close of the season she 
sees that officers and club members make required reports, and she 
forwards these with her leader’s report to the county club agent. 

Pupil leadership—When the clubs are organized each first or 
second year member chooses one of the eighth graders to be his leader. 
This plan puts each older child in charge of a little group of two or 











338 ELEMENTARY SCHOOL PRINCIPALS 





three beginners. It is his business to teach the younger member all 
that he needs to know in order to be a good club member. During 
work-time the leader must pass on what he has learned concerning 
the right ways of doing things (how to handle tools, or how to use 
the electric sewing machine) and the pupil-leader is also responsible 
for teaching his young charge how to keep his accounts and take part 
in the weekly business meetings. During the first hour of every club 
day the group leaders give all of their attention to their pupils. The 
business meeting and social hour follow this period, and from then 
until the end of the session the leaders work on their own projects, 
while the younger children do regular school work directed by an 
assistant teacher. The shop work of the older boys is now in the hands 
of the manual training supervisor, but for many vears this was car- 
ried on at benches in the main classroom, and was directed by the 
grade teacher who still looks after the sewing. 


The social hour—This period covers the time which, upon other 
days, is taken by the forenoon recess. A committee of children plans 
the games to be played (either outdoor or indoor games according 
to the weather) and a song leader elected at a previous business meet- 
ing leads the group in the singing of club songs. The local leader 
(and teacher) intrudes as little as possible into the hilarity of this 
hour, choosing to be a quiet onlooker or a happy participator unless 
too boisterous conduct compels restrictions. 


The exrhibit—At the close of the vear’s work each member is re- 
quired to exhibit the articles he has made. This public exhibit is made 
as attractive as possible to the parents and friends of the school. and 
& program is prepared to emphasize the advantages of 4-H work. 
Since one H stands for health it is often possible to combine the 
celebration of Health Day with the 4-H exhibit. 

The county directors judge the articles exhibited, and award rank 
cards and 4-H pins for the completion of satisfactory work, but no 
other awards are given. Committees of children elected by the club 
members inspect, tag, and arrange the articles to be exhibited. 


Training for citizenship—Besides acquiring desirable skill in sew- 
ing and in the use of tools, club members are receiving. as a byproduct. 
much-needed training in citizenship: 


1. They learn to conduct business meetings according to accepted standards. 

2. They learn to discuss plans and to argue courteously about the wisest 
course to adopt. 

3. They accept responsibility and carry plans to completion. 

4. The group-leadership plan gives the older members an opportunity to prac- 
tise tactfulness in dealing with less experienced members. These beginners, in 
turn, are taught loyalty to their group-leaders and are expected to take sug- 
gestions pleasantly. 

5. As a part of his program of club work a member is not infrequently ex- 
pected to give a demonstration of his ability to perform a certain piece of work. 











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Tue ELeventH YEARBOOK 339 








Such a demonstration may be given before his own club or it may be a part of 
a public program. In either case it tends to strengthen poise and self-control, 
and helps to overcome excessive shyness. 

6. Judging teams, fostered by county directors, do a real service in training 
children to form individual opinions and to be able to give their reasons for 
these opinions. 


Benefit to the community—Besides the promise which it holds for 
better community leadership in the coming years the 4-H Club is im- 
mediately useful. Tired mothers are pleased that daughter can darn 
her own stockings, or make simple clothing for small brothers and 
sisters. 

Boys and girls beginning club work in the elementary school often 
continue as members after they enter high school or leave school to 
work at home. By this time they are able to carry on more difficult 
projects, such as dairying, poultry-raising, gardening, and home im- 
provement. Through instruction given to these club members better 
methods of farming are coming into use, and rural home life is be- 
coming more satisfying. Proud fathers, after watching the financial 
success of their sons with thoroughbred cattle or an improved strain 
of poultry, are much more ready to heed the advice of the county 
agricultural agent concerning their own farming operations. 

From its elementary beginnings 4-H Club work has proved rich 
with contacts between teacher and parents. Indeed a parent has 
often become a temporary teacher, being invited by the local leader 
to demonstrate to the club members how to carry on some activity 
in which he excels. During the years covered by this experiment 4-H 
Club work has seemed like an open road leading from the school 
through the community to the heart of every home. 





HE RELATIONSHIP of the principal to his com- 

munity is a problem which has been the basis of some 
study, much conjecture, and no little confusion of opinion. 
Which of the various organizations and which of the activi- 
ties of these organizations are going to be classed as educa- 
tionally wise and beneficial? What are the activities and or- 
ganizations which the school principals are going to consider 
as propaganda or as legitimate advertising?—Arnold C. 


Gregory, Chapter ITI. 




















340 ELEMENTARY ScHOOL PRINCIPALS 





THE LOGAN COMMUNITY COUNCIL 


HERMAN RITOW 
Principal, Goethe School, Chicago, Illinois 


NE YEAR AGO the writer planned a character education pro- 
gram for the Goethe School. Our school children spend one- 
eighth of their time in school while the rest is spent at home, on the 
streets and playgrounds, in churches and theatres, or at work. For 
this reason it seemed that there would be great advantage in uniting 
all outside influences of importance in the cause of worthy citizenship. 
The parent-teacher association had already done considerable fine 
work to acquaint the adults of the community with their duties as 
parents and as fellow workers of the teachers. ‘The work, however, 
has not had wide enough influence. Comparatively few parents have 
been reached. The great influence for good or evil of the theatres, 
churches, playgrounds, newspapers, and libraries goes on without 
much correlation with the work of the church. The principal’s prob- 
lem was, therefore, one of bringing about a more definite cooperation 
of these groups for the education of parents and children. 





How we organized—Early in December, 1930, invitations to a 
luncheon were sent to the heads of all institutions that should work 
in harmony with our school. At the first luncheon there were twelve 
guests, representing the churches of three major denominations, two 
local theatres, the American Legion, the Goethe parent-teacher as- 
sociation, the nearby playground, and the public schools. This group 
formed an organization committee, which met and drafted a tenta- 
tive constitution. The objective was stated as “the civic and cultural 
improvement of the community bounded approximately by Central 
Park, Belmont, Damen, and Armitage Avenues,” a community of 
about 50,000 people in an area of three square miles. To effect these 
objectives the council is organized into the following seven com- 
mittees : 

The Schools’ Committee tries to solve problems affecting our youth, 
such as the teaching of courtesy through church, theatre, newspaper, 
home, and school. The Civic Culture Committee considers problems 
affecting the educational, esthetic, or amusement side of community 
life, such as finding leaders for boys’ or girls’ groups, establishing a 
community center, or providing refuse cans for community clean- 
up. The Social Service Committee is given the problem of supple- 
menting the relief and health work of existing social service groups 
in anything not done by other organized agencies. The Ways and 
Means Committee, the Program Committee, the Membership Com- 
mittee, and the Publicity Committee do the work their names in- 
dicate. 

Membership is limited to leaders of commercial, educational, jour- 
nalistic, professional, recreational, religious, social, and service or- 


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Tue ExveventH YEARBOOK 


341 





ganizations, and to individuals whose daily work influences hundreds 
in the community, except that no political organization shall be 
officially represented. 

At a few meetings held shortly after, the organization decided to 
work on three projects: 

1, A nursery school under board of education auspices for children below kin- 
dergarten age (two to four years old). 

2. A community center as a unifying central meeting place for boys’ and girls’ 


clubs, for civic groups, for lectures, for social gatherings, and for education. 
3. A community rally and exhibit to arouse the community to its new council. 


’ 


The superintendent of schools helped the council to obtain two 
well-known local leaders as speakers at the rally. The rally was held 
the afternoon and evening of April 20, 1931. The superintendent 
presided and struck the keynote of the evening by stressing the great 
need of school and community cooperation. The exhibit was strik-- 
ing evidence of the willingness of the community and schools to work 
together. The following booths were shown: 


. Boy Scouts and American Legion 

. Medical association 

. Board of health 

. Infant welfare 

Theatres 

. Private schools 

. Publie schools? 

. Parent-teacher association 

9. Parochial schools 

10. Charities (United Charities, Catholic Charities, Jewish Charities) 
il. Jewish Temples 

12. Kiwanis and Lions Clubs 

13. Logan Square Business Men’s and Athletic Clubs 
14. Protestant churches 

15. Libraries 

16. Newspapers 


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During the afternoon there were more than 500 guests, and during 
the evening, in spite of rainy weather, 400 people attended. All of 
those present were there by special invitation, as the general public 
was not invited. 

Some activities and outcomes—Out of the work in connection with 
the council, a cordial spirit of understanding has developed. Since 
the rally the recreation centers and public and parochial schools have 
participated in a benefit social, in the Logan Square Jubilee Parade, 
and in Youth Week Field Day. Two local theatres and a public 
library have displayed school work in their lobbies and halls after ex- 
hibition in the home schools. Several nearby theatres have held benefit 
performances for the council. One of the theatres is now offering seven 


1The public schools represented were the Avondale, Brentano, Chase, Darwin, 
Drummond, Goethe, Langland, Logan, Pulaski, Schneider, and Yates. 











342 ELEMENTARY ScHOOL PRINCIPALS 





scholarships in the business college for boys and girls fourteen years 
or older in the graduating classes of public and parochial schools. 

The first tangible result of the first year’s work of the council has 
been an awakening of community consciousness. Many ministers, 
principals, theatre managers, business leaders, professional men, ani| 
others have come to know one another and to understand one another’s 
problems. The parochial and public schools have visited each other's 
exhibits, and are slowly getting acquainted with the work done in 
neighboring schools. The theatres of the community are trying to 
make some of their programs for the school children educationally 
worthwhile and morally uplifting. 

It happened that during 1931 the superintendent, with the help 
of his Schools’ Community Leadership Committee, subdivided the 
city into forty neighborhood districts with community councils in 
these districts. In May, 1931, these forty councils cooperated with the 
superintendent’s office in staging an elaborate Youth Week program 
at the Civic Opera House. During October the Chicago White House 
Conference on Child Welfare resulted in some of the councils adopt- 
ing projects pertaining to child welfare. It appears that these coun- 
cils will be used to put into practise the recommendations of the 
Children’s Charter as worked out for this region by the Chicago 
White House Conference. 

Another tangible result from the organization of the Logan Com- 
munity Council is the community center at the Goethe Evening School 
that is now managed by the civic culture committee of the Logan 
Community Council. Gymnasium classes and boys’ club meetings are 
so far the major activity of the community center. With the help 
of the Adult Educational Council of Chicago the Logan Community 
Council is giving a series of educational entertainment, each consisting 
of good music, an educational motion picture, and a talk by a promi- 
nent public citizen. These entertainments are given every Thursday 
evening. 

Probable future plans—The nursery school project has been studied 
and planned in detail. The first step, the collection of $5000, is 
being postponed until Youth Week in May, 1932, when the problems 
of unemployment will no longer be so pressing. In the meantime, 
the organizations in the community will be solicited to join us 
financially so that as many groups as possible will share in the 
activity. The school manual training classes are to build some of 
the nursery school equipment. 

It is our hope, with the help of resulting contacts between schools, 
churches, theatres, business men, and social service groups, to exert 
considerable influence on the tastes, home habits, and leisure-time 
activities of children and parents. 

We plan, for example, to influence the theatres in such a way that 
after every questionable program the audience will be made to realize 








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Tue ELeEvENTH YEARBOOK 343 








the value of civic conduct and the harm of unsocial conduct. We hope 
to induce these theatres to add scientific films to their programs of 
educational benefit, on such topics as child welfare, gardening, health, 
or science. Perhaps some day we shall get them to give programs of 
such high educational value that we can urge our children en masse 
to attend. Since the theatres are thinking of the difficulties in getting 
people to come to programs of educational value, our problem at the 
present time is twofold: (1) to get the theatres to improve their 
programs, and (2) to educate the public to want these programs. 


Our weapon is school publicity. We hope with the help of this 
means to induce people to attend the educational programs arrange«l 
in cooperation with the theatre managers. The experimental work '- 
being done through the “benefit performances” arranged to help the 
Logan Community Council. 

Another proposed activity for the future is a concentrated effort 
on the part of churches, schools, and theatres to bring about a higher 
level of courtesy in the community. We expect the ministers, the 
teachers, and the theatres to stress a few of the simple forms of good 
manners. 

Still another project for the future is that of working with the 
Council of Social Agencies and with a professional visiting teacher 
to make the nineteen points of the Children’s Charter effective. The 
scheme involves placing the visiting teacher in charge of a social 
welfare committee. Each member of the committee would undertake 
to help one family to achieve health, education, appropriate employ- 
ment for each member of the family, and to teach the parents better 
ways of caring for their children. The visiting teacher is to train 
and to lead the members of the committee in the work. A representa- 
tive of the Council of Social Agencies will obtain the cooperation of 
organized charities and social agencies in establishing each family 
economically. 


Conclusion—It is expected that the Logan Community Council 
will be able to solve only such problems as the constituent member 
organizations cannot solve alone. If the entire city is effectively or- 
ganized, a central federation of community council would take care 
of municipal civic problems that the individual councils could not 
solve. 

Should the newly awakened spirit of community understanding 
and friendship result in active work for the good of the community, 
it will mean the beginning of a civic power of great potentiality. 
Our selfish and criminal groups are powerful because thoroughly or- 
ganized. It is time that the altruistic groups in our city banded to- 
gether for the good of all. What more suitable way is there to unite 
our better elements than by organizing an influential community 


council ? 











344 ELEMENTARY ScHoOOoL PRINCIPALS 





SELECTED REFERENCES 


1. ALDERMAN, L. R., and Lomparp, ELLEN C. Adult Education. Bulletin 
1931, No. 20, U. S. Office of Education. Washington, D. C.: Government 
Printing Office. p. 7-8. 

Tells of elementary education for adults under public school auspices. 


2. COLEMAN, LAURENCE V. “Schools and Museums Working Jointly for Visual 
Education.” School Life 13:124-26; March, 1928. 
Tells how schools may visit the museums or borrow exhibits for class- 
room use. 


3. Dewey, Evetyn. New Schools for Old. New York: . P. Dutton Co., 
1919. 337 p. 
Tells how a neighborly spirit, cultivated by the school, built up a 
community. 
4. Evans, Owen D. Educational Opportunities for Youny Workers. New 
York: Macmillan Co., 1926. 380 p. 


Discusses the status of the young worker and his school opportunities 
for improvement. 


Si) 


GLUECK, ELEANOR T. The Community Use of Schools. Baltimore: Williams 
and Wilkins Co., 1927, 222 p. 


_—_ 


A nationwide survey of the use of schools for community purposes. 


6. LorRIMER, FRANK. The Making of Adult Minds in a Metropolitan Area. 
New York: Macmillan Co., 1931. 245 p. 


Suggestions for schools that are community centers. 


Lovesoy, Putiip. “Arousing Interest in the School by Means of the Annual 
Report.” Nation’s Schools 4:81-84; September, 1929. 


Tells how superintendent’s annual report can be made interesting to 
taxpayers and parents. 
8. NATIONAL ASSOCIATION OF PUBLIC ScHooL BUSINESS OFFICIALS. 
ings 1931. Trenton, N. J.: MacCrellish and Quigley Co. 84 p. 


Several papers on the use of school equipment for recreational purposes. 


P1 oceed- 


9. NATIONAL SOCIETY FOR THE Stupy oF Epucation. “The City School as a 
Community Center.” Tenth Yearbook, Part I. Chicago: University of 
Chicago Press, 1911. 79 p. 

A series of essays describing community center work in various cities. 


10. NATIONAL SOCIETY FOR THE Stupy oF Epucation. “The Rural Schoo! as a 
Community Center.” Tenth Yearbook, Part IT. Chicago: University of 
Chicago Press, 1911. 75 p. 


Describes libraries, extension work, and recreational program in rural 
schools. 
11. PEFFER, NATHANIEL. New Schools for Older Students. New York: Mac- 
millan Co., 1926. 250 p. 


Treats such topics as forums, institutes, museums, and other means of 
adult education. 


12. Rocers, J. E. “Schools Can Enrich Adult Life.” New York State Educa- 
tian 19:22-23, 82-83; October, 1931. 


Cites school systems in which there are recreational and instructional 
programs for adults. 


13. West, JAMes E. “Education for Citizenship.” New York 
tion 13:555-57, 625, 630; February, 1931. 


Tells how the Boy Seouts build character through citizenship training. 


State Educa- 





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CHAPTER VII 
SCHOOL PUBLICITY 


WE TOLD THE PUBLIC 
PupiL PUBLICATIONS 
ScHoot AIMS AS REFLECTED THROUGH SCHOOL PUBLICATIONS 
A New Type or ScHOOL PAPER 
EpITING THE VILLAGE WEEKLY 
A SPEAKERS’ BurREAU IN NEWARK 
A WEEK FOR VISITS FROM PARENTS 
PUBLICITY THROUGH MUSIC 
An ActTIvITy IN SCHOOL PUBLICITY 
A CHILDREN’S FAIR 
SoME OUTCOMES OF PUBLIC EVENTS 


[ 345 ] 











EDITORIAL COMMENT ON CHAPTER VII 


School publicity is the general topic for this chapter. 
It has been handled in various ways by the contributors. 
Several have briefly described the publicity aspects of en- 
tertainments, parent-teacher associations, and exhibits. 
Other articles deal with the devices specially designed to 
bring the schools and the educational program to the at- 
tention of the public. Among these more specialized de- 
vices are the radio, the school newspaper, and the speakers’ 
bureau. 

Only one or two of the articles in this chapter touch upon 
the publicity program in connection with the superin- 
tendent of schools. Ideally, the principal’s program of edu- 
cational interpretation should supplement and “drive 
home” a program designed for the whole school system. 
If no leadership comes from the superintendent—what 
then? The answer given by this chapter is that every prin- 
cipal should proceed in a spirit and with those publicity 
devices which cannot be questioned. 

Several articles in this chapter, as well as contributions 
elsewhere in this yearbook, mention the fact that the best 
interpreter of the educational program is an efficient school. 
In such schools supervision is progressive, management is 
farsighted, teachers are sympathetic, and children are 
happy. From a pleasant learning environment, children 
go forth proudly to speak of our school. One wonders if 
special interpretation of the educational program is worth- 
while when the school itself is a dull place. Fortunately, 
the typical elementary school of today is promoting a de- 
votion to education long before our future citizens become 
adults. 

School publicity is an activity which must be maintained 
continuously. In a given community the attitude of citi- 
zens may fluctuate due to the shifting about of the popula- 
tion, the influx of new groups, the coming of age of youth. 
and other social changes. Educators must “re-educate” 
their constituents as to plans, purposes, and progress of the 
schools. 

Our Department has made available a number of articles 
on school publicity in previous issues of the Bulletin and 
the yearbook. Several useful references are listed at the 
end of this chapter—F ditorial Committee. 


[ 346 ] 











CHAPTER VII 
SCHOOL PUBLICITY 
WE TOLD THE PUBLIC 


CHARLES 8S. WINSLOW 


Principal, Wells School, Chicago, Illinois 


CHOOL PUBLICITY of the right sort pays well. It places 
squarely before the citizens of the community many important 
educational problems and wins from these citizens the necessary 
school support. Many examples could be cited to prove this state- 
ment, but only a few will be given from our experience in Chicago. 


Newspaper—One of the afternoon papers offered space to the 
Chicago Principals’ Club. Under the plan, articles were to be written 
hy various persons connected with the schools. A member of the 
Club was assigned the responsibility of obtaining articles and doing 
the preliminary editing. However. very little editing was done as 
one of the cherished demands of school people is that of having ar- 
ticles appear as originally written. 

Most of the newspaper material appeared in series form. The 
junior high schools had several articles written by the teachers with- 
in the schools. Adult education was another series. The editors of 
the newspaper were very cooperative. They never made changes in 
the copy and enlivened the column with cuts of the authors, but at 
the end of the year they confessed that teachers didn’t have the knack 
of writing. They felt that better results could be obtained by having 
someone of the newspaper staff write the articles. This plan worked 
fairly well for a time, but the reporter soon began to give attention 
to bits of scandal about graft in building materials and to statistics 
given him in downtown conferences. So our plans to give the public 
an intimate picture of school life were largely spoiled by a reporter’s 
desire to write “news” as he saw it. 


Radio—A fifteen-minute radio period each week was offered the 
Club for presentation of school information. During the first vear 
we invited the president of the board of education, the superintendent 
of schools, assistant superintendents, heads of departments, prin- 
cipals, and teachers. As a whole it was a strong program. Some of 
the speakers were excellent, some had never faced a “mike” before, 
and others attempted to extemporize instead of following their manu- 
scripts. It is difficult with a miscellaneous array of speakers, partic- 
ularly when several are your superior officers, to require in advance 
typed copies of their speeches, to insist that their articles should be 
a certain length, and to ask them not to cough or to rattle papers 
before the sensitive microphone. But in spite of many problems we 


[ 347 ] 














348 ELEMENTARY SCHOOL PRINCIPALS 





got along remarkably well and were invited by the radio station to 
take over another assignment of time. 

In the second series we started with the general topic of the high 
school. The original plans called for a representative from each of 
the high schools. As there were twenty-four schools such a program 
could not be worked in its entirety. It was just as well, too, that it 
could not, for most of the students chosen to represent their schools 
telked on the same subject. Such a program was inclined to become 
monotonous, especially as the topic generally chosen was the con- 
trast between the high school of yesterday and that of today. 

Another series of the year was that on evening schools and adult 
education. These talks were given by mature leaders, principals, and 
superintendents. Without a hitch the program was carried on 
through the year. Occasionally we received letters indicating that at 
least a few people were interested in the material we were presenting. 

This school year the Club planned to drop the broadcasting ac- 
tivity. We thought we had exhausted our list of speakers, though 
not the subject material. Besides, the radio manager suggested that 
we take an earlier hour as commercial houses were interested in the 
periods we had previously used. The new hour proposed was four 
oclock, when the people to whom we wished to appeal would not be 
likely to listen. The radio station, however, discovered that a later 
period was available and we have embarked on our third year of 
broadcasting, on what is known as the “Principals’ Club Hour.” 


Yearbook—The Chicago Principals’ Club is conducting another 
type of publicity in the form of a yearbook on an educational topic. 
The 1931 yearbook was on character education, the one before that 
on health education, and a still earlier one on reading in certain 
grades. The publication of such a yearbook accomplishes several re- 
sults. It stimulates the professional activity of many principals, it 
allows several principals an audience to which to express their views, 
and it serves notice on the general public, and the educational public 
in particular, that we are a professional group. 


Recommendations—As a result of our experiences we feel that 
certain suggestions based on our experience may be offered: 

(1) The newspaper has certain advantages over the radio. An ar- 
ticle when printed may be referred to again. The radio hour is 
usually at such a time as not to reach the audience we are most eager 
to reach—the general public, including the men. 

(2) There should be a publicity center in connection with the local 
principals’ club. The person in charge of publicity should secure 
from the schools copies of all school papers and magazines. He should 
also receive notices of school events. A bulletin board should be 
maintained in the publicity center, upon which notices of future 
events are to be posted. Newspaper reporters should be encouraged 











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Tue ELeveNtTH YEARBOOK 349 








to consult this bulletin board and thus to get clues for future news 
articles. 

(3) Principals and teachers should be urged to send in articles 
relative to projects of particular interest or novelty. These articles, 
edited, should be kept on file and passed on to newspapers or maga- 
zines. 

(4) The director of publicity should visit places of unusual edu- 
cational interest and should write up articles for publication. 

(5) Representatives of the newspapers should be visited and asked 
to cooperate with the publicity center by writing up the material sug- 
vested to them and by getting pictures of interesting school events. 

(6) Information with reference to other school systems should be 
on file in the principals’ publicity bureau and facts should be made 
available to the teachers either through newspaper articles or through 
a school pamphlet. A clipping file is invaluable in connection with 
such a plan. 

(7) A speakers’ bureau should be active to acquaint organizations 
with different phases of school work, and to report to the teachers on 
progressive features discovered in other school systems. 

(8) The head of such a publicity bureau should be a school man, 
for knowledge of schools is essential, but he should also have a keen 
sense of publicity values. 

All of us in education must remember that a progressive school 
system demands increasing expense toward which an uninformed 
public will not contribute. Experience shows that citizens pay their 
taxes much more cheerfully when they are informed about and con- 
vinced as to the purposes for which the money is to be spent. Upon 
principals individually and collectively rests the responsibility of 
helping to create an intelligent public opinion. 





PICTURE OF THE RURAL SCHOOL reveals a 

number of problems, distinctly rural, which have been 
the actual cause and basis for a country visiting teacher’s ef- 
forts. For these problems and similar ones, not only in Ohio 
but in other states, the community is responsible, be it county, 
village, or state. However, we must recognize that while the 
village and the county can do much for its own problems it 
is partially helpless and to a considerable extent the victim 
of an economic situation for which the state alone can assume 
responsibility —Della Ryan, Chapter TV. 




















350 ELEMENTARY ScHOOL PRINCIPALS 





PUPIL PUBLICATIONS 


GEorGIA HENSLEY LACEY 
Principal, Whittier School, Indianapolis, Indiana 


NE OF THE GREATEST REWARDS that may come to a 

school administrator is the satisfaction of discovering an em- 
bryonic interest among the children, and of cherishing and nourish- 
ing it until it has developed into a worthwhile and educ: itionally pro- 
ductive activity. Such an opportunity presented itself in our school 
when an ambitious 8A class undertook to issue a simple, mimeo- 
graphed news leaflet. The problems arising in connection with that 
first crude attempt and the very apparent interest and enthusiasm 
stimulated by the paper throughout the school and community pre- 


sented a definite challenge. In order to discover how this type of 


activity can be made most helpful to boys and girls it was decided 
to investigate what schools in general are doing in the matter of 
pupil publications and to determine criteria by which procedure and 
publications may be judged. 

Extent and organization of the survey—A comprehensive survey 
was made possible by the splendid cooperation of 217 schools, rep- 
resenting 77 cities located in 30 states, which sent generous contribu- 
tions of ‘sample copies of their publications furnishing a wealth of 
ebjective data, as well as detailed reports giving the facts, statistics, 
opinions, and suggestions called for in the. questionnaire. 

Data was included in the study only from those schools whose 
grading overlapped that of our own elementary schools which em- 
brace grades one through eight. Because of the complexity of types 
of schools represented they were first classified according to the range 
of grading in the school. The second classification was according to 
the type of paper published, whether newspaper, magazine, or mimeo- 
graphed paper. 

Because of the limitations of space no statistical evidence can be 
presented in this article. Instead, the writer has brought together a 
list of criteria for judging school publications and has summarized 
certain recommendations growing out of the survey. The reader is 
asked to remember that many statements which appear to be dog- 
matic in this short article were supported by statistical evidence in 
the original report. 

Criteria for judging pupil publications—In order to take the full- 
est advantage of the experience and judgment of the administrators 
reporting for their respective publications, they were asked to formu- 
late criteria by which pupil publications should be judged. 

It must be conceded without question that it is neither possible 
nor desirable to set up a thoroughly standardized instrument of 
measurement for this purpose. Certainly there can be no case of ab- 
solute duplication in any given school situation. Granting that the 











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Tue ExeventH YEARBOOK 351 








paramount consideration in judging a pupil publication should be 
the extent to which it functions educationally to meet the need of its 
particular school, it is clearly evident that no single set of criteria 
can be applied in the same way to any two publications. 

Nevertheless the reports given in the questionnaire showed such 
positive convictions, such an overlapping of ideas, and consensus of 
opinion, no matter what the type of publication or type of school 
reporting, that it seemed best to pool the points which had been 
tabulated according to the groupings used throughout this study and 
organize them according to the same main headings that have been 
followed in the study as a whole. 


CRITERIA 
I, Purpose 
A. General 

1. Have the purposes and aims been formulated? 

2. Is the purpose of the publication plainly evidenced? 

3. Does the purpose embody the aims of the school and coincide with 
generally accepted educational aims? 

4. Do the aims take into account the social and educational back- 
ground of the pupils meeting the needs of the particular school 
and its community? 

B. Effect on school spirit 
1. Does the publication create a wholesome, harmonious school spirit? 
Does it socialize the school? 
Does it typify the spirit of classroom and school activities? 
4. Does it appeal to the children as evidenced by the interest of the 
student body in it? 


2. 
3. 


C. Unifying effect 
1. Does it serve to unite the school? 
2. Does it promote school loyalty? 
3. Does it assist in putting over administrative policies? 


D. Effect on scholarship 

1. What degree of scholarship is reflected? 

2. Does the publication measure up to the economic and scholastic 
rating of the school? 

3. How effective is the publication’s educational service to all of the 
children of the school? 

4. What scholastic training is received by the pupils who are re- 
sponsible for its publication? 


E. Effect on community 
1. Does it meet the public favor of the community? 
2. Does it serve best its particular type of neighborhood? 
3. Does it bring outsiders into closer contact with the school, awak- 
ening interest outside the local school audience? 
. Does it link school and community by fostering community pride 
and spirit? 
5. Are the articles such that the parents are getting information 
about the school’s activities? 
6. Is the publication successful in securing the cooperation of 
parents by aecquainting them with school policies? 


as 











ELEMENTARY ScHooLt PRINCIPALS 





F. 


Effect on character 


1. Do the pupils benefit in character growth? 

a. Does the work on the publication develop initiative? 

b. Does it promote cooperation? 

ce. Does it improve the children’s sense of sportsmanship? 

d. Is there evidence of open-mindedness on the part of the 
children? 

e. Is there positive effect in the development of basic character 
qualities? 

. Does it build up student morale? 

3. Does the trend of the publication show the standards and ideals 
toward which the school is striving? 

4. Does it inspire civie consciousness by assisting in making the 
student body conscious of the objectives of a democratic citizen- 
ship? 

5. Does the effort justify the outcome, spiritually, in the school? 

6. Does the publication create a critical attitude toward adult news- 
papers, magazines, ete. ? 

7. What is the actual worth to the majority of its readers, the 

children themselves? 

. Is it worthwhile for every child to have a part in its making? 


to 


D 


II. Mechanical organization and form 


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© 


. Is it pleasing in appearance? 
. Is it suitable to the size, type, and location of the school? 


Is the make-up simple, attractive, and in good taste? 


. Are originality and good judgment evident in the actual make-up? 

. Is there mechanical excellence? 

. Are the articles well-placed, systematically grouped, well-organized? 
. Are departments arranged according to a logical system? 

. Do the departments have pleasing make-ups; good heads? 


Is the art work planned to fit in with the scheme of the paper? 
Is it abundantly illustrated? 


. Are children’s drawings freely used? 


Does the cover design have significance and artistic merit? 


. Is the advertising space well-proportioned and well-arranged? 
. Where the printing is done in the school, are the type, typographical 


set-up, and arrangement correct? 


. Is there consistency in the make-up of suecessive issues? 


IIT. Management and control 


A. 


Pupil participation 
1. The staff 

a. Is good judgment displayed in the method of selecting the 
staff? 

b. To what extent do the pupils participate? 

c. Is the work carried on as nearly as possible in the same 
manner as the publishing of a real paper would be—that 
is—is there a real life situation at hand? 

d. Is the staff effectively organized? 

e. Does the work develop personal responsibility for definite 
assignments? 

f. Does the publication evidence the fact that staff members 

desire to excel? 
. Does the work interfere with the scholastic activities of the 
staff? 


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Tue Exveventa YEARBOOK 353 


h. What provision is made for giving the staff members special 
training for their particular duties? 

2. Contributors 
a. Is the publication the genuine work of many contributors? 
b. What percent of the school contributes? 
¢. Are the contributors of every age represented among the 

children of the school? 
d. Does the publication evidence the fact that children of vary- 
ing abilities have helped in the project? 
e. Is contribution to the school publication made valuable to 
the pupils as individuals? 
B. Supervision 

1. Does the publication maintain a policy of supervision that is 
in keeping with its purpose? 

2. Is there proper concentration of responsibility ? 

3. What amount of supervision by the faculty is given the work? 

4. How many hours a week are given to it? 

5. Is extra time provided on the faculty adviser’s regular program 
for this work? 

6. Is there successful subordination of teacher guidance and control? 
How skilful is the faculty sponsor in eliminating objectionable 
material and common mechanical errors while keeping the pub- 
lication a student activity? 

7. Does the publication have the approval and cooperation of all 
the teachers? 

8. Is the right of final authority invested in the principal? 

C. Cost 

1. Is the cost in keeping with the economic rating of the school? 

2. Is the paper worth to the school the money spent in its publi- 
cation? 

3. What is the number of issues per year? Is this number justifiable 
from the standpoint of expense? 

D. Financing 

1. Does the publication pay for itself? 

2. Does it win school support as evidenced by a large number of 
subscriptions ? 

3. What percent of the school population is its circulation? 

4. What is the ability of the pupils to pay for the publication? 
Does it follow uniform standards as to price? 

5. Is advertising space in demand? 
j. What amount and kind of advertising is permitted? 

7. Is the finaneing conducted in such a manner that children are 
given direct training in accepted business methods? Do they 
develop a sense of business values? 

IV. Content 

A. Selection 

1. Is there clear evidence that the content is the children’s own 
writing? 

2. To what degree is pupil work represented? 

3. Is the publication child-centered rather than teacher-centered ? 

4. Does it represent a large number of pupils? 

5. Does each issue portray the activities which constitute the school 
experience of the pupils, giving a faithful picture of the school 
at the time of publication? 








354 


ELEMENTARY ScHOOL PRINCIPALS 





6. 


7. 


9. 
10. 
32. 


12. 
13. 


19. 
20. 
21. 
22. 


23. 


26. 
27. 


28. 


32. 


33. 


34, 
35. 


36. 


Is it representative of the atmosphere, the spirit, and the morale 
of the school? 

Is the material printed on the level of the majority of the pupils, 
expressing the aims, ideals, thoughts, and interests of children 
of ages concerned? Does it appeal to all classes, not limited 
to the staff and highest grade? 

Does it ape the papers of higher institutions? 

What is the opinion of the children concerning it? 

Is the publication fair, accurate, truthful, and impartial? 

Does it represent actively all classes of the school, all phases of 
school work, and all activities? 

Is any department overemphasized ? 

Is there good balance of different types of material—news, edi- 
torials, features, humor, literary efforts, illustrations? 

Is the material printed worthwhile? 

Is the news diversified, timely, accurate, and wide in its appeal? 

How successful are the editorials? 

Do they have a real appeal? 

Do they promote right ideas, standards, and ideals revealing fine 
moral and intellectual concepts? 

Is there dignity of tone? 

Is there evidence of independence of thought? 

Do the editorials convince readers? 

Is the humor section original? 

Does the periodical have a preponderance of the trivial, or is it 
for the most part on a higher plane? 

Do sports occupy a subordinate position? 

Is the work correlated with the English and all other depart- 
ments of the school? 

Is there real merit in every article? 

Is childish originality cultivated? 

Do the articles show progressive improvement in literary achieve- 
ment? 

Is the art work original? 


. Are the names of many of the children published in recognition 


of their achievements? 

Does the publication reward good work done in any department or 
offer commendation only for extra curricular activities? 

Does it give encouragement to pupils who need just such en- 
couragement? 
a. Is it a means of encouraging a backward child to express 

himself? 

b. Is it a means of bringing richer experience to a gifted child? 

Are there original features which make the paper individual 
with merit? 

Is the publication readable? 

Does it have a “catchy” name? 

How does it compare with other publications edited and printed 
by school children of equal age and ability working under 
similar conditions? 


B. English 


| 
2. 


Is the language of a high standard, having literary worth? 
Does it measure up to accepted standards of school journalism 
rated according to type of school? Is it representative of the 





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Tue ExneventH YEARBOOK 355 








capacities of the children at their respective stages of develop- 
ment? 
3. How does it compare with other publications of similar schools? 
4. Does the publication form an incentive for the work in the Eng- 
lish classes? 
5. Does it attract pupils to real effort at literary production, stimu- 
lating interest in and encouraging good writing? 
6. Does it develop ability in written language? 
7. Does the publication represent the best literary work of the 
whole school? 
8. Is the writing true to type—newspaper style or magazine writing? 
9. Is it free from mistakes in English? 
10. Is the work correct as to mechanics: sentence structure, spelling, 
syllabication, and punctuation? 
11. Are fiction, features, editorials, essays, poems, etc., written on 
subjects within the scope of the child’s experience? 
12. Are the leads and organization of news stories well worked out? 
13. Do the children seek to choose the “nice” word that most per- 
fectly expresses the thought? 
14. Do they use appropriate but simple vocabulary ? 
15. Is there accuracy and clearness in statement? 
16. Have the children learned the value of the short sentence and 
variety in sentence structure? 
17. Is the style of presentation direct, interesting, newsy, alive, pur- 
poseful, and dignified? 
18. Are the qualities of literary style, fine writing, and taste in selec- 
tion appropriate to the ages of the contributors? 
19. What degrees of excellence, originality, and vitality are displayed 
in the compositions, poems, news articles, editorials, etc.? 
20. Does the publication contribute to the fixing of better habits in 
English? 
21. Does it produce creative English rather than standardized results? 


Recommendations—On the basis of the data investigated certain 
conclusions may be deduced and recommendations offered. 

1. Anyschool planning to start a pupil publication should canvass 
its entire situation in order to determine very definitely the purpose 
that the paper is to serve and the problems which must be met, as 
these factors will decide in the last analysis the character and type of 
publication it should produce, the policies it should follow, and the 
method of procedure it should adopt. 

2. The aims and purposes must be definitely end specifically for- 
mulated so that all efforts may be directed to achieve them. The paper 
has no excuse for being which does not aim to serve the pupils. The 
extent of its service, however, is in direct proportion to the breadth 
of vision and clearness of insight to its possibilities by the school’s ad- 
ministrator. 

In general the aims will be to meet the child’s needs and at the 
same time make the project educative, to provide a natural stimulus 
for written composition, to inspire a united desire to promote the 
ideals of the school, and to make the publication so worthwhile as a 











356 ELEMENTARY ScHoont PRINCIPALS 











means of interpreting the school to itself and to its community that 
the expense in time, effort, and money will be justified. 

3. The experience of many workers in this field seems to prove 
the advisability of beginning in a very simple way, experimentally. 
The mimeographed, weekly news sheet from the home rooms is one 
means of creating a desire for a more elaborately organized publi- 
cation. It is better to aspire to producing a small paper that is good, 
‘ather than a faculty-run large magazine that defeats its own pur- 
pose. Make a careful study of your situation and get a working 
knowledge of the mechanics of the type of publication which it is 
desirable for the school to produce and follow uniform standards as 
to form. Strive for high literary and journalistic standards rather 
than elaborate, costly make-up. 

4. Pupil participation is the sine qua non of every successful 
school publication. Selection of a dependable staff, chosen for relia- 
bility and talent rather than talent alone, is a matter of prime im- 
portance since the success of the publication depends so largely on 
the caliber of the staff. Outstanding pupils in English are desirable 
but “live wire” workers add immeasurably to its efficiency. Students 
should be chosen whose scholarship will permit them to spend ample 
time on editorial duties. 

5. Responsibility for the final selection of the staff should be 
given to the faculty, but membership should be placed upon a high!y 
competitive basis. English teachers may suggest the names of pupils 
high in standing in leadership qualities, but the candidates should be 
tried out with assignments and selected after they have proved their 
qualifications by actual work. Put leadership into the hands of the 
upper group but plan to make changes in the staff membership grad- 
ually. 

6. The student committee, all members of the press club, should 
be organized into two major departments, the editorial staff, respon- 
sible for literary, news, and special feature material, and the busi- 
ness staff to be held accountable for the financial affairs of the pub- 
lication, the subscriptions and advertising. Care should be taken in 
keeping the numbers and organization from becoming unwieldy or 
elaborate. 

Regular staff meetings are advisable. Each member must have a 
definite assignment but should be permitted to show originality, to 
display initiative, and to use ingenuity in solving problems. 


7. In order to achieve the benefit of an exceedingly valuable ex- 
perience to the greatest number of children, the entire school should 
contribute material to the school publication. There is grave danger 
in defeating its purposes if the contributors represent a small and 
active minority rather than the whole student body, if special chil- 
dren of superior ability are exploited, if the publication expresses the 








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Tue EveventH YEARBOOK 357 








ideas of the small group who edit it, or if too many contributions 
come from the upper grades rather than allowing the publication 
to be used as an incentive for English composition in the lower 
grades as well. In other words, the school paper should become a 
whole school project—an institution. 

8. Strong and enthusiastic faculty supervision has been recog- 
nized universally as a determining factor in the success of a pub- 
lication. It is well to canvass carefully with the teachers the merits, 
dangers, and problems of the scheme, and enlist their interest and 
cooperation. 

A live, competent teacher, interested in publishing a school paper 
and capable of working with others without friction should take 
charge. This faculty adviser must be a trained journalist or should 
take a newspaper course. In large schools there are usually two ad- 
visers, one for the literary and one for the business department, with 
work and responsibility equally divided. Such advisers should have 
complete authority to supervise the publication, with plenty of free- 
dom as well as responsibility. The principal must keep in touch with 
all plans since in his hands rests final authority, and since he alone 
can determine the relation of the school publication to every phase 
of the school’s needs owing to his unbiased perspective. 


9. Our discussion has now reached the crux of the entire problem 
of the management and control of pupil publications. What shall 
be the amount and kind of supervision given these pupils who com- 
pose the staff? Extra time for this work on the regular program 
of the faculty adviser is a prerequisite. Nevertheless there are cer- 
tain danger points which must not be overlooked, namely: a too 
ambitious program may be inaugurated, possibly due to an over- 
elaborate publication or too many issues at first; there may be too 
much faculty influence—over-supervision, with not enough respon- 
sibility delegated to pupils; school competition may become too keen 
and too much teacher work may appear in both writing and editing; 
and the work on the schoo! paper may be permitted to supercede 
regular school work. To make the publication of a school paper a 
truly educative project by enlisting the greatest possible degree of 
pupil participation, requires that its supervisors become masters in 
the art of guiding pupil activities while remaining in the background. 
Wise supervision is the only means by which the project will carry 
over from year to year. 

10. The equipment for printing available to the school will de- 
termine the form and type of publication. Make a careful survey, 
first, of the means of publishing and do the best possible with the 
means available. If the school is small use a mimeograph rather than 
commercial printing, or avoid commercial printing by accepting the 
crude method of printing done in the school’s own shop. 








358 ELEMENTARY ScHoot PRINCIPALS 





11. Simplicity and inexpensive character should be striven for 
in the initial stage. Enthusiasm and failure to exercise common sense 
often lead to unwarranted expense. The cost of the publication 
should be no more than what is justified by the economic standing 
of the community which it serves. 

12. To insure permanency to the enterprise financial stability 
must be assured. After a close study of the resources of the school 
and of the community, a definite, concrete, detailed plan must be 
worked out to make the financial end secure. The publication should 
be self-supporting. This may be achieved through subscription sales 
and advertising, though ideally the board of education finances the 
undertaking and all pupils receive copies free of charge. 

13. Most frequently sales are by single copies. Term subscrip- 
tions, however, insure revenue. One well-planned circulation cam- 
paign securing a sufficient number of regular customers will avoid 
needlessly duplicated efforts throughout the year. By giving pupils 
at least a month to pay for subscriptions and by interesting the 
P. T. A., or community, or women’s clubs a wider circulation may 
be secured. 

14. In many parts of the country the advisability of permitting 
advertising is seriously questioned, 55 percent of the schools report- 
ing that advertising is not used. The difficulties pertaining to adver- 
tising are usually that it tends to commercialize the paver, that 
soliciting of advertisements becomes a nuisance to neighborhoo: 
dealers, that children become too aggressive in their zeal to secure 
“ads,” and that monetary temptations are difficult to control. 

Nevertheless many publications could not exist were it not for 
the support of advertisers. In such cases advertising should be put 
upon a very systematic basis. Possible customers can be listed and 
solicitors assigned. These children must be very carefully trained 
in the “art of salesmanship.” This activity will provide valuable 
experience in a real life situation in which to learn the efficacy of 
courtesy, brevity, good English, and the like, in the business world. 


15. In the final analysis the extent to which a publication mirrors 
the life of the school which it represents must become one of the out- 
standing criteria by which it should be judged. } Let the paper reflect 
the activities, interests, ideas, and ideals of the whole school. All 
departments must be represented with articles that are purposeful, 
accurate, timely, and properly evaluated. There is danger in exploit- 
ing certain activities to the exclusion of others. Attention must also 
be directed toward maintaining a nice balance between news and 
literary material. 

To function truly the publication should be thoroughly a pupil 
enterprise, “of the pupil, by the pupil, and for the pupil,” but proper 
guidance and control in the selection of content will eliminate ob- 


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Tue Exveventra Yrarsook 359 
jectionable material offensive to others, clique or faction news, one- 
sided presentation of opinion, the over-doing of sports news, inap- 
propriate jokes, tactless articles, and worthless editorials. Criticism 
of schools in general and in particular should not be permitted. 
Let the publication provoke the good rather than criticize the bad. 
Strive to keep it dignified and on a high plane without becoming 
artificial, stereotyped, and inane by attempting to ape high-school 
and adult publications. 

16. For training in English composition this project is unexcelled. 
Although not attempting to produce metropolitan journalism, try to 
abide by correct English standards from the first and strive for 
language which is fluent, spontaneous, and correct. In this regard 
plenty of excellent examples from other schools may set the sample 
of competition. For the sake of variety provide as many types of 
English work as possible. Nineteen different forms of literature 
were noted in the papers examined. Instead of accepting “standard- 
ized” results work for creative English. 

The importance of creative work, no matter what the field of en- 
deavor may be, cannot be overemphasized. We are told that exports 
of our natural resources are rapidly declining but that foreign 
markets demand an increasing amount of the fruits of our creative 
genius. At present this applies particularly to machinery. We might 
well aspire to the same distinction in the field of the belles lettres. 
International prestige depends somewhat upon our power to express 
ourselves verbally. Pupil publications may be welcomed as one means 
of fostering creative expression of the literary type. 


Summary—In brief it may be concluded that the value of a pupil 
publication depends upon: 

1. The continuity of its evident purpose, to fit the needs of the 
school and and the community which it serves. 

2. The suitability of style and pleasing make-up. 

3. The degree to which pupils participate in its management 
under successfully subordinated but clearly defined faculty super- 
vision. 

4. The extent to which the whole school actively contributes to 
the project. 

5. The stability of its financial basis. 

6. Its standard of workmanship. 

7. The extent to which it gives a perfect reflection of the life of 
the school. 











360 ELEMENTARY Scuoont Princirears 
SCHOOL AIMS AS REFLECTED THROUGIT SCIIOOL 
PUBLICATIONS 
C. A. PuG@siry 


Professor, Elementary School Administration, State Teachers College, 


Buffalo, New York 


O ELEMENTARY SCHOOL PUBLICATIONS reflect the 
purposes of the school? Before answering this question we must 
agree as to the major purposes of the school. In the writer’s experience 
many principals can give no comprehensive statement of the aims 
of elementary education. For this reason, the writer accepts, for the 
purpose of this study, the Cardinal Objectives of Elementary Educa- 
tion as prepared by the New York State Council of Superintendents.! 
According to this statement the elementary school exists to help every 
child: 
1. To understand and practise desirable social relationships. 
2. To discover and develop his own individual aptitudes. 
3. To cultivate the habit of critical thinking. 
4. To appreciate and desire worthwhile activities. 
5. To extend his field of essential information. 
6. To gain command of the common fundamental skills. 
7. To develop a sound body. 
8. To develop normal mental attitudes. 


An analysis of typical publications—Through the cooperation of 
students in education the writer collected forty elementary school 
publications. Twenty of these were from school systems within the 
state of New York, and twenty were from schools in other states. 

The contents (except advertisements) of the forty publications 
were analyzed in terms of the New York statement of the cardinal 
objectives in elementary education.’ 


TABLE 1—OsseEctTIVES PRIMARILY EMPHASIZED By 1523 ARTICLES 


Objectives 


(1) (2) (3) (4) (5) (6) (7) (8) 
Social Apti- Critical Appre- Infor- Skills Health Atti- Total 
Rela- tudes Think- ciation mation tudes 
tion- ing 
ships 
Number of articles. ..... 312 292 65 295 134 130 87 162 1477 
Percent of total......... 21 20 4 19 9 9 6 11 100 


A total of 1621 articles was examined. Of this number 1477 ap- 
peared to contribute to one of the functions of the elementary school, 


1New York State Council of Superintendents, Committee on Elementary Edu- 
cation. The Cardinal Objectives of Elementary Education. Published by the 
New York State Department of Education, Albany, New York. The statement 
given above is a brief and somewhat modified statement of the original. 

*See paged 14-18 of the Cardinal Objectives in Elementary Education, published 
October 1, 1929, by the State Department of Education, Albany, New York. 








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Toe Exneventrn YEARBOOK 361 


while 144 articles could not be tabulated. Table 1 shows the distribu- 
tion of the 1477 articles according to the eight objectives. 

Table 1 indicates that the objectives given major emphasis in 
articles in elementary school publications are (1) the practise of 
desirable social relationships, (2) the development of individual 
aptitudes, and (3) the participation in worthwhile activities. The 
attempts of the school to cultivate the art of critical thinking appear 
not to have received major attention in the articles prepared for 
the forty publications. The same neglect as a subject for publication 
may be said of the school’s efforts to give mastery of the fundamental 
skills. 


TABLE 2—Scnoot Grave Most Orren REFLECTED IN PUBLICATIONS 


Grade 
All 
K 1 2 3 4 5 6 7 8 Grades Total 
Number of 
articles... . 19 57 59 90 94 197 324 250 305 82 1477 


School publications examined in this study give much more atten- 
tion to the work of the upper elementary grades. Since the mastery 
of skills is receiving greatly diminished stress in these grades it 
appears to become a subject less frequently written about. If, how- 
ever, elementary school publications reflected with equal frequency 
the work of all grades, then the work on mastery of fundamental 
skills would deserve greater attention. 

All of the articles were examined to determine whether they gave 
primary emphasis (Table 1) or secondary emphasis to the eight 
cardinal objectives. An article, with a primary emphasis, was rated 
“poor,” “fair,” or “good” depending on how well it presented the 
particular objective. These ratings were changed into numerical 
scores of 4, 5, and 6 respectively. By adding together the scores of 
all of the articles of primary emphasis on each topic the writer ob- 
tained the “weighted scores” shown in column 2 of Table 3. This 
weighted score gives an evaluation which combines both the quantity 
and the quality of the articles. 

In the same way the articles which gave secondary emphasis to 
the cardinal objectives were evaluated. Only in this case the numeri- 
cal equivalents of “poor,” “fair,” and “good” were 1, 2, and 3 re- 
spectively. These weighted scores are given in column 4 of Table 3. 

The percents for each objective in column 3 of Table 3 are similar 
to the percents in Table 1. In other words, the addition of the 
“quality element” does not seriously change the relative stress given 
to each objective according to the total number of articles. Appar- 
ently, then, the articles on each school objective contained about the 
same relative number of good, fair, and poor ratings. The statement 
made in connection with Table 1, that certain objectives are given 
much attention in the publication while the “fundamentals” and 











362 ELEMENTARY ScHoot PRINCIPALS 





EVALUATION OF ARTICLES ON EACH OBJECTIVE IN TERMS 
OF A COMBINED QUANTITY-QUALITY SCORE 


TABLE 3 











Articles Giving Primary | Articles Giving Secondary 
Emphasis to Objectives Emphasis to Objectives 


























School Objectives : coe 
| Weighted Percent of Weighted Percent of 
Scores Total Weighted Scores Total Weighted 
| Scores Scores 
(1) | (2) | (3) (4) (5) 
| 
1. Social relationships. .... 1870 22.0 324 9.0 
a Serrerr 1651 19.5 476 14.0 
3. Critical thinking....... 346 4.0 424 12.0 
4. Appreciations.......... 1710 21.0 535 16.0 
5. Information...........| 746 9.0 438 13.0 
Sas aidan eaces eases 735 8.0 171 5.0 
| ES ere 469 5.5 391 11.0 
FO ee 916 | 11.0 693 | 20.0 
eer 8443 | 100.0 3452 | 100.0 





“critical thinking” are neglected, continues to hold true. The quality, 
then, of the articles on these neglected objectives is not sufficiently 
high to overcome the numerical superiority of the article on the other 
objectives. 

Columns 4 and 5 of Table 3 show the relative position of the 
articles giving secondary emphasis to the objectives. On this com- 
bined quantity-quality standard attention to the objective normal 
mental attitudes is the largest. Participation in worthwhile activi- 
ties noticeably receives both primary and secondary emphasis. ‘The 
attention to social relationships changes from first to seventh place 
when the secondary emphasis is determined. Mastery of fundamental 
skills again receives least attention, but the cultivation of the art of 
critical thinking rises slightly in emphasis. 

Twenty of the forty publications analyzed were from school sys- 
tems in the state of New York and twenty were from schools outside 
of the state. It is of interest to know whether the number of articles 
stressing each objective differs between the two sources. Table 4 shows 
the number and percent of New York and “other state” articles classi- 
fied under each objective. 


The percents in columns 3 and 4 of Table 4 do not differ materially 
for each objective from the percents reported in Table 1. Apparently, 
the inclusion of twenty elementary school publications from school 
systems outside the state makes no change in the distribution of 
emphasis. Further study in terms of quality did not change the re- 
sults. In other words, the publications of elementary schools in the 
state of New York do not reflect the Cardinal Objectives in Elemen- 
tary Education any better than do publications from outside the 
state. 


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TABLE 4—NUMBER AND PERCENT OF NEW YoRK AND OUTSIDE ARTICLES 
CLASSIFIED UNDER EACH OBJECTIVE 








: — ——— 
Articles from Articles from Publications 























| 


Conclusions and recommendations—The school publication is a 
medium for interpreting the school to the community. It should, 
therefore, give a true reflection of the school’s purposes. Does the 
average school paper present through its articles a well-rounded pic- 
ture of what the school tries to do? 

The evidence herein presented indicates that the job is done fairly 
well, and also that it can be somewhat improved. The following are 
suggested by the analyzed data: 


School Objectives | ___ New York Publications from Other States 
| 

| Number Percent Number | Percent 

(1) —_ (2) (3) (4) | (5) 
1. Social relationships. ... . | 193 19.0 119 25.0 
2. Aptitudes............. | 208 | 21.0 84 17.0 
3. Critical thinking....... 49 5.0 16 3.0 
4, Appreciations.......... | 223 | 22.5 72 15.0 
5, Information. ........... 99 10.0 35 7.0 
ES eee 58 6.0 72 15.0 
Wi MR Giecid ala as-orcvaraisiats | 56 | 6.0 31 6.0 
8. Attitudes.............. | 105 | (10.5 57 12.0 
ME vce «0 oe ei docks | 991 | 100.0 486 100.0 





1. The work of the lower grades should receive greatly increased attention 
in school publications. 

2. The school’s work in cultivating the art of critical thinking needs interpre- 
tation. It may, of course, need further attention in the schools before it can be 
interpreted to the patrons. 

3. The school’s health program, the mastery of fundamental skills, and the 
extension of the stock of information should receive relatively greater emphasis 
in the school publications. 


It would be well for the elementary schools to evaluate critically 
the content of their publications. Through such study can be formu- 
lated a more adequate interpretation of the school program as set 
forth in the Cardinal Objectives in Elementary Education of the state 
of New York. 











364 ELEMENTARY Sc1ooL PRrINciPaLs 


ANEW TYPE OF SCIIOOL PAPER 


KENNETH SELBY 








Principal, Ross School, Seattle, Washington 


F SCHOOL PUBLICITY is interpreted as keeping the public 

informed of its educational program, rather than the printing of 
“news” as defined by journalists, or an attempt to influence the public 
mind to the benefit of an individual or group of individuals, there 
would be scant objection to the statement that school publicity is 
a valuable and necessary part of every school system. Unfor tunately, 
ever since there have been schools, we have had bad types of publicity 
as well as good, with the result that some administrators avoid any- 
thing termed school publicity as though it were poison. With the 
definition given above used as a basis for this article, perhaps these 
objectors may see sufficient merit in school publicity to follow this 
brief discussion. 

Typical practises and some of the difficulties involved—The dis- 
pensing to the public of information concerning the school program 
is a tremendously wide problem as it confronts a city school system. 
Not only is the essential information varying in character, but the 
groups of people to which this information must be presented will 
not all be able to appreciate it if it is presented in the same way. 
A parent’s viewpoint will differ from that of a childless taxpayer; a 
professional man’s from that of a truck driver; a teacher's from that 
of a pupil. To meet this situation, the large school system must 
utilize every channel for publicity that is available. 

The problem, as it faces the elementary school principal, is of a 
somewhat different character and vastly more simple. He has less 
variety of information to present, and the group that he wishes to 
keep informed is usually limited to the parents in his particular dis- 
trict. Again, the principal is closer to his group and can make use 
of devices for broadcasting school information that are not possible 
to the central office. 

Of late years the school newspaper has taken its place as a medium 
of publicity in the elementary schools. These papers are usually of 
two kinds, one, representing the entire school, the other, a class pa- 
per, which seldom has sufficient distribution for any extended use 
in presenting school information. In general, the greatest value of 
either type of paper is in presenting, in varying degrees of excellence, 
typical examples of the composition work of children, and the proj- 
ects that are being undertaken by them. A further publicity value is 
given this type of ‘paper when committees of pupils confer with the 
principal and receive suggestions and information of interest to chil- 
dren and parents, which are later incorporated in compositions or 
news stories appearing in the paper. 


ae 


Tue Exveventrun YEARBOOK 365 


Several objections immediately present themselves to this use of 
elementary school papers. These journalistic attempts are seldom 
large enough to permit very much space being used for publicity 
purposes. The expense of printing and the lack of funds in elemen- 
tary schools usually result in the school paper being a one- or two-page 
edition, printed on a mimeograph or some similar device. Moreover, 
articles written by children cannot be expected to contain just the 
information the principal would desire, and it is seldom that chil- 
dren can write forcibly enough to make much of an impression on 
disinterested readers. Probably the greatest objection of all is that 
the school paper is written primarily for children and should contain 
material that is most interesting to them. If a newspaper is con- 
sidered a “school” newspaper, is it justifiable to influence pupils to 
fill it with compositions displayed for the benefit of parents, or 
articles that appeal directly to parents rather than children ? 

Our needs and attempts to meet the problems—Ross School is a 
small elementary school of seven rooms in a fairly large city. Instruc- 
tion begins with the first grade and extends through the sixth grade. 
The sixth-grade teacher acts as principal under the title of head 
teacher, and a high-school senior or graduate of the high-school com- 
mercial course is employed as clerk for three hours a day. The school 
has a typewriter and mimeograph machine and is otherwise well- 
equipped and supplied. It is probably no better prepared for the 
printing of a newspaper than most elementary schools and not as 
well-prepared as many. 

In the past we have done very little in the publishing of school 
papers. When a teacher with sufficient interest and experience to de- 
velop a paper was a member of the corps the school had a paper. The 
paper continued as long as the teacher and the interest continued. 
Little attempt was made to utilize it as a publicity medium except as 
an illustration of pupils’ work. 

At Ross School, as at most schools, it has been the custom to send 
out mimeographed bulletins to the parents regarding the various 
phases of school activities, such as safety patrol regulations, class 
schedules, health suggestions, and other matters about which the 
parents need to be informed in order to secure their cooperation. 
There was seldom a month that a bulletin was not sent out, and fre- 
quently several would be necessary. There is also an active parent- 
teacher organization at Ross, the officers of which have always askel 
to have notices sent home by the children each month, announcin ¢ 
the P. T. A. meeting, and frequently they would ask that other in- 
formation concerning the organization be sent out. 

A year ago it was decided to try and combine as much of this 
material as possible in a parents’ paper, issued every month just be- 
fore the P. T. A. meeting. This plan was the begining of the oss 











366 ELEMENTARY ScHooL Princrpats 








NM 
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fo\ O2e 
= 


Se 








P. Te Ae Meeting 





ou Every mother intcrested in the 
answer Ross School and the children attend- 
ing it, is urged to attend the Oc- 
tober meeting of the Ross F.T.A. 
Several matters of vital importance 
are to be taken up for discussion 
and vote. 

What is your opinion of the 
Council Welfare Fund? That is one 
of the matters to be settled. Give 
+ due attention - then come to the 
ing and vote as you feel you 
uld. ‘Have you paid your '3l-32 
es? If not come about five min- 
tes early and pay them before the 
meeting opens, as only paid members 
have voting powere 































Figure 1—Sample Items from Ross P. T, A. News. 


3 
' 














Tue ELeveNtH YEARBOOK 367 








P.T. A. News, which has been issued regularly ever since and which 
has grown steadily in favor with both parents and teachers. Last 
year there were six numbers distributed and this year there will 
probably be ten. 

The Ross P. T. A. News (it might better be called Ross Parent 
News) is mimeographed on both sides of a single sheet of cheap 
drawing paper, nine inches by twelve inches. Drawing paper is used 
because the ink will not show through and it is possible to make 
clear copies when writing on both sides. It is issued to all children 
on the afternoon preceding the monthly P. T. A. meeting with in- 
structions for them to take it home to their parents. Each month 
pupils in the fifth and sixth grades compete with drawings for the 
heading of the paper, and every teacher sends in examples of par- 
ticularly good work done by pupils, to be used when there is space. 
Occasionally, poems and typical school jokes are used to fill in small 
spaces. The major portion of the paper is filled with school notices 
and information, written usually by the head teacher, and parent- 
teacher association notices. The P. T. A. officers prepare their own 
copy and submit it to the office three days before the paper is pub- 
lished. 


Results of the experiment—Parents report that they read every 
word of the Vews where previously school bulletins had gone into 
the waste-paper basket with only a glance. The pupils’ drawings 
and examples of their work tend to relieve the monotony of announce- 
ments and school facts. Less mimeographing and less supplies are 
required than formerly, as all the space on both sides of the paper 
is utilized, where before, a small announcement might occupy a full 
page. No attention need be paid to pupil interests although the re- 
ward of having a contribution appear in the parents’ paper is more 
of a stimulus than that supplied by the old type of school paper. 
Cooperation from the P. T. A. members has measurably increased 
because they feel that they are being given a chance to express their 
opinions and are receiving school information more regularly than 
ever before. Jt might be well to add that the pupils seem eager to 
read the papers, themselves, and frequently it is thus possible to 
“kill two birds with one stone.” 

After all, the only real change that has been made is in the pur- 
pose of the school paper. No one now pretends that it is written for 
the pupils. There are few advantages of a school paper that have 
been lost in the parents’ paper and in addition, the school has gained 
the most powerful channel for publicity it has ever used. Ross School 
expects to continue its P. 7. A. News and believes that the parents’ 
newspaper has an important place in every elementary school. 











368 ELEMENTARY ScHooLt PRINCIPALS 





EDITING THE VILLAGE WEEKLY 
Orro W. BARDARSON 


Principal, Sunset Sehool, Carmel, California 


HE SUNSET SCHOOL edition of the Carmel Pine Cone came 
as the result of a suggestion made by Hal Garrott and Perry 
Newberry, editors and publishers of the Carme/ Pine Cone. They 
were so pleased with the Sunset School exhibit and the school paper, 
Sunset Glow, that the suggestion came quite wholeheartedly and 
spontaneously.! The task of supplying the material and editing the 
village weekly appeared to be a stupendous one for a small school 
but we decided to undertake the assignment. The Pine Cone material 
is always new and original, and fillers so common to the village paper 
are wholly absent. It is small wonder we were somewhat awed at the 
prospect of attempting to fill the columns of a sixteen-page paper. 
The proposition was discussed in teachers’ council and meeting 
with approval was presented to the members of the staff of the Sunset 
Glow, The staff members were delighted with the idea and expressed 
themselves enthusiastically in favor of the project. The editor of the 
school paper secured several copies of the Pine Cone and the paper 
was studied in the English classes. 


The Carme/ Pine Cone has a wide range of readers. People who 
have visited Carmel or who have friends there subscribe to this 
unique paper to keep alive their Carmel contacts. Copies go to all 
parts of the United States and to several European cities. This fact 
received careful consideration in planning the departments and fea- 
tures of the paper. The staff members outlined a list of topics and 
cepartment headings and arranged a tentative dummy. The amount 
of advertising material necessitated a certain amount of flexibility 
in the arrangement of the dummy. As the issue came out the Friday 
preceding commencement special emphasis was placed on the grad- 
uation day exercises. 


The frontispiece, made from a linoleum cut 10 inches by 15 inches, 
represented the never-ending column of students filing past on the 


1A special comment received from Mr. Garrott by the Editorial Committee is 
as follows: “As I was passing Sunset School, Principal O. W. Bardarson hailed 
me and insisted upon my viewing an exhibit of the pupils’ work. With mild in- 
terest I entered the eighth grade room—and received the surprise of my life! 
How did the children ever do it? As I left the building I told Mr. Bardarson 
that I was going to turn over one entire issue of the Pine Cone to the Sunset 
School. He gasped but accepted my challenge. Thereupon followed a messy 
week. Children scattered all over town gathering material. They stormed the 
hotels for the names of prominent guests; interviewed our distinguished citizens, 
obtaining some interviews we had hitherto been unable to get; they reviewed con- 
certs, lectures, dramatic performances; they made their own illustrations using 
linoleum blocks; they took over the departments of popular columnists and even 
invaded the editorial page! The result was most refreshing, and so satisfactory 
the publishers have decided upon an annual Sunset School Number.” 








ame 
erry 
hev 
per, 
and 
> the 
hool 
rial 
uper 
; the 
Tr. 

ting 
nset 
ssed 
the 
uper 


who 
this 

all 
fact 
fea- 
and 
unt 
lity 
day 


‘ad- 


hes, 
the 


2e is 
riled 
1 in- 
life! 
rson 
inset 
lessy 
the 
zens, 
con- 
sing 
even 
tory 








Tue Enevenru YEARBOOK 369 


path of Commencement. This was represented by hooded figures de- 
creasing in size and fading in the distance. 


Editorials—The problems confronting the local government. were 
listed. Information was gathered and a lively discussion of many 
of the problems ensued. The pupils particularly interested proposed 
and wrote short editorials. The best were selected for the paper. The 
principal set forth the general objectives of the school and the teach- 
ers of art, music, shop, and physical education explained the ob- 
jectives of their respective subjects. This procedure undoubtedly af- 
forded the community a clearer understanding of the local school. 

The editors of the Pine Cone printed the following statement on 
the editorial page, “For this issue of the Pine Cone, the staff, as above, 
and the pupils of Sunset School have provided most of the matter. 
Editorials, poems, departments. and news stories, as well as the illus- 
trations, are by them. The linoleum blocks have been cut by pupils 
of the school. The drawings are their own original conceptions. Ar- 
ticles and stories are signed by the writers, and express their indi- 
vidual views, unedited by the Pine Cone.” 


Features—Insofar as the Pine Cone features appealed to certain 
groups of readers it was considered wise to retain the section devoted 
to “People Talked About” and to plan others of interest. 

Arguments centering about Carmel sidewalks—“I want black. 
I want red,” and the comment “We do not want paved streets in our 
village because it will mean ordinary sidewalks accompanying them 
and that would turn our town into an ordinary one.” The definite 
opposition voiced regarding a chamber of commerce in Carmel 
would startle the conventional village booster as the following pupil 
comment indicates, “A chamber of commerce is really the last straw 
in commercializing any city or town,” ete. 

The section “Carmel-Day-By-Day” was written in the manner of 
O. O. McIntyre and commented upon happenings in Carmel in a 
kindly humorous vein. “In Carmel all sorts of people are to be found. 
Some are always seen walking along with nothing as a destination. 
Others are always meeting a neighbor and engaging in lengthy con- 
versation. Still others—the same ones always—seem constantly to 
be in the bakery buying bread or sampling all the fruits in the mar- 
kets. After all, such a mixture of characters makes life more interest- 


ing.” 


People talked about—An interview with Lincoln Steffens, news- 
paper man, starts as follows, “On my way home one day I went down 
to the water’s edge as usual and was heading for the southern end 
when I espied a familiar face. I recognized the goatee and mustache 
of Lincoln Steffens. His small son and some other youngsters were 





370 








ELEMENTARY Scuoon Principas 











Carmel Mourns Dr. Jordan as 


Unhke most college presidents, 
—_— Dr. Jordan was well hked, re 
Fifty years ago, a young scient- spected and admired by the news 
ist, fresh from college, broke papermen. Those he liked, he 
through the thick brush and in would take into his confidence, 
astonishment looked out toward and many an interesting night 
the rugged Carmel] coast two or three of us have spent 
Never before dhe gazed with him, probing the universe 
upon such beauty, a haunting He talked freely on those eve 
splendor which shadowed him un- nings, sitting around his fireplace 
til he finally wrote the first de- Stmpped of the garb of a college 
scriptive article on Carmel. professor and of a scientist who 
This week they buried David must guard his tongue, he would 
Starr Jordan. From all sections of express his opinion on practically 
the world, thousands mourned him every subject from spiritualism to 
as a great scientist, educator and astrology. He too enjoyed those 
as a great man. Carmel mourns nights, for here was an avenue 
him as a neighbor, for his tall where he could unburden his 
figure was often seen as he walked mind and feel that he was among 
quietly-down Camino Real—then frends. z 
known as “professors” row.” Not once did those in the select 
Fifty years ago, David Starr crowd break hia confidence. One 
Jeten was making a survey for evening, he spoke until midnight 
the government. Little did he real- on immortality and next morn- 
ize at that time that this barren ing, coincidently, the city editor 
country over which he walked of one of the dailics asked the 
was to become famous as an art reporter who had been present 
colony—little did he know that to obtain an interview from him 
he, too, was to gain an inter- on that subject. What he had said 
National reputation. the night before could have made 
Jordan, the modern “discoverer” the front pages of almost every 
of Carmel, went back to Indiana newspaper in the country. But, 
university, where he received an instead, that afternoon, a con- 


By Herbert Cerwin 


ural scientist, he specialized in not know” variety appeared in 


FRIDAY, SEPTEMBER 25, 1931 







































One of Its Earliest Residents 


M.D. degree. Beginning as nat- servative interview of the “I do? 








icthyology and even up to the time the paper. 
his death was the leading For more than 
American authority on fishes, 
When he became head of 














mes, 
a the fn 











*Noug 
NORTH LIGHTS | froweh, wits 
” the b 
trees lock 
Textile Exhibition at thar Prvang been 
Ruth Waring Studio} [*¢reer, p 4 th 
i 


There is an old fairy story k 

about a child who was locked in n 
a room’ with hundreds of pretty days 
beads to string and set in order have 
before the fairy should return at j 
sunset; beautiful beads but an 
overwhelming task. Ruth Waring 
said she felt like this when the 




















Violinist Becomes Sheriff 


Heimann Weinstine playing at 
Denny-Watrous Gallery to-mor 
row night, is one of the few con- 
cert artists who has “IT” and 
“personality-plus.” His tour of 
Pacific coast cities has proved a 
stormy success. Overcome by the 

sheer emotional power of his 
‘OF violin playing, women have been 
known to faint, and the sheriff 
of Stanislaus County was so stir- 
red by the beauty of Weinstine's 
playing, he tossed his badge on the 
platform, and proclaimed the 
soloist deputy sheriff before every- 
body—it was the highest honor 
he could bestow. The author-* 
ization papers reached Weinstine 
next 

Weinstine 1s bringing back to 
the concert stage the glorious age of 
violin playing initiated by such 
prodigies as Mischa Elman, Zim- 
balist, Kreisler and others. Be- 
sides superb technic, poise and 
ample musicianship, he possesses 
the vital spark—the emotional 
urge that stirs an audience to its 
depths. Tomorrow night at the 
Denny-Watrous Gallery 1s “bar- 
gain mght ” We feel very certain 
that if Weinstine can be secured 
for Carmel again, it wilf be at a 
greatly advanced rate, and in a 
larger hall 

Following the Carmel perfor 
mance Weinstine leaves for an 











engagement with Minneapolis 














Figure 1—Clippings from Newspaper Prepared by Regular Staff 








 —_—— 





as 


cer en PrP net ¢ 














r > 
Tue Eveventrn YEARBOOK 371 


































PAGE EIGHT FRIDAY, MAY 29, 1931 


A BUSHEL OF WHEAT 


The Submarine Expedition in kinds of theories given con- a 

the Arctic cerning the cause of the depress- In lm 
Wilkins and his crew are on ion and yet no one really seems the yy e 
ja submarine expedition under the to know. Some say th~ 
ice in the Arctic. They plan to just feeling the re 
travel under the ice from New- world wae, whil- 

















































or age ge ogo to the western it Pn See 
side of the continent. If they ending ir af "Us, ab, “ls oh, 2 
succeed it will be a great aur + Enff | vine of Ps :a rat; phe ht 
ment, although it is a great risk. e Kve stof We y A fitists nel rial Rojn Sta, ne og Pla 
It may be possible in years to S Fehat traf Mew, 7 2)” of © our *onyat “ria lg 4 the 
make a route under the Ar- Ry Kery has bed Parag, peatidy the o; Quai e ligh,? ag, 
= S seople over-us: NOvap, M8 te, Nj Bhece Mt Sop Ag 
peop erusif - Vatin, ate Vin, Se, Rhe tep 
t Fat plan. Still th ue the®.the ‘ 0 the ~ Maj © the “te Was 
Colored Sid- Ep believes the cau dy, Ore, For Rees form vd Pre. Bene, 
I want black; fudustry owners who ai ‘ting * Ney, ‘ene’ , an 
MO Perhaps it is not og L al al] tits of % 
@ Zarmel, these reasons, buta J tio, Cap, 7° Socy? *n 
i Kern the of several or all the ots : . of 
new fome people think that the main, 7 pave Fp le 
wan ~ want red, and depression is mac in ee a Mays 
oth fne brick-like chalk has replaced much of ery a thing 
ro’ f colored. Personally 1 labor of the hard-workipg Tang. a/- 
it Pre ted brick, as it blends 2nd women. ‘ Vergy on 
wn the buildings of Carmel. Nes me, 
be a/. 


fhe black concrete wouldn't be 
satisfactory, as it would be too 
gloomy. What do you think? 












work of tw 
Ir the fac 
down the n 

Our Hard Times greatly. Mach 
The business depression seems vantages, but 








to be the - las tanic for have finally met 
conversatic PAGE TWELVE corning the 


times are 
serious, i 

































-; YS and 
OF it or d 
. u 
or yonags an : we 
i orn isco Sets OOK REVIEWS 
j "8anizari we 
rege ot reg 8 ny Ne 
~ OF o HF 3d OE HO os’ ; 
oe wi or each Al Tesh wot PEGA ae Seems Goenka te 
© the mae {tom now e Ko Moe 2 ON — so had time for amusement and 
¢ book begins with a play 


‘written by Gordon Bain. The ti- ports. = 
dle is “True to the Old Planta- | Babylonia oo = 
tion.” It tells of the freeing of b he Sea sores isan 
the slaves. Next is the Cave Pe- 9 y oe ch Bab a 4 
riod with original stories center- y Beer = nei aie Ge # 
ing about Cave life. These were Agr i ing. ¢ od le. The 
written by the pupils of the Sev- very congener “ Or he 
enth Grade. They told of their costumes and clothing of the peo 
ple were mostly 
































ly costumes and ways of liv - 

3 ig e section on Greece dealt 
in © ‘ ae é ~~ ies they were VEY with the life of the time = 
x 8 commen nike’ : .:..3 trayed in original stories. e 
go OO yet MH yasia aw at jee Son See Cage Greek art is very pronounced.| 
ost cls ~~ ghe DS evenine Egyptians, and the way they They used marble from the quar: 
oO ee Satvt aeco™ lived and worked, and how they *Y and made many uses of it. 

wn Galery ordet hee advanced toward civilization with 

9 : gn 0 . 











Figure 2—Clippings from Newspaper Prepared by Pupils , 











372 Eu -MENTARY Scnoor PRINCIPALS 








with him. . . . Mr. Steffens talked chiefly about education in 
Russia and the part children play in educating the adults.” 

A seventh grade pupil interviewed William P. Silva, who had pre- 
sented a lovely painting of Carmel Bay to the Sunset School, and 
wrote the following, “Mr. Silva’s simple rule of painting is ‘the 
right color in the right place.’ Couldn’t we make a beautiful world 
if we had Mr. Silva’s eye for color and his hand to put it in the right 
place?” 





Book reviews—N umerous books had been made, bound, and written 
by the pupils as a part of their social studies work. These books cov- 
ered a variety of topics such as the westward movement, transpor- 
tation, the progress of civilization, our country in relation to other 
countries, music, flowers, shells. The 7'reasure Book of the seventh 
grade contained an original play entitled “True to the Old Planta- 
tion.” Four negro spirituals and the use of the negro dialect enlivened 
the play and helped to make the setting natural. The books were care- 
fully reviewed and many interesting comments were made in the re- 
ports. The book reviews brought out clearly the type of social studies 
work carried on in the Sunset School. 


Student's opinion on art—It was not so long ago that students were 
not supposed to have an opinion on art. But now it appears that 
children speak with the authority of adults and, understanding the 
basic principles of art, are producing interesting creative art indica- 
tive of great possibilities for the future. Consider the comments of 
two eighth grade pupils. 

“There are of course two types of art—modern and otherwise. For 
my own use, I prefer modern art because I like the clear-cut, mechan- 
ical lines and incidentally, because I cannot draw things true to 
nature. But, as a matter of fact, nobody can, except the cameraman. 
I think that if one cannot be exact, one should not try the impossible. 
On the other hand, a good design will convey the idea the artist 
painted on his canvas.” . 

“Art helps people to have a better idea of color harmony. If you 
have a sense of harmony you will make your home beautiful and 
harmonious. It is nice to be able to make things that are beautiful 
because you can put your whole self into them.” 


Poetry—The Pine Cone has a column devoted to poetry. Now and 
then a poem from the Pine Cone appears in the Literary Digest. The 
pupils were willing to attempt to fill this column with poetry of their 
own composition. We had some very fine poetry to draw from by 
selecting from the files of the Sunset Glow but this thought was 
discarded as we wanted all the material to be new. The results were 
not displeasing although rather average. The poems were illustrated 
with fitting linoleum cuts. 








in 


re- 
ind 
the 
rid 
ht 


nd 
he 
ir 
by 
as 
re 
od 








Tue EveveENtrH YEARBOOK 373 








To illustrate the type of poetry which has been written by chil- 
dren I shall quote the following: 


PROLOGUE 
(Pageant High Lights in History Based on Activity Progress of Civilization) 


Our audience may think that we are being overbold, 
In truth, it is a mighty task, 
Our efforts please behold. 


Our aim is to express our thoughts 
On rise of mankind’s power; 

The art, the times, and subjects all, 
In this one little hour. 


The cavemen’s ingenuity 
And Egypt’s worship old, 
The simple beauty of the Greeks 
In ancient chorus told. 


Rome, proud mistress of the world, 
With Caesar at its head, 

Dark Age’s bloody battle fields, 
And death fires blazing red. 

Charlemagne crowned King of France, 
Napoleon in the scene, 

A glimpse of Merrie England 
With Bess, its Virgin Queen. 

All leading up to modern times . 
These olden episodes, 

Have paved their way to progress 
On forward pointing roads. 


Calendar of events—The local calendar of events was studied, the 
directors of the Carmel Playhouse and the Denny-Watrous Gallery 
were interviewed, and write-ups on the “Queen’s Husband” and the 
singing of the Russian basso, Vasia Anikeef, were adequately covered. 

Innumerable short news items suitable for the village news reel 
were turned in to the editors. 

The linoleum cuts were designed and cut out by the children and 
proved to be a very interesting feature of the paper. 

Conclusion—The effort on the part of the pupils brought the local 
press right into the swirl of pupil activities and scholastic work. 
The reaction of the editors and publishers was one of high approval 
and hearty cooperation which, as we know, means a great deal to a 
school. 

The interest of the children and their justifiable pride in their ac- 
complishment did much to emphasize the worth of scholastic achieve- 
ment. The reaction of the parents was much the same and the com- 
munity as a whole has expressed itself heartily in favor of the pro- 
gressive objectives of the school. 











374 ELeMeNtTARY Scuoot PRINCIPALS 





A SPEAKERS BUREAU IN NEWARK 
G. Sipney LEAcH 


Principal, Berger Street School, Newark, New Jersey 


HE NEWARK PRINCIPALS’ ASSOCIATION is an organ- 

ization of more than fifty men and women in charge of the city’s 
five senior high schools, three junior high schools, the elementary 
schools, industrial arts school, a boys’ continuation school, and a 
girls’ continuation school. As might be expected, such a group rep- 
resents a wide range of professional training and experience. Its 
ranks are made up of former city superintendents, high-school heads 
of departments, supervising principals from smaller communities, 
and a few who have come up through the city schools. 

This variety of experience has naturally been reflected in the work 
accomplished in the schools. It has also been evidenced in the variety 
and breadth of subjects discussed in the professional meetings of the 
organization. With such a wealth of experience at its command, the 
Association felt that it might be able to extend its usefulness by com- 
ing into closer contact with the community. As a means of carrying 
out this purpose, the Speakers’ Bureau was formed. 


The procedure—A circular letter was prepared setting forth the 
desire of the Association to be of greater service to the community 
by the discussion of problems in which school and community are 
vitally interested. This letter was sent to the principals, who were in- 
vited to cooperate by listing the topics on which they would speak. 
Over twenty responded, with a list of some fifty topics. Folders bear- 
ing the name of each speaker, his school, his home address and tele- 
phone number, and the subjects of his talks, were printed and mailed 
to over five hundred organizations in and near Newark. The folders 
bore this explanation: 


This Bureau has been established to aid churches, societies, clubs, and other 
organizations that may require the service of public speakers. The principals 
listed below will give their talks upon request, suitable dates having been agreed 
upon. It is suggested that organizations make arrangements for lectures by 
communicating with the speakers themselves, writing or telephoning as far in 
advance as possible. The Bureau chairman will be glad to give advice and in- 
formation relative to this work. 

No charge is made for this service in Newark and vicinity. 

The speakers will express their own personal views. They do not speak 
officially for the Association. 


Some of the topics discussed were as follows: 


How Criminals Are Made 

Building a Character 

The School and Its Allies 

Student Participation in School Management 
The Playground as a Community Asset 


wo 


——— 





gan- 
ity’s 
tary 
id a 


rep- 
. Its 
eads 
ities, 


vork 
‘lety 
r the 
. the 
-om- 
ying 


the 
nity 

are 
e in- 
eak. 
ear- 
tele- 
iuled 
ders 


other 
ipals 
reed 
s by 
ir in 
d in- 


peak 








Tue ExveventrH YEARBOOK 37 


| Or 


The School and Character Training 

The Problem Boy 

Progressive Education 

Better Supervision for Employed Youth 
Humanizing the Parent-Teacher Relationships 
Vocational Guidance 

Parenthood 

Your Boy 

Dad’s My Pal 

Social Conditions in City Schools, Activity Schools 
The Cooperative Group Plan of Organization in Schools 
Can Personality Be Improved? 

When Children Accept Responsibility 


The Bureau has been operating for several years. The response 
to its offer has been such that a continuance of its activities is felt to 
he justified. One principal has spoken at least twenty times during 
the past year. Another has made eight addresses. The majority on 
the list have accepted invitations to deliver several talks during the 
year. Parent-teacher associations, men’s clubs, women’s clubs, and 
church and civie organizations, among others, have availed them- 
selves of this service. Some of the addresses were delivered over the 
radio. About three years ago the principals supplied speakers for 
fifteen minute talks weekly for several weeks. 


The results—First, the audiences become acquainted with prob- 
lems vital to the welfare of the child. as seen from the angle of the 
school administrator. Sympathy with the viewpoint and aims of the 
school, and cooperation in carrying out its purposes, are a result of 
this enlarged understanding. Second, the Bureau plan gives prin- 
cipals an opportunity to go outside of their schools and to perform 
a service to the community. Third, and equally important to the 
principals, is the inspiration that comes from contact with inquiring 
citizens who are favorably disposed towards the schools and eager to 
keep themselves abreast of progressive educational thought. 





LEMENTARY SCHOOL PRINCIPALS, because of 

their training and experience, and due also to the fact 
that they hold key positions, have a distinct prestige in their 
relations with leaders of parent-teacher associations. The in- 
fluence they may, and frequently do, exert upon the quality 
of programs and service is of considerable importance.— 
Ellen C. Lombard, Chapter VY. 




















376 ELEMENTARY ScHooLt PRINCIPALS 





A WEEK FOR VISITS FROM PARENTS 
Arvin N. DONNER 


Principal, Franklin School, Port Arthur, Texas 


RANKLIN’S BIRTHDAY on January 17 provides a very suit- 

able time for open-house week. We have found that parents do 
not visit school unless a special invitation is given them. The few 
times parents visit school is usually when a special extracurriculum 
type of activity is going on, such as a football game or an auditorium 
program. What we want them to see is the regular everyday work 
as well as the special or “showy” activity. 


Plans and procedures—A committee of teachers, with the princi- 
pal, work out the program for Franklin Week. These plans differ 
from year to year but the following serves as a typical week’s pro- 
gram: 

Benjamin Franklin Week 
Franklin School Port Arthur, Texas 


Poors for > "eek 
Monday: Program for the Week 


8:30 a.m.-4:15 p.m.—Homeroom Visitation Day 
Kindergarten—Webster building 
Primary grades—First floor, Franklin building 
Intermediate grades—Second floor, Franklin building 
Tuesday : 
&:30 a.m.-4:15 p.m.—Visitation of Special Departments 
Physical Eduecation—Nurse’s office 
Boys’ gymnasium 
Girls’ gymnasium 
Swimming pool 
Playground 
Shops—Industrial Arts 
Forge 
Foods classes 
Clothing classes 
Home-making classes 
Library 
Art 


Wednesday : Music 


7:00 p.m.-9:30 p.m.—Open House Night 
Home room exhibits 
7:00 p.m.-9:30 p.m.— Shop display 
Home economics display 
Art exhibit 
7:00 p.m.-7:30 p.m.—Girls’ swimming exhibit for mothers—pool. 
8:00 p.m.-8:30 p.m.—Physical education exhibit (boys and girls)—audi- 
torium. 
8:30 p.m.-9:00 p.m.—Boys’ swimming exhibit for fathers—pool. 
Thursday : 
Faculty Night—Banquet: Toast program, “A Trip around the World.” 
Friday: 
8:00 p.m.—Auditorium Night 
Play by Dramatics Department: “A Basket of Wishes.” 








uit- 
; do 
few 
lum 
lum 
ork 


nci- 
ffer 


TO- 


ding 


idi- 








THe Eveventn Yrarsook 377 


At this open house, besides special invitations to parents and pa- 
trons, the members of the school board, superintendent, supervisors, 
and staff officers are given special invitations. Invitations may take 
one of several forms. Sometimes the art department prepares a spe- 
cial card or booklet with the invitation, or short letters are written 
by the pupils to their parents. At other times more formal invita- 
tions are sent out from the principal’s office. On this a schedule of 
events for the week is mimeographed and sent home so that parents 
will have before them the activities for the different days. 

Newspaper articles appear in the Sunday edition of the city paper 
and during the week some item of interest regarding Benjamin 
Franklin Week is given publicity. We find that the local newspapers 
are always ready to carry school news. If a reporter cannot call at 
school the city editor asks for a page or two of facts regarding the 
school activity which will aid him in his news story. 

Pupils are urged to bring their fathers and mothers to open-house 
night. The children act as hosts and hostesses in escorting the parents 
from room to room, in explaining school routine, in introducing them 
to principal and teachers, and in showing their own work on exhibit. 
This occasion is one when the child is more familiar with the sur- 
roundings than his parents, and therefore more at ease than his guests. 
The pupil gets actual social development acting as host. 

There are two policies regarding exhibit work which we always 
follow: (1) that the material on display shall be the regular work 
of the school children, and (2) that there shall be some work from 
every pupil. It is impossible to have all of the materials displayed 
on charts in the halls or in the classrooms but on every pupil’s desk 
will be found work of that pupil. In a platoon school where pupils 
from two platoons use the same desk, this, of course, must be shared 
ly both pupils. Parents take a casual look at the exhibit on the walls 
Lut they always make a close inspection of the work of their child, 
if it is stacked on his desk. 

During the evenings of open house different methods have been 
used to inform visitors of some of the school activities carried on. 
The Home Economics Department has served cookies to its guests and 
has put on display the dresses and garments made in the sewing 
classes. At times they have had a table properly set for breakfast 
or luncheon, exhibited lunches for overweight and underweight peo- 
pe, displayed toys for children, or furnished and drawn plans for 
interesting bedrooms. 

In the woodworking and forge shops articles are displayed, show- 
ing the article in the beginning process, when it is partly made, and 
when finished ready to be taken home. In the physical education 
department actual classes participated either in the gymnasium or 
on the auditorium stage. Here the work of the nurse and health in- 
spection is shown. Pupils give demonstrations of work on gymna- 











378 EveMeNtary ScHoot Principals 
sium apparatus; group calisthenics, tumbling, folk dancing, or games. 
In the swimming pool the different swimming strokes are demon- 
strated by boys and girls. Short swimming dashes, dives, under- 
water swims, and water stunts are demonstrated. At one time a water 
basketball game was worked out by the swimming instructor and 
given as swimming free play. 

One evening is always devoted to auditorium activities. ‘These pro- 
grams may take the form of a dramatic play, a musical operetta, or 
a combined program to show visual education, citizenship work, 
music, and dramatics. To vary the week’s activities sometimes a 
Fathers’ Night and Mothers’ Night are scheduled. Invariably all of 
these activities are free, for the school is host to the parents. One 
year, however, as an added activity we held a commercial art exhibit. 
An exhibit of our own work in art was being held at the same time 
and parents were at liberty to visit the pay commercial art exhibit if 
they so desired. 

One feature of Benjamin Franklin Week which has proved quite 
successful is a night given over for the faculty banquet. Neither 
parents nor pupils are invited to this affair but school officials and 
the board of education become our guests. This is one time during 
the year when contact between school officials and faculty is made 
on a social rather than a professional basis. This banquet has the 
same effect for better acquainting teachers and the school board 
members that the open-house night has in better acquainting teachers 
with parents. 


Conclusion—We feel that Benjamin Franklin Week is very worth- 
while. It motivates the school work. It is good training for pupils, 
and it gives parents an opportunity to see work that has been done 
and work actually in operation. It gives these parents a chance for 
comparing work of their child with other members of the class. It 
acquaints them with the work done in schools of today. It gives them 
opportunity to make suggestions and receive aid. 

Open house makes it possible for teachers, in turn, to display pupils’ 
work and show presentday methods of teaching. Teachers have an 
opportunity to return the hospitality to parents which may have been 
given them when they were guests in parents’ homes. Open house 
also affords an opportunity for teachers to make friends with parents 
of pupils other than their own. 

The home and school are only two of the several phases of the 
large community life in which the child lives, but they are two of the 
most important. A correlation between them and a right under- 
standing must exist to bring about the favorable friendly results 
which a school administrator desires. A week of school visitation by 
parents helps to strengthen this bond of school friendship. 


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Tue EveventH YEARBOOK 379 





PUBLICITY THROUGH MUSIC 


ELMER SWEDINE 


Principal, Elementary School, Enumclaw, Washington 


N ANNUAL ALL-SCHOOL PROGRAM is very successful in 
establishing wholesome relationships between the school and the 

community. A very important consideration for all elementary prin- 
cipals is that the public should be “sold” on its elementary school, 
and it is unquestionably one of the duties of an elementary principal 
to “sell” his school to the community. Several educators have already 
pointed out various ways and means by which this can be accom- 
plished. It is the purpose of this article to describe how a musical 
program has been used to enlist community interest and support. 

In an elementary school of 635 pupils including grades 1 to 6 in- 
clusive, and a kindergarten of 40 pupils, with a modified platoon or- 
ganization of 12 classes in grades 3 to 6 with 19 teachers, a musical 
program has been developed to replace the operetta. In the past, dif- 
ficulty was experienced in selecting an operetta suitable for the afore- 
mentioned school organization, and it was always found necessary 
to supplement the operetta with dances, choruses, and other features 
in order to include a large number of pupils. The operettas also pre- 
sented the problem of using regular class time for the training of 
pupils, and pupils were deprived of full-time instruction in regular 
subjects. 

In order to overcome this difficulty of finding a suitable operetta, 
a musical program, which for convenience was called the Grade 
School Musical, was planned and developed. In the discussion which 
follows, the advantages of this new type program will be presented 
as well as its relation to the regular school program and the part that 
it plays in “selling” the school to the community. 


The musical program—The present musical program is developed 
through the music and physical education departments. The physical 
education program in the elementary school is organized with one 
day per week devoted to health study and instruction, two days to 
plays and games, and two days for folk dances. This unique physical 
education curriculum makes possible the utilization of folk dances 
in the annual school entertainment. Preparation for the entertain- 
ment does not encroach upon time allotted to the regular school sub- 
jects, with the possible exception that an acttvity period is utilized 
for the development of special leading parts or speaking parts. 

The following is a copy of the program given in the spring of 1931: 


1. Grand Opera Selections--~------------------------ Grade School Orchestra 
eit Meo arin baer es ae ee Grades 4, 5, 6 
3. Gathering Peascods (English Folk Dance) -~---..--------.--.------ Grade 3 
4. Violin Solo, “Cradle Song” 











380 ELEMENTARY ScHooL PRINCIPALS 





5. Rhythm Band “Parade of the Wooden Soldiers” _~ ~~~ ~---------- _._-Grade 1 


’ 

Ce NE oo ceca cceccaneasemaekocasasees _.-Grade 5 Girls 
es RN I og nc ental cise rnlceonamaaatee Grade School Orchestra 
Pir ees RINNE Si ncn anata nomenon Girls’ Glee Club 
. Thete Was on Old Man (Clee) ..2622222..2256262.650260065- Grade 6 Boys 
10. Trumpet Duet, “Roses of Picardy” 

li. Canrdae (Hungarian Folk Dance) ..........................-....- Grade 4 
NS RIE ere ree eS Grade 2 
a a oe ea ee eee Grade 6 Girls 
BG. Bmerscensiation (Medley) ...................-..-4 Grade School Orchestra 


The above program was given in about one and one-half hours, 
and more than 250 pupils were in the performance. 

The reader’s attention is called at this point to the flexibility of this 
tvpe of program due to the abundance of folk dances and musical 
selections that can be selected for it. The ever-increasing amount of 
material in the field of music and folk dancing eliminates the neces- 
sity of duplications from year to year. 


Publicity—The local papers are very generous in publishing re- 
ports of the progress of plans approximately two months before the 
date set for the performance and, in a final article, giving the names 
of all the children who are to appear. In addition an advertisement 
is placed in the local papers by the school. One of the local banks 
also calls attention to the program through its regular advertise- 
ments. Two days before the date of the musical, mimeographed copies 
of the program are sent home with the children to the parents. A 
matinee is given the day preceding the evening entertainment, which 
in reality is a dress rehearsal. This matinee performance gives all 
the students in the local schools an opportunity to attend, thereby 
relieving congestion at the evening performance. In addition, the 
pupils, who see the entertainment in the afternoon, carry a discus- 
sion of it into their respective homes, which in turn arouses greater 
interest in the community. 


Attendance—Attendance at the musical is a very important item 
to stress. As has already been outlined, every effort is made to get 
everyone in the community, who is able, to attend. For this reason 
the price of admission is kept at a minimum and as a result of all 
these contributing factors a large audience is enjoyed. 


Conclusions—This type of entertainment has been found to have 
many features in its favor. It has proven so successful that it will 
be repeated in the future. The mustcal has the following advantages : 


1. It can be developed without loss of time from regular classroom work and 
as a part of the regular school program in that it is a sampling of work done 
during the year by the music and physical education departments. 

2. Regular classroom teachers are relieved of the responsibilities of the pro- 
gram and assist only with costuming and supervision of the children in the 
dressing rooms before the performance. 








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Tue EveventrH YEARBOOK 381 


3. A large number of pupils of many different ages can take part in the 
entertainment. 

4. There is no need for special scenery. 

5. Production costs are nominal and it is a good source of revenue. 


In its relation to bringing the school and the community together, 
the following conclusions may be made in its favor: 


1, On account of the large number of pupils accommodated, interest is wide- 
spread, and a large number of parents come to the school. 

2. Parents are entitled to see genuine school work and the musical is effective 
in advantageously displaying actual musical and physical education work. 

3. The use of national folk dances facilitates pleasing the parents in that folk 
dances that correspond with the national origins of the community may be 
utilized. 

Finally, the writer acknowledges his indebtedness to the musical 
director of the entertainment, for its organization and production. 
It is sincerely hoped that this article will help solve some of the en- 
tertainment problems of other elementary principals, thereby assist- 
ing them in establishing wholesome relationships between their 
schools and their respective communities. 





HE VISITING TEACHER is a comparatively new 

arrival in the field of education. Her appearance marks 
a new emphasis in education, an emphasis that places respon- 
sibility on the school for the development of the child’s per- 
sonality as well as the development of intelligence. The 
school of today has broadened its scope and no longer is 
willing to confine itself to the three R’s. It has dedicated 
itself as well to teaching the child how to live in harmony 
with himself and those about him, thereby enabling him to 
attain full use of his capacities—Elizabeth H. Dexter, 
Chapter IV. 























382 ELEMENTARY ScHoot PrINcIPALs 





AN ACTIVITY IN SCHOOL PUBLICITY 


Ira J. AREHART 
Principal, Robinson School, Detroit, Michigan 


HE PURPOSE of this article is to describe a school activity 
which helps to establish cordial relations with parents, and in- 
forms the community of the educational work being done by the 
schools and of the physical conditions under which the children 
work. We have used this community activity idea, with variations, 
for the past three years at the Robinson School with marked success. 
Our school with an average enrolment of sixteen hundred pupils is 
composed mostly of American families in medium financial circum- 
stances. It is an average community such as is found in most any of 
our large cities. We have in the school what is known as the platoon 
organization of twenty-four sections including all the grades through 
the eighth, and eleven special classes outside this organization. 


Our publicity activity—Desiring to encourage personal acquaint- 
anceship among the teachers and parents we set to work upon a 
publicity activity which would include the entire school and would 
continue through the semester. We wanted some means by which 
we could reach effectively a very large percentage of our patrons. 
Obviously, such an activity has (1) the instructional aspects with 
the children, and (2) the presentation aspects with both parents ancl 
children present. It is necessary to present the instructional side by 
reproducing a copy of the outline of an activity: 


THE WoRLD ON PARADE 
PEOPLE EDUCATION INDUSTRIES TREASURES I. NTERTAIN MENT 


Great, wide, beautiful, wonderful world, 
With the wonderful water round you curled, 
And the wonderful grass upon your breast— 
World, you are beautifully drest. 


You friendly earth! how far do you go, 
With the wheat-fields that nod and the rivers that flow, 
With cities and gardens, and cliffs, and isles, 
And people upon you for thousands ef miles? 
—-William Brighty Rands 
I. Aims 
A. To lead pupils to the discovery and the appreciation of the part played 
by different nations in today’s progress of the world. 
B. To acquaint the community with work being done in the school and 
the physical conditions under which the children work. 
II. Suggestive outline of points to be considered 
A. To study the type of industries, pleasures, educational systems, and 
governments of different peoples of the present time. 
B. To study habits, customs, and other characteristics of the peoples of 
different nations. 
C. To learn what is being contributed by different peoples to the progress 
of the world at present time. 








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D. To discover the forces (natural conditions, climate, ete.) which influ- 
ence the peoples of the world to act as they do today. 
KE. To lead the pupils to a more complete understanding of the peoples 
throughout the world which will lead in time towards world peace. 
III. The final outcome will be a growing exhibit 


Using the above outline as a guide each teacher writes a brief 
statement of what her homeroom or subject will contribute to the 
activity. These outlines of the teachers are based wholly on the local 
courses of study. The teacher’s suggestions together with a large 
poster are displayed in a convenient place where all teachers may 
have access to them. The work of the different departments (i. e. 
art, science, literature, health) is closely correlated with the audi- 
torium activities. Our efforts culminate in four or five public demon- 
strations of actual school work in the auditorium. These are not 
special programs but regular school activities given by different 
grades or sections to permit as many of our pupils as possible to 
participate. Rather, general participation arouses a high degree of 
interest in our school work on the part of both children and parents. 
In connection with the last public performance of the program we 
have an exhibit of the school work of the closing semester. This ex- 
hibit shows as far as possible the work in all activities, including the 
subjects : health, art, literature, music, science, reading, writing, arith- 
metic, spelling, nature study, and the special classes of open-window, 
English, and manual arts. Each pupil makes at least one contribu- 
tion in at least one subject to the exhibit. 

Since the school auditorium seats about three hundred, it is diffi- 
cult for us to entertain satisfactorily more than that number at one 
time. Invitations, written by the pupils, are sent to those parents 
whose children are in the grade scheduled to appear in a particular 
program. These personal invitations ask the parents to spend the 
afternoon in school as our guests and to observe us at our work. In 
this way we reach a great many more parents during the semester, 
since they attend more frequently when their own children are par- 
ticipants in the performance. 

At each public performance the parents are assembled in the audi- 
torium to hear a short explanation of the platoon school organization 
and of the seven cardinal objectives of education. After this short 
explanation the visitors are entertained by a program which is made 
up of the actual work being done in our different departments. The 
following is one of the programs which was given: 


A Goop CITIZEN’s HoME 


Number Grade Performing 
1. Obedience—Playlet, “In a Minute.”----------.._.--..-----.. Sec. 6 
2. Helpfulness—Playlet, “Contrasts.” ------------------------- Sec. 23 
: Poem, “The Quest.” 


3. Team Work—Drill and song, “Old Oaken Bucket.” _..-___-___ - Sec. 13 











384 ELEMENTARY ScHOOL PRINCIPALS 





4. Cleanliness—Dance and Song specialty. --------------------- See. 24 
Poem, “Prayer for This House.” 
5. Honesty—Playlet, “Seven Cranberries.” _~_--.---------------- Sec. 20 
“Old Folks at Home.” 
6. Thrift—Playlet, “Billie Bates’ Bicycle.” ~......_------------ See. 18 
Solo, “Just a Cottage Small.” 
7. Loyalty—Playlet, “Who Liveth Best.” ~.......__-_----------- Sec. 6 


Poem, “Only a Baby Small.” 
Solo, “Yours and Mine.” 
. Self Control—Poem, Kipling’s “If.” 
9. Safety—Playlets, “Candymakers” and “Careful Mothers.’’_---~- See. ¢ 
Song and drill. 
Solo, “Homing. 
be, Choertalnone—Bome ene Orit... .....2.....222....~.....-..-... Sec. 
Poem, “Our Home.” 
11. Finale—Song, “Home, Sweet Home.” 


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Following the entertainment we invite our guests to go with us 
for an inspection of the school plant. For the inspection the visitors 
are divided into small groups so we can answer readily any questions 
concerning the administration of the school, or about the instruction 
and the physical conditions under which children are housed during 
school hours. We always make a special effort to show visitors the 
heating and ventilating system, pointing out the care taken to pro- 
vide the optimum conditions under which children should work. 
The tour of inspection is highly instructive to taxpayers who often 
remark: “This is the first time I ever saw or knew there was so 
much to a school plant.” Visitors are also impressed with the work 
being done in the open-window room, the speech correction classes. 
the lip-reading classes, and in the special class for the slow-learning 
pupils. 

After this general inspection of the entire school the visitors are 
taken for the remainder of the day to the classrooms of their respec- 
tive children. Here they observe the actual instruction. They are 
encouraged to ask questions relative to the progress of their children 
and to discuss any means whereby they may be of assistance. 

The parents are deeply interested in teaching as evidenced by the 
number and variety of questions asked. For example, “Why is not 
arithmetic taught in the first grade?” “What method is used in teach- 
ing reading in the first grade?” “What is meant by individualiza. 
tion and how is it used in instruction?” “How do you read the prog- 
ress charts?” Questions are not confined to instruction only, but in- 
formation is asked for as to the cost of school buildings, the cost of 
equipment, and the method of ventilation. 


Conclusion—F rom our experience we have come to the conclusion 
that the community benefits in the following eight ways: 

1. Establishes a sympathetic bond of understanding lsetween the 
teacher and the parent. 











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Tur ExevenroH YEARBOOK 385 





—— 


2. Stimulates added interest in school activities on the part of 
parents, teachers, and pupils. 

3. Improves morale of both teachers and parents which has great 
influence for better teaching. 

4. Gives taxpayers an understanding and an appreciation of what 
is obtained for their money. 

5. Tends to make the school the center of community activities. 

6. Gives principal and teachers greater opportunity for guidance. 

7. Enlightens the parents regarding objectives of our educational 
system, which helps the pupil to develop in himself as far as possible, 
those ideals, purposes, and powers most worthwhile to society. 

8. Stimulates and encourages the teachers to do their best teach- 


ing. 





HE PRINCIPLE is generally accepted that the schools 

of today should be closely attuned to the community’s 
life. Differences of opinion arise as to how community-school 
relationships may be established and maintained with the 
maximum benefit to children. 

At one extreme are those who would allow commercial es- 
tablishments, welfare agencies, and various “improvement” 
groups considerable freedom in the school system. At the 
other extreme there are educators who would close the doors 
of the schools to all “propaganda” or influences which appear 
“ditorial Committee, 





foreign to the purposes of the school. 


Chapter IT. 




















386 ELEMENTARY ScHoot PRINCIPALS 





A CHILDREN’S FAIR 


ADELE M. OUTCALT 
Principal, Garfield School, San Diego, California 


URING THE LAST TWENTY-FIVE YEARS, many educa- 

tors have come to the conclusion that since the home no longer 
gives the child many life experiences, the schoo] must provide substi- 
tutes. Asa result, the courses of study were filled with units of indus- 
tries and occupations, excursions to industrial centers were recom- 
mended, and an activity program provided. In the schools the funda- 
mental processes have been revived so that children may weave, grind 
wheat, bake, make butter, and do many other things that their fore- 
fathers did in the home. Teachers with enthusiasm are able to help 
children to reconstruct the pioneer days and the children are able 
to do creative work under expert leadership. 

Splendid as our “activity program” is, the processes tend to be arti- 
ficial, even under the best conditions. The teacher’s leadership, in a 
crowded room of forty pupils, is apt to become dictatorship. Since 
the school, through no special fault of the teacher, cannot attain the 
ideal, the question may be raised: Should the home help to provide 
the child with opportunities for self-activity’ At home, the shop, 
the art corner, and the cabinet for collections should occupy a large 
part in the child’s life. Countless opportunities exist in the home for 
the child to do creative work in response to an inner urge and com- 
mensurate with his development. 

An exhibit of creative homework—The school faculty had given 
considerable thought to the problem of turning the leisure time of 
pupils to creative uses. What do children make when they follow 
their own inclinations at home? What can they accomplish alone 
and with the ordinary materials available at home? 

The discussion led to a plan for a children’s fair to exhibit articles 
made at home. The idea was communicated to the parent-teacher as- 
sociation. The president of the council of parents and teachers of the 
city approved of the idea and appointed the city chairman of recrea- 
tion as the head of a committee to make detailed plans. Recreation 
chairmen of the local parent-teacher organizations became members of 
the central committee. Several principals and some teachers who by 
reason of the subjects they were teaching (i.e., teachers of arts, crafts, 
and domestic science) were asked to help with the plans. The art 
supervisor, the nature study supervisor, and the head of the visual 
education department were also made members of the committee. 

Special committees were appointed to find a place to hold the ex- 
hibit, to secure facilities for displaying work, and to enlist the daily 
press. Letters were written to the presidents of all local parent- 
teacher associations as well as to the principals of the schools, advis- 
ing them of the plans and soliciting assistance. Principals were told 


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Tue ExeventH YEARBOOK 387 











that no articles made at school would be accepted for the exhibit. 
However, all finished articles were to be brought to the school and 
members of the parent-teacher association were to get them to the 
place of exhibit. Articles for the exhibit were considered under the 
following heads: woodwork, needlework, cookery, arts and crafts, 
fine arts, collections, garden products, inventions, manuscripts, and 
miscellaneous. 

Great interest was manifested by all members of the school system. 
The superintendent made valuable suggestions. Among them was the 
recommendation that no prizes or awards, not even ribbons, were to 
be used. This procedure did away with much heartache and envy 
on the part of children whose work would not have been singled out 
by such recognition. Futhermore, it was not necessary to insist that 
the work be wholly the child’s, without direction or advice from 
an older person. It was generally agreed that if Johnnie made an 
airplane with the assistance of his father, this was highly desirable, 
providing the fact was indicated on the label. 

Handbills were distributed to the children of all the schools inviting 
them to make things at home for exhibition. Although the children 
had only a short period in which to work, it was interesting to find 
that upward of a thousand exhibits were entered. The hall selected 
for the exhibit adjoined the rooms occupied by the visual education 
department, a fortunate arrangement since the staff of the depart- 
ment was interested and helped materially to manage the event. 

Products were placed according to the classification scheme. The 
largest space was given to the woodwork department owing to the 
large number of exhibits. It was interesting to note the wide range 
of models of boats, airplanes, bird houses, coasters, doll furniture, 
doll houses, and toys. Possibly the most original article in the tov 
group was an automobile. It was about four feet long and large 
enough for a small child to sit in. It’s wooden body was covered 
with a canvas and painted a dark red. Fenders were made of tin cans 
straightened out and bent along correct lines. A heavy screen simu- 
lated the front of the radiator, where an auto club emblem gave a 
realistic touch. An old scooter furnished the wheels and a toy wagon 
wheel bound heavily with tape was the steering wheel, which moved 
the wheels of the vehicle. Ends of tin cans made the lights and an 
exhaust pipe (origin unknown) protruded rather prominently at 
the rear. On being questioned as to the make of the machine, the 
maker said, “It’s really an Auburn, but T call it ‘Speed King’.” This 
automobile came nearest to what had been in the minds of those who 
originated the exhibit plan because the boy had utilized the materials 
at hand, had worked with little or no assistance, and had felt all 
the joy of the creative impulse. 

The second largest group of articles was the needlework depart- 
ment. Embroidered scarfs, table runners, towels, were there in great 











388 ELEMENTARY ScHooL PRINCIPALS 





numbers. There were also patch quilts, boudoir pillows, a camp fire 
costume, a rag doll, and some doll dresses. While the department as 
a whole showed little originality, many individual exhibits showed 
considerable thought. 

Some very fine looking cakes, pies, and jellies were exhibited in the 
cookery department, most of them made by little girls of eight and 
ten years of age. The garden products included fresh vegetables and 
cut flowers, from gardens tended by children. A miniature garden 
in a pan made by cutting a five gallon oil can lengthwise, was the 
most original exhibit. 

Among collections, there were stamp books, pressed flowers, shells, 
rocks, and an unusual collection of buttons. One large stamp collec- 
tion was particularly attractive to the boy visitors. 

The arts and crafts department had well-made articles that showed 
previous training. There was, however, little originality shown. 
Crepe paper dolls and flower pillows were not lacking. Under fine 
arts, the soap carving was outstanding, but the pictures reflected the 
school training. Some stories and poems were submitted as well as 
a book of plays by a girl of twelve. 

How did this children’s fair help the community ?—The child who 
contributed to the fair derived the satisfaction that comes to any- 
one who contributes his talents unselfishly to a public cause. His co- 
operation helped to create something that was considered worthwhile 
by his elders as well as by his fellows. Such a feeling develops self- 
respect and stirs the beginnings of civic pride. 

The children, who were only visitors to the fair, manifested inter- 
est which probably led them to make things at home. Teachers 
learned from the exhibit. They gleaned from it some of the real in- 
terests of children and what children can do without direction. Per- 
haps they were interested to see to what extent our school instruc- 
tion carries over into the self-activity of the child. Mothers and 
fathers who visited the fair were awakened to a greater insight into 
the use of a child’s leisure time. To the parent who had provided no 
opportunities for creative work for his children the exhibit was a 
revelation. Parents who had given some thought to children’s leisure 
time doutbless found many suggestions that were helpful. 

The parents who served as hosts and hostesses at the exhibit must 
have gained even more than the casual observer in appreciation of 
the meaning and value of creative work of children. These parents 
had the advantage of the discussions in committee meetings and 
gained therefrom a greater understanding of educational practises. 
In a time when the radio, the movie, and the auto threaten to occupy 
the “lion’s share” of our leisure time, it is important that leaders 
in the community make an effort to promote ways in which we may 
engage not only in passive enjoyment, but in activities which demand 
self-expression. 





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Tue EveventH YEARBOOK 389 








SOME OUTCOMES OF PUBLIC EVENTS 


Rurus A. DUVALL 
Principal, North Birmingham School, Birmingham, Alabama 


UBLIC SCHOOL entertainments and exhibitions are of incal- 

culable importance because by no other means can the activities 
and accomplishments of the public schools be so permanently and 
deeply impressed. That the deepest and most lasting impressions are 
gained through sight is an educational principle that applies well in 
keeping the public educated as to school activities, procedures, and 
accomplishments. 

These public entertainments and exhibitions provide (1) a su- 
perior type of patriotic education; (2) a medium or channel for 
publicity through which the interest and support of the general 
public may be had; (3) a means to community solidarity among 
the adult citizenship as well as among pupils; and (4) an opportunity 
for self-expression for many students. 


A superior type of patriotic education—There exists a superior type 
of patriotism and interest in one’s own school, community, and na- 
tion that is without the deceiving sound of fife and drum. It is with- 
out the unbalanced enthusiasm that comes from an unfurled flag. 
To encourage in youth a type of patriotism that seeks to build one’s 
own life without the destruction or unhappiness of another is one 
of the tasks of the public schools. One effective way to the develop- 
ment of this superior type of patriotism and community conscious- 
ness is through the dramatic effects of school entertainments and ex- 
hibitions. A notable example of the effectiveness of dramatization 
has been illustrated so well by outstanding moving pictures that the 
point needs no further comment here. 

Furthermore, children do not forget having been a part of a school 
program and parents feel gratified when their own children take part 
in community projects. To have as many children as possible feel im- 
dispensable in school entertainments and to have as many parents as 
possible assigned tasks to perform on these occasions are indirect, 
therefore effective ways of teaching patriotism. Participation builds 
a feeling of interest and ownership. 

A medium for publicity—Successful school superintendents the 
country over, as well as instructors and students in school adminis- 
tration, are agreed that the support and the progress of the public 
schools are dependent upon how well the public is informed. Not only 
the parents of children in the schools but every citizen should be 
interested in the progress and activities of education. 

Public schools had their inception in the democratic and altruistic 
conviction that society should provide for the education of all the 
children whether or not the taxpayers were direct beneficiaries of 











390 ELEMENTARY ScHoot PRINCIPALS 





the schools. This principle is still basic in public education and edu- 
‘ators should not forget that they are responsible to all the people. 
The schools belong to the people and the latter as investors are en- 
titled to know all about their expenditures. 

A direct way for teachers and administrators to make their report 
of progress to the people is through school entertainments and exhi- 
bitions. In this way, all of the citizens can be attracted to the school. 
It is self-evident that the more the public knows about the schools 
the more willing it will be to support them in every way. We shall 
never be able to get the public to sit in our classrooms long enough 


to see the instruction, but a beautiful entertainment or an interestin’ 


exhibition has an almost universal appeal. Furthermore, a well- 
planned evening contributes something to the appreciations and 
satisfactions of people. We all tend to support what we enjoy. 


Community solidarity among adults and pupils—Public school en- 
tertainments promote community solidarity by appealing to the com- 
munity consciousness and by requiring large numbers to work to 
gether cooperatively. These are occasions when all citizens, regard- 
less of religious or political beliefs, are brought together in a common 
interest. The aftermath of a great school entertainment leaves the 
“north siders” and the “south siders” less divided against each other. 
It leaves community spirit as differentiated from class spirit. It has 
in it a great “get together” influence. Many who would otherwise 
remain strangers get acquainted, and, in a larger sense, the whole 
community becomes acquainted with itself. 

A successful school entertainment is an occasion for satisfaction 
and pride to all who participate as well as to all who attend. It has 
a wholesome socializing influence that promotes harmony in al! 
community relations as well as in the relations of the community 
with the school. Common enjoyment makes for understandine be- 
tween youth and adults. 

An opportunity for self-expression—The impression through ex- 
pression is an educational axiom that should be recognized more than 
it is in school activities. To provide opportunity for self-activity and 
self-expression is one of the biggest demands on education. It often 
happens that a school entertainment marks an epoch in the lives of 
many of the performers because from that day they realize the im- 
portance of ease and grace in action, as well as dignity and poise 
in appearance. A purposeful school entertainment, constructed <o 
as to use hundreds of children, is one of the best known vehicles 
for giving an outlet to the innate desire for self-expression. Mass 
participation is the keynote to the success of these public functions. 

Examples of purposeful school events—¥or the past ten years the 
North Birmingham School has given two entertainments each year, 
one in the fall and another in the spring. The general plan has been 











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THe Enevenru YEARBOOK 391 


to arrange a comprehensive entertainment with as m: any departments 
as possible contributing. For instance, the playground has usually 
furnished a twenty-minute program of dances, stunts, and drills. 
The music department has provided twenty minutes of entertain- 
ment through vocal and instrumental numbers. The library has con- 
tributed by dramatizing some familiar story like Z’om Sawyer, The 
primary grades, in these entertainme nts, have always been prolific 
with Tom: Thumb weddings, Wedding of the I lowers, Coming of the 
Birds, or similar activities. 

There has been in each program an opportunity for the manual 
training, domestic science, and art departments to exhibit their 
work. In manual training the exhibit consisted of various articles 
made in the shop, including toys, pieces of furniture, and other 
articles of handicraft. The exhibit in domestic science included pos- 
ters, health charts, prepared food, and articles of clothing. The ex- 
hibit of the art department has been most interesting and attractive, 
including the classroom work of that department over a period of 
time. 

By setting up our purposes in these programs months in advance 
we have been able to successfully motivate creative work in prac- 
tically all subjects. These activities have been put together in logical 
order, and yet the order is the least essential. We have not endeavored 
to turn out a finished product, but to encourage children to do their 
best. We have learned that the stereotyped program is meaningless 
and ineffective when compared to one built around the experiences 
of the children. 


It is good instructional technic to teach a child the cost of paper- 
ing, painting, and repairing his own house before he figures such 
costs for John Doe’s house. In the same way it is good practise to 
teach a child to dramatize his own experiences and the experiences of 
his own school and community before attempting to dramatize ex- 
periences entirely foreign to his own. Our 1930 pageant was an at- 
tempt to dramatize the familiar things of life. 


Conclusion—The writer should like to emphasize the fact that 
any principal, supported by his teachers, can select enough features 
from the regular school work to make an interesting program for 
the public. Particularly is this true if the teaching in the school 
permits the children to participate in purposeful and dramatic ac- 
tivities. Units may be taken from the various classrooms and brought 
together so as to represent the school as a whole. There is little or 
no reason under this plan for disturbing the “regular” school work. 
Rather, the public events provide new avenues for self-expression, 
as well as strong contributions to community solidarity. 








392 ELEMENTARY ScHoot PRINCIPALS 





SELECTED REFERENCES 


1. ALEXANDER, CARTER and THEISEN, W. W. Publicity Campaigns for Better 
School Support. Yonkers, N. Y.: World Book Co., 1921. 164 p. 
Tells how to organize and to direct a publicity campaign for school 
purposes. 


bo 


CuarLEs, Frep. “Keeping the Public Informed on Public School Activi- 
ties.” Proceedings. National Association of Public School Business 
Officials. Trenton, N. J.: Van Buskirk Press, 1929. p. 142-48. 

Describes briefly various activities for winning public interest in schools 


3. CLARK, ZENAS R. The Recognition of Merit in Superintendents’ Reports to 
the Public. Contributions to Education, No. 471. New York: Teachers 
College, Columbia University, 1931. 123 p. 

Sets up criteria for educational interpretation and evaluates the pub- 
licity values of a number of city school reports. : 


4. FarLey, BeLMont M. What To Tell the People about the Public Schools. 
Contributions to Education, No. 355. New York: Teachers College, Colum- 

bia University, 1929. 136 p. 
Reports on topics of school news commonly found in newspapers, evalu- 
ates practises, and suggests school news topics. 


or 


FINLEY, JOHN H. “The Newspaper Aids the School.” School and Society 
31:411-15; March 29, 1930. 
Comments of a well-known newspaper editorial writer. 


6. GRILL, GEorGE W. “The School Administrator in the Life of the Commu- 
nity.” School Executives Magazine 49:307-09, 342; March, 1930. 
How a superintendent adapted his schools to the community’s needs. 


7. Kirsy, Byron C. “School Reports to Parents.” School Executives Maga- 
zine 49:125-27; November, 1929. 
A brief treatment of the facts needed by the layman in order to direct 
school affairs intelligently. 


8. Linpsay, E. E. Problems in School Administration. New York: Mace- 
millan Co., 1928, p. 393-429. 
Discusses agencies or vehicles for publicity and cites bibliography. 
9. MOoEHLMAN, ARTHUR B. Public School Relations. Chicago: Rand McNally 
and Co., 1927. 262 p. 
Deals with home contacts, newspapers, social contacts, school papers, and 
other types of educational publicity. 


10. NATIONAL EpucaTION AssocIATION, Division of Publications. “Interpreting 
the Schools.” Journal of the National Education Association 17 :257-60; 
November, 1928. 

Suggests ways of interesting the citizen in the schools. 


11. NEALE, Mervin G. School Reports as a Means of Securing Additional Sup- 
port for Education in American Cities. Columbia, Missouri: Missouri 
Book Co., 1921. 137 p. 
Analyzes typical school reports and suggests principles for preparing 
the same. 


12. REYNOLDS, RoLLO G. Newspaper Publicity for the Public Schools. Mont- 
pelier, Vermont: Capital City Press, 1922. 125 p. 
Deals with school news from viewpoint of editor, superintendent, and 
newspaper reader. Suggests a newspaper publicity program. 


13. StTEvENsoNn, P. R. Campaign Publicity for Schools. Bureau of Educational 
Research, Monograph, No. 5. Columbus: Ohio State University, 1926. 
59 p. 
Discusses the organization and means for campaign publicity. Cites 
examples of successful efforts. 











S 





CHAPTER VIII 
SERVICE CLUBS 


PRINCIPALS AND SERVICE CLUBS 
EXCHANGE CLUBS SERVE CHILDREN 
KrwAnis CLuss ProMoTre CHILD WELFARE 
Lions CLusBs COOPERATE WITH SCHOOLS 
Boys WorkK ProGRAM OF Optimist CLUBS 
Rorary CLuss Herp ELEMENTARY SCHOOLS 
PARTICIPATION OF PRINCIPALS IN WOMEN’S CLUBS 


[ 393 ] 











EDITORIAL COMMENT ON CHAPTER VIII 


What are the programs of the service clubs in relation to 
child health, protection, and development? How can the 
schools and the service groups cooperate? Most of the 
articles in Chapter VIII attempt to answer the first ques- 
tion. Representatives of the Exchange, Kiwanis, Lions, 
Optimist, and Rotary organizations responded to the Edi 
torial Committee’s invitation to describe their activities in 
relation to child welfare. 

The first point that should be made in connection with 
the articles of this chapter is that hundreds of citizens de- 
serve praise for their altruistic interest in children. It is 
a remarkable achievement when so many business and 
professional men give time, money, and ability to make 
children better able to face the world. 

It is obvious that participation in service organizations 
can bring several benefits to the school and to the principal : 
(1) it provides a group of citizens who are eager to elimi- 
nate suffering among children, (2) it brings the school in 
contact with groups where a positive program of child 
development exists, (3) it fosters a general interest in chil- 
dren and education, (4) it provides the principal with an 
organized outlet for a program of school interpretation, 
(5) it brings the principal in contact with viewpoints and 
needs of the community, and (6) it helps the principal to 
broaden his social, economic, and educational philosophy. 

An argument commonly brought against participation 
in local business and professional associations is “The prin- 
cipal belongs in his school every minute that it is in ses- 
sion. Luncheon appointments usually mean that the prin- 
cipal misses from a half-hour to an hour of school time.” 
Such an argument was thoroughly sound up to 1860 when 
most “schoolmasters” had full-time teaching duties. The 
contention had less basis between 1860 and 1920 when many 
principals devoted full-time to administrative responsi. 
bilities. Today the argument is obsolete. The modern prin- 
cipal is an educator in the fullest sense of the word, and 
no longer merely serves time in a daily routine. 

At the end of Chapter VITI are listed a number of worth- 
while references —Fditorial Committee. 


[ 394 ] 








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CHAPTER VIII 
SERVICE CLUBS 
PRINCIPALS AND SERVICE CLUBS 


J. L. O’BRIEN 
Principal, Hibbard School, Chicago, Illinois 


ISTED AS IMPORTANT among the many duties of an ele- 
L mentary principal is that of making community contacts. The 
principal is urged to present and interpret the problems and policies 
of the school to his immediate community so as to bring cooperative 
elfort to the solution of problems and active support to established 
policies. 

In order to carry through a program of this kind, the principal 
makes as many community contacts as possible, he assists in the or- 
ganization of community councils, brings the school to the parents in 
special programs and drives, plays an important part in the parent- 
teacher association, and guides the work of the child-study classes. 

The Seventh Yearbook reported a median of 1.96 hours a week 
devoted to community work and a median number of memberships 
in social-civic organizations as approximately one per principal. 
Surprise was expressed that the principals in the study reported few 
contacts with service clubs such as the Kiwanis and Lions. 

Nature of the problem—It cannot be denied that service clubs of 
the type mentioned, representing the most progressive groups in 
community life, afford an excellent opportunity to present the school 
to the public and to bring about an active support of progressive polli- 
cies. Have we as schoolmen failed to make this contact? Is it the 
fault of the school or of the service club? Has the school taken the 
initiative and found an indifferent service club? Did the initial 
efforts of the service club receive such a cool reception from the school 
as to cause its enthusiasm to wane! What type of contact between 
the schoolman and the business man is desirable ? 

There are a number of service clubs which have shown a willing- 
ness to cooperate with the schools in their respective districts. Num- 
bered among these community organizations may be found the Ex- 
change, Kiwanis, the Lions, the Optimist, and the Rotary Clubs. In 
each of these groups there are committees which make a direct or 
indirect contact with the schools. 

With the exception of some general principles there seems to be 
no uniform procedure among clubs with regard to the manner in 
which they make contact with the school or other social agencies. 

National Education Association, Department of Elementary Sehvool Principals. 
Seventh Yearbook, 1928, Chapter X, “The Principal and His Community,” p. 


249-54. 
[ 395] 











396 ELEMENTARY ScHOOL PRINCIPALS 





Each community organization works out in detail its own policy in 
this respect. What may be said of one club and the schools within its 
district may only in a limited sense be applicable to conditions found 
in the territory of an adjacent club. Thus, the problem becomes a 
purely local affair, and rests entirely with the principal of the school 
and his neighborhood club. 

A typical service club’s activities—Kiwanis International has at 
least two committees through which the school may derive great 
benefit. One is known as the “Committee on Under-Privileged 
Child,” and the other as the “Committee on Vocational Guidance 
and Placement.” 

The general objective of the Committee on the Under-Privileged 
Child is in the words of the International Kiwanis as follows: “To 
bring to a selected group of under-privileged children in the immedi- 
ate vicinity, greater opportunities for moral, mental, spiritual, and 
physical development. To provide for each child, through the assign- 
ment of a properly qualified member of the club, the personal inter- 
est that means so much in the early formative years of a child’s life.” 
The under-privileged child is defined as one, “living in city or coun- 
try, who is deprived of those conditions that make for normal mental, 
physical, and moral development, and who, with personal counsel 
and assistance, will have a better opportunity to become a worthwhile 
citizen.” What should be particularly interesting to some is the state- 
ment that the organization is of the opinion that it can give more 
efficient service by cooperation with established agencies than in an 
attempt to develop independent programs in the same fields of en- 
deavor. 

Listed among the activities of this committee may be found the or- 
ganization of baseball leagues, out-door picnics, Hallowe'en parties 
and carnivals, Fathers’ and Sons’ Nights, care of tubercular chil- 
dren in special camps, summer camps for boys and girls, nourishment 
for under-weight children, schools for physically handicapped chil- 
dren, hospital wards for children, free medical service, orthopedic 
clinics, scholarships, student loan funds, memberships in athletic 
associations, friendship clubs, children’s home, farm clubs, Boy 
Scouts, parks and playgrounds, and equipment of school bands and 
orchestras. 

The above activities are but a few of the many which might be 
listed under the work of the Committee on Under-Privileged Child 
in Kiwanis. The school has many similar activities and problems to 
meet. There should be active cooperation between school and service 
club wherever we strive for common goals. 

The second of these committees is “Vocational Guidance and 
Placement.” It seeks to assist the multitude of boys and girls who 
leave school yearly to go to work. The International Committee on 








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Tue ExveventH YEARBOOK 


Vocational Guidance and Placement in Kiwanis calls our attention 
to the fact that in addition to the millions leaving school to go to 
work there are millions more who change their jobs because of dis- 
satisfaction and that the individual and society both suffer from these 
countless cases of vocational maladjustment. Therefore, the com- 
mittee seeks to cooperate with all agencies of vocational guidance. It 
defines vocational guidance as “the giving of information and ad- 
vice and the direction of experience with regard to choosing an oc- 
cupation, preparing for it, entering it, and progressing in it.” It 
brings to the inexperienced child the mature wisdom of the experi- 
enced adult. 

The international committee advises the local groups to analyze 
the process of vocational guidance and suggests the following steps: 
(1) giving of information to the individual, (2) securing of infor- 
mation from the individual, (3) assisting him in making a choice as 
to what he shall do, (4) help in working out a plan to attain the de- 
sired objective, (5) devising means to get the plan into operation, 
and (6) following-up to see whether the desired results are being 
obtained. 

Kiwanis activity in this field is divided into two types: (1) mass 
vocational guidance, and (2) personal interviews. The local com- 
mittees are advised that “in communities where certain plans for 
vocational guidance are already developed in schools or by other 
organizations, Kiwanis clubs can cooperate with such agencies as 
are already active, by rendering assistance, especially along the two 
main lines of activity above suggested.” 

Mass vocational guidance consists of talks given to groups of in- 
dividuals. It is hoped that children will thus be given an opportunity 
to gain first-hand information about fields which interest them and 
also that these talks may pave the way to personal interviews which 
usually follow such general meetings. 

Recently in the Chicago vicinity a mass vocational meeting was 
held. Boys and girls in the various high schools were invited by 
the local clubs to attend a conference at a centrally located audi- 
torium. Here, after a general mass meeting, the audience divided into 
groups according to their several interests. These smaller groups 
were under the supervision of men especially trained in the speciiic 
vocation about which the young people desired information. The 
local clubs were then in a position to follow up this general meeting 
with personal interviews. 

We have made a considerable start in the field of vocational guid- 
ance and placement in our schools but we cannot afford to overlook 
the offer of assistance tendered by service clubs such as Kiwanis. 

What type of contact is desirable between the schoolman and the 
service club?—As stated before, the cooperative activities depend 











398 ELEMENTARY ScHoot PRINCIPALS 





largely on local conditions. A great many principals are active mem- 
bers of local service clubs. This membership usually entails an ex- 
pense of approximately sixty dollars per year for dues and luncheon 
fees. Most clubs end their noon meetings promptly at one-thirty. 
Should the principal stay until the close of the meeting he will miss 
twenty or thirty minutes of the afternoon session of the school. Here 
again the principal is forced to govern his actions in accordance with 
the policies of local school authorities. If this type of community 
contact is worthwhile and the principal is willing to expend a con- 
siderable amount of his money and time, he should be encouraged 
in such activity. 

In the particular territory in which the Hibbard School is situ- 
ated, the principals of the senior high, the junior high, and the ele- 
mentary school, are all members of the local Kiwanis Club. That 
they are active in a real sense of the word is indicated by the positions 
which they hold in the club. One is president, another is chairman 
of the educational committee, and the third is the music chairman. 

These principals are of the unanimous opinion that the contact 
thus established between the school and the service club has been of 
mutual benefit to all concerned. There has been no tendency on the 
part of the club to force its policies upon the school or to embarrass 
the school by requesting participation in activities which were not 
primarily a matter of school concern. Rather, as it should be, the 
club has followed the suggestions of the international committees 
and sought to cooperate with the program of the school rather than 
to initiate similar activities of its own. 

The principals have been given every opportunity to interpret the 
policies of the board of education, to present general school conditions, 
and to enlist the active support of the community in matters which 
have meant much to the schools. This type of contact between school 
and service club is desirable. 





A SCHOOL SYSTEM, like any other major business en- 
terprise, must keep in touch with the changing demands 
of the consuming public. The public schools arose in re- 
sponse to the need of the people for certain types of educa- 
tion. The needs have changed with the years and the schools 
must change likewise—Frank Cody, Chapter I. 














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Tue EneventH YEARBOOK 399 





VXCHANGE CLUBS SERVE CHILDREN 


Herotp M. HARTER 
Secretary, National Exchange Club, Toledo, Ohio 


HE EXCHANGE clubs of the country have the distinct purpose 
of inaugurating and furthering practically every type of proj- 
ect for the betterment and uplift of their communities, and, in view 
of this, have found a great field of service among the children of all 
classes. In fact, a recent survey reveals that 47 percent of the activi- 
ties of Exchange clubs is of direct benefit to the school children. 
Exchange clubs in all parts of the country have given unlimited 
assistance to the schools and school children in the provision of needs 
which are not offered by the school system itself. For the sake of 
classification, we are endeavoring to assist the schools in attending to 
the physical needs of the children, supporting the school in extra- 
curriculum educational activities, patriotic and civic affairs, and 
recreational and social programs. We have even built a schoolhouse 
and provided equipment of various kinds for many others. 


Physical and individual needs—It is practically impossible for 
many of our school systems to provide, without assistance from philan- 
thropic organizations, all of the physical attention required by the 
individual needs of the children. Exchange clubs have freely assisted 
in this work by such activities as instituting free clinics and dental 
service; furnishing glasses for indigent children: providing trans- 
portation for crippled children; assisting crippled children in ob- 
taining artificial limbs; and providing milk for undernourished chil- 
dren and day nurseries. Some clubs supply milk to the children in 
tuberculosis camps: some support summer camps and open-air camps: 
others support the Sunshine school and departments for backward 
children; while still others give attention to sub-normal boys in school 
and assist them in obtaining jobs. 

Their activities vary from promoting police protection of the chil- 
dren; providing food and clothing for poor school children; over- 
seeing welfare work in schools for delinquent boys: supporting or- 
phanages and maintaining nurseries; assisting in financing the em- 
ployment of school nurses; and sponsoring nutrition classes in the 
public schools; to paying the funeral expenses of a poor school child. 

Each year thousands of underprivileged children are given gay 
outings—with every moment crowded with fun, excitement, and 
good things to eat. The annual Sunshine Special picnic is staged by 
Exchange clubs throughout the United States on the frst Tuesday 
of August. On this day Exchangites drop business and profession 
and devote the entire day to carrying out well-laid plans for making 
it a day of happiness for the little ones. This is a National Exchange 


Club objective. 











400 ELEMENTARY ScHoot PRINCIPALS 








Educational assistance—In many instances Exchange clubs have 
cooperated with the schools by offering scholarships, as well as many 
money prizes, to honor students. One of our clubs gives a prize to 
the best athlete in the graduating class. Another has erected a bronze 
tablet in the high school on which is inscribed each year the name 
of the graduating student who has done the most for the school. 
Among other activities, Exchange clubs have assisted worthy girls 
in completing their education; sent students to college; made loans 
to college students; assisted military academies; provided books for 
school libraries; promoted safety work in schools; fostered training 
schools for girls; assisted boys and girls in county clubs; sponsored 
school bands and orchestras, furnishing instruments and uniforms. 
One of our clubs sent its high-school orchestra to a musical contest 
and another sponsored its high-school band in the national high- 
school band contest. Some clubs are doing institutional and voca- 
tional work for boys, others are aiding the federation farm boys 
and fostering home-town chautauquas. 

One club is lending a helping hand to needy but deserving girls, 
between 13 and 18 years of age, by providing both financial and ad- 
visory aid that permits them to acquire an education that will enable 
them to overcome squalid environment and take their places in the 
business and professional world. After the girls have completed their 
education, the club members help them to locate good jobs. 


Recreational aids—Many Exchange clubs have assisted the schools 
in their recreational programs in such ways as financing school sports, 
purchasing athletic and playground equipment, erecting stadiums, 
providing swimming pools and baseball fields. One club erected a 
splendid amphitheatre for the Boy Scouts in their camp. Innumer- 
able clubs sponsor community Christmas trees and holiday festivals, 
as well as provide huge baskets of food and toys to needy families 
at Christmas and Thanksgiving time; develop community bathing 
beaches for the children; back playground movements; assist in send- 
ing high-school athletic teams to state and national tournaments; 
provide skating rinks: and assist local athletic leagues. 

Some have sponsored birdhouse competitions, supplying the prizes. 
Some support lake vacation camps and make awards for acts of 
heroism in the community, while many clubs are sponsoring troops 
of Boy Scouts, Girl Scouts, and Camp Fire Girls. Building cabins 
and furnishing equipment for these organizations are popular activi- 
ties with Exchange clubs. 


Patriotic efforts—Exchange is interested in the perpetuation of 
patriotic ideals, and has given assistance to the schools in offering 
prizes for patriotic essays and to winners of oratorical contests. Some 
clubs have assumed leadership in campaigns for the proper display 
of the United States flag. 





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Tue ExneventrH YFRARBOOK 401 














A World War veterans’ memorial for the inspiration of the school 
children and citizens of the community was dedicated by one club 
in its city park. 

In the membership roster of Exchange clubs there are countless 
public school officials and leaders in the boys’ work movements of 
various types. In view of this fact, it is quite natural that the clubs 
support the vitally important enterprises to which these leaders are 
devoted. 

Junior Exchange clubs—The Junior Exchange Club movement, 
which offers an unlimited opportunity for the practical and whole- 
some development of the leaders of the country’s youth—the boys of 
high-school age—under careful and organized guidance, has aroused 
the interest and stirred the enthusiasm of Exchange clubs throughout 
the country. A number of Junior organizations have been formed by 
Exchange clubs in their local high schools. 

The purposes of the Junior Exchange Club are to stimulate closer 
fellowship between club members, students, teachers, and members 
of the sponsoring Exchange club; to encourage a higher quality of 
citizenship in school, city, state, and nation; to develop a finer ap- 
preciation among young men for the principles of “Unity for Serv- 
ice,” as applied by successful business and professional men; to assist 
in training and developing the capacity of the individual member 
for responsibility and enable him to more intelligently equip him- 
self for his vocation of life. 

The Junior Exchange Club is composed of the leaders in the vari- 
ous school activities. By virtue of their selective membership and 
rigid scholarship requirements, these Junior clubs have markedly 
stimulated scholastic endeavor and have placed a high value upon 
membership in the organization. An outstanding feature of the 
Junior Exchange Club is that, by friendly and educational contact 
with the business and professional leaders of the community, the 
boys are given first-hand information and experience with civic and 
commercial affairs. In this manner each boy can better prepare him- 
self for his chosen vocation before graduating from high school. 

For these reasons, and because of the manifested interest and en- 
dorsement of school authorities and the senior Exchange clubs spon- 
soring them, the Junior Exchange clubs have amply justified their 
existence. 





N ADDITION to his duties as organizer and administra- 

tor of his school, and as supervisor of the instruction 
therein, it will be necessary for the principal to act as co- 
ordinator of his school with the community he serves.—Wil- 
liam John Cooper, Chapter I. 




















402 ELEMENTARY ScHOOL PRINCIPALS 





KIWANIS CLUBS PROMOTE CHILD WELFARE 


Frep C. W. PARKER 
Secretary, Kiwanis International, Chicago, Illinois 


HILE Kiwanis International does not have a definite objec- 

tive dealing with elementary school work, there are many of 
the nearly 1,900 Kiwanis clubs in work of the type which benefits 
and assists the regular elementary school pupils. These individual 
club objectives are in most cases related to boys’ and girls’ work and 
service to under-privileged children. 

There are clubs which have arranged ways and means for trans- 
porting crippled children to and from elementary schools. Many 
clubs have regularly scheduled meetings and luncheons at which ele- 
mentary school teachers and principals are the honored guests. This 
practise, of course, makes for a closer and more sympathetic rela- 
tionship between the citizens and educators. 

Christmas, Hallowe’en, and other parties are often arranged by 
Kiwanis clubs and in some cases are regularly scheduled annual events. 
Some clubs engage in such activities as taking small children of ele- 
mentary school age to circuses and arranging for various picnics 
and other diversions. In almost all cases, however, the Kiwanis 
club activities are designed to cooperate with existing agencies. 

Kiwanis clubs maintain many contacts with the home, sponsoring 
“back-to-school” movements, spelling and oratorical contests, in- 
forming parents as well as pupils of the necessity of continuing edu- 
cation. Kiwanis clubs have worked with welfare nurses, have spon- 
sored physical examinations of children, and have arranged ortho- 
pedic, dental, and general clinics. 

Kiwanis clubs work with parent-teacher associations, in many 
cases having Kiwanis representatives at all such meetings. Kiwanis 
oftentimes takes the leadership in solution of both parents’ and 
teachers’ problems, making possible complete cooperation. 

Kiwanis clubs have worked with community centers, have organ- 
ized, sponsored, and maintained Boy Scout and Girl Scout organi- 
zations, have helped in all phases of library work, and have not re- 
stricted their activities to cities, but have gone into the surrounding 
rural communities, cooperating, assisting, and guiding existing or- 
ganizations. Many Kiwanis clubs are actively working with 4-H 
clubs in rural sections and this work reaches many of the children 
in the elementary grades. This phase of work is included under the 
objective of our organization to develop mutual understanding be- 
tween farmers and city people. 

Kiwanis has done especially good work in promoting better citi- 
zenship by campaigns to get-out-the-vote, and have interested chil- 
dren in betterment through celebration of Constitution Week each 
year, clean-up campaigns, safety campaigns, and other activities in 








V 


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elt Cl f™|!COh/! 


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fits 
lual 
and 


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Tue ExteventrH YEARBOOK 403 








which the services of children are enlisted have proven an effective 
way in which to educate children of varying ages in these phases of 
modern life. 

Kiwanis clubs have in no cases sought to dictate to educators or 
school boards any policies or practises, but have cooperated and 
have, through organized committee work, conducted campaigns of 
community education which have proven of tremendous value both 
in Canada and the United States. 

There is in the Kiwanis organization an international committee 
on the under-privileged child. Each of the 29 districts of Kiwanis 
in the United States and Canada has such a committee, and in turn 
every local club has a committee. The broad plans of the inter- 
national committee can be adapted to the districts, and the inter- 
national and district plans can be localized in the Kiwanis city clubs. 

The committee on the under-privileged child is interested in chil- 
dren who are handicapped mentally, morally, physically, or finan- 
cially. This activity offers a very wide and a very popular field of 
member activity. A recital of individual club activities in under- 
privileged child work would prove a most enlightening proof of 
what service clubs can do if properly guided and encouraged. Con- 
ditions vary in so many communities that the scope of the under- 
privileged child work covers just about every phase imaginable. 
Physical needs are cared for, disabilities corrected, development is 
secured along mental and moral lines, and many clubs have seen fit 
to take care of the developments of a along all of these lines, 
when financial facilities have not been ailable elsewhere. Work 
with the under-privileged child is by cae one of the most important 
and most popular of all Kiwanis objectives. 

Results of Kiwanis participation in educational work seemingly 
has its largest result in the creating of continued and sometimes re- 
newed interest in the great problems concerning education of the 
American child. It is felt, that if the members of the Kiwanis club 
can, through personal activity and service, come to more thoroughly 
understand educational problems, both from the parents’ as well as 
the pupils’ standpoint, that a great work has been done. Inspira- 
tion of Kiwanians as individuals and through the clubs as organized 
groups of individuals permeates throughout a community. It is ob- 
served that in communities where Kiwanis clubs take active part in 
anything pertaining to education that the people of the community 
as a whole are more interested and more receptive to new and im- 
proved methods and procedures. 

Kiwanis in educational work at all times seeks to assist rather 
than dominate any situation and promotes sound public opinion 
through education and inspiration instead of creating a policy. 











404 ELEMENTARY ScHoot PRINCIPALS 


-_———— —_—_—_—_——_—. 





LIONS CLUBS COOPERATE WITH SCHOOLS 
H. A. Hint 


Assistant Secretary, Lions International, Chicago, Illinois 


SSENTIALLY a service organization, Lions clubs afford op- 

portunities for constructive work along educational lines, 
through cooperation with the school principal. Already much work 
along these lines is under way in the 2600 communities where there 
are Lions clubs, and the instances cited in this article are from ac- 
tual activities carried on by the Lions clubs in the communities 
named. 

The activities program of Lions International is divided into two 
classes, known as major and local activities. The major activities, 
those which were designed to prove of worth to almost any com- 
munity, large or small, may be classified under the following head- 
ings: (1) blind, (2) boys’ and girls’ work (under-privileged chil- 
dren), (3) citizenship, (4) civic improvements, (5) community 
betterment, (6) education of youth (including J/ora/ Code for 
Youth and Studies in Conduct), (7) health and welfare, and (8) 
safety. The local activities are those designed for adaptation to 
local programs and local conditions. 

Two provisions of the Objects of the Lions association obligate the 
members, “To promote the theory and practise of the principles of 
good government and good citizenship,” and “To take an active in- 
terest in the civic, commercial, social, and moral welfare of the com- 
munity.” In the practical application of these objects, Lions take 
the lead in community betterment from every point of view. Lions 
believe that good citizenship, good government, and general com- 
munity welfare can best be insured by the proper training of our 
youthful citizens, and in cooperation with the principal, the Lions 
can do much for your community through your schools. 

As one of the major activities, the “education of youth” includes 
the placing of the Moral Code for Youth in every schoolroom in the 
community. More than 40,000 of these Codes adorn the walls of as 
many schoolrooms, contributing their bit to the teaching lessons of 
character outlined in the three character education textbooks Studies 
in Conduct. In this series, Book One is for third and fourth grades, 
Book Two for fifth and sixth grades, and Book Three for seventh 
and eighth grades. 

Numerous clubs have placed copies of the Moral Code in all school- 
rooms in the counties in which they are located, the North Wilkes- 
boro, North Carolina, club leading with 425 copies framed and pre- 
sented to the schools. 

Safety, as another of the major activities of Lions International, 
is being carried on in some manner or other in more than 85 per- 





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rd op- 

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Tue Exveventru YEARBOCK 405 





cent of the clubs. The first and foremost way is the presentation to 
school children of “safety book covers,” carrying messages and sug- 
gestions for safety, applying not only on the streets but in the homes 
as well. More than 500,000 of these covers have already been dis- 
tributed by Lions clubs throughout the country. 

The formation of schoolboy patrols, for the protection of school 
children in crossing streets where there is danger of accidents, is 
another phase of this activity. Through the cooperation with the 
schools, the patrol is formed upon recommendations from the prin- 
cipal, members are presented with Sam Brown belts, as distinctive 
badges of their rank, and carry on the work of protecting their fel- 
low students. 

Citizenship classes have been promoted by Lions in various cities 
of the country. In Fort Wayne, Indiana, the Lions club has been 
especially active along this line. Recent information indicates that 
since the inauguration of this plan by the club, more than one thou- 
sand have been graduated from the classes, as qualified for citizen- 
ship. 

Support of athletics is another phase of community life in which 
Lions play an important part, in some instances purchasing uni- 
forms, and equipment for baseball, football, or basketball teams, 
and supporting them by attending games and promoting the spirit 
of sportsmanship. One club in California purchased blankets for the 
high-school football team. A club in Alabama put the football grid- 
iron in first-class condition, enabling the team to promote athletic 
contests in their own community. 

Some of the other things which Lions clubs are doing to assist 
the school principal in meeting local problems are: beautifying the 
grounds, improving athletic fields, installing safety chutes, and pre- 
sentation of pianos or radios to classrooms. In an Oklahoma club, 
the members acted as “Big Brothers” to boys paroled by the Juve- 
nile Court. 

In Paris, Kentucky, the Lions, after obtaining from the principal 
a list of the bovs who had left school before completing their work, 
called upon those boys and urged them to return to school. Many 
of them have already returned to school through the efforts of the 
club. 

In almost every school there is the under-privileged and under- 
nourished child. Lions have come to the front in thousands of 
schools by furnishing milk, hot lunches, and other necessities to 
those unfortunate children, thereby restoring and maintaining their 
physical condition. In Meridian, Mississippi, the Lions furnished 
more than 400 quarts of milk each week to the school. 

There are in school many children who are unable to concentrate 
because of defective vision, poor teeth, or other physical disability. 











406 ELEMENTARY ScHoot PrINcIPALs 





Eye and dental clinics have been formed ; in many instances, a small 
room in the school building being fitted with proper equipment, 
where the work of correcting the vision or caring for the teeth is 
carried on. The work of such clinics has been directly responsible 
in preventing blindness in many cases. 

A school band is an asset to any community, and through efforts 
of Lions clubs, many of these are now functioning in all parts of the 
country. In some cases the Lions have furnished the instruments and 
paid for the instruction by a competent leader. Other clubs have 
made possible the purchase of the instruments, allowing the mem- 
bers of the band the privilege of making small payments thereon, 
and becoming the owners of the various instruments used. 

In the small farming community, the promotion of the 4-H club 
work of the United States Department of Agriculture has been 
pushed by Lions, along with such activities as the Pig and Calf 
clubs among farm boys and girls. 

Wherever there is a Lions club, the writer urges the principal to 
consider a program wherein that club can be most helpful to the 
school. Teachers should consult with the officers as to best methods 
of procedure, and solicit their cooperation in any way in which they 
can be of assistance. You will be surprised at the whole-hearted sup- 
port and cooperation given by these men, each of whom is vitally 
interested in the progress of the school and the community in which 
he lives, 

In the event some activity is considered on which your Lions club 
seems not to have information at the time, there is always a wealth 
of material available at the International Office, through the co- 
operation of the 2600 clubs forming this association. 





HE FIRST JOB of any principal, consciously or un- 

consciously, is to analyze his community. This state- 
ment is true everywhere, for it is a cardinal principle of edu- 
‘ational theory that the school should fit the program to the 
nature and needs of its particular children and community. 
Even in large cities, these factors vary with the differences 
in types of discipline to expect, methods to be employed, con- 
tent to be presented, problems to be solved, and standards 
to be attained.—Douglas B. Miller, Chapter ITI. 














a 


———E_ 








small 
ment, 
eth is 
nsible 


fforts 
»f the 
s and 

have 
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» the 
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club 
alth 
co- 








Tue EvLeventa YEARBOOK 407 


BOYS WORK PROGRAM OF OPTIMIST CLUBS 


CHARLES M. CHAPMAN 











Member, Optimist International Boys Work Council, Madison, Wisconsin 


NY AGENCY which aims to provide the youth with oppor- 

tunities for wholesome companionship with adults and with 
training under this environment for development of character, phy- 
sique, loyalty to parents and country, devotion to school and work, 
respect for order, and development of ambition, should very defin- 
itely contribute to a better elementary educational program. The ex- 
tent of such benefits naturally will depend upon how well these 
aims are carried out. 

Optimist International has adopted as its slogan “Friend of the 
Boy.” The principles above enunciated are taken from the official 
handbook on boys work as adopted by Optimist International. In 
recent years the various member clubs have, almost without excep- 
tion, made boys work their major interest. The work has largely 
been carried on in one or more of the following phases: 


1. Junior Optimist Clubs 
2. The Optimist Uncle movement 
3. Work with boys cooperating with existing social agencies. 


During the past year Optimist clubs throughout the United States 
and Canada made vital and, we believe, far-reaching contacts with 
approximately fourteen thousand boys and invested over $53,000 of 
Optimist club funds in boys work activities. It will not be possible 
in this brief article to give any detailed discussion of these activi- 
ties. We must be content to sketch briefly the nature of the work 
and. if possible, present some tangible evidence that the results show 
conclusively a real contribution in the education and training of 
boys. Over ninety Junior Optimist clubs are now chartered by Op- 
timist International and are carrying out a program largely as de- 
veloped by the Boys Work Council. In some communities the mem- 
bership in these clubs is recruited from under-privileged boys. The 
schools, juvenile officers, and social agencies have all cooperated to 
suggest boys who need such club contact. The local Optimist club 
has “provided the leadership and the program. The boys are given 
definite responsibilities in conducting the affairs of the club. Their 
own officers conduct the meetings and take part in the programs. 
Gymnasium activities, swimming and track events, baseball and 
basketball, and other athletic events, are provided in addition to the 
regular business meetings and programs. In the programs them- 
selves, debates, current events, training in parliamentary procedures, 
musical numbers, and similar activities find a prominent place. The 
sole aim in the activities is to provide a wholesome outlet for boy 
energy and in so doing encourage the development of sound citizen- 











408 ELEMENTARY SCHOOL PRINCIPALS 





ship. In one city the leader of boys work for the local Optimist club 
organized a club consisting entirely of fatherless boys. On Charter 
night nineteen boys, nineteen mothers, and nineteen Senior Optimist 
Uncles sat down to an Optimist banquet together. Needless to say 
this Junior club has become a very vital force in the lives of these 
boys and is warmly supported by each of their mothers. 

In other communities the Junior Optimist membership is recruited 
from natural grouping of boys. It is a well-known fact that gang 
spirit predominates in boy life. Many Junior Optimist clubs have 
been built around such gangs. For instance, one adult Optimist club 
is developing two socalled gangs in their two Junior Optimist clubs. 
The clubs meet once a week and each meeting is attended by two 
members of the local Optimist club which also hires the director to 
assist the boys in their work. No one runs the club for the boys, 
they do this themselves. The boys who, a few years ago, had no place 
to play but in the streets are now conducting their meetings in par- 
liamentary fashion and are making rapid progress in all sorts of 
subjects interesting to boys. 

In one city Junior Optimist clubs are meeting in the various so- 
cial centers of the city which are the public school buildings. There 
is at least one Junior Optimist club in every school. The school 
principals are enthusiastic over the movement and in several in- 
stances have made definite requests that clubs be organized in their 
schools. 

Individual work with the boys is being carried out by Optimist 
International in many clubs by the use of the Optimist Uncle plan. 
An Optimist Uncle is one who has shown his interest in the Optimist 
Boys Work program by pledging himself to give at least one hour a 
week, in a friendly way, to some boy. He wins the confidence of his 
boy by showing a kindly interest in him. He sends him a birthday 
card, a remembrance at Christmas, becomes familiar with his school 
work and encourages him to improve in his scholastic activities. He 
encourages him, if the boy is earning, to start a saving account, 
visits him if he is ill, goes to ball games with him, and in fact enters 
whole-heartedly into his life, thereby winning his love and friend- 
ship. 

Another phase of the same movement is known as the Big Brother 
plan. In several communities the local Optimist clubs are cooperat- 
ing with the Big Brother and Big Sister Federation in that very 
commendable work. 

Work with boys through existing social agencies is carried on in 
many communities with a marked degree of success. This plan has 
the decided advantage of furnishing trained leadership in boys work. 
Cooperation with the Boy Scouts, the Y. M. C. A., local church or- 
ganizations, the schools, the Big Brother movement, and other or- 





OF 
5! 


al 





—— 


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arter 
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two 
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Tue EveventH YEARBOOK 409 








ganizations by Optimist clubs in those communities is quite general 
and the results exceedingly beneficial. 

Fourteen Optimist clubs in a certain state have combined their 
efforts to provide a home for sixty boys, most of whom are court 
wards. Another club in a large city is providing a boys farm to take 
care of homeless and orphan boys in the community. One Optimist 
club at the request of the school principal has organized a Junior 
Optimist club for the deaf boys who attend that school. The club 
leader has awakened the latent abilities of those unfortunate boys 
to such an extent that today, instead of being pitied, they are being 
envied by normal hearing boys for their excellence and skill in diab- 
olo contests and other activities. This year a deaf boy actually won 
the oratorical contest in his district. In another city the local Op- 
timist club has spent considerable time and effort in organizing a 
Junior Optimist club among the Italian boys in the toughest section 
of the city. At first the task appeared hopeless. Today those boys 
are carrying on an orderly program and those who know conditions 
best agree that the general tone of the behavior of these boys has 
improved 100 percent. 

Jim, a member of Junior Optimist club, not long ago fell into 
temptation and robbed his part-time employer of small sums of 
money. Instead of carrying the matter to the police department the 
employer came to the leader of boys work of the local Optimist club. 
In an effort to straighten out the situation the leader called into 
conference Jim and his Optimist Uncle. Jim’s record in the club’s 
activities had been excellent. He had won two bars of his optimist 
merit badge and was in line for the final bar entitling him to the 
highest honor that can be bestowed on a Junior Optimist which is 
the title of “Statesman Junior Optimist.” The leader talked long 
and earnestly to the boy about his wrongdoing and the possibility 
of making restoration of the stolen money but, apparently, without 
much success. Finally in despair the leader turned to the boy and 
ordered him to surrender his Junior Optimist badge to his Optimist 
Uncle and report once a week to this Uncle until he had earned suf- 
ficient money to repay the debt. He was informed that when his 
subsequent behavior merited it, his badge would be returned to him. 
The leader then picked up his hat to leave, feeling that the confer- 
ence had not been particularly successful. After Jim had left, the 
Optimist Uncle said to the leader: “Did you notice the tears in that 
boy’s eyes when you ordered him to surrender his badge? Nothing 
else you said seemed to hit him as hard as that brief sentence.” The 
debt has been paid and the incident forgotten. Jim has his badge 
back and today is an outstanding leader for his club and is attend- 


ing high school regularly. 








410 EvemMentary Scuoot Principars 

In another city special effort has been made to create in each mem- 
ber of the Junior Optimist club the spirit of service to others. In 
that city the local Optimist club is linked up with the junior voca- 
tional school where mentally handicapped boys are given vocational 


training. Every Friday noon Junior and Senior Optimists join to- | 


gether in a vocational guidance course. The Juniors provide the 
majority of the program while the Seniors provide vocational guid- 
ance talks. Juniors are given an opportunity to earn their way to 
camp and assist in raising money for delicate members unable to 





oer 


eR EE 


earn for themselves. The Juniors also often provide talent for Senior | 


noonday luncheons and with the assistance of the Senior club pro- 
vide for the inmates of institutions and reformatories as well as 
work with churches and lodges in an effort to raise money to help 
the unemployed. Thousands of old shoes are collected and repaired 
in the shoe repairing department by the boys who are working in 
“Business with the Optimist Club” to provide shoes for the needy 
of the city. In the tailoring department old clothes are cleaned, re- 
paired, and pressed to be used in a similar way. This year an appeal 
was broadcast throughout the city for old toys to be repaired. These 
were collected by the Optimist club, repaired by the boys, and will 
gladden the hearts of hundreds of poor children. 

Perhaps the whole field of boys work, as sponsored by the member 
clubs of Optimist International, can best be shown by reproducing 
here a table of the official publication known as Optimist Ventures 
as Friend of the Boy. Table 1 is the result of a survey of boys work 
for the year 1930 as compiled by the Boys Work Council of Optimist 
International. 


TABLE 1—OprtTiMist ACTIVITIES WiTH Boys IN 1930 


Number of Senior 


Activity Clubs Sponsoring 
Junior Optimist clubs— (2340 boys in 84 Junior clubs) ~~----__-__- 45 
BEE BERD nccuccmescscecdndcnsenscncnnsdcnbnatnenmewenmen 22 
SEED dcacenaaamennibAsiecedinednnatrenisunceenmeninnee 12 
Be Deis cies nein. ence iene disineimhencintoemteie ths ine eeenntoee toe 18 
MD eorteeiceite sicesintne cic nsec elements eine talseniininsin tats inthe encima 24 
NN SUEDE niccnnincmadinandinenstanceainnmanmbnndne mena 14 
Ah ANN hc cc sec cs nsec Bsc cpap axcp endo tas wis 4 
INE cecectesccsntnicnthascinsiciarinmmnnenaiinentewheeaaetcbibtaditinmandnabinittaabinintninmraitn 8 
i nC 8 
NINOS ID is caer rk sdeinte ener ehlinintncereins en ehcnnme meses 9 
Equipment for camps, playgrounds, and institutions__.____.._____~ 1] 
EE GENIIID . cecrstrcscsdostssacepsanibirennlinendaetinicidinaemmsinaminabginndibanhineninmninnees 24 
ran sTTIIIIUTL ~ sushi dias tliaainniaien deeasimdtinnnidinleaietrabiis 15 
Medical, surgical, dental, and hospital care --._-.-----_-_-----__ 6 
EE RR aN OL ON a ee 6 
IR, RRO aa lei acetamide dcagiaptanie 2 
Sports, track meets, hobby shows, field days --------__-----_--___ 8 
Pe Te es phisntaninsrinaigniidietnniinddunaitinnieneimmminininnienimiin 21 


es dicuaaiiad 


— 


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soring 





Tue Exveventnh YEARBOOK 411 





—_—— 


In concluding this article we wish to quote from leaders of boys, 
not members of the Optimist club, who are familiar with the work 
that Optimist clubs are carrying on. One leader writes as follows: 


In my opinion one of the best features of the Optimist Club is that it cooperates 
with the school in teaching the boys to stand before their classmates or before 
an audience and express themselves with some degree of accuracy. The ora- 
torial contest and regular procedure of the meetings directly contribute toward 
this end. I was talking to the father of one of the boys in our club last week, 
and he told me that he was glad that his boy had joined the club for it seemed 
to make a change in his boy. He said the boy was more alert to happenings of 
the day and did a great deal more reading. Mr. —————, director of the social 
center where we meet, remarked last vear that he found it much easier to 
discipline some of the boys since they joined the club. 


Another leader writes as follows: 


There have been many boys in our clubs that were so timid when they first 
joined the clubs that their case seemed hopeless. I wondered how their teachers 
coull ever get them to express themselves. <A private talk helped some of them, 
but for the most part the process was rather slow. The boys came to the meet- 
ings and listened to others, but finally the friendship that developed in the club 
seemed to warm their hearts and to give them courage, and now they are pretty 
much at home in the club. I have noted that boys, particularly the secretaries 
of these clubs, benefit materially in spelling through their club contacts. It goes 
without saying that the Junior Optimist members are usually the best behaved 
boys in the school. At the end of our business meeting we have a fifteen-minute 
discussion on current events. It is surprising how many topics are brought up 
and discussed during this short period. 


Another leader writes: 


The organization gives the hovs an opportunity to make contacts with men 
in the business world which they could not get otherwise. It develops the per- 
sonality and character of the boys. The club serves as a balancing factor to 
take up that surplus energy that every hoy has, directing it along the right 
channel. May I present an example that I know of personally? Joe was a boy 
who was constantly troubling his parents, his principal, and the neighborhood. 
He finally became interested in the Junior Optimist Club. He became an active 
member, served on committees and represented the club in athletics and as an 
orator. His teachers have remarked “It certainly has changed him since he 
joined the Junior Optimist Club.” 


Another leader writes as follows: 


George was about eleven years old. He always seemed to have good inten- 
tions but was constantly getting into trouble at school and elsewhere. One night 
at the social center he and some of his friends were attending the club meeting 
and later got into trouble and mischief in the school building. They were caught 
and expelled from the social center for the rest of the year. All of George’s 
teachers accused him of being troublesome and disorderly at school. This year 
George came back to the Junior Optimist Club and asked for readmittance. He 
stated that he had missed the enjoyment that the rest of the members who were 
orderly had, and that he would not cause any further trouble. He was read- 
mitted and has shown himself to be capable and one of the most loyal and trust- 
worthy members of the club and at school. 











412 ELEMENTARY ScHoot PRINCIPALS 





Another boy, William, had a very uncontrolable temper and would become 
furiously angry at the least provocation. In games he was a very hard loser 
and a poor sport. The rest of the boys got together and decided that they would 
try to help him. He was often reminded of that part of the Optimist Creed 
which says: “Promise yourself to be so strong that nothing can disturb your 
peace of mind.” The boys have succeeded in helping William cure himself of 
this fault. After our games on Saturday mornings and at club meetings he now 
comes off the field smiling, although many times the loser. 


To definitely measure the results of any work of a social nature 
is difficult, if not impossible. No social worker lays claim to a 100 
percent success in creating good citizens out of the material with 
which he works. Optimist International is justly proud of its record 
in the field of boys work and is continually studying its possibilities 
to improve the standards which so far have been set up. In carrying 
on this work we hope and believe that the organization has made 
some contribution in the field of education. 





OMMUNITY AFFILIATION permits the principal 

to influence the policies of the various organizations and 
movements. He is able to keep the organizations informed 
as to the changing trends and newer philosophies i in the field 
of education and to encourage such bodies to adjust their 
energies accordingly. He is also in a position to secure vari- 
ous aids and assistance for the school to supplement the edu- 
cational program in caring for the welfare of the children. 
By allowing the school children to participate in certain 
desirable community projects the school is able to teach good 
citizenship and make them “community conscious.”—Arnold 
C. Gregory, Chapter ITT. 














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m 
si 
pl 
cl 
ce 
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a 





come 
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vould 
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your 
lf of 
now 


ture 

100 
vith 
ord 
ities 
“ing 


ade 











Tue EveventH YEARBOOK 413 





ROTARY CLUBS HELP ELEMENTARY SCHOOLS 


PuHiLie Lovesoy 








Past President, Rotary Club, Hamtramck, Michigan 
Former Assistant Superintendent of Schools, Hamtramck, Michigan 


HE NAME Rotary International signifies that the organization 

exists in more than one country. At the present time there are 
nearly 3,500 Rotary clubs located in more than seventy countries. 
When we consider the topic of how Rotary clubs can cooperate with 
elementary school work, we can state general principles applicable 
anywhere and then consider certain specific applications to elemen- 
tary education in the United States. 

Almost any school executive is familiar with the Rotary organi- 
zation. It is the oldest of the service clubs, having been established 
in 1905. It differs from other service clubs in that it has stoutly 
maintained a special classification principle throughout the twenty- 
six years of its existence. Only one individual from each business or 
profession is accepted as a member in a Rotary club. Under certain 
circumstances, an additional member from the same business or con- 
cern may be accepted. The main reason for strict adherence to this 
principle of classification is that the founder of the movement and 
his confreres saw the wisdom in developing an organization which 
would be a true cross-section of the business and professional life of 
any particular community. 

In 1911 Arthur Frederick Sheldon of Chicago was using the 
phrase, “He profits most who serves best.” About the same time, the 
Rotary Club of Minneapolis was talking about “Service above self.” 
These two, while not officially adopted as the motto or slogan of the 
organization, have come to epitomize the principal reasons for its 
existence. To clarify the principles for which Rotary stands, six 
concrete, briefly stated objects have been adopted during its history. 
These relate to the encouragement and fostering of the ideal of service 
in personal, business, community, and international life. 

Being an organization devoted to the propagation of the ideal of 
service, it has been necessary to have certain basic principles and 
policies concerning the attitude of the organization as a whole to- 
ward the multitudinous community problems certain to attract its 
attention. In 1923 a resolution defining this policy was adopted by 
delegates assembled at the annual convention. Because this is so 
pertinent to the topic at hand, certain paragraphs must be reprinted. 


In carrying out the objects of Rotary, many clubs have developed various com- 
munity service activities as affording opportunity for service by their members. 


1This article represents the personal opinion of the author and is not to be con- 
strued as a statement of obligation approved by the Board of Directors of the 
Rotary International or its component committees. 











414 ELEMENTARY ScHOOL PRINCIPALS 





Fundamentally, Rotary is a philosophy of life that undertakes to reconcile 
the ever present conflict between the desire to profit for oneself, and the duty 
and consequent impulse to serve others. 

Primarily, a Rotary club is a group of representative business and profes- 
sional men who have accepted this Rotary philosophy of service, first, to study 
collectively the theory of service as the true basis of success and happiness in 
business and in life; and second, to give collectively practical demonstrations of 
it to themselves and their community; and third, each as an individual to trans- 
late its theory into practise in his business and everyday life; and fourth, in- 
dividually and collectively, by active precept and examples, to stimulate accept- 
ance both in theory and practise by all citizens. 

Because he who serves must act, Rotary is not merely a state of mind, nor 
is Rotary philosophy merely subjective. It must translate itself into objective 
activity, and the individual Rotarian and the Rotary club must put the theory 
of service into practise. 

Each individual Rotary club has absolute autonomy in the selection of such 
community service activities as appeal to it and as are suited to its community. 
Although regulations are not prescribed for an individual Rotary club in the 
selection of these activities, the following rules are suggested for guidance: 


(a) Because of the limited membership of Rotary, only in a community where 
there is no adequate civic or other organization in the position to speak 
and act for the whole community, should a Rotary club engage in a 
general community service activity that requires for ifs success the 
active support of the entire citizenship of the community. 

(b) As a general thing, no Rotary club should endorse any project no matter 
how meritorious unless the club is prepared and willing to assume all 
or part of the responsibility for the accomplishment of that which it 
endorses. 

(ec) A Rotary club seeks neither publicity nor credit for itself, but only an 
opportunity to serve. 

(d) A Rotary club avoids duplication of effort. 

(e) A Rotary club cooperates with existing agencies and when necessary cre- 
ates new agencies where the facilities of the existing agencies are in- 
sufficient to accomplish its purpose. It is better for a Rotary club to im- 
prove an existing agency than to create a new and duplicate ageicy. 

(f) In all its activity, a Rotary club acts best and is most successful as a 
propagandist. A Rotary club discovers a need, but, where the responsi- 
bility is that of the entire community, does not seek alone to remedy it, 
but to awaken others to the necessity of remedy, seeking to arouse the 
community to its responsibilities so that the responsibility may be placed 
not on Rotary alone, but on the entire community where it belongs; and 
while Rotary may initiate and lead in the work, it should endeavor to 
secure the cooperation of all other organizations that ought to be in- 
terested. 

(g) Activities which enlist the individual effort of all Rotarians generally 
are more in accord with the genius of Rotary than those requiring 
only the mass action of the club. 


It should be understood, therefore, at the outset that Rotary does 
not exist primarily to solve social problems single-handed. Neither 
does it exist to underwrite continuously the financial costs of any 
particular activity. It does desire, however, to assume its full share 
in the alleviation of social and economic suffering. 





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Tue EveventH YEARBOOK 415 





It is to be noted from the statement of policy that Rotary acts 
best as a propagandist. It desires to arouse public opinion to need; 
desires to strengthen existing agencies; desires to cooperate with 
schools, community unions, and all other existing agencies to see 
that the community of which it is a part achieves that degree of 
progress to which it is rightfully entitled. The need must be satisfied. 

Now specifically, just how may a Rotary club enhance the work 
of the elementary school? Let us consider first the teacher. Rotarians 
can see that teachers secure adequate and satisfactory living accom- 
modations. Frequently in small communities the problem of board 
and room has been most serious for many teachers. Rotarians as 
prominent citizens of a community can help very materially in solvy- 
ing this problem. Either homes must be thrown open or steps taken 
to construct teacherages which will provide economical domiciles. 

As a club, an annual welcome to the teachers may be made an 
official part of the early activities of the fiscal year. Frequently new 
teachers have come to town. They may have no friends; they appraise 
the hospitality of the community by the reception accorded them 
during their tirst few weeks on the new job. Having once welcomed 
the teachers in a friendly and hospitable manner, it behooves Ro- 
tarians to take their part in helping the teachers to develop worth- 
while and continuing friendships within the community. In other 
words, Rotarians and their wives should take a prominent part in 
seeing that teachers are surrounded with social advantages that wili 
make them active and integral residents of the community rather 
than to be regarded merely as transients. 

Another thing that Rotarians can do for teachers is to advise them 
at any and all times on financial and business matters. Many a teacher 
has desired some such advice, but did not know to whom to go. Where 
the principal or superintendent is a member of the Rotary club, he 
will have immediate connections with business men whereby the 
teachers can obtain the advice which they seek. Where this is not the 
case, the president of a Rotary club can call attention of the school 
executives to the fact that within the club’s membership are many 
prominent and successful business men who stand ready to help the 
teachers with the problems in question. 

Rotarians and their wives, being actively and vitally interested 
in the problems of the community, can help teachers considerably by 
joining the parent-teacher association. Not only should they join, 
but they should make it a point to attend each and every meeting 
of the association. Probably they should go one step further and take 
an active part in its program. In this way teachers will feel that 
leading citizens at least are vitally interested in the problems of the 
schools. 

Let us next consider the problem of the pupils. What can Rotarians 
or Rotary clubs do for pupils within school? In the first place, they 











416 Eu oMENTARY ScHoot Principats 





can assist in any way possible to permit pupils to commence and 
continue their education. This may mean inaugurating hot lunches, 
providing some means whereby children may “hav e free textbooks, 
assisting certain indigent pupils to have clothing rand shoes. It may 
mean providing transportation. Of course, such measures may be 
considered as more or less temporary, but oftentimes very necessary. 
While these are things that should be performed by the community 
as a whole, yet initial steps frequently have to be taken to inaugurate 
new movements. The principal may rightly look to the Rotary club 
as a unit or its individual members to assist in this work. 


Many school executives and teachers are already familiar with 
crippled children’s clinics. Rotarians have performed yeoman service 
in many communities in this special field. This work is in line with 
the statements made above concerning efforts to assist pupils to 
commence and continue their schooling. Many crippled children have 
remained at home for months and even years until discovered by 
Rotarians who took them to a clinic, had their case diagnosed, and 
then followed through on the remedial work. Because of the enormous 
cost involved, Rotary clubs have in many instances sponsored legis- 
lation which threw the financial burden of maintaining special edu- 
cation for crippled children back upon the state, where it rightfully 
belongs. 

Infrequently a principal may discover that one of his pupils needs 
glasses in order that he may be able to read his texts. Because of 
temporary straitened circumstances, the parents of the pupil are not 
in a position to buy these glasses, and here again the Rotarian may 
step in and help in a most material way. Rotary clubs may per form 
valuable service by initiating periodic health clinics where same are 
not already provided. Naturally, they will interest themselves in 
the after-clinic follow throughs until this work has been placed on 
a sound footing. 

It may not be correct to suggest that Rotarians can help elemen- 
tary pupils with problems of vocational guidance, but it has not 
yet been proved that attention should not be given to this subject 
in the elementary school. Very frequently aptitudes for special work 
are shown early in life, and the friendly guidance of sympathetic 
adults is most acceptable even during this period of life. Special 
scholarships can be established which will develop pupil’s aptitudes. 


Several Rotary clubs have assisted students to a finer and higher 
type of participation in the affairs of their schools by sponsoring 
the development of school codes of ethics. Not infrequently Rotarians 
or their wives have visited elementary schools and participated in 
auditorium programs, thereby giving pupils points of view which 
otherwise they might not obtain. 








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Tue EvLeventH YEARBOOK 417 


Again, Rotary clubs may sponsor special awards for meritorious 
social or scholastic service. Some Rotary clubs invite boys and some- 
times girls of elementary age to visit regular club meetings. The 
benefits are reciprocal. 

Outside of school, Rotarians can help in many ways. Of course, 
the first and foremost way to help is to be exemplary parents vitally 
interested in the progress of their own children in educational mat- 
ters inside and outside of their own home. There is the continued 
work of rehabilitating the crippled child—his braces may need to be 
adjusted, maybe new braces must be provided. Continued and watch- 
ful care of these details is of considerable importance. 

There is the problem of family adjustment. If any boy or girl 
comes from a family which, though well-meaning, does not really 
understand him, this problem of adjustment is vital, but precarious. 
However, a tactful Rotarian or his wife may be most useful in the 
solution of such a delicate matter. 

Once upon a time, a boy approached the writer with this state- 
ment: “You adults tell us what we can’t do. Why don’t you tell us 
sometime what we can do?” ‘This leads to the mention of Rotarians 
sponsoring worthy leisure-time activities for elementary school 
pupils. Every kind of breeder of juvenile delinquency should be re- 
moved from the community. It may be necessary to survey the entire 
city to ascertain just exactly what its youth problems are. Rotarians 
in conjunction with other service clubs, both for men and women, 
can provide a real service in undertaking such a survey. The results 
of the one made in Salt Lake City have been recorded in a booklet 
entitled Zhe Boys and Girls of Salt Lake City, and this report 
will serve as a very adequate example of what can be done to help 
youngsters even of elementary school age to live in an environment 
that is more conducive to their merited development. 

Manifestly, after such a survey has been made, many Rotarians or 
their wives will see the need of volunteering as leaders in troops of 
Boy Scouts or Girl Scouts or Campfire Girls. It seems merely natural 
that the principal of a school should turn to this type of citizen as the 
one who is best fitted to assume leadership of these worthwhile or- 
ganizations. Rotarians and their wives may be very valuable as 
big brothers or big sisters—sometimes in cases of delinquents, some- 
times in cases of broken homes. 

The other day I read about the Rotary Club of Bergen, Norway, 
which had made a survey of the needs of the community, and as a re- 
sult established a mountain camp for the children of mothers who 
were working. This was done so that the children would not have 
to be on the streets. A trained nurse was provided for them, as weil 
as all the necessary adjuncts of a successful camp. 





1Published by University of Utah, Salt Lake City, Utah. 











418 ELEMENTARY SCHOOL PRINCIPALS 


Some mention was made of vocational guidance to elementary 
pupils within school, and naturally outside of the school there arise 
many opportunities whereby this guidance may be continued in a 
most practical way. Rotarians can very profitably spend an hour a 
week by having some boy or girl visit their ottice or business concern, 
studying first-hand the processes of manufacture or administration. 

Doubtless there are many other ways in which Rotarians may assist 
pupils both in and out ot school, but the above will sutlice to show 
the type of work that can be done. ‘there remains one further con- 
sideration for use at this time, and that is certain general results 
which may emanate from contact of Rotarians with the educational 
leaders of the community. In a material way, libraries may be de- 
veloped; books secured; certain essential equipment purchased or 
donated. (In many cases Rotarians have certain articles in their 
homes for which they no longer have any use, vut which would be 
of very material assistance to certain teachers. I recall the instance 
of a kindergarten teacher who very much desired to have an electric 
iron, but who stated that the board of education did not have money 
enough to buy such equipment for her use). But far more important 
is the moral backing provided by Rotarians and their families. 

Rotarians are in a strategic position to assist in interpreting the 
schools to the public. The principal and teachers, by means of parent- 
teacher meetings, faculty meetings, and indeed actual participation 
in the meetings of the Rotary club itself, can present to the Rotarians 
considerable detailed information concerning the basic principles 
and needs of modern education. Rotarians in turn are in a position 
to present this information to the community at large. In this way 
favorable public opinion toward the schools may be more fully estab- 
lished. In these days of economic stress and strain, it is particularly 
fitting that Rotarians should understand the financial problems of 
the schools. Any economy must be educational and social and not 
merely financial. Society has become intensely complex. It is not 
possible for one individual to solve social problems single-handed. 
Cooperation is vital. Without doubt, the principal and teachers in 
an elementary school are as cognizant of the social needs of the com- 
munity as any group. They may rightfully look to the members of 
the local Rotary club for material assistance in their solution as well 
as moral support, ultimately securing from the community that which 
is so vitally essential in obtaining the perpetuity of this democracy. 

The Rotary Club exists to serve others. The individual member 
in becoming a Rotarian accepted this principle and agreed to make 
it an intimate part of his life. The principal of the elementary school 
may rightfully expect that Rotarians will stand ready and willing 
to cooperate with educational institutions in order that their com- 
munity shall be as fine and as beautiful as it ought to be. 








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Tue Evevenru YEARBOOK 419 


———————— ~ —— -- -_ -_ 


PARTICIPATION OF PRINCIPALS IN WOMEN’S CLUBS 


GELINE MacDonaLp BOWMAN 


President, National Federation of Business and Professional Women’s Clubs, 
1819 Broadway, New York, N. Y. 


HE QUESTION is often raised, why should the elementary 

school teacher or principal with an abundance of educational 
organizations to invite her into membership join a business and pro- 
fessional women’s club? Your Editorial Committee has turned to 
me, as president of the National Federation of Business and Profes- 
sional Women’s Clubs, for an answer. I believe it is not hard to find. 
In fact the answer can be encompassed in five words: to counteract 
the academic viewpoint. 

No one has greater respect for education than I. To my mind it 
should be taken in large and catholic doses. But just as I am con- 
vinced that the business woman sells insurance more efficiently, or 
attracts more customers to her store, or puts more sparkle into her 
advertising copy if in her off hour she indulges a fondness for golf, 
or music, or the theatre, so I believe the teacher pro‘its by having a 
range of associations outside the educational field. Like the Phi 

seta Kappa key, the academic viewpoint is a good thing to have, 
but it should not be in evidence on all occasions. 

Persistent association with representatives of her own profession— 
and with almost no one else—is sure to make a teacher academic- 
minded. 

When school teaching was a matter of rote, when the three R’s 
circumscribed it, and learning, like discipline, was enforced with the 
rod, the sheerly academic mind might not have been a liability. But 
education today has a scope as wide as the world. It runs the whole 
gamut of human interests. It is just as important for your daughter 
and mine to know the record flying time between New York and San 
Francisco as the percentage of payment she must make on her federal 
income tax. The schedule of duties on imports from Japan is of as 
much moment as the price of the eggs which are whisked into her 
morning omelet. These varied bits of knowledge cannot be found be- 
tween the covers of a textbook. They are derived only from broad 
human contacts. 

How important, then. that the modern school teacher be a many- 
faceted person, whose education is acquired not only in the college 
classroom, but in cosmopolitan association with representatives of a 
wide variety of fields. 

When the girls of past generations were educated, it was enough 
that they master the art of holding a teacup gracefully, or if they 
were essaying a venture into business life, that they be able to keep 
the pages of a ledger in fine Spencerian hand. Today there is no 
knowing what your daughter and mine may want to be tomorrow. 











420 ELEMEN’ TARY SCHOOL PRINCIPALS 


Both teacups and Spencerian penmanship may be de frop in the fields 
they select. The modern girl is fully as likely to yearn to be an 
aviator, a civil engineer, an explorer and big game hunter , as to take 
refuge in prosaic occupations like bookkeeping and stenography. 
And the modern classroom must be ready to equip her for any one 
of these pursuits. 

These reasons explain why the modern teacher must keep pace with 
every phase of modern life. She must have read the latest exploits 
of Ruth Nichols if she is to stimulate her pupils’ interest in aviation, 
She must know something about foreign lands if she is to make 
geography interesting. She must understand international debts and 
the reparations question if her students are to gain real profit from 
their history lessons. Moreover, she must speak often the language 
of the girl behind the counter if she is to dramatize salesmanship suc- 
cessfully : 

How will she accomplish all these things in the simplest way and 
with the least expenditure of time and effort? By keeping in touch 
with friends. who represent this diversified range of interests, such 
as those gathered together in groups at the business and professional 
women’s ‘club. 

Up to this point I have perhaps emphasized unduly what the 
teacher has to gain from association with the business or professional 
women. Twentieth century life is reciprocal and the advantages are 
not all on one side. The business woman derives as much benefit from 
association with the educator as does the educator from contact with 
her. 

When the National Federation of Business and Professional 
Women’s Clubs was formed, its leaders were appreciative of this fact. 
They sought the assistance of a group of prominent educators to help 
them shape a program which would improve the status of business 
and professional women. The conclusion to which the two groups 
came, was that the prospective business woman needed a broader cul- 
tural background. Out of that decision grew the educational slogan 
of the Federation, “At least a high-se thool education for every busi- 
ness girl.” In the thirteen years of its existence the Federation has 
been engaged in keeping g girls in school until their secondar v train- 
ing was finished, those who would ordinarily have gone to work at 
the close of their grammar school years. More than $300,000 in schol- 
arship and loan funds has been expended in this work. 

Intimate association between the elementary school principal and 
the business woman has been essential that these scholarship funds 
might be wisely expended and the girls selected who would profit 
to the greatest degree by additional training. In many instances an 
entente cordiale has been established between the school department 
and the local business and professional women’s club, which has been 
1outually beneficial. 





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Tue Eveventnh YEARBOOK 421 

There is still another, and perhaps an even more practical advan- 
iage which the teacher may gain from her association with the busi- 
ness woman. Education and politics may be strange bedfellows, but 
they are frequent ones. The woman educator who holds an adminis- 
trative position will often find the loyal backing of a business and 
professional group of great value when she seeks the passage of a 
desired piece of legislation. A case in point came to my attention 
not long ago. An appropriation was sought to enlarge the facilities 
tor women students at a leading college and the legislature was 
apathetic. Determined to secure the needed accommodations, the 
dean of the university turned to the business and professional women 
of the state, appealing for their support. They placed their influence 
solidly behind him, campaigned diligently, and secured the passage 
cf the appropriation bill. 

In the membership of the National Federation of Business and 
Professional Women’s Clubs we number many women who are out- 
standing in the educational field. They are firmly convinced of the 
advantages of association between educators and business and pro- 
fessional women. They believe that it affords a breadth of contact 
which could be had in almost no other way. Some of these women 
educators are the frequent and popular speakers before business and 
professional women’s groups. Not only do these women derive great 
pleasure from association with a group of women whose intimate 
professional interests differ from their own, but sometimes contacts 
result which lead to the expansion and enrichment of the educational 
program. 

Great differences can be noted between the teacher of forty years 
ago and the teacher of today. Most teachers who are now training 
young girls are preparing them for a definite career. The forthright 
young woman of today frequently has made up her mind, even before 
she leaves the elementary school, for what vocation she is fitting 
herself. If she has not, she is likely to turn to her school principal 
for vocational advice. If that principal’s knowledge of business is 
entirely vicarious. gained from the pages of textbooks and from the 
kind of novels and motion pictures which so egregiously misrepresent 
the business life of the day, her advice will be far from sound. But 
if the principal is a member of a business and professional women’s 
club, she can call upon her friends to give vocational counsel to the 
girls who are in her charge. 

No one knows so well what the young girl who wants to be a lawyer 
cought to study as the woman who is herself a lawyer. No one is so 
well equipped to advise the prospective doctor as the woman phy- 
sician. The wise educator who wants to keep pace with the practical 
demands imposed upon her by her pupils readily and easily makes 
the acquaintance of all types of occupations through the business and 
professional women’s club. 











422 ELEMENTARY ScHOOL PRINCIPALS 





SELECTED REFERENCES 


1. Denver Crry CrLus. “The Junior High Schools; Their Contribution to 
Citizenship.” Report by Committee on Education and Welfare. Denver: 

the Club, 1926. 29 p. 
The viewpoints of business men based upon visits to junior high schools. 


’ 


bo 


Emerson, L. A. “Vocational Guidance Activities in Kiwanis Clubs.” Voca- 
tional Guidance Magazine 6:272-75; March, 1928. 


Summary of the Kiwanis plans and examples of local club activities. 


3. Lovesoy, Pumir. “How Rotary Will Aid in Eradicating Illiteracy in the 
States.” Nation’s Schools 6:37-46; December, 1930. 
Discusses illiteracy problems in the United States and suggests ways 
in which service clubs can help. 


4. Lovesoy, Puitie. “How the Service Clubs Can Further the Work of the 
Schools.” Nation’s Schools 8:84, 85; November, 1931. 
Specific examples of cooperation between service clubs and the schools. 


5. NaTIONAL Epucation Association, Department of Elementary School Prin- 
cipals. Seventh Yearbook. Washington, D. C.: the Department, 1928. 
p- 249-54, 

Reports the social, civie organizations of which typical principals are 
members. 

6. OBERHOLTZER, E. E. “Public Schools Working with Chamber of Commerce, 
Business, and Service Clubs.” Proceedings, Washington, D. C.: National 
Education Association, 1931. p. 766. 

A superintendent suggests methods of community cooperation. 


7. VOCATIONAL GUIDANCE MaGazingE (Summary). “Kiwanis International 
and Vocational Guidance.” Vocational Guidance Magazine 9:203-207; Feb- 
ruary, 1931. 

A review of the 1931 program of Kiwanis International. 





HE TASK of counteracting the destructive unorganized 

influences in the few hours of school time is a herculean 
one. The remarkable thing is that so large a majority of our 
pupils come through as well-behaved, well-meaning indi- 
viduals, no doubt partly as the result of school influence. Two 
main avenues of avoiding the undesirable effects of the un- 
organized elements upon the school children lie open: first, 
removing the offending elements (hardly possible) ; secon‘, 
increasing in some organized fashion the positive influenées 
of school, not alone on the child, but on his parents and the 
neighborhood.—Maurice C. Lipman, Chapter ITI. 

















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CHAPTER IX 
SOCIAL AND WELFARE AGENCIES 


THE SCHOOL AND THE SOCIAL AGENCIES 
CoorRDINATION OF WELFARE AGENCIES 
WELFARE ACTIVITIES ARE NECESSARY 
A ScHoot CHILDREN’S Alp Soctery 

UniTep Errorts For CrIPpPLED CHILDREN 
ScHooL RELIEF, AN OPPORTUNITY 


[ 423 ] 











EDITORIAL COMMENT ON CHAPTER IX 


School relief and welfare activities are treated in this 
chapter. Two contributions show vividly how school sys- 
tems have accepted new responsibilities in child welfare 
during the recent economic difficulties. One article reports 
an aid society which is supplied with clothes largely by 
the school children themselves. Activities in the interest 
of crippled children are well-illustrated by an article on 
corrective work in Illinois. One very significant article 
in the chapter describes the efforts of a school principal 
to unify the welfare activities of his school districts. 

It is an extremely difficult task for ordinary persons to 
evaluate welfare work with any degree of objectivity. 
The healthy and protected reader can say readily: “Why 
pauperize people? Why help people who are lazy, care- 
less, or indifferent? Why apply superficial remedies when 
the problem demands a fundamental cure?” Such ques- 
tions are pertinent in the lecture hall, the discussion circle, 
the board of education room, or any place where policies 
are being formed. But many a principal has become im- 
patient with prolonged debate, particularly when his 
office is filled with children who show the marks of illness, 
poverty, and neglect. 

We do not necessarily “equalize educational opportuni- 
ties” because the records show that the same amount of 
money is spent upon the instruction of each child. Educa- 
tors must be interested in the physical disabilities, par- 
ticularly when these may be prevented or eradicated. 
Equal opportunity to learn depends upon the learner’s 
ability to respond quite as much as it does upon the instrue- 
tional facilities offered. 

There exist, however, the potential dangers of senti- 
mental, unsystematic, and duplicate efforts in child relief 
activities. The first safeguard against these dangers is 
the well-known common sense and stability of the modern 
principal. A second line of safeguards is the principles 
found in such publications as those of the White House 
Conference on Child Health and Protection. A third bal- 
ance to child welfare activities is the formation, in con- 
nection with the school, of community councils made up 
of representatives of the religious, governmental, educa- 
tional, and social groups. 

At the end of this chapter will be found a selected list 
of references in the general field of child welfare—/d/- 
torial Committee. 





[ 424] 





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CHAPTER IX 
SOCIAL AND WELFARE AGENCIES 
THE SCHOOL AND THE SOCIAL AGENCIES 


CLIFFORD S. BorDEN 
Associate Secretary, Council of Social Agencies, Minneapolis, Minnesota 


O LONGER does the teacher or the school assume to be the 

sole educator of the child. They accept their place in his or her 
life and recognize their responsibility, acknowledging that others, 
the child’s parents, playmates, the church, movies, chance glimpses 
of life, advertisements, and games are also educating the child. Not 
only this, but the child in each of his contacts with others, either 
speaking or by his actions, is also an educator. His parents, his play- 
mates, his teacher, and his principal are being taught by him. If his 
education is the sum total of his reactions to stimuli, no less are our 
reactions to him a part of our education. We recognize, however, that 
certain influences affecting him are apt to be anti-social, according 
to our present conception of what is anti-social, and others are in 
favor of his growing into a socalled “social being.” 

Two assumptions are the basis of this article: (1) that the social 
agencies and the school are on the side of influences designed to help 
the child prepare to take his place in life with a fair chance for 
happiness and economic independence; and (2) that the schools and 
social agencies should work together assisting each other in their 
common objectives. 

In Minneapolis the relations between schools and social agencies 
are established on a cooperative basis, yet much has yet to be accom- 
plished. The Child Guidance Clinic started as a demonstration 
clinic financed by the Commonwealth Fund and was taken over as 
a department of the Minneapolis school system in 1924. The visiting 
teachers, attendance department, the principals, and teachers in the 
schools have made excellent and continuous use of the facilities of 
this clinic. The Young Men’s Christian Association, the Young 
Women’s Christian Association, the Boy Scouts, the Girl Scouts, the 
Camp Fire Girls, and other character-building organizations have 
found the schools welcoming them cordially to assist in the leisure- 
time problems of their pupils. 

One thing is quite noticeable, that the principals who are not 
cooperating with character-building organizations in their schools 
are in the main not using the other social agencies in any material 
degree for assistance in their problems. Those who are aware of the 
advantages of character-building clubs to their students in a greater 
degree are also aware of the value in cooperating with other types 
of organizations. 

[ 425 ] 











426 ELEMENTARY ScHoot PRINCIPALS 





Cooperation between schools and relief agencies in Minneapolis 
has consisted mainly in the schools referring families which are in 
need to the agencies. Of course, the one used most extensively is the 
Public School Child Welfare Committee which supplies clothing 
for needy school children through the school principals, and whose 
budget is provided by the Community Fund. In spite of the fact 
that this organization has been existing several years, only last week 
an assistant principal in one of our high schools inquired where he 
could get underwear for one of the boys in his school who needed it 
very badly. This certainly points out that one of the possible causes 
of the lack of cooperation is due to the weakness on the part of social] 
agencies to properly advertise among school people the social facili- 
ties that are available. The reverse, however, is just as true. that 
school people should know where they can get assistance and what 
services are available from each of the different agencies. 

An interesting piece of cooperation is conducted in Minneapolis 
between the schools and the dental clinics. Six of these clinics are 
provided at various convenient points, five of them in settlement 
houses, with specific clinical hours to give dental attention to chil- 
dren of families who cannot afford to pay regular dentist fees. The 
schools cooperate not only in sending the cases to the clinics but in 
assisting them to determine which families cannot afford anything 
but this free or semi-free dental work. Last year the six dental clin- 
ics handled 4,969 cases from 111 schools. 

All junior and senior high schools take part in the Community 
Fund campaign, organizing within their own schools community 
fund organizations. All six-grade schools, or under, participate 
yearly in the Junior Red Cross. Many schools know of and use con- 
stantly the Children’s Protective Society, the Catholic Central 
Bureau, the Lutheran Welfare Society, and the Big Sister Associa- 
tion, particularly in referring to these organizations girls who are 
working their way through school by caring for babies or doing 
housework. These organizations assist the schools by investigating 
and supervising the working homes and keeping in constant contact 
with and giving valuable advice to the girls. Miss Barbara Wright 
of the Board of Education reported 137 Minneapolis girls super- 
vised by social agencies. Out-of-town girls who come to Minneapolis 
for the purpose of getting an education have been supervised in the 
main by the school themselves when they have sought working homes. 

The probation office of the juvenile court is in constant contact 
with the schools and is used by them a great deal. The records of the 
probation office are open to the schools and the various probation 
officers assist the visiting teachers and the attendance officers in 
handling their problems. The probation office submitted the follow- 
ing twelve methods in which cooperation is taking place at the pres- 
ent time: 





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[Tue EveventH YEARBOOK 427 








1. Truaney cases which the schools bring to the juvenile court. 

2. The visiting teacher appears in court on the cases she is interested in and 
her suggestions are very helpful. 

3. The schools give the probation officers the records of attendance, scholarship, 
and deportment of all children on probation. 

4. Principals and visiting teachers frequently cooperate with the police in 
ascertaining facts in connection with complaints. 

5. Visiting teachers frequently assist in apprehending children who are run- 
aways from home or truant from school. 

6. The court always asks for the school report on all new cases and this infor- 
maticn is usually received from the school through the visiting teacher or clerk. 

7. Where the parents have ignored the instructions of the school nurse in cases 
of pediculosis or impetigo, the families are occasionally brought into the juvenile 
court on charges of medical neglect and the situation improved and children re- 
turned to school. 

8. In cases of problem children where the schools cannot properly act as com- 
plainants and where it is necessary to enlist the full cooperation of parents, it 
has been found that the visiting teacher can often persuade parents to bring 
their children before the court. 

9. The visiting teachers are often equally helpful in assisting to make adjust- 
ments in cases where probationers have committed some minor offenses, thereby 
keeping them from additional court appearance. 

10. In informal hearings before the referee, where considerable more time can 
be taken with the child than can be properly taken in court, the child is im- 
pressed with the need of continuing in his school work. An effort is made to 
get him to see the need of acquiring an education. Occasionally, in those cases, 
the parents are not strictly cooperating with the schools. They are disposed to 
shield their child and to pity him and to feel that the schools are not giving him 
a fair deal. In such cases a more friendly and understandable attitude may be 
established by the referee. 

11. The visiting teachers are also helpful in the matter of arranging special 
schoecl programs for probationers. They are able to suggest special courses of 
study for the problem children, and to get them into clubs peculiarly fitted: for 
their needs. 

12. Visiting teachers are also instrumental in placing court children in work- 


ing homes. 


One of the most outstanding types of cooperation between an in- 
dividual agency and schools in Minneapolis has been carried on be- 
tween the visiting teachers and the Big Brothers, Incorporated. It 
originally started when the Big Brothers was a committee of the 
Children’s Protective Society and has been carried on since it sep- 
arated and became an organization of its own. Schools refer many 
cases to the Big Brothers each year where the principal or the at- 
tendance officer or the visiting teacher has a boy who is in need of 
adult masculine influence in his life. This the Big Brothers organi- 
zation, through its tie-up with business men, has been able to sup- 
ply. Where boys cannot adjust to the home or the school, placement 
in working homes on farms near Minneapolis has been tried in some 
cases. 

Last year the one hundred and eleven schools in Minneapolis re- 
ported and made 4,433 different inquiries through the Confidential 











498 ELEMENTARY ScHooL PRINCIPALS 





Exchange. Of these cases the Confidential Exchange was able to 
give 3,821 identifications; only seventy-eight of the cases reported 
for information to the Confidential Exchange contained insufficient 
information so that they could not be identified. Table 1 gives these 
totals with their subdivisions. 


TABLE 1—Scuoont CLEARINGS WITH THE CONFIDENTIAL EXCHANGE—1930 





Schools Inquiries Identifications 
GENO GURIOEE o.oo ci cccctcswenccenase 2,406 2,168 
Paycholegieal Clinie .............22..2-.--22--e 788 636 
I INE MIDE ga cecisencicinceicetinennetbcnaicenicicaaes 296 207 
Attengance Department ............5...+....... 943 810 

4,433 3,821 


The first total in Table 1 is that of inquiries made by the schools 
themselves and includes all inquiries of visiting teachers, nurses, 
special teachers, and principals. The psychological clinic’s figures 
of 788 are inquiries made about children who are being tested for 
special classes. One of the big advantages of this clearing is that 
occasionally the child has already been tested by the state or by the 
Child Guidance Clinic and thus time can be saved on the individual 
case by getting the record from either of these clinics. The Child 
Guidance Clinic is a department of the Board of Education and its 
clearings are for the purpose of getting additional information from 
the agencies which have had experience with the families of their 
children. 

The requests for information and registrations made by the 
schools with the Confidential Exchange for the five days between 
November 30 and December 4, 1931, were considered and the regis- 
trations studied individually. There were nighty-eight clearings or 
requests for information and sixty-seven registrations. Forty-six of 
the registrations were from eight different grade schools, and twen- 
ty-one from nine different junior or senior high schools. Sixty-two 
of the registrations were made by visiting teachers. Of the sixty- 
seven registrations made, only one could not be identified because of 
inadequate information. This is significant for it shows a familiarity 
on the part of the schools as to information necessary concerning a 
family for identification by the Confidential Exchange. Only one of 
the sixty-seven was a new case and the other sixty-five were cases in 
which some agency could give the inquiring school information con- 
cerning the family or the children. 

Ten of the sixty-five identified cases were active with the Family 
Welfare Association, one was active with the Children’s Protective 
Society, thirty-eight of them identified previously were known to 
the Family Welfare Association, twelve others, while not known to 
the Family Welfare Association, had been known to health agencies 





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Tue ELeventH YEARBOOK 429 








in settlements. Wonderful opportunities for the principal and school 
are shown by these sixty-five registrations. On fifty-five of these 
registrations, accurate and immediate information concerning the 
family and its past social history was available. In practically 
every case, the visiting teacher or the principal could get this infor- 
mation in detailed form by visiting the agency and reading the case 
record for himself or could get a telephone summary followed by a 
mailed written summary for his permanent records. This case infor- 
mation is collected conscientiously and in many cases over a long 
period of time and represents the best thinking of the agencies in 
the handling of the family, and is the type of information which 
each school would like to have. 

Another thing that is significant about these sixty-seven registra- 
tions is the length of time they have been known to social agencies. 
Deducting the one that had insufficient information to identify and 
the one new case, the others varied from one to twenty-four years 
with an average of over nine years contact with various social or- 
ganizations. Not only that but these last sixty-five registrations were 
known by one to twenty-four different agencies with an average of 
9.7 agencies on each registration. The wealth of social experience 
which the agencies of Minneapolis have had with these families is 
available and has been drawn upon in the cases of these particular 
registrations. It certainly is wisdom on the part of the principals 
and schools to have made use of this information. 

As far back as 1921, Jane F. Culbert in an article, entitled “The 
Public School as a Little Used Social Agency,” presented before the 
Conference of Social Work at Milwaukee, stated: “Even more chal- 
lenging is a realization that the schools of today have on their pres- 
ent register those children who will be ovr problems in future years; 
those who will fill our children’s courts, our jails, our relief agen- 
cies, and our workhouses. The social worker should aim to push into 
the public schools and see to it that the educational lacks which have 
necessitated social work be met by the schools in the first place so 
that the need for re-education may be eliminated—together with the 
cost in human suffering and money.” 

The phrase which Miss Culbert uses, “to push into the public 
schools” does not, however, picture the relationship which should 
exist. The principal and the school should seek all of the informa- 
tion available on their problems, utilizing the social agencies to this 
end and the social worker in the agency should consult the principals 
in the school at every opportunity to secure the information they 
have which would assist him. The responsibility is mutual for this 
cooperation and does not lie alone with either group of educators. 

Probably the best way for each city to solve this problem, whether 
their cooperation is of a very high degree or not, is to study the re- 











430 ELEMENTARY ScHooL PRINCIPALS 








lationship as it now exists and outline plans for increasing the use 
of the social agencies by the schools and the schools by the social 
agencies over a period of years. This study might well be conducted 


and a plan worked out by a joint commission of social agencies’ 


executives and school people. Each city should recognize the eco- 
nomic and social waste in these two great educational forces work- 
ing side by side but not hand in hand on the community’s boy and 
girl problem. 





LL SCHOOL ADMINISTRATORS will agree that 

knowledge of home conditions is essential for the best 
understanding of pupils. How is a teacher in a city school 
to gain this information? In the small community where 
everyone knows everyone else this problem is lessened, for 
a teacher is recognized as a new person in the community the 
day she arrives in the town and it is only a question of a 
short time before she can be acquainted with the people of 
the neighborhood in which she is to teach. In a city, however, 
this contact between teachers and parents is much more diffi- 
cult to make. Instead of one community, in the city there 
are scores of communities. Very likely the community in 
which the teacher finds herself is much different from the 
community of the parents whose children she teaches. Then, 
too, the teacher may live in one section of the city. If the 
city is one which has many industries, oftentimes a class 
distinction exists, with the teacher on one level of society 
and parents of her pupils on an entirely different level of 
society. If, too, there are a number of foreign speaking par- 
ents, this language difficulty will make barriers between the 
teacher and the parents of her pupils——Arvin N. Donner, 
Chapter IV. 














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Tue EveventH YEARBOOK 431 





COORDINATION OF WELFARE AGENCIES 


THomMAs F. McHueH 
Principal, Wilson Avenue School, Newark, New Jersey 


N NEARLY ALL DISTRICTS the school is the only officially 

recognized agency for general, all-around child welfare and edu- 
cation. Thus, it is to be assumed that the school principal should be 
an expert in child development and education. Such an assumption 
carries with it a responsibility heavy enough to weigh down with 
apprehension even the most casual of school executives and must be 
a great source of worry to the conscientious schoolman. 


New and important responsibilities—Piece by piece, the church, 
the home, industry, and government organizations have turned over 
to the school their duties and their prerogatives. Recreation, per- 
sonal cleanliness, health and nutrition, character development, voca- 
tional guidance, are only a few of the innovations that point defi- 
nitely toward the increase in responsibility which the schools have 
assumed in their program. No longer are we only concerned with 
imparting knowledge and skills in a few tool subjects, but we are 
concerned with the full, well-rounded development of the child. In 
order to secure this broad development we must, within reasonable 
limits, control and manipulate every agency that affects the child. 

This means that the school principal no longer can feel that he has 
done his duty when he cooperates with other existing agencies; 
rather, he has done his duty only when he coordinates all agencies 
in his district that affect child welfare. He must actively coordinate 
rather than passively cooperate. He must realize that it is impossi- 
ble in a school day of from five to six hours to control the total en- 
vironment of the pupils of his school and that some attempt must be 
made to obtain the cooperation of the home, organized recreation, 
the theatres, the health and social agencies, and the church. 


How can the principal coordinate the agencies ?—Several set-ups 
for accomplishing this objective have been organized in various 
communities. In the “Ironbound Section” of Newark an attempt 
which has met with some success has been in operation for the past 
two years. This section of the city comprises a natural geographic 
area and has within its boundaries six public elementary schools 
with a total enrolment of about 8600 pupils. It is in the manufac- 
turing area of the city and has a cosmopolitan population consist- 
ing mainly of Slavic and Italian families of the poorer class. 

A group of social workers and school executives, cognizant of the 
need, constituted themselves an executive committee known as the 
Ironbound Council and set themselves to bring about the necessary 











432 ELEMENTARY ScHoot PRINCIPALS 





coordination. The Ironbound Council consisted of the following 

officials : 

1. A physician who is employed by a large industrial plant and who is in- 
terested in social problems. 

. A psychiatrist from the School Clinic. 


bo 


3. An official of the Y. W. C. A. 

4. A priest of the Roman Catholic Church. 

5. A minister of the Protestant Church. 

6. An official of the district branch library. 

7. An official of the Tuberculosis League. 

8. An executive of the district Social Service Bureau. 

9. A social worker for the Catholic Charities. 

10. The director of recreation for the Board of Education. 


11. The executive of the Ironbound Community House. 
12. An elementary school principal. 


The council decided to appoint its members as chairmen of cer- 
tain committees and the personnel of each of these committees would 
consist of from ten to twenty of those persons in the Ironbound Dis 
trict who were particularly interested in the work of that committee. 

Thus far the following committees have been organized with the 
designed leadership: 

1. Health Committee—chairman, the executive of Tuberculosis League. 

2. Adult Education Committee—chairman, the public library executive. 

3. Leadership Committee (To obtain leadership when it is needed for projects: 
Scouts, ete.)—chairmen, the Catholic priest and the Protestant minister. 

4. Relief Committee (A temporary committee to organize for relief during the 
“Depression” )—chairman, the executive of the Social Service Bureau. 

5. Child Welfare Committee—chairman, an elementary school principal. 


These committees immediately organized, made up a program of 
work and set about to accomplish results. As each committee chair- 
man was a member of the Ironbound Council the work of the coun- 
cil consisted of hearing reports of the committee chairmen, sug- 
gesting objectives or methods, and coordinating the projected activi- 
ties. The full membership of these committees included about eighty 
persons of the district who were interested in some form of social 
work. 


Outcomes—Some of the accomplishments and endeavors in the 
first eighteen months following the organization of this council are 
listed below and give some idea of the scope of the work: 


1. The organization of Americanization classes for mothers in the afternoon. 

2. A study of the free dental clinics and an attempt to increase the accommo- 
dations. 

3. Coordination of the emergency relief work done by different agencies during 
the depression. 

4. Introduction of a system of preschool physical examinations of children in 

some schools. 
. Organization of Girl Scout and Boy Scout troops in the schools. 


co 








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Tue Exveventn YEARBOOK 433 





6. Obtaining increased and improved facilities for summer camps for children 
of the district. 

. An attempt to partially control the motion pictures shown in the district. 

. Better coordination of the public and private schools in the district. 

. An attempt to arouse interest in obtaining facilities for bathing and swim- 
ming. 

10. Organization, on small scale, of garden clubs. 


oc oc 


It will seem that the Ironbound Council has attempted the coordi- 
nation of all welfare agencies in its district. In addition to the 
projects actually started, there has been real value in the meetings 
and discussions of this body; each member of the group has de- 
veloped a deeper appreciation of the objectives of the others which 
has resulted in sympathetic understanding and active cooperation. 
All of the projected activities directly affect the welfare of the 
school child and are thus part of the problem of the school principal. 
The organization as it has functioned has been an economical way 
for the principal to solve some of the problems connected with the 
community life of his district. It is an example of delegating duties 
and organizing for coordinated community service. 





HE RESPONSIBILITY for leadership of the com- 

munity rests directly upon the elementary school prin- 
cipal. There is no avoiding it. If he or she should avoid it, 
some active or aggressive person in the neighborhood is likely 
to assume the leadership and the principal will find himself 
discounted. 

Any school district which has educators in all of the civic 
clubs of the city is in a powerful position. It can influence 
the favorable opinion of that community toward bond issues 
and can build up an interest in other activities that are neces- 
sary for efficient schools. Without this contact many propo- 
sitions of much merit will fall flat or will succeed only after 
the most strenuous efforts on the part of the superintendent.— 
William John Cooper, Chapter I. 




















434 ELEMENTARY ScHoot PRINCIPALS 





WELFARE ACTIVITIES ARE NECESSARY 


GROVER STOUT 


Principal, Lynch School, Detroit, Michigan 


TIS NOT THE PURPOSE of this paper to argue the place wel- 

fare work should have in the activities of a modern elementary 
school. Suffice to say that in industrial cities, particularly large ones, 
there is a certain amount of welfare work to be done by the schools, 
in cooperation with the city’s welfare and social agencies, that can- 
not be avoided. It is the purpose of this paper to discuss some of 
these activities that seem, in the light of the writer’s experience, to 
be most helpful and necessary for the well-being of the pupils and 
parents in his community. 

The problem of economic uncertainty—This community is one of 
small homes, rented, or bought on contracts. The families are large. 
The parents, mostly American-born of foreign parentage, obtain 
their income from the variable employment of the large automobile 
and allied factories. 

The economic problems involved in raising a family, paying rent, 
or making the monthly payments on a home and paying taxes, are 
well-known. In times of steady employment a thrifty family can 
keep even and have some luxuries in the way of household appli- 
ances, a second-hand automobile, and a radio, but the “catch” in all 
this is the uncertainty of steady employment. Even in prosperous 
years the employment of ordinary workers in most industrial cities 
is not steady. Seasonal layoffs and layoffs for inventory cut down 
appreciably the average, total, working days per year, and, of 
course, reduce the worker’s income proportionally. In depressed 
business conditions of the past two or three years the earning power 
of 45,000 families in our city was entirely stopped through unem- 
ployment. This huge number of men, women, and children has been 
left to the mercy of their city. The city promptly expanded its wel- 
fare department to meet a situation and put these families on a dole 
system. These doles provided only the barest necessities, and its ad- 
ministration challenged every agency in the city to assist the de- 
partment of public welfare. The schools were in a position to give 
a most valuable type of cooperation. 


Though the above paragraphs describe briefly an admittedly un- 
usual year from a welfare angle, the same machinery and the same 
needs are present every year during the winter months and the 
periods when the men are out of work. In all such instances, when 
families are in poverty or near poverty, the school is in a strategic 
position. If the school is as friendly as most people think it should 
be, then it should be able to serve and to help both its patrons and 
city through various welfare activities. 








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Tue Exeventnh Yrarsook 435 





Care of teeth—One of the constant services a school can give to 
its needy pupils is the care of their teeth. This service requires close 
cooperation with the dental division of the Board of Health or other 
free dental clinics. The care of the teeth of under-privileged chil- 
dren must be constantly stimulated throughout the entire school and 
not left entirely to a school nurse who is in the building but a few 
hours a week. In many cases of these children, the teeth cannot be 
only examined, recorded, and given the minimum dental treatment, 
but the treatment must be continued and provided for with the help 
of the school dentist or the free clinic. 

Several factors enter here. First, many pupils, in a school where 
dental care is stimulated with enthusiasm, will ask to be sent to the 
school dentist when their parents can afford a private dentist. This 
problem makes it necessary to investigate carefully the child’s eligi- 
bility for free dental service. Second, the children on the dentist’s 
list must be checked, encouraged, sent, and again checked, if their 
fears, interests and dependability are to be properly developed. Ade- 
quate dental care is a service the indigent parent cannot give his 
children and in most cases does not even consider until his child’s 
six-year molar is decayed to the aching stage and requires imme- 
diate attention. 

At this point, the writer expects many objections to the use of the 
taxpayers’ money for the dental bills of poor children. The answer 
is: taxpayers pay now for many services for all children and some 
of these services are of debatable value. Why not spend a relatively 
small amount on dental care when good teeth are of value beyond 
any pecuniary consideration? Children served in this way by a gen- 
erous city will never forget and will probably feel a deeper social 
responsibility when they reach adulthood. If this statement is only 
partly true, the potential social attitudes are worth considering when 
the cost of free dental service for poor children is raised. 


Free school supplies, lunches, and clothing—Another service of 
importance is that of furnishing school supplies to all pupils whose 
parents are unable to buy the same. This service includes the note- 
books, writing paper and spelling blanks, pencils, penholders, and 
art supplies. These materials are bought wholesale out of our school 
fund and each child’s request for supplies, if granted, is recorded on 
a simple form as a check against wastage. The child’s eligibility to 
free supplies is vouched for by the homeroom teacher, or someone 
who personally knows the family’s circumstances. Each welfare 
family is asked to send to school the number of their welfare card. 
This number is written on, the pupil’s record card in the office and 
‘an readily be looked up and used to verify eligibility to these free 
school supplies. 











436 ELEMENTARY ScHoot PRINCIPALS 





Many pupils are undernourished and need milk. In schools with 
lunchrooms the pupils from welfare families are given hot lunches. 
The lunches are paid for in part by monthly cash contributions of 
the teacher’s organization. Often these lunches are about the only 
real meals the pupils have each day. 

One of the most important services for the under-privileged child 
is that of supplying shoes and clothing. The city welfare depart- 
ment has a system whereby the request for shoes has to come from 
the school principal. This request is written up on a special form 
and sent to our school attendance officer who calls at the home to 
“double check” the family. The appeal is sent then to the district 
welfare office where an order for the shoes or clothing is issued. 

The service keeps the children warm, protects their health, and 
permits uninterrupted attendance at school. Many children are given 
shoes by the city whose fathers are not receiving doles. In these 
cases careful checking by the school is necessary. Shoes and cloth- 
ing are given also to needy parents who come to the principal’s office 
for help. The city collected a large quantity of used clothing and 
shoes for adults and each school had a smaller supply brought by 
teachers and citizens. 

During the winter months and at Christmas another source of 
supply is a large, benevolent association in our city of “Goodfel- 
lows.” This generous organization distributes thousands of sweat- 
ers, suits of underwear, toys, and other necessities to pupils who 
have been recommended by each school’s principal as being needy 
and deserving within the categories laid down by the organization. 
Their gifts of underwear are so extensive that it helps materially to 
take care of this important need each winter. As mentioned pre- 
viously this extensive program of giving is based on lists furnished 
by each school. The preparation of these lists is an important 
service when measured in terms of comfort, health, protection, and 
school attendance of children. 

Medical services—The school plays a big part in getting parents 
in our city to take their children to physicians for toxin-anti-toxin 
injections, and Schick tests. The school nurses give major attention 
to this problem. The school staff, however, is able to advertise and 
to encourage the idea throughout the community, and can explain 
the treatments to parents when the children enter school. These ex- 
planations take time and energy but it is worth the trouble in the 
number of lives saved. The school also advertises the treatment by 
sending home questionnaires asking if the child has had three in- 
jections and a Schick test. 

Board of Health literature is sent to every home in the com- 
munity. Since toxin-anti-toxin treatments are no longer given in 
our schools, and are free only to poor families, considerable pressure 








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Tue ELeventnH YEARBOOK 437 





is needed to get parents to cooperate. In this continual campaign 
the schools work hand in hand with the city Board of Health. The 
work is extremely important because our city has a very high mor- 
tality rate in diphtheria which the special efforts are slowly reducing. 

In the matter of physical ailments, the school plays a large part 
in getting proper medical attention by referring cases to the school 
nurse (a Board of Health employee) or by sending cases directly 
to the various clinics. Many requests come to the principal from 
mothers who feel they should not call a physician when the family 
has no funds to pay him. 





Administrative and information services—One of the important 
services of the school is that of explaining to parents the functions 
of the health authorities, the welfare department, the school system, 
and other governmental agencies. This type of school welfare— 
social service—costs very little and is deeply appreciated by the be- 
wildered citizen who is seeking aid. To perform this service well 
the principal, the school clerk, and the teachers must be informed as 
to the hospital, social welfare, and other services of the district. One 
must know where these agencies are located and how to get the 
necessary assistance. 

Many needy families apply at the school office for information 
about city welfare relief and are properly directed to the district 
welfare office. In some instances the principal furnishes the carfare 
and a letter to the supervisor. Where a family is denied relief and 
is worthy, the principal by letter or telephone is often able to clear 
up the difficulty and get an order through for the groceries, or coal, 
or other necessities. Other cases of lack of fuel, or sudden illness 
are looked after by the school in an emergency way. 

One can argue that the school should not be concerned with any 
household emergencies among its patrons. Why not help when a 
telephone call to the proper city, or social agency will get results the 
patron, in his own way, does not know how to get? We must not 
forget that patrons in these extremities are generally without funds 
for even carfare and telephone. Also, many of our patrons are of 
foreign birth, speak English very poorly, and know not where to 
turn for help except to the school or the church. 

A teacher’s primary task is to instruct children, but she will be a 
greater community asset when she can answer also the questions of 
her patrons and friends. Most educational philosophers now seem 
to agree that social service is one of the prime duties of the school. 
To interpret the city, county, state, and nation to a school patron is 
not only a duty, but a patriotic privilege and opportunity. 

Summary—Our school is a friendly place where patrons in any 
sort of trouble are welcome to come for the help or the advice we 
may be able to give them. This service is extended primarily to 











438 ELEMENTARY ScHoont PriINciPas 





needy pupils but goes with them and through them to their parents, 
Contrary to the opinion some may hold that welfare work in a 
school is fostering “socialism,” it really should help prevent any 
tendency toward radicalism that may develop in the community. It 
is one thing for well-fed and comfortable citizens to criticize those 
who in any way embrace the teachings of Soviet Russia, but it is 
another and altogether different thing if you are hungry, unem- 
ployed, and your family is in dire need of the very necessities of 
life. This condition may test even the staunchest patriot, and who 
can blame him if those who can help thoughtlessly ignore his dis- 
tress? The schools, together with other agencies of the Republic, 
dare not be weighed in this balance and found wanting. 





HE PARENT-TEACHER ASSOCIATION movement 

is a cooperative educational project which should chal- 
lenge the interest of all school officials. Modern educational 
practises make necessary the conscious intelligent participa- 
tion of parents in the education of their children. The parent- 
teacher association at its best is an excellent vehicle through 
which parents may get a better understanding of the problems 
of their children, of preschool, grade-school and high-school 
age; through which the school may be interpreted; and 
through which the community may be informed of the needs, 
problems, and program of the school.—Ellen C. Lombard, 
Chapter V. 














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THe Exevenrn YEARBOOK 439 





A SCHOOL CHILDREN’S AID SOCIETY 


JUNE H. McConkey 


Principal, William Wright Jr. High School, Chicago, Illinois 


OR SEVERAL YEARS the distributing center of the School 

Children’s Aid Society was located in the rooms of the supply 
department of the Board of Education. This was very convenient, 
for the trucks of the department are used to deliver the bundles of 
clothing together with the educational supplies for each school. As 
time went on, this space was needed and the center was moved to 
the Dante School in which there was available space due to the shift- 
ing of the population. As principal of the school, the writer observed 
the work of the society over a period of years, and thus is qualified 
to evaluate it. 

Activities of the Aid Society—The majority of the work is done by 
volunteer workers under the direction of a committee of the Chicago 
Woman’s Club. The remarkable feature of this service is its contin- 
uity. Year after year, in sunshine and storm these same workers carry 
on. Only one who has seen them at work can appreciate the arduous 
character of their labors along the following three types: 

First: The requisitions which have come by mail must be filled. This demand 
involves the assembling of the garments from the shelves on which they are 
stored and the preparation of the bundles for delivery. Trucks of the supply 
department or messengers from the schools are notified when the bundles are 
ready. 

Second: The exchange of garments. Since the children frequently are over- 
or under-size for their age, some of the articles delivered to the schools are 
misfits. Under these circumstances, the children may go to the Center to be fitted. 

Third: The careful recording of all cards. This record-keeping is very essen- 
tial because a check-up is made through the clearinghouse of the social agencies 
to prevent any duplication of relief. 

It would take a more powerful pen than the writer’s to tell of the 
abject poverty which has moved through those waiting lines in the 
corridors of the Dante School. Men and women who have never 
asked for or accepted help previously have come, saying “I cannot let 
my children stay out of school. They must have an education.” Some 
of them have fainted there from hunger or fatigue. Children with 
shoes mended with wire, others with ragged shoes and stockings 
which had no feet in them, boys who never had owned a new gar- 
ment and children with no underwear have made their way along 
the waiting line. They left with their faces wreathed in smiles and 
with a step which showed the restoration of spirit kindled by the 
flame of this kindness. 

The economic depression has so multiplied the need that it can 
no longer be met, as formerly, by the contributions of the children. 
It would be regrettable, however, if this were ever to become other 








440 ELEMENTARY Scuoon PRINCIPALS 





than primarily the children’s charity. We know that we need to 
train the emotions of the children and to establish in them a goodwill 
and a sense of responsibility for those less fortunate. Sympathy car- 
ried over into action strengthens character but the arousing of the 
emotion with no resulting action vitiates it. The annual appeal for 
funds at Thanksgiving time arouses this sympathy and the pennies 
given are the action which gives such rich return to the donors as 
well as to the beneficiaries. 

The outcomes—Since the contributions of the children cannot fill 
the need and others now are asked to assist, there are certain ques 
tions which arise and should be answered: 





(1) Does this giving of clothing pauperize the children ?—Sumall 
children cannot be pauperized. They are here and in need through 
no fault of their own. The filling of all their needs is to them a 
natural process. The school is just another home, and they accept 
these gifts with the same spirit as though they came from the parents. 
To older pupils, enabled to appear in their classrooms with clean, 
adequate clothing, it means not only a preservation of self-respect 
but, in many cases, its creation. 

(2) Are the families thus aided worthy?—There should be no 
question concerning the worthiness of families. A child is in need. 
The only question is whether or not the family has the funds to care 
for it. To refuse help on the grounds of the unworthiness of a parent 
would be a case of “visiting the sins of the fathers upon the children” 
in a manner which we cannot today approve. It would also nullify 
the purpose for which this work was begun, a reduction of absence 
and truancy so often caused by lack of apparel. 

(3) sit effective in reducing truancy ?—The Department of Com- 
pulsory Education has testified over and over again as to the incalcu- 
lable value of the work. Teachers and principals in schools where 
much aid is given support this testimony. 

Within the school system, the School Children’s Aid Society is 
doing a work not covered by any other agency. It is recognized by 
all the other social agencies as a valued ally. It is educational as well 
as charitable. It fulfills the saying, “Blessing him that gives.” 





HE KEYNOTE through which the school may develop 

contacts with the home and awaken an appreciation of 
the child’s efforts is that of celebrating the child’s success.— 
Florentine Peters, Chapter IV. 

















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Tue Exnevenrn YEARBOOK 441 


UNITED EFFORTS FOR CRIPPLED CHILPREN 


KLIZABETH BAIRD KUN 
Field Secretary, Illinois Elks Association, Chicago, Illinois 


N ITS CRIPPLED CHILDREN’S CLINICS, the Illinois 

Elks Association is forming with the schools and medical men of 
Illinois a joint guardianship for the physical well-being of the chil- 
dren within the boundary of the state. There is no black and white 
agreement concerning this, but every day the growth of this pro- 
tection becomes more evident. It began in this way. 

In the spring of 1929 the Illinois Elks Association, through its re- 
cently organized Welfare Activities Commission, assumed the clinic 
responsibility which had hitherto been borne by the Illinois Society 
for Crippled Children. The immediate aim of the Commission was 
to enlarge the service until it should be within the reach of every 
crippled child in Illinois. There being eighty-three Elks lodges in 
the state, whose jurisdictions covered the entire area, it was deter- 
mined to establish a clinic center at each lodge location. Gradually 
this is being done. From a nucleus of twenty-five clinics, inherited 
from the previous sponsors, the number of jurisdictions now receiv- 
ing service has grown to seventy-one. When the last twelve are or- 
ganized, and regularly conducted, the original task will have been 
completed. 

In order to establish a clinic it is necessary to find the crippled 
children who need attention in the community. Unfortunately, many 
crippled children have been regarded by parents as “a cross to be 
borne” silently. Many parents have felt humiliated to have a crippled 
child in their family, so often the little one has been kept out of 
sight. Even close neighbors never see him. Though the child may 
have normal intelligence, as most crippled children do, he may have 
been kept out of school either to protect him from danger or to save 
his brothers and sisters from taunts or the bother of looking out 
for him. 

State survey—Soon after its institution, the Illinois Elks Welfare 
Activities Commission made extensive plans for a statewide survey 
of crippled children. Just as it was about to be launched the governor 
offered the state’s assistance. Realizing the great value to the Depart- 
ments of Health, Education, and Public Welfare, of the information 
obtained in such a survey, he appointed a Physically Handicapped 
Children’s Commission from the directors of these departments to 
conduct the survey at the expense of the state. A local committee for 
each county was selected, consisting of the superintendent of schools, 
a representative of the medical society, and another interested citi- 

zen, usually a member of the Elks lodge having jurisdiction over that 
county. The plan of the Elks Welfare Activities Commission of con- 
ducting the survey through the schools was used. It was surprisingly 











442 ELEMENTARY ScHoot Princrpais 





successful. Blanks were sent by the local committee to each teacher, 
rural, city, public and parochial, in the county. The children attend- 
ing school were asked to report the names of any crippled boys and 
girls whom they knew, between babyhood and eighteen years of age. 
Often a child would whisper to the teacher the name of a little 
brother or sister whose existence was entirely unknown to her. Over 
ten thousand were listed within a few weeks. The child’s name, parent, 
address, age, grade if in school, and physical disability were given. 
The Elks clinics, growing in numbers and attendance, reported many 
more as the months passed until the number now listed approaches 
twelve thousand. It is expected that the clinics will call out the 
remaining seven or eight thousand, bringing the total in the state 
to eighteen or twenty thousand, which is a reasonable estimate for 
a state of the size of Illinois. 

Too much cannot be said in praise of the excellent work of the 
teachers and principals in this survey. The reports were a true testi- 
mony of the community interest of the teaching profession and of 
the loyalty and devotion of hundreds of school people to the children 
under their care. The parochial schools cooperated to the fullest 
extent. The Cook County survey, including that of the city of 
Chicago, was directed through the headquarters office of the Elks 
and the tabulation of the state reports was done through this office. 
It was a stupendous task for everyone. 


Local cooperation—Following the survey a list of the crippled 
children within each county was sent to the local Elks Crippled 
Children’s Committee. It is the duty of this Committee to see that 
the parents of each child on the list are invited to bring the little 
one to the clinics for examination, and to furnish transportation 
if it is necessary. Parents are requested to come with their family 
physician, if possible, or to bring a note from him indicating that 
he wishes the child to be examined. If a family comes to the clinic 
claiming no doctor, they are asked to choose one for it is to the family 
doctor we must look for supervision of the ‘care which the clinic 
surgeon advises. Very often the local medical men will have several 
patients to be examined and they will come early to the clinic and 
remain until all the children are given attention. There is no charge 
for this clinic service. 

The surgeons are sent to the clinics from the headquarters office 
of the Elks Welfare Activities Commission. They are very able 
orthopedists. Dr. Henry Bascom Thomas, of the University of IIli- 
nois Medical School, is chief of staff. These men are paid their ex- 
penses but donate their services to the children. 

It is a rare clinic when there are no school people present. As a 
general rule school nurses, both local and county, come bringing chil- 
dren and parents. They ask for a report of the examinations so that 





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THe Eveventu YEARBOOK 443 








they can do their part in assisting. They see that the children are 
taken regularly to the family physician. They keep an eagle eye on 
home conditions. They insist that when braces are advised and pur- 
chased that the child wear them. Physical training teachers attend 
the clinic to have the surgeon instruct them in the proper exercises 
for each patient. Teachers in special rooms fer crippled children, 
and in fresh air rooms, attend to receive instructions on every man- 

ner of detail concerning the physical comfort and the improvement 
of their students. Principals and schoo! superintendents consider 
it their privilege to load up their cars with convalescent children 
and bring them to the surgeon for a check-up of their condition. 
Since an Elks lodge jurisdiction sometimes covers two or three 
counties, it is a usual thing for school principals of the small com- 
munities to round up the children in their districts and arrange for 
their clinic attendance. Principals of schools where there are special 
rooms for crippled children come to hear the clinic surgeon’s advice 
so that they may understand the problems of the room and to assist 
the teacher to plan and carry out her program. Very often these men 
are members of the local Elks Crippled Children’s Committee. In 
one of the most efficient clinic centers the County Superintendent of 
Schools is the committee chairman. 


Educational problems—W ith this increased interest in the rehabili- 
tation of crippled children comes also the demand that these chil- 
dren be given the same opportunities of education that the normal 
child considers his birthright. There is a school law in Illinois which 
makes provision for the assistance of state financing in the establish- 
ment of special schools and rooms for the handicapped. The number 
of these special rooms has grown from less than ten, in 1926, to 
approximately fifty. The headquarters office of the Elks has assisted 
in many instances in planning them and has also been instrumental 
in finding teachers who have had special training in this branch of 
education, and whose personality will fit the particular needs of 
the community. Tutors are provided under the law for rural chil- 
dren if they cannot attend school. 

It is very unfortunate that Illinois has no training center where 
teachers, who desire work with handicapped children, can be pre- 
pared. At the present time it is necessary to call students from the 
Special Education Department of the Michigan State Normal Col- 
lege to establish special rooms in Illinois. In every community, where 
these borrowed teachers have been employed, they have done splen- 
did work but it is very difficult to keep them here for continued serv- 
ice, because they are offered positions in Michigan and prefer to be 
nearer home. Their excellent work, however, proves the economy 
of employing highly trained teachers for rooms where crippled chil- 
dren are to be taught. 











444. ELEMENTARY ScHoot PRINCIPALS 





In several counties a special unit for crippled children is organized 
to take care of all students within the boundaries. Rural children 
and those in towns are brought to a central school by buses or auto 
mobiles every day and returned home after school hours are over. 
This is an unusually successful plan and it has worked out admirably 
in every instance. Treasure Island, the Wiiliamson County school, 
is the pioneer of this experiment. 

In towns where as yet no special rooms have been established, the 
teachers in the regular classes assist in every possible way the con- 
valescence of such handicapped children as fall within their respon 
sibility. A great many boys and girls who have been on the verge of 
becoming cripples through postural defects—accidents where par- 
ents have thought they could manage without a doctor—malnutri- 
tion and incipient tuberculosis, have been restored to health through 
the clinic service, the family physician, and the school teacher. This 
is a real task and a decidedly worthwhile one for, out of the twelve 
thousand crippled children listed, nearly one half of these are suf- 
fering from troubles which might have been prevented. 


Hospital care—At the clinies there are many children found who 
must have hospital care in order to recover strength and to be freed 
of deformities. In communities where no such attention is available 
the local Elks Crippled Children’s Committee will arrange for this 
elsewhere. In cases where no hospitalization is needed, but other serv- 
ices are necessary, the Committee assists wherever possible. Excellent 
results are being obtained in this curative work. Hundreds of chil- 
dren are having clubbed feet straightened, birth defects remedied. 
Those with bone disease, incipient or advanced, are receiving treat- 
ment which will save their lives and which will restore them to as 
nearly normal usefulness as is possible. Children who are old vic- 
tims of infantile paralysis are having surgical repair which will 
enable them to get about more easily. Victims of the recent epidemic 
are being carefully protected against deformities and often they are 
restored to complete, or almost complete, health and muscle power. 


Conclusion—It is the earnest wish of all interested workers that 
this generation of children crippled from preventable causes be the 
last to be thus afflicted. Infantile paralysis and birth defects are not 
included in this group as being at present preventable. However, the 
time has arrived when serum is saving many children from paralysis 
and it is hoped that soon a method will be evolved whereby children 
will be immunized against the disease. There are very few birth de- 
fects which are not entirely correctable, or nearly so. It is reasonable, 
then, to conceive of a future when a crippled child of adolescent years 
will be somewhat rare. 








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Tue Evevenrn Yrarsook 445 





SCHOOL RELIEF, AN OPPORTUNITY 


Joun 8S. HERRON 
Principal, Lafayette Street School, Newark, New Jersey 


LOWLY BUT STEADILY, education, as viewed in the light 

of the passing years, is coming to encompass the child in its 
entirety. Whether or not professional educators welcome the respon- 
sibilities and duties thus added to their already heavily laden pro- 
gram is beside the point; the fact remains that each succeeding year 
sees the school taking over and administering new duties with refer- 
ence to child welfare which it did not possess before. Educational 
progress and innovation in every instance can be traced to social 
demand. As long as the public school remains a social institution, 
such duties and responsibilities must be accepted and shouldered, if 
democratic education is to fulfill its mission. 

The child is entrusted to the school by society for education and 
training. Development, once viewed in a narrow sense, today signi- 
fies the mental, physical, moral, and social sides of the child—the 
whole child—the evidences of which, as observed in current practise 
and accomplishment, are, indeed, quite amazing. And so, instead of 
limiting the direction of education to the three R’s, the school today 
provides for a long list of duties, once belonging to the home but 
now forced upon the school by social demand. Time and space will 
not permit an enumeration of these changes, introduced in the in- 
terest of the child and constituting in part the price of our complex 
civilization. Visiting teacher, teacher-nurse, nutrition teacher, den- 
tal clinic, medical inspection, mental measurement, psychiatry, voca- 
tional guidance, differentiated curriculum—these are but a few of 
the terms which connote the changing school of the ever-changing 
civilization. 

To the school of 1930, °31, and °82, already enveloped in the ex- 
panding complexities suggested in the preceding paragraph, an added 
duty and responsibility has grown out of the great economic de- 
pression, which has so vitally affected not only our own country but 
the civilized nations of the entire world. Beginning with the fall of 
1930, school systems throughout the country found themselves faced 
with the problem of providing food, clothing, medical assistance, 
and even shelter for the children entrusted to their care. In the more 
populous centers, the effect, perhaps, has been more keenly felt, with 
the result that city school systems have had to take on the ensuing 
responsibility and attempt to solve it through organization. In thou- 
sands of individual schools, especially in towns and villages, pupil 
relief has undoubtedly been handled as most charitable work is done 
—quietly and efficiently by a few individuals; but city school sys- 
tems have had to do their work, in a new field and on a larger scale, 
in conjunction with the welfare and social agencies already estab- 











446 ELEMENTARY ScHOOL PRINCIPALS 








lished for years. This situation compelled, from the start, coopera- 
tion, study, and work on the part of the schools if their program 
was to be intelligently administered and their endeavors effective in 
the end. ’ 

The following is an account of the pupil relief program carried 
on in the public school system of Newark, N. J. during 1930 and 
1931, as typical of school welfare work in a large city. The purpose 
of this article is not to broadcast a pharisaical account of charitable 
deeds, but rather to suggest the beneficial results which have come 
to the schools indirectly as a permanent gain to the teaching profes- 
sion, and to outline the scheme of administration for the benefit of 
other systems which may be faced with the same problems. 


The relief organization—The need for relief work among pupils 
made itself felt in the spring of 1930. Reports from many schools 
indicated that scores of pupils were in need of the necessities of life 
and that the teachers were supplying the financial assistance re- 
quired in these cases. Some schools had established their own relief 
funds. Cognizant of conditions within the schools and realizing that 
the situation not only would continue for months to come but would 
grow worse, the superintendent of schools called a special meeting 
of representatives of the various classifications of teachers in Novem- 
ber, and suggested that the teachers devise an organized plan for 
systematizing the relief work they were doing and for providing 
such other relief as might be necessary. 

A motion was unanimously carried by the representatives present 
requesting the Commission of the Newark Teachers Association to 
unify and direct the work of welfare relief in the schools during 
the emergency. This committee was empowered to decide: (1) how 
large a sum of money should be requested from the teachers and 
other employees of the Board of Education, and (2) how the money 
should be collected and distributed. 

The Commission of the Newark Teachers Association appointed 
as members of the Central Relief Committee the following school 
representatives: the superintendent of schools (ex-officio), the first 
assistant superintendent of schools, one elementary school principal, 
two elementary school teachers, two high-school teachers, and the 
superintendent of supplies. Officers were elected, the writer being 
selected as chairman. 


T he central fund and its administration—On December 2, the Cen- 
tral Relief Committee made a request of the teachers and employees 
of the Board of Education asking for $20,000 for immediate relief. 
The Central Committee also requested each school to appoint a 
school committee of three, to be known as the Local Relief Committee, 
which was given full power in the administration of relief work 
within a particular school. The Central Committee, in a circular to 





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Tue ELeventH YEARBOOK 447 





the schools, emphasized the following points concerning the admin- 
istration of the fund: 
(1) It was being raised by the unanimous approval of all representatives. 
(2) Contributions were to be voluntary. 
(3) The money was to be spent only for welfare relief of pupils in the schools. 
(4) The Central Committee was to collect and distribute the fund, but the 
actual spending was to be done by the Local Relief Committee in each school. 


In the first appeal (December 2), the sum of $18,851.32 was con- 
tributed. A survey of the relief work carried on by the schools prior 
to this appeal indicated that approximately $5,200 had been col- 
lected and spent by teachers. 

Under the adopted plan for administering the new fund, the chair- 
man of each Local Relief Committee was directed to make requests 
for money of the Treasurer, to supply school wants for a limited 
period. A committee of three was appointed to check upon all re- 
quests for money and to approve same before submission to the 
Treasurer for payment. 

Recognizing the imperative obligation of administering the fund 
in the most efficient manner possible, the Central Committee from 
the start set up definite safeguards against any possible looseness of 
management. The safeguards embodied these features: 


(1) Each school was required to keep simple but detailed records of all re- 
ceipts and expenditures of money. 

(2) All requests for money from the Central Fund had first to be approved 
by the special committee before being honored by the treasurer. 

(3) All relief cases in the schools had first to be cleared through the Social 
Service Exchange and no money was expended until welfare agencies of the 
school neighborhood gave positive assurance of need. 

(4) The treasurer was directed to submit each month a detailed report show- 
ing receipts and expenditures by schools, together with a summary. 

(5) A eareful audit of the accounts of the Central Relief Fund was to be 


made at the end of each year. 


Coordination of work with welfare agencies—In preparing to in- 
augurate the relief program within the schools, the Central Relief 
Committee made immediate contacts with the welfare agencies of 
the city. The strongest and closest tie-up was established with the 
Social Service Bureau whose advice and counsel was invaluable. 
In the Ironbound Section, for three years previous, the schools had 
already been engaged in carrying out a cooperative plan of mutual 
assistance with the Social Service Bureau and other welfare agen- 
cies. After conferences, it was decided to use the Ironbound scheme 
as a model and to organize the rest of the city on this plan. Four 
sectional meetings were arranged for and held at Lafayette Street 
School, South Eighth Street School, Robert Treat Junior High 
School, and Cleveland Junior High School at which the school relief 
committees were addressed by the superintendent of schools, his ad- 











448 ELeMENTARY Scnoot Princrpats 








ministrative assistants, including the directors of health, child guid- 
ance, and attendance, and representatives of the various welfare agen- 
cies of the city. Among the agencies with whom plans of cooperation 
were worked out were the Social Service Bureau, the Associated 
Catholic Charities, Jewish Social Service, Poor and Alms Depart- 
ment, Red Cross, Social Service Exchange, and the Ironbound Com- 
munity Council. A definite decision requiring all schools to clear 
cases first through the Social Service Exchange was arrived at, in 
order to prevent duplication of effort. 

Services rendered by outside agencies—Throughout the winter 
and spring of the past school year, individual school relief committees 
received much aid from outside sources. This assistance was par- 
ticularly true of the serving of midday lunches to needy children 
in schools not provided with cafeterias or lunchrooms. Special atten- 
tion should be called to the outstanding service of the Friendly 
Neighborhood House, which served daily an average of 150 negro 
children of Morton Street School, and which received a donation of 
$15 per week from the school relief fund. St. Barnabas Hospital 
for a long period contributed lunches to a number of needy children 
of the Hill section. At a small cost the Second Presbyterian Church 
served lunches to the children of Burnett Street School, as did the 
Catholic Neighborhood House for dependent children of Hawkins 
Street School. 

Second appeal for funds—On April 27, the Central Relief Com- 
mittee made a second appeal for voluntary contributions from teach- 
ers and employees of the Board of Education for the purpose of 
insuring sufficient funds to carry on the relief work during the sum- 
mer term and into the fall. Up to June 30, $5,588.31 had been con- 
tributed in the second call. 


Plan for summer relief—Before the close of school in June, the 
Central Relief Committee called a conference of all relief workers 
to discuss the relief program during July and August. Each sum- 
mer school set up a relief committee or had its original committee 
carry over and function. Under this scheme summer relief has been 
administered without interruption. 

How the plan has worked—The relief program, as administered 
in the Newark public schools, has been carried on with splendid co- 
operation and support from all concerned. Each Local Relief Com- 
mittee, with the principal usually as one of its number, has served 
with zeal, patience, and sympathy. This committee in each school 
did all the actual spending, passed upon the worthiness of each case 
reported, and decided the nature of the relief to be administered. 

In each school there was set up an Advisory Council, whose duty 
it was to render assistance to the Local Relief Committee. The Ad- 
visory Council, which met with the Local Relief Committee on call 


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Tue EneventH YEARBOOK 449 





from the chairman, was composed of the attendance officer, the school 
nurse, the visiting teacher, the nutrition teacher, together with 
neighborhood welfare workers, such as representatives of the Poor 
and Alms Department, the Social Service Bureau, the Associated 
Catholic Charities, and the Jewish Social Service. The meetings of 
these social workers with the teachers brought the schools into direct 
contact with specialists working in allied fields of welfare work 


TABLE 1—DISBURSEMENTS BY MONTHS 
$ 5,480.00 





Pacer; 1GGG) an nan isn sn kin acts ceca esncusesasesanuseea 
January, 193] ~.------------------------------------------------- 3,465.00 
February, 1931 ~------------------------------------------------- 2,920.00 
MsGGR, PRG) oc nciii ne cect ccdaccennncccscwe nnn seesnennaee 3,155.00 
April, 1931 ~.--.---.-------------------------------------------- 1,206.00 
May, 1931 ---.-------------------------------------------------- 1,678.00 
Bi RAE os ideiidcnanmnccnaataatnnias ee neaeeeianannmeae 1,585.00 
July, 1931 ~-..-------------------------------------------------- 705.00 
August, 1931 -~....-------------------------------------------2--00 ----0- 
September, 193] ~.----------------------------------------------- 949.00 
October, 193] ~...-.--~..----------------------------------------- 1,415.00 
Total Expenditures ~.--.----------------------------------------- $22,558.00 
Milnes. Oi WE assoc he eens cane ea 2,081.61 

EL LAL OI SET 


TABLE 2—SumMMARY OF RELIEF WORK WITHIN THE SCHOOLS 


I, Expenditures: (June 30, 1931) 
$6,484.50 


Di TN oes sa cre iar eee ee a ieee ieee 
(3,170 pairs bought.) 
2. Shoe Repairing -.---------------------------------------- 623.40 
3. Clothing -~.---.---.-------------------------------------- 1,593.87 
Oh: TE oes errr iene ena nee memanee 3,579.59 
(2,853 children served milk.) 
See TOGO mci ce cacicn enced nesses 2,308.32 
(903 children served meals; 53,328, total number of 
meals served. ) 
C. Dead te DOM cnc oc nescncnsdcnmcionnernesecaooweayaee 2,565.72 
I i ccc Sp il snc ts bn eg 298.00 
OME  kcddicid ed nwuon cman aimee akkeaisn aaa ece ema 661.42 
iPS: once nicccdnneenbanennncanan eee anae 13.00 
UR Ti iii insist cn dk lec 303.67 
Ti. WHSSOERONOE xo haomnndesnsceeneessaceusessenatancarese 312.60 
j | ee ee MN rc 
II. Additional relief from outside sources: 
(a) Garments (used or new) ---------------------------- 12,318 items 
(b) Shoes (used or new) -------------------------------- 2,197 pairs 
III. Summary of pupils and families assisted: 

(a) Total number of pupils assisted during the period---------- 8,047 
(b) Total number of families assisted during the period_.------ 4,267 











450 ELEMENTARY ScHOOL PRINCIPALS 





and gave the teachers the viewpoint and the experience requisite to 
a full appreciation of a teacher’s job. As a result of the case studies 
discussed at the round-table meetings of the Advisory Committee, 
the teachers learned the workings of the institutions about them and 
came to an understanding of the proper social approach to the solu- 
tion of the problems before them. As a result, they could not help 
but grow in sympathy, in understanding, and in appreciation of 
some of the great obstacles to pupil progress. 

The city welfare agencies were only too glad for the opportunity 
to work in close harmony with the schools, so that, in the last analysis, 
the year’s experience has been as broadening to the social workers 
as it has been to the teachers. 


Tables 1 and 2 are submitted as summaries of work accomplished. 
They should be of interest to many readers. 


Summary—Entirely aside from the altruistic motive involved, 
the experience of the past school year has been a great and unusual 
opportunity for the teachers of the city, one which they have grasped 
and utilized to the fullest. The opportunity referred to was the op- 
portunity for the socialization of the schools along pratical welfare 
lines. The benefits accruing to the teachers may be summarized as 
follows: 


(1) The schools developed a deeper, more intimate, and in consequence, a more 
sympathetic understanding of family problems. 

(2) The schools were brought into close and friendly contact with the social 
workers of the welfare agencies of the city and influenced by the new approach 
to the solution of relief cases. 

(3) The schools came to appreciate, as they have never done before, that there 
are other vital things in teaching besides subjectmatter, marks, and records. 

(4) Human relationships were emphasized, the schools coming to an appre- 
ciative understanding of some of the great handicaps under which many pupils 
have to labor; in other words, the schools have become more social-minded. 

(5) The schools came to a broader appreciation of the services rendered by 
the welfare agencies of the city and to an understanding of the fact that all are 
engaged in the same job—the welfare of the public. The contacts, the cooperation, 
and the understanding developed between the schools and these agencies should 
be maintained and improved in the years to come—even after the present 
emergency has passed. 


All of the money contributed by the Newark teachers, as referred 
to in this article, has been collected and spent without any expense 
whatsoever. As this account is being written, plans are being formu- 
lated not only to continue the relief work of the year just closed, 
but to be prepared for greater efforts should the coming winter 
require them. 





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THe ELeventH YEARBOOK 451 





SELECTED REFERENCES 


ADDAMS, JANE. Twenty Years at Hull House. New York: Macmillan Co., 
1923. 

ADDAMS, JANE. The Spirit of Youth in the City Streets. New York: Mac- 
millan Co., 1909. 

AMERICAN ACADEMY OF POLITICAL AND SoctaL ScIENcE. Annals. “Public 
Welfare in the United States.” Vol. 105, January, 1923. 282 p. 

BRECKINRIDGE, S. P., comp. Public Welfare Administration in the United 
States. Chicago: University of Chicago Press, 1927. 786 p. 

Cueyney, A. S. The Nature and Scope of Social Work. New York: American 
Association of Social Workers. 1926. 57 p. 

GILLETTE, JOHN Morris. Rural Sociology, (revised edition) New York: 
Maemillan Co., 1928. 574 p. 

GILLINn, J. L. Poverty and Dependency. New York: Century Co., 1926: 
836 p. 

Hayes, Aucustus W. Rural Sociology. New York: Longmans, Green and 
Co., 1929. 598 p. 

Hayes, E. H. Sociology. New York: D. Appleton and Co., 1930. p. 187-217. 

NATIONAL COMMISSION ON LAW OBSERVANCE AND ENFORCEMENT. Report on 
the Causes of Crime. Vol. I, 390 p.; Vol. II, 401 p. Washington, D. C.: 
Government Printing Office, 1931. 

Opum, H. W., and Wittarp, D. W. Systems of Public Welfare. Chapel Hill, 
N. C.; University of North Carolina Press, 1925. 302 p. 

QuEEN, S. A. Social Work in the Light of History. Philadelphia: Lippin- 
cott Co., 1922. 

Ricumonp, M. E. What Is Social Case Work? New York: Russell Sage 
Foundation, 1922. 

SmitH, Henry L., and Lirre.,, HAroip. The Philosophy of Human Rela- 
tions: Individual and Collective. Bulletin of the School of Education, 
Indiana University. Vol. VII, No. 3; January, 1931. 

Watson, F. D. The Charity Organization Movement in the U. S. New 
York: Macmillan Co., 1922. 

West, JAMES E. “Social Agencies Aid the School.” Proceedings. Washing- 
ton, D. C.: National Education Association, 1930. p. 728-37. 











| bevy PARENTS mean understanding parents and 
in most situations satisfied parents. No school can truly 
succeed in promulgating its philosophy by depending upon 
chance information that seeps home through the child.— 
Bernice Baxter, Chapter V. 

















CHAPTER X 
EXCURSIONS AND EXHIBITS 


ALL ABOARD FOR EXCURSIONS 
EXCURSIONS IN SCHOOL LIFE 
Museum oF Art ACTIVITIES IN SAINT LOUIS 
EXCURSIONS INTO MUSIC 
VISITING THE BoTANIC GARDEN 
LESSONS FROM THE Zoo 


[ 453 ] 











EDITORIAL COMMENT ON CHAPTER X 


Chapter X illustrates how the four walls of the school- 
room are being pushed back to include the community. 
Where in early times the learner understood the world as 
the strained residue of many textbooks, now he examines 
life activities where and as they are. Several contribu- 
tions to this chapter describe the technic, purposes, and 
outcomes of school visits. Other articles describe examp|s 
of trips to points of interest in the community. Several 
writers use the community zoo or the symphony orchestra 
to tell us of the thrills that come from first-hand experience. 

An excursion is simply a means whereby facts are seen 
in life under competent guidance. Like books, pencils, ex- 
aminations, drill lessons, themes, or songs—excursions are 
tools whereby the learner identifies himself with the 
thought and spirit of knowledge. Excursions are not ends 
in themselves any more than drill lessons. Like all de- 
vices they must be used by the intelligent teacher in ac- 
cordance with the needs of the pupils, the opportunities 
of the community, and the demands of the curriculum. 

No teacher can read this chapter without a feeling of 
awe toward the vast possibilities for education outside of 
the school. Under competent leadership the art museums 
can add perspective to historical knowledge, the zoo can 
eradicate superstitious fears, and the symphony orchestra 
“an develop fine appreciations of the beautiful. What a 
challenge to schools to discover, to integrate, and to utilize 
these community agencies! 

A potential danger of advertising exists in connection 
with excursions to factories and business establishments. 
For example, a principal may forbid the distribution in 
his school of literature about a dairy. A week later several 
classes visit the dairy during school hours and receive the 
literature. Can the principal be charged with inconsis- 
tency? Is the crux of the problem the use in school 
time, or the use of school machinery, or the indoctrina- 
tion of children ? 

Previous yearbooks of the Department have given scant 
attention to excursions. This may he evidence that an 
ancient technic, recently revived by socalled progressive 
schools, has yet to be fully developed in connection with 
a majority of our American schools. For this reason we 
can probably benefit by European experiences as described 
in the chapter and several of the selected references.—/di- 
torial Committee. 


[ 454 ] 











CHAPTER X 
EXCURSIONS AND EXHIBITS 
ALL ABOARD FOR EXCURSIONS 


JESSIE McCaLLuM 
Principal, Lyon School, Detroit, Michigan 


ODERN EDUCATORS are beginning to realize more and 

more the instructional value of taking children on excursions 
or trips to places of interest in the school community. We are no 
longer surprised to hear the call of “All aboard in Room 303 for a 
trip to Mrs. Wiggs’ Cabbage Patch” or “Good-by and good luck” as 
a group of children start out for a visit to the nearest gas station 
or a neighborhood garden or the City Hall or “What have you?” 
Every school neighborhood, no matter whether it is city, town, or 
country, offers opportunities for worthwhile contacts from an edu- 
cational standpoint as there is so much around us that is part and 
parcel of our daily living and yet we know so little about its real 
significance. Since we are agreed that children learn more readily 
from first-hand experiences it is time that we studied the instruc- 
tional content of our communities and began to utilize it. So let us 
put “Excursions” on our list of desirable school activities and then 
say “All aboard” for some organized planning on our part which 
will help to make these trips as worthwhile as possible. 

Survey of community—A good way to start this organized plan- 
ning would be to make a survey of the places in the community that 
might be considered for visitation purposes. This survey could be 
made by a committee of teachers or it could be a school project in 
which the principal, teachers, and children would all have a part. 
The principal’s contribution might be any information regarding 
places to visit which would come through official notices or invita- 
tions from places which were open for inspection. Each teacher 
would have places in mind in which her group were particularly in- 
terested and the children would be very helpful in discovering points 
of interest in the neighborhood and making arrangements for visits. 
The following is a suggestive list of places which might be included 
in the survey, some of which would be found in every locality : 

1. Government buildings 
town, city, county, state 
2. Public utility buildings 
water, gas, and electricity 
3. Industrial plants 
factories, shipyards, and potteries 
4. Libraries 


main, neighborhood, and private 


[ 455 ] 











456 ELEMENTARY ScHOOL PRINCIPALS 





5. Museums 
art and historical 
6. Transportation facilities 
railroads, depots, boats, docks, elevators, buses, loading stations, street 
cars, and safety zones. 
. Public protective agencies 
fire department, police department, and health board 
8 Community centers 
parks, playgrounds, swimming pools, and club houses 
9 Gardens 
neighborhood, school, and public 
10. Public service agencies 
gas stations, garages, and telephone company 
11. Stores 
various nationalities; chain and independent; various types, drugs, gro- 
cery, and department 
12. Publishing houses 
newspapers, periodicals, and advertising 
13. Farms 
dairy, stock, garden, truck 
14. Public buildings 
office buildings, stock exchange, banks 
15. Construction work 
street paving, sewer construction, building construction 
16. Zoos 
17. Airports 
18. Radio stations 
19. Expositions and exhibits 
20. Historical monuments, tablets, and statues 


a | 


Information included in survey—tIn addition to making a survey 
of the community for points of interest for educational excursions, 
as they might be called, it would be a good plan to compile certain 
facts regarding each one of the places to be visited. This informa- 
tion might be tabulated in some form which would be convenient 
for reference when arrangements were being made for a visit to a 
particular place. Among the facts might be the following items: 


‘Name of place to be visited 
Reason for selection 
Location 
Transportation 

Cost (if any) 

Means 
Visiting days 
Visiting hours 
Person in charge of visiting arrangements 
Preliminary notification 

Time necessary 

Form 

(phone, letter, etc.) 

Number of visitors allowed at one time 
Remarks 








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Tue ELeventH YEARBOOK 457 





—_— 


The remark column will be the most interesting if it is filled in 
after the visits are made. It will include such warnings as, “Don’t 
wear your good shoes when you go to the zoo”; “Let the children see 
the monkeys last or you won’t see anything else,” or many other 
suggestions, more or less helpful. 


Stimulating interest in excursions—The making of a community 
survey, similar to the one mentioned, is one of the best ways of 
stimulating interest throughout the entire school in community ex- 
cursions and a number of activities could easily and profitably fol- 
low its completion. A large map could be made showing all the 
places selected for visitation by the school as a whole. If possible, it 
is a good plan to set aside a definite place, accessible to all the chil- 
dren in the school, for the display of material connected with points 
of interest in the school community. The survey map and the in- 
formation chart would form the nucleus for starting an interesting 
exhibit along this line. The children could be encouraged to collect 
pictures, clippings, or information in various forms regarding any 
of the places listed and, in this way, their interest would cover a 
wider range than if it were confined only to places they themselves 
might visit. After a trip, the children participating could make 
original contributions to the collection in the form of booklets, draw- 
ings, or models they had made. Any related material obtained tem- 
porarily from outside agencies such as industrial concerns, art insti- 
tutes, and museums, could be displayed from time to time. Lists of 
reading references, room records of visits made, announcements of 
trips to be taken, are only a few of the many features which might 
be part of the school exhibit and which would help to develop a 
growing interest in the school community among both teachers and 
pupils. 

Instructional value of excursions—In addition to compiling in- 
formation regarding places to visit and stimulating interest in them, 
the principal has another very important duty which is to see that 
teachers utilize the instructional value of these community excur- 
sions so that those who participate will derive the fullest benefit. 
Many teachers, as well as children, think that all there is to a trip 
is just “going somewhere.” This activity being the great outdoor 
sport of the American nation, we can hardly wonder at this view- 
point. We will find that adults as well as children need help in order 
to discover the educational advantages of the forces which are at 
hand in every community. For this reason, it requires training of 
both teachers and pupils so that they will not only “go somewhere” 
but will bring something back. 


Analysis of objectives—It has been my experience that if an analy- 
sis of the objectives or possible outcomes of these excursions or trips 
is made and a preparation and follow-up, based on this analysis, is 











458 ELEMENTARY ScHoot PriINcrPpaLs 





—-. 


planned and carried out, the results are far ahead of those obtained 
from trips which have not been organized in this manner. Both 
teachers and pupils should have a definite objective in mind for each 
trip. These will vary, of course, as we would not have the same pur- 
pose in mind in visiting the art institute that we would have if we 
went to a neighborhood gas station. It might be well for a school 
as a whole to concentrate on certain specific purposes and plan their 
visits accordingly. The following are suggested as being very worth- 
while: 


Development of powers of observation 

Ability to retell first-hand experiences in an interesting manner 

Knowledge of facts of everyday life 

Increased capacity for worthwhile emotional reactions 

Ability to organize in logical sequence, information gained through first-hand 
experiences 

Development of feeling of responsibility through understanding of community re- 
lationships 

Vocational information 


Types of preparation and follow-up—When we recognize excur- 
sions as a form of instructional activity and participate in them with 
the definite purpose of extracting some educational value from these 
community contacts, the activities that precede and follow each visit 
will play an important part in accomplishing our objectives. 

If we are trying to increase a child’s capacity for worthwhile emo- 
tional reactions, our trip might be preceded by other activities in- 
volving participation in the appreciation and enjoyment of litera- 
ture, music, art, or the beauties of nature. The follow-up for such a 
trip might provide an outlet for the children’s reactions in some 
form of creative activity wherein his experiences would take form 
and would be more apt to “jell,” if we may use this expression, and 
become a permanent part of his emotional nature. 

If we wish to develop ability to retell first-hand experiences in an 
interesting manner, before going on a trip the group could make 
plans to describe the trip for some other group on its return. A pro- 
gram for the parents, an article for the school magazine, or a letter 
to an absent pupil might be planned. The children could list, in ad- 
vance, questions they wanted to ask or observations they wanted to 
make on the trip. On their return they could select and organize 
their information, on the basis of its interest to others by means of 
group discussion, and the final selection for whatever activity had 
been planned would be a check in determining the standard of what 
the group considered most interesting. 


Mechanical aspects of excursions—In addition, the principal and 
teachers must also be concerned with the mechanical aspects involved 
in taking a group of children on a trip and returning them safely 








—————. 


tained 
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Tue ExeventH YEARBOOK 459 





to the school or their homes. The safety of the children is para- 
mount, of course. All possible precautions must be taken to provide 
officers or safety patrols when crossing main arteries of traffic. Each 
child should be required to bring a note from his parents stating 
they are willing for him to go on the trip in question and parents 
must grant this permission with the understanding that the school 
will take all the possible safety precautions but, over and above that, 
the responsibility is theirs. 

The group should be well staffed so that the burden of looking 
after the children does not fall too heavily on any one teacher or 
helper. Personally, I would rather have too many in charge than 
not enough. If these trips are undertaken for their educational value 
and are not just pleasure affairs, I feel that they are valuable enough 
to justify any internal adjustments which must be made in the 
school in order to send a sufficient number of teachers along to take 
care of the group with the least possible strain on the individual 
teacher. Often a teacher’s reluctance to participate in affairs of this 
kind is because she does not feel physically equal to the effort. To 
my mind, it is the duty of the principal to see that this reason does 
not stand in the way. 

The matter of finances is often a question that has to be consid- 
ered in many localities. In some schools that have a school fund that 
renews itself, transportation is sometimes provided for children un- 
able to furnish their own money. In schools where there is no fund 
and little money (such as my own) I found it more economical to 
rent buses at a flat rate instead of paying individual fares on a bus 
or street car. By sending the maximum number which a bus could 
carry, we obtained a minimum cost per child. We have managed this 
so well at times that we had money left over to apply on another 
trip. We prefer buses, also, from a safety standpoint as they do 
away with transferring, for the children are taken from and returned 
directly to the school. 


Our experiences with excursions—“W here there’s a will, there’s a 
way” is an old saying and it applies to this matter of school excur- 
sions. We have taken several trips “on a shoestring” you might say. 
By carefully arranging our schedule and with the wonderful co- 
operation of everyone concerned, we have been able to visit the main 
library and the art institute on the same trip or at the price of one 
fare. It shortened our visits but we made the most of them by hav- 
ing a librarian at our disposal when we were in the library, a traffic 
officer and the bus driver waiting to help us across the street to the 
art institute, and a guide there to take us directly to the things we 
wanted to see. When we went to the zoo, the bus driver obligingly 
took us on a little extra trip so as to visit a park which none of the 
children had ever seen before. A visit to the flower show was ex- 











460 ELEMENTARY ScuHuoot Princrpats 





tended through the bus company’s generosity to include a trip around 
Belle Isle and we have had a number of other trips where private 
cars were placed at our disposal. Street car operators have been 
found very courteous and helpful even when we chose to go to one 
of the downtown stores during the Christmas rush season. As for 
our trips in our own neighborhood, we haven’t begun to exhaust 
our resources. We have visited neighborhood schools—perhaps to 
see a kindergarten project or a program in the auditorium. We have 
put on our own programs at the neighborhood community house 
and invited the parents to visit there with us. The entire school, in- 
cluding the portables which are a mile away, went in a body accom- 
panied by express wagons carrying our stage properties. We have 
gone to the community house for story hours in the library so as to 
get the library habit. Neighborhood gardens are a source of much 
information for us and our interest affords much pleasure to the 
owners. Our mail man instructed us how to carry on negotiations 
for a visit to our branch post office, the firemen are always glad to 
explain their work to us, the oil station attendant enjoys imparting 
information about all the interesting features of his station and 
answers questions about where the air comes from that goes into the 
tires and the gas that goes into the tank. A visit to a chain store 
and an independent store might be called a beginning lesson in eco- 
nomics since such problems as centralization and distribution are 
met. In every neighborhood there are stores or restaurants dealing 
in food of different nationalities and the owners are usually proud 
of an opportunity to talk about their wares. The mysteries of a bank 
need not be so mysterious if the one around the corner is visited 
often enough. 


Technic of visitation—The writer could go on indefinitely men- 
tioning the vistas which the name “excursions” should open to us. 
When we view them in the light of an activity that is very closely 
related to children’s out-of-school experiences, we realize how im- 
portant they are in the instructional scheme. 

I believe there is a big field here for principals and teachers to do 
some constructive work in developing what might be called “a tech- 
nic of visitation.” For each excursion, we should have a purpose, a 
procedure to best carry out that purpose, and some way of checking 
on the outcomes of our visit so as to assist us in better planning 
for the excursions to follow. The degree to which our boys and girls 
will grow and become more observing, more understanding of their 
surroundings, better informed vocationally, depends on the back- 
ground we have built beforehand and the extent to which we moti- 
vate and follow up these excursions into our community so as to 
utilize them to the best interests of the children participating. 











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Tue ELeventH YEARBOOK 461 





EXCURSIONS IN SCHOOL LIFE 


F. C. BorGeson 
Professor, New York University, New York, N. Y. 


HE CHILD is interested in all that surrounds him. It would 

seem, in our traditional school procedures, that methodically we 
had planned to isolate the child from his natural environment. Al- 
most everything was vicariously rather than directly experienced. A 
distinct characteristic of the new education is the bringing of the 
child into first-hand contact with his world. 

An indispensable medium in providing first-hand contacts for the 
child is the school trip or excursion. Some progressive schools utilize 
the excursion idea to such an extent as to base the major, if not all, 
school work upon regularly conducted excursions. Current litera- 
ture, especially reports dealing with informalizing the curriculum, 
such as activities and units of work, abounds with illustrations of 
the use made of excursions in modern school practise. The excursion 
has become part and parcel of the life of a properly conducted ele- 
mentary school. Schools, regardless of their location or economic 
status of the community they serve, that do not provide excursion 
opportunities for all their pupils are conducting an inadequate, not 
to say antiquated, educational program. 

For purposes of definition the school excursion may be thought of 
as a group of children in charge of one or more teachers and assist- 
ants making short or extended visits away from the classroom for 
educational and social purposes. The dictionary defines excursion as 
a brief tour or journey taken for pleasure, often by many persons at 
once. To this idea has been added that of educative purpose. An im- 
portant phase of each teacher’s work is the provision of a rich and 
stimulating environment in which children will have contact with 
ideas, and with major human achievements. Trips and excursions 
are necessary supplements to the classroom in providing such en- 
vironment, for they invite investigation, exploration, experimenta- 
tion, and gaining of knowledge and appreciation by first-hand con- 


1By way of illustration see: (a) Borgeson, F. C. Group-Interest Activities 
(Volume II of Elementary School Life Activities). New York: A. S. Barnes, 
1931. Ch. 2. (b) California Curriculum Commission. Teachers’ Guide to Child 
Development. Sacramento, Calif.: California State Department of Education, 
1930. Ch. 3. Reprint of this chapter is found in Bulletin, 1930, No. 26, U. S. 
Office of Education. (ce) Keelor, Katharine L. and Sweet, Mayme. Indian Life 
and the Dutch Colonial Settlement. New York: Bureau of Publications, Teachers 
College, Columbia University, 1931. (d) Lincoln Elementary School Staff. Cur- 
riculum Making in an Elementary School. New York: Ginn and Co., 1927. See 
trips in index. (e) Porter, Martha. The Teacher in the New School. Yonkers, 
N. Y.: World Book Co., 1931. (f) Progressive Education Association. Progres- 
sive Education. April, 1927. Washington, D. C.: the Association. (g) Rugg, 
Harold and Shumaker, Ann. The Child-Centered School. Yonkers, N. Y.: World 
Book Co., 1928. Ch. 6 (especially pp. 74-85). (h) Stevens, Marion. The Activi- 
ties Curriculum in the Primary Grades. Boston: Heath and Co., 1931. 











462 ELEMENTARY ScHOOL PRINCIPALS 





tact with life, people, occupations and creative works of man, local 
environment, and the world at large. 

One writer! suggests that the term “trips” be reserved to designate 
the short journeys to industrial and commercial plants in the com- 
munity, public buildings, nature and other trips that correlate rather 
closely with the regular work of the school. The term “excursion” 
he proposes should apply to the longer, less frequent trips to more 
distant points, and which may consume more than one day’s time— 
savoring somewhat of the commercialized sight-seeing connotation 
of the term. In the present discussion the two terms are used more 
or less synonymously. 

It is not the purpose here to discuss procedures involved in pre- 
paring for and conducting excursions, financing, schedule problems, 
or post-excursion activities. This treatment will, on the other hand, 
suggest values that have been realized from excursions, indicate the 
variety of school excursions that are possible, and report current 
practise and trends. 


V alues—F irst-hand knowledge is realistic and dramatic and there- 
fore results in permanency. Nature holds much that she can unfold 
to childhood only through direct means. Local environment and 
events present a wealth of instructional material. To withhold these 
riches from the child by keeping him in the classroom during the 
entire school day, week, or month is no longer tenable. 

School trips and excursions that are carefully planned and guided 
result in a variety of outcomes. Some of these are values that are 
difficult or impossible to procure through any other type of activity. 
Among the outcomes are the following: 


1, Acquaints the child with his environment in nature to the point of reason- 
able recognition—a state never reached by the child who is limited to classroom 
textbook experience. 

2. Relates school work and school life to out-of-school work and life. One 
writer assures us that no agency is so potent as the excursion in this regard. 
Another writer says excursions are the best means of acquiring first-hand experi- 
ences with nature as well as many other experiences. 

3. Gives concreteness and impressive realism to work—it vitalizes, intensifies 
interest in, and affords a basis for the work in the classroom. 

4. Establishes pupil-teacher rapport as nothing else can. The pupils discover 
the teacher to be an interesting human being. 

5. Teaches civic, economic, and social interdependence and relationships of all 
people. It helps as much as any single factor to eradicate provincial and social 
prejudices. 

6. Arouses interest in and sympathetic understanding for people of all voca- 
tions. Textbook experience only partially succeeds in this, resulting usually in 
an impersonal or detached attitude. 

7. Acquaints the prospective citizen with his community and provides a 
realistic basis for development of citizenship. It is a powerful agent in de- 


1McKown, Harry C. Extracurricular Activities. New York: Macmillan, 1927. 
p. 268. 





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THe ELeveNtH YEARBOOK 463 





veloping true patriotism in contra-distinction to the chauvinistic type frequently 


developed in schools. 

8. Introduces the child, first-hand, to some of the marvels of an industrial 
civilization. 

9. Develops habits of safety and protection on the street and in dangerous 
situations. 


Many valuable outcomes of the trip and excursion experience are 
those which may also accrue from other types of elementary school 
life activities. Elementary school life activities! are defined as those 
pupil experiences, be they curricular or extracurricular, in which 
assuming responsibility, making decisions, directing activity, and 
securing pleasure, by and for the children, are of major importance. 
The definition itself suggests the significance of the outcomes that 
these activities have in common. Some of these outcomes that usu- 
ally accompany excursions are the following: 


1. Develops initiative, social cooperation, judgment of relative values, ability 
to plan and execute, leadership, courtesy, and similar personal qualities. 

2. Awakens an appreciation and enjoyment of the beautiful, and leads to joy- 
ous expression of the child’s ideas of loveliness. 

3. Provides valuable situation for guidance, both vocational and educational. 
The teacher frequently is placed in an opportune situation for discovering unex- 


pected and latent talent in pupils. 
4. Offers opportunity for “new experiences’”—the burning desire of all healthy 
boys and girls. It provides somewhat controled situations through which their 


horizons are extended. 

5. Inculeates a type of activity that is distinctly a worthy use of leisure time. 

6. Sets up situations and materials for a high type of intellection—e.g., the 
child’s concepts are extended and clarified. 

7. Sharpens the senses. 

8. Instils a deeper sense and appreciation of one’s opportunities and responsi- 
bilities. It tends to influence each child to make the most of himself. 


These and other values to be derived from the excursion will be 
attained in the extent to which teachers as guides are not only cor- 
dial to this phase of school life but also enthusiastic and competent. 
When supervisors, principals, and parents are in like manner sup- 
porters of the idea, astonishing results attend. 

Knowledge and appreciation are not the only tangible outcomes 
to be expected from excursions, as is to be noted from the lists above. 
The following skills and attitudes are suggested as resultants of ex- 
cursions by a committee? in one of the writer’s classes in elementary 
school life activities at New York University: 


A. Skills and abilities in which growth probably will be evident: 
1. Knowledge of environment 
2. Written composition 


1Borgeson, F. C. All-School Activities (Volume I of Elementary School Life 


Activities). A. S. Barnes, 1931. Ch. 1. 
2Members of the committee: Jeane M. Driscoll, Kate Dykeman, and Mary 


Symons, 











464 ELEMENTARY SCHOOL PRINCIPALS 





3. Ease and freedom in giving interesting oral reports 
4. Knowledge of how to travel by bus, trolley, boat, subway, elevated, 
and train 
5. Use of library and other sources in the selection of needed materials 
and information 
6. Oral reading in an audience situation 
7. Courtesy in oral discussion 
8. Knowledge of particular subjectmatter 
9. Practise in penmanship and letter writing 
10. Practise in sketching and choosing good illustrations 
(for an after-trip book or newspaper ) 
1. Bookbinding 
12. Business methods (if class raised money for expenses). 
B. Habits and attitudes developed and strengthened: 
1. Observing thoughtfully 


2. Reporting accurately 
3. Conducting oneself conventionally in public 
4. Carrying through a preconceived plan of action 


~ 


. Social cooperation 
. Learning to appreciate resources of one’s own environment 


a1 Ss 


. Toleration and sympathy for fellow men. 


Variety of excursions possible—When elementary school children 
(and teachers) are given opportunity to investigate their surround- 
ings, all sorts of what’s, where’s, why’s, and how’s arise. If teachers 
are adequately trained, school administrators imbued with proper 
attitudes and educational vision, and parents enlightened to their 
educational values, an endless number and variety of trips and ex- 
cursions will be emanating from our elementary schools, both public 
and private. 

The reader is referred to the books listed in the footnote in the 
early part of this statement for specific suggestions as to worthwhile 
trips and excursions for children in the elementary school. The ex- 
tent and nature of excursion possibilities is here suggested by the 
following list of conceivable classifications: 


1. As they relate to curricular subjects 
English, geography, history, civics, nature, drawing, music, physical train- 
ing, home making, shop, arithmetic. 
2. By grade levels 
Primary, intermediate, upper. 
3. According to distance 
Within walking distance, or not. 
4. As to amount of time consumed 
Class period, half-day, school day, full day, over-night, week-end, full week. 
5. By type of excursion, according to nature of object, place, or event to be ob- 
served 
Public buildings, transportation systems, commercial and industrial en- 
terprises, educational institutions, pleasure, nature, agricultural, and 
related pursuits. 
6. In terms of major objective in mind 
Information, fun, health, esthetic appreciation. 








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Tue ELeventH YEARBOOK 465 





7. According to treatment of materials 
a. Illustrate facts already known, for emphasis. 
b. Collect data (at source) which will aid in problem solving by pupils. 
Basic to the large unit of work idea. 
ce. Aid to teacher in making concrete a point to be made. 
d. Introduction to new fields of activity and interest. 


Current practise—A real lack of unanimity of practise with re- 
gard to trips and excursions is evident in American elementary 
schools. In the spring of 1930 the writer received reports from 524 
principals of elementary schools stating what trips and excursions 
had been conducted by teachers in their schools for that school year. 
The schools were located in all sections of the country, but, through 
a limited amount of selections, were somewhat better than typical 
of the country at large. A large number of trips are reported in 
common by but a distinctly small percentage of the schools. This 
situation, however, along with the fact that every third school re- 
porting took the trouble to report one or more excursions not in the 
writer’s checklist, is an index of the endless variety of excursions that 
are now an integral part of elementary school life in this country. 

Over one-third of the 524 schools conduct trips to museums of 
various sorts and to parks, and conduct field trips many of which 
grow directly out of classroom work. Trips to fire departments were 
experienced by children in 30 percent of the schools reporting for 
the school year 1929-30. If a six-year period were studied this and 
other percentages would jump up considerably. No single trip is so 
popular among elementary school children as that to the fire depart- 
ment. One-fifth of the schools report excursions to historic land- 
marks and to factories. 

Many excursions by their very nature are likely to occur but once 
for a given class of pupils.*Most popular of these trips are those re- 
ported by from 10 to 15 percent of the 524 schools. Chief among 
these are trips to bakeries, bank, courthouse, dairy, greenhouse, ice 
cream plant, newspaper plant, postoffice, railroad station, shops and 
stores, telephone office, and zoological gardens. 

No age or grade level has any special claim to excursion activities. 
The kindergarten and first grade trips can be and are as education- 
ally and socially significant as are those of the junior high school. 
Among the elementary school grades it would seem that, at the pres- 
ent stage of development, the primary grades are more actively en- 
gaged in trip enterprises than are the intermediate and upper grades. 


Trends—As implied in the earlier part of this report, the use of 
trips and excursions has definitely been established as an indispensa- 
ble procedure in the new education. The progressive education 
movement with its large units of work, the activity curriculum, 
child interest basis, and creative self-expression of pupils, assumes 
trips and excursions to be but details of a larger picture to be taken 











466 ELEMENTARY ScHoot PRINCIPALS 





for granted, and rightly so. Nothing has been said of the remark. 
able progress of this type of pupil activity in Europe, especially in 
Teutonic countries. A comparison is likely to put rich America to 
shame! 

Children’s eagerness for trips and excursions is readily detected in 
their preparation activities, as well as their intense interest while the 
activity proper is in process. That it is not temporary phantasy is 
evident from pupil statements voluntarily appearing in elementary 
school newspapers, which enthusiastically acclaim the joys and suc- 
cesses of excursions experienced. 

America will be accomplishing a first step in excursion practise 
when every child shall somewhat systematically be experiencing on 
the average of one excursion per month throughout his entire ele- 
mentary and secondary school career. In the course of his six years 
in the elementary school each child should have experienced just 
about every conceivable type of excursion available and feasible in 
the community and section of the country in which he resides. Thus 
will the child truly be inducted into the life of the community. 





N IMPORTANT DUTY of the principal is to sell his 

school to his community. Parents and the public gen- 
erally must look to the school as ¢# major center of social 
stability and enlightenment. Although the principal may be 
in a fine sense “a good salesman” his constructive efforts are 
often lost because of the inability of other school workers 
to establish effective community contacts. There is then the 
problem of the principal using, advising, and guiding such 
helpers as the attendance officer, the visiting teacher, anid 
the school nurse so that they contribute in a positive way to 
the school’s work.—A. J. Williams, Chapter IV. 

















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THe ELeveNtH YEARBOOK 467 





MUSEUM OF ART ACTIVITIES IN SAINT LOUIS 


Mary POWELL 
Supervisor of Education, City Art Museum, Saint Louis, Missouri 


MODERN MUSEUM of art does not serve the community to 
the fullest degree unless it is able to reach children as well as 
adults. Pleasant associations must be established and an effort made 
to contribute to the child’s acquaintance with beauty in art. 
Appreciation develops only through intimate association. Fa- 
miliarity brings knowledge and with it comes increasing pleasure 
and understanding. It is essential, therefore, in making contacts with 
children that they be brought to the museum. The beauty provided 
should give delight and be adapted to the child’s power of apprehen- 
sion. Knowledge of strange folk and the history of man can be 
directed to the understanding of art. Forms and ideas accepted 
centuries ago are difficult to realize until some explanation is made 
which shows them as meaningful shapes adapted to useful purposes 
when their underlying patterns of line, rhythm, and color are re- 
vealed. 


Mutual interests of school and art museum—<A consideration of 
these elements in art appreciation has brought about a closer co- 
operation between the public schools and museums in all parts of the 
country which has resulted in the organization of educational depart- 
ments in museums. The staff members, however, are not so much 
instructors as stimulators of vision since the work is based not upon 
giving information but on leading children to see clearly and deeply. 

Though the initiative for school visits has come from the museum, 
the response has been eager and voluntary and the choice of subject 
has been left entirely to the teacher or supervisor. 

The museum is a perfect laboratory for the art teachers and their 
cooperation is taken for granted, but the broadest possible use of the 
museum for visual material for subjects other than the arts may be 
made by all teachers. Because museums arrange their collections by 
periods and countries, classes in history, geography, and literature 
may be supplemented to great advantage by museum visits. The 
colonies of the Revolutionary period should have a fuller meaning 
for the class that has seen the early American rooms. Children study- 
ing China will have a greater understanding of that country if they 
may see the many objects which, in addition to their beauty, illus- 
trate so well the manners, customs, and ideals of the people. Such 
visits, definitely aimed, become an integral part of the school work 
and are of much greater value than the sight-seeing type of visit 
since they tend to vitalize the school subjects which are in need of 
illustrative material with which the museum is so richly endowed. 
Relating school study with the museum will bring about a greater 











468 ELEMENTARY ScHOooL PRINCIPALS 





interest in art, and children who visit the galleries in classes re- 
turn again for their own individual pleasure. 

Story hour—Many opportunities are arranged for children who 
come to the museum on Saturdays. A story hour is held every Satur- 
day afternoon. It is an especially important agent in the work with 
young people as it is the only occasion when children not in classes 
from schools assemble in the museum. 

A definite program is scheduled for the story hour. A myth, folk- 
tale, or legend which relates to some museum object or group of ob- 
jects is told to illustrate the subject of the story hour. There is no 
formal teaching but emphasis is always upon the appreciation of 
the objects. Thus the child is led to bring what he knows to the 
understanding of what he sees and art becomes a part of his every- 
day life, greatly enriching his experience. 

A feature of the story hour is a demonstration each month of some 
process of art. The artists who make the demonstrations are invited 
not only because of their ability as artists, but also because of their 
power to interest children as they are expected to explain and de- 
scribe processes as they work. Such subjects as “How a Statue Is 
Made,” “About Pottery,” “How an Artist Draws,” “The Art of 
Weaving,” and “How Jewelry Is Made,” have turned the considera- 
tion of children to forms of art other than painting. Also, motion 
pictures produced by the Metropolitan Museum of Art and the Uni- 
versity Film Foundation have been used instead of demonstrations 
whenever feasible. Demonstrations are an exceedingly popular fea- 
ture of the story hour and have proved to be very effective in stimu- 
lating interest. They give variety and added point to the work. The 
round-eyed, keen attention of the children indicates their eagerness 
in finding out how things are made. 


Drawing activities—So many children came to the museum long 
before the time for the story hour that it was found expedient to 
organize these early arrivals into constructive groups; therefore, the 
hour preceding the story hour is given over to a period for drawing 
and games. 

The purpose of the Saturday afternoon drawing groups is to de- 
velop the children’s powers of observation rather than to teach them 
to draw. Hence a simple object from the museum’s collection of 
paintings, sculpture, or decorative arts is selected. An analysis of 
the essential character of the object is made before the drawing be- 
gins. Encouraged by leading questions, the children describe the 
meaning of its subject and how it is expressed through character of 
line; and after brief suggestions about relative proportions and dire«- 
tion of lines have been made, the children draw with crayon the 
general outline of the object. Boards, paper, crayons, or pencils 
are furnished. Accuracy of representation and perspective are not 








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Tue EveventH YEARBOOK 469 





stressed and dexterity is not required. The child’s drawing inspired 
by the original is never a copy but possesses a spontaneous direct- 
ness that is his own individual reaction to that which he has per- 
ceived. 

From the drawings produced the best are selected and exhibited 
for a few days in the fall and the spring. Great pride struggling 
through modesty and shyness is the general air of those youngsters 
whose drawings are displayed. Small prizes consisting of boxes of 
crayons, sketch pads, reproductions of the museum’s painting, and 
honorable mentions are awarded those whose work according to age 
and effort is deemed the best. 

This encouragement to draw, the materials for their use and ex- 
amples of art work for their stimulation, the privilege of working 
without supervision or not too seriously, unaided and uncriticized, 
have enabled children to find much constructive pleasure and interest 
in the galleries. The drawing groups number nearly a hundred chil- 
dren each week and those who come regularly show marked improve- 
ment in their work. 

Games—Museum games are devised to familiarize children with 
the museum’s collections and to lead to a better understanding of 
the technical aspects of art. To quicken observation and differentia- 
tion of colors, the younger children play a guessing game in such 
colorful collections as may be seen in the Chinese and Persian gal- 
leries. To show them where certain objects may be found, a game 
known as “treasure hunt,” in which small unlabeled photographs of 
objects pasted on cards are given each child to identify, is perhaps 
the most popular. A game for older children is a search for pictures 
or objects illustrating technical terms which have been explained to 
them beforehand. Other games seek to bring out observation of ma- 

terials, subjects, types, and other qualities of works of art. As a result 
those children who take part in the games regularly are quite familiar 
with the museum collections and know unhesitatingly where to look 
for different classes of objects and paintings. 

Young children—Recently a story hour for younger children was 
initiated. It was done with the idea of providing for the younger 
brothers and sisters for whom the regular story hour is too advanced. 
Usually about three short stories rather than one long one, are told, 
having been selected for brevity and simplicity of content and hay- 
ing some relation in subject to museum objects. These younger chil- 
dren have their own small groups for drawing and games whereby 
these activities can be adapted to, and the participants may be given, 
the more individualized attention which their age demands. 


Conclusion—The underlying conviction which forms the founda- 
tion of the work is that a museum with fine works of art constantly 
on view develops in even the youngest child taste and appreciation 











470 ELEMENTARY ScHOOL PRINCIPALS 





for fine and beautiful things if the instruction, or rather guidance, 
constantly stresses ideals of beautiful or characterful form, color, de- 
sign, and craftsmanship. The museum’s function is not to produce 
artists but appreciators of the fine arts. The greatest opportunity is 
with children and it is necessary to associate children with beauty for 
their own enjoyment that they may develop “a love and knowledge 
of art.” The present achievement is a real pleasure and sense of 
ownership in the collection. One little boy’s mother remarked : “You 
do not know how keenly Charles feels that the museum and every- 
thing in it belongs to him.” 





HE SOURCES of a child’s difficulties are not peculiar 

to homes where poverty and ignorance prevail, but are 
found in equal variety and seriousness in families where the 
parents give the child everything intelligence and money 
can provide. The problem of children in poorer neighbor- 
hoods is often intensified by the larger social problems of the 
community, inadequate income, broken home life. and poor 
recreational facilities, yet schools in well-to-do neighborhoods 
show the same number and range of problems. Visiting 
teacher service is applicable to any school and the most en- 
thusiastic support often comes from parents who are educated 
and in a position to carry out fully the recommendations the 
visiting teacher makes. Therefore, when visiting teacher 
service is first introduced into a school system it is advisable 
to initiate it in the schools in comfortable or well-to-do neigh- 
borhoods. Its application to schools in poorer neighborhoods 
is more obvious and its extension to these schools will natur- 
ally follow.—FElizabeth H. Dexter, Chapter IV. 




















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Tue ELEVENTH YEARBOOK 471 





EXCURSIONS INTO MUSIC 


Harry R. BURKE 


Editor of the Program Notes, Saint Louis Symphony Orchestra, 
Saint Louis, Missouri 


EBSTER’S DICTIONARY tells us that the word education 

is derived from the Latin educere, meaning to lead out. A 
leading out, a drawing forth then, of those spiritual, mental, and 
physical qualities which, in a greater or less degree, are inherent in 
that curious compound of living substance which makes up an in- 
dividual. 

The word education like all word currency in ideational exchange 
has lost the freshness of its new-minted meaning. It has come to 
signify “the impartation or acquisition of knowledge, skill, or disci- 
pline of character”! Impartation and acquisition have no essential 
relation to drawing out. The one word implies gifts, the other gains. 
Gifts and gains are eminently practical in a materialistic world— 
but our materialistic civilization is on the verge of bankruptcy! 
That is why one believes “education” must return to a more preven- 
tive significance than gifts and gains imply. 

The symphony orchestra has a proper place in a wise scheme of 
education. It draws forth from the individual—to the extent of 
his responsiveness to immortal music—resources of perception which 
open the way to an enduring wealth. Wealth, perhaps, in the Paulian 
sense: the weal, the good, of solacing beauty. After the gloom, the 
perplexities, and the despairs of recent years perhaps we may per- 
ceive the one great truth of history: that the only survival from 
any civilization that has preceded this mechanical-materialistic 
regime of ours is the beauty it created. 


What are we trying to do?—In Saint Louis the Symphony Or- 
chestra has its only approach to juvenile education on an excursional 
basis. Some students make trips to its concerts. Some of its concerts 
make excursions to pupils. 

“Student concerts,” given in the regular concert hall, are supported 
by the subscriptions of pupils of the public and private schools of 
Saint Louis and the suburban areas. Their purchases of group seats 
practically exhaust the hall’s capacity for the series of concerts. 

The “public school” concerts are those given by the orchestra in 
the auditoriums of the city high schools. These concerts are purchased 
outright by the board of education. Unfortunately, the limited seat- 
ing capacity of the auditoriums makes it possible to admit only cer- 
tain individuals from a few classes selected by school authorities. 

Before the “student concerts” a study outline with thematic ex- 
cerpts is distributed among the teachers of the participating schools. 
The outlines are prepared by a national figure in the field of chil- 











472 ELEMENTARY ScHooL PRINCIPALS 





dren’s music, Dorothy Garnor Blake, and they also list phonographic 
records for illustration. Each concert presents a certain group of 
instruments, brought forward prominently in the program to be 
played. 

The programs of the concerts given in the public school auditoriums 
contain a bulletin prepared by the writer. These bulletins are for 
use either as program notes or as a study outline for classroom. Vivid 
memories of classroom attempts to take a masterpiece apart and 
analyze its beauty survive the writer’s high-school days and have 
kept him from that or from trying to cram into any teeming young 
head of today a single fact for fact’s sake. Rather through the “pro- 
gram” of the work, its lack of program, the story of ballet, or drama 
(if an incidental excerpt is to be played) or by reciting biographical 
facts which may have had bearing on the composer’s emotional life 
at the time the bulletin attempts to arouse interest in (a) the mood 
of the music, (b) the emotion of the composer which brought the 
music into being, (c) the personality of the composer, and (d) the 
significance of the particular composition in the historical develop- 
ment of the art of music. 


Creative listening as the goal—The two series of educational con- 
certs presented by the Saint Louis Svmphony Orchestra are rooted 
in theories which are poles apart. Each is representative of a dis- 
tinctive approach to music, and the fact that they thus exist coin- 
cidently is evidence of how vague and fumbling is our understand- 
ing of the relation of symphonic music to education. Neither that 
remark, nor those which follow, is uttered in a spirit of captious 
criticism. Much undergrowth must necessarily be cut away if we 
build a road through the forest. And surely with regard to the place 
of symphonic music in a scheme of education we are as babes in 
the wood. 

One school of thought proffers its theory as “musical appreciation.” 
It aims to teach appreciation by familiarizing the student with the 
orchestral instruments and “their plots and purposes,” with outlines 
of musical form, with analyses of structure, and with the exposition 
of themes. In general, the “student concerts” given in the school 
auditoriums by the Saint Louis Symphony Orchestra, are related 
to that scheme. 

Diametrically opposed in principle, is that school of thought 
which in the words of Richard Wagner advocates “displaying and 
beholding.” It presents the symphonic program much as in our 
schoolrooms we exhibit casts of the Victory of Samothrace, of 
Michelangelo’s “David,” of Rodin’s “Thinker”; reproductions of 
the paintings of Raphael, Rembrandt, da Vinci, Velasquez, the mas- 
ters, great and little, primitive or modern; and photographs of the 
Egyptian pyramids, the Parthenon, the Roman Forum, the Taj 





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Tue ExeventH YEARBOOK 473 





Mahal, and the great cathedrals of France and England. This school 
of thought seeks, through the elementals of displaying and behold- 
ing, to draw out consequent associational reactions evoked from the 
individual. No more than in the case of those other cultural surround- 
ings does this philosophy advocate the teaching of sculptural anatomy, 
chiaroscuro or architectonic, to evoke reaction to art works in the 
schoolroom. The Saint Louis Symphony Orchestra’s “public school” 
concerts, by program and presentation, are affiliated, in spirit at 
least, with the “displaying and beholding” school. 

It is but frank to avow in passing that the writer’s sympathies lie 
largely with this latter school. The educational problem, it would 
seem to him, may be summed up in the phrase “creative listening.” 
The goal is the pupils’ achievement of type of listening which will 
create within themselves, and through their response to music, per- 
sonal resources available to aid in meeting such spiritual crises as 
so often nearly overwhelm us all. Creative listening implies a par- 
ticipation by the hearer in that spirit of poetic wonder, in the pres- 
ence of Existence, which originally inspired the artist. That physi- 
cal statement of the artist’s perception of beauty which we call art 
tends to educe from the beholder the spiritual catharsis, perceived 
by Aristotle as the essential of tragedy, which is not less elemental 
in all great art. 

The informed understanding of those characteristic technical 
processes of symphonic music—which understanding is an essential 
of the “musical appreciation” school—is an absolute negation of the 
spirit of wonder. For the essence of “appreciation” is a just esti- 
mate, which by its very justness and comprehensiveness excludes the 
idea of wonder. 

However invaluable an appreciation of the craftmanship in music 
may be to an understanding of the science of music, those details of 
technic have nothing whatever to do with the spiritual genesis of 
music and have still less to do with establishing the educational 
significance of music. Technical knowledge is no more essential to 
the enjoyment of a symphonic concert than classes in sculptural 
anatomy are essential to a curriculum because our schoolrooms dis- 
play masterpieces of sculpture. 

Wagner’s genius in a flashing phrase once comprehended the whole 
art of musical composition and the whole art of creative listening 
when he declared : “Poetic wonder is the highest and most necessary 
product of the artist’s power of displaying and beholding.” 


Are we attaining our ideals ?—Actuality is a relative thing. Ideal- 
ity is not. We of Saint Louis are remarkably fortunate in the one 
sense because of the opportunities proffered our children to hear 
symphonic music through these “excursions.” But in approach to 
the ideal we are poor indeed. 











474 ELEM ENTARY ScHoon Princ IPALS 











The observation of a decade suggests that the student concert 
courses are attended by the average individual pupil for perhaps 
three years. Under the appreciation theory there should be estab- 
lished, therefore, a standard of progression which has desinite rela- 
tion to the average term. But the influx of new auditors each season 
scarely permits such a program. A series of fifteen concerts in that 
three-year period should, and undoubtedly does, serve to determine 
to a large extent the auditor’s receptivity to musical influence, and 
to establish certain habits of listening and mood-participation which 
will be of undoubted service to the individual in after years. Yet the 
fact that the element of progress is banned by the heterogeneous 
character of the audience leaves much to be desired. 

More deplorable is the situation with the public school concerts. 
Attendance is necessarily limited by the size of the available school 
auditoriums. Not every pupil can hear one of the four concerts. It 
is necessary to permit only high-school students to attend. Nor are 
the opportunities available to all of them, but only to pupils chosen 
by the teachers and musical supervisors upon the basis of demon- 
strated capacity and love for music. Thus it might be possible for 
an individual pupil to hear one concert every year of his four years 
in high school, but it is not at all certain that he will do so. This 
designated attendance makes impossible a four-square affiliation of 
these public-school concerts with the “displaying and beholding” 
school of educational thought. In its practical working-out the plan 
makes the concerts adjuncts to school-music work, instead of settinz 
them forth as works of art for personal reaction rather than for de- 
tailed study. 


Are excursions into music enough?—The failure of each of the 
two concert plans to achieve the ideal of that theory to which it is 
allied is due to the excursional character of each undertaking. If it 
has been necessary to point to those failures it is obviously by way of 
emphasis upon the need for something more than an “excursional” 
relationship of symphonic music to a practical education which helps 
us to live rather than merely to make a living. 

For three quarters of a century an insistence upon materialistic 
values has pervaded our national life. During the last fifteen years 
(in the course of which it has almost re: iched the proportions of a 
pandemic mania) there has kept pace with our national philosophy 
an emphasis upon materialistic values in education. But the curious 
thing about this debacle which we so euphemistically term “depres- 
sion” is the sudden emphasis instinctively placed upon spiritual 
values. 

While amusements as amusements languish, so that playhouses 
are dark and the electric glory of the motion picture palaces fades, 
there has been a well-defined return to the solace of music as though 





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Tue ELeveENtH YEARBOOK 475 





it were essential as support in such a crisis. In materialistic terms 
this is reflected in an increase of 12 percent in the Saint Louis 
Symphony Orchestra’s regular subscription concerts with a singular 
increase of 30 percent as well, in the sale of individual seats for 
specific performances. The Civic Music League has a waiting list 
for memberships based, of course, upon admission to its concert series. 
Three series of chamber music concerts in Saint Louis are completely 
sold out, where one series could never flourish before. The Cueny 
Concert attractions for the year have been marked by sold-out houses, 
It is a striking demonstration of an instinctive and vital need for 
music, which in the very heart of the “depression” translates itself 
into terms of dollars and cents. 

Consumatum est—In the economy of life it seems to me there is 
a distinct place for symphonic music, both as a recreational and as 
a spiritual aid to living. It has a distinct place, therefore, as integral 
to, rather than as an excursion from, the preparation for life by 
education. We do much in our city but that much is pitfully meagre 
once we realize that it is only excursional. The writer has neither 
the wisdom nor the power to decree what should be done. He cannot 
even predicate infallibility in his preference as to the proper educa- 
tional approach to music. But he is content if, by this sketchy sur- 
vey of the relationship of symphonic music to education in Saint 
Louis, he has contributed to two convictions: (1) that whatever we 
do is a comparative failure until we can place before every child the 
opportunity of developing within himself the resource of that music 
as an aid to living, and (2) that such music, like all the great art 
of the world, is essential to that culture which must be the basis 
of any civilization which can survive the debacle of materialism. 





HEN WE VISIT THE HOME the idea should be 

established in the child’s mind that we intend to 
report as many really pleasant things as possible. To locate 
the good in children we must study them, listen to them, and 
judge them according to child standards. Thus equipped the 
teacher’s visit to the home can do much to lift the level of 
school morale.—Myrtle H. Holtberg, Chapter IV. 























476 ELEMENTARY ScHoot PRINCIPALS 





VISITING THE BOTANIC GARDEN 


EtLen Enpy S)!aw 
Curator of Elementary Instruction, Botanic Garden, Brooklyn, New York 


HERE IS NOTHING NEW in the idea of visiting classes. The 

image brought to mind is that of a line of children transported 
by some means to a city museum or park. Usually, there follows the 
conducted visit with its variable impression of information on the 
pupils. Since the teacher must put in a great deal of effort and 
thought, the results from such visits should be educationally worth- 
while. All of us, who are interested in education, realize the value 
of utilizing the visual aids of outside institutions for the enrichment 
of class topics. 


General plan—In connection with several public elementary 
schools and with some private schools, the Brooklyn Botanic Garden 
has been carrying on an experiment in intensive visiting. Instead of 
one visit from a class of fifty children once a year, we have a weekly 
lesson for a grade for a period of from five to six weeks. The fol- 
lowing examples illustrate the topics for two units of work: 


Unit or Six Lessons—SPRING 

. Shrubs and trees (outdoors) 
. Planting seeds 
. Soils: kinds, experiments 
. Transplanting seeds 

Wild flowers we should protect 

How to mount plants 
. Market vegetables and plants 
. Parts of a plant 


mewn — 


oO 


Unir or Six Lessons—F Ay 
. Seed dispersal 
. Trees (outdoors) 
Trees (outdoors) 
Parts of a flower; bulb work 
. Handwork—Mounting of specimens of leaves of trees; 
Making mounts of seeds 
6. Thanksgiving fruits 


ae 


This year it has been possible to go a step further. In working 
with several schools the regular course in nature study is used as the 
basis for the lessons at the Botanic Garden. With the formal nature 
study lessons covered during the excursions the classroom teacher 
is able to devote more time to the application and follow-up work 
in the school. After all, the interest of the classroom teacher and 
the school principal is necessary to the success of the class visits. 

In the following sections we shall follow some of these classes to 
see what comes from the visits to the gardens. Then we shall give 





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Tue ELeventH YEARBOOK 477 





attention to a large auditorium group to see how various devices 
help in obtaining similar results. 

One group studies trees—At the present time a fifth-year class 
from Public School 206 is taking up the following topics: (1) seed 
dispersal, (2) the study of common trees (as laid down in the cur- 
riculum), (3) the planting of bulbs, and (4) some common class- 
room plants, and birds. 

The first lesson, seed dispersal, was chosen as the start because of 
material at hand, and because the first meeting of the group came 
upon a stormy day. The course of study prescribes the following 
sub-topics under seed dispersal: (1) seeds that fly, (2) seeds that 
fall, and (3) seeds that have hooks. The plan was changed slightly 
in order to enlarge the scope of the sub-topic of seeds that have 
hooks, and to add to the topic of the dispersal of seeds by water. 
Eventually the topic worked with the children was: “How Nature 
Disperses Her Seeds by Wind, through Self-Sowing, by Animals, 
and by Water.” The point stressed was that nature could and 
would reproduce herself even though there were no humans on the 
earth. The following seeds were used as illustrative material: milk- 
weed, clematis, ailanthus, maple, black walnut, acorns, burdock, 
stick-tights, Queen Anne’s lace, and lotus pods. Samples of these 
seeds were placed upon a table and many little experiments tried to 
demonstrate the methods by which the seeds were scattered. After 
that the children themselves carried on a review, taking up the dif- 
ferent seeds and questioning one another. Lantern slides were used 
to show how nature disperses the seeds. The period concluded with 
the children selecting new and interesting words to use in making 
riddles and short stories. Similar lessons will be arranged up to the 
final activity of making “mounts” or exhibits of the seeds to show 
the different methods of dispersal. All work is correlated with class- 
room lessons in English composition and spelling. 

On their field trips the pupils note the type of dispersal of differ- 
ent seeds represented by the trees examined. Other points noted on 
the field trips had to do with the bark, buds, leaf shape, leaf ar- 
rangement, time of bloom, and the fruit of the trees. Before the 
class goes to examine live trees they inspect simple and compound 
leaves in the classroom and study the opposite and alternate branch- 
ing of twigs. In the field children are divided into two groups of 
eighteen each so that they may move readily about the grounds 
to examine each tree in accordance with an outline. Each field lesson 
proceeds in this manner until fourteen specimens have been exam- 
ined. Lantern slides on trees are used to review the field work and 
then these same slides are taken to the school for an auditorium 
period. Herbariums made from the mounted specimens of the leaves 
of the trees studied are often prepared as gifts to the school’s nature 


room. 











478 ELEMENTARY ScHooL PRINCIPALS 





A group studies the Japanese garden—A class from the Brooklyn 
Ethical Culture School comes alternate weeks. In the first week the 
class visits the Botanic Garden, and the next week the classroom 
teacher takes up the new words and topics in the spelling, writing, 
and oral English. At present the group is studying the topics shown 
herewith as “Unit—Fourth Grade.” Since this class is studying 
Japan, the Japanese garden will be a part of their study. It is hoped 
that from this real garden, planned and executed in the beginning 
by a Japanese landscape gardener and Japanese carpenters, a bit of 
the feeling of Japan will go over to the school. The children have 
prepared a miniature Japanese garden to take back to school so as 
to explain the garden’s features to their classmates. 


Unit—FourtH GRADE 
1. Trees—leaves, bark, fruit 
Horsechestnut, tulip, oak, willow, maple 
2. Seed dispersal 
Review of trees 
3. Parts of a flower 
Japanese garden 





4. Greenhouse handwork—Mounting of specimens of leaves of trees; 
making mounts of seeds 
5. Evergreens—Field lesson 


Studies in the greenhouse—During last spring a group of children 
from Public School 36 carried on a series of lessons in the green- 
houses. These lessons had extended over three or four years of con- 











Figure 1—Pupils Ready To Take Plants Home after a Lesson on Repotting Bulbs 
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Tue EteventH YEARBOOK 479 








tact with this school. At the end of the period of study, the children 
were able to enter the greenhouses, start their work, and with no 
teacher influence, make cuttings, repot plants, mix soils, and ex- 
plain the whys and wherefores of their work. Units of work with 
groups of forty to fifty children, while large for the best individual 
work (and considered in private schools too large for best results), 
may result in practical and worthwhile outcomes. 


Auditorium activities—Our auditorium at the Brooklyn Botanic 
Garden will seat approximately five hundred and seventy-five chil!- 
dren. Does it seem impossible to make a lesson individual and per- 
sonal with a group of that size? The writer believes not. These are 
devices which we have used successfully, with the support of the 
teachers and principals of Brooklyn, in teaching large groups of 
children. 

In the first place almost all the large groups (two hundred to five 
hundred pupils) come by special invitation. That is to say, the 
affairs are in the nature of parties without refreshments. Special in- 
vitations are sent to schools inviting one grade. For example, if the 
Botanic Garden is presenting the rubber industry as a native indus- 
try in South America we would send invitations to the six-year 
classes of the selected schools. Sixth-year classes are invited because 
South America represents a part of the geography study of that 
year. These invitations go to thirteen schools. One school each time 
is invited to come early. This class is really a reception committee. 
They go out with flags and banners to meet the various classes and 














Figure 2—Group Making Posters To Show How To Pot Bulbs 











480 ELEMENTARY ScHoont Princrpas 








conduct them to the building. Ushers from the same class take the 
new arrivals to their places in the auditorium. 

Once a very amusing incident happened in connection with this 
plan. We had explained to our reception committee that they were 
to meet all incoming groups. Of course, we thought that they would 
understand we meant for them to conduct classes of children. Soon 
after, there came marching across the garden a group of adults gal- 
lantly conducted by two small boys with flying flags. When the 
adults arrived at the auditorium they explained that the boys had 
insisted upon escorting them to the building even though they had 
no desire to come in. It was amusing that two small boys with fly- 
ing flags could make adults do something that they had no inten- 
tion of doing. Perhaps, this incident illustrates the psychological 
effect of the formal reception upon the classes of children. 


Many times a school orchestra will come to play at our auditorium 
party. Schools sometimes send one or two violinists. Principals 
allow the music teachers to go to the auditorium to conduct the 
group singing. The reception committee and the ushers add a great 
deal to the dignity and importance of the occasion. 


When the classes arrive they find all of the illustrative material 
on the subject of rubber assembled on the platform. If a class or 
two arrive early this material is at once taken up and discussed. 
When the entire assemblage has arrived, the children who have 
already had their lesson, teach the others. Just as far as possible, 
the attention of the auditorium group is fixed and held by every 
possible appeal to eyes and ears. 


We use lantern slides before the motion pictures. This order of 
procedure is an excellent one, because the slow-moving lantern slide 
allows one to pick out certain points for explanation before the 
more active motion picture is shown. There is never the slightest 
disorder or confusion because (a) it is not permitted, (b) every 
group realizes that it represents its particular school, and (c) at any 
moment members of the class may be called upon to go to the plat- 
form or to answer questions. Constant personal follow-up tends to 
unite a group into an interested unit and to make each individual 
feel that he cannot afford to miss a point. 

At the close of the auditorium talks there is a grand march into 
the greenhouses to see the rubber trees and other South American 
plants. Many times the procession moves out upon the grounds to 
see something of interest at the particular season. Such incidental 
trips are proceeded by lantern slides of what is to be seen on the 
outside. In the springtime special days are held, such as Lilac Day, 
Rose Day, and Iris Day. 


Other types of visits—Many times school groups come just for a 
trip around the grounds. These groups may contain as many as 





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THe ELeveNtH YEARBOOK 481 











eighty children representing two classes. Mimeographed sheets are 
passed out to them, explaining step by step what is to be seen on the 
grounds. This explanation sheet fixes attention and forms the basis 
of review when the class returns to school. In all cases, regardless 
of what they come for, classes are always assembled for a formal 
greeting and for the purpose of working out beforehand exactly 
what is to be done and seen. 

Conclusion—There are two very definite aspects to visiting class 
work. The first phase is management—it is a real administrative 
problem to assemble, to arrange, to impress, and to handle a large 
group of young people so that they shall become an attentive, earn- 
est, eager, and appreciative group. The second phase of class visits 
is one of education—the lesson must carry with it something that 
could not possibly be taught in the classroom. The classroom teacher 
should feel that she has come in contact with something beyond the 
possibilities of her teaching in the classroom. 

Finally, this fact must be kept in mind: there must be a reai 
gain from the class visits. The presence of children at the Botanic 
Garden (or exhibit) represents a sacrifice of school time which is 
being paid for by the parents. Also, the excursions mean that the 
principal and the teachers have given sympathetic attention to de- 
tails. These investments of time and money make it necessary that 
our work at the Botanic Garden shall impress the youngsters who 
visit us and through their new interests shall benefit many others. 





HE NURSE’S special training is the key that opens 

many doors. Since most families today have had some 
experience with emergencies, the nurse is a symbol of friendly 
help. This friendliness gains the information and coopera- 
tion of the family which can be turned to the advantage of 
the school’s program. In an atmosphere of understanding 
between school and home the pupil can develop and grow 
satisfactorily—Wealthy Ann Robinson, Chapter IV. 




















482 ELEMENTARY ScHoot PRINCIPALS 





LESSONS FROM THE ZOO 


MARGUERITE VIERHELLER 
Daughter of the Director, Zoological Garden, Saint Louis, Missouri 


ROM THE VERY BEGINNING of the zoological garden idea, 

even back as far as when a few people first dreamed of grouping 
various species of wild animal life together into a permanent, func- 
tioning organization for public display purposes, most of the argu- 
ments in favor of the movement dealt with the benefits that the 
children of the community would derive from such a showing. The 
Saint Louis Zoo was no exception. Those same arguments in which 
the children played so large a part also prevailed during its his- 
tory. When its sponsors asked the people of our city to provide the 
zoo with a definite, yearly system of funds in order to insure future 
progressive development, their strongest appeal (and the one which 
helped most to win their cause) was made through the school chil- 
dren. Of course, as the zoo prospered, other strong arguments in 
favor of its existence were introduced. The benefits that the com- 
munity itself was gaining from an attractive and well-equipped zoo 
could not be overlooked; but nevertheless, the old battle cry con- 
cerning the children has been carried over. With so much stress 
placed upon the benefits that children can reap from a zoological 
garden, it seems very possible that questions may come into the 
minds of many who give the matter some thought. It seems logical 
for these people to ask, “Is the zoo actually rendering beneficial 
service to the children of our community, or is all this talk merely 
a campaign argument without much depth?” And, “What does the 
zoo actually do for the child?” Also, “Can it do any more than 
amuse him ?” 

If the zoo really did no more than amuse the child, it would be 
serving a worthwhile purpose. If the zoo helps him use some of his 
recreation in a way that can keep him interested and thus divert his 
attentions from many types of mischief which might tend to thwart 
his development along constructive lines, it most certainly is help- 
ing solve an important problem. A child craves and, more than that, 
needs wholesome amusement; not only to keep him in a cheerful and 
more acquiescent mental state, but also to help guide him along the 
paths which lead to sound character development. 

At the zoo the child sees the living representations of the life he 
has hitherto seen only in pictures or in the mental images that he 
has formed after reading about them in his books. He has read or 
been told about the jungle condition in Africa and South America, 
and he has seen pictures of the fantastic, gorgeous animal life that 
inhabits them. His teachers have attempted to describe the agile 
grace of the monkeys and the almost human intelligence of the apes 
and chimpanzees. They have filled him with tales of the man-eating 





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Tue EveventrH YEARBOOK 483 





tigers of India which devour large numbers of natives each year, 
and of the deadly spitting cobra that spits its poison and possesses 
such an accurate aim that it usually strikes the eye of its victim. 
He has read about the zebra hordes and the flocks of beautifully 
plumed birds, some helpful to man and others which seem to do 
their part by lending a bit more beauty to nature’s wonders. He 
knows about the elephants and the camels and of the part they play 
in the world’s affairs, and when he studies the Arctic and the Ant- 
arctic, he learns about the seals and the sea lions. 


If he is a normal child these tales fill him with curiosity. He is 
anxious to learn more about the wide array of facts and things 
which are introduced into his ever-increasing world. Moreover, the 
child is not wholly satisfied with the knowledge he gathers from 
books and pictures or from the lips of his elders. He desires to see 
concrete, actual examples of the things about which he has read or 
been told. Of course, in many cases, it is impossible to gratify this 
natural inborn desire. Only a few will be fortunate enough to be 
able to seek out the things they wish to see “in the flesh.” Therefore, 
it is a decided blessing when such specimens as are possible to bring 
are brought within the reach of every child. The zoo has done that 
service. It has brought living examples of animal life to a place 
where any child can see and appreciate it. 


Only when the child has entered the monkey house and seen the 
various types jumping around in their cages from one difficult posi- 
tion to another can he fully appreciate their grace. Only after he 
has witnessed the remarkable acts put on by the little chimpanzees 
and has seen them doing things which he himself has done, can he 
begin to understand the statement that they are nearly human. It 
is only after actually seeing the huge tiger strutting around its cage 
and witnessing its enormous head, its mighty paws and steel-like 
claws, together with the powerful muscles making up the animal, 
that the child can clearly see him as the feared man-killer of India. 
The same reaction is felt in the case of any of the other animals. 
After the child rides the elephant he has not only been amused, but 
has been helped (through gaining actual knowledge of its height 
and the thickness of its skin) to realize to a greater extent why this 
animal is used as a carrier through the jungles. 


The bird house might be called a treasure chest—so valuable are 
its supplies of supplementary material for the child’s study of bird 
life. No child is satisfied with the colored bird picture cards or the 
stuffed images shown him as examples during the study course. His 
natural curiosity and desire for the real thing rebel against his full 
acceptance of them. In the bird house the child sees the living color- 
ing. He is not able to doubt its vividness. Moreover, if the child is 
inclined to be interested in color, he is able to find, in the plumage 











484 ELEMENTARY ScHooLt PrINcIPALs 





of the birds, a real source of inspiration for color combinations 
which will be helpful in his art work. 

In the bird house the child is able to see some fairly common 
specimens as well as those of rare quality. In this way he is able to 
know the birds of his own territory as well as those of more distant 
climes. Likewise, to actually see the birds at “work” in settings com- 
parable to their native surroundings is always a treat for the child. 
It thrills him to see the gnawing of the macaws and the nests of the 
orioles. He is surprised to see the Bavarian conures climb and play 
like monkeys, and he is struck with awe if he is lucky enough to see 
the bird of paradise do a nuptial dance for his mate. 


The snake house likewise deserves credit for the service it does for 
the zoo’s younger visitors. It not only supplements the child’s school 
studies, but it can offer a wealth of new and desirable information. 
While walking through the garden one day I happened to hear this 
conversation between, I presume, a mother and her small son. The 
mother, “Well, Eddie, we’ve seen everything here but the snakes. I 
don’t want to go in there. You don’t want to see the nasty snakes, 
do you?” Eddie said, “No, Mother, not if you'll let me see the bears 
again.” The writer imagines that this little scene was perhaps an 
example of others of its kind. And yet—what a mistake that mother 
made when she deprived the child of seeing the snakes. How many 
people have grown up with a horror of snakes which with age be- 
comes almost uncontrolable! How many people have had country 
outings utterly ruined when some probably harmless reptile hap- 
pened to crawl within their sight! These people have had no op- 
portunity to actually learn anything about snakes. Of course, they 
have read about them, but only enough to stimulate their imagina- 
tion. It is a case of a little knowledge being a dangerous thing, for, 
to them, all snakes are slimy and poisonous. Therefore, the reptile 
house does the child a very worthwhile service if it can give him 
some accurate knowledge of its occupants, can help to curb his hor- 
ror of them, and can instil the idea in him of preserving some species 
instead of killing all. 

The child is able, by means of the living exhibits before him, to 
form a true, helpful, mental picture of the various species he is apt 
to meet. Since there are plaques on every cage giving concise infor- 
mation about each occupant, the child thereby can pick up reliable 
information about just where and under what conditions he may 
expect to find them. (This system of plaques is carried out through- 
out the entire garden and is very helpful to the teacher who may 
be accompanying her class). Moreover, he learns how many poison- 
ous snakes inhabit the section of the country in which he lives and 
he also gradually learns how to distinguish them. After the child 
has reached the point where he can distinguish between the various 
species, he no longer has to fear every reptile that crawls into his 





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Tue Eveventn Yrarsnook 485 





path, nor does he feel the urge to kill every snake he sees. He ceases 
to think that every one is a copperhead or a rattler. He becomes fa- 
miliar with such useful types as the king snake, black snake, or even 
the spread adder, and he is more apt to allow them to continue their 
work if he should meet them when he is old enough to destroy them. 
Through being able to know these snakes and to learn their habits, 
they are much more sure of getting a square deal at his hands, and 
he is much more able to protect himself against those snakes which 
are able to harm him. 

Although the snake house serves a very practical purpose, it, never- 
theless, is not without its fascinations. The giant python of India 
and the anaconda of South America have long figured in story. 
What a thrill the child must get when he actually sees the huge 
monster coiled before his eyes, or how thankful he must be for the 
glass when he sees the cobra suddenly become vexed and send ont 
its deadly spray. 

Aside from the information which the zoo can give the child, it 
can also cause him to become interested in the animals themselves. 
When this sort of interest is aroused there is no end to the fruitful 
ideas and ideals which can be stimulated within him. The child, then, 
ceases to look upon these animals as strange, dumb, amusing beasts, 
but begins to see them as something living like himself. He realizes 
that they, too, possess feelings and desires and that they respond to 
care just as he does. He learns that they need good food and fresh 
air and that even the wildest respond in some way to those who have 
been kind to them. 

This interest in animals makes the child desire a pet of his own. 
Every child has a certain amount of native affection and sympathy 
born within him. He merely needs something he loves to stimulate 
these qualities. What can be better than a small pet upon which the 
child can center his affections? It has been said that the man or 
woman who has cared for a pet when a child is not likely to grow 
up with criminal tendencies. If the zoo has created the desire in a 
child for a pet of his own and has taught him the proper way to care 
for that pet, the child has reaped much profit, for the boy or girl 
who has actually cared for a little animal has been taught cleanliness, 
regularity, responsibility, a clearer understanding of others, and 
even sympathy for those who may be dependent upon him. 

Are not those qualities ones to be desired in every good citizen, 
and is not the zoo making good its promises if it can be a factor 
in causing those qualities to take seed in the child and thus help 
him on toward a tomorrow in which he will have a greater under- 
standing of the world in which he lives? 














486 ELEMENTARY ScHooL PRINCIPALS 
SELECTED REFERENCES 
1. ALEXANDER, THOMAS, and PARKER, BERYL. The New Education in the Ger- 


10. 


11. 


12. 


13. 


14, 


man Republic. New York: John Day Co., 1929. p. 12-66. 
Tells about the youth movement and school journeys in presentday 
Germany. 


ATKINS, BLANCHE E. “Excursions for Grade Children; Their Need and 
Technique.” Journal of Educational Method 8:31-38; September-October, 
1931. 

Cites incidents from actual excursions and trips in Minnesota. 


Borceson, F. C. Group Interest Activities. New York: A. S. Barnes and 
Co., 1931. Chapter 2, “Trips and Excursions,” p. 4-25. 
Summarizes typical practises throughout the United States. 


CoLEMAN, LAURENCE V. Contributions of Museums to Outdoor Recreation. 

Washington, D. C.: National Conference on Outdoor Recreation, 1928. 45 p. 

Discusses school-museum relations, outdoor exhibits, and similar devices 
for teaching. 


FaLK, HANNAH. “Research Work in the Museum for Ten-Year Olds.” Pro- 
gressive Education 5:234-37; July-August-September, 1928. 
Studying world geography at the museum. 


FINLEY, CHARLES W., and Tipprett, JAMES S. Field Work. New York: 
Lincoln School, Teachers College, 1925. 123 p. 
Summarizes six years of experiences with brief descriptions and illus- 
trations. 


Hopan, C. F. “English and German Students Make Long Trips at Low 
Costs.” School Life 16:146-47; April, 1931. 
Tells of recent experiences while visiting in Europe. 


Kanpet, I. L. (Editor) Educational Yearbook of the International Institute 
of Teachers College, 1926. New York: Macmillan Co., 1927. p. 375. 
From time to time these yearbooks contain brief descriptions of trips 
and excursions in European schools. This reference is on Sweden. 


OAKLAND PuBLic ScHooLs. Some Oakland School Journeys and What Came 
of Them. Superintendent’s Bulletin, Course of Study Series, No. 125, Oak- 
land, Calif.: Public Schools, 1931. 102 p. 

Brief description of visits to historical spots, commercial establish- 
ments, museums, and similar places. Illustrated. 

OAKLAND PuBLic ScHoots. Visual Aids in Our Vicinity. Oakland, Calif.: 
Public Schools, 1928. 87 p. (mimeographed). 

Lists local agencies, such as libraries and museums, and tells how to use 
them in teaching. 

PARKER, BERYL. Studies of Environment. Washington, D. C.: Association 
for Childhood Education, 1931. 54 p. 

Deals with the theory and practises of trips. Numerous examples and 
extensive bibliography. 

STANTON, JESSIE. “Six-Year-Old Explorers in New York City.” Progressive 
Education 5:224-28; July-August-September, 1928. 

Expeditions from the city and country school. 

THRALLS, Zon A. “The School Journey.” Elementary School Journal 28: 
290-95; December, 1927. 

Outlines a plan for organizing, conducting, and checking school trips. 


WorKMAN, ANNE. “Excursions to Local Industries.” Grade Teacher 48 :802; 
833; June, 1931. 
A summary of how to organize, prepare for, and follow up excursions. 








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CHAPTER XI 
GOVERNMENTAL AGENCIES 


UTILizING GOVERNMENTAL AGENCIES 
HEALTH SERVICE IN THE SCHOOLS OF CHICAGO 
THE SCHOOL AND THE JUVENILE COURT 
ScHOOL-JUVENILE CourT COOPERATION 
DEAL WITH THEM INTELLIGENTLY 
PREVENTION NOT PUNISHMENT 
JUVENILE DELINQUENCY AND THE SCHOOL 
THE INSTITUTE FoR JUVENILE RESEARCH AND THE SCHOOL SYSTEM 
WHAT THE FEDERAL GOVERNMENT HAS FOR THE ELEMENTARY 
SCHOOL 


| 487 J 











EDITORIAL COMMENT ON CHAPTER XI 


Chapter XI points out many opportunities for coopera- 
tion between the school and various governmental agen- 
cies. The first article surveys the general field and raises 
certain pertinent questions. Subsequent articles deal with 
an institute for juvenile research, health department, and 
the juvenile courts. 

Even a superficial survey today shows that governments 
perform an amazing array of social services. Even in vil- 
lages and rural areas there are agencies to meet the social 
demands for police protection, fire prevention, health 
preservation, dependent children, prevention of delin- 
quency, control of poverty, and many other problems. In 
large metropolitan cities and densely populated states the 
social perplexities increase both in number and complexity. 

When a relatively simple agrarian life was character- 
istic of America the governmental services were not 
many. As our country became more nationalistic, indus- 
trial, and complex, social-civic problems were greatly 
magnified. In meeting these difficulties state and local 
governments organized systems of schools. Further special 
demands led eventually to detention homes, juvenile courts, 
and similar agencies closely associated with child welfare. 
Gradually, too, the fire, police, and health departments 
were drawn into movements for greater health and safety. 
Insofar as children are concerned the need now in many 
places is for integration of efforts and reinement of 
technics. Schools, juvenile courts, health departments, and 
other governmental agencies everywhere «do now and will 
continue to serve childhood. 

There are two opposing viewpoints regarding welfare 
work, particularly that performed by governments. One 
group insists that a characteristic American trait is 
“rugged individualism” which is easily destroyed by 
paternalistic, governmental services. The other extreme 
would extend governmental services inde‘initely. Some- 
where in between the majority of principals are helping to 
surround growing children with a wholesome environ- 
ment. 

Some exceptionally useful references have been include! 
in the bibliography at the end of this chapter.—/ditorial 
Committee. 


[ 488 ] 











CHAPTER XI 
GOVERNMENTAL AGENCIES 
UTILIZING GOVERNMENTAL AGENCIES 


HaAroLp H. Posten 
Principal, Moseley School, Chicago, Illinois 


RECIPROCAL RELATIONSHIP now exists between school 

and community which is advantageous to both. The schools, 
especially in the larger cities, have taken over duties which formerly 
were done only by private or philanthropic organizations, such as 
care of anemic, deaf, blind, and crippled children. In return for serv- 
ices like this rendered to the community, the schools should avail 
themselves of numerous private and public facilities to secure com- 
plete physical and mental development of children. What is being 
done in the large city may be done on a smaller scale in the most 
humble village. This article uses Chicago as an example to indicate 
the extent to which the schools and governmental agencies may co- 
operate. 

Private and public aid—Social work, supported by taxes and 
operated by governmental agencies may be termed pub/ic social work. 
If supported by funds secured from philanthropic organizations 
and private sources, distributed by non-governmental agencies, it 
may be termed private social work. The people of Chicago provide 
annually more than $70,000,000 for charitable and social work. 
Wherever large resources like this are available, it behooves the 
school administrator to become familiar with the avenues by which 
various kinds of assistance may be secured. A social service directory 
will give the necessary information in the large cities. In smaller 
communities the school man may often find it necessary to discover 
and to establish his own contacts. Perhaps he may have to raise 
the funds or secure assistance where private or public facilities of 
certain types are lacking. 

In the city of Chicago the schools obtain valuable services from 
the department of health, the bureau of child welfare, the city physi- 
cian, the emergency hospital, and the tuberculosis sanitarium. Many 
agencies supply bulletin and lecture services. The department of 
public welfare operates a bureau of employment. Recreational facili- 
ties in parks and playgrounds are provided extensively by park and 
school boards. Special classes are maintained for blind, deaf, 
crippled, epileptic, backward, and delinquent children. A parental 
school and two special schools are provided for truant and incorrigi- 
ble children. 

The county has charge of the general public charities of the com- 
munity. It provides care for dependent children and for destitute 

[ 489 ] 














490 ELEMENTARY ScHoot PRINCIPALS 





families in their homes. It grants pensions to mothers with minor 
children. It affords legal protection for children and adults, and 
maintains the juvenile detention home. Unusual recreational facili- 
ties are furnished through a system of forest preserves. 


The state assumes the burden of caring for the insane, feeble- 
minded, and blind in state schools and institutions. A school for 
delinquent children committed through the juvenile court is main- 
tained. The state provides for the visitation of children placed in 
homes and the supervision of institutions caring for dependent chil- 
dren. 

Any or all of these public agencies in city, county, and state, may 
be used by the school people. The fact that the schools do not appeal 
to these governmental agencies more frequently is due to a lack of 
knowledge as to their existence and ignorance as to the valuable 
assistance available for many problem cases. 


Surveying the resources—The problem of the educator in the large 
city is to find out where the help may be had for the solution of 
various problems of children. The educator in the small community 
has a more difficult problem in that he must often solicit the aid of 
doctors or he must organize a welfare group to provide the assistance 
which handicapped children may need. The following outline! will 
serve as a guide to the school man who desires to have school and 
community function together in securing the best education and 
training for the future citizen: 


A. The dependent child 


1. What plans does your city, village, or county have which make it unneces- 
sary for children to be removed from their homes because of poverty? Are the 
plans successfully carried into effect? If not, why not? 

2. How much did your city or county last year spend for mothers’ aid? How 
do these figures compare with expenditures for this purpose during previous 
years? How many families were aided? What is the expenditure per capita of 
population? Are these figures above or below the average of other counties in 
your state? What was the average monthly grant per family? 

3. How does the number of children aided in their own homes compare with 
the number of those aided away from home, in foster homes or institutions? If 
fewer children are aided in their own homes than are aided away from home, why 
is this so? 


B. The delinquent child 


1. What provisions does your city, town, or county make to prevent delin- 
quency? 

2. Are these provisions effective? If not, why not? 

3. What provision does your city, town, or county have to assist the juvenile 
delinquent? 


1See the summary of addresses and proceedings of the 1930 White House Con- 
ference on Child Health and Protection, published by the Century Company, 1931. 
For further details consult the White House Conference, Department of Interior 
Building, Washington, D. C. 





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Tue ELEvENtTH YEARBOOK 491 





4, What was the number of different delinquent boys who came formally or 
informally before the judge and the chief probation officer last year? 

5. What was the number of different delinquent girls who came formally or 
informally before the judge and the chief probation officer last year? 

6. Which agencies, such as church, school, boys’ or girls’ clubs, that had 
worked with these boys and girls before coming to the court, had failed most 
frequently? Why? 


C. The physically and mentally handicapped child 

1. Which agency in your city, town, or county does the medical and surgical 
work for the crippled children? Does it seek them out? Has it follow-up service? 

2. Which agency trains crippled children to earn a livelihood whenever it, is 
possible? Is there a follow-up service to help the crippled child make adjust- 
ments? 

3. Do doctors, educators, and social workers develop team work? If not, why 
not? 

4. What agency has your community for similar training and adjustment of 
the mentally handicapped who can become partly or wholly self-supporting? If 
there is no such training agency, why does this condition continue? 


D. Organization for the socially, physically, and mentally handicapped 

1. Does your state have a public welfare department with a specialized service 
to children, or a statewide public agency organized especially to serve the needs 
of handicapped children? 

2. What were the state’s principal methods of service to children last year? 
Why did it not do more? 

3. Does your city or county have a local service for the various types of handi- 
capped children, with a coordinated and announced program for the use of its 
citizens? If not, why not? 


E. Health service for the child 

1. Is your school health service fostering a plan in which every boy and girl 
has periodic health examinations? 

2. Are any steps taken through parent-teacher associations, lectures, or news- 
paper publicity to interest parents in periodic health and dental examinations 
for their children? 

3. Are parents present at school health examinations? 

4. Is the classroom teacher familiar with the examination procedure and is she 
present at health examinations? 

5. Does the teacher prepare the children for the examination by explaining its 
purpose and arousing their interest, and allaying any fears? 


F. Mental health 
1. Are psychological services, such as intelligence tests, educational achieve- 
ment records, and behavior records, used in placing pupils in the correct grade? 
2. Does your community have any of the following resources for mental hy- 
giene: habit clinics, recreational facilities, social agencies for helping children in 
home or vocational difficulties, social agencies for helping delinquent children? 
3. Are methods of teaching and discipline in your school conducive to good 
mental attitudes on the part of children? 


G. Communicable disease control 

1. Do your teachers know how to detect early signs of acute illness? 

2. Do they realize the importance of prompt action to check the spread of 
contagion ? 

3. Are teachers educating children in the importance of vaccination against 
smallpox and immunization against diphtheria? 





492 ELeMeNTARY ScHoout PrInciPALs 





4, Are the teachers familiar with local regulations regarding communicable 
diseases ? 


H. Recreation 

1. What amount of actual school time is given to recreation? 

2. Is there a team or a game for every child and is every child on a team or 
in a game? 

3. Is there a diversified program, including quiet games, suited to children of 
different tastes and different degrees of physical vitality and ability, and so 
planned that the children may develop a variety of interests? 

4. Are the interests and skills which the children acquire in school of the kind 
that will carry over into the hours outside of school? 

5. How much play space do the schools provide? Is there space for a variety 
of games and activities? 

6. Is there a separate place with special equipment for the smaller children? 

7. Are the school grounds open before and after school hours? 

8. Do the teachers take an interest in the children’s after-school activities? 

9. Do parents and teachers know where and how children spend their leisure 
time? 

The principal should lead—Initiative in all important phases of 
child welfare work rests heavily upon the principal. More and more, 
as time goes on, the community expects and demands a high type ot 
professional service. He, in turn, may expect and demand coopera- 
tion from the parents. 

Various avenues are open to principals in making known com- 
munity needs and securing assistance in carrying out a complete 
program of education. Parent-teacher associations are valuable aids 
in securing funds and assistance. Through such an association many 
of the following methods of raising money may be resorted to: 

(1) Letters of appeal are most successful when the agency or as- 
sociation is already firmly established. 

(2) Printed circulars, similar to the letters of appeal, are often 
more economical. 

(3) Solicitors are not to be recommended unless they contribute 
their time and labor. 

(4) Campaigns, consisting of a large force of men and women 
organized about a large project, are most effective. 

(5) Membership campaigns. 

(6) Special efforts, such as balls, bazaars, and entertainments. 

The community, if made aware of the importance and _ necessity 
for services not as yet extended to the children, will assist in most 
cases. The principal must sense the need, and take steps to supply 
the facilities. Since the entire program for the welfare of children 
is gradually being placed into his care, he need not hesitate to show 
the parents their obligations in the matter. Thus reciprecal services 
may be established and maintained for the ultimate bene ‘t of the 
entire school population. 











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Tue EveventH YEARBOOK 493 


HEALTH SERVICE IN THE SCHOOLS OF CHICAGO 


BUNDESEN 













HERMAN N. 













Commissioner of Health, Chicago, Illinois 






HREE BUREAUS of the Department of Health of Chicago 
are concerned in the health service of the public and parochial 
schools. These are the bureaus of communicable diseases, child wel- 
fare, and dental hygiene. The services of these three bureaus are 
not distinct from one another. The health program, as it is actually 
carried out in the schools, is the result of the combined and coopera- 
tive efforts of the three bureaus. For example, the nursing division 
of the bureau of child welfare furnishes nursing service to all three 
bureaus. The bureaus of communicable diseases and child welfare 
combine their forces in the control of contagious disease, whether it 
be the daily morning inspections or a diphtheria prevention pro- 
gram. 

The Department’s field personnel of nurses and physicians is 
limited ; hence, activities must be confined to essentials. Of first im- 
portance is the control of contagious disease in the schools, and sec- 
ondly, the examination of children for physical defects and the fol- 
low-up of defective children for the correction of defects. 

To consider first, contagious disease control: This activity is un- 
der the direction of the bureau of communicable diseases, but the 
nurses and physicians of the bureau of child welfare assist in this 
work, 

School health work began about a hundred years ago in Central 
Europe as a program for the control of contagious diseane. This 
problem still remains the greatest and most important in health 
work; it probably will so continue as long as children are brought 
together in large groups which afford such perfect conditions for 
the spread of the germs of contagion. There is no doubt that con- 
tagious disease stands first among the menaces to the efficiency of 
schools everywhere. It is still not an uncommon thing in many com- 
munities for the schools to be closed several weeks in ‘the school year 
because of epidemics. It is gratifying to be able to say that, since a 
program of control was instituted over thirty-five years ago in the 
Chicago schools, not a single school has been closed on this account. 
But the loss of time on the part of pupils because of the scattered 
cases throughout the city is still, in the aggregate, terrific. Less ob- 
vious to the teachers, but well-known to physicians, are the numbers 
of children that lose their lives or suffer serious handicaps as a re- 
sult of an attack of one of these diseases. Therefore, the aim of the 
contagious disease program is to prevent epidemics and, further, to 
reduce incidence to the lowest possible minimum among the 640,000 
school children of Chicago. 













































494 ELEMENTARY ScHooL PrINcIPALs 





To this end a rigid routine has been set up for the detection and 
elimination of these diseases. While this routine must be unflinching 
in its nature, yet it is carried out with the least possible disruption 
of the usual school program. The primary purpose of the school is 
to educate the children, and all other services are but contributing 
factors to make the processes of education more efficient and the re- 
sults more effective. 


The first task with the opening of the schools in September, and 
the reopening after the Christmas vacation, is the preliminary in- 
spection of all children entering school. As all physicians and nurses 
of the bureaus of communicable diseases and of child welfare, are 
assigned to this work, it is finished very rapidly, usually some time 
during the second week of school. Not only are all children that are 
suspected of contagious disease excluded from school, but the phy- 
sicians and nurses are furnished with lists of all current cases of 
communicable disease in each school district, as shown by files in 
the central office, and all pupils found in school coming from in- 
fected premises are excluded unless they are complying with the 
rules that permit them to re-enter school. 

With the completion of preliminary inspections all health officers 
and nurses settle into a regular routine of visiting the schools as- 
signed to them. Every school is visited each morning between nine 
and ten oclock; a fixed schedule is followed so that the physician or 
nurse visits the schools in the same order and, as nearly as possible, 
at the same time each day. The Department has always believed 
that the earlier a school health officer arrives in a school and does 
his work, the better it is for contagious disease control, and for the 
routine of the school. If any one man is responsible for a large 
group of schools, he necessarily visits his last school late in the 
morning. This means that children, who have been taken out of 
their rooms on account of suspicious signs by the teacher or prin- 
cipal, are kept waiting, a situation that is not to their own advantage 
if they are really sick, nor to that of the other children of the school 
if there is contagion present. Therefore, to finish, as nearly as pos- 
sible, the morning inspections between the hours of nine and ten, 
every physician and nurse available on the staff are assigned to this 
work during this hour. These number about 240 people. 

With 640 schools in the city to cover, this is an average of not 
quite three schools to each physician or nurse. However, these as- 
signments are not made on the basis of schools, but of school popu- 
lation; in other words, as nearly as possible, each staff member has 
the responsibility of communicable disease control for approxi- 
mately 2,600 children. 

On arriving at the school, the physician or nurse rings a special 
signal, or otherwise makes known to the principal and teachers, that 














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Tue ELeveNtH YEARBOOK 495 





he or she is ready to receive the children for inspection. Children 
who have been out of school for a day or more must be seen and 
passed upon, before they are allowed back in the schoolroom. Also, 
children who may be in the schoolroom and who the teacher notices 
are not well, are sent in for examination. 

Children who have a sore throat, or who have been absent from 
school on account of a sore throat, are cultured; if the throat or 
nose shows any clinical evidence or basis for suspicion of diphtheria, 
the child is promptly excluded until the result of a culture is known. 
If the culture proves negative, the child is allowed to return to 
school. 

If there is a case of diphtheria in a school, the throats and noses 
of the children are examined for one week from the last day the 
affected child was in school. All suspicious throats are cultured and 
these children excluded. If three or more positive cultures are found 
in a room, all the children in the room are cultured. It sometimes 
happens that in rooms where there has been a number of cases of 
either scarlet fever or diphtheria, home calls on all the absentees are 
made, to find out if any of the children are ill. In this way, the De- 
partment of Health is able to stop the spread of contagion at the 
school. 


TABLE 1—SratisticaL DATA RELATIVE TO COMMUNICABLE DISEASE CONTROL IN 
THE SCHOOLS, FOR THE YEAR 1930 
VisiGh: te petit: SCh0O. ..5os cc conicincnccdenncssnncdauesmonnaes 63,973 
Wiis: to. PORTAL NEHOON «6 ois coca ot ceed teesncecenansen 27,596 
Paaminetions it pabiic echoes ..265.6..2 2 osc cence ccacion 699,856 
Veasmenations in parochial schools: ......<.26.-scocnsccnncicssccon 122,275 
Saperietel preumimary imapections ........ 6254.2 -s5s5-nnncesccss 1,568,313 
Cpe: GROW TA OPNOUS oo csc eens ds eine eee ene 5,632 
CoinINe CREIUREE THOU HONOOYD <2 5 nn ncn tii en einccnaamae 13,766 


Children coming back to school, after being absent for a few days, 
are sometimes found to be peeling on the hands, feet, or other parts 
of the body. These cases are under suspicion as scarlet fever and are 
excluded until a call can be made at the home to find out more 
about the case. 

Children, in a room that has been attended by a child who has 
scarlet fever. are examined daily for seven days from the day that 
the case was last in school and any child having any symptoms or 
showing any evidence of the disease, is immediately excluded and 
the case reported to the Health Department by telephone, further 
observation being continued at the home. 

The primary purpose, of course, in making home calls is the find- 
ing of contagion, and health officers should not be asked by the prin- 
cipal to make calls on children known as truants, unless there is some 
suspicion of contagion, such as fever, sore throat, or rash. 








& 


496 ELEMENTARY ScHuoorn PriNcrPaLs 





In the minor contagious diseases, such as whooping cough, measles, 
German measles, mumps and chickenpox, only the contacts of 
whooping cough and measles are excluded; the contacts of the 
others are allowed to remain in school. 

Coming now to the bureau of child welfare, it may be said that 
the activities of this bureau begin with the conclusion of the con- 
tagious disease work each morning at about ten oclock. Ten school 
health officers of the bureau of child welfare, and sixty school health 
officers of the bureau of communicable diseases, assisted by a cor- 
responding number of nurses, continue the morning’s work with ex- 
amination of children for physical defects. 

Working under the direction of the bureau of child welfare is a 
group of twenty-four physicians and twenty-five nurses from the 
Municipal Tuberculosis Sanitarium, who do not assist in the con- 
tagious disease work but devote the whole morning to making phy- 
sical examinations. All nurses have certain days for taking children 
to the dental clinics, and on these days the physician may have to 
work alone: in such instances, he examines only boys. 

Two types of physical examinations are made, being designated 
as (1) routine and (2) thorough examinations. Routine examina- 
tions are really reinspections of the children of the sixth and eighth 
grades before they leave the grammar schools for the junior or senior 
high schools. The object is to make a final check on these children to 
find out how many have had defects corrected that had been found 
on previous thorough examinations; to discover any new defects that 
may have developed since that time; and to give the nurse a last 
opportunity of following up the uncorrected children, and doing all 
that is possible to get corrected before the children pass from under 
her care. The thorough examination is just what the name implies; 
a complete searching examination, with the child stripped to the 
waist. 

The number of examinations done each school year varies with 
the number of physicians available for assignment to this work. 
While a hard and fast rule cannot be made, yet, on an average, if 
thorough conscientious examinations are made, not more than five 
children can be examined in an hour. However, in the higher grades, 
with a corresponding increase in the ages of the children, the work 
goes much more quickly. 

It is not necessary to enter here upon the reasons for finding and 
correcting the physical defects of school children. Teachers, nurses, 
and physicians are of one mind regarding this measure. Yet it may 
be interesting to point out some of the findings and the results, dur- 
ing a typical year, of thorough physical examinations in the schools. 
These figures do not vary widely from those of other communities, 
or those of the nation at large. 








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Tue Eneventro YEARBOOK 497 





A total of 165,389 defects was found in a group of 91,470 children 
examined. Of these children, 77.30 percent were physically defec- 
tive in varying degrees. In view of the fact that nearly all of the 
dental examinations were made by the staff of the bureau of dental 
hygiene, only the results of the few dental examinations made by 
the physicians are included in the following table. It may be said 
that 96.0 percent of the children show dental defects. 


TABLE 2-—Puysicat DEFECTS FouND IN ScHoor CHILDREN AND 
CORRECTIONS OBTAINED—1930 























Degree of Severity | Correc- 

| tions 
| ix | 2X | 8X | Total | Obtained 
Malnutrition and anemia......| 6,150 | 7,091 | 68 | 13,309 | 3,577 
Enlarged lymph glands........ | 34,492 | 1,694 | 14 | 36,200 1,695 
Enlarged thyroid............. 1,204 4,012 | 21 | 5,237 1,721 
Nervous diseases.............. 377 679 | 9) 1,065 282 
Cardiac disease............... 785 | 1,383 | 75 | 2,243 799 
Defective speech.............. 647 605 | 13 | 1,265 93 
Suspect tuberculosis........... 498 1,191 | 4 1,693 942 
Respiratory disease...........| 1,164 1,283 | 166 | 2,613 429 
ee eer rr ee | 2,837; 1,984 711 4,982 1,744 
Rachitic type................| 6,225| 629 5 | 6,859 6S 
Orthopedic defects............ | 1,457 | 619 117 2,193 | 120 
Abdominal defects............ 233 | 140 | 5 378 | 42 
Genito-urinary disease......... | 83 102 | 7 192 60 
a 7,106 | 9,410 | 1,423 17,939 9,797 
Other diseases of the eye...... 1,710 | 2,725 | 164 | 4,599 1,367 
Defect of hearing............. | 533 759 | 10 | 1,302 299 
MII og cic caresin tc adanced 349 | 954 | 215 | 1,518 352 
Defect of nasal breathing...... | 3,922 | 1,812 20 | _ ~+=5,754 877 
Defect of palate and teeth..... 5,485 13,406 | 891 19,782 | 34,477 
Hypertrophied tonsils......... | 13,011 | 22,807 | 1,680] 37,498 14,069 
MEME go s5 est hac. ae cocoa bs | 3,718 13,424 | 934 | 18,076 11,011 
IIIS Gordan thane ache dobar 134 | 345 | 4 | 483 | 62 
WN ip Bose emstore clas 91,620 | 87,004 | 6,556 | 185,180 | 83,883 

| | 


| 





Defects are divided into 1X, 2X, and 3X severity. One X defects 
are mild and are of a kind that will probably never prove a health 
handicap to the child; that is, there is no need of remedial measures. 
Two X defects are severe defects that must have attention, but not 
necessarily at once. Three X defects are of extreme severity and 
need immediate attention; in other words, they are more or less of 
an emergency nature. Only 2X and 3X defects are taken on by the 
nurse for follow-up work. From the table, corrections obtained may 
seem low; this is due to two reasons. First, it is very difficult to 
arouse sufficient interest on the part of the majority of parents to 
get them to take their children to physicians for the proper care; 
second, there are, proportionately, more physicians making examina- 
tion and discovering defects than there are nurses to do the necessary 
follow-up work. 











498 ELEMENTARY ScHoot PrincrpPats 





—.. 


It is generally recognized that success in obtaining corrections is 
in direct ratio to the number of nurses and the time that they can give 
to conferences with parents and home calls to obtain corrections. The 
greatest present need of the Department is an adequate nursing staff 
for this and other public health nursing activities. 


Particularly interesting is the work done for the conservation of 
vision, and the correction of visual defects. The present program is 
the result of the cooperation of the Chicago Ophthalmological So- 
ciety, the Illinois Society for the Prevention of Blindness, the Board 
of Education, and the Health Department. 

Under the guidance of the Chicago Ophthalmological Society, the 
Illinois Society for the Prevention of Blindness demonstrated the 
need of this work and how to carry out necessary corrective and 
conservation methods. Sight-saving classes were established by the 
Board of Education, and the responsibility of placing the eligible 
children assumed by them; the Department of Health acted as the 
finding agency and obtained the necessary corrections. The program 
has passed the experimental period and is now carried on routinely 
by the Board of Education and the Health Department, the other 
two organizations acting only as advisory bodies. 

To follow briefly the course of a child that eventually is placed in 
a sight-saving class: The examining physici ian of the Health Depart- 
ment first discovers the defective vision. There is also a special field 
worker for the prevention of blindness who makes many thousands 
of vision tests each year, in addition to those made by the examining 
physicians. If the defect is of 3X severity, the child is looked upon 
as a potential “sight-saving” case. The school nurse at once begins 
the work of follow-up on these 3X vision cases, making special effort 
to get them examined by an eye specialist, either as private cases or, 
if the family cannot afford this type of service, in a dispensary. If 
the vision cannot be improved by means of corrective measures above 
a definite degree of acuity (20/70 in the better eye), the child is eli- 
gible to go into a sight-saving class. 

There are a number of other severe and progressive conditions that 
make a child eligible for the sight-saving classes besides low visual 
acuity. The completed records of all 3X vision cases are routed 
through the office of the bureau of child welfare. From these records 
the chief of the bureau and an ophthalmologist decide which chil- 
dren are to be recommended for the sight-saving classes, and which 
are to remain in the regular classes. The records of the children 
recommended for the sight-saving classes are then forwarded to the 
director of special divisions in the office of the superintendent of 
schools. ; 

The great problem in the care of defective vision cases, especially 
during the present period of depression, is obtaining free glasses or 














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Tue ELeEveENtH YEARBOOK 499 





glasses at small cost, for children of parents who cannot afford to 
buy them. In spite of the great generosity of civic organizations, 
parent-teacher associations, commercial houses, and private indivi- 
duals, there are always many children without glasses that are in dire 
need of them. 

The same interest in the defective hearing cases is beginning to 
be shown as in the defective vision cases. It is desired that just as 
effective a program for these children be worked out as the one 
now operating for the visually defective. 

Certainly these two groups of handicapped children deserve extra- 
ordinary care. No physical defect can so completely deprive a child 
of all that our educational system has to offer, as impaired vision 
or hearing. 

The physicians and nurses are frequently called upon to render 
emergency and first-aid treatment. This is properly one of their 
duties. But it is the policy of the Department not to have the field 
staff undertake any kind of treatment or care other than this. All 
other matters belong to the province of the family physician, and 
parents must assume the responsibility of securing this care for their 
children. 

Against two diseases at least, science has given humanity specific 
means of prevention. These two preventives are: vaccination against 
smallpox, and the administration of toxoid or toxin-antitoxin to 
protect children against diphtheria. The carrying out of these two 
preventive measures is a major activity of the bureaus of communi- 
‘able disease and child welfare. Early in each school year as many 
as possible of the newly entered kindergarten and primary children, 
whose parents give their consents, are vaccinated. This has been the 
program for many years. As a result, not only is a majority of the 
school population of Chicago vaccinated, but that of the city, as a 
whole, as well. Consequently, smallpox as a health problem does not 
exist. The very few cases occurring each year are for the most part 
among unvaccinated persons coming in from elsewhere. 

Protection of school children, under ten years of age, against diph- 
theria, by means of toxin-antitoxin, has been carried out since 1917. 
The greatest number of children were protected in 1930. During this 
year, nearly 150,000 school children were immunized; this is by far 
the greatest number immunized in one year in this community. That 
the immunization of school children is effective is shown by the 
diphtheria records of this year (1931). The case and death rates 
from this disease are about half the former rates. But diphtheria is 
still a very serious problem. Statistics show that fifty percent of 
the cases and deaths occur in the preschool group. Therefore, instead 
of concentrating preventive efforts in the school group, in the future, 
emphasis will be placed upon protecting the preschool age group. 











500 ELEMENTARY ScHooL PRINCIPALS 











For some time to come it will be necessary to immunize school chil- 
dren, up to ten years of age. This should be the procedure in regard 
to smallpox vaccination as well. If these two measures were carried 
out during the preschool period, what a saving of time and dis- 
turbance in the school program it would mean, to say nothing of 
the added safety to the health of the children, both during the pre- 
school and the school periods. Certainly, it is one of the aims of 
the Health Department to push these two activities back as much 
as possible into the preschool period. 

Chicago’s first school dental dispensaries were put into operation, 
through the efforts of the Chicago Dental Society, in 1910. In 1912, 
Julius Rosenwald contributed sufficient funds to enlarge the service, 
which consisted of four chairs, to ten dispensaries employing full- 
time dentists. In 1915, the Chicago Department of Health assumed 
the responsibility for this health work and placed it in the bureau 
of child welfare. It continued to be an activity of this bureau until 
1929, at which time a separate bureau of dental hygiene was estab- 
lished in the Department. 

The bureau of dental hygiene is the main channel for the correc- 
tion of dental defects. The bureau employs a field staff of sixteen 
dentists, fourteen of whom operate in as many school dental clinics, 
for the benefit of the underprivileged children whose parents cannot 
afford the services of a private dentist. As many children as can pay 
are sent to private dentists, and many others are referred to the dis- 
pensaries of the dental colleges, the Municipal Tuberculosis Sani- 
tarium, Cook County Hospital, and other agencies maintaining 
clinics, 


TABLE 3—OPpERATING DIVISION—1929 





No. of Dental Dispensaries—13 


Ree MENONID sore ensecnedeoancnsencese 23,768 
RID, sicadicancctcciecacsiceaciniaacninias Misinca dammed a eg aa 8,292 
EEE, Kicdiecmsncckeemaniaande wee Senaaneweenana 5,714 
MMOD, echt cee eccse henson eeseeeaintcegKe kn 38,929 
Extractions—deciduous teeth ~...--.-------------___- 15,584 
Extractions—permanent teeth ~.--------------------- 1,101 
First permanent molars saved ~_--------------------- 13,385 
Children receiving dental examinations ~------------- 153,742 
Chelaren with dental defects ..............-..-...... 123,674 (or 80 percent) 
‘Seemen mouth etamimations ................5......4. 2,358 
UE DAO: SHORE onsets Sn Scns 5,113 


Two other dentists, working in cooperation with the bureau of 
child welfare, examine the mouths of children in the elementary 
schools. Up to the present year the examining staff was able to as- 
sume the work of oral examinations of all the children. However, 
with the reduction in the budget and a corresponding reduction in 
the field staff of dentists, the examining physicians resumed this 
branch of the dental service. 








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Tue EveventH YEARBOOK 501 





Of the children examined, 96 percent are found to have defective 
teeth. As uncorrected dental defects often lead to serious disease, 
it is evident that their early discovery, followed by prompt correc- 
tion, will prevent suffering and impaired efficiency later in life. 

The dentists often find conditions which might prove the begin- 
ning of an epidemic of mouth disease, such as trench mouth, and by 
proper precautionary measures and treatment, are able to check 
such conditions before they assume serious proportions. In an effort 
to create a better understanding of the need for dental care, the 
bureau conducts an educational program along dental lines in the 
schools, which includes talks, demonstrations, and playlets. 

So important is the part of the public health nurse in a program 
of child welfare that this discussion would not be complete without 
special attention to the division of nursing, of the bureau of child 
welfare. 

This division is organized to supply the necessary nursing service 
to such of the bureaus of the Department of Health as require this 
type of service. By far the greater part of the personnel is assigned 
to the bureau of child welfare, although all nurses are assigned to 
particular duties in the bureau of communicable diseases, and all 
school nurses act as assistants to the dentists in the bureau of dental 
hygiene. 

School nursing is one of the chief functions of the division. Nurses 
are detailed to all schools in the city, public and parochial, each 
nurse being given a group of from four to ten schools, comprising 
a population of from 5,000 to 10,000 pupils. 

The chief duties of the school nurse consist of morning inspec- 
tions for the control of contagion, assisting the school phys sician in 
physical examinations, vaccinations, and immunizations, assisting in 
the dental clinics, and acting as general health adviser in both the 
schools and the homes. 

In discussing the work of the school nurses, it may be helpful to 
describe a particular day’s work. In the morning the nurse visits 
the schools to which she has been assigned for early inspections. 
Here she sees all pupils who have been out of se hool for a day or 
longer, determines whether the children should be admitted to school, 
makes room inspections for contagion, and takes any necessary 
throat and nose cultures, finally weeding out all but the few who 
are to be seen and excluded by the field health officer, who later calls 
at the school. 

By this method of early inspections, children are obliged to re- 
main out of their room only the minimum time. 

As each nurse is assigned from two to three schools for morning 
inspection, the next regular order of work will be begun about 10:00 
or 10:30 a.m. This will comprise physical examinations, vaccina- 











502 ELEMENTARY ScHOooL PrINcIPALS 





tions, and immunization against diphtheria. In assisting with phy- 
sical examinations, the nurse arranges to have the pupils ready for 
the doctor, helps with the clothing, makes the visual tests, takes care 
of the files and the clerical work, and interviews the mother if she 
happens to be present. 

When vaccinations and immunizations are being done, the nurse, 
in addition to assisting the physician, is also responsible for obtain- 
ing the signed consent cards which each child must have. 

Besides assisting the doctor, the school nurse has certain duties of 
her own. She reinspects pupils who have been examined, to note 
what corrections have been made. She sees the children who are re- 
ferred to her by the teachers. She arranges for mothers’ conferences 
at school, thus saving herself many home calls. 

Each nurse is assigned a part of a day each week to the school 
dental clinic, where she takes the children needing dental care, and 
while there she acts as assistant to the dentist. Time is also allowed 
for other dispensary work, nurses being assigned, as far as practi- 
cable, to the dispensaries nearest their districts. 

Perhaps the most interesting part of the nurse’s day is her home 
contacts. Without a doubt, popular health education is becoming 
more and more a matter of salesmanship. There are many ways of 
selling health to the public, but perhaps the most important single 
factor in teaching health is the public health nurse. Every home 
vall is made an educational opportunity. Parents are instructed in 
the dangers of exposing children to contagious diseases, and in the 
need of keeping the child with vermin or other minor skin ailments 
at home; the nurse explains the treatment to be instituted and teaches 
someone in the home to give it, if necessary. 


TABLE 4—-SuMMARY OF SCHOOL NURSING SERVICE FOR THE YEAR 1930 


Average number of nurses working 


OR TI NN 5 cece ge en orm nt x ele Ra ad cae enh nie aici am 46,673 
es SOPOT SUING cncnncticcescctodecnnnwsnasenese sence 
PU SONNE ncnccndnmeneonsnindinemdmasinmetahn em dernenmaiiinasanees 283,212 
SE IED ot cccsrmasstnereresinndsbienilpabethccdiaiadanennidsipliaibne nnn atinieeainnimnes 88,947 
Se ND GN GUND indinnn-cicccmernidhaacinnmmmeetacmetmen 169 
Inspections for vaccinal status—assisted ....-....--.------.-.----.... ----- 
Te UNNI ND aicrcnicienc: ntti eieaianeninewathntimeiiinmamaees 47,022 
(Pmpneh GRAUNIRTIONE—GONINOE onc ene cence nce 141,195 
Reinspection for physical defects—assisted ~_--__-----------_----____ 303,848 
pence: dressings and cultures taken ..............-................. 5,454 
Cameron Seterved to Realth eileera .....................+.........- 9,193 
a SraUOINIIIION, assis secisssinpepinbsin eile mnie ehaoniiniinins nine 2,309 
Visits for correction of physical defects _.......-------------__-_--- 243,840 
Se, (OI so a in nae eS Semana mnnicaa asc 4,044 
ee <I i creas cieisietsaiabtvahibebabalipnaeieiimnainabtninaniiimidetninn 20,137 
a a Tl 276,761 
IE UIE ININOUID cscs icestaestin eens tienen dietbtn eben euateeneninandican tba 30,388 


rr lr I UI isan in ihesnesaldlipitneitniirtarrranienteideminnnintsic 83,862 








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Tue ELeventH YEARBOOK 503 





—_ 


Many home calls are made with the specific object of obtaining 
the correction of defects. When there has been no response to the 
notification sent to the home by the doctor, the nurse makes a “fol- 
low-up” call and explains the necessity of placing the child under 
treatment as early as possible. 

The family physician is always recommended except in those 
families unable to employ a physician, in which case the nurse will 
give advice and, if necessary, make the arrangements for dispensary 
care. 

The teaching of home hygiene courses is a special province of the 
Health Department, in conjunction with the American Red Cross. 
The course consists of twenty lecture periods and demonstrations in 
child care, personal hygiene, and home sanitation, and is given in 
those parochial schools which request the service. The Board of 
Education provides corresponding courses in the public schools. 

The foregoing is a brief outline of the part the Department of 
Health plays in guarding and promoting the health of school chil- 
dren. There are many other activities related to the well-being of 
the child of school age, that could and, in many instances, should 
have attention. with the limited personnel of physicians and nurses 
now available, it is felt that the work is being concentrated at those 
points that are most vital to the child, in his relationship to the pro- 
cesses of education; namely, protecting him from contagious disease, 
and conserving and improving his general health by regular physi- 
cal examinations and the correction of physical defects. 





ISITING TEACHER WORK is regarded primarily 

as a service which benefits the individual child, originat- 
ing in the school as the result of the recognition of some 
problem which handicaps the child and reaching out into 
the homes of the community. The visiting teacher analyzes 
the child’s difficulty by going outside the school to get infor- 
mation regarding the various influences that are conditioning 
the child’s behavior or response in the schoolroom. Knowl- 
edge concerning the home is, of course, of primary impor- 
tance in making this analysis.—Della Ryan, Chapter IV. 

















ELEMENTARY ScHooL PRINCIPALS 








THE SCHOOL AND THE JUVENILE COURT 


Frep R. Jonnson! 
General Secretary, Michigan Children’s Aid Society, Detroit, Michigan 


HE JUVENILE COURT has created a new concept in the legal 

treatment of children. Instead of considering the delinquent 
child as a criminal it deals with him in a parental way, entitled to 
special care and protection as well as correction. It considers him 
more sinned against than sinning and endeavors to formulate a plan 
of reeducation which will include parents as well as the child. 

Juvenile court procedure today—Under the common law a child 
under seven was not considered capable of committing a crime. 
Through this new approach this age has been increased to sixteen, 
seventeen, or eighteen years. A number of states, under the classifica- 
tion of wayward minors, have extended the jurisdiction of the juve- 
nile court for certain offenses to twenty-one years of age. 

The revoluntionary character of this new form of treatinent, first 
inaugurated when the juvenile court of Chicago was established in 
1899, is emphasized by a recent report concerning <hildren as dealt 
with in our federal courts.? Here the child offender is still treated as 
though he were an adult. The same judge tries adults and children, 
the same institution frequently houses both groups. The Department 
of Justice is now engaged in such modification of procedure as present 
laws will permit. 

This fundamental conception, that the treatment of the delinquency 
of children is largely an educational undertaking, makes it obvious 
that juvenile courts in their work are closely allied to the school. 
Some authorities have even advocated the absorption of the func- 
tion of the juvenile court by the school system. Although we may 
not agree with this conclusion it is obvious that the most intimate 
understanding between the two is essential. 

Our American administrative development is very uneven. Laws 
governing juvenile courts vary from state to state. Within the same 
state organization may sharply differ under the same law. Generally 
speaking, juvenile courts are well developed in large cities. They fre- 
quently are poorly developed, occasionally non-existent, in the small 
city and the rural county, this in spite of the fact that increasing 
emphasis is being placed upon the organization of the court on a 
county basis. 

It may be the first duty of the informed and socially-minded edu- 
cator to ascertain if a juvenile court is functioning in his community. 
He may discover that the cases of delinquent children are still hear: 


1Formerly chief probation officer, Reecorder’s Court, Detroit, Michigan. Author 
of Probation for Juveniles and Adults. Century Co., 1928. 

“Consult Report on the Child Offender in the Federal System of Justice. No. 6, 
National Commission on Law Observance and Enforcement, June, 1931. Reports 
are purchased from the Government Printing Office, Washington, D. C. 











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Tue EveventH YEARBOOK 505 


as though they were adults. He may find a judge who is not con- 
versant with child psychology, hearing children’s cases in a large 
court room before groups of curious spectators, and he may find 
primitive methods of correction employed upon slight provocation. 

The tests of an effective juvenile court should include the following 
minima : 

1. A socially-minded judge, qualified to deal with behavior problems of boys 
and girls. 

2. Private and informal hearings of children, separate from adults. 

3. Such detention of children as may be necessary, prior to appearance in 
court, wholly separate from adults. 

4. A trained probation service conversant with the needs of child life. 

5. Facilities for physical and mental examination. Where local facilities for 
such examination are limited, there may be statewide resources which can be 
utilized. 


On the other hand, there are instances where progressive juvenile 
courts find educators who are not familiar with presentday objectives 
in treatment of difficult children. A study of juvenile courts in cer- 
tain cities by the United States Children’s Bureau reveals that in 
at least two communities a method of relationship between courts and 
school system was developed which makes it unnecessary to acquaint 
individual teachers with the fact that a child is on probation. Pro- 
bation officers occasionally find that knowledge by the teacher that 
a child has appeared in a juvenile court for an offense committed 
out of school hours may prove of serious detriment to the child. He 
may be subjected to criticism at the school for offenses committed out- 
side of its jurisdiction. The finger of suspicion may quickly be pointed 
in his direction when breaches of discipline to which he may not 
be a party occur in the schoolroom. 

Judge Cabot of the juvenile court of Boston states the point of 
view of progressive courts in the following language: “Delinquent 
acts are but a symptom of deeper stresses and difficulties and it is as 
futile to make these acts the center of interest as it would be to treat 
primarily what is merely the symptom in any physical disorder. We 

cannot understand the deeper trouble and arrive at a wre method 
of dealing with it unless we understand the child himself.” 


Cooperation between schools and courts—Granting that we have 
an informed juvenile court and socially-minded edue: ‘ators, what of 
the relationship between the two! Both are dealing with the same 
child. The school reaches almost all children of sc ‘hol age. Juvenile 
courts throughout the United States deal with approxim: rately 1 per- 
cent of children of juvenile age as delinquents.’ The function of the 


See: Juvenile Courts at Work. Bureau Publication; No. 141, United States 
Children’s Bureau, 1925. 

2See: General Report, The White House Conference on Child Health and Pro- 
tection, 1930, p. 341. 

‘Tbid., p. 342. 








506 ELEMENTARY ScHoot PRINCIPALS 





school in the field of delinquency is that of prevention. The court, 
though largely educational and preventive in character, to a greater 
extent must act as a disciplinary and corrective agency. 

The teacher should not rush a child into court on slight provoca- 
tion. He may do much to reduce the volume of cases which come into 
court by understanding the child and by dealing effectively with 
minor delinquencies as they come to his attention in connection with 
his school duties. 

Where serious delinquencies require the attention of the juvenile 
court, the teacher or the school representative may be of substantial 
help by interpreting the child to the court. It is customary for the 
court to secure a report from a probation officer before decision is 
made. It is customary for the report to embody a summary of a study 
of the school experience of the child to supplement a study of the 
home itself. 

Juvenile courts make extended use of probation.! That is, the de- 
linquent child, instead of being sentenced to a vocational or socalled 
“reform school,” is privileged to live in the community with his own 
family, to attend school, and to continue his life as a normal member 
of the community. It is understood that he remains subject to super- 
vision by the court and under the friendly guidance of a probation 
officer. 

The contact of the principal and of the teacher is more frequently 
with the probation officer than it is with the court. It is these officers 
who, as arms of the court, reach into the home and into the neighbor- 
hood to assist in correcting conditions which promote the delinquency 
of the child. 

A number of students of probation several years ago endeavored 
to formulate a set of standards which should govern juvenile proba- 
tion. Their recommendations as to the relationship between the pro- 
bation officer and the teacher were as follows: “Special detailed school 
reports for each child on probation are advisable. The educational 
authorities should be requested to cooperate through weekly reports, 
frequent conferences, and other means; but care should be taken to 
preserve harmony, faith, and goodwill between the teacher and pupil, 
the probationer and probation officer.’ 


Conclusion—No formal outline of relationship between the school 
and the juvenile court can take the place of mutual understanding 
and cooperation between the two. Such an intimate relationship can 
best be promoted when each is familiar with the program and ob- 
jectives of the other. The most effective step may well be the presence 


1A specialized form of treatment, boarding home care for delinquent children, 
is employed in a number of communities. The most notable use of such homes is 
made by the juvenile court of Boston. 

*Consult Juvenile Court Standards, Bureau Publication, No. 121, 1923, United 
States Children’s Bureau. 

















of 
ju 
C0 











court, 
reater 


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with 
with 


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Tue ELeventrH YEARBOOK 507 











of the principal or of the teacher at one of the hearings of the 
juvenile court when the case of a child in which both school and 
court are interested is given consideration. 

Students of delinquency among children are greatly heartened by 
experiments in the better adaptation of the school system to the needs 
of individual children as represented by projects such as the Monte- 
fiore School of Chicago. Here a group of truants and classroom 
incorrigibles are subjected to a progressive form of school approach 
through a modified curriculum, with freedom of movement, small 
classes, and the introduction of manual training and other subject- 
matter which has particular appeal. It is obvious that the school sys- 
tem, through experimentation, may develop an effective substitute 
by methods such as these, for much of the treatment and discipline 
which must at present be administered by juvenile courts. Such de- 
velopment will mark a notable contribution by the school as an agency 
of prevention in limiting the volume of juvenile delinquency. 





T THE PRESENT TIME when there is so much unem- 

ployment the school should help provide recreation for 
the people who are so unfortunate. Young men and women 
out of work cannot buy pleasure as so many of our people of 
today do. These unemployed are without money for months 
and months. What recreation can they seek that is free for 
them for they have no funds even to join an institution offer- 
ing them recreation in swimming, dancing, and other whole- 
some pursuits? Have you ever experienced going about for 
a long time without employment and not a penny in your 
purse, yet you were still young enough that you want to play 
and associate with others? Indeed, it is when young folks, 
especially, are without means of recreation that trouble brews. 
—Stanley F. Fink, Chapter VI. 




















508 ELEMENTARY ScHooL PRINCIPALS 





SCHOOL-JUVENILE COURT COOPERATION 


Epw. H. STULLKEN 
Principal, Montefiore Special School, Chicago, Illinois 


HE PRINCIPAL of a school functioning as a successful insti- 

tution must direct his attention to the formulation of policies 
which will secure the best possible adjustment of his school organiza- 
tion to the needs of the community. This statement will be true es- 
pecially when the principal has real professional vision and a desire 
to devote his energies to the problems of his position with the idea 
of adjusting the school organization to community needs. The solu. 
tion of the problem requires scientific study on the part of the prin- 
cipal and also cooperation between him and the various community 
agencies. In cooperating with these agencies the school under the 
guidance of an able principal should be an influential factor in pro- 
ducing desirable changes in community relationships. 

Of all community contacts none are more important than the con- 
tacts with various governmental agencies; and of these agencies the 
juvenile court and its probation departments are by no means the 
least important. No doubt many elementary school principals lo- 
‘ated in small communities and in the best residential districts of 
larger cities will find very little occasion to come into close contact 
with either the juvenile courts or the probation departments. Many 
others, however, and especially those whose schools are located in the 
areas adjacent to the central business districts and major industrial 
areas! of our large cities where delinquencies are frequent, will have 
many occasions to work with probation officers and other juvenile 
court officials. Such factors as the community customs, the social and 
home environment of pupils, the recreational facilities of the com- 
munity and community organizations will all influence the number 
of occasions the principal will be called upon to deal with govern- 
mental and court officials in administering his pupil personnel. The 
principal should therefore be cognizant of all such factors so that 
he may deal more intelligently with court and probation officials 
whenever occasion demands that he do so. In his dealings with courts 
and their officials the principal should keep in mind that he is an 
educator and that, while as the educational leader of his school com- 
munity, he will be interested in the work of the juvenile court, es- 
pecially the social service activities of probation officers, yet his leader- 
ship should be developed along educational rather than social service 
lines. 

Shaw, C. R., and McKay, H. D. Social Factors in Juvenile Delinquencies. 


Report of the National Commission on Law Observance and Enforcement, Vol. II. 
Washington, D. C.: Government Printing Office, 1931. p. 187. 

















insti- 
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Tue Eveventru YEARBOOK 509 








FIGURE 1—Form Usep By PROBATION DEPARTMENT IN ASKING FOR SCHOOL 
Rereort ON CASES To BE HEARD IN THE JUVENILE COURT 








JUVENILE COURT OF COOK COUNTY 
CHICAGO, ILLINOIS 
Juvenile Court Building 
2246 Roosevelt Road 
Telephone Seeley 8400 


Mary M. Bartelme 
Judge 


Harry Hill 
Chief Probation Officer 


In re 
eee! II cts tit ce isdn dnc cman ean an 
Case NGiun nwa Date of hearing in Juvenile Court_-------, 10.., <M 


The Principal of the school which the above named child last attended 
is asked to furnish for the Court’s assistance information as suggested 


below. 


Probation Officer 


To the Judges of the Juvenile Court: 
The records of this school show the following in the case of the 


above named child. 
1. Record of attendance for the term beginning-----------------, 


Absences: Excused_---.---- Unexcused_.------ Deportment-_------- 
CRC a ca nuaceam Scholarship......-<..< Date: of Birti.....02c.66 
2. If child is not enroled in school, please give date of leaving and 
PN. co idiwicacceacncactiancenenceuceesseetandaie=aseueneeaneee 


oo ee eee Date oF Pirtl.. sone ccamansnws 
3. Behavior Difficulties 
Stealing 
Truancy 
Lying 
Sex 
Retardation or truancy 
General incorrigibility 


w 


Teasing 
Impertinence or defiance 
4. Has child been in special class for subnormal or handicapped chil- 
dren, or fresh air room? 
5. Remarks: ~-.-------------------------------------------------- 


School 




















510 ELEMENTARY SCHOOL PRINCIPALS 





The writer as principal of a special school, enroling all truants 
and behavior problem boys coming from over one-half of the city 
of Chicago, has had occasion to work in very close cooperation with 
the juvenile court of Cook County, Illinois, its judge and its proba- 
tion department. In no small measure the success of this school has 
been due to that cooperation which has proved to be mutually helpful. 
What is true of the Montefiore School is true of all schools located in 
the delinquency areas of our great cities having pupils known to 
court workers. 


Cooperation asked of the school by the court—The juvenile court 
operates on the theory of what it can do for the child and not what 
it does to him. It does not attempt to punish but to help the child. 
The juvenile court represents the state acting as a parent in giving 
the child protection from the evil influences which have caused him 
to go astray or to become dependent. With such a program there is 
much the school can do to assist the court in helping the welfare of 
children known to its probation workers. Reports of school progress 
are usually desired by court and probation officers in planning for 
children’s welfare. These data should always be given promptly and 
accurately. Blank forms are used to expedite these reports. Figure 
1 is a copy of the form‘ used whenever probation officers desire infor- 
mation on any child whose case is to be heard by the court on either 
a delinquency or dependency petition. This form is usually mailed 
although sometimes brought by the officer in person to the principal. 
The record of attendance must be accurate in order to be of value. 
Extreme care should also be used in checking behavior difficulties, 
and if serious delinquencies are checked, a letter or statement in ex- 
planation which contains a complete history of the facts should be 
given. No guess work or mere hearsay will suffice if court officials 
are to be expected to do a good piece of social work. 


Figure 2 presents a copy of a monthly report of the school stand- 
ing and attendance of a child made to the probation officer for all 
active cases carried by workers in the juvenile court. It is a simple 
form, self-explanatory and sufficient when the pupil is making satis- 
factory progress and giving no trouble with attendance or discipline. 
In case the child is not making suitable progress a note added to the 
report will appraise the court worker of the fact and will result in 
closer cooperation between worker and school and may help over- 
come the child’s difficulties if any exist. 

Figure 3 is a copy of an annual report used by the Mothers’ Pen- 
sion Division of the juvenile court in checking upon the school prog- 
ress of children, whose mothers are recipients of a pension. Since 
every mother receiving a mother’s pension is allotted a certain sum 
for every child in school these reports are of extreme value in secur- 
ing a wise expenditure of the state’s money used for this purpose. 














ES 


‘uants 
e city 
. with 
roba- 
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Ipful., 
ted in 
vn to 


court 
what 
*hild. 
iving 
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ither 
riled 
ipal. 
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nce 
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Tuer ELEveENTH YEARBOOK 511 





FIGURE 2—Monruty Report TO PROBATION OFFICER 
SCHOOL STANDING AND ATTENDANCE BLANK 
Ghinf Probation Ofcom, 4000 __CiéC eit cs sn rss en cc School 
Juvenile Court Building, 
2246 Rooosevelt Road, Chicago RIOR ooo 5s » SOBcs 
Attention of Probation Officer «<<... 4+...2262525 05. ee ee Re ears 
i Si REE 6) cn kccnccesscncasneckaaens! Room No..----- 
a ag i ats lS sli EAT iach en es ee 
The records of this school for the month of_--------------- oe 
show the following: 
(i) BeAPEG. onan ecco scecus 
(2) BDeportmen€ ......22.---22--5- 
(3S) TE 6c ctic occ 
Absences unexcused ~--------- 
(4) Attendance} Absences excused ---------- 


Remarks: (Studies in which child excels or is especially weak, tem- 
peramental peculiarities, etc.) 








Principal or Teacher 








FIGURE 3—AN 


NUAL Report Usep sy Cook Country JUVENILE CouRT 





Name of Child 



































School Room 
prions wreritainiey — fo — 
YEAR 7 
Sept, Oct. | Nov. | Dec. | Jan. | Feb. | Mar.| Apr. | May | June 
~ | {| to FF ff | 
(1) Grade.......... Rae Se ee Se ee eee See SE ee 
| Te | | | 
(2) Scholarship..... Ey = + — _ " - —|—___|___|__ 
(3) Deportment. . . .|——_|_|_ — ben a 7 a Le ee Ae 
(4) Personal appear- | | | 
Se ee a oe eae - ast Peed Sees en ene eee 
| | 
Absences excused|_—_—_|_|__ |__ a 2 Se oe 
(5) Absences unex- | | | 
Rrra ae — | |_| | —__|__|_— 
| | | } 
(6) Difficult studies. — on > 4 - ee en ene ———| ae een 
| | 
Remarks: ee + rience ee Se 











512 ELEMENTARY ScHooL PRINCIPALS 


In making any of these reports the school authorities should strive 
for accuracy, for a clearcut concise statement of facts devoid of 
sentimental or emotional reactions. Under no circumstances should 
such reports be used as measures of disciplining pupils who happen 
by circumstances often beyond their control to be known to court 
workers. School authorities should work with court workers in car- 
rying out any plans the latter may have for securing a better social 
adjustment for all pupils known to them. Whenever in the judg- 
ment of the principal the school program may be changed to con- 
form with plans of probation officers, such changes should be made 
and the court worker appraised of the school’s efforts in behalf of 
the child under the care of the court. Furthermore, in making school 
reports to court workers, school authorities should report the child’s 
good points, his successes and his assets as well as his failures and 
liabilities. This point is especially well taken in the cases of pupils 
known to the court because of delinquencies. The good as well as 
the bad in the delinquent needs consideration and the judge or pro- 
bation officer needs to know upon what, in the judgment of the school 
principal, they can build in their attempts to save the child for so- 
ciety. Merely to report shortcomings may often be worse than no 
report at all. 

In the case of the Montefiore School of Chicago, since all its pupils 
are problem cases, many of them are known to the court. Conse- 
quently court workers often call at the school for interviews with 
their charges. The school makes provision for privacy for the court 
worker so that he may interview the pupil in whom he is interested 
without disturbing others and without subjecting the child to any 
ridicule or teasing because of having been visited by a court worker. 
The school also has the services of specially-trained truant officers 
and visiting teachers who are qualified social workers with whom 
probation officers may confer and then together work out plans for 
the child’s adjustment. 

The Montefiore School also has a full-time psychologist and a 
part-time psychiatrist, and probation officers and other court work- 
ers may have the advantage of conferring with these experts in se- 
curing a better understanding of the problems of those pupils known 
to them. The Montefiore School is also provided with doctor, nurse. 
and dentist, and often probation officers are able to obtain medical 
and dental work for their cases which they could not otherwise ob- 
tain. Court workers are also asked to advise with the school’s work- 
ers in order to help overcome problems in the home and community 
environments of their cases. Needless to say, social case histories are 
always exchanged between the school workers and the court work- 
ers in their attempts to adjust the problems of pupils known to the 
court. 








pl 
hi 


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Tue Exveventn YEARBOOK 13 





Cases brought by the school authorities to the court’s attention— 
In Chicago a parental school petition may be filed by school authori- 
ties in the juvenile court whenever, because of habitual truancy or 
persistent violation of school rules, a pupil can no longer be kept in 
a regular school. Consequently, certain cases heard by the court 
originate with school authorities. Every school principal must make 
provision for the attendance, discipline, and control of pupils in 
his school. Bad discipline and school! behavior, like truancy, are 
symptoms of something wrong.' They may be occasioned by poor 
teaching, inadequate supplies and materials, bad home conditions, 
or a high degree of industrialization within the school’s environ- 
ment. The principal should strive to overcome truancy and disci- 
pline by work within his school; and, by using school civic clubs 
and councils, changing the spirit of the school, restraining teachers 
who use school work as punishments, he can usually succeed. There 
will be cases, however, in which truancy and misdemeanors continue 
in spite of the school’s best efforts, for schools cannot control home 
conditions and all the social and economic factors of the child’s life 
which may be the causes for non-attendance and poor behavior. 
When all other means fail, the principal may be compelled to use 
lega! means to keep children in school or to protect the school from 
a vicious individual. When such court action is necessary there will 
be need for the closest cooperation between the school and court in 
order that the individual problem child, the school, and society may 
not suffer any harm. 

The Montefiore Special School cares for all the court work of all 
boys for approximately one-half the city of Chicago. This is true 
because all boys who cannot be adjusted in the regular schools are 
first given an opportunity to adjust in this special school before 
court action is undertaken. However, in spite of the many added 
facilities the school offers, there are approximately 17 percent of the 
cases which must be called to the court’s attention. The procedures 
worked out between the juvenile court and the Montefiore School 
may prove suggestive to others as means of securing better coopera- 
tion between the juvenile court and school. 

Whenever a case is taken to the juvenile court in Chicago, the pe- 
tition is presented and placed on the docket by the Bureau of Com- 
pulsory Education. The school then prepares a complete case his- 
tory which is available for use by the judge several days before the 
hearing. In this way the court may be fully cognizant of all details 
of the case before the child comes before the judge. This complete 
case history is made up of several parts. First a short summary is 
presented giving such facts as the child’s name, age, date and place 


1Reavis, W. C., Pierce, P. R., and Stullken, KE. H. The Elementary School. 
Chicago: University of Chicago Press, 1931. p. 117. 








514 ELEMENTARY ScHoot PrINcCIPALS 





of birth, grade placement, name of parents, facts as to school at- 
tendance and behavior. The social history is usually prepared by 
the visiting teacher, who is trained in social service procedure. In 
preparing the social history the following outline is amplified in 
order to cover the case under investigation: 


Name 

Address 

Age 

Date of Birth Place of Birth 
Sex Color 

Grade Room No. 


A. Personal History 
1, Behavior 
a. Immediate problem 
b. History of behavior 
(ineludes medical care or physical difficulties ) 


bo 


. School 

grade, conduct, ete. 

Full school history beginning with first school and ending with the 
last, giving name of school, years attended, attendance, grades, 
character of work, ete. 

3. Statement concerning any work done by child 
4. Statement of all work done on case by attendance officers, including 
dates of conferences and results obtained 
B. Social History 
1. Economic status 
relief, wage earners, income, standard of living 
2. Home 
environmental (housekeeping) 
rooms and rent 
3. Household 
list members, giving age, school grade 
ments 
boarders and roomers 
4. Family life explained 
5. Attitudes 
Statement of parent to child—child to parent 
6. Neighborhood 
recreational facilities 
opportunities for recreation 
. Associates 
statement concerning any gangs with which boy associates 
C. Family History 
1. Foreign born 
2. Language in home 
3. Physical or mental defects 
4. Church affiliation or interest 
D. Social Service Exchange Record 





making any additional com- 


7 


In addition to the visiting teacher’s work a copy of the psycholo- 
gist’s test results is included. This report contains a brief statement 
as to the findings of both individual and group intelligence tests. 
The mental age and intelligence quotient are both given. In addi- 





at a ead 















1 at- 
by 
e. In 
ad in 


h the 
rades, 


uding 


com- 


»lo- 
ent 
sts. 


\di- 





THe ELeveNtH YEARBOOK 515 








tion to results of intelligence tests the psychologist’s report contains 
the results of achievement tests in the various school subjects. These 
results are usually given in grade scores. The following tests are 
used : 


A. Group Tests 
1. Intelligence tests 
Kuhlmann-Anderson 
. Educational tests 
Stanford Achievement Tests in reading, arithmetic computation, 
arithmetic reasoning, nature study, science, and language 
Haggerty Reading Examination 
Detroit Word Recognition 
3. Aptitudes 
Stenquist Mechanical Aptitude Test 
Detroit Mechanical Aptitude Examination for Boys 
4. Interests 
Terman Interest Blank 
. Personality test 
Woodworth Cady Questionnaire 
B. Individual Tests 
1. Intelligence 
(a) Kuhlmann-Binet 
(b) Stanford-Binet 
2. Performance tests 
(a) Porteus Maze 
(b) Knox Pinter Cube Test 
(ce) Kohs’ Block Design Test 
3. Educational 
(a) Gray’s Oral Reading Tests 
(b) Dictated sentences from Chicago Spelling Lists 
(ec) Arithmetic from Chicago Course of Study 


to 


or 


As seen from the above outline the psychologist’s report contains 
some attempt at evaluating the child’s mechanical abilities, his in- 
terests, and his personality as well as educational progress. Reference 
is also made to any significant findings concerning the home, school, 
and social life of the child which may be noted by the examiner 
when giving the tests. The report closes with brief recommenda- 
tions concerning school and grade placement. 

Children brought into court are usually first interviewed by the 
psychiatrist as well as the psychologist and this psychiatrist’s report 
is also sent to the court. The report usually contains a brief state- 
ment of the boy’s physical condition and a history of his physical 
development. In studying the child’s development, the psychiatrist, 
whenever possible, interviews the parents. Any significant facts 
learned in this interview are reported. His personality is fully ex- 
plained, especially in every way it may affect behavior. Feelings of 
the patient are adequately recorded. Conflicts of all kinds are ex- 
plored in an attempt to explain any anti-social behavior. Delin- 
quencies which may appear to be pathological types of behavior 











516 ELEMENTARY ScHOOL PRINCIPALS 





have often been found to be quite logical when the entire sequence 
of causes is discovered. Such findings are extremely valuable to a 
judge in considering a case in the juvenile court. The psychiatrist 
also makes recommendations as to treatment which may prove effec- 
tive in adjusting the case properly. When the case before the court 
is known to other social agencies, copies of their reports are ap- 
pended to the school’s report. The school attempts to give the court 
the benefit of all of its findings and contacts with the child at the 
time the case is taken into court. Thus the judge of the court has 
at his disposal a complete school, social, home, psychological, and 
psychiatric history of the case and is better able to judge whether 
institutional placement, foster home placement, or another attempt 
at school placement will be best for the individual child. 


In making all these reports to the court the various workers mak- 
ing them state all facts accurately and in an unbiased manner. No 
attempt is made to prosecute the case before the court. Everything 
in the child’s favor is stated as fully as his misdemeanors; in fact 
workers often work harder listing the assets in the case than in re- 
porting its liabilities. The school looks upon the child before the 
court as one needing further protection than the school can give 
and hence asks for judicial help in working out the case. The judge 
in turn attempts to do all the court can to save the individual for 
society. The principal is present in court whenever cases are heard 
and confers with the judge or with the superintendent of the insti- 
tution to which the child may be sent, before institutional placement 
is ordered. Whenever in the judgment of the juvenile court the 
child must be taken from his home and placed elsewhere the insti- 
tution or agency receiving the child gets the benefit of the school’s 
work on the case and in order to give this help the entire case his- 
tory is forwarded with the child to the agency or institution. 


Conclusion—In the two years that the Montefiore School has 
been in operation it has taken 286 cases into court out of a total of 
1613 cases enroled in the school. In all of these cases the judge has 
been able to work much more intelligently because of the material 
presented to the court by the Montefiore School. Many of these 
cases have been reclaimed for society. The school has been able to 
adjust about 82 percent of its cases without court action, thereby sav- 
ing the time of the court for other matters. Thus, because of the 
attention given to problem boys by both special school and court 
workers, many have been redirected and have become assets instead 
of liabilities to the community. 











lence 
toa 
trist 
ffec- 
‘ourt 
ap- 
ourt 
, the 
has 
and 
ther 
mpt 


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fact 
-re- 
the 
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dge 
for 
ard 
sti- 
ent 
the 
sti- 
ol’s 
1is- 


Tue ELeEveNtTH YEARBOOK 





DEAL WITH THEM INTELLIGENTLY 


Epwarp F. WAITE 


District Court Judge in charge of Juvenile Court, Minneapolis, Minnesota 


HE JUVENILE COURT is a very modern institution—only 

a little more than thirty years old. During the first half of its 
career it rapidly won its way in public favor. Not until 1914 or 1915 
did its critics gain the popular ear. Then began a challenging call 
for reconsideration. It was pointed out that except for the mere ad- 
judication of a child’s status as dependent, neglected, or delinquent 
the functions exercised by the court were not judicial but administra- 
tive; and it was argued that as such they were more appropriate to 
the school than the court. Some of the critics went so far as to 
practically demand that the court be abolished and all its work 
turned over to the school. Champions of the court stoutly defended 
it as it was. And between the two extremes many different views 
were earnestly presented to those who would read or listen. 

The discussion died down without resulting in any radical change 
in the constitution and functions of the typical juvenile court; but 
it rendered a substantial service in stressing the essential character 
of the court as a part of our educational system. The strictly judi- 
cial function of adjudication—i.e., determination of legal status— 
we now clearly see is exercised for a single purpose only, to find or 
create for the child an environment in which may be supplied the 
education he needs; and of course, education means such reasonably 
adequate training for life in body, mind, and behavior as the par- 
ticular child is capable of receiving. Placements, supervision, pro- 
bation, institutional care are means to this end. So far as they con- 
tinue to be vested in the court it is only because this seems to be the 
more expedient and effective way, and because administrative func- 
tions of this sort are now perceived to be consistent with that sound 
conception of a social court which modern conditions have developed 
out of ancient principles. 

But while the administrative—that is, the remedial—work of the 
court has not been turned over to the school, the clearer realization 
by both court and school that this work is a part of the general edu- 
cational process has resulted in increasingly close and intelligent 
cooperation. Such cooperation is simple and easy in dependency 
and neglect cases; it is more complicated in the field of delinquency, 
to which the writer will henceforth limit this discussion. And there 
is a further limitation: most delinquent children who come into 
court are from the schools. It is only such that we are now consid- 
ering. If a delinquent is not in school and cannot be required to 
attend, of course the school has no part in the problem of his read- 


justment. 











518 ELEMENTARY ScHooLt PRINCIPALS 





In order that the state may intervene for the purpose of exercis- 
ing its sovereign right to ultimate guardianship, superior even to the 
right of the parent, the need for such intervention must be found 
to exist. To declare the need and exercise the right in a delinquency 
case involves an interference with freedom of individual! action on 
the part of the child or the parent or both. According to traditions 
that appear to be too deep-rooted among Anglo-Saxon peoples to 
be successfully attacked, this is the exclusive province of a court, 
not because of the greater wisdom or equity of any judge. but be- 
cause court procedure insures such safeguarding of individual rights 
as immemorial experience has shown to be necessary and commonly 
sufficient. 

When a school child has been taken under the jurisdiction of the 
court as a delinquent, if he remains in school he is supervised 
through the familiar method of probation. This means merely that 
he is kept for a while under friendly but authoritative surveillance 
to insure his good behavior. If the court undertakes to exercise this 
surveillance through its administrative staff it must of course have 
the constant assistance of the school. It is quite conceivable that the 
function might be turned over wholly to the school; but if the child 
does not respond, corrective measures other than probation must be 
tried, and some of these may involve compulsion. Therefore, even 
if probation were in the hands of the school, the court would still 
be needed as the only agency outside the home that can say “must.” 
School and court, then, are mutually dependent in any plan for the 
readjustment of school children who have been adjudged delinquent. 

It is such children that we have chiefly in mind when we speak of 
the cooperation of school and court. And yet the problems of the 
school principal in the field of juvenile delinquency begin long be- 
fore the child comes before the judge. Cooperation with the court is 
easy compared with what we may term pre-court work. To detect 
delinquency in its beginnings, look for its contributing causes; seek 
remedies fitted te the infinite variety of individual temperament 
and capacity, and to the environmental factors that make up the 
life and tend to shape the character of a child; decide when avail- 
able methods of correction ought to be abandoned as unsuccessful 
and assume the grave responsibility of referring the case to the 
court—these burdens must be borne by the principal before the 
duties of the judge have begun. 

Two types of pre-court delinquency are encountered—conduct 
which is directly related to the pupil’s school experience, such as 
truancy, insubordination, theft, and other disorderly acts in the 
school building or on the grounds; and conduct having no direct 
relation to school experience. With the former the principal must 
concern himself for the morale of the school if for no other reason; 
with the latter he may or may not according to his ideal of a prin- 





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Tue ExeventuH YEARBOOK 519 








cipal’s function and his judgment in the particular case. The writer 
ventures the opinion that any serious misconduct on the part of a 
pupil that comes to his knowledge, whether occurring in school or 
out, has an imperative claim to his attention. The education for 
which the school stands today is education of the whole child—the 
development and training of that composite, subtle, but very de‘inite 
thing we call “character”; and any incident which reveals or may 
deeply affect the character of his pupil is a factor in the pupil’s 
life which the good principal cannot ignore. 

To suggest the methods by which this remedial work is to be pur- 
sued would be presumptuous for one who is without experience in 
the field. But while the onlooker may not assume to say what ought 
to be done he may observe what is being done; and he cannot fail 
to see with joyful appreciation that the tendency in school educa- 
tion is away from mass production and toward individualized con- 
struction. Teaching today is craftsmanship, not mechanics. Teach- 
ers, and especially principals on whose shoulders rests the discipline 
of the particular school—that is, the coordination of its character- 
building processes—are finding room for all the study and skill they 
‘an command in making diagnoses and applying remedies. They are 
accepting the phenomena of behavior as challenges to the discovery 
of the causes of behavior and the selection of appropriate correctives 
and stimuli. What? Why? And then what and how? 

The technic of court-and-school cooperation in cases of adjudi- 
cated delinquency seems to me too obvious to be dwelt upon in de- 
tail. The technic of preventive and corrective work in school the 
writer has confessed himself unable profitably to discuss. Perhaps, 
however, he may make two practical suggestions in regard to pre- 
court cases. Do not bring the child into court until you must. This 
is not because coming into court involves a serious stigma upon the 
child. The attitude and methods of the juvenile court, and the gen- 
eral feeling of the community toward the court, prevent this, or at 
least largely minimize it. But at its best the court room, or even 
the desk of a probation officer, is an undesirable place for a child 
who does not need to be there. Quite aside from any stigma, there 
is risk of damage to the child himself. One type may be harmfully 
wounded in his self-esteem. Another may gain a fictitious impor- 
tance in his own eyes, equally harmful. Two who come in together 
for joint misconduct may find in the experience emphasis upon a 
common interest which it would be well for them to forget. But 
another rule is equally sound: Do not jail to bring the child into 
court when that is what he needs. There is a point where, other ex- 
pedients having failed, the welfare of the child requires more than 
anything else that he shall feel the hand of authority, and when 
it is plain that parents, with all the counsel and aid the school can 
give, cannot cr will not apply it effectively, there ought to be prompt 














520 ELEMENTARY ScHoot PrINcIPALs 





resort to the court. There comes a time in the life of every child 
who persists in delinquent conduct when he should learn that back 
of parent and school stands the sovereign power of the state, exer- 
cised through the court, which he cannot defy with impunity. 

So tender i is the community toward the follies of childhood and 
early adolescence that even w hen court action seems required it seeks 
whenever possible to save delinquent children from actual appear- 
ance before the judge. Well appointed juvenile courts provide for 
a preliminary interview with the chief probation officer when parents 
are cooperative; and thus in many cases the needed impression is 
made without intervention of the court, save in the way of friendly 
and informal advice and warning from one who in the eyes of the 
child appears as an intermediary between him and the judge. Many 
cases are annually handled thus in the juvenile court of Minneapolis, 
with good results in the great majority of instances. 

In the office of every school principal and in the chambers of every 
juvenile court judge there should hang a copy of the Children’s 
Charter formulated by the White House Conference of 1930. Here 
is a paragraph: 

For every child who is in conflict with society the right to be dealt with in- 
telligently as society’s charge, not society’s outcast; with the home, the school, 
the church, the court and the institution when needed, shaped to return him 
whenever possible to the normal stream of life. 





HE PRINCIPAL has found that it is easy to supervise 

the activities of the child during school hours, but it is 
in the “leisure time” that danger lurks. The principal is 
therefore anxious to stimulate, through the school, agencies 
that supplement the work of the school arid build for better 
and stronger American boys and girls. These activities are 
not superimposed on the child. The boy or girl belongs to 
these youth organizations because he wants to. Ele is inter- 
ested or he would not be there. Through this keen interest 
half of the battle is won, because we tend well the things to- 
ward which we are attracted—Ruth Dunbar De Windt, 
Chapter VI 

















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Tue ELeventH YEARBOOK 













PREVENTION NOT PUNISHMENT 


Mary M. BARTELME 
Judge, Juvenile Court, Chicago, Illinois 


BOUT THIRTY-FIVE YEARS AGO club women in Chicago 
became much disturbed over conditions in police stations and 
the county jail where children ten years of age and up were incar- 
cerated with the lowest and most dangerous criminals. Through their 
efforts and those of other agencies a law providing for the establish- 
ment of the first juvenile court in the world was passed in April, 
1899, and went into effect in July of that year in Chicago. Since that 
time most foreign countries and all but two states in the Union have 
established juvenile courts. 

Our court is a branch of the circuit couft and has jurisdiction 
over boys under seventeen years and girls under eighteen years of 
age. From twenty-three to twenty-five thousand children are brought 
to the court annually, for each of whom assistance is sought in the 
solution of some menacing problem in his or her life. As judge of 
the juvenile court, it is the writer’s duty each year to pass upon the 
cases of several thousand of these children who present about every 
type of behavior and misbehavior—the delinquent, dependent, tru- 
ant, subnormal, mentally defective, feeble-minded—most of them chil- 
dren who lack proper parental care, home and family life. 

No one can sit in that courtroom day after day without realizing 
that intensive educational work is most essential if we are going to 
stem the tide of truancy and delinquency that ultimately leads to 
crime and the filling and crowding of institutions for the feeble- 
minded, the insane, and the criminal. 

Or ganization and procedure of the court—The staff of the court 
generally numbers about one hundred and fifty clerks, stenographers, 
typists, and probation officers. There are, also, thirty- three police offi- 
cers detailed to the work of the court by the police conumissioner. 

No work is of greater importance to the juvenile court judge in 
arriving at a decision than that of the probation officer. The pre- 
liminary work on the case before coming into court, the manner in 
which the facts and evidence are presented, the attitude of the child, 
parents, and probation officer toward one another, are all vital fac- 
tors in determining how to proceed with the case. 

At present our probation officers are carrying seventy to seventy- 
five cases, while other welfare agencies limit the case load of their 
officers from thirty-five to fifty cases. The writer knows of no group 
of workers more industrious, more efficient, and more loyal to their 
work than our probation officers, but until the court is given a force 
sufficient to function properly for those who have a right to its aid, 
we shall be obliged to send to private agencies those we are unable to 





































serve. 








522 ELEMENTARY ScHoot PriInciPats 





The probation department is divided into five divisions, as fol- 
lows: 

(1) Jnvestigation Division—This department receives complaints 
and requests for investigations; looks into all new cases of depend- 
ency, neglect, adoptions, and feeble-minded cases heard in the juve- 
nile court; and investigates all delinquent boys’ cases (except those 
in which petitions are filed by the police) and all delinyuent girls’ 
cases. Through this division the juvenile court attempts to control 
its intake—a very important factor in any social agency. 

By use of all the resources of the community the Investigation 
Division attempts to adjust and dispose of cases without formal court 
action. It is successful in doing so in about 65 percent of all cases 
accepted for investigation. These results are accomplished by care- 
ful and thorough investigation in order to find the best resources 
available for the proper care of each child at the least public expense. 

It is in the preliminary interview in the Investigation Division that 
the question is determined if the case falls within the jurisdiction of 
the court and whether or not it will be accepted by the court for in- 
vestigation. 

Interviewing is difficult and if properly done requires skill and a 
highly developed technic. It cannot be done hurriedly or by unskilled 
persons. When done hurriedly cases are accepted which a more care- 
ful interview would have shown should never have been accepted. On 
the other hand, cases may be rejected which should have been ac- 
cepted and real suffering may result. 

(2) Family Supervision Division—This group supervises all 
cases of delinquent girls and dependent children placed on probation 
to live in their own homes and keeps contact with the homes of de- 
pent children, who have been committed to institutions, in order to 
re-establish the children in their own homes as soon as possible. 

(3) Delinquent Boys’ Division—This division investigates all 
cases of alleged delinquent boys brought to the attention of the court 
by the Chicago police department or the Investigation Division, 
and supervises all boys placed on probation or under the guardianship 
of the chief probation officer. 

(4) Child Placing Dwision—It places children in foster homes 
and supervises all dependent children and delinquent girls referred 
to it by the court. At the present time there are 626 children under 
the guardianship of this division, 95 percent of whom are girls who 
are earning their way and are no cost to the county. 

(5) Mothers’ Pension Division—This division investigates all ap- 
plications for funds under the mothers’ pension law and supervises 
families receiving funds. This department administered, during the 
past year, $1,175,000 appropriated by the county for this purpose. 
The responsibility for the direction of the investigation of thousands 

















Tue ExeventH YErArBook 523 





of applications for pensions and the supervision of the expenditure 
of so large a sum annually imposes a tremendous responsibility upon 
the head of this division and upon the court. 

The family relief extended by the Mothers’ Pension Division of 
the juvenile court of Cook County in 1930 equaled more than 40 
percent of all of the family relief work done in the county, includ- 
ing the activities of the United Charities, Catholic Charities, and 
Jewish Charities, with their large staffs of highly paid executives 
and scores of supervisors. 

At present over three thousand widowed mothers are waiting and 
hoping for the pension. Over nineteen hundred familes are now re- 
ceiving pensions, whereby 5,966 children receive a mother’s care, in- 
stead of being placed in institutions. 

Some dependent children are put in institutions, some on proba- 
tion in their own homes, while others are placed on what is called 
the Boarding Fund. The latter is an annual appropriation by the 
county board of $325,000 for the purpose of placing dependent chil- 
dren, whom institutions refuse to accept, in family or foster homes. 
This type of placing is growing in favor throughout the country as 
family and home life are considered more normal and better than 
institutional placement for most children. 

Delinquent children are placed on probation, in foster homes, and 
when necessary, in institutions. 


Problems associated with delinquency—The principal causes of 
delinquency are lack of employment, mental or physical illness, or 
the death of parents; the home broken by divorce, desertion, separa- 
tion of parents, moral unfitness, or total lack of sense as to the re- 
sponsibilities of parenthood. 

These difficulties are some of the causes of the delinquency of chil- 
dren, and to them may be added truancy, poverty, and indifference 
of parents. Many parents are indifferent to the child’s needs, his 
education, the need for appropriate clothing for school or work, his 
recreation, and his moral influences. Few children are brought to the 
court, on charges of delinquency, from good homes where they have 
proper parental care. Parents who nag, drink, lie, and have low 
standards of living fail in proper parental care and contribute to 
the child’s delinquency. 

Truancy from school is often the initial factor in a juvenile de- 
linquent career. The dishonesty and deceit necessarily practised by 
the child who is truant is the most serious element in the lowering 
of a child’s morale. He very often joins a gang that has as its objec- 
tive petty thievery, and then progresses to hold-ups, robbery, gun- 
toting, and crimes of every sort. The writer believes that a very 
large percent of delinquency will be nipped in the bud when chil- 
dren are promptly checked on their non-attendance at school. 











524 ELEMENTARY ScHOOL PRINCIPALS 





Cooperation of the court with other agencies—The movement in 
Chicago establishing two schools, one in September, 1929, the other 
the year following, for truant and incorrigible boys, instead of plac- 
ing them in truant rooms or in the parental school has been a most 
wholesome and helpful movement toward the betterment of the 
morale of the entire school system. These truancy schools operate six 
hours a day during the calendar year and offer a curriculum of hand- 
work and academic training fitted to the needs of “boys who are 
found to be educationally, morally, and emotionally maladjusted 
types.” The work of the psychologist, psychiatrist, visiting teacher, 
doctor, and dentist all plays a part in assisting the room teacher to 
help each pupil make the best adjustment he can in school and the 
community. Let us hope that some day there will be enough of these 
schools to adequately administer to all pupils who need this type of 
care. 3 eye 

On Thursdays from thirty to fifty cases of truancy are heard in’ 
the juvenile court. Fortunately, the schools and the court earnestly 
cooperate to do what is best for each child brought into court. ‘The 
court constantly cooperates with all welfare agencies, public and 
private, that deal with child problems. 


Conclusion—W e look to the public school as the great constructive 
force in child building for through education can be laid the founda- 
tions for fine citizenship, and the right attitude toward decent parent- 
hood, home and family life. 

Decades ago the child was largely helped in the solution of his 
problems by the process of protection. He was protected as far as 
possible from hearing, reading, seeing, feeling those things that 
might lead or tempt him to evil thinking and wrong-doing. Today 
such protection is impossible. We must not expect to protect our 
youth from temptation but must prepare them to meet it. Today 
everything is open, everything is practically within the reach of our 
youth—newspapers, magazines that describe every detail of crime 
and evil; movies that depict every emotion and every act—a nickel 
or dime supplies them all. The youth is best fortified for life whose 
parents and teachers have filled his child life and thought with an 
appreciation of the finer things of life, who have aroused in him 
the desire for true usefulness, accomplishment and citizenship, and 
who have instilled in him in his daily tasks and recreation the stern 
discipline of self-control, self-respect, self-denial, and self-reliance. 

Today we no longer condemn, find guilty, and inflict penalties on 
children for wrong-doing, but seek through preventive and construc- 
tive measures to guide, to lead, and to educate them away from crime 
and into paths of right and happy living. 








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Tue ELeventH YEARBOOK 525 





JUVENILE DELINQUENCY AND THE SCHOOL 


Davip A. WEAVER 
Instructor, School of Education, College of the City of New York, 
New York, N. Y. 


HE SCHOOL is no longer looked upon as an institution isolated 

from the influences and issueseof life. The elementary school 
principal, working in a coordinating capacity, recognizes the neces- 
sity of cooperation with many educational agencies in his com- 
munity, including the juvenile court. 

In an effort to discover major causes of delinquency as observed 
by juvenile courts, a questionnaire was sent to fourteen judges of 
juvenile courts in various parts of the United States. The writer 
acknowledges the replies of nine judges as the basis for subsequent 
paragraphs of this article. 

Six most common delinquency charges—There seems to be little 
uniformity in the use of terms employed by juvenile courts. The re- 
plies to the questionnaire in this study show a flexible use of terms 
which practise tends to make the picture of behavior problems some- 
what incomplete. Table 1 shows that incorrigibility was mentioned 
more than any other offense. A combination of stealing and larceny 
frequencies would probably place the emphasis where it belongs. 
Again, crime against property, and house-breaking are so closely 
allied, the distinction between the two has little significance to the 
social worker. Running away, disorderly conduct, and mischief 
have similar applications. This group of offenses is frequently han- 
dled unofficialiy, that is, no court action taken, but handled by the 
probation officer and other designated agencies. ‘Traffic violation 
was listed by four, of which number three had specific reference to 
driving without permits. 

The number of replies in this present study is limited, but trends 
are definitely reported for comparison with an authoritative report 
of sixty-five courts in 1928.1 In total numbers, the 1928 report 
shows stealing ranked first, and carelessness or mischief second, ac- 
cording to the statistics of sixty-two courts, if total numbers of 
offenses are considered. Communities have their local problems. In 
the report referred to, New York City has fewer cases of truancy 
than Philadelphia, but more cases of ungovernable children. It is 

unsafe to generalize on population as the causative factor. Popula- 
tion of a city is one of many causes contributing to conditions in 
which delinquency exists. 

Time of day most delinquencies are committed—Six of the nine 
replies in the present study reported evening or night as the time 


1United States Department of Labor, Children’s Bureau. Juvenile Court Sta- 
tistics. Bureau Publication No. 200, 1928. p. 50-51. 











526 ELEMENTARY ScHooLt PriIncrpPaLs 





most of the acts of delinquency are committed. In three cities, 
afternoon is the time of day most juvenile offenses are committed. 

Since most of the offenses occur at night, school authorities may 
wish to point out that the jurisdiction of the school ceases with close 
of the school day. Can principals be excused on that ground? Is 
there a tendency to “pass the buck” between the principal and the 
parents? . 


TABLE 1—DELINQUENCY CHARGES REPORTED By NINE JUDGES 


Charge Frequency 
@, EROTUIREAY ..2n ccc eww cen enccccenecencescescocenecacces 7 
A NE eiiicitn nce nen nen abindaiedneninan aman mei tMeionsees 6 
1. RE nakiecedaenet eee ethene KR tRn Rn nene 6 
©, SEPRIRONS CE TEE cccctcccnsenincrincscccsnccncnannnconne 5 
O TRTGAF CORGNEE creer ereesescceseecesccwccececncess 5 
Se TE iinnccencesnscensbbcnannedaeetemiaseenesnnnannmnmnennne 5 
i. GR GER, PONE cic cctk sinc cccnndneescconeccucenwanncee 4 
ie, ES, III os acti emts sites Siceina pe aca chains Secu ate nace 4 
is. I crack ae tinacea nena pd ical Rca ca ei th ak te even nent 3 
DTN eccnceennccrcicnttninnninninamnnamannnmans 3 
i. GOUT >. ticianenniindndndinnnnaminnioinntmmenmmenien 2 
L Repety or attempted imjury to persoe —.........................-.. 2 
I I ies peste sear cates inch ima od ane ea as iciaaeRishie aie ratntinenies 2 
GO: FRE etecendecdccdnnwecnscnncinudinsendenanenninninanecenens 1 


The educational philosophy of a principal is most important at 
this point. If he insists on confining himself to classroom activities 
then an opportunity for constructive leadership is sacrificed upon 
the altar of personal selfishness. It is recognized today that the laws 
of learning are operating, not according to clock-hours in a class- 
room, but continuously as a life process. The school which provides 
a comprehensive and favorable opportunity for child development 
is fulfilling a truly educational function. 

To provide this “twenty-four-hour school” will require great sums 
of money. If “crime costs four times as much as schools”! we can 
well afford to invest more money in providing an activity program 
as an outlet for the out-of-school hours. The objections to the use 
of school courts and gymnasiums, because of the additional expense 
of heating and lighting, and extra janitorial service, are relatively 
trivial. Money is most profitably spent when it gives a positive em- 
phasis to natural development of children and thereby tends to 
lessen delinquency. In those schools where recreational facilities are 
at the disposal of the adolescent youth afternoon and evening, under 
proper supervision, delinquency is practically unknown.’ 

An occupation of some nature seems to be a profitable way for 
the boys to spend their time, according to a recent editorial: 

1$See an article in the New York Sun by Howard W. Pillsbury, superintendent 


of schools, Schenectady, New York, October 7, 1931. 
2Bronxville Schools, New York. 














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Tue ELeventH YEARBOOK 527 





More than a year ago, when sporadic hold-ups evolved into an epidemic and 
the hair-trigger minds began to blat about a professional crime wave, one of our 
experienced police officials was criticized when he flatly declared his belief that 
half-baked boys with no regular occupation were responsible for much of the 
banditry. Subsequent events have proved the accuracy of his statement.1 


Statistics show that most charges of delinquency occur between 
the ages of fourteen and sixteen.” If the home does not provide 
means for employment, the school, through organized activity pro- 
grams, should offer a supplement. 


School practises believed to cause delinquency—aA list of three 
school practises believed to cause delinquency was asked for, but 
probably because of the nature of the question the response was 
limited. Two replies listed three causes, three offered two reasons, 
one gave one reason, and three made no response. The causes given 
by the nine judges are shown in Table 2. 


TABLE 2—Scuoon PRACTISES WHICH CAUSE DELINQUENCY ACCORDING 
To NINE JUDGES 


Practises Frequency 
1. “SR SE nos i dee eeneeeneseuureee 3 
b. Lack of understanding between pupil and teacher ~----------------- 3 
ce. Inability of teacher to recognize problems ~...-.....-....-......... 2 
d. Failure of curriculum to provide for special cases ~----------------- 2 
G, EPR SIGN GUE POOF 255 icici tense cena nnesiewenseeeenewes 2 
DON ot nn hccwnditeda een steceseens keneneeeheeesaneee 1 
g. School attempting to adjust problems without the cooperation of home 1 


That curriculum reorganization is under way in many school sys- 
tems is a wholesome sign for the future, but for the present much is 
left for the teacher in meeting individual needs. Undoubtedly many 
teachers have difficulty in meeting the problems of pupil maladjust- 
ment which overwhelm them. Also, the difficulty may be in the 
home or a major responsibility of the parents. From the psychia- 
trists we learn that in the United States and England 60 percent 
of all juvenile delinquents show emotional conflicts caused by home 
conditions.® 

There can be no denial that a sympathetic teacher with spiritual 
qualities is a stabilizing influence for a maladjusted pupil. The 
“artist teacher” is constituted through inclination and training to 
perform this task admirably. The writer observed a teacher of a 
sixth-grade class of boys, in a New York City school in May, 1931. 
The class was composed of “truants,” “run-aways,” “incorrigibles,” 
and others necessary to make a family group of undesirables. The 


1See the Boston Traveler, September 8, 1931. 

2United States Department of Labor, Children’s Bureau. Juvenile Court Sta- 
tistics. Bureau of Publications No. 200, 1928. p. 36-37. 

3See article in the New York Times by Leon W. Goodrich, Director of the Child 
Guidance Bureau, New York, N. Y., September 16, 1931. 











528 ELEMENTARY ScHooL PrINcIPALs 





teacher had confidence and sought to establish that quality in each 
pupil. Imagination and the spirit of adventure were capitalized. 
Through the association with this “artist” an interest was developed 
in schoolwork, which enabled these “incorrigibles” to release their 
creative power. A unit of work in history completed by the class 
was awarded first prize at the city exhibit, much to the surprise of 
those who did not see in the boys any evidence of ability. Desirable 
home conditions and flexible curriculums are necessary, but they do 
not remove the necessity for the influence of the master teacher. 
Elementary or even high-school education is no guarantee against 
crime, but the place to nip criminal tendencies is in the period when 
they first manifest themselves during the pre-adolescent and adoles- 
cent stages of a boy’s life. That should be a major function of the 
teacher. 


School practises which should be emphasized—The nine judges 
were asked to indicate the school practises which should be empha- 
sized as preventives of delinquency. Table 3 shows how scattered 
were the replies. Installation of a system of visiting teachers, and 
increased recreational facilities for after-school hours were the only 
suggestions offered by more than one judge. The visiting teacher, 
by the nature of her work, is in position to perform a feat of social 
engineering. Principals frequently rely upon the visiting teacher 
to settle delicate problems which have their origin in the home.! 
There are numerous problems which the visiting teacher can solve 
through intimate contacts which classroom teachers and principals 
do not have. 

The visiting teacher and probation officer working together are 
indispensable to a city school system. These officers with proper 
support settle many minor offenses out of court. Each at times, fur- 
nishes an impartial investigating service. 

Table 3 shows that more hobbies were suggested as a practise 
which should be emphasized by the school. Any one who has dealt 
with child-life is aware of the enthusiasm which may be developed 
by a hobby. Collecting stamps, rare coins, autographs of distin- 
guished men, and other hobbies may become a wholesome avenue of 
development. 


The vocational and trade school has been found to offer most in 
the way of adjustment for pupils not inclined toward classical sub- 
jects. A wider use of these courses is suggested as an essential in 
preventing juvenile delinquency. The trade school in addition to 
giving an outlet for the interests, at the same time prepares the pupil 
to be self-supporting. Under our present system of education com- 
mercial and vocational schools have gained the respect of people at 





1From interviews with elementary school principals in New York, N. Y., 1930-31. 





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rable 
2y do 
cher, 
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when 
oles- 
F the 


dges 
pha- 
ered 
and 
only 
her, 
cial 
sher 
me.! 

lve 

als 





Tue ELeEvenNtH YEARBOOK 529 





TABLE 3—-WuHat ScHoot PRAcTISES SHOULD BE EMPHASIZED To 
PREVENT DELINQUENCY? 


Practises to Emphasize Frequency 

a. Installation of a system of visiting teachers __--.--------_-------_- 2 
b. Increased recreational facilities for after-school hours ~----------__- 2 
e. An effort by the school to understand the work of juvenile court and 

DEEREGION. WOT: ci nsices eo cone keene eae 1 
d. The school should function in probationary plans ~---------------- 1 
e. School and court working to a better understanding ~--._---_-_---~- 1 
f. Interest in the individual child by the teacher—better social en- 

RNIN i cpa i a nn a ei ase nto ic a page a a 1 
g. Character building through instruction and example by the teacher-- 1 
h. Organization of vocational or trade schools ......................- 1 
i Wetting the currieniom to the child... ... 122... 6s.n.ci nescence ] 
1. TUG: TORN NE): TROOPRONGS oi os ot ec bee cca aeons ] 
k. Less competitive athletics which win applause ~----~-------------- ] 
LPO OIE oo isi ie cn enon decane inn anneal 1 
m. Emphasize the duties of parents in supervision of their children_---- ] 
hm. Emphasize the danger of the gang spirit .....<....-....-..2.45254< 1 
0; ee Ee SOO ain Sec cea ack crea cantomeweseaos 1 
p. Encourage pupils by rewarding small favors for good work_-------- 1 
i. Oe TONER ise te Sen eee eee ew deneeneedeeueeeeete 1 
tr: More emphavia on mental hygiene ...... 2.65226. i5nnnccncssedses 1 
s. Readjustment as far as possible of physical and mental defects_----- 1 


large. One of the chief advantages of the vocational school is that 
it offers some pupils a chance to succeed in school, when classical 
subjects are beyond their grasp. 

That more importance be attached to mental hygiene is a neces- 
sity. The demand for teachers trained in this capacity is greater 
than the supply. The need for greater emphasis on mental hygiene 
however, is beginning to manifest itself. Recently it was stated that 
twenty times as many teachers in the New York City public schools 
are taking mental hygiene courses this year as ever before.! It is be- 
coming increasingly important that each child be regarded as a 
potential asset to the community. The child has a right to succeed, 
and if he does not, the solution of the difficulty lies primarily with 
the teacher. Mental hygiene has contributed much to our interpre- 
tation of conduct. What is usually considered bad conduct is an 
effort to gain certain satisfaction. Through the use of mental hy- 
giene teachers have begun to analyze underlying causes for unde- 
sirable conduct rather than attribute the offense to being possessed 
of a demon. 


Major social-economic causes of delinquency—Kight of the nine 
juvenile court judges gave the causes for juvenile delinquency shown 
in Table 4. Broken homes and unsupervised children were each 
mentioned three times. The broken home is frequently cited as 





1See article by Leon W. Goldrich, Director of Child Guidance Bureau, New 
York, N. Y., The Sun, October 14, 1931. 











530 ELEMENTARY ScHOOL PRINCIPALS 





TABLE 4—OPINION OF NINE JUDGES AS TO THE SOCIAL-ECONOMIC 


CAUSES OF DELINQUENCY 
Causes of Delinquency Frequency 
IIS, II i oie tract lattice A aacaleia Se oor mie nda ak aialaemencs 3 
b. Both parents employed, children unsupervised ~-------------------- 3 
Ne | eit nok ane eee ane nennaeeneeun 2 
i Fe Oe ID SEE chdtetcenccincntcnsinnicunwnedionnbesesnnns 2 
e. Lack of proper moral and religious training in the home__---------- 2 
i NII: cs-cnscchsencapcassbuaiiesenincantpsinateheeteiinipatinndsicsinomn sen aiiantsbenenian in ttap st dictate ton 2 
g. Inability of parents to manage financial affairs --..-_.-..----______ 2 
h. Lack of adequate community recreational facilities....._.__.._._._.___- ] 
i. Ignorance and indulgence of parents ~---------------------------- ] 
a ee Oe ee ree ee ee ee ees ] 
eB INS ae een er ee ere enol eee ae ee ] 
l. Precocious child is likely to go through a “spoiling process”__---~_- ] 
As ns IN cost acre ees eaten pe Rie aE Sisto aes cncees ] 


n. Failyre of teachers and parents to recognize good qualities of pupils. 1 
o. Motion pictures 


the prevailing cause of delinquency. There is no doubt some basis 
exists for the widespread uneasiness about the status of the 
home. The ratio of divorces increased in 1929 over the previous year! 
and compared with other nations, in 1927, the United States was 
second in the number of divorces granted.2 The schools are not 
concerned with divorces, but they are vitally concerned with those 
forces which cause divorces and tend to dissolve the home. It seems 
feasible that the home-making courses now offered in larger city 
schools should be included, in the curriculum of all elementary and 
high schools. It is possible to extend these courses to smaller town 
schools and teach the fundamentals of home making in such a man- 
ner that parents may also be benefited. 


There can be little doubt about poverty and unemployment being 
responsible for certain types of delinquency, though it seems un- 
fair to place the burden of crime on schools, ignoring many other 
educating forces. Schools are not exempt, however, from responsi- 
bility in exercising all measures of precaution in their authority 
against delinquency and crime. 

Lack of proper moral and religious training in the home was 
listed twice. Environment is also a factor in character development, 
not only in the home, but in the community. Where community 
spirit is better, delinquencies are commensurately milder. The good 
spirit of a community directly concerning child welfare is inevita- 
bly proportionate to the feeling of responsibility on the part of 
adults. This expresses itself by personal service in preventive and 
remedial agencies and in the creation of favorable public opinion 
in behalf of childhood. In failing to provide conditions in which 


1See the “World Almanac,” The World-Telegram, New York, 1931. p. 456. 
“Bagley, W. C., Education, Crime, and Social Progress. New York: Macmillan 
Co., 1931. p. 37. 





nl 
so 
re 


TA 


b. 


juency 
3 
3 


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the 
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not 
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yas 


an 








Tue ELeventH YEARBOOK 531 





the best of character is developed, the school and the home defeat 
a major purpose of its existence.! 

Suggestions jor lessening delinquency by courts and schools—The 
nine judges were asked for suggestions as to ways to eliminate the 
social-economic causes given previously in Table 4. The proposed 
remedies are listed in Table 5. 


TABLE 5— MEANS PROPOSED By JUDGES To ELIMINATE CAUSES OF DELINQUENCY 


Suggestions Frequency 
a. Closer cooperation of schools and juvenile courts ~---------------- 2 
b. Adequate medical examinations, close follow-up work of schools 
theongh the visiting teacher system... 26 eet z 


ce. Classes in parental education conducted by some agency where par- 
ents might be able to go for consultation on the problems arising 
ie URGE TAMING. 6 ais ne cn ec cece needa nennesoas 1 
d. An introduction into the public schools of a course in home-making 
to teach the importance of being a mother and the duties attend- 
ant thereto; the same applying to the boys on being a father and 


TR OUI CRVEINOE so eeeecinkc cee eneneeeneenese 1 
e. Closer cooperation between the court and character-building agencies 
SUE COMIN: i nce ceientccmmicaseinceaciestinne Dees 1 
f. Development of more adequate recreational facilities including wider 
use of school buildings and grounds during out-of-school hours--- 1 
Sf.  CRMENENE SIRENEE noone oka ks awn eeccan ie neeeeeese esses 1 
h. Through monthly meetings of teachers and parents to discuss prob- 
Teme With Wisee All are: COMCOINOE annonce ecncnscnocen= 1 
i. Encourage the parents to send their children to church every Sunday- 1 


j. More supervision during periods of recreation._------...-.-------- 1 
k. By acknowledging the needs of the pupil as being paramount in society 1 


While sending children to Sunday School every Sunday is com- 
mendable, it is unsafe to rely entirely upon Sunday School and re- 
lax in other methods of teaching morals. Sunday School alone has 
been questioned as to its value in character education and in certain 
instances it has been thought to have negative results.? Murray 
found in 1926 that one of the stronger religious denominations sup- 
plied the greatest number of cases to the juvenile court in Washing- 
ton, D. C.* 

Table 5 shows little duplication of suggestions, however, the only 
duplicate suggestion being cooperation between school and court 
officials. The juvenile court and schools of Bridgeport, Connecticut, 
have a definite program for coordinating probation work with the 
school authorities. The child welfare organized in the office of 


1Tenth Yearbook of Department of Superintendence. N. E. A., Washington, 
D.C., 1932. 

“Hartshorne, Hugh and May, Mark A. Studies in Deceit. New York: Macmillan 
Co., 1931. p. 15. 

3Murray, Raymond, W., Report Covering Work of the Juvenile Court of the Dis- 
trict of Columbia, July 1, 1906 to June 30, 1926, Washington: Government Print- 
ing Office, 1927. p. 134. 

4Manuscript in the possession of the author prepared by the juvenile court of 
Bridgeport, Connecticut. 











532 ELEMENTARY ScHoot PRINCIPALS 





the assistant superintendent serves as a means for working out many 
problems. In addition, visiting teachers assist in field work. The 
school handles offenses of minor importance, and through the assist- 
ance of the probation officer and other parties concerned, every ef- 
fort is made to settle cases out of court. All school cases must reach 
the court through the child welfare department. The court, in turn, 
works with the schools through the same avenue. In case of truancy, 
officers may be used, but teachers should, as far as possible, remove 
the cause. Truancy in its first stages needs corrective rather than 
punitive measures. There are those cases in which the offense oc- 
curred outside of the jurisdiction of schools. If the offenders are 
still attending school then the school may be called upon by the 
juvenile court to cooperate in setting up ‘and carrying out a pro- 
gram for correction of the child. The court recognizes the school as 
one of the most vital factors in the life of the juvenile—hence plans 
to use the teacher in constructive programs for the youth who makes 
unfortunate mistakes. 


Conclusion and suggestions—Juvenile courts are primarily con- 
cerned with prevention of crime, rather than punishing the offender. 
Efforts are made to give as little publicity to the case as possible. 
The work of juvenile court has been so helpful in settling minor 
offenses out of court that its influence is responsible for the creation 
of domestic relations court, where similar technic is employed in 
treating domestic problems of adults. 

Incorrigibility was the offense mentioned the greatest number of 
times by the nine juvenile court judges cooperating in the present 
study. It is possible that there were offenses more serious in some 
cases than incorrigibility since many terms are used interchange- 
ably, and efforts are made to protect the offender from unfavorable 
publicity. 

Evening or night was the time when most offenses were com- 
mitted. Among the frequently mentioned types of stealing were 
automobiles, and money from milk bottles. After school was men- 
tioned as affording a challenge to the adventure of youth. 

Grade misplacement and lack of understanding between teacher 
and pupil were mentioned as causes of delinquency. 

Emphasis on mental hygiene, work of the visiting teacher, and 
curriculum reorganization were thought to merit more considera- 
tion by school officials in an effort to prevent delinquency. 

The chief causes of delinquency as reported were broken homes, 
unsupervised children, unemployment, poverty, and lack of moral 
and religious training in the home. Special emphasis was placed 
upon the home as being the most effective institution for character 
development under normal conditions. 





it 


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Tue ELeEventH YEARBOOK 533 








It was pointed out that the influence of all the educational agen- 
cies was essential to an environment which eliminates delinquency. 
One institution alone, even the church, is insufficient. 

Conditions as revealed by the study followed the law of “specific- 
ity.” Each community had problems peculiar to itself. 

From the conditions described, the writer believes that the fol- 
lowing suggestions may be helpful: 

1. Wider use of psychologists in grade placement of pupils. 

2. Curriculum offerings should be extended in vocational lines. 

3. Emphasis should be given to the social contribution of citizens 
rather than material success. 

4. Parents should be encouraged to assume more responsibility in 
teaching their children. 

5. More reliance upon scientific knowledge in adjusting schools to 
pupils. 

6. Sex education should be given in the upper elementary grades. 

7. More schools should teach thrift. 

8. Courses in home-making should be offered more extensively. 

9. Cooperation of more schools with juvenile courts and civic 
organizations. 

10. More emphasis in the home upon moral and religious training. 





RAPIDLY CHANGING industrial and economic s0- 

ciety has made it possible for the masses to satisfy phy- 
sical appetites and also higher and more advanced aspirations. 
Out of these rapid changes has emerged a new social 
responsibility for the individual. We tend to give more heed 
to the welfare and happiness of the members of our com- 
munity. More people are exercising work-privileges and 
more are exercising leisure-privileges than ever before be- 
cause they want to. They feel that the important thing in life 
is an opportunity to express themselves physically, mentally, 
and emotionally. Education, therefore, must consider the 
pursuits of leisure as well as those of learning, for the expres- 
sion of individuality belongs to leisure rather than to work. 
—Lillian C. Thies, Chapter VI. 




















534 ELEMENTARY ScHoot Principars 











THE INSTITUTE FOR JUVENILE RESEARCH AND THE 
SCHOOL SYSTEM 
ANDREW W. Brown 


and 
Rateu R. Brown 


Institute for Juvenile Research, Chicago, Illinois 


os THEORY, and, to a large extent, in practise, the underlying 
purpose of a governmental agency such as the Institute for Juve- 
nile Research and the aim of the public school system are the same. 
Both are concerned with so directing and controling the environ- 
ment of children as to give those children an opportunity of realizing 
the best that is in them and thus of achieving the maximum amount 
of happiness. The methods used, however, by the two institutions 
to accomplish this purpose are quite different. The two methods are 
supplementary in the same way as the methods of a bureau of educa- 
tional or vocational guidance and the methods of the regular class- 
room procedure in a large school system are supplementary. The 
Institute bears somewhat the same relation to the schools of the state 
as does a child study department to the schools of a large city system. 
A brief statement of the history and work of the Institute will make 
this point clear. 

The Institute for Juvenile Research, which at the present time 
represents the preventive phase of the Division of the Criminologist 
of the Department of Public Welfare, grew up in connection with 
the juvenile court of Cook County. In 1899 the State of Illinois 
passed the Juvenile Court Act*—the first of its kind in the country— 
and in the same year the Cook County juvenile court was e-tablished. 
Work done by the juvenile court in the re-education and rehabilita- 
tion of children is now known throughout the world. Mariam Van 
Waters describes the procedure in the juvenile court thus*®: “The 
juvenile court deals with the delinquent as nearly as possible in 
the spirit of a wise parent toward an erring child—the child is not 
put on the defensive. He comes before the court on a petition filed 
in his behalf instead of a complaint filed against him. . . . Here 
the grim majesty of the law court as well as its sordidness is thrown 
overboard. Nothing which terrifies the child is permitted. Something 
of the clinic, something of the confessional is present, but its spirit 
differs from either, for the court has not only power to inquire, to 
recommend, and to reconstruct, but like a super-parent it can obtain 
obedience of child and community. The instrument it uses is knowl- 
edge rather than force.” 


18tudies from the Institute for Juvenile Research, Chicago. Series C, No. 195. 

2Weigel, John C., “Our Responsibility to the Child,” Proceedings of the Thirty- 
first Iowa State Conference of Social Work, October, 1930. 

3Van Waters, Mariam, Youth in Conflict, Chapter I. 








jj 





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Tue ELeveNntH YEARBOOK 


535 








THE PRINCIPAL AND HIS RELATION TO 


A GOVERNMENTAL AGENCY 











Excursions | |Service Clubs 










































































































































































Community Children School 
Centers Publicity 
Teachers 
Principal 
Social Direct 
a Home 
Agencies Contacts 
|Governmental Agencies [Parents Associations| 
Child Institu- 
Placing tions for 
Organi - Feeble - 
zations Minded 
Institute 
Orphans’ for 7 . 
Homes Juvenile Candin 
Research 
Traveling JN Peniten- 
Clinics tiaries 
Juvenile Reforma- 
Courts tories 





























536 ELEMENTARY ScHuoot PrtINcrpas 





If you will for a moment contrast this procedure with that used in 
the usual adult court where the main purpose is to determine the in- 
nocence or guilt of the defendant without any consideration or re- 
gard for the motive or circumstances which produced the behavior, 
the value of the juvenile court in reconstructing youth will be most 
evident. The fact that within a quarter of a century the number of 
children coming before the juvenile court who were sent to the state 
school was reduced about 40 per cent more than justifies those who 
supported the establishment of the court. 

In spite of this splendid achievement, however, there were still 
many serious problems to be solved. Why were so many children re- 
peatedly returning to the court? Why had not the probationary sys- 
tem been able to solve more of these problems? Why had not the 
friendliness with which the cases were “prosecuted” prevented the 
large amount of recidivism? It thus became apparent to the friends 
of the court and to those who were interested in child welfare that 
the complexity of the problem was much greater than the court could 
hope to unravel. Many of the children presented difficulties which 
were much more social, medical, or psychological than legal. Conse- 
quently it was proposed that someone be invited to make a more 
thorough study of certain court cases, to see if seme of the causative 
factors in their delinquency could be determined. 

Mrs. W. F. Dummer, who had been interested in the organization 
of the court and still more interested in the welfare of children, 
agreed to finance from her own funds such a project. Fortunately 
those who were responsible for the selection of the personnel to make 
such a study had the foresight and intelligence to select for the pur- 
pose a first-rate scientist, Dr. William Healy. Thus was established 
in 1909—just a decade after the organization of the juvenile court— 
the first clinic for child guidance in this country. This clinic was 
privately financed by Mrs. Dummer for a pericd of five years. 

The work of Dr. Healy during this five-year period is well-known. 
Out of his examination of cases which came to the court grew such 
works as Mental Conflicts and Misconduct, The Young Delinquent, 
and at a later period Delinquents and Criminals, Their Making an? 
Unmaking and many other studies. These studies along with such 
as had been made a few years earlier by G. Stanley Hall and others, 
laid the foundation for the science of child study. 


Healy’s work in the juvenile court was so eminently successful that 
at the end of this five-year demonstration period the work was con- 
sidered indispensable to juvenile court procedure and the clinic was 
taken over by Cook County. Dr. Healy resigned at this time, how- 
ever, to become director of the Judge Baker Foundation—a similar 
organization in Boston, and Dr. Herman Adler was asked to become 
the director of the Juvenile Psychopathic Institute of Cook County. 





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THE ELEVENTH _YEARBOOK 537 








About two years later the county, because of alleged financial dis- 
tress, decided to abolish the Institute. 

It happened that at this time Governor Lowden was reorganizing 
his cabinet and had invited Dr. Adler to become state criminologist 
inthe newly created Department of Public Welfare. Dr. Adler agreed 
to accept this post and asked that the state take over the Juvenile 
Psychopathic Institute as the preventative branch of the Division 
of the Criminologist. This Governor Lowden agreed to do and so 
the Psychopathic Institute became a branch of the Department of 
Public Welfare of the state. Its name was changed at this time to 
Institute for Juvenile Research. Dr. Herman Adler remained the Di- 
rector until 1930 when he resigned. Since that time it has been under 
the directorship of Dr. Paul L. Schroeder. 

It is a tribute to the work of the Institute that since 1917 when it 
was taken over by the state the staff has increased from five or six 
members to about 75 professional workers and that the appropria- 
tion has increased from $16,000 for two years to over $375,000 for 
the current biennium.' 

This brief historical: statement has seemed necessary to give the 
reader some idea of how this, the first child guidance institute in 
the country, became a governmental agency. The large number of 
clinics throughout America at the present time are to a large extent 
patterned after this parent institution. 

The work of the Institute is divided into three general divisions; 
(1) service, i. e. the examination of children and advice to parents 
and teachers, (2) training of students and field workers, and (3) re- 
search. As it is largely through the service division that the Institute 
comes into contact with the public schools, the work of this division 
will be given in some detail and only brief mention will be made 
of the other two. 

In its service work the Institute is primarily interested in the ex- 
amination and re-education of those children who have become prob- 
lems in the school, the home, or the community. While any child in 
the state under sixteen years of age can be referred for study most 
of the children are of school age, i. e. between six and fourteen years. 
The children are referred by the school principal and teachers, social 
agencies, the juvenile court, physicians, and an increasing number 
by parents. They are also referred by scholarship associations for 
vocational guidance and advice. 

The term “behavior problem” is very loosely defined. A recent 
statistical survey by Dr. Luton Ackerson of five thousand consecutive 
cases seen at the' Institute lists over five hundred types of problems 


1Weigel, John C., “The Need for a State Department of Public Welfare,” Pro- 
ceedings of the Thirty- first Iowa State Conference of Social Work, October, 1930. 











538 En EMENTARY ScHooL PRINCIPALS 








for which children are referred.! The term is not con‘ined simply 
to the child who lies, steals, and truants, or to the one who other- 
wise overtly disregards the rules of the social group, but also to the 
child who is unhappy, the child who secludes himself from his play- 
mates, the one who has moods of depression and elation, the one who 
is failing in his class work, the one who is shy, nervous, and retiring, 
the one who is stubborn and has temper tantrums. In short, a child 
becomes a behavior problem when he deviates from the socially ac- 
cepted norm for his group. What constitutes a behavior problem, 
then, would differ from school to school, from community to com- 
munity, and from teacher to teacher. All teachers would recognize 
the more flagrant violations. Some would recognize stubbornness, 
bullying, and quarrelsomeness, but only the keen observer and those 
who have had some training in the field recognize the seclusive, the 
child who daydreams, or the child who is unhappy and depressed, 
as real behavior problems and yet these latter are, perhaps, more in 
need of guidance and advice than some of the children who indulge 
in the more obvious forms of anti-social behavior. 

The recognition, diagnosis, and treatment of these problems dur- 
ing these early school years is a task which the schools have not yet 
adequately worked out and in many cases have failed to recognize. 
The schools, especially in the large city systems, have recognized their 
responsibility for the deaf, the blind, the mentally retarded, and the 
physically handicapped but little has been done for the socially 
handicapped. It is this group of school children which the Institute 
examines, 

A few statistics will show the importance of such examinations. 
After a survey of conditions throughout the country a few years ago 
Dr. Frankwood Williams made the statement that 250,000 of the 
boys and girls who are now in high school and college will within 
five years be in hospitals for the insane. In Illinois the rate per 
100,000 of the population of the state who have been admitted to the 
hospitals for the insane in 1930 was 298.62. The figures are just as 
startling in the field of crime. In 1920 there were 56.97 per 100,000 
incarce rated i in the state prisons of Illinois, in 1930 the rate had in- 
creased to 111.98 per 100,000—an increase of nearly 100 percent. In 
1930 there were 3,093 children under sixteen years of age in the city 
of Chicago who came before the juvenile court on a delinquency 
petition. These youths are crowding our institutions. The need of 
an educational program which will help stay this enormous waste of 
human energy is apparent. 

One may say, “It is surely not the function of the school to deal 
with criminals and ‘dements.’” Of course the answer is that all of 
these individuals were at one time in the public school and most of 


1Ackerson, Luton, Children’s Behavior Problems, University of Chicago Press, 
1931. 





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Tue ELEVENTH YEARBOOK 539 





them were problem pupils and if proper remedial measures had been 
taken when behavior difficulty was in the making, many of them 
could have made a proper adjustment. As Morrison points out, “Ex- 
tensive study of the delinquent and pre-delinquent, if we eliminate 
those who are actually cases of mental pathology, leaves little room 
for doubt that most such enter upon the delinquent career as problem 
cases in the school or in the home. Whether in the school or in the 
home the school can be and should be organized to identify such cases 
in their inception and to deal with them in that systematic and posi- 
tive manner which we call scientific.” The fact is, however, that 
whatever the schools may do in the future they are not at the present 
time, except in a few cases, adequately organized to care for behavior- 
problem children, and consequently these socially maladjusted and 
socially handicapped children are uncared for by the school. The 
Institute has attempted to organize a program of examinations and 
re-education for this group of children. 

Most of the children examined by the Institute staff are from 
Chicago and are enroled in the Chicago schools. Sixteen other towns 
in the state, however, have secured the service of the Institute staff 
through the means of “community clinics.” These community clinics 
have been established upon the request of the local authorities and in 
several cases are sponsored by the school principal or superintendent. 
Most of the children are referred to these clinics by the teacher 
through the various principals, although many are referred by social 
agencies, parents, probation officers, and judges. 

The children at the community clinic receive practically the same 
type of examination as the children at headquarters. The investiga- 
tion of the psychiatric social worker is less thorough because of 
limited time and the examination of the psychologist is less complete 
because of the lack of material. Each day after four oclock the unit 
conducts an open staff on one or more of the cases seen during the 
day. The principal, some of the teachers, the local social workers, 
and others in the community who are interested in the better under- 
standing and more intelligent treatment of children are invited to 
attend these staff meetings. These “staffs” cooperate with the prin- 
cipal or superintendent in giving his teachers and members of the 
community a better understanding of the problems of youth. 

The accompanying diagram indicates the relationship of any Illi- 
nois principal to the Institute for Juvenile Research. It shows also 
the organizations and institutions with which this clinic comes into 
frequent contact. 

The problems presented by children referred for examination are 
frequently tremendously complex and difficult to diagnose. Hence a 








1Morrison, H. C., The Practice of Teaching in the Secondary School, Chapter 
XXXI. 











540 ELEMENTARY ScHoot PRINCIPALS 





thorough examination is necessary. This examination consists, first, 
of a careful social investigation by a trained psychiatric social worker, 
The family relationships, the community background, the attitudes 
of the parents to the child, the developmental history, the school 
history and the play activities are all studied. Each child is then 
given a physical examination, not a life-insurance type of examina- 
tion but one which is expected to uncover any possible physical rea- 
son for the maladjustment. A psychologist then examines the child 
for any special abilities, disabilities, or achievements. A series of 
psychological tests are used. He is given, first of all, an intelligence 
test as a matter of routine. On the basis of this initial examination 
performance, educational, vocational, or personality tests are recom- 
mended. If any special disabilities are discovered they are further 
analyzed by the use of diagnostic tests. After the social! investiga- 
tion has been made and the physical and psychological examination 
given, the child’s own emotional attitudes are studied by the psychiat- 
rist. 

The purpose of the examination, however. is to understand the 
child as a total personality in a distinctive environment, so the re- 
sults of these different examinations must be integrated. This is 
done at the “staff” meeting where the four or five workers who ex- 
amined the child get together and pool their results. As a result of 
this conference a program of “treatment” is recommended for the 


child. 


The educational and research work of the Institute will only be 
mentioned although these are perhaps its most important function. 
During the past year some twenty-five or thirty graduate students 
have been trained at the Institute in psychiatric social work, recrea- 
tional work, psychology, and psychiatry. 

In the past two years more than thirty-five workers contributed 
experimental data, either in the form of books or articles, in the field 
of education, psychology, psychiatry, sociology, and neurology. 

Dr. Marion Monroe’s work on the children with reading difficul- 
ties has furnished a great.deal of information regarding the better 
methods of reading instruction. Dr. Shaw’s delinquency studies have 
given us a better understanding of the effectiveness of various disci- 
plinary measures. And the intensive research of Dr. K. S. Lashley 
on the function of the nervous mechanism is fundamental to the un- 
derstanding of human behavior. Assimilation of the results of re- 
search by school principals and other educational workers has been 
of major importance in the development of our present educational 
program, and we are not too optimistic in believing that research will 
continue to play an important role in the history of educational 
achievement. 





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Tue ELeventH YEARBOOK 541 








WHAT THE FEDERAL GOVERNMENT HAS FOR THE 
ELEMENTARY SCHOOL 
WiLLt1AM Dow BouTWELL 
Chief, Editorial Division, United States Office of Education, Washington, D. C. 


AN THE UNITED STATES GOVERNMENT in Washing- 
ton, D. C., be of any assistance to the elementary school principal 
or the elementary school teacher ? 

An inventory of a typical elementary school will usually disclose 
sume contribution from Uncle Sam; a large color print of George 
Washington. pamphlets from the George Washington Bicentennial 
Commission, classroom height-weight record charts from the Office 
of Education, a copy of the Children’s Charter from the White House 
Conference on Child Health and Protection, or a facsimile of the 
Declaration of Independence. 

These are but samples of the wide variety of publications, maps, 
charts, pictures, film strips, motion pictures, slides, and other services 
which are available from Washington. Uncle Sam gives advice and 
a few publications free ; distributes motion pictures and lantern slides 
for the cost of transportation: and sells publications, maps, charts, 
pictures, and film strips at cost of printing and handling. 

Few educators are aware of the enormous and remarkable federal 
government resources upon which they can draw. We have, indeed, 
a government nobody knows. Its widespread activities comprise a 
maze more complicated than Crete’s mythical labyrinth. Outgide the 
ten well-known departments there are between 120 and 150 inde- 
pendent United States Government committees, commissions, boards, 
institutions, and bureaus. The work of some of them, such as the 
National Screw Thread Commission, is of little interest to elemen- 
tary school principals, but the investigations, publications, and serv- 
ices of many government agencies can be used with profit. The scope 
of the resources available to schools is breath-taking. From the Gov- 
ernment Printing Office you may buy one or more copies of 75,000 
different publications. The Office of Education’s classified list of 
United States Government Publications on Education runs to 1,100 
titles. The Bureau of Mines has 600 different motion pictures for 
rent; the Department of Agriculture has 250. From the latter you 
can obtain 45,000 pictures of farm activity and farm life. From the 
Geological Survey you can buy 3,700 maps. The Hydrographic Office 
of the Navy has more than 5,000 maps. The Coast and Geodetic 
Survey, the General Land Office, the State Department, and Com- 
merce Department are also large producers of maps. 

Each of the government organizations is serving some specific 
need but education is such an all-embracing activity that a publica- 
tion or map made for quite another purpose may become a school 
library treasure. The Hydrographic Office makes for aviation pilots 











542 ELEMENTARY ScHoont PRINCIPALS 





airway maps that are excellent geographic classroom aids. The De- 
partment of Commerce has a Commercial Travelers’ Guide to the 
Far East which is a useful school reference book. 

What are a few of the notable aids useful in elementary schools 
that can be obtained from the federal government?! The following 
paragraphs are only a partial answer to this question: 


(1) Geological survey maps—Since 1880 the Geological Survey has _ been 
making maps of the United States so detailed that they show every house, every 
cart road, every hill, every creek. Nearly half the United States is on paper. 
These maps, each of which costs $10,000 to make, are sold for 10 cents. Teachers 
who wish to make their students aware of the geography in the immediate vicin- 
ity of their school find these topographic maps invaluable. Ask the Geological 
Survey if they have mapped your region. A selection of 25 maps especially se- 
lected for the variety of geography they show is available for one dollar. 

(2) Time zone chart and standard time conversion chart—One of the most 
difficult of concepts to understand is the change in time around the world. Teach- 
ers launching on this problem will find helpful aid in the Hydrographic Office 
(Navy Department) Time Zone Chart of the World (50 cents) and the Standard 
Time Conversion Chart published by the Commerce Department (10 cents) by 
which the time at any place in the world in relation to the time at any other 
place can be readily determined. 

(3) Outline map of the world—From the Hydrographic Office (Navy Depart- 
ment) can be obtained an outline map of the world 90 by 48 inches ($1.50). It 
is ideal for working out large projects. 

(4) Federal irrigation projects—The Bureau of Reclamation, Department of 
the Interior, has prepared an 83-page illustrated pamphlet describing the irriga- 
tion projects of the United States. Teachers may obtain copies in lots of 25 or 
more forgclass use free of charge. 

(5) New teaching methods—Practical suggestions for activity programs as 
worked out by California teachers can be found in Teachers’ Guide to Child De- 
velopment, Office of Education Bulletin 1930, No. 26 (35 cents), and its com- 
panion The Activity Program and the Teaching of Reading, Bulletin 1931, No. 2, 
(20 cents). The outstanding worth of these bulletins has been reflected in large 
sales by the Government Printing Office. 

(6) National parks and national monuments—The best illustrated and most 
attractive of government publications are those from the National Park Service, 
Department of the Interior. In addition to two available free, Glimpses of our 
National Parks and Glimpses of our National Monuments, many other illustrated 
brochures valuable for geography, social science, and nature study are available 
at small cost. Write for a list. 

(7) Origin and evolution of the American flag—This well-printed booklet 
shows by illustrations and tells in text the evolution of our flag. It may be 
obtained from the Government Printing Office for 25 cents. 

(8) School garden—Obtain a copy of Farmer’s Bulletin, No. 218 (5 cents). 

(9) Washington, the National Capital—This new publication, of some 700 
pages and with more than 400 illustrations, is published in connection with the 
Washington Bicentennial celebration ($3.00 each). 


1All United States Government publications listed with a purchase price must 
be ordered from the Superintendent of Documents. This rule also applies to 
maps, except geological survey maps, which should be ordered direct from the 
Bureau of Geological Surveys in the Department of the Interior. Arrangements 
for motion pictures and film strips should be made with the bureau concerned. 





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Tue: ELeventH YEARBOOK 543 











Frequently there is a demand for information on some specific 
question. Usually the government can supply such a need if the 
teacher knows where to apply. Let us take China, which is very much 
in the public eye, as an example. What classroom aids could be ob- 
tained from the federal government for the study of China? Three 
good maps may be had; one of Manchuria, 30 by 30 inches, showing 
rail and motor roads, has been prepared by the State Department 
(20 cents) ; another, 30 by 42 inches (Hydrographic Office) gives a 
close-up of Shanghai (50 cents) ; while a third, 48 by 34 inches, shows 
the Yangtze from Shanghai to Nanking (60 cents). 

The publication, Motor Roads in China, Bureau of Foreign and 
Domestic Commerce, Trade Promotion Series, No. 120 (30 cents), 
not only has a folded map of China, Manchuria, and Japan, but 
shows in numerous illustrations transportation conditions in the 
Orient. The free list of Publications of the Bureau of Foreign and 
Domestic Commerce guides the inquirer for information on China 
in official publications to sixty-five different subjects ranging from 
rice to concentrated milk. 

Interests of education in the United States are directly represented 
in the federal governmeni by the Office of Education and the Fed- 
eral Board for Vocational Education. The former was established in 
1867 to “collect such statistics and facts as shall show the condition 
and progress of education in the several states and territories, and of 
diffusing such information respecting the organization and manage- 
ment of schools and school systems, and methods of teaching.” The 
Office of Education is now probably the world’s largest organization 
devoted to educational research. It rarely publishes content material. 
To it principals and teachers can look for professional information 
rather than classroom aids; comparative ideas in curriculum mak- 
ing; trends in school population, supervision, care of atypical chil- 
dren; and progressive innovations in health education, libraries, tests 
and measurements. Every two years the Office of Edudation publishes 
a 1200-page review of education in the United States, the Biennial 
Survey of Education.’ Every year it publishes a Bibliography of 
Research Studies in Education. Every three months it publishes the 
Record of Current Educational Publications, a selected list of best 
references. Elementary and kindergarten education, a topic of spe- 
cial interest, is available both as a chapter of the Biennial Survey 
and as a separate leaflet. Many of the fifty bulletins, leaflets, and 
pamphlets published annually by the Office touch on elementary 
school problems. 

The Federal Board for Vocational Education is charged with the 
responsibility of administering two laws, namely: the National 
Vocational Act providing federal aid to classes in trade and indus- 





1Chapters are published separately and in advance of bound volume. 








544 ELEMENTARY ScHoot PRINCIPALS 





trial subjects, agriculture and home economics, and the Civilian Re- 
habilitation Act providing federal aid for the retraining of indi- 
viduals disabled in civilian life. It is the duty of the Board to see 
that all money is expended in accordance with the provisions of 
these laws. States receiving federal aid for vocational education are 
required to prepare state plans setting forth in a general way the 
kinds of vocational training they expect to offer, the qualifications 
of teachers, and the kind of equipment to be provided. Before a 
state can receive federal aid for these courses its plans must be ap- 
proved by the Federal Board for Vocational Education 

The principal or teacher of the elementary school may well ask 
if there is a handy directory to help her obtain what she wants from 
the federal government when she wants it. At present no compre- 
hensive teachers guide to this material is available. Following are 
the best aids: 


(1) United States publications on education—The Office of Education offers 
a free list of more than 1,100 publications on all phases of education. The 
bulletins listed are available from the Superintendent of Documents at small 
cost. Any educator may have his name listed at the Office of Education to re- 
ceive new editions of the free list annually. 


(2) Price lists of government publications—The Superintendent of Documents 
will supply, free of charge, any or all of the following 44 price lists of docu- 
ments he has for sale. Each school library should have a complete set. The 
code number and topic of the various price lists are as follows: 


10. Laws 49. Proceedings of Congress 

11. Foods and Cooking 50. American History and Biography 
15. Geological Survey 51. Health 

18. Engineering and Surveying 53. Maps 


eas 


. Political Science 
. National Museum 
. Mines 


19. Army and Militia 
20. Public domain 
21. Fishes 

24. Indians . Interstate Commerce 

25. Transportation Commission Publications 
28. Finance 60. Alaska 


wt 


ooccsocg 


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— 





32. Insular Possessions 62. Commerce and Manufactures 

33. Labor 63. Navy 

35. Geography and Explorations 64. Standards of Weight and Measure 

36. Government Periodicals 65. Foreign Relations 

37. Tariff 67. Immigration 

38. Animal Industry 68. Farm Management 

39. Birds and Wild Animals 69. Pacific States: California, Oregon, 

41. Insects Washington 

42. Irrigation, Drainage, Water Power 70. Census 

43. Forestry 71. Children’s Bureau 

44. Plants 72. Publications of interest to subur- 

45. Roads banites and home builders 

46. Agricultural Chemistry and Soils 73. Handy Books. Books for ready 
and Fertilizers reference, covering many topics 

48. Weather, Astronomy, and Meteor- Special lists on radio and accounting 


ology 


will also be furnished upon request. 











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Tue ELeventH YEARBOOK 545 





(3) Motion pictures—The Motion Picture Division, Department of Commerce, 
is preparing a list of non-theatrical films which will include those available from 
various government agencies. 

(4) Maps—See free price list No. 53 of the Superintenedent of Documents. 
Ask also for lists from the Geological Survey, the Department of the Interior, 
the Hydrographic Office of the Navy Department, and the Coast and Geodetic 
Survey. 

(5) Film strips—Inquire of the Extension Service, Department of Agriculture, 
for information on 134 film strips available at small cost. 

(6) United States Government publications useful to teachers—The Office of 
Education has compiled special mimeograph lists of United States Government 
publications of unusual value. The following circulars are available free upon 
request to the Office of Education: Circular No. 51, Health Education; Circular 
No. 28, Geography; Circular No. 49, Agriculture; Circular No. 50, Home Eco- 
nomics; Circular No. 48, Science; Circular No, 53, Art. 

(7) Dollar Packets—TYo facilitate the purchase of its publications the Office 
of Education also offers “Dollar Packets” of five to twelve publications in a given 
field. Write to the Oflice of Education for information on the following: 

No. 1—Nursery-Kindergarten-Primary Education 
No. 2—Educational Research, Bibliographies 
No. 3—Administration and Supervision of Rural Schools 
No. 4—Higher Education 

No. 5—Elementary School Principals 

No. 6—Citizenship 

No. 7—Project Material 

No. 8—Health Education 

No. 9—Directories 

No. 10—School Administrations 

No. 11—Foreign School Systems 

No. 12—Special Education. 


Finally, the only thorough-going, up-to-date guide to United 
States Government aids useful in schools is School Life, official 
monthly journal of the Orlice of Education. Each issue tells what 
new publications, maps, and motion pictures are available. Each 
issue gives concise, interesting reports of the many investigations 
into all phases of education going on in the Office of Education. 
Special articles tell what aids are available on special subjects in 
Latin America. Washington, D. C., China, and other places. You 
may obtain School Life by subscription. ‘The fee for one year, 50 
cents, should be forwarded with an application to the Superintendent 
of Documents, Government Printing Office, Washington, D. C. 





RITE to the Editorial Committee of the Department 

of Elementary School Principals for a tentative out- 
line of the 1933 yearbook which will be centered around the 
principal and the libraries. Address communications to 1201 
Sixteenth St., N. W., Washington, D. C. 

















546 ELEMENTARY SCHOOL PRINCIPALS 





SELECTED REFERENCES 


1. BENTLEY, JOHN, Chairman. feport of the Juvenile and Probation Study 
Commission. Authorized by Joint Resolution Number ‘Two, approved 
March 238, 1927. Trenton, N. J.: the Commission, February 17, 1928. 40 p. 

A study of the present probation laws, records used, and organization of 
probation offices. 


tw 


BRAMER, JOHN PHILIP. A Treatise Giving the History, Organization, and 
Administration of Parole. New York: Irving Press, 1926. 99 p. 
Aims to provide a working knowledge of the principal facts about parole 
and to summarize its history in the Lnited States. 
3. BRECKINRIDGE, SOPHONISBA P. “Re-examination of the Work of Children’s 
Courts.” Yearbook, 1930. New York: National Probation Association, 
370 Seventh Ave., 1931. Reprint. 16 p. 

An appraisal of the juveniie court as a means of replacing punishment 
by treatment, and rescuing the child from criminal law. 

4. CooLEy, Epwin J. New Goals in Probation. Albany, New York: State 
Probation Commission, 1926. 71 p. 

Describes an experiment in well-organized “standard” probation work, 
as conducted by the Cathoiic Charities vrovation Bureau in the Court of 
General Sessions, New York, N. Y. 

5. CooLey, Epwin J. Probation and Delinquency. New York: Catholic Chari- 
ties of the Archdiocese of New York, 477 Madison Ave., 1927. 544 p. 

A description of the standards and methodology of probation practises 
employed by the Catholic Charities Probation Bureau. 

6. Hoyt, Guy M. “The Relation of the School to the Juvenile Court.” 1929 
Yearbook. New York: National Probation Association, 1929. p. 109-13. 

Recommends cooperation between schools, juvenile court, and probation 
department. Describes program developed in Los Angeles schools. 

7. JOHNSON, Fred R. Probation for Juveniles and Adults. New York: Cen- 
tury Co., 1928. 242 p. 

Concerns the history, present status, principles, and methods of pro- 
bation. 


8. KANN, HArotp K. “The School and the Juvenile Court.” 1929 Yearbook. 
New York: National Probation Association, 1929. p. 114-18. 
Calls attention to closer understanding desirable between court and 
school, with reference to practises in Seattle, Washington. 
9. Lou, Herpert H. Juvenile Courts in the United States. Chapel Hill, N. C.: 
University of North Carolina Press, 1927. 277 p. 
Presents the important aspects of the juvenile court, i.e. the philosophi- 
cal, legal, historical, diagnostic, procedural, administrative, and sociological. 
10. STEVENSON, IDABELLE. Safety Education. New York: A. S. Barnes and 
Co., 1931. “Safety Patrols,” p. 41-66. 
11. Torrance, Mary F. “The Child Prisoner at the Bar.” Parents Magazine 
5 :22-23, 42-43; July, 1930. 
Popular discussion of juvenile court procedure. 


12. U.S. DEPARTMENT oF LaAgor, Children’s Bureau. Juvenile Court Statistics. 
1928. Bureau Publication, No. 200. Washington, D. C.: Government 
Printing Office, 1930. 76 p. 

Based on records of 65 courts. Includes information on children dis- 
charged from probation or supervisor. 


13. U.S. DEPARTMENT oF LABor, Children’s Bureau. Jwvenile Courts at Work. 
Bureau Publication, No. 141. Washington, D. C.: Government Printing 
Office, 1925. 323 p. 

Summarizes detention, hearings, probation, and other practises of juve- 
nile courts. 











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OFFICIAL INFORMATION 


LocaL PRINCIPALS’ ORGANIZATIONS 
STATE PRINCIPALS’ ASSOCIATIONS 
List or MEMBERS OF THE DEPARTMENT OF ELEMENTARY 
ScHOOL PRINCIPALS 
INDEX 











INTRODUCTORY STATEMENT 


This 1932 yearbook lists the officers of 218 local admin- 
istrative clubs. About 51 of these groups restrict their 
memberships to those who hold the elementary school prin- 
cipalship. One hundred and thirty-eight associations in- 
clude superintendents, supervisors, teachers, high-school 
administrators, as well as elementary school principals. 
Twenty-nine groups did not report the types admitted 
to membership. 

Of the 184 local groups reporting the number of mem- 
bers, 71 had fewer than 25 participants. One hundred and 
sixty clubs reported 100 or fewer members. The median 
membership was 38 persons. About two-thirds of the local 
clubs reported dues ranging from $.25 to $40 per year. One 
hundred and two have annual dues of $2 or less. Only six 
groups reported annual dues of $10 or more. 

In 1923 there were only two state principals’ associations 
known to national headquarters. Eighteen groups had been 
organized by 1929. The present yearbook reports 28 state 
groups. Of the few reporting statistics it appears that the 
typical annual fee is $1, and that the associations range in 
size from 50 to 800 members. 

The first yearbook of the Department in 1922 listed 669 
persons. The list at the end of this section is fully seven 
times longer. It is apparent that not more than one-fifth 
of the potential membership is providing the organized 
national leadership for the elementary school principal- 
ship. 

Principals’ organizations offer opportunities for indi- 
vidual and organized research. Here the principal may 
compare and discuss the results of his study with his col- 
leagues. In an organization there are unlimited possibili- 
ties for comparative studies of a type needed for rapid 
and effective solution of practical school problems.—/d/- 
torial Committee. 


[ 548 ] 











LOCAL PRINCIPALS’ ORGANIZATIONS 


Akron, Ohio—Woman Principals’ Club 
President, Elizabeth Mercer, Miller School 
Secretary, Mina Adams, Henry School 
Albany, New York—Schoolmen’s Club 
President, W. Earle Sutherland, 46 Hollywood Ave. 
Secretary, W. Harrison Smith, 11 Van Buren St. 
Albany, New York—Women Principals and Supervisors 
President, Mary Reiten, School No. 3 
Secretary, Mary C. Delaney, School No. 8 
Alton, Illinois—Schoolmasters’ Club 
President, Luther Myers, 2726 Hillcrest Ave. 
Secretary, D. R. Crabtree, 1919 Washington Ave. 
Asheville, North Carolina—Principals’ Club 
President, T. L. McConnell, Mountford School 
Secretary George Leonard, Vance School 
Atlanta, Georgia—-Principals’ Club 
President, Rusha Wesley, 9S5-W. Peachtree St., N. E. 
Secretary, Mrs. R. B. Whitworth, 1106 Austin Ave., N. E. 
Baltimore, Maryland—-Principals’ Association 
President, W. Howard Bockmiller, 626 North Bend Rd. 
Secretary, Judson Hunt, 3210 N. Calvert St. 
Baton Rouge, Louisiana—Elementary School Department 
President, J. B. Aycock, Normal Station, Natchitoches 
Secretary, Mrs. T. J. Gosselin, Marksville 


Battle Creek, Michigan—Principals’ Club 
President, Paul A. Rehmus, 54 Orchard PI. 
Secretary, Mrs. Karl Claussen, 87 N. Wabash 
Bay City, Michigan—Elementary Principals’ Club 
President, Helen MacGregor, 312 Fremont 
Secretary, Anna T. Reardon, 306 N. Linn 
Beaumont, Texas—Administrators’ Club 
President, Effie Piland, 650 Magazine 
Secretary, Louise Hobby, Ogden Elementary School 
Bellingham, Washington—Administrative Group 
President, Harry E. Emery, 515 16th St. 
Secretary, Bruce Hoof, 1144 Grant St. 
Berkeley, California—Principals’ and Supervisors’ Association 
President, C. L. Biedenbach, Berkeley High School 
Secretary, Mrs. Beatrice Wilmans, Hawthorne School 
Binghamton, New York—Executive Council 
President, Herbert S. Doty, Conkin Rd., R. D. 1 
Secretary, Frances Luke, 98 Chapin St. 
Birmingham, Alabama—Elementary School Principals’ Club 
President, Gregory Brown, Cunningham School 
Secretary, H. B. Johnson, Fairview School 
Birmingham, Alabama—Schoolmasters’ Club 
President, N. B. Hendrix, 2815 10th Ave., S. 
Secretary, Mark P. Manley, 127 Belmoral Rd., Mt. Brook 
Boise, Idaho—Elementary School Principals’ Club 
President, J. Ellis Black, Park School 
Secretary, Glen H. Horsinger, Longfellow School 
Boston, Massachusetts—Elementary School Principals’ Association 
President, Katharine C. McDonnell, Christopher Gibson School, Dorchester 
Secretary, E. Gertrude Dudley, John Marshall School, Dorchester 


[ 549] 











55 ELEMENTARY ScHoot PRINCIPALS 





Boston, Massachusetts—Intermediate School Principals’ Association 
President, Rose A. Carrigan, Shurtleff School, South Boston 
Secretary, Hugh McElaney, John Winthrop School, Roxbury 


Boston, Massachusetts—Principals’ Association 
President, William W. Howe, Mather School 


Bridgeport, Connecticut—Elementary Principals’ Club 
President, Lena Barry, Barnum School 
Secretary, Elizabeth Roche, Nathan Hale School 


Brooklyn, New York—Principals’ Council 
President, George W. Patterson, Public School No. 145 
Secretary, G. Loster Crabb, Public School No. 26 


Buffalo, New York—Elementary School Principals’ Association 
President, John P. Sherrard, 249 Jersey St. 
Secretary, Louise V. Norton, 103 Merrimac St. 


Buffalo, New York—Schoolmasters’ Association 
President, Richard A. Reagan, 63 Kensington Ave. 
Secretary, Frederick Schultz, 346 North Park Ave. 


Cambridge, Massachusetts—Grammar Masters’ and Directors’ Club 
President, E. Joseph Goulart, Kelley School 
Secretary, John F. Lynch, Webster School 


Camden, New Jersey—Principals’ Association 
President, Victor M. Hefflefinger. Stevens School 
Secretary, E. Margaret Wieand, Linden School 


Canton, Ohio—Principals’ Club 
President, J. S. Dewell. Stark School 
Secretary, Bessie Trew, Elizabeth Harter School 


Canton, Ohio—-Women Principa!s’ Club 
President, Lilian Turnbull, 1609 3rd St.. N. E. 
Secretary, Linna Roseborough, 615 Belleflower Ave.. S. W. 


Casper. Wyomino—Elementary Principals’ Club 
President, Minnie L. Eddleman. Washington School 
Secretary, Mrs. Martha England, Lincoln School 


Cedar Rapids, lowa—Principals’ and Supervisors’ Club 
President, Inga Tapner, Polk School 
Secretary, Edmund Bruns, Board of Education 


Charleston, South Carolina—Elementarv Principals’ Club 
President, Charles A. Weinheimer, James Simons School 
Secretary, George D. Grice, Julian Mitchell School 


Charlotte, North Carolina—Administrators’ and Supervisors’ Club 
President, Lucille Boylan, 322 Providence Rd. 


Chicaao, IIlinois—Principals’ Club 
President, Irvin A. Wilson. 315 Plymovth Court 
Secretary, Kathryn E. Steinmetz, 315 Plymouth Court 


Cicero, !Ilinois—Principals’ Club 
President, B. W. Hunsaker. Wilson School 
Secretary, Clyde Winkler, 2324 49th Ave. 


Cincinnati, Ohio—Elementary Principals’ Club 
President, H. L. Flessa. Wm. Howard Taft School 
Secretary, W. A. Quirk, Guilford School 


Cincinnati, Ohio—Schoolmasters’ Club 
President, William A. Evans, Walnut Hills High School 
Secretary, David R. Lyons, Guilford School 


Cleveland, Ohio—Principals’ Club 
President, Laura A. Johnston. Moses Cleveland School 
Secretary, Agnes McHugh, Boulevard School 











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Clifton, New Jersey—Schoolmasters’ Club 
President, Conrad O. Schweitzer, School No. 13 
Secretary, Charles Robinson, School No. 7 


Columbia, South Carolina—Wardlaw Club 
President, A. C. Flora, Columbia City Schools 
Secretary, J. M. Payne, 720 Maple St. 


Columbus, Ohio—Elementary Principals’ Round Table 
President, Mrs. Edna E. Adel, 25 N. 21st St. 


- 


Secretary, Mrs. Anne D. Judd, 275 Lenappe Dr. 


Concord, New Hampshire—Principals’ Association 
President, Della I. Lewis, South End Platoon School 
Secretary, Nettie M. Bowen, Harriet P. Dame School 


Council Bluffs, lowa—Principals’ Club 
President, Kathleen Conner, 719 S. 7th 
Secretary, Josephine Clausen, 407 E. Broadway 


Covington, Kentucky—Schoolmasters’ Club 
President, John L. Goble, 21 Wallace Ave. 
Secretary, Russell E. Helmick, 1540 Ruth Ave., Cincinnati, Ohio 
Cranston, Rhode Island—Council of Principals and Supervisors 
President, Mrs. Peerl W. Russell, 24 Verndale Ave. 
Secretary, Mrs. Sarah L. Donnelly, 639 Cranston St. 
Cumberland, Maryland—Elementary Principals’ Association of Allegheny 
County 
President, William G. Fatkin, Luke 
Secretary, Loretta McGeady, Cumberland 
Dallas, Texas—Principals’ Club 
President, E. B. Comstock, 6218 Bryan Parkway 
Secretary, James C. Oehler, 5318 McComas 
Danville, Illinois—Cubberley Club 
President. L. M. Erickson, 815 N. Vermilion St. 
Secretary, R. G. Seitzinger, 102 S. Crawford St. 
Dayton, Ohio—Principals’ and Supervisors’ Association 
President, Charles Carey, Lincoln Junior High School 
Secretary, Edith Petit, Franklin School 
Dayton, Ohio—Schoolmasters’ Club 
President, W. O. Stutz, Steele High School 
Secretary, Charles Case, Roosevelt High School 
Dearborn, Michigan—Elementary School Principals’ Club 
President, Otto G. Rowen, 5709 Horger 
Secretary, Wesley Gilpin, 6418 Yinger 
Dearborn, Michigan—Schoolmen’s Club 
President, Harvey Smith, 4817 Lois 
Secretary, Lester Nieman, 7626 Morrow Circle, E. 
Denver, Colorado—Administrative Women in Education 
President, Mrs. Evelyn Lail, 2860 Clermont 
Secretary, Elizabeth M. Keller, 1540 Grant 
Denver, Colorado—Principals’ and Directors’ Association 
President, William C. Shute, Cheltenham School 
Secretary, Elizabeth M. Keller, Maria Mitchell School 
Des Moines, lowa—Principals’ and Supervisors’ Club 
President, Bessie M. Park, Garfield Bldg. 
Secretary, Blanche V. Toohey, 3607 Ingersoll Ave. 
Detroit, Michigan—Schoolmen’s Club 
President, Earl R. Laing, Burt School 
Secretary, B. S. Frost, 2330 Grand River 
Detroit, Michigan—Women Principals’ Club 
President, Sophie C. Bachmann, Majeske School 
Secretary, Thekla Martin, Davison School 











552 ELEMENTARY SCHOOL PRINCIPALS 


Dubuque, lowa—Elementary Principals’ Club 
President, W. M. Ernst, 836 W. 5th St. 
Secretary, Sadie E. Luke, 2386 Deihi St. 
Duluth, Minnesota—Principals’ Club 
President, J. B. Wiener, Stowe School 
Secretary, Helene Everson, Bay View Heights School 
East Saint Louis, Illinois—Principals’ Association 
President, May E. Young, Froebel School 
Secretary, Carl J. Pearce, Jefferson School 
Elizabeth, New Jersey—Principals’ Association 
President, Arthur B. Wrigley, Boys’ Vocational School 
Secretary, Edward R. O’Brien, Lafayette Junior High Schoo! 
El Paso, Texas—Elementary School Principals’ Association 
President, Klifford Rice, Hilton Hotel 
Secretary, Eleanor Preston, 1215 N. Brown 


Erie, Pennsylvania—Grade School Principals’ Association 
President, Mary O’Connor, Lincoln School 
Secretary, Anna L. Wilkins, Penn School 

Evanston, Illinois—Principals’ Club of District No. 75 
President, Ruby Elizabeth Rowley, Foster School 
Secretary, Henrietta M. Todd, Orrington School 


Evansville, Indiana—Schoolmen’s Club 
President, Carl Harmeyer, Central High School 
Secretary, Curtis Brown, Bosse High School 


Everett, Massachusetts—Principals’ Association 
President, Katherine E. Burns, 7 Fairlawn St. 
Secretary, Mable M. Gardner, 46 Forest Ave. 

Everett, Washington—Principals’ Club 
President, Belle Melvin, Longfellow School 
Secretary, J. R. Byers, Washington School 


Fall River, Massachusetts—Elementary Principals’ Club 
President, Maud A. Mathews, 71 Phillips St. 
Secretary, Rosella S. Moran, 56 Madison St. 


Flint, Michigan—Principals’ and Supervisors’ Association 
President, Ray Bechtold, Longfellow Junior High School 
Secretary, Mrs. Fanny Bradley, Kearsley School 


Fort Wayne, Indiana—Principals’ Club 
President, Richard E. Schriner, 2832 Broadway St. 
Secretary, Bessie M. Myers, Riverside School 

Fort Worth, Texas—Principals’ and Vice-Principals’ Club 
President, J. D. Easley, 3220 S. Adams St. 
Secretary, Marguerite Utley, 800 Missouri Ave. 


Fresno, California—Elementary Principals’ Conference 
President, Hattie Janes, John Burroughs School 
Secretary, Mrs. Helen Wacaser, Franklin School 

Gary, Indiana—Administrative Women in Education 
President, Mildred Harter Wirt, 524 Garfield St. 
Secretary, Elizabeth Leeds, Emerson School 

Gary, Indiana—Principals’ Association 
President, Charles D. Lutz, Horace Mann School 
Secretary, Mrs. Elva Ruston, Horace Mann School 


Glendale, California—Principals’ and Supervisors’ Club 
President, J. F. McMaster, 1039 N. Central Ave. 
Secretary, K. H. Johnson, 1130 Justin Ave. 


Grand Rapids, Michigan—Elementary Principals’ Exchange Club 
President, Dorothy M. Blatter, Burton School 
Secretary, Marguerite Knooihuizen, Coit School 











Tue EveventH YEARBOOK 553 





Grand Rapids, Michigan—Schoolmen’s Club 
President, Arthur Reagh, 143 Bostwock Ave., N. E. 
Secretary, Ralph Conger, 127 Campbell Pl., N. E. 

Greensboro, North Carolina—Principals’ Club 
President, Rosa Abbott, 319 Lindsay St. 
Secretary, E. H. Strickland, Clara J. Peck School 

Harrisburg, Pennsy!lvania—Schoolmen’s Club 
President, W. M. Harclerode, 121 Chestnut St. 
Secretary, Fred C. Burris, 2748 Reel St. 

Hartford, Connecticut—Principals’ Club 
President, Annie Fisher, Henry Barnard School 
Secretary, William C. Holden, Weaver High School 


Haverhill, Massachusetts—Principals’ Club 
President, Abbie C. Grover, 364 Main St. 
Secretary, Annie P. Roche, 261 Hilldale Ave. 


Hazleton, Pennsylvania—Principals’ and Supervisors’ Club 
President, William Herr, Maple St. 
Secretary, D. J. Lewis, 431 Green St. 

Holyoke, Massachusetts—Women Principals’ Club 
President, Anna F. Sheehan, 226 Pearle St., Springfield 
Secretary, Mary L. Bowler, 1083 Hampden St. 

Houston, Texas—Principals’ Association 
President, R. C. Roebuck, 6710 Avenue H 
Secretary, C. E. Godbey, 221 W. 19th 

Indianapolis, Indiana—Council of Administrative Women in Education 
President, Ruth Patterson, 717 N. Alabama St. 
Secretary, Ruby Lee, 1516 N. Pennsylvania St. 

Indianapolis, Indiana—Ward and Village Principals’ Association 
President, J. B. Hessong, 6130 Carrollton Ave. 
Secretary, Tilson King, Lafayette 

Irvington, New Jersey—Schoolmen’s Club 
President, Willard Diffendafer,° Berkeley Terrace School 
Secretary, Almer Snider, Monell High School 


Jackson, Michigan—Elementary Principals’ Club 
President, Mamie Jose, 301 Summit Ave. 
Secretary, Mrs. Ethel Herda, West School 

Jacksonville, Florida—Elementary Schoo! Principals’ Chapter 
President, Ruth Newell Upson, 828 Oak St. 
Secretary, Bessie Williams, 209 W. Ashley St. 

Jamestown, New York—Elementary Principals’ Club 
President, Ella M. Schildmacher, 632 Prendergast Ave. 
Secretary, Amanda Nelson, 1231 N. Main St. 


Jersey City, New Jersey—Male Principals’ Association 


President, Somers H. Ingersoll, Public School No. 27 
Secretary, Emmett J. Campbell, Public School No. 3 
Jersey City, New Jersey—Women Principals’ Association 
President, Mabel M. Cassidy, Public School No. 4 
Secretary, Mrs. Flora Smith, Public School No. 5 
Johnstown, Pennsylvania—Schoolmen’s Club 
President, Dale McMaster, Confer Ave. 
Secretary, Hugh Liggett, High School 
Kalamazoo, Michigan—Elementary Principals’ Club 
President, Jennie Touch, 217 Burr Oak St. 
Secretary, Alvena Good, 815 W. Kalamazoo Ave. 
Kansas City, Kansas—Elementary Grade Principals 
President, Minnie Martin, 1118 Haskell 
Secretary, Lucy Jones, 3111 Parallel 











554 ELEMENTARY ScHooL PRINCIPALS 


Kansas City, Missouri—Council of Administrative Women 
President, Inez L. Mack, Southland Hotel 
Secretary, Jennie C. Howe, 3217 Bellefontaine 
Kansas City, Missouri—Elementary School Principals’ Association 
President, Mabel Trumbo, 4400 Spruce Ave. 
Secretary, P. G. Buckles, 1820 E. 8th St. 
Kansas City, Missouri—Schoolmasters’ Club 
President, J. M. Cottingham, 3005 Benton Blvd. 
Secretary, J. K. West, 4016 E. 68th 
Kearny, New Jersey—Principals’ Association 
President, William E. Ross, Lincoln School 
Secretary, Leo H. Smith, Nathan Hale School 
Knoxville, Tennessee—Principals’ and Supervisors’ Professional Club 
President, J. S. Humphrey, Lonsdale School 
Secretary, D. C. Kyker, South Knoxville School 
Lansing, Michigan—Elementary Principals’ Association 
President, Lucille Correll, 415 Ann St. 
Secretary, Nina Struble, 708 W. Michigan Ave. 
Lexington, Kentucky—Elementary Principals’ Organization 
President, E. E. Gotherman, Swigert Ave. 
Secretary, Jean Smith, 140 E. Maxwell St. 
Lincoln, Nebraska—Public School Forum 
President, Charlotte Kizer, Board of Education 
Secretary, Selma Hult, Whittier Junior High School 


Little Rock, Arkansas—Principals’ Round Table 
President, E. Q. Brothers, 1405 S. Taylor 
Secretary, Emmie De Neler, 3101 W. 11th 


Long Beach, California—Principals’ Club 
President, David Burcham, Polytechnic High School 
Secretary, Frances Ireland, McKinley School 

Long Beach, California—Supervisors’ Club 
President, Margaret A. Waite, 845 Olive*Ave. 
Secretary, Maude E. Hayes, 601 Termino 


Los Angeles, California—Council of Directors and Supervisors 
President, Vincent Paul Maher, 861 Chamber of Commerce Bldg. 
Secretary, Albert Ernest Bullock, 861 Chamber of Commerce Bldg. 


Los Angeles, California—Principals’ Club 
President, A. B. Heacock, Los Feliz School 
Secretary, Elizabeth Sands, Second Street School 


Los Angeles, California—Schoolmasters’ Club 
President, Wayne Frank Bowen, Loma Vista Avenue School 
Secretary, John E. Wright, Miramonte School 


Louisville, Kentucky—Principals’ Club 
President, Anne Grunder, Atkinson School 
Secretary, S. V. Noe, Eastern Junior High School 


Lowell, Massachusetts—Masters’ Club 
President, William W. Dennett, Morey School 
Secretary, John E. Barr, Washington School 
Malden, Massachusetts—Women Elementary Principals 
President, Daisy M. Riley, 170 Maple St. 
Secretary, Minnie G. Thompson, 108 Highland Ave., Melrose 
Manchester, New Hampshire—Schoolmasters’ Club 
President, A. J. Sullivan, Central High School 
Secretary, E. J. Barringer, West High School 
Memphis, Tennessee—Principals’ Association 
President, Walter E. Miller, 11 N. Rembert 
Secretary, Florence Pate, 306 S. Cleveland 











THe EveventrH YEARBOOK 550 





Miami, Florida—Dade County Principals’ Club 
President, Alice MacVicar, 412 N. E. 35th Terrace 
Secretary, R. H. Terry, 2629 S. W. 8th St. 

Milwaukee, Wisconsin—Principals’ Association 
President, Cecilia A. Colbert, 2324 W. Wisconsin Ave. 
Secretary, Lillian Thies, 2500 N. Stoweli 

Milwaukee, Wisconsin—Schoolmasters’ Club 
President, Philip A. Kolb, 1850 N. 73rd St., Wauwatosa 
Secretary, William F. Rasche, 1015 N. 16th St. 

Minneapolis, Minnesota—Principals’ Forum , 
President, Ella Probst, Calhoun School 
Secretary, Charles F. Hellberg, Seward School 

Mobile, Alabama—Elementary School Principals’ Club 
President, J. S. Attebery, Crichton 
Secretary, Mrs. M. H. Huntley, 1322 Spring Hill Ave. 

Mount Vernon, New York—Principals’ Club 
President, Hugh H. Stewart, 40 Rich Ave. 

Secretary, Luke C. Rhoads, 35 Vernon Parkway 

Mount Vernon, New York—Principals’ Discussion Club 
President, C. O. Thompson, 276 Bedford Ave, 
Secretary, Mary T. Shugrue, 472 Gramatan Ave. 


Muncie, Indiana—Schoolmen’s Club 
President, Charles Lykins, R. F. D. No. 8 
Secretary, Edward Zetterberg, Muncie 

Muskegon, Michigan—Principals’ Council 
President, Nellie M. Janovac, 2457 Otto Ave., Glenside 
Secretary, Katherine Kapp, 556 Grand Ave. 

Nashville, Tennessee—Principals’ Association 
President, W. R. Manlove, 828 Meridian St. 
Secretary, James O. McKee, 1308 16th Ave., S. 


Newark, New Jersey—Public School Principals’ Association 
President, Stephen B. Gilhuly, 14th Avenue School 
Secretary, Harold H. Phillips, Sussex Avenue School 

Newark, New Jersey—Schoolmen’s Club 
President, James E. Dougan, Board of Education Bldg. 
Secretary, Ernest H. Andrews, Cleveland Junior High School 


New Bedford, Massachusetts—Primary Principals’ Club 
President, Emma L. Gartland, 9 Washington St. 
Secretary, Sophie T. Anthony, 24 Maple View Terrace 

New Bedford, Massachusetts—Principals’ Club 
President, Louis D. Cook, 2 Morgan Terrace 


New Haven, Connecticut—Principals’ Club 
President, Katherine Brennan, Ivy Street School 
Secretary, Ruth Doherty, Kimberly Avenue School 


New Orleans, Louisiana—Colored Principals’ Association 
President, A. E. Perkins, Daneel Public School 
Secretary, George Longe, 3500 Hamburg St. 


New Orleans, Louisiana—Principals’ Association 
President, Josephine Thomas, 4512 Baudin St. 
Secretary, Alice Molony, Palmer School 

Newton, Massachusetts—Men’s Educational Association 
President, E. E. Ellsworth, 15 Jenison St. 
Secretary, A. W. Steinhope, 100 Madison Ave. 

New York, New York—Association of Principals of 8B Schools 
President, John J. McDonald, Public School No. 3, Brooklyn 
Secretary, Meyer Padve, Public School No. 99, Brooklyn 











556 ELEMENTARY SCHOOL PRINCIPALS 








New York, New York—Association of Women Principals 
President, Olive Jones, 61 Grammercy Park, N. 
Secretary, Sara L. Rhodes, Public School No. 184, Brooklyn. 
New York, New York—Association of Women Principals of Public Schools 
President, Jessie B. Colburn, Public School No. 96 
Secretary, Loretto M. Rochester, Public School No. 44 
New York, New York—Principals’ Association 
President, Margaret C. Mackintosh, Public School No, 140, Brooklyn 
Secretary, Dorothy Bildersee, Public School No. 80, Manhattan 
Niagara Falls, New York—Schoolmasters’ Club 
President, Lyndon H. Strough, Niagara Falls High School 
Secretary, Peter J. Van Haaren, Trott Vocational School 
Norfolk, Virginia—Principals’ Association 
President, John J. Brewbaker, R. E. Lee School 
Secretary, S. R. Butler, John Marshall School 
Oakland, California—Principals’ Club 
President, Dora Lages, 311 Lester Ave. 
Secretary, Florence E. Marvin, 2965 Magnolia, Berkeley 
Oak Park, Illinois—Supervisory Council 
President, W. J. Hamilton, 960 N. Blvd. 
Secretary, Lawrence C. Cox, 960 N. Blvd. 
Oklahoma City, Oklahoma—Schoolmen’s Dinner Club 
President, Earl Intollubbee, 400 E. Tenth St. 
Secretary, Avert Gober, 323 S. W. 26th 
Omaha, Nebraska—Elementary School Principals’ Club 
President, Fannie Myers, Logan Apartments 
Secretary, Ethel Lynn, Rosehill School 
Omaha, Nebraska—School Forum 
President, R. B. Bedell, 5018 Burt St. 
Secretary, F. Ethel McAfee, 4918 Cass St. 
Oshkosh, Wisconsin—Principals’ Club 
President, C. I. Yule, Longfellow School 
Secretary, D. H. Wright, Merrill School 
Pasadena, California—Elementary Principals’ Club 
President, W. R. Siewert, 925 N. El Molino Ave. 
Secretary, Charles D. Howk, 344 Flower St. 


Paterson, New Jersey—Principals’ Association 
President, Cloyd P. Robb, School No. 12 
Secretary, Eleanor Mombert, School No. 14 

Pensacola, Florida—Elementary School Principals’ Club 
President, Mrs. J. C. Lee, 1512 W. Garden St. 
Secretary, Eva Waters, 415 N. Spring St. 

Peoria, Illinois—Principals’ Club 
President, Anthony Middleton, 221 Arthur Ave. 
Secretary, George Harms, 909 W. Armstrong 


Perth Amboy, New Jersey—Principals’ Club 
President, Royal L. Predmore, Fords 
Secretary, Ingeborg Oksen, 67 Catalpa Ave. 


Philadelphia, Pennsylvania—Principals’ Club 
President, Henrietta Collins, Feltonvilie School 
Secretary, Anne Wright, Wissahickon School 


Phoenix, Arizona—Rural School Principals’ Association 
President, H. M. McKenny, Tempe 
Secretary, J. B. Sutton, Phoenix 
Pittsburgh, Pennsylvania—Principals’ Club 
President, R. H. Henderson, Woolslair School 
Secretary, Irene A. Thompson, Halls Grove School 








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Tue ELEveENTH YEARBOOK 55 








Portland, Oregon—Principals’ Association 
President, W. A. Petteys, 4007 64th St., S. E. 
Secretary, O. W. Hays, 632 E. 29th St., N. 
Portsmouth, Virginia—Schoolmasters’ Club 
President, A. J. Mapp, 317 Broad St. 
Secretary, A. R. Musick, 3 Dahlgren Ave. 
Poughkeepsie, New York—Schooimasters’ Association 
President, Wilber T. Archibald, 72 S. Hamilton St. 
Secretary, Clarence L. Orcutt, 129 Cannon St. 
Providence, Rhode Island—Primary Principals’ Association 
President, Francesca Cosgrove, 258 Doyle Ave. 
Secretary, Margaret A. Blessing, 234 Gano St. 
Providence, Rhode Island—Schoolimasters’ Club 
Steward, Arthur J. Dows, 81 Brown St. 
Pueblo, Colorado—Elementary Principals’ Club 
President, Nannie Walker, 210 Broadway 
Secretary, Mrs. Jane Putnam, 207 W. Orman 
Quincy, Illinois—Schoolmasters’ Association 
President, C. W. Hansen, Madison Junior High School 
Secretary, Gladstone Califi, Senior High School 
Quincy, Massachusetts—Schoolmasters’ Club 
President, William B. Acorn, 418 North St., N. Weymouth 
Secretary, John L. Mahoney, 192 Whitwell St. 


Racine, Wisconsin—Principals’ Sub-Council 
President, G. L. Ritter, Janes School 
Secretary, D. W. Miller, Wm. Horlick High School 

Raleigh, North Carolina—Elementary Principals’ Association 
President, Emma Conn, Murphey School 

Revere, Massachusetts—Women Principals’ Club 
President, Marrial E. Paull, Louis Pasteur School 
Secretary, Marion L. Bartlett, Max Achenbach School 

Richmond, Virginia—Principals’ Club 
President, Clyde Busby, 2706 Chamberlayne Ave. 
Secretary, Horace R. Eckles, 3324 Park Ave, 

Roanoke, Virginia—Board of Principals 
President, Emily Welch, 524 Highland Ave., S. W. 
Secretary, R. V. Akers, 166 High St., Salem 

Rochester, New York—Association of Administrative Women 
President, Mrs. Dcrothea Lortcher, No. 7 School 
Secretary, Margaret Tracy, No. 30 School 

Rochester, New York—Council of Elementary School Principals 
President, Olive Paine, No. 29 School 
Secretary, Fred Pile, No. 26 School 

Rochester, New York—Schoolmasters’ Club 
President, Harry Sprague, Edison Technical High School 
Secretary, Trafton Bowles 

Rome, New York—Principals’ and Supervisors’ Club 
President, Harvey E. Alter, Thomas Street School 
Secretary, Mrs. Lillian O. Burns, Columbus School 

Sacramento, California—Principals’ Association 
President, Francis Broiller, Stanford Elementary School 
Secretary, Ella McCleery, Crocker School 

Saginaw, Michigan—Elementary Principals’ Club 
President, Jessie N. Rouse, 2503 S. Washington Ave, 
Secretary, Lena M. Fee, 710 S. Oakley St. 











558 ELEMENTARY SCHOOL PRINCIPALS 





Saginaw, Michigan—Women’s Administrative Club 
President, Jessie N. Rouse, 2503 S. Washington Ave. 
Secretary, Grace L. Ryman, 1204 S. Weadock Ave. 


Saint Joseph, Missouri—Elementary Principals’ Club 
President, &. G. Creek, Kugene rield School 
Secretary, Mrs. Abbie Karnes, Charles A. Lindbergh School 


Saint Louis, Missouri—“A” Class Principals’ Club 
President, Walter A. Godbey, 584U-A Humphrey St. 
Secretary, Ben C. Milster, 5428 Holty Hills 


Saint Louis, Missouri—Club of Women Principals 
President, Miss Percy A. Lyon, 4965 McPherson 
Secretary, Anna Bick, 2842-A Victor St. 


Saint Louis, Missouri—Elementary School Principals’ Association 
President, P. J. Hickey, 3032 Lafayette 
Secretary, Kk. A. Hood, 2504 Clitton Park Terrace 


Saint Louis, Missouri—Schoolmasters’ Club 
Program Committee: Edmund FF. Brown, L. M. Dougan, 
Charies Banks, 911 Locust St. 


Saint Paul, Minnesota—Principals’ and Supervisors’ Club 
President, Roscoe C. Higbee, 1765 Lincoln Ave. 
Secretary, Jennie U. Johnson, 393 Bates Ave. 


Salt Lake City, Utah—Principals’ Association 
President, Gertrude Arbuckle, No. 3 Boulevard Apts. 
Secretary, Arthur E. Arnesen, 1488 S. 10th EH. 


San Antonio, Texas—Elementary Principals’ Association 
President, A. S. Bush, 1550 W. Magnolia 
Secretary, Bess Seale, 421 W. Elmira 


San Diego, California—Principals’ and Supervisors’ Club 
President, Clarence Swenson, Woodrow Wilson Junior High School 
Secretary, Earl P. Andreen, Hamilton School 


San Francisco, California—Principals’ Association 
President, George H. Learned, Portola Junior High School 
Secretary, Carrie Daly, Sunshine School 


San Jose, California—Elementary Principals 
Secretary, A. H. Horrall, Lincoln School 


San Jose, California—Santa Clara County Schoolmasters’ Club 
President, Frederic T. Shipp, High School 
Secretary, A. H. Horrall, Lincoln School 


Santa Monica, California—mAdminisitrators’ Association 
President, T. A. Wood, Madison School 
Secretary, Mrs. Mae Knight Siddell, 1333 Sixth St. 


Seattle, Washington—Principals’ Association 
President, J. W. Graham, 6316 14th St., N. E. 
Secretary, M. E. Durham, 2823 21st St., W. 


Seattle, Washington—Superintendents’ and Supervisors’ Association 
President, Maud Elmer, 831 Central Bldg. 
Secretary, Ethel M. Henson, 833 Central Bldg. 


Sioux City, lowa—Administration Club 
President, D. D. Zinn, Webster School 
Secretary, Miss Dickie Yerrington, Woodrow Wilson School 
Sioux Falls, South Dakota—Elementary School Principals’ Club 
President, Laura V. Nelson, 122 S. Lake 
Secretary, Mrs. Ward W. Wilhelm, 227 N. Spring 
Somerville, Massachusetts—Schoolmen’s Club 
President, Philip J. Heffernan, 71 Maynard St., Arlington 
Secretary, John L. Hayward, 242 School St. 














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Tue EveventH YEARBOOK 559 








Spokane, Washington—Elementary Principals’ Association 
President, Frances Weisman, Willard School 
Secretary, Ethel B. Brown, Field School 


Spokane, Washington—Schoolmasters’ Club 
President, R. S. Sanborn, North Central High School 
Secretary, H. C. G. Fry, Libby Junior High School 


Spokane, Washington—Women Principals’ Club 
President, Eleanor Worcester, Bryant School 
Secretary, Mary Lou Benson, Mann School 

Springfield, Ilinois—Principals’ Club 
President, George Stickney, 409 S. Lincoln Ave, 
Secretary, Ernest, T. Jackson, 1800 S. 4th St. 


Springfield, Missouri—Elementary Principals’ Club 
President, Mrs. Maude Bradley, 764 Cherry St. 
Secretary, Katherine Propst, Greene Tavern 


Sprinafield, Ohio—Schoolmasters’ Club 
President, G. H. Isenbarges, 362 E. Cecil St. 
Secretary, U. F. Hughes, 151 N. Kensington PI. 


Stockton, California—Elementary School Principals’ Club 
President, T. H. Utt. 33 W. Harding Way 
Secretary, Frank C. Wells, 1101 W. Vine St. 


Stockton, California—School Women’s Club 
President, Yale Libby, Woodrow Wilson School 
Secretary, Jean Humphreys, High school 


Superior, Wisconsin—Principals’ Club 
President, LeRoy J. Daleysh, 1910 Cummings Ave. 
Secretary, Blanche Wood, Lincoln School 


Syracuse, New York—Men Principals’ Association 
President, Frank L. Trapp. Croton School 
Secretary, R. G. Thomas, John T. Roberts School 


Syracuse, New York—Schoolmasters’ Club 
President, Ralph L. Strabel, Syracuse University 
Secretary, Leon Coon, Nottingham High School 


Syracuse, New York—Women Principals’ Club 
President, Daisy Harris, Summer School 
Secretary, Elizabeth Powell, Andrew Jackson School 


Tacoma. Washinqton—Administrative Group 
President, E. FE. Perkins, Stadium High School 
Secretary, R. W. Keller, Jefferson School 


Tacoma, Washington—Fortniahtly Study Club 
President, Paul P. Granlund. Horace Mann School 
Secretary, John A. Arnold, Fern Hill School 


Tacoma, Washington—National Council of Administrative Women in Edu- 
cation 
President, Mrs. M. C. Curran, Central School 
Secretary, Eva G. Smith, Longfellow School 


Tampa, Florida—Elementary Principals’ Council 
President, Mrs. Edna W. Hennessee, Port Tampa City 
Secretary, Mabel Nelson, 820 S. Dakota Ave. 


Tampa. Florida—Schoolmasters’ Club 
President, W. A. Hamilton, Hillsborough High School 
Secretary, H. E. Pisola, George Washington Junior High School 


Toledo, Ohio—Principals’ and Supervisors’ Club 


President, Schanette Baer, Whittier School 
Secretary, Theodore Keller, Board of Education 











560 ELEMENTARY ScHoot PrINcrreaLs 





Topeka, Kansas—Principals’ Club 
President, William P. Deitz, Crane School 
Secretary, Morgan Maxwell, Buchanan School 

Tulsa, Oklahoma—Principals’ Club 
President, C. B. Watkins, 1316 N. Boston PI. 
Secretary, J. H. Haynes, 3307 E. Easton. 

Union County, New Jersey—Schoolmen’s Club 
President, Malcolm B. Ayres, School No. 8, Linden 
Secretary, George H. Cowie, Jr., Hurden-Looker School, Hillside 

Utica, New York—Principals’ and Supervisors’ Club 
President, S. Alice Smith, 13 Elizabeth St. 
Secretary, A. L. McCalmont, 13 Elizabeth St. 


Washington, D. C.—Elementary Schoo! Principals’ Association 
President, Grace Lind, Bancroft School 
Secretary, Helen Gantley, Murch School 
Wheeling, West Virginia—Principals’ Club of the Northern Panhandle 
President, E. K. Meriner, Central Benwood School 
Secretary, Minnie K. Lohse, Centre School 
Wichita, Kansas—Council of Administrative Women in Education 
President, Jennie McAvoy, 1047 N. Topeka 
Secretary, Winifred Schott, 1701 Giltner Dr. 
Wichita, Kansas—Elementary Principals’ Association 
President, L. H. Caldwell, 637 N. Chautauqua 
Secretary, Mrs. Mary J. Singer, 341 N. Topeka 
Wichita Falls, Texas—Principals’ Club 
President, J. E. Park, Adams School 
Secretary, Esther Berry, Huey School 
Wilmington, Delaware—Principals' Association 
President, Frank M. Heal, 800 W. 23rd St. 
Secretary, Elizabeth Shultz, 1400 W. Sixth St. 
Worcester, Massachusetts—Principals’ Club 
President, Benjamin E. Martin, Sever Street School 
Secretary, Florence St. Amour, Jamesville School 








Al. 


Ci 








STATE ELEMENTARY SCHOOL PRINCIPALS’ 
ASSOCIATIONS 


Alabama—Department of Elementary School Principals of the Alabama Edu- 
cation Association 
President, W. A. Reagan, Wylam 
Secretary, Adelia Williams, 1354 Texas, Mobile 
Arkansas—Principals’ Section of the Arkansas Educational Association 
President, Prof. Fred Moore, 1216 E. 8th Ave., Pine Bluff 
Secretary, Mary Fortner, 1413 W. 4th, Little Rock 
California—California Elementary School Principals’ Association 
President, P. C. McChesney, 2400 Sixth Ave., Sacramento 
Secretary, Mrs. Gertrude Best Hammond, 7316 Crenshaw Blvd., Los Angeles 


Colorado—Elementary Principals’ Section 
President, Allen E. Bradley, Littleton 
Secretary, John Bethell, Eaton 
Connecticut—Elementary School Principals’ Association of Connecticut 
President, William B. Cornish, Center School, Stamford 
Secretary, Mary E. Murphy, 850 Lafayette St., Bridgeport 
Florida—Department of Elementary Principals of the Florida Education 
Association 
President, Mrs. Leol Searles, Ft. Myers 
Secretary, Katie Dean, Miami Beach Elementary School, Miami 
Idaho—State Elementary Principals’ Association 
President, J. Ellis Black, Park School, Boise 
Secretary, Glenn H. Holsinger, Longfellow School, Boise 
lowa—Department of Elementary Principals of lowa State Teachers’ Asso- 
ciation 
President, W. C. Findley, 3504 First St., Des Moines 
Secretary, Reva Meredith, 515 N. Fourth Ave., Newton 
Maryland—Elementary Principals’ Section of Maryland State Teachers’ 
Association 
President, Mrs. Margaret Upham, 211 Washington St., Cumberland 
Secretary, Emily Eversfield, School No. 87, Baltimore 
Massachusetts—Massachusetts Elementary Principals’ Association 
President, G. W. Brainerd, 43 King St., Auburndale 
Secretary, Helen B. Thompson, Cabot School, Newtonville 
Michigan—Department of Elementary School Principals of the Michigan 
Education Association 
President, F. H. Atkinson, Ford School, Highland Park 
Secretary, Lena M. Fee, Roeser School, Saginaw 
Minnesota—Elementary Principals’ Section of the Minnesota Education 
Association 
President, Maude Irle, Groveland Park School, Saint Paul 
Secretary, Anne Brezler, Garfield School, Minneapolis 
Missouri—Department of Elementary School Principals of the Missouri State 
Teachers’ Association 
President, Clarence Carpenter, Neely School, Saint Joseph 
Secretary, A. F. Morrison, Froebel School, Saint Louis 
Nebraska—Department of Elementary School Principals of Nebraska State 
Teachers’ Association 
President, Dossie D. Weldon, 1703 W. Koenig St., Grand Island 
Secretary, Kate Sharrard, 324 W. Koenig St., Grand Island 
New Hampshire—Association of Elementary School Principals 
President, James Bradley, Manchester 
Secretary, Fannie Chapman, 198 Dennett St., Portsmouth 


[561] 











562 ELEMENTARY ScHoot PRINCIPALS 





New Jersey—Department of Elementary School Principals of the New 
Jersey State Teachers’ Association 
President, Ann A. Troy, Park School, Nutley 
Secretary, Mason A. Stratton, Brighton Avenue School, Atlantic City 
New York—New York State Association of Elementary Principals 
President, George D. Taylor, School No. 27, Rochester 
Secretary, Berton B. Bean, School No. 63, Buffalo 


North Carolina—Elementary Princ'pals’ Association of the North Carolina 
Education Association 
President, E. H. McBane, 303 N. Mendenhall St., Greensboro 
Secretary, Alma Owen, 114 First Ave., Lexington 
Ohio—Department of Elementary School Principals of the Ohio Education 
Association 
President, K. R. Vermillion, Chambers School, East Cleveland 
Secretary, Bertha Bridgman, East Side School, Athens 


Oklahoma—Elementary School Principals 
President, O. C. Griggs, Whittier School, Tulsa 
Secretary, J. T. Murphy, Sapulpa 
Oregon—Department of Elementary School Principals of the Oregon State 
Teachers’ Association 
President, H. M. Aspinwall, Mill City 
Secretary, E. A. Miller, Grant School, Salem 
South Carolina—Elementary Principals 
President, E. W. Rentz, Blaney 
Secretary, Myrtle Venable, Spartanburg 
South Dakota—Department of Elementary School Principals and Supervisors 
President, Maude Flanagan, 315 E. Fourth Ave., Mitchell 
Secretary, Lydia Leistikow, 411 Sixth Ave., Aberdeen 


Texas—Elementary School Principals’ and Supervisors’ Association 
President, Thomas E. Pierce, 1501 S. 2nd St., Abilene 
Secretary, S. M. Calloway, 3409 Avenue L., Fort Worth 


Utah—Principals’ Section, Utah Education Association 
President, Joseph B. Driggs, 1729 S. 3rd St., E., Salt Lake City 
Secretary, Zeta Morris, 223 W. North Temple, Salt Lake City 


Virginia—Department of Elementary Principals 
President, D. G. McGarock, 924 Holliday St., Portsmouth 
Secretary, Charlotte Dadmun, 408 W. 19th St., Norfolk 
West Virginia—Elementary Principals’ Division of the West Virginia Educa- 
tion Association 
President, Henry Hamilton, Elkins 
Secretary, T. H. Reed, White Sulphur Springs 
Wisconsin—Elementary Principals’ Association 
President, Earl Weisler, Sheboygan 
Secretary, Sarah L. Fahey, 368 Doty St., Fond du Lac 





EW YORK leads with more than 400 members in the 
national Department! California, Michigan, Ohio, 
Pennsylvania, and Massachusetts follow in this order. 




















1e New 


ity 


-arolina 


ucation 


1 State 


"visors 


-duca- 








LIST OF MEMBERS 


THE DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS! 


For THE YEAR 1931-32, Correcrep To Marcu 25, 1932 


ALABAMA 
a Mabel L., 15 N. Reed Ave., Mobile, 


a. 
Ansley, Foster, Barrett School, Birmingham, 
Al 


a. 

Attebery, J. S., Box 147, Crichton, Ala. 

Austin, Mary B., 210 George St., Mobile, Ala. 

Brown, Gregory, Jr., Cunningham School Bir- 
mingham, Ala. 

Calhoun, E. B., Norwood School, 3220 Norwood 
Blvd., Birmingham, Ala. 

Chapman, E. V., Minnie Holman School, Bir- 
mingham, Ala. 

Cowan, Ora V., 204 Dexter Ave., Mobile, Ala. 

Cox, George D., 2207 15th Ave., N., Birming- 
ham, Ala. 

Davis, W. C., 3420 Second Ave., N., Birming- 
ham, Ala, 

Dodge, Olive J., Board of School Commission- 
ers, Mobile, Ala. 

Duvall, Rufus A., North Birmingham School, 
Birmingham, Ala. 

Flock, Mrs. Elizabeth C., 7 N. Bayou St., 
Mobile, Ala. 

Follis, Hattie, Baker School, Birmingham, Ala. 

Gardner, J. R., Jr., Graymont School, Bir- 
mingham, Ala. 

a W. R., 1305 N. 30th St., Birmingham, 
Ala. 

Haste, M. J., 13825 Woodland Ave., Birming- 
ham, Ala. 

Henderson, Mary, 1004 S. Hull St., Montgom- 
ery, Ala. 

Hill, R. Voyt, Martin School, 1201 14th Ave., 
N., Birmingham, Ala. 

Johnson, Harold B., Fairview School, Birming- 
ham, Ala. 

Johnston, Robert C., South Highland School, 
Birmingham, Ala. 

Jones, Lenore, 1606 Monterey P1., Mobile, Ala. 

Kegley, T. M., Minor School, 2425 Ave. S., 
Birmingham, Ala. 

Lawson, Olivia, Alabama College, Montevallo, 

1 


Ala. 

McLatchy, Gertrude E., Elyton School, Second 
Ave, and Center, S. W., Birmingham, Ala. 
MacMillan, Emma, 120 Cramer Ave., Mont- 

gomery, Ala. 
Manley, Mark P., Henley School, Birmingham, 
Ala 


Martin, Ralph, 125 N. 63rd St., Birmingham, 
Ala. 


Matzenger, Lena, 1058 Selma St., Mobile, Ala. 
Meigs, Mrs. Mary S., Woodstock Avenue 
School, Anniston, Ala. 
Moore, A. C., Supt. of Schools, Atmora, Ala. 
Morris, Minnie, Alley School, Birmingham, 
1 


2. 

Norton, H. B., Robinson School, 8400 First 
Ave., S., Birmingham, Ala. 

Norton, W. K., Inglenook School, Birmingham, 
Ala, 

Orr, J. C., Lakeview School, Birmingham, Ala. 

Ozier, W. C., 2129 Pike Ave., Ensley, Birming- 
ham, Ala. 

Persons, Annie R., Sixth Ward School, 1906 
Noble St., Anniston, Ala. 


he James V., Gibson School, Birmingham, 
“” 
Price, N. H., Jackson School, Birmingham, 


Price, R. H., Hemphill School, Birmingham, 

a, 

Reseen, W. A., Wylam School, Birmingham, 
Ala. 


—™ E. O., 2744 Pike Ave., Birmingham, 

a. 

Sapp, Ella F., 1711 Third Ave., Bessemer, Ala. 

Sheffield, Mrs. Frances L. 10 N. Ann St., Mo- 
bile, Ala. 

Snoddy, W. T., Acipco School, 1716 31st Ave., 
N., Birmingham, Ala. 

Underwood, C. Price, Ullman School, Birming- 
ham, Ala. 

Vaughan, Joseph T., Bush School, 1112 25th 
St., Ensley, Ala. 

Wiener, Florence E., 252 S. Ann St., Mobile, 
Ala. 

Williams, J. D., Avondale School, 4000 Eighth 
Court, S., Birmingham, Ala. 

Wilson, Josephine, 1203 Leighton Ave., An- 
niston, Ala. 

Wright, Theo R., Barker School, Birmingham, 
Ala. 


ARIZONA 


Ballfinch, Loy, 420 E. Fourth St., Tucson, Ariz. 
Brooks, Gertrude, Harding School, Superior, 


riz. 

Carlisle, O. L., Supt. of Schools, Somerton, 
Ariz. 

Court, Grace, 2005 W. Washington, Phoenix, 
Ariz. 

Dills, Robert J., Roosevelt School, Superior, 


Dyer, Mrs. Gussie, P. O. Box 545, Hayden, 
Ariz. 

Englund, Clara, 221 Live Oak St., Miami, Ariz. 

Keen, Julia C., Fairchi'd’s Court, Tucson, Ariz. 

Kohn, Frederick A., District No. 4, Casa 
Grande, Ariz. 

McKinney, Willie, Washington School, Wins- 
low, Ariz. 

Michea, C. A., Washington School, Ray, Ariz. 

Robertson, Ellen, 828 E. Fifth St., Tucson, 
Ariz. 

Sundquist, Ada M., 400 Reppy Ave., Miami, 
Ariz. 

Thomas, John Q., Supt. of Schools, Flagstaff, 


riz. 

Townsend, Salome, 520 E. Fourth St., Tucson, 
Ariz. 

Wickliffe, Chester, Balsz School, Route 10, 
Phoenix, Ariz. 


ARKANSAS 


Barton, Lillian, 415 E. Nettleton Ave., Jones- 
boro, Ark. 

Black, Grace, 98 Hill St., Fayetteville, Ark. 

Cohen, Flora L., 1109 Prospect Ave., Little 
Rock, Ark. 

— Mrs. Lelia M., Route 1, Hot Springs, 

rk. 
Cordell, Thyra, Rogers School, Ft. Smith, Ark. 


1A few names, received after March 25, have been appended at the end of the 


membership list. 


[ 563 ] 











564 ELEMENTARY ScHoot Prrincrpats 





Day, J. A., Junior High School, Ft. Smith, Ark. 

Evans, Bessie, 1005 McGowan St., Little Rock, 
Ark. 

— Ralph B., Peabody School, Ft. Smith, 


a A., 714 N. Walnut St., Little Rock, 
rk 


McCants, Mrs. J. S., Osceola, Ark. 


Pitts, Gertrude, a Cumberland St., Little 
Rock, Ark. 
Shannon, Julia, 224% S. Main St., Stuttgart, 


Ark. 

Washington, Ruby, Duval School, N. 14th St., 
Ft. Smith, Ark. 

Webb, Victor L., 
Ark. 

Williams, Mollie, Belle Point School, Ft. Smith, 
Ark, 


1514 W. 20th, Little Rock, 


CALIFORNIA 


Abbott, Robert B., 704 Brown Ave., Fresno, 
Calif. 
Adams, Ida James, Olive View, Calif. 
Addicott, Irwin Oliver, Teilman School, Fresno, 
Calif. 
Alexander, Roxie E., 920 Virginia St., Vallejo, 
if. 


alif. 

Allen, Robert H., Jefferson School, Stockton, 
Calif. 

Allison, Loretta, Watsonville, Calif. 

Anderson, Emma C., 7830 S. Harvard Blvd., 
Los Angeles, Calif. 

Andreen, Ear] P., Alexander Hamilton School, 
2807 Fairmount Ave., San Diego, Calif. 

Andrews, Mary A., 810 S. Ross St., Santa Ana, 
Calif. 

Atkinson, Carroll, Fremont School, San Luis 
Obispo, Calif. 

Aultman, Mrs. Lela W., 
Los Angeles, Calif. 

Axtelle, George E., 1206 Hollywood St., Oak- 
land, Calif. 

Badger, Abner A.., 
geles, Calif. 

Baker, Alfred E., 6149 Hill Rd., Oakland, Calif. 

Baker, Ethel I., R. F. D. 4, Box 4630, Sacra- 
mento, Calif. 

Baker, H. M., Route 6, Box 459, Bakersfield, 
Calif. 

Banta, Mrs. Edythe R., Grant School, 29th and 
Summitt Sts., Oakland, Calif. 

Barber, Mrs. M. Ellen C., 1156 22nd St., San 
Diego, Calif. 

Barclay, Berthile, 2038 Bush St., 
Calif. 

Bardarson, Otto W., Sunset School, Box 1701, 
Carmel, Calif. 

Barnard, Nora Margaret, 716 W. Common- 
wealth Ave., Alhambre, Cutif. 

Barnes, Mrs. Jessie Baldwin, 419 E. State St., 
Long Beach, Caut. 

Bates, Elizabeth, 365 S. Highland Ave., Los 
Angeles, Calif. 


6161 Barrows Dr., 


3524 Lavell Dr., Los An- 


Santa Ana, 


Baxter, Bernice, Crocker School, Oakland, 
Calif. 
Benner, W. A., 1670 Grand Ave., Piedmont, 


Calif. 

Benson, Albert N., Hawthorne School, Oak- 
land, Calif. 

Berard, a L., 336 Ashton Ave., San Fran- 
cisco, Calif. 

Bernard, Lloyd D., 3910 Ardley Ave., Oakland, 
Calif. 

Berry, Bertha Irene, 1261 S. Mariposa St., 
Glendale, Calif. 

Biffer, Mary C., 1253 W. Fifth St., 
geles, Calif. 

Blanchard, Alice C., 238 E. Alvarado St., 
Pomona, Calif. 

Blodget, Mrs. Viola, 2000 Baker St., 
field, Calif, 


Los An- 


Bakers- 


Boehncke, Frieda C., 1320 N. Wilson PL, 
Hollywood, Calif. 

Bonney, Wilbert H., 307 E. Alberta St., Ana- 
heim, Calif. 

Borden, Mary G., John Muir School, Modesto, 
Calif. 

Borden, Nellie G., 2219 San 
Fresno, Calif. 

Bowen, Wayne F., 403 S. Tamarind St., Comp- 
ton, Calif. 

Bowman, Samuel H., Annandale Boulevard 
School, 750 Annandale Blvd., Los Angeles, 
Calif. 

Bowring, H. F., 133 High St., Modesto, Calif. 

Bradley, Anne M., 412 63rd St., Oakland, Calif. 

Bragg, Mrs. M. Fannie, 2064 Cypress Ave., 
Santa Ana, Calif. 

Breen, Ellen R., 1067 Lincoln Ave., 
Calif. 

Brems, Edna M., 3558 Sixth St., 
Calif. 

Briscoe, William S., 2707 55th Ave., 
Calif. 

Brown, Bessie Olive, 4053 Irving Pl., Culver 
City, Calif. 

Brown, Guy E., 567 S. L St., Livermore, Calif. 

Brubaker, D. E., 2320 Greenfield Ave., West 
Los Angeles, Calif. 

Buckalew, Harry, Jackson School, 
Calif. 

Butzine, F. C., Elementary School, Encanto, 
Calif. 

Calder, 
Calif. 

Campbell, Florilla, 825 N. Baker St., Stockton, 
Calif. 


Joaguin St., 


San Diego, 
San Diego, 


Oakland, 


Fresno, 


Jessie, 550 Wesley Ave., Oakland, 


Cappleman, John, Lowell School, Fresno, 
Calif. 
Cardozo, Truman V., Box 396, Riverbank, 
Calif. 


Carmichael, Bessie M., 348 Louisburg St., San 
Francisco, Calif. 

Carnahan, Mrs. E. June, 1914 Maple Ave., 
Bakersfield, Calif. 

Carter, C. C., 3261 Illinois, Fresno, Calif. 

Carter, Ida E., 2426 Channing Way, Berkeley, 
Calif. 

Chamberlain, Clarence W., 
Banning, Calif. 

Chamberlain, Mrs. Mary B., 
School, Long Beach, Calif. 

Chandler, Mrs. Myrtle B., 123434 W. Fifth St., 
Los Angeles, Calif. 

Chase, Ethel E., 1470 E. Wilson Ave., Glen- 
dale, Calif. 

Christensen, Mrs. Geneva, 225 Richland Ave., 
Glendale, Calif. 

Christensen, Serena P., 661% 
Los Angeles, Calif. 

Clark, Mrs. Bertha H., 1034 Angeleno Ave., 
Burbank, Calif. 

Clarke, Helen Frances, 2030 Selby Ave., Los 
Angeles, Calif. 

Claypool, Mary F., 2427 W. 22nd St., 
geles, Calif. 

Clayton, Mrs. Rose C., Marguerita School, Al- 
hambra, Calif. 

Clemens, K. F., Box 25, Wasco, Calif. 

Cline, Helen, R., P. O. Box 766, Covina, Calif. 

Clow, Jeannette C., 2815 H St., Eureka, Calif. 

Cobb, D. F., 1053 N. Michigan Ave., Pasadena, 
Calif. 

Coffey, Julia C., Emerson School, San Fran- 
cisco, Calif. 

Coleman, Ida Fulton, 10334 Tennessee Ave., 
West Los Angeles, Calif. 

Colerick, Mrs. Mabel S., 1633 E. 103rd Pl., Los 
Angeles, Calif. 

Colestock, Mary A., 5011 Baltimore St., Los 
Angeles, Calif. 
Compton, John L., 

field, Calif. 


420 N. Murray St., 


Atlantic Avenue 


N. Berendo St., 


Los An- 


1814 Forrest St., Bakers- 





Coo 
Cor 
Cot 

C 


Cott 
Cou 


Cov 


a 





ee ee 


son Pl, 
t., Ana- 
Modesto, 
lin St., 
, Comp- 


ulevard 
\ngeles, 


, Calif. 
l, Calif. 
s Ave., 
| Diego, 
Diego, 
akland, 


Culver 


, Calif. 
, West 


"resno, 
icanto, 
kland, 
ckton, 
resno, 


‘bank, 


venue 
h St., 
Glen- 
Ave., 
» St., 
Ave., 


Los 


, Al- 


alif. 
alif. 
ena, 
ran- 


ve., 


Los 


2rs- 





THE 


ELEVENTH 


YEARBOOK 565 





Constantine, Mrs. Pearl R., Gough School, San 
Francisco, Calif. 

Cookman, Mrs. Grace Olive, 618 W. 49th St., 
Los Angeles, Calif. 

Cooper, Elizabeth P., 1805 Eighth Ave., Oak- 
land, Calif. 

Correll, Vincent I., Ulysses S. Grant School, 
Long Beach, Calif. 

Cotrel, Lucy, 3240 Clay St., San Francisco, 
Calif, 

Cotter, M. Elsie, Lazear School, Cakland, Calif. 

Couchman, H. H., 717 W. 80th St., Los An- 
geles, Calif, 

Cowan, Rose E., 200 N. Rampart Blvd., Los 
Angeles, Calif. 

Cramer, Clarence S., 1608 Bancroft Way, 
Berkeley, Calif. 

Crane, Clarence B., 1546 La Loma Ave., 
Berkeley, Calif. 

Crane, R. L., Jr., Dist. Supt. of Schools, 344 
Santa Barbara Ave., Daly City, Calif. 

Crapser, Jessamine, 1828 S. Mansfield Ave., 
Los Angeles, Calif. 

Crase, Mrs. Drucie G., 1033 Clarendan Cres- 
cent, Oakland, Calif. 

Creedon, Mrs. Elma M., 732 York St., Vallejo, 
Calif. 
Cross, Irvin N., 
Diego, Calif. 
Cuddeback, John E., Franklin School, San 
Pablo Ave. and Virginia St., Berkeley, Calif. 
Curley, Laura, 1121 Trestle Glen Rd., Oakland, 
Calif. 

Dacre, Emma L., 45 Henry St., San Francisco, 
Calif. 

Daly, Carrie, 556 Larkin St., San Francisco, 
Calif. 

Dannemann, Matie, 437 E. Maple Ave., Orange, 
Calif. 

Davis, Barney J., Union School, Lakeport, 
Calif. 

Davis, N. Evelyn, 853 Atlantic Ave., Long 
Beach, Calif. 

Davy, Mrs. Mathilda, Horace Mann School, 
Bakersfield, Calif. 

Delmet, Don Thomas, Dist. Supt. of Schools, 
Norwalk, Calif. 

Des Roches, Pauline, 1323 Woolsey St., San 
Francisco, Calif. 

Dreier, Grace M. Mogle, 2132 W. 74th St., 
Los Angeles, Calif. 

Edgar, George A., Franklin School, Ninth 
Ave. and E. 16th St., Oakland, Calif. 

Egenhoff, Mary L. Box 638, Fellows, Calif. 

Elwood, Roby T., 201 S. Chapel St., Alhambra, 
Calif. 

Enfield, O. D., Eastman Street School, 1200 
Eastman St., Los Angeles, Calif. 

Farnham, N. H., 1427 Eureka, Bakersfield, 
Calif. 

Farrington, Mrs. Rae Lee, 1708 Beverly Dr., 
Pasadena, Calif. 

Fikes. Edith E., 472 Ocean St., Santa Cruz, 
Calif. 

Finchy, Katherine, Elementary School, Palm 
Springs, Calif. 

Finney, Grace E., 1919 W. 21st St., Los An- 
geles, Calif. 

Finney, J. J., Box 552, Suisun, Calif. 

Fitz-Gerald, Mrs. Mary M., Hotel Whitcomb, 
1231 Market St., San Francisco, Calif. 

Floyd, Mary F., 6611 Selma Ave., Hollywood, 


1520 Van Buren St., San 


alif. 

Flynn, Mary C., 1511 Micheltorena St., Los 
Angeles, Calif. 

Ford, Stephen W., P. O. Box 305, Sunnyvale, 
Calif. 

Foster, Bertha Ellen, Lincoln Elementary 
School, Corona, Calif. 

Fratis, Mrs. Sue L., 204 Wayne,Ave., Oakland, 
Calif. 

Fuller, Grace M., Emerson School, Fresno, 
Calif. 


Gample, Leo M., 3838 S. Hobart Blvd., Los 
Angeles, Calif. 

Gibson, Robert E., Elementary School, Walnut 
Creek, Calif. 

= aa F., 2424 Chester Lane, Bakersfield, 

alif. 

Gist, Arthur S., President, Humboldt State 
Teachers College, Arcata, Calif. 

Glissman, Henrietta M., Huntington Drive 
School, 4435 N. Huntington Dr., Los An- 
geles, Calif. 

Glover, Mrs. Percy F., Fremont School, Fourth 
and Termino Ave., Long Beach, Calif. 

er aii 2136 W. 28th St., Los Angeles, 

alif. 

Graham, R. J., 818 Spruce St., Berkeley, Calif. 

ee Belle G., Grammar School, Hemet, 

alif. 

= Lucy B., 418 Jefferson Ave., Pomona, 

alif. 

Grimshaw, M. Alice, 112 W. Broadway, Ana- 
heim, Calif. 

Grimsley, V. H., 2150 47th Ave., Oakland, 
Calif. 

Hale, Mrs. Verna L. C., 4851 Carnegie St., Los 
Angeles, Calif. 

Hall, Lee Roy, 175 S. Greenwood Ave., Pasa- 
dena, Calif. 

Hamer, Joseph W., 1050 S. Gramercy Dr., Los 
Angeles, Calif. 

Hamilton, Mrs. Dorothy, 320 Cameron St., 
Hanford, Calif. 

Hamilton, Nellie, 1517 N. Van Ness Ave., 
Fresno, Calif. 

Hammatt, Hattie, John Muir School, Fresno, 
Calif. 

I Julius C., 842 E, 19th St., Oakland, 
Calif. 

Hammond, Mrs. Gertrude Best, 7316 Cren- 
shaw Blvd., Los Angeles, Calif. 

Hammond, Ida M., 3004 Champion St., Oak- 
land, Calif. 

Hanson, Edith J., 1443 Martel Ave., Holly- 
wood, Calif. 

Harding, Ruth Clarke, Roosevelt School, Bak- 
ersfield, Calif. 

Harker, Sara D., Lower Miss Harker’s School, 
Palo Alto, Calif. 

Harris, Mrs. Caroline P., 521 Quincy St., 
Bakersfield, Calif. 

Harris, Maude K., 1612 Huntington Dr., South 
Pasadena, Calif. 

Hauselt, Elizabeth E., 2199 California St., San 
Francisco, Calif. 

Hayes, C. K., 931 Fresno Ave., Berkeley, Calif. 

Hayes, Mildred L., 3960 Arlington Ave., Los 
Angeles, Calif. 

Hayward, Lucy M., 324 La Paloma Ave., Al- 
hambra, Calif. 

Heacock, A. B., 709 E. Windsor Rd., Glendale, 
Calif. 

Heisser, Della B., Dist. Supt. of Schools, Tur- 
lock, Calif. 

Helms, W. T., Supt. of Schools, Richmond, 
Calif. 

Hendrick, Orra Leta, 2129 S. Alsace Ave., 
Los Angeles, Calif. 

Hewitt, Mrs. Ida F., Russell School, 1263 E. 
Firestone Blvd., Los Angeles, Calif. 

Hoffman, Mrs. Howardine G., 437 Riverside 
Dr., Chino, Calif. 

Holleran, Nora, 1846 Crenshaw Blvd., Los An- 
geles, Calif. 

Homan, Rose, 1633 College Ave., Fresno, Calif. 

Hooker, Ora Whitley, 947 W. 30th St., Los 
Angeles, Calif. 

Horne, Henrietta, 1330 N. Garnsey St., Santa 
Ana, Calif. 

——— Edith L., 790 Calmar Ave., Oakland, 

alif. 

Howard, Mrs. Gertrude G., 227 W. Hillcrest 
St., Inglewood, Calif. 








566 





ELEMENTARY ScHoot PRINCIPALS 





Hughes, Mrs. Mary E., 847 Campus Way, San 
Bernardino, Calif. 

Hughes, W. F., 2566 Flower St., Huntington 
Park, Calif. 

Huntington, Henriette L., 
mento, Calif. 

Huntoon, Mrs. ‘Georgie K. Miller, 1029 W. 56th 
St., Los Angeles, Calif. 


1206 O St., Sacra- 


Ingraham, Jessie E., 1437 Bond St., Los An- 
geles, Calif. 
Irwin, Kathryn, 322 Seventh St., Antioch, 


Calif. 

Iversen, Ida Christine, 349 N. Wilton Pl., Los 
Angeles, Calif. 

Janes, Hattie E., 2439 Mariposa St., 
Calif. 

Johnson, Mrs. E. S., 600 37th St., Sacramento, 

alif. 

Johnson, Genoveva G., Route 2, Box 576, Santa 

Rosa, Calif. 


Fresno, 


Johnson, Henrietta, 1502 Jackson St., Oak- 
land, Calif. 

Johnson, Mrs. Lois E., 415 16th St., Pacific 
Grove, Calif. 

Johnson, Ruth P., 3909 Fifth St., Riverside, 
Calif. 


Kaems, Lester, 1350 W. 22nd St., San Pedro, 
Calif. 

Kelly, Florence M., Fries Avenue School, 1301 
Fries Ave., Wilmington, Calif. 

Kelly, Mrs. Irene E., Twin Peaks School, Cor- 
bett Rd. and Iron Ave., San Francisco, Calif. 

Kelly, Julia M., 1801 New Jersey St., Los 
Angeles, Calif. 

Kerr, Clare, 240 E. 11th St., Claremont, Calif. 

Kilton, Inez G., 1140 E. First St., Long Beach, 


Calif. 

Kizer. K. B., 549 Channing Ave., Palo Alto, 
Calif. 

Klaus, Bertha J., 240 Downey St., San Fran- 


cisco, Calif. 

Klene, Vivian, 2100 E. Seventh St., 
Beach, Calif. 

Korsmeier, H. F., Bloomfield School, Artesia, 
Calif. 

Kottinger, E. W., Durant School, Oakland, 
Calif. 

Krauss, Luise H., 
cisco, Calif. 

Kretsinger, R. W., Burbank School, 64th Ave. 
Near Trenor, Oakland, Calif. 

Kyte, George C., Haviland Hall, University of 
California, Berkeley, Calif. 

Lages, Dora, 311 Lester Ave., Oakland, Calif. 

Laird, J. David, Franklin School, Bakersfield, 
Calif. 

Lawrence, Mabel M., 619 North Ave. 56, Los 
Angeles, Calif. 

Lawson, Mrs. Neva, 808 Quincy St., 
field, Calif. 

Leavitt, Mrs. B. L., Public School, Tranquil- 
lity, Calif. 

Lenvig, Bessie C., 117 North Ave. 55, Los An- 
geles, Calif. 

Linscott, Mark R., Elk Hills School, Tupman, 
Calif. 
Lofstedt, Christine, 
Pasadena, Calif. 
Love, M. Lily, 15 Paloma Ave., Ingleside Ter- 
races. San Francisco, Calif. 

Lucas, Mrs. Blanche, Elementary School, Dos 
Palos, Calif. 

Lyon, Harley W., 95 N. Sierra Bonita Ave., 
Pasadena, Calif. 

McChisney, P. C., 
mento, Calif. 

McCleish. Nellie, 3722 Elmwood Court, River- 
side, Calif. 

McConnell, S. W., Box 207, Newman, Calif. 

McGill, Laura Barbara, 550 Pacific Ave., Long 
Beach, Calif. 

McGraw, Margaret A. F., 6351 Olympic Blvd., 
Los Angeles, Calif. 


Long 


115 Palm Ave., San Fran- 


Bakers- 


157 S. Los Robles Ave., 


2400 Sixth Ave., Sacra- 


McMahon, Minnie M., 928 W. 
Pomona, Calif. 

McMaster, J. F., 
dale, Calif. 

McNamara, Mrs. Clare, 1824 Myrtle St., Bak. 
ersfield, Calif. 

McPhee, Ellie E., 3324 21st St., 
Calif. 

Mack, Mrs. A. C., 2528 Chester Lane, Bakers. 
field, Calif. 

Madsen, Julia J., Wilson Elementary School, 
Tulare, Calif. 

Magaw, William » 
Angeles, Calif. 

Maland, Mrs. Emma W., 
Francisco, Calif. 

Maloy, Arthur H., Box 901, Lindsay, Calif. 

Manley, Edna T. H., 392314 West 23rd St., 
Los Angeles, Calif. 

— John W., 1140 Mahar St., Wilmington, 
ali 

Marchant, Maud, 400 Montclair Ave., Oakland, 


Fifth Ave, 
347 W. Garfield Ave., Glen. 


San Francisco, 


5365 Huntington Dr., Los 


769 Page St., San 


Calif. 
Manhail, Mrs. Florence K., 
Diego, Calif. 
Martin, Paul, 2635 Rawson St., Oakland, Calif. 
Massenge, Victor, Kirk School, Fresno, Calif. 
Maxwell, Mrs. Hazel M., 624 S. Main St., Santa 


2140 38rd St., San 


Meeks, Ida V., 1252 14th St., San Diego, Calif. 

Merrill, Ruth E., 1869 Montecito Way, San 
Diego, Calif. 

Miller, Douglas B., Maxwell Park School, Oak- 
land, Calif. 

Mishler, Grace M., 577 E. 
Pomona, Calif. 

Mock, Thomas M., Horace Mann School, 128 
S. Arnaz, Beverley Hills, Calif. 

Moffett, Paul, 2224 19th St.. Bakersfield, Calif. 

Mooney, Frances A. C., Hawthorne School, 
Shotwell and 22nd Sts., San Francisco, Calif. 

Morgan, Mary E., 107 Center St., Santa Cruz, 
Calif. 

Morris, Mylitta M., 2026 Bath St., 
bara, Calif. 

Morrison. Mrs. Isabelle W. C., 
Ave., Van Nuys, Calif. 

Mount, Mrs. Florence D., 625 E. Lomita Ave., 
Glendale, Calif. 


Pasadena S&t., 


Santa Bar- 


4430 Lennox 


Munce, Tillie Carolyn, 14 Glenn Ave., Fresno, 
Calif. 
Munson, W. B., 3153 Huntington Blvd., 


Fresno, Calif. 
Myler, Mertha Peters, 6315 Radford St., 
Hollywood, Calif. 
Natwick, Warren, 
Mateo, Calif. 
Nelson, Ada S., Elementary School, Los Nietos, 
Calif. 


North 


Lawrence School, San 


Nelson, H. G., 52 Ross, Santa Ana, Calif. 

Netz, Joseph, 2311 “Tenth ‘Ave., Los Angeles, 
Calif. 

Nichols, Roy T., 1014 Everett Ave., Oakland, 
Calif. 

Norton, Mrs. Alice R., 539 Hampton Court 
an 378 Golden Gate Ave., San Francisco, 

ali 


Nye, Martha E., Stockton School, 31st and 


Island, San Diego, Calif. 


O’Bannon, Mary B., 137 Ardmore Rd., Berke- 
ley, Calif. 

O’Farrell, ~ Mabel E., 2403 F St., San 
Diego, Calif. 


Outcalt, Mrs. Adele M., 925 Robinson St., San 
Diego, Calif. 

Owen, William E., 
Stockton, Calif. 

Owens, Mrs. Ruby, 325 Soquel Ave., Santa 
Cruz, Calif. 

i L., 131 W. Avenue 42, Los Angeles, 
ali 


1048 N. Sierra Nevada St., 








ifth Ave, 
ive., Glen. 
» St., Bak. 
Francisco, 
e, Bakers. 
ry School, 
1 Dr., Los 

St., San 


» Calif. 
23rd St., 


imington, 
Oakland, 
| St., San 
nd, Calif. 
10, Calif. 
it., Santa 


ve Ave., 


ro, Calif, 
fay, San 


901, Oak- 
ona St., 
001, 128 
d, Calif. 
School, 
o, Calif. 
ta Cruz, 
ita Bar- 
Lennox 
a Ave., 
Fresno, 
Blvd., 
, North 
, San 
Nietos, 


. Calif. 
ngeles, 


\kland, 


Court 
ncisco, 


t and 


Berke- 





THE 


ELEVENTH YEARBOOK 


567 





Parker, Bertha Mae, John Muir School, Santa 
Monica, Calif. 

Partridge, Mrs. Clara M., 
Berkeley, Calif. 

Patten, A. P., Roosevelt School, Modesto, Calif. 

Pease, Minnie, 2630 Third St., San Diego, Calif. 

Peck, Mrs. Kathryn H., McKinley School, 
Santa Monica, Calif. 

Peddie, Mrs. Gertrude W., 128 W. 83rd St., 
Los Angeles, Calif. 

Phoenix, Hattie B., 329 W. Micheltorena St., 
Santa Barbara, Calif. 

Pitkin, Mrs. Virginia R., 411 S. 
Blvd., Los Angeles, Calif. 

Plagemann, Dora E, 1369 Hyde St., San Fran- 
cisco, Calif. 

Pollich, Raymond Elliott, Grant School, Holly- 
wood, Calif. 

Poor, Nelva C., 3571 Josephine Ave., Lynwood, 
Calif. 

Poore, Margaret I., 
Calif. 

Poulsen, Esther R., 
Barbara, Calif. 

Pullis, Mrs. Jessica K., Kern Avenue School, 
4775 E. Fourth St.. Los Angeles, Calif. 

Pursell, Arthur L., 738 E. King St., Tulare, 


2413 Milvia St., 


Occidental 


2551 Ivy Dr., Oakland, 


1823 Grand Ave., Santa 


, 125 Claremont Ave., Long Beach, 

Racek. Josephine W., 530 California Ave., 
Venice, Calif. 

Ransom, Mae, 1705 S. 
Calif. 

Rasmussen, Mrs. Edna D., Trimmer Route, Box 
8, Sanger, Calif. 

Rasmussen, Mrs. Eva Hale, Box 714, Auburn, 
Calif. 

Rector, W. G., 
Calif. 

Reinke, Gertrude H., 5063 Floriston Ave., Los 
Angeles, Calif. 

Reynolds, Christine Marsh, 
Los Angeles, Calif. 

Richards, Marcella L., 
Angeles, Calif. 

Riddell, A. H., Florence School, First and Uni- 
versity Ave., San Diego, Calif. 

Riordan, Catherine F., Sheridan School, Cap- 
itol Ave. and Lobos St., San Francisco, Calif. 

Roberts, Bertha, 2151 California St., San Fran- 
cisco, Calif. 

Roberts, Eulia S., 10325 Orton Ave., Brent- 
wood Heights Station, Los Angeles, Calif. 


Sixth St., Alhambra, 


5957 Chabolyn Ter., Oakland, 


5657 Meridian St., 
1125 Kipling Ave., Los 


Robinson, Mardele, Director, Research and 
Guidance, City Schools, South Pasadena, 
Calif. 


Rose, Jennie. 1427 S. Mansfield Ave., Los An- 
geles, Calif. 

Roth, Minnie J., 1625 O St., Sacramento, Calif. 

Rusling, Mrs. Cora S., 4416 S. Normandie 
Ave.. Los Angeles, Calif. 

Ruth, Clarence, Lompoe School, Lompoc, Calif. 

Ryan, Jane, 1096 Fulton St., San Francisco, 


Calif. 
Samson, Ada C., 77 Cleveland Ave., Santa 
Cruz, Calif. 


Saxton, M. Emma, 1015™% Virginia Pl., Glen- 
dale, Calif. 

Schatz, Clarence R., Route 10, Box 93, Fresno, 
Calif. 

Seavey, Josephine, 2300 Van Ness Ave., San 
Francisco, Calif. 

Sessions, Herbert Alanson, 123 W. 
Hanford, Calif. 

Shafer, Paul F., 647 165th St., Gardena, Calif. 

Shane, C. N., Allendale School, Oakland, Calif. 

Silvia, J. Defray, 319 W. Ortega, Santa Bar- 
bara, Calif. 

Sloane, Boyd Lincoln, Andrew Jackson School, 
Pasadena, Calif. 

Smith, Effie E., 1437 Bellevue Ave., 
game, Calif. 


Ivy St., 


Burlin- 


Smith, Leslie G., 2511 College Ave., Berkeley, 
Calif. 

Smith, Marion C., Le Conte School, Berkeley, 
lif. 


Calif. 
—— A., 2274 Virginia St., Berkeley, 
alif. 
Smith, Weir G., Public School, Strafford, Calif. 
— Harvey, Grammar School, Riverdale, 
alif. 
Snow, Irene, 2270 Main St., Napa, Calif. 
Snyder, Peter H., 3844 Belmont Ave., San 
Diego, Calif. 
Snyder, R. W., 546 Rosal Ave., Oakland, Calif. 
— John, John Swett School, Oakland, 


Spain, Kathleen, 1340 Lombard St., San Fran- 
cisco, Calif. 

Spani. Kate, 4561 Niagara Ave., San Diego, 
Calif. 

Spencer, Mrs. Hattie A., Hotel Mt. Lassen, 
Susanville, Calif. 

Sprung, Edna W., 301 S. Francisco Ave., 
Redondo Beach, Calif. 

Starr, A. G., 2126 St. Jarlath’s Ave., Oakland, 


Calif 
Stearns, Oletha, 1524 Martel Ave., Hollywood, 
alif. 
Sterry, Nora, Sawtelle Boulevard School, 1727 
Sawtelle Blvd., W., Los Angeles, Calif. 
Stewart, Hugh B., P. O. Box 26, Arcata, Calif. 
Stewart, Mrs. L. H., 111 Post St., Petaluma, 
Calif. 
Stewart, Mrs. Lois Allen, R. A., Box 58-A, 
Calexico, Calif. 
Stolz, Rose C., Bellevue Hotel, Gearye at Tay- 


lor St., San Francisco, Calif. 
Stone, Josephine, 1525 13th St., Bakersfield, 
Calif. 


Stopher, Mrs. Grace, 347 Eighth St., San 
Bernardino, Calif. 

Stout, I. M., Grammar School, Lancaster, Calif. 

Strand, Bernard J., 22208 De La Ora St., 
Girard, Calif. 

Sweet, Lottie, 808 Bush St., Santa Ana, Calif. 


Sylvester, Helen, Euclid School, San Diego, 
Calif. 
Tardelli, Agnes R., Sherman School, Union 


San Francisco, Calif. 
Oakland, 


and Franklin Sts., 
Leo E., Lafayette School, 


Tessmer, Etta H., 618 Girard St., San Fran- 
cisco, Calif. 

Thomas, Carl Dane, 1217 S. Genesee St., Los 
Angeles, Calif. 
Thompson, Mrs. Rose V., 1616 Garth St., Los 
Angeles, Calif. 
Thurston, I. P., 600 S 
geles, Calif. 

Tibbetts, Mrs. Alice B., 3355 Canfield Ave., Los 
Angeles, Calif. 

Tillman, Florence, 822 Cleveland St., Oakland, 
Calif. 

Tingley, a W., 2610 Beechwood Dr., Holly- 
wood, 

Tudbury, Ethel W., Washington School, Berke- 


. Rowan Ave., Los An- 


ley, Calif. 

Turner, Elsie V. W., 1117 15th St., Modesto, 
Calif. 

Turner, W. R., 11534-A Lewis St., Lynwood, 
Calif. 


Upton, Anne Hale, 1625 W. 47th St., Los An- 
geles, Calif. 
Vail, Vesta E., 
Calif. 

VanDeGoorberg, Wilhelmina, 1606 North Ave. 
55, Los Angeles, Calif. 

Van De Mark, Mrs. Della A., Santa Fe School, 
54th and Market St., Oakland, Calif. 

Vanderburgh, Mrs. Marguerite H., 621 N. 
Douty St., Hanford, Calif. 

Vineyard, Julia Marie, Raymond Avenue 
School, 751 Raymond Ave., Los Angeles, 
Calif. 


356 Laurel St., Santa Cruz, 











568 ELEMENTARY ScHoot PrINcIPALs 





Vogelsang, Dorothy, 1700 Vallejo St., San 
Francisco, Calif. 

Von Hatten, Emma A., Marshall School, Sac- 
ramento, Calif. 

Wagner, Olive E., 409 W. Bishop St., Santa 
Ana, Calif. 

Waite, Ida M., 1003 E. Orange Grove Ave., 
Glendale, Calif. 

Walker, Stephen, Lincoln School, Fresno, 
Calif. 

Walter, Robert Bruce, 338 N. Milton Dr., San 
Gabriel, Calif. 

Ward, Susie A., 198 Hancock St., San Fran- 
cisco, Calif. 

Weiser, Anna E., Box 263, Bakersfield, Calif. 

Wells, Verna E., 924 Halladay St., Santa Ana, 


Calif. 

Wemken, Nellie Opal, 645 Heliotrope Dr., Los 
Angeles, Calif. 

Westerhouse, E. E., 15 Forest, Arcadia, Calif. 

Westrem, Gudrid, 301 N. Valencia St., Alham- 
bra, Calif. 

Wickersham. Jessie B., 732 Cabrillo Ave., San 
Pedro, Calif. 

Wickland, Arthur J., 463 Atchison St., Pasa- 
dena, Calif. 

Widemann, Grace V., Union Grammar School, 
Gonzales, Calif. 

Wilhelmy, George Max, 122 Frances St., 
Sunnyvale. Calif. 

Williams, Clara Martin. 1322 N. Highland 
Ave., Los Angeles, Calif. 

Wilson, Mrs. Ethel C., Central School, Al- 
hambra, Calif. 

Winter, Florence, 2112 Leavenworth, San 
Francisco, Calif. 

Wisler, Mrs. Emma C., 6542 Bella Vista Way, 
Los Angeles, Calif. 

Witman. Ann M., 1936 Orchard Ave., Glen- 
dale, Calif. 

Witman. Elizabeth H., South Park Avenue 
School, 455 E. Manchester Ave., Los An- 
geles. Calif. 

Wood. T. P., 3028 Hill St., Huntington Park, 
Calif. 

Wright, Helen R., Lincoln School, Santa Rosa, 
Calif. 

Young, George Arthur, 5722 Meridian St., Los 
Angeles Calif. 

Young. Sarah L., 1006 Rose Ave., Piedmont, 
Calif. 

Zimmerman, F. B., 3245 Flagg Ave., Oakland, 
Calif. 


COLORADO 

Barkley, Dell, 121 Michican Ave.. Pueblo, Colo. 

Bennett. Aubrev, 1659 Locust, Denver Colo. 

Bland. Rose, 627 N. Nevada Ave., Colorado 
Springs, Colo 

Bover, Monta J., Alameda School, W. Byers 
Pl. and S. Bannock St. Denver. Colo. 

Buck, Nellie M., 133 W. Fourth. Salida Colo. 

Carson, Marv G., 1929 Cook. Denver, Colo. 

Combs, Ethel L., 2923 W. 28th Ave., Denver, 
Colo. 

Coes. Elizabeth, Thatcher School, Denver, 

olo. 

Cornish Lydia R., Evans School, W. 11th Ave. 
and Acoma. Denver, Colo. 

Courtnev, Katharine, 1120 N. Cedar St., Colo- 
rado Sovrings, Colo. 

Doble. Flora I.. Sherman School, Second Ave., 
and Grant St., Denver. Colo. 

Eagleton, W. H., 2275 Elm. Denver. Colo. 

Erb, Edith M., 2870 Raleigh, Denver, Colo. 

Eyer, Myrtle, Corona School, Pueblo, Colo. 

Evans, Dave D., 3140 W. 32nd Ave., Denver, 
Colo. 

Feltner, Elizabeth, 1118 Pennsylvania, Denver, 
Colo. 

Fink, Jessie Alice, 1445 11th St., Greeley, Colo. 

Fitzpatrick, Jessie K., 936 Mapleton Ave., 
Boulder, Colo. 


Forsyth, Bessie M., 537 Bross St., Longmont, 
Colo. 

Fulleton, Mrs. Mayme, Elementary School, 
Hudson, Colo. 

Gard, Clara F., Fairview School, 11th and 
Decatur St., Denver, Colo. 

Godsman, Mrs. Charlotte J., Montclair School, 
13th and Quebee St., Denver, Colo. 

Gormley, Celia, 2410 N. Nevada St., Colorado 
Springs, Colo. 

Greear, Harold L., Sunt. of Schools, Dist. No. 
3, Monte Vista, Colo. 

Gruenler, Arthur M., 1175 S. Corona, Denver, 
Colo. 

Herrington, Eugene H., 3778 Zenobia, Denver, 
Colo. 

Holmes, Ethel, 2610 S. Sherman St., Denver, 
Colo. 

Johnstone, Mrs. Clara F., 978 Monroe, Denver, 

olo. 
Kamm, Paul M., Rixey School, Las Animas, 


olo. 

Keller, Elizabeth M., 1540 Grant St., Denver, 
Colo. 

Ketner, Sarah P., Washington Park School, 
Mississippi Ave. and S. Race St., Denver, 
Colo. 

Kirkwood, Helen G., Trywild School, Colorado 
Springs, Colo. 

Klein. Louise, Columbian School, W. 41st and 
Federal Blvd.. Denver. Colo 

Kneale. M. R.. Grade School. Laveta, Colo. 

Lind, Nellie V., Stedman School, 30th and 
Dexter St., Denver, Colo. 

McClure Adela, Bromwell School. Fourth Ave. 
and Columbine St.. Denver, Colo. 

McKay, Edna A., 728 State St., Ft. Morgan, 
Colo. 

McMeen, George M., Swansea School, 46th 
Ave. and Columbine St.. Denver, Colo. 

Merton, Max D., Thatcher School, Pueblo, 
Colo. 

Noar, Frances, 1101 Columbine, Denver. Colo. 

Noce, Lillian. Webster School, W. 36th and 
Lipan St., Denver, Colo. 

O’Boyle, Lila M.. 829 Fillmore, Denver. Colo. 

Palmer, Nirma E., Columbian School, Pueblo, 
Colo. 

Pantall, Myrta, 515 S. Third Ave., Sterling, 


olo. 

Partner, Nettie O., 600 S. 11th St., Rocky 
Ford, Colo. 

Plumb, Mae A., 909 Third Ave., Longmont, 
Colo. 

Queree. Pearl, 2914 W. 29th Ave . Denver Colo 

Remick, Nellie A., Steele School, Colorado 
Svrings, Colo. 

Richardson, Hattie E., Valverde School, Den- 
ver, Colo. 

Ricketts, Blanche, 522 Arapahoe Ave., Boulder, 
Colo. 

Rishel John B., Barnum School, Denver. Colo 

Romick. Nelle. Columbine School, Columbine 
and 28th. Denver, Colo 

Ryan, Laura, 1828 N. Corona St., Colorado 
Svrines. Colo 

Shute, William C., 2651 Vine St.. Denver Colo 

Simpson, Genevieve. 736 Race. Denver. Colo 

Slevens, Leon E., 707 E. Tenth Ave., Denver 
Colo. 

Smith, Luna T.. 1513 Ninth Ave.. Greelev. Colo 

Smith, Mrs. Margaret M., Ebert School, Den- 
ver, Colo. 

Strack, Caroline. 216 E. Reutt, Pueblo, Colo. 

Swanzey, Linah, Bessemer School, Pueblo, 
Colo. 

Sweet, Mayme. 636 York. Denver, Colo. 

Tavlor. Mrs. Nellie, 3894 S. Logan St., Engle- 
wood, Colo. 

Walker, Nannie, Wildeboor School, C and 
Park Sts., Pueblo. Colo. 

Watts, Lillie E., Asbury School, S. Marion and 
Asbury, Denver, Colo. 





3u 





mont, 


chool, 
1 and 
chool, 
orado 
. No. 
nver, 
nver, 
nver, 
nver, 
imas, 
nver, 


hool, 


nver, 
rado 
and 


8 
and 


Ave, 


ont, 


alo 
ado 


en- 
ler, 


lo 
ine 


ido 


lo. 


le- 
nd 


nd 








Tue Exveventu YrARBOOK 569 


White, Mrs. Julia M., Steele School, S. Marion 
and Alameda Ave., Denver, Col». 

Wiley, Gilbert S., 2251 S. Cook, Denver, Colo. 

Wilson, Mrs. Mabel E., Box 222, Arvada, Colo. 

Zirkle, H. W., 357 Lincoln St., Denver, Colo. 


CONNECTICUT 
Adams, Dorothy R., Long Lots Rd., Westport, 


Conn. 

Allen, Elizabeth, Abraham Lincoln School, 
New Haven, Conn. 

Anderson, May F., 396 Main St., Norwalk, 


n. 

Barnes, Percival S., Supt. of Schools, East 
Hartford, Conn. 

Barry, Lena F., Barnum School, Noble Ave., 
Bridgeport, Conn. 

Bennett, Ada Gray, 56 Lorraine Ter., Bridge- 
port, Conn. 

Bestick, Grace V., 229 Wells St., Bridgeport, 
Conn. 

Blackham, Florence E., 303 E. Main St., 
Bridgeport, Conn. 

Blackmer, Victor A., 64 North St., Danbury, 
Conn, 

Brennan, Katharine A., 182 Lloyd St., New 
Haven, Conn. 

Breunig, Mrs. Emma P., Roger Sherman 
School, Fairfield, Conn. 

Bridgett, Alice E., Colony Street School, Wal- 
lingford, Conn. 

Brophy, John M., 1 Pequot St., Waterbury, 


Conn. 

Burnap, R. S., Central Grammar School, Mil- 
ford, Conn. 

Callahan, Luella, Read School, Bridgeport, 
Conn. 

Carrington, Ralph W., Bunker Hill School, 
Waterbury, Conn. 

Cass, Mary A., 27 Marion Ave., Waterbury, 

onn. 

Clancy, Nora E., Junior High School, Thomp- 
sonville, Conn. 

Clarke, Anne, South School, Simsbury, Conn. 

Condon, Anna A., 74 Garden St., Stamford, 


Conn. 

Cornish, William B., Center and Elm Street 
Schools, Stamford, Conn. 

Coyle, Josephine, 17 Roseland Ave., Water- 
bury, Conn. 

Desmond, D. Giles, Box 94, Tariffville, Conn. 

Doolittle, Mary G., 74 Pond St., New Haven, 
Conn. 

Errico, Eva Booth, Green Woods School, P. O. 
Box 572, Winsted, Conn. 

Fagan, Anna E., 1167 E. Main St., Waterbury, 


onn, 

Fitz Patrick, Katharine L., Maplewood Junior 
High School, Bridgeport, Conn. 

Freeman, Edward S., 34 Powell PI., Stamford, 
Conn. 

French, Harold R., John J. Jennings School, 
Bristol, Conn. 

Fresher, Mary M., Eastern Point School, 
Groton, Conn. 

Fuller, Nellie P., 1 Fuller St., New London, 
Conn. 

Furbish, Mrs. Frances H., Woodbridge St., 
Westville, Conn. 

Gray, Caro M., 123 Stearns St., Bristol, Conn. 

Hanna, Leonora S., 1180 Main St., South Man- 
chester, Conn. 

Harris, Edna M., 10 Breckenridge Ave., Meri- 
den, Conn. 

Hart, Harry T., 137 Post Rd., Darien, Conn. 

Hayes, Josephine A., 624 Orange St., New 
Haven, Conn. 

Hine, Edith M., 46 Prospect St., Torrington, 


Conn. 
Holroyd, Ida G., 33 Dora Circle, Bridgepart, 
onn. 


Johnson, Ruth F., Southeast School, Torring- 
ton, Conn, 

Jcurdan, Caroline C., 102 W. Main St., Bran- 
ford, Conn. 

Keefe, E. Mae, 50 Spencer Ave., Waterbury, 
Conn. 

Kelley, Maude S., 17 Atwater St., New Haven, 
Conn. 

Kirtland, Elizabeth E., P. O. Box 376, Yales- 
ville, Conn. 

Knowlton, Lillian D., 322 Sherman Ave., New 
Haven, Conn. 

Lally, Minnie A., 249 Colony St., Meriden, 
Conn. 

Leary, Dorothy L., Greens Farms School, 
Westport, Conn. 

Lomax, Jessie, Fifth School, Darien, Conn. 

Loring, William, Salisbury High School, Lake- 
ville, Conn. 

Loudon, Florence, 184 Perry Ave., Norwalk, 
Conn. 

Luby, Mary F., 127 Ann St., Bridgeport, Conn. 

McCail, Harold, 53 Prospect St., Stamford, 
Conn. 

McCann, Marie, McKinley School, Knapp’s 
Highway, Bridgeport, Conn. 

McDermott, Millicent R., Quinnipiac Avenue 
School, New Haven, Conn. 

McGrath, Elizabeth M., 1770 Park Ave., 
Bridgeport, Conn. 

Madden, Grace E., New Street School, Dan- 
bury, Conn. 

Malcolm, Elizabeth R., P. O. Box 846, New 
Haven, Conn. 

Martin, Louise E. F., 7 Crescent Ter., South 
Norwalk, Conn. 

Mendel, Augusta, 1208 Park Ave., Bridgeport, 
Conn. 

Mink, Emma Freda, 214 Palisade Ave., Bridge- 
port, Conn. 

Monahan, Julia A., Washington School, 466 
Howard Ave., New Haven, Conn. 

Morehouse, Helen B., 84 Mansfield Ave., 
Darien, Conn. 

Murphy, Mary E., 850 Lafayette St., Bridge- 
port, Conn. 

Newberry, Abbie R., 505 Main St., Wethers- 
field, Conn. 

Newton, Fred L., Jennings School, New Lon- 
don, Conn. 

Noble. Frederick R., 19 Turner St., William- 
antic, Conn. 

O’Brien, W. S., Public School, Glenville, Conn. 

O’Connell, Clara T., 27 Pleasant St., Bristol, 
Conn. 

O’Neill, Jennie M., North St., Middlebury, 
Conn. 

Patterson, Bernice R., Charter Oak School, 
West Hartford, Conn. 

Patterson, Thomas H., Federal Hill School, 
Bristol. Conn. 

Pease, Eva B., Elmwood School, Elmwood, 
Conn. 

Pilkington, H. Gordon, First Center School, 
Suffield, Conn. 

Rickard, Anna E., 361 Brooklawn Ave., 
Bridgeport, Conn. 

Riggs, F. B., Indian Mountain School, Lake- 
ville, Conn. 

Sherman, Anne K., 55 Rusling Pl., Bridgeport, 
Conn. 

Spoor, K. Gertrude, Center School, Stratford, 
Conn. 

Smith, Florence E., Seymour School, West 
Hartford, Conn. 

Smith, Minnie H., 201 Center St., West Haven, 
Conn. 

Stapleton, Mary A., Longfellow School, 
Bridgeport, Conn. 

Steele, Julia M., 243 Wakelee Ave., Ansonia, 
Conn. 

Stevens, J. Edwin, 532 King St., Stratford, 
Conn. 











570 ELEMENTARY SCHOOL PRINCIPALS 





Stevens, Ralph S., 100 Long Hill Rd., Walling- 
ford, Conn. 
Stewart, Nettie B., 16 High St., 
Conn. 
Thompson, Audrey M., Hindley School, Darien, 


Thomaston, 


nn. 

Tyler, Elma, Deep River, Conn. 

Wakeley, Mildred A., Center School, North 
Haven, Conn. 

Walker, Annie L., Grasmere School, Fairfield, 
Conn. 

Walker, Mrs. Julia Banks, 55 Eaton St., 
Bridgeport, Conn. 

Weaver, Alice M., Wall Street School, Stam- 
ford, Conn. 

Weed, Margaret B., 31 Stevens St., Norwalk, 
Conn. 

Whitman, Helen H., 
Hartford, Conn. 
Wilcox, Gladys, 254 Wethersfield Ave., Hart- 

ford, Conn. 
Wood, Jennie D., 10 Queen St., Meriden, Conn. 
Wooster, Caroline, Garfield School, Bridgeport, 
Conn. 
Wright, Catherine D., 
Hartford, Conn. 
Young, Mrs. Ethel B., 
den, Conn. 


48 N. Main St., West 


238 Steele Rd., West 
148 Clifford St., Ham- 


DELAWARE 
Baldwin, Alice G., 206 E. Tenth St., Wilming- 
ton, 1. 
Brinser, Ira S., Supt. of Schools, Newark, Del. 
Lane, Bess B., 2401 W. 18th St., Wilmington, 


Del. 
McMenamin, David, R. F. D. 1, Wilmington, 


Del. 

Mendenhall, Clara, 1312 Van Buren St., Wil- 
mington, Del. 

Parson, James T., Hockessin Schools, Hockes- 
sin, Del. 

Stahl, H. E., Supt. of Schools, Claymont, Del. 


DISTRICT OF COLUMBIA 


Aiton, Maude E., Webster School, Tenth and 
H Sts., N. W., Washington, D. 

Ashton, Robert H., 723 Girard St., N. W., 
Washington, D. C. 

Ballenger, Lou E., 1801 16th St., N. W., Wash- 


ington, D. C. 

Barnard, ee F., 1705 Lanier PIl., N. W., 
Washington, D \ 

Beckham, Blanche, 2721 N St., N. W., Wash- 


ington, D. C. 
Bishop, Mrs. Angella B., 654 Girard St., Wash- 
ington, D. 


Blum, Janice, "3220 Cleveland Ave., N. W., 
Washington, D. C. 
Brown, Mrs. Molis, 3107 11th St., N. W., 


Washington, D. C. 

Chase, Valerie E., Garrison School, Washing- 
ton, D. 

Clark, Eugene A., Miner Teachers College, 
Washington, D. Cc. 

Conway, Mrs. Margarete S., 1500 Randolph 
St., N. W., Washington, D. C. 

Cornell, Florence N., Edmonds School, Wash- 
ington, D. C. 

Craighill, Susan R., 3062 Q St., N. W., Wash- 
ington, D. C. 

Darneille, E. E., 3133 Connecticut Ave., N. W., 
Washington, D. C. 

3810 Warren St., 


Dilger, Mary A. N. W., 
Washington, D. C. 
Dore, Bernadette L., 2862 28th St., N. W., 


Washington, D. C. 

Draney, Mary E., John Burroughs School, 
Washington, D. C. 

Duganne, Mrs. L. R., 1801 Calvert St., N. W., 
Washington, D. C. 

+ ‘nee P., Bellevue Hotel, Washington, 


Fawcett, Blanche L., 3041 Sedgwick St., N. W., 
Washington, D. C. 

Frank, Mary W., 3816 Warren St., N. W., 
Washington, D. C. 

— Helen G., 2726 Connecticut Ave., N. 

Washington, D. C. 

Gibte, M. E., 1834 13th St., N. W., Washing- 
ton, D. C. 

Gillem, Nellie F., 1733 U St., N. W., Washing- 
ton, D. C. 

Gillem, Richard A., 932 Westminster St., N. 

Washington, a» &. 

Given, M. E., 4700 Connecticut Ave., 
Washington, D. C. 

Gore, M. Florence, 2142 K St., N. W., Wash- 
ington, D. C. 

Graves, Mary E., Ketcham School, Washing- 
ton, D. C. 

Gray, Mrs. S. E., 1840 Vermont Ave., N. W., 
Wachington, D. C. 

Holland, Sarah B., 2901 Connecticut Ave., N. 

, Washington, D. C. 
> A. E., Barnard School, Washington, 
Cc 


N. W., 


Hubbard, Frank W., Associate Director of Re- 
search, National Education Association, 1201 
16th St., N. W., Washington, D. C. 

a. ~ G. E., 510 E. Clifton Ter., Washington, 


Kirkland, Mineola, 1106 B St., N 
ton, 

Latimore, Mrs. Mary T., 323 T St., 
Washington, D. C. 

Leapley, Mrs. Lillian T., Route 3, Anacostia 
Station, Washington, D. C. 

Lind, A. Grace, 4516 14th St., N. W., Wash- 
ington, D. C. 

- % 'da M., Brightwood School, 


E., Washing- 
N. W., 


Washington, 


Llufrio, Mary H., 3213 Adams Mill Rd., Wash- 
ington, D. C. 

Luebkert, Constance, John Eaton School, 
Washington, D. 

Lyddane, Margaret R., 
Washington, D. 

McNamara, Rosemary L., Horace Mann School, 
Washington, D. C. 

Merritt, Mrs. Margaret R., 225 Emerson St., 
N. W., Washington, D. C. 

— Irene, 1015 N St., N. W 

Cc 


3500 14th St., N. W., 


., Washington, 


Mortimer, Florence C., 1141 New Hampshire 
Ave., N. W., Washington, D. C. 

Netherland. Mrs. Rosa Stokes, 613 Third St., 
N. E., Washington, D. C. 

Offutt, Viola, Grant Weightman School, Wash- 
ington, D. 

O’Hara, Elizabeth, 135 S St., N. W., Washing- 
ton, C. 

Ossire, Cora A., Curtis Hyde School, Washing- 
ton, D. C. 

Ossire. Mary, Fillmore School, 35th and S Sts., 

Wachington, D. C. 

Page, Janie E., 1901 18th St., N. W., Wash- 
ington, D. Cc. 

ro John C., 654 L St., N. E., Washington, 


Pearson, M. Ws 1829 Monroe St., N. W., 
Washington, D 

Pepper, Margaret Zz. 1734 P St., N. W., Wash- 
ington, D. 


Perry, Leon i. 913 P St., N. W., Washing- 


ton, D. C. 
Pimper, Cora H.. Ludlow School. Sixth and 
G Sts., N. E., Washington, D. C. 


Pinkston. Eva G., Special Secretary, Depart- 
ment of Elementary School Principals, 1201 
16th St., N. W., Washington, D. 

Pulizzi, Blanche “se 3912 Harrison St., Wash- 
ington, D. C. 

Renfro, D. L., 
ton, D. 

a Kiger, 217 T St., N. W., Washington, 


1516 12th St., N. W., Washing- 





Wil 


Arr 
Bat 
Bea 

F 


st 
Bel 
¥ 


Bog 


Cul 


Dez 


Fa 








N. W,, 
es. Wes 
ve., N, 
ashing- 
ishing- 
Bt. & 
a 
Wash- 
ishing- 
N. W., 
ve., N. 
ngton, 


of Re- 
1, 1201 


ngton, 
shing- 
. Wa 
icostia 
Wash- 
ngton, 
Wash- 
chool, 
*. = 
chool, 
n St., 
igton, 
oshire 
d St., 
N ash- 
hing- 
hing- 
} Sts., 
Vash- 
gton, 
Vash- 
hing- 
and 


part- 
1201 


Jash- 
ning- 


zton, 





THe ELEVENTH 


Y EARBOOK 571 





Scrivener, Emily, 1012 Monroe St., N. E., 
Washington, D. C. 
Shankland, S. D., 1362 Randolph St., N. W., 


Washington, D. C. 
Simmons, Effie P., 1317 R St., N. W., Wash- 


Sisson, Abbie M., 2715 South Dakota Ave., 
N. E., Washington, D. C. 
smith, A. V., 1827 S St., N. W., Washington, 
c 


D. C. 

Smith, Mrs. Josephine C., 1948 Second St., N. 
W., Washington, D. C. 

Syphax, John E., 1338 Q St., 
ington, D. C. 

a ¥% R. E., 920 S St., N. W., Washington, 
D 


N. W., Wash- 


Turner, Marie A., 4523 New Hampshire Ave., 
N. W.. Washington, D. 

Wilson, Eliza F., 942 T St., 
ton, C. 


“N. W., Washing- 


FLORIDA 


Arrington, Mrs. Stella P., Supervising Reema 
pal of Primary Schools, Sanford, 

Babbitt, Mrs. Pearl H., 1804 ienteed " Ave., 
Sanford, Fla. 

4 Beulah, 151 W. Ninth St., Jacksonville, 


Beaman Annie, New Springfield School, Jack- 
sonville, Fla. 

Belcher, Frances, North Ward School, Clear- 
water, Fla. 

Degen, Olga D., 1050 S. W. Sixth St., Miami, 

a. 

Bogart, Elizabeth M., 1412 Market St., Jack- 
sonville, Fla. 

— Pearl, Edison Park School, Ft. Myers, 

campbell, M., Jr., 790 S. Broadway, Bartow, 

Carrier, Mrs. Alice Bingham, Orange Street 
School, St. Augustine, Fla. 

— Nellie E., 123 E. First St., Jacksonville, 

a. 

Crawford, Mrs. W. H., 422 E. Cervantes St., 
Pensacola, Fla. 

Culver, Mrs. Lola M., 
sonville, Fla. 

Darby, Mrs. Isabelle, Box 5547, Seabreeze Sta- 
tion, Daytona Beach, Fla. 

Dean. Katie, 412 S. W. Fifth Ave., Miami. Fla. 

Fairlie. Margaret C., 1035 E. Bay St., Jack- 
sonville, Fla. 

Farnham, Myrtle, 240 W. Church St., Jack- 
sonville, Fla. 

Fleagle, Mrs. Luneta, 512 E. Frierson Ave., 
Tampa, Fla. 

— Frank M., 404 E. Ross Ave., Tampa, 


151 W. Ninth St., Jack- 


a. 
Garfunkel, Lorraine, 1020 N. W. Seventh Ave., 
Miami, Fla. 
Gleason, Mrs. Edna, 538 N. Summerlin St., 
Orlando, Fla. 
Graves, Mrs. Marie M., Jack- 
sonville, Fla. 
Griffin, Edith, 222 E. Ft. Kine Ave., Ocala, Fla. 
Gwin, Lillian, 2818 Nebraska Ave., Tampa, 


554 Lomax St., 


la. 
—. Mrs. Mildred, 1211 Clifton St., Tampa, 


a. 
Hamilton, Cecil, Box 1683, Ft. Myers, Fla. 
Hammond. Mrs. Allie M., 508 S. Oregon Ave., 

Tampa, Fla. 
Helms, Mrs. 
Largo, Fla. 
Hennessee, Mrs. Edna W., Thomas Jackson 
School, Tampa, Fla. 
Housh, Anna Lytle, Riverside School, 2602 
Herschel St., Jacksonville, Fla. 


Mildred, Elementary School, 


Hughes, Florence L., 816 Oak St., Jackson- 
ville, Fla. 
Kenriston, Mrs. B., 615 Ocean St., Jackson- 


ville, Fla. 


Kent, Mrs. Mary, 105 S. Albany Ave., Tampa, 
Fla. 


Leenhouts, Laura N., 3083 N. W., Seventh St., 
Miami, Fla. 

Linkey, ‘Alice, 721 S. Boulevard, Tampa, Fla. 

McCurdie, Margaret, 2310 Florida Ave., 
Tampa, Fla. 

McIntosh, James L., Orange Grove School, 4012 
Seminole Ave., Tampa, Fla 

Morgan, po R., 346 W. 22nd St., Jackson- 
ville, 


Nash, M. yo 1215 E. 16th St., Jacksonville, 
Fla 
Nelson, LaVerne, Roosevelt School, Tampa, 


a. 
Nelson, Mabel, 820 South Dakota Ave., Tampa, 
Fl 


la. 
Norris, Mrs. Edward F., Tenth and Market 
Street School, Jacksonville, Fla. 
Pearson, Mrs. Vera, 228 N. E. 31st St., Miami, 
| 


Fla. 

Plumb, Myrtle M., South Ward School, Clear- 
water, Fla. 

Provin, Mrs. Grace D.. Shenandoah Elemen- 
tary School, Miami, Fla. 

Skeen, Mrs. Nelle C., Box 38, Leesburg, Fla. 

Sproull, — F., 1545 Hubbard St., Jack- 
sonville, 

Stafford, ag ‘A. H., 909 W. Colonial Dr., Or- 
lando, Fla. 

Swearingen, Olive, 
Pensacola, Fla. 

Turnmire, H. U. G., City Public Schools, Lake- 
land, Fla. 

Upson, Ruth Newell, 828 Oak St., Jacksonville, 
Fla. 

Vann, H. A., Public School. Lynn Haven, Fla. 

Weatherly, Hazel, 454 N. E. 38th St., Miami, 
Fla. 

Williams, Bessie L., 
sonville, Fla. 

Wynn, Mrs. Jessie D., P. O. Box 2325, Palm 
Beach, Fla. 

Yniestra, Allie, 229 N. Spring St., 
Fla. 


1623 N. Seventh Ave., 


209 W. Ashley St., Jack- 


Pensacola, 


GEORGIA 


Albright, Mrs. T. D., S. M. Inman School, 774 
Virginia Ave., Atlanta, Ga. 

Axley, Mrs. Lowry, 313 E. 58rd St., Savannah, 
Ga. 

Beard, Jessie, 1222 Peacock Ave., Columbus, 
Ga. 

Carreker, Mrs. H. B., 
Decatur, Ga. 

Corrigan, Gertrude, Highland School, Atlanta, 
Ga. 
Cox, Mrs. Winona S., Supervising Principal of 
Schools, Moultrie, Ga. : 
Davis, Mrs. W. P., 185 Westminster Drive, 
N. E., Atlanta, Ga. 

Doster, Mrs. J. W., 804 Essie Ave., S. E., At- 
lanta, Ga. 

Edmondson, Nora E., Bellevue School, Macon, 
Ga. 

Faver, Kate R., Route 1, Smyrna, Ga. 

Flynn, Lillian R., 94 11th St., N. E., “Atlanta, 
Ga 

Hallman, Mrs. Laura Y., R. F. D. 3. Macon, Ga. 

Hilsman, Pattie, 196 Henderson Ave., Athens, 


206 W. College Ave., 


Ga 

Holt, Mamie, 728 Napier Ave., Macon, Ga. 

Johnson, Lula M., 185 Westminster Dr., At- 
lanta, Ga. 

Jones, Ruby, Peeples Street School, Atlanta, 
Ga 


Jones, Mrs. Stewart D., 320 Orange St., Macon, 
Ga. 

Malone, Mrs. Kate C., 509 College St., Macon, 
a. 

Martin, A. G., 1430 Gordon St., S. W., Atlanta, 


Ga. 
Mathews, C. B., Supt. of Schools, Newman, Ga. 











572 ELEMENTARY ScHoot PRINCIPALS 





Moore, Mrs. Arthur, Imperial Hotel, Atlanta, 


a. 
Newport, Mrs. E. D., Tenth Street School, 
Atlanta, Ga. 
Nolan, Lucile, Adair School, Atlanta, Ga. 
Pew, Mrs. Arthur, 1020 Columbia Ave., At- 
lanta, Ga. 
Purcell, B. D., Central Park School, East 
Point, Ga. 
Rhodes, Maude A., 185 Westminster Dr., N. E., 
Atlanta, Ga. 
Rice, Jessie, 380 Orange St., Macon, Ga. 
— Eva E., 307 Second Ave., Atlanta, 
a. 
Riley, Romana, 404 E. Henry, Savannah, Ga. 
Robertson, Minnie C., Virgil Powers School, 
Macon, Ga. 
Roddey, Helen, 1230 Peachtree St., N. E., At- 
lanta, Ga. 
Stallings, Lila, 1017 Egmont St., Brunswick, 


Ga. 
Standard, Mary, Jercme Jones School, Atlanta, 


a. 

Smith, Emma O., 411 College St., Macon, Ga. 

Soloman, Maggie, 1068 W. Peachtree St., 
Atlanta, Ga. 

Taylor, May, 458 N. Highland Ave., N. E., 
Atlanta, Ga. 

Taylor, Rosa, 227 Bond St., Macon, Ga. 

Thornton, Mrs. Eva L., 206 Virginia Ave., 
College Park, Ga. 

Tuck, Sara E., 1010 McLynn Ave., N. E., 
Atlanta, Ga. 

Wesley, Emma, Faith Elementary School, At- 
lanta, Ga. 

Wesley, Rusha, Lee Street School, Atlanta, Ga. 

Whitworth, Mrs. R. B., 1106 Austin Ave., 
S. E., Atlanta, Ga. 

Wilson, Mrs. Homer L., Public School, Bolton, 


4 

Woods, Mary E., 1071 Madison Ave., Athens, 
a. 

Wurm, Lillie, 187 Pine St., N. E., Atlanta, Ga. 


IDAHO 


Bell, O. E., Central Junior High School, Idaho 
Falls, Idaho. 

Harold, E. W., Box 1203, Pocatello, Idaho. 

Holsinger, Glenn H., 2312 Pleasanton, Boise, 
Idaho. 

Johnson, Anna, Hotel Idaho, Idaho Falls, 
Idaho. 

Norton, Coral M., 1402 Franklin St., Boise, 
Idaho. 

Tage, Anna H., 516 Bannock St., Boise, Idaho. 


ILLINOIS 


Alsterlund, Mabel A., 1721 15th St., Moline, Ill. 

Anspaugh, G. E., Komensky School, Chicago, 
Ill. 

Astrom, C. Elsie, 1222 Sixth Ave., Moline, Il. 

Batho, Marshall G., Grade School, Grayslake, 
Il 


Bauerle, Martha M., 10 S. Mason, Chicago, III. 

Baumgardner, H. H., 815 E. Nebraska Ave., 
Peoria, Ill. 

Beck, Paul H., 706 S. Lombard Ave., Oak 
Park, Iil. 

Bednar, Christine, 132 W. Marquette Rd., 
Chicago, Ill. 

Beebe, Grant, 1225 Sedgwick St., Chicago, Il. 

Bielenberg, Emma J., 3634 N. Avers Ave., 
Chicago, Il. 

Boland, May Frances, 952 Lincoln Ave., De- 
eatur, Ill. 

<< om Hobart, Columbus School, Cicero, 
I 


Bone, Paul L., Woodrow Wilson School, Hart- 
ford, Il. 

Booth, Gilbert, North Side Building, West 
Chicago, Ill. 


Boughan, Eugene F., 138 N. Walnut St., Cen. 
tralia, Il. 

Bower, Horace, 111 S. Glenwood Ave., Spring. 
field, Ill. 

Bowyer, Vernon, 1070 W. Jackson Blvd. 
Chicago, Ill. 

Bradshaw, Elizabeth, 6407 Drexel Ave., Chi- 
cago, Ill. 

Brand, Mary R., 942 W. William St., Decatur, 
Tl 


Bristor, Cc. C., 706 S. Fourth Ave., Maywood, 
Ill 


Bruner, Mrs. Olive P., 5435 Magnolia Ave., 
Chicago, Ill. 

Burns, B., 5210 Cumnor Rd., Downers Grove, 
Ill. 


Byrne, Margaret H., Hendricks School, 313 W. 
43rd St., Chicago, Ill. 

Carlyon, E. L., 900 Chicago Ave., Oak Park, 
Ill 


Cisne, W. G., Brush School, Carbondale, III. 

Clickener, Sarah H., 825 W. William St., De- 
eatur, IIl. 

—— Ethel, 2118 Sherman Ave., Evanston, 
ll 


Cobb, Clara C., 721 E. State St., Jacksonville, 
Ill 


Comstock, W. H., 2031 E. 72nd St., Windsor 
Park Station, Chicago, Il. 

Cooper, Olive M., 943 Edgecomb P!1., Chicago, 
Ill 


Corrigan, Gertrude, Stewart School, Chicago, 
Ill 


Crisp, Iva J., Lineoln School, 16th and Elm- 
wood. Berwyn, III. 

Crofts, Thomas J., 6656 N. Damen Ave., North 
Town Station, Chicago, Il. 

Cummings, Anna, 909 Michigan Ave., Evans- 
ton, Ill. 

Daggett, Daisy V., 279 W. William St., De- 
eatur, Il. 

Dalin, Judith H., 910 Third Ave., Rockford, Il, 

Damon, Russell I., Lincoln School, Peoria, IIl. 

Davis, Lois Margaret, 921 Sheridan Rd., Evans- 
ton, Ill. 

Davis, Margaret M., 544 S. State St., Spring- 
field, Il. 

Delabar, Clifford, Grade Schoo!, Biggsville, Ill. 

Dexter, Mrs. Anna B., 1453 Andrews St., Rock- 
ford, Ill. 

~—. Thecla, 4129 Kenmore Ave., Chicago, 

] 


Donnelly, Theresa J., 851 Barry Ave., Chicago, 
Tl 


Drake, Frank A., 871 S. Lincoln Ave., Spring- 
field, Til. 

Drew, Elizabeth L., 5126 University Ave., Chi- 
cago, Ill. 

—_ L. J., Harvard Park School, Springfield, 
ll 


Eddy, Bernice C., 6318 S. Maplewood Ave., 
Chicago, IIl. 

Fahy, Mildred, Schneider School, 2957 N. 
Hoyne Ave., Chicago, Il. 

— Ellen S., 1539 Tenth Ave., Rock Island, 


Freiday, Marie L., 420 S. Beaver Ave., Free- 
port, Il 

Fuhrman, Mrs. Mabel E., 2415 Sixth Ave., 
Moline, Ill. 

Gannon, Marcella, 304 N. Commonwealth Ave., 
Elgin, Ill. 

Gantz, Mary L., Grade School, Oregon, IIl. 

= Harry O., 7145 Euclid Ave., Chicago, 


Gladden, James A., 1820 Bond Ave., East St. 
Louis, Ill. 

Gould, Clifford M., 5800 Blackstone Ave., Chi- 
cago, Ill. 

Graham, Ray, Supt. of Schools, Mason City, III. 

Greve, Mabel C., 513 Third St., Savanna, III. 

Hanlosa, Mary R., McKay School, 6901 S. Fair- 
child Ave., Chicago, IIl. 





ee ee.) > a a oie >) 


— 





——., 


t., Cen. 
Spring. 

Blvd., 
e., Chi- 
Jecatur, 
AY Wood, 
a Ave. 
Grove, 
313 W. 
<« Park, 


le, Til. 
5t., De- 


anston, 
onville, 
Vindsor 
hicago, 
hicago, 
1 Elm- 
North 
Evans- 
t., De- 
rd, Il, 
‘ia, Tl. 
Evans- 
pring- 


lle, Til, 
Rock- 


licago, 
licago, 
pring- 
., Chi- 
ge field, 
Ave., 
7 Nz 
sland, 
Free- 
Ave., 
Ave., 


Il. 
cago, 


st St. 
Chi- 
y, Ill. 


i See 
Fair- 





Tue EveventrH YEARBOOK 573 





Hansen, Andrea T., 1708 S. Eighth Ave., May- 
wood, IIl. 
Hansen, Herbert C., 1045 N. Lockwood Ave., 
Chicago, Ill. 
Harris, Ralph S., 42 Harnett Ave., Wood River, 
] 


Ill. 

Hartke, Bertha M., 4421 N. Hermitage Ave., 
Chicago, Ill. 

Harvey, Mrs. Clare W., 247 Home Ave., Oak 
Park, Iil. 

Heidler, Samuel H., 933 S. Fifth St., Spring- 
field, Ill. 

Herman, Irene E., 214 W. Jackson St., Wood- 
stock, IIl. 

Hesselbaum, Caroline E., Oakton School, 
Evanston, IIl. 

Hicks, Elvis L., 5644 N. Campbell Ave., Chi- 
eago, Ill. 

Hopper, Anna, 821 Grove St., Jacksonville, Ill. 

Houghton, Mrs. Marie, Noyes School, Evans- 
ton, Ill. 

Humphreys, Phila, Lincoln School, Elmhurst, 
Ill. 

Hunter, Mrs. Abbie A., 107 Edgehill Court, 
Peoria, Ill. 

— Howard A., Franklin School, Peoria, 
I 


Hyman, Mrs. Beatrice C., 1400 Rosalie St., 
Evanston, IIl. 

Imboden, Sarah Mark, 535 W. Macon, Decatur, 
Ill 


Jeffrey, Robert G., 9045 Laflin St., Auburn 
Park Station, Chicago, Ill. 

Jenkinson, Jennie S., 1669 W. 104th PI., Chi- 
cago, Ill. 

Keeler, Carl R., 315 E. 148th St., Harvey, Il. 

Kell, Sherman L., 2121 N. Keeler Ave., Chi- 
cago, Ill. 

Kent, Orla G., Nancy L. Hill School, Aurora, 


ll. 

Kilbride, Thomas M., 1403 S. Second St., 
Springfield, Ill. 

— Myrtle E., Plumb School, Streator, 
i. 

Kirkley, Sarah A., 3739 Wrightwood Ave., 
Chicago, IIl. 

Kline, Aaron, Pullman School, 521 E. 113th 
St., Chicago, Il. 

Klitzke, L. K., Lincoln School, Maywood, IIl. 

Koehler, Ear] L. 120 N. Columbia St., Naper- 
ville, Ill. 

Knapp, C. E., 713 W. Grand Blvd., S., Spring- 
field, Ill 

Kroeger, Florence R., 415 Anthony St., Glen 
Ellyn, IIl. 

—, Butler, 6800 Stewart Ave., Chicago, 
I 


i. 
Larck, Frank A., 2537 Smalley Court, Chicago, 
Til. 


Livingston, Mary B., 7750 Ridgeland Ave., 
Chicago, IIl. 

a Cora M., 243 Geneva St., Dundee. 

Long, Sara E., 963 Grant Ave., Rockford, Il. 

Lowry, W. R., 1408 High St., Chester, Il. 

Lusk, Agnes S., 209 S. Prairie St., Jackson- 
ville, Ill. 

Lutke, Mrs. Elsie, 2233 E. 70th PI., Chicago, 
Ill 


Lyford, Aimee E., 406 Prospect St., Elgin, Ill. 

McCauley, Elizabeth S., 1643 Ridge Ave., 
Evanston, IIl. 

McCulloch, Abby Colby, 8331 Anthony Ave., 
Chicago, IIl. 

McGlynn, J. J., Knights of Columbus Club, 
East St. Louis, Il. 

McGuire, Catherine M., Everett School, 3419 
S. Irving Ave., Chicago, Il. 

— Visa, 1248 Winona St., Chicago, 


Mack, Helen A., 1330 State St., Alton, Il. 
Mahorney, Glenn S., 721 S. State St., Geneseo, 
Il. 


— Helen C., 6708 Union Ave., Chicago, 
Manning, Ada M., Lincoln School, Lombard, 
l. 


Maroney, Mary T., Graham School, 4436 S. 
Union Ave., Chicago, IIl. 

a. Grace S., 640 Woodland Park, Chicago, 
Ill. 

Mayo, Frank, 2449 E. 74th St., Chicago, Il. 

Mead, Alice J., 1162 W. Macon St., Decatur, 


Ill. 
Merrill, Louise, 10123 S. Wood St., Chicago, 
I 


Meyers, Mrs. Edna R., Lewis Champlin School, 
320 W. Englewood Ave., Chicago, IIl. 

Mitchell. Ethelyn J., 176 Oak St., Elgin, Ill. 

Moncreiff, Mrs. Edna B., 219 Fremont St., 
West Chicago, Ill 

Moore, Hattie A., 1151 15th St., Moline, Ill. 

Mull, Cora E., 5543 Kimbark Ave., Chicago, III. 

Newton, Dora E., 2809 Ninth Ave., Rock 
Island, Ill. 

Noehring, Caroline L., 7410 Vernon Ave., Chi- 
cago, Il. 

O’Brien, John L., 5868 N. Kolmar Ave., Chi- 
cago, Ill. 

O’Brien, Margaret G., 530 N. Church St., Rock- 
ford, Ill. 

O’Connor, Mary A., Union School, Freeport, 
Ill 


Page, William J. Brown School, 1658 Warren 
Ave., Chicago, Ill. 

Parker, Capitola, Box 83, Marengo, III. 

Patrick, Mary L., 6030 Kimbark Ave., Chicago, 
Ill. 


Paxton, Agnes M., 20614 E. State St., Jack- 
sonville, Ill. 
Pearce, Carl J., 
Louis, Ill. 

Pearsons, M. Evlyn, 1031 Dempster St., Evans- 
ton, Ill. 

Peters, Florentine, 34 W. 14th St., Chicago 
Heights, Iil. 

Phelps, Ethel C., 307 S. Main St., Lombard, III. 

Phinney, Isabelle H., 1128 N. Church St., Rock- 
ford, Ill. 

Pierce, Mrs. Pearl, 248 21st Ave., Maywood, 
Ill 


Jefferson School, East St. 


Postel, Harold H., 7945 Maryland Ave., Chi- 
cago, Ill. 

Pratt, Clarence W., 508 Hamilton St., Peoria, 
Ill 


ll. 
Rape, Arthur O., 5828 Superior St., Chicago, 
Ill 


Riggs, Ora M., Knickerbocker School, 2301 N. 
Clifton Ave., Chicago, IIl. 

Ritow, Herman, Fort Sheridan, III. 

Roach, Mary Margaret, 439 W. Wood St., De- 
catur, Ill. 

Rohrer, Marie A., 6828 Palatine Ave., Chicago, 
Ill 


Rowley, Ruby Elizabeth, North Shore Hotel, 
Evanston, III. 

Rueff, Mrs. Katherine S., Bradwell School, 
7710 Burnham Ave., Chicago, III. 

Saeeere, Helen M., Haven School, Evanston, 
Ill. 

Scheffner, Louise M., 251 Indiana St., Elm- 
hurst, Ill. 

Schwede, Charles W., McClellan School, 3527 
Wallace St., Chicago, IIl. 

Schimek, Cecelia B., Mason School, 1830 S. 
Keeler Ave., Chicago, Il. 

Scott, Alice E., 1850 Warren Ave., Chicago, 
Til 


Serviss, Gladys H., 729 Galena Blvd., Aurora, 

Ill. 

Shea, Varian M., 917 Linden Ave., Oak Park, 
1 


Tl. 
Shield, Ruth, 912 N. Monroe St., Peoria, Ill. 
Shine, Joseph B., 9350 Throop St., Chicago, Ill. 
Springer, Josephine, 423 Center St., Edwards- 
ville, Ill. 
Smith, Anne L., 400 Whitley Ave., Joliet, Ill. 











574 ELEMENTARY ScHooL PRINCIPALS 





Stacy, Walter M., 676 S. Haworth Ave., De- 
catur, Ill. 

—_—S E., Washington School, Dol- 
ton 

Stullken, Edward H., 705 N. Lombard Ave., 
Oak Park, IIl. 

Swarthout, Walter E., Emerson School, May- 
wood, IIl. 

— Marion, 5546 Blackstone Ave., Chicago, 


Tague, Mary, Willard School, Moline, Il. 
= Lilian, 10327 Hamilton Ave., Chicago, 


Tice, Laura, 308 Maple St., Mt. Sterling, Ill. 

Tipton, John B., 168 W. Lincoln Highway, De 
Kalb, Ill. 

Todd, Henrietta M., North Shore Hotel, Evan- 
ston, Ill. 

be ae Ida M., 4144 Sheridan Rd., Chicago, 


Vigles, Maude E., 932 S. Webster St., Decatur, 


Voight, Ida, 415 E. Pleasant, Freeport, III. 
Waddington, Mattie, Oakland School, Decatur, 


walls, Mrs. Thomas H., 266 Du Page St., Elgin, 
Wells, Jennie E., 1495 W. Macon St., Decatur, 
Wehiing, Rose, 2264 Benton St., Granite City, 
Westlake, Glenn, 65 N. Elizabeth St., Lombard, 
Wetherbee, R. H., 11725 Perry Ave., Chicago, 


Wheelock, Alice H., 713-A 18th St., Moline, Ill. 

Whitaker, Ruth L., 10862 S. Irving Ave., Chi- 
cago, Til. 

Wilkinson, Gilbert H., 6046 Dorchester Ave., 
Chicago, Ill. 

Willard. Mary F., 196 E. Delaware PIl., Chi- 
cago, Ill. 

Williams, Claude L., Hookway School, 8101 S. 
La Salle St., Chicago, III. 

Wilson, Elizabeth C.. Delano School, 3937 Wil- 
cox St., Chicago, III. 

Tome. May E., Froebel School, East St. Louis, 


. 


INDIANA 
Adams, Burton Q., Bloomingdale School, Ft. 
Wayne, Ind. 
Agnew, Charles E., Harrison Hill School, Ft. 
Wayne, Ind. 

Anderson, Lillian P., James Madison School, 
South Bend, Ind. 
Arnold, Merton W., 

Wayne, Ind. 
Ballard, R. W., James Whitcomb Riley School, 
East Chicago, Ind. 
Banta, Fay M., 2620 N. Alabama, Indianapolis, 


1203 Rivermet Ave., Ft. 


Ind. 

Bauch, William E., 1235 W. 25th St., Indianap- 
olis, Ind. 

Bedford, Anna Pearl, Public School, 85, 388 
S. Arlington Ave., Indianapolis, Ind. 

Bennett, — 87 Barton Ave., Terre 
Haute, Ind. 

Black, Ernest J., 3749 Guilford Ave., Indianap- 
lis, Ind. 

Black, Grace M., School No. 54, Indianapolis, 


Bonar, Louise J., 5643 Lowell Ave., Indianap- 
olis, Ind. 

Brown. Edythe J., 621 W. Washington Ave., 
South Bend, Ind. 

Buckley, Mary E., 2625 Central Ave., Indianap- 
olis, Ind. 

Burroughs, Mrs. Esther F., 315 Crawford St., 
Crawfordsville, Ind. 

Buscher, Gertrude, 2928 Park Ave., Indianap- 
olis, Ind. 

Cable, Mary E., 423 Northwest St., Indianap- 
olis, Ind. 


Canine, Edwin N., Director, Student Teaching, 
Indiana State Teachers College, Terre Haute, 


Ind. 
Coster. Charlotte, 329 E. 30th St., Indianapolis, 
d 


Cary, Jeannette S., 
dianapolis, Ind. 
Chapman, Nellie, 5035 Kenwood Ave., India- 
napolis, Ind. 

Connor, Mary, 25 N. Randolph St., 
olis, Ind. 

Cooley, James Clyde, Union Township School, 
Greentown, Ind. 

Cottingham, Edith, 524 E. First St., Blooming- 
ton, Ind. 

Cox, Majorie, 718 W. Wabash Ave., Crawfords- 
ville, Ind. 

Denzler, Verena, 5160 Pleasant Run Blvd., 
Indianapolis, Ind. 

a 4 E. W., 1908 Highland PI., Indianapolis, 
I 


2027 Boulevard PIl., In- 


Indianap- 


nd. 

Drake, Flora E., School No. 21, 2815 English 
Ave., Indianapolis, Ind. 

Dunlop, Jane M., 4 South West Third, Rich- 
mond, Ind. 

Dunn, J. L., R. F. D. Route 2, Box 642, 
Indianapolis, Ind. 

Dyer, Lary Everett, Fairview Elementary 
Schools, Bloomington, Ind. 

Echolds. E. F., George Rogers Clark School, 
2734 Barth Ave., Indianapolis, Ind. 

Eller, —_— Stuart, 2502 E. 58th St., Indianap- 
olis, 

Estabrook, Ethel M., 328 W. Sixth Ave., Gary, 
Ind. 

Foley, Celia C., 1012 W. Berry, Ft. Wyne, Ind. 

Foster, Nancy L., 5947 Hyslop Pl., Hammond, 

d 


Ind. 
+ Olive K., 2301 Park Ave., Indianapolis, 
nd. 
— Cecelia, 836 N. Rural St., Indianapolis, 
Gentry, Clyde B., R. R. No. 7, Crawfordsville, 
nd. 


een, O. J., 1059 N. Gentry, Frankfort, ™d. 

Godwin, Wendell R., Centra] Junior High 
School, La Porte, Ind. 

Granger, Grace A., 1918 Ashland Ave., Indian- 
apolis, Ind. 

Graydon, Jane, 303 Downey Ave., Indianapolis, 


Ind. 
Green, Nell V., 410 E. 20th St., Indianapolis, 
Ind 


nd. 
— A. May, 1011 Oakdale Dr., Ft. Wayne, 


nd. 

Grubbs, William Edwin, School No. 24, 440 
Bright St.. Indianapolis, Ind. 

Hall, Edith B., 2958 Broadway, Indianapolis, 


Ind. 
Hall, L. E., 842 Oakland Ave., Indianapolis, 


nd. 
Hamill, Florence, 1705 Olive St., Indianapolis, 
d 


nd. 

Hamilton, Otto T., Oaklandon, Ind. 

Hanna, Laura E., 1617 New Jersey St., In- 
dianapolis, Ind. 

Hansen, Otillia E., 126 W. Sixth St., Michigan 
City, Ind 

Hayward, O. B.. 331 Pine St., Hammond, Ind. 

Helphinstine, Ida B., 2944 Cornell Ave., In- 
dianapolis, Ind. 

Hendricks, Clyde W., 
Wayne, Ind. 

Hendricks, Hazel H., 
dianapolis, Ind. 

Hessong. J. B., 6130 Carrollton Ave., Indianap- 
olis, Ind. 

Humphrey. Cecil F., 502 Du Page, Michigan 
City, Ind. 

a Eliza, 304 E. Walnut St., Washington, 
nd. 


1209 Charlotte, Ft. 


1121 Northwest St., In- 


Hyte, Charles T., Washington School, Terre 
Haute, Ind. 





Ivey 


NV 





a 


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Haute, 


apolis, 
1., Ine 
India- 
ianap- 
school, 
ming- 
fords- 
Blvd., 
ipolis, 
nglish 
Rich- 

642, 
ntary 
chool, 
anap- 
Gary, 


, Ind. 
nond, 


polis, 
polis, 
ville, 


Tnd. 
High 


jian- 
0lis, 
olis, 
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440 
olis, 
olis, 


olis, 


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[nd. 
In- 


In- 
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Tuer EvLeventuH YEARBOOK 


mii 


Th 





Ivey, Edna M., 4215 Alder St., East Chicago, 
Ind. 


Jones, Lewis A., Sedalia, Ind. 

Jones, Sara, 302 N. Van Renssalear St., Rens- 
salear, Ind. 

Kapnick, George C., Hanna School, Ft. Wayne, 


Ind. 

Keller, Mabel, 3237 N. Capitol Ave., Indianap- 
olis, In 

Kelley, Harriet C., 1401 S. State St., Indianap- 
olis, Ind. 

Kern, Huldah T., 711 E. 34th St., Indianapolis, 
Ind. 

Kimber, Mrs. Grace W., School No. 47, 1240 W. 
Ray St., Indianapolis, Ind. 

Kirby, Elizabeth, 6021 Bellefontaine St., In- 
dianapolis, Ind. 

Knight, H. G., 2538 N. Delaware St., Indianap- 
olis, Ind. 

Knowles, Mrs. Jeannette B., 
Ave., Indianapolis, Ind. 

Koeniger, Erma L., R. R. 2, Pendleton, Ind. 

Kurtz, Mrs. Clio, 740 W. 26th St., Indianap- 
olis, Ind. 

Lacey, Mrs. Georgia H., 140 E. 36th St., In- 
dianapolis, Ind. 

Lee, Ruby Gray, School No. 14, 1229 E. Ohio 
St., Indianapolis, Ind. 

Leeds, Elizabeth, 766 Jackson St., Gary, Ind. 

Leedy, Ruth E., 3600 E. Washington St., In- 
dianapolis, Ind. 

Lemme, Carl W., 1820 Bayard Park Dr., Evans- 
ville, Ind. 

Lemon, Mary M., 22 S. 17th St., Richmond, 


5850 Winthrop 


Ind. 
Linville, Ray B., 1218 Columbia St., Lafayette, 


nd. 
Loeper, Helen, 1508 N. Alabama St., Indianap- 
olis, Ind. 
Lutz. Charles D., Horace Mann School, Gary, 
nd. 


McArdle, Mary H., 5828 University Ave., 
Indianapolis, Ind. 

McCarty, Adelaide, Parkview School No. 81, 
Indianapolis, Ind. 

McCormick, Albert T., Maplewood School, Con- 
nersville, Ind. 

McGee, Mary, Spink Arms Hotel, Indianapolis, 
Ind. 


— John V., Longfellow School, Muncie, 
Ind. 

Malone, Julia, Lincoln School, South Bend, 
nd. 


Marbury, Mrs. Vivian, 412 W. 26th St., In- 
dianapolis, Ind. 

Martin, Ina E., Thomas A. Edison School, 
Gary, Ind. 

Maylor, Hazel G., The Lincoln School, Ham- 
mond, Ind. 

Memhard, Lillie A., 208 Chapin St., South 
Bend, Ind. 

Moran, H. A., Main School, Mishawaka, Ind. 

Morgan, Kate W., 11141%4 Main St., Richmond, 


In 
Morgan, Mary E., 717 E. 48th St., Indianapolis, 
nd. 


Morris, John M., South Wayne School, Ft. 
Wayne, Ind. 

Moudy, Maude, 4319 Park Ave., Indianapolis, 
Ind. 


Myers, Bessie M., R. R. 3, Ft. Wayne, Ind. 
Newton, Frances, 517 N. Sherman Dr., Indian- 
apolis, Ind. 

Norris, E. L., 3554 Kenwood Ave., Indianap- 
olis, Ind. 
Owen, J. J., 

Ind. 
— Albert R., Adams School, Ft. Wayne, 
d 


7544 Madison Ave., Hammond, 


Pedlow, Ella, School No. 22, S. Illinois and 
Kansas Sts. ., Indianapolis, Ind. 

Pennington, Dorothy, 402 N. Meridian St., 
Indianapolis, Ind. 


Pich, Martha M., 236 N. Hamilton Ave., In- 
dianapolis, Ind. 

Plasket, S. B., Hoagland School, Hoagland and 
Butler Sts., Ft. Wayne, Ind. 

Price, Maude J., 4159 Guilford Ave., Indianap- 
olis, Ind. 

Ramey, Belle, 718 E. 34th St., Indianapolis, 


Ind. ‘ 

Ray, Mary, School No, 60, 33rd and Penn Sts., 
Indianapolis, Ind. 

Reade, Anna R., 409 East 31st St., Indianap- 
olis, Ind. 

Rielag, Corinne, 962 N. Pennsylvania, Indian- 
apolis, Ind. 

— R. F., Lincoln School, East Chicago, 
nd, 

Rupp, Carrie B., Rea School, Terre Haute, Ind. 

Russell, Jessie C., 5936 Forrest Lane, Indian- 
apolis, Ind. 

Ruston, Mrs. Elva Henderson, Horace Mann 
School, Gary, Ind. 

Rutledge, Roy R., McKinley School, East Chi- 
cago, Ind. 

Schmidt, Mrs. Mabel, 212 E. 46th St., Indian- 
apolis, Ind. 

Scott, Elizabeth H., 4159 Guilford Ave., In- 
dianapolis, Ind. 

— Mary B., Hamilton School, Ft. Wayne, 


nd. 

Sherwood, Hollace C., Marion Twp. Consoli- 
dated School, Mitchell, Ind. 

Shriner, Richard E., 2832 Broadway St., Ft. 
Wayne, Ind. 

Snapp, C. Ross, 1811 Etchison, Whiting, Ind. 

Steely, G. A., 1512 S. A. St., Richmond, Ind. 

Stout, Hazel V., Payne School, Franklin, Ind. 

Stump, Merlin B., 915 E. 56th St., Indianap- 
olis, Ind. 

—— Minnie M., 842 Marietta St., South 

end, 3 

Sumner, F. W., R. F. D. Route 10, Box 410, 
Indianapolis, ‘Ind. 

Sunthimer, C. E., 2344 College Ave., Indianap- 
olis, Ind. 

Swope, Lena, 2052 N. Alabama St., Indianap- 
olis, Ind. 

Tatum, H. Theo, East Pulaski School, Gary, 


Ind. 
bar Cecil, 705 S. Water St., Crawfordsville, 
Ind. 


a Gertrude, 548 N. Gray St., Indianap- 

ols 

Thomas, William A., School No. 56, Indianap- 
olis, Ind. 

Thompson, Rose H., 2824 Boulevard PIl., In 
dianapolis, Ind. 

Thornburgh, John W., 615 N. Pennsylvania 
St., Indianapolis, Ind. 

Waite, Margaret A., 76 E. Sixth St., Peru, Ind. 

Walter, Lora Bell, 2917 Webster St., Ft. 
Wayne, Ind. 

Waters, Henrietta, School No. 9, Indianapolis, 
Ind. 

Weld, Mildred A., 1508 N. Alabama St., In- 
dianapolis, Ind. 

Wenner, Dorothy, 1225 Churchman Ave., In- 
dianapolis, Ind. 

Wettengel, Elsa, 823 Georgiana St., Hobart, 
Ind. 

—_— Eva Y., 2238 Talbott St., Indianapolis, 
na, 

Williams, Mrs. Jeannette, 3415 Park Ave., In- 
dianapolis, Ind. 

Witt, Elizabeth R., 610 N. Bosart Ave., In- 
dianapolis, Ind. 

Wright, Wendell W., Department of Education, 
Indiana University, Bloomington, Ind. 


IOWA 
Aarvig, Bertha O., 926 Third Ave., N., Ft. 
Dodge, Iowa. 
Allen, Clara B., 145 E. Maple Ave., Ottumwa, 
Iowa, 








id 





Anderson, Mrs. Eslie Hays, 111 Campus Ave., 
Ames, Iowa. 

Baker, J. Ella, 1523 23rd St., Des Moines, Iowa. 

Bohner, C. A., 2018 Virginia St., Sioux City, 


Iowa. 

Bovee, Ear] E., 4315 Orleans Ave., Sioux City, 
Iowa. 

Bradshaw, Alice, 751 16th St., Des Moines, 
Iowa. 


Bramer, Hazel M., 602 Clark Ave., Ames, Iowa. 

Buetteli, Emma L., 11 Prospect Apts., Du- 
buque, Iowa. 

Burt, E. Gertrude, 1200 46th St., Des Moines, 
Iowa, 

Christie, Mary S., 425 Independence Ave., 
Waterloo, Iowa. 

Connor, June, Irving School, Sioux City, Iowa. 

Edgington, Myrtle, Box 368, Ames, Iowa. 

Finch, Bertha O., 3900 Sixth Ave., Sioux City, 
Iowa. 

Findley, W. C., 3504 First St., Des Moines, 


Iowa. 

Fitz Gerald, James E., 1821 Ross St., Sioux 
City, Iowa. 

Foster, Charlotte F., 406 E. Washington Si., 
Washington, Iowa. 

Foster, H. H., 1826 Rebecca St., Sioux City, 


Iowa. 

Grandy, Meta E., 2933 Jackson St., Sioux City, 
Iowa. 

Green, Frank E., Supt. of Schools, Story City, 
Iowa. 


Greenhow, Alice Jean, 439 Winona St., Du- 
buque, Iowa. 
Hall, Arthur C., 539 W. Locust St., Davenport, 


owa, 

Hall, Mary B., 203 S. Center St., Marshall- 
town, Iowa. 

Hartson, Lulu M., 300 N. Wal St., Creston, 
Iowa. 

Henry, Hazel D., 218 Front St., Colfax, Iowa. 

Hicks, Mrs. D. Alice, 1225 41st, Des Moines, 
Iowa. 

Holmes, Ethel M., 717 Fifth Ave., S., Clinton, 
Iowa. 

Holtman. Edith C., Jefferson School, Oska- 
loosa, Iowa. 

Horn, Ernest, State University of Iowa, Iowa 
City, Iowa. 

Jess, Ellen A., 570 W. 11th St., Dubuque, Iowa. 

Kelley, D. J., Supt. of Schools, Tipton, Iowa. 

Kitch, R. L., 456 Burton Ave., Sioux City, 
Iowa. 

Kober, Marie, 200 Kirk Apt., Mason City, 
Iowa. 

Luke, Sadie E., 2386 Delhi St., Dubuque, Iowa. 

Lyon, Georgia, Joy School, Sioux City, Iowa. 

McCrory, Jesse E., Pleasant Lawn Consoli- 
dated School, Route 2, Mt. Pleasant, Iowa. 

Matthews, Laura P., 5115 Grand Ave., Des 
Moines, Iowa. 

Meredith, Reva, 515 N. Fourth Ave., E., New- 
ton, Iowa. 

Mitchell, Kate L., 722 Clark Ave., Ames, Iowa. 

Morgan, Kathryn L., 311 N. Center St., Mar- 
shalltown, Iowa. 

Newcomer, Mrs. Mabel, 123 S. Fourth St., 
Clear Lake, Iowa. 

O’Connor, Mary, 401 Sioux Apt., Sioux City, 
lowa. 

Osborn, Charlotte, 3248 Jackson St., Sioux 
City, Iowa. 

Otis, Mabel A., 1113 Walker St., Des Moines, 
Iowa. 

Packer, P. C., College of Education, State 
University of Iowa, Iowa City, Iowa. 

Parr, Cora A., 2901 Ingersoll Ave., Des Moines, 
Iowa. 

Quigley, Georgia, 928 30th St., Des Moines, 


Iowa. 

Rownd, Nellie M., Edison School, Waterloo, 
Iowa. 

Sawyer, Abbie B., Box 125, Ames, Iowa. 





76 ELeMENTARY ScHOOL PRINCIPALS 


Schaefer, Mildred L., 213 Walnut Court Apts., 
Waterloo, Iowa. 

Shanley, Jane, Grant School, Sioux City, Iowa, 

Sloan, Isabelle P., 1514 Rebecca St., Sioux 
City, Iowa. 

Smith, Dorothy D., 666 Warden Apts., Ft. 
Dodge, Iowa. 

Stohlgren, Anna, 1918 E. 13th St., Des Moines, 
Iowa. 

Taff, Lucy, 412 N. Seventh St., Ft. Dodge, 
Iowa. 

Tapper, Inga B., 348 Forest Dr., Cedar Rapids, 


owa. 

Toohey, Blanche V., 3607 Ingersoll Ave., Des 
Moines, Iowa. 

Umpleby, Frances, 2936 Brattleboro, Des 
Moines, Iowa. 

Walker, Minnie M., 1315 Maple St., Des 
Moines, lowa. 

Waiters, Marjorie, Harrison School, Cedar 
Rapids, Iowa. 

Waters, Eva Lois, 1239 First Ave., E., Cedar 
Rapids, Iowa. 

Watson, Ruth, 332 Argyle St., Waterloo, Iowa. 

Wilson, Anne G., 1038 Jefferson St., Ottumwa, 
Iowa, 

Yeager, Wilbur C., 3231 Garretson Ave., Sioux 
City, Iowa. 

Zinn, D. D., Webster School, W. Fifth and 
Market Sts., Sioux City, Iowa. 


KANSAS 
Adams, Alice, 500 N. Tenth St., Kansas City, 
Kansas. 
Adams, Lillie, 422 Parallel, Kansas City, 
Kansas. 


Andersen, Melonee, 2115 N. 
City, Kansas. 

Barber, Gertrude L., McKinley School, 1110 
W. Fourth St., Coffeyville, Kansas. 

Benscheidt, Ella, 227 W. 12th St., Hutchinson, 
Kansas. 

Bigler, F. W., Supt. of Schools, Oil Hill, 
Kansas, 

Bonwell, W. A., 645 N. Volutsia, Wichita, 
Kansas. 

Botkin, Ethel, 102 East 17th, Hutchinson, 

ansas. 

Brooks, Mrs. Harriett G., 1618 Loomis, Win- 
field, Kansas. 

Brown, Dora, 1100 Sandusky, Kansas City, 
Kansas, 

Campbell, Cora G., Box 304, Junction City, 
Kansas. 

Carlson, Elnora, 3111 Parallel, Kansas City, 
Kansas. 

Carlton, Franklin S., 448 S. Roosevelt, Wich- 
ita, Kansas. 

Clavin, Maud E., 218 S. Kansas Ave., Olathe, 
Kansas. 

Comer, Mrs. Lena, Grund Hotel, Kansas City, 
Kansas. 

Crump, Lelia, 705 George Ave., Kansas City, 
Kansas. 

Daugherty, Jennie R., 1145 S. Market St., 
Wichita, Kansas. 

Dowd, Gertrude, 424 S. Millwood, Wichita, 
Kansas. 

Drisko, Caroline, 2119 State St., Kansas City, 
Kansas. 

Easter, Bruce C., Dunbar School, Salina, Kan- 
sas. 

Eastman, Grace, 19 E. 11th St., Hutchinson, 
Kansas. 

Evans, Myrtle M., Abbott School, 15th and 
Troup Ave., Kansas City, Kansas. 

Gilley, Dean, Supt. of Schools, Norton, Kansas. 

Glasgow, Mattie, 429 N. 17th St., Kansas 
City, Kansas. 

Glover, Claudia, Box 342, Neodesha, Kansas. 

Gray, Maude, 236 N. 18th St., Kansas City, 
Kansas. 


Fifth, Kansas 





—- a f& 
—. oe 


= we 


—s Ss ce 


—_" 





Cedar 


Cedar 


Iowa, 
umwa, 


Sioux 


h and 


City, 
City, 
ansas 


1110 


iS. 








Tue ELeveENtH YEARBOOK 577 





Griffith, Lenna B., 237 N. Poplar, Wichita, 
Kansas. 

Harkins, Ina Mary, 717 Western Ave., Topeka, 
Kansas. 

Hartford, May, 108 E. 14th St., Hutchinson, 
Kansas. 

Haygood, Lulu, 835 Nebraska, Kansas City, 
Kansas. 

Hefflefinger, Lillie, 226 W. Second, Junction 
City, Kansas. 

Henry, haa L., 323 S. Bluff Ave., Anthony, 
Kans 

Pray Nelle N., 1209 N. 18th St., Kansas City, 
Kansas 

Jarvis, Claire, 301 N. 17th St., Kansas City, 
Kansas. 

Jones, Laura M., Central School, Neodesha, 


Kansas 

Kinsey, _—— 438 N. 18th St., Kansas City, 
Kansas. 

Kiser, Florence, 2122 N. Fifth St., Kansas City, 
Kansas. 

Kittell, Martha, 1902 West St., Topeka, Kansas. 

Kuipers, Carl J., Public School, Grainfield, 
Kansas. 

Lamb, Clara S., Gould Hotel, Kansas City, 
Kansas. 

Lewis, Daniel W., 2064 N. Fourth St., Kansas 
City, Kansas. 

Lill, Grace, 123 N. Topeka St., El Dorado, 
Kansas, 

McAvoy, Jennie, 1047 N. Topeka, Wichita, 
Kansas. 

McConnell, Mabel, 35 N. Seventh St., Kansas 
City, Kansas. 

McCormick, Leur R., 2222 Wilmington, To- 
peka, Kansas. 

McCully, Maud, 716 W. Ninth St., Coffeyville, 
Kansas, 

McGrath, Elizabeth, 911 W. Fifth St., Coffey- 
ville, Kansas. 

McKinley, Bertha, 3111 Parallel. Kansas City, 
Kansas. 

MacCallum, Hazel, 2200 Grandview Blvd., Kan- 
sas City, Kansas. 

Mahaffie, Ella M., Park School, Kansas City, 
Kansas. 

Mahin, C. A., 1725 Fairmount Ave., Wichita, 
Kansas. 

Mann, Harriet, 3920 Cambridge, Kansas City, 
Kansas. 

Martin, Minnie, 1118 Haskell, Kansas City, 
Kansas, 

Meeker, Mildred, 500 N. Tenth St., 
City, Kansas. 

Miller, Elizabeth, Grund Hotel, Kansas City, 
Kansas. 

Miller, Elizabeth S., 
Kansas City, Kansas. 

Morrow, C. M., 1120 N. Monroe, Topeka, 
Kansas. 

Nelson, Mary C., Bancroft School, Kansas 
City, Kansas. 

Nelson, Sara, 3944 Cambridge, Kansas City, 
Kansas. 

Olson, Lillian A., 942 Highland Ave., Salina, 
Kansas. 

Packer, Josephine, 542 S. Belmont, Wichita, 
Kansas. 

Pearson, Irene, Grund Hotel, Kansas City, 
Kansas. 

Peed, Julia A., 
Kansas. 

Perkins, Josie, Avenue A School, Hutchinson, 
Kansas. 

Phillips, George, 2202 N. Tremont, Kansas 
City, Kansas. 

Ratzlaff, L. M., Consolidated School, Plains, 
Kansas. 

Rebstein, Clara O., 511 N. Belmont, Wichita, 
Kansas. 


Rippey, Winifred, 1900 Central, Kansas City, 
Kansas. 


Kansas 


4132 Rainbow Blvd., 


107 E. 17th St., Hutchinson, 


Roberts, Grace, 544 Everett, Kansas City, 
Kansas. 

Robinson, Ella V., 1216 Washington Blvd., 
Kansas City, Kansas. 

Robison, Arthur B., 634 Hiram Ave., Wichita, 
Kansas. 

Romig, Ida V., 1825 W. Ninth St., Coffeyville, 
Kansas. 

Saunders, Jessie, 1318 Barnett, Kansas City, 
Kansas. 

Singer, Mrs. Mary J., 341 N. Topeka: Ave., 
Wichita, Kansas. 

Smith, Aura, 2007 Sandusky, Kansas City, 
Kansas. 

Snyder, Laura G., Sunnyside School, Wichita, 
Kansas. 

Sparks, Elizabeth A., Frances Willard School, 
35th and Orville, Kansas City, Kansas. 

Steele, Joy, 142 N. Poplar, Wichita, Kansas. 

Streeter, Helen, 400 N. 16th St., Kansas City, 
Kansas. 
Stuckey, Minnie A., 
Wichita, Kansas. 
Sunter, Ethel, 1603 Dodd, Kansas City, Kansas. 
Thomas, Zoe, 202 N. 23rd St., Kansas City, 
Kansas. 

Thornburg, Mrs. Winnie C., 817 S. Spruce, 
Wichita, Kansas. 

Vincent, Mary, Elementary School, Fowler, 
Kansas. 

Watkins, Hazel A., 1715. Maple, Wichita, 
Kansas, 

West, F. C., 1003 Indiana Ave., Wichita, 
Kansa as. 

Wilson, Mollie, 724 North B. St., Wellington, 


Kansas. 
KENTUCKY 


Bligh, Anna M., 673 Cecil Ave., Louisville, Ky. 
Bradner, J. W., Supt. of Schools, Middlesboro, 


1222 N. Emporia Ave., 


Ky. 

Chapman, Edith A., 2441 Carter Ave., Ash- 
land, 

—_ Elizabeth, 149 N. Broadway, Lexington, 


y 
Coons, Etta, 173 Woodland Ave., Lexington, 
K 


y. 

Drewry, Mamie M., 1361 Tyler Park Dr., Louis- 
ville, Ky. 

Gotherman, Edward E., Jefferson Davis School, 
Lexington, Ky. 

Grunder, Anne, 1236 Cherokee Rd., Louisville, 


Ky. 

Hall, Floyd, Second Ward School, Catletts- 
burg, Ky. 

Haney, iin. John F., P. O. Box 66, Ashland, 


Hubbard, D. B., 3909 Gilbert Ave., Covington, 


y. 

Johnson, Sheila, Samuel Woodfell School, Ft. 
Thomas, Ky. 

Kelley, Nora S., I. N. Bloom School, Lucia 
Ave., Louisville, Ky. 

Krieger, Mrs. Anna, 1634 Lucia Ave., Louis- 
ville, Ky. 

Loewenstein, Roselyn J., 38 Willow Ter., 
Louisville, Ky. 

—— Lucile, 141 Owsley Ave., Lexington, 

y. 

McClelland, Bertha L., 3204 Winchester Ave., 
Ashland, Ky. 

McClure, ‘Mary E., 2313 W. Jefferson St., 
Louisville, Ky. 

McDaniel, Lottie, Virginia Street School, Hop- 
kinsville, Ky. 

McGehee, W. Ross, College Heights, Bowling 
Green, Ky. 

Rippetoe, B. Elford, Central School, Middles- 
boro, Ky. 

Rives, Sara, 1531 Greenup St., Covington, Ky. 

Seekamp, Adelaide, 1634 Lucia Ave., Louis- 


ville, Ky. 
— Jean L., 140 E. Maxwell, Lexington, 


y. 
Spurgin, Lucy, 1416 Brook St., Louisville, Ky. 











578 ELEMENTARY SCHOOL PRINCIPALS 





Stanley, Mrs. Emma M., 201 Crescent Court, 
Louisville, Ky. 

Stutz, Elsa, 2210 Sherwood, Louisviile, Ky. 

Summers, ‘Jennie T., 407 Fountain Court, 
Louisville, Ky. 

be Virginia, 220 Broadway, Madisonville, 


y. 

Te Mrs. Edna L., 425 N. Third St., Dan- 
ville, Ky. 

Von Donhoff, I., R. F. D. 2, Box 193, Louis- 
ville, Ky. 

Walker, Mary V., E. Seventh St., Hopkinsville, 


y. 

Weaver, Helen M., California School, Louis- 
ville, Ky. 

Weibel, Elise, 2210 Sherwood, Louisville, Ky. 

Wellenvoss, Nora E., 1612 Beechwood Ave., 
Louisville, Ky. 

Wheeler, Mrs. Ann Delker, 430 Crittenden St., 
Owensboro, Ky. 

White, —g > J., 61 W. Southgate Ave., Ft. 
Thomas, 

=" Mattie M., 2319 Hale Ave., Louisville, 


Worth, Mrs. Phoebe, Dudley School, Lexing- 
ton, Ky. 


LOUISIANA 
Aitkens, Emma C., 1108 Napoleon Ave., New 
Orleans, " 
Bailey, O, K., A. L. Smith School, Sterlington, 


La. 
— Ellen T., 4026 Baudin, New Orleans, 


Bartholf, Harriet, 842 Prospect Ave., Shreve- 
port, La. 

Baudint, A. Leonie, 5418 Constance St., New 
Orleans, La. 

Brandao, Eva A., McDonogh School No. 9, 
1651 N. Fonti, New Orleans, La. 

am Mrs. Cleo C., 916 Cary Ave., Jennings, 

a. 

Collette, Mrs. Ida R., 704 Iris St., Lake 

Charles, La. 


Danner, Elizabeth L., 5934 Chestnut St., New 
Orleans, La. 

Delaney, J. M., Grammar School, Pineville, La. 

Dieck, Elfreida, John Dibert School, New Or- 
leans, 

Dingle, Mary M., 612 Egan St., Shreveport, 


Dixon, Florence E., P. A. Capdau School, 3821 
Franklin Ave., New Orleans, La. 

Foote, Irving P., Louisiana State University, 
Baton Rouge, La. 

a eee Rachel, 1128 Dalzell, Shreveport, 


Hatcher, W. B., Supt. of Schools, Baton Rouge, 
La. 


Hildebrandt, Josephine E., 3650 Constance St., 
New Orleans, La. 

Littlejohn, Augusta Pugh, 1221 Leontine St., 
New Orleans, La. 

McBride, A. A., Parish Supervisor of Schools, 
Lafayette, La 

Roger, H. Emma, C. J. Colton School, 2300 
St. Claude Ave., New Orleans, La. 

Rugg, L. S., West End Grammar School, Alex- 
andria, La. 

Stockley, Callie L., 1817 Calhoun St., New 
Orleans, La, 

Thomas, Josephine, 3220 Cleveland Ave., New 
Orleans, in 

Tubre, B., 1916 Monroe St., Alexandria, La. 

Williams, Fannie C., 1922 Louisiana Ave., New 
Orleans, La. 

Wilson, Florence, Lafayette School, New Or- 
leans, La. 


MAINE 
Cullen, William, Jordan Grammar School, 
Lewiston, Maine. 
Hession, Elizabeth, Knightville School, South 
Portland, Maine. 


Holland, Leo P., 22 Pleasant St., Waterville, 


aine. 

Jellison, Howard L., 17 Allen, Presque Isle, 
Maine. 

Lord, Gertrude T., 14 Winter St., Waterville, 
Maine. 

MacDowell, Mrs. Olive G., 
Waterville, Maine. 

Perkins, Mrs. Ruth T., Longfellow School, 
Sanford, Maine. 

Pooler, Grace E., Pleasant Street School, Box 
285, Dexter, Maine 

Richardson, Edwin W., R. D. 4, Waterville, 
Maine. 

Skillin, Vernie B., 118 Main St., Springvale, 
Maine. 

Taylor, Mary E., 71 Washington St., Camden, 
Maine. 

Teague, Grace L., 137 College St., Lewiston, 
Maine. 


22 Prospect St., 


MARYLAND 
Adams, Margaret, Schoo] No. 218, Baltimore, 


Almony, Viola, Public School, Sparrows Point, 


Barrett, Jennie M., 710 Gorsuch Ave., Balti- 
more, Md. 

Bell, Mrs. Edna Correll, 2932 St. Paul St., 
Baltimore, Md. 

Bockmiller, W. Howard, 626 North Bend Rd., 
Baltimore, Md. 

Bourke, Jessie S., East Linthicum Heights, Md. 

Broening, Mary L., 3906 Canterbury Rd., 
Baltimore, Md. 

— Miriam R., 114 E. 38rd St., Baltimore, 


Carroll, James G., Tench-Tilghman School No. 
13, Baltimore, Md. 
= Frances M., 221 Howard St., Elkton, 


Delaney, Agnes V., 813 N. Calvert St., Balti- 
more, Md. 

Dewling, Ruth E., 2202 Elsinor Ave., Balti- 
more, 

Dowling, Nellie F., 216 Hammond St., West- 
ernport, 

Duke, Cassie B., Prince Frederick, Md. 

Ebaugh, Effie M., 700 W. North Ave., Balti- 
more, Md. 

Eckard, Norman R., 340 Equitable Bldg., Balti- 
more, Md. 

Ehudin, Rebecca, 1739 N. Payson St., Balti- 
more, Md. 

—. Rose, 108 E. North Ave., Baltimore, 


Eversfield, Emily W., Windsor Hills School, 
Alto Ave. and Mt. Holly St., Baltimore, Md. 

Fairbank, Grace C., 2041 E. 32nd St., Balti- 
more, Md. 

Flowers, Ida V., 530 E. 22nd St., Baltimore, 


Fuller, Althea R., 830 Green St., Cumberland, 
d 


Gerstmyer, Eva E., 3210 Ellerslie Ave., Balti- 
more, i 

Hale, J. H., Woodbine Ave., Towson, Md. 

— Loretto, 154 Centre St., Frostburg, 


Harney, Margaret A., 1412 Reisterstown Rd., 
Pikesville, Md. 

Harrison, Junie L., Sandy Hook School, Wever- 
ton, Md. 

Harrison, Mabel, Severn, Md. 

Henderson, Elmer A., 2560 McCulloh St., Balti- 
more, Md. 

Hill, Mary C., 400 Camden Ave., Salisbury, Md. 

Hoover, L. Mabel, 1771 Homestead St., Balti- 


more, Md. 

Jackson, Catherine E., 5023 Roland Ave., 
Baltimore, Md. 

Jenkins, E. C., School No. 95, Baltimore, Md. 

Jones, Charles W., 1143 N. Carey St., Balti- 
more, Md. 








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Tue ELeventH YEARBOOK 579 





Kerr, Mary C., 2130 Bolton St., Baltimore, Md. 

King, Laura G., Garrett Park School, Mont- 
gomery County, Garrett Park, Md. 

Livingood, F. G., 101 Mill St., Chestertown, 


Louis, Hilda, 1724 Eutaw PI., Baltimore, Md. 

Magers, Ida R., 1801 Poplar Grove St., Balti- 
more, Md. 

Manning, Annie Lee, 3421 Mondawmin Ave., 
Baltimore, Md. 

Miller, Persis K., School 76, Fort Ave. and 
Decatur St., Baltimore, Md. 

Monred, Ravenell A., 18 Diamond Ave., Gaith- 
ersburg, Md. 

Morgan, Gertrude E., Centreville, Md. 

Muesse, Katherine F., 1248 N. Broadway, 
Baltimore, Md. 

Murphy, George B., Platoon School No. 112, 
Baltimore, Md. 

Potter, Elizabeth, 508 E. North Ave., Balti- 
more, Md. 

—> Leversia L., 312 Carroll Ave., Takoma 

ark, L 

Purvis, Anna E., Canton Platoon School No. 
230, Baltimore, Md. 

Riordan, Josephine, 142 Charles St., Annap- 
olis, Md. 

Roberts, Clarence J., 610 N. Carrollton Ave., 
Baltimore, Md. 

Rodman, Mrs. Mary E., 1359 N. Calhoun St., 
Baltimore, Md. 

Sanders, Grace S., 2111 St. Paul St., Balti- 
more, Md. 

Schaut, Mattie Grace, 3312 W. North Ave., 
Baltimore, Md. 

Schluderberg, George W., Public School, Dun- 
dalk, Md. 

Screen, Isabelle, 718 Hill Top Drive, Cumber- 
land, Md. 

Shamberger, J. Hiram, 3924 Fernhill Ave., 
Baltimore, Md. 

Simmons, Mary E., 523 E St., Sparrows Point, 


Md. 

Smithson, Clara E., 1535 Park Ave., Balti- 
more, Md. 

Stiez, May L., Elementary School No. 88, 
Baltimore, Md. 

= Helen, 3505 Taney Rd., Baltimore, 


Stromberg, Martha, 3505 Taney Rd., Balti- 
more, Md. 
— Hontas M., 15 Avon Ave., Hyattsville, 


Sultzer, Mary F. School No. 97. Fairmount 
Ave. and Ann St., Baltimore, Md. 

Talbott, L. Adele. School 69, Oakford and 
Granada Aves., Baltimore. Md. 

Taliaferro, Sallie C., 3314 Elgin Ave., Balti- 
more, Md 

Thalheimer, Florence, Temple Garden Apt., 
Baltimore, Md. 

Turnbull, Josephine, 2102 Rosedale St., Balti- 
more, Md. 

ee Mildred E., School No. 222, Baltimore, 


Upham. Mrs. Margaret S., 211 Washington 
St., Cumberland, Md. 

Vincent, Blanche, 17 High St., Cambridge, Md. 

Watkins. Lida E., 626 Orpington Rd., Station 
D., Baltimore, Md. 

Weglein, D. E., Supt. of Schools, Madison and 
Lafayette Aves., Baltimore, Md. 

Weltner, Mamie, School No. 208, Curtis Bay, 
Baltimore, Md. 

White, Sue B., Irvington School No. 71, Old 
Frederick Rd., Baltimore, Md. 

— Mary M., School No. 213, Baltimore, 


Wenner, E. Virginia, Frederick, Md. 

Woodhouse, John W., 537 Presstman St., Balti- 
more, Md 

Worthington, Harriet E., Elementary School 
No. 65, Baltimore, Md. 


MASSACHUSETTS 
Adams, Mabel E., 38 Percival St., Dorchester, 


ass. 

Alderman, Etta L., 42 Bliss St., West Spring- 
field, Mass. 

Allen, Grace A., 25 Bacheller St., East Lynn, 
Mass. 

an, Frank A., 47 Clark St., Worcester, 

ass. 

Anthony, Sophie T., 24 Maple View Ter., New 
Bedford, Mass. 

Archibald, Jennie S., Columbus School, Med- 
ford, Mass. 

Atkins, Robert S., 14 Somerset St., Boston, 


— W. A., 15 Ashburton PI., Boston, 

ass. 

Balboni, Louise M., Sylvester School, Brock- 
ton, Mass. 

Baldwin, Blanche E., Judson School, Malden, 
Mass. 

Barr, John E., Washington School, Lowell, 
Mass. 

—. Emma §., 39 William St., Worcester, 

ass. 

Barrows, Howard F., Box 85, East Falmouth, 
Mass. 

Barry, Mary A., 58 Proctor St., Salem, Mass. 

Barry, William J., 108 Warren St., Roxbury, 
Mass. 

Bates, William Lester. Lowell School District, 
Jamaica Plain, Mass. 

ow Stella H., 80 Hanover St., Fall River, 

ass. 

Beaumont, Louise M., 16314 Chandler St., 
Worcester, Mass. 

Belding, Alice H., Elizabeth Street School, 
Worcester, Mass. 

Bemis. Fanny M., Robert O. Morris School, 
Springfield, Mass. 

Bigelow. Gertrude E., 50 Columbia St., Brook- 
line, Mass. 

Billings, Catharina W., 32 Coolidge Rd., Med- 
ford, Mass. 

Bliss, Carrie W., 233 Arnold St., New Bed- 
ford, Mass. 

Bowker, Rosa M., Carew Street School, Spring- 
field, Mass. 

Bradbury, Amy, 26 Bradlee Rd., Medford, 
Mass. 

Brainerd, G. W., 43 King St., Auburndale, 
Mass. 

Brennan, Julia V., Ruggles School, Pine and 
Seaburv Sts., Fall River, Mass. 

Brown, Harriet E., 22 Marietta St., North 
Adams, Mass. 

Buckingham, B. R., 15 Ashburton PI., Boston, 
Mass. 

Bulkley, Fannie A., 21 Washington St., Glou- 
cester, Mass. 

Burns, Eva S., Homer School, Belmont, Mass. 

Campbell, Clara E., Abraham Lincoln School, 
Revere, Mass. 

Carbee, Katharine L., Balch School, Norwood, 
Mass. 

Carrigan, Rose A., Shurtleff School, Dorches- 
ter, Mass. 

Chase, Sara E., Washington School, Spring- 
field, Mass. 

Cheney, Mrs. Bessie B., Priest Street School, 
Leominster, Mass. 

Clagg, J. Henry, Centre School, Everett, Mass. 

Clark, Katherine M,, 108 Dudley St., Med- 
ford, Mass. 

Clark, Miriam, Hillside School, Medford, Mass. 

Collamore, Edna A., 11 Isabella St., Worcester, 
Mass, 

Cook, Louis D., 2 Morgan Ter., New Bedford, 


ass. 
— Gertrude L., 86 Mill St., New Bedford, 
ss 


Cragin, S. Albert, 58 S. Main, Reading, Mass. 











580 ELeMENTARY ScHoot PriInciPaqs 





ee. Thomas D., 42 Mellen St., Dorchester, 
ass. 
Crockwell, Winifred Mary, 11 Manning St., 
Medford, Mass. 
Cronan, Mary H., Robinson-Valentine School, 
Chicopee, Mass. 
Cunningham, Mary E., Tatnuck School, Wor- 
cester, Mass. 
— William G., 181 South St., Hyannis, 
ass 
Cushing, Lena, 27 Fellows St., Danvers, Mass. 
Daniels, Laura A., Acushnet Avenue School, 
Springfield, Mass. 
—_. Nellie F., Keith School, Brockton, 
ass. 
—_ Bertha S., 43 E. Emerson St., Melrose, 
ass. 
aa Vivian A., 18 Ware St., Cambridge, 


ass. 

Dodge, Gertrude M., 28 Channing St., Worces- 
ter, Mass. 

Doherty, Alice M., 
Mass, 

~—. Helen M., 44 Prospect St., Orange, 

ass. 

Dowd, Theresa V., Abbott Street School, Wor- 
cester, Mass. 

Doyle, Blanche E., Clarke School, Swamp- 
scott, Mass. 

Driver, Emma McC., 7 Central St., Beverly, 
Mass. 

Drummy, Julia I., and Callahan 
Schools, Norwood, Mas: 

eee. Norman §&., Davis School, Fall River, 


Elder. Melissa E., Edward Everett Hale School, 
Everett, Mass. 
— Edith W., Russell School, Arlington, 
ass 
~~. 2 Annie E., 58 W. Main St., Westborough, 


592 Broadway, Everett, 


Farrell M. Edna, Bennett School, Leominster, 

ass. 

Fisher, G. Milton, Millbury Street School, Wor- 
cester, Mass. 

Fisher, Marion H., High St., Westwood, Mass. 

Flagg, Sadie E., White Street School, Spring- 
field, Mass. 

Fletcher, Elaine M., Prospect Street School, 
Shrewsbury, Mass. 

Foley, Mary J., Tremont School, Taunton, 
Mass. 

Footman, Carrie E., 18 Seventh St., New Bed- 
ford, Mass. 

Forster, — E., Brooks School, West Med- 
ford, Mas 

Gainsman. Edith A., Rice Square School, Wor- 
cester. Mass. 

Gartland, Emma L., 9 Washington St., New 
Bedford, Mass. 

Gay, Mrs. Florence I., Village School, Fal- 
mouth. Mass. 

Gold, Alma R., 32 Loomis Ave., Westfield, 


ass. 
Goodnow, Mrs. Gladys L., 216 Davis St., Green- 
field, Mass. 
a John F., 60 Bellevue Ave., Winthrop, 
ass. 
= John H., 51 Reservoir St., Cambridge, 
ass. 
Grav, Phvllis R., 23 Southwick St., Feeding 
Hills, Mass. 
Grover, Abbie C., 364 Main St., Haverhill, 
Mass. 
Haggerty, Margaret M., 611 Rimmon Ave., 
Chicopee, Mass. 
=. Flora R., Adams School, Lexington, 
ass 
Harding, Elizabeth G., 23 Essex St., Beverly, 


ass 

Harrington, Harlan L., 
South Braintree, Mass. 

Harrod, Warren K., Harlow Street School, 
Worcester, Mass. 


26 Georganna St., 


Hatch, Bertha C., 3 Mt. Vernon St., Melrose, 


ass. 
Hatch, Edna M., 420 Main St., Winchester, 
Mass. 
Hathaway, Bertha C., George H. Dunbar 
School, New Bedford, Mass. 
Hawkinson, Emma S., 29 Crosby St., Webster, 


ass. 
Hayward, Elizabeth T., 188 N. Main St., Ux- 
bridge, Mass. 
Henderson, Grace H., Winslow School, Tyngs- 
boro, Mass. 
Hicks, Edith M., 479 Chestnut St., Lynn, Mass. 
Higgins, Effie Grace, 27 Marianne Rd., Wal- 
tham, Mass. 
Higgins, Ethel G., Hardy School, Arlington, 
Mass. 
Higgins, Thomas J., 29 Stoneland Rd., Wor- 
cester, Mass. 
Hogan, John J., John R. Rollins School, Law- 
rence, Mass. 
Holman, Hilda, Talbot School, Billerica, Mass. 
Howard, Stella M., Chapin School, Williman- 
sett, Mass. 
Howlett, Cora M., Middle Street, South Am- 
herst, Mass. 
Hunt, Nellie B., 22 Bacheller St., East Lynn, 
ass. 
Jenkins, Emma F., 56 Perry St., Brookline, 
Mass. 
Jenkins, Florence S., 70 Maywood St., Wor- 
cester, Mass. 
baa Charles A., Russell School, Brockton, 
ass. 
Jigger, Madge D. B., Sprague School, Brock- 
ton, Mass. 
Johnson, Anna M., Ledge Street School, Wor- 
cester, Mass. 
Johnson, Ethel M., 
Mass. 
Johnson, Olga A., 9 Falmouth St., Worcester, 
Mass. 
Johnson, Signe L., Mount Pleasant School, 
Plymouth, Mass. 
— Margaret, Franklin School, Lexington, 
ass. 
Keenan, Vincent A., 59 West Border Rd., West 
Roxbury, Mass. 
Kelley, Winnifred, 25 Third St., 
Mass. 
Kennedy, Katherine T., Burncoat School, Wor- 
cester, Mass. 
Kerrigan, Katharine E., 2 Clement St., Wor- 
cester, Mass. 
Kiley, Joseph J., 5 Sturgis St., Worcester, 
Mass. 
Killelea, Mary E., Columbus Park School, 
Worcester, Mass. + 
Lahan, Anna F., Arlington School, Methuen, 
Mass. 
Larrabee, Ernest A., Artemas Ward School, 
Shrewsbury, Mass 
Latchford, apd E. 578 Pleasant St., Wor- 
cester, Mas 
Lawton, Edna B., 48 Tremont St., Taunton, 
Mass. 
Leach, Luthera M., Ellis Brett School, Brock- 
ton, Mass. 
—. Mary E., 


11 Burrill Ave., Lynn, 


Pittsfield, 


107 Paine St., Worcester, 
ass. 

Lusk, L. Elizabeth, 1802 Beacon St., Brook- 
line, Mass. 

Lynch, John E., 9 Stoneland Rd., Worcester, 

Lynch, John J., 1158 Dwight St., Holyoke, 

Lynch, Marion, Shattuck School, Norwood, 

Lynch, Theobald A., Henry L. Pierce School, 
Dorchester, Mass. 

Julia A., West and Winslow 


, Mass 
McCarthy, Stella L., Jireh Swift School, New 
Bedford, Mass. 





McC 


lrose, 


ester, 
Inbar 
bster, 
, Ux- 
yngs- 


Mass, 
Wal- 


zton, 
Wor- 
' 

aaw- 


ass, 
nan- 


Am- 
ynn, 
line, 
Vor- 
ton, 
ock- 


/or- 








Tue EveventH YEARBOOK 581 





McCreery, Charles J., 75 Shawmut St., Fall 
River, Mass. 

McDonough, Margaret C., 98 Riverdale St., 
West Springfield, Mass. 

McGillicuddy, Ellen T., Granite Street School, 
Worcester, Mass. 

McIntire, Ralph A., 18 Park St., Florence Sta- 
tion, Northampton, Mass. 

McMullen, Charles B., 88 Whites Ave., Water- 
town, Mass. 

McSkimmon, Mary, 205 Tappan St., Brook- 
line, Mass. 

MacCallum, Mildred, Frederica Harris School, 
Springfield, Mass. 

Markham, Myrtle L., 57 N. Main, Natick, 
Mass. 

Martin, Benjamin E., 20 Circuit Ave., Wor- 
cester, Mass. 

Maynard, Florence, Dartmouth Street School, 
Worcester, Mass. 

Metcalf, Lucie, 9 Washburn Ter., Brookline, 


Mass. 

Millett, Harold J., 34 Park St., Adams, Mass. 

Molloy, Mary G., 146 Veazie St., North Adams, 
Mass. 

Moore, Florence E., 227 Pope St., New Bed- 
ford, Mass. 

Moore, Harold I., 179 Washington St., New 
Bedford, Mass. 

Moore, Helen F., 227 Pope St., New Bedford, 
Mass. 

Moore, Kate, 105 Park St., New Bedford, Mass. 

Morrison, Maria P., 92 Barnard Ave., Water- 
town, Mass. 

Morrison, Ruth, Parker School, Lexington, 


Mass. 
Morrissey. Ellen E., 246 Main St., Indian Or- 


chard, Mass. 
Newell, Anna W., 21 William St., Worcester, 


Mass. 
Newell, Elizabeth T., Osgood School, Medford, 


Mass. 

Nickerson, Lillie M., 104 Western Ave., Lynn, 
Mass. 

Niland, Anna M., Ulysses S. Grant School, 
Paris St.. East Boston, Mass. 

O’Brien, Francis A., 42 Robinwood Ave., 
Jamaica Plain, Mass. 

O’Brien, John J., 31 Elm St., Hingham, Mass. 

O’Connor, Martha A., 39 Summit St., Clinton, 
Mass. 

O’Hern, Mary A., 324 E. Main St., North 
Adams, Mass. 

Oliver, Grace E., Dix Street School, Worcester, 
Mass. 

O’Malley, Mrs. Lena G., 41 Windham S&t., 
Worcester, Mass. 

Packard, Mildred, Perkins School, Brockton, 
Mass. 

Palmer, Helen M., Fox District School, Haver- 
hill, Mass. 

Parsons, George W., 2 Cross St., Medford, 
Mass. 

Patterson, Wilhelmina, Suite 16, Temple Court, 
Salem, Mass. 

Perkins, Mary I., 586 Eastern Ave., East Lynn, 


Mass. 

Phemister, Alice G., 308 High St., West Med- 
ford, Mass. 

Potter, Zulette, 13 Hyde St., Revere, Mass. 

Pottle, Annie C., 89 Adams St., Waltham, 
Mass. 

Preston, Alice M., 292 Dodge St., Beverly, 
Mass. 

Priest, Maud B., Thomas Hill School, Wal- 
tham, Mass. 

Rafter, Charlotte, 22 Gaylord St., Dorchester 
Center, Mass. 

Rav, Carlon W., 26 Waldorf Rd., Newton 
Highlands, Mass. 

Raymond, Ward, Weir Grammar School, Taun- 
ton, Mass. 

Reddy, Joseph A., William E. Endicott Dis- 
trict, Boston 21, Mass. 


Reed, Alice C., 56 Otis St., Medford, Mass. 

Reid, Gertrude L., 50 Randall Ave., East Wey- 
mouth, Mass. 

Remon, Ruth E., 13 Juniper Ave., Salem, Mass. 

Rhoades, Gertrude L., 171 Harris St., Revere, 
Mass. 

Richardson, Bertha, 30 Avon PIl., Springfield, 

ass. 

Richardson, Gertrude E., Brightwood School, 
Springfield, Mass. 

Richardson, Mary E., 59 Walnut St., East 
Dedham, Mass. 

— Helen M., Cornish School, Plymouth, 

ass. 

Rogers, Martha A., 88 Chestnut St., Lynn, 
Mass. 

Russ, Sarah A., Thomas K. Rodman School, 
New Bedford, Mass. 

Ryan, Nellie A., 13 Pleasant St., Springfield, 
Mass. 

Sampson, Charles, 14 Avon Way, Quincy, 


ass. 

Sampson, Elizabeth H., Clifford Rd., Plymouth, 
Mass. 

Sauer, Edith, Kensington Avenue School, 
Springfield, Mass. 

Seabury, Frank W., 123 Orchard St., Somer- 
ville, Mass. 

Sears, Louise B., 9 Williams St., Taunton, 
Mass. 

Small, Lillian G., Lewis School, Lynn, Mass. 

Smith, Ella H., Fulton School, Medford, Mass. 

Sorel, Leah, 954 Plymouth Ave., Fall River, 
Mass. 

Southmayd, Pearl A., 15 Armory St., Spring- 
field, Mass. 

— Cora A., 8 Arletta Ave., Worcester, 
Mass. 

Starkey, Netty A., 7 Moore Ave., Worcester, 


ass. 
——. Olive, Munroe School, Lexington, 
ass. 
— Helen Maud, Thayer School, Franklin, 
ass. 
Sullivan, Annie G., 349 Whipple St., Fall 
River, Mass. 
Sullivan, Maude H., Houghton School, North 
Adams, Mass. 
Swasey, Marion H., 58 Maple St., New Bed- 
ford, Mass. 
Sweeney, Agnes G., Curtis School, Medford, 
Mass. 
Sweeney, Margaret E., 73 Main St., Quincy, 
Mass. 
Sweet, Emily, 22 Hammond St., Waltham, 
Mass. 
= M. Bessie, Franklin School, Brockton, 
ass. 
Todd, Wilfred E. L., Oxford Street School, 
Worcester, Mass. 
Tracy, Joseph M., Thomas Street School, Wor- 
cester, Mass. 
Towne, Lillian M., 15 Barrows St., Allston, 
Mass. 
Vose, Vivian, Hancock School, Lexington, 
Mass. 
Wainwright, Lottie W., 533 Broadway, Fall 
River, Mass. 
Washburn, Anna C., 3 Mt. Vernon St., Mel- 
rose, Mass. 
Wentworth, Florence A., Stone School, Wal- 
pole, Mass. 
Willard, Addie I., Edward B. Newton School, 
Winthrop, Mass. 
Wheeler, Harriet E., 62 Sever St., Worcester, 
Mass. 
Williams, Winnie M., 2 Lefavour Ave., Bever- 
ly, Mass. 
Wilson, Mary E., North Main St., Oakdale, 
Mass. 
Wilson, Sara E., Commercial Street School, 
Adams, Mass. 
Winslow, Ethel M., 44 Bardwell St., South 
Hadley Falls, Mass. F 











582 ELEMENTARY ScHooLt PRINCIPALS 





Woodward, Mrs. Lovina H., Lawrence Street 
School, Framingham, Mass. 
Yeomans, Rosanna, 118 Atlantic Ave., Revere, 


Mass. 
MICHIGAN 


Albert, Mrs. Jessie S., Froebel School, Mus- 
kegon, Mich. 
a Jennie, Oak Grove Club, Flint, 
ich. 
Arbaugh, W. B., 121 Puritan Ave., Highland 
Park, Mich. 
Arehart, Ira J., 11315 Rosemary Ave., Detroit, 
Mich. 
Armstrong, Donald C., Gardner School, 16025 
Whitlock, Detroit, Mich. 
oe. F, H., Ford School, Highland Park, 
ich. 
Bachmann, Sophie C., Majeske School, 2139 
Trombly Ave., Detroit, Mich. 
Backus, Anne May, 711 S. Capitol Ave., Lans- 
ing, Mich. 
Bacon, Meda, Eastern Avenue School, Grand 
Rapids, Mich. 
aoe, Edith M., High School, Ann Arbor, 
ich. 
Bailey, Fred C., Fairmount School, N. E., 
Grand Rapids, Mich. 
Baird, James, 3701 Berkshire Rd., Detroit, 
Mich. 
—. Guy L., 201 W. Parent St., Royal Oak, 
ich. 
Baker, Helen T., 3322 Carter, Detroit, Mich. 
Bateman, Grace N., 1670 Calvert, Detroit, 
Mich. 
Bates, Guy, Davison School, 2800 E. Davison 
Ave.. Detroit, Mich. 
es, warns J., Pulaski School, Hamtramck, 
ich. 
Baumgartner, William J., 14108 Mark Twain 
Ave., Detroit, Mich. 
— Grace E., 503 Medbury Ave., Detroit, 
ich. 
Beck, Carl G., 11846 Wilshire, Detroit, Mich. 
— Henry, Turner School, Grand Rapids, 
ich. 
Beers, Vivien, Bellevue, Mich. 
Belisle, John H., Winterhalter School, 12121 
Broad St., Detroit, Mich. 
Birkam, George, Coolidge School, 12700 Wood- 
mont Ave., Detroit, Mich. 
Birtch, Ora M., 2521 Riverside Dr., Trenton, 


ich. 

Blatter. Dorothy, Burton School, Grand Rap- 
ids, Mich. 

Bolton, Frederick, 4650 Braden, Detroit, Mich. 

Booth, Evelyn, 70 Alger Ave., Detroit, Mich. 

~~ Fannie E., 587 Emerson Ave., Detroit, 

ich. 

Bott, Helen, Ford School, 14735 Orangelawn, 
Detroit. Mich. 

Bradley, Mrs. Fanny, Kearsley Street School, 
Flint, Mich. 

Brewer, Jessie M., 18 Porter St., Pontiac, 
Mich. 

Brown, Mrs. Jeanette B., Diamond School, 
Grand Rapids, Mich. 

Brown, Mary M., 1505 Field Ave., Detroit, 
Mich. 

Burgwin, Mignon, 4045 29th St.. Detroit, Mich. 

Burk, Helen J., 5116 S. Martindale, Detroit, 
Mich. 

Burke, E. A., 930 Sheridan Ave., Ypsilanti, 
Mich. 

Burns, Hortense E., Moore School, 1000 Alger 
St., Detroit, Mich. 

Burt, Ethel V., 16611 Lawton Ave., Detroit, 
Mich. 

Bushnell, Nina M., 507 Thomson St., Flint, 
Mich. 

Carpenter, R. R., Van Zile School, 4925 State 
Fair E., Detroit, Mich. 

Carroll, Agnes, 46 Alger Ave., Detroit, Mich. 

Carroll, Mae B., 46 Alger Ave., Detroit, Mich. 


Caswell, Inez E., 13120 Wildemere Ave., De- 
troit, Mich. 

Charbonneau, Anna M., 2934 Clairmount, De- 
troit, Mich. 

Chase, Margaret T., 
Cicotte, Detroit, Mich. 

Chase, Martha B., 808 Bush St., Jackson, Mich. 

Clark, Lee O., Martin Road School, Ferndale, 


Logan School, 3811 


Mich. 
Clark, Retha M., Roosevelt School, Flint, Mich, 
Cleveland, J. Arlene, John P. Wilson School, 
Pontiac, Mich. 
Clow, Jennie M., 2924 Ferry Park, Detroit, 


Mich. 
Coates, Elizabeth M., 2705 Lapeer St., Flint, 
ich 


ich. 
Cogshall, Charles H., 1950 Francis Ave., S. E., 
Grand Rapids, Mich. 
Collar, Lovina, Holbrook School, Hamtramck, 
Mich. 
Collins, Florence, 8114 S. Johnson St., Pontiac, 
Mich. 
— Esther J., 3318 Whitney Ave., Detroit, 
ich. 
Cowe, Mrs. Ethel, 1439 Garland. Detroit, Mich 
Craddock, Susan J., Women’s City Club, 2110 
Park Ave., Detroit, Mich. 
Crane, Mrs. Mary E., 1592 Fifth St., Muskegon, 
ich. 
Creswell, Grace, 2464 Lothrop St., Detroit, 
Mich. 
Cross, Sydnie M., 5148 W. Chicago, N. W., 
Detroit, Mich. 
Crysler, Rose, 144 Longwood Ave., Detroit, 
Mich. 
Culhane, Josephine, Rankin School, Flint, 
Mich. 
Cull, aad Agnes, 319 Jefferson St., Ionia, 
ich. 
Cummings, Jennette, 325 W. Hudson St., Royal 
Oak, Mich. 
Curtis, Eva M., 1030 Grand Traverse, Flint, 
Mich. 
— Dale, 13000 De Quindre St., Detroit, 
ich. 
— Florence E., 2610 14th St., Detroit, 
ich. 
Davis, Besse Tohill, Lincoln School, Wyan- 
dotte, Mich. 
Davis, Irene C., 2332 Tuxedo, Detroit, Mich. 
Davison, Ethel, Houghten School, 16745 Lam- 
phere, Detroit, Mich. 
Dawson, Edwin, 20036 Outer Dr., Detroit, 
Mich. 
Decker, Mrs. Adelaide, 129 Orchard Ave., Bat- 
tle Creek, Mich. 
De Manigold, Mary L. G., 1031 Wayburn Ave., 
Detroit, Mich. 
Derr, Howard, Herbert Hoover School, Lincoln 
Park, Mich. 
Dicken, Carrie L., W. S. Perry School, Ann 
Arbor, Mich. 
Dixon, Walter E., 4846 Trenton Ave., Detroit, 
Mich. 
geal C., Palmer School, Grand Rapids, 
ich. 
Doherty, Mary C., 12744 Elmira, Detroit, Mich. 
Donovan, Alice N., 12123 Wark Ave., Detroit, 
Mich. 
Doonan, Gerald J., 524 Manistique St., De- 
troit, Mich. 
Doran, Margaret P., Oakdale School, Grand 
Rapids, Mich. 
Doyen, Gertrude, Preston School, 1251 17th 
St., Detroit, Mich. 
Drew, Mrs. Mina P., 341 Lafayette Ave., S. E., 
Grand Rapids, Mich. 
Drouin, Alice V., Hancock School, 2150 W. 
Hancock, Detroit, Mich. 
Drumn, Lina, Clark School, Flint, Mich 
Durgan, Guy A., Boynton School, 730 Visger 
Rd., Detroit, Mich. 
DuVall, Leo E., Southwestern School, Dear- 
born, Mich. 





Dyb 


Eck, 
Ega 


Ege 
tr 
Elli 
Elli 
a 
Ells 
s 
Erb 
s 








e., De- 
nt, De. 
3811 


, Mich, 
‘ndale, 


Mich, 
school, 


etroit, 
Flint, 
S. E., 
amck, 
ntiac, 
etroit, 


Mich 
, 2110 


egon, 
troit, 
: we 
troit, 
Flint, 
‘onia, 
Royal 
‘lint, 
troit, 
troit, 
‘yan- 


ich. 


4am- 
roit, 
Bat- 
\ve., 
coln 
Ann 
roit, 
vids, 


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roit, 


and 


7th 


ger 


are 








Tue ExeventoH YEARBOOK 


583 





Dyball, Mrs. Helen E., 308 W. Witherbee St., 
Flint, Mic 

Eck, Ruth J., 7378 Churchill St., Detroit, Mich. 

Egan, Nora L., 2672 W. Grand Blvd., Detroit, 


Mich. 

Egeler, Ethel, Harms School, 2400 Central, De- 
troit, Mich. 

Elliott, Myrtle A., 1037 Ashmun St., Sault Ste 
Marie, Mich. 

Ellis, William A., Duffield School, 
Mich. 

Ellsworth, Bert B., 
St., Detroit, Mich. 

Erb-Ritchie, Mrs. Grace I., 1206 Lake Drive, 
S. E., Grand Rapids, Mich. 

Everill, Winifred, 197 Cass Ave., Mt. Clemens, 
Mich. 

Fairbairn, Marion D., Ellis School, 5611 Rich 
St., Detroit, Mich. 

Farr, Helen, 26 Peterboro, Detroit, Mich. 

Fee, Lena M., 710 S. Oakley, Saginaw, W. S., 
Mich. 

Fey, Margaret, 851 Oakwood Blvd., 
Mich. 
Fleming, Jennie M., 
Detroit, Mich. 
Fraser, Gladys A., 
troit, Mich. 

Frederick, Magdalene, 
mingham, Mich. 

Fuller, Ada A., Madison School, Grand Rapids, 
Mich, 

Gasner, Mrs. Helen M., Garrison School, Dear- 
born, Mich. 

Gay, Mrs. Clara, Goldbrook School, 
Rapids, Mich. 

Geer, Florence E., 1044 E. Grand Blvd., De- 
troit, Mich. 

Geletzke, Minnie L., Woodrow Wilson School, 
Ferndale, Mich. 

Gibbons, Jane Winifred, Ann 
Arbor, Mich. 

Gifford, lah B., 


Mich. 

Gilday, Jane A., McFarlane School, 
Mich. 

Gladden, Theron A., 
Mich. 

Gonne, Edythe, 2281 W. Grand Blvd., 
Mich. 


Detroit, 


Ives School, 1146 Philip 


Dearborn, 
1971 Longfellow Ave., 
5244 Kensington St., De- 


Quarton School, Bir- 


Grand 


421 Church St., 
15600 State Fair E., Detroit, 
Detroit, 
Marshall School, Detroit, 
Detroit, 


Goodson, Isabel, 578 W. Iroquois Rd., Pontiac, 
Mich. 

Gordon, Donald C., Holly School, 2585 Grove, 
Detroit, Mich. 

Gordon, Grant W., 2525 
Mich. 

Graham, Albert, 7840 Wagner Ave., 
Mich. 

Graham, James R., Richard School, 13840 Lap- 
pin St., Detroit, Mich. 

Green, Loa, 247 N. Rose St., Mt., 
Mich. 

Green, Tamar, 2775 
Mich. 

a Bertha, Alger School, Grand Rap- 
ids, 

es ttin 338 W. Washington, Jackson, 
Mi 


Brooklyn, Detroit, 


Detroit, 


Clemens, 


Maybury Ave., Detroit, 


Gregory, Arnold C., Raupp School, Lincoln 
Park, Mich. 

Guild, Ella M., Oak Grove Club, Flint, Mich. 

Gulliford, Julia I., 1726 W. Euclid Ave., De- 
troit, Mich. 

Haley, Nelle, 1008 Court St., Saginaw, W. S., 
Mich 

Hall, Detroit, 
Mi 


Isabell, 288 Josephine Ave., 


ich. 

Hamilton, Esther, Pattengill 8411 
Northfield, Detroit, Mich. 

Hardie, Frances S., 16250 La Salle Blvd., De- 
troit, Mich. 

Hardie, Katherine, 2170 Jefferson Ave., E., 
Detroit, Mich. 


School, 


Harrigan, Margaret A., 1530 Cherry St., De- 
troit, Mich. 

Harrington, Katherine, Donovan School, Ann 
Arbor, Mich, 

Harrison, Mrs. Florence, 1016 Ann Arbor St., 
Flint, Mich. 

Hartung, Urban, Jr., 938 W. Forest Ave., De- 
troit, Mich. 

Harvey, Cora B., Alexander School, Grand 
Rapids, Mich. 

Healy, Oliver B., 13297 Lauder, Detroit, Mich. 

Hedrick, Ethel D., Philip Bach School, Ann 
Arbor, Mich, 

Herrig, Isabella W., 882 Adams St., Saginaw, 
W. S., Mich. 

Hilborn, Mrs. 
Flint, Mich. 

Hoag, Grace S., Logan School, 
Detroit, Mich. 

Horner, Helen, 114 S. Grinnell St., 
Mich. 

Horton, Mrs, Jeannette, Garfield School, Su- 
perior Blvd., Wyandotte, Mich. 

Hough, Agnes M., 917 E. Ninth St., Flint, 

1091 


Clara M., 2005 Francis Ave., 


3811 Cicotte, 
Jackson, 


Mich, 
Hubbard, Evelyn B., Monteith School, 
Hibbard Ave., Detroit, Mich. 
Itsell, Lillian C., Oak Park School, 
Mi 


ich. 

James, Elsie E., Oak Grove Club, Flint, Mich. 

Jennings, Winifred, Leslie School, 6230 Plain- 
view, Detroit, Mich. 

Johnson, Mabel, 200 E. Chocolay St., Munising, 
Mich, 

Jones, Etta F., 
Mich. 

Jose, Mamie, 301 Summit Ave., Jackson, Mich. 

Keck, Christine M., 1842 Sherman St., Grand 
Rapids, Mich. 

Kellum, M. Effie, 1219 Bement St., 


Mich. 
Kelly, Mary M., 301 W. Third Ave., Flint, 


Lansing, 


Finney School, Grand Rapids, 


Lansing, 


ich, 

— Maude E., 2704 Calvert Ave., Detroit, 
Lich, 

Kessler, Florence, 2489 Taylor, Detroit, Mich. 

Kilander, Mrs. Pansy, 14149 Coyle Ave., De- 
troit, Mich. 

Kirschman, Mrs, Winifred A., 22 Terrace Ave., 
Battle Creek, Mich. 

Knighton, Edward J., 16537 Ward Ave., De- 
troit, Mich. 

Knooihuizen, Marguerite, Coit School, Grand 
Rapids, Mich. 

> Florence E., 5963 Cadillac Ave., Detroit, 


ich. 

Kull Charlotte, Dixon School, 19500 Tireman, 
Detroit, Mich. 

Laing, Earl R., President, Department of 
Elementary School Principals, 1931-32, Burt 
School, 20710 Pilgrim Ave., Detroit, Mich. 

Lamport, Harold B., 12541 Second Ave., High- 
land Park, Mich. 

Lang, Marion M., 533 E. Mt. Hope Ave., Lan- 
sing, Mich. 

Lannin, Jean, 15721 Ashton Rd., Rosedale 
Park, Detroit, Mich. 

Leahey, Ellen, Miller School, Dearborn, Mich. 

Le Furge, Mrs. Vera D., 3043 Hogarth St., 
Detroit, Mich. 

Lewis, Ruth, Nelson School, Muskegon, Mich. 

Livingston, Ruby, 525 Lafayette S. E., Grand 
Rapids, Mich. 

Lockwood, Glenn O., Ann Visger School, River 
Rouge, Mich. 

Logan, Jean W., 1540 Pine St., Detroit, Mich. 

—s Mrs. Lenora 0% 310 W. Van Buren 

Battle Creek, Mic 

ile Jessie, 2694  >hiladelphia W., De- 
troit, Mich. 

McCarthy, Julia M., 6914 St. Paul Ave., De- 
troit, Mich. 

McCloskey, J. E., 1214 W. Genesee Ave., Sagi- 
naw, Mich. 








584- ELEMENTARY ScHooL PRINCIPALS 





McConnell, Clara E., 670 Pingree Ave., De- 
troit, Mich. 
McGoldrick, Mary, 1237 Trumbull Ave., De- 
troit, Mich. 
McGowan, Margaret C., 2535 Atkinson Ave., 
Detroit, Mich. 
McGregory, Lotta V., 605 Hazelwood Ave., 
Detroit, Mich. 
McGuinness, Mae E., 73 Palmer E., Detroit, 
Mich. 
McKenny, Laurence, 15600 State Fair E., De- 
troit, Mich. 
McKinney, Rachel, 5468 Stanton Ave., De- 
troit, Mich. 
McLaughlin, Charles W., 2121 Van Dyke, 
Detroit, Mich. 
McLeod, Lena E., Cook School, Flint, Mich. 
— Mary, 13185 Pinehurst, Detroit, 
ich. 
McSweeney, Mary C., MacCulloch School, De- 
troit, Mich. 
McVean, Gertrude, 327 Perry St., Pontiac, 
Mich. 
Mackay, Mary B., Stellwagen School, 15770 
Outer Dr., E., Detroit, Mich. 
MacLeod, Kenneth M., 5718 Kenilworth Ave., 
Dearborn, Mich. 
Maher, Anna J., 1056 Lenox, Detroit, Mich. 
Mandeville, James M., 5437 Vinewood Ave., 
‘ Detroit, Mich. 
Mann, M. Blanche, Union High School, Grand 
Rapids, Mich. 
Marsh, Mrs. Lettie, Harrison Park School, 
Grand Rapids, Mich. 
Marshall, Irene, 8840 Second Blvd., Detroit, 
Mich. 
Martin, Mrs. Frances K., 202 Upton Ave., 
Battle Creek, Mich. 
Mason, Mrs. Bertha, Franklin Street School, 
Grand Rapids, Mich. 
Matthews, Mrs. Nora, Sheldon School, Grand 
Rapids, Mich. 
=. Ina J., 3824 Tyler Ave., Detroit, 
ich. 
Meredith, Mrs. Mary, Washington School, 
Hudson, Mich. 
Minahan, Lucy C., 2670 Gladstone Apt., De- 
troit, Mich. 
Misner, Paul J. Roosevelt School, Ypsilanti, 
ich. 
Montgomery, Rhoda, 4058 Clements, Detroit, 


ich. 
> 4 Lillian C., 42 Willis Ave., E., Detroit, 
ich. 

Morrison, Nellie, 17 Lafayette Ave., S. E., 
Grand Rapids, Mich. 

Morse, John A., 1450 E. Jefferson Ave., De- 
troit, Mich. 

Moss, Helen A., 919 Lapeer St., Flint, Mich. 

Mulholland. Mary, 848 Reed St., Kalamazoo, 
Mich. 

Mumford, Edgar H. E., George W. Ferris 
School, Highland Park, Mich. 

Munn, Mae T., Schoo! No. 3, Ecorse, Mich. 

Munroe, Jessie, School No. 1, Ecorse, Mich. 

Murphy, Anna E., School No. 2, Ecorse, Mich. 

Netzorg, Sadie, Holeomb School, 18100 Bentler 
Ave., Detroit, Mich. 

Nill, Louise, 6030 Grandy Ave., Detroit, Mich. 

Nyman, Alfreda, 129 S. Mansfield St., Iron- 
wood, Mich. 

O’Connor, Margaret E., Boynton School, De- 
troit, Mich. 

Olson, Amy, 527 Lake St., Ironwood, Mich. 

Page, Florence, 11870 Ohio, Detroit, Mich. 

a Y Howard L., Oxford School, Dearborn, 

ich. 

Pascoe, May F., 515 W. Newall, Flint, Mich. 

Patterson, Laura C., McKinley School, 5723 
Hamilton St., Detroit, Mich. 

Payette, Pearl, Bedford, Mich. 

Pearson, Mrs. Carolyn A., 430 E. Rankin St., 
Flint, Mich. 


Peatling, Ella M., 1524 Clairmount, Detroit, 
Mich. 

Peel, Cora L., 925 W. Kirby St., Detroit, Mich, 

Perdue, Viola H., 127 Hastings St., Alma, 
Mich. 

Pickett, Mrs. Lillian H., 111 W. Baker St., 
Flint, Mich. 

Plumb, Alberta E., 3224 E. Genesee Ave., 
Saginaw, E. S., Mich. 

Popp, Mrs. Cleo E., 1101 Copeman Ave., Flint, 
Mich. 

Potter, Mrs. Edna H., 301 Dale St., N. E., 
Grand Rapids, Mich. 

Powers, Marjorie, Wilson 
Creek, Mich. 

Quandt, Verna M., 9509 Fort St., W., Detroit, 
Mich. 

Raine, Ida, 155 W. Gognor St., Battle Creek, 
Mich. 

Raiss, Mrs. Edna K., 258 S. Eastlawn, Fox 
Creek, Detroit, Mich. 

Randall, Leo M., 3952 Bewick, Detroit, Mich. 

Reardon, Anna T., 306 N. Linn, Bay City, 
Mich. 

Reaume, Rhoda, 6141 Stanton Ave., Detroit, 
Mich. 

Redden, John E., 14450 Burt Rd., Detroit, 
Mich. 

Redman, Mabel M., 75 Avalon Ave., Detroit, 


School, Battle 


ich. 

Reekie, Clara B., Women’s City Club, 2110 
Park, Detroit, Mich. 

Reynolds, O. D., Ruthnuff School, 6311 W. 
Chicago Blvd., Detroit, Mich. 

Riggs, Cora M., Jefferson School, Grand 
Rapids, Mich. 

Riley, Mrs. Etta, 3453 Montclair, Detroit, Mich. 

Robinson, Henrietta A., 1660 Calvert Ave., 
Detroit, Mich. 

Robinson, Roy E., 16536 Iverness, Detroit, 
Mich. 

Robison, Alice E., 103 Hazelwood Ave., De- 
troit, Mich. 

Roethke, Louise, Clipert School, 4725 Martin 
Ave., Detroit, Mich. 

Rogers, Alex R., 14317 Hubbell Ave., Detroit, 
Mich. 

Rogers, Esca B., 121 Arbor St., Kalamazoo, 
Mich. 

Rosenthal, Aimee, 8821 Georgia St., Detroit, 
Mich. 

Ross, Agnes, 73 Chestnut St., Battle Creek, 
Mich. 

Ross, Margaret, 73 Chestnut St., Battle Creek, 
Mich. 

Ross, Meta, 5440 Cass Ave., Detroit, Mich. 

Rouse, Jessie H., 2503 S. Washington Ave., 
Saginaw, E. S., Mich. 

Rudduck, Lillian W., 5670 Missouri Ave., De- 
troit, Mich. 

Ryan, Lenora M., 429 Eighth St., Escanaba, 


ich. 

Schoolcraft, Pearl T., North Westnedge 
School, Kalamazoo, Mich. 

Schrier, Mrs. Kate B., Hillcrest School, Kala- 
mazoo, Mich. 

Shattuck, Alice B., 193 E. Iroquois Rd., Pon- 
tiac, Mich. 

Shaw, Edith E., Wilkins School, 12400 Nash- 
ville St., Detroit, Mich. 

Sheahan, Stella, 14223 Southampton, Detroit, 
Mich. 

Shenstone, Anna H., 325 Burr Oak St., Kala- 
mazoo, Mich. 

Sheridan, Margaret E., 1729 Glynn Court, De- 
troit, Mich. 

Shomin, Mrs. Ruth S., Pierce School, Birming- 
ham, Mich. 

Short, Mrs. Mabelle I., Washington School, 
Flint, Mich. 

Sigler, Mrs. Lou I., 1413 Bates St., S. E., 
Grand Rapids, Mich. 

Smith, Bertha F., Sigsbee School, Grand 
Rapids, Mich. 








ae ae ee ae ae ae al eo ee 








Detroit, 


it, Mich, 
, Alma, 


ker St., 
e Ave., 
., Flint, 

os x. 

Battle 
Detroit, 
» Creek, 
vn, Fox 


t, Mich. 
y City, 


Detroit, 
Detroit, 
Detroit, 
b, 2110 
311 W. 

Grand 


t, Mich. 
t Ave., 


Detroit, 
‘e., De- 
Martin 
Jetroit, 
mazoo, 
Jetroit, 
Creek, 
Creek, 


Mich. 
1 Ave., 


e., De- 
anaba, 
tnedge 
, Kala- 
, Pon- 
Nash- 
etroit, 
Kala- 
rt, De- 
rming- 
School, 
Ss. E., 
Grand 








Tue EveventH YEARBOOK 585 





Smith, Mrs. Edith M., Henry School, Henry 
Ave. near Whealthy, Grand Rapids, Mich. 
—_ Hattie, Longfellow School, Royal Oak, 
Mich. 

—_ Mildred, 40 Davenport St., Detroit, 

ich. 

Stapleton, Mrs. Louise V., Dickinson School, 
Grand Rapids, Mich. 

Steeds, Ivah, 3334 Lothrop, Detroit, Mich. 

Steele, Frank, McMillan School, 615 West End 
South, Detroit, Mich. 

Stevens, Roy W., 2275 W. Philadelphia, De- 
troit. Mich. 

Stout, Grover C., 4221 Cortland, Detroit, Mich. 

Strahan, Margaret, 514 Ethel Ave., S. E., 
Grand Rapids, Mich. 

Strickland, Rena M., 
Flint, Mich. 

Sullivan, Mary C., 3219 Grand Ave., W., De- 
troit, Mich. 

Sweeney, Anne M., 10125 King Richard Ave., 
Detroit, Mich. 

Terry, Marion M., 3421 Chicago Blvd., Detroit, 


Mich. 

Theel, Sophie E., Ruddiman School, 7350 
Southfield, Detroit, Mich. 

Thomas, John S., 4875 Buena Vista W., De- 
troit, Mich. 

Thomson, Marion, 340 E. Grand Blvd., De- 
troit, Mich. 
Trombly, R. C., 

Mich 


ich. 

Tucker, Ethel M., Mason School, Vernier Rd., 
Grosse Pointe Park, Mich. 

Van Buren, Frances C., 
Grand Rapids, Mich. 

Vandenbergh, Ora H., 28 Collingwood, N. E., 
Detroit, Mich. 

Voorhees, James H., 
troit, Mich. 

Wagester, Luella R., Northwood School, Royal 
Oak, Mic 

Ward, Evelyn, Fountain School, Grand Rapids, 

ich. 

Warner, Frances L.., 
Detroit, Mich. 

Waterman, Wyla, Oak Grove Club, Flint, Mich. 

Weatherby, M. Emmett, 750 Burlingame Ave., 
Detroit, Mich. 

Weatherly, Mrs. Louise, East Leonard School, 
Grand Rapids, Mich. 

bed Ernest, Training School, Richland, 
Mich. 

Weidemann. Mathilde, 269 Erskine St., De- 
troit, Mich. 

Weidman, Agnes A., Von Steuben School, 
12333 Linnhurst Ave., Detroit, Mich. 

Welch, Elizabeth, 2310 E. Court St., Flint, 


616 W. Fourth Ave., 


899 Lakepointe S., Detroit, 


Lafayette School, 


3801 Pasadena Ave., De- 


881 Collingwood Ave., 


Mich. 

Welte, Adeline K., 1203 Bement St., Lansing, 
Mich. 

Weter, Grace E., U. S., Grant School, Royal 
Oak, Mich. 

Willits, Charlotte, A., 11789 Turner St., De- 
troit, Mich. 

Wilson, Adelaide M., Sherrill School, 7300 


Garden St., Detroit, Mich. 

Wilson, Grace, Oak Grove Club, Flint, Mich. 

Wineman, Mrs. Catherine, 1099 Van Dyke 
Ave., Detroit, Mich. 

Winslow, Catherine M., 264 Smith St., Detroit, 
Mich. 

Woody, Clifford, School of Education, Univer- 
sity of Michigan, Ann Arbor, Mich. 

Woolfenden. Elizabeth, 1395 Catherine, De- 
troit, Mich. 

Woolfenden, Grace F., Oakman School, 12920 
Wadsworth, Detroit, Mich. 


Worfel, Georgia, Aberdeen School, Grand 
Rapids, Mich. 

Wuennecke, Laura, Ferry School, Grand 
Haven, Mich. 


Yokom, Merle C., 61 Clairmount, Detroit, Mich. 


York, Edna M., Widdicomb School, Grand 
Rapids, Mich. 

Young, Mrs. Amelia D., 7364 Churchill Ave., 
Detroit, Mich. 

Young, Dorah, Longfellow School, Flint, Mich. 


MINNESOTA 

Anderson, John O., Grant School, Duluth, 
Minn. 

Barse, Mrs. Amy C., 5317 First Ave., S., Min- 
neapolis, Minn. 

Bartholf, Mrs. Kate J., Emerson School, 
Spruce Pl. and 14th St., Minneapolis, Minn. 

Becker, Elsa, 1732 E. Fourth St., Duluth, Minn. 

Benson, Gudrun, Trudeau School, Fourth St. 
and Ninth Ave., S. E., Minneapolis, Minn. 

Blood, Benita R., Margaret Fuller School, 
Minneapolis, Minn. 

Boysen, Mrs. Agness, Lyndale School, 34th 
and Lyndale Ave., Minneapolis, Minn. 

Bradseth, Alice M., 1127 E. Sixth St., Duluth, 
Minn. 

me Anne, Garfield School, Minneapolis, 


Min 

Buell, ‘Geseling, Randolph Heights School, St. 
Paul, Minn. 

Butler, Margaret F., Webster School, St. Al- 
bans and Holly Ave., St. Paul, Minn. 

Cecil, Ruth M., Webster School, Minneapolis, 
Minn. 

Clark, Mary R., School Department, Gillette 
State Hospital, St. Paul, Minn 

———e Gertrude, 2007 Selby Ave., St. Paul, 

inn 

Collins, Margaret E., 4420 W. Lake Harriet 
Blvd., Minneapolis, Minn. 

Converse, Lula R., Gorman School, St. Paul, 
Minn. 

Coope “ Harry P., Tuttle School, Minneapolis, 
Min 

Culbert, Edwin C., Adams School, Franklin 
and 16th Aves., S., Minneapolis, Minn. 

Dosdall, Bertha A., “Irving School, St. Paul, 
Minn. 

Dougherty, Sada C., 3636 Park Ave., Minneap- 
olis, Minn. 

Drohan, Gertrude, 2716 Portland Ave., Min- 
neapolis, Minn. 

Dutton, Mrs. Jean U., 
Minneapolis, Minn. 

Erickson, Cornelia, Johnson 
Schools, Minneapolis, Minn. 

Everson, Tilden O., Sumner School, Minneap- 
olis, Minn. 

Farmer, Mrs. Lillis E., Primary School, Gil- 
bert, Minn. 

Fawcett, Jessie E., 
Minneapolis, Minn. 

Fields, Nellie M., 3237 Emerson Ave., S., Min- 
neapolis, Minn. 
Fredrickson, Mrs. Claire L., Howe School, 48rd 
Ave. S. and E. 38th St., Minneapolis, Minn. 
Gannon, Lue E., Nashwauk Grade School, 
Nashwauk, Minn. 

Garrison, Harry A., Prescott School, Minneap- 
olis, Minn. 

Gaus, Ottelie J., Pierce School, N. E. Broad- 
way and Filmore, Minneapolis, Minn. 

Gee, Florence L., Audubon School, Minneap- 
olis, Minn. 

Gorman, Mary, 727 E. Third St., 
Minn. 

Graves, Helen L., Elba School, Gilbert, Minn. 

Gundlach, Lucy, 1726 Lincoln Ave., St. Paul, 
Minn. 

Hamilton, Katharine, Department of Educa- 
tion, Endicott Building, St. Paul, Minn. 

Hansen, Meta, McKinley School, 37th and 
Colfax Ave., N., Minneapolis, Minn. 

Harger, Lena L., 4235 Grimes Ave., S., Min- 
neapolis, Minn, 


Miles Standish School, 


and Stowe 


600 W. Franklin Ave., 


St. Paul, 











586 ELEMENTARY ScHoot PrincipPaLs 





Hellberg, Charles F., 4848 Pleasant Ave., S., 
Minneapolis, Minn. 

Holcombe, Selma V., 822 S. Second St., Still- 
water, Minn. 

Holtz, Jennie F., Irving School, 17th Ave., S., 
and 28th, Minneapolis, Minn. 

Jameson, Florence M., Lymanhurst School, 
Chicago and 18th St., Minneapolis, Minn. 
Jasperson, Lillian M., Bremer School, Cor. 
Emerson and Lowry, Minneapolis, Minn. 
Johnson, Jennie U., Hayden Heights School, 
Prospect and Hazel Aves., St. Paul, Minn. 
Jones, Ruth J., 624 Fourth St., S. E., Minneap- 

olis, Minn. 

Kaasa, Elizabeth J., Northrop School, 16th 
Ave. and 46th St., S., Minneapolis, Minn. 
Keckefoth, Ethel H., Washington School, 

Eighth Ave. and Sixth St., S., Minneapolis, 
Minn. 
Kensinger, Floy, 1422 E. Third St., Duluth, 


Minn. 

King, Margaret M., 842 Laurel Ave., St. Paul, 
Minn. 

Kirk, H. H., High School, Faribault, Minn. 

Krogstadt, Marie C., 4336 Aldrich Ave., S., 
Minneapolis, Minn. 

Larkin, Jane V., 46 N. Hamline Ave., St. Paul, 
Minn. 

Lichtenberger, James F., Morris Park School, 
Minneapolis, Minn. 

Lommen, Julia A., Van Cleve School, Min- 
neapolis, Minn. 

Lynch, Maria A., Willard School, Minneapolis, 
Minn. 

McAlister, Gladys M.. 905 W. 44th St., Min- 
neapolis, Minn. 

McClellan, Mary F., J. J. Hill School, Ox- 
ford and Shelby, St. Paul, Minn. 

McGregor, Lulie, Harrison School, Minneap- 
olis, Minn. 

Mallory, Blanche, 715 E. First St., Duluth, 
Minn. 

Mather, Helen, 2011 ‘Third Ave., S., Minneap- 
olis, Minn. 

Maxson, Francis E., Windom School, 5800 
Blaisdell Ave., Minneapolis, Minn. 

Morrill, Eliza C., Rosedale School, Minneapolis, 

inn. 

Nelson, Anna B., Cobb School, Duluth, Minn. 

Neville, Mrs. Blanche C., 164 Montrose P1., 
St. Paul, Minn. 

Norsted. Roy A.. 622 Jones St., Eveleth. Minn. 

Nyhus, Ellen, Clara Barton School, Minneap- 
olis, Minn. 

O’Keefe, Nellie M., 1021 Portland Ave., St. 
Paul, Minn. 

Pahr, Mrs. Ida C., 3118 E. 22nd St., Minneap- 
olis, Minn. 

Peters, Leone E., 2508 First Ave., S., Min- 
neapolis. Minn. 

Petersen, Mrs. Edith Barney, Motley School, 
Dartmouth Ave. and Erie St., S. E., Min- 
neapolis, Minn. 

Porcher. Maria R., Bancroft School, Minneap- 
olis, Minn. 

Prendergast, Katharine, Adams School, Chats- 
worth and Watson, St. Paul, Minn. 

Probst, Ella, Hampshire Arms, Minneapolis, 
Minn. 

Raddatz, Agnes, Dowling School, Minneapolis, 

inn. 

Reed. Myrtle, Monroe School, Minneapolis, 
Minn. 

Reichard. Clifford E., Pillsbury School, Min- 
neapolis, Minn. 

Riedell, Adaline M., John Ericsson School, 31st 
Ave. S. and 48rd St., Minneanolis, Minn. 

Ringdahl, N. Robert, 3220 Tenth Ave., S., 
Minneapolis, Minn. 

Rinkel, Caroline, 310 Avenue C., Cloquet, 


inn. 
Rossman, Mabel A., Washburn School, Duluth, 
inn. 


Ruddy, Harriet E., Phalen Park School, Payne 
Ave. and E, Rose St., St. Paul, Minn. 

Saam, Selma Louise, Hawthorne Schoo], 24th 
Ave., N., and Sixth, Minneapolis, Minn. 

Sand, Anna, 27 W. 36th St., Minneapolis, 
Minn. 

Shaughnessy, Gertrude, Grant School, Min- 
neapolis, Minn. 

Sherwood, Esther, 3514 Irving Ave., N., Min- 
neapolis, Minn. 

Sherwood, Grace B., 3532 Second Ave., S., Min- 
neapolis, Minn. 

Shove, Helen B., 3116 Clinton Ave., S., Min- 
neapolis, Minn. 

Stanley, Elizabeth A., Holland School, Min- 
neapolis, Minn. 

Steffensrud, E. R., 2050 W. First St., Chisholm, 
Minn. 

Stone, Mrs. Genevieve L., 1450 W. Minne- 
haha Ave., Minneapolis, Minn. 

Strate, Nettie M., 3032 Colfax, S., Minneapolis, 
Minn. 

Sutton, Gertrude K., 1224 S. Third St., Still- 
water, Minn. 

Swenson, Esther J., Box 61, Ortonville, Minn 

Tavlor, Edith B., 1430 W. Minnehaha St., St. 
Paul, Minn. 

Taylor, Jessie Ella, 3832 23rd Ave., S., Min- 
neapolis, Minn. 

Trawickv, Rosella M., Douglas School, Min- 
neapolis, Minn. 

Voigt, Alfreda H., Portland School, 41st and 
Oakland, S., Minneapolis, Minn. 

Wallar. Beulah H., Greeley School. 26th St. 
and 12th Ave., S., Minneapolis, Minn. 

Walton, Matilda K., 3125 Columbus Ave., Min- 
neapolis. Minn. 

Wantke, Theodore, Public School, Soudan, 
Minn. 

Watson, Mrs. Louise H., Warrineton School, 
Clinton and E. 37th St., S., Minneapolis, 
Minn. 

Weld. Paul A., Cobb Cook School, Hibbing, 
Minn. 

White, Zada A., 107 W. 52nd St., Minneapolis, 

inn. 

Wiersch. Mrs. Marion, 717 N. 19th Ave., E., 
Duluth, Minn. 

Wilder, Mrs. Leone, 627 Ontario, S. E., Min- 
neapolis, Minn. 

Wilkinson, Sarah H., Whitney School, Min- 
neapolis, Minn. 

Wood. Harriet J., Edith Cavell School, 34th, 
N. E.. and Fillmore, Minneapolis, Minn. 
Young, Leonard, 226 W. First Ave., East, 

Duluth, Minn. 


MISSISSIPPI 

Blackwelder, D. L., East McComb School, Me- 
Comb, Miss. 

Dempster, Alice, 1607 24th Ave., Meridian, 
Miss. 

Dickins, Hattie, Grammar School, Leland. 
Miss. 

Horn, Lizzie, Elementary School, Grenada, 


Houston, Gabriel, 138 Cherry St., Clarksdale, 
Miss. 

Lester, Laura R., Woodlawn, R. F. D. 5, Jack- 
son, Miss. 

MeMillan. Nannie, 1215 Magnolia St., Vicks- 
burg, Miss. 

Marshall. Mary R., 121 E. Main St., Charles- 
ton, Miss. 

Milner, Bessie, 720 E. Beach, Gulfport, Miss 

Sale, Mrs. Annie T., Franklin Academy, Co- 
lumbus. Miss. 

Stewart, E. B., The Consolidated School, State 
Line, Miss. 

Stokes, Mary M., Box 344, Columbus, Miss. 








—., 


Payne 
| 24th 
In. 
polis, 
Min- 
Min- 
Min- 
Min- 
Min- 
holm, 
linne- 
polis, 
Still- 


Minn. 
+. 3 


Min- 
Min- 
t and 
h St. 
Min- 
idan, 


‘hool, 
polis, 


bing, 


polis, 


Min- 
Min- 
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iss. 





Tue ExneventH YEARBOOK 587 





MISSOURI 
Andrews, F. E., 1415 N. Garrison St., St. 
Louis, Mo. 
Annin, Mrs. Anna W., 4925 Parkview PIl., 
Louis, Mo. 
Baker, Bertha, 4000 Hyde Park, Kansas City, 


Mo. 

Baker, Beulah N., 5031 Potomac St., St. Louis, 
Mo. 

Barbee, F. H., Board of Education, St. Joseph, 
Md 


Barley, Ida L., 3638 Summit, Kansas City, Mo. 

Barnes, Mrs. Abbie C., Lindbergh School, St. 
Joseph, Mo. 

Bender, Ethel D., Sutton School, 3400 Cam- 
bridge Ave., Maplewood, Mo. 

Benson, J. R., 6131 Magnolia Ave., St. Louis, 
Mo. 

Betton, Florence, Askew School, 2630 Top- 
ping, Kansas City, Mo. 

Beumer, Edward H., 4242 Grove St., St. Louis, 


Mo. 

Bick, Anna, Lowell School, 1409 Linton St., 
St. Louis, Mo. 

— Lulu, Ormond Hotel, Kansas City, 


an Amelia A., 6358 Delmar Blvd., 
St. Louis, Mo. 

Blomfield, R. V., Pershing School, St. Joseph, 
M 


0. 

Bolen, Bettie, 421 N. 21st St., St. Joseph, Mo. 

Bond, J. C., Henry C. Kumpf School, 4423 
Olive, Kansas City, Mo. 

Boyd, Anna B., 5330 Pershing Ave., St. Louis, 


Mo. 
a Sarah L., 5330 Pershing Ave., St. Louis, 
Bracken, John L., Supt. of Schools, Clayton, 


enna, Mrs. Bessie, 1229 Amherst PIl., St. 
Louis, Mo 

Brossard. Julia E., 240 W. Argonne Dr., Kirk- 
wood, 

Brous, L. E ., 4540 Holly St., Kansas City, Mo. 

Brown, Charles H., Marshall School, 4342 
Aldine St., St. Louis, Mo. 

Brown, Lou, Lykins School, 4114 E. Seventh 
St., Kansas City, Mo. 

Bruce, Wilma, Bowerman School, Springfield, 
M 


0. 
Buchanan, William D., 5511 Vernon Ave., St. 


Louis, Mo. ' 
Burress, Lida M., 1420 S. Vermont, Sedalia, 
Mo. 


Burris, Frances A., 630 N. 23rd St., St. Joseph, 


Mo. 

Campbell, Cora, Bancroft School, 4300 Tracy 
Ave., Kansas City, Mo. 

Campbell, E. G., 4910 W. Pine Blvd., St. 
Louis, Mo. 

Capp, Theresa I., 2531 Faraon St., St. Joseph, 
Mo. 

Carpenter, Clarence, 2821 Lafayette St., St. 
Joseph, Mo. 

Cheney, Miriam, Schuyler Hotel, Kansas City, 
M 


0. 

Chiles, E. E., Harrison School Patron’s Assn., 
4163 Green Lea Ave., St. Louis, Mo. 

Coleman, J. H., 2012 E. 24th St., Kansas City, 
Mo. 

Collins, Anne J., John H. Schroeder School, 
St. Louis, Mo. 

Coplen, Don, Bohoca School, Martin City, Mo. 

Cottingham, James M., Benton School, 3005 
Benton Blvd., Kansas City, Mo. 

Cox, Henley L., 2139 E. 24th St., Kansas City, 
Mo. 


Craig, Santa Maria, 2019 Ruby, Kansas City, 
Mo. 
Cramer, Roscoe V., Switzer School, Kansas 


City, Mo. 
Creek, E. G., Field School, St. Joseph, Mo. 


Crook, John L., 126 E. Kansas St., Indepen- 
dence, Mo. 
Crosby, Clifford, 31 Oak Ter., Webster Groves, 


Mo 

Cullen, Blanche P., 5200-A Waterman Blvd., 
St. Louis, Mo. 

Curry, A. R., es School, 2404 Prospect, 
Kansas City, M 

—— > Bas “3034 Madison St., St. Louis, 


oO. 

Dickson, Mamie A., 3045 Lambdin Ave., St. 
Louis, Mo. 

Dolan, Elizabeth, Mark Twain School, 3850 E. 
60th St., Kansas City, Mo. 

Downs, Harold Ts Lockwood School, Webster 
Groves, Mo. 

Drayer, H. C., 6933 Columbia Ave., University 
City, Mo. 

Egan, Mrs. Anna H., 4111 Warwick Blvd., 
Kansas City, Mo. 

Elliott, Mrs. Elsie M., 970 Prospect Ave., 
Springfield, Mo. 

sy Fannie M., 2102 N. Rogers, Springfield, 


Falke, Clara, William Rockhill Nelson School, 
5228 Charlotte, Kansas City, Mo. 
Flaven, Mary E., 3638 Summit, Kansas City, 


Mo. 
Fleming, C. I., 3655 Humphrey St., St. Louis, 
Mo 


Foristel, Margaret S., Taussig School, 1540 S. 
Grand Ave., St. Louis, Mo. 

French, uke G., Karnes Opportunity School, 
550 Charlotte, ‘Kansas City, Mo. 

Gaines, I. A., 604 Bonita Ave., Webster Groves, 


Mo 

Gartenbach, Margaret, 3196 Morgan Ford, St. 
Louis, Mo. 

Gidinghagen, Walter, Humboldt School, 714 
E. 11th St., Kansas City, Mo. 

Godbey, Walter A., 3840-A Humphrey St., St. 
Louis, Mo. 

Goode, Lenna, Frances pa School, 5010 
Garfield, Kansas City, 

Goslin, W. E., High School “Building, Webster 
Groves, Mo. 

Green, G. H., 6189 Kingsbury Blvd., St. Louis, 


Mo. 

Griffin, Margery M., Clay School, 3820 N. 14th 
St., St. Louis, Mo. 

Hamilton, Edward D., Simmons School, 4306 
St. Louis Ave., St. Louis, Mo. 

Hamilton, Mrs. Sarah T., 101 Tiffin Ave., Fer- 
guson, Mo. 

Harmon, Zora, Sunshine School, Springfield, 
Mo. 

Harris, A. H., 1010 Virginia Ave., Kansas City, 
M 


Harrison, W. H., 2130 E, 24th St., Kansas 


Harvey, Lida E., Van Horn cae 39th and 
Wyoming. Kansas City, 

Herdman, Pearl, is ‘School, 1600 S. 
Grand Blvd., St. Louis, Mo. 

Hickey, P. J., Madison School, 1118 S. Seventh 
St., St. Louis, Mo. 

Hill, Stanley, 4038 Palm St., St. Louis, Mo. 

Hinckley, Mildred, Tefft School, Springfield, 
M 


Oo. 
Holliday, Frances, 309 W. First St., Maryville, 
Mo. 
Holtzapple, Lily Jane, 1719 Bellevue Ave., 
Richmond Heights, St. Louis, Mo. 
—_ E. A., 2504 Clifton Park Ter., St. Louis, 


Pa Minnie L., Armour Plaza, 1216 E. 
Armour, Kansas City, Mo. 

- ~ Ida M., 5637 Perishing Ave., St. Louis, 

oO. 

Howard, J. E., De Mun School, De Mun and 
Northwood, St. Louis, Mo. 

Howe, Jennie C., Blenheim School, 71st and 
Olive, Kansas City, Mo. 








588 





ELeMENTARY ScHoot Princrpats 





Howell, Mrs. gy 500 W. Kirkham Ave., 
Webster Groves, M 

Hughes, — "Lacaiiiiew School, St. 
Joseph, , 

Ilgen, V. Cari, 6761 Bartmer, University City, 
M 


o. 

Jackson, Euris J., Cote Brilliante School, 2616 
Cora, ‘St. Louis, Mo. 

Jaudon, Virgil H., ——- School, 550 Char- 
lotte St., Kansas City, M 

Johnson, Ww. H., ene: Are oem. 15th and 
Winchester St., Kansas City, M 

Jones, Clara F., ‘Samuel Cupples ‘School, 4908 
Cote Brilliante Ave., St. Louis, Mo. 

Jones, Virginia, Marlborough School, 1300 E. 
75th, Kansas City, Mo. 

Kenefick, Jane G., Riddick School, St. Louis, 


Mo. 
Knox, Eloise, 4600 Mill Creek, Kansas City, 
M 


o. 

Kroeger, Mrs. Ernest, Board of Education, St. 
Louis, Mo. 

Langston, John M., 2354 Michigan Ave., St. 
Louis, Mo. 

Large, Grace M., Mallinckrodt School, 6012 
Pernod, St. Louis, Mo. 

Lawver, A. B., Webster School, 2127 N. 11th 
St., St. Louis, Mo. 

Lewis, B. P., Supt. of Schools, Rolla, Mo. 

Lewis, Nellie K., 3863 Juniata, St. Louis, Mo. 

Long, ‘Ona, 2940 Forest Ave., Kansas City, Mo. 


Longshore, W. T., 520 W. "40th St., Kansas 
City, Mo. 

a © cece 4026 S. Benton, Kansas 
City, M 

Lyon, towel A., 4965 McPherson Ave., St. 
Louis, Mo. 


McCafferty, Estella H., Springfield School, 
2801 Troost, Kansas City, Mo. 

McCallister, Mabel, 3238 Marshall Ave., St. 
Louis, Mo. 

McCaslin, E. E., 5027 Washington Ave., St. 
Louis, Mo. 

MeMillan, Helen, 712 E. 33rd St., Kansas City, 
Mo. 


Mack, Inez L., 11 Brookside Blvd., Kansas 


City, Mo 

MacKay, James L., 573 S. Clay Ave., Kirk- 
wood, Mo. 

Marston, Cc. E., 343 S. Lawn Ave., Kansas 


City, Mo. 

Martin, Arthur E., R. F. D. 2, Eastwood Hills, 
Kansas City, Mo. 

Martin, William H., a 227, Library Build- 
ing, Kansas City, M 

Mecker, H. H., Blewett School, 4946 Devon- 
shire Ave., St. Louis, Mo. 

Melcher, George, Supt. of Schools, 201 Library 
Building, Kansas City, Mo. 


Michael, Mrs. Elias, Board of Education, St. 
Louis, Mo. 
Milam, Fred S., 6352 Washington Ter., St. 
Louis, Mo. 
Milster, — C., 5428 Holly Hills Ave., St. 
uis, 


Senkanasane, Sophia, 1701 E. 16th St., Sedalia, 
Mo. 


Mooney, Nell A., Fairbanks School, 
field, Mo. 

-_y Mary, 2809 Sacramento St., St. Joseph, 

o. 

Moorman, Mrs. Cassie, Berry School, Spring- 
field, Mo. 

Morrison, A. F., Froebel School, 4133 Magnolia, 
St. Louis, Mo. 

Mumm, Emma O., 
Joseph, Mo. 

een, Minnie, 1315 N. Tenth St., St. Joseph, 


Spring- 


1027-A Felix St., St. 


Neville, Lucy B., Girls Parental Home, In- 
dependence, Mo. 

Nicholson, Nell Grant, 6410 San Bonita Ave., 
St. Louis, Mo. 





Nowlin, E. W., Bristol School, Webster Groves, 


Mo. 
O’Connell, May, 6905 Oak St., Kansas City, 
oO. 
Oliver, Stanley C., Southwest Missouri State 
Teachers College, Springfield, Mo. 
Osborne, John F., Thacher School, 
pendence Ave., Kansas City, Mo. 
Patterson, M. J., William Cullen Bryant 
School, 5228 Charlotte, Kansas City, Mo. 
Peterman, May B., 1403 Edmond St., St. 
Joseph, Mo. 
no, Alvina, 2226 Shenandoah, St. Louis, 


5008 Inde- 


0. 
~~ Katharine, Weaver School, Springfield, 


o. 
Purnell, John H., 4318 St. Louis Ave., St. 
Louis, Mo. 
Quirk, Margaret, Washington School, St. 
Joseph, Mo. 
Rasche, B. F., Central Grade School, Flat 
River, Mo. 
Springfield, 


—_ Clara Belle, York School, 


Rhetta H., 4541 Garfield, St. Louis, Mo. 

Richmond, H. C., Faxon School, 3710 Paseo, 
Kansas City, Mo. 

Robeson, James A., 414 Montgall Ave., Kansas 
City, Mo. 

Robinson, Hugh E., Yeager School, 
City, Mo. 

Rossi, Mrs. Helen D., Flynn Park School, 7220 
Waterman Ave., University City, Mo. 

Roth, F. G., 5029 Devonshire, St. Louis, Mo. 


Kansas 


Sackett, Cc. H., Mark Twain School, 5316 
Ruskin Ave., St. Louis, Mo. 
Schmalhorst, Christine, McDaniel School, 


Springfield, Mo. 
Schmitz, Alvina, Humboldt School, St. Joseph, 


oO. 
Seidell, H. H., Marquette School, 
Pherson, St. Louis, Mo. 
—-. Ww. N., 3672 Lafayette St., 


4015 Mc- 

St. Louis, 

—-e Minnie A., 225 S. Vermont St., Seda- 
ia, Mo. 

Shewman, WwW. &., 
Groves, Mo. 

Shores, Roscoe V., Public Library Bldg., 
sas City, Mo. 

—. Lillian, 3321 Olive St., 


853 Atlanta Ave., Webster 
Kan- 
Kansas City, 


— Margaret J., 2001 Main St., Lexington, 


—_ Mary E., 703 S. Hayden St., Hannibal, 

Smoot, Viola, 2118 Byers Ave., Joplin, Mo. 

Stafford, Bertha, 448 E. Elm, Springfield, Mo. 

Stephens, C. E., 5550 Page Ave., St. Louis, Mo. 

Stoll, Caroline F., 416 W. Liberty St., Inde- 
pendence, Mo. 

Stone, Virginia E., Community School, 400 De 
Mun Ave., St. Louis, Mo. 

a R. E., 2748 Henrietta St., St. Louis, 


Taylor, James M., Rentetetentens of McCune 
Home, Independence, 
Thierry, Helen M., Sach ‘School, 
and Hampton, St. Louis, Mo. 
Thomas, Miles C., Border Star School, Kansas 
City, Mo. 

Thompson, Mary A., 1111 McCausland Ave., St. 
Louis, Mo. 

Tracy, Nannie, Phelps School, Springfield, Mo. 

Trumbo, Mabel, 3222 Lexington Ave., Kansas 
City, Mo 

~~. Isabel, Shenandoah School, St. Louis, 

oO. 


Holly Hills 


Vining, Frances L., Allen School, 706 W. 42nd 
St., Kansas City, Mo. 

Wahlert, Jennie, Primary Supervisor, Board of 
Education, Ninth and Locust, St. Louis, Mo. 

Walker, Mildred, Gulf School, Springfield, Mo. 











Groves, 
as City, 
ri State 
8 Inde- 
Bryant 
Mo. 

st., St. 
Louis, 
ngfield, 
ye., St. 
ol, St. 
l, Flat 
ng field, 


O. 
Paseo, 


Kansas 
Kansas 
1, 7220 
, 5316 
school, 
oseph, 
5 Mce- 
Louis, 
Seda- 
ebster 
Kan- 
City, 
igton, 
nibal, 
Mo. 
|, Mo. 
3, Mo. 
Inde- 
00 De 
souis, 
Cune 
Hills 
unsas 


-» St. 





Tue ELeventH YEARBOOK 589 





Wallace, Mrs. H. L., 494 E. Delmar, Spring- 
field, Mo. 

Walters, William Wade, 5798 Perishing Ave., 
St. Louis, Mo. 

Weber, Amanda, 5632 Highland, Kansas City, 


Mo. 

Wells, Mrs. Annie L., Summit PI., St. Joseph, 
Mo. 

Wells, Jessie O., 4234 Enright Ave., St. Louis, 


Mo. 

White, Mabel A., 513 N. Noyes Blvd., St. 
Joseph, Mo. 

Whitney, Lucy G., Gladstone School, 335 N. 
Elmwood, Kansas City, Mo. 

Wickey, Rose, Director of Curriculum, 219 
Library Bldg., Kansas City, Mo. 

Wilcox, Walter E., 5728 Julian Ave., St. 
Louis, Mo. 

Williams, Edward S., Banneker School, 2840 
Lucas Ave., St. Louis, Mo. 

Wilson, — M., 3630-A Shaw Blvd., St. 
Louis, M 

Witter, Charles E., 5182 Maple Ave., St. Louis, 


Mo. 
Wolfe, Inez M., 3415 Euclid Ave., Kansas City, 
Wood, Edna, Robbertson School, Springfield, 
Mo. 


Young, Mrs. pesseniene O., 1011 Boonville Ave., 
Springfield, M 

Young, Myrtle M. 3012 Bellefontaine, Kansas 
City, Mo. 

Youngblood, L., E. V. Williams School, Spring- 
field, Mo. 

Zimmer, Louise, 917 W. 42nd St., Kansas City, 


oO. 
Zimmerschied, Ada, Lowell School, 2709 Mad- 
ison, Kansas City, Mo. 
Zimmerman, Lester I., 6102 Washington Ave., 
St. Louis, Mo. 


MONTANA 


Boehme, Ione M., Box 403, Great Falls, Mont. 

Calhoun, May M., Box 723, Billings, Mont. 

Chamison, Goldie, 625 W. Granite St., Butte, 
Mont. 

English, Mrs. Lillian, 528 Third Ave., W., 
Kalispell, Mont. 

Flores, Mrs. Zella K., Box 1902, Lewistown, 
Mont. 

Hill, John L., Box 767, Lewistown, Mont. 

Kelley, Isabel, 14-B. S. Crystal St., Butte, 
Mont. 

Lausted, Alice, 205 N. 26th St., Billings, Mont. 

Lewis, H. P., Supt. of Schools, Conrad, Mont. 

= Ruby A., Supt. of Schools, Choteau, 


Mon 

Neal, Russell Leroy, Randall Apt., Missoula, 
Mont, 

Schaefer, Louise, 213 Lexington Apts., Great 
Falls, Mont. 

Thompson, Grace M., 1305 Fourth Ave., N., 
Great Falls, Mont. 


NEBRASKA 

Abott, Annette, 1220 A St., Lincoln, Nebr. 

Allen, Mrs. Anna B., Box 253, Aurora, Nebr. 

Austin, Mary N., Miller Park School, 28th and 
Ellison, Omaha, Nebr. 

Batman, Anna C., 1223 H St., omg Nebr. 

Beal, Mamie G., 2514 B St., Omaha, Nebr. 

Bedell, Bess C., 630 Park Ave., Omaha, Nebr. 

Benthack, Emil, Supt. of Schools, Broken Bow, 
Nebr. 

Blackmore, Ida, Park School, 29th and Wool- 
worth, Omaha, Nebr 

Bracken, Angeline, Druid Hill School, 31st and 
Spaulding Sts., Omaha, Nebr. 

Bratton, Mrs. ‘Anna M., 3200 Center St., 
Omaha, Nebr. 

Brooker, Florence, Adams School, Omaha, 
Nebr. 


Chapman, Johannah, 1141 S. 30th Ave., 
Omaha, Nebr. 

Clark, Mrs. Mae T., 703 W. 15th St., Grand 
Island, Nebr. 

Compton, Maude, Pickard School, Omaha, 
Nebr. 

Ellett, Virginia, 4814 Webster St., Omaha, 
Nebr. 

Ferguson, Grace L., 910 W. Second, Grand 
Island, Nebr. 

Follmer, Katherine, 1715 Pepper Ave., Lin- 
coln, Nebr. 

Forsyth, Fannie, Windsor School, Omaha, 
Nebr. 

Griest, Mary Ruth, Train School, Omaha, Nebr. 

Gross, Frances, Saratoga School, Omaha, Nebr. 

Hamilton, Margaret, 519 N. 40th St., Omaha, 
Nebr. 

Hampton, Mrs. Helen R., Saunders School, 
4ist Ave. and Cass, Omaha, Nebr. 

Healey, Anna T., 103 Morris Apt., Omaha 
Nebr. 

Holmes, Stella, Bancroft School, Omaha, Nebr. 

—. Edith, Central Grade School, Omaha, 

ebr. 
ae, Alta M., 2839 N. 46th St., Lincoln, 


Nebr. 
Longsdorf, Helen M., Beals School, Omaha, 


Nebr. 

Lund, Helen M., 403 Blackburn Ave., York, 
Nebr. 

io Ethel A., 3111 Davenport St., Omaha, 


ebr. 

McCumber, Pearl, Clifton Hill School, 45th 
and Maple Sts., Omaha, Nebr. 

—— R. R., Kramer High School, Columbus, 

ebr. 

McNamara, Mary, Benson High School, 
Omaha, Nebr. 

Mills, Mrs. Clara S., E. Rosewater School, 
Omaha, Nebr. 

Mathews, Mrs. Lulu B., Comenius School, 16th 
and William Sts., Omaha, Nebr. 

Myers, Fannie, Mason School, Omaha, Nebr. 

Newcomb, Julia, Highland School, Omaha, 


Nebr. 
Newell, Ethel, 2555 Ellison Ave., Omaha, Nebr. 
Newlean, Jeannette, 914 S. 36th St., Omaha, 
Nebr. 
omy Margaret K., Lothrop School, Omaha, 
ebr. 
Partridge, Edith A., 301 S. 33rd St., Omaha, 
Nebr. 
Pearson, Emelia, Minne Lusa School, 28th 
Ave. and Ida St., Omaha, Nebr. 
Peterson, Alice C., Dundee School, Omaha, 


Nebr. 
Pollock, Ruth, 2878 Newport Ave., Omaha, 


Nebr. 
Pyrtle, E. Ruth, Bancroft School, Lincoln, 
Nebr. 
Reap, Edna M., 817 S. 33rd St., Omaha, Nebr. 
—, Mabel L., 4229 Douglas St., Omaha, 
ebr. 
Robey, Gertrude, 2134 Park St., Lincoln, Nebr. 
Rousseau, Maude, 1245 S. 26th, Lincoln, Nebr. 
Roys, Cassie F., 2609 Bristol St., Omaha, Nebr. 
Slocum, June M., 4512 S. 22nd St., Omaha, 
Nebr. 
Smith, Mrs. Elsie M., 5612 Florence Blvd.. 
Omaha, Nebr. 
Smith, Maud M., 
Omaha, Nebr. 
Thoelecke, Bertha, Monmouth Park School, 
Omaha, Nebr. 

Weldon, Dossie D., 17083 W. Keonig, Grand 
Island, Nebr. 

Wetzel, Marie C., 192 Drake Court, Omaha, 
Nebr. 


4904 Underwood Ave., 


NEVADA 


Knudson, K. O., 600 S. Third St., Las Vegas, 
ev. 








590 





ELEMENTARY ScHooL PRINCIPALS 





NEW HAMPSHIRE 


Ayers, Ruby M., 20 Prospect St., Claremont, 
N 


. 
DeGross, Mary E., 282 Middle St., Portsmouth, 
N. H. 
Dunnington, Nellie F., 569 Hanover St., Man- 
chester, N 


Gray, Wayne Sherman, Lincoln, 


Box 591, 
Hicken, Blanche E., 81 Penacock, Manchester, 
N 


Janvrin, Charles F., South Junior High School, 
Seabrook, N. H. 

Keir, Jean, Allen School, age ore N. H. 

Lewis, Della I., R. F. D. 2, Clinton St., Con- 
cord, N. H. 
Woodbury, Marjorie S., 73 Pleasant St., Man- 
chester, 


NEW JERSEY 
Adams, 2 Virginia, East Landis Ave., 
land, 
Adams, Hareid J., School No. 10, Clifton, N. J. 
Allsop, Clara M., 835 Carteret Ave. * . 
J 


Vine- 


N. J. 

Angland, Helen, School No. 7, Ramsey St., 
Paterson, N. J. 

Arnot, Lida A., School No. 
Paterson, N. J. 

one Thomas L., 39 New St., 


19, James St., 
East Orange, 
441 S. Maple Ave., Glen 
Ho-Ho-Kus, 


Baur, Florence Buns 
Rock, N. 
ay Richard T., Public School, 
J. 


Bert, Reese E., Public Schools Nos. 
Belleville, N. J. 
Bickers, Alice J., 
St., Nutley, N. J 


2 and 10, 


Lincoln School, Harrison 


Bigelow, Merrill A., 177 Liberty St., Bloom- 
field, N. J. 

Bosshart, John H., Supt. of Schools, South 
Orange, N. J. 

Bourlier, Mrs. Helen T., 93 Johnson Ave., 


Hackensack, N. J. 
Boyle, Minnie E., 820 Madison Ave., Paterson, 
N 


Brady, William, Washington School, 175 San- 
ford St., East Orange, N. J. 

Bray, Mary, King’s Highway, Mt. Ephraim, 

Brearley, Mrs. Helen C., 57 Princeton Ave., ; 
Princeton, N. J. 

Brinkerhoff, George I., Webster Street School, 
Newark, N. J. 

Briscoe, Clara M., 651 Schiller Ave., Trenton, 
N. J 


Brooks, ie School No. 8, Chadwick St., 
Paterson, N. 

Brouwere, Helen Ww. ., Mark Twain School, Gar- 
field, N. 

Brown, Gintes D., Box 82, Dunellen, N. J. 

Brown, Paul R., ‘Clark Twp. Public Schools, 
R. D. No. 1, Rahway, N. J. 

Broyles, Vance Leslie, Harrison and Lin- 
coln Schools, Roselle, N. 

ae i Jennie V., 610 N. Fifth St., Camden, 


N.J 
Budd, Francis H., Franklin School, Newark, 


Burfitt, Clara L., 825 Peach St., Vineland, 
J. 


mf Oscar K., Washington School, Mill- 
burn, 4 

Burr, Marvin Y., 46 N. Arlington Ave., East 
Orange, N. 


Burton, Hilda B., Central Boulevard School, 
Palisades Park, J. 


a ty on S., Fairview School, Bloomfield, 


Bustard, Joseph L., Chestnut Street School, 


Roselle, N. J. 


Cadoo, Sarah Elizabeth, 5 Parmley Pl., Sum. 
mit, J. 

Cadwallader, Dorothy Kay, 50 Atterbury Ave. 
Trenton, N. J. , 

Cameron, Isabel Jane, i enone No. 10, Union 
Ave., Elizabeth, N. 

Carmitchel, Mabel , oe és Somerset St., North 
Plainfield, N. J. 

Cassel, Lloyd S., Supt. of Schools, Freehold, 

Cy Mabel M., 341 Union St., Jersey City, 

Chamberlain, Walter B., Jefferson School, 


Union City, N. J. 


Chambre, Marguerite Y., 22 Mountain Ave.. 
Dover, N. 

Chase, Lawrence S., Spaulding School, Mont- 
clair, N. J. 

Cline, Anne V. A., 115 Francisco Ave., Ruth- 
erford, N. J. 

Conners, Mary F., Mott School, Centre St., 


Trenton, N. J 
Cornish, Hubert R., School No. 4, 

Paterson, N. J. 
Cowie, George H., Jr., 

Hillside, N. J. 


Clinton St., 


Hurden Looker S chool, 


Coyte, Florence E., Linden Avenue School, 
Glen Ridge, N. J 
Crane, J. Ernest, Summer Avenue School, 
Newark, N. J. 
Franklin School, Lynd- 


Cressman, Alice M., 
hurst, N. J. 

Currie, Mrs. G. F., 
Coytesville, N. J. 


Englewood Cliffs School, 


Davis, + V., Evergreen School, Plain- 
field, N } 4 

Deily, Howard E., Closter, N. J. 

Dengler, C. F., Supervis ing Principal, Pal- 
myra, N. 

Dennis, Emma, 30 Marion St., Trenton, N. J. 


De Raismes, Mrs. May B., 470 Jefferson Ave., 
Elizabeth, N. 

Dietz, Charles E., School No. 3, Main near 
Slater St., Paterson, N. 


Dix, William L., Jefferson School, Brunswick 


Ave., Trenton, N. J. 


Dobbins, Margretta, Athenia School No. 6, 
Clifton, N. J. 
Dorsey, Belle E., School No. 1, State St., 


Perth Amboy, N. J. 
— J. Edgar, 78 Shaler Ave., Cliffside, 
Dwyer, Mary Agnes, Roosevelt School No. 10, 
Passaic, N. J. 


Edwards, _ Elizabeth, Maywood School, May- 
wood, J. 

Emery, Helen Ricker, Bradley School, Asbury 
Park, N. 

Farrell, M. Ada, Franklin School, Rahway, 

Fenimore, Mary A., . Fourth St., Cam- 
den, N. 

Fennimore, Roland, Willow Stree Schools, 


Fair Haven, N. 
—? Susan M., "97 Center St., Metuchen, 
ie, Mary H., Cadwalader School, Boudinot 

, Trenton, N. i 
Fisher, Harriet M., 
land Park, N. J. 


Flory, Floyd C., High School, 


Hamilton School, High- 


Irvington, N. J. 


es ap James R., 717 Garden St., Plainfield, 
— Mary C., 415 Park Ave., Paterson, 
Freeland, Grace A., 121 Summit Ave., Summit, 
a oe ge Public School No. 4, Perth 
Goma C. E., Brookdale School, Bloomfield, 
Garrahant, Lula Kingsland, School No. 9, Clif- 


ton, 








1001, 


\ool, 
ool, 
mnd- 


ool, 





Tue EteventH YEARBOOK 591 





Gerlack, Luella, 116 N. Second St., Millville, 
N. J. 

Gerow, Aline, 555 Bramhall Ave., Jersey City, 

Gilnack, Clara S., 55 Grove St., Montclair, 
J 


Glassmeyer, Edward, 54 Van Reipen Ave., Jer- 
sey City, N. 

Glennie, Alexander J., Miller Street School, 
Newark, N 

Goas, Horace Z., Alexander Street School, 
Newark, N. J. 

ae Walter J., McKinley School, Newark, 


Gremont, Helen C., 370 South Ave., Bridgeton, 
N 


Griswold, Carolyn, Cleveland School, Engle- 
wood, N. J. 
Gronde, Franklin J., 218 Fourth Ave., Brad- 
ley Beach, N. J. 
Haines, Jennie F., 59 Elmwood Ave., Union, 
J 


Hambright, John B., Maple Avenue School, 
Newark, N. J. 

Hammond. D. Stanton, 965 E. 23rd St., Pater- 
son, N. J. 

Hancy, Sarah E., Roosevelt School, Haw- 
thorne, N. J. 

Harford, Alice Madison Avenue School, At- 
lantic City, N. J. 

Hargrove, William B., Charlton Street School, 
Newark, N. J. 

Harney, Julia C., 302 Pavonia Ave., Jersey 
City, N. J. 

— Luella C., 90 Westfield Ave., Elizabeth, 


Hartman. A. L., 104 Hadden PI., Upper Mont- 
clair, N. J. 

Harvey, Mrs. Loretta, Woodrow Wilson School 
No. 19, Edgar Rd., Elizabeth, N. J. 

a oe Martin, School No. 21, Paterson, 


Hegel. Lizzie C., 66 S. Tenth St., Newark, 


7 3 

Henry. Samuel, Public School No. 11, Perth 
Amboy, N. J. 

Hermann, Catherine B., 137 Roosevelt Ave., 
Carteret. N. J. 

Herron. John S., Lafayette Street School, New- 
ark, N. J. 

Hice, Mae. 431 E. Second St., Plainfield. N. J 

Hiegins, F. May, 589 Mountain Ave., Bound 
Brook, N. J. 

Hinman. Stanley T., Columbus School, West- 
field. N. 

“= J. Bindley, 44 Beauvoir Pl., Summit, 


Hovan. Anna F., 800 N. Third St., Millville, 
Howard, L. Frances, Virginia St., Hillside. 


Howard. Margarette E., 121 Summit Ave., 
Summit, N. J. 
~~. Henry S., Jr., 650 Parker St., Newark, 


Hummer, H. Myrtle, 28 Wall St., Trenton, 
Hutton, Lillie M., 556 Royden St., Camden, 


Ireland, Lora F.. 110 Westminster Ave., Mer- 
chantville, N. J. 

Ireland, Ruth Anne, Tuscan School, Maple- 
wood, N. J. 

Jackson. Halliday Rovers, 11 N. Weymouth 
Ave., Ventnor City. N. J. 

Jeffrey, Mrs. Mathilde C., 162 Lafayette Ave., 
Hawthorne, N. J. 

—. Albion U., 357 E. 37th St., Paterson, 


Johnson, Alberta M., _e Avenue School, 
Atlantic City, N. 

Johnson, Coates L., “- Thrumont Rd., Cald- 
well, N. J. 


——_ Sara G., Rand School, Montclair, 
7 Mary L., McClellan School, Trenton, 
Jones, Annie L., Sherman School, Roselle 


N. J. 

Jupp, Estelle S., Washington School, Ruther- 

ford, N. J. 

Kalp, William eee 428 Bath Ave., Long 
Branch, 

Keller, Ethel Mt. 512 Roosevelt Ave., Carteret, 


N. J. 

Kelly, Ruth Bryan, West Creek School, West 
Creek, N. J. 

Kerwin, John M., Snyder Junior High School, 
Jersey City, N. J. 

— Stella M., 88 Essex Ave., Glen Ridge, 
N 


Klein, Mrs. Anna L., Public School No. 1, 
Gutenberg, N. J. 

Krom, Edward F., Supervising Principal of 
Schools, Carlstadt, N. J. 

Kurtz, Elizabeth H., 120 Mulberry St., Mill- 
ville, N. J. 

Kurtz. Louise, 126 Kingsland Rd., Nutley, 


Laue, J. F., 514 Greenwich St., Belvidere, 
La Vance, Laura F., School No. 8, Delawanna, 
N. J 


Leach, George Sidney, Bergen Street School, 
Newark, N. J. 

Leahey, P. Joseph. Arbor Grammar School, 
Rock Ave. and W. Fifth St., Dunellen, N. J. 

Lee. Fthel M., H. C. Sharp School, Camden, 

Lehibach, Emma, 394 S. Belmont Ave., New- 
ark, N. J. 

Lembeck, Lillian R., Grant School, Dumont, 
N. J. 


Lesh, William S., 20 Stephen St., South River, 
N. J. 
Lilley. Edna J., Yorkship School, Camden, 


N. J. 
Locke. Mrs. Helen V., Lincoln School, East 
Rutherford, N. J. 
Love, William. Box 601, Bound Brook, N. J. 
Lummis, Martha B., 407 Cooper St., Camden, 


MeHugh. ke’ F., Wilson Avenue School, 
Newark, N. J. 

McLean. William. Mt. — Junior High 
School, Unner Montclair. N. 

MeMahon, Helen, School No. a Jersey City, 
N. J. 


McNerney, Margaret T., 255 Grand St., Pater- 

son, N. J. 

MecTamney, Mary Cecilia, 1444 W. State St., 
Trenton, N. 

Mabhrev, F. D., Franklin School, Englewood, 


N. J. 
Marshall, Mary E.. Box 82, Audubon, N. J. 
Mathews, Elizabeth A., Garfield School, Cam- 
den, N. J. 
May. Ann M., 849 Kilsyth Rd., Elizabeth, N. J. 
— Mary P., 108 Smith St., Perth Amboy, 
N 


Merchant, Marv E.. Speedwell Avenue School, 
Morristown, N. J. 

Merrill, George A., Longview School, Hacken- 
sack, N. J. 

Miller, Elizaheth H.. Olcott Primary School, 
Bernardsville, N. J. 

Miller. Mrs. Fva P., Spring Garden School, 
Nutlev, N. J. 

Miller, Paul S 


2 
Milligan, John P., 13 Darrow St., South River, 
N. J 


, Eastern School, East Orange, 


Miner, Reniamin C., Central Avenue School, 
Newark, N. J. 
Momtbert, Eleanor, School No. 14, Paterson, 


N. J. 
Monteith, Hilda, Chatham, N. J. 








592 





ELEMENTARY ScHoot PRINCIPALS 





Morrell, Julia L., Lincoln School, Rahway, 


Morrison, Howard Dean, Junior High School 
No. 3, Trenton, N. J. 

Mulford, Mrs. Clara T., 233 W. Commerce St., 
Bridgeton, N. J. 


Munson, Ruth W., 216 Academy St., South 
Orange, N. J. 
Myers, Robert S., 303-313 N. Seventh St., 


J. 

Neulen, Lester N., 360 Warwick Ave., West 
Englewood, N. z 

Nickum, C. Edith, 311 Montgomery St., High- 
land Park, N. J. 

Normandeau, H. M., Public School No. 6, St. 
Pauls Ave., Jersey City, N. J. 

— Grace S., 337 Bellevue Ave., Hammon- 


N. 
Olsen ies Public School No. 2, Perth Amboy, 
Otis, sblizabeth, Center School, Bloomfield, 
Otto, Charles F., 2214 46th St., Camden. N. J. 
Partington. Hillis M., Lincoln and Washington 
School, Westfield, N. J. 
Patz, Gustav, 2033 Balmoral Ave., Union, N. J. 
~~ t Ernest M., Maxson School, Plainfield, 
Peters, Mary V., 22 S. Baltimore Ave., Vent- 
nor, N. J. 
Petty, Letitia, Washington School, Lyndhurst, 
51 Market St., Salem, 


Plainfield, 


Pierpont, Elenora V. C., 
Pond, Rita C., 72 Willow Ave., 


Poole, Mrs. Ella Strow, Public School, No. 37, 
Jersey City, N. J. 

Potter, F. A.,  * oe Avenue School, 
Atlantic City, N J. 

Predmore, R. L., Public School No. 6, Perth 
Amboy, N. _ 

Rachor, Minnie, Public School, Monroeville, 

83 Jefferson Ave., Maple- 


New 


N. 
Randolph Corliss F., 
wood. 


Read, Helen | P as Stirling School, 
Brunswick, N. J 

Reber, Charles E., Abington Avenue School, 
Newark, N. 

— —_— M., “94 Preakness Ave., Paterson, 


Richards, Mary Gertrude, Hamilton School No. 
6. North Bergen, N. J. 

Richards, William F., Public School No. 3, 
Belleville, N. J. 

Rose, G. B.. Glenfield School, Montclair, N. J. 


Rovs, Lincoln J., Franklin School, East 
Orange. N. J 

Sailey, Alice B., 1894 Brunswick Ave., Tren- 
ton, N. J. 

Samuels, Ethel Mae, 115 N. Seventh Ave., New 


Brunswick. N. J. 
Sanderson. Ethel H., 110 Laurel Ave., Arling- 
ton, N. J. 


Saul, Anna E., 259 Woodlawn Ave., Jersey 
City, N. J. 

Saurman, Mrs. Sete M., Liberty School, 
Englewood. N. 


wr ee Sue E., Hillside Avenue School, Hill- 
side 
—. Anna G., 


Schmitz, E. P meee 
Passaic, N. 

Scott, ool By A., Montvale. Bergen Co.. N. J. 

Serven, Edward J, Chancellor Avenue School, 
Newark, N. J. 

— Isaac A., School No. 37, Jersey City. 


102 Lyons Ave., Newark, 


Memorial School, 


Sexton, Wray E., 23 Hoffman St., Maplewood. 


Shaffer. Charles G., Eliott Street School, New- 
ark, N. J. 


Shehan, Nellie, Public School, 


Amboy, N. J. 

Shield, ‘Coen K., Fairmount School, 
ensack, 

Shotwell, Frei C., Supervising Principal of 
Public Schools, Franklin, N. J. 

—s Edna F., 61 Pitman Ave., 


No. 10, Perth 
Hack. 


Pitman, 
17 Sycamore St., Rahway, 
13 High St., 
270 Highland Ave., 


Trinity PI., 


Singer, Austin L., 

Smith, Martha A., 
N. J. 

Smith, William R., 
ark, N. J. 

Southard, Mrs. Maud B., 425 

— Clara D., High School, 


South River, 


New- 


Elizabeth. N. J 
Wildwood, 


Stalter, Ethel, School 2, Montvale, N. J 

Stautermann, Georgia, School No. 1, 
Ave., Scotch Plains, N. J. 

Sterling, Amanda G., 614 Monmouth Ave., 
Lakewood, N. J. 

Stites, M. Gertrude, 
N. J 


Park 


Grammar School, Tenafly, 


Stocking, Vaughn Delivan, Public School. Mad- 
ison and 18th Sts., West New York, N 


Stockwell, Anne B., Clinton School, Maple- 
wood, N. J. f 
Stone, Mary E., School No. 33, Jersey City 
Stratton, Mason A., 272 Huron St., Absecon. 


Strohoefer, F. K., 813 Avenue C., Bayonne, 
N.J 


Stryker, Mrs. Alwilda R., 10 Grant Ave., Flem- 
ington, N. 

Stull, Anna G., Lafayette School, Highland 
Park, New Brunswick, N. J. 

Swope, R. O., Public School. Northvale, N. J. 

Taistra, Lucyan J., Public School No. 8, Sev- 
enth and Adams St., Hoboken, N. J. 

Tantum, Emma U., 70 Grandview Ave., Plain- 
field, N. J. 

Terhune, Elizabeth E., Washington School, 
Hawthorne, N. J. 

—— Nellie E., Girard School, Trenton, 

Thompson, Kennington L., 2 Harrison Ave., 
Jersey City, N. 

Thomson, Mrs. Margaret, 413 Penn St., 
den, N. J. 

Thorburn, Roylouise, School No. 4, Clifton, 


Thornall, Dillie F., R. F. D. 1, Parsonage Rd., 
Metuchen, N. J. 

Titus, Mary F., Helmetta, N. J. 

Traua, E. G., Public School, Gould Ave., 
Caldwell, N. J. 

Travers, Austin A., Columbus School No. 8, 
Cedar St., Garfield, N. J. 

a Norman J., 8 Grove St., 


Troxel, Emma, 909 McCullum Ave., Cape May, 


N. J. 
Bask- 


Cam- 


North 


Wharton, 


Troy. Ann A., Park School, Nutley, 

Twichell, Jack B., Elementary School, 
ing Ridge, N. J. 

Van Auken, William D., 
Hawthorne, N. J. 


102 Bamford Ave., 


Van Horn, F. C., 65 Sherman Ave., Morris 
Plains, N. J. 

Van Syckle, Blanch, Public School No. 9, Perth 
Amboy, N. J. 

Ventres, Shailer W., 72 Lincoln Ave., Little 
Falls, N. J. 

Voorhees, ag L., 296 Redmond St., New 
Brunswick, 

Wade, Mrs. Edith Van G., poem School, 


Magie Ave., Elizabeth, N. 
wae Helen, 46 The * a ol Rutherford, 
Warren, Mrs. one M., 24 Hudson Ave., Edge- 

water, 











J. 
Park 
Ave., 
enafly, 
. Mad- 
flaple- 
City, 
secon. 
onne, 
Flem- 


hland 


ask- 
ve., 
rris 
rth 
ttle 


pol, 
rd, 


ge- 





Tue ELeventH YEARBOOK 593 





Waterbury, Willard H., Coytesville, N. J. 
Watson, May, McKinley School, Trenton, N. J. 
Weldon, O. K., Tenakill School, Closter, N. J. 
Whelan, Mrs. Katherine, Public School No. 25, 
Blvd. and Zabriskie St., Jersey City, N. J. 
Whitford, Everett T., School No. 6, Paterson, 


N. J. 

Whitlock, Sarah O., Lincoln School, New 
Brunswick, N. J. 

Wieand, E. Margaret, 6, Merrick Villa, Col- 
lingswood, N. J. 

Wilde, Anna A., Union Street School, Ridge- 
wood, N. J. 

Wiley, Alice D., 41 Prospect St., Trenton, N. J. 

Winkworth, Jessie L., 220 Ninth Ave., Haddon 
Heights, N. J. 

Witteman, Anna M., 39 N. Reid St., Elizabeth, 


N. J. 
haan A., 215 Orient Way, Rutherford, 
N 


Woodward, a. H., West Side School, 
Atlantic City, N. 

Wool, Augusta W., o Anderson St., Hacken- 
sack, N. J. 

Wright, George W., Elementary School, Far 
Hills, N. J. 

Wright, Norman A., South Avenue School, 
Bridgeton, N. J. 

Wright, Stella J., 90 Welton St., New Bruns- 
wick, N. J. 


NEW MEXICO 
Bobo, Irma, 309 Buena Vista Ave., Albuquer- 


que, N. Mex. 

Calkins, Fred M., Route 2, 160-A, Albuquer- 
que, N. Mex 

Kiker, Stella, “340 S. Fifth St., Raton, N. Mex. 

Linthicum, J. B., 2117 E. Lead Ave., Albu- 
querque, N. Mex. 

Lodge, Bessie, Junior High School, Raton, 
N. Mex. 

McCollum, J. R., 523 N. Sixth St., Albuquer- 
que, N. Mex. 

Mitchell, a = 315 S. Tenth St., Albu- 
querque, N. M 

Neale, Mrs. Nelle. “207 N. Second St., Raton, 
N. Mex 

Schupp, Ona E., 223 N. High St., Albuquerque, 
N. Mex. 

Taylor, Mrs. L. M.. Box 674, Raton, N. Mex. 

Watson, Dorothy, Pinos Altos, N. Mex. 


NEW YORK 
Abbott, Eva M., 1626 Weston Ave., Niagara 


Falls, N. Y. 
Abel, B. L., Grammar School No. 47, Buffalo, 
me Es 


Adams, Norma A., 406 Turin St., Rome, N. Y. 

Alexander, Carter, Teachers College, Colum- 
bia University, New York, N. Y. 

Alter, Harvey E., Thomas Street School, Rome, 
WN. ¥. 


Anderson, Ellen R., 4 Cedar St., Potsdam, 
; i a 

Arnold, Mary L., St. John School, Ithaca, 
N 


Arnold, Raymond W., 124 Hamilton Blvd., 
Kenmore, N. 

Arnson, oe Fifth Street School, Niagara 
Falls, 4 

Atwood, Besos H., 2409 Milton Ave., Solvay, 
N. Y 


Avery, Fannie L., 1006 Miller St., Utica, N. Y 

Badanes, Saul, Public School No. 173, Penn- 
sylvania Ave., Brooklyn, N. Y. 

Baldwin, Agnes M., 122 College St., Buffalo, 
N. Y 


Banta, Katherine A., 35 Summit Ave., Port 
Chester, N. Y. 
Barber, E. Olive, 110 N. Main St., Gloversville, 
es Ee 


Barber, Elon L., Monroe Street School, Little 
Falls, N. Y. 
—— I. Irving, 330 E. Fifth St., New York, 


| i A 
Barth, Mark, 251 Stagg St., Brooklyn, N. Y. 
Baum, Millicent, 141 E. 111th St., New York, 


Beach, Channing E., 278 Norwalk, Buffalo, 
Bean, Berten B., 1097 Elmwood Ave., Buffalo, 
Y 


Beaumont, Florence, 3321 85th St., Jackson 
Heights, New York, N. Y. 

Benedict, Mildred F., 5 Poole Ave., Glovers- 
ville, N. Y. 

Bennett, Agnes Marie, 308 E. Main St., Frank- 
fort, N. Y. 

Benton, George W., 88 Lexington Ave., New 
York, N. Y. 

Berghane, Frederick A., Public School] 166, 
om 132 W. 89th St., New York, 


Besio, Josephine M., 142-16 Sanford Ave., 
Flushing, N. Y. 

Betts, O. A., 713 N. Madison St., Rome, N. Y. 

Bickle, Sylvia M., 100 Somerton Ave., Ken- 
more, N. Y. 

Bierce, Stella B., Wassaic, N. Y. 
Bildersee, Dorothy. Public School No. 80, Man- 
hattan, 415 E. 120th St., New York, N. Y. 
Bloomfield, M. Elizabeth, Washington School, 
Union Ave., New Rochelle, N. Y. 

Boecker, Alexander, Public School No. 100, 
Coney Island, Brooklyn, N. Y. 

Borgeson. F. C., School of 7; ao New 
York University, New York, Y. 

7 Victorine E., School No. a 101 Milton 


Buffalo, N. Y. 
Bestich. Eva Gibbs, 1 Greenridge Ave., White 
Plains, (2 
Bostwick, Helen M., 195 Madison St., Brook- 
lyn, N. Y. 


Boutet, George H., Jr., School No. 3, Porter at 
Niagara, Buffalo, N. Y. 

Bowie, Katharine C., Public School No. 183, 
— 76 Riverdale Ave., Brooklyn, 

Bradley, Anna F., 317 Mullin St., Watertown, 

Braine, Elizabeth M., 78 Cambridge PI., 
Brooklyn, N. Y. 

Brandenburg, Edna A., Elmer Avenue School, 
Schenectady, N. Y. 

Brett, Anna. David D. Porter School No. 94, 
Little Neck, N. 

Brogan, Helen, Sehecel No. 10, Yonkers, N. Y. 

Brogan, Whit, Union Free School, Dist. No. 
6, Searsdale, N. Y. 

Brophy, Julia R., Public School No, 35, The 
Bronx. New York, ; > - 

Brown, Zadie, 72 Lenox Ave., Lynbrook, N. Y. 

Bruce, Claribel E., School No. 52, 100 Farm- 
ington Rd., Rochester, oe 

Bruck, John P., 218 Potters Corners Rd., Buf- 
falo, N. Y. 

Buffhan, Mrs. Edna E., 252 Elmwood Ave., 
Lockport, N. Y. 
Bugbee, Mrs. Nellie A., Chestnut Street School, 
Oneonta, N. Y. 
Bull, Elizabeth ae 
Patchorue, N. 

Bullock, ond M., 240 Third St., Niagara 
Falls, N. Y. 

Burger. I. Victor. 160 Douglas Rd., Stapleton, 
Staten Island, N. Y. 

> Hanna J., 222 S. Park Ave., Buffalo, 


Bay Avenue School, 


Burns, Mrs. Willian O., 111 W. Linden St., 
Rome, N. Y. 

Butler, Helen M., Tenth Street School, Niagara 
Falls, N. Y. 

Butler, O. T., 314 Irvine Pl., Elmira, N. Y. 

Cahill, Marie E.. Academy Street School, 
Watertown, N. Y. 











594 ELEMENTARY ScHoot PrincrpaLs 





Crgpeeem. Ruth E., Halsted School, Yonkers, 
N. 


Campbell, Ethel M., 126 John St., Ilion, N. Y. 

Carl, G. Harold, School No. 82, Easton and 
Hazelwood, Buffalo, N. Y. 

Carlson, Clara H., Belmont Boulevard School, 
Elmont Long Island, N. Y. 

Carroll, William L., Public Chen No. 165, 
462-A Eighth St., Brooklyn. N 2 

Chamberlin, Esther R., Public School No. 22, 
Yonkers, N. Y. 

Chambers, A. Frances, 541 Congress St., Troy, 


Chatfield, Hazen, Public Schoo] No. 102, 1827 
Archer St., New York, N. Y. 

Clark, Will Mosher. School No. 32, 342 Clinton 
St., Buffalo, N. Y. 

Clarke, Bertha E., 24 Columbia Ave., Bing- 
hamton, N. Y. 

Clarke. Martha H.. School No. 8, Howard St.. 
Mt. Vernon, N. Y. 

Clifford, Mrs. Barbara M., School No. 4, Mt. 
Vernon, N. Y. 

Cobb, Elmer J. School No. 60, 238 Ontario St., 
Buffalo, N. Y. 

Cochrane, Lyda S., 19 S. Main St., Batavia, 

a + J., 509 W. 121st St., New York, 


Cohen, Irving L., 392 New York Ave., Brook- 
Ivn, N. Y. 

Colburn, Jessie B., 61 Gramercy Park, New 
York. N. Y. 

Coleman, Georgia Avis. Colonial and Siwanoy 
School, Pelham Manor. N. Y. 

Collier, Genevieve L., Horton School, Port 
Chester, N. Y. 

— Emma L., 26 Bank St., Batavia, 


Conley, Lillian M., Public School No. 131, 
eens. Jamaica. N. 
Conroy. Marie R., 75 Mountainside Rd., Staple- 
ten, Staten Island, 2 
aa . Elsie M., 64 82nd St., Brooklyn. 


Cooner, Fannie M., 105 E. Eighth St., James- 
town, N. 

Cordes, Mrs. Edith B.. School No. 5. Mt. Ver- 
non, N. Y. 

Corey. Clara A., School No. 35, 156 Field St., 
Rochester. N. Y. 

Costello. Helen A., Schoo! No. 2. Trov, N. Y. 

Cox. Philin W. L., School of Education, New 
Vork Tiniversity, Washington Square. New 
York, N. Y. 

— Anna M., 1083 Exchange St., Rochester, 


Craig. Christine, 14 Elm St., Yorkville, N. V. 
Crandall, J. B.. Union School, Pvrites. NV. 
Creuzbaur. Carrie Puhlie School No. 42 Clas- 
son and St. Marks Ave.. Brocklwn, N. Y. 
aa ta Harold C., Public School, Armonk, 


Crooker. Frederick F., Public School No. 128, 
Brooklvn, N. Y. 
a a4 Mary A., School No. 10, Yonkers. 


Dalton Katherine. School No. 13. Trov, N. Y. 

Dalv. John J.. yee Point School, Port Wash- 
ington, N. 

pe x, 200 William St., Watertown, 


ee Ee Charlotte, Public School No. 22, 
Buffalo, . 

Davidman. , I.. Junior High School No. 
+f see, 135 Mangin St., New York, 


Davidson, Flora T., 1565 New York Ave., 
Brooklyn, N. Y. 

Davis, Grace L., Lincoln School, E. Lincoln 
and Archer Aves., Mt. Vernon, N. Y. 

ne Ee Grace Evans, Box 185, Glen Head, 


Delaney, Marian M.,. Eagle Avenue School, 
West Hempstead, N. Y. 

Delaney, Mary J., 46 Sterling St., Brooklyn, 
N. Y. 


Del Negro, Anna, 157 Bleecker St., Glovers- 
ville, N. Y. 

Densmore, David W., Kodak Park School No. 
41, Rochester, N. Y. 

Deveson, Addie E., Public Schoo! No. 8, Great 
Kills, Staten Island, N. Y. 

Devine, Mary J., 19 Clinton St., Norwich, N. Y. 

Dillon, Mary B., Junior High School No. 93, 
Manhattan, 203 W. 93rd St., New York, 

Y 


N. Y. 
Dilly, S. G., 600 W. Gray St.. Elmira, N. Y. 
Dix, Lester H., 425 W. 123rd St., New York, 
N. Y 


Donnelly, Ella Marie, Hutchinson School, 
North Pelham, N. Y. 

Donovan, Esther. Cherry Valley School, Gar- 
den City, N. Y. 

Downey. Albert H., Ellwanger and Barry 
Schools. Rochester. N. 

Duffv, Fred H., Washington Elementary 
School, Kenmore, N. Y. 

Dukeshire, Stanley C., Public School No. 3, 
Yonkers, N. Y. 

Dwver, Madeleine, Broad Street School, Glens 
Falls, N. Y. 

Dyer. Nellie C., 509 E. Seventh St., Jamestown, 
N. Y. 


Eaton, Anne T., Lincoln School. Teachers Col- 
lege, 425 W. 123rd St.. New York. N. Y. 
Ebeling. Elsa, Publie School No. 208, Ave. D. 

and F. 4%th St.. Brooklyn, N. Y. 
Ehert. Jessie D., 108 Union St., Schenectady, 
N. Y. 


Ehrenfeld. Abraham. Puhlie School No. 10, 
Manhattan. 133 St. Nicholas Ave., New 
York, N. Y. 

Eldred, Gertrude M., East End School, One- 
onta, N. Y. 

Elmendorf. Georre M., Supt. of Schools, 
Plattshurg. N. Y 

Emena, Winifred. Theodore Roosevelt School, 
12 Revier St., oo WN. Y¥. 

Enelish. Mary <" 057 Glenwood Blvd., 
Schenectady, N. 

Erdwurm, Tuev. Puhite oe No. 4, Man- 
hattan. New York, N. 

Evers. Catherine V., 626 ‘Gestine Pl., Brook- 
Ivn, N. Y. 

Fairhairn Anna L., 40 Fulton Ave., Hemp- 
stead, N. Y. 

Farrel] James F., School No. 31, 212 Stanton 
St., Buffalo, N. Y. 

Ferrv, Martha. 220 E. Main. Batavia. N. V 

Fichtrer. Katherine E., 100 Culver Rd.., 
Rochester, N. Y. 

Finkelstein, Marv F., ee ag School No. 42, 
71 Hester St.. New York, 

Ficher. Frederick W., 481 Wosdward Ave., 
Buffalo, N. Y. 

Fitzell. Ruth T.. Publie School No. 5. Queens. 
Lone Island Citv. N. Y. 

Fits Gerald, Mary E., Prospect School, Solvay, 
i. 2 


Flanders, Jesse K., State Normal School, 
Oswego, N. Y. 

Flatow. Jacoh, Public School No. 42, 
ville. Staten Island. N. Y. 

Flenn. Marenret E., 501 Walnut Ave., Niagara 
Falls. N. Y. 

Forssell, Alva F.. 119 Collece Ave., Wester- 
leich. Staten Island, N. Y. 

Frail, Jennie A. Theodore Roosevelt School, 
Johnson Citv. N. Y. 

French, Harold P. Dist. Supt. of Schools. 
Loudonville. N. Y. 

Friedmann, Henrv. Publie Schoo! No. 80, 
Blissville, Long Island City, N. Y. 

Fulton, Arthur W.. T.indbergh Elementary 
School, Kenmore, N. Y. 


Elting- 








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Tue ELeventH YEARBOOK 595 





Gallup, Jackson, Francis Parker School No. 23, 
Rochester, 

Garfinkel, Maurice A., 377 Montgomery St., 
Brooklyn, N. Y. 

Genske, Emma, School No. 4, Dunkirk, N. Y. 

Gielow, Elsa S., 30 Vulcan St., Buffalo, N. Y. 

Goldin, Myron R., Public School No. 187, 65th 
St. and 12th Ave., Brooklyn, N, Y. 

Goodell, Mrs. Mabel D., 220 Avenue B., Sche- 
nectady, N. Y. 

Gorham, Mary E., 
Schenectady, N. Y. 

Graham, Frederick B., Public School No, 232, 
Winthrop and E. 53rd St., Brooklyn, N. Y. 

Graham, Minnie S., 48 S. "Second Ave., Mt. 
Vernon, N. Y. 

Gray, Temperance, Public School No. 82, 
Fourth Ave. and 36th St., Brooklyn, N. Y. 

—_— Joseph, 449 Second St., Brooklyn, 


521 Brandywine Ave., 


N. Y. 

Griffin, Joseph T., Public School No. 205, 
Brooklyn, N. Y. 

Grimes, James M., School No. 3, Mt. Vernon, 


N. Y. 

Gross, Ella, Public School No. 133, 355 Butler 
St., Brooklyn, N. Y. 

Haggerty, Emma V., Public School No. 57, 
— 176 E. 115th St., New York, 


Hague, Gordan A., Lincoln School, Kenmore, 
ee 


Halligan, Thomas C., Public School No. 164, 
Manhattan, 401 W. 164th St., New York, 
N 


Hamilton, Nettie J., 290 Kenwood Ave., 
Rochester, N. Y. 

Handley, Mrs. Myrtle C., 21 Trumbull Pkwy., 
Batavia, N. Y. 

Haner, Florence I., 119 Fulton St., Jamestown, 


Hanna, Paul R., 20 N. Broadway, House K., 
White Plains, N. Y. 

Hanway, Hannah F., Covert Avenue School, 
Elmont, N. Y. 

Hare, Evanetta, School No. 2, Troy, N. Y. 

Harris, Daisy M., 1826 Valley Dr., Syracuse, 


mn. TE. 
Harris. Mabel E., 1421 Seymour Ave., Utica, 
N. Y 


Hathaway, Edna E., 12 Second Ave., Glovers- 
ville, N. Y. 

Hausauer, — Matilda W., 92 Wallace Ave., 
Buffalo., N. Y. 

Haven, Mabel, 274 S. Broadway, Yonkers, 
N. Y. 


Hayden, Mrs. Rena C., Union School, Dist. 
No. 22, Floral Park, N. Y. 

Hayes, John N., Public Schools, Corinth, N. Y. 

Healey, Gertrude M., Public School No. 26, 
ao 101 W. Burnside Ave., New York, 

Hemstreet, A. Earle, School No. 54, Main St. 
at Leroy, Buffalo, N. Y. 

Hickey, Kate R., Public School No. 68, Queens, 
Ridgewood, N. Y. 

Hickok, Mary K., 242 Second St., Ilion, N. Y. 

Higgins, Gordon H., School No. 70, Buffum 
St., Buffalo, N. Y. 

Hinderland, Laura J., 14 Beach Rd., Great 
Neck, Long Island, } 

Hirschbeck, Loretta M., 365 Putnam Ave., 
Port Chester, N. Y. 

Hirschberg, Arthur, School No. 151 Queens, 
3lst Ave. and 50th St., Woodside, Long 
Island, N. Y. 

Hirsdansky, Simon, Public School No. 4, 1701 
Fulton Ave., New York, N. Y. 

Hoffman, Josephine L., 371 Lake Ave., 
Rochester, N. Y. 

Hoss, Elizabeth, 40 Floral Ave., Binghamton, 
N. 

sists Amelia, M., 1169 Chrisler Ave., 

Schenectady, N. Y. 


amd A., 304 Le Roy Ave., Cedarhurst, 


Hosic, James F., Teachers College, Columbia 
University, New York, N. Y. 
a a2 Marion E., 17 Hamilton Ave., Auburn, 


Howe, Edwin J., School No. 16, 989 Delaware 
Ave., Buffalo, N. Y. 

Howes, Florine Helen, 271 Washington St., 
Hempstead, Long Island, N. Y. 

Huddle, Otto E., Briarcliff Manor, N. Y. 

Huggin, Ellen, No. 7 School, Dunkirk, N. Y. 

Hughston, Robert L., R. F. D. 4, Huntington, 
Long Island, N. Y. 

Hulse, Carolyn D., Liberty Street School, Mid- 
dletown, N. Y. 

Hyde, Margaret E., 33 Central Ave., Staten 
Island, N. Y. 

Jenkins, Harriet L., Public School No. 98, 
Queens, Douglaston, | - A 

—_ L., West End School, Lynbrook, 


Johnson, Laurence C., Orchard Park Consoli- 
dated Schools, Orchard Park, 

Johnston, Anna C., Public School No. 59, 
182nd and Bathgate Ave., New York, N. Y. 

Johnston, Sara W., Maple Avenue School, 
Niagara Falls, N. Y. 

Jones, Mrs. Edna S., No. 4 School, Jefferson 
Ave., Rochester, N. Y. 

Joyce, ‘Charles W., 143 Deerfield Dr., Roches- 
ter, N. Y. 

Kaiser, Leon S., Public School No. 188, Nep- 
tune Ave., Brooklyn, 

Kane, Annie F., 141 Crosman Ter., Roches- 
ter, N ; 

Katz, Samuel, Public School No. 156, Sutter 
Ave. and Grafton St., Brooklyn, N. Y. 

Keenan, Mrs. Ruth G., 87 Westmont Ave., 
Elmira, N. Y. 

Kelly, Elizabeth L., 
Brooklyn, N. Y. 

a Bessie, 42 N. Fulton St., Auburn, 
N 


1809 Albemarle Rd., 


Kennedy, Mary A., Public School No. 183, 1339 
Park PIl., Brooklyn, i. Ze 

Kenney, Bessie D., 29 West St., Fairport, N. Y. 

Kidd, Martha, 28 First St., Troy, N. Y. 

Kidney, Glenn H., Park School, Ossining, 
M.S 

King, Jessie M., North Street School, Geneva, 

Ee 


a 


King, Mary I., 48 W. Second St., Mt. Vernon, 
N. ¥. 


Kingsley, Emma E., School No. 7, Riverside 
Ave., Elmira, 
Kirk, Nellie, 250 Starin Ave., Buffalo, N. Y. 
Knox, Margaret, Public School No. 15, Man- 
hattan, 728 Fifth St., New York, N.Y 
Koenig, May ” School No. 7, Saratago 
Springs, N. Y. 

Krause, Arthur K., Public School No. 132, 
Manhattan, New York, i 

—- W., 307 Wellington Rd., Buffalo, 
N 


Kurth, Gertrude M., 127 59th St., Niagara 
Falls, N. Y. 

Lansing, Hugh H., School No. 1, Troy, N. Y. 

a Caroline E., 4217 167th St., Flushing, 


Lawlor. Mary, Salem Hyde School, Syracuse, 
N.. % 


Lawrence, Mrs. Sara W., Ridge Street School, 
Glens Falls, N. Y. 

Layman, A. E., Menands School, Albany, N. Y. 

ae Elizabeth, 32 Arundel Rd., Buffalo, 


Leidt, Edna J.. Prospect Hill School, Pelham 
Manor, N. Y. 

Leighton, 2 jd W., School No. 14, Mt. 
Vernon, N. 








596 





ELEMENTARY SCHOOL PRINCIPALS 





Leland, Abby Porter, Public School No. 157, 


Manhattan, 327 St. Nicholas Ave., New 
York, N. Y. 
Lepar, Mrs. Claire, 32 Newton Ave., James- 


town, N. 

Lester, Florence G., School No. 79, Lawn Ave., 
Buffalo, N. 

Levine, Michael, "1761 58rd St., Brooklyn, N. Y. 


Lewis, Carl E., 13 Eastman Ter., Pough- 
keepsie, N. Y. 
Lippert, Berthold, Public School No. 73, 


Queens, 7ist St. and 54th Ave., Maspeth, 
Long Island, N. Y. 

Lipschitz, Max, 250 Hawthorne St., Brooklyn, 
N.Y 


Lisle, Herbert, School No. 12, Troy, N. Y. 
Lodato, August, 289 Empire Blvd., Brooklyn, 
N 


we 
Lodge, Emma L., 126 Donaldson Rd., Buffalo, 
N.Y 


Loftus, John J., Dist. Supt. of Schools, 856 
Quincy St., Brooklyn, N. Y. 

Lortcher, Mrs. —_ K., 3309 Lake Ave., 
Rochester, N. 

Lotz, Christine _ Lincoln Park School No. 
44, Rochester, N. : 7 

Ludwig, Augustus, 360 E. 28rd St., Brooklyn, 


Lungey, Nellie B., 352 La Salle Ave., Buffalo, 
N 


Lynch, Mary E., Public School No. 163, 
Brooklyn, N. Y. 

McCann, Edward R., 33 Rosary Ave., Lacka- 
wanna, N. Y. 

McConnell, Effie L., 108 Dubois St., 
burgh, N. Y. 

McCormick, Alice V., Public School No. 17, 
328 W. 48th St., New York, N. Y. 

McGaughy, James Ralph, Teachers oo 
Columbia University, New York, N. 

McKenna, Lauretta C., 135 Sikeeed “Ter., 
Yonkers, N. Y. 

— Mary L., 1229 Kemble St., 


New- 


Utica, 


McLoughlin, Helen M., Mamaroneck Avenue 
School, Mamaroneck, 

McManus, Harold, Public School, Rockland 
Lake, N. Y. 

MeNeill, George A., Andrews School No. 9, 
261 Joseph Ave., Rochester, N. Y. 

McSwyny, Mary, Public School No. 130, 70 
Ocean Pkwy., Brooklyn, N. Y. 

MacLachlan, E. Helen, 177 Harvard St., 
Rochester, N. Y. 

Mackay, Eleanor C., 230 S. Second Ave., Mt. 
Vernon, N 

Mackintosh, Margaret c.. 
Ave., Brooklyn, N. Y. 


250 Washington 


Maguire, Matilda E., Merrick School, Syra- 
cuse, N. 
Mahoney, Mary A., 738 Buffalo St., James- 


town, N. 

Male, Anna E., 12 Second Ave., Gloversville, 
N. Y. 

Martin, Ralph E., School No. 34, Boulevard 
and Warner Ave., Jersey City, N. 

Mason, Alfred De B., 17316 113th Ave., St. 
Albans, N. Y. 

Maynard, Mabel A., 2521 Sunset Ave., Utica, 


N. 
Mazurowska, Marta, School No. 59, Glenwood 
near Fillmore Ave., Buffalo, N. Y. 
Meyer, Agnes, 8% Park Pl., Auburn, N. Y. 
ow E., 47 Grand Ave., Johnson City, 


Monahan, Jane E., Public School No. 42, 
Classon and St. Marks Ave., Brooklyn, N. Y. 

Montgomery, Alice M., 4 Livingston Park, 
Rochester, N. Y. 

Morey, Anna A., School No. 14, Troy, N. Y. 


Moriarty, Mrs. Annie B., Public School No. 
162, St. Nicholas and Willoughby Ave., 
Brooklyn, m™ Be 


Moroney, Mary E., 25 South St., Auburn, N, Y. 

Morrison, Carolyn E., Hamilton School, Sche-. 
nectady, N. Y. 

Morrison, J. Cayce, State Education Dept., 
Albany, N. Y. 

Mossman, Lois Coffey, Teachers College, Co- 
lumbia University, New York, N. Y. 

—, Ellena C., 250 Glen St., Glens Falls, 


Murphy, Margaret M., School No. 2, Hudson 
Falls, N. Y. 


Newell, Daisy A., Public School No. 15, 
Yonkers, N. Y. 

Newell, —! B., 60 S. Main St., Spring 
Valley, N : 

Newman, Louise B., 500 Washington Ave., 


Brooklyn, N. Y. 

Nickles, George F., Children’s Village, Dobbs 
Ferry, N. Y. 

Nifenecker, Eugene A., Bureau of Reference, 
Research Statistics, Board of Education, 50u 
Park Ave., New York, N. Y. 

Norton, John K., 50 Morningside Dr., New 
York, N. Y. 
Norton, Louise V., 103 Merrimac St., Buffalo, 
Nosworthy, Emily, Public School No. 6, Man- 
—, 85th St. and Madison Ave., New 

York, 

FO a Minnie, Public School No. 102, 

Manhattan, 611 W. 156th St., New York, 


O’Brien, Josephine G., _ Schoo] No, 117, 
Queens, Jamaica, N. 


OQ’ ——— Kathryn M., Tas Broadway, King- 


ston, N. Y. 

elena * Helen M., 150 Oxford Ave., Buffalo, 
N. Y. 

O’Keefe, Emma M., School No. 8, Conkey 
Ave., Rochester, N. Y. 


ad Stella M., 51 Schanck Ave., Rochester, 
+ 


Orr, Mrs. Mabel L., School No. 31, 208 N. 
Goodman St., Rochester, N. Y. 

Owen, Reba E., Cortland Street School, 
Geneva, N. Y. 

oo H., 66 Verplanck Ave., Beacon, 

Palmer, Gertrude A.,-545 W., 164th St., New 
York, N. Y. 

Buffalo, 


Paris, Florence E., 32 Linden Ave., 
N. Y. 


Park, Ford R., School No. 28, Buffalo, N. Y. 
Patrick, Georgianna S., 424 Main St., Oneonta, 


Paulsen, Gertrude M., 410-A Sackett St., 
Brooklyn, N 2 
Pearson, Georgia King, 6 Lewis Pkwy., 
Yonkers, N. Y. 
Beard Ave., Buffalo, 


— Arthur, 332 
ig, “cane C., Yates School, Schenectady, 


Peyser, Nathan, Public School No. 
es Ave. near Snyder Ave., 


181, New 
Brooklyn, 


 # 

Phillie, Ellen M., Public School No. 188, at 

hattan, 131 Lewis St., New York, N. 
Phillips, Genevieve, Central School, 

Post Road, Mamaroneck, N. Y. 
Piedalue, Mary R., Edgewood 

School, Scarsdale, N. Y. 
- ™ M., Ellis Schoo] No. 


tm 
Elementary 
26, Rochester, 


Piper, Sarah M., 230 First Ave., Frankfort, 


Plantz, Nina, 108 Cherry St., Hicksville, Long 
Island, . ¥, 

Pois, Cecelia, 2685 Grand Concourse, New 
York, N. Y. 

Potts, ‘Mrs. Dora H., 
White Plains, N. Y. 

Powers, Francis W., Public School No. 103, 
54th St. and 14th Ave., Brooklyn, N. Y. 


170 Greenridge Ave., 











rn, N. Y, 
01, Sche. 


a Dept., 
ege, Co- 
is Falls, 
Hudson 
No. 15, 
Spring 
n Ave., 
, Dobbs 


erence, 
on, 500 


+» New 
suffalo, 


, Man- 
» New 


» 102, 
York, 


o. 117, 
King- 
uffalo, 
onkey 
lester, 
08 N. 

chool, 


acon, 


Talo, 
ady, 


New 
lyn, 


lan- 
ston 
ary 
ter, 
ort, 


ong 


ye., 


03, 





Tue ExeventH YEARBOOK 597 





Powers, Katherine B., Horace Mann School 
No. 13, Rochester, N. -s 

Pugsley, Chester A., Elementary School Ad- 
ministration, State Teachers College, Buf- 
falo, N. Y. 

Putnam, Lena M., 602 N. James St., Rome, 
N. 


Quirk, Florence J., Lincoln School, Batavia, 


mM. 3. 

Raben, Morris, Public School No. 90, The 
Bronx, 166th St. and Sheridan Ave., New 
York, N. Y. 

Rado, Alfred, Public School No. 89, The 
Bronx, Mace and Paulding Aves., New York, 

= 


a. Es 

Ramsdell, Florence whe Marion Street School, 
Lynbrook, N. 

Reigart, John F., 31 Euclid Ave., Yonkers, 
N., Y. 

Reilly, Frederick J., Public School No. 79, The 
Bronx, 181st St. and Creston Ave., New 
York, N. Y. 

Rhoads, Luke C., Box 93, Mt. Vernon, N. Y. 

Rhodes, Sara L., 637 St. Marks Ave., Brook- 
lyn, N. Y. 

Richmond, Mary R., 88-08 173rd St., Jamaica, 
Long Island, N. Y. 

Riley, Ruth V., Big Cross Street School, Glens 
Falls, N. Y. 

Robbins, David H., High School, Churchville, 
N. 


; 
Robbins, Lovinia M., Grade School, Hamburg, 
N 


es 
Roe, Christina L., Public School No. 214, 
Pitkin and Drew Aves., Brooklyn, N. Y. 
Ross, Lazarus D., 141 E. 19th St., Brooklyn, 
N.Y. 


Rounds, Sarah E., 8 John St., Auburn, N, Y. 
Rubel, Jacob A., Public School, No. 174, Brook- 
lyn, N. Y. 
Ruby, Isabel H., 213 Park Ave., Oneida, N. Y. 
Saar, A. William, Public School, Riverhead, 
Zz. 


i. ts 

Schaller, Amelia, Public School No. 103, 49 
E. 119th St., New York, N. Y. 

or Mrs. Ruth, 215 W. 83rd St., New 
York, be 

Schitinzecher Ella M., 632 Prendergast Ave., 
Jamestown, N. Y. 

Schmeck, Mrs. Hazel C., Evershed School, 
Niagara Falls, N. Y. 

Schneucker, Elizabeth S., Horace Mann 
School, Craig St., Schenectady, N. Y. 

—— Henry G., Public School, Celoron, 


Schroff, Joseph. — School No. 34, The 
Bronx, New York, ¥. 

Schultz, Frederick, ay N. Park Ave., Buffalo, 
Mi Ee 


Selby, June, Roslyn Heights School, Roslyn 


Selby, Miriam F., 152 Ross Ave., New Dorp, 
Staten Island, N. Y. 

Shaw, Helen V., 94 South St., Auburn, N. Y. 

Shellington, A. Mary, 530% Fourth St., 
Niagara Falls, N. Y. 

~/< Alvin W., 701 City Hall, Buffalo, 


Sherburne, M. Louise, 264 Beach 139th St.. 
Rockaway Beach, N. Y. 

Sherrard, John P., School No. 44, Broadway 
and Krupp, Buffalo, N. Y. 

Sherwood, Leah, Public School No. 72, 651 
New Lots Rd., Brooklyn, N. Y 

Sherwood, Mae, 150214 E. Main St., Endicott, 
N. Y. 


Silverman, Estelle L., Public School No. 25, 
The Bronx, New York, xn. %. 

Simmons, Harry S., Liberty Street School, 
Newburgh, N. Y. 

Simpson, Mortimer L., 1015 E. 27th St., Brook- 
lyn, N. Y. 

Slade, Lillian A., 4 Tilley Ave., Oneonta, N. Y. 


—. Freda R., St. John School, Ithaca, 
N 


Smallenburg, Ella, Abbott Road School, 1711 
Abbott Rd., Buffalo, N. Y. 

Smallwood, .— Pere Le Moyne School, 
Syracuse, N. Y. 

re Della V., 1142 Arsenal St., Watertown, 


Smith, Homer I., 112 Hempstead Ave., West 
Hempstead, N. % 2 

Smith, Hoyt D., Huguenot School, 10 Hemin- 
way Ave., New Rochelle, N. Y 

Smith, Mrs. May Y., 25 fiodson St., Johnson 
City, N. Y. 

Smith, Stephen V., 9 Flower Hill Pl., Port 
Washington, N. Y. 

Snyder, George H., 1251 Parkwood Bivd., 
Schenectady, N. Y. 

Specht, Louise, 103 Quentin St., Kew Gargens, 
New York, 

Spurgeon, Mrs. “George W., 112029 175th St., 
St. Albans, N. Y. 

——— Clifford A., 101 Barton Ave., Utica, 


Stapleton, Josephine F., 1406 Merriam Ave., 
New York, N. Y. 

Stecher, Mrs. Elizabeth M., Public School No. 
1 cena, 28 Cannon St., New York, 


Oz. 
Steel, H. J., State Teachers College, Buffalo, 
N. Y. 


Steiner, oe ka, 945 West End Ave., New 
York, N. Y 

Stevens, Plowden, 1825 Prospect Ave., New 
York, zs 

Stewart, Ruth A, : emma Avenue School, 
Larchmont, N, 

ee E., 160 Spring St., Gloversville, 


Stone, Lucy A., 57 Pennsylvania Ave., Bing- 
hamton, N. Y. 

Sumner, Bertha E., 110 W. Main St., Batavia, 
my es 

Sumner, S. Clayton, Seymour School, Syra- 
cuse, N. Y. 

er Hattiebel, 118 Hamburg St., Buf- 
falo, 

Swannie, aecien Haas, 709 Elmwood Ave., 
Buffalo, N. Y. 

Swanson, Vivian C., 12 Second Ave., Glovers- 
ville, N. Y. 

Swarts, Arlington, 305 Woodbine Ave., Roches- 
ter, ‘ 

Sweeney, Thomas H., 287 Elm St., Long Island 
City, 

Swift, Charles B., 21 Chateau Ter., E., Snyder, 
N. ¥. 

Sylvester, Emma, Junior High School, 91 
Manhattan, 61 Queens Ave., Flushing, N. , # 

Taylor, George D., Susan B. Anthony No. 27 
School, Rochester, 1 a 

Terrell, Mrs. Madelaine H., 84 Cedar Ave., 
Patchogue, N. Y. 

Terry, Mrs. Lucy D., 802 S. Main St., Geneva, 
N. Y. 


Thomas, Rufus G., 138 Hertford St., Syracuse, 
ME. 

Tobin, Alice, 73 Garden St., Poughkeepsie, 
N. Y. 

Topping, Eva Z., 199 Bleecher St., Gloversville, 
N. Y 


Townsend, Winfield A., 109 14th St., Garden 
City, N. Y. 

Trace, Charles T., Public School No. 9, Albany 
Ave. and Maple St., Brooklyn, N. Y. 

Traphagen, M. H., 39 Parkway, E., Mt. Ver- 
non, N. Y. 

Tuger, Margaret E., Waverly Hotel, Herkimer, 
N. Y 


Turney, L. G., 138 E. Sixth St., Oswego, N. Y. 
Underhill, Frances A., 1458 State St., Schenec- 
tady, N. Y 








598 





ELEMENTARY ScHoot PrINcIPALs 





267 Eldwood Ave., 
White Plains, 


Van Arsdale, Mary M., 
Buffalo, N. Y. 

Verplanck, Helen E., 4 Lyon PIL., 
N. Y. 

Viemeister, Edmund H., Cecelia Pl., Seaford, 
Long Island, ) > 2 

Vincent, H. D., School No. 16, Troy, N. Y. 

Viymen, Henry T., by Villa Court, Hempstead, 
Long Island, N. 

Waite, A N public School No. 102, Elm- 
hurst, N. Y 

Wallstein, D. Daniel, Junior High School No. 
142, 114th Ave. and 142nd St., Jamaica, 
Long Island, N. Y. 

Warner, Ena C., 104 Third Ave., Gloversville, 

Y 


Warner, Stanley F., 215 Smith St., Woodmere, 
Long Island, N. Y. 
bes ag Margaret E., 117 W. Sand St., Oneida, 
N. Y. 


Watson, Alice E., Public School No. 7, Queens, 
Van ‘Alst Ave. near Astoria Ave., Long 
Island City, N. Y. 

bet ai David A., 431 W. 121st St., New York, 

Y 


Weed, Leola D., School No. 16, Devonia Ave., 
Mt. Vernon, N. Y. 

> Hanna, 14 Roosevelt Ave., Larchmont, 
N 


Weis, Helen, School No. 95, 402 Auburn Ave., 


Buffalo, N. Y. 

Welles, James B., Public School, Roslyn 
Heights, is Be 

Werner, Mrs. Edith F., School No. 7, Mt. 


Vernon, N. 
West, Maude I., ” Hosea Rogers School, North- 
field Rd., Rochester, N. Y. 
West, Pari, Baylis Court, Tarrytown, N. Y. 
Westendorf, Leona, West Hill School, Ithaca, 


% 4 
Weyant, Walter B., Intermediate School, 
Solvay, N. Y. 


Whalen, Frank D., Public School No. 84, 726 
llth Ave., Long ‘Island City, N. Y. 

Wheeler, Carrie M., No. 11 School, 500 Webster 
Ave., Rochester, N. Y. 

White Edith C., 73 De Sales PIl., 


1169 Tonawanda St., 


Brooklyn, 


bal a ag Frank J., 
Buffalo, N 

Wikander, Elin, 350 Lincoln PIl., Brooklyn, 
me Ee 

Williams, Della D., Grammar School, Montour 
Falls, N. Y. 

Wilson, Martha M.. Public School No. 9, Man- 
hattan, 466 West End Ave., New York, N. Y. 

Wingate, Mary J.. Euclid Avenue School, 
Schenectady, N. Y. 

Wingebach, Joseph F., Junior High School No. 
109, 430 Dumont Ave., Brooklyn, N. Y. 

Wood, Ethel M., White 
Plains, N. Y. 

Wood, Eva C., Public School No. 4, 35 Berkeley 
Pl., Brooklyn, N. Y. 

Woodbury, Nina A., 98 E. Main St., 
Jervis, N. Y. 

Wool, Kate L., 322 S. Geneva St., Ithaca, N. Y. 

Wright Donald A., 118 S. Washington St. 
Carthage, N. Y. 

Wright, Mrs. Kathryn Ward, Schoo] No. 39, 
145 Midland Ave., Rochester, N. Y. 


204 Martine Ave., 


Port 


Wright, Mrs. Louise J., 54 Elmwood Ave., 
Geneva, N. Y. 
Wylie, Anna, 2223 Whitney Ave., Niagara 
Falls, N. Y. 
Schenectady, 


Yeager, Fern M., Nott School, 
N. 


Zurbrick, W. W., School No. 37, 295 Carlton 
St., Buffalo, N. Y. 


NORTH CAROLINA 
—-. E. Rosa, 319 Lindsay St., Greensboro, 
. C. 


Alexander, Hattie, 120 E. Morehead St., Char- 
lotte, N. C. 

Beasley, Sallie, Elizabeth 
City, N. C. 
Blankenship, Ursula, 318 E. Kingston Ave., 

Charlotte, N. C. 
a Harry M., Elementary School, Spray, 


Primary School, 


Brice, Ellen, 102 Addison Apt., Charlotte, N. C. 

Brown, Mrs. Eunice Sadler, 506 Beaumont 
Ave., Charlotte, N. C. 

Caldwell, A. B., 2364 Okalina Ave., Winston- 
Salem, N 

oo PL S., 518 East Ave., 


.& 
Carson, Q. M., 19 Soco St., Asheville, N. C. 
Cutting, Mrs. Katie E., Elementary Principal, 
Hanes, N. C. 
English, Mildred, nat Supt. of Schools, Box 
8811, Raleigh, Cc. 
Garrison, Reid, Ya N. C. 
Hearne, Clara, Box 578, Roanoke Rapids, N. C. 
Helms, H. A., Lindley Junior High School, 
Greensboro, N. C. 
Henderson, T. C., Lake Toxaway, N. C. 


Charlotte, 


Hendrix, T., East and Skyland Schools, 1700 
W. First St., Winston-Salem, N. C. 
=. Addie, 2021 E. Fifth St., Charlotte, 
Cc 
Kingston, 


Hobgood, Scotia, 902 N. College St., 
N. C. 
Holloway, Maggie E., 411 Cleveland, Durham, 
N. C. 
Holman, Elizabeth F., 
Raleigh, N. C. 
Charles 


Irvin, Hunter, 
Greensboro, N. Cc. 


209 E. Morgan St., 
B. Aycock School, 


Jamison, Florence, 904 W. Fourth St., Char- 
lotte, N. C. 
McBane, E. H., 303 N. Mendenhall St., Greens- 


boro, N. 
McConnell, Thomas L., 
Asheville, N. C. 
McIntyre, Kate A., Central School, 

burg, N. 

McSorley, Mrs. Leona O’Neale, 
School, Greensboro, N. C. 
McSwain, E. T., Central Junior High School, 

Greensboro, N. 
Mann, Nell, 207 Sycamore St., Charlotte, N. C. 
Owen, W. B., Jr., Calvin H. Wiley School, 
Winston-Salem, N. C. 


116 W. Chestnut St., 
Laurin- 


Simpson Street 


Paylor, Ivey, 100 Johnson St., High Point, 
N. C. 

Sherwood, Mrs. M. B., 214 E. Morgan St., 
Raleigh, N. C. 

Shields, James M., 2420 Maplewood Ave., 


Winston-Salem, N. C. 

Stafford, Susie F., 511 E. Davis St., 
ton, N. C. 

Strickland, E. H., Tlara J. 
Greensboro, N. C. 

Wearn, Mrs. Nettie, 
Charlotte, N. C. 


Burling- 
Peck School, 


1809 Cleveland Ave., 


Wells, Mrs. Edwina L., 105 S. Pine St., Wil- 
son, N. C. 
Greens- 


Wharton, Vara, Irving Park School, 
boro, N. C. 

Whitmore, Mrs. W. H., Margaret Hearne 
School, Wilson, N. C. 

bes aaa Clee, Winstead School, Wilson, 


NORTH DAKOTA 
Brandt, Ivy, 914 Fifth Ave., S., Fargo, N. Dak. 
Burr, Elsie D., Lincoln School, Devils Lake, 
Dak. 
Champine, Jennie L., 
Fargo, N. Dak. 
Grindstuen, Iver I., Supt. of Schools, Beach, 
N. Dak. 
Hanson, Signe, Jefferson School, 
Fargo, N. Dak. 


388 Seventh Ave., S., 


16th St., S., 








Char. 
zabeth 
Ave., 
spray, 


N. C, 
amont 


iston- 
lotte, 


6. 
cipal, 


. Box 


1700 
otte, 
ston, 


1am, 


1001, 
har- 
ens- 
St., 
rin- 


reet 








Tue EveventH YEARBOOK 599 





Hartney, eo M., 416 Eighth St., S., 
Fargo, N. 

Hicks, Mrs. Nellie A., 314 Ninth St., S., Fargo, 
N. Dak. 

Hinds, Norman, Standing Rock Indian School, 
Ft. Yates, N. Dak. 

Hoag, — E., 224 Eighth St., N., Fargo, 
N. 


Lobben, _— H., 902 Eighth St., N., Fargo 
N. 


Da 
McCaine, Adelaide M., 1302 Sixth St., S., 
Fargo, N. Dak. 
McKee, Maude, Washington School, Fargo, N. 
Dak. 
a, Gustava, 1126 Fourth St., N., Fargo, 


Da 
Phillis, Adelaide, 1415 Eighth Ave., S., Fargo 
Dak. 


mtd, Annette, 323 Seventh St., Devils Lake, 
N. Dak. 

Selke, Erich, Director, Teacher Training, State 
Teachers College, Mayville, N. Dak. 

Sanderson, Anzonnette, 803 N. Eighth Ave.. 
Valley City, N. Dak. 

Twito, Helmer, Supt. of Schools, Cogswell, N 
Dak. 

Walker, Mrs. Sadie A., 730 Ninth St., N., 
Fargo, N. Dak. 


OHIO 


Adams, Mrs. Jennie H., Lawndale School, 
Akron, Ohio. 

Adams, Mina L., 537 E. Buchtel Av2., Akron, 
Ohio. 

Adamson, Belle, 116 Spring St., Marietta, 


Ohio. 
Adel, Mrs. Edna P., 25 N. 21st St., Columbus, 
Ohio. 


Allen, Cora F., 872 S. Champion A ve., Colum- 


bus, Ohio. 

Altamer, W. H., College Hill School, Cincin- 
nati, Ohio. 

Anderson, Mrs. Stella, Public School, Wyom- 
ing, Ohio. 


Andrew, Ellen B., Kilgour School, Herschel 
Ave., Cincinnati, Ohio. 

Antrim, Louise, 1412 W. 81st St., Cleveland, 
Ohio. 

Arbuckle, Daisy V., 1818 Haldane Rd., Cleve- 
land, Ohio. 

Arey, Essie, Windsor School, Cincinnati, Ohio, 

Armstrong, J. J., 1581 Cascade Dr., R. D. 2, 
Youngstown, Ohio. 

Baer, Schanette, Whittier School, Toledo. Ohio. 

—* Maude, 24 N. Prospect St., Akron, 
Ohio. 

Bauman, Louis E., R. F. D. 6, Box 54, Akron, 
Ohio. 

Benedict, Myrtle L., 1236 Westlake Ave., 
Lakewood, Ohio. 

Bennett, Ethel C., 499 School St., Bradford, 


Betts, Mrs. Mary T., The Verona Apt., 2356 
Park Ave., Cincinnati. Ohio. 

Bevington, Rachel, 1463 Ridgewood Ave., 
Lakewood, Ohio. 

Biszantz. Cina L., 11311 Clifton Blvd., Cleve- 
land, Ohio. 

Bolenbaugh, George B., Fairview School, Cin- 
cinnati. Ohio. 

Bonfield, Q. Louise, 1208 Melbourne Rd., East 
Cleveland, Ohio. 

Booker, Mrs. Winifred M., Parkland School, 
Toledo, Ohio. 

Bortle, Helen L., 480 E. Dunedin Rd., Colum- 
bus, Ohio. 

Boyers, Lydia, 625 Arcadia Ave., Toledo, Ohio. 

Brandt. Hazel M., 2636 Green Rd., South 
Euclid, Ohio. 

Brereton, Jane Lamb, 1420 Goodale Ave., 
Toledo, Ohio. 

Brett, Charlotte J., Kinsman School, 7805 
Kinsman Rd., Cleveland, Ohio. 


Brett, Helen K., 16001 Fernway Rd., Cleve- 
land, Ohio. 

Bridgman, Bertha, Box 208, Athens, Ohio. 

Britton, Carl T., Mason School, Akron, Ohio. 

Brookes, M. Emma, Miles School, 11918 Miles 
Ave., Cleveland, Ohio. 

ee C. J., Kirby Road School, Cincinnati, 

io 


Brown, W. Q., Kennedy-Siverton School, Cin- 
cinnati, Ohio. 
Bruhn, Carrie C., 10602 Wade Park Ave., 
Cleveland, Ohio. 
—" Carrie J., Siebert School, Columbus, 
Ohio. 
Buettner, Carrie M., 1724 Clark Ave., Cleve- 
land, Ohio. 
—_ Alice V., 3408 Bevis Ave., Cincinnati, 
io. 
~~ Ellice E., 7805 Franklin Ave., Cleveland, 
io. 
Cain, Emily, Grant School, Lakewood, Ohio. 
—_— Harriet T., 24 N. Prospect St., Akron, 
io. 
Campbell, Bess M., Birmingham School, 
Toledo, Ohio. 
Campfield, Olive, 2712 Collingwood Ave., 
Toledo, Ohio. 
Carothers, Alice, 1475 Grace Ave., Lakewood, 
Ohio. 
Case, Mary E., 21540 Detroit Rd., Rocky River, 
Ohio. 
Chapman, Howard J., Strongsville, Ohio. 
Cheney, Mrs. Olive T., Franklin School, 
Elyria, Ohio. 
Chidlaw, W. M., Sayler Park School, Cincin- 
nati, Ohio. 
Chinn, Mrs. Jean T., 17 Englewood Court, 
Toledo, Ohio. 
Cleland, — A., 1728 E. 116th PIl., Cleve- 
land, 
Coffman, Cc. ‘Louise, 8 Calvert Apts., Dayton, 
Ohio. 
—, — L., 1341 W. 59th St., Cleve- 
land, 
Collins, $ M.. Washington Township School, 
Lindsey, Ohio. 
Conklin, Harold A., S. M. Jones Junior High 
School, Toledo, Ohio. 
Cook, Selda, 5810 Clinton Ave., Cleveland, 
Ohio. 
Cotterill, Flora B., MecGuffey School, 1032 
Webster St., Dayton, Ohio. 
Craig, Belle, 1123 Hoover Pl., N. W., Canton, 
Ohio. 
Crane, H. L., Oakley School, Madison Rd., Cin- 
cinnati, Ohio. 
Crocker, Zillah M., Walbridge School, Toledo, 
Ohio. 
Cronin, John, Madisonville School, Cincin- 
nati, Ohio. 
Curren, Edith L., Hayes School, Lakewood, 
Ohio. 
Da Hinden, Charlotte, 3033 Tuscarawas St., 
W., Canton, Ohio. 
Daly, Margaret, Roosevelt School, Cincinnati, 
hio. 
Davidson, M. Mabel, 1316 Grand Ave., Dayton, 
Ohio 


_ G. H., 4627 Glenshade Ave., Cincinnati, 

Ohio. 

Davis, H. E., Williams Avenue School, Nor- 
wood, Ohio. 

Davis, Luther M., 644 Lincoln Ave., Cincin- 
nati, Ohio. 

Daykin, Mrs. Edna R., 1456 Holmden Ave., 
S. W., Cleveland, Ohio. 

Deike, Vievea, 1309 W. 111th, Cleveland, Ohio. 

ee S. Grace, 1690 W. 31st PI., Cleveland, 
Ohio. 

Ditto, Fanny, 1653 Woodland Ave., N. W., 
Canton, Ohio. 

Dolan, Edith A., 806 Blair, Cincinnati, Ohio. 








600 





ELEMENTARY ScHooL PRINCIPALS 





Downing, Georgiana, 12709 Barrington, Cleve- 
land, Ohio. 
Downs, Wilbur B., Brady Apts., Martins Ferry, 


Ohio 
Dyer, WwW. C., 54 E. California Ave., Columbus, 
Ohio. 


Eger, Mrs. Jennie B., 745 Brice Ave., Lima, 
Ohio. 

Elliott, Blanche, 1136 Orchard St., Goshocton, 
Ohi 


io. 

Emig, G. C., McKinley School, Eastern and 
Tennyson Ave., Cincinnati, Ohio. 

Evans, Elizabeth, Harding School, 
town, Ohio. 

Ewan, Sylvia, Highlands School, Eastern Ave., 
Cincinnati, Ohio. 

Fisher, Jessie G., Cin- 
cinnati, Ohio. 

a gs Renee 2022 E. Cleve- 
land, 

Flessa, H. 4 Taft School, Cincinnati, Ohio. 

Fortney, Lura, 23rd District School, Vine and 
University, Cincinnati, Ohio. 


Youngs- 


3404 Middleton Ave., 
77th St., 


Fowler, Lena, 1819 Cleveland Ave., N. W.., 
Canton, Ohio. 
Franz, G. F. 109 W. McMillan St., Cincin- 


nati, Ohio. 
Freeborn, Della E., Rozelle School, East Cleve- 
land, Ohio. 
Freese, Elizabeth, Hamilton School, 


Ohio. 
Gabriel, Florence, 7338 Euclid Ave., Cleveland, 


Ohio. 
—. Sadie M., Washington School, Toledo, 
Ohio. 
Gates, Fern R., Roosevelt School, Elyria, Ohio. 
= Meta, 3182 W. 14th St., Cleveland. 
io 


Elyria, 


Glenn, Fannie S., Michigan Avenue School, 
Columbus, Ohio. 

Godfrey, Susan, Franklin School, Toledo, Ohio. 

Grafton, Elizabeth M., High School, Barber- 
ton, Ohio. 

Gray, Lou, 18 Richmond Ave., Dayton Ohio. 

Greiner, Alice, Otis School, Fremont, Ohio. 

Gressley, Mrs. Louise H., 924 Prospect Ave., 
Toledo, Ohio. 

Griffith, R. I., 721 Walnut St., 


io. 

Guthrie, Glenn W., Garfield School, 
Christine Ave.. Cleveland, Ohio. 

Hague, Edith McGrew, 1470 Fair Ave., Co- 
lumbus. Ohio. 

Hahn, Adeline, 930 Walnut Ave., N. E., Can- 
ton. Ohio. 

Hahn, Lizzie, 229 Gates Ave., Elyria, Ohio. 

Haldane Jean A., Miles School, 11918 Miles 
Ave., Cleveland, Ohio. 

Hammond. L. Daisy, 111 Oakwood Ave., Oak- 
wood Village, Dayton, Ohio. 

Hammond, Rose L., 90 N. 22nd St., 
Ohio. 

Hanselman. C. F., Westwood School, 
nati, Ohio. 

Harbaugh, Maud, Casstown, Ohio. 

Harry. David P., Jr., Western Reserve Uni- 
versitv, Cleveland, Ohio. 

Hart, Helen A., Chase School, Toledo, Ohio. 


Martins Ferry, 


13627 


Columbus, 


Cincin- 


Hauer, John S., Sixth District School, Cin- 
cinnati, Ohio. 
Haymaker. Nellie B., Forest Hill School, 


Akron, Ohio. 

Heiser, Bess M., G. A. Lange School, 200 
Dover St., Dayton, Ohio. 

Henschen, Laura H., 3444 Marvin Ave., Cleve- 
land, Ohio. 

Hessler, Rayonette R., 4000 Washington Park 
Blvd., Cleveland, Ohio. 


Hill, Edith, Clifton School, Cincinnati, Ohio 
—. Nora, 502 Scottwood Apts., Toledo, 
Ohio. 


Holmes, Jay William, Wilbur Wright Junior 
High School, Dayton, Ohio. 


Housh, W. K., Sharpsburg School, Norwood, 
Ohio. 
Howlett, Mary E., 
Heights, Ohio. 
Howser, Elma B.., 
Ohio. 

Hoxter, Truman, 43 May Court, Chagrin Falls, 
Ohio. 

Hudgins, Ercell, Jackson School, Akron, Ohio. 

Hukill, Elizabeth J., 604 N. Fifth St., Steuben- 
ville, Ohio. 

Hutt, Martha K., 3437 W. 123rd St., 
Ohio. 

Irey, Ferne, 

hio. 

Jack, Mary E., Coventry School, 
Heights, Ohio. 

Jahn, Anna M., 1222 N. W., Can- 
ton, Ohio. 

Johnston, Ella M., 2995 
Cleveland Heights, Ohio. 

Johnston, J. B., Oyler School, 
Ohio. 

Johnston, Laura A., 
Cleveland Heights, 

Judd, Mrs. Anne D., 
bus, Ohio. 

Judd, Harriet A., 51 Brighton Rd., 


Ohio. 
Kaefer, William, Chase 
Apple Sts., Cincinnati, 
Karp, Esther, 624 Fourth St., 


12752 Cedar Rd., Cleveland 


325 Franklin St., Marion, 


Cleveland, 
Sheridan School, Youngstown, 
Cleveland 
Shorb Ave., 
Scarborough Rd., 
Cincinnati, 
2995 Searborough Rd., 


Ohio. 

275 Lenappe Dr., Colum- 
Columbus, 
School, Chase and 
Ohio. 

N. W., Canton, 

hio 
Kemper. Elisabeth R., Longfellow School, 245- 
247 Salem Ave., Dayton, Ohio. 


Kingsborough, Hazel, 2045 Taylor Rd., Cleve- 
land* Heights, Ohio. 

Kinker, Minnie L., 1242 Broadway St., Toledo, 
Ohio. 

Kleinsmith, aaa N., Madison School, Lake- 
wood, 

Kloepfer, Diane. St. Clair School, 1900 St. 
Clair Ave., Cleveland, Ohio. 

Knight, Nellie D., 3093 Ashwood Rd., Cleve- 


land, Ohio. 

Kolb, Albertina, 20860 Erie Rd., 
Branch, Cleveland, Ohio. 

Kolbe, Bertha M., E. Madison School, 
land, Ohio. 

Stella I., 3304 Jefferson 
nati. Ohio. 

Kopf, William H., 66 Eber Ave., Akron, Ohio. 

Kreher, Gertrude A., 15907 Whitcomb Rd., 
N. E., Cleveland, Ohio. 

Kuehn, Nita E., 2708 Clark Ave., 
Ohio. 

Lawyer, E. C., Box 156. Cambridge, Ohio. 
Layland, Ethel E., 1458 Haines Ave., Colum- 
bus, Ohio. 
Lee. Nancy B., 

Ohi 


Rocky River 
Cleve- 


Ave., Cincin- 


Cleveland, 


7629 Lorain Ave., Cleveland, 
io. 
Lillie, Edward P., Allen School, 773 S. Main 
St., Akron, Ohio. 
Legue, Leona W., 
Columbus, Ohio. 


Stewart Avenue School, 


Losch, Adela M., 3432 E. 110th St., Cleveland, 
Ohio. 

Lowe, C. E., Henry S. Martin School, Canton, 
Ohio. 

McCarty, Katherine A., 2049 Cornell Rd., 
Cleveland, Ohio. 

McClean, Grace M., Scottwood Apts., Toledo, 
Ohio. 

McCreery, Susie, Thoreau Park School, Brad- 
ley Ave. and 54th St., Cleveland, Ohio. 

McEachren, Florence E., Fullerton School, 
5816 Fullerton, Cleveland, Ohio. 

McElroy, Flora L., 1284 Ramona Ave., Lake- 


wood, Ohio. 
McGuire, Gertrude H., 
Cleveland, Ohio. 
McMyler, Delia, 3431 Center Rd., 
ville, Ohio. 


1835 Belmore Rd., East 


Warrens- 








—.. 


rwood, 
veland 
larion, 

Falls, 


Ohio. 
-uben- 


eland, 
town, 
eland 
Can- 
Rd., 
nati, 
Rd., 
ylum- 
nbus, 
and 
nton, 
245- 
leve- 
ledo, 
ake- 
) St. 
eve- 
iver 
eve- 
cin- 


hio. 
Rd., 


ind, 


1m- 
nd, 
ain 
ol, 


nd, 





Tue EveventH YEARBOOK 601 





, 


McVean, Etta M., 64 N. Prospect St., Akron, 
hio. 
Mansfield, Mrs. Katherine M., 3216 Tuscara- 
was St., W., Canton, Ohio. 
Mantle, Nellie, Ely School, Elyria, Ohio. 
Mapes, June, 2853 Parkwood, Toledo, Ohio. 
Marcellus, Jean, Glenwood School, Toledo, 


Ohio. 

Marker, Nettie E., Fulton School, Toledo, 
Ohio. 

Markowitz, Martha B., 1610 E. 105th No. 5, 
Cleveland, Ohio. 

Marshall, Jessica, 2229 Hollywood Ave., 
Toledo, Ohio. 

Mayer, Mrs. Eva D., Franklin School, Lake- 
wood, Ohio. 

Meador, Mildred, North Fairmount School, 
Baltimore Ave., Cincinnati, Ohio. 

Meermans, Minnie, 1352 E. 85th St., Cleveland, 


Ohio. 
Miller, C. L., Garfield School, Cincinnati, Ohio. 
Miiler, Mrs. Florence O., 1209 N. Main St., 
Dayton, Ohio. 
Monce, U. L., Morgan School, Cincinnati, 


Ohio. 

Money, Ella B., 2904 Garden Ave., Cleveland, 
Ohio. 

Morgan, Edna, 2943 Berkshire Rd., Cleveland, 


Ohio. 

Morgan, Elizabeth, Newbury School, Toledo, 
Ohio. 

Morgan, Sheldon, 49 Gregory Ave., Ashtabula, 


Ohio. 

Moring, Bertha A., 2348 Barrington Rd, 
Toledo, Ohio. 

Moring, Ida M., 2348 Barrington Rd., Toledo, 
Ohio. 

Morrison, Janet, 24 N. Prospect St., Akron, 


io. 

Moss, Mrs. Amelia E., 1066 Mosher Rd., Wick- 
liffe, Ohio. 

Munday, Minnie M., 161 Warren St., Dayton, 
Ohio. 

Myers, Mary E., 85 S. Adolph Ave., Akron, 
Ohio. 

Nessle, Fannie B., 816 Nesslewood Ave., 
Toledo, Ohio. 

Newell, Lillian S., 890 E. 149th St., Cleveland, 

hio. 


Noakes, L. C., Leggett School, Akron, Ohio. 

Norton, B. F., Garden Avenue School, Lorain, 
Ohio. 

O’Connor, Margaret A., Harrison School, 
Lakewood, Ohio. 

Oechsler, Hazel, Newbury School, Toledo, 
Ohio. 

Offerman, Kate M., Asst. Co. Supt. of Schools, 
Pemberville, Ohio. 

Ohlemacher, Helen E., 526 Hancock St., San- 
dusky, Ohio. 

Orr, Estelle B., Lafayette School, 12415 Abell 
Ave., Cleveland, Ohio. 

Parks, Mrs. Belle L., Superior School, East 
Cleveland, Ohio. 

Peaslee, L. D., Pleasant Ridge School, Cincin- 
nati, Ohio. 

Perkins, H. V., Boulevard School, Cleveland 
Heights, Ohio. 

Perrine, Jessie, The Scottwood, Toledo, Ohio. 

Peters, Edith C., 661 E. 123rd St., Cleveland, 
Ohio. 

Pettit, Joseph E., Mayfair School, 14000 May- 
fair Ave., East Cleveland, Ohio. 

ee Grace C., 88 Linwood Ave., Columbus, 

io. 

Phillips, Mrs. Jane E., 46 Winner Ave., Co- 
lumbus, Ohio. 

Pinhard, Estella M., 3706 Library Ave., Cleve- 
land, Ohio. 

ge Winifred, Irving School, Toledo, 

io. 

Pluckebaum, Dorothy E., 

cinnati, Ohio. 


1522 Ruth Ave., Cin- 


— C. H., Washington School, Cincinnati, 

io. 

Preston, E. M., Prospect School, East Cleve- 
land, Ohio. 

Price, Isabel, Webster School, Toledo, Ohio. 

Quirk, W. A., Guilford School, Cincinnati, 
Ohio. 

Ranft, Aleda V., 2846 Torrington Rd., Shaker 
Heights, Ohio. 

Rarey, Mrs. Margaret M., 379 S. Ohio Ave., 
Columbus, Ohio, 

Rebert, Ruth E., 255 E. Midlothian Blvd., 
Youngstown, Ohio, 

Reid, ine 276 Chestnut Ave., N. E., Warren, 


Oo 

mania, O. W., Whittier School, Cincinnati, 
Ohio. 

Reszke, Felix E., Sando School, Cincinnati, 
hio. 

oe Carolyn, Cherry School, Toledo, 


Reynolds, Sadie, 3930 Berkeley Dr., Toledo, 

Ohio 

Riedel, L. R., 514 Adams St., Dayton, Ohio. 

Riely, ‘Genevieve, Monroe School, Toledo, Ohio. 

Riniker, Amelia, 1615 Shorb Ave., N. W., Can- 
ton, Ohio. 

Risley, Gertrude, 
wood, Ohio. 

Ritterspaugh, Lina, 600 Fifth St., S 
ton, Ohio. 

Roemer, Edna, 601 Lincoln Ave., Toledo, Ohio. 

Rogers, Florence M., McKinley School, 1351 
W. Clifton Blvd., Lakewood, Ohio. 

Roling, Grace, 1559 Ridge St., Columbus, Ohio. 

Roseborough, Linna, 615 Bellflower Ave., S. 
W., Canton, Ohio. 

Ross, Frances, Shafer Boulevard School, Day- 


1528 Westwood Ave., Lake- 
. W., Can- 


ton, Ohio. 
— Maude L., 21 N. Torrence St., Dayton, 
Ohio. 
Rush, Jean L., 7609 Lorain Ave., Cleveland, 
hio, 
Ryan, Mary G., 2959 Meadowbrook Blvd., 
Cleveland, Ohio. 
ae E. M., Hyde Park School, Cincinnati, 
io. 
Schlotman, R. C., Heberle School, Cincinnati, 
Ohio, 
Schroeder, Esther L., Raschig School, Park- 
way and Elm, Cincinnati, hio 
— Belle, 2104 Brookdale Rd., Toledo, 
Ohio. 
Schullian, Augusta M., 1497 Mars Ave., Lake- 
wood, Ohio. 
Schwartz, Albert, Cummins School, Cincin- 
nati, Ohio. 
Scott, Belle Torrey, 2522 Brentwood Rd., Bex- 
ley, Ohio. 
Sellers, Mrs. Hazel B., 25 Adelford Ave., 
Akron, Ohio. 
Sharp, Loula Drake, 1507 Grand Ave., Dayton, 
Ohio. 
Sharp, Lyda V., 615 Spring Ave., Steubenville, 
Ohio. 
Sidle, Myrtle, 201 Newton Ave., N. W., Can- 
ton, Ohio. 
Siehl, B. H., 1363 Myrtle Ave., Cincinnati, 
Ohio. 
Siringer, Meta L., Puritas School, Cleveland, 
Ohio. 
Skeeles, Arthur G., Public Schools, 270 E. 
State St., Columbus, Ohio. 
Snow, Mrs. Sue D., 1103 Hawk St., Toledo, 
Ohio. 
Snyder, Belle, Myrtle Avenue School, Youngs- 
town, Ohio. 
Somerwill, Grace, 608 Mahoning Ave., N. W., 
Warren, Ohio. 
Spence, A. Marie, 19315 Riverview Ave., Rocky 
River, Ohio. 
Sprague, Elizabeth Doan, 1890 E. 97th St., 
Cleveland, Ohio. 








602 





ELEMENTARY ScHooLt PRINCIPALS 





Stauffer, 
Ohio. 
Stevens, Mrs. Avis Coultas, 16905 Delaware 
Ave., Lakewood, Ohio. 

Stewart, Ethelyn, 663 Parkwood Dr., Cleve- 
land, Ohio. 

Stewart, L. P., 3475 Morrison Pl., 
Ohio. 

Stewart, Martha A., 1777 Carlyon Rd., Cleve- 
land, Ohio, 

Stough, Elizabeth, Henry S. Belden School, 
Canton, Ohio. 

Stratton, Mrs. May B., 1844 Chapman Ave., 
East Cleveland, Ohio. 

— Winifred J., 5926 Pearl Rd., Cleveland, 

io. 

Swope, Mary B., 841 Market, N., Canton, Ohio. 

Terrill, Maymie I1., Green Road School, South 
Euclid, Ohio. 

Thomas, Lily M., 85 S. Cassady Rd., Bexley, 
Columbus, Ohio. 

Thompson, Lou H., 65 S. Fourth St., 
bus, Ohio. 

Tidrick, Neva J., 
Canton, Ohio. 

Treat, Mabel, 15106 Rosemary Ave., Clinton, 


Ohio 

Turnbull, Lillian, 1609 Third St., N. E., Can- 
ton, Ohio. 

Van Dewater, Myrtle, 2463 Lawrence Ave., 
Toledo, Ohio. 


Daisy, 304 Irving Ave., Dayton, 


Cincinnati, 


Colum- 


2915 Tuscarawas Ave., W., 


Vanes W. H., 160 E. Norwich, Columbus, 
hio. 
Vermillion, Kenneth R., Chambers School, 


East Cleveland, Ohio. 
Wagner, Bess H., Sunbeam School, 11731 Mt. 
Overlook Ave., S. E., Cleveland, Ohio. 
Waldeck, Emma ; 2500 E. 64th St., Cleve- 
land, Ohio. 

Walker, Helen, 1330 E. Broad St., 
Ohio. 

Wallace, C. Jeannette, 209 Hawker St., 
ton, Ohio. 

Warnking, May, Columbian School, Avondale, 
Cincinnati, Ohio. 

Watts, M. P., Worley School, R. D. 2, Canton, 
Ohio. 

Weaver, Juanita B., No. 9, 
Cleveland, Ohio. 

= Iva Z., 316 Garfield Ave., Lancaster, 

io. 

Wells, Lucy B., 937 Steubenville Ave., Cam- 
bridge, Ohio. 

Welser, Mrs. Frances, Victory Park School, 
South Euclid, Ohio. 


Columbus, 


Day- 


1720 116th PIl., 


White, Mrs. Ethel S., Wayne School, Toledo, 
Ohio. 
Williams, Ann Carol, 743 Lake Dr., Youngs- 


town, Ohio. 
Williams, M. 
Akron, Ohio. 
Williams, Ruth E., 
Ohio. 
Willis, Mabel, 2574 Monroe St., 


Iola, Firestone Park School, 
46 Rockwood, Dayton, 


Toledo, Ohio. 


Willoughby, Mary, Avondale School, Colum- 
bus, Ohio. 
= C. A., Avondale School, Cincinnati, 
io. 
Wright, Ida J., 544 W. Fourth St., Dayton, 


io. 
Wright, Nackie H., Charles Feilbach School, 
Toledo, Ohio. 
Zapf, Sophie L., 1190 Carlyon Rd., East Cleve- 
land, Ohio. 
Ziska, Agnes L., 3344 Meadowbrook Blvd., 
Cleveland, Ohio. 


OKLAHOMA 


Abbott, Whitt K., Checotah, Okla. 
Baker, Harold V., 2448 N. Cheyenne, Tulsa, 


Okla. 
Benfer, Mabel C., 60014 Keeler Ave., Bartles- 
ville, Okla. 


Bennett, 
Okla. 
Bogan, L. E., Supt. of Consolidated Schools, 
Okay, Okla. 

Brookes, Virginia Jane, Eugene Field School, 
Oklahoma City, Oka. 

Condit, Philip M., 1428 N. Elwood, Tulsa, 
Okla. 

Couch, Mrs. Mary D., 1130 N. W. Tenth St., 
Oklahoma City, Okla. 

Cushman, John W., 2725 N. W. 
homa City, Okla. 

Dale, Etta D., 505 S. Rock Island Ave., El 
Reno, Okla. 

Daniels, W. W., 919 S. Price, Hominy, Okla. 

Dolan, ; > = Franklin School, 820 W. Cali- 
fornia, Okiahoma City, Okla. 

Dyer, Charles E., 30 S. E. 34th, Oklahoma 
City, Okla. 


Maggie, 613 N. Broadway, Sayre, 


23rd St., Okla- 


Frye, Dora Cox, 3200 N. Walker, Oklahoma 
City, Okla. 
Griggs, O. C., 43 N. Wheeling St., Tulsa, Okla, 


Hackendorf, William, 1020 S. Florence Ave., 
Tulsa, Okla. 
Hambrick, F. L., 225 E. Woodrow, Tulsa, Okla. 


Haynes, J. H., 3307 E. Easton, Tulsa, Okla. 
Hooper, George Joseph, 1523 E. 138th St., 
Tulsa, Okla. 


Hudson, J. S., 2216 W. 40th, Tulsa, Okla. 


Jennings, R. V., Lincoln School, Oklahoma 
City, Okla. 

Jester, C. L., Route 2, Tulsa, Okla. 

Jones, T. E., Irving School, Muskogee, Okla. 

Knight, R. W., 1912 W. 41st St., Tulsa, Okla. 

Koonce, B. E., 2641 S. Columbia St., Tulsa, 
Okla. 

LaMar, R. p Saneenee Roosevelt School, Okmul- 
gee, 

Laughlin, icssitien Creston Hills School, Okla- 
homa City, Okla. 

Leopard, Anna K., 50614 N. W. 25th St., Okla- 


homa City, Okla. 
McCollum, R. E., 1427 N. Elwood, Tulsa, Okla. 


McCullough, Mary E., 330 E. Fifth St., Okla- 
homa City, Okla. 

MeMillan, Ethel, Culbertson School, E. 12th 
and Everest, Oklahoma City, Okla. 

Magee, Maurice, 1115 S, Evanston St., Tulsa, 

kla. 

Meyers-Smith, Levia, 1509 E. 14th St., Okla- 
homa City, Okla. 

Moore, T. E., 3118 E. Fourth St., Tulsa, Okla. 


Mosier, Mrs. Lotta, 317 S. W. 
homa City, Okla. 

Obreiter, Irene, Horace Mann School, 
homa City, Okla. 

Pauly, Frank R., Board of Education, 


26th St., Okla- 
Okla- 
Tulsa, 
kla. 
Pitts, Lena, 408 Beauclair Hotel, 
Okla. 
Power, Leonard, Asst. Supt. of Schools, Tulsa, 
Okla. 
Richards, A. L., Board of Education, 
kla. 


Richards, \ = 
Okla 


Okmulgee, 


Tulsa, 


1560 S. Yorktown Ave., Tulsa, 

Setzepfandt, A. ©. &., 
Tulsa, Okla. 

Shanks, William Albert, 1220 N. Main, Sand 
Springs, Okla. 


1547 S. Delaware PI., 


Simmons, Caesar F., P. O. Box 92, Oklahoma 
City, Okla. 
Slemmer, Maggie E., 915 W. Randolph, Enid, 
kla. 
—— Isabel, 704 Jennings, Bartlesville, 
a. 


Oo 
bey Winifred, Webster School, Okmulgee, 
Oo 


a. 
Wood, Linnie, Box 984, Bristow, Okla. 


OREGON 
Ager, H. W., 1947 Hawthorne Ave., 


Oregon. 


Portland, 








——_.. 


Sayre, 
-hools, 
chool, 
Tulsa, 
h St., 
Okla- 
2., El 


Okla. 
Cali- 


homa 
homa 


Okla, 
Ave., 


Okla. 


Ikla. 
St., 


10ma 


Ikla. 
)kla. 
ulsa, 
mul- 
kla- 
kla- 


kla. 
kla- 


12th 
sa, 
kla- 


kla. 
kKla- 


cla- 
Isa, 
yee, 
isa 
isa, 


isa, 








Tue ELeEventH YEARBOOK 603 





Alexander, Mrs. Alevia, 410 E. 55th St., Port- 
land, Oregon. 

Annala, Evi, Principal of Grades, Oak Grove 
District, Hood River, Oregon. 

Baker, L. L., 1378 Tabor Court, Portland, 


Oregon. 

Baker, N. A., 343 E. 46th St., S., Portland, 
Oregon. 

Blackler, R. C., 1531 E. Yamhill St., Portland, 
Oregon. 


Blandford, Mrs. Emma W., 360 E, 28th St., S., 
Portland, Oregon. 

Blodgett, Eunice, 315 C St., Grants Pass, 
Oregon. 

Blough, H. B., 321 E. 22nd St., Portland, 
Oregon. 

Boyd, Charles H., 1239 Rodney Ave., Portland, 
Oregon. 

Bridges, Grace, 360 E. 23rd St., Portland, 
Oregon. 

Brown, Carolyn A., St. Francis Hotel, Port- 
land, Oregon. 

Brown, Elmer, 759 N. E. 27th St., Portland, 
Oregon, 

Buchanan, lurs. B. M., 49514 Greenwood Ave., 
Portland, Oregon. 

Campbell, A. A., 1163 Haight Ave., Portland, 
Oregon. 

Cooper, M. W., U. S. Boarding School, Warm 
Springs, Oregon. 

Cox, Ora, 1716 Crown Ave., Medford, Oregon. 

Cram, W. A., 62 E. 27th St., N., Portland, 


Oregon. 

Craske, Fred H., Route 8, Box 425, Portland, 
Oregon. 

De Graff, Grace, 604 Sheffield Ave., Portland, 
Oregon. 

Dickson, W. A., 988 E. Ankeny St., Portland, 
Oregon. 

Dorman, Hugh B., 134 E. 55th St., Portland, 
Oregon. 

Falting, E. T., 865 Skidmore St., Portland, 
Oregon. 

Ferguson, C. E., 829 77th St., N. E., Portland, 
Oregon. 

Finnie, Mrs. Alice, Box 1785, Marshfield, 
Oregon. 

Ford, W. I., 573 E. 38th St., N., Portland, 
Oregon. 

Freel, A. O., 1042 Cleveland Ave., Portland, 
Oregon. 


Gary, T. J., 89 E. 18th St., Portland, Oregon. 

Groshong, F. M., 595 E. 14th St., N., Portland, 
Oregon. 

Gunn, H. M., 744 E. 52nd St., N., Portland, 
Oregon. 

Gustin, H. W., Box 103, Medford, Oregon. 

Hall, E. S., 833 Military, Roseburg, Oregon. 

Hall, J. O., 1850 E. Main St., Portland, Oregon. 

Hanna, Mrs. Blanche E., 165 E. 55th St., Port- 
land, Oregon. 

Hays, O. W., 632 E. 29th St., N., Portland, 


Oregon. 

Hoskin, Elbert L., 243 E. Broadway, Portland, 
Oregon. 

Hughson, B. E., 222 W. Sumner St., Portland, 
Oregon. 


Johnson, Hugo N., 1321 Monroe St., Oregon 
City, Oregon. 

Johnston, Mrs. Amy P., 149 Hamilton Ave., 
Portland, Oregon. 

Kiggins, C. M., 353 E. 43rd St., Portland, 
Oregon. 

Krohn, Robert, 311 E. 22nd St., Portland, 
Oregon. 

Lemon, Mrs. Mary E., Nortonia Hotel, Port- 
land, Oregon. 

Lewis, Charles E., 726 The Alameda, Port- 
land, Oregon. 

McCord, Jesse, 270 E. 15th St., N., Portland, 
Oregon. 

Manley, Ida M., 89 E. 41st St., N., Portland, 
Oregon, 


Miller, E. A., 1530 S. High St., Salem, Oregon. 

Morgan, L. H., Sellwood School, Milwaukie, 
Oregon. 

Nelson, M. V., Route 8, Box 438, Portland, 
Oregon. 

Painter, W. C., 63 E. 45th St., Portland, 
Oregon. 

Parker, William, 619 Rodney Ave., Portland, 
Oregon. 

Perry, C. E., 1235 E. Pine St., Portland, 
Oregon. 

Petteys, W. A., 4007 64th St., S. E., Portland, 
Oregon. 

Porter, Fannie, 1010 Jackson St., Oregon City, 
Oregon. 

Prideaux, A. J., 1575 E. Taylor St., Portland, 
Oregon. 

Rinearson, L. E., Gladstone, Oregon. 

Roberts, L. D., 910 Bryce Ave., Portland, 


Oregon. 

Sherwood, H. M., 7 E. 65th St., N., Portland, 
Oregon. 

Shuey, Ada R., 1062 Adams St., Eugene, 
Oregon. 

Smith, E. A., 6423 90th St., S. E., Portland, 
Oregon. 

Spencer, Cornelia, Portland Hotel, Portland, 
Oregon. 

Steele, Robert R., 69 E. 19th St., N., Portland, 
Oregon. 


Strong, Clifford L., Route 2, Canby, Oregon. 
Swinney, Ruth, 435 Fowler St., Roseburg, 


Oregon. 

Tallman, H. C., 1681 Freemont St., Portland, 
Oregon. 

Tate, Roy M., 227 E. 52nd St., Portland, 
Oregon. 


Thaxter, B. A., 1062 Beuhla Vista Ter., Port- 
land, Oregon. 

Thelander, Ellyn, 1153 Woodstock Ave., Port- 
land, Oregon. 

Thomas, Mrs. Lillie D., 600 Maple St., Port- 
land, Oregon. 

Thompson, Anna, 484 E, 28rd St., N., Port- 
land, Oregon. 

Thompson, Cecil T., 309 E. 28th St., N., Port- 
land, Oregon. 

Waples, Edna, 295 23rd St., N., Portland, 
Oregon. 

Watson, Mrs. A. E., 898 E. Broadway, Port- 
land, Oregon. 

Webb, Horton E., 746 E. Tenth St., Portland, 
Oregon. 

Wuest, Esther M., 1650 E. Yamhill St., Port- 
land, Oregon. 

Wyman, Paul H., 1215 Alameda Dr., Portland, 
Oregon. 

Zook, Carl S., Gregory Heights School, Port- 
land, Oregon. 


PENNSYLVANIA 
Allen, Anna D., 909 Northampton St., Easton, 
Pa. 


Allen, Lillie E., 1750 N. 15th St., Philadelphia, 
Pa 


Applegate, Florence W., Newmyer School, 
Swissvale, Pa. 

Askin, Bessie D., Madison School, Milwaukee 
and Orion Sts., Pittsburgh, Pa. 

Bartine, Helen W., Ethan Allen School, Rob- 
bins Ave. and Battersby, Philadelphia, Pa. 

Baumer, Katherine, 431 Franklin St., Johns- 
town, Pa. 

Beacham Mabel, 1110 Potter St., Chester, Pa. 

Beard, Mary E., 610 Park Rd., Ambridge, Pa. 

Becker, Elizabeth, Lockhart School, Pitts- 
burgh, Pa. 

Berlin, Nell, Chestnut Street School, Scott- 
dale, Pa. 

Berman, Samuel, 5336 N. Sydenham St., 
Philadelphia, Pa. 








604 ELEMENTARY ScHooOL PRINCIPALS 





Best, Elizabeth M., 414 Richland Ave., Dravos- 
burg, Pa. 

Biswanger, Wilhelmina A., 1621 Harrison St., 
Philadelphia, Pa. 

— Ellen D., 37 Belleview Ave., Bradford, 


Blake, Celia J., 215 Laurel Ave., Ben Avon, 


ee Louise, 4837 Lytle St., Pittsburgh, 
Pa. 
aan, Calvin, 29 S. Linwood Ave., Crafton, 
a. 
Breeze, Mary P., 325 N. Craig, Pittsburgh, Pa. 
Breitwieser, William, 201 Summit Ave., Belle- 
vue Branch, Pittsburgh, Pa. 
Broderick, D. J., 4929 Penn Ave., Pittsburgh, 


Pa. 
 ~one Ella M., Kelly School, Wilkinsburg, 
a. 
Brunner, Frances C., R. D. 1, Box 67, Turtle 
Creek, Pa. 
— Margaret, 405 W. Front St., Oil City, 


Cameron, Crissie E., 745 Chestnut St., Indiana, 

a 

Chambers, Raymond L., 24 W. Logan St., 
Philadelphia, Pa. 

Chew, Samuel L., Northwest School, 15th and 
Race Sts., Philadelphia, Pa. 

= Hazel E., Grant Street School, Oil 

it: a. 

Christy, Elizabeth E., 904 Allegheny St., Holli- 
daysburg. Pa. 

Clampitt, Xenia C., 6805 N. 11th St., Phila- 
delphia, Pa. 

Clarke, M. Louisa, J. Q. Adams School, Phila- 
delphia, Pa. 

Cober, E. W., 1419 Elm St., Wilkinsburg, Pa. 

Collins, ~~; “a Feltonville School, Phila- 
delphia, P: 

Conboy, Elizabeth, 11 Woodlawn Ave., Craf- 
ton, Pa, 

Cressman, Elmer W., 540 S. Melville St., 
Philadelphia, Pa. 

Creys, Lavina, Harding School, Erie. Pa. 

—, _ Ella, 917 Chislett St., Pitts- 
burgh, 

4 Say B., 1127 S. 52nd St., Philadelphia, 


Daugherty, Maud, Hoffman Avenue School, 
Oil City. Pa. 

Dobbins. Thomas J., 531 Hansbury St., Phila- 
delphia, Pa, 

Dougherty, Laura U., 147 E. 26th St., Chester, 


a ay Daisy A., 200 S. Oakland Ave., Sharon, 


Doyle, Florence A., 5375 Wingohocking Ter., 
Germantown, Philadelphia, Pa. 

Dunleavy, Joseph M., 1113 Pittston Ave., 
Scranton, Pa. 

Dunn, Etta A., 4112 Penn Ave., Pittsburgh, 


Pa. 

Eckard, Elizabeth T., Douglas Mott School, 
Edgemont and Huntingdon Sts., Philadel- 
phia, Pa. 

—. Robert H., 531 Orchard Ave., Bellevue, 


a. 
Eissler, Louise, Oxford pote. ., Oxford Ave. and 
Penn St., Philadelphia, 
Enevoldsen, Anna E., 301 "Encits St., Sayre, 


Pa. 

English, Orlando H., 920 Maplewood Ave., 
Ambridge, Pa. 

—— Myers B., 25 Stanton Ave., Milton, 


Erskine, Mary, Rose School, Pittsburgh, Pa. 
Euwer, Mrs. Ora, Clayton School, Pittsburgh, 


Pa. 

Evans, Abel J., 5215 Chester Ave., Philadel- 
phia, Pa. 

Fels, Maurice, Garden Court, 47th and Pine 
Sts., Philadelphia, Pa. 

Ferguson, J. F., R. D. 1, Camp Hill, Pa. 


Ferner, Edith M., 904 Summit Ave., Johns- 
town, Pa. 

Fink, Stanley F., Tyson-Schoener School, 
Reading, Pa. 

Flinn, May, 1025 McKean Ave., Donora, Pa. 

Fowles, Gertrude L., 432 Franklin Ave., Wilk- 
insburg, Pa. 

Frable, A. Q., 402 E. Goepp St., Bethlehem, Pa. 

—— Ira M., 730 Center St., Bethle- 
hem, Pa. 

“~% H. E., 1209 Herbert St., Philadelphia, 


Frew, Margaret A., Thomas Wightman School, 
Squirrel Hill Station, Pittsburgh, Pa 

Fromuth, Carl L., 459 E. Walnut Lane, Ger- 
mantown, Philadelphia, Pa. 

Fugate, Edwin L., Jr., S. Weir Mitchell School, 
56th and Kingsessing Ave., Philadelphia, Pa. 

Fugett, Joseph R., 120 E. Miner St., West 
Chester, Pa. 

Funk, M. Estelle, Curtin School, Germantown, 
Philadelphia, Pa. 

Galter, Israel, 3133 W. Columbia Ave., Phila- 
delphia, Pa. 

Garver, Francis M., University of Pennsyl- 
vania, 112 Bennett Hall, Philadelphia, Pa. 

Geiss, Newton W., Asst. County Supt. of 
Schools, Oley, Pa. 

Gibbs, Mary S., 350 W. Duval St., German- 
town, Philadelphia, Pa. 

Gilland, Thomas M., Director of Training, 
State Teachers College, California, Pa. 

Ginsburg, Morris B., Drexel School, 16th and 
Moore Sts., Philadelphia, Pa. 

Goll, Reinhold W., 1822 W. Lindley Ave., 
Philadelphia, Pa. 

Graham, Lillian W., 733 Sherwood, Pitts- 
burgh, Pa. 

Graham, Martha M., 633 Linden Ave., Johns- 
town, Pa. 

Grassmuck, Erna, State Teachers College, 
Indiana, Pa. 

Grine, Laura, 6520 Dalzell Pl., Pittsburgh, Pa. 

Grunizer, W. F., 159 Sell St., Johnstown, Pa. 

Gustafson, Mrs. Inez, Franklin School, Mun- 
hall, Pa. 

Hagerty. Jean B., Robert Morris School, 26th 
and Thompson Sts., Philadelphia, Pa. 

Hanlon, Beatrice, 121 Lenowee Ave., Mones- 
sen, Pa. 

Hardy, Marjorie, Friends School, Germantown, 
Philadelphia, Pa. 

Hargreaves, Earle S., 6925 Boyer St., Mt. Airy, 
Philadelphia, Pa. 

a a Adele L., 308 W. Fourth St., Oil City, 


gy Gerald F., 323 Green St., Scran- 
ton, 
Hart, Ida M.., 5720 Thomas Ave., Philadelphia, 


Pa. 
Hart, John C., 538 Carey Ave., Wilkes-Barre, 
P. 


a. 

Heidinger, Blanche L., 315 Lemonte St., Phila- 
delphia, Pa. 

Hemphill, Elizabeth A., 308 Plaza Hall, Lands- 
downe, Pa. 

Henderson, R. H., 369 S. Winebiddle Ave., 
East Liberty Station, Pittsburgh, Pa. 

Henry, Florence M., 1314 Rockland St., Phila- 
delphia, Pa. 

Hinkle, Thomas L., 328 W. First St., Hazleton, 


Pa. 
Hirth, Alice, Fifth Ward School, Homestead, 


Hoffinan, Martha R., Horner School, Johns- 
town, Pa. 

Hollingshead, Mary W., 21 Elkinton Ave., Park 
Place, Chester, Pa. 

Homer, Francis E., 2757 N. 45th St., Philadel- 
phia, Pa. 

Hood, Helen V., 1012 
delphia, Pa. 

Hood, Mrs. Vivian P., 529 Turner Ave., Drexel 
Hill, Pa. 


S. 49th St., West Phila- 





— 


Pots 


—__.. 


lohns- 
chool, 


. Pa, 
Wilk. 


n, Pa, 
ethle- 


lphia, 
shoo], 
Ger- 
‘hool, 
» Pa. 
West 
own, 
hila- 
nsyl- 
Pa. 
. of 
nan- 
ing, 
and 
ive., 
itts- 
hns- 
ege, 
Pa. 
un- 
6th 
1es- 
wn, 
iry, 
ity, 


an= 








Tue ELEVENTH YEARBOOK 605 





Horan, Agnes M., Creighton School, Tabor Rd. 
and Foulkrod St., Philadelphia, Pa. 

Horn, Arthur O., 2405 Banker St., McKees- 
port, Pa. 

— John H., 5 Eagle Rd., Upper Darby, 


mae Florence B., 4034 Baring St., Phila- 
delphia, Pa. 
Hurst, S. Grace, 234 Charlotte St., Lancaster, 


Pa. 
Irvin, Sarah E., 540 Reno St., Rochester, Pa. 
Jackson, J. Roy, 2226 Seventh Ave., Beaver 
Falls, Pa. 
Jacobs, Emilie V., McClure School, Sixth and 
Hunting Park Ave., Philadelphia, Pa. 
Jay, Anne E., 1711 Kenneth Ave., Arnold, Pa. 
— Leon V., 720 Bierman Ave., York, 


Johnson, A. Bessie, 109 Wayne St., Warren, 


Pend Mary F., Highland Park School, Upper 
Darby. Pa. 

Judge, Katherine M., 105 Wyllis St., Oil City. 
Pa. 


Keiper, Mary A., 414 Walnut St., Hollidays- 
burg, Pa. 

Kell, Jane F., 622 Linden Ave., York, Pa 

Kemp, Grace K., 2020 S. 16th St.. Philadelphia, 
Pa. 

Kerns, Morey V., 2526 S. Cleveland St., Phila- 
delphia, Pa. 

Kirk, — E., 622 S 
lege, P 

= ‘5, Blisabeth, Garrettford School, Drexel 

ill 

Knoch. E. H., 2825 Espy Ave., South Hills 
Station, Pittsburgh, Pa. 

— Emma M., 5715 Elmer St., Pittsburgh, 


. Allen St., State Col- 


a. 
Krall, Helen, Boas School, Harrisburg, Pa. 
Kynett, Eleanor G., 4820 Beaumont Ave., 

Philadelphia, Pa. 

Ladley, Mrs. Stella S., 3462 Perrysville Ave., 
N. S., Pittsburgh, Pa. 

Lafferty, Annie L., 6336 Jackson St., Pitts- 
burgh, Pa. 

Laing, Iva B.. 1214 Macon Ave., Swissvale, Pa. 

Laramy, William J., 101 E. Benedict Ave.. 

Upper Darby, Pa. 

Laubach Helen M., 613 Howard St., Williams- 
port, Pa. 
_ Bertha V., Glenwood School, Pittsburgh, 


Lehman, F. A., 344 Louisa St., Williamsport, 
Lehr, H. M. B., 147 State St., Grove City, 


tem, R. G., Arthur McGill School, New 
Castle, Pa. 
_ Eva E., 829 N. 63rd St., Philadelphia, 


a. 
Liveright, Alice K., 1208 N. Broad St., Phila- 
delphia, Pa. 
Lowry, Sarah N., 14 W. Jenkintown Rd., 
Weldon, Pa. 
Lynch, ee L., Keystone School, Upper 
Darby, Pa. 
—_ Annie, 745 N. Negley Ave., Pittsburgh, 


McClure, Eliza, 1139 Piermont Ave., South 
Hills Station. Pittsburgh, Pa. 

McCracken, Mary A., 11 Brushton Ave., Pitts- 
burgh, Pa. 

em. Lyda B., Kirkwood Hotel, Pitts- 
burgh, Pa. 

—— Stella D., 112 Race St., Edgewood, 


McEntee, Bertha C., Washington School, 40th 
St., Pittsburgh, Pa. 

McGrew, Mrs. Julia L., 7 W. Front St., Oil 
City, Pa. 

McKean. Annie, 907 Poplar St., Erie, Pa. 

McMillen, Clara F., 347 Atlantic Ave., Pitts- 
burgh, Pa. 


MacLaren, Roland T., George Washington 
School, Williamsport, Pa. 

MacVeagh, Wayne, 100 S. Sixth Ave., Coates- 
ville, Pa. 

+ * Anna B., 589 Baldwin St., Mead- 
ville, 

Mann, "Adda May, 225 N. Craig St., Hazelwood, 
Pittsburgh, Pa. 

Maris, Mrs. Edith C., R. D. 2, Oil City, Pa. 

Markey, David H., Supervising Principal of 
Schools, Shoemakersville, Pa. 

Martin, Jane B., 733 S. Aiken Ave., Pitts- 
burgh, Pa. 

Michels, Veronica R., 149 Apsley St., German- 
town, Philadelphia, Pa. 

Milholland, Maude E., Lincoln School, Pitts- 
burgh, Pa. 

— Emma L., 544 W. Seventh St., Erie, 


Miller, a M., Jefferson Training School, 
Erie, 

Miller, Madge E., 320 Laurel St., Edgewood, 
Pa. 


Mitcheltree, Nannie L., Mahoning School, New 
Castle, Pa. 

Morey, Frank R., 18 Amherst Ave., Swarth- 
more, Pa. 

Morley, Christine C., Cardington Stonehurst 
School, Upper Darby, Pa. 

Morley, Sallie G., H. C. Lea School, 47th and 
Locust Sts., Philadelphia, Pa. 

Moore, J. F., 2346 Beaufort Ave., Pittsburgh, 


Pa. 
Morse, Melvin E., 4730 Homeland Blvd., Erie, 
P. 


a. 
Murphy, Lenore, 142 E. Third St.. Erie, Pa. 
Myers, — T., 5143 Oakland St., Philadel- 

phia. 
— Ten A., 420 Electric Ave., Lewistown, 


Noble, a gg 2246 Bryn Mawr Ave., Phila- 
delphia, 

Noe, Blzabeth T., 3234 N. 16th St., Philadel- 
phia, Pa. 

Norris, Hugh Grant, 7810 O’Hara Twp. School 
Dist.. Sharnsburg, Pa. 

Oher, A. G., R. F. D. 4. Johnstown, Pa. 

O’Connor, Mary. 501 Sassafras St., Erie, Pa. 

Orr, Marie H.. 5755 Howe St., Pittsburch, Pa. 

Orton, Robert E., 5312 Pine St., West Philadel- 
phia, Pa. 
Parris, Thomas G., 723 Church Lane, Ger- 
mantown. Pa 
Patterson, Emily S., Ellwood School, Philadel- 
vhia, Pa. 

Patterson. Ollie T., Wickersham School, Car- 
son and 30th Sts., Pittsburgh, Pa. 

P-vne, Edna P., 324 South Ave., Wilkinsburg, 


Pa. 

Phillins. ve W., 428 Rural Ave., Williams- 
port, 

Phillins. — A., W. F. Miller School, 
Philadelphia, Pa. 

Plante, Toserhine. 1925 W. Third, Oil City. Pa. 

Porter. David C., State Teachers College, Slip- 
nery Rock. Pa. 

ne Huch L.. Chatham School, 227 Bonvue 

Pittsburgh, Pa. 

Phe Mrs. A. W., 608 Lincoln St., Milton, 

Pa. 


Rau, Harry J., 552 Washington Ave., North- 
ampton. Pa. 

Raup, Zura E., 128 Henhurn St., Milton, Pa. 

Reisse, George B.. 5366 Wingohocking Ter., 
Germantown, Philadelvhia, Pa. 

Rohson, William K., 6614 N. Seventh St., 
Philadelphia, Pa. 

aes. Anna, 310 Washington Rd., Pittsburgh, 


a. 

Sabold, E. Carrie, 6334 Ridge Ave., Philadel- 
phia, Pa. 

Sacks, Solomon, 4827 N. Tenth St., Philadel- 
phia, Pa, 








606 





ELEMENTARY ScHoot PRINCIPALS 





Sauerbier, May M., 409 N. Fifth St., Reading, 
rm 


a. 

Schartung, Joseph A.., 
vue, Pittsburgh, Pa. 

Scheel, Elizabeth A., 2013 Diamond St., Phila- 
delphia, Pa. 

Schillinger, ae, Twelfth Avenue School, 
Munhall, 

— * ,=_™ 519 Lincoln St., Milton, 


a. 

Schrite, J. Ellsworth, 285 W. Greenwood Ave., 
Lansdowne, Pa. 

Scorer, Sadie Mae, Box 404, Homestead, Pa. 

Seegers, J. C., Dean of Men, Temple Univer- 
sity, Philadelphia, Pa. 

Seif, Louisa D., 214 Gross St., Pittsburgh, Pa. 

Sharlip, Lou N., 5058 N. Eighth St., Philadel- 
phia, Pa. 

Sharpe, Mildred J., Quentin Roosevelt School, 
Mt. Oliver Station, Pittsburgh, Pa. 


554 Dawson Ave., Belle- 


— C. C., 1512 Coursin St., McKeesport, 

oa < E., 3626 N. 19th St., Phila- 
delphia, 

Sloane, Mrs E. J., Savoy Apt., 571 Coat St., 
Wilkinsburg, Pa. 

— Thomas A., Public School, Langeloth, 

a. 
Soffel, Catherine A., 16 Greenbush St., Pitts- 


burgh, Pa. 

Spangler, Thomas B. F., Jr., 
St., Philadelphia, Pa. 

Sprague, Stella H., 53 Elm St., 

Sproule, Marion K., Hamilton School, 
Philadelphia, Pa. 

Staneruck, Bessie E., 654 E. Summit Ave., 
Roxborough, Philadelphia, Pa. 

Steadman, H. L., Perry School, Erie, Pa. 

Steinberg, David L., 5138 N. Fairhill St., 
Philadelphia, Pa. 

Stevenson, Martha C., Harrity School, 
delphia, Pa. 

Stewart, Mrs. Eva L., 


6108 N. Seventh 


Bradford, Pa. 
West 


Phila- 
104 Division St., Mt. 


Union, Pa. 

Stewart, Laura E., 123 E. Agnew Ave., Pitts- 
burgh. Pa. 

Storey, Bernice L., 5728 Baum Blvd., Pitts- 
burgh, Pa. 


Strine, Hazel R., 164 S. Front St., Milton, Pa. 

String, Robert C., 416 Green Lane, Philadel- 
phia, Pa. 

Stull, Arthur Maurer, 30 Akers St., Johns- 
town, Pa. 

Sweitzer, Mae C., 204 Reed St., Oil City, Pa. 

Tennis, Marguerite, 38 N. Harwood Rd., 
Upper Darby, Pa. 

Thomas, Alfred, Rockland Street School, Lan- 
caster, Pa. 

Thomas, Oscar D., 6160 Webster St., Philadel- 
phia, Pa. 

Thompson, Irene A., Halls Grove School, Pitts- 
burgh, Pa. 

Thornley, Mary, 5 Somerton Ave., Philadel- 
phia, Pa. 

Tinker, Dorcas M., 3208 Baring St., Philadel- 
phia, Pa. 

Truby, Charlotte C., 839 Rebecca Ave., Wilk- 
insburg, Pa. 

— Maud C., 5104 Bayard St., Pittsburgh, 


Tweed, Jean M., 5235 Wissahickon Ave., Phila- 
delphia, Pa. 

Ubinger, Magdalene, 114 Brownsville Rd., 
Pittsburgh, Pa. 

Ulrich, Foster G., Milton J. Brecht School, 
Lancaster, Pa. 

Veith, Charles F., 7034 Marsden St., Philadel- 
phia, Pa. 

Walker, Anna W., 5732 Spruce St., Philadel- 
phia, Pa. 

Walker, James, Jr., 
Philadelphia, Pa. 
Walters, Florence E., 

Wayne, Pa. 


6039 Washington Ave., 


Grammar _ School, 


Warshaw, 
and Bainbridge Sts., 


Harry A., Randall School, 
Philadelphia, Pa. 


Ninth 


Watson, Jennie A., 3301 Walnut St., McKees- 
port, Pa. 
— Ruth H., Lincoln School, Allentown, 


Welch, George M., Pear Avenue School, Oi] 


City, Pa. 
Weleh, Ne Nell B., Homestead Park School, Mun- 
a a. 

Whitlow, Effie H., J. M., 
St., Pittsburgh, Pa. 
Wickersham, Mrs. Lillian M., 106 W. Oakdale 

Ave., Glenside, Pa. 
Wilkins, Anna L., Marshall School, Erie, Pa. 
Williamson, Anna, 22 Arbor St., Pittsburgh, 


a. 
Williamson, Edith E., 
burgh, Pa. eS 
Willis, Minnie C., "eee School, Tenth and 
Cascade, Erie, 
— Clair B., 


Wiltbank, Robert C., 
Darby, Pa. 

Wolf, M. Elizabeth, 223 S. Pacific Ave., 
burgh, Pa. 

Wright, Anne, 3732 N. 19th St., 


Pa. 
Wright, Louise B., King Edward Apts., 


Logan School, Lydia 


22 Arbor St., Pitts- 


at Fourth St., California, 
6 Oak Lane, Upper 
Pitts- 
Philadelphia, 


4609 
Bayard St., Pittsburgh, Pa. 
Yerkes, Helen K., 4957 Rubicam Ave., Phila- 
delphia, Pa. 
Young, Frances, Abigail Vare School, Third 


and Morris Sts., Philadelphia, Pa. 
Ziegler, Florence L. Schuylkill Avenue Build- 
ing, Reading, Pa. 


RHODE ISLAND 


Abbott, Charles H., Kenyon Street School, 
Providence, R. I. 

Barry, Ursula M., Summit Avenue School, 
Providence, R. I. 

Bray, Marion B., 248 Webster Ave., 
dence, R. I. 
House, Lucy W., 

R.I 


Provi- 


14 Euclid Ave., Providence, 

LaPerche, Ravmond C., 
Auburn, R. I. 

Lyon, Bessie C., 
R. I. 


93 Brandon Rd., 


494 Lloyd Ave., Providence, 

McNally. Wayne W., Sackett Street School, 
Providence, R. 

Moran, Laura A., Rochambeau School, 
dence, RB. £. 

Moss, Mildred E., 46 Eaton St., 


Provi- 
Providence, 


Spurr, E. Blanche, 33 Washington St., Central 
Falls, R. I. 


SOUTH CAROLINA 
Butler, H. H., Drawer, 748, Hartsville, 
Childs, Mrs. Arney R., 1330 Hagood 
Columbia, S. C. 
Connor. Lila, 129 Pinckney St., Chester, 
Crayton, Nan, 728 Holly St., Columbia, 
Davis, E. L., 1317 N. Main St., Anderson, 
ar a Simon, 151 Moultrie St., ao 


nnn 
< 
SQ 


: 
. C. 
.C 
on, 


Goforth, Preston C., Mt., 
Mt. Pleasant, S. C. 

Goodwin, W. B., Box 10, Navy Yard, C. 

Grice, George D., 121%4 Gadsden St., CGharies- 
ton, S. 

Lanham, S. A., Box 124, North Charleston, 


Pleasant Academy, 


Rogers, George Calvin, 190 Tradd St., Charles- 
ton, S. C. 

Strohecker, Henry O., Jr., 
Charleston, S. C. 


Bennett School, 











4 Ninth 
McKees- 
lentown, 
1001, Oil 
ol, Mun- 
1, Lydia 
Oakdale 


rie, Pa, 
tsburgh, 


, Pitts- 


nth and 


lifornia, 

Upper 
., Pitts- 
delphia, 
s., 4609 
, Phila- 
, Third 
» Build- 


School, 
School, 
Provi- 
idence, 
1 Rd., 
idence, 
School, 
Provi- 
idence, 


entral 


ea 


min pin 
saaa 


esto 


oe 


demy, 


ee 
arles- 


eston, 
arles- 


shool, 








Tue ELEvENtTH YEARBOOK 607 





SOUTH DAKOTA 


Anderson, Laura B., 106 S. Summit Ave., 
Sioux Falls, S. Dak. 

Bach, B. Harrietta, Lowell School, Sioux Falls, 
S. Dak. 

Carpenter, Harriet, 303 Fifth Ave., S. E., 
Aberdeen, S. Dak. 

DeKraay, Henrietta, Box 18, Aberdeen, S. Dak. 

Durland, Edna J., 107 S. Jay, Aberdeen, 8S. 
Dak. 

Ellis, William G., U. S. Indian School, Flan- 
dreau, S. Dak. 

Flanagan, Maude, 415 N. Edmunds St., 
Mitchell, S. Dak. 

Griffin, Ella M., 816 W. Ninth St., Sioux Falls, 
S. Dak. 

Haas, Grace, 1615 S. Minnesota Ave., Sioux 
Falls, S. Dak. 

Hamilton, Isabelle, 121 Galena St., Lead, S. 

ak 


Dak. 

Hinricks, Grace A., 223 K. C. St., Rapid City, 
S. Dak. 

Johnston, Maude E., 204 Dorian Apts., 
Aberdeen, S. Dak. 

Leistikow, Lydia M., 411 Sixth Ave., S. E., 
Aberdeen, S. Dak. 

Lindsey, J. C., Supt. of Schools, Mitchell, 
Dak. 


— Annamae, 609 W. 12th St., Sioux Falls, 


Dak. 
Minard, gy 141 Sixth St., N. E., Water- 
town, S. 
Nelson, ean €. Hawthorne School, Sioux 
Falls, S. Dak. 
Newkirk, Rachel, Bancroft School, Sioux Falls, 
D 


Ss. ak. 
Royhl, Ella M., 320 S. Prairie Ave., Sioux 
Falls, S. Dak. 
Sanger, Thora O., 415 N. Edmunds S&t., 
Mitchell, S. Dak. 
Sell, Dora, 217 Blackstone, Sioux Falls, S. 
k 


ak. 

Stapleton, Mrs. B. T., 503 South Dakota Ave., 
Sioux Falls, S. Dak. 

Venoss, Mabel, General Beadle School, Sioux 
Falls, S. Dak. 

Wagner, Ruth, 704 S. Edmunds St. Mitchell, 
S. Dak. 

Welker, Jean, Irving School, Sioux Falls, S. 
Dak. 


Wilhelm, Mrs. Lillian K., 503 W. Seventh St., 
Sioux Falls, S. Dak. 


TENNESSEE 


Anderson, Esse L., 2022 Young Ave., Memphis, 
Tenn. 

Bailey, Carrie, Caldwell Hotel, Paris, Tenn. 

Baker, Mrs. Martha, 2031 N. Broadway, Knox- 
ville, Tenn. 

Barr, Gertrude, 38 Elizabeth Apt., Chatta- 
nooga, Tenn. 

Bell, Nellie, 616 E. Brow Rd., Lookout Moun- 
tain, Tenn. 

Brown, Mrs. A. S., Murphy School, Nashville, 
Tenn. 

Brown, G. Russell, 1201 Russell St., North 
Chattanooga, Tenn. 

Burke, Lottie C., Riverside School, 176 Wiscon- 
sin St., Memphis, Tenn. 

Carpenter, Clara E., 571 S. Crest Rd., Chat- 
tanooga, Tenn. 

Cartwright, Priscilla, 1294 La Paloma, Mem- 
phis, Tenn. 

Cash, Laurie, 1678 Forrest Ave., Memphis, 
Tenn. 

Chandler, Maud, H. Clay Evans School, Chat- 
tanooga, Tenn. 

Chenault, Robert N., Richard Hardy Memorial 
School, Richard City, Tenn. 

Dreyfus, Florence, 195 Angelus P1l., Memphis, 
Tenn. 


Ellison, Mrs. W. B., 607 Hillcrest Dr., John- 
son City, Tenn. 

Faust, Sara, Public School, Indian Springs, 
Tenn. 

Galloway, Donnell M., 602 13th St., Knox- 
ville, Tenn. 

Kennedy, Mrs. Lula R., 804 W. Main Ave., 
Knoxville, Tenn. 

Leavell, Ullin W., George Peabody College for 
Teachers, Nashville, Tenn. 

Lotspeich, Mrs. R. D., 312 Hemphill Ave., 
Chattanooga, Tenn. 

Lynk, W. A., 503 Alston Ave., Memphis, Tenn. 

Markey, Pearl, 563 Mosby Ave., Memphis, 


Tenn, 
Melson, Inda, 3546 Spottswood Ave., Memphis, 


enn. 
Pate, Florence, Lawler School, Memphis, Tenn. 
Powell, Mrs. Kathryn, 17 S. Rembert, Mem- 
phis, Tenn. 
Powell, L. R., 1034 Poplar Ave., Memphis, 
Tenn. 
—. Mrs. K. W., 201 Ravine, Kingsport, 


Seal, en 741 N. Third Ave., Knoxville, Tenn. 

Shryer, Stella H., McClain "School, Lebanon, 
Tenn. 

Trotter, J. W., Moses School, Knoxville, Tenn. 

Underwood, R. H., 720 Parkway Ave., Foun- 
tain City, Tenn. 

Walker, Mrs. Jennie D., 933 Troy Ave., Dyers- 
burg, Tenn. 

Welcker, Annette, 141 Gibbs Rd., Knoxville, 
Tenn. 

Wells, Virginia, Bruce School, Memphis, Tenn. 

Wells, Word, Vollentine School, Memphis, 
Tenn, 

Yost, Mrs. Robert, 608 Park St., Bristol, Tenn. 


TEXAS 


Adams, G. L., 556 Summit Ave., Ft. Worth, 
Texas. 

Andrews, J. O., 409 E. Weatherford St., Ft. 
Worth, Texas. 

Arrington, Mrs. Empress, 3118 Douglas St., 
El Paso, Texas. 

Baskett, Mrs. Fannie, 2917 Douglas, Dallas, 


Texas, 

Baskin, Mildred, 724 Baltimore Ave., San An- 
tonio, Texas. 

Bellamy, W. S., 801 Woodlawn, Dallas, Texas. 

Bennett, John C., 2613 Eagle Ave., Houston, 
Texas. 

Berry, Esther, 1513 N. Sixth, Wichita Falls, 
Texas. 

Boone, Mamie E., 182 E. 12th St., Dallas, 
Texas. 

Boyles, Reba S., 1201 Gray, Houston, Texas. 

Bright, J. B., 211 Forest Ave., Cleburne, 
Texas, 

Brightwell, Mamie, 605 W. Fifth St., Ft. 
Worth, Texas. 

Brown, T. A., 803 W. 28rd St., Austin, Texas. 

Brownson, Catherine, Burleson School, El 
Paso, Texas. 

Buckmaster, Stella, 4924 Bryan St., Dallas, 
Texas. 

Budd, Harold, Cement City School, Dallas, 
Texas. 

Burgess, Kate, 1208 Scott Ave., Wichita Falls, 
Texas. 

Burke, Margaret E., 720 W. Poplar St., San 
Antonio, Texas. 

Bush, A. S., 1550 W. Magnolia, San Antonio, 
Texas. 

Buttery, Nellie, 305 Pierce Ave., Houston, 
Texas. 

Campbell, Mrs. N. E., 929 E. Texas St., Deni- 
son, Texas. 

Caradine, Jane, Charlotte M. Allen School, 
Houston, Texas. 

Carpenter, Nette, Milam School, San Antonio, 
Texas. 





608 





ELEMENTARY ScHOOL PRINCIPALS 





Carraway, Alleen, 724 W. First Ave., Cor- 
sicana, Texas. 

Clifton, H. Lee, 112 Avenue F, Burkburnett, 
Texas. 

Clifton, Mrs. J. A., 2734 Federal St., El Paso, 
Texas. 

Cochrane, Mrs. M. A., 811 Howard St., San 
Antonio, Texas. 

Colding, Kate, 522 Fourth St., San Antonio, 
Texas. 

Daniel, Maud, 2425 McFerrin, Waco, Texas. 

Davis, Eva Margaret, River Oaks Elementary 
School, Houston, Texas. 

Davis, J. M., DeQueen School, Port Arthur, 
Texas. 

Davis, W. L., 1504 Dowling St., Houston, 


Houston, Texas. 

DeWees, W. O., D. McRae School No. 20, Ft. 
Worth, Texas. 

Dilworth, Bettie, 1310 11th St., Wichita Falls, 
Texas. 

Donner, Arvin N., 325 DeQueen Blvd., Port 
Arthur, Texas. 

Eddins, A. W., 400 Kirk Pl., San Antonio, 
Texas. 

Evans, W. P., 1007 Oakland St., Plainview, 
Texas. 

Fisher, G. N., 3400 Purington St., Ft. Worth, 
Texas. 

Gideon, S. E., 1906 Bennett, Dallas, Texas. 

Glasgow, B. W., Colonial School, Dallas, 
Texas. 

Glass, Nina B., Sanger Avenue School, Waco, 
Texas. 

Gohmert, Emilie G., 1335 Fulton Ave., San 
Antonio, Texas. 

Gorbutt, Catherine, 208 Montana St., El Paso, 
Texas. 

Grady, Margaret, 109 S. Crawford St., Dallas, 
Texas. 

Grafton, E. G., 3916 Worth St., Dallas, Texas. 

Greer, Loula, 951 Washington Blvd., Beau- 
mont, Texas. 

Grizzard, Mabel Youree, 711 W. Main St., 
Waxahachie, Texas. 

Hamilton, W. A., 128 W. Brooklyn, Dallas, 
Texas. 

Harris, J. F., J. S. Bradfield School, Highland 
Park Independent School Dist., Dallas, 
Texas. 

Harvey, A. D., Box 201, Kingsville, Texas. 

Heilig, Irma, School No. 28, San Antonio, 
Texas. 

Hendricks, Jake J., Supt. of Schools, Kerens, 
Texas. 

Herring, L. R., Box 436, Tyler, Texas. 

Higgins, Annie, 1520 W. Travis St., San An- 
tonio, Texas. 

Higgins, Gertrude, 1015 N. Florence St., El 
Paso, Texas. 

Hilbun, T. J., French Grade School, Beaumont, 
Texas. 

Hirsch, Herman, 111 E. Locust St., San An- 
tonio, Texas. 

Hobby, Louise, 2245 Neches St., Beaumont, 
Texas. 

Hoffman, H. G., 3223 Avenue H, Ft. Worth, 
Texas. 

Holden, P. H., 1820 Live Oak St., Houston, 
Texas. 

Howard, Mrs. Lily, 700 Upson Ave., El Paso, 


Texas. 
Jackson, Ethel, Wolflin School, 
Texas. 
Jacobs, R. C. T., 915 Parkview Ave., Dallas, 
Texas. 
Jewell, Frances, 2632 Jeffries, Dallas, Texas. 
Johnson, Mrs. Emrie, 1910 E. Houston St., 
San Antonio, Texas. 
Johnson, Martha L., 411 W. Hopkins St., San 


Marcos, Texas. 
Jones, Ruby, 927 N. 17th St., Waco, Texas. 


Amarillo, 


Jordan, Roland C., Box 596, Texas City, Texas. 

Jordt, Elsie B., 320 Maverick St., San An- 
tonio, Texas. 

Keeney, Mabel, 1903 N. Raynor St., El Paso, 
Texas. 

Kelly, J. F., 1134 N. Clinton St., Dallas, Texas. 

Kirk, J. W., 509 E. Jefferson, Dallas, Texas. 

Lamb, H. L., 1541 W. Ninth, Texarkana, 
Texas. 

Langford, Nora, 721 Dickson St., Ft. Worth, 
Texas. 

Lantrip, Dora B., 4525 McKinney Ave., Hous- 
ton, Texas. 
Lipscomb, Mrs. 

Dallas, Texas. 
Lloyd, Jessica, 515 College Ave., Ft. Worth, 
Texas. 
Lloyd, S. M., 6126 Goliad, Dallas, Texas. 
Lyle, J. W., 5217 Jackson St., Houston, Texas, 
McCorkle, Nelle, 5017 Gaston Ave., Dallas, 


Virginia C., 703 Lipscomb, 


Texas, 

McFarland, Adaline, 1313 Castle Court Blvd., 
Houston, Texas. 

MeNeill, Flora, 725 Ogden St., San Antonio, 
Texas, 

MacMunn, Fannie, 
mont, Texas, 

Maddox, Ellen, 906 Rio Grande St., Austin, 
Texas. 

Martin, Howard H., 5020 Victor, Dallas, Texas. 

Mathis, F. M., Gary and Bonner Schools, Tyler, 
Texas. 

Meek, Mrs. Florence A., Robert E. Lee School, 
Port Arthur, Texas. 

Melear, Grace, 1618 N. 15th St., Waco, Texas. 

Middleton, Effie, 323 E. Elm St., Hillsboro, 
Texas. 

Miles, M. I., 525 S. Willomet, Dallas, Texas. 

Mitchell, Q. B., 947 Culebra Ave., San An- 
tonio, Texas. 

Montgomery, Florence, 1530 Sul Ross Ave., 
Houston, Texas. 

Morris, C. W., 3420 University Blvd., Dallas, 
Texas. 

Morris, Meman H., 
Texas. 

Morse, Mrs. Alberta H., 901 Upson Ave., El 
Paso, Texas. 

Mosse, Blanche, 1200 W. Woodward St., Deni- 
son, Texas. 

Muse, E. W., 124 N. Edgefield, Dallas, Texas. 

Namendorf, Lavina, 1508 Kane St., Houston, 
Texas. 

Neal, Elma A., 510 E. Dewey Pl., San An- 
tonio, Texas. 

Odom, I. N., 1429 S. Eighth St., Waco, Texas. 

Oehler, J. C., Jr., 5218 McComas Dr., Dallas, 
Texas. 

O’Neil, 
Texas. 

Parker, Lulu, 1420 W. Humbolt St., Ft. Worth, 
Texas. 

Patterson, Mrs. Mamie L., Hotel Linden, 504 
N. Oregon St., El Paso, Texas. 

Payne, Mrs. Eunice R., 211 W. Rio Grande 
St., El Paso, Texas. 

Perkins, J. Cody, 7220 Satsuma St., Houston, 
Texas. 
Perry, Mrs. William A., 2237 North St., Beau- 
mont, Texas, 
Phillips, Lillian, El Paso, 
Texas. 

Pierce, Thomas E., 1146 Amarillo St., Abilene, 
Texas, 

Preston, Eleanor, 1215 N. Brown St., El Paso, 
Texas. 

Pugh, L. L., 1830 Palm St., Houston, Texas. 

Rawlings, Minnie O., 528 Upton, San Angelo, 
Texas. 

Rice, Klifford, Hotel Hilton, El Paso, Texas. 

Riddle, Marie Sue, 514 N. 15th St., Waco, 
Texas. 

Roebuck, R. C., Franklin School, 6710 Avenue 
H, Houston, Texas. 


823 Seventh St., Beau- 


4127 Travis St., Dallas, 


Anne, 1609 Webster St., Houston, 


904 Maple St., 











Texas, 
n An- 


| Paso, 
Texas, 
Texas, 
rkana, 
W orth, 
Hous- 
scomb, 
W orth, 
iS. 
Texas, 
Dallas, 
Blvd., 
itonio, 
Beau- 


.ustin, 


Texas. 
Tyler, 


chool, 


Texas. 
sboro, 


Texas. 
1 An- 


Ave., 
dallas, 
dallas, 
El 
Deni- 


‘exas. 
iston, 


| An- 


‘exas. 
allas, 


iston, 
Torth, 
1, 504 
rande 
iston, 
Beau- 
Paso, 
ilene, 
Paso, 


xas. 
gelo, 


exas. 
Vaco, 


‘enue 








Tuer ELEVENTH YEARBOOK 609 





Schaper, Mamie Elsa, 529 N. 15th St., Waco, 


Texas. 
Smith, Ella J., 1316 Clover Lane, Ft. Worth, 


Texas. 
Sparra, Annie, 517 Penelope St., Belton, 


Texas. 

Standish, Ella, 3320 Broadway, Houston, 
Texas. 

Stearns, Ellen K., Route 3, Box 17, Houston, 
Texas. 

Stephenson, Zach T., 2240 Wroxtan Rd., Hous- 
ton, Texas. 

Stewart, Bessie L., 1100 Travis, Wichita Falls, 
Texas. 

Stewart, Mrs. Ema O’Dell, 506 Lovett Blvd., 
Houston, Texas. 

Stone, Grace, 1600 Summit Ave., Waco, Texas. 

Stuart, Mrs. Amy E., 1833 Garrett St., Dallas, 
Texas. 

Stubbs, Clara M., 4309 Avenue D, Austin, 
Texas. 

Swann, Alicia, 2931 Aurora St., El Paso, 
Texas. 

Swindells, Minnie H., 625 Woodlawn, Dallas, 
Texas. 

Tatum, Robert T., 711 Poplar St., Beaumont, 
Texas. 

Taylor, Nell, 322 S. Oak St., Arlington, Texas. 

Thomas, Lilla, R. F. D. 2, Box 64, El Paso, 
Texas. 

Thorne, Carl, 5929 Hudson, Dallas, Texas. 

Temple, Mrs. I. M. S., Hotel Galvez, Galves- 
ton, Texas. 

Uhr, Adolph, 932 Burnett St., San Antonin, 
Texas. 

Utley, Marguerite, 800 Missouri Ave., Ft., 
Worth, Texas. 

Waggaman, Louise, 2218 Caroline Blvd., Hous- 
ton, Texas. 

Washington, Edna, 432414 Gaston Ave., Dallas, 
Texas. 

Whatley, C. A., 6283 La Vista Dr., Dallas, 
Texas. 

Whitfield, Mary J., 215 N. Magdalen St., San 
Angelo, Texas. 

Whittlesey, James T., 317 S. Marsalis Ave., 
Dallas, Texas. 

Wilson, Mrs. Olga, 2852 Pershing Dr., El 
Paso, Texas. 

Wilson. Mrs. W. F., 215 Hawthorne Ave., 
Houston, Texas. 

Woods, Mrs. Mabel T., 2501 Binz Ave., Hous- 
ton, Texas. 

Woods, W. D., 1134 Montreal St., Dallas, 
Texas. 

Wright Mrs. Edith D.. Hawthorne School, 
Houston Ave. and Bingham, Houston, Texas. 


UTAH 


Allen, Frank S., Hamilton School, 770 S. 
Eighth E., Salt Lake City, Utah. 

Anderson. Lois, 1238 Bryan Ave., Salt Lake 
City. Utah. 

Arnesen. Arthur E., 518 N. Tenth W., Salt 
Lake City, Utah. 

Bond, Flizabeth, 161 First Ave., Salt Lake 
City, Utah. 

Brewer, Eva M., 1838 S. 15th E., Salt Lake 
City, Utah. 

Bridgland, L. A., 1348 Princeton Ave., Salt 
Lake City, Utah. 

Brown, Florence G., Polk School, Ogden, Utah. 

Craven, Ina E., Box 112, Ogden, Utah. 

Ferris, Olive, 813 Belvedere Apts., Salt Lake 
City, Utah. 

Fitzgerald, Gertrude, Box 112, Ogden, Utah. 

Folsom, H. B., Webster School, Salt Lake City, 
Utah. 

Forrester, Katherine S., 411 Belvedere Apts., 
Salt Lake City, Utah. 

Harris, J. J., 1550 Yale Ave., Salt Lake City, 
Utah. 


Keele, Charles H., Emerson School, 1337 Mc- 
Clelland St., Salt Lake City, Utah. 

Kelsey, Ella, 606 E. Eighth, W., Salt Lake 
City, Utah. 

Kendell, Edith E., Longfellow School, Salt 
Lake City, Utah. 

Kesler, A. B., 1155 Yale Ave., Salt Lake City, 
Utah. 

Layton, Margaret, Lowell School, Salt Lake 
City, Utah. 

Light, Edith M., 548 23rd St., Ogden, Utah. 

McCoy, Mrs. Evelyn R., Wasatch School, 1115 
E. South Temple, Salt Lake City, Utah. 

Morgan, Margaret E. 1092 S. Third E. Salt 
Lake City, Utah. 

Morris, Zeta, 223 W. North Temple, Salt Lake 
City, Utah. 

Peirce, M. June, Box 566, Ogden, Utah. 

Pendleton, Della, 928 E. 21st S., Salt Lake 
City, Utah. 

Poulson, Frank G., 1521 S. Ninth E., Salt 
Lake City, Utah. 

Poulson, Fred N., Hawthorne School, 1632 S. 
Seventh E., Salt Lake City, Utah. 

Prosser, W. D., 627 S. First W., Salt Lake 
City, Utah. 

Reid, E. T., Supt. Sanpete South School Dist., 
Manti, Utah. 

Sorenson, Vio, 716 S. Fifth E., Salt Lake City, 
Utah. 

Stearns, Harold J., Roosevelt Junior High 
School, 843 Lincoln St., Salt Lake City, 
Utah. 

Steele, Jesse F., Tooele, Utah. 

Stewart, I. Daniel, 740 E. Third S., Salt Lake 
City, Utah. 

Whelan, Lillian H., 411 Belvedere Apts., Salt 
Lake City, Utah. 

Young, Sara H., 304 Roberta Apts., Salt Lake 
City, Utah. 


VERMONT 


Cannon, Mary E., 94 Forest St., Rutland, Vt. 
Clossey, William H., 248 Elm St., Montpelier, 


Vt. 
Sees, May I., 323 Pearl St., Burlington, 
t 


Hoyt, Margaret S., 100 Harrington Ave., Rut- 
land, Vt. 

Sargent, William A., 15 North St., Extension, 
Rutland, Vt. 


VIRGINIA 

Adair, Cornelia S., 2121 Park Ave., Richmond, 
Va. 

Bleight, W. Carter, Chimborazo School, Rich- 
mond, Va. 

Bousman, Nellie, Public School, Sandston, Va. 

Brewbaker, J. J., 422 Westover Ave., Norfolk, 
Va. 

Bryant, Alice G., Hampton Institute, Hamp- 
ton, Va. 

Burnley. Carrie C., 920 E. High St., Char- 
lottesville, Va. 

Butler, S. R., 1806 Farragut Ave., Norfolk, 


a. 
Dadmun, Charlotte, 418 W. 19th St., Norfolk, 


Va. 

Dinwiddie, Sarah, Mitchells, Va. 

Evans, Ada V., 2901 Tait Ter., Norfolk, Va. 

Fraine, Mrs. Lucy B., 1212 Floyd St., Lynch- 
burg, Va. 

Gish, Elizabeth, 2450 Rivermont Ave., Lynch- 
burg, Va. 

Givens, C. B., Helen Dickinson School, Rich- 
mond, Va. 

Goodwin, Mary A., Patrick Henry School, 
Richmond, Va. 

Grady, Mrs. Myrtle P., 1020 N. Main St., 
Danville, Va. 

— W. L., Larchmont School, Norfolk, 

a. 





610 





ELEMENTARY SCHOOL PRINCIPALS 





Harrison, pantie, 403 N. Belmont Ave., Rich- 
mond, 

Harvey, M. en 1419 Early St., Lynchburg, 
Va. 


Holt, Lucy Mason, Ocean View School, Nor- 
folk, Va. 

Johnsen, I Lillian M., 404 Chestnut St., Nor- 
°. 

Joynes, Mrs. Edith B., 410 W. 14th St., Nor- 
folk, Va. 

Keeling, Lucy G., 202 Merrimac Apt., Nor- 


folk, Va. 
Kellam, Mary R., gees Beach School, Vir- 


ginia Beach, 
Kyle, Roy E., 120 Willard Ave., Phoebus, Va. 
Lawson, Lena, 906 Campbell Ave., S. W., 


Roanoke, Va. 

Lewis, Mrs. Virginia S., Dupont School, Hope- 
well, Va. 

Lockwood, Margaret M., Box 282, R. F. D. 1, 
Rosslyn, Va. 

Lohman, Mrs. Florence Minor, 425 N. 31st St., 
Richmond, 

Malloy, Mary L., R. E. Lee School, 
burg, Va. 

Marx, Mrs. 
folk, Va. 

Moran, Sarepta A., Registrar’s Office, Univer- 
sity of Virginia, University, Va. 

Murfee, Vida, D. M. Brown School, 
burg, Va. 

Norris, Forbes H., Robert E. Lee School, Rich- 
mond, Va. 

Ober, Merrill J., James Monroe School, 29th 
and Newport Ave. Norfolk, Va. 

Pearman, Mrs. Ida B., Route 7, South Rich- 
mond, Va. 

Pearson, H. M., Bealeton, Va. 

~~ Ethel, A. P. Hill School, Petersburg, 

a. 

Pointer, Mrs. Ruth A., 
Norfolk, Va. 

Robertson, A. Zuleime, 1503 Grove Ave., Rich- 
mond, Va. 

Scott, Katherine K., 2200 Ingram Ave., Rich- 
mond, Va. 

Scott, Lannie V., Stonewall Jackson School, 
Petersburg, Va. 

Sheppe, Mrs. A. L., 519 Lee St., Bristol, Va. 

Sinclair, Katherine L., City Point Court, 
Hopewell, Va 

Stowitts, E. Voorhees, Box 404, 86 Main St., 
Hilton Village, Va. 

Vaughn, Eva, Jefferson School, Pulaski, Va. 

Wheatley, C. S., Robert E. Lee School, Dan- 
ville, Va. 

Rich- 


Wray, — D., 
Wynn, Nettie F., 418 Avondale Dr., Danville, 
Va. 


Peters- 


E. M., Henry Clay School, Nor- 


Peters- 


1400 Colonial Ave., 


1701 Park Ave., 
mond, 


WASHINGTON 
Allen, Nell B., Box 35, Hoquiam, Wash. 
Allen, Zella E., Magnolia School, 28th W. and 
W. McGraw, Seattle, Wash. 
Arnold, John A., 3928 N. 30th St., 
Wash. 
Bailor, W. F., School Dist. No. 228, Onalaska, 


Wash. 
Beardsley, A. R., 217 N. King St., 
Wash 


Tacoma, 


Centralia, 
ash. 
Blair, William A., 2712 33rd Ave., S., Seattle, 
ash. 
Bowsher, Arthur E., Roeder Intermediate 
School, Bellingham, Wash. 
Bradley, Florence, Lincoln School, W. 25 Third 
Ave., Spokane, Wash. 
Budde, Charles A., Georgetown School, Seat- 
tle, Wash. 
Cassel, J. U., Greenwood School, 


Wash. 
Cassidy, H. A., Alki School, Seattle, Wash. 
Copeland, Eunice D., Fairview School, Seattle, 
Wash. 


Seattle, 


Cummings, Rena, Otis Hotel, Seattle, Wash. 


Cuthbertson, Isabelle, 102 E. Second St., 
Aberdeen, Wash. 
Dansingburg, Eva, 1417 Tenth Ave., W., 


Seattle, Wash. 


Davis, W. M., Supt. of Schools, College Place, 


Wash. 
Dimmitt, Beniah, Brighton School, Seattle, 

Wash. 
Drake, Pauline, Parsons Hotel, Spokane, 

Wash. 
Durham, M. E., Leschi School, Seattle, Wash. 
820 E. 81st St., Seattle, 


Elder, Raymond W., 
Wash. 
Ellert, W. H., Warren Avenue School, Seattle, 


Wash. 
ee, =. B., Junior High School, Wenatchee, 
ash. 
Erickson, Emma S., 
Bellingham, Wash. 
Evans, E. H., Lincoln School, Everett, Wash. 
Fagan, Charles, Cascade School, Pontius and 
Thomas Sts., Seattle, Wash. 
Farrar, Frank, 4703 11th Ave., 


State Normal School, 


S. E., Seattle, 
ash. 

Fitzgerald, Marie, 8 W. 14th Ave., Spokane, 
as 

Forbes, 


"Elizabeth, Box 652, Camas, Wash. 


Forsyth, Lydia E., Dunlap School, Seattle, 
Wash. 

Fowler, I. A., 514 Second Ave., Aberdeen, 
Wash. 

Gifford, Annie L., Longfellow School, Seattle, 
Wash. 

Glover, O. K., 1811 Shelby St., Seattle, Wash. 


Gorow, George F., 
Tacoma, Wash 


1523 N. Prospect St., 


Graham, J. W., 6316 14th Ave., N. E., Seattle, 
Wash. 

Guthrie, Viletta H., Stevens School, 418 Fifth 
St., Wenatchee, Wash. 

Hanawalt, P. B., School Dist. No. 3, Puyallup, 
Wash. 

Hanson, Orlando M., 1922 E. Lynn, Seattle, 
Wash. 

Hart, Emma C., 1205 Spring St., Seattle, 
Wash. 

Heaton, O. E., Logan School, Spokane, Wash. 


Heller, Anna E., 618 Jefferson St., 
Wash. 
Henderson, Frank D., Central School, 
Yash. 
Henderson, Grace Clara, 
Seattle, Wash. 


Spokane, 
Seattle, 


3938 Corliss Ave., 


Hermann, Ida M., Harrison School, Seattle, 
Wash. 

Herren, Dora S., Montlake School, Seattle, 
Wash. 

Holt, Mrs. Flora M., Washington School, 


Auburn, Wash. 

Kelly, L. Maxine, 326 Queen Anne Ave., Seat- 
tle, Wash. 

Knaack, R. H., Demiss School, Bridgeport and 
Stone, Spokane, Wash. 

Knoff, Elisa C., P. O. Box 484, 
Wash. 

Knutson, K. J., T. T. Minor School, 
Wash. 

Larrabee, Emma D., F. A. McDonald School, 
Latona Ave. and E. 54th, Seattle, Wash. 
Lockwood, Jessie M., John Muir School, 33rd 

S. and Horton Sts., Seattle, Wash. 
Lowman, J. Guy, Whittier School, 5703 Pala- 
tine Ave., Seattle, Wash. 


Wenatchee, 


Seattle, 


McClincy, Eleanor, E. 1116 Fifth Ave., Spo- 
kane, Wash. 
McClure, Worth, Supt. of Schools, Seattle, 


Wash. 

MclIlravy, Frank D., Gatewood School, Seattle, 
Wash. 

McKeehan, Charles F., 
tle, Wash. 

McKenzie, Clara E., Waldorf Hotel, 
Wash. 


6225 Woodlawn, Seat- 


Seattle, 








ee 


, Wash. 
ond St. 


ve., W., 
fe Place, 

Seattle, 
spokane, 


», Wash, 
Seattle, 


Seattle, 
natchee, 
School, 


, Wash. 
ius and 


Seattle, 
pokane, 


ash. 
Seattle, 


erdeen, 
Seattle, 


Wash. 
ct St., 


Seattle, 
8 Fifth 
yallup, 
seattle, 
eattle, 


Wash. 
okane, 


eattle, 
Ave., 
eattle, 
eattle, 
chool, 
Seat- 
‘t and 
tchee, 
attle, 
chool, 
ish. 
33rd 
Pala- 
Spo- 
attle, 
attle, 
Seat- 
attle, 











Tue ELEvENTH YEARBOOK 611 





McLain, Ada E., 1624 Riverside Ave., Spokane, 


Wash. 

Mackintosh, John J., Webster School, Seattle, 
Wash. 

Mahon, Ada J., 942 27th Ave., Seattle, Wash. 

Marshall, Walter C., 3058 37th Ave., S., Seat- 
tle, Wash. 

Martin, Sarah A., 1921 C St., Vancouver, 
Wash. 

Matheson, Anna May, West Queen Anne 
School, Seattle, Wash. 

Melvin, Belle, 1221 Colby Ave., Everett, 
Wash. 

Meyer, Florence L., 1323 S. Browne St., Spo- 
kane, Wash. 

Meyers, George L., Indian Boarding School, 
Tulalip, Wash. 

Moffett, L. B., Highland Park School, 11th 
S. W. and W. Trenton, Seattle, Wash. 

Nettleton, Lulie, Green Lake School, Seattle, 
Wash. 

Palmer, J. Lee, 1415 E. 14th Ave., Spokane, 
Wash. 

Parker, Isabelle C., 1418 Riverside Ave., Spo- 
kane, Wash. 

Perry, Bella, Youngstown School, 24th Ave., 
S. W. and W. Genesee St., Seattle, Wash. 

— J. “Eewast, 2039 26th Ave., N., Seattle, 

ash 

Pierron, Richard P., Franklin School, Belling- 
ham, Wash. 

Pinckney, Paul W., Columbia School, Belling- 
ham, Wash. 

Pratt, O. C., Supt. of Schools, Spokane, Wash. 

Purinton, Estelle, Holmes School, Cochran 
and Sharp Sts., Spokane, Wash. 

Reeves, Lester L., 3843 Ashworth Ave., Seat- 
tle, Wash. 

Reynnells, Mrs. Alice, 505 Douglas St., 
Wenatchee, Wash. 

Richardson, Dio, Horace Mann School, 24th 
Ave. and E. Cherry St., Seattle, Wash. 

~~ E. C., 1633 Melrose Ave., Seattle, 

ae Beatrice, Marlborough Apt., Everett, 

as 

Rounds, Irma, 820 Whitman St., Walla Walla, 
Wash. 

Scott, Cora H., Girls Parental! School, 57th 
Ave. S. and Holly St., Seattle, Wash. 

Selby, Kenneth, 331 W. 5lst St., Seattle, 
Wash. 

Shannon, James F., Rainier School, 23 S. 
King St., Seattle, Wash. 

Shaw, L. R., 2207 Nob Hill Ave., Seattle, 
Wash. 

Smith, Lila, Whitman School, Spokane, Wash. 

Smith, Ray T., West Woodland School, 
Seattle, Wash. 

Stafford, E. H., Pacific School. Seattle, Wash. 

Stanton, Edgar A., 3302 E. Mercer St., Seattle, 
Wash. 

Stevens, Carolyn, Washington Irving School, 
Tollman St., Seattle, Wash. 

Stinson, Maude M., 809 Fourth Ave., Spokane, 
Wash. 

Stoecker, Mamie B., Fauntleroy School, 
Seattle, Wash. 

Strite. Adelaide, W. 207 23rd Ave., Spokane, 
Wash. 

Swedine, Elmer, 2213 Porter St., Enumclaw, 
Wash. 

Tanner, Blanche L., Concord School, Eighth 
S. and Concord St., Seattle, Wash. 

Templeton, Maria, 1821 Federal Ave., Seattle, 
Wash. 

Tharp, Elizabeth, Coe School, Seattle, Wash. 

Thomas, Eloise, Box 435, Walla Walla, Wash. 

Thune, Elmer T., 5216 S. Park Ave., Tacoma, 


Wash. 
Towner, Earl M., Crown Hill School, 14th 
Ave., N. W., and 98rd St., Seattle, Wash. 


a a F, A., 1812 W. Sixth St., Aberdeen, 

ash. 

Vetting Ida F., 704 E. Thomas, Seattle, Wash. 

Warren, J. S., Hawthorne School, Spokane, 
Wash. 

Weisman, Frances, Willard School, Spokane, 
Wash. 

Weisman, Sara E., 2308 Manito Blvd., Spo- 
kane, Wash. 

Welden, Carrie R., W. 2216 First Ave., Spo- 
kane, Wash. 

White, Mrs. M. E., Box 428, Wenatchee, Wash. 

Wilson, Mabel V., Route 3, Box 737, Seattle, 
Wash. 

Witt, Lena E., Culmstock Arms Apt., Spo- 
kane, Wash. 


WEST VIRGINIA 
Arnott, Henry O., 4 Meadows Court, Beck- 


ley, W. Va. 

Auvil, G. G., Mercer Street School, Prince- 
ton, 

Barber. Secale, 915 Crescent Rd., Charleston, 


W. Va 

Bennett, "Anna V., 1601 Charles St., Wells- 
burg, W. Va. 

Christian, W. V., 714 Highlawn Ave., Hunt- 
ington, W. Va. 

Dent, L. A., Ronceverte, W. Va. 

Fette, Bertha M., Webster School, Wheeling, 
W. Va 


Graham, ‘Eugene Z., Davis, W. Va. 

Grose, Mary V., Upper Grapevine School, 
Sissonville, W. Va. 

Hall, Lydia, Grade School, Lost Creek, W. Va. 

Harmon, Maude E., 1719 Bigley Ave., Char- 
leston, W. Va. 

Licklider, _— B., Mercer School, Charles- 
ton, ‘ 

Lohse, Minnie K., 2143 Market St., Wheeling, 

Va. 

McGown, Jennie, 52 24th St., Wheeling, W. 
Va. 

Markley, Ernest L., Ritchie Platoon School, 
3700 Wood St., Wheeling, W. Va. 

Nefflen, Myra M., Box 427, Charleston, W. Va. 

Odgers, H. E., Professional Bidg., Fairmont, 


< va. 
Porter, Sarah, 210 Ash Ave., Moundsville, W. 


Va. 

Powell, Thomas E., 1134 24th St., Parkers- 
burg, W. Va. 

Preston, Edna B., 2577 Collis Ave., Hunting- 


ton, W. Va. 
Prickett, Evelyn, 309 Gaston Ave., Fairmont, 
W. Va. 


Roberts, N., Graded School, 1617 Poplar St., 
Kenova, W. Va. 
Robinson, Fred D., 308 Kirby St., Grafton, W. 


Va. 

Sanford, Alice W., 1111 Fifth St., Mounds- 
ville, W. Va. 

Stanley, W. Dwight, 85 Fayette St., Buck- 
hannon, W. Va. 

Whiting, Olive = 1630 Franklin Ave., 
Charleston, W. 

Zeiler, Melissa, Vivian School, Vivian, W. Va. 


WISCONSIN 


Almy, Shirley D., Lapham School, 1432 E. 
Dayton St., Madison, Wis. 

Anspach, Charles J., 4717 N. Lloyd St., Mil- 
waukee, Wis. 

Armstrong, Nano E., Lee School, Milwaukee, 


is. 
— Annie D., Lowell School, Madison, 
is. 
= Ethel L., 2338 Ogden Ave., Superior, 


is. 
Becher, William O., 2219 S. Fifth St., Mil- 
waukee, Wis. 








612 ELEMENTARY 


ScHooL PRINCIPALS 





Benson, Josephine E., 202 E. Eighth St., Su- 
perior, Wis. 
Bickler, Peter, U. S. Grant School, Milwaukee, 


is. 

Bowers, Della J., Doty School, 351 W. Wilson 
St., Madison, Wis. 

Boyce, Thomas W., Cass Street Rotary School, 
1647 N. Cass St., Milwaukee, Wis. 

Brown, M. W., 1144 E. Henry Clay St., Mil- 
waukee, Wis. 

Callan, Thomas F., East Center Street School, 
Milwaukee, Wis. 

Callen, Sara, Lisbon Avenue School, 
North Ave., Milwaukee, Wis. 

Clark, John C., 1810 W. Wisconsin Ave., Mil- 
waukee, Wis. 

Cleary, Margaret E., Jefferson School, West 
Allis, Wis. 

Colbert, Cecilia A., 
Milwaukee, Wis. 

Colburn, Willis Paul, Andrew Jackson School, 
Milwaukee, Wis. 

Crotty, Irma V., 1144 E. Henry Clay St., Mil- 
waukee, Wis. 

Dougherty, Burl Lee, Kosciosko Junior High 
School, Milwaukee, Wis. 

Dougherty, Ruth M., 440 Chippewa St., 
Claire, Wis. 

Edgar, Mary L., 435 Lake St., Madison, Wis. 

~_ H. R., ‘Ludington School, Milwaukee, 


corner 


2324 W. Wisconsin Ave., 


Eau 


Ehlert Edward, 1614 Torrison Dr., Manitowoc, 
Wi 

Lincoln School, Fond Du 

Fond Du Lac, 


pommerine, 

Fahey, } oe L., 368 Doty St., 
Wis. 

Fleming, Vera A., 931 Wisconsin Ave., Beloit, 


Wis 

Gallagher, Katharine, 1108 Mississippi St., La 
Crosse, Wis. 

Gardner, Emma J., North Bartlett Avenue 
School, Milwaukee, Wis. 

Gardner, Ethel M., Dakota Street School, 2911 
S. 32nd St.. Milwaukee, Wis. 

Ginty, Mrs. Clara W., Franklin School, Mad- 
ison, Wis. 


Hahn, William H., 38th Street School, 38th 
and Clarke, Milwaukee, Wis. 

Hays, Mrs. Lucile C., Dudgeon School, Mad- 
ison, Wis. 

Heffernan, Jesse E., 2112 S. Ninth St., She- 


boygan, Wis. 
Hood, W. F., 1813 W. Sixth St., Racine, Wis. 
Hoole, Patricia, Roosevelt School, West Allis, 


Wis. 
meee. A. T., 1605 E. Fifth St., Superior, 


is. 
uten, S. C., Fifth Street School, Milwaukee, 
is. 
Huber, Kathryn E., 


Milwaukee, Wis. 
Jones, Renette, 410 W. Wilson St., 


1343 W. Wisconsin Ave., 
Madison, 
Mil- 
Mil- 


Wis 
Kappelman, Mary, 27th Street School, 


waukee, Wis. 

Kaross, Ella B., Fratney Street School, 
waukee, Wis 

Karst, Walter KF, 7414 W. Wright St., Wau- 
watosa, Wis. 

Kellar, Laura E., 1819 E. Beverly Rd., Mil- 
waukee, Wis. 

Kiefer, Alfred C., Public School, Box 126, 
Schofield, Wis. 

Koelsch, Joseph F., 29th Street School, Mil- 
waukee, Wis. 

Koepke, William C., Siefert School, Mil- 
waukee, Wis. 

Kolb, Phillip é Oklahoma Avenue School, 
Milwaukee, W 

Kottnauer, hensite Vieau School, 823 S. 
Fourth St., Milwaukee, Wis. 

Krebs, Iva M., Manitoba Street School, Mil- 

waukee, Wis. 


Kriesel, C. A., 840 N. 26th St., Milwaukee, 
Kusche, Anna E., 166 Waugo St., Oshkosh, 
Lani. Alice F., 410 Park Pl., Milwaukee, 
Lowe, O. H., Jefferson School, Sheboygan, 
Luening, Edwin G., 2021 N. 52nd St., Mil- 
waukee, Wis. 
Lutze, Charles F., 801 S. 15th St., Sheboygan, 
McCabe, Amber, 721 Oakland Ave., Waukesha, 
McCall, Frank S., Gilbert Knapp School, 


Racine, Wis. 

McConville, a C., Hamilton School, La 
Crosse, 

McCormick, Elizabeth R., Howe School, corner 
23rd St., N., and Banks Ave., Superior, Wis. 

Manion, M. E, 19 Cottage Ave., Fon Du Lac, 


Wis. ‘ 
Marvin, Adeline R., 419 Sterling Pl., Madison, 


Wis. 
Meyer, F. Clifford, Winslow School, Racine, 
is. 
Millman, Anna, Luther Burbank School, 
W. Adler St., Milwaukee, Wis. 
Morse, Alice C., 802 S. 28th St., 


is. 
Mumm, Edna E., 830 Harrison Ave., 


6035 
Milwaukee, 
Beloit, 


Wis. 
Murphy, Ruth, 133 Fourth St., Fond Du Lac, 
Wi 


is. 

Nichols, William E., Washington School, 
Oshkosh, Wis. 

Nugent, Elizabeth, Jefferson School, Fond 
Du Lac, Wis. 

Parrott, Jessie, Franklin School, Merrill, Wis. 


Payne, Florence I., Lapham Park School, 
Milwaukee, Wis. 
Peasley, Florence E., 

is. 
Pierce, A. K., 1466 S. 79th St., 
is. 
Pratt, Velmer D., 2303 E. Washington Ave., 
Madison, Wis. 
Promberger, William, 31st zanoet School, 
and Brown, Milwaukee, Wis. 
Ralph, H. Thoburn, Washington School, 530 
Eighth Ave., Wauwatosa, Wis. 
Regan, Julia A., Elm School, 2209 N. 26th St., 
Milwaukee, Wis. 


1628 31st St., Kenosha, 


West Allis, 


31st 


Reichert, C. Lorena, 2134 Keyes Ave., Madison, 
Wis. 

Rintelmann, Ernst A., 315 Van Norman, 
Cudahy, Wis 

Schleck, Leo P., Emerson School, Madison, 
Wis. 

Schnell, Fred S., 832 Lincoln Ave., She- 


boygan, Wis. 
Schubert, Arthur, 3238 N. Downer Ave., Mil- 
waukee, Wis. 
Schwartz, Carrie E., 3230 S. Adams Ave., Mil- 
waukee, Wis. 
Smithyman, W. Lincoln, William McKinley 
School, 21st and McKinley, Milwaukee, Wis. 
Speerbrecher, Henry, Roosevelt Junior High 
ag Ninth and Walnut Sts., Milwaukee, 
is. 
Thies, Lillian C., 2500 N. Stowell Ave., Mil- 
waukee, Wis. 
Thomas, J. R., Public School, Loyal, Wis. 
Vieth, Arnold A., 1029 N. Jefferson St., Mil- 
waukee, Wis. 
— John A., Lincoln School, Wauwatosa, 
is. 
Wood, Blanche, Hotel Superior, Superior, Wis. 


bh — Charles I., 110 Grand Ave., Oshkosh, 
Zeiler, Edward J., 1754 S. 60th St., West 
Allis, Wis. 











ukee, 
kosh, 
ukee, 
‘gan, 

Mil- 
gan, 
osha 


hool, 


rner 
Wis. 
Lac, 
son 
ine, 
1035 
kee, 
oit, 
sAC, 

ool, 

ond 


fis. 
ol, 


ha, 


lis, 














Tue EvLEvENTH YEARBOOK 613 





WYOMING 
Chambers, Margaret J., Grant School, Casper, 


yo. 
Dunlap, Mrs. Nona Udell, Willard School, 
Casper, Wyo. 
Eddleman, Minnie L., Washington School, 
Box 644, Casper, Wyo. 
England, Mrs. Martha Shelby, Poling Apts., 
Casper, Wyo. 
Hume, Clayte, Supt. of Schools, Pine Bluffs, 


Wyo. 
Kocher, Lillian A., Roosevelt School, Casper, 


Wyo. 

McLaughlin, Eleanor, McKinley School, Cas- 
per, Wyo. 

McNamara, Mrs. Mary L., Mills School, Mills, 


Wyo. 

Olson, Mrs. Helene M., Box 942, Midwest, 
Wyo. 

Ruehle, Martha V., Clark School, Evanston, 


Wyo. 

Stalplugh, Geneve, Davis Apts., E. Second St., 
Casper, Wyo. 

Stanton, Lottie, The Sprucellyn, Ninth and 
Ivinson, Laramie, Wyo. 

Stinson, Adelle T., Jefferson School, Casper, 


Wyo. 
Voght, H. P., Grade and Junior High School, 
Thermopolis, Wyo. 
Winter, Mae I., Park School, Casper, Wyo. 
= Mozelle, Harding School, Casper, 
yo. 


ALASKA 
Karnes, A. E., Supt. of Schools, Box A-10, 
Ketchikan, Alaska. 


CANADA 
Hartwick, William Ernest, 114 Runnymede 
Rd., Toronto, Ontario, Canada. 
Stafford, Harold D., Kimberley, British 
Columbia, Canada. 
Wheable, G. A., Board of Education, Lon- 
don, Canada. 


HAWAII 

Angus, Myra W., Pohukaina School, Pohu- 
kaina and Keawe Sts., Honolulu, Hawaii. 

Boyum, Mrs. Louise V., O. Box 263, 
Puunene, Maui, Hawaii. 

Brown, Elmer A., Kuhio School, Honolulu, 
Hawaii. 

Carter, Mrs. Alice Armeda, Waipahu School, 
Waipahu, Oahu, Hawaii. 

Cook, Katharine A., Helemano School, Oahu 
Co., Wahiawa, Hawaii. 

Creighton, Mrs. Isabella L., Kauluwela School, 
Honolulu, Hawaii. 

Faulkner, Robert Mardis, 
School, Honolulu, Hawaii. 

Fleming, Mary Elspeth, Paia School, Paia, 
Maui, Hawaii. 

Hendry, Mrs. Eva, Lincoln School, Beretania 
St., Honolulu, Hawaii. 

Hobby, Mrs. Eleanor C., Makaweli School, 
Makaweli, Kauai, Hawaii. 

Hose, Mrs. Rowena K., Honokowai School, 
Lahaina, Maui, Hawaii. 

Hugelen, Reinhart L., Paauilo School, Paau- 
ilo, Hawaii. 

Kekapa, William K., 1219 Center St., Hono- 
lulu, Hawaii. 

Lacy, Mabel V., 3440 Leahi Ave., Honolulu, 
Hawaii. 

Luiz, John C., Waialae School, 19th and 
Harding Aves., Honolulu, Hawaii. 

McKee, Dorothy, Kahului School, Kahului, 
Maui, Hawaii. 

Maxwell, Lucy H., Lanai School, Kewalo St., 
Honolulu, Hawaii. 


Kanananakoa 


Midkiff, Frank E., Kamehameha Schools, 
Honolulu, Hawaii. 

Mitchell, Jennie R., 
Haiku, Maui, Hawaii. 

Nance, May E., Maunaolu Seminary, Paia, 
Maui, Hawaii. 

Patrick, Edith §., Principal of School, 
Hamakuapoko, Maui, Hawaii. 

Post, Maude, Preparatory Dept., Kama- 
hameha Schools, Honolulu, Hawaii. 

Pugh, Frank S., Kalaheo School, Kalaheo, 
Kauai, Hawaii. 

Raymond, George S., Kapaa School, Kealia, 
Kauai, Hawaii. 

Sabey, Mrs. Laura, Spreckelsville School, 
Puunene, Maui, Hawaii. 

Sanborne, Paul B., Honokaa School, Honokaa, 
Hawaii. 

Scott, Mrs. Ada M. B., Kilauea School, 
Kilauea, Kauai, Hawaii. 

= Cg 4 iC» Koolau School, Kilauea, 


Kaupakalua_ School, 


Ha 
Stubblefield ies. Beatrice, Kapalama School, 
Honolulu, Hawaii. 
Vincent, J., Kealahou School, Waiakoa, 
Maui, Hawaii. 
Weatherbee, Mrs. Sarah S., Kaumana School, 
P. O. Box 401, Hilo, Hawaii. 
Wise, Cosmo Clyde, Wahaiawa School, 
Wahiawa, Oahu, Hawaii. 
Young, G. A., 4103 Waialae Ave., Honolulu, 
Hawaii. 
PHILIPPINE ISLANDS 
Battad, Pelagio, Olongapo Elementary 
School, Olongapo, Zambales, P. I. 
Grande, Alejandro, —— Elementary 
School, Olongapo, Zambles, P. 
Orencia, Juan V., Agoo Elementary School, 
Agoo, La Union, P. I. 
— Simeon, Indan, Camarines Norte, 


Quindiagan, Leoncio, Principal of School, 
Lingig, Surigao, 4 ° 

Tolentino, Gregorio D., Supervising Teacher, 
Hinatuan, Surigao, P. 5 

Villagracia, Mariano, Supervising Teacher, 
Puerto, Princesa, Palawan, P. I 


PORTO RICO 
Araujo, Joefina Ferrero, Ramon Quinones 
Pacheco School, Fajardo, P. R. 
Armstrong, Celedonia, Antonsanti Ave. No. 
17, Santurce, P. R. 
— Carlos Rivera, P. O. Box 116, Yauco, 
R 


DeGinorio, Mrs. Paula V., 30 Morrell Pampos 
St., Santurce, P. R. 

Falu, Pedro, Box 34, Rio Grande, P. R. 

Ginorio, Paula V., Board of Education, San 
Juan, r. = 

Rodriques, Antonio, Jr., University of Porto 
Rico, Rio Piedras, P. 

San Antonio, Juan, Barbesa St., Moca, P. R. 

Vallecillo, Felicita R., Padre Rufo School, 
Park St., Santurce, P. R. 

eo Mrs. Julia M., Box 720, San Juan, 

ee 


LIBRARIES AND EDUCATIONAL 
INSTITUTIONS 
E. P. Murphy Memorial Library, Box 107, 
Gadsden, Ala. 
Dean’s Office, College of Education, Univer- 
sity of Arkansas, Fayetteville, Ark. 
oo Arkansas State College, Pine Bluff, 


Lange Library of Education, Haviland Hall, 
University of California, Berkeley, Calif. 
Claremont College Library, Claremont, Calif. 
Library, Fresno State Teachers College, 

Fresno, Calif. 
Teachers’ Library, Board of Education, 715 
Locust Ave., Long Beach, Calif. 








614 





ELEMENTARY ScHoout Principats 





Los Angeles Public Library, Serials Division, 
530 S. Hope St., Los Angeles, Calif. 

Oakland Free Library, Oakland, Calif. 

Teachers’ Library, Administration Bldg., 1025 
Second Ave., Oakland, Calif. 

Orange County Free Library, 
Annex, Santa Ana, Calif. 

ino Junior High School, 
Calif. 

Ventura County Free Library, Ventura, Calif. 

School District No. 1, Administration Library, 
Room 322, 414 14th St., Denver, Colo. 

Central Library, 624 Main St., Hartford, 
Conn. 

Yale University, Department of Education, 
Graduate School, New Haven, Conn. 

Public Library, Periodicals Division, Washing- 
ton, D. 

Library, University of Georgia, Athens, Ga. 

Library, Emory University, Emory Univer- 
sity, Ga. 

Library, Eastern Illinois State Teachers Col- 
lege, Charleston, III. 

Chicago Public Library, Teachers Room, Chi- 
cago, Ill. k 

John Crerar Library, 86 E. Randolph St., Chi- 
cago, Ill. 

The University of Chicago Libraries, Period- 
ical Division, M 22 Harper, Chicago, Il. 
Western [Illinois State Teachers College, 

Macomb, IIl. 

Library, University of Illinois, Periodical De- 
partment, Urbana, IIl. 

Indiana State Library, 301 State House, In- 
dianapolis, Ind. 

Indianapolis Public Library, Reading Room, 
St. Clair Square, Indianapolis, Ind. 

Library, Purdue University, Lafayette, Ind. 

Board of School Trustees, Michigan City, Ind. 

Library, Indiana State Teachers College, Terre 
Haute, Ind. 

Administration Library, Garfield School Bldg., 
629 Third St., Des Moines, Iowa. 

Library, State University of Iowa, Iowa City, 
Iowa. 

Bureau of School Service and Research, F. P. 
O’Brien, Director, University of Kansas, 
Lawrence, Kansas. 

Wichita City Library, Wichita, Kansas. 

Louisville Municipal College for Negroes, 722 
W. Kentucky, Louisville, Ky. 

Louisville Normal School Library, 1128 E. 
Broadway, Louisville, Ky. 

Library, Southwestern Louisiana Institute, 
Lafayette, La. 

Library, University of Maine, Orono, Maine. 

Enoch Pratt Free Library, Periodical Depart- 
ment, Baltimore, Md. 

Library, Johns Hopkins University, Baltimore, 
Md. 


Court House 


Santa Monica, 


School No. 230, Lillian M. Gerhardt, Baltimore, 
Md. 


Administration Library, Board of Superinten- 
dents, 15 Beacon St., Boston, Mass. 

General Library, University of Michigan, Ann 
Arbor, Mich. 

pet City College, 4841 Cass Ave., Detroit, 
Mich. 


Reference Library, Board of Education, 1354 
Broadway, Detroit, Mich. 
Library, Board of Education, 

Minn. 
Minneapolis Public Library, Hennepin Ave. 
and Tenth St., Minneapolis, Minn. 
University of Minnesota Library, Minneapolis, 
Minn. 
Library, 
Minn. 
Kansas City Public Library, Kansas City, Mo. 
ee of Education, J. Richmond, Maplewood, 


0. 
Board of Education, Springfield, Mo. 


Minneapolis, 


State Teachers College, Winona, 


St. Louis Public Library, Sula Wagner, St 
Louis, Mo. 

Teachers Library, Board of Education Bldg., 
1417 N. Grand Blvd., St. Louis, Mo. 

Kramer High School, ‘Columbus, Nebr. 

Library, Nebraska Normal and Teachers Col- 
lege, Kearney, Nebr. 


Library, University of Nebraska, Lincoln, 
Nebr. 

State Normal School, Glassboro, N. J. 

so Library, 5 Washington St., New- 
ar * 

Grammar School, Maude I. Wheeler, Swedes- 
boro, 

Library, ‘State Teachers College, Trenton, 


New York State Library, Albany, N. Y. 
Arlington School, Arthur J. Stang, Public 
et No. 108, 200 Linwood St., Brooklyn, 


Board of Education, Alfred H. Bingham, 701 
City Hall, Buffalo, | 

Elementary "School No. 11, William A. Mackey, 
Poplar Ave., Buffalo, N. Y. 

The Grosvenor Library, Franklin and Ed- 
ward Sts., Buffalo, N. Y. 

State Normal School, Fredonia, N. Y. 

State Normal School, Geneseo, N. Y. 

General Education Board, 61 Broadway, New 
York, N. Y. 

Library, New York University, Washington 
Square, New York, N. 

State Normal School, Plattsburg, Bm. YF. 

Women’s College Library, University of 
Rochester, Rochester, N. Y 

Library, Syracuse University, Syracuse, N. Y. 

Library, Ohio University, Athens, Ohio. 

Cincinnati Public Library, Vine St., Cincin- 
nati, Ohio. 

Library, University of Cincinnati, Cincinnati, 
Ohio. 
Board of Education, H. P. Lewis, 20th Floor, 
Standard Bank Bldg., Cleveland, Ohio. 
Order Department, Cleveland Public Library, 
325 Superior Ave., N. E., Cleveland, Ohio. 
Library, Ohio State University, Columbus, 
Ohio. 

Willard School, Dayton, Ohio. 

Toledo Public Library, Order Department, 
Toledo, Ohio. 

Board of Education, Muskogee, Okla. 

Woodward City Schools, E. H. Homberger, 
Woodward, Okla. 


Library, University of Oregon, Eugene, 
Oregon. 

School District No. 49, Medford, Oregon. 

Library, Oregon Normal School, Monmouth, 


Oregon. 
Library Association, Tenth and Yamhill Sts., 
Portland, Oregon. 
Oregon State Library, Salem, Oregon. 
Library, State Teachers College, Indiana, Pa. 
State Teachers College, Kutztown, Pa. 
Library, State Teachers College, Lock Haven, 


Pa. 

Frick Training School, Fifth Ave. and Bouquet 
St., Pittsburgh, Pa. 

Library, Board of Education, 341 Bellefield 


Ave., Pittsburgh, Pa. 
Library, State Teachers College, Shippens- 
burg, 


™” 
State Teachers College, West Chester, Pa. 
Providence Public Library, 229 Washington 
St., Providence, R. I 
The Library, George Peabody 
Teachers, Nashville, Tenn. 
Library, University of Texas, Austin, Texas. 
Library, West Texas State Teachers College, 
Canyon, Texas. 
Carnegie Public Library, Ft. Worth, Texas. 
Richmond Public Library, 101 E. Franklin St., 
Richmond, Va. 
Library, State Normal School, Cheney, Wash. 


College for 








er, St. 
Bldg., 


‘s Col- 


neoln, 


ncin- 
nati, 
loor, 
ary, 


bus, 


ent, 


ger, 


ene, 


uth, 


sts., 


Pa. 


uet 


eld 


ns- 





Tue EveventH YEARBOOK 615 





State College of Washington, W. W. Foote, 
Pullman, Wash. 

Education Library, University of Washington, 
Seattle, Wash. 

Seattle Public Library, Periodical Dept., Seat- 
tle, Wash. 

Garfield School, James A, Burke, Spokane, 
WwW 


Spokane Public eee George W. Fuller, 
Spokane, Wash 


State Teachers College, Glenville, W. Va. 

Public Library, Milwaukee, Wis. 

State Teachers College, Milwaukee, Wis. 

Library, State Teachers College, Platteville, 
Wis. 

Racine Public Library, Racine, Wis. 

State Teachers College, Whitewater, Wis. 

The Superintendent City Schools, P. O. Box 
772, Manila, P. I 


ADDITIONAL LIST OF MEMBERS ENROLED AFTER MARCH 25, 1932 


Arledge, Mrs. Ellen, 121 S. Ninth St., Albu- 
querque, N. Mex. 

Bingham, H. Beth, 215 E. Third St., Misha- 
waka, Ind. 

Black, J. Ellis, Route 2, Boise, Idaho. 

Brawner, Mary Virginia, 4504 Douglas St., 
N. E., Kenilworth, D, C. 

Brimmer, _— L., Schoolfield School, School- 
field, 

Finch, Adelaide V., 431 Main St., Lewiston, 
Maine. 

Fritzson, Edith, Willard School, 1401 W. Third 
St., Oklahoma City, Okla. 

Giles, O. A., 1348 S. Florence Ave., Tulsa, 
Okla. 

Ham, M. Lucile, 1957 Lyndale Ave., Memphis, 
Tenn 

Hamm, “Max, 5961 Buena Vista Ave., Oakland, 
Calif. 

Hanson, Theodore, 320 N. 16th St., Grand 
Forks, N. Dak. 

Hartwell, Mildred M., 50 Union St., Green- 
field, Mass. 

Hobbs, Maude D., George Washington School, 
Newport News, Va. 

Huggard, Ethel F., 2845 33rd St., Long Island 
City, N. Y. 

Leet. Valparaiso University, Valparaiso, 
nd. 


Lin, Mary, 423 Clairmont Ave., Decatur, Ga. 

Matthews, Samuel D., 1811 First St., N. W., 
Washington, D. C. 

Messner, Clarence J., Richard School, 130 Mc- 
Kinley, Grosse Pointe, Mich. 

Moore, Etta, 1230 S. Carroll Ave., Freeport. 
Til. 


Moynahan, M. Katherine, Parke School, 3010 
Milwaukee E., Detroit, Mich. 

Niece, Herbert T., R. F. D. 4, Boise, Idaho. 
Nobriga, Francis J., Cummins School, Mau- 
naloa and Ninth Aves., Honolulu, Hawaii. 
Pedagogical Library, Board of Education, 
Keystone Annex, 19th and Ludlow Sts., 

Philadelphia, Pa. 
Pierce, Paul A., 5551 Kimbark Ave., Chicago, 
Til. 


Proctor, Marcella, 2710 S. Grand Ave., St. 
Louis,. Mo. 

Public Library, Milton E. Lord, Boston, Mass. 

Rambo, Marcus M., Douglas School, Cincin- 
nati, Ohio. 

Rao, G. Hanumantha, The Vidyadayini Office, 
1210 Kantaraj Urs Rd., Mysore, South India. 

Sands, Elizabeth, Second Street School, 1942 
E. Second St., Los Angeles, Calif. 

Santos, Eugenio S., Ugong, Pasig, Rizal, P. I. 

Shields, Mrs. Joy S., Junior-Senior High 
School, Bartlesville, Okla. 

Sisson, Mrs. Maud C., Royal School, Honolulu, 
Hawaii. 

State Teachers College, St. Cloud, Minn. 

Vogenitz, Mrs. moll H., 420 E. 15th Ave., 
Hutchinson, Kans 

Voiles, Stephina Hill, "1734 N. Mariposa Ave., 
Hollywood, Calif. 

Walter, Cornelius J., 1122 S. Peach St., Phila- 
delphia, Pa. 

Whitman, Jessie L., 115 S. Victoria St., St. 
Paul, Minn. 

Wise, Anna E., Burns School, 2524 S. Cen- 
tral Park Ave., Chicago, IIl. 

Wobbar, Mrs. Helena D., Green Bank, N. J. 











INDEX 


Abnormal children, 491, 538 

Absences, 320 

Activity in school publicity, An, 382 

Adjustment, child, 504, 508, 517, 521, 
534 

Administration, 266, 269, 313 

Adult groups, 164 

Advertising, 182 

Agencies, governmental, 147, 167, 487; 
social and charity, 146, 164, 423; 
usefulness of outside, 171; working 
in the schools, 164 

All aboard for excursions, 455 

Alumni associations, 333 

American Education Week, 145, 376 

Analysis and organization, community, 
212 

Arehart, Ira J., 145, 382 

Art, students’ opinions on, 372 

Art activities in Saint Louis, museum 
of, 467 

Assemblies, 177 

Assembly speaker, 177 

Athletic contests, 177 

Athletics, 177, 313, 319, 323, 407 

Attendance, 244, 257 

Attendance officer, the, 257 


Backward children, 399, 538 

Baker, W. Elwood, 144, 306 

Bardarson, Otto W., 145, 368 

Bartelme, Mary M., 148, 521 

Basic loyalties, forget not the, 135 

Baxter, Bernice, 143, 280, 451 

Bibliography. See Selected references 

Boards and foundations, 425, 431, 435, 
439 

Books, child reviews of, 372 

Borden, Clifford S., 146, 296, 425 

Borgeson, F. C., 147, 305, 461 

Botanic gardens, visiting the, 476 

Boutwell, William Dow, 148, 541 

Bowman, Geline MacDonald, 146, 419 

Boys’ gangs, 197 

Boys’ heroes, 200 

Boys’ organizations, 168, 197, 336, 339, 
407 

Boys work program of Optimist clubs, 
407 

Brookes, M. Emma, 131 

Brown, Andrew W., 148, 534 

Brown, Ralph R., 148, 534 

Bulletins. See Publications 

Bundesen, Herman N., 147, 493 

Burke, Harry R., 147, 471 

Business and Professional Women’s 
Clubs, National Federation of, 419 


Case method, 184 

Cases reported by the principals, 184 

Centering school activities around com- 
munity needs, 319 

Chapman, Charles M., 146, 217, 407 

Charity agencies, social and, 146, 423 

Charity events, 178 

Chicago, health service in the schools 
of, 493 

Chicago unit, the principals’ role in a, 
269 

Child care and hygiene, 260, 297, 425, 
493 

Child health and protection, White 
House Conference on, 1930, 132 

Children, and home visits, 234; Ex- 
change clubs serve, 399; exhibit of 
work of, 386; reading of, 329; work 
with younger, 250. See Boys’ or- 
ganizations and Girls’ organizations 

Children’s fair, A, 386 

Child welfare, 171, 402 

Citizenry, a study of the, 213 

Citizenship, training for, 338 

City size, 173 

Civic and welfare organizations, co- 
operation extended by, 220 

Civie clubs, 152, 393 

Civic movements, affiliations of schools 
with, 220 

Clinies, 441, 539 

Clubs, civic, 152, 393; service, 
222, 393; women’s, 419. See Boys 
organizations and Girls’ organiza- 
tions 

Cody, Frank, 142, 155, 318, 398 

Community, the principal in his, 155; 
the principal as participant in the 
life of the, 158; surveys of the, 195; 
analysis and organizations, 212; gen- 
eral observations of the, 212 

Community center, activities, 311; 
council, 144, 313, 340; school and 
the, 144 

Community club, 332 

Community contacts in Michigan, 218 

Community council, the Logan, 340 

Community factors, surveying the, 142 

Community leader, the principal as a, 
151 

Community life, the integration of, 278 

Community needs, centering school ac- 
tivities around, 319; the principal as 
student of, 155 

Community parenthood in Saint Paul, 
284 

Community survey, outline of a, 203 

Community survey technic, A, 203 


146, 


’ 


[ 617 J 








618 





ELEMENTARY ScHooL PRINCIPALS 





Contacts, community, in Michigan, 218; 
home, 225; national survey of typi- 
eal, 142; sought by the school with 
the home, 142 

Contents, table of, 137 

Contests, athletic, 177 

Cooper, William John, 141, 151, 401, 
433 

Correction. See Juvenile court 

Court, juvenile, 504, 517, 521, 525, 537 

Crabtree, J. W., 150 

Crime and education, 
521, 525, 534 

Crippled children, united efforts for, 
44] 


504, 508, 517, 


Delinquency. See Juvenile court 

DeWindt, Ruth Dunbar, 144, 334, 520 

Dexter, Elizabeth H., 143, 248, 381, 470 

Dille, G. E., 144, 300 

Donner, Arvin N., 142, 145, 202, 236, 
328, 376, 430 

Dorsey, Susan M., 150 

Drew, Julia K., 143, 252 

Duvall, Rufus A., 146, 211, 389 


Editing the village weekly, 368 
Editorial committee, comments on 
chapters, 150, 162, 196, 226, 264, 312, 
346, 394, 424, 454, 488; members of, 
134; preface by, 133; quoted, 385 
Editorials by pupils, 369 
Elementary education, government aids 
for, 541 
Elementary school publications, 360 
Elks association, Illinois, 441 
Equipment, advertising through, 182 
Exchange clubs serve children, 399 
Excursions, all aboard for, 455; 
exhibits, 147, 453; 
461; into music, 471 
Exhibits, 338, 386; excursions and, 147, 
453 


Fair, a children’s, 386 

Fathers, occupations of, 214 

Federal government and elementary 
schools, 487, 541 

Fink, Stanley F., 144, 313, 507 

Floyd, James R., 131 

Forget not the basic loyalties, 135 

Four-H club in a village school, A, 336 

Franklin week, 145, 376 

Free printed materials, 181, 541 


and 
in school life, 


Gangs, boys’, 197 

Gifts to the schools, 186 

Girls’ organizations, 168, 200, 336, 339 

Girls, other attractions for, 201 

Governmental agencies, 147, 167, 336, 
487 

Gregory, Arnold C., 142, 218, 339, 412 


Hansen, Herbert C., 131 

Harter, Herold M., 146, 399 

Health, booklet, 181; objectives, 297; 
problems, 260; service in the schools 
of Chicago, 493 

Henderson, Frank D., 144, 329 

Heroes, boys’, 200 

Herron, John S., 147, 259, 445 

Highland Park, unique plans in, 291 

Hill, H. A., 146, 404 

Holtberg, Myrtle, H., 142, 234, 333, 475 

Home, a method of visitation, 236; 
calls of the school nurse, 260; con- 
tacts sought by the school with the, 
142, 225; preparation for visits to 
the, 234 

Homework, an exhibit of creative, 386 

Howlett, Cora M., 144, 336 

Hubbard, Frank W., 134 

Hygiene, 260, 493 

Hyman, Beatrice Colby, 143, 269 


Individual needs, 399 

Institute for juvenile research, 534 

Integrating force in Milwaukee, An, 
272 

Integration, duty of principal, 151; of 
community life, 278 

Interpretation, the principal as inter- 
preter of the school, 157; through 
civie clubs, 152 


Johnson, Fred R., 147, 504 

Judd, Charles H., 150 

Junior clubs, 407 

Juvenile court, deal with them intelli- 
gently, 517; delinquency and _ the 
school, 207, 319, 490, 525; of Cook 
county, 534; prevention not punish- 
ment, 521; tests of, 505; the school 
and the, 504, 508 


Kellar, Laura E., 143, 272 

Kiwanis clubs promote child welfare, 
402 

Kline, Aaron, 134 

Kuhn, Elizabeth Baird, 147, 441 


Lacey, Georgia Hensley, 145, 350 

Laing, Earl R., 131, 135 

Leach, G. Sidney, 145, 374 

Letters, personal, 227; to parents, 294 

Lessons from the zoo, 482 

Library project, a school-community, 
329 

Life of the community, the principal as 
participant in the, 158 

Lions clubs cooperate with schools, 404 

Lipman, Maurice C., 142, 197, 422 

Loftus, John, 131 

Logan community council, The, 340 

Lombard, Ellen C., 143, 265, 375, 438 





297; 
nools 


91 
475 
236; 
con- 
the, 
s to 


386 


An, 
; of 


iter- 
ugh 


elli- 

the 
Yook 
Lish- 
hool 


are, 


294 
ity, 
l as 


404 


8 








Tue ELeveNntH YEARBOOK 619 





Lovejoy, Philip, 146, 413 
Loyalties, forget not the basic, 135 
Lyon, Harley W., 131 


McCallum, Jessie, 147, 455 

McConkey, June H., 146, 439 

McCormick, Elizabeth, 131 

McFarland, Mrs. Ellis, 144, 297 

McHugh, Thomas F., 146, 268, 431 

Malnutrition, 261 

Martin, Mary L., 144, 319 

Memberships of principals, 219 

Michigan, community contacts in, 

Miller, Douglas B., 142, 212, 406 

Milwaukee, an integrating force in, 2 

Minneapolis, the visiting teacher in, 
252 

Mott, Dorothy C., 142, 203, 331 

Movies, influence of, 201 

Museum of art activities in Saint 
Louis, 467 

Music, excursions into, 471; publicity 
through, 379 


2 


— 


8 


2 


~I 


National association, the place of the, 
306 

National congress of parents and teach- 
ers, 306 

National Education Association, help 
with yearbook, 134; research division 
of, 141, 142; secretary quoted, 150 

National federation of business and 
professional women’s clubs, 419 

National survey of school-community 
contacts, A, 142, 161 

Newark, welfare activities of teachers 
in, 147; the visiting teacher in, 248; 
a speakers’ bureau in, 374 

Newspapers, 347, 360, 364, 368 

New type of school paper, A, 364 

Nurse, home calls of the school, 260 

Nursing service, school, 502 


Oakland, a study group in, 280 

O’Brien, J. L., 146, 395 

Occupation of fathers, 214 

Office of education, services of U. S.., 
541 

Officers, department of 
school principals, 131 

Optimist clubs, boys work program of, 
407 

Orchestras, 471 

Organization, community analysis and, 
212 - 

Organization for children, 168. See 
Boys’ organizations and Girls’ or- 
ganizations. 

Outealt, Adele M., 145, 386 

Outcomes of public events, 389 

Outside agencies, usefulness of the, 171 


elementary 


Paper, a new type of school, 364 

Parent education, 284 

Parenthood in Saint Paul, community, 
284 

Parents, 284, 321; a week for visits 
from, 376 

Parents and teachers, national con- 
gress of, 306 

Parent-teacher association, the move- 
ment of, 143, 151, 171, 263, 265, 272, 
297, 300, 306; parent education and, 
269; the principal and, 265; the pub- 
lications of, 308 

Parker, Fred C. W., 146, 402 

Participation of principals in women’s 
clubs, 419 

Patriotic education, 389 

Personal letters build cordial attitudes, 
227 

Peters, Florentine, 142, 227, 440 

Physical needs, 399 

Pinkston, Eva G., 131, 134 

Place in the community, viewpoints on 
the principal’s, 141 

Place of the national association, the, 
306 

Poetry by children, 372 

Postel, Harold H., 147, 489 

Powell, Mary, 147, 467 

Preface, 133 

President’s message, 135 

Press, the. See Publicity 

Prevention of juvenile crime, 521 

Principal, and service clubs, 395; as 
a community leader, 151; as inter- 
preter of the school, 157; as partici- 
pant in the life of the community, 
158; as student of community needs, 
155; in his community, 155; in 
women’s clubs, 419; local clubs for, 
549; memberships of, 219; parent- 
teacher association and the, 265, 269; 
state associations for, 561; view- 
points on place in the community, 
141 

Printed materials, free, 181, 541 

Probation, 508, 517, 521, 525 

Problem children, adjustment of, 504, 
508, 517, 521, 534; of problem com- 
munities, 244 

Propaganda, 191 

Publications, of U. S. office of educa- 
tilon, 541; pupil, 350; school aims as 
reflected through school, 360 

Publie events, some outcomes of, 389 

Publicity, school, 145, 345; an activity 
in school, 382; a medium for, 389; 
and the public, 347; through music, 
379 








620 





ELEMENTARY ScHooL PrINcIPALS 





Pugsley, C. A., 145, 360 
Pupil publications, 350, 360, 368 
Pupils, a study of the, 215 


Radio, 347; sets, 182 

Recreation, 313, 400 

Recreational center, the school as a, 
313 

Relationships, local, state, and nation- 
al, 300 

Relief activities, 445 

Résumé, 141 

Rhodes, Maude A., 131 

Ritow, Herman, 144, 340 

Robinson, Roy E., 143, 291 

Robinson, Wealthy Ann, 143, 260, 481 

Rotary clubs help elementary schools, 
413 

Roys, Cassie F., 131 

Rules against propaganda, 191 

Rural education, 242 

Rural visiting teacher, the, 241 

Ryan, Della, 143, 241, 349, 503 


Sailey, Alice B., 144, 332 

Saint Louis, museum of art activities 
in, 467 

Saint Paul, community parenthood in, 
284 

Scholarship ratings of children from 
parents of different occupations, 216 

School aims as reflected through school 
publications, 360 

School and the juvenile court, The, 504 

School and the social agencies, The, 
425 

School as a recreation center, The, 313 

School children’s aid society, A, 439 

School-community, library project, A, 
329 

School-community contacts, a national 
survey of, 163 

School-juvenile court cooperation, 508 

School nurse, home calls of the, 260 

School nursing service, 502 

School paper, a new type of, 364 

School publicity, 145, 345 

School relief, an opportunity, 445 

School, rural, 242; size, 173 

School, agencies working in the, 164; 
contacts sought by the school with 
the home, 142; the principal as in- 
terpreter of the, 157; unique under- 
takings of, 221 

Selby, Kenneth, 145, 154, 364 

Selected references, a national survey 
of school-community contacts, 193; 
community center activities, 344; ex- 
cursions and exhibits, 486; govern- 
mental agencies, 546; home contacts 
sought by the schools, 262; school 
publicity, 392; service clubs, 422; 


social and welfare agencies, 451; sur- 
veys of the community, 223; the 
parent-teacher movement, 310; view- 
points on the principal’s community 
relationships, 160 

Self expression, 390 

Service clubs, 146, 393; educators hold- 
ing membership in the, 222; prin- 
cipals and, 395; typical activities 
of, 396 

Shaw, Ellen Eddy, 147, 476 

Shove, Helen B., 134 

Social ability, 133 

Social activities, 146, 323 

Social agencies, the school and _ the, 
425 

Social and charity agencies, 146, 423 

Social center serves its school, The, 
323 

Social problems, 261 

Speakers’ bureau in Newark, A, 374 

Speakers, outside, 177, 179, 374 

State association, activities of a, 297 

Store, candy, 198; department, 201; 
grocery, 198 

Stout, Amanda E., 318 

Stout, Grover, 146, 434 

Street trades, children in the, 200 

Study group in Oakland, A, 280 

Stullken, Edward H., 147, 508 

Summer round-ups at Hancock school, 
results of, 288 

Superintendents, propaganda and, 191, 

Survey, a national, or school commu- 
nity contacts, 142, 163; outcomes of 
the, 209; outline of a community, 
203; technics of a community, 203 

Surveying the community factors, 142 

Surveys, 203; of the community, 195 

Swedine, Elmer, 145, 379 


Taylor, Edith B., 143, 284 

Teacher, home visits by, 236; reports 
by, 238; the rural visiting, 241 

Teacher in Minneapolis, the visiting, 
252 

Teacher in Newark, the visiting, 248 

Technic, a community survey, 203 

Test cases put before the principals, 
176 

Thies, Lillian C., 144, 323, 533 

Thomas, John S., 134 

Towne, Lillian M., 131 

Township school center, A, 332 

Trades, street, 200 

TucKer, Isabel, 134 

Typical contacts, national survey of, 
142, 163 


Unorganized community influences, 197 

Usefulness of the outside agencies, 171 

U. S. Office of Education, services of, 
541 











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, 297 
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Tue EveventH YEARBOOK 621 





Vierheller, Marguerite, 147, 482 

Viewpoints, on the principal’s commu- 
nity relationships, 149; on the prin- 
cipal’s place in the community, 141 

Village school, a 4-H club in a, 336 

Visiting teacher, in Minneapolis, 252; 
in Newark, 248; the rural, 241 

Visiting the botanic garden, 476 

Visits, from parents, a week for, 376; 
preparation for home, 234 


Waite, Edward F., 147, 517 
Weaver, David A., 148, 525 

Week for visits from parents, A, 376 
Welfare activities are necessary, 434 
Welfare agencies, school contacts with, 


165; cooperation with civic, 220; co- 
ordination of, 431, 447; social and, 
423 

White House Conference, 132 

Wilbur, Ray Lyman, 132 

Williams, A. J., 143, 257, 466 

Winslow, Charles S., 145, 148, 347 

Women’s clubs, participation of prin- 
cipals in, 419 

World citizenship, 135 


Youth movements in the school, 153, 
334 


Zoo, lessons from the, 482 
Zook, Carl S., 131