OBNE ICAL RQOM pexion LIBRARY i OF mich. gs FH VOL. XI, No. 4 JULY, 1932 BULLETIN OF THE Department of Elementary School Principals *Principals—Carry On!—Crabtree < : = ae *Break, Break Away For Atlantic City—Laing = _ 628 Trends in Elementary Education: A Symposium A Recent Tendency in Industrial Arts—Mossman___--- 629 Trends in Social Science—Hockett sce aloe Significant Trends in Modern Geography Teaching— Reeder ...... ; ae - Se Trends in the Teaching of Handwriting—Freeman____ 637 Trends in Arithmetic—Knight ewe” sense cacecce, * Uniting the Home and the School for Character Educa- tion—Taylor . _ canshigs Se The Need for Community Leadership—Morgan 652 The Principalship and Supervision—Herron___ cca, See How School Work May Be Vitalized by Field Excur- sions—Pyrtle ; : ae 667 *News From Local Groups site) a Records of the Washington Meeting—Rhodes ea *Our Library Yearbook—Editorial Committee a *A Message From the Special Secretary—Pinkston_____ 682 An Analysis of the 1931-32 Enrolment—Hubbard______-_-_ 684 *THIS SYMBOL DESIGNATES ARTICLES OF SPECIAL IMPORTANCE TO MEMBERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS. MEMBERS WILL BE PARTICULARLY INTERESTED IN MR. CRABTREE’S MESSAGE, THE ATLANTIC CITY PROGRAM, NOTES FROM LOCAL CLUBS, THE MESSAGE FROM THE SPECIAL, SECRETARY, AND THE PROPOSED YEARBOOK FOR 1933. BULLETIN of the DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Maupe A. Ruopes, Editor, 185 Westminster Dr., N. E., Atlanta, Georgia Published quarterly in October, January, April, and July by the Department of Elementary School Principals of the National Edu- cation Association of the United States. The payment of $3 active membership dues entitles a member to attend all meetings of the Department, to hold office, to receive the Bulletin and Yearbook. Two dollars of each membership fee is for a year’s subscription to the Bulletin. Subscription to nonmembers is $3 per year; single copies, 50 cents; Yearbook, $2. Members are requested to report at once any change of address, giving old as well as new address. Entered as second-class matter November 20, 1922, at the post- office at Washington, D. C., under Act of August 24, 1912. Accept- ance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. Executive and Editorial Offices, 1201 Sixteenth Street, Northwest, Washington, D. C. OFFICERS OF THE DEPARTMENT 1931-32 President, EArt R. 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, Littian M. Towne Thomas Gardner District, Boston, Massachusetts Fourth Vicepresident, Cart S. Zook Gregory Heights School, Portland, Oregon Fifth Vicepresident, EL1zABETH McCorMIcK Howe School, Superior, Wisconsin Secretary, MAUDE A. RHODES 185 Westminster Drive, N. E., Atlanta, Georgia Executive Committee James R. FLoypb, Jefferson School, Plainfield, New Jersey. (Term expires 1932) M. EMMA Brookes, Miles School, Cleveland, Ohio (Term expires 1933) Joun Lortus, District Superintendent, 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. I. PRINCIPALS—CARRY ON! HE PUBLIC has been aroused during recent years to a higher appreciation of education, higher standards of work have been developed, and the pay of teachers has been placed on higher levels. But now there is the same danger of a breakdown 1n edu- cation that has occurred in industry and finance. It 1s your responsibility and mine to 1n- spire the public to hold as much as possible of what we now have, to get back at the earliest moment what has been lost, but more important still, to lay right now the founda- tions for greater things in education for the future. Our mission 1s to seize upon this as an opportunity to touch men’s hearts in behalf of their children. While parents may not be able to leave as much financial support to their children as they had counted on, they can at least provide them with a good edu- cation. That ts the greatest inheritance. It is the debt that parents owe to their children. Let every elementary principal become a member of his own department. This ts the time to make the profession strong as awhole and in its departments. It 1s not enough to beamember yourself. Be an agent for build- ing up the most powerful force for civiliza- tion in the world.—J. W. CRABTREE, Secre- tary, National Education Association. [ 627 ] BREAK, BREAK AWAY FOR ATLANTIC CITY EarL R. LAING Principal, Detroit, Michigan and President, Department of Elementary School Principals HE POET who wrote “Break, break, break on thy cold gray stones, O Sea!” was not talking about Atlantic City. Miss Ann Troy has written enthusiastically about the hospitality of the folks of Atlantic City and New Jersey, to say nothing of the summer attractions. So break away for Atlantic City! Our program and speakers will be as follows: First Session Monday, June 27, 2:00 p.m. Presiding: Earl R. Laing, district principal, Detroit; president of the Department. GREETINGS Ann Troy, principal, Park School, Nutley, New Jersey; president, Depart- ment of Elementary School Principals of the New Jersey State Teachers’ Association. Wuy Do WE CHASE PANACEAS IN EDUCATION ? Frank W. Hubbard, associate director of research, National Education Asso- ciation, Washington, D. C. GEOGRAPHY WITH MEANING L. D. Ohdner, secretary, Chamber of Commerce, Camden, New Jersey. LooKING AHEAD WITH AN ENRICHED CURRICULUM Lois Coffey Mossman, professor of education, Teachers College, Columbia University, New York, N. Y. Second Session Wednesday, June 29, 2:00 p.m. Presiding: Earl R. Laing, district principal, Detroit; president of the Department. GREETINGS Florence Hale, state agent for rural education, Augusta, Maine; president, National Education Association. INTERESTING THE COMMUNITY IN CHARACTER BUILDING Mrs. Hugh Bradford, president, National Congress of Parents and Teachers, 1014 Forum Building, Sacramento, California. MAKING A METROPOLIS HEALTH CONSCIOUS Dorothy Bildersee, principal, Public School Number 80, New York, N. Y. MENTAL HYGIENE; CHALLENGE TO OuR SCHOOLS Harvey Zorbauch, professor of education, New York University, New York. Our speaker at the annual banquet is to be Harry Clark, superintendent of schools at Knoxville, Tennessee. This colorful event will take place in the Dutch Room of the Hotel Madison, 5:30 p.m., Tuesday evening, June 28th, price $1.75 per person. The breakfasts which are our real family affairs will be at the Hotel Jefferson, Monday and Tuesday mornings, 75c per person. Tickets will be on sale at the registration desk and at the Crane Build- ing where the Department headquarters will be. Mr. Mason Stratton and Mr. F. A. Potter are serving as local chairmen, and Mrs. A. Virginia Adams is in charge of hospitality. [ 628 ] ones, r has City iway ment. part- hers’ Asso- mbia nent. dent, hers, ork. lent une otel ild- and ims A SYMPOSIUM: TRENDS IN ELEMENTARY EDUCATION 4A RECENT TENDENCY IN INDUSTRIAL ARTS Lois COFFEY MossMAN Teachers College, Columbia University, New York, N. Y. NDUSTRIAL ARTS has long been regarded as a special subject, taught by a special teacher, and largely dissociated from the “regular” school work. Recent years have been bringing a changing point of view and method in the work of the elementary school and this new emphasis is developing a different attitude toward industrial arts and stressing a different set of educational values in this work. This changing emphasis in the work of the elementary school is to he recognized in the efforts of the teachers to include a richness and concrete- ness in the work which formerly was often absent. More use is being made of genuinely first-hand experiences. More use is being made of vicarious experiences that will extend those which are first hand. Teachers are recog- nizing the values that come through rich and varied detail. This new trend recognizes the growth that comes if such experiencing begins with the obvious, the commonplace, and, through the development of these concepts, extends the child’s world of meanings. The truths we so want children to apprehend are bedded in these commonplaces of life and are best grasped through widening and deepening these experiences. The teacher who is thus striving to enrich her work considers the ordinary things in the child’s environment that give promise of educative returns if study is made of them in such a way as to enrich their meanings. What are the things of everyday life which can be made more meaningful and thus promote genuine learning? Children’s experiences include those with the varied aspects of the phy- sical world, those that have to do with people, and those that have to do with the products of the work-a-day world. Consideration of these soon reveais the fact that a significant number of them have to do with industrial products —things of common usage that are accepted as a matter of course—such as bread, newspapers, clothing, furniture, books, dishes, and foods. In fact it appears that a large number of the socalled “units” now being proposed for school work are studies of industrial products in daily use. These industrial products lend themselves to valuable study because there are so many things that children can do that will give vital experiences in the study. Such doing includes actually going to see the process for one’s self, collecting samples and illustrations, experimenting, investigating, includ- ing inquiry of those who are workers in the industry, and actually trying the constructive process for one’s self. Such methods of work give vividness to the experience which adds much to the meanings which come through further reading and massing of data. It thus follows that a different interpretation is being placed upon indus- trial arts in the elementary school. Perhaps it ought to be called industrial study. Certainly it is a social study. It is coming to be seen not as a period | 629 | 630 NATIONAL EpucaTION ASSOCIATION devoted to making things—mere construction, but a social study which gives meanings to the things which are an important phase of living—the indus- trial products that supply the necessities of life. It is a study of human achievement, of man’s progress in taking the raw earthen materials, animal products, and vegetable products, to be found in this world, doing work upon them, and thus making them more useful in satisfying man’s needs for food, clothing, shelter, records, utensils and tools, and machines. This at- tempt to make more vital the meaning of man’s progress in using these ma- terials should include the development of better understanding of the mean- ings of bread, dishes, books, butter, boats, dresses, wagons, houses, paper, and other commonplaces supplied by man’s industrial achievement. Such study of any of these may include: (1) getting an understanding of the fundamental processes involved; (2) the story of man’s development of these processes from the most primitive form; (3) the materials used— their limitations, possibilities, sources, and value; (+) the science involved in the production and use of the product; (5) the hygienic values involved in their production and use; and likewise, (6) the economic, (7) the esthetic, and (8) the social values. In method of work such studies may include: observation, excursions, collection, demonstration, experimentation, investigations, inquiry, reading, illustration, and construction. Of these the last is the most expensive in time and materials; hence it should not be used except when the values desired cannot be so well secured by one of the other methods. The new emphasis upon learning through more vital activity, the new attention to developing richer meanings of the commonplace things of life, and the new interest in “units” of work are together bringing an under- standing of industrial arts as a social study of processes and products of the industrial world. These studies give a way of interpreting man’s achieve- ments. The study is becoming regarded less as a special subject taught by a special teacher but, instead, as a phase of social study closely related to the total work of the children, a study carried on by the children and classroom teacher. The emphasis is not upon making things but upon gaining new meanings, enlarging concepts. This seems to be a recent trend in industrial study in the elementary school. TRENDS IN SOCIAL SCIENCE JoHN A. HOCKETT Department of Education, University of Carifornia, Berkeley, California HERE IS UNDOUBTEDLY no field of instruction in the elemen- tary school characterized by more diversity in practise and by greater difference, not to say conflict, in point of view than the social studies. ‘There are, nevertheless, certain significant trends or ground swells clearly dis- cernible through these cross-currents on the surface. Three fundamental trends will be mentioned, each of which comprises a larger number of related tendencies. 1 gives indus- luman nimal work ds for lis at- e ma- nean- yaper, ng of nt of sed— olved olved hetic, ‘ions, ding, re in alues new life, der- the eve- t by the 00m new rial en- iter ere lis- tal ted ELEMENTARY SCHOOL PRINCIPALS 631 1. A clearer recognition of the basic objectives of social studies instruc- tion—This is surely the most important although not the most obvious cur- rent tendency. In any rational educational program, curriculum organiza- tion, teaching procedures, schoolroom equipment, and administrative and supervisory relationships must all be determined by the educational objectives accepted as valid. The great challenge confronting social studies teachers is being more and more clearly recognized. No longer are teachers content to evaluate their work in terms of the reproduction of inert facts by uninter- ested and unenlightened pupils. It is becoming axiomatic that facts must function in the social and civic lives of pupils, or nothing is accomplished. We are convinced that it is understanding of the conditions, the problems, and the principles of group life, and not mere knowledge, that we must strive for and achieve. Paralleling this changed conception of intellectual aims, is a new recogni- tion of the primary importance of attitudes and interests. Understanding is better than knowledge, but understanding is inadequate except as it is coupled with a keen sensitiveness to social conditions and a dynamic urge to participate in constructive civic movements, even to the point of personal sacrifice. When, if ever, teachers learn to utilize wisely and effectively the latent powers of human emotion (coupled with intelligent insight) in the development of an improved social life, we shall witness a transformation comparable in scope to that produced in the industrial world by the harness- ing of steam and electricity. Principals and other supervisors can help teach- ers greatly by recognizing their efforts to build enduring social interests and attitudes. Only as those responsible for leadership in education stress the importance of these objectives, will teachers learn how to achieve them and dare to work for their attainment in the lives of young people. With all its unfortunate effects the present depression has happily empha- sized the importance of critically evaluating the aims of social studies in- struction. Our collective helplessness in the face of economic and political maladjustment forces a wholesome appraisal of our efforts to develop “good citizens.”” Unless those of us in the profession critically evaluate our work, such evaluation must come from without. Indeed, it is already coming. An interesting recent illustration is the Westchester County grand jury indict- ment of the schools for failure to make pupils “conscious of their relation to society, the rights of others, respect for law or order, or obedience to prop- erly constituted authorities.” =e ‘ Our obligation in regard to objectives seems clear. We must in some way help young people to understand the living present even if knowledge of the dead past is to some extent sacrificed. We must enlist their enthusiasm and devotion to the cause of rational, cooperative control of the complicated civilization which we have inherited. We must organize and carry on our work in a way that promises most effectively to achieve these objectives. There is space only to mention a significant tendency toward the psycho- logical analysis of the objectives of social studies teaching. Through the pa- 632 NATIONAL EpucaTion AssocIATION tient investigations of a number of students there are slowly emerging tenta- tive formulations of the basic themes, movements, problems, relationships, and conceptions, the understanding of which is necessary for intelligent citi- zenship. Significant progress will be made as these outcomes are recognized as vastly more significant than mere isolated factual knowledge. 2. Organization of the curriculum into units of work—There is a marked trend toward the organization of the materials and experiences of social studies into “urits.” In many courses of study these units are such that the traditional lines between the academic subjects of history, geography, and civics break down. Quite a new organization of activities and subject- matter is required by such units as transportation, shelter, community life, or electricity. This unit idea is also being increasingly stressed in the teach- ing of history and in the teaching of geography. Whichever type of unit is advocated, there is a tendency toward enrichment of the materials utilized. A wealth of supplementary books is considered necessary in addition to, or in place of, the basic textbooks. Pictures, slides, exhibits, models, and other types of materials are rapidly being recognized as necessities rather than luxuries. In addition to increased unification or integration within the social studies field, the unit-of-work conception generally results in considerable correla- tion of social studies and literature, industrial arts, music, fine art, and ele- mentary science. The social studies unit also provides many occasions for the use of the fundamental skills of reading, writing, speaking, dramatizing, and even counting, measuring, and computing. Because of the inclusive char- acter of such units and their many important educational outcomes, there is a tendency to set aside more time and longer continuous periods in the school program for their development. Principals can help teachers by guiding them in their selection of units and by aiding their preparation for and approach to the unit selected. They can render great service in providing materials and in suggesting pupil ac- tivities and experiences of most educative value. Their greatest contribu- tion will sometimes consist in helping the teacher conclude the unit in such a way that its best values are capitalized and the outcomes intellectually and emotionally organized in the lives of the pupils. 3. More widespread pupil activity and participation—The development of a unit of work involves many types of pupil experience. There needs to be much reading in many sources of various kinds of material. There is constant searching for more facts, new evidence, fuller understanding. There is first-hand exploration in the community. There is discussion, exchange ot opinion, conflict of different points of view. There is continual interplay between impression and expression. New conceptions gained are given ex- pression vocally, in written form, in diagram, in construction, in artistic en- deavor, in dramatization. The habit of questioning stimulates thoughtful- ness which leads to new and better questions, and to enduring interests. The schoolroom becomes a workroom, a laboratory, a place conducive to mental tenta- ships, t citi- nized Is a ‘es of such aphy, dject- - life, each- unit ized. 0, or other than udies rela- -ele- ; for Zing, har- here the Inits ‘hey ac- ibu- such ally ELEMENTARY SCHOOL PRINCIPALS 633 activity, a place for gaining knowledge and insight. Providing thus for pupil initiative and activity necessarily involves provision for individuality, for pupil responsibility, and for cooperation. Citizenship is taught, then, through the content of the social studies— through the ideals, the attitudes, and the understandings derived from books and other sources. Citizenship is better taught through the method of the social studies. That the life of the school and the classroom is the most sig- nificant training in citizenship the school can give is becoming more gen- erally recognized. Unless the school is so organized that pupils can and must practise good citizenship every day, in every school relationship, how dare we hope that they will be prepared for the larger duties of the world beyond? The ideal enunciated by Dewey thirty-three years ago is still to a considerable extent unachieved: ‘Make each one of our schools an em- bryonic community life, active with types of occupations that reflect the life of the larger society and permeated throughout with the spirit of art, his- tory, and science. When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self- direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious.”’ Suggestions for further reading—Such a brief article must treat impor- tant movements very superficially. For the guidance of those who wish to pursue some of the lines of thought suggested, or to find concrete illustra- tions of the trends indicated, the following reading suggestions are given: Ann Arbor Boarp oF EpucaTion. Social Studies for Grades 3 to 6. Ann Arbor, Michigan: the Board, 1929. " cr" Oo. eo. OO lust gth -53; Tin- rib- HOW SCHOOL WORK MAY BE VITALIZED BY FIELD EXCURSIONS E. RUTH PyRTLE Principal, Bancroft School, Lincoln, Nebraska E BELIEVE that nearly every type of worthwhile school work can be vitalized by excursions or trips of concrete, definite activities in which the child is not only greatly interested because he is doing something, but interested because he realizes that he is making a contribution to the life of his school and of his community. More important than the number or percent of children served by the public schools is the character or quality of service given. Is this service adapted to the children’s needs? Do the children grow as the result of what they do or learn? Do they form right habits and attitudes? Are the skills they acquire of practical value? Do they get a better understanding of the world in which they live? Are they better prepared to play a worthy part in community life and to assist in the solving of community problems? The true measure of a school’s service to a community is to be found in answers to such questions as these. A brief description of the work of the Junior Civic League in the Lincoln schools will reflect our children in action. The Junior Civic League of Lincoln, Nebraska, had its beginning in a series of conferences held in the summer and fall of 1913 between the superintendent of the Lincoln schools, the secretary of the Chamber of Commerce, and a number of prominent business men of the city. These con- ferences established the fact that a strong sentiment existed among the busi- ness men of the city favorable to the formation of some definite plan whereby the schools and the business men should cooperate in making it more easily possible for the boys and girls to become familiar with the industrial and civic life of the community. In recognition of this sentiment the Chamber of Commerce appointed a committee consisting of the superintendent of schools, the secretary of the Chamber of Commerce, the principal of the high school, and the secretary of the Y. M. C. A. to work out the details of such a plan. The adoption of the report of this committee in January, 1914, was followed at once by the organization of the League. The plan as adopted provided for an organization of boys in the seventh grade and above, to be sponsored jointly by the schools and Chamber of Commerce, and to be made up of clubs from each school. A condition of membership was that each boy should memorize and recite to his teacher the “ephebic oath,” which is as follows: We will never bring disgrace to this, our city, by any act of dishonesty or cowardice. We will fight for the ideals and sacred things of the city, both alone and with many. We will revere and obey the city’s laws and do our best to incite a like respect and reverence in those above us who are prone to annul or set them at naught. We will strive unceasingly to quicken the public’s sense of civic duty. In all these ways we will transmit this city not only not less, but greater, better, and more beautiful than it was transmitted to us. [ 667 ] 668 NATIONAL EpucATION AssocIATION The purposes of the League were declared to be as follows: 1. To study the civic and industrial life of the city by first-hand observation, 2. To learn what opportunities the industrial life of the city offers to young men, 3. To teach its members to think seriously and wisely concerning the various vocations studied. 4. To assist in preparing its members to take an active and efficient place in these vocations. 5. To connect more closely the work of the public schools with the life of the community. 6. To teach its members to aid effectively in meeting the civic needs of the community and to assist every civic institution in promoting the general welfare of our city. Among the methods of accomplishing these purposes four were made very prominent: 1. Meetings of from 150 to 200 boys were to be held at the Chamber of Com- merce once a week where some prominent citizen should speak to them on a civic or vocational subject; the boys were then to be divided into smaller groups to visit factories, stores, and civic institutions. 2. Studies of local industries, vocations and vocational opportunities, civic needs of the community, and the essentials of good citizenship were to be made an integral part of the work of the classrooms. 3. Active participation in civic projects was to be systematically encouraged, each club being expected to plan and carry out at least one such project during the year. 4. “Efficiency Certificates” were to be awarded by the Chamber of Commerce to those members whose character, habits and scholarship entitled them to special recognition. Soon after the organization of the boys’ league an organization of the girls was perfected. It was similar in plan and purpose to that of the boys. The meetings of the girls were to be held at the Y. W. C. A., the classroom instruction was to be organized on the same plan, and girls as well as boys were expected to participate in civic projects. Efficiency Certificates for girls were not provided for in the original plan. This feature was added during the year 1918. The pledge taken by the girls is as follows: I would be true, for there are those who trust me, I would be pure, for there are those who care; I would be brave, for there is much to suffer, I would be strong, for there is much to dare; I would be a friend to all—the foe, the friendless, I would be giving and forget the gift; I would be humble, for I know my weakness, I would look up and laugh, and love and lift. The Junior Civic League provides for lectures and trips, each Thursday morning. For the trips the boys and girls divide into two groups. The boys go to the Chamber of Commerce where they listen to a lecture on a special subject and then divide into groups for visits to stores, factories, or civic institutions. The girls meet at the Y. W. C. A. for their lecture and di- vide into groups for their trips. Representatives from each grade are placed in each of the six or more groups, and during the first vocational reading period following the trip, reports of the visits are made. In this way each ‘vation, ig men, Various lace in of the of the velfare e very Com- 1 Civic 0 Visit Civic made raged, luring merce pecial girls The ‘oom boys girls ring day OVS cial ivic ced ing ach ELEMENTARY SCHOOL PRINCIPALS 669 room receives reports of all six trips and the interest of the pupils is great]; stimulated. During the present year an attempt has been made to correlate lectures and visits. For example, the lecture on fuel conservation was followed by first-hand study and observation of boilers, furnaces, stoves, smoke consumers and coal yards. The following is a partial list of subjects studied in this manner during the year: The Girl in Business, Fuel Conservation, Food Conservation, Agricultural Machinery, Building Operations, Homes and Home Furnishings, the State Legislature and the State Administration, Stock Raising and Dairying, the Vocational Departments of the Univer- sity, Personal Health and Public Sanitation, Helping Uncle Sam During Vacation. The following questions and directions illustrate what pupils are asked to observe and study on their trips: How A UNIVERSITY SERVES SOCIETY Civic League Visits (Questions and Directions) Group I. Engineering Building. Ask for Professor Seaton, office second floor, south. 1. Make a list of industries in which graduates of an engineering college are employed. 2. Name as many things as you can that students do in the engineering labora- tories and the kind of equipment they use. 3. What different kinds of engines did you see? Compare the size of different kinds of engines having the same horse-power. 4. How is the engineering department assisting the government at the present time? 5. What are some of the big engineering problems the government has been working out? Group II. Chemistry Building. Ask for Dr. Dale. 1. What is chemistry? 2. What are the chief industries which require the services of chemists and for what do they need them? 3. What have chemists done to make home life more healthful, safe, and at- tractive? 4. Describe any chemical experiments that are shown to you. 5. If you are shown one of the chemical laboratories describe what you see the students doing. Group III. Weather Bureau. Go to the third floor of Physics Building and ask for Mr. Loveland. 1. How are weather maps made? 2. How is the direction and force of the wind recorded? 3. How is rainfall measured? 4. How are the weather forecasts of the weather bureau made? 5. Ask for illustrations of the practical value of the work of the weather bureau to persons in different vocations. 6. What are some of the things the records of the weather bureau show about Lincoln? Group IV. Botany Building (Bessey Hall). Ask for Professor Poole. 1. How does the botanist assist in the following industries: agriculture, horti- culture, stock raising, forestry, and metal industries? 2. How can the botanist help in the school garden movement? 3. Describe what you see in the laboratories. 670 NATIONAL Epucation AssociATION Group V. University Museum. Ask for Dr. Barbour. 1. What is the purpose of a museum? 2. Make a list of as many different kinds of museums as you can get informa- tion about. Use encyclopedias. Good reference in Zueblin, American Munic- ipal Progress (latest edition). 3. What subject could be studied to good advantage by using material in this museum ? 4. It is suggested that the teacher in charge of this group select some collection, such as the bird collection, and have the pupils make a more careful study of this than of other features of the museum. That is, let them get general impressions of the whole, but make a careful study of some one thing. One extract from reports is selected to illustrate what pupils see on these occasions : A VIsIT To A SASH AND Door FAcToRY The group to which I was assigned visited the factory of Curtis, Towle & Payne. On arriving at the factory a man took us to where the lumber is unloaded. The lumber is bought green and when it is unloaded it is put in a shed where the wood is dried and the sap sucked out. This shed is kept at a very high tempera- ture. The lumber received at this factory comes from all parts of the United States. Pine is received from the south and west, very little coming from the north; fir comes from the west, cedar from Tennessee, and mahogany from the south. Next we visited the building where the lumber is sawed and planed. The lumber is there given a rough planing. It is then stacked up as it is in a lumber yard, only the hard lumber such as oak is kept separate from the soft wood such as pine, cedar, and fir. In the next building is the molding department. A machine is specially de- signed to cut one mold. Different machines are used for different molds. Stair moldings are the same as other moldings, only a different machine is used. A straight molding for a staircase is made by one machine and a curved molding by another machine. Next we went where doors were made. One man shapes the boards for the door, another puts the boards together temporarily, and the last man puts them together permanently. The next room was the glue room. The men glued columns or pillars. The four sides after being run over with glue were put together in the form of a square, hollow inside. The pillars were then put in a device clamping the columns together, to be held there for twenty-four hours. be- - life NEWS FROM LOCAL GROUPS Our profession at work on its problems BIRMINGHAM ELEMENTARY PRINCIPALS CLUB HE ELEMENTARY PRINCIPALS CLUB of Birmingham boasts ninety-nine percent membership of principals in Birmingham and one Jefferson County principal. Meetings are held each third Tuesday night in the calendar month. Programs tend to be professional. Outside speakers are used for inspirational addresses. The officers include: president, G. B. Brown; vicepresident, J. IT’. Vaughan; secretary-treasurer, H. B. Johnson; and executive committee, E. V. Chapman and Mark P. Manley. CHATTANOOGA SCHOOLMASTERS CLUB The Lookout Schoolmasters’ Club is composed of all men engaged in educational work in and about Chattanooga, Tennessee. The group includes college presidents, city and county superintendents, principals and headmas- ters of the private prep schools and public senior high, junior high, and elementary schools, and all :nale members of the faculties of all such in- stitutions. The Club is characterized by a remarkable spirit of goodwill, co- operation, and unanimity of objectives. The president is C. G. Bates. RALEIGH ELEMENTARY PRINCIPALS The study program of the Raleigh, North Carolina, Elementary School Principals’ Association, with Miss Emma D. Conn as president, includes the following topics for the year 1931-32: Grade Placement, The Testing Pro- gram, Checking Results of Activity Work, Establishing Achievement Stand- ards, and Ways of Recording Pupil Growth. A number of the suggested references for each meeting were taken from the yearbooks of the national department. That’s an idea—use the yearbooks in your local principals meet- ings! New Or.EANS PRINCIPALS AT WoRK The New Orleans Principals’ Association does its work chiefly through committees. For example, the Traveling Exhibit Committee is working out plans for a complete traveling museum. Each school is contributing one or more exhibits. The Legislative Committee, in conjunction with the committee from the Vocational Guidance Association, is initiating changes in the compulsory school attendance law and the child labor law and is introducing a bill for a continuous school. Josephine Thomas is president. CHARLESTON PRINCIPALS CLUB The phases of the work of the Elementary Principals’ Club of Charles- ton, South Carolina, include among other things: (1) revision of course of study, (2) handling of all inter-school athletics, (3) sponsorship of many educational gatherings, with speakers of national prominence, and (4) spon- sorship of professional improvement. All of our elementary principals hold [ 675 ] 676 NATIONAL EpucaATION ASSOCIATION A. M. degrees. Each member of the Club is a member of the local teacher: association, the state association, and the N. E. A. LouIsviLLE PRincipALs CLUB The Louisville, Kentucky, Principals’ Club has the following objectives: (a) the betterment of the principal professionally, economically, socially: (b) the betterment of the school ; and (c) the betterment of the community, Meetings are scheduled for the afternoon of the last Tuesday in the month. During the spring of 1932 a series of monthly dinners has been instituted where there are no set speeches but just a question box is used, KENTUCKY STATE ASSOCIATION The elementary school principals of Kentucky have a Department of Elementary School Principals in the State Teachers’ Association working on school problems with E. E. Gotherman, principal of Jefferson Davis School, Lexington, as president. GEORGIA STATE ORGANIZATION Fifty elementary school principals at a luncheon at the Dempsey Hotel, Macon, Georgia, on April 17, 1932, organized the Georgia Principals’ As- sociation with the following officers: president, Rusha Wesley, Atlanta, Georgia; vicepresident, Rosa Taylor, Macon, Georgia; secretary, Jessie Beard, Columbus, Georgia; and treasurer, Romona Riley, Savannah, Georgia. FRESNO CONFERENCE The central section of the California Elementary School Principals’ As- sociation cooperated in a conference on April 2 with a number of district superintendents. The state superintendent, Dr. Vierling Kersey, spoke on the place of the principal in the state’s educational program. His address was followed by talks by principals on the responsibility of the principal for pupil welfare, teacher improvement, community leadership, administration and supervision, and professional association. Robert Abbott of Fresno, Arthur Pursell of Tulare, J. H. Ensz of Visalia, John L. Compton of Bakersfield, and Irwin O. Addicott of Fresno were among the principals who spoke on the program. Several members of the state department of education and district superintendents presided at meetings or led discussions following the speeches. Dr. Frank W. Thomas, president of the Fresno State Teachers College, was the luncheon speaker on the topic ‘“The Principalship as a Career in Education.” CHICAGO PRINCIPALS’ CLUB The Committee on Supervision is preparing a report on teacher training in the classroom. They expect to complete a two-hundred page typed report in June of this year. The Committee made a list of the prominent char- acteristics of successful teachers, including only those traits thought to be unprovable by direct classroom supervision. An attempt was made then to discover the supervisory devices and technics which could be used to develop the desired teacher traits. The data and experimental work is being sum- —— teacher;’ jectives: socially: munity, in the as been used, nent of yorking Davis Hotel, Is’ As- tlanta, Jessie annah, s’ As- istrict ke on $$ was pupil 1 and rthur field, ce on and x the chers ureer ning port har- » be n to elop um- ELEMENTARY SCHOOL PRINCIPALS marized around such units as the following: directing study, remedial in- struction, socialized exercises, project teaching, classroom management, su- pervision of practise teachers, and similar topics. In 1931-32 the Committee included: A. ‘T. Bell, Margaret Feeney, Daniel Hannon, Marx Holt, Cc. A. Lentz, W. H. Spurgin, G. B. Rickard, R. H. Weatherbee, C. L. Williams, and Mr. Wise, Chicago Normal College. Detroit EnuCATIONAL CONFERENCE Under the direction of the Department of Research the Detroit schools held their annual conference on professional studies. “These reports are based upon the research studies made by members of the teaching, supervisory, and administrative staffs. Among some of the principals and assistant principals who spoke were the following: Edna B. Livie, “Effects of Changing Handedness”; Carl G. Beck, “Relation of Class Size to Pupil Efficiency” ; and Burton A. Barns, “Suitability of Certain Reading Materials for Pupils of the Intermediate School.’’ ‘Two splendid ideas in the administration of the conference are that: (1) papers are limited to twenty minutes, and (2) a ten-minute recess is allowed each hour. CALIFORNIA SUMMER CONFERENCE The California State Elementary School Principals Association is spon- soring a summer conference in cooperation with the University of Cali- tornia, Berkeley. During a period of three days a series of six conferences are planned. General sessions are to be held from 10 a.m. to 11 a.m. and 1:30 p.m. to 2:30 p.m. Each general session is to be followed by an hour of round-table discussion. Principals who are enroled in the regular uni- versity summer session may attend the conferences without charge. Others are required to pay a registration fee of $3.00 which also permits them to visit regular summer session classes during the three-day conference. Dr. George C. Kyte, formerly at the University of Michigan, is in general charge of the conference. PrincipALs CLuB OF DILLON CouNtTy, SOUTH CAROLINA The Dillon County Elementary Principals’ Club is composed of all principals in the county, both rural and urban. Since interest throughout the State is at present focused on curriculum revision, we chose as our sub- ject for the year “The Curriculum.” This subject was broken up into dif- ferent topics and programs arranged around them. Leaders were chosen to handle each topic at each meeting after which there was a round-table dis- cussion. Everything has been very informal, so that everyone felt perfectly free to express themselves. The meetings have been held on Monday night before each regular County Teachers’ meeting on the following Saturday, and have been moved trom place to place upon invitation. The hostess principals are responsible for short social programs in connection with the meetings. Exhibitions of work, posters, notebooks, outlines, and various projects in the hostess schools have been inspected and discussed. Ellen Thomas of Kemper, South Caro- lina, is president for 1931-32. RECORDS OF THE WASHINGTON MEETING MAubE A. RHODES Principal, Atlanta, Georgia and Secretary of the Department HE DEPARTMENT of Elementary School Principals held two gen- eral meetings in the Auditorium of the National Museum—one Mon- day, February 22, at 8 p.m., and thé other Wednesday, February 24, at 2 p.m. The program of the sessions was as follows: First SESSION Presiding, Earl R. Laing, district principal, Burt School, Detroit, Mich. Music Vocal Solo by Eugenia Slattery, accompanied by Margaret Slattery Bass Solo by Kirk Ritter Soprano Solo by Madame Schinskya. The New Principalship GREETINGS, Florence Hale, state agent for rural education, Augusta, Maine, and President, National Education Association. THE ELEVENTH (1932) YEARBOOK, Aaron Kline, principal, Pullman School, Chicago, Ill., and chairman, 1932 Yearbook Committee. PROGRESSIVE PRINCIPALS AND THE SUPERINTENDENT, Paul C. Stetson, superintendent of schools, Indianapolis, Ind. THE PRINCIPALSHIP AND EFFECTIVE SUPERVISION, John S. Herron, principal, Lafay- ette Street School, Newark, N. J. COMMUNITY LEADERSHIP, Joy Elmer Morgan, editor, Journal of the National Edu- cation Association, Washington, D. C. SECOND SESSION Presiding, Earl R. Laing, district principal, Burt School, Detroit, Mich. Music—Washington All-City Elementary School Orchestra, Mrs. L. F. Ward, director. The New Childhood THE TWELFTH (1933) YEARBOOK, Helen B. Shove, principal, Minnehaha School, Minneapolis, Minn., and chairman, 1933 Yearbook Committee. EDUCATION FOR CHARACTER, Paul T. Rankin, supervising director of research and adjustment, Public Schools, Detroit, Mich. CHILDHOOD, THE GOLDEN PERIOD FOR MENTAL HyGIENE, W. A. White, M. D Elizabeth’s Hospital, Washington, D. C. CHILD HEALTH AND PROTECTION, F. J. Kelly, chief, College and University Division, United States Office of Education, Washington, D. C. Saint ” On Monday and Tuesday at 7:30 a.m., there were breakfasts at the Mayflower Hotel. These breakfasts are meeting with ever-increasing popu- larity as an opportunity for social contacts, reports of achievements, and exchange of ideas. On Tuesday evening, February 23, the semi-annual dinner was held at the Shoreham Hotel. A fine musical program was presented, followed by a most excellent address by Mr. Joy Elmer Morgan, editor of The Journal of the National Education Association. SUMMARY OF MINUTES OF THE EXECUTIVE COMMITTEE Washington, D. C., February 20-25, 1932 HE FIRST MEETING of the Executive Committee of the Department of Elementary School Principals was held on Tuesday morning, February 23, in Room 504, N. E. A. Building. Due to the illness of the president, Earl R. Laing, [ 678 ] ELEMENTARY SCHOOL PRINCIPALS 679 the meeting was called to order by Cassie F. Roys, first vicepresident, at 9:30 am. The following members were present: A. B. Heacock, representing Harley W. Lyon, second vicepresident; Lillian M. Towne, third vicepresident; Elizabeth McCormick, fifth vicepresident; M. Emma Brookes, John Loftus, and Herbert Hansen, of the Executive Committee; Aaron Kline and Helen Shove, of the Edi- torial Committee ; Eva G. Pinkston, special secretary, and Maude Rhodes, secretary. The minutes of the Los Angeles meeting were read and approved. Mr. Kline, chairman of the Editorial Committee, made his final report on the 1932 Yearbook. He stated that all material was ready for the printers and that copies of this yearbook should be in the hands of the readers sometime in April. It was moved by Mr. Hansen and seconded by Miss Brookes that a vote of appreciation be given Mr. Kline and his committee. Motion carried. Miss Shove gave advanced plans for the 1933 Yearbook, which has for its subject: “The Principal and the Libraries.” She also announced the topics planned for future yearbooks as follows: 1934, “Principals and Supplemental Teaching Aids”; 1935, “School-Life Activity Program’; and 1936, “The Principal as a Professional Leader.” Miss Isabel Tucker, retiring member of the Editorial Committee, expressed ap- preciation for the opportunity of working with the Executive Committee. A thorough discussion of certain future policies for the Editorial Committee took place. Members of the Editorial Committee were present and made helpful suggestions for retrenchment. It was moved by. Mr. Heacock and seconded by Miss Towne that copies of the various recommendations and policies discussed should be placed in the hands of the Executive Committee for careful consid- eration between now and the Atlantic City meeting. Motion carried. It was moved by Mr. Heacock and seconded by Mr. Loftus, that the special secretary be authorized to pay the expense account to the Washington meeting of Mr. John Thomas, new member of the Editorial Committee. Motion carried. It was moved by Mr. Hansen and seconded by Mr. Heacock that the only ex- penses for the Editorial Committee authorized by the Executive Committee shall be for the expenses of the two regular fall and spring meetings of the committee. Motion carried. It was moved by Mr. Hansen and seconded by Miss McCormick that the in- coming new member of the Editorial Committee who is appointed in the fall be in- vited to attend the February meeting of said committee without expense to the Department. Motion carried. Meeting adjourned MAupE A. RHODES, Secretary. The second meeting of the Executive Committee was called to order by the first vicepresident, Cassie F. Roys, at 9:30 a.m. Wednesday, February 24, in Room 504, N. E. A. Building. The following members were present: Earl R. Laing, A. B. Heacock, Lillian M. Towne, Elizabeth McCormick, M. Emma Brookes, John Loftus, Herbert C. Hansen, Dr. Frank W. Hubbard, associate director of the Re- search Division of the National Education Association, Eva G. Pinkston, and Maude A. Rhodes. The minutes of the first meeting were read and approved. The first topic for discussion was in connection with the position of special secretary of the Department. On motion of Mr. Loftus seconded by Miss Mc- Cormick, the Executive Committee declared the following policies: (1) that ap- pointments shall be made for a term of four years; (2) that the beginning salary shall be $4000; (3) that there shall be provided four annnual salary increments of $250 each; and (4) that the appointee to the office shall begin service in Washington on September 1, 1932. It was moved by Mr. Loftus and seconded by Miss McCormick that Miss Eva G. Pinkston, special secretary, should be appointed for a term of four years, beginning September 1, 1932. Motion carried. It was moved by Miss Brookes and seconded by Mr. Hansen that inasmuch as Miss Eva G. Pinkston had already served one year as special secretary. her salary beginning September 1, 1932, should include the first annual increment. Motion carried. 680 NATIONAL EpucATION ASSOCIATION A very beautiful gavel was presented to President Laing by Miss Pinkston, The gavel was made from lumber removed from the White House after more than a century of use. The gavel was very graciously accepted by the president. Meeting adjourned. MAupe A. RuHopes, Secretary, The third meeting of the Executive Committee was held Thursday morning, February 25, at the Mayflower Hotel. Those present were: Earl R. Laing, Cassie F. Roys, A. B. Heacock, Lillian M. Towne, Elizabeth McCormick, M. Emma Brookes, John Loftus, Herbert Hansen, Eva G. Pinkston, and Maude A. Rhodes. The minutes of the previous meeting were read and approved. Miss Pinkston, special secretary, gave a financial report at this time. It was moved by Mr. Hansen and seconded by Miss Brookes that this financial report of the special secretary be accepted. Motion carried. After due consideration to suggestions that a reduction in dues to members be advisable, it was moved by Mr. Loftus and seconded by Mr. Hansen that no such action should be taken at this time. On motion of Mr. Hansen, seconded by Miss Roys, the committee voted to express appreciation to Mr. Joy Elmer Morgan for the offer of certain radio material for use by the elementary principals and to advise him that financial conditions of the Department prohibit such an expenditure at present. On motion of Mr. Heacock and seconded by Miss Towne, it was voted that adjustments should be recommended to the Executive Committee of the National Education Association regarding the research director’s salary and also in regard to the annual appropriation from the National Education Association. The secre- tary was directed to communicate the details to Mr. Crabtree. It was moved by Mr. Loftus and seconded by Miss Roys that the three honorary memberships granted in the past shall continue to be so honored, and that these shall continue to receive the yearbook free of charge. On motion of Miss McCormick, seconded by Miss Brookes, it was voted that all future inquirers be informed that our Constitution makes no provision for honorary membership. It was moved by Miss Roys and seconded unanimously that the members of the official family express for the Department of Elementary School Principals their sincere appreciation of the very fine spirit of cooperation given by the principals of Washington during the convention and to this end the secretary was instructed to send letters to Miss A. Grace Lind, president of the Washington Elementary Principals Association, Mrs. L. Duganne, chairman, Hospitality Committee, and Mrs. Julia Ward, director of music. It was moved by Mr. Hansen and seconded by Mr. Loftus that the secretary send letters of appreciation to the speakers on the programs. Motion carried. On motion of Mr. Loftus, seconded by Miss Brookes, it was voted to extend to Dr. Frank W. Hubbard, of the Research Division of the National Education Asso- ciation, recognition of his invaluable services to the Department. It was moved by Mr. Hansen and seconded unanimously that the Executive Committee express to Miss Pinkston, the special secretary, their deep appreciation of the efficient way in which she is handling the affairs of the Department. It was moved by Miss McCormick and seconded by Miss Brookes that a vote of thanks be given Miss Roys for presiding over the meetings during the en- forced absence of President Laing. The Executive Committee extended congratulations to Mr. John Loftus because of his advance in rank in the New York schoo] system. Meeting adjourned. MaAupbeE A. RuopeEs, Secretary. N l pose tod: shor lear qui boo ’ boo nul oth wa the OUR LIBRARY YEARBOOK Could we give one gift to every child, we should choose the love of books —William Frederick Bigelow. N THE DICTIONARY a library is usually described as ‘a collection of books systematically arranged for leisure reading or reference pur- poses.” Could anything be more dull? Surely in our elementary schools of today we want something more than a “collection of books”! Our libraries should be places for vivid and satisfying experiences. A place where children learn to love books, where brightness abounds, where minds are constantly quickened by impacts with new ideas. Please save us from a dusty pile of books! The Editorial Committee has chosen the library topic for the 1933 year- book. Already several hundred principals have sent us statistics as to the number of books in their school libraries, the size of the library room, and other facts which will be interesting for us to know. But the Committee wants more than figures! We want a number of principals to tell us how they came to organize a school library service, where they obtain the money to support the library, how they interest children in books, how the books are used in connection with teaching, how the library can be used to im- prove the instruction, and how one measures the effectiveness of library services. Doesn’t one of these problems give you an “inner urge” to write something for us? The members of the Editorial Committee for the 1933 yearbook are: Helen B. Shove, Chairman, Minnehaha School, Minneapolis; Aaron Kline, Pullman Public School, Chicago; and John S. Thomas, Clippert School, Detroit. Each year the Editorial Committee receives about 150 articles for the yearbook. It is customary to select about 50 of these contributions and to shape them into a handbook on the year’s topic. Since only one-third of the contributions can be used it is perfectly clear that competition is keen. Arti- cles chosen are those that are written in excellent English, contain well- organized ideas, adhere closely to a specific topic, and develop the outline pre- pared by the Editorial Committee. Articles from principals in small rural schools are given the same careful consideration as those from large city schools. It is not necessary to have a national reputation to re eive fair con- sideration. Manuscripts should be sent to the Committee not later than November 1, 1932. Please notify members of the Committee at once if you are in- terested. Principals planning to attend summer school in 1932 may prepare theses on the elementary school library and submit the same document for their classes and the Editorial Committee. Urge librarians and teachers to write for the descriptive leaflet and to submit manuscripts for publication.— F. W. H. A MESSAGE FROM THE SPECIAL SECRETARY N THIS LAST BULLETIN for the year 1931-32 your special secre. tary wants to say: To the Enrolment Chairmen We have every right to be proud of our record for the year. Everyone knows the unusual burden which has been placed upon the school and only by your splendid cooperation has our membership roll been kept intact. | realize how much of your time you have given this work, how many letters you have written and how many principals you have interviewed. Let me urge you to continue your correspondence with me during the summer so that we shall be ready for our fall campaign. To the Executive Committee It is indeed a pleasure to work with an Official Family which under- stands so thoroughly the problems of the Department and which is so vitally interested in all phases of the work. You have understood the handicaps for growth this year. You have redoubled your efforts with the results that the plans and policies of the Department have brought new vision to our mem- bership. We at headquarters thank you for your words and letters of en- couragement. To the Department To have the pleasure of writing to each of you and to get your replies has been a joy. The friendly notes which you have added, the suggestions which you have offered, and the criticisms which have come have been most helpful. This interest on your part, relayed to all parts of the United States, has centered the attention of the public on the importance of the principal- ship. Many citizens today appreciate the fact that the principal is not only an administrator but the social engineer of his community. Let us continue to work and think together, for only through the leadership of the elementary principal can the problems of elementary education be solved. Please look at Diagram I. Your special secretary took the +610 members (enrolment up to May 15, 1932) and traced back to the first year that each joined the Department. Note that 109 of the 1931-32 members enroled for the first time in 1920-21. Not all of the persons have held memberships every year since 1920-21. Some enroled then and have been with us at irregular intervals, but 1931-32 found them safely in the fold. As near as I can tell only about 50 persons have held memberships every year from 1920-21 to 1931-32. Apparently the motto of these faithful participants is: once a member always a member. Diagram I shows that 658 persons joined the Department for the first time in 1931-32. From facts not shown in the diagram we know that 3650 persons have held memberships continuously for six years or more and that 302 others have held memberships from time to time since 1920-21.—E. G. P. [ 682 ] ann. ~* x \o ScHOOL PRINCIPALS ELEMENTARY cre- “Kem Oures B{UR UT sUMMI[OD 19NzR0 pesyY “ee—[ 261 UT eT? QSITJ BY 1OJ palOsue Sy-1261 Ul S1eqrew orem Cum SuOSIEd BATJ=-ARTTZ “12-OZEI 22Uts Prey used wey ¢,Yszoqmeu SnONUT}UOS 4yqy UweM YoU BeOP yng ‘yUaMTOAUe JO awak 4sipz 949 suwew ATOIEW BTUL “T2-OZEI UT yUeUZIedeg ayy UT eUTs 3SITJ 94, IO pELOIUS GOT ‘SC—-ICEI UT s1equew OIQh 942 JO *SMOTIOS Be UwIFeTp PeoY “ZEIT EET UT SAOQmeR O10qH CUM STOSIed Jo queT[OIUg jo WO, YSITZ SUL - Y WYEOVIC 2c-Teél Te-OL61 OR FAT 62-8261 B2-L26T 22-9261 9e-Seet Se-be26l pe-ceel ee-e261 ze-T26l 12-0z61 g ool 002 00S ’ 00+ 008 609 es" £8 2 mee & 2 ee a eee ee a eee AN ANALYSIS OF THE 1931-32 ENROLMENT HE ELEVENTH YEARBOOK in April of this year contained the names of 4553 members of the national Department.! Of this number 176 were libraries and memberships held in Canada, Porto Rico, Philippine Islands, Hawaii, and other places outside of continental United States. Therefore, the number of active members in the 48 states and the District of Columbia was 4377 as shown in Table J. It is interesting to note in Table I that over 50 percent of the members are to be found in cities over 100,000 in population. Only 346 persons re- port that they live in cities under 2500 in population. If all of the potential members in cities over 100,000 population were enlisted in the Department there would be about 5500. In the cities and rural areas under 2500 in population there are close to 8000 potential members. Column 10 of Table I shows the percent of gain or loss over the 1930-31 membership. For example, Alabama with 134 percent in Column 10 means that the state has gained 34 percent over its 1930-31 enrolment. The great- est percent of gains for the 48 states and the District of Columbia are: STATE PERCENT OF GAIN Wyoming Maine : Maryland Alabama Arkansas - North Dakota ______ Wisconsin Virginia New York ; District of Columbia __ Indiana Chart I shows the states ranked according to the percent of potential mem- bership enlisted in the Department. It will be noted that the District of Columbia leads with approximately 68 percent of the potential membership in our national organization. Michigan, Oregon, New Jersey, Missouri, California, Maryland, Minnesota, and Washington have enlisted about one- third of their potential members. Chart II shows the rank of the states in the order of their total number of members. New York leads with 437 enrolments. The other leaders in- clude California, Michigan, Ohio, New Jersey, Pennsylvania, Massachu- setts, and Missouri. Much credit for the showing set forth in Table I and the charts belongs to the special secretary, Miss Eva G. Pinkston, and her enrolment com- mittee. It has not been easy to keep the membership intact during the recent period when both morale and finances have been depressed.—F. W. H. 1The total membership through May 15, 1932 was 4610. ELEMENTARY SCHOOL PRINCIPALS 685 TABLE I.—DISTRIBUTION OF THE STATE MEMBERSHIPS BY CITY SIzE—1931-32 City SIZE 30,900 10,000 5,000 2,500 Less Total Total Percent State Over to to to to than for for Col. 8 is of 100,000 100,000 30,000 10,000 5,000 2,500 1931-32 1930-31 Col. 9 (1) - (2) (3) (4) (5) (6) (7) (8 (9) (10) Alabama 32 11 4 0 1 3 134.2 Arizona 0 6 0 6 106.7 Arkansas 0 10 2 0 125.0 California 73 57 42 97.9 4 4 0 = DN nN Colorado 39 13 3 84.0 Connecticut 28 18 2 98.0 Delaware + 0 70.0 District of Columbia 0 110.8 Florida 36 3 103.7 Georgia 23 12 100.0 Idaho ae 0 57.1 Illinois a Fe 61 57.7 Indiana 103 17 Iowa 13 27 Kansas ’ 57 Kentucky 17 Louisiana 14 Maine 0 Maryland a Massachusetts 78 Michigan - 224 Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming om MN — SOF CO PNN N Ni = > 87.8 as 89.7 > MN Pr KS PwWP WON FON SK NWP OU UDN WKH OW PK WWD SDA wn nN ) 8 5 3 3 5 5 0 3 36 2 7 0 3 4 0 5 dNS w w nN oo ou NAN SO nRNnondeK& CO — n> w MONNK COO PK DO OOKA PNUMON COWS ON OCW KHwWNHOFPOND OUP NUS an w ee FN We RK MDH DO OW WwW We Total 686 NATIONAL Epucation AssociATION Okle. S. De qh = (4.3) (5.8) pan (654) p— (6.6) p——._ (6.6) om (Pol) pe =. (7) pe | (842) ee | (85) ———_ (98) (10.0) (10,1) (11,0) (11.2) (11.4) (11.6) (12.3) (12.7) (15.8) (16.4) (16.5) (16.7) (16.9) TM (17.6) (19.0) (19.0) (19.1) (19.7) (19.9) (20.2) (20.6) (20.9) (21.3) (21.9) (22.1) (23.4 (23.9) (24.1) (25.4) (26.1) (28.1) (29,1) (29,3) (30,0) (30,4) (32.1) (32.8) (34.6) (67.9) CHART I, - Percent of Potential Membership Enroled by States in 1931-32, Als ELEMENTARY SCHOOL PRINCIPALS 687 CHART II, = Actual Number of Members by Stater in 1951-52, (437)