a ELEM ENTARY RINCIP BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS NATIONAL EDUCATION ASSOCIATION ELEMENTARY SCHOOL LIBRARIES TWELFTH YEARBOOK JUNE 1933 Vol. Xil, No. 5 THE NATIONAL ELEMENTARY PRINCIPAL BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRIN” |PALS Published in October, December, February, April, and June by the De tment 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 Department, to hold office, and to receive the Bulletin. Two of | over 1000 | 500-1000 | under 500 | ——— = All Types ooks } at einai j lela 221 | 69 | 233 | 37 | | | | 7 Num-| Per- | Num-| Per- | Num-| Per- NP*| Pé | NP} P [NP | P ber | cent ber | cent | ber | cent (1) | @) | @ | @ | 6 | @| @| ® | @ | ao | ay | ay | as) Centralized Library a | 12) 25) 50) 40) 53) 16) 115) 22.1 81) 54.7} 196) 29.3 Divided | | among the | Classrooms..| 30/ 7/ 90| 6] 89} 4] 209] 40.1| 17] 11.5] 226] 33.8 Both Centra- | | lized and Divided..... 15) 8] 56| 17] 70) 12} 141] 27.1| 37] 25.0] 178] 26.6 No Answer. . . .| 10; 2) 25) 6 21) 5| 56| 10.7} 13} 8.8} 69] 10.3 (lee 67 " 221 69] 233] 37| 521/100.0} 148)100.0} 669)100.0 * NP, non platoon +P, platoon 1 Miss Goodykoontz and Miss Lathrop of the federal Office of Education gave helpful advice in the preparation of the questionnaire. The tabulations and the preparation of this report were made in the Research Division of the National Education Association. 160 ELEMENTARY Scuoort Princrpats Column 9 of Table 1 shows that 40 percent of the non-platoon schools prefer to divide the library books among the classrooms. In contrast (Column 11) 55 percent of the platoon schools use the centralized library arrangement. One-fourth of both school types use a combination of the divided and centralized plans. About 10 per- cent of those returning the blanks did not answer the question. A close examination of Columns, 2, 3, 4, 5, 6, and 7 does not reveal any great differences on the basis of school size. The percents of centralized and divided libraries are about the same as those reported for the total groups in Columns 9 and 11. TABLE 2—PERSON IN CHARGE OF THE LIBRARY ae sae er” pend eer ee 521 148 , = ts ‘ s ‘ Non-Platoon Platoon ae Person in nee g00 500 2000 one sO Schools Schools All —_ Charge eee a ee 67 42 | 221 | 69 | 233 | 37 | Num-| Per- | Num-| Per- | Num-| Per- NPs| P> | NP} P | NP| P ber | cente | ber | cente} ber | cent (1) (2) | (3) | 4 | © | ©] (@%)] & (9) (10) | (11) | (12) | (13) Trained Librarian Full time... . 9 8} 16 6} 12 2 37, 7.1 16; 10.8 53} 7.9 Part time...|....|....| 23 4, 30 1 53] 10.2 5| 3.4 58! 8.7 Teacher- Librarian Full time.... 5} 19) 11) 36 3 9 19} 3.7 64| 43.2 83] 12.4 Part time... 7 5} 17 8} 21) 10 45| 8.6 23] 15.5 68) 10.2 Teacher....... 38; 10) 122) 18) 152) 14] 312! 59.9 42) 28.4; 354! 52.9 Clerk......... a a Re _ Rae y i oA ee 26} 3.9 Pupils........ 2 19}....] 24 1 45) 8.6 1 sf 46, 6.9 Principal or Assistant Principal... . : ee i | ee 2 26) 5.0 2} 1.4 28} 4.2 Miscellaneous. .|....}.... ” _ ee 2 See ee 5 8 2 NP, non-platoon. > P, platoon. e , ¢ Percents are figured on the basis of the total number of questionnaires tabulated. Person in charge of the library—What kind of person is placed in charge of the library facilities in elementary schools? Table 2 sum- marizes the replies to this question. In the non-platoon schools (Column 9) of Table 2 almost 60 per- cent of the libraries are under the direction of a teacher. Platoon schools (Column 11) are likely to have either a teacher-librarian or a trained librarian. A few of the non-platoon school libraries are in the charge of a clerk, the principal, or the pupils. Columns 2, 4, and 6 show that this condition is not confined to schools with small enrol- ments, although it is possible that the number of books is rela- tively few. —— We in sor of Ts librat Appa by pe Ov classi have these teach in th Source « School Public Paren’ Ass« Schoo Acti and Misce «NP b ia I ¢ Per Sc of th this Fj the | 19 p finar are § Ci upor that one-t pare 161 TweELFru YEARBOOK We may assume that only the schools using the centralized library in some form need a person with some library training. Column 12 of Table 1 shows that there are 374 partly or wholly centralized libraries. Table 2 shows 262 trained librarians or teacher librarians. Apparently, about 30 percent of the centralized libraries are directed by persons untrained in library work. Over half of the elementary-school libraries are presided over by classroom teachers. Probably most of these are sets of books which have been divided among the classrooms. In a number of instances these ‘‘ divided libraries” are placed under one of the classroom teachers for the adjustment of administrative problems which arise in the distribution of the books. TABLE 3—Sovurcss or INCOME Number Number Number | 669 521 148 . a sat ey Non-Platoon Platoon Schools Schools Schools Schools Sehaole Sshools o Source of Revenue Macs 1000 macibasccl — oar ae Bea All Types ; | | 67 42 | 221 | 69 | 233 | 37 | Num- Per- | Num-| Per- | Num-| Per- NP:| P> | NP| P | NP| P | ber | cente| ber | cente| ber | cents (1) (2) | (3) | (4) | (5) | ©) (7) (8) (9) (10) (11) (12) | (13) School Funds..| 35] 29} 122) 53) 145} 25) 302) 58.0) 107] 72.3) 409) 61.1 Public Library . 19 6} 42) 15) 38 6 99| 19.0 27} 18.2} 126) 18.8 Parent-Teacher Association. . 4 3] 24 7| 24 8 52} 10.0 18} 12.2 70) 10.5 School _ Activities and Benefits. | 5]. 5). i ee ee It} 61.6 Miscellaneous. . ‘| ee Bhs 5}. i Sy: ae ae pate 14, 2.1 | 2 NP, non-platoon. +P, platoon. y ’ ¢ Percents are figured on the basis of the total number of questionnaires tabulated. Sources of income—One question asked the souree of 50 percent of the funds used in purchasing books. Table 3 shows the replies to this question. Fifty-eight percent of the non-platoon schools and 72 percent of the platoon schools are supported chiefly from school funds. About 19 percent of both types of schools reported more than half of their financial aid from the public libraries. Between 10 and 12 percent are supported largely by parent-teacher associations. Columns 2 through 7 of Table 3 show that school size has no effect upon the source of income. About two-thirds of all schools reported About one-third of the schools reported receiving major help from the parent-teacher association, school benefits, or miscellaneous sources. 3 that they received their major support from school funds. 162 ELeMEeNTARY Scnuoot Princrpars ————— Relationship between public and school library—Principals were asked to report whether the public library supplied to the school library the books, the librarian, or technical services. Table 4 sum- marizes the replies as to the school library-public library relationships, Table 4 shows slight differences between the percent of the platoon and non-platoon schools receiving each type of help. Of the total group of 669 schools 72 percent received books from the public libraries, 14 percent are supplied with a librarian, and 20 percent report technical aid of various kinds. TABLE 4—RELATIONSHIP BETWEEN PUBLIC AND ScHOoL LIBRARY | Number Number Number 521 148 _ 669 | Schoo Schools Schools Schools ay ~ oe ae ” “ Relationship over 1000 | 500-1000 | under 500 - ; All Types 67 42 | 221 | 69 | 233 | 37 | Num-| Per- | Num-| Per- | Num- | Per- NP«| P> | NP} P NP P ber | cents | ber | cente | ber | cente (1) (2) |} @) | @ | © | ® | |] & | @ | GO) | (1d | (42) | (13) Public Library Supplies Books. ..... 48} 30) 170) 47| 164) 24) 382) 73.3) 101) 68.2 483) 72.2 Librarian. ... 8 2} 41) #17) 25 3 74| 14.2 22) 14.9 96) 14.4 Technical Service....| 12 9} 39) 23) 38 7 89) 17.1 39} 26.4) 128) 19.1 School uses Public Library... .. | ee . . i? ae eee 12} 1.8 Miscellaneous. . oe a: 7 1 20} 3.8 1 7 2 3.1 «NP, non-platoon. + P, platoon. , ¢ Percents are figured on the basis of the number of questionnaires tabulated. Columns 2 through 7 indicate that relatively fewer of the large schools receive aid from the public libraries than the smaller schools.’ Number of volumes in the school library—How many volumes are in the typical elementary-school library? Principals were asked to exclude from their answers books loaned temporarily by the public libraries, volumes loaned by state authorities, and all textbooks. Table 5 summarizes the answers to this question. Column 9 shows that the non-platoon school libraries have a median number of slightly less than 1000 books. Platoon schools show a median of about 1200 books. Almost 5 percent of the libraries in non-platoon schools contain over 5000 books while only 2 percent of the platoon libraries are so large. *See Chapter V of this yearbook for data on the relationship between public libraries and organized school libraries as reported by city superintendents. — Col school is to s while Plato group Pe aumbh 100 ar 101- 501- 1001- 1501- 2001- 2501- 3001- 3501- 4501- 5001- 5501- 6001- 6501- 7001- 7501- 8001- 8501- 9001- to i refe the boo fict less anc Th pla Twetrru YEARBOOK 163 Columns 2 through 7 of Table 5 show that libraries in non-platoon schools have on the average one book for every child enrolled—that is to say, the median for schools enrolling 1000 pupils is 1000 books, while schools with 500 pupils have a median of about 500 volumes. Platoon schools show a slightly higher median in all enrolment groups. Percent of each type of book in library—aAfter reporting the total aumber of books in their libraries (Table 5), principals were asked TABLE 5—NuvumMBER or VOLUMES IN ScHOOL LIBRARY Number ~—— | ae 21 P.M ar MPs ms Non-Platoon Platoon : Ss Schoo Schoo | “ . Number of or te 500 1000 Be = 300 Schools Schools All Types Volumes ee.) See rete Kael ae \e 67 42 | 221} 69 | 233 | 37 | Num-| Per- | Num-| Per- | Num-| Per- | NP*| P> | NP| P | NP| P | ber | cente| ber | cents} ber | cents (1) 2) | @| @| @®| @|@! ® | ® | ao | ay | az) | as) 100 and under..|....|.... A 1 3...) 3.3 1 a 17, 2.5 101- 200..... 10 6| 47 7; 90 7| 147} 28.2 20} 13.5) 167} 25.0 501-1000..... 18 7| 41| 10) 49) 16) 108] 20.7 33} 22.3} 141) 21.1 1001-1500... .. 6} 11] 21) 30) 21; 6) 48] 9.2} 47] 31.8} 95} 14.2 1501-2000... .. 3 7; 18) 121) #13 1 34, 6.5 19} 12.8 53} 7.9 2001-2500..... 2 1 9 2 ee 18} 3.5 3] 2.0 2 3.1 2501-3000..... 5 2 6 3 6 1 17} 3.3 6 4.1 23) 3.4 3001-3500..... 1 3 6 1 i 1 1 2.7 5} 3.4 19} 2.8 3501-4000... .. : 6 _ See Sear 8} 1.5 1 ay: 9} 1.4 4001-4500... .. 2 1 1)... 3 2 6) 1.2 3} 2.0 9} 1.4 4501-5000.....}....| 1] 4]....] 2)....) 6 2.2) 1.7 7 5001-5500... .. ee | ae Cee 1 3 6 1 am 4, 1.0 5501-6000... .. 2 1 3} . | er 6} 1.2 1 7 (a 6001-6500... .. 1 . Se Reise 3 ees Dee alee 3 6 6501-7000 1 _ Ban eee 1 By 1 ti 2 3 7001-7500... 1 _ Sa ee 2 Coenen See 2 3 7501-8000... >on ee co er ee 5| |8 8001-8500... .. 1 | nee enn ahe y OS shisvecab aes sia 2 .o 8501-9000. . . a he Lee Dp Oe SS EE REE CP. Bie 9001-9500...../.... » ae ae “| ee ere 2 3 * NP, non-platoon. +P, platoon. ; . ¢ Percents are figured on the basis of the number of questionnaires tabulated. to indicate the percent of the total consisting of non-fiction, fiction, reference, supplementary, and miscellaneous books. Table 6 shows the percent reporting each type of book. It is interesting to note that the median number of non-fiction books in the libraries of 669 schools was 262. The median number of fiction books was 189. The median number of reference books was less than 100. The median number of supplementary books was 185 and the median number of miscellaneous books was less than 100. The impression is given by comparisons between the non-platoon and platoon schools that the latter are better equipped in all of the fields. The larger proportion of the platoon schools reported having books >" ~~. _- | omel sr cq — oo cn ore d = a “~ —)6|ClUSS > 4 —— © ¢ = wm — i | a — i) 4 Oo ™ po 4 — e rc / oe 3. =n sa 8S a =f" © S A ae © oO 6&6 & See 2 4250 Sis q 8s we = © " i MS 2, rel — ~ c — is = cB) ~ oO — @® Oo .- ee oS eee Ho S o "3 Sees a wr Pa “1 S Ges © a. & > 3 Fes mF es = So — _ N mE oy - —_ a p} Ne a “u004zed ‘gq > “u00}8/d-u0U ‘GN ¢ “PoiB[Nqe} SaltBUUOT}saNb Jo Jaquinu [8,02 ay} JO sIseq ay} UO peindsy o1v sj}Ua010g o *SYOOd UONoY-uoU peYy Avy} 4BYy} pazodad (F UUINJOD) JuUaoIed F'g7 “8[00Y9S G99 94} JO :snyy 9[qQu} pray M > OOT OOT OOT OFST| FLT) FLS1) OOT OOT OOT 6881} PF PEE! OOT GC9G] SSS) LB) UsIPEW a Jopu/) | depuy | Jepug Jopul) | depug | lepug Jopuy) ; o 2} TOL) G6L) ese] res| eee] eer] 22z| Sze] F491 OFT 6LL | 996] SFI V0e Burjs0dar Z OU JUDdVIOg fe src | 668 | FOC | Lhe | OFF | LEE] Los| ez! see! gee] Teg Ue | VEL} SS8|) B69 [330.L rw Z cee Z CZ LZ CZ eee coe cee Z eee z 1Z $1 ae 00¢2-10¢Z : ni wy GG 0% LG ‘i 9 * rT Co 6'F vg a ae 00SZ-TOST C 9'T LG LT 19 LY g°9 1% 0% 1% 9°9 Le | LT GSt |; S246) Letl OOST—-LOS © s L s 9'€ I? i TT ie eT LG o°6 s £€ 19 ot ay: 00¢ —LOF o a ma 9° Gl L eT raat FT Gl Te Gol | 9 8°¢ 88 . a pees OOF —10€ TN oT LG eT 9'F rg tT Te 0% ee 0'F cert | St 09 19 eo. 00€ —10z be Gg 18 VP SOL) COL) 9OL | CF | SOL} OSI 19 Gol | GSI | $6 L0Z |" 00@ —I0T | OPEL |S 2ST [YE [YOSSI [Were |%oee |%r'9¢ |%o'se |Year sr leer Bs %eor %6'S1 | apun pus OOT < = (91) (ST) (FI) (€1) (ZT) (TT) (01) (6) (8) (2) (9) (¢) (¥) (8) (2) (T) ~ 1830, d dN [830.1 d dN TR30,L, d dN TBI0L d dN [B01 od aN a 699 StI Tz¢ 699 8hI Teg 699 StI Te¢ 699 StI Tz¢ 699 StI Teg sauInjoA jc jo = Snoouyl[[aosty ksenomeding aUdIaJay uot] UOT}OLJ-UON — | | SMOOG AUVUAI'T SAOANVTTSOSIIY INV ‘AUVINENAIAdOG ‘AONTUAATY ‘NOMI ‘NOMOLJ-NON 40 usaWwaN ONILAOdAY STOOHOG dO »LNSOUIG—9 WIAVL | | | ! TweELFru YEARBOOK 165 of each type and relatively more of them have the various types of books in large amounts, What magazines are taken by elementary-school libraries?—The inquiry form provided space for the principals to report the maga- zines received regularly by their libraries. About 450 titles were reported, but only those reported ten or more times are given in Table 7. Table 7 shows that forty-nine magazines were reported ten or more ‘ 5 times. Of this number ten were professional magazines for teachers, while the other thirty-nine ranged through various levels of adult magazines to those primarily for children. The five magazines reported most frequently by the entire group were as follows: . National Geographic (47 percent) . Nature (35 percent) . Child Life (34 percent) . Popular Mechanics (26 percent) . American Boy (19 percent) rst five magazines for the non-platoon and platoon oR WN > The rank of the schools follows: h Rank for Non-Platoon Rank for Schools Platoon Schools CONG it ascrsensnnss National Geographic ................ (1) eR re rarer Nature Biagagine «...o..6.0ccsc00seee (3) NM eck ac wis sod encaaoiees RN a Fc sdickes, deecainds, ccoasigntiarers (2) SE ee eer Popular Mechanics «x. sscsccccccciscs (4) SR ac ces aucad ee IRONIC TIOW oie. cictdicwavncas toes (5) Other magazines found in 20 to 25 percent of the platoon schools were: American Girl, Boys’ Infe, Hygeia, Popular Science, St. Nicholas, and School Arts. These publications were usually men- tioned by less than 14 percent of the non-platoon schools. On the other hand the following magazines were among those relatively more frequently reported by non-platoon schools than they were by platoon schools: American Childhood, Child Welfare, Out- look, and Time. The magazines primarily for teachers which were most frequently reported were as follows: Rank for Non-Platoon Rank for Schools Platoon Schools | SAE eeu EO NE. iv ei piicnsinsca aceite (4.5) Wes codnsmeatcnees The Grade Teacher............s00¢ (1) | ARPRRDG A ert or rer erate Elementary School Journal......... (2.5) RO priniaccecue aide marae Educational Method .............. (4.5) CE err ES Childhood Education .............. (2.5) PS Siacisd aici onnciaes Journal of the N. E. A.......<<00000 (6) SS rer CMG WeTALC diicciscccscccvacvecas (8.5) | Rn Ser nee Progressive Education ............ (8.5) SEO re Pee era Elementary English Review........ (7) WES fiosntwagaiees nie Parente’ Magasine ...i.ccccseccccs (10) I, —— 166 ELEMENTARY Scnoot Principats — TABLE 7—Macazines Reportep TEN oR More Times _— Number Number Number “= 669 of of of 521 148 School N = ¥ Non-Platoc Platoo a Nem Name of tae OD 00 ait ‘Sehools ‘i Schools All Types Meg Magazine Sse See ewe Sen ~_ mF = = am | 67 42 | 221 | 69 | 233 | 37 | Num-| Per- | Num-| Per- | Num-| Per. senate NPs| P> | NP} P | NP| P ber | cente| ber | cente| ber | cent: ( (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (13) Literat Dige American Boy| 10} 21} 33] 16) 40} 10) 83] 15.9} 47| 31.8] 130) 194 ‘ American Merry Childhood..| 2) 1) 14| 4) 31] 3) 47] 9.0 8| 5.4) 55] 89 a American Girl} 10) 19} 23] 10} 28} 9} 61] 11.7) 38) 25.7; 99] 148 — American OW Magazine...|..../..... 5| 1| 8| 1} 13] 2.5; 2) 1.41 15] 29 - Art Magazine.| 1} 1/5} 1) 4/....| 10] 1.9] | 1.4) 19) 13 Rea a fa3 1} i 38} os 61thUShlU 10 1.9 3} 2.0; 13] 198 ... Natio! Bird Lore....|....| 1) 8| 1) 2} 3} 10) 1.91 3] 2.0) 13) 19) Gee Boys’ Life....| 11} 20} 21} 15} 24/ 7] 56] 10.8) 42] 28.4! 9s) 147 “a *Childhood News Education. . 8 4; 18 5} 18) 6 441 8.5 15 10.1) 59} 8.8 0 Child Life....} 16} 26) 54| 32) 77| 20) 147/ 28.2) 78] 52.7] 225) 33.6 ane *Child Welfare l]....| 9) 0 17] 2} 27] 5.2 3) 2.0) 30] 457 | “a Christian | | utlo Science | *p Monitor....| 2) 2) 6)....| 6|....| 14 2.7 2} 1.44 16] 2.4 “Va Current p thf Events.....| 5} 9] 21} 8 26| 7] 52/ 10.0) 24) 16.2) 76! 114 acne Popul Delineator....| 1} 1| 4) a) 6i.....) a} 2.1) 2 1.4) 131 19 Me Popu. *Educational | | *p on Method....! 8} 2} 16) 6) 24) 2 48) 9.2; 10) 6.8) 58) 8.7 ad *Elementary English | | Read Review... . 2 2 3 WH 8 oI 13} 2.5 4| 2.7) 17) 2.5 Si *Elementary | If School Revie Journal....| 9} 6] 17] 6| 23) 3 49! 9.4, 15] 10.11 64) 9.6 Re Good House- aa keeping....| 2) 2) 4)....| 9}....| 15] 2.9 2} 1.4 17) 2.5 “ed *Grade Teacher) 8| 7| 13) 6] 30) 4{ 51) 9.8] 17] 11.5) 68] 102 Scho Home | Ti Geographic.| 5) 3) 7] 8 10) 4 22) 4.2) 15) 10.1) 37) 5.5) —_ Hygeia......./ 6} 11} 19) 8] 24| 11) 49} 9.4) 30] 20.3] 79) 11.8| Weel *Instructor....| 8| 4| 21| 3] 36 3] 65] 12.5) 10) 6.8] 75) 11.2) wa John Martin’s i” a Book. ..... 2} 9 10) 8 21) 2 33) 6.3) 19] 12.8} 52) 7.88 «NP Journal of ' Pee Geography.| 3) 1) 8 1 9} 3} 20) 3.8 5| 3.4, 25] 3.7] *M: * Journal of } N.E.A....| 4) 2) 12) W 16] 1] 32! 6.1 4| 2.7; 36) 5.4] Junior Home..| 4] 10) 13) 12} 27} 5) 44) 8.5! 27| 18.2) 71] 10.6 Junior Red Cross News 5 5| 22} 15] 23 8 50} 9.6 28} 18.9 78| 11.7 | ow bo or — Or Go tn ae =~ ~ S> > Twetrrn YEARBOOK 16 TABLE 7—Maaazines REerorteED TEN OR More Times (Cont.) Name of Magazine (1) Literary Digest. .... Merry-Go- Round..... eee Model Air- plane News |.... My Weekly Reader.....|.... National Geographic. Nature Magazine... News Outline. Open Road for Boys.... Outlook...... *Parents’ Magazine... Pathfinder....|....|.... Popular Mechanics. . Popular Science..... *Progressive Education. . Review of Reviews.... St. Nicholas. . Safety Education. .|.... School Arts...|.... World’s Work Number Number Number 521 148 669 “ = , x < , " = , Non-Platoon Platoon Schools Sy | BE | | Tee | SES | FL 67 42 | 221} 69 | 233 | 37 | Num-| Per- | Num-| Per- | Num-| Per- NP2| P> | NP P NP i ber | cente | ber | cent¢ | ber | cente (2) | (3) | (4) | (5) | ©) | (%) (8) (9) (10) (11) | (12) | (13) 10} 16) 22 Zi ZZ 1 54] 10.4 19} 12.8 73] 10.9 2 - - re (eae 10; 6.8 10; 1.5 8}. OE acadicciis sop elec 12} 8.1 12; 1.8 6). 3}. Disaccalenend 14) 9.5 14, 2.1 25) 30) 88 44] 107) 21) 220) 42.2 95} 64.2) 315) 47.1 14; 22) 66) 33) 78) 21) 158) 30.3 76) 51.4| 234] 35.0 Et} .. 4 2 8}. 13} 2.5 2} 1.4 15) 2.2 1 12 5 6 3 1 oo Soe 19} 12.8 28} 4.2 4 ye 5 Mi 62} 1 PY iZ| 1.8 Z i . Be e 10} 1.9 1 ht 11 1.6 5 2 6 1 i) 2:1 a 2.0 14, 2.1 17; 27) 46) 31) 38) 12) 101) 19.4 70| 47.3) 171) 25.6 11 11; 30) 12} 24 6 65| 12.5 29] 19.6 94) 14.1 4}. 7 1 6 ) 17| 3.2 3| 2.90 20}; 3.0 1 2 6 3 6). 13; 2.5 5| 3.4 18; 2.7 3 1 4 2 5}. 12} 2.3 3} 2.0 15} 2.2 2} 10) 12) 21 4 8 18; 3.5 39] 26.4 57| 8.5 11 4, 11 2 7 G i.2 29) 19.6 35) 5.2 16 8} 10 6; 11 a 2 37| 25.0 51| 7.6 2 1 7 1 8}. 17; 3.3 2} 1.4 19} 2.8 y | ee 28) . I ee: Cee 48; 7.2 5 2 7 2 5}. 17; 3.3 4, 2.7 at 6 3.3 | * NP, non-platoon. +P, platoon. ¢ Percents are figured on the basis of the number of questionnaires tabulated. * Magazines primarily for teachers and adults. 168 ELEMENTARY Scuoort PRINCIPALS PROBLEMS OF THE Scnoou LIBRARY How do we start?—Launching the school library is a problem ealling for the keen interest of at least one individual. Descriptions sent by principals with the questionnaires showed that in every case the principal, a teacher, or some other individual was responsible for carrying through the plan. Excerpts from the replies are as follows: I have always believed that a grade school should have a centralized library, Three years ago I started borrowing books from the public library and issued them through the teachers. This helped but it was only a beginning. Children and teachers were appreciative. Last year I suggested a plan of centralizing by selecting a classroom, removing the desks and replacing with tables. I hoped to use a certain library-minded teacher and to make this room her homeroom. My plans did not materialize because of lack of funds and because officials did not consider it entirely workable. In the meantime our P. T. A. had purchased 200 books to add to those borrowed from the public library. We had the end of a hall, well-lighted, that could be made into a library if I could persuade the school authorities to pay for equipment. After drawing plans for shelves, magazine racks, bulletin boards, issuing desk, and reading tables, I took them to the lumber yard for a statement of the costs of materials which I presented to the superintendent. I agreed to do the building, with the help of the janitor, if they would pay the cost of the material. To realize what our library has accomplished one should see the eager faces there every opportunity, the books going out and coming in, and comments overheard that prove that ideas have registered between the going and the coming—A. T. W. McCormick, principal, Maplewood School, Connersville, Indiana. Our library was started by a sixth grade as a class project in 1928. The project included a book program, an assembly community parade, and a drive for do- nated books. Approximately 500 books were donated at this time and another 500 were donated through another drive (1931). Of the 1000 books collected ap- proximately 200 were culled out—Robert B. Abbott, principal, Heaton School, Fresno, California. The library in our school was begun in 1926. One of our teachers was interested in having a library, so consented to foster it if cases that were in a small room and formerly used as a depository for state texts could be’ be placed in her room. A year later it was possible to devote the room to library purposes only. Desks were removed and intermediate tables and chairs to accommodate forty children were provided. Pupils’ interests were enlisted with the following results: hand-decorated drapes at the windows; hand-painted table, chair, and magazine holder; pupil- made magazine rack; wooden ship (Mayflower) assembled and furnished by pupils; goldfish bowl; fern; carefully chosen pictures; set of twenty-four framed Indian pictures; Lindbergh chart; and screen to be decorated seasonally by classes chosen for the purpose—Cora S. Rusling, principal, Normandie School, Los Angeles, California. Our school library was started by teachers who felt that our pupils seriously needed the training and enjoyment that come from good reading. They brought books from home for pupils to read in their spare time. This proved so popular that money was raised by entertainments and books were bought. Later the city made the school an allowance for library books in return for a school-owned but —_— unus libra The for Sche ) libr tru to ¢ ver’ Al men set £ a su built M gift his « mor is pi in t Mal T boai hav way A the Noi am me! Tow j tise dif inc Vy unc was rea 6 is the Lor \ bec of lib pri Twetrru YEARBOOK 169 unused printing press. Last year the P. T. A. made a gift of ten dollars for the library. One set of encyclopedias was bought by the school and one by the city. The library is kept up by school funds raised by selling candy, making articles for sale, and by giving entertainments—Stella M. Howard, principal, Chapin School, Willimansett, Massachusetts. Where do we get the funds?—In a majority of cases the school libraries are supported chiefly from school funds. Often this was not true at the beginniny. Teachers, pupils, parents, and principal had to demonstrate in many cases that a library was entirely feasible and very useful. Excerpts from descriptions follow: About five years ago teachers in the public schools asked for books to supple- ment their classroom textbooks. Because of those requests, a regular fund has been set aside with which to purchase books for school libraries. Each school is allotted a sum of money, and the books are selected by the teachers and principals of each building —Anne B. Stockwell, principal, Clinton School, Maplewood, New Jersey. Mr. J. L. Washburn, for whom the school is named, started our library through a gift of five hundred volumes, and had maintained it for ten or more years until his death last summer removed the support. Now the P. T. A. has appropriated money for new volumes and for repair to the amount of ten dollars. The P. T. A. is paying the librarian this year for the first time. Previous to this time a parent in the district, who was interested and willing to help, gave her services free.— Mabel A. Rossman, principal, Washburn School, Duluth, Minnesota. The library was started in our school eight years ago. At that time the school- board allowed a yearly sum to be invested in books. For the last five years we have had no allowance for that purpose but we have raised money in various ways—WMrs. A. H. Stafford, principal, Concord Park School, Orlando, Florida. At first our library books were purchased by the P. T. A. at the suggestion of the principal. Some books were purchased from funds raised by public programs. Now a state library law makes it compulsory that schoolboards give a certain amount of money for library books each year—none of which may be supple- mentary texts—Bertha O. Aarvig, principal, Pleasant Valley School, Fort Dodge, Towa. To divide or not to divide?—Table 1 shows differences of prac- tise in centralizing or dividing the library books. Doubtless honest differences in viewpoints are behind these practises. A few excerpts indicate why some principals favor one plan over the other. We arranged to have a separate reading department so I placed the library under the teachers’ care and added the school’s supplementary books to it. This was to be administered as a loan library, reference library, and for supplementary reading, especially audience reading. Today our reading work from grades 3 to 6 is taught in the library, mainly with the library books. From this has developed the reading-library method used in the platoon schools of this city—J. Guy Lowman, principal, Whittier School, Seattle, Washington. With the advent of the platoon school system in Detroit in 1919 the library became a necessary part of the organization, so through the efforts of the board of education a school library department was formed. From this time on school libraries were established in many elementary schools in Detroit —EKdith E. Shaw, principal, Wilkins School, Detroit, Michigan. 170 ELEMENTARY Scuoot Princrpeats The libraries are distributed to the classrooms from the central school library, The school has purchased books and these are kept in the classrooms. There is no room for a library in the building and no librarians are assigned, except in high schools. Each teacher takes pride in making as much of her library as she can with the tables, chairs, and other equipment she can find room for. Bookcases are provided, and in some cases, pupils have constructed seats and tables—Harriet A. Judd, principal, West Broad School, Columbus, Ohio. About six years ago the faculty decided that it would be well to experiment with a central room, one of our classrooms being released at that time. It was filled with shelves and all the books were assembled and cataloged. It immediately be- came apparent that it could not be used regularly as a library should be used because of the lack of adult supervision, there being no teacher with time off, and at that period in our department no part-time clerical help in elementary schools. To meet the situation the teacher of the fifth grade took over the project as a class activity. This was carried on for a couple of years, then the teaching staff unanimously requested that the books be again divided so that each room would have at hand its own grade library. The reasons were many and cogent so the re-distribution was made, and it proves to be most satisfactory —Mrs. Clara M. Partridge, principal, Oxford School, Berkeley, California. What help. should the school library expect from the public library ?—The most frequent type of help extended by the public y | : ] libraries is the loan of books. In some eases several hundred books are loaned to the school’s central library room. Perhaps, even more frequent is the lending of sets of twenty to forty books to classrooms. q g In some instances the circulation of these small library sets is made possible by the use of trucks belonging to the school department. Excerpts describing various practises are as follows The Milwaukee Public Library has a school extension department, under the charge of a head librarian who makes semi-yearly trips to each school in the city. On these trips she sees each teacher and discusses with her what sets of books she would like to have in her classroom for the semester. Teachers re- ceive two sets of books per year, composed of fiction, non-fiction, and poetry. If any teacher wishes to obtain sets of books for special projects for class use she may have up to twenty-five or forty as extra sets. The regular sets comprise all the way from forty to 200 books, depending upon whether work is department- alized or not. The library will supply sets of books to be used for one week or several weeks on any subject, also pictures in sets or groups, and clippings— Lillian C. Thies, principal, E. Trowbridge Street School, Milwaukee, Wisconsin. The relationship between the library and the school is very close. At least four or five hundred books come into the school each month. Once a year the class and teacher go to the library for a lesson in classifying books and finding references and authors. A test is given by which the librarian rates the pupils. A, week before a new subject is taken up in science, geography, or history, the teacher sends the librarian an outline of the work planned. The librarian then selects the proper books, and places them on a shelf with the teacher’s name. The children can then go directly to that shelf for their source books. A most satis- factory arrangement.—Luella Callahan, principal, Read School, Bridgeport, Connecticut. Our public library supplies each room with sets of twenty-five books in Sep- tember. A teacher may have two or more of these sets which she keeps until the end of January when classes are promoted. At this time she may either keep Wac class the agai mor chal in € Col fift, and tim int pic ma ark wl lov lib or ot] fre pe Sc brary, is no high e can S are et A, with filled y be- used off, itary ject hing oom rent lara lic die oks ore ns. de nt. Twetrru YEARBOOK 171 these books for her incoming class, or she may return them to the library and request different types of books. Usually a set of twenty-five is composed of some fiction, some adventure, some history and biography, and sometimes one or two reference books. Aside from these sets a teacher may receive on request al- most any number of reference books, which are charged to her and kept until the piece of work for which they were borrowed has been completed.—Gertrude E. Richardson, principal, Brightwood School, Springfield, Massachusetts. The children’s librarian comes as often as twice a year to urge pupils to make use of the public library. On these trips she never “escapes” without telling a story to the children. Formerly, a story hour was provided at the library once a week for public-school children. This practise has been discontinued. Public li- brarians are sponsors of Book Week, giving special invitations to pupils and teach- ers. Teachers are allowed to take a dozen books at a time for classroom use for two weeks. Librarians are always very willing to look up information requested by teachers—Grace Stone, principal, Central and South Third Street Schools, Waco, Texas. The library truck stops once a month at our school. The librarian sends to the classrooms in succession. The children take the books which they have down to the truck, select whatever new books each desires, the library clerk checks them against the individual’s card, and the pupils return to their rooms. During the month children may exchange books if they desire. The teacher records the change. The board of education furnishes supplementary books which are placed in each room in control of the teacher of that room—May Warnking, principal, Columbian School, Cincinnati, Ohio. Each classroom above the second grade is supplied every term with a set of fifty volumes which the teacher may keep for that term. She may go to the library and personally select books suited to her grade, and she may exchange the selected set for a new one when the children have read it. In this school, at the present time, we have fifteen hundred books lent to us by the free public library, divided into classroom library sets. In this connection, the free public library also supplies pictures and museum objects for use in the classroom. The library delivers all materials to the school—John S. Herron, principal, Lafayette Street School, New- ark, New Jersey. Who should be in charge of the school library? where there is no central library room it is often necessary to have a teacher, a clerk, or pupils in general charge of the books. The fol- lowing excerpts illustrate several plans which seem successful : Even in schools The kindergarten teacher is responsible for the care and arrangement of our library and devotes some regular time to it. Otherwise teachers go with classes or combine, allowing groups to do reading work under a library teacher while others drill formal subjects under other teachers. Classes once a week take books from the library to the homeroom for a reading period, the length of period de- pending on the age of pupils—Neva W. Lawson, principal, Thomas Jefferson School, Bakersfield, California. Principal and teachers are on full teaching time. Two teachers take the re- sponsibility of checking the books with the list when they are brought from the city library in the fall. They check them again when the books are to be returned in June. The teacher receives the fines for overdue books, reports on lost books, and consults with the city librarian. The books are loaned to us during the school year and we all share the responsibility as part of our job. No one receives pay for it—Lucy A. Cull, principal, Jefferson School, Ionia, Michigan. 172 ELEMENTARY Scunoort Principars ———— - A sixth-grade teacher sponsors the library and furnishes pupil librarians. Pupils come with slips giving time in and time out of classrooms. At the end of the period in the library the librarian (pupil) grades each one. A grade of three or below excludes the pupil for a time up to two weeks.—Harry L. Buckalew, princi- pal, Jackson School, Fresno, California. Two librarians are responsible for the management and technical part of the library work. They work in cooperation with the principal—Arvin N. Donner, principal, Franklin School, Port Arthur, Texas. Each afternoon from 1:00 to 3:00 the kindergarten teacher becomes the li- brarian. Classes from second through the sixth grade are scheduled for a half- hour period once in two weeks. The grade teacher acts as counsellor in the library and the librarian supervises. This term we have gone a step further. Our library is open all day and is in use from 10: 00 until 3:00. We have correlated it with- out visual instruction work. Museum visits have been planned in correlation with the library training. We are highly pleased with the results—Josephine F. Stapleton, assistant principal, Public School 186, New York, New York. SuMMARY No one can say with certainty just what proportion of the ele- mentary schools of the United States have library facilities. Approxi- mately 15 percent of the members of the national Department of Elementary School Principals replied to an inquiry on school libra- ries sent out in the spring of 1932. Twenty-nine percent of the 669 schools reported libraries cen- tralized in a single room, 34 percent reported libraries divided among the classrooms, 27 percent had both the centralized and divided libraries, and 10 percent did not answer the question. Most platoon schools have centralized libraries while many of the non-platoon schools have divided classroom libraries. With increase in enrol- ment the libraries tend more and more to be of the centralized type. Libraries in non-platoon schools are largely under teacher control. Platoon school libraries are usually directed by trained librarians or teacher-librarians. Centralized libraries are more likely to have a person with library training in charge. School libraries are supported chiefly by school funds. About one- fifth reported financial aid from the public libraries. Parent-teacher associations and school activities constitute in a few cases the chief means of support. Almost three out of four of the school libraries receive help from public libraries in the form of books. In a few cases the public library furnishes a trained librarian or technical aid of some sort. Libraries in schools of over one thousand enrolment are less likely to receive aid from the public library than are the smaller schools. — O. pup! plen T wert and T five (2) libr am (4) lib libi sho an qui a Pupils of the ee or INCi- f the n ner, e i. half- rary rary yith- with . FP, ‘le- XI- _ TweE.LFrHu YEARBOOK 173 On the average, the school library has about one book for every pupil enrolled in the school. These are chiefly non-fiction and sup- plementary textbooks. The magazines most frequently reported by the school libraries were National Geographic, Nature, Child Life, Popular Mechanics, and American Boy. The comments of the principals show that their problems fall into five divisions. (1) What steps are necessary to start a school library 4 (2) Where does one get the funds to start and maintain a school library? (3) Is a school library most effective when it is divided among the classrooms or when it is in a single centralized room ? (4) What help should the school library expect from the public library? (5) Who should be in immediate charge of the school library 4? The comments and suggestions written on the questionnaires show that all of these problems require considerably more research and experimentation. Partial answers are supplied to many of these questions in subsequent chapters of this yearbook. O UNDERSTAND the criteria by which a school li- brarian may appraise the value of her work it is neces- sary to know the purposes that guide her efforts and the | activities that are earried on in the library. Like the audi- torium and health education program the library owes its existence to the activities developed with the modern school. Library experience is an integral part of our present day con- cept of eduecation.—G. Dorotha Dawson, Chapter IX. 174 ELEMENTARY Scuoout PrRINcIPALS 1, 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. SELECTED REFERENCES AmerICAN Liprary Association. “School Library Progress 1928.” School Library Yearbook, No. 3. Chicago: the Association, 1929. p. 43-76. . American Liprary Association. Study of the Library School Situation in Southern States. Chicago: the Association, 1931. 53 p. . Bocie, Saran C. N. Brief Study of and Recommendations on School Library Conditions in California. Chicago: American Library Association, 1930. 25 p. ms. . Campsett, Doak 8. Libraries in the Accredited High Schools of the Associa- tion of Colleges and Secondary Schools of the Southern States. Nashville, Tennessee: George Peabody College, 1930. 72 p. . CLEveNGER, ArTHUR W. and Opeti, C. W. High-School Libraries in Illinois. University: of Illinois Bulletin, Vol. 29, No. 4, 1931. 41 p. . CotpurN, Evancetine. “The School Library in Elementary Education.” Normal Instructor and Primary Plans 38: 25, 111; April, 1929. . ELEMENTARY ScHoot JouRNAL, editorial. “The Library in the Elementary Schools of New York State.” Elementary School Journal 32: 572-75; April, 1932. : . Farco, Lucite F. “School Libraries in the United States.” Peabody Journal of Education 8: 236-40; January, 1931. . Futtwoop, Marsorre T. and oruers. “Survey of California Junior High School Libraries.” School Library Yearbook, No. 3. Chicago: American Library Association, 1929. p. 65-73. GARDINER, JEWEL. “The Elementary School Library.” California School Library Association (Northern Section): Bulletin 4: 3-4; May, 1932. Goutp, Cuirrrorp M. “Study of the Elementary School Library.” New York State Education 19: 153; November, 1931. Gou.p, Cuiirrorp M., chairman. “ The Report on the Library in the Elemen- tary Schools of New York State.” Bulletin No. 1. New York State Asso- ciation of Elementary School Principals, December, 1931. p. 4-17. LatHrop, Epirn A. “A Decade of School-Library Achievement.” Biennial Survey of Education, 1928-1930. Washington, D. C.: Government Print- ing Office, 1932. p. 665-94. Laturop, EpirnH A. “ Kansas State Teachers College Students Survey High- School Libraries.” School Life 15: 198; June, 1930. ’ Morcan, Etta. “California School Libraries.” Bulletin of the American Library Association 24: 326-28; September, 1930. Reeper, Warp G. “ Amount and Kind of Reading in the Various States.” Educational Research Bulletin (Ohio State University) 3: 179-82; April 30, 1924. Russett, Witu1Am F. “The School Library Situation.” School and Society 24: 113-18; July 24, 1926. Scuoo. Review, editorial. “ Libraries and Schools: Comparisons Between the School-Library Systems of England and the United States.” School Review 37:8; January, 1929. Situ, D. E. “ The Development of Elementary School Libraries in Platoon Schools.” Proceedings. Pacific Northwest Library Association, 1928. p. 293-94. Vovucut, Sasra W. “ Library Service.” Biennial Survey of Education, 1928- 1930. Washington, D. C.: Government Printing Office, 1932. p. 643-64. hool L in ary 930 cla- lle, os. val gh an ol CHAPTER III ORGANIZATION AND ADMINISTRATION OF THE SCHOOL LIBRARY Surveying Liprary NEEDS Tue Puprits Buitp a Liprary A Liprary OrGANIZED AND MANAGED BY PARENTS A Lirprary 1x A CooreraTIvE Group ScHOOL Tue Liprary IN THE Spectra Scuoo. Ovr Citizens Usk THE Scnoor Liprary [175] EDITORIAL COMMENT ON CHAPTER ITI Chapter III presents problems in the organization and adminis- tration of the school library as met by principals. Several articles tell how the need for a library led to various steps which eventually satisfied the need. Often it was necessary to arouse the interest of various groups—pupils, teachers, and parents. Rooms had to be set aside, schedules arranged for classes, rules drawn up to control the problems of management, and provision made for services to special types of pupils or to adults. These administrative problems most principals perform with confidence and skill. Schools with rooms set aside for library purposes have certain special problems. Perhaps the first is to determine how the facilities can be used most effectively. A few schools have no scheduled classes but allow pupils to drift in as they find oceasion for the use of library books. Most schools prefer to have every class scheduled in the library for a period or two.each week. These schools usually provide special tables for the child who wanders in to study a particu- lar problem. But how many periods a week should a class be sched- uled in the library? At which grade should the regular periods begin? Should older pupils have shorter or longer library periods in their programs 4 A second problem in the management of a centralized library is the use of pupils as librarians. Should each class have its ‘own libra- rians to check out books, or should selected children do this work for several periods? Should pupils in the library be under the control of their own monitors? Should the library plan allow each child to select his books, keep the records, and direct his own behavior with- out any control from other pupils? Should pupils be used to repair books, to keep them straight on the shelves, and perform other routine library activities ? Questions of this type are treated in the articles and in the ref- erences at the end of the chapter.—Editorial Committee. [176] the sel de of ve. op ta ce en m of bl CHAPTER III ORGANIZATION AND ADMINISTRATION OF THE SCHOOL LIBRARY SURVEYING LIBRARY NEEDS BertHA E. Rosperts Deputy Superintendent for Elementary Schools AND Aneta T. BecKMAN Assistant Supervisor, Elementary Schools, San Francisco, California OOK WEEK in November of 1931 marked the beginning of an intensive piece of research on the problem of the elementary- school library. Five “ library-minded ” principals with five of their teachers met with the deputy superintendent of elementary schools, one of her assistant supervisors, and the supervisor of the department of texts and libraries in order to discuss the possibilities of more effective and more uniform use of school books. The sur- vey group was selected carefully so that the tentative program devel- oped would be applicable to any elementary school of our cosmopoli- tan city. Not one of the five schools to be used as experimental centers had the same situation to meet. The five schools varied in enrolment, 330 pupils to 856; three were in English-speaking com- munities while two had foreign elements; in all schools the library facilities were rudimentary; and one school was within two blocks of a public library while the others were four, six, or even eleven blocks from public libraries. Basie considerations—There are certain basic considerations that one should note rather carefully if one is to understand the plan of this library study: (1) All schools contained an unorganized collection of books—textbooks, supple- mentary study books, and fiction. (Careful records were kept of all books but these records did not make the book collections “ organized” ones.) (2) All members of the committee, with the exception of the supervisor of texts and libraries, knew practically nothing of the mechanical side of library organization. (3) None of the schools contained anything approaching standard library equip- ment nor were funds available for this. (4) None of the schools had any employees who could be released for the technical organization work of the school library. (5) Funds for part-time or full-time elementary-school librarians were not available. (6) The capital of the committee was interest, enthusiasm, indomitable courage, and tireless energy. [177] 178 ELEMENTARY Scnoot PriIncrpats The first meeting of the survey group—The first meeting revealed that the committee members were confronted with the many types of book arrangments to be found in the city—classroom libraries, stor- age rooms with reference collections, small library rooms with fic- tion collections, large library rooms with individual organization plans, schools without any extra rooms for books, and library rooms with clerical help, or with pupil help, or with part-time teacher help. The magnitude of the task for a group of untrained library people was appalling, but the committee members had accepted the challenge of the modern educational program and they had a thorough belief in the worth of the unit of study they were undertaking. The first discussion revealed an interesting problem: Was the library an opportunity for genuine character education through school community service? How many educational opportunities did the elementary-school library really offer? Days of intensive study on this angle followed until the members were convinced that the library offered a worthy unit of study for a class to undertake. The children in a class could manage the school library for a term and engage in an infinite variety of purposeful activities which would make a true contribution to their growth. The committee recognized the necessity for careful guidance of such units in order that the children should not be engaged in mere routine duties—the activities must provide experiences of sound educational worth. There were decided limitations to library service of this type but it was felt that perhaps some of them could be overcome by the development of a true “ library-minded ” faculty. If every teacher in a school could be brought to realize the tremendous importance of the school library and to assume a share of personal responsibility for its valuable work much could be accomplished. It was a big goal to hope for but the five experimental centers undertook it. The process of orientation—The committee lost no time in over- coming its first great handicap—lack of knowledge of the elementary- school library. As a preliminary step, a selected bibliography was given to each member. The bibliography was enlarged upon through correspondence with professors in the library schools of the Uni- versity of California and George Peabody College for Teachers. In order to benefit by existing practises in other communities, the committee studied the elementary-school library plan in such widely differing centers as: Cleveland, Ohio; Long Beach, California; Madison, Wisconsin; Denver, Colorado; Pittsburgh, Pennsylvania; and Portland, Oregon. Also, careful study was made of materials prepared by the American Library Association. Wi m TO Twetrru YEARBOOK 179 —_—— The problems studied—As the vision of the members of the com- mittee broadened, it was possible to formulate a tentative plan of procedure. The specific problems which they needed to solve in order to proceed with the organization of an elementary-school library were listed. Each major problem contained several sub-problems, so pre- paratory bulletins were issued to guide the discussions on each major problem. After the discussions the conclusions were issued in follow-up reports. These follow-up reports form the core of the Sug- gested Guide for Procedure in Elementary School Libraries that the committee is preparing. Some of the major problems considered by the committee were the following: (1) Objectives of the elementary-school library (2) The physical environment of an elementary-school library (3) The esthetic environment of an elementary-school library (4) The organization of an elementary-school library book collection (5) The school library as an integrating factor of the educational program (6) Fugitive material collections (7) Periodicals for the elementary-school library (8) Teacher-pupil relationship in the successful school library (9) Suggested library activities to stimulate pupil interest (10) Suggested units of study for increasing pupils’ library knowledge ; | puy g (11) Elementary-school library service (12) Book selection for an elementary-school library (13) Grade standards of accomplishment (14) The out-of-school reading program. As the study progressed, the conclusions were put into trial. There was no time wasted in lamenting the fact that a school did not have the ideal room or standard library equipment. The supply of the minimum essentials for organizing the book collection in a central room made the committee members happy. Indeed, the school depart- ment of this city is characterized by the spirit of making the best of what it has, knowing that its faith in better provision as soon as it is possible has always been justified. There is a distinct feeling that progress must go on even though one must recognize certain limita- tions in the physical environment of a school. Building “ library-minded” schools—While the committee was engaged in research and in organizing the collections for the library rooms, it was ever cognizant of the need for full cooperation in the plan in the five experimental centers. Therefore, it gave much thought to arousing the interest and the enthusiasm of all members of the school communities. Each school principal and her committee asso- ciate used the regular bi-monthly school building meetings to inform the other members of the faculty of the experiment and its progress. The conclusions reached by the library committee were mimeo- 180 ELEMENTARY Scuoot PrINncIPALs graphed and sent to each school. The teachers in these schools read the material, questioned about doubtful points, and made suggestions to be given to the library committee at its approaching meetings. As the teachers grew in understanding of the vital significance of the experiment, their interest and enthusiasm rivalled that of the committee members. Teachers were found bringing in clippings about elementary-school libraries, browsing in the school library room in their few leisure moments in the busy day, assisting in making cata- log cards after school hours, giving a book or two to the school library, mounting pictures for the picture collection, and bringing offerings for other fugitive material collections. Three general meetings in which all teachers from the experi- mental centers were invited to participate were scheduled. The response was gratifying. Large groups came and although the meet- ings ended at five o’clock in the afternoon, at six o’clock the teachers were found in the library rooms of the three schools where the meetings were held—looking, questioning, and discussing. Theirs was no half-hearted interest. They believed that a library was and is a necessity in the modern elementary school—that it is a sound invest- ment for the worthy citizen. The experiment today—The committee considered standards for the selection of more books for its libraries, it discussed purchasing arrangements, it planned for the distribution and the care of books— then it faced the problem of the use of the books. In each of the five experimental centers was a room that had taken on the appearance of areal children’s library. All books of the school had been assembled in thi8 room except the textbooks. The textbooks were in the chil- dren’s possession or in the storerooms of the school, except for a single reference copy of each in the school library. All of these books were correctly accessioned and correctly cataloged on author and title cards. There were splendid picture collections carefully indexed. There were growing collections of other fugitive materials. Subscrip- tions for interesting periodicals had been filled. Library rooms had become a reality but there were no librarians. A sixth-grade class in each of the schools was selected to take the library as a unit of study for a term. One school preferred to have a library club that was composed of some sixth-, seventh-, and eighth- grade pupils. The library club and the sixth-grade classes in the ‘other schools assumed the management of the school libraries. The children in these classes added to their own knowledge of library use through actual experience in order that they might use the school library and the public library branches with understanding and skill. Th bec de\ im tio pre of lib ere he sel Mi th: op wi th an ri: th da pa st tu co ead ons > of the out ita- ry, igs Ti- he T'S he T's is st- or Twetrru YEARBOOK 181 The development of the library units of study differed in each school because the approaches were different. Uniform procedure in the development of units of study should not be expected because it is improbable if the basie philosophy of an activity program is func- tioning. However, each teacher is keeping a careful record of her procedure during the study so that it may be available to all members of the department at a later date. Each class is learning about the library in its own way. The classroom teacher has wide freedom for creative teaching in these units. The library committee has furnished her with a general guide in which the extent of the desired library service is indicated. She has also been given a fine bibliography. Moreover, the library committee stands ready to help on any problem that confronts her. The library classes with their teachers and principals have devel- oped schedules for the use of the libraries to insure that all children will have an opportunity to enjoy their service. They have outlined their own sets of library rules based upon the general recommenda- tions of the library committee. The school libraries are open all day and they are being used by all children of the school. Pupil libra- rians serve at stated hours. Often primary teachers are on duty in the elementary-school libraries the last forty minutes of each school day. Interested, alert, ‘ library-minded ” classroom teachers accom- pany the pupils to the library on their scheduled visits during the day to give that vital reading guidance. All teachers are engaged on a study program of improving their own knowledge of children’s litera- ture—classic and current—so that they may give virile leadership. With what results?—One can see that the library committee is now concerned with the observational phase of its experiment. The mem- bers of the committee recognized this library problem, they diagnosed it, they sought information to aid in its solution, they planned a remedial program, they applied their findings, and now they are observing the situation. Pupil reactions, teacher reactions, comments of visitors, and community interest are all being noted. The com- mittee will evaluate its program at the close of the year. However, there are certain results that have been definitely acknowledged which convince the library committee that a decided forward step in the program of the elementary school has been taken. The library rooms are: (1) Becoming the centers for many of the activities of the schools (2) Building a keener interest in teaching through the recognition that the material equipment of the schools is really fine (3) Increasing the use of books and visual aids (4) Giving the child skill in the use of books and library materials 182 ELEMENTARY Scuoon Princrpats (5) Helping the child “to discover the unity of knowledge” and to learn many things not contained in the required courses (6) Raising the degree of pupil participation in school activities (7) Strengthening many desirable social attitudes—courtesy, consideration, or- derliness, cooperation, and initiative (8) Making more material available for all children (9) Necessitating better selection of books (10) Stimulating creative endeavor of many types (11) Exerting a socializing influence on the school communities. This list of valuable outcomes that have been noted to date is suf- ficient justification for the experiment were there to be no others, It is felt that this is only a partial list of the probable contributions of this study. Although the experiment is fraught with many dan- gers, one cannot but recognize that the committee has made a brave effort to make progress in the face of many difficulties. It is expected that some of the experimental procedures will be discarded and that substitutions and additions will be made in the evaluation of the program at the close of the study. However, it is hoped that some basic contributions for the use of all elementary schools of the city will have been developed. If this carefully planned experimental study will but give the key to a real solution of the library problem in the modern elementary school, the committee members will feel amply rewarded. ROWING NEEDS of the modern edueational system demand well-chosen collections of books both for teachers and pupils. The collections must be organized for the great- est good to the greatest number. The pupil must know how to get and to utilize this supplementary material. Through his search for information he develops quite naturally a technic of reasoning which is of great value to him all his life. With many teachers lacking this fundamental informa- tion the whole process of progress in the school library move- ment is necessarily retarded.—Mabel Wilkinson Etheridge, Chapter VIII. lany or- uf- T'S, yng in- ive ed iat he of is al TwetFrru YEARBOOK 183 THE PUPILS BUILD A LIBRARY Rosert B. Assorr Principal, Heaton School, Fresno, California T LAST we had a vacant room for use as a library. But there were no books. What could we do? A pupil committee con- sidered the question with the principal. John: How much money have we in our student body fund? Principal: Let me see, we have at present forty-three dollars. Ted: Won’t that buy us a lot of books? Principal: Do you know how much a child’s book costs, on the average, Ted? Many of the books for the upper-grade children will cost two to three dollars. For the younger children we can get a few books for seventy-five and eighty-five cents each. Our funds won’t make us much of a library but it will be a start. Shall we ask the Student Council if we may have the forty-three dollars for books? John: Yes, and then let’s have a committee to pick the books. The plans take form—It was decided that the high sixth-grade class should take this responsibility. The class was to send a com- mittee to go with the principal to borrow sample books for review from the county library and the bookshop. The committee was to be instructed to get books for all ages but most of the books for fifth- grade level since both fifth- and sixth-grade children could read these books. James: Don’t you think that we could get more books than that? That seems like so few books—we never will get a chance to read them. Principal: Have you any suggestions, James? James: Well, couldn’t some of us donate books to the school? I'll bet there are lots of kids who would be glad to give one or two books to the library if we made them really want to do it. Mae: That’s just the trouble. Everyone hates to give up a book he likes and we don’t want the books people don’t like. Mary Louise: Don’t you suppose that if we made everybody see how important it is for us to have a library, that they would be glad to give books? Principal: It appears that we need to do two things: first, to arouse the children in the school to want a library; and second, to make the parents realize how worthwhile a library is for a school. Make a list of your suggestions on how we may do this, and meet with me again this time tomorrow. On the following day one of the committee members suggested that one room should be responsible for creating interest in a library just as one room had charge of the selection of new books. This plan met with the approval of the committee and the principal. The responsi- bility for carrying on the building of a library was given to the low sixth grade. The suggestions made for creating interest on the part of the children in the school and on the part of parents in the district were turned over to this class. This particular class was 184 ELEMENTARY Scuoot PriIncrIPaALs chosen because the committee members from it were particularly interested, and above all because the teacher had shown a marked interest in the project. The principal held a conference with the teacher to outline a plan for making the project a classroom activity. It was decided that it should take the place of the social study topies for a time. The prin- cipal was particularly anxious that the children should take over the project as their own and that the teacher should serve as guide and counsellor but not as leader, and especially not as director. There was to be full discussion on the part of the members of the class as to the policies and program to be carried out. Committees were to be appointed by the chairman of the guiding committee or by the presi- dent of the class. Cooperation of the principal’s office in the way of secretarial assistance, mimeographing, and contacts with other classes was promised. The class was to have full responsibility for planning and carrying on the book drive but was to secure the approval of the principal on parts of the program that had to do with other class- rooms or with parents. If a logical correlation with other work was possible it was to be undertaken by the teacher. The principal agreed. that there were so many possibilities in the making of posters, writing of letters, prepa- ration of bulletins, reading of the books turned in to see that they were suitable for the library, and such activities as the dramatiza- tion of famous books, that as much as half of the school day could be devoted to the project. Arousing interest within the school—The pupils developed so many unusual devices for arousing enthusiasm that they will be described but briefly in this section. (1) The pupil council was approached by the original pupil library committee for approval to spend the student body funds for books. The council also ap- proved the appointment of the low sixth to take charge of the book drive and officially notified them of their responsibility. Full cooperation was promised by the council. The original committee on the library was discontinued. (2) A week was set aside as “ book week” for our school. Time was allowed for advertising and for arousing interest in the campaign for books. The book week was set for the third week following the beginning of the drive. (3) A speakers’ bureau was established in the low sixth grade. The pupils in this committee planned and practised their talks in their own room before giving them in other rooms. A schedule was drawn up which provided that at least three talks or stunts were to be given in each room in the school each week. Many of the talks provided a considerable variety in the nature of dialog or stunts. (4) Large posters were made. These were shown in the classrooms before being posted about the school since all of the pupils did not have access to all parts of the school building or yard. (5) A bulletin was drawn up stating the purpose of the book drive. Copies of this were posted in each room. to! roo the fan pla bre we ex sh co an sc rly ced an it in- he nd be TwetFrrnu YEARBOOK 185 (6) The room that was to be used as a library was decorated and made ready to receive the books. At the convenience of each teacher visits were made to this room by all classes. (7) A pageant committee was formed to give a school assembly with books as the major theme. Costumes were made or adapted to represent characters in famous books. Dialog, pantomime, miniature plays, and description all had their place in this effective assembly program. (8) Tags, about two inches square, were made with the inscription “I have brought a book. Have you?” These were to be pinned on donors of books. They were worn all during book week. Arousing interest in the community—Several activities were devel- oped to arouse the interest of parents and other adults of the district. Briefly, these devices were as follows: (1) Posters were placed in stores throughout the district. These posters were exceptionally well done. They were designed to show our need for books and to show the value of reading books. (2) The executive board of the parent-teacher association was told by a pupil committee of the proposed book drive and asked to cooperate. The association in turn asked one of the pupil speakers to talk at the regular monthly meeting and asked the pageant committee to put on a part of its assembly program. The school posters were used to decorate the assembly room for this meeting. (3) A bulletin to parents was mimeographed and sent home with all of the children. It was a very clever letter and probably had as much to do with the success of the book drive as any other one thing. (4) A group of boys proposed and organized a parade. The costumes used in the assembly were utilized as well as others made for the occasion. Imagination was allowed free rein. Special posters and signs were made to be carried in the parade. A bicycle section was planned to form a mounted guard for the parade. As it worked out the bicycle section covered the more remote parts of the district, coming back at intervals to the main parade. Book drive yells and songs were composed or adapted and these were rendered en route, as were the school songs and yells. The route of the parade was announced in advance and many parents were waiting to see it as it wound its way through the district. (5) A list of the books the group were particularly anxious to have given to the school was prepared and sent to the homes. This served not only to obtain many of these more desirable books but also to set a standard of the type of books we wished. We were remarkably successful in getting good books. (6) Letters of thanks were written by members of the sponsoring class and sent to the homes of children who brought books for the library. They were addressed to the parents and to the child donating the book. The messages were greatly appreciated. Results—What could be the result of such enthusiasm and careful planning? Briefly, the outcomes were as follows: (1) Approximately a thousand books were donated to the school, of which number eight hundred were usable. The objectionable and trivial books were discarded quietly. (2) Approximately 500 children out of «a total of less than 550 children in the school brought one or more books. (3) School spirit and morale developed and continued on a high plane. (4) The school library was introduced in such a way as to make the children feel that it belonged to them. This fact was shown by the immediate and con- tinued popularity of the library. 186 ELEMENTARY Scuoot Principats Epilog—After getting enough books for the library, there remained several problems, such as: supervision of the library room, schedul- ing its use, provision of a system of records, and arrangement on the shelves. Briefly the set-up may be indicated since it was an outgrowth of the original project. (1) The low sixth was made the supervisory or sponsoring room for the library. Pupils look forward to being in charge of the library when they go into this grade. (2) A pupil librarian was sent from this room each half day. The librarianship rotated among all the members of the class. Later, pupils who did not wish to do this or who were not fitted for it did not continue to act as librarians. (3) Pupil librarians were in charge of the conduct of children visiting the library. A system of rating children was worked out. Each child on going to the library carried a slip of paper from his teacher and returned this slip to her with the librarian’s rating of his conduct. The rating was used by the teacher to determine how soon the child might be allowed to go to the library again. (4) Envelopes and cards were purchased and put in the books. Each pupil had his own library card which he might receive upon application to the principal’s secretary. (5) Books were checked out for a week at a time. A penny charge was made for each day overdue. (6) The books were not arranged by any plan at first but are now being ar- ranged by the age or grade to which each book is most likely to appeal. (7) Teachers could send pupils to the library at any time either for reference work or for pleasure reading. It was often used as a room to which pupils might go upon finishing their assignments. Sometimes a teacher scheduled each group in her class for a period in the library each week. The principal succeeded in securing three reference sets for chil- dren, one from the central office, one as a gift, and one as a loan. The school reference books, geographies, histories, map books and the like, were also placed in the library for general use. Undoubtedly we need more books of an informational nature, but, though limited in this respect, the library is an integral and important part in the life of the school. QO* EK OF THE IMPORTANT FUNCTIONS of the ele- mentary-school library is to serve as a background from which art students can derive inspiration and information for class work. Here the principles of design are found applied to everyday life. Here in reading about the art of other countries a better understanding of international prob- lems and of the history of mankind is gained. Where in any | school art room is there such a wealth of information avail- | able as is found in the school library ?—Nina M. Browning, Chapter VI. | ned lul- the wth ary. this hip do ry. ary the ine iad al’s for ar- ice Twetrru YEARBOOK 187 A LIBRARY ORGANIZED AND MANAGED BY PARENTS Mary TuRNER Chairman of the Library Committee CHRISTINE H. WILSON Chairman of the Picture Committee of the Parent-Teacher Association AND Eva M. Davis Principal, River Oaks School, Houston, Tezas UR LIBRARY has been organized and is being successfully ear- ried on by the parent-teacher association. Every phase of the work is done by the patrons and the children, except that teachers assist in the selection of books when their groups go to the library. This particular type of organization was decided upon by the school staff for the following reasons: (1) The school could not afford to have a school librarian or clerical help in the library; (2) the parent-teacher association was capable of carrying on the work successfully; and (3) the work by the patrons was a means of keeping them in close contact with school activities. How it all began—In September 1930 the parent-teacher organiza- tion determined to create a school library. It realized the need of training children in cultural as well as recreational reading, and knew the value of many references in connection with daily school projects. As the school could not provide a librarian or clerical help for this work, it was necessary to designate committees from the parent-teacher association to formulate and carry out the plans. The Supplementary Aids Committee, the School Life Committee, the Public Relations Committee, the Book Committee, and the Pic- ture Committee were appointed. The Supplementary Aids Committee was requested to develop a plan whereby the funds subscribed for a library might be used to best advantage. The School Life Committee was allotted $200 for furnishings. A room about 10 feet by 12 feet used as the school clinic, was the only space available. Rugs, draperies, book shelves, tables, chairs, and screens were purchased to transform the clinic into a most attractive reading room. The equipment for the clinic was moved into a nook and hidden from view by a colorful screen. The library did not interfere with clinical work, for schedules were arranged so as not to conflict, and the equipment was accessible by merely folding the sereen. 188 ELemMentary Scnoot Princrpars The Book Committee is composed of five mothers of the parent- teacher association. It was the duty of this committee to select the books, and then to classify, label, and file these books in a manner simple enough to be understood by children of elementary-school age. Also, this committee is responsible for keeping the books systemati- eally arranged on the shelves, renewing labels, maintaining books in good condition, and keeping the record file in order. The Picture Committee is composed of four mothers who take entire charge of the picture library. They keep in close contact with the teachers and become thoroughly familiar with the units of work in the classrooms. They collect pictures for these units in advance of the time when the work is to be presented. Book selection, classification, and shelving—Booklists endorsed by authorities on elementary-school libraries have been carefully scanned and only books most widely used have been chosen. Teachers were asked to outline their units of study and to suggest books to be purchased. Beginning with picture books for the kindergarten, all subjectmatter was selected to meet the needs and interest of the child reader through the fifth grade. After conferences with the principal, with the librarian of the public library, and visits to other school libraries, a simple filing system was adopted. The books were classified as to subjectmatter, such as: fiction, history, science, poetry, and travel. Books were marked numerically, F. 1., F. 2., and so on in the fiction group. Other fields were numbered similarly. All books of one subject were placed on one shelf extending entirely across the room, the shelf bearing a label, e. g., “ fiction.” The second shelf was devoted to another subject, e. g., “ history.” By placing all of the books of a subject on one long line of shelves across the room more floor space was given for a larger number of children seeking information on the same subject. Books for younger children were placed on the lower shelves. ” ee A simple and economical checking system—At first we had * in and “out” ecard files.) When a book was removed from the library its card was transferred from the “in” to the “ out” file. Upon return the card was replaced in the “ in” file. The shifting of cards by pupil monitors, however, was so slow and inaccurate that the plan was abandoned. The new plan is as follows: as each child selects a book, he fills out a slip with the title of the book, the number of the book, his name, the teacher’s name, and the date. This slip is handed to the teacher, thus giving her an accurate record of the books in use in her room, ent- the ner we, ati- in ike ith ork 1ce by ed ‘I's ks n, ne Twe.Frru YEARBOOK 189 and the books kept overtime. In order to determine the popularity of books and to locate books not on the shelves it is necessary to make copies of the original slips made out by the children. This copying is done by the Public Relations Committee, consisting of twenty mothers who each spend one day of every month in the school. Each day when the mother has completed the record she returns the library slips to the teachers’ post-office boxes in the school office. When the books are returned the mothers check them “ in” in the same manner. The original slips are then turned over to the teachers for filing and use as a record of the books read by each child. Special files—In connection with the checking-out files, two other separate files have been arranged for the convenience of the prin- cipal, teachers, and future book committees. These files contain the booklists, one alphabetically by subjectmatter, the other by authors. A glance through the first file informs the teacher of every book avail- able on a desired subject. The second file shows alphabetically the authors with titles and classification numbers of every book by this author. The daily arrangement of books at first presented a problem but this year’s plan is proving adequate. Committees of three children each, from the third, fourth, and fifth grades, serve for one week in keeping the shelves in order. Every morning before classes, these committees see that the books on their respective shelves are arranged in the correct numerical order. In addition to approximately one thousand volumes for children’s use, a number of volumes were purchased for the guidance and the instruction of parents and teachers. Among the topics in this sec- tion are: progressive schools, life situations, inferiority complexes, fear, anger, timidity, gifted children, sex problems, school and home ethics, good citizenship, and problems of adolescence. Late issues of magazines, such as Progressive Education, Childhood Education, Ele- mentary School Journal, and numerous others are continually checked and filed by the principal and the Book Committee. Checking out these books for parents’ home reading is managed by the Public telations Committee, the principal, or the secretary. Cards for checking these books are arranged in separate files from the children’s books, and are checked directly from the file with the use of paper slips. With books in constant circulation, there is need for repairs to the bindings and renewal of the labels. Each member of the Book Committee assumes this responsibility for one week of each month. During her week she makes at least two visits to the library, and 190 ELEMENTARY Scuoot PrIncrPALts spends from one to three hours on repairs, arrangement of files, and general inspection. The picture library—A very valuable part of the school library is the picture collection which deals with all phases of the school work. It consists of approximately eight hundred pictures which have been carefully selected and mounted. Below each picture is a typewritten description, written in language at second-grade reading level. The pictures have been cataloged and filed and are easily accessible to the teachers. Selection of pictures—Pictures are selected by children, teachers, and patrons. Children and teachers contribute many pictures during the study of the units of work. Patrons search for pictures before a unit is introduced. In selecting the picture, the subjectmatter is of first importance. The attractiveness of the picture is then considered. In order to avoid duplications, all pictures are passed upon by the chairman of the committee, before any are mounted. For one year the school subscribed to three copies of the National Geographic and Asia. Two copies of each issue of these magazines were used for pictures. We now use the HIome Geographic Monthly as it is better adapted to elementary-school children. Description of pictures—Space is left on the mount for a descrip- tion of the picture. Too often the newspaper or the magazine descrip- tion is too difficult for elementary-school children to read. They lose much of the meaning of the content. For this reason the committee rewrites on a Primer typewriter, the original description in language that can be comprehended by children of second-grade reading ability. For example, under a picture of an oriental rug merchant the maga- zine had: “ By utilizing a way-side wall for his stock in trade, this merchant incidentally fulfills the Moslem conception of rugs as art expressions to be hung like paintings. Because of the Koran’s stric- tures, Near Eastern art developed as geometrical design.” We rewrote this paragraph as follows: “‘ This man in the Near East is selling rugs. The rugs have so many beautiful colors that they look almost like paintings. This man does not own a store. He hangs his rugs from a wall by the roadside. Often the patterns of the rugs have some religious meaning for these people of the East.” Some outcomes—The Library Committee feels that the manage- ment of the library has brought the home and the school closer together. Mothers have become familiar with the child’s life at school. The purposes and needs of units of school work are now understood within the homes. wo! pict hon the inti mo. sch lib inf acc mu the ar nd ‘or er TwELFTH YEARBOOK 191 ———_—— The Picture Committee finds its work intensely interesting. It is work that any busy mother can find time to do. In fact, most of our pictures have been mounted and the explanations rewritten in the home, while the committee has met only once or twice a month at the school library. The greatest compensation to the mothers is the intimate contact with children’s work at school. It provides a com- mon interest for mothers and children. The principal believes that the library is proving of value to the school. The mothers serve admirably in the absence of a trained library staff. The whole activity has been an important factor in informing patrons about the objectives, the curriculums, and the accomplishments of the school. The development of a sincere com- munity interest in the school has been remarkable. | HILE CHILDREN should be allowed to select the material which interests them they need careful and tactful guidance. In the lower grades where reading ability is more or less limited the teacher will need to direct the reading so that the material selected can be read with ease and comprehension. At all times free reading needs to be supervised to see that time is not being wasted by aimless or random reading and that it is purposeful. It must be watched also to see that individuals are not confining their reading too much to one field and that progress is being made. By keep- ing in touch with the browsing activities the teacher has a fine opportunity to discover the reading interests of the chil- dren and to encourage, to direct, and to enlarge them.— Edith L. Curren, Chapter VI. 192 ELEMENTARY Scuoot PrincIPpALs A LIBRARY IN A COOPERATIVE GROUP SCHOOL Laura E. Kewiar, Principal Ciara M. Barnes, Librarian AND Marsorip Pratt, Curriculum Coordinator Alwater Elementary School, Milwaukee, Wisconsin N ELEMENTARY-SCHOOL LIBRARY does not just “ hap- A pen.” Such a library, in common with many other worthy enterprises, comes into being only because someone cares. That someone, with vision enough to be satisfied with small beginnings, with eyes fixed on a goal somewhere in the future, unites personali- ties and materials until the long-sought-for goal is reached. Our superintendent of schools and principal have long believed that children cannot have too easy access to books; that supple- mentary texts in great quantity should be placed in every classroom ; that library books should be charged out to teachers in large number so as to be immediately available; and that sources such as the munici- pal library should be drawn upon freely for classroom use. In addi- tion, our school executives believe that there should be an organized library in the building, with a competent librarian in charge, with a large collection of children’s books for reference and for pleasure reading, and with stated periods assigned for definite training in the use of a library. Such a library, close at hand, efficient, and attrae- tive, creates an active interest in books and establishes lifelong habits in the use of reference materials. The librarian—The personnel of an elementary library is of utmost importance. The minimum training should be four vears of college work with specialized training in standard library courses. The preparation should also include considerable training in handling and understanding children. In fact, a large, proportion of the train- ing usually given to teachers should also be required of grade-school librarians, for a knowledge of books does not guarantee a knowledge of child psychology. Our school has been fortunate in the training, experience, and effectiveness of its workers. In our two libraries we have one libra- rian with standard training, one assistant with some library train- ing, and two pages or pupil assistants. The hours of the two libra- rians are from 8 until 5 on school days and from 9 to 12 on Satur- days. The time of each is divided equally between the two buildings. Scheduled classes—The library schedule is a matter of some dif- ference of opinion among principals. We believe that children should al ap thy hat 2s, ili- ed le- er ci- li- od TweLFrH YEARBOOK 193 be assigned to the library for at least one period a week with other opportunities for individual use of its facilities. The fourth, fifth, and sixth grades are organized on the “ cooperative group plan,” * changing classrooms once every hour of a five-hour day. One hour once a week each class is assigned to the library. The number of these groups fills completely two days of the head librarian’s time. She does the same at the other elementary school. One day of her time is left free for the many other kinds of work a librarian must do and for helping individual teachers and pupils. Grades two and three also come to the library for one hour each week and are cared for during this time by their own room teachers and the assistant librarian. During these scheduled hours the children have free reading, choose books to take home, make reports to the librarian or teacher, occasionally listen to a story by the librarian, learn to charge their own books, have lessons in library technics, or carry on various other valuable forms of activity. Most of the time of the librarian is spent in assisting children in the wise choice of books or magazines, in talking with children individually about what they are reading, and in trying to raise the level of choice generally in the group. During the second semester the first grades also become acquainted with the library. Usually they have a picture book or story hour, although there are always a few books they can read alone. 3eside these scheduled hours any individual child may use the library freely for leisure time reading, to borrow or return books and magazines, consult the reference books (which are placed near the door where a child may find them and be seated quickly without disturbing the class in session at the time), ask for pictures from the file, get slides for the lantern, or just talk with the librarian. Thus the library is an integral part of the school program, not an append- age which could be lopped off with no visible disturbance of the school routine. The library in the cooperative group plan—The fourth, fifth, and sixth grades are departmentalized. The child’s daily program is divided into five periods in addition to the homeroom period at the beginning of the afternoon session. The five periods are as follows: (1) art and the associated activities, two days of each week alternat- ing with elementary science two days and library one day; (2) the social studies; (3) literature, reading, dramatics, and English skills; 1 Hosic, James F. “ The Organization of the Elementary School.” Educational Method, September 1928-April 1929. 4 194 ELEMENTARY Scuoot PrIncrpats (4) music and physical education, each one-half hour; and (5) skills including arithmetic and spelling. Each group meets with five dif- ferent teachers once each day. The teacher of each period has selected the subject she is teach- ing. She is able to do better the thing that she likes best to do and that which she is best fitted to do. Furthermore, because one room alone is the social science room, the educational equipment needed to meet the requirements of a broad curriculum can be furnished for her teaching. Such is the case with every other subject. The cooperative group makes the child the basis of all considera- tions. His full development is the purpose of all teaching. Several teachers working together can determine better the needs of an indi- vidual than any one teacher working alone. Therefore, the five or six teachers who are in contact with the same groups of children during the day meet frequently to plan cooperatively the curriculum, to study individual cases, and to plan effective administrative measures. The curriculum centers around a unifying interest for each group. This interest usually originates in the social science classroom. If classes, other than social science, can naturally and effectively pro- vide experiences which help the understanding of the theme, a cor- relation takes place. We believe in correlations, where they increase the understanding of the unit. Forced correlations are avoided. The library functions in the group-cooperative plan chiefly as a source of material. The librarian attends the meetings of the coopera- tive groups, and so keeps herself informed as to what is needed. When a new unit is announced she collects all of the interesting material she can find on that subject and sends it to the teachers. She can, if desired, call the attention of pupils to books during the library periods. This plan has been carried out very successfully. However, it usually seems best, especially if books suitable for the children’s reading are limited, to turn everything over to the English teacher, who presents it in the course of her regular program. This plan has been followed recently for a fourth grade unit on the Far North. Enthusiastic reports from the English teacher as to her results have convinced the librarian that the decision of the group was a wise one in this case. It is not possible, of course, to say which plan is the most desirable. If, however, definite reading correlations with the unit are taken care of in the English classes, the library period can be more truly a free reading period, and the librarian can give more attention to individual children. Also, she has an opportunity to encourage reading along many broad lines of interest —_—_— _ in a W library Boo which are Se difficu backg when do wi and | eallec It she ¢ so fa Cl form Thu stag: any (ree coul (na pr le: be m W skills > dif- each- and oom d to her era- eral ndi- or ren ive TweELFrH YEARBOOK 195 ina way that she could not do if she felt compelled to give over the library period to correlating books with the various subject periods. Books, magazines, and pamphlets of more informational types, which can best be presented by the social science and science teachers, are sent to them. This material usually includes a few books too dificult for the children’s reading, but valuable for the teachers’ background reading. Mounted pictures and slides are furnished whenever available. One of the “ special interest ” groups having to do with visual education, has taken over the operating of the projector and the moving picture machine owned by the school, and can be called upon at any time for this service. It is the librarian’s task, and privilege, to be ready to do all she can to satisfy special needs as they arise, and to anticipate them so far as it is possible to do so. Club activities—Thirteen “special interest groups” have been formed for pupils of the fourth, fifth, and sixth grades. Alternate Thursdays have been chosen for meetings of these groups, the hour staggered through the day so as not to take time continually from any one class period. The groups are divided as follows: Hospital (reading, spelling, and penmanship remedial work) ; Service (student council, monitors, visual education, and library forum), and Pleasure (nature study, music appreciation, rhythms, stamp, aviation, and art). The special interests group assigned to the librarian is known as the “ Library Forum.” Following the plan for all of these groups, it meets once in every two weeks during school hours. There is a membership of thirty-two children. In order to make possible some degree of actual accomplishment, each child belongs to one of four committees: Program, Book, Library Bulletin, and Library Service. The Program Committee is concerned with providing a suitable program to follow the business of each meeting. The chairman is learning valuable lessons in the art of managing her committee mem- bers without coercion, and finding new ideas to suit her needs. The members of this committee have ambitious plans for future programs, when we shall have invited guests. The Book Committee has prepared some attractive covers for table lists, and has helped to check the booklists. They have agreed to be ready with interesting book reviews from time to time when the chair- man of the Program Committee can make use of them. The Library Bulletin Committee prepares a small newspaper whenever it has something interesting. The chairman of the com- 196 ELEMENTARY Scuoot Princrpars mittee assembles and arranges interesting items for this publiea- tion, which consists of one ordinary-sized sheet mimeographed in the school office. We have on our mailing list the superintendent, the principals of two grade schools, the supervisors associated with this particular school, and each teacher in the building. The chair- man and his committee attend to the distribution of the bulletin, and, needless to say, enjoy the task. The Library Service Committee plays a very important part in the club, and is finding an increasingly large place in the school life. As its name indicates, this committee is for service, and its mem- bers are on call whenever anything needs to be done. There are many ways in which they can help the librarian; for instance, the pasting of books, running errands, caring for flowers and _ plants, and arranging the bulletin boards. They are being taught anything that can be turned over to them, such as straightening bookshelves and arranging cards, In addition to the work that it does for the librarian, the Library Service Committee receives calls from other teachers; for example, some children in one of the rooms wished to arrange a bulletin board and needed some advice. The art teacher needed help on a specia task. The Committee can be of assistance in many ways and it is happy to be called upon. All notifications to club members are given by a “ secret signal,” designed by a club member. When the librarian posts this signal on a certain bulletin board in the main hall, the president of the club, who is supposed to be watching for it, knows that she is to report immediately to the librarian, find out the need, and then to notify the person or group of persons involved. We have also a ‘password ” which, together with the secret signal, gives the mem- bers of the Library Forum a great deal of harmless pleasure. It will readily be seen that it requires considerable planning to keep all of these enthusiastic club members busy. The librarian must be alert, especially while the committees are in session. She feels that while it is strenuous it is also very enjoyable, and a dis- tinct privilege to work with such an eager group of children. She is glad, too, to have a part in promoting the success of the whole plan of special interest groups. Strengthening pupil self-control—In addition to the growing spirit of service and loyalty which has been one of the most encouraging results of the Library Forum, there are many other ways in whieh the library furthers good citizenship. The informal arrangement of tables and chairs, for instance, does not mean a breakdown of disci- pline ther feel not | leng give out stim ents reac rep¢ nev tea hai wh no’ lica- 1 in ent, vith alr- tin, the ife, em- are the its, ing ves TweEL_Frrnu YEARBOOK 197 pline during this period. It is the task of the librarian to see that there is always a friendly, informal atmosphere in which children can feel entirely at ease, and enjoy their reading. The child who does not care for reading creates the problem and presents a real chal- lenge to the librarian to find his particular needs. This help must be given without allowing him to be conscious of her motives and with- out disturbing others. The plan of giving library report cards has been very helpful in stimulating children to improve their conduct in the library. Par- ents are accustomed to watching the children’s marks in arithmetic, reading, and spelling, but one day they find with Johnny’s other reports a neat little green slip, which reads: CONGRATULATIONS ! The bearer of this card has cooperated well with the library during the last grading period and has a clear book record. (name of librarian) (name of assistant librarian) (name of principal) “Why, what’s this Johnny?” says mother. “ Isn’t it something new?” Whereupon Johnny beams and explains that the library teacher is giving reports now, too, and that his class has been trying hard to get green slips. Father says, “ Well, that’s fine!” Mean- while, Mary has been pawing frantically through her envelope, and now emerges with her library report. She is somewhat crestfallen to find that hers is a blue slip, which reads: Liprary “ DeELINQUENT” REPORT ___Mary Jones _ has been careless in cooperating with the library during this grading period. Conduct and Attitude Good Book Overdue x Fines Due (name of librarian) (name of assistant librarian) (name of principal) “ Well, let’s see,” says father kindly, “this says that you have been a good girl, but that you have a book overdue. Where is it?” “Why, I—I—thought I took it back,” says Mary. “Oh yes, that lovely book you were reading, dear?” exclaims her mother. “ Why, I haven’t seen it for days! I thought you had returned it.” Then the family organizes a searching party. It often happens that some child has received a delinquent slip because of his deportment in the library. If he has shown improve- 198 ELEMENTARY Scuoort Princrpars ment by the end of the next grading period, and yet has not attained perfection, a third slip has been provided, which meets his case. This slip is yellow, and reads: Liprary IMPROVEMENT Report The bearer of this card is trying to be a good citizen of the library and has improved his record since the last report. (name of librarian) (name of assistant librarian) (name of principal) We feel that if it is at all possible to give a child a better report than he had the last time, the effect upon him is worthwhile. The librarian recalls individual cases where the “ improvement” was really doubtful, but where this bit of encouragement was the means of bringing the desired reform. The delinquent report is avoided as much as possible, being reserved for serious discipline cases, or for children who are careless about losing books and running up fines. Quite often the green slip is used, with a qualifying note. The children are sometimes overheard discussing these personal notes. “She said on mine that I talked too much!” or “ She said I was good almost all the time! ” Summary—So during the last eight years the library of our school has grown. It began with a small collection of odds and ends of books, many of them supplementary readers, uncataloged and unsu- pervised. The part-time librarian help for two buildings meant that one library was closed if the other was open. Today, we have one well-qualified, experienced librarian and a capable assistant for the two schools, to keep each library open full time. Our library room is now well-arranged, with a large and constantly growing number of books, magazines, pamphlets, pictures, and slides. Our classes are assigned to the library for regular periods, but free time is provided for individual pupils. Wisconsin law requires that ten cents for every child of school age be set aside for the purpose of books. While this sum is only a small proportion of the total school budget it has proven to be adequate for our purposes. . plen sam labo a S] boy. gre! acti hav side lib spe ade spe lar stu sec ained This port The was pans d as for nes, The ites, was ool of su- hat one the is of ire ed or ile as TweELFTH YEARBOOK 199 THE LIBRARY IN THE SPECIAL SCHOOL? ZpwarD H. StuLLKEN Principal, Montefiore Special School, Chicago, Illinois N THE MODERN SCHOOL libraries are generally considered as essential to good classroom work. Changes in classroom meth- ods, the enrichment of the curriculum, and a wider use of sup- plementary texts demand the use of a school library in much the game way as the modern teaching of science demands a well-equipped laboratory. What has been said above is true in any school but doubly so in a special school caring for unadjusted, truant and behavior problem boys. In the special school individual differences of pupils are greater, curriculums are more varied and cover a wider range of activities, interests of pupils need greater stimulation, and pupils have less opportunity to make use of library facilities provided out- side of the school. All of these factors increase the need for good library work with problem pupils. Every boy in the Montefiore School is given an opportunity to spend two or three forty-minute periods per week in the library. In addition to these regularly programmed library periods all are given special opportunities to do library work whenever they are particu- larly interested or feel that they need the extra time for reference and study in various classroom projects. How books have been secured—The books for the library have been secured in different ways. Many have been purchased by the use of supplementary textbook funds provided by the board of education ; others have been received as gifts from friends of the school; and, in addition, the Chicago Public Library provides a loan of approxi- mately one thousand books. This loan collection is changed twice a year so that the pupils using the library may have the advantage of a wider selection. The books have been chosen on the basis of pupil in- terest, and, since the Montefiore School is a boys’ school, every type of book that delights the heart of a boy will be found on the library shelves. Books well illustrated are always favorites and are especially well liked by those with reading disabilities who need profuse illustra- tions to assist in understanding the work. Various magazines are provided: National Geographic, Asia, Literary Digest, Popular 1 The writer is indebted to Eleanor Halligan, teacher-librarian of the Montefiore Special School, for many valuable suggestions made in the preparation of this article. 200 ELEMENTARY Scuoot Principars Mechanics, and travel magazines are favorites for all classes using the library. Books must be classified and cataloged—All the books belonging to the library have been classified according to the Dewey decimal and Cutter systems. In addition the books have been cross-referenced, eard-cataloged, and indexed according to author, subject, and title, The boys are taught how to use the card catalogs, how to locate books on the shelves, and how to use book indexes. This practise gives them valuable training in the use of any library and encourages them to make use of community library facilities. Reference assignments may be given the librarian, by any teacher, and pupils are then assisted in finding and studying those assignments when they report to the library. Pupils are taught not only to use catalog cards, but also to assemble reference materials before starting their work in sub- ject assignments. The training in the use of reference material and especially the training to find such material in books makes them familiar with the use of books as tools for obtaining valuable information. Pupils help conduct library work—The large amount of mechani- eal work which has been outlined briefly above, for the most part, is deputized to the boys themselves. Pupils participate in the work by writing classification numbers in books, by printing classification numbers on the backs of books, and by sorting and shelving them. This work has called for many types of helpers. There are “ assistant librarians,” pupils whose duties consist of accessioning, labelling, carding, and keeping books sorted and shelved. These assistants are also given certain responsibilities in caring for the library when the librarian is busy at other tasks. To be selected as an assistant libra- rian is considered a position of great honor and such assistants are often elected by their classmates. Whenever possible these assistant librarians have an organization with their own officers and hold meet- ings at stated intervals at which problems pertaining to their work are discussed by the group, including the teacher-librarian. Each division of pupils that enters the library has a “ page” at each table, whose duty it is to collect all books and materials used at his table and to see that they are put in the proper places at the end of the period. Other groups of boys have charge of the library’s three bulletin boards. The first of these is located in the corridor and calls attention to many library facilities. It often bears notices urging pupils to use the library for developing special interests. This bulletin contains announcements of library projects such as the formation of “ travel — by be the h pulle and | the » grea celek mas, thir matt ping clas fore hav ing ( the a Ci is 1 cat pel zi the go art in de Tl m le s¢ al a using nging cimal need, title, books gives them nents then port _ but sub- and hem able Ani- , is TwrELFrH YEARBOOK 201 by book” clubs and “ football story” clubs. It is used to advertise the library to the school and is usually changed every day. Another bulletin board is one that is changed about every week or ten days and calls attention to seasonal library projects. For example, during the week preceding Columbus Day the bulletin board contained a great deal of literature dealing with the discovery of America and the celebration of Columbus Day. Armistice Day, Thanksgiving, Christ- mas, and other holiday materials are posted at appropriate times. A third bulletin board has been named the “ Daily Exhaust.” The material here is changed daily and consists almost entirely of clip- pings from daily papers. The material is posted under different classifications, such as: general news, editorials, sports, cartoons, foreign news, and domestic news. Committees from different classes have charge of all three bulletin boards and are responsible for secur- ing and posting material as often as is necessary. Checking library work—FEvery effort is made to place the boys in the type of library work for which they are best fitted. By means of a card catalog of all workers in the library organization, a close check is made on how well the duties of each are performed. This card catalog is kept by the teacher-librarian and at the close of each class period a check is made of the condition of the cases, tables, and maga- zine racks, and a notation made on the special cards as to whether the work was well done or not. Such comments as careless, neat, good printer, accurate, completes a job, prompt, lazy, and shiftless, are usually used. In this manner the boys having the special duties in the library are carefully graded and those who are found most dependable and the best workers are given special consideration. They are complimented and whenever opportunity presents are pro- moted to positions of greater trust in the library organization, Need- less to say, work in the library is given as great weight as any other school activity when pupils’ classification, promotion, and graduation are being considered. A ecard catalog is also kept of books that are being read by indi- vidual pupils. This device prevents any arguments as to who has the right to any particular book during the class reading period. As soon as the boy reports that he has completed the book, the card is stamped with the date and removed to another file. The boy then writes a short book report which is kept in his individual folder. The follow- ing mimeographed outline is used to expedite the writing of these reports and its use takes away a great deal of the drudgery usually associated with writing book reports. 202 ELEMENTARY Scuoot Princrpars MONTEFIORE SPECIAL SCHOOL LIBRARY Booxs I Have Reap CH SSHHHSEEHSSHESHHHHHHSHE SEH EHHHEHEE SEH E SES EOE L OSE SES OLE EES ELESELES CH HSCHHSSHSHSEHSHSHOHHEHEHEHSOHHHESHEHESEEOOHEE LOS HHEHOOHO RE OEESEES, hth itbob06d Sanstastncemipnh denkhbnditmbsiendacweka kédondsendanecetn NS Aneta nbibatnbecndhinccennee whieihinnsidieacweene’avvisneten ET R6UGinnh Sathhitne nahi puaddednhenns sedate nadeneccavubed dee nohaotecul LE RR ary Seer ee ree pe a ee ee Te RTE PN SEE BU sc bictias auisenaslawdneiesuna sean NUNN aad cre arglarncd Sareea Jee PLeASB CHECK THE STATEMENT WHICH APPLIES One of the best books Too easy. I have ever read. Sn ee aeee Just about right. — ......,, A good book, I like it. = ........ A Wttle herd. 0 hntceece Not so interesting. ........ Too hard. I did not like it. ~~ ........ Write below what you liked best about the book or why you liked it. Teachers may send topic assignments to the library for small groups or individuals and the first part of the library period is used for this type of reference work. Individuals not having assignments may read any book or magazine found in the library. A great deal of freedom is permitted and the library is a place much sought by the boys of the school. No problems of discipline have ever arisen out of the library work as boys are too eager to make use of its opportunities. Developing interest in library work—Hobbies are encouraged. Any boy interested in a special project may come to the library for an extra study period upon the request or with the permission of his homeroom teacher. The teacher-librarian uses special interests to stimulate good library work, and whenever she finds a boy not interested in reading she manages to have an informal talk with him. In most cases she finds out some particular thing in which he is interested. It is usually an interest outside of school. The facts are noted and when the boy comes to class again the librarian has some- thing ready for him—a clipping, a picture, or some article in a maga- zine or book. Invariably he will read the article and ask for some- thing else on the subject. In this way hobbies are encouraged and the non-reader often becomes one of the most interested library students. For example, one of the Montefiore boys is making a circus outside of school and the librarian has found some splendid pictures of animals and clowns which he has traced on tissue paper to use as patterns. He has offered to bring the circus when it is completed so that it may be exhibited in the library. Another boy is tireless in his search for articles on chemistry, still another on checkers, and so on through as many and varied interests as there are boys. The librarian keeps a clipping folc coll car me an cal int Wi small used ents deal ’ the out its TweLtFru YEARBOOK 203 folder which contains articles and pictures on many topics; stamp collections, airplane models, bead work, soap carvings, and wood carvings. Some of the boys not interested in reading are given some mechanical job such as inking and shellacking the backs of books. In many cases, while handling the books, the boy becomes interested and asks for permission to get a substitute to finish the job so that he can read the book that has attracted him. In addition to developing good reading habits through special interests, library projects are often used for the same purpose. A book travel club project was conducted during the past summer and it is an example of what can be done along this line. Several months in advance the travel agencies were asked to cooperate by sending railroad folders, steamship sailings, posters, and pamphlets. They were very generous and the library had ample material to advertise and encourage the project. The following signs were printed and put in conspicuous places in the corridors: ‘‘ Where would you like to go this summer?” “ Let’s travel the Book-Travel way. It’s pleasant and inexpensive.” ‘“ Why not join the ‘ Travel Club?’ Ask your librarian.” In the library a large map of the world was thumb-tacked on the bulletin board with this sign over it. ‘‘ To What Far Corners of the Earth Have You Wandered ?” On a table were placed the travel folders and a 4” x 6” ecard cabi- net. In a prominent place the signs “ Information Desk” and “ Ticket Office ” were placed. A large globe was placed near so that comparisons could be made with the wall map. A boy in each class acted as information clerk and another as ticket agent, and when a boy requested a ticket to join the Travel Club he was given a 4” x 6” card on which was written the name of the book, author, and sailing or starting date. This card was filed according to room number. When the book was finished the card was stamped with the date and the boy given slips of paper, string and thumb tacks. On the paper was printed the name of the book, the author, the boy’s name and room number, and a short account of the story. The slip was then fastened to the string and by means of the thumb tack the string with slip of paper dangling was attached to the map on the point representing the city or country described in the book. This marking was done without obscuring the map. These slips were read easily by the other members of the different classes and the books were made very real. In addition, folders and road maps were studied, imaginary per- sonal: trips planned and a knowledge of Pullman trains and steam- boats was obtained. Needless to say every boy had a pleasant time, 204 ELEMENTARY Scuoot PrIncrPats everyone enjoyed his summer reading, and a great deal of interest was displayed in the library work. Helping non-readers—Another problem facing the library in the special school is the presence of a large number of non-readers and of pupils having decided reading disabilities. In dealing with these less fortunate boys a great part of the time is spent in reading stories and in dramatizing some of them. The projection lantern has also been used to illustrate stories. The children drew pictures on the slide, of stories they had heard or read. The picture was then pro- jected and the young artist told his story to the class. Picture books with brightly colored and interesting pictures are used to stimulate the interest of non-readers and to create a desire to read. The older boys have made some miniature stage settings for these children for use in portraying their stories. Clothes pins, paper, and clay are mediums used to depict the stories. These special devices have paid big dividends in helping boys with reading disabilities profit by library experiences. In addition to the work carried on in the library itself, many boys use it to secure books for home use. Upon request and by signing a eard a boy may take out a reference book or a magazine which will help him in working out some project in which he is particularly interested. Magazines and books for teachers—The Montefiore library is also used to provide magazines for circulation among the teachers. By means of a “ follow-up” file these magazines are collected semi- weekly by a messenger from among the boys in the library classes. A professional bookshelf is another active feature of this phase of library work. Inbrary work a success in the special school—In the three years that the Montefiore Special School has been in operation, its library work has continued to grow in importance. The contact with good books, the freedom afforded the problem boy to make his own choice of reading matter, and the quiet place in which he can read, are all of vast importance in adjusting him to his school life. The awaken- ing of new interests in school, the spirit of personal responsibility and pride the boys feel in their library, have helped to teach dependa- bility, consideration, independence, courtesy, citizenship, and all the other qualities that readjust the problem boy so that he will grow up to become a happy, self-respecting citizen instead of the juvenile delinquent or potential criminal. What has been done with problem boys in the special school can be done in a much fuller measure with the thousands of boys and girls in the regular schools who offer no particular problems for school and civic adjustment. a a a a TwELFrH YEARBOOK 205 —_———_——__—_ -— —_——_ OUR CITIZENS USE THE SCHOOL LIBRARY Mary NIes Librarian, Union School, Lyons, New York DISASTROUS FIRE in 1920 within thirty minutes destroyed A a building that had housed a school population of more than nine hundred students. Immediately the citizens of the village began to plan a modern school suitably equipped for the education of its boys and girls to meet the responsibilities and privileges that await every citizen of our country. The board of education investi- gated new buildings far and near. State authorities were inter- viewed. Specialists in physical training, industrial arts, homemak- ing, science laboratories, and all departments that go to make a modern school were called in for advice. Even before the state school library law was put into effect, this progressive group of men and women planned to meet the reading needs of the pupils of the school. The library and its equipment—The library is centrally located on the first floor of the building. It is well lighted by day and by night. There are three rooms: the adult room, the children’s room, and the librarian’s office (see Figure 1). Situated between the main entrance corridor and the entrance used by the high-school students, the rooms are easily accessible, both to the public and to the students. The lavatory off from the adult room is equipped with running water. An aleove in the office serves as a workroom. It is equipped with shelves to hold the new books that await cataloging, closets for mend- ing supplies, a typewriter, desk with drawers for catalog cards, book cards, poster material, and the like. A steel pamphlet file, the shelf- list case, and a personal desk for the librarian in this alcove help to speed efficiency. The room used to house the children’s books and to instruct the grade pupils in the use of books and libraries opens from the hall, from the librarian’s office, and from the adult room. Glass partitions make supervision convenient. The adult room is the main room, and the largest. This room has a seating capacity of thirty-six. The usual library furnishings are found in this room, a ecard catalog, an information file, a newspaper rack, display rack, a case that holds the more expensive illustrated editions of the classics, and a dictionary case. One corner of the room is used for the ref- erence books, another for the student-reserves, and the “ overnights.” This new school building when ready for occupancy in September of 1923 had not a book to put on the empty shelves of its library. The woman’s civic club of the village had for more than twenty years E.ementary Scnuoor PRINCIPALS LIBRARY 40-8" x 24-7” ADULTS’ 9-6" x 5-8" LAVATORY CHILDRENS’ ~ ROOM 19-3 x 18-3" FIGURE 1—Plan of Library Used by Children and Adults. TweELFtH YEARBOOK 207 sponsored a free public library. To meet this emergency and to plan toward the future, this club offered its library of four thousand volumes to the school with the provision that the rooms be open for the use of the public at specified hours during the week. This gift was not without cost to the givers for they had put in years of effort to make reading materials free of access to all. To turn their free library over to another board to administer did not meet with instant approval. There were some who said, “A combination school and public library is an impossibility. It can’t be done.” This in itself was a challenge. The time to say this thing can’t be done is not yet, for we are doing it with at least a degree of success. Organized as a school library it is here that we must place the emphasis. The school board provides a few hundred dollars annually for the purchase of books. We have not yet reached the ideal of one dollar per pupil for this school of about eleven hundred students. With the aid of the faculty, the heads of the departments, and of our supervising principal, we have slowly and carefully built an all-round collection of books that are in constant use by our students, From where do the funds come for purchasing books for the com- munity? A memorial fund given by the alumni nets us about one hundred dollars each year. Among former residents we have many friends who have been most generous. One friend gives, each year, books for the reference shelves to the value of one hundred dollars. The selection of these books is made by the librarian and the faculty. Another, in memory of his mother, has established a fund to pur- chase illustrated editions of the classics and to add books to our col- lections of poetry and music. A sufficient amount is given monthly by the local civic club for the purchase of popular fiction. These “seven day books” are kept on special shelves with a “ taboo” notice for the students. This plan has worked satisfactorily for six years. It provides a splendid sifting process before the books are shifted to the permanent fiction shelves. This same civie club also donates to the library twenty periodicals that are indexed in the Readers’ Guide to Periodical Literature. It also gives us our news- papers, the New York Times, two dailies, and our two local weeklies. The library services—At the time of the reorganization the civic club invited the librarian to tell them at their first meeting something of her aims and plans for the future. Knowing full well that “ it pays to advertise ” she accepted the invitation. Many members of the civic club offered their personal help. Old labels were scraped off and worn books were mended and shellacked. Reclassification moved books into their correct location. Publicity 208 ELEMENTARY Scuoot Principats methods included first and last, friendliness, the librarian attempt- ing to be a hostess dispensing the book that cheers, and the newspaper and magazine that do not inebriate. One local editor provides a corner in his paper for a friendly book chat. Library items are welcomed as news, and much free space is given. Through advising the public has come the realization that a real library has to offer books and reading that mean knowledge and power, and make for happiness and enrichment of life. Does it pay to advertise? Consider those low, round tables, the gift of a distant reader of our local papers, who, reading of our library ventures, sent us a substantial check to be used in “ the room for the little children.” Our collection of dolls has been given to us by some of our villagers who have prowled about far corners of the earth, and have returned, bringing these interesting representa- tives of the countries they have visited. The paintines hanging on the library walls have been presented by artists of fame whose youth and school days were spent in our village. Many of these pictures have hung in the art galleries of Paris and New York. The lamp and the newspaper rack were made by our own boys in the school shop. The flowers from the gardens of our patrons are a constant reminder of their appreciation and interest. Best of all is the pleasing sight of heads touched with gray interspersed among those of brown, black, and gold bending over our library tables. Does it pay to advertise ? Yes, it has paid this library to advertise. What are we in turn giving to the public for all its generous interest in the library? Neither the assistant librarian nor any mem- ber of our student staff is permitted to deny information to a patron. That humiliating task is reserved for the librarian alone. With the friendly cooperation of excellent libraries in Syracuse and Rochester and with the support of the New York State Library in Albany we have been able to locate desired knowledge for doctors, lawyers, mer- chants, and bankers. One book we are still searching for to hand to the child of nine who asked with eager shining eyes for “ a book, oh, a book that tells all about the world.” Hillyer’s Child History, and his Child’s Geography have but intensified this earnest quest. Programs of winter study clubs, of adult education courses, of mis- sionary societies and of the parent-teacher association are collected, and bibliographies are prepared that prove helpful in the writing of papers, in research work, and in preparation of programs. The Reading with a Purpose booklets are used constantly. Forced leisure has provided time for these valuable reading courses. Books that we cannot supply from our own shelves are available from the state library. —— Ex broug gest fathe unde! all us bride book in E well. read! rian schor “Se scho \ choi volu abri bool mac dur rece kno The tim run d up in me the pa bec lib to Twe._FrH YEARBOOK 209 Exhibits in down-town store windows during Book Week have brought new readers to the library. Such queries as “ Will you sug- gest a book that I can purchase as a Christmas gift for my grand- father, my child, my mother,” or “ What can I read to help me understand my child?” A young lad says, “ Dad’s disturbed with all us modern youth. Give me a book to cheer him up.” An Italian bride of a few weeks, one of our former students, shyly asks for a book on homemaking, and goes home happily with Goldstein’s Art in Everyday Infe, and the new edition of the Boston Cook Book as well. College students are beginning to say, “ I’ll do my next year’s reading during the summer. What our library cannot supply the libra- rian borrows from the state library.” Students attending summer schools borrow for their courses. Even ‘“ Dewey,” “ Mudge,” and “Sears”? enjoy an occasional six weeks in some library summer school. We lend all of our books. The most expensive editions and the choice picture books may be loaned to any mother. Occasionally a volume of the new Encyclopedia Britannica, or even Webster Un- abridged steps out for over night or for over Sunday. List of first books for the child’s own library are run off on the school ditto machine and are given out to members of the parent-teacher club during Book Week. These lists are eagerly looked for and gratefully received. As soon as the Newbery, Nobel, and Pulitzer awards are known, anouncements with book reviews are sent to the local papers. The books are placed on exhibit in the library for a short period of time. At stated intervals during the year the motion picture theater tuns an invitation to visit the library. A place to make people happy—Our library goal might be: “ Line upon line, precept upon precept, here a little, there a little, instant in season and out of season.” It is the beginning of all things to all men, to all women, to students, to business men, those who work by the day, those who are deep in the professions, the queen in the parlor, the maid in the garden; and last of all those least who shall become first, the little children. John Cotton Dana’s definition of a library is our constant inspiration: “A place to make people happy, to help them to become wise, and to encourage them to become good.” 210 ELEMENTARY ScHoot PrIncrIPALs 1. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 21. SELECTED REFERENCES Certain, C. C., Chairman. “ Report of the Joint Committee on Elementary School Library Standards.” Fourth Yearbook. Washington, D. C.: De- partment of Elementary School Principals, 1925. p. 326-59. (Also re- printed by the American Library Association.) . CLEMENT, Bess. “ The Library as an Integral Part of Elementary School.” Bulletin 9: 49-51; October, 1929. Washington, D. C.: Department of Elementary School Principals. . Dana, Jonn C. A Library Primer. Chicago: Library Bureau, 1913. 201 p. . Farco, Lucite F. The Library in the School. Chicago: American Library Association, 1930. p. 43-62; 269-431. . Fareo, Lucu F. The Program for Elementary School Library Service. Chicago: American Library Association, 1930. p. 45-142. Henpverson, Frank D. “School-Community Library Project.” Bulletin 11: 329-31; April, 1982. Washington, D. C.: Department of Elementary School Principals. Inctes, May. “ Pupil Participation in the Handling of Overdue and Fine Notices.” Libraries 34: 463-66; November, 1929. Jounson, E. M. “Do You Need a Library; This is How One School Got Theirs.” Grade Teacher 48: 188; November, 1930. Jounson, Maraarer F. Manual of Cataloging and Classification for Elemen- tary School Librarians. New York: H. W. Wilson Co., 1929. 45 p. Kewiy, Francis H. “Organizing Platoon School Library Work.” Library Journal 52: 286-89; March 15, 1927. Kent, Cuartes A. “ Organizing a Library in an Elementary School.” Sixth Yearbook. Washington, D.C.: Department of Elementary School Princi- pals, 1927. p. 271-81. Kine, Wuu1am A. The Elementary School Library. New York: Charles Scribner’s Sons, 1929. p. 92-116. Koos, Mrs. Frank H. “ Planning a School Library Program.” Wilson Bulletin 6: 679-83; June, 1932. McCoiioven, Ernet F. and Van Buren, Maun. Essentials in Library Ad- ministration. Chicago: American Library Association, 1931. 72 p. Mapison, EvizasetH. “ Administrators and the School Library.” Library Journal 54: 162-65; February 15, 1929. Masters, H. G. “ The Elementary School Library.” Bulletin 9: 735-36; July, 1930. Washington, D. C.: Department of Elementary School Principals. Newton, Jesse H. “ Administration of Public School Libraries.” School Executives Magazine 48: 315-17; March, 1929. Power, Errr L. Library Service for Children. Chicago: American Library Association, 1930. p. 278-95. Reavis, Witu1aM C., Pierce, Paut R., and SruttKken, Epwarp H. The Ele- mentary School, Its Organization and Administration. Chicago: Univer- sity of Chicago Press, 1931. p. 253-74. Sauissury, Ernet I. “The Selection of Supplementary Books for Use in the Elementary Schools of Los Angeles.” Elementary School Journal 30: 117-22; October, 1929. Trepick, Frorpnce H. “Grade School Library Given by Parents.” Library Journal 54: 252-53; March 15, 1929. . Witson, Marrua. School Library Management. 5th. ed. rey. New York: H. W. Wilson Co., 1931. 209 p. Dp. y n CHAPTER IV PLANNING THE SCHOOL LIBRARY Tue Century oF Procress ScHooL Scuoo.t Lisprary DECORATION SumMARY OF RESEARCH AND OPINION ON LispRARY PLANNING Fioor Pians ror THE ELEMENTARY-ScHOOL LIBRARY [211] EDITORIAL COMMENT ON CHAPTER IV Chapter IV treats various questions in the educational planning of the school library facilities. In one article is set forth the reae- tions of about thirty principals to three proposed floor plans. The plans and the comments are not cited as final, but rather as bases for further discussion. Another article treats briefly the matter of library decorations. The article on the Century of Progress School shows what may be done when library planning is sharply focused. The summary of research. on library planning brings in a brief review of the most important principles and standards. There is probably no more unnecessary tragedy in school admin- istration today than that of the “unplanned” school building. Although relatively less frequent today than a few years ago, the practise of employing architects or using city building departments to construct schools without regard to the educational program de- serves general condemnation. Instances have been too frequent of classrooms improperly lighted or heated, of dramatic rooms unsuited to such purposes, of stairways poorly constructed and dangerously inadequate, of offices squeezed into remote inefficiency, and of Lilli- putian playgrounds. With the development of the library movement the need for school library standards demands attention. What percent of the school enrolment should the library accommodate? Should primary pupils have a room separate from the older pupils? What kinds of tables, floor coverings, chairs, shelving, and equipment are best? What arrangement gives the proper lighting? How many work rooms, con- ference areas, and storage spaces are necessary? While tentative standards are available on all of these questions further study and experimentation is desirable. The list of references at the end of the chapter will be found useful by those who are planning or reconstructing school library rooms.— Editorial Committee. [212] N t ] sive. tion unn T ing eler by to 1 a li roo fift lib bu ab ar’ mi bo so ar fa CHAPTER IV PLANNING THE SCHOOL LIBRARY THE CENTURY OF PROGRESS SCHOOL Don C. Rogers Director of Research and Building Survey, Chicago Public Schools, Chicago, Illinois N PLANNING THE LIBRARY lay-out of a Chicago elemen- tary-school building it is necessary to compromise between the idealistic demands of some professional librarians for an expan- sive, almost lavish lay-out, and the reactionary demands of organiza- tions of tax-reducers for the virtual elimination of the library as an unnecessary frill. Prior to the establishment of the Bureau of Research and Build- ing Survey in 1924, more likely than not the library of a Chicago elementary-school building was housed in a half-sized room (15 feet by 24 feet) ; tucked away in some corner of the building apparently to utilize space not otherwise planned for. Naturally, so inadequate a library usually degenerated into scarcely more than a book-storage room. All elementary-school buildings erected in Chicago since 1924— fifty-eight new buildings and forty-three additions—have included libraries, definitely planned and of usable proportions. The standard building plan has provided for a room 24 feet by 30 feet, with an abundance of natural light from one side only and adequate overhead artificial lighting fixtures, equipped with built-in cases, book stacks, magazine racks, atlas and dictionary stands, maps and globes, bulletin boards, reading tables and chairs. It is customary for the principal to program the use of this library so that each upper-grade class spends two periods per week in the library. At such periods, the homeroom teacher accompanies the class and acts as a supervisor of directed study. Thus library work is a fairly definite, perhaps rather formal, part of the school program. The elementary-school library most recently planned by the Bureau of Research and Building Survey is found in the proposed Century of Progress School.’ Its dimensions are 22 feet by 52 feet. It con- 1It cannot be constructed, however, in time for the 1933 Century of Progress Exposition. [213] i treet _—_ E_= -¢ —— — wFEereilCnlhCUC —’ Fw DMP OM s - ELeMEntTARY Scuoot Principats s _ NA . oOyIg SSo1501g jo Ainjuad § OSBOIUD—T]| Cheeta) cl WOoOw SSOCv19D Bvems — sapoy '> tog ‘vED WoOOY Ssvt)9 Wood WHHOM 3AdNd MMO Toe. 5) WOO YOM idfd Cc $¥3w207 wodiuydog TweELFtH YEARBOOK 215 sists of a central reference and reading room surrounded by four small pupil workrooms (11 feet by 15 feet). The central reference and reading room and two of the workrooms will have natural out- side light from a tier of windows on one side. Two of the workrooms will have ceiling daylight. All have adequate artificial lighting fix- tures. Each pupil workroom is to be equipped with a round table, chairs, black board, and shelves for reference and work materials. One workroom will have a sink for hand washing and for use in pasting and repair work. Not only will this suite provide good facilities for library work, but it will also provide a good atmosphere; for example, a harmony of color in finish, trim, furniture, flooring, and a sound-deadening effect by the use of rubber tile on the floor and acoustical material on the walls and ceiling. This library suite has been placed in the center of the second floor (the highest) of the building. Originally, in the pencil sketches, it was on the first floor. Later, in the revised sketches, it was placed on the second floor in order to be more readily available to the upper- grade students who would use it the most. During the Chicago sur- vey, George D. Strayer of Columbia University and Frank W. Hart of the University of California went over the proposed Century of Progress building plan in minute detail. In response to their recom- mendation, the library in the final plans was located in the middle of the building on the second floor, accessible to upper-grade pupils and requiring a minimum of corridor travel. In this ease, the library has been planned to satisfy the exact needs of a particular school. The Century of Progress School is intended to be an experimental and progressive school. The classrooms are of varying size. It will be possible to enrol large groups for audience types of instruction, medium-sized groups for individual learning, and small groups for committee work. The large average enrolment per teacher and the proposed plan of departmentalized organization provide such a flexibility of program that one teacher may be released from the responsibility for a homeroom. She will not only be in charge of the central reference and reading room but will also super- vise simultaneous activities in the four small workrooms. The pupil activities in the workrooms are expected to be largely of the self- directed and free-learning type. The organization of the school con- templates participation by all of the pupils in a genuine activity pro- gram, much of which is accomplished through the small informal groups or committees. Thus it can be seen that the library is an essential part of the school. 216 ELEMENTARY ScHuoot PrIncIPALs Although the Century of Progress School library is 60 percent larger than other elementary-school libraries in Chicago, although it will be the best-equipped public elementary-school library in the city, and although it has been planned to conform to the use and needs of a particular school organization and a theory of education, nevertheless the public librarian may be disappointed. Ie probably would like to see “a large two-story library with a balcony, with a librarian’s office, with a charging desk, and with other library fixtures not included in the present plan.” On the other hand, there is in Chicago an organization of large taxpayers and big business men which would virtually eliminate libraries from elementary-school buildings by requiring that they shall be counted as vacant and seated for homeroom purposes unless their use is so programmed that no homeroom in the building is vacant while the library is in use. Apparently they regard a library as a frill. The Century of Progress Elementary-School library suite is a compromise between these extreme views. A source of satisfaction to the Bureau of Research and Building Survey is the comment of the principal of one of Chicago’s experimental elementary schools. After reviewing this library lay-out she commented, “ If I ever saw a library like that in an elementary school, I would think the millennium had come.” VERY PRINCIPAL knows better than anyone else what cooperation exists between the library and the classroom in his school and whether or not he is satisfied with it. Like everything else, the library will, develop into its greatest usefulness if the principal is enthusiastic and under- | standing. It is reasonably certain, too, that if the principal | is indifferent to the library or fails to see its possibilities, the | teachers and librarian will not have the inspiration that they | would have under a more stimulating leadership.—Elizabeth Scripture, Chapter IX. ha! de: col the + © tro — — me TweELFTH YEARBOOK 217 SCHOOL LIBRARY DECORATION Auice Hocce Barr Principal, Kohn School, Chicago, Illinois HAT ELEMENTS establish the desirable atmosphere when a child enters the school library ?, What is the desirable atmos- phere? If silence and order are to be maintained by the iron- hand, then bare walls, uncomfortable furniture, and a robot at the desk are adequate equipment. But if the library is to induce the contemplation, concentration, and inaudible functioning of spirit, then one of its chief needs is suitable decoration. Some suggestions—Every librarian should intrigue the subcon- scious approval of children and at the same time miss no opportunity to make the library a home of other esthetics besides literature. To begin with, there are available brilliant and lovely prints of famous modern and classic paintings. These are inexpensive, decorative, and stimulating to the imagination. Of course, if the school has an origi- nal painting, it should hang in the library. The number of pictures in the library should be few and these should be so fine as to linger permanently in the pupils’ memories. The library situation encour- ages the leisurely contemplation of pictures as the classroom or cor- ridor cannot. Let us provide pleasant associations to enhance the significance or beauty of pictures! Modern sculpture is often humorous and involves subjects of real interest to children. One piece should be enough to contribute to a plan to include all the decorative arts in the library. Classical sculp- ture is not assured a place in the modern school library by its age, its charm, its exquisite skill, or its poetic subjectmatter. Every libra- rian knows that the old classics are disappearing from the reading interests of today’s children. While nothing could be more regrettable than a complete relegation of all our classic art to the ash heap, it is not desirable to turn the school library into a museum of ancient art. We should thereby miss a wonderful opportunity to present to chil- dren the modern spirit in plastic art to match their demands for modern elements in literature. The sympathetic cooperation of groups of local artists is almost always assured to any school sufficiently interested to seek it. The loan of groups of approved sculptures can be oceasionally secured even if finances do not permit purchases. Removed as far as possible from the room’s noteworthy picture should be a molding on which could hang the less expensive exhibits. These are the seasonal or temporarily pertinent illustrations of some school interest or activity. For example, in the spring there should be colored prints of the local birds, and of the spring flowers of the 218 ELEMENTARY Scuoot PrRINcIPALS region; in the autumn mounted silhouettes of the leafless trees and samples of the finished woods which can be borrowed sometimes from the woodwork shop; in the winter, pictures of transient interest, such as the relatively inexpensive views of the buildings of the Chicago Century of Progress exposition. Somewhere in the room wall space should be given to a bulletin board. Here can be posted announcements of local and immediate concern. These include notices of lectures at the museums, fine radio programs, and local art exhibits. Diagrams of new inventions, and rotogravure photographs of men and women notable in public life are also effective. Space should be appropriated for a glass-covered case for exhibits. Here one can display the products of school hobby clubs, unique and rare books, maps, letters from interesting or famous persons, and noteworthy loan collections of individual pupils. Soap carvings, clay figures, and small stage settings made by school classes draw visitors to the library and lure the non-reader into its atmosphere. No library for children should omit living things as decorations. The silent flash of colorful fish and the restful grace of plants add to the pleasure of most children. Many publishers retain the original drawings of the illustrations in their new books. They are often willing to lend these sketches to a public school for a temporary exhibit. The brilliant jackets from newly purchased books should always be displayed as soon as the books are placed on the shelves. Advertising posters can be obtained at little or no cost from the agents of foreign and American transporta- tion companies. Often these posters are of artistic value, and can be used to stimulate reading. An appropriate environment is the first need of most readers. Some children read most happily in solitary corners, while others are not content except when they touch elbows with someone. Each type should find some provision for his preferences whenever he enters the library. There should be adequately lighted corners with single chairs, and small nooks where two or three may sit side by side to enjoy pictures or books in companionship. The utilitarian and traditional library tables, an inheritance from the public library standard equipment, are not entirely suited to the esthetic or practical needs of the school library. Those mammoth pieces of furniture presuppose that the reader will probably also write and pile about himself an array of ready references. These conditions are not usually met in the school library. The conven- tional chairs which accompany these solid lumps of tables presuppose a that | on th schoo are C Cc they are 1 for t can quie C class are alte obv: 7 pla sch —_— vv == = = TwELFTH YEARBOOK 219 that human beings of standardized size read naturally with two feet on the floor, backs straight, and chins in. Perhaps some do. But the school which fosters the reading habit will furnish many chairs that are comfortable, restful, and attractive to the eye. Colored window curtains may depart from the conventional but they are justified by modern theories of interior decoration. They are inexpensive to purchase and to maintain. When carefully selected for tone, they can be made to improve the lighting of the room. They can be made to contribute greatly to producing an atmosphere of quiet seclusion. Conclusion—Most school libraries today fall into one of two classes. They are rooms “ given up ” in an old building because they are not suitable for classrooms. Such quarters can with thought be altered into both usefulness and beauty. They should not appear as obvious makeshifts, but as gracious adaptations. The other school libraries appear in new buildings. They are planned and executed according to the best available standards of school architecture. These are the beauty spots of their schools. UCH HAS BEEN WRITTEN about school library | activities of the well-developed urban and rural com- | munities, but very little about the thinly populated frontier | rural communities prevalent in the Dakotas, Montana, | Wyoming, and Northeastern Colorado. The social activity of | a library is based upon the needs and differences of the com- | munities served. The needs of the thinly populated, isolated states are not the needs of the more densely populated sec- tions, yet they are just as important. The aim is the same in either case; to make life more worthwhile.—Mabel Wil- kinson Etheridge, Chapter V IIT. 220 ELemMentTary Scuoot Principats SUMMARY OF RESEARCH AND OPINION ON LIBRARY PLANNING E. C. BotMErIER Graduate Student, University of Chicago, Chicago, Illinois CIENTIFIC INVESTIGATIONS in reading have shown the S old single textbook method inadequate as a means of forming the reading adaptation. Informational and recreational reading materials are indispensable in the modern progressive school. There- fore, no elementary school is properly equipped without a library. Despite the importance of the library in the school, many building programs exclude the elementary-school library from the building plans, according to the results of a recent scientific study (21, p. 254)." Some school-library enthusiasts, however, assert that this in- stitution is so important that it “should be so situated, organized, and directed as to make it virtually the heart of the school ” (12, p. 2). The amount which may properly be expended on the library de- pends upon the size of the school and the financial condition of the school district. Sometimes the limit of expenditure cannot exceed that of a small school where the pupils, with the assistance of their teacher and janitor, constructed a library in their classroom out of orange boxes (16). In other instances it is possible to build spacious and elaborate libraries such as those at Evanston, La Grange, or Oak Park, Illinois (4). The factors with which administrators should be most concerned in planning the school library are: (a) location, (b) floor plans, (ce) decorations, (d) equipment, (e) furniture, and (f) library standards. Scientific research in this field has been somewhat meager and consequently most of the literature relating to the subject is in the nature of an expression of opinion or a report of the procedure followed in a particular school. There are, however, a significant number of studies and treatises offering helpful suggestions and materials. A recent book devoted entirely to the general theme of The Elementary School Library is now available (12). LocaTION The location of the library depends upon the type of organization of the school. In a decentralized organization of reading activities the “books and other literature pertinent to certain subjects are housed in centers of the special departments, such as literature, 1 The first number enclosed in parenthesis in each case is the number of the reference at the end of this article. — histor by th readil trally to pre who | classi Fo it is whic the Ther pref the ] amo: of tl as a reco goin libr: how thar libr rec! size sch is | mo lib or bu (e un ha ad in pl ot TweELFTtH YEARBOOK 921 history, science, and civics where the reading is constantly supervised by the teachers concerned ” (4). In a centralized organization “ the reading materials are housed in a single, well-equipped librar¥, cen- trally located, open to all departments, carefully organized according to professional library technics, and in charge of a trained librarian who serves both teachers and pupils in the development of projects, classroom assignments, and free reading” (4). For a centralized organization, which is by far the more common, it is generally conceded that the library should be centrally located, which in most cases would be near the center of the second floor in the conventional two- or three-story elementary-school building. There are situations, however, in which some other location may be preferable. In Detroit, where the classes shift every thirty minutes, the policy is to give the library a convenient place on the first floor among other special rooms (12, p. 44). The rapidly increasing use of the school at night by the community tends to favor the first floor as a desirable location (4, p. 65). The ground floor has also been recommended because of the possibilities of injury to children while going up or down the stairs (22, p. 112). In a five-story building the library should be situated on the third floor (7, p. 4). There are, however, comparatively few elementary-school buildings with more than three floors. Fioor PLans Shape of rooms—Not much is written concerning the shape of the library room, since, in most instances, it seems obvious that the rectangular room is most desirable (12, p. 46). Size of rooms—There is some difference of opinion regarding the size and number of rooms. The size of the standard elementary- school library in the Laboratory Schools of the University of Chicago is 24 feet by 28 feet (21, p. 260). One writer recommends accom- modations for at least 10 percent of the school enrolment, and more, if possible (4, p. 65). In platoon schools it is suggested that the library reading room be about one and one-half times the size of the ordinary classroom (10, p. 26). Some educators suggest that in buildings under a thousand working capacity two construction units (each 22 by 15 feet or 24 by 15 feet) are sufficient, with increased units for greater capacities (25, p. 278). A room 45 by 22 feet which has a division made by low shelving is suggested as having many advantages (28). Another method of estimating the size of the read- ing room is by allowing a certain number of square feet for each pupil using the room. One writer specifies 20 square feet (25, p. 278) ; others specify 25 square feet of floor space per reader (9, p. 178), 222 ELemMentary Scuoot PriIncrpars (6). A committee on elementary-school library standards recom- mends that “the reading room shall be provided with facilities to accommodate at one full period a class of from forty to fifty children ” (3, p. 13). Number of rooms—At least two rooms are essential; a reading room and a librarian’s work room (9, p. 177). It is suggested that there should also be a classroom adjoining the library, where classes or groups of pupils may meet for any form of group work or activity involving the use of books and other library material (7, p. 4). Where conference rooms, alcoves, or partly shut-off sections for small children are provided, glass partitions should be used to facilitate supervision (9, p. 177). DECORATIONS Floor covering—The floor covering is significant for practical as well as decorative purposes. Cork carpet or heavy linoleum is desira- ble because it deadens sound (12, p. 53). Battleship linoleum fulfills the standard requirements, but the choice of material will depend upon the amount of money available (25, p. 280). Since foot-prints are more discernible on light surfaces, the dark shades are preferable. In this respect greens, browns, and reds are satisfactory (25, p. 281). A committee on elementary-school library standards suggests that the color of floor covering should harmonize with the finish of the room (3, p. 15). Ceiling—Although the coloring of the walls and ceiling is a mat- ter of taste, climatic conditions should determine to some extent the colors to be used. In a climate where the sun shines but little, a white ceiling and light colors on the upper parts of the walls pro- duce the maximum of light (22, p. 115). In the South it is desir- able to subdue the sun’s glare through the extensive use of coloring, whereas in the northern sections of the country soft white, ivory, or cream color are desirable (25, p. 282). Walls—“ In the North pleasing results can be secured through the use of buff-tinted walls. Soft greens and delicate blues will serve better in the South” (25, p. 282). Natural oak or stained wood is recommended for woodwork. Standards specify that ‘“‘ dark colors should be avoided in woodwork, trim, and furnishings” (3, p. 15). Plain finishings for both ceiling and walls are recommended in most instances, although one writer asserts that beautifully designed ceil- ings and paneled walls add to the enhancement of the room (28). Lighting—The Committee on “ Elementary-School Library Stand- ards” suggests that artificial lighting should be by means of ceiling ¥ p TERE - lig wh 5 of for -_ owe TwreLFTtH YEARBOOK 223 fixtures of either the indirect or semi-direct type, without table lights; natural lighting should be through glass area of windows which is 20 percent of the floor area (one square foot of glass to each 5 square feet of floor space) (3, p. 15). Fireplace—A fireplace adds greatly to the appearance and comfort of the library. It gives “‘ an atmosphere which encourages browsing and reading desires”’ (28). Moreover, the fireplace “‘ forms a center for story-telling ” (25, p. 288). EQquIPpMENT Shelving—The most essential equipment for the library is shelv- ing. In most instances it is recommended that the shelving be per- manently built into the wall. If this is not possible the space above the shelves should be furred and plastered flush with the front of the shelves to avoid a lodging place for dust (25, p. 287). The recom- mended height for the shelving is approximately 6 feet (25, p. 287), (3, p. 14). One writer recommends that shelves should not exceed 5 feet in height and that 6 inches lower would be better (22, p. 116). If the library is used by both high-school and elementary-school pupils it is well to have the shelves lower in one part of the room for elementary pupils. ‘ The shelving may be the same height all around the room, but in the children’s end the two top shelves may be cov- ered with hinged bulletin boaras, to create the effect of lower shelving and still retain an equal amount of book space” (7, p. 5). The low- est shelf should be 6 or 9 inches from the floor (25, p. 287). One writer specifies that the lowest shelf should be at least a foot from the floor (22, p. 116). Magazine racks—The magazine racks may be either built in or installed as movable equipment. The built-in type is preferred (25, p. 287). The built-in magazine rack may be substituted for two sections of shelving. Bulletin boards—Cork-covered bulletin boards serve a useful pur- pose in every library. The number of boards should be determined by local needs (25, p. 289). There is no uniformity regarding the size of bulletin boards. The range is from 2 by 4 feet (25, p. 289) to 6 by 8 feet (10, p. 28). Additional equipment—Other equipment such as display cases, atlas and dictionary stands, filing cases, and catalog cabinets, are quite essential in an elementary-school library. For suggestive lists of equipment, as well as supplies, one may refer to lists for the pla- toon school libraries of Detroit (20, p. 93), or to elementary-school library standards (3, p. 7-11). 224 ELEMENTARY Scuoot PrIncrPALts FurRNITURE Circulation desk—A circulation desk is quite necessary in every library. In an elementary-school library, the height of the desk is a matter of choice. Many librarians prefer the sitting height instead of the standing height, because of the children’s low stature (9, p. 180). Tables—The maximum size of library tables suggested for ele- mentary-school pupils is 6 feet 6 inches by 2 feet 10 inches (9, p. 180). The size most frequently used is 3 by 5 feet (12, p- 290). Tables longer than 5 feet are sometimes objectionable because they permit larger groups, thereby encouraging conversation and restlessness (27, p. 11). The height of the tables should vary. A general recommendation is that two-thirds to three-fourths of the tables should be 26 inches in height and the balance 24 inches (3, p. 14). When wood surfaces are deemed undesirable, a linoleum top, either in dark green or brown may be used (25, p. 290). It is not essential that all of the library tables be rectangular. One writer suggests that tables should be round, rectangular, and oval in order to break the monotony of the room (22, p. 117). Another sug- gests that round tables add to the appearance of the room and are good for quiet study (27, p. 11). Chairs—The chairs should match the tables. They should be light, strong, and without arms (12, p. 53). The height of the chairs should be determined by the height of the tables. Chairs 14, 16, and 18 inches in height should go with tables 24, 26, and 28 inches high, respectively (12, p. 53). STANDARDS Standards—Comparatively few elementary-school libraries are planned and equipped in accordance with prescribed standards. Koos found only fourteen states which prescribe library standards for elementary schools (15, p. 95). The state of Minnesota has developed its school-library standards admirably and has set an example for other states to follow (12, p- 88). The Detroit Board of Education published, in 1922, a set of stand- ards for library service, organization, and equipment for elementary schools (6). The most widely accepted set of elementary-school library stand- ards is that prepared under the supervision of a joint committee of the Department of Elementary Schood Principals and the American Library Association (3). , BIPM incl “aay o ee tio} sul me is ho very K is ead ure ele- hes 12, ble on PPS Dit alas ar TwrEL_FTtH YEARBOOK 225 Other standards—In recent years the scientific method in educa- tion has resulted in an extensive use of objective standards for mea- suring educational efficiency. One author has developed a scale for measuring the efficiency of an elementary-school library. The scale is organized under seven main heads, the first of which deals with housing, furniture, and equipment (12, p. 211-21). BIBLIOGRAPHY AMERICAN Liprary Association. Planning the School Library. Chicago: the Association, 1925. 8 p. Certain, C. C. “An Empirical Basis for Scientific Standards in School Libraries.” Junior-Senior High School Clearing House 6: 206-15; De- cember, 1931. Certain, C. C., Chairman. “ Report of the Joint Committee on Elementary School Library Standards.” Fourth Yearbook. Washington, D. C.: De- partment of Elementary School Principals, 1925. p. 326-59. (Reprinted by the American Library Association.) . Cums, Franx A. “Planning Libraries for Elementary and Junior High Schools.” American School Board Journal 82: 63-66; January, 1931. . Darney, Dante. “A Bookcase for the Library Corner.” Wilson Bulletin 5: 66-7; September, 1930. . Derrorr Pustic Scuoots. Library Standards, Part II. Detroit: Board of Education, 1922. 39 p. . Eaton, ANNE T. School Library Service. Chicago: American Library Association, 1923. 44 p. . Farco, Luctip F. The Library in the School. Chicago: American Library Association, 1930. 453 p. . Farco, Lucie F. The Program for Elementary School Library Service. Chicago: American Library Association, 1930. 218 p. . Kansas City Scuoots. Activities of the Library, Platoon Schools. Kansas City, Missouri: Board of Education, 1928. 110 p. . Kerutey, W. M. “The Library in an Intermediate School of Medium Size.” Elementary School Journal 25: 55-60; September, 1924. . Kine, Wmuram A. The Elementary School Library. New York: Charles Scribner’s Sons, 1929. 224 p. . Kine, Wuu1am A. “The Equipment of the Elementary School Library.” Bulletin 9: 586-92; April, 1930. Department of Elementary School Principals. . Koos, Frank H. “Planning a School Library Program.” Wilson Bulletin 6: 679-83; June, 1932. . Koos, Frank H. State Participation in Public School Library Service. Contributions to Education, No. 265. New York: Teachers College, Columbia University, 1927. 246 p. . Moors, Lots. “ Building a Primary Library.” Wilson Bulletin 6: 195-8; No- vember, 1931. . Morgan, Joy Evmer. “The Elementary School Library.” Bulletin 9: 742-5; July, 1930. Department of Elementary School Principals. . New York Stare Department or Epucation. “School Library Standards.” Wilson Bulletin 3: 406-7; December, 1928. . Power, Errie L. Library Service for Children. Chicago: American Library Association, 1930. 286 p. . Prircuarp, Marrua Carouinp. Platoon School Libraries, Part II. Detroit: Teachers College Publications, Serial No. 1. January, 1926. 120 p. 5 226 ELEMENTARY Scuoot Princrpats 21. 22. 23. 24. 25. Reavis, W. C., and orners. The Elementary School. Chicago: University of Chicago Press, 1931. 571 p. Sayers, Witi1AM C. B. A Manual of Children’s Libraries. New York: Charles Scribners’ Sons, 1932. 270 p. Stauson, Cerests M. “The Junior High Library.” Wilson Bulletin 3: 485-9; February, 1929. Sparn, Cuartes L. The Platoon School. Chicago: Macmillan Co., 1924. 262 p. Spain, Cuartes L., MopuHimMan, Artuur B., and Frostic, Frep W. The Public Elementary School Plant. Chicago: Rand, McNally and Co,, 1930. 602 p. . Tavsort, Apevé. “An Elementary-School Library.” Elementary School Journal 26: 566-7; April, 1926. . Witson, Marrua. School Library Management. 5th ed. rev. New York: H. W. Wilson Co., 1929. 209 p. Wrrmer, E. M. “Notes on Library Planning in Denver Public Schools.” Library Journal 53: 205-10; March 1, 1928. OO MANY PEOPLE are giving book service to children who have a background of literature insufficient to enable them to distinguish the tawdry from the genuine, the senti- mental from the sincere, psuedo-scientific statements from the scientifically accurate. The successful librarian must | know books and be interested in them, not only children’s | books, but books in general.—FElizabeth Scripture, Chap- | ter IX. f Tl sts fo th su st b J ed er © — | sity of harles TWELFTH YEARBOOK 227 FLOOR PLANS FOR THE ELEMENTARY-SCHOOL LIBRARY '! N EXAMINATION of some of the authoritative works in the field of the school library reveals few floor plans.” In meeting the deficiency this chapter presents three “ tentative ” plans. These diagrams were drawn in general conformity with library standards and submitted to thirty-three elementary-school principals for examination. Twenty-eight principals returned the sketches with their criticisms and suggestions. The Editorial Committee wishes to emphasize that the plans and suggestions in this chapter are largely tentative. Under no circum- stances is this chapter to be considered as the “ standards ” approved by the Department of Elementary School Principals. Froor Pian For A Scuoot Enroitiine asout 500 Puptis The principals who assisted with the plan for a library in a school of 500 pupils included: Katherine Finchy, Palm Springs, Cali- fornia; Clara W. Ginty, Madison, Wisconsin; Laura J. Hinderland, Long Island, New York; Blanche Kloepfer, Cleveland, Ohio; H. G. Norris, Sharpsburg, Pennsylvania; Harold H. Postel, Chicago, Ili- nois; Melissa Stafford, Orlando, Florida; Edward Stullken, Chicago, Illinois; and Edith Van Gelder Wade, Elizabeth, New Jersey. Figure 1 shows the floor plan proposed for a school of five hundred pupils. The area is that of an ordinary classroom. With a few extra chairs the space should accommodate from 8 to 10 percent of the school’s enrolment. (1) Size—The nine principals were asked to indicate whether the size of the library was satisfactory. Six replied “ about right ” and three thought the space was too small. (2) Location—Six wanted the library on the first floor, while three believed it should be above the first floor. (3) Tables—Seven principals were satisfied with the six, 3 feet by 5 feet tables, as shown in Figure 1. One person wanted a round 1Chapter prepared by the Research Division of the National Education As- sociation with the assistance of twenty-eight elementary-school principals. 2For example: Lucile F. Fargo, The Library in the School, American Library Association, Chicago, 1930, 453 p.; William A. King, The Elementary School Li- brary, Scribner’s Sons, New York, 1929, 224 p.; Effie L. Power, Library Service for Children, American Library Association, 1930, 320 p.; Charles L. Spain, Arthur B. Moehlman, and Fred W. Frostic, The Public Elementary School Plant, New York, Rand McNally Co., 1930, p. 268-96; and George D. Strayer and N. L. Engelhardt, Standards for Elementary School Buildings, Teachers College, Co- lumbia University, New York City, p. 37. 228 ELemMentary Scuoot Princrpats table and another wanted two round tables substituted for rectangu- lar tables. One wanted to add a table, 4 feet by 8 feet, to the present arrangement. If six tables are to be used as in Figure 1 then the replies showed a preference for this distribution of table heights: one, 24 inches; three, 26 inches; and two, 28 inches. (4) Use by adults—The jury was asked whether the school library should be equipped and open to adults during the school day. Seven pag Ne ee My fy uJ ooo Z Stee ees o= FO 6 ToT F 3 11 1% ie S ¥ Ig 5 : 3 2 5 ae q : a C) : 24° x 56° f q D Q D g D gi qd I qd ip qd _p * iff E D @Q D Q D 't . > D ‘@ D '§ zt D qd D q D FIGURE 1—Library Floor Plan and Equipment for School Enrolling about 500 Pupils. of the nine voted uncompromisingly in the negative. One wrote: “Yes, if it is the only general library within walking distance.” One wrote: “ No, if it is to be used for reference purposes ; yes, if it is to be used to supply books on cards.” (5) Principal’s library—Where should the principal’s and teacher’s professional library be placed? Six voted to place the pro- fessional library in the principal’s office, while three would make it a part of the school library. (6) Other equipment—An opportunity was given to list equip- ment which might be added to Figure 1. The nine replies included the following additional equipment. —_ 2 RTT | thi be — rAd) ee te oo tel & aa aan _——\ ngu- Sent ad a 1S 5 ary ven ne re Re eew meer — TweLFrH YEARBOOK 229 Frequency Item of Mention MIO 5.5.55 cas Bed Disa Ve aAewerea emaeiee 4 MITRE asec orssscdsice acess Suwa ortiaiginerh aha giaree captacieratiet 2 MN dea axon anid asa weracaserihw aon dx in cde areata mes ace 2 Maps, Globes, Cte... ...4...06605% ere Te 2 Be RN UNG ie ioc cane achidmervintedionscnendios 1 MEMS fi cia bua oa. shd.c/spdseon Saw shoe Kate Reeds = wider 1 PONE TMEOONE, ios oisidisccscca cn swneaeey awibcemurs 1 eee Cater Re ORO eae eee eT ey 1 BN BUS 5 56,515.25 dato eddie diginasadavinp Aaeoaaealdiee 1 PE IN i exccasardnasinsaaeaaeaiaineraee 1 Summary of criticisms of Figure 1—The principals sending in criticisms did not always agree with one another. Some liked Fig- ure 1 as presented, others wanted specific changes, and still others proposed counter revisions. Some changes which probably merit consideration are briefly as follows: (1) If used by adults the library area should be larger and located on the first floor. (2) In some schools it might be desirable to have another door or exit. (3) The book shelves shown in Figure 1 are probably too limited. (4) Smaller rectangular tables or one round table might be more satisfactory. (5) If exhibit cases were used the room would have to be larger. (6) A fireplace would add to the attractiveness of the room. (7) The door might be better if hinged on the other side. (8) There should be more space for storage. (9) Two small rooms or alcoves would stimulate reference or group work on the part of the children. (10) The librarian’s desk, the card catalog, and the dictionary, would have better light if they were moved to the opposite side of the room. (11) There should be a blackboard. Fitoor Puan For A Scuoot Enroiiine asout 800 Pupits Principals who assisted with this section of the report included: Robert B. Abbott, Fresno, California; Hobart Bolerjack, Cicero, Illinois; Mrs. N. E. Campbell, Denison, Texas; Katharine L. Carbee, Norwood, Massachusetts; Vincent I. Correll, Long Beach, Cali- fornia; W. R. Hall, Birmingham, Alabama; Ethel Hedrick, Ann Arbor, Michigan; C. F. Quick, Long Beach, California; H. T. Ralph, Wauwatosa, Washington; L. D. Roberts, Portland, Oregon ; and Roy E. Robinson, Highland Park, Michigan. Figure 2 shows the plan proposed for a school enrolling about 800 pupiis. The total area would approximate that of one and one- half classrooms. With a few extra chairs the space would provide for about 8 or 9 percent of the total enrolment of the school. (1) Size—Eleven principals in this group returned the diagram with criticisms and suggestions. Of this number eight thought the size of the library, as shown in the plan, was about right, two thought it was too large, and two principals thought it was too small. ; i 230 Evementary Scuoot Princrparts ———e (2) Location—Seven principals preferred the library above the : first floor while four thought it should be on the first floor. (3) Tables—Eight persons were satisfied with the tables as aul in the plan. One person wanted only five standard tables, 3 feet by” i. i -o- 2 i J NYTEYuEIT ROOM OM Clear glass Bt } \ Es os g& 4 " = Cerd Catalog 2 QOA0 OO’ 1 : in a UU0U wleke) | ° amare O00 Q200 e f U0 ‘wlele) foe ees 4 200 DRAa 3 % | Satna” @ UO UU9N Se aes i 8 f[5iiiik p oF tp ” ip e 1B fe Lb s|f Q00 ; f gq |e sp Bw § ie D090 & FIGURE 2—Floor Plan and Equipment for Library in School Enrolling about 800 Pupils. 5 feet, two round tables 5 feet in diameter, and one conference room with a round table 5 feet in diameter. Another person felt that there should be a round table 6 feet in diameter, in addition to those shown in Figure 2. One person wanted to have eight round tables 6 feet in diameter while another suggested the same number only 4 feet in diameter. _—_ On was heigl high (4 did 1 and and libra (2 teacl or il be i libre used educ (( the ——___ ve the shown ‘eet by bein om ere wn in in Twetrru YEARBOOK 231 —— Out of the eleven tables preferred for a library of this size there was a marked tendency for the following combinations of table heights: five, 28 inches high; three, 26 inches high; two, 24 inches high; and one, 30 inches high. (4) Use by adults—Six of the principals answering the question did not think that there should be tables and equipment for adults and parents to use during the school day. Five thought that adults and parents should have these facilities to enable them to use the library during the school day. (5) Principal’s library—When asked if the principal’s and teacher’s professional library should be a part of the school library or in the principal’s office, five replied that they thought it should be in the principal’s office and four, that it should be a part of the library. One person suggested that one of the conference rooms be used and another said that theirs was installed in the board of education building. (6) Hquipment—Listed below is some of the equipment which the jury thought should be shown in Figure 2. Frequency Item of Mention WINE OD on sisi dsccidinkpe arb sre eed ale RAb eee 6 DOVES TRROMDOOI nk boi hi dirve cd chd oe beadadeaene 5 eee OEE OMe Tear LE Ee ON Te Te 2 TE Re Ror ere or RP ON ey Ree Te 2 NE INI 0.5 5 since Scopd.aveidia ocean adr cwALS ena aes 2 PN SUNOS oo 5c hin cen ae a cxenko agi das ieee 2 Bookcases for conference rooms.............ees-ee0. 1 SG WEIN 5 soos is acid pclacinannncm dcpaledins ae sad ees 1 SO AM Sav icne pesra aaa kunt eaan ste ceeawet aed 1 Shelf for exhibiting new books...................e0- 1 ee ie eee Perini ren ean ee 1 Oe MIR 55k cet hrs tina kieiebeddidelteraae 1 Summary of criticisms of Figure 2—Although the principals who sent in criticisms did not always agree with one another cer- tain comments deserve further consideration: (1) The entrance in Figure 2 might be better if placed near the conference rooms. (2) The charging desk could be placed nearer to the librarian’s office, or else the librarian should have a table near the charging desk. (3) A few more round tables would provide for larger numbers of pupils. (4) The bench might be replaced with a cozy corner of chairs or a fireplace. (5) A blackboard should be provided in one of the conference rooms. (6) The walls of the conference rooms next to the reading room might be folding in type thereby making it possible to increase the size of the main room. (7) The bookshelves are probably too limited for a school of this size. Book- shelves could be placed in the conference rooms. 232 ELEMENTARY Scuoot Princrpats (8) The ground glass in partitions should not be higher than about four feet or else it would handicap the supervision of the conference rooms. (9) There are probably more conference rooms than are needed by the children, One might be for the teachers or for parents. (10) Round tables probably should be used exclusively in the conference rooms. Frioor Pian ror Aa Scuoot Enroiiine asout 1200 Purptiis Principals who contributed to this section of the report included; | E. W. Cober, Pittsburgh, Pennsylvania; Arvin N. Donner, Port Arthur, Texas; Margaret A. Harney, Baltimore, Maryland; Jay Wm. Holmes, Dayton, Ohio; Halliday R. Jackson, West Chester, Pennsylvania; Charles D. Lutz, Gary, Indiana; N. R. C. Ring- | dahl, Minneapolis, Minnesota; and Florence E. Wixon, New Orleans, Louisiana. Figure 3 shows the plan proposed for a school enrolling about 1200 pupils. The total area approximates that of two and one-half | classrooms. This library has chairs for about 8 percent of the total number of pupils enrolled. (1) Stze—Eight persons commented on Figure 3. Of this num- ber five voted the size of the floor plan to be about right, two voted that it was too large, and one, that it was too small. (2) Location—When asked whether the library should be on the first floor or above the first floor, four persons thought it should be on the first floor, two voted above the first floor, and two said that it should be on the same floor with the higher grades. (3) Tables—Five principals approved of the tables as shown in the diagram. One principal agreed with the number of tables, as shown in the plan, but thought they should be longer and narrower. Another suggestion was to retain the fifteen tables but to change one conference table to 4 feet by 8 feet in size. One principal thought the library could be improved by eliminating all round tables and rearranging the rest of the library to seat 120 pupils. Of the fifteen tables shown in the diagram the tendency was to suggest seven tables, 28 inches high; four tables, 26 inches high ; two tables, 24 inches high; and two tables, 30 inches high. (4) Use by adults—Should there be tables and equipment for parents and other adults to use the library during the school day / Four principals answered “no” and three “ yes.” One principal thought that adults and parents should have equipment and tables but not in the same room. (5) Principal’s library—Four principals agreed that the princi- pal’s and teacher’s professional library should be a part of the school library. Two replies suggested having it in a separate room; one in the principal’s office; and one in the conference room. RE ERT ''wELFTH YEARBOOK 233 ai —— feet dren, — _ WEG Pp é : qi dq p } } S & as led: rN Tyeetie 2 - — > a Port ] 23 £3 3 Jay ws o00 Q00, : pe ster, ' = ing ‘9 usseTIng U , oe O 7 = Vew ‘ = ; 3 : a00 p00 ~f =| bout Sores t a hal i 2 wy 9 alf : i DUC oUO | E otal ee ) : a % © & ela ° ; Q00 |}; 400 i 38 um- g & a R zs) H - -~ : 'y) eh) vow ; a : ¥ " +2 . 4 " Oo the f eecesmaae a00 , 200 : é 1 be ‘ : 3 at it F ——— . oO lek) = : : z I ——— ——— 2) -—————_—_—— . = |, a8 a wer. S ' = one | a aght : Pp € 1 3 s ant : 5 3 — s to “ s .: ie two | =e x for i b fe ib ei. cih ‘ipal bles inci- | : hool § SSS e in Be ein J 234 ELEMENTARY ScHoot PrIncIPALs ——— | (6) Hquipment—Suggestions for additional equipment to }y added to Figure 3 are listed below. Frequency Item of Mention Exhibit cases Siac: tisha, wale sta Aik Maras a eae ac aclaveoeln ed 58 5 INES UNO ok ks Kdsidicddccmcccccecsnescdaue 3 SP HR add wnktesdexrrdccasedscacees 2 MR dicth Piacente Re rie 6 Ee at ek oe ee 2 NN 4 nad cowec be Sh Naheenans ebabueedewse 2 I a tSiviaa dace CAs Pea alawaad oad aan aduon be his 1 CE C60 sei. te encteean ibibaiawhstda necks 1 I 0 aia tis cats et aire aes ialoen suhéiur s 1 ND arate Solos tociniacn dip aed@iaeen cures hoes wae 1 SN irdetnnntsescdkaatawesee ouens 1 I a caret a a a 1 Summary of criticisms of Figure 3—Again we find that the prin- cipals who examined Figure 3 did not agree completely as to strengths and weaknesses of the figure. Briefly some of the criticisms worthy of further study are the following: (1) There is probably a need for fewer conference rooms. One might be used by the teachers and parents, or for storage space. (2) The tables should be arranged so as to provide for more pupils. (3) The book stacks might be replaced by shelving which makes a better appearance. (4) The size and arrangement of the library would probably be too much for one librarian, (5) There should be separate shelves and tables for reference materials, probably in the conference rooms. Some Finat Comments This relatively simple study has not been made for the purpose of developing a complete set of standards for the elementary-school library. The authoritative books in the field suggest many basic requirements. But this study has suggested certain minimum essen- tials and raised pertinent questions. The comments of the jury of principals are exceedingly interesting, though not necessarily final nor in agreement with the viewpoints of trained librarians. Reviewing the presentation up to this point we may note several items of general agreement: (1) Figures 1, 2, and 3 appear to propose floor areas and general arrangements which are generally satisfactory to the twenty-eight principals who were guided by the plans before them for criticism. (2) In schools with an enrolment of five hundred pupils the principals pre- fer to have the library on the first floor. In the larger schools the second floor is approved by a majority. * For summary of research and opinion as to library standards see article by Bolmeier elsewhere in this chapter. Kit main’ educs librat Hence floor. Moe! impl: libra’ (3. gene long prop W writ Spai used plan edui T stuc heig be | k the tab 28 | anc ant rec res d au he lib [Oo be rin- oths ‘thy used tter TwELFTH YEARBOOK 235 King suggests (p. 44) the second floor near the center of the building. Fargo maintains (p. 215) that the location depends upon the type of building and the education viewpoint on use and efficiency. Wilson suggests (p. 40) that the library be placed so as to be most accessible to the largest number of its patrons. Hence, the first floor if used by the public and in high schools usually the second floor. Strayer proposes (p. 37) the second floor near the main entrance. Spain, Moehlman, and Frostic advise (p. 277) a location near the center of the building, implying that the best floor would depend upon the use, size, and design of the library room. (3) The shape, size, and placement of tables in Figures 1, 2, and 3 met with general approval. Several principals wanted more round tables. Others preferred long narrow tables, probably about 3 feet by 6 feet instead of the 3 feet by 5 feet proposed in the plans. Wilson believes (p. 44-45) that the table 3 feet by 5 feet is preferable. King writes (p. 51) that the table 3 feet by 5 feet is generally accepted as standard. Spain, Moehlman, and Frostic write (p. 289) that the table 3 feet by 5 feet is used most frequently. Fargo shows (p. 217) the table 3 feet by 5 feet in a floor plan, and suggests (p. 240-41) that size and type of table should be adjusted to educational needs and library space. The height of table is of considerable importance. The principals in this study wanted about one-third of the tables to be each of the three most common heights, 24 inches, 26 inches and 28 inches. Several wanted one or two tables to be 30 inches high. King points out (p. 51-52) that table (and chair) heights should vary with the age of the pupils using the room. Third- and fourth-grade children require tables 25 inches and 26 inches in height, while older pupils need tables 27 inches, 28 inches, or even 30 inches high. Wilson recommends (p. 45) tables of 26 inches and 28 inches for younger pupils. Fargo lists (p. 239) tables 26 inches, 28 inches, and 30 inches for the elementary-school library. Spain, Moehlman, and Frostic recommend (p. 290) that two-thirds of the tables should be 26 inches high and the rest 24 inches high. Although the heights of the chairs were not considered in the present study, the authoritative books point out that tables and chairs should be matched as to height. (For example, Fargo, p. 239.) (4) A majority of the principals are not friendly to the idea that the school library could be used by adults during the school day. King believes (p. 84) that it is exceedingly difficult to serve the needs of adults and children in the same library, Wilson points out (p. 50) that when used as a branch library the fiction books are not always suited for pupils and the school library has to be built for use at nights. Spain, Moehlman, and Frostic (p. 275-77) believe that provision for adults is a growing development, but insist that the needs of the child should receive first consideration. (5) About half of the principals believe that the professional library for teachers should be a part of the school library, and half believe it should be in the princi- pal’s office. Some voted against the principal’s office because it tends to be a busy place anyway. Some voted against the library because they did not want adults usurping space provided primarily for the children. The suggestion by several that in the larger schools (Figures 2 and 3) one of the conference rooms might be equipped and reserved for the teachers, has considerable merit. (6) The equipment proposed in Figures 1, 2, and 3 met with general approval as minimum equipment. Apparently, the first demand for additional equipment was for exhibit cases and next for a portable blackboard. Maps, pictures, aquari- ums, vertical files, easy chairs, and sloping-top tables were mentioned more than once. *For complete information as to title and author of references cited from here to end of chapter see the second footnote on the first page of this report. 236 ELEMENTARY Scuoot Princrpats As necessary miscellaneous equipment King discusses (p. 53-56) these items: bulletin board, card catalog, book supports, display case, charging trays, librarian’s desk, magazine rack, typewriter, vertical file, and library supplies (7. e. mending tissue, blotters, shellac). Wilson gives a similar list (p. 51). Fargo describes (p. 234-51) about the same items of equipment as proposed by King. Spain, Moehlman, and Frostic briefly describe (p. 286-91) the essential equipment. Other aspects of planning and equipping the elementary-school library will suggest themselves to the careful reader. The necessity of providing adequate natural lighting, the possible need for electric lights, the color and finish of the furniture and woodwork, the color of the walls, the arrangement of tables, the selection of pictures, statuary, and other decorative materials, the necessity of a noiseless floor covering, and the provision of adequate shelving, are all prob- lems of major importance. The present study has offered little on these points, but the authoritative books mentioned in this article contain many helpful suggestions and standards. SELECTED REFERENCES 1. American Liprary Association. “School Library Standards.” School Library Yearbook, No. 5. Chicago: the Association, 1932. p. 1-38. 2. AMERICAN Liprary AssocraTIon. “ Standards for Elementary School Libraries.” School Library Yearbook, No. 5. Chicago: the Association, 1932. p. 3-9. 3. AMERICAN Lisrary AssociaATION, Education Committee, Elementary Sub- committee. A Handbook for Teacher-librarians. Chicago: the Associa- tion, 1931. p. 42-43. 4. AmerIcAN Lisrary AssociATION and NatIoNAL EpucaTion AssociATION. Ele- mentary School Library Standards (Reprint from Fourth Yearbook, 1925, Department of Elementary School Principals). Chicago: American Library Association, 1925. 36 p. 5. Encevuarpt, N. L. Standards for Junior High School Buildings. New York: Teachers College, Columbia University, 1932. p. 124-30. 6. Kosericx, M. “School Library Standards.” American School Board Journal 80: 78; February, 1930. 7. NaTIonAL Epucation AssociaTION, Committee on Schoolhouse Planning. Report. Washington, D. C.: the Association, 1925. p. 52-56. 8. Overton, JACQUELINE M. “ The Children’s Library at Westbury, Long Island.” Library Journal 54: 883-87; November 1, 1929. 9. Srrayer, Grorop D., and EnNceruarpr, N. L. Standards for Elementary School Buildings. New York: Teachers College, Columbia University, 1923. p. 37. 10. Titton, E. L. “School Libraries.” Library Journal 55: 250-54; March 15, 1930. 11. Titton, E. L., Bostwick, A. E., and Ravuck, S. H. “ Essentials in Library Planning.” Architectural Forum 47: 407-528; December, 1927. (Re- printed by the American Library Association, 1928.) 12. Wrmson, Martua. School Library Management 5th ed. rev. New York: H. W. Wilson Co., 1931. p. 39-52. 13. Witmer, E. M. “ Notes on Library Planning in Denver Public Schools.” Library Journal 53: 205-10; March 1, 1928. a tems: Tian’s nding Cribes spain, be hool sy of atric olor res, less rob- , on icle ‘ary PS, 3-9. b= ja- le- 25, an RE ryt CHAPTER V RELATIONSHIPS BETWEEN SCHOOLS AND PUBLIC LIBRARIES WorkKING WITH THE Pustiic Liprary Pusuic Lisrary Aip To ScHooLs Pusuic Liprary SERVICE TO THE SCHOOL A Prosrect 1x Scnoot anp Pusiic Lisrary CooreRATION Liprary CooperRATION IN MINNEAPOLIS OrriciaAL ConTACTS BETWEEN Pusiic LIBRARIES AND CENTRALIZED LIBRARIES IN City ELEMENTARY SCHOOLS [237] ‘ EDITORIAL COMMENT ON CHAPTER V Chapter V discusses various aspects of the relationship between public libraries and the schools. Almost every article in this section cites specific ways in which the public library may help: books for the classroom, special books for the teacher, aid in cataloging, maga- zines in special fields, and so on. One article is based on an inquiry sent to approximately two hundred cities to ascertain official public library and school relationships. The results show not only cities with exceptionally promising conditions but also cities where no contacts exist. It is probably safe to say that cooperation between public libraries and public schools is much more extensive and effective today than ten years ago. But it must be added that there are many places where the cooperative relationships are not what they might be. Some libraries have the “wax museum complex” where everything is marked “ Do not touch.” On the other hand, many teachers either are uninformed as to the value of library contacts, or are indifferent to their opportunities. The attitudes on both sides belong to the mauve decade and should be quickly eradicated by principals. The wise librarian knows that his patron of tomorrow is the school child of today. Teach a child where to go for good books, help him to establish discriminating reading habits, and develop his hobbies and when he is old he will not depart therefrom. Public libraries will win public support, both financial and emotional, when they make themselves useful to the greatest number of persons. The group of greatest potential power is that procession of youth which makes its way from the kindergarten to the university. By serving that group, eventually the public library will be serving all citizens. Too much stress cannot be placed upon the principal in the public library and public school relationships. He ean stifle the enthusiasm for books of both teachers and pupils; but if he does, he too belongs to the nineteenth century where school and life were two divergent paths—memorization of past dull events versus participation in the ever-active present. The list of references at the end of the chapter contains other sug- gestions as to ways in which public libraries and public schools may solve their mutual problems.—Ldttorial Committee. [238] a Pr SRR URS Ere ricer Sores CHAPTER V RELATIONSHIPS BETWEEN SCHOOLS AND PUBLIC LIBRARIES WORKING WITH THE PUBLIC LIBRARY MiriaM F. Serpy Principal, Public School Number 41, Richmond Borough, New York, New York UR SCHOOL at New Dorp, Staten Island, although compris- ing less than one thousand pupils, is located in the more or less rural part of New York City and belongs to the largest school system of the United States. Our community is favored in the posses- sion of a branch of the New York Public Library, largely the gift of a public-spirited citizen who bequeathed the land and a sum of money for the construction of the building. Cooperative contacts—When the library was first opened, the li- brarians and the writer consulted with each other on several occasions. Our conferences resulted in an agreement between us whereby our limited funds should be spent to prevent duplications. As far as was possible with its meager allotments, the school bought reference books, while the library met the recreational needs of the children. Up to date, the school has accumulated a limited supply of splendid refer- ence books in the form of encyclopedia, biographies, atlases, compre- hensive volumes on industries, source books in history, unabridged dictionaries, to say nothing of the volumes of poems and stories. At the same time the branch library was stocking its shelves with books of the diverse types called for in our literature syllabus and pre- scribed for the children’s extensive reading. These range from Little Black Sambo through the thrilling history stories of Tomlinson and of Joe Lincoln to Anna Shaw’s Life of a Pioneer. At present each institution has both reference and fiction material on its shelves, so we feel that we made a wise beginning. After reflection, we at the school concluded that, as reading worth- while material should be a life habit, and since home possession of enough reading material is neither possible nor advisable, children should acquire the habit of going to the library. To establish this habit we made a drive (at the beginning and end of each year) to secure 100 percent library membership in each class. We are of the opinion that many children are thereby brought under the influence of an enriched environment; children who otherwise would never [239] 240 ELEMENTARY Scuoot Princrpars ; ee lee know the joys or advantages of public library attendance. We believe that after school days the habit of reading at a library will persist among these youths. We do not stop with mere membership in the public library. The children’s reading is guided both by teacher and librarians. The teacher helps through suggestions of what books to read, through liter- ature periods in which the beautiful or thrilling excerpts of books are read, and through recitation periods in which the giving of book re- ports by children takes place. The librarian has at her disposal, not only the information for guidance acquired through her own training as librarian, but also a copy of our literature syllabus. It is our re- sponsibility to replace the worn-out copies of the syllabus as need arises. Library and school work together for training children in still another way. Classes under the supervision of their teachers spend periods in the public library where a trained librarian explains methods of finding and obtaining information from source books, guides the children in acquiring an understanding of the value and of the use of the decimal system of classification, demonstrates the need and advantage of an index, and finally directs them while at study. These activities related as they are to the pupils’ curricular work in their school life do not complete the cooperative work between library and school. Who shall say that children’s conduct may not be influenced even for greater good by the combined efforts of school and public library to control children’s leisure time? Our library has a story hour every week to which are admitted, by ticket, children who desire to listen. At one time we had the special privilege of listening periodically in our school to a trained story teller, in person, from the library. This service has been given up but the story hours at the library make up partly for the loss. Annually a class of librarians-in-training from a large university is sent to our branch of the public library for visitation and observa: tion. Happy and proud are the girls from our school homemaking department who are chosen to represent the school and to assist in serving tea. The girls are chosen on the basis of skill in homemaking plus a spirit of cooperation and helpfulness. They delight in being of service to the institution which so royally serves their needs and those of the community in which they live. We, at times, are privileged in helping the librarian trace a lost book, or a culprit who is not in good standing at the library. The problem often gives us worthwhile opportunities to form better habits of character. ————— ——__.. lieve sist The The ‘iter- 3 are kK re- not ning r re- need still end Lins oks, and the » at ork Pen not ool ry ‘en of on, irs ity ng in ng 12 “Ss id st ne ts TweELFTH YEARBOOK 241 Interesting to me is the surprise of parents at the suggestion that children of the high first or of the second grade should be taken to the library for cards and books. Often it has been necessary to explain to the parent of a neglectful child that failure to return his book to the library is the parent’s opportunity to train him in responsibility and observance of library rules. Refusing the privilege of member- ship to a child who forgets to return his book on time will not train him to meet his obligations in life. The parent usually admits his impatient handling of the child’s negligence and offers to approve his renewed membership in the library. Conclusion—This paper is not offered as an exhaustive study of how a public library and school should cooperate. It is a simple state- ment of what one public library and one public school have been doing for the past six or seven years by way of working together. We feel that the principles prompting us in this phase of our child training are sound. The effects, even though they elude mathematical caleula- tion, must count on the side of permanent contributions to the moral conduct and the esthetic tastes of our youth. | T THE PRESENT TIME school libraries are facing a | period of adjustment. The efforts at retrenchment are | affecting seriously the library program in the schools. Re- | sources are limited and the services of trained workers elimi- | nated. Hence, the responsibility for the care of the library | as well as the direction of activities tends to fall more and more on the teacher. In planning the library program there- fore, an effort must be made to minimize the work of admin- istration, to distribute responsibility, and to suggest activi- ties which can be carried out successfully by the teacher.— Edith L. Curren, Chapter VI. 242 ELEMENTARY Scuoot Princrpars PUBLIC LIBRARY AID TO SCHOOLS Harotp V. BAKer Former Assistant Director of English, Public Schools, Tulsa, Oklahoma‘ N OUR CITY there has developed a spirit and a program of close cooperation between the children’s division of the public library and the literature activities in the elementary schools. One of the chief objectives in the elementary-school literature program is to de- velop within the child such habits and tastes in regard to literature that he will carry forward this important and fruitful activity after his school days are over. If the objective is to be reached, the child must be permitted to practise while in school those things which it is hoped he will do after school days are over. The child must be assisted through guidance to make the gradual transition from directed litera- ture work in the lower grades of the elementary school to a more or less self-initiated and self-directed program carried on chiefly through the public library in later years. A!' elementary schools in Tulsa are using the platoon type of or- ganization with literature as one of the special subjects. Where the school is large enough, the library is placed in a separate room and a teacher devotes her entire day to the teaching or direction of litera- ture work, pupils coming to the room in class groups and remaining from thirty to fifty minutes daily. In most schools this statement applies to all pupils from the first through the sixth grades. Types of cooperative relationships—Cooperation between our thirty elementary schools and the public library probably began when the schools had only a small supply of books and the city library vol- unteered to supply a large deposit of juvenile books for the school year. This deposit of city library books was, and still is, in charge of a city librarian who goes to the school building one or two afternoons a week to charge out to and to receive returned books from pupils in the school. This practise is followed in twelve, or 40 percent, of our schools. A modification of this practise is found in the plan whereby a large deposit of books is sent to the elementary school for the school year, placed in the school library and used by the teacher-librarian, either in the library period or checked out to pupils to take home. Eleven of the schools, or 37 percent, have this plan in operation. About two years ago the city purchased a bookmobile in order to carry library service into outlying districts of the city. The bookmo- bile with its collection of books is sent to four, or 13 percent, of the 1 Now Principal of the Daniel Webster School. New Rochelle, New York. sc] bo pr Tl at th ad ql Ol al Mm O- le reac Twetrrn YEARBOOK 243 schools. The service given is similar to the first type described where books are charged out to school pupils by a city librarian on the school remises once each week during, or immediately after, school hours. The only difference is that in this instance unused books are not left at the school building during the week intervening between visits of the city librarian. A valuable type of service is available to the teacher-librarian in addition to the three types already mentioned. A teacher may go to the city library and secure thirty or forty books on her school deposit -ard which she may keep for one month and renew for a longer period if necessary. This practise permits the teacher-librarian to have available for pupils’ use materials needed in connection with the school work, and which the city library does not have in sufficient quantity to justify placement in the school for the entire year. Nine, or 30 percent, of the teacher-librarians are using this service. It is also used by classroom teachers in order to provide additional materials for use with units of work. Another type of service is available to the teacher-librarian where special materials are needed for a short period. These may be checked out from the city library for the customary two weeks’ period, just as is done by any other patron of the city library. The materials are then used in the school library. Fourteen teacher-librarians, or 47 percent, used this service last year. A type of cooperation between the city library and the elementary school, which is not yet in common use, is the sharing of a branch city library building. This plan holds much promise and deserves more consideration than the one case in the city might otherwise warrant. In this case the branch city library was built near enough to the school so that library groups and classes in literature could meet in the reading room. Such an arrangement not only makes an economical use of public property possible, but it also permits chil- dren to grow up within an institution which they should find helpful throughout their lives. Public school and public library are both educational institutions and it would seem only wise that both should work as closely together as possible. The public library through the children’s librarian and assistants has furnished much miscellaneous assistance and inspiration to the public school teacher-librarians. Twenty-one of the thirty teacher- librarians, 70 percent of them, acknowledge such a debt to the staff of the public library. Before describing how such help was given, it should be said that the value derived by a teacher-librarian from assistance given by a member of the public library staff is difficult to measure and easy to overlook. A sympathetic interest shown by a 244 ELEMENTARY Scuoot PrIncIPAts public librarian in the work of the teacher-librarian or an occasional suggestion of only slight intrinsic worth, may be of great inspira- tional value to the teacher-librarian. One teacher showed apprecia- tion enough to report that a “ cordial spirit ” had been shown to her by the children’s department of the public library. Help of many kinds was given throughout the year. In some cases the school deposit of the public library was increased voluntarily by the public library. New children’s books just received were loaned to a school temporarily for display purposes. The children’s librarian of the public library gave assistance to a committee of teacher-libra- rians that was struggling with the problem of developing a simple, effective catalog scheme for the school libraries. Advice was also given by the children’s librarian of the public library on the grouping and arrangement of books on the shelves. Help was given to teacher- librarians in locating certain stories. A teacher-librarian received help in planning a project on foreign travel by means of books from other countries. In one school, book jackets were received from the public library and used in posters and displays. In another school, a story-teller came from the public library, told stories to the children and became acquainted with them in order to encourage their coming to the public library. Some teacher-librarians have indicated other services which the public library might render to the schools, such as mimeographed lists of new children’s books added to the children’s library, posters and pamphlets, a supervised visit by grade groups to the central public library to become familiar with its services, and finally, special ex- hibits of books for children either in the public library or in the schools. A measure of the cooperation between school and public library is the extent to which pupils go voluntarily to the public library to use its services. In our city, some schools are far removed from the cen- tral library or any of its branches, yet twenty-five of the thirty schools, or 83 percent, indicated that pupils of the fourth, fifth, and sixth grades were obtaining books from the central or branch public libraries. The percentage of pupils using these public libraries ranges from 2 to 98 percent with the median 42 percent. The program of cooperation between the public school and the public library is re- sulting in greater use of the library by pupils. Pupils are thus prac- tising a habit which may function profitably throughout life. Summary—Cooperation of the public library staff has been an inspiration and of great assistance to the teacher-librarians in the ele- mentary schools of Tulsa. This cooperation has resulted in a large percentage of the pupils making use of the facilities of the public —e——EEE onal ira- Cla- her Ases - by d to ‘ian ora- ple, ilso ing ler- ved the ol, ren ng he sts nd lic »X- he TTR 2 es A es fal dial TweELFtH YEARBOOK 245 library and its branches. Thirty schools reported on the type of ser- vice rendered by the public library staff: (a) In 83 percent of the schools pupils use city library service; (b) in 70 pereent of the schools personal assistance has been given to teacher-librarians; (c) in 47 percent of the schools books used in school library are charged from city library on teachers’ personal card; (d) 40 percent of schools re- ceive deposits of city library books for checking out by city librarian ; (e) 37 percent of schools receive deposits of city library books for use as teacher-librarian sees fit; (f) in 30 percent of schools the monthly deposit from city library is used by teacher-librarian; and (g) 13 percent of schools have weekly bookmobile service. NE of the most effective aids in stimulating in the child the desire and love for reading is through the use of the library. Some schools are not provided with regular, well-organized libraries, but progressive teachers are finding ways and means by which to establish this necessary tool.— Eleanor Bean, Chapter VI. Reading is the subject which, more than any other, con- tinues after formal school training is over to contribute to mental development. All teaching which will help to estab- lish a permanent and intelligent reading habit will contrib- ute to the enrichment of the life of the individual and to the individual’s value to the community.—Frances H. Kelly, Chapter VII. 246 ELEMENTARY Scuoot Princrpars PUBLIC LIBRARY SERVICE TO THE SCHOOL LitutiAN C. THIES Principal, E. Trowbridge Street School, Milwaukee, Wisconsin HE MAJORITY of progressive elementary schools call upon the public libraries for support and guidance. The school and the library are alike, actively interested in promoting good read- ing habits and in developing discriminating taste in the choice of reading materials. There is a growing tendency to increase the coop- eration between these institutions. The Milwaukee Public Library cooperates with the public school by placing libraries in the class- rooms of elementary schools. Aims of the public library—The aims of the Milwaukee Public Library in furnishing books to the schools of the city are as follows: (1) To discover what good books the pupils in each room should read and will read (2) To promote understanding through personal conferences with classroom teachers (3) To place the desired books where the pupils will see, handle, and read them (4) To secure a record of what books have been read so that the library can in the future buy and furnish the right books (5) To furnish better facilities to pupils sent to the public library to look up topics, references, and project material (6) To help each pupil acquire the reading and library habit so that throughout his life he will continue to be a user of good books (7) To assist the schools in the work of helping children lay the foundation of a successful life. The first visit—The public library has become an integral part of the educational program. It is not really a part of the school organi- zation, but through a certain procedure and library policy it carries out a work significant to public and parochial schools alike. Early each fall, a representative of the library extension depart- ment visits each classroom in the city. By means of this first con- tact the teacher’s order is taken. The grade and number of children are noted, together with any special requests for books of certain types which the teacher and pupils may wish to make. Each’ teacher may submit a list of titles which she and her pupils would like to receive, and this list is honored whenever possible. Second and third visits—The first set of books may be kept for three months. Then a second visit is made by the library representa- tive, and teachers are asked whether they wish to renew the first set of books or to substitute another set. If the books are renewed the librarian records the circulation for the past three months. If the books are to be returned, they are called for on the day following this ——77E TweLFru YEARBOOK 247 visit. A third visit, in all respects similar to the second one, is made after the second delivery of books. Book talks—Classes are often benefited by a “ book talk.” The character of this talk is determined by the needs of the class. Pupils uninterested in reading may be motivated by seeing a collection of attractive books and by hearing a “ sales ” talk on some of the stories. A class in history can be given a talk to show the interesting book material available on that subject at the library. A class interested in literature may hear a talk on materials pertaining to the particular phase on which they are working or intend to work. Geography and art interests may also be stimulated by an exhibition of attractive books on these subjects. Apportionment and basis of selection—The apportionment of books per classroom is based on the ratio of one book per child with from five to ten extra books in the assortment. The library depart- ment asks to have these books used at home. Books selected for this school use are chosen from those nationally approved by the American Library Association and from those on the National Education Asso- ciation list.1 The library choice is then approved by the head of the book selection department. The books selected from the library list for schools correlates with the course of study for the grades. Twenty-two out of every fifty books are works of fiction. The other books correlate with geography, history, literature, reading, and Eng- lish. In the three sets supplied for the year there are no duplicates if possible, or no sets of similar books. All of the books in any one set are different. Sets of readers are barred by both library and school board rulings. For departmental work, e. g., the English department, sets of eight hundred books may be obtained for reading and literature classes. Teachers of other subjects may choose sets of from one hundred to two hundred books along their lines. New books are received by the library in April and placed in circulation in September. No school set can consist wholly of new books, but a fair proportion is supplied in each set when possible. Uses made of books in school—Books from the library set are used as reference books, for recreational reading, for the library hour, for the spare time activity, and for project and special work. Schools use the books from the public library to supplement their own libra- ries, and to add to research and literary material. Organizations and “ shut-ins ” may also profit by this library extension service. The child confined to his home may receive a quota of ten story books. 1 For a full discussion of booklists see Chapter X of this yearbook. 248 ELEMENTARY Scuoot PrIncIPALs A postal card service calls in the old set and specifies the new books. The service to the “ shut-in ” will be continued as long as the child remains at home. Report of the school department—Table 1 gives a one-year glimpse of the cooperative relationships between the public libraries and the various educational agencies. Special service—Library and school find other methods of work- ing together. The library school service department invites teachers to come to the library, to talk over their choice of books and desires with the service librarian, and to select their own books. Teachers are urged to ask for additional books whenever they need them for any special purpose. Occasionally a committee of classroom pupils may be allowed to select their own books through a personal visit to TABLE 1—Lisrary Services Berween DecemBer 1930 AND DecemsBer 1931 Number of Number of Agencies Agencies Book Sets Handled qd) (2) (3) Public and private schools................ceeeee 97 1327 ES. hc ddasnkuaceudceveesasasexoas 68 535 Tis cs sary gcecnin din driers ounce Nem 6 aed so ae 43 I NE a cena aeeeds ee nanwaiatienka 15 24 Shut-ins: package libraries...............eeeeee 67 67 I idk ural a os dail oh wba ala esa a bik cis ces ok aie hee 11 15 Boy Scout Headquarters. .......ccccccccccocsess 1 1 rrr 1 1 Rr eer re ae 7 13 EN Palen asks 5.45 od 04h eae Aas Mea eaae nace emer 293 2026 the library. These special services are felt to stimulate better reading and to furnish opportunities for the personal relationship between pupil and library. Classroom aids—Sometimes a teacher may need books not in the library service collection. In such cases the books may be borrowed from other departments. Teachers’ cards entitle them to special privileges. As many as fifteen books may be drawn by one person to further her work. Non-fiction books may be held four weeks and renewed for the same period. Thus the teacher is enabled to draw books necessary to her profession as well as books which will aid her in conducting reference, library, and project work in her own classroom. Circuiation records—A proper record of circulation is the only thing that the library asks of the school in return for its service. Each set of books is provided with cards upon which the record of use must be kept. This record of circulation is its only method of Lee NAN er AEST TET Te —- 8 => me as the pse the rk- ers res ers for ils —_— — ~ U- pils The the lar me ild “ds to ore Twetrru YEARBOOK 281 participants need help not only in subjectmatter, but in note-taking and in evaluating the material found. Arithmetic workbooks and texts provide extra exercise for those who wish practise in combina- tions and percentage tables. Fifth grades do much reading of biog- raphy with their study of explorers. These are only a few of the frequent activities actuated in the homeroom. The writing classes study the evolution of writing and the history and development of books. Writing groups often use their book reports as samples of writing achievement. The literature department consists of two rooms, each with a full-time teacher. One is for the lower grade classes and one for the upper grades. Procedures here are closely interwoven with library procedures. Books begun in one place are read in the other. Children are encouraged to bring books from home, public libraries, or church collections. As each child finishes reciting a poem he has learned in literature, he need not wait for the other members of the group to recite. He may go to the school library, select a book, and take it to the literature room for the remainder of the period. The science department also has one room for younger children and another one for the older pupils. Books on children of other lands, maps, encyclopedias, atlases, nature stories, and statistics for projects or units of work are used here. The science classes send stereoscopes to the library for the use of children who wish to see pictures of birds, flowers, travel, and occupations. The manual training classes use the library to find patterns in books and magazines, for book-ends, and wooden toys. They often visit the “ useful arts shelves ” for technical books on printing, elec- tricity, and woodwork. Home economics groups also frequent the ‘‘ useful arts shelves ” in their search for recipes and ideas for home decoration. The play groups borrow books of folk dances and games. Loving cups won by school teams are kept on display in the library. From the music room come requests for stories of the operas, of lives of musicians, and for background material on folk music. The ability to recognize the different instruments in an orchestra is greatly facilitated by the reading of such a book as Alice in Orches- tralia. Music that interprets famous paintings calls for material in both fields. The art classes make posters and friezes for the library and the classrooms. These are often the results of costume study and refer- ence work on pictures and artists. Copies of good pictures are mounted on poster paper and kept on open shelves in the library. 282 ELEMENTARY Scuoot Princrpars The auditorium groups come in endless streams. There are the clubs: health, safety, book, nature, kodak, stamp, and others. Then there are the debates, the moving pictures, and the oratorical contests. Plays and programs are in constant demand. In a sense the audi- torium is the voice of the school, saying and expressing the things the pupils are thinking and doing. Conclusion—lIt is clear that the library provides both the oppor- tunity and the materials needed to keep the child occupied in a thoroughly enjoyable manner. It makes possible the thrill of new experiences, the joy of making spontaneous choices and of carrying self-chosen activities along at his own pace, the gratification of tasks completed and skills acquired, the zest of competition, and the satis- factions of responsibilities in groups. We realize that the individual must not be loaded with teacher- planned assignments. The integration of classroom and library gives an immediate response to a child’s awakened interest, without wait- ing until a regular library period when his interest has perhaps waned and his enthusiasm cooled. Guidance is the teacher's response to the child’s request for help. The library must answer individual and group purposes. Thus the library receives inspiration from the classroom and in turn gives inspiration to the classroom. It has been said that the library is the heart of the school. Just as the heart is really fune- tioning when it receives blood from the body, revitalizes it, and pumps it back into the body; so is the library really functioning when it receives inspiration from the classroom, revitalizes it, and sends it back into the classroom. | LASSES are often benefited by a “ book talk.” The char- | acter of this talk is determined by the needs of the class. | Pupils uninterested in reading may be motivated by seeing a | collection of attractive books and by hearing a “ sales”’ talk | on some of the stories.—Lillian C. Thies, Chapter V. ial Pre | gud 9p Twetrru YEARBOOK 283 THE LIBRARY AS A BACKGROUND FOR ART INSTRUCTION Nina M. Brownina Children’s Librarian, Frick Teacher Training School, Pittsburgh, Pennsylvania NE OF THE IMPORTANT FUNCTIONS of the elemen- tary-school library is to serve as a background from which art students can derive inspiration and information for class work. Here the principles of design are found applied to everyday life. Here in reading about the art of other countries a better understand- ing of international problems and of the history of mankind is gained. Where in any school art room is there such a wealth of information available as is found in the school library? The following art prob- lems were effectively worked out in an elementary school when the library was used as a background. (1) Children of other lands posters—The pupils were to select a foreign country, learn about it, and then depict some outstanding characteristics. A special collection of books dealing with child life throughout the world was assembled by the librarian for use in the library. From these the necessary information was gleaned. The children enjoyed this reading and an entirely new pleasure element was introduced into their class work. (Fifth grade. ) (2) History posters—The aim was to have pupils make original drawings of such historical events as Paul Revere’s ride, Braddock’s defeat, Washington at Valley Forge, or an incident in local history. They might also choose to portray an episode in the life of a historical figure such as William Penn, Benjamin Franklin, or Daniel Boone. Since these stories were in advance of the class history work, some were too difficult for all the children to read, and the library became a necessary adjunct to the art room. During library periods the pupils browsed through easy histories reading what they could and looking at pictures. The librarian supplied the additional informa- tion by reading or telling the more difficult stories. In this way a background was built up and all the time assigned to the art room could be devoted to drawing. (Fourth grade. ) (3) Indian designs—Suitable books were assembled by the libra- rian for the assistance of pupils and teachers. From these materials they learned how the Indians make baskets, rugs, and pottery. Also, they discovered that many of the designs had religious significance and pertinent meaning in the lives of these primitive people. Indian legends were told in story hour. Childish imagination was stimulated and Indian life became quite real as a result of this library experi- ence. The work in the art room was excellent because of the back- 284 Evementary Scnoot Princrpars ground evolved. The finished products were exhibited in the library much to the satisfaction of the pupils. (Third grade. ) (4) Architecture—The library was an important factor in this study. All suitable books were prepared for ready use. These were frequently taken into the classroom for reference as the problems were developed. In this way conceptions of architecture and the part it has played in the life of the human race were gained which would have been utterly impossible without library resources. The com- pleted drawings were displayed in the library and caused much inter- est on the part of the entire student body. (Eighth grade. ) (5) Pireture and sculpture study—This is a part of the art work in every grade. Here again the library has much to contribute. Stories of the lives of the artists and sculptors as well as interesting incidents and descriptions of their works are always available. (6) Illustration—Illustration has a place in modern art instruc- tion and is adaptable to any grade. It is a library adjunct as well as a pertinent subject for art because it further develops the imagina- tion which story books so ably foster. Poetry makes a fitting subject for this type of study. One third grade made a book illustrating the poems they had enjoyed. This book was presented to the school library. Fairy tales and fables present excellent illustrative material, and since many well-known illustrators have done work in this field the children may be introduced to them. Here again the library supplies unlimited material. (7) Picture maps—This subject was selected because of correla- tion with geography and history. Progressive book publishers have done much to help this kind of art through the attractive end papers decorated with picture maps in the newer children’s books. These whet the imagination of the student and are a decided aid to the art teacher. (Sixth grade.) Conclusion—A helpful relationship should exist between the art department and the library because of the nature of each. The school library resources augment the children’s art experience by building up a comprehensive background through reference books. It also offers a valuable contribution in the library picture collection. When- ever a picture of a horse, a Roman ship, or an elephant is needed in the art class the picture file is sure to prove a ready ally. If posters are wanted in the library to advertise Book Week, new books, a book play, or some other library activity, the librarian always finds the art department ready to help. The library too is the best place in the school to exhibit products of the creative spirit because the entire student body is there at some time. ing me rel the lat in Va be th m fr m rn ary his ere ms art ild m- er- rk te. ng Twetrrn YEARBOOK 285 SUPPLEMENTING MATHEMATICS THROUGH THE LIBRARY’ BeryL VAN ANTWERP Teacher, Haven Intermediate School, Evanston, Illinois HE TRADITIONAL PROGRAM of mathematics often has had as its primary objective the computational value of the sub- ject. Some thought a pupil could increase his power of reason- ing and become more accurate in his ability to compute the funda- mental operations, and by so doing, enlarge his power to think in general. For centuries this was recognized as the ultimate reason for the study of mathematics. Since education has become a science and experience has accumu- lated it has become increasingly evident that there are other just as important reasons for its study. As an argument for the cultural value of mathematics one writer has said, “ Cultural value must be ascribed to everything which enriches our life with new values of beauty.” Just to look about us justifies our including this aspect of the subject. We are all aware of the informational value of certain mathematical topics, many of which have little or no significance from the standpoint of computation. Helping the child to become “mathematics conscious’ and to recognize the presence of mathe- matics about him increases his efficiency to himself and society. Creating a mathematics atmosphere—This article presents an experiment carried on in an 8A class. This class, although not a superior group, probably rated better than average. By a vote of the class we decided to carry on individual projects as our homework for two nights a week over a period of six or eight weeks. We spent one class period discussing possible subjects related to mathematics. The writer offered a few suggestions by telling of similar projects previously completed. The pupils were allowed one week in which to decide upon their topics. No topic was to be con- sidered unless material was available in the library or elsewhere. Extra time was spent browsing around on the shelves of the library to see what material was available and to find suggestions for topics. Insofar as possible it was agreed not to duplicate topics, as it would be much more interesting upon its completion, if each pupil could tell the class something different. At the end of the week the following topics were reported: mathe- matics in machinery; time-tellers; time; history of numbers; cal- endars ; design; history of coins; mathematics in music; snowflakes ; 1In the preparation of this article the writer acknowledges the advice of Helen Sanford, principal, Haven Intermediate School, Evanston, Illinois. 286 ELEMENTARY Scuoot Princiears mathematical puzzles; cathedrals; banks; geometric forms in adver- tising and commercial art; early Greek mathematicians; mathe- matics among Chinese, Hindoos, Egyptians, Romans, and Arabs; bridges; bridge construction; history of some mathematicians; an- cient architecture ; decimal system ; and mathematical instruments. t ; OO a eR Te For the next assignment each pupil was to show the writer his | plan and the outline for the paper, stating the places where material | could be found. Here the librarian proved very helpful. As the work continued the ecnild worked conscientiously for one hour on each mathematics homework night. Or, if he chose, he | might spend an hour in the library at noon or after school. During the following class period, each pupil came individually and showed the writer the results of his hour’s work. In this way progress could be checked and suggestions offered. One of the best projects, “ time tellers,” had the following table of contents: TELLING TIME THROUGH THE AGES Page Introduction Topic Number i Pe NNN AE NNN i ard cra ccdin cio a prereere drei ek x died maiaiaiecn dal wos ere 3 II. The Mechanism and Parts of a Clock..................eeceeeeees 4 III. Illustrations Showing Mechanism and Parts of a Clock .......... 5 IV. Illustrations Showing Parts of a Clock.................00. 0000 eee 6 I NN oe gi cia a den Gd pata hiee i sieprH alkene edie eiseb os med tee ire 7 Pg I MN I a isin scan ricena ed ceca dames Mas Raiealeneliewar 8 | nee y Whee. Poem Watts OF Dims CEB) oon c ck ccc ccc cits cccssevesccsccens 10 IX. Our Master Clock and How It Works......................... 11 Pax BOWIE GT Ce BEOMRE CIO 6 acini cccccccdivewsvenstieseees eves 13 Bn. Pe BN GINO SII oo oa iccckscsncrecsvesesniscss = ee 14 XII. An Old Fashioned Hour Glass (Drawing).................0.000008 15 XIII. The History of Sundials.................. Bala aiees ante aietitind areiiceeeoa 16 FEE. MNO OE TE TIN So veces cscdccnsccsdcrceecscaserennsees 16 AR Re ae ee ee er ee eer 17 XVI. Many Different Kinds of Clocks (Drawing)...............0 0.2.5. 18 XVII. Differences in Solar Time Around the World (Drawing).......... 19 XVIII. The Old Clock on the Stairs (Poem)............... 00 eee cece eee 20 Ais. My Grandiather’s Clock (BORE) ...66ccccccccescccccscccceccecncs 22 XX. History of and Explanation of Watches.................0000 00008 23 XXI. The Inside of a Watch (Drawing) ..............:cccseceeeeecneee 24 XXII. Many Different Kinds of Watches (Drawings).. ........... .. 25 XXIII. Interesting Articles and Pictures on Watches, Clocks, and eT UN I onc cnd een sickde ae cevsicnnececacnnca ds 26-36 XXIV. Seven Methods (Old Fashioned) of Telling Time adinets 5 caipieis 37 XXV. A Candle-Lamp and a “ King Alfred” Drawing................... 38 One of the most interesting chapters was the description of the master clock of our school. Our accommodating janitor, who showed the pupil the master clock, explained it to her so well that she was able to relate it. Since the workings of this clock control all the room clocks in our large building, considerable mechanism is involved. | RESET RT cha Olc mu the cut clo pas the we pre an mi lig sh an en en in m mn he m ee dver- athe- rabs ; > an- ts. r his erial one , he ring wed ould able Page umber 23 24 25 36 37 38 the ved vas the ad. Ro I TweELFTH YEARBOOK 287 Footnotes on all pages showed that information for many of these chapters came from various encyclopedias. Longfellow’s poem, “ The Old Clock on the Stairs,” added interest as did also the piece of music entitled, ‘“ Grandfather’s Clock.”” Pen and ink sketches showed the intricate and delicate mechanism of clocks and watches. Pictures cut from magazines displayed sundials, hour-glasses, grandfather’s clocks, and the modern time tellers, electric watches and clocks. A page of illustrations represented the differences in solar time around the world and all of us were interested to know what the far east and west are doing when it is noon in Chicago. The project traced how time tellers have answered the question, “What time is it?” from the time of ancient Greece down to the present. It began with the use of the sun and stars by the ancients and ended with the globe clock which informs us at a glance the hour, minute, and second of day or night, the hours of darkness and day- light, the sunrise and sunset, and the day of the month and the season. Many of the other projects were equally interesting. One gave a short history of calendars, the stories of each of the twelve months, and the origin of the Eeclesiastical, Mohammedan, and Hebrew cal- endars. The, final chapter discussed the proposed thirteen-month cal- endar now favored by business. The boy who wrote on the history of coins secured most of his information from the coin display and the library at the art institute. The report on snowflakes included many pictures of beautiful geo- metrical designs. It explained one of the reasons why Plato said, “ God eternally geometrizes.” The boy who wrote on bridges had an ambition to become an engi- neer. Browsing in the library and looking up references, not only helped his homework but satisfied a desire for worthwhile infor- mation. Thus each child carried on his own project entirely apart from the rest of the class. We agreed that upon a certain date all must be completed. Since each child felt that he should like to know what the others had done, we decided to have an informal program one after- noon at which time each person showed his books and told the story of his project. At the children’s suggestion the mothers were invited for this occasion and it proved to be very entertaining for all of us. Conclusion—It would not have been possible to have carried on these projects without the facilities of the library and, in many cases, the assistance of the librarian. Not only did the plan stimulate inter- est in the particular topic but it opened up new lines of thought and for this class, mathematics came to have more than just the tradi- tional value of computation. 288 Ev_emMentary Scuoort Princrpars WORLD CRUISE; A BOOK WEEK PROJECT ' M. Marcaret GREER Librarian, Westmont-Upper Yoder High School, Johnstown, Pennsylvania CHOOL LIBRARIANS are ever desirous of discovering activi- ties to effectively use the school library and to enrich classroom work. When the committee for Good Book Week announced as the theme for 1932, “A Round the World Book Tour,” it suggested a very challenging and captivating way in which these two desires might be brought to fruition. The activity described in this article took place in a high school of 350 students located in a suburban dis- trict of Johnstown, Pennsylvania. The world tour—The pilot ship, manned by the sophomore class under the captaincy of the head of the Department of English,’ sailed from its home port (room) on November 20 for Bookland. The ten ships in the convoy were named for authors studied in the sophomore year. The names included the S. S. Scott, the S. S. Haw- thorne, the S. S. Stevenson, the S. 8. Cooper, the S. S. Eliot, and the S. S. Parkman. Passports and visés (Figure 1) to every distant port, prepared by the librarian, had been issued via the sophomore class to all willing travellers in the senior, junior, and freshman classes. Graphic itineraries (Figure 2) showed the course of the cruising vessels. Each book illustrated on the itinerary was a key to the literary treasures of the Far North, Sweden, China, South America, and other countries. The student body was organized into ten groups, each homeroom forming the passengers of one of the convoy ships. Each guide had to see that the passengers of his ship were provided at the beginning of Good Book Week with passports and itineraries. During a home- room period these were distributed by him to all members of the school. This advertising set a tone of eager competition and antici- pation. At the same time, the students in charge had to know about the books of the itinerary and passport just as any competent agent of a travel bureau must know something of the tours he advertises. Each day, during the week of the celebration, the guide placed some kind of advertising material on the bulletin board of the home- room for which he was responsible. Sometimes it was an original drawing of the imaginary ship in which the group was scheduled to sail (no convoy of ships was ever more motley!). At other times he posted clever advertising to arouse curiosity, and finally, of course, 1 Although the activity described in this article took place in a high school it is obviously adaptable to elementary-school use—Editorial Committee. 2 Due acknowledgments are made for the cooperation of Miss Laura E. McGann. ma ener TP the bu’ tin vania tivi- oom d as eda sires § ticle dis- lass sh,’ ind. the aw- the ort, 3 to e8, ing the ca, om. ad ng 1e- he Ci- ut nt TweLrru YEARBOOK 289 there were bulletins announcing the date and time of sailing. Keen but friendly competition and cooperation were apparent in the bulle- tin board displays. France --% ~~Ab be “ Pierre Russia: - I set of Michae Arabia: - Jarnce uP Kanana MiFassports Canada: Jalwa_s.— ae Ev.g latrzecl: » John “tHalifax, geritle han. Scotlancl- « Kesidethe bonnie briar bush. Spain: - or vixot eo Me inca” : 4 GX ae 4S tr%4 taly-++ Escape —® devil bat aap og *: Count Luc Kner, the sea to Hamel veline f thecanrier pi aes Sede. . oy ae ul heggerwe pA TLils Faw forth - - Lancl of of the ond sh night Sti roof 12. clia + - Kien, dunmenntl ina. Shen of the Se Apan- + Naudhter of he Samurai ae Sea-: earl La goon, South Americ — of Silverlancd FIGURE 1—Mimeographed Passport The “ tour” was held in a forty-five minute period on a Friday afternoon. At intervals of five minutes each group “ sailed away ” under the leadership of its guide and skipper. This five-minute interval of sailings was used so that the countries might be “ visited ” = é 290 ELEMENTARY Scuoot Principats nae Teor’ will exrvises Y2ortk Ley visit” The— home of Rel f Re cross to Russia @ torn Soule 4s Chinake #4 and Japan: following HE course of Moby Dicks Ther. fly beck te India te wilh Gay Neck fora duide reg Fly on_ | the Magic Carpet or sail wil’ Lord Jim - iS 46 Kananes COURT tal fora day in. the desert wilt lawrence tant In Mfrica a day on the HMR avo @ trail o* in. King Solomon's Wines East past tht land of La Cid han, tho the Sea of Jason 46 Greece Dt and [fh OR up Through. the Nibelungen. layacd ee ae Fance PAGS SwitZerland end Holland qm Herve, across the channel tothe Byitish Isles A special Slop-over may be arranged here, but iF you have spent all of your Imaginat én, you may hurry home wil The Maree Muskele crs ¢™ Ain Be “ye leavivecs Enolared ¢ y the party will CYvis@ aAmonk the islands f the LUCCAN 22'S cross Silver Lands tivo the junole with Hudson) wil the sea of te Ancied Mariner BAS Tyek kome vin Wlexico FIGURE 2—Mimeographed Itinerary for World Cruise. f TwetFrrH YEARBOOK 291 without jostling by the usual tourist crowds! The first group reached the Far North booth or exhibit when the second group of passengers started for “ the gangplank ” ( a gymnasium jumping board with small pan pools of water on either side for an ocean and an electric fan for a sea breeze). About the port of embarkation were many posters, literary picture maps, and a display of airplanes, modelled by some of the boys in the class. The man on watch in the crow’s nest (the baleony of the gym- nasium) was in charge of the ship’s bells. As he sounded them every five minutes the travellers moved from one country (or booth) to the next. Boys dressed as “ naval officers’? maintained order and gave “atmosphere ” to the scene. And so for the period the willing trav- ellers sailed from port to port, eager to list the books interpreting every country and to see the displays. The literary map at the port of embarkation and the graphic itinerary (Figure 2) showed the route of the journey. First on the port side were the booths for the Far North and Russia, then China and Japan, and finally India on the port side. Africa and the desert were in the bow of the ship (the booths were arranged around the “ship ” on the floor of the gymnasium). Along the starboard side the ports for ancient Greece and Rome, the Central European coun- tries, Great Britain, and South America were located. One section of the deck was a booth display of sea stories, a comfortable place with plenty of books and a friendly fireplace. Off the stern of the boat were the customs officials at the Mexican border—officers in “military uniform ” who collected “ the customs sheets ” of the trav- ellers. (Figure 3.) In each booth there were ten or more sophomores who interpreted to the “ travellers ” the customs and costumes of the countries being visited. This they did by acting the roles of characters found in the books listed on the passports. Old friends and new were met every- where: Rolf, the venturesome Viking; the daring Moby Dick; the brave Kanana; the friendly Abbé Pierre; the boy, Kim; the little Swiss girl, Heidi; the courageous Lawrence; Patch Eye and Long John Silver with a timber below the knee; and the sea devil, von Luckner. For those who so willed it, the gangplank into the gym- nasium symbolized the exit from the world of reality and the entrance into the realm of fertile fancy, rich with wisdom’s treasure and the fruits of culture. This part of the project, the arrangement of the booths, brought out whatever creative ability and inventiveness were inherent in the individuals of the group responsible for each country. Each scene 292 ELEMENTARY Scuoot PrIncIPALs Declaration of books brought from—e Roundthe-World-Book Toor) (CUSTOMS: OF FICE- “Sity free on Boo H have been read : ” elaration. of Stories of the wwe oe of boolts from. es 2. 2. 4 3. E 4. 4. 5. 5. P Greece Declaration. f books from the er ae of books from: wy . 2 Value- 2. , 3 3. . 4. 4. J . Germany Declaration of books FromRussin Declaration. of books from eee a he Valve } Holland 2. 2 Valve 3. 3 4. 4, . \ book China % Tor. of Po in ‘ . ee MAY | declaration. of hooks abvat Pirates . Jeclae (on of cooks abou Valve 3. 2. . 3. $ 4 Declration of books from. ‘Uapans 5 Value ¥ I. — | De claration. of boots aboot the Sea. Pe “ Valve- x 2. J . Declarationof books from Tags *. 2. 3. 4. ds > Key to walvesec™ = new ee ive % read FIGURE 3—Custom Blank Used in World Tour Project. Nhe ect ———— ric & ve ce _. = hen Re: TweELFru YEARBOOK 293 was individual, each peculiarly expressed the group, and each con- tained mementos and characteristic souvenirs from the countries represented. There was lava from Mt. Vesuvius, inlaid brass from India, embroidered boots from Russia, silken kimonos from Japan, lace from France, edelweiss from Switzerland, a copy of The Lady of the Lake bound in the Douglas plaid from Scotland, and a flying fish from Hawaii. The work gave many pupils new horizons, aroused sympathy for other peoples, and established contacts with folks in the community who willingly lent their mementos. Every one of the 107 sophomores had a job. Pupils were asked to write first, second, third, and fourth choices, and the assignments of work were made from these preferences. The members of the class who had access to naval and military uniforms were the “ officers ”’ on shipboard. A boy with a Mexican outfit contributed “ atmos- phere ” to the customs office. One girl’s aunt, who had lived for sev- eral years in India, loaned her booth many rugs and brasses, Since the sister of another girl had lived in Japan, she not only supplied enough beautiful kimonos to costume her group, but also furnished a tea service as well. The boys who could borrow real aviation outfits and sit beside their model planes had the biggest thrill of all. Asa result of careful organization the eleven displays representing a world literary cruise were set up in an hour. The school stage and property room furnished the necessary scenery, and supplemented costumes and properties. Not a cent of class funds was spent on the project. Those in charge of the Book Tour, the teacher of English and the school librarian, were ever on the alert to keep the project from over- whelming the school. Care was exercised in seeing that each country was represented by at least ten books selected from the school library by the groups responsible for the booths. This required the students responsible for making the selection to become acquainted, not only with what the school library contained, but also with the books them- selves. Some groups had initiative enough to write to publishing houses for book jackets and posters while others made their own illustrations and titles. In order that books would be the outstanding emphasis in every booth, book titles were printed by the pupils working in cooperation with the art department. These placards were prominently displayed with the books themselves. For further emphasis, at the end of the journey each “ tourist,’ as any traveller to foreign lands must do, made out a customs sheet (Figure 3) which he left with the customs officers. This procedure was a review as well as a “nuview” of books for every student. Later, in a classroom period, these sheets 294 ELEMENTARY Scuoout Principats were evaluated, and the student knowing the largest number of titles was rewarded by having his success reported in the school annual. Some booty collected en route—The sophomores who had planned and projected the display were asked to write briefly what the bene- fits of the project had been to them. The replies are the original expressions of the pupils themselves without teacher dictation, com- pulsion, or correction. Some of the values reported by seventy-five sophomores are given below with the frequency of mention shown in parentheses : VALUES OF THE Book Week ProJecr We learned the customs, manners, dress, and special objects of different countries. (45) We learned the importance of cooperation and working together if a thing is to be successful. (30) We saw books we had read and some we wanted to read. (30) I increased my vocabulary. (24) We got an idea of what organization is and how necessary it is. (21) I associate certain books with certain countries now. (14) It showed the community what is being done in our school. (13) I learned something about travelling in foreign lands. (12) I learned to know many of my classmates. (11) We showed other pupils in the school that our class has originality and can do things. (11) It relieved the monotony of school work. (11) Books can be substituted for travel. (10) It was a source of information as well as entertainment. (10) Other values mentioned fewer than ten times included: developed new hobbies, created a desire to travel, learned how to decorate, experienced difficulties of managing groups, and increased sense of responsibility. The project was received with so much enthusiasm that it was repeated for five hundred seventh- and eighth-grade pupils of the school system and friends in the community.* The “ second tour” was received with the same buoyant eagerness as that shown by the high-school students. As for the library, it felt a renewed vigor in the demand for books. The titles which had been seen on “ the tour” were demanded most frequently. Reading as an enjoyable pastime has made rapid strides forward. But there has been evidence too that pupils are gaining in habits of good citizenship, interests in other peoples, understanding of American life, and appreciation of the best thought in the world. Our library becomes daily a more attractive place, the heart of the school, and a place of refinement, true culture, inspiration, and vision. 3 The second tour was made at the request of Supervising Principal E. Preston Sharp. HAE TE Son TET ON ATER 50 ora scl m¢ pu tid ac at th or ch itles 1. ined ene- ‘inal :0m- -five n in rent is to can TweLrrnu YEARBOOK 295 ———— THE MAGIC KEY; A LIBRARY PROJECT EpytHe M. Gonne Viceprincipal, Goodale School, Detroit, Michigan HE MAGIC KEY was the title of a unit of library investiga- Tin and experience by the pupils in an elementary school in Detroit when they became interested in knowing more about the school library. Since the integration of the curriculum depended more than ever upon broader interests in reading on the part of the pupils, and the public library was not easily accessible, the justifica- tion for this study grew from the fundamental need for thorough acquaintance with the resources of the school library. Objectives—It was decided by the faculty that as the library atmosphere permeated the entire building during the study, pupils should be encouraged, not only to discover their own interests among the library books and to learn how to develop them, but to plan an organization of the results of their pursuits in concrete form. Under the expert guidance of a library teacher who thoroughly understood child psychology and children’s literature, the pupils were exposed in every way to the facilities for adding knowledge to old interests and to the possibilities of discovering new ones. The teachers aimed to provide the pupils with situations which involved the use of the library for research along the lines of individual or group interests. The most potential objectives were to develop the informational and cultural sides of reading. Organization—The general plan was discussed with the pupils in the auditorium, and after some reflection, conclusions as to which teacher would best supplement the advice of the library teacher for the class were posted on the bulletin board. It then became the prob- lem of that teacher to discover what the individual and group inter- ests were. With this organization the library functioned as a true reading laboratory, while the classrooms became the planning and organization centers. Since the school was a twenty-four section platoon with first-grade sections and a kindergarten in addition to the platoon organization, the scope of interests brought into play much of the available material found upon the library shelves. Infor- mation concerning the resources of the whole library naturally evolved from the explorations of individuals and groups. Reading was carried on in the homerooms while the special teachers enlight- ened the pupils in ways of emphasizing any phases of the work rep- resentative of their departments. A loose-leaf notebook was kept in the library for tentative suggestions of the specific interest each group 296 ELEMENTARY Scuoon Principars - ° or individual was focusing upon during the study. To avoid duplica- tion, teachers and pupils had the privilege of consulting this book at any time. Background and approach—The majority of the pupils had had actual contact with the publie library, and a librarian had visited the school, explaining the advantages of developing the reading habit and the use of the publie library. The librarian within the building had given the pupils excellent training in general technics of the library. She had taught them the significance of the Dewey decimal system, the care of books, the parts of a book, the intricacies of the card catalog, the value of reference aids, the technic of circulation, and library etiquette. She had laid the foundation for efficient use of the library. The emphasis now shifted from the use of the library to the hook content to be found upon the shelves. Attention was called to inter- esting and valuable books, posters were displayed, and discussions and conferences were held which aided individuals in pursuing their interests. Within a short interval, all classrooms had caught the spirit initiated in the library, and branch libraries began to develop in many parts of the school. Small bookeases, tables, and chairs were used to establish library corners in the classrooms. [Dulletin boards became the instruments for displaying the interest developments of groups or individuals. Library activities began to function as a dynamie force within the building. Discussion—W hen the pupils became concerned with the presenta: tion of their interests in conerete form for the entire school, many discussions were held with their advisers about their ercative plans. Since dramatization was the favorite suggestion, many original ver- sions were submitted. Dialogs, monologs, pantomimes, still-life pic- tures, the use of visual material, danees, songs, and the integration of gymnasium activities brought into play every department of the school. Even the idea for consolidating the contributions of the groups or individuals presented ifself as the major portion of the program developed. This took the form of devising an imaginary library on the stage of the auditorium. Activities—Activities during the study consisted of two types: those which contributed directly to the general program and those which were concomitant. The first type of activity consisted in seleet- ing by vote the best representation of book contact from the stand- point of value, accuracy, and clever portrayal; the designing and making of scenery, furniture, costumes, and audience programs; and the execution of the entire publie performance. The second type ad all lica- k at had the abit ing the nal the on, use Twevtrru Yearbook 297 included interest booklets containing reports along individual lines of reading, appropriate pictures, descriptions and information deal- ing with the specific subject, the development of serviceable room libraries, the designing and making of concrete objects correlating with the reading, extensive circulation of books, original interpreta- tions of dramatizations, dialogs, monologs, and the study of the evo- lution of books. The pageant—The activities culminated in a pageant consisting of the portrayal of portions of the more vital interests which had been developed during the study. A brief description of the pageant follows: Books were represented in huge form, a large cuckoo clock indi- eated the hour of midnight, and the lighting effects added to the mysteriousness of the witching hour. A library elf appeared from the huge clock in a mysterious manner and introduced himself to the audience with these original lines: When the cuckoo calls the witehing hour For a short time I am free; And then the library I explore With the help of this magic key. So many books the children enjoy Which I would have you know; And so, if you will come with me, A few of these I'll show. To make it more enjoyable, Pll call some helpers here, Who will, before your very eyes, Make scenery appear. The books upon the library shelves Are classified, you know; One is labeled “ Kasy Books” Where little children go. And from the group I'll introduce Some characters from Mother Goose. In similar fashion, the library elf introduced the following classi- fications and representative contributions : Kasy Books Mother Goose The Story of Little Black Sambo Susanna’s Auction The Three Billy Goats Gruff The Three Bears The Story of Mrs. Tubbs Literature The Cat Who Went to Heaven Alice in Wonderland Fiction The Story of Mr. Doolittle Heidi The Poppy Seed Cakes Tom Sawyer The Dutch Twins 298 ELEMENTARY ScHoo.t Prinocipats Poetry A Child’s Garden of Verses Silver Pennies Geography A Child’s Geography of the World Folk and Fairy Tales Pinocchio Useful Arts Sewing Manual Training Reference Dictionary Biography Benjamin Franklin History and Literature The Courtship of Miles Standish Fine Arts Pilgrim Pictures The easy books were presented in pantomime with the exception of Susanna’s Auction and The Story of Mrs. Tubbs, which were dramatized. A brief description in dialog form of the John Newbery Medal, and an explanation of the significance of its award each June, pre- ceded the scene from T'he Cat Who Went to Heaven. Japanese songs and dances were presented in correlation with this scene. Popular vote and keen interest selected the “‘ Mad Hatter” scene from Alice in Wonderland as illustrative of the story, and it was developed very cleverly by a sixth grade. Following the dialog by the “ Dutch Twins” was a Dutch dance interpreting part of their description of life in Holland. The inter- pretation of Z’om Sawyer narrating his pranks and pleasures in dialog form was all that Mark Twain could have desired. The “ Marching Song” from A Child’s Garden of Verses was recited and illustrated with a tin pan parade. The poems ‘America For Me,” “ The House with Nobody in It,” and “A Song of Sher- wood”? were presented most artistically in tableau form. Large water-colored scenes from these poems were executed by the art department and framed in such a manner that children could be posed inside the frames to carry out the desired effects. Stage light- ing and the accompaniment of soft music as the poems were recited produced an excellent example of harmonious integration—an orches- tration of three arts. Phases of sewing and manual training were pantomimed to the accompaniment of two songs: “ Good-Night and Good-Morning,” a sewing song, and “ Clang of the Forge,” a manual training song. The Benjamin Franklin scene was introduced with the minuet danced by members of the class which had focused attention on his —— bi fi Twetrryu YEARBOOK 299 biography. This was followed by interesting parts of a film borrowed from the visual education department. Scenes from The Courlship of Miles Standish which were pre- sented by the eighth-grade reading classes suggested history and literature. Associated with this part of the program were contribu- tions from the fine arts department. Living pictures were posed to represent “The Pilgrims Going to Church” and “ The Return of the Mayflower.” The dictionary scene was a combination of dramatization and gym- nasium activities emphasizing accent, synonyms, antonyms, rhym- ing words, and syllabification with appropriate explanations. It was necessary to produce two distinct programs because of the number of acceptable contributions. Summary—The most commendable outcomes of the study were the growth in knowledge of the possibilities of the school library to supply current needs; in the appreciation of reading as a valuable tool for information and pleasure; in the ability to interpret reading in a variety of ways; in creating standards of discrimination in reading as evidenced by the good taste shown in the pageant; in the use of leisure time; in the development of interests; in social, ethical, and esthetie valuations; and in good citizenship displayed in social attitudes. The entire unit may be generalized as follows: Books are keys to wisdom’s treasure, (informational) Books are gates to lands of pleasure; (pleasure) Books are paths that upward lead, (culture) Books are friends. Come, let us read. (friends) de of the most notable features in modern development has been the growth of the community spirit in rural life. The towns and cities have had their civic spirit, their com- munal life, but now we are seeing the birth of a rural com- munity sense, and in the very center of the rural community life of today is the library.—Gertrude MacKinney, Chapter VITI. 300 ELEMENTARY Scnoot Principats ACTIVITIES FOR THE ELEMENTARY-SCHIOOL LIBRARY Epitu L. Curren Principal, Hayes Elementary School, Lakewood, Ohio Ik SCHOOL LIBRARY has proved itself a means of enrich- i the reading program, of supplementing classroom instrue- tion, of meeting recreational needs of pupils, and of providing the foundation for reading which should continue throughout life. At the present time school libraries are facing a period of adjust- ment. The efforts at retrenchment are affecting seriously the library program in the schools. Resources are limited and the services of trained workers eliminated. Hence, the responsibility for the care of the library as well as the direction of activities tends to fall more and more on the teacher. In planning the library program therefore, an effort must be made to minimize the work of administration, to distribute responsibility, and to suggest activities which can be ecar- ried out successfully by the teacher. The following general aims for the school library are suggested as possible of attainment under present conditions: (1) to enrich the reading program of the classroom; (2) to provide as many contacts as possible with books; (3) to enrich the experiences of children through reading; (4) to develop an appreciation for high-type lit- erature; (5) to build up the practise of using the library as a source of recreation and information; (6) to provide opportunity for devel oping the individual interests through undirected and unassigned reading; (7) to provide training in finding materials in the library; (8) to teach the proper care of books; and (9) to give training in proper library behavior. In the following discussion will be presented activities which can be earried on by the classroom teacher to achieve these aims. In the kindergarten and first grade the activities are related largely to becoming acquainted with the library. In the seeond and _ third grades, where reading is a tool subject which is still being perfected, the activities of the library are planned to increase the interest in learning to read and to provide extra opportunities for practise in reading. By the time the fourth grade is reached, since most chil- dren have mastered the mechanics of reading and should be reading easily, the library activities provide wide reading opportunities both for recreation and for information, and training in how to find mate- rials and how to use books. ? The following list of activities is suggested as possible for all erades: (1) learning the proper care of library materials and proper library behavior; (2) conducting reading classes in the library; Laoperne va er ou ) iZ as 1e TweLFrH YEARBOOK 301 (3) listening to stories and poems read; (4) listening to stories told; (5) seleeting stories and poems to use for audience reading; (6) browsing or reading without direction; (7) discussing stories and poems read; and (8) becoming acquainted with new books. Table 1 shows an analysis of the activities by grades. Note that the work is cumulative in its effect and provides for the widening interests and abilities of children. TABLE 1—Actriviti«s py GRADES Kindergarten and Second and Third Fourth, Fifth, and First Grade Grades Sixth Grades 1. Become acquainted 1. Become acquainted 1. Become acquainted with the library with the library with the library 2. Learn the proper care 2. Learn the proper care 2. Learn the proper care of the library mate- of the library mate- of the library mate- rials rials rials 3. Practice proper library 3. Practice proper li- 3. Practice proper li- behavior brary behavior brary behavior 4. Look at picture books 4. Browse, looking at 4. Browse, looking at magazines and books magazines and books 5. Listen to stories and 5. Read easy material 5. Read independently poems read or told by independently for pleasure and for the teacher or visiting information librarian 6. Listen to stories and 6. Listen to stories and poems read or told poems read or told by the teacher or vis- by the teacher or vis- iting librarian iting librarian 7. Learn to find infor- 7. Learn how to find mation in books needed information in books indepen- dently and how to use reference books 8. Learn the titles of 8. Learn the parts of books used the book 9. Discuss books and 9. Discuss books and stories which have stories which have been read been read 10. Have reading classes 10. Have book talks and for audience reading book reports and for group read- ing 11. Have reading classes for audience reading, group reading, and discussion The proper care of library materials and library behavior—There should be definite instruction given in the correct care of books in the library and in proper library behavior. This training should be given in the kindergarten and first grade and should be emphasized from time to time throughout the other grades. It should be given at the beginning of the year when the children are beginning their library experience. 302 ELEMENTARY Scuoort Princrpars Points to be emphasized through instruction and discussion are the following: (1) The library belongs to all and may be used by all. All people have the same rights and privileges when using the library. (2) The library materials are common property. They do not belong to individuals. (3) It is a privilege to use the library. The care of the materials and behavior should reflect appreciation for the privilege. (4) Each person who uses a book is responsible for its care while he is using it. (5) It is much more pleasant to use books which are clean and not marked or torn. (6) There is a correct way to handle books. Books which are handled correctly give longer service. (7) The library is a place where people are quiet and courteous, and where they show consideration for other people. Conducting reading classes in the library—Taking the class to the library for a reading period adds variety to the daily program and increases the interest in reading. Such procedure also strengthens the conception that the library is a place where many reading activi- ties are carried on. Audience reading and group reading are two tvpes of activity which ean be carried on successfully in the library. Looking at picture books is one of the first steps in using the library for kindergarten and first-grade children. At first, while they are becoming acquainted with the library, it is well to let them do this without much direction. Aimless turning of pages or changing from one book to another, however, should be checked before very long. Kindergarten and first-grade children do not have the reading skill which makes it possible to have reading classes in the library. They can participate in reading activities, such as looking at pic- tures to select interesting ones to tell others about, or to select stories for the teacher to read. In the first grade the completion of the first story might be made the occasion for reading that story in the library. As the children progress through the grades, audience reading and group reading are two activities which can be easily carried on in the library. For audience reading the children should be allowed to select material from the library collection and to prepare it to be read to the class. For group reading the children should be divided into several units, each group then selects a book of common interest from the library and individuals take turns read‘ng to the others. Instening to stories and poems—The literature period lends itself well to the library atmosphere. In this appreciation period the teacher endeavors to enrich the reading experiences and to increase interests by reading stories and poems and by discussing materials after they are read. This period is a most pleasurable one to the children. Having such a period in the library tends to increase inter- See Tt ETRE TET TST 2 the P the Zz to avior 1g it. dor actly here 3 to and ens ivi- two 3 TweLrru YEARBOOK 303 est and further to strengthen the conception that the library is a place of many pleasant experiences. Free reading—The free reading or browsing period provides an excellent opportunity for children to look at books or magazines and to follow their own interests in their reading. This activity should play an increasingly large part in the library program as the children develop in their ability to enjoy and profit by it. In the lower grades free reading is confined largely to story reading. In the upper grades, however, it should include some types of informational read- ing as well as recreational reading. While children should be allowed to select the material which inter- ests them they need careful and tactful guidance. In the lower grades where reading ability is more or less limited the teacher will need to direct the reading so that the material selected can be read with ease and comprehension. At all times free reading needs to be supervised to see that time is not being wasted by aimless or random reading and that it is purposeful. It must be watched also to see that indi- viduals are not confining their reading too much to one field and that progress is being made. By keeping in touch with the browsing activities the teacher has a fine opportunity to discover the reading interests and to encourage, to direct, and to enlarge them. Checking free reading—Though guidance is necessary, too much checking of the free reading tends to decrease the interest. If read- ing is to become the pleasurable voluntary activity it should be, care needs to be exercised to keep the checking from being a penalty attached to an otherwise pleasant experience. The teacher needs to know, however, if the children are reading intelligently and with sufficient thoroughness to retain the main facts of the material. To this end the following suggestions are offered as ways of checking reading, which will tend to inerease interest rather than diminish it: (1) Have a reading club where the children discuss stories that they have been reading. (2) Plan book assemblies where stories are presented as charades, or where they are pantomimed, or where the characters from favorite stories are portrayed. (3) Keep individual records of books read by the members of the class by means of a card catalog and notebooks. (4) Keep room records by means of wall charts. (5) Occasionally give informal tests to measure comprehension. (6) Make illustrations of interesting incidents from a story. (7) Keep individual records telling the names of the stories read. (8) Tell stories or interesting parts of stories in class. (9) Recommend good stories to other members of the class. (10) Locate folk tales and hero tales on a map. Discussing stories which have been read—The discussion of stories needs to be very carefully directed by the teacher or else much time 304 ELEMENTARY Scuoot PrincipPats will be wasted. Asking a primary child to tell why he likes a story is usually too mature an activity. His answers are apt to be vague and lengthy. Discussion of the stories read should be limited to one or two definite items such as: ‘ Tell an interesting or exciting part of the story. Tell what kind of story it is, or who the story is about.” Book reports—Book reports like discussions need to be carefully directed. It is an activity which should be carried on only by chil- dren in the upper grades. The requirements of the book reports should be limited in much the same way as discussions are limited, andl the books selected for reports should be those recommended by the teachers or librarian. Becoming acquainted with new books—The addition of new books to the library offers an occasion for instruction in their care and stimulation of interest in reading. The teacher should plan to show the children new books whenever there are any added to the col- lection which will be of interest to her group. She should familiarize herself with the books so that she can tell the children what they are about. She should select a few of the most interesting illustra- tions from the books and show them to the class. Before the books are given to the children she should show how to open a new book properly and how to examine it. Learning the make-up of books and how to find information—Chil- dren need training in how to select printed materials and in how to find information in books. These activities do not have a place in the kindergarten and the first two grades, but they do become increase- ingly important from the third grade up. There should be definite instruction given on the different grade levels in these activities so that by the time the children are through the sixth grade they should know how to locate material on the shelves; know the titles, names of authors, and publishers of books they are reading; know how to use the table of contents, chapter headings, and illustrations in securing information, and know how to use reference books. Summary—With the curtailment of school budgets it becomes increasingly important to plan library activities which classroom teachers can manage without expert assistance. Even though there is no one in the library but the teacher who has accompanied the group it is possible to teach pupils much about books. The purpose of this article has been to give a general description of these teacher-directed activities so that specific applications can be made by the reader. C0: TweLFrru YEARBOOK 305 CORRELATION OF LIBRARY AND HOMEROOM ACTIVITIES Estuer J. Cousins Principal, Stephens School, Detroit, Michigan ROM MARCH THROUGH MAY plans were made to correlate Fi work of the library and a sixth-grade homeroom. Children were told to write a three or four sentence outline of the books that they read in the library period. These outlines were discussed in the English periods in the homeroom and the penmanship was discussed during the penmanship periods. These discussions led to rewriting the outlines with an improvement both in English and in penmanship. Ilomeroom procedures—FEach child was given an envelope to hold his outlines. When not in use these envelopes were in charge of a class chairman. The homeroom teacher obtained some cardboard from the art teacher, and the class made plans for their library book. It was a loose-leaf book with red, yellow, blue, and green miniature books cut from art paper and pasted on the pages. Some of the miniatures represented closed, open, shut, and half-open books. Each child selected a miniature for each book read. The librarian was inveigled into printing the titles of the books read by the children on these miniature red, blue, and green books. As the class numbered forty and each child read from two to nineteen books, it was no small task for her. The homeroom teacher gave each child a sheet of heavy art paper and told him to arrange the minia- tures upon this sheet in a pleasing manner. It was decided by the class that each child should have an appro- priate quotation upon his sheet. Each quotation was to be about books or reading. It was a coincidence that no two children chose the same quotation. Many of these quotations were found in books or magazines in the library, in books of poems, in The Place of Books in the World in Which We Live (Stidger), and in books in the homeroom. Several children had typewriters at home, and they volunteered to type the quotations chosen by their classmates. One boy, usually very shy, volunteered to type each classmate’s name as his contribution to the library book. The chairman then gave out the envelopes containing the outlines of the books read in the library. The envelopes were pasted on the reverse side of each pupil’s sheet, so that when opened, the envelope with its contents was on the left-hand side of the book. The minia- tu) rig Ne sm b ] «*POYsSesTp pues pemsys eq 0% mOl OWOS PUGS ‘pemOTTVMS OQ 02 S.ISTI}O *pezsez oq 03 ere SHOOQ ems, setpnyas uo AvssgZ ELEMENTARY Scuoout Principas > S oS} nvelope for Book Reviews. FIGURE 1—Cardboard Record with Facsimiles of Books and Attached EF PEN HTT Tweirru YEARBOOK 307 ture books, the typed quotation, and the child’s name were on the right-hand sheet. One boy had read six books on great pictures and their stories. Not being content with a mere quotation on books, he had pasted a small picture of the “ Madonna of the Chair ” on his sheet. Some of the quotations were: Worthy books are not companions, they are solitudes; We lose ourselves in them and all cares. Reading is the open door into the great life of the world. Reading makes a full man. Books are trains! Books are ships, adventures going! Books are great, planes! The average every-day American whether he himself reads or not, has a deep and abiding respect. for the man who does. Books are like the windows of a great door. They let light in. These sheets were put together in book form with heavy bristol board covers, tied with cord and tassels, the cover appropriately bear- ing the title, Owr Book Friends, and below this title was painted an open book. The following lines, which are part of a poem by Annie Fellows Johnson, were the introduction to Our Book Friends: I always think the cover of a book is like a door Which opens into someone’s house where I’ve not been before. A pirate or a fairy queen may lift the latch for me; I always wonder when I knock what welcome there will be, And when I find a house that’s dull I do not often stay, But when I find one full of friends, I’m apt to spend the day. So often ‘‘ the child who reads is the child who leads,” and we noted that the best students were the ones who had read the greatest number of books. Concluston—We found that there was splendid correlation be- tween the work done in the library and the homeroom, and more than ever realized that the door of a child’s soul, may be opened with the key of a book. The children greatly enjoyed the compilation of their book, and it will ever be a joy to the one who received it from the class. Next year we aim to begin earlier and to carry out the project somewhat differently, but we cannot expect any more pleasure than we have had this year. 308 ELEMENTARY Scuoot PrINcIPALS LIBRARY PRACTISES IN LOS ANGELES? JASMINE Britton Supervising Librarian, Public Schools, Los Angeles, California N THE MODERN SCHOOL where learning is an active mental I process, not merely the absorption of factual information from a single textbook, a rich collection of books must be available in order to stimulate mental curiosity and constructive thought. The los Angeles City School Library is the center for books sent to the’ 297 elementary schools of the school district. Each teacher may re- quest books to supplement the state textbooks, to enrich the study of a special unit, and to encourage recreational reading. These books may be retained for the entire year or may be exchanged as often as the teacher wishes. Weekly deliveries from the central library to each school insure a suitable collection for each classroom, varied accord- ing to the needs of the class at the time. In addition to the classroom collections a number of schools have special library rooms. The principals feel that the library is so essen- tial that money is raised by the school for the permanent school col- lection. The state school law requires that a minimum of forty cents per child be expended for books by the school district. This is done by the City School Library and the carefully chosen books from the central collection form the nucleus of the school’s individual library. To increase the number of books available, the schools appropriate from ten to two hundred dollars a year from their own funds. In some cases this is raised at a May festival or through the parent- teacher association. The central library buys the books for the school collections and gives help in regard to selection and care of books. Informal atmosphere—The arrangement of the library rooms is informal and inviting.” Bookeases, painted grey or soft green, bright curtains, tables large and small, rocking chairs, gay foreign prints, and posters made by the children themselves, make each library indi- vidual. When the library of the Thirty-sixth Street School was planned, the art teacher asked the sixth-grade boys who were study- ing mural decoration to work out a design for the library windows. They chose a vine motif to symbolize the qualities of continuous growth and beautiful spirit found in the room. The design was painted on the casing of the arched windows. The furnishings include file cases for pictures, stereographs and eatalog cards, exhibit cases for special treasures, a globe, and pictorial maps. ! This article was prepared with the assistance of a number of the principals and teachers of the Los Angeles City School System. 2? Statement by a group of teachers at the Thirty-sixth Street School. ntal m a » in The the’ re- y of oks 1 as ach rd- ave en- eol- ‘nts one the ry. ate In ‘it- ool ks. is rht its, di- yas ly- Twetrrn YEARBOOK 309 Daily use of books creates an interest in reading and develops skill in finding information. In the Thirty-sixth Street School, all of the 750 children are scheduled for regular periods in the library. The kindergarten and first- and second-grade children hear stories and look at the picture books. The other classes, from the third through the sixth grades, are scheduled for one or more library periods each week. Expanding interests—Often an interest awakened in the library erows into an important activity.” After the teacher had read Poppy Need Cakes to a first-grade class, the children wanted to bake some cakes themselves. They learned to read the recipe; they baked the ‘akes and served them at a party where the charming story was told to a new audience. The fourth grade was captivated by the story of The Whins on Knockatlan. “ Oh the whins, the whins under which the leprechaun hid! The whins that the village men planned to burn down! The whins that the fairies protected! No village council on Clady Stream could destroy the whins when the fairies chose to pro- tect them.” Thrills of delight ran through the class. —Aoy School is the largest school of its kind in the country, having an enrolment of about 2000 pupils, all of Mexican extraction. The room used as a library is directly across the hall from the reading room. This facilitates the obtaining of library books for the reading class, and insures their prompt return. The library contains 3500 volumes, of which only ten are in Spanish. The bookshelves are along the east and north walls and against the south wall are the magazine rack and the checking desk. On the west wall there is a big bulletin board used for posting library notices, newspaper clip- pings, and pictures. Attention is drawn to new books by posting bookjackets on this board. There are seven tables, each with six chairs. The third-grade pupils are the youngest children who use the li- brary. Some sixty suitable books are kept separate from the rest of the library and issued to third-grade children by the librarian. When these children come to the library for the first time it is very impor- tant to make them feel at home. With this in mind, the librarian tells them a fairy tale. This enables the librarian to study the children, and creates the necessary feeling of confidence on the part of the children. Since the third-graders do not know the relative position of the letters of the alphabet, it is necessary for the librarian to teach ‘this before they can find the books on the shelves, or use the book indexes. When the children come for the second time the librarian lines them up in alphabetical order by their last names. She explains that the books in the library are arranged by the last name of the author. Subsequently, games are introduced for the purpose of teaching the * Written in collaboration with Estela Romo Huitron, Emily Daugherty, and Ida Wildstein, teachers and school librarian in El Paso’s public schools. 2 Statement by Estela Romo Huitron, librarian, Aoy School, FE] Paso, Texas. to ele- rice ven Lys. ted till red Ts. est 100 he he ns ire —E a Twe._Fru YEARBOOK 313 —_———————————— alphabet. In the fourth grade the pupils are able to use the library properly and to find books on the shelves. Library training is completed in the fifth grade. In the early part of the year the preface, table of contents, and index are studied. Particular attention is given to the training of the children in the use of the table of contents and the index. Supervised dictionary lessons are given to the class as a whole. Following the dictionary lessons the children are taught how to use an encyclopedia. The Dewey decimal system of classification is then explained by sections in order that the child may know where to get the books which particu- larly interest him. All of these activities take considerable time and patience, but the results justify the effort. How teachers use the library *—The splendid cooperation of the library means much to the enjoyment and effectiveness in the read- ing classes. The reading classroom adjoins the library with connect- ing doors. All classes have their free reading periods with the library books and magazines. At other times a group of “ fast ” readers, who have completed the regular assignments, may go to the library for additional reading. While sometimes a definite topic is given or a story suggested they are usually left to make their own choices of reading matter. The important thing in the fifth and sixth grades is to develop a love for reading. Pupils learn to read by reading. With access to a good library it is not difficult to create the desire to read, and to give an intellectual curiosity. The reading program is integrated with those of the history and geography teachers. For example, the high fifth classes read Homes and People in their library reading, the low sixth studied Life in the Sea, and the high sixth Farly Civilization. There are selections on each of these topics in our readers. It is not dry, uninteresting read- ing, but with the library to supplement the readers the teaching is more interesting and effectual. Pupils are encouraged to find more material than one book gives on a subject, to use the library to obtain fuller information, and to read books for genuine pleasure. English classes use the library in preparing oral reports. Topics are assigned in which the pupils are especially interested; for ex- ample, men or events in history, natural phenomena, and interesting places or countries. These topics may be assigned a week before the oral report with the understanding that pupils should be able to tell the most important facts. Oral reports are enjoyed thoroughly by the 3 Statement prepared by Emily Daugherty, teacher of reading, Aoy School, El Paso, Texas. 314 ELeMENTARY Scuoot PRINCIPALS children, but without the library this type of lesson would be difficult, if not impossible. Geography teachers assign pupils topics on subjects related to the section of the world they are studying, but not necessarily mentioned in the text. For example, while studying South America a report is given on Simon Bolivar, or while studying Switzerland someone may be asked to get facts on the Lion of Lucerne. Often the teachers them- selves use the library to improve their own knowledge of a given field. How Spanish-speaking children use the library *—The little Mexi- ean children within our national borders are in a new world where the customs, dress, language, and climate are different from those to which they or their parents have been accustomed. In their homes they speak Spanish which makes a difficult situation when the child enters the school. The first thing a child does when he starts to school is to learn to speak English. This learning is a gradual process ex- tending through several grades. The next task of the school is to build up a background for the child’s work, so that he may be able to express himself and to create a cultural environment which his home often lacks. It is at this point particularly, that the school library supplements the lives of these children. Little Mexican children are fond of reading, and are eager to learn anything that is brought before them. In the library of Alamo School may be seen children ranging in age from ten to seventeen, and in grades from the fourth through the sixth. Children in the fourth grades come to the library in groups or by classes for one period a week. Their reading is mostly for pleasure. The low fifth through the high sixth grades compose our departmental classes. Each of these classes is divided into three sections. These sections move through a daily schedule of English, reading, geog- raphy, and other subjects. Arrangements are made so that each child is in the library at least one period of forty-five minutes per week. Occasionally, children come to the library from arithmetic and spell- ing classes. The pupils from these classes are mostly the advanced or brighter ones who want to do special library work. Usually the children who come to the library have been assigned a topic upon which they are to read and to give an oral or written report. For either type of report the child must take notes on his references. Each child has a notebook in which he keeps all of his library notes. The assignments given the children are based on the subject of the classes from which they are sent, such as history, geography, and English. Many times they are current topics and quite often the 4Statement by Ida Wildstein, librarian, Alamo School, El Paso, Texas. ee Sem | ROTI amNY CI assl the pos' in t arit his hat as orc fou un cal an fat ca cu th cu sti th re ti Ol es, icult, 9 the oned rt is may hem- ield, [exi- » the e to mes hild hool eX- 3 to ep to yme ary arn ool in by re. tal ge g- Id k. Il- or TweLFrru YEARBOOK 315 assignments correlate with the other school activities. For spelling the children make good use of the dictionaries. Many beautiful posters have been made in the art classes from ideas that were gained in the library. The children use the library to get new problems for arithmetic. After a child has finished his regular assignment and has written his notes, he may read whatever he pleases. The results of the plan have been very profitable. The children have been allowed to progress as fast as they were able. They have formed for themselves a back- ground which they otherwise would not have received. They have found that all subjects are inter-related. It has also helped them to understand their school work better. Summary—wWe have in our schools many children who are Mexi- can by birth or inheritance. They speak Spanish fluently at home, and at school stumble through the difficulties of “ Land where my fathers died; Land of the Pilgrim’s pride.” These children are caught between two civilizations with great differences in languages, customs, and, modes of life. Obviously, as future American citizens they need to learn English. But even more they need to develop a cultural background which will give them perspective, poise, and stability as they face the kaleidoscopic changes of American life. At this point, the elementary-school library serves a great need. In a relatively short time and space it brings the elements of our civiliza- tion before the young Mexican child and permits him to meet vicari- ously the social processes of his adopted country. T IS all too generally assumed that the librarian alone is responsible for the instruction in the use of the library. She should be largely responsible for the actual instruction, to be sure, but the principal who sees this instruction as part of teaching children how to attack almost any problem, will do much to increase the interdependence of the library and classroom.—Elizabeth Scripture, Chapter IX. 316 ELEMENTARY Scuoot Princirpars ~I 12. 13. 16. 17. 18. 19. SELECTED REFERENCES Bartey, Laura C. “ Fitting the Library to the School.” Educational Method 12: 1-8; October, 1932. . Batcu, Aveta L. “ What Constitutes Good Reading.” Elementary English Review 4: 234-35, 244; October, 1927. Britton, JASMINE and orHers. “Suggestions for Teaching the Appreciation and Use of Books in Elementary and Junior High Schools.” School Library Yearbook, No. 1. Chicago: American Library Association, 1927, p. 35-55. . Brown, Water L. “Classroom Library.” Child Welfare 24: 127-29; No- vember, 1929. Also: Wilson Bulletin 5: 47-50; September, 1930. . Carney, Erne. L. “A Classroom Library; with Suggested Book Lists.” Grade Teacher 50: 208, 235; November, 1932. . Cuitps, Frank A. “School Library and Its Part in Enriching the Curricu- lum.” Nation’s Schools 7: 33-40; June, 1931. CotspurN, Evancenine. “Guidance in Voluntary Reading.’ Elementary School Journal 28: 666-72; May, 1928. Davis, Groraia. “ Encouraging the Leisure-Time Reading of Elementary- School Pupils.” Elementary School Journal 29: 586-89; April, 1929. . Dempsey, Rutruw E. “The Use of Magazines in the Grammar Grades.” Normal Instructor and Primary Plans. 37: 63-64; 84; November, 1927. . Doup, Marcery. “ Book Problems in the Reading Room.” Elementary English Review 2: 328; November, 1925. . Eaton, ANNE T. “Classroom Activities and the School Library.” Sixth Year- book. Washington, D. C.: Department of Elementary School Principals, National Education Association, 1927. p. 264-70. Farco, Lucite F. The Library in the School. Chicago: American Library Association, 1930. 453 p. Gou.p, Cuiirrorp M. “ The Classroom Library in a Reading Program.” Bul- letin 11: 109-14; January, 1982. Washington, D. C.: Department of Elementary School Principals. . Kine, Wituiam A. The Elementary School Library. New York: Charles Scribner’s Sons, 1929. p. 174-210. Norris, Rutn E. “Survey of Library Work ‘in a Platoon School.’ Ele- mentary School Journal 27: 366-76; January, 1927. Scuott, V. M. “Reaching the Individual Child Through the Library.” Elementary English Review 4: 301-302; December, 1927. Siepert, Epna M. “ Library in an Elementary School.” Fifth Yearbook. Washington, D. C.: Department of Classroom Teachers, 1930. p. 114-18. STINEBAUGH, ViraiL E. “ What a Good Working Library Means to the Modern School.” Nation’s Schools 6:54; November, 1930. Sropparp, A. J. “ Libraries in Classrooms.” Childhood Education 5: 319-23; February, 1929. Witson, Martrua, compiler. Selected Articles on School Library Experience. (Second Series). New York: H. W. Wilson Co., 1932. p. 211-19, 228-39, 270-89. waver ADE SSIERYTTINT he ‘ethod nglish lation ‘chool 1927, No- sists.” rricu- nlary tary- des,” “i itary ear- pals, rary Bul- > of les Hle- 0k. -18. ern 23; ice. 39, ee CHAPTER VII THE SCHOOL LIBRARIAN Tur Liprartan Muses vurpon Her Proression PROFESSIONAL TRAINING OF THE ELEMENTARY-SCHOOL LIBRARIAN Survey or Duties As A Basis oF TRAINING A Symposium on THE PREPARATION OF Scuoo. LIBRARIANS Tratnina Opportunities IN AccrEDITED Liprary ScHooLs [317] EDITORIAL COMMENT ON CHAPTER VII Chapter VII deals with the topic of the school librarian. The first article, in which a librarian muses upon her duties and opportunities, gives a clue to the library viewpoint. One article sets forth the views held by the director of a library school as to the desired training for librarians. An analysis of the offerings of accredited library schools supplements the general statement. Another article shows how an analysis of the librarian’s duties may be used as the basis for pro- fessional library training. One particularly interesting contribution to the chapter is the symposium of viewpoints on the training and qualifications necessary in a school librarian. It will be noted that principals, superintendents, professors of library science, and school librarians are not wholly in agreement. The position of school librarian is relatively new. There is rather general agreement as to the training necessary for a fourth-grade teacher or a kindergarten teacher. But is the person in the school library primarily a teacher, or primarily a librarian, or a rare mixture of both? Should she be trained in an accredited library school or in a state teachers college? Should she have experience as a classroom teacher or as a public librarian? Does her experience or training really matter if she has the right personal qualities, a keen interest in books, and a genuine love for children ¢ Do persons exist in large enough numbers who possess these fine personal qualities? Out of a welter of random effort and careful experimentation there should rise an increasing number of points of agreement on the school librarianship. Regardless of the exact type of person in the position of school librarian, the need exists to keep the special skills of that person free. To employ a specialist in the field of children’s reading interests and then to weigh that person down with routine duties, reports, and discipline problems is sheer waste. It is an error into which we have fallen with many exceptional teachers. With the new librarianship it can be avoided through the foresight of principals. At the end of this chapter are placed a number of selected refer- ences in this general field.—EHditorial Committee. [318] j eee OEE NIT alv mo hor iz gol thi me he th sh de on first ities, ews » for hools Vv an pro- ition and that hool ther rade hool rare ary eB as e or een xist es! ere ool ool ee, Sts ind ive 11p er- we CHAPTER VII THE SCHOOL LIBRARIAN THE LIBRARIAN MUSES UPON HER PROFESSION ANNIB 8S, Currer Director of School Department, Cleveland Public Library, Cleveland, Ohio H, MISS SMITH, what was that history book with the para- () graph on Communication that you gave me last year?” This was a particular reference book that this teacher wanted always at this particular time of the year. Jane Smith, without a moment’s hesitation, walked directly to the shelf where the desired book should have been. Fortunately, although the last class had just gone, it was still there. “Thank you so much. I don’t have to keep a memorandum of these things. You always know just what I want.” The librarian of Elementary School No. 6 smiled in acknowledg- ment of these friendly words but they aroused no glow of warmth in her. Instead Jane Smith was depressed. Was it just because during the last hour there had been a succession of things which she felt should not happen in a well regulated library? Or did the reason lie deeper? It had been exasperating to have nearly half the pupils in one class come in for an identical reference. It had been impossible to take care of them, of course, and she had attempted unsuccessfully to substitute other books but they would trust no reference but the assigned one. Then she had told the principal that a certain maga- zine article, needed immediately, was not in the library, and to her deep embarrassment, had found it a little later, put aside for bind- ing. The children had been obstrepérous and her most persuasive powers had been unsuccessful in getting two of the older boys to venture on something new. They would read Altsheler over again. And then at the last moment had come the request from Miss X for this uninteresting “ texthooky ” reference. As she walked home from school that afternoon, Jane Smith mused upon her conception of her profession. She asked herself, ‘“ What am I doing that an intelligent English teacher untrained in library methods could not do as easily and as well? Am I a failure as a librarian if a teacher is satisfied with one short paragraph on ‘ Com- munication’? Should I not be able to arouse her interest in How They Carried the Mail, or Old Post-bag—books which go beyond [319] 320 ELEMENTARY Scuoo.t PrIncIPpALs today’s lesson and which might lead the children to further reading! What, I wonder, constitutes success or failure? Am I a suecess because I please or a failure because | fail to stimulate ?” Jane Smith took her ealling seriously. Presumably she had been adequately prepared. She had had training and experience both as a teacher and as a children’s librarian and she was thankful for every bit of it. Only she needed more of everything, she thought, knowledge and wisdom and skill in handling people. Each day brought so many opportunities, such puzzling problems to her, in this great elementary school. Whatever title might be given her, she was or longed to be a book specialist. She dreamed of making her library the book-center of her school, the place where everyone, principal or custodian, teachers or children, would come who had need of anything that books could give them. Above all, it should be the place where books were enjoyed. Had she made a mistake in her choice of a profession? She cast aside that idea. Too long had books been the dominating interest in her life. She remembered the long afternoons she had spent as a child curled up in the window seat poring over books, such absurd books too for a little child to read, but how she had devoured them! There had been that unforgettable day when the school librarian had given her a tiny book on David Livingstone. It had opened up two new worlds for her—the world of a far-away country of jungle and mystery and witchcraft and misery and the world of the spirit, a selfless devotion to a chosen cause. Not that she had so analyzed it when she read of Livingstone’s hand-to-hand fight with the lion. She only knew then that for weeks and months, even years, nothing inter- ested her so much as Africa, and all other heroes were dwarfed in her imagination. She had read everything she could find about him, scrambling through long and difficult books, to the amused surprise of her family. But after her Livingstone éxperience, no other plea- sure gave her the same happiness that reading did. She had known then that in her life, always, she must have books. At twelve, she had thought she would write them; at sixteen, that she would sell them in a bookstore of her own; but while in college her various enthusiasms fused into one. She would become a libra- rian. Her relatives were surprised. It had been taken for granted that she would teach. Did she not come of a long line of pedagogic ancestors and was she not, as a matter of course, taking the teacher- training course at a school of education? Her father, though not a schoolmaster, had always had an exalted opinion of the profession. She remembered once laughing at him for his feeling towards a teacher and he had silenced her by saying, “ He who molds per- il abatill I HF son tak fri infl up cia but at opt wh dit ing the tin ding? LLCCEsg | been h asa every ledge many ntary ) be a enter dian, »00ks were cast st in as a surd em ! had two and init, dit She iter- her im, rise lea- ks. hat ege ra- ted aC er- ta on. a er- PS Seat an -~ bo — Tweutrrn YEARBOOK sonality as a teacher does, by direct and powerful influence, under- takes a responsibility which is awe-inspiring.” That had rather frightened her. She did not aspire to being a “ direct and powerful influence.” But she must work with books. That conviction grew upon her steadily and with it an increasing interest in people, espe- cially children. Her college friends wanted to teach in high school, but for her the appeal of children was irresistible. When she made inquiries at the library school, she was surprised at the variety and scope of the work, and at the many possibilities open before her. Her pedagogic blood stirred, and she chose a course which prepared students to be elementary-school librarians. The director of the library school advised her to finish her teacher-train- ing course and to get experience in teaching and Jane was glad of the opportunity to test herself in the schoolroom. She would always be grateful for her two years of teaching. At times she felt that the fascination of the classroom would prove too strong, but always there was in her a desire for greater freedom than even the modern schoolroom offered, to develop her conviction that reading should not be merely “ an art learned but a delight discov- ered.” Would being a “library-teacher” give her the coveted opportunity for providing an environment in which others might “ discover ” that ‘ delight”? She would take the training and see. Her course in children’s work at the library school was stimulating. She read scores of children’s books, evaluated their contents accord- ing to the enduring quality of their appeal and studied different methods of presenting chosen books to the individual child mind. She was given practical experience in the children’s room of a library, where beauty of proportions and of furnishings, the collection of attractive books, many of them beautifully illustrated, all united in a conspiracy to enhance the interest for the book-loving child. The story-telling, which was never to point a moral or adorn a tale, appealed particularly to her social sense. It was a delightful medium whereby the present day story-teller might recapture some of the leisurely charm of the unhurried story-teller of old and establish with varying groups of children a relationship intimate, personal, and more lasting in influence than by any other method. In watch- ing the day-by-day contacts of the experienced children’s librarian with the pupils from the nearby schools, she saw the practical work- ing out of the ideals of the library craft—the pursuit of individual book needs, a sympathetic and tireless effort to satisfy those needs, coupled with a vision which tried to tie up the present satisfactions of the children with deeper and more permanent reading values. 8 322 ELEMENTARY Scuoo.t Principats ———= It had been a wrench to leave that branch library children’s room, but when the opportunity came to serve as librarian in a large ele. mentary school, she recognized it as her job. After three years, she was taking stock and asking herself whether it was, after all, “ her | mags 7 — job.” Was she making good? She went over the events of the day—a | rather ordinary day. Miss Jones’s class had come in the first period to read about the early voyages of Columbus. Miss Jones had talked over with her the outline of this “ Columbus unit,” and they had both been delighted to find how much material there was in the library, | It had been a temptation to Jane Smith that morning, when the children had been so eager and enthusiastic, to read to them Joacquin | Miller’s “ Columbus,” but she remembered in time that it was not fair to spoil Miss Jones’s climax! A little later a group from Miss M’s room had come in to find out about building a house for their pet guinea pig. There had been the search for suitable science material for the children who were asking about the principle of the pulley and lever, the breeding of goldfish, and the colors of certain stars, From her teaching experience, she knew the ordinary reference mate- rial was too difficult for their comprehension, and the search to find the answers in a simple vocabulary had been a long one. The fourth-graders, who had no readers, had come in. They were doing all of their reading from library books of their own choice. Previously the teacher had given Jane a chart, showing in parallel Neer Se ee columns the achievement and mental abilities of each pupil. She | knew from glancing this over that most of these children could he | reading more difficult books if led to them gradually through inter- est. It had been fun giving them suggestions and watching their thoughtful choosing. She wished this experiment might be carried on with other grades. Perhaps that would come with time. A visiting librarian had arrived and Jane Smith had shown her | the evidences of book usage in the classrooms. There were posters with records of the doings of the book clubs; bibliographies made by | the children on units in progress and then attractively mounted in | folders ; an impressive list of library standards conspicuously posted; and book jackets used as a basis for arithmetic problems. They had taken the prices listed on these jackets and learned how much it would cost the taxpayers if the library bought a certain number of copies of a given title. The visiting librarian had expressed surprised interest that every teacher seemed to use the library for the enrich- ment of her work; to which Jane Smith replied that the most impor- tant factor in making a library a going concern was the principal of the school, and that her principal required the teachers to use the library in every way possible and to be alert in discovering new points of co had 4 TI sixth tim¢ log, visiti come mate lesso teacl the 1 T find and Tax I V of 1 «Se alto You the res] erie up the hel lati lib: the tea nee wh eX] In mi in if to be a, room, re ele. 8, she “her § aAyY—a eriod ‘alked | both rary, n the § equin f $ not s M’s r pet ‘erial ulley stars, nate- find were oice, alle] She 1 be iter- heir ried her | ters » by | in ed; had F | it of sed ch- Or- re bin | of the nts TweLrru Yr ARBOOK 323 of contact. The visiting librarian had felt that Jane Smith’s lines had fallen in easy places. There had been library instruction to small groups in the fifth and sixth periods and, contrary to expectation, the children had not been timid before a stranger but had explained clearly the use of the cata- log, an activity that they enjoyed greatly. It had been after the visitor’s departure, fortunately, that the horrible congestion had come, with two classes arriving at one time, and a special request for material on armor to be used the next period for an unexpected lesson. If she could only have been warned ahead of time! But the teacher herself had not known of her need and one could not expect the impossible of teachers anyway. There had been the usual after school rush, of helping the children find their books, of hearing that father had read aloud Paul Bunyan and His Great Blue Ox and liked it too; and couldn’t one more Taxis and Toadstools be found. It had seemed an average day until that last hour. What was one’s job there, anyway, and what was she getting out of it? Presently she gave herself a mental shake and began to laugh. “See here, Jane Smith,” she said to herself, “you are having altogether too good a time at your job to be making a failure of it. You love that school and the people in it; you belong. You know that the best rewards are the intangible re earns from the children, a quick response expresse d by an appreciative chuckle, their happy discov- eries, their confidences, all the real though suntathle bonds that make up the intimate friendly relation you have with them. And as to the teachers, you are there to help them and perhaps you are more helpful when you are receptive than when you are consciously stimu- lating. You would like to have every teacher feel the need of the library in your way, but why not concentrate on meeting the needs of the teacher in her way? Your immediate concern is to supply each teacher and that teacher’s pupils with books—the content that they need. The method is the teacher’s province. The conservative teacher who stresses facts and solid information must be served as well as the experimenter who ranges far afield. “Tt’s less interesting to gather data about the area and climate of India than it is to suggest Mukerji and Kipling, but after all, you must be the dependence of both for authorities. All your advertis- ing of a wider and more attractive range of reading will be wasted if you fail to supply the original request—or are impatient doing it. “ Just the same,” thought Jane Smith, “ I’m glad that I don’t have to be teaching somebody something every minute. I don’t have to bother about immediate results or give a grade. How awful it would 324 ELEMENTARY Scroor PRINCIPALS be to chart a curve on the enjoyment of the Peterkin Papers! The | curve I should like to see, were it possible, is the ever-widening circle of the reading interests of these children through the next twenty years. “I suppose, in the final analysis,” said Jane Smith to herself, * | shall sueceed in the degree that I know books and believe in their power and that I win the confidence of my people by my belief in them and their belief in me as an understanding and helpful friend.” And she knew that the next day, whether success or failure was to be her portion, there was nothing that would quench her enthusiasm. She would continue to be curious and eager about the coming adven- tures in the library of Elementary School No. 6. MPHASIS in elementary schools has been largely upon reading tables and bookshelves in individual classrooms with no attempt at a unified building library. These collee- tions are necessarily limited and usually not well balanced. Pupils in one room are not likely to have access to books in the next room. Some books are duplicated unnecessarily and pupils complain of insufficient variety. Time is wasted look- ing for references or poor habits are formed of relying upon exact references put on the board by the teacher.—Harriet A. Wood, Chapter VIII. Siem had a la hile ti0! in liv lite Liv it Cal be pl me OV The cirele venty a their ef in nd.” as to asm. lven- Tweurru Y eARBOOK 325 PROFESSIONAL TRAINING OF THE ELEMENTARY- SCHOOL LIBRARIAN Frances H. Keiiy Associate Director, Carnegie Library School, Pittsburgh, Pennsylvania N A CONSIDERATION of the professional needs of the libra- rian of an elementary school, it is necessary, of course, to under- stand thoroughly the meaning of the elementary-school organiza- tion, its objectives, its curriculum, and the momentous part it is having in the preparation of boys and girls for useful, purposeful, and joyous living. As Thomas Mann said when accepting the Nobel prize for literature, “ I have striven for symmetry in life as well as in art.” Living symmetrically in these days is a difficult art to acquire; but it must be done if we are to develop balanced lives. The modern school—Since records show that the average Ameri- can boy is sent to school for a period of less than eight years, it behooves us all to encourage every possible factor, which can sup- plement training and furnish incentive to carry on mental develop- ment which will lead to definite achievement after school days are over. Reading is the subject, which more than any other, continues after formal school training is over to contribute to mental development. All teaching which will help to establish a permanent and intelligent read- ing habit will contribute to the enrichment of the life of the indi- vidual and to the individual’s value to the community. From the standpoint of the community, an individual’s use or misuse of leisure time is of paramount importance. There should be a definite endeavor in this age to promote resources within the individual rather than to have him continue to be dependent upon outside agencies for his thinking, and his recreation. Through reading, this is largely possible. In Harper’s Magazine for March 1930, there is an interesting article on educational leadership in America, in which Alexander Meiklejohn among other contributions writes: “ We must establish ever against the world of external achievement, an inner realm of criticism which shall be utterly free and independent in its judgments upon that outer world.” Can we do it? Yes, for we are not altogether dependent on the books of today. We have in books of the past the contributions of the best thought of the centuries, all of which have stood the test of time. If we avail ourselves of the opportunities to associate with the master minds, which we can do through our reading, it will not be long until we are on the way to assume educational leadership. Moreover, there 326 ELementary Scuoot Princrpars is no reason that I can see why the elementary school should not set the pace for this. In fact, it must do so, if effectual results are to be obtained. John Dewey, who is largely responsible for the dynamic trend in modern elementary education, from the beginning saw the possibili- ties of the library’s contribution to every child, every teacher, every department in the school. The introduction of many books into the classroom, rather than the use of one textbook, made the inclusion of the library an immediate necessity in the elementary school; ree- ognition is now being given to its value as indispensable in supplying something vitalizing, something inspiring, and something broaden- ing for teacher and pupil alike. This alone would seem significant enough to warrant that the library should be open full time in every elementary school, regard- less of size or enrolment and that it should have a librarian who devotes all of her time to making the library count for its richest potentialities. And this should mean, of course, that she is a mem- ber of the faculty, relieved of teaching other subjects, the respon- sibility of a report class, the care of texts, and any other duties which interfere with her accomplishment of the fullest results for pupils, teachers, administrators, and departments in the school. As you may infer, all of this preamble has an indirect bearing on the professional training of the librarian in an elementary school. It would seem relevant, therefore, to suggest that the librarian’s time be planned with the idea of securing the greatest possible future returns for everyone in the school, remembering that better results ean be secured when it is possible to have full scope for library activities, At this point, we should also keep in mind that the librarian is expected professionally to qualify both as a teacher and as a librarian. The significance of this thought should give us pause for serious reflection. What does an analysis of the curriculum in the elementary school reveal? Nothing more or less than the entire field of human knowledge reduced to its simplest elements—which necessitates ade- quate provision for good books and related literary material in the form which can be readily comprehended by children in the different stages of their development. The teacher in the elementary school is authoritative in his or her special subject; the librarian has to be authoritative in her field which is the content of the best books in every field. The trend of these remarks, is that the elementary school is the cornerstone of public education, important because it is the only chance for formal education that many of our boys and girls ————————— SARI So TT TTF EE aoe eve ces: me tha ria fol the kn wl cu wl bo set ) be in vili- ery the ion ec- ng en- TweELFrn YEARBOOK 327 ever have. The school teaches the child to read and to think. Suc- cessful library work then supplements the work of every teacher. The librarian in this type of school has a tremendous challenge to meet in her service to the children of the school alone, not to mention that to teachers and departments; the professional needs of the libra- rian assume tremendous proportions. Her preparation should, there- fore, be designed to enable her to attain fitness for leadership. The training of school librarians—It will be taken for granted at the outset that one who could qualify as a teacher, experienced in the knowledge of curriculum and the art of understanding and working with children, not too old, pleasing as to personality and strong in cultural background, should be encouraged to come into this work, which ean be so far-reaching in its results. (1) Book selection—An intimate knowledge of the contents of books suitable for children of all ages, is fundamental. Some of these correlate curriculum with book facts, others are recreational, and still others are cultural. In a one-year program of library school curriculum covering thirty-two credits, we would advocate seven credits in book selection. One credit usually carries a minimum of fifteen classes, each of which covers from forty-five to sixty minutes. Two hours’ preparation for each class is usual as a requirement in most library schools. We use this term “ book selection”? advisedly too, for a course such as this supplements any courses in children’s literature taken before, either in normal school or college. Discussion of the value and usefulness of different classes of books and of typical books in each group should be given as well as criteria for judging books for boys and girls. Problems in book selection for children of different ages and for special purposes should be assigned and, when com- pleted, discussed; practise should be given in the writing of book reviews both from the standpoint of children’s and adults’ usage. A short survey of the principles and aids pertaining to the selection of books for adults should also be included. A comparative study should be made of the epic stories, medieval romances, and literary classics, with special attention to versions and editions. Other topics to be covered are a consideration of reading sequences, the develop- ment and maintenance of book collections, the annotations of books with problems and class discussions on these topics, and periodicals for boys and girls. This work described in book selection represents 105 periods of class work and involves at least 210 hours of prepara- tion for the class work. In these courses a student should acquire a knowledge of the con- tent of literary material covering the period in a child’s life from 328 ELEMENTARY Scroot PrRincieas kindergarten through junior high school; also, much book knowledge that is basic for senior high-school library work is gained as well as the relationship of the several periods. In order to get the full benefit of such courses, they should be spread over two semesters of work, if possible; it takes time to absorb and digest courses which require much intensive reading as well as evaluation of what is read. (2) Administration—Three of the five credits in this field should be assigned to the administration of the elementary-school library, a course designed to cover the best standards for planning, equipping, and organizing an elementary-school library. It should include a study of elementary-school curriculums and the administration of the book collection and of the school library, the relations with other departments in the school, and with the publie library, as well as plans for instruction in the use of books, and appreciation work. Two credits should be devoted to the study of order work and book-buying, and lending systems. (3) Reference work—A three-credit basic course in reference work should aim to acquaint the student with standard reference books, should provide criteria for the evaluation of reference books, and should include technic in the study of reference work. Supplement- ing this three-credit course we would advocate a specialized one- credit course in reference work with hoys and girls, this to include a discussion of the different types of reference service in library work with children, with emphasis on modern school curriculums; it should also cover the evaluation of reference books for boys and girls; the selection and maintenance of collections to meet different needs, including pamphlets, pictures, and other visual aids. A detailed study of the more important reference books used should also be made as well as a discussion of the values of subscription sets, with reasons why certain sets are or are not desirable for use. (4) Subject bibliography—A one-credit course in subject bibli- ography for elementary-school use should be planned particularly to aid the librarian in her work with pupils and teachers on special topies. It should include the preparation of lists on subjects in the elementary-school curriculums. (5) Story telling—In this three-credit course, there should be a study made of the principles underlying the art of story-telling and the interest of children in stories; the selection, adaptation, and oral presentation of the story should be emphasized and a special study made of the sources and different versions of folk tales. Practise in story-telling should be an important part of this training. This course, as outlined, is a presentation of the technic of an art rather than as an aid to classroom teaching. The purpose of story-telling in ee ae ~ Upp e Perr lil tu ——. ~-dge well full s of 1ich nad. uld vy, a ng, e a of her as ‘wo ng, Twetrry YEARBOOK 329 libraries, it should be remembered, is to lead to the reading of litera- ture rather than to intensify teaching of all kinds of subjects. (6) Child psychology—A one-credit course as an introduction to child psychology should be presented with special reference to reading interests and habits of children. This may be waived for the student who has had a course of this kind in normal school or college. (7) History of children’s literature—A two-credit course of lee- tures and required reading should trace the development of children’s literature, the forees which determined its characteristics at different periods, and the typical books of each period. This would furnish a splendid basie and cultural background upon which many of the other courses hinge. A different side-light on the development of educa- tion can here be given, which is of special interest to one who has had teacher training. (8) Cataloging and classificalion—This course of five credits should include the principles and practises of cataloging and classi- fication and should prepare the student to make the most intelligent use of the ecard catalog and, when necessary, enable her to make the catalog herself. Fifteen hours should be given over to a consideration of the special problems that have to be met in the cataloging of an elementary-school library collection. (9) Ilistory of books and libraries—A two-credit introduction to the development of the art of writing, the making of books, the art of printing, and a brief history of the library from the earliest time to the present day should be covered in this course. A study of library buildings and their equipment is also included. (10) Practical work—Two credits for observation of successful practise in library work with boys and girls, together with a chance to apply theory in practical work, should be given to the elementary- school librarians. Obviously it is advantageous for the student to do this work under the direction of experienced administrators. This may be planned in block or it can be spread over a period of time with an assignment of one or two periods a week at one or more libraries. The practical work of each student should be carefully planned to meet his or her particular needs as well as to correlate with the theories advanced. Through all of this training, there should be a definite attempt made to reorganize a philosophy and develop an attitude toward work, as well as the highest of professional ideals and literary standards. This may seem like an ambitious program for the librarian who is already functioning in a school library as best she can without pro- fessional background and professional standards, the possession of which will enable her in a thousand ways to enhance her chances for 330 E.eMENTARY Scuoont Princiears service in the elementary-school library, which has so many wonder ful possibilities for service. Conclusion—The purpose of this intensive training, we must keep in mind, is for the benefit of the children. The elementary-school librarian has placed upon her shoulders the most important task that is facing libraries and schools today. She must know that which she imparts; therefore, she cannot have too thorough preparation. With this in mind, I close by quoting from Robert Rogers’ book on The Fine Art of Reading: “ Literature is neither a pastime, nor as the jargon of today goes, an escape. Literature is meat and drink. It is a tonic and a stimulus. Even to the sick it is not an opiate, but oxygen and blood-transfusion. Literature is the liberator, if we will let it liberate us.” Hk PUBLIC LIBRARY school service successfully fulfills its objectives and aims in our school, for it does the following: (1) Freely provides interesting and usable reading materials; (2) stimulates and develops reading in- terests; (3) provides healthy leisure time interests; (4) gives children the means for intensive and research work along study or individual interest lines; (5) helps the classroom teacher in her search for adequate reading and teaching aids; and (6) helps the teacher to improve herself professionally.— Lillian C. Thies, Chapter V. in al Wi th tc Pep ool hat she ok lor ik, ut il] SOPRA Ve NY a NT TY Twe.rrn YEARBOOK 331 SURVEY OF DUTIES AS A BASIS OF TRAINING MartHa Caro.tine PritcHArD Director, Library School, State College for Teachers, Albany, New York HE DETERMINATION of needed preparation for workers in any situation must be made first, by calling up the picture of the setting in which the work is to be done; second, by discover ing in the picture the requirements demanded for the post and the analysis of the personal traits and characteristics necessary for a worker who ean carry out the requirements; and last, by considering the underlying philosophy on which the best practise is based. Any training school has to select the theory of method it intends to employ in providing adequate preparation for the particular type of work for which it is training. Whether professional training is to be highly theoretical or partly theory and partly practise even in the training period, it must be set up in sound relationship to the actual work to be done on the job. Types of position in elementary-school libraries are varied. More use of books from the first school experience to the last is a growing practise even in conservative schools. Economy in all such eases calls for expert administration in the selection and purchase of books as well as in the direction of their distribution for the entire community good in a given school. Educational leadership from the library necessitates a librarian widely read in literature suitable for both teachers and pupils, thoroughly in touch with the educational aims and curriculum content of her school, alert to possible library oppor- tunities for service to the particular school, and genuinely interested in children of the ages covered by the school. The position of elementary-school librarian is elusive of standard definition—Long Beach, California, up to the present has employed full-time librarians in her elementary schools and makes a qualifica- tion that they should have been trained for children’s library work.’ In Seattle, Washington, the librarians of all elementary schools are responsible for teaching reading as well. Portland, Oregon, not only maintains platoon-school libraries but, by request, some libraries have been opened in traditional schools. Librarians in these two types of schools must have different approaches to their work due to the variety of organization. Detroit, Michigan, and Pittsburgh, Pennsylvania, require their ]i- brarians to be trained teachers first. They find too, that to afford a librarian on the staff of platoon schools having less than twenty-four platoons they must require the librarian to teach one or more subjects 1 The examples cited refer to normal conditions before 1931 budget cuts. 332 KLeMENTARY Scnoor Prinerpars rarying in type as widely as play classes and literature classes with spelling, writing, and the rest included as possible combinations. In * double platoon ” organizations such as Detroit and Seattle have in some schools where more than 2000 ehildren are enrolled, there are usually two librarians full time, two rooms, and two book collections, one for the first through the third grades, the other for grades four, five, and six. A practise increasing in smaller towns of New York state gives the high-school librarian in a twelve-grade school the responsibility for serving all the grades in the building. Also frequently in small com munities with a high school and two or three elementary buildings the high-school librarian is responsible for selecting, assembling, and preparing the books for the grades. Besides this, she is expected often to have a weekly schedule in each building for library lessons, book talks or story telling, and occasional meetings with grade teachers in the interests of good library practise in a particular school. The state supervisor of school libraries in New York ? speaking at the national meeting of the American Library Association in’ New Orleans in 1932 said: Notwithstanding our realization of the growth of schools, of the possibilities of consolidation, and of the value of extending the librarian’s services from the secondary department to the whole school system, we recognize that for many years we shall have the problem of training school librarians for schools so small that they will require only part-time service. This indicates that part of the school librarian’s time will be devoted to some other work and implies some other kind of training. We are interested in such possible combinations as a trained librarian employed to administer the school library and the public library, a trained librarian employed to serve two or three small schools of the same vicinity, and the trained teacher librarian. Many advocates of the centralization of technical work for school! libraries, particularly that for elementary-school libraries may seem to leave an impression that the person in charge of a library so re leased has no need for training in the technie of library administra- tion. One has but to refer to the returns (below in this article) on the checklist of activities engaged in by elementary librarians to see that all librarians have to have some share in routine details which will handicap the work if the necessary skills and processes are not familiar working tools. Certainly, to teach the use of library re sources, such a librarian needs thorough and intimate knowledge of the tools to be taught. Witness the delineation of the “ function of the reading library room” in a school report from a city where the public library is responsible for preparing the books and cataloging * Kennedy, Anna C. “Current Practice in the Preparation of Part-Time School Librarians for Small Schools in New York State.” Library Journal 57: 751; September 15, 1932. oe REE TINIE ee eae with In e in are ons, ur, the for m- Iv's nd en ok in ite Twetrru YrArBooK 333 for the elementary-school libraries.* This room is described as providing : (1) Guidance in selection and use of reference material needed to facilitate work in other subjects. (2) Counsel and encouragement for free reading of general literature. (3) Teaching in the use of books and resources of a library. (4) Encouragement to use the nearest public library. (5) Conditions most favorable for children to acquire habits of independence and self-direction. Obviously, librarians prepared to teach reading and to carry out these functions for six or eight grades at the same time, are in need of special preparation even though cataloging, book ordering, and book preparation for circulation are all done by a central library. Book ordering, careful task though it is to designate correct editions and publishers; is the smaller part of providing the books suited to such a program as this outlined. The selection of what goes on the shelves for this kind of use is clearly of first importance. Daily contact with the requests, needs, and tastes of the groups of teachers and children using the collection is the fundamental source of information as to the wise selection year by year. Again the trained librarian is an essential factor in such a plan. What are the essentials needed by every librarian of an elementary school ?—The writer attempted in 1928-30 to find out what the activi- ties of school librarians of all grades are by preparing a checklist from printed sources, from observation, and from her own experience. The resulting list of several hundred items was submitted for check- ing for performance to twenty-five librarians selected for reputation, for geographic distribution, and for variety of kinds of schools repre- sented. All items checked as performed by less than 25 percent of this group were eliminated and the remaining list of some four hun- dred items was submitted to another group selected on the same bases but this time representing ten from each of the three levels—elemen- tary, junior, and senior high school. This second group was asked to rate each item for its value, on a three-point seale, to the children for the particular school in which the librarian was at work. It is recognized that the number of elementary librarians from whom this material has been culled is very small. It is not contended that these findings are valid from a statistical standpoint with such small evidence. It is advanced, however, that (1) the selection of those participating in the returns was made with so much care; and (2) the field to draw upon was so limited, 7. e., full-time librarians serving elementary schools only, that the findings, while merely an indication of conditions are nevertheless of interest and significance. % Seattle Public Schools. Tri-annual Report of the Public Schools of Seattle, 1927-1930. p. 14-15. 334 ELEMENTARY Scuoot Princreats The final organization of the checklist used was patterned after ® f ‘y) "yy A ’ ‘ ; that in the Commonwealth Teacher-Training Study made by Char. | ters and Waples * to make it possible ultimately to compare activities | of teachers and librarians. The checklist of the Commonwealth is | divided into seven divisions of the teachers’ responsibilities: Instrue tion, school and class management, supervision of extra-classroom activities, relationships with personnel of school staff, relations with community, professional and personal advancement, and _ school plant. The summary herewith will follow this organization giving “the number checking for performance ” and “ the composite score for evaluation of the item to the children.” ° Only outstanding items ‘an be reported in the limits of the article. Librarians of all grades of schools agree that they perform the following three activities and that these items should be rated 20 (highest) in importance. The number to the left of each item shows its order in the checklist. The three activities under consideration are: 28. Selecting library materials for reading or study with reference to pupil interests. (e. g., vocational guidance, hobbies, class needs, and general reference) 29. Determine pupil interests in reading. (e. g., allowing readers freedom of choice from library shelves, enlisting aid of pupils in book selecting, stimulating reading, keeping records of read- ing done, doing reference work with individual pupils before and after school and at lunch periods, discovering pupils’ opinions of books for leisure time reading, originating library projects with pupils to help other classes or pupils to wider knowledge of library resources, assisting library committee members in collecting materials for a class project, attending meetings of classes or pupil organizations related to reading interests particularly.) 83. Expressing qualities of leadership. (e. g., establishing the library as an indispensable part of the school, pro- viding impartial service to all in the school, becoming recognized for helpful attitude in all school projects, showing friendliness to visitors seeking pro- fessional information as to school libraries and demonstrating to them their effectiveness.) The greatest percentage of unanimous scores both for performance and for importance to the children falls in the section: “Activities involved in classroom instruction.” The strictly library processes * Charters, W. W. and Waples, Douglas. The Commonwealth Teacher-Training Study, Chicago: University of Chicago Press, 1929. 666 p. 5 Since only librarians exclusively concerned with elementary schools were used for this report, the number is but 14. Also the librarians evaluating were asked to rate only items they performed, therefore the return herewith for performance is 14 when everybody performs the activity. Since some of the items evaluated were not performed by everybody and therefore not rated, it was necessary to correct the scores to make them comparable. The composite score for the ten rating each item was reached by the procedure described in the Commonwealth Teacher-Training Study, page 251. The highest possible score for importance is 20 in this study. ST EET TN coe CER Re RT RN — —————_ listed ber ' giver each quen ig es serve the ¢ the | popt TAB a. Cl b. Cs c. Sk d. Fi e. In f. O g. F h. O a j. A k. C after : har- rities th is true- ‘oom with hool ving “ore ems the 20) Ws re: pil ing id- nol me — Twetrru YEARBOOK 335 listed in Table 1 were all placed in this section under item Num ber 35, “ Organizing and recording materials for class use” and viven letters, a, b, ec, and the like to make the check individual for each process. Letters from the librarians returning the checklist fre quently mentioned how difficult it is to draw the line between what is essential to library administration (the purpose of which is to serve and benefit the children), and what is of first importance to the children themselves. Table 1 shows the number performing and the rating by fourteen school librarians of items associated with the popular conception of the work of librarians. TABLE 1—PrerrorMANCE AND Rating oF CerTAIN Srricr.y Lisrary PROCESSES Performance Rating Activity (high 14) (high 20) iT la: apse: pcs. 0.04) sso Siam pooh we oer wipeplas KSLA RAE Re 11 16 I cor a acartan ahs oc upain mteng paso wie eee SUN pew SIREN Brae aoa 12 15 SEIS sarc, <5 2d. rdcgcigve honk oon a sce, uae vara cud os o> Bw fad wire a 13 12 d. Filing cards in catalog and shelf-list..................06- 14 15 ee I nS es ae ol ceca awa G1 aaa ral ates aiua aca a 14 15 f. Organizing’ vertical file materials................00eee ees 14 17 g. Filing materials other than cards and books.............. 14 13 fh OP SOREN BYRCOT oc 6 cies icdecnessvienaeneas 14 15 i. Preparing booklists on given topics..............eeeeee05 14 14 SNE ANON oc. water a-acacdre Warsrdrdran Sonne higta eOmeed nae 14 18 WIN 55,55 Srsecaicnx inser. ¥cp-c4 10 wipcksesal Horetain Seca aoe pe eS 12 15 The term “ circulating ” always implies to librarians the lending of books outside of the school. The apparent discrepancy in per- formance between “ organizing lending system” and “ circulating ” is probably due to the school libraries in a few cities which do not lend books for home use but do lend them in the building for class periods. The other three items in Table 1 not performed by everyone may be explained by central library agencies either in the public li- brary system or the school supervisory offices which do these phases of the work. All processes here represented, then, are part of the work of elementary-library administration. It is hoped that these data will help the better understanding of the place of these library processes in the school librarian’s program. The greater emphasis on the educa- tional and individual development through the library cannot mean a future in training in which all technical processes are to be dropped. It should mean a shift in emphasis; and, we may add, in method. But that side of the picture must wait for some other time and place. The librarians of this group record among others the items in Table 2 as of importance in the judgment of those who do them, though, as can be seen, not all the group members carry on the activities listed. 336 ELEMENTARY Scuoort Princrpars TABLE 2—Cerrain Mason Duties Associarep wir CiLAssroom Acriviries Io f ~ ati Activities ' ‘hiek tay (hes) 6. Planning methods of teaching library usage............ 13 20 29. Selecting library materials with reference to pupils’ BRIS SAGES PE CEPA Pes eae eee 14 20 30. Selecting library materials with relation to pupils’ needs in a particular school subject................. 14 20 46. Showing relationships in presenting materials (e. ¢., correlating library materials with classroom needs, with community interests, with personal activities IID oats coun ea naa a and id are me eatinnarenie wide 13 20 78. Diagnosing pupils’ study difficulties and needs (e. ¢., diagnostic test before library instruction, studying individual pupil’s reading difficulties and tastes)..... 12 20 82. Expressing interest. in personal reading problems of EIT OUNNIEE 5 (ab ci pec pacsacsadsaerdusncwks 14 20 85. Developing useful appreciation, motives, and interests by activities, such as: reading to explore special in- terests, as vocational hobbies, discovering interest. in reference books, reading to prepare for visits to his- toric places, for attending plays or concerts, reading Ct DED. vc.vcrncunene Riicatpi eater daieia dee Gaede 6 4h abide 14 20 86. Developing traits and habits (e. g., cooperation by re- turning materials promptly, adaptability in using whatever materials are obtainable at a given time, thoughtfulness and consideration by obeying regula- SOD SOE UES GE a so ce ccctcctencncscsnccccsces 14 20 The items in Table 3 are pupil library activities in the performance of which the librarian has opportunity for instruction as needed. Linked to testing and follow-up there could be much advance in in- dependent use of books and libraries. Testing of appreciation as suggested in item Number 85 would need careful handling to pre- serve the essential elements of spontaneity and pleasurable return to the children which must be a basis of the life-long enjoyment so much to be desired. According to Table 4 librarians wisely appear not to have close connection with the testing program of their schools. On the other hand, reading tests are so vitally connected with the diagnosis of children’s progress in school that a simple knowledge and understand ing of the value of such tests is most desirable for anyone working with children in reading situations. School librarians especially be low senior high school might also be much helped by such knowledge of tests. Adequate tests for determining suitable library abilities for any grade seem to be based logically on performance since the use of the library is the goal of this part of the educational program. Such tests are not standardized to any extent as yet and they may not be within the realm of the librarian’s activities. Still if they must be performance measures chiefly, they certainly must be familiar to the RR ES STE: - STREET OERETRE RITE EP ETRE 10 10 30 3 IES ting rh 20) 20 20 20) 0) ) ce ee . —e 87. 93. 100. 101. 300. 303. 305. 313. 400. 106. 116. 316. 350. Twetrrnu Yrarsook 337 TABLE 3—Pupt. Activities In THE Lisrary Dinecrep py THE LIBRARIAN Performance Activities (high 14) Participating in library activities (e. g., selecting titles to read from list for pleasure reading, reading maga- zines and books in periods open for choice of occupa- tion, recommending favorite books to classmates, pre- paring artistic displays of illustrative material)...... Making economical use of time............000c eee ees Gathering reading materials (¢. g., magazine articles, bibliographies, learning peculiarities of reference books, using library materials in classroom on any given occasion, using periodical indexes, using general reference books as encyclopedias, dictionaries, atlases) Obtaining desired information from reading materials. . Observing library and other school regulations........ Respecting the desires and welfare of others for library ee ny en eer rer ere rire Developing personal traits and habits (e. g., foresight in planning, concentration in reading or study, self- control in interrupting fellow readers)..............- Conferring with the librarian about reading............ Working independently (e. g., answering own reference problems, finding as far as possible, materials for own use, showing ability to follow written directions) 14 14 14 14 14 Rating (high 20) 20 20 19 20 19 18 19 TABLE 4—Crrrain MisceLLANrnous Duties or Scuoot LiprarRiIANs Performance Activities (high 14) NE TRIN ois ci ciara hae ded a Ramus weledwee 9 FICOONGINE FTOMUIE OF TOR hicicicnecKicureeeersoacs 12 Diagnosing pupil’s study difficulties and needs (e. ¢., diagnostic test before library instruction, studying individual pupil’s reading difficulties and tastes)..... 14 a ore ere oe re 14 Supervising pupils while obtaining information from sources other than reading (e. g., examining exhibits including exhibits of museum objects, maps, pictures) 14 Supervising pupils while maintaining critical attitude COWIE “SIALETIAL GUNGIEE . 6 oink. ccsicciciscrssensscedses 14 Supervising pupils while noting, outlining, recording OCT MPOPTRUIONE in 5. occ cs eccsininx nice akdn 2040 heres 14 Supervising pupils while engaging in library activities during lunch hour (e. g., use of library for quiet leisure-time activity, for browsing)..............66. 11 14 Supervising pupils while engaging in special programs. . Rating (high 20) 8 12 20 19 13 16 13 14 13 338 ELEMENTARY Scuoon Princirears librarian, and her experience will be needed to contribute largely to their content. The rating of items 102, 106, and 116 in Table 4 seems to indicate that the group of librarians here represented is not impressed with activities other than reading as valuable use of library time and in case of item Number 106 probably librarians leave such instruction chiefly to the teacher. Judgment on these items could be well made the subject of study by a larger group. Studies are already available which emphasize the importance of visual materials sufficiently to make the relation of the library to the use of books, pictures, maps, and museum objects of fruitful possibility. Division I1A of the checklist on reports and records of students, shows that one or two of the librarians do all of the various activities listed, but the number doing each is uniformly low. There are only two items which were checked as performed by everyone: (131) col- leecting data about pw work; and (134) collecting data about per- sonal ‘pechlens (e. g., pupils difficult to keep buny in the library, pupils suspected - ‘vile to missing books, exceptionally good readers). Division IIB of the checklist includes the routine activities in- volved in receiving, dismissing, and keeping track of pupils during the school hours. No item was given a score of 20 though the record for performance was high. Division III of the checklist included items on the supervision of pupils’ extracurriculum activities. The record here shows the libra- rian as particularly interested in establishing cordial relations with pupils, discovering sources of outside reading, and helping individual pupils in any of their many dramatic, club, or social activities. The field of forensics seems to claim the largest amount of attention and the elementary teachers are no exception to this record. Speaking contests as well as debating are of course covered by the term forensics, hence the lower grade connection. Division IV of the checklist includes the items on the relations with personnel of the school staff. It shows the principal to be the person most closely associated with the librarian, and “ other teachers,” second. The janitor means more to the librarian than to teachers generally since the library is used by larger numbers of people and probably has more continuous use before and after school as well as through the day, than any room in the building, with the possible exception of the auditorium in platoon schools. Also the number and weight of the materials of the library make calls for assistance necessary frequently. Very few schools report all the officers listed as part of their staff; e. g., nurse, physician, dean of 2 TES TORTIE eee RTT ——— gir adi syI in tes he’ be ill sit lo wl pr ta in lil cy - ay TweLFrrnu YEARBOOK 339 girls, visiting teacher, and the like. Obviously the person who is to adapt herself to the organization of the modern school needs to be in sympathy with educational procedure and to experience satisfaction in keeping close to the program of her particular school. Aptitude tests need to be perfected for discovering whether or not given persons helong in teaching or in library work in the school or whether they belong in schools at all rather than in publie library positions. An illuminating glimpse of what the school librarians of this group con- sider the major share of their relation to the work of the school fol- lows in the only item given the highest rating on both counts in the whole section (867): Assisting other teachers in major projects, e. g., preparing materials to be available for class calls on projects under- taken, listing sources of materials on special topics planned, prepar- ing and sending units of classroom books, cooperating in suggesting library activities and materials for curriculum enrichment. Division V of the checklist includes the items on community rela- tions. This section shows the librarians as unanimously active with parents concerning children’s reading. They rate this contact as of importance to the children also, scores for two items concerned with these activities being 20 each. Division VI of the checklist includes the items on the development of the librarian professionally and personally. Only one item (976) “ developing desirable traits involved in maintaining friendly rela- tions with the pupils,” receives a rating score of 20. The item (949) “ improving professional skill by reading for information,” scores 19. The last division of the checklist covering items on the school plant, though short, has a large number of items performed by everybody. The item (986) “ assisting in beautifying school grounds,” is checked as performed by four librarians out of the fourteen. No item is ranked as 20 in value for the children. Regulating temperature, light, and ventilation are the three items receiving the highest rating, 19 each. The lowest score in evaluation in this section in terms of the children is for item 1001, managing funds for supplies and equip- ment, with a score of 2. Summary—tThe problem attacked by this paper really is: What are the first essentials for librarians in all types of elementary schools ? The group study reported here includes full-time trained librarians and the resulting conclusions must be compared with similar studies of part-time teachers trained as librarians who are responsible for the elementary libraries in their schools. But obviously the grade level demands certain interests and activities whether the person responsi- ble has all her time to give to them or whether she must crowd the same responsibilities into two hours a day with an eye on planning 340 Erementary Scnoot Principars for the library during the other hours in which she is fully engaged in teaching. Salary compensation has not been mentioned though its bearing on training is not to be overlooked. This paper shows that there are many types of situations in which elementary-school librarians work; that a search for such persons to assist in this study brought out few full-time trained people in such posts outside of the larger city school systems; that a carefully se- lected group of fourteen full-time elementary-school librarians repre- senting eleven states provided certain interesting and significant re- turns by checking a list of librarians’ activities for performance and value to the children, as follows: These librarians are primarily interested in the opportunity to bring children and books together. They find that their work calls for a larger amount of super- vision and instruction than of record keeping. They are primarily occupied in assisting in the regular school program of class work and of study rather than in extracurriculum affairs although they are interested and seek to be of assistance at any point where library facilities play a part. They record activity in many routine phases of their work which they do not rate of much value to the children directly but recognize as having indirect bearing. They show interest in more direct help to children in relation to study and use of materials than merely providing facilities for such, and they evaluate the time spent in developing good habits of work and in fostering reading taste in the children as of first importance. They believe their most important contribution to the school staff is made through assistance rendered to the teachers. They recognize the value of developing personal traits which make them friendly to the children and they believe assistance to parents regarding children’s reading is a valuable part of their work. It seems clear that one of the first essentials for librarians of any type of elementary school must be that of a wide knowledge of books, linked with training in a technic for discovering the interests and abilities of the particular group with which the librarian is working. Other essentials here brought out seem to be: (1) Practise in han- dling groups of children while they are working with books in many different ways, and (2) demonstrated ability ‘to subordinate routine to the supervision and guidance of pupils, and yet carry on effective library administration. ii a ta ae abil It wol for tha alle of 1 lit pl P ro] ich to ch se- re- re- nd at he Twetrru YEARBOOK 341 A SYMPOSIUM ON THE PREPARATION OF SCHOOL LIBRARIANS? ETTERS WERE SENT in October 1931 to forty professors of library science, superintendents of schools, principals, and li- brarians asking this question: “ What training, experience, and abilities do you think an elementary-school librarian should have ¢” It was believed that short answers of about three hundred words would be helpful both to principals and to school librarians. The replies from twenty persons are given herewith almost word for word as received. Attention of the reader is called to the fact that difficulties were imposed in regard to the time and the space allowed the authors for preparation of their statements. At the end of the article, a résumé brings together some of the outstanding points. Proressors oF Lisrary ScrENCE Professor June R. Donnelly of Simmons College, Boston, believes that one of the chief problems of the school librarian is “ to stimulate the intellectual curiosity of pupils beyond the curriculum require- ments.” In collaboration with Nina C. Brotherton she suggests the following: General education: (1) Should be equal to that of a librarian in any field, and (2) Should be equal to that of a teacher, though not necessarily identical. Special educational training: (1) A good course in child psychology, and (2) A good general course giving an idea of organization and development of elementary school work. (Courses in the history of education and on presentday problems are desirable, but courses in classroom methods are not essential and in some cases are detri- mental. A school librarian has to use library technic which is not that of the classroom. She has to supplement and complement, not duplicate, the classroom work and methods. A principal with a school librarian needs to understand this and give her freedom to do her library work in the best way, expecting her to obtain results and to maintain suitable discipline. J. R. D.) Special training—library: (1) A one-year course in a recognized library school which may include special courses in children’s literature, administration of children’s rooms, and similar courses; or, (2) A one-year course in a recognized library school and special training or experience in a children’s room in a public library. Experience: (1) A year or more of experience as a children’s librarian; or, (2) Teaching experience and special library training. (The special abilities should include the knack of dealing with people, both pupils and the teaching staff. Adaptability, initiative, quickness both mental and physical, keen senses and good health are needed. One of the chief problems of a school librarian is to stimulate the intellectual curiosity of pupils to read beyond the curriculum requirements, while not per- 1 This article was compiled by the Editorial Committee with the assistance of the Research Division of the National Education Association. In connection with this topic see the next article in this chapter, “Summary of Training Offered hy Accredited Library Schools.” 342 ELEMENTARY Scuoot Princrpays mitting them to dissipate energies and time needed by these same requirements. The librarian should be one of the chief agents in solving the problem of the far-above average student. J. R. D.) Director Anne W. Howland of Drexel Institute, Philadelphia, in her letter of transmittal states that “ the successful school library js more dependent upon the principal than upon the librarian. The most efficient librarian cannot sueceed without a cooperative attitude on the part of the principal.” A point strongly emphasized by Mrs. Howland is that the effective school librarian is one who “ stimulates in students a wholesome curiosity about books.” The librarian who wishes to become an expert in school library work must submit herself to the discipline of a college education and must receive as a minimum the one year basic course in library science. In her graduate work it is essential that she shall have received the necessary credits in education and be familiar with the technic of the teacher, in order that she may correlate her work with curriculum content. If, after some experience, she is enabled to take her master’s degree in the field of school library work, she will have received a maximum of training. Her further success is largely dependent wpon personality and sympathetic appreciation of work with children. The effective school librarian is one who stimulates in students a wholesome curiosity about books, and a desire to possess them; who helps to develop correct reading tastes, and encourages reading for pleasure and profit; who provides for pupils systematic instruction in the use of books and libraries, and for teachers and administrators intelligent professional service; who makes the library a center for the socialized activities of the school. Alice R. Brook, an instructor at Drexel, summarizes her viewpoint as follows: The school librarian should have the personal qualifications and the educational and professional preparation implied in the following prerequisites: (1) She should know the library essentials in organization, equipment, and finance for effective library service. (2) She should know the curriculum of her school, the methods of teaching used and the suitable literature in the various subject fields that will contribute to vitalized classwork. (3) She should be alive to all the interests of the school and be able to interpret them in terms of library service. (4) She should have a sympathetic understanding of young people that includes not only their reading tastes but their general interests as well. Through this understanding and a broad general knowledge, she must be ready to guide their reading and play her part in their educational development. (5) She should be able to work with her associates in such a way that her presence is felt as a contributing factor and an essential to the success of the school, worthy of consideration and support. (6) She should be broad-minded, open to change when it means progress, and willing to experiment. Professor Clara E. Howard of Emory University, Georgia, be- lieves that a school librarian “ needs to have a broad general educa- tion.” She outlines her suggestions as follows: The student who is seeking to prepare herself for work in an elementary-school library needs to have a broad general education. She is advised to include in her undergraduate work courses in English and American literature, science, history, —— social foreigt Hov at a | sugges four-fi fifths, langué a chal the el The scienc additi literat princi to de child1 use a! Th studi be re her o She tion, for tl mach devo’ Shi and | and | Te elem child mucl servi Tl tion is 01 teacl ( Mi sire wit Mi G the not incl affe in ¢ chil ans es nents, f the a, in ry is The tude Mrs, lates must as a it is d be work - her da ality ome ‘rect ; for hers nter int ynal and ing ute ret des his er ier he nd a- ol er Sener Twetrrn YEARBOOK 343 ———— social sciences, psychology, philosophy, education, and at least two modern foreign languages, preferably French and German. How should these subjects be apportioned? William John Cooper in an address at a meeting of the Department of Superintendence at Atlantic City in 1930 suggested that the education of an elementary-school teacher should consist of four-fifths liberal arts courses and one-fifth education courses; that of the four- fifths, one-fifth should be natural science, one-fifth social science, one-fifth modern language and literature, and one-fifth arts, including fine and industrial arts with a chance for creative work in one field. This proportion is equally applicable to the elementary-school librarian. The professional preparation should include the fundamental courses of library science that are common to all well-organized library school curriculums. In addition the elementary-school librarian should have special courses in children’s literature, story-telling, including a study of the courses of folklore and the principles underlying their selection and methods of presentation, book selection to determine what books are especially adapted to the use of elementary-school children of all ages and with varying background, and methods of teaching their use and stimulating an interest in them. The school librarian should not only be thoroughly familiar with all recent studies made to determine the reading interests of children, but she should also be ready to direct and cooperate with the school in making similar studies of her own particular group.” She should be so thoroughly familiar with the standards of equipment, organiza- tion, and administration of the elementary-school library that she is able to care for the technical side of the work with as little confusion as possible, so that the machinery of organization, when once set in motion, will allow her to be free to devote her time to the needs of both children and teachers. She should be aware of the recent trends in the field of elementary education and be on the alert to adapt the organization and administration of her books and library to conform to these changing needs. Teaching experience in an elementary school is a very desirable asset. The elementary-school librarian will find that practical experience in a well-organized children’s room in a public library, in addition to her special training, will give her much of the background and the experience necessary to adapt this type of service to the more specialized work of the elementary school. The salary paid to the librarian who brings to the school this type of prepara- tion and training should be equal to that paid to the teachers, and if the school is on a departmental basis, the salary should be equal that paid to a special teacher or to the head of a department. C. B. Joeckel, professor of library science at the University of Michigan, believes that “ practise work in school libraries ” is a de- sirable part of the preparation of school librarians. After consulting with Edith Thomas and Margaret Mann, both of the University of Michigan library school, Professor Joeckel suggests : General statement: The elementary-school librarian should possess, in general, the qualificaticns of both the teacher and the librarian. Her library training should not be narrowly limited to the specific field of school librarianship, but should include an adequate survey of public library problems, particularly those that affect the conduct of children’s work and branch libraries. Similarly, her training in education should not be limited to the interests of elementary schools alone, 2See Chapter X of this yearbook summarizing some of these investigations of children’s interests. These data should be helpful both to principals and librari- ans.—Editorial Committee. 344 ELeMenTARY Scuoot Principats but should include careful study of the administration of junior high schools and of the school system in general. Special attention should also be given to children’s literature and child psychology. Specific requirements: (1) Graduation from an approved college or university, with sufficient credits in education and allied subjects to allow the acquiring of a teacher's certificate. Specifically, the school librarian should be required to have a thorough acquaintance with the curriculum and with classroom methods of both elementary schools and junior high schools. (2) A one-year course at an accredited library school, either a general school, which offers one or more special courses in library work, or one offering a special curriculum for the training of school librarians. Experience: Experience is desirable, but not absolutely essential. It may be acquired by practise teaching and by practise work in school libraries, either before admission to the library school or during the course. Dean C. C. Williamson of the library school of Columbia Uni- versity believes that “the librarian must have a highly developed sense of order and accuracy.”’ He added the important thought that principals should not believe “ that an unsuccessful or misfit teacher has more than the remotest chance of making a good librarian.” The desirable qualities according to Professor Williamson are: I should say that the elementary-school librarian should have the kinds and amount of ability that are considered necessary in a first-rate teacher. In addition, she should possess such qualities as may be highly important for a librarian, though perhaps not so important for a successful teacher. For instance, the librarian must have a highly developed sense of order and accuracy, and most of the qualities necessary in an executive, such as tact, and diplomacy. While these may contribute to the success of a teacher, they are indispensable for the librarian. In any description of training I believe it is desirable to distinguish between the part-time and the full-time librarian. The elementary-school librarian who is primarily a teacher and gives only a portion of her time to the library can scarcely be required to have full professional training, though it would undoubtedly be an advantage to the school. She will, of course, have to have full teacher- training, and in both her teacher-training and her library training much emphasis should be placed on a wide first-hand knowledge of literature of interest to children. The full-time librarian in an elementary school should ordinarily qualify as a teacher. At all events she should, through formal study of education, be thoroughly familiar with educational aims and objects as well as with teaching methods. This is necessary if the library service is to be coordinated with the teaching program, and also because the teachers must look to the librarian for service to themselves and should accept her as a co-worker in the educational field and not look upon her as merely a routine or clerical worker. In addition, a full-time librarian should have the professional training represented by the first year of general study in a standard library school. She will ordinarily have enough of a library to make of some importance the problems of organization, administration and standard technics and methods. Unfortunately, there are no satisfactory short cuts to the knowledge and skills required in administering a busy library that is functioning adequately. It is less important in my judgment for a school principal to demand experience than it is to look for ability, personality and the proper training. Experience comes quickly and can be secured in part vicariously. Moreover, proper training includes or can be substituted for a minimum amount of experience. —_—_— A Illin as d outl: Ac Th ject-« be sl read unde Fa ment liters the | unpr char: of ci his (4) back inte? the cult (5) tor of t! tow: the res} boo P eler edu (2) acc) acq the F suc lib wit sir ] sel int su] the the res wi kn ial a e - e ~~ j%*~ © ~w cme my —.. TwetFrrH YEARBOOK 345 According to Professor Marie A. Hostetter of the University of Illinois Library School the school librarian’s knowledge “ must be as diversified as the subject-demand made upon his library.” She outlines the training and experience as follows: Academic training: Ideally, college graduation. The elementary-school librarian’s knowledge must be as diversified as the sub- ject-demand made upon his library. Within each subject, his information must be sufficiently exact to enable him not only to select. printed materials for his reader, but, when necessary, to guide the child step by step to the goal of understanding what he reads. Familiarity with the following subjects is essential to the success of the ele- mentary-school librarian: (1) Children’s literature: Knowledge of children’s literature is of primary importance in this work. (2) Social sciences: To enable the librarian to equip the child with a community view-point and an increasingly unprejudiced appreciation of all nations; to help him recognize racial and national characteristics and some of the bases therefor; and to arouse within him a sense of civic responsibility. (3) Natural sciences: For the sake of aiding the child in his understanding and enjoyment of the physical world and its literature. (4) Languages and literatures, English and foreign: To understand the cultural background and distinguishing characteristics of various peoples; to induce greater international understanding through recognition of these characteristics and of the universal qualities of human nature; to evaluate the gifts to American culture through the heritage of races amalgamated to form the American nation. (5) Arts: music, painting, drawing, etc: As background to enable the librarian to recognize and encourage creative artistic ability; to suggest recreational values of the arts. (6) Useful arts: To direct the expenditure of some of the child’s time toward practical ends. (7) Psychology: general, child, adolescent: To enable the librarian to direct the child through an understanding of his motives and responses. (8) Dramatic art. (9) Speech: As background for story-telling and book talks; for effective stimulation of interest in good reading. Professional training: (1) Education: Adequate preparation for teaching in elementary schools, and for understanding the objectives and methods of modern education. Reading tests and reading guidance should receive emphasis. (2) Library science: The minimum is the completion of a one-year course at an accredited library school. Technical courses in book preparation and in book acquisition and uses, in administration of the library, with special emphasis upon the content of printed materials suitable for the elementary-school library. Personal qualifications: In addition to the personal qualities which make for success in any field of teaching and of library work, the elementary-school librarian has special need of the following traits: Genuine interest in children, with sympathy and respect for them; imagination; kindliness; sense of humor; simple and unaffected manner; resourcefulness. Experience: (1) In reading: Well-established habits of extensive and well- selected reading usually result in discriminative taste in reading as well as in intellectual alertness. (2) Jn teaching: Enough teaching experience under good supervision to understand the problems of the classroom. With this experience, the librarian will discriminate between the psychology of the classroom and of the library in order to direct through the library informal and non-compulsory reading. (3) In library work: Public library experience (work with children and with adults) to understand home and community influences upon the child, and to know the technics and the resources of public libraries. 346 ELEMENTARY Scnoort Princrpars SuPERINTENDENTS Superintendent R. G. Jones of Cleveland expects the school libra- rian “to build up the teachers’ reading interests first.”” His com- plete statement follows: As training goes today I think we might well expect a foundation of an A.B, degree for the school librarian. I feel that the librarian should first be acquainted with the teachers in the school, and particularly with the executives. She should discover their interests in reading, and perhaps their shortcomings. I really would be more particularly interested in having a librarian develop the teachers and executives into good readers than to specialize upon the students. I feel that a librarian should, therefore, think of scope, breadth, and depth. She should build up the teachers’ reading interests first and expect the teachers to build up the students’ library interests, all to the end that the students may be good readers at the conclusion of their high-school course. I know the general impression is to cause the librarian to develop the notion of reference and research. I think there is something much more fundamental. Superintendent Worth McClure of Seattle believes that a “ trained librarianship should be demanded in elementary as well as secon- dary ” education. He writes as follows: The elementary-school librarian should combine the training and abilities of both teacher and librarian. Ideally she should be an experienced teacher with a librarian’s training. If I had to choose between the training of the librarian and that of the teacher, I should personally prefer the successful teacher with a flair for children’s library work. With this foundation she can be developed on the job, but this possibility should not be accepted as the ideal standard. Trained librarianship should be demanded in elementary- as well as secondary-school librarians. Superintendent Paul C. Stetson of Indianapolis urges that the school librarian have “ a wide knowledge of boy and gir! literature.” His complete statement follows: We feel that an elementary-school librarian should have the same training, experience, and ability as a high-school librarian; that she should be a graduate of an approved high school and a college; that she should also be a graduate of an approved course in library training; and that she. should have had sufficient experience as an assistant to qualify her to take over the charge of library service in an elementary school. In many respects such a position is more difficult than that of a librarian in a high school or college. Of course the abilities of such a librarian should be many and varied. She should have enthusiasm, resourcefulness, organizing ability, power of intellectual stimulation, cooperativeness, and a wide knowledge of boy and girl literature. In reply to the question Superintendent A. L. Threlkeld of Denver submits a statement by Elizabeth Scripture, supervisor of libraries, as follows: An elementary-school librarian should be trained along two lines. Her educa- tional equipment should be identical with that required of other teachers in the school system in which she is employed. In addition to this it is highly desirable that she have one year of library training, with special emphasis on work with children. All systems are not ready to make this requirement as yet, but there ee ee — are ce prepar of the selecti course As menta an ele take | There of the but al Firs childr She in cla being readil She recog readi She or of enouj Shi shoul time ever, and | deve Sh plea: time < bw seh ing T trail coul cata the thre basi curt suc poi res on ter bra- om- \.B. ited ould yuld and pth. 1ers nay eral rch. ed On- ith nd air ed 0l (NS RRR BES RIE em ee ra Twetrru YEARBOOK 347 —_——__— — are certain courses which it is essential that a library teacher take, either as preparation or as training in service. She should have at least one course in each of the following subjects: story-telling, history of children’s literature, and book selection for young people. The latter course should be at least a two-semester course. As to experience, it may be stated that almost without exception the ele- mentary-school librarian should have had some successful teaching experience in an elementary school. Without this experience even the exceptional person will take longer to adjust herself than she would if she had had teaching experience. There are certain abilities which an elementary-school librarian needs. Many of them are obvious, and will not be mentioned. Some others are obvious too, but are too important to be omitted. First of all, she should be able to choose, from the vast output of books for children, the best of all types. She must have initiative enough to keep in close touch with what is happening in classes throughout the school. She should be able to find out not only what is being studied, but how it is being studied, in order to direct children in their reading when they reach the library. She should know the mechanics of reading. If she does, she will be able to recognize the difficulties that children are having, and to cooperate with the reading teacher in correcting them. She should be able to give authoritative help on book problems of the school or of individual faculty members, and she should have a strong and pleasant enough personality to make this ability felt, without antagonism. She should be the kind of person who always can find time to read. Reading should be so necessary to her that she will find time to read as surely as she finds time for her meals. Since a librarian’s day is no longer than other people’s, how- ever, she will have to develop the ability to read rapidly, not only children’s books and professional material, but books and magazines for her personal pleasure and development. She must have enough personality and enthusiasm to make children realize the pleasure that they can find in books, thus fortifying at least part of their leisure time against boredom or worse. Superintendent David E. Weglein of Baltimore believes that “ the school librarian needs the equivalent academic and professional train- ing of an elementary-school teacher.” He writes as follows: The elementary-school librarian needs the equivalent academic and professional training of an elementary-school teacher. In addition, she should have had a course in children’s literature, and a course in school library methods, including cataloging and classification, book selection, organization and administration of the library. In some cases, an experienced teacher with a college degree may, through direct library experience—a kind of training in service—acquire this basic training in library science. A knowledge of the elementary school, the curriculum, methods, and pupil personnel is so essential to a school librarian’s success that it cannot be over-emphasized. PRINCIPALS Principal J. C. Bond, Kumpf School, Kansas City, Missouri, points out that the usual term “librarian” is a misnomer as she is really a teacher of library activities. He summarizes his viewpoint on the preparation of school librarians as follows: The term “librarian” in the generally accepted sense is a misnomer. The term “ teacher of library activities” is more fitting and indicative of the work in ~—> 348 ELEMENTARY Scuoot PRINCIPALS the modern school library. It follows naturally that the teacher of library activi- ties in an elementary school should have approximately the same academic and professional preparation as that of the other teachers in the organization. This preparation should be supplemented by courses in children’s literature with especial emphasis on the interests of boys and girls at the various age and grade levels. A minimum course in library methods is desirable but not highly essential, The teacher of library activities should have experience as a classroom teacher in order that she may have a better knowledge and appreciation of the ways in which she may be of valuable assistance to the boys and girls and fellow teachers, During the acquisition of this experience she should acquire a broad knowledge of the various courses of study such as social science, nature study, music, art, reading, literature and English if her work is to be most effective. To know the need is to be able to anticipate the help that is desirable. The teacher of library activities should have the ability to work with others, since her greatest opportunity for service lies in her ability to make the activities of the library an integral and vital factor in the various activities of the pupils and teachers. Almost every activity to be conducted in the library depends upon the work in the other units of the organization, hence the fine art of working with others is important. The ability to organize and systematize books, pictures, magazines, pamphlets and various library materials so that they are always available and applicable to the situation is very essential. In the small library a sense of orderly arrange- ment and a thorough familiarity with the materials and the probable needs they will supply is much more important than a complicated filing system. The teacher of library activities should have a genuine love for good books and an appreciation of the fact that children’s literature is as interesting and worth- while as that written for adults. She should have an enthusiasm which is con- tagious and which transforms shelves and books into opportunities for adventure and travel, enjoyment and accomplishment. Margaret (. Mackintosh, principal of Public School 140, New York, New York, believes that the librarian should be “ an expert in the art of telling stories to children.” She writes as follows: Training: (1) Graduate of a high-school course, which course has included the study of two or more languages, (2) Graduate of a normal school or college, and (3) Successful completion of special courses in library technic, in story- telling and in literature from the appreciation point of view. Experience: The elementary-school librarian should have had successful ex- perience in teaching in the grades. She should have been in touch with librarians and library authorities so as to bring about a close articulation between the school library and that of the public libraries. She should be in close touch with the publishing houses who specialize in books for children. Abilities: The elementary-school librarian should have a rich background in literature. She should be an inspiring teacher, able to communicate her enthusiasm to her students. She should be able to handle the individual child in a large group, guiding each individual to the reading that is best fitted for him. She should be able to teach children not only to read for appreciation, but how to read for information and how to take notes. She should be an expert in the art of telling stories to children; she should know the use of the voice and all the best devices for leading children to cultivate a love of reading. She should of course know the mechanics of conducting a library. Principal Nelle McCorkle of the Stephen J. Hay School of Dallas, Texas, believes that a librarian “ should have the ability to routinize the effo1 In class! her ¢ libra art, 1 of 8] back Spec liter: Te scho Thre lear abil: inte to € Ir exp abil shot was her She mas of tes th: su me su: ad bo th ac te Twe.rru YrARBOOK 549 the details of her work with the least possible waste of time and effort.” Her complete statement follows: In that, her duties and field of service are so closely related to the work of classroom teachers, certainly her academic training should be equal to that of her co-workers. As in other branches of modern elementary education, the school librarian should be a specialist in her department. Proficient teachers of elementary art, music, science, and physica! education are those who have a rich background of special training. The elementary-school librarian should have as a special background many courses in education, child psychology, and library science. Special emphasis should be placed on book evaluation, story-telling, and children’s literature. Teaching experience may not, in every case, be essential to the success of a school librarian, but in an elementary school it is, unquestionably, a great asset. Through such experience the future librarian masters the details of the curriculum, learns the teacher’s point of view, and becomes familiar with the interests and abilities of each age group so that she can offer them materials suited to such interests and abilities. She should have a sufficient amount of library experience to enable her to acquire skill in library mechanics. In addition to necessary academic work, and special library training and experience, the elementary-school librarian should have certain well-developed abilities. She should be able to select and organize library materials. She should have the ability to routinize the details of her work with the least possible waste of time and effort. She should be able to create interest and enthusiasm in her department, and at the same time maintain a desirable library atmosphere. She should be able to present in an interesting and intelligent manner literary masterpieces. She should have the ability to cooperate with her co-workers. Scnoot LiprarIaAns Olive FE. Powers, librarian in the Greenfield Elementary School of Pittsburgh, Pennsylvania, stresses “ the ability to cooperate with teachers and children.” She writes more fully as follows: The library in an elementary school forms an integral part of the daily life of that school. The librarian must be familiar with the curriculum in order successfully to carry on reference work. She must be able to instruct the children in the use of library tools so that they may become independent in a large measure of her help. She must create in many instances an interest in books and sustain that interest through the years with the hope that it will carry over into adult life. To do all this it is necessary that she should have the training of both teacher and librarian; the first that she may fully understand the work of the school with its aims and problems; the second that she may adequately administer her department of the school. This means the regular course in a teachers college followed by a year in a library school. During this year courses in children’s book selection, elementary-school library administration, story-telling, reference work, and cataloging and classification will give the specific training which the position requires. Several years of experience as a teacher will be of great help to the librarian. My years as a teacher in the fifth and sixth grades, teaching all the subjects of the curriculum, followed by a year teaching English to all the grades above the second, have proved invaluable to me. A person who undertakes this exciting adventure with children and books should possess certain abilities. Probably first among them is the ability to cooperate with teachers and children. They should feel that the librarian is eager to help with their problems, to go along with them in any project that they 350 ELemMEentTARY Scuoot Principars undertake, and to place at their disposal all the resources of the library. The possession of an enthusiasm for books and what they can mean in a person’s life and the ability to impart it is certainly essential. Wise use of leisure time will be one of the problems of children in the future; if they have caught and held some of the enthusiasm of the librarian part of the problem will be solved for them. A book background is of great advantage to the librarian. Her intimate knowledge of children’s books will be an excellent basis for adult appreciation of the more modern books for children. Freedom in a library is highly desirable. The ability to control a group of children, so that such freedom is exercised in a way that is for the best interest of all, is a necessity. The librarian of the Tuttle School of Minneapolis, Hannah Bunge, mentions the “ advisory work” of the school librarian. She writes as follows: In this estimate of adequate training, experience, and abilities for an elementary- school librarian, let the term “librarian” imply a mastery of library technic and of children’s literature usually obtained during the senior year of the four-year collegiate course at most institutions. The question is what other elements are necessary ? One phase of the library service is supplementary. The librarian’s relation to the teacher is analogous to that of the accompanist to the soloist. In addition to a mastery of technic and music, the accompanist must have an appreciation of the effect his soloist wishes to produce and must bend his talents in that direction. Thus it is with the elementary-school librarian; she supplements the teacher and together they aim to delight and improve the child. Hence these questions: Can the librarian appreciate the aims of an educator, not knowing what they are? Can she assist the work of the teacher, being ignorant of methods involved? Can she direct the child’s reading, not knowing the basis for growth in reading? Another phase of the service is advisory. A knowledge of juvenile literature and of methods of presentation are necessary in guiding the child. Does this service include the teachers? If so, the librarian must know professional litera- ture, adult literature on the subjects taught, and perhaps the latest fiction. In view of these questions, library training recedes to its proper place as only one prerequisite for adequate service. As a university reference librarian needs to know languages in addition to library technic, so the elementary-school librarian must know educational methods and the psychological essentials of child development. These are the minimum essentials of training to be accom- panied by ability to understand and profit by the ideas of others, by resourceful- ness in making her own ideas acceptable. Marguerite Kirk, school librarian of Newark, New Jersey, be- lieves that “a knowledge of library technic and procedure is essen- tial.” Her viewpoint is as follows: The elementary-school librarian, who is making her library function as a vital part of the school curriculum in all of its activities, needs the training and ex- perience and executive ability of the best teacher. An understanding of the teacher’s problems and of the children’s abilities is of prime importance if she is to sympathetically interpret and supply the varied demands of the school day. The elementary-school librarian has as one of her important functions the fostering and stimulation of good reading. This necessitates a broad knowledge of books of all kinds and the ability to foster a love and interest in books and reading. To administer the school library with the maximum efficiency, a knowledge of library technic and procedure is essential. This is best secured in a regular library school, but such training is often impossible for the teacher in service. Public library experience is an invaluable help to the teacher-librarian. — ~ A + © Dew Se OL ~ i — ms y= id ur are — RY, TweELFTH YEARBOOK 351 In Newark, New Jersey, an arrangement with the State Board of Education and the State Library Commission makes it possible for the teacher in service to take library training in extension courses at the Newark Normal School. A total of 210 hours of library training emphasizing school library service is required for a teacher-librarian certificate. Although representing somewhat the secondary school viewpoint the following two statements by high-school librarians are interest- ing: The first by Jessie Boyd of the Fremont High School of Oak- land, California, is as follows: Training: I believe that an elementary-school librarian should have a bachelor’s degree representing four years’ training, preferably in a teacher training institu- tion. The possession of a degee will enable the librarian to maintain not only a place of equality on the faculty but one of intellectual leadership with the attend- ing sense of security and self-confidence. Training in a teachers college is de- sirable and practically essential in order to have a thorough knowledge of the elementary curriculum and to have an opportunity to come in contact with the newer trends in education and its subsequent challenge, as well as to be aware of the existing methods of instruction and the consequent use of all available printed materials. Courses should be taken in psychology with emphasis on child psychology and mental hygiene as well as courses representing a general cultural and practical background especially in the fields of literature, science, languages, and social sciences. The specialized work in the technic of library science could be treated as a major and definite work begun towards its completion in the third and fourth years. The technical work to include simplified cataloging, bibliography, book selection with emphasis on a separate course in children’s literature (perhaps representing two years of extensive reading in the field in order to develop the ability to evaluate books), history of books and printing, elementary-school library management and organization with consideration of the problems in- volved according to the type and size of the school, and with the possibility of including instruction in relation to teaching the use of books and the library, con- cluding with a course in story-telling and a brief survey of other types of libraries including the public library, children’s rooms, and county libraries, in order to extend and supplement the possibilities of the elementary-school library. Experience: Past teaching experience is valuable and desirable as well as other work with children either in the public library or in a school library. Practise work in elementary libraries should be offered over a period of six months or a year with a two or four weeks’ period of actually running a school library in all of its phases. Abilities: A personality pleasing to both children and faculty members, the ability to understand children in relation to their reading levels, reading difficul- ties, likes, dislikes, hobbies and tastes are important as well as the ability to quietly and efficiently dispense the technical and routine work of the library. A vision for the elementary library and the extension of its influence and possibilities, an inherent love of literature, the ability to create a desire among children to read, and an imagination which will enable the librarian to anticipate and supplement the curriculum thereby materially enriching it, characterize some of the more important abilities of the elementary-school librarian. Lillian Faber, librarian of the Grover High School, Buffalo, New York, writes as follows: First of all, the librarian should have not only the professional education of a teacher, but also certified training in library technic, book selection, and book appreciation. She should be an experienced and successful elementary-school teacher, and should have a good perspective of modern educational objectives 352 ELEMENTARY Scuoot Princrrearts and theories. She must have had experience in general public library work, includ- ing, of course, work with children. Her knowledge and appreciation of children’s literature must be exceptional. Naturally, she must be thoroughly familiar with the school curriculum. She must possess marked ability as an organizer and administrator, and above all, must be willing to cooperate with everyone in order to give the best possible library service to the school. Finally, she must love, understand, and respect children. The elementary-school library aims to develop a child’s reading habits and standards by creating an appreciation and love for various kinds of good literature. Unless the librarian can win and hold the child's confidence by proving to him that her interest is genuine, she will not be successful. ReEsuME The statements given above are of such a nature that it is not possi- ble to make a statistical tabulation of well-defined terms. However, there are certain points of definite agreement and a few items of apparent disagreement regarding the training, experience, and abili- ties of the elementary-school librarian. Professors of library science—Almost without exception the pro fessors stress the importance of a general education such as should result from a liberal arts college training. Next there is agreement on a one-year course in a standard library school. With regard to training as a teacher there are two general viewpoints: (1) That school librarians should have the full teacher-training course, and (2) that the librarian needs enough in “ education ” to work intelli- gently with teachers, but extensive training in classroom methods may be a handicap. As to experience the professors favor some classroom teaching and considerable service in the children’s departments of public libraries. Among the personal qualities and abilities mentioned are ability to get along with people, to arouse enthusiasm in children about books, to get things done, to grow along with progressive developments in education, and good health.’ Superintendents—School superintendents appear to want the train- ing in teaching a little more than preparation as a librarian. They seem to prefer an experienced, successful teacher who has had enough specialized training to handle a school library efficiently. They de- mand an understanding of children, an appreciation of the school curriculum, and ability to get along with teachers. Principals—School librarians should have training both as teachers and as librarians, according to the three replies from principals. The same balance is desired in experience. Principals seem to stress cer- tain abilities and personal traits: (1) Ability to organize the school ’ Compare this résumé with the requirements specified by the library schools as summarized in the next article in this chapter. libre oper atm¢ and Si close rega The ing roo! upo’ g viev ence agent libr libr and cou bra of : ing den are inte ‘lud- ren’s With and rder ove, elop for ild’s be Twetrrn YEARBOOK 353 library and to select materials with good sense; (2) ability to co- operate with teachers and pupils; and (3) ability to create “an atmosphere ”’ in the library which will stimulate pupils to read widely and with discrimination. School librarians—The replies of school librarians appear to be close to the opinions of the superintendents and the principals in regard to the importance of training and experience in ‘edie, They look upon their function as that of supplementing and enrich- ing the efforts of teachers. To do this, training in the use of class- roo methods is indispensable. Considerable emphasis is placed upon a wide knowledge of children’s literature. Summary—In general there is considerable agreement between the viewpoints expressed above. The major points of training, experi- ence, and ability seem to be about the same. The items of some dis- agreement are perhaps only differences in emphasis. Professors of library science urge skill and understanding of the technics of the librarianship. While slighting this side somewhat superintendents and principals want efficient, well-organized libraries—which, of course, cannot be had without the specialized library training of li- brarians. Professors of library science tend to slight the possession of an extensive knowledge of children’s literature, and the “ teach- ing”? viewpoint—both traits admired by principals and superinten- dents. In general, the statements of the professors of library science are more comprehensive and fundamental than those given by super- intendents, principals, and school librarians. IE CHILD who patronizes his community library will continue to do so when he grows up, and insofar as the school and library help to accomplish that end they are solving an important factor in our present economic situation.—Paul I’. Shafer, Chapter V. 354 ELEMENTARY Scuoot Princrpats TRAINING OPPORTUNITIES IN ACCREDITED LIBRARY SCHOOLS * HE ESTABLISHMENT of libraries in elementary schools | has created a demand for persons with training in library science. Should the principal place a teacher with no library experience in charge of the library? Should he search for one with both library training and educational experience? Should he per- suade someone, who has been trained specifically for public library service, to abandon that career for the school library ? In making decisions of these questions and in advising teachers 1 ATE ERY OREN the principal should know what opportunities exist in the accredited | library schools. These are the colleges with programs which conform at least to the minimum standards adopted by the American Library Association. The list of accredited schools in 1931-32 is given in Table 1.’ It should be noted at the outset that the accredited library schools are not the only ones preparing for school library service. There are colleges with courses in library science which have not been approved by the American Library Association. There are a number of teacher- | oe ITE + training institutions offering a few courses in the management of the | school library. Both the unaccredited library colleges and the teacher- training institutions prepare students who are finding employment in school libraries. The present study has made no effort to explore these training programs but has confined itself to regular courses offered by the colleges on the 1931-32 accredited list.’ The accredited schools of library science—The catalogs of twenty- three accredited training programs were analyzed. Seventeen of these catalogs were for the year 1932-33; five were for the year 1931-32 (Illinois, Saint Catherine, Western Reserve, Oklahoma, and Car- negie) ; and one was for the year 1930-31 (Peabody). Table 1 reveals several interesting points concerning the twenty- three institutions: (1) Four of these schools were established before 1900, six be- tween 1900-09; two between 1910-19; and eleven or 48 percent between 1920-29. 1 This study has been prepared by the Research Division of the National Edu- cation Association for the Editorial Committee. 2For details on the growth and development of library training standards consult the annual reports of the Board of Education for Librarianship. These reports are given each year in the Bulletin of the American Library Association. For example: Fourth Annual Report, 1928, p. 163-82; Fifth Annual’ Report, 1929, p. 149-65; Sixth Annual Report, 1930, p. 175-98; Seventh Annual Report, 1931, p. 191-217; and Eighth Annual Report, 1932, p. 207-18. 3 This study did not go into summer, extension, or correspondence courses. ONE ETT See oe in oth Li th wx Th RY chools 7 brary brary with » per- brary chers dited form brary n in hools > are oved sher- f the sher- it in hese ered nty- hese 1-32 ~Y ar- nty- be- ent ‘du- ards hese 10n. ort, ort, ‘ses. SB alas Ei EOF TweLFrH YEARBOOK 355 (2.) Four of the schools are located in the state of New York, two in Tennessee, two in Pennsylvania, and one in Canada. Fourteen other states have one library school each. TABLE 1—Lisrary ScHoois ACCREDITED BY BOARD OF EDUCATION FOR LIBRARIANSHIP School Date Number Institution Location or Estab- Department | lished (l) (2) (3) (4) (5) I | University of California. .°.| Berkeley, Calif. School 1919 II | McGill University......... Montreal, Canada School 1927 III | Emory University......... Atlanta, Ga. School 1905° IV | University of Illinois.......| Urbana, IIl. School 1893 V | Kansas State Teachers J eee Emporia, Kans. School¢ 1928 VI | Simmons College.......... Boston, Mass. School 1902 VII | University of Michigan Ann Arbor, Mich. Department | 1926 VIII | College of St. Catherine... .} Saint Paul, Minn. School 1929 IX | Rutgers University, New Jersey College for Women | New Brunswick, N. J. | School 1927 X | Columbia University.......}| New York, N. Y. School 1887 XI | New York State College fo : |. rer Albany, N. Y. School 1926 Xl | Pratt Institute............ Brooklyn, N. Y. School? 1890 XIII | Syracuse University.......| Syracuse, N. Y. School 1908 XIV | North Carolina College for Oe a eee Greensboro, N. C. Department | 1928 XV | Western Reserve University | Cleveland, Ohio School 1904 XVI | University of Oklahoma....| Norman, Okla. School¢ 1929 XVII | Drexel Institute.......... Philadelphia, Pa. School 1892 XVIII | Carnegie Institute of Technology............. Pittsburgh, Pa. School 1901 XIX | George Peabody College for go eee Nashville, Tenn. Department | 1928 XX | University of Tennessee....} Knoxville, Tenn. Department | 1928 XXI | Hampton Institute*....... Hampton, Va. School 1925 XXII | University of Washington. .| Seattle, Wash. School 1911 XXIII | University of Wisconsin. ...| Madison, Wis. School 1906 | « List of accredited library schools for 1931-32 taken from p. 214-15 of Bulletin of the American Library Association, Vol. 26, April, 1932. Library schools conducted by the public library of Saint Louis and Los Angeles, respectively, are included in the list of accredited schools. However, they are omitted from this study, having been suspended by their boards of directors. > Atlanta Library School affiliated with Emory University in 1925, and came under its control be- ginning September, 1930. © Provisionally accredited. 4 Accredited, unclassified, but with high and acceptable standards. * Colored. (3) Eight of the schools are in the eastern part of the United States, seven in the North Central and Middle West, five in the southern states, two in the Far West, and one in Canada. (4) One school, located in Virginia, is restricted to colored students. (5) Two state teachers colleges are on the accredited list. Training programs offered for different branches of library ser- vice—Table 2 includes all of the twenty-three library schools. Many B56 Erementary Scnoort Principears readers will be interested in the programs offered by particular schools. The points of general interest are: (1) Fourteen schools offer a single library training program, six have two programs, two have three programs, and one offers four pro- grams. In other words, the twenty-three schools offer thirty-six programs (each one made up of various courses or subjects of study), (2) Out of thirty-four * programs with specified lengths (Table 2, col, 3), twenty-seven are for one vear, six for two years, and one for four years. (3) Twelve of the thirty-six programs (‘Table 2, col. 4) lead to a certificate in librarianship or a diploma granted by the institution or the state department of education. (4) Fourteen of the thirty-six programs (Table 2, col. 5) lead to the degree of bachelor of science in library science ; four to the degree of bachelor of arts in library science; nine to the degree of bachelor of science or bachelor of arts; one to the degree of bachelor of library science ; one to the master of arts in library science; and four to the master of arts or the master of science. Five catalogs did not specify the degree granted at the completion of their programs. (5) Thirty-five of the programs were described as leading to cer- tain positions (Table 2, col. 6) or types of services. Nineteen pro- grams led to general publie or college library service, twelve led to school library work, and four to work with children. The impression is obtained from the catalogs that school library training is designed chiefly for high-school service. Kducational attainments and qualifications recommended for those entering library training programs—Twenty of the twenty-three ‘atalogs recommended general qualifications for those planning to enter library service.” Among the points worth noting are: (1) A general well-rounded education is cited as desirable by twelve institutions. Three others advise a reading knowledge of a foreign language. (2) Of the special skills, sixteen urge the student to have some skill in the use of the typewriter. One specified mastery of the verti- cal or library handwriting. (3) Seven institutions mentioned personal traits. These recom- mendations varied from “ good health” in one school to an institu- tion which listed about ten personal traits. (4) Seven catalogs suggested that students entering library train- ing should have certain practical experience. Five of these urged 4Two of the thirty-eight did not specify the number of years over which the programs extended. 5 Detailed tables upon which the following sections are based have been filed in the Research Division of the National Education Association. | ROGRAMS OFFERED FOR DIFFERENT BRANCHES OF LIBRARY SERVICE TRAINING » TABLE KARBOOK , TwebLrrnu ‘aotAses AIBIQI JO splay | JUBIOAUIT BIOU UI UOTBZIPBIVEdS 10} SaplAolg | DUDE JO JI}SBIY Z oyenpeRly *SOLIBIQI] S UsIpP[IyD pus’ [ooyos Surpnypour ‘saeiqy [elveds Jo asuvl apra | pus ‘orqnd ‘AzIsI9ATUN PUB 9Fa]JOO UI BdIAJOg | BOUIN Jo LOjayoR | I ayEnpeBlry | orX | BUdIDG JO LOJ|aYypeg ‘QOIAIas AIBIGY [BLOUVT) | LO S}AY Jo AOpayoRE | I g?}Bnpeisiepun 1oUIg | XT | VUIING AIBIQIT | ‘SOLIVIQT] [OOYOS UI BdIAIeg | UI BDUIg JO LO[aYyoR 9} BOYD if g2}enpBisiapun JoTusg | TITA "SOLIBIGI] BDUGIEJOI puw oyqnd — | aUIIG AIBIQUT : : : : : : ‘APISIVATUN ‘aFa]JOO UT suOTyIsOd paouBApY | UI S}IV JO Jo}SByY g oyenpRly ‘SOLIBIGI] 19DIV] UI YSISSB O} IO SolIBIqI, | VUIWEG AIBIQVT otqud ][BUIs JO aB1eYyo 9yB} 0} suosied sulw1y, | UT SJL JO LOJaYoRg I oyenpelry IIA ; ‘s]u3 puv sXog YQ yom AreIqry g2IUIG JO LO|AyYOV a} BOYD I ayenpely g201AI0S AIBIQGT] [BIVUI!) g20UDIDG JO LOJAYyoRG 9} BdYT}ID I ayenpely g201AJos ATBIQI] [BIIUOS) gd0UdING JO 1O[IYIV ; 7 | ga}BnpeRisiopun JoTueg IA ‘QDIAIaS ATBIGI] JOOYIE , 8} BOYT}100 AIBIQ’T | I | g2}8npBisiepun Jotueg | A QOUIIDG JO IoISBI | *SOLIBVIQI] OBIV] UI BDTAIOG IO S}IV JO 1o}sByY Z ayenpeiy : BIUIIG AIBIQVT ‘QDIAIOS AIBIQIT | Ul VUAIDg JO JOjeyRg | I coyBNpBIHH | AT ; aUIDg AIBIQIT ‘QOIAIaS AIBIQGI] [B19Ud) Ul S}IV JO LOpPEyoRg I ayenpery | III p SILIVIQT] [OOYS IO ‘salweBigl] $,UaIpyIyo ausVWg | | ‘SolIBIQT] [BIOadS ‘SalIBIQT] 9BeT[Oo : Ul JUBISISSY ArBIqvyT Jo 1ojayoRg | I oyenpeBly Il ‘QDIAIOS AIBIQI] [B1oUes Jo} saredaid A[qeqoig "peqejs you avarjoelqg | S}IV JO Joxseyy | | Zc oyEnpBIy edtysuviieiqi ul | [Bljuepeto pelvadg (4) ‘QOIAJOS AIBIQI] [B19 drysueieiqty | oy saredaid Ajqeqoig “pe}eys you vsatva[qg Ul 9}BOYYAVD (v) I ayenpery | [| (9) (g) (*) () | (z) | @ (s1vaA) | u0rny pel2yO 8] Sururery ~ paqueiny swueis01g | : _ . . | -ngrgsuy YOIYM JO} VIIAJEg JO UOTISOg poeyuviy) soiseq wUO[diq] JO ayBayNseD [tioadg suBIsZ0Ig [eriadg jo SAOIAMAQ AUVUEIT AO SAHONVUE], LNANSAAAIC, Wood . jo yywuey] agaudadd() SWVUDOU T ONINIVY | —Z ATAVL { Joaquin NT ution ad to PETCE helor -. & > Po ‘ S eo c ce ee — me Os Bs => FS Ss eis: S o = = 2 x - Y aa mn > a + — & A Sw @M ue eS | ar ome rti- 1fu- 11n- ved om- the iled ‘(LEMENTARY SCHOOL PRINCIPALS 358 . (papnpauo))—So1Audg AUVUAIT JO SAHONV ac a abate Sha Remmi te vole sin Salant ug LNaUddd4Iq] YO 4a aauaaiQ snvuvoug ONINIVAL—se Wilda Vb sn ai i ins “SUBLIBIGT] 19YoBI L g1OPBNPBIY XX ‘adIAJasS AIBIGI] JOOYDS a0uvIdg JO Lojaypeg 2} BdYIIO a}enpBisiepuN JONI | gKTX VUIDVS ALIBIQUT } ‘OIAJOS AIBIQI] [B1OUaF) Ul BDUAINg Jo LOPYyoRG | I | oa}BnpBisiepuN 1OTUaG ‘SOLIBIQI] [OOYDS -y3Iy soles ut Aplueuttid ‘adIAles AIBIql] aouVIIg AIBIQIT | JOoypg ‘sfooyos AIByUIUa[9 UI BdIAJeS AIBIGIT | Ul BUI Jo JOJAYyoRE | I e}eNpBisiepuN 1OTUIg ‘sjooyos ALB UIUII[A UI OLAS aouaIg AIBIQIT | AIBIGI, PUB ‘UIIP[IYO JOJ BdIAJOS ALBIQUT | Ul aUdIOg Jo 1O;EYORE I o}enpBisiepuNn IOTUag IIIAX auUIdWg AIBIGVT ‘aoIAdas ABIGI] JO SuOTIsOd JoYySIH{ | Ul sUdIOG Jo 1OjayoVg I ayenpeBlry IIAX aousIIg AIBIGVT ‘Sutures ArBiql] [Buorssajoid saptaoig UI S}1Y jo LO[PEYyoRg LI T gP}BNpBIsiepuN IOIUIG IAX ‘UdIP[IYO IO} BDIAIeS AIBIQVT GUID JO 104SB I ayenpBlry aUIIIG AIBIQVT ‘UdIP[IYP IOJ adtAdes ATBIqrT | Ul dUaIIg Jo JOjaYyVg I ayenpeisiepuN 1OTUIG aoudIIg AIBIQIVT ‘adIAJos AIBIQI[ [OOYDS-YSIP{ | Ul BdUAING Jo 1O[AyOVg I aenpvisiepuN 1OTUIG aousIg AIBIqry ‘adIAJas AIBIQI] 10} ZUIUTBI) [B1BUIT) | Ul BDUATOG Jo 1OJ;aYORG I ayenpBisiepun 1oTUsg | AX *‘SUBLIBIGI] [OOYDS 9UIT}-[[N S}1y JO 1ojayoeg I g?}8npeisiepun iotune | ATX ot g2}BOYT}.190 ‘SOLIBIQI] S,UsIp[Iyo pus oyqng aoudIG AIBIGVT quouBuliod *JOOYS Ul BdIAIJVS PUB BdIAJOS AIBIGI] [B1IUBT) | Ul aDUAIDG Jo 1OjeyoRg S$ ,UBLIBIGI] [OOYIG I g®°}BNpPBISZIOpUN IOTUIG | p]TITX “uol}BzI[BIVedS dINJNJ LO} SISBG BpIAOid 0} asINOD aynyysuyT “AIBIQI [B19Ued AUB UT dIAJaS a]qisuodsayzy{ ay} JO a}BOYAID I : sO} BNpPBIy Ix g20UdINg ABIqrT ‘SUBLIBIG!] JOYIBI} OUIT}-AB | Ul BDUAIDG Jo JoPaYyoVg 9} BOYI}190 poywVT ZIG ayenpeisiopun soTUnL aousINg AIBIGVT ‘QDIAIOS AIBIQGI] [OOYDG | Ul aDUaTIOG Jo LOJaYoRg 9} BIYIVLID OIVT Z | ayenpeisiepun Jorune | WTX (9) (g) (F) (€) (3) (1) al 8] Sutures (e104) yuo a aor omsaeg oo a payaBly se13aq wunoqdagy 20 epbopnee fe) ~~) swWBIB0Ig [BIoedg “_ jo yysuea’T iaquinn (panuyuo))—ao1Audg AUVUEIT JO SAHONVUGY LINAUAddIC] HOd GANAdAC) SNVUSDCU ONINIVU]—Z AITAV.L € e 359 LETH YEARBOOK u TWwE *Q0UdIDG PUB 819}}a'T JO 9Ba]JOD YIM UOTJIaUUOD UI SsJOIUaS Aq as8INOd JuIOf SB UayB} oq JO WeIZ0Id aJENpBIs YUapuadapul WIO} ABUL SaBINOD AIBIQI'T oz ‘IJENPBIFIIPUN JO oPVNPVIS SB a[quYyissv]o AjIpvei you WeIF0I ¢, ‘g0uUal0s AIVIQT] Ul VaIZap §,1o}SVUI JO} SaZEPIPUBI VUIOIEQ Ose ABU S}UaPNYS ¢; *89}BOYI}190 ,S19YOVI} JO} SJUSUI -aimbal 19430 [y[N} pus Apnjs jo sjoafqns J19y4} Ul UOT}BINps Jo sINOY UGe}zXI8 apN]oul pnoys sfooyos dI[qnd YAM pazoauUOD salIBIqT] UI SUOTzIsOd JO} ZuLIedeld syuapNyS ;; *yIOM aBa][Oo JO SIVA 9914} J8IY UI PazaTdurod oq 07 YOM JOfBUI Jo SINOY UsdPINOT gy “yI0OM Sy [Bsaqr] JO srvod vaIy} A[UO paja;du0d sABvYy OYM SJUIPNYS 0} PazIUBIT ayVOYlJIaH Iva -aAlq [VUOISIAOIY S,UBLIVIQIT JO ‘aywVoOYyIIaD aI] [CUOIssajolg S,UBIIVIQIT oy; *‘JOOYoS azenpwis & A]jOYM auIOIaq []LM VoUAaIOg AIBIQIT JO [OOYDE ay} ‘EE ‘Aequieydag 1993 V 5; “‘s}uawoImMbal Jofeul aduetos Arviql] puoAeq UaAd ‘sasINOD $}IU UL SJUIWIGIINbad UIvzI90 paja]dWod sABY YsNUW VoUBIDS AIVIQI] Ul IOUT BULABY SJUIPNIE ¢, “gouatos AIVIQI] UI IOUT zy *a}BOYIZI0 S,UBLIBIGI] JO} WBIZ0Id 8B [[aM BB ‘s1ayoBay JOOYIE AIBPUOIAY JO} 9}BIYIBIEH a3BIg YIOX MAN 0} SUIPVa] Sasin0d aye} YSNUI SUOTZNISUI 1J9Y3O UI S9BINOD OIMIEPBIE WO] [OOYOS AIVIQI] SUIII}ZUa SJUIPN}YS 1, ‘Aydosoytyd Jo 10}090p Jo valZap ay} PABMO} PazUNOD aq ABU BDUGINS AIVIGI] UT S9BINOD) gy “peiejUe aq 0} BdIAJas JO YOUBIG 0} ZuIps090B poversuerepyp aq Avul Iva [OOYOS ay} JO PITY} FSB] JO YIOM ¢ “weiso0id [eotuYyda} ay} Surnsind ‘aouapisel ul IBaA [BUI ¢ “UOIJBONPa UI 9dUaTNS JO JO[aYOVG PIVMO JOfvUI 10] SJUBWIAIINbas Ajetyes ABW , (‘suOTPNAYSUT sUIOs Aq Ppalayo ‘o}a ‘AIvIQI] ey} JO asn ‘spoyyew AIvIQGI] UI SasINOD AIvJUBUa]ea Maj B ZuIydaoxy) “1vaA JOIUIs OF JOLId UNZaq JOU SasINOD [BUOIsSaJOlg g *JOOYNS aJVNpVIs JapuN JON ¢ *‘palajUa aq Of BdIAJas JO YOUBI 0} SuIPIOII’W paj}VIyUslayIp Wis} PUOIAS JO FIOM y ‘uoIyBoNpyY Jo yuaewjsvdaq 378Ig Aq PaqUBIF ¢ ‘aoiZap 8, JOjayoeq 4sIy B P1BMO} IVIL VBaT]OO pary} oy} Ul sUIsaq 41 ‘sUUBIZOId ayeNpeIZIapuN JoIUN Uy ‘valZep 8,1O;aYyYOR YSIY B PIVMO} IBA aFa]]Oo YANO} ay} UI SUISeq A][B1aUeS Apnys [BuOIssajoid SUIBIZOId aYVNPLIZIepUN IOUS UT ‘aaIZap JeySIy 8 JO aaiFZap 8 1O[aYIeq PUoIES B PIvMO} ‘UOIZeNpPLIZ puoAag survss0Id 1vaA-OMy JO -9UO JUVSeIdaI SUIvIFZOId ayENpTsy ; “UOTINFIYSUL JO BUIVU JO} [ VIGBL 899 | ‘uoTyBoONpY JO [ooyIg | | | Ul PI1IYO SUBIIBIGT]-19YOBI} JOOYOS-YSIL euloydt . ° « . b | JO} WSINOD “Burures) Arwiql] [B1vues seplaoig | SyIy Jo 1ojayoRg jooysg Areiqry | I | pga} 8NpBisiepun Joleg | J]]XX | | UaIpyTyo YIM yom | “‘UdIP[IYD IO} VdIAJas AIBIQVT | AIVIQT] UT 9}BdIYIVAIID I eyenpely "SOLIBIQI] IOBIV] | jo Juowj1edep Auv ul ystss¥ 10 ATBIql] aouddg AIBIG'T } oyqnd jews jo aBreyo aye} 0} peredoig | ul sUeINg Jo 1O;EyORG I ayenpeisiepun Joleg | J[]XX *‘sulajsAs | Arviqy A}IO JO SUBLIBIQI] YOUBIG, ‘SalIBIqI | qy ay : : t eiq! axa]]00 pus ‘JooyuIS ;eUIIOU ‘JOOYOS YsIFT | QDUBIIVE JO IOJAYIB | a@jenpeiZiepun JoTUaC | e'4 jos Yat 10s € | meg | 1X) (9) (¢) (#) (€) (S) (T) | | | (s1eaA) | ,u0r Pe12yQO 8] Sururery, ‘ paqueiy sulvis0l ¥ 7’ -njijsuy Yory AA JO} VOIAIag JO UOTISOg | peyuwsg) sowog ewo]diq 10 ayRoyIVIeD vwedee | ouIvIBOIg [weds } jo | | Oo yQ3ue" | yaquinny bie T| quinn (pepn}2Uu0,))—SoIAUaG AUVUAI'T JO SAHONVUG LINAUAAAIG] HOA GAAUAAIAG SWVUDOUY PNINIVUL—Z WTAV.L ‘SUBLIBIGT] JaYyova Ty | | = — nhs “OOIAIaS A ’ PVIAIOS ATBIGIT [OOYIE BUIDY JO 1OJaUNR | ee 6TevBNpBiry | ; & 4 360 ELeMentary Scnuoont Principars library experience, one recommended general business knowledge, and one urged teaching experience for those planning to become school librarians. Requirements for admission to undergraduate training programs— Fourteen of the twenty-three library schools had requirements for entrance to undergraduate programs. The number of these programs was seventeen. In connection with these seventeen undergraduate programs certain points may be noted: (1) Three programs require the presentation of health certif- cates; one, evidence of good moral character; seven, applications for admission ; and two, information blanks. (2) Eleven programs had requirements as to age: one requires a minimum age of sixteen; seven, a minimum age of twenty; and eight set a maximum age of thirty-five for entering students. (3) Ten of the seventeen programs require senior standing, three require junior standing, one requires graduate status, and one may be started in the freshman year. Usually this requirement is based upon the length of the training program; for example, courses requiring senior standing are usually one year in length. (4) Other requirements as to scholarship and experience are so varied as to be difficult to tabulate. Requirements for admission to graduate training programs— Twelve schools have preliminary requirements for seventeen gradu- ate training programs. Points worth noting are: (1) Four of the seventeen programs extend over two years; the others are one year in length. (2) Ten programs require a formal application for admission, four require a health certificate, five specify the necessity of a tran- script of record, and one requires evidence of good moral character. (3) With regard to age: nine graduate programs are open to stu- dents under thirty-five years of age; one program is open to those under forty ; and one is open to students under thirty. Four graduate programs require the student to be at least twenty vears of age. (4) Eleven of the programs require that the student shall present evidence of the completion of four years of college work. Four pro- grams require the completion of one year of library training and two programs are not readily classifiable as either graduate or under- graduate. (5) Details as to requirements in language and experience are so varied as to be difficult to tabulate. Subjects of study in the one-year training programs—Kighteen of the twenty-three library schools specified the courses for the one-year training programs. These library courses were tabulated by the f na cal Se ar wi m bo W CO S€ tr di age, he 01 ns— » for ‘ams uate tifi- - for eS a ight iree nay ised rses + SO du- the on, All- er. tu- se ite nt rO- VO 4 a las TwrEL_FrrH YEARBOOK 361 names of the courses. The few academic subjects and courses in edu- eation which were listed in the catalog have not been included. Several points may be noted: (1) The four courses most frequently included in these programs are: (a) administration of libraries, (b) cataloging, (c) reference work, and (d) book selection. (2) There are many variations of the following basic topics: ad- ministration, cataloging, classification, reference, bibliography, and book selection. (3) Some training programs list only four courses a semester, while others require the student to take seven, eight, or even nine courses a semester. (4) Out of sixty-eight specific courses only twelve mention “ school ” or “ children ” in the title of the course. Subjects of study in one-year programs preparing for service in school libraries or children’s work—Fifteen library schools offer training programs for school library and children’s work. Observa- tion and practise work have been tabulated separately. General aca- demic requirements have not been included. Points worth noting are: (1) There are almost as many different specific courses (56) offered for the training of school librarians as are offered in the general library course (68). (2) The courses specified most frequently are: (a) library ad- ministration or organization, (b) cataloging and classification, (¢) ref- erence work, and (d) book selection. These four topics also have been listed above as those most frequently specified for general library training. (3) Only one library school required students to take a course in education. (4) Three training programs specified courses in child psychology and one required a child welfare course. (5) A course in methods of teaching the use of libraries was re- quired in connection with two of the fifteen programs and elective in one other program. Subjects included in the two-year programs preparing for different branches of library service—The summary of the second year of two- year programs reveals the following points: (1) Only five of the twenty-three library schools gave space in their catalogs for the second year of training. It is possible, of course, that other schools offer students two years of work when requested, but these have not advanced to the point of specific programs. (2) There are fewer courses specified in the two-year programs than in the one-year programs, suggesting thereby a tendency to concentrate and to specialize in the second year. 362 ELeMeENTARY Scuoor Princrreas (3) Four institutions offered seminar work, but only one provided for a thesis. (4) Methods of teaching the use of the library was offered by only one of the five programs. (5) Out of forty-five courses listed in the second year of two-year programs only five mention the word “ school ” or * children ” in the title. School library craft is not studied on the graduate level as far as the titles of courses are acceptable evidence. Practise work included in library training programs—The term “ practise work ” refers to the opportunities for experience in public or other types of libraries. The tabulation brings out these facts: (1) That nineteen of the twenty-three library schools report in their catalogs that there are practise opportunities. (2) A few catalogs convey the impression that the arrangement for experience is incidental and not particularly systematic. How- ever, the nineteen schools appear to offer organized practise oppor- tunities. (3) Four library schools do not offer any practise work at all. A few schools do not have practise work in connection with all training programs. Does this mean that leaders in the library field do not believe that practise experience under supervision is necessary Special field trips and observation work—The catalogs of only fourteen colleges mentioned field trips and observation work. It is interesting to note that some of these opportunities seem to be but simple and incidental parts of the training programs. In a few instances the library schools are apparently trying to help students to avail themselves systematically of the communities’ opportunities for experience. W* REALIZE that the individual must not be loaded with teacher-planned assignments. The integration of classroom and library gives an immediate response to a child’s awakened interest, without waiting until a regular library period when his interest has perhaps waned and his enthusi- asm cooled. Guidance is the teacher’s response to the child’s request for help. The library must answer individual and group purposes.—Caroline Stokes, Chapter VI. ~I ided only vear the far erm blie > In ent OW- JOr- ing not or 20. 21. TweL_Frru YEARBOOK 363 SELECTED REFERENCES ._ AMERICAN Liprary Association. A Handbook for Teacher-librarians. Chi- cago: the Association, 1931. 52 p. American Liprary Association, Board of Education for Librarianship. Cer- tification Requirements for Librarians, Summarized by States. Chicago: the Association, 1933. 20 p. (Mimeographed.) Bocie, Saran C. N. “A Conception of the Children’s Librarian.” Children’s Library Yearbook, No. 2. Chicago: American Library Association, 1930. p. 1-3. _ Certarn, C. C. “The Elementary School Library Defined in Terms of Book Conservation and Library Service.’ Elementary School Journal 24: 357-64; January, 1924. Certain, C. C., chairman. Elementary School Library Standards. Chicago: American Libr: iry Association, 1925. p. 11-12. Cook, Epirn L. “ Essentials in Training for School Librarianship.” Inbrary Journal 54: 742-44; September 15, 1929. . Durr, J. C. “The Librarian and the Junior High School.” Library Journal 53: 402-404; May 1, 1928. Farco, Lucite F. The Library in the School. Chicago: American Library Association, 1930. p. 17-42. Farco, Lucite F. The Program for Elementary School Library Service. Chicago: American Library Association, 1930. p. 3-4, 64-65, 77-78, 105- 107, 135-36. . Fay, Lucy E. and Eaton, A. T. Instruction in the Use of Books and Libraries. 3rd ed. rev. Boston: F. W. Faxon Co., 1928. 465 p. . Frieper, J. H. Training for Librarianship. Philadelphia: J. B. Lippincott Co., 1921. . Grepniear, W. J. Careers; Librarianship. U. 8S. Office of Education Leaflet No. 9. Washington, D. C.: Government Printing Office, 1931. 9 p. _ Harris, Heten. “School Librarianship as a Career.” Journal of the National Education Association 18: 79-80; March, 1929. . Hurcurns, Marcaret, Jounson, A. S., and Wiu1ams, M. 8S. Guide to the Use of Libraries. 4th ed. New York: H. W. Wilson Co., 1929. 245 p. . Kewy, F. H. “ Professional Training of the Librarian in a Platoon School.” Platoon School 4: 17-21; March, 1930. . Kennepy, Anna C. “Current Practice in the Preparation of Part-time School Librarians for Small Schools in New York State.” Library Journal 57: 749-51; September 15, 1932. . Kester, Rutu. “ Librarian’s Place in the Present Educational System.” Libraries 36: 279-81; June, 1931. . Kine, Wutram A. The Elementary School Library. New York: Charles Scribner’s Sons, 1929. p. 64-72. . Lovis, Marton. “ Training for the Elementary School Librarian.” Bulletin 9: 580-85; April, 1930. Department of Elementary School Principals. Mutueron, ANNE M. “ Training Teachers for Library Work in Platoon Schools.” Library Journal 52: 283-86; March 15, 1927. Partcu, C. E. “ Function of a Librarian in a Vocational Guidance Program.” Library Journal 54: 482-84; June 1, 1929. 364 22. 23. 24. 25. 26. 28. 29. 30. 31. 32. ELEMENTARY Scuoot Principats PENNSYLVANIA State DepaRTMENT or Pusiic Instruction. Library Manual. Bulletin 69. Harrisburg: the Department, 1932. 122 p. Power, E. L “ Training for Library Work With Children.” Library Journal 51: 895-99; October 15, 1926. RATHBONE, JOSEPHINE A. “Creative Librarianship.” School and Society 35: 687-93; May 21, 19382. Same in Library Journal 57: 451-55; May 15, 1932. Smiru, Susan T. “ Outside Reading for the Children’s Librarian.’ Public Libraries 30: 467-70; November, 1925. SoutHwick, Marcarer. “ Need of Technical Training for Teacher-Librarians.” The Platoon School 3: 12-16; March-May, 1929. . Stons, C. H. “ Difficulties Encountered by Trained School Librarians As a Basis for the Revision of the Professional Curriculum.” Library Quar- terly 3: 66-86; January, 1933. Warp, Kare M. “ Librarian in a Progressive School.” Progressive Education 8: 126-30; February, 1931. WitiramMson, C. C. “Selection of Library Students.” Wilson Bulletin 4: 204- 206; January, 1930. Witson, Martrua. School Library Management. 5th ed. rev. New York: H. W. Wilson Co., 1931. p. 5-10. Witson, Marrua, compiler. Selected Articles on School Library Experience (Second Series). New York: H. W. Wilson Co., 1932. p. 57-98. Wooster, H. “ Business of Being a Librarian.” Wilson Bulletin 7: 366-67: February, 1933. en rs pry re ——ee anual, urnal ciety y 15, ‘ublic ans,” As a Juar- ition 204- NCE ar CHAPTER VIII RURAL AND STATE LIBRARY PRACTISES CrrtTAIN Rurat-Scuoor Linrary Conpirions Boox Truck SERVICE FoR A CouNnTY County Liprary SERVICE OF CALIFORNIA Srate Lisprary Programs Strate Liprary Extension ACTIVITIES [365] EDITORIAL COMMENT ON CHAPTER VIII Chapter VIII presents some of the aspects of the rural-school library problem. A contribution describes the status of library ser- vices in several states of the North West. The book automobile described in one article probably offers a solution to the rural library problem in many counties. Another describes the county library system as successfully operated in one state. The state library depart- ment’s role in rural library work is also described. The chapter gives but a glimpse of an area which deserves more of the attention and the money of the American people. How can the rural population be reached with library services? In some areas packages of books are mailed to the homes. Other places send out book trucks at regular intervals. In a few instances branch libraries are established in stores, churches, and homes. Which plan is best? Without doubt each method develops out of deep-rooted local conditions. Areas which are broken up into many more or less isolated community units probably need a book truck service. Areas which revolve socially about a store or crossroad center are probably served best by branch libraries. In some instances probably both devices are needed. These questions naturally arise: Where does the school belong in the rural library situation? Should the school be content in its efforts to interest children in books? Or, should the school attempt to make books available to all persons in the immediate environs? Should every rural school be a branch library of county or state library systems? Should the rural school teacher be as much a librarian for the whole community as she is a leader of the young? How ean the state library and education departments cooperate to improve the rural library situation ? How can an adequate rural library program be financed? These and hundreds of other questions need to be studied carefully by the principal of rural schools. What contribu- tion can he make to solve these difficulties ? A bibliography appended to this chapter will be of interest to rural-school executives.—Editorial Committee. [366 | a be ju th 100] ser- vile A ry ary irt- ves nd 1s 7 er eS eh ed SS as th CHAPTER VIIT RURAL AND STATE LIBRARY PRACTISES CERTAIN RURAL-SCHOOL LIBRARY CONDITIONS Maset WILKINSON ETHERIDGE Librarian, State Teachers College, Minot, North Dakota UCH HAS BEEN WRITTEN about school library activities M of the well-developed urban and rural communities, but very little about the thinly populated frontier rural communities prevalent in the Dakotas, Montana, Wyoming, and northeastern Colorado. The social activity of a library is based upon the needs and differences of the communities served. The needs of the thinly populated, isolated states are not the needs of the more densely popu- lated sections, yet they are just as important. The aim is the same in either case—to make life more worthwhile. The school library idea has been prevalent for a number of years as far as school library legislation is concerned. Schoolboard inter- pretation of school library laws is often grotesque. If one were to judge the educational status of a community by the books found on the library shelves, by the use made of them as supplementary mate- rial in working out school projects, or by the use for pleasure-reading, it would be a disappointment. Frequently the same old books, ragged, torn, soiled, and unattractive, stand on the shelves for years. In most cases they are collections of worn-out texts, unattractive sets, cheap series, undesirable gifts, out-of-date and unsuited to the active needs of the pupils. This condition exists in spite of state aids in supplying lists of approved books from which teachers or school boards are required by law to make the selection. Pupils never look at such books. Scores of children do not read anything but the textbook, and not infre- quently there are no readable books in the homes or schools. At this time many texts in actual use are fifteen years out-of-date in sub- jectmatter. The text may be all right as far as it goes. At its best it is but one man’s opinion out of many millions who may be just as authentic. The writer has had occasion to drive through the previously men- tioned states at least once a year for a period of several years. Informal interviews have been numerous as well as instructive. They have covered a wide variety of rural types, school board members, [367] 368 SLEMENTARY Scuoot Princrpars principals in rural towns and villages, teachers in consolidated and one-room schools, taxpayers with and without school children. 5 Data from principals and teachers—At the summer sessions of the ' bs State Teachers College, Minot, North Dakota, and the University, | Grand Forks, inquiry blanks on school libraries were passed at random among principals and teachers.'| One hundred question- naires were finally tabulated. These replies were from representa- tives of school systems with from four to thirteen teachers; with li ad pupil enrolment not to exceed 100 pupils; with libraries ranging | from 25 to 2000 books; and where the amounts spent for new books | never exceeded $175 annually. Table 1 shows a rather discouraging situation. Apparently there are no full-time teacher librarians. Few pupil librarians were used. Therefore, the work fell upon the principals and teachers of English who needed their time for other tasks. Many of the libraries were not adequately housed. Many were not classified or cataloged. And most serious of all, almost half of the libraries reported were not used in the teaching and school activities. TABLE 1—Repuies or Ont Hunprep TEACHERS AND PRINCIPALS TO QUESTIONS ON THE STATUS OF ScHOoL LIBRARIES Frequency ried ee a | = 7 Question No Yes Do not know (1) (2) (3) (4) 1. Is there a full-time teacher librarian?.... 88 0 12 2. Is there a pupil librarian?.............. 83 11 6 3. Is there a library room?............... 36 42 22 4. Is the library a mere storeroom?........ 25 25 50 5. Is the library cataloged?................ 38 41 21 6. Is the library classified?................ 39 38 23 7. Is the library used in school projects?... 43 56 | Data from state teachers colleges and counly librartes—Question- naires regarding their services to elementary schools were received from six state teachers colleges (located in four states), and four county libraries (located in three states). Table 2 and subsequent pages summarize these replies. Table 2 shows that the state teachers colleges are extending ser- vice very little to the elementary teachers and pupils in their respec- tive states. Five institutions have reading matter as a part of the training-school library collection, but in only one case do the ele- mentary children of the nearby rural districts benefit from these facilities. The services are not extensive even to the training schools 1The writer acknowledges the assistance of a graduate student, Mr. Voelker, who is now County Superintendent, Pierce County, Rugby, North Dakota. ree rE ‘ d and f the rsity, «| stion- enta- with, izing 0ks here ised, rlish vere A nd ised [ONS mn- ed ur nt § Twetrrn YEARBOOK 369 and student teachers in their respective institutions. County libraries are generally reaching the nearby elementary school through travel ling libraries, packages of books, supplementary reading material, and booklists. Special memberships for teachers and school districts are available in Montana and Colorado for a small fee. Four of the counties offer travelling libraries and other aids to their rural elemen- tary schools. TABLE 2—EpvucationaL Services RENDERED PupILs AND TEACHERS OF ELEMENTARY SCHOOLS Service Frequency Teachers college library activities (6 institutions) (a) Provides reading matter suitable for children as part of the training school library collection...............ccsccoce-scoecs 5 (b) Provides one reading circle period per week for each grade in the conference room of the tr: sae SCHOO IWELG . vckivcccsaccss 1 (c) Provides factual matter for teachers of various subjects in the GENO SAGE ini. sia asides andeea weber dadaduay se oawaaee 2 (d) Serves the training school and rural schools under the direction of ne ee eee Ee er rr here ee mS Sys 2 (e) Provides a selection of books for each room...............e000% 2 (f) Conducts elementary library class by grades................... 2 to} Comets wioey our TOi ORG OR esi 6ccdiviescieisacs twead ad aniotes 3 (h) Has special shelf reserved for particular studies................. 1 (i) Has professional library of new texts as they appear for examina- NE RD Sire Spaleinitate ive btw sen seank cara ska tnu ears oe 3 (j) Accommodates rural children from nearby districts whe re there are no school buildings; these are brought in by school bus daily.. 1 County library activities (4 county libraries) (a) Special memberships to teachers and school districts in Montana and Colorado. Slight fee charged...............ccccccccecnes 2 Cand. TO, I oi se er diedeguindmes BEBE WOU da Dae Ree 4 (oc): Behool Tate. aNd TelePCNCe WOKE ....0..:cicices nccieeactccae aawasesa 4 (d) Supplementary reading material for teachers and pupils........ 4 eT ee, neem re yap 4 (f) Library service stations in schools, stores, and homes.......... 2 State library activities (3 states) (a) ‘Travelling libraries. sent ‘to schools. ......os..scccccccccvisscescnste 2 (b) Package libraries sent to the schools and rur: ral ee 2 (c) University and agricultural college library extension service to I Soi big 5 ares vino oo RSPR aR GER ARETE oe ae 2 Another question was: “ Do teachers make intelligent use of the library?” Teachers aes replied with respect to their six facul- ties: Yes, 2; No, 2; and Reasonably so, 2. Regarding teachers in training: No, 3; and Reasonably so, 3. County libraries replied with respect to the rural teachers: Yes, 1; No, 2; and Reasonably so, 1. Another question was: “Are children given instruction in the use of reference books, catalog, and other library tools?” One-third of the state teachers colleges replied that this instruction was given, one-third replied “ to some extent,” and one-third answered in the 370 ELEMENTARY Scuoot PrINcIPALS negative. All four county libraries answered that the training given was very inadequate because schools were not equipped properly with libraries and because teachers were not informed about reference methods. Where children were taught something about reference work, the replies indicated that it was usually done by the teachers with the assistance of a librarian now and then. Table 3 summarizes the replies to this question: ‘“ Are student teachers trained to know books or the principles of book selection ¢” TABLE 3—Reptirs or Teacuers Co.Lieces TO QUESTION: ARE STUDENT TEACHERS TRAINED TO Know Books? Reply Frequency Course given in children’s literature SIS sits saa idea acta nuisi< ae a A aon od TO a ae ee aE ke 1 id canscg sade ake eit Wat ad Aa i DAR Ie Nia ose Ao 2 Non-credit course required in library orientation..................... 3 Elective credit course in school library practises offered "..... “Few students have time to take it on account of the number of required courses. The following suggestions for improving the library service to schools were made in the replies: A. From teachers colleges (1) Give library training to school librarians in teachers colleges rather than in technical library schools. (2) Need sufficient help and sufficient duplicate copies of books to send to graduates who teach in poorly equipped schools to be of real service. (3) More time for presentation of instruction: first, by the librarian to the teacher who is to give the instruction; and second, by this teacher to the pupil who is to receive the instruction. (4) Train the faculty to know how to use books and to have at least a fair working knowledge of classification, cataloging, reference work, evaluation of new material, and a sense of fair play. (5) A course of study worked out for systematic instruction in the use of the library from the kindergarten through the high school and required in al! schools. (6) Better collections available for school use and definite requirements for a teacher-librarian in each school, who has had at least a teacher-librarian course. (7) Pool the funds now required for school library expenditures in every school annually, in the states not having county library service. Divide this amount into the number of large district divisions and place the fund at the disposal of the public library board at the center of each division. Then spend this money annually for the best supplementary school books and pictures available. These could be sent by auto regularly to all the schools within the district division and circulated all year among pupils and teachers. B. From county libraries (1) More funds needed. (2) Friendly cooperation on the part of other libraries desirable. (3) Greater opportunity for regular personal inspection of school and rural stations in order to meet the need more efficiently. (4) Train outgoing teachers in the use of libraries. (5) Train teachers in the principles of book selection. TT TR Ee fa th e} be ti er TweLFrru YEARBOOK 371 Summary and conclusions-—-Under present conditions school library facilities in the rural communities of North and South Dakota, Montana, Wyoming, and northeastern Colorado are too limited in scope. The books usually are purchased by someone who knows neither books, nor school library needs, and who is easily influenced by persuasive book agents. The rural teacher changes her position frequently and gives the library little or no attention during her term. Many teachers do not know books and are not experienced in book selection, buying, or even reading books. There is little if any oppor- tunity for teachers to get training in a knowledge of books, or a chance to examine or read new books. This situation is due in part to the “high pressure,” over-standardized, too extensive re- quired subjects in the present higher educational institutions. Growing needs of the modern educational system demand well- chosen collections of books both for teachers and pupils. The collec- tions must be organized for the greatest good to the greatest number. The pupil must know how to get and to utilize this supplementary material. Through his search for information he develops quite naturally a technie of reasoning which is of great value to him all his life. With many teachers lacking this fundamental information the whole process of progress in the school library movement is necessarily retarded. County library service to rural schools and communities is satis- factory where it exists. There are, however, 3000 counties in the United States of which 1100 have library service of any kind. Of the 1100 counties, but 245 have county library service, although all except three or four states have county library laws.* The discrepancy between actual and possible development is enormous. It is self- evident that legislation has little if any power as a remedy. School systems are often not prepared to handle the existing situa- tion alone because of the lack of proper training of teachers, inade- quate financing, political manipulation of school affairs, and the constant change of those in control. Public libraries and county libra- ries are not able to take over the entire duty because they are now under-financed, under-manned, and over-worked. Some steps in improving conditions are as follows: (1) Wide training of teachers in the use of books, and the principles of book selection and book buying. (2) The development of county library service with respect to schools in rural communities. 2 Vought, Sabra W. “Library Service.” Biennial Survey of Education, 1928-1930. United States Department of Interior, Office of Education, Bulletin 1931, No. 20. Washington, D, C.: Government Printing Office, 1932. Vol. I: 646. 372 ELeMeENTARY Scuoot Princirars (3) Intelligent leadership. (4) Wide publicity to arouse community interest and pride to the extent of adequate support. (5) Cooperation of existing systems to a greater extent. (6) If possible, an entire new system devised to meet the need of the situation: (a) It must be progressive, economical, democratic, and available the year round. (b) It should provide a well-trained, efficient rural-school library field worker who would spend her time determining the needs of her immediate territory, and in meeting those needs. (c) It must be flexible enough to fit the varving needs and differences duc to geographic, climatic, and economic influences. (d) It must eliminate “dead timber” and keep all material moving to the best advantage. (e) Each collection must be chosen with care, and suited to the children’s interests and needs, depending on the size of the school. The teacher must feel confident that the books have been chosen by a specialist and are worthy of consideration. Outside of the financial aspects, there is no reason why the county library systems should not make a specialty of services to rural schools. The program could be supervised by a trained school library field worker. With a desire for this type of service really aroused, the financial problem should not be insurmountable. HE DETERMINATION of needed preparation for workers in any situation must be made first, by calling | up the pictures of the setting in which the work is to be done; second, by discovering in the picture the requirements ae >| moO ko 3. i¢ Ws cou cal the fa wool, pupils *s have 5; and nts in pupils x only ort by . 10; v that of the thirds from upils year. oems, drew from tion: vari- and Pro- 1ome m I chool le lead- and rted -om- and rom ides the has he Bas hag PRT er TwreLFrH YEARBOOK 407 librarian has secured many poems on special topics”; “She has helped the children find poems for special topics”; “She has sent for complete sets of certain well-known poems for each child”; and “After our library period any favorite poem is read aloud to the class by some child or by me.” The influential position of our librarian is shown in her own words as follows: Myrtle, a third-grade pupil, who was proudly carrying Fyleman’s Fairies and Friends, said, “ I’m going to read these poems to my class.” The librarian asked, “Do they like to have you read poems to them?” With a smile she answered, “Oh yes, everyone likes them.” Such remarks, together with dozens of requests for Olcott’s Story-telling Poems, Wynne’s For Days and Days, Children’s First Book of Poetry, and others that could not be filled because they were already in use, have shown me that poetry can be made as interesting as fiction to many children if they are taught to see the beauty to be found in books that sing (poetry). It is the privilege of the librarian to help children select poems suitable for their grade or ability. It frequently happens that a second-grade pupil may desire Teasdale’s Rainbow Gold or Unter- meyer’s This Singing World, when he really would enjoy Steven- son’s Child’s Garden of Verses or Silver Pennies so much more. Such guidance is an essential part of our program. Conclusion—For sheer beauty and imagery few school activities equal that of reading poetry. Our experience shows that with proper direction children will develop a largely self-sustaining interest in poems. Essential elements in the motivation of such a program are: (1) a sympathetic interest on the part of the principal, (2) an alert group of teachers, (3) a reasonably well-equipped library in the school, and (4) a cooperatively-inclined school librarian. N THE MODERN SCHOOL where learning is an active mental process, not merely the absorption of factual in- formation from a single textbook, a rich collection of books must. be available in order to stimulate mental curiosity and Jasmine Britton, Chapter VI. constructive thought. 408 ELeMentTarY Scuoot Princrpars IMPROVING THE LIBRARY-CLASSROOM CONTACT ELIzABETH SCRIPTURE Supervisor of School Libraries, Denver, Colorado HAT can the principal in an elementary school do to estab; lish, to extend, to conserve, or to stimulate a desirable work. ing relationship between the classroom and the library in the school? If this alliance is what it should be, the classroom projects will reach unsuspected possibilities because of the vitalizing mate- rials made available by the library. The library, on the other hand, will make use of every interest built up in the classroom, to open to children new fields of literature in its broadest sense. ba @ : Every principal knows better than anyone else what cooperation | exists between the library and the classrooms in his school and | whether or not he is satisfied with it. Like everything else, the library will develop into its greatest usefulness if the principal is enthusiastic and understanding. It is reasonably certain, too, that | if the principal is indifferent to the library or fails to see its possi- | bilities, the teachers and librarian will not have the inspiration that they would have under a more stimulating leadership. The library room and its equipment—lf the principal thinks that the library can become a laboratory in which all the school may work | with books as tools, as a first step let him examine the library room and its equipment. Is the room centrally located? Is it large enough to hold a class and several groups of children from other classes! Is it large enough to hold two classes? It should be. Would it be possible to arrange for a small room opening into it, for confer- | ences, and discussions? Is it equipped for the exhibition of objects as well as books—unless, of course, there is a museum room in the building? Is there a place with table and chairs of the right size where teachers can examine materials ? The most important question of all except the matter of size: Is the room attractive? If not, what is wrong with it? Is it spoiled | by uninteresting old pictures hung high, or if there are pictures are | they colored, are they interesting to children and are they hung lov, even if sections of shelving have to be used for their display? Does it have, as decorations, pieces of uninspiring statuary and languish: | ing ferns or is there a piece of colorful textile and harmonizing pottery? Are there illustrated books attractively displayed, stand- ing or lying invitingly open, on shelves, tables, everywhere? These | and other physical arrangements must be considered if there is to be improvement in the cooperation between classroom and library. Iibrary materials—Some thought must be given to the care of | the library materials. Were the books classified and cataloged by a tra sha me ho vic sys an im wh TweEeLrrH YEARBOOK 409 trained person? Is out-of-date material promptly discarded and are shabby books or worn picture mounts quickly replaced? Are the | mending and rebinding well done? Is there suitable equipment for > estab | housing the catalog, the picture and pamphlet collections, slides and € work. vietrola records so that they are easily available? Is the charging ‘in the | system adequate, so that the librarian can find out quickly where rojects any book or picture is at the moment? Attention to these details is * mate | important, since on them depends the prompt service to classrooms ——— r hand, | which is necessary on a busy school day. ‘0 open The program—Of considerable importance among the principal’s problems is the preparation of a program. If the school is of the eration non-platoon type shall classes be scheduled for the library every ol and period of every day? If the room is large enough for two classes, this se, the plan might work well enough. If, however, there are periods each ipal is day when the library is not filled, teachers can bring classes in, at 9, that intervals, to work in a better equipped laboratory than their own possi- f classrooms, or to hold a poetry period, or to carry out any other n that | purpose which fits in at the moment. This will continually improve the library-classroom cooperation because teachers as well as pupils -3 that will learn the possibilities and the resources of the library. > work In a platoon school it is more difficult to plan for periods when room classes are not scheduled to the library. Since space does not usually nough permit the admission of two classes, children must often wait until asses! their regular library period to do their reading for science, music, it be social science, or other subjects. A partial remedy for this is to onfer- arrange to have children go to the library in small groups from bjects | their regular classes. Even this is not always possible, though it n the | 8 highly desirable if it can be arranged. t size | Another way in which the principal can help is by arranging to ' have the library open and the librarian on duty at all possible times— size: | before and after school, and at noon hours. Sometimes these are oiled | the only times at which she can arrange to show materials, old or sare | ‘new, to teachers, or to talk to them about their plans. It has been ‘low, | found that informal, personal contact between teachers and libra- Does | _vians is one of the best methods of increasing the service that the uish- library can render the classroom; and, conversely, the help that the izing classroom can give to the library. It is the privilege of the prin- fand- cipal, however, to find out whether this contact is adequate in his ‘hese | particular school. If results of it are not evident, it will be necessary “ i for the principal to begin with the foundation and to bring about y. E conferences and class visits at which he himself must be ready with e of — suggestions in connection with the daily or weekly lesson plans. by a 410 ELEMENTARY Scuoor Princrpas Book selection—Every school buys books for its library at inter. vals varying from one month to one year. Here is an opportunity for the principal to do much to help establish the desired relation. | ship between classroom and library. Official notice should be given, as far in advance as possible, as to when suggestions for purchase ean be handed to the librarian. Teachers should be encouraged to consult the librarian, to look at catalogs, booklists, and other aids in their own library and in the public library. They should be urged to go to bookstores, to the children’s room in the publie library, and to the sample bookroom in their own system, if there is one, Each teacher should be expected to make suggestions of a few titles which she would like to have in the library, to supplement what is already available there on her subject. Of course, some mistakes will be made, but everyone will learn from them. The training and experience of the librarian should prevent most of these, in any ease, for she will know where to turn, to supplement her own knowledge when necessary. Of course, it will be necessary for teachers to know the available collection thoroughly in order to suggest additions, and this will inevitably mean increased use. What and how to teach puptls—Part of the task and of the oppor- tunity of every school is to teach boys and girls how to use hooks and various other library tools. Everyone knows that this instruction should be given at the point where children realize that they need to know how to find certain facts. A “felt need” is often diff- cult to arrange. The classroom teacher may not be quick to see the opportunity to have the encyclopedia or the catalog explained at that particular point, or the librarian may not be adaptable enough to make the lesson fit in at the first possible moment. The principal can do much to make teachers feel that it is more important to teach children to want to find out about things and how to find out about things, than it is to teach them the facts themselves. Too many teachers are satisfied with the collections of books in their classrooms—often an excellent assortment—with which they are thoroughly familiar. They fail to realize that the attitude and habit of research is a valuable one for everyone, and a necessity for the intelligent student, in elementary school, high school, college, or graduate school, It is also a necessity for the professional man or woman and the man or woman of affairs. Children who are given the privilege of going to the library to read about some classroom problem will not know that they are doing research, but the funda- mental elements are there just the same. One hears the protest, “ But that is what reference librarians are for!” True enough, one doesn’t expect to make reference librarians Se — ou m —... — it inter. ortunity ‘elation. § > given, urchase aged to er aids yuld be § library, is one, V titles what is istakes ne and V case, wledge ) know is, and oOppor- books uction - need diff- pe the t that gh to cipal teach about ks in they - and v for e, or n or ‘iven ‘oom nda- | are ians TweLFrH YEARBOOK 411 out of boys and girls. But the fundamentals of research, by which is meant the method of attacking the problem in hand, should be the possession of every school child. He should know when it is legiti- mate to make use of an encyclopedia and when it is not. He should appreciate the astonishing amount of information to be found in the dictionary. He should have a general idea of the classification and arrangement of any library, and a definite idea of the relation between the catalog and the books on the shelves. Of course, he should be able to find out what books or parts of books in the library will help him. All this will be meaningful to him to the degree that his classroom teachers have encouraged him and given him opportuni- ties for individual effort to find out what he needs to know in the most economical manner and with an increasingly critical attitude towards his sources of information. It is all too generally assumed that the librarian alone is respon- sible for the instruction in the use of the library. She should be largely responsible for the actual instruction, but+the principal who sees this instruction as part of teaching children how to attack almost any problem, will do much to increase the interdependence of the library and classroom. In the matter of individualizing instruction not nearly enough use is made of the possibilities of the library, especially in the case of the unusual child, either gifted or slow-learning. Much thought and planning for the individual supplementary project for the gifted child must take place between the librarian and the classroom teacher. At the other end of the scale there need to be many conferences and much cooperative effort on the part of the librarian and the reading teacher of the slow-learning child. The principal who can provide opportunities for conferences like these and can inspire a great deal of individual work of this sort can do much for the unusual children in his school. Supervisory devices—It is unnecessary to mention the usual super- visory devices by which a great deal can be done to form a desirable library-classroom relationship, for principals know them better than does anyone else. Their adaptation to this special phase of supervi- sion is obvious. Perhaps the most useful one of all is intervisitation within the school. A librarian can be told what unit is to be taken up next in science, in social science, or in English, but she needs to see how it is to be done, what the teacher expects each pupil to con- tribute, and the kind of thing that the quicker children can do. The librarian needs to see for herself the behavior of the child who has some difficulty. 412 ELEMENTARY Scuoort PrINcIPALS It would also be instructive for a teacher to visit the library when groups of children from classes other than her own are being served, Part of a faculty meeting now and then can be given to the library with profit. The librarian can present new materials, plans and poli- cies. Enthusiastic teachers who have achieved a working relation- ship with the library, can describe successful projects. The principal will find many ways in faculty meetings to make brief suggestions to conservative or unimaginative teachers in this particular direction. The new teacher—The librarian should be made responsible for the introduction of new teachers to the library. If she fails to accept this responsibility, the office might arrange for an early meeting of new teachers in the library, where the librarian should present her most attractive and impressive materials, and her method of work. Teachers will need considerable help on how to send children to the library. To send a whole class of fourth-graders without warning, to find out something about any wild animal does not indicate an understanding of, the possibilities of a library assignment. Chil- dren are not taught to take notes until they are well towards junior high school, and it is not the primary duty of the librarian to teach them this. The principal should see to it that librarians and teach- ers work out a plan by which children can be sent with a definite problem on which there is material available. The teacher should also give some training in preparing material to be taken back to class, and the librarian should cooperate in this, so that reading to find out certain facts does not mean copying. Reading for pleasure—An important phase of the library oppor- tunity is that of introducing children to good books for pleasure reading alone. This function cannot be over-emphasized either in its own right or as a means of strengthening the bond between library and classroom. It is only with the latter angle that this discussion can concern itself, however. Anything that the librarian can do to make children enjoy reading, to inspire them to want to come to the library at any and all times, will bring the classroom nearer. Worthwhile story hours not only delight children but offer limitless opportunities to form literary background and to lead children into books. Poetry hours are part of every library plan. What could be more delightful to an English class than to go to the library and there be introduced by a skillful librarian to Silver Pennies or This Singing World? And then, what thrill compares with the chance to browse among all the other poetry books which have been attractively set forth beforehand? Variations and extensions of these suggestions are innumerable, as every libra- ria dre eX] gol tea wi su ho mi ees When erved, ibrary | poli- ation- 1cipal stions ction, le for ccept ng of t her vork, o the ning, e an Chil- inior each 2ach- inite ould k to g to por- sure > in ary 10 ing, 1€s, nly ary art ish ful nat TweL_FrH YEARBOOK 413 rian and teacher of English will know. Anything that can make chil- dren read lovely things for pleasure as part of their everyday school experience is tying the classroom and the library together with golden ribbons. Qualifications of the librarian—The qualifications of satisfactory teachers are fairly well established and principals generally know what they are. It is more difficult to set up qualifications for a successful librarian. There are a few points to be noted especially, however. In addition to obviously desirable personal attributes it is most advantageous, if not essential, that she know how to teach reading—how to recognize reading difficulties and how to cooperate with the persons directly responsible for working with children so hampered. She must be able to treat children as individuals, as all ood teachers do. Not only must she be alert to children’s mental needs, but also to their psychological difficulties. She can achieve this only by observing the child in classes, as well as in the library, by consulting every record which applies to him and every person who deals with him. She must see that the child who never con- tributes to class discussions finally reaches a point where he can tell the class the name of one book he has enjoyed, and that he hopes someone else will enjoy too. It is not enough for the librarian merely to be able to furnish materials to children. It is not usual for the principal to be in a position to set up standards for the professional equipment of the librarian in his school. However, if the system does not require partly or fully trained librarians in elementary schools, the principal can at least encourage as much training in service as it is possible to get. Too many people are giving book service to children who have a background of literature insufficient to enable them to distinguish the tawdry from the genuine, the sentimental from the sincere, and pseudo-scientifie statements from the scientifically accurate. The suc- cessful librarian must know books and be interested in them, not only children’s books, but books in general. Anything that the prin- cipal can do to broaden the book experience of the librarian or the teacher, by way of book clubs or any similar device, will increase the possibility of the most satisfactory library-classroom relationship. Conclusion—Teachers today are reaching out for the materials which will enrich classroom activities. They wish to extend the abilities of the superior child and to brighten the outlook of slow- learning pupils. In meeting this “ felt need” of teachers the ele- mentary-school library assumes an increasingly important place. But if the classroom-library relationship is to reach its maximum useful- 414 ELEMENTARY SCHOOL PRINCIPALS ness the principal must do all in his power to extend and to improve the contacts. An enthusiastic principal can improve the library equipment, provide better programs, encourage certain types of class- room activities, utilize his supervisory technics to bring librarians and teachers together on mutual problems, and stimulate the book- loving attitudes of pupils and teachers. OOKS in the classroom are vital to good teaching but the better plan is to have in every building a real library room to which the children may go for library experience as many times a week as the school program will permit. Some teacher especially interested, who has taken at least a summer course, could be released from other duties to take general charge or the principal might assume this duty.—Harriet A. Wood, Chapter VIIT. The library which helps the farmer, the lover of litera- ture, the student of history, and the seeker after a better rural social economy, becomes wonderful in its possibilities of life and service. Love of books and interest in continuing educa- tion are not then bounded by city limits. Possibly book ap- preciation is even greater where city distractions are lacking. Rural public library service is a natural development.— Gertrude MacKinney, Chapter VITT. ee prove brary Class- arians book- TwetFrru YEARBOOK 415 CALCULATING PROFITS ELia B. Watson Principal, Grammar School, Clarksville, Texas HIS BRIEF ARTICLE is merely an account of an effort to discover whether or not pupils of the fourth, fifth, and sixth grades in a small-town elementary school were making a worth- while use of their library reading periods. The plan—Partly because the exigencies of my situation made any other plan impossible, and partly because it accorded anyway, in a considerable degree, with my notion of what might be beneficial, I decided last term simply to expose my pupils to books and watch the results. I thought the idea of untrammelled browsing worth trying. I have long doubted the wisdom of giving certificates or other credit for a certain number of books read. In that, as in all the rest of our elaborate accrediting system, there is a temptation to the student to work for the credit rather than for knowledge or for the joy of working. Ruskin says there are many people who care little about being in good society who are exceedingly anxious to be seen in it. Just so there are many people who care little really for reading good books who are most anxious to be able to say they have read them. I want my pupils to read because they love to read, and I thought that, along with some other things we are doing toward inculeating good reading habits, the chance for the children to read from the library at will and at random might help. The books of our small library are arranged in open-faced book- shelves around the stage of our auditorium. This room is also used by the fourth, fifth, and sixth grades as a study hall, the off classes coming in for study while others are reciting. Last term each class was given a period in study hall for reading from the library. At that period any member of the class might go up to the stage and select a book to take to his desk to read. He was not required to read if he preferred to study, and no report upon his reading was demanded. It was observed that a good many pupils idly turned the leaves of the books they took down, while others turned the leaves to look at pictures, which was not all bad. I wondered often during the year whether any real benefit was accruing to my school from these undirected reading hours. The test—I know of no way formally to gauge a group’s improve- ment in attitude toward books or in habits of reading. However, by a simple test at the opening of school this fall, I was able to get at least a slight indication of my pupils’ reaction to their oppor- 416 ELEMENTARY Scuoot PriIncrpaLs tunity to read. During the first week of school I asked the teachers of language to explain to their classes that we wanted to find out what the pupils remembered out of last year’s reading periods. Teachers then asked each pupil to write down some of the things that had most impressed him. Pupils were given ample time in which to collect their thoughts but no chance to review any books. Indeed, it was noticed that most pupils wrote their papers in the study period following the assignment. One hundred and thirty-seven papers were handed in, and an examination of them showed the following results: 6 pupils had not used their reading privilege at all, preferring to study; 15 had read, but remembered nothing; 42 indicated in their papers a clear recol- lection of at least one book each; 24 recalled two books each; 19, three books ; 9, four books; 9, five books; 5, six books; 4, seven books; 3, eight books; and one girl’s paper showed a clear recollection of nine books. Some sample papers—I am sure these extemporaneous papers do not furnish a full measure of the benefits derived from the year's reading. We adults would find it difficult to name a full list of book friends without premeditation. Then, too, no doubt some of the fifteen pupils who said they remembered nothing did so to escape the tedium of writing a paper; while many of those who mentioned only one or two books could have referred to others if they had not devoted the time to narrating details of the one or two they named. A few specimens of pupil’s papers, which have been revised only in the matter of spelling, are as follows: High Fifth Grade SoMETHING I Reap purING Last YEAR One of the characters I know about is Remi from the book Nobody’s Boy. One scene that impressed me was when Remi found his mother. Another book is Heidi. She was a little Swiss girl who loved to go up in the Alps every day with her cousin, a goatherd, with the goats. She heard the eagle scream in the afternoon and saw the snow capped mountains change to different hues in the evening. A scene I will always remember in Little Women is when Professor Bhaer pro- posed, in the rain, to Jo. In An Old Fashioned Girl when Tom was expelled from College and Mr. Shaw, Tom’s father, lost all his money at the same time, I was so excited I could hardly read. In Plain Jane and Pretty Betty one of the most important scenes was when Mr. Browning, Betty’s father, told Jane that he was her uncle and that Betty was her cousin. A scene that was exciting in Tom Sawyer was when Tom and Huck found the treasure in the cave. of | ear’ anc We tal Te a> ont = an archers d out riods. hings ne in 0oks, n the d an 1 not read, ecol- 19, Oks ; n of s do ar’s 00k the ape ned not ed. nly ‘ade Ine the gle ent ro- LW, lly en ty he TweELFTH YEARBOOK 417 Low Sixth Grade Wuat I Rememser or My Last Year’s ReaDING The most interesting book I read during last year’s school term was The Life of Helen Keller by Miss Keller herself. It was an account of the famous author’s early life in her southern home and of her schooling and travels. The book was a compliment to Miss Ann Sullivan’s wonderful patience in teaching her blind and deaf pupil. It gave an interesting account of Miss Keller’s experiences at the World’s Fair. I also read from a book entitled Stories of Thrift for Young People which con- tained many stories that help young people learn to save. I also read a little ancient history, but have forgotten most of it. Texas Heroes was another book I enjoyed. It contains stories about noted Texans such as Sam Houston and the Alamo heroes. High Fourth Grade Wuat I Reap I read last year about the red and white corpuscles. It said that they fought each other. And if all your corpuscles turn white you will die. When they die they group together. I read too that somewhere in Italy a city got their water from the mountains. And they have to cross rivers. And the way they do it is they have a bridge and the water runs on it and goes across the river. In New York sometimes they have five stories under ground. In the redwood forest there is a tree big enough for a car to go through. And in South America a town gets its water two hundred miles away. And they have large cacao farms. Conclusion—From these statements by pupils each reader may make his own evaluation of our reading plan. I myself am not satisfied with its results, but I shall not change it. I shall add more books to the library and I shall urge the teachers of all subjects to be more alert than they have ever been before to seize all chances to furnish motivation and stimulation for reading. Then I shall ask each teacher of elementary English to use two periods a month for informal conversations about what the children are reading. As nearly as possible, such conversations should be like those carried on around the fireside in the assembled family circles of homes where good books are known, loved, and discussed. HE LIBRARY has been established to give children an enriched opportunity to read. Reading has been defined as the acquisition of experiences, interests, attitudes, habits, skills, and appreciations through the use of books.—Caroline Stokes, Chapter VI. 11 418 ELEMENTARY Scuoot Princrpays VARIETY OF ACTIVITIES AS APPRAISAL OF SERVICES Epra SPERRY Librarian, Roosevelt School, Detroit, Michigan CTIVITIES in the elementary-school library are of two kinds: A free and directed. The directed activities are carried on largely in the reference room if the library is fortunate enough to have one, otherwise one or two large tables are reserved for that purpose. Every department of the school is represented here at some time during the day. Advanced reading—Homerooms in this platoon school send a group of from six to twelve from each section’s reading class, the advanced readers who are given this opportunity to broaden their reading experience. These children have two sections of shelves reserved for their use. Each child selects a book from the non-fiction shelves (non-fiction, because our supply of fiction is not large and is reserved for the free reading groups, and because the librarian finds this an opportunity unobtrusively to direct interest toward biog- raphy, history, travel, and other fields). He charges the book to him- self at the desk, files the card in the charging tray, and then keeps the book on the reserve shelf until he has finished it. Reference work—The science rooms send various committees and individuals to work on projects begun in class, or to look up disputed pronunciations or other information. The auditorium sends repre- sentatives to look up plays, to work on health, safety, or holiday pro- grams, or to search the vertical file for material for bulletin boards. The general arts department sends groups to find material on shelter, food, and clothing, or to search the picture file for examples of design, and pictures of animals to help with their modeling and carving. The literature rooms send a procession from each class, if it happens to be a day for “ book talks,” to get the books that are to be dis- eussed. The health department, aside from the individuals who come to look up games and stunts, sends a procession of the physically handicapped who may not take part in the gymnasium and playroom activities. These latter, because they must spend one or two periods in the library every day, become, for their own sakes and the libra- rian’s, the student staff. They take care of all routine duties such as checking magazines, mending books, cutting pictures, and straightening shelves. Instruction—Instruction in the use of the various reference books to be found in the elementary-school library is carried on informally and individually as the need arises. There is to be found also, in the reading room to which all sections come twice a week, lesson ear the zat the oul rec off re! in ba CES kinds: argely igh to r that ; some nd a s, the their elves ction nd is finds biog- him- eeps and uted pre- pro- rds. ter, ign, ing. ens dis- me lly om rds ra- ch nd Twret_FrH YEARBOOK 419 — ecards about the dictionaries, the general and special encyclopedias, the atlases, the yearbooks, the index to poetry, the general organi- zation scheme of the library, the system of classifying the books, and the use of the card catalog. These lessons are used informally with- out checking until the sixth grade when each child keeps his own record card on file at the work table. He is expected to have checked off every lesson by the end of his sixth year. Also, he should have read at least one book from each one of the ten main classes accord- ing to the Dewey decimal system, and kept a record thereof on the back of his card. Free reading—The main room is for free reading, amd we try to live up to the word “ free.” The children select their own books and the librarian refrains from making unwanted suggestions. Sugges- tions are made quite freely however, among the children themselves, though this is done largely in the literature rooms on “ book talk” days. Especially good reports are put in writing on ecards (3 inches by 5 inches) by the author and kept on file in the library. No check- ing is done, but various schemes are used to encourage the practise of reading a book until finished. For example, children are allowed to go to the shelves as they come in and occasionally the librarian will offer to write down the name of a book for someone so he will be able to get the same one next time. About once a month the librarian, instead of taking attendance silently, calls the roll and the children respond, according to the request, with the title, the author, the illustrator, or the publisher of their book. This device helps to familiarize the children with the sound of the names and to clear up any errors of pronunciation or identification. Research work—A very interesting phase of the free reading activity is the individual research work on problems that have arisen in the child’s home or play-life, outside his school experience. The subjects are interesting and varied. Outstanding in the memory of the librarian are a little girl who had brought home a turtle and searched the nature study books to learn how to tell whether it was a boy or girl because she wanted to know how to name it; and a small boy who wanted a book on how to make love because he had a girl now. We had to give up on the first but we found that an etiquette book would take the lad as far as he wanted to go. One table of boys spent a month with the books on electricity planning a wireless to connect their six homes. The stamp catalogs and pet books are in constant demand. Extracurriculum activities—Extracurriculum activities do not have a very large place in the elementary school but the library provides a meeting place for a very active stamp collectors club. 420 ELEMENTARY Scuoot Princrpays Also, there is a “‘ New Book Club,” composed of children who own new approved books, not available in the school library. These chil- dren have their own librarian and their own rules. They have designed their own book jackets in the art room and are very strict in their censorship. Use of public library—The public library is kept constantly before the children and charts are kept to encourage its use. The school librarian works always with the idea in mind, as expressed by Joy Elmer Morgan, that, “ If the new urge toward education as a life- long process is to become general, the child must develop in the school library, attitudes, habits, and knowledge of intellectual re- sources which will lead him to use public libraries and to build up his own.” Summary—One way to appraise the elementary-school library is to list the variety of its activities. A library of textbooks would represent one level of service. Add to this a collection of encyelo- pedias, reference works, and yearbooks and the level of performance is lifted. When a library provides for free reading, reference work, clubs, and individual hobbies, then it is functioning on a basis com- parable to a modern activity school program. It is well for the librarian and the principal to list the activities of the library from time to time so as to guarantee integration of worthwhile practises und to eliminate the worn-out methods. CHOOL LIBRARIANS are ever desirous of discover- ing activities to effectively use the school library and to enrich classroom work. When the committee for Good Book Week announced as the theme for 1932, ““A Round the World 300k Tour,” it suggested a very challenging and captivating way in which these two desires might be brought to fruition.— M. Margaret Greer, Chapter VI. lil ce in ee 0 Own > chil- have strict efore chool ’ Joy life- 1 the il re- build ry is ould velo- ance ork, -om- the rom ises TweLFrH YEARBOOK 421 TIME ANALYSIS OF A LIBRARIAN’S DUTIES Mary E. Foster Head, School Department, Carnegie Library, Pittsburgh, Pennsylvania BASIC NEED in the development of school libraries is an analysis of the duties and activities of school librarians. The writer prepared a “diary type” of list which seventy-eight librarians used for twenty typical days.* The blank and the pro- eedure should be aids to principals who are interested in discover- ing how the librarian uses her time. The inquiry form—On the first page of the questionnaire the librarian reported general facts as to the number of library classes, the school enrolment, and her own teaching schedule. The second, third, and fourth pages of the blank were prepared in such a way that the librarian could indicate the number of minutes of each day given to each activity. The months and days were shown at the top of each page, while the specific duties were listed in the first left-hand column. Lines drawn vertically and horizontally provided small spaces in which the record of minutes could be written. Space was provided for adding other duties or for making comments about the record. Time spent outside of the regular hours of teaching (8:40 to 11:50 and 12:45 to 3: 45) were marked in color. The duties listed in the record form were as follows: Diary Recorp ror INpIcATING TIMB SPENT ON Liprary DvuTIES 1. Library housekeeping (Appearance of room, dusting, furniture arrangement, care of plants, fish, etc.) 2. Exhibits (Poster making, planning bulletin boards, booklists, scrap-books, etc.) 3. Preparation of books and magazines for use and for bindery: Labelling Mending New cards and pockets Reading shelves Filing catalog and shelf list cards. 4. Duties other than library: Report class and records Hall duty Banking. 5. Circulation and collection of books used in the building and sent home: Time spent on daily record Monthly record Overnight circulation and return of books Collection of overdue books and fines 1 The complete report of this study is filed as a master’s thesis at the University of Pittsburgh. 422 ELEMENTARY Scuoot PRINCIPALS Lost book records and payments Contagious disease records Requests for and return of books, pictures, and exhibits loaned temporarily Making up special shelves of books for project work to enrich work of other teachers. 6. Picture file (Picture, clipping, and pamphlet file and permanent project material.) g va & = a 2 A < & I a S ~ = a = bs = ie rn a oa - ~ «a = et L -. o < « = <— i for Time Form Record FIGURE 1 plans for supervisor and principal. . a é 7 et “ a ° z 3 - 3 -~ Sol °o supervisor, prin- ing new books in achool, public li preparation of Time spent on ex- emining & review- Time spent on manent project ma- pamphlet file & per~ terial. 6. Picture file Time spent on pic~- ture, clipping & 7. Book reviewing 9. Lesson plans Diary orarily other Activities, Librarian's A nalvsis of I—Diary Record Form for Time PIGURE TWELFTH YEARBOOK 423 7. Book reviewing (Examining and reviewing new books in school, public library.) Home reading of these. 8. Meetings Attending classes Conferences with supervisor, principal, and children. 9. Lesson plans (Preparation of plans for supervisor and principal.) Brief summary—Of the eighty-three inquiry forms sent out seventy-eight or 94 percent were returned. These were divided into three groups according to the library-teachers’ schedules. Sixteen larger schools, in which the library-teacher was on a full-time library schedule, formed Group I; twenty-three smaller schools, in which the library-teacher had also one other subject responsibility, made up Group II; and Group III consisted of the remaining small schools, where two subjects were added to the library-teacher’s schedule. Tabulation of time by schools and by operations showed Group I using 125 minutes per school per day during school hours, for the nine items listed in the questionnaire, and 80 minutes per day out- side school hours. Group II used 86 and 84 respectively, and Group III, 103 and 108. It was also thought worthwhile to study the situation from the standpoint of days. Tuesdays, Fridays, and Mondays showed the heaviest in-school time. Out-of-school time revealed Tuesdays, Fridays, and Wednesdays as the heaviest. Conclusions—The schools in Group I had the most favorable situa- tion in which to accomplish library work. It was not fair to expect the same results from Group III. When additional subject respon- sibility is necessary because of size of school, it should be closely re- lated to the library, in order to equalize preparation. To accomplish greater service on the part of the library, additional preparation periods should be available. Clerical help should be given from the office and report classes should be taken from the library. Lastly routine and procedure should be checked constantly in search of shorter methods to allow more time for individual work with students and teachers, and growth in book knowledge. It was recommended that emphasis be placed on pupil assistance in the five routine items listed above, and that plans be worked out for training older children for library committees; that when possible, lighter schedules be planned for the days on which the heaviest routine time falls; that the elimination of report rooms from libra- ries is desirable to facilitate broader service; and that additional studies on related library activities be made to help in the growth of this new branch of elementary-school life. 424 ELEMENTARY Scuoot Princrpars APPRAISING CHANGES IN ATTITUDES AND INTERESTS Map B. Carroiu Principal, Guyton School, Detroit, Michigan ERE THEY COME, the next library class! Watch their H quickened steps, and look into their eager faces if you would have a picture of happy anticipation. Then cross the thres- hold with me and observe the quickened steps grow steadier, sub- dued, and the eyes become intent upon the shelves before them. Note the care with which the books are removed, the gentleness of the fingers that turn the pages, the consideration that makes room for classmates at shelves or file, the quietly drawn out chairs, and the figures of little children in pleasant reunion with their friends— the books. The explanation of all this is part of the theme of this paper, attitudes and interests. Why, like the children and the books, they’re just everywhere in the library! But the rest of my theme, apprais- ing changes, suggests a more serious problem. At first thought it seems too serious. Are not these little children? And if they react so naturally to this indefinable thing called “library atmosphere,” why attempt to analyze and to measure? Why disturb “ the won- derful country ” in which they dwell ? But the schools must come with their scales and meastires To limit the visions and weigh the spells; They scoffed at the dreams and the rainbow treasures And circled the world in their parallels; They charted the vales and the sunny meadows, Where a poet might ride for a year and a day; They sounded the depths and they pierced the shadows Of that wonderful country far away. But the poet’s indictment does not frighten us. We survey this interested group, fitted so naturally into its setting, and we are anxious to “sound the depths” and “ weigh the spells” for we know the problem is not as easy as it looks. We know that back of every fine learning situation is a fine teacher, and that part of every fine teacher’s equipment is her ability to appraise her own and ‘the pupils’ efforts. If this paper were concerned with the gaining of knowledge, or the acquiring of those very definite skills so essentially a part of library learning, the use of formal and informal tests and the check- ing of lesson sheets would provide clear and definite data. But for any measure of attitudes and interests, those intangible, invaluable aspects of learning, we must turn to the alert teacher who evaluates in terms of understanding and experience, using whatever devices su n¢ co st Ww tl TS their ould nres- sub- Vote the for the per, y’re dis- t it act e, on- TweELFrH YEARBOOK 425 suggest themselves as aids. Measurement, in a scientific sense, has not yet reached this field, and perhaps it is just as well that we continue to entrust the judgment of human values to human under- standing, with the hope that the continued exercise of this faculty will make it stronger. Attitudes—Right attitudes produce good citizenship, and in them the library offers a major contribution. Let us see what we find: (1) Consideration for the rights of others—The eager class that we have just seen arrive in the library has already demonstrated some worthwhile library attitudes. Courtesy at the shelves, soft footsteps, subdued voices, and quiet chairs make the library a pleasant place for everyone. ' (2) Cooperation—If you have observed carefully, you have seen some evidences of this most desirable attitude: the giving up of a book to another who had not finished his story; the relinquishing of the magazine to the pupil who needed it for reference work; or the social-mindedness of the group working earnestly together on an activity. (3) Dependability—You have heard the announcement that the class has a clear record for books due today, signifying that the members have been prompt, dependable, and considerate of the rights of others. (4) Sense of responsibility—Take a look about this room. Note the condition of the furniture, its neatness, its attractiveness, and the order of the books upon the shelves. By their care of these things, pupils indicate a growing sense of values and of responsibility. These are just a few of the attitudes through which good citizen- ship is developed in the library. But what equipment has the teacher for measuring their growth? Chiefly she has a measuring sense, an appraising eye, a diagnosing instinct. Every reaction is to her an expression of an attitude or interest, evaluated instantly in rela- tion to past reactions. A symbol on a seating plan, a check on her own detailed activity chart, oftener just a notation filed in her mind, may contribute to the data for estimating progress or lack of progress. Frequently wall charts or other devices which enlist the assis- tance of pupils serve a purpose; for example, the attractive chart, “Books Returned On Time,” is a record of class dependability. The different colored dots register each class as having its books all in on time, all in but one, or as having a less satisfactory record. You have visited a very good class today, that is happy in a perfect J 5 J) d record. But there are other classes. Here is one, not so good, rather unsteady, but still showing some improvement. The chart serves as stimulation and record, and indicates a fairly good measure of dependability as developed by the prompt return of books. So much for a group record. The teacher, however, must get back of this record to determine the degree of improvement in the instances of pupils habitually tardy in returning books. These individuals may then become subjects for special study. Charts that register visits 426 ELEMENTARY Scuoout Principars to the public library, and charts for other attitudes or combinations of attitudes needing emphasis, can be made very attractive and very stimulating. Whether these charts check the records of individuals in a class, or classes in a school, they are good representations of cooperative endeavor. The estimation of attitudes then will vary with classes and with schools, emphasis being placed upon the particular attitudes needing attention. Happily the subject slips into the background of the mind as satisfaction is reached. Interests—I like to think of interests as the soul of the library. They are difficult to define, but their evidence is everywhere. Is there then any measure of change that we may apply to them? There is indeed—weight—the weight of the evidence. And there is a pre- ponderance of this evidence that any observer must respect. Since all library activities are on a voluntary basis, participation in any activity is an evidence of interest, and change is a natural result. Let us observe some particular interests. Mary, working with strips of paper on each of which appears an author and title, and instructions to find classification numbers, is following one interest. Jane, busy with a set of cards on each of which are typed character names, is interested in identifying books. John has a set of instruc- tions which sends him to reference books to locate bits of informa- tion. There are so many of these little devices, really intended to provide practise in library skills, the use of which is dependent entirely upon interest motivation and the result of which produces change in both skills and interests. The use of individual lesson sheets covering instruction in all phases of library learning presents a fine example of interest in the practical side of the subject. Except for slower groups, handi- capped by lack of ability, most of the pupils are interested enough to complete the sets for their levels, and there are always some pupils whose ambitions carry them into the higher levels. Interest in the lesson sheets runs high, for pupils see in them the solution of their difficulties. One fifth-grade pupil writes of her lessons: ‘‘ One day in the first part of last year I was looking up the book, John of the Woods, and it was quite hard to find. So I went to Lesson III. It told me how the books are placed and after awhile I came to a lesson which said, ‘ When you are looking for a book, look for the author’s last name. If you do not know what it is, look for it under the title in the catalog.’ I enjoyed these lessons very much and now I would like to help anyone who is having trouble to find a book.” This girl started with an interest in helping herself which now has developed into an urge to help someone else—an evidence of worthwhile change. er ca cu tu ations l very duals ns of with eding F the rary. ‘here pre- ince any vith and ‘est. cter ruc- ma- to ent ces all in di- oh ils he TweELFTrH YEARBOOK 427 Circulation itself is an evidence of interest or lack of it. Its growth from week to week, from month to month, or year to year can be mathematically measured. A classification of the books cir- culating affords an evidence of diversity of interests and an oppor- tunity for comparison and evaluation. A glance at the shelves after books have been drawn is a pretty clear picture of the range of interests. Sudden interests in music, travel, and biography are readily observed, and gradual changes are noticeable to the prac- tised eye. No place in the school affords a pupil the freedom to follow his interests that the library does. He may choose an activity or a book. He may choose the kind of book he wishes to read. He may choose the reading level most satisfactory. In a third-grade class recently, two boys were lost in history stories that might have challenged sixth-grade readers, and in a fifth-grade class, two boys of lower mentality were thoroughly enjoying books of second-grade level. Such freedom of choice is surely conducive to change in attitude and interests. A book review file offers an opportunity for pooling of interests. Pupils enjoying books may review them briefly. The reviews are typed on ecards (3 inches by 5 inches) and filed for the benefit of pupils considering selection. Two samples follow: Seawell: Virginia Cavalier This is a wonderful book on the boyhood of George Washington. I think the best part is where Washington goes to Greenway Court for a fight with the Indians, and forms a lifelong friendship with Black Bear, an Indian. Fifth-Grade Boy Hill: Our Cat Our cat is a story teller—a romancer—a regular Hans Andersen. She told me she was running after a mouse the other day, when a most curious thing happened. The mouse turned suddenly and sat up. She was so amused that she stopped instantly and waited to see what the creature would do next. What did it do?— Read and discover for yourself. Fifth-Grade Girl The desire to be of assistance to others is the purpose of this file. Will you not accept its size and growth as a measure of change of interest ? An interest in non-fiction books is one of the most important signs of real development in pupils. By suppplementing their work it draws the library and the other departments closer together. It encourages hobbies. It is the basis of real scholarship. It calls for all the resourcefulness of the teacher. She must be able to stimulate individually, and to do this, she must know her pupils. Yet, once the corner is turned, there are newer, bigger interests. Among some 428 ELEMENTARY Scuoot PrINcIPALS paragraphs on “Why I Read Non-Fiction Books,” the following from a refreshing, straightforward boy in the eighth grade is worthy of attention: When I was in the sixth grade I felt I was very brilliant. In order to impress my classmates with my intelligence I began reading non-fiction books. Of course I read things which were above my head. One of my first books was on operas, Later I began reading biographies. Then much to my surprise I found I instine- tively reached out for biographies, until at this time I have read twelve on Roosevelt alone, not to mention Washington and Lincoln. This pupil looking back on his ‘“ younger self”? makes a fairly good self-analysis and appraises the change in his reading interests. But what of the change in the character of the somewhat conceited little boy, produced by interests in the biographies of Roosevelt, Lincoln, and Washington? Who will try to measure that ? Conclusion—Estimating changes in attitudes and interests of pupils in the library is not then a definite technic. It is a great open subject -with infinite possibilities. It is identified with character training, that greatest goal of education, and its solution is a challenge to library teachers and principals. HE CONSTANT USE of many books is a necessity in the activity program, but it does more than integrate sub- jectmatter by vitalizing the study of the social sciences. It encourages independent research and supplies individual needs; it cultivates discrimination and good taste in reading and creates an enthusiasm for one of the most satisfying life experiences.—Jasmine Britton, Chapter VT. lowing vorthy impress Course Operas, instine- Ive on fairly rests, eited evelt, is of open acter enge TweELFTrH YEARBOOK 429 AN EVALUATION OF THE LIBRARY PLANS Lena L. Harcer Principal, Sidney Pratt School, Minneapolis, Minnesota N MINNEAPOLIS the public library maintains branches in most of the junior high schools and in fifteen of the elementary schools. A few years ago, when an addition was made to our school, we were fortunate in securing a library room as a part of the addition. The public library established a station in this room under the direction of a well-trained and cooperative librarian. She is on duty from 10: 30 in the morning until 4: 00 in the afternoon for the five school days of each week, and for two half days of each week during vacations. Our plans—For the purpose of stimulating wide use of the library several teachers meetings were devoted to the discussion of library activities which might be carried on. The following activities were listed, discussed with the librarian, and then presented to the children : (1) Reading for recreation (2) Browsing (3) Reading to secure information on assigned or unassigned topics (4) Learning to alphabetize (5) Learning to use “table of contents” or “indexes” in reference books (6) Learning to use the card catalogs (7) Learning the locations of different types of materials on the shelves (8) Searching for illustrative materials (9) Viewing and discussing library exhibits made by the pupils or sent from the main public library (10) Becoming acquainted with the many services rendered by the main public library through talks given by the librarian (11) Advertising of good books by pupils or by the librarian (12) Ordering, drawing, and returning books or other library materials. A schedule for visits to the library was then made out. A copy of the schedule was sent to each classroom teacher and to the librarian to be posted. As the school enrolls only about five hundred pupils, we found it possible to give two periods a week to most classes. One period is used for reference work, and the other one for recreational reading. That they might know the extent and kind of reading done by each child, the teachers decided to keep records of the books read. Some teachers purchased an inexpensive file and cards from the ten-cent store. Others preferred to keep the records on charts. The charts used were varied. Some contained an envelope for each child in which he placed the name and author of each book read. Some kept a record, in squares on the chart and used colored crayon to designate fiction and non-fiction. 430 ELEMENTARY Scuoot Princrpas Means and methods of stimulation—Both the teachers and the librarian posted booklists secured from public libraries, from other schools and colleges, and lists made from research in various uni- versities. The children themselves made and posted bibliographies of available material related to school subjects. Sometime before a unit of work was to be taken up, the teachers notified the librarian of the center of interest and the librarian secured from the main library additional material which our own library could not supply. This additional material was sometimes placed on special shelves and labeled so that the children might know that the desired books were ready for use. When it was not possible to provide the shelves, the teacher, librarian, or a child notified the group interested that the material was on hand in the library. Whenever the organization of a room permitted, the teacher accompanied the class or group on its scheduled visits to aid the librarian in arousing interest in books which they wished the chil- dren to read. These visits helped the teacher to become acquainted with the character of the reading done by the individuals during recreational reading periods. . Another means of interesting the children in the library was an exhibition of posters, book jackets, and construction work based upon the reading work. During the last Book Week, besides many posters made to advertise books, there were exhibited a model irriga- tion plant; airplanes; soap carvings of Smoky, Black Beauty, Robin Hood, Indians, and the Parthenon; and replicas of Sara Carew’s bed- room, and the interior of Ichabod Crane’s schoolhouse. The main library also sent out materials for the exhibition. The teachers and the librarian have made lists of children who read, not only many books of fiction, but books related to school subjects, or to individual hobbies. During library periods one of these pupils might be asked to review a book, or to read from it, or to talk about its illustrations for the purpose of advertising it. Some- times the librarian takes a few moments of the period to talk about a book or to read from it so as to arouse enough curiosity or interest to make some of the class wish to read it. To keep up an interest in reading during the summer, the chil- dren were encouraged to do the “summer honor reading.” Book- lists for each grade for this “ honor reading ” were sent out by the main library. The books were listed under six heads: (1) famous stories, (2) our country and other countries, (3) people worth know- ing, (4) adventures in the outdoor world, (5) long ago and now, ant eac the cer wo pr pr ch qu the ther uni- hies ers ian wn nes rht not ild he TweELFTH YEARBOOK 431 a and (6) stories. If, during the summer a child reads one book from each section on the list and can give a satisfactory review of each of these books to the librarian, he is awarded a certificate. When a certificate for all grades from the fifth through the eighth has been won, a larger and finer certificate is given. These certificates are presented at a school assembly during Book Week. An evaluation of results—After three years of the above plan of procedure for stimulation of library reading, it seemed advisable to check on the results. After some consideration it was decided to use questionnaires to obtain the opinions of parents, teachers, and pupils. The first inquiry blank went to the parents of the thirty-four children who were finishing our eighth grade. These children were the only ones who had had three years of library work in our school. Replies were received from thirty of the thirty-five families. Some of the replies may be summarized as follows: (1) Has our plan of having one or two library periods a week helped your child to become more interested in learning to read comprehensively? No answer, 6. Yes, 24. (2) To your knowledge, have the exhibits in the library of children’s work relating to reading helped to interest your son/daughter in reading of the books represented in the exhibits? Yes, 20. Do not know, 6. No, 4. (3) Has our work in alphabetizing, in learning to use the table of contents and indexes, in learning to use the card catalog, in learning to look up reference material, in learning to read or interpret pictures, helped her/him in getting needed information more easily and quickly? Yes, 26. Do not know, 4. (4) Has it helped to acquaint her/him with the various services rendered by the main public library, such as: providing slides; pictures; sets of poems; illustrative art materials; architectural plans; clippings; a museum of natural history, etc? Yes, 27. Do not know, 3. (5) Through reading of library books, do you think he/she has had imaginative experience which has helped or will help to satisfy his/her desire for adventure— thus providing a safety valve? Yes, 21. No, 3. Do not know, 6. (6) Has it helped him/her to acquire the reading habit—a habit which he has found and will find profitable in the use of leisure time? Yes, 24. Do not know, 6. (7) Have his/her reading interests been broadened so that he/she has acquired and will acquire information on many subjects and modes of living, which tend to give a broader outlook on life? Yes, 20. Difficult to say, 10. (8) If you can give any incident which will illustrate a definite help rendered will you kindly do so below? Typical answers were the following: A. When my child wanted to illustrate a topic on which he was to report, he went to the library and borrowed a set of colored slides which made his report more vivid and clear. B. My daughter secured very helpful material for a special topic. C. My children secured books for summer reading which have been a definite help in the work of the next year, thus lightening the work during the school year. D. My son learned that he could get, and did get, clippings and pictures which helped in the preparation of work. E. Interest in the summer honor reading helped to keep my child out of mischief during the vacation. 432 ELemMentTARY Scuoout Princirpars Ten of the teachers filled out the inquiry form developed for their use. The extent and nature of the teachers’ viewpoints are sum- marized in part as follows: (1) Check the services rendered by the main public library with which the school library has helped the children to become acquainted during library periods. i ee cas himbew eheagees aus s (b) Furnishing reference material...................2. 00000 8 i i s,s csds cua ase, Wes lasc snp dinlsvacee we di6'& @rainsers 7 (d) Supplying illustrative material..................... nea Ce) Bupplyime sete Gl POGWMS. «ooo. cccccccccccescsccecs l (f) Music from the music room........ ae aeirace cx de eantarsudian 0 (g) The museum of natural history...................00000- 9 (2) Check the skills which the librarian has helped the children to practise during library periods. I a itis ka ecw aed os ee (b) Use of index and table of AERATED s (c) Quick location of material in books...................... 7 (d) Quick location of desired books on the shelves........... 8 (e) Recognition of library symbols for fiction and non-fiction.. 5 Cee Ee Wee I occ cwcccnnaeccmioncpewecciacs 6 (3) Check below the habits which the library periods are helping to establish. (a) Proper care of borrowed books........ Moe Ee wate 10 (b) Responsibility for borrowed books..................... 10 (c) Promptness in the return of books.............. Saipiceie ae (d) The browsing habit............... ISI Veer tes top ee a Re 8 EEE OOD A TEL ee 5 Se ee Ee, Oe oan diidnccmesdcceaseacecescx 4 (g) The habit of comparing and evaluating books or reference RRS SEEN NPS ease hl a 6 (4) List below the books which you think children have read because of stimulation during library periods. (Eighty-one books were listed in answer to this question.) (5) Has the scope of the childrens’ school work been broadened by the work done in library periods? Typical answers were: I am amazed at the information that Manson has acquired on so many subjects. My pupils are reading so much that it puts me on my mettle to keep up. (6) Has the library work helped your pupils to acquire the reading habit so that some of their leisure time is spent in reading? Typical answers were: I am having to urge some of my pupils to play more and read less. Some mothers are requesting me to discourage so much reading. Only a few of my pupils care nothing about reading during leisure time. (7) Are reading interests being aroused, some of which you think may become permanent? All answered “ Yes” to this question. At the time that the following questionnaire for the children was answered there were 251 children enrolled in grades four through eight. This number should be kept in mind while noting the follow- ing brief summary of the replies: rea —_ heir um- hoo] tise sh. TwrELFTH YEARBOOK 433 (1) During the term I have made use of the following in the library: (a) Booklist posted in the library................0.0000e: 119 (b) The card catalog............ ET a, ee er eh we 94 Cy SC RRM avn ice iiccs nid wivenrnecapacusocesen® 149 Ge IN fos ain De reta cadena manos enna ans oe Semen 150 (e) Books which have helped on school. projects........... 145 (f) Books on a subject in which I am especially interested.. 140 (oe) Books Of fiction OF AAVENEUIC. 0.056.665 cccccecncvenser 180 (2) During the term I have ordered the following from the main public library: (a) Books for help on special topics................00.0008 4 SS BR error rer rere Lidia iehdeceia aba a ete 22 I o tidcd rte ccansenseriomrcubananen a attnore ere 52 (d) Sets of pictures..... OO ee Ee EET eee 66 (e) Illustrative materials ........ OE re 5. 37 Ci) SS DAREN: TOP DIATE coins cco cas ceciamdu pence 7 Ce Fe, I 5 saci nso aids eed ade Deiseeeaticenaaenene 19 SI oes ai hoe bis ah caerie n hind ns nee saan emegan eae Wares 2 (i) Name any other service or pleasure which the library has SUNN, DONE iiss hcisesetina dans aaiiWexand sid sann panes 21 (3) During library periods the librarian hi as helped me in the following ways: (Ah) DO WAM tO SIBRADEMEG. 6.5. 6cscciscccdawsnesaces Sauls 114 (b) To use the card catalog.............. sad eu chan ton as aed 131 (c) To use index and table of contents....... ee nr 130 Cc) RO UE SUNIOOE HOG UR aii ob esc cswirneencewsnesense 138 (e) To know the location of books in the library........... 168 (f) To find needed information quickly.................. 132 (4) I have received help from the library books in the following: IEEE CT Eee RTE ET OEE re Fee ery eee 138 RE mT ee ree marr Prey 115 (c) Elementary science or nature study...............06- 108 EN kd cena ddowesedbi dees. deeehestinensbewwnenene 16 Ce) BOE ccccses EEE PTE Pe TT we Eee TN 20 EE ihc ccnkttein acai bon viensnsanbeieeone ceo erie 78 (5) Because of exhibits of different types of work of children in the library I read the following books: (The children recalled reading thirty-nine books. Most of these were the children’s classics, e. g., Treasure Island, The Prince and the Pauper, Heidi, and Alice in Wonderland.) (6) I am interested in the subject of and have read the follow- ing library books on the subject: (We believed that some children were interested in special sub- jects and read books along this special interest. The results of the questionnaire proved this to be true. The children reported one hundred books about insects, airplanes, sports, puppet shows, adventure, and other topics.) (7) Because of interest aroused in the library, I have done the summer honor reading for the following grades: Fifth grade, 26 Seventh grade, 28 Sixth grade, 20 Eighth grade, 13 (Eighty-seven of the 251 children had done the summer honor reading. Some had received certificates for all grades.) (8) Because of the reading aloud by the librarian, or a pupil, of parts of a book, I have read the following: (At least fifty books were listed by the 251 children in answer to this question.) 434 ELemMentTary Scuoot Princrpars $$. (9) While reading library books I have had imaginative experiences and ad. ventures with the characters in the book. (a) Adventures in foreign places.................20000000 142 Nee i sekdumobeenen ke 93 (c) Adventures in different forms of industry............. 86 (d) Adventures in different climates................. wacee Mae (e) Experiences with different types of people............ 140 (f) Experiences in different customs.....................5: 70 (10) I read about in and should like to be like him/her in some ways. (The responses to this question show that children do admire certain book characters and that their living is—temporarily at least—influenced by their desire to imitate them. About fifty characters were listed including Lindbergh, Edison, Tom Sawyer, Heidi, King Arthur, Admiral Byrd, and Tarzan.) (11) It has cost six hundred dollars to maintain our library this year. Do you think the children have received enough help and pleasure to justify the con- tinuation of the library? Yes, 244. No. 7. Outcomes—The summer reading has been doubled, the circula- tion of books has increased, more non-fiction is being read. Recently the writer heard some children talking of some of the books they had been reading about children of other lands. One of them said, “Some way, I feel so much more friendly toward children living differently than we do than I did before I read these books.” A fourth-grade child gave a review of the Little Pear by Eleanor Lattimore. At the close of her review she said, “I didn’t know the Chinese children liked so many of the things we like. They seem more like us.” Evidently the children are acquiring a more sym- pathetic attitude toward people of other lands. When a booklist entitled Around the Wonderful World in Books was posted in the library, the principal called the attention of upper grade children to the list and suggested that they might enjoy reading one book listed under each country. After the lapse of two or three months she checked the books read by the members of a seventh grade. On the list there were books grouped under thirty- six countries. It was found that of the 144 books available, mem- bers of the class had read fifty-three books about twenty-three coun- tries. Some of these books had been read by many children. The librarian has stated that two is about the average number of children who draw books of biography each day. Does not all this evidence a growth in wide reading ? From the responses to the questionnaire, as well as from evidences in the classroom and library, it seems justifiable to believe that the outcomes of this project have been worthwhile. T ing shov scho the libre tion: prin vice: H of t idea the use and solu the typ the out C libr ing to of the anc to | elas d ad. like you con- ula- ntly hey aid, ing nor the €3 he TweELFrH YEARBOOK 435 MEASURING EFFECTIVENESS WITH THE COURSE OF STUDY Tueron A. GLADDEN Principal, Marshall School, Detroit, Michigan HE PRESENT COURSE OF STUDY in the use of the library in elementary schools of Detroit was adopted in 1931. It presents not only a wide variety of suggestions for conduct- ing library activities in the elementary schools of the city but also shows how library work may be integrated with the rest of the school curriculum. A clear understanding of the course of study by the principal provides him with a view of the elementary-school library and the contribution made to the whole of the school instruc- tional program. Intelligent use of the course of study provides the principal with a plan of measurement of the value of library ser- vices in the school. How the syllabus guides the principal—The aim of the activities of the course of study is to develop in the child certain fundamental ideas about the use of books and libraries as he progresses through the grades. As the child leaves the sixth grade he should be able to use the library for study purposes as well as for pleasure reading and to have formed a habit of going to books and libraries for the solution of all his reference and study problems. The material in the course of study for Detroit school libraries is informal in type and organization and may be adapted by the librarian to meet the situation. A large part consists of suggested activities that carry out the expressed objectives. Since it is rather difficult to measure objectively the value of the library to the program of the school, a comprehensive understand- ing of the course of study enables the principal to use it as a tool to develop those habits and attitudes which should be the outcomes of the suggested activities. The following activities suggested by the course of study may be observed rather easily by the principal and provide quite definite proof of some services the library gives to the school : (1) Giving reference aids, supplying material such as books, pictures, clippings, and pamphlets. (2) Ordering exhibit materials from the children’s museum for the school. (3) Conferring with teachers in regard to topics to be studied and means by which the library may be of assistance. (4) Suggesting the resources of the library. (5) Arranging bulletin board exhibits to furnish visual aids for supplementary classroom work. 436 ELEMENTARY Scuoot Princrpars The library is not a department by itself—it functions for every department in the school and its success may be measured largely by the help given to other teachers. Whether or not children seek- ing reference assistance, or teachers seeking supplementary material, are successful in their search is an indication to the principal of how well the library comes up to the standards suggested in the course of study. The service of the library is unique in that it enables each indi- vidual to work inconspicuously at his own level. The graded arrange- ment of the course of study is largely for the convenience of the librarian in determining the difficulty of material needed for the different grades. In many cases children of one grade are able to use the material or tools which on first consideration would seem to be beneath or beyond their comprehension. The objectives and attainments in the library are matters of growth and the formation of good habits. The principal by arranging a careful series of obser- vations of library classes from grade to grade, and by referring to the course of study for expressed objectives, may note approximately the amount of growth and formation of habits as children progress from grade to grade. Each class in the school is regularly scheduled for two thirty- three minute periods a week in the library. During these periods good habits in the care of books, consideration for the room and others, and love and appreciation of books are developed. All of these must be worked for in each grade. It is difficult to set a par- ticular time for such activity since the types of instruction must vary. Emphasis in our course of study in the use of the library is placed upon consideration of the individual. Opportunity is pro- vided for each child to pursue his own interests. Such informal procedure trains in initiative, self-control, and consideration for the rights of others. The course of study advocates activities that will develop these qualities. If the principal uses the course of study as a measuring device, he can determine whether or not the aims are developed. At other times, a more formal procedure is recommended by the course of study with the aim of developing particular skills and knowledge. Occasions arise where the problem of discipline brings a need for group or class work. At such times the librarian may introduce a new book, a story, or give incidents about authors, books, and the care of books. Two points are to be considered in regard to instruction in the use of the library. Most lessons are taught to small groups or to the | of ir ehilc penc T. effec Ver’ com} as f her | with Broa of Givi Crez ti FIG giv of 1 of me in me cip ery ely ek- al, ow di- Be y- DR he OD —— :. \V TweELFru YEARBOOK 437 the individual child, either by incidental instruction or by the use of individualized instruction sheets. Instruction is given when the child needs the information in order to use the library tools inde- pendently for his reference reading and research. The principal is provided a very definite means of judging the effectiveness of the library’s control over the teaching noted above. Very careful checking should be done by the librarian to insure completion of essential instruction for individual children as well as for whole classes. Figure A when used by the librarian gives her a definite record of the instructional activities to be carried out with one class during the course of a semester. Library Plans—Grade III, Sec. —— ACTIVITIES DATE DATE DATE | Broadening field Recreational reading | of reading AE Author and title games | | | Giving judgment in ll sl secill coe ee sill sll nil ll nl onal oie ctl nd lin aaron ae choice of books Location of books on ge shelves | | | Creating interest Alphabet study | | | | in authors and ——|—|j —!—]— = eS ee ee oe ee ee ee titles Simple reference | reading | Introducing books | | Story-telling | | Care of books and equipment TW Poe FIGURE A—Record Form for Library Plans Suggested by the Detroit Course of Study in the Use of the Library. Figure B is a suggested record to be used by the librarian that gives a general appraisal of definite activities carried out with all of the classes regularly scheduled in the library. The use of this kind of record in the library will give the principal a rather definite measure of the effectiveness of the library. Figure C, a third suggested type of record, goes more into detail in the matter of activities completed. Its use aims to keep some measure of the growth in the library for individual children within a section. Frequently, in the study of individual children the prin- cipal may find information of decided value from this record. The the lil nical } (1) C to want (2) € < } Ali Alt Be = FIGI (4 the | appe (5 ficat num (6 (7 (§ mag (§ (1 and ap (3) ¢ opening and sh “ oeuewyy OUM 8,.0UM | | PHOM | } | S,sadueiy eiped -OpDAIUq INSTRUCTION Areuonsiqg | uon “BOYISSE[D 00g jo syieg Buipeoy 20U919j9y Activities | | | | | | | | Suipeay JBuoNved2y syoog Suronposuy Study in the Use of the Library. LEMENTARY ScHoon. Pri NCIPALS pholy Sulpeay 4 E ACTIVITIES Burpy -A£101$ sauesy SUO1I}IIS = nN * boa w . =] 6 tC ) a 10 1 12 13 14 15 16 17 18 19 20 FIGURE B—Record Form for Activities Suggested by the Detroit Course of io 0) oD sH TweELFtH YEARBOOK 439 Se The technical routine of the library is the machinery that keeps the library running smoothly. Samples of a suggested list of tech- nical procedures found in the course of study follow: (1) Caring for room, keeping it attractive and bright and enticing the child to want to spend his time there. (2) Ordering books, studying book needs, balancing the departmental needs and apportioning the money to be spent, writing and sending requisitions. (3) Ordering supplies, preparing books for the shelves; 7. e., checking, collating, opening, stamping, classifying, pocketing, making book cards, marking, shellacking, and shelving books. Section 24 A 6 3) = iS 5 < ° } ww ot ce | > 8) per) = i | be S. 3 a = | S ro) .) oo ~S a 3 YZ F 2 z 2 s Hy a < L ° YL 4 oS 3 2 = ms > = = Names = q ~ v = oii Alice Alma Betty FIGURE C—Form for Individual Records Suggested by the Detroit Course of Study in the Use of the Library. (4) Making a shelf list; 2. e., keeping a record on cards for each book title in the library and arranging these cards in a file by classification numbers as they appear on the shelves. (5) Including on the cards the following information about each book: Classi- fication number, author, title, publisher, edition, price, date added, and copy number. (6) Mending and collecting books to be rebound. (7) Keeping record of books sent to the bindery. (8) Caring for magazines, such as ordering, checking, clipping, filing old magazines, and arranging for binding magazines. (9) Organizing and acquiring a pamphlet and picture collection. (10) Circulating books, slipping books, and shelving books. 440 ELEMENTARY Scuoot Principars (11) Keeping statistics of growth showing circulation of books. (12) Taking yearly inventory. (13) Making program for class work, planning time for administrative and technical work. With such tangible things as those listed above, it is quite a simple matter for the principal to use the course of study to judge the value of the library to the school. Since the course of study covers many of the details of library activity it is possible for the prin- cipal not only to use it to improve the instructional situation but also to use it to measure the extent to which it is followed. Making each library hour useful to groups of children from thirty to fifty in number is the librarian’s task. Her goal should be to develop freedom in self-direction and to make the children’s use of the library as nearly as possible like their future use of the college or public library. The child’s purpose may be merely to find “a good book,” “ Babe Ruth’s batting average,” “ a book showing all the flags of the world,” or a “good pattern for a kite or an airplane,” but the librarian’s purpose must be to serve that child whatever may be his purpose in coming. Simultaneously, she must lead him to discover through the library new avenues of information and a growing interest in research. Much of the incentive for the child’s research will come from the classroom, and by close coordination between librarian and class- room teacher the reference activities in the library can be made very effective for at least part of the group. Others in the class may prefer to browse among the books, select a new book, or continue one previously begun. It seems rather difficult for the principal to appraise a situation in which such a variety of activity may be present, but as he uses the course of study, he learns to look for such things. Conclusion—lIn this article it is possible to discuss only a few of the many helps for measuring the effectiveness of the library that the principal may secure from the course of study. The activities described offer a fair sampling of the types and varieties of sugges- tions presented in the course of study. They are of as great value to the principal as they are to the librarian. By knowing what the suggestions are and by seeking for evidences of them in both the library and the classroom, the principal seeks constantly to increase the value of the library services. ( T: t carrie tion | oped of ou In educe thirty The : in ev adequ cate stan¢ room a tea the | dren becol ment not « also Ir sche libra app? diser need the : need the | 0 tion eral Thi seve leis chil and ople the vers ril- but rom uld an’s the abe 4” n’s ose TweELFrH YEARBOOK 441 MEASUREMENT OF LIBRARY SERVICES _ G. DororHa DAwson Assistant Supervisor of School Libraries, Detroit, Michigan 0 UNDERSTAND THE CRITERIA by which a school libra- rian may appraise the value of her work it is necessary to know the purposes that guide her efforts and the activities that are carried on in the library. Like the auditorium and health educa- tion program the library owes its existence to the activities devel- oped within the modern school. Library experience is an integral part of our presentday concept of education. In the Detroit schools the library is an essential element of the educational program. Every pupil is scheduled for two periods, thirty-three minutes each, a week in the elementary-school library. The administrative set-up in the elementary school calls for a library in every large platoon school. A trained librarian equipped with adequate school library courses and possessing a teacher’s certifi- eate and teaching experience is in charge of the library. From the standpoint of school administration the library is considered a class- room like any other classroom. The librarian is ranked the same as a teacher in training, status, and salary. On the instructional side the library provides books and other materials that encourage chil- dren to develop a love of reading, affords them the opportunity to become proficient in the use of books and library tools, and supple- ments the work of every teacher in the school. The library then, not only provides a distinct unit of the instructional program, but also correlates with classroom activities. In order that the libraries may fit harmoniously into the general scheme of organization of the platoon school the supervisor of school libraries coordinates the activities of the department. She prepares approved booklists and courses of study, meets with librarians to diseuss instructional problems, and keeps informed about the book needs in school libraries. The preparation of instructional materials. the study of children’s interests, finding the books that meet pupils’ needs, and making suggestions for the integration of the library into the program of the schools constitute her main efforts. Objectives—In adapting the library to the scheme of organiza- tion:in the elementary schools, the librarian is guided by four gen- eral objectives. The first is to create in the children a love of reading. This purpose is so broad in scope that it may be subdivided into several phases—helping in the training for the profitable use of leisure time, creating standards of discrimination, and enabling the children to get, through books, a true picture of social, ethical, and 442 Er EMENTARY ScHoot Princrpats — italia ———— esthetic values. In addition, the librarian encourages the children to develop the public-library habit so that they will use the library for further enrichment and education throughout their lives. The second purpose which inspires the librarian is that of inte. grating the library with the school so that the work of the classroom is enriched and made increasingly vital. Several divisions may be considered under this general objective—leading the child to use the library for study and research, cultivating the inquiring mind, and encouraging the child to use the library to enlarge the interests of the classroom in related interests, hobbies, and vocations. The third purpose with which the librarian is imbued is that of equipping the child with an understanding of the use of books as tools—that is, leading the child to use the library for study and research and creating the realization that in books he has the key for study and intellectual advancement throughout life. In addition to these three general objectives the librarian is also concerned with in building attributes of good citizenship through the use of the library. Three elements may be distinguished in this fourth objective—developing consideration for the rights of others in the use of both library room and books, providing a life situation in which children can act as individuals and thus have an opportunity for training in initiative and self-control, and giving a feeling of responsibility in contribut- ing material to the library and in caring for the room and equipment. The four general objectives of the school library are carried out by various activities on the part of the librarian. In her attempt to carry out these objectives the librarian must be constantly estimat- ing the changes which are occurring in pupils as a result of their library experience. She needs to take note of the children’s ability to read and their love of books, to estimate the effect upon the children of participation in library activities, to evaluate her meth- ods and devices in the light of experience, and to be alert to the suitability of the books in the library to children’s needs. Appraisal, then, is one of the most important steps in any learning situation. Every day the librarian, like a teacher, appraises while she teaches and teaches while she appraises. Appraisal is valuable not only as a means of evaluating the instruction that has already been given, but it is also the initial step for further learning. Having indicated that the ultimate purpose of appraisal is to increase the assurance that the changes sought in pupils are being made, let us see how appraisal may be applied to the field of school library work. There are two points of view from which to consider it—the subjective and the objective. Subjective measurement in — the sé judgn gible ing, t citize erty. it 1s boun¢ ality as by the e to th absol educe influe ous € easily has t socia Ay first aged rian adva pend the ¢ than prov: stage ents wort he | dren Tary inte- oom y be use ind, ‘ests t of 3 as and key ilso ing ree ing om ive ut- ut 0 TweELFrrH YEARBOOK 443 the sense used here means an attempted evaluation by the personal judgment of the teacher of those things for which there is no tan- gible standard of appraisal. For example, there are love of read- ing, the change in a child’s attitude, improvement in habits of good citizenship, and a feeling of responsibility in the use of public prop- erty. A change in attitude and point of view is so intangible that it is doubtful to what degree it can be measured. It is so closely bound up with the development of a child’s character and person- ality and so conditioned by his home and social environment as well as by his school experience that it may be impossible to determine the extent of the contribution school-library experience can make to the growth of the individual child. However, the fact that no absolute proof may be given does not prevent most librarians and educators from believing that a child’s reading has an incalculable influence upon his character and development by giving him vicari- ous experience. They agree that the school library, because it is easily accessible to children during their most impressionable years, has the opportunity to influence deeply the child’s point of view, social attitudes, and reading habits. Appraising the subjective changes in children—Let us consider first how to evaluate the habits and attitudes that a child is encour- aged to develop. The observation of teachers, parents, and the libra- rians must be the criterion in deciding how far the child has advanced in responsibility, consideration for others, sense of inde- pendence, and self-control. By the time the child is ready to leave the elementary school he should show greater evidences of training than are shown by the younger children. He should also exhibit im- provement in habits and viewpoints in comparison with his own earlier stage of development. Often the child himself, as well as his par- ents and teachers, may realize the advancement he has made. A few words of commendation, because they show appreciation for what he has already accomplished and suggest to him goals for further advancement, go far toward encouraging a child to develop the right social attitudes. Not only attitudes, but also the development of a genuine love of books may be observed and appraised by adults. Love of books is natural to most children even at an early age. It is important that a child develop an ever-increasing appreciation and love of books as he grows older. How to increase this love of reading is a complicated problem that depends on many elements: the child’s intelligence, interests, home, and social experiences, and the facili- ties available for library experience both in the school and public library. The school librarian, however, has a rare opportunity to 444 ELEMENTARY Scuoot PrINcIPALS influence markedly a child’s feeling for books. By sharing his enthusiasm for a book that he has enjoyed, by recommending another book to read, by being alert to his special interests and hobbies— in other words by taking an interest in the individual child’s read. ing, the librarian may encourage him to make reading an impor tant part of his daily life.. The librarian, also, may give par. ticular attention to the very intelligent pupils. It is essential that a child who is potentially a real student be given every encourage. ment to develop his ability. While the librarian is assisting children to develop a love of read- ing, she may observe their progress and thus evaluate the effect which her encouragement of reading has had upon them. If they show a sincere love of books, if they read with absorption, if they discuss freely with her their opinions about books, and if they read a great many books, she may feel assured that her encouragement has had the desired effects. A wider range of reading interests, as well as a love of books, is another criterion for appraising the changes that a school library may promote in children. The school librarian, especially, is in u position to note the number and kinds of books that a child reads. At the same time that she tries to instill in the child a love of read- ing, she has the opportunity to suggest books that appeal to his hob- bies and special interests and to help him enlarge his field of inter- ests by encouraging him to read books on science, invention, and other subjects. It is quite possible that he may develop from this reading the desires that supply the motivation for his life. The librarian has an opportunity to introduce a child to a wide variety of books. The wider his range of reading the greater his love of books. The reading of diversified types of books, then, is another indication of a child’s maturity. We have seen that from the subjective point of view it is possible to measure many of the changes that the school library may foster in children. The observation of adults, and to some extent that of the children themselves, must be the deciding factor in determining the progress in habits and interests made by the children. Three evidences of a child’s maturity should be noticeable by the time he is ready to leave the elementary school—increased love of reading, wide range of reading interests, and the development of the right social attitudes. Objective appratsal of changes—If the subjective aspect of ap- praisal evaluates an attitude such as love of books, then the objec- tive aspect would measure an element such as book circulation. The objective phase of appraisal does not present as intangible a problem — — as the recor been desire ties h Ser Many may may a Der simp the cirel mon for libre stati sum deps tisti phle E the libr hav the of the Th sch ma ful the cir his other es— read- por: par- that rage- ‘ead- ffect they they read nent ble ter | a ng TwELFrH YEARBOOK 445 as the subjective. Schemes that evaluate by means of charts and records some of the contributions made by the school library have been devised by librarians and are used constantly by them. The desire to show book circulation and the use made of library facili- ties has prompted the keeping of these records. Several kinds of devices may be used to record book circulation. Many librarians keep a daily record for each period of the day. It may be written on the desk calendar or a large sheet of paper and may look like Figure A. It is easy to keep statistics by using a FIGURE A—Daity Boox CrircuLATION Number and Types of Period Attendance Books Circulated 1 50 9—Fiction 6—900 * 2 43 1—800 * : 3—500 * 3 49 2—Biography 10—Fiction 4 Dewey Decimal System code. See Form D. simple device of this kind. The number of books circulated during the day to teachers and pupils may be added to the total books circulated at the end of the day. From these daily records the monthly report is compiled. One copy is kept in the school library for further reference. The other copy is sent to the office of the library department. In Detroit Figure B is used for the monthly statistical report. At the end of the school year in June an annual summary of statistics, Figure C, is sent to the office of the library department. At the same time that the annual summary of sta- tistics is compiled, Figure D, an inventory of all the books, pam- phlets, and visual materials is also made out. By means of the daily, monthly, and the consolidated summary of the library records of circulation, attendance, and inventory, the librarian measures one of the aspects of her work. These statistics have considerable importance because they show the use made of the books both in the library and for home circulation, the number of pupils who take advantage of the resources of the library, and the number and types of books that make up the book collection. These statistics show many of the uses that students make of the school library and some of the contributions that a school library makes to the school program. Records of this kind cannot measure fully the variety of activities carried on by pupils or the extent of the services afforded by the library. But as a means of appraising circulation and attendance they have an important place in any 446 ELEMENTARY Scuoot Principays ——— school library. It is possible by means of these records to compare the statistics for several years back and to note both the growth made and any aspects which might be improved. FIGURE B—Monruty Statistica Report Name of School Norton 5 Total Enrolment = ———C—CSCéi ODD . = Signature of Librarian, Mary Doe For Month of May, 1932 (Due: First week of each month, report for previous month) I. Attendance: ___—spermonth ~—— Scheduled ___——_—_—6995 _ Extra_346 _ Children 7341 om Teachers and Visitors __ 46 II. Instructions: Number of times given Scheduled__ 70 Incidental __ 71 III. Reading: Number doing Reference 415 1 to ~ iS) Recreational __ IV. Circulation: 1. Books (A) Board of Education..............Non-Fiction___—216 Fiction. (B) Public Library ..................Non-Fiction___—_—109 Fiction. 2227 920 2. Magazines 61 V. Visual Materials: 1. Stereographe ........... 20 Me NS Gb dkdctcncascaxas 26 ED dicenasiebanceites 110 4. Museum exhibits In addition to measuring some of the services of the library by the use of statistical records the librarian in the elementary school may take note of the number of public library cards and the use made of the public library by pupils. A device frequently used is a chart which indicates the number of pupils who own library cards in e the to ta A sure Grad Num Othe Atte Cire Mu Att Cir ab re! on in th tor lil er pare owth y l = TweLFrH YEARBOOK 447 in each section. Rivalry between sections to see which group has the greatest number of owners of these cards stimulates children to take out cards and become patrons of the public library. Another phase of the school librarian’s work that may be mea- sured effectively is the instruction given in library skills. The FIGURE C—Annvat Summary oF Sratistics Date __ June, 1932 se Name of School Membership Signature of Librarian Norton ____:1598 ___ Mary Doe _ Grades Using Library___ CB Bt 7A Number of Library Classes per Week___ 48 : me Other Subjects Taught ; ___None Number of Classes per Day Se a Subject _ ee _ 2 Attendance Children 67,228 _ Visitors and Teachers __ 536 _ rae Circulation Books ___ 8635 Magazines. 236 Pictures. ___-90 ites Slides__ eee... ae Se ene oo Stereographs __ 90 oe Museum Exhibits _ ____15museumorders Datty AVERAGES Attendance 379.87 Circulation _ 48.78 ee nen ability to use the facilities of a library—encyclopedias and other reference books, and the card catalog—the capacity to locate books on the shelves, the skills essential for study, such as the use of the index and other parts of a book, can all be measured by observing the knowledge and ease which children show in using these library tools. They may also be evaluated by means of tests or checks on library skills. Certain skills ought to be known by a child when he enters the fourth grade. Likewise, these same skills and others ( in a sixth use ¢ word Perk tivel as ££ ingte It mad cate mad butic Ina of th it re It w of tl gran the ¢ expe scho perv all t and prop scho resol tion libre libre him rian to sl | Saluvuadiy "IOOHDS oa LAAHG AUOLNGANT IVANNY—-q AYADL AUMVAAIT OITANd | | | | | | NOLLOA'T109 | NI SAWN'IOA | S'TVINALYW ‘IVASIA IVLOL | . ~ sdeq = PTS — 7 syduidoasayg | SAINI ; ”:s«STWIS.LVW TVASIA SLA'THdWVd ‘TVLOL SNOO08 ‘IVLOL saulzeduy punog — it Seer ae eae eS De saat woHag Syoog eanyaig syoog Asuq Aydusdorg @ % 026 ~ @4NjBI9}"] 008 ~ SHY Surg OOL i 1 eee Ke i oo sor pire SHV 1Nj98f) 009 — - — @3U8IIg OOS 1°1'4d OOF 94077-4194 86E ABoj0190g OOF uoidiey 00z 7 =a ; ~~” MOSORUG OOT ELeMentTARY Scuoot Princrpats ~~ | $aooy Zo | PIFd | sauipying | 940 peuinjay auld 29y10 OL OL 800g win 4q | 28s*U8ay | aseqoung — ————| pappy 4 A awa = passaysonay | ePPY | maven a. ,o>) = Sood AUBVUSIT KOU4 GBAOKSN uo sequinn oa pesoway pur Toy papsvosic) Auvuall OL aaGay ~uBLBIgry] JO aanyeusig ee dryssaquizny a TS ayeq 7204S Asozuaauy ponuup i? @) H bu LIBRARIES SCHOOL _—— ——oumwe Weaues Pass TwELFTH YEARBOOK 449 —_—_— in addition ought to be acquired by the child when he finishes the sixth grade. A question to find out how familiar a child is with the use of the card catalog might be asked as follows: ‘‘ Underline the word you would look for in the card catalog for a book by Lucy Fitch Perkins.”” Questions to ascertain whether a child can use effec- tively an encyclopedia arranged alphabetically might be phrased as follows: “In what volume will you find football? George Wash- ington? Transportation? ” It is evident, then, that many of the schemes devised by libra- rians to evaluate the effectiveness of instruction in library skills, to show the number and kinds of books in the library and the use made of the books both in school and for home circulation, to indi- cate the number of pupils using the library, and to show the use made of the public library, measure objectively some of the contri- butions which the schocl library makes to the instructional program. In addition to these tangible results which are easily mezsured, one of the major contributions of the school library is the way in which it reinforces and makes vital the other divisions of the curriculum. It would be difficult to measure the effect of the library upon each of the other subjects, but in the opinion of teachers the school pro- gram is greatly enriched. Conclusion—We have seen that it is possible to appraise many of the changes which are occurring in pupils as a result of their library experience. Because participation in this experience is part of the school life of every child at least twice during each week, it exerts a pervasive influence over him. Because the books are accessible at all times and the child has the opportunity to build good habits and right attitudes toward reading and toward the use of public property while he participates in a life-situation, the library in the school can appeal directly to every pupil. His ability to use the resources of a library is a more important contribution to his educa- tion than the knowledge of mere facts which he may gain in the library. In books he has the key for knowledge. And so the school library by helping to cultivate in a child the inquiring mind gives him the impetus for continuous education throughout life. 12 - 450 ELEMENTARY Scuoot Princrpars ~I 10. 11, 12. 13. 14. 16. 17. 18. 19. SELECTED REFERENCES . BatcHetper, Mriprep L. “ Principal and the School Library.” Bulletin 9. 737-39; July, 1930. Washington, D. C.: Department of Elementary School Principals. . Curricnt, Pruppnce and Brueckner, L. J. “A Measurement of the Effect of the Teaching of Recreational Reading.” Elementary School Journal 29: 132-37; October, 1928. . Dovatas, Mary Peacock. “Suggested School Library Report.’ High School Journal (University of North Carolina) 14: 329-30; October, 1931. . Dovatas, Mary Peacock. “Tests for the School Library.” High School Journal (University of North Carolina) 14: 207-208; April, 1931. . Givens, Wittarp E. “ Principal and the School Library.” Bulletin 9: 746-47: July, 1930. Washington, D. C.: Department of Elementary School Principals. . Humpureys, Opat. “School Library Measures Instruction.” School and Society 33: 534; April 18, 1931. . Koos, Frank H. State Participation in Public School Library Service. Con- tributions to Education, No. 265. New York: Teachers College, Colum- bia University, 1927. p. 161-73. . Lancaster, THomas J. “A Study of the Voluntary Reading of Pupils in Grades 4-8.” Elementary School Journal 28: 525-37; March, 1928. . Levanp, Ciraupe G. “Library Tests for Junior High Schools.’ Bulletin of High Points 12: 8-15; May, 1930. Published by the New York City Board of Education. LEWERENZ, Atrrep S. “ Reading Material Evaluated by Means of the Vocabu- lary Grade Placement Formula.” Los Angeles Educational Research Bulletin 11: 98-119; April, 1932. Lipraries, editorial. “ Quantitative Library Standards for Secondary Schools.” Libraries 35: 325-26; July, 1930. Locgasa, Hannan. “The Supervision of High School Library Service.” Supervision of Secondary Subjects; edited by W. L. Uhl. New York: D. Appleton and Co., 1929. p. 607-51. Lovis, Marion. “ Supervision of School Libraries in Detroit.” School Library Yearbook, No. 2. Chicago: American Library Association, 1928. p. 108-16. O’Brien, Ipa. “A Comparison of the Use of Intensive Training and of Wide Reading in the Improvement of Reading.” Educational Method 10: 346- 49; March, 1931. Perpug, Dan H. “ Value of Standards for High-School Libraries.’ American School Board Journal 82: 136; March, 1931. Vanpiver, Mavupe and Metcuer, W. “The Effect of Library Reading.” Educational Administration and Supervision 15: 190-201; March, 1929. Witson, Marrna. “School Library Score Card.” School Library Yearbook, No. 2. Chicago: American Library Association, 1928. p. 59-74. Witson, Martua. School Library Management 5th ed. rev. New York: H. W. Wilson Co., 1931. p. 185-205. Witson, Marrna, compiler. Selected Articles on School Library Experience. (Second Series) New York: H. W. Wilson Co., 1932. p. 301-11. n 9: itary t of “rnal hool hool in of ird du- rch le §- mn CHAPTER X RESEARCH STUDIES OF BOOKLISTS AND READING INTERESTS Booxktists AND OruerR Arps tn Book SELECTION Tur ProresstonaL LIBRARY IN THE ELEMENTARY SCHOOL 2ESEARCH RELATED TO CHILDREN’s INTERESTS AND PREFERENCES IN READING [ 451 ] EDITORIAL COMMENT ON CHAPTER X Chapter X contains articles on research in fields related to the school library. One article lists with annotations the important booklists which have been developed. Another contribution is a sum- mary of research related to children’s interests and preferences in reading. These research studies should be helpful to principals in developing, adjusting, and appraising the library activities within their schools. Knowledge of the use and the meaning of research technics is becoming an important part of the principal’s professional equip- ment. This development does: not mean that the principal should be expected to direct many involved and technical investigations. It does mean that he should be able to measure certain phases of the effectiveness of various school activities. It does mean that he should be able to determine the status of. conditions within his school. It does mean that he will not be fooled by studies which measure pupil progress without safeguards in the form of control groups. It does mean that he will not attempt to foist onto his fellows a type of research which he would not accept from others. It does mean that he will not worship blindly so-called “ research ” to the neglect of experience and of calm reflection. At first glance, some of the research studies in this chapter may not have much appeal to principals. Yet in the findings of these investigations lie many suggestions for improving both the teach- ing and the supervision; for example, a relatively simple study of the reading interest of pupils in a given district. Suppose it is shown that outside of school hours the pupils read very little other than newspapers and cheap magazines. Does this fact mean nothing to the principal? Is he willing to proceed with the regular course of study which apparently exerts little or no influence upon habits outside of school? If he makes a concerted effort to change things will it be necessary for the teachers to give complete support? If the conditions in that district change for the better has there been an “ improvement in the instruction” as far as these particular chil- dren are concerned? Is this good teaching and good supervision /— Editorial Committee. [ 452 ] RI Bi In par: mol and The clus as | tha wh! ag tig anc tho for of f A sck of the in Li pu or sic wl tio Ch ea tit - the ‘tant um- 8 in S in thin 3 is Lip- uld ns, of he his ich rol his TS. CHAPTER X RESEARCH STUDIES OF BOOKLISTS AND READING INTERESTS BOOKLISTS AND OTHER AIDS IN BOOK SELECTION? HERE ARE AVAILABLE some very excellent graded book- lists which have had the approval of both specialists in the teaching of reading and literature and of children’s librarians. In 1931 Garrison and Hackworth’ reported the results of a com- parison of ten such graded booklists to determine the books com- mon to all of them. They found that only two (Terman and Lima, and Winnetka) claimed to have set up any scientific procedure. The others were mostly the result of personal judgment. Two con- clusions were reached: first, that there is considerable disagreement as to what should be offered in the elementary grades; and second, that there is also a marked diversity of opinion about the grade to which a selection belongs. Their recommendation was that there is a great need for criteria set up by scientific and experimental inves- tigations to be used by those who are trying to judge the desirable and undesirable books for children’s reading. Lacking such criteria, those directing the work of the elementary-school library must there- fore rely upon lists already prepared, keeping in mind their method of compilation and their consequent advantages and limitations. The lists of book selection aids in this chapter are not exhaustive. A number of booklists, not readily available to the elementary- school principal, were omitted. Among the omissions are the lists of city and rural school systems, and city libraries. An example of those omitted is the Catalog of Books for Public School Libraries in the City of New York issued by the New York City Bureau of Libraries.* There likewise has been no attempt to include noteworthy public library lists, whether compiled by the children’s department or the division for work with the schools. An exception is the inclu- sion of several lists issued by the Carnegie Library of Pittsburgh, whose work has been widely publicized. 1Compiled for the Editorial Committee by the Research Division of the Na- tional Education Association. * Garrison, 8. C., and Hackworth, Lector. “Comparison of Ten Booklists for Children’s Reading.” Peabody Journal of Education 9: 102-11; September, 1931. ’The catalog for 1930-32 contains a classified, annotated list of books under each grade from the kindergarten to the tenth grade. There is also an author- title index. [ 453 ] 454 Exementary Scuoot Principars A source of information and counsel to all concerned in school library work is the American Library Association (520 N. Michi- gan Avenue, Chicago). Booklists published by the Association have not been included, with the exception of three compre hensive lists, the A. L. A. Catalog, Graded List of Books for Children, and A Handbook for Teacher-Librarians. Representative titles of the many lists available are: A Boy’s Booklist, A Girl's Booklist, Children’s Books for General Reading, Children’s Books from Twelve Countries, Children’s Books in the United States, and Gifts for Children’s Bookshelves. In addition to the various state departments of education and state library extension services, other sources of information include the state associations of parents and teachers.* The chapter is divided into the following six parts: (1) how shall we judge books for children? (2) comprehensive booklists and catalogs of books based upon research or expert opinion; (3) less extensive lists, general and special; (4) magazine lists; (5) books about children’s literature; and (6) other aids in book selection. How Suatt We Jupae Booxs ror CuILpRen ? The selection of books for children of any age depends upon sym- pathetic understanding of children and of their interests and activi- ties, as well as familiarity with the literature that has appeal for them. In the last analysis the children are themselves the final arbiters. “Jt is vital to provide the books that will be read, for the older practise of presenting the books that ought to be read too often deprived children of finding any natural companionship with books.” ° Familiarity with the findings of investigations dealing with children’s reading preferences is therefore most essential. In addition to a knowledge of their interests other considerations should govern the selection of books for children such as: (1) needs of pupils and teacher in relation to classroom work; (2) content of the books; (3) physical make-up of the books; and (4) effect or influence the books may have upon the child." * An example of cooperative activity is the publication by the Illinois Congress of Parents and Teachers of a list entitled Children’s Books for the Home and School Library compiled by the Illinois Library Extension Division, 1932. 5 Gardner, Emelyn E. and Ramsey, Eloise. A Handbook of Children’s Litera- ture. Chicago: Scott, Foresman and Co., 1927. p. 17. -.6 Haynes, Beulah. “ Points Governing the Selection of Books for Elementary and Intermediate Grades.” American School Board Journal 8: 88, 90; October, 1930. Tl meth prep an 1 F. k i. III. TweELFrH YEARBOOK 455 The problem of selecting books for children may be met by two methods, or preferably by a combination of both. One method is to prepare an outline of points which should be considered in evaluating an individual title. Power presents an outline, adapted from F. K. W. Drury’s form for adult books,’ as follows: OUTLINE OF CRITERIA FOR JUDGING CHILDREN’S Books 8 I. Bibliographic data (a) Author (d) Date (b) Title (e) Place (when important) (c) Publisher (f) Price II. Physical features (a) General format (attractive, durable) (b) Volumes (if more than one) (c) Size (if unusual) (d) Type (size, legibility) (e) Paper (texture, weight, color) (f) Margins (wide, narrow, over-emphasized, decorated) (g) Illustrations (colored, black and white, full page or insets, quality, appropriateness to book, appeal to children) (h) Maps and diagrams (type, where placed) (i) Bibliographies (subjects, extent of treatment, where placed) (j) Indexes (kind, complete) III. Subject and content (a) Subject (e) Truthfulness (b) Leading ideas (f) Ethical influence (wholesome, un- (c) Secondary ideas certain, pernicious) (d) Purpose and point of (g) Children’s interest in subject author (basis) 7. Scope (a) Field covered (d) Authority of author (b) Sources (e) Date as a factor (c) Comparison with other treatises ’. Form and style (a) Form (fiction, poetry, or (h) Involved subject treatise) (i) Mediocre (b) Narrative (j) Poor (c) Descriptive (k) Realistic (d) Literary (1) Fanciful (e) Dramatic (m) Humorous (f) Distinctive (n) Informational (g) Direct (o) Scientific I. If fiction discuss also: (a) Plot (unity, one thread or many, climax) (b) Characterization (clear, direct, indirect) VII. Readability (suitability to age or grade groups, elements of difficulty) (a) General appeal to children’s interests (general) 7Contained in his Book Selection, published in 1930 by the American Library Association. 8 Power, Effie L. Library Service for Children. Chicago: American Library Association, 1930. p. 31-32. 456 ELEMENTARY Scuoot Princrpays The use of the above outline in choosing books is a method of personal examination and judgment. Many children’s librarians in public libraries make it a rule to admit no book to their collection until it has been read by a member of the staff. The other method of selection is the use of authoritative book- lists as tools. A danger here is reliance upon lists made up from an arbitrary adult point of view of books which may be theoretically “good” for children, but not interesting to them. On the other hand, lists based solely on children’s choices are likewise unreliable. It should be realized clearly that the contribution made by studies of children’s reading preferences is for purposes of diagnosis rather than prescription.° “In the light of these studies we should endeavor not to have the children in control of the reading selee- tions by pandering to their limited or unformed tastes, but, by using all the skill at our disposal, have them like to read (genuinely like) and be interested in continuing as a life habit to read those things we think they ought to read in order to inherit the good things of their literary heritage.’ ?° Probably most principals will prefer to combine the two methods in selecting books for their own school libraries. One may start with a standardized booklist, but select each volume in accordance with an outline similar to that proposed by Power. CoMPREHENSIVE Booxuists anp CatTaLoas or Books Basep UPON ResEarcH or Expert Opinion Six publications have been selected for this section of the chapter: A. L. A. Caratoe, 1926. Chicago: American Library Association, 1926. “ Chil- dren’s Books,” p. 849-915. Supplement: A. L. A. Catalog, 1926-1931. p. 204-25. The children’s section of the A. L. A. Catalog consists of nearly one thousand references. As in other sections, authoritative opinion of librarians was con- sulted regarding inclusions. The books are grouped’ according to the Dewey decimal classification, and are not graded. In addition to full bibliographic infor- mation, subject headings are suggested to aid in cataloging. A general index by author, title, and subject includes children’s books along with adult publications. Bevust, Nora, compiler. Graded List of Books for Children11 Chicago: Ameri- ean Library Association, 1930. 149 p. ® Beale, Harriet. “ Professional Guidance in the Selection of Literature.” Ele- mentary English Review 8: 222-24; November, 1931. 10 Bamberger, Florence E. “ Mistake of Child Controlled Schools and Homes.” Childhood Education 8: 403; April, 1932. Also in: “Child Controlled Schools.” Children’s Library Yearbook, No. 3. Chicago: American Library Association, 1931. p. 50. 1 An earlier list with the same title was compiled by the Elementary School Library Committee of the Library Department of the National Education Associa- tion, and published in 1922 by the American Library Association. _— This pared was b) childr books seven indiv: with and § M: Chile All most cont Nur: Boy: jn sl from sup} TwELFTH YEARBOOK 457 — This annotated list of approximately 1000 standard children’s books was pre- pared with the needs of the teacher and librarian in mind. The selection of titles was by vote of a committee and some fifty children’s librarians and instructors in children’s literature. There are three main lists: picture books and easy reading books for grades one to three; books for grades four to six; and books for grades seven to nine. All grades in which a book may be used are designated after the individual entry. Full information with price is supplied for each book along with an annotation from some authoritative source. The index is by author, title, and subject. Manoney, Bertua E. and Wuirney, Evtnor, compilers.12 Realms of Gold in Children’s Books. Garden City, N. Y.: Doubleday, Doran and Co., 1929. 796 p. Although acknowledgment is made to other standard lists, this list has grown mostly out of the activities of the Bookshop for Boys and Girls in Boston. It contains three parts divided according to age groups: Part I, Books for the Nursery (1-4 years); Part II, Books for Children (4-8 years); Part III, Books for Boys and Girls (from 8 years). Under each of these heads, titles are grouped in subject classifications. Each book listed has an annotation, occasionally copied from some authoritative source. Complete information regarding each book is supplied. An index of authors and titles is included. Sears, Minnip Eart, editor. Children’s Catalog. 4th ed. rev. New York: H. W. Wilson Co., 1930. 877 p. Also, Cumulated Supplement, 1932. 106 p. The most complete catalog of children’s books published to date. It consists of two parts, one a dictionary catalog of 4100 books with analytical entries for 880 books and a classified list containing subject headings. It is based on carefully selected library lists supplemented by advice from children’s librarians and specialists as desirable for children’s departments of public libraries and for ele- mentary-school libraries. The dictionary catalog lists books with full bibliographic information and annotations. The grade level is indicated for each book. Titles for first purchase are starred. The cumulated supplements for 1932 contain 379 new titles with analytical entries for sixty-two new books. TerMAN, Lewis M. and Lima, Maroaret.!* Children’s Reading; A Guide for Parents and Teachers. 2nd ed. New York: D. Appleton and Co., 1931. Part II, “ Suggestions for Children’s Reading,” p. 109-422. On the basis of an experimental study of the qualitative and quantitative aspects of children’s reading, in which data were secured from homes, school, and children themselves, an extensive list of books suitable for children was drawn up. Weight was also given the evidence of booksellers and librarians. Inferior books were not included simply because many children found them interesting. The list therefore “is not merely a list of books that children do read; it is rather a list of worthwhile books that children would read if they were given the opportunity to do so.” The books are classified according to type. Titles repre- senting the best in each group are starred. After each title is given the age range for which the book is best adapted. This range is wide in order to allow for individual differences. Excellent descriptive annotations are included along with such facts as publisher and price. Separate author and title indexes add to the usefulness of the volume. 12 This list is the fifth edition of Books for Boys and Girls—A Suggestive Pur- chase List, first published by the Bookshop for Boys and Girls in 1916. 13 See also Terman’s study as summarized elsewhere in this chapter, p. 502. 458 ELEMENTARY Scuoot Princrpars Witxinson, Mary S., Weepon, Vivian, and WasHBuRNE, CARLETON., compilers, The Right Book for the Right Child. New York: John Day Co., 1933. 357 p. The books in this volume were selected and annotated by a sub-committee of the Committee on Library Work with Children of the American Library Associa- tion. They were graded by the Research Department of the Winnetka Public Schools. For the most part grading was determined by the degree of reading ability a child must have attained in order to read a book intelligently and fluently. In the case of those books which were contained in an earlier list,1¢ the ages and sex to which they make greatest appeal is indicated. Each grade list js made up of three groups: books recommended for all libraries, for a library of from 600 to 1000 children’s books, and of 1000 books or more. Each book js identified by author, title, publisher and price. An author, title, and subject index is also included. Less Extensive GENERAL AND SpEcrAt Lists A number of booklists are available which make no pretense of being as complete as those annotated previously in this chapter. Since many of the special lists will be helpful to principals forty of them are included in this section: A. L. A. Epucation Commirtreg, Elementary Sub-Committee. Handbook for Teacher Librarians. Chicago: the Association, 1931. “ Five Hundred Books for First Purchase in an Elementary School Library,” p. 12-30. Also in Elementary English Review 8: 134-40, 148, 152; June, 1931. A classified list of five-hundred books compiled by a committee of the A. L. A. It is intended for grades one to six. Author, title, publisher, and price are given, but no annotations are included. Battey, Laura C. “Library Reading for Curriculum Subjects of Elementary Schools.” Educational Method 9: 343-53; March, 1930. Also in Wilson Bulletin 5: 241-49; December, 1930, entitled “A $400 Elementary School Library.” The books listed in this article represent the fundamentals for library reading by each of the first six grades in unit subjects which are commonly taught, such as Indians, light, and transportation. The reference material was determined by observing children’s responses in training school libraries of Cleveland and Pitts- burgh. A brief entry for each book includes author, title, and publisher. Buiarr, Emity Newevv. “Our Children’s Books.” Good Housekeeping 89: 59, 324, 326, 329-30, 333-34; November, 1929. (Similar lists in Good Housekeeping 95: 88, 159-63; November, 1932, entitled “ Good Children’s Books.”) Selected lists accompany chapters on such topics as fairy tales, poetry, classics and the like. Publishers and prices are included. Frevp, Wautrer Tayuor. A Guide to Literature for Children. Boston: Ginn and Co., 1928. Chapters 11, 12, and 14, p. 179-274, 279-81. Books suitable for school libraries are classified according to the Dewey system. For each volume is given author, title, price, and ages to which the book is best adapted. Preferred titles are starred. There is also a selected list of books suit- able for supplementary reading and of reference books for school libraries. — 14 Washburne, Carleton and Vogel, Mabel. Winnetka Graded Book List. Chicago: American Library Association, 1926. 286 p. Also published by Rand MeNally and Co. and entitled What Children Like to Read. — GAR ture. Thi ject not § A dc parti title to re follo book slow the | G Chi A dra’ mol on Dilersg, : p. €e of 0Cia- ublie iding and t the st is y of k is 1dex > h TwrELFTH YEARBOOK 459 —_—— GarpNER, EmMetyNn E. and Ramsey, Evoist. A Handbook of Children’s Litera- ture. Chicago: Scott, Foresman and Co., 1927. “ Bibliographies.” This section is a classified list including folk literature, poetry, art, music, sub- jectmatter books, and picture books. There are brief annotations where title is not self-explanatory. Author, title, and publisher are supplied for each book. A double star preceding titles indicates recent books. A single star indicates particularly desirable editions. The first number in parentheses following each title indicates the approximate age at which the majority of children are able to read independently the book in question. The second number in parentheses following each title indicates: first, the age at which interest in the particular book may wane slightly for the majority of children; second, the age at which slow or retarded children and some foreign children are usually first able to read the book mentioned. Garrison, 8. C. and Hackwortu, Lecror. “A Comparison of Ten Booklists for Children’s Reading.” Peabody Journal of Education 9: 102-11; September, 1931. A composite list of books suitable for each of the eight elementary grades was drawn up, consisting of titles which were recommended by as many as four or more of ten standard lists. Author, title, and publisher are given for each book on the list. GREEN, JENNY Linp. Reading for Fun. Boston: Richard G. Badger, 1925 206 p. Chapters on reading for fun in the various school subjects contain selected lists of children’s books. Only author and title are given. A “ Little Library for Boys and Girls” (p. 201-05) is graded according to interest and reading difficulty under attractive subject heads. Hamitton, AymMer JAy. “The Elementary School Library.” Bulletin 3: 4938- 516; July, 1924. Washington, D. C.: Department of Elementary School Princi- pals, National Education Association. “ List of Books in the Children’s Library of the University Elementary School (University of California),” p. 498-509. Fifty-five books make up a special Christmas list, arranged according to age, for boys and girls from two to seventeen. Each title is briefly discussed and de- tails supplied as to author, publisher, and price. BAMBERGER, FLORENCE E. compiler. A Minimum Graded Booklist for Elemen- tary Classroom Libraries. Baltimore: Enoch Pratt Free Library, 1928. 18 p. A minimum list made up of books which were recommended by three or more of six standard booklists. Books are listed by grades with author, title, publisher, and name of original list recommending. Hunt, Cuara W. and orners, compilers. The Bookshelf for Boys and Girls. New York: R. R. Bowker Co., 1932. 48 p. A carefully selected list of books, old and new, in three parts: Books for the younger children, selected by Clara W. Hunt; books for older boys and girls, selected by Ruth G. Hopkins; books for boy scouts, selected by Franklin K. Mathiews and Evelyn O’Connor. The books in each section are classified accord- ing to type and subject. Entries include annotations, along with publisher and price. Illustrations in black and white are also featured. Brown, Zaipen and orHers. Standard Catalog for High School Libraries. 2nd ed. rev. and enl. New York: H. W. Wilson Co., 1932. 860 p. This comprehensive list and its supplements are prepared primarily for the four- year high school. Books suitable for junior high-school use, however, are marked 460 ELEMENTARY Scuoot Princrpas 3. Bactey, Witt1am C. School Discipline. New York: Macmillan Co., 1914 (B) _ *4. Barr, Arvi S. Characteristic Differences in the Teaching Performance of ) Good and Poor Teachers of the Social Studies. Bloomington, Ill.: Public School Publishing Co., 1929. 127 p. (A) 5. Barr, Arvit S. Introduction to the Scientific Study of Classroom Super- mn, vision. New York: D. Appleton and Co., 1931. 399 p. (C) nd 6. Bennert, Henry E. School Efficiency. Boston: Ginn and Co., 1917. (C) 7. Buackuurst, JAMes H. Directed Observation and Supervised Teaching. Boston: Ginn and Co., 1925. 420 p. (C) ne 8. Bove, Boyp H. Conflicting Psychologies of Learning. Boston: D. C. Heath he and Co., 1929. 305 p. (B) id 9. Bopr, Boyp H. Modern Educational Theories. New York: Macmillan Co., 1927. 351 p. (B) *10. Bonser, Frepertck G. The Elementary School Curriculum. New York: t, Macmillan Co., 1920. (A) - 11. BurnuAm, WitutAM H. The Normal Mind. New York: D. Appleton and Co., 1924. (C) 0 *12, Burron, Witu1Am H. Supervision and the Improvement of Teaching. New York: D. Appleton and Co., 1922. (A) . +13. Burton, Witu1aM H., editor. The Supervision of Elementary Subjects. New York: D. Appleton and Co., 1929. 710 p. (A) 8 14. Counts, Grorcp 8S. The American Road to Culture. New York: John Day y Co., 1930. 194 p. (B) ' *15. CupBerLtey, ELLwoop P. The Principal and His School. Boston: Houghton Mifflin Co., 1923. (A) *16. CupBerLEy, Ettwoop P. Public School Administration. rev. and enl. ed. Boston: Houghton Mifflin Co., 1929. 710 p. (B) | 17. Dewey, Jonn. Human Nature and Conduct. New York: Henry Holt and | Co., 1922. (C) 18. Dewry, Joun. The Sources of a Science of Education. New York: Horace Liveright Co., 1929. 77 p. (C) 19. EnopuHarpt, Frev. Public School Organization and Administration. Boston: Ginn and Co., 1931. 595 p. (B) 2If fewer than five of the twenty-one principals rated a book as indispensable, it was given a rating of C; if from five to ten marked the book indispensable, it was marked B; and if more than ten, it was given a rating of A. 476 ELEMENTARY Scuoot PrINcIPALS 20. Free,anp, George E. Modern Elementary School Practice. rev. ed. New 21. *22. *23. 24. 25. 26. 27. 28. 31. 32. % 35. 37. *38. 39. 41. *42. 43. 44, 45. York: Macmillan Co., 1926. 417 p. (C) Gates, ArtHurR I. Reading for Public School Administrators. New York: Teachers College, Columbia University, 1931. 126 p. (C) Gist, ArrHur 8S. Administration of an Elementary School. New York: Charles Scribner’s Sons, 1928. 308 p. (A) Gist, ArrHur 8S. Elementary School Supervision. New York: Charles Scribner’s Sons, 1926. 308 p. (A) Heck, Arcu O. Administration of Pupil Personnel. Boston: Ginn and Co, 1929. 479 p. (B) Hiecas, Muo B. The Elements of Classroom Supervision. Chicago: Laidlaw Bros., 1931. 224 p. (C) Kine, Wmuiam A. Elementary School Library. New York: Charles Scrib- ner’s Sons, 1929. 224 p. (C) Kwnicut, Epcar W. Education in the United States. Boston: Ginn and Co.,, 1929. 588 p. (C) Kyte, Grorce C. How to Supervise. Boston: Houghton Mifflin Co., 1930. 468 p. (C) . Lang, Ropert H. A Work Book for Principals and Supervisors. New York: Maemillan Co., 1930. 263 p. (B) . Lewis, Ervin E. Personnel Problems of the Teaching Staff. New York: Century Co., 1925. 460 p. (B) McCautz, Witu1am A. How to Measure in Education. New York: Mac- millan Co., 1922. (C) McKown, Harry C. Assembly and Auditorium Activities. New York: Macmillan Co., 1930. 462 p. (C) . McKown, Harry C. School Clubs. New York: Macmillan Co., 1929. 498 p. (C) . McMurry, Franx M. Elementary School Standards. Yonkers-on-Hudson, New York: World Book Co., 1913. (C) Miter, Harry L. and Harcreaves, R. T. The Self-Directed School. New York: Charles Scribner’s Sons, 1925. 412 p. (C) . Mort, Paut R. The Individual Pupil in the Management of Class and School. New York: American Book Co., 1928. 383 p. (B) NaTIoNAL Epucation Association, Department of Elementary School Prin- cipals. “The Principal and Administration.” Ninth Yearbook. Wash- ington, D. C.: the Department, 1930. 602 p. (A) NatTIonaL Epycation Association, Department of Elementary School Prin- cipals. “The Principal and Supervision.” TJ'enth Yearbook. Washington, D. C.: the Department, 1931. 524 p. (A) NationaL Epucation Association, Department of Elementary School Prin- cipals. “The Principal and His Community.” Eleventh Yearbook. Washington, D. C.: the Department, 1932. 492 p. (A) . NationaL Epucation Association, Department of Superintendence. “ The Nation at Work on the Curriculum.” Fourth Yearbook. Washington, D. C.: the Department, 1926. 559 p. (B) NEuMANN, Henry. Lives in the Making. New York: D. Appleton and Co., 1932. 370 p. (C) Nutt, Husert W. Current Problems in the Supervision of Instruction. Richmond, Va.: Johnson Publishing Co., 1928. 538 p. (C) Parkuurst, Heten H. Education on the Dalton Plan. New York: E. P. Dutton and Co., 1922. (C) Patri, ANGELO. A School Master of a Great City. New York: Macmillan Co., 1917. (C) Perry, ArtHuR. Discipline as a School Problem. Boston: Houghton Mifflin Co., 1915. (C) #46. 47. 48. *49. New York: York: harles | Co, AZO: crib- ew nd n- h- *46. 47. 48. *49. 51. 52. TwrELFtrH YEARBOOK 477 Perry, ArtHUR. The Management of a City School. New York: Macmillan Co., 1919. (B) PInTNER, RupoteH. Intelligence Testing; Methods and Results. New York: Henry Holt and Co., 1931. 555 p. (C) Reavis, Witu1am C. Pupil Adjustment in Junior and Senior High Schools. Boston: D. C. Heath and Co., 1926. 348 p. (C) Reavis, Wiiu1AM C., Pierce, P. T., and SruttKen, E. H. The Elementary School, Its Organization and Administration. Chicago: University of Chicago Press, 1931. 571 p. (B) . Saytes, Mary B. The Problem Child in School. New York: Joint Com- mittee on Methods of Preventing Delinquency, 1925. 287 p. (C) SrepMAN, LuLu M. Education of Gifted Children. Yonkers-on-Hudson, New York: World Book Co., 1924. (C) Srevenson, Joun A. The Project Method of Teaching. New York: Mac- millan Co., 1921. (C) . Srone, Ciarence R. Supervision of the Elementary School. Boston: Hough- ton Mifflin Co., 1929. 573 p. (C) . Srrayer, Grorce D., Encevnarpt, N. L., and orners. Problems in Educa- tional Administration. New York: Teachers College, Columbia Uni- versity, 1925. 756 p. (C) . Symonps, Percrvat M. The Nature of Conduct. New York: Macmillan Co., 1928. 346 p. (C) . Terman, Lewis M. and Lima, Marcarer. Children’s Reading. New York: D. Appleton and Co., 1926. 363 p. (C) . THORNDIKE, Epwarp L. Human Learning. New York: Century Co., 1931. 206 p. (B) . Wap.es, Dovetas. Problems in Classroom Method. New York: Macmillan Co., 1927. 609 p. (B) . Wuite House ConrerENCE ON CHILD HeattH AND Prorecrion. Mental Hygiene. New York: Century Co., 1931. 365 p. (B) . Wickman, E. Kosrer. Children’s Behavior and Teachers’ Attitudes. New York: Commonwealth Fund, 1928. 247 p. (B) Books SuGGcESTED FOR THE TEACHER’S LipraAry ONLY (Nore: Includes all books suggested by at least two experts. Asterisks indicate books mentioned five or more times.) 3. 2. AtMack, JoHn C. and Lana, A. R. The Beginning Teacher. Boston: Hough- ton Mifflin Co., 1928. 478 p. (B)§ Avent, JoserpH E. Beginning Teaching. Knoxville, Tenn.: University of Tennessee, 1926. 592 p. (C) Bitperseg, Dororuy. Teaching the Primary Grades. New York: D. Apple- ton and Co., 1932. 332 p. (C) Bonser, Freverick G. and Mossman, Lots C. Industrial Arts for Elementary Schools. New York: Macmillan Co., 1923. (C) Branom, Menpet E. Measurement of Achievement in Geography. New York: Macmillan Co., 1925. 188 p. (C) CALIFoRNIA CurricuLuM Commission. Teachers Guide to Child Develop- ment. Sacramento: California State Printing Office, 1930. 658 p. (C) Coss, Waiter F. Values and Methods in Health Education. Chicago: Row Peterson and Co., 1929. (C) 31f fewer than five of the twenty-one principals rated a book as indispensable, it was given a rating of C; if from five to ten marked the book indispensable, it was marked B; and if more than ten, it was given a rating of A. “ i 478 ELementary Scuoot Princrpas 10. 11. 12. 13. 14. 15. 16. *17. 18. 19. 21. 22. 23. 24. 25. 27. 28. 29. 31. 32. *3A. 35. . Coteman, Satis N. Creative Music for Children. New York: G. P. Put. nam’s Sons, 1922. (C) . Davenport, Evcene. Education for Efficiency. rev. ed. Boston: D. ¢ Heath and Co., 1914. (C) Davis, SHetpon E. Teaching the Elementary Curriculum. New York: Mace- millan Co., 1931. 549 p. (C) Dewey, Evetyn and Dewey, JoHn. Schools of Tomorrow. New York: E. P. Dutton Co., 1915. (B) Dotcu, Epwarp W. The Psychology and Teaching of Reading. Boston: Ginn and Co., 1931. 261 p. (C) Dorris, ANNA V. Visual Instruction in the Public Schools. Boston: Ginn and Co., 1928. 481 p. (B) Finney, Ross L. A Sociological Philosophy of Education. New York: Macmillan Co., 1928. 563 p. (C) FREEMAN, FraNK N. and Doucuerty, M. L. How to Teach Handwriting. Boston: Houghton Mifflin Co., 1923. (B) Fryspercer, AGNES M. Listening Lessons in Music. New York: Silver Bur- dett and Co., 1925. 254 p. (C) Gates, ArtHuR I. Interest and Ability in Reading. New York: Macmillan Co., 1930. 264 p. (B) Gates, ArtHuR I. New Methods in Primary Reading. New York: Teachers College, Columbia University, 1928. 236 p. (C) Gray, Witt1AM 8S. Summary of Investigations Relating to Reading. Chi- cago: Department of Education, University of Chicago, 1925. 275 p. (B) . Harris, Jutia M., Donovan, H. L. and ALExaNper, THoMas. Supervision and Teaching of Reading. Richmond, Va.: Johnson Publishing Co., 1927. 474 p. (C) Harris, Pickens E. Changing Conceptions of School Discipline. New York: Macmillan Co., 1928. 384 p. (C) HotiinewortnH, Leta S. Gifted Children, Their Nature and Nurture. New York: Macmillan Co., 1926. 374 p. (B) Hotiincwortu, Letra 8. The Psychology of Subnormal Children. New York: Macmillan Co., 1920. (B) InskeeP, ANNIE D. Teaching Dull and Retarded Children. New York: Macmillan Co., 1926. 445 p. (B) Koeevor, KATHERINE L. and Sweet, Mayme. Units of Work Developing Out of Children’s Interests in Local History. New York: Lincoln School, Teachers College, Columbia University, 1931. 314 p. (C) . Kuapper, Pauu. Teaching English in Elementary and Junior High Schools. New York: D. Appleton and Co., 1925. 355 p. (B) Kuaprer, Paut. Teaching of History. New York: D. Appleton and Co., 1926. 347 p. (C) Knox, Rose B. School Activities and Equipment. Boston: Houghton Mifflin Co., 1927. 386 p. (C) McGrecor, ANNA L. Supervised Study in English for Junior High School Grades. New York: Macmillan Co., 1921. (C) Manuoney, JoHN J. Standards in English. Yonkers-on-Hudson, New York: World Book Co., 1919. (C) Mareer, Fuorence. Just Normal Children. New York: D. Appleton and Co., 1929. 294 p. (C) Maruias, Marcaret E. Beginnings of Art in the Public Schools. New York: Charles Scribner’s Sons, 1924. 119 p. (C) Miter, Harry L. Creative Learning and Teaching. New York: Charles Scribner’s Sons, 1927. 262 p. (C) Morton, Roserr L. Teaching Arithmetic in the Primary Grades. New York: Silver Burdett and Co., 1927. 242 p. (B) O’Brien, Joun A. Silent Reading. New York: Macmillan Co., 1921. (C) 36. 37. +38. 39. +40. 41. 42. 43 44 4 4 +4 exe fork: ston: Ginn ork: ing. 3ur- lan ers hi- B) On 27. it *38. 39. *40. 41. 42. 43. 44. 46. *47. 48. TwrELFrH YEARBOOK 479 _ Parker, SAMugeL C. General Methods of Teaching in Elementary Schools. Boston: Ginn and Co., 1922. 336 p. (C) Pautu, EmManugt M. Diagnostic Testing and Remedial Teaching. Boston: D. C. Heath and Co., 1924. (C) Pennett, Mary E. and Cusack, A. M. How to Teach Reading. Boston: Houghton Mifflin Co., 1923. (B) Reev, Homer B. The Psychology of Elementary School Subjects. Boston: Ginn and Co., 1927. 481 p. (C) Reever, Epwin H. Simplifying Teaching. New York: Laidlaw Bros., 1929. 192 p. (B) Rucu. Gues M. The Objective or New Type Examination. Chicago: Scott, Foresman and Co., 1929. 478 p. (B) ScHIEDEMANN, Norma V. Psychology of Exceptional Children. Boston: Houghton Mifflin Co., 1931. 520 p. (C) Scumipt, Cuartes C. Teaching and Learning the Common Branches. New York: D. Appleton and Co., 1929. 418 p. (C) Smiru, Epwarp E. Teaching Geography by Problems. Garden City, New York: Doubleday, Page and Co., 1921. (B) 5. Smitu, Niwa B. One Hundred Ways of Teaching Silent Reading. Yonkers- on-Hudson, New York: World Book Co., 1925. 149 p. (C) SrinbMAN, Bessie W. Training Children to Study. Boston: D. C. Heath and Co., 1928. 247 p. (C) Stonp, CiarEeNce R. Silent and Oral Reading. Boston: Houghton Mifflin Co., 1926. 332 p. (B) Storm, Grace E. The Social Studies in the Primary Grades. Chicago: Lyons and Carnahan, 1931. 596 p. (B) . Srorm, Grace E. and Smiru, Nia B. Reading Activities in the Primary Grades. Boston: Ginn and Co., 1930. 376 p. (B) TERMAN, Lewis M. and Atmack, J.C. Hygiene of the School Child. Boston: Houghton Mifflin Co., 1929. 505 p. (B) . THORNDIKE, Epwarp L. New Methods in Arithmetic. Chicago: Rand Mc- Nally and Co., 1921. 260 p. (C) . Turauis, Zor A. and Reeper, E. H. Geography in the Elementary School. Chicago: Rand McNally and Co., 1931. 441 p. (C) . Tiwyman, Wiritarp F. The Teaching of Spelling. Yonkers-on-Hudson, New York: World Book Co., 1919. (B) . TroxevL, Eveanor. Language and Literature in the Kindergarten and Primary Grades. New York: Charles Scribner’s Sons, 1927. 264 p. (C) . VALENTINE, Percy F. The Art of the Teacher. New York: D. Appleton and Co., 1931. 289 p. (C) 56. Wuuircoms, Cuartorte T. and Beveriner, J. H. Our Health Habits. Chicago: Rand MeNally and Co., 1926. 608 p. (C) Wison, Harry B. and Witson, G. M. Motivation of School Work. rev. ed. Boston: Houghton Mifflin Co., 1921. (C) . YoaKAM, Geratp A. Reading and Study. New York: Macmillan Co., 1928. 502 p. (C) Books Suacestep For BorH THE PRINCIPAL’S AND THE TEACHER’S LIBRARY (Nore: Includes all books suggested by at least two experts. Asterisks indicate books mentioned five or more times.) i. ANDERSON, CHARLES J. and Davipson, Isospi. Reading Objectives. Phila- delphia: Laurel Book Co., 1925. 408 p. (B)* 4If fewer than five of the twenty-one principals rated a book as indispensable it was given a rating of C; if from five to ten marked the book indispensable, it was marked B; and if more than ten, it was given a rating of A. 480 ELEMENTARY Scuoot Princrpats 10. 11. 12. 13. 14. 15. 16. *17. 18. 19. 21. *23. 24. *25. *26. 27. 29. Baciey, Wruu1am C. Classroom Management. New York: Macmillan Co, 1907. (B) Baker, Harry J. Characteristic Differences in Bright and Dull Pupils. Bloom- ington, Ill.: Public School Publishing Co., 1927. 118 p. (B) Barr, Arvin S. and Burton, Wituiam H. The Supervision of Instruction, New York: D. Appleton and Co., 1926. 626 p. (A) BiaIspELL, THomas C. Ways to Teach English. Garden City, New York: Doubleday Doran and Co., 1930. 566 p. (C) Bove, Boyp H. Fundamentals of Education. New York: Macmillan Co., 1921. (C) . Branom, Menpev E. and Branom, F. K. Teaching of Geography. Boston: Ginn and Co., 1921. (B) BruecKner, Leo J. Diagnostic and Remedial Teaching in Arithmetic. Philadelphia: John C. Winston Co., 1930. 341 p. (A) . Brueckner, Leo J. and Metsy E. O. Diagnostic and Remedial Teaching. Boston: Houghton Mifflin Co., 1931. 598 p. (C) Burton, Wiruram H. The Nature and Direction of Learning. New York: D. Appleton and Co., 1929. 595 p. (B) Cuarters, W. W. Teaching of Ideals. New York: Macmillan Co., 1927. 372 p. (A) Coss, Stanwoop. The New Leaven. New York: John Day Co., 1928. 340 p. (C) Danspitt, TuHeresa. Health Training in Schools. New York: National Tuberculosis Association, 1923. (B) Dewey, JoHN. Democracy and Education. New York: Macmillan Co., 1916. (B) Dewey, Joun. How We Think. Boston: D. C. Heath and Co., 1910. (B) Dewey, JoHN. School and Society. Chicago: University of Chicago Press, 1915. (C) Gates, ArtHuR I. The Improvement of Reading. New York: Macmillan Co., 1927. 440 p. (A) Gates, Artuur I. Psychology for Students of Education. rev. ed. New York: Macmillan Co., 1930. 612 p. (B) Gist, ArrHur S. and Kina, W. A. Teaching and Supervision of Reading. New York: Charles Scribner’s Sons, 1927. 337 p. (C) . Gray, Ciarence T. Deficiencies in Reading Ability. Boston: D. C. Heath and Co., 1922. (B) Hati-Quest, Atrrep L. Supervised Study in the Elementary School. New York: Macmillan Co., 1924. 473 p. (B) . Husy, Epmunp B. Psychology and Pedagogy of Reading. New York: Macmillan Co., 1908. (C) Irwin, Evizaperu A. and Marks, Louis A. Fitting the School to the Child. New York: Macmillan Co., 1924. (B) Kexty, Mary G. Teaching American History in the Middle Grades of the Elementary School. Boston: Ginn and Co., 1928. 748 p. (B) Kivpatrick, Witt1AM H. Education for a Changing Civilization. New York: Macmillan Co., 1927. 143 p. (B) Kivpatrick, WituiaM H. Foundations of Method. New York: Macmillan Co., 1925. 383 p. (B) Kuaprer, Paut. Contemporary Education. New York: D. Appleton and Co., 1929. 660 p. (C) Kuapper, Paut. The Teaching of Arithmetic. New York: D. Appleton and Co., 1916. (C) La Rug, Danie, W. Child’s Mind and the Common Branches. New York: Macmillan Co., 1924. (C) Linco_n Scuoon Starr, Teachers College, Columbia University. Curriculum Making in an Elementary School. Boston: Ginn and Co., 1927. 359 p. (B) #39. *40. 41. 42. 43, 44 4 *4) *4 n Co, loom- ction, York: Co., ston: retic, hing. ork: 927, 928. nal Co., (B) PSs, lan ew 31. 32. TweLrruH YEARBOOK 481 McMurry, Frank M. How to Study and Teaching How to Study. Boston: Houghton Mifflin Co., 1909. (B) Macurrp, Epwarp R. The Group-Study Plan. New York: Charles Scrib- ner’s Sons, 1928. 203 p. (C) 33. Mearns, Hucues. Creative Youth. Garden City, New York: Doubleday Doran Co., 1925. 234 p. (C) 34. Monrog, Water S. Measuring the Results of Teaching. Boston: Houghton 35. 37. *39. *40. 41. 42, 43. 44. 46. 47. *48. *49, *50. S or Mifflin Co., 1918. (C) Monros, Water S., DeVoss, J. C., and Katty, F. J. Educational Tests and Measurements. Boston: Houghton Mifflin Co., 1924. 521 p. (B) . Moorz, ANNiB E. The Primary School. Boston: Houghton Mifflin Co., 1925. 340 p. (B) Morean, Joun J. B. The Psychology of the Unadjusted School Child. New York: Macmillan Co., 1924. 300 p. (B) . Morrison, Henry C. The Practice of Teaching in the Secondary School. Chicago: University of Chicago Press, 1926. 661 p. (B) Morton, Rosert L. Teaching Arithmetic in the Intermediate Grades. New York: Silver Burdett and Co., 1927. 354 p. (A) Mossman, Lois C. Principles of Teaching and Learning in the Elementary School. Boston: Houghton Mifflin Co., 1929. 292 p. (B) NATIONAL EpucatTion AssoctaTION, Department of Superintendence. “ Char- acter Education.” Tenth Yearbook. Washington, D. C.: the Department, 1932. 535 p. (B) NATIONAL Society FOR THE Stupy or Epucation. “Report of the National Committee on Reading.” Twenty-fourth Yearbook, Part I. Bloomington, Ill.: Public School Publishing Co., 1925. 356 p. (A) Newooms, Ratpw S. Modern Methods of Teaching Arithmetic. Boston: Houghton Mifflin Co., 1926. 353 p. (C) OssurN, WortH J. Corrective Arithmetic. Boston: Houghton Mifflin Co., 1924. 182 p. (C) . O’'Supa, Micuaet V., editor. The Child, His Nature and His Needs. Val- paraiso, Ind.: Children’s Foundation, 1924. 516 p. (C) Parker, SAMUEL C. Types of Elementary Teaching and Learning. Boston: Ginn and Co., 1923. (B) Parker, SAMUEL C. and Tempte, Auice. Unified Kindergarten and First Grade Teaching. Boston: Ginn and Co., 1925. 600 p. (C) Porter, Martua P. The Teacher in the New School. Yonkers-on-Hudson, New York: World Book Co., 1930. 312 p. (B) Roantres, Witit1AM G. and Taytor, M. 8. An Arithmetic for Teachers. New York: Macmillan Co., 1925. 621 p. (C) Ruac, Harotp and SHuMakKer, ANN. The Child-centered School. Yonkers- on-Hudson, New York: World Book Co., 1928. 359 p. (A) . Sears, Jesse B. Classroom Organization and Control. Boston: Houghton Mifflin Co., 1918. (C) . Smiru, Watter R. Constructive School Discipline. New York: American Book Co., 1924. (C) . Srarcu, Daniet. Educational Psychology. New York: Macmillan Co., 1927. 568 p. (C) 54. Srevens, Marion P. The Activities Curriculum in the Primary Grades. Boston: D.C. Heath and Co., 1931. 440 p. (B) 55. StorMzAND, Martin J. Progressive Methods of Teaching. Boston: Hough- ton Mifflin Co., 1924. 375 p. (C) . Strayer, Georce D. A Brief Course in the Teaching Process. New York: Maemillan Co., 1911. (C) . TrerMAN, Lewis M. The Intelligence of School Children. Boston: Houghton Mifflin Co., 1919. (C) 13 482 ELemMentTArY Scuoot Princrpars Ts *58. TerMAN, Lewis M. Measurement of Intelligence. Boston: Houghton Mifflin Co., 1916. (B)~ *59. TuHaAyer, Vivien T. The Passing of the Recitation. Boston: D. C. Heath and Co., 1928. 331 p. (B) *60. THorRNDIKE, Epwarp L. Psychology of Arithmetic. New York: Macmillan Co., 1922. (B) *61. THORNDIKE, Epwarp L. and Gates, A. I. Elementary Principles of Educa- tion. New York: Macmillan Co., 1929. 335 p. (A) 62. Wueat, Harry C. The Psychology of the Elementary School. New York: Silver Burdett and Co., 1931. 440 p. (C) 63. Witson, Harry B., Kyte, G. C., and Lutt, H. G. Modern Methods in Teaching. New York: Silver Burdett and Co., 1924. (C) 64. Zacury, Carotine B. Personality Adjustments of School Children. New York: Charles Scribner’s Sons, 1929. 306 p. (B) OTHER SUGGESTIONS The lists of books suggested for principals and teachers were sent to Dr. Lois Coffey Mossman, Teachers College, Columbia Univer- sity; Dr. George C. Kyte, University of California; and Dr. W. C. Reavis of the University of Chicago for criticism. They were asked particularly to suggest publications that they would like to see added to these lists. Suggestions for additional books were also submitted by Mr. A. L. Franz, chairman of a committee dealing with supple- mentary books for the professional library in Chicago; and Miss Jasmine Britton, supervising librarian of Los Angeles. The books suggested by the above persons, other than those listed in the previous lists of this chapter, have been compiled into one list as follows: 1. Aumack, Joun C. and Lana, A. R. Problems of the Teaching Profession. Boston: Houghton Mifflin Co., 1925. 340 p. 2. AmerIcAN CounciL on Epucation, Committee on Materials of Instruction. Achievements of Civilization, Nos. 1-3. Chicago: the Committee, 1932 128 p. ; 3. Bacitey, W. C. and MacDonatp, M. E. Standard Practices in Teaching. New York: Charles Scribner’s Sons, 1932. 162 p. 4. Barnes, Emity A. and Youne, Bess M. Unit of Work: Children and Architecture. New York: Teachers College, Columbia University, 1932. 353 p. 5. Bearp, Cuartes A. A Charter for the Social Sciences in the Schools. New York: Charles Scribner’s Sons, 1932. 122 p. 6. Bonser, Frenertck G. Life Needs and Education. New York: Teachers College, Columbia University, 1932. 288 p. 7. BROWNWELL, Wriu1AM A. The Development of Children’s Number Ideas in the Primary Grades. Chicago: Department of Education, University of Chicago, 1928. 8. Busweitt, Guy T. and Jupp, Cuartes H. Summary of Educational Investiga- tions Relating to Arithmetic. Chicago: Department of Education, Uni- versity of Chicago, 1925. 212 p. 9. Cass, Roscoz Davin. The Platoon School in America. Stanford University, California: Stanford University Press, 1931. 283 p. 10. CHAPMAN, JAMES C. and Counts, Groron 8S. Principles of Education. Bos- ton: Houghton Mifflin Co., 1924. 645 p. 11. Cutcaco Principats’ Crus. Health Education. Fifth Yearbook. Chicago: the Club, 1931. 292 p. ———___ ughton Heath emillan Educa. York: rds in New sent iver- ae sked ded tted ple- [iss oks Dus on. on. 32. PW nd 2. 21. 22. 23. 24. 26. 27. 28. 29. 30. 31. 32. 33. 35. 36. 37. 38. 39. TwrELFTtH YEARBOOK 483 Cuicaco Princrpats’ Cius. Character Education. Sixth Yearbook. Chicago: the Club, 1931. 292 p. _ Crouser, Lucy W. and Miuixan, C. E. Kindergarten-Primary Activities Based on Community Life. New York: Macmillan Co., 1929. 307 p. . Cops, Ernest. One Foot on the Ground. New York: G. P. Putnam’s Sons, 1932. 248 p. DatauiesH, Auice. First Experiences with Literature. New York: Charles Scribner’s Sons, 1932. 162 p. Dewey, Joun. Progressive Education and the Science of Education. Wash- ington, D. C.: the Progressive Education Association, 1928. 14 p. . Francis W. Parker Scuoor. Studies in Education. Chicago: Francis W. Parker School, 1932. . Frank, Guenn. Thunder and Dawn. New York: Macmillan Co., 1932. 404 p. . Frasier, Georce W. and ArMEentROuT, W. D. An Introduction to Education. Chicago: Scott, Foresman and Co., 1924. 274 p. Frasier, Georce W. and ArmMentrRout, W. D. An Introduction to the Litera- ture of Education. Chicago: Scott, Foresman and Co., 1931. 562 p. Gates, ArtHuR I. A Reading Vocabulary for the Primary Grades. New York: Teachers College, Columbia University, 1926. 23 p. Hittecas, Mito B., Bactey, Witi1AM C., and Brices, THomas H. The Class- room Teacher (12 volumes). Chicago: The Classroom Teacher, Inc. Horne, Herman H. The Democratic Philosophy of Education. New York: Macmillan Co., 1932. 547 p. Jennincs, Hersert 8S. The Biological Basis of Human Nature. New York: W. W. Norton and Co., 1930. 483 p. Jupp, Cuartes H. The Psychology of Social Institutions. New York: Mac- millan Co., 1926. 346 p. Kivpatrick, Witu1AM H. Education and the Social Crisis. New York: Horace Liveright Co., 1932. 90 p. Kivpatrick, Wituiam H. Our Educational Task. Chapel Hill, North Caro- lina: University of North Carolina Press, 1930. 123 p. Kivpatrick, Witu1am H. A Reconstructed Theory of the Educative Process. New York: Teachers College, Columbia University, 1931. 31 p. Kyte, Grorce C. Problems in School Supervision. Boston: Houghton Mifflin Co., 1931. 214 p. Lang, Rosert H. A Teacher's Guide Book to the Activity Program. New York: Macmillan Co., 1932. 257 p. LEARNED, WiLuiAM S. Realism in American Education. (Inglis Lecture, 1932) Cambridge: Harvard University Press, 1932. 70 p. Lewis, Mary H. An Adventure with Children. New York: Macmillan Co,, 1928. 250 p. Lumtey, F. E., and Bopr, B. H. Ourselves and the World. New York: McGraw-Hill Book Co., 1931. 591 p. . Mearns, Hucues. Creative Power. Garden City, New York: Doubleday Doran Co., 1929. 396 p. Me vin, Artuur G. Progressive Teaching. New York: D. Appleton and Co., 1929. 272 pn. Metvin, ArtHur G. The Technique of Progressive Teaching. New York: John Day Co., 1932. 405 p. Moeui_MaAN, ArtHur B. Public School Relations. Chicago: Rand McNally Co., 1927. 262 p. Monrozr, Marion Children Who Cannot Read. Chicago: University of Chicago Press, 1932. 205 p. Mossman, Lois Correy. Changing Conceptions Relative to the Planning of Lessons. New York: Teachers College, Columbia University, 1924. 78 p. 484 Exvementary Scuoor Princrpats 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 59. ——$——<—_., Nationa Epucation Association, Research Division. “The Principal as 4 Supervisor.” Research Bulletin 7: 279-348; November, 1929. Washington, D. C.: the Association. NationaL Epucation AssocratTion, Research Division. “The Principal Studies His Job.” Research Bulletin 6: 83-148; March, 1928. Washington, D. C.: the Association. NATIONAL Society For THE Stupy or Epucation. “ The Foundations and Tech- nique of Curriculum-Making.” Twenty-sixth Yearbook, Parts I and II. Bloomington, Ill.: Public School Publishing Co., 1927. 235 p. NATIONAL Society FoR THE Strupy or Epucarion. “ Nature and Nurture.” Twenty-seventh Yearbook, Parts I and II. Bloomington, IIl.: Public School Publishing Co., 1928. 749 p. NaTIonaAL Sociery FoR THE Srupy or Epucation. “ Report of the Society’s Committee on Arithmetic.” Twenty-ninth Yearbook, Parts I and II. Bloomington, Ill.: Public School Publishing Co., 1930. 749 p. NEWMANN, H. H. and orners. The Nature of the World and of Man. Chi- cago: University of Chicago Press, 1927. 566 p. Nock, Atsert J. Theory of Education in the United States. New York: Harcourt, Brace and Co., 1932. 160 p. Pressey, Lusutta C. The Technical Vocabularies of the Public School Sub- jects. Bloomington, Ill.: Public School Publishing Co., 1924. Reep, Mary M. and Wricut, L. E. Beginnings of the Social Sciences. New York: Charles Scribner’s Sons, 1932. 224 p. Reisner, Epwarp H. The Evolution of the Common School. New York: Macmillan Co., 1930. 590 p. Ruac, Harotp O. An Introduction to American Civilization. Boston: Ginn and Co., 1929. 610 p. Ruea, Harotp O. Culture and Education in America. New York: Har- court, Brace and Co., 1931. 404 p. Spain, Cuarves L., MoeHiMan, A. B., and Frostic, F. W. Public Elementary School Plant. Chicago: Rand MeNally Co., 1930. 602 p. Srorm, Grace E. The Social Studies in the Primary Grades. Chicago: Lyons and Carnahan, 1931. 596 p. Srrane, Rutu M. Introduction to Child Study. New York: *Macmillan Co., 1930. 550 p. THORNDIKE, Epwarp L. The Teacher’s Word Book of the Twenty-Thousand Words Found Most Frequently and Widely in General Reading for Children and Young People. New York: Teachers College, Columbia University, 1931. 182 p. Tiecs, Ernest W. Tests and Measurements for.Teachers. Boston: Hough- ton Mifflin Co., 1931. 470 p. Trow, WitiiAM C. Educational Psychology. Boston: Houghton Mifflin Co., 1931. 504 p. WabbeL_, CuaArtes W., Sexps, C. A., and Wuite, N. Major Units in the Social Studies for the Intermediate Grides. New York: John Day Co., 1932. 390 p. WASHBURNE, CarRLETON W. Adjusting the School to the Child. New York: World Book Co., 1932. 189 p. Wricut, Lucu E. A First Grade at Work. New York: Teachers College, Columbia University, 1932. 247 p. RE read touc inst: cone the title 192 diff im] stu 80 ob; re sif in Di m ll as g ington, Studies D. C.: Tech- nd I], ‘ture.” Public lety’s d II. Chi- TweLFtrH YEARBOOK 485 RESEARCH RELATED TO CHILDREN’S INTERESTS AND PREFERENCES IN READING?* HAT DO CHILDREN READ? What factors influence their choices of magazines and books? What relationships exist between prescribed school reading and the unrestricted reading in non-school hours? These and many other questions are touched upon by the studies summarized in this chapter. In many instances the data presented are so limited as to justify only tentative conclusions. The inclusion of all research studies in reading which touch upon the topic of this chapter would have resulted in mere listing of titles. It was believed that a chapter of selected studies made since 1920 would be more useful. Since selection always involves some difference of opinion due apologies are made for the relatively few important studies which have been omitted. On the other hand, the studies which are herein presented do not constitute an honor roll so much as they serve to introduce principals to the fascinating objective evidence in the field of children’s reading. Principals who are interested in further research in the field of reading should consult the various summaries which are available. For example, Gray has published several summaries of the most significant results of numerous studies.” Other summaries are found in Jordan,® Coxe,* and Bamberger.’ An extensive survey of scien- 1 This chapter has been prepared for the Editorial Committee by the Research Division of the National Education Association. 2Gray, William S. Summary of Investigations Relating to Reading. Supple- mentary Educational Monographs, No. 28. Chicago: University of Chicago Press, 1925. p 158. See also his annual supplement in Elementary School Journal. Also, Gray, William S. and Munroe, Ruth. Reading Interests and Habits of Adults. New York: Macmillan Co., 1929. p. 104-26. Also, Gray, William S. “ Reading.” Review of Educational Research 1: 247-60; October, 1931. Washington, D. C.: American Educational Research Association, a Department of the National Education Association. 8 Jordan, Arthur M. Children’s Interests in Reading. Contributions to Edu- cation, No. 107. 1921. Chapter 1, “ Review of Previous Studies,” p. 1-42. Jordan, Arthur M. Children’s Interests in Reading. rev. ed. Chapel Hill, N. C.: University of North Carolina Press, 1926. Chapter 1, “ Introduction,” p. 1-13. 4Coxe, Warren W. “Scientific Literature on the Reading Interests of School Children.” Library Journal 57: 9-15; January 1, 1932. 5 Bamberger, Florence and Broening, Angela M. A Guide to Children’s Litera- ture. Baltimore: Johns Hopkins Press, 1931. p. 8-11. 486 ELEMENTARY Scuoot PrINcIPALS tific literature within the limits of the elementary child’s reading choice was made in 1930 by Sister M. Celestine.° AsstTracts oF ResEaARCH STUDIES The investigations in this section have been grouped under the following four headings: (a) general studies of children’s reading interests, (b) children’s interests in poetry, (c) children’s interests in magazines and newspapers, and (d) children’s reading interests as affected by the printing and other extrinsic factors. Each study is summarized under the three headings of purpose, method, and find- ings. Little comment or evaluation has been included in the abstracts. A, General Studies of Children’s Reading Interests The studies included under this general heading vary from nation- wide surveys to an analysis of the interests of an individual class group. Most of them are concerned with reporting reading choices according to age or grade. A few interpret preference in terms of mental, sex, or racial differences. STUDY NO. 1—Banta, Nola K. An Analytical Study of the Independent Reading of Junior High School Pupils. Master’s thesis, University of Chicago, 1928, 111 p. ms. Purpose—T'o analyze the amount and character of the indepen- dent reading done by junior high-school pupils, to determine the sources of the reading supply; and to evaluate the quality of books and magazines the pupils consider valuable. Method—The data were secured from reports made by 497 pupils on their independent reading in a junior high school of Elkhart, Indiana. The period covered was from September 6, 1926 to June 1, 1927. Each pupil filled out blanks for each book read or attempted, and also for his magazine and newspaper reading. Findings—F rom the detailed study of the outside reading data, the following conclusions were drawn: (1) All the children read more from books than from any other sort of outside reading material. (2) The children of the eighth grade read more intensively than other children of the group; the girls of the ninth grade read least extensively. (3) Excluding books, most of the material read was found in the home. (4) There was a growing tendency from year to year for the children to con- centrate on fewer authors and fewer sections of the magazines and newspapers. (5) A greater part of ail outside reading consisted of fiction. (6) The boys as a whole read more than the girls. 6M. Celestine, Sister. Survey of the Literature on the Reading Interests of Children of the Elementary Grades. Catholic University of America Educational Research Bulletin, Vol. 5, Nos. 2 and 3. Washington, D. C.: Catholic Education Press, 1930. 114 p. ding the ling ‘ests S$ as ind- cts. on- ass ces of TweELFrH YEARBOOK 487 (7) The boys read more non-fiction than the girls. (8) The girls read more fiction than the boys. (9) Catalogs, Sunday-school papers, programs, and bulletins, were the only forms of miscellaneous material read to any extent. (10) The factors which most influenced the selection of a book were the title, the author, the sequels, and the pictures. (11) The children of high scholastic standing surpassed the children of low scholastic standing in both the quantity and quality of books and magazines read. (12) The better pupils usually were the more general readers. Probably more than anything else, this study shows the need for improving the character and increasing the quantity of outside read- ing. In order to offset the scant provision made in the homes, the school should make a special effort to provide the pupils with the proper books and magazines for pleasure reading.’ STUDY NO. 2—Belser, Danylu, chairman. “The Reading Interests of Boys.” Elementary English Review 3: 292-96; Novem- ber, 1926. Purpose—T'o determine the reading interests of children, par- ticularly boys. Method—F'ive lines of procedure were followed: (1) the investi- gation of available literature on the subject; (2) the visiting of six libraries where conferences were held with librarians and personal observations of children’s reading were made; (3) the sending out of a questionnaire, answers to which were received from 112 boys and 125 girls enrolled in the fifth to the twelfth grades inclusive ; (4) a survey of the reading interests of German, French, and Italian children; (5) an inquiry into the influence of illustration upon reading. Findings— Answers to the questionnaire reveal these facts: (1) Boys practically never read girls’ books but boys’ books are sometimes read by girls. (2) Girls read adult fiction earlier than boys. (3) Books on adventure stand highest in both elementary and high schools. (4) Boys give more definite answers to the question “ Why did you take the book? ” than girls. : The recommendation given was: ‘“ Since we believe the reading interests of children to be one of the most important factors in edu- cation, it is essential that we study the life of the child so as to cul- tivate his natural, wholesome tendencies in this as well as other lines.” STUDY NO. 3—Chase, Sara E. “ Individual Differences in the Experience of Children.” Educational Method 8: 62-73; 136-46; 194-98; November, 1928—January, 1929. 7 See the section of this chapter dealing with interests in magazines, p. 514. 488 EvemMentary Scuoort Princrpars ———— Purpose—To discover the out-of-school interests and activities of fourth-, fifth-, and sixth-grade children. : Method—The children studied were pupils in the Kensington Avenue School of Springfield, Massachusetts. Data were secured through activity blanks filled out by 245 pupils in the fourth to the sixth grades over a period of five months, February through June, 1926. The records were transferred each week to individual record sheets. The teachers were asked to examine the list of books reported read, if in doubt to question the children about the story, and to indicate source of book. It should be noted that each class had a half hour each week for free reading and that each room had a class library of seventy-five books, Findings—Only the findings regarding free reading are reported here. During the five months of the investigation 221 of the 245 pupils read 1198 books. The largest number read by a girl was eighty-six; by a boy, sixty-six. One hundred and thirty-five read less than ten. The average for girls was ten books; for boys, eight. If the number of books by one author indicated popularity, Thornton Burgess was by far the most popular author. None of the indi- vidual lists containing ten or more books showed any one line of interest. There was little interest in poetry. Many books were men- tioned that do not occur on any approved list. Others have been highly recommended. The author concludes that the school must try to arouse reading interests and elevate tastes. STUDY NO. 4—Dowell, Pattie S. The Analysis of the Reading Interest of Third Grade Children. Master’s thesis, North Carolina State College of Agriculture and Engineering, 1930. 77 p. ms. Also, Dowell, Pattie S. and Garrison, K. C. “A Study of Reading Interests of Third Grade Subjects.” Peabody Journal of Education 8: 202-6; January, 1931. Purpose—T'o determine the interest of third-grade children in twenty-three approved textbooks listed for their grade. Method—The 109 pupils for this investigation were drawn from the third grade of one of the elementary schools of Raleigh, North Carolina. Data were gathered by means of questionnaires supple- mented by group questions and interviews. Four different questions were submitted to the groups of children at intervals of from one to two weeks. The first of these called for the name of the favorite selection read during the study of each textbook and called for a reason for the choice; the second asked which one of the three best liked selections in each of the twenty-three texts determined by the total frequency of choice the children liked best; the third requested the a li and sele rea sch for hay ere an pu tu lgton ured 0 the ‘une, cord rted d to rted 245 was ead vht, iton idi- of en- pen try ng na ns. ng on TweELFTH YEARBOOK 489 the children to choose the three best liked selections from among a list of twenty-three selected choices from the twenty-three texts; and the fourth question called for one choice from the already highly selected list of three choices. Findings—This study is chiefly concerned with the vitalizing of reading materials for children in the third grade of a particular school. Findings of interests here include a tabulation of reasons for choices. In order of preferences, boys liked: kindness, humor, happiness and beauty, bravery, and animals. The first five pref- erences of girls were: kindness, bravery, happiness and beauty, love, and story quality. It must be remembered that some third-grade pupils lack ability to state definite reasons for choice. STUDY NO. 5—Dunn, Fannie Wyche. Interest Factors in Primary Reading Material. Contributions to Education No. 113. New York: Teachers College, Columbia University, 1921. 70 p. Purpose—T'o discover the elements in primary reading material that are of interest to children in the first three grades. Method—A preliminary selection was made of 243 samples of primary reading material, including verse, fictional prose, and fac- tual material. On a basis of the composite judgments of eight experts, there were chosen for actual testing thirty-one samples “which in general ranked high for expected interest and also rep- resented a wide range of elemental qualities whose interest values it was desired to test.” The thirty-one samples were arranged in pairs in such order that certain qualities of likeness and difference existed between each pair of specimens. It was designed that one and two, two and three, and so on to thirty and thirty-one should be paired in reading to the children. In general one-half hour was spent in each classroom during which two pairs of samples were read. In a few schools all the samples were read in half-hour periods. Precautions were taken to avoid position errors. No comments or explanations were given. The chil- dren wrote their preference on a printed vote slip. Altogether 195 different classes were tested, chiefly in New York City. In all, 601 class-pair votes were obtained, the term “ class-pair vote ” being used to mean the vote of a single class on a single pair. These preferences were combined in a table to show the ranks of the thirty-one samples in the children’s interests. The samples were then ranked by adult judges for the degree to which they were characterized by the presence or absence of twenty qualities which it seemed likely would affect interest. These qualities were: verse form, style, humor, sur- 490 ELementary Scuoot Principars prise, plot, liveliness, fancifulness, realism, repetition, imagery, familiar experience, conversation, poeticalness, boyness, girlness, childness, adultness, moralness, nar- rativeness, and animalness, the latter abstract nouns having been coined to ex- press the existence of the characters or qualities which they name. The ranks for each of the samples, as derived from the combined adult judgments, were then correlated with the interest ranks for boys and for girls to determine which qualities showed an effect on interest, and whether this effect was favorable o unfavorable. Findings—The data showed that all the samples were of high interest value. A striking fact was the low position of the verse samples for both boys and girls. The history samples occupied both very high and very low ranks, suggesting that not the class, but the elemental qualities within the individual specimen determine the interest reaction. Characteristics which may be expected to cause interest in primary children are, it appears, surprise, and plot for both sexes, animalness for boys, and child- ness, familiar experience, and to a lesser degree repetition and conversation for girls. It is significant that the interest value of surprise outranks that of plot, since thereby a large amount of factual material, lacking the story element, but abounding in elements of wonder and unexpectedness, is of promise as affording interesting reading matter for primary children. That childness only slightly adds to interest for boys means, conversely, that selections dealing with adult char- acters will probably appeal to them as much as incidunts dealing with children. Liveliness, fancifulness, and verse form were found to add to interest only when accompanied by such qualities as surprise, plot, childness, animalness, or familiar experience. Throughout this investigation nothing has been found which, from the stand- point of interest, warrants the highly partial selection at present characteristic of primary readers. Nothing here indicates that the child is-in an “age of pure fancy” or that legends and folk tales as a class are the most interesting of all possible material for primary pupils. As for poetry, the evidence is all against rather than for its very large proportion in primary reading material. Instead of this limited range of liking, a child’s tastes appear rather catholic. Give him a few important elemental qualities which may enter into fact or fiction, into prose or verse, into real or fanciful situations, and he is attracted and pleased. Nor is there any indication of a necessity for sex differentiation. In general, there are certain differences in degree between some of the preferences of boys and girls. If a wide range of reading matter is available for all it will provide both for the general tendencies and for individual differences within each sex. For it must be remembered that the three elements, animalness, familiar experi- ence, and childness, which are notably significant in the interest of one sex, are all positive in value for the other sex also, and that surprise and plot are important interest determiners for both. Interest, in fine, offers no obstacle to an all-round selection of primary reading material. The qualities which are important as factors of interest may, by skill- ful authorship, be embodied in almost any class of reading material. What is needed is this skillful treatment of fields hitherto neglected or taboo in primary reading books, together with wise and balanced selection among the enormous amount of matter already in existence in more favored classes of material. STUDY NO. 6—Garnett, Wilma Leslie. Children’s Choices in Prose. Master’s thesis, State University of Iowa, 1924. 119 p. ms. Summary in: Hlementary English Review 1: 133-37; June, 1924. ence, nar- 0 ex- s for then vhich le on igh erse 0th but ‘ine lren ild- for lot, but ing dds ar- en, nly TwEL FTH LY EARBOOK 491 Purpose—T'o discover the interests of fourth-grade children in prose selections. Method—< preliminary experiment was conducted in the fourth and fifth grades of the University Elementary School and four fourth grades of the Iowa City public schools. An initial list of eighty stories was selected by adult expert opinion. Two stories were read to the children each day. On the basis of their preferences, expressed through written votes during the experiment and one month afterwards, a smaller list of twenty-four stories was chosen. This list was read to the children of six fourth grades of Minneapo- lis and read again in the fourth grade of the University Elementary School. Each child passed judgment on the stories read by rating and ranking them daily and at the conclusion of the experiment. Findings—F rom an analysis of the reasons expressed the follow- ing elements of interest make stories attractive to fourth-grade boys: action and adventure, animals, faithfulness, heroism, humor, fight- ing, and happy ending. For the girls the list changes to include action and adventure, fairy tales, kindness, happy ending, daily life, faithfulness, humor, and moral as the leading interests in the order of choice. There was much variation in interest, probably due to the use of a somewhat preferred list of stories. All were liked by some, all dis- liked by some others. The children did not like stories which revealed unworthy traits of character such as meanness, greed, cruelty. Their greatest objections to stories were over-maturity and over-familiarity. STUDY NO. 7—Grant, Emma B. and White, Margaret L. “A Study of Children’s Choices of Reading Materials.” Teachers Col- lege Record 26: 671-78; April, 1925. Purpose—T'o compare the content of fifteen school re eaders with the reading interests of primary children. Method—Data were obtained from six hundred children of the primary grades from all sections of the country. Letters were written to teachers known personally by the authors. This request was made: “Will you please find out from children of your first, second, and third erades the answers to the following questions: (1) What story, of all you have read and heard, do you like the best? (2) What story do you like next or second best ?” This information was supplemented by a public library investiga- tion, which consisted of conferences with librarians, actual count of the number of times a book was borrowed and the condition of that book, actual count of books being read in reading rooms, and con- versations with the children. 492 ELEMENTARY Scuoot Princreats Findings—Table 1 summarizes the choices of six hundred children. A previous investigation had analyzed the types of material to be found in fifteen school readers.* A comparison of children’s choices (demand) with the materials in readers (supply) shows the diver. Type Percent Poetry ...... aekeawere foe 10.8 Pllc Beare ....0c the ir ex. ‘epre- com- little 3 the ot of are, y of d in n. yuld and de- du- 7 to ym- yils’ of iph ng Pw of TweELFrH YEARBOOK 497 (4) A number of the authors most popular among the boys and the girls are authors whose books were also favorites of children from thirty to fifty years ago. (5) The public library was reported to be the source of the last books read by 37 percent of the boys and girls. (6) The recommendation of friends was the method of selecting the last books read by approximately one-fourth of those taking part in this study. (7) Pupils in the lower grades reported using the school library more than those in the upper grades; the latter, however, reported using the public library more than the pupils who were less advanced. (8) Over 80 percent of the boys and girls taking part in this study use the public library. STUDY NO. 12—Jordan, Arthur Melville.*° Children’s Inter- ests in Reading. rev. ed. Chapel Hill, N. C.: University of North Carolina Press, 1926. 103 p. Purpose—To discover children’s reading preferences. Method—tThe author used two different methods, one a library investigation and the other a questionnaire. Eight public libraries were visited, six in New York City and two in neighboring cities. Shelf lists were examined and all books of which there were three or more copies were listed, in the larger libraries four or more. Shelves were inspected for three successive days and records made of books on the shelves. From these lists were subtracted all books worn-out but not taken from the shelf list, all books at bindery, all books to be mended, and all books withdrawn for any other reason. In six libra- ries records were made of worn-out books as evidence of former popularity. In arranging books in the order of popularity the method used was to subtract the average number of copies in, multiplied by two, from the number of copies of each book and to add one for every eight copies that had been worn-out. In case no copies were on the shelf, to the total number of copies was added two, if that number was four or less, and three if more than four. It seemed expedient to penalize a book for having a copy left on the shelf and to reward it when there was none left. The results were checked by observation and by conferences with children’s librarians and the composite scores weighted. Children in Fayetteville, Arkansas; Lawrence, Kansas; Stuttgart, Arkansas; and Washington, D. C., were asked to write down the books and magazines that they liked best. The questions were not asked below the sixth grade and in Wash- ington only at Central High School. Both these investigations occurred during 1917 and 1918. New material was collected from the high schools of Charlotte and Greensboro, N. C., in 1925. 10 This book is an outgrowth of the author’s previous work published in 1921 as Teachers College Contributions to Education, No. 107. It contains the original findings plus a new census of preferences in Greensboro and Charlotte, N. C. 498 ELeMeEentTARY ScHuoot Princrpars Findings—The data from the library investigation indicate: (1) That the interests of boys and girls in reading are very dissimilar. (2) That the major interests in reading of boys from ten to thirteen years jn- clude four general types of fiction: (a) books concerned with war and scouting; (b) those concerned with school and sports; (c) those concerned with the Boy Scouts; and (d) those concerned with strenuous adventure. (3) That Altsheler, a writer of war and scouting, is the most popular writer for boys in the libraries examined. (4) That Barbour is the most popular writer of school and sports; Burton of Boy Scouts; and Clemens of strenuous adventure. (5) That in an analysis of these books, it is found that the popular writers ap- peal most often to the instincts of mastery, fighting, love of sensory life for its own sake, original attention, approval, and scornful behavior. (6) That in non-fiction, the interest centers around what- and how-to-do books, (7) That the interest in biography and history is confined to those authors who can write history and biography in the form of an exciting story. (8) That the interests of girls are principally concerned with fiction which por- trays: (a) home, 37 percent; (b) home and school, 19 percent; (c) school, 15 percent; (d) fairy stories, 6 percent; (e) stories with historical background, 6 percent; (f) love, 7 percent; and (g) miscellaneous, 10 percent. (9) That Alcott, whose books are largely concerned with home life, is far more popular with girls in these eight libraries than is any other author; that Wiggin and Sidney should also be noted in this group concerned with home life; Rich- ards leads in the home and school group; Dodgson in the fairy tales; Knipe in stories with a historical background; and Woolsey in love stories. (10) That these authors popular with girls appeal largely to the following instincts: maternal, kindliness, attention to others, response to approval and scornful behavior, and, to a less degree than in the case of boys, to rivalry. (11) That except for a few books on cooking, crocheting, dramatics, and poetry, girls fail to show interest in non-fiction. The results of the questionnaire study showed that boys chose both books and magazines of adventure most frequently, this type comprising 58 percent of the total choices of books. Books of fiction receive 18 percent of the boys’ total vote. Girls chose books and magazines of fiction most often, this type comprising 77 percent of the total number chosen. Adventure showed a substantial interest of 18 percent. During the twelfth and thirteenth years the differ- ences between the sexes is greatest. ~ STUDY NO. 13—Lancaster, Thomas J. “A Study of the Volun- tary Reading of Pupils in Grades IV-VIII.” Elementary School Journal 28: 525-37; March, 1928. Purpose—T'o determine what books children read, what they think of the books they read, where they get their books, and why they choose the books they do. Method—Data were obtained from 1323 children in grades four to eight during the first semester of the school year 1926-27 by means of a questionnaire. Most of the ballots filled out were obtained from public elementary schools in Bloomington, Decatur, and Nor- —— mal, Nor! Fi the « Of t and Wi are T read child T this I do. est If the get ¥ whe bel 1 typ as pre -— me ary ng ; Soy ter of p= its TwELFTH YEARBOOK 499 mal, Illinois, and from the Training School of the Illinois State Normal University. Findings—Of the 1454 different books read or partly read by the children, 98 percent were prose, and were usually general fiction. Of the fifty-four books read by twelve or more children, both books and authors were reputable. Whether the popularity of books be judged by the frequency with which they are read, by the number of children who read them more than once, or by the readers’ opinion of them, the data show clearly that many old favorites among children’s books are still widely read and thoroughly enjoyed. The most frequent answers to the question ‘“ Where did you get this book?” were “ I borrowed it ” and “I got it at home.” It is difficult to determine just why children select the books they do. It appears from the data that the nature of the title is the great- est single influence in choosing a book. If the child’s reason for selecting a book is noted in relation to his opinion of the book when read, it appears that those who choose books on an author basis get the greatest satisfaction from their books. There is a decided tendency for the percentage of unfinished books to be large wherever the medians of rate and comprehension for the children concerned are below the norms for the grade. The most rapid readers and the slowest readers apparently select the same types of books. This point is also stressed: that, “while the slow reader begins as many books as does the fast reader, he more often fails to finish; he com- prehends less of what he reads; and he seldom reads a book a second time.” STUDY NO. 14—Iehman, Harvey C. “ Reading Books Just For Fun.” School Review 34: 357-64; May, 1926. Also, Lehman, Harvey C. and Witty, Paul A. “Sex Differences in Reference to Reading Books, Just for Fun.” Education 48: 602-17; June, 1928. Purpose—To discover what reading young people do when they are on their own. Method—Over five thousand children were asked to check in a comprehensive list those activities in which they had voluntarily engaged during the previous week. The principal data were secured from the following Kansas towns: Kansas City, Lawrence, Bonner Springs, and Moran, the schools having been selected with a view to obtaining a fair sampling of each town’s school population. Older individuals also participated from the University of Kansas. In order that seasonal differences might be taken into account, the list was checked at three different seasons: November 7, 1923, February 20, 1924, and April 30, 1924. One of the two hundred items included was that of “ reading books, just for fun.” In addi- tion to checking activities, those participating in the study were also asked to designate the three activities liked best and the one activity that had consumed the largest amount of time. 500 ELEMENTARY Scuoot PrinciPas Findings—Data were assembled separately for white and negro children according to age and sex. Sex differences in reference to the percentages of children participating were relatively slight. How- ever, the sex differences in reference to the popularity of book- reading and the relative amount of time devoted to book-reading were significant. For example, in the investigation of November 1923, reading books consumed more time than any other one activity for boys of years nine and one-half and the young men of twenty and one-half and twenty-two and one-half years of age. However, this activity consumed more time than any other activity for the girls and young women of ages nine and one-half to eighteen and one-half inelu- sive. The data showed that book-reading is more often a favorite activity among girls than among boys. Between the ages of ten and one-half to sixteen and one-half inclusive, book-reading is mentioned as one of three favorites by almost twice as large a percentage of girls as of boys. The relatively large decline in voluntary book- reading among pupils of high-school age is evident in the case of both sexes. The writers did not attempt to account for the fact that girls are more fond than the boys of book-reading. One question raised is whether or not girls read frequently because they can’t do anything else. ; STUDY NO. 15—Lewerenz, Alfred S. “An Experiment in Eval- uating Books Read and Enjoyed by School Children.” Los Angeles Educational Research Bulletin 9: 10-14; September, 1929. Purpose—T'o evaluate the most popular books read by Los Angeles elementary-school children. Method—Two hundred and fifty-nine titles were used in this study. About 2300 reports on books read were made out by five hundred elementary-school pupils who had had access to the books in their classrooms. The thirty-six most popular titles thus revealed were used as a basis for further study. The pupils who read and enjoyed these thirty-six books were compared as to age, intelligence, degree of interest, reading speed, reading comprehension, and rea- sons for reading. For contrast a study was made of the reports for the same thirty-six titles sent in by pupils who did not enjoy them. Twenty-four of these titles were included in the Winnetka list. Cor- relations were worked out for these titles with the Winnetka data on chronological age, reading age, percent liking, and index of popularity. Findings—This study showed that library books were enjoyed not only according to age but also according to mentality. Correla- ni lik to P al la n egro ce to How- book- were 923, j for and this and elu- rite and ned 0k- of are ing les OS Lis TweLFrtruH YEARBOOK 501 tions with Winnetka data showed that reading ages and chronological ages for books may be reliably secured with the method described in this report. Certain tendencies were manifested in the data. (1) Books that were exceptionally popular were given a comparatively low interest value. (2) Books which were chosen because of ease in reading had low interest value when compared with those read less frequently. (3) Girls show slightly greater interest in books they read and enjoy than do boys. (4) Girls are interested in those books which are attractively printed, and about which they have had some previous information. (5) Boys are interested in series books and in the story element. (6) Girls are inclined to be a little more “lazy” in their reading than boys, that is, they seem to select books that look easy to read. (7) Girls read about 14 percent more books than boys when placed under simi- lar conditions. (8) Children for recreation read books that are below rather than equal to their actual reading level. (9) Reading books for enjoyment seems to be done by children who average above normal in intelligence. STUDY NO. 16—Rinehart, Anne Campbell. What Pittsburgh Junior High School Pupils Read. School Betterment Studies, Vol. 3, No. 1. Pittsburgh: Henry C. Frick Educational Commission, 1931. 85 p. Purpose—To find out from the young people about to be pro- moted from the Pittsburgh junior high schools just what books they like to read. Method—In January and June 1930, a questionnaire was given to the pupils who had just completed the ninth grade in eighteen Pittsburgh high schools. Two thousand six hundred and four boys and 2906 girls suggested the titles of books they had enjoyed in the last three years and indicated the kind of literature liked. Findings—The number of books reported was 50,845. Of forty- six books which had 19,168 endorsers, only seven appeared in the local course of study. Among the 50,845 titles submitted 2834 of them belonged to one author—Robert Louis Stevenson. The second author whose books were especially popular was Louisa M. Alcott. No other author even approached the popularity of these two. From a study of 50,845 titles submitted, these conclusions were reached : (1) Young people are interested primarily in fiction. A library is valuable to them in proportion as it offers them enough good fiction to meet their needs. If the libraries do not offer them books they can enjoy they will get their fiction elsewhere. The school library is the laboratory of the English department insofar as it permits experimental reading. Short stories, books of travel and biography too, interest young people, and the biography of people who do things seems especially popular. 502 ELEMENTARY Scuoot Principats (2) The quality of their selections is amazingly gratifying. The books they lik: best are clean and wholesome A few are trifling, but if an interest in such books is not carried to excess it does no harm. Action seems to be the trait they de- mand most. Very few love stories interest them—not more than six to the forty- six outstanding books develop romantic episodes. In the 50,845 titles there are not ten undesirable books, so far as their moral tone is concerned. Give most of these boys and girls an attractive edition of the books this study shows they can enjoy, and proper use of their leisure time would not be such a social problem. (3) Brilliant, average, and dull pupils all seem to find enjoyment in the same books. This conclusion might suggest that since the emotions seem to be common meeting ground of all kinds and conditions of pupils, that training of the emo- tions as an end rather than as a by-product of the education might increase under- standing among all men. Ruskin’s sesame may yet be proved fundamental pedagogy. (4) These young people have suggested excellent lists for those who want ad- venture, mystery, historical romance, animal stories, biography, and books for general reading. Other young people would read these stories eagerly if they knew they were selected for them by people of their own age. These lists, all books on school reading lists, should be given to junior high readers as coming from their own friends. \ STUDY NO. 17—Terman, Lewis M., and Lima, Margaret. Chil- dren's Reading; A Guide for Parents and Teachers, 2nd ed. New York: D. Appleton and Co., 1931. 422 p. Purpose—T'o determine the qualitative and quantitative aspects of children’s reading, with special reference to individual differences vaused by age, sex, intelligence, and special interests. Method—Approximately two thousand children were studied. Data were obtained from three sources: the home, the school, and the children themselves. The authors were “ greatly helped by the reading records ” which were kept by nearly two thousand California children over a period of two months. Data collected in the Stanford research study of gifted children included information of reading habits. A control group of one thousand unselected children was used for comparison with the one thousand children of I. Q.’s of 135 and higher. The teacher of each child in both the gifted and control groups was asked to answer whether the child read more or less than the average chili. In another division of the study 1827 school children in the first to the eighth grades were asked to list the four or five books that they had most enjoyed reading during the last year. Weight was given “to the experience of others.’ Information regarding best selling books for children was obtained from chil- dren’s bookstores. From several libraries valuable information was obtained regarding the most popular children’s books and regarding the range and types of books offered for children’s reading. Book- lists for children were also consulted. Fil few s In “ bee 0s ty, The from. | anoth schoo averas large, librar’ Cl mecl of be a mi mar! N ev be I k extr of t muc W lent thele as tl deve book At é begi the | this read M inve of t & ty inte Hov tori fror new are chil int hig rea rea ind Y like books ‘V de. forty. e€ are ost of V can m. same 1mon emo- nder- ental t ad- s for they , all ning hil- ew ets ces ed. nd ich od of rol on he (| dl. st y TwetrtTn YEARBOOK 503 Findings—The findings were reviewed in eleven chapters. A few salient facts are stated below. In answer to the query as to why children read, the authors say “because of three fundamental characteristics of their nature; curi- osity, desire for wish-fulfillment, and the tendency to imitate.” The amount of children’s reading varies so much with locality that averages from one part of the country are seldom applicable as a basis of comparison to another. Reading records, however, were kept for two months by 808 unselected school children of ages six to sixteen in three small California cities. These averages are probably somewhat higher than would be found for the nation at large, but they are fairly representative of the well-to-do community where good libraries are the rule rather than the exception. Children eight or nine years old should have , mastered the mechanics of reading sufficiently to enjoy reading themselves, instead of being read to. At ten and eleven the number of books read shows a more decided increase. The twelfth or the thirteenth year usually marks the beginning of what is commonly called the “ reading craze.” Never again in his life does the average individual read as many books in one year as he reads at twelve or thirteen. At the opposite extreme is the child who never reads anything at all. This problem of too little reading is much more serious than the problem of too much reading. What books childen read usually depends as much upon what is given them, lent them, and suggested to them, as upon their own individual interests. Never- theless, there are certain well defined tendencies in reading interests that change as the child’s experience grows and as his imagination and reasoning powers develop. Before the age of five years, nearly all children are read to. The child's book at ages six and seven must be short, profusely illustrated, and rather fanciful. At eight years, children show the greatest interest in fairy tales. At eight, too, begins the interest in stories of real life. Most children of nine live more in the real world than in the world of fancy. Most children read very little before this age. Now at nine years, a real reading interest develops. At ten years, the reading habit is becoming well fixed. Most boys of eleven years revel in series books. Their interest in science and invention increases, and interest in animal and nature stories drops off. Girls of this age read mostly stories of home and school life, of which Little Women is a typical example. At twelve years the reading interest approaches a climax of intensity. Children now show some interest in almost every field of literature. However, this is especially the age of hero worship, when biographies and his- torical narratives are preferred. The great difference that the girl of twelve shows from her younger sisters is her dawning interest in adult fiction. Distinctively new reading interests seldom develop at thirteen; instead, all the former interests are intensified. At fourteen adolescence has become well advanced and most children are turning to rather specialized interests. At fifteen the reading interest usually suffers a noticeable decline, due largely to the competition of high-school studies and to the distractions of new interests. After sixteen the reading interests of boys and girls are so matured that little difference from adults’ reading can be detected. Reading preferences are becoming more and more individual and specialized, and generalizations no longer apply. 504 ELEMENTARY Scuoo.t PrINcIPALS The fact of individual differences further complicates the question of reading guidance. Two factors which greatly influence reading interests are sex differ. ences and the wide variations in mental ability. / STUDY NO. 18—Uhl, Willis L. Scientific Determination of the Content of the Elementary School Course in Reading. University of Wisconsin Studies in the Social Sciences and History, No. 4. Madi- son, Wis.: the University, 1921. 152 p. Summarized in his Mate- rials of Reading. New York: Silver Burdett and Co., 1924. p. 103-48. Purpose—T'o study the content of elementary-school reading courses with a view to formulating plans for improving it through: (1) the elimination of unsuitable reading material ; (2) the detection of superior reading material; and (3) the accurate placement of this superior material. Method—T wo methods have been followed in this investigation: first, reactions have been obtained directly from teachers and pupils upon selections read in school; and, second, these reactions have been studied with a view to formulating plans for selecting and standard- izing the material of the reading course. A questionnaire was first sent to teachers which called for an analysis of selections in readers in use. Replies were received from 2253 teachers from eighty cities. In order to obtain judgments on selections a second questionnaire was sent based on the first and consisting of titles of selections arranged in lists of fifty for each of the eight grades. A descriptive list of desirable and undesirable terms was included for judging the selections. Seven hundred and forty-one teachers replied. Pupils’ reactions were secured by direct presentation of selections to 529 pupils in the University of Chicago Elementary School and three public schools of Evanston, Illinois. The first and second grades were not used because of their inability to write their reac- tions. The selections used were chosen because of common use or appeal as stated by teachers. The pupils passed judgment on the selections as soon as they had read them silently. A brief discus- sion period was provided. Finally the pupils with the booklets open before them wrote answers to comprehension questions upon the selections. Up to this point all judgments and tests have dealt with tradi- tional literature. A special inquiry ** was made regarding informa- tional material in one of the Evanston schools. A set of informa- 11 This phase is reported separately in Elementary School Journal 22: 352-60; January, 1922. —_—— tional under sentec silent their quest Fi mate tions or W' actio ties tent, of k betw choi enti dete As ing spec trad be « info chil piec ma by de’ in ad ob ding ffer- the of idi- ite- ng rh: on Lis TweELFtH YEARBOOK 505 tional selections published by the United States Office of Education under the title, Lessons in Community and National Irfe, was pre- sented to eighty-two pupils. They were asked to read the selections silently and report in writing whether or not they liked them and their reasons. Fifty-nine teachers’ judgments were obtained by questionnaire. Findings—The most prevalent undesirable quality of reading material reported by teachers was its over-maturity. Other selec- tions were termed undesirable because they lacked action or a plot, or were unreal, depressing, monotonous, or not well told. Interesting action was the best guarantee of success for a selection. Other quali- ties with high frequencies in all grades were adventure, easy con- tent, easy diction, humor, and portrayal of the supernatural, and of kindness, faithfulness, and loyalty. A high correlation was noted between pupils’ and o oreo &. Sec. niza- ding ‘1ans ifty- 8 do ions uile, bra- Ine ing R TwerELFtH YEARBOOK 507 which are among the 1500 commonest words in the English language. Second, the proportion of words which are repeated; 7. e., out of a thousand sample words only two or three hundred will differ from each other in easy books, while there may be four or five hundred words per thousand in difficult books; this range of vocabulary seems to be of importance in determining the difficulty of a book. Third, the proportion of sentences which are not simple; 7. e., which are complex, or compound. It was found that by counting these three elements in any given book and placing them in a formula one could predict rather surprisingly well the degree of reading ability a child must possess to read that book fluently and with enjoyment. B. Children’s Interests in Poetry Poetry as a subject for objective measurement has attracted few investigators in the field of experimental education.’* This condition may be due to prejudices aroused by several early studies which rated poetry as of little interest to the child. Mackintosh quotes Wilkinson as suggesting that it is not that children do not like poetry, but that they are not interested in the kind of poetry that has been offered to them. Interest in poetry ranks fairly high with primary children accord- ing to the studies by Grant and White. Terman and Lima note that young children nearly always enjoy poetry. However, by the age of twelve, the number who are accustomed to read poetry voluntarily includes only about 10 percent of the girls and 5 percent of the boys, although a little later the number increases considerably in the case of girls. These authors suggest that the fault may be with classroom instruction which too often places the emphasis on scansion and interpretation rather than enjoyment. STUDY NO. 1—Coast, Alice B. “ Children’s Choices in Poetry as Affected by Teachers’ Choices.” Elementary English Review 5: 145-7, 159; May, 1928. Purpose—To determine what poems most appeal to children, and how teachers’ choices influence children’s tastes in poetry. Method—A survey was made in the first five grades of the ele- mentary school at the State University of Iowa. For a week before the survey, the teachers were asked to emphasize poetry during their literature periods, and to call the attention of the children to vol- umes of poetry upon the book shelves. Special demonstration lessons in poetry appreciation were observed during the week in the different grades. At the end of this week the children were given questionnaires to fill out in regard to their ten favorite poems. The questionnaires contained space for the titles of the volumes 12 See article by N. Robert Ringdahl in Chapter IX of this yearbook. 508 ELEMENTARY Scuoot Princrpays in which the poems were found. The children were instructed to include not only the poems which they had read at school, but also any poems which they had read or heard read at home, if they were among their favorites. ; The teachers were asked at the same time to fill out questionnaires giving the ten poems which ihey most enjoyed teaching. No check was made on the appro- priateness of certain poems for a given grade. Each teacher was permitted an unhampered choice. Findings—The tabulated results of the questionnaires showed several interesting outcomes: In some of the grades one or two poets were particular favorites, A. A. Milne and Eugene Field receiving the largest number of votes in grade one. Robert Louis Stevenson led the list in grade two, while James Whitcomb Riley and A. A. Milne were popular in grade three. Eugene Field and James Whitcomb Riley were the fourth grade favorites, while Arthur Guiterman and T. A. Daly ranked high, not only with the children of the fifth grade, but also in the teacher’s list of her ten favorite poems. The names of a few poets appear throughout the grades, the most notable examples being Riley, Field, Stevenson, and Milne. Several poems were popular in more than one grade. Eugene Field’s Little Boy Blue received votes in four different grades. Some of Riley’s poems appeal to the children of various ages and grades. The most interesting feature of the experiment is the overlapping between children’s and teachers’ choices, particularly in the first grade, but also very notice- ably in the third and fifth grades. Although the experiment was an uncontrolled one, and the results should not be accepted as final, they nevertheless point clearly toward the fact that the poems which the teachers prefer are the ones most frequently chosen by the children. This fact must surely strengthen the belief that the teacher’s influence upon the literary tastes of her children is even more powerful than we realize. The poems upon which the teachers spent their energies and enthusiasm were in many cases the ones chosen by the children as their favorites. It would, therefore, seem that teachers have an oppor- tunity which many do not realize, to cultivate in their pupils the ability to appreciate the best in poetry. STUDY NO. 2—KEckert, Mollie Horton. “ Children’s Choices of Poems.” Elementary English Review 5: 182-85, 192; June, 1928. Purpose—T'o find out whether children of grades one, two, and three actually enjoy reading or hearing read the poems found in their school readers. Method—Fifteen poems were selected for each grade on the basis of author’s personal and teaching experience. These were divided into three groups of five each, all the poems of one group to be read at a hearing. Of each group of five, four poems were selected from the textbook in use, the other from a non-textbook source. The second step was reading the poems to the children by the writer and five other teachers in a Pittsburgh school, after which the children ranked them in order of preference. The third step was securing a statement from the child regarding the poem he liked best. In the ————— tabu ing t their Fi abou (1) great were come appe (2) value | 0en that 7 is b dre ers wh “ wri adi wit | i Ss tov ph the me est Al C} an 2 not they z the opro- d an wed [ilne bert and iley ked list ible ilar our ges TWELFTH YEARBOOK 509 tabulation of preferences an index value follows each poem, indicat- ing the percentage of pupils in each grade who named that poem as their first choice. Findings—According to the author the most significant facts about the data presented are: (1) In eight out of nine groups, the poem from a non-textbook source had the greatest number of first choices. When one considers that only nine such poems were read and that these nine were compared with thirty-six other poems it be- comes evident that there was something about the non-textbook group which appealed to the children. (2) Some indication of the degree of interest may be had from the index value (representing the percentage of choices for each group). When the eleven poems in the upper quartile of index values are considered we find only three that are found in the textbooks. The one outstanding and conclusive fact which the writer feels is brought out by this study is this: The conventional type of chil- dren’s poetry usually found in even the better series of school read- ers is not enjoyed by the children themselves so well as other poems which may be found in the better anthologies of child verse. The study should be suggestive to curriculum makers and to writers of children’s textbook series in reading. It is clear that our adult ideas of what is good poetry for children coincide too seldom with the judgment of children in the matter. The reason for this (iserepancy probably lies in the fact that as adults our attitude toward such a poem is one of reminiscence, tinged with a sort of philosophical interpretation. The child does not see the poem through the eyes of adult experience and consequently the poem does not mean to him what it does to the adult. STUDY NO. 3—Huber, Miriam Blanton. ‘‘ Children’s Inter- ests in Poetry.” Teachers College Record 28: 93-104; October, 1926. Also, Huber, Miriam Blanton, Bruner, Herbert B., and Curry, Charles M. Children’s Interests in Poetry. Chicago: Rand McNally and Co., 1927. 233 p. Purpose—T'o determine the poetry most suitable for children in the elementary and junior high schools. Method—An investigation was conducted over a period of two years in which judgments were secured from more than 50,000 children in all sections of the United States with the help of 1500 teachers. The first step was to determine the poems which are now generally considered as being the most appropriate for children of the ele- mentary and junior high schools. This was accomplished in two ways: 510 ELEMENTARY Scuoot PrINcIPALs ee, (1) By considering the subjective opinion of expert teachers of poetry. (2) From an examination of nine hundred courses of study and practic ally all of the most used textbooks, with minute analysis of thirty courses of study and thirty textbooks in each grade, first to ninth. Approximately one hundred poems were selected for each grade, Two-thirds came from present practise as shown by courses of study and textbooks and an additional third from the opinions of experts. These poems were published in booklets and put in the hands of children in experimental centers established in Seattle, Washington; Boise, Idaho; Houston, Texas; Hutchinson, Kansas: Okmulgee, Oklahoma : Kansas City, Missouri; Gary, Indiana; Louisville, Ken- tucky ; Atlanta, Georgia; Charlotte, North Carolina; and Fall River, Massachusetts. The procedure was so worked out that each booklet of poems was used over a range of five grades. In general the plan of experimentation consisted of having the pupil come in contact with a certain number of poems and checking up to see which of these poems he liked best and which least. Dur. ing a study of sixty poems twelve definite reactions from each child were recorded. After the results of the twelve choices made by each of the chil- dren were recorded statistically each poem was given a score com- parable to the score received by every other poem in the experiment. In addition the order in which the poems in each grade were liked was determined and the grade in which each poem was liked most. Findings—The results are based on a composite of teacher and pupil judgments. Of the 573 different poems used in the experiment, thirty-eight received scores so low in all the grades in which they appeared as to indicate their undesirability for use in the elementary and junior high schools. The poems listed in Table 2 were over- whelming favorites in the order of their popularity, together with the grade in which they have the greatest interest. No outstanding element in each of these poems could be pointed to as recommending it so highly to children, This viewpoint is in contrast to that of Jordan and of Dunn who found in the selections preferred by children certain dominant themes. In reading the poems arranged according to children’s choices in the different grades it seems possible to detect an evolution of taste in theme, and there ap- pears to be a certain unity of interest in a grade. This, however, must be ac- cepted with reservations, and such trends of interest as reported by Terman and Lima ?* do not seem to be borne out by these findings. In each grade appears a variety of interests. It is highly diverting, however, to speculate upon the ele- ments of interest that appear to be commen to a number of poems chosen in a 18 Children’s Reading, by Lewis Terman and Margaret Lima. D. Appleton and Co., 1926. single to st poem to de to be fairy in G hero poer ol sé rom: Grat to b Gre coul poel ranl side diff mol me! gra ly all y and the ing ur: ild Twe.rru YEARBOOK 511 ——_—_ single grade. But such observations are only speculations and are offered here to stimulate research that may more definitely isolate such elements. Patriotic poems seem to reach their highest interest in grades lower than was expected and to decrease in interest in higher grades. In Grade I the greatest interests appear to be animals and play; in Grade II many lullabies are liked; in Grade III many fairy poems are found to be of interest but they do not reach the highest ranks; in Grade IV humor and nonsense make a high appeal; in Grade V many poems of heroes are found; in Grade VI interest divides between home and danger, and poems of romance receive recognition; in Grade VII humor takes on an edge of satire, and there are fewer hero poems but many bloody encounters and more romance; in Grade VIII romance, tragedy, and retribution hold the stage; in Grade IX the poems chosen are much more retrospective and the readers appear to be seeking the causes of things. Several poems, such as The Raggedy Man, The Leak in the Dike, and Darius Green and His Flying Machine, have a high interest in four or five grades and could probably be used with success in any one of them. But out of the 573 poems used in the experiment only fifty-nine, or 10.3 percent of the entire list, rank among the upper fifty poems of three or more grades. It appears that out- side of this limited body of material of universal appeal, children’s tastes in the different grades become sharply differentiated and a poem’s chance of success is more secure in a certain grade than in any other. If the findings of this experi- ment are accepted they point with convincingness to the importance of proper grade placement in the use of poetry.'4 TABLE 2—Porems or Hicuest Scores Poem Author Grade ues OUI EI Sy 5d. sire crash oie eee 19 sine reine oes Riley II RII NE a oraicd a dae ajuierkeca ta dott wravwmordoerre oheateys oh Buck II SE Ns avinocinenonanencwee dein ree og V EE EE A NG vi isacie scan oddeedaoasionas. Seine Cary V Darius Green and His Flying Machine............... Trowbridge Vil De NE oo oa deasawedecetns. wansigawalgn Unknown VI mobi Toe and Tattle JOR. 6...ocickscccsscvscccsnss Unknown V Se Or PIE, “RN Ty ceils 9 ad: ancerdisners. 0 eareca cocoa mda Riley VI | err re rr ree rege eee ir Ward II SS eee re eee ene rrr err eer Dunbar II RM MU TR 6k 6 5 cian nis dias enc eewanpideaies Longfellow V NOT TIO iia 65.50 65% caren awneweeandienes Longfellow II eo ge err re rere errr Carry] VI I IN logo ou aye ds6. acelin asheayeene dias pla wimeGte Giese Luther II Re re er er herr ery Roberts I The House with Nobody in It.................. .... Kilmer’ VI pe DD RPT ree Longfellow VII it SE SS ite tcc cts stdehiskenneseoalamen Whittier VIII If the composite of children’s interests as shown in this study is valid, it appears that errors in judgment are as numerous in the opinions of experts in the field of children’s reading as in present 14 The Poetry Book, Volumes I to IX, by Miriam Blanton Huber, Herbert B. Bruner, and Charles Madison Curry, recently published by Rand MeNally and Co., have material arranged for use in each grade of the elementary and junior high schools. They embody the results of this experiment and additional material for school use. The tenth volume of the series, entitled Children’s Interests in Poetry, gives the procedure of experimentation and results in detail. 512 ELEMENTARY ScHoou PrincipPats $$. practise indicated by courses of study and textbooks. It becomes then, increasingly clear that if we hope to lead children to gain insight into appreciation of literature it must be through materials suited to their taste and understanding. STUDY NO. 4—Mackintosh, Helen K. A Critical Study of Children’s Choices in Poetry. University of Iowa Studies in Educa- tion, Vol. 7, No. 4. Iowa City: the University, 1932, 128 p. Purpose—To discover what poems were of interest when children were exposed to a large number from which choices might be made on a qualitative scale. Method—Chiefly on the basis of the author’s previous studies, four hundred poems were selected and arranged in order from best to poorest in terms of the writer’s opinion. Groups of ten and fifty were built by a method of sampling each group representing the total range. The children used in the experiment were all from the schools of Grand Rapids, Michigan. Several classes of third, fourth, fifth, and sixth grades heard all of the four hundred poems in groups of ten during a period of eight weeks. Instructions to the teachers asked that the experiment start on April 15, 1929, and that a half hour of time each day be planned. During this period the children were supplied with preference sheets containing ten titles of poems and preference cards containing a five-point rating scale. After each poem was read by the teacher, the child gave his rating. As a check on the experiment, certain other classes heard a sam- pling of fifty poems. One group heard the poems rank in reverse order. A second control experiment had the child rate poems as 1, 2, 3, and so forth. Another control experiment was carried on with children who heard the poems re-read exactly a month after the first reading. Findings—The most significant table of results listed the average ratings for each of the four hundred poems in each grade level con- trasted with the ranking given by the experimenter. Believing that an analysis of ratings should go into the possible explanations lying behind the actual statistical results, the author has offered certain comments, several of which are given below. An analysis of the poems which ranked high seemed to show that children tend to select those poems which have the largest number of interest qualities for them, such as child experience, dialect, humor, sadness, imagination, good story, and repetition. No one of the four hundred poems heard failed to receive a rating of 1 from some child. Fourteen received no rating of 5 and seven received no ratings of 4 or 5. ——— The | quite g Ther same q Chile consist Chilc poems poems, As j\ ratings experil The B Lullab Rain Little Little The | Sky I Johnr The The | Little The ‘ The | The Betw The Marl Oh § The A B Chri ind of use est su on 35 51 in ch omes gain rials J of uca- ren ade ies, est fty the nd en ed of re h Twetrrn YEARBOOK 5 13 The conclusion may be drawn with respect to these (Table 3) that there was quite general agreement that they are good poems. There was variation from grade to grade, but all poems tend to appear in the same quartile ranking, from grade to grade. Children as individuals seemed to be inconsistent in their ratings, but group consistency seemed to be evident. Children did not agree with teachers in their ratings. The latter tended to rate poems which have been traditionally known as good literature. On modern poems, however, the two ratings tended to agree. As judged by the low correlations between pupils’ ratings and the experimenter’s ratings she had no adequate basis for selecting poems by the method used in this experiment. TABLE 3—Porems Wuicu Receiveo No Low Ratincs Not Rated Not Rated Poem Author 5 4or 5 Ns 5 tiers 5.4 cnc eeoeawasehedoms Riley x sd cdanshec AGRA eine tewedehnnder Dunbar x Pee Sih TO TUNING dost hics - ociieaaccussan eas Burr x ae IN riod $5. acirsi diaidierim oanie sea aelee Drummond x Little Orphant Annie....... oe reer ret Riley x le TIO SN isis ctx coder en mdesaeien Noyes x Pt UD acectrtcdecteasessssvenrewenda Newsome x A CAMOOME ) occ dca cadicomsnccomnwacms Drummond x ee TN: MUNIN yo i. 6. sardie nis sire weratvervialelerets Riley x The GINMOTOTOR BOF o6ccciscccvccccceseccine Martin x SORE NI, cccdaccweleiemasweieir wuss asnsoes Thackeray x The Canary and the Goldfish............... Osborne x es ee PEE BRON ois kis ee enwe ceed Milne x Te; NII, oa. o oii s:a owl encied saieineweretad Bergengren s “s ey TO LOWEN onic cies scinccnncecwe . Daly x FN IEE IN ca ictscc ws clu ri vicioverd ea wruraoreai Field x MOE GND oa ccc ccccccccscsccvecccens Milne x SU MNNINS godin idee cc agacnenneoenene Foster x Tae WEG ih CNC BRO 6a kskccicscccenases Riley x Oe ES Serre rr rer Guiterman x ER OEE aaididsccacdmsn sacseeasaseee Teasdale x A comparison with the results of the Huber-Bruner experiment indicates a correspondence in findings in proportion to the number of poems which were common to the two experiments. The possible use of these findings is to show the general trend of children’s inter- ests and to indicate for the individual poem its relative chance of success with children in terms of the quartile in which it occurs. STUDY NO. 5—Weekes, Blanche E. The Influence of Meaning on Children’s Choices of Poetry. Contributions to Education, No. 354. New York: Teachers College, Columbia University, 1929. 51 p. Purpose—T'o test (a) the extent to which figures of speech and involved sentence structure obscure meaning and thereby influence children’s choices of poetry, and (b) the extent to which actual 14 514 ELEMENTARY Scuoot PriIncIPALs — experience as a factor of meaning influences children’s choices of poetry. Method—Data were obtained from the testing of two equivalent groups of sixth-grade children by means of paired poems. A pre liminary investigation was made of the literature courses of inter. mediate grades to determine prevailing practises in the selection of poetry for such grades. The themes of all poems found listed wer classified to discover trends. Findings—The results of this study, then, support the conclusion that figurative language and involved sentence structure are reading difficulties for sixth-grade children and tend definitely to obscure meaning. This difficulty is particularly true of figurative language which demands for its proper interpretation*a recognition of the likenesses on which its symbolism is based. Because such recogni- tion is dependent on the nature and extent of the reader’s experience, confusion as to the poet’s meaning easily follows in the case of chil- dren, for their experiences are necessarily limited. It may be said, also, that failure to comprehend meaning has its influence on choice of poetry, and that choice tends to be in the diree- tion of that which is best understood. There is reason to assume, too, that actual experience as a factor of meaning affects children’s choices of poetry, but there is also reason to assume that the emotional atti- tude associated with experience, both direct and indirect, is a domi- nant element in choice as well. C. Children’s Interests in Magazines and Newspapers An argument advanced occasionally by some librarians and teach- ers of literature is the richness of the child’s heritage in the world of books—why a magazine? Clymer“ points to the enormous pro- duction of general magazines and concludes: “ Whether we like it or not we cannot confine our children’s reading to an aristocracy of books.” In the following sections such studies as Banta, Jordan, and Walter have not been repeated from pages 486-507 although their findings bear upon magazine preferences. STUDY NO. 1—DBeggs, Berenice B. “What Magazines Are Your Pupils Reading?” (irade Teacher 49: 392-93, 417; January, 1932. 15 Clymer, H. M. “ Girl Life and Reading.” Bulletin 7: 115-19; January, 1928. Washington, D. C.: Department of Elementary School Principals, National Education Association. —_—"s Pur) ind gil Met and fi: town 2 (1) Ii (2) I to see 3 (3) V reason. Fin for th zines * Th but o each pe In t the gl the b Amer goon. | of the which My for st A inte: aske tras mus The zine son: not hea thir ee ices of ivalent A pre 1nter- ‘ion of 1 were lusion ading bscure guage rf the cogni- ience, ’ chil- as its liree- , too, 101Ces atti- lomi- ach- orld pro- e it y of lter ngs Are ry, )28. nal TWELFTH YEARBOOK 515 —= Purpose—To discover the interests in magazine reading of boys ind girls of junior high-school age. Method—Five hundred boys and girls between the ages of eleven and fifteen attending the junior high school in a middle-western town answered a questionnaire which included these questions: (1) If you had money to buy only one magazine, which one would you select? (2) If a new magazine for your age were published, what things would you like to see in it, such as stories, informational articles, and other features? (3) What magazine have you read that you consider the poorest? Give your reason. Findings—The boys cast the largest number of favorable votes for the magazines listed below, though thirty-eight different maga- zines were mentioned. They are listed according to popularity. American Boy Open Road Wild West Weekly Boys’ Life Popular Mechanics Saturday Evening Post Popular Science Country Gentleman Collier's Thirty different magazines were given as favorites by the irls, y dD 5 but only the following magazines received as many as fifteen votes y 5 each : American Girl Pictorial Review Ladies’ Home Journal Saturday Evening Post American True Story Good Housekeeping In the school where the survey was made, the three magazines which received the greatest number of votes by the boys are found in the school library where the boys have ample opportunity to read them. In fact, the first three, The American Boy, Boys’ Life, and Popular Science, are so much in demand that soon after being received they are quite dilapidated from much handling. Many of the boys in this junior high school are members of the Boy Scout organization, which probably accounts for the high number of votes received by Boys’ Life. Mystery stories aroused interest among both boys and girls. The girls asked for stories centering around school and college life and movie news. Answers to the query regarding the poorest magazines read were interesting. The boys’ list contained such titles as True Romance, True Story, and the household magazines taken by women. When asked why they considered them poor, these reasons were given: trashy, silly, love-sick, bosh, not interesting, too many girl characters, mushy, tiresome, not exciting, not good to be read by young people. The girls censured Whiz Bang, Wild West Weekly, Detective Maga- zine, True Love Story, True Romance, and True Story. Their rea- sons were: not supposed to be good, too grown up for young people, not true, vulgar, not nice, too much the same, put bad ideas in boys’ heads, bad influence on boys, not good to read, do not teach us any- thing, too much like trashy picture shows, not good literature. 516 ELemMentary Scuoot PrIncIPALs STUDY NO. 2—Johnson, B. Lamar. “Children’s Reading Interests as Related to Sex and Grade in School.” School Review 40: 257-72; April, 1932. Purpose—'o present data regarding the reading interests of 1856 boys and girls in Duluth. Method—On December 3, 1929, an inquiry form was filled in by 1856 children in the fifth to the eleventh grades, inclusive. The inquiry asked for a report of their reading which was not a part of their school work, including an indication of the amount of time usually spent in magazine and newspaper reading. Findings—Over 98 percent read magazines and newspapers. Sex and grade in school have significant relations to the amount of time spent in reading magazines and newspapers. The boys reported spending about two and one-half hours a week in reading magazines. Both boys and girls reported more time spent in magazine reading in the junior high-school grades. The maga- zines usually read are those which are published for adults; juvenile magazines rank comparatively low in popularity. Liberty and the Saturday Evening Post \ed all other magazines in popularity with both boys and girls. Among the boys, American Boy and Boys’ Life ranked third and fourth. Four magazines published particularly for women were reported by the girls, Ladies’ Home Journal, Pictorial T. ABLE 4— MAGAZINE s Most Orren REAp By 888 Boys IN GRADE s V-XI Frequency | Frequency Magazine of Magazine oO Mention | Mention Grades V-VI: Grades 1X-XI: I gi oo ii 5, Wace oe Sheree Pes 105 ON Ee rere 75 Saturday Evening Post..... 74 American Boy. ae 67 Western Story Magazine.... 55 Saturday Evening Post..... 67 SO SE ere 51 Literary Digest........... 58 American Boy............. 38 | rae 52 3 SS Peres Por 35 Popular Mechanics........ 45 Popular Mechanics......... 35 ERS ee 43 Ladies’ Home Journal....... 34 Popular Science Monthly... 42 Literary Digest. Pas 28 American Magazine........ 23 Detective Story Magazine. - 26 National Geographic Magazine...............| 22 Grades VII-VIIT: All Grades: | American Boy. Tere | Ae ere ee | 281 Popular Mechanics. ........ 103 Saturday Evening Post..... 243 Saturday Evening Post...... 102 American Boy............ 210 REE renee 101 I I oc ciaincews ainee ces 193 MS ind china eeeewes 90 Popular Mechanics........| 183 Western Story Magazine.... 75 Western Story Magazine...| 151 MS oa sie nie wos asc s cana 49 See eee 127 American Magazine......... 46 Literary Digest........... 111 Popular Science Monthly... . 34 American Magazine........ 88 Detective Story Magazine. . . 29 Popular Science Monthly... 2 Rev Tab rep! juv' rea list Gra me es eed STD fp) + af a et. 2a f. ae eee ading eview its of in by The rt of time Sex time veek pent aga- nile the vith Life for rial ency ‘ion TweELFTH YEARBOOK 51% ” Review, Good Housekeeping, and Woman's Home Companion. Tables 4 and 5 indicate that these preferences exist in all grades represented in this study. Two questions arise: (1) Do boys and girls have access to such juvenile magazines as are published? (2) Do boys and girls enjoy reading the juvenile magazines now being published ? The parts of magazines most often read by both boys and girls are listed in Table 6. TABLE 5—Maacazines Most Orren Reap By 968 Girus IN GRADES V-XI Frequency} Frequency Magazine o Magazine of Mention Mention Grades V-VI: | Grades IX-XT: |. er eres 110 | Saturday Evening Post..... ri § Pictorial Review........... 93 Ladies’ Home Journal...... 74 Saturday Evening Post...... 74 Literary Digest........... 73 Ladies’ Home Journal....... 63 ener rr er rer 72 EE RP 53 Pictorial Review.......... 67 ror rer 33 Good Housekeeping........ 48 laterary Digest...........- 32 po a a eee 44 Motion Picture Magazine... . 29 COMCERe rcic titre sends 44 Good Housekeeping......... 28 | Americ an Magazine. . 44 Woman's World............ 25 Woman’s Home C ompanion 38 Grades VII-VIIT: Saturday Evening Post......| 118 All Grades: Ladies’ Home Journal.......} 115 PIN a. 62a0icc-o Aalshician viet 283 RSS eee 101 Saturday Evening Post..... 269 Pictorial Review........... 79 Ladies’ Home Journal......| 250 NIN ia Ll agua cec8 relay 60 Pictorial Review.......... 239 Literary Digest............ 56 Literary Digest........... 161 pt re 55 ere ee 137 Good Housekeeping......... 48 Good Housekeeping........| 124 Woman’s Home Companion 40 Amoerean Gel... 3.6.6 vacise 119 American Magazine......... 38 American Magazine....... 103 Ee en re ee 38 Woman’s Home Companion 102 TABLE 6—PERCENTAGES READ VARIOUS SECTIONS OF MAGAZINES or Boys AND GIRLS IN GRADES V-XI Wuo USUALLY Sections of Magazines V-VI CS 82 Humorous sections........| 84 Continued stories.........| 54 Scientific articles. ........ 28 Travel articles........... 28 Advertisements...........| 18 News articles............ 23 ON “rer reer 4 Articles about politics... .. 5 Articles about people who have succeeded......... 5 Boys in Grades VII- VIII 87 52 49 24 20 9 76 | 25 | | | Girls in Grades ale actos Boys | | and 3 \ All || yyy | V- | IX- | All | Girls XI |Grades}| "~ VIII XI |Grades 91 i 86 92 | 90/100] 94] 90 82 | 80 97 93 86 94 87 65 | 58 || 44] 59] 86] 59] 59 72\ #4 12 13 34 17 31 40 | 29 20 29 46 29 29 38 25 26 22 31 25 25 38 25 19 24 36 25 25 4 9 6 9 4 f 12 10 18 8 4 4 15 7 7 8 | 6 | 4} 9 4 6 6 | | | 518 ELEMENTARY Scuoot PRINCIPALS Some conclusions: (1) The magazines preferred by children are those prepared for adults. (2) Boys and girls showed interest in different sections of the newspapers, although both sexes liked the comic parts. (3) Short and continued stories in magazines and the humorous sections were reported most frequently in the reading of both boys and girls. D. Children’s Reading Interests as Affected by Extrinsic Factors For many years investigators have studied size of type, leading, and length of line as factors in effective reading. The result has been the formulation of definite hygienic requirements which, if valid, prevent any consideration of childish preference in regard to them. A number of points are still unsettled, as for instance the size of type.*® Studies have been made of the influence of the physical make-up of the book upon children’s reading choices and interests in illustrations. Space limitations make possible the listing of only four of the impor- tant studies in this field. STUDY NO. 1—Bamberger, Florence Eilan. The Pffect of the Physical Make-up of a Book upon Children’s Selection. Johns Hop- kins University Studies in Education, No. 4. Baltimore: Johns Hopkins Press, 1922. 162 p. STUDY NO. 2—Blackhurst, James Herbert. Investigations in the Hygiene of Reading. Baltimore: Warick and York, 1927. 63 p. (Doctor’s thesis, Northwestern University, 1923.) STUDY NO. 3—Martin, Helen. Children’s Preferences in Book Illustration. Preliminary report. Western Reserve University Bul- letin, New Series Vol. 34, No. 10. Cleveland: the University, 1931. 58 p. STUDY NO. 4—Mellinger, Bonnie E. Children’s Interests in Pictures. Contributions to Education, No. 516. New York: Teach- ers College, Columbia University, 1932. 52 p. 16 For a recent discussion of typography see B. R. Buckingham’s chapter on “New Data on the Typography of Textbooks.” Thirtieth Yearbook, Part 2. National Society for the Study of Education. Bloomington, Ill.: Public School Publishing Co., 1931. p. 93-125. pers, were iTS ng, has if the OFFICIAL INFORMATION INTRODUCTORY STATEMENT In 1932 the yearbook included the officers of 218 local administrative clubs. This year 205 clubs are listed. Of this number about one-third restrict their membership to those who hold the elementary-school principalship. Of the 177 local groups reporting the number of members, seventy-one had fewer than twenty-five participants. Only six clubs enrolled more than two hundred, and eighteen clubs enrolled more than one hundred members. ‘The average membership was about thirty. Of the 166 clubs with dues, almost 50 percent charge one dollar a year or less. Thirteen reported regular dues ranging between five and ten dollars. About six organizations reported the use of an assessment plan in place of regular dues. The list of state principals’ associations has grown from two in 1923 to eighteen in 1929 and finally to thirty in the present yearbook. Less than half of the officers of these groups were able to report their memberships. Of the eleven reporting membership, four enrolled fewer than one hundred; five had between one hundred and three hundred members; and two enrolled between four hundred and 650 members. Only thirteen state groups reported separate membership fees. Three of these were less than one dollar; seven were one dollar; and three were two dollars. Fifteen of the thirty state groups reported that their memberships were limited to elementary-school principals. In 1922 the first yearbook of the Department listed about six hundred principals. The list of members at the end of this section is about six times the number pub- ‘lished in the first yearbook. Can we afford to cripple our national organization in times like these? Should we as principals pay our dues in other professional groups before supporting our own national association? How can we unite our local officers with the national organization in a campaign of school publicity? Such questions cannot he brushed aside. Let us support our national organization with our energy, time, and money.—Fditorial Committee. [ 519 ] LOCAL PRINCIPALS’ ORGANIZATIONS Akron, Ohio—Women Principals’ Club President, Elizabeth Mercer, Miller School Secretary, Mina Adams, Smith School Alameda, California—Principals’ Club President, Arthur Heche, Washington School Secretary, J. M. Bryan, Lincoln School Albany, New York—Schoolmen’s Club President, W. Earle Sutherland, 46 Hollywood Ave. Secretary, Arnost Sukovaty, Delmar Albany, New York—Women Principals’ and Supervisors’ Association President, Henrietta Brett, 252 Quail St. Secretary, Mary C. Delaney, 138 Clinton Ave. Allentown, Pennsylvania—Schoolmen’s Club President, Charles Johnson, 1611 Tilghman St. Secretary, Richard Hartzell, 1037 Linden St. Asheville, North Carolina—Principals’ Club President, Lee H. Edwards, Asheville High School Secretary, G. T. Leonard, Vance Grammar School Atlanta, Georgia—Elementary Principals’ Club President, Rusha Wesley, Lee Street School Secretary, Mrs. Rose B. Whitworth, Tenth Street School Baltimore, Maryland—Principals’ Association President, Emily W. Eversfield, 3614 Mohawk Ave. ‘Secretary, Judson Hunt, 3210 N. Calvert St. Battle Creek, Michigan—Principals’ Association President, Paul Rhemus, Battle Creek High School Secretary, Doris D. Klaussen, 87 N. Wabash Ave. Bay City, Michigan—Grade Principals’ Club President, Helen MacGregor, 312 Fremont Secretary, Anna T. Reardon, 306 N. Linn Beaumont, Texas—Jefferson County Administration Club President, Mrs. Maudie Harrison, Port Neches Secretary, Mrs. Royce Brasselton, Port Neches Bellingham, Washington—Administrative League President, R. Pierron, c/o Lowell School Secretary, Madge Ware, c/o Washington School Berkeley, California—Principals’ and Supervisors’ Association President, C. L. Biedenbach, Berkeley High School Secretary, Celia Paroni, Berkeley Board of Education Binghamton, New York—Executive Council President, Earl Weaver, 9 Ester St. Secretary, Gertrude Booth, Chenango Bridge Birmingham, Alabama—Elementary Principals’ Association President, C. P. Underwood, Ullman School Secretary, George D. Cox, Curry School Birmingham, Alabama—Schoolmasters’ Club President, J. R. Gardner, Jr., Graymont School Secretary, J. W. de Yawped, Ensley High School [ 520 ] TweLrru YEARBOOK 521 Boston, Massachusetts—Elementary Principals’ Association President, Edward J. Carroll, Lewis School, Roxbury Secretary, John M. McDonnell, Phillips Brooks School, Dorchester Boston, Massachusetts—Intermediate Principals’ Association President, Alvin P. Wagg, 14 Pond St., Georgetown Secretary, Elizabeth W. O’Connor, 26 Willis St., Dorchester Boston, Massachusetts—Principals’ Association President, William Lester Bates, Lowell School, Jamaica Plain Secretary, Myrtle C. Dickson, Memorial High School for Girls, Roxbury Bridgeport, Connecticut—Elementary School Principals’ Club President, Lena Barry, Hanover St. Secretary, Elizabeth Roche, 63 Redding PI. Brooklyn, New York—Association of Principals of 8B Schools President, Charles T. Trace, Public School No. 91 Secretary, Max Epstein, Public School No. 94 Buffalo, New York—Elementary School Principals’ Association President, Vincent A. Carberry, 59 Covington Ave. Secretary, Laura M. Collins, 38 Dakota Ave. Buffalo, New York—Schoolmasters’ Association President, Ferd E. Kamprath, 241 Dartmouth Ave. Secretary, Frederick Schultz, 346 N. Park Ave. Cambridge, Massachusetts—-Grammar Masters’ Club President, John H. Graham, Russell School Secretary, John F. Lynch, Webster School Camden, New Jersey—Principals’ Association President, Harry M. Showalter, Fetters School Secretary, Ethel M. Lee, Sharp School Canton, Ohio—Principals’ Club President, I. W. Delp, John H. Lehman High School Secretary, Lena Fowler, Belle H. Stone School Canton, Ohio—Women Principals’ Club President, Lilian Turnbull, 1609 3rd St., N. E. Secretary, Linna Roseborough, 615 Bellflower Ave., 8. W. Casper, Wyoming—Elementary School Principals’ Club President, Minnie Eddleman, Washington School Secretary, Adelle Stinson, Jefferson School Cedar Rapids, lowa—Principals’ and Supervisors’ Club President, Eva Waters, Garfield School Secretary, Belle Campbell, Hayes School Charleston, South Carolina—Elementary Principals’ Club President, C. A. Weinheimer, James Simons School Secretary, John E. Rogers, Julian Mitchell School Charlotte, North Carolina—Association of Principals and Supervisors President, Nell Mann, 207 Sycamore St. Chattanooga, Tennessee—City Principals’ Club President, G. Russell Brown, Manning St. Secretary, Mrs. R. H. Cooke, City Hall Chicago, Illinois—The Ella Flagg Young Club President, Helen C. Maine, 6708 Union Ave. Secretary, Honora E. McGuire, 7300 Prairie Ave. Chicago, Illinois—The George Howland Club ‘ President, George E. Anspaugh, 5731 Artesian Ave. Secretary, Edward Stullken, 705 N. Lombard Ave., Oak Park 522 ELEMENTARY Scuoot Principats Chicago, Illinois—Principals’ Club President, Aaron Kline, 10945 Vernon Ave. Secretary, Claude L. Williams, 7830 Cornell Ave. Cicero, Illinois—Principals’ Club President, B. Hunsaker, 2300 57th Ave. Secretary, Clyde Winkler, 2324 49th Ave. Cincinnati, Ohio—Elementary Principals’ Club President, C. L. Miller, 6237 Savannah Ave. Secretary, O. W. Renfro, 850 Ludlow Ave. Cleveland, Ohio—Elementary Principals’ Club President, Carrie C. Bruhn, 10602 Wade Park Ave. Secretary, Emma A. Waldeck, 2300 E. 89th St. Clifton, New Jersey—Schoolmasters’ Club President, Conrad Schweitzer, 200 Lafayette Ave., Hawthorne Secretary, Charles W. Robinson, 265 W. 2nd St. Columbia, South Carolina—Wardlaw Club President, J. H. Hope, State Office Building Secretary, J. McT. Daniel, University of South Carolina Columbus, Ohio—Elementary Principals’ Round Table President, Mrs. Margaret M. Rarey, 379 S. Ohio Ave. Secretary, Celia Vandergriff, 31 E. Lane Ave. Concord, New Hampshire—Principals’ Club President, Annette Prescott, 25 Green St. Secretary, Regis Scully, Concord Council Bluffs, lowa—Elementary Principals’ Club President, Minnie Clay, 622 Mynster St. Secretary, Ada Dailey, Oakland Court Covington, Kentucky—Schoolmasters’ Club President, D. B. Hubbard, Sixth District School Secretary, Russell E. Helmick, Tenth District School Cranston, Rhode Island—Council of Principals and Supervisors President, Mrs. Sarah L. Donnelly, 639 Cranston St. Secretary, Mrs. Lucile B. MacIntosh, 617 Pontiac Ave. Cumberland, Maryland—Elementary School Principals’ Association President, William Fatkin, Luke Secretary, Loretta McGeady, Cumberland Dallas, Texas—Principals’ Association President, W. S. Bellamy, Winnetka School Secretary, H. H. Martin, Roger Q. Mills School Danville, Illinois—Cubberley Club President, L. M. Erickson, Douglas School Secretary, R. G. Seitzinger, Cannon School Dayton, Ohio—Principals’ and Supervisors’ Association President, Joy William Holmes, Steele High School Secretary, Emma L. Kiefer, Kiser High School Dearborn, Michigan—Schoolmen’s Club President, Harry Huller, 4815 Mead Secretary, S. N. Horton, 6905 Steadman Denver, Colorado—Principals’ and Directors’ Association President, Lila O’Boyle, Whittier School Secretary, Margaret M. Smith, Ebert School Des Moines, lowa—Principals’ Club President, Clay D. Slinker, 629 Third St. Secretary, Olney S. Weaver, 1153 28th St. Er TWELFTH YEARBOOK 523 Detroit, Michigan—Schoolmen’s Club President, Will Curtiss, Wilson School Secretary, B. S. Frost, Commerce High School Detroit, Michigan—Women Principals’ Club President, Mary Farnsworth, Cass School Secretary, Thekla Martin, Davison School Dubuque, Iowa—Elementary Principals’ Club President, W. M. Ernst, 785 Alpine Secretary, Sadie E. Luke, 2386 Delhi St. Duluth, Minnesota—Principals’ Club President, Mrs. Helene Everson, 812 Woodland Ave. Secretary, Mrs. Marion Wiersch, 717 N. 19th Ave., E. East Saint Louis, Illinois—Elementary Principals’ Club President, May E. Young, Cannady School Secretary, Carl J. Pearce, Jefferson School Elgin, Illinois—Principals’ Section, Council of Education President, Mrs Mary H. Walls, 266 Du Cage St. Secretary, Lillian Larsen, 25 S. Channing St. Elizabeth, New Jersey—Principals’ Association President, Arthur B. Wrigley, Boys’ Vocational School Secretary, E. R. O’Brien, Lafayette Jr. High School El Paso, Texas—Elementary School Principals’ Association President, Mrs. Lily Howard, 700 Upson Secretary, Mabel Keeney, 1903 Raynor Erie, Pennsylvania—Elementary School Principals’ and Supervisors’ As- sociation President, Mary O’Connor, 501 Sassafras St. Secretary, Anna L. Wilkins, 408 W. 9th St. Evanston, Illinois—Principals’ Club of District 75 President, Ruby Rowley, North Shore Hotel Secretary, Henrietta M. Todd, North Shore Hotel Evansville, Indiana—Schoolmen’s Club President, Harold Spears, c/o Bosse High School Secretary, A. H. Sickbert, c/o Reitz High School Everett, Massachusetts—Principals’ Association President, James T. Gearon, 20 Summer St. Secretary, Mabel M. Gardner, 46 Forest Ave. Everett, Washington—Principals’ Club President, J. R. Byers, 2409 Rucker Ave. Secretary, E. H. Evans, 1106 Hoyt Ave. Fall River, Massachusetts—Elementary Principals’ Club President, Maud A. Mathews, 71 Phillips St. Secretary, Rosella G. Moran, 56 Madison St. Flint, Michigan—Principals’ and Supervisors’ Association President, R. T. Boyd, Lowell Junior High School Secretary, Jennie Anderson, Lewis School Fort Wayne, Indiana—Principals’ Club President, Richard E. Shriner, 4709 Indiana Ave. Secretary, Burton Adams, 202 E. Branning Ave. Fort Worth, Texas—Principals’ and Vice-Principals’ Association President, Sidney M. Callaway, 3228 Avenue F Secretary, Frank A. Ashmore, 1034 Bewick 524 ELemMentary Scuoot PrIncIpaAts Fresno, California—Elementary Principals’ and Supervisors’ Conference Johnst President, Hattie Janes, John Burroughs School Pres Secretary, Lois Jones, 2425 Fresno St. Secr Gary, Indiana—Administrative Women in Education Kalam President, Mildred Harter Wirt, 524 Garfield St. Pres Secretary, Elizabeth Leeds, Emerson School Seer Gary, Indiana—Principals’ Club 7 President, George Russell, Miller School Sons Secretary, Lola Pearcy, Tolleston School - Glendale, California—Principals’ and Supervisors’ Club _— President, Norman R. Whytock, 411 E. Wilson Ave. “a8 Secretary, Eugene Wolfe, 1440 E. Broadway = Grand Rapids, Michigan—Elementary Principals’ Exchange Club — President, Mrs. Bertha Mason, R. R. 5. ae Secretary, Georgia Worfel, R. R. 2 _ Harrisburg, Pennsylvania—Schoolmen’s Club — President, Paul Faust, John Harris High School he Secretary, John T. McClintock, Edison Junior High School a Hartford, Connecticut—Principals’ Club —_ President, Annie Fisher, 162 Blue Hills Ave. Ser Secretary, William C. Holden, 247 Collins St. on Haverhill, Massachusetts—Principals’ Club ; * President, Abbie C. Grover, 364 Main St. So Secretary, Annie P. Roche, 261 Hilldale Ave. ai Hazleton, Pennsylvania—Principals’ Club “* President, William A. Herr, 536 W. Maple St. So, Secretary, Harold Drake, 128 E. Cranberry Ave. High Point, North Carolina—Elementary Principals’ Club — President, D. P. Whitley, 241 Boulevard St. Se Secretary, Mrs. Dan R. Schroder, High Point = : Holyoke, Massachusetts—Women Principals’ Club ~ President, Agnes M. Kelliher, 7 Whiting Ave. Ss Secretary, Mary C. McTigue, 95 Linden St. 1p Houston, Texas—Principals’ Association — President, Jake R. Waters, 1947 West McKinney S, Secretary, Mrs. Mabel T. Woods, 118 Altic ‘ Indianapolis, Indiana—Council of Administrative Women in Education “" President, Ida B. Helphinstine, 2944 Cornell Ave. - S, Secretary, Eva Y. Wiles, 2238 N. Talbot Ave. ; Irvington, New Jersey—Schoolmen’s Club ~ President, C. E. Chamberlain, 84 Orange Ave. R Secretary, Rueben Fijelstad, Union Avenue School . Jackson, Michigan—Elementary Principals’ Club < President, Helen Horner, 114 8S. Grinnell St. C Secretary, Mrs. Ethel M. Herda, 114 Union St. he Jamestown, New York—Women Principals’ Club 7 President, Lillian Dickson, 900. Prendergast Ave. C Secretary, Amanda Nelson, 1231 N. Main St. ~ Jersey City, New Jersey—Male Principals’ Association President, Isaac A. Serven, Public School No. 37. F Secretary, Emmett J. Campbell, Public School No. 3. . Jersey City, New Jersey—Women Principals’ Association : President, Mabel M. Cassidy, Public School No. 4 ) Secretary, Mrs. Flora H. Smith, Public School No. 5 | ‘Ace TwetrTn YEARBOOK 525 —_— Johnstown, Pennsylvania—Schoolmen’s Club President, H. C. Bohn, Chandler School Secretary, Ross Benchoff, Senior High School Kalamazoo, Michigan—Elementary Principals’ Club President, Mrs. Jennie Fouch, Parkwood School Secretary, Alvena Good, Woodrow Wilson School Kansas City, Kansas—Elementary Principals’ Club President, Elizabeth Sparks, Frances Willard School Secretary, Claire Jarvis, Quindaro School Kansas City, Missouri—Elementary School Principals’ Association President, Minnie L. Hooker, Armour Plaza Apartment Secretary, Dora Hoffman, 5446 Harrison Kearny, New Jersey—Principals’ Association President, William Ross, Lincoln School Secretary, May Borden, Washington School Knoxville, Tennessee—Principals’ and Supervisors’ Professional Club President, Annette Welker, Mingle Ave. Secretary, John H. Gresham, Beaumont Ave. Lansing, Michigan—Elementary Principals’ Association President, Lucille Correll, Verlinden School Secretary, Hilda Menger, High Street School Lawrence, Massachusetts—Elementary Principals’ Association President, Annie M. Kennedy, Essex School Secretary, Helen F. Gainey, Franklin School Lexington, Kentucky—Elementary Principals’ and Supervisors’ Association President, E. E. Gotherman, Swigert Rd. Secretary, Jean L. Smith, 140 E. Maxwell St. Lincoln, Nebraska—Public School Forum President, H. C. Mardis, Lincoln High School Secretary, L. H. Alberty, Board of Education Little Rock, Arkansas—Principals’ Round Table President, V. L. Webb, 1514 W. 20th Secretary, Annie Ledwidge, 1510 Battery Long Beach, California—Principals’ Club President, Harold Bennett Brooks, 825 American Ave. Secretary, Inez Kilton, 1140 E. 1st St. Los Angeles, California—Principals’ Club President, Elizabeth Sands, Second Street School Secretary, Henrietta Glissman, Huntington Drive School Los Angeles, California—Schoolmasters’ Club President, Wayne F. Bowen, Miramonte School Secretary, John E. Wright, Miramonte School Louisville, Kentucky—Principals’ Club President, Anne Grunder, 1236 Cherokee Rd. Secretary, Nell Warden, 2035 Sherwood Ave. Lowell, Massachusetts—Masters’ Club President, W. W. Dennett, Morey School Secretary, J. E. Barr, Washington School Manchester, New Hampshire—Schoolmasters’ Club President, Robert Cushman, Highland School Secretary, E. J. Barringer, West High School Memphis, Tennessee—Principals’ Association President, W. L. Maybry, Chelsea and Bryan Secretary, Lucile Ham, 1957 Lyndale Ave. 526 ELEMENTARY Scuoort Princrpats Miami, Florida—Dade County Principals’ Club President, W. R. Thomas, 126 S. W. 8th Ave. Secretary, Laura Leenhouts, 3083 N. W. 7th St. Milwaukee, Wisconsin—Administrative Women’s Association President, Lillian Thies, Trowbridge Street School Secretary, Annette Kottnauer, Vieau School Milwaukee, Wisconsin—Principals’ Association President, Walter Nichols, Wisconsin Avenue School Secretary, Max Fritschel, Lincoln Avenue School Milwaukee, Wisconsin—Schoolmasters’ Club President, William F. Rasche, 1015 N. 6th St. Secretary, R. G. Chamberlin, N. 12th and W. Center Minneapolis, Minnesota—Principals’ Forum President, H. H. Maass, Nokomis Junior High School Secretary, Ellen Nyhus, Clara Barton School Mobile, Alabama—Elementary Principals’ Club President, E. R. Herring, Semmes School Secretary, Adelia Williams, 1254 Texas St. Mount Vernon, New York—Elementary School Principals’ Association President, Mrs. Barbara M. Clifford, 17 Rich Ave. Secretary, Martha Clarke, 472 Gramatan Ave. Mount Vernon, New York—Principals’ Discussion Club President, James M. Grimes, Jefferson School Secretary, Grace L. Davis, Lincoln School Muskegon, Michigan—Principals’ and Supervisors’ Council President, Mrs. Nellie Janovac, 2457 Otto Ave., Glenside Secretary, Julia M. Haskins, 2489 Harding Ave. Newark, New Jersey—Principals’ Association President, Raymond B. Gurley, Barringer High School Secretary, Harold H. Phillips, Sussex Avenue School Newark, New Jersey—Schoolmen’s Club President, K. K. King, Morton Street School Secretary, E. H. Andrews, Cleveland Junior High School New Bedford, Massachusetts—Primary Principals’ Club President, Sophie T. Anthony, 24 Maple View Terrace Secretary, Kate Moore, 105 Park St. New Bedford, Massachusetts—Principals’ Club President, Louis D. Cook, 2 Morgan Terrace Secretary, Same New Castle, Pennsylvania—Principals’ Association President, Anna R. Perry, 119 E. Grant St. Secretary, Nannie Mitcheltree, 715 Chestnut St. New Haven, Connecticut—Principals’ Club President, Bernard McDonnell, Orange Street School Secretary, Gertrude Thompson, Davis Street School New Orleans, Louisiana—Colored Principals’ Association President, Archie E. Perkins, 2911 Milan St. Secretary, George Longe, 1720 Bienville St. New Orleans, Louisiana—Principals’ Association President, Alice A. Leckert, 1126 Joseph St. Secretary, Alice Molony, 2306 Peniston St. Newport News, Virginia—Supervisors’ and Principals’ Club President, Fred M. Alexander, Newport News High School Secretary, Idella Berry, Schoo] Board Office Or bo ~l] TwetrTrH YEARBOOK New Rochelle, New York—Elementary School Principals’ Club President, William Thomas, Lincoln School Newton, Massachusetts—Men’s Educational Club President, Russell V. Burkhard, Day Junior High School, Newtonville Secretary, Abner Bailey, Weeks Junior High School, Newton Center New York, New York—Principals’ Club President, Arthur K. Krause, 185 Wadsworth Ave. Secretary, Sara L. Rhodes, Public School No. 184, Brooklyn New York, New York—Schoolmasters’ Club, Inc. President, Frank A. Rexford, 103rd St. and 5th Ave. Secretary, Alson A. Upham, 120 E. 19th St., Brooklyn Niagara Falls, New York—Schoolmasters’ Club President, John Richelsen, Jr., Trott Vocational School Secretary, Leigh Auchmoody, 2318 14th St. Norfolk, Virginia—Principals’ Association President, Joe E. Healy, 1151 Bedford Ave. Secretary, Lucy Mason Holt, 866 Norview Ave., Willoughby Beach Oklahoma City, Oklahoma—Elementary School Principals’ Club President, W. T. Leach, Washington School Secretary, Ethel Liebhart, Gatewood School Omaha, Nebraska—Elementary School Principals’ Club President, Stella Holmes, Bancroft School Secretary, Edna Waterman, Field School Oshkosh, Wisconsin—Principals’ Conference President, Charles I. Yule, 110 Grand Ave. Secretary, D. H. Wright, 469 Jackson Dr. Pasadena, California—Elementary Principals’ Association President, Walter R. Siewert, 925 N. El Molino Ave. Secretary, Charles D. Howk, 344 Flower St. Paterson, New Jersey—Principals’ Association President, A. R. Matteson, School No. 11 Secretary, Eleanor Mombert, School No. 14 Pensacola, Florida—Elementary Principals’ Club President, Olive Swearingin, 1623 N. 7th Ave. Secretary, Clara Stokes, 52 E. Gonzales Peoria, Illinois—Elementary Men Principals President, Anthony Middleton, 221 Arthur Ave. Secretary, George Harms, 909 W. Armstrong Perth Amboy, New Jersey—Principals’ Club President, Royal L. Predmore, Public School No. 6 Secretary, Ingeborg Oksen, Public School No. 2 Philadelphia, Pennsylvania—Principals’ Club President, Henrietta Collins, Taylor School Secretary, Anne Wright, Wissahickon School Phoenix, Arizona—Salt River Valley Superintendents’ and Principals Association President, Garland M. White, Scottsdale Secretary, G. N. Downs, Cartwright Pittsburgh, Pennsylvania—Principals’ Club President, John H. Adams, Perry High School Secretary, Irene A. Thompson, Halls Grove School Pontiac, Michigan—Elementary School Principals’ Club President, J. Arlene Cleveland, Wilson School Secretary, Mrs. Besse H. Quine, Wisner School , 528 ELEMENTARY Scuoot PRINCIPALS Portland, Oregon—Principals’ Association President, Charles E. Lewis, 726 The Alameda Secretary, Orin Hays, 632 E. 29th St., N. Poughkeepsie, New York—Hudson Valley Schoolmasters’ Association President, Carl Lewis, Eastman Terrace Secretary, George Schiavone, Arlington High School Providence, Rhode Island—Primary Principals’ Association President, Francesca De 8. Cosgrove, Montague Street School Secretary, Mary C. Dunn, Courtland Street School Providence, Rhode Island—Schoolmasters’ Club Secretary, Arthur J. Dows, 81 Brown St. Pueblo, Colorado—Administrative and Supervisory Group, District No. 1 President, C. T. Johnson, Hinsdale School Secretary, Alice S. Kops, Centennial High School Quincy, Illinois—Schoolmasters’ Association President, C. Emery Sallstrom, 10303 Kentucky St. Secretary, L. W. Madsen, Jefferson School Quincy, Massachusetts—Schoolmasters’ Club President, Frank MacDonald, North Quincy High School, North Quincy Secretary, Harold R. Kidder, Senior High School Racine, Wisconsin—Principals’ Sub-Council President, W. C. Giese, 2604 15th St. Secretary, B. G. Lahr, 1540 Deane Blvd. Revere, Massachusetts—Women Principals’ Club President, Marion L. Bartlett, 167 Crest Ave. Secretary, Ruth E. Annis, 157 Crescent Ave. Richmond, Virginia—Principals’ League President, Clyde Busby, 1st and Leigh Sts. Secretary, Mrs. Florence Minor Lohman, 425 N. 3lst St. Roanoke, Virginia—Board of Principals President, Bertha Starritt, 1320 Chapman Ave., S. W. Secretary, Azoline Merriman, 228 Walnut Ave., S. W. Rochester, New York—Association of Administrative Women of the Ele- mentary Schools President, Alice Montgomery, Public School No. 6 Secretary, Claribel Bruce, Public School No. 52 Rochester, New York—Council of Elementary Principals President, David Densmore, Public School No. 41 Secretary, George Cooper, Public School No. 43 Rochester, New York—Schoolmasters’ Club President, William Jermyn, Madison Junior-Senior High School Secretary, Robert Montford, Public School No. 3 Rome, New York—Principals’ Club President, Lena Putman, Jay Street School Secretary, Mrs. L. O. Burns, Columbus School Sacramento, California—Principals’ Association President, Roy E. Learned, Elk Grove Secretary, Ella McCleery, 510 21st St. Saginaw, Michigan—Elementary Principals’ Club President, Jessie H. Rouse, 2503 S. Washington Ave. Secretary, Lena M. Fee, 710 8. Oakley St. Saint Joseph, Missouri—Elementary Principals’ Club President, E. G. Creek, Neely School Secretary, Minnie Nelson, Hyde School Sai P Sz S: Twrtrru YEARBOOK 529 Saint Louis, Missouri—Club of Women Principals President, Miss Percy A. Lyon, 4965 McPherson Ave. Secretary, Anna Bick, 2842a Victor St. Saint Louis, Missouri—Elementary School Principals’ Association President, P. J. Hickey, 3652 Lafayette Ave. Secretary, E. A. Hood, 3504 Clifton Park Terrace Saint Louis, Missouri—Schoolmasters’ Club Chairman, Walter E. Wilcox, 5728 Julian Ave. Vice-Chairman, Jesse Osborn, 3237 Lafayette Ave. Saint Paul, Minnesota—Principals’ and Supervisors’ Club President, Russell S. Peterson, Lafayette School Secretary, Jennie U. Johnson, Hayden Heights School Saint Petersburg, Florida—Elementary Principals’ Association President, Mary I. Bainum, Childs Park School Secretary, Mrs. Emilie C. Shaw, West Central School Salt Lake City, Utah—Principals’ Association President, I. Daniel Stewart, 740 E. 3rd S. Secretary, Vio Sorenson, 716 S. 5th E. San Antonio, Texas—Elementary Principals’ Association President, Margaret E. Burke, 720 W. Poplar Secretary, Mary Belle McKenzie, 122 Ridgewood Court San Diego, California—Principals’ and Supervisors’ Club President, Emma Speers, Theodore Roosevelt Junior High School Secretary, Mildred S. Henderson, 4384 Hamilton St. San Francisco, California—Principals’ Association President, George H. Learned, Portola Junior High School Secretary, Carrie Daly, Sunshine School San Jose, California—Santa Clara County Schoolmasters’ Club President, Frederic T. Shipp, c/o San José High School Secretary, Joseph E. Hancock, c/o County Superintendent of Schools Santa Monica, California—Administrators’ Association President, Mary E. Whelan, 1333 6th St. Secretary, Mrs. Jenne W. Rice, 815 Ocean Ave. Seattle, Washington—Principals’ Association President, Mrs Dora S. Herren, Montlake School Secretary, Kenneth E. Selby, Ross School Shreveport, Louisiana—Elementary Principals’ Club President, Mrs. Carrie Consor, 343 Egan St. , Secretary, Myra Woodward, 1062 Boulevard Sioux City, Iowa—Administration Club President, Jane Harris, Wilson School Bldg. Secretary, Charlotte Osborn, Hawthorne School Sioux Falls, South Dakota—Elementary Principals and Supervisors President, Mabel P. Venoss, General Beadle School Secretary, B. Harrietta Bach, Lowell School Somerville, Massachusetts—Schoolmen’s Club President, John A. Avery, 163 Summer St. Secretary, John L. Hayward, 242 School St. South Bend, Indiana—Elementary School Principals President, Lillian Anderson, Madison School Secretary, Edythe J. Brown, Kaley School Spokane, Washington—Elementary Principals’ Association President, O. E. Heaton, 3327 Glass Ave. Secretary, Ruth Mohney, Sillman Hotel 530 ELEMENTARY Scuoot PrINcIPALS Spokane, Washington—Schoolmasters’ Club President, Joseph Tewinkel 1102 Sharp Ave. Secretary, E. E. McElvain, S. 225 Wall St. Spokane, Washington—Women Principals’ Club President, Isabelle Parker, 1418 Riverside Ave. Secretary, Marie Fitzgerald, 8 14th Ave. Springfield, Illinois—Elementary School Principals’ Club President, R. E. Fildes, 625 S. 5th Secretary, C. A. Stevens, 715 Woodland Ave. Springfield, Missouri—Elementary Principals’ Club President, Mrs. Elsie Elliott, 970 Prospect Secretary, Leota Youngblood, 1707 W. Elm Springfield, Ohio—Schoolmasters’ Club President, U. F. Hughes, 151 N. Kensington PI. Secretary, W.S. Mozier, 1404 Garfield Ave. Stockton, California—Elementary School Principals’ Association President, Walter E. Ulrici, 622 W. Magnolia St. Secretary, Frank C. Wells, 1101 W. Vine St. Superior, Wisconsin—Principals’ Club President, LeRoy J. Doleysh, Pattison School Secretary, Blanche Wood, Lincoln School Syracuse, New York—Men Principals’ Club President, Frank G. Trapp, Croton School Secretary, R. G. Thomas, Edward Smith School Syracuse, New York—Schoolmasters’ Club President, R. G. Thomas, Edward Smith School Secretary, Harry P. Smith, Syracuse University Syracuse, New York—Women Principals’ and Supervisors’ Association President, Winifred Smallwood, Pere Le Moyne School Secretary, Margaret Phelps, 130 W. Genesee St. Tacoma, Washington—Administrative Group of the Tacoma Public Schools President, Mrs Lillian M. Rogers, McKinley School Secretary, Alice E. Strong, Regents Park School Tampa, Florida—Elementary Principals’ Council President, Mattie Jordan, 2307 Southview Secretary, Mrs. Elizabeth Cone, 5107 Wilson Ave. Tampa, Florida—Schoolmasters’ Club President, V. D. Beckner, Memorial Junior High School Secretary, Leon Henderson, Plant High School Toledo, Ohio—Principals’ and Supervisors’ Club President, Edna Roemer, Auburndale School Secretary, Carolyn Reynolds, Cherry School Topeka, Kansas—Principals’ Club President, S. H. Stark, 414 Elmwood Ave. Secretary, P. E. Oyler, 1032 Wabash Ave. Tulsa, Oklahoma—Elementary Principals’ Association President, J. S. Hudson, 2823 E. 5th St. Secretary, J. H. Haynes, 3441 E. Archer Union County, New Jersey—Schoolmen’s Club Chairman, R. A. Melenric, School No. 1, Linden Secretary, Courtland V. Davis, Evergreen School, Plainfield Utica, New York—Principals’ and Supervisors’ Club President, Vincent G. Brown, John F. Hughes School Secretary, Laura E. Sheldon, 1007 Park Ave. TweELFtu YEARBOOK 531 Washington, D. C.—Elementary Principals’ Association President, Grace Lind, Bancroft School Secretary, Helen Gantley, Murch School Waterbury, Connecticut—Elementary Principals’ Association President, Jennie M. O'Neill, North St., Middlebury Secretary, Elizabeth E. Kirtland, Wallingford Waterbury, Connecticut—Principals’ Association President, Thomas F. Nolan, 19 Randolph Ave. Secretary, Loretta M. Henebry, 44 Willow St. Watertown, Connecticut—Elementary School Principals’ Association President, William B. Cornish, 16 Prince PI., Stamford Secretary, Mary E. Murphy, 850 Lafayette St., Bridgeport Wheeling, West Virginia—Principals’ Club of the Northern Panhandle President, E. K. Mariner, Sherrard Secretary, Minnie Lohse, 2143 Market St. Wichita, Kansas—Elementary Principals’ Club President, E. C. Wine, 1147 Perry Secretary, Opal Wedertz, 928 Porter Wichita Falls, Texas—Principals’ and Supervisors’ Club President, Joe B. McNeil, Huey School Secretary, J. T. Rundell, Carrigan School Wilmington, Delaware—Principals’ Association President, Margaret Kelley, Bancroft School Secretary, R. N. Foulk, S. Linden and Clayton Sts. Worcester, Massachusetts—Principals’ Club President, Benjamin E. Martin, 20 Circuit Ave. Secretary, Florence St. Amour, 48 Florence St. Yonkers, New York—Principals’ Association President, C. Powell Townsend, 43 Shelburne Rd. Secretary, Mrs. Esther R. Chamberlain, 777 Warburton Ave. STATE ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATIONS Alabama—Department of Elementary School Principals President, J. C. Orr, Lakeview School, Birmingham Secretary, Mary Henderson, Bellinger Hill School, Montgomery Arkansas—Principals’ Section of the Arkansas Educational Association President, Ralph B. Jones, Fort Smith California—California School Principals’ Association President, Robert B. Abbott, Heaton School, Fresno Secretary, Grace Widemann, Gonzales Connecticut—Elementary School Principals’ Association of Connecticut President, Jennie M. O’Neill, North Street, Middlebury Secretary, Elizabeth E. Kirtland, P. O. Box 376, Yalesville Delaware—Department of Elementary School Principals of the Delaware State Education Association President, Howard Williams, Dover Secretary, Mrs. Mary Stafford, Kenton Florida—Department of Elementary School Principals President, Katie Dean, Miami Beach Elementary School, Miami Beach Secretary, Mrs. Edna W. Hennessee, Jackson School, Tampa Georgia—Elementary Principals’ Club of the Georgia Education Association President, Rusha Wesley, Lee Street School, Atlanta Secretary, Jessie Beard, Linwood School, Columbus Idaho—Department of Elementary Principals of the Idaho Education Association President, Chester E. Peterson, Lakeview School, Nampa Secretary, Harold F. Holsinger, Kenwood School, Nampa lowa—State Principals of lowa President, Mrs. Bess Lewins, Mason City Secretary, Reva Meredith, Newton Kansas—Association of Elementary School Principals President, E. C. Wine, Wichita Secretary, Margaret Brown, Topeka Louisiana—Elementary Department of Louisiana Teachers’ Association President, G. A. Zernott, Marksville Secretary, Mrs. Kate Gosselin, Bastrop Maryland—Elementary Principals’ Section of the Maryland State Teachers’ Association President, Edna Rolker, School No. 3, Baltimore Secretary, Mae Steig, School No. 88, Baltimore Massachusetts—Massachusetts Elementary Principals’ Association President, G. Winthrop Brainerd, Claflin School, Newtonville Secretary, Helen L. Thompson, Cabot School, Newtonville Michigan—Department of Elementary School Principals of the Michigan Education Association President, F. H. Atkinson, Ford School, Highland Park Secretary, Elizabeth Welch, Fairview School, Flint [ 532 ] Mint Pr E s Sc S« on TweLFrH YEARBOOK 533 —_— Minnesota—Elementary School Principals President, Anne Brezler, Garfield School, Minneapolis Secretary, Henry Morgan, Rice School, St. Paul Missouri—Department of Elementary School Principals Chairman, C. E. Stephens, Michael School, Saint Louis Secretary, Clara Falke, Wm. Rockhill Nelson School, Kansas City Nebraska—State Department of Elementary School Principals President, Gertrude Robey, Belmont School, Lincoln Secretary, Alta Jackson, Huntington School, Lincoln New Jersey—Department of Elementary School Principals President, Thomas Barnes, Lincoln School, East Orange Secretary Frederic K. Shield, School No. 4, Hackensack New York—New York State Association of Elementary School Principals President, Berten B. Bean, 701 City Hall, Buffalo Secretary, Grace D. Taylor, Glen Head, Long Island North Carolina—Department of Elementary Principals of the North Caro- lina Education Association President, P. S. Carmichael, 518 E. Trade St., Charlotte Secretary, W. E. Abernathy, Gastonia Ohio—Department of Elementary School Principals of the Ohio Education Association President, M. P. Watts, Worley School, Canton Secretary, Bertha Bridgman, 271 Second St., Byesville Oklahoma—Department of Elementary School Principals of the Oklahoma Education Association President, O. C. Griggs, 43 N. Wheeling, Tulsa Secretary, Mayme Goodin, Sequoyah School, Muskogee Oregon—Department of Elementary School Principals of the Oregon State Teachers’ Association President, Ruth Melendy, Box 705, Pendleton Secretary, Barbara Snyder, 123 E. 39th St., Portland Pennsylvania—Elementary Principals’ Section, Graded School Department, Pennsylvania State Education Association President, Anna W. Walker, 5732 Spruce St,, Philadelphia Secretary, J. F. Moore, 2346 Beaufort Ave., Pittsburgh South Carolina—Elementary Principals’ Department President, D. L. Barber, Dillon Secretary, Mary Era Hite, Rock Hill South Dakota—Department of Elementary School Principals and Super- visors of the South Dakota Education Association President, Rachel Newkirk, Sioux Falls Secretary, Jean Welker, Sioux Falls Texas—Elementary School Principals’ and Supervisors’ Association President, George P. Mecham, Corsicana Secretary, S. M. Callaway, 3409 Avenue L, Fort Worth Utah—Principals’ Section, Utah Education Association President, Arthur E. Peterson, Sandy Secretary, Henry C. Jorgenson, Sandy West Virginia—West Virginia Elementary Principals’ Association President, Henry Hamilton, Elkins Secretary, J. H. Reed, White Sulphur Springs Wisconsin—Elementary Principals’ Section of the Wisconsin Teachers’ Association President, J. C. Fitzgerald, Oshkosh Secretary, Eda Buston, Kenosha LIST OF MEMBERS THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS For tur Year 1932-33, Correctrep To May ALABAMA Brown, Gregory, Jr., Birmingham Cox, George D., Dodge, Olive J., siouers, Mobile Duvall, Rufus A., North School, Birmingham Flock, Mrs. Elizabeth C., 7 N. Mobile Follis, Hattie, Baker School, Birmingham Henderson, Mary, 1004 S. Hull St., Mont- Cunningham School, Curry School, Birmingham Board of School Commis- Birmingham Bayou St., gomery Hill, R. a “Te Martin School, 1201 14th Ave., N N., Birmingham Johnson, Harold B., Fairview School, Bir- mingham Kegley, T. M., Minor School, 2425 Ave. §, irmingham Lee, Farley, Teachers Training Library, Alabama Polytechnic Institute, Auburn McLatchy, Gertrude E., Elyton School, Second Ave. and Center, S. W., Birming- am MacMillan, Emma, 120 Cramer Ave., Mont- gomery Martin, Ralph, Kennedy School, 125 N. 63rd St., Birmingham. Matzenger, Lena, 1058 Selma St., Mobile Meigs, Mrs. Mary S., Noble Apts., Anniston Norton, H. B., Robinson School, 8400 First Ave., S., Birmingham Orr, J. C., Lakeview School, Birmingham Ozier, W. C., 1401 Ave. G, Ensley, Bir- mingham i James V., Gibson School, Birming- am Price, N. H., 310 N. Sixth St., S. W., Birmingham Reagan, W. A., Wylam School, Birmingham Sanders, E. O., Pratt School, Birmingham Sapp, Ella F., 1711 Third Ave., Bessemer Sayre, Elizabeth, 211 Cloverdale Rd., Mont- 10 N. Ann St., Mobile Snoddy, W. T., Acipco School, 1716 N. 31st St., Birmingham gomery Sheffield, Mrs. Frances L., Southerland, R. H., County Supt. of Schools, Livingston Underwood, C. Price, Glen Iris School, 1315 S. 11th St., Vaughan, Joseph T., Birmingham Wiener, Florence E., 252 S. Ann St., Mobile Williams, a wD, Avondale School, 4000 Eighth Court,” S., Birmingham Birmingham 5521 First Ave., S., ARIZONA Ballfinch, Loy, 2730 North Ave., Tucson Carlisle, O. L., Grammar School, Somerton Eubank, George W., Ft. Defiance Keen, Julia C., Fairchild’s Court, Tucson Kohn, Frederick A., Box 426, Casa Grande ad Willie, 314 W. Aspinwall, Win- slow Robertson, Ellen, 828 E. Fifth St., Tucson Sawyer, W. C., Union High School, Wilcox Sundquist, Ada M., 400 Reppy Ave., Miami 1, 1933 Tacquard, Mrs. Anna, 2239 KE. First St., Tucson ; Thomas, John Q., Supt. of Schools, Flag- staff s Townsend, Salome, 520 E. Fourth St., Tucson ARKANSAS Cohen, Flora L., 1109 Prospect Ave., Little ock Cordell, Thyra, Day, J. A., Evans, Bessie, Rock Jones, Ralph B., Peabody School, Ft. Smith Pitts, Gertrude, 915 Cumberland St., Little Rock Washington, Ruby, N. 14th St., Ft. Smith Webb, Victor L., 1514 W. 20th, Little Rock Williams, Mollie, Belle Point School, Ft. Smith Rogers School, Ft. Smith Junior High School, Ft. Smith 1005 McGowan St., Little Duval School, CALIFORNIA Abbott, Robert B., 704 Brown Ave., Adams, Mrs. Ida James, Olive View Fresno Public School, Addicott, Irwin Oliver, 2425 Fresno St, Fresno Alexander, Roxie E., 920 Virginia St., Vallejo Allen, Robert H., Jefferson School, Stockton Allison, Loretta, Mintie White School, Watsonville Andersen, Lora M., Route I, Box 359, Selma Anderson, Emma C., 7830 S. Harvard Blvd. Los Angeles Andreen, Earl P., Alexander School, 2807 Fairmount Ave., Hamilton San Diego Andrews, Mary A., 810 S. Ross St., Santa Ana Ashton, Adelene, Box K, Oilfields Atterbury, Lydia, John Muir School, serkeley - Aultman, Mrs. Lela W. , 6161 Barrows Dr., Los Angeles Axtelle, George E., 1206 Hollywood St., Oakland Badger, Abner A., 1468 W. Sepulveda St., San Pedro Baker, Alfred E., 6149 Hill Rd., Baker, Ethel I., R. F. D. 4, Sacramento ~~ x me. ld Banta, Mrs. Edythe R., Grant School, 29th and Summitt Sts., Oakland — = _ M. Elien C., 1156 22nd St., an or 'Fo-tnile, 2038 Bush St., Oakland Box 4630, Route 4, Box 460, Bakers- Santa Boseeeeen Otto W. 1701, Carmel Barnard, Nora Margaret, Malabar School, 3200 Malabar St., Los Angeles Barnes, Mrs. Jessie Baldwin, Horace Mann School, Long Beach Bates, Elizabeth, 365 S. Highland Ave.., Los Angeles Sunset School, Box [ 534 ] —_—_— Baxte Bedfo lan Benne Bensc Oal Beral Fr Berni ch Berr} Gl Biffe: An Blak: Po Blan Po Blen Al 30rd M 3ore Fi OW Little Smith Smith Little Smith Little 14th Rock , Ft. esno hool, St, TweLFrtu YEARBOOK 53 Baxter, Bernice, 25 Blair Ave., Piedmont Bedford, Rowena, Box 61, Route 2, Red- lands Benner, W. A., 1670 Grand Ave., Piedmont Benson, Albert N., Hawthorne School, Oakland Berard, Elvina L., 434 Wawona St., San Francisco Bernard, Lloyd D., State Teachers College, Chico Berry, Bertha Irene, 1261 S. Mariposa St., Glendale Biffer, Mary C., 1253 W. Fifth St., Los Angeles Blakemore, Edith E., 1030 W. Second St., Pomona Blanchard, Alice C., 238 E. Alvarado St., Pomona Blend, Frances, 5455 Fifth Ave., Los Angeles j3orden, Mary G., John Muir Modesto Borden, Nellie G., 2219 San Joaquin St., Fresno jowen, Wayne F., 403 S. Tamarind St., Compton Bowman, Samuel H., 6917 Converse Ave., Los Angeles Bowring, H. F., 1383 High St., Modesto Bradley, Anne M., 412 63rd St., Oakland Branson, Alice, 1367 Smith St., Kingsburg Breen, Mrs. Arminta M., Brooklyn Avenue School, 4644 Brooklyn Ave., Los Angeles Breen, Ellen R., 1067 Lincoln Ave., San Diego Brems, Edna M., 3558 Sixth St., San Diego Briscoe, William S., 2707 55th Ave., Oak- land Brown, Bessie Olive, 4053 Irving V1., Cul- ver City Brown, Guy E., Dist. Supt. of Schools, Livermore Brubaker, D. E., 2320 Greenfield Ave., West Los Angeles Buckalew, Harry L., Fresno Bushnell, Rose J., Angeles Butzine, Fred C., Elementary School, En- canto Calder, Jessie, 368 62nd St., Oakland Callahan, Mrs. Stella M. H., Mayflower School, Monrovia Campbell, Florilla, 825 N. Stockton — John W., 641 College Ave., rresno Cardozo, Truman V., Box 396, Riverbank Carmichael, Bessie M., 348 Louisburg St., San Francisco Carter, C. C., Box 58, Calwa City Cartwright, Royden M., Rosewood Avenue School, 503 N. Croft Ave., Los Angeles Catlin, Ruby, 816 Kern St., Kingsburg Chamberlain, Clarence W., 420 N. Murray St., Banning Chandler, Mrs. Myrtle B., 12343 W. Fifth St., Los Angeles Chapin, Alice, Speech Correction School, 733 Chamber of Commerce, Los Angeles Chase, Ethel E., 912 S. Chevy Chase, Glen- dale Christensen, Serena P., 6614 N. Berendo St., Los Angeles Clarke, Helen Frances, 2030 Selby Ave., West Los Angeles Claypool, Mary F., 2411 Marvin Ave., Los Angeles Clayton, Mrs. Rose C., Marguerita School, Alhambra Cleaver, Ruby, 244 Monterey Rd., South Pasadena Clemens, K. F., Box 25, Wasco Clifford, Charles A., 79th Street School, Los Angeles School, Jefferson School, 545 Wheeling Way, Los Baker St., Cobb, D. F., Thomas A. Edison School, Pasadena ‘offey, Julia C., Francisco ‘oleman, Ida Fulton, 10334 Tennessee Ave., Los Angeles ‘olerick, Mrs. Mabel S., 1633 E. 103rd Pl., Los Angeles ‘olestock, Mary A., 5011 Baltimore St., Los Angeles ‘ompton, John L., 1814 3akersfield ‘onstantine, Mrs. Pearl R., Gough School, San Francisco ‘ookman, Mrs. Grace Olive, 618 W. 49th St., Los Angeles ‘ooper, Mrs. Adelaide J., 612 W. 68th Stf., Los Angeles ‘ooper, Elizabeth P., 1805 Eighth Ave., Oakland ‘orrell, Vincent I., Ulysses S. Grant School, Long Beach Cotrel, Lucy, 3240 Clay St., San Francisco ‘otter, M. Elsie, Lazear School, Oakland Couchman, H. H., 717 W. 80th St., Los Angeles Cowan, Rose E., 200 N. Los Angeles Craig, Mary D. S., 3680 Colonial Ave., Venice , Crane, Clarence B, 1546 La Loma Ave., Berkeley Crapser, Jessamine, 1828 S. Mansfield Ave., Los Angeles Crase, Mrs. Drucie G., 1033 Clarendon Crescent, Oakland Croad, J. R., Sierra School, Sacramento Crookshanks, Sarah, 2649 S. Vermont, Los Angeles Crowley, Mrs. Viola W., Box 222, Canoga Park, Los Angeles Culver, Harriet E., 1717 Seventh Ave., Los Angeles Curley, Laura, 1121 Trestle Glen Rd., Oak- land Dacre, Emma L., 45 Henry St., San Fran- cisco Daly, Carrie, 556 Larkin St., San Fran- cisco Davin, Mrs. Bernice, 3227 Goldsmith St., San Diego Davis, Barney J., Union School, Lakeport Davis, N. Evelyn, 636 Chestnut Ave, Long Beach Day, Mrs. Mylitta Morris, 2026 Bath St., Santa Barbara Delmet, Don Thomas, 820 Walnut St., Nor- walk Desmond, Lucile H., Pershing School, Ma- dera Des Roches, Pauline, 1323 Woolsey St., San Francisco Dilworth, Anna M., 171 S. El Molino, Pasadena Douglass, Sherman, 3211 Santa Ana St., South Gate Drake, Ethelda, 3800 Pasadena Ave., Los Angeles Dreier, Mrs. Grace M. Mogle, 2132 W 74th St., Los Angeles Eads, Evelyn, 11659 Foothill Bivd., San Fernando Elledge, Mrs. Gladys Rodda, 1817 Holmby Ave., West Los Angeles Elliott, Bessie A., Box 102, Lemon Grove Elwood, Roby T., 201 S. Chapel St., Al- hambra Enfield, O. D., Eastman Street School, 1200 Eastman St., Los Angeles Ensign, Olive, 3736 Arlington, Los Angeles Errickson, Mrs. Lucile, 1555 Norfolk St., Los Angeles Estes, Charlotte, 2420 Gough St., San Francisco Farnham, N. H., 1427 Eureka, Bakersfield ~ Emerson School, San Forrest St., ~ _ ~ Rampart Blvd., 536 ELEMENTARY Scuoot PrRINcIPALS Feazell, Ruby Caroline, 29 Eureka St., Pasadena Field, Mrs. M. Elizabeth, School, Los Angeles Fikes, Edith E., 472 Ocean St., Santa Cruz Finchy, Katherine, Desert School, Palm Cheremoya Springs Finney, Grace E., 1919 W. 21st St., Los Ange " Finney, J., Crystal School, Suisun Floyd, rs "Mary L., 1018 Seward St., Los Angeles Flynn, Mary C., Route 2, Box 679, El Monte Foster, Bertha Ellen, Lincoln Elementary School, Corona Fraser, Jessie M., 716 Columbia Ave., Los Angeles — Mrs. Sue L., 204 Wayne Ave., Oak- an Fuller, Grace M., Emerson School, Fresno Gamble, Mrs. Leo M., 3838 S. Hobart Blvd., Los Angeles Gardner, Elizabeth M., 1027 W. Tenth St., San Pedro Gearhardt, Jessie M., Loreto Street School, 3408 Arroyo Seco Ave., Los Angeles bay Edna, 1409 W. 37th St., Los geles Gibson, Robert E., Dist. Supt. of Schools, Walnut Creek Gist, Arthur S., President, Humboldt State Teachers College, Arcata Glissman, Henrietta M., 136 S. Common- wealth, Los Angeles Glover, Mrs Percy F., Fremont School, Fourth and Termino " Ave., Long Beach Graf, Louise, 2136 W. 28th St., Los An- geles Quabem. R. J., 818 Spruce St., yoy Greene, Lucy ye 418 Jefferson Ave., Po- mona Alice, 112 W. Broadway, Grimshaw, M. Anaheim Grimsley, V. H., 2150 47th Ave., Oakland Grover, C. C., 610 E. 19th St., Oakland Hall, Lee Roy, 175 S. Greenwood Ave., Pasadena Hamer, Joseph W., Los Angeles Hamm, Max, 5961 Buena Vista Ave, Oak- land Hammatt, Hattie, John Muir School, —— Julius C., 842 E. 19th St., Oak- 1050 S. Gramercy Dr., Fresno an Hammond, Mrs. Gertrude Best, 7316 Cren- shaw Blvd., Los Ang eles 2409 E 27th St., Oak- Hammond, Ida M., an Hardman, Bess, 346 E. 51st St., Los An- geles Harris, Maude K., 1612 Huntington Dr., South Pasadena Hartshorn, Edna, 1011 W. 70th St., Los Angeles ——, Elisabeth E., 2199 California St., San Francisco Haw, Harry Huber, 1413 Golden Gate Dr., San Diego Hayes, C. K., Thousand Oaks School, erkeley ee Mildred L., 3960 Arlington Ave., An gel es Hayward, “lies. Lucy M., 3521 E. First St,. ng Beach Heacock, A. B., 709 E. Windsor Rd., Glen- dale Heisser, Della B., Turlock Helback, Merle, 1307 Lagoon Ave., Wil- mington Helm, Mrs. Florence G., 54th Street School, 5501 Eileen St., Los Angeles Helms, W. T., Supt. of Schools, Richmond Dist. Supt. of Schools, Hendrick, Orra Leta, 2129 S. Alsace Ave., Los Angeles Ida F., 2653 Menlo Ave., Hewitt, Mrs. Los Angeles Hitchcock Earl E., Belvedere School, 3724 . First St., Los Angeles Hoffman, Mrs. Howardine G., 437 River- side Dr., Chino 2 Holleran, "Nora, 15th Street School, San Pedro Hollowell, Hazel, Ritter School, 11109 §. Alameda Blvd., Los Angeles Holmes, Edith M., 2817 N. Sichel St., Los Angeles Homan, Rose, 1633 College Ave., Fresno Hooker, Ora Whitley, 947 W. 30th St., Los Angeles Hopkins, Clarence G., 438 N. Brannick . Los Angeles Houston, Edith L., 790 Calmar Ave., Oak- land Howard, Mrs. Gertrude G., 227 W. Hill- crest St.. Inglewood Hughes, Mrs. Mary E., San Bernardino Hunt, Loie, 351 Myrtle St., Glendale Huntington. Henriette L., 1206 O St. Sacramento Huntoon, Mrs. Georgie K. Miller, 1029 W. 56th St., Los Angeles —- M. E., 3144 Claremont Ave., Berke- ey Ingraham, Mrs. Jessie E., 1437 Bond St., Los Angeles Irwiit, Kathryn, 322 Seventh St., Antioch Iversen, Ida Christine, 349 N. Wilton PL, Los Angeles Jacobsen, E. W., 1025 Second Ave., Oak- 847 Campus Way. un Janes, Hattie E., 2439 Maripos St., Fresno Johus, C. L., 7004 Marconi, Huntington Park Johnson, Mrs. Ethel S., 600 37th St., Sac- ramento Johnson, Frank R., Supt. of Schools, Quadalupe “—o. Henrietta, 1502 Jackson St, Oak- an Johnson, Mrs. Lois E., 230 Sixth S&t., Clara B., 5905 Lillian St., Los Pacific Grove Jones, Angeles Jones, Elizabeth, 3427 E. Flower, Los An- geles Kelly, Florence M., Fries Avenue School, 1301 Fries Ave., Wilmington Kelly, Julia M., 1801 New Jersey St., Los Angeles Kendall, Joseph L., 856 N. West Los Angeles Kerr, Clare, 240 E. 11th St., Claremont Kilton, Inez G., 1140 E. First St., Long Beach Kimes, William F., Box 176, Avenal Nizer, K. B., 549 Channing Ave., Palo Alto Klaus, Bertha J., 240 Downey St., San Francisco Klene, Vivien, John Muir School, 15th and Pacific, Long Beach Kottinger, E. W.. Durant School, Oakland Krauss, Luise H., 115 Palm Ave., San Francisco Kretsinger, R. W., 3050 55th Ave., Oakland Kyte, George C., Haviland Hall, University of California, Berkeley Lages, Dora, 311 Lester Ave., Oakland tae J. David, Franklin School, Bakers- Doheny Dr., fie Lander, Aga D., 1205 Ferry St., Martinez Lawrence, Mabel M., 619 N. Ave 56, Los Angeles he Mrs. Neva, 808 Quincy St., Bakers- e Lenvig, Bessie C., 117 N. Ave. 55, Los Angeles Locke, Allan F., McKinley School, Vallejo ; Ma _ ————. Ave,, Ave., 3724 River. , San 09 §. » Los resno » Los nnick Oak- Hill- Way. St., 2 W. erke- St., ‘ioch Dak- esno zton Sac- ols, Jak- St., Los An- ool, Los Ir. ont : yng lto an nd an nd ty eZ os 0S jo TweELFTH YEARBOOK 537 Locker, Mrs. Jessie V., 4532 E. Eighth St., Huutington Park Love, M. Lily, 15 Paloma Ave., Ingleside Terraces, San Francisco Lucas, Mrs. Blanche, Elementary School, Dos Palos Lyon, Harley W., 95 N. Sierra Bonita Ave., Pasadena McChesney, P. C., 2400 Sixth Ave., Sacra- mento McCleish, Nellie, 3722 Elmwood Court, Riverside McClure, Martha, Public School, Reseda McDonald, George J., 28th Street School, 2807 Stanford Ave., Los Angeles McGorray, William E., 117 S. Mountain View Ave., Los Angeles McGraw, Mrs. Margaret A. F., 6351 Olympic Bivd., Los Angeles McMahon, Minnie M., 928 W. Fifth Ave., Pomona McMaster, J. F., Eugene Field School, Glendale McPhee, Ellie E., 3324 21st St., San Fran- cisco MacClenathan, Ruth, Brooklyn School, 30th and Ash St., San Diego MacMillan, Jean, Ramona School, 1100 N. Normandie Ave., Los Angeles Magaw, William J., 5365 Huntington Dr., Los Angeles Maland, Mrs. Emma W., 769 Page St., San Francisco Maloy, Arthur H., Box 901, Lindsay Manley, Edna T. H., 1049 S. Mansfield, Los Angeles Marbut, John W., 1140 Mahar St., Wil- mington — Maud, 400 Montclair Ave., Oak- an Martin, Paul, 2635 Rawson St., Oakland Massenge, Victor, Kirk School, Fresno Maxwell, Mrs. Hazel M., 624 S. Main St., Santa Ana May, Hilda, 754 Third Ave., San Francisco Meeks, Ida V., 1252 14th St.. San Diego Mever, Mrs. Laura H., 1661 Crescent Heights Blvd., Los Angeles Miller, Douglas B., Maxwell Park School, Oakland Milner, Pearl, 2320 E. 16th St., Los An- geles Mishler, Grace M., 577 E. Pasadena St., Pomona Mock, Thomas M., Horace Mann School, 128 S. Arnaz, Beverley Hills Molony, Mrs. Edith, 232 N. Altmont Dr., Beverly Hills Mooney, Frances A. C., Hawthorne School, Shotwell and 22nd St., San Francisco Morgan, Mary E., 107 Center St, Santa Cruz Morris, Mrs. Marie C., 340 McHenry Ave., Modesto Morrison, Daisy P., Heliotrope School, 4800 E. Slauson, Maywood Morrison, Mrs. Isabelle W. C., 14615 Mag- nolia Blvd... Van Nuys Mount, Mrs. Florence D., 625 E. Lomita Ave., Glendale Munce, Tillie Carolyn, 14 Glenn Ave., Fresno Nagle, Mary I., Toland Way School, 4545 Toland Way, Los Angeles Needham, Muriel B., 444 Melrose St., Modesto Nelson, Ada S., Elementary School, Los Nelson, H. G., 525 S. Ross, Santa Ana Netz, Joseph, 2311 Tenth Ave., Los Angeles Newman, Mrs. Ethel B., 2214 Ocean View Ave., Los Angeles Nichols, Roy T., 1014 Everett Ave., Oak- land Norton, Mrs. Alice R., 539 Hampton Court Phone 378 Golden Gate Ave., San Fran- cisco O'Bannon, Mary B., 137 Ardmore Rd., Berkeley Olinder, Mrs. Selma B., 108 N. Third St., San Jose Orr, Jane C., 92nd Street School, 9211 Grape St., Watts Outcalt, Mrs. Adele M., 925 Robinson St., San Diego Owen, William E., 1048 N. Sierra Nevada St., Stockton Paine, Mae L., 131 W. Ave. 42, Los Angeles Parker, Bertha Mae, John Muir School, Santa Monica Patten, A. P., Roosevelt School, Modesto Patten, Mrs. Nina S., 905 Hickory St., Compton Peck, Mrs. Kathryn H., McKinley School, Santa Monica Peddie, Mrs. Gertrude W., 128 W. 83rd St., Los Angeles Peters, W. J., Hester School, San Jose Phoenix, Hattie B., 329 W. Micheltorena St., Santa Barbara Pitkin, Mrs. Virginia R., 411 S. Occidental Blvd., Los Angeles Plagemann, Dora E., 1369 Hyde St., San Francisco Pollich, Raymond Elliott, Grant School, Holiywood Poore, Margaret I., 2551 Ivy Dr., Oakland Poulsen, Esther R., 1823 Grand Ave., Santa Barbara Preston, C. W., Eagle Rock School, Los Angeles Pullis, Mrs. Jessica K., Hotel Figueroa, 938 S. Figueroa, Los Angeles Quick, C. F., 125 Claremont Ave., Long eac Racek, Mrs. Josephine W., 530 California Ave., Venice Rasmussen, Mrs. Eva Hale, Box 714, Auburn Rector, W. G., 5957 Chabolyn Ter., Oakland Redden, Albert, 8668 Evergreen Ave., South Gate Reinke, Gertrude H., 5063 Floriston Ave, Los Angeles Renshaw, Elizabeth, 211 S. Kroeger, Ana- heim F Reynolds, Christine Marsh. 5657 Meridian St., Los Angeles Richards, Marcella, 1764 W. Washington St., Los Angeles Riggins, Mrs. Mildred, 3670 S. Raymond Ave., Los Angeles Riordan, Catherine F., Sheridan School, Capitol Ave. and Lobos St., San Fran- cisco Ritchie, Mary LeVan, Hoover’ Street School, 867 S. Hoover St., Los Angeles Roberts, Bertha, 2151 California St., San Francisco Roberts, Eulia S., 10325 Orton Ave., Los Angeles Roberts, Grace, Public School, San Fer- nando Rose, Jennie, 1427 S. Mansfield Ave., Los Angeles Roth, Minnie J., 1625 O St., Sacramento fowell, Mary Grace, 271 §S. Oak Knoll, Pasadena Rusling, Mrs. Cora S., 4416 S. Normandie Ave., Los Angeles Ruth, Clarence, Dist. Supt. of Schools, Lompoc Ryan, Jane, 1096 Fulton St., San Fran- cisco Sands, Elizabeth, Second Street School, 1942 E. Second St., Los Angeles Saxton, M. Emma, 1015} Virginia PIl., Glendale Scalapino, William, 1315 Alta Vista Rd., Santa Barbara Scharf, Mrs. E. Pearl, 834 Nourita P1., Venice Schweitzer, Charles G., 5933 Miramonte Blvd., Los Angeles 538 ELEMENTARY ScHOOL PRINCIPALS Seavey, Josephine, 2300 Van Ness Ave., San Francisco Sessions, Herbert Alanson, 123 W. Ivy St., Hanford Shafer, Paul F.. 647 165th St., Gardena Shane, G. N., Melrose School, Oakland Shepard, Anne, 1303 Yosemite Dr., Los Angeles Silvia, J. Defray, 319 W. Ortega, Santa Barbara Sletten, Theresa C., 933 Lincoln Blvd., Santa Monica Smith, Agnes L., 216 Olive St., Hunting- ton Beach Smith, Effie E., Frank McCoppin School, Seventh Ave. and Balboa St., San Fran- cisco Smith, Leslie G., 2511 College Ave., Berke- ey Smith, Lucile, 1118 W. 41st PL, Los Angeles Smith, Mollie A., 2274 Virginia St., Berke- 1 ey Smith, W. Max, John Muir School, Merced Snell, Harvey, Grammar School, Riverdale Snow, Irene, 2270 Main St., Napa Snyder, Peter H., 3844 Belmont Ave., San Diego Snyder, R. W., 546 Rosal Ave., Oakland Somers. John, Stonehurst School, Oak- an Spencer, Mrs. Hattie A., Hotel Mt. Lassen, Susanville Starr, A. G., 2126 St. Jarlath’s Ave., Oak- land Stearns, Oletha, 1524 Martel Ave., Holly- wood Stewart, Hugh B., P. O. Box 26. Arcata Stewart, Mrs. L. H., 111 Post St., Petaluma Stolz, Rose C., Richelieu Hotel, Van Ness at Geary St., San Francisco Stopher, Mrs. Grace, 347 Eighth St., San Bernardino Stull, Helene M., 925 N. Hayworth Ave., Los Angeles Sylvester, Helen, Euclid School, San Diego Tardelli, Agnes R., Sherman School, Union and Franklin Sts., San Francisco Taylor, Leo E., Lafayette School, Oakland Tessmer, Etta H., 618 Girard St., San Francisco Thomas, Carl Dane, 1217 S. Genesee St., Los Angeles Thornquist, Mrs. Marie H., 339 N. Harvard Blvd., Los Angeles Thurston, I. P., 600 S. Rowan Ave., Los Angeles Tibbetts, Mrs. Alice B., 3355 Canfield Ave., Los Angeles Tillman, Florence, 2725 Prince St., Berke- ley Tingley, Grace W., 360 S. West Lake, Hollywood Tudbury, Ethel W., Washington School, Berkeley Turner, Elsie V. W., 111 Upton, Anne Hale, 162 Angeles Vail, Vesta E., 356 Laurel St., Santa Cruz Van De Goorberg, Wilhelmina, 1606 N. Ave. 55, Los Angeles Van De Mark, Mrs. Della A., School, Oakland Vandyke, Mrs. Edna S., 10635 Putney Rd., West Los Angeles Vineyard, Julia M., 7511 Raymond Ave., Los Angeles Voiles, Mrs. Stephenia Hill, 1734 N. Mari- posa_Ave., Hollywood Von Hatten. Emma A., 1017 30th St., Sacramento Wade, May C., Cragmont School, Berkeley Wagner, Olive E.. 409 W. Bishop St., Santa 7 15th St.. Modesto 5 W. 47th St., Los Lakeview Ana Wallace, Maude, 374 Ilanover Ave., Oak- land Walter, Robert Bruce, 338 N. Milton Dr. San Gabriel Ward, Susie A., 198 Hancock St., San Francisco Waters, Sylvia, 901 D St., San Bernardino Webster, Mrs. Mae V., 754 Chatsworth Dr, San Fernando Weiser, Anna E., 2110 Chester Lane, Bakersfield Wells, Verna E., 924 Hiulladay St., Santa na Wemken, Nellie Opal, 1321 Cortez St., Los Angeles Westerhouse, E. E., 15 Forest, Arcadia Whitaker, Forrest, 4865 Riggins Ave., Los Angeles White, Clara H., 2735 Union St., San Fran- cisco Wickersham, Jessie B., 732 Cabrillo Ave., San Pedro Widemann, Grace V., Box 134, Gonzales Wilhelmy, George Max, 122 Frances S&t., Sunnyvale Williams, Mrs. Clara Martin, 1322 N. High- land Ave., Los Angeles Williams, Mrs. Maude W., 10408 Gor- man Ave., Watts Wilson, Mrs. Ethel C., 29 N. Third St., Alhambra Wisler, Mrs. Emma C., 6542 Bella Vista Way, Los Angeles = Ann M., 1936 Orchard Ave., Glen- ale Witman, Elizabeth H., South Park Avenue School, 455 E. Manchester Ave., Los Angeles Wood, Thomas A., Madison School, Santa Monica Wood, T. P., 3028 Hill St., Huntington Park Young, D. M., 1449 Lincoln St., Kingsburg Young, George Arthur, 5722 Meridian St., Los Angeles Young, Sarah L.. 7921 Ney Ave., Oakland Zimmerman, Bruce L., 2452 Virginia St., Berkeley Zimmerman, F. B., 3245 Flagg Ave., Oak- land COLORADO Abbott, Carlotta G., 1540 Washington St., Denver Bennett, Aubrey, 1650 Locust St., Denver Buck, Nellie M., 133 W. Fourth St., Salida Carson, Mary G., Edison School, Denver Combs, Ethel L., 2923 W. 28th Ave., Den- ver Cordingly, Elizabeth, Thatcher School, Denver Cornish, Lydia R., Evans School, W. 11th Ave. and Acoma, Denver Davis, Robert L., Public School, La Veta, Colo. Doble, Flora I., Sherman School, Second Ave. and Grant St., Denver Eagleton, W. H.. Eagleton School, 845 Hazel Court, Denver Erb, Edith M., 2870 Raleigh, Denver Evans, Dave D., 2538 Elm St., Denver Fitzpatrick, Jessie K., 936 Mapleton Ave., Boulder Force, Anna Laura, Lake Junior High School, Denver Forsyth, Bessie M., 537 Bross St., Long- mont Gard, Clara F., Fairview School, 11th and Decatur St., Denver Godsman, Mrs. Charlotte J., Montclair School, 13th and Quebec St., Denver Gruenler, Arthur M., 1420 E. 13th Ave., Denver Herrington, Eugene H., 4646 W. 31st Ave., Denver THlolmes, Ethel, 2610 S. Sherman St., Den- ver Johnson, C. T., 1424 E. Fifth St., Pueblo Kell ve Ketr Kirk c Klei Lin¢ Mck Me) A Mor Noa Noe al O'B Pan Plu Que Ren Ss Ric Ris L0¢€ Rol 1 Shi Sin Sla Sm Sm St Sw Sw Sw We W: nm Dr, » San ardino : .. Lane, Santa ‘.y Los idia Ave., Fran- Ave., nzZales s St., High- Gor- | St. Vista Glen- enue Los santa igton burg St., land St., Oak- St., nver lida iver Den- ool, Lith eta, ond 845 ver ve., ‘igh ng- und air ve., en- blo TweELFTH YEARBOOK 539 Keller, Elizabeth M., 1540 Grant St., Den- ver Ketner, Sarah P., Washington Park School, Mississippi Ave. and S. Race St., Denver Kirkwood, Helen G., Ivywild School, Colorado Springs Klein, Louise, 712 Harrison St., Denver Lind, Nellie V.. Stedman School, 30th and Dexter St., Denver McKay, Mrs. Edna A., 728 State St., Ft. Morgan McMeen, George M., Swansea School, 46th Ave. and Columbine St., Denver Morton, Max D., Thatcher School, Pueblo Noar, Frances, Smedley School, Denver Noce, Lillian, Webster School, W. 36th and Lipan St., Denver O’Boyle, Lila M., 829 Fillmore, Denver Pantall, Myrta, 515 S. Third Ave.. Sterling Plumb, Mae A., 909 Third Ave., Long- mont Queree, Pearl, 2914 W. 29th Ave., Denver Remick, Nellie A., Acacia Hotel, Colorado Springs Ricketts, Blanche, 522 Arapahoe Ave., Boulder Rishel, John B., Barnum School, Denver Roe, Mrs. Myrtle A., 116 Phelps St., Sterl- ing Romick, Nelle, Columbine School, Colum- bine and 28th, Denver Shute, William C., 2651 Vine St., Denver Simpson, Genevieve, 736 Race, Denver_ Slavens, Leon E., 707 E. Tenth Ave., Den- ver Smith, Luna I., 1513 Ninth Ave.. Greeley Smith, Mrs. Margaret Mendenhall, Ebert School, Denver Strack, Caroline, 216 E. Routt, Pueblo Swanzey. Linah, Bessemer School, Pueblo Sweet, Mayme, 636 York, Denver Swinehart, Blanche, 308 W. Grant, Pueblo Walsh. Delia, 404 N. Seventh St., Rocky Ford Watts, Lillie E., Asbury School, S. Marion and Asbury, Denver White, Mrs. Julia M., Steel School, S. Marion and Alameda Ave., Denver Wiley, Gilbert S., 2140 S. Clayton St., Denver Zirkle, H. W., 357 Lincoln St., Denver CONNECTICUT Adams, Dorothy R., Long Lots Rd., West- port Allen, Elizabeth, 516 Columbus Ave., New Haven Anderson, May F., Holmes School, Darien Baker, Frances E., South Grammar School, East Hartford Barnes, Percival S., Supt. of Schools, East Hartford Barry, Lena F., Barnum School, Noble Ave., Bridgeport Bennett, Ada Gray, 56 Lorraine Ter., Bridgeport Bestick, Grace V., 229 Wells St., Bridge- port Blackham, Florence E., 303 E. Main St,, Bridgeport Blackmer, Victor A., 64 North St., Dan- bury 3rennan, Katharine A., 182 Lloyd St., New Haven Breunig, Mrs. Emma P., Roger Sherman School, Fairfield Bridgett, Alice E., Colony Street School, Wallingford Burgess, Bliss M., 75 George St., Bristol Burnap, R. S., Central Grammar School, Milford Carrington, Ralph W., Bunker Hill School, Waterbury Condon, Anna A., 74 Garden St., Stamford Cornish, William B., Center and Elm Street Schools, Stamford Curran, Katherine H., 162 Bunker Ave., Meriden Desmond, D. Giles, Box 94, Tariffville Doolittle, Mary G., 530 Ridge Rd., Hamden reese, Anna E., 1167 E. Main St., Water- ury Fish, Stanwood S., 95 N. Whitney St.. Hartford Freeman, Edward S., 34 Powell Pl., Stam- ford French, Harold R., John J. Jennings School, Bristol Fresher, Mary M., Eastern Point School, Groton Fuller, Nellie P., 1 Fuller St., New Lon- don Gray. Caro M., 123 Stearns St., Bristol Harris, Edna M., 10 Breckenridge Ave., Meriden Hart, Harry T., Stevens School, Stamford Haves, Josephine A., 624 Orange St., New Haven Hine, Edith M., 46 Prospect St., Torring- ton Holroyd, Ida G., 33 Dora Circle, Bridge- port Keefe, E. Mae, 50 Spencer Ave., Waterbury Kelley, Maude S., 17 Atwater St., New Haven Kirtland. Elizabeth E., Public School, Yalesville Knowlton, Lillian D., Benton School, New Haven Jourdan, Caroline C., Haven McCall, Harold, 53 Prospect St., Stamford McCann, Marie, McKinley School, Knapp’s Highway, Bridgeport McDermott. Millicent R., Street School, New Haven McGrath, Elizabeth M., 1770 Park Ave., 3ridgeport Madden, Grace E., New Street School, Dan- bury Malcolm, Elizabeth R., Dante School, New Haven Martin. Louise, E. F., 7 Arch St., Norwalk Mink. Emma Freda, 214 Palisade Ave., Bridgeport Monahan, Julia A., Washington School. 466 Howard Ave... New Haven Morehouse, Helen B., 84 Mansfield Ave., Eaton School, New Ferry Darien Murphy, Mary E., 56 Washington Ter.. Bridgeport — Abbie R., 505 Main St., Wethers- fiel¢ Newton, Fred L., Jennings School, New London Nielsen, Esther L., R. F. D. 9, Hillside Rd.. Fairfield — William S., Public School, Glen- ville OConnalt, Clara T., 27 Pleasant St., Bris- to O'Reilt, Jennie M., Duggan School, Middle- yurY Patterson, Bernice R., Charter Oak School, West Hartford Patterson. Thomas H., Thomas H. Pat- terson School, First School Dist. Bristol Pease, Eva B., Elmwood School, Elmwood Rickard, Anna E., 361 Brooklawn Ave., Bridgeport Riggs, F. B., Indian Mountain School, Lakeville Rinn, Rose M., 60 Merrell Ave., Southing- ton Sherman, Anne K., 55 Rusling Pl, Bridge- port Smith, Minnie H., 201 Center St., West Haven Steele, Julia M., 45 Holbrook St., Ansonia Stevens. J. Edwin, 532 King St., Stratford Stevens, Ralph S., Church St., Yalesville Stewart, Nettie B., 16 High St., Thomaston 540 ELEMENTARY ScHoot PRINCIPALS Tetrault, Isabel Coulter. Mohican Hotel, New London Thompson, Audrey M., Hindley School, Darien Tyler, Elma, Deep River = Annie L., Grasmere School, Fair- ld Walker, Mrs. Julia Banks, 55 Eaton St., Bridgeport Weaver, Alice M., 139 Main St., Norwalk Whitman, Helen H., 48 N. Main St., West Hartford Wilcox, Gladys, 254 Wethersfield Ave., Hartford Wright, Catherine D., 238 Steele Rd., West Hartford — George W., Nortbwest School, Hart- or DELAWARE Brinser, Ira S., Supt. of Schools, Newark McMenamin, David, R F. D. 1, Wilmington Mendenhall, Clara, 1312 Van Buren St., Wilming ow Stahl, H. DISTRICT OF COLUMBIA Ashton, Robert H., 723 Girard St., N. W. Ballenger, Lou E., 1801 16th St., N. W. mognase, Caroline F., 1705 Lanier P1., N. W. Brewest, Mary Virginia, 4504 Douglas St., 3ush, Grace, 922 F St., N. E. Clark, Eugene A., Miner Teachers College Cornell, Florence N.. Edmonds School Craighill, Susan R., 3062 Q St., N. W. ~~ E. E., 3133 Connecticut Ave., Dilger, Mary , 8810 Warren St., N. W. Dore, Ba Ad L., 2862 28th St., N. W. Draney, Mary E., sone Burroughs. School Duganne, Mrs. L. R.. B. Powell School Dulin, Cecilia P., 110 } Ss Ave., N. E. he a ea L., 3041 Sedgwick St., IW , Supt. of Schools, Claymont Frank, Mary W.. Petworth School Gantleyv, Helen G., 2726 Connecticut Ave., Ww Gibbs, Mildred E., Stevens School Gillem, Mrs. Nellie F., 1733 U St., N. W. Given, "M. E., 4700 Connecticut Ave., N. W. Homacd. Sarah B., 2901 Connecticut Ave., Hubbard, Frank W., Associate Director of Research, National Education Associa- tion, 1201 16th St., N. W. rg G. E., 510 E. Clifton =a: Lind, A. Grace, 4516 14th St., Ww. Llufrio, Mary H., 3213 ae Mill Rd. Luebkert, Constance, John Eaton School Lyddane, Margaret R., 3500 14th St., N. W. Matthews, Samuel D., 1811 First St., N. W. Merritt, Mrs. Margaret R., 225 Emerson St.. Mortimer, Flore nee C., 1141 New Hamp- shire Ave., N. W. Netperiant ‘Mrs. Rosa Stokes, 513 Third t yi O’Hara, Elizabeth, 135 S St., N. W. Ossire, Cora A., C urtis Hyde School Ossire, Mary, Fillmore School, 35th and S Sts., N. W. Payne, John C., 654 L St., N. E. Pearson, M. Blanche, 1829 Monroe St., W. Perry, Leon L., 913 P St., N. W. Pimper, Cora "H.. Ludlow School, Sixth and G Sts., N. Pinkston, Eva G.. Executive Secretary, Department of E lementary School Prin- cipals, 1201 16th St., Ww. Pulizzi. Blanche L., $012 Harrison St., N. W. Renfro, D. I., 1516 12th St., N. W. Ruediger, Imogene I., 2836 28th St., N. w. Sanderson, A. I., 4115 Military =. N. W Savoy, A. "Kiger, 217 T St., N. Scrivener, Emily, 1012 Monroe Wi. N. E. Shankland, S. D., Executive Secretary. Department of Superintendence, 1261] 16th St. Simmons, Effie P., 1317 R St., N. W. Smith, Mrs. Josephine C., 1948 Second St.. Ww. Syphax, John E., 1338 2 Bt. Ww. Tolliver, R. E., 92088 Nw Wallace, Florence c.. iB , a PL, FLORIDA Arrington, Mrs. Stella P., Supvg. Prin, of Primary Schools, Sanford Babbitt, Mrs. Pearl H., 1804 Sanford Ave., Beal. Beulah, 151 W. Ninth St., Jackson- Beaman, Annie, New Springfield School, Jacksonville 1050 S. W. Sixth St., Benson, Olga D., Miami Bogart, Elizabeth M., 1412 Market St., Jacksonville Carrier, Mrs. Alice Bingham, Orange Street School, St. Augustine Cason, Claribel, Citrus Grove School, Miami Cobb, Mrs. Elizabeth D., 403 N. St., Tallahassee Cooke, Nellie E., 123 E. First St., ville owe Mrs. W. H., 422 E. Cervantes Pensacola outs. Mrs. Lola M., 151 W. Ninth St., Jacksonville Dean, Katie, 412 S. W. Fifth Ave., Miami Delaney, Mrs. Elsie R., Riverside Ele- mentary School, 221 S. W. 12th Ave., Miami Fairlie, Margaret C., 1035 E. Bay St., Jack- sonville Fleagle, Mrs Luneta, 512 E. Frierson Ave., Tampa Folsom, D. P., Sealey Memorial School, Tallahassee Calhoun Jackson- “~—. Frank M., 404 E. Ross Ave., am Gastonia’, Lorraine, 228 N. W. Tenth Ave., Miami Gwin, Lillian, 2818 Nebraska Ave., Tampa Hamer, Mrs. Mildred, 6020 Floravista Ave., Tampa Hammond, Mrs. Allie M., 508 S. Oregon Ave., Tampa Hendry, Mrs. Ethel D., St., Arcadia Hennessee, Mrs. Edna W., son School, Tampa ae L., 816 Oak St., Jack- son e Jordan, Mattie, 2307 Tampa Kent, Mrs. Mary, 1013 E. Buffalo Ave., Tampa Leatinaee, A. E., Route 1, Arcadia Leenhouts, Laura N., 3083 N. W. Seventh St., Miami McIntosh, James L., V. M. Ybor School, Tampa Morgan, Annie R., 919 Wolfe St., Jack- sonville Norris, Mrs. Edward F., 414 E. Sixth St., Jacksonville Provin, Mrs. Grace D., mentary School, Miami Sproull, Katherine F., 1545 Hubbard St., Jacksonville — Mrs. A. H., 909 W. Colonial Dr., 828 Oak St., Jack- 212 W. Imogene Thomas Jack- Southview Ave., Shenandoah Ele- Upson, Ruth Newell, sonville — ~~ aa Zz i retary, 1261 Vv. nd St. ” h Pl, Prin, | Ave., ckson- chool, n St, } ae Street chool, lhoun kson- antes te, liami Ele- Ave., Jack- Ave., hool, Ave., Ave., mpa Ave., gon zene ack- ack- ve., ve., nth ool, St., ile- oe. PP, ck- TweELFTH YEARBOOK 541 Westheny. Hazel, 454 N. E. 38th St., jami Williams, Bessie L., 209 W. Ashley St., Jacksonville Yniestra, Allie, 229 N. Spring St., Pen- sacola GEORGIA Albright, Mrs. T. D., S. M. Inman School, 774 Virginia Ave., Atlanta Axley, Mrs. Lowry, 313 E. 53rd, Savannah Beard, Jessie, 1222 Peacock Ave., Columbus Burnett, Emma, 1196 Boulevard N. E., Atlanta a Annie, Davis Street School, At- anta Corrigan, Gertrude, Highland School, At- lanta Cox, Mrs. Lena H., Holly-Oaks, Route 2, Atlanta Davis, Mrs. W. P., 185 Westminster Dr., N. E., Atlanta Faver, Kate R., Route 1, Smyrna Flynn, Lillian R., 94 11th St. N. E., Atlanta Hallman, Mrs. Laura Y., R. F. D. 3, Macon Harris, Mabel H.. 836 College St., Macon Hicks, Cleophas M., Inman Park School, Atlanta Hilsman, Athens Hodgkins, Mary E., Alexander School, Macon Holt, a 728 Napier Ave., Macon Jeter, Caroiyn V., Lakewood Heights School, Atlanta Johnson, Lula M., Ave., Atlanta Jones, Ruby, Peeples Street School, Atlanta Kendrick, Margaret C., Jerome Jones School, Atlanta Kingsbery, Lula L., English Avenue School, Atlanta Lin, Mary, 423 Clairmont Ave., Decatur Martin, A. G., 1430 Gordon St, Ss. W Atlanta Mathews, C. B., Supt. of Schools, Newman Moore, Mrs. Arthur, Imperial Hotel, At- lanta Nolan. Lucile, Adair School, Atlanta Orr, Dorothy, 538 Holderness St., Atlanta Pew. Mrs. B. H., 1020 Columbia Ave., At- lanta Polland, Gertrude, Morningside School, At- lanta Purcell, B. D., 325 W. Washington Ave., East Point Bhar. Maude A., 185 Westminster Dr., E., Atlanta mm. Jessie, 380 Orange St., Macon Richardson, Eva E., 307 Second Ave., At- lanta Riley, Romana, 404 E. Henry, povenoes Roddey, Helen, 1230 Peachtree St., E. Atlanta Smith, Emma O., 335 College St., Macon Soloman, Maggie, 1068 W. Peachtree St., Atlanta Stallings, Lila, 1017 Egmont St., Bruns- Pattie, 196 Henderson Ave., 198 Ponce De Leon wic Standard, Mary. Smillie School, Atlanta Taylor, ane 458 N. Highland Ave., N. E., Atlant a Taylor, Rosa. 227 Bond St., Macon Thornton, Mrs. Eva L., Joel Chandler Harris School, Atlanta Tuck, Sara E., 1010 McLynn Ave., N. E., Atlanta Walker, Knox, 979 Los Angeles Ave., N. E., Atlanta —— Mary W., 115 E. 36th St., Savan- —, puaene, Faith Elementary School, Atlan Wesley, , Lee Street School, Atlanta Whitworth, Mrs. R. B., 1106 Austin Ave., S. E., Atlanta Wilson, Mrs Homer L., Public School, olton Woods, Mary E., 1071 Madison Ave., Wurm, Lillie, Moreland School, Atlanta IDAHO Bell, O. E., Central Junior High School, Idaho Falls Black, J. _ 1503 W. Bannock St., Boise Harold, E. 405 S. Sixth St., Pocatello Holsinger, Shan H., 2812 Pleasanton, Boise Johnson, Anna, Hotel Idaho, Idaho Falls Norton, ‘Coral M., 1402 Franklin St., Boise Peterson, Chester E., 1716 Third St., S., Nampa Thomas, M Ray, Box 154, Downey ILLINOIS Anderson, Hazel, Washington School, Elm- hurst Anspenth, G. E., 1923 S. Throop St., Chi- cag aresee, Charles R., 1015 North Ave., Rockford Astrom, C. Elsie, 1222 Sixth Ave., Moline Barber, Olive, P. A. Peterson School, Rock- ord — Marshall G., Grade School, Grays- ake Bauerle, Martha M., 10 S. Mason, Chicago saumgardner, H. H., 815 E. Nebraska Ave., Peoria 3eck, Paul H., 706 S Park Bednar, Christine, 132 W. Marquette Rd., Chicago Bielenberg, Emma J., 3634 N. Avers Ave., Chicago Boland, May Frances, 952 Lincoln Ave., Decatur Bolerjack, Hobart, Columbus School, Cicero 3one, Paul L., Woodrow Wilson School, Hartford Booth, Gilbert, Junior High School, West Chicago Born, William T., 1041 Home Ave., Oak Park 3ower, Horace, 111 S. Glenwood Ave., Springfield Bowyer, Vernon, 1070 W. Jackson Blvd., Chicago Bristor, C. C., 706 S. Fourth Ave., May- . Lombard Ave., Oak wood Burns, Basil, 5324 Lane PIl., Downers Grove Byrne, Margaret H., Hendricks School, 313 W. 48rd St., Chicago Carlyon, Edward L., 328 N. Maple Ave., Oak Park Carswell, Marion C., Hubbard Woods School, Winnetka Cisne, W. G., 109 Maple St., Carbondale Clickener, Sarah H., 825 W. William St., Decatur Crisp, Iva J., Lincoln School, 16th and Elmwood, Berwyn Crofts, Thomas J., 6656 N. Damen Ave., North Town Station, Chicago Cummings, Anna, 909 Michigan Ave., E a Current, W. 116 §. Sheridan Rd., Peoria Curtis, Susie “M., Field-Stevenson "School, Forest Park Daggett, Daisy V., 279 W. William St., Decatur Dague, Mary V., 327 W. Prairie Ave., Decatur Palin, Judith H., 910 Third Ave., Rockford I’amon, Russell I., Lincoln School, Peoria Davis, Lois Margaret, 921 Sheridan Rd., Evanston 542 ELemMentary Scuoot Principars Davis, Margaret M., 544 S. State St., ter, ies. eld na. a Anna B., 1453 Andrews St., Dillon, ests O., 4144 Greenview Ave., Dimmett, W. S., Field-Stevenson School, Forest Park a Donecker, F. C., 6228 Ingleside Ave., Chi- cago Doniat, Thecla, 4129 Kenmore Ave., Chi- cago Drew, Elizabeth en ae School, 5300 S. Loomis St., Dunning, Flora C., nis 1 Lakewood Ave., Chicago Durrant, Stanley M.. Stickney School, 1054 Hollywood Ave., Chicago “4. — Helen B., 5500 Madison t Eddv. Serniee C., 6318 S. Maplewood Ave., Chicago Engelskirchen, Nellie, 1709 Lowell Ave., Springfield Fahy, Mildred, Schneider School, 2957 N oyne Ave., Chicago Fildes, Raymond E., 625 S. Fifth St., Springfield a Oscar F., 1232 Elmdale Ave., ago Freiday, Marie L., 420 S. Beaver Ave., Freeport Gannon, J. C., 120 W. Grand Blvd., S., Springfield Gantz, Mary L., Grade School, Oregon Gillies, Mary C., 2093 Lunt Ave., Chicago Greve, Mabel C., 513 Third St., Savanna Hanlon, Mary R., McKay School, 6901 S. Fairfield Ave., Chicago IIansen, Herbert C., 1045 N. Lockwood Ave., Chicago Harms, George W., 909 W. Armstrong, Peoria Harvey, Mrs. Clare W., 247 Home Ave., Oak Park Headley, Anna, 212 Pennsylvania Ave., Peoria Heidler, Samuel H., 933 S. Fifth St., Springfield Herman, Irene E., 214 W. Jackson St., Woodstock Hopper, Anna, 821 Grove St., Jacksonville Houghton, Mrs. Marie, Noyes School, Evanston = Phila, Lincoln School, Elm- ur Hunter, Mrs. Abbie A., 107 Edgehill Court, Peoria Hunter, Howard A., Franklin School, Peoria Hyman, Mrs. Beatrice C., 1400 Rosalie St., Evanston ae, Sarah Mark, 535 W. Macon, De- catu Jeahinaee. Jennie S., 1669 W 104th PI., Chicago or Maude, 1507 Greenmont, Rock- or Johnson, Milda, 1418 12th St., Moline Kearnes. Anna M., Bridge School. 3800 N. New England Ave., Chicago, III. Keeler, Carl R., 315 E. 148th St., Harvey Kell, Sherman L., 2121 N. Keeler Ave., Chicago Kent, Orla G., Naney L. Hill School, Aurora Kimes, Myrtle E., Plumb School, Streator Kirkley, Sarah A., 3739 Wrightwood Ave., Chicago Kline, Aaron, Pullman School, 521 E. 113th St., Chicago Klitzke, L. K., Lincoln School, Maywood aaeoe, © ¢. 1” 713 W. Grand Blvd., §S., ngfie Koohier ari L., 120 N. Columbia St., Naperville Kroeger, Florence R., 415 Anthony St., Glen ~~ Laughlin, Butler, 6800 Stewart Ave., Chi- cago Lippert, Mrs. Mabel M., 1140 N. Euclid Ave., Oak Par Liska, Josephine, Barry School, 2828 N, Kilbourne Ave., Chicago Listenfelt, Hattie, 4728 N. Lincoln St., Chicago Livingston, Mary B., 7815 Euclid Ave., ‘hicago Lockwood, Cora M., 243 Geneva St., Dun- dee Long, Ida, New and Old Field Schools, Elmhurst Love, Mrs. Minnie B., 219 Fredonia Ave., Peoria ; Lundgren, Emma Charlotte, 411 S. Fourth St., Rockford Lusk, Agnes S., 209 S. Prairie St., Jack- sonville Lyford, Aimee E., 406 Prospect St.. Elgin Lynn, Doris, Karel Havlicek School, Ber- wyn a Abby Colby, 8331 Anthony Ave., Chica McGlynn. J.J., Knights of Columbus Club, East St. Louis McLaughlin, Visa, 1248 Winona St., Chi- cago Mack, Helen A., 1330 State St., Alton Maddock, Alice E., Fernwood School, 10041 S. Union Ave., Chicago Maine, Helen C., 6708 Union Ave., Chicago Manning, Ada M., Lincoln School, Lom- bard Mason, cael S., 640 Woodland Park, Chicag Mayo, Drack, 2449 E. 74th St., Chicago Mead, Alice J., 1162 W. Macon St., De- catur Mercer, H. J., 121 Broadway, Peoria Merrill, Louise, 10123 S. Wood St., Chicago Meyers, Mrs. Edna R., Lewis Champlin School, 320 W. Englewood Ave., Chicago Middleton, Anthony, 221 Arthur Ave., Peoria Miller, Anna, 11 Prairie Ave., Danville Moncreiff, Mrs. Edna B., 219 Fremont St., West Chicago Moore, Hattie A., 1115 15th St., Moline Mull, Cora E., 5543 Kimbark Ave., Chicago Murphy, Joseph, 3111 Western, Peoria Newton, Dora E., 2809 Ninth Ave., Rock Island Nichols, Fred R., 6200 Kenwood Ave., Chi- cago “. ne L., 5868 N. Kolmar Ave., O'Brien "Masaucrite | Blvd., Oak Park O’Connor, Mary A., 737 S. Float Ave., Freeport Otto, Henry J., Northwestern University, Senool of Education, Evanston Page, William J., 4345 Adams St., Chicago Parker, Capitola, Box 83, Marengo ~~ Mary L., 6030 Kimbark Ave., Chicago Paxton, Agnes M., 206} E. State St., Jack- sonville Pearce, Carl J., Jefferson School, East St. Louis Pearsons, M. Evlyn, 1031 Dempster St., Evanston Peters, Florentine, 1543 Aberdeen St., Chi- cago Heights Peterson, Agnes M., J. H. Freeman School, Aurora Phinney, Isabelle H., 1128 N. Church St., Rockford Pierce, Mrs. Pearl, Washington School, Maywood Placher, C. E., 1818 Prospect, Peoria 524 Washington fh th Mm hn —_— lid 0 nD ‘0 ” TweELFTH YEARBOOK 543 Postel, Harold H., 7945 Maryland Ave., Chicago f Pratt, Clarence W., 510 Hamilton St., Peoria u Quinn, Catherine C., 602 N. Madison, a Rape. Arthur O., 637 N. Kenilworth Ave., Oak Park Revnolds, Mary Isabel, Onahan School, 6600 Raven St., Chicago Ritow, Herman, Fort Sheridan Roach, Mary Margaret, 439 W. Wood St., Decatur Roelke, Bessie E. L., 715 Irving Park Blvd., Chicago tohrer, Marie A., 6828 Palatine Ave., Chicago Romberg. Hildegarde, 12301 S. State St., Chicago Rowley. Ruby Elizabeth, North Shore Hotel. Evanston Rueff. Mrs. Katherine S., Bradwell School, 7710 Burnham Ave., Chicago Schimek, Cecelia B., Mason School, 1830 S. Keeler Ave., Chicago Schlosser, Irene R., Betsy Ross School, Forest Park Schwarz. Mabel A.. Grant-White School, Torest Park Schwede. Charles W.. McClellan School, 8527 Wallace St., Chicago Serviss. Gladys H., 729 Galena Blvd., Aurora Seymour, Madelin, 4545 Drexel Blvd., Chi- cago gaaver, Ida A., Cooper School, 1624 W. 19th St., Chicago Shield, Ruth, 912 N. Monroe St., Peoria Siebens, H. Agnes, 323 S. Sixth St.. Pekin Sleezer, Margaret M., Gale School, 1631 Jonquil Ter., Chicago Smith. Anne L., 400 Whitley Ave., Joliet Spurgin, William H., 7855 S. Shore Dr., Chicago Stevens, C. A., 715 Woodland Ave., Spring- field Stullken, Edward H., 705 N. Lombard Ave., Oak Park Swarthout. Walter E., Emerson School, Maywood Sykes, Marion, 5546 Blackstone Ave., Chi- cago Tew, Joseph Gardner. Crerar School, 1002 S. Campbell Ave., Chicago Tipton, John B., 120 John St.. De Kalb Todd, Henrietta M., North Shore Hotel, Evanston Tranberry. Helen M., J. A. Garfield School, Forest Park Tregellas, Ida M., 4144 Sheridan Rd., Chicago Ulery. Mrs. Laura, Roosevelt School, Elm- hurst Vavette, Kenneth E., 204 N. Perry Ave., Teoria Vigles, Maude E., 932 S. Webster St., De- catur Voigt, Ida. 415 F. Pleasant, Freeport Waddell, Mrs. Emma, Hawthorne School, Elmburst Waddington, Mattie, 1269 W. Wood S&St., Decatur Wells, Jennie FE., 1495 W. Macon St., De- ecatur Wheeler, Effie J, 7020 Jefferson Ave., Chi- cago Wheelock, Alice H., 713-A 18th St., Moline Wilkinson. Gilbert H., 6046 Dorchester Ave., Chicago Wilson, Elizabeth C., Delano School, 3937 Wilcox St., Chicago Withrow. W. 0.. Lincoln School. Springfield Wright, Mrs. Lillian H., 420 N. Pine Ave.. Chicago INDIANA Allison, Emma Mae, 2168 N. Capitol Ave., Indianapolis —* Lillian P., 128 Chapin St., South sene Arnold, Merton W., 1203 Rivermet Ave., Ft. Wayne Banta, Fay M., 2620 N. Alabama, Indian- apolis Baugh, William E., 1235 W. 25th St., Indianapolis Bedford, Anna Pearl, Public School No. 85, 338 S§. Arlington Ave., Indianapolis Bingham, H. Beth, 215 E. Third St., Mis- hawaka Black, Ernest J., 3749 Guilford Ave., In- dianapolis Black. Grace M., 1002 N. Dearborn St., Indianapolis 3onar, Louise J., 5643 Lowell Ave., In- dianapolis Brown, Edythe J., 311 La Monte Ter., South Bend Buckley, Mary E., 2625 Central Ave., In- dianapolis Burroughs, Mrs. Esther F., 315 Crawford St., Crawfordsville Buscher, Gertrude, 2928 Park Ave., In- dianapolis Cable, Mary E., 423 Northwest St., In- dianapolis Canine, Edwin N., Director, Student Teach- ing, Indiana State Teachers College, Terre Haute Carter. Charlotte, 329 E. 30th St., In- dianapolis Cary, Jeannette S., 2027 Boulevard P1., Indianapolis Chapman, Nellie, 5035 Kenwood Ave., In- dianapolis Connor, Mary, 25 N. Randolph St, Indian- apolis Cottingham, Edith, 524 E. First St., Bloom- ington Denzler. Verena, 5160 Pleasant Run Blvd., Indianapolis Diggs. FE. W., 1908 Highland Pl., Indian- apolis Drake. Flora E., 2230 Brookside Ave., Indianapolis Dunlop, Jane M., 4 8S. W. Third, Richmond Dunn. J. L.. R. F. D. Route 2, Box 642, Indianapolis Dyer, Lary Everett, Fairview Elementary Schools. Bloomington Echolds, E. F., 359 Audubon Rd., Indian- apolis Fller, Mrs. Lola Stuart, 2502 E. 58th St., Indianapolis Eppert, Geraldine, 2828 N. Illinois St., Indianapolis Estabrook, Ethel M., 328 W. Sixth Ave., Gary Fisher, E. N.. Perley School, South Bend Funk, Olive K., 519 E. 30th St., Indian- apolis Galvin, Cecelia, 836 N. Rural St., Indian- apolis Gheen, O. J., 1059 N. Gentry, Frankfort Granger, Grace A., School No. 46, Indian- apolis Graydon, Jane, 303 Downey Ave., Indian- apolis Griffiths, A. May, 1011 Oakdale Dr., Ft. Wayne Hall, Edith B., 2958 Broadway, Indian- apolis Hall, L. E., 842 Oakland Ave., Indianapolis Hamilton, G@tto T., Oaklandon Hanna, Laura E., 2038 Central Ave., In- dianapolis Hansen, Oftillia E., 126 W. Sixth St., Michigan City Haves. George L., 819 N. California St., Indianapolis 544 ELEMENTARY Scuoor PrRINcIPALS Helphinstine, Ida B., Indianapolis Hendricks, Clyde W.., Wayne 2944 Cornell Ave., 1209 Charlotte, Ft. Hendricks, Hazel H., 1121 Northwest St., Indianapolis Herbst, rieda, 966 N. Belleview P1., In- dianapolis Hessong, J. B., 6130 Carrollton Ave., In- dianapolis Holaday, P. W., 702 Union St., Indianapolis Horton, D. W., Supt. of Schools, Muncie Hyatt, Eliza, 304 E. Walnut St., Wash- ington Irvine, Mrs. Ida Mann, 4107 E. Washing- ton St., Indianapolis Ivey. Edna M., Franklin School, 4215 Alder St., East Chicago Jones, Lewis A., Sedalia Jones, Sara, 302 N. Van Rensselaer St., Rensselaer Kapnick, George C., Hanna School, Ft. Wayne Keller, Mabel, 3237 N. Capitol Ave., In- diananolis Kern, Huldah T., 711 E. 34th St., Indian- apolis Kimber, Mrs. Grace W., School No. 47, 1240 W. Rav St.. Indianapolis Kirby, Elizabeth, 6021 Bellefontaine St., Indianapolis Knight, H. G., 226 Buckingham Dr., In- dianapolis Knowles, Mrs. Jeannette B., St., Indianapolis Kurtz, Mrs. Clio, dianapolis 1233 Shelby 740 W. 26th St., In- Lacey. Mrs. Georgia H., 140 E. 36th St., Indianapolis ar ae Gray, 3231 Park Ave., Indian- polis Lees, Elizabeth, 766 Jackson St., Gary Lemme, Carl W., 1820 Bayard Park Dr., Evansville Lemon, Mary Morgan, 22 S. 17th St., Richmond Loeper, Helen, 1508 N. Alabama St., In- dianapolis McCarty, eee, Grayland Hotel, In- McGee, Mary, 700-710 N. Delaware St., Indianapolis Malone, Julia. Lincoln School, South Bend Martin, Ina E., 520 Madison St.. Gary — Mollie C., 220 Detroit St.. Ham- mon Moran, H. A., Box 333, Mishawaka Morgan, Kate W., 1114} Main St., Rich- mond Moudy, Mrs. Maude, 4319 Park Ave., In- Ganapetie Murray, M C., Supt. of Schools, Michigan y Noleox. Matthias, School No. 17, Indian- apolis Norris, E. L., 3554 Kenwood Ave., In- dianapolis Owen, J. J.. 7544 Madison Ave.. Hammond ~~. Albert R., Adams School, Ft. ayn a “Lola Ellen, 328 W Sixth Ave., Pedinz. Ella, School No. 22, 1230 8S. THli- nois St., Indianapolis Pennington, Dorothy, 402 N. Meridian St., Indianapolis Pich, Martha M., 236 N. Hamilton Ave., Indianapolis Price, Maude J., 4159 Guilford Ave., In- near ; Ramey, Belle, 718 E. 34th St., Indianapolis Ray, Mary, 3849 N. Delaware, Indianapolis Reade, Anna R., 409 E. 31st St., Indian- apolis Reimold, Crissie E.. Henry Studebaker School, South Bend Reynard, Mrs. May, Colfax School, South en Rielag, Corinne, 962 N. Pennsylvania, In- dianapolis Riker, Jeanette, 1807 Ruckle St., apolis Robinson, R. Chicago Rupp, Carrie B., Rea School, Terre Haute Russell, Jessie C., 5936 Forrest Lane, In- Indian- F., Lincoln School, East dianapolis Rutledge, Roy R., McKinley School, East Chicago Scott. Elizabeth H., 4159 Guilford Ave., Indianapolis Seaton, Mary B., Hamilton School, Ft. Wayne Snapp, C. Ross, 7824 Sheridan Ave., Whit- n Stafford, Lawrence T., 3615 Walnut St., Indianapolis Steely, G. A.. 1512 S. A. St., Richmond Stinebaugh, Virgil, 4220 N. Capitol Ave., Indianapolis Stout, Hazel V.. Payne School, Franklin Stump, Merlin B., School No. 30, 39 N. Elder Ave., Indianapolis Suchanek. Minnie M., 842 Marietta St., South Bend Sunthimer, Charles E., 3358 College Ave., Indianapolis Swope, Lena, 2052 N. Alabama St., In- dianapolis Thatcher, Gertrude. 50 E. Pleasant Run Pkwy., Indianapolis Thornburgh, John W., 2144 Broadway, In- dianapolis Torrence, Anna R., School No. 86, Indian- apolis —- Henrietta, School No. 73, Indian- polis Well, Mildred A., Indianapolis Wettengel, Elsa, Riley School, Gary 1508 N. Alabama St., Whiteman, Harris, Junior High School, Goshen oa Y., 2238 Talbott St., Indian- s Williams, Mrs. Jeannette, 3415 Park Ave., Indianapolis Witt, Elizabeth R:, 610 N. Bosart Ave., Indianapolis Wright, Wendell W., Department of Edu- cation, Indiana University, Bloomington IOWA Asgste, a O., 926 Third Ave., N., . e Allen, Ciame B., 145 E. Maple Ave., Ot- tumwa Baker, J. Ella, 1523 23rd St.. Des Moines Besse. Burrus E., Central Bldg., Webster ty Bjorklund. i. Parkside School, Oelwein Bohner, C. A., 2018 Virginia St., Sioux ty Bovee, Earl E., 4315 Orleans Ave., Sioux 602 Clark Ave., Ames Prescott Apts., Du- “= BE. Gertrude, 1200 46th St., Des Christie. Mary S., 425 Independence Ave., Waterloo Connor, June, Irving School, Sioux City Davitt, Naomi, 411 Boone St., Boone Findley, W. C., 3504 First St., Des Moines Fitz Gerald, James E., 1821 Ross St., Sioux City Greenhow, Alice Jean, Lincoln School, Du- buque Hall, Mary B., 203 §. Center St., Marshall- town Hartson, Lulu M., 300 N. Besser, Hazel M.. Buettell, Emma L., buque Wall St., Creston Un W: Zi! ~ A © fF RYNWD — ~*~ outh , In- lian- East aute » In- East (ve., Ft. "hit- St., ond .Ve., Klin aN. TweEtrrH YEARBOOK 545 Henry, Hazel D., 218 Front St., Colfax Horn, Ernest, State University of Iowa, Iowa City Jess, Ellen i® 50 W. 11th St., Dubuque Kelley, D. J., Sune of Schools, Tipton Kitch, R. i. 456 Burton Ave., Sioux City Kober, Marie, 404 Seventh St., N. W. Mason City Luke, Sadie E., Irving School, Dubuque Lyon, Georgia, Grant-Joy Schools, Sioux Cit alae, Nell, Public School, Knoxville Matthews, Laura P., 5115 Grand Ave., Des Moines Mitchell, Kate L., 722 Clark Ave., Ames Murphy, aioe 2714 High St., Des Moines Newcomer, Mrs. Mabel, 123 S. Fourth St., Clear Lake O’Connor, Mary, 401 Sioux Apt., Sioux City Osborn, Charlotte, 3248 Jackson St., Sioux City Otis, Mabel A., 1113 Walker St., Des Moines Parr, Cora A., 2901 Ingersoll Ave., Des Moines Queen, Rachel, Public School, Knoxville Quigley, Georgia, 928 30th St., Des Moines Rownd, Nellie M., Edison School, Water- loo Sawyer, Abbie B., 602 Clark Ave., Ames Schaefer, Mildred L., 208 Walnut Court Apts., Waterloo Sloan, Isabelle P., 1514 Rebecca St., Sioux City Stohlgren, Anna, 1918 E. 13th St., Des Moines Sullivan, Nora, Public School, Knoxville Swem, Estella, 1250 Second Ave., S. F., Cedar Ranids Tapper, Inga B., 348 Forest Dr., Cedar Rapids Tesh, Blanche V., 3607 Ingersoll Ave., Des Moines : Umpleby, Frances, 2936 Brattleboro, Des Moines Walker, Minnie M., 1315 Maple St., Des Moines Walters, Marjorie, Harrison School, Cedar Rapids Zinn, D. D., Webster School, W. Fifth and Market Sts., Sioux City KANSAS Adams, Alice, 2122 State, Kansas City Adams, Lillie, 422 Parallel, Kansas City — Melonee, 2115 N. Fifth, Kansas a Gertrude IL., McKinley School, 1110 W. Fourth St., Coffeyville Barrett, Ruth, 907 S. Lawrence, Wichita Benscheidt, Ella, 227 W. 12th St., Hutchin- son Bonwell, W. A., 645 N. Volutsia, Wichita Botkin, Ethel, 102 EF. 17th, Hutchinson Brown, Dora, Ingalls School, Kansas City Caldwell, L. H., 687 N. Chatauqua, Wichita Carlton, Franklin S., 448 S. Roosevelt, Wichita Clavin, Maud E., Olathe Cone. Mrs. Lena, 640 Everett, Kansas t ~ Frederica, 304 W. Fourth St., Coffey- ville Craig, Santa Maria, 2019 Ruby, Kansas 218 S Kansas Ave., 4 Lelia, Kealing School. Kansas City Daugherty, Jennie R., 1145 S. Market St., Wichita Drisko, Caroline, 2119 State St., Kansas ity Easter, Bruce C., Dunbar School, Salina Eastman, Grace, 19 E. 11th St., Hutchin- son 15 Ecord, Allen E., 1047 Republican Ave., Topeka Evans, Myrtle M., Abbott School, 15th and Troup Ave., Kansas Cit ty Gates, Olga, 317 N. Fifth St., Leavenworth Gilley, Dean, Supt of Schools, Norton Glasgow, Mattie, 429 N. 17th St., Kansas y Gray, Maude, 236 N. 18th St., Kansas City Griffith, Lenna B., 237 N. Poplar, Wichita Hartford, May, 108 E. 14th St., Hutchin- son Hatfield, Gertrude M., 410 Ida St., Wichita Hefflefinger, Lillie, 926 W. Second, Junc- tion City Henry, Emma L., 323 S. Bluff Ave., An- thony Hillerman, Vina E., 501 Exchange St., Emporia Jarvis, Claire, 502 N. Tenth St., Kansas City F Jones, Laura M., Central School, Neodesha Jones, Lucey, 3111 Parallel, Kansas City Kinsey, Gladys, 824 Armstrong, Kansas City Kiser, Florence, 621 Stewart, Kansas City Kittell, Martha, 1902 West St., Topeka Kuipers, Carl J., Public School, Grainfield Lamb, Clara S., Gould Hotel, Kansas City Lewis, Daniel W., 2064 N. Fourth St., Kansas City Lill, Grace, 123 N. Topeka St., El Dorado McAvoy, Jennie, 405 BE. Third, Wichita McConnell, Mabel, 35 N. Seventh St., Kan- sas City MeCormick, Leur R., 2222 Topeka McC aay, Maud, 716 W. Ninth St., Coffey- Wilmington, ville McKinley, Bertha, 3111 Parallel, Kansas ity Mahaffie, Ella M., City ity Mahin, C. A., Wichita Mann, Harriet, 3920 Cambridge, Kansas City Martin, Minnie, 1118 Haskell, Kansas City Meeker, Mildred, 608 N. Fourth St., Arkansas City te Elizabeth, Grund Hotel, Kansas ty Mince, Elizabeth §S., 4132 Rainbow Blvd., Kansas City Mitchell, Bernice. Whittier School, Salina Morrow, C. M., 1120 N. Monroe, Topeka Hetees, Mary C., Bancroft School, Kansas ity Nelson, Sara, 3944 Cambridge, Kansas City Packer. Josephine, Irving School, Wichita Peed, Julia A., Winans School, Hutchinson —? Josie, Avenue A School, Hutchin- Park School, Kansas 1725 Fairmount Ave., Philips, George, 2202 N. Tremont, Kansas Ratzlaff, L. M., Consolidated School, Plains tehstein, Clara O., 511 N. Belmont, Wichita Rice, Pearl, McKinley School, Kansas City ae Winifred, 1900 Central, Kansas ity Roberts, Grace, 544 Everett, Kansas City Robinson, Ella V., 1216 Washington Blvd., Kansas City Robison, Arthur B., 634 Hiram Ave., Wichita Saunders, Jessie, 1318 Barnett, Kansas City Singer, Mrs. Mary J., 341 N. Topeka Ave., Wichita Smith, Aura, 2007 Sandusky, Kansas City Snyder, Laura G., 134 S. Clifton, Wichita Sparks, Elizabeth A., Frances Willard School, 35th and Orville, Kansas City Stegeter, Helen, 400 N. 16th St., Kansas ity 546 ELEMENTARY Scuoot PrINcIPALS Sunter, Ethel, 1603 Dodd, Kansas City Thomas, Zoe, 202 N. 23rd St., Kansas City Thornburg, Mrs. Winnie C., 817 S. Spruce, Wichita Tribue, Leota, Phillips School, Kansas City Vincent, Mary, Elementary School, Fowler Vogenitz, Mrs. May H., 420 E. 15th Ave., Hutchinson Watkins, Hazel A., 1715 Maple, Wichita West, F. C., 1003 Indiana Ave., Wichita Wilson, Mollie, 724 N. B St., Wellington Wine, E. C., 1147 Perry, Wichita KENTUCKY Bligh, Anna M., 673 Cecil Ave., Louisville Bradner, J. W., Supt. of Schools, Middles- boro Chapman, Edith A., 2441 Carter Ave., Ash- ? an Cloud, Elizabeth, 149 N. Broadway, Lex- ngton Coons, Etta B., 173 Woodland Ave., Lex- ington Edmonds, Eva F., 710 Central Ave., Lex- ington Gotherman, Edward E., Jefferson Davis School, Lexington ——. H. C., 318 N. Third St., Central “ity Haney, Mrs. John F., P. O. Box 66, Ash- land ot oe TD). B., 3909 Gilbert Ave., Coving- on Kelley, Nora S., I. N. Bloom School, Lucia Ave., Louisville Krieger, Mrs. Anna, 1634 Lucia Louisville Lafferty, E. M., E. Jenkins Station, Jenkins Lovely, Lucile, 141 Owsley Ave., Lexington McClelland, Bertha L., 3204 Winchester Ave., Ashland McClure, Mary E., 2313 W. Jefferson St., Louisville McDaniel, Lottie, Virginia Street School, Hopkinsville Masner, Olie, 343 S. Upper St., Lexington — Lydia, 1306 Highland Ave., Louis- ville Spurgin, Lucy, 1416 Brook St., Louisville Stanley, Mrs. Emma M., 201 Crescent Court, Louisville Stutz, Elsa, 2210 Sherwood, Louisville Summers, Jennie T., 407 Fountain Court, Louisville Tate, Virginia, 220 Broadway, Madisonville Toliver, Mrs. Edna L., 425 N. Third, Dan- ville Von Donhoff, I., R. F. D. 2, Box 193, Louisville Weaver, Helen M., 1068 Eastern Pkwy., Louisville Weibel, Elise, 2210 Sherwood, Louisville Wellenvoss, Nora E., 1612 Beechwood Ave., Louisville — Hattie M., 2319 Hale Ave, Louis- ville Worth, Mrs. Phoebe B., Jefferson School, Lexington Ave., LOUISIANA Aiken, E. S., High School, Lecompte Aitkens, Emma C., 1108 Napoleon Ave., New Orleans Bains, Mary, I. 0. Box 248, Shreveport Barrett, Ellen T., 4026 Baudin, New Or- eans Bartholf, Harriet, 842 Prospect Ave., Shreveport Baudint, A. Leonie, 5418 Constance St., New Orleans Brandao, Eva A., McDonogh School No. 9, 1651 N. Fonti, New Orleans Collette, Mrs. Ida R., 704 Iris St., Lake Charles Dingle, Mary M., School, Shreveport Dixon, Florence E., P. A. Capdau School, 3821 Franklin Ave., New Orleans Ferran, Rose, 930 N. Broad St., New Or. leans Foote, Irving P., Louisiana State Univer. sity, Baton Rouge Goldenberg, Rachel, 1128 Dalzell, Shreve. Alexander port Hatcher, W. B., Supt. of Schools, Baton Rouge Johnson, J. M., Seventh Ward School, Baton Rouge Littlejohn, Augusta Pugh, 1221 Leontine, New Orleans Rugg, L. S., West End Grammar School, Alexandria Schuster, Hattie L., 610 Herndon Ave., Shreveport Stockley, Callie L., 1817 Calhoun St., New Orleans Sullivan, Violet M., 1105 Jefferson Ave., New Orleans Thomas, Josephine, 3220 Cleveland Ave., New Orleans Tubre, B., 2125 Monroe St., Alexandria White, Mariah D., 901 Cherokee St., New Orleans Wilson, Florence, Lafayette School, New Orleans MAINB Cullen, William, Jordan Grammar School, Lewiston Ingalls, Arthur D., Training School, State Normal School, Farmington Lord, Gertrude T., 14 Winter St., Water- ville MacDowell, Olive G., 22 Waterville Taylor, Mary E., 71 Washington St., Cam- den Teague, Grace L., 137 College St., Lewis- ton Prospect St., MARYLAND Adams, Margaret, School No. 218, Balti- more Bassford, Elizabeth, Harwood Beckenbaugh, Isabella, 2208 Virginia Ave., Hlagerstown Bell, Mrs. Edna Correll, 2932 St. Paul St., Baltimore Blonskey, Lula M., 407 Valley St., Cum berland Botsford, Jane E., 507 Hill Top Dr., Cum- berland Bourke, Jessie S., East Linthicum Heights Broening, Mary L., 3906 Canterbury Rd., Baltimore Burch, Miriam R., 114 E. 33rd St., Balti- more Carroll, Agnes, 451 Highland St., Cum- berland Carroll, James G., Tench-Tilghman School No. 13, Baltimore Cleaves, Frances M., 221 Elkton Duke, Mrs. Cassie B, Public School, Prince Frederick Erdman, Rose, 108 E. North Ave., Balti- more Eversfield, Emily W., Windsor Hills School, Baltimore Fairbank, Grace C., 2041 BE. Baltimore Fuller, Althea R., 830 Green St., Cumber Howard St., 32nd St., land Gabriel, Ruth A., 121 FE. North St., Hagers- town Gerstmyer, Eva E., 3210 Ellerslie Ave., Baltimore Giffen, Mrs. Sallie, Virginia Avenue School, Cumberland Griffi Ba Harn Hill Hoo Ba Jack Bi Jone B: Ker! Lou! m McG Meck Mas B Ma! Mil I Mo ( Mo ( Mu ——. School, School, ns ew Or. Univer. Shreve. Baton School, tine, school, Ave., » New Ave., Ave., ria . New New *hool, State ater- St., Cam- PWis- alti- TwreirTu YEARBOOK 547 Griffin, Edna Grooms, 1601 McCulloh St., Baltimore Harney, Margaret A., 1412 Reisterstown Rd., Pikesville Hill Mary C., 400 Camden Ave., Salisbury Hoover, I. Mabel, 1771 Homestead St., Baltimore Jackson, Catherine E., 5023 Roland Ave., Baltimore Jones, Charles W., 1143 N. Baltimore Kerr, Mary C., 2130 Bolton St., Baltimore Louis, Hilda, ‘School 98 and 98-A, Balti- more McGeady, Loretto, Box 160, Cumberland McKnight, Sue, 101 Columbia St., Cumber- Carey St., land Magers, Ida R., 1801 Poplar Grove St., Baltimore Manning, Annie Lee, 3421 Mondawmin Ave., Baltimore Miller, Persis K., School 76, Fort Ave. and Decatur St., Baltimore Monred, Ravenell A., 18 Diamond Ave., Gaithersburg Morgan, Gertrude E., Centreville Muesse, Katherine F., Baltimore Murphy, George B., Platoon School No. 112, Baltimore Purvis, Anna E., Canton Platoon School, Baltimore Rodman, Mrs. Mary E., 1359 N. Calhoun St., Baltimore Gra mmar School, 1248 N. Broadway, Sanders, Grace S., 2111 St. Paul St., Baltimore Schaut, M. Grace, 3312 W. North Ave., Baltimore Schluderberg, George W., Public School, Dundalk Screen, Isabelle, Narrows Park, Cumber- land Shamberger, J. Hiram, School No. 56, Baltimore Simmons, Mary E., 523 E St., Sparrows Point Smithson, Clara E., 3306 Clifton Ave., Baltimore Stieg, May L., Elementary School No. 88, Baltimore Stromberg, Helen, 3505 Taney Rd., Balti- more Stromberg, Martha, 3505 Taney Rd., Balti- more Sturgis, Hontas M., 15 Avon Ave., Hyatts- ville Sultzer, Mary F., School No. 51, 34th and Frisby Sts., Baltimore Talbott, Adele, 4206 Roland Ave., Balti- more Taliaferro, Sallie C., 3314 Elgin Ave., Bal- timore Thalheimer, Florence, Temple Garden Apt., Baltimore Turnbull, Josephine, 2102 Rosedale St., Baltimore Upham, Mrs. Margaret S., 211 Washington St.. Cumberland Watkins, Lida E., 626 Orpington Rd., Sta- tion D, Baltimore Weglein, D. E., Supt. of Schools, Madison and Lafayette Aves., Baltimore White, Sue B., Irvington School No. 71, Old Frederick Rd., Baltimore Wiers, Mary M., School No. 48, Baltimore Willison, Mildred E., 401 Decatur St., Cumberland Worthington, Harriet E., School No. 65, Baltimore Elementary MASSACHUSETTS Adams, Mabel E., 38 Percival St, Dor- chester Alderman, Etta L., 42 Bliss St., West Springfield Allen, Lynn Andrews, Frank A., 47 Clark St., ter Aadnene, Sophie T., 24 Maple View Ter., New Bedford Atkins, Robert S., Thomas N. Hart School, South Boston Baldwin, Blanche E., Judson School, Mal- den Barrows, Howard F., Box 85, East Fal- mout Barry, Agnes E., Bennett School Dist., Boston Barry, Mary A., 58 Procter St., Salem Barry, William J., 108 Warren St., Rox- bury Bates, William Lester, Lowell School Dist., Jamaica Plain Bavlies, Stella H., 80 Hanover St., Fall River 163} Chandler St., 44 William St., Worces- Grace A., 25 Bacheller St., East Worces- Beaumont, Louise M., Worcester Belding, Alice H., ter Bemis, Fanny M., Robert 0. Morris School, Springfiel Bliss. Carrie W., 233 Arnold St., New Bedford Bowker, Rosa M., Carew Street School, Springfield 3radbury, Amy, 26 Bradlee Rd., Medford Bradford, Flora B., 12 Higgins St., Arling- ton srainerd, G. W., 43 King St., Auburndale Brennan, Julia V., Ruggles School, Pine and Seabury Sts., Fall River Brown, Harriet E., 22 Marietta St., North Adams Buckingham, B. R., 15 Ashburton PIL, Boston Burns, Eva S., Homer School, Belmont Candlin, Albert, Chestnut Street Jr. High School, Springfield Carbee, Katharine L., Balch School, Nor- wood Carrigan, Rose A., Shurtleff School, Dor- chester Carroll, Edward J., 415 K St., South Bos- ton Chase, Sara E., Washington School, Springfield Cheney, Mrs. Bessie B., Priest Street School, Leominster Chevalier, Ada E., Pierce School, Brook- ine Clagg, J. Henry, Centre School, Everett Clark, Katherine M., 108 Dudley St., Med- ford Collamore, Edna A., 11 Isabella St., Worcester ~ ‘orish, Gertrude L., 86 Mill St., New Bedford ‘ragin, S. Albert, 58 S. Main, Reading ‘raven, Thomas D., 42 Mellen St., Dor- chester ‘rockwell, Winifred Mary, 11 Manning St., Medford ‘ronan, Mary H., School, Chicop ee ~~ = Robinson-Valentine o Currier, W illiam G., 181 South St., Hyan- nis Cushing, Lena, 27 Fellows St., Danvers Daniels, Laura A., 46 Forest Ave., Spring- eld Daniels, Nellie F., 201 Newbury St., Brock- 43 E. Emerson St., Mel- rose Dingley, 18 Ware St., Cam- bridge Doherty, Alice M., 592 Broadway, Everett Donald, Helen M., 44 Prospect St., Orange Donovan, James’ A., Elihu Greenwood School, Hyde Park Dowd, Theresa V., Abbott Street School, Worcester on Davis, Bertha S., Vivian A., 548 ELEMENTARY Scuoot PrRINcIPALS Drummy, Julia I., Beacon and Callahan Schools, Norwood Easton, Norman §., Davis School, Fall River Emerson, Edith W., Russell School, Arling- ton Fales, Annie E., 58 W. Main St., West- borough Farrell, M. Edna, Bennett School, Leo- minster Fisher, G. Milton, Millbury Street School, Worcester Flagg. Saaie E., White Street School, Springfield Fletcher, Elaine M., Prospect Street School, Shrewsbury Fogerty, Rose Weldon, 37 Fifth Ave., Webster Footman, Carrie E., 18 Seventh St., New Bedford Forbush, L. Mabel, 31-A Spruce St., Waltham Forster, Bertha E., Brooks School, West Medford Fuller, Flora E., 107 Appleton St., Arling- to n Gainsman, Edith A., Rice Square School, Worcester Goodnow, Mrs. Gladys L., 216 Davis St., Greenfield Gorman, John F., 60 Bellevue Ave., Win- throp Graham, John H., 51 Reservoir St., Cam- bridge Grover, Abbie C., 364 Main St., Haverhill Guindon, Frederick A., Quincy School, Tyler St., Boston Haggerty, Margaret M., 611 Rimmon Ave., Chicopee Harding, Elizabeth G., Beverly Harrington, Harlan L., 26 Georganna St., South Braintree Hatch, Bertha C., 3 Mt. Vernon St., Mel- rose Hatch, Edna M., 420 Main St., Winchester Ilathaway, Bertha C., George H. Dunbar School, New Bedford Hawkinson, Emma S., 29 Crosby St., Web- ster Henderson, Grace H., Tyngsboro Hicks, Edith M., 479 Chestnut St., Lynn Higgins, Effie Grace, 27 Marianne Rd., Waltham Higgins, Ethel G., Hardy School, Arlington Hogan, John J., John R. Rollins School, awrence Holman, Hilda, Talbot School, Billerica Howard, Stella M., Chapin School, Willi- mansett Howlett, Cora M., Middle St., South Am- herst Jenkins, Emma F., 56 Perry St., Brookline Jenkins, Florence S., 70 Maywood St., Worcester Jenney, Charles A., Russell School, Brock- 23 Essex St., Winslow School, ton Jigger, Madge D. B., Sprague School, Brockton Johnson, Ethel M., 11 Burrill Ave., Lynn Joyce, Helen M., 14 Maple St., Framingham Keenan, Vincent A., 59 W. Border Rd., West Roxbury a Winnifred, Hibbard School, Pitts- e Kennedy, Katherine T., Burncoat School, Worcester Kerrigan, Katharine E., 2 Clement St., Worcester Kilgrew, Francis J., 495 Riverside Ave., Somerset Lahan, Anna F., Arlington School, Methuen Larrabee, Ernest A., 21 South St., Shrews- bury Lawlor, Edward A., Gilbert E. Hood School, Lawrence Leach, Luthera M., Ellis Brett School, Brockton Leonard, Eliot B., 810 Main St., Green. wood Lewis, Mary E., 107 Paine St., Worcester Lusk, L. Elizabeth, 1802 Beacon St, Brookline Lynch, Theobald Tuttle Minne- —. Harry P., School, Minne- a Culbert, Edwin C., Adams School, Franklin and 16th Aves., S., Minneapolis Dosdall, Bertha A., Irving School, St. Paul Dougherty, Sada C., 3636 Park Ave., Minneapolis Drohan, Gertrude, 2716 Portland Ave., Minneapolis Dutton, Mrs. Jean U., 1222 W. 31st St., Minneapolis ; Edith, Sister Mary, St. John High School, Rochester Elgar, Frances C., Lester Park School Duluth Erichsen, Elizabeth Lee, Androy Hotel, Hibbing Erickson, Cornelia, Johnson and Stowe Schools, Minneapolis Everson, Helene, 812 Woodland Ave., Du- luth Farmer, Mrs. Lillis E., Box 6938, Gilbert Faweett, Jessie Edna, 600 W. Franklin Ave., Minneapolis Fields, Nellie M., 3237 Emerson Ave, &., Minneapolis Frank, Sigrid M., Irving School, Duluth Frederickson, Mrs. Claire L., Howe School, 43rd Ave. S. and 38th St., Minneapolis Gan N Gar y Gav B zee a Gol I Gol Gu Ha Ha ( Ha Ha He He He He —— — ista W,, Vernier School, od Ave,, Flint tichland t., Lan- 1, 7300 int n Dyke yn, Uni- School, Grand Alstyne Big Te ve., S., School, lis Duluth Tourth -apolis Juluth school, , 34th h St., ‘inona apolis chool, 1, St. linne- inne- nklin Paul Ave., Ave., St., hool, hool, otel, lowe Du- bert klin S., ool, olis TwetFrrn YEARBOOK 551 Gannon, Lue E., Nashwauk Grade School, Nashwauk Garrison, Harry A., Prescott School, Minneapolis Gaus, Ottelie J., Pierce School, N. E. Broadway and Filmore St., Minneapolis Gee, Florence L., Audubon School, Minne- apolis Golla, Ruth V., Grand Rapids Gorman, Mary, 727 E. Third St., St. Paul Gundlach, Lucy, 1726 Lincoln Ave., St. Paul Hamilton, Katharine, Department of Edu- cation, Endicott Building, St. Paul Hansen, Meta, McKinley School, 37th and Colfax Ave., N., Minneapolis Hanson, Lillian C., Bryant School, Duluth Harger, Lena L., 4235 Grimes Ave., §S., Minneapolis Hellberg, Charles F., 4848 Pleasant Ave., Ss. Minneapolis. Herrly, Dona J., Forest Lake School, Grand Rapids Holtz, Jennie F., Irving School, 17th Ave., S. and 28th, Minneapolis House, Susan M., Lowell School, Duluth Jameson, Florence M., Lymanhurst School, Chicago and 18th St., Minneapolis Jasperson, Lillian M., 808 Mt. Curve Ave., Central School, Minneapolis Jones, Ruth J., 624 Fourth St., S. E., Minneapolis Kaasa, Elizabeth J., Northrop School, 16th Ave. and 46th St., S., Minneapolis Keckefoth, Ethel Hl., Washington School, Eighth Ave. and Sixth St., S., Minne- apolis Kensinger, Floy, 1422 E. Third St., Duluth King, Margaret M., 842 Laurel Ave., St Paul Kirk, A. W., Jackson School, Edmund and Arundel Sts., St. Paul Kirk, H. H., High School, Faribault Krogstadt, Marie C., 4336 Aldrich Ave. S., Minneapolis Larkin, Jane V., 46 N. Hamline Ave., St. Paul Lichtenberger, James F., School, Minneapolis McAlister, Gladys M., 905 W. 44th St., Minneapolis McClellan, Mary F., J. J. Hill School, Oxford and Selby, St. Paul McGregor, Lulie, Harrison School, Minne- Morris Park apolis MacGregor, Effie, John Burroughs School, Minneapolis Mallory, Blanche, pe > BE. First St., Duluth Martin, Mary L., 320 N. E. Jackson St., Minneapolis Mather, Helen, 2011 Third Ave., S., Minne- apolis Maxson, Francis E., Windom School, 5800 Blaisdell Ave., Minneapolis Morrill, Eliza C., Rosedale School, Minne- apolis Nelson, Anna B., 101 S. 19th Ave., E., Duluth ; Neville, Mrs. Blanche C., 164 Montrose |g WUE A o— Norsted, Roy A., 622 Jones St., Eveleth Nyhus, Ellen, Clara Barton School, Minne- apolis ; Pahr, Mrs. Ida C., 3118 E. 22nd St., Min- neapolis Peters, Leone E., 2508 First Ave., S&., Minneapolis Petersen, Mrs. Edith Barney, Motley School, Dartmouth Ave. and Erie St., S. E., Minneapolis Porcher, Maria R., Minneapolis Porter, Eva A., Arrowhead Hotel, Duluth Probst, Ella, 4836 8S. Lyndale, Minneapolis Reed, Myrtle, Monroe School, Minneapolis Reichard, Clifford E., Pillsbury School, Minneapolis 3549 Dupont Ave., S., Riedell, Adaline M., John Ericsson School, 3ist “Ave. S. and 43rd St., Minneapolis Ringdahl, N. Robert, 3220 Tenth Ave., S., Minneapolis Rinkel, Caroline, 310 Ave. C, Cloquet Rossman, Mabel A., Washburn School, Du- luth Roverud, Ella M., 622 Grand Ave., St. Paul Ruddy, Harriet E., Phalen Park School, Payne Ave. and E. Rose St., St. Paul Saam, Selma Louise, 906 W. 42nd St., Minneapolis Sand, Anna, 103 W. 36th St., Minneapolis Shaughnessy, Gertrude, 17 E. 24th St., Minneapolis Sherwood, Esther, 2446 Colfax S., Minne- apolis Sherwood, Grace B., 3532 Second Ave., S., Minneapolis Shove, Helen B., 3116 Clinton Ave., S., Minneapolis Smith, Dorothy D., Tra Elizabeth . Stanley, “Syolland School, Minneapolis Steffensrud, E. R., Washington-Lincoln Schools, Chisholm Stone, Mrs. Genevieve L., nehaha Ave., Minneapolis 1450 W. Min- Strate. Nettie M.,, 3032 Colfax S., Minne- apolis Sutton, Gertrude K., Hamilton School, Minneapolis Tavlor. Edith B., 1430 W. Minnehaha St., St. Paul Tavlor, Jessie Ella, 3832 23rd Ave., S.. Minneapolis Trawicky, Rosella M., Sheridan Hotel, Minneapolis Voigt, Alfreda H., 3953 Chicago Ave., Min- neapolis Walton, Matilda K., 3125 Columbus Ave., Minneapolis Watson. Mrs. Louise H., 3800 France Ave., S., Minneapolis Weld, Paul A., Cobb Cook School, Hibbing White, Zada A., 107 W. 52nd St., Minne- apolis Whitman, Jessie L., 115 S. Victoria St., St. Paul Wiener, Joseph B., 1724 E. Fifth St., Du- luth Wiersch, Mrs. Marion, 717 N. 19th Ave., E., Duluth Wilder, Mrs. Leone, 66 Groveland Ter., Minneapolis Wilkinson, Sarah H., Whitney School, Min- neapolis Wolfe, H. Alena, Merritt School, Duluth Wood, Harriet J., Edith Cavell School, 34th N. E. and Fillmore, Minneapolis Yeaton, Clyde E., 3825 Bryant Ave., §., Minneapolis Young, Leonard, 226 W. First Ave., E., Duluth MISSISSIPPI Beard, Mrs. Laura IL., 801 N. Third Ave., Columbus Blackwelder, D. L., Box 953, McComb Callaway, R. M., Public School, Poca- hontas Clement, Bess, Eliza Clark School, Clarks- dale Dempster, Alice, 1607 24th Ave., Meridian Dickins, Hattie, Grammar School, Leland Houston, Gabriel, 111 W. Second St., Clarksdale Lester, Laura R., Woodlawn, R. F. D. 5, Jackson Marshall, Letitia, Clay Street School, Vicksburg Milner, Bessie. 720 KE. Beach, Gulfport Parks, W. J.. Cleveland Consolidated School, Cleveland Stewart, E. B., The Consolidated School, State Line Stokes, Mary M., Barrow School, Columbus 0-4 552 ELEMENTARY Scuoot Princrpars MISSOURI Annin, Mrs. Anna W., 7850 Gannon, St. Louis ~—, ! Beulah N., 5031 Potomac St., St. Barbee, F. H., Board of Education, St. Joseph Barley, Ida L., 3638 Summit, Kansas Cit Barnes, Mrs. Abbie C., Charles A. Lind- bergh School, St. Joseph Beumer, Edward H., 646 N Kirkwood Rd., Kirkwood Bick, Anna, 2842-A Victor St., St. Louis Blankenship, Amelia A., 520 Westgate Ave., St. Louis 1821 Clay St., St. Blomfield, Ray V., Joseph Bolen, Bettie, 421 N. 21st St., St. Joseph Boyd, Anna B., 5330 Pershing Ave., St. Boyd, Sarah L., 5330 Pershing Ave., St. Louis mupeen, John L., Supt. of Schools, Clay- on Brand, Mrs. Bessie, 1229 Amherst P1l., St. Louis 240 W. Brossard, Julia E., Kirkwood Brown, Charles H., sr School, 4342 Aldine St., St. Louis Buchanan, William D., 5511 Vernon Ave., St. Louis Burress, Lida M., 1420 S. Vermont, Sedalia Burris, Frances A., 630 N. 23rd St., St. Joseph Campbell, Cora, Bancroft School, 4300 Tracy Ave., Kansas City Capp, Theresa I., 2523 Faraon St., St. Joseph Cheney, Miriam, Schuyler Hotel, Kansas city Chiles, E. E., Harrison School Patron's Assn., 4163 Green Lea Ave., St. Louis Collins, Anne J., John H. Schroeder School, St. Louis -~ Roscoe V., Switzer School, Kansas Argonne Dr., Cit Creek. E. get, Clay St., St. Joseph Crook, John’ L., 22310 Farmer, Indepen- dence Crosby, Clifford, 31 Oak Ter., Webster Groves cm, cr, P., 5089 Waterman Blvd., St. Louis Dickson, Mamie A., 3045 Lambdin Ave., St. Louis Drayer, H. C., 6933 Columbia Ave., Uni- versity City Egan, Mrs. , H., 4111 Warwick Blvd., Kansas City Elliott, Mrs. Elsie M., 970 Prospect Ave., Springfield mveee, Fannie M., 2102 N. Rogers, Spring- e Falke, Clara, William Rockhill Nelson School, 5228 Charlotte, Kansas City er my Mary E., 3638 Summit, Kansas y Fleming, C. I., 3655 Humphrey St., St. Louis Foristel, Margaret S., Taussig School, 1540 S. Grand Ave., St. Louis Gaines, I. A., 604 Bonita Ave., Webster Groves Gagmen, Catherine, 1016 E. Broadway, edalia Gartenbach, Margaret, 3196 Morgan Ford, St. Louis Gidinghagen, Walter. Humboldt School, 714 E. 11th St., Kansas City Gilliam, M. J., 4369 W. Bell PL, St. Louis Godbey, Walter A., 3840-A Humphrey St., Gooch, E. L., 2308 Big Bend, Maplewood Goslin, W. E. High School Building, Web- ster Groves Green, G. H., 6189 Kingsbury Blvd., St. Louis Hamilton, Mrs. Sarah T., 101 Tiffin Ave, Ferguso n Harris, A. H., 1010 Virginia Ave, Kansas City Harvey, Lida E., 602 W. 39th St., Kansas y Hickey, P. J., Madison School, 1118 §, Seventh St., St. Louis Hill, Stanley, 4038 Palm St., St. Louis Holliday, Frances, 309 W. First St., Mary i Holtzapple, Lily Jane, i? Bellevue Ave., Richmond Heights, Louis Hood, E, A., 2504 Clifton Park Ter., St. Louis Hooker, Minnie L., Armour Plaza, 1216 B, Armour, Kansas City Hooss, Ida M., Meramec School, 2745 Meramec St., St. Louis Howard, J. E., De Mun School, De Mun and Northwood, St. Louis Howe, Jennie C., Blenheim School, Tist and Olive, Kansas City Howell, Mrs. Nettie, 500 W. Kirkham Ave., Webster Groves Ilgen, V. Carl, 3625 Lee, St. Louis Jackson, Euris, Cote Brilliante School, 2616 Cora Ave., St. Louis Johnson, W. H., 6839 E. 15th St., Kansas ‘ity Jones, Clara F., Samuel Cupples School, 4908 Cote Brilliante Ave., St. Louis Jones, Virginia, 4208 E. 63rd St., Kansas City Kelley, Anna J., 5150 Vage, St. Louis Kerns, Nancy M., 4246 Agnes St., Kansas City Knox, Eloise, 4600 Mill Creek, Kansas City Large, Grace M., 6236 Waterman Ave., St. Louis Lawver, A. B., Webster School, 2127 N. 11th St., St. Louis Lewis, Nellie K., 3863 Juniata, St Louis Longshore, W. T., 520 W. 40th St., Kansas City Lovelace, Abigail, 4026 S. ity Lyon, Percy A., 4160 N. Blvd. ., St. Louis McCallister, Mabel, 3238 Marshall Ave., St. Louis McCaslin, E. E., 5027 Washington Ave., St. Louis — Helen, 712 E. Mack, Inez L., 11 Brookside Blvd., Benton, Kansas Kingshighway 33rd St., Kansas Kansas MacKay, James L., 573 S. Clay Ave., Kirk- Marston, C. E., 343 S. Lawn Ave., City Martin, Arthur E., R. F. Hills; Kansas City Martin, William H., James School, 5810 Searritt Ave., Kansas City Melcher, George, Supt. of Schools, 201 Library Building, Kansas City Milster, Ben C., 5428 Holly Hills Ave., St. Louis Moore, Mary, 2809 Sacramento St., St. Joseph Moore, Reuby, 2220 Eugene Field Rd., St. Joseph Morrison, A. F., Froebel School, 4133 Magnolia, St. Louis Mumm, Emma O., 1027 Joseph Nelson, Minnie, 1315 N. Tenth St., St. Joseph Neville, Lucy B., Girls Parental Home. Independence Nicholson, Nell Grant, 6410 San Bonita Ave., St. Louis Kansas D. 2, Eastwood -A Felix St., St. o’c a Oli s Osh I Pat lvd., St. fin Ave, Kansas Kansas 1118 §. Louis » Mary. le Ave., er., St. 1216 BH. » 2745 e Mun l, 71st n Ave. School, vansas school, is cansas is ransas s City Ave., ot MM, Louis ansas ansas hway Ave., Ave., insas insas Kirk- sas vood 5810 201 ve., me, ita TweELFtH YEARBOOK 553 o’Connell, May, J. C. Nichols School, 69th and Oak, Kansas City Oliver, Stanley C., Southwest Missouri State Teachers College, Springfield Osborne, John F., Thacher School, 5008 Independence Ave., Kansas City Patterson, M. J., 319 Westover Rd., Kan- sas City Peterman, May B., 1403 Edmond St., St. Josep ‘ Propst, Katharine, Weaver School, Spring- field Purnell, John H., 4306 St. Louis Ave., St. Louis Quirk, Margaret, 18 Summit PI1., St. Joseph Rhetta, H., 4541 Garfield, St. Louis Richmond, H. C., Faxon School, 3710 Paseo, Kansas City Ritchie, Frances O., 1201 N. Second St., St. Joseph Robeson, James A., 4147 Montgall Ave., Kansas City Roth, F. G., 5029 Devonshire, St. Louis Sackett, C. H., Mark Twain School, 5316 Ruskin Ave., St. Louis Schmitz, Alvina, 1014 Felix St., St. Joseph Sellman, W. N., Wyman School, 1547 S. Theresa Ave., St. Louis Shewman, W. D., 853 Atlanta Ave., Web- ster Groves Shores, Roscoe V., Public Library Build- ing, Kansas Cit Smith, Margaret J., 2001 Main St., Lex- ington Stephens, C. E., 5550 Page Ave., St. Louis Thomas, Miles C., Border Star School, Kansas City Thompson, Mary A., 1111 McCausland Ave., St. Louis Todd, William Hall, 2606 Louisiana Ave., St. Louis Trumbo, Mabel, 3222 Lexington Ave., Kan- sas City Tucker, Isabel, Shenandoah School, St. Louis Vining, Frances L., Allen School, 706 W. 42nd St., Kansas City bab or Mildred, 1852 N. Missouri, Spring- fiel Weber, Amanda, 5632 Highland, Kansas ity Wells, Mrs. Annie L., 1 Summit PL, St. Joseph White, Mabel A., 513 N. Noyes Blvd., St. Joseph Wickey, Rose, Director of Curriculum, 219 Library Building, Kansas City Wilcox, Walter E., 5728 Julian Ave., St. Louis Wilcox, Walter H., 1818 S. Compton Ave., St. Louis Williams, Edward S., Banneker School, 2840 Lucas Ave., St. Louis Wilson, Albert M., 3630-A Shaw Blvd., St. Louis Witter, Charles E., 5182 Maple Ave., St. Louis Wolfe, Inez M., 3415 Euclid Ave., Kansas City Young, Mrs. Josephine O., 1011 Boonville Ave., Springfield Young, Myrtle M., 3012 Bellefontaine, Kan- sas City Youngblood, Leota, E. V. Williams School, Springfield Zimmerman, Lester I., 6102 Washington Ave., St. Louis Zimmerschied, Ada, 300 DeGroffway, Kan- sas City MONTANA ~~ Francis, St. Labre Mission, Ash- an Calhoun, May M., Box 723, Billings Chamison, Goldie, 625 W. Granite St., Butte Flores, Mrs. Zella K., Box 412, Lewistown Hill, John L., Box 767, Lewistown Johnston, Kathryn, Hawthorne School, Helena Lewis, H. P., Supt. of Schools, Conrad Miller, Ruby A., Supt. of Schools, Choteau Neal, Russell Leroy, Randall Apt., Mis- soula Schaefer, M. Louise, 1204 Tenth St., N., Great Falls Shea, Julia, Greeley School, Butte Thompson, Grace M., McKinley School, Great Falls Williams, Daniel S., Supt. of Schools, Box 494, Bozeman NEBRASKA Austin, Mary N., Miller Park School, 28th and Ellison, Omaha Batman, Anna C., 1221 H St., Lincoln Beal, Mamie G., 2514 B St., Omaha Bedell, Bess C., 630 Park Ave., Omaha —— Emil, Supt. of Schools, Broken ow Blackmore, Ida, Park School, 29th and Woolworth, Omaha Bracken, Angeline, Druid Hill School, 31st and Spaulding Sts., Omaha Bratton, Mrs. Anna M., 3200 Center St., Omaha Brooker, Florence, Adams School, Omaha Burnham, Archer L., Supt. of Schools, Scottsbluff Carney, Julia, Corrigan School, Omaha Chapman, Johannah, 1411 S. 30th Ave., Omaha os: ~ Mae T., 703 W. 15th St., Grand Slant Compton, Maude, Pickard School, Omaha Craig, Nell, 3115 Creighton Ave., Omaha Eldridge, Ethel G., Garfield School, 16th and H Sts., Omaha Ellett, Virginia, 4814 Webster St., Omaha ay, Gaynelle, Monroe School, Omaha Ferguson, Grace L., 910 W. Second, Grand Island = Katherine, 1336 S. 18th St., Lin- coln Forsyth, Fannie, Windsor School, Omaha Foster, Mary E., West Side School, Omaha Grant, Josephine, Castelar School, 18th and Castelar Sts., Omaha Griest, Mary Ruth, Train School, Omaha Gross, Frances, Saratoga School, Omaha Hamilton, Margaret, 519 N. 40th St., Omaha Healey, Anna T., 103 Morris Apt., Omaha Holmes, Stella, Bancroft School, Omaha Isakson, Edith, Central Grade School, Omaha Jackson, Alta M., 2839 N. 46th St., Lin- coln Jackson, Mabel, 3343 T St., Lincoln Longsdorf, Helen M., Beals School, Omaha Lynn, Ethel A., 3111 Davenport St., Omaha McCumber, Pearl, Clifton Hill School, 45th and Maple Sts., Omaha McNamara, Mary, Benson High School, Omaha Mathews, Mrs. Lulu B., Comenius School, 16th and William St., Omaha Matthews, Marie, Saunders School, Omaha Mills, Mrs. Clara S., E. Rosewater School, Omaha Myers, Fannie, Mason School, Omaha Newcomb, Julia, Highland School, Omaha Newell, Ethel, 2555 Ellison Ave., Omaha Newlean, Jeannette, 914 S. 36th St., Omaha O’Toole, Margaret K., Lothrop School, Omaha Partridge, Edith A., 301 S. 33rd St., Omaha Pearson, Emelia, Minne Lusa School, 28th Ave. and Ida St., Omaha 554 ELEMENTARY SCHOOL Principats Peterson, Mrs. Alice C., Omaha Pickard, Anna B., Vinton School, Omaha Pollock, Ruth, 2878 Newport Ave., Omaha Pyrtle, E. Ruth, Bancroft School, Lincoln Rasmussen, Maren, Madison School, Omaha Reap, Edna M., 817 S. 33rd St., Omaha Reed, Mabel L., 4229 Douglas St., Omaha Robey, Gertrude, 2134 Park St., Lincoln Roys, Cassie F., 2609 Bristol St, Omaha Slocum, June M., 4512 S. 22nd St., Omaha Smith, Mrs. Elsie M., 5612 Florence Blvd., Omaha Smith, Maud M., maha Thoelecke, Bertha, Monmouth Park School, Omaha Thompson, Helen L., Lake School, Omaha Waterman, Mrs. Edna H., Field School, Omaha Weldon, Dossie D., 1703 W. Keonig, Grand Island Wetzel, Marie C., 192 Drake Court, Omaha Wieland, Eleanor H., 202 Fourth Ave., Holdrege Dundee School, 4904 Underwvod Ave., NEVADA Knudson, K. O., 216 N. Sixth St., Las Vegas NEW HAMPSHIRE Goodwin, Alice D., Rochester Hicken, Blanche E., 81 Penacook, Man- chester Janvrin, Charles F., School, Seabrook Lewis, Della I., R. F. Concord Merriam, Mrs. Agnes, Box 506, Groveton Public School, East South Junior High LD. 2, Clinton St., NEW JERSEY Adams, A. Virginia, East Avenue School, Vinelan Arnot, Lida A., School No. 19, James St., Paterson Atkinson, Bertha I., man Ayres, Malcolm B., 319 E. Dudley Ave., Westfield 103 Linden Ave., Pit- Barnes, Thomas L, 39 New St., East Orange Baur, Florence L., 441 S. Maple Ave., Glen Rock Bom. Richard T., Public School, Ho-Ho- Kus Bert, Reese E., 10, Belleville ee Merrill A., 177 Liberty St., Bloom- Public Schools Nos. 2 and Boney, C. Orange Booser, Mrs. Jane Lynd, McFarlan Street School, Dover Bosshart, John H., Supt. of Schools, South Orange Bourlier, Mrs. Helen T., 93 Johnson Ave., Hackensack Bowers, Ray L., Longue Vue, Lincoln Park Brady, William, Washington School, 175 Sanford St., East Orange Bray, Mary, King’s Highway, Mt. Ephriam Brearley, Mrs. Helen C., 57 Princeton Ave., Princeton Brinkerhoff, George I., Webster Street School, Newark — Clara M., 651 Schiller Ave., Tren- mf Robert P., 347 E. 37th St., Pater- son a Gladys D., Lincoln School, Dunel- en Dewitt, 330 Central Ave., East Bryan, H. Eloise, Westfield Public Schoo] Riverton Bryson, Jennie V., 610 N. Fifth St., Cam en Budd, Francis L., ark Buros, Oscar K., Asst. Prof. of Education, Rutgers University, New Brunswick Burton, Hilda B., Junior Elementary School, Palisades Park Bush, Fred S., Fairview School, field Bustard, Joseph L., Roselle a _—— Elizabeth, 5 Parmley Pl, Sum a = S., Supt. of Schools, Free- Franklin School, New- Bloom- Chestnut Street School, cassidy, Mabel M., 341 Union St., Jersey Cc SR Walter Bb., Union C ity Chase, Lawrence S., Montclair Clarke, Mrs. Ella G., 37 Congress St., Lakewood Cline, Anne VY. A., 115 Francisco Ave., Rutherford Coe, Frank &., Orange Cole, Alice K., 429 Grier Ave., Elizabeth Conners, Mary F., Mott School, Centre St., Trenton Cousins, Esther M., Princeton Crane, J. Ernest, Summer Avenue School, Newar Cressman, Alice M., 128 Chestnut St., Rutherford Currie, Mrs. G. F., Coytesville Davis, Courtland V., Plainfield Dengler, C. F., 831 Parry Ave., Palmyra Dennis, Emma, 30 Marion St., Trenton De Raismes, Mrs. May B., Madison-Monrve School, Elizabeth Dietz, Charles E., School No. 3, Main near Slater St., Paterson Dix, William L., Jefferson School, Bruns- wick Ave., Trenton Dobbins, Margretta, 6, Clifton Dorsey, Belle E., School No. 1, State St., Perth Amboy Dowling, Verna, 114 S. Broad, Penns Grove Dransfield, J. Edgar, 78 Shaler Ave., Cliff- side Duffy, Elizabeth C., School, Bayonne Dwyer, Mary Agnes, Roosevelt School No. 10, Passdic E dwards, Elizabeth, Maywood School, May- wood Emery, Helen Ricker, Bradley School, As- bury Park Erath, Mrs. Mabel V., 361 Somerset St., North Plainfield Farrell, M. Ada, Franklin School, Rahway Fenimore, Mary A., 215 N. Fourth St., Camden Fillips, Susan M., 97 Center St., Metuchen Finger, Mary H., Cadwalader School, Bou- dinot St., Trent on Fisher, Harriet M., Hamilton School, High- land Park Flory, Floyd C., Irvington Floyd, James R., Lincoln School, Newark Francis, George B., Elementary School, Point Pleasant Beach Franklin, Mary C., 415 Park Ave., Jefferson School, Spaulding School, Columbian School, East Witherspoon School, Englewood Cliffs School, Evergreen School, Athenia School No. Woodrow Wilson Pater- son a. Grace A., 121 Summit Ave., Sum- mit Gerlack, Luella, 116 ville N. Second St., Mill- —$—$___ Schoo! » Cam- l, New- Cation, Vick lentary Bloom- School, y Pi, Free- Jersey school, school, s St, Ave., East abeth e St., chool, shool, St., ‘hool, hool, myra n nroe hear ‘uDS- No. St., rove ‘liff- lson No. lay- As- St., yay St., 1en ou- sh- irk ol, er- In- TweELFTH YEARBOOK 555 Gerow, Aline, Public School No. 10, Jer- sey City Gilnack, Clara S., 55 Grove St., Montclair Glassmeyer, Edward, 54 Van Reipen Ave., Jersey City Greene, Walter J., McKinley School, New- ark Gremont, Helen C., 370 South Ave., Bridge- ton Griswold, Carolyn, Cleveland School, En- glewood Gronde, Franklin J., Bradley Beach Haines, Jennie F., 59 Elmwood Ave., Union Hambright, John B., Maple Avenue School, Newark Hammond, D. Stanton, 965 E. 23rd St., Paterson Haney, S. Ellen, Roosevelt School, Haw- thorne Hargrove, William B., School, Newark Harris, Luella C., beth Hartman, A. L., 104 Haddon P1., Montclair Harvey. Mrs. Loretta, Woodrow Wilson School No. 19, Edgar Rd., Elizabeth Hasbrouck, Martin, School No. 21, Paterson Hegel, Lizzie C., 66 S. Tenth St., Newark Hermann, Catherine B., 137 Roosevelt Ave., Carteret Herron, John §&., Newark Hice, Mae, 431 E. Second St., Plainfield Higgins, E. May, 589 Mountain Ave., Bound Brook Hinman, Stanley T., Westfield Howard, L. Frances, 25 Salter St., 218 Fourth Ave., Charlton Street 90 Westfield Ave., Eliza- Upper Lafayette Street School, Columbus’ School, Spring- field Howard, Margarette E., 121 Summit Ave., Summit Hulse, Henry S., Jr Newark Hummer, H. Myrtle. 28 Wall St., Trenton Hutton, Lillie M., 556 Royden St., Camden Ireland, Lora F., 110 Westminster Ave., Merchantville Ireland, Ruth Anne, Tuscan School, Ma- plewood Jacob, Walter W., fiel Jeffrey, Mrs. Mathilde C., Ave., Hawthorne Jenkins, Albion U., 357 FE. son Johnson, Alberta M., School, Atlantic City Johnson, Coates L., 25 Thrumont Rd., Caldwell Johnson, E. A., Klockner School, Trenton Johnson, Sara G., Rand School, Montclair Johnston, Ruth §S., 20 W. Plaza, Ridge- wood Jupp, Estelle §&., Rutherford Keller, Ethel M., 512 Roosevelt Ave., Carteret Kelly, Ruth Bryan, West Creek Kerwin, John M., Snyder Junior High School, Jersey City Kineaid, Stella M., SS Essex Ave., Glen Ridge Klein, Mrs. Anna L., Guttenberg Kolar, Ludwig, Box 22. R. F. D. 1, Dover Krom, Edward F., 601 Sixth St., Carlstadt Kurtz, Elizabeth H., 120 Mulberry St., Millville Kurtz, Louise, 126 Kingsland Rd., Nutley La Vance, Laura F., School No. 8, Dela- wanna Leahey, P. Joseph, Rushmore Ave., R. F. D. , Plainfield , Burnet Street School, Emerson School, Plain- 162 Lafayette 37th St., Pater- Richmond Avenue Washington School, West Creek School, Publie School No. 1, Lee, Ethel M., 673 Fairview St., Camden Lehlbach, Emma, 394 S. Belmont Ave., Newark Lembeck, Lillian R, Grant School, Dumont Leonard, Mary A., School No. 21, Eliza- beth Lesh, William S., 20 Stephen St., South River 1215 Eldredge Ave., W., Lilley, Edna J., Collingswood Lister, Elma, School No. 6, Hackensack Locke, Mrs. Helen V., Lincoln School, East Rutherford Love, Jessie, Box 113, Little Falls —_ Martha B., 407 Cooper St., Cam- den McDonough, Marguerite F., School, South Plainfield McLean, William, Mt. Hebron Junior High School, Upper Montclair McTamney, Mary Cecilia, 1444 W. State St., Trenton Marshall, Mary E., Box 82, Audubon Mathews, Elizabeth A., Garfield School, Camden Maxwell, Doris E., Roosevelt School, Lodi May, Ann M., 849 Kilsyth Rd., Elizabeth Roosevelt Meade, Mary P., 108 Smith St., Perth Amboy Merchant, Mary E., Speedwell Avenue School, Morristown Miller, Mrs. Eva P., Spring Garden School, Nutley Milligan, John P., ve Miner, Benjamin C., Central Avenue School Newark Mombert, Eleanor, School No. 14, Paterson Morrell, Julia L., Lincoln School, Rahway Morrison, Howard D., 720 President Ave., Trenton Mulford, Mrs. Clara T., Vine Street School, Bridgeton Munson, Ruth W., 216 Academy St., South 13 Darrow St., South Orange Murphy, Mrs. Mary Davies, Public School No. 31, Jersey ‘City Neulen, Lester N., 360 Warwick Ave., West E nglew ood Nickum, C. Edith, 311 Montgomery St., Highland Park Oakes, Grace S., 337 Bellevue Ave., Ham- monton Otis, Elizabeth, 178 Thomas, Bloomfield Owen, Katharine E., Robert Morris School, Elizabeth Patz, Gustav, 2033 Balmoral Ave., Union Peters. Mary V.. 22 S. Baltimore Ave., Ventnor Petty, Letitia, Washington School, Lynd- hurst Pierpont, Elenora V. C., 51 Market St., Salem Pollard, Louise E., 1399 North Ave., Eliza- beth et Pond, Rita C., 72 Willow Ave., Plainfield Poole, Mrs. Ella Strow, Public School No. 37, Jersey City Rachor, Mrs. Minnie, 13 Elmer St., Bridge- ton Randolph, Corliss F., 83 Jefferson Ave., Maplewood Rice, Thomas W., Verona —_ Frank M., 94 Preakness Ave., Pater- Laning Avenue School, Richards, Mary’ Gertrude, ne School No. 8, North Berge Richards, William F., Public "ichect No. 3, Belleville Rogers, Lydia A., James Lawrence School, urlington Rose, Guy B., Glenfield School, Montclair Rovs, Lincoln J., Franklin School, 215 Dodd St., East Orange Rudiboc, Mari B., Box 107, Metuchen 556 ELemMentTARY Scuoot Princrpats Sailey, Alice B., 1894 Brunswick Ave., Trenton Samuels, Ethel Mae, 115 N. Seventh Ave., New Brunswick Sanderson, Ethel H., 110 Laurel Ave., Arlington Saurman, Mrs. Bertha M., 110 E. Palisade Ave., Englewood Savage, Sue E., Hillside Avenue School, Hillside Sayre, Martha, 6703 Church Rd., Merchant- ville Schmidt, Karl G., Bragaw Avenue School, ewark Sass, E. Winifred, Memorial School, assaic Scott, Dorothea A., Montvale, Bergen County Serven, Edward J., Chancellor Avenue School, Newark wy Isaac A., School No. 37, Jersey City Sexton, Wray E., 23 Hoffman St., Maple- wood Shotwell, Fred C., Supvg. Prin. of Public Schools, Franklin Sickler, Edna F., 61 Pitman Ave., Pitman Simons, Mrs. Myrtle H., 67 Salem Ave., Burlington Smith, D. Grace, Grover Cleveland School, Rahway Smith, W. H., 114 S. Arlington Ave., East Orange Smith, William R., 270 Highland Ave., New- ark Southard, Mrs. Maud B., 425 Trinity Pl. Elizabeth a ~ 2 William R., School No. 6, Grant- Stalter, Ethel, School No. 2, Montvale Stautermann, Georgia, School No. 1, Park Ave., Seotch Plains Sterling, Amanda G., 316 §S. Lake Dr., Lakewood Stites, M. Gertrude, 99 Magnolia Ave., Tenafl Stone, Mary E., 15 Clarke St., Jersey City Stratton, Mason A., 272 Huron St., Abse- con Strohoefer, F. K., 813 Ave. C, Bayonne Stuart, Byron D., Grant and Franklin Schools, Westfield Stull, Anna G., Lafayette School, High- land Park, New Brunswick Summers, Mrs. Katharine W., William Livingston School, Elizabeth Taistra, Lucyan J., Public School No. 8, Seventh and Adams Sts. ., Hoboken Tantum, Emma U., 70 Grandview Ave., Plainfield Terhune, Elizabeth E., Washington School, Hawthorne Terrell, Nellie E., 674 Stuyvesant Ave., Trenton Thompson, Kennington L., Director of Re- search and Publicity, Board of Educa- tion, Jersey City Thomson, Mrs. Margaret, 413 Penn St., Camden Thorburn, Roylouise, School No. 4, Clifton Travers, Charles E., 251 Gregory Ave., Passaic Tregenza, Norman J., Morristown Troy, Ann A., Park School, Nutley a Emma, 909 McCullum Ave., Cape May Turner, Sara C., Miss Beard’s School, 560 Berkeley Ave., Orange Van Auken, William D., 102 Bamford Ave., Hawthorne Van Horn, F. C., Public School, Roseland Van Syckle, Blanch, Public School No. 9, Perth Amboy Ventres, Shailer W., Little Falls Lafayette School, 113 Wilmore Rd., Wade, Mrs. Edith Van G., Elmore School, Magie Ave, Elizabeth bk Helen, 46 The Terrace, Ruther. Waller, J. Flint, 2 S. Clinton Ave., Trenton Warren, Mrs. Cora M., 24 Hudson Ave., Edgewater Waterbury, Willard H., Coytesville Weldon, O. K., Tenakill School, Closter Whelan, Mrs. Katherine, Public School No, , Blvd. and Zabriskie St., Jersey City Whitford, Everett T., School No. 6, Pater- son Whitlock, Sarah O., Lincoln School, New Brunswick Wieand, E. Margaret, 6 Merrick Villa, Col- lingswood Wilde, Anna A., Union Street School, Ridgewood Wiley, Alice D., 43 Prospect St., =a Wilson, Albert H., 35 Watson Ave., East Orange Winkworth, Jessie L., 220 Ninth Ave., Haddon Heights . Reid St., Eliza- Witteman, Anna M., 39 N beth Wolf, Lily A., 201 Irving Pl., Rutherford Ww right, Norman A., South Avenue School, Bridgeton Wright, Stella J., 90 Welton St., New Brunswick York, Mary G., Jefferson School, Maple- wood Young, E. B., Lafayette School, Hawthorne NEW MEXICO Gonzales, A. C., 418 N. Oak, Albuquerque Kiker, Stella, 240 S. Fifth St., Raton McCollum, J. R., 523 N. Sixth St., Al- buquerque Meyers, George L., Nava Indian School, Newcomb Mitchell, George F., 315 S. Tenth St., Albuquerque Schupp, Ona E., 223 N. High St., Albu- querque Sininger, Harlan, 124 Stanford Ave., Al- buquerque Taylor, Mrs. Ieila M., Box 674, Raton Tireman, Il.. S., San Jose Experimental School, Albuquerque Watson, Dorothy, Fierro Wiseheart, James W., 205 E. Aztec, Gallup NEW YORK Abel, B. L., Grammar School No. 47, Buffalo Adams, a A., 406 Turin St., Rome Alexander, Carter, Teachers College, Co- lumbia University, New York Alter, Harvey E., Thomas Street Se hool, Rome Anderson, Ellen R., 4 Cedar St., Potsdam Anderson, Mrs. Jessie W., South Side School, Canastota Arnold, Mary L., St. John School, Ithaca Arnold, Raymond W., 197 Norwood Ave., Buffalo Arnson, Harriet, Fifth Street School, Niagara Falls Babcock, Alice L.. 160 Broad St., Catskill Badanes, Saul, Public School No. 173, Pennsylvania Ave., Brooklyn Baker, Harold V., Daniel Webster School, New Rochelle Banker, Gilbert M., 112 Rockland Ave., Banta, Katherine A., 35 Summit Ave., Port Chester aes, E. Olive, 110 N. Main St., Glovers- Barnett, I. Irving. Public School No. 25, Manhattan, 330 E, Fifth St., New York a School, tuther. renton Ave., ster 01 No, v City Pater- , New 1, Col- chool, enton East Ave., lliza- rford hool, New aple- orne rque 1 Al- ool, St., lbu- Al- ton ital lup TweELFrtTu YEARBOOK 55 _ ‘ << Barth, Mark, 251 Stagg St., Brooklyn Beach, Channing E., 278 Norwalk, Buffalo Beaumont, Florence, 3321 85th St., Jack- son Heights, New York Bennett, Agnes Marie, North Side School, Frankfort Benton, George W., 88 Lexington Ave., New York Betts, O. A., Central New York School for the Deaf, Rome F Bickle, Sylvia M., 100 Somerton Ave., Ken- more Bierce, Stella B., Bedford Road School, Pleasantville ire Bildersee, Dorothy, Public School No. 80, Manhattan, 415 E. 120th St., New York Black. Robert H., 172 Ellingwood Dr., Rochester Bloomfield, M. Elizabeth, 40 Whitfield Ter., New Rochelle Boecker, Alexander, Public School No. 100, Coney Island, Brooklyn ; z Borgeson, F. C., School of Education, New York University, New York Borrell, Victorine E., School No. 26, 101 Milton St., Buffalo Bostick, Eva Gibbs, 1 Greenridge Ave., White Plains Bostwick, Helen M., 195 Madison St., Brooklyn Boutet, George H., Jr.. School No. 3, Por- ter at Niagara, Buffalo 1 Bowie, Katharine C., Public School No. 183, 76 Riverdale Ave., Brooklyn Bradley, Anna F., 317 Mullin St., Water- town Braine, Elizabeth M., 78 Cambridge Pl., Brooklyn Brandenburg, Edna A., Elmer Avenue School, Schenectady E Brogan, Helen A., No. 1 School, Yonkers Brogan. Whit. Union Free School, Dist. No. 6, Scarsdale = a Brophy, Julia R., Public School No. 35, Bronx, New York Brown, Helen I., 614 Tacoma Ave., Buffalo Brown, Zadie, 72 Lenox Ave, Lynbrook Brownell, Edna M.. Lake St., Stillwater Bruck. John P., 218 Potters Corners Rd., Buffalo : Brutsman, R. FE.. 318 Kings St., Olean Bugbee, Mrs. Nellie A., R. D. 2, Oneonta Bull, Elizabeth A., Bay Avenue School, Patchogue Bullock, Caroline M., Cleveland Avenue School, Niagara Falls Burke. Hanna J.. School No. 29, 222 S. Park Ave., Buffalo Burns, Mrs. Lillian O., Columbus School, Rome Butler, Helen M., Tenth Street School, Niagara Falls Butler, O. T., 314 Irvine Pl.. Elmira Butts. Franklin A., Edward Elsworth School, Poughkeepsie Cahill, Marie E., Academy Street School, Watertown Campbell, Ethel M., 126 John_St., Ilion Carl, G. Harold. School No. 82, Easton and Hazelwood, Buffalo Carlson, Clara H.. 90-42 206th St., Queens Village, Long Island i Carroll, William L., Public School No. 165, 462-A Eighth St., Brooklyn Carson, Charlotte, 172 Clark St., Canan- daigua Chamberlin, Esther R., 777 Warburton Ave., Yonkers Chambers, A. Frances, 541 Congress St., Troy Chatfield, Hazen, Public School No. 102, 1827 Archer St., New York Clark, Will Mosher, School No. 32, 342 Clinton St., Buffalo : Clarke, Bertha E., 24 Columbia Ave., Bing- hamton Clarke, Martha H., 472 Gramatan Ave., Mt. Vernon Clemency, Anna E., Public School No. 169, Seventh Ave. and 44th St., Brook- lyn Clifford, Mrs. Barbara M., Nathan Hale School, Mt. Vernon Cobb, Elmer J., School No. 60, 238 Ontario St., Buffalo Cochrane, Lyda S., 13 S. Main St., Batavia Cohen, Irving L., Public School, Queens Village, New York Coleman, Georgia Avis, Colonial School, Pelham Collier, Genevieve L., Horton School, Port Chester Comstock, Emma L., 26 Bank St., Batavia Concannon, Helen I., 3982 50th St., Wood- side, Long Island Conley, Lillian M., Public School No. 131, Queens, Jamaica Conroy, Marie R., 75 Mountainside Rd., Stapleton, Staten Island = Mrs. Elsie M., 664 82nd St., Brook- yn Cooper, Fannie M., 105 E. Eighth St., _ Jamestown Cordes, Mrs. Edith B., School No. 5, Mt. Vernon Corey, Clara A., School No. 35, 156 Field St., Rochester Cort, Ambrose, 241 McDougal St., Brook- yn Craig, Christine, 14 Elm St., Whitesboro Crandall, J._B., Union School, Pyrites Crittenden, Harold C., Public School, Armonk Crooker, Frederick F., Public School No. _ 128, Brooklyn Crosby, Mary A., School No. 10, Yonkers Ialton, Kathryn, School No. 13, Troy Daly, John J., Sands Point School, Port Washington Dano, Anna M., 200 William St., Water- town Darmstadter, Charlotte, Public School No. 22, Buffalo Davidman, Joseph I., Junior High School No. 97, Manhattan, 135 Mangin St., New York Davidson, Flora T., 1565 New York Ave., Brooklyn Davis, Grace L., Lineoln School, E. Lin- coln and Archer Aves., Mt. Vernon Delaney, Mary J., 266 Lincoln Rd., Brook- lyn Demmon, Ruby G., 21 Mechanic St., Ball- ston Spa Densmore, David W., Kodak Park School No. 41, Rochester Deveson, Addie E., Public School No. 8, Great Kills, Staten Island Devine, Mary J., 19 Clinton St., Norwick De Vinney. Mabel A., Brighton School, 2200 S. Salina St., Syracuse Dilly, S. G., 600 West Grav St.. Elmira Dix, Lester H., 425 W. 123rd St., New York Donnelly, Ella Marie, Hutchinson School, North Pelham Donovan, Esther, Cherry Valley School, Garden City Dooley, Raphael C., 211-23 90th Ave., Queens Village Dorr, Maude L., 6 State Pl., Watertown Dromey, Hettie M., 311 Jackson St., Hemp- stead Duffy, Fred H.. Washington Elementary School, Kenmore Dukeshire, Stanley C., Rockledge Manor, Yonkers Dwyer, Madeleine, Broad Street School, Glens Falls Dyer, Nellie C., 509 E. Seventh St., James- town ~~ 558 ELeMENTARY ScHoort Principats Eaton, Anne T., Lincoln School, Teachers College, 425 W. 123rd St., New York Ebeling, Elsa, Public School No. 208, Ave. D and 49th St., Brooklyn Eckhardt, Florence, 45 Lake St., Ham- burg Ehrenfeld, Abraham, Public School No. 10, —, 133 St. Nicholas Ave., New Yor Elmendorf, George M., Supt. of Schools, Plattsburgh Emmons, Anna, Public School No. 19, y —- Lucy, 203 Rivington St., New or Evers, Catherine V., 626 Sterling Pl, Brooklyn — Anna L., 40 Fulton Ave., Hemp- Farrell, James E., School No 31, 212 Stanton St., Buffalo Faucett, Edith T., 422} E. Seneca St., Ithaca Fay, Mamie, Public School No. 122, Long sland City Ferry, Martha, 220 E. Main, Batavia Fichtner, Katherine E., Edward Mott Moore School, Rochester Finkelstein, Mary E., Public School No. 42, 71 Hester St., New York Fisher, Frederick W., 481 Woodward Ave., Buffalo Fitzell, Ruth T., Public School No. 5, Queens, Long Island City Fitz Gerald, Mary E., Prospect School, Solvay Flanders, Jesse K., State Normal School, Oswego Flatow, Jacob, Public School No. 42, Elt- ingville, Staten Island Forssell, Alva E., 119 College Ave., Wester- leigh, Staten Island Frail, Jennie A., Theodore Roosevelt School, Johnson City Friedmann, Henry, Public School No. 80, Blissville, Long Island City Gallup, Jackson, Francis Parker School No. 3, Rochester Garfinkel, Maurice A., 377 Montgomery St., Brooklyn Genske, Emma, 752 Central Ave., Punkirk Gewirtz, Max, Public School No. 230, Albe- marle Rd. and Gravesend Ave., Brooklyn — Myron R., Public School No. 187, 65th St. and 12th Ave. ., Brooklyn Goodell, Mrs. Mabel D., 1668 Ave. B, Schenectady Gorham, Mary E., 521 Brandywine Ave., Schenectady Gould, Clifford M., 25 Shepard Ave., Ken- more Graham, Minnie S., 10 Rich Ave., Mt. Vernon Gray, Temperance, Public School No. 82, Fourth Ave. and 36th St., Brooklyn Greenberg, Joseph, 449 Second St., Brook- lyn Gees, Ella, Public School No. 133, 355 Butler St., Brooklyn Guilfoil, Otis V., 347 Third St., Newburgh Hague, Gordan ye Lincoln School, Ken- more Halligan, Thomas C., Public School No. 164, Manhattan, 401 W. 164th St., New York Handley, Mrs. Myrtle C., 21 Trumbull Pkwy., Batavia Hanway. Hannah F., School, Elmont Hares, W. Gaylord, Public School, Hyde Park Harris, Daisy M., 1826 Valley Dr., Syra- cuse Harris, John F., Public School No. 54, 195 Sandford St., Brooklyn Harris, Mabel E., 1303 Howard Ave., Utica Covert Avenue Haven, Mabel, 274 S. Broadway, Yonkers Hayden, Mrs. Rena C., Jericho Rd., Floral ‘ark Hausauer, Mrs. Matilda W., 92 Wallace Ave., Buffalo Healey, Gertrude M., Public School No. 26, Bronx, 101 W. Burnside Ave., New York Hemstreet, A. Earle, School No. 54, Main St. at Leroy, Buffalo Hickey, Kate R., Public School No. 68, Queens, Ridgewood Hickok, Mary K., 39 Montgomery S&t., Ilion Higgins, Gordon H., School No. 70, Buffum St., Buffalo Hinderland, Laura J., 14 Beach Rd., Great Neck, Long Island Hirschbeck, Loretta M., 365 Putnam Ave., Port Chester Hirsdansky, Simon, Public School No. 4, 1701 Fulton Ave., New York Hoffman, Josephine L., 371 Lake Ave., Rochester Hogg, Elizabeth, 40 Floral Ave., Bing- hamton Holt, Katherine E., Public School No. 21, Queens, Flushing Hopkins, Amelia M., Schenectady Hosic, James F., Teachers College, Column- bia University, New York Houghton, LeGrand Bennett, 189 Bryant St., North Tonawanda Howe, Edwin J., School No. 16, 939 Dela ware Ave., Buffalo Huddle, Otto E., High School, Briarcliff Manor Huggard, Ethel F., 850 Vernon Ave., Long Island City Huggin, Ellen, No. 7 School, Dunkirk Hughson, Arthur, Public School No. 151, Queens, Woodside, Long Island Hughston, Robert L., Hills School, R. F. D. 1, Huntington, Long Island Hyde, Margaret E., 33 Central Ave., Staten Island January, E. L., Elmsford Jenks, Elsie L., West End School, Lyn- brook Stella V., 115 Prospect St., Sacandaga School, Johnson, Jamestown Johnston, Anna C., Public School No. 59. 182nd and Bathgate Ave., New York Jones, Mrs. Edna §8., No. 4 School, Jeffer- son Ave., Rochester Joyce, Charles W., 143 Deerfield Dr., Rochester Kaplan, Michael, Public School No. 93. 31 New York Ave., Brooklyn Katz, Samuel, Public School No. 156. Sutter Ave. and Grafton St., Brooklyn Keenan, Mrs. Ruth G., 87 Westmont Ave.. Elmira Kehoe, Edward J., Public School No. 228, Brooklyn Kelly, Catherine A., ase Speen’ Ithaca Kenney, Bessie D., 29 West St., Fairport Kidney, Glenn H., Park School, Ossining King, Mary T., 48 W. Second St., Mt. Vernon Kingsley, Emma E., School No. 7, River- side Ave., Elmira Kinsman, Daniel F., 17 Romeyn Ave., Amsterdam Kirk, Nellie, 293 Woodward Ave., Buffalo Kline, Pearl, 1154 State St., Watertown Klugman, Walter A., 653 State St., Water- town Kornfeld, Louis. Public School No. 30, 165 Conover St., Brooklyn Krause, Arthur K., Public School No. 132, Manhattan, New York Kurth, Gertrude M., 127 59th St., Niagara Falls Lange, William, 47 Beechwood, Farming- d onkers Flora] fallace Yo. 26, ' York Main uffum Great Ave., ‘Oo. 4, Ave., Bing- » 24 hool, luin- vant Jela- cliff Ong 151, oa ten yn- ¥ Dig 1g TwerEL_Frru YEARBOOK 559 Lanigan, Charles T., De Witt Clinton School, Rome Lansing, Hugh H., School No. 1, Troy Lawlor, Caroline E., 4217 167th St., Flush- ing Lawlor, Mary, Salem Hyde School, Syra- cuse Lawrence, Mrs. Sara W., Ridge Street School, Glens Falls Layman, A. E., Menands School, Albany leary, Elizabeth, 32 Arundel Rd., Buffalo Leidt, Edna J., Prospect Hill School, Pel- ham Manor Lester, Florence G., School No. 79, Lawn Ave., Buffalo Lewis, Carl E., 13 Eastman Ter., Pough- keepsie : Lindquist, Margaret A., 2281 University Ave., New York Linn, Maynard W., 525 W. 120th St., New Yor Lippert, Berthold, Public School No 73, Queens, 71st St. and 54th Ave., Maspeth, Long Island Lockhart, Raymond J., Public School, Mas- sapequa Lodato, August, 162 W. Chester St., Long Beach Lodge, Emma L., Buffalo Loftus, John J., 561 6lst St., Brooklyn Ludwig, Augustus, 360 E. 23rd St., Brook- ] a 126 Donaldson Rd., n Lotz, Christine L., Lincoln Park School No. 44, Rochester Lyon, Julia E., Stephenson School, New Rochelle McCann, Edward R., Theodore Roosevelt School, Lackawanna McConnell, Effie L., 108 Dubois St., New- burgh McCormick, Alice V., 1349 Lexington Ave., New York McKenna, Lauretta C., 135 Shonnard Ter., Yonkers McKernan, Mary L., 1229 Kemble St., Utica McManus, Harold, Public School, Rock- land Lake MeNeill, George A., Andrews School No. 9, 261 Joseph Ave., Rochester McSwyny, Mary, Public School No. 130, 70 Ocean Pkwy., Brooklyn Mackay, Eleanor C., 230 S. Second Ave., Mt. Vernon Mackintosh, Margaret C., 1224 Ditmas Ave., Brooklyn Maguire, Matilda E., Merrick School, Syra- cuse Mahoney, Mary A., 738 Buffalo St., James- town Manheim, Mrs. Sophie C., Public School No. 61, Manhattan, New York Markham, Julia Ann, Public School, Bronx- ville Maynard, Mabel A., 2511 Sunset Ave., Utica Mazurowska, Marta, School No. 59, Glen- wood near Fillmore Ave., Buffalo ae Mary E., 47 Grand Ave., Johnson City Mlochowski, Casimir, School No. 5, New Albion Monahan, Jane E., Public School No. 42, Classon and St. Marks Ave., Brooklyn Montgomery, Alice M., 11 Livingston Park, Rochester Morey, Anna A., School No. 14, Troy Moriarity, Mrs. Annie B., Public School No. 162, St. Nicholas and Willoughby Ave., Brooklyn Morrison, J. Cayce, State Education Dept., Albany —_ Grant D., Supt. of Schools, Sauger- es Mossman, Lois Coffey, Teachers College, Columbia University, New York Mott, Evelyn S., Lincoln School, Port Chester Mager. Ellena C., 250 Glen St., Glens alls Murphy, Margaret M., 120 Oak St., Hud- son Falls Nelson, Amanda, 1231 N. Main St., James- town Nickles, George F., Children’s Village, Dobbs Ferry Nifenecker, Eugene A., Bureau of Refer- ence, Research and Statistics, Board of Education, 500 Park Ave., New York Norton, John K., 50 Morningside Drive, New York Nosworthy, Emily, 39 E. 85th St., New rork Yor Obermeier, Minnie, Public School No. 102, Manhattan, 611 W. 156th St., New York O’Brien, Josephine G., Public School No. 117, Queens, Jamaica O’Connor, Kathryn M., 735 Broadway, Kingston O'Malley, Margaret, Public School No. 66, Tacoma and Parkside, Buffalo O’Keefe, Emma M., School No. 37, Con- gress Ave., Rochester Olmstead, Helen M., 150 Oxford Ave., Buffalo Orr, Mrs. Mabel L., 200 Lexington Ave., Rochester Palmer, Gertrude A., 545 W. 164th St., New York Palmer, James B., Dept. of Rural Educa- tion, State Normal School, Potsdam —_ Florence E., 32 Linden Ave., Buf- alo Park, Ford R., 99 Maple Ave., Hamburg Paulsen, Gertrude M., 410-A Sackett St., Brooklyn Pearson, Georgia King, 6 Lewis Pkwy., Yonkers Penfold, Arthur, 332 Beard Ave., Buffalo Pertsch, C. Frederick, Public School No. 29, Henry and Kane Sts., Brooklyn Phillips, Ellen M., Public School No. 188, Manhattan, 131 Lewis St., New York Piedalue, Marvy R., Edgewood Elementary School, Scarsdale 584 Jefferson Ave., Piercy, Mabel E., Brooklyn Piper, Sarah M., Frankfort Street School, Frankfort Plantz, Nina, 108 Cherry St., Hicksville, Long Island ~—. Cecelia, 2685 Grand Concourse, New or Potts, Mrs. Dora H., 170 Greenridge Ave., White Plains Powers, Katherine B., Horace Mann School No. 13, Rochester Powlesland, Walter H., 101 Grant Ave., Syracuse Pugh, Sterling B., 217 Clinton Ave., New Rochelle Pugsley, Chester A., Elementary School Administration, State Teachers College, Buffalo Pulling, Rowland J., Mohawk School, Scotia Putnam, Lena M., 602 N. James St., Rome Raben, Morris, Public School No. 90, Bronx, 166th St. and Sheridan Ave., New York Rado, Alfred, Public School No. 89, The Bronx, Mace and Paulding Aves., New York Ramsdell, Florence R., Marion Street School, Lynbrook Reigart, John F., 31 Euclid Ave., Yonkers Reilly, Frederick J., 63 Hamilton Ter.. New York Rhoads, Luke C., Box 93, Mt. Vernon 560 ELEMENTARY Scuoot PrIncIPALs Rhodes, Sara L., 637 St. Marks Ave., Brooklyn Rick, Antoinette D., 287 Hallock St., Jamestown Riley, Ruth V., Big Cross Street School, Glens Falls —, David H., High School, Church- ville Robbins, Lovina M., 161 Union St., Ham- burg Robertson, John W., Floral Park Roe, Christina L., Public School No. 214, Pitkin and Drew Aves., Brooklyn Roeder, Mary S., 2 Beekman P1.. New York Ronnei, Herman L., Columbus Avenue School, Valhalla a — Charles L., 197 Voorhees Ave., uffalo Schaller, smate, Public School No. 103, 49 E. 119th St., New York Schatteles, Ay Ruth, 215 W. 88rd St., New York Schildmacher, Ella M., Ave., Jamestown Schneucker, Elizabeth S., 808 State St., Schenectady Schroff, Seaumh. Public School No. 34, The Bronx, New Yor Schultz, Frederick, 346 N. Park Ave., Bellerose School, 632 Prendergast Buffalo Scott, Maude E., 64 Sussex St., Port Jervis Scudder, Augustine L., Lincoln School, Huntington Seiont — Roslyn Heights School, Roslyn e Selby, ,_ = F., 152 Ross Ave., New Dorp, Staten Island Shaw, Helen V., 94 South St., Auburn Sherburne, M. Louise, 264 Beach 139th St., Rockaway Beach Sherrard, John P., Public School No. 44, Broadway and Koupp Sts., Buffalo Sherwood, Leah, Public School No. 72, 651 New Lots Rd., ‘eo = Mae, 1502} E. Main St., Endi- Silverman, Estelle L., Public School No. 25, The Bronx, New York Simmons, Harry _ Liberty Street School, Newburgh Slade, Lillian A., 4 Tilley Ave, Oneonta Smallenburg, Ella, School No. Buffalo Smallwood, Winifred, Pere te’ Moyne School, Syracuse Smith, Della V., 1142 Arsenal St., Water- town 112 Hempstead Ave., Smith, Homer I., West Hempstead Smith, Hoyt D., Alden House, Larchmont Smith, Mrs. May Y., 25 Hudson St., John- son City Snapp, Jennie F., Loder Avenue School, Endicott Spacht, Charles A., Henry Barnard School, New Rochelle Specht, Louise, 408 Quentin St., Kew Gardens, New York Spencer, Cecil F., , 44, Babyl Spurgeon, a Grace i. i112- 29° 175th St., St. Alba Stensee. “Clifford A., 101 Barton Ave., 1405 Merriam ca ‘Stapleton, Josephine F., Ave., New York Stecher, Mrs. Elizabeth M., Public School No. 110, Manhattan, 28 Cannon St., New York Steel, H. J., 130 Nassau, Kenmore Steiner, Fredericka, 945 West End Ave., New York Stevens, Plowden, Jr., 1825 Prospect Ave., New Yor Stewart, Ruth A., School, Larchmont Chatsworth Avenue Sticht, Mrs. Mabel E., Gloversville Stone, Lucy A., 57 Pennsylvania Ave,, Binghamton Sumner, Bertha E., 110 W. Main St, Batavia Sumner, S. Clayton, Seymour School, Syra- cuse Swannie, Evelyn Haas, 709 Elmwood Ave., Buffalo Swarts, Arlington, 305 Woodbine Ave., Rochester Sweeney, Agnes L., Ashland Avenue School, Niagara Falls Sweeney, Thomas H., 287 Elm St., Long Island City Swift, Charles B., 130 S. Harlem Rd., Snyder Sylvester, Emma, 143-04 Queens Ave, Flushing Tallent, Agnes J., Public School No. 132, 320 Manhattan Ave., Brooklyn Taylor, George D., Susan B. Anthony No. 27 School, Rochester Terrell, Mrs. Madelaine H., 84 Cedar Ave., Patchogue — Jacob, 234 W. 109th St., New ork Thomas, Rufus G., 1388 Hertford St., Syra- cuse Tierney, Leonore M., 1356 Pacific St., Brooklyn Togeens. Eva Z., 199 Bleecher St., Glovers- ville Townsend, Harold L., Boyd School, Solvay Townsend, Winfield A., 109 14th St., Gar- den City Trace, Theates T., 76-06 60th Lane, Ridge- wood, Brooklyn Traphagen, M. H., 39 Parkway E., Mt. Vernon ~——. Margaret E., Waverly Hotel, Her- m er Underhill, Frances A., 1458 State St., Schenectady Van Arsdale, Mary M., 267 Elmwood Ave., Buffalo Viemeister, Edmund H., Park Ave., Sea- ford, Long Island Vincent, H. D., School No. 16, Troy Viymen, Henry’ T., 25 Villa Court, Hemp- stead, Long Island Waite, Edna A., Public School No. 102, Elmhurst Wallstein, D. Daniel, Junior High School No. 142, 114th Ave. and 142nd St., Ja- maica, Long Island Warne, Eva M., 26 Wall St., Amsterdam Warner, Stanley F., 352 Summit Ave., Cedarhurst, Long Island Weaver, David A., 431 W. 121st St., New York Ww — George E., School No. 3, Post Rd., ye Weed, Leola D., School No. 16, Devonia Ave., Mt. Vernon — Hanna, 14 Roosevelt Ave., Larch- 160 Spring S&t., mon Welles, James B., Supt. of Schools, Roslyn Heights Werner, Mrs. Edith F., School No. 7, Mt. ernon West, Charlotte M., 237 DB. Main St., Mt. sco West, Maude I., 1843 Portland Ave., Rochester Weyant, Walter B., 330 Lionel Ave., Solvay Whalen, Frank I., 22-45 41st St., Long Is- and City White, Edith C., 73 De Sales Pl., Brooklyn Wiedemann, Frank J., 1169 Tonawanda St., Buffalo whecew, Elin, 350 Lincoln Place, Brook- yn Williams, Allan J., 691 Eggert R.. Buffalo Wilson, Helen, 60 Hancock St., Brooklyn — — — — ~ 132, ’ No. Ave., New syra- St., vers- lvay Gar- idge- Mt. Her- \ve., Sea- mp- 102, 1001 Ja- n ve., ‘ew TweELFTH YEARBOOK 561 Wilson, Martha M., Public School No. 9, Manhattan, 466 West End Ave., New York Wood, Ethel M., 204 Martine Ave., White Plains Woodbury, Nina A., 98 E. Main St., Port Jervis Wool, Kate L., 325 S. Geneva St., Ithaca Wright, Donald A., 118 S. Washington St., Carthage Wright, Mrs. Louise J., 54 Elmwood Ave., Geneva Wylie, Anna, 2223 Whitney Ave., Niagara Falls Yeager, Fern M., Nott Street School, Sche- nectady Zurbick, W. W., School No. 37, 295 Carlton St., Buffalo NORTH CAROLINA see, Hattie, 1116 S. Tryon St., Charlott Beavers, Sallie L., 601 S. Duke St., Dur- ham Blair, Emma, 1818 S. Main St., High Point ; Bostian, Annie E., 328 E. Bank St., Salis- bury Caldwell, A. B., 2364 Okalina Ave., Wins- ton-Salem Carson, Q. M., 19 Soco St., Asheville English, Mildred, Asst. Supt. of Schools, Box 881, Raleigh Hearne, Clara, Box 577, Roanoke Rapids Helms, H. A., Lindley Junior High School, Greensboro Hinson, Addie, 2021 E. Fifth St., Charlotte Holloway, Maggie E., 411 Cleveland, Dur- ham Holman, Elizabeth F., 209 E. Morgan St., Raleigh Jamison, Florence, 904 W. Fourth S&t., Charlotte Johnson, Mrs. R. F. J., 904 Carrick Ave., High Point McIntyre, Kate A., Central School, Laurin- Mebwein, E. T., Central Junior High School, Greensboro Meinung, Mrs. Hallie H., Box 293, Wins- ton-Salem Paylor, Ivey, 1006 Johnson St., High Point Reid, Florence M., Box 299, Lexington Sherwood, Mrs. M. B., 214 E. Morgan St., Raleigh Shipman, Mrs. E. M., 535 Parkway, High Statteed, Susie F., 511 E. Davis St., Burl- ington Seeeene, E. H., 329 McIver St., Greens- oro Wallace, Janye B., Alexander Street School, Charlotte Wells, Mrs. A. H., Frederick Woodard School, Wilson Whitmore, Mrs. W. H., Public School, Wilson Whitney, D. P., 241 Boulevard, High Point Wilkins, Mrs. Susie, Box 606, Weldon Winstead, Clee, Route 1, Wilson NORTH DAKOTA Brandt, Ivy, 914 Fifth Ave., S., Farzo Champine, Jennie L., Agassig Grade School Fargo Grindstuen, Iver I.. Supt. of Schools. Beach Hanson, Signe, Jefferson School, 16th St., S., Fargo Hanson, Theodore, 1024 Cottonwood St., Grand Forks Hartney, Eleanor M., 416 Eighth St., S., Fargo Hicks, Mrs. Nellie A., 314 Ninth St., S., Fargo Hoag, Gertrude E., 224 Eighth St., N., Fargo —. Clara H., 902 Eighth St., N., "argo McCaine, Adelaide M., 1302 Sixth St., S., Fargo McKee, Maude, Washington School, Fargo Olsen, Gustava, 1126 Fourth St., N., Fargo ee Adelaide, 1415 Eighth Ave., §&., ‘argo Sanderson, Anzonnette, 803 N. Eighth Ave., Valley City Schneider, Gertrude R., 806 N. Park St., Watertown Wales, Mrs. Sadie A., 701 Tenth St., S., "argo Wilson, Seth, Turtle Mountain Consolidated Indian School, Belcourt OHIO Adams, Mrs. Jennie H., 87 Eber Ave., Akron Adams, Mina L., 537 E. Buchtel Ave., Akro n Adamson, Belle, 116 Spring St., Marietta Adel, Mrs. Elmore E., 25 N. 2ist St., Columbus Allen, Cora F., 872 Columbus —_— W. H., College Hill School, Cincin- nat Andrew, Ellen B., Kilgour School, Herschel Ave., Cincinnati Andrix, Edith, Roxboro Elementary School, Cleveland Heights — Louise, 1412 W. 81st St., Cleve- and Arbuckle, Daisy V., 1818 Haldane Rd., Cleveland Arey, Essie, Windsor School, Cincinnati Armstrong, J. J., 1581 Cascade Dr., R. D. 2, Youngstown Baer, Schanette, Whittier School, Toledo Benedict, Myrtle L., 1236 Westlake Ave., Lakewood Betts, Mrs. Mary T., School for Crippled Children, 335 Rockdale Ave., Cincinnati Bevington, Rachel, 1463 Ridgewood Ave., Lakewood Biszantz, Cina L., 11311 Clifton Blvd., Cleveland Boda, H. L., Lincoln Junior High School, Dayton Bolenbaugh, George B., Fairview School, Cincinnati Bortle, Helen L., 480 E. Dunedin Rd., Columbus Boyers, Lydia, 625 Arcadia Ave., Toledo Brabec, Corinne, Central School, Dayton Brereton, Jane Lamb, 1420 Goodale Ave., Toledo Brett, Charlotte J., Kinsman School, 7805 Kinsman Rd., Cleveland — Bertha, 271 Second St., Byes- ville Brookes, M. Emma, 1108 The Commodore, Euclid Ave. and Ford Dr., Cleveland — Cc. J., Kirby Road School, Cincin- nat Brown, Nell H., 123 Wroe Ave., Dayton Brown, W. Q., Kennedy-Siverton School, Cincinnati Buchsieb, Carrie J., Siebert School, Co- lumbus Burdge, Alice V., 3408 Bevis Ave., Cin- cinnati Pe E., 7805 Franklin Ave., Cleve- an Callow, Harriet T., 24 N. Prospect St., Akron Campbell, Bess M., Toledo Campfield, Olive, 2712 Collingwood Ave., Toledo Carlisle, Effie, Roosevelt School, Toledo S. Champion Ave., Birmingham School, 562 ELEMENTARY Scuoot PRINCIPALS Carothers, Alice, 1475 Grace Ave., Lake- Woo Case, Mary E., 21540 Detroit Rd., Rocky River Chidlaw, W. M., Sayler Park School, Cin- cinna Chinn, Mrs. Jean T., 17 Englewood Court, Toledo Cleland, Lillian A., 1728 E. 116th PIL, Cleveland Cotterill, Flora B., McGuffey School, 1032 Webster St., Dayton Cook, Selda, 5810 Clinton Ave., Cleveland Covey, Cora L., 110 Arch St., Akron Crane, H. L., 5636 Bramble Ave., Cin- cinnati Crocker, Zillah M., Walbridge School, oledo aay eee Madisonville School, Cin- — J. A., 3261 Enderby Rd., Cleve- Curren, Edith L., Hayes School, Lakewood Dalton, Bess, 1574 Clarence Ave., Lake- wood Daly, Margaret, Roosevelt School, Cincin- nati Davidson, M. Mabel, 1316 Grand Ave., Dayton Davis, H. E., Allison Street School, Nor- woo Davis, Luther M., Morgan School, Kilgour- Finn and Ellen Sts., Cincinnati Dickson, Jennie, 5 Comin St., New Concord oe S. Grace, 1690 W. 31st Pl., Cleve- and Dolan, Edith A., 806 Blair, Cincinnati Downing, Bessie, Garford and Allen Build- ings, Elyria Downing, Georgiana, 12709 Barrington, Cleveland Dyer, W. C., Indianola Elementary School, 16th and Indianola, bg mony Eger, Mrs. Jennie B., 745 Brice Ave., Lima Elliott, Blanche, 1136 Orchard St., Cosh- octon Emig, G. C., McKinley School, Eastern and Tennyson Ave., Cincinnati Ewan, Sylvia, Highlands School, Eastern Ave., Cincinnati Ferrie, Georgia B., Miles School, 11918 Miles Ave., Cleveland Finkbine, Frederick T., Liberty Township School, Kyle Flessa, H. L., Taft School, Cincinnati Fortney, Lura, 23rd Dist. School, Vine and University, Cincinnati Fowler, Lena, 1332 Logan Ave, N. W., Canton Franz, G. F., 109 W. MeMillan St., Cin- cinatti Freeborn, Della E., Rozelle School, East Cleveland Freese, Elizabeth, Hamilton School, Elyria Gabriel, Florence, 7338 Euclid Ave., Cleve- an Galvin, Sadie M., Toledo Gericke, Meta, 3182 W. 14th St., Cleveland Giessler, T. A., Convoy Grafton, Elizabeth M., 947 Norton Ave., Barberton Graham, Florence M., 2964 Meadowbrook Blvd., Cleveland Grant, Bessie, 559 Liberty St., Conneaut be mw A Mrs. Vashti K., 918 Lincoln Ave., ole Grimes, Ruth, Hillman School, Youngstown Guthrie, Glenn W., Garfield School, 13627 Christine Ave., Cleveland Haddow, Mary A., 103 W. Evergreen Ave., Youngstown Hague, Edith McGrew, Douglas School, Columbus Haldane, Jean A., Miles School, 11918 Miles Ave., Cleveland Washington School, Hammond, L. Daisy, 111 Oakwood Ave. Oakwood Village, Dayton Hammond, Rose L., 90 N. 22nd St., Co- lumbus Hanselman, C. F., Westwood School, Cin- cinnati Harry, David P., Jr., University, Cleveland Hart, Helen ‘A., Chase School, ‘Toledo Hauer, John s., Sixth District School, Cincinnati Heiser, Bess M., G. A. Lange School, 200 Dover St., Dayton Henschen, Laura H., 3444 Marvin Ave., Cleveland Hess, Irene, 2623 E. 128th St., Cleveland Hill, Edith, Clifton School, Cincinnati Hisey, Nora, 502 Scottwood Apts., Toledo Howser, Elma B., 325 Franklin St., Marion Hoxter, Truman, 43 May Court, Chagrin Falls Hukill, Elizabeth J., 604 N. Fifth St., Steubenville Hutchinson, W. E., Webster School, Cin- cinnati a poneine K., 3437 W. 123rd St., Cleve- anc Irey, Ferne, Sheridan School, Youngstown Jack, Mary E., Coventry School, Cleveland Heights Jahn, Anna M., 1222 Shorb Ave., N. W., Canton Johnston, Laura A., 2995 Scarborough Rd., Cleveland Heights Judd, Harriet A., 51 Brighton Rd., Co- lumbus Kaefer, William, 407 Ludlow Ave., Cin- cinnati Karp, Esther, Summit School, Canton Kemper, Elisabeth R., Longfellow School, 245-247 Salem Ave., Dayton Kingsborough, Hazel, 2045 Taylor Rd., Cleveland Heights Kinker, Minnie L., 1242 Toledo Kleinsmith, Sylvia N., Madison School, Lakewood Kloepfer, Blanche, 8920 Empire Ave., Cleveland Kolbe, Bertha M., Hotel Bolton, Cleveland Koons, Stella I., 3304 Jefferson Ave., Cincinnati Kreher, Gertrude A., 15907 Whitcomb Rd., N. E., Cleveland Kuehn, Nita E., 2708 Clark Ave., Cleve- land 4zayland, Ethel E., 1163 Wyandotte Rd., Columbus Lee, Nancy B., 7629 Lorain Ave., Cleve- land Lillie, Edward P., Allen School, 773 8. Main St., Akron Logue, Leona W., Columbus Losch, Adela M., 3432 E. 110th St., Cleve- land Loudon, Agnes V., Oxford School, 914 Ox- ford Rd., Cleveland Heights Lowe, C. E., Henry S. Martin School, Canton McCarty, Katherine A., 2049 Cornell Rd., Cleveland McClean, Grace M., Toledo MeCorkle, Toronto McGuire, Gertrude H., 1835 Belmore Rd., East Cleveland McKelvey, H. W., 156 Lusard St., Paines- ville McVean, Etta M., 64 N. Prospect St., Akron Mantle, Nellie, Ely School, Elyria Mapes, June, 2853 Parkwood, Toledo Marcellus, Jean, Glenwood School, Toledo Western Reserve 3roadway S8t., Stewart Avenue School, Scottwood Apts.. Olive, 521 N. Third St, -— a 2 "iy Ave., , Co- Cin- serve hool, 200 Ave., ‘land bi ledo irion igrin St., Cin- leve- ‘Own land W., Rd., 1es- St., edo Markowitz, Martha B., 1383 E. Boulevard, Cleveland Marshall, Jessica, 2229 Hollywood Ave., Toledo Meador, Mildred, North Fairmount School, Baltimore Ave., Cincinnati Miller, C. L., Garfield School, Cincinnati Money, Ella B., Landon School, 1955 W. 96th St., Cleveland Morgan, Edna, 2943 Berkshire Rd., Cleve- an Morgan, Elizabeth, Newbury School, To- edo Myers, Mary E., 85 S. Adolph Ave., Akron Nessle, Fannie B., 816 Nesslewood Ave., Toledo Nowe Lillian S., 890 E. 149th St., Cleve- lanc Norton, B. F., Garden Avenue School, Lorain Oechsler, Hazel, Nathan Hale School, Toledo Ohlemacher, Helen E., 526 Hancock St., Sandusky Orr, Estelle B., Box 1293, Station B, Cleve- an Park, Olive, Union School, 6700 Union Ave., Cleveland Parker, Charles S., Horace Mann School, Cincinnati Parks, Mrs. Belle L., 1847 Knowles St., East Cleveland Peaslee, L. D., Pleasant Ridge School, Cincinnati Perkins, Hugh V., 3235 Euclid Heights Blvd., Cleveland Heights Perrine, Jessie, The Scottwood, Toledo Peters, Edith C., 661 E. 1283rd St., Cleve- land Pettit, Joseph E., Mayfair School, 14000 Mayfair Ave., East Cleveland Pinhard, Estella M., 3706 Library Ave., Cleveland Pittenger, Winifred, Irving School, Toledo Pluckebaum, Dorothy E., 1522 Ruth Ave., Cincinnati Porter, C. H., cinnati Preston, FE. M., Cleveland Price, Isabel, Webster School, Toledo Price, R. Holleman, Department of School Administration, Ohio State University, Columbus Quirk, W. A., Guilford School, Cincinnati Ranft, Aleda V., 2846 Torrington Rd., Shaker Heights Rarey, Mrs. Margaret M., 379 S. Ohio Ave., Columbus Rebert, Ruth E., 255 E. Midlothian Blvd., Youngstown Reid, Mabel, 276 Chestnut Ave., N. E., Warren Renfrow, O. W., Whittier School, Cincin- nati Reszke, Felix E., Sands School, Cincinnati Reynolds, Carolyn, Cherry School, Toledo Reynolds, Sadie, 3930 Berkeley Dr., Toledo Riely, Genevieve, Monroe School, Toledo Riniker, Amelia, 1615 Shorb Ave., N. W., Canton Risley, Gertrude, 1528 Westwood Ave., Lakewood Roemer, Edna, 601 Lincoln Ave., Toledo Rogers, Florence M., McKinley School, 1351 W. Clifton Blvd., Lakewood Roseborough, Linna, 615 Bellflower Ave., . W., Canton Ross, Frances, Shafer Boulevard School, Dayton Rupel, Maude T.., 21 N. Torrence St., Dayton Ryan, Mary G., 2959 Meadowbrook Blvd., Cleveland Schlotman, R. €., Heberle School, Cincin- n Washington School, Cin- Prospect School, East Twetrru YEARBOOK 563 Schroeder, Esther L., Raschig School, Park- way and Elm, Cincinnati Schuh, Belle, 2104 Brookdale Rd., Toledo Schullian, Augusta M., 1497 Mars Ave., Lakewood Schwartz, Albert, Cummins School, Cincin- nati Scott, Belle Torrey, 2522 Brentwood Rd., Bexley Sellers, Mrs. Hazel B., 25 Adelford Ave., Akron Sharp, Lyda V., 615 Spring Ave., Steuben- ville Snyder, Belle, Myrtle Avenue School, Youngstown Spence, A. Marie, 19315 Riverview Ave., Rocky River Stauffer, Daisy R., 304 Irving Ave., Dayton Stevens, Mrs. Avis Coultas, 16905 Delaware Ave., Lakewood Stewart, Ethelyn, 2255 Rexwood Rd., Cleveland Heights —" L. P., 3475 Morrison P1., Cincin- nat Stewart, Martha A., 1777 Carlyon Rd., Cleveland Stough, Elizabeth, Henry S. Belden School, Canton — Winifred J., 5926 Pearl Rd., Cleve- an Swope, Mary B., Flory Hotel, Canton Terrill, Mayme I., Victory Park School, South Euclid Tidrick, Neva J., 2821 Seventh St., N. W., Canton 7 Mabel, 15106 Rosemary Ave., Cleve- lanc Van Dewater, Myrtle, 2463 Lawrence Ave., Toledo Vermillion, Kenneth R., Chambers School, East Cleveland Wallace, C. Jeannette, 209 Hawker St., Dayton Warnking, May, Columbian School, Avon- dale, Cincinnati Wells, Iva Z., 316 Garfield Ave., Lancaster White, Mrs. Ethel S., Wayne School, Toledo White, Milton A., 482 S. Third Ave., Middleport Williams, M. Iola, Firestone Park School, Akron Willoughby, Mary, 244 W. Third Ave., Co- lumbus Wilson, C. A., Avondale School, Cincinnati Wright, Ida J., 544 W. Fourth St., Dayton Wright, Nackie H., Charles’ Feilbach School, Toledo Yarrington, Ida, McKinley School, Toledo York, Myrtle, Beverly School, Toledo Zapf, Sophie L., 1190 Carlyon Rd., East Cleveland Ziska, Agnes L., 3344 Meadowbrook Blvd., Cleveland Heights OKLAHOMA ar = Mabel C., 417 Osage Ave., Bartles- ville Bogan, L. E., Supt. of Consolidated Schools, Okay Bowles, A. G., 1223 S. Columbia, Tulsa Brookes, Virginia Jane, Eugene Field School, Oklahoma City Callihan, Cordia, 606 E. Broadway, Musko- gee Coffman, George W., 315 G St., N. E., Ardmore Condit, Philip M., John Burroughs School, Tulsa Couch, Mrs. Mary D., 1130 N. W. Tenth St., Oklahoma City Dale, Etta D., 505 S. Rock Island Ave., Reno Denney, Earl C., Franklin School, Tulsa 564 ELEMENTARY Scuoot PRINCIPALS Dyer, Charles E., 30 8. E. 34th, Oklahoma Cit y Fritzson, Edith L., Willard School, 1401 W. Third St., Oklahoma City Frye, Dora Cox, 529 N. W. 22nd St., Okla- oma City Giles, O. A., 1348 S. Florence Ave., Tulsa Goodin, Mayme, 631 E. Okmulgee Ave., Muskogee Griggs, O. C., 43 N. Wheeling St., Tulsa Hackendorf, William, 1020 S. Florence Ave., Tulsa Hacker, A. J., Medio School, Tulsa Hardin, Laura, 107} North F, Muskogee Hodges, J. H., Osage School, Tulsa Holmes, J. R., Supt. of Schools, Muskogee Hudson, J. S., 2823 E. Fifth St., Tulsa Hurt, Joe D., Pleasant Porter School, Tulsa Jester, C. L., Bethel Union School, Tulsa Jones, T. E., Walcott Hotel, Muskogee Knight, R. W., Park School, Tulsa La Mar, R. Esther, Roosevelt School Okmulgee McCall, L. C., Longfellow School, Muskogee McCollum, R. E., 1427 N. Elwood, Tulsa MeMillan, Ethel, 31 W. 14th St., Oklahoma City -_~— Maurice, 1115 S. Evanston St., Seana, “Tr. E., 2444 N. Cincinnati, Tulsa Nelson, Mildred, 1443 E. Tenth St., Okmulgee Obreiter, Irene, Horace Mann School, Okla- homa oo Pauly, Frank R., Tulsa Pitts, Lena, 408 Beauclair Hotel, Okmulgee Power, Leonard, Asst. Supt. of Schools, Tulsa Richards, A. L., 1311 S. eeeten, Tulsa Board of Education, Riechel, Adolphine, 422 12th St., Okmulgee Setzefandt, A. O. H., 1547 S. Delaware Pl. Tulsa Simmons. Caesar F., P. O. Box 92, Okla- homa City Smith, Mrs. B. M., 1509 E. 14th St., Okla- homa City Walkup, Lydia, Emerson School, Okmulgee Watson, Isabel, 704 Jennings, Bartlesville Watts, Winifred, Webster School, Okmul- gee Wood, Linnie, Box 984, Bristow Woods. Mrs. Blanche, 1217 W. 18th St., Oklahoma City OREGON Alexander. Mrs. Alevia, 410 FE. 55th St., Portland Blough, I. B., ? FE. 22nd St., Portland Boyd, Charles H., 1239 Rodney Ave., Port- land Buchanan, Mrs. B. M., 4954 Greenwood Ave., Portland Cooper, M. W.,. U. S. Boarding School, Warm Springs DeGraff. Grace, 604 Sheffield Ave, Portland Ford, W. I., 2645 N. E. 38th Ave., Port- land Freel, A. O., 1042 Cleveland Ave., Port- land Gary, T. J.. 89 E. 18th St., Portland Gunn, H. M., 43 N. E. Meikle PI, Port- land Lewis, Charles E., 2122 N. E., Alameda, Portland McCord, Jesse, 270 E. 15th St., N., Port- land Morgan, L. H., land Petteys, W. A., 4007 64th St., S. E., Port- land Roberts, L. D., 810 Bryce Ave., Portland Route 10, Box 88, Port- Swinney, Ruth, 435 Fowler St., Roseburg Tracy, Verlie, ‘436 S. Stephens, Roseburg Zook, Carl §S., Gregory Heights School, Portland PENNSYLVANIA a. Anna D., 909 Northampton St., Easton Allen, Lillie E., 1750 N. 15th St., Phila- delphia Askin, Bessie D., Madison School, Mil- waukee and Orion Sts., Pittsburgh Bartine, Helen W., Ethan Allen School, Robbins Ave. and Battersby, Philadelphia par, Mabel, 1110 Potter St., Chester Beard, Mary E., 610 Park Rd., Ambridge -~ —_, Elizabeth, Lockhart School, Pitts- surgh Berman, Samuel, 5336 N. Sydenham §&t., Philadelphia Best, Burns F., Wynnewood Rd., Ardmore Best, Elizabeth M., 414 Richland Ave., Dravosburg Biswanger, Wilhelmina A., 1621 Harrison St., Philadelphia Bjorak, Ellen D., 37 Belleview Ave., Brad- ford Blake, Celia J., 15 Monitor Ave., Ben Avon Blessing, Louise, 4837 Lytle St., Pitts- a. Calvin, 29 §S. Linwood Ave., Boyle, Hugh E., Hazleton Heights School, lazleton Breeze, Mary P., 325 N. Craig, Pitts- burgh Breitwieser, William, 201 Summit Ave., ae Br., Pittsburgh Brown, Catherine I., 19 W. Fourth St., Media Brubaker, Ella M., Kelly School, Wilkins- burg Buterbaugh, Arthur W., 204 Bolton Ave., Ebensburg Byers, B. H., P. O. Box 38, Elizabeth Cadigan, Margaret, 405 W. Front St., Oil City Cameron, Crissie E., 745 Chestnut St., Indiana Chambers, Raymond L., 24 W. Logan St., Philadelphia Chase, Marie S., 2038 Master St., Phila- delphia Cian Samuel L., Northwest School, 15th and Race Sts., Philadelphia Clampitt, Xenia C., 6805 N. 11th St., Philadelphia Clarke, M. Louisa, J. Q. Adams School, Philadelphia Cober, FE. W., 1419 Elm St., Wilkinsburg Collins, Bessie Eleanor, 4910 Larchwood Ave., Philadelphia Collins, HWenrietta, Taylor School, Sixth and Erie Ave., Philadelphia Creys, Lavina, Harding School, Erie Crumrine, M. Ella, 917 Chislett St., Pitts- burgh Dale, Ralph, B., 1127 S. 52nd St., Phila- delphia Davenport, Ralph F., 136 Drexel Rd., Ardmore Downs, Adele M., E. Hancock St., Lans- dale Downs, Daisy A., Sharon Dovle, Florence A., 5375 Wingohocking Ter., Germantown, P hiladelphia Dunleavy, Joseph M., 531 Fig St., Scranton Dunn, Etta A., 4112 Penn Ave., Pitts- burgh 200 S. Oakland Ave., Eckard, Elizabeth T., 1957 69th Ave., Philadelphia Edgar, Robert H., 531 Orchard Ave., Bellevue eS ff © 3 3 ‘eburg ieburg chool, Phila- Mil- 1 *hool, ‘Iphia lester ridge Pitts- | St., more Ave., rison 3rad- Avon itts- Ave., hool, itts- Ave., St., kins- Ave., beth St., gan hila- LSth St., ool, ure rood ixth itts- _Twe LFTH YEARBOOK 565 Eisenhart, Elsie E., 18 W. Eighth St., Chester Fissler, Louise, Birney School, Ninth and Lindley Ave., Philadelphia English, Orlando H., 920 Maplewood Ave., Ambridge Enterline, 110 Myrtle St., Milton Enevoldsen, Anna E., Central School, Sayre Euwer, Mrs. Ora, Clayton School, Pitts- burgh Evans, Abel J., delphia Ferguson, J. F., R. D. 1, Camp Hill Frable, Adam Q., 402 E. 'Goepp St., Beth- lehem Frank, T. Russell, Highland School, Ab- ington Frankenfield, Ira M., 730 Center St., Beth- lehem Frew, Margaret A., Thomas Wightman School, Squirrel — Station, Pittsburgh Fugett, Joseph R., 120 E. Miner St., West Chester Funk, M. Estelle, Curtin School, German- town, Philadelphia Galter, Israel, 3133 W. Columbia Ave., Philadelphia Garver, Francis M., University of Penn- sylvania, 112 Bennet Hall, Philadelphia Geedy, Calder B., 310 S. Brown St., Lewis- own Gibbs, Mary S., 350 W. Duval St., Ger- mantown, Philadelphia Gilland, Thomas M., Director of Training, State Teachers College, California Graham, Martha M., 633 Linden Ave., Johnstown Gustafson, Mrs. Inez, Munhall Hagerty, Jean B., Robert Morris School, 26th and Thompson Sts., Philadelphia Hanlon, Beatrice, 121 Lenowee Ave., Mon- essen Hanna, Edith B., Wright School, Venango Sts, Philadelphia Hardy, Marjorie, Germantown Friends School, Philadelphia ane. Adele L., 308 W. Fourth St., Oil Aty Harrington, Gerald F., Scranton Hart, Ida M., 5720 Thomas Ave., Phila- delphia Hart, John C., 538 Carey Ave., Wilkes- Myers B., 15 Chester Ave., Phila- Franklin School, 115th and 323 Green St., arre Heidinger, Blanche I., 315 Lemonte St., Philadelphia Henry, Florence M., 1314 Rockland St., Philadelphia Hirth, Alice, 317 FE. Tenth Ave., Homestead Hollingshead, Marv W.,. 21 Elkinton Ave., Park Place, Chester IIomer, Francis F., 4800 Conshohocken Ave., Philadelphia Ifood. Mrs. Vivian P., Public School, Drexel Hi Hoover, Loretto I.., Wayne Houck, K. Fay, 311 FE. 11th Ave., Home- stead Hughes, John H., Winton and Mill Rds., Upper Darby Hurst, Florence B., 4034 Baring St., Phila- delphia Hurst, S. Grace, 234 Charlotte St., Lan- caster Jackson, J. Roy, 2226 Seventh Ave., Beaver Falls Jacobs, Emilie V., McClure School, Sixth and Hunting Park Ave., Philadelphia Jav, Anne E., 1711 Kenneth Ave., Arnold Jobnson. A. Bessie, 109 Wayne St., Warren Jones, Mary F., Upper Darby Elementary School, Highland Park School, Kell, Jane F.. 622 Linden Ave., York Kemp, Grace K., 2020 S. 16th St., Phila- delphia Kerns, Morey V., 2526 S. Cleveland St., Philadelphia S. Allen St., State e Kirk, §S. Elisabeth, Garrettford School, - Kirk, Mabel E., 622 Knoch, E. 2825 Espy Ave., South Hills Station, Pittebuegh Krall, Helen, Boas School, Harrisburg Kynett, Eleanor G., 4820 Beaumont Ave., Philadelphia Lame Annie L., 6336 Jackson St., Pitts- burgh Laing, Iva B., 1214 Macon Ave., Swissvale Lang, Xina, 2633 Ingomar St., Pittsburgh Laramy, William J., 101 E. Benedict Ave., Upper Darby Laubach, Helen M., 613 Howard S§&t., Williamsport Law, Bertha V., 5318 Friendship Ave., Pittsburgh Lawson, William, 404 Fourth St., Beaver Lehman, F. A., 344 Louisa St., Williams- port Lehn, H. M. B., 147 State St., Grove City Leslie, R. G., Arthur McGill School, New Castle Linn, Eva E., 829 N. 63rd St., Philadelphia Liveright, Alice K., The Drake, 1512 Spruce St., Philadelphia Loughead, Karl N., Grade School, Nema- colin Lowry, Sarah N., 14 W. Jenkintown Rd., Weldon Lynch, Catharine L., Keystone School, Up- per Darby Lytle, Annie, 745 N. Negley Ave., Pitts- burgh ei McClure, Eliza, 1139 Piermont Ave., South Hills Station, Pittsburgh McCracken, Mary A., 11 Brushton Ave., Pittsburgh McCutcheon, Lyda B., Kirkwood Hotel, Pittsburgh McDowell, Stella D., 112 Race St., Edge- wood McEntee, Bertha C., Washington School, 40th St., Pittsburgh McKean, Annie, 907 Poplar St., Erie MeMillen, C. L., Public School, Saltsburg MeMillen, Clara F., 347 Atlantic Ave., Pittsburgh MacLaren, Roland T., George Washington School, Williamsport Maneney Anna B., 589 Baldwin St., Mead- vi Mann, ea May, 120 Ruskin Ave., Pitts- burg Maris, Mrs. Edith C., R. D. 2, Oil City Martin, Jane B., 215 N. Craig St., Pitts- burgh Miller, Madge F., 320 Laurel St.. Edgewood Mitcheltree, Nannie L., Mahoning School, New Castle Moore, J. F., 2346 Beaufort Ave., Pittsburgh Morey. Frank R., 18 Amherst Ave., Swarth- more Morley, Christine C., Cardington Stonehurst School, Upper Darby Morley. Sallie G., H. C. Lea School, 47th and Locust Sts., Philadelphia Morse, Melvin E., 4730 Homeland Blvd., Erie Murphy, Lenore, 142 E. Third St., Erie Myers. Edward T., 5148 Oaklang St., Philadelphia Neill, Tohn A., 420 Electric Ave., Lewistown Noe, Elizabeth T., 3234 N. 16th St., Phila- delphia Nolin. Mary E., Hancock School, Pittsburgh Norris, Hugh Grant, 7810 O’Hara Twp. School Dist., Sharpsburg 566 Evementary Scuoout Princrpars Notz, Hulda M., 4331 Dakota St., Pitts- burgh 0’ Sounes, Mary, 501 Sassafras St., Erie Orr, Marie H., 5755 Howe St., Pittsburgh Payne, Edna P., 324 South Ave., Wilkins- burg Patterson, Ollie T., Wickersham School, Carson and 30th Sts., Pittsburgh Phillips, Earle W., 428 Rural Ave., Willi- amsport Porter, David C., State Teachers College, Slippery Rock Porter, Hugh L., Chatham School, 227 Bon- vue St., ittsburgh Queripel, "Mrs. A. W., 608 Lincoln St., Mil- ton Rau, —— J., 552 Washington Ave., North- ampton Raup, Zura E., 128 Hepburn St., Milton Reisse, George B., 5366 Wingohocking Ter., Germantown, Philadelphia Ricqner. Rebecca W., Simon Muhr School, 12th and Allegheny Ave., Philadelphia Robson, William K., 6614 N. Seventh St., Philadelphia Rohrer, Mary M., Lancaster Apts., Ardmore Ross, Anna, 310 Washington Rd., Pittsburgh Russell, Margaret S., South Park School, 1418 Versailles Ave., McKeesport — May M., 409 N. Fifth St., Read- Schartung, Joseph A., 554 Dawson Ave., Bellevue, Pittsburgh Scheel, Elizabeth A., 2013 Diamond St., Philadelphia Schillinger, Alberta, 13084 Louise, Munhall Schrader, N. Blanche, 519 Lincoln St., Milton Scorer, « Mae, Box 404, Homestead Seegers, J Dean of Men, Temple Uni- versity, ‘Philadelphia Seif, Louisa D., 214 Gross St., Pittsburgh Sharlip, Lou N., 5058 N. Eighth St., Phila- delphia Sharpe, Mildred J., 323 Rochelle St., Pitts- burgh ee Cc. C., 1512 Coursin St., McKees- ates. Mrs. E. J., Savoy Apt., 571 Coal St., Wilkinsburg Soffel, Catherine A., 16 Greenbush St., Pittsburgh Spangler, Thomas B Jr., 6108 N. Sev- enth St., eeiladelphia’ Sprague, Stella H., 53 Elm St., Bradford Sproule, Marion K., Hamilton School, West Philadelphia Sprowles, M. Reba, Fairhill School, Mar- shall and Somersett Sts., Philadelphia Steadman, H. L., Perry School, Erie Steinberg, David L., 5138 N. Fairhill St., Philadelphia Stewart, Laura E., 123 E. Agnew Ave., Pittsburgh Storey, Bernice L., 5728 Baum Blvd., Pitts- burgh Strine, Hazel R., 164 S. Front St., Milton Sullivan, D. J., Public School, Rankin Sweitzer, Mae C., 204 Reed St., Oil City Tennis, Marguerite, 38 N. Harwood Rd., Upper Darby Thomas, Alfred, Rockland Street School, Lancaster Thomas, Oscar D., 6160 Webster St., Phila- delphia Thompson, Irene A., Halls Grove School, Pittsburgh Thornley, Mary, 5 Somerton Ave., Phila- delphia Truby, Charlotte C., 839 Rebecca Ave., Wilkinsburg Veith, Charles F., 7034 Marsden St., Phila- delphia Walker, Anna W., 5732 Spruce St., Phila- delphia Walker, James Jr., 6039 Washington Ave., Philadelphia bag J. A., 1183 Monocacy St., Bethle- em Walter, Cornelius J., 1122 St. Peach St., Philadelphia Warshaw, Harry A., Randall School, Ninth and Bainbridge Sts., Philadelphia Watson, — A., 3301 Walnut St., Me- Keesport — Ruth H., 947 Walnut St., Allen- + Mrs. Lillian M., 106 W. Oak- dale Ave., Glenside Williamson, Edith E., 22 Arbor St., Pitts- urg Willis, Minnie C., Emerson School, Tenth and Cascade, Erie Wiltbank, Robert C., 6 Oak Lane, Upper Darby Wolf, M. Elizabeth, 223 S. Pacific Ave., Pittsburgh = Anne, 3732 N. 19th St., Philadel- phia Wright, Louise B., King Edward Apts., 4609 Bayard St., Pittsburgh Yerkes, Helen K., 4957 Rubicam Ave., Phila- delphia Young, Frances, Abigail Vare School, Third and Morris Sts., Philadelphia Ziegler, Florence L., Schuylkill Avenue Building, Reading RHODE ISLAND Abbott, Charles H., Kenyon Street School, Providence Barry, Ursula M., Summit Avenue School, Providence Furlong, Theresa G., Ives Street School, Providence Hixon, Mrs. Selina N., Box 463, Woon- socket Lyon, Bessie C., 494 Lloyd Ave., Providence McNally, Wayne W., Point Street School, Providence Moran, Laura A., Rochambeau School, Providence Moss, Mildred E., Nelson Street School, Providence Patt, Hermann George, John Clarke School, Newport Spurr, E. Blanche, 33 Central Falls Washington St., SOUTH CAROLINA Childs, Mrs. Arney R., Logan School, Co- lumbia Connor, Lila, 129 Pinckney St., Chester Davis, E. L., 1317 N. Main St., Anderson Fogarty, Simon, 151 Moultrie St., Charles- on Goforth, Preston C., Mt. Pleasant Academy, Mt. Pleasant Goodwin, W. B., Box 10, Navy Yard Hay, Elizabeth, Route No. 1, Andrews Lanham, S. A., Box 124, North Charleston McKenzie, Florence M., 317 W. Pine St.., Florence Rogers, George a a oes, J. R., Julian Mitchell School, me, Saunders, Nannilee, 7 Memminger St.. Greenville Strohecker, Henry 0O., J Charleston Weinheimer, C. A., 115-A Rutledge St.. Charleston SOUTH DAKOTA Anderson, Laura B., 106 S. Summit Ave., Sioux Falls Bach, B. Harrietta, Lowell School, Sioux Falls Calvin, 190 Tradd St., r., Bennett School, Ave., thle- St., inth Mc- llen- Dak- itts- nth pper \ve., del- Its., jila- iird nue Dol, 01, 01, on- ice ol, ol, ol, = n TweLrTi Carpenter, Harriet, Box 18, Aberdeen Dekraay, Henrietta, Box 18, Aberdeen Durland, Edna J., 107 S. Jay St., Aber- deen Flanagan, Maude, 415 N. Edmunds St., Mitchell Freigang, Laverna C., Box 564, Lead Griffin, Ella M., 816 W. Ninth St., Sioux Falls Haas, Grace, 1615 S. Minnesota Ave., Sioux s Hamilton, Isabelle, 121 Galena St., Lead Johnston, Maude E., 204 Dorian Apts., Ab- erdeen Leistikow, Lydia M., 1005 S. Washington St., Aberdeen Lindsey, J. C., Supt. of Schools, Mitchell Linter, Annamae, 528 N. Menlo, Sioux Falls Minard, Adah E., 141 Sixth St., N. E., Watertown Newkirk, Rachel, Bancroft School, Sioux Falls Rogers, Gertie Belle, 408 S. Mitchell Royhl, Ella M., 320 S. Prairie Ave., Sioux Falis Sanger, Thora O., 415 N. Edmunds St., Mitchell Sell, Dora, Mark Twain School, Sioux Falls Stallman, Elsie, Hawthorne School, Sioux Falls Stapleton, Mrs. B. T., 503 South Dakota Ave., Sioux Falls Venoss, Mabel, General Beadle School, Sioux Falls —: Ruth, 704 S. Edmunds St., Mitch- Sanborn, el Welker, Jean, Irving School, Sioux Falls TENNESSEE Anderson, Esse L., 1861 Evelyn, Memphis Bailey, Carrie, Caldwell Hotel, Paris Barr, Gertrude, 840 Ft. Wood St., Chata- nooga Bell, Nellie, 616 E. Brow Rd., Mountain sjramm, Hazel M., School, Bristol mom Mrs. A. S., Murphy School, Nash- ville eo Burke, Lottie C., Riverside School, 176 Wis- consin St., Memphis Carpenter, Clara E., 571 8 tanooga Cartwright, Priscilla, Memphis Dreyfus, Florence, 195 Angelus Pl., Memphis Fox, Elbert L., Public School, Lookout Mountain IIam, M. Lucile, 1957 Lyndale Ave., Mem- phis Leavell, Ullin W.. George Peabody College for Teachers, Nashville Lynk, W. A., 503 Alston Ave., Memphis Markey, Pearl, 563 Mosby Ave., Memphis —- Inda, 3546 Spottswood Ave., Mem- phis Powell, Mrs. Kathryn, Bethel Grove School, 17 S. Rembert, Memphis Powell, L. R., 1034 Poplar Ave., Memphis Reilly, Alice, 250 Pasadena Pl., Memphis Shryer, Stella H., Box 71, Lebanon Turner, Elizabeth, 211 Fairfax St., Knox- ville Underwood, R. H., 720 Parkway Ave., Foun- tan City Waldran, Sallie, Lion’s Open Air School, 1663 Peach St., Memphis Wells, Virginia, Bruce School, Memphis Wells, Word, Vollentine School, Memphis Wilson, T. T., Harrison Yost, Mrs. Robert, Anderson School, Bristol Lookout George Washington . Crest Rd., Chat- 1294 La Paloma, YEARBOOK 567 TEXAS Adams, G. L., 215 N. E. 14th St., Ft. Worth —_——. Mrs. Empress, 3118 Douglas St., El P. uaa ‘Frank D., Franklin School, Port Arthur 3askett, Mrs. Fannie, 2917 Douglas, Dallas Baskin, Mildred, 724 Baltimore Ave., San Antonio Bellamy, W. S., 801 Woodlawn, Dallas Bennett, John C., 2613 Eagle Ave., Houston Berry, Esther, Sam Houston School, Wichita F alls Boone, Mamie E., 132 E. 12th St., Dallas sright, J. 211 Forest Ave., Cleburne Brightwell, Mamie, 3736 Lipscomb , 7c Worth srownson, Katherine, County Rd., Lower Valley, "El Paso suckmaster, Stella, 4924 Bryan St., Dallas Budd, Harold, 6210 Reiger Ave., Dallas Burgess, Kate, 1208 Scott Ave., Wichita Falls Burke, Margaret E., 720 W. Poplar St., San Antonio Buttery, Nellie, Lamar Annex Hotel, Hous- ton ‘aradine, Jane, Charlotte M. Allen School, Houston ‘arpenter, Nette, 426 Rigsby, San Antonis ‘arraway, Alleen, 724 W. First Ave., Corsi cana Clifton, Mrs. J. A., 2734 Federal St., El Paso Daniel, Maud, 2425 McFerrin, Waco Davis, Eva Margaret, River Oaks Elemen- tary School, Houston Davis, J. M., De Queen School, Port Arthur Davis, W. L., 1504 Dowling St., Houston De Chaumes, Helen C., 2203 San Jacinto St., Houston De Wees, W. O., 2412 Lipscomb St., Ft. Worth Donner, Arvin N., 325 De Queen Blvd., Port Arthur Eddins, A. W., 400 Kirk Pl., San Antonio Fisher, G. N., 3400 Purington St., Ft. Worth Gideon, S. E., 1906 Bennett, Dallas Glasgow, B. W., 27194 Fairmount St., Dallas Gorbutt, Catherine, Hilton Hotel, El Paso Grady, Margaret, 109 S. Crawford St., Dallas Grafton, E. G., 3916 Worth St., Dallas Greer, Loula, 1351 Washington Blvd., Beau- mont Grimes, Cullen, Route 2, Box 103, Mineral Wells Grizzard, Mabel Youree, 711 W. Main St., Waxahachie Hamilton, William Anderson, City Park School, Dallas Hendricks, Jake J., Director, Curriculum and Textbook Division, State Dept. of Education, Austin Herring, L. R., Box 436, Tyler Higgins, Gertrude, 1015 N. Florence St., El Paso Hilbun, T. J., French Grade School, Beau- mont Hobby, Louise, 2245 Neches St., Beaumont Hoffman, H. G., 3223 Ave. H, Ft. Worth Howard, Mrs. Lily, 700 Upson Ave., El Paso Jacobs, R. C. T., 915 Parkview Ave., Dallas Johnson, Mrs. Emrie, 411 E. Laurel, San Antonio Johnston, Minnie L., 1524 Buena Vista St., San Antonio Jones, Ruby, 927 N. 17th St., Waco Jordt, Elsie B., 320 Maverick St., San An- tonio Keeney, Mabel, 1903 N. Raynor St., El Paso Kelly, J. F., 1134 N. Clinton, Dallas Kirk, J. W., 509 E. Jefferson, Dallas Lamb, H. L., Grim School, Texarkana 568 ELEMENTARY Scuoot PRINCIPALS Langford, Nora, 721 Dickson St., Ft. Worth Lantrip, Dora B., 4525 McKinney Ave., Houston Lipscomb, Mrs. Virginia C., 703 Lipscomb, allas Lloyd, Jessica, 515 College Ave., Ft. Worth Lloyd, S. M., 6126 Goliad, Dallas Lyle, J. W., 5217 Jackson St., Houston McCorkle, Nelle, 5017 Gaston Ave., Dallas McFarland, Adaline, 1313 Castle Court Blvd., Houston MacMunn, Fannie, 723 Seventh St., Beau- mont Maddox, Ellen, 906 Rio Grande St., Austin Martin, Howard H., 5020 Victor, Dallas Mathis, Franklin M., 212 Lindsey Lane, Tyler Mecham, George P., Sam Houston School, Corsicana Meek, Mrs. Florence A., Robert E. Lee School, Port Arthur Melear, Grace, 1618 N. 15th St., Waco Miles, M. I., 525 S. Willomet, Dallas Mitchell, Q. B., 947 Culebra Ave., San An- tonio Morris, Meman H., 4127 Travis St., Dallas Morse, Mrs. Alberta H., 901 Upson Ave., 1 Paso Muse, E. W., 124 N. Edgefield, Dallas Namendorf, Lavina, ye Kane St., Houston — as A., 510 E. Dewey Pl., San An- Newby. W B., Box 545, Temple Oehler, J. c., Jt., ‘Cumberland School, Dallas Pose. James G., 2004 Jennings Ave., Ft. me. Lulu, 1420 W. Humbolt St., Ft. Worth Patterson, Mrs. Mamie L., Tavala School, El Paso Payne, Mrs. Eunice R., 211 W. Rio Grande St., El Paso Phillips, Lillian, 904 Maple St., El Paso Pierce, Thomas E., 1146 Amarillo St., Abilene Preston, Eleanor, 1215 N. Brown St., El aso Pugh, L. L., 1830 Palm St., Houston Rice, Klifford, Hilton Hotel, El Paso Riddle, Marie Sue, 514 N. 15th St., Waco Sawyer, Elsie, 413 N. Pleasant St., Hills- boro a panenbe Elsa, 1923 Washington ve Smith, 'Blla a yee Clover Lane, Ft. Worth Standish, Ella, 3320 Broadway, Houston Stewart, Mrs. Ema O'Dell, 1616 Branard St., Houston Stone, Grace, 1600 Summit Ave., Waco Swann, Alicia, 2931 Aurora St., El Paso Swindells, Minnie H., 625 Woodlawn, Dal- as Tarlton, J. F., 3627 Travis Ave., Ft. Worth Tatum, Robert T., 711 Poplar St., Beau- mont Taylor, Nell, 322 S. Oak St., Arlington Thomas, Lilla, Upper Valley, El Paso Thorne, Carl, 5929 Hudson, Dallas Toscano, Dora, Route 3, Box 20, Floresville Utley, Marguerite, 800 Missouri Ave., Worth Waggaman, Louise, 2218 Caroline Blvd., Houston Watson, Mrs. Ella B., 1101 S. Locust, Clarksville Whittlesey, James T., 317 S. Marsalis Ave., allas ——— Mrs. Olga, 2852 Pershing Dr., El ‘aso Wilson, 7 W. F., 215 Hawthorne Ave., Housto Ww soe, Mrs. Mabel T., 118 Altic St., Hous- to Ww right, Mrs. Edith D., Hawthorne School, Houston Ave., and Bingham, Houston Young, Wayne, 2010 14th St., Port Arthur UTAH Allen, Frank S., Hamilton School, 770 8. Eight, E., Salt Lake City sae, Lois, 1238 Bryan Ave., Salt Lake t City Arnesen, Arthur E., 1145 Kensington Ave., Salt Lake City Bond, Elizabeth, 239 East South Temple, Salt Lake City a Eva M., 1838 S. 15th, E., Salt Lake it ity Bridgland, L. A., 1348 Princeton Ave., Salt Lake City Brown, Florence G., Polk School, Ogden Craven, Ina E., Box 783, Ogden Ferris, Olive, 813 Belvedere Apts., Salt Lake City ‘. Fitzgerald, Gertrude, Box 783, Ogden — H. B., Webster School, Salt Lake Forrester, Katherine S., 411 Belvedere Apts., Salt Lake City Harris, J. J., 1550 Yale Ave., Salt Lake City Keele, Charles H., Emerson School, 1337 McClelland St., Salt Lake City meats Ella, 656 S. Fourth, E., Salt Lake Kendell, Edith E., Longfellow School, Salt Lake City coe. Margaret, Lowell School, Salt Lake ‘ity McCoy, Mrs. Evelyn R., Wasateh School 1115 E. South Temple, Salt Lake City Morgan, Margaret E. 1092 S. Third, E., Salt Lake City Morris, Zeta, 223 W. North Temple, Sult Lake City Peirce, M. June, Box 566, Ogden i. Della, 928 E. 21st S., Salt Lake y Poulson, Frank G., 1521 S. Ninth, E., Salt Lake City Poulson, Fred N., Hawthorne School, 1632 S. Seventh, E., "Salt Lake City Reid, E. T., Supt., Sanpete South School Dist., Manti Sorenson, Vio, 716 S. Fifth, E., Salt Lake City Stearns, Harold J,, Roosevelt Junior High School, 843 Lincoln St., Salt Lake City Steele, Jesse F., Tooele Stewart, I. Daniel, 636 S. Third, E., Salt Lake City Whelan, Lillian H., 411 Belvedere Apts., Salt Lake City Toume. Sara H., Ensign School, Salt Lake y VERMONT Donnelly, May I., 323 Pearl St., Burlington Sargent, William re 15 North St., Exten- sion, Rutland VIRGINIA Adair, Cornelia S., 2121 Park Ave., Rich- ond Bleight, W. Carter, Chimborazo School, on Brewbaker, J. J., 422 Westover Ave., Nor- folk Brimmer, Rose L., Schoolfield School, Schoolfield Bryant, Alice G., Hampton Institute, Hamp- ton Burnley, Carrie C., 920 E. High St., Char- lottesville Butler, S. R., 1806 Farragut Ave., Norfolk Dinwiddie, Sarah, Consolidated Rural School, Mitchells Eaves, R. W., Jefferson School, Alexandria Fraine, Mrs. Lucy B., 1112 Wise St., Lynch- burg Gibson, Powell W., School, Winchester Douglas Junior High G G G 70 8. - Lake Ave., mple, Lake Ave., ‘n Salt ‘ts edere Lake 1337 Lake Salt Lake hool ty E Salt wake Salt 632 hool sake ligh “ity Salt )ts., ake ton en- ch- ol, or- ol, ip- ar- alk ral ria *h- gh Gish, Elizabeth, 450 Rivermont Ave., Lynchburg Givens, C. B, Helen Dickinson School, Rich- mond Goodwin, Mary A., Patrick Henry School, Richmond Grady, a Myrtle P., 1020 N. Main St., Danvi Grubb, Elizabeth M., 937 Harrington Ave., Norfolk Harrell, W. L., Larchmont School, Norfolk Harrison, Lucille, 403 N. Belmont Ave., Richmond Harvey, M. Lizzie, 1419 Early St., Lynch- burg Hillsman, Lucye J., B. D. H. Elementary School, Nokesville Holt, Lucy Mason, Ocean View School, Nor- folk Johnson, Lillian M., Patrick Henry School, Norfolk Joynes, Mrs. Edith B., 410 W. 14th St., Norfolk Keeling, Lucy G., 202 Merrimac Apt., Norfolk Lawson, Lena, 906 Campbell Ave., S. W., Roanoke Lewis, Mrs. Virginia S., Dupont School, Hopewell Lockwood, Margaret M., Box 282, R. F. D. 1, Rosslyn Lohman, Mrs. Florence Minor, Elba School, 1000 W. Marshall St., Richmond Massey, Mabel C., 405 ‘Lincoln Ave., Roa- noke Marx, Mrs. E. M., Henry Clay School, Nor- fol ff) Moran, Sarepta A., Registrar’s Office, Uni- versity of Virginia, University Norris, Forbes H., Robert E. Lee School, Richmond Ober, Merrill J., James Monroe School, 29th and Newport Ave., Norfolk Pilcher, Ethel, 7338 Euclid Ave., Peters- burg Scott, Katherine K., 1618 Park Ave., Rich- mond Scott, Lannie V., Stonewall Jackson School, Petersburg Shelton, Nollie W., Jr., Grammar School, Birds Nest Sheppe, Mrs. A. L., 519 Lee St., Bristol Sinclair, Kathe rine L., City Point Court, Hopew ell Starritt, Bertha W., Roanoke Vaughn, Eva Wheatley, ¢ ville Wray, Charlotte D., 1701 Park Ave., Rich- mond Wynn, Nettie F., 418 Avondale Dr., Dan- ville 1320 Chapman Ave., Jefferson School, Pulaski S., Robert E. Lee School, Dan- WASHINGTON Allen, Nell B., Box 35, Hoquiam Allen, Zella E., Magnolia School, 28th W. and W. McGraw, Seattle Beardsley, A. R., 616 Ash St., Vancouver Berry, Vern E., 507 S. Iron St., Centralia Blair, William A., 2712 33rd Ave., 8., Seattle Bradley, Florence, Lincoln School, W. 25 Third Ave., Spokane Budde, Charles A., Georgetown School, Seattle Burke, James A., Garfield School, Spokane Cash, E. F., Elementary School, Oppor- tunity Cassidy, H. A., Alki School, Seattle Cleveland, A. D., School Dist, No. 47, Bur- lington Cooper, Margaret, School, Seattle Dimmitt, Beniah, Brighton School, Seattle Durham, M. K., Leschi School, Seattle Martha Washington Twe LFTIL YEARBOOK 569 Elder, Raymond W., 820 E, 81st St., Seattle Ellert, W. H., Warren Avenue School, Seattle Erickson, Emma §., State Normal School, Bellingham Evans, E. H., Lincoln School, ‘i. Farrar, Frank, 4703 11th Ave., N. E., Seattle Fitzgerald, Marie, 8 W. 14th Ave., Spokane Fowler, Ass, 514 Second Ave., "Aberdeen Gifford, Annie L., Longfellow School, Se- attle Glover, O. K., 1811 Shelby St., Seattle Graham, Charlotte, Emerson School, Seattle Guthrie, Viletta H., Stevens School, 418 Fifth St., Wenatchee Hart, Emma C., 1205 Spring St., Seattle Heaton, O. E., Logan School, Spokane Heller, Anna E., 618 Jefferson St., Spokane — Frank D., Central School, Se- attle Ilenderson, Grace Clara, 3938 Corliss Ave., Seattle Ifermann, Ida M., 845 Bellevue Ave., N., Seattle Hferren, Dora S.. Montlake School, Seattle Knaack, R. H., Bemiss School, Bridgeport and Stone, Spokane Knutson, K. J., T. T. Minor School, Seattle Larrabee, Emma D., F. A. McDonald School, Latona Ave. and E. 54th, Seattle Lockwood, Jessie M., John Muir School, 33rd S. and Horton Sts., Seattle Lowman, J. Guy, Whittier School, 5703 Palatine Ave., Seattle McClure, Worth, Supt. of Schools, Seattle McGrath, Margaret, Crest Hotel, Spokane MclIlravy, Frank D., Gatewood School, Se- attle McKeehan, Charles F., 6225 Woodlawn, Seattle McKenzie, Clara E., Columbia School, Ferdi- nand and 37th St., Seattle ee John J., Webster School, Se- attle Mahon, Ada J., 942 27th Ave., Seattle Martin, Sarah A., 1920 C St., Vancouver Matheson, Anna May, West Queen Anne School, Seattle Melvin, Belle, 1221 Colby Ave., Everett Minnig, Etta, Van Asselt School, Seattle Moffett, L. B., Highland Park School, 11th S. W. and W. Trenton, Seattle Nettleton, Lulie, Piedmont School, Seattle Palmer, J. Lee, 1415 E. 14th Ave., Spokane Parker, Isabelle C., 1418 W. Riverside, Spokane Petite, J. Edward, 2039 26th Ave., N., Se- attle 712 14th St., Belling- Pierron, Richard P., ham Pinckney, Paul W., Columbia School, Bel- lingham Pratt, Orville C., Supt. of Schools, Spokane Purington, Estelle, Holmes School, Coch- ran and Sharp Sts., Spokane Reeves, Lester L., 83843 Ashworth Ave., Seattle Richardson, Dio, Horace Mann School, 24th Ave. and FE. Cherry St., Seattle Sears, A. G., Washington School, Seattle Smith, Lila, Whitman School, Spokane Smith, Ray T., West Woodland School, Seattle Solibakke, Mrs. Frances C., 402 S. Forest St., Bellingham Stevens, Carolyn, Washington Irving School Tollman St., Seattle Strite, Adelaide, is 207 23rd Ave., Spokane Swedine, Elmer, J. J. Smith School, Enum- claw Tanner, Blanche L., Concord School, Eighth S. and Concord St., Seattle Tharp, Elizabeth, Coe School, Seattle Thomson, John ‘Ke Henry Ford School, Renton 570 ELEMENTARY Scuoot PRINCIPALS Thune, Elmer T., 5216 S. Park Ave., Ta- coma Towner, Earl M., Crown Hill School, 14th Ave., N. W., and W. 93rd St., Seattle Turnbull, F. A., 1812 W. Sixth St., Aber- deen Vetting, Ida F., 704 E. Thomas, Seattle be ae Frances, Willard School, Spo- ane Weisman, Sara E., S. 726 Jefferson, Spokane ba Carrie R., W. 2216 First Ave., Spo- ane Wilson, Mabel V., Laurelhurst School, E. 45th and 46th St., N. E., Seattle WEST VIRGINIA Christian, Walter V., 2714 Highlawn Ave., Huntington te Bertha M., Webster School, Wheel- ng Grose, Mary V., Upper Grapevine School, Sissonville King, Mrs. Esther J., 93 S. Fayette St., Beckley Licklider, Bessie B., Mercer School, Charles- on Lohse, Minnie K., 2143 Market St., Wheel- ng McGown, Jennie, 52 24th St., Wheeling Markley, Ernest L., 64 Virginia St., Wheel- ing Porter, Sarah, 210 Ash Ave., Moundsville Prickett, Evelyn, 309 Gaston Ave., Fair- mont Sanford, Alice W., 1111 Fifth St., Mounds- ville Stanley, W. Dwight, 85 Fayette St., Buck- hannon Zeiler, Melissa, Vivian School, Vivian WISCONSIN Abbott, Mrs. J. T., Wilson Sehool, Wauwa- tosa Anspach, Charles J., 4717 N. Lloyd St., Milwaukee Armstrong, Nano FE., Lee School, Milwau- kee ates. Abbie A., Wilson School, Janes- v Axtell, Annie D., Lowell School, Madison Ballou, Ethel L., 2338 Ogden Ave., Superior Becher, William 0., 2219 S. Fifth St., Mil- waukee Benson, Josephine F., 202 FE. Eighth St., Superior Berto, Thomas J.. Palmer School, 1939 N. Palmer, Milwaukee Best, Margaret, Public School, Port Wash- ington Betten, I. N.. 20th Street School, 20th St. near Wright, Milwaukee Bickler, Peter, U. S. Grant School, Mil- waukee Birr, 0. A., 18th Street School, 845 N. 18th St., Milwaukee ——, Roy M., 841 N. 37th, Milwau- Pe - eC Boers, Henry C., Forest Home Avenue School, 1516 W. Forest Tlome Ave., Mil- waukee Boyce, Thomas W.. Cass Street Rotary School, 1647 N. Cass St.. Milwaukee Brown. M. W., 1144 FE. Henry Clay St., Mil- waukee Buboltz, William F., Lloyd Street School, 1228 W. Lloyd St., Milwaukee Callan, Thomas F., East Center Street School, Milwaukee Campbell, Susan, 127 S. Eleventh St., La Crosse Campbell, Wilfrid G., 706 E. Eighth St., Superior Castleman, J. C., Longfellow School, Mil- waukee Cleary, Margaret E., Jefferson School, West Allis Cody, Janet, Roosevelt School, Janesville Colbert, Cecilia A., 2172 Hi-Moung Blvd., Milwaukee Colburn, Willis Paul, Andrew Jackson School, Milwaukee Corcoran, Dan W., Benjamin Franklin School, Milwaukee Curtiss, Brinton C., Morgandale School, 3137 S. 13th St., Milwaukee Derse, R. M., 3275 N. Third St., Milwaukee Dolbear, Maude, Roosevelt School, Neenah Dougherty, Burl Lee, Kosciosko Junior High School, Milwaukee Dougherty, Ruth M., 440 Chippewa St., Eau Claire Desess, Anna E., 409 Portland Ave., Be- 0 Edgar, Mary L., Washington School, Madi- son Edwards, H. R., Ludington School, Mil- waukee Ehbets, Pauline, Eighth Street School, 609 N. Eighth St., Milwaukee Ehlert, Edward, McKinley School, Mant- towoc Fleischer, H. P., 630 W. Highland Ave., Milwaukee Fleming, Vera A., 931 Wisconsin Ave., Beloit Frahm, Alvina, North Pierce Street School, Milwaukee Fritschel, Max C., Jr., Lineoln Avenue School, 1817 W. Lincoln Ave., Milwau- kee Gallagher, Katherine, 1108 Mississippi St., La Crosse Gardner, Emma J., North Bartlett Avenue School, Milwaukee Gardner, Ethel M., 816-A S. 21st St., Mil- waukee Ginty, Mrs. Clara W., Franklin School, Madison Haass, J. J., Junior High School, Kau- kauna Hahn, William H., 38th Street School, 38th and Clarke, Milwaukee Haisler, C. Elizabeth, Mary Hill School, 529 N. 27th St., Milwaukee Hardtke, A. C., Auer Avenue School, 2319 W. Auer Ave., Milwaukee Haufschild, H. C., Pleasant View School, 4920 W. Capitol Dr... Milwaukee Hays, Mrs. Lucile C., 2306 Keyes St., Madi son Heffernan, Jesse E., 2112 S. Ninth St., She boygan Hein, Fred W., Walter Allen School, 1657 S. Third St.. Milwaukee Hill, H. D., 37th Street School, Milwau- kee Hood, W. F., 1813 W. Sixth St.. Racine Hoole, Patricia, Roosevelt School, West Allis Horton, S. C., 2770 N. Fifth St.. Milwaukee Houston, W. C., Fourth Street School, 1542 N. Fourth St., Milwaukee Hubbard. Nellie K.. 324 Third St., Neenah Huber, Kathryn E., 1343 W. Wisconsin Ave., Milwaukee Hurlbut, Ruth, Girls Junior Technical High School, Milwaukee Jones, Renette, 410 W. Wilson St., Madison Kappelman, Mary, 27th Street School, Mil- vo ouikee Kaross, Ella B., Fratney Street School, Mil waukee Karst, Walter F., 7414 W. Wright St., Wau watosa Kavanaugh, Katherine, Maryland Avenue School, 2418 N. Maryland Ave., Milwau- ee Kellar, Laura F., 1819 E Beverly Rd., Mil- waukee Vest Ville vd., ‘son Klin ool, kee nah ior tau Be- dli- [il- le u- TweLrru YEARBOOK 571 Klein, Walter E., U.S. Indian School, Keshena Knoelk, William C.,1111 N. Tenth St., Mil- waukee Koelsch, Joseph F., Madison School, 930 W. Madison St., Milwaukee Koepke, William C., Siefert School, Mil- waukee Kolb, Philip A., 1850 N. 75rd St., Wauwa- tosa Kottnauer, Annette, Viean School, 823 S. Fourth St., Milwaukee Krause, Clarence C., Tippecanoe School, 357 FE. Howard St., Milwaukee Krebs, Iva M., 2930 S. 50th St., Milwau- kee Kriesel, C. A., 840 N. 26th St.. Milwaukee La Budde, F rank, 107 N. 73rd St., Milwau- ee Lantry, Alice F., Garfield School, Milwau- kee Leiser, Else. Fernwood School, Milwaukee Luening, Edwin G., 2021 N. 52nd St., Mil- waukee Lutze, Charles F., 801 S. 15th St., She- boygan McCabe, Amber, kesha McConville, Hannah C., Hamilton School, La Crosse McCormick, Flizabeth R.. President, De- partment of Elementary School Princi- 721 Oakland Ave., Wau- pals, 1932-33, Timothy 0. Howe School, Cor. 23rd St., N. and Banks Ave., Su- perior Manion, M. E., 19 Cottage Ave., Fond Du sac Marks, Hannah, 3360 N. Sheridan Blvd., Milwaukee Marvin, Adeline R., 419 Sterling Pl., Madi- son Maurer, Charles H.. Wrivht Street School, 5522 W. Wright St.. Milwaukee Mever, F. Clifford. Winslow School, Racine Millman. Anna, Luther Burbank School, 6035 W. Adler St. Milwaukee Moffet. Mae, Hartford Avenue School, 2227 FE. Hartford. Milwaukee Moore, Ella, Merryman School, Marinette Moore. Harriet C.. Indian School, Tomah Morrill, lL. M.. 15 528 N. 40th St.. Milwaukee a Alice C., 802 S. 28th St., Milwau- ee Mumm, — E.. 830 Harrison Ave Beloit —* Agnes, 35th Street School, Milwau- ee Neubauer. Paul F., Albert E. Kagel School, Milwaukee Nevins, C. V.. Jefferson School, Oshkosh Nichols, W. C., Wisconsin Avenue School, Milwaukee Nichols, William E., Washington School, Oshkosh Nicolaus, R. C., Hawley Avenue School. Milwaukee O’Connell. Thomas F., Eugene Field School, Milwaukee Oesau, Theodore J., waukee Olson, Landa R., Franklin School, Sheboy- gan Parrott, Jessie, Franklin School, Merrill Parsons, Emily R., 15 N. Webster St., Madison Pavne, Florence I., 1741 N. Seventh St., Milwaukee Peasley, Florence E., Grant School, Kenosha Peck, Adelbert W.. Clarke Street School, 2816 W. Clarke St., Milwaukee Peterson, H. W., Keefe Avenue School, Mil- waukee Peterson, Nels A.. Hopkins School, 1503 W. Hopkins St., Milwaukee Pierce, A. K., 1466 S. 79th St., West Allis Pranke, Helen M., Garden Holmes School, 4456 N. Teutonia, Milwaukee 2544 N. 41st St., Mil- Pratt, Velmer D., 2303 E. Washington Ave., Madison Promberger, William, 31st Street School, 81st and Brown, Milwaukee Ralph, H. Thoburn, es School, 530 Eighth Ave., eee Regan, Julia A., 2209 N wo6th | St, Milwau- - C. Lorena, 2134 Keyes Ave., Madi- Riordon, J. F., 2029 N. 20th St., Milwau- nae Mrs. Alice E., 26 Breeze Ter., Madi- Schleck, Leo P., 1201 Sherman Ave., Madi- son Sehnell, Fred S., 2722 Highland Ter., Sheboygan Schnell, Henry S., Mitchell School, 1728 S. 23rd St., Milwaukee Schubert, Arthur, 3238 N. Downer Ave., Milwaukee Schuman, E. W., Twelfth Street School, Milwaukee Schwartz, Carrie E., 2308 N. 41st St., Mil- waukee Sell, William F., R. M. LaFollette School, 3239 N. Ninth St., Milwaukee Sieker, Lillian C.. Emanual L. Philipp School, 4310 N. 16th St., Milwaukee Sims, Clyde C.. Walnut Street School, 2318 W. Walnut St., Milwaukee Smith, Agnes M.. Grant School, Janesville Smithyman, W. Lincoln, William McKinley School, 21st and McKinley. Milwaukee Speerbrecher, Henry. Roosevelt Junior High School, Ninth and Walnut Sts., Milwau- kee Swain, W. M., Mound Street School, 2220 §S. Mound St.. Milwaukee Swartz, David L., 36th Street School, Mir- waukee Thies, Lillian C., 2500 N. Stowell Ave., Milwaukee Thomas, J. R.. Public School, Loyal Twells, Rachel, Roosevelt School, Green »., 5110 W. Locust St., Mil- Vieth, Arnold A., 1029 N. Jefferson St., Mil- waukee Washburne, H. F., Ninth Street School, 1723 N. Ninth St., Milwaukee Weltzien, Lena M., 2431 S. Tenth St., Mil- waukee Williams, Howard J., Silver Snring School, 5073 N. Green Bay Ave., Milwaukee Wilson, H. B., 3872 N. Eighth St., Milwau- Bay Ulrich, Louis E waukee ee Wood, Blanche. Hotel Superior, Superior Yule, Charles I., 110 Grand Ave., Oshkosh Zeiler, Edward J., 5070 N. Hollywood Ave., Milwaukee WYOMING Chambers, Margaret J., Grant School, Casper Dean, Blanca, Box 330, Rawlin Dunlap, Mrs. Nona Udell, Willard School, Casper Eddleman, Minnie L., Washington School, Box 644, Casper England. Mrs. Martha Shelby, Lincoln School, Casper Hume, Clayte, Supt. of Schools, Pine Bluffs Kocher, Lillian = Townsend Hotel, Casper Liming, O. L., sin McLaughlin, E seaner, McKinley School, Casper Olson, Mrs. Helene M., Box 942, Midwest Robertson, Edith, Washington School, Green River Stanton, Lottie, Jones Apts, Laramie Stelplugh, Geneve, 630 EB. Fifth St., Casper Stinson, Adelle T., Jefferson School, Casper Winter, Mae I., Park School, Casper Woodle, Mozelle, Harding School, Casper 572 ELEMENTARY Scuoot PrIncrIpars ALASKA Karnes, A. E., Commissioner of Education, Juneau CANADA Stafford, Harold D., Central School, Kim- berly, British Columbia Stothers, C., Librarian, Prince Edward County Teachers Institute, Picton, On- tario Wheable, G. A., Board of Education, Lon- don, Ontario HAWAII Auld, Lily K., Naalehu School, Waiohinu Brown, Elmer A., Kuhio School, Honolulu Carter, Mrs. Alice Armeda, W aipahu School, Waipahu, Oahu Creighton, Mrs. Isabella L., Kauluwela School, Honolulu Faulkner, Robert Mardis, School, Honolulu viens. Mary Elspeth, Paia School, Paia u Kanananakoa a Giacometti, Mrs. Emma P., Supv. Prin. of Schools, Hilo Hendry, Mrs. Robert, 3015 Kalakaua Ave., Honolulu Hobby, Mrs. Eleanor C., Makaweli School, Makaweli, Kauai Hugelen, Reinhart, Paauilo School, Paauilo Kaauamo, Mrs. Julia, Keanae School, Keanae, Maui Kekapa, William K., 1219 Center St., Hono- lulu Kellogg, Eleanor A., Ewa, Oahu Luiz, John C., Waialae School, 19th and Harding Aves.. Honolulu Midkiff, Frank E., Kamehameha Schools, Honolulu Nakahara, Mrs. Anna L, S., Kailua School, Kailua, North Kena Nobriga, Francis J., Cummins School, Maunaloa and Ninth Aves... Honolulu Overend, Cecil, Eleele School, Eleele, Kauai Raymond, George S., Kapaa School, Kealia, Kauai Sanborne, Paul B., Honokaa School, Hono- aa — Mrs. Bessie, Aliiolani School, Hono- ulu Scott, Mrs. Ada M. B., Kilauea School, Kil- auea, Kauai Silva, Anthony C., Koolau School, Kilauea, Kaua — Mrs. Maud C., Royal School, Hono- ulu Webling, G. H., 1932 Bingham St., Hono- lulu Wise, Cosmo Clyde, Wahiawa School, Wahi- awa, Oahu Young, G. A., 4103 Waialae Ave., Honolulu PHILIPPINE ISLANDS Catbagan, Adriano, Prin. of School, Cala- siao, Pangasinan Estacio, Proceso, Supvg. Teacher, Calasiao, Pangasinan Parong, Doroteo A., Bacnotan, La Union Quesada, Eusebio, Paete Elementary School, Paete, Laguna Santos, Eugenio S., Ugong, Pasig, Rizal Tolentino, Gregorio D., Supvg. Teacher, Cantilan, Surigao Tugeay, Mariano N., Prin. of School, Tan- dag, Surigao PORTO RICO Anselmi, Mrs. Angela, Box 87, Coamo Araujo, Mrs. Josefina F., Ramon Quinones Pacheco School, Fajardo Armstrong, Celedonia, No. 17, Santurce Cuadrado, Josefa, Baldorioty School, San Antonsanti Ave., Juan Gil, Pedro, Bureau of Extension and Ex- sementson, Department of Education, San Juan Ginorio, Paula V., Morell Campos St. No. 30, Santurce Rodriguez, Antonio, Jr., University of Porto Rico, Rio Piedras Rodriguez, Mrs. Marina F., vanas Box 225, Cano- LIBRARIES AND EDUCATIONAL INSTITUTIONS Dean’s Office, College of Education, Uni- versity of Arkansas, Fayetteville, Ark. Library, Pacific Union College, Angwin, Calif. Lange Library of Education, Haviland Hall, ~ cael of California, Berke- ley, Cal Casement “ College Library, Calif. City School Library, 1205 W. Pico St., Los Angeles, Calif. Library, Fresno State Teachers College, Fresno, Calif. Los Angeles Public eg Serials Divi- sion, 530 S. Hope St., Los Angeles, Calif. Oakland Free Library, ‘Oakland, Calif. Teacher’s Professional Library, Adminis- tration Bldg., 1025 Second Ave., Oak- land, Calif. Westridge School for Girls, 324 Madeline Dr., Pasadena, Calif. Library, State Teachers College, San Diego, Calif Orange County Free Library, Court House Annex, Santa Ana, Calif. Ventura County Free Library, Ventura, Calif. Yale University, Department of Education, Graduate School, New Haven, Conn. Public Library, Periodicals Division, Wash- ington, D. C. Library, University of Georgia, Athens, Ga. Library, Emory University, Emory Univer- sity, Ga. Library, Eastern Illinois State Teachers College, Charleston, Ill. Chicago Public Library, Teachers Room, 78 E. Washington St., Chicago, II. John Crerar Library, 86 E. Randolph St, Chicago, Ill. The University of Chicago Libraries, Peri- odical Division, M 22 Harper, Chicago, Claremont, Til. Library, State Normal University, Normal, Ill University of Illinois Library, Periodical Department, Urbana, Il. Indiana State Library, 301 State House, Indianapolis, Ind. Indianapolis Public Library, Reading Room, St. Clair Square, Indianapolis, Ind. Library, Purdue University, W. M. Hep- burn, Lafayette, Ind. ee of School Trustees, Michigan City, nd. Library, Indiana State Teachers College, Terre Haute, Ind. Valparaiso University Association, Val- paraiso, Ind. Administration Library, Garfield School Bldg., 629 Third St., Des Moines, lowa Library, State University of Iowa, Iowa City, Iowa Bureau of School Service and Research, F. P. O’Brien, Director, University of Kansas, Lawrence, Kans. Bethany College, Lindsborg, Kans. Wichita City Library, Wichita, Kans. Lou Eas T Lib! L Wel Ent p Lib Ini- Tk, yin, ind ke- nt, 408 TweELFrrH YEARBOOK 573 Louisville Normal School Library, 1128 E. Broadway, Louisville, Ky. Eastern Kentucky State Normal School and Teachers College, Richmond, Ky. Library, Southwestern Louisiana Institute, Lafayette, La. Webster Parish Teachers’ Association, Helen Woodard, Secretary, Minden, La. Library, University of Maine, Orono, Maine Enoch Pratt Free Library, Periodical De- partment, Baltimore, Md. Library, Johns Hopkins University, Balti- more, Md. Public Library, Milton E. Lord, Director, Boston, Mass. School Department. H. H. Stuart, High School, Melrose, Mass. Library, State Normal School, Salem, Mass. Massachusetts Elementary Principals As- sociation, Hooker School, Springfield, Mass. General Library, University of Michigan, Ann Arbor, Mich. Lapses State Normal College, Ypsilanti, Mich. Library, Board of Education, 315 City Hall, Minneapolis, Minn. Minneapolis Public Library, Hennepin Ave., and Tenth St., Minneapolis, Minn. University of Minnesota Library, Minne- apolis, Minn. State Teachers College, St. Cloud, Minn. Order Department, St. Paul Public Library, St. Paul, Minn. Library, State Teachers College, Winona, Minn. Kansas City Public Library, Kansas City, 0. Elementary School Principals Association, E. A. Hood, Secy., Mason School, 6031 Southwest Ave., ‘St. Louis, Mo. St. Louis Rs ublic Library, Sula Wagner, St. Louis, Mo. Teachers —— Hadley Vocational School Bldg., 3405 Bell Ave., St. Louis, Mo. Kramer High School, Columbus, Nebr. Library, University of Nebraska, Lincoln, Nebr. State Normal School, Glassboro, N. J. Free Public Library, 8 Washington St., Newark, N. J. as State Teachers College, Trenton, New York State Library, Albany, N. Y. Public School No. Four, Eva C. Wood, 35 Berkeley Pl., Brooklyn, N. Y. The Grosvenor Library, Franklin and Ed- ward Sts., Buffalo, N. Y. State Normal School, Fredonia, N. Y. State Normal School, Geneseo, N. Y. General Education Board, 61 Broadway, New York, N. Y. Library, New York U spvapetty, Washington Square, New York, N. Public School No. 76, 906 Adee Ave., The Bronx, New York, N. Y. State Normal School, Plattsburgh, N. Y. Women’s College Library, University of Rochester, Rochester, N. Y. Libpary Syracuse University, Library, Ohio University, Athens, Ohio Cincinnati Public Library, Vine St., Cin- cinnati, Ohio Library, University of Cincinnati, Cincin- nati, Ohio Syracuse, Board of Education Library, H. P. Lewis, 1380 E. Sixth St., Cleveland, Ohio Order Department, Cleveland Public Li- brary, 325 Superior Ave., N. E. Cleve- i, ‘Ohio State University, Columbus, Ohio Library, University of Oregon, Eugene, Oregon Library, Eastern Oregon Normal School, La Grande, Oregon School Dist. No. 49, Medford, Oregon Library, Oregon Normal School, Monmouth, Oregon Library Association, 185 Tenth St. at Yam- hill, Portland, Oregon Oregon State Library, Salem Library, State Teachers College, Indiana, Pa. Lebanon Public Schools, R. R. Abernathy, Supt., Lebanon, Pa. Library, State Teachers College, Lock Haven, Pa. Harrity School, 56th and Christian Sts., Philadelphia, Pa. Pedagogical Library, Board of Education, Keystone Annex, 19th and Ludlow Sts., Philadelphia, Pa. Frick Training School, Fifth Ave. and Bouquet St., Pittsburgh, Pa. Library, 160 Administration Bldg., Pitts- burgh, Pa. Library, State Teachers College, Shippens- burg, Pa. Providence Public Library, 229 Washington St., Providence, R. I Library, East Tennessee State Teachers College, Johnson City, Tenn. Lawson McGhee Library, Knoxville, Tenn. The Library, George Peabody College for Teachers, Nashville, Tenn. Library, University of Texas, Austin, Texas Library, West Texas State Teachers College, Canyon, Texas Carnegie Public Library, Ft. Worth, Texas Library, Stephen F, Austin, State Teachers College, Nacogdoches, Texas Library, State Normal School, Cheney, Wash. State College of Washington, W. W. Foote, Librarian, Pullman, Wash. Education Library, University of Washing- ton, Seattle, Wash. Periodical Department, Seattle Public Li- brary, Seattle, Wash. Spokane Public Library, George W. Fuller, Librarian, Spokane, Wash. State Teachers College, F airmont,. W. Va State Teachers College, Glenville, W. Va Public Library, 814 W. Wesaehene Ave., Milwaukee, Wis. State Teachers College, Milwaukee, Wis. Joint School Dist. No. 3, Oconomowoc, Wis. ceeeye State Teachers ‘College, Platteville, martes Public Library, Racine, Wis. State Teachers College, Whitewater, Wis. Institute of Educational Research, Sun Yatsen University, Canton, China Library, Teachers College, Honolulu, Hawaii The Superintendent of City Schools, Fr. O. Box 772, Manila, P. I. Teachers Club, Bonifacio Elementary School, Manila, P. I. INDEX Abbott, Robert B., 126, 183, 229 Accessibility, of library, 205, 215, 220, 227, 230, 232, 364; of reading ‘materials, 193, 249° 280, 312 Acquisition of books and other library materials, 168, 180, 185, 199, 207, 309 Activities for the school library, 179, 185, 248, 3, 275, 285, 288, 295, 0, 305, 308; 418, 426, 429, 436; integrating the library and classroom, 279 Addicott, I. 71 Administration of the school library, 126, Admission slips, 240 Adult use of school library, 189, 205, 228, 231, 232, 258, 386 MOT ohne oo the library, 147, 168, 179, 184, American Association, 117, 454, Appointment of librarians, 160, 386 Appraisal of changes in attitudes and in- Tame 424; supervision and, 131, 395, Appropriations, 161, 169, 187, 199, 207, 08, 386 Architecture of school library, 213, 219 Arrangement, of library, 159; of books, 180, 186, 188 Art instruction, 281, 283, 293 Assistants, clerical, 184 Attendance, 146, 176, 186, 192, 24 Baer, Alice Hogge, 12 < ots Baker, Harold V., “i y Barnes, Clara M., 127, 192 Bean, Eleanor, 128, 245, 27 Beckman, Aneta T., 126, 17 Beginning a library, 168, 177, 187, 192, 309, 374 Berman, Samuel, 471 Bibliography, 225. See Selected references Bolerjack, Hobart, 229 Bolmeier, E. C., 127, 220 Bond, J. C., 347 Books, binding of, 272, 397, charging of, 186 ; children’s, 137, 30 3, 454, 455; clas- sification of, 180, 188, 200, 329; col- lection of, 163, 179, 207; committee, 188, 195; developing a taste for better, 395; for both the * and teacher's library, 472, 479 or princi- pal’s library, 475; for professional li- brary, 474, for teacher’s library, 477; lists ‘of,— 453; on children’s literature, 469; reports on, 201, 240, 252, 304; re- views, 195, 254, 269, 293, 389, 427, 469; selection of, 188, 199, 208, 247, 270, 327, 373, 410, 453, 475, 493; shelving of, 188; talks on, 247; trucks, 130, 171, 242, 373; week for, 171, 177, 184, 209, 270, 288, "397 Boyd, Jessie, 351 Branch libraries, 239, 243, 264 Britton, Jasmine, 129, 308, 407, 428, 482 Brook, Alice R., 342 Brookes, M. Emma, inside front cover Brotherton, Nina C., : Browning, Nina M., 129, 186, 283 — boards, 200, 218, 223, 288, 296, Bulletins, 185, 195 Bunge, Hannah, 350 250, 404 42 Campbell, Mrs. N. E., 229 Carbee, Katharine L., 229 Card catalog, 200, 201, 374 Care of books, 188, 189, 200, 272, 301, 397 Carroll, Mae B., 131, 424 Carroll, William L., 471 Cataloging, 200; and classification, 329 Catalogs of books, 456 Century of progress school, the, 213 Checking system, 8 Child psychology, 329 Children’s library work, 259, 279, 283, 309 Children’s literature, books on, 469; his- tory of, 329 Circulating library in the school, 249 Classroom, and the library, 128, 161, 170, 274, 280, 308, 408 Clement, Bess, 118 Clippings, 156, 201 Clubs, 195, 252, 282, 420 Cober, E. W., 232 Committees, 183, 187, 189, 196, 201; edi- torial, 118, 125, 1380, 159, 341; on ele- mentary-school standards, report of, 117; on the relations of public libraries to public schools, 117 Community, interpreting library service to, 141; use of school library, 205 Cooperation, school and publie libraries, sa, _ the school, 177, 183, 338, Correlation of library and homeroom actiy- ities, 305 Correll, Vincent I., 229 Countryman, Gratia A., 128, 258 County, book truck service for a, 373; li- brary service in, 371, 377, 386; library service to schools, 146, 155, 385 Course of study, measuring effectiveness with the, 435 Cousins, Esther J., 129, 305 Criteria for judging children’s books, 455 Cultural significance of the school library, 126, 137 Curren, Edith L., 129, 191, 241, 300, 391 Curriculum, school library and, 142 Curtiss, Dale, 471 Cutter Annie S., 129, 319 Davis, Eva M., 127, 187 Dawson, G. Dorotha, 132, 441 Decimal classifications, 200, 279, 445, 456 Department of elementary-school princi- pals, 117; officers of, inside front cover; yearbooks of, 117 Discipline, 202, 425, 436, 442 Donnelly, June R., 341 Donner, Arvin N., 232, 471 Driggs, Joseph B., 471 Duties of a librarian, 194, 202, 331, 341, 346, 421, 439 Duvall, Rufus A., 471 Editorial committee, 118, 125, 130, 159, 34 —e through the library, 126, 135, 38 Educational objectives, 136, 441 Elementary-school library, activities for the, 142, 151, 178, 193, 300; and the curriculum, 142; service of, 151; status 0 Elementary -school principals, department of, 117; officers of, inside front cover ; yearbooks of the, 117 Elementary schools, publications of, 252, 272; status of libraries in, 126 Environment, 179, 197, 209, 215, 217, 308, 408 Equipment of library, 205, 223, 408; cir- culation desks, 224, ; fireplace, 223; floor covering, 222; floor plans, 127, 221, 227, 232; furniture, 187, 215, 218, 224, 227, 230, 232, 308, 310, 397; lighting, 205" 215, 222; shelving, 223 ae. ‘Mabel Wilkinson, 130, 182, 219, 6 Evaluation, 415, 425, 429, 435, 441 Executive committee, inside front cover Exhibits, 209, 218, 284 Extension service, rural, 368, 373, 377; state, 388 Extensive use of library, 193, 202 Extracurriculum activities, 419 Faber, Lillian, 351 Fargo, Lucile F., 126, 146 Fichandler, Alexander, 471 Fiction, 207, 239, 247, 486 Files, 188, 189, 223 Finchy, Katherine, 227 Foreign children, 312 [574] - edi- | ele- of, aries e to, Ties, ctiy- > li- rary ness 455 ary, 391 456 nci- er; or he us nt TwrELFTH YEARBOOK 575 Formalism, freedom prem, 144 Foster, Mary E., 131 Foulks, Frank M., rh Franz, A. L.., 482 Freedom of access to library, 192, 205, 215, 220, 271, 409 Function of the library, 194, 199, 209, 246, 260, 282, 384 Gift books, 270 Ginty, Clara W., 227 Gladden, Theron A., 131, 435 Glass partitions, 205, 232 Glover, Mrs. Percy Frederic, 131, Gonne, Edythe M., 129, 295 Gorbutt, Catherine, 1: 1. 312 Graham, Frederick B., 471 Greer, M. Margaret, 129, 288, 420 Griffin, Susan E., 471 Hall, W. R., 229 Hansen, Herbert C., inside front cover Harger, Lena L., 131, 429 Harmonius environment, See Environment Harney, Margaret A., 232 Heacock, A. B., inside front cover, 471 Hedrick, Ethel, 229 Henderson, Frank D., 471 Henshall, May Dexter, 130, 257, 3 Hinderland, Laura Gag Bae Hobbies, 202, 260 Holmes, Jay Wm., 232 Home reading, 189, 204, 247, 260 Homeroom activities, correlation of library, and, 305 Hostetter, Marie A., 345 Howard, Clara E., 342 250, 399 Howland, Anne W., 342 Hubbard, Frank W., 118 Indexing, 200 Individual differences, 199, 401, 403 Influence of the library, 181, 204, 443 Instruction, individual, 279, 426; in use of books, 304, 312, 410, 418; in use of library, 180, 296, 312, 337, 370, 418, 437 Integration of library and classroom, 128, 180, 183, 193, 213, 215, 246, 251, 258, 269, 326, 374, 404, 435, 441; “of prin- cipal with library activities, 177, 183, 315, 322, 408, Interests, pupil, 436 Interpreting library service to the com- munity, 141 Jackson, be mF R., Joeckel, Jones, 4 3 ie” Judd, Harriet A., 471 Judging children’s books, 455 Katz, aqenee, 471 Kellar, Laura E., 12 Kelly, reuse H., 1: King, A. E., 471 Kirk, M: 8h! 350 Kline, Aaron, inside front cover, 118 Kloepfer, Blanche, 227 Kyte, George C., 482 a. 192 245, 325 Laing, Earl R., inside front cover Lathrop, Edith A., 126, 151 Leavitt, Ruth, 130, 373 Lending system, 243 Librarian, 160, 192, 319; activities of, 334, 336, 406 ; appointment of, 386; preparation of, 130, 341; qualifications of, 144, 145, 146, 192, 318, 326, 331, 341, 413; qualities of, 146; report of, 197; salary of, 343, 441; teacher, 160, 171, 200, 243, 279, 295, 321, 332, 344; time analysis of duties of, 421; train- ing of, 1% 30, 192, 263, 319, 325, 332, 341, 35 Librarianship, school, 129 Librarian’s workroom, 205, 220 Library, a background for art instruction, 283; and the community, 178, 185, 189, 258; arrangement, 159; assistants, 172, 180, 200, 279, 397, 418, 423; atmosphere of, 197, 209, 215, 217, 308, 408; cards, 186, 241, 255, 446; classes, 181; con- ference rooms, 230 2; coo eration in Minneapolis, 358 ; county, 371, 386; cul- tural significance of school, 126, 137; decorations, 168, 208, 217, 222, 275, 308 ; department, of the National Educa- tion Association, 117; development, 125, 177, 183, 371, 377, 386; effective use of the, 399; establishment of a, 168, 183, 274, 389; function of, 194, 199, 209, 246, 257, 260, 282, 384; furniture of, 187, 215, 275, 308, 310, 397; improv- ing contact with classroom 408 ; in a cooperative group school, i92 ; in the special school, 199; location, 220, 227, 230, 232; maintenance, 161, 168, 169, 187, 199, 207, 308, 386; management, 172, 180, 187, 200, 259, 418, 423 ; modern education and the, 126, 1385; needs of, 177 ; organization of the, 117, 177; plan- ning, 211, practises in Los Angeles, 308 ; principal's, 475, 479; problems of the, 188: professional, 474; public, 125, 127, 128. 135, 154, 162, 168, 170, 199, 239 373, 396, 420; schedule, 192’ 279, 409, 429, 441; school, 152, 162, 177, 192 259, 308, 312; service, 181, 188, 207, 308, 441; standards of, 117, 224, 389; state, 384, 388; status of, in elementary school, 151; teacher’s, 477, 479; work, developing interest in, 202; work with Mexican pupils, 312 Literature, books about children’s, 469 Local principals organization, 520 Lutz, Charles D., 232 McClure, Worth, 346 McCorkle, Nelle, 348 McCormick, Elizabeth, inside front cover, 9 MacKinney, Gertrude, 130, 299, 384, 414 Mackintosh, Margaret C., inside front cover, 348 Magazines, 165, 173, 189, 199, 204, 466, 514; lists of, 166, 466; racks for, 223 Maps, 203, 284, 291 Marston, C. E., ’ 471 Mathematics, 285 Measurement of library services, 441 Measuring effectiveness with the course of study, 435 Members, of department of elementary- school principals, list of, 534 Mexican pupils, library work with, 312 Minimum essentials, 220, 227, 231 Missing books, 197 Modern education and the library, 126, 135 Morgan, Joy Elmer, 126, 137, 278 Mossman, Lois Coffey, 482 Nz itional Education Association, 117, 159, 247, 262, 341, 453, 470; oh divi- sion of, 126, 128, 130, 132, 159 Newbery prize, 137, 397 Newspapers, 207, 514 Niles, Mary, 127, 205 Norris, H. G., 227 Norton, H. B., inside front cover Objectives, school library, 179, 399, 441 Officers, inside front cover Official contacts, 262 Official information, 519 Organization and administration, 117, 125, 126, 177, 377, 386 Organizations, local principals, 520 ; pupils, 180, 195; state principals, 532 Pageants, 185, 297 Parent-teacher associations, 156, 161, 169, 185, 187, 270, 396, 399 Participation, 147, 183, 195 Periodicals, See Magazines ; See also News- papers Personnel of library, See Librarian Peterson Matilda, 128 Pictures, 180, 188, 190, 193, 195, 204, 217, 258, 284, 302 Pinkston, Eva G., inside front cover, 118 Planning the school library, 183, 213, 429 Pleasure reading, 202, 303, 412 1 42 576 ELEMENTARY Scuoot PriIncrpats Poetry, 405, 507 Postel, Harold H., 227 Posters and designs, 184, 218, 281, 283 Powers, Olive E., 349 Pratt, Marjorie, 127, 192 Preface, 117 President’s message, 119 Primary grade libraries, 136 Principal, 146, 150, 176, 183, 192, 227 229, 232, 238, 394, 395, 408, 435, 452. 471; as a cultural leader, 140; library of the, 471, 475, 479 Pritchard, Martha Caroline, 130, 331, 373 Problem children, 204, 268, 311, 396, 401 Professional library, 471 Programming the library, 146, See also Schedules Peggects, 184, ans, 200, 203, 251, 285, 288, » Publications, pupils’, 195 Public libraries, aid given by, to schools, 242; and centralized libraries in city elementary schools, 262; and the school, 135, 154, 161, 162, 170, 199, 239, 2 42° 246, 258, 263, 373, 396, 420; branch, 157, 239, 246, 264, 429; cooperation, a project in, 251; use of, 420; working with the, 339 Public-school library, So / to, 125 Pupil-librarians, 176, 180, Pupils, reading interests ~ 4 outside of school, 117 Quick, C. F., 229 Ralph, H. T., 229 Randolph, Corliss F., 471 Reading, certificates, 255, 415, 431; credits, 253; guidance, 193, jn 240, 242, 245, 260, 278, 303, 395, 434, 441; interests, 202: 252, 277, 303, 415, 419, 453, 485; materials, 239, 247; research studies in reading interests, 132, 453; scores, 310, 403, 429; technics, 193, 443 Reavis, W. C., 482 Records, 396, 445 peeseational reading, 186, 239, 247 Rector, W. 71 Reed, Carroll’ R, 126, 135 Reference, books, 186, 205, 239, 271; cards, 271; work, 186, 200, 247, 271, 314, 328, 410, 418 ‘office of education, 470; References, selected on libraries, 148, 174, 210, 236, 266, 316, 363, 392, 450 Regional library, 155 Relationship between public and school library, 162, 170, 199 Relationship between public libraries and schools, 239 Renewals, 243, 396 Repairing, 189, 196, 207 Report cards, 197 Research division, See National Education Association Research, booklets and reading interests, a , 485 ; work, Résumé of the yearbook, 12 Reviewing new books. See Books Ringdahl, N. Robert, 131, 232, 405 Roberts, a. E., 177 Roberts, L. D., 229° Robinson, Roy, E., 229, 471 Rogers, Don C., 127, 213 Roys, Cassie F., inside front cover Rules, 181 Rural school library, 152, 366, 371, 377, 390; conditions, 367; practises, 130, 367 ; service for, 155 Schedules, 192, 199, 213, 263, 396, 409, 429, 441 School librarian. See Librarian School libraries. See Libraries School paper, 195, 252, 254 Schools, relationship between, and public libraries, 127, 289 ma? tet Elizabeth, 131, 216, 226, 315, 279, 309, peieeaee, 217, 284 Seating capacity, 227, 229 Selby, Miriam F., 127, 239 Selected references. See Referencs Selection, book. See Books Services. See Library Shafer, Paul F., 128, 251, 353 Shove, Helen B., inside front cover, 118 Snavely, F. B., 471 Special days at library, 251 Special school, 199 Sperry, Edra, 131, 418 Stafford, Melissa, 227 Standards, 224, 389; for school library, 154, 213, 226, 224" 389; report of the _— on elementary-school library, 1 Stanley, Emma M., 131, 395 State aids, 208, 377, 388, 390 State library, extension activities, 388; practises, 367; programs, 384 State principals’ associations, 532 Status of libraries in elementary schools, 126, 151 Stetson, Paul C., 346 Stokes Caroline, 129, 279, 364, 417 Storytelling, 193, 240, 251, 274, 279, 283, 302, 28, 348 Stratton, Teasen A., inside front cover Student assistants, 186, 259 Stullken, Edward H., 127, 199, 227, 471 Subject bibliography, $08 Supervision, 131, 240, 250, 395, 411 ae °< teen of school libraries, 265, 388, Supplementary reading, 202 Survey, of duties as a basis of training, 1; of library needs, 177 Symposium on the preparation of school librarians, 341 Teacher in cooperation with library, 177 193, 248, 263, 300 Teacher-librarian, 160, 263, 344, 373 Teacher’s library, 204, 404, 471; suggested for, 477, 479 Thies, Lillian C., 128, 246, 282, 330 Thomas, John S8., inside front cover, 118 Threlkeld, A.,L., 346 Time analysis of librarian’s duties, 421 Towne, Lillian M., inside front cover Trace, Charles T., 471 Training, accredited schools for, 354; of librarian, 263, 325; opportunities in accredited library schools, 354; subjects, 352, 360; survey of duties as a basis of, 331; symposium on, 341; teachers’, 325, 331, 341, 352 Travelling libraries, 152, 155, 369, 373, 385, 388 Turner, Mary, 127, 187 Types of elementary-school libraries, 183, 187, 192, 199, 205, 371, 377 books Use, of catalog, 447; dictionary, 447; py tures, 180, 188, 190, 193, 195, 204, 258, 284, 302; posters, 184, 218, 283, references, 410, 447 Vacation reading, 203, 260 Van Antwerp, Beryl, 129, 285 Wade, Edith Van Gelder, 227 Watson, Ella B., 131, 415 Weglein, David E., 347 Westervelt, Edmund C., 471 Wetzel, Marie C., 471 Williamson, C. C., 344 Wilson, Christine H., 127, 187 Wixson, Florence E., 232 Wood, Harriet A., 1380, 324, 388, 414 Yearbooks, Department of School Principals, 117; issued, inside back cover Zyve, Claire, 128, 136, 269 Elementary previously YEARBOOKS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION TENTH YEARBOOK The Principal and Supervision 524 Pages 1931 Price $2.00 CoNTENTS The Principalship Develops Supervisory Status Viewpoints on Supervision Supervisory Phases of Administration Influencing the Teacher Influencing the Pupil Vitalizing the Curriculum Applications of Measurement and Research Training the Principal through Supervision Evaluating the Principal’s Work ELEVENTH YEARBOOK The Principal and His Community 494 Pages 1932 Price $2.00 CoNTENTS Viewpoints on the Principal’s Community Relation- ships A National Survey of School-Community Contacts Surveys of the Community Home Contacts Sought by the School The Parent-Teacher Movement Community Center Activities School Publicity Service Clubs Social and Welfare Agencies Excursions and Exhibits Governmental Agencies Address communications and make checks payable to DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 1201 Sixteenth St., N. W., Washington, D. C.