r UCT 24 193: i EN ATIONAL FLEM Nil BRING L BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS NATIONAL EDUCATION ASSOCIATION CHICAGO ONVENTION REPORT YCTOBER 1933 ol. XIII, No. | THE NATIONAL ELEMENTARY PRINCIPAL BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS C Published in October, December, February, April, and June by the Department of Elementary School Principals of the National Education Association of the United States. The payment of $3 active membership dues entitles a member to attend all meetings of the De- partment, to hold office, and to receive the Bulletin. Two dollars of each membership fee is for a year's subscription to the Bulletin. Subscription to nonmembers is $3 per year; single copies, _ 25 cents; and Yearbook, $2. “4 under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for ~ It. Entered as second-class matter November 20, 1922, at the postoffice at Washington, D. C., l in Section 1103, Act of October 3, 1917, authorized December 18, 1922. on Executive and Editorial Offices, 1201 Sixteenth Street, Northwest, Washington, D. C., pan Eva G. Pinkston, Editor. . . » str star met! OFFICERS OF THE DEPARTMENT "ty 1933-34 no — the President, Aaron Kline, Pullman Public Fifth Vicepresident, Margaret C. Mackin- I School, Chicago, Illinois tosh, Public School 140, Brooklyn, New)! tion First Vicepresident, Elizabeth McCormick, York Der Timothy Howe School, Superior, Wis- pyocytive Committee men consin A. B. Heacock, Los Feliz School, Los — Second Vicepresident, Mason A. Stratton, Angeles, California pers Av School, Atlantic City, _ en Avene See, et Herbert C. Hansen, 1045 Lockwood Ave., life- New Jersey Chicago, Illinois sitie: Third Vicepresident, M. Emma Brookes, : ; have Miles School, Cleveland, Ohio Cassie F. Roys, 2609 Bristol Street, taile 2 ; Omaha, Nebraska co ae Fourth Vicepresident, Ernest L. Markley, Staff Webster Platoon School, Wheeling, West Earl R. Laing, Burt School, Detroit, seve; Virginia Michigan year ; perce Executive Secretary, Eva G. Pinkston ures 1201 Sixteenth Street, N. W., Washington, D. C. conse stren The contents of this Bulletin are listed in the Education Index. Sit and s tiviti CONTENTS IN BRIEF fries oye President’s Message, p. 2-3 Financial Statements, p. 22-23 Sle U. S. Office of Education, p. 4 Membership Chatter, p. 24-25 into | N. E. A. Headquarters, p. 5 National Conference on Financing : his 2 ° 4 ” erest: Addresses and Proceedings of Chi- of Education, p. 27 cago Convention, p. 6-21 American Education week, p. 27 | ventary he De- . e is for | copies, D.C, | Jed for Aackin- | 1, New) ol, Los d Ave., Street, Detroit, ——_———" “ing © © NDER NECESSITY a man can go for hours without sleep. Cast on a desert island one can endure the pangs of hunger for days. In the fierce struggles of warfare soldiers can with- stand prolonged periods of physical and mental strain. Yet when the human body is pressed beyond certain limits—- no matter how heroic the resistance— the result is death. During the past two years the Na- tional Education Association and our Department have lost a number of paid members. Enrolment of others has re- quired greater efforts. These losses of personal and financial support are com- parable to the deprivation of man of life-giving food. To meet these adver- sities a few of the national committees have become inactive; all have been cur- tailed. Members of the Headquarters Staff have, during the past year, donated several weeks of their services. For the year 1933-34 the scheduled cut is 10 percent—it may be more. Heroic meas- ures have been taken by the officers to conserve and to utilize our national strength to the best advantage. Similar reverses are found in local and state educational associations. Ac- tivities of all kinds have been curtailed or completely abandoned. Faithful em- » ployees have had their salaries reduced. Slowly but surely paralysis creeps into the profession’s strong right arm. . This occurs at a time when selfish in- terests are at work. To be sure, educa- ee h )\th Soitor’ Spe S tional associations must economize and in some instances they may need to be curtailed, but financial starvation means broken activity and eventually death. These are not times for petty peeves or shortsightedness. No doubt local, state, and national associations have failed to please entirely every individual member. But let us realize that it is better, if our right eye causes us to stum- ble, to pluck it out and to cast it away, than it is for the whole body to perish. The body of our professional associa- tions must be maintained intact no mat- ter how irritating the alleged faults. May there be no chisellers amongst us during the coming year. Let us all look up, not down; forward, not back ; and lend a hand. 8 é & We have had disturbing reports of attacks upon the professional status of the elementary-school principalship. We suspect that many of these attacks, masking as economies, are due to gross ignorance of the principal’s role in modern education. Perhaps a few prin- cipals are swivel-chair artists, but these freaks are not typical of the profession. A glance at the yearbooks of our De- partment should convince even the most obtuse person that the principal of to- day has many essential duties in his own right. Our Department invites reports from principals as to the steps which the Department may take to meet the at- tacks upon the principalship.—E. G. P. WHITHER FREE PUBLIC EDUCATION? President Aaron Kline AM ASKED to write greetings to the members of our Department. Greetings must come from the heart. Out of my Chicago experience of the past three years I speak from the heart. Most of us are convinced that some sort of an economic revolution is going on in the United States. Out of this revolution will come a changed social order. We shall either, through our co- operation, learn to use the marvelous products of scientific discovery and me- chanical invention for the benefit of the race, or we shall emerge from this rap- idly-changing period into an age of class control with a peasant class eking out a meager existence, and an upper con- trolling class living as parasites on the labor of others. What will be the place of free public edu- cation in this new social order? If the first social change described above prevails, education will be the most vital of all human institutions. Only the intelligent can live in a cooperative society. The school will be the institution to which so- ciety will look to make every citizen an in- telligent participant. It will be the institu- tion that will be asked to prepare each to enjoy many hours of leisure time in some sort of creative enterprise that gives joy to the individual and at the same time con- tributes to the happiness and comfort of his fellows. The school will be the center for the continued culture and education of adults. It will accept all, train all, inspire all, and finally give all back to society with the ability to think, to cooperate, to enjoy, and to create. If the second social order described pre- vails, free public education will be a sub- merged institution. Only the peasant class will patronize the free school and then only to learn to read, to write, and to use Aaron Kline numbers in the simple life they will be com- pelled to live. Adults of this class will have little leisure, and no creative ability. They will not need to cooperate for they will have been taught only to obey. They will accept the bare living handed them by a “kind” parasite who happens to be born into the controlling class. ing t } schoo his fe ; tively and f sais Ae aalefdls. ae hE, PM OS Or a 5 It i to the impos stripp pellin expos econo! the of cation to bri to eve decen: ucts © his ov = our tr out to )} Amer } the n: “ait warn the id > lived social W in th publi What is the duty of the educator in this” time of economic changes? Certainly he will fail of his patriotic duty if he does not point out that the modern school with its varied curriculum and extracurriculum activities is a place of joy for the children; that the modern school grips the interests of every child from every home and thus starts him on the road to the development of his own personality; that the modern school continues to furnish interesting ac- tivities for the child’s development through- out his whole school course; and that dur- acts t prese: oppor mind. tional us t know Amer Sh. age, ¢ A mi a sing Orga streng every ber o: dier t ican c ern so THE BULLETIN OcTt - com- 3 will bility. they They -m by ® born ; » American childhood. n this) ly he does with dren; erests | thus odern g ac-) ough- a4 Sur Dov. Neel 4 4 | 2 ing twelve years in this modern public school the child learns to cooperate with his fellows, to use his leisure time effec- tively, to create for the good of society and for his own pleasure. It is the duty of every educator to resist to the last, every effort of those who would impose a peasant-parasitic social order, by stripping our schools of their interest-com- pelling features. It is his duty to resist and expose every effort, under the guise of economy, to take from the American child the opportunity for the fullest possible edu- cation at public expense. He should fight to bring about a social order that will give to every citizen the chance to live a clean, decent life, to enjoy to the fullest the prod- ucts of his own labor and the products of his own creative genius. If we fail to speak out now we betray our trust. If to save our own jobs, we sell out to those who would put dollars above American childhood we are unworthy of the name “educator.” If we fail now to warn of dangers ahead, we are traitors to the ideals of the great Americans who have lived and died to make possible the new social order that we are about to achieve. We favor every legitimate economy in the administration of tax-supported public schools. We have shown by our acts that we are willing to sacrifice to preserve for America’s children their opportunity to the best growth of body, mind, and soul that the modern educa- tional methods have made possible. Let us through our Department make known to the world our ideals for Shall we act together in this great > age, or shall we shout as single voices? _ Amighty chorus is heard to the heavens, / a single voice is lost on the desert air. culum | ° . . ° | Organization is the secret of social | strength in this twentieth century. Let » every elementary principal, as a mem- pment - dur-7 ber of our Department, stand as a sol- dier to guard the sacred rights of Amer- / ican childhood from the wolves of mod- ern society. HISTORIC GAVELS HE DEPART MENT of Elemen- tary School Principals was honored when its president was given a gavel by Lillian M. Towne, a principal of Boston. The gavel was made of his- toric wood preserved from a school erected in the North End of Boston in 1792. This school was built upon the site of the first real public school in the United States, erected in 1712. The school of 1792 contained two rooms and was a “reading and writing” school. The lower room was “appointed to the writing and the upper to the reading school.” It was the first union of two schools in one building. When the building was demolished in 1837 to make way for a more pretentious one the old stair railings were saved and it was from one of the newel posts that the gavel was made. Miss McCormick wishes hereby to express her grateful appreciation to Patrick Campbell, superintendent of schools of Boston, to Miss Towne, and to all others who helped to make the gavel possible. A similar gavel was given to Eva G. Pinkston, executive sec- retary, who prizes her gift very highly. A portion of the minutes of the old school committee reads as follows: At a town meeting, held March 10, 1712, it was voted that the thanks of the town be given to “Captain Thomas Hutchinson for as much as he hath offered at his own change to build a School House at the North end of ye town” and it was also voted to establish the school. At a town meeting, held the following May, it was voted to purchase a lot on Bennet Street. Thus originated the present Eliot School, known at the time as the North Latin School, and subsequently named in honor of Rev. John Eliot, D. D., pastor of the new North Church. “TIN. OCTOBER 1933 x 5S E SEEM on the eve of one of the greatest social changes in the history of our country. Out of the rapid procession of events it is difficult for anyone to select those which mean little and those which have significance for the long future. But whatever they are and whatever may be the direction in which they point they are bound to affect in a very vital way the conduct of our educational system. In recent dec- ades each significant change in our man- ner of life adds new responsibilities to our schools. For example, the industrial codes promoted by the National Recovery Ad- ministration have already thrown out of employment more than 100,000 young persons from fourteen to sixteen years of age. You and I rejoice that at a stroke of the pen the curse of child labor is rapidly vanishing. Many of these young people need vocational courses including those in homemaking in order that they may the better enter upon some useful occupation when they leave school. Yet these are the very courses which have often been elimi- nated from the school system. We should be equally concerned about music, art, literature, health education, and other instruction which assist peo- ple to live in a wholesome manner. Changes in vocations and in social life are now coming so rapidly that it is DEPARTMENT OF INTERIOR UL CUULNIIUN —_ vy | T not possible to foresee them accurately | happi or very far ahead. The individual who 7 ment, has not kept up with the new discoveries | lead « and methods in his line of work cannot } in th expect to succeed. So it is also in the | they realm of our participation in civic af- | strong fairs. The citizens of a successful de- f plify; mocracy must continually learn new | Visits ways of solving their common problems. | day? For this situation we cannot rely ex- | bened clusively on the informal instruction quent supplied by the newspapers, the movies, | cloud and the radio, valuable as they often |) bit of are. I am convinced therefore that in | Do his the early future appropriate provi-/ intere: sion should be and will be made in| make our educational system for the further | long-t education of men and women as well as | Ciatior for boys and girls. There can be no} well « question as to the fundamental impor- | choice tance of education in American life but } sugges it will only attain its possibilities when | sional all of us, both children and adults, are é ress, f engaged in.a great program of self-im- ) ventior provement. ship au As we emerge from this great eco- | City, st nomic crisis I know that I speak for Has the schools and colleges of the country | Tiencec when I say that they will cooperate j format with the President and the Congress to | buildin the fullest extent in helping to pull the) her da country out of the depression. With) relatior common purpose and united effort we’ helped shall certainly succeed in overcoming and for the enemy.—George F. Zook. » confere — THE BULLETIN) OCTO tely who 2ries > = aeoents a ? Ta ® =) 3) = ems. . €a- 2 CAR SATIS ALT Fa ol Pe NE BRE LS tion © vies, ften it in “Ovi- e in ther | ll as por- but yhen are -im- eco- | for | ntry rate ss to | the Vith t we ning TIN NIK NATIONAL LAL HE PRINCIPAL—what a name for the guardian leader of teacher happiness, initiative, efficiency, develop- ment, and accomplishment! Does he lead out latent powers; does he believe in the weakest of the faculty so that they may more nearly approach the strongest ; does he help; does he exem- plify; does he demonstrate? Are his visits the bright spots in the arduous day? Are his smiles and greetings a Are his praises so fre- benediction ? quent that the occasional reminder is the cloud in a glorious sunrise, a reflecting bit of beauty in the luster of a new day? Do his faculty meetings offer a balanced, interesting program of suggestions to make a continuity of gains, through long-term planning? Is there an appre- ciation of faculty cooperation and work well done? Is there an offering of choice bits of literature, of additional suggestions in technic, news of profes- sional organization with its plans, prog- ress, new viewpoints, programs, con- ventions as well as reasons for member- ship and whole-hearted support in the city, state, and national groups? Has he inspired his new and inexpe- rienced teacher by giving advance in- formation about the routine work of the building, by making suggestions about her daily work, by seeing that correct relationships are formed? Has he helped her to establish self-confidence and fortified it? Have his faculty found conferences helpful, stimulating, and EDUCATION ASSOCIATION QUARTERS satisfying? Have they been surprised at the new thinking that they and he can do together about age-old problems? Did the challenge of helping out on a strenuous program find the faculty family enthusiastic in the midst of per- plexities? Because of their leader’s in- timate knowledge and keen interest in community needs, are teacher hearts more tenderly solicitous for needy chil- dren and student welfare? Is the school a hive of industry ; are the students made to feel that teachers are friends and not taskmasters ; progress determined largely by high ideals and attitudes that will arouse wholesome interests; does the school radiate cheerfulness; has the physical condition of the plant been at- tended to so that all are able to attain their highest goals? Is the school made into another home, a place to love, to work, to be understood, and to be en- couraged when defeated? Does he make it a place to which teachers gladly bring their triumphs and their utmost con- tributions toward the fine art of daily living together? Will his influence create just wage earners, artizans, or master craftsmen? If all this is true, then emphasize the first syllable of the title for he is a “prince” in the royal family of creative artists; and emphasize the last syllable for he is a “pal.” To have a “prince” for a “pal,” day by day, is the luckiest star in the teacher’s firmament.—Jessie is Gray. OCTOBER 1933 WHAT IS MENTAL HEALTH?* O. H. Plenzke T HAPPENS to be one of my duties to administrate the state certification laws. Annual reports upon the success of every applicant are received. Too frequently the report advises against re- issuance of the certificate for reasons given. In some instances the sad fact of a dismissal is recorded. A graduate of a fine college or university, who should have made good, has lost out. Another hard-earned college degree and all the homes built thereupon come to an unhappy ending as far as teaching usefulness is concerned. You will insist that many dismissals are based upon ex- cuses and trivialities rather than valid reasons. That is granted. The state certification bureau reveals that many unfavorable reports consist of indefinite general terms such as poor personality, weak character, and other attributes which bear an unknown relationship to academic attainments. Analysis of these general descriptions in- dicates that the applicants may be slaves to prejudices, inhibitions, and fears. Their mind-set may be hardened against adaptation to changing conditions, in fact, their nervous system may be in- sulated with respect to society in general. They are bound to the beliefs and credos of bygone days, the guidance of new evidence notwithstanding. They can- not grow, i.e., increase their ability to meet and evaluate new situations. Others just cannot get along with peo- ple. Obviously, in these cases, an un- healthy mentality directs activity which throws them into conflict with reality *Abstract of statement given before the Department of Elementary School Principals, Chicago, July 1933. and the everyday world. They are out of step and out of tune. Let us enumer- | ate a few reported causes of failure re- | sulting from unsocial attitudes and ways of thinking. Of course, they cover a/ wide range and permit only rough grouping. The first seem to grow out | of failure to accept the fact that educa- | tion is a cooperative enterprise in which | all must function, not as rugged individ- | ualists but as components of interde- pendent levels and parts. This unfor- tunate inclination is reflected in the fol- lowing criticisms taken from reports: 1. Will not cooperate with others. This shortcoming is the mode in the distribution. 2. Refuses to take suggestions. 3. Invites suggestions, listens to them, and then disregards them. 4. Considers his department the only:im- portant one in the school and displays little | interest in matters of general student wel-/ fare. F 5. Tries to hold students to unwarranted standards of performance, thus leading to high percentage of failures. 6. Cannot get along with co-workers. Other criticisms appear to be out- growths of fundamental weakness, lack | of stamina, and vacillating judgment. Under this general heading we find re- ports such as: PETE InP ATS 1. Lack of confidence. 2. Doesn’t stand up under questioning. 3. Inability to chart a course and fol-| low it. Ps 4. Cannot settle matters and forget about? them. Worries about the consequences of |) decisions made. This deplorable time-con-/ suming trait brings on senility long before” it is due. wer Pri eae a i yt cae 7.1 8. N oF 10. ’ a sufiicie 3. | An faulty Many ings b No bz is mai Sti pity tl additi sibiliti compé life o: iniqui gener: and d crusac duties and et This : error issues quiry not yi of all especi: the court ing th get th tion s' good dange ing cc there which THE BULLETIN) OcT¢ out 1er- re ays f ugh § out ica- lich vid- for- fol- This 10n. ES SS PE Naas a ba Sh ie PSOE 76 8 and | ittle vel- ated § x to yut- 9 a ead ack ant. B- ss fol- a out & . of | -on- © fore} TIN 5. Applicant is crushed and downhearted over poor test results. Here again, lack of confidence is the underlying defect. 6. Argues constantly with pupils. 7. No ambition or initiative. 8. Not resourceful in solution of problems. 9. Pities himself. 10. Too nervous, goes to pieces. 11. Afraid to admit difficulty and too self- sufficient to seek help. 12. Phlegmatic in every way. Another barrier to success is due to faulty conception of our purposes. Many applicants receive negative rat- ings because of a distorted point of view. No basic philosophy of life or education is manifest. Still another type, deserving more pity than censure, is the teacher who, in addition to meeting the arduous respon- sibilities of teaching, enters into a solemn compact with himself to reconstruct the life of the community, purge it of all iniquity and make it safe for future generations. With all their sincerity and desire to do good, many of these crusaders have been relieved of teaching duties to devote their undivided time and enthusiasm to reforming the world. This sort seems to revel in the tactical error of opening up tense controversial issues in the classroom. While free in- quiry must be respected the public has not yet approved classroom discussion of all economic, social, or moral issues, especially if the subject is pertinent to the locality. Zealots in these ranks court trouble by continually condemn- ing that which they disavow. They for- get that, according to character educa- tion studies, it is better to elucidate the good than to condemn the bad. The danger of over-aggressiveness in reform- ing community standards is plain, yet there is a sort of blurred mental state which sees the desired end but fails to comprehend consequences. Too many cut their careers by over-indulgence in reform activity. One more type will conclude the list. There is a mentality which is absolute, unyielding, and uncompromising. In the classroom he is plaintiff, judge, jury, and bailiff. The school doesn’t exist for the pupils whose participation is about nil. Criticisms of this group are as fol- lows: 1. Unsympathetic with parents. 2. Treats pupils as a mass without re- gard for varying personalities. 3. Unreasonably _ strict Will have order at any cost. disciplinarian. 4. Resorts to ridicule and sarcasm. 5. Will not concede anything. Does not recognize that this is a give-and-take world. 6. Insists upon prerogatives in the ad- justment of difficulties. You are correct in your assumption that the foregoing is not a positive or direct definition of mental health. Its focalization and analysis are negative— an attempt to show what mental health is not. The inexhaustible cases show that mental health is a composite of in- numerable elements and that lack of it militates seriously against professional efficiency. Their fears, their prejudices, their unsocial reactions to their fellows, their ego-centric tendencies, their abso- lutism, their sealed minds, their defen- sive attitude, each in turn, arrest mental growth so indispensable in the coopera- tive scheme of organized school educa- tion. Mental health, I finally venture to say, is the antonym, the reverse of the undesirable traits and mental habits presented above. What, if anything, can be done about it? The possible remedy or rehabilita- tion falls within the province of mental hygiene. OCTOBER 1933 MENTAL HEALTH OF THE PRINCIPAL* W. R. Davies “NINCE I believe so thoroughly that “as the principal, so the school” I would expect to find the mental health of a principal reflecting itself in the at- titude of his school, including every indi- vidual pupil, teacher, and custodian un- der his direction. And this thing called building personality is no myth, it often forces itself upon you before you have been in the building a minute—in the attitude of the custodian, in the reaction of the teacher in the corridor as he greets you, in the whole manner of the group of children as they pass you by—yet these and more do not entirely express how fundamental is this expression of character in a school building. Like the more important and worthwhile things in life, you can feel it, rather than sense it, through any of the other avenues of perception. How then can a principal attain men- tal health for himself and a desirable personality for his building—a building one instinctively likes to enter? First of all, by cultivating a calm philosophical outlook on life, and by facing the everyday problems of a prin- cipal in that spirit. Equanimity is a wonderful asset for one who would di- rect the activities of a school. It is the very trait that many a parent, teacher, or pupil does not expect or want to find when they come to the office to explode or to receive punishment. The second attribute of a principal who has real mental health is an unbounded en- thusiasm for the activities of the school, whether of the regular classroom or extra- curriculum type. It offsets, in a measure, the equanimity which is so desirable in a principal’s actions toward pupils, parents, teachers, and custodians. If the principal is not vitally concerned, then no one in the building is apt to get enthusiastic about the task of directing children in their activi- ties. And the wise principal when he finds this enthusiasm waning will seek complete rest and relaxation in order that he may return to his work with pep and spirit. The mentally well principal will, in the third place, possess and keep a sublime faith in the potentialities of each of his pupils and teachers. The worst symptom in the lag of mental health will be the irritation produced by the mere presence of children about him. Here it is of utmost importance that the principal get a new grip on things, so that he will think of the potential good and in a measure discredit the negative tendencies of teacher and pupils. Again, perhaps the finest indication of real mental alertness manifests itself in just being human. How this quality is appreciated by parents, teachers, and pupils! —Those with whom you come in contact may admire you for your ability to run the school, but they will love you only as you.are human. Finally, no one engaged in the work of a teacher of teachers, as well as of pupils, can run a real school unless he has a firm belief in the ultimate good of human existence, the progressive im- provement of humankind through edu- cation, and in the American dream of a better, richer, and happier life for all our citizens of every rank. Without such an outlook all else is in vain. *Abstract of statement given before the Department of Elementary School Principals, Chicago, July 1933. THE BULLETIN} M! ( faulty this bi intern chain busine proces: interes tal hy; this ca is mor peutic treatm in chil Ma vast it often « he is < He als to-mee Whate of cir mande prodig: the cor itary t set for patter1 Home ance a norm. discrer achiev deman or sche will be incapa and al OCTC MENTAL HEALTH AND THE OST mental illness can be thought of as the sum of a long series of faulty adaptations to life situations. If this be true there is but one place to interrupt the forging of this binding chain and that is at its inception. This business of nipping these pathological processes in the bud is one of the major interests and responsibilities of the men- tal hygiene movement. Activity such as this can be thought of as preventive but is more rightfully considered as thera- peutic since it consists largely in the treatment of socalled behavior disorders in children. Man, uneducated, uninfluenced, is a vast inchoate reservoir of diverse and often conflicting strivings. Potentially he is a killer, a thief, a wanton brute. He also may be a well-mannered, safe- to-meet-on-the-street sort of a person. Whatever he becomes is partly a matter of circumstance and of what is de- manded of him. He is limited here and prodigally endowed there according to the configuration of his genetic or hered- itary background. ‘Too often there is set for him a sort of standardized social pattern into which he is expected to fit. Home, school, society expect perform- ance according to some poorly defined norm. Whenever there is too great a discrepancy between the capacity for achievement on the one hand and the demands for performance from family or school or society on the other, there will be trouble unless the source of the incapacity can be arrived at, understood, and allowed for, and the other poten- DOCTOR OF MEDICINE* R. A. Jefferson tialities of the individual developed so as to compensate the inadequacy. Not that all incapacities and disabil- ities arise out of genetic determinants. There are few, if any, hereditary factors which in themselves alone determine character traits or, as a_ psychiatrist would prefer to say, behavior charac- teristics. There is ever present the potent force of environmental influence. The neurotic character is perhaps con- stitutionally disposed but certainly en- vironmentally determined. Many in- dividuals demonstrate in their infancy and childhood a behavior constellation which indicates the neurotic disposition, yet their future as to sickness or health— both physically and mentally—depends very largely upon the type of environ- ment with which they must cope. If this environment can include under- standing of their needs, their disabilities, their fears and conflicts—if it can pro- vide a healthy background for physical and emotional development their future will become the more secure. As this is accomplished society will have taken a major step toward the solution of the vast problems of mental illness and social unfitness in general. In this second phase, then, mental hygiene is largely a matter of education and as such becomes, essentially, the province of the educator. Today, pro- gressive education, with its acceptance of the task of building the emotional as well as the intellectual structure of the personality, is confronted by the forces of reaction. Frequently the socalled *Abstract of statement given before the Department of Elementary School Principals, Chicago, July 1933. IN) OCTOBER 1933 need for economy but masks the more fundamental antagonisms to the newer developments. Society continues to ex- pend countless millions giving custodial care to its misfits, the mentally ill and the criminals, and at the same time in- terferes with the development of the only rational program for reduction of these classes. I am not one of those who count all criminals insane yet there is ample evidence to indicate that a goodly number—perhaps as high as 40 percent —show pathological deviation from so- called normal intellectual and emotional attributes. Paralleling the problem of the crim- inal is that of the socalled insane, the name given to those persons so ill men- tally as to make social adaptation im- possible. Their number is legion. In Colorado the doors of the state mental hospital have been closed to new ad- missions because it is so overcrowded. In this country there are more beds de- voted to the care of the mentally ill than there are for all of the other sick and ailing lumped together. Furthermore, it is only too true that the great bulk of individuals suffering from such condi- tions never enter mental hospitals. With these facts in mind we must ask ourselves where lies the solution to this problem. Is there a rational hope for the development of a cure or of cures for the insane and neurotic individuals? The answer is yes—in part, for, of the insane, approximately 30 percent suffer from organic illness which is potentially remedial by medical treatment. More- over, with the new analytic approach, the psychoneuroses are distinctly treat- able although it is highly questionable whether treatment is now relatively suc- cessful in more than 50 percent of the cases. Also, treatment of this type is so expensive and time-consuming as to be prohibitive to all but a very few. On the other hand, 70 percent of the insane suffer not from organic illness but from defective heredity plus inimical environ- ment. This group, combined with the vast number of psychoneurotics who, either through lack of funds or native equipment, cannot avail themselves of the best therapy, makes up the great bulk of the mentally ill. From the social standpoint there is no doubt but that the ultimate answer lies in prevention. Treatment of dis- ease is the province of the physician but prevention is the common responsibility of all. Prevention is not only a matter of instituting safeguards but of mass education. Prevention of mental illness in particular must be in addition a mat- ter for thorough and widespread study and research. It must encourage the de- velopment of a discipline which allows for rational and controlled experimen- tation. The only pathology demonstra- ble in the great bulk of the mentally ill is psychopathology. Every indication points to the probability that this pathol- ogy is preventable through the building of sound and adequate mental, physical, and social habits. The building of habits is accomplished largely through educa- tion and the breaking of habits as well. The ways and means whereby disabil- ities and defects may be discounted and the individual capacities developed in children of good and bad heredity alike constitute the major problem in educa- tion. Experiment is indicated since there are few, if any, charted ways or tested principles. Above all, if the men- tal hygiene movement is to succeed and if child guidance and progressive educa- tion are to fulfill the hope which we have pinned upon them there must be the most intimate and wholehearted co- operation. 10 THE BULLETIN ker ti appa taini juste speci a Cos tion bein; the quat Mo by b tagor ing i of m ciplir so m achie Th destri havic of uf healt Otl have non-c ment sarca Suc the fp sult i of th the cl tudes will becon A dren ing ¢ somet not w OCT yn ne m n- he 10, ve of at SCHOOL CONDITIONS AND MENTAL ILL HEALTH* HE White House Conference Re- ports tell us that one of every three apparently normal children of self-sus- taining families is sufficiently malad- justed mentally or socially to necessitate special treatment. It points out that at a cost three times that of public educa- tion five hundred thousand are today being cared for in our institutions for the anti-social and the socially inade- quate. More children than dogs have been ruined by blunders in training. Some are an- tagonized through too much domination, go- ing into life with “moral crutches instead of moral nerve.” The Prussian type of dis- cipline is so much easier for the teacher, so much more spectacular and sometimes achieves an effect admired by principals. There are schools where the discipline is destructive. The responsibility for be- havior is placed upon the teacher instead of upon the pupil, resulting in a most un- healthful teacher-pupil relationship. Other unhygienic procedures known to have been used are demotion because of non-conformity; use of fear and punish- ment as motivating forces; indulgence in sarcasm, nagging, and other mental cruelty. Such abuses of one’s authority degrade the personalities of students and may re- sult in permanent harm. Adults think little of the damage that is sometimes done to the child who is labeled “dumb-bell.” Atti- tudes of inferiority may be formed which will cause even a child of potentialities to become a misfit for life. A danger to the mental health of chil- dren is sometimes in our systems of group- ing or in our methods of teaching, and sometimes in our testing. Obviously, it is not well from the standpoint of mental hap- Catharine A. Caldwell piness for those children who are from ab- normal homes and deprived of associations with well-adjusted children to be grouped together. How often we find the unhappy socalled problem children herded together in this section with little remedial work being done and less chance for their ex- periencing success. For there are “prob- lem” teachers who feel that they are not doing their duty unless a large percentage of this group are failures. Though these children of such a different level of ability may have received the same identical ex- amination as the high I. Q’s they find them- selves with no credit for the achievement which they have made. This brings us to the need for curriculum reconstruction. Present conditions have re- emphasized that unless we bring about a sufficient degree of flexibility to provide for individual differences and halt the disaster brought on, social inadequacy now extant in some states will become insolvent. We want to know what is being done for the exceptional children. Tax-dodg- ing corporations should be shown the lack of economy in not providing for the crippled, the deaf, those with sight and speech defects, the subnormal and back- ward children, and the gifted or men- tally accelerated, who, by the way, should have gifted teachers and an en- riched curriculum. If we are a democ- racy with “justice for all” the care which these underprivileged need will be provided even though the state gov- ernor is fanatical about road-building. It was Emerson who said that the greatest human enterprise is the care and the culture of men. *Abstract of statement given before the Department of Elementary School Principals, Chicago, July 1933. OCTOBER 1933 FOR MENTAL HEALTH* Virgil E. Dickson ENTAL HEALTH is probably the most significant factor to be considered in the adjustment of be- havior difficulties of youth in any com- munity. I think it is not an exaggera- tion to say that there is almost unani- mous agreement among students of so- cial difficulties that if we are to reduce crime and misbehavior in a lasting way it must come through a greater use of preventive measures than from meas- ures of punishment. If we are to pre- vent the misbehavior of youth, therefore, we must study to discover the causes or the symptoms of trouble early enough to fit the behavior of the youth into con- structive channels instead of allowing it to drift into destructive channels. It was with this thought in mind that the heads of various departments dealing with youth in the city of Berke- ley more than twelve years ago planned an organization for cooperative effort. This organization is called the Coordi- nating Council. The chiefs or heads of the following city departments are ex- officio members of this Coordinating Council: the Schools, the Police De- partment, the Health Department, the Recreation and Playgrounds Depart- ment, the Department of Charities and Social Welfare, the Judge of the Justice Court, the Chief of the Probation Of- fice and Juvenile Court. The purpose of this Coordinating Council is to study the community ac- tivities and interests of the city for the purpose of developing the best possible program for the proper guidance and COORDINATION OF AGENCIES control of youth in the city. The Coun- cil is a deliberative body or planning commission. It meets for one hour each week. Each department submits policies and plans of that department for sug- gestion and criticism. Each department may if it chooses submit problems that are difficult to solve. The Council has no executive or administrative authority whatsoever and never votes to deter- mine what shall be the policy of any individual department. As a matter of fact, it exists only as a counseling group with no power to act except that which is embraced in each department sep- arately. However, there sits at the coun- cil table each week the executive head of each department of the city govern- ment having official charge or control of the welfare of the youth of the city. Here rests the executive authority to do whatever the city can do for its youth. Each department keeps its own records of cases of social adjustment but these records are freely exchanged between departments whenever occasion seems to warrant. This avoids much useless du- plication. Serious cases of maladjustment are brought before'the Coordinating Coun- cil for discussion, the purpose being to develop a clearer understanding of all departments or a better method of han- dling these difficult cases. Case records are kept of successes or failures in each department together with the apparent causes for each. These become the bases for change of policy. The Council not only endeavors to educate the various *Abstract of statement given before the Department of Elementary School Principals, Chicago, July 1933. 12 THE BULLETIN depa end spre ful sup} the L thre Cou thre city of c psy¢ and mea not mis| stuc acct hav mer tect of t : ord tior var in | met ame pro son me! the tivi bel; coo Bei : ler the nisl pos ecu the oc a Gere ee» departments in its own organization, but endeavors to give such education or spread such information as will be help- ful in establishing a better community support among cooperating agencies and the general public. During recent years partially, at least, through the efforts of the Coordinating Council there has been made available through the public-school system of the city for difficult cases of maladjustment of children and youth, the services of a psychiatrist, a physician, a psychologist, and a staff of social case workers. By means of this expert service it is hoped not only to prevent delinquency and misbehavior in the serious cases under study and treatment, but to keep such accurate records of causes of misbe- havior, of successes and failures in treat- ment, that we may develop a better technic for the management of the youth of the community. We believe that the Berkeley Co- ordinating Council, with such adapta- tions as are suitable to fit the needs of various cities or communities, is a step in the right direction for the develop- ment of a better mental health program among young people. The drifting process so commonly found, the quarrel- someness and distrust between depart- ments working in the same community, the overlapping of records and of ac- tivities so common in many cities, we believe can best be smoothed out by a coordinating council similar to the Berkeley plan. We cannot hope to solve our prob- lems by each going his own way or by the drifting process. This Council fur- nishes a social planning commission com- posed of the responsible heads and ex- ecutives of the official social agencies of the community. MENTAL HEALTH OF STUDENT TEACHERS* Caroline B. Zachry N the face of our national emergency A the only hope of security for our chil- dren is their security in adults. Are we preparing teachers who are emotionally mature enough to provide this sense of security for our children? Are class- room teachers being prepared to under- stand the emotional needs of the child? Only stable, mature adults can develop stability and maturity in children. The work of the mental hygiene institute at the state teachers college begins with the college freshmen. Students have a prac- tical opportunity to do remedial work with children. This training impresses the student-teacher with the fact that he is not merely teaching subjectmatter but the total personality of the child. He learns to look upon the child’s integration as his definite The child’s social ad- justment is just as truly the teacher’s re- aim in education. sponsibility as is his arithmetic. Likewise, our responsibility for the teacher’s total per- sonality is quite as great as our responsi- bility for his total training. Discussions of children’s problems lead to problems of pupil-teacher rela- tionship, and the student-teacher is easily led to realize his responsibility for be- ing a well-integrated person and for hav- ing the personality qualifications that lead to success in teaching. From the objective point of view of trying to un- derstand the child’s behavior, he arrives at the realization of his need to know more about the origin of his own be- havior. At this point he finds adequately trained mental hygienists ready to help him with his personal problems. *Abstract of statement given before the Department of Elementary School Principals, Chicago, July 1933. OCTOBER 1933 THE PRINCIPAL MEETS THE EMERGENCY* Cassie F. Roys URING THE PAST twelve or thirteen years, there has been rapid growth in the development of the ele- mentary-school principalship. “The wide expansion of our public-school program during these prosperous years demanded leadership in the field of elementary edu- cation. This demand for leadership called for professional preparation, sympathetic understanding, and a per- sonal enthusiasm. The elementary- school principal assumed this leadership. Now that the prosperous days are no more and we are facing a crisis in education, the demand for intelligent professional leadership and service is stronger than ever. These difficult days do not find the elementary-school prin- cipal unprepared. His previous train- ing and preparation have made it pos- sible for him to meet this emergency with poise, with unflinching courage, with skill and initiative through four different fields of service: (1) through the administration of his school; (2) through public relations with his com- munity ; (3) through the administration of public welfare; and (4) through maintaining the morale of his teaching staff. First, with depleted revenue the principal has faced the problem of exercising and promoting the strictest economy in the ad- ministration of schools. Fewer and cheaper supplies are provided and more meager equipment is allowed. Greater care must be exercised to avoid waste, not only in the choice of supplies, but also in their use and distribution. In many cities the reduc- tion of the superintendent’s staff requires greater alertness of the principal if the * Abstract of an address given at the general high standards of the school system are to be maintained. In order to have a sympathetic under- standing of such administrative readjust- ments, the leader of an elementary school of today must understand the causes of de- pleted revenue. This appreciation requires study of problems of taxation, of the sources of revenue, and of the inadequacies of our present system of taxation. In other words, the principal must know more about the business world. In the second field of service, that of pub- lic relations, the principal has become a leader in the interpretation of education. The principal today is better informed. He takes advantage of every opportunity to in- form his community. He has a definite philosophy of education. He is able to in- terpret this philosophy of education, the program of his school, and the policy of the superintendent, to the patrons of the community. These patrons, both teachers and parents, are the taxpayers who sup- port the schools. Much depends on the favorable attitude of these citizens and that favorable attitude, in turn, is largely de- veloped by the leadership of the principal. The principal welcomes discussions with his patrons concerning matters which pro- mote the growth and the welfare of the school. Contacts are often made at the meetings of the parent-teacher association, through school programs, demonstrations, and exhibits. Many more worthwhile con- tacts are made between the principal and the Rotary, Kiwanis, Lions, and Boy Scouts organizations. The third field of service today is that of public welfare. Children come to school from homes where there is too little food and fuel, where there has been unemploy- ment for months and months. How can we expect an undernourished child to be alert to learn, to succeed in his school activities? No human being can be a happy member of society, and at the same time be cold Nati 1 Ed, " A , Chicago, July 1933. THE BULLETIN STIR eo una ‘ } . and h impor' cipal needs. Afte are Ca a chil these | sadde! couras of ins prope! has gc ter wl must | and tc an en The of ma staff. load, of the throug invest share Mor cipal t teache enviro cipal r of his their pupils. The a det Throu policy of the ers ar cussior of pu friend! the sp body. In that r tional sity fe throu; ularly youth in str. and e OCT¢ —_— _ “= te s~ FF —" +A RENT 2 = wren er 2 RNIN Cy STA HM a and hungry. In such cases, food is more important than instruction. Again the prin- cipal steps in and supplies the physical needs. After the physical wants of the children are cared for, there are many cases where a child needs spiritual food. The lives of these little people, once beautiful, have been saddened through the influence of dis- couraged fathers and mothers, the feeling of insecurity in the home, and the lack of proper and sufficient food. The brightness has gone out of their little world. No mat- ter what the burden of the principal is, he must be ready to guide their little footsteps and to meet them with a kindly smile and an encouraging glance. The fourth and last field of service is that of maintaining the morale of the teaching staff. In these days of heavier teaching load, of reductions in teachers’ salaries, of the widespread feeling of insecurity, through loss of income and also personal investments, the principal accepts a large share of responsibility. More attention must be paid by the prin- cipal to the sanitary conditions so that every teacher may have a pleasant and healthful environment in which to work. The prin- cipal must be more vigilant as to the health of his teachers for they should not endanger their own well-being or that of their pupils. The principal of today plans and executes a democratic program of _ supervision. Through well-planned faculty meetings, the policy of the principal, and the objectives of the school both are made clear. Teach- ers are urged to enter freely into the dis- cussions, and to contribute to the planning of purposeful faculty meetings. Through friendly supervision the principal keeps up the spirit and enthusiasm of the teaching body. In conclusion, let us bear in mind that never in the history of our educa- tional lives has there been such a neces- sity for teachers and principals to look through ‘‘rose-colored”’ glasses. Partic- ularly, is this true in dealing with the youth of today who must have our help in straightening out our present social and economic difficulties. COMMITTEE ON NECROLOGY M. Emma Brookes O CLASS exerts so wide, deep, and more beneficent an influence as a good teacher whose idealism is gen- uine and unfailing. He realizes that all study is life and that all subjects center in it and his influence extends far into the future. A certain French writer in comment- ing on the hero of his story expresses the following sentiment: “To love some thing more than one’s self is the secret of all that is great ; to know how to live for others is the aim of all noble souls.” To all who have passed to the Great Beyond during the past year we pay this beautiful tribute because of their de- votion to the cause of public education and the teaching of loyalty, love, and idealism for the life and future of our country and the entire world. *€ D NOTICE In the December 1932 number of the NATIONAL ELEMENTARY PRINCIPAL was printed a list of active members and friends who had died since January 1931. It is the wish of the officers of the Department to pay some fitting tribute to those who have departed since the publica- tion of the previous list. Members are invited to send in by November 15 the names of former elementary- school principals who are to be hon- ored. Statements as to experience and special services will be welcomed, although space may not be available for all of the material received. OCTOBER 1933 COMMITTEE ON RESOLUTIONS A. B. Heacock E BELIEVE that America cannot af- ford to lose sight of the fact that its chief values are to be found in humanity and justice, and in things of the spirit generally, rather than in material products and aggression; we believe also that among the supreme values which America should strive for, none is greater than preparation of its children for full and abundant living in the best sense of the word. WE AFFIRM that the value of character needs to be emphasized in season and out of season; and that it is a chief business of our nation, through its schools, to de- velop character. WE AFFIRM also the great importance of education for healthful living, with its accompaniments of adequate food, cloth- ing, and shelter. National Issues WE URGE upon the attention of states- men of ali nations the vast importance of peace and goodwill, and we urge the neces- sity of determined effort in this direction to the end that in fact all nations “con- demn recourse to war for the solution of in- ternational controversies, and renounce it as an instrument of national policy in their relationship to one another” and “that the settlement or solution of all disputes or conflicts of whatever origin they may be which may arise among them shall never be sought except by pacific means.” WE POINT to the insidious and delete- rious influence that tobacco and _ liquor, through advertising, misinformation, and deliberate propaganda, are exerting upon our country; and we earnestly advocate unremitting antagonism to this influence. We emphasize the need of renewed stress by educators upon the teaching of the evil effects upon the human system of the use of alcoholic liquors, tobacco, and narcotics. National Aspects of Education WE BELIEVE that education in a re- public assumes a foremost role; and that, as public opinion is the basis of govern- ment, so an intelligent, educated citizenry is the sound basis for public opinion. WE BELIEVE, therefore, that education throughout our country should receive national support, and, if necessary, sub- sidies, to the end that the poorest state may offer its children educational oppor- tunities along with the best. We believe that “wealth, wherever it is, may be taxed for the education of children wherever they are.” WE BELIEVE that education is of such dignity and urgency that it deserves and demands, a cabinet officer to look after its welfare; and that it is as truly entitled to such representation as any other function of government already so recognized. Economics WE BELIEVE that education in a re- public should be free, from kindergarten to university; and that equality of oppor- tunity, as afforded, among other ways, by this general availability of education, has always been at least the ideal and boast, if not the practise, of our country. WE BELIEVE also that among equalities which our country should de- mand and enforce is equality of rate and method of taxation; and that, indeed,—in the failure to have this equality—lies the root of much of the presentday trouble in- cluding insufficient budgets for education. WE POINT to the fact that common prop- erty and the homes of the people have in | the past been made to bear an unjust share of the burden of taxation and that they should be relieved by a shift of a due share of this burden to other forms of taxable wealth. j other | PRI TR appreciation of the work done at Headquarters the past year was made in a motion by Miss Brookes and seconded by Mr. Hansen. Motion carried. In studying the problems of finance, the Budget Committee was asked to make a pro- posed budget for the Department for the year 1933-34. Herbert C. Hansen, chairman of the Budget Committee, submitted the following report: BuDGET 1933-34 Total estimated receipts Le ease Office expenditures and salaries __. on espa deiseebmeead ene $ 7,000 ci... ee ee : aS Printing and postage ____ es sidntstcmtiniscaimiiiecanseas Sa Permanent fund and annuities - 7 a Insurance and contingent fund a santendieadnistie 800 $ 17,500 On motion of Mr. Laing. seconded by Miss Brookes, the report of the Budget Com- mittee for 1933-34 was approved. Mr. Heacock asked that plans be studied for paying the expenses of the Executive Committee to the summer and winter meetings. He suggested that letters be written to boards of education and superintendents stating the importance of the attendance of the Executive Committee and asking that they pay the expense of the person who has been honored in their city. Motion by Mr. Laing, seconded by Mr. Heacock, that the executive secretary be directed to exercise every possible economy in publishing the yearbook and the Bulletin. Types of economies suggested were—bids on publications, time of publishing, number of pages, graphs, cuts, etc. Motion carried. On motion of Mr. Heacock, seconded by Mr. Stratton, it was ordered that for this next year the time of publishing the yearbook be left to the executive secretary. Motion carried. Motion by Miss Brookes, seconded by Mr. Norton, that the financial reports for 1932 and 1933 be placed in the October Bulletin. Motion carried. Motion by Miss Towne, seconded by Miss Roys, that the sale of yearbooks be left to the discretion of the Executive Secretary. Motion carried. Motion by Mr. Heacock, seconded by Miss Brookes, that the price of the Bulletin, The National Elementary Principal, be twenty-five cents as long as it is a thirty-two page publication. Motion carried. Motion by Mr. Hansen, seconded by Mr. Heacock, that a vote of appreciation be sent to those who have made possible the many fine changes in the Bulletin, expressing at the same time the hearty cooperation of the executive committee. Motion carried. Motion by Miss Roys, seconded by Mr. Laing, that a letter be sent to Dr. George F. Zook, United States commissioner of education, asking that a study be made of elementary education in the United States, similar to the study on secondary education recently completed by his office. Motion carried. President McCormick explained fully the reasons as to why a joint program with the Department of Supervisors and Directors of Instruction was not given at this time. She expressed the hope that such a meeting might be arranged sometime in the near future. Miss Towne told of the suggestion by Dr. Emerson that a committee be formed for the study of alcohol and narcotics and made a motion seconded by Mr. ‘Stratton that the Department of Elementary School Principals ask to be represented on Dr. Emerson’s Committee. Motion carried. Motion by Miss Roys, seconded by Miss Brookes, that the executive secretary write the New York City Principals’ Association commending them for the fine report made by the Committee on Health of their association, and expressing to them thanks for copies received. Motion carried. Motion by Miss Brookes, seconded by Miss Roys, that appreciation be expressed to our president, Elizabeth McCormick, for the efficient service which she has rendered the OCTOBER 1933 21 Department this year and that she be commended for the worthwhile and instructive programs which she arranged for both the Minneapolis and Chicago meetings. Motion carried. A motion was made by Miss Brookes and seconded by Mr. Heacock, that a vote of appreciation be given the principals of Chicago for their delightful hospitality and that they be thanked for their personal service in making this meeting most profitable and enjoyable. Motion carried. A motion was made by Miss Brookes and seconded by Miss Towne, that an expres- sion of appreciation be sent to the Evanston Teachers Association for inviting the officers of the Department of Elementary School Principals to their enjoyable reception and tea at the Shawnee Country Club on Sunday, July 2. Motion carried. Meeting adjourned. FINANCIAL STATEMENT Year Ended May 31, 1932 Balance as at May 31, 1931 ____- Isak acacia ess a acta telecast ia ogee grceatanageee es $ 3,337.29 Receipts: Membership Dues Current Year—4568 Members at $3 each___-_____________$ 13,704.00 Arrears—28 Members at $3 each____________________ 84.00 Year 1932-33—38 Members at $3 each_________-___ - 114.00 ee ee ea eee ee ee 2,128.79 eee eres Is, A. 1,000.00 Interest on Bonds (Newport News) -------------------- 78.68 Interest on Invested Funds __________________________ 229.90 17,339.37 $ 20,676.66 Disbursements: Printing EOE October 1931 Bulletin ____.._._-___.__-___.__._.__ _ 373.09 January 1932 Bulletin __-_____________ ___... 394.48 Yearbook, April 1932 ______________________ 2,868.48 $ 4,031.77 Printing—Leaflets, Cards, etc. ____._____________-__-_ 468.35 Services in Typing Section _..._.._..._...___...___.___.____- $28.15 Services in Multigraphing Section _______.___________ esi caceniss aban 300.23 Services in Mailing Section _........________________._________ 380.65 Services in Addressograph Section ______________________-_-__ 65.80 Es Se ee Oe ke ee NN Ee ana eT 510.01 Stenographic and Clerical Service and Salaries _________________ 6,631.79 a cit inca Secs scsiliasdbwsineanl ips sh baat Nasa eo Sigieke 466.04 RS eee ised ok stetlsices clei aise catiahn ot otcad aan eaeaddeioadens oa eiceices 35.00 FEET PLE SRL TLE EL Te OT TT Re 19.10 a aad ic oe cecssumrtticei PIES Re EO ep ETE 6.87 TO ee aA ETS eine 78.98 Traveling Expenses of Yearbook Committee .______-__________ 843.61 "‘—eeetenee mapenees of Gllcers —..... .._...._. ..._..... 910.47 $ 17,892.34 Transferred to Permanent Fund of N.E.A. _______ 461.10 $ 18,353.44 nen NE nO es ene nadene $ 2,323.22 22 THE BULLETIN memes > Bala Rece Disb Prin Serv Serv Serv Serv Post: Stati Sten Insu Aud Tele Expt Adju Misc Tray Bala OC peg ee ent FINANCIAL STATEMENT Year Ended May 31, 1933 Balance as at May 31, 1932 ______- ee Laie $ 2,323.22 Receipts: Membership Dues Current Year—3790 Members at $3 each $ 11,370.00 Year 1933-34—11 Members at $3 each 2 33.00 Sale of Yearbooks a 1,037.88 Adjustments, Transfers, etc. 169.00 12,609.88 $ 14,933.10 Disbursements: Printing July 1932 Bulletin $ 346.12 October 1932 Bulletin 203.59 December 1932 Bulletin 218.94 February 1933 Bulletin 151.36 $ 920.01 Printing—Letters, Folders, etc. - ; a 511.35 Services in Typing Section ee = 662.88 Services in Multigraphing Section sack 232.63 Services in Mailing Section _____________- = 124.60 Services in Addressograph Section - amines 32.60 Postage __- eakdcaio arabia tata Sieh aca as Locos eee Stationery and Supplies _- Slee Nag eae ‘ = 466.37 Stenographic and Clerical Service and Salaries 7 5,009.70 Insurance De emieas depen bbtateages ioe 559.84 Audit patie eee 25.00 Telegrams Bree 2 chlnsile 7.70 Express sapnddekens ia 14.00 Adjustments iene a 48.26 Miscellaneous - AEP ED TOS No OP Tee 54.68 Traveling and Expense of Yearbook Committee Helen B. Shove : eee $ 35.26 $ 47.50 Aaron Kline Save Gaeabientense 42.50 4.59 John Thomas e 64.76 6.72 201.33 Traveling Expenses—Officers Earl R. Laing $ 82.00 Maude A. Rhodes 103.71 Elizabeth McCormick 97.70 Eva G. Pinkston 189.15 472.56 $ 10,934.08 Balance as at May 31, 1933 Z 2 $ 3,999.02 OCTOBER 1933 23 MEMBERSHIP CHATTER Eva G. Pinkston HE PRESIDENT is asking for cooperation through the NRA. The windows of business houses and homes are displaying the Blue Eagle. Automobiles have pasted on their wind- shields the NRA insignia. With these signs of recovery in the industrial, agri- cultural, and commercial fields dis- played everywhere is it any wonder that principals have opened the doors of their schools with an optimism which wasn’t felt when they closed them in the spring ? Even though we do not see our way clear, we feel that we have at least started up the hill to better times and have placed our faith in the President and his program. But no program which he could propose or launch could succeed unless “WE DO OUR PART.” The President stresses or- ganization; he says, ‘People acting in a group can accomplish things which no individual acting alone can ever hope to bring about.”” Then to cooperate we must organize, if we want to get any- where. There are about 25,000 elementary- school principals in the United States, but only 3800 who belong to the De- partment of Elementary School Prin- cipals. This shows that only about one in six have joined our ranks. If we are to take advantage of the President’s program we can’t wait a year or two to begin. We must ride the tide with business and industry. Some educators, in the past, have not felt the need of placing the profession before the public because of their devotion to youth. To- day the situation is so different that all of us must give a portion of our time to establishing a place in world affairs. The elementary-school principals of the country are in a most strategic po- sition. They are the persons who are responsible to the school authorities for the school program, they are also the only persons who have direct contact with all the homes of the communities. Yet even in this strategic position many tragedies have taken place in our ranks. Many principals have lost their posi- tions, many have been given teaching positions, though they have spent years and money in specializing in the work of the principalship, while others have been made teaching principals. The situation in many sections of the coun- try is distressing. If we want to over- come these tragedies we must unite our efforts as President Roosevelt suggests and put the power of large groups be- hind us. This is a testing time and it means that if we as elementary princi- pals do not see that the scales of educa- tion balance on our side in value then we shall not be needed in the scheme of our educational system. Let the principal himself serve as a committee of one to see that the other principals of his city, county, or district are members of this big national group. Conditions will grow worse instead of better unless we do organize as we never have before. The voice of the individual is not heard except through his group. False economy acts have reduced our forces. Are we going to let them stay reduced or are we going to make our- selves felt in the new scheme of educa- tion? The Department of Elementary School Principals is making a mighty effort to stem the tide and win the fight but it needs your help. You will be the one who will benefit because of the work of the whole. The Department 24 THE BULLETIN er nee keyt tion oper in re bers chec a cept men Alab no Ariz St. Arka Ft. Colo Sm Conr Bl: Dela Ne Distr Ta Flori Av Geor mi Il linc Sct India Inc Kans Spi Kent Da Louis Main Gr Mary W: Mass Ma Mich Det Missc Sch OCT TREN needs you and your suggestions. The keynote of the National Administra- tion’s plan for industrial recovery is co- operation. The same principle applies in recovery for schools. Send your mem- bership dues in money, money order, check, or stamps. The following principals have ac- cepted the appointment as state chair- men: Alabama—Robert C. Johnston, 2030 Mag- nolia Ave., S., Birmingham. Arizona—Salome Townsend, 520 E. Fourth St., Tucson. Arkansas—Ralph B. Jones, 522 May Ave., Ft. Smith. Colorado—Mrs. Margaret Smith, Ebert School, Denver. Mendenhall Connecticut—Elizabeth R. Malcolm, 181 Blake St., New Haven. Delaware—Stanley Gibbs, 39 E. Park Ave., Newark. District of Columbia—Elizabeth O’Hara, Takoma Park School, Washington. Florida—Frank M. Foulks, 404 E. Ross Ave., Tampa. Georgia—Maude A. Rhodes, 185 West- minster Dr., N. E., Atlanta. Illinois—Mary Margaret Roach, Roach School, Decatur. Indiana—Cecelia Galvin, School No. 3, Indianapolis. Kansas—Mrs. Winnie Thornburg, 817 S. Spruce, Wichita. Kentucky—E. E. Gotherman, Davis School, Lexington. Jefferson Louisiana—L. S. Rugg, Box 567, Alexandria. Maine—William Mortimer Cullen, Jordan Grammar School, Lewiston. Maryland—Mrs. Margaret S. Upham, 211 Washington St., Cumberland. Massachusetts—Effe Grace Higgins, 27 Marianne Rd., Waltham. Michigan—Albert A. Graham, 901 Calvert, Detroit. Missouri——Isabel Shenandoah School, St. Louis. Tucker, Montana—Mrs. Zella K. Flores, Box 412, Lewistown. Nevada—kK. O. Knudson, 216 N. Sixth, Las Vegas. New Hampshire—Mrs. Agnes Merriam, Box 506, Groveton. New Jersey—Mason A. Stratton, 272 Huron St., Absecon. New Mexico—Stella Kiker, 240 S. Fifth St., Raton. New York—A. Earle Hemstreet, 2334 Main St., Buffalo. North Carolina School, Raleigh. North Dakota—Eleanor M. Hartney, Roose- velt Platoon School, Fargo. Ohio—L. Daisy School, Dayton. Oklahoma—O. C. Griggs, 43 N. Wheeling, Tulsa. Oregon—Carl S. Zook, 7334 N. E. Siskiyou, Portland. Sallie Blackwell, Lewis Hammond, Patterson Pennsylvania—Roland gy MacLaren, George Washington School, William- sport. Rhode Island—Hermann G. Patt, John Clarke School, Newport. Texas—Thomas E. Pierce, 1141 Beech St., Abilene. Utah—Arthur E. Arnesen, 1145 Kensington Ave., Salt Lake City. Virginia—Lillian M. Johnson, Patrick Henry School, Norfolk. Washington—Clara McKenzie, Columbia School, Seattle. West Virginia—Ernest L. Markley, 64 Vir- ginia St., Wheeling. Wisconsin—Willis P. Colburn, Andrew Jackson School, Milwaukee. Wyoming—Margaret Chambers, Grant School, Casper. Hawaii—Elmer A. Brown, Kuhio School, Honolulu. Puerto Rico—Josefa Cuedrado Adsuar, Baldarioty School, San Juan. State enrolment Chairmen for the other states will be announced in the December issue. OCTOBER 1933 25 YEARBOOKS NE of the most unique projects in the in-service training of principals is the work of our Editorial Committee. Each year, under the guidance of this Committee, several hundred members and friends of the Department prepare careful accounts of their technics. As Bacon so aptly wrote: ‘Reading maketh a full man, conference a ready man, and writing an exact man.” 1933 Yearbook This volume, under the title Elemen- tary School Libraries, was mailed the fifteenth of September to all paid-up members for 1932-33. Under the chair- manship of Helen B. Shove (3116 Clin- ton Ave., Minneapolis) the Committee compiled materials of interest to all— whether you have an organized library in your school or not. The suggestions on the school professional library, the summary of available library training, the review of research studies, and other articles are not available in any other publication. Authorities have com- mented favorably on the advanced copies. The comments of principals will be read with interest. 1934 Yearbook Under the chairmanship of John S. Thomas (Clippert School, Detroit) the materials of the Thirteenth Yearbook are being collected. From all indica- tions this volume, on the aids to teach- ing in elementary education, will be another strong link in the yearbook chain. There will be treatments of such devices as the phonograph, the radio, mounted pictures, slides, sound motion pictures, silent films, and the various mental aids. Manuscripts, pref- erably of about ten double-spaced type- written pages, are due in the hands of the Committee members by November 1. If you are interested in making a contribution communicate with the Committee at once and arrange for any necessary extension of time. 1935 Yearbook To date only the preliminary outline has been prepared for the 1935 year- book on the topic of extracurriculum activities in the elementary school. Al- though this field has been fully can- vassed by numerous writers in second- ary education very little has been writ- ten by elementary-school principals. One reason for this apparent shortage is the fact that informal group activities have long been an integral part of the elementary-school program. ‘There is a need, however, to focus attention upon the field and to bring its many aspects sharply to the attention of the progres- sive members of the Department. The chairman of the Committee for this yearbook will be Bess Clement (Eliza Clark School, Clarksdale, Mississippi). All principals are urged to keep this announcement in mind and begin the collection and preparation of pertinent data. Those with suggestions as to the emphasis and organization of the pro- posed volume are invited to communi- cate at any time with the designated chairman. 26 THE BULLETIN | "HE SF W ed to tion f In me the D pointe Emer with | a pro; cators As | take « plans the fir ing of cation. were | ing WwW public to dev delibe page | which ters fi Wh ration funda! to the on the early posals ideals. dent K we toc W state Char! teach to coc hold layme educa able | with clear] gods { OCT! nd he e- of er he 1y ‘v \e 1 ee ME hee TIT: "HE FINANCING OF EDUCATION ITH THE ONSET of recent economic disturbances many look- ed to the National Education Associa- tion for protection of the school system. In meeting the need the Association and the Department of Superintendence ap- pointed the Joint Commission on the Emergency in Education. This group, with the aid of Headquarters, launched a program to acquaint laymen and edu- cators with the dangers of the situation. As the power of this program began to take effect the Commission began to lay plans for safeguarding the gains. One of the first steps in this direction was the call- ing of a conference on the financing of edu- cation. Leaders from a number of states were called to New York in July. Meet- ing with the best minds in the field of public-school finance these leaders worked to develop a program for the future. Their deliberations resulted in a seventy-eight page report (see back cover for excerpts) which may be purchased from Headquar- ters for twenty-five cents. When our forefathers wrote the Decla- ration of Independence they set forth fundamental principles in a fashion similar to the action of the National Conference on the Financing of Education. But the early patriots did not stop with pious pro- posals—they fought and died for their ideals. After reading the message of Presi- dent Kline (page 2) it should be clear that we too have ideals worth fighting for. Without immediate action in every state and locality the School Finance Charter is useless. It must arouse all teachers, principals, and superintendents to cooperative action. Let our members hold conferences together, meet with laymen, establish contacts with state educational associations, create a favor- able public opinion, and make contacts with legislators. The issues have been clearly stated—we cannot blame the gods for our own inactivity. AMERICAN EDUCATION WEEK HE THIRTEENTH 6§$annual American Education Week will be observed November 6-12, 1933. The theme Meeting the Emergency in Edu- cation indicates the timely and practical character of the program. American Education Week is more than a celebration. It is in response to a demand that there be each year an occasion when all the people may con- sider anew the ideals, purposes, and achievements of universal education. The following topics for the day-by- day observance have been selected by the sponsors with the help of the Joint Commission on the Emergency in Edu- cation: Monday, November 6—“‘The Increased Responsibilities of the Schools.” Tuesday, November 7—“Financial Sup- port of the Schools.” Wednesday, November 8—‘“What Citi- zens May Do To Protect the Schools.” Thursday, November 9—“Home_ and School Cooperation.” Friday, November 10—“The Schools and Reconstruction.” Saturday, November 11—“The Schools and Loyalty to the Nation.” Sunday, November 12—“Safeguarding Character Essentials.” A program of educational interpre- tation for the year should be planned. No “hit or miss” methods will be effec- tive. Definite goals should be set up and every medium of interpretation be used to attain them. Send to Headquarters for suggestions and lists of printed materials. Adopt these national proposals to meet local needs. The National Committee on American Education Week, 1201 Six- teenth Street, Northwest, Washington, D. C., will welcome correspondence. OCTOBER 1933 27 HERE AND THERE HE Professional Committee of the Philadelphia Principals’ Club, un- der the chairmanship of Edith B. Hanna, issued in May a plan of super- vision through teachers’ meetings. The bulletin contains the outlines of seven faculty meetings. One is impressed with the success of our Philadelphia co-work- ers in thinking through an important ob- ligation of the principalship. The new president of the Virginia Education Association is Lucy Mason Holt, principal of the Ocean View School at Norfolk. The state association of elementary- school principals of Texas has set four goals for itself: (1) to organize both rural and urban principals in a strong state association, (2) to oppose further curtailments of the efficiency of the school system, (3) to improve the state standards for the certification of ele- mentary-school teachers and principals, and (4) to urge the improvement of salaries commensurate with advances in professional training. Now what are some of the other state associations planning to do? Isabel Tucker, chairman of the Edi- torial Committee for the 1931 yearbook, has been elected president of the Saint Louis Women Principals’ Club. The Omaha Elementary School Prin- cipals’ Club brought the year to a suc- cessful close in May with a conference under President Stella Holmes. Dur- ing the school year monthly meetings on many interesting topics were presided over by various principals. All of the events of the year and the reports of committees were summarized in a multi- The colored, mimeographed booklet. balance between professional and cul- tural activities obviously carried out the year’s motto: “If I had two loaves of bread, I would sell one and buy white hyacinths.” The N. E. A. director for Virginia | is now Mrs. Edith B. Joynes, principal in the Norfolk schools and an active sup- porter of the Association’s program. Much favorable comment was made last year about the radio programs of | the National Education Association. Florence Hale has announced that the 1933-34 broadcasts, beginning October | 8, will present many excellent speakers. Please tell your friends. For several years Irwin O. Addicott, of Fresno, California, as state enrol- ment chairman, has successfully rounded up the willing Californians and the ob- streperous Californiacs. Next year he is to be principal of the large Lincoln School which enrols Japanese, Chinese, Russian-Germans, and other Ameri- cans. Just to be sure he has enough to do we propose the establishment of a parent-teacher association with all dis- cussions in Esperanto. The principals’ association of New York City have published the proceed- ings of their conference on child health and protection. This meeting was a follow-up of the White House Confer- ence of May 1932. The New York principals showed considerable original- ity in the organization and development of their conference. The report of 384 pages is forward-looking and practical. It exemplifies to perfection how nati- onal meetings should be carried through until they influence local policies and practises. 28 THE BULLETIN WIT! A of the Chicag city. ( cently, perien J a trair preside Educa ( in Wi \ ] wauke ( Junio: ' Califo ment. ( the St ( presid N. E. Ohio, Calife Atlan Progr where lia al de of Ff n. § he | er 1. RESTS WITH THE AUTHORS Aaron Kline (p. 2), president of our Department for 1933-34, is principal of the Pullman Public School, Chicago, Illinois. With his co-workers in the Chicago Principals’ Club he has fought courageously for the children of his home city. George F. Zook (p. +) is United States Commissioner of Education. Re- cently, Dr. Zook was president of the University of Akron. Through wide ex- perience he has been imminently fitted for the commissionership. Jessie Gray (p. 5), the president of the National Education Association, is a training-school teacher at the Philadelphia Normal School. She has served as president of the Philadelphia Teachers’ Association and the Pennsylvania State Education Association. O. H. Plenzke (p. 6) is assistant state superintendent of public instruction in Wisconsin. W. R. Davies (p. 8) is superintendent of schools at Superior, Wisconsin. R. A. Jefferson (p. 9) is director of the Mental Hygiene Council of Mil- waukee, Wisconsin. Catherine A. Caldwell (p. 11) is a classroom teacher in the North Scranton Junior High School, Scranton, Pennsylvania. Virgil E. Dickson (p. 12) is assistant superintendent of schools of Berkeley, California, and a well-known authority in the field of pupil guidance and adjust- ment. Caroline B. Zachry (p. 13) is director of the mental hygiene institute of the State Teachers College at Upper Montclair, New Jersey. Cassie F. Roys (p. 14), a member of our Executive Committee and former president, is a principal in Omaha, Nebraska. Her address was given at the general N. E. A. sessions in Chicago. M. Emma Brookes (p. 15) is the principal of the Miles School of Cleveland, Ohio, and a member of our Executive Committee. A. B. Heacock (p. 16) is principal of the Los Feliz School of Los Angeles, California. He is also a member of the Executive Committee. Mason A. Stratton (p. 18) is principal of the Brighton Avenue School of Atlantic City, New Jersey. He is second vicepresident of the Department. The picture on the cover is that of the Federal Building, Century of Progress Exposition, Chicago. This building could be seen from the hotel where the Department’s summer meetings were held. Excerpts from the SCHOOL FINANCE CHARTER Funds to provide every child and youth a complete educational opportunity from early childhood to the age at which employment is possible and socially de- sirable. This right to be preserved regardless of resi- dence, race, or economic status and to constitute an inalienable claim on the resources of local, state, and national governments. For the adequate support of all governmental activi- ties, including the schools, a stable, varied, and flexi- ble tax system, providing for a just sharing of the cost of government by all members of the community. In every community trained educational leadership and other services secured through a local unit of school administration large enough to make such services financially possible and desirable. In every state a long-time financial plan for public education, comprehensive in scope, based on experi- enced judgment and objective data, cooperatively de- veloped, continually subject to review and revision, and reflecting faithfully the broad educational policy of the people. (See Page 27 of this Bulletin.) HE INCOI EMO! ol. XII,