ARAL LIBRARY UNIV. OF MICH. We could build fairly good support for the thesis that no man or woman has the right to assume the leadership of an elementary school until he or she has gained some competent under- standing of taxation and public finance. To be sure, the problems are intricate and involved, but if little children are: to receive the educational opportunity that is justly theirs, their spokesman in the school must be in a position to in- fluence public opinion as to just and fair methods of taxation and as to wis? and improved methods of financing schools. The problem of taxation and public finance is of course but one of the major issues of government upon which the leaders of elementary schools should be- gin to formulate sound and understand- ing knowledge. A consideration of these problems will lead some of us back to the graduate schools, will bring all of us into discussion and study clubs, not alone among members of our profession, but ofttimes with representatives of other civic and social groups searching tor the light even as we ourselves. The time has come when the prin- cipal of an elementary school must be more than merely a good teacher, even more than a good administrative-super- visory officer; he must be a leader in the public thought of his community, a vital force in shaping its policies, a re- spected member at the conference table which determines public policy. The time has come for elementary-school principals to assume a leadership in bringing the home, the community, and the school into closer relationship ip their mutual contribution to the lives of growing children, for principals to speak aloud with knowledge and con- viction wherever the interests of chil- dren are at stake. gD IMPORTANT INFORMATION President Aaron Kline has appoint- ed as the new member of the Editorial Committee, Samuel Berman, princi- pal, Ludlow School, Philadelphia, Pennsylvania. Mr. Berman, we have learned, has one of the outstanding schools of his city. We understand that he has had much experience in editorial work. These qualifications fit him for the important work for Head- quarters welcomes him and pledges which he has been chosen. cooperation. FEBRUARY 1934 61 THE JOINT COMMISSION ON THE EMERGENCY IN EDUCATION MOVES AHEAD HE Joint Commission on the Emergency in Education called a conference of regional consultants in Washington during the holidays. Dele- gates placed special emphasis on school conditions in Maryland, Virginia, West Virginia, North Carolina, and the Dis- trict of Columbia. The urgent need for federal relief for education was a fea- tured topic of the session and of the meeting of the Joint Commission itself which followed the regional conference. Reports of activities in behalf of schools were received from every part of the United States. Thousands of educa- tional leaders are mobilizing the profes- sion to bring to bear upon Congress the demands of both teachers and laymen for immediate action to prevent the wholesale closing of schools. At the Washington meeting the Joint Commission reached important decisions concerning its future. During the next few months it will develop its work along the lines of improving the schools so that they will be increasingly effective in helping to solve the difficult social and economic problems which confront the nation. Successful work in such a project re- quires that the Commission keep itself informed on what is done or has been done by deliberative commissions and committees which are or have been con- sidering problems related to educational reconstruction. As a first step in this project the Commission is establishing at the Head- quarters of the National Education As- sociation a file of information wherein may be quickly discovered what com- mittees are at work upon any given topic, what committees have recently re- ported the investigations which they have conducted or propose to conduct, and the principal recommendations made. Included in this file will be sum- maries of the work of national com- mittees or national organizations, the important surveys of the United States Office of Education, and local and state school surveys, investigations sponsored by educational foundations, and other groups which are attacking vital educa- tional problems. The cooperation of officers of impor- tant national groups has already been sought in order to advise the Joint Com- mission along the following lines: (a) To supply information regarding deliberative committees within their organi- zations or in educational fields with which they are in contact. (b) To suggest to the Commission ways of utilizing most effectively the informa- tion thus assembled on a nationwide basis. With this information at hand the Joint Commission will shortly recom- mend a definite program by which the profession may meet its responsibility for leadership in the educational re- covery which lies ahead. The crisis in education has not passed, although significant steps have been taken to meet it. The Commission will continue to devote time and energy to the promotion of tax reform and finan- cial relief to education. However, it feels that the change in the social order in America has stepped up to such a | rapid rate that the schools will face a crisis in which they themselves will be unable to meet the demands placed upon them unless the necessary adjustments are commenced at once. 62 THE BULLETIN — for bil Jo ad: len dir tio edi un cal ice It acc out it We ciat enli ly re- they duct, tions sum- com- , the tates state sored other duca- npor- been —om- rding rgani- which ways orma- basis. 1 the “com- h the bility ] re assed, been | will zy to inan- or, it order ich a ace a ill be upon nents ETIN we NATIONAL TAL HE DEPARTMENT of Ele- mentary School Principals is served directly by the Division of Publications through the Journal, through the print- ing of its yearbooks and bulletins, and by the news service of our two annual conventions. The indirect service the Department receives is greater—the building of public sentiment to preserve and develop our American schools. The Division is now organized in four units, each with special responsi- bilities. The director is editor of the Journal and works on major plans. One assistant director is responsible for the administrative work and special prob- lems of the Division. Another assistant director coordinates all of the Associa- tion’s printing. The interpretation of education is the responsibility of another unit. The Journal of the National Edu- cation Association gives a twofold serv- ice. It helps to build, vitalize, and maintain the work of the Association. It helps to keep the entire profession acquainted with broad currents of life outside the school. Some ways in which it has served the profession in 1933 are: It has Week. It has carried pages dealing with Asso- ciation conventions and committee reports. It has carried pages dealing with the enlistment of the profession, including an 8-page special feature, “Working Togeth- er,” in November. promoted American Education EDUCATION ASSOCIATION UANTENO It has vigorously supported the work of the Joint Commission on the Emergency in Education. It has given 64 pages to an analysis and discussion of the present crisis in Ameri- can life and education. In October was begun the notable series on taxation, by Harley L. Lutz and Wil- liam G. Carr, which will continue until June 1934. Other features of 1933 were series of articles on the junior college, the kinder- garten, the teaching of geography, home visiting, education for homemaking, edu- cation and crime, school and home leaflets. The National Education Association is now the largest publisher in the world of material on the profession of educa- tion. The Association and its depart- ments are creating an educational litera- ture which is having a profound in- fluence among both educators and lay- men. To see that high editorial stand- ards are maintained and that the work moves expeditiously through the print- ing plants is the responsibility of the printing unit. The interpretative unit of the Divi- sion covers our conventions, supplies material for newspapers and magazines, looks after radio broadcasts and Ameri- can Education Week. The observance of this Week in 1933, in spite of eco- nomic retrenchments, was greater than in any previous year. We believe that American Education Week 1933 marks the turning point among the people to a more favorable attitude toward the schools.—Joy E. Morgan. FEBRUARY 1934 63 MEMBERSHIP CHATTER Eva G. Pinkston HE BEST STORY which I have A heard.in a long time on organiza- tion came a few days ago from Mrs. Margaret S. Upham, state enrolment chairman, Cumberland, Maryland. It was: » “A stranger traveling through a rural southern section, engaged the services of an_ aged negro driving a horse hitched to a decrepit wagon to carry him to the station. As they .traveled along, the negro’s skill in handling his whip aroused the admiration of the white fare. He pointed to a daisy growing in a clump and challenged the negro to cut off its head. The feat was instantly and successfully performed. Next a fly settled upon the horse’s ear. ‘I wonder if you can get that, too,’ asked the traveler. A deft and graceful twirl of the whip ended the fly, without dis- turbing the horse. “The black driver seemed in a class all his own in this accomplishment. Finally before the searching eyes of the passenger, on the limb of a tree border- ing their woodsy path, dangled a hor- net’s- nest. ‘How about that hornet’s nest?’ challenged the white man. The black leaned over the dash-board, laid his whip on the horse’s back and cleared that spot at breakneck speed. Slowing down at a safe distance, he answered, “Yuh see, stranger, it’s easy to tackle things singly, but a hornet’s nest am an organization, an’ nobody can’t git away wid dat.’” The :, Department. of Elementary School: Principals can be just as influen- tial as the above-mentioned “hornet’s nest” if every principal who is a mem- ber will get a new member. Organized groups demand respect. They can ac- complish things. They wield a mighty influence. With the deepening crisis in education descending upon us, it be- hooves us to form ourselves into a wide- awake, alert group. Each member must feel that the Department is his. Each member must recognize that he must } do his part. The time has come when the status of the elementary principal must be raised and we must grow to the point where we will be invited to par- ticipate in the activities of other educa- tional groups. This is not a “one-man show” and it cannot be done overnight. But each member can enlarge our group by selling some new principal in the sys- tem the need of his joining our national Department and in this way our growth will be much more rapid than it now is. Our members are loyal. They have shown that they believe in their national organization. On January 8, 1934, we were within six of our same number on that same date last year. You exclaim over this good news; so do I, but when you know that of the 25,000 elementary principals of the United States, only 2675 belong to their national Depart: ment, you see there is much work for each of us to do. Clarksdale. Mississippi; Batavia, J New York; Hutchinson, Kansas; and Ithaca, New York, have been added to our 100 percent cities, and many of our f states have gone above their number of memberships for this same period last year. Here at Headquarters we have been watching with keen interest the friendly rivalry betwen California and New York. The ten states leading in J ERT, 64 THE BULLETIN -_ i how a a Nn ac: ighty sis in t be- wide- must Each must when cipal -o the ) par- duca- -man night. 7roup ie Sys- tional -owth now have tional 4, we yer on claim when ntary only epart: -k for itavia, 3 and led to of our ber of & d last § have st the a and § ing in TIN membership, as this goes to press, are: California 315 Illinois 124 New York 293 Massachusetts 122 Michigan 167 Ohio 122 Pennsylvania 142 Missouri 108 New Jersey___ 129 Texas + Limited space prohibits listing the methods used by al! our enrolment chairmen, but here are a few which are interesting. Isabel Tucker, state enrolment chair- man for Missouri, has written on the margin of one of our December letters, “Member 1932-33. Not a member 1933-34. Enrol now, we need you.” This procedure has placed this state among the first ten. The method used in California is copied from the California Elementary School Principal—Official News Bul- letin—December 1933: Join the N. E. A. Department of Ele- mentary School Principals. 1. Make our profession a_ profession— not a job. 2. Realize that educators must work for education—not propaganda, but facts. 3. Cooperate to protect education for children; for adults; for democratic type of government. 4. Increase your efficiency—admit your work can be improved and set about im- proving it. 5. Secure for yourself the 1934 National Yearbook, Aids to Teaching in the Ele- mentary Schools. (Included in 1934 mem- bership.) 6. Receive the quarterly bulletins, The National Elementary Principal. 7. Show that you believe the principal- ship an important post. 8. Recognize your duty as a leader to your profession. “This investment ($3.00) actually pays dividends. Send your check to the Department of Elementary School Principals of the N. E. A., 1201 Six- teenth. Street, Washington, D. C., or your state enrolment chairman.” G. Harold Carl, city enrolment chair- man of Buffalo, made use of the real personal touch as the following will i in- dicate: “A final phone call to all members of last year in Buffalo who have not sent dues for this year, shows that if all remember their promise we have lost only one of last year’s registrants. In return for this loss, we have gainéd seven actual new ones with a promise of two more new members who -have not yet paid. At least we ought to have a net gain of six members in Buffalo.” The state enrolment chairman for Tennessee, R. H. Underwood, ineluded in his broadcast letter this pertinent paragraph: a “In the past, we have not felt: the need to keep up our professional stand- ing in order to face the ever-increasing demands of the principalship. But when we see added duties assigned to the prin- cipal and his very position ‘assailed, is it not time for each and every elemen- tary principal to join heartily with the thousands who are already. enlisted: to the end that our educational system in Tennessee be not further crippled ?”’. Our enrolment chairmen have done a marvelous piece of work; they have been at their posts; they have’ realized the magnitude of the problem this year, and to them are we responsible for our fine showing. It isn’t fair for those of us who are members to leave all ‘the work to our chairmen. Let’s pitch’ if and help. This request isn’t just a “by- play” or to be.nice; they need us. We are their reserves or shock troops, there- fore, let’s write them of our -willing- ness to help and let’s go over. the top with a new high record. We can, if we will pull together and help our en- rolment chairmen. FEBRUARY 1934 ‘65 WHAT | EXPECT OF MY PRINCIPAL Mate G. Hunt [Epiror’s Note: Miss Hunt sent requests to teachers in all the schools of Dallas, Texas, to express their feel- ings on this topic. The replies were un- signed and written on plain paper. She organized the material. | OU have often heard the old say- ing, “Blessed is he that expecteth nothing for he shall not be disap- pointed.” This saying in no sense.ap- plies to the present discussion, for the many responses to the question indi- cate that the teachers expect much of their principals. It is not surprising, in this age of liberty and freedom of thought, as well as of action, that the first characteristic should be: I expect my principal to be human, easily approached by parents, teachers, and children; to take time to discuss frankly problems that arise, either to have time or make time to settle prob- lems in a quiet, sane manner. I expect my principal to be perfectly fair, square, and honest in all dealings ; with a willingness to assume responsi- bility for being the real head of the school, and unafraid of public opinion when the question of right is involved. I expect him to have the courage of his convictions so that his teachers may have confidence in his opinions. I expect my principal to be prompt, frank, and positive in his decisions and directions ; not shirking his duty and re- sponsibilities. Responsibilities have to be met and if he fails in this particular, someone about the building will as- sume the burden. Often this situation develops into one of serious embarrass- ment to principal and teachers. I ex- pect him to be alert, too, but patient with my faults, willing to discuss them first with me before passing his judg- ment on to higher authority, or be- fore he gets a “mental set” unfavorable to me and my usefulness in his faculty. The ideal principal: is one to whom pupils and teachers naturally go when in trouble or in need of advice. The teacher should have the assurance that her approach to the principal for aid or comfort will in no wise count against her. I expect my principal to be sufficiently free from details of drudgery to be able to see the really big issues of teaching. It has been said that a principal is one who is paid extra to refrain from work- ing too hard so that when everyone else about the place has gone “fagged” or “hay-wire,” his cool head will still keep above the engulfing waves of small things and his steady eyes will be fixed on the north star of his ultimate aim. This reminds me of the teacher and the little boy: “Johnnie,” said the teacher, ‘““Who is it that sits idly by all day while the others are working?” Johnnie paused a second, then his eyes brightened and he blurted out, “The principal!” I expect my principal to study his faculty and to integrate its personnel, to make an inventory of its talent and to dispose it strategically, ever recogniz- ing the fact that every teacher in the faculty group has some ability, some talent, or she would not be there. My principal should be jealous for the good 66 THE BULLETIN * © Ff as = ent em dg- ible Ity. 10m hen The +hat aid inst ntly able ing. one ork- else or keep nall ixed aim. | the Vho _ the his out, r his nel, and zniz- | the some My good :TIN points of the less forceful teacher, not allowing the strong personalities in his group to overshadow the “mouse-col- ored” ones that have their worthy place in the system. I expect my principal to have execu- tive ability; to have carefully planned programs and definitely stated pur- poses ; to get his work done through the cooperation of his whole staff. In co- operation, there is strength and assist - ance, and through it a wholesome at- mosphere is created, disarming envy, jealousy, and strife—forces that soon endanger the morale of the school. I expect my principal to be discreet in discussing, with one teacher, the prob- lems and affairs of another. I want him to be true to the confidence of in- dividual teachers, not discussing with other teachers or outsiders matters he has learned confidentially. I expect my principal to be my critic. No teacher is perfect, and the ambitious teacher desires to grow in teaching grace. Unless my mistakes are pointed out in a sympathetic, helpful manner, I may continue to stumble at the same place. Following a criticism, I have the right to expect from my principal a constructive suggestion for future use —I shall be grateful and have a real desire to improve. My principal has no right to criticize my efforts until he has put at least as much study on the problem as I have, and not until he has something better to offer. I expect praise from my principal. It has been truly said that “nothing suceeds like success.” If I have been successful in any part of my work—and surely I have, slight as it may be—I’ll be a better teacher for the invigoration that comes through commendation; whereas, the lack of it will tend to de- press and dishearten. I expect my principal to “back up” my discipline. If I am mistaken, he should be diplomatic enough to steer me in the right course without weakening my influence in the problem to be solved, or without allowing the pupil to sense any lack of confidence he may feel in “me at that particular time. Also I ex- pect him to be a shock absorber between me and any irate parent who may be driving on the wrong side of the street and straight for a head-on with me. But perhaps I am on the wrong side of the street ; in that case, my principal should serve as a traffic cop to get me on the right side before I meet destruction through my ignorance, lack of thinking the situation through, or through plain stubbornness. All this takes a great amount of tact and quick wit as in the case of the Scotchman who applied for a position as patrolman on the London police force. In Scotland Yard they asked him: “Suppose, McFarland, you saw a crowd congregated at a certain point on your beat, how would you dis- perse it, quickly and with the least trou- ble?” “I’d pass the hat.” I expect my principal to be constant in his courtesy and poise, not on the mountain top one day, agreeable, ap- proachable, and tactful; the next day in the “Slough of Despond,” grouchy, sarcastic, and thoroughly hateful, if you please. He doesn’t want me to “fly off the handle” and “bawl out” my pupils because my date stayed too late the night before, or we had a quarrel, or I lost at bridge, or I checked my bank account and found it completely off the gold standard. So I expect him to re- frain from such conduct toward me— you've heard about the sauce for the goose ! I expect my principal to be a student, an intelligent leader—one who has a FEBRUARY 1934 67 head and uses it. I expect him to use his head to keep up with the educational thought and progress of the time, to sup- port the various educational organiza- tions and causes, and to be anxious to make his contribution to the cause of general education, whenever he can. If he is less a scholar than I am, or al- lows his interest in the progress of edu- cation to lag, and his ardor to cool, | am likely to lose some of my respect for him as a leader in his school. I expect my principal to take his work seriously, as it deserves, but also cheerfully—never losing his sense of humor. Many times the camel’s back may be broken by a sour look or a sharp word, but the load may be eased and a quivering spirit calmed a bit by a timely indulgence in wholesome nonsense. These “expectations” are tall meas- ures for a principal to stand by the plumb line and mark his height accordingly. They are not theoretical, but come from the teams that “rush the line” with him day after day. PLEASE READ Your name will be in the directory of our yearbook because this Bulletin oes only to members. Will the names y bey your fellow principals be there? ill you help your Department by urging them to join? You have proved that you believe in your Department because YOU HAVE JOINED. The larger we grow, the better our service can be for you. Wouldn’t you like to have more Bulletins, say one each month, so that you can have news right off the press? The only way this can happen is for us to get more of the principals to join our group. Have a real old-fashioned revival and this time let it be for the purpose of having all the principals of your city join our Department. A MESSAGE FROM THE PRESIDENT Aaron Kline N A STATIC state of society the human race makes little progress. When the machine is working as well as usual we do not shut down to make repairs or improvements. We keep go- ing on with as little change as possible, War, pestilence, calamity, and eco- nomic depressions cause men to think and to act. Human progress is made more rapidly because of and at the tre- mendous price of such social disturb- ances. When the machine will no longer run, something has to be done. Our economic machine is no longer running smoothly. Something is wrong. Must it be repaired or replaced with a new and more up-to-date machine? This question is being asked everywhere. Public education both as to type and extent is largely determined by the so- cial and economic order of every coun- try. Tax-supported public education cannot escape feeling the effect of an economic breakdown. What has this depression done to and for our educa- tional system in America? What of the effect is bad and what is good? What of the future educationally ? The Cleveland programs will center around these topics. We are now far enough in the depression period to evalu- ate to some extent. Educators should have a decided influence on changes that are rapidly taking place. There will be an opportunity for questions and dis- cussion at each meeting. Do not miss this meeting. It promises to be the most important meeting in the history of our Department. Not only do you need to hear these speakers, but the Department needs you. 68 THE BULLETIN OM NT rie line the Tess, well nake ) go- ible. eco- hink nade tre- ‘urb- nger nger ‘ong. with ‘ine? here. and e S0- ‘oun: ation f£ an this luca- f the V hat enter y far valu- ould that ill be dis- f mises ig in Not ikers, F ETIN APPLYING THE GOOD NEIGHBOR POLICY N OPPORTUNITY to promote world friendship and to focus pub- lic attention on the part education plays in the furtherance of international peace is afforded through World Goodwill Day which will be observed by the schools of this and other countries on Friday, May 18. The special theme se- lected for this year’s celebration is “Applying the Good Neighbor Policy.” To assist schools in the observance the N. E. A. Division of Publications has prepared a special packet of ma- terials. Included in this packet, which sells at the cost price of fifty cents, are posters, suggested programs, plays, pag- eants, and other helps. Packets may be obtained from the Division of Publica- tions, National Education Association, 1201 Sixteenth St., N. W., Washing: ton, ce &. SACRIFICE by Edgar A. Guest There is no easy way to serve. This life is one of sacrifice, With courage and with steady nerve, For conquest each must pay the price. Who asks must willing be to give, For friendship man must play the friend. There is no royal way to live. On service all man’s joys depend. Skill is a gift which man acquires By patient practice day by day; And he who ave because e tires, Soon falls behind along the way. Time grants us what we gladly earn And gives to every man his due, But he who takes must, in his turn, Stand up and play the giver, too. Not on the drowsy lanes of ease Are fame or fortune to be found, But on the hills of drudgeries And on the rough and stony ground. How much of self will you bestow? How do you meet the sterner tasks? How far for conquest will you go? hese are the questions greatness asks. —Reprinted with the permission of the author, Edgar A. Guest, and the publishers, the George Matthew Adams Service. FEBRUARY 1934 69 Yearbook he 1944 As the work of the slides was studied from grede to grade it was found that there were many opportunities for their use. in the fifth grade a geog- raphy class became interested in a problem study of *he major industries of their immediate territory. Trips were made in groups to the various industries and reports made to the class of their findings. Pictures were taken atout the stockyards, flour mills, packing plants, refineries, and the oil fields. Many slides were prepared to illustrate their reports on these various topics. The executing of the Project, too, sh a t It is onl ould fT, jecn acquire a kn Theis the children are lert to Possible, be left } ct that does dit to test ide ing no y and meaning, 4n as that the qusetsa acquired in its mae Ons to new questions por ney an answer was sought fully carried out. The value of specific information as in In the pre-primer preparatory period in the first grade, before books are in the hands of the children, these materials form the foundation of the child's reading. Copies are made of the children's own stories told in class conversation periods, "Molly has a doll” and "I saw a robin.” Pictures are ; 42 & 2 Oo Ree drawn with the story typewritten below. Often booklets are made with a story on each page with pictures cut from magazines and pasted in, or perhaps the children draw the illustrations themselves. These child-made stories help to establish background information and expectation. They are interesting be- cause they are personal and meaningful. They are based on the childrens experiences ome more — - schoo) activitic® aaa isoless out of children gutside Wort jes of - ’ ool activi® 3 of vrinsiné this com gthmetic » 1 to paid-up members for 1935-34 70 THE BULLETIN FEBI ———e TIN 4is with Tint of fant ‘oo excornt of is some ra nSe ekbdoe8 ory P auied composi tion a6 on the agen om ghe f the ge o manual, 1% CCl as teachers Pied ender tne principe! —vaished in the emiliers Me rina that PUP a cog- them, % un srumente ¢ pleasure 4tion the js pum or S106 *Y Kgs other Me™, great deel Os ghis Tecoeh ster pup tne piano " 11 and ee We pelLieve and appreciation ° zhemes on themes very ¥° ths letere asure “ss on" ofvemault 1ifes gncreasing PA© nizing into ove ror experiences’ The first thing to do in constructing such a habitat group is to have the children plan very carefully what they wish to represent and draw a sketch to show how the accessories and forms of animal life are to be arranged in the groupe Community life of animals can be shown very well by means of a small group which reproduces their netural habitat. The beaver is an animal which interests children so greatly that they are most enthusiastic over the con- struction of a habitat group in miniature, showing the winter lodge with its dome-shaped roof rising above the water in a stream which has been flooded by first and the mo 50 st important “ane ar that they are in harmony with the factory mel + eae whieh they are intend ——- ase of scrutinized. Let *ilms can il objectives ha athe, = specific, ve been carefully lar lesson is to an i oe New York. The cbgeentas ate study for nufacture. terdependence of production, wenpertesn on, and ves of the particular Therefore, no satis~ Committee: John S. Thomas, Ch., Helen B. Shove and Bess Clement FEBRUARY 1934 71 1935 YEARBOOK O WE DARE to publish a pro- gressive yearbook? Yes, we do dare—for we are doing so! No yearbook is 100 percent progressive. Every volume contains articles cemented in viewpoint to the igneous rocks of edu- cational tradition. Other authors, shaking off all earthly educational dust, seem to venture where even angels fear to tread. Sometimes these two widely diverse tend- encies are so hopelessly entwined in a single article as to permit no disentangle- ment. A type of progressivism, present in our First Yearbook in 1922, has since had a place of increasing importance. It has shown itself in articles on scientific testing, democratic administration, and _ construc- tive supervision. This forward-looking viewpoint reached its maximum develop- ment in the 1933 yearbook on libraries and the 1934 volume on aids to teaching. Will the 1935 yearbook continue to en- courage the progressive tendencies shown in previous volumes? Refer to the out- line on pages 52-53 of the December 1933 issue of this Bulletin. It is clear from the outline that members who hold “progres- sive” ideas will have every chance to pre- sent their messages. But messages to be helpful must be more fundamental than the mere dextrous manipulation of phrases (e. g. movable furniture). We need prac- tical suggestions, not catchy mottoes. Principals should begin now the ar- ticles which must be sent to the Edi- torial Committee by November 1, 1934. The chairman for the 1935 yearbook is Bess Clement, Eliza Clark School, Clarksdale, Mississippi. General com- munications may be addressed to the Editorial Committee, 1201 Sixteenth St., N. W., Washington, D. C. When your superintendent asks you this spring to what professional or- ganizations you belong, don’t forget to tell him that you are a member of the national Department of Elemen- tary School Principals. RADIO PROGRAMS HE National Education Associa- tion has been giving to the public, each Sunday, an afternoon radio pro- gram to acquaint it with the best thoughts and policies of education, as well as to keep its radio audience in- formed about the crisis through which education is passing. Since the holiday recess, such eminent speakers as Jessie Gray, John Dickinson, Lowell Thomas, James H. Richmond, William Trufant Foster, Henry Harriman, Fiorello La- Guardia, and Sidney Morse have been on the air. These programs are broadcast by the National Broadcasting Company from the Headquarters building of the Na- tional Education Association, 1201 Six- teenth St., N. W., Washington, D. C., from 6:30 to 7:00 p.m., Eastern Stand- ard Time. The radio chairman, Florence Hale, who is also editor of the Grade Teacher, has chosen for her theme this year, “Edu- cation under the New Deal.” The following programs are listed for the next two Sundays in February: February 11—‘‘More Commonsense in Education’”’—Rollo G. Reynolds, principal, Horace Mann School, Teach- ers College, Columbia University, New York, N. Y. February 18—‘‘Why Spend School Monies on Health Teaching ?”’—Sally Lucas Jean, Child Health Expert, and Member of Education Committee of the Metropolitan Life Insurance Com- pany, New York, N. Y. “Safeguarding Children’s ‘Teeth’ — Dr. Lon W. Morrey, Board of Public Health, Chicago, Illinois. 72 THE BULLETIN AMS SOCia- ublic, ) pro- best mM, as ce in- which rliday Jessie omas, ufant > La- been Vy the from » Na- | Six- A tand- Hale, cher, Edu- listed lary: sense olds, each- New shoo] Sally and e of ~ _/om- —_ ublic TIN PUPIL PERSONAL GUIDANCE IN THE ELEMENTARY SCHOOL RATHER thorough study of the guidance movement as it affects elementary schools was made by the writer during 1932-33. Replies to a lengthy questionnaire were received from the principals of 268 six- and eight- grade elementary schools scattered all over the country. On the basis of a careful study of the guidance movement, of the functions of elementary educa- tion, and on the results and implica- tions derived from the returned ques- tionnaires, definite recommendations are made concerning the guidance of pupils in elementary schools. In regard to the curriculum it is recommended that no additional sub- jects be added in the elementary school for the purpose of emphasizing any phase of guidance. Much of the pres- ent subjectmatter, however, should be replaced and supplemented by materials more closely related to the primary needs of life and to the present and future needs and interests of children. Also, there should be continually a greater integration within itself of the subject- matter of the elementary school. Fur- thermore, it should be recognized that methods of teaching are as important in guidance as subjectmatter. Extra-curriculum activities should be utilized to enrich and vitalize the whole school program. All children and. teachers should be encouraged to participate in these activities and chil- dren should have an opportunity for choice among them. However, it is strongly urged that, as rapidly as the whole school program becomes vital- ized, enriched, and exploratory in na- R. H. Price ture, any distinction between curricu- lum and extra-curriculum activities be eliminated. Trips should become an integral part of the school program, emerging from regular school activities, enriching them and leading naturally into other activi- ties. The children should have an ac- tive part in purposing, planning, execut- ing, and evaluating trips. Care should be taken to eliminate the hazard of accidents and community objections to such activities. Tests should be used only for the purpose for which they are devised ; un- warranted importance should not be at- tached to the results of specific tests. It should be recognized that standardized tests are only one of the many sources of information about children. Every effort should be made to secure reliable methods of evaluating the school pro- gram in terms of the aims of the school. Adequate cumulative records should be kept for each child from the time he enters school until he leaves. These records should be passed on from ele- mentary to high school and from one elementary school to another. More- over, they should be fully utilized by the school receiving them. Emphasis should be placed upon interpretation of the facts recorded in order to make records more useful. Usefulness should be the chief criterion for judging records. The need for special counselors de- pends upon the size of the school and the particular problems of its person- nel. In most cases the logical counselor for the child is his own regular grade FEBRUARY 1934 73 teacher. This teacher, in order to coun- sel wisely, must know thoroughly the child and the world in which he lives. He should have time for counseling, should utilize the entire service person- nel of the school in helping him to coun- sel wisely, and should counsel day by day, whenever the occasion arises. Concerning placement and follow- up the elementary school should do everything within its power to bridge the gap between the elementary school and the high school. Definite provision should be made to keep closely in touch with former pupils during their first year in high school. In addition, definite provision should be made to help place and to follow up carefully the pupils who leave school early to go to work. The teacher should utilize to the fullest possible extent such service agen- cies as the health department, research departments, and attendance depart- ments in the guidance of his children. These agencies should think of them- selves as service agencies to pupils, par- ents, and teachers, not as self-sufficient groups. The disintegrating effect of depart- mentalized or platoonized elementary schools should be realized. If such an organization seems best under the local conditions every effort should be made to overcome this defect. The organization of a guidance pro- gram as something separate and distinct from the regular educational program of the school should be recognized as artificial and tending to defeat the ul- timate purpose of guidance in the ele- mentary school. The various phases of guidance cannot be separated one from the other in actual practise, neither can they be separated from the daily living of the child. WASHINGTON, D. C. MEETING June 30 - July 6 HE SEVENTY-SECOND an- nual meeting of the National Edu- cation Association will be held in Wash- ington, D. C., June 30-July 6, 1934, The crisis in education will make this meeting one of the most important in the history of the Association. President Jessie Gray is arranging an outstanding program which will be of interest to every educator in the United States. Vital topics are to be discussed and decisions will be made which will be of great help during these distressing times. Departmental pro- grams will deal with similar problems. The historic background of the national capital, its national museums, art gal- leries, and parks, make it well worth the price of a trip. Your own National Edu- cation Association and your Department of Elementary School Principals’ Head- quarters are at 1201 Sixteenth Street, N. W. If you have not been here lately, you will find many changes. If you have never been here, you have now a real oppor- tunity to pay us a visit. Within the past two years many government buildings have been built, others are under construction. Your capital, in early summer, is beauti- ful. Besides interesting sights which may be found within the city, the adjacent country is rich in historic lore. Generous provisions will be made for sightseeing. Registration, assemblies, general ses- sions, and exhibits will be located at the Washington auditorium. State and de- partmental headquarters have been as- signed to the Mayflower Hotel. The N. E. A. Headquarters will be an ac- tive center. Further details of the meet- ing will be published in the April Bul- letin and complete plans will be given within the next few months in the Jour- nal. For further information write Sec- retary J. W. Crabtree, 1201 Sixteenth Street, N. W., Washington, D. C. 7h THE BULLETIN for ot rel vic on fro acc an- {du- ‘ash- 934. this it in ging \l be the > be nade ‘hese pro- ms. ional gal- 1 the Edu- ment [ead- |. W. you lever )por- past have ‘tion. auti- may acent >rous ng. ses- - the | de- 1 as- The | ace 1eet- Bul- iven our- Sec- enth TIN FEDERAL ADVISORY COMMITTEE ON EMERGENCY AID IN EDUCATION HE Fed- eral Ad- visory Com- mittee on E mer gency Aid in Educa- tion called by George F. Zook, United States Com- missioner of Education, met at Wash- ington, January 6, in final session and drafted a program of relief to the sorely- pressed schools of the nation. The com- mittee recommended the allocation from funds already included in general emer- gency appropriations of the federal bud- get, a total of $150,000,000 to keep all schools open for the rest of this year and for the year 1934-35. An additional sum of $30,000,000 was recommended to assist students to attend institutions of higher education from now until July 1, 1935. The Advisory Committee recom- mended also that “out of any new ap- propriations made for public works not less than 10 percent should be allocated for buildings for schools, colleges, and other educational enterprises.” It asked in addition that local funds should be released for school maintenance by pro- viding federal loans to school districts, municipalities, or county corporations on the security of delinquent taxes, frozen assets in closed banks, or other acceptable securities. The Committee, of which James N. Rule, state superintendent of public in- struction, Harrisburg, Pennsylvania, Belmont Farley was chairman, was composed principally of representatives of national organiza- tions interested in keeping the schools open during the present crisis. These representatives will continue in an ad- visory capacity upon request of Com- missioner Zook. Following the meeting of this Ad- visory Committee, an independent com- mittee of which James H. Richmond, state superintendent of public instruc- tion, Frankfort, Kentucky, is chairman, was formed to draft details of proposed legislation for submission to Congress and to President Roosevelt. The report of the Advisory Com- mittee follows: 1. The emergency problem of keeping elementary and secondary schools open on as nearly normal a basis as possible dur- ing the school year 1933-34 should be met by a federal appropriation of $50,000,000 to be allocated according to emergency needs in the several states. This sum may be provided in one of two ways: (a) by a special provision in the relief act, or less preferably (b) by a separate federal appropriation. In either case such appropriation shall be administered preferably by a board of which the U. S. Commissioner of Educa- tion shall be chairman and_ executive officer. 2. In view of the fact that the inability of many communities adequately to main- tain schools is certain to continue during the fiscal year 1934-35, a federal emergency appropriation or allocation of not less than $100,000,000 should be made available be- ginning July 1, 1934; this appropriation or allocation to be distributed in an objective manner, determined by a board of which the U. S. Commissioner of Education shall be chairman and executive officer, and FEBRUARY 1934 75 based upon reasonable evidence of needs and resources. 3. The instability of educational support even in the abler states and communities, due to the shrinkage of local ability to support schools during the depression, con- stitutes an aspect of the present emergency of such proportion as to endanger the effectiveness of the schools throughout the nation. The fundamental relief which is necessary in order that public educational institutions may be adequately supported can be secured only through the adoption of measures for the federal emergency aid to education during 1934-35. The situation is so critical in education that the people are justified in using federal funds to in- sure the normal operation of schools. Ac- cordingly, it is recommended that a sub- stantial sum be distributed from the federal treasury to the various states to assist them in meeting this phase of the emerg- ency. The method of distribution should pro- vide first, that a flat sum objectively de- termined be distributed to all states; sec- ond, that a supplemental sum objectively determined but weighed to meet the needs of the poorer states be included in the distribution; and third, that the method ot distribution be stated in the statutes, provided that a contingent fund not to ex- ceed 10 percent of the amount so provided for 1934-35 be reserved for distribution to states and local units to meet excep- tional and unforeseen needs under the direction of a board of which the U. S. Commissioner of Education shall be chair- man. 4. Local funds should be released for school maintenance by: (a) refinancing school district indebted- ness or such municipal or county indebted- ness as may have been incurred in behalf of schools. (b) providing federal loans to school districts or to municipal or county cor- perations, where (in the case of the latter), the loan is to be used for educational pur- poses; provided that in both instances the loan shall rest on the security of delin- quent taxes, frozen assets in closed banks, or other acceptable securities. 5. Out of any new appropriations made for Public Works not less than 10 percent should be allocated for buildings for schools, colleges, and other educational en- terprises. Such grants shall be available provided that an approved survey has been made, and that the survey shows the need for the buildings. In cases where such surveys have not already been made these surveys shall be made under the direction of the Office of Education through a decentralized regional organization. The cost of these surveys shall be charged to the Public Works appropriation for school plants. We recommend that the grants for such projects be made on a 100 percent basis. In administering this fund major attention should be given to the needs of the rural schools. 6. A federal appropriation or allocation of $30,000,000 should be provided to assist students to attend institutions of higher education for the period ending July 1, 1935, by (a) special provision in existing acts, or (b) by a separate federal appropriation. This fund should be administered by the United States Office of Education. When it studied the emergency in education, the Advisory Committee had before it the latest figures prepared by George F. Zook, U. S. Commissioner of Education, to illustrate the serious situation in which education finds it- self in the United States. Dr. Zook’s statistics showed that 770 schools now are closed with no provision for 175,146 children; that 1,540 schools are having terms of three months or less; and that 10,982 schools are having terms of three to six months. The data showed also that the city schools now employ 18,000 fewer teachers than they did in 1930, and that 200,000 certified teachers are unemployed. Dr. Zook’s report showed further that 16 institutions of higher learning have been discontinued since the last school year, mostly by merging with other schools. 76 THE BULLETIN rcent for 1 en- ilable has 's the vhere made ' the rough The ed to chool ts for ‘rcent najor ds of ‘ation assist igher ly 1, ts, or ation. -d by ion. ‘y in > had d by loner rious Is it- ook’s now 1,146 iving that three also 3,000 930, s are rther ning last with =TIN HE STANFORD University Press, Stanford University, is pub- lishing a number of books called School Economy Series. One of this number is Economy in Education by William John Cooper, former United States Commissioner of Education. This valuable little volume discusses the important subject under three main heads: ‘““The Need and Nature of Pub- lic School Economy,” “Essential Edu- cation” — elementary schools, kinder- gartens, secondary schools, and junior colleges, and “Suggested Economies in Public Education” — finance, curricu- lum and buildings, organization and techniques, and administration and operation. The wide experience of Dr. Cooper enables him to review the whole rang: of possible economies in an authorita- tive and helpful way. This publication is both time!y and important. Travel by Air, Land, and Sea, by Hanson Hart Webster, Houghton, Mifflin Company, is a reader for ele- mentary grades. It tells the story of transportation in a way that will appeal to boys and girls. Not only is Ameri- can travel discussed, but how travel- ing is done in many other parts of the world. At the end of each chapter there is a helpful list of books on “What To Read.” Principals who are interested in workbooks for beginners in geography should see the two books, Home Jour- neys and World Journeys by Ridgley, Howe, and Hart, McKnight & Mce- Knight, Bloomington, Illinois. No an- tique illustrations are used. On the INTERESTING BOOKS first page of Home Journeys the child is shown how an airmail letter looks. One of the best features of these books is the way the reference list is made. The beginner is taught where to go to get more information about the subject he is studying. A revised copy (1934) of William H. Kilpatrick’s, Source Book in the Philosophy of Education, Macmillan Company, is much enlarged from the edition of 1923. The need of revision had become ur- gent because of the progress in Dr. Kil- patrick’s own thinking; changes in the social situation about us, with insistent new emphases ; and an immense accumu- lation of new materials in the field of educational thought. Besides these were the demands of a new selection of ex- cerpts to fit the new interests, the new problems, and the new knowledges. Those who have not had the pleasure of having Dr. Kilpatrick as an instruc- tor, as well as those of us who have, will find this new edition a valuable book to supplement otherwise available reading resources, especially by rendering many references easy of access. Teacher and Public: A Handbook of Interpretation for Teachers, is the Eighth Yearbook (1934) of the De- partment of Classroom Teachers, Na- tional Education Association. It places emphasis on the functions and needs of the schools in a changing world, and on the responsibility and preparation of the teacher in developing right public at- titudes toward the schools. Excellent references provide an incentive to fur- ther study of the problem. FEBRUARY 1934 77 THE CLEVELAND CONVENTION! February 24 - March | AUL C. STETSON, president of the Department of Superintendence, has chosen an unusual arrangement for his program for the meeting at Cleve- land. Those members attending will find themselves not only attending a convention, but taking a part in it. He has reorganized the convention proced- ure to make demands upon every mem- ber. This reorganization provides for several general subject committees of twenty-five or more members each. These chairmen in turn select others and these groups are subdivided int» groups, and so on ad infinitum. The seven general subjects and chair- men in charge are: 1. The Administration of Teacher Train- ing Chairman—Edward D. Roberts, Cin- cinnati, Ohio 2. A Comprehensive Program of Public Education Chairman—J. Stevens Kadesch, Med- ford, Mass. 3. Financing Public Education Chairman—Frank W. Ballou, Wash- ington, D. C. 4. Education for the New America Chairman—Willard E. Givens, Oak- land, Calif. 5. Public Education and Public Welfare Chairman—Leslie A. Butler, Grand Rapids, Mich. 6. A National Outlook on Education Chairman—John K. Norton, New York, N. Y. 7. Interpreting the Schools to the Public Chairman—Frank A. Jensen, Rock- ford, IIl. General Dinner One of the most interesting affairs at the convention will be a general din- ner, to be given Monday night, Febru- ary 26, in the big arena of the Public Auditorium ($1.25 per plate). Elabor- ate plans are being made and you will not want to miss this gala affair. One of the outstanding speakers for this colorful occasion will be Charles E, Merriam, University of Chicago. Everyone is invited. S$. D. Shankland, executive secretary for the Department of Superintendence, says, “Come and bring your friends.” Our Programs The Department of Elementary School Principals has two afternoon meetings at the convention of the De- partment of Superintendence. Presi- dent Aaron Kline has completed out- standing and vital programs for the members of our group and their friends. He has chosen topics which should at- tract our immediate interest and be of much help to us in our work at this particular time. Our meetings for both Monday and Wednesday will be held in the Little Theater of the Public Audi- torium. The program follows: Monday afternoon “Elementary Education and the Re- covery Program.” Music (to be announced ). Greetings—Paul C. Stetson, presi- dent, Department of Superintendence, Indianapolis, Indiana. Report of 1935 Yearbook—Bess Cle- ment, chairman, Eliza Clark School, Clarksdale, Mississippi. Where Are We and Where Are We Going Educationally ?—Edna Morgan, principal, Robert Fulton Curriculum School, Cleveland, Ohio. Some Present and Future Aspects of Elementary Education — Rudolph D. Lindquist, Ohio State University, Co- lumbus, Ohio. 78 THE BULLETIN at ¢ ver cat is quz giv ma One this ; E, ago. and, nent and tary 100N resi- out- the nds. | at- e of this both din udi- Re- resi- nce, Wednesday afternoon “Elementary Education for the New Age.” Music (to be announced). Report of 1934 Yearbook—John S. Thomas, chairman, Clippert School, De- troit, Michigan. A Functional Program in Elemen- tary Education—Turner C. Chandler, principal, Clissold-Esmond Schools, Chicago, Illinois. Education and Social Changes in America—George S. Counts, Columbia University, New York, N. Y. Special music for each program is being pre- pared. For Our Enjoyment Carrie Bruhn, president of the Cleve- land Principals’ Club, principal of Rutherford B. Hayes School, is chair- man of all local arrangements. She and her committees have arranged a break- fast for Monday, February 26, 7:30 a.m., Statler Hotel, seventy-five cents. Be sure to come to this family get- together. Our annual banquet will be Tuesday evening, February 27, 6 p.m., Statler Hotel, $1.50. We will be especially honored because Jessie Gray, president of the National Education Association, will bring greetings, and Charles H. Lake, superintendent of the Cleveland schools, will bring us a message for this delightful occasion. The Convention Exhibit Don’t forget to spend several hours at another important feature of the con- vention. The annual exhibit of edu- cational equipment, books, and supplies is of inestimable value. Persons who are qualified to demonstrate their wares and give assistance to those seeking infer- mation will have charge of these aids. The exhibits will be placed in the Pub- lic Auditorium. This is the same build- ing in which our meetings will be held. They will be open throughout the en- tire day, thus allowing ample oppor- tunity for you to visit them. No other convention feature is of more practical value to the principal. This is a real op- portunity for those wanting help. Round trip railroad tickets to Cleve- land will go on sale after February 18 and will be usable for thirty days. Western states dates of sale are modi- fied because of distance. Be sure to note that the convention fare is lower than ever before—only one and one-third for the round trip. To buy these tickets you should have an identification certi- ficate which N. E. A. members may ob- tain from Secretary J. W. Crabtree, 1201 Sixteenth Street, N. W., Wash- ington, D. C. If you have not yet made your hotel reservation, write immediately to A. H. Skean, 1604 Terminal Tower Build- ing, Cleveland. PLEASE HELP US At all times, Headquarters needs the advice of its members. The growth of the Department depends on you and your interest. We are here to do your bidding. We want you to tell us how we may be of —— serv- ice to you. We would like your sug- gestions and criticisms. In the last year or so, we have made several changes in the Bulletin. We are planning others. Have we included the things you need? We are trying to make each issue fill a vital need as a news bulletin and carry articles of educational valve, which are written by outstanding educational leaders. So far, we have FEBRUARY 1934 had only commendation. We need constructive criticism. Won't you write us ? 79 LOCAL AND STATE GROUPS POST-CARD was sent to all local and state principals clubs the latter part of December asking for club news. The answers which have been received are most gratifying. With this start, won’t you send to Headquar- ters a brief notice of the interesting things which your club is doing? Re- quests come often asking about the prob- lems of other groups. We are indeed sorry that limited space forbids us from telling about all the wonderful things which are happening. @ At the state meeting of the Ele- mentary School Principals of Idaho, an interesting program provoked lively dis- cussions. Such topics as the elementary- school library, workings of recent school legislation, the relation of the principal to his faculty, and the place of the ele- mentary-school principal in the present economic crisis were the points which brought forth interest. @ The Principals’ Club of Hartford, Connecticut, has completed a series of lectures on “American Civilization” during the first semester. A second series of lectures will begin February 8, on the general topic of “American Life.” Apart from these lectures, which are of- fered to the teachers and general pub- lic, the members of the club meet regu- larly to discuss various problems of cur- riculum and school management. @ The Principals’ Club of Cicero, Illinois, has taken as its responsibility the problem of helping to mold public opin- ion. They realize that if they want a booster for the schools in each home, they must have a happy child in school. They are building the school life of the child around such ideas as drama pro- duction, physical education, demonstra- tions, assembly prograis, school cir- cuses, art exhibits, musical festivals, and educational trips. They are employ- ing the most modern methods of school administration, are striving to find new materials that will fit, and in some instances are re-writing the course of study. @ The Indianapolis Council of Ad- ministrative Women in Education con- sists of principals, heads of departments or deans in high schools, administrative officers of the public schools, adminis- trators and supervisors of private schools, colleges, universities, or fine arts schools, and associate members who have retired from active administra- tive work. Their programs planned for the year have been made with a view of strengthening social bonds and en- larging cultural and educational hori- zons. The Council has felt its responsi- bility to contribute to the professional growth of its members and the teach- ing body, therefore has welcomed to the meetings all interested in educational progress. @ The keynote of the Canton, Ohio, Principals’ Club is ‘Mobilizing for the Defense.”” At the December meeting, R. E. C. McDougall spoke on “New Times—New Attitudes,” and Fanny Ditto talked on “The Principal and Community Relationships.” At the March meeting, M. P. Watts will dis- cuss “The Elementary Principalship— Backward or Forward?” and J. L. G. Pottorf’s topic will be “A Principal Must Have a Philosophy of Education.” For May, Carl H. Meyer’s topic is “An Experiment in Student Government,” and M. E. Gilmore will speak on “Time Economies in the Principals’ Duties.” 80 THE BULLETIN cir- vals, sloy- hool new ome e of Ad- con- ents itive inis- vate arts who stra- | for riew en- \ori- nsi- onal ach- the onal hio, the ing, New nny and the dis- ‘ime TIN @ The Buffalo Elementary School Principals’ Association is issuing for the first time a yearbook which will con- tain reports of various committees which have finished their study of numerous educational topics. The general aim for the year is an attempt to bring about closer cooperation and better under- standing between the school and other educational agencies within the city. Each year a joint meeting is held with the social agencies of the city. It is be- lieved that closer working together of these and the schools will result in much good. @ At the October meeting of the Elementary Principals’ Association of Washington, D. C., the present eco- nomic crisis in the elementary schools was discussed. At the November meet- ing, Grace Lind led the round-table discussion on ‘Faculty Meetings.” In January, Edwin Broome, superintend- ent of Montgomery County schools, Maryland, spoke on “Supervision.” During the second semester the associa- tion will have as its guest, Dr. Grace Kramer, who will discuss “Reading in the Baltimore Schools,” stressing the use of test results. Sometime during the semester, James F. Hosic, Columbia University, will meet with the group. @ A copy of the Louisville, Ken- tucky, Principals’ Club program has been received. The September meeting was a social meeting at Ormsby Village with Helen Weaver as chairman. The working part of the program is on Child Health and Pretection, based on the report of the White House Conference. Chairman Nata Lee Woodruff had as her topic for the October meeting, “Education and Training of Children in Special Classes.”” Mrs. A. B. Sawyer was chairman for November’s discus- sion, “Education and Training of the Pre-School Child.” For December’s topic, Glenn Kendale had charge of “Recreation and Physical Education.” In January, the discussion was ‘‘Voca- tional Guidance and Child Labor” with chairman Ethel Lovell leading. Febru- ary’s topic is “Education and Training of Youth Outside of Home and School” and Frances Ingram will have charge. The subject for March is “Family and Parent Education” with Elsie Clapp as chairman. In April, Emma Woerner will lead the discussion on “Education and Training of the School Child.” The May meeting will be a social one. @ In Charleston, South Carolina, the Principals’ Club was organized in 1911 and is fundamentally a social or- ganization holding regular monthly meetings at the homes of the members. Each principal is host in rotation and serves a dinner for his guests. After dinner a business session of one hour is held and such topics as legislation, atheletics, curriculum (one or two sub- jects a year), teacher-rating, salaries, American Education Week, and observ- ance of holidays are discussed. The meetings are of so much importance to the members that personal sickness is the only thing which would cause one to be absent. (Limited space forbids telling of the clever plan this club uses in selling the schools to the public. ) @ The Detroit Women Principals’ Club engages in a number of social and professional activities during the year. During the Thanksgiving holiday the Club gave a tea in honor of the Na- tional Council of Teachers of English. In December a tea was given in honor of the American Vocational Associa- tion which met in Detroit. On January FEBRUARY 1934 1 10 they had as their guest speaker at a dinner, Florence Hale, past president of the N. E. A. @ The program of the Elementary Principals’ Organization of Mt. Ver- non, New York, shows that in October Leola D. Weed led the discussion on “Platoon Programs”; in December Dr. Gates gave a lecture on “Reading in the Elementary School”; in February Martha H. Clark will be leader in the discussion of “Individual Record Card Markings, Tests and Checks on Pupils’ Work”; in April Ida E. Roger will be leader of the subject of “Methods and Amount of Supervision.” and June’s meeting will be on “Yearly Reports and Election of Officers.” @ The meeting of the Ohio Ele- mentarv School Principals Association was well attended and a worthwhile program was presented. E. B. Bryan spoke on “Inherent Rights”; Amy Eld- ridge talked about “Our Movie-Made Children”; and J. H. Mason discussed “The Place of the Principal in the School of Tomorrow.” The new off- cers for 1933-34 are: Amy Eldridge, president, Youngstown; G. H. Isen- barger, vicepresident, Springfield; and Bertha Bridgman, secretary-treasurer, Byesville. @® The Florida Elemertary Schoo! Principals Club recently went on record for encouraging the principal in towns and cities to organize clubs. By this method they hope to get all the prin- cipals of the state to become more pro- fessionally minded. F. M. Foulks pre- sented a plan by which county superin- tendents and boards of education would cooperate in getting the principals to join their local, state, and national or- ganizations. His plan is indorsed and recommended by W. C. Cawthon, state superintendent. ® The Dayton, Ohio, Principals Club is continuing along the same lines out. lined at the beginning of the year, which were for a greater professional spirit and solidarity within the ranks. One of their big projects is plans for adult schools. Thirty schools are participat- ing in this movement, which is being operated by the cooperation of princi- pals, teachers, parents, and the school board, without charge to those taking courses. In January an open meeting was held. Goodwin Watson talked on “New America.” Guests were those who were interested in adult education. A com- mittee headed by Jay M. Holmes is working on “A Handbook for Princi- pals.” The philosophy of this book will be presented at the February meeting. The officers are: Nell H. Brown, presi- dent ; Earl C. Rowe, vicepresident ; Bess Herser, secretary ; and Emil Fifer, treas- urer. @ The Principals’ Club of Dallas, Texas, is organized so that each prin- cipal is responsible for a program. For the November meeting, Chairman W. S. Bellamy asked one of his teachers to tell the group what she expected of him. Elsewhere in this Bulletin you will find Mate G. Hunt’s paper. She divided her subject into two parts: (1) What We Teachers Expect of Our Principal, (2) Things | Wish My Principal Would Not Do. @ President Margaret M. Rarey sends a complete program of the Co- lumbus, Ohio, Elementary School Prin- cipals’ Round Table: October 3—‘‘Importance of Elemen- tary Schools in the Scheme of Educa- tion”; November 13—‘“The Full Con- ception of Education”; December 4— “Nationalism and the Future of Civ 82 THE BULLETIN lize Club > Out: vhich spirit One adult cipat- being rinci- chool aking held. ‘New were com- les is rinci- will ting. presi- Bess Treas- allas, prin- For 1 W. Ts to d of you She (1) Our My arey Co- P rin- men- luca- Con- Sivi- TIN lization”; January 15—‘Supervisory Ways and Means for the Teaching Principal”; February 12—‘‘Exploring the World with Children”; March 12 —‘“Round Table on Elementary Schoo} Supervision” ; April 9—‘‘Loiterings and Observations” ; May 7—‘‘Some Aspects of Folk-Music and Its Influence on Composition”; June 4— To be ar- ranged. @ The Elementary Principals of Oklahoma will hold their meeting at the same time as that of the State As- sociation, February 8, 9, 10, in Okl!a- homa City. @ Texas State Enrolment Chair- man Thomas E. Pierce, will address the Oil Belt Educational Association, which meets at Big Spring, March 16- 17, on “The Part the Principal Should Have in Such an Enterprise.” The theme of the meeting is to be “Educa- tion, a Cooperative Enterprise.” ®@ J. D. Williams, principal of Avon- dale School, Birmingham, Alabama, has sent us a copy of B. T. A. Bulletin, published by the Birmingham Teachers Association. At the top of the page the eye is greeted by the following: “A good motto for my best self: ‘I refuse to be afraid.’” The four pages are teeming with information which would be of vital interest to every school per- son in Birmingham. Principals meet- ings, teachers meetings, and extra meet- ings have been called because of the pro- posed change in the method of appor- tioning the state and county funds. The schools are about to lose $350,000. Have you secured a new member for your Department this year? The more we grow in membership, the better we can serve. AN IMPORTANT RESOLUTION HE Executive Committee of the National Congress of Parents and Teachers met in Chicago at the Edge- water Beach Hotel, January 2-5. This group does not usually pass resolutions but it does express its opinion on mat- ters of pressing importance which are in accord with the aims and ideals of the organization. Charl Williams, field secretary of the N. E. A., and fifth vicepresident of the National Congress of Parents and Teachers, is in charge of their depart- ment of education. She presented to the group the serious situation resulting from the displacement of many elemen- tary-school principals as an economy measure and the following pronounce- ment was made: The Executive Committee of the National Congress of Parents and Teachers deplores the practise today in many communities of abolishing the principalship especially in large schools. At this critical time, when classrooms are crowded and the duties and responsibilities of teachers are in- creased, the professionally trained principal is more than ever needed. This resolution was seconded by Mrs. Hosmer and was unanimously carried. The principals of the United States have not yet realized the heaviness of the blow which false economy has caused to fall upon them. There will be other blows if the supervising, the teaching, the administrative, and the viceprinci- pals, do not mow stand as a unit. This great body of parents and teach- ers understands what will happen if schools are not properly manned. They have taken action in no uncertain man- ner. FEBRUARY 1934 83 HERE AND THERE ITHIN the past two weeks, many local and state principals’ clubs have sent to Headquarters the names of their presidents. These lead- ers are to be congratulated on the honor which has been bestowed upon them. The list today is as follows: J. C. Cannon, Principals’ Club, Springfield, Illinois. Amy Eldridge, Ohio Elementary Principals Department, Youngstown, Ohio. F. M. Foulks, Elementary Princi- pals’ Council, ‘Tampa, Florida. Lottie W. Wainwright, Elementary Principals’ Club, Fall River, Massa- chusetts. Edith F. Werner, Elementary Prin- cipals’ Organization, Mt. Vernon, New York. Simon Fogarty, Principals’ Group, Charleston, South Carolina. Mamie Drewry, Principals’ Club, Louisville, Kentucky. Cecelia P. Dulin, Elementary Prin- cipals’ Club, Washington, D. C. Lillian Johnson, Virginia Elemen- tary Principals’ Association, (reelec- ted), Norfolk, Virginia. Margaret M. Rarey, Elementary School Principals’ Round Table, Co- lumbus, Ohio. V. A. Carberry, Elementary School Principals’ Association, Buffalo, New York. , Katharine M. Mansfield, Principals’ Club, Canton, Ohio. Nell H. Brown, Principals’ Club, Dayton, Ohio. Mrs. Mary S. Ray, Council of Ad- ministrative Women in Education, In- dianapolis, Indiana. B. Hunsaker, Principa!s’ Club, Cic- ero, Illinois. Gustave A. Feingold, Principals’ Club, Hartford, Connecticut. Chester E. Peterson, State Princi- pals’ Club, Nampa, Idaho. Carrie Bruhn, Cleveland, Ohio. The Rhode Island Institute of In- struction has sent us a copy of the reso- lutions adopted at their state meeting, Weare happy to note that they include] a request to the United States Office of Education that a survey of elemen- tary education be made, commensurate with the study that office made of sec- ondary education. Club, Principals’ L. Adele Talbott, former principal of School 97, Baltimore, Maryland, was in Washington, January 11. The Executive Committee of the Association for Childhood Education paid a visit to our Headquarters, De- cember 29. They were: Edna Dean Baker, president, Evanston, Illinois; Amy Hostler, Cleveland, Ohio ; Frances M. Berry, Baltimore, Maryland; Jen- nie Wahlert, St. Louis, Missouri; and Eleanor Troxell,. Kalamazoo, Michi- gan. Edythe J. Brown and Ruth Wittner are collaborators in making a cartograph of the city of South Bend, Indiana. They have copyrighted this splendid and instructive map. Everyone who has seen it on the bulletin board at Headquarters, has praised it highly. We thank them for our copy. Have you written to your Repre- sentative and Senators asking them to vote for federal aid to the schools? If you haven’t, do so at once. 84 THE BULLETIN O ta’ Pi t10 the spi Ea cal civ con Hu for nev Col mut is 1 radi als’ nci- lub, eso- ing. ded ffice nen- rate ‘ipal and, the tion Jean 101s; nces Jen- and ichi- tner raph ana. ndid who 1 at rhly. »pre- n to ? If TIN WITH THE AUTHORS Bess Goodykoontz (p. 58) is assistant commissioner in the United States Office of Education. Miss Goodykoontz has had extensive experience in elemen- tary education in both Iowa and Wisconsin. She is also nationa! president of Pi Lambda Theta. J. Cayce Morrison (p. 59) is assistant commissioner of elementary educa- tion for the state of New York. Dr. Morrison has been largely responsible for the high standards of education in the New York schools. He has been an in- spiration and help to us at Headquarters. Joy Elmer Morgan (p. 63) has been editor of the Journal of the National Education Association since 1920. During the World War, Mr. Morgan was called into the library work; later he became assistant of the Library War Service in Washington, D. C. He is in constant demand as a speaker on educational and civic subjects. Mate G. Hunt (p. 66) is a library-English teacher in the Winnetka School, Dallas, Texas. Her article shows how conservative, clever, and capable she is. Aaron Kline (p. 68) is president of the Department of Elementary School Principals. He is also president of the Chicago Principals’ Club and principal of Pullman School of Chicago. Mr. Kline has prepared a splendid program for the convention at Cleveland, February 24-March 1. The attractive yearbook announcement (p. 70-71) was drawn by Frank W. Hubbard. Dr. Hubbard is associate director of research of the N. E. A. and has, for the past seven years, been helping to edit our yearbooks. He tells us that this new one will be as splendid as the one on elementary-school libraries. R. H. Price (p. 73) is principal of the Junior High School, State Teachers College, Whitewater, Wisconsin. Mr. Price’s article shows that he has given much thought to this subject. Belmont Farley (p. 75) has charge of publicity for the N. E. A. Dr. Farley is responsible for the marvelous success with which American Education Week is interpreted in the schools of our nation. He also assists Miss Hale with her radio programs. I BELIEVE that the progress which has been made thru education toward fitting our people to meet the demands of life ina mechanized democratic society is one of the great mar- vels of human achievement of the past half century, fully comparable to the transforma- tion of the physical aspects of our living. —Hon. John Dickinson Assistant Secretary of Commerce Washington, D. C. - APR Vol. X!