ae NATION Nc LELEM CIPAI. RINCI BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS NATIONAL EDUCATION ASSOCIATION DECEMBER 1932 Vol. XII, No. 2 THE NATIONAL ELEMENTARY PRINCIPAL BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Published in October, December, February, April, and June by the Department of Elementary School Principals of the National Education Association of the United States. The payment of $3 active membership dues entitles a member to attend all meetings of the De- partment, to hold office, and to receive the Bulletin. Two dollars of each membership fee is for a year's subscription to the Bulletin. 50 cents; and Yearbook, $2. Subscription to nonmembers is $3 per year; single copies, Entered as second-class matter November 20, 1922, at the postoffice at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. Executive and Editorial Offices, 1201 Sixteenth Street, Northwest, Washington, D. C., Eva G. Pinkston, Editor. OFFICERS OF THE DEPARTMENT 1932-33 President, Elizabeth McCormick, Timothy Howe School, Superior, Wisconsin First Vicepresident, Earl R. Laing, Burt School, Detroit, Michigan Second Vicepresident, Lillian M. Towne, Thomas Gardner District, Boston, Massa- chusetts Third Vicepresident, H. B. Norton, Robin- son School, Birmingham, Alabama Fourth Vicepresident, Margaret C. Mack- intosh, Public Schoo! 140, Brooklyn, New York Fifth Vicepresident, Mason A. Stratton, Brighton Avenue School, Atlantic City, New Jersey Executive Committee M. Emma Brookes, Miles School, Cleve- land, Ohio A. B. Heacock, Los Feliz School, Los Angeles, California Herbert C. Hansen, 1045 N. Lockwood Avenue, Chicago, Illinois Cassie F. Roys, 2609 Bristol Omaha, Nebraska Street, Executive Secretary, Eva G. Pinkston 1201 Sixteenth Street, N. W., Washington, D. C. CONTENTS IN BRIEF Editorial, p. 29 Article: “The Forgotten Child,” p. 30 N. E. A. Headquarters, p. 31 Membership News, p. 32-33 Office of Education, p. 34 Article: “Health Instruction, the Best Social Insurance,” p. 35-38 Article: ‘The Principal and the Prog- ress of Education,” p. 39-40 Article: “We Need a Program for Character Education,” p. 41-43 Article: ‘The Deaf Child,” p. 45-47 Local and State Associations, p. 48-50 In Memoriam, p. 56 —_— eo bee beet OP ntary e De- is for pies, ro | as =o tton, . City, -ve- Los ood eet, or © rough th £91 vr’ NCE in a blue moon we get a let- ter with some such statement as this: “I do not mind paying dues to the Department, but why should I pay N. E. A. dues also?” Not being ostriches we believe in facing such questions frankly, standing up straight. In the first place we should pay our N. E. A. dues because that is one of the condi- tions under which we obtained depart- mental status. We voluntarily joined forces with the general association ‘‘for better or for worse.”’ Our word should be just as good in penny-pinching times as it is in periods of prosperity. But there is an even better—though more selfish—reason. It pays us to have this partnership. The bookkeeping of the Department, its printing services, and its research activities at Headquarters are paid for by the National Edu- cation Association. It provides a well- equipped office without charge to the Department for rent, heat, light, and telephone. To provide these same serv- ices the Department’s staff and the an- nual dues would have to be much in- creased. As it is now our departmental levy and the N. E. A. dues amount to only five dollars annually. It’s a bar- gain. ee @ A few principals have the idea that the Department of Elementary School Principals is an office in Washington, D. C. That’s a myopic slant. Let us think straight. Our Department is that principal of the small, cross-roads Spegs school. His problems are the problems of the Department; his enthusiasm for education, its spirit; and his hopes, its objectives. In like manner, the chal- lenges and opportunities of the prin- cipal of the large city school are those of our entire group. A house is not a home, a temple is not religion, nor is a senate a government. The office in Washington is but the outward mani- festation of our faith in the principal- ship. Working, thinking, and fighting together for our objectives—we are a department. We hear much talk today about the Forgotten Man. As principals we are much more concerned about the For- gotten Child. Men and Women are important to our Nation—but children are indispensable. We are wondering about the effects of these distressing times upon the child who is without proper food. We are concerned about the effects of so-called economy upon our efforts to help the deafened child and those with speech, visual, mental, and other defects. We are alarmed to see curtailment of our attempts to straighten out the tangled lives of juve- nile delinquents. Can our Nation af- ford to balance budgets with the hap- piness and welfare of children? ee 8 Don’t lose the successful procedures that you use in your school—write brief descriptions for the Bulletin or the Yearbook of the Department.—E.G.P. 29 THE FORGOTTEN CHILD Lucy Mason Holt [* these days when it is absolutely necessary for us to feed our children we are delighted with the numbers that we feed. Like the Pharisees of old we are raising our voices to give out our statistics. But what about the child? That we have many who must get their main meal at school, nobody can deny. There are those who can come under the head of professional paupers. Though they are very young, the twig has been bent. There are others who are proud, their parents are proud. They are our seed corn for tomorrow. When we give a child a lunch ticket one of two things happens: First, he accepts. He thinks nothing of it or if he does, he thinks it is his due. In that child’s mind we have laid a path for him to become a pauper later on. We are training citizens, and a pauper is not a citizen. Second, when you give him the ticket, though he accepts, it hurts. It leaves a scar. He never lives long enough to for- get that it hurt him when he was lit- tle and in the rounding out of his char- acter the scar stays. That is not right. So how are we handling it? Nobody has a right to investigate a case unless he has the understanding heart that asks little but finds out much. Put your- self in that mother’s place. If you are a man, in the father’s place. A little brother was playing with his sisters one day and he too wanted a doll baby. In the argument their mother said “Son, let them have the babies for they are little mothers.” Not satisfied he re- plied, “Well ain’t I goin’ to be a papa?” Men in the profession, that’s you. My TREASURE My heart holds dear a little boy— But see him—you ne’er can. For when you look, you see in him A careworn, thoughtful man. But when I hear his footstep near I see again my baby dear With toddling step come to my knee And lift his big blue eyes to me While lisping—‘“I lov’ ’oo.” And when the gray shall shade his brow I still shall see the then in now And feel my heart stir, as when he My baby was—and looked to me For all of happiness and good As every dimpled baby should And when I find life hard—no choice— I still shall hear the baby voice Say in my ear—“I lov’ ’oo.” L. M. H. Unless you have a father’s heart and can spare the children—get out and let another man come who can. Is it possible in our lunchrooms to let the children work for their lunches? There are many little tasks that they can do. When a child has learned to work for what he gets, a fine start is made in character training. But there are still little ones who are not able to work. Can’t we manage their lunches through their homes? Can’t they re- ceive that ticket from their own moth- ers or the teachers at the request of the mother? Every child has a right to expect the impossible from somebody. Every lit- tle boy thinks his daddy is the finest and strongest man in the world and his mama, the sweetest and prettiest of them all. Is there anything worse for a little child than to learn that his mother and father have failed him? So can’t we, his teachers, save his faith? 30 THE BULLETIN a I a ee ~ se za a ft ft & mm @& * FF ote €? FS le c IS f NATIONAL s _ au ee HIS is a time of severe testing for elementary-school principals as it is for all school executives. Boys and girls are being advised to postpone en- try into gainful occupations and to stay in school so that the huge ranks of the unemployed may not be further aug- mented by youthful job seekers. This advice when followed means larger en- rolments in all units of our public- school system. It means that too many children are being crowded into a single classroom ; that overloaded teachers are breaking under the strain, while long waiting lists of qualified teachers, de- nied a place in the teaching force, are added to the ranks of the unemployed. Moreover, children are coming to school without proper food and cloth- ing; supplies needed in the classrooms are not forthcoming; lost and tattered textbooks are not being replaced. The problem of the principal is to do a bigger job with less resources. Ob- viously, this is no easy task. It requires courage to meet this new emergency in education. Evidently educational leadership of a high order is needed. Where is it to be found? Experience proves that in- dividual leadership alone is not sufh- cient, that we must pool our interests and experiences and band together for the common good. It was no accident when more than a decade ago farsighted leaders organized the Department of EDUCATION ASSOCIATION TEAJQUAKTENO Elementary School Principals and later moved its headquarters to Washing- ton. They felt the influence on their own work of powerful forces with which, single-handed, they could not cope. They sensed the value of profes- sional contacts beyond local and state boundaries. The national organization which they built has developed in strength and usefulness as the need has increased. Today it has an executive secretary of its own and a loyal mem- bership in every state. “The Principal Holds the Key”’ is the slogan of your Department. Facts in support of this statement are many. Has the superintendent a program worthwhile? Then it is the principals who are depended upon to put it through. Are parents and taxpayers turning searching eyes on the schools? The principal is the community leader who must bear the brunt of the attack. Is the school to achieve its high pur- poses in the lives of children? On the principal is placed the immediate re- sponsibility for conditions in the class- room. In the ideal school system the prin- cipals and the superintendent work to- gether on things worth doing. That a similar situation may exist between our two national departments is more than a pious hope. It is a working fact.— Sherwood D. Shankland, Executive Sec- retary, Department of Superintendence. DECEMBER 1932 31 ACH mail has brought lovely state- ments about memberships. Here is one of them: “Enclosed find my check. Because of illness I couldn’t be a member last year, but now that I’m well I want to be included.”’ Another writes: “I read, wrote, licked, stamped, and mailed as per your laconic request. Success in 1932-33.” A third state- ment: “That is the best and most in- triguing piece of advertising I have seen in many years. It fairly ‘walked’ a check out of my check book.” The state enrolment chairmen have been just as busy as the campaign man- agers in our recent national election, selling the Department of Elementary School Principals to the 20,000 persons eligible for membership. The city chair- men have been on their toes trying to persuade the last member of their groups to send in his dues. Because of this hearty cooperation of state and city enrolment chairmen and helping friends of the Department, I am happy to report that today our membership record shows a steady increase as it has DECEMBER MEMBERSHIP CHATTER in the past. We are moving our steps upward at the same rate as we did last year. The state chairmen are quoting and enclosing letters from prominent prin- cipals whom they are asking to help in this important campaign. These letters say: The principals in District 75, Evanston, are all members of the National Depart- ment of Elementary School Principals, or will be within a week, which will make us 100 percent.—R. E. R. You may expect Indianapolis to be 100 percent as usual.—C. G. The Dayton principals will receive their first full check November 11, at which time you should begin to get enrolments.—L. D. H. The Department of Elementary Schoo! Principals, organized in 1921, through its bulletins, its eleven yearbooks, and its two semi-annual meetings, has done more to establish the status of the elementary prin- cipal than any other educational organiza- tion. —T. W. B. Now who could help feeling enthusi- astic when such cities as Indianapolis, Atlanta, Seattle, Sioux City, Oakland, Denver, and others, didn’t wait for our new enrolment blanks? And who could help feeling thrilled to their finger tips when letters come with requests to “please rush seventy-five of those new blanks” or ‘“‘send me enough enrolment blanks so that every superintendent of my state can have one or more to give to his principals”? To Milwaukee goes the honor of being first to return our new group-enrolment blank. From all parts of the country the news comes that our state chairmen have been on their jobs. They have spoken on state convention programs or have sent their representatives. The 32 THE BULLETIN ee _ Th gg "en — TT news comes from Massachusetts that Effie Grace Higgins represented the Department before the state conven- tion. We had a letter from Texas say- ing that our former state enrolment chairman, Arvin N. Donner, who is now a junior-high principal, had for his subject, ‘Cooperating with the Na- tional Elementary Principals’ Associa- tion.” From Irwin O. Addicott of California we learn that representa- tives will be on the programs of each section meeting when that state holds its conventions. Maude A. Rhodes of Georgia is scheduled to represent us when her state convention meets in the spring. Mason Stratton, state enrol- ment chairman, recently spoke on the New Jersey state program. We have heard of many other state programs where our representatives have been or are to be. Is it any wonder that our Department goes forward so rapidly when there is teamwork everywhere? Let’s all unite this year and be one big enrolment committee. Let’s not leave all the work to the state and city chairmen to do. The above quotations show they are more than doing their bit ; and since each person who has sent in his dues owns shares in the Depart- ment, let’s see how much bigger, bet- ter, and more valuable we can make the stock. We need you! Here are big hurrahs for Kansas City, Kansas; Elmhurst, Illinois; and Aberdeen, South Dakota! Even though Aberdeen has a Scotch name she is one of the first cities to report 100 percent enrolment. Now let’s see how many 100 percenters we can report in the Feb- ruary issue of the Bulletin. Don’t forget that this December is- sue of the Bulletin is the last one which will be sent to all members whose dues are not paid for the year 1932-33. We suggest that you send your checks to us at once dated for any date up to Feb- ruary 15. We will not cash your check until a day or so after the date indicated thereon. If we receive these postdated checks by February 1 we will be able to order your copy of the February Bulletin from the printer. A few of the states didn’t have the names of their enrolment chairmen in the October Bulletin. The following principals have accepted appointments: Michigan—Bert Ellsworth, Ives School, Detroit. Texas—Thomas E. Pierce, 1141 Beech St., Abilene. Washington—C harlotte Graham, Emerson School, Seattle. Wisconsin—Thomas W. Boyce, Cass Street Rotary School, Milwaukee. Porto Rico—Josefa Cuadrado, 9 Pa- cific Ave., Santurce. ry Whos FEBRUARY DECEMBER 1932 GENERAL view of the activities of the Office was presented in the October number. This time we are in- formed of several specific projects in health education: To aid in discovering satisfactory or unsatisfactory physical development of school children, various types of score cards and record cards have been de- vised. One of the most familiar of these is the Classroom Weight Record pub- lished by the Office of Education; the number of these records which have been used is nearing the two million mark. This form records the height and weight of the child through only one school year. It does not give a graphic picture of the relation of weight to height and, of course, it does not show the progress in growth from year to year. To fulfill these two purposes the Office has recently issued an Indi- vidual Record of Growth on which the height and weight may be recorded from the child’s fifth to his eighteenth year; it shows at a glance how growth is progressing. At the end of the school year the classroom record is thrown aside and in beginning a new record neither the teacher nor anyone else knows what has happened in the growth of Johnny Jones during the previous year. But even if we have the figures before us we cannot tell at a glance whether Johnny DEPARTMENT OF INTERIOR UL LUUGATION is progressing as we should expect. It would take an expert to figure this out. While we have never been so foolish as to try to make all children the same height, it has not been long since we were taught that all children should ap- proximate a given weight for height. If they did not, they were labeled “‘un- derweight” or “overweight.” Whether stout or slender, or of average weight for height, all normal children grow with a fair degree of regularity, and it is the regularity or irregularity of growth which is pictured on the new Individual Growth Chart. A sample of these record forms may be had free. If the health of his pupils is of first concern in his educational plans, the school principal will be interested in some means of determining whether in every detail his school plant and pro- gram foster health, both physical and mental. The Office of Education has just issued a Self-Survey Form con- sisting of a series of questions which the principal can ask himself. The interro- gations cover: (a) the physical condi- tion of the school plant, (b) mental conditions of the school influencing health, (c) bodily conditions of the child, and (d) the teaching staff. This self-survey outline may be obtained from the Office of Education on re- quest.—James F. Rogers. 34 THE BULLETIN — ———— Ps = 2 Sd VS om weONE leeeoee —~ee rE _ HEALTH INSTRUCTION THE BEST SOCIAL INSURANCE OU and I are units in a great liv- ing mechanism we call civiliza- tion. Our lives are particles in a flow- ing stream of human energy which goes on indefinitely; but to each of us is granted but a brief period in which we must pass through infancy, adolescence, maturity, and senescence. Whether we go through the whole individual cycle or drop out by the way, whether we contribute or are carried along depends upon the inherent vital forces with which we are endowed by birth and the incidental happenings which come our way. Health is a term we use to ex- press a state of well-being and a capac- ity to do. It means more than the ab- sence of evident disease. The presence of health in mind and body determines the height to which individuals may climb and nations aspire. Each con- scious person has the day-to-day task of living in a certain physical frame. He cannot transfer to a new one. He cannot be sent back to the factory for new and up-to-date parts. The sur- geon gets along better taking things out than putting them in. Each person must work with what he has in the way of body equipment. By understanding his own body, and by knowledge of per- tinent facts, it is possible for each to steer a course with the minimum of friction and the maximum of results. Organized groups of individuals either as families, communities, or nations, may likewise use facts in going for- ward. We no longer consider our- selves mere creatures responsive to gods and demons requiring propitiation. Ray Lyman Wilbur The entrails of animals tell us today the hard facts of science, and guide us in the control of living organisms which are harmful to us. We no longer look to them for an augury of good or evil. Through centuries of patient and clear-eyed study we find ourselves cus- todians of information that has made a new world possible. The grip of ter- ror that has held man tight since the dawn of life has been loosened for what we call civilized peoples, but it has by no means been eliminated. We have many of our enemies classified and named, but in each of us lurks the sav- age with his fears and credulity. The label on a patent-medicine bottle is as soothing as the advertisement is provoc- ative. We want to believe that a few ground up husks in a handsome carton will give us health for a few cents in- stead of earning well-being by care, sane conduct, and the use of expert in- formation. In the forefront in the advance of science has been the physician seeking to use each new discovery for the relief of the pain and distress of those calling upon him for help. Discovery has been added to discovery. With well-digested experience and a multitude of clinical observations, there has been an astound- ing growth of fact knowledge for the guidance of society in the domain of sickness and health. In the unraveling of the tangled and confused manifesta- tions of disease we were fortunate enough to find certain weak spots sub- ject to mass attack. Instead of permit- ting a community to acquire immunity DECEMBER 1932 35 to the typhoid bacillus through the tragedy of illness, we destroy that or- ganism in drinking water with chlorine and control it by heat and measures of cleanliness in milk and other food prod- ucts. We destroy the mosquito that gives us malaria, we let the calf pro- vide us with vaccine to control small- pox, and meet and conquer natural enemies in a thousand fields. Each year there is a growth of this fact knowledge with a constant change in emphasis and in method as we learn more and more. In spite of the prodigious progress in the field of public and of private health, in spite of anesthesia and modern sur- gery, we find a considerable number of our people refractory to the opportuni- ties given them by science. Our organi- zation for the application of knowledge to the immediate needs of an individual or of a community is still inadequate and has never been founded on a sound basis of economics. Besides, in each of us there still remains some remnant of the old belief in magic, and in a certain number of us, magic completely replaces science. If society is to advance through the advance of health, we must prepare the minds of our boys and girls so that they will know not only what to expect but be able to distinguish the genuine from the false. This can be done through the teaching of health and hygiene. This is an easy phrase to say, but it describes one of the most difficult forms of edu- cation. Each human being is a law unto himself. There is great variation in the topographical anatomy of the body, in the physical resistance to disease, to drugs and to narcotics, in the tone of the muscular system, and in the power of the nervous system to control the body and to handle itself. For each, many of the lessons of health and hy- giene must be separately learned. There are, of course, many conditions which are practically universal, which are favorable or unfavorable to the health of the body. The removal of un- satisfactory and dangerous conditions in environment, the development of sound health habits, the understanding of proper body nutrition, all can be taught with confidence and success. Hygiene is no longer a series of don’ts. It now must be lived as do’s. It must be positive, not purely negative. The wide margins which the body possesses so that it will have the capacity to un- dergo strain, must be understood, but must not be taken advantage of. Know]l- edge must replace precept. Physiology must be simple and understood. One does not need to become conscious of everything that his body does, or to develop into a hypochondriac, but he should know the whys and wherefores of ill health so that he can avoid sick- ness and build up natural strength. The community can well arrange to have a health survey of all of the facili- ties that it provides and also of the health condition of each of its citizens. Whether this is brought about by vol- unteer effort, through industry, through the public school, or all working in unison, is not so important as it is to have a complete physical examination of the community and of each of its citizens at various intervals. This ex- amination, if properly handled and in- terpreted, is the best source of health education. The health department can constantly educate the community by the way in which it does its work and by the publicity given to it. We have come a long way from the period when the nose was considered the best way to discover the source of disease, but ignorance is still the great- 36 THE BULLETIN on mm wweeeeweaAa.oA = @& ee ™ , est opponent of sound personal and pub- lic health. If in our public school we can teach the facts of health, we can see a new generation facing with un- derstanding the problems of the body and free from those fears that have haunted the human race throughout the ages. Health education should be approached from the standpoint of health rather than from that of dis- ease. Fortunately, we can rest on basic scientific discoveries; we can get down to fundamentals. I am reminded of the story that came out of the State of New York at the time of the Food Admin- istration in Washington. In one of the debates before a committee a man from upstate New York who was tired of voluminous but somewhat vague dis- cussion said: “Up in our part of the State we have a theory that the man who sleeps on the floor cannot roll out of bed.” I think it is about time for us to get down to the floor on this topic which we are discussing. That there are firm foundations is not appreciated by all. Too many of our people be- come mentally fuzzy in their discussion of health problems; too many of them consider themselves experts, since they have had the experience of living with and operating an active living unit for a certain number of years. They feel that their experience can be a universal guide. But science is a better one. As I have already said, the great variability between individuals makes it necessary to deal in broad terms and in averages in cormection with much health instruction, health advice, and health services. We can look into the past and see how the physician has stead- ily risen on the backs of thousands of men like Franklin, Pasteur, Koch, Jen- ner, and Edison, until today he can look out over much conquered territory in spite of the blurred horizon where our research workers are busy. We no longer need to speculate and guess in many fields of health. We know, for science has taught us. It is true that we must present an ever changing front as new information comes in. Most important of all, our children should get a biological viewpoint in looking at life. Probably our greatest difficulty is that there is no way to account for much of human behavior. There is no way to tell what a human being will do the next minute, or what he is going to do in the future. Each action is a creation of the moment. Health becomes, then, not a study of the mathematics of struc- tures, but of the control of forces. This applies not only to the individual but also to the social organism. Perhaps the best contribution that can come from health instruction is associated, not only with the receptivity of the pre- pared mind of which we have spoken, but with ability to see and to under- stand. From the standpoint of public health, there is much that can be done for the public. There is, however, much that the public alone can do for themselves. How much the public will do depends upon how much they know. How much they will be able to absorb of the exist- ing knowledge depends upon the kind of training they have had in the schools. Unless they have learned to recognize the significance of fact it is not likely that they can be guided in the right channel. It is true that through the law and public health administration we can use the method of “don’t” or “ver- boten” in handling many health prob- lems, but that way is only partially effective. The control of units, whose actions are individual and under the steering power of but one will, can DECEMBER 1932 37 be brought about only by a true under- standing of facts. In other words, we can say that where “George can do it,” public health is well done, but where the person must do his share the prob- lem is and will remain one of great difficulty. Looking at the various forces operat- ing in our country for the improve- ment and advance of our society we nat- urally turn to education as the most de- pendable method to get results. We are grasping the fact that education is not a mere transfer of information from one mind to another, but that it is a manifold process by which a growing person learns how to operate under his own power and will. Particularly in the sphere of health, we must learn by doing, and what we do must be done with understanding. It is impossible to picture what might come to us as a race if we could take full advantage of all that is now known and usable in the control of public health and in the promotion of personal health and well- being. It is inevitable that we will drag along a considerable remnant of past thinking, of old fears and inhibi- tions, but with widespread health edu- cation this residue need not be con- trolling. Reason, example, experiment, obser- vation in the field of nature study and biology will lay that solid basis for health which is needed. Society can get greater dividends in happiness, com- fort, security of home and community from applied health knowledge than in any other way. A few reports to the Necrology Com- mittee were received after this issue went to press. These names may be printed in thenear future. Notices for the Bulletin should reach the Editor 15 days before the month of publication. MINNEAPOLIS CONVENTION February 25-March 2 RESIDENT Elizabeth McCor- mick is preparing an interesting program for the winter meeting at Minneapolis, February 25-March 2, 1933. The general convention theme is “New Frontiers for American Life.” President Milton C. Potter of the Department of Superintendence, in com- menting recently on the convention theme, wrote: It is fitting that the schools of America should send their chief stewards to the annual convocation for renewal of courage and faith in America and her institutions. On the northwestern frontier will come con- fidence in the ability of our citizens to re- state their faith in terms of adventure and goodwill to mankind. In the spirit of our forefathers we will there gird our loins for the long struggle on the new frontiers where beast and savage and storm are replaced by greed and envy and sloth. They may threaten destruction, but never achieve it because of the matchless qualities which have gone into our making, generated on recurrent frontiers and stored up for direct need in such a day as this. Tentative arrangements include the following speakers: Dr. Bess Goody- koontz, assistant commissioner, Office of Education; Frank Holt, Wisconsin State University ; Julia Anderson, Pub- lic Schools of Superior ; and William O. Knoelk, assistant superintendent, Mil- waukee. Several other prominent speakers are being sought. Zada A. White, principal of the Lake Harriet School, Minneapolis, is in charge of the local arrangements for breakfasts and the semi-annual dinner. Every effort is being made to obtain these events at minimum prices. The breakfasts will be held at the Nicollet Hotel. Complete details will be an- nounced in the February Bulletin. 38 THE BULLETIN i i a ee a A a an a ae ae i ae | ae THE PRINCIPAL AND THE PROGRESS OF EDUCATION* HE progressive elementary-school principal will direct the currents of life through his school. He will not wait to be forced into participation by some extraordinary event. He will see that the children have the best in cur- rent juvenile periodicals, travel maga- zines, and weekly news publications. His group will see that there is much less lag between the birth of an event and its inclusion in the curriculum. His group will be the wires connecting life with school, contacting reality. There is perhaps less lag between the birth of an event and its inclusion in the curriculum than there is between the death of a social custom and its ex- clusion from the curriculum. This ex- piration lag is most serious. It requires a courageous educator to quit teaching certain ways and means of doing things before being forced to do so by the weight of non-professional public opin- ion. Textbook makers have not dared more than to transfer the most ob- viously dead material to an appendix. The modern elementary-school prin- cipal will see that these larger and truer social evaluations reach the chil- dren in the school through a rich library reading program. He will participate in the selection of books and he will see that the budget for the system includes funds for their purchase. He will also direct the classroom teaching in such a manner that the spirit of goodwill to- ward all men will guide in the careful selection of what contents of the text- book are to be stressed. Leonard Power Progressive elementary-school prin- cipals must courageously attack prob- lems raised by commercialized enter- tainment on those problems related to childhood. The children’s theater and movies in the schools are a first step in that direction. The inclusion of a daily auditorium period will help. But the real solution will result when mass satisfactions are raised to a higher level. That is the problem of education. So long as school activities are distasteful there will remain an attitude of hos- tility toward what it recommends. With school and home relationship lim- ited to report cards, occasional school entertainments, and P. T. A. meetings, the schools will not assume a position of leadership. While principals and teachers live in other districts than that of their school their local community in- fluence will remain too small to coun- teract destructive influences. Schools in which teachers and principals feel they can discharge their responsibilities by hearing lessons and recording marks will fail to stem the rising tide of social disintegration. The progressive ele- mentary-school principals and teachers will exercise real community leadership to develop a more wholesome commu- nity environment for youth. They should retain membership in every social group now organized for social betterment. The elementary-school principal will belong to every organization that is bearing the load of professional pro- gram. The researches of principals in *Abstract of a talk which the author has given with effectiveness to principals’ clubs in va- rious states. DECEMBER 1932 39 the field of elementary education will shed light on the solution of problems of elementary education. These re- searches will reach the entire group through the Bulletin and the Yearbook of the Department of Elementary School Principals of the National Edu- cation Association. The factory system which produces such uniform and standard products in industry has entered the schools. The measurable elements of reading are rate and comprehension. The best ap- plication of the standard is individual application by the pupil who wants to improve his own record. This he charts while the teacher charts the record for the class, the principal charts the record for the school, and the supervisor charts the record for the system. Until we know more about such school environ- ment, comparisons between schools are valueless. Until we know more about each teacher’s environment, compari- sons between classes are absurd. Until we know more about each pupil’s en- vironment, comparisons between pupils are often cruel. The principal must serve as a check on the use that is made of any of the modern measurements. It will be his responsibility to see the immeasurable qualities of educative ac- tivities. These lie hidden deep within the emotional lives of the children. They are the only qualities which can never be mechanized and standardized. They are the only qualities which will make for individual advancement. The love for what is read must give rise to the desire to read more. The taste for reading cannot be cultivated by scales. The principal must look ahead to a generation of readers that will choose something above a pretty face or figure on the cover and paragraphic drivel on the inner pages. The elementary - schoo! principal needs strong convictions and the strength to champion them. Without the lash of competition to whip him on and without material rewards he must have a deeper faith and a more virile courage. The knowledge that he has must be clear ; his faith in mankind must be deep; his will to do must be strong. He champions childhood. Childhood holds the promise of the future. Youth does not ask for easy jobs be- cause they are easy, or for sugar-coated jobs because they are sweet. The vast reservoir of potential spiritual, mental, and physical strength of childhood is not being tapped by school tasks. The unnaturalness of the tasks is causing the child to set up defensive mechanics against them. Sham and deceit vie with exhibitionism in classrooms. The half- hearted manner of the teacher, the mediocre contents of the text, and the sheer nonsense of most of the activities are more evident to the pupil than to the teacher. When the child works for marks or to avoid parental disfavor or to gain teacher praise, he is not sufh- ciently evaluating his activities for them to affect his personality. No devices or tricks of classroom technic can ever be substituted for inspiration. No inspi- ration and fervor can flow from a teach- er who regards himself as a cog in a machine. Enthusiasms release spiritual energy, and enthusiasms are as much caught as taught. Our best teachers colleges are send- ing us teachers with enthusiasms which will inspire youth. Perhaps the greatest part the elementary-school principal plays in the progress of elementary edu- cation is that elusive intangible quality defined as inspiration. 40 THE BULLETIN — oe oe eo —e- = ee ee eee eee ee, ee ee ee ee | —"s al l, ws Cb OD —_— — “o- WE NEED A PROGRAM FOR CHARACTER EDUCATION* EW will deny that our present social order is the result of drifting. While individuals have achieved enor- mous success, society has lagged behind. I see no essential contradiction between the individual good and the social good. Most of our successful individuals have had a philosophy and a plan—a pro- gram. It seems logical to suppose that society with a program might succeed better. The word program implies that what we intend to do has been thought out and set down in order. From in- tellectual order to practical order may not be certain, but, to quote Dewey, “, . if past history teaches us anything, it is that with intellectual order we have the surest possible promise of ad- vancement to practical order.” The character education movement now afoot, seeks a program for realiz- ing the highest good to the greatest number for the longest time. If the idea is old, the emphasis upon it is, at least, being reawakened. Such a broad aim must take account of all factors possible. As workers in the elementary school, we must utilize every possible means toward realizing this aim. But we cannot control most of the influen- tial factors—for a long time this has been our excuse for doing nothing. I propose now that we accept a program which will include as many factors as possible. Now it seems to me, as an elemen- tary-school principal, that the factors of which I can make most effective use— factors subject to my control, at least John P. Milligan partially—are three: teacher, subject- matter and school life. Others—the home, for example—are more impor- tant; but I would like to discuss these three, and to propose that each elemen- tary principal set up a program which will take account of them. Admittedly they are interrelated. but let us look at each separately. First, the teacher. From my own ex- perience as a schoolboy, I think I can summon an example of almost any type of teacher that ever existed. I have but to close my eyes to see the parade. As they pass by I accept or reject them as good or bad. You can do the same. Now let us take our best teacher and look at him in our imaginations. What have we? The answer is: balance. Most of the time, there he was, meet- ing the present situation and thinking ahead—for us. In short he was one who desired the highest good for the most people for the longest time. For our program, then, we need teachers with balanced personalities. But how shall we make them? We can’t. But let us do what we can. In this regard, I have two sug- gestions: First, try always to be the ex- ample yourself; and, second, set up with your teachers a teachers’ creed. In the working out of this creed you will have occasion to introduce them to good books on mental hygiene. These things will help in lining up our first and most important factor: the teacher. In approaching the second factor I confess myself to be in somewhat of a *An address given at the November Meeting of the New Jersey State Principals’ Association at Atlantic City. DECEMBER 1932 as quandary. To paraphrase an old hymn, I want to be progressive and with pro- gressives stand. But I can’t go with them all the way and keep my job. Nor am I at all sure I would go even if I could hold my job. Let Stanwood Cobb state my position on that score: “If progressive education is to be at all a universal movement it must satisfy the current demand for skills and technics; and for an intellectual discipline, wheth- er arrived at from within or without, which trains youth to carry through the task assigned regardless of interest or desire. As long as the world is con- stituted as it is this training is neces- sary.” So I would not throw subject- matter overboard altogether to load up with the large unit. Rather, I would utilize both in my program. I would teach the skill subjects effectively; and in doing so I would aim specifically at character growth; namely, the ability “to carry through the task assigned re- gardless of interest or desire’; nor would I fail to aim at the development of such important habits as accuracy and neatness. But I cannot use the skill subjects with the old conception of grade place- ment of subjectmatter. I must find some effective means of allowing the pupil to proceed at his own rate. I am able to say from my experience thus far that this may be done without alter- ing the administrative set-up. I have said that I would use the sub- jectmatter approach and the unit ap- proach as well. It seems to me that sub- jects like history, geography, nature study, and civics might well be fused into one and taught on an activity basis. Here the character values to be realized should be such as these: (1) working with and for the group; (2) planning independently ; and (3) finding life in- terests. The mental discipline that needs to be injected into the classroom by the teacher, can be done with the skill subjects. In the activity subjects it seems to me that it would kill the necessary interest and enthusiasm. If it should be important for the pupils to learn a group of facts in these subjects, let the teacher declare it and proceed to teach them as he would a skill sub- ject. Then he may go on with the ac- tivity which is the field for realizing such objectives as have been named above. In experimenting in this field, it will probably be unwise to attempt to integrate all at once. We come now to the third factor— school life. It is hard to separate this from the other factors, but from my point of view there is a difference. For one thing, the other factors concern themselves with subjectmatter, however it may be taught, and with teachers which we have always had in our schools. But the realization of the importance of school contacts to the individual pupil has only recently be- gun to be appreciated—and some will say that it is not now appreciated. Per- haps the implications here might rest under the term “social science” ; indeed it is so styled and included in the cur- riculum at Fresno, California. I wish, particularly, to lay emphasis on these values arising from pupil government in the home room and in the school. This involves an organization and per- haps a guiding outline for the teacher. It would take account of and provide a time for the discussion of problems arising concerning the personal and group relations of the pupils. It would attempt to get pupils thinking about right and wrong. It would attempt to make the pupils see school as their life. 42 THE BULLETIN we ~~ It would attempt to inspire the boy and the girl to higher social living. In laying before you these three fac- tors: the teacher, the subjectmatter, and the school life, I have said nothing new or original. I have simply talked to you out of my all-too-brief experience. I hope I have made clear the need for a program for character education. This program need not be, must not be, mechanistic. It should not harden into a course of study. It should never lose sight of the fact that however valuable knowledge is, yet ‘out of the heart are the issues of life.” In The Soviet Challenge to Amer- ica, George Counts says: “There is, in the Soviet Union today, a sensitiveness to the more fundamental human wrongs and a passion for social justice that sim- ply cannot be matched in any other quarter of the globe.” It is a sad com- ment that an American must say that of another country when our own was founded to promote social justice. This tribute has been paid to the Soviet Union because their leaders have had the courage to use their educational facilities for the realization of their pro- gram. Whether their program is worth realizing is beside the question. We can, at least, learn enough from them to make our program and attempt to carry it out. Can we state any higher aim for our program than that set forth in the Tenth Yearbook of the Department of Superintendence? “The objective re- mains the discovery or creation of a way of living which conserves and produces as many values as possible for as many persons as possible over as long a time as possible. Character education is the facilitation of this way of life.” There is the philosophy, but a plan for its re- alization is needed to complete the pro- gram. DO YOU KNOW THAT— HE yearbook which you will re- ceive next April will contain a list of publications for the principal’s pro- fessional library. This list was pre- pared through the cooperation of thirty principals, Three of the last ten presidents of the National Education Association were elementary-school principals at the time of their election. They were: Olive Jones (1924); Mary McSkimmon (1926) ; and E. Ruth Pyrtle (1930). The cost of public education in the United States is only ten cents per day for every person of voting age. These and similar data may be obtained from the statistical publications of the Office of Education. The Research Division of the Na- tional Education Association is making a survey of teachers’ salaries in city school systems. The data will be avail- able as a research bulletin next May. The 1933 yearbook of our Depart- ment will include annotated references of about seventy booklists. If you wish to establish or to improve your school library contact with these booklists will conserve your time. The median salary of teachers in the United States was $635 in 1917 and $1440 in 1931. The National Educa- tion Association has been credited by a well-known economist with being a major influence in this advance. There are 5042 life members en- rolled in the National Education As- sociation. The one hundred dollars paid by each life member is deposited in the permanent fund where it can- not be used for current expenses. These master builders of our profession have made possible the useful building which houses the activities of Headquarters. DECEMBER 1932 43 CHINOOK William J. Laramy This story of how Chinook became known to a group of pupils in Haver- ford Township, Delaware County, Pennsylvania, illustrates the inspiration and guidance to be found in the 1933 yearbook. You will receive this useful yearbook next A pril as a part of the De- partment’s services. T all started with a trip to the White Mountains. In August 1930 a teach- er at the Oakmont School visited Arthur Walden at his farm in Wonalancet, New Hampshire. There she saw all his dogs in “Dogtown,” his sleds and har- ness used on the Byrd Antarctic Expe- dition, the clothes worn in the Antarc- tic, and other souvenirs of the trip. She purchased a copy of the book Chinook and His Family by Eva Brun- nell Seeley and Martha A. L. Lane. Both Mrs. Seeley and Mr. Walden autographed the book and Mr. Walden gave her several pictures. One photo- graph was of Chinook, the sled dog that gave his life on the expedition. The book Chinook and His Family is a col- lection of true stories about the famous sled dog and the dogs of his family. Parts of the book were read to the children, the story of the visit to the Walden farm was told, and the pic- tures shown. The children were very much interested and there was a great demand for the story. During the winter Mr. Walden and his dogs were a feature of the Sports- man’s Show in Philadelphia. A group of thirty boys and girls with the prin- cipal went to the Show one afternoon. Knowing that this visit was to be made, about fifty letters were written in Eng- lish class and delivered to Mr. Walden. He gave his young visitors a real wel- come. Some of them saw little else at the Show, for Mr. Walden allowed them to pet the dogs and to fondle the puppies. The copy of Chinook and His Family went along too. With the chil- dren gathered around, Mr. Walden went through the volume telling stories and checking the pictures of the dogs that went to the Antarctic. The children were given a piece of rope from a sled which was used by the Byrd Expedition and many photo- graphs. All these trophies were taken back to school to be mounted for ex- hibit in the school library. Immediately two more copies of Chinook and His Family had to be purchased for the library. After Mr. Walden returned to his farm he sent postcards of his dogs to each of the children who had sent let- ters to him at the Show. The following December the pupils made for Mr. Walden a large scrapbook of their pic- tures, letters, Christmas greetings, orig- inal stories and poems. The arrival of his letter was an exciting event. One day in March 1932 a stranger came to see us. He said that Mr. Walden had sent him with a large pic- ture of a sled dog and another of a dog team and sled. It was only necessary to show the picture to the class to bring forth exclamations, “Chinook!” The pictures were framed for the library and letters were sent to Mr. Walden. As a result of these experiences there is at least one book in our library that really lives for each pupil. 44 THE BULLETIN n. e|- Se a Cay 0 == ~— ~ a HERE are many misunderstand- ings and peculiar ideas connected with the education of the deaf and the teaching of lip reading to the hard of hearing. If the consequences of these hazy ideas were not so disastrous, the ideas would be ludicrous. When we re- alize that a child’s whole future may be made or marred by right school place- ment, the lack of comprehension of the special needs of a particular child among educators, social workers, nurses, and some otologists, becomes pathetic. A child born deaf, who has never spoken a word in his life, who doesn’t even know that the world about him talks, who has no language to think with, is often dragged into a lip-reading class with the explanation: ‘The doc- tor at such and such a clinic advises lip reading.”” Now, the children in that lip-reading class can often talk nor- mally and understand spoken language if they are near enough to the speaker to hear it. Their minds work normally, by means of language, and they would be all right if they could hear perfectly. These children need lip reading to help out their hearing, but they do not need special education. They belong in an ordinary school, among ordinary chil- dren, except for the time they are re- ceiving special instruction in lip reading by a teacher specially trained to give that instruction. What about the child who is born deaf? He may be brought to the lip- reading class by a bewildered mother who is following the advice of somebody at an ear clinic. When the teacher tells WHAT ABOUT THE DEAF CHILD? Mabel Ellery Adams the mother that the child doesn’t be- long in her class, the mother says: “Why not? They told me he would have to learn lip reading.”” They were quite right. He will have to learn it along with many other things already known to the more fortunate pupils in the lip-reading class, but he belongs in a school for the deaf where the things he needs are taught. From the day of his birth a normal child begins to hear spoken language. Even before he “takes notice,” thou- sands, perhaps millions of words have been spoken in his presence and have been recorded on the appropriate area of his brain. In a few months he is be- ginning to understand what he hears. He looks toward the door when his mother says, “Daddy’s coming.” His eyes follow the cat when she says, “See the kitty.” In short, the baby passes through that entrancing period when every member of the family tells you that “the baby is going to talk any day now, for he knows every word you say.” Then comes the thrilling moment when he says his first word; a word, mind you, that he has heard over and over again. From that first word on, he talks, builds up a vocabulary, shapes words and phrases toward the usual phraseology of his family, until at five or six his language is normal and serves him as well as yours or mine. He is ready now to go forward from kinder- garten to college using his naturally ac- quired language as a tool. What about the little deaf brother or sister? No sounds or words have DECEMBER 1932 45 been recorded on his brain. When the mother has talked to him and tried to attract his attention to his food, to members of the family, or to pets and playthings, she has found him strangely unresponsive, and wondered if there was anything the matter with him. Prob- ably she has dimly feared feeble-minded- ness, but has not dared to put her fear into words. Usually the condition of deafness is not discovered until a child is two years old, and often much older. Accurate testing is difficult, and phy- sicians dread to tell the family the truth. This delay is not an unmixed evil, be- cause up to the time of discovery, the deaf child has been treated naturally, like his brothers and sisters, and has not been set apart from them as he is likely to be as soon as the family learns he is deaf. If the deaf child is bright, and the family is normally intelligent, a crude system of communication is established in the household. There develops a system of beckoning and pointing, of imitative signs, and head-shaking, until a pantomimic sign language serves as a medium of communication between the deaf child and his hearing family. Such a language is a poor and scanty sub- stitute for the mother tongue; but it helps the child to make known his wants and roughly to express his likes and dislikes. Many deaf children brought to a school for the deaf do not have even this poor substitute. Their families, finding they do not understand spoken language, jump to the conclu- sion they are feeble-minded and make little effort to establish communication with them. When a deaf child such as has been described above enters the beginners’ class in a school for the deaf, he needs a kind of teaching quite beyond the powers of a teacher trained for ordinary schools. It is true that in the pioneer days of the oral teaching of the deaf many an untrained teacher felt her way and accomplished splendid results with deaf pupils. In most cases there was one teacher to one pupil, and the pupil who had been born with hearing had learned a natural language. After some devastating illness had caused deafness, the child needed to have the natural language preserved, to be taught lip reading, and to go on with the usual subjects of education. This problem is different from that of beginning with a deaf child who has never spoken a word and who doesn’t even know that people speak to one another or call one another by name. The teacher must build up a vocabulary a word at a time, must illustrate with pictures and ac- tions, and must teach the forty-two sounds of the English language mechan- ically so that the child may speak them intelligibly. To do this work properly a teacher needs the same basic education which the teacher of normal children needs— graduation from a normal school, teach- ers college or university, and, in addi- tion, at least a year’s training in special methods of teaching the deaf. Clarke School at Northampton has such a training class, the State of Michigan maintains one at Ypsilanti, California has one, Central Institute in St. Louis has a: famous private training class affil- iated with Washington University, and there are seven or eight others scat- tered over the United States. There is a crying need for more of these special training schools for teachers of the deaf. Undoubtedly, with time others will come into existence in connection with universities and teachers colleges. The professiona! needs of teachers for 46 THE BULLETIN lip-read identice pupils. makes : the har deaf, ° pupils’ slow f vocabu hearin: of nor! that t experi who | teachii self to ceptak hard-« ering a con suffici holdis teach TI line « natu! defin merit acco! If it n Guic Deve Put Wh : Gui Des Put Ma DE er af ay th as il id Ss, il 1 s i eo lip-reading classes are not by any means identical with those of teachers for deaf pupils. A good teacher of the deaf often makes a good teacher of lip reading for the hard of hearing. The teacher of the deaf, with her background of deaf pupils’ language difficulties, and her slow patient methods of building up vocabularies, understands the hard-of- hearing child’s troubles where a teacher of normal children would not recognize that troubles exist. Nevertheless, an experienced teacher of normal children, who has had a college course in the teaching of lip reading and adapts her- self to new conditions, makes a very ac- ceptable teacher of lip reading for the hard-of-hearing classes. A course cov- ering six points or ninety hours under a competent instructor ought to be a sufficient preparation for any teacher holding a bachelor’s degree from a teachers college. There are, of course, many border- line cases of children who do not fall naturally into either of the two classes defined. These must be judged on their merits, and each one placed carefully according to his predominating needs. If it takes a fifty-thousand-dollar man to Guide a client, Develop a coal mine, Put a corporation on its feet; What is the teacher worth, who takes that boy of yours, Guides him, Develops him, Puts him on his feet, and Makes a man of him? POEMS* Just Berore LicHTs Oft when the sky is cloudy And it’s just pouring, too, I listen to my sister play, For there’s nothing else to do. The room is dark—so dark; Growly bears, I think, And witches in the shadows hide; In gloom they rise and sink. The music chimes with the rain (I thought a goblin’s head Was popping out again— But it’s just a chair instead). Why doesn’t Mother come! And we haven’t had our tea; I wish that Anne would light the lights— I’m sleepy as can be. Beatrice Wadhams. We Meet AGAIN With half a laugh of hearty zest I strip me of my coat and vest. Then, heeding not the frigid air, I fling away my underwear, So, having nothing else to doff, I rip my epidermis off. More secrets to acquaint you with, I pare my bones to strips of pith And when the exposé is done I hang, a cobweb skeleton. While there you sit, aloof, remote, And will not shed your overcoat. Tom Prideaux. *The two poems above are by students of the Lincoln School, New York City, re- printed by permission from “Creative Youth” by Hughes Mearns (Doubleday). DECEMBER 1932 47 WITH THE LOCAL AND STATE GROUPS EDAR RAPIDS, Iowa, reports for 1932-33 an interesting program for its Principals’ and Supervisors’ Club. Among the speakers are State Superintendent Agnes Samuelson and Dean Kay of the State University. The Club is sponsoring a series of five lec- tures on Dante to be given by Dr. Ed- ward H. Griggs of New York. The Jersey City Women Principals’ Association are to hear Dr. Julia C. Harney on the history of the local school system and a report by Adeline Pringle of a study to determine the ef- fect of book reviews on children’s read- ing. The officers of the Newark Princi- pals’ Association are: Raymond B. Gurley, president; Gray Moreland, vicepresident; Harold Steward, treas- urer ; and Harold H. Phillips, secretary. The Topeka, Kansas, Principals’ Club had a dinner on October 26 which was addressed by Dr. T. L. Collier of Washburn College, Topeka. The Club meets every six weeks. S. H. Stark, Curtis Junior High School, is president. The Principals’ Club of Tampa, Florida, is cooperating with the other professional groups of the city to ac- quaint the citizens with the local school program. Last spring the Club pre- pared a booklet describing the work in each school. This booklet was distrib- uted to the principals of other school systems at the meeting of the state teachers’ association. The Louisville Principals’ Club is making a study of “Some Unfamiliar Phases of Economy.” They are trying to determine the cost to each pupil of athletic activities, tickets, club assess- ments, class rings, and similar items. The Club is also considering the prob- lem of failures and promotions, possible methods of economizing, and school marks. In an effort to put down stand- ardized administrative procedures in definite form the Club is developing a “Sample Book” of the bulletins and record forms of the school system. The Battle Creek Principals’ Club cooperated with the Elementary Teach- ers’ Club in bringing a speaker from New York to a recent teachers’ meet- ing. A number of the principals are co- operating with the P. T. A. workers in supplying food to undernourished chil- dren. The Philadelphia Principals’ Club has developed a series of discussion groups in connection with the local nor- mal school. The conferences are sched- uled for an hour, from 4 to 5 p.m. These meetings are in no sense courses with credits, quizzes, and tests. The sole purpose is to provide an opportu- nity for stimulating discussion and pro- fessional growth. Among the topics of the conferences are: safety education, supervision of an activities program, co- operative supervision, supervision of character education, supervision of social studies, community relationships, and current educational thought. In December the Club is holding its semi- annual luncheon at which time Dr. Henry Neumann of New York will make an address. The Canton, Ohio, Principals’ Club is to discuss the effects of the economic situation upon the status of the prin- cipals at its December meeting. In March the topic will be classroom pro- gram revision. The Hartford Principals’ Club is 48 THE BULLETIN ~~ Pa ae study of stu school tures | and g cusse¢ Roy | Dr. S$ spons prima Teac sity. Tl Asso on C that | ner 7 Clin the ! ard | cuss land T pals Ant secr a co cati tab] sors cha safe anc cor the spe PS rob- ible ool nd- za ind ‘ee or ‘ TR oem ag studying the articulation of the course of study in the junior and senior high schools. They are giving a series of lec- tures on foreign affairs for the teachers and general public. China will be dis- cussed by Dr. T. Z. Koo, Japan by Dr. Roy H. Akagi, and Latin America by Dr. Stephen P. Duggan. The Club also sponsors a course for kindergarten and primary teachers by an instructor from Teachers College, Columbia Univer- sity. The Boston Elementary Principals’ Association began its monthly meetings on October 18. The guest speaker on that occasion was Dr. Augusta F. Bron- ner whose topic was “Child Guidance Clinic, Its Purposes and Methods.” At the November meeting Reverend Leon- ard Feeney of Boston College will dis- cuss “University Education in Eng- land.” The New Bedford Primary Princi- pals’ Club recently elected Sophie T. Anthony, president, and Kate Moore, secretary. At each meeting of the Club a committee presents a program of edu- cational interests followed by a round- table discussion. The Erie Principals’ and Supervi- sors’ Association is planning to discuss charity problems, curriculum changes, safety education, probation problems, and the program of the state teachers’ convention. At some of these meetings the Association expects to have outsid¢ speakers who are authorities in their respective fields. The president is Mary O’Connor and the secretary is Ann L. Wilkins. The Raleigh Elementary School Principals’ Association has prepared a mimeographed study program of twen- ty-eight pages. The Bulletin contains a directory of the membership, a message from the president, and an outline for each meeting. Members of the Club will lead the discussion on each topic and summarize the conclusions at the end of the meeting. The Program Committee of the As- sociation of Elementary School Princi- pals of the White Schools of the Dis- trict of Columbia has announced that the topics of the year will be “Activity” and “Integration.” The first three meetings will consist of talks by out- side speakers. In January, demonstra- tions will be given in connection with the meetings. The Fresno Elementary Principals’ Conference meets every two weeks on Friday between 8 a.m. and 10:30 a.m. Between 8 and 9:30 the principals dis- cuss professional problems and then for an hour give their attention to routine school matters. The Revere Elementary School Prin- cipals’ Club is offering a medal each year for the high-school pupil who wins the speaking contest. This medal is in memory of a former principal. The president of the Club is Marion L. Bartlett. The principals of South Bend, Indi- ana, are planning to study the findings as brought out in the Bulletin and year- books of the national Department. The chairman of the group is Lillian An- derson and the president is Edythe J. Brown. Recently the Women Principals of Syracuse gave a dinner and social for Amelia Morris and Minnie Parker, two principals who retired in June. Miss Parker was formerly a principal in Cleveland. A few weeks ago the Elementary School Principals of the Central Dis- trict of the New York State Teachers’ Association met in their own section. DECEMBER 1932 49 C. A. Pugsley of Buffalo State Teach- ers College spoke on “The Challenge which 1932-33 Makes to the Elemen- tary School Principal.” The Schoolmasters’ Club of Quincy, Massachusetts, meets once a month for dinner and educational discussions. Some of the tonics which will be con- sidered at the meetings this year are: physical education, trade schools, and elementary education. The president is Frank E. MacDonald and the secretary is Harold Kidder. The New York Principals’ Associa- tion had two speakers on their Novem- ber 5 program. A criminologist and an elementary-school principal discussed the problems of crime prevention from the viewpoint of their respective fields. A committee has been formed to study the problem of juvenile delinquency. The Chicago Principals’ Club is playing a major role in solving the fi- nancial difficulties of that city. Aaron Kline is pushing the Club’s program ahead by interviews, conferences, com- mittee meetings, speeches, and other contacts with lay and professional groups. The Club is continuing its radio program. The new club rooms are in the Medical and Dental Arts Building, 185 N. Wabash Ave. The Elementary School Principals’ Club of the Northern Panhandle, West Virginia, met for dinner on October 15. The principal speaker was a well- known attorney. The president is Jennie McGown. Minnie K. Lohse of Wheeling is secretary-treasurer. A. B. Heacock reports that the south- ern section of the California Elemen- tary School Principals’ Association met with the District Superintendents at Pasadena on November 5. The con- ference was called by the California State Department of Education. There were at least five hundred in attend- ance at the meeting. Helen Heffernan of the State Department presented 4 general discussion of the philosophy of elementary education. She was fol- lowed by principals speaking briefly on the following topics: (1) Health as the Basic Objective, (2) Training for Par- ticipation in Social Relationships, (3) Habits of Critical Thinking, (4) Ac- quisition of the Common Knowledges and Skills, and (5) The Awakening of Desire To Seek for Beauty. The New Jersey Elementary School Principals’ Association is very much in- terested in elementary-school newspaper work. At the meeting on November 12, principals and other interested edu- cators discussed the problem. It is ex- pected that some sort of an elementary- school newspaper association will grow out of these discussions. O. C. Griggs, president of the Okla- homa Elementary School Principals’ Association, reports that the winter meeting will be held at the same time as the state teachers’ association meet- , ing. The program includes the visiting of schools in the morning, a luncheon at noon with laymen, and a professional program in the afternoon. The secre- tary of the state principals’ group is Mayme Goodin, Muskogee. The California State Principals’ As- sociation is divided into five sections. Each section has its own officers and a program for the school year 1932-33. Among the topics which will be con- sidered at the various sections are char- acter education and supervision. The Central Coast Section prints a news magazine of interest to elementary- school principals. The state association cooperates with the State Department of Education in producing the Califor- nia Journal of Elementary Education. 50 THE BULLETIN in ne mode! steps reada our | wrote The this i: grand useful I thir Alma koont Educ. tin i: enjoy princ Co tent. sione part: Bull Elen new Dep forv pres lege sple cati cart and see! Bul lan’ is cou hat Jus in Sai id- an ol- on he r= eee : - ~~ e TH the October issue the Bul- letin of the Department appeared in new form. Articles were shorter, modernized type was used, and other steps taken to make the Bulletin more readable and interesting. A number of our friends noted these changes and wrote to tell us about them: The Bulletin came just before I left and this is just a note to say that I think it is grand. You certainly have made it both useful and attractive. More power to you. I think the small cuts are lovely and the Almanack is a triumph.—Bess Goody- koontz, assistant commissioner, Office of Education. I want to tell you how splendid the Bulle- tin is in content and form. I thoroughly enjoyed reading it—Belle Torrey Scott, principal, Columbus, Ohio. Congratulations on the form and con- tent—J. Cayce Morrison, state commis- sioner for elementary education, State De- partment, New York. I wish to commend you for the recent Bulletin received from the Department of Elementary School Principals. I liked the new arrangement and plan very much. The Department is to be commended for its forward-looking program.—Arthur S. Gist, president, Humboldt State Teachers Col- lege, California. The new form of the Bulletin is just splendid. The page from the Office of Edu- cation makes it a most practical help. The cartoons and captions are interest-gaining and the type and set-up is clever too. There seems to be life added to the old type of Bulletin —Mason A. Stratton, principal, At- lantic City, New Jersey. The Bulletin came this morning and it is a great improvement. How I wish we could afford to put a sample copy in the hands of principals who are not members! Just once—and then I know it would bring in memberships.—IJsabel Tucker, principal, Saint Louis, Missouri. A FEW BOUQUETS The new Bulletin is a decided success in every way. It is one of the best things we have done to date.—Herbert C. Hansen, principal, Chicago, Illinois. Have received the Bulletin. I like the change both outside and inside. Have read the articles “Through the Editor’s Specs” and “Membership Chatter.” The former is aptly illustrated, newsy, and has good sug- gestions—A. B. Heacock, principal, Holly- wood, California. The first copy of the Bulletin is at hand. I have read it and found it very interesting and wish to congratulate you upon it. One thing that appealed to me particularly, is the conciseness of the articles—Robert B. Abbott, principal, Fresno, California. The new “national principal” is a splen- did Bulletin. I like the set-up, its clear boldness, and I like the type of organization. The definite connection with the Office of Education is a fine thing. —Helen B. Shove, principal, Minneapolis, Minnesota. The above comments and numerous others have been most encouraging. We need letters similar to these—and also vigorous criticism—in order to pre- pare bulletins which will be helpful to members of the Department. While it is true that those of us who are repre- senting you at Headquarters are strate- gically placed to view educational move- ments and events, our interpretations may become fixed. Flexibility can only be preserved by criticism, suggestions, and praise from principals who are on the job. Every member of the Depart- ment should feel that he will get a hear- ing in Washington whenever he sends us a communication. Every letter re- ceived from members of the Depart- ment will be carefully and thoughtfully read. DECEMBER 1932 5! THE PRINCIPAL AND AIDS TO TEACHING HE Editorial Committee has se- lected “The Principal and Aids to Teaching” as the topic for the 1934 yearbook. It is the belief of the Com- mittee that principals follow many fine practises in their direction of the visual, auditory, and other devices that serve as aids to teaching. Many thousands of dollars have been invested in equipment to provide well-rounded teaching and the future investment will be large. Many very important questions will be answered by the 1934 yearbook. De- scriptions of uses should be of assistance to other principals. The Editorial Committee expects to announce a de- tailed outline of the proposed yearbook about March 1, 1933. I. Brief treatment of method; the meaning of devices. (Prepared by Editorial Committee) II. Types of teaching aids. (Prepared ‘ by Editorial Committee) III. Maps, globes, charts, etc. What maps, globes, and charts should be provided in the typical school ? How can this equipment be main- tained in good condition and re- pair? Where should these de- vices be stored so as to get the maximum of use? 1934 Yearbook V. Posters, exhibits, and displays. How can posters be used in connection with teaching in the various subjects of the school curriculum? What use can be made of exhibits and displays? How are the items in an exhibit best collected? VI. Trips, excursions, and lectures. In connection with what sub- jects are trips and excursions most helpful? What are some of the excursions which might be taken in the typical urban com- munity, in the typical rural com- munity? What steps should be taken to prepare for excursions? How can trips and excursions be handled with the minimum of cost and the maximum of learn- ing? How can one check upon the value of excursions to pupils? VII. Duplicating and mimeographing de- vices. What duplicating devices are needed in the typical school? How may teachers use these du- plicating devices? What ad- ministrative arrangements must be made to make the maximum of use of duplicators? VIII. Stereopticons, balopticons, and lan- terns. How can stereopticons be used in connection with the elemen- tary-school teaching? What IV. Mounted pictures, newspaper clip- equipment is desirable in the pings, and magazine illustra- typical school? How can teach- tions. ers be encouraged to use the Where can useful pictures be lanterns in connection with the obtained? How should pic- classroom work? tures be mounted. How should 1X. Phonographs. mounted pictures be filed? How What type of phonograph is can mounted pictures be used in most useful in the elementary connection with the various sub- school? Can the phonograph be jects in the school curriculum? used to teach the various sub- What evidence is there that chil- jects and activities of the school dren learn from the systematic curriculum? Is the phonograph use of mounted pictures? limited to the teaching of music 52 THE BULLETIN Xl. TI above think contr clude admi tion, of us prep: Send mitt 193: Edit Eler Sixt The boo! igar Ave Cle dal os Sitenem astieei atiitieneeetaee —_—_—_— =— Oe appreciation? What administra- tive steps are necessary to in- sure the maximum use of the school’s phonograph? X. Silent and talking motion pictures. How can silent motion pictures be used in connection with class- room work? Of what use are talking motion pictures in the elementary school? Are motion pictures most effective in audi- torium programs or in connec- tion with classrooms? What equipment and safeguards are necessary in connection with the use of motion pictures? XI. Radios. What is the minimum equip- ment necessary in an elementary school? How can the princi- pal keep informed as to broad- casting programs? How can the programs be integrated with the school’s schedule? What steps are necessary to make radio lis- tening effective? The questions under each of the above topics are designed to stimulate thinking, not to limit the articles of contributors. Each article should in- clude basic parts describing equipment, administrative and supervisory direc- tion, instructional use, and evaluation of use. Examine the outline and start the preparation of your contribution now. Send your manuscripts to the Com- mittee not later than November 1, 1933. Address communications to: Editorial Committee, Department of Elementary School Principals, 1201 Sixteenth St., N. W., Washington, D. C., or communicate with John S. Thomas, chairman of the 1934 year- book, Clippert School, Detroit, Mich- igan; Helen B. Shove, 3116 Clinton Ave., Minneapolis, Minnesota; or Bess Clement, Eliza Clark School, Clarks- dale, Mississippi. SPECIAL NOTICES According to present plans, copies of the February issue of the Bulletin will not be sent to members who do not pay their dues by February I, 1933. The membership fee is pay- able October 1. Although a number have not paid their dues yet, the October and December issues have been sent to all who were members in 1931-32. The Department has done this to show its new Bulletin and to ease the many demands upon princi- pals. This notice is an appeal to all un- paid members to help us conserve our funds by a prompt remittance. Tardy payments make it necessary to send reminders, bills, and letters. With your help in reducing these costs to a minimum, we are able to devote more of our finances to the bulletins and the yearbook. Better publications are dividends returning to every mem- ber. If you wish, make your checks se January 1, a 1, or any other convenient date. Your check will not be cashed until after the date speci- fied. But please—send your check at once. In this way your _— will be able to place printing orders with less waste, and they will be able to turn the activities of our limited staff to better service to all members. Kindly pass this notice along to our friends. Let us cooperate this year in cutting administrative costs and in making our Department more effective. Viceprincipals will be interested in the September-October issue of the BULLETIN OF EDUCATION, Balti- more, Maryland. In this Bulletin several viceprincipals tell of their duties and responsibilities. Our De- partment has extended the privilege of membership to assistant principals and has consistently urged principals to magnify the opportunities of their assistants. DECEMBER 1932 53 HAT a dazzling deluge of pub- lications to overwhelm us today! There are books on many phases of teaching to improve our professional tools. Books to extend our knowledge of history, economics, and otherwise to contribute to our general culture. And then other books like frigates “to take us lands away.” Principals—being rather balanced mortals—should find time to take a “look-see” at each type of recreation and inspiration. A Few New Tools As Principals—lo, these many eons ago—we used to wonder how best to provide for the mentally handicapped child. We hopped from simple facts to handwork and back again—never quite sure of our methods or our principles of teaching. Now Featherstone has come along and tied down some of our nebulae with his Curriculum of the Special Class; Its Underlying Princi- ples (1). The bulletin Children’s Reading, prepared by the White House Conference on Child Health and Pro- tection, has brought together much that we should like to know about volun- tary reading interests (2). Many studies of the how, why, and what of children’s reading have been briefly summarized. (Incidentally, this bulle- tin resembles a chapter in the next year- book of the Department. Members should look forward to April 1933.) Another paper-bound publication is Be- havior Problems of School Children, prepared by the National Committee for Mental Hygiene (3). Many prin- cipals will find the suggestions on the “bad boy” and the “nervous child” BOOKS EXTEND OUR HORIZONS rather elementary, but it is a grand basis for several teachers’ meetings, Useful suggestions on the training of children in fire prevention are found in a four-page leaflet, single copies of which may be obtained free from the U.S. Chamber of Commerce (4). The September Research Bulletin of the Na- tional Education Association, ‘Crime Prevention through Education,” has brought favorable comments from a number of principals (5). This bulle- tin compares crime costs with school costs, discusses factors underlying crime, and suggests ways in which schools may be helpful in crime prevention. Another Research Bulletin, “Facts on School Costs,” was published in Novem- ber (6). It’s a short, snappy treatment of the dizzy problems of public-school finance. Principals need these facts in meeting the pseudo-solid tirades of the local taxpayer. Finally, space permits us to refer to only one more, T'o-day’s Boy and To-day’s Problems (7). O’Neil, the author, is headmaster of a school for boys and a junior high school in Connecticut. He tries the difficult, delicate, and delirious task of writing directly to boys. It will be a useful tool in guiding boys of the junior high-school age in matters of courtesy, vocational interests, choosing a mate, and similar problems. Cultivating Culture Many of your questions about the social-economic problems have been an- swered by Counts in Bolshevism, Fas- cism, and Capitalism (8). Before you get these problems all nicely settled it will be well to get stirred up again by 54 THE BULLETIN ND NS and ngs, r of 1 in of the Che Na- ime has la lle- ool me, ols ol al ar Thunder and Dawn (9). In this book Glenn Frank, president of the Univer- sity of Wisconsin, appraises the outlook for western civilization. Stuart Chase’s A New Deal (10) and Cole’s 4 Guide through World Chaos (11) may help to answer some of the questions raised by Glenn Frank. But as for us, we would rather go down to the sea with William Beebe, and look at the fish. In his new book, Nonsuch: Land of Water (12) he tells of his experiences in the Bermudas. Fast Frigates for Freedom After looking under the sea with Beebe let’s sail across the sea to China in Pearl S. Buck’s new book, Sons (13). It’s a best seller. Publications Listed 1. Featherstone, William G. The Cur- riculum of the Special Class; It’s Underlying Principles. Contribu- tions to Education, No. 544. New York: Teachers College, Columbia University, 1932. 157 p. 2. White House Conference on Child Health and Protection. Children’s Reading. New York: Century Co., 1932. 90 p. 3. National Committee for Mental Hygiene. Behavior Problems of School Children. New York: the Committee, 1931. 20 p. 4. U. S. Chamber of Commerce, Insur- ance Department. “Training Chil- dren in Fire Prevention.” Fire Prevention Bulletin, No. 42. Wash- ington, D. C.: the Chamber, 1932. 4 p. 5. National Education Association, Re- search Division. “Crime Preven- tion through Education.” Research Bulletin 10: 131-202; September, 1932. Washington, D. C.: the As- sociation. 6. National Education Association, “Facts on School Costs.” Research Bulletin 10: 201-26; November, 1932. Washington, D. C.: the Association. 7. O'Neil, Jerold. To-day’s Boy and To-day’s Problems. New York: Sears Publishing Co., 1932. 257 p. 8. Counts, George S. and Others. Bol- shevism, Fascism, and Capitalism. New Haven: Yale University Press, 1932. 274 p. 9. Frank, Glenn. Thunder and Dawn. New York: Macmillan Co., 1932. 40+ p. 10. Chase, Stuart. A New Deal. New York: Macmillan Co., 1932. 257 p. 11. Cole, George D. H. A Guide through World Chaos. New York: Knopf Co., 1932. 554 p. 12. Beebe, William. Nonsuch: Land of Water. New York: Brewer, War- ren, and Putnam Co.. 1932. 259 p. 13. Buck, Pearl S. Sonus. New York: John Day Co., 1932. 467 p. The American Newspaper Publish- ers’ Association recently canvassed the reading habits of a representative group of men. The results confirm popular impressions on the subject. Nearly every man in the group reads news- papers for an average of forty-five min- utes a day. Three-quarters of the men read magazines for an average of twen- ty-five minutes a day. One-half of the men average slightly less than one book a month. When these figures are duly “weighted,” it would appear that the American people spends twice as much time on magazines as on books and five or six times as much time on newspapers as on books. ‘This would be the state of things so frequently deplored in the interests of our national culture. So much time de- voted to the trivial and the ephemeral, so little time to the permanent and the significant! But the matter is not quite so simple, and the situation is not quite so dark. There are newspapers and newspapers, and there are books and books.—New York Times. DECEMBER 1932 55 IN MEMORIAM HE Department has lost a number of active members and friends since January 1931. Those reported to Headquarters are: Baker, C. W., Los Angeles, Calif. Barnes, Harold, Philadelphia, Pa. Beenk, Minnie F., Cedar Rapids, Ia. Brett, Helen K., Cleveland, Ohio. Bursk, J. N., Cincinnati, Ohio. Coffman, C. Louise, Dayton, Ohio. Coleman, J. H., Kansas City, Mo. Craig, Maude L., Denver, Colo. Darrow, Grace, Youngstown, Ohio. Davis, Emmie, Decatur, Ga. Devanna, Mary E., New Canaan, Conn. Du Bois, Solomon E., New York, N. Y. Edwards, Anne, Norwood, Ohio. Erwin, Joseph M., Denver, Colo. Fink, Mrs. Jessie M., Grand Rapids, Mich. Fitz Roy, Jennie E., Bridgeport, Conn. Fleming, Sarah A., Chicago, III. Garrette, Corrine, Cedar Rapids, Ia. Gemmell, Fred M., Tacoma, Wash. Gifford, Emma L., Passaic, N. J. Goldrick, Mrs. Nellie M., Cleveland, Ohio. Greene, Julia A., New York, N. Y. Gregory, Lillian, Jersey City, N. J. Haas, John T., Wyckoff, N. J. Hamm, Franklin P., Newark, N. J. Hand, Susan C., Hempstead, N. Y. Harchem, B. J., Dubuque, Ia. Holtzman, Clarence L., Chicago, III. Hydorn, M. L., Frederica, Del. Jones, H. W., Topeka, Kans. Kleis, Milford, Buffalo, N. Y. Kroening, Frank, Milwaukee, Wis. Lamson, Mrs. Gertrude, Battle Creek, Mich. Lentz, Clarence A., Chicago, III. Lucas, Mary, Dubuque, Ia. My Swan Sonc And so I close the book in which I have been writing for more than two-score years, I have written not with pen and ink upon parchment and paper, but I have written with word and deed upon human character and human destiny. I shall look upon its pages again when, in the fullness of time, the Angel of the Resurrection will open the book in the presence of the Judge of all the earth. May He find more to com- mend than to condemn. If so it be, then shall I receive a teacher’s lasting compen- sation—the consciousness that I have given to the world at least a little more than I have received from it. So may the book have been worth the writing —H. W. Jones, late principal in Topeka, Kansas. This note was written a short time before his death. McCarthy, Nora I., Erie, Pa. Moriarty, Katherine E., Yonkers, N. Y. Newman, Annie, Chicayo, III. O’Keefe, Mary W., Chicago, IIl. Porter, Fannie, Oregon City, Ore. Rawlins, William, Salt Lake City, Utah. Ricketts, Mrs. Lulu B., Hutchinson, Kans. Rutherford, Mrs. R. B., Jacksonville, Fla. Schultz, Arthur F., Detroit, Mich. Shenefield, Burton, South Bend, Ind. Sheridan, Margaret L., St. Louis, Mo. Smith, Ella F., Neptune, N. J. Snavely, Robert, Roanoke, Va. Sweeney, Edw. J., Bayonne, N. J. Tudor, Isabel C., Baltimore, Md. Walker, Mary J., Lakewood, Ohio. Ward, M. Antoinette, Jersey City, N. J. Weintrob, Joseph, Atlantic City, N. J. Whatley, Calvin A., Dallas, Tex. Wilson, A. M., Kansas City, Mo. Wiswall, Zilla, Madison, Wis. Wolfe, E. A., Union Bridge, Md. 56 THE BULLETIN — wy WITH THE AUTHORS— Lucy Mason Holt (p. 30) is principal of the Ocean View School, Norfolk, Virginia. Miss Holt’s talk at the Atlantic City meeting last summer on the size of class from the teacher’s viewpoint was as effective as it was clever. Look it up in the Proceedings, 1932, p. 145-46. Miss Holt is president of the Virginia Edu- cation Association. Sherwood D. Shankland (p. 31) is the active executive secretary of the Department of Superintendence. Over ten years ago our Department was left like a step-child on Mr. Shankland’s doorstep. He took us in and cared for us until we could establish an executive secretary of our own at Headquarters. He is never too busy to help us now as he has done in his article. James F. Rogers (p. 34) is special consultant in hygiene at the Office of Education. He holds the M. D. degree from Yale University. His experience includes the teaching of physical education, physiology, and hygiene in public schools and colleges. Ray Lyman Wilbur (p. 35) is Secretary of the Interior in the President’s: Cabinet. He is president of Stanford University, California, and has been on leave for several years while occupying the Cabinet post. As Secretary of the Interior he has contributed much to the success of the White House Conference on Child Health and Protection and other federal activities for child welfare. Leonard Power (p. 39) is assistant superintendent of schools in Tulsa, Okla- homa. He was the first president of our Department. His experience and interests have made him a frequent speaker at principals’ conferences. John P. Milligan (p. 41) is principal of the Campbell School, South River, New Jersey. Mr. Milligan gave one of the challenging addresses at the recent meeting of the New Jersey State Principals’ Association. William J. Laramy (p. 44) is principal of the Oakmont School, Haverford Township School District, Delaware County, Pennsylvania. Chinook was in- troduced to the pupils by Miss Rhoda Hauck, teacher of English and librarian of the school. Mabel Ellery Adams (p. 45) is principal of the Horace Mann School for the Deaf in Boston. Miss Adams writes from her many years of experience with the exceptional child. We are indebted to Lillian M. Towne, principal, Thomas Gardner District of Boston, and second vicepresident of our Department, for ob- taining this article for the Bulletin.