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SOCIALIZING EXPERIENCES 
IN THE 
ELEMENTARY SCHOOL 


























SOCIALIZING EXPERIENCES 
IN THE 
ELEMENTARY SCHOOL 


Fourteenth Yearbook 


THE NATIONAL ELEMENTARY PRINCIPAL 


Bulletin of The Department of Elementary 
School Principals, National Education Association 


Vol. XIV, No. 6 July 1935 Price $2 

















CopyRiIGHT, 1935 
By NATIONAL EDUCATION ASSOCIATION 
1201 SixTeentH Street, N. W., WASHINGTON, D. C. 


ALL RIGHTS RESERVED 


PUBLISHED AvGusT 1935 














‘ Orcs 
» ct \ 


PREFACE 


to give pupils integrating and socializing experiences. Some of 

these have been thought of as “ extracurricular” activities. To- 
day there is a marked tendency to include all such experiences as 
essential parts of the curriculum. 

Altho the use of informal procedures is not new, there has been a 
meagerness of literature concerning the practises of elementary 
principals and teachers in this field. This 1935 Yearbook brings 
together a wealth of practical material on these points. It represents 
a concerted effort, by the Editorial Committee and many other con- 
tributors, to think thru the problems involved and to discuss them 
between the covers of a single book. 

Two points especially should be kept in mind by the reader: (1) 
The major emphasis is placed upon the socialization of children 
rather than upon the mastery of subjectmattér, and (2) the yearbook 
does not attempt to cover all types of school experience which have 
socializing value; the topics are limited primarily to those types 
which have been considered traditionally “ extracurricular.” 

The Editorial Committee is especially grateful to all persons who 
submitted articles and other materials for this yearbook. We regret 
that lack of space prevented inclusion of many useful articles. 

For editorial advice and research assistance in preparing the year- 
book, sincere appreciation is expressed to Dr. Richard R. Foster and 
Dr. Frank W. Hubbard, assistant director and associate director, 
respectively, of the Research Division, National Education Associa- 
tion. Miss Eva G. Pinkston, executive secretary of the Department, 
has made helpful suggestions and has assembled the official records. 

The Department loses the services of Mr. John S. Thomas, who 
has completed his three-year term on the Editorial Committee, but 
gains the assistance of Miss Maude McBroom, principal of the Uni- 
versity Elementary School at the State University of Iowa. 


F: YEARS elementary educators have used informal activities 


THE EDITORIAL COMMITTEE 


Brss CLement, Chairman for 1935, 
Eliza Clark School, Clarksdale, Mississippi 


Joun S. THomas Samuret Berman 
Clippert School James R. Ludlow School 
Detrowt, Michigan Philadelphia, Pennsylvania 


[211] 








THIS YEARBOOK’S CONTRIBUTION 


N PRESENTING a yearbook on socializing experiences in the school, 
the Department of Elementary School Principals is helping to 
focus attention upon the outstanding need in life and in education 

today. This, of course, is not the first time that materials and methods 
of social value have been discussed in our yearbooks. The earlier 
volumes on administration, supervision, school and community re- 
lationships, school libraries, and aids to teaching have all embodied 
the philosophy that the school exists primarily to guide children in 
better ways of living together. In none of those books, however, was 
the major emphasis placed on pupil activities which carry this 
philosophy into effect. The emphasis given such activities in this 
Fourteenth Yearbook will be weleomed by principals and teachers. 

The socializing influence of the school may be increased in at least 
two principal ways: (1) by modifying the traditional content and 
methods of teaching in the regular subjects, such as social studies, 
natural science, arithmetic, and spelling, and (2) by the introduce 
tion or adaptation of a wide variety of life-like group activities which 
often do not correspond to any classification of factual subjectmatter, 
such as clubs, assemblies, publications, and pupil participation in 
school management. It is perhaps impossible, and certainly unwise, 
to draw a hard-and-fast line between activities of these two general 
types. More and more the tendency is to make the so-called extra 
curricular activities an integral part of the school program, and to 
relate them more closely to subjectmatter learnings. When used in 
this manner, such activities seem more likely to yield their potential 
socializing values than when set apart by themselves. 

It is with the more informal, life-like, and formerly “ extra ”’ ae- 
tivities that this yearbook is primarily concerned. Such a limitation 
of its scope is undoubtedly wise. The curriculum as a whole is too 
broad and difficult,a field to receive adequate treatment within a 
single volume of this type. Nevertheless, the material in this book 
will contribute no little to our thinking about the curriculum in its 
modern, more inclusive sense. It will also help us in the day-by-day 
administration of our school programs, whether these programs are 
in need of fundamental revision or not. The Editorial Committee, 
together with the many others who helped to bring this book into 
being, merit the sincere appreciation of all who are interested in the 
social effectiveness of the elementary school. 

M. Emma Brooxss, President 
Department of Elementary School Principals 


[212] 











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CONTENTS 


PAGE 
NN a a a a Si alitl n e 44 wt crksiaral doen SRN asa aed piaie ial eee 211 
The Editorial Committee 
PresipEN’’s MESSAGE 
ie a ee i rein en wee 212 
M. Emma Brookes, President, Department of Elementary School 
Principals 
NN in et it se cy dh edu dt haunt eioedtenterunid te 217 
Cuaprer I—Socrauization Aas A Function oF tue ELEMEN- 
TARY SCHOOL 
228 


Somos, Gecsta, CRANGE, AND TICE BOHOL «60a cciicviccsccasidnceccasepses 
J. Cayce Morrison, Assistant Commissioner for Elementary Edu- 
cation, State Education Department, Albany, New York 
Bisticcaetn Pint Fae iii ison. kn hn batS6ar ckwndaweeasetasansee 
Charles L. Spain, Deputy Superintendent, Public Schools, Detroit, 
Michigan 
A GENERAL SurRVEY OF SOCIALIZING OPPORTUNITIES IN ELEMENTARY SCHOOLS 238 


235 


Cuaprer 1]1—AssemBLIEs 


Tue INTEGRATION OF ASSEMBLIES AND INSTRUCTION...........002+2ee00: 246 
J. W. Baldwin, Professor of Education, University of Texas, Austin, 
Texas 
PURGE, TRNAS 6n osc ied ssc ncednse cher oieoaaeae 252 
Hugh V. Perkins, Principal, Boulevard School, Cleveland Heights, 
Ohio 
Some EssenTIALS FoR SUCCESSFUL ASSEMBLIES...........cececcscsececes 258 


Walter F. Karst, Principal, McKinley and Roosevelt Schools, Wau- 
watosa, Wisconsin 
A “Tee CVCie. PLAN: POR AAGRIMIEIOG 6.50.05 sidan csintieasncavnctasenes sd 2 
Raymond L. Chambers, Principal, Francis Scott Key Public School, 
Philadelphia, Pennsylvania 
SHARING EXPERIENCES THRU THE SCHOOL ASSEMBLY...........2000ee0005 266 
Doris Davis Klaussen, Principal, Fremont School, Battle Creek, 
Michigan, and Summer Demonstration Teacher, Horace Mann 
School, Teachers College, Columbia University, New York, New 


York 
Esceeiavine: A. Paes OF DRAOMIEMION. 6.66 oc inns daa scinwcatwaaweneenceas 270 
June H. MacConkey, Principal, Faleoner School, Chicago, Illinois 
Tue TaLKING Picrure IN THB SCHOOL ASSEMBLY.........0-sccccccccess 273 


V. C. Arnspiger and M. R. Brunstetter, Director of Research and 
Research Associate, Erpi Picture Consultants Incorporated, New 
York, New York 

Taek TOR NS oon Fi Sein cidaecandal cesehs ustenuticass uae ae mae 

William J. Laramy, Principal, Oakmont School, Haverford Township, 

Delaware County, Pennsylvania 
Present Status or ASSEMBLIES IN ONE HuNbrep ELEMENTARY ScHooLs.. 280 


[213] 








Cuapter I] ]—Ptuays anp PagEeants PAGE 


THE PAGEANT AND Pray Aas ALL-SCHOOL PROJECTS............000cceeceee 290 
Zella K. Flores, Principal, Lincoln and Garfield Schools, Lewistown, 
Montana 
Tup Festivat or Nations. Peer ee Da Mat baad wees us waahueals 296 


Amanda K. Hebeler, Dieesher af ‘Caines and Principal, Edison 
School, Washington State Normal School, Ellensburg, Washington 
Tae: IONE GE ON rc ic oo a bale Sle oa haces us oeeridereoevasass 303 
Lou I. Sigler, Assistant Principal, Ottawa Hills Elementary School, 
Grand Rapids, Michigan 
A Winpow Ptays A Part............ im aeg acai acdelatecd a waa abate Gide 8h eRe wa 306 
Mabel P. Venoss, Principal, General Beadle School, Sioux Falls, 
South Dakota 
DraMATICS AND THE REGULAR SCHOOL SUBJECTS.............e0eeeceeces 310 
Stella Howard, Principal, Chapin School, Willimansett, Massachusetts 
CoorDINATION OF PLAYS AND PAGEANTS WITH RecuLar Scuoon Activities 313 
A. J. Huggett, Superintendent of Schools, Lake Orion, Michigan 


Cuapter 1V—Rep-Letrer Days 
CELEBRATING SpecIAL OccASIONS IN A PLATOON SCHOOL..............000 320 
Linah Swanzey and Marie Gonser, Principal and Auditorium Teacher, 
Bessemer School, Pueblo, Colorado 


BIRTHRIGHT OF THE SMALL-TOWN CHILD..............ccccccccccccceces 326 
Blanche Elliott, Principal, Washington School, Coshocton, Ohio 
Rep-Lerrer Days ror SCHOOL AND COMMUNITY.........-.cccceececcees 333 


Josephine Thomas, Principal, Frank T. Howard No. 1 School, New 
Orleans, Louisiana 
BA We PITRE, TE EMO TORE ooo oicksisieics ccccc cesta ddccseasecenccn 337 
Bernice Wolf and Thelma Tidwell, Teachers, Pennsylvania School, 
Beaumont, Texas 


Cuapter V—Music anp Ruytums 
REEVALUATING Music IN THE CURRICULUM............cccceecccceccess 343 
Peter W. Dykema, Professor of Music Education, Teachers College, 
Columbia University, New York, New York 
INI Siac ie ee ane vcd ang Sin he aiuin c,d Wie us x uiele sabe Manan 352 
Osbourne McConathy, Formerly Director, Department of Public 
School and Community Music, Northwestern University, Evans- 
ton, Illinois 
ee ie ee Oo og ecercc castes vened snc sucnwacndseee cae 359 
C. A. Fullerton, Formerly Head of Music Department, Iowa State 
Teachers College, Cedar Falls, Iowa 
I lc re, eres ted as ees Ka mekeisa resus wanteereas 364 
William B. Hargrove, Principal, Charlton Street School, Newark, 
New Jersey 


ee a eueccnusdnheeeaGnendonndiceces mies 367 
Gertrude Enfield, Principal, Fairburn Avenue School, Los Angeles, 
California 
Rasen Taate FEC ReAt PRM eacccgk ckcccscsiccccccasscencesesoncse 370 


Olive Whitworth, Assistant Supervisor of Physical Education, Public 
Schools, Cleveland, Ohio 





Prrmary RuHytHM BANDS AND EURYTHMICS...............2+00: 373 
Beatrice Colby Hyman, Principal, Leander Stone School, ( ‘hie: ago, 
Illinois 


A Survey or Extracurricutar Music Activiries IN ELEMENTARY SCHOOLS 378 
Rubye C. Harris, Music Teacher, Public Schools, Greenville, Missis- 
sippi, and Henry J. Otto, Director of Education, W. K. Kellogg 
Foundation, Battle Creek, Michigan, and Lecturer in Education, 
Northwestern University, Evanston, Illinois 


[214] 








\GB 
290 


296 


303 


306 


310 


313 


52 


59 


64 


67 


70 


73 


78 





CuarpTtErR VI—Scuootr Cruss PAGE 
‘Tae Semorron or Cuun BromOomns ss. ii iskccesscseeccsiceeedsiecteeven 392 
Edgar G. Johnston, Associate Professor of Education, University of 

Michigan, Ann Arbor, Michigan 
Dest Cem. & Cums TARR 65 cck bike 6 oi cdi ek ae Tee ees eae es 397 
Jessie McCallum and Estella Roy, Principal and Auditorium Teacher, 
Beard School, Detroit, Michigan 
A SRA Fo OK: OF CRG ia 5 aes. 5.o. 5.056805 5.05 9d RRR eee 402 
Hartwell F. Bowring, Principal, Lincoln School, Modesto, California 
‘Tims amp Piace ow Cie WRmerrnre eo ioic i dic ok siecs ded csccciveacssacees 406 
Irving L. Cohen, Principal, Public School No. 33, Queens Village, 
New York 
ORGANIZING AND CONDUCTING CLUB ACTIVITIBS........0ccccccccccccccecs 409 
Max Hamm, Principal, Allendale Elementary School, Oakland, Cali- 
fornia 


Cuapter VII—Purit Participation 1n Scuoot MANAGEMENT 


Tue ScHOOL AS A DEMOCRATIC INSTITUTION...........ccccccccccccccees 415 
William Dodge Lewis, Editor-in-Chief, The John C. Winston Com- 
pany, Philadelphia, Pennsylvania 


Qurcostas. OF PUrit, PARTiCiPAriOne ... o.0.0<0:6000.00000004 n0ecsesedeeeseaes 418 

N. Robert Ringdahl, Principal, Corcoran School, Minneapolis, Min- 
nesota 

Some Resutts or PLANNED PuPIL PARTICIPATION.......0..cccccccccceces 423 
Lola 8. Eller, Principal, Jefferson School, Indianapolis, Indiana 

ScHoo, CiTizENSHIP THRU PUPIL PARTICIPATION...........ccccecccceces 427 
J. S. Hudson, Principal, Springdale School, Tulsa, Oklahoma 

BuILDING CHARACTER BY PUPIL PARTICIPATION...........ccccccesceccees 431 


A. Katherine McCloskey, Principal, M. Hall Stanton School, Phila- 
delphia, Pennsylvania 
A Representative STUDENT COUNCIL........ccccccccccscccsesccccscuce 435 
Margaret Mitchell Huff, Teacher, Ninety-ninth Street School, Los 
Angeles, California 
Tue Sarery Parrot IN SCHOOL ORGANIZATION...........ccccccececccces 439 
May A. Gallagher, Principal, Junior High School, Leominster, Mas- 
sachusetts 


Cuapter VIIJ—Socrauizine OpportunitigEs In Puysicat Epv- 
CIE: 65 anna Wevtanbulondemetoaneben bak uacawisationataaee 447 


Cuapter 1X—Tune Evementrary-Scuoot NEWSPAPER........... 473 


Cuapter X—Tue Activity Program 
I I oid wc Atiaes Ge sian Sd Via enw oe Kame Boe 503 
GENERAL ASPECTS OF THE ACTIVITY PROGRAM..........cccccecssccesccecs 507 
Maude Howard, Demonstration Teacher, Grades Five and Six, State 
Teachers College, Edinboro, Pennsylvania 
De FE I ie Sia eee itis an bcesennssne Ieee 512 
Kathryn F. McCloskey, Teacher, William Cramp School, Philadel- 
phia, Pennsylvania 


Mabel T. Anderson and Amanda K. Hebeler, Demonstration Teacher 
and Director of Training, Edison School, Washington State Normal 
School, Ellensburg, Washington 


CN A TI OI WO iia. o 5 kivkc cick addnsaddscanveeseaeueeess 521 
Fred H. Duffy, Principal, Washington Elementary School, Kenmore, 
New York 
ScHoot ACTIVITIES IN THEORY AND PRACTISB.........ccccccccccccccceces 527 


Raymond A. Mickel, Head, Department of Social Studies, Western 
Reserve Academy, Hudson, Ohio 


[215] 











CHAPTER XI—CoopeERATIVE CoMMUNITY ACTIVITIES PAGE 
Tue UNDERLYING PHILOSOPHY oF CooprpraTIVE CoMMUNITY ACTIVITIES... 534 
William H. Kilpatrick, Professor of Education, Teachers College, 

Columbia University, New York, New York 
Cummamn As ComMuUNITY BUnGms....ciciccccccccccccccccccceccscce 544 
Paul R. Hanna, Professor of Education, Stanford University, Stanford 
University, California 
TRENDS IN HoMe AND ScHOOL RBLATIONSHIP.............0cccececcceees 553 
Anette M. Phelan, Staff Associate in Education, National Society 
for the Prevention of Blindness, New York, New York 
A Cooperative VENTURE IN CURRICULUM BUILDING..................... 558 
Nettie E. Brogdon, Formerly Supervisor, Public Schools, Guilford 
County, North Carolina 
Tus ComMuNITY CHEST AND THB SCHOOLS...............ccccccccccece 565 
Edward A. Lawlor, Principal, Gilbert E. Hood School, Lawrence, 
Massachusetts 


RECORDS AND INFORMATION 


Mee, PPRWCEPALG CONGAISIBABIONG s onni5c cies cc cc ckkcccccccccaceccccsccescus 570 
SECTIONAL PRINCIPALS ASSOCIATIONS............ccccccccccccccccecs ee 
ROPAG FWUMCIPALG =AGSOCTATIONS. .oooccccccccccccccicccccccccecccccceccesecs 577 
a cl a ca contTa Tugs adchige arty ew TSN Wl Arline elms WG) duh RRR wd 0K ag Wigia“a 579 
NS Rac ches ala ca pe eee eta Rater aS ae Lan aw awen adh teas okew em 619 


[216] 








GE 
34 


44 


53 


8 


65 


70 
75 
77 
79 
19 





RESUME! 


Each year the Editorial Committee presents the reader with this 
concise statement of the yearbook. An attempt is made to touch upon 
the major contribution of each author and occasionally to raise -perti- 
nent questions. Judgment on any article should not be based upon 
the following summary but upon careful reading of the author's full 
statement. It is hoped that this preview will lead principals and 
others to extensive explorations of the yearbook’s contents. 


N THE FUTURE we shall hear more and more about the social aspect 
of education. This aspect should not be conceived as something 
apart from the academic side of school life, but must become 

the center of focus for everything that is done in the school. The 
types of activities discussed in this book seem especially favorable 
to the social development of children. Thru them the children may 
have abundant opportunities to grapple with real-life situations, and 
to use their time profitably in accordance with their individual needs 
and interests. 

Some of the principles and procedures suggested here represent 
pioneer thinking and may not meet with immediate and universal 
approval. All suggestions are offered, not as final solutions, but as 
stimuli to additional thinking and more careful planning by princi- 
pals, teachers, and other curriculum builders. Constantly we must 
seek to answer the question: How can we best aid children to live 
in a rapidly evolving and increasingly complex civilization? Just 
as children develop by dealing with significant problems, so may the 
readers of this book grow in insight and skill thru careful considera- 
tion of the problems which it raises. 


SocraLizaATION As A Funcrion oF THE ELEMENTARY Scuoon *— 
Morrison depicts the revolutionary changes which science and in- 
vention have wrought in modern life, and points out the effect of such 
changes on the schools. Today it is impossible to fit the child for 
group living by a meager training in academic knowledge. The 
schools must provide activities which afford practise in social adjust- 
ment under wise guidance. 

Spain shows the importance of participation in life activities as 
a principle of education among primitive peoples. He points out the 
increasing difficulty of utilizing this method as society becomes more 
complex. Until recently the tendency has been to make learning 





1 The résumé has been prepared by the Research Division of the National Education Association 
for the Editorial Committee. Page numbers of any article may be found readily by locating the 
author’s name in the index at the back of the yearbook. 

? See Chapter I. 


[217] 








218 ELEMENTARY Scroot PRINCIPALS 





more formal and academic as the school has become isolated from 
society. The best schools today are adapting the age-old principle of 
participation to new conditions with a view to equipping children 
better. for the essential activities of modern life. 

The Editorial Committee, assisted by the Research Division of 
the National Education Association, secured information from more 
than 500 principals as to the kinds of socializing experiences pro- 
vided in their schools. The activities reported most often were as- 
semblies, entertainments, plays, safety patrols, clubs, and organized 
class games. Choral groups, safety patrols, sanitation squads, school 
councils, and community clean-up days were mentioned somewhat 
more frequently by the larger schools than by the smaller ones. The 
activities considered among the most successful in the schools pro- 
viding them were assemblies, safety patrols, school councils, and 
clubs. This does not necessarily mean, however, that these activities 
have the greatest potential value. The median sum of money col- 
lected thru special activities by 484 schools in a typical year was 
$83, but in 108 of these schools no money was raised by this means. 
Generally, the funds so raised were spent for educational equipment, 
but during the depression some of the money has been used for the 
relief and welfare of needy pupils. This brief survey indicates that 
many principals realize the value of informal group activities, and 
are using a variety of such activities to develop desirable personal 
and social qualities in children. 

AssemMBLIEs *"—Baldwin discusses the integration of assemblies 
with regular instruction. He believes that assemblies should provide 
motivation and practical application of subjectmatter learning. The 
article includes suggestions for the organization and administration 
of assemblies, and for valuable types of programs. 

Perkins emphasizes the necessity for careful planning if assemblies 
are to be effective. He gives specific illustrations of assembly pro- 
grams which were planned and prepared largely by pupils. Types of 
assembly programs for each grade are listed, and suggestions are 
given for scheduling programs and for grouping pupils effectively. 

Karst stresses the preparatory phase of the assembly. He makes 
suggestions concerning the organization and content of assemblies, 
and gives illustrations of programs developed by the children. Ac- 
cording to this writer, assemblies should occur frequently and 
regularly. 

Chambers describes a three-cycle plan for assemblies. Cycle 1 


includes special days such as Christmas and Thanksgiving; cycle 2, 


3 See Chapter II. 

















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FourtrentnH YEARBOOK 219 





special weeks; and cycle 3, subjects of the curriculum such as civics, 
English, and nature study. Each class presents at least one assembly 
program in each cycle during the year. 

Klaussen, in contrast to other writers in this chapter, believes that 
assembly programs should not be scheduled at regular intervals but 
should come only when there is something of special value to be 
presented. However, she agrees that the most worthwhile assemblies 
are usually outgrowths of regular school activities. A list of typical 
assembly programs is given. 

MacConkey describes the work of one school in establishing a 
definite program of assemblies. The preliminary planning with teach- 
ers, grouping pupils for assemblies, and scheduling rehearsals and 
regular programs are described in some detail. Topics covered in 
the programs are also listed. 

Arnspiger and Brunstetter discuss the use of sound films in as- 
sembly programs. They recommend scenes from everyday life which 
illustrate conduct problems, pictures showing the nature and social 
significance of various occupations, and films devoted to cultural 
subjects like music and the drama. Principles to guide the use of 
sound pictures in assemblies are presented. 

Laramy describes the use of a public-address system for trans- 
mitting class programs, opening exercises, and announcements to all 
classrooms in the school. He stresses the usefulness of this plan in 
a school building with limited auditorium space, and suggests certain 
advantages of the broadcast programs over the traditional assembly. 

The Editorial Committee with the cooperation of the Research 
Division made an inquiry among principals concerning the status 
of school assemblies. Ninety-four percent indicated that their schools 
have assemblies. A variety of grade groupings for these programs 
were reported. In more than three-fourths of the schools every grade 
is included in some assembly. Nearly half the schools hold assemblies 
before 10 o’clock in the morning, and the preferred day of the week 
is Friday. Relatively short assemblies seem to be in favor. Features 
believed to be most valuable are the preparation and management 
of programs by the pupils themselves. 





Piays anp Pageants *—Flores suggests procedures for making 
the pageant and play cooperative projects in which the whole school 
may have a part. She believes that the all-school pageant or play 
should be a culmination of the activities of the school year. A pageant 


of this type is described in detail. 


* See Chapter III. 











220 ELEMENTARY Scuoot Princrpats 


Hebeler describes an all-school Festival of Nations based on the 
history, music, literature, and art of the various nations studied 
during the school year. A Dutch flower market, a Chinese art shop, 
and a Turkish feast were among the interesting features presented. 
This activity provided an excellent opportunity to develop tolerance 
and decrease race prejudice. 

Sigler tells about the production of plays by children in the fifth 
and sixth grades. She shows how the general plan was outlined, the 
story selected, the play constructed, the characters chosen, and the 
costumes and scenery designed and prepared. 

Venoss describes the preparation and presentation of a Christmas 
play. The central piece of scenery for this production was a “ stained 
glass ” window made largely by the sixth-grade children, who had 
been studying the great cathedrals of Europe. Construction of this 
window is explained, and the inspiration which it furnished is 
emphasized. 

Howard discusses the contribution which dramatics can make to 
better work in the regular school subjects, with special reference to 
English and the social studies. She outlines a procedure for play 
making by children, and illustrates it with a short play written by 
sixth-grade pupils. 

Huggett pleads for better coordination between dramatics and the 
regular school activities. He contends that isolated plays or pageants 
have no more place in the school program than do isolated units of 
subjectmatter. The article contains specific suggestions for improvy- 
ing the correlation between these two kinds of activity, and offers 
criteria for appraising results. 

Rep-Lerrer Days “—Swanzey and Gonser tell how special occa- 
sions have been celebrated in a platoon school, where such activities 
are a part of the regular auditorium work. They describe briefly the 
development of programs for a variety of special days and weeks 
thruout the year. Examples of good results are mentioned. 

Elliott shows that red-letter events are not always associated with 
established holidays or special weeks. Any day can be a red-letter 
day if its activities are unusually interesting to the children. The 
author vividly describes some outstanding occasions which developed 
spontaneously and informally from the interests of pupils. 

Thomas reviews the celebration of an annual red-letter day on 
which the children and teachers make a special effort to interest the 
public in a particular part of the school program. One year the 
observance emphasized health education; another year, training in 


5 See Chapter IV. 











FourteErentn YEARBOOK 221 





citizenship; and a third year, the study of state geography, history, 
literature, and music. While these occasions have brought citizens 
into the school in large numbers, each program is developed as a 
natural outcome of class work rather than as a publicity “ stunt.” 

Wolf and Tidwell tell how a study of wild animals in the second 
grade culminated in an exhibit of achievements for parents and 
friends. The project involved reading, physical education, music, 
language, nature study, and art. Since most of the children were 
from homes of limited financial resources, emphasis was placed on 
the use of inexpensive materials. 


Music anp Ruyrums ‘“—Dykema begins the chapter with a com- 
prehensive discussion of the place of music in the school curriculum. 
He stresses the contribution of music both to individual development 
and to social adjustment. Appropriate methods of teaching music 
in the school are also reviewed. 

McConathy deals largely with special chorus opportunities in the 
school, including choirs, operettas, pageants, glee clubs, and the 
“chorus plan” for coordinating the singing programs of several 
schools within a single district. This writer believes that the major 
emphasis in school music should be placed on group singing because 
it gives opportunity for almost universal participation. 

Fullerton stresses the importance of modern teaching methods in 
rural school music. He describes the use of the phonograph, the 
organization and conduct of school choirs, and the county music 
festival as an outgrowth of the work of choirs in the individual 
schools. Teachers and administrators in rural schools will be espe- 
cially interested in this article. 

Hargrove gives an account of the organization and training of a 
spiritual choir for the negro children in a “ mixed” school. This 
choir gave performances in school assemblies and at public meetings. 
The writer gives specific examples of the choir’s influence among 
both children and adults.. 

Enfield describes the verse-speaking choir and points out its effec- 
tiveness in improving the speech and voice quality of children. The 
corrective and artistic results are no more significant, however, than 
the socializing influence of this activity. Teachers will be interested 
in the types of material suggested for different grade levels. 

Whitworth describes an experiment with folk dancing as a school 
and community project. She tells how a group of teachers obtained 
an insight into the value of such dancing among people of various 
nationalities outside the school. These teachers developed a series 
of public performances involving children, parents, and friends. 


® See Chapter V. 








222 ELEMENTARY Scuoot Principays 





Hyman suggests the primary rhythm band as a means of providing 
socializing experience for the younger pupils. She outlines basic 
principles for teaching rhythmic activity, and describes the develop- 
ment of rhythm bands in the kindergarten and second grade. 

Harris and Otto present the results of a survey of extracurricular 
music activities in elementary schools during the year 1933-34. They 
show that altho school music programs have been affected by the 
economic depression, many schools have been able to maintain a 
variety of extracurricular music activities. Music-appreciation hours 
and choral activities are recommended by the authors as especially 
worthy of further development in elementary schools. 


Scuoot Civuss ‘—Johnston points out the importance of selecting 
the right people to sponsor club activities. Of thirty-one reasons given 
by teachers and administrators for club failures, more than half were 
concerned with failure on the part of the sponsor. The writer sets 
forth twelve tests of a good sponsor. 

McCallum and Roy describe a plan used in their school to include 
every child in some club activity. Each class group chooses a major 
interest and forms a club to carry on activities related to that interest. 
The writers discuss the stimulation of children’s interests, the nature 
of club programs, and standards for appraising results. 

Bowring reminds us that clubs are a waste of time, if not actually 
detrimental, unless their activities are wisely selected. Such activities 
must be educationally defensible, satisfying to the pupils, and well 
suited to the size, location, equipment, and teaching personnel of the 
school. The article suggests ways of meeting these criteria. 

Cohen is concerned primarily with the time of club meetings. He 
favors holding meetings during school hours so as to give all pupils 
an opportunity to participate. A club period of one hour weekly, 
he finds, is sufficient for most club activities and can be arranged 
so as to avoid significant loss of time from regular school subjects. 

Hamm describes the organization and operation of several clubs 
in grades five and six of his school. Points covered include club 
membership, selection of sponsors, time of meetings, distribution 
of pupils, and place of meetings. Club activities also are reviewed. 


Puri Participation 1x Scuoot Manacement *—Lewis views 
student participation in school management as a “ laboratory of 
democracy,” not as a convenient means of discipline. He points out 
that while the school principal must never abrogate his own administra- 
tive authority, he should delegate genuine responsibility to the pupils 


7 See Chapter VI. 
8 See Chapter VII. 











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FourtTEENtTH YEARBOOK 223 





for certain phases of government. No plan imposed arbitrarily from 
above can be expected to succeed. 

Ringdahl indicates certain outcomes which should result from a 
sound plan of pupil participation in the management of a school. 
He discusses common forms of organization, including the classroom 
club, the student council, and the building patrol. The most important 
question is how well the immediate results of these activities will 
carry over into adult life. 

Eller describes the development of a unified plan of pupil partici- 
pation to take the place of a series of unrelated organizations and 
activities. The apparent results of the plan are reviewed in detail. 

Hudson gives illustrations of school control thru weekly citizenship 
meetings in each class, a student council, a citizenship news bulletin, 
and courtesy guides in the halls and on the playground. By these 
means good discipline is maintained, but the most important gains 
are in courtesy, cooperation, and self-control. 

McCloskey considers pupil participation in school management as 
a means of individual character development. She sets forth a general 
plan for such participation and gives procedures in detail. One im- 
portant outcome of this plan is an increasing desire on the part of 
pupils to help solve problems in the home as well as in the school. 

Huff describes a plan which is centered in a representative student 
council. Selected members of the classroom clubs and safety. patrols 
comprise the membership of the council. The author outlines the 
procedure followed in council meetings and discusses the results. 

Gallagher shows in detail how a system of safety or traffic patrols 
was organized and administered in her school. Recognition for patrol 
service and treatment of offenders are among the important points 
discussed. The writer recognizes the importance of beginning such 
a plan on a small scale and letting it expand gradually according to 
pupils’ needs and abilities. 


Socratizing Opportunities 1n Puystcat Epucation *°—This 
chapter, prepared by the Research Division of the National Educa- 
tion Association, reviews modern principles and practises in physical 
education. It contains suggestions and illustrations culled from a 
variety of publications in this field. 

After pointing out the importance of physical activities in earlier 
civilizations, the chapter analyzes the need for improvement in school 
programs of physical education. The conditions of modern life no 
longer encourage play and physical exercise as in the past. In some 
quarters there still persists a conception of play as something useless 


® See Chapter VIII. 











224 Exvementrary Scuoot Principats 
and not wholly respectable. The domination of our schools by foreign 
systems of physical culture, altho on the wane, has left its mark. 
The modern conception of physical education is based on recent 
results of scientific study in biology, physiology, psychology, and 
sociology. It aims not only to foster healthy growth and the develop- 
ment of skill in big-muscle activities, but also to encourage desirable 
social habits and attitudes. To accomplish these aims the program 
must be well planned, but flexible and predominantly informal. 
The selection and organization of activities for physical education 
are discussed at considerable length. Other topics of interest to princi- 
pals and teachers are the scheduling of daily classes and special 
events, class procedure, discipline, and the recognition and reward 
ing of achievement. Thruout the chapter frequent references are 
made to books and magazines which contain further information on 
specific points. 


THe Exvementary-Scuoot Newsparer *—In this chapter 
Thomas reports a study of elementary-school newspapers collected 
from principals in various parts of the country. In addition to copies 
of their publications, the principals were asked for descriptive state- 
ments concerning the purposes, organization, financing, production, 
and distribution of these publications. 

Five important purposes were found to guide the production of 
school “iewspapers: (1) to interpret the school to the community, 
(2) to furnish motivation for the improvement of English, (3) to 
stimulate and provide an outlet for creative expression, (4) to de 
velop character thru pupil participation, and (5) to coordinate the 
other activities of the school. 

The present trend is toward the mimeographed newspaper, because 
it can be produced easily and economically within the school. Care 
must be used in the preparation of stencils, and a high grade of 
mimeograph paper should be used. 

Material for the newspaper should be prepared largely by a pupil 
staff under the direction of a teacher staff. Pupils should be re- 
sponsible for printing the paper on the school duplicating machine, 
collecting money for subscriptions, and distributing papers to rooms 
and subscribers. All children should have a chance to contribute 
items for the paper, and selection of contributions should be made 
according to their suitability. 

There is considerable variation in the form and make-up of the 
school newspapers studied. In length they range from two to more 
than twenty pages, the most frequent length being four pages mimeo- 


1° See Chapter IX. 


1 
\4 


——— 














FourTEENtH YEARBOOK 225 


graphed on both sides of two sheets. The most common size of paper 
is 8$ by 11 inches. Most papers have two columns on a page. 

More than half the newspapers are issued nine or more times each 
year. The tendency is to sell them at cost or less. One or two cents 
per copy is a popular price. Occasionally the paper is financed partly 
from school funds. 

The most effective newspapers represent all the school activities. 
Parents read such publications with much interest, and the entire 
community is kept informed of the work of the school. The school 
paper has a desirable place in the public relations program if most 
of the content is prepared by children. Material of a purely publicity 
nature should be limited. 


Tur Actriviry Program ''—Berman points out that the activity 
movement is gaining in popularity in spite of fundamental differ- 
ences in theory and practise. He indicates the advantage of organiz- 
ing school work in large activity units, but warns against the slavish 
use of ready-made units which may be poorly suited to particular 
classes or communities. 

Howard discusses general aspects of the activity program. She 
emphasizes four aspects of educative activities: the physical, con- 
structive, intellectual, and social. The units of the eurrieculum should 
draw upon many phases of experience and many kinds of knowledge. 
A good activity program, however, will provide for drill in specific 
subjectmatter as the need arises. 

McCloskey describes the building of a candy store in the first 
grade. She tells how this project stimulated creative expression in 
the children, and how they learned to make plans, select materials, 
and work together for a common end. It is evident that these abilities 
can be developed even in very young children. 

Anderson and Hebeler describe a school post-office project carried 
on by third-grade pupils. This activity involved obtaining necessary 
supplies, visiting the city post office, writing a description for the 
school newspaper, and building and conducting the school post office. 
Many kinds of subjectmatter were used, and the children developed 
strong interests in the federal postal service and in stamp collecting. 

Duffy outlines a unit of work on American life from colonial times 
to the present. He tells the origin of the unit, the specific procedures 
followed, and the types of school work utilized. Special attention is 
directed to the need for definite but flexible planning by the teacher, 
and to the integration and motivation of learning. 


1 See Chapter X. 








226 (Ete MENTARY Scuoor PRINCIPALS 








Mickel describes a “ co-curricular ” program of activities in a 
private secondary school for boys. Every boy in the school partici- 
pates in this program according to his ability, needs, and general 
school performance. While some of the activities are perhaps beyond 
the capacity of elementary-school pupils, the article is rich in sug- 
gestion for elementary-school principals and teachers. 


Cooperative Community Activities **—Kilpatrick believes that 
(1) an actual situation is the best unit'of educative experience, and 
(2) the most educative situation is one in which children and re- 
sponsible adults in the community share real responsibility in an 
enterprise of value to all. In our complex civilization the need for 
the school to take the initiative in developing cooperative community 
activities is greater than ever before. 

Hanna describes two community projects in which children co 
operated with adults. In one of these the pupils of a consolidated 
rural school contributed to the general improvement of the com- 
munity, placing special emphasis on health. In the other, children 
in a large city organized, under the leadership of workers in a neigh- 
borhood settlement house, to eliminate fire hazards in the slum area 
where they lived. The author gives a list of other cooperative projects 
which will be suggestive to school administrators and teachers. 

Phelan discusses the need for better home and school relationships 
to facilitate the development of cooperative community activities. 
She traces the changes in such relationships from pioneer times to 
the present, and gives examples of recent successful programs of 
home and school cooperation. 

Brogdon describes in detail a program in which parents, teachers, 
and children in a county school system cooperated to build a new 
course of study in health education. Altho this project centered 
the school, it contributed to the improvement of health conditions 
and attitudes in the community. The pupils and teachers together 
analyzed health situations and problems in the school, while the 
parents and children did the same thing in the home. 

Lawlor tells how his school participated in the local Community 
Chest campaign. From the school’s viewpoint the main objective 
was not to raise money, but to develop in the children a spirit of 
cooperation, a knowledge of “ how the other half lives,” an apprecia- 
tion of the welfare agencies in the community, and a more intelligent 
and responsible citizenship. The writer also emphasizes the value 
of such a project in motivating class work in a variety of subjects 


12 See Chapter XI. 











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CHAPTER I 


SOCIALIZATION AS A FUNCTION OF THE 
ELEMENTARY SCHOOL 


EDITORIAL COMMENT 


HAT PART should the elementary school play in the social 
order of the United States? Is there a need for activities 
other than those required in mastering the three R’s? What 
social and economic changes have made a different kind of elementary 
education imperative? What are the fundamental characteristics of 
this new kind of education? Is it really so new, or does it represent 
primarily a return to natural ways of learning in the group? What 
types of activity may be utilized to foster the development of each 
individual as a responsible and cooperative member of his group? 
To what extent are such activities now being carried on in the ele- 
mentary schools, and which of them are proving most successful ? 
These questions need to be considered before plunging into a dis- 
cussion of specific types of activity. To answer them, at least in part, 
is the purpose of this chapter. Two of the articles, written by recog- 
nized leaders in elementary education, present the underlying phi- 
losophy of the entire yearbook. The first one pictures the school 
against a background of science and social change, showing the sig- 
nificance of our changing civilization for the program of organized 
education. The second article develops the principle of active par- 
ticipation in the life of the group as fundamental in learning how 
to live suecessfully and happily as a member of that group. The third 
article presents the results of a general survey among 500 elementary- 
school principals concerning socializing activities in their schools. 
Some people still believe that the only function of the school is 
to teach children prescribed subjectmatter. Others believe that the 
first, if not the sole duty of the school, is to give children an oppor- 
tunity to pursue their own interests, to develop their special capaci- 
ties, and to solve problems in their own way. Both views seem too 
extreme. There is, or can be, a middle ground where children have 
much freedom under wise guidance, where the welfare of the indi- 
vidual is identified with the welfare of the group, and where essential 
subjectmatter is mastered even tho it be less intrinsically interesting 
than more informal types of activity. This is the philosophy of the 
yearbook.—FEditorial Committee. 
[227] 











228 ELEMENTARY Scuoout Principats 





SCIENCE, SOCIAL CHANGE, AND THE SCHOOL 


J. Cayce Morrison 
Assistant Commissioner for Elementary Education, State Education Department 
Albany, New York 


The meaning, weight, and fullness of earthly time is not every- 
where one and the same. Time has uneven measure —Thomas Mann 


OT LONG SINCE there appeared an interesting and challenging 
book ' whose title was from Matthew Arnold’s verses: 
Wandering between two worlds, one dead 
The other powerless to be born. 

The children entering school for the first time this autumn are chil 
dren of the depression. They never knew the gay, prosperous days 
of the 20’s. To all the children of our elementary schools in 1935, 
the world of 1914 is as much a matter of history as is the world before 
the French Revolution. Since that fateful June day in 1914, time 
has moved rapidly and with reckless energy in its course. The old 
world is gone. 

A new world in the making—What is this new world in process 
of being born? What implication does it hold for the elementary 
school? As pupil and teacher, I learned the political geography of 
the world before 1914. Since then I have gained sympathy for the 
Scotchman who refused to buy a new atlas until the world got settled 
again. As a child I was taught that our form of government was the 
best devised by man and that ‘it was destined to be the government 
of all men. Yet today I see the theory underlying democratic forms 
of government challenged by Communism and Fascism. I felt the 
thrill of an appeal for war to end war, and yet today I see the world 
as an armed camp—nations distrustful one of another. As a child | 
was taught the dignity of labor; today I live in a society that cannot 
or will not use the labor of millions of my fellow citizens. As a youth, 
I read diligently the periodical and other literature written by the 
proponents of big business—industry, banking, railroading; yet, | 
have lived long enough to see the leadership in these fields apparently 
no more successful in improving the affairs of men than the leadership 
of the unheralded professions and trades. One might continue the 
contrast indefinitely, were it profitable. 

The point at issue is that a new world is in the making. The school 
‘annot, even if it would, escape the impact of these changes that are 
taking place in the social structure of which it is a part. In every 


1 Butler, Nicholas Murray. Between Two Worlds. New York: Charles Scribner's Sons, 1934, 
450 p. 








——— 


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Fourteentu YEARBOOK 929 





generation the school reflects the social change of its time. To the 
extent that it fails to do so, it denies the birthright of the children 
assigned to its care. 

Increasing application of science—The report on Recent Social 
T'rends* named transportation, communication, and machinery as 
the three great forces that have made our cities and now promise 
to remake our rural life. Underlying these forees is invention, the 
application of science to the creative aspect of man’s control over 
the universe. 

During the half-century between 1880 and 1930, the average 
number of new patents registered annually by the United States 
Patent Office increased from less than 13,000 to nearly 44,000 a year. 
Nearly all of these had some effect, large or small, upon people’s 
way of living. They have affected our manners, our customs, our 
occupations, our outlook on life, our form of worship, and certainly 
our need for education. 

The federal census report of 1900 disclosed approximately 8000 
“horseless carriages”? in the United States; and the same report 
for 1930, more than 25,000,000 automobiles. One could write vol- 
umes concerning the influence of the automobile on the social organi- 
zation and outlook of our people. It has enlarged the neighborhood. 
It has lengthened the radius of community interest. It has changed 
the occupations of millions of people. It has caused the investment 
of hundreds of millions of dollars in hard roads. It has given thou- 
sands of people working in the city an opportunity to live in the 
country. It has caused small villages to grow smaller, and suburban 
villages to grow larger. It has caused our people to grow dissatisfied 
with certain institutions and to create others. 

Improvement in communication is a force to be reckoned with in 
the development of an educational program. Between 1902 and 1932 
the number of telephones in use in the United States increased from 
2,315,297 to 17,424,406, or by more than 600 percent. This increased 
distribution of the telephone has proved an important influence in 
the organization and administration of schools. 

New avenues of learning—Science operating thru invention is 
rapidly breaking down barriers between communities, states, and 
nations. This process is of vital concern to schools. It makes a liabil- 
ity of the teacher who has never been or thought bevond his birthplace. 
It places a premium upon teachers who have traveled, who have 
read widely, who have imagination and understanding. It has made 
the daily newspaper an important item of instructional equipment, 


2 President’s Research Committee on Social Trends. Recent Social Trends in the United States. 
New York: McGraw-Hill Book Co., 1988. 2 vols. 1568 p. 








230 ELEMENTARY Scuoot Princrpars 





and has caused the radio and the film to become educational forces 
that must be capitalized by the school. Today it is not enough for 
the teacher to be expert in teaching children to read; he must guide 
in their selection and interpretation of current literature and of radio 
and film programs. shru the use of film, radio, newspaper, and 
magazine, the news and affairs of the world become legitimate subject- 
matter of instruction—influences in the educational growth of chil- 
dren whether the teacher uses them wisely or not. 

Invention is rapidly remaking the curriculum and textbooks of 
both elementary and secondary schools. For instance, one of the most 
popular A-B-C books available today is illustrated entirely by pictures 
of modern machines well known to young children. The airplane 
appears in poetry. It serves as a subject for illustration in the fine 
arts and for construction in the practical-arts classes. It finds a place 
in the art of composition, in the practise of arithmetic, and in the 
science work of the elementary school. The child standing on the 
crowded street or in the open country watching a shimmering plane 
flying overhead and listening to the whir of its engine has visualized 
far off places and has dreamed dreams that the duller senses of adults 
do not readily perceive. The child whose imagination has been so 
stirred is never again content with the teacher or the classroom that 
does not take into consideration his experience and his dreams. The 
invention of a machine, not yet available to the masses of our people, 
has nevertheless stirred our children to a longing that can be satisfied 
only thru the school’s taking into account this aspiration of children, 
and contributing to their vision and understanding thru the arts, 
sciences, writing, drawing, and music. 

Changing distribution of labor and leisure—The development of 
labor-saving machinery has forced America to consider the problems 
of the distribution of labor. No country can be great nor can any 
people be prosperous, where large bodies of its citizens, anxious to 
earn their livelihood at honest labor, are denied the opportunity. 
On every hand, our people are moving toward the guarantee of a 
shorter working day, a shorter working week, and therefore the 
wider and more even distribution of the right to leisure. 

A quarter of a century ago our schools began to consider ways and 
means of developing in children a right understanding of the use 
of leisure time. This school training has no doubt had considerable 
influence upon the temper of our people during the trying economic 
stress of the past five years. Now the school faces a larger opportunity 
and a heavier responsibility that it has ever had before. Some of 
the more visible evidences of this effect of social change on education 














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FourtTEEntH YEARBOOK 231 





will be observed in the continued development of recreational facili- 
ties under public control—playgrounds, athletic fields, camping sites, 
libraries, museums, social organizations of youth, avocational clubs, 
and the school as a community center for children, youth, and adults. 

A special phase of this change will be found in the released energy 
of mothers from the drudgery of housekeeping. Oil or gas heating 
systems, electric refrigerators, washing machines, and dishwashers— 
in fact, all labor-saving devices in the home—contribute to releasing 
human energy from physical drudgery for devotion to social, educa- 
tional, and cultural pursuits. Naturally, the school will become a 
center for study clubs, recreational groups, and the stimulation of 
the creative arts. The parent-education program is a recognition of 
the fact that parents more than ever before have time for and are 
interested in an intelligent cooperation with the school in the educa- 
tional guidance of the lives of their children. 

Occupational shifting—A new invention may change the occupa- 
tions of thousands and directly influence the school program. For 
instance, electric refrigeration has changed agriculture in New York 
state from an emphasis upon live-stock and grain farming to dairy- 
ing and vegetable farming. It has changed the work of thousands 
of adults and therefore the experience and interest of their children. 
But more important, it has revolutionized the diet of practically all 
of our people. The school must take cognizance of these changes in 
its teaching of nutrition and in its provision of lunches for school 
children. 

People sometimes question why the school should have a cafeteria, 
a kitchen; yet they overlook the fact that a great fundamental change 
has come over our people in the extent to which they patronize 
restaurants and lunchrooms. During the decade from 1920 to 1930 
the number of commercial restaurants and lunchrooms increased by 
nearly 90 percent and the number of men and women gainfully em- 
ployed in such places increased by 72 percent. The school lunchroom 
is merely a part of this trend and has come thru a combination of 
influences emanating from the application of science to daily living. 
This change in diet, its effect upon the teaching of nutrition in school, 
and the provision of warm lunches for school children, is merely 
typical of most of the social changes that have grown out of invention 
and are now exerting a direct influence upon public education. 

Fewer births and more divorces—There are other social changes, 
perhaps not so directly related to changes in invention, transportation, 
or communication, that are vitally affecting the educational program. 
Most conspicuous of these is the decreased birthrate. In 1900, 10.5 











232 Ex.ementary Scuoot Prixciears 





percent of the total population of New York state were under five 
years of age. In 1930 only 8.0 percent were under five years of age. 
This decrease in birthrate affects planning for future school building 
and the training of teachers; but more important, every person inter- 
ested in the social development of our people perceives that there 
are more fundamental problems which may press upon the school 
for intelligent consideration. 

Akin to the problem of decreased birthrate is the increased divorce 
rate. In 1900 there were twenty divorcees in the United States to 
every ten thousand married persons. In 1930 there were thirty-six 
divorces or an increase of 80 percent. A more challenging statement 
of the problem shows that in 1932 there was one divorce in the United 
States to every six marriages. No one can estimate the effect of 
broken homes upon children or the problems that such broken homes 
place upon the school, where teachers, in part, become the foster 
parents of children. 

Congested living conditions—During the past generation the de- 
velopment of industry has had a conspicuous effect upon the centrali- 
zation of population and the housing of people. Since 1900 there 
has been in cities a marked trend from one-family to apartment-house 
dwellings, and the size of apartments has grown gradually smaller. 
Under such conditions children lack the opportunity for play, social 
contact, and learning from environment that is part of the heritage 
of children who grow up in rural or village single-house homes. One 
effect of this change on the school system is to be seen in the demand 
for the nursery school, and in the provision of recreational facilities 
for young children during evenings, Saturdays, and vacation periods. 
In fact, the increasing limitations of presentday homes contribute in 
large measure to the demand for parent education and other eduea- 
tional activities not needed or dreamed of a generation ago. No 
longer can America be satisfied with an elementary school limited 
to the teaching of the three R’s. 

Social change and the elementary-school curriculum—In essence, 
“ Tt is the function of the elementary school to help every child under- 
stand and practise desirable social relationships.” * This yearbook 
emphasizes the following as potential socializing influences in ele- 
mentary-school life: assemblies, plays and pageants, special-day pro- 
grams, music, clubs, pupil participation in school management, 
physical education, school publications, cooperative community ac- 
tivities, and the newer ways of organizing activities often referred 

3 New York Council of Superintendents, Committee on Elementary Education. Cardinal Objec 


tives in Elementary Education. Second Report. Albany: New York State Education Department, 
1929. p. 13. 





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FourtrentH YEARBOOK 233 





+e 


to as “ activity programs.” These do not provide the only socializing 
opportunities in the school, but they have a unique contribution to 
make in that direction. All such activities, of course, are primarily 
means rather than ends. They are valuable to the degree that they 
ure made to serve the large social purpose of the school. 

“ To understand and practise,” to know and do—this is the goal. 
To tell what is good to be done is not enough. To create an environ- 
ment where the child is encouraged to practise the social virtues 
is essential. What, then, is the opportunity of elementary-school 
principals ? 

What is taught is important. The application of science to daily 
life is foreing a reconsideration of the fundamental principles of 
social living. Children are meeting the facts of social change in the 
home and the community environment; they are taught such facts 
by the press, the film, and the radio; they read of social change in 
books and hear of it in conversation. The fundamental beliefs of the 
American people have their foundations in the elementary school. 
There is a process of indoctrination thru the absence of instruction 
quite as surely as thru positive teaching. The curriculum of the ele- 
mentary school is due for further revision in terms of the social 
objective of education. 

Social change and methods of teaching—The method is quite as 
important as the subjectmatter of instruction. That “ the child learns 
thru doing” has become a truism, but as a principle of education 
it is only partially, often meagerly, applied. A recent analysis * of 
hundreds of reports submitted by classroom teachers disclosed certain 
significant changes taking place in the curriculum and methods of 
instruction in elementary schools. The committee’s classification of 
tendencies, in part, follows: 

1, There is an increased opportunity for social experiences among children. 
This appears in a tendency: 

a. To let children express their own individuality in the arrangement and 
decoration of the classroom 

b. Toward flexibility in the arrangement and use of furniture 

ce. Toward the ingenious use of materials 

d. To encourage informality in social relationships thru cooperative room 
activities 

e. To encourage informality in social relationships thru cooperative school 
activities 

f. To make the school assembly the outlet for much of the activity work 
developed in the classrooms. 


*New York Council of Superintendents, Committee on Elementary Education, Cardinal Objec- 
tives in Elementary Education. Fourth Report. Albany: New York State Education Department, 
1934. p. 11. 











234 Exementary Scuoot Princrpars 





2. There is an increasing emphasis upon economic and social understandings 
which unite the school more closely to the community. This emphasis appears 
in a tendency: 

a. To include materials that increase the child’s understanding of social 
and economic life in the local community 

b. To replace vicarious with direct experiences in dealing with the child’s 
immediate environment 

c. For children to use freely the materials and experiences of the community 

d. To include children’s current interests and experiences as well as planned 
curriculum materials thruout the elementary school. 

In the foregoing, we see the inseparable aspects of subjectmatter 
and method. The fundamental change, of course, lies in the shift of 
emphasis from subjectmatter to child, from the mastery of subject- 
matter to the guidance of child growth. Wherever this change of 
emphasis is assayed, there follows inevitably a change in the organi- 
zation, administration, and supervision of the school. 

To make children intelligent agents in school management; to 
guide every child to fruitful participation in school clubs, assemblies, 
dramatics, musical activities, and school publications; to make all 
these integral parts of the school program rather than appendages 
tacked on; to tie the school living with the home and the community 
life, so that all agencies pull together in shaping the child’s think- 
ing and living—these changes require a new kind and quality of 
leadership. 

If we are reading aright the signs of the time for the generation 
that lies ahead, cooperation will take precedence over competition ; 
efforts toward a planned social economy will loom more important 
than a policy of laissez faire; the striving for social justice will 
challenge the accumulation of wealth as a dominating motive of 
individuals; and sharper distinctions will be drawn between liberty 
and license. Toward the attainment of these larger social ends the 
elementary school has an opportunity and a responsibility such as it 
has never before visualized. To elementary-school principals the 
people will look for leadership. 


SE THE INDEX at the end of this yearbook. It lists alpha- 
betically the important topics and the names of contribu- 
tors.—Editorial Committee. 








ter 
, of 
ect- 

of 


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FourtErentH YEARBOOK 235 





EDUCATION THRU PARTICIPATION 


Cuaries L. Spain 
Deputy Superintendent, Public Schools, Detroit, Michigan 


HE PRINCIPLE of educating children thru participation in life 
[situation is as old as civilization itself. One of the best ex- 

amples of such education is to be found in the life of the Ameri- 
can Indians, for among these primitive people children and youth 
received virtually their entire education thru participation. The 
Indian lived a simple life. His chief problem was to provide food, 
clothing, shelter, and protection against the enemies of the forest, 
both man and beast. Under the tutelage of his elders the young Indian 
learned how to find his way about in the forest; how to build canoes 
and to navigate the waters; how to make bows and arrows; how to 
hunt and fish; and how to recognize the trails of his enemies and 
to defend himself against hostile tribes. 

The Indian had his traditions and his folklore too, and took pride 
in transmitting this heritage to the oncoming generations. At twi- 
light, as they rested from the arduous tasks of the day, both young 
and old gathered about the crackling campfire, the little Indians 
listening with breathless interest while the elders retold the story of 
their race. At times stirred by the thrilling narratives of the older 
men, the little Indians spontaneously arose in their places and re- 
enacted the dramatic scenes of hunt, chase, and combat. Thus the 
young Indian, thru participation in tribal life, came into possession 
of his racial heritage and became adjusted to the life of his time. 

In our early pioneer days the education of the young was not 
primarily the responsibility of the school. The simple life of the 
pioneer community in which the children lived was the chief factor 
in their education. The village church with its dominating religious 
influence, the home with its household industries, the farm with its 
daily round of arduous tasks, the forests, the rivers, and the wide 
open spaces with opportunities for work and exercise—these were the 
influences which developed the youth of that period. The school was 
secondary. All it contributed was a limited training in the three R’s, 
together with some emphasis on the Bible and other religious writings. 

The story of what has taken place in American life since those early 
days needs no retelling. A simple pioneer society gradually evolved 
into a very complex one. Science and invention brought in the ma- 
chine age with all of its implications for good and evil. Education 
of youth thru actual participation in the affairs of the community 
became more and more difficult, and in consequence instruction be- 
came less real and vital. Textbooks multiplied as the curriculum 








236 ELEMENTARY Scuoot Principars 





expanded, and the term education came to be synonymous with book 
learning. Schools became increasingly isolated and academic, and 
in time the need for participation in the realities of life was so far 
forgotten that the theory gained credence that it mattered little what 
one studied provided it was difficult and uninteresting. 

While some people still expound this outworn theory of formal 
discipline, and its influence is still noted in the curriculums and 
teaching of some institutions, the educational program of forward. 
looking schools today is based upon a new social philosophy and a 
scientific approach to the solution of social problems. This progressive 
influence in contemporary education has been developing strength 
over a period of three decades. Froebel, who borrowed from both 
Rousseau and Pestalozzi, had a social viewpoint. He advanced the 
idea of social participation as a means of education. He also empha- 
sized the need for self-activity and motor expression as effective 
means of learning. Later John Dewey proposed the theory that the 
end of education is social efficiency, and that a child can acquire 
this to a degree thru simplified life experiences. Ile urged active 
participation rather than passive experience, and. demanded that 
schools train children in cooperation and social service. 

The best schools in America today are the exemplification of the 
theories of these great educational thinkers, as formulated in terms 
of a working educational philosophy. Amid the turmoil and con- 
fusion of this modern era we are returning to an educational principle 
which served us well in our-pioneer days. Our problem is to discover 
the individual and to orient him into the society in which he must 
live. The school and the social order stand too far apart. No school 
in isolation, presenting a curriculum which is academic and unsocial- 
ized, can serve in this emergency. Our problem is doubly complex 
because we not only must help a child or youth to adjust to con- 
temporary’ social life, but at the same time we must develop in him 
an attitude of inquiry, a feeling that the present is not the ultimat 
goal of progress, a spirit of adventure, a mind capable of readjust- 
ment to a changing civilization. 

The field of knowledge is so vast that no person in a life time can 
encompass more than a mere segment of it. The necessity for constant 
readjustment of the individual will prolong his period of learning 
and study to the later years of life. The knowledge acquired today 
may not be usable tomorrow, but the attitude of inquiry, the will to 
learn, and the ability to readjust will serve us thruout life. 

Experimentation over a period of years has shown that initiative, 
confidence, and resourcefulness can best be developed by pupil par- 
ticipation in real situations. There is a spurious and artificial kind 











book 

and 
» far 
what 


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and 
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ssive 
ngth 
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1 the 
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it the 
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imate 
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inning 
today 
vill to 


iative, 
i par- 


1 kind 





FourtTeentu YEARBOOK 237 





of pupil participation which is nothing more than group activity 
under teacher domination. Genuine pupil participation must provide 
freedom for initiative and choice as well. 7 

Somewhere between the old school with its rigid discipline and 
complete teacher domination, and the new “ activity ” school which 
in its extreme form provides a program as foreign to real life as 
the old school of the military type, there is a place for a school which 
respects and conserves the individuality of the child, and at the same 
time prepares him to live in a society which must place restrictions 
upon the complete and untrammeled expression of his personality. 

3ecause in the life of the larger world outside of school our activi- 
ties are not entirely free but are restricted by traditions, laws, customs, 
and social sanctions, the school program should offer many oppor- 
tunities for pupil participation under guidance and restrictions com- 
parable to those in life. In a well-organized school pupils play an 
important part in the administration. There are pupil committees 
with responsibilities for the care of playgrounds, halls, and lockers; 
there are safety patrols to guide and protect pupils as they cross the 
streets; there are pupil clubs of all kinds; and groups for play and 
athletics, all performing functions which are socially valuable and 
which, if directed with discretion, will develop a sense of responsi- 
bility and initiative in the children. 

Further, there is a large sector of the school program in which 
children, undominated by adult ideas, may express themselves 
freely—may do creative work. This includes the fields of spoken 
and written English including stories and poems, music, both vocal 
and instrumental, plastic arts and handicrafts, play, and dramaties. 
The products of undirected pupil efforts in these lines are valuable 
not only because they develop initiative, confidence, and resourceful- 
ness in the children, but also because they reveal the existence or 
lack of potential power in the individual. Even in the teaching of 
such fundamental skills as reading, writing, spelling, and the use 
of numbers, the best teachers now use methods which give some 
opportunity for choice, decision, and constructive thinking by pupils. 

If principals and teachers have the vision, the school program can 
provide opportunity for varied kinds of pupil participation that will 
develop those fine personal and social qualities which we prize so 
highly. It is impossible for the school to provide activities as realistic 
as those thru which the Indian was educated, but it is possible to 
offer a round of activities which more nearly approximate the reality 
of life experience than do most of the school programs of today. 








238 ELEMENTARY Scuoot Princrpats 





A GENERAL SURVEY OF SOCIALIZING OPPORTUNI- 
TIES IN ELEMENTARY SCHOOLS ' 


O OBTAIN INFORMATION on the extent to which socializing oppor- 
tunities are provided in the elementary schools of the country, 
the Editorial Committee circulated a brief inquiry form among 
approximately 5000 members of the Department of Elementary 
School Principals in April 1934. Returns were received from 509 
principals, or about 10 percent of those receiving the inquiry. In 
view of the relatively small sampling of all elementary schools in 
the United States which this represents, the data are not presented 
as portraying typical practises for the country as a whole. However, 
since two-thirds of the reports are from cities of 30,000 or more in 
population, the figures given probably are fairly representative of 
practises in the larger cities. Table 1 shows the number of replies 
from schools of three different sizes according to seven population 
groups. 
Types of socializing opportunities provided—The principals were 
asked to check on a prepared list the various kinds of socializing 


TABLE 1—Criry Size anp Scuoot ENROLMENT REPRESENTED 
BY REPLIES TO THE INQUIRY 
































59 ScHOOLS 241 ScHooLs 209 ScHOOLS Tora 509 
OvER 1000 500-1000 UNDER 500 ScHOOLS 
City S1ze aa 

Num-| Per- | Num-| Per- Num- | Per- | Num-| Per- 

ber cent ber cent ber cent ber cent 
(1) 2} eo | ao} o}]o}]@ | @} : 

3 ees 48 | 82.8 | 137 | 57.1 62 | 29.8 | 247 418.8 
50,000-100,000...... 2.22... 4} 6.9| 29] 12.1| 19| 9.1] 52] 10.3 
30,000-— 50,000............. 1 Ase 16 6.7 25 12.0 42 8.3 
10,000-— 30,000............. 3 5.2 30 | 12.5 53 | 25.5 86 | 17.0 
SOG IGG). ..... 6.60. 2 3.4 10 4.2 14 | 6.7 26] 5.1 
BE CA acc cco doses =e ~S 6 2.5 7 3.4 13 | 2.6 
CT Es occ ccnvsecce = ne 12; 5.0] 28] 13.5 400) 7.9 
RR: 58*|100.0 | 2402|100.0 | 208+!100.0 | 5062/100.0 
| | 








Read table: Of the schools reporting with an enrolment of over 1000, 48 or 82.8 percent were in cities 
over 100,000 in population; 4 or 6.9 percent were in cities of 30,000 to 50,000, etc. Similarly read figures 
for the schools of other sizes and for schools of all sizes combined. 

@ Because the size of city was not known, one case from Hawaii has been omitted from each of columns 
2, 4, and 6, thereby reducing the total number of cases in column 8 by three. These three cases are 
included, however, in later tables. The percents in Tabie 1 are based on the totals given at the foot of 
columns 2, 4, 6, and 8. 








1 This article was prepared for the Editorial Committee by the Research Division of the National 
Education Association. 











Y I- 


)por- 
ntry, 
nong 
itary 
509 

In 
ls in 
nted 
ever, 
re in 
re of 
plies 


ation 


were 
izing 











‘olumns 
ases are 
. foot of 





‘ational 








FourtEentu YEARBOOK 239 





opportunities included in their own school programs. Table 2 lists 
twenty-five activities in the order of their reported frequency in all 
of the schools combined, and shows the number and percent of schools 
engaging in each kind of activity. Outstanding points in this table 
are as follows: 


1. Two-thirds or more of the entire group mentioned assemblies, entertain- 
ments, plays, safety patrols, clubs, and organized class games as means of social- 
ization provided in their schools. 

2. There is relatively little variation in the frequency with which most of 
these activities are offered in the schools of different sizes. Such differences as 
occur, however, are generally in favor of the larger schools. Choral groups, safety 
patrols, service groups, sanitation squads, school councils, and community clean-up 
days were reported somewhat more frequently by the larger schools than by the 
smaller ones, while celebrations were reported more often by the smaller schools. 

3. Bands, harmonica bands, drum corps, and school annuals were mentioned by 
fewer than 20 percent of the schools. 


TABLE 2—Certain TypsEs oF SoctALizING EXPERIENCES 
PROVIDED IN SCHOOLS 














59 ScHOOLS 241 ScHooLs 209 ScHOOLS 509 ScnHooLs 

OVER 1000 500-1000 UNDER 500 ALL S1zEs 

Types or EXPERIENCE? iS 

Num-| Per- | Num-| Per- | Num-| Per- | Num-| Per- 
ber cent ber cent ber cent ber cent 

(1) (2) (3) (4) (5) (6) (7) (8) (9) 
Se. re 53 | 89.8 | 203 | 84.2 | 185 | 88.5 | 458 | 90.0 
Entertainments............ 52 | 88.1 | 198 | 82.2 | 183 | 87.6 | 450 | 88.4 
Lt PPR er ee rere 51 | 86.4 | 198 | 82.2 | 180 | 86.1 | 445 | 87.4 
Safety patrols............. 51 | 86.4 | 182 | 75.5 | 134 | 64.1 | 380 | 74.7 
Organized class games...... 44 | 74.6 | 157 | 65.1 | 137 | 65.6 | 352 | 69.2 
5 een 40 | 67.8 | 155 | 64.3 | 137 | 65.6 | 345 | 67.8 
ES 39 | 66.0 | 146 | 60.6 | 125 | 59.8 | 320 | 62.9 
Junior Red Cross.......... 40 | 67.8 | 152 | 63.1 | 114 | 54.5 | 317 | 62.3 
CER BUOUIIN sg c.6 605 5605s: 39 | 66.0 | 148 | 61.4 | 101 | 48.3 | 305 | 59.9 
Celebrations............... 27 | 45.8 | 127 | 52.7 | 128 | 61.2 | 304 | 59.7 
Room committees.......... 35 | 59.3 | 136 | 56.4 | 117 | 56.0 | 296 | 58.2 
CT | ae 36 | 61.0 | 123 | 51.0 | 123 | 58.9 | 294 | 57.8 
School papers.............. 36 | 61.0 | 124 | 51.5 | 121 | 57.9 | 294 | 57.8 
1 eer ere re 32 | 54.2 | 147 | 61.0 91 | 43.5 | 281 | 55.2 
Service groups............. 36 | 61.0 | 123 | 51.0} 98 | 46.9 | 270 | 53.0 
Rhythm dancing........... 27 | 45.8 | 112 | 46.5 | 98 | 46.9 | 247 | 48.5 
RE eee 28 | 47.5 | 106 | 44.0 | 100 | 47.8 | 245 | 48.1 
Community clean-up days...| 28 | 47.5 | 89 | 36.9 | 63 | 30.1 | 187 | 36.7 
School councils............ 27 | 45.8 81 | 33.6] 65 | 31.1] 178 | 35.0 
Community charity drives...} 19 | 32.2 | 83 | 34.4] 66 | 31.6 | 173 | 34.0 
Sanitation squads.......... 24 | 40.7] 411/]17.0] 35 | 16.7 | 106 | 20.8 
Harmonica bands.......... 9] 15.3 52 | 21.6 32 | 15.3 96 | 18.9 
Ieee nl eo, sed in eee 21 11.9 48 | 19.9 22 | 10.5 85 | 16.7 
PPORNY GOIN Soo. 5.055: 050. 0-440 210s 2i 8.4} 3! 7.5 6] 2.9] 28] 5.5 
OS ee erred. 4 6.8 10 4.1 10 4.8 25 4.9 





























Read table: Of the 59 schools with enrolments over 1000, 53 or 89.8 percent reported assemblies, 52 
or 88.1 percent reported entertainments, etc. Similarly read figures for the schools of other sizes and 


for all schools combined. ys ’ Ea ‘ : 
* Many other specific types of activity were mentioned by the principals, but none with sufficient 
frequency to warrant including in this table. 


2 











240 ELEMENTARY Scuoout PRINCIPALS 





A great many other activities, some of them highly specific, were 
mentioned by the reporting principals, but none of these occurred 
with sufficient frequency to be included in Table 2. 

Most successful types of activity—The principals were requested 
also to indicate three of the reported activities which had proved most 
successful in their schools. The results are summarized in Table 3. 
In this table, the percent shown for each activity is based, not on 
the total number of schools, but on the number actually engaging in 
the activity, as reported in Table 2. On this basis, the activities con 
sidered among the most successful in the schools providing them are 
assemblies, safety patrols, school councils, and clubs. This order is 
followed exactly in the groups representing the three sizes of school. 
It does not necessarily follow, however, that these four types of 
activities have the greatest potential socializing value of all those 
listed. It may only indicate that these activities have been developed 

















TABLE 3—Soctauizinc ExperiENCES Provina Most SuccessFut IN SCHOOLS 
ScHOOLS SCHOOLS ScHOOLS | SCHOOLS OF 
OVER 1000 500-1000 UNDER 500 | ALL SIzEs 
Types oF ExPpERIENCE Soe a a ir 
Num-| Per- | Num-| Per- | Num- | Per- Num- Per- 
ber cents ber cent ber | cent? | ber cent 
(1) (2) (3) (4) (5) (6) (7) | (8) (9 
So. kos ae @aeee 42 | 79.2 | 128 | 63.1 | 112 | 60.5 | 282 | 61.6 
Geer WMENOMD.........0... 27 | 52.9] 92] 50.5] 80] 59.7 | 199 | 52 
School councils............ 11 | 40.7 35 | 43.2 29 | 44.6 75 | 42.1 
2a a) ee 16 | 40.0 48 | 31.0 54 | 39.4 | 118 | 34.2 
Choral groups............. 14 | 35.9] 37] 25.0| 25 | 24.8] 76] 24.9 
School papers.............. 10 | 27.8} 26 | 21.0 35 | 28.9} 71 | 24.1 
sic aches! «doce ac aces 4] 57.1 7 | 14.6 7} 31.8 is i 2.3 
IS io. Ray & 66-04 <e 8 | 25.0] 30] 20.4! 20) 22.0 58 | 20.6 
Organized class games...... 9/ 20.5) 32] 20.4) 29/ 21.2] 70] 19.9 
Service groups............. 13 | 36.1 14 11.4 16 | 16.3 3 | 15.9 
Benool teams. ............. 7430 23 | 15.8 21 | 16.8 51 | 15.9 
i alll Ra 8115.7] 30| 15.2] 29]16.1| 67| 15.1 
Se ea sikh a} 25.2 2 | 33.3 $ | 14.3 
Room committees.......... 3 8.6 12 8.8 23 | 19.7 38 | 12.8 
Entertainments............ 10 | 19.2 14 re 28 | 15.3 52 | 11.6 
Junior Red Cross.......... 5 | 12.5 16 | 10.5 11 9.6 32 | 10.1 
III ig ca ca ea odes 5 | 18.5 10 7.9 12 9.4 27 8.9 
Community charity drives... 4] 21.1 4] 4.8 7 | 10.6 15 | 8.7 
Harmonica bands.......... a Dae 6} 11.5 2 6.32; 8 a3 
cers aes « 5's 3 | 10.7 7] 6.6 9/ 9.0] 19] 7.8 
Sanitation squads.......... 1| 4.2 4/} 9.8 7. ae 7| 6.6 
Rhythm bands............. 1 2.8 4] 3.3 12} 9.8 17} 5.8 
Rhythm dancing........... 2) 3.8) 1} 11.2 13} 5.3 
Community clean-up days .. 1 et 1 1.6 2 1.1 
_ See ean 


























Read table: Of the schools over 1000 reporting that they have assemblies, 42 or 79.2 percent indicated 
them as being among the school’s most successful socializing experiences, etc. Simila 
for schools of other sizes and for all schools combined. 

« The percents in this table are based upon the + of schools reporting that they provide the 
activity, as shown in columns 2, 4, 6, and 8 of Table 2. 


rly read figures 














en. 





FourtEENtH YEARBOOK 241 





more carefully and skilfully than others. It would seem that organ- 
ized class games, pupil participation in school management, service 
groups, musical organizations, and dramaties should, under wise 
supervision, rank high among activities providing opportunities for 
social development. Perhaps some of the reporting principals inter- 
preted the terms “assemblies” and “clubs” to include a number 
of these other activities. 

Amount of money raised thru socializing activities—The question 
of raising money by means of school activities is important because 
of the bearing which it may have upon the administration of such 
activities and upon their educational results. While the reporting 
principals made it clear that the raising of money is not the primary 
reason for carrying on these activities, a number of them indicated 
that substantial amounts are obtained in this way. There are un- 
doubtedly cireumstances which justify the use of special activities 
for this purpose. Moreover, it is possible to conduct enterprises for 
raising school funds so that none of their socializing values are lost. 
And when the money so obtained is to be used for a worthy educa- 
tional or social purpose, this fact in itself may have a valuable social- 
izing influence upon the pupils. Principals reported a variety of 
projects which have benefited from money raised in this manner. 

Table 4 shows the amounts of money collected in a typical school 
year thru the special activities of the schools reporting. Information 
on this point was supplied by only 484 principals, of whom 108 
reported that no money was raised by this means. For the entire 
group of 484 schools, the median amount reported was $83, the 


TABLE 4—<Amount or Money RaAIsED IN A TYPICAL YEAR 
Turvu Scuoou Activities 

















AMOUNT OF 56 ScHoots | 228 Scnoots | 200 ScHoots | 484 Scuoots 
Money OVER 1000 500-1000 UNDER 500 ALL S1zgEs 

(1) (2) (3) (4) (5) 

ee eve ee erate Pe sare SF 13 45 50 108 
1S Ee ee re eee ee 9 63 | 89 161 
| Sees eee ee 16 58 43 117 
2 SR eee rere 9 30 9 48 
A ere ee 4 14 8 26 
cag abd bidrae ai eo msiid ow l 8 Ae 9 
a. aus Gk py hike pg: neon SLT A 1 2 3 
eT ree ey ere 2 4 6 
1000 and over................... N 4 1 6 
Death MINOUMNE. 5.65 5 os cn ceasnsn $138 $110 $56 $83 

















Read table: Of the 56 schools over 1000 reporting on this item, 13 raised no money, 9 raised between 
$1 and $99, 16 raised between $100 and $199, etc., the median for these schools being $138. Similarly 
read figures for schools of other sizes and for all schools combined. 





242 ELEMEN 


TTARY Scuoout PrRINcIPALS 





TABLE 5—Purposss For WuicH Funps RaIsep Turv ACTIVITIES ARE 


Most FREQUENTLY SPENT 



































43° ScHoots | 183% ScuHoots | 150° ScHoo.s 
ovER 1000 500-1000 UNDER 500 
PURPOSES _ = 
Num-| Per- | Num-| Per- | Num-| Per- 
ber cent ber cent ber cent 
(1) (2) (3) (4) (5) (6) (7) 
Books, magazines, news- 

papers, and other library 

eae 17 | 39.5 | 118 | 64.5 | 90] 60.0 
Relief and welfare.......... 26 | 60.5] 69] 37.7 | 55 | 36.7 
General supplies, furnish- 

ings, and equipment...... 16 | 37.2 | 55 | 30.1] 48 | 32.0 | 
Pictures and other art objects} 8 | 18.6 | 45 | 24.6] 31 | 20.7 
Materials for class work 

MU POONOOND... cess §| 11.6] 31] 16.9] 21] 14.0 
PN 5 hae bod ncaa wus § | 11.6 22 | 12.0 14 9.3 
Improvement of building 

ene grounds............. 7 | 16.3 19 | 10.4 14 9.3 
Musical instruments, 

SS eee 2 4.7 24 | 13.1 13 8.7 
Expenses of activities....... 8 | 18.6 15] 8.2 15 | 10.0 
Dramatics and stage 

eae 2] 4.7] 19] 10.4] 16} 10.7 
Playground equipment. . 2} 4.7 16 | 8.7 19 | 12.7 
Radios, phonographs, and 

other sound equipment. . 4} 9.3] 19] 10.4 11 7.3 
General and incidental 

i 55. d (obi 0G hel 2) 4.7 16 | 8.7 14 9.3 
Lantern, and other visual 

education equipment 

(except motion pictures) . . 4; 9.3] 17] 9.3 6| 4.0 
Entertainment............. 3 7.0 7| 3.8 14} 9.3 
Motion picture equipment 

and operation............ 2 4.7 12 6.6 6 4.0 
Excursions, trips, camping. . 1} 2.3 7| 3.8 9] 6.0 
Awards, letters, banners, etc. 1 2.3 6] 3.3 8 5.3 
Junior Red Cross.......... 1| 2.3 6| 3.3 6 | 4.0 
Art department............ 4| 2.2 7| 4.7 
Duplicating equipment and 

cad S bm ie 6.0 6/50 6 Li 233 9} 4.9 
Assembly and other 

auditorium activities... .. 2| 4.7 Si 2.2 1 0.7 
Gifts and memorials for 

RES Seer aers 6 | 3.3 2 1.3 
School publications......... 2 ) 6| 4.0 
— a educational 

progr snake 2) 4.7 ai 3.3 3] 2.0 
Health and phy sical 

| a 1| 2.3 3 1.6 2 1.3 
te ee ere me ica 2 a2 3} 2.0 
School garden............. 1 2.3 3 1.6 1 0.7 
ete ale abs. rarert 2 1.1 2 1.3 
hee 1] 0.5 3] 2.0 
Emergency aids, medicine 

| EE 1] 2.3 2; 1.1 si - 
Flowers, cards, etc. for sick. . 1] 2.3 ne Ee 2] 1.3 
Gymnasium equipment a iiet 1] 2.3 Lt; 0.5 1} 0.7 
Scholarship fund........... 1 2.3 2 13 ~ ‘ia 
Choral groups............. 1; 0.7 


























376° SCHOOLS 
ALL SIZES 


Num- |} 


ber 


(8) 


99 


150 


119 
84 


vi 


41 


10 | 


he ee OT 


rm Co Go Co GO 





Per- 


cen 


t 


(9) 


59 
40. 


10. § 


10 


10 
10 


9g 
y 


bo co A por 


bo 


~ 


bo bo 


¢ This figure includes only those schools which reported raising funds thru socializing activities 


Woonona 


0 09 O> 


-F CO CON WO Co oe 


oc OO 


or 


| ©900000000 bem OD me RB NE OMS HL 


FourtTEENTH YEARBOOK 243 





individual amounts ranging from nothing to more than $1000. A 
direct relationship appears between size of school and amount of 
money raised; the larger the school, the larger the sum. The largest 
schools reported a median sum of $138; the next largest schools, 
$110; and the smallest schools, $56. 

Purposes for which proceeds of activities are spent—Table 5 lists 
the purposes for which these funds are spent, and gives the number 
and percent of schools spending money for each purpose. These pur- 
poses are largely educational, including books, magazines, motion- 
picture machines, radios, duplicators, musical supplies, maps, globes, 
microscopes, art materials, pictures, playground equipment, cafeteria 
equipment, seeds and plants for the school garden, and various ma- 
terials for improving the physical environment. Such purposes char- 
acterize most expenditures of school money raised by socializing 
activities. However, in many schools a part or all of such funds were 
spent for relief and welfare during the school year 1933-34. Nearly 
two-thirds of the larger schools reported the expenditure of money 
for charitable purposes, such as contributing to a milk fund for needy 
children, supplying clothing, paying doctors’ bills, paying for dental 
treatment, having eye-glasses fitted, and other worthy purposes. 

Sources of guidance in developing a socializing program—The 
principals were requested also to indicate the sources from which 
they had received the most guidance in organizing and developing 
a program of socializing activities. These sources are listed and the 
results of the inquiry given in Table 6. Books and magazines received 


TABLE 6—Most HEtpFut Sources or GUIDANCE IN DEVELOPING A 
PROGRAM OF SOCIALIZING ACTIVITIES 





59 ScHOOLS 241 ScHooLs 209 ScHOOLS 509 ScHOOLs 
oveER 1000 500-1000 UNDER 500 ALL S1zEs 
Sources 





Num-| Per- | Num-| Per- | Num-| Per- | Num-| Per- 
ber cent ber cent ber cent ber cent 








(1) (2) (3) (4) (5) (6) (7) (8) 





Professional magazines 41 61.8 349 
Professional books 44 56.0 | 128 | 61.2 | 307 
Observation in other schools.| 32 49.0 256 
Yearbooks of the 
Department of 
Elementary School 
Principals 21 | 35.6 | 122 0 


5 83 .7 | 226 
Principals’ conferences 34 | 57.6 | 99) 4 

2 

1 


6 

1 79 ‘ 212 
Supervisors and other staff 
20 | 33.9 66 4 69 3 155 
Administrative officers 15 | 25.4] 34 : 


Other yearbooks 8 | 13.6 | 23 


41 F 90 
28 : 59 


% 
7. 
4. 
9. 





























Read table: Of the 59 schools over 1000 reporting, 41 or 69.5 percent mentioned professional maga- 
zines, and 44 or 74.6 percent mentioned professional books, as among the most a sources of 
guidance, etc. Similarly read figures for schools of other sizes and for all sizes combined. 











244 ELEMENTARY Scuoot Princrpats 





the most frequent mention by all groups. Doubtless the easy availa- 
bility of these sources was a major factor in determining their im- 
portance. Observation in other schools ranked third among princi- 
pals in schools up to 1000 in enrolment, while principals’ conferences 
were given third place in the schools over 1000. 

Summary—F ive hundred and nine principals of elementary schools 
in various parts of the United States replied to a general inquiry 
on the socializing opportunities provided in their schools. The chief 
findings of this survey are as follows: 

1. Of a list of twenty-five activities, assemblies, entertainments, plays, safety 
patrols, clubs, school teams, class games, and Junior Red Cross were among 
those provided most frequently by the 509 schools represented. Bands, drum 
corps, and school annuals were among the activities reported least often. 

2. Assemblies, safety patrols, school councils, and clubs were mentioned most 
frequently by principals as proving most successful in their particular schools 
There is reason to believe that many other activities, such as organized class games, 
service groups, and musical and dramatic organizations, should also rank high 
among the school’s socializing opportunities. 

3. The median sum of money collected thru socializing activities in 484 schools 
was $83. One hundred eight of these principals reported that no money was raised 
by this means. A direct relationship appeared between school size and amount of 
money raised, the larger schools collecting more money than the smaller schools. 

4. Generally, funds raised by school activities are expended for educational 
purposes. However, the need for welfare work among pupils during the depression 
has caused some of these funds to be spent for food, clothing, and medical care. 

5. Principals mentioned magazines and books most frequently as sources from 
which they received the most guidance in carrying thru a program of socializing 
activities. The ready availability of these sources may help to explain this. Obser- 
vation in other schools and principals’ conferences were also mentioned frequently. 

This brief survey can provide only a sketchy outline of practises 
in regard to socializing opportunities in the elementary schools of 
this country. It shows, however, that many principals are aware of 
the value of informal group activities as means of developing well- 
rounded, social personalities in children. They are discovering the 
truth of what Francis W. Parker said more than fifty years ago: 
“What children learn from each other in play or work . . . is the 
highest that is ever learned. . . . This mingling, fusing, and blend- 
ing give personal powers, and make the public school a force for 
democracy.” Since Parker’s time, the need for a kind of education 
which develops social character has increased beyond reckoning. On 
every hand schools are awakening to the dangers involved in an 
academic type of training which neglects some of the most important 
phases of personality—those which determine the interaction between 
the individual and the group. The growing number of educational 
publications dealing with social aspects of the school is evidence of 
increased attention to this vital matter. The following chapters of 
this yearbook provide a wealth of practical suggestions in this field. 


ee 


read 


oe ERE oe 


CHAPTER II 
ASSEMBLIES 
EDITORIAL COMMENT 


ROM THE EARLIEST TIMES the people of a community have made 

a practise of assembling, as a whole or in part, for a variety of 

purposes affecting their individual and group welfare. If assem- 
blies are valuable in the adult community, they can be equally useful 
and effective in the school community. School experiences are not 
merely a preparation for life, but are life itself. The school assembly 
not only helps to prepare pupils for an important adult activity; it 
also offers many opportunities for personal achievement, for the en- 
jovment of the contributions of others, and for the consideration of 
problems which affect the success and happiness of the student body. 

The value of pupil assemblies depends, of course, upon the way 
in which they are planned and carried out. This chapter discusses 
a variety of principles and practises for making assemblies contribute 
to the personal and social development of children. The first article 
is concerned with the integration of assemblies. and regular instruc- 
tional activities. The second contains suggestions and specific illus- 
trations of how assembly programs may help to achieve important 
educational purposes. The next three articles also offer suggestions 
hased upon the experience of the authors in their own schools. 
Another principal tells of the steps followed in establishing a program 
of assemblies in her school. Two other articles deal with special 
phases of assembly work, one discussing the values of sound films in 
such programs, and the other describing the use of a public-address 
system to transmit class programs, opening exercises, and announce- 
ments to all classrooms in the building. The last article in the chapter 
presents the replies of approximately one hundred principals to a 
special inquiry on provisions for assemblies in their schools. 

The different authors do not always agree on a particular issue. 
For example, one principal believes that assemblies should be sched- 
uled only, as the definite need for them arises, while others express 
the conviction that such meetings should be scheduled regularly, 
frequently, and for a considerable period in advance. Such differences 
of opinion indicate that no one has found final and conclusive answers 
to many educational questions. 

As a guide to further reading on school assemblies, a list of refer- 
ences is given at the end of the chapter.—Fditorial Committee. 


[245] 











246 Exementary Scuoot Princrpats 





THE INTEGRATION OF ASSEMBLIES AND 
INSTRUCTION 


J. W. Batpwin 
Professor of Education, University of Texas, Austin, Texas 


HE TERM “ assembly ” is used in this article to connote exercises 

in which the whole school, grouped classes, or departments 

assemble to participate in and to enjoy activities which are of 
interest and value to‘all involved, and which cannot be carried on 
effectively and economically in separate classrooms. ‘“ Integration ” 
means such a combination of two or more lines of endeavor as to 
cause them to function as a single agency in the achievement of 
mutual objectives. 

Altho the modern assembly has fortunately become highly “ audi- 
toriumized,” this article does not discuss auditorium work as it is 
carried on under the direction of full-time auditorium teachers. No 
attempt is made to deal with all features and all the values of assembly 
programs; the discussion is limited to those aspects of the assembly 
which have a bearing on this question: How can assembly programs be 
integrated with regular instructional activities so as to accomplish the 
purposes of the elementary school more effectively and economically ? 


Wuy InrecGrRate THE ASSEMBLY WITH Reauiar INstRuUCTION ? 


The writer proposes as his thesis the statement that the results of 
integrating assembly programs with regular instructional activities 
should extend far beyond the sum of the benefits which could be 
secured by the two agencies functioning separately. If they are prop- 
erly integrated, each will materially vitalize and strengthen the other, 
and each will be able to render infinitely more valuable service on 
its own part than if treated as a separate enterprise. The compound 
resulting from integration not only achieves a wider variety of de- 
sirable goals than can be attained by the two elements acting inde- 
pendently, but the outcomes are immeasurably more significant. 

Inadequacy of traditional classroom procedures—One of the most 
disquieting discoveries of recent educational investigations is that 
conventional classroom materials and procedures, unaided by supple- 
mentary agencies, produce extremely inadequate results. Especially 
is this evident when the products of the conventional recitation, con- 
sisting of memorized textbook generalities, are tested in the crucible 
of application to life situations. When information thus gained is 





FourtTEENtH YEARBOOK 247 





expected to function, it appears either not to exist or to exist in such 
form as to be of little or no value. 

This discovery created a strong demand for radical revision of 
materials and procedures. It has led to such innovations as the prob- 
lem, project, and laboratory procedures; the socialized recitation and 
directed study; the Dalton and Winnetka plans; correlation, integra- 
tion, and fusion of subjectmatter in related fields. It has encouraged 
the conversion of the school into a citizenship laboratory, approxi- 
mating life conditions and situations. The conventional recitation 
is passing. The walls between different types of subjectmatter are 
crumbling. Reforms and improvements are in evidence in every 
direction. The effects seem to justify the changes made. 

Altho we are outlawing the conventional recitation, the conven- 
tional classroom is with us yet. It is likely to remain for a long time. 
Perhaps it should remain with us permanently. It can serve many 
valuable purposes. But it cannot satisfy all the demands of modern 
education. A new philosophy and a new psychology of education, 
together with educational research and measurements, have thoroly 
convinced us that there are many activities of paramount importance 
to the learner which cannot be provided in the regular classroom. 
The limitations in space and the problem of expense in the duplica- 
tion of equipment make some other arrangement imperative. The 
need for a real audience situation to provide motivation for expression 
is almost as urgent. The assembly, properly integrated with regular 
instructional activities, satisfies all these demands and many more. 

Potential values of the assembly—The assembly gives point and 
purpose as well as body and soul to otherwise pointless and dead 
subjectmatter. It provides for creative self-expression in natural and 
life-like situations. It provides the nearest approach that the school 
can make to the practical application of much of the information 
and many of the skills acquired in the school. It provides for the 
translation of information into skills and power. Knowledge is of 
value to the extent that it functions; it may almost be said not to 
exist until it is applied or used. The assembly makes possible the 
application of knowledge and furnishes the best test of teaching and 
learning. It strengthens classroom instruction at its weakest yet most 
vital point—the use of knowledge. 

The most important values in subjectmatter are the social-civic 
values. These are the most difficult to realize in the classroom and 
the most readily achieved in the assembly program. The assembly 
unifies and coordinates the efforts of all grades and departments in 
the school. It makes each individual conscious of his place in the 








248 ELEMENTARY Scuoot PriIncripats 





school’s program and of his relationship to his associates. The well 
planned assembly also: 


Stimulates more complete mastery of school work 
Makes learning enjoyable because its values are appreciated 
Creates better understanding among subjectmatter specialists 
Provides an opportunity for properly motivated review 
Refines and educates emotions under proper supervision 
Trains in cooperation, initiative, responsibility, loyalty, open-mindedness, 
leadership, and other citizenship virtues 
7. Discovers and develops special interests and talents 
8. Increases self-confidence and decreases self-consciousness 
9. Develops desirable attitudes and habits 
10. Discovers gaps in teaching and suggests remedial measures 
11. Interests patrons and the community in school activities 
12. Satisfies the child’s innate desire to do things 
13. Makes possible the use of visual aids in teaching 
14. Gives chance to exhibit the school’s products at their best 
15. Develops ability to think and act in life-like situations 
16. Creates more adequate concepts thru concrete presentation 
17. Correlates and integrates subjectmatter from different fields 
18. Brings the values of every subject before the entire school 
19. Provides opportunities to popularize the school’s objectives 
20. Makes possible the utilization of outside agencies as a supplement to class- 
room instruction 
21. Makes possible the concentration of all the forces and resources of the 
school upon the achievement of worthy objectives 
22. Does not interfere with school work, but enriches it and increases its ef- 
fectiveness 
23. May develop high standards of achievement and conduct. 


> OH ye OF ND 


How May true Vatuues or INTEGRATION BE ACHIEVED? 


Since another 





Administration and supervision of assemblies 
article in this yearbook deals with the administration of the assembly, 
only a few suggestions are needed here. Since the assembly makes its 
greatest contribution when suitably integrated with regular instruc- 
tional activities, a large number of the programs should be of this 
character. They should grow naturally out of the activities of the 
classrooms, usually as the culmination of a unit of instruction. Some 
programs may be used to introduce and to stimulate interest in new 
units. Others may be used as a special mode of attack upon some 
phase of the unit which does not yield readily to classroom methods. 

It is sometimes advisable to rotate assembly programs in the sched- 
ule of activities so that too much time may not be taken from any 
one group of classes. But the assembly should be an integral part 
of the schedule and not considered a side issue. So far as possible, 
arrangement should be made for the pupils to take the lead in con- 
ducting programs and in assuming responsibility for their success. 
Ultimate responsibility, however, should rest with a committee made 
up of pupils and teachers, with the principal or his representative 
serving as chairman or as a consulting expert. 








FourtEENtH YEARBOOK 249 





Arrangement should be made for parents to attend this type of 
assembly as well as the special-day type. Whenever possible, the 
special-day type of program also should be an outgrowth of the regu- 
lar classroom activities in history, civics, music, English, and other 
subjects. Altho the programs should be scheduled several days or 
even weeks in advance, it is not wise to attempt professional perfection. 
It should be understood that the programs represent and are a part 
of the regular work of the school, and that they are not finished prod- 
ucts for the stage. The latter type of program requires far more 
time than its outcomes justify. 

Many programs should feature dramas, debates, exhibits, pageants, 
marionettes, travelogs, games, contests, episodic stories, dialogs, im- 
personations, motion pictures, slides, concerts, music recitals, cam- 
paigns, drives, and other activities growing out of classroom work. 
These should call forth the best in all subjectmatter fields and should 
give back to the classroom activities the finest values which the 
assembly can produce. Provision should be made for every pupil to 
share in the activities and responsibilities connected with the pro- 
grams. By far the greater number of programs should emphasize 
pupil activity. Listening and observing types should be presented 
only to meet some special demand. Each type of exercise must be 
evaluated in terms of pupil responses. Where there is no pupil par- 
ticipation there can be no pupil growth or development. 

When programs are produced by special-subject interests the ma- 
terials from all other subjects should be utilized to the extent that 
they can make worthwhile contributions. It will be found, in many 
instances, that programs can be greatly enhanced in value if pro- 
duced by two or more departments working cooperatively. The as- 
sembly can compensate in some measure for the losses sustained by 
the division of pupils and teachers into departments, grades, and 
sections. Cooperative programs can show subjectmatter specialists 
the value of integrating subjectmatter from the different branches. 

No programs should ever be produced simply to satisfy the formal 
schedule requirements. Every exercise should have some vital pur- 
pose, and should come in answer to a real need. 

Valuable types of assembly programs—lIt is possible, tho not in 
every case desirable, to base an assembly program upon a unit of 
instruction in any subject. The nature of some subjects, such as 
English and the social studies, makes them more adaptable than others 
to assembly procedure. But assembly programs should by no means 
be confined to the materials composing these subjects. Industrial and 
fine arts, nature study, hygiene, arithmetic, music, and various com- 
binations of these subjects provide a wealth of material for assembly 


“= 
‘ 





250 ELemMentTArRY Scuoot Princrpats 








exercises, much of which cannot be treated effectively in the separate- 
classroom environment. 

Lack of space makes it impossible to describe assembly programs 
in detail. For excellent descriptions of a wide variety of programs 
that have been used in progressive schools, the references numbered = 5 
2, 3, 4, 5, 9, 10, 12, 14, 19, and 20 at the end of this chapter should 
be consulted. The following list of programs includes many that have 
been produced in hundreds of schools thruout the country. It is in- 
tended to be suggestive rather than exhaustive. 


Social studies—Framing a constitution. Dramatizing the enactment of a law. 
Debating the merits of a proposed tariff. Dramatizing the naturalization of a new 
citizen. Exhibiting costumes and dress of other times and places. Demonstrating 
the interdependence of nations and races. Organizing a junior civic league. Ex- 
hibiting products of local industries. Talks on good citizenship. Pageants. 

English—Boosting “Good English Week.’ Dramatizing children’s literature. 
Impersonating parts of speech. How to select and use good books. How to use the 
library. Oral compositions. Game of guessing authors. Readings from certain 
authors. Making a play. Talks on the values of the proper use of English. 

Health—“ Safety First’ campaigns. First aid to injured. Proper diet for school i 
children. Programs on foods, clothing, exercise, sleep, recreation, sanitation, water 
supply, ventilation, lighting, heating, and the care of the teeth, eyes, ears, and 
other parts of the body. Contagious diseases. Immunization. Quarantine. 

Nature study—Programs on the usefulness of birds, frogs, bees, ants, domestic 
animals, and various kinds of plants. The conservation of plant and animal life. 
The proper utilization of natural forces and resources. The care of pets. Man’s 
dependence upon nature. The beauties of nature. 

Arithmetic—Number games. The historical method in arithmetic. Playing store. 
Reading light, water, and gas meters. The values of wise saving and spending. The 
advantages of cash purchases over credit accounts. Balancing individual and family 
budgets. School savings banks. Profitable investments. 

Fine arts—Exercises in pottery, clay modeling, soap carving, music appreciation, 
art appreciation, folk dancing, home decorations, weaving, designing book plates. 

Practical arts—Mending toys, school furniture, and tools. Exhibits of projects 
completed in the departments. Handling and caring for tools. Selecting and judg- 
ing raw materials. A study of bridges, self-supporting roofs, arches, school and 
home architecture, book binding, printing, concrete mixing, making school dresses, 
preparing school lunches, making beds, and cleaning silverware. 








Wuat Generat Princretes Suoutp Govern AssEMBLY 
Procrams ? 


1. The nature and the purposes of the assembly are such that it 

cannot make significant contributions unless there is a spirit of en- 
thusiasm and wholehearted cooperation on the part of all participants. 
If it is to serve its greatest purpose, the assembly must be a laboratory 
of citizenship. Desirable attitudes, standards of conduct, worthy 
ideals, and a feeling of unselfish loyalty to group welfare should be 
among the most prized objectives in all programs. 

2. The objectives of the assembly differ in no way from the objec- 
tives of the school as a whole, the assembly being only one of the | 





— 





Re: oe 


in 





LT 





FourtTEENtH YEARBOOK 251 





agencies thru which these goals may be achieved. And, for the most 
part, the assembly can best serve its purpose when integrated with 
regular instructional activities. Even in a school which carries on 
regular auditorium work, there is still need for the larger-group 
activities referred to here as the assembly. At the present time the 
assembly differs from auditorium work much less in spirit and pur- 
pose than in administration. 

3. One of the most effective provisions for adapting assembly pro- 
grams to the interests, needs, and capacities of pupils in the ele- 
mentary school is to have some of the programs for the primary 
department, some for the intermediate grades, and some for the 
advanced grades. Other programs, however, should include all grades. 

4. Many programs should be initiated by pupils as well as pro- 
duced by them. The value of having pupils feel responsible for the 
success of programs cannot be overemphasized. This is the pupils’ 
best opportunity for training in the responsibilities and realities of 
citizenship, since here they learn to do in the only way one really can 
learn—by doing. Of course, they will need supervision and guidance. 

5. The assembly should not be allowed to drag and waste time for 
the audience, because this stifles interest. Something vitally interest- 
ing and important should be going forward all the time. It is well 
to utilize a minimum of equipment which has to be shifted between 
different phases of the program. Time should not be wasted in mak- 
ing announcements that can be made on bulletin boards or on a 
mimeographed announcement sheet furnished to homeroom teachers. 

6. A definite scheme for checking gaps in teaching should be de- 
veloped, and when omissions are discovered they should be remedied 
in subsequent activities. It may be that the assembly will, in the 
future, take the place of examinations and tests for a large part of 
school work. At present there is no test for many of the most de- 
sirable outcomes of instruction. 


ConcLusIon 


We live in a new day educationally. It is the day of the “ child- 
centered school.” This new school demands life-like activities on the 
part of the child. It also demands pupil purposing, planning, execut- 
ing, and judging. It must adapt itself to the pupil rather than adapt 
the pupil to the institution. Everything must be thought of in terms 
of child growth and development. The methods, materials, and 
management of the old school cannot serve all the needs of the child. 
The assembly is one of the agencies which, if properly utilized, will 
help to adjust the school to the nature and needs of the child. 











~ 


bo 
bo 


ELEMENTARY Scuoot Principats 





FUNCTIONAL ASSEMBLIES 


Hveu V. Perkins 
Principal, Boulevard School, Cleveland Heights, Ohio 


LANNED SCHOOL ASSEMBLIES Offer unexcelled opportunities for 

children to grow in social efficiency thru working with and for 

a group. The preparation of a good assembly requires careful 
organization. The pupils find many different kinds of tasks to be 
done, and they learn that all of these can be done well if each child 
or group of children assumes responsibility for one particular phase 
of the work. Mislaid materials and misused time may delay progress, 
but cooperation brings success to all. Thru such experiences children 
enrich their learning in the “ regular ” subjects, and discover new 
ways for the profitable use of leisure. Assemblies which are planned 
and presented so as to assist effectively in achieving acceptable school 
goals may properly be termed “ functional.” 

The details of planning school assemblies may be largely delegated 
by the principal. Teachers to whom this work is assigned should fee! 
free to consult the principal when decisions involving different teach- 
ers or classrooms are necessary, but such difficulties will not be 
numerous. Assemblies may well be scheduled for a semester in ad- 
vance, subject to change as may be necessary.’ 

Grouping pupils for assemblies—The writer’s experience in an 
elementary school consisting of kindergarten and six grades has shown 
the wisdom of planning two separate series of assembly programs: 
one for kindergarten and first, second, and third grades; and the 
other for grades four, five, and six. Planning such a twofold series 
is made easier if one teacher schedules those for the kindergarten and 
primary grades, while another arranges for the intermediate-grade 
programs. Occasionally a program prepared for intermediate grades 
is valuable also for primary-grade children, and just as frequently, 
the older children may profitably attend a program prepared for 
primary grades. Such courtesies foster a more friendly and coopera 
tive attitude thruout the school. Most programs, however, seem to be 
more successful if presented to an intermediate-grade or primary 
grade audience alone. This is due to the widely varying interests, 
responses, and span of attention shown by children from kindergarten 
thru the sixth grade. A short student-government assembly, a Christ- 
mas program, or a brief patriotic celebration may justify an exception 
to the segregation suggested above. 


1This view should be contrasted with that expressed in the article by Doris D. Klaussen. 
Editorial Committee. 





E 
§ 
: 
; 











FourtTEentu YEARBOOK 253 





We have found also that while children in the fourth, fifth, and 
sixth grades cooperate well in community singing, those in the kinder- 
garten, first, second, and third grades vary too widely in maturity to 
produce an effective singing assembly. Kindergartners and _first- 
graders love to sing, and they learn their songs easily from rote teach- 
ing. Their songs are short, consisting of only a few phrases or a 
sentence or two. Such children do not appreciate or understand the 
longer narrative and descriptive songs which the older pupils enjoy. 
When these beginners sing together without the presence of older 
children, they are happy in presenting several short numbers in quick 
succession. Second- and third-grade children, however, are bored by 
the simple songs of the younger ones. Hence, for community-singing 
assemblies we use three groupings: (1) kindergarten and first grade; 
(2) second and third grades; and (3) grades four, five, and six. 

Scheduling assembly programs—In the Boulevard School, radio 
equipment brings the Damrosch concerts to all classrooms. We there- 
fore plan assemblies for weeks alternating with the concerts. This 
spacing allows more time for preparation, and permits the programs 
to grow out of the classroom activities without the unnatural stimula- 
tion which occurs when assemblies come too frequently. By alternat- 
ing singing assemblies with other types, the extra effort of individual 
classes and their teachers is reduced to a minimum. Furthermore, 
in a school having but three sections in each school grade, the plan 
suggested makes each group responsible for only one assembly per 
year. Ambitious groups will find opportunities to present additional 
programs. Extra programs are often presented in the classroom to 
parents and friends. 

Rarely is a semester’s schedule of assemblies carried out exactly 
as originally arranged. The spacing indicated above permits exchange 
of dates between groups, as well as other alterations made necessary 
by unforeseen difficulties. However, rather close adherence to the 
schedule minimizes any tendency to spread programs during the early 
weeks of the semester and to concentrate them unduly near its close. 

Pupil participation essential—A program of functional assemblies 
should be presented by groups in the school rather than by performers 
coming to the school from outside. Only thru active pupil participa- 
tion and expression can this feature of the elementary school function 
effectively in child growth. The most valuable assemblies embrace 
classroom activities, dramatizations from children’s literature, dra- 
matic interpretations of certain units in the social studies, topics in 
nature study, and group efforts of other types. Community singing 
is a valuable assembly activity for which regular provision should be 
made. 











254 ELEMENTARY Scuoot PrInciPALs 





Teachers may see assembly possibilities in certain units of subject- 
matter, and children often suggest an assembly program based upon 
some stimulating classroom experience, especially if they have seen 
such assemblies conducted by other groups. Therefore, each assembly 
program should be planned together by the children and teacher 
presenting it, thus integrating assembly experiences with the class- 
room life of the children. 

Descriptions of specific programs—Detailed descriptions of the 
preparation of a few assembly programs will indicate some ways in 
which these activities have stimulated pupil growth. 

A fourth grade studied ants in preparation for a nature lesson. The 
pupils became so interested in the intelligent behavior of the various 
species of ants that the study grew into an absorbing unit of work 
motivating reading, English, and art. Then, because of the vast 
amount of interesting material found, the children planned an as- 
sembly program. Every child made a large crayon or ink drawing 
to illustrate some phase of ant life. He then prepared a written report 
to go with his drawing. These compositions were criticized for con- 
tent and organization, and were then memorized to increase the confi- 
dence of each child in his ability to carry out his part of the program. 
Finally, these reports were grouped to secure unity of subjectmatter 
in each section. The assembly program opened with a brief intro- 
duction by a member of the class, and continued in an informal 
atmosphere attained by grouping the children before their drawings. 
A different pupil leader directed the presentation of each group of 
reports, which was accomplished by means of dialog closely resem- 
bling an informal classroom discussion. The children presented this 
program before the seventh and eighth grades in a junior high school, 
and did it so well that they won the interested attention of the entire 
audience. 

After a second grade had heard the teacher read the story ‘‘ The 
Magic Gingerbread Boys,” their enthusiasm led to dramatizing it. 
The class chose certain children to portray the principal characters, 
and then, with teacher guidance, arranged the action so as to use 
the entire group in the reproduction. When the pupils and teacher 
had decided which parts of the story were to be used as scenes in the 
play, they worked out the dialog and accompanying action. Much of the 
practise for the smaller groups was conducted in the classroom, where 
other children offered suggestions for improving interpretation of the 
characters. The children themselves helped decide who of their num- 
ber had impersonated the different characters best. Practise on the 
stage continued until each pupil was confident that he knew his part. 
Inspired by an enthusiastic audience of primary children, these 








bad aes 


we 


ead 





~ 


FourtTEENtH YEARBOOK 255 





second-graders acted their parts with a sincerity belying the make- 
believe of their story. 

One third-grade class based an assembly program on a unit in social 
studies devoted to the life of the people of China. The pupils ap- 
proached this unit naturally by learning about the dress, food, games, 
holidays, and other phases of the life of Chinese children. They were 
fortunate in having the guidance of a teacher who had lived in China 
for some years. In studying a classic design often found on Chinese 
plates made in America, the children learned that it portrayed the 
story of a Chinese legend. After some discussion, children and teacher 
decided to present a program in two parts, the first illustrating the 
games, dances, proverbs, and nursery rhymes of Chinese children, 
and the second reproducing the legend depicted on the Chinese plate. 
They prepared costumes from materials easily secured at home. To 
make a background for their play, they all worked to reproduce the 
classic plate design on a huge circle of paper. Because of the care 
and patience required in the drawing and painting, the more capable 
children learned to assume responsibility for accurate work, while 
others were assisted by the teacher in the regular classroom activities. 
At two different assemblies this program was presented to both the 
primary and intermediate grade groups. The interest and attention 
accorded by each audience testified to the value of the program for all 
concerned. 

Types of assembly for each grade—To indicate the range of as- 
sembly programs possible in an elementary school, a partial list of 
those presented in the Boulevard School during recent years is given 
here, by grades: 





1. Kindergarten (second semester) : 

a. Program in which children hopped, swayed, and skipped to different rhythms 
played on piano. 

b. Rhythm orchestra, using sticks, bells, drums and blocks, and tambourines. 


2. First grade: 

a. Circus, with children in costume to represent clowns and animals, and with 
stunts arranged for the ring. 

b. Presentation of models of different means of transportation, made by the 
children themselves. 

ce. A dramatization of “ The Timbertoes,” adapted in the children’s own words 
from the story by Edna M. Aldredge and Jessie F. McKee. 


3. Second grade: 

a. Physical education demonstration, in which children in squads exhibited a 
widely varied series of gymnasium stunts. 

b. A Dutch program of songs, stories, and dances. 

c. Indian program, in which the children combined the dances, council fire, 
legends, and other phases of Indian life. 











256 EvLemMentary Scuoont Principats 





4. Third grade: 

a. Dramatization of “Snow White and Rose Red,” worked out by the children. 

b. Nature program, entitled “ Friends and Enemies of the Garden.” This was 
an original arrangement in which a child planted his garden, and then fell asleep 
to dream of the work of pests as well as of the sunshine and rain. 

e. Viking play, in which the children dramatized the colonizing of Iceland. 
They used Viking caps and shields, and a Viking boat made from beaver board 
which they decorated themselves. 


5. Fourth grade: 

a. “The Blue Bird,” a dramatization by children of the children’s edition of 
Maeterlinck’s classic. 

b. Congo program, in which each child gave a report on some phase of life in 
the Congo region. Each report was illustrated by one or two slides, made by 
the child in black and white or in colors and projected on a screen. 

e. Garden program, in which two classroom groups united to produce a program 
consisting of music and dialog between fruits, vegetables, flowers, and garden pests. 
The scenery was a background of flowers cut from colored paper by the children. 


6. Fifth grade: 

a. Health play, in which several children were dressed to represent valuable 
foods and took part in a dialog having some humor. A second part of the program 
included pantomimes of various games and field events. 

b. Egyptian play, in which the children dramatized an incident in Egyptian 
history, using a setting to represent a temple and court in the Nile country. Th: 
stage setting showed that the children had a very good conception of Egyptian art 
and architecture. 

ce. “Nutcracker Prince,” a shadow play of dialog and dances using Victrola 
reproductions of Tschaikovsky’s music. 


7. Sixth grade: 

a. Music programs, including a variety of choruses presented by different groups 
of children. 

b. “Alice in Wonderland,” an original dramatization of Lewis Carroll’s story, 
written by the children under the teacher’s guidance. 





Teachers’ attitudes toward assemblies—Two attitudes toward the 
preparation and presentation of assemblies have developed among the 
teachers at Boulevard School. Some teachers prefer to develop a 
program from a situation as realistic as possible, spending a minimum 
amount of time in practise and permitting maximum freedom for 
pupil initiative in the presentation. Other teachers believe that a 
high degree of finish is essential to a satisfying assembly experience, 
both for the children on the stage and those in the audience. While 
finish can be attained only by much painstaking practise, these teach- 
ers think this is worthwhile because it develops high standards of 
excellence in the children. In two years nothing has oceurred to mar 
the esprit de corps of the teaching staff because of this difference of 
opinion. Programs are presented in succession under the guidance 
of teachers holding opposite views without diminishing the pleasure 
and profit of the entire school in the assembly hour. 


PERI E Se 








Fourteentu YEARBOOK Q57 





Results of planned assemblies—Our teachers have observed the 
following results of the planned series of assemblies which they and 
their pupils have produced: 

1. The children have learned to appraise the various features of 
a program in comparison with other programs they have seen. Gradu- 
ally they have acquired some standards of judgment with respect to 
programs at different grade levels. 

2. Thru frequent participation in an audience situation, the chil- 
dren have learned to give courteous attention to their schoolmates 
who are presenting a program. They respond promptly with alert 
silence when pupil or teacher steps to the platform or when the curtain 
opens for the next scene of a play. Thus do children learn the im- 
portant part played by the audience in any program presented. 

3. Children in grades four, five, and six frequently suggest that 
they write letters of appreciation to a group that has presented an 
assembly. Lower-grade classes dictate class letters to the teacher of 
each group interested. All these letters are inspired and written in a 
real-life situation, bringing thrills to and replies from the recipients. 

4. Teachers have reported instances in which the class work of 
slow pupils seems to improve during the preparation of an assembly 
program. 

5. Practise in preparation for an assembly stimulates a child’s self- 
confidence and helps him to overcome embarrassment when appearing 
before larger groups. 

6. In solving problems and overcoming difficulties incident to as- 
sembly production, pupil initiative reveals resources often unguessed 
by teachers. 

7. Community singing exposes children to the stimulus of pleasur- 
able activity in a large group of their fellows. 

8. Pupil imagination is stimulated by group dramatization of se- 
lections from children’s literature. Creative effort is fostered in the 
arts of drawing, painting, stage setting, and acting, thru which the 
story is interpreted to the audience. 

9. Study of units in the regular school curriculum is motivated, 
and children’s learning of these units is enriched, by the preparation 
of assembly programs based on these units. 











258 ELEMENTARY Scnoo. PRINCIPALS 





SOME ESSENTIALS FOR SUCCESSFUL ASSEMBLIES 


Watter F. Karst 
Principal, McKinley and Roosevelt Schools, Wauwatosa, Wisconsin 


OTH THE PREPARATION and presentation of assembly programs 
provide opportunities for the individual and social develop- 
ment of pupils. Probably the preparatory phase has the great- 

est potential value, because it can give children practise in exercising 
initiative, solving problems, and working together with other members 
of the group. The presentation of the program, however, has an im- 
portant contribution to make. The natural audience situation, if 
wisely handled, stimulates pupil interest and effort, and eliminates 
or reduces self-consciousness in pupils. Participants in the program 
obtain practise in giving something worthwhile to an audience. The 
audience, on the other hand, has a chance to practise courtesy and to 
express appreciation for the efforts of the participants. If these values 
are to be obtained from assemblies, however, careful attention must 
be given to matters of organization and to the content of programs. 

Organization of assemblies—In the writer’s schools the following 
suggestions have been used in organizing assembly work: 

1. The children making up an assembly group should be near the 
same age and grade level. Boys and girls work best on things that 
are within their comprehension and range of interests. They are not 
interested in activities which are beneath or beyond their own stage 
of development. 

2. The assembly programs should come frequently and regularly.’ 
Those participating in assembly activities cannot take part naturally 
and unaffectedly if the programs occur at long intervals. When meet- 
ings come too infrequently they are likely to become stilted, and there 
is a temptation to have a “ show ” for other pupils and teachers. This 
tendency often seems to be stronger on the part of the teachers than 
it is on the part of the children. Regularity as well as frequency 
of assemblies helps to prevent the development of unduly formal 
programs. 

3. Pupil leadership should be utilized. The preparation for an 
assembly program offers many excellent opportunities to use pupil 
chairmen and pupil committees. In giving children major responsi- 
bility for such activities, we need to remind them that we are not 
producing a show, but are merely “having an opportunity to tell 
others of some of the interesting things our class is doing.” 

4. While we do not want our assembly programs to become formal, 
they must be well planned. Teachers can arrange tentative schedules 


1 For a different view, see the article by Doris D. Klaussen.—Editorial Committee. 








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FourtTEENtTH YEARBOOK 259 





for their assembly groups in advance for each semester. This pro- 
cedure does not mean that there may be no later change in plans, or 
that assembly programs may not be postponed. Sometimes the post- 
ponement of a program is both necessary and desirable. The greatest 
share of the planning necessary for a good program will be done by 
the pupil chairmen and their committees, with the cooperation of the 
teacher. This cooperative planning helps to insure that the assembly 
programs will run smoothly and promptly. 

5. Each child should have an opportunity to participate in one or 
more programs during the semester. Care is needed to keep a few 
capable pupils from doing all the work and receiving all the applause. 
The individual should be featured sparingly ; major emphasis should 
be placed upon the achievement of the group. 

6. The pupils presenting a program can arouse interest in it by 
sending attractive invitations to the other classes in their group. This 
procedure is more than mere advertising of a “show.” It is a real 
service to the other classes, as well as a friendly gesture which in itself 
has socializing value. 

In one of the writer’s schools, three classes unite to form each 
assembly group. These groups are known as “Assembly Group A,” 
“Assembly Group B,” ete. One of the teachers in each group acts as 
the assembly chairman for that group. The chairman’s duties include 
drawing up the tentative schedule, seeing that the janitor has sufficient 
chairs ready for the programs, and other administrative details. 
There are about 110 pupils in each assembly group. The range in the 
grades making up each group is from one and a half to two years. 

As we do not have a school auditorium, our assembly programs are 
held in the kindergarten. They begin at 11:10 a. m., and usually 
continue for about a half hour. 

Content and sources of assembly programs—Probably the best 
sources of material for assembly programs are the regular instruc- 
tional activities of the school. The assembly at its best is an outgrowth 
of the life of the school, rather than an extra activity introduced as 
a diversion from study or as a means of bringing in people and ideas 
from outside the school. Moreover, assemblies may help to motivate 
work in the school subjects, and to integrate various phases of school 
and community life which otherwise might remain relatively isolated. 
Countless opportunities for assembly programs are to be found in 
the social studies, science and nature study, health, literature, art, 
and music. Often contributions from these sources can be organized 
to advantage around the observation of special days or special weeks. 
Even when one particular topic receives major emphasis, a variety 
of materials and activities may contribute to the program. 











260 ELEMENTARY ScHoot PrRINcIPALs 





For example, a program presented by a fourth grade centered about 
a Viking project. Literature was brought in thru the dramatization 
of Viking myths. Music contributed the Viking song, “ To Norway.” 
The writing of the dramatization was a project in language, while 
the costumes and the Viking boats were designed and made as part 
of the work in art. The social studies contributed information about 
the Vikings and their ways of living, and even some arithmetic was 
necessary in constructing the boats. 

In another instance, a fifth grade decided to present an assembly 
program based upon nature study and devoted to insects in particular. 
The children read and discussed their material during the reading 
period. In their language period paragraphs were written and oral 
talks were given by the pupils. Insects were drawn during the art 
lesson. Finally, the following program, composed of short talks and 
the reading of favorite poems was prepared and presented: 

Life history of an insect 

Characteristics of an insect 

Division of an insect’s body 

Difference between true insect and spider 
Harmful insects and the harm done by them 


Helpful insects 
Poems about insects. 


NED om 99 bo 


A third illustration was an assembly about Hallowe’en presented 
by grades 1A and 2B. This program, which involved reading, 
rhythms, singing, language, dramatization, and creative expression 
thru cutting, designing, and coloring, was as follows: 

1. Songs about Hallowe’en 
The Owl 
The Jack O’Lantern 
The Brownies 
2. Rhythms 
Imitating brownies 
3. Poem 
The Jack O’Lantern 
4. Dramatization 
The Pumpkin and the Pussy Cat 
5. Audience Reading 
Laughing Jack O’Lantern 


Audience participation—An important part of any assembly pro 
gram is the opportunity for participation by the audience. At the 
school mentioned above, about five minutes at the end of the program 
are used to secure constructive criticism from the groups attending 
the assembly. We try to develop a spirit of friendliness among the 
pupils, and to establish a feeling that the audience must strive to be 
courteous listeners during the programs. Special-day programs pro- 





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FourteEENtH YEARBOOK 261 





vide opportunities for audience participation in such activities as 
singing songs and saluting the flag. 

Attendance of parents—Should special invitations be sent to 
parents urging them to attend the school assemblies? Our practise is 
to call their attention to the assembly programs along with other 
school activities such as arithmetic and reading. In this way pupils, 
parents, and teachers are led to consider these programs as a part of 
our regular school work. Of course we are pleased to have parents 
visit the assemblies, just as we are pleased to have them visit any of 
our other school activities, but we do not issue special invitations to 
them. 

Summary—The most effective results from assemblies will prob- 
ably be obtained if the programs come regularly and frequently. 
There must also be careful organization and planning on the part 
of pupils, teachers, and principal. Pupil chairmen and committees 
should have an important part in this planning and in directing ac- 
tivities in preparation for the assembly. All school subjects should 
contribute to assemblies at some time during the year. The relation 
between the assembly and other curriculum activities should be so 
close that pupils, teachers, and parents alike will think of it as an 
integral part of school life. 





HE ASSEMBLY which is the culmination of work on a par- 

ticular problem or unit of study is no doubt the major con- 
tribution of the auditorium. This type of assembly is usually 
an occasion when a single group of pupils presents to other 
children the results of purposeful research and activity. In 
the same manner but on a larger scale, the pageant or play as 
un all-school project may serve as the culmination and coordi- 
nation of the work of the entire school.—F lores, Zella K., 
see p. 290 of this yearbook. 








262 ELEMENTARY Scuoot Prrincipats 





A THREE-CYCLE PLAN FOR ASSEMBLIES 


Raymonp L. CHAMBERS 
Principal, Francis Scott Key Public School, Philadelphia, Pennsylvania 


when its opportunities for this purpose are adequately utilized. 

To obtain socializing values there must be (1) careful planning, 
and (2) delegation of real responsibilities to the pupils. Planning is 
needed to coordinate all available resources and activities, and to 
make sure of utilizing fully the possibilities offered by holidays, 
special weeks, and curriculum materials. Delegation of suitable re- 
sponsibility to pupils is essential if genuine rather than pseudo-sociali- 
zation is to be developed. Pupils must share extensively in initiating, 
organizing, and developing assembly programs, and the success or 
failure of such enterprises should rest largely upon them. The teacher 
can serve best as a kindly, sympathetic co-partner. 

Planning the schedule of assemblies—Planning assemblies well in 
advance helps to insure definiteness of purpose, proper observance of 
holidays, equitable distribution of work among classes, adequate time 
for preparation, and a desirable variety of programs. Such planning 
should involve the cooperation of pupils, teachers, and principal. The 
actual work of schedule-making may be delegated by the whole school 
group to a special assembly committee, but all should share in the 
selection of special objectives, and should approve and support the 
completed plan. The completed plan, altho definite, must be flexible 
enough to allow for unexpected occurrences, such as the arrival of 
a special guest, an important current event, an emergency occasion, 
or the availability of an especially appropriate contribution from a 
class or individual pupil. This flexibility can be increased by re- 
serving a number of open dates in the schedule to allow for necessary 
shifts of programs.* 

It has been found helpful to plan assembly activities for a year in 
advance, on the basis of three cycles, as follows: 


Ts SCHOOL ASSEMBLY can be an important socializing agency 


Cyc 1 Cyrcip 2 Crciz 3 
Holidays and other Special weeks, such as Subjects of the curricu- 
special days, such as Health Week lum, including 
Lincoln’s Birthday Music Week Civics 
Washington’s Birthday American Education English 
Memorial Day Week Health education 
Flag Day Book Week Safety education 
Constitution Day Fire Prevention Week Music 
Columbus Day Geography 
Thanksgiving Day Nature study 
Franklin’s Birthday History 
Christmas 


20Qn the question of scheduling assemblies, see also the opinion expressed in the article by 
Doris D. Klaussen.—Editorial Committee. 











FourtEENtH YEARBOOK 263 








In this plan, each class is given the responsibility for presenting 
at least one assembly program in each cycle during the year. The 
socializing values may occasionally be increased by the collaboration 
of two or more classes in organizing, preparing, and presenting spe- 
cifie programs. Such collaboration is especially appropriate for the 
celebration of the special weeks and some of the major holidays. 

Most valuable types of program—When classes are given definite 
responsibilities for the development of assembly programs, under 
the leadership of sympathetic and understanding teachers, they 
usually rise to the occasion with honor and credit to all. Practically 
every program in our school during the past year had some important 
socializing values in it. These values were fewer as a rule, in the case 
of special holiday programs, than in those developed for special weeks 
or in connection with the subjects of the curriculum. The chief reason 
for this was the greater availability of suitable material already pre- 
pared for special holidays. The other two types of programs were 
usually more valuable because the pupils created what was, for them, 
an original form of presentation, in addition to developing the content 
of the program. 

A Book Week program—An assembly for Book Week, given by 
one fifth- and one sixth-grade class, called for much cooperative 
planning and effort behind the scenes in the development of the pro- 
gram. The introductory speech, as written and given by the pupil 
announcer, reveals the nature of this work: 

One of the things we learn in school today is how to spend our leisure time. 
The reading of good books is a splendid way to do this. For several weeks the 
pupils of Miss W...... ’s and Miss F...... ’s classes have been planning various 
lessons to be combined into a program for Book Week. 

During our art lessons we made the covers for our book reports. Then, too, 
several boys who do well in shop work made the large book which you will 
see later in the program. 

During our English work, in poetry appreciation, literature, library reading, 
study reading, and written English lessons, we have talked about whether the 
material would be interesting for our Book Week program. 


The sections chosen by the pupils have been combined by two of Miss W...... s 
pupils into a play called “ Jack’s Awakening in Book Land.” 


Time: An evening 
Place: A living room 
Characters: Boy 
Girl 
Fairy 
Book children 
A safety education program—The assembly is especially useful for 
socialized expression in connection with subjects of the curriculum. 
These programs are outcomes of regular class work and may be 
definitely planned for assembly presentation, or the assembly may be 





264 ExemMentary Scuoont Princrpats 





the culmination of an extensive socialized activity and may have 
helped to maintain interest in the activity over a considerable period 
of time. 

A program dealing with safety education in a fifth grade illustrates 
the socialized development of an enterprise that was definitely 
planned for assembly presentation on a date specified in the yearly 
schedule. In keeping with the principles of socialization, the problem 
was presented to the pupils in this way: “ Safety education is our 
topic. How shall we present it?” From among the procedures sug- 
gested by the pupils, that of “ playing school ” was adopted by the 
group. A pupil-teacher was chosen by majority vote of the class, and 
the selection approved by the class teacher. 

For the content of the program, the pupils recalled a study reading 
lesson from a civics reader and decided upon “A Narrow Escape ” 
as the specific topic to be developed. This was followed by exploring 
the possibilities of the topic in oral and written English lessons. 
Written paragraphs were read in class, and twelve of these were se- 
lected by vote of class and teacher for use in the program. An appro- 
priate introduction and continuity were prepared, and when the 
program was presented the twelve paragraphs were “ written” and 
read by the class as an illustrative lesson on the assembly stage. 
These statements constituted the basis for a closing summary and for 
the formulation of appropriate safety slogans by the pupils. 

This program met one of the major requirements for socialization 
in that the pupils largely assumed responsibility for the planning, 
development, and execution of the project. 

A socialized activity which culminated 





A program on Indian life 
in an elaborate assembly was a first-grade project on Indian life.’ 
The goal of an assembly presentation was a continuing inspiration 
to the pupils for many weeks during the development of the project 
itself. The aims of this activity in terms of conduct controls were 
as follows: 


1. Knowledge: To enable pupils to learn facts of Indian life, as outlined in 
the history course of study 

2. Habits and skills: Practise in oral reading. Careful workmanship, care of 
tools and materials. Work in sewing, drawing, construction, clay modeling, and 
weaving 

3. Attitudes: To make cooperation a joyous experience. To lay a foundation of 
understanding and respect for other people 


2 The Philadelphia course of study in history specifies lessons on Indian life in grades one and 
two. In grade one the topic is the Indian home: the baby, mother, boy, and father. In grade two 
the specific topics include the training of Indian boys and girls, and a few characteristic scenes 
from Indian life. In this particular assembly project, some second-grade material was included 
because the pupils became so interested in the subject that they wanted to present as complete a 
picture of Indian life as possible. 











pakoa 








FourtTEENTtTH YEARBOOK 265 





4. Ideals: To present the Indian as a figure endowed with character traits 
worthy of emulation, such as courage and industry 

5. Appreciations: To give the children an opportunity to enjoy simple forms 
of Indian design, music, and dancing. 

With pictures and stories of Indian life as their principal sources 
of information, the pupils discussed things they could make in the 
classroom which could be used as properties for their show. These 
included a large tepee, decorated with appropriate designs, costumes, 
headdresses, moccasins, bows and arrows, spoils of the hunt, drums, 
rugs, baskets, pottery, papooses, and cradles for papooses. The pupils 
arranged themselves into committees according to their interests and 
capabilities, and then discussed and constructed these properties dur- 
ing the succeeding weeks. 

For the assembly presentation, the class teacher prepared a story 
in simple verse, to be read by ten pupils, beginning: 

Ten little people from Room Five 

Have a game to play; 

They will pretend they are Indians 

Just for today. 

This is the home that you now see.... 

As the story continued, the pupils who had made the costumes and 
other articles presented them in pantomime to the audience, illus- 
trating such typical incidents in Indian life as the following: 

1. The chief, his headdress, and his place as leader of the tribe 

2. The braves and their moccasins, bows and arrows, and trophies of the hunt 

3. The squaws and their work in tilling the soil, grinding corn, and making 
baskets, rugs, pottery, and water jugs 

4. Papooses and their care 

5. Indian children and their training in the use of the bow and arrow and in 
the secrets of forests and streams. 

The foregoing examples merely suggest the rich socializing oppor- 
tunities in the school assembly. To realize these opportunities fully, 
there must be definite planning for this purpose and a delegation of 
genuine responsibility to the pupils. Given such planning and such 
responsibility for group enterprises in which they have a genuine 
interest, even very young pupils often show a surprising degree of 
initiative, resourcefulness, and cooperation. 














266 ELEMENTARY Scuoot Principats 





SHARING EXPERIENCES THRU THE SCHOOL 
ASSEMBLY 


Doris Davis KLaussEN 


Principal, Fremont School, Batile Creek, Michigan, and Summer Demonstration 
Teacher, Horace Mann School, Teachers College, Columbia University, 
New York, New York 


sharing common interests. As we come to think that what the 

learner does is the important thing, our assemblies take on the 
dominant atmosphere of doing. The assembly is the place for children 
to express themselves. It should be democratic in nature, planned 
and executed almost entirely by the children themselves. The audi- 
ence may best be chosen by the pupils and teachers together on the 
basis of the probable interests and contributions of different groups 
of children. 

Wisely conceived and conducted, the assembly becomes a vital 
factor in building and maintaining a fine school spirit. It he ‘Ips to 
unify the life of the school and to make each group feel that it is a 
part of the whole school family. To achieve these purposes, there 
must be wide participation of pupils in the assembly. The children 
are citizens of the school. They should feel it a real privilege to 
present an assembly program. They should be led to realize that by 
sharing with others the worthwhile things they are doing, they are 
participating constructively in the life of the entire school. 

Should assemblies be held regularly?—The writer believes that it 
is unwise to schedule assemblies at regular times.* They should be 
held only when there is something worthwhile to be presented. The 
volunteer way of arranging assemblies works out splendidly. When 
a group has something really vital that it wishes to share with the 
rest of the school, it volunteers to do it. This feeling of need among 
the pupils themselves undoubtedly makes the assembly period more 
valuable to all. Assemblies “ just for assembling ” cannot be justified. 
There should be something valuable to share if time is to be given 
to a meeting together. If assemblies are scheduled to occur regularly 
thruout the year, there is danger that many of them will be held 
without any special purpose. Meetings without purpose are likely 
to do more harm than good. 

In our school we have found that the student council serves very 
well as a clearing-house. When a group of pupils is ready to give 
an assembly, it reports to the president of the council. This officer 
looks over the school program and helps the group to plan a time for 


Ts PROGRESSIVE SCHOOL thinks of an assembly as a way of 


1 This viewpoint should be contrasted with that expressed in the articles by Walter F. Karst, 
Raymond L. Chambers, and Hugh V. Perkins.—Editorial Committee. 








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FourtTEENtH YEARBOOK 267 





the assembly that will work in with the rest of the school life. The 
president of the council presides at all assemblies, making announce- 
ments and introducing speakers. 

How frequently should assemblies be held?—This question has 
been partially answered above. Assemblies should be held no oftener 
than the need for them arises. Moreover, they should not be held 
so frequently that they lose their appeal and become commonplace 
affairs. Each assembly should be a red-letter event in the life of the 
school. It should be so planned that it will be eagerly anticipated by 
the children and remembered with joy when it is past. If the interest 
can be kept so high that the children keep asking, ““ When may we 
have another assembly?” such meetings will be real events in the 
lives of the children. 

Types of assembly programs—Any kind of program which has real 
educational value for groups of pupils has a place in the assembly. 
There should be surprises and novelties as well as fine pieces of work 
presented. It is especially important to avoid too much routine, 
formality, and ceremony in the programs. The assembly should never 
be an occasion for scolding, fault-finding, or preaching. It is not the 
proper time for making announcements unless they concern the gen- 
eral welfare of the children. 

Assembly programs should be varied in type and should be adapted 
to the interests of the particular groups of pupils involved. Some- 
times it is advisable to divide the school for assemblies. The lower 
grades may wish to meet alone, while some programs may be suitable 
only for the upper grades. The important thing is to make both the 
programs and the grade groupings correspond to the needs and inter- 
ests of the pupils. 

The most worthwhile type of assembly is probably that arranged 
by the pupils as an outgrowth of their regular school activities. Such 
an assembly calls for careful selection of material for the program, 
plans for making the audience understand what it is all about, con- 
struction of illustrative materials or of scenery, and a great deal of 
classroom discussion and problem-solving. Part of the educative value 
of such an experience is in learning just what is expected of those 
who give and those who hear public presentations. 

Assemblies of this type will present interesting and varied phases 
of school life, such as the culmination of a class project, the comple- 
tion of a unit of work, a talk festival on a subject of interest, a 
dramatization, an exhibit of things made during the study of a par- 
ticular topic, a performance on musical instruments made by the 
children themselves, a science demonstration, an original play, or a 
movie. Such programs, when planned and presented largely by the 











268 ELEMENTARY Scuoot PriIncrpPats 





pupils themselves, have both individual and social values. They 
broaden and deepen the interests of the children. They give added 
impetus to the regular classroom work, and at the same time create 
an attitude of satisfaction in sharing the results of work with other 
children. Special care should be taken to make all such assemblies 
interesting as well as instructive. They should be short enough to 
hold the attention of the group thruout. 

Another type of assembly is that in which pupils participate in 
large groups, as in chorus singing or pep meetings. Mass singing 
helps in developing a fine school spirit. Many schools have school 
songs which are very effective when sung by the entire student body. 
‘“‘ Song assemblies ” are valuable for unifying a school and arousing 
loyalty to its ideals and purposes. 

While pupil participation in assemblies is important, it is a mis- 
take to assume that pupils should be given the center of the stage in 
every assembly. Outside speakers should be used occasionally if their 
contributions are consistent with the work of the school. Such a 
speaker may be particularly appropriate upon special occasions like 
graduation day, Washington’s birthday, or Fire Prevention Week. 
At times the principal may use the assembly to talk to the children 
about something of interest to all of them. Sometimes a teacher may 
present the program, or a parent may be asked to speak. The choice 
of the major participants must depend upon the purpose to be served. 

Following is a list of typical assemblies that have been found 
valuable in an elementary school: 

1. A pageant of the city or county: Given by a group after a half year spent 
in the study of their own community. 

2. An original Viking play: Words, scenery, and costumes all made by the 
children after reading The Vikings by Jennie Hall. 

3. A typical hour in the first grade: The children engaged in regular activities, 
such as construction work, easel painting, sewing, reading, and drawing, and at the 
end of a short work period discussed the worthwhileness of what they had been 
doing. 

4. A Book Week assembly: The children played favorite scenes from favorite 
books. 

5. A campaign assembly: The nominees for student-council offices gave their 
campaign speeches. 

6. Graduation assembly: The seventh grade about to leave the building 
always gives the last assembly of the semester. At this time they read their class 
history, will, prophecy, and poem, or have a speaker. 

7. Geography pageants: These are worked out in connection with various topics 
studied in geography. 

8. Greek and Roman plays: An outgrowth of work in Greek und Roman 
history. 

9. Movies made by the children. 

10. Written and oral compositions from English classes. 

11. A nature assembly: Given after a few weeks spent in a special study of 
natural phenomena. This program included original stories, poems, and songs. 








FourtTeEENtH YEARBOOK 269 





12. A Boy Scout, Girl Reserve, or Camp Fire Girl assembly: One of these or- 
ganizations demonstrated certain aspects of its work. 

13. Assemblies for special days, such as Armistice Day, Memorial Day, etc., for 
which outside speakers were called in. 

14. A radio assembly to listen to a Damrosch program. 

15. An assembly at which the school orchestra entertained. 

16. A pet show: Children in the school brought their pets, told about them, 
and showed any tricks they could do. 

17. Presentation of student-council officers to the school. 

18. Presentation of real “ movies.” 

19. Poem assembly: Consisted of reading or quoting original poems or favorite 
poems. 

20. Music assembly: Children in the school who play instruments entertained 
the group. 

21. Science demonstrations: Showing experiments performed in science classes, 
with explanations. 

22. Safety-patrol assembly. 

23. “ Pep” assembly. 

24. Song assembly. 


Little time should be given to special practise of the program to 
be presented. Care should be taken that the responsibility for plan- 
ning and sharing rests upon the groups of pupils giving the assembly. 
It is advisable to have the entire class responsible for some phase of 
the presentation, because this makes the children feel that it is really 
their program. 

Conclusion—Under wise and sympathetic guidance, the pupil as- 
sembly can play a vital part among the socializing influences of school 
life. It makes for unity within the school. It serves as a source of 
inspiration and pleasure to the children. It affords a means of growth 
by developing both self-reliance and the ability to work and share 
with others. It is a real stimulus to fine spirit and successful achieve- 
ment. As a result of well-planned assemblies, the children feel at 
ease when talking; they learn to express themselves clearly and fully ; 
and most important of all, they develop a sense of responsibility for 
the entertainment and education of an audience. 


fe LIST OF REFERENCES at the end of each chapter is a 
valuable guide to further reading.—Editorial Committee. 








270 ELEMENTARY Scuoot PrIncrpats 





INITIATING A PROGRAM OF ASSEMBLIES 


June H. MacConxey 
Principal, Falconer School, Chicago, Illinois 


SSEMBLIES ARE NOT a new activity in the elementary schools of 
Chicago, but no uniform plan has been developed for conduct- 
ing them. Materials and methods vary with the different schools. 

In the junior high schools, on the other hand, assemblies constituted 
a definite part of the school program for many years. With the in- 
ception of that department of the school system, the third period of 
each day was set apart for special activities. On two days of the week 
this period was used for club meetings, on two other days for home- 
room activities, and on the fifth day for an assembly. When the 
board of education abolished the junior high schools in July 1933 
and sent many members of their faculties to the elementary schools, 
a special problem was created, namely, “‘ What materials and technics 
developed in the junior high schools may be saved and adapted to 
the elementary schools?” No one could have seen the socializing 
influence of assemblies without desiring to extend it. The writer was 
assigned to the principalship of a well-organized school with a pro- 
gressive faculty, where assemblies had been held only occasionally. 
This article tells of the steps followed to establish what is proving 
to be a valuable program in this field. 

Character of the school and of available equipment—The Falconer 
School has a faculty of thirty-three teachers, including an assistant 
to the principal. The school is composed of the eight elementary 
grades and kindergarten, with a total membership of approximately 
1500. The building contains an assembly hall with a baleony. The 
stage has two dressing rooms, a curtain, and a screen which can be 
lowered to the desired position. A stereopticon booth is in the balcony. 

The visual education department of the board of education has an 
excellent assortment of slides, some of them colored, which can be 
secured on requisition for classroom or assembly purposes. Many of 
these slides are accompanied by material for explanatory lectures, 
and they cover a majority of the subjects of instruction: history, 
geography, science, literature, music, and art. 

Preliminary planning with teachers—At the first teachers’ meeting 
of the year, the subject of assemblies was discussed. This discussion, 
it must be admitted, was largely a monolog by the principal, pre- 
senting the arguments in favor of assemblies and describing two 
possible types of program, one given by a single room and the other 
made up of contributions from several rooms. The subject of the 











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FourtEENtH YEARBOOK 271 





first type was to be chosen and worked out under the direction of the 
teacher concerned. It might be either a foundation for future class 
work, introducing new material, or the presentation of a completed 
project. The second type was to be used in the observance of special 
days, with a program arranged by a teacher chairman. This chair- 
manship was to rotate so that no teacher might miss an opportunity 
of serving, or fee] that she had been asked to do more than her share 
of the work. It was deemed essential to maintain a feeling of fairness 
and equality among the teachers. The principal asked their coopera- 
tion, and the spirit of the meeting assured that it would be given. 

Grouping pupils for assemblies—In order that each audience 
might form a somewhat homogeneous group, the grades were grouped 
in four divisions: (1) kindergarten, first, and second; (2) third and 
fourth; (3) fifth and sixth; and (4) seventh and eighth. Arrange- 
ments were made flexible so that on special occasions, such as the 
presence of an outside speaker, any group might be enlarged. Pupils 
were seated on the main floor only, and in locations permanently 
assigned to the same rooms. The balcony was left vacant to aceommo- 
date visitors, who from that position could see nearly all of the pupil 
audience as well as the performers. 

Scheduling assemblies and rehearsals—No assemblies were held 
on Mondays, as each teacher desired time for a review or rehearsal 
on the day before presentation of the program. A schedule of dates 
was arranged covering the entire semester. Each group of pupils 
was assigned a certain’day of the week and a certain period on that 
day. These arrangements also were flexible, but adherence to them 
was encouraged. Blank forms were placed on the bulletin board in 
the office, and each teacher entered her initials opposite the dates 
which she preferred. 

A similar schedule covering the entire semester was arranged for 
use of the hall for rehearsals. This eliminated any chance for conflict. 
Teachers were left free as to choice of program and time for rehearsal. 
They were encouraged to help one another, as in the case of a non- 
musical teacher who was assisted with class or assembly singing, 
and of teachers skilled in the arts who aided in poster work or in the 
making of simple costumes and scenery. 

Topics covered in the programs—The assembly programs covered 
a wide variety of subjects, and supplied much opportunity for creative 
work on the part of both teachers and pupils. In only a few instances 
were commercial plays or dialogs used. Some astonishingly good 
stanzas were written in English classes, and some fine dramatizations 
were worked out. The titles of a few illustrative programs follow: 

3 











272 Exementary Scuoot Princrpars 





1. The spirit of Chicago 

2. Heroines (Mother’s Day) 

3. Franklin D. Roosevelt (President’s birthday; contribution to Warm Springs 
Foundation) 

4. Explorations 

5. Character thru play 

6. Mathematics hour 

7. Poetry appreciation (first grade) 

8. Appreciation of some of our pictures (corridor decorations) 

9. Safety program 

10. Correlating history, English, music, and citizenship 

11. Old songs and new 

12. The orchestra speaks 

13. Submarine telegraph (Illustrated, with lecture by pupils) 

14. Birds of Chicagoland (Illustrated, with lecture by pupils) 

15. Glimpses of China (Illustrated, with lecture by pupils). 

Encouraging attendance of parents—At every opportunity, invi 
tations were extended to parents urging them to attend the assemblies. 
Much work remains to be done along this line. While rather large 
audiences attended the programs given by the youngest children, the 
number attending diminished as the age of the groups increased. If 
the school assembly is to take its place as a force in community living 
and as a means of acquainting parents with the purposes and work 
of the school, the attendance of parents must be increased, especially 
in the upper grades. 

Conclusion—Many problems remain to be worked out in connec 
tion with assemblies at Faleoner School. Only a start has been made. 
Ideals and purposes need to be clarified. It is difficult for any of us 
in the beginning to realize that the value of a program does not lie 
in its finished perfection, but in the development of those who par 
ticipate. Commendation for good work done and emphasis upon de 
sirable objectives are the contributions of the principal to the growth 
of the work. Just as a teacher must help a shy, self-conscious pupil 
to overcome his diffidence and mistrust of his own abilities, watching 
eagerly for the appearance of special interests and aptitudes, so must 
the principal be on the alert to help the teachers with encouragement 
marked by deep sincerity. Thus may both pupils and teachers find 
in a planned program of assemblies an added source of strength and 
happiness. 





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FourteentH YEARBOOK 273 





THE TALKING PICTURE IN THE SCHOOL ASSEMBLY. 
V. C. Arnspicer anv M. R. Brunsterrer 
Director of Research and Research Associate, Erpi Picture Consultants 
Incorporated, New York, New York 
HE SCHOOL ASSEMBLY represents a comparatively undeveloped 
field for educational effort. Too often the lack of constructive 
programs for auditorium activities has resulted in a round of 
announcements, devotions, orations, and group singing. More and 
more, however, we are coming to realize that the assembly period 
is one of the most fertile opportunities in the school day for develop- 
ing desirable attitudes, appreciations, and abilities. In the assembly 
there is the audience situation as distinguished from the small-group 
and individual situations which characterize the classroom. In the 
assembly the individual responds as a member of a large group; his 
own personal reactions are colored inevitably by those of the audience. 
Socializing experiences are inherent in the very nature of the as- 
sembly. The individual feels the impact of group consciousness, either 
us a member of the audience or as one who appears on the program. 

Wide appeal of sound films—One of the problems confronting those 
who are trying to organize assembly programs about modern educa- 
tional objectives is the heterogeneity of the assembled group. The 
school assembly often represents a wide range in chronological age, 
intelligence, and experience of the children. The program must be 
so arranged that it makes contact with every pupil; it must make 
itself immediately personal to him. Even acquired politeness usually 
fails to mask the boredom created by programs which are not geared 
to the interests of the child audience. This difficulty tends to disap- 
pear in the case of well-selected talking pictures, because every indi- 
vidual is released for the time being into a vivid new world. 

The sound film is both an individual and a group device. It is 
individual in that the experience presented is complete for each 
person, who takes it intimately to himself because the picture’s vivid- 
ness and reality fuse the new material with his own background of 
experience. It is a group device from the standpoint of organization, 
since talking pictures can be presented to a group of any size. It 
is a group device in another sense because it helps to mold group 
attitudes and opinions. 

Vivid reproduction of life sitwalions—Another problem in the de- 
velopment of certain types of assembly programs has been the diffi- 
culty of reproducing life situations. Where experiences from the 
world at large are to be presented, where realism and versatility are 
important, the talking picture can make a unique contribution. Strik- 











274 ELeMEenTARY Scuoot Princrpars 





ing evidence of this has appeared in a current study of the use of 
sound films in the auditorium program of a platoon school.* One of 
the projects was a unit in vocational guidance, centering around the 
talking picture ‘ Choosing Your Vocation,” for a group of two hun- 
dred sixth-grade boys and girls. The pupil interest and participation 
showed clearly the impetus which the film medium provided. 

One of the neglected realms of school-assembly work is that of 
appreciations and emotions. An experience in which the individual’s 
reaction is colored by the patent enjoyment or disapproval of the rest 
of the audience has powerful socializing implications. The talking 
picture can provide these socializing experiences in abundance. 

These general values of the sound film may be obtained in several 
different types of assembly programs, three of which are discussed 
briefly in the following paragraphs. In planning each of these types, 
the possibility of using films to provide continuity for a series of 
integrated programs should be carefully considered. 

Assemblies stressing consideration of conduct problems—The sound 
film may be utilized in assemblies which are directly concerned with 
problems of character and citizenship. Authorities generally agree 
that character education—the development of a sense of values with 
respect to questions of ethical conduct, and of skill in judging all the 
elements of a problem situation—cannot be taught merely as an area 
of subjectmatter. Opportunities must be created in the life of the 
school for discussing pertinent questions of conduct. The difficulty 
has been to provide suitable life situations which will serve as a 
common basis of discussion and interpretation. The talking picture, 
recreating selected scenes from everyday life, can furnish the starting 
point for group thinking and action on conduct problems. It is en- 
tirely feasible to present a film of this type in the assembly period, 
and to follow it with discussion in the homerooms, where each indi- 
vidual may have an opportunity to contribute his reactions. Howard 
LeSourd, dean of the graduate school of Boston University, has re- 
cently made informal experiments concerning the value and use of 
selected talking pictures for character training, and under his direc- 
tion a series of films based on these experiments is being developed. 

Assemblies for the consideration of occupational opportunities 
Another area to which the talking picture can contribute significantly 
in assembly programs is that of vocational guidance. Today the occu- 
pational world with its increasing specialization is so vast that the 
student has little opportunity to explore broad occupational fields. 
Contact with the occupational world may be established in the ele- 


1 Public School No. 170, Brooklyn, New York. The program was developed by the principal, 
Mortimer L. Simpson, and supervised by the assistant principal, Mary S. Casey. 








Fourtrentu YEARBOOK 275 





mentary school, so as to build up a background of experience for the 
individual. Films especially designed to show different kinds of 
workers at their tasks are admirable for this purpose. It is also 
possible, when films not primarily vocational are shown, to develop 
an understanding of occupations which have been presented as inci- 
dental to the main theme. Here again the showing may be given 
before the entire student body, with discussion taking place subse- 
quently in the homerooms. An integrated program in this area, 
utilizing talking pictures as well as other helpful sources of informa- 
tion, can open up a continuing vista of the occupational world in 
which the student sees not only the nature of the work, but also the 
social and economic significance of various occupations. 

Cultural or appreciation assemblies—Another type of assembly 
program to which the talking picture can contribute is that which 
aims to raise the cultural levels of the children. In some communities 
there is a dearth of cultural opportunities and agencies. The school 
must accept the responsibility, particularly in view of increasing 
leisure time, for developing cultural appreciations. A talking-picture 
program may be organized which broadens the pupil’s knowledge of 
the modern social structure, of international relationships, and of 
social, political, and economic problems. The talking picture may 
also be utilized to develop appreciations in the arts, especially music 
and the drama. Recent experiments testing children’s attitudes 
toward theatrical films indicate that the foundations of discriminat- 
ing judgment may be laid even in the elementary grades. 

A significant project in the use of talking pictures in school assem- 
blies has been carried on during the past few years by J. C. Noonan, 
superintendent of schools in Mahanoy City, Pennsylvania. Dr. 
Noonan’s purpose has been to broaden the children’s cultural horizon 
by providing selected talking pictures at regularly scheduled inter- 
vals. These showings have been entirely removed from the classroom 
program, with no follow-up study or discussion prescribed. 

Suggested principles for utilizing sound pictures in assemblies— 
An assembly program worthwhile as a series of educational experi- 
ences is one that has been carefully planned, first in terms of desirable 
objectives and outcomes, and second in terms of the activities and 
materials which will accomplish these ends. The use of talking pic- 
tures in the school assembly is no exception to the application of 
this planning principle. Sound films selected more or less at random 
and shown casually in the auditorium may contribute a certain en- 
richment over and above the enjoyment which the pupils derive; 


? 
but where the selection and showing of pictures are guided by a 











276 ELEMENTARY Scruoot Principaus 





definite purpose, each successive assembly invigorates and expands 
the appreciation to be developed. There is a cumulative effect which 
reinforces each single experience. 

The idea of a planned program, of course, applies specifically to 
the educational talking picture. This is not to be interpreted as 
denying the value of entertainment films for elementary-school chil 
dren. There is probably a very definite place in the school assembly 
for theatrical films which have special appeal and merit for children. 
Even when such films are used, however, alert teachers will find 
opportunities to utilize the film’s stimulus for exploring inviting new 
fields in geography, history, and the arts. 

Pupil participation also is desirable in assembly programs which 
include educational talking pictures. Suppose, for example, that the 
assembly project for the term has to do with the better understanding 
of health values, and that films have been selected to give a well- 
rounded presentation of essential facts and appreciations. Each as- 
sembly period in this program may be devoted to one particular 
aspect of health. Student speakers may introduce the film of the 
day, and after the film showing, point out the significance of the 
pictured ideas for the daily living of the group. The assembly pro- 
gram may be followed up in homeroom discussions, in art projects, and 
in English classes. Pupil participation should not end with the more 
or less passive reception of the film experience. If the picture has 
been well chosen, it helps to release the motive power for doing some- 
thing about what has been seen and heard. 

The objectives of the assembly program furnish the basis for the 
selection of pictures. Sometimes this order of procedure may be 
reversed, as when the release of a new series of films suggests an 
outstanding assembly program. If pictures are to be selected for a 
predetermined program, however, all available film sources must be 
canvassed, in order to secure films which not only are technically 
excellent but which also integrate with the program in subjectmatter 
and treatment. It is well to prepare a list of criteria which films for 
assembly use should meet, such as technical excellence, suitability 
for the elementary-school child, and emphasis on social ideals. 

The chief responsibility of the school principal lies in determining 
the social needs of his students so that any film program organized 
will effectively meet those needs. It is to be expected that as the 
sound film comes into greater use in school assemblies, and so benefits 
from wider experimentation, creative educational leadership on the 
part of the principal will discover new and better ways of applying 
this new medium in the field of socializing experiences. 


saree 





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Fourteentin YEARBOOK 277 





THE RADIO ASSEMBLY 


WituiaM J. Laramy 
Principal, Oakmont School, Haverford Township, Delaware County, Pennsylvania 


His 1s station WOAK, Jack Holcombe announcing. Mr. 
Laramy will read the Bible.” 

At 9:01 each morning during the school year a message simi- 
lar to this comes from the loud speaker in each of the homerooms in 
the Oakmont School. It is the beginning of the day’s opening exer- 
cises, broadcast over the school’s public-address system.’ 

After reading the Bible the principal continues: “All stand. Our 
Father .” While he leads, the pupils in their classrooms re- 
cite with him the Lord’s Prayer. 

At the close of the prayer the announcer is heard again: “ Flag 
Salute. Dick King.” 

Dick: “Attention! I pledge allegiance ... .” 

As they finish repeating the pledge, the pupils return to their seats 
to listen to the special features for the day, consisting of music, plays, 
compositions, and poems. 

At the end of the program there is a period for announcements 
by student leaders. The baseball manager may tell of the practise 
or game to be held, and may give the results of a game the day before. 
The safety-patrol captain may make some comments on the conduct 
of the pupils. Finally, the principal has his period for announcements 
and messages to the school. Then from the pupil announcer: “ This 
is Station WOAK signing off.” 

Auditorium space limited al Oakmont School—The Oakmont 
school has 635 pupils in its six grades, and these are distributed 
among nineteen homerooms. Since the auditorium seats only 200, it is 
impossible to assemble even one-half of the children at one time. 
sut they can all listen to a broadeast assembly. The school building 
was remodeled in 1931 and completely equipped with a public-address 
system, which reaches all the classrooms, playrooms, library, audi- 
torium, and cafeteria. Sometimes about one-third of the pupils gather 
in the auditorium for their program, while the remainder listen in 
over the loud speakers in other rooms. 

Planning and organizing the broadcasts—The broadeasts are under 
the direction of a committee composed of the school principal and 
the music and English teachers from the fifth and sixth grades. The 
programs emanate from two locations. On Mondays, Wednesdays, 
and Fridays the principal’s private office becomes a broadeasting 





1The last three letters used for station identification, OAK, represent the first syllable in the 
name of the school. 











278 ELEMENTARY Scuoot PrIncipaAts 





booth, the controls being located in the outer office. On other days 
the microphone is set up in the auditorium. 

On Tuesdays and Thursdays the programs are in charge of the 
various homerooms, each one in turn. The Tuesday program is 
assigned to one of the first, second, or third grades, and the Thursday 
program to one of the fourth, fifth, or sixth grades. On these pro 
grams even the Bible readings are given by the pupils. 

The homeroom programs are carefully planned, practised, and 
timed, with the microphone and the auditorium loud speakers avail- 
able for rehearsals. The other programs are more informal, so that 
there is opportunity for a variety of extra features. 

Nature of programs—Generally speaking, the material on the pro- 
grams represents the classroom work of the pupils, and thus has a 
special motivating value. An English class, for example, wrote 
compositions on fire prevention, and the best of these were read over 
the microphone during Fire Prevention Week. A first grade has been 
learning health verses for one of its programs. The “ radio” pro- 
vides a convenient medium for exhibiting the work of one group to 
other interested groups or to the entire school. 

The first week of October was Junior Red Cross Enrolment Week. 
Each morning during that week the programs were devoted to the 
Red Cross. Pupils read their own compositions or items from the 
Junior Red Cross News. The result was 100-percent enrolment in 
the Junior Red Cross for the first time since the school was first 
enrolled some years ago. 

The next week was Fire Prevention Week. Pupils formulated and 
presented rules for the prevention of fires. On Wednesday the princi- 
pal invited the fourth grades to prepare oral compositions on ‘‘ What 
I Would Do if I Found a Fire in My Home,” and the best one from 
each homeroom was given over the microphone on Friday. The fire 
drill on Monday was criticized and discussed, and the result was 
a practically perfect performance on Friday. 

In addition to the morning programs, special features are broadcast 
from time to time. Thru the courtesy of a Philadelphia department 
store, Captain Tim Healy of the Ivory Stamp Club visited the school, 
and while the pupils interested in stamp collecting saw and heard 
him in person in the auditorium, the whole school was able to hear 
him broadeast over WOAK with their own Jack Holcombe (first- 
grade announcer) taking the place of the professional announcer on 
WJZ. 

Several other features have been found valuable and interesting. 
A “weather man” with his daily weather report is looked forward 
to by the pupils. Special news reporters scan the morning papers 





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FourtEentu YEARBOOK 279 





and give their brief versions of the highlights of the news—local, 
state, and national. 

Advantages of broadcast assemblies—The broadcast programs have 
certain advantages over the ordinary assembly. No time need be lost 
by taking the pupils to and from the auditorium. Plays can be pro- 
duced without a great deal of rehearsal, since all the pupils have to 
do is read their lines. It cost considerably less to install the public- 
address system than it would have cost to add an auditorium large 
enough to seat all of the pupils. Moreover, the small auditorium has 
advantages of its own. For example, an English class can go there 
to produce a play without being lost in a big hall. 

While many fine features of the broadcast programs are to be found 
in ordinary assemblies, the public-address system at the Oakmont 
School provides these features with a marked saving of time, and 
without the disturbance of school routine that characterizes the usual 
assembly. The system certainly provides the principal with a wonder- 
ful opportunity for keeping in touch with the school. He can speak 
directly to the pupils every day without bothering to assemble them. 
His office is saved the time and expense of producing many announce- 
ment bulletins. Every message or announcement reaches each pupil 
exactly as the principal wishes. Incidentally, the people of the com- 
munity have learned the program’s value in locating stray dogs and 
cats. So far, however, there have been no other requests for advertis- 
ing time, and the programs are all “ sustaining.” 

Practise in public speaking, especially in a form that is becoming 
more and more common, is given to practically all of the pupils in 
the school. In the course of a week’s program an average of forty 
youngsters take part. In the fifth and sixth grades microphone train- 
ing is a part of the regular work in language and reading. The 
teacher takes her class to the auditorium, the pupils speak into a 
microphone behind the scenes, and the audience only hears the 
speaker. Under such circumstances the motivation for careful speech 
is great. 

The principal and teachers have had no special training for the 
microphone work. Trial and error, experimentation and study have 
played the major part in the development of programs. This year 
one teacher with some radio experience has been added to the faculty. 
But little difficulty has been encountered, even by the inexperienced 
teachers, in the production of worthwhile programs. 











280 EL.emMentary Scuoot Principats 





PRESENT STATUS OF ASSEMBLIES IN ONE HUNDRED 
ELEMENTARY SCHOOLS ' 


N OCTOBER 1934 a special inquiry was sent to 500 members of the 
Department of Elementary School Principals, requesting specific 
information concerning assembly practises in their schools. This 

article summarizes the replies to this inquiry, and offers certain 
tentative conclusions and suggestions. 

One hundred and nine principals, or about 22 percent of those re- 
ceiving the inquiry, responded to it in whole or in part. Because of 
the relatively small number of returns, the data obtained cannot be 
considered representative of elementary schools thruout the nation. 
They do, however, reveal some interesting facts, and suggest a number 
of problems which deserve careful consideration by principals and 
teachers. The ten questions in the inquiry are presented in order, 
together with a statement of results and interpretation. 

Question 1: Does your school have assemblies? (Number of r 
plies=109.) 


There can be little doubt that the assembly plays a part in the life 
of many elementary schools. Since the term ‘ 
specifically defined in the inquiry, some of the principals responding 
probably included regular auditorium periods under this heading in 
answering Question 1. While there are administrative differences 
between regular auditorium work and assemblies proper, it is doubtful 
whether a distinction between the two is worthwhile from the view- 


‘assembly ” was not 


point of their socializing opportunities. Both types may contribute 
much to this phase of child development. 

Question 2: How are grades combined for assemblies? (Number 
of replies=99. ) 


Percent 

Grades 4 to 6....... hy AES peg oe ee eee ees = ee Sigintiew earn ated 35 
NN Oh MEE Ws Ss Sin osce ee so Selanne x cidatbiwans 3 

IT NN hn. i ee are ee a ote ee ee ee 30 
Grades 1 and 2..... saat PeeincX erica lh le lasted ecaical de ao Ti Se Siac , 2 
ae a td tai a WR Whee aris elalaca cidcyi brook oan d ae 13 
AOE oss aaa ciesteees boveeueus EN a Home ere Laaienns 12 
Grades 5 and 6............ elem a oie ta Rech n aie gat es 12 
ES RIERA ey Ey en ies chee a cant a ah oh ck 10 
Varies according to nature of program.......... ee ee . 9 
ch ara segues rare ei gra a Wk lane a 


1This article was prepared by the Editorial Committee with the cooperation of the Research 
Division of the National Education Association. 





r 





FourTEEentH YEARBOOK 281 


Percent 
Grades 3 to 6....... CT ee er Pe te rN) Tot ee OR 5 
ge Re tele Por a aineie ee Magee Parte rary e eerie a) ch A 5 
EF NE akc rs Se AC eek se lac cs beeen eee 4 
Pee ED NINN Fi onssde Siri Sirdar gw sidtaceca vivo ne ded ale peel wie 4 
A EMR. crina ohh 5 ax Sine tns. 5S aitecniae Sesion at oT 3 
NNN TINO sa glans odin ctwcars wo an n.0 Gece, Sees Fa eeRaa.0 Riel a ecm tea 3 
Perea ann MNEE URNS Fo oo Soe os Sy SS a ccc ee ds ean cmeanemase 2 
URN ORNS Sc ira. Sunes Sess hah eS dhs vd wis RITA I ae Be eee 2 
MN MNO oo ods Sob TEGO Eh nuda A A Has FE 2 
TIS oa Sra nea Sots Succ ov xine ator tine Sota uniey cane tment meee 2 
WU OS IIS Bo oo 5 ov colo nk dia vic cde duipan dn whe sae eeaeen 1 
Grade 1 alone.......... sis to sana Sta, MARAE EAC ea ee ea 1 
I BRR eo acd. vic. edie ee arsem. Sw aie i wrbceaewr ad Oo RRR ee Pee 1 
CP ae 80 E. kiscciicwiesnn cain sisini te wikgmted oe esas haa teach ats ee 1 
PS SRE Re re ee ey ke Pe ey Pr 1 
Kindergarten to grade 2, and special class..............00eeeeees 1 
Grades 3 to 6, and special class................ ai eahene pp ene 1 
Crates 416 ©, BG SOCCIRE GNM oik 6d sic os cc ncdcesssnisebseonens 1 
Cyracies & and 6, and UigrAGOd CMI io. 5 «60 sicciissessctonveweweas 1 


The percents given in the above list total considerably more than 
100 percent because many of the replies indicated several grade 
groupings. For example, a principal might report that grades 1 to 3 
meet together for their assemblies, and that grades 4 to 6 do likewise. 
All cases of this kind were counted as two separate responses, one for 
grades 1 to 3 and the other for grades 4 to 6. It would have been 
impracticable to tabulate all the combinations of groupings reported. 
The figures under Question 2, however, do reveal in a general way 
which grade groupings are most popular for assembly purposes. 

Of the twenty-nine groupings, at least twenty-five indicate definite 
divisions by grades, with grades 4 to 6 leading in frequency. This 
shows a definite trend towards grouping by interests and closely allied 
grade levels. However, there are many assemblies in which all the 
pupils of a given school, from kindergarten to grade six, meet as one 
group. It is also of interest that in several of the schools, special and 
ungraded classes are not isolated but are included in assemblies with 
certain other grades. 

Question 3: What grades, if any, do not participate in assemblies? 
(Number of replies==103.) 


Percent 
ON dew aea:a bd 2 Riha ehG'S bea dia Koen Sree ie ieee 79 
NI 4.55 ah esas lich, qe itis. n arse Sade i ae Rin a 9 
RN berths anna ans Masaataiialls Wieden aca tclagltd dtc rabies cul oa ae ee 9 
ered ena ra estas atta ee: saiansacttln int ato eer ee eR aE ee 9 
OS SPP Peete ee Si ems ie AGP ip RST SERLaL GR ME 8 
NE gg arc acc sont 5 gcc tase pees eecncalle pe ee eae vas iene amenities 3 
SO i) 2 ences acy ava veiwe Bilal leves d aeaee iead aseriniog why dita une aa eo 1 
NI arias aa gral eoiei a ecg ores whe seal he mince ieee eae areata ete 1 
Subnormal class .............. 6 csutenteia' dos Rik addlet Sle tea ae 1 


I OUND hc aiken dioecnannes sas ease chagee nga thiachine % 








282 ELEMENTARY Scuoot PrINcIPALs 








In more than three-fourths of the schools, every grade participates 
in some assembly. The percent of non-participation, centering in the 
primary grades and kindergarten, is statistically small but important. 
Apparently Question 3-did not go far enough; it should have included 
the query “ Why?” Without knowledge of the reasons for non 
participation in the lower grades of some schools, no valid conclusion 
on this point can be drawn. 

Question 4: At what hours and on what days are assemblies held? 

(a) Hours of the day. (Number of replies=94. ) 


Percent 


os ee ato ihnige ark mamalbsicimedinw oes 43 
I I Toca wh dias yeh acral al dvs se do vaacdm ce wor ance ASS 23 
PE UNE Oe cn acewkcadetaceacncnne Fe Reo ys ere 
Varies according to day of the weeks... ....cceccciscccasceceess 18 
a ES ARERR ERR Rat orgs ee ne eo hea, Z 
I i NO ges aces sig abt nse vette ied diam te eS We ae 2 
Regularly at 10:30—on special days at 2:30................... . 1 
Different hours for different groups............. car Mic Witmer l 


(b) Days of the week. (Number of replies=98. ) 


Percent 
NN a aod nies iccapathi S AERO Ra a ace elaoe nk wa ee | 
NN: cc cx nds na ea ce paw ce eelepeweaecudaucaaweetetaeds ae 24 
I 4-10 sae id shir aa. nea Sheps dase rade ICE area ook esl wears ds mses ae 
I 5 ag Cec a cs ts iin Sagan ein mc nod koe ne ome ae Note le stn ives ee 
ERT SCRE See rnin Pye Sn gS SE TS ive aco te (Rea eee 15 
ee mh OOO TONS ois ois oe ecciiecededic cdciecssccweesee 4 
I, 2 in ier vin alk me earn e cari wrap cratens eee ew ears mar eden 3 
IE MRI. 5. son Sa diac tn Dem eae a ee eiah aeideiane aaeie one ciod eras: aveds 2 
Day before each holiday and at end of marking period........ l 
PRMMRPOREN TOGIO HOUT COM COI) o.oo cc cccciceccncvscceccscsveces l 


The hours of the day most favored are those before 10 a. m., and 
the favorite day of the week is Friday. The tabulation includes some 
schools which hold regular assemblies daily, as indicated in the 
answers to Question 6. On the other hand, there are schools which 
vary their assemblies both as to hours and days. 

Question 5: In what type of room or rooms are assemblies held? 


(Number of replies=103.) eee 

ercen 
I she cule ca wana ae od eRe ea Sete eh edema 53 
ROR OREO ETE OE TOTO OTe 9 
REE SAO OPE PO Tn eT Ee ET eT Te eee 8 
Combination gymnasium ‘and Cee eee 8 
NE occ ncheneedseadeeeih« ChEdedehOssdtest00K6erevees 6 
In wide hall—sometimes in two rooms thrown together.......... { 
NED OU OOO 5 6.a cn. cibc ios sd ckeeee eacenesise ec peeeees 4 
a eee OE CE cee SRE SWRA RE wba hi5 40 5 3 
a I a ee rr ee ier Sig Rie ea Shen ease a. 
In the hall—when weather permits, in outdoor amphitheater..... 1 
An annex to main building fitted for assembly.............. ae 
i i i SS ood Conon eke e SERRECAEA Magee wapalene a 1 


Room about size of regular rooms but provided with opera chairs. 1 
A two-room cottage made over into assembly room.............. l 





—- & ® 





FourtEEntH YEARBOOK 283 





More than one-half of the schools are fortunate enough to have an 
auditorium, built originally as part of the school plant. Where there 
is a gymnasium, but no auditorium, this room is used for assembly 
purposes. It is interesting to note the variety of rooms, particularly 
in the 1-percent group. The “ Little Theater ” and the outdoor amphi- 
theater are novel developments. 

Question 6: What is the regular time allotment for assemblies? 


(a) Daily. (Number of replies=33.) 


Percent 
U5 tO 2 Mindless ois ones. cecdseveccasacss icky abavecbie, rete eetete eae 27 
UM e etna Me kaka eRlon eee bathe Leas mano ete 18 
RM CARD 20 CANOES 5655865 i555 Fad cade SOdew 8aGineatedexwaee 12 
ee Fe ee I so. irnsin a cknricd noWncdvede cokmnerenens 12 
About 30 minutes whenever held................cccccccccsevces 6 
ey CINE DENI ss 5856 cS Gabind Pope ee asae hades eee ee 3 
(b) Weekly. (Number of replies=75. ) 
Percent 

Bee A NIN a, 5 isd w diarshidard dod arco tease wi DERI Ow RE ele 40 
MR A RRRUINNION oso 2:0 sis tds % SACHS, Sipser errmveTR OR wie ee wee eas 13 
ia is ico Sridhar aT eRalNendeneden eae mee 
Ei, CONGUE, CO WMA i nase: Sinepse- ard vo tack 90m Bs eda arsd eine ww Bini cme 8 
PUI So hid 54 hain atk bia archive sie Mesh, SA8, Seow de vaca kl aeons ea 8 
ee ne eee eee Me ry ene 5 
Se ee TO bisa d seo Sn een ae id. Divs wae ow arses ano ee eee Bs 3 
By CUR CU IE CNS asics es ssaie cg aiaree nana Nona Meiatoiea en te eleies cated 3 
4 hour bimonthly......... site dy minors chide ate ede eh Terntaiee sata oe 3 
a Ra a IN sii fs ig oni 5a, Sve SANs as wie ie nino esis Geaca aie EOS 1 
No time set as long as definite purpose is carried out............. 1 


{vidently there is no standard time allotment for assemblies ; vari- 
ations thruout the nation are many, both in daily and weekly allot- 
ments. However, relatively short assemblies seem to be in favor; 
27 percent of the schools allot 15 to 29 minutes for daily assemblies, 
and 40 percent allot 30 to 44 minutes for weekly assemblies. Included 
under both (a) and (b) are replies concerning monthly, bimonthly, 
biweekly, and special-day assemblies. Such replies do not answer the 
question in a strict sense, but are listed because they indicate the 
frequeney with which assemblies are held. 

Question 7: How many children are sealed in a single assembly? 

(a) Minimum. (Number of replies=95. ) 


Percent 
PONE SUNN MNS S506 alpine cca ie bane eetaa toon eT ee ee 1 
25 to 49..... iil eisoh whee sth alklgbae dee aoa Ra eee eke 6 
PN MMe ag fa 5 aS ps phe BiG SIN RUA Sra kd Ws ek IAP mR we eke aed a Te 8 
pie NE I casos fs. car vpica io msm as aR eared 2g Sac ah ai ea ee ee 7 
I I sega desi da cone sco i wae eae bra. aa orees moet nana a eae eee a 35 
OS 5 Re a ee re nr ee to 38 











284 ELEMENTARY Scuoot PrIncipaAts 





(b) Maximum. (Number of replies 99. ) 


Percent 


UA A aaa Sa tar iE aa a i an ae waline oa 
REAR ree, oe coche ie ie eS ne ne eee ae iets a 
as ca Ssh a ora i edi giao PG rare lel rte ac eceaieile’ wie: Waobontn'e 4 ~« ae 
I oi kt ON hd ak ia eee ee ela Weve Wa rwlate Gd wie ose bes 22 


Curiously enough, the greatest percents for both minimum and 
maximum seating are for assemblies ranging from 200 to 499 pupils. 
Other percents indicate wide variations, however, due probably to 
building design, available space for assembly purposes, size of school, 
number of pupils enrolled, and grade groupings. 

Question 8: What material equipment is available for use in 
assemblies? (Number of replies=102.) 


Percent 
i a eal aa aR a a was asian orn 98 
Serre tere teeter ee oe rt ee toed 
| aa ietiiaasva aids nh radi aoa dca en acerca learner eiga ree a oleh Aleve dome: w/a 71 
Re eee TER ee oer ter cee ee ree . 68 
Motion-picture projector ............ RS REE eae ie ip ne 52 
I sand oa ery ig aco wie hui anare Niele a eidician Ralmis kin eke WANA eas wb 50 
RT ode Dee anager ar een eee cael wel ep od Ci een he Tia Ok cs wich . 47 
IN inns oka Sakae ie wk Dadwes poet ein ekeskwheeane whan 7 
cies au cag xt ahve dig SER AAT Mae EE RSS BUG Oe Rie Sores 3 
NE NOUNS, occas soins cin awe ne weeds edad e cele meee ees 2 
IN, <o riahic 57a rag aie Mabrasdk aie = a/eG Rh ie Wa Br Hoa Ris Mio e eee is 1 
eI SIN fo tn ee ge peared bier teed ab ancais 1 


Evidently most of the schools responding to this inquiry are well 
equipped for assembly purposes. The piano and phonograph seem 
to be indispensable. The presence of radio receivers in 47 percent 
of the schools and of a public-address system in 1 percent, indicates 
an awareness of modern aids to teaching.” Other items of equipment, 
none of which was mentioned by more than 1 percent of the princi- 
pals, were back drops, spot lights and lighting systems, screens, black- 
boards, dressing rooms, flags, song books, and pictures. 

Question 9: What specific features of your assemblies contribute | 
most to the ethical and social development of the pupils? 
The replies to this question naturally do not lend themselves to a 
statistical summary. It is possible, however, to list the leading 
features roughly in the order of their apparent importance, as follows: 

1. Original programs initiated, developed, and presented by pupils with a mini- 
mum of teacher supervision, and growing out of school and classroom activities 

a. Dramatization: plays, pageants, reviews of activity units, puppet shows, 
and scenes; particularly those written, prepared, and directed by the children 


2 For further information about such aids, see National Education Association, Department of 
Elementary School Principals. Aids to Teaching in the Elementary School. Bulletin (Thirteenth 
Yearbook) 18: 117-528; June, 1984. Washington, D. C.: the Association, 1934. Chapter IX, 
“Radio and Sound Equipment,” p. 380. 


FourtEENtH YEARBOOK 285 





b. Assemblies conducted by children; each grade in turn takes charge of 
the assembly according to a scheduled plan; class president or chairman presides, 
principal and teachers remaining in the background. 

2. Music: community singing, school orchestras, bands, glee clubs, rhythm 
bands, harmonica bands, individual school songs, and music appreciation by means 
of radio and phonograph records. 

3. Visual presentation: slides, particularly those prepared by pupils, silent and 
sound films, shadowgraphs, chalk-talks, and picture talks for art appreciation. 

4, Student-council reports and discussions on school problems: safety patrols, 
sanitation squads, Red Cross participation, health records, and school citizenship. 

5. “ Outside ” speakers and performers. 


Some of the replies to this question included supplementary com- 
ments of interest. For example: 


These children would rather have the principal talk to them than anything you 
can suggest. She was sick for a month. A sixth-grade boy said, “ Please come to 
assemblies; we don't want any more without you.” She said, “I am forbidden to 
make a speech.” He said, “ Then you come and just talk.” 


Question 10: What kinds of evidence indicate that your assemblies 
are effective in the social development of pupils? 

Replies to this question, as in the case of Question 9, do not lend 
themselves to an objective, statistical summary. It is possible, how- 
ever, to list the kinds of evidence mentioned in the replies, as follows: 


1. Better school morale 

2. Increased interest and happiness of the pupils 

3. Increase in eager, active pupil participation 

4, Development of poise, self-control, and self-confidence 

5. Development of individual restraint, cooperation, and responsibility 

6. Increased politeness (courtesy and attention as an audience), and respect 
for the rights of others 

7. Development of special talents 

8. Development of sincere appreciation 

9. Discussions in class following assemblies 

10. Better results in cleanliness, safety, and honesty. 


Several replies to this question also included supplementary notes, 
such as: 


Increased sympathy on the part of the older children for the younger children, 
and admiration for the accomplishments of the older on the part of the young, 
tend to increase effort. 

Because most of the assembly programs are the outgrowth of regular classroom 
work, there is an incentive for the best type of work in every class and every 
period. . . . Both teachers and pupils look forward to assemblies as recreational 
and inspirational parts of the school life. 

Comments from parents, business people, and residents concerning conduct of 
pupils outside the school are most heartening. 

Parents who attend assemblies are interested and reflect the anticipation and 
eagerness of their children. Attendance of parents has been a valuable incentive. 
Because of their participation in assembly programs the children overcome their 
timidity and feel more free to enter into discussions in the classroom. They be- 
come better acquainted and therefore more tolerant and sympathetic. 











286 ExLemMentary Scuoot Principats 





Summary and conclusions—The replies to the inquiry described 
above indicate that the assembly occupies an important place in the 
programs of these particular schools. Principals and teachers seem 
to be aware of the socializing opportunities inherent in this form 
of school activity. Special points of significance are as follows: 

1. Nearly every elementary school replying conducts assemblies in 
some form. 

2. The majority of these schools assemble the pupils in definite 
grade groupings, with the combination of grades 4 to 6 appearing as 
the most frequent grouping. Grades 1 to 3 also assemble together 
frequently. Such groupings indicate an appreciation of children’s 
interests at different grade levels, and suggest the possibility of even 
closer groupings on the basis of interest and age. In those schools in 
which the entire school population is always assembled as one body, 
there is reason to believe that many pupils cannot be reached effec- 
tively because of the wide diversity of interests and ages. While there 
is probably a place for the all-school assembly under certain cireum- 
stances, the trend is definitely away from this type on most occasions. 

3. Special and ungraded classes are included with regular class 
assemblies in some schools, but are excluded in other schools. Is not 
the participation of these children more desirable than isolation ? 

4. In almost 80 percent of the schools, every grade participates in 
some assembly. The percent of non-participation, centering in the 
primary grades and kindergarten, is statistically small but educa- 
tionally significant. Why these grades do not participate is not clear. 
However, unless there are valid reasons, it would seem that the 
younger children in some of these schools are being deprived of a 
wholesome socializing influence. 

5. The hours of the day most favored for assemblies are those be- 
fore 10 a. m. At this period of the day the children are rested, alert, 
and most impressionable, and the proper spirit for the day can readily 
be established thru a vital assembly program. The favorite day of 
the week for holding an assembly is Friday. However, in many 
schools assemblies are a regular daily feature. 

6. More than one-half of the schools have regular auditoriums. In 
other schools every effort is being made to accommodate large groups. 
Often there are novel arrangements, such as a small cottage made 
over into an assembly room, or an outdoor amphitheater. 

7. Relatively short assemblies are in favor, but there are no stand- 
ard time allotments for either daily or weekly programs. Assemblies 
lasting more than thirty minutes, except on unusual occasions, may 
tax the attention and the patience of a young audience. The length 
of assembly periods may well vary, however, according to the nature 





we 


. 








FourtTEENtH YEARBOOK 287 





of the programs. The total weekly allotment of assembly time in 
40 percent of the schools was 30 to 44 minutes. A liberal increase in 
total time for so valuable an activity would seem to be desirable, 
unless activities of the same kind are provided for otherwise, as in 
regular auditorium periods. 

8. The number of children to be seated in any assembly depends 
on many factors, such as available space, size of school, enrolment, 
and grade groupings. In the majority of schools reporting, the maxi- 
mum number of pupils in a single assembly is between 200 and 499. 

9. Most of these schools are well equipped for assembly purposes. 
The problem, however, is to make the best use of such facilities. 

10. The specific features of assemblies which contribute most to 
the ethical and social development of the pupils are original programs 
prepared and conducted by the pupils themselves, dramatizations, 
music, visual-education presentations, and reports of activities by 
pupils. The whole trend is towards active pupil participation of the 
entire student body. More and more, pupils are being encouraged 
to initiate, develop, and present their own offerings. Such emphasis 
will lead to a greater utilization of the socializing opportunities in- 
herent in assemblies. 

11. The kinds of evidence that indicate how effective assemblies 
are in the social development of pupils are difficult to record on an 
objective basis. However, it is possible to state that as a result of 
effective assemblies pupils show an increased interest in school life 
thru eager, active participation, and there is a greater development 
of talent, appreciation, poise, politeness, and cooperation. 

In brief, the special inquiry reveals a widespread interest on the 
part of principals in the assembly as a socializing opportunity. Pupils 
are profiting from these new-type assemblies; school morale has been 
lifted to a higher plane; and school has been made a happier place 
in which to live and work. On the whole, the assembly in those schools 
which responded to this inquiry is designed to give pupils satisfaction 
in real accomplishment. Its present status in these schools suggests 
the desirability of continuing and improving the use of assemblies 
in all schools as a means of fostering the personal and social develop- 
ment of each pupil. 








288 


ELemMEentTARY Scuoot PriIncrIpa.s 





~I 


17. 


18. 


19. 


SELECTED REFERENCES 


Borceson, F. C. All-School Activities. New York: A. S. Barnes and Co. 
1931. Chapter 6, “ Assemblies and Special Day Celebrations,” p. 101-22. 


.CuBBERLEY, Ettwoop P. The Principal and His School. New York: Houghton 


Mifflin Co., 1923. Chapter 17, “ Use of the Assembly Period,” p. 320-34. 
EpMoNSON, JAMES B.; Roemer, JosepH; AND Bacon, Francis L. Secondary 


School Administration. New York: Macmillan Co., 1931. Chapter 10, 
“The School Assembly,” p. 209-18. 


Francis W. Parker Scuoot. The Morning Exercise as a Socializing Influence 
Yearbook No. 2. Chicago, Ill.: the School, 1913. 198 p. 

Hatcu, Roy W. Training in Citizenship. New York: Charles Scribner’s Sons, 
1926. Chapter 10, “ The School Assembly,” p. 139-45. 

Hvuaeerr, A. J. “Student Preferences in Assembly Programs.” School Execu- 
tives Magazine 53: 206-07; March, 1934. 

JoHnson, W. H. “The Use of Assemblies for Socializing Instruction.” Ele- 
mentary School Journal 27: 212-18; November, 1926. 

Jorpan, Riverpa Harpinc. Extra-Classroom Activities in Elementary and 
Secondary Schools. New York: Thomas Y. Crowell Co., 1928. Chapter 5, 
“The School Assembly,” p. 56-67. 

Ketty, Mary G. Teaching American History in the Middle Grades of the 
Elementary School. New York: Ginn and Co., 1928. 748 p. 

Lincotn Scuoot (Teachers College, Columbia University). Some Uses of 
School Assemblies. New York: Lincoln School (425 W. 123rd St.), 1922. 
69 p. 

Lumspen, F. M. “The School Assembly as an Integrating Force in the 
Curriculum.” Educational Method 14: 266-71; February, 1935. 

McKown, Harry C. Assembly and Auditorium Activities. New York: 
Macmillan Co., 1930. 462 p. 

Mutarp, Cecit V. “ The Assembly Program in Operation.” Elementary School 
Journal 31: 349-57; January, 1931. 

Mier, Harry G., AND CHAFFEE, Newton W. J'he Auditorium Social Arts 
Boston: D. C. Heath and Co., 1932. Chapter 12, “ Assembly Practise in 
Richmond, Virginia; Springfield, Massachusetts; Girard College, Phila 
delphia, Pennsylvania; and the ‘ Departmental Auditorium ’ of Pittsburgh 
Pennsylvania,” p. 146-70. 

ScHWELLINGER, OtGa. “ Assemblies—Their Aims and Organization.” Hduca 
tional Method 10: 7-16; October, 1930. 


SHeenHan, Mary A. £E2xtra-curricular Activities in a Junior High School 
Boston: Richard G. Badger, 1927. Chapter 4, “ The Assembly,” p. 46-68 

Tueresarp, 8. A. “ Socializing Activities in the Junior High School.” Chicago 
Schvals Journal 12: 185-90; January, 1930. 

Tuomas, Ciara B. “ Assembly Program on the Eclipse of the Sun.” School 
Science and Mathematics 33: 430-31; April, 1933. 

Wacner, M. C. Assembly Programs. New York: A.8. Barnes and Co., 1930 
142 p. 

Watson, Rurn R. “ The Geography Assembly.’ 
200-09; May, 1933. 


? 


Journal of Ge ography 32: 











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the 

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Lool 
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in 
iila- 
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1-68. 
"ago 


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930. 





CHAPTER III 
PLAYS AND PAGEANTS 
EDITORIAL COMMENT 


RAMATIZATION is another activity which has always had a strong 
appeal for old and young alike. Everyone enjoys seeing a 
play, and a surprisingly large number of people are, or have 

been, ambitious to become actors. It is only natural, therefore, that 
teachers and principals have found the play and the pageant valuable 
for stimulating pupil interest in regular school work, for developing 
appreciations in different fields of art, and for giving children experi- 
ence in working together upon a common project. Necessary skills 
and desirable social attitudes both may be readily fostered by activi- 
ties so inherently interesting as these. 

In the projects described in this chapter a relatively new technic 
is evident. Formerly, the general practise in most schools was to use 
dramatizations written for children by adults. Copies of the script 
were purchased, and the pupils were trained to speak the lines and 
carry out the action as specified by the author. Recently, altho the 
formal play still has a place in school work, teachers have realized 
that greater socializing values may be derived from the informal or 
homemade dramatization. In many elementary schools, most plays 
and pageants are now developed by the children themselves with the 
assistance of the teachers. Children select appropriate stories to be 
dramatized, choose the scenes and characters to be represented, and 
write the lines to be spoken. They also help to plan costumes and to 
design and build scenery. The social results of this type of dramati- 
zation come primarily from the work of preparing for the perform- 
ance, and only secondarily from the performance itself. 

The first article in the chapter discusses the play and the pageant 
as cooperative projects involving the entire school. The second de- 
scribes in considerable detail the preparation and presentation of an 
all-school festival based upon the customs and institutions of different 
nations. The next three articles deal in concrete terms with the pro- 
duction of plays by particular grade groups. The last article offers 
practical suggestions with respect to the coordination of dramatic 
activities and the regular school subjects. 

The reader who is especially interested in school plays and pageants 
will not overlook the list of selected references at the end of the 
chapter.—Fditorial Committee. 


[289] 











—_ 


290 ELEMENTARY Scuoot PrIncIpaLs 





THE PAGEANT AND PLAY AS ALL-SCHOOL PROJECTS 


Ze.ita K. Fiores 
Principal, Lincoln and Garfield Schools, Lewistown, Montana 


N A SCHOOL organized to provide rich socializing experiences, 
the auditorium not only affords opportunity for creative ex- 
pression and the interpretation of what pupils have acquired and 

achieved in other departments of the school, but it also serves 
as the center of school or building activities. The assembly which is 
the culmination of work on a particular problem or unit of study 
is no doubt the major contribution of the auditorium. This type of 
assembly is usually an occasion when a single group of pupils presents 
to other children the results of purposeful research and activity. In 
the same manner but on a larger scale, the pageant or play as an 
all-school project may serve as the culmination and coordination of 
the work of the entire school. Once each year, perhaps more often, 
all pupils and all departments of the school cooperate in planning 
and presenting a program made up of content that all understand, 
appreciate, and enjoy. 


DESIRABLE CHARACTERISTICS OF THE Aut-Scuoot PAGEANT 


Based on previous school activities—So far as possible, the building 
pageant or project should be a summary, interpretation, or culmina- 
tion of activities previously carried on in the school. For this reason 
the end of the year is a desirable time to present such a program. 
Many times the central idea of the pageant will be determined after 
the teachers of the building have reviewed the work of the year and 
have recognized the direction or theme which a reorganization of the 
year’s activities would naturally take. 

This procedure was illustrated in a pageant called “ The Land of 
the Shining Mountains,” which portrayed the history of Montana. 
A large part of second-grade activity for the year had dealt with 
Indians, and these children weleomed the opportunity to depict 
Indian life in the school pageant. Since fifth-grade groups had gone 
extensively into the subject of the westward movement and pioneer 
life, they were prepared to make a significant contribution. Sixth- 
grade pupils had studied mining and were enthusiastic over the oppor- 
tunity to dramatize scenes from the days of gold discovery in Montana. 
Fourth-grade pupils had spent considerable time investigating the 
history of their local community, and the school pageant motivated 
the evaluation and organization of their findings. While this pageant | 
required much last-minute organization and finish, the basic content | 








FourtTEENtTH YEARBOOK 
































had been acquired in many weeks of regular classroom activity 
program as presented was as follows: 


PROLOG 
THE Spirit or THE Mountains 


The prolog interprets thru costume and dance the beauty and attractions of the 
Land of Shining Mountains. These in large measure made up the lure of the 
West that resulted in the development of Montana. 

Flowers, birds, a sunset, animals, minerals, a wheat field. 


EPISODE I—THE INDIAN 


Scene 1—Indian camp life and war dance 
Scene 2—The peace council 


EPISODE II—THE EXPLORER 


The scene selected shows Sacajawea leading Lewis and Clark to the home of 
her own tribe, the Shoshone Indians, at the Three Forks of the Missouri River 
in Montana. 


EPISODE III—THE MINER 


Scene 1—The discovery of gold at Alder Gulch 
Scene 2—The rush from Bannack to Alder Gulch 


in 

es EPISODE IV—THE PIONEER 

son The scene shows how newcomers from the East were welcomed in pioneer homes. 
am. 

fter EPISODE V—THE COWBOY 

and 
the 


The picturesque side of cowboy life is shown in this camp scene. 


EPISODE VI—LEWISTOWN 


| of Scene 1—Trappers and hunters 
na. Scene 2—Peter Koch and the first trading post 
vith Scene 83—The stagecoach 
Scene 4—Camp Lewis 
Scene 6—The first real settlement 
sone Scene 6—Reedsfort Postoffice 
neer Scene 7—Janeaux 
xth- Scene 8—First graduating class 
Scene 9—The first railroad 
por- 


ana. 

the 

ated Cowboy Band—Between Episodes II and III 

; Chorus of Old-fashioned Girls—Between Episodes III and IV 
eant 1. An Old-fashioned Garden 

tent 2. The Quilting Party 


piet 


INTERMISSION NUMBERS 





ELEMENTARY Scuoot Princrpas 


bo 
=) 
bo 





Subjectmatter interesting and valuable to pupils—A second prin 
ciple or suggestion concerning the all-school pageant or play is that 
its content should be interesting and worthwhile to the children who 
participate. In the writer’s opinion a pageant should not be presented 
merely for the entertainment of an audience. It should contribute 
first of all to the development of the children who plan and take part 
in the program, and second, to the audience that witnesses the per- 
formance. The outstanding contributions or features of the pageant 
may be brought specifically to the attention of the entire school and 
of the audience. This was done in presenting a pageant entitled 
“Ye Olden Times,” which showed the leisure-time activities of the 
American people from the colonial period to the present. The mimeo 
graphed program listed scenes in the home, church, school, and com- 
munity, and included also the following statements: 

We have tried to show (1) that much early social life centered in the home; 
(2) that the church and school were other centers of community and social ac- 
tivities; (3) that a fine community and neighborhood spirit was displayed by 
the pioneers; (4) that many social activities were really cooperative labor; (5) 
that social and leisure-time activities were not commercialized; and (6) that 
people actually participated and were not mere spectators. 

Every pupil a participant—It is desirable for every pupil to have 
some part in the pageant. In most cases this means that every pupil 
will appear on the platform when the program is presented. Re- 
sourceful and skilful teachers are usually able to visualize and to 
plan for universal participation, but occasionally it may not be possi- 
ble for every child to appear on the stage. However, each will have 
had a part in working out stage settings, costumes, or dramatizations, 
and will have a feeling of responsibility and participation. Under 
such circumstances, emergency substituting usually does not consti- 
tute a problem because many children have helped work out scenes 
and conversations, and are prepared to take almost any part in the 
pageant. 

The suggestion that all or as many children as possible participate 
in the program makes necessary the handling of large groups, in 
many cases hundreds of pupils. This is indeed no small task, but the 
growth of pupil interest and responsibility makes this part of the 
work easier from year to year. 

The oceasion when different groups of pupils present the parts of 
the pageant for each other is more than a dress rehearsal. It is the 
opportunity for pupils to see completeness and unity in the activity 
m which each has a part. It also brings out the central ideas or contri- 
butions of the pageant or play. The assembly at which everyone has 
the privilege of seeing the entire program is thus much anticipated 
and long discussed. 


es a eee 


E 


hae 


ERROR RT ee 


SAE ED Pre DE ENR 





or iv —_— WZ a 


‘i- 


he 
he 


of 
he 


ri- 
1as 
ed 





FourtErentH YEARBOOK 293 





A polished performance not the chief aam—Our chief objective is 
not a finished product or performance, but rather the provision of 
socializing experiences for the children. A small group of talented 
children could present a more polished program, but the large values 
of the all-school project would be lacking. The child who does a thing 
best needs additional experience least. Leading parts are not stressed, 
and year after year there is an effort to distribute prominent réles 
among as many pupils as possible. This does not mean that the pro- 
grams are presented in an extemporaneous or haphazard manner. 
After a class group has worked out a dramatization and has selected 
the cast, effort is directed toward the best presentation that these 
children can produce. 


PLANNING AND CoorRDINATING THE PAGEANT 


Determining the content—Probably the best means of securing 
coordination between the various departments and class groups is 
the faculty conference at which the building project is planned. The 
initial stages of such a conference may consist of reviewing the pre- 
vious activities of each grade or pupil group in order to determine 
what each could contribute to a pageant or play, or what type of 
activity would best fit in with the work of each group. The faculty. 
should take into consideration also the types of all-school projects 
that have been given recently, and the types that could be presented 
in order to give pupils broad and varied experiences. Social-science 
material is perhaps most readily adapted to pageants, while children’s 
literature furnishes good material for plays. In addition to the two 
pageants mentioned above, the following have been presented in one 
school: “Alice in Wonderland,” “ Robin Hood,” “ Frontier Epi- 
sodes,” ‘““ Why The Chimes Rang,” and “ Christmas Eve Around the 
World.” These titles suggest that in the future there might well be 
more emphasis upon current and everyday problems of the child and 
of the community. 

Assignment of specific responsibilities—After the nature of the 
pageant has been decided, the teachers in conference under the leader- 
ship of the principal will assign specific responsibilities for portions 
of the pageant to various departments and rooms. Teacher com- 
mittees are usually necessary. If there is an auditorium teacher she 
becomes the general director; if not, the principal may assume this 
responsibility or a regular teacher may be appointed to head the 
activities of the pageant. If there are special teachers of art, music, 
and physical education, they will take over the responsibilities pe- 
culiar to their departments. The school library must be prepared 











294 ELementary Scuoot Princrpats 





to meet many demands, for even tho the pageant is made up of units 
of work previously carried on, the organization of these units into a 
pageant requires additional research into details of costuming, stage 
settings, and dramatizations. Homeroom teachers will probably be 
responsible for the subjectmatter content as well as for many other 
details. Altho a special committee has been in charge of costuming, 
in the final stages of preparation each homeroom teacher will be re- 
sponsible for securing, checking, and caring for the costumes of the 
pupils in her room. In the platoon school the auditorium teacher 
in cooperation with the homeroom teacher has the responsibility of 
developing scenes and dramatizations; in the traditional school the 
homeroom teachers alone have this responsibility. 

Some may criticize the above procedures on the ground that they 
are characterized by teacher instead of pupil planning. While this 
criticism has a measure of truth, pupils as well as teachers recognize 
that an activity which includes the entire school requires competent 
leadership and organization. There remains ample opportunity for 
pupil initiative in working out stage settings, costumes, and the con- 
tent of that part of the pageant assigned to each pupil group. Pupils 
recognize also that the part assigned to each group has a direct re- 
lationship to their previous activities. 

Project treated as part of regular school work—The pageant as 
planned is not an extracurricular activity. It is made up of subject- 
matter which has constituted basic work in the past and which con- 
tinues to be basic work while the pageant is in progress. Frequently 
out-of-school time is used to work out certain details of the program, 
but this is in addition to regular classroom time devoted to the project. 
The point to be emphasized is that the pageant is the most worthwhile 
activity in which teachers and pupils could be engaged during the 
time they devote to it. 


Vatues or Att-Scnoot PAGEANTS AND PtLays 


The content or subjectmatter values of the play or pageant have 
been emphasized in the preceding discussion. In addition, pupils 
have the experience of cooperating in a common purpose and are 
afforded the pleasure of seeing a comprehensive but unified activity 
carried out successfully. There is opportunity for the promotion of 
pupil initiative, responsibility, and consideration for the ideas and 
contributions of others. 

Parents also have the opportunity to share in this enterprise. 
Costumes and stage properties are needed and most parents express 
their willingness to assist. In this connection, care should be taken 





se. 
288 
en 





ee 


i aa al 





FourtTErentH YEARBOOK 295 





that no child is deprived of participation because he cannot furnish 
the necessary costume or equipment. 

The all-school project affords opportunity to acquaint parents with 
the contribution the school is making to the youth of the community. 
Because it makes possible this contact with parents, the program 
usually ought not to be planned as a money-making affair. In many 
communities a program with no admission charge may draw a larger 
audience than can be seated in the auditorium. This problem may 
be solved by sending to each family represented in the school as many 
tickets as the seating capacity of the auditorium will permit. Thus 
the attendance can be limited to seating capacity, and all parents can 
have the privilege of attending. 

The values and opportunities afforded by the all-school pageant 
and play are so significant that the elementary principal may well 
give considerable study to the best procedures and modes of organi- 
zation for these activities. Success in these events is a result of careful 
planning and the promotion of fine teacher and pupil attitude. Since 
each school has its peculiar problems and characteristics, a distinct 
organization will be required for each situation. General principles 
and suggestions may be helpful, but they must be adapted to local 
conditions and needs. 


T IS NOT UNCOMMON to present operettas or pageants with 
I music which is actually bad, on the sole plea that “ people 
like it.” . . . If an operetta or pageant which has worthy 
music cannot be found to fit the situation, it is far better to 
create one’s own plot and story, or better still, to let the 
children do it, and then to use good folk tunes and other 
available music which has some permanent esthetic value.— 
McConathy, Osbourne, see p. 354-55 of this yearbook. 











296 Evementary Scuoot Principats 





THE FESTIVAL OF NATIONS 


AMANDA K. Hespeter 
Director of Training and Principal, Edison School, Washington State Normal 
School, Ellensburg, Washington 
HE FESTIVAL OF NATIONS, an all-school activity of the Edison 
Elementary School of the Washington State Normal School at 
Ellensburg, has thru three years of experience proved itself very 
rich in social learnings. The festival idea began when a bazaar was 
suggested as a means of earning money to meet the special activity- 
needs of the school. The teachers agreed that any project used to 
raise funds should also be of real educational value. It should be 
related, so far as possible, to the interests of the children in grades 
two to six inclusive, since these would be the groups participating. 
It must provide many opportunities for vital and worthwhile learning 
experiences, and should be in harmony with the essential objectives 
for each classroom group. The original suggestion of a bazaar was 
rejected as inadequate, but from it the Festival of Nations developed. 


Nature AND ORGANIZATION OF FeEstivaL ACTIVITIES 


The organization of the festival included plans for representing 
nations, groups of people, or world regions which had been studied 
by the children at some time during the year. The particular regions 
or countries chosen were carefully examined, and suitable festival 
activities were selected. It was decided to provide exhibits and enter- 
tainments for the guests, as well as refreshments to be offered for sale 
in tea rooms, bazaars, and coffee shops which would be typical of 
various countries and groups of people. In all of these activities the 
children and teachers attempted to reveal the spirit of the work and 
play of different peoples by presenting examples of their art, music, 
dancing, games, language, food, handcrafts, and manufactured 
products. 

Japanese doll and kite festival—As suggestions were discussed in 
the different classrooms, and attempts were made to plan the various 
activities for the festival, it was found that in the intermediate grades, 
where the children were engaged in studying the various peoples 
of the world in history, geography, literature, art, and music, there 
was sufficient background for many excellent activities. In the 
primary grades, however, ways of participating in the festival grow- 
ing out of children’s interests did not seem so evident. The second- 
grade teacher was puzzled and began seriously to doubt if her group 
could participate without being “ dragged into the situation.” The 


ry 


FourtEENtH YEARBOOK 297 





solution came one day when the children, in reading the story of 
the Japanese “ Feast of Dolls,” * thought of bringing dolls to school 
and of having a festival similar to that of the Japanese. This seemed 
an opportune time to discuss the Festival of Nations and what the 
older boys and girls were planning to do. From the reading lesson 
and the diseussion that followed, the second grade evolved its plans 
for helping in the Festival of Watious by having a Japanese doll and 
kite festival. The pupils planned to dress dolls in Japanese fashion 
and to make kites which would be decorated with true Japanese 
designs. 

Sharing knowledge of Scandinavian countries—In a somewhat 
similar way, plans were made for the third grade to share its study 
of life in the Seandinavian countries. Because this group was in- 
clined to make questionable generalizations regarding life in the far 
North after studying the Eskimos, the teacher wished the children 
to understand that people in northern lands do not all live in the 
same way. Some ideas were gained from the story of “ Ola,” ? but 
more was learned from stories told by the teacher, the parents, and 
college students of Finnish, Norwegian, Danish, or Swedish ancestry. 

Some of the children discovered, much to their delight, that grand- 


mother or possibly Uncle Peter had come from Norway; or that 
mother had a piece of lace and a hand-knit bedspread which had been 
brought from Sweden, or some beautiful amber beads from Denmark. 
Ifaving hopes of being able to claim ancestral connections with these 
Scandinavian peoples, some children were disappointed when their 


mothers told them that they were “ just Americans.” 
; J 


A Dutch flower market—A fourth-grade class that had studied life 
in the Netherlands decided to have a Dutch flower market. Holland 
had been such a fascinating study that bulbs had been bought earlier 
in the year, planted carefully in pots, and nurtured thru the winter 
months. There were numerous difficulties and unfortunate oceur- 
rences in this first venture in flower farming, but a number of flowers 
developed in time for the festival. Some of the adversities that occur 
in any real business venture were vividly brought to the attention 
of these children. when they found that their bulbs would not all 
burst into blossom at the right time. Additional plants and flowers 
had to be purchased from a florist to make the flower market attractive 
enough to tempt customers. This, incidentally, greatly reduced the 
profits on sales. 

? Child Story Reader: Book Two. Chicago: Lyons and Carnahan, 1927-30. ‘“‘ The Feast of Dolls,” 
p. 142; “ The Feast of Flags,” p. 279. 


“7 Aulaire, Ingri, and D’Aulaire, E. P. Ola. Garden City, New York: Doubleday Doran and Co., 
1932, 








296 ELemMentary Scuoot Principats 





THE FESTIVAL OF NATIONS 


AMANDA K. Hepeter 
Director of Training and Principal, Edison School, Washington State Normal 
School, Ellensburg, Washington 
HE FESTIVAL OF NATIONS, an all-school activity of the Edison 
Elementary School of the Washington State Normal School at 
Ellensburg, has thru three years of experience proved itself very 
rich in social learnings. The festival idea began when a bazaar was 
suggested as a means of earning money to meet the special activity- 
needs of the school. The teachers agreed that any project used to 
raise funds should also be of real educational value. It should by 
related, so far as possible, to the interests of the children in grades 
two to six inclusive, since these would be the groups participating. 
It must provide many opportunities for vital and worthwhile learning 
experiences, and should be in harmony with the essential objectives 
for each classroom group. The original suggestion of a bazaar was 
rejected as inadequate, but from it the Festival of Nations developed. 


NATURE AND ORGANIZATION oF Festivat AcTIVITIES 


The organization of the festival included plans for representing 
nations, groups of people, or world regions which had been studied 
by the children at some time during the year. The particular regions 
or countries chosen were carefully examined, and suitable festival 
activities were selected. It was decided to provide exhibits and enter- 
tainments for the guests, as well as refreshments to be offered for sale 
in tea rooms, bazaars, and coffee shops which would be typical of 
various countries and groups of people. In all of these activities the 
children and teachers attempted to reveal the spirit of the work and 
play of different peoples by presenting examples of their art, music, 
dancing, games, language, food, handcrafts, and manufactured 
products. 

Japanese doll and kite festival—As suggestions were discussed in 
the different classrooms, and attempts were made to plan the various 
activities for the festival, it was found that in the intermediate grades, 
where the children were engaged in studying the various peoples 
of the world in history, geography, literature, art, and music, there 
was sufficient background for many excellent activities. In the 
primary grades, however, ways of participating in the festival grow- 
ing out of children’s interests did not seem so evident. The second- 
grade teacher was puzzled and began seriously to doubt if her group 
could participate without being “ dragged into the situation.” The 








ig 
d 
18 
al 





FourtTEENtTH YEARBOOK 297 





solution came one day when the children, in reading the story of 
the Japanese “ Feast of Dolls,” * thought of bringing dolls to school 
and of having a festival similar to that of the Japanese. This seemed 
an opportune time to discuss the Festival of Nations and what the 
older boys and girls were planning to do. From the reading lesson 
and the discussion that followed, the second grade evolved its plans 
for helping in the Festival of Nations by having a Japanese doll and 
kite festival. The pupils planned to dress dolls in Japanese fashion 
and to make kites which would be decorated with true Japanese 
designs. 





Sharing knowledge of Scandinavian countries—In a somewhat 
similar way, plans were made for the third grade to share its study 
of life in the Scandinavian countries. Because this group was in- 
clined to make questionable generalizations regarding life in the far 
North after studying the Eskimos, the teacher wished the children 
to understand that people in northern lands do not all live in the 
same way. Some ideas were gained from the story of “ Ola,” ? but 
more was learned from stories told by the teacher, the parents, and 
college students of Finnish, Norwegian, Danish, or Swedish ancestry. 

Some of the children discovered, much to their delight, that grand- 
mother or possibly Uncle Peter had come from Norway; or that 
mother had a piece of lace and a hand-knit bedspread which had been 
brought from Sweden, or some beautiful amber beads from Denmark. 
Ilaving hopes of being able to claim ancestral connections with these 
Scandinavian peoples, some children were disappointed when their 
mothers told them that they were “ just Americans.” 

A Dutch flower market—A fourth-grade class that had studied life 
in the Netherlands decided to have a Dutch flower market. Holland 
had been such a fascinating study that bulbs had been bought earlier 
in the year, planted carefully in pots, and nurtured thru the winter 
months. There were numerous difficulties and unfortunate ocecur- 
rences in this first venture in flower farming, but a number of flowers 
developed in time for the festival. Some of the adversities that occur 
in any real business venture were vividly brought to the attention 
of these children. when they found that their bulbs would not all 
burst into blossom at the right time. Additional plants and flowers 
had to be purchased from a florist to make the flower market attractive 
enough to tempt customers. This, incidentally, greatly reduced the 
profits on sales. 

1 Child Story Reader: Book Two. Chicago: Lyons and Carnahan, 1927-30. ‘* The Feast of Dolls,” 


p. 142; “* The Feast of Flags,”’ p. 279. 
o D’Aulaire, Ingri, and D’Aulaire, E. P. Ola. Garden City, New York: Doubleday Doran and Co., 
32, 











298 ELEMENTARY Scuoot Principats 





A Chinese art shop and tea room—Another fourth-grade group, 
in connection with the study of China, planned an exhibit of Chinese 
articles. These children managed a Chinese shop on a commercial 
basis during the evening of the festival, in cooperation with a Chinese 
missionary. In this shop real art objects were sold, and in a typical 
Chinese Thieves Market second-hand articles were disposed of. For 
the entertainment of their guests this group dramatized a part of 
the story “ Young Fu of the Upper Yangtze,” * using as many of the 
ideas of the Chinese theater as possible. In a Chinese tea room the 
guests were served with rice cakes, almond cookies, and tea. 

Turkish feast and ceremonials—A sixth-grade class that had be- 
come interested in Turkish customs reproduced a Turkish candy 
festival. Their “ Sheker Bairam ” was colorfully presented in the 
hall and balcony near their classroom, where mosque-like silhouettes 
and various ceremonials suggested a scene in the Near East. A 
Muezzin calling the faithful to prayer from the balcony of a minaret, 
and groups of costumed children responding to each call in the Mo- 
hammedan manner, vividly pictured the characteristic features of 
this Mohammedan feast. 

German customs and achievements—Another sixth grade, when 
studying Germany, became interested in the language and customs 
of presentday Germany as well as in German accomplishments in 
art, literature, and music of previous generations. Stories of the 
German children now living in the Children’s Village at the Wegs- 
heide, their walking trips accompanied by the singing of happy songs, 
and all the activities of these Wanderviégel of Europe, were better 
understood by the group of American boys and girls when they had 
learned the songs and dramatized some of the activities of the German 
children. These songs and dramatizations were a valuable addition 
to the festival. 

American institutions and ways of living—Because the fifth-grade 
work in history and geography was centered in a study of the United 
States, this group chose to reveal at the festival some things which 
they thought everyone should know and appreciate about our own 
country. Changes in our ways of living from pioneer days to the 
present were brought to the attention of festival visitors thru exhibits. 
These exhibits included charts, pictures, and actual pioneer utensils 
and tools, as well as some fine murals which the pupils had made as 
a part of their class work in art. The exhibits revealed not only the 
development of our country from early days to the present, but also 
showed the diversified industries and products in various sections 


3 Lewis, Elizabeth F. Young Fu of the Upper Yangtze. Philadelphia: John C. Winston Co., 
1932. 265 p. 


FourtEEntH YEARBOOK 299 





ae 


of our country at the present time. The fifth-grade tea room offered 
typical American food for the refreshment of guests—ice cream, 
doughnuts, pie, and cake—and in a nearby booth fresh roasted 
peanuts and maple-sugar candy were available. 

Exhibits and sales booths—Plans to have exhibits for the festival 
developed as the children began voluntarily to bring from home 
articles which had come from the country they were studying. When 
it was finally decided to have exhibits from a number of countries, 
the search for materials became an exciting adventure. Heretofore 
unnoticed pieces of glassware, china, lace, beads, silver, books, pic- 
tures, and vases, as well as insignificant “ what-nots,” took on new 
values when the children happily discovered that these articles had 
come from one of the countries being studied. Then the news went 
from classroom to classroom: “ The fifth grade knows about all parts 
of our own country. They are going to feature the United States at 
the festival.” “The fourth grade is studying China, Holland, or 
France.” “ The sixth grade has studied Germany, England, Russia, 
and Turkey.” “ May we not bring things to help the other classes ? ” 

One day at an all-school assembly each grade group told of its 
partially completed plans for the festival, and requested contributions 
for the various exhibits. The response was so enthusiastic that chil- 
dren who did not find all that they wished in their own homes called 
on friends and neighbors. Then the entire community became inter- 
ested and began to participate. Messages came from people who had 
no children in the school: “ Would you like some things that we 
have from Alaska, India, or Italy for your festival?” Because the 
exhibit rooms that were planned by individual grade groups did not 
provide space for all these contributions, an International Room was 
finally established to take care of them. 

The sales booths proved as popular as the exhibit rooms, for 
visitors were eager to buy Japanese dolls and kites; Hawaiian leis; 
Italian torchetti; Chinese candy, ginger, and art linens; Norwegian 
fattigmund buckles and spriits; fresh-roasted American-grown pea- 
nuts, maple-sugar candy and ice cream; and recipe books of favorite 
national dishes. The Cafe de la Paix, where fromage and French 
pastries with a cup of hot chocolate were sold, proved popular. A 
Norwegian “ Kaffe Stue ” was equally well patronized. 

On the day of the festival, children from other schools of the city 
were invited to come to see the exhibits free of charge. For the full 
evening program, however, passports were sold for ten cents, admitting 
visitors to all the privileges of a vicarious tour around the world. This 
ineluded visits to England, the Scandinavian countries, Russia, Hol- 
land, Germany, France, Italy, Turkey, Japan, China, Hawaii, 











300 ELEMENTARY Scuoot PrIncipaLs 





Mexico, and the United States. For each of these countries there were 
exhibits, including some rare and beautiful treasures, and a limited 
number of sales booths. 

Each year the children and teachers have had new ideas for ex- 
hibits, entertainment programs, refreshments, and sales booths, but 
certain especially popular features have been repeated each year. 
Among these was the custom of having a host and hostess in the 
exhibit room of each nation, who could speak the language and greet 
guests with familiar native phrases. These hosts were parents, college 
students, friends living in the community, and children from the 
school. This feature was always greatly enjoyed by visitors as well 
as by the hosts and hostesses. 

Special entertainment features—Besides the Italian street singers 
and other folk-dancing groups which gave brief entertainment fea- 
tures in the hallways and in the national exhibit rooms, a more com- 
plete program of music, dances, and dramatizations entertained guests 
in the school assembly room. This program also carried out the idea 
of a world tour. A ship’s orchestra played some folk tunes, and third- 
grade sailor boys sang chanteys and danced. For the visit to Japan, 
the feast of dolls and kites was described. For China, a visit was 
made to the theater, where “ How Young Fu Paid His Debt ” was 
dramatized by the fourth grade. Thru folk dances and music of 
Russia, Czechoslovakia, France, Italy, and the British Isles, the 
children gave the audience some of the spirit which typifies these 
parts of Europe. The return to the United States was announced 
by a group of American folk songs. 


CoopERATION OF Home anp ComMMUNITY 


Thruout the weeks of preparation for this festival there was evi- 
dence of unusual cooperation between the school and the home and 
community. Parents and friends became interested in the exhibits 
and volunteered to lend treasured articles. Food and other articles 
to be sold in the various booths were willingly contributed. Interested 
mothers made French and Turkish pastries, Chinese rice cakes and 
almond cookies, candy, pies, and homemade ice cream. Enthusiastic 
normal school students, who were doing their laboratory work in the ele- 
mentary school, assisted in dressing dolls, making popcorn balls, and 
preparing surprise packages for the children’s booth. They also helped 
in making booths and in placing exhibits. One mother, a former college 
instructor in French, gave her time daily for more than two weeks 
in teaching a group of children the simple beginnings of conversa- 
tional French, as well as some French songs and folk games. ‘This 





"F 











FourtEENtH YEARBOOK 301 





was in answer to a request from the children: ‘ Would you visit us 
and tell us how the French children talk?” 

Friends, parents, teachers, and children who knew some foreign 
language shared what they knew with interested groups. All seemed 
eager to know such phrases as “Good morning” or “ Good-bye ” 
in a foreign tongue. One little boy, who had occasionally been teased 
as a “ Dago,” now won the admiration of his classmates when he 
translated their everyday American phrases into bewildering Italian 
words. A mother of German descent, who knew the language and 
yet had never before admitted it to her children, now joyously shared 
her accomplishment with an interested small son. College teachers 
gave their time in telling the children of personal visits to foreign 
countries. They taught typically national songs such as “ Giova- 
nezzi”’ and “ Heiden Roslein ” in the native languages. 


OuTcoMES OF THE FESTIVAL 


Financial returns—So many worthwhile interests were continually 
developing from the festival, that the original objective of earning 
money was obviously of secondary importance. However, the project 
proved more successful financially than was expected. Thru the sale 


of passports—more than six hundred guests attended in one evening— 
together with the sales at the various booths and the receipts.from 
tea rooms, the total income amounted to $138.94. After deducting 
the expenses amounting to $47.19, there was left a net profit of 
$91.75. The results proved that a money-earning project could be 
so organized as to have many fine educational values. Many guests 
expressed their appreciation for a most worthwhile and entertaining 
evening at small cost. 

The spending of the proceeds also provided many opportunities 
for planning and evaluating by children and teachers. In using its 
share of the money, each grade group had the privilege of selecting 
and securing materials which would make its classroom more attrac- 
tive, and of purchasing equipment which would assist in carrying 
out future units of study. 

Educational results—N ot all of the outcomes of this school enter- 
prise can be measured or fully determined. Certain results are very 
much in evidence, however, as they continue to be revealed in the 
comments of children, parents, normal school students, and teachers 
a year or more after the festival activities. In some cases materials 
and art objects had not been fully appreciated by the owners. As 
these things were included in the exhibits and children became inter- 
ested, laces, hand-made linens, and other types of handcraft took 











302 ELementary Scuoot Princrpars 





on new values to the owners, to the children, and to festival visitors, 
Thus there developed a wider interest in the accomplishments and 
cultural interests of people in various parts of the world, and in the 
materials and art objects which typify these cultural groups. 

There has developed an eagerness to share with others treasures 
of the home as well as information of interest to others. In this enter- 
prise, which included the cooperative efforts of many individuals of 
varying abilities, interests, and experiences, all working toward a 
common end, there were opportunities for the development of many 
desirable social reactions. The entire working group included chil- 
dren of all ages, teachers, supervisors, student teachers, college in- 
structors, parents, and friends living in the community. 

From the international atmosphere of the Festival of Nations, and 
from the many meaningful experiences which the children had in 
connection with its planning and production, there developed a more 
intelligent understanding of how people live and think in different 
parts of the world, and a growing feeling of tolerance. More obvious 
than this, however, has been the change in attitudes towards different 
racial groups represented in the elementary school, in the normal 
school, and in the local community. Respect and interest are replac- 
ing intolerance and racial prejudice. 

With this experience as a basis, it is to be hoped that these children 
will continue to grow in understanding and that as they develop more 
mature patterns of thought, they will become more and more world- 
minded. 


O ORDINARY LIFE is all music or all dramaties, but to every 
N one comes the necessity for bargaining in the stores, read 
ing papers, and taking trips. Just so, school life should not 
be entirely concerned with the narrow production of plays or 
pageants as such. These, however, may be extended to cover 
most, if not all, of the normal activities with which children 
are engaged.—Huggett, A. J., see p. 314 of this yearbook. 








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Bi eal 





FourtEENtTH YEARBOOK 303 





THE PRODUCTION OF PLAYS 


Lov I. Sicter 
Assistant Principal, Ottawa Hills Elementary School, Grand Rapids, Michigan 


followed in the production of plays by fifth- and sixth-grade 

children in the writer’s school. Each play is presented at an 
evening performance near the end of the year. Altho the children 
look forward during the whole year to the presentation of the play, 
the actual time spent in producing it is only two weeks. 


T HE PURPOSE Of this article is to describe the procedure actually 


GENERAL PLAN oF PRODUCTION 


The preliminary work of production includes selecting the story 
to be dramatized, writing the play, selecting children for the speaking 
parts, designing costumes and scenery, choosing groups of children 
for dances, stunts, or feature numbers, and rehearsing the play. In 
selecting the story, the following questions are kept in mind by teach- 
ers and children: 

1. How many children can be used? 

2. How many scenes will be necessary? 

3. Can we make scenery to suit the story? 
4. Is it a story that most people know? 

5. Is the plot a simple one? 

When the story has been chosen, appropriate incidents are selected 
for dramatization, the number of acts is determined, and the principal 
characters are discussed. Then the children begin to write the play. 
As soon as the first draft of an act or scene is completed, it is tried 
out on the auditorium stage. Children and teachers criticize it, sug- 
gest changes, and finally get the dialog revised so that it tells the story 
clearly and effectively. 

Each scene or act is rehearsed separately at first, and the children 
criticize freely. The dances are taught and practised in the physical 
education classes, so that when the entire play is finally rehearsed as 
a unit, the dancers have nothing to learn except when and where to 
appear on the stage. During rehearsals the children who have speak- 
ing parts sit near the front of the auditorium, while the dancers are 
assigned to other seats. In case of a long rehearsal the children take 
books along to read or study while awaiting their turns on the stage. 


A Propvuction or “ CINDERELLA ” 


Selecting the story—For our first play we decided to use a fairy 
story, because (1) such a story, if well known, appeals to an audience 
4 











304 Exementary Scuoot Principats 





more than any other type; and (2) the costumes, scenery, and dialog 
need not conform to any particular historical period, but can be 
creations of the children’s imaginations. After much discussion, 
“ Cinderella ’’ was chosen from a suggested list including “ Hansel 
and Gretel,” “Aladdin,” “ Beauty and the Beast,” “ Snowdrop,” and 
others. 

Writing the play—The play itself was constructed in five scenes, 
three of which were in the “ kitchen ” and two in the “ ballroom.” 
The first scene took place in the kitchen, the time being the evening 
of the first ball. This was followed in order by scenes in the ballroom, 
in the kitchen, in the ballroom, and again in the kitchen to conclude 
the play. The fifth-grade children wrote the dialog for the ballroom 
scenes, and the sixth-graders did the same for the kitchen scenes. The 
writing was the most interesting part of the entire activity to the 
children. They were very hard to satisfy, and insisted on making 
changes in dialog each time they practised. 

Choosing the characters—After making a list of the principal echar- 
acters, we let each child read from the stage while the rest listened 
from various parts of the auditorium. Those whose voices could be 
heard most plainly were selected for the speaking parts. The physical 
education teacher then selected from the remaining children several 
groups for dancing or stunts. 

To use all of the children, we created some parts which were not 
in the original story. A group of the smaller pupils danced on the 
stage whenever the Fairy Godmother appeared, and they did Cinder- 
ella’s work for her so that she could go to the ball. A group of boys 
in fantastic costumes did tumbling and other athletic stunts before 
the king and queen, while a group of girls did a lovely balloon dance. 
A couple of boys were heralds. One boy earried Cinderella’s slipper 
on a cushion when the Prince came to her house. One of the tumblers 
took care of the ballroom clock, striking a huge bell to indicate the 
quarter hour and turning the hands of the clock ahead accordingly. 
The fairies brought Cinderella’s court dress to the Fairy Godmother 
in a modern suitcase, and the Godmother telephoned to Fairyland 
for a taxi to take Cinderella to the ball. 

Preparing the costumes—The costumes were designed by the art 
teacher and made by the children’s mothers. The mothers came to 
school to see the designs for the costumes which the various groups 
of children were to wear. In this way they realized the importance 
of having all the costumes for a group made just alike. The ma- 
terials used were cambric and sateen, the latter being resorted to 
only when cambric of the desired color could not be found. The basic 
colors were yellow, red-purple, blue-green, black, and white. When 











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FourtTEENtH YEARBOOK 305 





the costumes had been made, the children put painted decorations 
on them, using colors which enhanced the effect of those in the 
costumes. 

The make-up used in the public performance of the play was very 
simple. One of the mothers helped with the make-up of the children 
who had speaking parts. 

Making the scenery—As our stage was already equipped with 
dark red-orange curtains at the back and sides, it was possible to do 
without much special scenery. All we needed were a fireplace in the 
kitchen scenes and a throne in the ballroom scenes. A large platform 
was placed at the back of the stage, with a smaller one on top, giving 
a rather striking two-step effect. The fireplace was put against the 
back of this platform, first covering it with a dark grey paper. The 
edges of the mantel and the risers on the two-step platform were 
colored a dull, grayed red. Back of the mantel and extending up 
out of sight on the curtain we hung a wide strip of purple sateen, 
with a black strip on each side and a narrow edging of dull red to 
match that on the mantel risers. The fire was made by painting 
flame forms on paper with red, orange, and blue-green paint, and 
then turning a hidden electric light on it. Except for this firelight 
and some dark blue lights overhead, the stage was dark when the 
first scene opened. 

The same setting was used for the ballroom scenes, except that the 
fireplace was removed and three chairs decorated in dull red, green, 
and gold were placed on the platform. Bright lights made these scenes 
gay and festive. 

Some members of our high-school dramatic club took entire charge 
of the lights. They attended the dress rehearsal and suggested several 
good lighting effects. The play could have been given satisfactorily 
without these special facilities, but they unquestionably made the 
production more effective. 


CoNCLUSION 


The production of plays of this kind in the upper elementary grades 
appears to be amply justified on several grounds: (1) the sheer en- 
joyment that children get from such activities, (2) the resultant 
growth in the children’s artistic and constructive powers, and (3) the 
development of their ability to work together harmoniously for a 
common purpose which involves giving pleasure to others as well as 
to themselves. 








306 ExLemMentary Scuoot Princrpats 





A WINDOW PLAYS A PART 


Maser P. Venoss 
Principal, General Beadle School, Sioux Falls, South Dakota 


RAMATICS SHOULD HAVE a place in every schoolroom. Thru 
dramatic activity the child learns to adjust himself to the 
group ; he grows in appreciation of the contributions of others; 

and he enters into experiences which he otherwise might never have. 
In playing a part, the child’s personality is freed in such a way that 
self is forgotten and he lives the character he portrays. 

This development of character and personality begun in the class- 
room may be extended by means of entertainments which are de- 
veloped as all-school projects. In nearly every school there is some 
teacher who has had special training for, and is particularly interested 
in, play-producing. Such a teacher readily assumes the chief re- 
sponsibility for school entertainments, while the other teachers help 
by supervising the planning and the making of stage settings, cos- 
tumes, and programs. The children, of course, must have the oppor- 
tunity to do all they can in developing the entire enterprise. 

In the writer’s school it has been the custom to give, shortly before 
Christmas, an evening entertainment featuring as many children as 
possible. For this program no admission is charged. It is our gift 
to the patrons of the school and to all in the community. Consequently 
we have always tried to present something that would portray the 
true Christmas story or the real spirit of Christmas, rather than the 
Santa Claus myth. 

Preparations for the play—Two years ago we chose as our offering 
the story of ‘‘ Why the Chimes Rang,” to be given by children of the 
intermediate grades. The pupils of the sixth grade used the story 
as reading material early in December. There was great incentive 
for improvement in reading when the children knew that one of their 
number would be chosen to serve as the reader when the story was 
given in pantomime. How they strove for pleasing voices, correct 
pronunciation, clear enunciation, good posture, and poise in telling 
this lovely story to their listeners! And as they worked with it the 
story became a part of them. 

As the reader may recall, most of the action in the story takes place 
in a church. We decided to use the stage of our auditorium as the 
altar and choir sections of the church, and the auditorium proper as 
the nave. Thus, those who came to see the play were a part of it. 

1 The deeply religious aspect of the activity described in this article will appeal to most, if not 
all, of the yearbook’s readers. Undoubtedly, however, activities of this type are more likely to be 


appreciated in some communities than in others. Tact and good judgment should guide the principal 
on all questions of this kind.—£ditorial Committee. 





ru 








307 





FourtEENTH YEARBOOK 





They comprised the congregation, and some of the actors—the writer, 
the king, and the rich men and women—sat among them. 

In their history and geography classes these same sixth-grade boys 
and girls were studying the great cathedrals of Europe. Interest in 
stained-glass windows and in artists of the Renaissance was at high 
pitch. Soon the suggestion was made that the children be allowed 
to make a stained-glass window and organ pipes for the Christmas 
play. Since all grades were using Raphael’s “ Madonna of the Chair ” 
as part of their December picture study, we decided to show this 
picture in the window. It seemed like a big task and indeed it was, 
but nothing we have ever done has gained so much admiration from 
young and “old alike as did this window. 

Making the “ stained-glass’ window—From their knowledge of 
making large wall maps from small maps by using the lantern, the 
children knew that they could put a miniature print of the Madonna 
into the opaque projector and enlarge it to the size desired. So the 
34” x44” picture was focused upon a large piece of tagboard made 
by joining nine 24” by 36” pieces together, and the outline of the 
picture was traced upon this. Next the art teacher was called upon 
to plan the marking out of the joining strips, which would give the 
leaded effects, and to indicate which sections should be cut out. The 
cutting was done with sharp blades, and the remaining strips were 
painted a deep grayed-brown. 

Discrimination in the choice and harmony of color was necessary 
when the cut-out sections were replaced with cellophane. Many lovely 
shades of this material were used, ranging from the palest flesh-pink 
for the faces and the arms of the Madonna and children, to the deep 
violet, purple, and red, the vivid blue, rich green, and glowing amber 
for the shawl and other garments. 

Altho reinforced by a frame of narrow boards, the main part of 
the window was a fragile network of narrow pieces of tagboard. For 
this reason most of the work of pasting the colored cellophane in place 
was done by girls. They worked with almost feverish excitement so 
that they might see the completed window in place. Finally it was 
finished and placed so as to cover all but the lower fourth of the 
middle section of the wall at the back of the stage. Then the children 
stood back and viewed their handiwork, and it was almost unbeliey- 
ably good. 

This window became the central piece of scenery, around which 
the rest of the stage setting was built. An altar improvised from a 
large library table was placed below the window. The boys made 
the organ pipes, which were to be placed diagonally on either side 
of the window so as to conceal the rest of the back wall of the stage. 





308 ELEMENTARY Scuoot Principats 





Wide lengths of corrugated roll were fastened together and painted 
with brown, bronze, and gold to simulate pipes. The ordinary width 
of corrugated board, stained a dark brown, formed the sides of the 
choir stalls which occupied both sides of the stage. Kindergarten 
chairs and low benches were used as choir seats. 

In the music classes the carols to be sung were rehearsed. The 
sweetest, clearest voices were to be used in the choir; the other singers 
were to have front seats in the congregation. Everyone realized that 
much of the success of the play depended upon each individual singer. 
The songs must be memorized accurately, and care must be taken 
to give fitting expression to each phrase of the music. For accompani 
ment we used an organ concealed behind the organ pipes, and for 
chimes a phonograph record of bells chiming * Joy to the World.” 

An extra platform was built at the left of the stage. It was covered 
with white and banked with fir trees. Near a table covered with 
snowy linen stood the reader, a fair-haired girl dressed in a long 
flowing robe of white. The only light came from a five-branch 
sandelabra. 

Presentation of the play—After the first part of the story was 
read, the pantomime of Pedro and Little Brother took place in front 
of the curtain. A spotlight followed the children across the stage. 

For the second scene the curtain was drawn open to reveal a stage 
dimly lighted except for the moon shining thru the stained glass 
window. As the organ prelude began, an altar boy lighted the candles. 
The stage became lighter and lighter; the “ stained-glass ” gleamed 
brighter and brighter. The Madonna from the window spoke her 
message to the audience and a hush fell upon the assembled crowd. 

Then from the back of the auditorium came the children repre- 
senting the congregation. When all were seated, the processional of 
the vested choir, led by two boys carrying tall white tapers, entered 
from either side of the church, and chanting “‘O, Come All Ye 
Faithful,” proceeded down the main aisle. The singers were followed 
by the bishop, who took his position near the altar. The service was 
opened by the singing of Christmas hymns. 

The rest of the story is familiar to all: the presenting of the 
gifts—the book from the writer, the money and jewels from the 
rich—and then the eager expectancy of the congregation as the King 





and his attendants mounted the steps and the royal crown was placed 
upon the altar. Still there was no sound of the bells. The choir began 
to sing “ Silent Night,” but while they sang the organ stopped and 
the glorious chiming of the bells pealed forth as Little Brother crept 
in and laid Pedro’s tiny piece of silver on the altar. The singing of 
the hymn continued as all left the stage and attention was again 





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FourtrEENtH YEARBOOK 309 





focused on the picture in the window. It had played a part in a 
sermon not preached. 

Using the window a second time—Last year at Christmas we pre- 
sented the story of the Nativity in pageant form. Again we used the 
window, this time with black cloth drops reaching from ceiling to 
floor on both sides of it. The choir and the organist were hidden from 
view behind these curtains. 

We divided the story into four episodes: (1) the angel’s appear- 
ance before Mary—the annunciation; (2) the manger scene; (3) 
the coming of the shepherds, the wise men, and the kings; and (4) 
a great procession of children costumed to represent boys and girls 
of many lands, coming two by two—the tiniest first—down the center 
aisle, each child carrying some gift to the Christ Child. Thru this 
idea we hoped to foster the feeling of international peace and good- 
will (which is the basis of Junior Red Cross activities). 

Appropriate Christmas hymns were sung during the action of the 
various scenes. With the singing of the recessional, all the minor 
characters left the stage and the lights faded upon the original manger 
scene with the window in the background. 

It is not necessary to make or to buy elaborate costumes for such 
a performance. The garments of Mary, Joseph, the angel, and the 
shepherds are simple ones. Lovely fabries and rich colors, bits of this 
and of that, can be combined with brilliant effect for the kings and 
the wise men. Costuming the children of other lands is not difficult. 
Some pupils will have foreign costumes in their homes. In other cases, 
the planning of the costumes can be made an outgrowth of the social- 
science study. 

Conelusion—Both pageants mentioned above were beautiful in such 
a simple way that they were really touching and soul-stirring. The 
lovely music, the unpretentious settings, the eager faces of the chil- 
dren thrilled by the play, the changing lights, and the colorful 
costumes all made a living, moving, vital thing—a true expression 
of the faith and natural reverence of children the world over. 

Similar projects can be carried on, and are carried on, in other 
schools, altho the details must necessarily be different. The play must 
grow from a natural setting. It must come from the reading, the 
study, and the inborn interests of the children themselves. If the 
necessary background is supplied, the children will do the rest. What- 
ever may develop, if the children have the major part in producing 
it, it will be of untold value to them. 








310 ELEMENTARY Scuoot Princrpats 


DRAMATICS AND THE REGULAR SCHOOL SUBJECTS 


Sretta Howarp 
Principal, Chapin School, Willimansett, Massachusetts 





RAMATICS HAVE OFTEN been considered as having five purposes: 

(1) to teach poise, (2) to improve enunciation, (3) to improve 

articulation, (4) to improve the speaking voice, and (5) to 

give vividness to thought by providing clarifying action. To these 

purposes should be added one of even greater importance, namely, 

to give practise in activities which require the cooperation of indi- 

viduals for the benefit of a group. While all of these aims are worth 

striving for in themselves, their attainment may contribute also to 
better work in the regular school subjects. 





Improving children’s speech—Facility and precision in the use 
of language are essential to the giving and receiving of ideas in any 
field of subjectmatter. Pupils need training in enunciation and articu- 
lation so that they may learn to recognize and reproduce correctly 
the sounds which make our language. Such training will help them 
both in expressing ideas orally and in selecting symbols for writing. 
Since the desire to act a part is natural in children, a strong appeal 
for more accurate speech can be made thru dramatic activities. 

Better enunciation and articulation bring a natural improvement 
in the speaking voice. Much additional work is usually needed to 
produce a thoroly pleasing voice, but here also the child who is to 
act a part will exert himself to attain the ideal. 

When children feel confident that they will make a good impression 
before an audience, their poise is sure to improve. It requires much 
practise, of course, to develop a high degree of poise in public, but 
drama provides both the opportunity for practise and an unusual 
incentive for work. Results are evident in class recitations. 

Clarifying and interpreting ideas—Appropriate action always 
helps to clarify and interpret thought. In the primary grades, for 
example, teachers have long found it helpful to have children act 
the stories they read as informal language lessons. Dramatics can 
help to organize ideas and make them more interesting at any age 
or grade level. Let us consider how this may best be accomplished. 

The pupils in the writer’s classes are of central and south European 
ancestry, and are therefore attracted racially to the pageant and the 
play. They are not so attracted to the correct use of English or to 
the mastery of subjectmatter because these things have little place 
in their home life. They will, however, do almost any amount of 
work to prepare for a “ show.” 








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FourtTEentn YEARBOOK 311 


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At first we believed that these children would learn more history 
and geography, and would obtain better training in speech, by acting 
in plays which had been written especially for educational use with 
children. Experience showed that this was not true. When the pupils 
had done nothing to prepare the play, their principal interest was 
in making a good impression on the stage. They were achieving 
improved enunciation, articulation, and poise, without appreciable 
improvement in comprehension or thinking. Pupils who had been 
self-conscious and unskilful in assemblies became more pleasing in 
public, but this result alone did not satisfy the teachers and principal. 
It was decided to have the children write their own plays as part of 
the regular class work in English and the social studies. Effort was 
centered in grades four, five, and six. 

Under the present plan, pupils read from such books as Intille 
American History Plays for Inttle Americans* and Plays from 
American History,’ to obtain ideas as to the arrangement of printed 
plays. Thru free discussion the class then chooses for dramatization 
an episode from a reading lesson, an event in history, or a scene from 
the home life of a people. The children imagine themselves in the 
period chosen and decide on the setting and characters. 

During several lessons the class plans conversation to make the 
dramatized event clear to an audience. Any pupil may suggest what 
a character should say. For each bit of dialog many suggestions are 
written on the board. Criticisms are made and the best is chosen. 
These periods afford excellent opportunities to correct English, be- 
cause the class is much more interested than when “ just a language 
story” is being written. Here, too, cloudy bits of history or geog- 
raphy are clarified. 

Costumes and furnishings for the scenes are determined by the 
class and are often brought from the homes. Different children try 
the parts before the class, and the best actors are chosen. The play 
is given at assemblies to which other classes and parents are invited. 

In preparing assembly programs for special holidays, we some- 
times choose a different scene for each class to write. The several 
scenes, in sequence, tell the story. For Thanksgiving, one group may 
write about “ The Pilgrims in Holland.” Another may select “ The 
Pilgrims and the Indians.” Still another group may tell of “ The 
First Thanksgiving.” 


1 Hubbard, Eleanore. Little American History Plays for Little Americans. Boston, Mass.: 
Benjamin H. Sanborn Co., 1919. 182 p. 

70’Ryan, Anna, and O’Ryan, Frances. Plays from American History. New York: Hinds, 
Hayden and Eldredge, 1925. 225 p. 











312 ELEMENTARY Scuoot Principats 


Following is the script of a scene written in the manner described 
above, emphasizing the spirit of Christmas: 


HAPPINESS THRU OTHERS 
(An original play written by Grade VI—Room 11) 
Place—In Mr. Fairfield’s office 

Mr. Fairfield (looking out of window): Aren’t those people foolish, giving 
away their money to the poor when they could save it for themselves! How 
happy everyone seems to be. Why should people be any happier now than at 
any other time of the year? Well, I must get my work finished. (Goes to desk 
and begins working) 

Bob (enters): Good morning, Mr. Fairfield, would you be kind enough to help 
me? My father, Mr. Brooks, worked for you until he became too ill to work 
My mother is sick. We have no food and no money with which to buy any. 

Mr. Fairfield: Get out of my sight, you beggar! Your father wasn’t ill when 
he left here. Now get out! (Bob leaves) 

Mrs. White (enters): Will you buy a magazine from me? The money will 
help to buy my children a Christmas dinner. I have four children. Their father 
is dead and I am their only support. 

Mr. Fairfield (working very busily): I have no money to spend on magazines, 
so don’t bother me. Can’t you see I’m busy? 

Stephen (enters playing “ Silent Night” on his violin) : I fought for my country 
during the World War. I was blinded by a shell. I have been supporting myself 
by playing on street corners. Won’t you help me to have a happy Christmas? 

Mr. Fairfield: I thought the country had hospitals for soldiers who were 
wounded in the war. Why aren’t you in one of those hospitals now? Why should 
I give you money when you should be supported by the government? (Soldier 
leaves) 

Mr. Fairfield puts his head on the desk and falls asleep. 

Dorothy (Mr. Fairfield’s daughter, who comes to him ina dream): Dear daddy! 
I have watched you turn all those unfortunate people away from your offic 
without helping them. Put me in poor Bob’s place. Would you have me starving 
on Christmas Day? What if Mother were Mrs. White? Would you let her go 
hungry at this happy time of year? What if you had had a son in the war? How 
proud of him you would have been and here you are turning a poor blind veteran 
away. Won’t you let the spirit of Christmas enter your heart and help others to 
be joyful? (Leaves) 

Mr. Fairfield (awakens, rubbing his eyes): Why! I’ve been dreaming of 
Dorothy. She wants me to spread the Christmas spirit. My! I really do feel 
different since Dorothy spoke to me. I guess I'll go out and see if I can find Bob, 
Mrs. White, and the veteran. I’m sure that by bringing happiness to others, I’!! 
make myself happy. 

Conclusion—Let no one think that we have conquered all difficul 
ties in teaching regular subjects by the use of dramatics. We have 
found, however, that playlets written and produced by our own pupils 
are pleasant and effective means of securing their attention and effort 
in all fields related to the play. With the marked improvement in 
speech, in poise, and in organization of ideas, there has come also 
a greater ability to work together for a common end. 





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FourtEENtTH YEARBOOK 313 
COORDINATION OF PLAYS AND PAGEANTS WITH 
REGULAR SCHOOL ACTIVITIES 


A. J. Huacerr 
Superintendent of Schools, Lake Orion, Michigan 


UT OF EVERY school activity, traditional or new-type, should 
come some worthwhile product. Differences of opinion exist 
as to what constitutes valuable training for the child and 
as to what fruit the educational tree should bear, but in the absence 
of objective evidence to the contrary, most school people agree that 
regular class activities are the primary concern of the school. The 
public supports schools because it knows that reading, writing and 
arithmetic are still taught, together with some character education, 
and not because it hears that the personality of the child is being 
developed thru participation in dramatics, or that he is being given 
stage presence thru extra-class activities, or that teachers are helping 
to solve his leisure-time problems. If faith with the public is to be 
kept, each dramatic effort must be an outgrowth of a regular class- 
room activity, and each play or pageant must contribute in a marked 
way to the regular work of the class rather than merely attempting 
to satisfy the more nebulous aims usually advanced for it. 

Need for coordination—As every subject of the modern school is, 
or should be, related to every other offering of the curriculum, so 
the play or pageant should be a part of the ordered whole. Such an 
entertainment may be able to stand alone in educational value, but 
it must be coordinated with other valuable activities if the theory of 
presentday education is to be followed. Isolated subjects no longer 
have a place; nor do isolated extra-class activities. The play or 
pageant must meet the same requirements as the more prosaic subjects. 

In the elementary grades, it seems necessary to encroach somewhat 
upon the time allotted to other work when a public exhibition is to be 
given. The play or pageant can be carried thru the first stages by 
using only the regular auditorium and music periods. Toward the 
end, however, there must be more time for practise. If we are to 
present anything at all, we want it to be good because many citizens 
will judge our product largely by the success of exhibitions, unfair 
tho this may be. Many people have no contact with the school during 
the year except when attending a play or pageant, and often they 
can be interested in nothing else. From the public-relations point of 
view, therefore, the production must be made good. This demands 
practise, and practise takes time. As a rule, however, elementary 
children should not be kept after school hours, because parents call 











314 ELEMENTARY Scuoot Principars 








for them at school or look for them to be home at stated times. In 
high school it is relatively easy to conduct after-school or evening 
practises, but these are not practicable for younger pupils. 

It follows, therefore, that unless regular subjects are to suffer, 
the play or entertainment must be coordinated with the work in the 
traditional branches. The writer is not debating the worth of the 
accepted schoolroom procedures; he is simply saying that it is the 
duty of educators not to neglect the work which the public expects 
of them, because they are employees of the community and in the last 
analysis must follow the popular will, if such there be. 

Moreover, a school is a miniature community under more or less 
ideal conditions. So far as possible, it aims to give the child the same 
type of experiences that he will undergo when his formal schooling 
is over. We teach cooperation by giving opportunities to cooperate, 
develop leadership by allowing situations to develop which demand 
leaders, and teach how to do by permitting the child the opportunity 
of doing. No ordinary life is all music or all dramatics, but to every 
one comes the necessity for bargaining in the stores, reading papers, 
and taking trips. Just so, school life should not be entirely concerned 
with the narrow production of plays or pageants as such. These, how- 
ever, may be extended to cover most, if not all, of the normal activi- 
ties with which children are engaged. Only when so developed, in 
the writer’s opinion, are they worthy of a place in the curriculum. 
The next few paragraphs attempt to indicate briefly how this may 
be done. 

General suggestions for coordination—An old chemistry professor 
of the writer’s had the habit of coming around while we were engaged 
in laboratory work and asking what we were trying to accomplish. 
Too often we were following a “ cook-book ” technie with the manual 
spread before us and each step being taken according to the directions, 
but with no real insight into the experiment being attempted. In- 
variably on such occasions the instructor would say, ‘ You aren’t 
performing a chemistry experiment; you are just playing with the 
dishes.” 

Many of us, likewise, become too involved in the technics being 
followed to see the educational implications of what we are doing. 
It is doubtful, moreover, that there is any school project to which 
the more prosaic classroom activities may not be connected. The 
principal question is whether or not we will see the possible connec- 
tions. One can learn to discover these if he forms the habit of always 
looking for them. A strong desire to integrate classroom activities 
with other types helps to develop the capacity for accomplishing such 


integration. 


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Fourtrerentu YEARBOOK 315 





A study of pupils’ out-of-school life will often reveal worthwhile 
activities which may be connected with the school play or pageant 
so as to stimulate better work in reading, arithmetic, or writing. 
For example, a boy who likes to build rabbit pens or to construct 
such playthings as stilts and scooters, may be shown the value of 
careful measurement by actually measuring materials in building 
the stage for a puppet show. 

Some connections between the pageant or play and the work of the 
classroom are relatively easy to establish. Measurements involving 
arithmetical computations come in naturally when one is building 
stage equipment to scale. Reading is necessary if the children are to 
be able to dramatize or write plays. 

One must be careful not to dictate too much. Sometimes it is 
necessary to suggest procedures to the pupils in order to keep things 
going. Suggestion should be kept to a minimum, however, and should 
be as subtle as possible. Let the child occasionally take credit which 
is not rightfully his, because he will do better work if he thinks that 
he is carrying out his own ideas and desires. 

Suggestion may be accomplished by apparently idle comments, such 
as “‘ I wonder how long the scenery will have to be in order to fit into 
the proper space.” Or the desired action may be inspired by asking, 
for example, whether anyone knows what “ brownies ” look like. As 
children usually have no very clear conception of this, the idea of 
reading to find the answer soon comes. 

To keep the enthusiasm at high pitch is as important as to generate 
it. The work of preparing for a play or pageant should be scheduled 
and administered so that it will not be completed until near the time 
for the final production. When a child loses interest, it is difficult 
for him to regain, and the educational values of the project will be 
reduced accordingly. 

Coordination with specific subjects—A few specific suggestions on 
this point may be helpful. 

As already mentioned, coordination of the entertainment with 
class work in reading is comparatively easy. One has only to suggest 
that certain information is needed, and when the question of where 
to find it is raised, to tell the children in what books it may be located. 
Reading is painlessly done by this method. Associations with spelling 
and writing likewise may be made without great difficulty. 

Suitable coordination with the social studies is a somewhat more 
difficult problem. Properly stimulated, however, the pupil will want 
to read about the history and geography of nations whose customs 
and achievements are portrayed in the play or pageant. He can be 











316 ELEMENTARY ScHoout Princrpats 





helped to desire a knowledge of Asiatic customs and topography after 
he has dramatized a Chinese story, and he can be led to learn more 
about the life and institutions of the Romans after he has participated 
in a pageant featuring some characteristic of this great people. 

Since music and art usually have integral parts in the play or 
pageant, there is seldom a need for special efforts to coordinate these 
subjects. The writer has often seen children make up songs, under 
the direction of the music teacher, about the people and places being 
studied. It is surprising how tuneful some of these songs are. * Art 
naturally is brought into the entertainment thru the making of cos 
tumes and the designing of scenery. 

A certain amount of coordination with arithmetic is natural, too. 
The stage and equipment need to be measured. It is often necessary 
to deal with costs, and sometimes materials may be purchased by the 
pupils. Occasionally some arithmetic can be brought into the play 
itself. However, since the amount of arithmetic learned incidentally 
during the production of a play would not usually be sufficient for 
all purposes, even tho it is of the sort that one uses in his everyday 
life, formal training in the subject may always be necessary to supple- 
ment that received in other activities. 

Language activities are associated naturally with almost any play 
or pageant. The speaking of acceptable English and the appreciation 
of correct forms should be insisted upon by teachers in everything 
undertaken, no matter what it is. A pupil should receive language 
training in preparing for an entertainment, just as in every other 
activity of the school. 

Appraising results—There should be no activity whose efficiency 
is not judged as carefully as possible. Without appraisal, we cannot 
better our production or decide whether or not present methods should 
be continued. Following are some suggestions for evaluating the re 
sults of entertainments: 

1. Enthusiasm on the part of the pupils should tell something about 
how effective the coordination of activities is. What the children 
enjoy must have some merit, at least. 

2. Objective achievement tests and other measuring devices are 
useful in judging all activities which eall for subjectmatter learning. 
Valid and reliable tools of this kind should be employed whenever 
possible. 

3. One of the most useful indications of educational effectiveness 
is the degree to which the pupil adjusts to out-of-school situations, 
whether they be situations involving things learned inside or outside 
the regular classroom. This kind of evidence may be obtained only 








FourtEENtH YEARBOOK 317 





———— 


by reports from parents, friends, merchants, and others in the com- 
munity. If the teacher and principal can get such reports in sufficient 
numbers, they will have something really significant on which to base 
an estimate of their work. 

Conclusion—This brief article has not attempted to cover its 
subject in an exhaustive manner. The writer has simply suggested 
a few things which he has learned from his own experience. Others 
can doubtless extend and clarify these points in relation to the work 
of their own schools. It is important that the problem of coordinating 
activities be recognized by school people everywhere. School work 
should not be split up into little compartments because that is not 
the way of life. Instead, pupil activity should be a united whole, vital 
and interesting. This is an old, old need, but it has never been more 
essential than it is today. 


Nits OF work are those larger situations which draw upon 
U all phases of experience and make use of all kinds of sub- 
jectmatter. The larger units are rapidly becoming the core 
of the elementary-+school curriculum. Each unit of work 
should be selected from a real-life situation, and should be 
of such a nature as to be considered worthwhile by the child. 
He should feel that he has helped in selecting it, and he should 
tind in it opportunities to satisfy his conscious needs. A good 
unit of work must be a flexible affair, permitting frequent 
readjustments of plans as the activity proceeds. We must not 
be surprised if certain outcomes fail to appear, or if other out- 
comes result which we had not anticipated—Howard, Maude, 
see p. 509 of this yearbook. 











318 Extementary Scuoort Principats 





10. 


11. 


12. 


13. 


14. 


15. 


16. 


17. 


19. 


20. 


SELECTED REFERENCES 


Barnes, Emity ANN, AND Youna, Bess M. Plays: Dramatizations by Sixth 
Grade Children. New York: Lincoln School of Teachers College. 
Columbia University, 1932. 218 p. 

Brown, Corinne. Creative Drama in the Lower School. New York: D. 
Appleton and Co., 1930. 226 p. 

Cups, Jessica. Building Character through Dramatization. Evanston, III 
Row, Peterson and Co., 1934. 374 p. 

Cuuss, PercivaL. Festivals and Plays in Schools and Elsewhere. New York: 
Harper and Bros., 1912. 402 p. 

Couurns, Linuian F. The Little Theatre in School. New York: Dodd, Mead 
and Co., 1930. 271 p. 

CampseLL, H. M. “ Informality in Dramatization.” Educational Method 13: 
35-41; October, 1933. 

Emerson, C. P. “ Fifth Grade’s Adventure in Dramatics.” Elementary English 
Review 11: 248-49; November, 1934. 

Henicer, Atics M. The Children’s Educational Theatre. New York: Harper 
and Bros., 1911. 150 p. 

Hump, Samuet J. Theatre and School. New York: Samuel French, 1932 
417 p. 

JOHNSTON, EMMA, AND BARNUM, MapALENE. A Book of Plays for Littl 
Actors. New York: American Book Co., 1907. 171 p. 

JorDAN, RiverpaA H. Extra-Classroom Activities in Elementary and Secondary 
Schools. New York: Thomas Y. Crowell Co., 1928. Chapter 4, “ Enter- 
tainments and Dramatics,” p. 30-55. 

LeCompte, Peart. Dramatics. New York: A.S. Barnes and Co., 1931. 163 p 

Mackay, C. D. How to Produce Children’s Plays. New York: Henry Holt 
and Co., 1915. © 

Merritt, JoHN, AND FLEMING, Martua. Play Making and Plays. New York: 
Macmillan Co., 1980. 579 p. 

NaumeBerc, Marcarer. “ Play-Making in a Modern School.” Survey 60: 
550-53; September 1, 1928. 

Rierercer, Henrietta S. “ The Very Little Theatre.’ Parents Magazine 11 
11-12, 44; June, 1927. 

Russet, Mary M. Drama as a Factor in Social Education. New York 
George H. Doran Co., 1924. 140 p. 

Skinner, Apa M., ano Lawrence, Linwian N. Little Dramas for Primary 
Grades. New York: American Book Co., 1913. 176 p. 

Tuomas, Lypra A. Adventures in Dramatics. Teachers’ Lesson Unit Series 
No. 38. New York: Teachers College, Columbia University, 1932. 23 p. 

Warp, Win1rrep L. Creative Dramatics for the Upper Grades and Junior High 
School. New York: D. Appleton and Co., 1930. 304 p. 





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Tigh 





CHAPTER IV 
RED-LETTER DAYS 
EDITORIAL COMMENT 


plays, and pageants applies to the celebration of special occa- 

sions in the school. The content of this chapter, however, is 
sufficiently distinctive in scope to deserve separate consideration. 
While the observance of red-letter days often includes assembly pro- 
grams and special features for the entertainment of an audience, 
these things are by no means always essential. Many occasions may 
be suitably observed thru the study of appropriate units of classroom 
work, or thru modest entertainments prepared by and for the mem- 
bers of a single class. Moreover, as one contributor points out, any 
day of the year can become a red-letter day for the children if they 
feel that its activities have been unusually interesting and worthwhile. 

The articles in this chapter have been selected with a view to 
picturing several different types of red-letter observances. The first 
contributor tells about the activities carried on in celebrating a variety 
of special days and weeks as a part of the auditorium program in a 
platoon school. Altho the year’s program in this school might be 
difficult to approximate in many schools, most principals will find 
helpful suggestions among the numerous activities described. The 
second article is quite different. Its author writes of those red-letter 
occasions which develop spontaneously and informally as the need 
for them arises. Such occasions have their setting largely in the local 
environment, and are not necessarily associated with established holi- 
days or special weeks. The third contribution describes an annual 
red-letter day, on which the children and teachers make a special 
effort to interest the public in some particular part of the regular 
school program. The last article tells how an integrated unit of 
work in the second grade led up to an exhibit of achievements which 
constituted a real red-letter occasion for the children and their 
visitors. 

The Editorial Committee feels that this chapter, altho brief, is 
unusually rich in the variety and significance of the activities pre- 
sented. The list of selected publications at the end will also be helpful 
to principals and teachers who wish to read further on the observance 
of special occasions in the elementary school.—Editorial Committee. 


[319] 


M oF wuHAT has been said in the chapters on assemblies, 











320 ELementary Scuoot Princrpars 





CELEBRATING SPECIAL OCCASIONS IN A PLATOON 
SCHOOL 


LinaH SWANZEY AND Marie GONSER 
Principal and Auditorium Teacher, Bessemer School, Pueblo, Colorado 


HE PLATOON-SCHOOL organization offers unusual opportunity 

for the suitable celebration of special occasions. Before the 

platoon plan was introduced in our school, the teachers used 
to wish for a “‘ Let Us Alone Week.” Now the observance of special 
days and weeks is much more easily and adequately provided for as 
a. part of the regular auditorium work. This article describes briefly 
the types of activity carried on in connection with a variety of out- 
standing occasions during the year. 

General plan for auditorium work—By way of background, the 
reader should know that the program in this school provides for a 
thirty-minute auditorium period daily for each of the twelve classes 
in the platoon. These periods come in the afternoon, there being six 
double classes. The classes in each pair alternate each week in taking 
charge of the work and in acting as audience. Every class is organized 
according to parliamentary law, so that many children have a chance 
to act as officers. The program committee plans to give each child an 
opportunity to help entertain at assemblies, special programs, and 
regular club programs. The clubs meet every two weeks during the 
regular class periods. 

The chief occasions observed’ by special programs are Constitution 
Week, Fire Prevention Week, Columbus Day, American Education 
Week, Book Week, Thanksgiving, Christmas, Lincoln’s Birthday, 
Washington’s Birthday, Health Week, Music Week, Forestry Week, 
Arbor Day, and Hobby Week. The following paragraphs tell some 
thing about the celebration of each occasion. 

Constitution Week—To culminate the week’s study of the Consti 
tution, and as a mark of respect for our American form of govern 
ment, the sixth grades gave a patriotic program. The entire school 
gathered in the auditorium and sang patriotic songs, recited the flag 
ritual and the American’s Creed, and listened to a speaker from the 
American Legion. After this assembly the children were eager to 
review the interesting points of the program and to discuss possible 
improvements for the next assembly. 

Fire Prevention Week—Shortly before Fire Prevention Week : 
committee of boys visited the local fire station and took notes on the 
work and apparatus of the department as explained by the firemen. 
Four of the best boy speakers reported on their visit at our special 
assembly during Fire Prevention Week. The assistant fire chief also 





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FourtEEntn YEARBOOK 321 








gave a splendid talk to the children. A third-grade class added color 
and interest to the program by giving a fire prevention play. Seeing 
the need for preventing fires acted out, and hearing such an impor- 
tant man as the assistant fire chief made a strong impression upon 
the children. 

Columbus Day—The American history classes were especially 
interested in celebrating Columbus Day, and chose to dramatize some 
of Columbus’ experiences. The children worked out their own play, 
and hunted up pictures to help in designing costumes. Tables with 
paper sails were used for ships. The kings, queens, pages, and sailors 
became important people in the minds of the children. Such a 
dramatization undoubtedly arouses keener interest in history and 
greater appreciation of historical characters. The children not only 
develop a pleasurable attitude toward study, but they are supplied 
with wholesome imaginative material for their leisure activities out- 
side the school. 

American Education Week—Edueation Week was celebrated in all 
the classrooms, and in addition each auditorium class portrayed a 
particular phase of school life, usually in the form of a play. The 
parents were invited to attend these programs and to visit the regular 
elasses. During the geography periods, pupils of European and 
Mexican ancestry (of whom there are many in our school) delighted 
in finding on the map the former homes of their parents and in telling 
about the kinds of schools their parents had attended in their home 
lands. To illustrate their talks the children brought various toys, 
wearing apparel, money, and other articles typical of the countries 
which they were discussing. 





In the English room the children wrote about their parents’ schools 
in other lands. The best papers were memorized, and at a special 
evening program the children gave their talks dressed in the costumes 
of the countries which they represented. This part of the program 
aroused much interest at home as well as at school. 

Book Week—The activities in connection with Book Week prob- 
ably give more real pleasure than any other celebration of the year. 
The library looks forward to this week each year as its particular 
red-letter occasion. The children begin early in the year to save their 
pennies to buy books, which by special arrangement are sold very 
cheaply. Many a child who has never before had a book of his own 
is proud to be able to buy one. 

The library and the auditorium work together in preparing for a 
parade of book characters. Last year about 100 pupils took part in 
this parade, dressed to represent people who have just stepped out of 
favorite books. There is great rivalry in hunting up costumes to 











322 Evementary Scuoot Principats 





represent these book characters, and the auditorium teacher hears 
many requests for articles for the varied ensembles. “ May I have 
a shawl?” or “TI need a knight’s helmet,” or “I have everything ] 
need now but a pirate’s red sash.” In the midst of busy preparations 
there is always a spirit of helpfulness and a willingness to lend. The 
costume department supplements the array of things brought from 
home. 

Last year an original book pageant was given as a pay entertain- 
ment, in which 140 children took part. Music, dancing, singing, and 
acts from favorite books were preserted to interest parents and chil- 
dren in the care and enjoyment of good books. The pageant was 
divided into five groups represented by the following types of books 
personified: Reader, Geography, History, Music, and Poetry. Poetry 
became alive with “ The Barefoot Boy,” “ Little Orphan Annie,” 
“ The Whistling Boy,” “ The Pirate Don Durk of Dowdee,” “ Hia- 
watha,” “The Girl Next Door,” and many others. Geography 
brought all corners of the world close together. The Japanese girls 
sang their lullabies and the Mexican children gave their colorful 
dances. The accordions and beautiful songs of Italy, the Scotch high- 
land fling, the Irish lilt, the Grecian combat, the Russian dance, the 
English horn pipe, and our own minuet illustrated the books most 
impressively. Likewise the fairies and the elves, the knights and 
ladies, characters from American history, and the colored minstrels 
of the South all contributed to an evening of enjoyable entertainment. 
Every department in the school participated in this project. 

Thanksgiving—aAll classes participated in the Thanksgiving cele- 
bration. One program was given by the third and fourth grades, 
and another by the fifth and sixth grades. These programs included 
songs, poems, book reviews, stories, accounts of other harvest festivals, 
and short plays worked out by the teachers and pupils. The stage 
settings were constructed as class projects with the cooperation of 
the library department. History learned in this manner is never 
dry and is not soon forgotten. 

Christmas—To the children there is no other celebration of more 
importance than Christmas. The preparation for this red-letter day 
begins soon after Thanksgiving. The decorations and the stories, 
the carols learned in the music room, the candles, holly, and mistletoe 
lend enchantment to this wonderful day. Last year the story from 
the Bible was worked out in a simple but beautiful pageant by the 
sixth grade. The carols were sung by the entire school, and the little 
folks completed the program with an operetta presenting Santa Claus 
to gladden the hearts of young and old. 


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Fourteentu YEARBOOK 323 





The class work leading up to this program was varied and profit- 
able. Our foreign children told how Christmas is observed in their 
parents’ native lands, and we were invited to see their home decora- 
tions and to take part in their celebrations. These children also 
brought special cakes and cookies to show the classes the kind of 
confections they have in their homes. 

The musie department prepares for our annual Christmas music 
féte, when all the schools take their best carolers to the city audi- 
torium. ‘To hear these hundreds of white-robed children singing the 
lovely old carols is an inspiration to the people of the city. 

Birthdays of Washington and Iincoln—February, the month of 
great birthdays, is celebrated in each class by studying the lives and 
works of the men we wish to honor. Stories and poems about them 
are read and recited, and plays showing some incidents of their lives 
are developed. Just before Washington’s birthday we give assembly 
programs consisting of short plays about Washington and Lincoln, 
with songs, appropriate dances, and drills, thus completing a well- 
rounded observance of the month. We find that these celebrations 
are particularly valuable for their lessons in courtesy. No preaching 
is necessary when etiquette can be taught by dramatization. 

Health Week—The observance of this week also involves the entire 
school, and includes a wide variety of activities such as English 
lessons, hygiene projects, art posters, songs, plays, and gymnasium 
stunts and games. One morning during the week is set aside as an 
outdoor play period. The gymnasium plans this program, and each 
teacher together with a child leader has charge of a group carrying 
out a definite game, dance, or drill on the school grounds. 

It is a beautiful sight to see the hundreds of children in their 
various groups dotting the grounds. Some are playing games, some 
dancing around the Maypole, some doing stunts on the bars, some 
running races, and some jumping rope. All of these activities are 
based on the regular gymnasium work done during the year. 

Parents and friends are invited to these programs to enjoy with 
the children the songs, dances, and games stressing health and the 
clean-up, fix-up, paint-up crusade. Our foreign parents are learning 
how we Americans think their children should be cared for. 

Music Week—This week is celebrated mainly in the music de- 
partment. Last year choruses from the different buildings met in 
the high-school stadium for a music festival, giving a magnificent 
display of the work done by the music department. In our own build- 
ing the library furnished information about the lives and works of 
noted composers and the stories of many lovely operas. One year a 
fifth grade studied the works of Wagner and created a very simple 











324 ELEMENTARY Scuoot Principays 





dramatization of “ Lohengrin.” When the latter was presented, part 


of the music was rendered by a noted local violinist. Another class 
dramatized Grieg’s “ Peer Gynt.” The dances were taught in the 
gymnasium, and a phonograph furnished the music. These operas 
were enjoyed by the whole school and were the finest kind of lessons 
in music appreciation. The teachers, too, appreciated the operas more 
after helping the children interpret them for others. 

Forestry Week provides a special incentive for the study of trees, 
their effect on climate and rainfall, their importance as homes for 
animals, and the care necessary to preserve our forests from fires and 
ruthless destruction. Lumbering and the many topics related to it 
make a rich field for study and discussion. 

Several times, in our observance of this week, we have obtained a 
forester or a forest supervisor to talk in assembly and to show lantern 
slides. Such an occasion is indeed a red-letter day, for the life of a 
forester makes a strong appeal to nature-loving children. 

Arbor Day—Programs built around this occasion vary according 
to the needs of the school. Often the classes prepare papers on various 
subjects related to Arbor Day. In the library favorite poems about 
trees, birds, and animals are read and sometimes memorized. Music, 
songs, and spring dances enliven the programs. When trees or shrubs 
are to be planted the ceremonies are, of course, held out-of-doors. We 
have found that when children help in the planting of trees and 
shrubbery, they take a greater personal interest in their protection 
and care. 

Hobby Week was observed in our school last year for the first time. 
This project began in the auditorium, but later received assistance 
from several of the teachers and the principal. On Monday of Hobby 
Week the children brought their hobbies, labeled and ready for 
display. The vacant room used for the exhibition was almost filled 
with every conceivable kind of collection. The hobbies were listed 
under eight heads and were arranged and judged accordingly. Teach 
ers acted as judges, and ribbons were awarded to the best in each 
group. The winners were very proud of their prizes, and doubtless 
future contests will attract many more competitors. 

Conclusion—It is impossible, of course, to evaluate precisely a 
year’s program of activities like the one outlined above. Probably 
the following examples of good results observed will be of mor 
interest to other principals and teachers than any formal or general 
ized statement of outcomes: 

1. During summer vacation a fourth-grade girl called a teacher o1 
the telephone to tell her about a club that a group of girls had organ- 





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FourTEENTtTH YEARBOOK 325 


ized as we had done at school. She said they were giving plays which 
they had written themselves, dramatizing familiar stories. 

2. In helping with club programs the auditorium teacher gets 
many interesting reactions from the children as outgrowths of our 


* own special celebrations. A sixth-grade girl said she was much inter- 


ested in operas and enjoyed listening to them over the radio. She 
said she hoped that some day she could write a little one herself. 
The teacher suggested to the girl that she help her club make a study 
of operas. 

3. Stamps, small toys, rocks from many places, and other objects 
have been shared with teachers for hobby collections. 

4. A little girl reported that she was taking piano lessons so that 
she might help more in the programs. Many children are preparing 
for the orchestra or the glee club, because they feel the need of such 
organizations. 

5. A little boy brought a book of poetry and wanted to read some 
of the poems to the class. Books become friendly when they meet 
a real need. Our programs create such a need, and our librarian 
is always ready to help pupils explore books in any field of interest. 

Many other illustrations could be given to indicate that the appro- 
priate observance of special occasions has made the children happier 
by extending their opportunities for self-expression, for learning to 
work together, and for accomplishing ends that are worthwhile both 
to the individual and to his fellows. As a means of encouraging 
hobbies and worthy interests, discovering and fostering special talents, 
promoting health and physical activity, cultivating the enjoyment 
of nature and outdoor life, and creating a love for good musie, poetry, 
pictures, and good books, this program of celebrations has a place 
of utmost importance in our elementary-school curriculum. 


ILENEVER POSSIBLE, the special-day type of program also 
W srouta be an outgrowth of the regular classroom activi- 
ties in history, civics, music, English, and other subjects. 
Altho the programs should be scheduled several days or even 
weeks in advance, it is not wise to attempt professional per- 
fection.— Baldwin, J. W., see p. 249 of this yearbook. 








326 ELEMENTARY Scuoot Princrpats 





BIRTHRIGHT OF THE SMALL-TOWN CHILD 


BLaNcHE ELuiotr 
Principal, Washington School, Coshocton, Ohio 


NY suRVEY of playground activities will sooner or later reveal 
that children have a liking for special observances. In the 
small-town school where the children spank each other on their 

birthdays (one lick for each year), and the Spartan-like “ spankee ” 
enjoys the celebration almost as much as the spankers, it is no trick 
at all to get up an informal and satisfying celebration almost any 
day in the year. In fact, it will likely get itself up. But if it is to 
be a “red-letter” day instead of a “ black-and-blue” day, it may 
need some direction on the part of the teachers. 

But teachers are not averse to celebrations either. Sometimes teach- 
ers send a small boy skipping about the second floor hallway to pass 
from room to room with a music reader open at “ The Star Spangled 
Banner.” As one teacher naively explained, “ O, that’s our little 
celebration code. It means, ‘ Get on your toes. Somebody’s visiting.’ ” 
Not that anyone would be sagging, of course, but the song goes around 
just “in ease.” And, who knows, maybe they do that on the princi- 
pal’s visiting day. Anyway, such good-natured cameraderie, such 
“ small-town stuff,” indicates that teachers and children alike respond 
to the call for celebrations. It is in this very foundation that the 
principal may find her strongest socializing aids and helps. 

Our location—Our school is a four-room brick structure three years 
old. It is one of a system of eight schools serving a small industrial 
town whose population is 10,000. The school fronts a busy national 
highway and is surrounded on three sides by modest homes with back- 
yard gardens of hollyhocks and sweet corn. The fourth side stretches 
away into hill farmland, the near parts of which may soon be laid 
out into city lots. 

While the school is located almost where the sidewalk ends, the 
children attending it are in no sense rural; neither are they village 
children. They are the children of industrial America. Their parents 
are pottery workers, novelty and enamel employees, railroad section 
hands, CWA workers, and business, professional, and trades people. 
The location gives the children as a birthright, in addition to in- 
dustrial knowledge, much first-hand knowledge and enjoyment of 
outdoor pursuits. This includes gardening, nature study, and obser- 
vation of pets. 

A livestock census of the school district would include a plentiful 
supply of rabbits, chickens, house dogs, hunting dogs, pigeons, cana- 





FourtrEentH YEARBOOK 327 





ries, white rats, a ground hog, possibly a duck or two, and one cow 
and calf. Nearly everyone has a grandpa or an Uncle Jim somewhere 
just over the hill who owns a farm with sheep, cattle, and horses. 
The community has an active parent-teacher association, which spends 
its funds for “ free ” milk and dogwood trees for the school. (They 
supply the needs of the spirit as well as the body.) While the town is 
large enough to have a juvenile court, the children of this district are 
the busy, rollicking, not too studious kind who never know of its 
existence. 

Our brightest red-letter days—lIt is not the purpose of this article 
to describe the regular Thanksgiving, Christmas, and February pro- 
grams of the year, but rather to deal with the red-letter days or hours 
that bubble forth more or less unexpectedly in response to needs felt 
by the community. 

One day when all four teachers were gathered together in one of 
those hallway letdowns near the end of the school year, the principal 
asked, “ Girls, what was the brightest red-letter day in your classroom 
this year?” “ The day when the library books came,” said the second- 
grade teacher. “The Maypole winding,” responded the third- and 
fourth-grade teacher. “The time the children saw the bull calf,” 
laughed the first-grade teacher. “‘ The afternoon we went to the woods 
and dug trees for the playground,” said the fifth- and sixth-grade 
teacher, and then she added, “ or maybe the day Benjamin got one 
hundred.” (There’s always a big Ben, isn’t there?) Had the presi- 
dent of the parent-teacher association been at hand he would have 
said, “And don’t forget the Jamboree! ” 

These were the spontaneous answers that bobbed up immediately. 
Later the teachers proposed the same question to their classes. The 
children’s answers revealed that nearly everyone had some particular 
day stored away in his mind for remembrance. Here are some of 
the answers: 

When we wound the Maypole. 

When I was May Queen. 

When I found the turtle eggs and brought them to school. 

When my Dad found a Buckeye tree (state tree) on Sunday up the bottoms, 


and went back next day and dug it for me to bring to school. 
When Miss W. took all of us boys out to the woods to dig trees. 


When I won a cake in the Jamboree cake walk. 

When Al brings his gloves and stages a boxing match. 

When I brought my white rabbit to school. 

When I brought my Plymouth Rock hen to school and she laid an egg. 
When I brought my collie to school. 


When Janette’s terrier comes. He’s fun. 
When Don brings his guitar and we sing “Old Spinning Wheel” and those 
other songs. 





328 


ELEMENTARY Scuoot Princrpats 








When we made Hallowe’en masks. 
When we get new library books. 
When we go to the museum. 


When I brought the yardsticks from my Dad’s factory for the big boys’ kites. 

When we won second place in the basketball match among schools. 

When we had the Easter egg hunt. 

When Mrs. S——— (the schoolboard president’s wife) brought us a shell col- 
lection from Florida. 

The day we brought our “ lettuce bed” scarecrows to school. (From a Junior 
Garden Club boy.) 

When the schoolyard beech-tree nuts are ripe and the blue jays come 

I saw the orioles first when they came back this year. 

But I was the first to see their new nest. 

When the playground snapshots of us girls and boys are posted on the hall 
bulletin board. 


When we made peep shows. 

When we had a lesson in kite making just before the Kiwanis kite tournament 

When William Green, President of the American Federation of Labor, gav 
our schoolyard a hickory tree from his birthplace just over the hill. (It is to 
grow nuts, not switches.) 

Surely the small-town child has a birthright which he is ready to 
share with his teachers and school chums, the immeasurable value 
of which should be undisputed. Sometimes it proves a little difficult 
to win the parents over, but this is usually due just to a parental 
concern for that undisturbed quiet which schools are supposed to 
foster. For instance, Jim reports, “ Mother says I can’t bring my hen, 
‘cause you wouldn’t really want a hen at school.” 

That time when the teacher turned out Mary’s little lamb, she 
established in the minds of parents a precedent which is slow to 
give way. In most cases the parent will most willingly scrub the dog 
and get him, ready for Pet Week at school. And if the dog should 
break loose and come over unexpectedly some day when one really 
has no time to count his toes, write a story about him, or talk about 
the care and feeding of pets, a pat on the head and a display of tricks 
at recess will put a red letter on the calendar for all concerned. 

However, while no one thinks that a birthright is to be sold for a 
mess of reading, writing, and arithmetic, the celebrations need, for 
the most part, to be planned ahead of time in order to insure tran 
quillity, for celebrations unrestrained may be disconcerting to the 
very educational processes of which they are a part. 

Pet Week—A week of pets is a feature that has assumed a yearly 
place in the school program. This usually starts at Easter. One child 
in a schoolyard who loves pets and demonstrates it, is worth more 
than a whole bookful of stories when it comes to educating in kind- 
ness to every living thing. But how shall a child demonstrate unless 








RSS NE poe 


D 











FourtEENtTH YEARBOOK 329 





the pet be present? A few years ago one of the primary teachers 
posted a notice on the hall bulletin board, saying, “‘ We need a bunny 
for Good Friday. Come in and talk to me about it if you have one 
to bring.”” Now the children ask weeks ahead of time if they may 
engage in this privilege. 

This year no less than eight rabbits spent Good Friday in our 
school building. Two were tame enough to be released from their 
crates a short time in each classroom. The children are always quiet 
and orderly “ because the bunny likes quiet people.” One nest of 
rabbits was a mother and five babies, beautifully penned in an 
eighteen-inch wire crate and bedded with dried clover. Two high- 
school brothers carried them a quarter of a mile for a sixth-grade 
sister, and stopped on the return from school to take them home. 

If the weather is favorable the rabbit day evolves into a week of 
pets. Almost the only instructions given are: “ Fur and feathers do 
not always mix well; so provide your canaries, hens, white rats, and 
dogs with a crate, a cage, or a leash.” The children usually state a day 
ahead of time what pets they plan to bring. As yet there have never 
been too many on the horizon at one time. Dogs (big ones) never come 
further than the playground and are sent home “ just before the last 
bell rings.” But an occasional fox terrier or puppy dog has been 
known to spend a forenoon in school. Children (or parents) must 
be given credit for the good judgment they use in never bringing 
any but friendly pets. “ Bring a nice pet ” is the slogan. 

Seldom is it the teacher’s privilege to witness a day of group 
awakening to sex differences such as occurred in the first gragle last 
spring. That was the unexpected red-letter day about the calf. Just 
when all heads should have been bowed for the morning prayer, 
Dicky D. burst forth with, “ O, there’s a calf tied out there in the 
orchard by the playground. That is, I think it’s a ealf. It looks like 
a calf. Joe says it’s a bull but I say it’s a calf.” And immediately 
Joe, with a half dozen ardent supporters, rose to a point of defense. 
“ But it is a bull.” “It really is.” ‘ I know it’s a bull.” “ The big 
boys say it’s a bull.” Whereupon the teacher took the bull by the 
horns (figuratively speaking), and explained that it probably was a 
bull calf and that a bull ealf is a mother cow’s baby boy. 

The point being settled, the furore subsided to a quieter discussion 
of what a funny sound a calf makes when it “ rips off ” grass, and 
ended with including in the morning prayer a word of “ thanks for 
salves.” It was noticed that at recess the children went singly or 
in groups to the far end of the playground to have another look at 
that calf. For weeks thereafter they not only talked about it, but 





a 


330 Exementary Scuoot Principats 








they petted and worshipped it with a fervor that would outdo a 
Brahmin. 

Inbrary Day—Library Day occurs so frequently that one might 
expect it to assume a status as matter-of-fact as Monday morning. 
But such is not the case, for many of the children chose it as their 
favorite red-letter day. Library Day is the day when new books 
come from the library to be exchanged for those already on hand. | 
When eager children gather round a table of books, sharing with 
each other the pictures and the reading (particularly the humor), 
they present an interesting social group. Here, in addition to securing 
information, they teach each other about taking turns and about 
respect for property and personal rights. Perhaps, too, they learn 
something about appreciation of the public library as a community | 
project. It is the school attendance officer who brings the books. This 
gives the children a highly desirable opportunity for pleasant contacts 
with him as they help carry the books to the classrooms. If any 
attendance officer wishes to establish his popularity, let him become 
the “ toter ” of library books. 

May Day—F ortunate is the school that has a teacher who knows a 
simple way to wind a Maypole. The Maypole winding ought to mean 
something more than bitten fingernails on the part of the children and 
gray hairs and a headache on the part of the teacher. The third- and | 
fourth-grade winders used a sort of “ barber-pole ” wind, all marching 
in the same direction with no interweaving. The parent-teacher asso- 
ciation had bought the pole of iron pipe. The janitor painted it green. 
He made a cement block in the grass around a piece of solid pipe, 
into which the green pole was screwed. When the day came, two 
teachers fastened the crepe-paper strips to the top of the pole. (‘‘ Pink 
is for boys and blue is for girls,” said a first-grader. ) 

The May Day program consisted of songs, exercises, and singing 
games already familiar to the various groups. The May Queen wore 
a gold paper crown and had a lace-curtain train over her school dress. 
The new queen, who came over the hill at the appointed time to be 
crowned for next year, received a paper crown from the reigning 
queen while the springtime music played on. 

Arbor Day—When a new school has a two-acre playground with 
very little shade except that borrowed from the apple trees across the 
line fence, every child knows he is doing a good turn for the next 
generation when he plants a tree. Last April, the fifth- and sixth- 
grade boys, their teacher, and the janitor went to “that hill above 
the Red Sea ” one afternoon and dug trees for the playground. The 
teacher had previously secured permission from the land owner. 











Fourteentu YEARBOOK 331 





In order to insure parental knowledge of the adventure, a note from 
home granting permission to go was required from each boy. Since 
it was a real “ spring-fever ” day and the trip was to be made partly 
during school hours, no one forgot the note. The boys brought tools 
from home. Mattocks and spades were held to be the most desirable. 
(One boy brought the family coal shovel, which is not exactly what 
the well-equipped man should carry for digging purposes.) A few 
of the boys went without tools so there would be plenty of unburdened 
hands to carry home the trees. 

The delegation returned with twelve trees. As the leaves were not 
yet out, these were temporarily identified as two hazel bushes, two 
wild cherry, two beech, three redbud, one maple, and two that brought 
disagreement as to whether they were basswood or ash. When the 
leaves came out (much to the basswooders’ joy), they were identified 
as basswood. The book, Common Trees of Ohio by Illick, was secured 
from the public library to aid in identification. A small wooden 
marker tabulating the date and the name of the variety was wired 
to each tree. 

Jamboree—One highly successful feature of the school year was 
the Jamboree conducted by the parent-teacher association in order 
to raise money. In this association the dads as well as the mothers 
are active. The president is an ice cream manufacturer, and the ways 
and means committee is composed of a mail carrier, a high-school 
printing instructor, an electrician’s wife, and a milk dealer’s wife. 
When such a group decides to put on an affair using only local talent 
and local supplies, it is time for the lark and her family to move, for 
as the third-reader says, “‘ The harvest will be taken in immediately.” 
Publicity, food arrangements, program planning, ticket printing, and 
ticket selling were soon under way. 

The Jamboree was just what its name implies. Everybody and his 
son and daughter attended. It was put on informally in the high- 
school gymnasium one evening in January. There was a master of 
ceremonies who engineered a variety program of fancy-dress parade, 
cake walks, music, stunts, speech making, and “ eats.”” The admission 
was five cents but anyone who had cake, candy, or pie for the selling 
booth was admitted “free.” The president said, “ We figure that 
by charging only five cents we will get a crowd, and then if anyone 
has another nickel it is up to us to get it away from him.” The sum 
of $80 was cleared and everyone had a good time. 

Conclusion—Just why should tree planting, May Day singing, 
library acquaintance, pet observation, and jamborees be allowed to 
crop out inside the school walls? Seemingly such activities need no 








332 Exementary Scuoot Prrcipars 





defense. They are the child’s birthright. The small-town child lives 
among trees, libraries, pets, May Days, and jamborees—the trees 
and pets of his country cousin, the libraries and May Days of his city 
cousin, and the jamborees uniquely his own. These wholesome, social 
izing contacts are not only instructive, but they provide the child 
with happy hours and so may be large factors in building his mental 
health and his character. As such they are a vital part of education. 
They offer the material about which a child not only dreams, but 
about which he also reads, writes, and figures. 

And blest is the child whose days go down 

In a little school in a little town, 

A little school with rooms not more 

Than eight or six—or maybe four, 

Whose cozy walls are opened high 

To an auditorium of sky. 


HE ACTIVITY SCHOOL is informal in nature, being neither 
» 3 unorganized chaos nor a rigid mechanism. It is in- 
tended to meet successfully the unpredictable and the in 
definable aptitudes of the child. Because it stresses self- 
activity, it offers opportunities for creating learning condi 
tions and sets up situations thru experiences which are not too 
far removed from the activities that are natural to child living 
and future adult participation. In such a school our teachers 
are less zealous in their “ teaching,” but are more concerned 
ubout “ learning.”—Duffy, Fred H., see p. 521 of this year 


book. 





anoed 


oe 


FourtEentu YEARBOOK 333 





RED-LETTER DAYS FOR SCHOOL AND COMMUNITY 


, JOSEPHINE THOMAS 
Principal, Frank T. Howard No. 1 School, New Orleans, Louisiana 


upis often look forward most to those red-letter days which are 

so marked on the calendar, because such days mean closed 

schools, parades, excursions, picnics, freedom from responsi- 
bility, and more time for play. For the past three years, however, 
our pupils have learned to enjoy a different kind of red-letter day— 
one that is celebrated in school and requires much hard work. 

The first Monday in May is our annual red-letter day. On that 
day we make a special effort to interest the public in some particular 
phase of our school program. Invitations to visit the school are sent 
to parents, schoolboard members, city officials, chairmen of social, 
civic, and business agencies, state and local superintendents and 
supervisors, superintendents of private and parochial schools, the 
presidents of our two local universities and the heads of their depart- 
ments of education, and other interested friends of education. Ninety 
percent of those invited come to our open house, while the other 10 
percent send their regrets. This 100-percent response indicates that 
these are really red-letter days for both school and community. 

Health Day—The first of these red-letter days originated in our 
desire to demonstrate the value of our new course of study in health 
and safety, which had been introduced the preceding September. 
During the second semester each teacher planned her work with the 
demonstration in mind. For two weeks prior to the day of the demon- 
stration, the classes reviewed their work thoroly. Each pupil felt 
that he could explain fully and definitely to visitors the purpose of 
the work and the health habits to be developed. Each class was organ- 
ized for receiving and guiding the visitors, the pupils choosing a 
reception committee, a registration committee, and a steering com- 
mittee. The pupils were to have entire charge of the program, and 
they developed a surprising degree of confidence in their ability to 
handle any situation which might arise. Several of them remarked 
that the teachers would have nothing to do on the day of the 
demonstration. 

Each of the twenty-nine rooms, including the kindergartens, par- 
ticipated in the program. Every class was sure that the visitors would 
learn something of importance from a visit to its room. The following 
paragraphs indicate the variety and scope of activities carried on. 

One kindergarten labeled its room “ The City Park,” and the 
children explained and demonstrated what a careful child should do 
in the park in order to protect himself and others from illness or 











334 ELementary Scuoot Pricrpars 





accident. The first grades advertised their health work with such 
titles as “ Health Land,” “ The Happy Home,” and “ Children of 
Happy Town.” The second grades invited their parents and friends 
to a “Safety First Pageant,” while visitors to the third grades were 
greeted with programs entitled “Fire Prevention,” “ Peace and 
Safety,” “ The Cafeteria,” and “ The Happy Child.” 

The general topic “‘ Safety ” was used by three fourth-grade classes, 
while another one drew a large crowd with the intriguing caption, 
“ Foot Notes, or the Footpath to Health and Happiness.” The latter 
program emphasized the proper care of the feet and showed correct 
shoes for all ages and occasions. Shoes that are too narrow, too 
pointed, or too high in the heels were compared with correct types. 

The fifth grades stressed the study of hygiene. So interested were 
the visitors that they often directed their friends to rooms that had 
been passed by. This type of direction was common: ‘“ Go to the 
sixth grade, and you will see how bottles containing poison should 
be fixed so that no one can make a mistake ”; or “ You will learn how 
to recognize poison ivy, and how to treat a person who has come in 
contact with it.”” Another sixth grade that had studied the use and 
care of the eye showed visitors the best methods of lighting homes 
and classrooms. The New Orleans Public Service Inc. assisted the 
pupils by furnishing demonstrators and lighting equipment. 

The seventh grades went into the problem of community hygiene. 
One room called itself “The City Board of Health,” while another 
became “ The State Board of Health.” The duties and services of 
both these agencies were explained and illustrated by the pupils. 
The pupils had visited the Public Health Department, and had so 
aroused the interest of its officers that they were among our visitors. 

Thru the activities of our Health Day we succeeded in showing our 
friends outside the school that we were doing a rather good job of 
training children in knowledge and habits of healthful living. Within 
three hours we had a total of 2897 visitors. In addition, we believe 
that the experience of planning and conducting the demonstrations 
helped to develop initiative, self-reliance, a sense of responsibility, 
and a spirit of cooperation in the pupils. 

Citizenship Day—Schools are sometimes charged with failing to 
train children in citizenship because the courses of study are not 
labeled as such. Every teacher knows, however, that citizenship train- 
ing permeates the entire elementary-school program, from the kinder- 
garten thru the highest grade. To convince parents and other citizens 
of this fact we made our second red-letter day a “ Citizenship Day.” 

In the lower grades the social sciences provided the best material 
for our demonstration. One kindergarten class, using as a title “‘ The 








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FourtTEEntH YEARBOOK 335 





——— 


' Home in the School,” dramatized the duties, rights, and responsi- 
, rig P 


bilities of each member of the family, and of the family in the com- 
munity. The other kindergarten used “ The Community Store ” to 
show how the good citizen acts when buying and selling. One first 
grade showed the good citizen in his home, while another converted 
its room into a “ Happy Town,” where everyone respected the rights 
of others and obeyed all the laws regarding traffic, sanitation, and 
health. A third-grade class illustrated “A Good Citizen at School; 
at Home; at Play.” The fourth grades each emphasized one phase 
of the relationship of the individual to the state or to public agencies. 
“Respect for Public Property,” “ How a Good Citizen Uses the 
Telephone,” and “ The Newspaper and the Good Citizen” were 
projects that stressed right action on the part of citizens. 

In a project called “ Citizenship thru Poems and Quotations,” the 
fifth-grade classes showed how reading and literature may help to 
make a desirable citizen. In preparing for this program the pupils 
read, discussed, and criticized a great deal of pertinent material, 
and memorized certain selections. The art classes illustrated their 
contribution to the worthy use of leisure. A sixth-grade geography 
class presented a discussion on “ Conservation,” showing what our 
state is doing and what good citizens must do to conserve natural 
resources, prevent forest fires, enforce game laws, ete. 

One seventh grade demonstrated the use of arithmetic in training 
for citizenship. This project involved a study of the amounts and 
sources of our state and municipal incomes, together with a graphic 
presentation of the amounts spent for different purposes. The cost 
of educating a child in the public schools was given special emphasis. 
Among the conclusions pointed out by the pupils were (1) that we 
all contribute to the support of government, (2) that we pay in- 
directly for any waste on our part, (3) that everyone, child or adult, 


'must do his part to help the state and city spend money to the best 


advantage, and (4) that absence from school or lack of effort in school 
work really represents a waste of money. 

Probably the program that held the visitors longest was “Amend- 
ments to the Constitution,” presented by another seventh-grade class. 
We were surprised to learn how few adults really know how the 
Constitution is amended, how many amendments there are, and what 
these amendments mean. 

This second red-letter day was apparently even more successful 


_ than the first. The number of visitors was 3025. The newspapers 
| devoted space generously to the project, both before and after its 
| presentation. Most important of all, the children enjoyed themselves 


thoroly, and were impressed more strongly than ever by the need and 
5 








336 ELemMentArRY Scuoot Principas 





significance of good citizenship. The latter fact has become incregg.| 
ingly evident in their care of the building and grounds, in thei 
attention to personal appearance, in their application of the laws of 
health, and in their practise of self-control. 

Lowsiana Day—The third in our series of annual red-letter days 
was inspired by the belief that a greater knowledge of the geography, 
history, literature, music, and romance of Louisiana would increay 
the love and appreciation which every good citizen should have for 
his state. We knew, moreover, that the public generally was not 
aware of the training being given in this field. | 

Among the features of this project which interested the parents | 
most, were excursions to points of interest in or near our city, a trip | 


to our capital by the sixth and seventh grades (the first train tri 


for many of the pupils), and a “ Do-You-Know Club ” which special-| 
ized in the collection of interesting, unique, and little-known facts 
about our state. In addition, topies such as the following were selected 
for diseussion and illustration on the day of open house: 


. Farming and Dairying in Louisiana 
. Birds and Animals of Louisiana 

. Holidays of Louisiana 

The Story of Cotton , 
. Louisiana’s Treasures 

. Traveling in Louisiana 

Louisiana’s Mineral Wealth 

. The Indians of Louisiana 
. The Natural Resources of Louisiana 

10. The Beauties of Louisiana 

11. Facts and Figures of Louisiana { 
12. Louisiana’s Schools. 


COoNQa whe 


On this third red-letter day we entertained 3309 visitors, which] 
was an increase of 412 over the first year and 284 over the second] 
Conclusion—The plan of having an annual red-letter day has ha 
two important results in our school: (1) It has brought the public) ! 
into the school in greater’ numbers than ever before, and (2) it has| 
helped to make the pupils more independent and at the same tim) ! 
more cooperative in attitude and action. There is, however, a dang 
which should be carefully avoided, namely, that of overemphasizingy ‘ 
the red-letter program in relation to the rest of the year’s work. They " 
program should be thought of as a natural outcome of the regular} 


class work rather than as a major end in itself. Otherwise the emop 
tional results of putting on a “ show ” for the public may be actuall li 
harmful to both children and teachers. If wisely administered, how} 
ever, such a program provides valuable socializing experiences, bring “ 
ing children and adults together on matters which are, or should bee ; 

- 





of major concern to both groups. 





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FourTEENTH YEARBOOK 


A WILD ANIMAL RED-LETTER DAY 


Bernice Woitr AND THELMA TIDWELL 
Teachers, Pennsylvania School, Beaumont, Texas 





INGLING BROTHERS’ CrRCUS served as the inspiration for a study 
of wild animals which culminated in a red-letter day of real 
moment in the second grades of Pennsylvania School. 

How the study of animals began—The circus had come and gone, 
and on the day following the great performance, the second-grade 
children were a quivering group of boys and girls, each trying to 
talk faster and louder than the others. They had one topic of con- 
versation—animals. Just animals, but such glorified ones! The chil- 
dren discussed, in the minutest detail, each trick they had seen 
performed, and they said in very awed tones, “ Why, I didn’t know 
that animals could do things.” 

The children could not seem to relinquish the new topic; so a trip 
to the eity zoo was planned in order that they might re-live some of 
their thrilling experiences by again seeing the animals. This trip 
served to excite further the interest of the children in their new 
friends, and we teachers realized that within our grasp was the 
motivating force for an intensely interesting unit of work. 

Some beautifully illustrated animal books were used as the nucleus 
from which to develop the work. The children pored over the pictures, 
and asked to read the stories. Then questions were asked and the unit 
was begun. 

About sixty children, in two different rooms, were involved in this 
work. They were practically all from homes of meager circumstances, 
and this fact brought up the problem of producing maximum results 
at minimum cost. The majority of the children were of American 
nationality, but there were a few Italians and Mexicans. Their homes 
provided very little cultural background, as they had practically no 
books and no music. It was the aim of the teachers to enrich the 
pupils’ lives from this angle as well as to impart factual knowledge. 

Correlating the project with regular class work—A course of pro- 
cedure was outlined by which the regular class work could be included 
in working out this unit. The following paragraphs describe this pro- 
cedure with reference to several important subjects of the curriculum. 

A large amount of material was used in reading. The school 
library was scoured for all animal books that the children could read. 
The public library was also used freely. Interesting material that 
was too hard for the children was read to them. This was often 
transformed into simple stories which were written on the board for 
the children to read. Charts were made for r ading, and much of 





338 ELEMENTARY Scuoot Princrpats 








the material used for these charts was collected by the children from 
newspapers and magazines. Dramatization of many of the stories 
read was an important phase of the pupils’ interpretation. 

Physical education and music also were very closely correlated with 
the animal project. In physical education the children delighted in 
working out the movements of the animals studied. They liked to 
imitate the clumsy gamboling of the bear as it stood on its hind feet 
and danced. They also enjoyed weaving slowly from side to side in 
the heavy manner of the elephant. The pacing of the tiger and the 
frisking of the squirrel were favorite imitations. In addition, the 
children originated some animal movements and performed them for 
other members of the class, who in turn tried to guess the animal 
portrayed. These movements were performed to music and were lovely 
for rhythm work. Many songs about animals also were learned by 
the children. Favorites were “‘ The Elephant ” and “ The Squirrel” 
from Music Hour, First Book. “ The Hunting Song ” was a favorite 
victrola record. 

For our health study we considered the laws of nature which the 
animals obey in order to maintain their existence. The pupils learned 
that the animals follow certain practises with respect to cleanliness, 
proper food, and rest, which human beings would do well to follow. 

In language work we read animal stories and dramatized them. 
We wrote health stories, giving special attention to capitalization 
and punctuation. Original stories were written and dramatized, and 
appropriate poems were-memorized. There was a great deal of writ: 
ten work in this unit and each bit was carefully done. 

In the number classes we made story problems, using our animal 
friends for material. The squirrel and his gathering of nuts, as well 
as many other animals and their activities, formed the basis for thes 
stories. 

Each room made spelling booklets. We studied the new and strang: 
words found in this unit of work. We also made of the spelling 
booklets a little dictionary, with pictures to illustrate the meaning 
of the words. 

The whole unit centered around the study of nature. For ow 
specific nature work we studied the haunts, habits, diets, language, 
actions, and care of animals. 

The art work was a natural outgrowth of the children’s increasing 
knowledge about animals. They began to feel the urge to express thei! 
knowledge in a tangible form. One of their first modes of expressiol 
was free-hand drawing. They illustrated many stories and papers 
Soon they combined free-hand drawing and paper cutting. The) 
drew figures and cut out the clothes for them, using both to illustrat 








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FourtEEntH YEARBOOK 339 





stories. The children also constructed large papier-maché animals. 
They made their favorites: the bear, elephant, camel, and lion. A 
colorful and modernistic animal border was made by combining 
circles, squares, rectangles, and triangles. These animals in their 
bright colors reminded one of wooden “ Tinker Toys.” Large, almost 
life-size animals were drawn on brown paper and then painted with 
cold-water paint. 

The red-letter day—our exhibit—As the time approached for the 
unit of work to be completed, we decided to arrange our work attrac- 
tively and to invite the other second grades of the city to visit us. 
The work was collected and the children, with the assistance of the 
teacher, selected those parts to be used in the exhibit. Each piece of 
work was criticized by the pupils, and when any bit was rejected, 
the reasons were made clear to the children. 

The children had a large part in the preparation of the exhibit 
room. One side of the room was transformed into a jungle by the 
use of Spanish moss, tree stumps, shrubbery, sand, and rocks. This 
served as a background for the habitats of our large papier-maché 
animals. The large animals, cut from brown wrapping paper, and 
measuring 36 by 48 inches, “ stalked ” majestically across the oppo- 
site wall. A “novelty ” table contained small booklets and animals 
carved from soap. The high border around the room was decorated 
with the modernistic series of geometric animals, and its effect was 
rather startling. One corner of the room was devoted to the display 
of the academic work done by the children, and included spelling 
booklets, language stories, and other productions. On display also 
were the beautifully illustrated books borrowed from the Tyrrell 
Publie Library. 

A child was stationed at each section of the exhibit to explain it 
to the visitors, and to tell something of the processes we had followed 
in our work. Their talks were brief but well given, and the children 
displayed a poise that was gratifying. As the visitors left the exhibit 
room, they were given book marks and animal cookies as souvenirs. 
As a grand finale to our red-letter day performance, a play was pre- 
sented for our visitors. 

Outcomes of the project—The social situation which was shared 
by the children in this project was rich in real-life experiences. The 
scarcity of materials at hand necessitated the combination of many 
children, in the use of them. Pupils learned a very valuable lesson 
in sharing unselfishly and working together in harmony. They also 
learned many useful devices which could be substituted for materials 
not readily available. 








340 ELEMENTARY Scuoout PrIncrpPats 








Taking animal parts in the play made the animals even more vivid 
and real to the children. They actually went thru the motions and 
emotions that they had read about in their story. The sounds and 
calls of the different animals were made realistic indeed, if they could 
be judged from the reception given by the enthusiastic audience. The 
play became so real to the children in it, that they often played the 
story at recess time. One day on the school ground our principal came 
upon a child crouched behind a large bush. When the principal 
questioned the child as to her reason for being there, the child franti- 
cally whispered, “* Sh-h-h-h, I’m the squirrel and the lion ate me up! ” 

A wealth of knowledge of animal life was gained during the prepa 
rations for this event. The whole project was worked in effectively 
with the regular school work, and served as an excellent motivation 
for the learning of essential subjectmatter. Each child had an oppor 
tunity to express his own individuality, because there were enough 
experiences involved to inspire each one in a different manner and 
to give each one a chance to find himself. Even the slowest child 
had a hand in the construction of materials. A valuable lesson was 
learned as the children were shown the difference between construc 
tive and destructive criticism. 

At the conclusion of the unit, it was gratifying to realize that the 
interest in animals manifested by the children was no mere “ pass 
ing” interest. They had gained a firm foundation which could be 
used to build upon in the pursuit of hobbies or further academic 
knowledge. 


PPROPRIATE ACTION always helps to clarify and interpret 
A thought. In the primary grades, for example, teachers 
have long found it helpful to have children act the stories they 
read as informal language lessons. Dramatics can help to 
organize ideas and make them more interesting at any age or 
grade level.—Howard, Stella, see p. 310 of this yearbook. 





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FourtTEENtH YEARBOOK 341 





SELECTED REFERENCES 


Borceson, F. C. All-School Activities. New York: A. 8S. Barnes and Co., 
1931. Chapter 6, “ Assemblies and Special Day Celebrations,” p. 101-22. 


. BroxaM, Peart B. Club Program Suggestions for Special Days. Iowa City: 


University of Iowa, 1932. 44 p. 


. Crouser, Lucy W.; Rosrnson, W.J.; anp Neety, D. L. Educative Experiences 


through Activity Units. Chicago: Lyons and Carnahan, 1932. 352 p. 


. Corpy, M. R. “ Material for Arbor Day Projects and Programs.” Grade 


Teacher 51: 37, 58; April, 1934. 


. Curtis, P. K. “ Labor Day; A Basic Unit in Social Studies.” Grade Teacher 


50: 28, 69; September, 1932. 


Demina, N. H., anv Bemis, K. I., comp. Pieces for Every Day the Schools 
Celebrate. New York: Noble and Noble, 1931. 455 p. 


. Goon, I. C., anp Crow, J. M. Home-room Activities. New York: Professional 


Press, 1930. “ February Holidays,” p. 126-38. 


Hu, Parry 8S. “Some Uses and Abuses of Christmas Festivities.” Childhood 
Education 11: 99-103; December, 1934. 


KENNEDY, Marron, anp Bemis, K. I. Programs for Special Occasions for 
Primary Grades. New York: A. 8S. Barnes and Co., 1929. 104 p. 


Kennepy, Marion, anp Bemis, K. I. Special Day Pageants for Little People. 
New York: A. S. Barnes and Co., 1927. 48 p. 


. Mrrcnewy, D. E. “ Celebrating Music Week in Boise.” School Management 


4: 154; April, 1935. 
NATIONAL Epucation Association. “ American Education Week, 1935.” Jour- 
nal of the National Education Association 24 : 121; April, 1935. 


Nationa Epucation Association. “ Interpreting the School at Commence- 
ment.” Journal of the National Education Association 24: 98; March, 
1935. 


. NATIONAL Fire Prorecrion Association. Fire Prevention Week Handbook. 


Boston: the Association, 1931. 48 p. 


New Jersey State DeparTMENT or Pusiic Instruction. Play Days. Trenton: 
Commissioner of Education, 1931. 67 p. 

Ricuarpson, C. O. “May Day; A Pageant for May Programs.” Grade 
Teacher 50: 676; May, 1933. 

Wuittensvura, Criarice. “ Holiday Observance in the Primary Grades.” Ele- 
mentary School Journal 35: 193-204; November, 1934. 








CHAPTER V 
MUSIC AND RHYTHMS 
EDITORIAL COMMENT 


HE IMPORTANCE OF Music in the history of mankind amply 

justifies its inclusion in the elementary-school program. During 

recent years there has been a tendency among a certain element 
of our citizenry to class music, along with other fields of art, as a 
fad or frill which might well be dispensed with in times of economic 
pressure. While curtailments and eliminations have occurred, the 
evidence presented in this chapter indicates that these probably have 
been less widespread and drastic than is sometimes supposed. Many 
parents, like most school administrators and teachers, are aware of 
the esthetic, emotional, and social values of good music, and are 
anxious to have musical activities retained in the school. 

With the coming of the radio and the sound motion picture, the 
vast majority of children are receiving some kind of musical educa- 
tion whether we like it or not. While the potential value of these 
newer agencies is unquestionably very great, their musical output to 
date has contained more of the cheap and tawdry than of the finer 
types of composition. Clearly the need for superior musical oppor- 
tunities in the school has never been greater than at present. 

This chapter shows how several different types of musical activities 
can contribute to a modern educational program. The first article 
discusses the place which music should have in the school curriculum. 
The next three articles are concerned with singing activities. One 
deals broadly with the course of study in music, the school choir, 
operettas and pageants, the “ chorus plan,” and the glee club. Another 
goes more into detail concerning the chorus or choir plan as a means 
of improving music instruction in rural schools. The third describes 
a spiritual choir composed of negro children in a ‘ 

The next author describes an activity which is closely allied to 
group singing, namely, the verse-speaking choir. Then follow two 
articles on rhythmic activity, one stressing the importance of dancing 
in the school, and the other dealing with rhythm bands and eurythmies 
in the primary grades. The concluding article summarizes a survey 
of extracurricular music activities in approximately two hundred 
elementary schools. 

The short list of selected references at the end of the chapter will 
be useful to those who wish to do more extensive reading in the field 
of elementary-school music.—Editorial Committee. 


[342] 


‘mixed ” school. 





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FourtTErntH YEARBOOK 343 





REEVALUATING MUSIC IN THE CURRICULUM 


Perer W. DyKEMA 


Professor of Music Education, Teachers College, Columbia University, 
New York, New York 


DVERSITY IS NoT only the mother of invention, but the tester of 
A values. Reduced resources usually necessitate the elimination 
or at least the curtailment of certain activities. A study en- 
titled ‘“‘ The Present Status of School Music Instruction,” completed 
in the spring of 1934, presents data from school superintendents in 
1761 communities of various sizes in the United States concerning 
what happened to music in the public schools during the recent years 
of intense depression. In slightly more than half of the 1761 towns 
no changes were made in the music program. While 49 percent re- 
ported some curtailment in their cultural subjects (designated in this 
survey as music, art, and dramatics), only 4 percent or 60 of the 
1761 towns reported actual elimination of any of these subjects. 
Moreover, when there was a discrimination in favor of any one of them, 
it was predominantly for music. It seems evident that most school 
systems have decided, in times of adversity, that the contribution of 
music and the other art subjects is so valuable that they must be 
retained in the school program. 

The contribution of music is probably recognized as applying both 
to the immediate program of the school and to the home and com- 
munity life outside the school. This recognition, in turn, is due both 
to the increasing use of music inside and outside the school, and to 
newer conceptions by educators of the forces which make an effective 
school program. No attempt will be made here to enumerate or 
evaluate the effects upon the production and consumption of music 
which recent inventions and social developments have brought about. 
Rather, we shall devote ourselves to a consideration of the larger place 
in normal education which thoughtful leaders are gradually assigning 
to music.” 

Relative values in education—Use is the ultimate measure of worth 
or value. In a very profound sense the common man’s query regard- 
ing certain phases of education, “ What use is it?”’, is legitimate and 
fundamental, provided a sufficiently broad meaning is given the word 
“use.” Use must include much more than the narrow utilitarian 
view of gaining a livelihood; it must include everything that influ- 
ences conduct in desirable directions, that causes socially valuable 
changes in the lives of human beings. Herbert Spencer’s question 


7For a more detailed statement of the author’s views on the program of music in the public 
schools, see: Dykema, Peter W. Music for Public School Administrators. New York: Teachers 
College, Columbia University, 1931. 171 p. 












344 ELEMENTARY Scuoot Principats 


of 1861, “ What knowledge is of most worth ?”, will always continue 
to be a vital topic for educators. But recently educational administra 
tors have openly acknowledged a fact which they had long sensed 
but which, confused by such expressions as that just quoted from 
Spencer, they had not definitely formulated, namely, that knowledge 
is only one force in influencing conduct. 

We may well say that knowledge is not necessarily power; it is 
only potential power. Buried treasure has no value until it is un- 
varthed and circulated. What we learn is likewise of value only as 
we apply it. Facts are dead unless interpreted and related to our 
own lives. Knowledge and learning may be as useless to us as a hoard 
of gold in a vessel at the bottom of the sea. Education cannot, there- 
fore, be defined simply in terms of acquiring knowledge. Our schools 
must, to a far greater extent than they have thus far, cease consider 
ing education as a quest for knowledge. From this it follows that the 
intellectual approach, which has dominated practically all instruction, 
must be replaced or supplemented by an approach which is more 
effective because more inclusive. 

Likewise, we can no longer accept the conception of education as 
the acquiring of habits or skills, valuable as these are when properly 
used. We need only point out that a trained animal with abilities 
in a few special lines, but with no power to meet situations outside 
the accustomed ones, is not an adequate model for an educated human 
being. The possession of highly developed skills is no more an assur 
ance of good citizenship than the possession of keen cutting tools or 
of machines which automatically turn out but a single product is an 
assurance that these will be properly used. Habits and skills must be 
rightly directed if they are to be socially valuable. 

How can we assure an education which will not only involve the 
amassing of knowledge and the acquiring of desirable habits and 
skills, but will also direct them so that they shall be properly and 
effectively used? This is essentially a question of motivation and 
guidance, of developing right attitudes and ideals of life, and of 
using these attitudes and ideals to obtain and utilize needed know! 
edge and skills. The purpose of the following discussion is to indicate 
the part that music can play in this desirable education. While we 
are particularly concerned with music as a socializing agency, 
we must first examine briefly what music can do for individual 
development. 

Music as a factor in individual development—Thorndike * has 
pointed out that sensations, and motives to conduct, may roughly be 


2 Thorndike, Edward L. The Fundamentals of Learning. New York: Teachers College, Columbia 
University, 1932. 638 p 





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FourTEENTH YEARBOOK 345 
divided into satisfiers and annoyers, and that we tend to cherish the 
satisfiers and to avoid the annoyers. In other words, what is pleasur- 
able we seek to have repeated and what is annoying we seek to pre- 
vent from coming into our lives again. Music, in at least one of its 
many forms, appeals to practically every child. It thus has the first 
qualification of an educational agency, that of being weleomed. Un- 
less it is badly presented, music is a pleasurable school activity and 
therefore is potentially a force for character molding. 

A second condition for producing edueation, after a pleasurable 
beginning has been made, is the presence of a situation or subject 
sufficiently interesting and sufficiently within the possibilities of the 
learner to stimulate him to proceed further. The immense literature 
of music is admirably adapted to the presenting of a series of stimu- 
lating challenges for every degree of ability. The school program 
which fails to stimulate growth in music, involving power and taste, 
has not properly unfolded the almost limitless resources of the subject. 

As a corollary to effective challenges, there must be, third, attain- 
able achievements. Music exists in such a variety of levels that 
students should be able easily to measure their progress, provided the 
school instruction has wisely included a wide range of musical activi- 
ties. Short-sighted policies too frequently limit school music to a 
program that is largely passive and lacking in opportunities for indi- 
vidual responsibility and initiative. If the roots of a plant are not 
allowed to spread out so that they may draw nourishment from a wide 
area, undernourishment and early death easily result. 

Thus we see that music, by meeting these three requirements of 
effective learning, is admirably adapted to the individual develop- 
ment upon which character formation is normally based. We become 
what we are thru a series of significant experiences in which the 
whole self is involved because of interest, absorption, and the recog- 
nition that we are growing. Music uses tone as its medium and, of 
all sensations, tone seems to have the greatest power to stimulate the 
imagination and to develop emotions. But while doing this, music 
by its structure tends, even in its freest forms, to induce a feeling 
of order and restraint because these are the conditions upon which 
musi¢ itself depends. Without form and restraint musie degenerates 
into mere noise. In its finer manifestations musie is the considered 
embodiment of man’s noblest emotions, and contact with such music 
tends to communicate these emotions to performers and listeners. 

Music as a socializing influence 





Having glanced briefly at the 
relation of music to individual development, we may now examine 
somewhat more completely the topic of music as a socializing force. 
We note, first of all, that music is essentially social in its nature. In 








346 ELEMENTARY Scuoout Princrpats 





the schools, performance of music is chiefly by groups; listening 
practically always involves more than a single person; and creating 
or composing music is generally conceived in terms of communicating 
a message or a vision of beauty to an audience. In each case the addi- 
tion of people to the social group usually adds to the pleasure and 
effectiveness of the musical act. Performance becomes simpler and 
more enjoyable as others successfully join us in making music; 
listening in a group is much more stimulating and richer when we 
have kindred spirits with us; while the approval of a discriminating 
and appreciative audience is a longed-for consummation of the com- 
poser’s endeavors. When a group participates in the creating of 
music, as happens in schools which encourage group song composition, 
each member, by approving or rejecting suggested contributions, 
shares in the pleasure of the composition which is gradually brought 
into existence. 

Moreover, in each phase of these group musical activities the mem- 
bers, except when unwisely guided, stimulate each other, frequently 
to accomplishments that would be difficult if not impossible for the 
individuals alone. Who, when singing or playing an instrument, has 
not been spurred on to efforts beyond those he made while alone? 
What other explanation than the stimulation of mass psychology can 
be given for the enthusiasm with which great crowds greet the playing 
of classical numbers which few people would enjoy alone? Every 
chorus contains singers who by themselves could accomplish very 
little, but who, spurred on by the example of the more capable mem- 
bers, make valuable contributions to the ensemble. Many a mother 
has found that the practising of the child at home becomes pleasant 
and effective if the loneliness of solitary practise is relieved by the 
presence of listeners or of only a single listener. Every manifestation 
of music is strengthened by the social appeal. 

By this strong social emphasis, music tends to unify its partici- 
pants. Listeners at a concert unite in glaring at offenders who disturb 
the quiet needed for good hearing. When everything goes well, mem- 
bers of the audience tend to express their sense of oneness by exchang- 
ing comments on the performance, even with perfect strangers. The 
members of a choral or instrumental group realize that each must 
contribute his part with due regard to what the others are giving, 
so that the individual does not stand out, but rather the product made 
by the whole group. Three members of a quartet may sing well, but 
if the fourth is unable to do his part, the quartet cannot satisfactorily 
continue. Composers must bear in mind the limitations and the 
possibilities of performance and the appeal it will make; even the 
deaf Beethoven, unable to hear either his music or the approval of 





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Fourtrentu YEARBOOK 347 





the audience, anxiously inquired of the concert-master whether the 
Fifth Symphony was being applauded! Music thru its dependence 
upon many contributors is a potent force in developing a group 
consciousness. 

Music thus makes for normal social development. Pride in the 
accomplishment of the whole is the essence of democracy. The social 
spirit developed in the right kind of musical organizations may well 
serve as a model for a very desirable type of citizenry. This common 
participation in music leaves each person richer. And not only is the 
product a satisfaction, but the process of coming into contact with 
every type of music is essentially one of pleasure and satisfaction. 
Even when its tone is not happy, when it voices sadness or sorrow, 
thru its broad, composed spirit, it seems to have much the same 
quality as the poet suggests in his line: “ Parting is such sweet 
sorrow, That I shall say good night till it be morrow.” 

Finally, it should be pointed out that while music has great value 
in the home and in the community for the various individual and 
social qualities already enumerated, it also has a definite function 
to perform in the school. Much of the school instruction in other 
fields emphasizes individual development and independent work by 
each student. Music is particularly adapted to the developing of a 
socialized group while still giving abundant opportunity for indi- 
vidual growth. Educators frequently have to face a choice between 
qvereanphasising the individual by the development of his peculiar 
talents, and submerging the individual by stressing the rights of 
others. Society can progress normally and steadily only as the indi- 
vidual is able to find his self-realization in acts that are socially 
acceptable. Music does this most gracefully and happily because, 
unlike many games in which, if one side wins, the other must lose, 
participation in united musical activities allows all to win or to suc- 
ceed without anyone’s losing. Music, by providing many happy 
moments for the children, helps them to think of school as a desirable 
place in which to be. 

Methods of music education—All these considerations of the indi- 
vidual and social values of music are based upon the assumption that 
it is properly presented to children. This proper presentation may be 
defined as the field of music-education methods. Frequently methods 
and devices are confused, and both are considered as arrangements 
of subjectmatter which can be determined beforehand and set down 
on paper for anyone to read and to follow. The truth of the matter 
is that method should always be conceived as the means by which 
children can be influenced to change their lives thru the incorporation 
of the ideas, emotions, habits, or skills which are the tools of instruc- 





348 


ELemMEenTARY Scuoot Princrpats 

















tion. It is not too much to say that the good teacher is the one who 
most consistently concerns himself with the development of the child 
by educational activities adapted to his needs. Teaching is essential], 
a process of bringing about human development thru the means of 
subjectmatter, rather than the process of dealing out subjectmatte: 
irrespective of the effect it has upon the pupil. The good teacher, 
like the good physician, is always an empiricist. He may experiment 
with many new materials, much new subjectmatter, but he will al 
ways in the end retain only that which works with the patients. 
Consider the application of all this to music teaching. Only that 
which is assimilated by the children, only that which is of interest 
and significance to them, only that which changes them,-is educative; 
all the rest is waste and dross. 

A recent book,* which stresses the necessity of measuring all musie 
teaching in terms of its effect, makes a simple and significant three- 
fold division of good procedure in the teaching of music. First, 
connections must constantly be established between the material of 
instruction and life. Second, desirable concomitant or associated 
learnings must always be utilized as far as time, effort, and other 
objectives will permit. Third, fundamental learnings must not be 
neglected in stressing the two points just mentioned. Let us see what 
application we can make of tliis analysis. 

Never before has there been so much music available. The moving 
pictures and the radio have made music a frequent occurrence in the 
life of practically every person in our country, and most of the musical 
facilities available before these became so prominent are still present 
in only a partially reduced measure. School music cannot be vital 
if it fails to establish connections with the music with which pupils 
come in contact every day. Historians and sociologists have shown 
that music thruout the ages has been a powerful influence in the 
development of various nations, and today there is no country in 
which musie is not an important factor. Music has not the same 
place in our lives that it had in primitive civilizations, but its influ- 
ence is potent in enriching life beyond what it was in earlier times. 
There are many ways in which school music can be related to activities 
outside the school. The music of the chureh, the home, the amusement 
houses, the social gatherings, and the out-of-door occasions, are all 
of the same piece as the music which is given in the school, and any 
connections or parallels between them should constantly be estab- 
lished. These connections in all cases are vital educationally only 
as they are made vital to the child, only as he finds significant interests 





*Mursell, James L. Human Values in Musie Education. New York: Silver, Burdett and Co.. 
1934. 388 p. 








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FourtEENtH YEARBOOK 349 








———-_-— en a 


in them. In fact, connecting school music with life can mean only 
connecting it with the total life experience of the child. Merely to 
cite programs of music outside the school, merely to fill bulletin 
boards with pictures or articles referring to artists and concerts, is 
not necessarily to make connections with life. Relating a school song 
to the experience of a child playing a piano piece at home, or hum- 
ming a song on the way to school, may be a much more significant 
interrelating of school music and life. 

Music, like any other art, arises only when there is a significant 
emotional experience; hence, musical compositions frequently have 
been associated with important events in the lives of individuals and 
groups of people. The composing and recording of any original 
composition by a group of children involves problems that parallel 
those which engaged the composers of the world’s great masterpieces. 
Every musical composition has form, melody, and rhythm which 
may shed light and zest on something the child is studying, providing 
the teacher can bring out the connections. The teacher whose ac- 
quaintance with the history and development of music is rich and 
broad, and who is well versed in the art and science of composition, 
constantly sees even in the simplest music delightful points of contact 
with other compositions and events, real or imaginary, which make 
the study of music more appealing to children and more significant 
for their interpretation of it. Every composition has trailing about 
ita wealth of interesting associations which are intertwined with its 
life and which, when known, cause it to have greater appeal for 
students. 

Music is an art into which intense thought and devoted labor have 
gone for many centuries, and the unlocking of its secrets, its finest 
treasures, is not for those who treat it lightly, but for those who study 
it deeply. Any good teaching of music will develop a realization of 
the need for careful and prolonged study, and will make evident 
the greater satisfactions that can come only from the ability to handle 
skilfully the tools of this art. Music cannot be connected with life 
and the concomitant values cannot be utilized unless there is a steady 
growth in the power to handle the material with which music is re- 
corded. On the other hand, the study of technic is dry and unpro- 
ductive unless it is connected with life and unless it also is related 
to the rich concomitant values discussed above. 

One of the best means of insuring a balanced study of music is the 
wisely directed project in which music, like any other subject, appears 
only when it has something significant to contribute. But this does 
not mean that music shall always be secondary, for there have been 
times and always will be times when music attains the state of a 


350 ELementary Scuoot Principats 





major activity in our lives. These occasions may not be numerous, 
but when they come they are of great significance. In the natural 
development of man, some activities which at first were but assisting | 
parts of some other whole gradually increase in importance as speciali- 
zation proceeds, until they have a life and existence of their own. 
The project planners who have their eyes on the development of the 
child will recognize that at times any phase of the project may becony 
the center of interest and thus be entitled to major treatment. Hence, 
with subjects such as music, which demand for their right use and 
development the acquiring of special knowledge and skill, there must 
be time in the program, in addition to that devoted to its auxiliary 
or illuminating aspects, for intensive study and the development of 
special power. 

What of the futuwre?—When general educators sufficiently recog. 
nize the need of real power in music in order that it may properly 
serve other subjects of study, when music teachers are sufficiently 
broad in their interests so that they realize how music can and should 
reinforce many other subjects of study, and when general educator 
and music educator sufficiently understand and respect the rights and | 
duties of other specialists, we shall have a much more unified edu 
cational program, and much happier and more capable children. 
When that time comes, music, instead of being as at present a minor 
subject in the curriculum, may become a major subject. Let us, in 
closing, consider what this might involve. 

Under the conditions just outlined, the child at any age may b 
approached as a being in whom feeling is a powerful factor in de 
termining what his life shall be. The term “ feeling ” is to be under- 
stood in a broad sense, as having a range from simple sensation y 
thru noble emotions to the highest intuitions. At all stages there will 
be opportunity for the child to bring these emotional or affective lifi 
tendencies into order and form thru striving to give them artistic 
expression. This will involve bodily movement in pantomime ané 
dance, at present sadly neglected in most of our schools; vocal ex 
pression in song with neutral syllable or with verse; the playing of 
melodies upon an instrument, sometimes a simple instrument whieh 
the child has made together with his own tunes; the child’s attempting 
to record some of his musical utterances, thus introducing him to th 
notation of music; and the extending of his own experiences by hear 
ing of the lives and compositions of the masters, who more clear! 
and deeply have expressed experiences paralleling those of the child 
as well as other experiences which open new visions to him. Musi 
will aid in understanding other nations and historical events becaus: 
it gives at the outset the feeling tone which is the heart of integration 








ne 


rous, 


. 
tural § 


sting 
clali- 
own. 
f the 
come 
ence, 
> and 
must 
iliary 
nt of 


recog: 
yperly 
ently 
hould 
1cator 
ts and 
1 edu- 


Idren. f 


minor 
us, in 


iay bef 


in de 
under- 
ion up 
re will 
ve life 


irtistic 





1e and & 


cal ex 
ring of 
whieh 


mpting § 
. to the F 


y hear 
clearly 


> child B 


Music 


because 
ration 





FourtEENtH YEARBOOK 351 





And, finally, music as one of the arts, friendly to the others and 
constantly invoking their aid, will give the sense that what counts 
in life is significant experience, that art devotes itself to the expression 
of such experiences, and that thru the study of art as a major subject, 
the child, wisely conducted by mature teachers of full, rich experience, 
will increasingly come into a realization of the beauty and worth- 
whileness of living. For this broader, more leisurely program, which 
is founded on the theory that growth comes from inner development 
rather than from the piling on of external material, a period of 
generous length each day may be profitably utilized, because into it 
will necessarily come vital use of English, social studies, and certain 
aspects of mathematics. Music is naturally an integrating force 
when a well-qualified instructor is granted time to develop it naturally 


and deeply. 


HE MODERN CONCEPTION of elementary education, i.e., that 

the school and its studies are not a preparation for life but 
are life itself, must carry into the music program. The recent 
trends in education have emphasized the importance of music 
in brightening and unifying the child’s many activities in and 
out of school. Heretofore, music has been considered largely 
for its own values, but these values will not be lost or impaired, 
rather will they be strengthened when music functions as a 
socializing force. Today, music instruction is focused on 
musie as a contribution to the whole of the child’s life.— 
McConathy, Osbourne, and others, Music in Rural Education, 
Silver Burdett and Co., 1933, p. 10. 








ELEMENTARY Scuoout PRINCIPALS 








SCHOOL CHORUSES 


OssourNE McConatuy 
Formerly Director, Department of Public School and Community Music, North- 
western University, Evanston, Illinois * 

USIC IN THE ELEMENTARY sciooL may be considered under 
four broad divisions: singing, listening, playing, and physical! 
expression (dancing). This article deals with singing only, 

and with only certain phases of the singing program. To be sure, 
the four divisions just mentioned are seldom treated as entirely 
separate activities. There is, and should be, a certain amount of over 
lapping, because music activities in the elementary school are not 
usually designed to foster high achievement in specialized fields so 
much as to expose the child to the varied influences of music, in order 
that he may discover the happiest place which music may occupy 
in his own life. The aim of musie instruction is to bring the child 
into such contact with music that his esthetic and emotional sensi 
tiveness will be heightened and refined. We are striving not so much 
for better music as for finer children. 

The elementary-school music program emphasizes singing. The 
voice is nature’s own musical instrument. Nearly every child can 
learn to sing, and most children find singing a happy, spontaneous 
means of self-expression. The school should utilize to the full this 
normal and natural approach to music, and should lead the children 
to sing not only for the sheer pleasure of singing, but also as a medium 
of instruction in music itself. Sight reading, appreciation, form, and 





interpretation—all these may properly have a place in the singing 
lesson. In short, singing in school should be considered both as a 
means and as an end. 

This article does not concern itself primarily with class singing, 
but with the special chorus opportunities which should be offered to 
pupils in the elementary school. The discussion is presented under 
the following five headings: (1) The course of study in music, (2) 
the school choir, (3) operettas and pageants, (4) the chorus plan, and 
(5) the glee club. . 

The course of study in music—Much emphasis has been placed of 
late on the integrated school curriculum, wherein all of the child’s 
activities and efforts thruout the day are associated in some large 
and generally interesting enterprise. Music can play a significant 
part in such socialized school activities, both because it is so uni- 
versally enjoyed and because it is associated with so many phases of 





1 The author now resides at 24 Snowden Place, Glen Ridge, New Jersey. 


FRRBREE 








o 
- 
to 
er 
2) 


nd 


d’s 
rge 
ant 
ni- 


of 





FourrreeENtH YEARBOOK 353 


our lives. History, geography, art, literature, physical expression, 
and other fields are closely allied with music. It is natural, therefore, 
that in the integrated units of study used in many schools, music 
should be called upon to make an important contribution. How can 
the course of study in musie be organized so as to make this contri- 
bution most effective and practical ? 

The musie course should include songs of many places and times, 
of many subjects and experiences, and of wide emotional range. The 
classes should be prepared to sing their familiar selections with 
spontaneity, charm, and intelligence on brief notice, and should be 
equipped to learn new material quickly. 

3ut if these calls upon the musie classes are to be met, the course 
of study should recognize the need for developing some degree of 
fundamental musical skills. If every song must be learned solely by 
rote, the process will continue to be long and will become more ardu- 
ous and less certain as the pupils pass to the upper grades. Taste 
and esthetic development are likely to be sacrificed if only the ele- 
mentary demands of singing can be met by the older pupils. Those 
in administrative charge of the school, therefore, should bear these 
two points in mind: (1) The musie classes should have a well-de- 
veloped plan of study leading to at least some elementary skills in 
singing and in reading music, and should have time especially de- 
voted to this work; and (2) the music studies should have sufficient 
relation to the general objectives of the entire curriculum to enable 
music to make a happy, spontaneous, and effective contribution to the 
larger units of study. 

In addition, a word should be said for musie itself. Music is inti- 
mately associated with all our emotional experiences thruout life; 
from the cradle song to the funeral dirge, man’s days are filled with 
music. Because of this universality of musie we may easily lose sight 
of the fact that music has a place of its own in our lives. Dissociated 
from all else, it stirs certain cores of emotional and esthetic sensi- 
tiveness, and elevates and ennobles the spirit. For its own sake, then, 
our children should spend certain times in the contemplation of 
beautiful musie without reference to its outer associations. 





The school choir—While nearly every child enjoys singing, there 
is a wide range of abilities between the more and the less talented 
pupils. The school should not only set up favorable situations for 
the weaker children, but should also offer opportunities for those who 
have special gifts. The school choir provides such opportunities for 
children talented in music. Wisely administered, it also serves as 
an inspiration and guide for the less musical pupils, and thereby gives 
its members valuable training in leadership and cooperation. 








354 ExemMentary Scuoot Principats 





The school choir is a classroom activity, and it uses material from 
the regular music textbooks.? The choir is selected from the pupils 
who have shown the greatest interest and ability in music, and they 
become the class leaders in studying new selections which offer special 
problems or difficulties. The other pupils listen as the choir works 
upon the new piece, following the notation in their books so they 
may learn the music well enough to join in the singing as soon as 
possible. By thus assigning to the gifted children this honorable and 
enjoyable responsibility, several desirable results are obtained: 

1. The more capable pupils are stimulated to their best efforts thru this special 
opportunity. 

2. Mistakes which often occur because of false tones sung by the less musical 
children are avoided, and the song is learned more quickly and more accurately. 

3. The other children hear the song a number of times before attempting to join 
in, and thereby are given every chance to learn it correctly. 

4. Learning a difficult new song is a pleasurable challenge for the gifted pupils 
and a happy experience for all. 

5. One of the fundamental aims of modern education is met in that the talented 


children, by helping their less gifted classmates, experience in a delightful and 
thoroly practical way the joy and elevation of socialized living. 


The school choir may also sing occasionally as a model of good 
tone quality, clear articulation, and artistic interpretation, both for 
classmates and for special events. 

Operettas and pageants—A favorite way of relating the school and 
the community is by presenting operettas or pageants to which parents 
and others are invited. Naturally the parents enjoy seeing their 
children participate in these affairs, and are glad to attend the per- 
formances and to help with costumes and in other ways. Such projects 
are valuable to the children because they provide opportunities for 
dramatic expression, and because an operetta or pageant may impress 
vividly upon the child’s mind some esthetic or historical idea that is 
educationally important. 

Operettas and pageants include music, and generally most of the 
music is sung by a chorus. This means the selection of children and 
their special training for the particular event. These activities are 
desirable in themselves, but they are open to certain dangers which 
it may be well to consider. 

First of all, there is the temptation to select music which is cheap 
and tawdry. The music course in school has as one of its fundamental 
aims the development of a discriminating love for good music. More- 
over, all good teachers of music agree that no music which is musically 
unworthy should have a place in any school activity. Yet it is not 


2 Every good textbook offers a wide variety of selections, differing not only in style but to some 
degree in difficulty. 





Is 
ad 
id 


d 


or 


ire 
ich 


ap 
tal 


lly 
not 


some 





FourtTEENtTH YEARBOOK 355 





uncommon to present operettas or pageants with music which is 
actually bad, on the sole plea that “ people like it.” Such a plea 
could hardly be offered as the justification for our whole educational 
policy; why then for music? And most teachers who select such 
trivial music would resent the suggestion that they personally were 
people of poor taste. If an operetta or pageant which has worthy 
music cannot be found to fit the situation, it is far better to create 
one’s own plot and story, or better still, to let the children do it, and 
then to use good folk tunes and other available music which has some 
permanent esthetic value. 

Another matter which deserves careful attention is the way the 
pupils sing before the public. A good teacher of singing strives to 
secure a sweet, light, clear tone from her pupils. How often, tho, 
does the person in charge of a performance demand that the child 
sing loud enough to be heard thruout a large auditorium. Innumer- 
able voices have been ruined for life by thus being strained in early 
childhood. What can be done about it? Unless the auditorium is 
small enough for a child to be heard when singing sweetly and natur- 
ally, those in charge should forego solo singing and use only chorus 
numbers. Above all, they should not spoil the months of effort of the 
music teacher to secure good tone quality from the pupils, for the 
sake of one night of public display. 

The chorus plan *—The chorus plan is now used successfully in a 
number of places over the country. It is equally well adapted to large 
or small school units, from a whole state to a single school district. 
A county makes an admirable unit, being large enough to include a 
number of separate schools and small enough to have the personal 
supervision of the county superintendent of schools. Altho originally 
designed especially for rural schools with teachers untrained in music 
and without special music supervision, the plan is also practicable in 
well-supervised city schools. Its essential features are as follows: 

1. A special list of songs (usually ten), which are relatively simple in text and 
melody, are made available both in a book or books and on phonograph records. 


2. The pupils learn the songs by listening to the records and following the nota- 
tion in their books. 

3. As each pupil demonstrates his ability to sing one of the songs correctly, he 
is enrolled in the school chorus for that song and may sing with the chorus when- 
ever that song is performed. 

4. As soon as a pupil has learned the complete list of songs, he becomes a mem- 
ber of the county chorus (or whatever larger unit of associated schools is planned) 
and may sing with that combined chorus of pupils from a number of schools when- 
ever it appears in public. 


* See also the article in this chapter by C. A. Fullerton, entitled ‘‘ Music in the Rural Schools.”»— 


Editorial Committee. 





356 KLEMENTARY Scuoot PrincirPats 











From the foregoing description it will be apparent that this plan 
has many attractive features. First, the success of the chorus is not 
dependent upon the musicianship or singing ability of the teacher. 
The phonograph records present the songs accurately and repeat them 
as often as necessary for every child to learn them. Second, the plan 
is not expensive, involving merely the use of a phonograph (which 
already is available in most schools or may be borrowed from a 
neighboring family if funds are not immediately available for pur 
chasing one), a few records, and a set of books. This equipment 
should be in every school whether or not the chorus plan is being 
followed. Third, the practise of following the notation with the eye 
while listening to the recorded song is an excellent way to learn th 
meaning and purpose of the various characters of music notation, 
and leads to the ability to read music. Fourth, membership in the 
school and the county or district chorus is a goal toward which 
the pupils will eagerly and happily strive. There is a definit 
and clearly perceived objective, readily attainable, and obviously 
worthwhile. Fifth, the county chorus, by singing from time to tim 
at public gatherings, not only provides a splendid form of community 
entertainment but brings the schools favorably to the attention of 
the general public. Parents and others become interested in th 
schools and well disposed toward general educational development. 

When once the chorus plan is in operation, it may be extended from 
vear to year until the school develops a well-organized and well-con 
ducted course in music, and until the school and community both 
reflect the cultural and socializing influences of this activity. 

The glee club—In addition to the activities already mentioned, 
there is a place in most elementary schools for the extracurricular 
activity usually known as the glee club. This organization usually 
consists of pupils from the upper grades, chosen because they hav 
good voices and enjoy singing sufficiently to be willing to attend after 
school rehearsals. Usually the music instructor directs the glee club, 
altho sometimes a grade teacher who is interested in music acts as 
leader. 

The choice of members of the club is usually determined thru con- 
sultation with the teachers who conduct the class music lessons. Thes 
teachers know the capable and interested children. Often there is 3 
“try-out ” altho this sometimes serves merely as an excuse for elimi 
nating undesirables rather than as a means for discovering talent. 
More frequently the kind-hearted teacher accepts a poor singer wh 
begs admission even tho she knows that lovely effects are likely to br 
spoiled. The ideal, however, is to include only children who hav 
sweet, clear voices, sing well, read a little, learn readily and aceu 


onal 








lan 
not 
1er, 
em 
lan 
ich 
na 
yur- 
lent 
ing 
eye 
the 
ion, 
the 
rich 
nite 
usly 
‘ime 
nity 
1 of 
the 
t. 
rom 
con- 


both 


ned, 
ular 
tally 
have 
fter- 
elub, 


tS as 


con- 
‘hese 
is a 
limi- 
lent. 
who 
to be 
have 
accu: 





FourtEENTH YEARBOOK 357 





rately, and attend rehearsals faithfully. Such a group ean attempt 
selections beyond the possibilities of the usual classroom. 

The selections undertaken by the club ought to be outside the regu- 
lar school music material. For school singing instruction a textbook 
is most important, because it keeps the course balanced, organized, 
and purposeful. But the extracurricular musical efforts are best 
stimulated by special music, which looks different from that used 
in the classroom. Consequently, while a textbook is best for the class 
music lessons, octave music or special music books are best for the 
glee club. 

Most of the glee-club music should be sung with piano accompani- 
ment. In the high-school glee club composed of mixed voices some 
lovely unaccompanied effects are possible. But young children’s 
voices are limited, and the brilliancy and harmonic interest of a 
piano accompaniment add immeasurably to the possibilities of the 
program. 

The accompanist should be an accomplished pianist if such a person 
can be secured. Often a school pupil is the only pianist available, 
and where this is the case the leader must make the best of the situa- 
tion. Sometimes a talented parent or local piano teacher is glad to 
assist, and this adds a great deal to the musical effectiveness of the 
club. 

The glee club, if wisely handled, is a great asset to the school. It 
sings for the pupils in assemblies, and for the parents and public at 
larger gatherings. It represents the school on special occasions. It 
should be called upon only for events which are clearly well worth- 
while, so that there is an appeal to the child’s sense of fitness and 
service. Good music, carefully studied, well performed, at worthy 
occasions, with dignity, poise, and a fine sense of artistic responsi- 
bility—these should be the ideals of the elementary-school glee club. 

Summary—As stated at the beginning of this article, the ‘chief 
aim of musical activities in the elementary school is to foster the 
esthetic, emotional, and social development of the children. To ac- 
complish this purpose, in the writer’s opinion, the major emphasis 
should be placed on group singing. Most children can learn to sing, 
and singing is valuable both as a source of pleasure and as a means 
of learning the fundamentals of music. <A variety of singing activi- 
ties are appropriate for elementary-school pupils: (1) class singing, 
which should follow a well-planned course of study and should be 
sufficiently related to other subjects of the curriculum to make a real 
contribution to them; (2) the school choir, which aids in the develop- 
ment of special musical talent, and inspires and guides the pupils 








+ 


358 ELEMENTARY Scuoot Princrpats 





of lesser ability, thus training its members in leadership and ¢o- 
operation; (3) operettas and pageants, which have large potential 
values but are often accompanied by certain dangers such as the 
temptation to select inferior music in order to satisfy popular de. 
mand; (4) the chorus plan, originally designed for rural schools, 
which offers splendid opportunities for large-group cooperation and 
for the development of mutual understanding and appreciation be- 
tween school and community; and (5) the glee club, whose function 
is to provide advanced training for especially gifted pupils, to fur. 
nish high-grade entertainment for school assembly programs, and to 
represent the school on special occasions in the community. Under 
wise and competent supervision, all of these activities may become | 
rich in socializing values as well as in personal enjoyment and indi- | 
vidual achievement. 


ye THE FIRST TIME IN THE HISTORY OF MUSIC a group of 
children in an elementary school under the guidance and : 


with the assistance of an artist teacher, has written and played 
a symphony composed after the classic symphonic pattern, 
using many instruments which they made with their own 
hands and other simple ones appropriate to their composition. 
The execution of this project is a brilliant example of the kind é 
of experimentation which is breaking down the narrowness of ( 
much of conventional practise in the school and introducing ; 
in its place new experiences rich in educational values.— 
Newlon, Jesse H., in A Children’s Symphony, by Satis N. , 
Coleman. Lincoln School, Teachers College, Columbia Uni- ; 


versity, 1931, Introduction, p. v. 





CO- 
tial 
the 
de- 
Dols, 
and 


tion 
fur- 
d to 
nder 
“ome 
indi- 





i einai 








FourtTrEentH YEARBOOK 359 





MUSIC IN THE RURAL SCHOOLS 


C. A. FuLterton 


Formerly Head of Music Department, Iowa State Teachers College, 
Cedar Falls, Iowa 


companied by improvements in the teaching of school music. 

Just as the old method of teaching reading by building up 
words from letters and syllables has been discarded, so have the better 
schools done away with teaching pupils to build up melodies by 
drilling on the scale intervals and time values of individual notes. 
We know now that a normal child will learn a word or phrase in much 
less time than he will learn the individual letters or syllables in it. 
Similarly, we believe that children should be given a rich singing 
experience before spending much time on the more technical phases 
of music. Since the beginning of the present century an increasing 
number of teachers, editors, and publishers have been striving to 
place school music teaching in line with the best modern thinking in 
education. This article is a generalized statement of the writer’s 
efforts to bring about this change in one-room rural schools during a 
period of more than twenty years. 


Rex CHANGES IN EDUCATIONAL PSYCHOLOGY have been ac- 


Need for modern methods in rural schools—Since the conditions 
for music development in one-room rural schools are peculiarly un- 
favorable, it was clear from the outset that the older methods of 
teaching music would fail entirely in such schools. We were forced 
to eliminate all false motions and to put the major emphasis on 
matters of greatest importance. To succeed at all, we had to develop 
a course of procedure which would be continuously interesting to both 
children and teachers, and which would produce such good musical 
results as to insure the hearty cooperation of the patrons. Our prob- 
lem was to obtain these results in ordinary one-room schools, with 
rural teachers of only average ability and without special music 
supervision. 

Using the phonograph—At the early stages, teaching these rural 
children the theory of music was decidedly incidental. Teaching 
them to read music independently was out of the question. They 
could learn to sing beautifully only by first hearing songs beautifully 
sung, and usually the only practicable way of accomplishing this was 
to reproduce fine phonograph records daily in the schoolroom. By 
this means the children could always hear the songs correctly sung, 


and from the first could be unconsciously developing good singing 
habits. 











360 E.emMentary Scuoot Princrpats 





The following course of procedure has been used with practically 
no variations during the entire twenty years this choir plan has been 


in operation : 


1. Have the children listen to the song with the books open before trying t 
sing any of it with the phonograph. 

2. Have them sing the easy parts with the phonograph (the parts marked “ class 
in the book), listening to the machine for the other parts until the class is abl 
sing the easy parts well. 

3. Have the class exchange with the phonograph, that is, sing the more difficulj 


parts (the parts marked “ phonograph” or “ teacher”), listening to the phono- 


graph for the easy parts. 


4. After the class is able to sing alternate parts well, let it sing the entire song 


lightly with the phonograph, then without the phonograph. 

5. Have pupils sing individually with the phonograph. Carefully record on th 
choir membership chart the success or failure of each pupil to sing the song exactly 
as sung by the phonograph. 

How choirs are organized—This method of teaching music is ofte 
ealled the choir plan, because a choir is organized in every school 
room. The choir consists of the boys and girls above the third grad 
who learn to sing a list of songs exactly as they are recorded. As 
soon as a pupil learns to sing one song accurately with the instrument, 
he is a member of the choir for that song. When he learns to sing th: 
ten songs accurately, he is a regular member of the choir or of the 
county or state chorus. Choir membership charts are used on whieh 
are recorded the ten songs and the names of all the pupils. A plus 
sign is used opposite the name of the pupil for each song that he sings 
correctly. Choir membership certificates are generally issued to th 
regular choir members. 


From the beginning the influence of even a small group of childrer 
who ean sing the song accurately with good tone quality is very 
marked. Those who have not yet learned to sing make much better 
headway by listening at least half of the time, than by constantly 
attempting to sing while their ears are filled with their own dis 
cordant tones. Experience has convinced us that the most successful 
way to get all of the children to sing is gradually to build up choirs 
and to have the choirs frequently sing a number by themselves. Mak- 
ing haste slowly is essential to success. 

Mastery of essentials emphasized—While we say little about 
measurement, every step in this procedure is an achievement test 
checked by a 100-percent standard. We consider that we are dealing 
with minimum essentials, and our ambition is to have all childrer 


pass these tests. We say little about their being tests. We are willing | 
to have the schools consider this procedure as an interesting and | 
effective method for learning to sing, rather than as a series of tests | 


and measurements. We say nothing about natural musical talent or 


RE 





ig to 


lass” 


le to 


ficult 


10N0- 
song 


n the 
actly 


ften 
he ( )l- 
rade 


nent, 
y the 
f the 
hich 
plus 
sings 
> the 


|dren 

very 
etter 
antly 
- dis- 
ssful 
hoirs 


Mak- 


about 
t test 
aling 
Idren 
illing 
y and 
’ tests 
nt or 


Fourteentn YEARBOOK 361 


—— —- —— - 





the absence of it. Encouragement, not discouragement, characterizes 
our procedure. We use the technical phraseology connected with our 
standardization tests sparingly if at all, but in a rapidly increasing 
number of schools we have the satisfaction of having all four “ quar- 
tiles” of the children charm the public with their singing. 

Improvement in rhythm—The beautiful tone quality that charac- 
terizes the singing of these children who learn their songs from the 
phonograph is matched by the light, easy rhythm in their singing. 
Singing accurately with the instrument not only produces accurate 
intonation, but it develops a sympathetic feeling for rhythmic move- 
ment which is almost as important. Singing songs “ phrase-wise ” 
alternately with the machine develops in children a phrase-conscious- 
ness in contrast to the measure-consciousness which has been alto- 
gether too prominent in school music. Formerly pupils learned the 
individual notes first, then the measure, and finally some of them 
went on and learned the phrases. These children in the rural schools 
learn the songs phrase-wise from the artists thru the phonograph, 
and it is conceivable that they could do a great deal of very accept- 
able singing before they have consciously had much to do with 
measures. 

The delightful lilt in the rhythm of these children’s singing is exert- 
ing some influence on choral conductors. Some of them are asking 
themselves if the detailed attention that measures have been receiving 
is justified. There is a growing suspicion on the part of some that 
they have been taking measures and beats all too seriously. It is not 
a question of lowering the standards of technical skill, but a question 
of rising to a higher plane in musical interpretation. 

A simplified system of conducting has been devised that rural 
teachers can master in a few moments. It does not include the regular 
conductor’s beats. The teacher stands before her choir with fingers 
closed, palms forward level with the face, while the phonograph plays 
the introduction, and then opens her fingers for the choir to sing the 
first word, sketching the rhythm lightly with the hands. She lowers 
the hands for “ soft” and raises them for “loud.” For releasing 
tone, she closes the fingers. If each school choir becomes accustomed 
to this procedure, it is a very simple matter for the conductor of the 
chorus to get good results. These children are so sensitive to rhythmic 
movement that even a strange conductor can soon have them well in 
hand. 

Children are, of course, getting valuable training in rhythm when, 
with books open, they are following the melody with the eve and 
singing the song accurately, but we do not rely wholly on the effects 
produced in this way. Apart from the rhythmic training received 








362 ELEMENTARY Scuoot Princrpats 





in singing these songs, we rely on bodily movements for the develop 
ment of the sense of rhythm. The first year’s work in any rural school 
includes, in addition to learning a list of ten songs, the mastery of 
six rhythmic movements, and this same series is included in every 
succeeding year as a fundamental basis for rhythmic activities. This 
series consists of sliding hands upward alternately, clapping hands 
and touching shoulders, clapping hands loud and soft, imitation of 
marching with hands, then adding marching with feet, followed by 
marching with feet alone. These simple, fundamental movements we 
take up from the very beginning; later we add the simple elements 
of Daleroze eurythmics, which include stepping note values, stepping 
time to songs, and sketching the rhythm with the arms while stepping 
time to the songs. We proceed slowly here and undertake only what 
can be successfully accomplished. 

One very valuable feature of rhythm training with the phonograph 
is clapping rhythm to alternate phrases as the song is sung by the 
instrument. Another feature of rhythm training which is rich in 
byproducts is making the common characters used in music on writ- 


ing tablets or blackboard to the rhythm of the phonograph. Growing 


out of this is the copying of songs on writing pads or blackboard by 
what is known as the ten-step method. This is a means by which the 
song is used as a basis for developing a mastery of the simple rudi- 
ments in music. The last step in the ten-step series is writing the 
song on the staff in any required key. 

The results of the choir plan have been especially good with the 
primary grades. We do not give them special music training by 
themselves; they are a part of the class in all that we do in music. 
It is a constant surprise to note the progress that they make. They 
are having the opportunity to learn to sing by the same natural 
process by which they came into possession of that rather extensive 
vocabulary which they acquired before meeting their first teachers. 
In the eight-year cycle of choir lists for rural schools, the regular 
choir (grades four to eight) learns ten songs each year as its mini- 
mum, while the junior choir (grades one to three) learns five songs 
each year. The same songs used for the junior choir are learned by 
the general group but are not sung by them on the public programs. 

County music festivals—The choirs developed in the rural schools 
sing occasionally on school programs and at various community 
gatherings, and generally they are assembled in a county chorus to 
sing at the eighth-grade graduating exercises. They sometimes sing 
also at county fairs. 


The singing of large groups of children naturally leads to the | 
county music festival, which seems to be growing in favor. If the | 














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FourtEENtH YEARBOOK 363 





choir plan has been systematically carried out, there is no risk in- 
volved in placing the large chorus of assembled choirs on the program 
even tho there is opportunity for but one rehearsal, for the choirs 
are ready for a festival at any time. 

A typical program for a county festival of this type includes a 
chorus consisting of the assembled choirs from the one-room rural 
schools. The chorus sings a group of songs from the choir list for 
the year. There is also a chorus consisting of, say, the fifth or sixth 
grades from the graded schools of the county. This chorus sings a 
list of songs that have been standardized in all the schools by the 
phonograph records. The rural chorus and the graded chorus then 
combine for a group of songs that are included in the rural list. Also, 
at the beginning of the program and again at the close, both of the 
choruses join with the audience in singing some songs that the chil- 
dren have learned from the records. In addition to this, the after- 
noon program generally includes some special numbers by a band or 
an orchestra, or by some of the high-school glee clubs. At the evening 
session each high school in the county furnishes at least one glee-club 
number of its own choosing, and then all the assembled glee clubs 
sing a group of songs that have been standardized in all the schools 
by the phonograph records. 

The singing of the entire festival, with the exception of special 
numbers by the high-school glee clubs, is standardized with the phono- 
graph. The beautiful tone quality that well-trained glee clubs de- 
velop for their music contests is no more satisfying to the critical 
ear than the pure, light, buoyant tone of these children’s choruses. 
And the festival audiences, when participating in the programs with 
the children, are exalted in spirit well above the level of ordinary 
mass singing. 

Conclusion—This new deal in music education brings results which 
could never be obtained by the old methods of teaching, especially 
among rural children. Not only does it produce more artistic singing, 
but it provides a new center of community interest and morale. When 
children can be inspired and guided by the singing of artists, and 
when both children and parents come together from all parts of a 
county for a musical festival in which all participate, we have reason 
to believe that music is making a significant contribution to better 
group living. 











364 ELEMENTARY Scuoot PrIncIPALs 


A SPIRITUAL CHOIR 


Wiiuram B. Harcrove 
Principal, Charlton Street School, Newark, New Jersey 


HE SPIRITUAL CHorr of the Charlton Street School was organized 
by the writer primarily to provide a means for the negro boys 
and girls of the school to make a contribution to the school life. 
Of the sixteen hundred pupils in the building, about 67 percent are 
negroes. Because of very poor home conditions, limited opportunities, 
and economic instability, these negro children have few chances for 
doing legitimate things that gain favorable recognition from the 
other members of the group. As may be supposed, there is no lack of 
the desire to obtain some form of recognition. Whether it is gained 
in a correct manner or not is the nice question that is frequently not 
seriously considered. In fact, it was the rising frequency of wrong 
choices in this respect that led the writer to seek for a positive means 
of securing the desired end. The spiritual choir was a happy solution.’ 
Organizing and training the choir—One afternoon about two years 
ago, forty of the upper-grade negro boys and girls were asked to 
meet in the school auditorium. A short talk was given concerning the 
value and beauty of the spirituals. A sufficient number of books con 
taining about one hundred of the most widely known spirituals had 
been secured. These were distributed and the children were asked 
to look thru the books to see if there were any songs that they knew. 
Several were found and these were sung in unison. The suggestion 
was made that the spirituals sound even more beautiful when sung 
as part-songs. This was tried. As these boys and girls were in the 
seventh and eighth grades, and had acquired some proficiency in part 
singing thru the music work in their classrooms, the result was very 
favorable. Seeing that the enthusiasm was growing, the writer asked 
if they would like to form a permanent organization and learn to 
sing some of the spirituals in a really fine manner. Not a pupil re 
fused to take part, and an afternoon was selected for rehearsals. 
The choir meets every Monday afternoon at the close of school for 
a rehearsal lasting three-quarters of an hour. In spite of the fact that 
no form of coercion is used, the attendance at rehearsals is almost 
100 percent. There are nearly as many substitutes and apprentices 
as there are regular members. The substitutes and apprentices attend 
the rehearsals, so that the choir is a continuous body. 


1In some schools and communities where more than one race is represented, the limiting of a 
school activity to children of a particular race might have unfortunate consequences. Where such 
a procedure is feasible, however, the spiritual choir as described here appears to offer excellent 
opportunities for personal and social growth.-—Editorial Committee. 





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FourtrEentn YEARBOOK 365 





From the very beginning every effort has been made to sing the 
spirituals in a manner befitting their dignity and sincerity. While 
constant care is taken to preserve the natural rhythm of the songs, 
careful watch is maintained to see that no hint of the jazz element 
is introduced. The writer assumes the responsibility for the conduct- 
ing and is capably assisted by two of his upper-grade teachers. These 
teachers have very graciously given their time to assist in training 
the pupils to sing the various parts. The choir sings in four parts: 
soprano, alto, tenor, and bass. 

Public performances—The choir’s first public appearance was in 
the school assembly. It was received with great enthusiasm. Even 
after the entire repertoire was given, the audience was loath to allow 
the concert to close. Non-members, both white and colored, speak 
with pride of our school’s spiritual choir. About six months after 
the group was organized, it was asked to sing at a large mass meeting 
held in the loeal armory by one of the city’s educational organizations. 
An audience of between five and six thousand adults was as enthusi- 
astic in its reception as had been the school assembly. Considerable 
city-wide recognition was gained as a result of this appearance. The 
writer received many invitations to have the choir appear before 
various audiences. Only those from Newark schools were accepted, 
as it was not thought wise to allow any hint of commercialism to 
enter into the project. To date the choir has sung before the pupils 
of nine of Newark’s schools. Several have asked the group to sing 
again, and invitations have been accepted from others also. 

Results among the pupils—The results of this project have been 
numerous. Some were expected; some were surprises. Some had to 
do with the members of the choir as individuals, some with the group 
as a whole, and some with those children who were not members. 
As stated at the beginning of this article, the choir was started with 
a hope that it would provide an opportunity for legitimate self- 
expression on the part of the negro boys and girls. This hope has 
been realized. To date not a member of the choir has been involved 
in an undesirable overt act of major significance. It is not implied, 
of course, that this project has solved the problem for the entire negro 
group. Other means have been and are being found to provide de- 
sirable chances for non-members of the choir to gain recognition. 

Another group development has been the ability to sing ensemble 
music. This development came as a result of attention to tone pro- 
duction, phrasing, attack, and coloring. No attempt ig made to give 
technical background. However, the members do have practical ex- 


_perience with these musical technics. Along with this ability to sing 


ensemble music there has developed a deeper appreciation for the 











366 ELEMENTARY Scuoot PrINcIPALS 





beauty and dignity of the spirituals themselves. ‘This outcome has 
spread beyond the membership of the choir. The pupils of our school, 
and the pupils of the schools where the choir has given concerts, 
have gained in their appreciation of the spirituals. 

The result mentioned next is one which the writer feels is being 
realized, but which cannot be measured—the development of person- 
ality. The personalities of the members of the choir are strengthened 
as they realize that they have the ability to make a contribution to 
society. It must mean something to them to know that their race has 
made a gift to mankind. Undoubtedly a feeling of security is de- 
veloped with the realization that all people, regardless of color or 
ereed, respond favorably to their offerings. 

The case of Clifford—Perhaps an illustration will serve to show 
why the writer feels that this outcome is a real one. Clifford was a 
very undesirable pupil. He had had trouble with most of his teachers 
thruout his school life. He was indifferent in his studies. He had 
a “mean” disposition. He delighted in disturbing the class. When 
the choir was organized Clifford was asked to join. He had a very 
good bass voice. He soon became interested in the activity, attended 
rehearsals faithfully, and gave many helpful suggestions. He had 
found a place where he could gain legitimate recognition. When he 
graduated, after being in the choir two years, he was a different boy; 
his school work was better, and instead of a disciplinary problem, his 
teachers considered him dependable and trustworthy. While there 
were probably other factors in the situation, the writer firmly believes 
that the choir was a potent force in Clifford’s readjustment. 

Coupled with the outcome discussed in the preceding paragraph 
is the matter of attitudes. Not only have the negro pupils realized 
that they have a worthwhile contribution for society, but this same 
realization has been gained by the white pupils. This is true not 
merely of the pupils in our school, but also of the pupils in other 
schools. Race prejudice is broken down as differing groups grow 
in appreciation of the worth of each group. 

Influence of the choir among adults—One last outcome remains 
to complete the story. As a result of the formation of the spiritual 
choir in the Charlton Street School, the adults who attend the recrea 
tion center held in the school and sponsored by the board of educa- 
tion, have formed a choir of their own to sing the spirituals. Many 
of the members of this adult group are mothers and fathers of the 
pupils in the school choir. A quartet also has been formed, which, 
by the way, was organized and is directed by Clifford. 








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FourtTEENtH YEARBOOK 367 





THE VERSE-SPEAKING CHOIR 


GERTRUDE ENFIELD 
Principal, Fairburn Avenue School, Los Angeles, California 


NE OF OUR MOST OBVIOUS NEEDS in America today is an improve- 
ment in the average citizen’s speech. We need a clearer enunci- 
ation (a stronger emphasis on the consonants), a more careful 

pronunciation, a more intelligent and more pleasing modulation of 
tone. No one speaks more beautifully than our highly cultured 
Americans, and few people bring such scorn upon their native land 
by harsh, careless, and provincial speech, as do those of us whose 
education in this field has been neglected. Most of our children pass 
thru eight years of elementary schooling without having been con- 
scious of the beauty of their mother tongue, or having experienced 
its virile strength and dignity. 

There is no question that this is a weak spot in many otherwise 
excellent educational programs. The need of good speech as a means 
of expression as well as communication is a fundamental thing. If 
the reader doubts this, let him watch a group of children engaged 
in the activity of the verse-speaking choir, and see their joy and 
satisfaction. Also, let him note their patience and willingness to try 
and try again to achieve what they know to be the best interpretation, 
and their pride and happiness when they have succeeded. 

We have been very thoughtful of the child who is seriously defec- 
tive in speech. We have established whole schools devoted to gifted 
children alone. But the great middle class, the so-called “ normal ” 
child, has been long in the grind of the bread-and-butter program, in 
which his speech has been left largely to the accidents of his parentage 
and his everyday environment. This large group of normal children 
should have more and better speech training, and our elementary 
teachers should be prepared to supply it. But how can even capable 
teachers train these hundreds of children to speak correctly and 
beautifully when the school program is already so full? A partial 
answer is found in the verse-speaking choir. 

What is the verse-speaking choir?—The verse-speaking. choir in 
modern education is concerned with speech in both its corrective and 


its artistic aspects. The definition which the writer prefers is as 
follows: 


A verse-speaking choir is a group of children (or grown-ups) speaking rhythmic 
prose or dramatic or lyric poetry in unison, or antiphonal rendering—speaking with 
force or charm or delicate precision of diction, with beautiful or convincing modu- 
lation of tone, in interpreting the moods and messages of the poets. 


6 











368 ELEMENTARY Scuoot PrincrPats 





The origin of the art of group speaking is as old as the Greek 
drama, and probably much older. Since the Greeks borrowed so much 
from Egypt and the Orient, they may have patterned their Greek 
chorus from some such art in the spoken rituals of a still earlier day, 
No one who has heard the dark, rich harmony of the Greek chorus 
in the plays of Aeschylus and Euripides can deny the appeal and 
power and beauty of group speaking. Recently, we have used the 
idea in a modern and a brighter way. We have even adjusted it to 
the needs and interests of children, and find that the results repay 
the effort a hundredfold. 

Values and results of the activity—Under a competent teacher 
director, a group of twenty-five children can, by the expenditure of 
thirty minutes a week in rehearsal, achieve in five months a repertoir 
of sixteen or more beautifully finished poems. In that time all of 
the children will have become able to speak beautifully upon occasion, 
and will have learned to enjoy and appreciate the best in literature 
Their viearious experience in projecting their personalities thru th 
experience of other characters or of the poet himself will have broad- 
ened their comprehension of life. They will have learned the pleasure 
of self-expression in the rhythmic and humorous and inspirational 
lines of our fine and sincere writers. 

The socializing benefits of the choir are especially marked. Ther 
is a subtle refining influence in the material of poetry, as well as the 
fun and joy of the jingles, ballads, and strongly marked rhythms. 
In this work, the children learn cooperation to a surprising degree. 
They achieve an understanding, a tolerance, and an appreciation of 
the poet and of each other. They learn to think together and feel 
together, and to work patiently together until all have succeeded. 
They take the poems to themselves, carry them home, and thus stor 
up material and habits to occupy their leisure time in the finest way. 
The experience adds to their joy in living, and will help them to meet 
the endurance test of modern complex living. 

In addition to the values just mentioned, the members of the choir 
learn to use the lips, to open the mouth, to vary the spoken music of 
the tone. They even learn the correct breathing from the diaphragm, 
and with their consonants they grip the breath force. What they 
learn of these elements of good speaking they never forget. They 
learn to adhere to tone patterns so as to produce a strong, true, 
composite harmony, very beautiful and convincing. 

The writer has observed the verse-speaking choirs among the chil 
dren of the London schools. They do very interesting work and tak 
great pleasure in it. They, of course, have the problem of the Cockne; 
speech to overcome. American children also are very eager, enthusi- 


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Fourteentu YEARBOOK 369 





astic, and responsive to good directing. They have a strong sense of 
rhythm and a certain buoyancy, as well as abundant energy and a 
marked dramatic instinct. With such fertile soil, the growth of this 
activity is very rapid where it is properly planted and cultivated. 

Appropriate materials for different grades—It is essential that 
the material used by the choir be suited to the maturity of the chil- 
dren. The kindergarten children love the Mother Goose rhymes, and 
such poets as Rose Fyleman, Robert Louis Stevenson, A. A. Milne, 
and Humbert Wolfe. Some of the old English jingles are lovely for 
these small children and are easily mimed. 

The older primary and middle-grade children can master and ap- 
preciate poems of Walter de la Mare, Christopher Morley, Hilda 
Conkling, Eleanor Farjeon, Margaret Wilkinson, Vachel Lindsay, 
and the simpler and happier of the ballads. 

The children of the seventh and eighth grades and those in high 
school do excellent work with material from Sara Teasdale, John 
Masefield, Emily Dickinson, Hamlin Garland, Bashford, Lew Sarett, 
Sir Henry Newbolt, Alfred Noyes, Kipling, and many of the more 
dramatic ballads. Inspirational materials, such as chants and Psalms 
and hero tales in rhythmic prose, are fine with these heavier voices. 

Conelusion—Every child has a right to be happy tho educated: 
his process of learning should bring him joy as well as benefit. The 
writer highly recommends the verse-speaking choir as an activity that 
will function in the elementary school as a speech corrective, a speech 
art, an inspiring influence, and a socializing experience. 








ACILITY AND PRECISION IN THE USE OF LANGUAGE are es- 
owe to the giving and receiving of ideas in any field of 
subjectmatter. Pupils need training in enunciation and ar- 
ticulation so that they may learn to recognize and reproduce 
correctly the sounds which make our language. Such training 
will help them both in expressing ideas orally and in selecting 
symbols for writing. Since the desire to act a part is natural 
in children, a strong appeal for more accurate speech can be 
made thru dramatic activities —Howard, Stella, see p. 310 of 
this yearbook. 








370 ELEMENTARY Scuoot Principars 





DANCING—A BASIC HUMAN NEED 


Ouive WHITWORTH 
Assistant Supervisor of Physical Education, Public Schools, Cleveland, Ohio 


ANCING IN THE ELEMENTARY SCHOOL is too often thought of 
as a relatively minor or non-essential activity, even in those 
schools which include it in their programs. Many teachers 

and principals are carrying on this activity in some form without 
any real conviction that it contributes significantly to the major pur 
poses of education. If dancing is to be a part of the regular school 
program, as many educators believe it should be, it should have the 
wholehearted support and intelligent guidance of those who ad- 
minister the program. Otherwise there is danger not only of wasting 
the pupil’s time, but of actually creating undesirable attitudes. 

These facts indicate a need for a reconsideration by teachers and 
principals of the purposes of dancing and of the contribution which 
it can make to the welfare of elementary-school children. Perhaps 
the best way of developing appreciation for any school activity is 
to show its significance in the lives of human beings generally. ‘Teach- 
ers need to have experience with the activity in a real-life setting. 
This article describes a procedure actually used in one community 
to give teachers such a background with respect to dancing, so that 
they might be better able to reevaluate this activity and to reformu- 
late standards for conducting it in the school. 

A preliminary survey—The community used for this experiment 
was a large city containing a variety of nationalities. In certain 
neighborhoods where a single nationality predominated, a prelimi- 
nary survey was made to discover what part dancing played in the lives 
of the people. Halls and churches where different national groups 
met were visited, and contacts were made with the group leaders. 

Inquiry revealed that in several neighborhoods well-established 
groups of adults engaged regularly in the folk dancing of their own 
native lands. There was nothing commercial about this activity. 
Nor was there any attempt to teach or extend the activity outside 
the original groups. These people were engaged in dancing merely 
because they enjoyed it. Yet there was evidence that certain standards 
were carefully maintained. The dances were simple, straightforward, 
and unsophisticated, and the dancers moved as well-coordinated units. 
Moreover, the various groups had definite ideas about the music. 
It could be played correctly and yet be “ wrong.” There was only 
one “ right ” way to execute it if the dance was to be a success. These 
lines of evidence indicated that the activity of dancing was vital 
in the lives of these people. It appeared to originate in some funda- 


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FourtEENtH YEARBOOK 371 





mental need within them. They generally referred to it as “ our 
dancing,” and, it obviously represented an accepted good. 

Securing the cooperation of nationality groups—Since folk dancing 
was found to be persisting in some neighborhoods, it seemed probable 
that bits of it might be located in other neighborhoods. How could 
these bits be discovered and brought into the open? The most promis- 
ing procedure was to have teachers in the schools of these neighbor- 
hoods make a further investigation thru the children in their classes. 
Twenty teachers from as many different neighborhoods became suf- 
ficiently interested to meet and plan for such an investigation. At 
their first conference the teachers made tentative plans with reference 
to the following points: 

1. Making a psychological approach with the children of the various nationalities 
so as to obtain a “lead” concerning their dances 

2. Following up these leads so as to make helpful contacts with adults 


3. Getting both boys and girls interested in forming a group for dancing in 
each neighborhood 


4. Arranging meetings of these groups so that the adult helper of the neighbor- 
hood would feel “at home ” in the school building 


5. Bringing the project to a climax in a series of four monthly programs to be 
presented at the city’s museum of art. 


As the work on the project went forward, the teachers held addi- 
tional conferences to exchange experiences and methods of procedure. 
Every teacher succeeded in obtaining outside help for her group, 
such as a mother or father, uncle or aunt, grown-up brother or sister, 
or a neighborhood music teacher who knew the dance of that par- 
ticular group. All concerned became intensely interested in the plan 
to present their dances in a series of community programs. 

General plan of the programs—The essential features of these 
dance programs as eventually developed were as follows: 

1. The four programs were given on Saturday afternoons, one each month 
beginning in February. 

2. The teacher and children of each group were present at all the programs. 


3. These children, numbering in all about 250, occupied a single block of seats 
in the central part of the auditorium. 

4. Each group actually participated in one program only, but all groups were 
prepared with a background of intelligent understanding for the other programs. 

5. Each program was balanced so as to reduce or eliminate the purely superficial 
element of “show.” This balance was obtained by having the children, the teacher, 
and the “helper” tell something about the dances, the costumes, and the music. 

6. The notation of the melodies and guidance in arranging music for the per- 
formances were obtained thru the music department of the local university and 
the musical-arts department of the museum. 


These programs were unusually fine examples of socialized en- 
deavor. Every person who had any part in them, large or small, 
seemed to make his contribution unselfishly for the success of the 
project. There were the teachers who initiated the project and guided 











372 ELEMENTARY Scuoot Principats 





it thruout. There were the children who demonstrated the dances, 
There was the Greek music teacher who came “ to be sure that the 
seven-eight time was played correctly,” and the Italian mother who 
searched the neighborhood until she found “the right material for 
the costumes.” There was the zither player who “ got off from work 
because the music must be right,” and the accordion player who 
‘always plays best for our dance.” There was the Hungarian woman 
who brought a large piece of embroidery “to have hung up at the 
back while the children dance”; the three-year-old Syrian child who 
played the odd-looking drum for her sister’s dance; and the old 
Bohemian grandmother who sang the simple folk song of her native 
land. These out-of-school contributions did not seem like special 
features; they were natural and essential parts of the total picture. 

Conclusion—The preceding paragraphs have told very briefly how 
a group of teachers obtained first-hand contact with folk dancing 
as an activity in life outside the school; how this contact developed 
into a cooperative school and community project ; and how this project 
enriched the lives of all concerned, both inside and outside the school. 
It seems reasonable to conclude that these experiences gave the teach- 
ers a much greater appreciation of the basic appeal of rhythm for 
human beings, and of. the folk dance as one means of satisfying this 
appeal. Having discovered more about the need and value of this 
particular dance form, they are in better position to judge the value 
of other types of rhythmic activity. This statement does not imply 
that the teachers have thus become equipped to teach dancing. The 
entire project was undertaken primarily to develop greater under 
standing and appreciation rather than instructional skill. 

In education we need to understand more clearly that basic human 
urges must and will express themselves, and that our major task is 
to guide and cultivate their expression in desirable ways. We need 
to reevaluate and reinterpret the content of school programs so as 
to make them serve the essential needs of both children and adults. 
Activities that have been constructive in the development of the race 
should be given an important place in the education of our people. 

What, then, should be our attitude toward dancing in the elemen 
tary school? Theoretically, dancing should be yneluded in the school 
program because of its important personal and social values. Prac 
tically, it will be worth ineluding only if teachers and principals 
appreciate its values and see that it is conducted according to ap 
propriate standards. It had better be omitted entirely than considered 
a non-essential element of the program. Wisely conceived and ad 
ministered, however, this activity can play an essential part in the 
school’s contribution to the socialization of children. 








FourtTEENTtTH YEARBOOK 373 





PRIMARY RHYTHM BANDS AND EURYTHMICS 


Beatrice Cotpy HyMAN 
Principal, Leander Stone School, Chicago, Illinois 


N AN ENDEAVOR to offer an integrating and socializing experience 
of intrinsic interest to the children of five, six, and seven years of 
age, the teachers in our primary grades selected the rhythm band 

and eurythmies as activities that could be adapted and developed in 
type and sequence for a span of four semesters. These teachers be- 
lieved that rhythm, preceding all musical experience and funda- 
mental to music itself, is so universal in nature and in life that it 
would appeal to the child and stimulate him to join in its measures. 
In the response he would lose awkwardness, timidity, and self-con- 
sciousness, becoming a being of freedom and poise, and expressing 
his feelings as he interpreted the life about him in bodily movement. 
Moreover, the child’s later success with vocal and instrumental music 
would depend considerably wpon bodily freedom and muscular 
coordination. 

Reviewing the story of primitive people, the teachers were inter- 
ested to observe that the earliest human movements were without 
form. Naturally, then, clapping hands and tapping sticks are the 
simplest movements for children. Then follow marching, dancing, 
primitive steps, folk rhythm, and walking or dancing to melody. 
Characterizing, as it does, all natural movement—the pulse, breath- 
ing, syllables, speech, swaying of trees, waves on the seashore—and 
associated with everything a child can see or hear, rhythm appeals 
to his eye and ear. His Mother Goose rhymes are popular with him 
because of their rhythm, their order of sequence. Even if he were 
without the ability to appreciate quality or pitch in music, he would 
still enjoy the rhythm in its duration and force. 

Basic principles in teaching rhythmic activity—The following 
principles, set forth by Farnsworth,’ became the basis for our method 
of teaching rhythmic activity: 

1. Experience is to precede formal instruction. 

2. Where experience is lacking, the teacher will supply it. 


3. The teacher will organize this experience. 

4. The motive or impulse in musical education is found in the desire of the 
individual to express himself. 

5. The purpose of education thru music is to quicken perception, clarify feel- 
ing, and stimulate appreciation of the beautiful. 

6. The aim of music in the public schools is to give not only technical knowl- 
edge to the gifted few, but cultural experience to the many. 
. 7. The teaching will consist of experiences that will widen and intensify the 
ideas of musical structure and interpretation, and thus lead to comprehension and 
enjoyment. 


1 Farnsworth, Charles H. Education through Music. New York: American Book Co., 1907. 208 p. 








374 ELementary Scuoot Princrpats 








A kindergarten rhythm band *’—These principles were utilized in 
developing a rhythm band in a kindergarten class of fifty-five pupils. 
The activity was correlated with an Indian project suggested in the 
social-studies curriculum of the Chicago public schools. The types 
and number of instruments were as follows: 

1. Indian rattles (16): Made of brass-fastener boxes filled with small stones, 
seeds, or beads; sticks put thru box and fringed tissue paper tied on top; all 
enameled or covered with colored paper. 

2. Indian drums (20): Any cylindrical breakfast-food boxes, enameled or covered 
with paper, green with orange top and bottom; green cord put thru for a handle; 
a tinker toy stick enameled for drum stick; clothes-pin might be used instead 

3. Bells (10): Purchased by dozen in ten-cent store; sleigh bells on handles and 
then secured on elastic bands about wrists. 

4. Sticks (9): Rulers or 14-inch dowel rods were used. 


The musical arrangement of “ The Clown Doll ” in Arnold’s book 
was chosen for this project because of its definite rhythmic pattern, 
not for its content. The Indian music available was found to be un- 
suitable because of its constant, unchanging rhythm; it jacked th 
variety which would appeal to these very young children in their first 
rhythm-band experience. 

A rhythm band in the second grade *—The following paragraphs 
give a teacher’s own reactions after directing a class of forty-eight 
second-grade children in their second rhythm-band experience in our 
school : 

“The strange thumps and clashes issuing from the room where 
a rhythm band is in session will evoke wonder but not sympathy 
from the casual auditor. And yet, the moment that the auditor ceases 
to be casual, the moment he realizes the purpose involved, the moment 
he hears the cacophony produced by percussion instruments in juxta 
position with triangles and tambourines resolving itself into real 
music—in that instant will he be converted for life. 

“Rhythm is an integral part of our modern world. We find it 
in the hum of a dynamo as well as in a dance step, in a golf swing 
as well as in the successful performance of an airplane motor. Any 
manifestation of rhythmic response must be made an habitual, almost 
unconscious reaction, and the rhythm band is one means which assists 
the child toward this end. 

“In addition to the regular activities of the rhythm band, ou 
second-grade children have embarked on the high adventure of mak 
ing their own instruments, and this has precipitated so many new 


2 This section was prepared with the assistance of Miss Marion Eames, kindergarten teacher i 
the Leander Stone School. . ; P 

3 Arnold, Francis M. Rhythmic Play, Games, and Dances for Little Children. Cincinnati: Willis 
Music Co. p. 44-45. : ; 

4This section was prepared with the assistance of Mrs. Hilda Jackson, second-grade teacher i! 
the Leander Stone School. 








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FourTEENTH YEARBOOK 375 





educational aims into the work that it is difficult to enumerate them. 
To begin with, this creative venture grew out of a farm project going 
on in the classroom. All the cow horns, shells, bones, gourds, sheep- 
skins, horse shoes, and corn stalks from which our instruments were 
made are part of the farm environment. Thus the rhythm band 
ceased to be a thing apart, a small and select phase of the course of 
study in music, and took its place as a correlator of music with art, 
with the social studies, with nature study, and with literature. 

“Tn creating instruments, the children have followed in part the 
methods of the Indians. We have, therefore, a turtle-shell and chicken- 
bone rattle, a notched stick over a gourd (there is one like it in the 
Field Museum), and birchbark drums painted with Indian symbols. 
By now the children are conversant with the origins of these types 
of instruments, both factual and mythical. Even beyond the manual 
training, which is the basis for manipulative work in the lower grades, 
the children have learned a great deal about tone and resonance in 
making instruments. They have learned that the tension and dryness 
of the sheepskin head control the pitch of a drum. They have learned 
that only horse shoes of the same size give the same tone. They 
are, in short, having an invaluable experience in ear training, an 
experience which, we hope, will be carried on thru the year by the 
addition of musical bottles and other tuned instruments to the rhythm 
band. 

“Surely any project so intimately related to other branches of the 
curriculum makes the entire school experience meaningful and co- 
herent to the child. It is upon this, as well as upon its excellence as 
a separate activity, that the educational worth of a rhythm band 
stands.” 

A bottle band °—The musical bottle band offered to the same chil- 
dren in the second semester of the second grade, is also described here 
by the teacher in charge, with emphasis on details of interest to any 
experimenting director: 

“We found the most valuable ear training for second-grade chil- 
dren to be the tuning and use of glasses and bottles for creative songs 
and rhythms. Each glass and bottle brought in by the children was 
sounded, in turn, and the children themselves decided which tones 
were higher or lower, and moved the bottles up or down the line 
according to their successive tones. From this sequence we selected 
our scales in the different keys. Sometimes, when a note was missing, 
we had to add water to lower the tone of a higher-pitched bottle. It 
was surprising to find how soon the children became tone conscious. 


'This section also prepared with the assistance of Mrs. Hilda Jackson. 











376 ELEMENTARY Scuoout Princirats 


“Our next problem was to compose the words of a song. The 
choice of subject depended upon the occasion or its rhythmical possi- 
bilities, or both. In one ease, it was a birthday song; in another, a 
Thanksgiving assembly song with rhythm. In some cases, one child 
alone composed the words. Longer songs were composed by four 
children or by the class as a whole, each child who could, contributing 
a phrase or even a word. 

“ For the Thanksgiving assembly, we chose a song about a duck. 
We studied the duck and made a list of all his rhythmical movements, 
From these movements evolved a story ending with the shot of the 
hunter. Then we composed a three-verse poem including all these 
rhythms. The teacher beat time to the poem until the children got 
the swing and decided upon the time in which the song should be 
written. The key of ‘C’ was chosen, and low ‘ Do’ was found on 
the piano and bottles. The other bottles were withdrawn, from low 
‘C’ to high ‘C,’ and three notes were added below and above in 
case of necessity. 

“* Now it was time to compose the melody. Usually a child who 
had piano experience was first to try, altho occasionally even 
monotone was eager to ‘ hit the bottles.’ Sometimes one child would 
write and play the whole melody. At other times, different children 
would play the various lines. Each child in the class was a critic 
and chose the melody he liked best. 

“In this connection, we studied the Congdon Primer and dis 
covered that in many cases, the third line was a repetition of th 
first, with slight variation, or the fourth line repeated the second 
So in some cases we did likewise. It simplified matters. The phrases 
were written down on the board by the teacher as they were decided 
upon. One child would point to the notes as the others sang them 
and the bottles were played. From this the children learned to recog 
nize the different types of notes and rests, and to tell what the two 
figures in the time sign meant. When a glass was chipped or cracked 
so that the tone was flat, the children learned to detect it immediately. 
We found their ears continually becoming more sensitive. 

“We put our next song, which was ‘ The Bicycle Race,’ in the key 
of ‘ G,’ because we had only to trade an ‘ F sharp’ for ‘ F’; and in 
three-four time, both for variation and to carry out the bicycle 
rhythm. Four children played the bottles, each child taking the line 
he had composed. Here we introduced the dotted half note. 

“The children illustrated the songs with drawings or tearings; 
and by seeing the dictated words written on the board, they also 
learned to read. It was an effective correlation of music, art, reading, 





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FourTEENTH YEARBOOK 377 


——— 


and language. This was an inspiration to the talented children and 
a help in training the others. Altho it was beset with some difficulties, 
we found it, on the whole, a very worthwhile project.” 

Conclusion—As indicated in the foregoing examples, rhythm 
bands and eurythmies should have a treasured place among primary- 
school activities for the following reasons: (1) Rhythm antedates 
all other musical experience of the race; (2) rhythmic activities are 
alluring to children of any age; (3) the rhythm band may be corre- 
lated with many fields of subjectmatter ; (4) it appeals to the manipu- 
lative and creative tendencies of children, thus fitting in well with 
the modern activity program; and (5) it ranks high as a technic for 
eroup integration. 


OLK DANCING, interpretive dancing, clog and character 
ap maton and rhythmic and mimetic activities are rich in 
opportunities for social training. Since these are modes of 
emotional expression they are powerful instruments for guid- 
ing the mainsprings of human behavior. Modern life has not 
utilized these activities as fully as they merit. They deserve 
a place in the school curriculum under the joint auspices of 
musie and physical education.—Chapter VIII, see p. 461 of 
this yearbook. 











378 ELEMENTARY Scuoot Princrpars 





A SURVEY OF EXTRACURRICULAR MUSIC ACTIVITIES 
IN ELEMENTARY SCHOOLS 


Rusye C. Harris 
Music Teacher, Public Schools, Greenville, Mississippi 


and 


Henry J. Otro 


Director of Education, W. K. Kellogg Foundation, Battle Creek, Michigan, and 
Lecturer in Education, Northwestern University, Evanston, Illinois 


T PRESENT ONE of the most common socializing programs offered 
by the school is that of extracurricular music activities. The 
types of music activities and the manner in which they are 

organized and conducted vary considerably from school to school. 
Largely because of, existing conditions of organization and adminis- 
tration, there is much uncertainty about the status of extracurricular 
music work among administrators and among those who are directly 
responsible for developing the work in music. The inquiry reported 
in this article attempted to gather information about certain phases 
of extracurricular music work in a selected number of elementary 
schools over a wide area of the United States. 

Questionnaires were sent to the individual principals of 1000 ele- 
mentary schools in the spring of 1934. The majority of the names 
and addresses were selected from the 1932-33 list of members of the 
Department of Elementary School Principals of the National Edv- 
cation Association.* Some state directories were used to get names, 
addresses, and numbers of teachers in the schools. Whenever possible, 
schools with fewer than eight teachers were not included. The 1930 
census was also used to determine the size of towns and cities. Rural 
towns were not included in the study. Several questionnaires were 
sent to cities with a population of 100,000 or more. The 236 replies 
came from forty-four states and the District of Columbia. The four 
states that did not participate in the study were Nevada, New Mexico, 
Vermont, and Wyoming. 

Data for a large number of the questions were tabulated only for 
the group as a whole. For certain items, however, the replies from 
209 of the schools were classified according to size and type of school.’ 


? National Education Association, Department of Elementary School Principals. ‘ Elementary 
School Libraries.’”’ Bulletin (Twelfth Yearbook) 12: 534-71; June, 1933. W ashington, D, ( 
the Association. meer 

7 Only 209 of the 236 schools reported their enrolment. 





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FourtTEENtH YEARBOOK 379 





Below is a summary showing the number of schools of each size: 


Number Percent 
Schools with 1000 or more pupils.......... 26 12 
Schools with 500-999 pupils ............... 98 47 
Schools with 250-499 pupils ............... 64 31 
Schools with 249 or fewer pupils........... 21 10 
PE dion tc sn Ghds Tue eae Cate erasn 209 100 


The number and percent of schools of each type were as follows: 


Number Percent 
ee OEE TCE er ee 163 78 
MII hts. 25) Cicer eehe ape ee Aen woe oe 26 12 
CIE UMMOOND (score chit Si meltesn core xare kecoomahiers 20 10 
OED? dk wdunshe seat ude iain 209 100 


Limitations of space prevent including all of the data in tabular 
form. A number of significant points not shown in the tables are 


‘mentioned in the discussion. 


Groupe Music ActIivirTiEes 


Many schools are accepting part of the responsibility of training 
the children for an intelligent emotional life by attempting to present 
a balanced educational program. The quality and the number of 
extracurricular music activities, their material and equipment, 
usually reflect the attitude of the school or of the school system in 
regard to music education. In Table 1 ten different kinds of instru- 
mental groups, six kinds of choral groups, and six kinds of miscel- 
laneous groups—a total of twenty-two different group music activi- 
ties—are represented. The table gives only the number and percent 
of schools sponsoring each activity, and does not show the number 
of groups of any one kind found in a particular school. 

Of the different instrumental organizations offered in the extra- 
curricular music programs, orchestras were sponsored in the largest 
number of schools. Music-appreciation hours were listed second in 
order of frequency in these schools. The mixed chorus was the most 
popular of the choral groups and was given third place in the entire 
list. These three activities were found more often in the schools with 
1000 or more pupils than in any of the other three groups. Most of 
the other activities, however, were mentioned most frequently by 
schools with 500 to 999 pupils. The non-platoon schools (not shown 
separately in Table 1) sponsored more different kinds of group extra- 
curricular music activities than any other type of school. A surpris- 
ingly large proportion of the schools included dancing in their 
programs. 














380 ELEMENTARY Scuoot Princrpats 


Place and time of meetings—Neither the auditoriums, the regular 
classrooms, nor the special music rooms were favored as the most 
popular places of meeting for all the different group musie activities. 
However, most of these activities rehearsed on Saturdays, during 
the noon recess, or before and after school. 


TABLE 1—ExtracurricuLar Music Activities Founp tn ELEMENTARY ScHoots 


26 SCHOOLS 98 SCHOOLS | 64 ScHoots | 21 ScuHoors | 209 Scuoo.s 

















or 1000 | OF oF | or 249 or ALI 
Group Musi or More | 500-999 250-499 or Less SIzEs 
ACTIVITIES AES 4 Sealed 
| | 
Num-| Per- | Num-| Per- | Num-| Per- | Num-| Per- | Num-| Per 
ber | cent | ber cent ber cent ber | cent ber cent 
(1) (2) (3) | (4) (5) (6) (7) | (8) (9) (10) (11 
School orchestra. . . 17 | 65 | 5O| 51 23| 36| 7 33 97 16 
Music-appreciation | 
hours........ 16 | 62] 43| 44] 25| 39] 8| 38] 92| 44 
Mixed chorus..... 16} 62] 31] 32] 22] 34 | 7| 33) 76) 36 
Rhythm band... . S| 2 27 | 28 | 23 | 36 10; 48] 68] 33 
Dancing (i.e., in | | 
physical education 
eee 4 6i 28 14} 22 3 14 18 | 23 
Piano class........ 5 19; 18 | 36 12 19 } 19 39 19 
String instrumental | 
Mle ince di 8 | 30 18 | 36 12 19 2 10 10 19 
Harmonica band... 4 15 14; 14 9 14 3 14 30 14 
Girls’ chorus........ 3 11 16 | 16 8 3; 2 10 29) 14 
Wind instrumental 
ere Jaf t 15 14 14 9 14 1 5 28 13 
Music memory 
contest..........| 7 27) 13 | Se i ts ae 5 28 13 
Boys’ chorus........ 3} 11 | 13 | 8 | 13 l §| 25] 12 
Girls’ glee club..... 3; 11| 16!| 16! 6 eT .. 25 | 12 
School band....... 3 11 | 14 | 6 9 | 23 11 
Boys’ glee club. . Bas 13 | 13 5 8 | 18 9 
Dancing class.......| 1] 4 9} 9! 6 9} 2/| 10| 18 9 
CN cio icwwal one |) Ws 4| 4] 1 10 | 5 2 
Community singing. zi 8 1 | ‘i 3 | 5 2 
Drum and bugle | | 
ee a | b> 2 1 | 10 3 1 
Ukelele club....... | | 2 | 2 a 
Music project club. = of BY 87 ..Y = l 
Rhythm club (for | | 
deaf children)... . Re on | > ie ] 5 ] a 


Read table: Of the 26 schools with enrolments of 1000 or more, 17 or 65 percent reported that they 
had school orchestras; 16 or 62 percent, music-appreciation hours, etc. Similarly read figures for schools 
of other sizes and for all schools combined. 

@ Less than 0.5 percent. 


Membership in activities—Table 2 indicates the requirements, or 
lack of them, for admission to the various activities in the compara 
tively few schools which answered this question. More than half of 
the schools reporting had no requirements for music-appreciation 
hours, rhythm bands, dancing, and music memory classes, but a large 
majority set up requirements of some kind for the other types of 
activity. 











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FourteErEntH YEARBOOK 381 





All of the string, wind, and piano classes had small numbers of 
pupils enrolled, while the choral groups had medium-sized classes. 
The music-appreciation hours, dancing classes, and music memory 
contest groups had large numbers of pupils enrolled. Very few of 
the group music activities were limited to a certain number of pupils. 
The intermediate and upper grades constituted the highest percent- 
ages of enrolment in the various activities. Many schools permitted 
the lower grades to take part in such activities as the music-apprecia- 
tion hours, dancing classes, rhythm bands, and the school orchestras. 


TABLE 2—ReEQUIREMENTS FOR MEMBERSHIP IN EXTRACURRICULAR Music 



















































































ACTIVITIES 
| No | | Possess OrHER | TorTAL 
Require- | Aniity | INTEREST INSTRU- ReEequIRE- | NUMBER 
Group Music MENTS | } MENT MENTS | ANSWERING 
ACTIVITIES a 
Num-) Per- |Num-| Per- |Num-| Per- |Num-, Per- Num Per- Num-| Per- 
| ber | cent ber | cent | ber | cent | ber | cent | ber | cent | ber | cent 
(1) (2) | 3) | @ | & | @& | @ | &) | @) | CO) | (Ad | (2) | (13) 
School orchestra... . . 3} 7125] 54) 61138] 5/11 7 | 15 | 46 | 100 
Mixed chorus........ Ey} Stan met OS Pe as Tan 1; 3] 30] 100 
Music-appreciation 
a hee 16 | 80 1 5 1 5 2} 10} 20 | 100 
Rhythm band....... 10 | 56| 5&5} 28] 2) 11 1 5 18 | 100 
Piano CiAeB..... 24.5. 6|38; 3/19) 5| 31 2| 12 16 | 100 
String instrumental 
ee 1 6 4 | 25 4 | 25 6 | 38 1 6 | 16 | 100 
Girls’ chorus.........| 3 | 21 | 64 OS ee Eee eee ee 
Harmonica band..... 1 Si 213158) 71S) 2] 1 8 | 13 | 100 
School band......... 2} 20 2 | 20 3 | 30 1 | 10 2} 20; 10} 100 
Boys’ chorus......... 2 hae) OO 21S had ek Pe ee eee 
Dancing (i.e., in 
physical education 
OO Sere. ao 2 oe eee et) Sees, ee 3 | 33 9 | 100 
Wind instrumental 
- RPE ee 1} 11 3 | 33 3133 1 | 23 | a 9 | 100 
Girls’ glee club.......] .. | .. 5 | 63 a eS ee ee 8 | 100 
Boys’ glee club.......| .. | .. 4 | 57 alo. a ee ree ee ee 
Dancing class........| 2 | 28] . a 1 | 14 | 41] 58 7 | 100 
Music memory class. .| 5 | 83 ee ee Eid | ie 6 | 100 
Drum and bugle | 
a ay ere ye ee a ee Oe 3 eee oe 3 | 100 
Class band.......:.. | Bae eta ieee | 2&1 eet «th net ee ies 3 | 100 
Music project class. . | ee ee ee ee ee ee ee 1 |100 | 1] 100 




















Read table: Of the 46 schools answering the question concerning requirements for membership in the 
school orchestra, 3 or 7 percent reported ‘‘no requirements,’’ 25 or 54 percent reported “‘ability,’’ 6 or 13 
percent reported “‘interest,’’ etc. Similarly read figures for each of the other types of activity. 





Financing the group music activities—The schoolboards paid the 
sponsors of the group music activities in most of the schools. How- 
ever, the parents carried a great share of the responsibility for paying 
the teachers of the instrumental classes. All the music for 63 percent 
of the vocal music activities was bought by the schools, but the parents 








382 ELEMENTARY ScHoo. PRINCIPALS 








secured most of the music for the pupils in the instrumental classes. 
The parents also bought more than half of the instruments for the 
pupils. Most of the elementary-school organizations did not use uni 
forms. Where uniforms were used, the schools usually did not buy 
them unless they were for the rhythm bands. Very few of the music 
organizations made trips. When trips were undertaken, the schools 
assumed little financial responsibility. The boards of education ap- 
pointed the sponsors of the group music activities twice as often as 
did the principals or the music supervisors. Many different titles 


were given to the music supervisors, but the names “ music super- 


b ”? 


visor ”’ and “ music teacher ” were used most often. 


InpivipuAt Music Lessons 


The philosophy of the teaching profession is gradually undergoing 
a change concerning the school’s supervisory duties in connection 
with individual music lessons. A few progressive educators have 
ceased to look upon the pupil’s individual music lessons as the ex- 
clusive job of the private studio teachers. Boards of education and 
other administrators are beginning to consider these individual 
lessons when selecting their music teachers and when making out 
their school programs and daily schedules. 

The majority of the private lessons given were in schools of 250 
to 999 pupils, and in the non-platoon schools. More schools reported 
giving individual lessons in violin and piano than in any other 
instruments. Many of the so-called “ unusual” instruments were 
taught individually, but individual vocal and harp lessons were evi- 
dently not given in any of the schools. 

The data show that relatively few pupils took advantage of the 
supervised individual music lessons offered in the elementary schools. 
Those who studied usually took only one lesson per week. The 
majority of pupils taking individual music lessons devoted from 
thirty to sixty minutes per week to them. Piano and violin usually 
consumed this amount of time per week. Violin, drums, piano, and 
flute lessons were among the activities requiring that the pupils be 
in the third grade or above. Almost half of the schools required that 
the pupils have an instrument before beginning any private study. 
The majority of the schools that reported school-supervised individual 
music lessons selected and paid the teachers who sponsored this work. 
Sixty-five percent of the schools that owned instruments allowed the 
pupils to use them free of charge. 











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FourtTEENTH YEARBOOK 383 





Duties AND RELATIONSHIPS OF PRINCIPALS AND TEACHERS 


Most of the reporting principals do not carry on intensive and 
extensive supervisory programs in connection. with the extracurricu- 
lar music activities. Many principals evidently do not yet realize 
that they could improve the quality of these activities in their schools 
by adapting to the music program some of the devices used to super- 
vise the other subjects. In addition to these devices they could find 
other helpful ones thru experimentation. The following summary 
shows the number and percent of principals conducting each type of 
supervisory activity. Of special interest is the fact that in 18 percent 
of the schools the music supervisors assumed all supervisory responsi- 
bility for music activities. 


Number Percent * 
Wan GIO ono s doc 6400500600 cnersoen 36 27 
Encouragement of public performances............... 19 15 
Individual conferences with teachers................. 17 13 
REE CI aricinisck ig cae ees: 8 6a mares iene 16 12 
Personal interest and enthusiasm..................... 15 11 
Praising projects, performances, teachers, children..... 13 10 
Arranging schedules, practise hours, etc.............. 9 7 
Help with publicity............. ded ahi ss aie Miedema 8 6 
Help supervisor plan public programs................ 8 6 
Individual conferences with pupils..................-. 7 5 
Supervise buying supplies, equipment, etc............ 7 5 
Supervise concert preparations.............-0.+eee000% 6 4 
Sponsor and encourage music contests and festivals... 6 4 
Check attendance at rehearsals.................+4. ss 3 
Individual conferences with parents................... 3 2 
Help organize extracurricular activities................ 3 2 
DHORG BDPDCRIG FOr WOOT oi. oi b sis in oo s.005. 5. 0b ciesvinsiss 3 2 
Check music progress on report cards...............-- 2 1 
Lighten teacher-load of ones involved................ 1 1 
PE rN, NNO sesame ck as Wages baa palette l 1 
Set standards and requirements.................-2000- 1 1 
Organize music-study club..............ccccccccees ae 1 
Music supervisors assume all responsibilities........... 23 18 


The principals believed that the best means of acquainting pupils 
with the extracurricular music activities of the school were (1) home- 
rooms, (2) contacting parents, and (3) students’ meetings. Many 
devices were used by principals to encourage pupil participation and 
good discipline. Of the rewards, “ merit points” were used most 
frequently. Of the penalties, “suspension from the organization ” 
was used most often. Of the other means, “ competition ” and “ mak- 
ing the work vital and enjoyable ” were reported by the largest num- 
ber of principals. “Appealing to loyalty, cooperation, ete.,” and 


* Percentages based on the answers of 130 principals who replied to this question. 








384 ELEMENTARY Scoot Privcrpa s 

“keeping the pupils continuously at work” were the devices used 
most often by the music teachers to secure pupil cooperation and 
discipline. 

The majority of the sponsors for the extracurricular activities were 
assigned by the principals; however, the music supervisors selected 
some of them. Many of the devices used by the principals to super- 
vise the music activities were also used by them in helping to develop 
the ability of the teachers to sponsor the different activities. The 
following shows the number and percent of principals carrying on 
various activities designed to promote teacher growth in the field of 
extracurricular music supervision : 


Number Percent * 

Cooperation, personal interest, and enthusiasm........ 18 16 
Suggest methods of improvement.................... 17 15 
Recognize and commend meritorious achievement..... 14 12 
Place responsibility for success of activities on sponsor. 14 12 
Allow time and place for activities during the school day. 12 10 
Help procure funds, and buy desirable equipment.... 12 10 
Assist in directing activities and public performances... 10 9 
Encourage visiting other clubs....................... 7 6 
PE MENNUNIOUE ci iiccecd ce ccadesetpekeeesaaas 7 6 
Lighten the teacher-load of sponsors.................. 7 6 
Encourage sponsors to present activities on public 

NINE a: aac arntern alaeiarga ee area: ate ek amie aTaie-okl aa orsieve ec 7 6 
Assign interested teachers to assist experienced teachers 

Oe NE WO cc elds cackne eters ere tees ercawe 6 5 
Encourage sponsors to study during the summers, and 

ONIN «issue rile dclaw Opidadaetes Peete ee aiaeis Coke 6 5 
Encourage originality and experimentation............ 5 | 
Make appointments for expert “ outside ” advice...... 5 { 
Encourage sponsors to attend good music programs.... 5 1 
Help them plan public programs..................... 4 3 


Appoint committees of experienced and inexperienced 


teachers to work together and with the principal.... 4 3 
Help them outline the course of study............... 3 2 
Help teachers give publicity to clubs and sponsors.... 3 2 
Encourage teachers to make lesson plans.............. 3 2 
Post helpful clippings, ete., on bulletin boards........ 2 l 
Help teachers to arouse pupils’ interest and cooperation. 2 | 
OT PE TE SN eek OTe A aE OE 2 l 
Music supervisors assume seaponsibility for teacher- 

MUN Anat cxcedns seas het eeeRO ee ree ne ai 60 52 


Of special interest is the fact that in 52 percent of the schools the 
musi¢ supervisors assumed complete responsibility for ‘ sponsor 
growth.” 

Table 3 indicates the degree of responsibility given to music teach 
ers in determining certain administrative procedures and_ policies. 





* Percentages based on the answers of 115 principals who replied to this question. 





eR NREIENET To: 





the 


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FourRTEENTH YEARBOOK 385 





These teachers were allowed either complete freedom or a considerable 
amount of freedom in most phases of the extracurricular music 
program. 


TABLE 3—Decree or Responsisititry ALLOWED Music TEACHERS IN THE 
ORGANIZATION AND ADMINISTRATION OF EXTRACURRICULAR 
Music ActTIvITIES 
| TOTAL 
—_ NUMBER 
ANSWERING 


TeacHers’ WorK PRESCRIBED 


PHASES OF ORGANIZATION ro 7 | 


AND In detail | In general Not at all 
ADMINISTRATION mae 

















Num-| Per- | Num-| Per- | Num-| Per- em: Per- 

| ber | cent | ber | cent | ber | cent ber | cent 

(1) 2/)/e@ | 4 | 6) © | Mm] ®!} ® 

Time SOMONE 6. ok. Se ks 57 | 54] 25] 24] 24] 221] 106) 100 

ae 26 22 45 38 48 40 | 119 | 100 
Adherence to certain books, 

Se A 23) 21 44); 39| 45); 40] 112] 100 
Scheduling public performances..| 20 | 20 49 | 50}; 30}; 30] 991 100 
Special-day programs........... 13 12 50 45 48 43 | 111 | 100 
Teaching methods.............. 13 13 57 36 52 51 | 102 | 100 
Basis for marking (i.e., points, 

emblems, etc.)............... 11 15 18} 25; 43] 60; 721] 100 
Basis for classification.......... 11 16} 21 30 | 37 | 54] 69) 100 
Organizing new music clubs and 

oS ee ee 7 8| 29] 35] 47] 57] 837] 100 
Devices used.................. 7 8| 16] 20} 57] 71] 80] 100 
Selecting assistant sponsors......| 5 12 8 19 | 29] 69 42 | 100 
Music experimentation..........) 5 7| 17 24; #48) 69] 70) 100 























Read table: Of the 106 schools reporting the degree of responsibility given teachers in the matter of 
time allotment, 57 or 54 percent indicated that this is prescribed for the teachers ‘‘in detail,’ 25 or 24 
percent indicated that it is prescribed “‘in general,’’ etc. Similarly read figures for each of the other 
phases of organization and administration. 


Pustic PERFORMANCES 


One of the chief aims of music activities is to give the pupils oppor- 
tunities for self-expression thru public performances. Accordingly, 
as the educational values of music study are recognized by the schools, 
public performances are also receiving more attention. In this study 
the principals were asked to classify their public performances into 
“complete” and “ partial” programs. Complete public perform- 
ances were those in which the musical organizations gave all or most 
of the program and were the principal attraction. Partial programs 
were those in which the organizations assisted with musie at some 
convention, banquet, or other occasion, but were not the main attrac- 
tion. At such oceasions as parent-teacher meetings, school assemblies, 
and special-day celebrations the “ partial” type of musical program 
was used most often, but the “complete” type was reported most 
frequently in connection with pageants and operettas, music festivals 
and contests, commencement exercises, religious meetings, and yearly 
demonstrations. 











386 Etementary Scuoot Principats 





The majority of the public performances were given by groups 
rather than by individuals. The smaller groups were used on the 
public programs more often than were the larger groups. Groups 
consisting of 1000 or more pupils were very seldom used. The upper 
and intermediate grades were used on a majority of the public pro 
grams. Admission fees were charged in a relatively small proportion 
of the schools. The operetta was one of the most successful means of 
raising money. Ten cents was the admission charged for almost half 
of the performances at which some fee was collected. Some of the 
performances netted as much as $300, but usually the proceeds were 
less than $150. Usually the schools themselves collected the proceeds 
from performances, but the parent-teacher association and a few 
other organizations sometimes received the money. 


CoopERATION OF OTHER DEPARTMENTS IN PREPARING PUBLIC 
PERFORMANCES 


The replies concerning the cooperation given the music department 
by the other departments of the school in helping to prepare public 
performances, showed the fine spirit which exists among the different 
departments in these schools. Below is a summary of the means used 
by the different departments in helping to prepare the public music 
programs : 


Number Percent 

Physical education: (stunt, gymnastics, drills, games, 

dances, interpretation of rhythms).................. 81 45 
English: (arrange plays, memorize words, help with con- 

versation, write plays and words).................-. 75 41 
Art: (design color schemes and costumes, decorate pro- 

re 72 40 
Dramatic art: (correct speech, acting, preparation of 

NIN I oe ut meme xeon vee 65 36 
Manual arts: (make scenery and furniture, handle stage 

CRIB OI TU ov cnc cccecicecccciscesccsess 45 25 
Domestic art: (design and make costumes, plan furni- 

ture and decorating, prepare refreshments).......... 36 20 
Journalism: (handle publicity, write articles for papers, 

ROL TOR Ie ERP CEPT re 25 14 
Auditorium class: (allow longer practise periods when 

DOONED | ic accchcdeidewetdcucnes cvs habsN Teen sews s 2 I 
History and language: (dramatize subjectmatter)..... 2 1 
Reading class: (memorize words, practise plays)...... 1 l 


Almost half of the principals stated that they tried to. use each 
pupil ‘in at least one of the music programs every year. In many 
schools the pupils were held responsible for planning the “ partial ” 


5 Percentages based on answers of 181 principals who replied to this question. 


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FourTEENTH ® EARBOOK 387 





programs. Some of the schools even allowed the pupils to help plan 
the “complete” public programs. The average time spent in re- 
hearsing an operetta or cantata was six weeks. 


PRINCIPALS’ JUDGMENTS OF Music ProGrams AND ACTIVITIES 


The three most common reasons for encouraging publie perform- 
ances, as reported by the principals, were: (1) to motivate the study 
of music, (2) to exhibit and encourage talent, and (3) to give the 
pupils poise before the public. Table 4 shows that music-appreciation 


TABLE 4—PRINCIPALS’ JUDGMENTS AS TO VALUE oF Music ACTIVITIES 


















































DEGREE OF VALUE | Tors. 
l ——— NUMBER 
ACTIVITIES Great value Some value Little value | Undesirable ANSWERING 
| Num-| Per- | Num-| Per- Num- | Per- | Num-| Per- | —— Per- 
ber cent ber | cent ber | cent | ber cent ber | cent 
(1) 2) | @ | @ | & | ® | @ | ®& | @ | ao | an 
Music-appreciation 
WEE 6s ete owe af) 80 25 18 2 2 Ve .. | 1388 | 100 
School orchestra....| 96 75 30 23 2 1 1 1 | 129 | 100 
Mixed chorus....... 95 75 28 23 3 2 » .. | 126 | 100 
Rhythm band....... 73 56 51 39 6 5 1 1 | 131 | 100 
Instrumental classes.| 72 67 30 28 3 3 2 2 | 107 | 100 
Girls’ glee club......| 71 59 | 41 34 6 5 2 2 | 120 | 100 
Special-day program.| 70} 56 | 48 | 39 6 5 me .. | 124 | 100 
Boys’ glee club...... 68 | 60 | 37 33 6 5 2 2-| 113 | 100 
Boys’ chorus........ 67 | 63 | 36] 34 . 3 106 | 100 
Girls’ chorus........| 66 62 37 35 3 3 .. | 106 | 100 
School band........ 62 85 25 26 7 7 1 2 95 | 100 
Festival 
performances.....| 49 | 42] 43 | 37 19 16 6 5 | 117 | 100 
Commencement 
eee 46 45 42 41 8 8 6 6 | 102 | 100 
Operettas..........| 44] 39] 53] 46 14 12 3 3 | 114 | 100 
ee Se ee 35 39 33 36 14 15 9 10 91 | 100 
Cantatas...... oe i 33 49 48 16 15 4 4 | 103 | 100 
Dancing classes.....| 33 34 49 50 6 6 10 10 98 | 100 
Cultural music club..} 32 41 35 44 rs 9 5 6 79 | 100 
Musical excursion 
WEP Bel ice. or ay 22 30 37 49 13 17 3 4 75 | 100 
Harmonica band....| 21 20 61 57 24 22 1 1 | 107 | 100 
Class band......... 11 15 39 51 17 22 9 12 76 | 100 
Contest 
performances.....| 11 11 24 25 26 27 35 37 96 | 100 
Minstrel show. ..... 4 4 16 16 37 37 43 43 | 100 | 100 
Ukelele ensemble... . 4 4 20 25 33 41 24 30 81 | 100 
Fife, drum, and 
bugle corps....... 2 100 a bs Pe er x" ba 2] 100 
Vaudeville 
performances. .... 1 1 10 11 38 41 43 47 92 | 100 























Read table: Of the 138 principals expressing judgments as to the value of music-appreciation hours, 
111 or 80 percent believe them to be of “great value,’’ 25 or 18 percent believe them to be of ‘‘some 
value,” etc. Similarly read figures for each of the other types of activity 











388 ELEMENTARY ScHoo.t PRINCIPALS 


hours, school orchestras, and mixed choruses received the largest 
number of votes as activities of “ great value ” for elementary-school 
children. Vaudeville performances, minstrel shows, and contest per 
formances were not considered of much value. 

Almost half of the principals in this study reported that their 
schools lead the music activities in their communities. The principals 
also said that “ outside ” performers were used on only 37 
of their programs. Forty-six percent of 189 principals rated the 


pereent 


educational values of extracurricular music activities as ‘ above the 
average’ when compared with other extracurricular activities. 
Thirty-two percent rated them as “ superior.” The majority of the 
principals reported that music contests neither helped to develop 
music appreciation nor stimulated the growth of bands and orchestras 
in their schools. During 1932-33, 80 percent of the twenty schools 
answering the question participated in music-appreciation contests. 


SuMMARY 


This study was undertaken during a time (January to June, 1934) 
when the schools were just beginning to emerge from a bitter economic 
crisis in which almost everything was placed on the balance scales 
and required to show whether it was worthy of further financial en 
couragement and perpetuation. Considering the financial predica- 
ment of the schools, and the fact that school programs were pruned 
of many subjects and activities which were valuable in themselves 
but which were regarded by the public as fads and frills, the findings 
of this study are encouraging. The schools included in this survey 
have been able to maintain a great variety of extracurricular music 
activities. It is possible, of course, that the 76 percent of the schools 
to which questionnaires were sent but from which no replies were 
received, had few if any music activities to report. This factor of 
selection, however, is involved in any questionnaire study. 

The findings reported here suggest that certain extracurricular 
music activities were sponsored in fewer elementary schools in 
1933-34 than in 1929-30, when Borgeson made his study.* School 
orchestras, for example, were reported by 56 percent of the schools 
in 1929-30 and by only 46 percent in 1933-34; music-appreciation 
hours were reported by 65 percent of schools in 1930 and by 44 
percent in 1934; music memory contests by 26 percent of schools 
in 1930 and by 13 percent in 1934; and piano classes by 30 percent 
in 1930 and by 19 percent in 1934. There may be some error in 


on™ F. C. Group-Interest Activities. New York: A. S. Barnes and Co., 1931. Chapter VI, 
p. 82-96. 








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FourTEENTH YEARBOOK 389 


these comparisons because the schools included in the two investi- 
gations were not identical, but the general summary of facts indicates 
that extracurricular music activities of various kinds were found in 
fewer schools in 1934 than in 1930. The fact that the 1934 study 
shows a great variety of such activities in an appreciable percentage 
of schools should give hope and encouragement to principals in other 
schools whose music projects have been curtailed or have not yet 
been adequately developed. The writers believe that music activities 
are as important in the social and emotional training of children as 
any other subject or activity in the curriculum, and that they should 
have a place in the school program commensurate with their value. 

A few other summary comments may be made. Altho the music: 
appreciation hour occupied second place in frequency of occurrence 
in the schools reporting, the writers feel that its frequency should be 
much higher than it was (44 percent). Schools cannot assume too 
much responsibility in training, encouraging, and developing the 
musical taste of the children, because most of these pupils in their 
after-school days will be listeners rather than performers. 

ven tho the schools encouraged quite a number of choral organi- 
zations, it seems that this rich and inexpensive field could be developed 
to a much higher degree, not only by the schools in this study, but 
in schools generally thruout the United States. Almost all children 
love to sing and each child already has his “ voice-box.” The cost 
of materials is comparatively low when we realize that with proper 
‘are they may be used from year to year. Then, too, it is not as 
difficult to get competent sponsors for choruses and glee clubs as for 
the instrumental activities. 

A large majority of the elementary-school principals do not carry 
on intensive and extensive music supervisory programs, nor do they 
assume much responsibility for teacher growth. Apparently many 
of them do not yet realize that they could improve the quality of 
the musie activities in their schools by adapting some of the devices 
used to supervise the other subjects. In addition to these devices they 
could find other helpful ones thru experimentation. 

Many of the principals favored the plan of training the classroom 
teachers so well in directing extracurricular music work that the 
supervisor would need to act only in an advisory capacity, providing 
stimulation and leadership. This plan of organization, while un- 
doubtedly wise in some schools, cannot be recommended for all 
schools. Many constantly changing factors of school organization, 
teacher-training, and educational objectives must, in the final analy- 
sis, determine the procedure in each individual school. 








10. 


12. 


13. 


14. 


15. 


16. 


17. 


18. 


390 ELEMENTARY Scuoot Princrpats 








SELECTED REFERENCES 


Betrour, C. Stanton. “The Values of Music Contests.” Music Educators 
Journal 21: 22-23; March-April, 1935. 

Borcrson, F.C. Group-Interest Activities. New York: A. S. Barnes and Co. 
1931. Chapter 6, “ Music,” p. 82-96. 

Crark, F. E. “ Equal Opportunity for All in Music.” Music Educators Journal 
21:20; March, 1935. 


Cuanina-Pearce, M. “ Rhythm in Education.” Hibbert Journal 33: 210-18: 
January, 1935. 


Coteman, 8. N. Children’s Symphony as Developed in the Creative Music 
Classes of Lincoln School of Teachers College. New York: Teachers 
College, Columbia University, 1931. 218 p. 

Dykema, Perer W. Music for Public School Administrators. New York: 
Teachers College, Columbia University, 1931. 171 p. 

Geurkens, K. W. Music in the Grade School. Boston: C. C. Birchard and 
Co., 1934. 233 p. 


Herron, Jonn S. “The School Provides Musical Opportunities.” Bulletin 
(Ninth Yearbook) 9: 545-50; April, 1980. Washington, D. C.: Depart- 
ment of Elementary School Principals, National Education Association. 


Hess, M. “ Why Music Should Be Retained in the Public Schools; Music’s 
Influence upon Mankind.” Etude 53: 138; March, 1935. 


Horrman, J. F. “ Music and American Youth.’ Music Educators Journal 
21: 21-22; February, 1935. 

Hussarp, Grorce E. Music Teaching in the Elementary Grades; for Grades 
One to Six Inclusive. New York: American Book Co., 1934. 228 p. 
JoRDAN, Riverpa H. Extra-Classroom Activities in Elementary and Secondary 
Schools. New York: Thomas Y. Crowell Co., 1928. Chapter 8, “ Music,” 

p. 115-25. 


KWALWASSER, JACOB, CHAIRMAN. “ Music.” Research in Constructing. the 
Elementary School Curriculum. Third Yearbook. Washington, D. C.: 
Department of Superintendence, National Education Association, 1925. 
Chapter 16, p. 354-66. 


Morcan, Russert V. “ New Phases of Music Education in the Elementary 
School.” Journal of Proceedings of the Music Supervisors National Con- 
ference. (Paul J. Weaver, editor.) Ithaca, New York: Cornell University, 
1930. p. 127-30. 


Murse i, JaMes L. Human Values in Music Education. New York: Silver, 
Burdett and Co., 1934. 388 p. 


Music Epucarors NaTionaAL CoNFERENCE. T'wenty-seventh Yearbook, 1934. 
Chicago: the Conference (64 E. Jackson Boulevard), 1935. 437 p. 

Music Supervisors Nationa Conrerence. “ Report of Subcommittee on 
Music Appreciation for the First Six Grades.” Journal of Proceedings of 
the Music Supervisors National Conference (Paul J. Weaver, editor.) 
Chapel Hill, North Carolina: University of North Carolina, 1928, p. 229-45. 


Zanzic, Aveust D. Music in American Life, Present and Future. London: 
Oxford University Press, 1932. 560 p. 





CHAPTER VI 
SCHOOL CLUBS 
KDITORIAL COMMENT 


HE CLUB 18 probably the most common form of organized group 

activity in American life today. Men have their athletic clubs, 

their service clubs, and their business or professional organi- 
zations. Women have these types and others too, such as literary 
clubs, sewing circles, and bridge clubs. So widespread has member- 
ship in such organizations become that visitors from other countries 
sometimes refer to our people as a nation of “ joiners.” 

This tendeney to organize is not, however, peculiarly American ; 
nor is it limited to adults. The “ gang” impulse appears early in 
childhood. Youngsters as well as grown-ups find satisfaction in band- 
ing together for the pursuit of a common objective. The objective 
sought may be socially valuable, trivial, or vicious. Whether any 
organization is an asset or a liability depends upon its activities. 

Since children, like adults, will get together for purposes that inter- 
est them, it behooves the school to utilize this tendency in guiding 
pupil interests and in developing habits of cooperation and responsi- 
bility. Until recently many educators thought that a well-developed 
program of club activities was practicable only in the high school. 
Now an increasing number of principals and teachers believe that 
clubs should have an important place in the elementary school also. 

The success of school clubs naturally depends upon the wise selec- 
tion and administration of club activities. Two of the articles in 
this chapter discuss a number of administrative problems, including 
suitable types of club activity, use of available teaching personnel 
and equipment, admission to club membership, and the time and place 
of club meetings. Another article emphasizes the selection of suitable 
club sponsors, and presents a series of tentative “ tests ” which such 
sponsors should be able to pass. Still another expresses the view that 
every child should be a member of some club, and describes a plan 
by which this principle has been carried into effect. A fifth contribu- 
tor deals entirely with the question of time and place for club 
meetings. 


Readers who are working with children’s clubs, or who contemplate 
undertaking such work, will find it profitable to consult also the 
references listed at the end of the chapter.—dttorial Committee. 

[391] 








392 ELEMENTARY Scuoot Princrpats 








THE SELECTION OF CLUB SPONSORS 


Epaar G. JoHNSTON 
Associate Professor of Education, University of Michigan, Ann Arbor, Michigan 


HE TREND IN recent years has definitely been in the direction 

of erasing the clear-cut boundary which at one time separated 

the so-called “ extracurricular activities” from the offerings 
in the curriculum. Ten or fifteen years ago the attitude was still quite 
common—at least on the part of those teaching in the secondary 
school—that the teacher’s real business was that of imparting infor 
mation in the classroom, and that the activities of clubs, school papers, 
or athletics were not responsibilities of the teaching staff. Some of 
the younger teachers with abounding enthusiasm and juvenile inter 
est gave time and attention to student social life, but they were likely 
to be in the minority. Not a few teachers of the old régime considered 
these pursuits as not quite respectable oceupations for pupils or 
teachers. In fact, one “scholar and gentleman ” of the old school 
in the writer’s presence spoke of “ extracurricular activities, a new 
fangled term for what in my day was known as dissipation.” 

This sharp distinction between student activities and classroom 
pursuits no longer obtains. A majority of progressive schools have 
accepted definite responsibility for the administration and super 
vision of the extracurricular program, and the sponsorship of its ac 
tivities is considered a legitimate and not unimportant part of the 
teacher’s task. This does not. mean, as some critics would have us 
believe, a surrender of the school to soft pedagogy or the preoceupa- 
tion of its teachers with “ fads and frills.” Neither does it mean that 
the initiative in student activities is to be taken from the pupils, 
and the activities themselves so standardized and supervised as to be 
merely additional courses. Rather there has been a recognition upon 
the part of responsible school people that there is no essential opposi 


tion between the curriculum and the extracurriculum—that both are 


essential and complementary parts of the larger program of the school. 
The change in emphasis from mental discipline to pupil growth has 
shifted our concern from the classroom to the whole school situation. 
Probably the clearest statement of the philosophy of extracurricular 
activities accepted by progressive administrators today is that pre 
sented by Fretwell: 

First, it is the business of the school to organize the whole situation so that 
there is a favorable opportunity for everyone, teachers as well as pupils, to practise 
the qualities of the good citizen here and now with results satisfying to the on 
doing the practising. Second, wherever possible, extracurricular activities should 
grow out of curricular activities and return to them to enrich them.’ 


1 Fretwell, E. K. Extra-Curricular Activities in Secondary Schools. Boston: Houghton Mifflin Co., 
1931. p. 2. 


——— 





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FourtrEntH YEARBOOK 393 





Need of better organization for “ extra” activities—It is probable 
that the cleavage between curriculum and extracurricular activities 
has been less pronounced in the elementary school. The curriculum 
has been more flexible there and has shown itself less concerned with 
subjectmatter as distinguished from pupils. Professional preparation 
as contrasted with strictly academic training has been stressed more 
consistently on the elementary level. Moreover, the fact that each 
group of pupils was largely under the direction of one teacher has 
resulted in her association with them in their spontaneous activities 
as well as in the more formal work of the school. That there has 
been recognition, however, of the need for more systematic study of 
the problem of organizing extracurricular activities on the elementary- 
school level is evidenced by the publication of two volumes * devoted 
to this field in The Extra Curricular Library,’ as well by the choice 
of topic for the present yearbook. 

Altho extracurricular activities have come to be accepted as legiti- 
mate and desirable and a regular duty of the teaching staff, it must 
be recognized that teachers have not had the same preparation for 
sponsoring a club or directing a play as for teaching geography or 
arithmetic. These informal activities frequently make more exacting 
demands upon.the personality, the ingenuity, and the professional 
training of the teacher than do the conventional classroom responsi- 
bilities. The assurance of valid educational results thru the informal 
activities of clubs demands not less, but more skilful teaching than 
the work of the classroom. To a considerable extent the success of a 
club rests on the personality, training, and attitude of the sponsor. 

Some reasons for club failures—For some years it has been the 
practise of the writer in teaching a course in the administration of 
extracurricular activities, to recall instances of clubs which failed 
to function effectively and to diagnose as accurately as possible the 
causes of their failure. Reasons suggested by experienced teachers are : 





1. The practise of requiring students to become club members 
2. The failure to provide school time for meetings 
3. Overloading of the sponsor with other duties 
4. Allowing a pupil to belong to too many clubs at one time 
5. A lack of administrative encouragement 
6. Lack of ability on the part of the sponsor to arouse pupil interest 
7. The lack of a definite program 
. Tendency of sponsors to dictate to the club 
9. Tendency of sponsors to abdicate their functions 
10. Tendency of sponsors to overemphasize the importance of the club in pro- 
portion to that of other activities, resulting in a desire for special privileges and 
lack of interest when such privileges are refused 


_* Borgeson, F. C. Elementary School Life Activities. Vol. 1, “‘All-School Activities,’’ 148 p. ; 
Vol. 2, ‘* Group-Interest Activities,” 135 p. New York: A. S. Barnes and Co., 1931 
‘Published by A. S. Barnes and Co., New York, N. ¥. (Harold D. Meyer, editor) 


oo 








394 E._rementary Scuoot Princrpats 


11. Lack of appeal of the club program to the interest of students 

12. Insufficient student participation 

13. Lack of preparation on the part of the sponsor 

14. Appeal based on the attractive personality of the sponsor rather than upon 
the merits of the club program 

15. Failure to adapt the program to the needs of the school, the pupils, and 
the community 

16. A lack of interest on the part of the sponsor 

17. Inability on the part of the sponsor to meet pupils on their own level 

18. Lack of appreciation of the value of clubs on the part of the sponsor 

19. Making clubs “ just another class ” 

20. An undemocratic basis of selection for membership 

21. Careless selection of members 

22. Too great expense involved 

23. A too pretentious beginning 

24. Lack of coordination with other activities in school and community, result- 
ing in a conflict of schedules and interests 

25. Too many (or too few) meetings 

26. Allowing pupils to be nominal members; they belong but do not work 

27. Too large a membership 

28. The presence of cliques 

29. Origin of the club in a fad which soon passes 

30. The fact that the club has outlived its usefulness 

31. Opposition by parents or others in the community. 


Of these thirty-one reasons suggested for club failure, it is obvious 
that the first five are responsibilities of the administration of the 
school and are largely outside the control of the individual club 
sponsor. Of the other twenty-six, fourteen seem very definitely de 
pendent upon the sponsor’s personality and interest. In the cases 
for which the other twelve reasons are given, the club may have 
failed because of a failure on the part of the sponsor. Certainly the 
situations are ones upon which he could have exerted a considerable 
amount of influence. It seems fair to state that in an overwhelming 
majority of the cases, clubs have failed because the sponsors have not 
lived up to their opportunities. 

Tests for a club sponsor—The place of the faculty adviser is so 
significant in the work of the club that it seems worthwhile to expand 
the consideration of his function. A number of tentative “ tests for 
a club sponsor ” are presented below. While it is hoped that the list 
may be of interest to all those bearing a functional relationship to 
the extracurricular activities of the school, the tests are addressed 
primarily to the teacher who is actively sponsoring a club or who 
contemplates assuming such responsibility.* On the assumption that 
he is eager to make the club a success, and in particular to insure his 
own maximum contribution to pupil growth, these tests are presented 
as a means of “ checking up ” on himself: 





* While these ‘ tests’’ were developed with reference to club sponsors at the high-school level, 
they apply equally well in the elementary school. 


So 








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FourtEEntH YEARBOOK 395 








—_—_— 


1. Does he really like to associate with boys and girls of school 
age? A sympathetic interest in boys and girls ought to be expected 
of every teacher. It is absolutely indispensable to success in the 
informal relationships of club work. 

2. Does he enlist the confidence of boys and girls? A teacher may 
sincerely like boys and girls and yet be so out of touch with the points 
of view, the interests, and the prejudices of modern youth as to make 
impossible the free, natural, and unconstrained relationship which 
is essential to club success. Fortunately this is pretty well within 
the power of the sponsor to develop. Youth is usually quite responsive 
to a sincere interest in its problems and to an attempt to see its point 
of view. 

3. Is he keenly interested in the world around him? The “ in- 
satiable curiosity ” which drove the elephant child thru numerous 
difficulties to ultimate success is a quality essential to the make-up of 
any successful teacher. If the club is to develop a constructive pro- 
gram of expanding interest and increasingly educational activities, 
the sponsor must be keenly alive to the significant events happening 
around him every day. 

4. Has he contagious enthusiasm? Enthusiasm is likely to be a 
corollary of intelligent curiosity. The sponsor who is not the least 
bit “ excited ” about the things the club is doing is not likely to 
prove a stimulating companion and leader to the group. Enthusiasm 
is a flame which kindles from contact with a glowing interest. A 
word of warning seems necessary. Flames must always be kept under 
control. An unbalanced and unintelligent enthusiasm may do a great 
deal of damage. 

5. Does he seek to become expert in some of the fields of activity 
in which the club is engaged? Obviously a sponsor with keen interest 
and enthusiasm, and a desire to render service to boys and girls, 
can offer much to them as he learns with the group. At the same 
time, a fund of knowledge and sound experience commands the re- 
"Eest of members and constitutes a distinct asset to the club sponsor. 

. Is he able to give constructive suggestions for activities of the 
sb? Of a certain camp counselor, it was said by one of the boys, 
“He seems to radiate ideas.” The difference between a lukewarm 
attitude and an enthusiastic interest on the part of club members may 
be due simply to a club sponsor who thinks of “‘ something new ” when 
interest flags, or who can suggest a constructive outlet for super- 
abundant energy. 

7. Is he able to guide without dictation? This is a corollary of the 
previous test. A sponsor who has many good ideas but is too insistent 
upon seeing them carried out in his own way may hinder rather than 











396 ELEMENTARY Scuoot PrincipPats 








encourage pupil growth. The sponsor must be able to keep hands 
off to the extent that pupils may learn by organizing, planning, and 
executing. If the sponsor isn’t able with perfect good humor to see 
his suggestions modified or disregarded, he had better not make them. 

8. Has he the ability to plan systematically? Organization is im 
portant if learning is to be assured in classroom situations. It is 
much more important for the adviser in the informal club group. 
He will, of course, not deprive officers and committees of the growth 
and experience which come from planning for the work of the club. 
As guide and adviser he must see the need of planning and under 
stand how to do it, if he is to help officers and committees to plan 
for themselves. If a club is to be successful, it is necessary that many 
members be working with enthusiasm and initiative. It is equally 
necessary that their various efforts be coordinated and directed toward 
some common goal, if the club’s program is to be constructive and if 
time is not to be frittered away in a variety of unrelated or conflicting 
activities. 

9. Is he willing to give time and thought to making the club work 
a success? A sponsor cannot make a success of club work if his atti 
tude is one of “ punching the time clock.” A club hike may crowd 
out an afternoon of golf, or an evening meeting with club leaders 
may replace a trip to the movies. If the club sponsor does not feel 
that the time invested with his club is paying rich dividends, he is 
not likely to make a suceess of his sponsorship. 

10. Is he democratic in sprit? Is he as keenly interested in the 
inconspicuous pupil or the one from a poor family as he is in the 
school leader or the child whose parents are socially prominent ? One 
of the rare opportunities which the sponsorship presents is that of 
developing the powers which lie latent in every individual. The club 
should afford every pupil an opportunity for growth. 

11. Has he a sense of humor? No single characteristic will be a 
greater asset to the club sponsor than the ability to see a joke, even 
when it is on himself. He must be able to endure the exuberance of 
youth and its occasional silliness without becoming annoyed. With 
u group of lively adolescents, there are times when both the furniture 
and the sponsor’s nerves must be of the solid oak variety. 

12. Is he able to find his chief satisfaction in pupil growth, rather 
than in expressed appreciation of his efforts? There will be many 
occasions when pupils and parents recognize with sincere gratitude 
the development which club activity has fostered, but the real reward 
of club work will come in seeing the retiring pupil develop confidence; 
the awkward child, cleverness; and the individualist, cooperation. 


4 


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FourtTrEentH YEARBOOK 





EVERY CHILD A CLUB MEMBER 


Jessta McCattum ANpD Este.tia Roy 
Principal and Auditorium Teacher, Beard School, Detroit, Michigan 


ost CLUBS FoR children in elementary schools may be classified 

into two general groups on the basis of membership. One 

group includes all clubs whose membership is determined 

hy the interest or special ability which a child has in the purpose 

for which the club is organized. In this group fall glee elubs, school 

orchestras, hobby clubs of all kinds such as handicraft, sports, poetry, 

dramaties, and so on thru a great variety of interests which are used 

as a basis for club membership. Most of these clubs are an outgrowth 

of the regular work in the school, but some may be units of outside 

organizations such as the Boy Scouts or Campfire Girls. The mem- 

bership in this first group of clubs usually represents a cross-section 

of the school. Each club contains children of different ages, grades, 
or classrooms. 

In contrast to this type of club, membership in the second group 
of clubs is not on a selective basis. Children who happen to be in 
the same class, grade, or room are organized into a elub for the pur- 
pose of carrying on their regular group or class routine. Both types 
of clubs are worthwhile because they give children practise in con- 
ducting their affairs as a group with their own officers in charge. In 
addition to this training, the clubs which are organized on a selective 
basis around the special interests and abilities of their members have 
the added value of providing an outlet for the expression of a common 
interest. However, these two types do not adequately serve the needs 
of all children in an elementary school. 

Conducting routine class affairs according to parliamentary pro- 
cedure is not always found to be particularly valuable or interesting 
to younger children. On the other hand, many of the older children 
have not had the opportunity outside the school, or sufficient ex- 
periences in school, to develop interests outstanding enough to serve 
as a basis for a selective club membership. As a result, the number 
belonging to clubs organized on a selective basis of established interest 
or ability is usually rather small in comparison with the total enrol- 
ment of an elementary school. 


Even those who have developed some outstanding interest have 
not had much practise in participating in cooperative activities based 
on their interest. Children in elementary schools need training in 
this type of group activity, as well as opportunities to develop inter- 
ests along various lines. 





398 ELEMENTARY Scuoot Princrpats 





The club plan in Beard School—To overcome the difficulties en- 
countered in both of the customary club plans described, and to utilize 
their advantages, another plan is used in the Beard School. Clubs 
are organized on a group membership basis but not for the purpose 
of regular class procedure. The members of each class group select 
a major interest and organize for the purpose of carrying on various 
group activities revolving around the interest chosen. Every child 
in the school is a club member and participates in cooperative activity 
along the line of a common group interest. Training in club pro- 
cedure becomes a means to an end, and a very pleasant end at that, 
as each month every club has a program showing the various activities 
earried on during the month. The officers of the club are in charge 
of these programs and assume all responsibility for them. Other 
clubs are always invited. Sometimes a group from one club is asked 
by the officers of another to participate in its program. Very often 
the members of a group offer another club something they have pre- 
pared if it fits into the other club’s program. 

This type of club organization fits very nicely into the schedule 
of a platoon school. Most of these schools have an auditorium. Every 
class in the school is scheduled in the auditorium nearly every day 
for part of its regular instruction in health, safety, civics, music and 
art appreciation, and other subjects. Every class in the auditorium 
has its club organization, and the activities growing out of the club 
interest form part of the regular class work in the auditorium. At 
the beginning of each term, every class chooses another interest, 
selects an appropriate name for its club, elects officers, and starts 
a round of new activities based on the interest chosen. 

Stimulation of interests—During the time this plan has been in 
effect, all the children have had many opportunities to participate 
as club members in a number of experiences in connection with previ- 
ously unexplored interests. The question naturally arises as to how 
the children were stimulated without forcing them along the lines 
of these different interests. This was accomplished in a number of 
ways. Sometimes children brought pictures, books, collections, or 
clippings into the classes, and the resultant discussion materialized 
in a class interest strong enough to serve as the nucleus for a club. 
An example of this was the animal club, which was organized as a 
result of a picture of an animal brought into a class of younger chil- 
dren. These children talked about the animal’s home, food, and 
habits, and told of their own experiences with other animals. The 
teacher listed the names of all the animals they knew on the board, 
and added some they didn’t know to excite their curiosity. The chil: 











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FourTEENTH YEARBOOK 399 








dren were eager to learn about these creatures, and the teacher took 
the opportunity to ask, “ How can we all work together to find out 
more about these animals?” From such a small beginning as this, 
the children who are new in club work learn the purpose of a club, 
the duties of its officers, and the joy of working together on some- 
thing in which they are all interested. This does not mean that they 
will all develop into animal lovers, but this subject makes a good 
stepping stone for the little ones to enter into the “ club” world in 
an understanding way. 

Stories of great artists or musicians, their pictures, musical selec- 
tions, stories of the operas, and books on art or music have very often 
promoted a desire on the part of the children to explore further along 
these lines, and have eventually resulted in the awakening of con- 
siderable interest in these subjects. The children in one group were 
so anxious to have both art and musie for their club interest that 
they could not choose between them. They compromised by having 
an art-and-musie club, and their activities are divided between the 
two interests. 

Sometimes a visit or trip (individual or group) will arouse a desire 
for work along a certain line. In one child’s account of a visit to 
the main library the remark was made that our city was not always 
as it is today. In the discussion that followed, mention was made of 
the bronze tablets which mark places of interest in Detroit. Out of 
this grew the Sightseeing Club of Detroit. 

Very often a group will ask to become a certain kind of club be- 
cause the members’ interest was aroused thru the programs given 
by another club. The auditorium teacher was much surprised to 
find every child in one group with his hand up as soon as they were 
seated on the very first day of the term. When she inquired as to the 
reason for this, one boy speaking for the rest of the class said they 
all wanted to form the Historical Club. This sixth-grade group had 
not only seen programs given by the sixth-graders who had belonged 
to such a club the preceding semester, but had heard from them that 
their club had proved a help in history in the intermediate school. 
In this case, a club interest was stimulated in a most unexpected way. 

The Funny Club came into being by almost unanimous request 
of the children in one section. They were a group known thruout 
the school for their tendency to laugh under any and all cireumstances. 
Their idea was to have a club that featured sleight-of-hand tricks, 
jokes, and funny stories. Among other activities, they wanted to make 
a collection of things they had read which were “ funny,” according 
to them. Needless to say, many, of these items proved anything but 


- 
‘ 











400 ELEemMentTarRy Scuoot PrIncIPAts 





funny to us. However, we accepted this state of affairs as an oppor- 
tunity to develop higher standards along this line, as we realized 
that a real-life situation had stalked into the school in the wake of 
the Funny Club, and we did our best to improve this budding sense 
of American wit and humor. 

The above instances are sufficient to show how children’s interests 
may be directed and encouraged by means of clubs organized as de- 
scribed. In addition to the-clubs already mentioned, we have had 
others whose major interests can be judged by their names, such as 
the Club of Famous People, Flags, Travel, Adventure, Safety, Cour- 
tesy, Club of Nations, Dramatics, Holidays, and even a Mix-It-Up 
Club. 

Club activities—It has already been mentioned that each club gives 
a program in the auditorium as a culmination, of its activities each 
month. Some of the things which find a place on the club programs 
are the result of the children’s work in other rooms as well as in the 
auditorium. A great many reproductions and original dramatizations 
of stories and poems come from their work in the literature room. 
Events of current or historical interest discussed in science are often 
reproduced in some form in an auditorium program. Tableaux, pup- 
pet shows, movies, dialog and pantomime are all utilized. Children’s 
activities in the art and music rooms are very important factors in 
their club work. Costuming for plays, drawings to illustrate various 
reports, and scenes for movies are all a part of the work in the art | 
room. The glee clubs and the orchestra are much in demand for 
programs, and group songs learned in the music room are often 
fitted into plays or serve as a finishing touch to a club program. 
Dances and rhythms learned in the gymnasium are sometimes in- 
cluded. In this way, every class makes a contribution, and every 
program serves as an outlet for something learned in other classes as 
well as for the regular club activities in the auditorium. 

Even speakers from outside have taken part in our club programs. 
As an example, the head of the Detroit Historical Museum became 
interested in the school because of the frequent trips made by the 
children to the museum. He not only came out and talked to our 
clubs, but presented the school with an interesting historical collee- 
tion. Several of the clubs have also taken trips to Greenfield Village. 
The Health Club visited the board of health, where a special lecture 
on the care of teeth was given for them because they had become 
especially interested in this subject. There are many other club | 
activities besides those mentioned, as new ones are cropping up all | 
the time. However, these will serve to illustrate the type of club 
we feel is needed in elementary schools. 


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FourtErentn YEARBOOK 401 





Club standards—This year we have gone a step further in our club 
work. The children have set up standards of their own for appraising 
their club activities. Each club judges itself on a “ participation ” 
basis with reference to the following items: 


1. Number of class reports (prepared outside) 

2. Number of members taking part in program 

3. Number who brought in materials, such as clippings, books, pictures, and 
miscellaneous 

4. Number who helped with costuming or stage settings 

5. Number who are engaged in outside activities in correlation with club work, 
such as the making of scrap books, handiwork, etc. 

The number of club members taking part in the activities listed 
above is recorded each month and placed on the club chart. A com- 
posite chart is kept showing how each club stands when judged on 
the basis of number of members participating. 

Each program is evaluated by the children. They have set up 
certain standards of behavior for the officers, the audience, and the 
performers. After the program, the president takes charge of the 
discussion and the secretary records the results. Each group is 
marked A, B, or C according to the credits received, and this record 
is kept on a chart for each club. If a member of the audience coughed 
without covering his mouth, or neglected to sit quietly in his seat, 
the audience loses a credit. If the officers didn’t have everything 
ready on time, or failed to leave the stage in good condition, they lose 
a point. If the performers knew their parts well or spoke distinctly, 
they are given credit. These are just a few of the items which the 
children listed to help them evaluate their programs. They stand or 
fall as a group rather than as individuals, and this affords good train- 
ing in social responsibility as well as in standards of social behavior 
and group performance. 

Summary—We do not maintain that our club interests, which 
include everything from animals to flags of every nation, will develop 
future interests or hobbies along these lines. We have simply used 
them as a means to an end. Since clubs are the most common form 
of organized group activity in real life, it seems very desirable that 
children should receive training in cooperative activity on a club 
basis; and that is what we have tried to do by providing clubs of 
many different kinds, and by having every child become an active 
club member. We feel that the results have justified our efforts. 











TT 


402 KLEMENTARY Scuoot Principats 


A BASIS FOR SELECTION OF CLUBS 


Harrwe.i F. Bowrine 
Principal, Lincoln School, Modesto, California 


ET US ASSUME that clubs have a place in the elementary school and 

that we have justified them on the following grounds: (1) as 

a creative outlet for the child, (2) as an emotional outlet for 

the child, (3) as a means of developing the child’s leisure-time inter 
ests, and (4) as a means of enriching the child’s social experience. | 

Having decided that club programs have important potential 
values, how are principals and teachers to select the types of activity 
which will yield these values? The first step is to consider sfiggestions 
from all available sources and to choose those that seem to meet one 
or more of the requirements mentioned above. The resulting list 
should then be appraised with reference to the needs, facilities, and 
limitations of the particular school and community. Probably the 
most important factor in the school situation is the willingness and 
ability of the teaching staff to supervise various types of activity. 
The selection of suitable clubs will depend also upon the size, location, 
and equipment of the school; upon the interests and economie status 
of the children; and upon the kinds of specialized cooperation which 
ean be obtained from adult members of the community. 

Types of club activities—The various activities which the writer 
believes to be potentially suitable for elementary-school clubs may be 
classified under six main heads. These main types, together with 
suggestions for specific clubs of each type, are as follows: 

1. Art: designing, cartooning, poster-making, painting 

2. Music: glee, chorus, orchestra, band, ukelele, drum, accordion, harmonica 

3. Literary: dramatics, debating, story-telling, newspaper, book, verse-speaking 
choir 

4. Handwork: applied art, art-fibre weaving, camp cooking, sewing, shop, radio 
model airplane 


5. Recreation: folk dancing, travel, garden, camera, stamp, pets, Boy and Girl 
Scouts, Hi-Y 
6. Service: Junior Red Cross, Big Sister, Boys’ or Girls’ League. 


This list is not intended to be complete, nor is it recommended 
for general adoption. Other principals and teachers will wish to 
modify it according to their own experience and local conditions. 
As far as possible, clubs should develop from, and be integral parts 
of, the regular school program. 

Utilizing teacher personnel—The success or failure of the club 
program in any school depends largely upon the teachers of that 
school. Unless a teacher is sincerely interested in a particular club 


and eapable of handling it successfully, its sponsorship will be an 





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FourtEENtH YEARBOOK 403 





onerous burden to her and a serious disappointment to the children. 
Hence it behooves the principal to limit his list of clubs to those for 
which his staff members have some aptitude, no matter how intrinsi- 
rally valuable other types of activities may appear to be. Of course, 
the interest of teachers may gradually increase and expand under 
guidance. In the writer’s school, for example, the club program has 
grown steadily since its inception six years ago, until this year every 
teacher and the principal are actively participating in its supervision. 
In this connection, every principal would do well to take charge of 
an appropriate club group, not merely to provide another sponsor, 
but as a wholesome emotional and creative outlet for himself. Noth- 
ing helps to keep the balance wheel running true like an interesting 
hobby shared with others. 

Adapting the program to size of school—When equipment and 
personnel are limited, as in schools of only one to four rooms, the 
club program also must be limited. We have found it difficult for a 
teacher to handle more than one club at a time. Under such condi- 
tions each club must serve as many children as possible, and its 
activities should therefore appeal to children of various ages and 
interests. Some clubs having rather general appeal and requiring 
very little equipment are: travel, book, story, newspaper, dramatie, 
handcraft, harmonica, chorus or glee, and nature study or garden. 

In the larger schools, the increase in personnel and equipment 
permits an expansion of the club program. A greater variety of 
clubs can be organized and operated successfully, thus enhancing 
their interest and value to the children. In our own school fourteen 
such groups are in operation this year. 





Suitable facilities are essential to the 
success of a club program. Sometimes additional space or equipment 


Using available facilities 


‘an be obtained to meet a pressing need, but more often the scope 
of the program must depend upon the kind of facilities already avail- 
able. A school with shop, kitchen, or sewing rooms and equipment 
should have clubs that will utilize those facilities. The library, 
science, and musi¢ rooms also offer invaluable opportunities for spe- 
cial groups. A school gymnasium or swimming pool should be worked 
into the club program in some way. If a school is so fortunate as to 
have a telescope or the use of one, a number of pupils may be found 
who are interested in astronomy and willing to meet occasionally in 
the evening to pursue the subject. 

As indicated above, however, expensive equipment or elaborate 
facilities are not necessary for many activities. For example, while 
a printing press may be used to great advantage, a school newspaper 











404 ExLemMentary Scuoot Principats 





can be run off very satisfactorily on a mimeograph or ditto machine 
Similarly, altho the rural or small-town school is generally best situ 
ated for nature study, gardening, hiking, and the care of pets, these 
activities can be carried on to some extent in any school. 

Possible tie-ups with the community—Another factor not ordi- 
narily considered in selecting clubs is the possibility of making help- 
ful contacts in the community. Hardly any activity can be chosen 
that will not appeal to the special interest of some individual or group 
outside the school. The writer has usually found such people willing 
to assist a school club, to their own enjoyment and the enrichment 
of the club program. A stamp enthusiast is eager to discuss and 
share his hobby with others, while men and women who have traveled 
are pleased to relive their journeys for the children’s benefit. The 
local newspaper will gladly take a club group on a tour of inspection 
thru its plant; the city library will cooperate effectively with the 
book and story clubs; and the local garden club will be pleased to 
assist the youngsters who are interested in gardening. So with the 
other activities—camera, dramatics, radio, ete.—some competent 
person in the community will welcome an opportunity to help. This 
is not to suggest, of course, that the entire responsibility for any 
school club be turned over to outsiders. Valuable tho the assistance 
of such friends may be, it should always be utilized under the gui 
dance and with the approval of the school staff. 

Miscellaneous suggestions—We have found it advisable not to be- 
gin club activities until the fourth grade. This plan enables the lower- 
grade teachers to participate in the club work, and reduces the size 
of each club by increasing the number of groups which can be super 
vised adequately. The most satisfactery size for a club depends, of 
course, upon the type of activity carried on. A chorus, book, or travel 
group may well include thirty or forty children, while a camera, 
stamp, or handcraft club is likely to be more successful with only 
fifteen or twenty members. 

When an activity is very popular, we usually organize a second 
club of the same type. On the other hand, instead of stimulating 
unduly an activity in which interest has dwindled, we turn to some 
other kind. An effort is always made to place the child in the club 
of his first choice, but when once assigned he is discouraged from 
changing. Our clubs seem to balance themselves in size very well, 
and surprisingly little shifting is necessary. 

For those pupils who do not care for the club work or who habitu- 
ally get into trouble during club periods, we maintain a special study 
room. This room never contains more than four or five pupils, but 
its general effect is good. 





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FourtgeEntH YEARBOOK 405 


—— 





Conclusion—If clubs are to be successful in the elementary school, 
their fields of activity must be carefully chosen. Those selected should 
be educationally justifiable, satisfying to the children, and well 
adapted to the size, location, equipment, and teaching personnel of 
the school. Unless these criteria are met, club programs will be a 
waste of time, if not actually detrimental to the development of 
desirable attitudes and conduct in children. Suitable fields of activity 
are so many and varied, however, that even the smaller and less 
well-equipped schools should be able to organize valuable programs. 
When wisely selected and carefully supervised by interested and able 
teachers, club activities provide children with a type of experience 
and a motivation for effort that are too often lacking in the regular 
work of the school. 


ACH ROOM is organized as a club, with an elected chairman 
EK or president, and a secretary also in those rooms where 
the children are old enough to take notes. Weekly meetings 
are held with the chairman presiding, and lively discussions 
take place about all sorts of matters concerning the welfare 
of the particular group and of the school as a whole. The 
teacher remains in the background, taking part only when 
called upon for an opinion or suggestion by a member of the 
group, or when bringing up some point which she, as a mem- 
ber of the group, wishes to have discussed thru the chair. 
These meetings are most interesting, and it requires only a 
short peep into one of them to see what fine work in character 
training is being done by the children themselves in working 
out their problems.—Huff, Margaret Mitchell, see p. 435 of 
this yearbook. 








406 KLEMENTARY Scuoot Principars 


TIME AND PLACE OF CLUB MEETINGS 


Irvine L. CoHen 
Principal, Public School No. 33, Queens Village, New York 


LTHO THE EDUCATIONAL VALUE of clubs has long been recognized, 
the movement to make them a part of the regular program in 
the elementary schools has made very slow progress. In the 

senior and junior high schools, the maturity of the students and the 
wide variety of their interests have made it possible to introduce the 
club system successfully. In these types of schools, clubs now consti- 
tute a very important feature of the educational program. In the 
elementary school, however, the place of club programs is less defi 
nitely established. Some schools have attempted to organize clubs 
for pupils in all grades from the first thru the eighth. Most schools, 
perhaps, have a club system in which meetings are held after school 
hours, and in which membership is open to all pupils in the school 
regardless of age. Relatively few schools have established a system 
of clubs which meet during regular school hours and to which pupils 
of certain grades only are admitted. Yet the tendency today is toward 
having clubs meet during school hours. In this article the writer 
is not concerned with the question of which grades are mature enough 
to profit from elub activities, but with the problem of time and place 
for club meetings. 

Time of club meetings—If clubs are worthwhile at all, they should 
be open to all pupils who are capable of benefiting by membership 
in them. Conducting club meetings after school hours violates this 
principle. Some children may live at a great distance from school. 
Others must depend on transportation which must be secured im 
mediately after the daily session has been completed. Still others 
come from homes where their presence is required to help with home 
tasks. It is obvious, therefore, that conducting meetings after school 
hours deprives many children of the splendid opportunities offered 
by participation in an organized club activity. Certainly the member- 
ship in such clubs is far from being democratic. 

Again, it must be remembered that both pupils and teachers are 
fatigued at the close of the school day. Work of any kind conducted 
under such conditions is far from being effective. Any principal who 
has observed a teacher struggling with a group of children after 
school hours can testify to this, particularly if the work involves 
mental strain of any kind. 

The above observations are not to be taken as implying that no 
successful work is possible after school hours. Clubs which engage 
in physical activities can probably do satisfactory work at that time. 








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eted 
who 
fter 
lves 





FourTEENTH YEARBOOK 407 








However, this at once limits the nature of club activities, in addition 
to restricting the membership as mentioned above. 

The obvious conclusion to be drawn from these objections is that 
elementary-school clubs should meet during regular school hours. 
At once we are met with these questions: Where are we to find the 
time? The curriculum is already overcrowded. What shall we elimi- 
nate to make room for clubs ? 

In attempting to answer these questions, let us ask another: How 
much time should be given for club meetings? In most schools, the 
usual subject period is forty minutes. When the club system was 
inaugurated in the writer’s school, a tentative allotment of one 
forty-minute period per week was made. It was soon evident, how- 
ever, that this was insufficient. What with time taken by pupils in 
going to and from their meeting places, time taken in getting out 
tools and materials, and time taken for organization of work, there 
was not a great deal of time left for real accomplishment. The club 
period was then increased to one hour, and this has been found very 
satisfactory. It has enabled the pupils in each club to show concrete 
and significant progress at the close of each meeting. 

Naturally, with the same total number of hours of schooling each 
week, this allotment of one hour for club work means that it must 
be deducted from the time devoted to other subjects. Has any one 
subject really suffered as a result of this curtailment? How much 
time formerly given to any particular subject has really been lost ? 
When the number of subjects taught in any grade is considered, it 
is obvious that the number of minutes lost each week in any subject 
is negligible. From his personal observation, the writer does not 
believe that the results achieved in any subject would be significantly 
better if the few minutes subtracted each week to allow time for club 
work were to be restored. Moreover, the time schedule has been 
arranged in such a manner as to avoid any loss of time whatsoever 
in the sequential subjects. 

If it is agreed, then, that clubs are sufficiently worthwhile, and 
that they should be conducted during regular school hours, it should 
not be a difficult task for a supervisor to manipulate the time schedule 
so as to provide time for clubs to meet. In the writer’s school, the 
hour between eleven and twelve on Thursdays has been found most 
convenient as the meeting time for clubs. At eleven o’clock all the 
children of grades six, seven, and eight go to the classrooms or other 
meeting places where their particular clubs are conducted. At the 
close of the period, the children return to their official rooms, from 
which they are dismissed at twelve o’clock for the noon recess. A 








408 Exementary Scuoot Princrpats 


similar arrangement might be made in many schools to provide this 
amount of time for club meetings. 

Place of club meetings—Where shall clubs meet? Anywhere on 
the school premises best suited to the various club activities. Obvi- 
ously, a glee club should meet in a room equipped with a piano; an 
athletic club should meet in the gymnasium or on the playground; 
and an orchestra should meet in the auditorium. All facilities avail 
able in the building should be utilized, and the same supervision 
which is provided for the regular school subjects should also be pro- 
vided for the club activities. 

Conclusion—After more than ten years’ experience with clubs in 
both junior high schools and elementary schools, the writer is firmly 
convinced (1) that club organizations are valuable educational agen 
cies; (2) that all the children should be given an opportunity to 
participate in club activities and to share in their benefits; (3) that 
this can best be accomplished by conducting club meetings during 
regular school hours; and (4) that the time can readily be found for 
clubs to meet during those hours. 

In our school this “ loss ” of time has never been regretted. It is 
amply compensated for by the joy and satisfaction which the children 
evidently derive from engaging in activities which they have volun 
tarily chosen, and in which they can participate with a feeling of 
satisfaction and accomplishment. 





HE ASSURANCE of valid educational results thru the in- 

formal activities of clubs demands not less, but more 
skilful teaching than the work of the classroom. To a con- 
siderable extent the success of a school club depends upon the 
personality, training, and attitude of the sponsor.—Johnston, 
Edgar G., see p. 393 of this yearbook. 








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FourtTgeentH YEARBOOK 409 





ORGANIZING AND CONDUCTING CLUB ACTIVITIES 


Max Hamm 
Principal, Allendale Elementary School, Oakland, California 


ticipate in group activities cannot be engendered in stiff, cold, 

drill-motivated situations: Desirable social attitudes and 
habits can best be developed by participation in associated under- 
takings that automatically arouse enthusiasm. School clubs provide 
a natural setting for such undertakings. If carefully planned and 
wisely administered, they offer unusual opportunities for both satis- 
fying individual accomplishment and constructive social experience. 

To inerease such opportunities for the children of our school, we 
organized last year the following seven club groups in grades five and 
six: choral, clay modeling, dramatics, harmonica, rhythms, sports (for 
boys only), and stamp. 

Club membership—Pupils were permitted to enter either the choral 
or the dramatiecs club after passing satisfactory tests. The clay model- 
ing group also was restricted to those having some talent in this 
medium of expression. All the other clubs were open to any child 
in the two upper grades. No pupil was compelled to join any club. 

Selection of club sponsors—The members of our teaching staff 
were enthusiastic about the formation of these clubs, and volunteered 
their services in accordance with their special abilities and hobbies. 
The principal looked after the sports club; the teacher who had 
studied the harmonica supervised the two harmonica clubs; the one 
with a special interest in the drama sponsored the dramatics club; 
and a music teacher took over the choral group. Each of the other 
clubs was sponsored by a similarly interested classroom teacher. 
These groups were under teacher direction at all times, altho the 
pupils participated actively in the organization and operation of each 
group. 

Time of meetings and distribution of pupils—The choral club met 
twice a week, using a half hour on Wednesday and an hour on Friday. 
At the former time the regular pupils of the directing teacher were 
distributed to other rooms where seats were available, and used this 
time in preparing arithmetic assignments or audience reading selec- 
tions. All other clubs met on Friday afternoons, the dramatics club 
from noon intermission until recess, and the others from recess until 
the close of school at three-thirty. 

During the first semester the Friday activities were operated on a 
pupil-distribution plan similar to that mentioned above for the Wednes- 
day meeting of the choral group. During the last half of the year 


[tpn regard for one’s fellows, and eagerness to par- 











— "5 


410 ELEMENTARY Scuoot Principats 
the School of Education of the University of California assigned to 
our school on Friday afternoons two cadet teachers, who carried on 
the usual work of two classrooms under the direction of our regular 
teachers. In addition, the sponsor of the harmonica clubs, who also 
had charge of a third-grade class, taught reading to her whole grade 
from eleven to twelve o’clock * on Friday, and dismissed them all at 
afternoon recess so as to have the necessary time for the club activity. 

Place of club meetings—The club activities were carried on in 
rooms best suited to the various purposes so far as such accommoda- 
tions were provided in our building. The stamp and harmonica clubs 
met in regular classrooms. The sports club met in the visual educa- 
tion and radio room. The choral club did its singing in the music 
room, while the dramaties and rhythmies clubs used the auditorium. 
Special tables and stools were secured and used by the clay modeling 
elub in one corner of the basement, which underlies our whole build- 
ing and has a concrete floor and plenty of good light. 

Pupil partictpation——Careful preparation was made for the weekly 
programs. In some cases the children almost entirely determined the 
nature of the club’s activities. 

The dramaties club did not create its own plays, but worked out 
the interpretation and stage settings of productions found worthwhile 
for elementary children by the city supervisor of English and dramat- 
ies. The cast made most of its own costumes and all the stage scenery. 
During each semester two productions were presented to all the chil 
dren of the school in the daytime, and to parental groups in the 
evening. 

The harmonica club learned many selections in two and three parts, 
using music purchased from the manufacturer of the harmonicas. 
The members found expression for their talents before assembly 
groups during regular school hours, and enjoyed performing at meet- 
ings of our parent-teacher association and Dads’ Club, as well as on 
various other evening programs. 

The clay modeling club worked with large masses of clay placed 
on boards about a foot square. All the work was creative. Smaller 
children posed for the group, and such pets as pigeons, cats, dogs, 
mice, and rabbits were used for models. Other work was motivated 
by the memory of horses, cows, sheep, elephants, bears, and other 
animals. This club demonstrated its operations before parents dur 
ing American Education Week, and was fortunate enough to have 
its work displayed outside the superintendent’s office in the School 
Administration Building for a period of six weeks. 

1In Oakland the regular schedule for teachers of the first three grades calls for the teaching of 


reading to one-half of each class from eleven to twelve o’clock, and to the other half from two-thirty 
to three-thirty daily. 





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FourRTEENTH YEARBOOK 411 





The choral club did not stress, but only applied where necessary, 
the formal steps of note-reading in learning its selections. All so- 
called drudgery was eliminated and the group sang and memorized 
music for the joy and satisfaction that such expression brought to 
them. During the year scores of worthwhile songs, including some 
of the popular variety, in two and three parts, were placed in their 
repertoire to be presented before parental groups and at various 
school assemblies. 

The sports club used a daily newspaper for each member as refer- 
ence material, the aims being to become more familiar with the 
write-ups of sport events, to keep up-to-date on the athletic records 
of various individuals and teams, to interpret the data presented 
about sports, and to determine and keep in mind the requisites for 
good athletic performance and proper personal living. Articles in 
the paper were read, and discussions based on club and home reading 
were carried on in pursuit of the objectives just mentioned. The 
club helped many boys to become “ sports-conscious.” 

The dances of the rhythms club were usually creative. Typical of 
the organization’s activities was the assembly program presented last 
semester. The faculty sponsor had read many fairy stories to the 
group, and the children decided which one could best be used for 
interpretative purposes, namely, “ Snow White.” The teacher got 
together all of our victrola records which might be needed, and after 
hearing them the children decided which selections were best for 
fairies, brownies, snowflakes, winds, and other elements in the story. 
Using these records, the members determined upon the dance patterns 
which best suited the music. From these beginnings were developed 
the finished dances used in the interpretation of “ Snow White.” 

As a hobby activity the collection of stamps met with the hearty 
approval of the members of the stamp club. The children selected 
a set of officers to handle the business affairs of the organization. 
A program committee was chosen whose duty it was to see that infor- 
mation on stamps was presented to the members. Data about stamps 
were gleaned from the Philatelic Gossip and other publications in 
the school library. The club was continually on the lookout for infor- 
mation about, and the purchase of, new stamps issued by the United 
States Post Office Department. Members brought their collections 
to school, and a trading of stamps took place at each meeting. 

The individual stamp collections were organized on 28” x 32” 
pieces of cardboard. The three best exhibits were entered in the 
all-Oakland display, and the whole club had the privilege of seeing 
these prize-winning frames in competition against those from all the 
other city schools. 








412 ELEMENTARY ScHoot PrincrpPats 





Conclusion—Friday afternoons are joyfully anticipated and profit- 
ably used by the pupils of this school. The special clubs create for 
the participants a greater interest in their regular school work; insti] 
in members an improved attitude toward the school as an institution; 
create a better feeling between pupils and teachers and among the 
pupils themselves; help to develop special talents and interests here- 
tofore dormant; aid in the improvement of school-parent relations; 
enliven the school atmosphere generally; and prepare pupils for a 
more active and more appreciative participation in junior high-school 
activities. Any activity which accomplishes these objectives surely 
deserves a place in the regular school program. 


PROGRAM OF CLUB ACTIVITIES is one of the greatest in- 
A struments at the disposal of educators in training social 
character. Special interests and abilities of individuals and 
groups are cared for as in no other way. Clubs provide variety, 
not uniformity, of experience. One of the greatest tasks of 
elementary teachers and principals, if not the greatest re- 
sponsibility, is that of setting up an educational program 
which adequately meets the needs of each individual child. 
Avocational and vocational guidance as significant outcomes 
of club life help to meet this great responsibility. In the mean- 
while desirable habits in the worthy use of spare time are 
being established.—Borgeson, F. C., Group-Interest Activi- 
ties, A. S. Barnes and Co., 1931, p. 26-27. 








ae 





ll, 
12. 
13. 


14, 


15. 


19, 


20. 





FourtTEENtTH YEARBOOK 413 





SELECTED REFERENCES 


Beek, Cuartes; Hussarp, M. Buancup; AND Baker, Maraarer. “ Home- 
Room Clubs: Purpose, Organization, and Operation.” Junior-Senior 
High School Clearing House 4: 311-14; January, 1930. 


Borceson, F.C. Group-Interest Activities. New York: A. 8. Barnes and Co., 
1931. Chapter 3, “Clubs,” p. 26-47. 


Brooks, Rosert P. “The School Club Develops Creative Power.’ Bulletin 
(Ninth Yearbook) 9: 551-54; April, 1930. Washington, D. C.: Depart- 
ment of Elementary School Principals, National Education Association. 


CoLaNncELo, R. C. “ Guidance in a Boys’ Club.” Industrial Arts and Vocational 
Education 24: 110-11; April, 1935. 


. Ferris, Heten. Girls’ Clubs. New York: E. P. Dutton and Co., 1926. 319 p. 
. Frissis, F. D. “A Functioning Boys’ Club.” School Review 37: 624-26; Oc- 


tober, 1929. 


Graves, Mary E. “The Elementary School Club.” Educational Method 9: 
239-40; January, 1930. 


. Heaton, Kenneru L. The Character Emphasis in Education. Chicago: 


University of Chicago Press, 1933. Part III, “Clubs and Other Pupil 
Activities,” p. 237-80. 


JerreEL, Louise. “A Club Experiment in the Amos Hiatt Junior High School.” 
Elementary School Journal 27: 511-17; March, 1927. 


JorDAN, Riverpa H. Extra-Classroom Activities in Elementary and Secondary 
Schools. New York: Thomas Y. Crowell Co., 1928. Chapter 9, “ Societies 
and Clubs,” p. 126-45. 


Kenprick, WituiAM H. Four-H Trail. Boston: Richard G. Badger, 1926. 296 p. 
McKown, Harry C. School Clubs. New York: Macmillan Co., 1929. 498 p. 


McNamara, Martz. “ The Organization of an Active Club Program.” Junior- 
Senior High School Clearing House 5: 394-98; March, 1931. 


McNotrr, Water S. “ Socializing the Community through Club Activities.” 
Education 52: 239-44; December, 1931. 


Meyer, Harotp D. The School Club Program. New York: A. S. Barnes and 
Co., 1931. 178 p. 


. Norris, Forses H. “Clubs Enrich the Curriculum.” Bulletin (Ninth Year- 


book) 9: 555-58; April, 1930. Washington, D. C.: Department of Ele- 
mentary School Principals, National Education Association. 


. Perxins, Josiz. “Our Knot Hole Gang.” Bulletin (Ninth Yearbook) 9: 


507-09; April, 1930. Washington, D. C.: Department of Elementary 
School Principals, National Education Association. 


. SuepHan, Mary A. Exztra-Curricular Activities in a Junior High School. 


Boston: Richard G. Badger, 1927. Chapter 6, “ The Club Period,” p. 97-122. 


Smiru, Cuartes F., anp Frerwe.tt, Exvserr K. “Clubs for Young Boys.” 
Teachers College Record 22: 12-30; January, 1921. 


TINnpDAL, Emma V., AND Myers, Jessie D. Junior High School Life. New York: 
Macmillan Co., 1925. Chapter 14, “School Clubs,” p. 168-91. 











CHAPTER VII 
PUPIL PARTICIPATION IN SCHOOL 
MANAGEMENT 
EDITORIAL COMMENT 


HILE THIS ENTIRE YEARBOOK deals with opportunities for 
pupil participation in cooperative activities, this chapter lays 
special emphasis on pupil participation in the management 
of school and classroom. This type of activity has been the subject 


“e 


of considerable misunderstanding. The term “ student government ” 
has often been interpreted to mean a complete shifting of administra 
tive authority and responsibility from principal and teachers to the 
children. The authors of this chapter advocate no such extreme form 
of pupil participation. Instead, they describe plans which, whil 
giving children responsibility and freedom for many of the subordi- 
nate duties of government, keep ultimate authority in the hands of 
administrators and teachers. 

The finest democracy is that in which the persons best fitted t 
exercise leadership and authority are entrusted with this function 
Since pupils are not so well qualified for administrative responsibility 
as their teachers, they should not, and usually do not, expect to exer- 
cise final authority. There are, however, many kinds and degrees of 
responsibility, some of which may profitably be assigned to pupils. 

The principle of limited responsibility among pupils does not mean 
that the latter should merely go thru the motions of exercising author 
ity in accordance with predetermined decisions of principal and 
teachers. No such procedure is warranted; nor is it likely to be sue 
cessful. Certainly it can have no value as education for democrati 
living. There should be absolute sincerity and genuine cooperation 
between pupils and teachers. 

This viewpoint is presented more fully in the first article of this 
chapter, which discusses the school as a democratic institution. Th 
next two articles indicate the outeomes which may be obtained thru 
suitable programs of pupil participation. Three contributions di 
scribe unified plans for school and classroom management, including 
classroom organization, the school council, building patrols, and 
special committees. The last author discusses the safety patrol in coi 
siderable detail. 

The books and magazine articles listed at the end of the chaptet 
should not be overlooked by readers who wish to study the problems 
of pupil participation systematically.—Hditortal Committee. 

[414] 





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Fourtrentu YEARBOOK 415 








THE SCHOOL AS A DEMOCRATIC INSTITUTION 


Wituiam Dopcr Lewis 
Editor-in-Chief, The John C. Winston Company, Philadelphia, Pennsylvania 


TUDENT PARTICIPATION in the administration of the school has 
often been based on a total misapprehension of its purpose. 
Merely for ease and convenience of government, such partici- 

pation is not worthwhile. A principal and faculty that could not 
maintain order by means of the old top-sergeant type of discipline 
would as certainly fail to do so by any plan of student government. 
The only sound reason for student participation is the development 
of the social attitudes and skills appropriate to citizens of a democracy, 
rather than the docile and long-suffering obedience appropriate to 
subjects of a despotism. 

Formerly the purpose of education was to fit children for a static 
social order. The old school taught what to think about statie prob- 
lems, what to do on well-defined occasions. The purpose of the new 
education is to develop the ability to recognize new problems, the 
habit of thinking in terms of social welfare, including a realization 
of individual profit in social well-being as well as the personal menace 
of social and economic maladjustment, and skill in the cooperative 
activities thru which a democratic social order must function. 

A corollary to this new point of view is that student participation 
must grow out of the democratic spirit of the school. Imposed from 
above with a “ hurrah-boys ” vote, any system is bound to fail. While 
the principal must never abrogate his authority or shift his responsi- 
bility, he must delegate genuine responsibility to the student body. 
The community has delegated both authority and responsibility to 
the schoolboard, and the schoolboard in turn expects the principal and 
teachers to administer and instruct the school. When the principal 
delegates essential duties to the pupils, they are responsible to him, 
and he will instantly overrule any action of theirs that seems to him 
unwise. 

What is perhaps of greatest importance is that student participa- 
tion furnishes a genuine social situation with constantly changing 
problems. It provides a medium for social action, for group activity, 
and for the training of leaders and followers. The recognition of 
qualities of leadership, discrimination as to policies with careful 
examination of their social consequences, the presentation of various 
points of view, the clash of interests, the correction of mistakes—all 
with the interests of the group rather than of the individual as the 
final criterion of judgment—are essential processes in a democratic 














416 ExemMentary Scuoot Princrpas 





social order. In the light of these processes, the curriculum material 
in the social studies and much of it in English take on new meaning. 
The relations of pupils and faculty become cooperative, quite as often 
transforming the spiritual attitude of faculty as of pupils. Literally 
the school becomes a new institution, alive with vital interests and 
electric with a new spiritual force. 

If we learn by experiencing and if we learn the processes by which 
we succeed, we are here laying the foundations for successful par 
ticipation in the varied activities essential to good citizenship. It 
cannot be too strongly emphasized that these are democratic processes. 
If we were training young people to be subjects of a despotism, our 
extracurricular activity would be sadly out of place. Probably it 
would in the long run be fatal to our purpose. Numerous as we are 
finding the defects of democracy to be, a glance at the experience of 
even the most benevolent despotisms of history, and those of Stalin, 
Mussolini, and Hitler today, leads us to choose those ills we have 
rather than fly to others that we know too well. We know that the 
efficiency and well-being of a democracy can rise little above the think- 
ing and feeling of the masses, but we also know that, imperfect tho 
they may be, all social measures will be ultimately determined by 
what the majority of people believe to be their own interests. 

Our people today as never before are becoming conscious of the 
intimate relations between organized society and the individual and 
the family. With 20 percent or more of the population dependent on 
government assistance, they realize the importance of intelligence, 
honesty, and efficiency in government. The school, organized not as 
an eleemosynary institution but as life insurance for our democratic 
social order, must justify itself by producing the intelligence, the 
conscience, and the skill to perpetuate a successful democracy. 

Generally speaking, the American people have not lacked conscience 
or devotion to democracy. They have seriously lacked both intelli 
gence and skill. Thru the revised curriculum the essential theory 
ean be furnished. Its vitalized application can best come by group 
study and responsibility in the problems of the school community. 

The cooperative skills thru which group action is effected can be 
learned only by practise. For this reason the politicians big and 
little—particularly the little—are about the only group in the country 
skilled in getting results thru community organization. Unless the 
schools face their fundamental duty of developing the intelligence 
and the skill necessary to salvage our badly shattered democracy, 
both school and society may soon hail some American Hitler. 











FourtTEentH YEARBOOK 417 





Recognizing the fundamental purpose of student participation in 
school management, and helping it to blossom out of the democratic 
soil of the school, a principal can turn his institution into a veritable 
laboratory of democracy. There he can develop leaders and followers, 
a sense of civic and social responsibility, the habit of reasoned judg- 
ment in regard to community problems, and the cooperative skills 
thru which all democracy must function. 


ELF-GOVERNMENT in the sense of turning over the manage- 
S ment of the school entirely to the student body is stupid. 
But student cooperation and student participation in the 
administration of the school are highly desirable. We shall 
probably succeed only in part if we set up student governing 
organizations too rapidly. Student government cannot be 
created. It must grow. It is in this growing that intrinsic 
values inhere for the pupils. The half-successes, near failures, 
and final grand triumphs lived thru by pupils who put over a 
workable plan of student participation in self-government 
afford them many varied moral, political, and social experi- 
ences. Out of these vicarious events come deeper insights and 
broader meanings of what constitutes justice in a democracy, 
as well as what are one’s duties and rights with regard to 
organized institutions and their officers.—Germane, C. E., 
and Germane, E. G., Character Education, Silver, Burdett 
and Co., 1929. Part I, p. 183. 





418 


ELEMENTARY Scuoot Principars 


OUTCOMES OF PUPIL PARTICIPATION 


N. Roserr RiInGdAHL 











Principal, Corcoran School, Minneapolis, Minnesota 


NCREASINGLY the scientific attitude in education is insisting that 
the value of school activities be definitely proved. In some fields 
the outcomes can be rather quickly and objectively measured. | 

In others such measurement is extremely difficult, partly because thie | 
results are complex, and partly because some of them appear only 
gradually. Such a field, in the writer’s opinion, is pupil participation 
in school administration. When a student council or building patrol 
is organized, pupils and teachers alike enter an area which is broad 
and not clearly mapped out, but where the possibilities for developing 
personal initiative and social responsibility are very great. These 
qualities, altho vital, are subtle and difficult to trace. One may detect 
certain immediate outcomes, and these may be of sufficient value in 
themselves to warrant the time and effort expended. Yet they may 
be a mere bagatelle in comparison with the effect of the activity upon 
the attitudes and conduct of the individual as an adult. 

The chief reason for expecting valuable results from pupil partici- 
pation in school management is that it gives the children practise in 
meeting and handling real social situations. In many of these situ 
ations the child must exercise initiative, rely upon his own judgment, 
and hold his ground once a decision has been made. The feeling of 
authority and responsibility tends both to sober him and to stimulate 
him. Since the situations which confront him from day to day are 
seldom exactly the same, he is called upon to think for himself con- 
tinuously. He will learn and apply certain general principles of 
action, but the blind application of fixed rules will not suffice. Each 
new situation must be met in the light of its own peculiar needs as 
well as of the child’s past experience. The achievement of these values 
will depend, of course, upon the wisdom of principals and teachers 
in organizing and administering the program of pupil participation. 

From the children’s viewpoint, the major purpose of their par 
ticipation in school administration should be to make the school a 
better place in which to live and work. A variety of activities may 
contribute to this purpose. Let us consider a few examples under 
these three heads: (1) room organization, (2) the student council, 
and (3) building patrols. 

Room organization—The most common form of pupil participation 
is thru some type of room organization. Even the youngest children 
ean carry on this kind of activity with success and profit. The writer 


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FourtrEentu YEARBOOK 419 





has seen first-graders take charge of a room containing forty of their 
classmates with remarkable poise and dignity, and carry on the rou- 
tine of business with almost perfect precision. The resourcefulness 
of these children is illustrated by the little six-year-old girl who was 
unexpectedly called upon to preside during the first week of school. 
She had forgotten the usual opening remark; so, after a moment’s 
hesitation, she simply said, “ The meeting is on! ” 

Conduct committees in the various classrooms often help to solve 
conduct problems by subjecting wayward pupils to the pressure of 
group disapproval. Setting up such a committee places the responsi- 
bility for reporting misconduct upon only a few pupils at a time, and 
thus discourages the tendency for every child in the class to become 
a tale-bearer. The other pupils consider it the committee’s business 
to bring questions of conduct, if necessary, before the entire class for 
discussion. We have found this procedure helpful in many eases. For 
example, a new pupil who had just entered one of our fourth-grade 
rooms took great delight in bits of horseplay and other misconduct 
on the sly. He soon found himself unpopular and his activities 
frowned upon, with the result that his attitude and behavior are now 
much improved. Another boy came to us from a small town, where 
he had been a local hero and general fun-maker. He tried to maintain 
this position in our fifth grade, but gradually found himself disliked 
and ignored. This treatment had its effect, and he finally took on a 
more wholesome, cooperative attitude. 

The writer also believes in having pupils rate themselves in conduct 
and then submit each rating to the class as a whole for criticism or 
approval. The judgment of the class is likely to be more accurate 
than any teacher’s mark, and tends to subdue and guide those pupils 
who are inclined to make trouble. 

The student council—For the past seven years our school has main- 
tained a student council consisting of one boy and one girl from each 
room of grades four to seven, or a total of about thirty members. 
These members are elected by their classmates for one semester. All 
available evidence indicates that this organization is well worth con- 
tinuing. The council members grow perceptibly in qualities of leader- 
ship and social responsibility. Not long ago the writer asked about 
seventy-five present and former members of the council for frank 
answers to certain questions concerning their experience in the organi- 
zation. One of these questions was ‘‘ What is the chief way in which 
the council has helped you?” The answers were varied, but nearly 
all showed considerable insight into the objectives of the activity and 
real appreciation of its value. Many felt that the council had helped 





420 ELemMentary Scuoort Princrpas 





them to be better school citizens; to be loyal, obedient to rules made 
by the group, respectful of authority, courteous, and helpful to others, 
Others were sure it had given them added confidence in themselves, 
and the ability to participate without embarrassment in group meet 
ings. One boy, who for more than a year had had charge of ringing 
all program bells, said, “ It taught me to be on time and do my duty.” 

During a session of the National Conference on Student Partici 
pation held at Seattle in 1927, someone asked a prominent speaker 
whether he thought a bad boy should be admitted to membership on 
the school council. Without a moment’s hesitation the speaker re- 
plied, “ Yes, it will make him good!” To bring a certain boy who 
had been a difficult problem—a clinic case, in fact—under the influ- 
ence of the council, we created an opportunity to make him a member 
(he would never have been elected by his classmates). The added 
responsibility and the knowledge that his teachers had confidence ir 
him helped him greatly. Altho other factors were involved also, ex 
perience on the council had a great deal to do with this boy’s 
improvement. 

One of the council activities which we found most worthwhile was 
the formulation of the school citizens’ code given below. The children 
received some help on item 9, but the other items were drafted without 
adult aid. 





SCHOOL CITIZENS’ CODE 


. Make good use of time. 
. Laughing at accidents that cannot be avoided is rude and unkind. 
. Good school citizens respect authority. 
. Good school citizens are considerate of others. 
. Treat other people’s property as you would like to have them treat yours 
. Be careful and not wasteful of school supplies and books. 
. Walk quietly in the halls and do not talk unless necessary. 
. Be courteous at all times. 
. A good school citizen does not throw snowballs, stones, or anything else that 
may injure anyone or destroy property. 
10. A good school citizen conducts himself well in the lunchroom. 


CON OO WN 


The teachers have reported many specific incidents which indicat 
the influence of this code upon pupil behavior. The children like to 
check themselves against the various items to see where they are 
failing and where they are improving. Their attitude toward one 


another is more critical and at the same time more helpful. One boy | 
noticed another running over a new lawn and reminded him that he | 


should not do it. In reporting the incident the first boy said, ‘ I just 


asked him how he would like to have someone run over his new lawn.” | 


When the other boy had replied that he wouldn’t like it, the first on 


had said, “ Well, then don’t do it to anyone else.” A general increase | 





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FourtrEentu YEARBOOK 421 








in respect for the feelings and the property of other persons, both in 
school and out, seems to have resulted. Pupils are more careful of 
school books and supplies, and are more inclined to mend a torn book 
at once. They are more trustworthy when left alone in their class- 
rooms. Many have reported improvement in their relations with 
brothers and sisters, playmates, and parents. The student council in 
general, and the citizenship code in particular, have undoubtedly 
helped to create a finer spirit among the children and to bind the 
various grades closer together as a single school unit. 

Building patrols—In our school a system of building patrols con- 
tributes much to the outcomes already mentioned. These patrols have 
many specific duties about the building, including checking on pupils’ 
conduct. Their activities have helped to develop a cooperative atti- 
tude on the part of the patrolmen themselves and the other children 
as well. All are more sensitive to misconduct and more ready to con- 
demn it. All are more open to suggestions for improvement and more 
willing to discipline themselves. 

Members of the patrols learn to shoulder responsibility and to meet 
unexpected situations with good judgment and skill. For example, 
a first-grade teacher, upon returning late to her room after a meeting 
during the noon hour, found a seventh-grade patrolman in charge of 
her children. There were more than forty in the room and all were 
busy, some reading, some drawing, and others writing. When she 
thanked the boy and asked him how he happened to be there, he re- 
plied, ““O, I am a member of the patrol, so I just came in when I 
saw you weren’t here.” 

The influence of the patrols extends also to after-school hours. 
One day a boy walked into a store and took a candy bar without paying 
for it. Two boys outside noticed his act, and persuaded him to re- 
enter the store, return the candy, and apologize to the proprietor. In 
another case, two boys induced one who had broken a window and 
was about to run away, to go to the owner and admit the offense. 

Pupils like to serve on these patrols. When a former pupil returned 
to visit and was asked what he had liked best at our school, he 
answered, “When I was made a patrolman.” It is necessary, of 
course, to discourage a tendency in some children to derive excessive 
pleasure from fault-finding and telling others how to behave. On 
the other hand, children generally accept criticism from other chil- 
dren in good spirit, and profit greatly from it. 

Conclusion—While the preceding discussion has not proved the 
value of pupil participation in a scientific sense, it has presented the 
general convictions of one elementary-school staff on the basis of its 
experience with certain types of participation. The outcomes of these 











422 ELEMENTARY Scuoot PriIncrpats 








activities, as we have observed them among pupils still in school, may 
be summarized as follows: 

1. An immediate improvement appears in the children’s attitude toward thy 
school; the school atmosphere becomes one in which pupils, teachers, and principa 
can work together naturally and easily. 

2. Anti-social tendencies gradually yield to a favorable group pressure, and 
discipline almost ceases to be a problem. 

3. Pupils readily and sincerely try to observe standards of conduct which they 
themselves have helped to set up. 

4. A more kind and thoughtful attitude toward other people develops and 
extends even into the home. 

5. The children acquire resourcefulness, self-confidence, and skill in meeting 
new and unexpected situations. 

The most significant question, of course, is whether these activities 
and their immediate results will be reflected in the personalities of 
pupils after they have left school. No one can give a satisfactory 
answer to this question at present, and probably it would be unreason 
able to expect too much carry-over, in view of the many other in 
fluences which surround our children today. The writer believes, 
however, that of the many activities which give promise of affecting 
attitudes and conduct in adult life, a well-conceived program of pupil 
participation in school management is likely to produce the most 
valuable and far-reaching results. 


HOLESOME GROWTH is directed growth. Even after the 
W patrol system had been put into operation, it needed con 
stant guidance by a mature person. We therefore appointed 
a man teacher who was well liked by the pupils, as super 
visor of patrol activities. He was relieved of homeroom duties 
so as to be free to advise pupil officers whenever necessary. In 
addition, he meets with the officers regularly each week to 
discuss patrol problems and methods for improving the 
school.—Gallagher, May A., see p. 439 of this yearbook. 








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FourteentH YEARBOOK 423 


SOME RESULTS OF PLANNED PUPIL PARTICIPATION 





Lota S. Evier 


Principal, Jefferson School, Indianapolis, Indiana 


NE OF THE IDEALS OF MODERN EDUCATION is that the school be 
life rather than merely preparation for life. To vitalize the 
school day as a real experience, the pupil must be a part of 

the school organization. Formal, autocratic government of ruler and 
subject is not wanted. To be sure, every institution has its code of 
laws, enforced by officers in authority. A prison has its guards; an 
insane hospital has its keepers; the old-fashioned school had its 
Ichabod Crane. But the domineering, managerial type of teaching 
is not in keeping with the theme of the modern school. 

Realizing that democracy should permeate our school system, and 
believing that the 260 pupils of Jefferson School would be helped 
by a practical plan of pupil participation in school management, we 
undertook to develop a centralizing plan for such participation. No 
senate, city, court, or cabinet seemed advisable, however. Any such 
artificial organization was deemed educational as dramatization, but 
not valuable as government. “ In trying to bring a school into the form 
of a city, it is as if we tried to have a child wear his father’s suit— 
trousers are rolled up at the bottom, sleeves are pinned up, pieces are 
cut out here and there, tucks and gathers are made in abundance, but 
the suit remains a misfit.” * 

Analysis of existing units—The first step was to analyze all exist- 
ing units of pupil participation and to either discard or develop them. 
According to their reason for existence, such units were classified as 
follows: 

1. Units for entire building: traffic squad, milk-lunch committee, playground 
committee, and basement committee 

2. Units for principal’s help: telephone boys, errand girls, attendance commit- 
tee, building bulletin-board committee, and flag committee 


3. Units for individual rooms: blackboard and eraser monitors, dusting com- 
mittee, book committee, and music committee. 


These units were of some advantage to the principal, to the teachers, 
and to the few pupils concerned. Their value was limited, however, 
because there was no prevailing motive, no choice but appointment, 
no opportunity for many pupils, and no unity of purpose. A real 
need for broadening and unifying the organization was evident. 

Developing a coordinated plan—The keynote of our procedure 
was cooperation. On the part of teachers this required an under- 
standing of the psychology of the plan; the ability to lead and suggest, 


1Mirick, G. A. Progressive Education. Boston: Houghton Mifflin Co., 1928. p. 159. 











424 Exementary Scuoot Princrpats 





and to refrain from dictating; sympathy toward the child’s point of 
view; a realization of the need for pupil participation; and a firm 
belief in the ability of children to help in school management. 

The approval and interest of pupils were enlisted by calling the 
student body together, presenting plans carefully and clearly to the 
children, and finding work for as many as possible at the very be. 
ginning of the plan. 

Probably the most effective policies in the formulation of machin- 
ery for the plan were the deliberate steps taken in modifying the old 
organization, the unity and simplicity of the new organization, 
definite and formal agreements concerning changes to be made, repre- 
sentation from the children of each room, and the continuation of 
existing units insofar as they were useful in the new set-up. 

With plans definitely under way, the best helping devices wer 
the placing of pupil-participation activities on the regular school pro- 
gram, the careful selection of faculty sponsors, the development of 
homeroom organizations, the wise selection of classroom representa- 
tives for membership on the central council, giving the organization 
a definite name and purpose, and providing a few definite rules for 
its operation. 

The duties set up under the new organization were classified as 
follows : 

1, Administrative duties: scheduling meetings, recording activities proposed 
sanctioning new practises, fostering unity, and holding interest 

2. Supervisory duties (of teachers, principal, or both): power of veto, atten- 
dance at meetings, suggestions on procedure, sympathetic viewpoint, and direction 
of activities 

3. Duties of pupil leadership: officers, committee chairmen, room representa- 
tives, spokesmen, and friendly agitators. 


Results of the plan—This simple plan has been in operation for 


a period of two years. Discouragements have occurred, problems have | 


arisen, and perfection has not been attained. But even from so brief 
an experience certain outcomes have been realized. Observation and 
records of pupil attitudes and performance have led us to conclude 
that our plan accomplishes the following: 

1. Gives each child opportunity to develop initiative. For example, 
John, aged twelve, had been a sulky, unpopular boy who always felt 
that somebody had “ picked on him.” Asked by the room representa: 
tive to take charge of balls and bats, and to see to their proper care 
and distribution, he began to show signs of improvement. Within 
one month he had suggested plans for the reorganization of the boys’ 
game program. 


2. Provides a sense of personal satisfaction for each pupil. In: | 


feriority complexes, particularly among children who have never 


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FourtEENtH YEARBOOK 425 





excelled in scholastic attainment, are reduced or eliminated. A num- 
ber of children, previously retiring and reserved, have become inter- 
ested and enthusiastic in projects they are helping to promote. 

3. Creates a cooperative spirit between teachers and pupils. Elsie 
had been a disciplinary problem, and had often told the principal 
that nobody ever liked her. When a teacher had shown her some 
attention she complained that Miss T— was “trying to work 
her.” But when a committee chairman gave Elsie work in helping 
a teacher with library books, a real friendship between teacher and 
pupil developed. She enjoyed her work with the teacher because it 
was partly her own task. Elsie had learned what real cooperation 
means. 

4. Develops intelligent obedience to authority. Teacher-made rules 
are unknown, but rules made by the council always recognize the 
authority of teachers and principal. Pupils respect and obey that 
authority because they understand the logic of the rules. In many 
other ways, the ability of pupils to govern themselves has become 
apparent. Self-government has led naturally to better citizenship. 

5. Fosters democracy in school life. Scholastic ability, honor rolls, 
and citations do not determine participation in our plan of govern- 
ment. Scholarship is not ignored, but effort also is recognized. More 
opportunity for equality exists when all the children share in the 
responsibility of good government. 

6. Provides responsibility for all pupils. One of the challenging 
tasks was to make children understand that they were helping and 
participating in other ways than the usual stereotyped tasks of moni- 
tor and helper. Elections, discussions, and making appointments de- 
manded responsibility. This was one of the principles that developed 
slowly as the children learned the meaning of responsibility. 

7. Develops intelligent leaders and followers. Only a beginning 
has been made in linking leadership and followership as two essential 
aspects of the same process. But the pupils are beginning to realize 
that followers as well as leaders are necessary. With adults, parents, 
and teachers still accepting the traditional idea that wealth and per- 
sonal prominence are the goals of an educated person, even a begin- 
ning in learning that usefulness to society is a better goal seems 
worthy of labeling as an outcome. 

8. Develops school spirit. “ Our school,” “ our shop,” “ our play,” 
and “ our plans ” are phrases constantly heard in the children’s con- 
versation. Enthusiasm in projects undertaken in any part of the 
school has increased with the realization that our whole school, and 
not just one group, is attempting something. School pride and school 
spirit seem to grow day by day. 














426 ELEMENTARY Scuoout PRINCIPALS 


9. Gives indirect character training. Lessons learned from others 


of the same age are often more forceful than those taught by an older 


person. “ You have to be a good sport and not afraid to lose if you 
are on my committee.” “ Don’t think you are running this room 
we all have a share in this show.” “If you can’t do better than you 
did last time, you better pass your job on to someone else.” “ Why, 
even girls are a help, aren’t they!” These are some of the recorded 
quotations typical of conversation within different groups. Certainly 
indirect character training has been intensified. 

10. Provides for self-expression. Gradually all the children have 
developed the courage to express their opinions. Moreover, with the 
short time available for discussion, their eagerness to participate has 
resulted in brief, concise statements. Spontaneity has grown from 
eagerness, and self-expression has improved with interest. 

11. Raises standards of ethics and behavior. The number of dis- 
ciplinary cases has decreased. The desire for pranks or mischief 
seems to be overshadowed by interest in plans for better government. 
Constructive criticism of one another has equalized standards and 
brought the general level of the entire student body to a higher plane. 
Probably this is one of the most gratifying outcomes from the ad 
ministrative point of view. 

12. Helps strengthen and develop many desirable traits. Honesty, 
integrity, and loyalty have been illustrated many times. These traits 
are not perfectly developed in all pupils, of course, but we are con- 
stantly aware of improvement in them. Frank, honest dealing with 
one another, dependability and integrity in cooperation with teach- 
ers, and loyalty to the general scheme of school government certainly 
have strengthened these traits in other similar situations. 

These outcomes, functioning along the three major lines of self- 
government, citizenship, and character, have compensated teachers 
and principal for the effort necessary to instigate the plan. The right 
kind of pupil participation in school government demands patience, 
understanding, planning, support, and sympathy, but as a result the 
school attains a happy, healthy, wholesome atmosphere, in which the 
children are really engaged in the important business of living to- 
gether usefully and harmoniously. 














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FourtTEENtTH YEARBOOK 427 


SCHOOL CITIZENSHIP THRU PUPIL PARTICIPATION 


J. 8. Hupson 
Principal, Springdale School, Tulsa, Oklahoma 





© PLAN OF PUPIL PARTICIPATION in school management can be 

sound that has as its sole object a more smoothly running 

school. Pupil participation is justifiable only to the extent 
that it educates the individual child thru a stimulation of his growth 
in self-control and social cooperation. External control, whether by 
teachers or other pupils, fails to provide adequately for this growth. 
A plan that provides only for junior police, hall patrols, student 
council courts, and similar organizations, and does not provide for 
the active participation of all the pupils in the school, sets up a con- 
dition of external control. From such a plan we may expect rather 
meager results in terms of changes in the conduct of the individual 
child when the external control is removed. All pupils of the school 
should have an opportunity to participate actively in a plan of inter- 
nal control of the school, which involves primarily the pupil’s control 
of himself under proper guidance. 

For the past four years a plan of pupil participation in school 
control has been used in the Springdale School of Tulsa, Oklahoma, 
as a vehicle for the creation of certain attitudes. The emphasis in 
this program has been placed on the development of individual and 
group attitudes rather than on the actual control of the school itself. 
Yet those familiar with the program believe that with the emphasis 
thus placed, a most effective school control has been developed. The 
remainder of this article describes the Springdale plan.' 

Outcomes sought—The three attitudes of courtesy, cooperation, 
and self-control were selected as the outcomes to be developed. They 
were chosen as being best adapted to a plan of pupil participation 
from two points of view. They are perhaps the qualities most essential 
ta effective pupil participation in school control when participation 
is thought of as a function of all the children. On the other hand, 
courtesy, cooperation, and self-control are the most logical outcomes 
of a plan of pupil participation involving all the children of the school. 

Other reasons entered into the selection of these three attitudes as 
the basic objectives of the plan. Courtesy, cooperation, and self-con- 
trol are rather general traits when defined in terms of school conduct. 
Practically all problems of pupil-teacher relationships and pupil-pupil 
relationships are due to a failure in one of these three traits. The 
child fails to show proper courtesy to the teacher or to a fellow pupil; 

1The writer is indebted to Miss Hazel Murphy, teacher and director of citizenship activities in 


Springdale School, for many features of the plan described and for the success of its operation. 
Neither Miss Murphy nor the writer claims originality for the CCC idea. 











428 ELEMENTARY Scuoot Princrpats 





he fails to cooperate with the teacher or with his group for the best 
interests of the group; or he fails to control himself properly in the 
interest of himself or the group. Fighting, temper tantrums, and 
even lying and stealing will be recognized by the pupil as failures to 
exercise appropriate control over his temper or his desires. 

Still another reason for the selection of these traits—less signifi- 
cant, perhaps, yet effective—is found in the alliteration in the trait- 
names themselves. ‘‘ Courtesy, Cooperation, Control (self) make 
Citizenship ” is a slogan that catches the fancy of the child. As a 
result, a “CCC Citizenship Club” may readily be formed. 

Weekly citizenship meetings—The most effective feature of the 
plan is the weekly citizenship meeting held by each class in the school. 
Such meetings are held every Friday during the last period of the 
day. While these meetings are in charge of the officers of the class, 
even in the first grade, the teachers make careful plans to direct pupil 
interest and activity into the proper channels and to keep the nature 
of the meeting constructive. 

Each class is made to feel that it is responsible first of all for its 
own control, and that it then has a more general responsibility to the 
school as a whole. Each member is impressed with the idea that he 
should accept responsibility for his own control in his class so that 
his attitudes and conduct may be in harmony with those of the class 
as a whole. Matters of class or room interest are discussed, and de- 
cisions are made as to the proper attitude toward problems of class 
conduct and class control. The attitude of the group should become 
the attitude of the individual child in these matters if the teacher 
functions properly in directing the formation of class attitudes. The 
children discuss means of making the school a better school, a happier, 
more pleasant place in which to live and work together. They discuss 
new situations which have arisen in the conduct of the school, the 
possible ways of meeting these situations, and the advisability of 
making a regulation to govern the situation for the general good of 
all pupils. A delegate to the student council makes a note of any 
class action or suggestion, and then reports it to the council. 

If a new type of activity is to be engaged in during the following 
week, plans are made to obtain the best possible cooperation in that 
activity. For example, suppose that a general assembly has been 
announced. The teacher may say, “ Next Tuesday there will be a 
program for all boys and girls in the school. Since we shall all want 


to see and hear well, what do you think we can do in order that every- | 
one may see and hear best?” The children will suggest while the | 
teacher or secretary writes their suggestions on the blackboard. There | 
will be little difference in the lists of suggestions made by the first 














FourtTEENTH YEARBOOK 429 





grade and by the sixth grade. On the day of the special activity the 
teacher seldom has to remind any child who had a part in setting up 
the standards of conduct that he is not doing the most courteous or 
cooperative thing. The child feels a keen responsibility for maintain- 
ing the standards of conduct which he either helped to suggest or 
agreed to. If he forgets, the disapproval of his group soon calls his 
attention to his neglect. 

In addition to consideration of matters of class and school control, 
each class engages in a number of other activities during the weekly 
citizenship meetings. These activities include listing all the courteous 
acts observed during the week; making a code for courtesy, for co- 
operation, and for self-control; checking their own class conduct for 
the week; and selecting or checking on some one responsibility of a 
general nature for the class. Such class responsibilities have been as 
follows: having the most orderly line in school when passing from 
room to room ; keeping lockers closed ; ; keeping the school yard clean ; 
having the mont courteous class in school ; helping little children across 
the street ; and being helpful to kindergarten and first-grade children 
in the building and on the playground. 

The student council—The student council, which is made up of a 
delegate from each class and from other school organizations, acts 
as a clearing house for the entire school. It is the unit which co- 
ordinates the activities of all class meetings and gives unity to the 
entire program. It has no authority to reprimand or punish children. 
The representative from each class reports what was done in the last 
meeting of that class, and passes on to the council any suggestions 
for general school control. He reports suggestions for improvement 
of the school, for new regulations affecting the welfare of all pupils, 
for changes in old regulations, and for activities involving school-wide 
participation. The representatives also bring in reports concerning 
improvements noticed. The student council acts upon all suggestions 
which are of school-wide interest, and the representatives then report 
to their class groups the decisions of the council. 

Citizenship news—Each week the principal, together with the 
teacher in charge of the student council, prepares a citizenship news 
bulletin. Only items pertaining to the activities of the various class 
meetings and to regulations or to suggestions of the student council are 
included in the bulletin. Each class in the school may thus be kept 
informed of what other classes are doing. This stimulates each class 
to achieve something worthwhile, and allows the best activities to 
become known and tried by other classes. Each week the bulletin 
carries suggestions to teachers for planning their weekly meetings in 
order that there may be unity in the entire school program. 








430 KLEMENTARY Scuoot Principats 





Courtesy guides—A number of children called “ courtesy guides ” 
are assigned duties in the halls and on the playground. These guides 
automatically become members of the student council. Their duty 
consists of reminding children about certain regulations which they 
may be overlooking. This entire plan of pupil participation in school 
government is operated on the idea that each child and each class 
must be responsible for its own conduct, but occasionally some chil 
dren need a reminder. The guides only remind, and never touch 
another child. However, they do report any child who does not 
cooperate immediately. The child is reported not for disobeying a 
guide, but for failure to cooperate for the general good. In the course 
of four years an attitude of respect has been created toward the 
guides. They are not looked upon as “ bosses,” and the children 
generally respect a reminder or a request from them as much as if it 
“ame from a teacher. 

Conclusion—While it is difficult to determine how effective any 
plan may be in terms of individual or group outcomes, there is reason 
to believe that some definite results have been achieved thru the plan 
of pupil participation just described. Very acceptable discipline is 
maintained in the school, and this is accomplished without inspiring 
fear on the part of the children. Ours is not a program of preaching 
and lecturing, but one of opportunity to respond correctly under th 
stimulus of self-respect and social approval. 


T MAY BE EASIER to administer an elementary school if the 
I principal and his staff make all decisions and assume com- 
plete responsibility for details of organization and activity, 
but such a procedure would lose sight of some of the greatest 
opportunities for developing civic responsibility, self-control, 
intelligent leadership, social cooperation, and other positive, 
fundamental traits in character building.—Borgeson, F. C., 
All-School Activities, A. 8. Barnes and Co., 1931, p. 48. 














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Fourreentu YKARBOOK 431 





BUILDING CHARACTER BY PUPIL PARTICIPATION 


A. Karurertne McCioskry 
Principal, M. Hall Stanton School, Philadelphia, Pennsylvania 


UPIL PARTICIPATION in school control has in view the education 

of children for life in a democracy. Since democracy is the end 

sought, it also must be the means of education. It is essential 
that the school subordinate all other ends to the promotion of those 
character traits and habits which best qualify citizens to govern 
and be governed aecording to democratic ideals. The school is to be- 
come a training ground for developing technics in moral situations, 
where knowledge of the good and the desire to serve the good will be 
coexistent, and where the individual will develop a keen interest in 
the school community because he is considered an important member 
of it. Placing responsibility on shoulders which have not felt it be- 
fore often wins and develops the boy or girl who is a stranger to the 
spirit of service, one of the foundation stones of democracy. From 
this consent to be governed for the welfare of all comes the modified 
form of pupil participation which helps to prepare the future citizen 
for democratic living in its finest sense. As a result of such partici- 
pation, there should be a gradual accumulation of desirable character 
habits and an increased capacity for making wise judgments. 

To the extent that it becomes a place where children are active, 
free, constructively energetic, and imbued with a spirit of, justice, 
charitableness, and uprightness, the classroom approaches the ideal 
testing place for these democratic potentialities. The school must 
provide a setting in which pupils may be led, step by step, into atti- 
tudes of right thinking and right acting. Then, when these future 
citizens are released from their teachers, there is hope for them to 
become builders of a democracy such as our national fathers conceived. 

A general plan for pupil participation—In the past many types 
of school plans have been offered by character education committees 
and welfare organizations. Their underlying theory, in modified 
form, is the foundation of numerous practical plans used in the 
schools today. All of these plans aim to create an environment rich 
in opportunities for the practise of character traits which are desir- 
able in a democracy. In some of them the organization is rather com- 
plex, and in a few even fanciful, while in others it is quite simple 
and non-technical. The more simple type of organization is recom- 


mended. Highly specialized technics are not required to produce 
8 














432 Exementary Scuoot Princrpats 





satisfactory results. The following outline shows the types of organi- 
zation units often used: 

1. The room club: Has officers and departments; conducts class business 

2. The central club, round table, or school council: Composed of representatives 
from the room clubs; has officers, departments, and teacher advisers; handles 
business of the school as a whole, and of the school neighborhood; reports the 
minutes of its meetings to the several classes. 

3. Departments of class and central organizations: Includes such departments 
as “cleanliness and health,” “safety,” “welfare,” and “ property.” 

4. Individual conference periods: Give teachers an opportunity to come into 
personal and confidential contact with those needing special guidance or help. 

Grades that may participate successfully—Successful pupil partici- 
pation in classroom control is possible in grades 1 to 6. The interest 
of the pupils in the immediate activities of their own class is a strong 
motivating factor. Such activities include the care of supplies, books, 
bulletin boards, plants, and other school property. Pupils of grades 
1 to 3 under careful guidance may participate in this type of activity 
to a limited degree. 

The pupils of grades 4 to 6 can participate successfully in the 
management of the school as a whole where the authority given is 
clearly defined, where the assignment is definite and specific, and 
where the pupils earnestly desire to cooperate. Activities involved 
in this type of participation include safety patrols, traffic guards, 
messengers, supervisors of play, sanitation squads, and lunchroom 
helpers. The success of these activities depends in a great part upon 
energetic, inspirational, and alert teacher leadership. 


Steps in organization—It is generally advisable to let class organi- | 


zation precede school organization, and to allow both to grow out of 
a felt need. The first step in class organization is to arouse within | 
each group a spirit of cooperation. Once aroused, this spirit may be 
so directed by the teacher that the pupils feel the need of appointing 
a committee on organization. This feeling of need may arise from 
a class incident, a visit to a class already organized, an assembly 
demonstration, a pupil’s request, or a suggestion in the school paper. 
The next step is to select committee members and class officers. In | 
a school where participation in school control is new to the pupils, | 
it may be best to have only one or two committees during the first | 
semester. Additional ones may be launched from time to time as | 
the need arises. Committees may be elected by the class or appointed 
by the teacher. In either case, changes in membership should be made | 
frequently until the committees are functioning smoothly and effec: | 
tively. Mutual relationships and responsibilities must be thoroly 
understood, and there should be considerable class discussion of suit: | 
able qualifications for committee members and officers. The pupils | 
should learn to appreciate the qualities required, and to make intelli 








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FourtEENtH YEARBOOK 433 





gent selections. Ability, rather than friendship or popularity, should 
influence the choice of these leaders. 

The class officers should be elected by the pupils, preferably from 
the class at large. Voting may be done by open or closed ballot. 

When class spirit and class organization are strong, and the need 
for a unified school organization arises, it is wise to elect class repre- 
sentatives to a central body whose function is to serve the school as 
a whole. Improvements may be wanted in halls, fire towers, yards, 
and the immediate neighborhood. It is essential that the adviser of 
this group be enthusiastic, energetic, and efficient. 

Classroom procedure—The class discussion is the heart and soul 
of the class-organization meeting. Here, in a spirit of good-fellowship, 
sportsmanship, helpfulness, and group consciousness, is reflected the 
capacity of a class to engineer its own process of social evolution. 
Actually a class discussion of this kind need be no different from that 
in a regular classroom lesson, a socialized lesson where a pupil chair- 
man is in charge. Both the club meeting and the socialized lesson 
represent good teaching method, and require no violent readjustments 
for either teacher or children. 

General pupil participation will depend upon the excellence of the 
class chairman. There should be more children volunteering to speak 
than can be called on readily. The same individuals must not be 
continually recognized. Some pupils attempt to monopolize the entire 
discussion; often there is a glib pupil who wishes to bask in the 
limelight, lending many words but few ideas. The chairman may 
be advised to call upon the reserved or timid children. Every child 
must be made to feel responsibility for offering suggestions and 
promoting discussion. Often a pupil who has not offered to speak 
will make a valuable contribution when called upon by the chairman. 

Complete frankness in discussion is of doubtful value, and requires 
the good judgment of the teacher as to its use. It is frequently neces- 
sary to expose back-sliders; on the other hand, certain subjects may 
better be left undiscussed. Complaining and fault-finding are to be 
condemned. Children can be trained to give and take criticism in 
a spirit of wholehearted cooperation. 

When a topic has been discussed, some final decision or conclusion 
is necessary. This conclusion may be a class suggestion, an action 
taken, or a rule formulated. It may assume the nature of general 
social condemnation of an undesirable practise. 

A few simple rules of parliamentary law may be used to good effect. 
The use of such rules encourages a certain courtesy, recognition, and 
respect not otherwise possible. Care should be taken, however, that 
parliamentary procedure does not deaden the spirit of the meeting. 








434 ELemMentary Scuoot Principars 





Reports from the central council—As mentioned above, the central 
school council may well send reports of its committees and minutes 
of its meetings to the several room elubs for discussion. Such ecom- 
mittee reports as the following stimulate and unify the class groups: 


1. Report of Welfare Committee: 

a. Improvements noted: (1) At indoor recess the pupils are drinking from 
the fountains near their own rooms, and are forming lines for turns. (2) 
Passing lines are stopping to allow people to cross when necessary. 

b. Suggestions on courtesy to visitors: (1) Provide a chair and a book for 
visitors. (2) If visitors are at the back of the room, go to the front or use 
another aisle. (3) Ask strangers if you may help them. 

. Report of Property Committee: 

a. Improvements noted: (1) The librarians are carrying fewer books from 
cases and closets. (2) Books are being placed carefully under desks. 

b. Suggestions for the future: (1) Board erasers are to be beaten with a 
ruler or each other. We want our school walls kept clear of chalk beatings 
(2) Leave pen-knives at home. They are dangerous and are sometimes used 
on wrong articles. (3) Buy notebooks without rings so our desks will receive 
no scratches, 


bo 


After these reports have been circulated, the committee chairmen 
may make inspections and report the results to the central council. 

Treatment of offenses—Pupil representatives are to advise and 
suggest, never to punish. The other children should be imbued with 
a desire to cooperate with their chosen representatives so that th 
need for punishment may be reduced to a minimum. The purpose of 
school punishment should invariably be corrective and educative, 
never retributive. Where they are necessary, punishments should be 
meted out by the teacher or principal. 

Conclusion—The character-building values of pupil participatio. 
in school control, if wisely developed, are very great. Under a sound 
and well-supervised plan, the pupils become intensely interested in 
class and school problems. Responsibility is assumed with dignity 
and cheerfulness. Officers are selected because they have the necessary 
qualifications, and not merely because they are popular with their | 
fellows. Offenses rather than offenders receive the major attention. 
Class attitudes are developed thru discussion of various problems 
Group responsibility for right conduct evolves, and training for con- 
structive participation in a democracy is achieved. 

As a result of this experience in school, the pupils want to know 
the answer to many problems discussed at home. Having had ex 
perience in cooperative thinking, planning, and acting at school, they 
are ready to assist with the solution of home and community problems. 
Thus pupil participation provides training in democratic living, and 
democracy becomes the means as well as the end of education. 











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FourtTEENTH YEARBOOK 435 





A REPRESENTATIVE STUDENT COUNCIL 


Marcarer Mircnett Hurr 
Teacher, Ninety-ninth Street School, Los Angeles, California 


ECENT SOCIAL DEVELOPMENTS have emphasized the necessity for 
permitting children to take an active part in the management 
of the school, especially in those phases which have to do with 

human relationships. We can give children no finer training than 
that which helps them to get along with others, to weigh the evidence 
on all sides of a group issue, and to form their own judgments even 
tho these are not always the best. 

Ours is an elementary school of about 850 pupils, including all 
grades from kindergarten thru the eighth. The children are allowed 
all the freedom possible, with no more general building rules than 
are necessary to maintain safety and respect for the rights of others. 
The pupils pass in and out of the building informally, and are re- 
stricted on the playground only by rules of their own making. Natu- 
rally, many problems involving safety, conflicting interests, health, 
and sanitation arise frequently. As these all concern the children 
directly, the children themselves are the ones who should face the 
issues and work out their own solutions. To furnish the opportunity 
for such experiences, we have developed a plan for student manage- 
ment which has given good results. 

Classroom organization—FEach room is organized as a club, with 
an elected chairman or president, and a secretary also in those rooms 
where the children are old enough to take notes. Weekly meetings 
are held with the chairman presiding, and lively discussions take 
place about all sorts of matters concerning the welfare of the particu- 
lar group and of the school as a whole. The teacher remains in the 
background, taking part only when called upon for an opinion or 
suggestion by a member of the group, or when bringing up some 
point which she, as a member of the group, wishes to have discussed 
thru the chair. These meetings are most interesting, and it requires 
only a short peep into one of them to see what fine work in character 
training is being done by the children themselves in working out 
their problems. The secretary records the decisions and prepares a 
list of those matters which reach beyond the walls of the classroom 
into the larger region of the school. 

The central council—To handle these general school matters, there 
is a central council consisting of representatives elected from all the 
classrooms above the second grade. This council is the most important 
organization in the school; membership in it is considered one of the 
greatest honors that can be bestowed upon a child. To belong to it, 











436 ELemMentary Scroot Principats 





he must be responsible and dependable, and his citizenship must be 
outstanding both in the room and on the playground. As a mark of 
distinction, the representatives wear gold or blue pins. Close super- 
vision is exercised by all of the children to see that their representa- 
tives live up to the high standards of behavior expected of them. 
The children in every room feel that it is their duty to send the very 
best citizen in the room to this all-important group. The children 
selected try very hard to live up to the expectations of their classmates, 
lest they be asked to resign in favor of others better suited to the work. 

One morning recently the teacher in charge of the council was 
met in front of the building on her arrival by the representative of 
grade B-8. In his hand he carried his pin. He handed it to the teacher 
with this remark, “‘ Here is my badge. I guess I’ve lost it. I was in 
a fight on the way home from school yesterday.” She took his pin, 
but told him that she would keep it until an investigation of the affair 
was made by his teacher, and that whatever was decided in his room 
about his eligibility to hold his job would be accepted by her. His 
classmates suspended him for a week. He is back on the job now, 
glad to be there and anxious to stay. 

Members of the council elect a president and a secretary at the 
beginning of each semester. The president is the most important 
pupil officer in the school. He is made to feel that he shares the re- 
sponsibilities of the school with the principal, and is privileged to 
consult with her at all times on school matters. He conducts the 
weekly meeting with tact and dispatch. 

The safety patrol—The classroom representatives comprise about 
one-half the membership of the council; the other half is made up 
of the safety patrol. These are children in the upper grades, generally 
A-8’s, who actively help on the playground and at danger spots thru- 
out the school. They serve as monitors on the stairways to keep the 
children moving in an orderly and safe way. At each type of play 
apparatus there are monitors who know the proper way to use it 
and what grades are permitted to play on it. There are monitors at 
the drinking fountains and in the basements. These children wear 
arm bands and are the envy of the entire school. One of the first 
remarks heard after the children are promoted to grade A-8 is, ‘‘ Now 
maybe I can be a patrolman and have an arm band.” 

These monitors must be good citizens first of all. They are told 
to be courteous and considerate to every child, and never to put their 
hands on anyone. A regular procedure is followed in dealing with 
offenders. If a child misbehaves or disobeys a rule, he is warned by 
the monitor; if he disregards this warning, he is warned again; and 
if he disregards the second warning, he is reported to his own teacher. 











FourtTEENTH YEARBOOK 437 





Generally, after a child has been reported to his own teacher, he 
improves immediately. The exceptional pupil who still disobeys is 
brought, as a last resort, before the central council at its regular 
meeting. The offending child stands before the group, and the council 
member reporting him makes his statement. Then the offender is 
given a chance to tell his side of the story. If the latter is found to 
be in the wrong, the president with the group decides his punishment. 
It usually amounts to explaining to the child the danger of the thing 
he is doing and the reason why there is a regulation against it. He 
is generally told to report to his teacher that he has been called before 
the council. One trip of this sort usually is enough for a child. The 
fact that he is brought before a group of his own classmates has more 
effect on his future behavior than any amount of admonition from a 
teacher. 

If the council is to function properly, not only must the children 
do their duties well, but every teacher must give the project her whole- 
hearted cooperation. The problems which the patrolmen take to teach- 
ers in the yard are vital to them and deserve the careful consideration 
and help of the teachers. 

Procedure in council meetings—The meetings of the council are 
conducted according to Robert’s Rules of Order, the president presid- 
ing and the secretary taking minutes. Every representative comes to 
the meeting full of suggestions from his room. There is scarcely time 
in the half hour allowed to take care of all the discussions that come 
up. It is surprising how much attention is given to situations that 
might be hazardous to the children. Matters of this sort are thought- 
fully discussed and, whenever possible, a remedy is suggested. The 
secretary records all final decisions, and those which concern the 
welfare of the school as a whole are later written up by the A-8 class, 
and distributed to every room for reference. In this way the appear- 
ance of the yard, the proper use of apparatus and materials, and many 
other matters are brought to the attention of every child in the school. 

Outcomes of council activity—We find many cases in which the 
citizenship of a child is improved by his membership in the council. 
For example, last semester Jack was given a job watching the boys’ 
drinking fountain. For a year previous to that he had been an occa- 
sional truant; time after time our truant officer had trailed Jack 
thru the neighborhood. The day he received his monitorship our 
problems with Jack ceased. His mother came to school to see us about 
it. She said his first words every morning were, “I must hurry, 
Mother, I have a job at school and I can’t be late.” The only times 
Jack was absent during the entire semester were the two weeks he 
spent in the hospital. When he returned, he immediately wanted to 











488 ELEMENTARY Scuoot Princirpats 


know if anyone else had been given his job. Needless to say, Jack’s 
job was still here for him. 

We have been asked if the fact that children report other children 
for breaking rules does not lead to tale-bearing. We have not found 
that it does. The children are taught to feel that we are working for 
the good of the whole school, and that they as members of the group 
are responsible for their behavior. They are made to realize that 
no one lives unto himself, but that each and all are members of a 
group, and the welfare and safety of one is not a thing apart from 
the welfare and safety of all. 

Occasionally, at the beginning of the semester, we delay starting 
the council work for one reason or another. Before many days havi 
passed we are deluged with requests from teachers and pupils alike 
to begin. The moment the council begins to function, there is a de 
cided improvement in discipline. 

There are a great many outcomes from an organization of this 
kind. The democratic procedure fosters and encourages good judg 
ment, fairness, and a desire to help others, both at home and at school. 
As the standards of behavior are set by the children, these standards 
are given great respect and consideration, while the leaders have a 
keen interest in influencing other pupils to live up to them. Rela 
tions with the teachers are friendly and democratic. All the children 
think and work for the good of the school, making suggestions and 
exercising initiative. Another important outcome is the development 
of leadership. Since all of the rooms have elected officers, many chil 
dren receive fine training in leadership, and since many aspire to 
these offices, the social graces are called into play. The emphasis on 
character tends to develop outstanding qualities. The training 
language also is important. So well do children learn to stand before 
a group and talk clearly and to the point, that their rapid improve 
ment week by week is plainly evident. For these reasons we believe 
strongly in the work of our school council and its related activities. 





i 





ore 
Vve- 
eve 
ies. 





Fourteentu YRARBOOK 439 


THE SAFETY PATROL IN SCHOOL ORGANIZATION 


May A. GALLAGHER 
Principal, Junior High School, Leominster, Massachusetts 


VY PLAN FOR PUPIL PARTICIPATION in school management should 
begin modestly and expand gradually in accordance with the 
pupils’ needs, interests, and abilities. Teachers must resist the 

temptation to get results quickly by doing most of the planning, as 
this robs children of the educational experiences involved in planning 
and acting for themselves. On the other hand, no plan should be put 
into operation without the approval and supervision of the faculty. 
The latter, knowing the needs and capacities of the pupils, must 
accept its share of the new responsibilities that accompany such a 
plan. 

Inauguration of a patrol system—The system of safety or traffic 
patrols in the Leominster Junior High School* began as part of a 
city-wide plan for safety education. At first the major purpose of 
this plan was to decrease the number of accidents and other difficulties 
among children on the way to and from school. Gradually, however, 
a similar need for patrols on the school grounds and in the building 
became apparent to pupils as well as teachers, and the plan was ex- 
panded to include traffic officers for classrooms, corridors, lunchrooms, 
auditorium, and playground, in addition to members of the outside 
patrol. The activities of these patrols were made integral parts of 
our school administration, with the following objectives in view: 

1. Making the school a safer and happier place in which to live and work 

2. Training children for citizenship thru the practise of cooperation and self- 
control 

3. Establishing a better school spirit or group morale 

4. Developing intelligent pupil leadership and followership 

5. Giving children more opportunity for self-development and self-expression 
in socially worthwhile ways. 

Faculty direction—Wholesome growth is directed growth. Even 
after the patrol system had been put into operation, it needed constant 
guidance by a mature person. We therefore appointed a man teacher 
who was well liked by the pupils, as supervisor of patrol activities. 
He was relieved of homeroom duties so as to be free to advise pupil 
officers whenever necessary. In addition, he meets with the officers 
regularly each week to discuss patrol problems and methods for im- 
proving the school. 

Membership in patrols—An important feature of our system is 
the voluntary character of patrol service. Pupils are made members 


1 Altho the patrol system described here was developed in a junior high school, it has several 
features which will be of interest to elementary-school principals and teachers.—Editorial Committee. 








440 ELementary Scuoot Princrpars 





of the patrols only after they have expressed a desire to serve. For 
this purpose we use an application blank, which was planned by the 
patrol officers themselves and submitted to the faculty and student 
body for approval. This procedure has made membership a privilege 
and raised the whole project to a distinctly higher level. Most pupils | 
are now eager for appointment on the patrols. 

We try to give as many children as possible the experiences of | 
leadership. Too frequently teachers look for leaders only among the | 
pupils who have high scholastic records, rather than among the ring- | 
leaders of mischief, many of whom have the common sense, courage, 
initiative, and sense of humor essential to real leadership. We en 
courage the mischievous children to apply for patrol service because | 
we have found that giving them responsibility for the welfare of their 
fellows not only has a stabilizing effect but helps to develop positive 
social-civic attitudes. 

At first, membership in the patrols was limited to boys. When the 
question of permitting girls to serve arose, the boy patrols decided, 
with the approval of the principal and faculty adviser, that every 
pupil in the school should be given a chance to answer a questionnaire 
on the subject. The votes of the 925 pupils answering this inquiry 
are summarized below: 

1. Should girls as well as boys serve as inside patrols? (Yes—735) 

2. Is it a good plan to have the boy patrols in charge one week, and the girls 
in charge the following week? (No—830) 

3. How shall girl patrols be appointed? 

a. By homeroom teacher? (Yes—300) 
b. By vote of homeroom pupils? (Yes—202) 


c. By application to the faculty director of the patrols? (Yes—423) 
4. Should girl patrol officers be taken from Grades 8 and 9? (Yes—634) 


_ 


5. Should girl patrol officers be taken from Grade 7 during the first semester? 
(No—638) 


Needless to say, this balloting resulted in the use of girls as well 
as boys on the inside patrols. 
Organization and administration of patrols—The following out- 
line, together with the accompanying chart, shows how the patrols 

are organized and operated: 
A. Officers 


1. Captain: in charge of all patrols and lieutenants 

2. Lieutenants: in charge of all patrols under their command 
B. Duties 

1. Lieutenants: responsible for conduct in toilets and on stairways 

2. Patrols: supervise direct passing and report misconduct in corridors 
C. Time on duty 

1. Morning: 8:20 to 8:30 

2. Noon: 1:05 to 1:15 

3. After school: 3:35 to 3:40 

4. Between periods while classes pass 








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FourtEENtH YEARBOOK 441 





D. Periods of service 
1. One week on all patrol posts 
2. Four weeks as lieutenant 
3. One week as captain 
4. Honorable discharge 
E. Demerits 
1. One demerit for conduct unbecoming a patrol member or officer while 
on duty or in classroom 
2. One demerit for absence from duty without sufficient cause 
3. A patrol member receiving two demerits is brought before the patrol court. 


Figure 1 represents the form used in posting the assignments of 
pupils on patrol duty each week. The numbers directly above the 
rectangles indicate the rooms in or near which the patrols take their 
positions. The numbers at the left of the rectangles indicate particu- 
lar pupils, the name of each pupil being written in the appropriate 
rectangle. 

After patrol officers have served as captains and received an honor- 
able discharge, they frequently ask to assist the faculty adviser by 
serving again when emergencies arise. 

Recognition for patrol service—Certificates for patrol service are 
given at a public assembly to all captains who have been faithful in 
the performance of their duties. These certificates are highly prized. 

More recently, inauguration exercises have been introduced. At 
these exercises members of the student council and the patrol officers 
are given the school oath of office by the city clerk of Leominster in 
the presence of the faculty, the student body, and invited guests. 
Speeches are made by the newly elected officers, who outline for the 
students what they intend to do for the welfare of their school. They 
ask for cooperation and help in accomplishing their purpose. 

The patrol court—aAs the pupils came to appreciate and understand 
their responsibilities and opportunities for school service, they asked 
if they could have a patrol court to investigate cases of non-coopera- 
tion in the safety activities of the school. When the approval of the 
principal and faculty advisory board had been obtained, the question 
was voted upon favorably by the student body and the patrol court 
was established. 

Before bringing offenders into the patrol court, the patrol officers 
give tickets similar to those used for automobile offenders. Duplicates 
of the tickets are left at the principal’s office. The court meets once 
a month, and the offenders are given an opportunity to explain the 
situation after they hear the charges against them. They are asked 
such questions as: “ Why did you do this?” “ Why was it wrong?” 
“ What are you going to do about it?” Under the supervision of the 
principal and the faculty adviser, the court is learning to seek the 
“why ” of misconduct in order to find a remedy that will really help 











































































































































































































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Figure 1—Organization of Inside Patrols 

















FourTEENtTH YEARBOOK 


443 





the offender and the school. Constructive plans for better behavior 
are stressed, rather than mere punishment. 

The number of tickets summoning pupils to appear before the court 
is shown below by years and months: 


School 
Year enrolment Sept. Oct. Nov. Dec. Jan, Feb. Mar. Apr. May June 


1931-32 771 9 6 5 3 6 10 9 8 5 3 
1932-33 867 12 15 8 12 10 14 5 4 3 1 
1933-34 948 18 15 10 8 9 8 6 6 4 0 


Homeroom discussions, assembly talks, and editorials in the school 
paper are used as means of overcoming non-cooperative behavior. 
Pupils who are brought before the patrol court the second time are 
made to feel that the situation is very serious. The record of these 
cases is as follows: 


Year Sept. Oct. Nov. Dec, Jan. Feb. Mar. Apr. May June 
1931-32 I 3 0) l l 4 3 I 0) 0 
1932-33 11 12 6 8 4 5 5 3 0 0 
1933-34 4 3 0 2 0 4 3 2 0 0) 


The largest number of patrol court cases occurred during the year 
1932-33, when many pupils who had been employed in factories re- 
turned to school because of the depression in business. Since patrol 
officers were inclined to be severe with second offenders, the principal 
and faculty adviser watched carefully to make sure that all evidence 
was evaluated carefully ; that judgment was suspended until all perti- 
nent facts had been learned; and that the penalty was based upon a 
careful consideration of these facts. This training was valuable both 
to the offenders and to the officers. 

Problems discussed by puyils—At their weekly meetings the pupil 
officers discuss such topics as the following: 

. Misuse of authority 

. Method of giving traffic signals 

. Cooperation with fellow pupils without friction 

. Welfare and safety of pupils 

. Fundamental principles underlying good citizenship 
6. Necessity for law and order. 


woe 


ore 


At other meetings the patrol officers exchange opinions on how to 
solve their individual traffic difficulties; how to relieve congestion at 
dismissal time; how school exits should be used during fire drills; 
and what dangers are involved in recreational activities. 

The secretary of the patrol club has submitted to the principal a 
list of suggested topics for homeroom class discussions, such as safety 
while coasting, safety coming to and from school, safety on the ice, 
fire hazards, safety at Christmas, and accidents that might occur in 
the school building or in the home. In this manner the principal has 








444 ExemMentary Scroot Princrpats 





become cognizant of dangerous conditions in the vicinity of the school, 
the home, the buses, and the recreational centers. 

Evidence of improved civic attitudes—There is abundant evidence 
that the pupils are becoming more “ safety conscious,” more coopera- 
tive, and more self-controlled. Two examples are especially worthy 
of note. 

Leslie, who was fifteen years old, overgrown, and sophisticated, 
had become a serious disciplinary problem at school as well as at 
home. As an experiment, he was made an outside patrol officer. He 
performed his duties faithfully, but when reported for smoking on 
duty he was removed from his post. Soon he asked to be given another 
chance, and received it. Three days later, he saved a child’s life 
by snatching him from the path of a fast-approaching automobile. 
A Leominster police officer saw Leslie’s act and reported it to the 
chief of police, who in turn wrote the boy a letter of commendation. 
This letter was published in all the local papers. Leslie’s self-respect 
grew, and the respect for him on the part of the student body increased 
to such an extent that he was elected as a commencement-day speaker. 
His speech, well delivered, was a masterful statement of the attitude 
which a pupil should have toward his school and toward legalized 
authority. 

In another case, an obscene note was found by a teacher after a 
class of thirty-five ninth-grade boys had left the room. Someone had 
clearly violated the school creed which the ninth grade had formu- 
lated and presented to the student body for acceptance. The class 
was recalled so that the situation might be brought to their attention. 
One member, who was also a patrol officer, asked that the boys be left 
alone to discuss the infraction. They chose a chairman to handle the 
matter, and ten minutes later the offender went to the office of the 
principal, admitted his guilt, and asked that suspension from school 
be withheld so that he might have a chance to “ make good ” with his 
classmates and teacher. His request was granted, and no further 
trouble developed in that group. Because the pupils were encouraged 
to assist in the solution of their discipline problems, they became more 
intelligently obedient to school laws and to the codes of conduct essen- 
tial to the welfare of the group. 

Conclusion—lIt is apparent on all sides that our people need better 
training for citizenship. Until recently, most of us have been so busy 
teaching the three R’s that we have failed to teach cooperation, service, 
civic obligations, and individual responsibility in a really effective 
way. These qualities cannot be expected to develop incidentally. 
There must be deliberate and careful planning if pupils are to grow 
in the ability to take care of themselves, to accept responsibility, and 








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FourtEENtH YEARBOOK 445 





to cooperate in the worthwhile activities of their group. A suitable 
system of school patrols can contribute much toward achieving this 
objective. 

The working out of such a plan is, of course, far more important 
than the plan itself. Only by experience can the pupils learn what 
cooperation in government means. Difficulties will inevitably arise, 
and must be attacked with the greatest possible patience and tact. 
Above all it should be remembered that no plan of pupil participation 
is a panacea for all problems of conduct. There will perhaps always 
be a few children who require more specialized treatment if they are 
to become good citizens. Yet the writer believes that if some such 
plan as that described here is continued year after year, with pupil 
responsibilities gradually increasing, we shall have young people at 
the age of twenty-one far better trained for citizenship than they 
have generally been in the past. 


F PRINCIPALS AND TEACHERS have the vision, the school pro- 
| gram can provide opportunity for varied kinds of pupil 
participation that will develop those fine personal and social 
qualities which we prize so highly. It is impossible for the 
school to provide activities as realistic as those thru which the 
Indian was educated, but it is possible to offer a round of 
activities which more nearly approximate the reality of life 
experience than do most of the school programs of today.— 
Spain, Charles L., see p. 237 of this yearbook. 








446 KLEMENTARY Scnoot Principars 


iF 


15. 


16. 


SELECTED REFERENCES 


Apams, A. Virarnia. “ Self-Direction in an Elementary School.” Bulle: 
(Ninth Yearbook) 9: 333-38; April, 1930. Washington, D. C.: Depart 
ment of Elementary School Principals, National Education Associatior 

Arcuer, C. P. “ School Government as an Educative Agency.” School Ri 
31: 430-38; June, 1923. 

Beecue., Epirn E. A Citizenship Program for Elementary Schools. New 
York: Teachers College, Columbia University, 1929. 170 p 

Borceson, F. C. All-School Activities. New York: A. S. Barnes and Co 
1931. Chapter 4, “School Management Activities,” p. 48-83 

BowpEN, ABERDEEN O., AND CLARKE, Ip, Cuiype. T'omorrow’s Americans: A 
Practical Study in Student Self-Government. New York: G. P. Putnam’s 
Sons, 1930. 200 p. 

Dram, THomas M., ano Bear, Outve M. Socializing the Pupil through Extra- 
Curricular Activities. Chicago: Benjamin H. Sanborn and Co., 1928 
Chapter 3, “ Pupil Participation in the Organization, Management, and 
Control of the School,” p. 38-71. 

Diemer, Grorce W., anp Mu.ien, BLancue V. Pupil Citizenship. Yonkers- 
on-Hudson, N. Y.: World Book Co., 1930. Chapter 3, “ The Pupil-Partici- 
pation Program,” p. 46-50. 

Fou.ks, Frank M. “ Morale and Pupil Government.” Bulletin (Ninth Ye 
book) 9: 516-23; April, 1930. Washington, D. C.: Department of Ele- 
mentary School Principals, National Education Association 

FRETWELL, Evpert K. “ Seven Purposes of Pupil Participation in Government 
Abstract.” Proceedings, 1931. Vol. 69. Washington, D. C.: National 
Education Association, 1931. p. 599-601. 

GERMANE, CHares E., AND GeRMANE, Epiru G. Character Education. New 
York: Silver, Burdett and Co., 1929. Part I, Section III, “ Why Will 
Setting Up Democracies in the School Effect Character Growth? ” 
169-259. 

Git, Witson L. Manual of the School Republic. Philadelphia: W. L. Gill 
1932. 128 p. 

JorpaNn, Riverpa H. Extra-Classroom Activities in Elementary and Seconda 
Schools. New York: Thomas Y. Crowell Co., 1928. Chapter 7, “ Student 
Government Organizations,” p. 95-114. 

Lantrip, Dora B. “Student Participation in School Government.” Bulleti 
9: 29-32; October, 1929. Washington, D. C.: Department of Elementary 
School Principals, National Education Association. 

LaViGcNE, Bernarp E. “ Progressive Methods in the Teaching of Elementary 
Business Training.” Junior-Sentor High School Clearing House 4: 359-65; 
February, 1930. 

PuutuiAM, Roscop. Extra-Instructional Activities of the Teacher. New York 
Doubleday, Doran and Co., 1930. Chapter 4, “ Teaching Pupils to Control 
Themselves,” p. 69-110. 

Rosertson, Minns Steven; Kipp, Dororny M.; ann Sisemore, W. A. Studer 
Selj-Government. Baton Rouge, La.: Louisiana State Department ol 
Education, 1926. 28 p. 

Rucae, Earp. “ Special Types of Activities: Student Participation in School 
Government.” Extra-Curricular Activities. Twenty-fifth Yearbook, Part 
II. National Society for the Study of Education. Bloomington, Ill.: Pub- 
lic School Publishing Co., 1926. p. 127-40. 

SHEEHAN, Mary A. Exztra-Curricular Activities in a Junior High School 
Boston: Richard G. Badger, 1927. Chapter 2, “ Student Participation 
School Control,” p. 18-45. 

TrnpaL, Emma V., AND Myers, Jessie D. Junior High School Life. New York 
Macmillan Co., 1925. Chapter 9, “Student Participation in School Goy- 
ernment,” p. 92-109. 





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CHAPTER VIII 
SOCIALIZING OPPORTUNITIES IN PHYSICAL 
KDUCATION ° 


AMES, CONTESTS, AND OTHER PHYSICAL ACTIVITIES which re- 
quire the cooperation of a group afford many opportunities 
for genuine, vital experience in social living. Play situations 

demanding rapid decision and response at high emotional pitch are 
unexcelled in value for training children in group behavior. As Nash 
points out, “* In the social games of childhood it is possible to guide 
and develop the springs of action which we call emotion. The de- 
velopment of proper attitudes is of vital importance to citizenship 
and character.” ° 

Hlistory affords impressive illustrations of the socializing values 
of group physical activities. From the earliest times man has ex- 
pressed his emotions, attitudes, and ideals by means of the dance, 
games, contests, and similar forms of physical and social activity. 
The younger generation imbibed the traditions and standards of the 
race thru early participation. Thus the tribe preserved its unity 
and its existence thruout many generations. The Greeks, who de- 
veloped our first great culture, owed much of their national character 
to the integrating influence of physical education. Altho torn by 
strife, the petty political divisions of Greece laid aside their antago- 
nisms once every four years to participate, a nation united, in the 
Olympie games. 


Neep FoR IMPROVEMENT IN THE Puysitcat Epucatrion ProGrRAM 


Conditions of modern life—Two outstanding obstacles hamper the 
development of a broad and effective program of physical education 
in this country. The first arises from the fact that opportunities for 
physical activities do not develop naturally out of modern conditions 
of life. The struggle for existence forced past generations into 
vigorous physical action. Necessity compelled them to farm, hunt, 
fish, build shelters, and fight their enemies with crude implements. 
For entertainment, our ancestors turned to folk games, dances, and 
contests of various kinds. Both work and play generally required 
group cooperation in some physical activity. 

1 This chapter was prepared for the Editorial Committee by the Research Division of the National 
Education Association. Since the chapter is an integrated unit and contains its own introductory 
statement, the usual editorial comment is omitted here. 

* Nash, Jay B. “An Interpretation of Physical Education ’’ in Symposium on Physical Education 
and Health. (J. B. Nash, editor.) New York: New York University Press, 1930. p. 48 

[447] 











448 ELEMENTARY Scuoot PRINCIPALS 





The machine and the factory have wrought sudden and funda- 
mental changes in man’s way of living. Successful adjustment has 
yet to be made. With its many advantages, the industrial revolution 
has also brought formidable handicaps. It has compelled man to 
live under conditions to which he is not biologically, psychologically, 
or socially adapted. While the machine has freed millions of people 
from the drudgery of hard physical labor, it has also deprived them 
of opportunity and motive for sufficient physical exercise. The 
burden of man’s work today is thrown upon the brain, the nervous 
system, and the small muscles. 

Work is no longer carried on in such small, face-to-face groups as 
the family, the master and his apprentices, or the members of a com- 
munity. Factory organization generally compels each worker to be 
responsible only for his own particular piece of work. Iurthermore, 
his task is often routine and unsatisfying. There is no product of 
his labor which he can call his own. As one writer expresses it: 
“The attendant of automatic tools does not live in the sense that 
life is activity toward fulfillment of wishes—he merely exists while 
he works. He comes as a slave to the galley and he leaves with the 
gladness of a convict who is pardoned.” * From such conditions come 
results which constantly threaten the welfare of society. Labor 
troubles, crime, delinquency, and physical and mental degenera- 
tion are increasing. A comprehensive physical education program, 
planned with a view to providing satisfying and pleasurable work 
and play, could do much toward nullifying these evils.* 

Children suffer even more than adults from their removal from 
the land. Urgent necessity for growth and development sets up 
drives to action which resist powerfully the restrictions of the city. 
Play which would be considered desirable and normal in the country 
becomes a social problem in congested areas. A batted ball endangers 
the grocer’s windows; playing in the street invites accident and 
death. Yet play space around the home grows more and more limited. 
Even where playgrounds are provided by the city, they are often 
too far from home to be enjoyed often, especially by smaller children. 
The vacant lot lacks adequate supervision. Children are turning to 


3 Mitchell, Elmer D., and Mason, Bernard S. The Theory of Play. New York: A. S. Barnes 
and Co., 1984. p. 2. 

*For further consideration of conditions of modern life see: Adams, James T. Our Business 
Civilization. New York: Albert and Charles Boni, 1929. 306 p. Chase, Stuart. Men and Machines. 
New York: Macmillan Co., 1929. 354 p. President’s Research Committee, Wesley OC. Mitchell, 
chairman. Recent Social Trends in the United States. New York: McGraw-Hill Book Co., 1933. 
2 vols. 1568 p. 








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FourtrentH YEARBOOK 449 





commercialized amusements in lieu of more natural and wholesome 
play activities.° 

Traditional attitude toward play—The second obstacle to the de- 
velopment of a constructive physical education program has its source 
in our traditional attitude toward play. Beginning with the Puritans, 
who regarded all forms of play as worthless and frivolous, this 
attitude has lost to the schools of America many of the values inherent 
in play. In too many cases the school still has no definite program 
for utilizing the play of children for social and moral as well as 
physical growth. This neglect has produced serious defects which 
present and future generations must reckon with. Children’s play 
has seldom been a recognized part of the school program; it has 
grown alongside but outside the academic curriculum; hence, it has 
been deprived of the constructive leadership it needed. The young 
people themselves, or persons and organizations outside the school, 
have had a larger part in conducting the school’s play activities than 
have educators. Such casual and untrained leadership cannot be 
expected to produce the best results. 

Influence of foreign systems of physical cultwre—Lacking a plan 
for physical education, many schools accepted somewhat too readily 
and uncritically the “ ready-made” physical culture systems of 
foreign countries. About the middle of the nineteenth century, certain 
German and Swedish systems of physical training were imported 
into our schools.° Both made important contributions in that they 
succeeded in gaining a place for organized physical education in the 
school, but they had little to offer in the way of social and moral 
training. Their chief objectives were health and “ discipline.” 

Militaristic in origin and technic, these systems were unsuited to 
the schools of a democracy. Recognizing the individual only in his 
relation to the state, they constantly violated the principle of indi- 
vidual differences. The attitudes, interests, and abilities of the child 
were given little consideration. Individual decision and initiative, 
and the spirit of play with its many opportunities for adjusting the 
individual to group life, had little or no place in these formal activities. 

To gain admittance to the American schoolroom, play was forced 
to divest itself of its inherently joyous nature and take on the drab, 
utilitarian coloring of its surroundings; it must be “ good for ” the 
health of the children and must “ discipline” them. Today play is 








* For further consideration of the effect of commercialized amusements on children see: Charters, 
W. W. Motion Pictures and Youth: A Summary. New York: Macmillan Co., 1933. 102 P 
Eisenberg, I. L. ‘‘ Children’s Interest in and Reactions to Radio Programs.” Education on the Air. 
Fifth Yearbook of the Institute for Education by Radio. (Edited by Josephine H. MacLatchy.) 
Columbus, Ohio: Ohio State University, 1934. p. 318-22. 

* Hetherington, Clark W. School Program in Physical Education. Yonkers-on-Hudson, N. Y.: 
World Book Co., 1922, p. 8-10. For a more detailed account see: Rice, Emmett A. Brief History 
of Physical Education. New York: A, S. Barnes and Co., 1926. 276 p. 








450 ELEMENTARY Scuoot Princirats 





coming to be regarded in a different light: “ Play, not for health, 
not for decrease in juvenile delinquency, not for cure of neurasthenia, 
but for its own sake, for the indwelling satisfaction that comes to 


him who plays!” * With this change in attitude, real play is entering 


the schools under the guidance of sympathetic teachers, who seek to 
achieve a well-rounded social, moral, and physical development with 
out destroying the joy of the activities. Play is a mental attitude 
as well as a physical activity. 


Tue Mopern Conception or Puysican Epucarion 


Contribulions of science—Within the past two decades, plhiysical 
education has been applying newer methods of study to its problems. 
In addition to its own researches, it has received generous contr 
hutions from sociology, psychology, and biology. Whereas it formerly 
was centered largely in physiology, the revised program of physical 
edueation rests on a vastly broadened base. Students of social life 
have pointed out the fallacy of attempting to educate the citizens of 
a republic by autocratic methods; they have also given us an insight 
into the laws governing group action. Psychology has aided by teach 
ing the unity of mind and body, by demonstrating the physical basis 
of the mind, by setting forth the laws of learning, and by emphasizing 
individual differences. Biology and physiology are daily discovering 
important facts concerning health which are basic to more intelligent 
efforts toward its attainment’ and conservation. 

Aims of the program—aAs a result of this new knowledge, an 
earnest effort is being made to develop a kind of physical education 
which is genuinely educative, with aims, principles, and methods in 
harmony with those of the school rather than with those of the army 
or the hospital.* Physical education is no longer synonymous with 


* physical culture” or “ physical training,” but is now regarded as 


... that phase of education which is concerned, first, with the organization 
and leadership of children in big-muscle activities, to gain the development and 
the adjustment inherent in the activities according to social standards: and, sec- 
ond, with the control of health or growth conditions naturally associated with 
the leadership of the activities, so that the educational process may go on with- 
out handicaps.” 


Social adjustment is the ultimate goal; other objectives, even that 
of health, are subordinate. While no effective plan of physical edu 


7 Williams, Jesse F. The Principles of Physical Education. Philadelphia: W. 
1927. Preface, p. xiv. 

®See: Stoddard, A. J. ‘‘ The Integration of Physical Education With the General Purposes 
the Schools.”” Journal of Health and Physical Education 5: 3-6, 39; September, 1934 

® Hetherington, Clark W. School Program in Physical Education. Yonkers-on-Hudson, N. Y.: 
World Book Co., 1922. p. 45. 


3. Saunders ¢ 











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FourtTEEentH YEARBOOK 451 





eation will neglect to provide for it, health as an aim must always 
remain secondary to the uses made of it. Some of the greatest achieve- 
ments of the race have been made at the expense of health and even 
of life itself. Furthermore, other school subjects and activities also 
have responsibilities for securing and maintaining health in the school, 
such as biology, home economics, physiology, and hygiene. Physical 
education cannot be solely responsible. In fact, many procedures 
of utmost importance to health should not be undertaken by the 
director of physical education. For instance, the correction of bodily 
defects is generally beyond both his knowledge and authority. Such 
a service requires the skill of other specialists. 

Emphasis on the social aim of physical education need not detract 
from its contribution to health. In fact, health seems better served 
when it is not made the chief aim but is regarded as an important 
byproduct. Children put little vim and energy into exercise for 
health’s sake only. It has been found that they fatigue much more 
readily from drill exercises than from play.’® If we think of health 
not merely as freedom from disease and bodily defects, but as a 
condition of general all-round efficiency, then modern physical edu- 
cation obviously contributes to health. The methods which it employs 
are more conducive to a condition of general efficiency than are 
“physical culture” programs which aim to produce health thru 
dreary and monotonous exercises. 

If physical activities are to become in reality a phase of education, 
they must be based upon the same fundamental principles as educa- 
tion in general: (1) that learning results only from the learner’s 
own activity, and (2) that the purpose of all organized education 
is to provide conditions which will foster desirable changes in the 
learner. With these principles as a basis, the aim of physical educa- 
tion has been stated by other authorities as follows: 

To make the maximum possible contribution to the optimum development of 
the individual’s potentialities in all phases of life, including his finest possible 
capacity for adjustment to the world in which he lives, by placing him in an en- 


vironment as favorable as possible to the promotion of such big-muscle and other 
responses or activities as will best contribute to this purpose.” 


The wise principal will clear up, at the beginning of the year, 
any confusion concerning the aims and pr ocedares of physical activi- 
ties which may exist in the minds of teachers, children, and parents. 
The term “ physical education” recalls to many of them only a 
period of the day, more often dreaded than otherwise, when under 


» eT Clark W., op. cit., p. : ' 
% Nixon, Eugene W., and Cozens, "Frederick W. An Introduction to Physical Education. Phila- 
delphia: W. B. Saunders Co., 1934. p. 85. 








452 Extementary Scuoort Princrpars 





adult compulsion children “ went thru” invented exercises and arti- 
ficial movements for health’s sake. It is not uncommon to hear ex- 
pressions of dissatisfaction concerning physical education from adults 
who passed thru school when the enthusiasm of educators for drills 
and calisthenics was at its height. A clear understanding of the newer 
aims and methods will go far toward inducing a better attitude toward 
this potentially enjoyable phase of school life. 

Need for flexibility—tThe place of physical education in the ele 
mentary school should depend upon the needs of the group it is to 
serve. A program built upon the actual needs and interests of the 
American people is the aim of leaders in the field. The term “ pro 
gram ” rather than “ system ” is appropriate, because the latter im- 
plies a certain inflexibility—a finished product not subject to change. 
“We have in mind a program which is rapidly becoming more 
distinctive, orderly, and uniform, but which is nevertheless always 
subject to the natural process of change and growth.” * 


SELECTING AND OrGaANnizina ACTIVITIES 


Not all physical activities afford the same socializing opportunities. 
Games, contests, and dancing have greater social potentialities than 
have individual activities such as “ setting-up ” exercises. The social- 
izing possibilities of each activity should be carefully considered in 
planning the program. This does not imply the exclusion of all 
individual activities. The latter have an important place, but majo 
emphasis should be given to those activities which contribute to the 
development and adjustment of the individual according to social 
standards. The following suggestions are offered with respect to th 
selection and organization of activities: ™* 

1. Activities which take account of children’s interests and abili- 
ties *—This consideration is of special importance in the elementary 
school, where the range of ages, interests, and abilities is extremely 
wide. Nixon and Cozens state: 

There is a grave danger in the association of the immature individual with older 
persons whose social-moral habits and attitudes are questionable—a danger which 


skilled leadership cannot always obviate. On the other hand, there is great ad- 
vantage in an association in which the more mature, more advanced, and mor 


12 Mitchell, E. D. “An American System of Physical Education.”’ Journal of Health and Physical 
Education 3:14; November, 1932. 

48 Based on: Nixon, Eugene W., and Cozens, Frederick W. An Introduction to Physical Educe- 
tion. Philadelphia: W. B. Saunders Co., 1984. p. 110-12. Sharman, Jackson R. IJntroduction to 
Physical Education, New York: A. S. Barnes and Co., 1984. p. 10-15. Wood, Thomas D., and 
Cassidy, Rosalind F. The New Physical Education. New York: Macmillan Co., 1927. p. 89-104. 

44 Information concerning the likes and dislikes of elementary-school children with respect to 
physical education is given in: Blanchard, V. S. “An Analysis of the Likes and Dislikes of Boys 
and Girls in Health Education Activities.” Research Quarterly of the American Physical Educw 
tion Association 4: 238-41; March, 1933. 


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FourtEentH YEARBOOK 453 





capable lend their assistance to the less advanced and less fortunate. In the main 
our objective should be to place together in the physical education environment 
groups with similar interests, needs, and abilities; groups not necessarily of the 
same chronological age, but in approximately the same stage of development, 
mentally, physically, and socially.” 

The first and second grades enjoy simple rhythmical activities, 
story plays, hunting games, mimetics, and relay races. In addition 
to more complex forms of these activities, the third and fourth grades 
wish to engage in more athletic games. Beginning with the fifth 
grade, individual athletic events and both individual and group stunts 
are added to still more complex forms of the activities enjoyed in 
the lower grades.*° 

While no abrupt changes divide the child’s life into distinet age 
periods, several writers have made approximate classifications of 
children’s physical, emotional, and social characteristics at various 
age levels.’ These, of course, are characteristics of groups and not 
of particular individuals. Wide individual variations are to be found 
in any group of school children. Such a classification can be used 
only as a general guide in adapting the program to the needs of the 
school. 

2. Activities for the physically handicapped child—Physically 
handicapped children who cannot participate profitably in the regular 
program should be carefully studied to determine their particular 
requirements.’* The advice of physicians or other specialists should 
be secured, and all corrective treatment should be under their 
direction. Corrective exercises are usually specific in nature and 
should be performed only by the child for whom they are prescribed. 
Insofar as possible, however, activities should also be provided which 
will keep these children in some kind of group. If they are too much 
isolated, the unfortunate social and psychological effects may out- 
weigh the physical benefits received from corrective treatment. Every 
effort should be made to prevent the child from feeling that he is 
abnormal or that he is not an accepted member of his group. 

The Ohio State Department of Education outlines a plan in which 
physically handicapped children are classified according to serious- 
ness of defect on the basis of a health examination. Those whose 
physical condition prevents them from participating in a normal 
schedule of activities are provided with a “ restricted ” activity pro- 

ieee ere Solace neti as Melos en VanHagen, Winifred. Manual of 
Calif Division of Health and Physieal Education, State Department of Education, 1929. p. 76-870, 
For example see: Nixon, Eugene W., and Cozens, Frederick W. op. cit., p. 115-17. National 
Recreation Association. The Normal Course in Play. New York: A. S. Barnes and Co., 1926. p. 71. 


4% See: Allen, F. H., and Pearson, Gerald H. J. ‘‘ The Emotional Problems of the Physically 
Handicapped Child.”’ British Journal of Medical Psychology 8: 212-35 ; 1928. 





454 ELEMENTARY Scuoot PrIncIPALS 





gram. Those whose incapacities prohibit them from carrying on any 


program of physical activities whatever are given a “ 


corrective ” pro- 
gram. The restricted program permits recreational activities within 
the limitations of the defect, but does not aim directly at correction. 
The pupils in the corrective group receive individual remedial treat- 
ment. This grouping is not rigid ; some corrective measures are given 
in the restricted program and some recreational activities in the 
corrective program. All corrective treatment is under the direction 
of a physician. 

The administration of the restricted program consists of eight 
provisions : 


1. A form is used to assign students to this program. 

2. Students assigned to a restricted group each have a personal interview with 
the teacher who explains the nature of the defect, its cause, and prognosis. At this 
time the student is assigned to a class, or to individual recreation periods. 

3. The school programs are adjusted to the needs of the student; for example, 
to avoid stair-climbing, or to arrange rest periods. 

4. Periodic check-ups are arranged with teacher and physician. 

5. Academic grades are made up on the basis of progress made or education 
accomplished. 

6. The play of restricted students is carefully supervised to see that they stay 
within their limitations. 

7. Only a physician diagnoses defects or prescribes treatment. 

8. Students are protected against feelings of inferiority because of their handi- 
caps. Individual conferences should take care of this training. 


This course of study suggests definite activities for children with 
various types of handicaps.”° 

3. Activities which will “ carry over” into life outside the school— 
Too often the highly organized games and sports enjoyed at school 
cannot be engaged in at home, where only a small group and limited 
equipment are available. Such games and activities as tag, running 
base, climbing, balancing, rhythmic activities, and hiking may be 
enjoyed by children either when alone or in small groups. In the 
upper grades, provision should be made for sports and amusements 
which can be continued into adulthood.*” Swimming, volley ball, 
tennis, golf, and similar activities are interesting to adults as well 


19 Altho this plan was developed for junior and senior high schools, it offers valuable suggestions 
for schools at any level. For details see: Ohio. A Program for Junior and Senior High Schools 
Health and Physical Education Series. Columbus, Ohio: State Department of Education, 1932 
p. 99-109. See also, Carver, Margaret. ‘‘ Motivation of Child Interest in Corrective Physical 
Education in Elementary Schools.” Journal of Health and Physical Education 4: 27-29, 52-55; 
October, 1933. Drew, Lillian C. Individual Gymnastics. rev. ed. Philadelphia: Lea and Febiger 
1929. 276 p. Lowman, ©. L.; Colestock, Claire; and Cooper, Hazel. Corrective Physical 
Education for Groups. New York: A. S. Barnes and Co., 1928. 521 p. Rathbone, Josephine L. 
Corrective Physical Education. Philadelphia: W. B. Saunders Co., 1934. 292 p. Stafford, 
George T. Preventive and Corrective Physical Education. New York: A. 8S. Barnes and Oo. 
1981. 828 p. 

2 Morris, J. M. ‘ Training Teen Age Boys and Girls in Leisure-Time Activities.”’ Journal of 
Health and Physical Education 6: 34-35, 58-59; February, 1935. 








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FourteErntu YEARBOOK 455 


as to older boys and girls. Lacking a fair degree of skill in such 
activities, the grown man or woman often turns to the monotonous 
“daily dozen” for the sake of health, thereby losing much of the 
pleasure and value of competitive and cooperative games. 

4. Activities which provide for boys and girls in separate groups 
—This problem generally does not appear before the child reaches 
the age of ten, but in the intermediate and upper grades some pro- 
visions should be made for the special interests and abilities of the 
sexes. Separation of the sexes should not be overdone; there are many 
games and sports which may well be enjoyed in mixed groups. On 
the other hand, teachers should not permit girls to enter games and 
contests with boys in which the inequality of physical strength be- 
tween them is likely to lead to injury or to injustice. Generally, 
boys enjoy sports which are too strenuous for girls, and are likely 
to regard their presence in a vigorous game as something of a handi- 
cap. Girls usually choose quieter games which the abundant energy 
of the boys is likely to disrupt. Harmonious social relationships be- 
tween the older boys and girls depend to a large extent on the wise 
and tactful handling of this problem. It can readily become a source 
of dissension and disturbance. In many schools appropriate physical 
education for girls has not yet been developed.™ 

5. Activities which do not add unduly to the “ teacher load ’—It 
is more difficult to supervise a number of different groups on the 
playground at one time, even if they are all playing the same game, 
than it is to supervise the same number of children playing in a single 
group. Moreover, it is easier to teach a fairly large number of 
children a game which requires a large group, than it is to teach the 
same number an activity which is individual in nature or requires 
only two or three persons. Careful selection and organization of 
games on the playground can do much to make the teacher’s work 
effective. Group games rather than individual activities should have 
the major place, especially if the teaching staff is small. The group 
to be supervised should never be so large that the teacher can do little 
more than “keep order” and prevent children from injuring one 
another. Such a situation deprives physical education of constructive 
leadership. 

Squad organization which utilizes pupil leadership will help in han- 
dling a relatively large number of pupils with a small teaching staff. 


For suggestions on physical education for girls, see: Duncan, Margaret, and Cundiff, W. P. 
Play Days for Women and Girls. New York: A. 8S. Barnes and Co., 1929. 87 p. Wayman, 
Agnes R. Education Through Physical Education: Its Organization and Administration for Girls 
and Women. Philadelphia: Lea and Febiger, 1928. 378 p. 





456 ELemMentary Scuoot Principats 





A recent state course of study illustrates the rotating squad organi- 
zation, as follows (assuming a class of forty boys) : 
1. Divide into four groups according to height, age, ete. 

a. Elect a captain for each group and charge him with responsibility of 
assembling group, roll, care of equipment, etc. Rotate squad leader- 
ship; change at least once each month. 

b. Give squad leader a list of activities to be engaged in and charge him 
with the responsibility of the records. 

2. Teacher selects four types of activities. For example: 

a. Individual stunts: (1) floor dip, (2) head stand, and (3) single squat 

b. Relays: (1) all fours, and (2) rescue race 

ce. Abilities: running broad jump 

d. Mat, agility, and tumbling events: (1) hops, (2) jumps, and (3) rollover 

3. Number squads 1, 2, 3, 4. Squad number 1 begins with individual stunts, 
and at the same time squad number 2 starts the relays, squad number 3 the 
athletic events, and squad number 4 the tumbling events. At a previously de- 
termined time, say every eight minutes, the instructor blows his whistle, and 
the squads rotate, number 1 going to the relays, and so on around until eact 
squad has engaged in each activity.” 


6. Activities adapted to the physical environment—The size and 
equipment of the playground and the gymnasium should be con- 
sidered when selecting the content of the physical education program. 
If the playground is too small for a baseball diamond or if there is 
danger of breaking windows by stray balls, it is hardly worthwhile 
to organize baseball teams. If no swimming pool is at hand, swim- 
ming will have a minor part in the program. Such activities may be 
included occasionally if play space or a swimming pool is some 
distance away but still available, but they can hardly become part 
of the daily program. 

Insofar as possible, physical activities should be planned for out- 
doors on the playground. The gymnasium should be used only during 
bad weather or when special equipment which cannot be moved out- 
side is to be used, or for some other special reason. Every attempt 
should be made to adapt the activities to weather conditions before 
turning to formal gymnastics indoors.” 

Since the aim is to keep the physical activity of children in its 
natural setting, climatic conditions should also be considered. 
Schmoyer ** reports the development of a city-wide winter sports 
program in Lynn, Massachusetts, under the auspices of the public 
schools. The events are conducted as part of the extracurricular 
program of the junior high schools, but pupils of the elementary, 





22Texas. Health and Physical Education. Austin, Texas: State Department of Public 
Instruction, 1930. p. 71-72. 
% See: Ball, Bernice M. ‘“‘ What Can We Play in the Snow? Presenting Winter Games for all § 
Grades.”? Grade Teacher 50: 445, 461, 469; February, 1933. i 
%Schmoyer, Richard J. ‘A City-Wide Winter Sports Program.’’ Journal of Health and § 
Physical Education 4: 26-29; January, 1933. 











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Fourtrerentn YEARBOOK 457 





junior, and senior high schools participate. The program was divided 
into three parts: (1) for the school children, (2) for adults, and 
(3) for informal groups of hockey players. The activities included 
skiing, snowshoeing, skating, broad-jumping on skates, racing, and 
hockey. Contestants were placed in groups to insure fair competition. 
Approximately five thousand people participated in the carnival, and 
a crowd of over three thousand watched the evening events. This 
program illustrates what can be accomplished toward keeping play 
outdoors even under difficult weather conditions. 

7. Activities of a formal nature—Formal exercises once comprised 
practically all of the physical education program. While the present 
trend is definitely toward informality, formal activities are justified 
when they meet special needs. Marching and tactics are of value in 
fire drills and in handling children in large groups, as in special 
school or civic functions.*° Postural instruction (as distinguished 
from corrective exercises) helps to establish habits of correct posture, 
while developmental drills may profitably be substituted for natural 
activities during bad weather. 

Formal exercises, however, contribute little to socialization or 
character training, and should not be expected to yield disciplinary 
or “ transfer ” values. In fact, forcing children regularly to execute 
drills of a military type may stimulate rebellion instead of obedience. 
Such activities are essentially isolating; they do not involve the 
teamwork found in play, where cooperation is the very life of the 
game. Children may enjoy them for a short time, but soon tire of 
them when compelled to participate in them every day. 

8. Activities adapted to time allotment—The modern program of 
physical education encourages the utilization of periods formerly 
given over to pupils as free time. Recess and noon periods may well 
be used for a part of the program. Noon-hour activities of pupils 
who remain at school for lunch are often a perplexing problem to 
teachers and principal. A definite plan for varied activities to be 
carried on during the noon hour will help to solve this problem. The 
following plan is suggested by Kulcinski: 

Monday: Informal games for groups, teams, and individuals, such as dodge ball, 
tennis, handball, floor baseball, checkers, and table games 

Tuesday: Social games and novelty picnic events, such as relays, stunts, charades, 
shadow pictures, three-legged race, crab race, rabbit jump, and the like 

Wednesday: Skill test events, which include standing and running stunts for 
time and total number, base running for speed, and batting a ball for accuracy 

Thursday: Individual achievement events, such as high jump, rope climb, 
center jump, and spinning wheel 


%See: Iowa. Health and Physical Education for Boys. Des Moines, Iowa: State Department 
of Public Instruction, 1938. p. 56-57. Staley, S. ©. Marching Tactics. New York: A. S. 
Barnes and Co., 1928. 115 p. 





458 ELemMEentTARY Scuoot Princrpars 





Friday: Social activities, including singing, reading, sleight-of-hand, square and 
social dancing, and other social events providing experience in the fundamentals of 
good manners.” 

While out-of-school hours cannot generally be used to satisfy legal 
requirements for physical education, their use will increase the total 
time available for the program. It is not always possible or wise 
to inelude all physical education activities in the regular school day. 

9. Activities which are a part of daily life 
needs to develop skill in everyday activities, such as walking, running, 
and dodging (in the case of traffic situations). The Iowa course of 
study ** includes a unit based on such activities. The objective is 
“to gain efficiency in the skills of daily living and to understand 
their underlying fundamental principles.” Teaching procedure is 
suggested. The teacher will need to explain the most efficient use of 
routine body skills, illustrate efficient work skills in typical situations, 
and arrange definite practise periods for these activities. 





The average person 


Safety education is rapidly becoming a necessary part of the child’s 
physical education. Fourteen states have either published separate 
courses of study in this field or have incorporated safety education 
in health and physical education courses of study.** The safety pro- 
gram should include (1) safety patrols to protect pupils at trattic 
intersections; (2) corridor and playground patrols to prevent acci- 
dents and disorder within the school environs; (3) fire drills; (4) 
first-aid provisions at hand; (5) cooperation with the police and 
fire departments in Clean-up Week and Fire Prevention Week; and 
(6) direct instruction in safety, together with activities in the form 
of clubs, assemblies, and homeroom programs.” 

A variety of skills learned in the games played at school help to 
protect the child against the increasing physical hazards of modern 
life. 

10. Activities which aim directly at social service and prevoca 
tional training—Children should have opportunity to labor for the 
benefit of others; to earn money which they will use for some worthy 
purpose ; to run errands for the family. Collier points out that ow 

% Kulcinski, Louis. ‘‘ The Noon-Hour Problem.’”’ Journal of Health and Physical Education 
4: 38-39, 53; January, 1933. See also: Loevenguth, Oscar P. ‘‘ The Organized Recess Period.’ 
Journal of Health and Physical Education 2: 30-31; June, 1931. Nolen, Jewel. “* Organized 


Recess Period for Rural Schools.” Journal of Health and Physical Education 4:35, 59-6 
April, 1933. 

Yn Iowa. Health and Physical Education for Boys. Des Moines, Iowa: State Department of 
Public Instruction, 1933. p. 43-45. 

%Ohang, Yung. State Organization and Administration of Health and Physical Educatio 
New York: the author, 1932. p. 60. (Doctor’s thesis, Columbia University.) 

2? Adapted from outline of a safety education program published by the National Educatior 
Association. For further suggestions, see: A Guide-Book for Safety Education. New York: Nationa 
Bureau of Casualty and Surety Underwriters, 1931. Stack, Herbert J. “The Place of Safety 
Education in the School Health and Physical Education Program.’’ Journal of Health and Physical 
Education 6: 3-6, 71-72; March, 1935. 








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F OURTEENTH YEARBOOK 459 





present plan for utilizing the physical energies and activities of our 
youth does not square with the problem. We have yet to develop a 
broad, comprehensive program which will engage the voluntary efforts 
of children and youths in such great social enterprises as conserva- 
tion of wild life, reforestation, flood control, building and main- 
tenance of aquaria and museums, care of playgrounds for the young 
children of workers, and “ endless practicable kinds of training of 
the youngest by the young.” *° The physical education program should 
cooperate with worthy organizations whose direct objective is to 
build citizenship thru inspiring enterprises for social service.** 
Activities which provide for group competition—When well 
managed, group games and sports provide excellent training in social 
participation. They foster team play, discipline, loyalty, confidence, 
self-control, and other desirable habits. Most educators agree, how- 
ever, that the elementary school should not attempt to imitate the 
inter-school athletic programs of the high schools and colleges. Such 
programs tend to overemphasize winning and to minimize the pleasure 
of the activity itself; they often give undue weight to the opinions 
of spectators; and they tend to center the physical education program 
in the activities of a few pupils (generally those who need physical 
exercise least), rather than to encourage universal participation. 

Thru a suitable intramural program ** many of the shortcomings 
of interscholastie athletics may be avoided. In a program of this 
type, the pupils within a school are organized in competitive groups 
according to classrooms, homeroom groups, physical education sec- 
tions, clubs, or some other basis. Such classification should take eare- 
ful account of individual differences in age, height, weight, strength, 
and skill, so as to insure fair competition, Since 100-percent partici- 
pation is the objective, a physician’s examination of every child is 
absolutely essential. 

Intramural organization is particularly well adapted to the ele- 
mentary school. It is democratic, allowing every child a part in group 
activities; it provides for competition in the relatively simple games 
preferred by younger children; it may prevent, thru group scoring 
“starring ” of an individual, and reduce 
grandstand ” plays; it gives every child a chance 


and group awards, the 
attempts to make “ 
to excel in some of its varied activities. In schools where intramurals 


® Collier, John. ‘ Fullness of Life Through Leisure” in Symposium on Physical Education and 
Health. (J. B. Nash, editor.) New York: New York University, 1930. p. 252. 

“A series of school projects for outdoor recreation and the conservation ‘of forest life may be 
found in: Fox, Florence. Playgrounds of the Nation. U. S. Dept. of the Interior, Office of 
Education. Bulletin 1927, No. 20. Washington, D. C.: Government Printing Office, 1927. 99 p. 

“For descriptions of intramural programs see: Draper, Edgar M., and Smith, George M. 
Intramural Athletics and Play Days. New York: A. S. Barnes and Co., 1930. 187 p. Mitchell, 
Elmer D. Intramural Athletics. New York: A. S. Barnes and Co., 1925 » 191 p. 











460 Exiementary Scuoot Principars 





are provided, it has been found that 60 to 80 percent of the pupils 
take part in some kind of physical activity.** The aim in the ele- 
mentary school should be participation by each child in a number 
of games rather than specialization in one or two. 

The California manual of physical education ** 
the pupils in two or more school clubs or color groups for intramural 
competition. The members of each club include boys and girls from 
the fifth, sixth, seventh, and eighth grades. Each club furnishes teams 
to compete with other clubs in the school. Even partially incapaci- 
tated children may be assigned to clubs and may compete in games 
appropriate to their needs, such as horseshoes, croquet, center club 
bowls, and bean bag. Each club or color group has its student leader, 
a president or captain, who is selected by its members. Other officers 
and committees may also be chosen. The students themselves should 
act as umpires, referees, judges, and scorers. This experience helps 
to develop good sportsmanship and good judgment. 

The California manual recommends that: (1) every teacher in the 
school be a member of one of the clubs; (2) teachers be with their 
groups each day for at least a few minutes during the play period 
to encourage and direct; (3) captains and squad leaders of each 
team post their daily scores, regardless of whether the game was won 
or lost; (4) schools do not use the daily instructional period of twenty 
minutes (required by law) for the playing of intramural games. 

To be most successful, the intramural program should provide con- 
siderable opportunity for child leadership and for the selection and 
conduct of games by the children. Bookwalter *° 
utilizing pupil leadership in the regular class period, during recess 
and other play periods, and in connection with special days and 
events. 

12. Activities which provide for self-testing by pupils—Self-test- 
ing activities, or stunts, give the child a chance to develop originality 
and to demonstrate bodily control and courage. However, they must 
be carefully managed to obtain the desired stimulation without in 
ducing the egotism and foolhardiness which the ability to excel often 
engenders. The ambition and energy of the child should generally 
be directed toward excelling his own previous record rather than the 
performances of other children. 


suggests organizing 


suggests plans for 


33 Sharman, Jackson R. Introduction to Physical Education. New York: A. S. Barnes and Co., 
1934. p. 160. 

* Neilson, N. P., and VanHagen, Winifred. Manual of Physical Education Activities for the 
Elementary Schools of the State of California. Sacramento, Calif.: State Department of 
Education, 1929. p. 31-33. 

35 Bookwalter, Karl Webber. ‘‘ Developing Pupil Leadership through Physical Education. 
Part I1.”’ Journal of Health and Physical Education 5: 25-27, 50; December, 1934. 





——————— 





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FourtEENTH YEARBOOK 461 





Stunts are especially helpful to the backward, fearful child. Such 
achievements as handsprings and cartwheels help him to overcome 
fear. Since the performance of stunts depends largely on skill, the 
small wiry child who cannot successfully compete in games requiring 
unusual strength and weight is here given a fair chance to excel. 

A stunt contest for elementary pupils is described by McNaughton 
and Waite.** The squad-leader system, adaptable to large numbers, 
was used to organize the pupils. Each squad leader was put in charge 
of eight or ten children. Before every lesson the instructor met with 
the leaders to teach them the stunts which the class would learn on 
that day. After each lesson the children were tested. The scoring 
was simple. One hundred was the perfect score, counting ten points 
for each stunt. The stunts were graded in difficulty. Each child 
began with the simplest and continued thru the most difficult which 
he could perform. The awards were inexpensive, being merely letters 
or symbols made of felt. The writers advise ten stunts for the contest, 
covering a period of two months. The whole program was arranged 
to extend over four years. 

13. Activities which provide for dramatic expression—Folk danc- 
ing, interpretive dancing, clog and character dancing, and rhythmic 
and mimetic activities are rich in opportunities for social training. 
Since these are modes of emotional expression they are powerful 
instruments for guiding the mainsprings of human behavior. Modern 
life has not utilized these activities as fully as they merit. They de- 
serve a place in the school curriculum under the joint auspices of 
music and physical education.** 


ScuEDULING AND ARRANGING THE PROGRAM 


The physical education activities of the school may be divided 
into two parts: (1) the regular daily program, and (2) special fea- 
tures such as athletic games, play days, and track and field meets. 
This classification does not imply that the special events comprise 
a separate and altogether different program from that carried on 
every day in physical education. On the contrary, these events should 
constitute a public demonstration of the regular activities. They do, 
however, require special organization and planning with respect to 
time, place, contestants, and general supervision. 


%6 McNaughton, Helen B., and Waite, Mildred B. ‘A Stunt Contest for the Elementary School.” 
Journal of Health and Physical Education 5: 24-25, 46; October, 1934. 

See: American Physical Education Association. Dancing in the Elementary Schools. New 
York: A. S. Barnes and Co., 1938. 134 p. Kelly, Marjorie, and Drew, Gwendolyn. ‘ Pageantry, 
A Vehicle of Self-Expression.’’ Journal of Health and Physical Education 4:138-17, 56-58; 
October, 1938. Burchenal, Elizabeth. Folk-Dances and Singing Games. New York: G. Schirmer, 
1933. 83 p. Frost, Helen. Clog and Character Dancing. New York: A. S. Barnes and Co., 1934. 
65 p. Hillas, M., and Knighton, M. Athletic Dances and Simple Clogs. New York: A. S. Barnes 
and Co., 1926. 54 p. Marsh, Agnes L., and Marsh, Lucile. The Dance in Education. New York: 
A. 8. Barnes and Co., 1924. 224 p. Thompson, Betty Lynd. Fundamentals of Rhythm and Dance. 
New York: A. S. Barnes and Co., 1933. 230 p. See also Chapters III and V of this yearbook. 








462 ELEMENTARY Scuoout PRINCIPALS 








Regular daily periods—The daily schedule of activities may well 
include at least three types of periods: (1) the instructional period, 
(2) the supervised play period, and (3) the relaxation period. 

The instructional period is provided especially for the teaching 
of games, skills, information, and ways of behavior. Teachers should 
have this period as carefully planned as any other period of the day. 
The attendance of pupils should be required as in other classes. In 
describing a typical thirty-minute teaching period in the Alabama 
elementary schools, Garrison stresses the following points: (1) 
orderly assembling of pupils, (2) teachers properly dressed and with 
lessons well planned, (3) classes held outdoors when weather permits, 
(4) sufficient equipment and play space, (5) activities that are safe 
for all, (6) activities that are interesting and properly graded, (7) 
some vigorous activities, (8) activities which can be used at home 
or after school, (9) pupil leadership, (10) fair play, courtesy, and 
initiative encouraged, (11) adoption of planned program for indoor 
use, and (12) orderly dismissal. Certain activities are taught on 
regular days; for example: 

Fourth Grade 
Monday: Team games and team game skills 
Tuesday: Rhythmics 
Wednesday: Group games and relays 


Thursday: Athletic events 
Friday: Stunts and contests.” 


The supervised play period gives the children an opportunity to 
enjoy the games and practise the skills which they have learned in 
the instructiona! period. New games should not be introduced and 
taught during the play period. The teacher should give sympathetic 
direction and guidance while the games are in progress. He should 
never assume the rdle of mere spectator or policeman. 

This participation period should generally come during noon hours, 
after school, and on Saturdays and holidays. Such playtimes are 
commonly organized as part of the intramural program. Myers and 
Bird * urge the necessity for at least one hour of supervised play 
after the close of the afternoon session. This part of the day is the 
most hazardous for children between eight and fourteen years, since 
many of them play in the streets or in out-of-the-way places. Such 
a situation is conducive to bullying, teasing, and fighting. 

Unsupervised play does not lack leadership, but its leadership is 
generally of the wrong kind. Real freedom of play is practically 

%8 Garrison, Jessie R. “A Typical Thirty-Minute Teaching Period for Elementary Schools.” 
Journal of Health and Physical Education 4: 48-49; January, 1933. 


39 Myers, Alonzo F., and Bird, Ossian C. Health and Physical Education. Garden City, N. Y. 
Doubleday Doran and Co., 1928. Chapter 12, ‘‘ The Supervised Playground,” p. 144-51. 




















FourtTEENTH YEARBOOK 463 





unknown where adult leadership is lacking. Domination of the weak 
by the strong is the rule when the street or the vacant lot is the play- 
ground. Where possible, a full-time playground supervisor should 
be employed to take charge of the school playground during these 
extra-school periods. The returns in social values and in the reduc- 
tion of youthful delinquency will more than repay the additional 
expense. ‘ 

A few minutes every hour or so should be given pupils to relax. 
This is especially necessary in schools which require pupils to remain 
at their desks for relatively long periods. A common mistake is to 
give calisthenics during the relief period. Since this time is set 
aside to counteract fatigue and to exercise the large muscles, the 
activities engaged in should be vigorous. 

Classes for all grades may be held at the same time or at different 
times. If play space and equipment are limited, classes may need to 
meet at different hours. If several groups are assigned to the play- 
ground at the same time, each group should have its own particular 
place. Generally the primary grades can use the same places daily, 
while the upper grades may use various places and pieces of equip- 
ment on different days. The time and space schedule should be 
arranged with great care in order to avoid conflicts. 

Special events—These occasions include special days devoted to 
mass athletics, intramural athletics, track and field meets, play days, 
and similar activities. In planning for an athletic contest the follow- 
ing points should be kept in mind: 


1. The date and place of the contest should be decided well in advance. 

2. The classification of pupils for competition should be determined. The suc- 
cess of an intramural program depends upon equality between competing groups. 

3. Special rules of competition should be agreed upon and made clear to com- 
petitors. 

4. Eligibility requirements should be established. 

5. Separate events should be listed with names of competitors in each. The 
number of entries in each event, the substitutes allowed, and the number and types 
of events which each pupil may enter should be made clear. 

6. The method of scoring should be carefully explained. 

7. A date should be set for return of entry blanks to the person in charge.” 


Play days should emphasize participation rather than competition. 
The participants may include all the children of one school or of 
several schools combined. The program usually consists of athletic 
and hunting games, rhythmical exercises, and stunts. The adults 
of the community should be invited to participate. Often it is possible 


4 Adapted from Neilson, N. P., and VanHagen, Winifred. Manual of Physical Education 
Activities for the Elementary Schools of the State of California. Sacramento, Calif.: State 
Department of Education, 1929. p. 33. 


9 











464 ExLementary Scuoot Principats 





to secure the cooperation of civic organizations in arranging these 
events.** 

The following essentials in organizing play days are suggested by 
Smith and Coops: 


Activities to give all an equal chance to play 

Activities that are interesting and enjoyable 

Opportunity for wholesome social contact 

Program an outgrowth of school program in physical education and health 
Health certificate required 

Actual technic of organizing each separate play day to be carefully considered: 
a. Selection of time 

b. Participation 

c. Selection of site 

d. Preliminary committee organization 

e. Procedure on play day 

f. Scoring.” 


Po > 90 90 


Meruops oF TEACHING 


How shall physical activities be conducted so that maximum social- 
izing values may be secured? The informal or “ natural” program 
of physical education makes arduous demands upon the skill of the 
teacher as compared with the teaching of formal gymnastics. It is 
comparatively easy to line children up in military formation and 
compel them to go thru definite exercises; it is an entirely different 
matter to guide an animated play group so that ethical values are 
obtained without violating the spirit of play. 

Children must have freedom in play, but it is “ freedom under 
the law.” Play must never degenerate into mere rowdyism. It is 
more difficult to guide children in making decisions for themselves 
and their group than to make decisions for them; yet the former 
must be achieved if children are to benefit morally and socially from 
play. No field of instruction offers a greater challenge to the teacher. 

General principles—While modern methods of teaching physical 
education are still in the experimental stage, the methods recently 
developed in other fields seem to apply particularly well to this area. 
Procedures centering in meaningful problems or projects, in which ; 
the children have opportunity to exercise initiatiye and choice in the 
activities of the class are especially effective. However, the key word 
in physical education as in other fields is adaptation—adaptation to 





the subjectmatter to be learned, to the child’s nature and level of 
I 
eS ( 
“For guidance in organizing special competitive events and play days, see: Duncan, M. M., 
and Cundiff, V. P. Play Days for Girls and Women. New York: A. S. Barnes and Co., 1929 1 
87 p. Rodgers, Martin A. A Handbook of Stunts. New York: Macmillan Co., 1928. 501 p E 
Smith, Helen N., and Coops, H. L. Play Days. New York: A. S. Barnes and Co., 1928. 45 p I 
Tanner, Jessie R. Game Program in Physical Education: for the Elementary School and the \ 
Junior High School. Boston: Ginn and Co., 1929. 257 p. ‘ 
“Smith, Helen N., and Coops, Helen L. Play Days. New York: A. S. Barnes and Co., 


E 


1928. p. 9. 








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FourtEENTH YEARBOOK 465 





development, and to the outcomes desired. Flexibility rather than 
“system ” is the essential factor.** 

Horrigan suggests important points to be observed in the physical 
education lesson, as follows: 


1. Preparation for the lesson 
u. Attention to physical conditions, such as fresh air supply if the lesson is 
conducted indoors, or the removal of safety hazards such as rocks and roots 
of trees if the lesson is outdoors 
b. Economy of time in getting started, with materials such as balls, victrola 
records, and bean bags at hand, and some simple plan for organizing games, 
dances, stunts, or gymnastics 
2. The lesson 
a. Maximum amount of activity on the part of every child with elimination 
of unnecessary explanations and talking 
b. Acquisition of new skills and learning, and strengthening of past learning 
c. Pleasure in the activity 
d. Opportunity for social growth, such as cooperation, sportsmanship, and 
social contacts 
3. Results of the lesson 
a. Progress and satisfaction which result from knowledge of a satisfactory de- 
gree of accomplishment; feeling of exhilaration and well-being. Praise, if 
merited, brings the lesson to a satisfying close.“ 


Lesson plans—Many teachers find a written daily lesson plan help- 
ful in the conduct of physical activities. No single type of plan can 
be recommended for every teaching situation. The subjectmatter, the 
characteristics of the pupils, and environmental conditions must be 
considered. Following is a suggested lesson plan for teaching dodge 
ball in the third grade: 


DODGE BALL 
Teacher objectives 
a. To emphasize the social element thru the beginnings of team games, i. e., 
groups working with one purpose in view 
b. To develop skill in dodging thru control of large muscle groups, making use 
of the fundamental elements of agility, balance, strength, control, and 
flexibility 
To develop skill in handling the ball 
. To develop the realization that the acquisition of such skills makes a better 
game 
To give pleasure and satisfaction to the group thru recreational activity 
2. Pupil objectives 
a. To enjoy himself 
b. To have his team win 


a9 


“Suggested procedures for teaching may be found in courses of study such as the following: 
Alabama. A Course of Study in Physical and Health Education from Grades One thru Siz. 
Montgomery, Ala.: State Department of Education, 1931. 219 p. California. Manual of 
Physical Education Activities for the Elementary Schools of the State of California. Sacramento, 
Calif.: State Department of Education, 1929. 886 p. Ohio. Physical Education and Hygiene: A 
Course of Study for the Use of the Schools of Ohio. Columbus: State Department of Education, 
1926. 131 p. Texas. Health and Physical Education. Austin, Texas: State Department of 
Education, 1930. 128 p. Utah. Program of Instruction and Courses of Study in Health and 
Physical Education. Salt Lake City, Utah: State Department of Public Instruction, 1930. 
West Virginia. Manual of Physical aaa for Elementary Schools. Charleston, W. Va.: 
State Board of Education, 1932. 240 

“Horrigan, Olive K. ‘* The Mesmeatery Supervisor and the Classroom Teacher.’”’ Journal of 
Health and Physical Education 5: 28-29, 58-59; February, 1934. 














466 ELEMENTARY Scuoot Princrpats 





3. Teaching the game 
a. Explanation of point and purpose of the game 
Thru question and suggestion reach the decision that circle formation 
is best for playing; it is not easy to hit one another with the ball if we 
stand just anywhere in the room. Make suggestions about throwing. 
b. Play the game 
Use the various suggestions made (step 3 of the thinking process, sug- 
gested solution). 
c. Discussion of game as played 
Was it wise to throw too high, or too low? Emphasize things which make 
the game interesting and fast (step 4 in the thinking process, selection and 
elimination of suggested solutions). Following this is the logical and psy- 
chological place for any drill that will help in playing the game. 
d. Play the game, making use of all good suggestions. 
Summary of points to remember. Drill may be used again if necessary. 
Play again as well as possible (step 5 in the thinking process, verification 
of solution). 

The last playing of the game under d not only verified the solution, but the 
learning process as well in a measurable way, i. e., the success of the player in 
participating in the game. It is clearly seen how readily the teaching of dodge ball 
falls into the pattern of the steps of thinking.” 


Judging class organization—Careful class organization and prepa- 
ration of the classroom, gymnasium, playground, or swimming pool 
will eliminate frequent sources of difficulty in teaching. Routine 
procedures such as taking the roll, changing to the gymnasium uni- 
form, and distributing towels should be made habitual. All equip- 
ment should be ready; pupils should move rapidly into place; and 
the space provided should be large enough to prevent crowding. 
Among the important points in judging the effectiveness of class 
organization are the following: 


1. Do children enter and leave in an orderly way? 

2. Is time wasted in waiting in line? 

3. Do children get their gymnasium shoes from lockers and put away street 
shoes quietly, quickly, and neatly? 

4. Is the organization (formation) for changing shoes an effective one? 

5. Are children dressed for play within five minutes? 

6. Are coats, sweaters, rubbers, galoshes removed? 

7. Are children in soft-soled shoes? (If the children are in stocking feet it 
should be because they are too poor to buy suitable shoes.) 

8. Is the class grouped in such a way as to use all the available space? 

9. Is the grouping made quickly with a minimum loss of time? 

10. Is the grouping such as to provide the maximum participation for the largest 
possible number of children? “ 


Judging class procedure—The following criteria for judging the 
efficiency of a class in physical education will also be suggestive to 
principals: 








* Williams, J. F.; Dambach, J. I.; and Schwendener, Norma. Methods in Physical Education. 
Philadelphia: W. B. Saunders Co., 1932. p. 100-01. 

* LaSalle, Dorothy. Play Activities for Elementary Schools. New York: A. S. Barnes and Co., 
1926, p. 21-22. 





on 
ve 


ill 


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et 





FourtEEntH YEARBOOK 467 





1. Are all of the children busy most of the time, and most of the children busy 
all of the time? A child may be busy in planning. It is not necessary to be jumping 
up and down in order to be busy. 

2. Are the activities in which they aré busy worthwhile; i. e., do they lead the 
participants onward and toward the goals set up as objectives? 

3. Are the individuals learning functional skills, making life adjustments, and 
gaining in personality, physical and intellectual power, and self-control? 

4. Are the activities free from obstructions and distractions, so that learning 
may go on freely? 

5. Is the teacher properly trained so that he can handle the mechanics of the 
routine without making a fetish of routine? 

6. Is the building so constructed that classes and apparatus can be moved about 
in a very short time and without feeling of hurry? “ 

Emphasizing social and intellectual learning—That physical edu- 
cation has an intellectual content should not be overlooked. Games 
have rules to be learned; intricate movements in dancing require 
comprehension; swimming and throwing have their own peculiar 
technics. Moreover, the relationships of the players to each other, 
to the director, to opponents, and to spectators demand intelligent 
comprehension of social situations. Children should not be censured 
for failure to comprehend and execute movements; genuine problem- 
solving is required. Patient guidance and sympathetic teaching are 
necessary in such cases. Children derive little benefit from activities 
learned thru mere imitation. 

Discipline—Physical education has often been a fertile field for 
disciplinary problems. Discipline is largely determined by methods 
of teaching. If the children are genuinely interested in an activity 
and have their attention centered in it, there is little opportunity to 
indulge in mischievousness and rowdyism. However, the emotional 
stress of the game and the desire to win are recognized sources of 
misbehavior, and their effects must be anticipated by the teacher. 
The frequency of anti-social acts can be reduced by placing less 
emphasis on winning and more on the enjoyment of playing, and 
by establishing a code of sportsmanship and fair play. If teachers 
and coaches are willing to countenance unfair play for the sake of 
winning a game, the child can hardly be expected to uphold desirable 
standards. 

Generally, disciplinary problems of a serious nature should be 
taken to the principal, but too many of these will be regarded as an 
indication of some weakness in methods of teaching or administra- 
tion. Careful supervision of teaching methods should aid in improv- 
ing discipline. The old order, in which the child was kept subdued 
and “ well-behaved ” thru fear must give way to better means of 
control. 





“ Williams, J. F.; Dambach, J. I.; and Schwendener, Norma. op. cit., p. 108. 











468 E LEMENTARY Scnoo1 Principats 








Recognizing and rewarding achievement—The granting of symbols 
of accomplishment influences profoundly the social values to be de- 
rived from physical education. Point systems have been found satis- 
factory for evaluating and motivating a pupil’s work in this field. 
Such a system gives all children an opportunity to earn some recog 
nition. Points may be given in various phases of the program, in- 
cluding achievement in factual learning, regular attendance, and 
ethical development, as well as in physical skill and prowess. The 
pupils may well be permitted to devise their own point system under 
the guidance of the teachers and prineipal. 

Recognition of achievement is socially legitimate and affords 
needed satisfaction to the pupil. However, when awards are given 
they should be mere symbols and should have little intrinsic value. 
The youths of ancient Greece competed for the laurel wreath. A 
badge or letter fulfils the purpose of conferring honor for achieve- 
ment, without giving the child a false sense of values. Jewelry, ex- 
pensive medals, trips, and the like draw attention away from achieve- 
ment in the activity and center it on the money value of the prize. 
This attitude is contrary to an essential objective of physical educa- 
tion, namely, the ethical and social development of the individual.” 


Provipine A FAvorABLE ENVIRONMENT 


Dangers of inadequate space and equipment—The socializing 
effects of the physical education program are often seriously affected 
by insufficient play space and by unsuitable, inadequate, or damaged 
equipment. Sometimes most of the funds allotted to the physical en- 
vironment of the school are spent on the building, with little left for 
playground and equipment. In such cases the resourcefulness of 
principal and teachers is taxed to find adequate space and suitable 
facilities for physical activities. Inadequate equipment readily leads 
to disputes for possession. Damaged equipment is dangerous and is 
likely to cause failure and disappointment in the game. The un- 
fortunate psychological effects of close quarters and lack of proper 
equipment must be avoided if the physical education program is to 
achieve its major purposes. 

Playground and gymnasium **—The size of the playground will 
depend on the available space, the number and ages of the children, 

48 For points of view concerning incentives and measurement in physical education, see: Nash, 
Jay B. The Administration of Physical Education. New York: A. 8S. Barnes and Co., 1931 
Chapter 15, ** Selecting Incentives,’”’ p. 379-401. Wayman, Agnes. ‘‘ What to Measure in Physical 
Education.” Research Quarterly of the American Physical Education Association 1: 97-110; 
ities tente. Marie M. School Playgrounds. U. S. Dept. of the Interior, Office of Education 
Pamphlet No. 10. Washington, D. C.: Government Printing Office, 1930. 40 p. Playground 


and Recreation Association of America. Play Areas: Their Design and Equipment. New York: 
A. S. Barnes and Co., 1928. 206 p. 


4 








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Fourtreentu YEARBOOK 469 








and the number and size of the groups to be served. The Strayer- 
Engelhardt Standards for Elementary School Buildings state that, 
exclusive of lawns and gardens, the playground should provide a 
minimum of 100 square feet per child. The games of older children 
require more space than do those of smaller children. For the average 
elementary school containing children from grades one to six, prob- 
ably the amount of space allotted per child should be somewhere 
between 100 and 140 square feet. About five acres is regarded as the 
minimum for consolidated and city schools; small rural elementary 
schools should have not less than three acres of level land.°° The 
playground should be fenced both for the safety of the children and 
for the protection of equipment. 

Strayer and Engelhardt suggest that at least three groups be pro- 
vided for in planning the elementary-school playground, namely, 
kindergarten children, primary grades, and intermediate and upper 
grades, as follows: 


1. The kindergarten children should have areas where they can develop little 
gardens, build in sand piles, and construct houses. Small runways for children’s 
vehicles and apparatus should be made. A minimum of 100 square feet of play- 
ground should be allowed for every kindergarten child. 

2. Special sections of the site should be set aside for the primary grade children. 
Their apparatus should be placed so that it will not interfere with the games of 
the older children. Their play space should include any natural features such as 
ponds, brooks, small amphitheaters, and the like. 

3. For the older children places for competitive games should be provided. 
Baseball, basketball, handball, volley ball, tennis, soccer, field hockey, and track 
require special planning. Wherever possible provision should be made for ring 
games, tag games, dodge ball, horseshoe pitching, and similar games.” 


The California course of study recommends the following plan for 
the use of the playground: 


1. The children under ten years of age should have a play space near the school- 
house and so situated that they will not be interfered with by the older boys and 
girls. They should have their own permanent stationary apparatus. 

2. The boys ten years of age and older should be, at times, restricted to a 
definite part of the school yard for their games; otherwise the tendency is for them 
to usurp more than their share of the space and facilities. 

3. Boys and girls of older ages should use diamonds, fields, and courts, on a 
rotating schedule and should at times be scheduled to play together in the dif- 
ferent game groups.” 


The playground should be as level as possible, but well drained. 
Its surface should be free from stones and other abrasive material. 


® Neilson, N. P., and VanHagen, Winifred. Manual of Physical Education Activities for the 
Elementary Schools of the State of California. Sacramento, Calif.: State Department of Educa- 
tion, 1929. p. 61-62. 

Condensed from: Strayer, George D., and Engelhardt, N. L. Standards for Elementary 
School Buildings. New York: Teachers College, Columbia University, 1933. p. 15-18. 

Neilson, N. P., and VanHagen, Winifred. Manual of Physical Education Activities for the 
Elementary Schools of the State of California. Sacramento, Calif.: State Department of Edu- 
cation, 1929. p. 61-62. 











470 ELeMEentTARY Scuoot Principats 





Grass is the most desirable surface for young children but is often 
impracticable. Sandy loam is a good surface when it consists of 
about one-fourth sand. Hard clay is also excellent, especially when 
oiled. Generally the surface of the playground should be sprinkled 
frequently and rolled. Trees, well placed, are desirable both for shade 
and beauty. Factors to be considered in surfacing the playground 
are climatic conditions, natural soil conditions, location and size of 
space to be surfaced, types of activity to be provided for, and dura- 
tion of the playing season. 

In practically all sections of the United States indoor play space 
is a necessity. Rain, wind, and sand storms, hot sun, and extremely 
low temperatures make it inadvisable at times to permit children 
to exercise outdoors. The gymnasium should be adequate to house 
both the regular physical education classes and special indoor events. 
Principals and teachers of physical education should be ready with 
helpful advice when a new gymnasium is under construction. It is 
far easier to change blueprints than buildings. The auxiliary pro- 
visions such as shower rooms, examination and consultation rooms, 
and storage and locker rooms should also receive careful consideration. 

Apparatus and equipment—Play apparatus should be selected with 
its educational and developmental contributions in mind as well as 
pleasure. Some pieces of play equipment are amusing but worth little 
in the development of the child. It is possible to secure play facilities 
which contribute to social and physical growth and which, at the 
same time, are highly enjoyable. 

A careful arrangement of play equipment increases safety, con- 
serves space, and insures greater enjoyment and more effective use 
of the apparatus. The equipment of the younger children should not 
be in the way of the older children’s games; neither should the activi- 
ties of the older children necessitate the frequent removal of the 
younger children’s play facilities. Insofar as possible, equipment 
should be placed around the edges of the playground, thus saving 
the large central areas for games. There are advantages in grouping 
pieces of apparatus according to the ages of the children using them. 
The space assigned to the smallest children should contain the sand- 
box, low teeters, and similar items, while the older children’s swings, 
slides, and the like should be grouped together in another place. Such 
an arrangement reduces the danger of accidents and prevents conflicts 
between groups. Most children are sensitive to any disturbance of 
their playthings, and are apt to resent even the accidental intrusion 

53 For specifications and costs, see: National Recreation Association. Surfacing Playground 
Areas. New York: the Association. (315 Fourth Ave., New York.) See also: Stanton, George A. 


“ The Surfacing of Playgrounds.” Bulletin (Fifth Yearbook) 5: 329-32; July, 1926. Washington, 
D. C.: National Education Association, Department of Elementary School Principals. 








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FourtEEntH YEARBOOK 471 





of others. Conflicts leading to disputes and quarreling can be greatly 
diminished thru a careful arrangement of the various pieces of play 
equipment. 

A modern physical education program requires a different kind 
of equipment from the usual program of twenty-five years ago, which 
consisted largely of formal gymnastics. Modern apparatus is less 
artificial and more in keeping with child nature than the older type. 
Fortunately, the newer program of activities does not require so 
much apparatus. Neilson and VanHagen list the following as desir- 
able equipment for the elementary school : 

Safety climbing tree 
Safety platform slide 
Horizontal bars (graduated) 

(Installed in sets of three) 
Parazontal bars 
Horizontal ladder 
Stationary circle travel rings 
Giant stride (rope or wooden rungs) ™ 


adh ade 


all ad lt ae 


The utmost care should be exercised to make play apparatus safe. 
All apparatus should be correctly installed; all upright posts should 
be firmly planted in concrete ; iron standards rather than wood should 
be used; and the ground beneath the apparatus should be kept soft. 
The principal should inspect the playground and equipment fre- 
quently to discover possible damage and signs of wear. The children 
themselves should aid in caring for the playground, gymnasium, and 
equipment, as the care of school property affords excellent opportunity 
for citizenship training. 

* Neilson, N. P., and VanHagen, Winifred. Manual of Physical Education Activities for the 


Elementary Schools of the State of California. Sacramento, Calif.: State Department of 
Education, 1929. p. 63. 


ET OUR YOUNG FOLKS PLAY, play manly games which train 

the eye and the hand and the spirit, which subordinate 

the individual to the team, the vanity and the egotism of the 

one to the honor of the whole company. The playing field 

is truly the trial practising ground for the grand game of 

life—MacDonald, J. Ramsay, quoted in Journal of Health 
and Physical Education, November, 1932, p. 18. 








“5 


14. 


15. 


16. 


472 ELemMEentarY Scuoot Princrpats 


SELECTED REFERENCES 

ANDERSEN, Leonora. An Athletic Program for Elementary Schools. New 
York: A. 8. Barnes and Co., 1927. 134 p. 

Bancrort, Jessie. Games for the Playground, Home, School and Gymnasium. 
New York: Macmillan Co., 1921. 456 p. 

Cuane, Yune. State Organization and Administration of Health and Physical 
Education. New York: the Author, 1932. 253 p. (Doctor’s thesis, Colum- 
bia University.) 

Heaton, Kenneru L. Character Building Through Recreation. Chicago 
University of Chicago Press, 1929. 230 p. 

HerTHERINGTON, CiarK W. School Program in Physical Education. Yonkers- 
on-Hudson, N. Y.: World Book Co., 1922. 132 p. 


Horrigan, Ortve K. Creative Activities in Physical Education. New York: 
A. S. Barnes and Co., 1929. 147 p. 

LaSauie, Dororuy, compiLer. Play Activities for Elementary Schools, Grades 
One to Eight. New York: A.S. Barnes and Co., 1926. 179 p. 

LaSatie, DororHy, COMPILER. Rhythms and Dances for Eleme ntary Schools, 
Grades One to Eight. New York: A.S. Barnes and Co., 1926. 

MircHeti, Etmer D., anp Mason, Bernarp S. The Theory of Play. New 
York: A. S. Barnes and Co., 1934. 547 p. 

Myers, Atonzo F., anp Birp, Osstan C. Health and Physical Education for 
Elementary Schools. Garden City, New York: Doubleday Doran and Co., 
1928. 342 p. 

NASH, Jay B. The Organization and Administration of Playgrounds and 
Recreation. New York: A.S. Barnes and Co., 1927. 547 p. 

Nasu, Jay B., eprror. Symposium on Physical Education and Health. New 
York: New York University Press, 1930. 320 p. 

Nixon, Evcene W., anp Cozens, Freverick W. Introduction to Physical Edu- 
cation. Philadelphia: W. B. Saunders Co., 1934. 262 p. 

Perrin, Erner, AND Turner, Grace. Play Day: The Spirit of Sport. New 
York: American Child Health Association, 1929. 77 p. 

PLAYGROUND AND RecreaTION AssociATION oF AMERICA. Play Areas: Their 
Design and Equipment. New York: A.S. Barnes and Co., 1928. 206 p. 
Ropcers, Martin A. A Handbook of Stunts. New York: Macmillan Co 

1928. 501 p. 

SHARMAN, Jackson R. Introduction to Physical Education. New York: A.5. 
Barnes and Co., 1934., 317 p. 

Wayman, Acnes R. Education Through Physical Education: Its Organiza- 
tion and Administration for Girls and Women. Philadelphia: Lea and 
Febiger, 1928. 378 p. 

Wuu1aMs, Jessie F.; Dampacu, JoHN I.; AND ScHwENDENER, NorMaA. Methods 
in Physical Education. Philadelphia: W. B. Saunders Co., 1932. 222 p. 

Woop, Tuomas D., ano Cassipy, Rosatinp F. The New Physical Education. 
New York: Macmillan Co., 1927. 457 p. 


eC 





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1m- 


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ork: 
ides 
ols, 
New 


. for 


Co., 
and 
New 
Edu- 
New 
heir 
Co., 
A.S. 


miza- 
. and 


thods 
122 p. 


ation. 





CHAPTER IX 
THE ELEMENTARY-SCHOOL NEWSPAPER ' 


NE FUNCTION of the modern school is to provide a variety of 
experiences. Different mediums of expression are included in 
the elementary-school curriculum so that every child may have 

the opportunity to find one activity, at least, which has a direct, indi- 
vidual appeal. Some children profit most by participation in school 
and classroom management. They accept responsibility for certain 
phases of the conduct of the school. Other children express their 
particular abilities thru the dramatic activity which entertainments, 
pageants, and assemblies provide. Still other children find their 
opportunities for real experiences in the musical activities and co- 
operative community projects encouraged by the school. This entire 
yearbook is a description of socializing experiences, at least one of 
which should appeal to every child. 

The school newspaper may serve to coordinate many of the other 
undertakings of the school. It may help to interpret other socializing 
opportunities to the school as a whole as well as to the community. 
The most important purpose of the school newspaper, however, is to 
provide an opportunity for the creative expression of the children 
in the school. In its most advanced stages of development, the news- 
paper gives practise in those real situations in which children must 
exercise all of the desirable traits of citizenship. 

The newspaper sets a goal for pupil participation in the life of the 
school, toward which all children with the necessary abilities and 
interest may work. Not all children may contribute to the preparation 
of the newspaper. But there are few children who are not interested 
in the news and other content of their school newspaper. Those ele- 
mentary-school newspapers which are produced according to specific 
aims and suitable standards frequently become dominating influences 
for development, not only of those children who have a part in their 
preparation, but also of those who read the papers for information 
and pleasure. 


Types or Scuoot PuBLICATIONS 


School publications formerly considered feasible only for high 
schools—Until very recently, teachers and principals have considered 
school publications within the ability of students only in the high 


} This chapter was written by John S. Thomas of the Editorial Committee. A list of school 
Principals who contributed the material on which the chapter is largely based appears on page 501. 

Since the chapter is a coordinated unit and contains its own introductory statement, the usual 
editorial comment is omitted here. 


[473] 











474 EvemMentary Scuoot Princrrats 





school or junior high school. The impression has prevailed that chil- 
dren in the elementary schools were incapable of expressing them- 
selves sufficiently well to make a valuable school publication. There 
have been exceptions to this belief, but most of those exceptions have 
appeared in the form of annual magazines prepared by the graduating 
class in eight-grade elementary schools. With the advent of the six- 
grade elementary school, still fewer elementary-school publications 
appeared. Those which did appear were patterned largely after the 
local high-school publications of a traditional type. 

The annual magazine as the traditional elementary-school publica- 
tion—Before the widespread development of junior high schools, 
some of the larger elementary schools in the cities produced annuals 
which were a record of the activities of the graduating class. The 
content was limited largely to class prophecies, class wills, outstanding 
compositions by class members, eulogies of teachers, and pictures 
of school incidents and of class members. 

Fully half of the space in many of these school annuals was devoted 
to paid advertisements from merchants and others in the local com- 
munity. The sale or subscription price of the books was often as 
low as twenty-five cents. The amount of advertising was frequently 
justified on the basis that it made possible a lower price to the pur- 
chaser. Another argument advanced in favor of solicitation of adver- 
tisements was that the children gained practise in actual business 
methods. Increasing difficulty in securing advertisements may have 
contributed to the decline of the annual magazine as an elementary- 
school publication. 

Rise in favor of the printed school newspaper 
paper of more frequent issue began to replace the annual magazine. 
Many of these newspapers were originally issued twice each year, 
at the close of each semester. They contained more news of general 
interest about the whole school, altho many were largely the product 
of the highest class in the school. The newspapers were less preten- 
tious than the annuals. They contained fewer pages and less adver- 
tising. The cost was lower, with a consequently greater distribution. 

At the present time, those schools which publish printed news- 
papers have made the style more nearly like that of a typical small 
newspaper. The content is devoted to items of current interest. Chil- 
dren are helped to write in the terse newspaper style. Some schools 
issue newspapers of the printed type as frequently as once each 
month during the school year. Advertisements appear in some papers, 
altho occupying a smaller proportion of space than formerly, and not 
at all in others. While there is great variation in the form and con- 
tent of modern printed elementary-school newspapers, most of them 





The printed news- 


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FourtEENtH YEARBOOK 475 





are of excellent quality. Their production provides real situations in 
which children are showing constantly increasing ability to think 
and work together. 

Development of the mimeographed newspapers—Thruout this 
chapter, the term ‘‘ mimeograph ” is used to denote any process by 
which written or typewritten matter is reproduced or duplicated. 
The mimeographed newspapers are produced with a number of dif- 
ferent trade-makes of apparatus. Scrutiny of the newspapers them- 
selves indicates a considerable variation in the efficiency of the dupli- 
cators used. 

Since forty-five of the fifty-five newspapers examined in the prepa- 
ration of this chapter are of the mimeographed type, the trend of 
production in the elementary school seems to be definitely toward 
this type. The content varies little from that of the printed news- 
papers studied. There are advantages in favor of both types. 

The frequency of issue is higher with the mimeographed type than 
with the printed type of newspaper. This is probably due to the 
greater simplicity of preparation of the mimeographed newspaper 
as well as the lower cost of materials and labor. Material can be 
prepared for the mimeographed newspaper and publication com- 
pleted before it would be possible to secure proof for the printed 
paper. The entire publication of the mimeographed newspaper can 
be carried on by the children within the school. Not all phases of 
publishing the printed newspaper can be carried on within the school, 
except in the very few schools that are equipped with print shops. 
The actual production of the school paper in a school print shop, even 
in junior or senior high schools, is a routine task of questionable value. 

The mimeographed elementary-school newspaper is given more 
widespread distribution among the children because of its consider- 
ably lower cost. A few schools present free copies of the mimeo- 
graphed paper to every child. The cost of materials is met from a 
school fund collected from other sources. Most other mimeographed 
papers are sold to children at cost, usually one or two cents per copy. 

The past five years of general financial depression have probably 
affected the production of school newspapers. Some schools have 
discontinued publication. Others have reduced the number of issues 
during the school year. Still other schools have changed from the 
printed to the mimeographed type of newspaper so as to reduce the 
cost of production. It is to be hoped that those schools which have 
discontinued publication can soon resume this valuable activity, and 
that other schools will begin production of new or better newspapers. 

Figure 1 presents, in the form of a typical elementary-school news- 
paper, the outstanding facts and conclusions from the detailed study 
of school newspapers reported in the remainder of this chapter. 











al 











Pal 
| 


THE ELEMENTARY 


SCHOOL NEWSPAPER 














VOL. I NO. 1 








PURPOSES OF NEWSPAPERS 





A summary of statements con- 
tributed by principals describ- 
ing their school newspapers re- 
veals five purposes which help 
guide production. Some of these 
aims or purposes are discussed 
at more length in other arti- 
cles in this newspaper. The 
five aims follow: 

1. The elementary school news- 
paper interprets the school to 
the community. 

2. The school newspaper helps 
to improve the English of the 
children by furnishing motiva- 
tion for compositions. 

3. The school newspaper pro- 
vides a stimulation and an out- 
let for creative expression. 

4. The school newspaper devel- 
ops character through the oppor 
tunities it offers for pupil 
participation. 

5. The school newspaper serves 
to coordinate and unify the ac- 
tivities of the school. 

The order given above is the 
order of importance that is in- 
dicated by the statements from 
principals who contributed. 


ES CREATIVENES 


The most frequently discussed 
value of school newspapers is 
that children are stimulated 
to creativeness 


FOURTEENTH YEARBOOK SEPTEMBER 1935 PRICE 2¢ 





in fields of 
written expres- 
sion. Most of 
the contribu- 
tors feel that 
no other activ; 
ity of the ele 
mentary school 
=| 
accomplishes oP) i 
as much to mo- 
tivate the written expression 
of so many children. The news- 
paper gives a real experience. 

















NEWSPAPERS MIMEOGRAPHED 


The trend today in the field 
of elementary school newspapers 
is toward the mimeographed type. 
Over 80 percent of the school 
newspapers included in the stud- 
y are produced on some type of 
—S machine. 

e mimeographed school news- 
paper must be prepared very care- 
fully. The 
chief objec- 
tion to its 
use is that 
it is more 
difficult to 
read than is 
the average 
newspaper of + 
the printed 
types this \_IY Tt 
objection is 
overcome by the use of the best 
grade of mimeograph paper. Care 
in the preparation of stencils 
and mimeographing also improves 
the appearance of the newspaper. 

The big advantages of the minm- 
eographed newspaper are that it 
may be produced entirely within 
the school with greater ease. 


PRODUCT OF CHILDREN 


The newspaper should be a pro- 
ject of the entire school. Most 
of the preparation of material 
should be done by a newspaper 
staff under the direction of a 
teachers! staff. 

Other members of the newspaper 
staff should print the paper on 
the school duplicating machine. 
Collection of money for subscrip- 
tions and actual distribution of 
papers to rooms and children may 
be handled by a business staff. 

All children should have the 
chance to contribute items for 
the paper. Selection will be on 
a basis of adaptability for use. 




















Fiours 1 














a WV 





SCHOOL NEWSPAPER 


FOURTEENTH YEARBOOK 


PAGE 2 











FORM AND MAKE-UP 


A study of the format of the 
mimeographed elementary school 
newspapers shows a considerable 
variation. The greatest differ- 
ences occur in the number of 
pages used. Four of the papers 
have over twenty ‘pages. Four of 
the papers use only two pages. 
The greatest frequency shows 
that ten, or 22 percent, of the 
papers use four pages. These 
four pages are mimeographed on 
both sides of two sheets. 

The most frequently used page 
size is the standard 8% x 11 
inch paper. 47 percent of the 
papers are of this size. 

Most of the newspapers divide 
the page into two columns. 82 
percent of the papers use two 
columns on most of the pages. 


A few papers run the typewrit- 


ten articles across the whole 


page. Two papers divide the 
page into three columns. 
SsU. ENTLY 


One advantage in favor of the 
mimeographed type of school pa- 
per is that it is issued quite 
frequently during the school 
year. Over half of the papers 
which indicated the number of 
issues were published nine or 
more times each year. This is 
about once each school month; 
only five papers were issued 
less than four times each year. 


KEEP SALES PRICE LOW 
The tendency in publishing 
elementary school newspapers is 
to sell the papers at cost or 
less. Over 75 percent of the 
mimeographed papers are sold to 
children for either one cent or 





two cents or else distributed 
to all children free. In some 
schools the newspaper is fin- 


school funds. 


INTERPRETING THE SCHOOLS 


The chief value of the school 
newspapers in the judgment of 
principals is their public rela- 
tions feature. Some principals 
consider the school newspaper 
almost entirely a medium*for 
interpreting the schools to the 
community. 
The newspaper 
does have a 
very desirable 
place in this 
program if 
much of the 
content is 
prepared by 
children as a 
part of their 
regular school work. The amount 
of purely publicity material 
should be limited. 

The most effective school pa- 
pers are those which represent 
all of the activities in the 
school. Parents read these pa- 
pers with considerable interest. 
The entire community keeps ac- 
quainted with all of the devel- 
opments in the school. The conm- 
munity shows a higher interest 
in all of the school's work. 


ORGANIZING THE NEWSPAPER 


A school which plans to pub- 
lish a newspaper should begin 
on a small scale. The content 
of the paper should be determ- 
ined largely by the needs of 
the school and community. 

The newspaper should be as 
largely as possible an enter- 
prise of the pupils. Teachers 
should act as counsellors or 
guides for the production of 
the paper. The pupils! staff 
should be selected from those 
children especially qualified 
for this activity. Contribu- 
tions from all children should 
be encouraged. 
































Ficurs 1 (Cont’d.) 











478 ELEMENTARY Scuoot PrincrpaLs 





COLLECTION OF PuBLICATIONS FOR THIS STUDY 


The elementary-school newspapers on which this chapter is based 
were collected by means of a form-letter request sent to principals 
in various parts of the country. The letter asked principals to send one 
or two copies of the most recent issues of their school publications 
or class newspapers for the study. No reference was made in the 
letter to specific types of school publications. The publications sent 
might be either printed or mimeographed, magazine or newspaper 
in style, annual or monthly in publication.. The letter further asked 
each principal to contribute a descriptive statement of the school 
publications forwarded. This descriptive statement was to cover ten 
specific points of information about the purposes, organization, 
financing, publication, and distribution of the particular newspaper 
or magazine. 

During the spring, summer, and early fall of 1934 about 175 of 
these letters were dispatched directly to principals. Letters were sent 
to those who had previously indicated either that their schools pre- 
pared publications or that the principals themselves were interested 
in the subject. This information was obtained from the general ques- 
tionnaires which had been sent to all members of the Department 
of Elementary School Principals in April 1934.? Additional letters 
were sent directly to schools known by the writer to publish school 
magazines or newspapers. 

A second method used to obtain copies of school publications was 
a letter sent to the superintendents of schools in one hundred cities 
over 30,000 in population. Two copies of the request to principals 
were enclosed in the letter to each superintendent, who was asked 
to pass on the request for school publications to interested principals 
in his city. 

It is evident that this method of collection did not provide a repre- 
sentative sampling of the elementary schools in the country. Requests 
were sent only to those principals who were most interested in the 
subject. Many fine replies were received. However, judging from 
the small number of replies in proportion to the number of requests, 
it appears that the school publication of any type is as yet very 
infrequently used to provide socializing experiences for children 
at the elementary-school level. 

Analysis of school publications in this chapter is limited to fifty- 
five of newspaper style. Ten newspapers received were discarded 
because they were published by junior high schools. Only two class 
newspapers were received and they were not included in the study. 





2 Other data from these general questionnaires are reported on pages 238-44 of this yearbook. 





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FourteEEntH YEARBOOK 479 





Six annual school magazines received were not analyzed because 
the preponderance of newspapers seemed to indicate a decided trend 
toward the newspaper rather than the magazine. 


Scope AND Purposes oF ELEMENTARY-ScHOOL NEWSPAPERS 


Specific purposes guiding production of elementary-school news- 
papers—The following statements by principals who contributed 
to this study reveal a number of specific aims guiding the production 
of their school newspapers. The reference number which appears at 
the beginning of each quotation corresponds to the number of the 
contributor in the list at the end of this chapter. 


(36) To develop closer contact and cooperation between home and school 
and the community at large; to train and develop the character habits of honesty, 
judgment, responsibility, tact, courtesy, and self-control; to promote a spirit 
of cooperation and teamwork within the school; to give boys and girls a chance 
to develop qualities of leadership and to assume responsibility; to give every- 
one an opportunity for self-expression and to create an incentive for literary work. 

(2) To stimulate cooperation between school and home in realizing the aims 
of education; to provide correlation between the work of the homeroom and all 
the activities of the special rooms; to provide a stimulus for written composi- 
tion, to encourage a little creative work, and in a very simple way, to promote 
interest in various problems of research. 

(3) To interpret to the patrons of the school and to the community at large 
the purposes and activities of the pupils and the school; to correlate the various 
subjects, courses, and curricula. 

To make composition work purposive, pupils must write because they have 
something to say to someone who is really waiting to read what they write. 

(4) To stimulate writing in the English classes of our fifth and sixth grades; 
to make the newspaper the work of the children so far as possible. 

(5) To build better school morale and citizenship; to encourage pupil par- 
ticipation. 

(6) To aid in acquiring correct English habits, especially among the foreign 
children of this particular neighborhood. 

(28) To strengthen the bond between home and school thru developing a 
sympathetic understanding of what is being done in our public schools today. 

(45) To add emphasis to the special phases of character training carried on 
each day in safety, thrift, humane education, and health; to acquaint the com- 
munity with regard to these special character-education efforts; to acquaint 
the community with school projects of community scope and to appeal for 
cooperation. 

(29) To unify an extremely informal school; to give a sense of oneness to an 
individualized situation, and to make concrete this intangible thing known as 
school loyalty; to form a powerful and persuasive link between the school, the 
students themselves, and their homes; to present to the parents a visible sign 
of school progress; to have every word printed in its issues written by some child 
in the school. 

(30) To give children opportunity for real-life experiences and for suitable 
expression of their interests and abilities; to bring a closer relationship between 
the school and the home. 











480 ExLementary Scuoot Principats 








There seems to be a general uniformity of purpose in the fore- 
going statements. The quotations are representative of the statements 
made by most principals who contributed descriptions of their school 
papers. There has been no attempt to select only those types of pur- 
poses which represent only one side of the aim of the elementary- 
school newspaper. 

General principles guiding publication of newspapers—A review 
of these specific purposes reveals five general types of consciously 
planned aims or values that are sought in the publication of school 
papers. Each of these five is discernible in most of the newspapers 
submitted. A few papers, however, do not reflect all of the purposes. 
For example, two newspapers are primarily public-relations bulletins 
sent from the school to the home, and contain practically rio material 
prepared by the children. On the other hand, a few of the papers 
serve entirely as a medium of expression for the creative writing 
or composition work of the children. The generalizations which fol- 
low, in the order of importance attached to them by principals, may 
be considered as the five basic aims or values which usually govern 
the production of elementary-school newspapers: 

1. The elementary-school newspaper attempts to interpret the 
school to the community. Both thru content definitely planned for 
publie relations and thru articles by children describing school ac- 
tivities of interest to themselves and their parents, the newspaper 
which is issued frequently and regularly helps to explain the school 
to the community. 

2. The school newspaper helps to improve the English of children 
by furnishing motivation for compositions. Some schools select the 
best compositions for publication in the newspaper. ‘Topics for com- 
positions are selected with a view toward supplying material for the 
newspapers that has real value and real interest. Higher degrees of 
excellence become the standards for acceptance. Improved vocabulary 
and better punctuation set goals for practical usage. 

3. The school newspaper provides a stimulus and an outlet for crea 
tive expression. ‘Those papers which are largely the product of chil- 
dren in the school contain original poems, stories, and drawings of 
unusual merit. While the competitive element should not be over- 
emphasized, it seems true that competition does serve as a stimulus 
to better effort. 

4. The school newspaper serves to coordinate and to unify the 
activities of the school. In platoon schools, cooperative planning 
among the children and teachers of different classes is required to 
produce the newspaper. In traditional and departmental types of 








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FourTEENtTH YEARBOOK 481 





school organization, the different subjects are unified thru the news- 
paper. As much as any of the other activities of the school, the news- 
paper brings together the sometimes dissociated elements that tend to 
reduce the school’s effectiveness. 

5. The school newspaper develops character thru the experiences 
it offers in pupil participation. Children learn to plan. They must 
work together to create a product which will adequately represent 
the whole school. They learn something of the value of service to 
others which the newspaper offers. They learn to appraise the product 
of their efforts. They accept responsibility for constantly improving 
their product. . 

The order of importance which principals give to these values is 
evidently an order of expediency. It would seem that the last aim 
should be more important than the first. Perhaps the order should 
be reversed. Undoubtedly, as the newspaper becomes a longer estab- 
lished and better understood activity of recognized -value in our ele- 
mentary schools, greater emphasis will be given to the aims or values 
which directly influence growth of the children in the schools. 


Form anp Maxr-Up or tur NEWSPAPERS 


Trend toward the mimeographed newspaper—As mentioned above, 
forty-five newspapers, or 81 percent of the fifty-five analyzed, are of 
the mimeographed type. This is probably fairly representative of the 
situation during the past year in schools which produced a newspaper 
of some kind. Most of the papers studied are mimeographed on both 
sides of each sheet. Usually the highest grade of white mimeograph 
paper is used. 

The most frequent objection to the mimeographed school news- 
paper is that it is more difficult to read. This is true if a poor grade 
of paper is used. But, altho most of these newspapers are printed 
on both sides of the sheet, the words are quite legible. Some of the 
mimeographed papers are as easily read as those which are printed. 
Much of the success of the mimeographed newspaper depends upon 
the care used in preparing the stencils. Stencils for some of the 
papers are evidently cut by electric typewriters, which give a uniform 
impression for all the letters. 

The mimeographed newspapers of less frequent issue and greater 
number of pages have covers of colored paper which combine the 
name of the newspaper with illustrations. Some of these illustrations 
serve to introduce the topic around which the content of the paper 
is planned. Other papers have standard covers which are used for 
every issue. 












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Fiaurn 2—Title Pages of Selected School Newspapers 











FourtEENTH YEARBOOK 483 





Figure 2 shows the title pages of a number of the newspapers re- 


ceived, including both the mimeographed and the printed types. 
Sizes of page used in the fifty-five school newspapers—aAll of the 
newspapers studied were measured to find the trend in page size. All 
measurements tabulated are over-all dimensions. Following is a dis- 
tribution of the mimeographed papers according to size of page: 


Size of page Percent of papers 
54x 8} inches 2 
7x 84+ inches 4 
8+x 11 inches 47 
9x 12 inches 18 
84x13 inches 16 
84x 14 inches 13 


The page size most frequently used for the mimeographed news- 
papers is 8$ by 11 inches. Almost half of these papers are of this 
size. An equal number use a longer mimeographed paper, which 
gives the advantage of simplifying preparation of stencils when a 
larger amount of content is to be included. 

Each of the ten printed newspapers received is of a different page 
size. The smallest of these is 6 by 84 inches. The five next largest 
papers average about 7 by 10 inches. The three next largest are 
about 9 by 12 inches, and the largest printed newspaper is 14 by 17 
inches in page size. The lack of uniformity in page size of the 
printed papers is probably due to the fact that different printers 
use paper stock that they find most economical, and also to differences 
in press equipment. 

Number of pages in the fifty-five newspapers—There is also con- 
siderable variation in the number of pages in the forty-five mimeo- 
graphed and the ten printed newspapers, as shown in Table 1. The 
interesting points in connection with this table are as follows: 

1. The number of pages most frequently used in both the printed and the 
mimeographed newspapers is four. The four pages in the mimeographed news- 
papers generally consist of two sheets of paper mimeographed on both sides of 
the sheet. Three of the nine papers included in this group are mimeographed 
on a large sheet (12 by 18 inches), which is folded in the middle. This gives 
an over-all size for these newspapers of 9 by 12 inches. 

2. Some of the mimeographed newspapers are printed on only one side of the 
paper. 

3. Five of the eight-page mimeographed newspapers use the large-size paper 
which produces the 9-by-12-inch page. 

4. A number of the mimeographed newspapers contain more than thirteen 
pages. These newspapers contain a larger amount of the English work and the 
creative expression of the children in the school. They are more of the maga- 
zine type, altho they are issued more frequently than the older type of school 


magazine. Two mimeographed newspapers, of twenty and twenty-nine pages 
respectively, are issued ten times each year. 











—$—$_$_$___ 


484 ELEMENTARY Scuoot Principats 





TABLE 1—NvuMBER OF PaAGes In Forty-FIVE MIMEOGRAPHED 





























AND TEN PRINTED NEWSPAPERS 
MIMEOGRAPHED PAPERS PRINTED PAPERS 
NuMBER oF Paces @ SEEEEET SEE 
Number Percent | Number Percent 
(1) (2) (3) a | ©) 
Le Ree Pee Cee ean eee 4 8.9 
a ee ah ei eG a St ae a eee ae 2 4.4 an 
SERS a ee, ae ee 10 23.3 6 60.0 
ONE See ee See ees 5 11.1 l 10.0 
| Shy, ee? Foe ey ee 2 4.4 
Be are A eed ga ah ca an al eX ck, aa eater 7 15.6 2 20.0 
EES Ee errr, | See su 2 4.4 
EP ee er) eee ese cre 2 4.4 iad Fl 
RR Oa ined. 2 Ateltate Sala ts tee é 6.7 l 10.0 
ic oy sa a ee 4 8.9 
RG cs. she Acs, idievase a alacant eles | 4 8.9 
| Sea hens: | 45 100.0 | 10 =| «100.0 
| 








Read table: Of the forty-five mimeographed elementary-school newspapers studied, ten or 22.3 percent 
have four pages, etc. 

« Newspapers reported with an odd number of pages were mimeographed on only one side of each 
sheet, while most of those with an even number of pages were mimeographed (or printed) on both sides 
of each sheet. 


Number of columns in the newspapers—The number of columns 
in the newspapers studied is indicated in Table 2. The chief points to 
be noted here are the following: 


1. Most of the mimeographed and half of the printed newspapers use two 
columns to the page. Probably the chief reason for preparing the mimeographed 
newspapers in the two-column style is that this makes them look more like the 
printed newspaper. Preparation of stencils on the two-column basis is far more 
difficult and time consuming. There is little justification, so far as the mechanics 
of reading are concerned, for dividing the mimeographed page into two columns 

2. The two-column newspapers, both printed and mimeographed, present the 
most attractive page. When mimeographed, the two-column style looks more 
like a typical newspaper than does the single-column style. 


Many principals who contributed to this chapter sent copies of 
several of the most recent issues of the school newspapers. Some 
schools do not use the same number of pages for each issue, but adapt 
the number to the amount of material available. 

If it were possible to describe a typical elementary-school news- 
paper using the data presented thus far, the following statements 
might be made: 





1. The typical newspaper is mimeographed. 

2. This newspaper is 84 by 11 inches in page size. 

3. The newspaper contains four pages mimeographed on both sides of two 
sheets of paper. 

4. The typical newspaper page is divided into two columns. 








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FourtTEEntH YEARBOOK 485 











TABLE 2—NuMBER or COLUMNS IN Forty-FIVE MIMEOGRAPHED 
AND TEN PRINTED NEWSPAPERS 


























| MIMEOGRAPHED PAPERS | PRINTED PAPERS 
NUMBER oF CoLUMNS | — y ——-— 
| Number | Percent | Number Percent 
(1) | (2) | (3) (4) (5) 
OT Te re Fee Pe 6 | 13.4 
ERR IIRCee “OM Onn ae 37. |= 82.2 5 50.0 
Be at a ork A POR COM Vee CS 2 4.4 4 40.0 
Pe aes ere ning sft 1 cater 12 10.0 
RR OE tis Re 45 | 100.0 10 100.0 














Read table: Of the forty-five mimeographed newspapers examined, thirty-seven or 82.2 percent 
divided each page into two columns, etc. 

« This printed newspaper is the combined project of five elementary schools. It is 14 x 17 inches in 
size and is the largest paper contributed. 


ORGANIZATION OF THE Scuoot NEWSPAPER 


Determined by needs of school and community—A school news- 
paper should be based upon the needs of the children in the school. 
The type of content should vary between schools in different types of 
districts. The material included in the newspaper of a rural or 
small-village school naturally should be much different from that in 
the newspaper of a large-city school. The content of the paper in a 
city school that draws children from an old and well-established 
American community should be different from that of the newspaper 
produced in a community where most of the parents speak some 
foreign language. 

The cost of the paper to the children also may need to vary be- 
tween schools in the same city. Five cents per copy is a moderate 
price for the children in some school districts. In other districts, 
where the economic status of the homes is at the very bottom, even 
one cent per copy is difficult for the children to pay. Probably the 
school newspaper in the poorer districts should be financed in some 
other way than by sales of the papers. In any event, it is necessary 
to adapt the size and type of the paper to the financial resources 
available. 

Another factor that enters into the adaptation of the newspaper 
to the particular school is the staff of the school. Some groups of 
teachers naturally take greater interest than do others in activities 
of this kind. There may be one or two teachers in a large group who 
can stimulate the entire school to the production of a fine newspaper. 
In other schools there may be no teachers who have a natural interest 
in such an undertaking. 








486 ExLeMeEentTary Scuoot Princrpats 





The type of interpretation of its program that the school must give 
to the community also will influence the content of the school news- 
paper. Some schools with parent-teacher associations need very little 
of the public-relations content in their papers. Other schools that 
make few personal contacts with parents probably should include 
much more of this material. 

Begin the newspaper on a small scale—Until children and teachers 
have experienced the preparation of a school newspaper, it is desirable 
to attempt only a small publication. Frequently, the beginning of a 
newspaper occurs as an activity of the highest class in the school. 
For the first year or two of publication, this may continue strictly 
as a class paper. It is desirable, however, that the experience gained 
with class newspapers be spread to include all grades in the school. 
Even tho a genuine school newspaper, of interest to the entire school 
and prepared by a staff which is representative of the whole school, 
does emerge, class newspapers may still continue. There is a place 

for both in a large elementary school, since the class newspaper meets 
a different need. 

Make the newspaper a pupil enterprise—Even at the beginning, 
the newspaper should be largely the product of the children. It 
should not be merely a medium thru which the principal may dis- 
seminate publicity about the school. Neither should the material 
be written largely by the teachers. It will take some time for children 
to become skilful in the preparation of articles for the newspaper, 
but their efforts should be accepted even tho they fall far short of the 
standards which have been set. 

Guidance and counsel by a teachers’ staff—Just as in the teaching 
of the fundamental subjects in the elementary school, it is essential 
that the children who produce the school newspaper have the guidance 
of a group of teachers. The production of the paper is as much a 
learning situation for many children as any other activity in which 
they engage. The values that children receive from preparing the 
newspaper are determined largely by the guidance of the teachers 
who work with them. 

In departmentalized or platoon schools, the teacher who has charge 
of the work in English is usually the one who acts as head of the 
teachers’ staff. In some schools, all of the work on the newspaper 
is done by this one teacher and a group of children. In other schools, 
several teachers comprise a committee which works with the children. 
Each member of the teachers’ staff has direct responsibility for the 
preparation of one section or one page of the newspaper. Frequently, 
the art teacher is a member of this group. Another teacher sometimes 
has charge of the financing and distribution of the paper. 











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FourtTEENTH YEARBOOK 487 





The teachers’ staff should be largely advisory in nature. Precau- 
tions must be taken to insure that a major portion of the work is 
done by the children. The primary function of the teachers’ staff is 
that of planning the larger aspects of publication and then helping 
to plan the general organization and details of each issue with the 
children’s staff. 

Methods of selecting the newspaper staff—Elementary schools 
use a variety of methods to select the staff which publishes the school 
newspaper. Statements contributed by principals generally indicate, 
however, that these different procedures are intended to fulfil the same 
purposes. Several types of staff organization are described below 
(see corresponding numbers in list of contributors at the end of this 
chapter) : 


(25) As the pupils do not make satisfactory nominations for the offices of editor 
and assistant editor, the teachers submit lists of suitable candidates for these 
offices, and from these lists the pupils make a choice by balloting. The pupils 
nominate and ballot for the positions of business manager and an assistant. If 
they choose the best athlete in school for either of these positions, no harm 
is done, but the most popular student in the editor’s chair is not necessarily 
conducive to producing a good school paper. 

Each classroom nominates and chooses a class editor, an assistant, and a room 
business manager. All material offered by the pupils of this room for publication 
is edited by the room officers, who with the assistance of the classroom teacher, 
make a selection of the most suitable material. This is turned over to the editor- 
in-chief and his assistant for further selection and consideration. 

The room business manager collects money for subscriptions, keeps a list of 
his subscribers, and gives a duplicate list to the school business manager to- 
gether with the money he has collected. When he receives his copies of the paper 
for his room, he distributes them to his subscribers. 

The editor-in-chief and his assistant, with the help of a faculty member, select 
material for the paper and have it typed on a stencil. As each stencil is ready, 
the business managers mimeograph sufficient copies to supply those who have 
subscribed. The pages are stapled and distributed to the room managers, who 
in turn distribute them to their subscribers. 

(33) Our staff is composed of an editor-in-chief who, with two associate editors, 
is responsible for the paper in general. In addition to writing editorials, it is the 
business of these people to look over and arrange the make-up of the whole paper. 

The news editor and his assistants are responsible for editing all of the im- 
portant news of the school. They not only write news articles, but are responsible 
for correcting articles handed in, some of which they frequently cut down or 
rewrite. 

The sports editor or his assistant is expected to attend all of the important 
games and athletic events in which the school participates. His field is naturally 
that of the physical department. 

The “ Who’s Who” editors are concerned entirely with the accounts of in- 
dividuals who are doing some piece of outstanding work either scholastically or 
physically, or some outstanding service for the class or school. 

The exchange editors are concerned with reviewing the papers of other schools 
with whom we exchange, noting the various activities that are carried on, and 
bringing to the attention of pupils those that they feel will improve the work or 
spirit of our own school. 








488 ELemMentary Scuoot Principats 





The art editors are responsible for the covers, captions, and any cartoons, draw- 
ings, etc., of a like nature. These people also cut the stencils for the mimeograph 
machine. Too much cannot be said of the importance of the work of these 
people, as the appearance of the paper depends largely upon the work of the art 
editors. 

The business manager and his assistants assume full charge of the subscription 
drive at the opening of school. The circulation manager and his assistants take 
charge of the production and circulation of the paper. 

A production squad of four boys under the direction of the circulation manager 
handles all the stencils on the mimeograph machine. 


Lacey * gives the following description of a procedure used to 
select an elementary-school newspaper staff : 


Pupil participation is the sine qua non of every successful school publication. 
Selection of a dependable staff, chosen for reliability and talent rather than talent 
alone, is a matter of prime importance since the success of the publication depends 
so largely on the caliber of the staff. Outstanding pupils in English are desirabk 
but “live wire” workers add immeasurably to its efficiency. Students should be 
chosen whose scholarship will permit them to spend ample time on editorial 
duties. 

Responsibility for final selection of the staff should be given to the faculty, 
but membership should be placed upon a highly competitive basis. English 
teachers may suggest the names of pupils high in standing in leadership qualities, 
but the candidates should be tried out with assignments and selected after they 
have proved their qualifications by actual work. Put leadership into the hands 
of the upper group but plan to make changes in the staff membership gradually. 

The student committee, all members of the press club, should be organized into 
two major departments, the editorial staff, responsible for literary, news, and 
special feature material, and the business staff to be held accountable for the 
financial affairs of the publication, the subscriptions, and advertising. Care should 
be taken in keeping the numbers and organization from becoming unwieldy or 
elaborate. 

Regular staff meetings are advisable. Each member must have a definite assign- 
ment but should be permitted to show originality, to display initiative, and to 
use ingenuity in solving problems. 

In order to achieve the benefit of an exceedingly valuable experience to the 
greatest number of children, the entire school should contribute material to the 
school publication. . . . In other words, the school paper should become a whol 
school project—an institution. 


The three types of staff organization described above probably 
represent a rather high degree of efficiency. In some schools the entire 
organization is kept in the hands of the teachers. Children are en- 
couraged to prepare material for the publication, but all of the plan- 
ning is done by teachers. The aim in organizing the school newspaper 
should be to include as many pupils as possible on the staff which 
plans, produces, publishes, and distributes the paper. Pupil participa- 
tion becomes more and more important each year. 


3 Lacey, Georgia H. “‘ Pupil Publications.” The Principal and His Community. Eleventh Yeat 
book. Washington, D. C.: Department of Elementary School Principals, National Education 
Association, 1932. p. 350-59. 








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FourRTEENTH YEARBOOK 489 





Mertruops or Preparing THE NEWSPAPER 


Below are statements from contributors to this chapter describing 
various methods used to prepare their elementary-school newspapers. 
As above, the reference numbers are those which appear in the list of 
contributors near the end of this chapter. 


(5) The better items which appear in the classroom newspapers form a basis 
for material. A general theme is established for each issue: safety, cleanliness, 
the new report card, etc. The best compositions are submitted to the editorial 
staff. All material is signed. Printing is done by an outside firm. We expect 
and demand “ page proof,” and check all errors with the greatest of care (teachers 
and staff). 

(6) The preparation of the news is done during staff hours established during 
the regular study periods of the different pupils. The articles are written by 
the special editors, censored by the English teacher, and then rewritten if neces- 
sary. The articles are then assembled and made up into the different pages. 
Froof sheets are returned and read for typographical errors. Corrections are 
made on each page, and then the multigraph may run that particular page. Thus 
are various pages printed until the edition is completed. 

(8) Copy from the various rooms is turned into the newspaper by the room re- 
porters. The club meets on Friday afternoon for,an hour, at which time the 
material is gone over and the best selected in each grade group. Also, editorials 
are written, news stories and announcements are prepared, and the make-up of 
the paper is decided upon. 

The copy is all turned over to a public stenographer (as the school has no 
clerk), who cuts the stencils. The paper is then run off on the school mimeograph 
by members of the club. The circulation committee distributes the issue to rooms. 

(27) The staff meets for one and a quarter hours per week with the editor 
presiding. Reporters have work of definite classrooms and activities to report. 
Written articles submitted by reporters are criticized by the editor and the 
advisor. Page illustrations and headings are made by the art editor and assistants. 
Articles are typed by the advisor. “ Dummy ” is made up by the editor and com- 
mittee. Stencils are cut and mimeographed by the advisor. Pages of the paper 
are assembled by a committee of the staff. 

(30) Each room has a reporter who gathers the news and is responsible for 
getting it to the editor, who, with his assistants, edits the articles and arranges 
them as nearly as possible for the paper. The school clerk then types the stencils. 
The production managers run off the stencils on the mimeograph. In the mean- 
time, the business managers take orders in all of the rooms and handle all of 
the money. When the paper is finished, the circulation manager distributes the 
copies. 


ScHooLt AND CoMMUNITY INTERPRETATION 


Portraying the work of children in school—The chief value of 
the school newspaper as a medium for interpreting the school to the 
community lies in the material which children write for the paper 
in connection with their regular school work. A composition which is 
printed in the school paper because of its excellence helps to raise the 
standard for composition work and also presents actual school work 
to parents. Original drawings and illustrations help to explain the 








490 Exementary Scuoot Prrncrpars 





purpose of art work in the school. Reports of interesting school events 
which are written by children for children also serve to increase 
the understanding of parents. 

Many of the items in the school newspaper should be of general 
community interest. Every school paper might well devote one page 
or one section of each issue to articles about the community. Events 
in any school community are of as great concern to the school as they 
are to the particular group that participates. 

The newspaper should not make the mistake of serving merely as a 
medium for dissemination of publicity or propaganda about the 
school. The best way to interpret the school and the community to 
each other is to include interesting facts and descriptions about both 
of them. 


TABLE 3—Vo.tume NumsBers REPORTED FOR TWENTY-NINE MIMEOGRAPHED 
AND E1Gut PRINTED NEWSPAPERS? 























MIMEOGRAPHED Papers ® PRINTED PAPERs ¢ 
VoLUME NUMBER I—— 
Number Percent | Number Percent 
(1) (2) (3) a (5) i 
I ee ee ee, Serene ae 5 17.2 2 25.0 
MR aoa. cata: tisich a atte aiicaiaAitiate eae 4 13.8 1 12.5 
Mr ak tete egal 6 oF He Em arate 3 10.3 l 12.5 
MC Lick WS ak aa a oe 3¥ kee oR ae 3 10.3 1 12.5 
Meusdirdees sac depiwe east eetens 7 24.1 
MSA UE Wari’. odow hala eee ne 4 13.8 
ER eee Ce 1 3.5 Bias ee 
ES ae ee eee a ee 1 3.5 l 12.5 
ee eae TR RS ee PP a en whit l 12.8 
Masts i: wo ete eatitw Cte ole meee 1 3.5 c 6s 
AS ess oxy wna eunas Ee nak 1 | 12.5 
cis stravb i510 heal d's a maak a ee ee 29 100.0 8 100.0 














Read table: Of the twenty-nine mimeographed newspapers of which the volume numbers were avail- 
able, seven or 24.1 percent indicates Volume 5, or the fifth year of publication, etc. 

* Data on this point were not available for the other sixteen mimeographed and two printed news 
papers analyzed. i 

+ The data do not indicate whether or not these papers have always been mimeographed. 

¢ The data do not show whether or not these papers have always been printed. 


Values of extending school interpretation over a long period— 
Those schools that are well adapted to their community needs have 
carried on a public-relations program for many years. The elemen- 
tary-school newspaper has been one of the most effective mediums in 
these programs. The number of years during which some schools 
have published school newspapers, as indicated by the volume num- 
bers of their papers, is shown in Table 3. The following points in 
this table should be noted: 








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FourtErentH YEARBOOK 491 





1. Data for only twenty-nine mimeographed and eight printed newspapers out 
of the fifty-five included in this study are presented, because only these news- 
papers indicated the volume number. 

2. Five of the newspapers have been published for ten or more years. It is 
not known whether these five have always been mimeographed or printed. 

3. One-half of the newspapers have been published for four or more years. 


Since about half of the newspapers have been published for three 
years or less, it appears that the newspaper in the elementary school 
is of comparatively recent development. It is to be hoped that more 
schools will soon realize the value of the newspaper as a means of 
school and community interpretation. 

Unquestionably, many schools have discontinued publication of 
newspapers during the past four or five years. Table 3 does not indi- 
cate this situation. Nor does the table show whether or not publica- 
tion has been continuous during the period indicated for the news- 
papers which are included. 

Frequency of issue important in interpretation—Another factor 
in carrying on continuous school interpretation is the frequency with 
which information is brought into the homes of the community. Table 
4 shows the number of issues each year among the newspapers for 


TABLE 4—NoumBER or Issugs Eacu YEAR FOR THIRTY-TWO MIMEOGRAPHED 
AND E1GgHtT PRINTED NEWSPAPERS? 

















MIMEOGRAPHED PAPERS PRINTED PAPERS 
NUMBER oF IssuESs ae 
Per YEAR 
Number Percent Number Percent 
(1) (2) (3) (4) (5) 
Be aig Guide watt angen dee Ada. Be eels 5 15.6 2 25.0 
B38 aud orctias a wre andar Ree walatove eee na sete 1 12.5 
Dis dictl a siuid beaker Pot we heme 5 15.6 cree ae 
EY Paes Pie MON Sere eke a 2 6.3 1 12.5 
BRR Ase tacalas' ica, a aehoisld eaetete Aree 4 12.5 1 12.5 
Be Fk nish igh sca oaraaiti tection std ei hae Payee 1 12.5 
Ne aes. gh Birds ats nicathcia seataalvasheaoaa ee 2 6.3 2 25.0 
LAist dsedreiss nin-vidiactatioe taliban 11 34.4 os fa. Sp 
Be ace eaaeliens Cie he ohare aed Sree 1 3.1 
RR a ee ee ee ce 1 3.1 
EE Ee enn te 1 3.1 
oe ee a ae a 32 100.0 8 100.0 

















Read table: Of the thirty-two mimeographed newspapers recorded, eleven or 34.4 percent are issued 
ten times each year. 

* Dati on this point were not available for the other thirteen mimeographed and two printed news- 
papers analyzed. 


which this information is available. Outstanding facts in this table 
are as follows: 
1. More of the mimeographed school newspapers were issued ten times a year 


than any other frequency. Each of the eleven schools at this frequency produced 
& mimeographed newspaper once each month during the school year. 








492 ELEMENTARY Scuoot Principats 





2. A comparatively small percentage of the school newspapers are issued fewer 


than four times each year. 


The most important factors in the success of the school newspaper 
in school-community interpretation are (1) presentation of facts, 
(2) descriptions of actual, interesting school events, (3) continuous 
publication during many years, and (4) frequent issue during each 
year. 


CHILDREN’s CONTRIBUTIONS TO THE Scuoot NEWSPAPER 


Proportion of signed contributtons—To find the proportion of the 
total content of each newspaper that was contributed by children 
in the school, all of the fifty-five newspapers were checked for those 
contributions that had children’s signatures attached. The proportion 
of space in each paper that was devoted to material of this type was 
measured, and the results were tabulated according to the following 
percentage distribution : 


Space used for children’s 


signed articles Percent of papers 

0-10% 11 
11-20% 7 
21-30% 2 
31-40% 13 
41-50% 4 
51-60% 4 
61-70% 13 
71-80% 18 
81-90% 14 
91-100% 14 


In almost half of the newspapers, more than 70 percent of the con-: 
) } 


tent is the work of children. The percentages were figured by com- 
paring the articles signed by children with all of the articles in the 
newspapers. Advertising space was left out of account entirely 

In eighteen or 33 percent of the newspapers, not more than 40 
percent of the space is devoted to material signed by children. It 
is not always possible to determine accurately whether the work is 
done by children or by teachers, since some of the papers print articles 
written by the children’s staff without attached signatures. 

Opportunities for creative expression and improvement of English 
—aAs stated earlier in this chapter, the most important function of 
the school newspaper is to furnish an opportunity for many children 
to express creative ideas. Competent authorities believe also that 
practise in writing for the newspaper provides a direct improvement 
in English composition. Following are a number of excerpts from 
elementary- -school newspapers which are signed by children: 








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ym 





FourtEENtH YEARBOOK 493 





(2) SPRING 


Wake up, you roses! 

Oh, don’t you hear? 

The birds are singing, 
Springtime is here! 

Wake up, you daffodils! 

Oh, don’t you hear? 

The flowers are blooming, 
Springtime is here! 

The trees are swaying, 

Children are playing, 

The mills are turning 

And I am yearning 

To hear the birds cheer. 
Springtime is here. 

—Lyp1A WIDELSKI 


(7) A GROUCHY OLD MAN 


Down in the canyon there is a trail which reminds me of a grouchy old man. 
When it is rainy he gives me a shove and makes me tumble. In the middle 
of his chin there is a bush which is his beard. The white sage forms his hair. 

—Bossy Martin 


(8) HOW SEEDS TRAVEL 


Some seeds are like little airships which fly thru the air; but other seeds are 
lazy and take a ride by sticking to your clothes or on an animal so they won’t 
have to be a boat or airship. Some little boats go down a river floating away. 
Then the little boat docks at land to grow. 

—CuHar.es Pacs 


(5) BUILDING OUR SCHOOLS 


The week of November sixth has been set aside as American Education Week. 
The purpose of this week is to remind us of the closeness between the school 
and the community and to show us how the school serves the community. 

In the Ludlow School we learn how to be good citizens now, by being clean, 
neat, and industrious. Our Safety Patrol Boys remind us to be safe; we learn 
what to do with our spare time—playing games, reading, painting, and listening 
to music. 

These things are taught us so that we may develop our talents, keep healthy, 
and prepare ourselves for a life job. American Education Week reminds us that 
a good citizen today means a good citizen tomorrow. 

—ErMa Moser, Grade 6B 


(9) GOING TO THE WOODS 


On my way to the woods I heard something say, “ Peep.” I looked up and 
saw a mother bird and her babies. They had just come out of the egg. I could 
only see the heads of them. After I had watched them for a while I went off to 
the side. I saw some wild flowers. There were violets and spring beauties. I 
also saw some umbrella plants. 

In a clump of grass I saw a mother rabbit and baby. The mother rabbit had 
the young one behind her and I could only see his ears. They had some pink on 
them. I had fun going to the woods. 

—Marrua Jang Sinincer, Grade 4 








494 ExemMentary Scuoot Princrpars 





(23) HEALTH EDUCATION 


In our school, the teaching of health is of great importance. At the beginning 
of the term, each child was weighed and measured. Every room made an at- 
tractive health chart on which were recorded the age, height, actual and normal 
weight of each child. 

In the Low-Fifth, the children who were underweight were asked to bring 
milk and a sandwich to school, to be eaten at the morning recess. They wer 
weighed at the end of each week to see if they had gained. Each child gained 
from one-fourth to one pound the first week. The children try to see who can 


gain the most. 
—Howarp GOATLEY, Grade 5 





(30) OPERETTA A BIG SUCCESS 


The operetta, “Storyland,” was given May 16, 17, and 18 by the pupils of 
Lowell School. Sixty-eight children took part in it. 

The scenery was simple but pleasing, consisting of a garden at the rear of 
which was a fence. The costumes were also simple, and the colors mingled and 
blended perfectly under the influence of the lights. 

The directors were Mrs. Ruth Longshore, Mrs. Claire Bowden, and Miss 
Josephine Danielson. 

Some of the characters were Robin Hood, Mary Mary, Little Boy Blue, Bo 
Peep, and Tom, Tom. 

The players’ parts were generally said in verses and there were many songs 
The story was interesting and every effort was put forth by the children and the 
directors in making this operetta successful. The lighting effect made the scenes 
look very real. 

“Storyland” was one of the best plays Lowell School has ever given. Th 
school hopes everyone who was present enjoyed it. 

—Martin Britran, Grade 6 
and 
JACQUELINE Levey, Grade 5 





(38) CHOOSING CLUBS AGAIN 


Children were overjoyed as they chose their new clubs for the semester, 
Wednesday, September 26. They had been waiting for this opportunity for two 
weeks. Our new clubs are Junior Dramatic, Junior Folk Dancing, Astronomy, 
Senior Handicraft, Electrical, and Explorers. The favorites of most of the chil- I 
dren were Craft, Electrical, Dramatic, and Dancing. This necessitated giving * 
many children their second choices. a 

Clubs are held Thursday and Friday mornings from 11:15 to 11:55. Tr 

Look for information about clubs on page four of the Post each week. 


y; 
(52) HALLOWE’EN i 
the 


Why is it that when Hallowe’en arrives the air is filled with mystery and ex- 
citement? There seems still to be the feeling and thinking that some spirits and | ~ 
witches are out to enjoy themselves now as they were said to be many, many | 





years ago. pol 

The majority of children think Hallowe’en is a time for fun and they are right. | 1 
At the same time one should be careful with his and other people’s property.) ,.. 
It will help others to enjoy Hallowe’en, also. It will make a better, safer, happier |), 
holiday for all of us. 2 


—Sopuip OstTaPpENn«KO cage 








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FourtTEENTH YEARBOOK 495 





The foregoing samples of children’s contributions to their school 
newspapers are not selected on a basis of excellence in expression. 
Rather, they are a random sample of the types of material to be found 
in most of the elementary-school papers. They represent different 
types of presentation. All of them, however, contain a certain amount 
of creative expression. Certainly, they are the pride of their writers, 
and they are truly interesting to others. 


Use or Inuustrratrions In EtemMentTARY NEWSPAPERS 


Most of the elementary-school newspapers reproduce drawings or 
illustrations made by the children. Some of these drawings are used 
merely to illustrate stories or articles. Others are reproduced because 
of their artistic merit. Some of the illustrations are cartoons. Illus- 
trations in some of the papers are colored with crayons by children 
before they are taken home. Figure 3 shows the variety and quality 
of the illustrative materials used. 

Table 5 summarizes the findings regarding the number of drawings 


TABLE 5—Nvumser or Pictures oR ILLUSTRATIONS REPRODUCED IN 
ForTY-FIVE MIMEOGRAPHED AND TEN PRINTED NEWSPAPERS 

















MIMEOGRAPHED PAPERS PRINTED Papers 
NUMBER OF PICTURES 
oR ILLUSTRATIONS 
Number Percent Number Percent 

(1) (2) (3) (4) (5) 
_ ESS CE SAR UAE eS 6 13.3 3 30.0 
SO ee vi etn ne eee 9 20.0 3 30.0 
RES re ee rr ek ree 4 8.9 pH wae 
Mere rie dind ees ia aeons 4 8.9 ie eee 
TR a es te enGALa Ie 2 4.4 1 10.0 
Dati arate bai 0s 60 lava sta aisle mene 1 2.2 1 10.0 
NM BGs lak 9. advavdam aGiarmo Ores e 7 15.6 1 10.0 
BNR D5 os Sic arn os tpaeds.ese webisode aed 6 13.3 plete aon 
MGs 55.50 koa kai fin dow pore lai 2 4.4 1 10.0 
SES ei 4 8.9 = cures 
hs 5 Gard 5 on ectiectes nae ae aaa 45 100.0 10 100.0 

















Read table: Of the forty-five mimeographed newspapers, seven or 15.6 percent contain from six to ten 
reproductions of drawings or illustrations. 

* In general, those newspapers which contain only one illustration have it incorporated as a part of 
the heading or title on the front page. 


or illustrations in the fifty-five newspapers studied. The following 
points should be noted: 


1. Six of the mimeographed newspapers and three of the printed newspapers 
use no illustrations. This means that not even an illustrated heading is used 
for the name of the paper. 

2. Twelve of the newspapers have only one illustration. In most of these 
cases, this one illustration is included in the name or heading of the paper. 


10 














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FourterentH YEARBOOK 497 





3. Twenty-one of the newspapers examined had more than six illustrations 
in that particular issue. A number of illustrations may greatly increase the 
attractiveness of the paper. There is a danger, however, of using too many illus- 
trations, or illustrations which have no meaning or value. 


Financina PuBLicaTIon oF THE NEWSPAPER 


Desirability of widespread distribution—To have the greatest in- 
fluence, the newspaper should have as widespread distribution as 
possible. The aim should be to reach every family. Even better, if 
every child might secure a copy for study in the classroom, the news- 
paper would have greater interest for‘all the children. The real value 
of the newspaper as a stimulus for other activities in the school 
cannot be attained until every child feels that the paper is a part 


of his school life. 


Methods of financing publication—To determine the methods of 
financing publication of the newspapers, contributors were asked to 
describe in their accompanying statements the plans used to support 
these undertakings in their own schools. The results of this inquiry, 
shown in Table 6, may be summarized as follows: 


1. Over half of the elementary-school newspapers described are financed 
entirely by the sale of the papers to children and others. One plan followed 
in selling the paper is to secure subscriptions for all issues during the vear at 
the beginning of the school term. Another plan combines the yearly subscription 
with efforts to sell additional copies of each issue. The most frequently used 
plan is that which depends upon selling as many copies as possible of each issue 
as it is produced. 


2. Eight of the mimeographed and two of the printed papers are supported 


from school funds. These school funds in a few cases are partially supported by 
boards of education. Most of the school funds, however, are raised by enter- 
tainments or other activities of the schools for which admission fees are charged. 


TABLE 6—Metuops oF FINANCING PUBLICATION OF TWENTY-NINE MIMEOGRAPHED 
AND TEN PRINTED NEWSPAPERS 





























| MIMEOGRAPHED PRINTED 
PAPERS PAPERS 
METHOD OF FINANCING } See 
| Number | Percent Number | Percent 
(1) | '@) | (3) (4) (5) 

I 6 casos actin dcieny ed evmccghainsh 15 51.8 4 40.0 
NE 555s aisirhttnk ie KARE eam Wis 8 27.6 2 20.0 
Sales of papers and school funds........... 4 13.8 
School funds and paid advertisements. ..... 1 3.4 Seis er 
Paid advertiooments............cesse0ee0. 1 3.4 1 10.0 
Sales of papers and paid advertisements. . . . 2 20.0 
Sponsored by parent-teacher association. . . . 1 10.0 
Is what iili4 bacths ia wave whew homies 04 29 100.0 10 100.0 














Read table: Of the twenty-nine mimeographed newspapers for which data were available, fifteen or 
51.8 percent financed publication solely by selling copies to the children, usually at a very low price. 











498 ExLemMentary Scuoot Princrpars 





3. Probably the most significant fact is that only two of the thirty-nine news- 
papers included in Table 6 are supported by paid advertisements. Only two 
additional papers (both printed) depend upon advertising to finance any part 
of publication. In the early days of elementary-school publications, practically all 
schools depended to a large degree upon paid advertising to support newspapers 
or magazines. 


Selling price of the newspapers—Since the sales price affects the 
distribution of the newspaper in the school and community, the prices 
of the newspapers submitted were compiled insofar as they could 
be determined at the time of tabulation. Following are the important 
points in regard to these prices, as shown in Table 7: 


1. Four of the mimeographed and two of the printed newspapers are distributed 
free to all children in the school. These papers are financed out of school funds. 
They are usually less elaborate in size, and have a wider distribution in school 
and community. 

2. Most of the newspapers are sold either for one cent or two cents per copy 
If the mimeographed newspaper is not large and if it is carefully prepared, such 
prices will bring in enough income to finance production of the paper. Since 
the cost of the printed newspaper is higher, either some paid advertising or other 
financial support is necessary if such a paper is to be sold for only one or two 
cents per copy. 

3. A few of the newspapers are sold at a price which is intended to make 
money for the support of other school activities. It is doubtful if this practise 
is desirable except in a relatively few communities. If the aim is to secure a 
large distribution, the sales price should be no higher than necessary 


TABLE 7—SE.uinG PRICES OF TWENTY-NINE MIMEOGRAPHED 
AND NINE PRINTED NEWSPAPERS 




















MIMEOGRAPHED PAPERS PRINTED Papers 
SELLING PrIce —|— 
Number Percent | Number Percent 
(1) (2) (3) (4) (5) 
a ese a eg ola 23 ale ghaad aemdee 4 13.8 2 93.3 
I oct, ind gtx aad a aa ae 10 34.5 1 11.1 
a a al a 9 31.0 1 11.1 
I Soe tks car a, Su ar me 2 6.9 
a 60d ard ear tuae tas ab wees rat 11.1 
SS ia dk conic. ork a aie eae eae 3 10.3 ‘ 33.4 
IN 54 5G. cd ch ge can't ecaameain ote ie 1¢ 3.5 1 11.1 
ae ee oe ee 29 100.0 9 | 100.0 
| 











Read table: Of the twenty-nine mimeographed newspapers for which data were available, ten or 34.5 
a hee telnet a oa mele « 2 eleven pages mimeographed on only one side of each sheet. 
The use of local paid advertisements—The question of soliciting 
paid advertisements from local merchants or others in the community 
is one on which there has been considerable debate. The tendency 
is to eliminate this method of school newspaper support. Even those 
elementary-school papers that must depend upon this source of sup- 
port have reduced the amount of advertising included in each issue. 


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FourtEENtH YEARBOOK 499 





Moehlman * in general does not favor the use of paid advertising 
in the school newspaper except in the smaller communities where 
general publicity mediums are few and difficult for merchants to use. 
In such cases he believes that the sale of advertising space may be 
justified upon the grounds of economic productivity. 

One contributor had the following to say in the statement which 
accompanied his school newspapers: 

(3) We use no advertising. We do not feel that we care to demand money 
from friends and neighbors unless we know that we can give value received. 
Everyone knows all of the stores in our small town of 1300. Any advertising 
we might secure would be of doubtful financial value to the person who paid 


us for it. If our publication has educational value, it should be paid for from 
regular school funds as a regular part of the school program. 


Some SuGGESTED STANDARDS FOR Propucine THE NEWSPAPER 


It seems impossible to set up standards which will be applicable to 
all elementary-school newspapers. Conditions peculiar to each school 
will influence the organization and production of the paper. How- 
ever, as a guide for the development of more and better elementary- 
school newspapers, the following suggestions may be helpful: 

1. Every elementary school should provide desirable socializing 
experiences by publication of a newspaper of some type. 

2. The most effective newspapers are organized and the material 
is prepared under the supervision of some member of the faculty, 
or under the guidance of a group of teachers called the teachers’ staff. 

3. The preparation of material, production, and distribution of 
the newspaper, particularly of the mimeographed paper, may well 
be a pupil enterprise. 

4. The content of the newspaper should be as largely the actual work 
of children in the school as possible, with articles by the principal 
and teachers using only a small part of the space. 

5. The pupil staff should be carefully selected and should include 
those children who are especially qualified for such work. 

6. The content of the’ newspaper ought to represent the whole 
school in the activities described, the material selected, and the in- 
terest aroused. 

7. The newspaper may help to integrate many of the otherwise 
unrelated activities of the school; it may serve frequently as a uni- 
fying agency for the school and the school-community. 

8. There is considerable value in selecting a central topic for each 
different issue of the paper, around which most of the content may 


be planned. 


*Moehlman, Arthur B. Public School Relations. New York: Rand McNally and Co., 1927. 
Chapter XI, ‘‘ The School Paper,’ p. 145. 











500 Extementary Scuoot Principats 





9. The subscription price of the newspaper should be as low as 
possible so as to insure widespread distribution. 

10. It is desirable that the elementary-school newspaper not be 
produced for financial profit. 

11. A minimum of paid advertising is desirable in the elementary. 
school newspaper ; if the subscription price can be kept to one cent or 
two cents per copy without the use of advertisements, it is wise to 
eliminate advertisements entirely. 

12. The newspaper should be read by every child in the school, 
and should go into the homes of all children. 

13. The newspaper may well be issued as frequently as possible, 
up to a frequency of ten times each year. 

14. Plan the newspaper to provide a distinct community influence. 

15. The life of the school may be interpreted thru the newspaper 
in news articles, illustrations, original poetry and stories, and gen- 
eral descriptions of practises. 

16. An attractive style of publication is important in either printed 
or mimeographed form. 

17. The newspaper may well contain a number of illustrations 
or drawings. 

18. Every copy of the newspaper should have the name of the 
paper, the name of the school, the volume number, the issue number, 
the date, and the price on the front page. 

19. Names of children and teachers on the staff ought to appear in 
each issue. 

20. It is undesirable for the elementary-school newspaper to be 
too large in page size. 

21. Each issue of the newspaper should contain four or more 
pages, but should not be so large as to necessitate a curtailment in 
the number of issues each year. 

22. The content must be perfectly legible, even tho the newspaper 
is mimeographed. 

23. The names of contributors should be attached to all articles 

More detailed standards for production are available for principals 
who desire to begin or improve production of an elementary-schod 
newspaper.’ The aim of all such statements, as of this entire chapter, 
is to encourage an activity that provides socializing experiences for 
many children—experiences in cooperative planning and purposive 


enterprise that put into practise many desirable and necessary leart:| 


ings of children. 





5See: Lacey, Georgia H. ‘ Pupil Publications.’’ The Principal and His Community. Elevent f 
Yearbook. Washington, D. C.: Department of Elementary School Principals, National Educati § 
Association, 1932. p. 350-59. Pierce, Paul R., and Goodman, Tobey R. ‘‘ Standards for Elementary § 


School Newspapers.’’ Chicago Schools Journal 13: 434-37; May, 1931. 





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TEENTH YEARBOOK 501 





List oF ConTRIBUTORS TO CHAPTER IX 4 


Name of principal Name of school City Name of newspaper 
(1) (2) (3) (4) 

1, Anderson, Emma .......Amestoy ..... oecree Los Angeles, Calif....Amestoy Trail Blazer » 
Se TRE ncnvcdatacs Cee Detroit, Mich. ....... Hanneman News 
8. Banker, Gilbert M....... PT Te i ae  arerre Emeralite 
Oe, even iveciincs DOU bs cecceccwess Detroit, Mich. ...... Davison News 
5. Berman, Samuel ........ ee eee Per Philadelphia, Pa. ....Ludlow Review » 
6. Bolerjack, Hobart ...... ER cvctnaecooen Clee, T.. éssecawws Santa Maria 
7. Brems, Edna M.......... oo err ne San Diego, Calif..... McKinley Broadcaster 
S. monn, Te Biscccsce ce RON aa 6 555:45-4 45 Modesto, Calif. ...... The Lincoln Bee 
O Reown, Wi Gis iccicnidcdc | CCE Tree Cincinnati, Ohio ....School Glimpses » 
10. Coolidge, May F......... IID pacclkwe-ao omen San Jose, Calif....... Jefferson Patio 
7h, Coons, Bt Bor .ccsccas MENUS (teccnoaediene Lexington, Ky. ...... Ashland Announcer 
ee SN, CEO Bic isos 4a RN, <ogicswesceuas Lakewood, Ohio ..... Hayes Herald 
ie WON, BVO Minne iccsccs BE Sdaciadeaaee cn Fut, MO ascscase Dort Life 
16: Davie, ve Mo. kes css mrver Gee: oiwssvasx Houston, Texas ..... The River Oaks Log 
15, DeRaismer, May B. (Mrs.).Madison-Monroe ..... Elizabeth, N. Y...... Madison-Monroe Post 
16. Dodge, Olive J.......... GRR 6. cic decineand Mable, AM. vc ciécce Public School Courier > 
17. Engel, Erma L.......... WEED id akweasanwnes Detroit, Mich. ...... White Eagle 
18. Grunder, Anne ........ J. B. Atkineon....... Louisville, Ky. ...... J. B. News Reel 
19. Hamilton, Esther ....... FORM JG: écinenseee Detroit, Mich. ...... Pattengill Reporter 
20. Hebeler, Amanda ....... Wash. St. Nor. Tr. Sch. Ellensburg, Wash. ...Edison News» 
21. Holliday, Frances ...... Eugene Field ....... Maryville, Mo. ...... Eugene Field Reporter 
22. Howard, Margaret E..... BORG: 656cicoecesas memes, Th. Tiss sce Lincoln Herald 
28. Jordt, Elsie B.........0. Beacon Hill ......... San Antonio, Texas. ..Times 
24. Kirkwood, Helen G....... BUNGEE dak. tia de.c00 xe Colorado Springs, Colo.The Wild News 
fe oe ere Channing H. S....... Palo Alto, Calif...... Midget Times 
26. Krug, Marguerite C...... PONE 660x868 iXOm Detroit, Mich. ...... Pasteur News 
Bi COW, CAS Boiss ccc abe WPMD oes baSkccena Poughkeepsie, N. Y...Warring News 
Oe re ae oe ee Philadelphia, Pa. ....Farragut News 
29. Livermon, Ruth L.......Meadowbrook ....... MOCHER, VB. Sasvcces Minature News » 
80. McDonald, Frances ...... ee eer San Jose, Calif....... Lowell Flashes 
81. McGavock, Leonora(Ass’t.).Elem. Div. South Inter.Saginaw, Mich. ......S. E. S. News 
32. Marx, Ellie M. (Mrs.)....Henry Clay ......... Noriotk, Wis. <avcsaes The Clay Model 
33. Michael, Raymond S.....Gregory ............ Trenton, Fl... Gscccvas Gregory High Lights 
Se ey Serre ee ee ere Charlottesville, Va. ..The Sentinel » 
i See BOD ccccasesense Dover Street ........ Milwaukee, Wis. ..... Newsy News 
36. Pearce, Milton .........Sheridan .........6. Philadelphia, Pa. ....Sheridan Flash > 
ee A ea ee en Pleasant Ridge ...... Cincinnati, Ohio ....Ridge Chatter 
88. Peters, Edith C.......... I “Rae wesaicxes Cleveland, Ohio ..... Hazeldell Post 
om Fite, BM. Oo ccecevswce COMERS | sc ctivascecns E. Lansing, Mich.....School Crier 
See, Get Winn. cs00 ses GR Sb ncccu teens Birmingham, Ala. ...Gibson Gleaner » 
41. Popp, Cleo E. (Mrs.)... Hazelton ....ccccese Piin’, MAG .ccescine Script 
42. Robie, Everett E........ CROOEE: 06 d00000900 Stamford, Conn. ..... Cloonan Echo 
48. Roeder, Mary S......... Fox Meadow ........ Scarsdale, N. Y...... Fox Meadow News 
44. Ross, Catherine ......... MONOGNES 66660 ceccwn’ Cleveland, Ohio ..... Rosedale Reporter 
45. Rossman, Mabel ........ Ween. -ssiesceeas Duluth, Minn. ....... Washburn Star 
Se meee, GO Bin. ccdccetas Miller Park ..cssces Oot, MA. <0isc cus Miller Park News 
Gi, Bemmetl, Fred. .ccccccese Pa Sheboygan, Wis. ..... Jefferson News 
48, Shafer, Paul E.......... Gardena .....ccceees Gardena, Calif. ...... The Wise Owl 
49, Shenstone, Anna ........ POEM eo cccacusess Kalamazoo, Mich. ...McKinley Review 
50. Stafford, Kate E......... WN $0.046-500048«8 Butte, Mont. ......6% Garfield Herald 
Oo re DUMBO écscccccccic Cleveland, Ohio ..... Dunham Dispatch 
52. Thomas, John S......... CE. sk. sca pwisees Detroit, Mich. ....... Clippert Digest 
SN UE Bikcaéecenesens WME 46.56 Kana eawes Canton, Ohio ........ Worley News 
54. Young, George W....... WMorthwest. <2. ices ec Hartford, Conn. ..... Northwest Observer » 
PME, We De ccccsccssses IIE noc cccsscss Milwaukee, Wis. ..... Richards Trumpet 





*The principals included in this list are those who sent both school newspapers and statements 
regarding the papers. Tabulations in the chapter are based on the newspapers included in this list. 
> Indicates printed elementary-school newspapers. All others are mimeographed. 








502 ELEMENTARY Scuoot PrIncIPALs 








10. 


11. 


12. 


13. 


14. 


15. 


16. 


17. 


18. 


19. 


20. 


SELECTED REFERENCES 


. Borceson, F.C. Group Interest Activities. New York: A. 8. Barnes and Co, 


1931. p. 48-69. 


. Corpy, M. R. “School Newspaper; A Citizenship Project.” Grade Teacher 


50: 443; February, 1933. 


. Heyt, H. H. “Brief Report of Rural School Papers and Magazines.” New 


York State Education 18: 875; May, 1931. 
Hurr, Besstze M. How to Publish a School Newspaper. New York: Mentzer, 
Bush and Co., 1924. 325 p. 


. JorDAN, R. H. Ezxtra-Classroom Activities in Elementary and Secondary 


Schools. New York: Thomas Y. Crowell Co., 1928. p. 68-94. 


. Lacey, Groraia H. “ Pupil Publications.” The Principal and His Community. 


Eleventh Yearbook. Washington, D. C.: Department of Elementary 


School Principals, National Education Association, 1932. p. 350-59. 


. Linter, ANNAMAE. “School Newspaper.” Bulletin 11: 118-19; January, 1932. 


Washington, D. C.: Department of Elementary School Principals, Na- 
tional Education Association. 

Loveyoy, Pump. “Appraising the School Newspaper.” Nation’s Schools 
3: 26-29; June, 1929. 


. Lowan, Harmon L. “English Composition and the School Newspaper.” 


The Principal and Administration. Ninth Yearbook. Washington, D. C.: 
Department of Elementary School Principals, National Education As- 
sociation, 1930. p. 567-69. 

MacCreary, Marsoriz. “ The Organization of the School Newspaper.” Junior- 
Senior High School Clearing House 4: 553-57; May, 1930. 

McKown, Harry C. Extracurricular Activities. New York: Macmillan Co,, 
1927. See especially Chapter 17, “School Publications,” p. 294; Chapters 
18 and 19, “The School Newspaper,” p. 300, 327; Chapter 20, “The 
Magazine,” p. 364. 

Micuagi, Raymonp S. “ Values of a School Newspaper.” The Principal and 
Administration. Ninth Yearbook. Washington, D. C.: Department of 
Elementary School Principals, National Education Association, 1930. p. 
559-66. 

Pierce, Paut R., Aanp GoopMAN, Tospey R. “ The Elementary-School News- 
paper.” Elementary School Journal 31: 779-88; June, 1931. 

Pierce, Paut R., anp GoopMAN, Tosey R. “ Standards for Elementary-School 
Newspapers.” Chicago Schools Journal 13: 434-37; May, 1931. 

Poston, Maraarer. “A One-Room School Has a School Newspaper.” Ohio 
Schools 9: 252, 258; September, 1931. 


Puasutey, C. A. “School Aims as Reflected thru School Publications.” The | 


Principal and His Community. Eleventh Yearbook. Washington, D. C.: 


Department of Elementary School Principals, National Education As- | 


sociation, 1932. p. 360-63. 

Setpy, Kenneru. “New Type of School Paper.” The Principal and His 
Community. Eleventh Yearbook. Washington, D. C.: Department of 
Elementary School Principals, National Education Association, 1932. p. 
364-67. 

Watsu, Marian M. “ Newspaper in the Elementary School.” Elementary 
English Review 9: 34-37; February, 1932. 

WELLS, Greorop C., AND McCa.ister, Waype H. Student Publications. New 
York: A. §. Barnes and Co., 1930. 180 p. 

Wuirseck, E. C., anp Hincxer, M. M. “ Experiences with a Mimeograph 
Publication.” New York State Education 18: 959; May, 1931. 








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acher 

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, Na- 


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2 As- 
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upters 
“The 
l and 
nt of 
30. p. 
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chool 


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CHAPTER X 
THE ACTIVITY PROGRAM * 
PRELIMINARY ISSUES 


N ACCURATE PRESENTATION of a subject is predicated on the clear 
definition of terms. In the case of the “ activity program,” 
no universal, undebatable definition exists in current peda- 

gogical literature.’ Called by any other name—activities curriculum, 
units of work, centers of interest, or activity movement—the activity 
program is characterized at present by fundamental differences in 
theory and practise. Nevertheless, it is gaining in popularity in spite 
of the lack of clearness and consistency in terminology, and in spite 
of the controversial issues involved. 

Proponents of the activity program do not consider the present 
confusion alarming, as, for example: 





... The variation and disagreement in thought and practise that marches under 
the banner of activism called for much comment from the critics. That is neither 
strange nor to be severely criticized. It represents the growing pains of a popular 
movement. As a stage in becoming, it is necessary. A similar variety and conflict 
of opinions were found among the leading thinkers on the curriculum seven years 
ago, and this in spite of the limited number involved, the selected quality of the 
group, and in spite of long conferences that sought fruitlessly to arrive at a body of 
acceptable general principles.* 


In an effort to secure first-hand information on the present status 
of the activity program, an inquiry was sent to approximately five 
hundred elementary-school principals thruout the nation. An arbi- 
trary definition of the term “ activity program ” was included, and 
the principal was asked to add his own definition if dissatisfied with 
the one given. The returns showed marked differences in interpreta- 
tion of this term. A few typical statements from the principals are 
given here: 


1. Good teaching calls for activity all the time. 

2. “Activity ” is a very poor word to use. 

3. Our activity program is based on units of work suitable to pupils’ past ex- 
periences, present conditions, and environment. 

4. The definition covers what might be termed activities involving problems 
of living together and activities involving the problems of gaining new knowledge. 

5. We emphasize as the chief objective the development of the child’s total 
personality, that he may live happily and fully himself, and use his special abilities 
not only for himself but for the welfare of the group. 


1This chapter was compiled and edited by Samuel Berman of the Editorial Committee. The 
statement entitled ‘* Preliminary Issues,’ which was written by Dr. Berman, takes the place of 
the usual page of editorial comment. 

*See: Kilpatrick, William H. “Definition of the Activity Movement To-day.” The Activity 
Movement, Thirty-third Yearbook, Part II. National Society for the Study of Education. 
Bloomington, Ill.: Public School Publishing Co., 1934. p. 45-64. Also, Appendix 1, “ Forty-Two 
Definitions Examined for the Analysis Presented in Chapter III,” p. 209-87. 

*Brim, Orville G. ‘‘ Basic Realities and the Activity Movement.’’ Progressive Education 
11: 828-33 ; October, 1934. 


[503] 











504 Exementary Scuoot Principats 





6. The activity program is not generally considered to mean a definite time- 
limited project. We try to correlate it, altho not with entire satisfaction, with all 
subjectmatter. It is therefore with us rather an activity atmosphere in classrooms, 
For instance, a fifth grade visits a flour mill, grows wheat, makes biscuits, and con- 
structs a miniature mill, such activity extending over a period of several weeks and 
linked with much research (reading), spelling, arithmetic, etc. 

7. There is too much confusion concerning the meaning and value of an “ ac- 
tivity program.” It is no easy or definite remedy for the evils of the traditional 
school. It is almost impossible to accurately assess the advantages of such a 
program. 


Tentative conclusions to be drawn from this inquiry indicate that 
the activity program means many things to many people and that 
further practise and study of this movement in the elementary schools 
will be necessary before an inquiry of practical value can be made. 

Subjectmatter and units of work—The activity program centers 
attention upon the pupil, his needs, and his interests. It breaks with 
the conventional type of instruction which seeks the learning of 
subjectmatter in separate, daily, formalized recitations, drills, and 
exercises. Thru units of work, or large segments of related subject- 
matter, enlisting active participation and social experiences in and 
out of the classroom, the activity program aims to present subject: 
matter as it is needed by the pupil in the development and completion 
of a unit of work. It is learning by doing, but “ doing ” on the basis 
of children’s interests and experiences in an informal, natural way. 
In this sense, what is happening to the pupils thru cooperative enter- 
prise is more important than the absorption of subjectmatter.* 

In a recent debate on the resolution “ that subject lines of demar- 
cation should be abandoned in a program of education in favor of a 
series of li activities consistent with modern purposes of education,” 
Bagley charged the activists with making “a Hungarian goulash of 
the curriculum ” and following “ the lines of least resistance.” He 
claimed that there must be teaching even tho unrelated to immediate 
problems, and that there must be systematic and sequential learning 
in order to provide adequate backgrounds of knowledge. Hullfish 
asserted that subjectmatter took no prior right in leading us to the 
kind of experience that would break down the barrier between school 
and society, that the environment and the individual are veritable 


educational laboratories, and that knowledge should function only in | 


settings of actual living; in short, that subjectmatter finds a place in 
the activity program, but only as it organizes and unifies experience.’ 

* Aretz, Carl W. ‘‘An Outline of Fundamentals in the Activity Program.’”’ The Norm 13: 7-31 
April, 1932. 

See also: Members of the staff. Curriculum Records of the Children’s School. Evanston, Ill 
Bureau of Publications, National College of Education, 1932. 562 p. 

Storm, Grace E. Social Studies in the Primary Grades. New York: Lyons and Carnahar 
1932. 669 p 

5 “ The Activity Program—A Debate.” Twenty-second Annual Schoolmen’s Week Proceedings 
Philadelphia: University of Pennsylvania, 1935. 











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FourTEENtH YEARBOOK 505 


eee ee _ 





It is evident that debates will not settle the problem; on the con- 
trary, until a statement of basic principles—philosophical, biological, 
and pedagogical—is formulated by a committee of the leading pro- 
ponents of the activity program, more confusion in thinking is likely 
to result from such discussions. 

Advocates of units of work claim success because in their programs 
most of the skills and subjectmatter that were formerly taught as 
separate subjects are incorporated or integrated in a large segment 
of unified learning. As one writer puts it: 

The possibilities in the matter of units are simply exhaustless. If we need a 
thousand units, they are available. If we want ten thousand, the complexities of 
the world easily supply them. They cut across all the ranges of reality. They en- 
able the pupil from kindergarten to college to be in contact with all sorts of things 
in all sorts of ways. They permit him to develop gradually a balanced, deepening, 
and maturing understanding of all phases, aspects, and portions of reality.’ 

A danger inherent in units of work is the abundance of published, 
ready-made units. If a teacher follows these slavishly and does not 
adapt them to the needs of her particular class and school community, 
the formalized, standardized procedures against which such units are 
a protest will again result. 

Cooperation and competition—The activity program aims at the 
highest development of the individual thru creative self-expression 
in a social group. Group and individual are to work toward a com- 
mon goal involving the give and take of criticism, the sharing of 
tools and materials, the formulation of rules of procedure, and the 
participation in socializing experiences. The social implications are 
generally found in intelligent self-direction, not selfish individualism ; 
in intelligent social cooperation, not group coercion. These, the pro- 
ponents of the activity program declare, are the most interesting de- 
velopments of recent years. 

If competition is to take place, it is not within the group, pupil 
against pupil, but solely for each pupil alone. He competes with his 
own previous record and tries to excel it. This is likewise true of any 
program in which attention is being given to the individualization 
of instruction. 

Measurement of results—As in all educational measurement, the 
most important elements are the intangibles. The advocates of the 
activity program claim that its academic results not only compare 
favorably with that of the traditional school, but go far beyond the 
traditional school in developing the “ whole ” child—his personality, 
character, ideals, appreciations, and attitudes. Opponents, however, 
need to be convinced. 


*Bobbitt, Franklin. ‘The Trend of the Activity Curriculum.” Elementary School Journal 
35: 257-66 ; December, 1934. 











506 ELEMENTARY Scuoot Principars 





Considerable appraisal has been made, but the technics used have 
not always been satisfactory. Recent studies seem to indicate, how- 
ever, that the activity program yields as good results as those obtained 
in schools using standard-type school practises.’ 

Contributions to this chapter—The contributors to this chapter 
present a variety of ideas and practises related to the activity move- 
ment. The first article indicates the teacher’s place in an activity 
program, the value of large units of work, and the need for some 
special attention to the drill subjects. The next two authors describe 
specific activities in the primary grades, namely, a candy-store project 
in the first grade, and the construction and operation of a school post 
office in the third grade. Another writer tells in detail how his school 
developed a unit of work covering changes in modes of living from 
colonial times to the present. The last article describes the develop- 
ment of a program of “ co-curricular ” activities in a secondary school, 
including several suggestions of value to elementary-school principals 
and teachers. 

Since these five articles by no means cover the many ramifications 
and variations of the activity movement, the interested reader is ad- 
vised to consult the references listed at the end of the chapter for a 
more complete view of the principles and procedures involved. 


7 Wrightstone, J. Wayne. ‘An Evaluation of the Integrated Curriculum in the Upper Grades,” 
Elementary School Journal 35: 583-87; April, 1935. 


OME OF THE PRINCIPLES AND PROCEDURES suggested here 
S represent pioneer thinking and may not meet with im- 
mediate and universal approval. All suggestions are offered, 
not as final solutions, but as stimuli to additional thinking 
and more careful planning by principals, teachers, and other 
curriculum builders.—Résumé, see p. 217 of this yearbook. 








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FourtTErentH YEARBOOK 507 





GENERAL ASPECTS OF THE ACTIVITY PROGRAM 


Mavupe Howarp 


Demonstration Teacher, Grades Five and Siz, State Teachers College, 
Edinboro, Pennsylvania 


our hitherto professed right to fix our children’s thinking. 

Thus far, education has been the process by which those pre- 
viously in charge of affairs determined what the rising generation 
should think and do. Our duty now as educators is to prepare our 
pupils to think so that they can and will think for themselves; and 
even ultimately, if they so decide, to revise by rejecting what we now 
think. We must free our children to think for themselves. The ac- 
tivity program offers such an opportunity. 

The school now coming into being is and must increasingly be a 
place where actual living goes on. The curriculum is to be built 
around four chief impulses: the social impulse of the children; the 
impulse to make—the constructive and expressive tendency; the art 
impulse; and the urge toward inquiry or finding out things. 

Only from living and in living can one learn to live better. Be- 
cause those things boys and girls do are the things they learn, the 
creative school arranges educational situations so that pupils may be 
stimulated to take part enthusiastically and confidently in many 
forms of activity. Only as the school is placed on a basis of actual 
living can certain necessary social-moral habits and attitudes be built, 
certain necessary methods of attack upon problems and enterprises 
be developed. In other words, school life is to be active, not passive ; 
the children are to work, not merely to listen. An activity program 
makes this possible. 

Types of activities—We believe there are four aspects to every 
educative activity: the physical, the constructive, the intellectual, and 
the social aspects. Some activities emphasize the physical aspect, 
others emphasize the constructive, and often two or more aspects 
are stressed in combination. 

1. Those aspects which are predominantly physical call for muscu- 
lar responses, but also have an intellectual quality. As the physical 
activities are seldom engaged in alone, they have a strong social 
element. 

2. Activities which are predominantly constructive are those in 
which the aim is to make something worthwhile. Constructive activi- 
ties involve the discovery and use of tools, and are therefore more 
complicated, longer in duration, and require an increasing use of the 
mental over the physical. Constructive activities include thinking 


QO: PART of the reorganized outlook in education is to give up 











508 ExLemMentary Scuoot Principats 








out and drawing plans, gathering suitable materials, shaping ma 
terials to plans, and evaluating results. 

3. The activity which is predominantly intellectual is one in which 
the interest is to discover or find out what happens, or why, if any 
thing happens. In the investigative activity children take walks and 
go on excursions to observe certain things in their surroundings. 
These walks have physical and social values as well. Investigative 
activities have other social elements in that they lead children to seek 
information which, when secured, is shared with others in the group. 
All child activity has elements of search in it. The search tendency 


is the important resource in the child for education. We believe the 


environment in which the teacher and children find themselves is 
their educational laboratory and furnishes the earliest source ma- 
terial. The child’s impulses to explore, investigate, observe, question, 
construct, recall, share, play, and to give expression to joyous emotion 
are starting points for the teacher; the child’s senses and muscles 
are tools for study and avenues to learning. 

4. The activity which is predominantly social utilizes natural 
interest in people. In the social activity the children have a strong 
feeling of their relation to others in the group. The activity program 
builds up social habits by providing opportunities for practise in the 
forming of social habits. Behavior is not an isolated phenomenon, 
separated from concrete situations. Most behavior occurs in social 
situations. Furthermore, it is good or bad, socially effective, and 
personally satisfactory, only as it grows thru concrete life situations. 
The mental element is present when pupils are enjoying stories, sing- 
ing songs, listening to music, and interpreting a story by dramatiza- 
tion, or music by rhythms. 

When the need arises in the physical, the constructive, the intel 
lectual, and the social activities, the children use reading, writing, 
drawing, music, numbers, and constructive work. The activities may 
carry over for several days, or weeks, or as long as interest is 
maintained. 

The place of the teacher—lIt is the teacher’s place to supply stimu- 
lating materials suitable to constructive and related activity purposes. 
She must observe and find out what information and experiences are 
needed to stimulate, round out, and enrich the activity, and must give 
it educative scope and social significance by opening up new possi- 
bilities and relationships thru suggestions, trips, and discussions, and 
by means of a wide and discriminating use of the library. Always, 
however, she must try to remain in the background. She is to be a 
helpful guide, not a dictator. 

















Fourtreentn YEARBOOK 509 





The organization of materials is a very important factor in the 
classroom set-up and in the teacher’s technic. Things which are to 
be used together are to be kept together, tools and lumber near the 
work bench, reading table near book-shelves, materials and blocks in 
even piles on open shelves, with available floor space nearby for build- 
ing and dramatic play. 

The teacher in the classroom, day after day, coming in close contact 
with each child, notes his characteristics and traits; she learns his 
strength and finds those things in him which give promise. She is 
one who sets up situations and provides experiences which develop 
his strength, by means of which he himself can overcome his weak- 
nesses; she provides these so that he may acquire the things which 
he lacks. She nurtures those characteristics of promise which, when 
developed, will make him a happy, useful contributor to society. For 
example, good habits of work, induced by a real task and satisfaction 
in the doing of it, will prove a panacea for most of the disciplinary 
problems which arise among normal children. 

Units of work—The course of study which emphasizes the learning 
of isolated subjectmatter cannot be expected to accomplish the new 
aims. Observation has shown us that the skills so essential for reading 
or writing are best learned in connection with a real need. The skilful 
teacher who is not bound by the demands of a course of study has 
an advantage, for she can create a situation in which the children 
are actively interested. However, any one school subject is relatively 
narrow. A unit of work is broader, including materials and activities 
found in two or more subjects and organized around some current 
interest of the child as a center. Such a unit may be made up of 
several smaller projects. 

Units of work are those larger situations which draw upon all 
phases of experience and make use of all kinds of subjectmatter. The 
larger units are rapidly becoming the core of the elementary-school 
curriculum. Each unit of work should be selected from a real-life 
situation, and should be of such a nature as to be considered worth- 
while by the child. He should feel that he has helped in selecting it, 
and he should find in it opportunities to satisfy his conscious needs. 
A good unit of work must be a flexible affair, permitting frequent 
readjustments of plans as the activity proceeds. We must not be 
surprised if certain outcomes fail to appear, or if other outcomes 
result which we had not anticipated. 

The drill subjects—Sometimes we may be concerned by the child’s 
lack of power in the formal skill and drill subjects, which have long 
been the staple fare in the American schoolroom. The solution of 
this problem lies largely in the teacher’s program of individualizing 








510 ELemMentary Scuoot PrIincipays 





instruction. In many schools the activity program is continuous 
thruout the day; in others it occupies but a period or part of the day. 
The drill subjects must not be neglected. Therefore, all good activity 
programs provide for necessary drill in subjectmatter as the need 
arises, but always as an aid to the activity itself or as an outgrowth 
of the work being done. 

On the other hand, beyond certain minimum essentials it does not 
matter so much what particular subjectmatter the children learn, as 
long as they are forming good habits of work and thought, an attitude 
of eager curiosity, and the habit of answering their own questions; 
as long as they are growing in knowledge of the sources of information 
and in ability and disposition to use these sources; as long as they 
are learning the facts that are necessary for drawing their conclusions, 
and realize that they must have facts in order to reach valid conclu- 
sions. The general purpose is to encourage the habit of looking below 
the surface of things for reasons, the habit of asking thoughtful 
questions and of trying to find the answers to such questions. If such 
a purpose is accomplished, it follows that the drill subjects will be 
adequately handled. 

Conclusions—Our conclusions as to the values and procedures of 
a sound activity program are as follows: 

1. The activity program harmonizes with the reorganized outlook 
in education. The school must be transformed into a place where 
pupils go, not primarily to acquire knowledge but to carry on a way 
of life. That is, the school is to be regarded, first of all, as an ideal 
community in which pupils get practise in cooperation, in self-govern- 
ment, and in the applications of intelligence to difficulties or problems 
as they may arise. Secondly, pupils must be taught and permitted 
to think for themselves.. If our pupils are to grow into an adequate 
citizenship, they must, with increasing age and with due regard to 
their growing outlook and interests, become increasingly familiar 
with the problems of civilization and everyday living. 

2. Every normal child of our land is physically, mentally, and 
emotionally active much of the time. Vivid impressions resulting 
from appealing experiences produce a genuine stirring of the imagina- 
tion, feeling, and purposes which leads to original thought and action. 
Therefore, the teacher is most concerned with deepening, enriching, 
and extending the children’s experiences by providing opportunities 
for fresh impression thru first-hand contacts, and with realities and 
media for increased expression suited to the impulses, interests, and 
abilities of the children. 

“ The objective of all education is to help the individual -to help 
himself to grow aright.” He gains in ability to grow thru experience, 








re 





FourTEENTH YEARBOOK 511 





activity, and interest. He learns to do by whole-souled doing. There 
can be no growth apart from self-activity. To be alive means to carry 
on by selecting and rejecting. The young child does not have to be 
aroused to action. He does not need to have interest supplied in him. 
He is activity and interest. The whole business of education consists 
of giving his native activity and interest normal opportunity to organ- 
ize themselves into the kind of life he needs to lead. To do that, what 
he learns must not be abstract or extraneous or lifeless. It must be 
his own response to progressive living situations. 

3. By developing a respect for the rights and personalities of 
others, the activity program produces intelligent and effective social 
participation. It recognizes clearly that the individual frees his own 
personality by living cooperatively in a growing social group. It 
encourages activities in which he can make a personal contribution 
to group enterprises ; in which he has social experience, graded to fit 
his level of social development; and in which he feels himself an 
accepted and respected member of a society of which he himself 
approves. 

4. The best learning conditions are present when teachers and 
pupils are cooperators in a shared enterprise, and when each effort 
is judged by the way it works in the joint life rather than by any 
word of external authority. 

5. In order to accomplish the aims of the activity program, courses 
of study and daily schedules must be made flexible. Sufficient sup- 
plies and work-space must be provided. 

6. The teacher shares in the responsibility of guiding the child’s 
development. To do this wisely, she needs to be interested in some 
phases of the physical world and its processes, the social world and 
its processes—phases of a kind which are appealing to growing chil- 
dren. She must be interested in beauty and art products which give 
interpretation to life. She must be one who is herself growing. 


ENERALLY SPEAKING, the American people have not lacked 
G conscience or devotion to democracy. They have seri- 
ously lacked both intelligence and skill. Thru the revised 
curriculum the essential theory can be furnished. Its vitalized 
application can best come by group study and responsibility 
in the problems of the school community.—-Lewis, William 
D., see p. 416 of this yearbook. 











512 ELEMENTARY Scuoot Principats 





A FIRST-GRADE ACTIVITY 


Katruryn F. McCioskery 
Teacher, William Cramp School, Philadelphia, Pennsylvania 


OTHER, we’re making a candy store.” Or “ Daddy, you ought 
to see the train we’re making in school.” Such announce- 
ments made by six- or seven-year-old children must surely 

startle parents whose memories of first days in school are those of 
learning the ABC’s or reciting in unison “I see the cat,” together 
with discipline of the “ hear-a-pin-drop ” type. 

The schools of yesterday are no more. An evolving society with its 
many social and economic changes has impinged upon the school and 
has made the child a center of interest. Thru a modern activity pro- 
gram the pupil meets with interesting socializing experiences to in- 
sure a maximum of individual growth and intelligent membership 
in a democratic society. Let us examine the technic of such a program. 

Introducing the activity—Early in February 1934, forty-three 
children reported to the first grade for their first school experience. 
After two weeks of getting acquainted with each other and with their 
teacher in their new environment, a conference was held. ‘“ What 
shall we do?” was the question uppermost in the minds of all mem- 
bers of the class. 

The class which had just been promoted to the second grade had 
left behind a bakery on exhibition. The new children had been play- 
ing with the bakery at various times during the two weeks. When 
the question of what to do was asked, a few children suggested making 
a bakery. This was not favored by the majority because, they said, 
“‘ We have one already.” The teacher, desirous of getting opinions 
from all members of the class, asked each one what he would like to 
do. Billy said, “ Let’s make a candy store.” This suggestion appealed 
to a great many children. A few, however, thinking of the work their 
fathers do, suggested a hosiery mill. After full discussion, the vote 
stood thirty-two for making a candy store, and eight for other projects. 
Three very timid children had no wish in the matter. 

Leaving the narrative for the moment, let us observe the great step 
in the process of education already taken by these children, less than 
three weeks in school. They had participated in the discussion of a 
question, which is a step in concentration; their interest had been 
aroused ; the experience of having only one child speak at a time had 
shown them that others have rights; and they had already shown a 
willingness to be guided by their friend, the teacher. The greatest 
lesson of all, the underlying principle of every successful enterprise, 
be it a school, a business, or a country, had been learned in an ele- 
mentary way. The class, as a cooperative enterprise, had been im- 








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FourtTEENTH YEARBOOK 513 








pressed upon the minds of its members. Their willingness to cooperate 
is evident in the conference briefly described. 

“All right,” said the teacher, “ we’ll make a candy store. But how 
are we going to know how to make it?” One child in the group said, 
“T know Mr. Steiner, who has a candy store. Let’s go down there.” 
“That’s a good suggestion,” said the teacher. ‘“ How many would 
like to go?” Needless to say, everyone wanted to go. 

Visiting a real candy store—Arrangements for the visit to Mr. 
Steiner’s candy store were made by the principal. On February 28, 
the class, accompanied by the teacher and the principal, visited the 
candy store. Upon their arrival, Mr. Steiner immediately became 
the center of interest. He showed the children the candy in the cases 
and how he weighed it. Then he showed them the cash register and 
explained its use. Next, someone asked about ice cream, so he showed 
them where it was. 

In the beginning, the children seemed rather shy, altho they listened 
very attentively to everything that was said. Mr. Steiner took the 
children downstairs to show them where he made candy. The children 
were delighted, and it was not long before they were asking questions 
about it. The man made butterscotch taffies and gave one to each child. 
Think of the great experience of seeing candy made in a wholesale 
manner and of eating the very candy they “ helped ” to make. Then 
the children went upstairs, thanked Mr. Steiner, and were on their 
way back to school. 

Making their own candy store—Immediately the children wanted 
to talk about their visit and how they would make a candy store. 
Plans were made and materials were suggested. On the following 
day, the children brought in boxes for the cases; it was suggested that 
cellophane be used in place of glass. This suggestion, no doubt, was 
made because the other class had used cellophane in their bakery. 
The candy was made of clay. 

Before the next activity period a boy brought an orange box and 
said he was going to make a chair. He made the chair and brought it 
to the conference held at the end of the activity period, when all work 
is evaluated and the next day’s work is planned. The edges on the 
chair were very rough; one child said she did not want to sit on that 
chair because she would get scratched. <A little boy said he had some 
goods at home and would bring it in to cover the chair. That after- 
noon he brought a large bundle of square pieces of material, which, 
when thumb-tacked to the chair, made it quite comfortable. Eight 
chairs were made in this way. 

Two tables were also made out of orange boxes. Then someone 
suggested making dishes out of clay. A number of ice-cream dishes 





Lenn ES Ul 


514 ELEMENTARY Scuoot Princrpats 





were made and painted blue. At the teacher’s suggestion they were 
given a coat of shellac. 

One day during a conference Betty was telling us about her sundae 
dish, when Joyce said, “ I am going to make ice cream to put in my 
dish. I am going to roll some clay into a ball, paint it brown, and 
then I'll have chocolate ice cream.” This was a spontaneous expres- 
sion, because no one had ever mentioned making ice cream. After 
that they made all kinds of ice cream, painting it various colors ac- 
cording to the flavors they wanted. The next day Eleanor brought in 
a brown tin can and said she wanted to keep the chocolate ice cream 
in it. Several tins were brought in and so our ice cream freezer 
developed. 

In one conference Herbert said, “ Why don’t we make a big window 
like Mr. Steiner’s?” Two large radio packing cases were brought 
in and placed one on top of the other. The bottom was taken out of 
one, and cellophane was again used in place of glass for the show 
window. When this was done Doris said, “ Mr. Steiner has printing 
on his window.” The teacher asked, “‘ What does it say?” This they 
could not answer exactly, but thought it must say Mr. Steiner’s name. 
There was also a discussion of the color of the printing. Some of the 
children said they would find out about this. The next day they 
returned, saying it was gold. Yellow paper was used to cut out the 
letters, “ Steiner’s Candy.” This was pasted on the cellophane. 

Money also had been made of clay. Pennies were made and painted 
brown. Dimes and nickels were made and covered with silver paper. 
The children learned their numbers by actual experience in buying 
and selling their candy. When they had finished their c andy store, 
they dictated a letter to Mr. Steiner asking him to visit it. 

An important part of the program was the training in reading. 
This was experience-content reading which utilized large reading 
charts and mimeographed story booklets entitled ‘‘ Our Visit to the 
Candy Store” and “ Our Own Candy Store.” In easy sentences, 
using the vocabulary necessary to the activity, the charts and booklets 
became a continued story of progress from day to day. These were 
illustrated. A large frieze, illustrating the visit to the candy store, 
was also made. The training in reading was accompanied by growth 
in oral vocabulary thru conversation concerning the activity. 

One little girl wrote this poem, entitled “ Our Candy Store’ 

Oh, every one 

Had lots of fun 

Making our candy store. 
Taffies and candy 

Are in the tray. 


" Ice cream, too 
All made out of clay. 








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FourtEEntH YEARBOOK 515 








Outcomes—First, the activity program furthers creative expression 
in the child. The child is interested, and effort based on interest is 
spontaneous. By this free effort, the child expresses himself, he ex- 
ternalizes what has developed within him, and he molds his ideas into 
realities. The child is inspired, he creates something, he is happy. 
Spontaneity is cultivated by awakening the interests of the child; and 
by the law of progress thru trial and error he develops skill and con- 
fidence. He learns to work both individually and for the group. 

Second, it is the children who lead the way, the teacher remaining 
in the background to guide when insurmountable difficulties are en- 
countered. Sitting stiffly in seats is thrown into the discard, for it 
may be seen that children are actually working and, startling as it 
may seem, are talking and conferring with each other in an inter- 
change of ideas. Probably the most important part of the activity 
program is the pupil-teacher conference. In the conference, which is 
held at the end of each activity period, the work is evaluated. Plans 
are made, interests developed, materials selected, and the next steps 
discussed. It is easily seen that self-confidence, ability in self-expres- 
sion, cooperation, and respect for others are definite outcomes. 

Third, thru an activity program there is a social growth in sharing 
with others, and training is given in courtesy, patience, and persever- 
ance in the face of difficulty. Improvement is made in the social-moral 
habits of obedience, orderliness, promptness, self-control, fair-minded- 
ness, judging standards of work, and economy in the use of materials. 
There is emotional and mental growth, joy and satisfaction in the 
children’s own work because it is a product of their own desires. 

Frequently parents ask questions concerning such a program. 
“ What has the foolish idea of a child hammering, sawing, and mak- 
ing things out of clay to do with teaching reading, arithmetic, etc. ?” 
“Ts the school aiming to train my child as a carpenter or dress- 
maker?” In response to such questions, parents are invited to observe, 
and are told that these practical activities are not ends in themselves ; 
they have a social end which consists in making the school an active 
place for growing children thru socializing experiences. The direct 
outeome of such a visit and explanation is a genuine interest, better 
understanding, and wholesome cooperation on the part of parents. 





516 ELEMENTARY Scuoot Principats 





A THIRD GRADE CONDUCTS A POST OFFICE 


Maset T. ANDERSON AND AMANDA K. HeEBELER 
Demonstration Teacher and Director of Training, Edison School, Washington Stat 
Normal School, Ellensburg, Washington 

ECAUSE OUR THIRD-GRADE CHILDREN were often asked to go to 
the down-town post office to mail letters or to buy stamps, this 
group of pupils decided to have a school post office. Group 
discussion and planning began immediately. While plans were being 

made, the following problems arose and had to be solved: 

1. What supplies shall we need? 

2. When can we buy our supplies? 

3. Where shall we get the money to pay for these supplies? 

Obtaining necessary supplies—When the class talked about the 
various supplies which were needed for starting the post office, it was 
found that they would cost about two dollars. Since the fifth-grade 
class manages the Edison School Bank, a letter was written asking 
for a loan of two dollars, as follows: 





Dear Firru Grape: 

We are going to run a branch post office in the third-grade room this year. May 
we borrow two dollars from the Edison School Bank so that we can buy the 
necessary supplies? 

Sincerely yours, 
Tue Tuirp Grabde 


The fifth grade decided to lend the money and sent a check with 
the following letter: 


Dear Tuirp Grape: 

The Edison School Bank is willing to make a loan of two dollars to the Edison 
School Post Office. We are not charging interest on the loan, because you ar 
trying to help the Edison School. 

Very truly yours, 
Tue Firra Grade 
Edison Schoo] Bank 


Together with the check, the fifth grade sent a bank note which 
the post-office committee, composed of three third-grade children, 
signed and returned. With the money ready for making purchases, 
the children now planned definitely the list of supplies to be bought 
at the local post office. This list included the following: 


9 stamped envelopes .................4.. $ 30 
25 three-cent stamps ...................-- 75 
Dy CN I aid be cevicacanwncicwss 18 
We GUI PI 65 56d Fk isccdcmsawes's 15 
Be Bis ee IIs 85 04 eka Heda chines. 10 
DN GE hg ch bust edeacdedavesss 32 
2 special-delivery stamps ............... 20 





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FourTEENTH YEARBOOK 517 





Visiting the post office—Arrangements were then made with the 
local postmaster for the children to visit the post office. In planning 
the trip, the children decided what they should look for at the post 
office: the letter drops, the cancellation machine, the stamp drawers, 
the sorting tables, and the mail bags. When they arrived at the post 
office the children asked many questions. ‘‘ Why do some stamps cost 
one cent and others cost two, three, four, or five cents?” ‘‘ How do 
you tell how much postage to put on heavy letters?” “ Do many 
people send United States postcards?” ‘“ Why are there so many 
kinds of three-cent stamps?” Before leaving the city post office, they 
bought the supplies which they had previously decided upon for be- 
ginning their own post office. 

When the children returned to school, their impressions of the trip 
were reported and later written into the following group story for 
their school newspaper, The EHdison News: 


OUR TRIP TO THE POST OFFICE 


On Friday morning we went down to the Ellensburg Post Office. We wanted to 
see how the post office was run. We wanted to buy supplies for the Edison Post 
Office too. Mr. Emerson, the postmaster, showed us many interesting things. 
First he gathered many letters from the shelf under the letter drops. He sorted 
the letters so that the addresses and stamps were all on the top side. Then he 
put them thru the cancelling machine. This machine stamped Ellensburg and 
the date on the front side of the letters and it also made black lines over the 
stamps so that the stamps could be used only once. 

Then we saw the sorting tables. At one table the mail which was going out of 
the city was sorted. At the other tables the mail to be delivered in Ellensburg 
and in the country was sorted. We saw the mailbags, the mailboxes, the trays of 
stamps, the scales, and the big safe. Bags that letters were sent in are called mail 
pouches. The packages are sent in bags called mailbags. 

Did you know that every post office has detective holes where the government 
inspectors can see what the post office workers are doing? In the Ellensburg Post 
Office these inspector holes are in the ceiling over the counters and tables where 
the men are working. 

We went thru the postmaster’s office when we left. We thanked Mr. Emerson 
for showing and telling us so many interesting things. 


A “thank you” note was also written to Mr. Emerson, the post- 
master. 

Building and conducting the post office—With the supplies on 
hand, it was necessary to plan the construction of the post office. The 
first requirement was a safe place in which to keep the supplies and 
funds. An old cabinet was found which could be locked. A piece of 
beaver board was fitted to the front of the cabinet and a group of 
children cut out the window. Another group made and cut the letters 
“Edison Post Office,” the name we had chosen for our third-grade 
post office. The children painted the beaver board and pasted the 
letters in the proper place over the window. To add a realistic touch, 








518 Ex.ementary Scuoot Princrpats 





a small American flag was placed over this miniature building. A 
small box was painted to match the post office and was fastened to 
the door of the room as a drop-letter box to be used for the mailing 
of letters. 

The next question was to choose a postmaster. The children decided 
that he must be courteous, as well as accurate in arithmetic when 
adding sales and making change. An assistant postmaster was chosen 
who helped to check by writing the sales in a permanent record book. 

After each child had had experience in serving as postmaster or 
assistant, a particular child was no longer chosen to serve in either 
of these capacities. Instead, any child who was in the room at the 
time a purchase was made took care of the sales. It was gratifying 
to see that every child in the room could take the responsibility of 
serving a customer in a courteous, business-like manner ; make change 
correctly ; and record the sales accurately in the sales book. 

The total sales were computed each week, with each child making 
a balance sheet for experience so that when his turn came for serving 
as postmaster or assistant, he would have no difficulty in recording 
sales in the permanent book. Besides recording the total sales, the 
children added the amount of supplies and the cash on hand to see if 
these items checked with the original two dollars. 

The letters in the school drop-letter box were taken twice daily to 
a nearby street-corner mail box in time for the daily collections by 
the city carrier. This was done by a child mailman, who recorded 
the number of letters mailed each day on a chart beside the letter box. 
The total number of letters mailed each week was recorded in the 
permanent post-office record book together with the total sales of the 
week. 

The use of subjectmatter—This activity supplied much practise 
in various types of arithmetic thru making sales and balancing ac- 
counts for the post office. The children learned to write dollars and 
cents when recording purchases. There was special practise in writ- 
ing cents with the zero, the decimal point, and the dollar sign. There 
was practise in simple column addition, in bridging tens, in higher- 
decade addition, and in writing sums of dollars and cents. Various 
denominations of money were learned, with much practise on five- 
cent, ten-cent, twenty-five-cent, and fifty-cent coins. The children 
learned a few things about the use of a note in borrowing money, 
and also some values of using checks for money when the fifth grade 
gave them the two-dollar check. In subtraction, there was simple 
subtraction in making change, subtraction with borrowing, and much 
practise with zeros when the children checked the accounts, as in 
finding the balance when $1.68 was subtracted from $2.00. Multi- 


| to 
ing 


ded 
hen 
sen 
ok. 

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her 
the 
ing 

of 


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ing 
ing 
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ee 





FourtEENtH YEARBOOK 519 





plication was used in finding the cost of stamps, such as six three-cent 
stamps. Problem-solving included two-step and three-step problems, 
as when the postmaster sold three three-cent stamps for nine cents 
and one U. S. posteard for one cent. The two-step problem idea was 
involved in finding the total cost of the stamps and card, and a third 
step was involved when change was made. 

Language situations occurred constantly in the post-office work— 
oral discussion, planning the post office, and courtesies when serving 
post-office patrons. Oral talks included making announcements and 
explaining the management of the post office to visitors. 

Written compositions included “thank you” notes and articles 
for The Edison News. The spelling of words was learned as they 
were needed for announcements, labels, posters, letters, and news- 
paper articles. The children also saw the necessity for correct and 
legible writing of addresses on envelopes. 

Postal service and stamp collections—The children realized the 
importance of making cash sales so that money would be available 
for replenishing their store of supplies. They also realized how this 
earried over in the conduct of the Federal Post Office and other busi- 
ness enterprises. They began to get some ideas of the extent of the 
United States Postal Service and its responsibilities, many of which 
the third grade could not assume, such as delivering mail, sending 
mail to various parts of our country and to foreign countries, parcel- 
post service, issuing money orders, registering letters and parcels, 
making special deliveries, and taking postal savings. They appreci- 
ated the courtesies extended to them by the postmaster and by the 
employees of the local post office, and the generosity of friends who 
gave stamps for their stamp collections. They also felt real satisfac- 
tion in exchanging and giving stamps to other stamp collectors. 

When making purchases of stamps the children were surprised 
to find that there are a number of different kinds of three-cent stamps. 
From this they began saving samples of different kinds, and interest 
developed in collecting United States stamps. After the children had 
brought several kinds of cancelled stamps to school, we decided to 
paste them on a chart which was posted in front of the Edison Post 
Office. Other children in the school saw the stamp chart when they 
came to the post office to make purchases, and very often these children 
contributed stamps to the collection. Many children started indi- 
vidual collections and were glad to give and to exchange stamps with 
others. 

A friend who was a real stamp collector gave many interesting and 
rare stamps to add to the collection. As the collection developed, 
duplicates of stamps were obtained. These were placed in a stamp 








520 ELEMENTARY Scuoot PrIncIPALs 





book for the school. The collection now includes 139 stamps, forty 
of which are different kinds of two-cent stamps. Altho third-grade 
children, with their limited geography and history background, are 
unable to appreciate many of the stamps as much as they will later 
on, many of them are developing into real philatelic enthusiasts. 

Conclusion—Because the post office developed in answer to a school 
need, its functioning was constantly evaluated in terms of the service 
which this third-grade group could give to the teachers and children 
in the Edison School and to the normal school students, as well as 
to parents and friends who found it convenient to use this source of 
postal supplies. Courtesies in waiting on customers were seriously 
considered. The children realized the importance of being business- 
like and thoughtful in satisfying a customer’s requests. Absolute 
accuracy in making change, in selling, and in balancing accounts 
became a matter of serious consideration. Thus, thru a post-office 
activity the pupils of our third grade learned a wide range of subject- 
matter and, what is more important, enlarged their horizon of inter- 
ests and achievements. 


S THE TIME APPROACHED for the unit of work to be com- 
A pleted, we decided to arrange our work attractively and 
to invite the other second grades of the city to visit us. The 
work was collected and the children, with the assistance of 
the teacher, selected those parts to be used in the exhibit. 
Each piece of work was criticized by the pupils, and when 
any bit was rejected, the reasons were made clear to the 
children.—Wolf, Bernice, and Tidwell, Thelma, see p. 339 
of this yearbook. 








FourtTEentH YEARBOOK 521 





DEVELOPING A UNIT OF WORK 


Frev H. Durry 
Principal, Washington Elementary School, Kenmore, New York 


unorganized chaos nor a rigid mechanism. It is intended to 

meet successfully the unpredictable and the indefinable apti- 
tudes of the child. Because it stresses self-activity, it offers oppor- 
tunities for creating learning conditions and sets up situations thru 
experiences which are not too far removed from the activities that 
are natural to child living and future adult participation. In such 
a school our teachers are less zealous in their “ teaching,” but are 
more concerned about “ learning.” 

Basic principles and procedures—One way of accomplishing this 
purpose is to develop “ units of work,” that is, large correlated seg- 
ments of learning developed thru activities. Since units of work must 
represent the completed work of the children, and since they must 
be the natural outgrowth of the children’s activities, they need ad- 
vance planning in order to secure desired outcomes and to be in keep- 
ing with the requirements of the course of study. It is therefore 
necessary to develop plans in advance for each unit of work. The 
finished unit usually differs widely, as it should, from the original 
plan, but to attempt this type of work without an invoice of available 
materials, equipment, and reference books would certainly be most 
unwise. It is this ability to plan and to alter plans, when necessary, 
that determines much of the success of the activity school. 

Many teachers still seem to think that they are not teaching by 
the activity method unless the classroom is cluttered up with a great 
show of physical materials. This is not the case. Any teacher who 
can create learning conditions, be it thru the building of a “ castle 
on the Rhine,” a systematic use of reference books, or explering a 
dairy farm or canning factory or the zoological gardens, is certainly 
following the paths of the new school. 

In our school there are several thousand reference and library 
books. These are classified as to grade levels and grouped on the 
basis of related interests. This provides a rich source of investigation 
and supplementary reading. The alert teacher is thoroly familiar 
with this reading material, and in developing a unit of work she 
charts the references, including the volume and page or chapter, con- 
cerning the given unit. She posts this chart where all will have access 
to it. This in no way limits original research on the part of any 
student. 


To ACTIVITY SCHOOL is informal in nature, being neither an 








aicttgmenaeoscigasoarennmnet — 


522 Extementary Scuoot Principats 





Preliminary plan for a unit of work—The development of a typical 
unit of work on “ colonial life” follows. First is given the basic 
plan, greatly abbreviated due to limitation of space: 


1. Objectives 
a. Stimulating interest in colonial life 
b. Tracing influences of the colonies on our modern life 
ce. Improvement in reading ability 
d. Improvement in oral expression 
(1) Correct usage 
(2) Clear enunciation 
2. Approach 
a. Children are already familiar with some phases of life in the colonies 
from study of Virginia, New England, New York, and Pennsylvania 
b. Children read stories of colonial days 
e. Children plan for assembly and exhibit on colonial life 
3. Activities 
a. Reading 
(1) For information 
(2) For pleasure 
b. Expression 
(1) Written stories for booklet 
(2) Oral talks 
(3) Vocabulary list of new words (to be included in booklet) 
ce. Drawing 
(1) Booklet on colonial life 
(2) Drawings for bulletin board 
(3) Lantern slides (made up by pupils) 
(4) Backgrounds 
(5) Model of a colonial home 
d. Geographical knowledge and skills 
(1) Maps for booklets 
(2) Large map on oak-tag 
e. Civics and government 
(1) Different forms of government in colonies 
(2) Influence on our present form of government 
f. Historical knowledge: division of the colonies, homes, furnishings, dress, 
food, travel, amusements, religion, and education 
g. Making a collection of pictures of colonial homes, furniture, fireplaces, 
clothing, coaches, and taverns; mounting and placing these on bulletin 
board; bringing to school such pieces of colonial furniture and kitchen- 
ware as will be loaned by the home 
h. Dramatization 
(1) Dividing class into groups 
(a) Each group finds or writes a play, or develops a series of 
scenes to represent the colonial life of its group 
1) Southern group: scene from life of Washington 
2) New England: the first Thanksgiving; colonial school; 
spinning bee 
3) Middle group: Dutch affair; William Penn and Indians 
(b) Each group responsible for scenery, property, and costumes 
(2) Presentation of dramas, exhibit booklets, pictures, and models to 
other pupil groups of the same level in the auditorium 
4. Outcomes 
a. Familiarity with various phases of colonial life 
b. Realization of changes that have taken place and are continuously taking 
place in our civilization 








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FourtTEENtH YEARBOOK 523 





ce. Appreciation of modern conveniences, transportation, roads, electricity, 
running water, radio, etc. 

d. Better understanding and appreciation of government 

e. Development of initiative and responsibility on part of pupils thru 
leadership in groups 

f. Development of qualities of neatness, courtesy, and self-control 

g. Wider use of reference books and texts 

h. Better understanding of the needs of modern social life. 


On the basis of this plan a unit of work entitled “ From George 
Washington’s Time to Ours” was developed. The following para- 
graphs describe its origin, procedures, and correlations with various 
fields of subjectmatter. 

Origin of the activity—This activity took form from the following 
quotation, which the teacher wrote on the blackboard: “ During the 
year 1932, all Americans participated in the celebration of the two- 
hundredth anniversary of the birth of the greatest of our national 
heroes—George Washington.” No remarks regarding the quotation 
were made to the class by the teacher; finally one of the girls re- 
marked, “‘ Two hundred years ago the people must have lived very 
differently from the way we do today.” A boy spoke up, “ Yes, and 
a lot of things can happen in two hundred years.” Other remarks 
followed, giving rise to discussions which caused the teacher to see 
that the class was ready for an activity. More “rein” was given, 
and when one of the boys stated that he would have liked to live like 
George Washington did, the teacher said, “‘ That is possible right here 
in our room,” and added “‘ How do you think we can do it?” A 
reply was ready, “ Let’s make believe we are Washington living 
nearly two hundred years ago.” The teacher sensed that this was an 
opportune time to guide the class into an activity dealing with the life 
of Washington and with related events leading up to the Bicentennial 
of two years ago. 

Specific procedures—The chart of references, prepared in advance 
by the teacher, was placed on the bulletin board. The class was 
divided into working groups, with one of the boys as general chair- 
man. Each day the activity started with the chairman leading the 
class in a flag salute and in singing one stanza of “America ” or “ The 
Star Spangled Banner.” Each group was led by a captain whose 
duty it was to see that furniture was not marred, that physical ma- 
terials and apparatus were at hand and put away when no longer 
needed, and that the classroom was kept neat and in order. The 
chairman worked several days with the captains before assigning 
duties to the several groups. During these days the other children 
were doing preparatory work, such as looking up reference materials. 
In addition to the references on the chart, the following books were 














BIL pues uorIzda003 jeruo[ory) V [ au LoL 














Ficure 1—A Colonial Reception and Tea 














FourtEENtH YEARBOOK 525 





furnished by the pupils and the teacher from their private libraries: 
The Boy’s Life of George Washington, Our George Washington, 
Mother and Son, Inving Pages from Washington’s Diary, Washing- 
ton the General, and one volume of the Bicentennial Edition of George 
Washington. 
Officers reported the line-up of groups for definite study as follows: 
Group A: Boyhood of Washington 
Group B: Washington as a Surveyor 
Group C: French and Indian War Days 


Group D: Our First President 
Group E: Home Life at Mount Vernon 


Each day at approximately two o’clock, a period of “ Room Busi- 
ness’ was held. Group reports were called for by the chairman. 
These reports comprised talks, discussions, and facts gleaned from 
magazines, newspapers, library books, or other reference sources that 
might be of assistance in the work to be done later by the various 
groups. After these discussions each captain took his group to an 
allotted space in the classroom for the portrayal of the particular part 
it had. These groups worked together happily and in an orderly 
manner. Each pupil was imbued with the spirit of cooperation to 
such a point that the entire activity ran as smoothly as a well-oiled 
machine. 

The work of construction, research, investigation, discussion, and 
debate continued over a period of three weeks, shifting then to the 
preparation of the Bicentennial program, a cooperative entertaining 
drama, to be presented in the auditorium to the entire school. This 
dramatization portrayed “ The Experiences of George Washington 
in New York State.” 

During the research work it was found that the girls had made 
collections of hundreds of colonial ladies’ costumes, and had dwelt 
much on the social events of the ladies of the colonial period. After 
a short discussion a colonial reception was decided upon. This recep- 
tion, with a tea, was held in the classroom at the conclusion of the 
dramatization (see Figure 1). 

Correlations with other work—The following correlations were 
made with various fields of school work: 

1. Costuming, by boys and girls in colonial dress 

2. Reading, from library, refergnce, and textbooks, from magazines and plays, 
and from mimeographed sheets 

3. Spelling, covering practical words checked against the Ayres list and the state 
spelling lists 

4. New vocabulary, as developed from contact with new words; English, oral 
and written expression, coupled with much corrective work, writing social and 


business letters, notes, and invitations to parents and friends to attend the drama- 
tization and the reception 








526 Exementary Scuoot Princrpats 





5. Health, centering about the comparison of living conditions in colonial days 
and now. Health laws, isolation, water, eyesight, communicable diseases, teeth, ete, 

6. Social studies, proving beyond doubt to the children that the structure of 
any society (even among savages) cannot exist for long without organization; dis- 
cussions came up from time to time to show the children that a person simply 
does not exist independently, but interdependently 

7. Elementary science, embracing the study of foods, how these were preserved 
in early days, manufacturing of clothing, implements, toys, etc.; modern refrig- 


eration, electricity, heating, ventilating, and sanitation; study of game and other | 


animals in New York state 

8. Music, involving colonial songs, music, rhythms, dance steps, and patriotic 
and related songs chosen from the music text 

9. Mathematics, using arifhmetic of the present day as compared with colonial 
times; a display of photographs of Washington’s surveying experience 

10. Art, including studies of early architecture, furniture, styles of dress, paint- 


ings and picture study, decorations, weaving, brick and stone cuttings, use of | 


precious metals, monetary units, our flag, American and British uniforms, ete. 


11. Writing, emphasizing practise on notes and letters; comparison of modern | 


style with Washington’s style of writing. 


Conclusions—Among the important conclusions to be drawn from 
experience with the type of school activity described in this article 


are the following: 

1. The unit of work offers unsurpassed socializing experiences in 
the elementary school as an aspect of the activity program. It insures 
active learning thru stimulating situations which call for planning, 
executing, and judging. 

2. The unit of work, properly planned, covers the spread of the 


modern curriculum and employs all subjects of the program in a | 
major center of interest. It calls forth activity because of its wide | 


appeal both to individual differences and cooperative groups. 


3. Plans must not be rigid, but flexible. Even tho the teacher may 


definitely plan in advance, every modification and every changed 
emphasis are permitted to bring about a better learning situation. 


4, Large segments of learning are likely to be retained longer, 


because of emphasis on a few major correlated ideas. Many isolated 
facts and subjects, taught at specific intervals according to a daily 
schedule with specific time allotments, cannot accomplish the aims 
of the unit of work because of lack of correlation and unrelated points 


of emphasis. 











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FourtrEentH YEARBOOK 527 





SCHOOL ACTIVITIES IN THEORY AND PRACTISE? 


Raymonp A. MIcKEL 
Head, Department of Social Studies, Western Reserve Academy, Hudson, Ohio 


N IMPORTANT PART Of the development of the modern school is 
the “ activity movement.” Just what this movement is cannot 
be defined with any precision or satisfaction. There appear to 

be almost as many interpretations of it as there are outstanding 
exponents. In the Thirty-third Yearbook of the National Society for 
the Study of Education are presented forty-two different definitions 
by as many people. The plans run all the way from a program in 
which the activities consist largely of what are generally known as 
extracurricular activities, with little conscious relation to the aca- 
demic work, to a program in which the scholastic objectives are 
worked out largely thru the medium of classroom and related activi- 
ties. All this variation is probably natural, considering that the move- 
ment is still in the experimental stage. 

The rapid spread of the movement in recent years, even among 
many of the most traditionally conservative schools, gives proof that 
there are values in it which are commanding increasing recognition. 
The greatest strides, of course, have been taken in the elementary 
grades, but many secondary schools also are finding in an activity 
program important human values which they cannot ignore. 

An activities program introduced—Ten years ago Western Reserve 
Academy incorporated in its curriculum a comprehensive activities 
plan which is correlated with the scholastic program as far as possible. 
The school was founded in 1826 as part of Western Reserve College, 
which later moved to Cleveland. Since its reorganization in 1924 it 
has been principally a boarding school for boys, including the eighth 
to the twelfth grades inclusive. In this reorganization the activities 
feature was definitely included. 

The purpose was to use activities in part as a medium of teaching 
formal subject material, but more especially to use them as an inte- 
grating force in the entire program, to provide enrichment in ex- 
perience and a nearer approximation to the fuller life for which the 
boys are being prepared, and to provide for limited expert training 
in special interests and leisure-time occupations. It was felt that 
there was considerable need for emphasizing the relationship and 
interdependence of school studies. Life is not compartmentalized ; 
the experiences of the school years are life itself. Not the least of 





1 Altho this article deals specifically with the field of secondary education, it is rich in suggestion 
for the elementary-school principal.—Editorial Committee. 


11 








528 ELEMENTARY Scuoot Princrpats 





the problems confronting us is that of training in the development 
of satisfying, constructive, leisure-time occupations. Not all are 
equipped for, or capable of finding that satisfaction in literature. 
Appreciation of music, art, the mysteries of nature, and the develop- 
ment of craft skills are equally important. For many pupils, if these 
things are not encouraged during the elementary and secondary school 
years, they are never developed. And upon them depends much of 
the individual’s happiness in later life. 

On our campus stands the oldest observatory built west of the 
Alleghenies, and the second oldest now standing in the United States. 
In it are the original instruments which Elias Loomis made a special 
trip to Germany to purchase in 1838. This observatory furnished an 
excellent starting point for our activity program by providing ma- 
terial for the use of an astronomy club and for objective study in 
science. The range of opportunities was widened when a modernly 
equipped farm was given to the school. Later were added wood and 
art-metal shops, a natural history museum, art in various forms, vocal 
and instrumental music, journalism, dramatics, radio and automotive 
laboratories, and photography. 

Organization of activities—N ot every boy participates in all these 
activities, or even in a considerable proportion of them. That depends 
upon his scholastic load, his ability, and the quality of his perform- 
ance. We call these activities “‘ interest activities,” which connotes 
much of their use; that is, one phase of their purpose is to develop 
personal interests and abilities into satisfying, enriching occupations 
for leisure time. They are organized on a “ co-curricular ” basis, 
rather than extracurricular, even tho a student has almost complete 
freedom of choice in most respects. Naturally, for many students 
these opportunities provide more attraction than much of the aca- 
demic work. Provision is therefore made for limiting the number of 
activities engaged in, so as to guard those who would be inclined to 


< 














shirk scholastic responsibility, as well as those who thru breadth of 
interest or exceptional ability would be likely to overload. A teacher: | 
student committee, in cooperation with the administrative office, keeps | 
constant surveillance and check on the student’s individual program, | 
bearing in mind always that the primary obligation is high scholastic} 
performance. ; 

Thru a system of time evaluation, limits are imposed on partici 
pation, but each boy’s problem is handled on the basis of his ability,| 
general performance, and his own individual needs. All boys arej 
permitted to get into one or more activities, and those who have n0f 
yet discovered or developed any special interests are encouraged tf 
do so. Every boy in school is thus involved. 


* 


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il] 
int 
ho 
C01 


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FourtrEntH YEARBOOK 529 
ent Integrating and motivating the academic program—Besides the 
are interest-activity element, there is another important phase of our 
re. activity philosophy, namely, the integrating, motivating influence 
op- on the whole academic program. The woodland and farm furnish an 
ese ideal laboratory for the study of biological data, the economics of 
1001 food production, and the play of personal interests (see Figure 1). 
1 of 
the 
ites. 
cial 
1 an 
ma- 

y in 
rnly 
and 
vocal 
otive 
Fs gS EE RN 

lara Ee ule AS clin 
these Figure 1—Helping to Produce Maple Sugar 
yends 
form- Boys who are working on special projects in the sciences constantly 
notes use the shops to create or adapt equipment. Figure 2 shows how one 
velop boy’s interest in history, combined with his craft ability, produced 
itions a beautiful reproduction of pioneer equipment. Journalism, as an 
basis, integral part of the English courses, encourages accurate and creative 
iplete f writing which includes every angle of school life. In a similar way 
dents | dramatics ties into English, history, the languages, art, and the crafts, 
e aca-f, at the same time providing opportunity for valuable self-expression 
ber of — and emotional outlet. 
ned to F The Natural History Museum, as an outgrowth of the scientific 


dth of f interest of a considerable group of boys, involves all of the sciences, 
acher- — history, and English, as well as the farm and the shops. Photography 
keeps | frequently serves as an important medium in scientific work, art 
gram, study, and journalism. The work of the music department is a valu- 
olastic § able cultural and cementing influence thruout. The frequent trips 
to nearby cities to study economic, social, and scientific problems 
artic § make a whole story in themselves. Instances might be multiplied to 
bility, § wlustrate the principle of using the activity program to give life, 
yys are integrating force, and incentive to the entire curriculum. Often a 
ive no boy who cannot do particularly well in certain subjectmatter finds 
iged tof Compensation or incentive in some related work or activity in which 
he can show proficiency. 











530 Ev_ementary Scuoot Princrpars 





Outcomes—There are no objective tests or measurements whereby 
the results of this program may be judged in comparison with others. 
We who are working with it, and who have also worked with other 
systems, feel very strongly that it contains deep fundamental values 





























Ficure 2—Correlating History with Craftsmanship 


too precious to forego. The opportunities it provides for initiative, 
self-reliance, self-expression, and creative recreation are such as no 
modern educational program can ignore. Many times boys find the 
tedium of a heavy academic load more bearable, or even attractive, 
because of possible refuge in a hobby interest. The school discipline 
problem is nil. Self-discipline is the keynote. And the writer has 
never known any other boarding school where so many boys come 
back during vacation to visit, and where so many want to return early 
at the close of the vacation period. 

Neither is there any positive proof of the relative value of our 
activity program in relation to preparation for college, tho data 








ve, 


he 


ve, 


yur 
ata 





FourtTEENtH YEARBOOK 531 





assembled during the past seven years seem to indicate very positive 
values. Over 96 percent of our graduates have gone to college, about 
half to eastern colleges and half to midwestern and western institu- 
tions. Forty percent of their college work has been of honor rank, 
while only 3 percent has been “ failed ” or “ conditioned.” On the 
whole, these boys seem to find college adjustment easier and their 
general experience more enriched than did the boys trained under 
the old system. We have had many boys of modest ability who found 
in the activity program an incentive and a satisfaction which con- 
verted what formerly was drudgery into a happy, challenging ex- 
perience. Time and again we have been confounded by the surprising 
results achieved by some of these fellows as they have gone on into 
collegiate and professional work. The critics may answer that there 
are other natural explanations. Undoubtedly that is partially true, 
but in recent years these superior results have been occurring so 
much more frequently that we cannot help feeling that the training 
received in an enriched school experience has been an important 
factor. 

Conclusion—Changing times demand changing methods. In no 
field is this more true than in education. “Any educational policy, 
however, which meets the test of adjustment to environment, must 
provide a region of contacts which can be achieved only thru the 
utilization of the practical arts in the field of general education.” * 
An accompaniment of the changing times and new environment which 
we are facing is increasing leisure. Any educational policy which fails 
to face that fact squarely falls short of its responsibility. Training 
for enjoyable leisure occupations and the expression of the passion 
for excellence, which is so universal, are a necessary part of our edu- 
cational obligation. It is a powerful insurance against many social 
evils. A wisely planned and administered activity program goes far 
toward meeting that obligation. 


? Morrison, Henry C. The Practise of Teaching in the Secondary School. Chicago: University 
of Chicago Press, 1926. p. 402. 








532 ELEMENTARY Scuoot PriIncrpats 


SELECTED REFERENCES 





1. Apams, Fay G. The Initiation of an Activity Program into a Public School. 
New York: Teachers College, Columbia University, 1934. 80 p. 


2. Bossirr, Franxuin. “The Trend of the Activity Curriculum.” Elementary 
School Journal 35: 257-66; December, 1934. 


3. CaLirorniA CurricuLum Commission. The Activity Program and the Teach- 
ing of Reading. U.S. Dept. of the Interior, Office of Education, Bulletin 
1931, No. 2. Washington, D. C.: Government Printing Office, 1931. 95 p. 


4. Carey, Atice; Hanna, Paut R.; ann Mertam, J. L. Catalog of Units of Work, 
Activities, Projects, etc. to 1932. New York: Teachers College, Columbia 
University, 1932. 290 p. 


5. Criouser, Lucy W.; Rosrnson, Witma J.; ann Neevy, Dena L. Educativy 
Experiences through Activity Units. New York: Lyons and Carnahan 
1932. 307 p. 


6. Freeman, Franx N. “An Analysis of the Basis of the Activity Curriculum.” 
Elementary School Journal 35: 655-61; May, 1935. | 


7. Gustin, Marcaret, AND Hayes, M. L. Activities in the Public School. Chapel 
Hill, North Carolina: University of North Carolina Press, 1934. 290 p 
8. Harap, Henry, anp Mares, Cuartorre E. “The Learning of Fundamentals in { 
an Arithmetic Activity Program.” Elementary School Journal 34: 515-25: ( 


March, 1934. 


9. Hissona, Ciype. The Activity Movement. Baltimore: Warwick and York, ' 
1932. 122 p. 


10. Hopxins, L. Tuomas. “Learning Essentials in an Activity Curriculum.” 
Journal of Experimental Education 1: 298-303; June, 1933. 





11. Lane, Roperr H. A Teacher’s Guide Book to the Activity Program. New a 
York: Macmillan Co., 1932. 257 p. a 

12. Lewis, Mary. An Adventure with Children. New York: Macmillan Co., e 
1928. 250 p. a 

13. Lone, Franx M. Desirable Physical Facilities for an Activity Program. Con- p 
tributions to Education, No. 593. New York: Teachers College, Columbia 
University, 1933. 116 p. a 

14. MacCatium, Cuaries L. “ The Activity Movement and Its Underlying Prin- T 
ciples.”” Chicago Principals’ Club Reporter 27: 7-12; May-June, 1935. 

O] 

15. Minor, Rusy. Pupil Activities in the Elementary Grades. Philadelphia: te 
J. B. Lippincott Co., 1929. 260 p. 

16. Nationa, Soctery ror THE Srupy or Epucation. The Activity Movement. al 
Thirty-third Yearbook, Part II. Bloomington, IIl.: Public School Pub- “ 
lishing Co., 1934. 320 p. co 

17. Pistror, F. “ How to Establish an Integrated Activity Program.” Childhood In 
Education 11: 300-07; April, 1935. wi 

18. Reep, Mary, anp Wrient, Lua. The Beginnings of the Social Sciences. New 
York: Charles Scribner’s Sons, 1932. 224 p. as 

19. Srevens, Marton P. The Activities Curriculum in the Primary Grades at 
Boston: D. C. Heath and Co., 1931. 439 p. the 


20. University or Minnesota. A Pupil Activity Curriculum in Physical Health 
Education. Minneapolis: the University, 1927. 16 p. j 








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CHAPTER XI 
COOPERATIVE COMMUNITY ACTIVITIES * 
EDITORIAL COMMENT 


HE PRECEDING CHAPTERS have dealt primarily with activities 

which center in the school itself. Assemblies, red-letter obser- 

vances, school clubs, the school newspaper, and pupil participa- 
tion in school management are essentially “ school ” projects, altho 
they often reach out into the home and community for their materials 
and inspiration. The activities discussed in this chapter, on the other 
hand, have their focal points in the larger community. They are 
based on community needs, and involve the active cooperation of 
children, teachers, principals, and other responsible citizens. 

The underlying philosophy of cooperative community activities is 
set forth in the first article of the chapter. Its author maintains that 
the social problems of a community are the most vital with which chil- 
dren can be concerned, and that boys and girls can best learn how to 
live effectively in our complex democratic society by participating 
with adults in the study and solution of such problems. The second 
article tells how this philosophy can be, and actually has been, carried 
into effect in local communities. The writer points out that children 
must have an opportunity for genuine participation, and that the 
activities must make a real contribution to community welfare. Proj- 
ects which are planned and directed entirely by adults, or which 
are mere busywork in the guise of social service, will not serve the 
purpose. 

Mutual understanding and cordial relations between home and 
school are essential to the success of cooperative community activities. 
The third article discusses trends in home-school relationships, and 
gives examples of joint projects carried on by groups of parents and 
teachers. 

The next two contributors describe special projects in consider- 
able detail. In one of these the teachers, parents, and children of a 
county school system cooperated in building a new course of study 
in health education. The other was a project correlating the regular 
work of the school with the local Community Chest campaign. 

References dealing directly with cooperative community activities, 
as conceived in this chapter, are not numerous. Many of those listed 
at the end of the chapter are concerned with other related aspects of 
the school and community relationship.—Kditorial Committee. 








_) The articles in this chapter were assembled and arranged by Bess Clement of the Editorial 
Committee. 


[533] 














534 ELEMENTARY Scuoot Principats 


THE UNDERLYING PHILOSOPHY OF COOPERATIVE 
COMMUNITY ACTIVITIES 
WiuuiaM H. Kivparrick 
Professor of Education, Teachers College, Columbia University, New York, 
New York 
HE WORD PHILOSOPHY as here used is merely a conscious appli- 
cation of plain common sense. All that is intended is to try 
to see more clearly why we wish cooperative community activi 
ties and somewhat of how these must be run if they are to help us move 
forward toward our proper goals in education. 

We begin from our historic democracy—To be fair to the reader 
any discussion should state what it takes for granted. This discussion 
starts from the historic American position that democracy furnishes 
the most satisfactory basis on which to run society. Now the essence 
of democracy is to be concerned about each individual and his wel 
fare. This is regard for individuality or personality, not a belief in 
individualism. In individualism there is too much of each man for 
himself regardless of others, or even at the expense of others. Such 
an attitude true democracy cannot accept. On the contrary, democracy 
will test each social institution and program by whether in its working 
it makes for the welfare and happiness of each one of every body, 
all together, on terms of substantial equality. Cooperative community) 
activities educate as a positive step in this democratic direction. 

Also this democratic outlook demands that the final decision on 
every matter of public interest must remain with all the people con 
cerned. To be sure we need experts, more and better of them, and 
we must study far more seriously than hitherto what these experts 
have to say, using also other experts to help us weigh their proposals; 
but the final decision must remain with all the people. History seems 
to show that this is the only safe rule. We of this country wish no sort 
of dictatorship. And here again do cooperative community activities 
educate toward the democracy we wish. 

Still further, if we propose to develop and respect each individual 
and to keep public decisions in the hands of all the people, then we 
must encourage everybody to think. From this angle, democracy 
wishes every institution—each family, shop, factory, school system, 
university, and government, all—to be so run that each member or 
worker or citizen, from youngest and lowest to oldest and highest, 
is encouraged to suggest improvements with the full assurance that 
his suggestions will be considered and used on their merits. De- 
mocracy wishes such encouragement to thought and suggestion from 
all, partly because without it the individual is not truly respected, 








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FourtTrEentuH YEARBOOK 535 





partly because we never know in advance who will make the best 
suggestions, and partly because this plan has in it the surest basis of 
public education and intelligent cooperation, without which democracy 
cannot hope to sueceed. We see now still more clearly why we wish 
“eooperative community activities” in our schools. These furnish 
direct practise in the thinking-acting aspects of democracy. 

The equality of opportunity and treatment which democracy wishes, 
ealls perhaps for a yet further word. We wish a classless society in 
fact as well as in theory. Individual psychological differences there 
will always be, and properly utilized these constitute a priceless social 
asset. But as far as we can reasonably effect it, each child shall start 
out in life not handicapped in comparison with others by what his 
parents may own or may not own, by what they may or may not 
have learned. We believe in an equality of opportunity as thorogoing 
as we can bring about. But new conditions give these words new 
meaning. 

Democracy and the new need for cooperative endeavor—In recent 
decades the situation of democratic effort has been undergoing change. 
In the earlier American life the family was the principal economic 
unit. Each such family, in the main, produced what it would use 
or consume. Actual money played a minor part. Independence then, 
because there was plenty of cheap land, was easily achieved, and 
freedom of action seemed both natural and necessary. “ Getting 
ahead ” need not then pull others down. In that day each could work 
principally for himself. Under such circumstances democracy seemed 
individualistic as if built for just this state of affairs. 

Now all this is changed. Nearly everybody works for money, and 
with this—if he gets it—buys what he uses. But to work for money 
means to be dependent on where the money can come from. In other 
words, the old independence has gone. Instead of it, a money economy 
has come and each one is dependent on others, on business as a whole, 
or on “ market conditions,” as the term goes. We thus all hang 
together. No longer can each one consider simply his own welfare. 
Now all must consider everybody. The old individualism under these 
new conditions has become anti-social and immoral. 

Democracy thus faces new problems. To be true to its deepest self 
and to effectually safeguard the individual under the new conditions, 
it must re-think its program. The old freedom now means an anti- 
social and selfish individualism. In an economy of interdependence 
the common welfare comes first as the necessary, prerequisite means 
to the welfare of the individual. Democracy, then, in order to be 
itself, must henceforth stress cooperative efforts for the prerequisite 
common good. In essential aims it remains the same old democracy 








536 ELEMENTARY Scnoot Princrpats 


with its deepest concern for each and all of the people, but it must 
pursue this ever-abiding concern by new and cooperative methods, 
Otherwise it ceases to be true democracy and becomes instead fascistic 
tyranny, still uttering the old slogans but in actual effect destroying 
the real freedom and real equality of all the people. 

So education has a new scope and a new task. If democracy is thus 
really to re-think itself to the new cooperative endeavor, a new edu 
cation must arise, partly to include all the citizens in a new type of 
adult education, partly to remake the schools so that more effectual 
social thinking and action shall result. There is no call here for a 
propagandistic program to tell either adults or children what they 
shall think or do. If democracy means anything, it means, as we have 
seen, real thinking as the indispensable means to deciding upon ap- 
propriate action. But this is simply to say that true democracy, true 
ethics, and true education are but three names for intelligently de- 
fensible action. It is this kind of education that we seek in our “ co- 
operative community activities.” These furnish essential practise in 
a true democratic concern for the common good. 

Why wish activities?—In order the better to see why we wish ace- 
tivities as an essential part of education, we must first better under- 
stand how life as such goes on and how study and learning are 
inherent in life to make it go better. As we shall see, one pronounced 
characteristic of life is the fact that it is continually presenting us 
with new problems; and under modern conditions of rapid change 
these problems are becoming ever more numerous. Thus it is that 
study becomes an essential part of our efforts to run life intelligently. 
If this is true for adults, then the young must in preparation study 
and learn under conditions that teach this to them, namely, in con 
nection with actual life activities. How these things are true we are 
ready now to see. 

Our world of change—We live in a world where life and affairs 
never repeat themselves exactly, but continually develop in novel 
fashion. Each one of us grows each day older both in experience and 
in bodily age. And just as truly the world of affairs is also different 
by what happened the day before. As the changing person faces a 
changing world, he faces therefore continual novelty. Thus the 
mother may live in the same house and run it day in and day out 
in much the same way, but the children, each one as a distinct 
personality, grow daily older and present ever new problems for her 
solution, as every mother knows. The father too may continue his 
business at the same old stand, but times change and he too must 
solve new problems or his business will leave him. And if parents 











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FourtEENtH YEARBOOK 537 





face novelty, so also and even more obviously do the children, for 
to them life unfolds itself ever freshly. 

If the ordinary life thus presents its ever new problems, these are 
accentuated when we take into account the rapid changes which the 
modern world shows. Boaz says that the stone age went 30,000 years 
without seeing an improvement in its tools and implements. How 
vastly different things are now. Science, which increases in geometric 
ratio thru its discoveries and inventions, changes our world of affairs 
with bewildering rapidity. As Whitehead points out, when the time 
span of important change was longer than that of one human life, 
mankind could properly be trained to adapt itself to fixed conditions ; 
but now that this time span of change is shorter than one human life, 
our education must prepare individuals to face a novelty of condi- 
tions. Whether then we consider the smaller or the larger novelties 
that life presents, the character of our necessary education is changed. 
Thoughtful study becomes an inherent part both of education and 
of life. 

Study and learning inside the life process—There is so much im- 
plied in the last two paragraphs that we must dwell further on them. 
Education in any vital sense will thus be seen as inherent in life itself. 
Whenever one faces a new and difficult situation, he must—if he 
would act wisely—bring, as we say, his intelligence to bear upon it. 
And herein is possibly the best definition of the word “ study ” that 
we have, namely, the effort to grapple intelligently with a novel and 
difficult situation at hand. It is thus true that study is in fact inherent 
in and inseparable from life intelligently lived. And if this be the 
definition of “ study,” what shall we say of “learn”? The answer 
is a bit complex, but still certain. If study is successful it will, in 


part at least, think out a new way of dealing with the situation at hand. 


If this way of behaving, upon trial and consideration, is accepted for 
further use, then the fact we call learning ensues; this way of dealing 
so accepted becomes, in and thru the fact and operation of learning, 
so incorporated into one’s very being that henceforth, when the right 
time comes, this way of behaving comes forth as one’s own way of 
dealing with the situation. 

This definition of “ learn ” can be generalized as follows: What- 
ever we accept—whether an idea, attitude, plan of action, or skill— 
to act on hereafter, that we learn and it becomes a part of us. 

Thus it is that both “ study ” and “ learn ” are essential parts and 
aspects of life intelligently lived anywhere and everywhere. Since the 
organism always acts as a whole, there goes along with study—which 
is essentially examining and thinking—also feeling and appropriate 
bodily movements for examination, the whole organism being alert 








538 Ex.ementary Scuoot Principats 





as it examines and tries to understand and plan in preparation for 
action. And so also with the learning that accompanies action. In 
responding to the results of study, the organism acts as a whole; 
thinking, feeling, external bodily movements, appropriate internal 
bodily adjustments—all these are but distinguishable aspects of the 
whole organic response. And acceptance to act on it, which brings 
learning, follows along with each of these aspects. So we learn to 
think certain things, to feel certain attitudes, to act in certain ways, 
ete. Always are many kinds of learning going on at one and the same 
time. Note, too, that at the outset what learning shall later result 
is not yet determined. In this sense study creates what is learned, 
that is, it creates for the learner what he is to think, how he is to 
feel, how he is to act. Study may creatively offer many possibilities; 
whichever of these we accept to act on, those we learn. In all these 
many ways are living and learning much more intimately connected 
than most of us have been thinking. Indeed life—the very fact and 
act of living—is education. And in this we see the basic foundation 
of activities. We do really study and learn as we face actual situations 
to deal with them. 

A contrast here with the older view of education may help to bring 
out the point better. In what we have just seen, life develops in novel 
fashion and helps to create what one’s life shall be. On the older 
notion, the teacher set out before the children just what they were 
to learn. Study was the effort to acquire it. Learning was successful 
effort at acquisition, and the test was whether the child could on de- 
mand give back what the teacher had originally set out. Subject- 
matter was what the teacher set out. How this old outlook does not 
fit a changing world need not here be argued. We can now see better 
why the good school is giving up the older conception for an activity 
program. 

The goals we seek—Before going on to the more detailed study of 
cooperative community activities, let us bring together what has been 
said under three heads as constituting the goals that a system of edu- 
cation in our day and time should seek to attain: 

1. We wish first an education in, thru, and for living in a demo- 
cratic society and a changing world. Children will best learn how to 
live in such a society and world by the actual thoughtful practise 
of the process itself. This means the utilization of educative activities. 

So far as words go, many progressively-minded people would have 
accepted this goal fifteen or twenty years ago, but for various reasons 
we must now add two other goals. 

2. We wish such an education as takes account of the fact that 
we are now consciously living in an economically interdependent 




















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ng 








FourteentH YEARBOOK 539 





world. We saw above how modern industry has changed us from 
being a nation of (relatively) independent farmers and artisans into 
being now almost wholly dependent on selling our goods and services 
to others, who in their turn are almost wholly dependent on “ business 
conditions ” for money with which to buy our goods and services. 
This new state of affairs that makes us mutually interdependent has 
come upon most of us without our thinking much about it. We have 
ceased to be independent and have become interdependent without 
understanding what has happened or what to do when “ business 
conditions ” break down. If we ignore this fact of interdependence, 
we fail to take account of the most outstanding new characteristic of 
our times. To do so is to invite disaster. Education must do some- 
thing about it. 

3. We wish then an education, if possible of old and young together, 
to help us in the critical day ahead to bring a better state of society 
in this country of ours. Something positive must be done. Coopera- 
tive community activities constitute one line of attack. The notion 
that education is to help change society is so new that many are 
troubled at hearing it proposed. But we cannot refuse it. To face 
life intelligently and to try to improve affairs are two ways of saying 
the same thing. We have, however, seen that intelligent education 
is the same thing as facing life intelligently. If things equal to the 
same thing are equal to each other, the proposition is proved. Intelli- 
gent education means trying to improve things. 

And so at length we are ready to ask about cooperative com- 
munity activities. For answer we need now do little more than draw 
conclusions. 

Conclusion as to needing activities—We wish “ activities ” because 
these mean life. They mean that children are to learn by grappling, 
as intelligently as we can help them do it, with situations that to 
them are so real as to call for vigorous, active efforts. Only as people, 
young and old, are thus aroused within to put forth efforts, do they 
really care, or really think, or really try. Only as they are confronted 
with some actual, tangible, challenging situation do people’ set up 
really guiding aims or really plan thoughtfully for attaining those 
aims. Only as there is such a confronting situation accepted for ac- 
tion, are all the aspects of the organism called adequately together 
into play so that the all-round educative effects of thinking and feeling 
and acting can be properly coordinated. Moreover, only such an 
actual evolving situation can call out and test all the successive phases 
of thought and action. 

This type of testing needs to be stressed. The artificial testing 
which goes with assigned tasks is in great danger of doing more 














540 ELEMENTARY ScHoot PrINcIPALS 


harm than good. When the teacher sets the task, the danger is that 
the children will study the teacher and his demands and fit effort 
simply to these. If so, much harm may result. Obviously the child 
is tempted to impress the teacher and so hide any lack of knowledge. 
The result on learning and character are both bad. Even where no 
conscious pretending enters, the child tends to be made dependent 
on the teacher and his approval, as anyone who deals with our school 
product knows only too well. 

But more fundamental even than these objections is the necessary 
result on habits of thought and action. We cannot expect young people 
to learn to deal with the actual situations of life except as they prac 
tise the actual process in its various phases. The task then is ours 
to help them see and accept for their own responsible action such 
life situations, so that they may therein and thereby learn how to deal 
with life as it is. Because this way of thinking is still unfamiliar 
to many, it may be worthwhile to consider the process more closely. 

The successive educative steps to a complete act—Two key concep- 
tions seem particularly promising for guiding human study and learn- 
ing: “a person facing a situation,” and “ acting on thinking.” Let 
us trace the successive educative steps where these conceptions are 
brought into play. 

1. The first phase is the person’s becoming aware that what we call 
“a situation” confronts him. What one is sensitive to plays the 
crucial part here. The person being what he is, some state of affairs 
takes hold of him to stir him to interest and action. We say then 
that he faces that situation. Muddy tracks in the house may create 
no situation for the boy, but they will for his mother. He didn’t even 
see them. She saw them at once and was stirred to alert attention 
and action. There are many thoughtlessnesses on his part that she 
wisely overlooks, but not muddy tracks. He must learn. As for the 
matter before us now, we wish to build up in our pupils a sensitiveness 
to such community deficiencies as they can help to correct. We wish 
our pupils to be so sensitive to possible community improvements 
that they will of themselves see new opportunities and wish to take 
hold of them. To sense such a situation so as to be stirred by it to 
action—this is the first step in dealing with that situation. 

2. The second step follows at once. If we are really stirred to ac- 
tion and wish to act intelligently, we shall study the situation to see 
what should be done. This neglected spot in our village is (by step 1) 
an eyesore, to be improved if possible. Now (step 2) we ask what 
can be done about it, or what we should do. Shall we ask the owner 
to clean it up? Or shall we ask his permission to make a playground 
of it? What would it cost to make a playground? What kind of clear- 


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FourTEENTH YEARBOOK 541 
ing and grading would be necessary? It is at any rate quite clear 
that good study would be necessary to answer these questions and 
decide what to do. 

3. The third step, of how to do it, follows so closely upon the second 
as often to merge into it. We could not decide what to do until we 
decided at least within limits how to do it. So here we have the 
further detailed study necessary for making all the plans. Wisdom 
requires that we plan well before we begin upon the actual work. 

4. The fourth step is the execution of the plan. Here we have the 
kind of study that goes with carrying out the plan, and particularly 
the study that goes with watching how well our plans work out. For 
the “ best laid plans of mice and men gang aft a-gley.” We shall 
probably have to revise our plans as we try them out. If so, more 
study and learning. 

5. The fifth step is the backward view: Now that we have finished, 
what have we learned? How could we do it better another time? 
What lessons of any or all kinds shall we draw? 

Strange as it may sound to those who think of study as confined 
to books and preparation for recitations and examinations, we can 
assert rather strongly that it takes such a complete act as that sketched 
above to afford what is perhaps the only true learning situation. Only 
an actual situation, continuous with life in all its vicissitudes and 
insistencies, can afford the kind of situation which study must learn 
to face. In the face of such study and the inherent testing that goes 
with it, the partial and abstracted situations of textbooks are in com- 
parison pale and inadequate, if not actually miseducative when made 
the rule. It takes life itself to educate us. Only the actual situation, 
as it thus unfolds under time and treatment, can show whether the 
children have studied and planned and executed properly. And this 
testing is inherent in the situation. Such an educative process is self- 
testing, especially if thru cooperation there are many (including the 
teacher) to watch results. 

Some may wish to question whether such actual dealing with actual 
situations should constitute the whole of the school program. This 
is a question that we need not argue now. But surely none could deny 
a genuine and significant place to such activities. They are in fact 
absolutely indispensable to any complete program of education. Noth- 
ing else can take their place. So much for “ activities.” 

Why “ community activities ”?—Why, next, do we wish “ com- 
munity activities”? The answer follows hard upon the preceding. 
A community activity can have a reality and a challenge that no 
lesser activity can properly have. Moreover it serves to bring the 

school into desirable intimate contact with the surrounding com- 











542 ELEMENTARY ScHoo. PRINCIPALS 





munity. To do something which others count significant ranks very 
high among the satisfying and steadying influences in life. For the 
young to feel that their activities have community significance is to 
accord to them a worth and standing that will call out the best the 
young have to give. 

Everything said above about activities holds even more strongly 
of community activities. With others looking on, with the really im- 
portant people of the community feeling concern, we can rest assured 
that the young will under proper guidance rise to the occasion and 
give us the best they have. Each of the five steps suggested above 
gains in significance as other people know what is going on and watch 
results. It must happen that the learning effects will be correspond- 
ingly stronger and more lasting. 

So new is this conception of community activities that many will 
read eagerly what Hanna and others have to say later in this chapter 
as to possibilities along this line. Doubtless continual trial and effort 
will disclose many more and better possibilities than those most of 
us now use. The important thing here is to see the desirability of 
community efforts so that we may seek them intelligently. 

Why “cooperative community activities ”’?—What, finally, is 
meant by “ cooperative community activities,” and why are they de- 
sired? Here again we build on the preceding. By cooperative com- 
munity activities we mean those in which many share, preferably 
the old along with the young. If community activities are more sig- 
nificant than mere school activities, even more of dignity and worth 
would in the eyes of the young attach to those in which responsible 
and honored adults also actually shared. If the adults will live up 
to the possibilities of such activities and really share with the young 
in the thinking and planning necessary to the execution, we shall 
find practically ideal conditions for all-round learning. It will, of 
course, be necessary for the sharing to be real and not, out of polite- 
ness, feigned. It will also be necessary that each age should have a 
part suited to it, in which it can carry on its own responsible thinking 
and acting in order to realize the common aim. 

We elders often wish that our young would accept higher ideals 
and make -finer moral distinctions in their daily lives. If the young 
could feel that they were genuinely sharing along with their elders 
in situations where the higher ideals and finer distinctions were called 
in fact into play, it is a safe prediction that such ideals and distine- 
tions would be made and accepted as never before. The shared dis- 
cussion of what to do, how to do it, and what standards to expect 
would be educative as nothing in our ordinary school can possibly be. 








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FourtrEENtH YEARBOOK 543 








It may be permitted the writer to express in conclusion his pro- 
found conviction, first, that an actual situation responsibly faced is 
the ideal unit of educative experience ; and second, that of all possible 
situations no other is quite so educative as one in which the responsible 
leaders of the community join with the young in carrying forward 
an enterprise in which all really share, and in which each can have 
his own responsible part. This is the education in which democracy 
can most rejoice, particularly in these times when we must learn to 
put the public welfare first in point of time and importance. “ Co- 
operative community activities,” in solemn fact, form the vision of 
the best education vet conceived. 


F WE are reading aright the signs of the time for the genera- 
tion that lies ahead, cooperation will take precedence over 
competition; efforts toward a planned social economy will 
loom more important than a policy of laissez faire; the striv- 
ing for social justice will challenge the accumulation of wealth 
as a dominating motive of individuals; and sharper distine- 
tions will be drawn between liberty and license. Toward the 
attainment of these larger social ends the elementary school 
has an opportunity and a responsibility such as it has never 
before visualized. To elementary-school principals the people 
will look for leadership.—Morrison, J. Cayce, see p. 234 of 
this yearbook. 











544 ELEMENTARY Scuoot PrincrpPays 





CHILDREN AS COMMUNITY BUILDERS 
Pau, R. Hanna 


Associate Professor of Education, Stanford University, 
Stanford University, California 
MERICAN CHILDREN, millions of them, restless with tremendous 
energies! American communities, thousands of them, teeming 
with limitless possibilities for better living! The harnessing 
of these two mighty resources constitutes the essence of the problem 
which the leaders of children and youth, are now attacking. 

Important community work to be done—On the one hand, every 
community, urban and rural, is filled with challenges to achieve the 
good life. The physical health and safety of our citizens can be still 
further increased thru cooperative planning and action. The beauty 
of our homes, streets, parks and playgrounds, countryside, and public 
places can be enhanced immeasurably. The recreational and leisure- 
time facilities for childhood and adulthood need to be expanded in 
every population center. The cultural life needs to be deepened thru 
community participation in music, arts, pageantry, and similar 
spiritual and esthetic endeavors. The quantity and quality of the 
agricultural and industrial goods and services with which we satisfy 
our needs for daily living can be multiplied to provide a standard of 
living far beyond the present level. In general, the community tasks 
awaiting the positive and vigorous attack of the hosts of eager 
American children and youth present a thrilling adventure in social 
betterment. 

Children need constructive energy outlets—On the other hand, the 
boundless energy of childhood and youth can be either wasted or 
directed to great social good. The energy exists and nothing short of 
universal malnutrition or disease can detract from this phenomenon 
of power. Before the advent of the machine-and-power age, much of 
this youthful energy was harnessed to the field and shop; children 
and youth contributed their share, and often a share so large as to 
be destructive to the sources of their bodily energy. The replacement 
of the human engines by mechanical engines to turn our mechanism 
of production and distribution has freed the children from their 
former serfdom. In fact, mechanization has advanced to such a degree 
that children are excluded from even the most casual contacts with 
the work of the nation. Their excessive energies, once channeled in 
useful work, now find no legitimate outlet except in study and play. 

Evidence that children find other energy outlets which are self- 
destructive and anti-social is statistically demonstrated in increasing 
lawlessness and juvenile delinquency. With no sense of “ belonging ” 











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FourteEentn YEARBOOK 545 





——— 


in the more serious phases of living, with no responsibility for mak- 
ing a contribution to the larger group, children develop few of the 
character traits which are so basic in a modern society. In the urban 
centers, especially, the children have even been replaced by the ma- 
chine in such socially useful work as the morning and evening chores 
of filling the wood-box, emptying the ashes, or pumping the day’s 
supply of water. This released energy, once socially productive, may 
now go toward pursuits which are demoralizing to the individual and 
his community. 

Groups searching for socially useful projects—On every side we 
hear expressions of the awareness of this problem of surplus energy 
in children and youth. Parents are constantly asking, “‘ Where shall 
I find some task for my child, something that will seem so seriously 
real and worthwhile to him that he will catch hold and make a re- 
sponsible and earnest effort? Where is there something to do that 
is obviously socially significant to children?” Not only the parents 
face the problem, the leaders of groups of youth are equally in search 
of an answer. 

The Boy and Girl Scout organizations promote projects to assist 
in community charity drives; the Junior Red Cross encourages work 
to alleviate suffering following in the wake of great tragedies; the 
4-H Clubs map out projects to improve the household and agricultural 
practises of the community. Now the schools are sensing their re- 
sponsibility and are discussing and experimenting with projects in 
which children participate in socially useful work. 

A survey undertaken—aA survey is now in progress to gather re- 
ports of projects in which children and youth have participated to 
improve the life of the community. The schools, churches, social- 
service agencies, political organizations, agencies for agricultural and 
industrial production, and local, state, and national governments all 
are canvassed for information as to where such projects might be in 
progress. Foreign countries as well as our own nation are being in- 
vestigated. Hundreds of reports are being submitted which show 
widespread activity. A brief description of two projects which have 
been reported will illustrate the nature of this work. 

Rural school children contribute to community improvement — 
In 1920 the new principal of a consolidated rural school desired to 
direct the work of that school to the creative task of improving the 
all-around aspects of living in the community. First, the principal 
discussed the strengths and weaknesses of the community with the 
small staff of teachers and with the parents. Then, soon after the 





1The major part of the work described in this section was done under the direction of Mrs. F. C. 
Beverley of the Whitmell Farm Life School, Whitmell, Virginia. 








546 ELemMEentTARY Scuoot Princrpats 





opening of school in the fall, the teachers talked with their pupils 
about the homes they lived in, the agricultural practises of the farm 
ers, the recreational facilities, the health of the children, and a score 
of similar problems with which the children were familiar as far as 
their own lives were concerned. 

After considerable discussion, the pupils were led to undertake an 
inventory of the whole community from which the school drew pupils. 
All the pupils in the school, grades one thru nine, participated 
individuals in amassing certain types of information from their own 
homes, and as members of committees in surveying public aspects of 
the larger area. Data were gathered on the condition of the farm 
homes, such as running water and bath, electricity, number of rooms, 
furniture and equipment, musical and recreational materials, reading 
matter, general comfort, and sanitation. Facts were obtained concern- 
ing the farm practises in crop rotation, seed selection, fertilization, 
cultivation, harvesting, storing, and marketing; in the care and 
breeding of live stock; and in provision for orchard, garden, and 
general diversification of crop. 

The survey also included the status of the community health and 
the provision for medical and dental care; the plant and equipment 
available for social gatherings of the adults, young people, and chil- 
dren; the frequency and availability of such social and cultural 
tivities as lectures, concerts, and dramatizations; and many items 
of a similar nature that gave a picture of the level of material and 
spiritual living in this rural community. 

These findings were then summarized by the children in their 
school classes, and conferences of pupils and teachers were held to 
plan a program of study and work. The parents were invited to the 
school for several evening conferences on the aim of the school and 
the type of cooperation from the homes which would be most ben¢ 
ficial. Eventually the school selected an area of the community life 
which was evidently in need of improvement, and this became the 
theme of the work of the various classrooms for the year. “‘ How can 
we improve the health of our community?” became the objective 
toward which effort was directed. 

The year’s study involved many types of activities. The pupils 
studied the food served at home and compared it with balanced diets 
which they found in health books; they went further and kept cages 
of white mice, to which they fed balanced and unbalanced diets and 
observed the result in changes of weight, color of eye and fur, and 
general bodily activity. When they became convinced that a change 
in diet at home would be beneficial to their own health, the pupils 
invited the parents to visit the school and to view the exhibits of 








SO eR Ey 


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FourtEENTtTH YEARBOOK 547 





evidence. Almost universally the parents were eager to learn, and 
wherever possible they changed the home practise to meet the new 
evidence presented. 

The pupils discovered that pure water is essential and must come 
from wells safeguarded from farm refuse. They learned that screens 
on windows and doors keep out infection-bearing flies and mosquitoes ; 
and that homes equipped with modern bath and plumbing facilities 
contribute to proper health habits. The parents were given this infor- 
mation, and where possible the children and parents moved the well 
farther from the barn, covered doors and windows with screens, and 
installed modern bathrooms. 

The children found that the dental and medical services available 
to the community were far below any reasonable standard. They con- 
ducted a campaign for visiting the dentist regularly and calling the 
doctor when ill. They were instrumental in bringing a dentist into 
the community two days each week and in having a county nurse 
visit the school frequently. Medical books found their way into the 
meager home libraries, and medicine cabinets had supplies of a staple 
nature added. 

Towards the close of the spring term the children wrote and staged 
a pageant in which they dramatized their efforts to improve the health 
record of the community. The commencement exercises were centered 
around the year’s achievement. The objective results were evident. 
The whole area was conscious of the values of health and of the means 
of acquiring it on a community-wide scale. 

Each year during the following decade a major area of community 
living was chosen for study and improvement. Significant progress 
was made by the whole geographic area working cooperatively and 
consciously on the raising of the standard of living under the egis 
of the school. At the end of the decade the children again took an 
extensive inventory. They found a gratifying increase in such ma- 
terial equipment as bathtubs, electric lights in homes and farm build- 
ings, pure water supply, screens on windows and doors; in such 
practises in agriculture as would raise the yield of grain, meat, 
dairy, and poultry products; and in such cultural materials as daily 
and weekly newspapers, monthly farm journals, and magazines of 
controversy. 

A donor had been persuaded to build a beautiful community 
church, with facilities for a varied social and educational program 
for all ages of the population. The farmers had formed buying and 
marketing “ cooperatives,’ and were engaging in many activities 
jointly, to their mutual benefit. The survey provided ample proof 
that the children of this school, working with the adults, had made 








548 ELEMENTARY Scuoot Principats 


a significant contribution to the problems which lay at the heart of 
the community’s progress, 

City children promote new housing construction °—Another proj- 
ect of quite different nature took place in a great metropolis. In this 
case the leadership came not thru the school but from a neighborhood 
settlement house. The children, ages eight to fourteen, were organized 
into clubs in an attempt to supplement the meagerness of a slum 
environment. 

One night a tenement fire burned to death eight child members 
of these settlement-house clubs. The companions of the deceased chil- 
dren returned to their clubs demoralized by the tragedy and by the 
fear that another fire might trap them in a similar fate. The leaders 
of the clubs recognized the seriousness of the mental and emotional 
condition of the children. They mapped out a course of action de- 
signed to supplant the feeling of horror and defeat with positive 
attitudes by consciously removing the fire hazards and thus preventing 
more human sacrifice to real-estate profits. 

These leaders discussed with the children the terrible risks involved 
in the fire-traps they called homes. They examined together the tene 
ment laws passed in 1901, which made it illegal for the owners to con- 
tinue to rent houses which were not equipped with certain precaution- 
ary devices. The group went to visit some model apartment houses 
recently built in the vicinity and noted the absence of fire hazards. 
They discussed together what agencies in the city might take the 
leadership in removing the slum fire-traps in which they lived. 

A plan for a demonstration parade finally emerged. Children from 
other settlement houses were invited to participate in a parade which 
marched to the City Hall and requested an interview with the mayor. 
Placards carried such messages as “ We don’t want to burn to death,” 
and “‘ Make the owners obey the tenement laws.” A group of approxi- 
mately five hundred children paraded with their club leaders. A 
committee chosen from the entire group gave the mayor their appeals 
for clearing away the fire-trap slums as rapidly as possible. The 
mayor promised his fullest attention and in turn requested the chil- 
dren to cooperate with the city officials in checking in their districts 
all violations of the 1901 fire laws.* 

Returning to their various settlement houses the clubs set to work 
to map out a thoro check-up of the districts in order to report any 
violations to the city office. The groups then set out on their survey, 
which consumed several weeks. 


2 This project was carried forward under the general direction of Mr. Bernard Locker, a full-time 
worker at the Stuyvesant Neighborhood House, New York City. 

3 While it is evident that the activity described in this paragraph served a useful purpose, the 
wise principal will avoid the indiscriminate use of pupil parades and similar demonstrations in 
his community.—Editorial Committee. 











ers 
nil- 
the 
ers 
nal 


ne 


he 
in 








FourtTEENTH YEARBOOK 549 


As the children’s reports were received at City Hall, inspectors 
called on the tenements reported, and if the conditions violated the 
ordinances, an order was sent to the owner to comply with the law 
within a stated time limit. The City Hall further used the dramatic 
appeal made by these children to focus civie attention and thereby 
push rapidly forward on a great project of slum clearance and new 
housing construction under the PWA. To date the slums of many 
square blocks of this blighted area have been razed and new construc- 
tion begun. 

After the survey the clubs set about to inform their parents and 
neighbors on housing standards. Classes and discussion groups of 
adults were organized to study the laws of 1901, the present condi- 
tions as they found them in their own homes, and the achievements 
in city housing made abroad in recent years. These adult groups 
joined with the children in sending a large number of delegates to 
the state legislature to lobby for the passage of new housing laws and 
provisions for new housing construction. 

The net results of this whole project are manifold. The children 
were transformed from a frightened and despairing group to deter- 
mined and eager participants with an immediate goal towards which 
they were enthusiastically directing a vast amount of energy. They 
learned a great deal about the functioning of city and state govern- 
ments; the economic system which sanctions the existence of slum 
tenements ; the difficulties in persuading vested interests to allow new 
housing construction; the modern achievements in new building ma- 
terials, new methods of construction, and new conveniences available ; 
and not least, they learned that thru cooperative action they were not 
entirely helpless before baffling circumstances. 

The results were not only educational for the children, however ; 
the community has definitely profited from this project to the extent 
that these efforts contributed to the movement of remodeling old 
tenements and replacing others with modern apartments. The safety 
and health, as well as the moral and spiritual life of the people, have 
been materially increased thru the social action of this group of 
children. 

Some basic considerations—There are a number of considerations 
which should be developed to bring out the full significance of such 
projects as have been described. Any project to be truly acceptable 
must (1) provide educative experiences for the children, and (2) 
actually contribute to the improvement of some aspect of community 
living. Too few of the projects reported in the survey show any clear 














550 ELEMENTARY Scuoot PriIncrpats 





comprehension on the part of the adult leaders, of the educational 
or soeial principles involved. 

Mest projects in all probability will be conceived by the leader, 
but the children must be led to desire to carry thru the project them- 
selves. Furthermore, the children must have as large a share in 
making the plans as is possible. If the initiative and planning are 
done for the children by the adult leader, they are denied the im- 
portant educational experience of becoming aware of social needs and 
of developing plans by which to reach their goals. Responsibility to 
the group for carrying out agreements comes only if the child is 
allowed to have a part in the choice and feels that the success of the 
project does actually depend upon his doing his part. 

It is highly important also that the leader encourage the intensive 
and extensive study, research, and experimentation that will add to 
the best solution of the community problem. The children must not 
be allowed to engage in superficial study if the ultimate result will 
be lessened thereby. As the project progresses and problems arise, 
the children must sit in the councils to consider new difficulties and 
to propose new policies for meeting these unpredicted aspects. 

When the project has drawn to a close the children must have 
experiences in evaluating the worth of the contribution to the com 
munity, and experiences in judging the effectiveness of their plans 
and efforts and seeing wherein they would proceed differently if they 
were to repeat such an endeavor. Whatever satisfaction in success or 
dissatisfaction over failure accrues, it should be shared by the group 
and not taken entirely by the leader. . 

As has been stated, the project must have the possibility of making 
a real contribution to the life of the larger social group. Obviously 
projects in which children “ pretend to be doing something ” do not 
in the least meet this criterion. Children cannot be fooled. They 
know when they are doing busywork to fill up time, and, contrastingly, 
they know when the work will enrich community life. Artificial or 
useless projects do not seize the imagination and fire the determina- 
tion todo. Besides, there are so many aspects of life that need serious 
and intelligent work that it is not socially justifiable to spend time 
and effort on any but the more important socially useful projects. 

Partial list of socially useful projects—The survey under way has 
brought to light scores of projects which may be suggestive to ele- 
mentary-school teachers and administrators.* The names of some of 
these projects will in turn suggest to the reader others which might 
be developed in his own community. Under the heading of “ public 


* The writer plans to publish the results of this survey in book form during the fall of 1935 








“SOT RCET 





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FourTEENTH YEARBOOK 551 


safety ” such projects as the following have been carried out: junior 
safety patrols to reduce the number of accidents to school children at 
street crossings; setting up road markers and danger warning signs 
for motorists; a “ jay-walking ” survey and campaign for correction ; 
a traffic survey leading to the installation of light signals at busy 
intersections ; and a survey and eradication of community fire hazards. 

Under the general heading of “ community planning, building, and 
landscaping,” such projects as these have been reported: beautifying 
the highways; landscaping the school grounds; restoring historic 
buildings ; cleaning the town; replanting denuded areas in city forest ; 
raising flowers for the park department and city schools; creating 
gardens in slum district; home beautification; and removal of ugly 
billboards along highways. 

The following projects fall under “ community health and recrea- 
tion”: building and equipping a boy’s camp; remodeling a city park ; 
constructing a swimming pool; smoke abatement survey and cam- 
paign ; campaign for better health thru posters and parades; balanced 
meal demonstrations; testing the community drinking water; and 
community clean-up campaign. 

Many projects contribute to the improvement of “ industry and 
agriculture ”: tabulation and publication of live-stock directory ; de- 
stroying moths and other injurious insects; building community 
canning kitchen; rat-killing campaign; furnishing growers with 
market news; providing home-mechanic service; and demonstration 
of modern methods in poultry raising, seed selection, and similar farm 
practises. 

Under the heading of “civic arts,” children have participated in 
such projects as making toys for orphanages and hospitals ; interesting 
parents in the city art museum thru exhibits of children’s art prod- 
ucts; annual race and nationality survey; making posters for 
Community Chest; providing orchestra music for public meetings; 
participation in community singing; sponsoring a dramatic club; 
and furthering fellowship among children of the world. 

A challenge and an opportunity for schools—The children and 
youth of the world present a new challenge to the schools. Miss 
Lenroot, Chief of the United States Children’s Bureau, recently said: 

There is an old saying that “ youth must be served.” Recently some one has 
added, “ and youth must also serve.” Youth will not be satisfied by make-believe 
projects of an educational or work character. Youth must find itself in achievement, 
but it must also lose itself in service. The test of American civilization, now and 
always, is the extent to which it offers its youth not a single imposed ideal, but 


the stuff from which ideals may be fashioned, and the opportunity for brave en- 
deavor to weave them into the fabric of life. 








552 ELEMENTARY Scuoot Principacs 





The typical curriculum of the traditional elementary school has 
lacked a vitality and meaning for children. The pupils have accom 
plished their appointed tasks with as little pain and effort as possible, 
and have cheered the approaching vacation. School tasks have been 
almost exclusively unrelated to the life going on about the children 
in home and community. The teacher is well aware that the non- 
school group or club often has a much greater hold on the enthusiasm 
and loyalty of her children than does the school itself. The reasons 
seem obvious. The school might profit by the experiences of some of 
these non-school groups and, like them, provide leadership for the 
children in doing the things that the children desire to do because 
they feel the social need for tackling the job. If the schools could 
channel pupils’ energies in socially useful work, the results might 
be startling in their success. Aside from the benefit to the community, 
schools might well afford to experiment with such projects for the 
sake of the educational motivation which would undoubtedly result. 


ANY OF THE ITEMS in the school newspaper should be of 
M general community interest. Every school paper might 
well devote one page or one section of each issue to articles 
about the community. Events in any school community are 
of as great concern to the school as they are to the particular 
group that participates—Thomas, John S., see p. 490 of 
this yearbook. 











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FourteentH YEARBOOK 553 


TRENDS IN HOME AND SCHOOL RELATIONSHIP 


AnetTre M. PHELAN 
Staff Associate in Education, National Society for the Prevention of Blindness, 


New York, New York 








ROM THE OPENING DAY of the first common school in America, 

there has always existed a relationship between the school and 

the home. What the relationship was at any given time de- 
pended largely on the relative strength of the institutions concerned, 
and on the philosophy dominating the stronger of the two. When 
the pioneer on the Atlantic seaboard employed the commissary clerk 
of an English vessel to teach his children, he offered the teacher a 
home and set aside a room for educational activities. When the chill 
of winter sent the teacher and children to the long plank table at the 
sunny end of the warm kitchen, the woman of the home divided her 
attention between the school tasks of her offspring and the culinary 
duties of the maid at her work table. In those days, the school was 
more or less an extension of the home. 

School as an extension of the home—When, later on, the school was 
housed in a building of its own, it still remained an extension of the 
home. To the trustees, selected by the parents, was delegated the 
supervision of school activities. This supervision included frequent 
visits to the school, reminders to the teacher and pupils alike that 
in all its work the school must promote the principles upon which 
the American home was founded. With variations, this situation was 
characteristic of early relationships between home and school thruout 





the country. 

When teachers professionally prepared for their tasks insisted upon 
having a voice in selecting the content of the curriculum and in de- 
termining educational procedures, the home acceded, but not without 
a struggle. In the years following the successful attempt of the school 
to free itself from the complete domination of the home, the breach 
between the two widened. The child frequently found himself be- 
wildered when circumstances forced him, within the span of a single 
day, to live in two distinet worlds, each dominated by a purpose 
markedly different from that of the other. 

The school’s effort to educate parents—In the course of time this 
phase of the relationship passed as had the others. The influence of 
Bowditch’s study of the growth of children, and of subsequent studies 
stimulated by it, began to permeate educational psychology. Burn- 
ham’s persistent plea that educators scrutinize school environment 
and school procedures in the light of their hygienic influence on chil- 
dren, found its way into the texts for teachers. With its purposes 








554 Extementary Scuoot Princrpats 





revised in accordance with the advance of knowledge, the school found 
the atmosphere of isolation not at all favorable to the achievement 
of these newer purposes. This situation is nowhere better illustrated 
than in the field of health education. Here, the need for the assistance 
of the home began to appear early. It was clear that no amount of 
emphasis on the nutritional needs and habits of the school child 
could bring about the desired results unless the efforts of the school 
were paralleled in the home. While the methods used by the school 
may be open to question, the fact remains that the school bravely 
faced the task of educating the home. 

Nutrition classes for underweight children, held at a time wher 
mothers also could attend, launched a program of study with the dual 
purpose of educating both mother and child. Periods were set aside 
in the regular school program for health classes, in which the presen 
tation of health facts was usually terminated or punctuated by such 
admonitions as, ““ When you go home, tell your mother that you want 
cooked cereal for breakfast because it will help you to grow.” The 
results of such methods of seeking the cooperation of the home were 
inevitable. The education of parents over the heads of their children 
called for a brand of diplomacy as yet undeveloped in the average 
teacher. The exploitation of children for the purpose of telling the 
parent what to do, resulted all too frequently in a strained relation- 
ship between the parent and child, and in antagonism toward the 
school. The more courageous parents said something about “ beams 
in the eyes of teachers having an astigmatic effect on their vision,” 
and the wiser heads in the school began to scrutinize its environment 
and procedures in the light of the opportunities provided for the 
healthful living of children. 

Need for genuine teamwork recognized—By the middle of the 
twentieth century, we find a rather well-crystallized public opinion 
that teamwork between the school and home is essential if either is 
to achieve its purpose. This conviction has led to efforts on the part 
of each institution to meet the other halfway. Each has scrutinized 
its own purposes and methods, and has learned to respect the other’s 
purposes and contributions to the healthy growth of the child. 

The attempts at home and school cooperation in recent years show 
that this attitude is genuine, and that it is helping to build coopera 
tive relationships between the two institutions. In Guilford County, 
North Carolina, the program of home and school cooperation is espe- 
cially significant in that it was begun on the initiative of the parents 
in the county. The teachers of the county had been trying to reach a 
better understanding of the growth and development of children, and 
of the elements in the school environment and school procedure that 











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FourTEENtH YEARBOOK 555 





were influencing that development. Without special effort to isolate 
the health factors from others, their analysis of the child’s school 
day had revealed many situations that were definitely “ health ” 
situations. The parents, favorably impressed by the work of the 
school, approached the educational leaders with a request for help 
in a study of the child’s extra-school life. The methods and content 
of this program are described elsewhere in this chapter.’ It suffices 
here to recognize this attempt as one in which the initiative was taken 
by the home as a result of a respect for the school’s efforts to increase 
the opportunities for healthful living thruout the school day. 

In another recent attempt at home and school cooperation, in Ann 
Arbor, Michigan, the school took the initiative. The program grew 
out of the teachers’ efforts to discover how the school might function 
more effectively in the lives of the children. The plans for the study 
included a conference with the parents. At the conference the parents 
were asked to express themselves regarding occurrences in school 
which, in their opinion, had an undesirable influence on the child. 
This request gave the parents an opportunity to get off their minds 
those problems which they had hesitated to talk over with the teachers 
for fear their questions might be interpreted as criticisms. The dis- 
cussion which followed revealed to principals and teachers many un- 
desirable influences in the school that could easily have been eliminated 
if the parent had felt free to approach the teacher. 

Among the many problems discussed profitably in the conference 
of parents and teachers was the basis for grading the progress of 
children and reporting it to the home. From the discussion of this 
problem grew a new plan for reporting the child’s progress to the 
home. The home report stated whether the child was growing and 
progressing satisfactorily, and indicated where he needed help. The 
mother then came to the school, and with the teacher consulted the 
child’s growth record and his record of achievements or obstacles to 
achievements, after which the mother and teacher together made a 
plan for the guidance of the child. 

A third example of effective home-school relationship is found in 
a private school—the Windward School of White Plains, New York. 
Many aspects of this relationship might well be found in a public 
school situation. Here, parents and teachers are making a joint attack 
on problems relating to the development of the individual child and 
of the group of which he is a part. At quarterly conferences, and at 
other conferences requested by either the home or the school, parent 
and teacher consider the growth and progress of the individual child, 


1See the article entitled “A Cooperative Venture in Curriculum Building,” by Nettie E. Brogdon. 








556 ELEMENTARY Scuoot PrInciPAts 


and together plan for his guidance. Both parent and teacher con- 
tribute to the record of the child’s development, to the analysis of his 
needs, and to the specific guidance provided in an effort to meet those 
needs. 

At the opening of the present school year, a committee of parents 
and teachers undertook to formulate the educational policy of the 
school, to select school objectives, and to study the school environment 
and activities, appraising each activity in terms of the selected 
objectives. 

These three examples of relationship between home and school re- 
veal certain tendencies which educational leaders might well foster, 
namely, a growing appreciation of the need for teamwork between 
the home and the school if the purposes of either are to be achieved, 
and the recognition that the developmental needs of the individual 
child and of his social group furnish a sound basis for the best honx 
and school teamwork. 

Factors contributing to effective relationships—Among the perma 
nent factors that have tended to promote a friendly relationship be 
tween the home and the school, the progress of general education must 
not be overlooked. The number of parents with at least a high-school 
education is steadily growing, and the educational horizons of many 
have been widened thru the use of radios and automobiles. Whil 
adult education is yet in its infancy, it has tremendous possibilities 
for a favorable contribution. The advances made in the preparation 
of teachers, including not only work toward a college degree, but 
specific professional training for the teaching task, have broadened 
the outlook of teachers and helped to change school emphasis from the 
textbook to the child. Other factors, which have furnished the basis 
for the cooperative effort of home and school, and indicated the lines 
along which cooperation might follow, are (1) the increasing fund 
of scientific information regarding the growth and development of 
children, and (2) the interpretation of the facts in terms of practical, 
everyday situations which affect the growth of children and their 
emotional and social development. 

Conclusion—What of the future? Will the schools hold the ground 
already gained and continue to foster a home-and-school relationship 
that promises much for child development? Problems multiply, but 
with them come valuable challenges for teacher and parent. Reports 
of recent studies * suggest that the school frequently has overlooked 
important opportunities to interpret to the home some of the health 


2 American Child Health Association. An Evaluation of School Health Procedures. Researct 
Monograph No. 5. New York: the Association (50 West 50th Street), 1933. 127 p. Americar 
Child Health Association. Physical Defects, the Pathway to Correction. New York: the Associa 


tion, 1934. 171 p. 








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FourtTEEntH YEARBOOK 557 








needs of the child, and that because of the lack of parental cooperation, 
children have struggled on with handicaps that hampered and warped 
their development. Again, outside the immediate control of either 
school or home are forces that impede the healthy growth of chil- 
dren. Some of these are set forth in one of the reports of the Presi- 
dent’s Committee on Social Trends.*. The environmental forces 
described in this report present a challenge that calls for clear think- 
ing and close teamwork between school and home if all children are 
to have the opportunity for growth that the best parents want for 
their children. Cooperative studies of the community, such as those 
carried on in Springfield, Missouri, and Ann Arbor, Michigan, mark 
an early step towards the day when the community, under the leader- 
ship of the home and school, will seek to safeguard the right of all its 
children to those experiences which favor an all-round healthy de- 
velopment—physical, emotional, and social. 


3 Sydenstricker, Edgar. Health and Environment. New York: McGraw-Hill Book Co., 1933. 


217 p. 


HE FIRST MONDAY IN MAY is our annual red-letter day. 

On that day we make a special effort to interest the public 
in some particular phase of our school program. Invitations 
to visit the school are sent to parents, schoolboard members, 
city officials, chairmen of social, civic, and business agencies, 
state and local superintendents and supervisors, superinten- 
dents of private and parochial schools, the presidents of our 
two local universities and the heads of their departments of 
education, and other interested friends of education. Ninety 
percent of those invited come to our open house, while the 
other 10 percent send their regrets.—Thomas, Josephine, 
see p. 333 of this yearbook. 


558 ELemMentARY Scuoot Prrncrpats 











A COOPERATIVE VENTURE IN CURRICULUM 
BUILDING 


Nertie E. Brogpon 
Formerly Supervisor, Public Schools, Guilford County, North Carolina 


ECENTLY THE 235 teachers in the elementary schools of Guilford 
County, North Carolina, were faced with a difficult situation 
affecting the everyday healthful living of their boys and girls. 

Within a short time eighty-six small rural schools had been merged 
into thirty consolidated schools with modern buildings. Five thou- 
sand children, or more than 50 percent of the total school enrolment 
in the county, were being transported daily by school buses. Many 
children traveled long distances, and consequently had a long, tiring 
day. In sharp contrast to the small rural schools, the modern build 
ings with cloakrooms, halls, auditorium, cafeterias, drinking foun- 
tains, and indoor toilets created many new physical, social, and 
emotional problems which had to be solved. The chasm between the 
home and the school had been widened by the changes in the school 
life of these children. 

Under the reorganized system, teachers and parents alike realized 
that they were faced with the problem of building a curriculum in 
health education which would be vital and appropriate to local needs, 
and which would also insure continued growth and improvement of 
the child’s physical, mental, social, and emotional self. 

Basic principles and procedures—This health curriculum was built 
on certain principles which provided for the following: 

1. Analysis by the home and the school of life situations so as to determine the 
health needs of children 

2. Practise, in natural situations, of physical, mental, social, and emotional 
phases of healthful living 

3. Knowledge or information which gives meaning to health practises 

4. Development in both children and parents of increasing appreciation of, and 
cooperation with, the scientific and professional services of the examining physician, 
the dentist, the nurse, and the welfare worker 

5. Opportunity thru well-directed activities for children individually to form 


their own standards of healthful living, social relationships, and emotional control 
6. Cooperation between the home and the school. 


To make this study practical and serviceable as a learning process, 
the teachers were guided in making an objective analysis of their 
specific situations. An outline consisting of positive statements or 
standards for evaluating the forces, factors, and natural situations 
which touched the lives of the children in their schools was prepared. 
“ Factors” were interpreted to mean the physical equipment of the 
school and the community, and other environmental elements which 





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FourtTeEENtH YEARBOOK 559 





— 


might be utilized by’the school for the promotion of child growth and 
development. In this connection, the school lighting, ventilation, 
heating, toilet facilities, playgrounds, and cafeterias were analyzed. 

School factors affecting pupils’ health—The checklist of factors 
favorable to the health of pupils, together with directions for using 
it, were as follows: 


Check with a plus sign those statements which actually apply to your school. 
Check only those statements which apply to your school equipment, and to the 
activities which you actually do, or which you know positively to be done by 
other members of the school faculty or by the children. 


1. School has adequate lighting, as: 
a. Children are seated so that source of light comes from the left or from 
left and back 
No children or teachers are seated facing the direct light 
Adjustable shades are available for all windows 
Blackboards are of dull finish 
Shades and windows are adjusted by pupils and teachers so that all desks 
in the room may be amply lighted at all times. 
2. School has adequate ventilation, as: 
. Furnace heat provision 
. Room temperature kept at 68 degrees F. 
A thermometer in every room 
. Thermometer hung in place where it is not influenced by sun, hot air 
shafts, cold air shafts, cold drafts, open windows or doors, and about 
four or five feet from the floor level 

e. Beginning with the third grade, children are taught to read thermometer 
and to keep the thermometer charts at various times 

f. Windows easily adjusted at top and bottom for circulation of air 

g. Teachers are careful to observe that at all times windows are properly 
adjusted at top and bottom so that fresh air may be brought in and 
circulated freely thru the room 

h. Glass window ventilators are placed in all windows. 

3. School has adequate seating facilities, as: 
a. Easily adjustable seats and desks 
b. Adjustment of seats and desks made so that feet touch the floor when 
knees are at right angles; front of desk is directly in front of seat, 
special care being exercised with desks in lower grades; front of desk 
is one inch from front of seat in upper grades; lower part of child’s 
back rests against back of seat, with no pressure of the front edge of 
the seat against the child’s legs to interfere with circulation; desk or 
table high enough so that child may bend arm at elbow and rest hands 
flat on the desk without changing the height of his shoulders 
Ample desk space for books and supplies for each pupil 
. Chairs of varying sizes and tables for primary grades 
Comfortable chair and desk for teachers 
Where seats are not adjustable, teachers make an effort to make child 
more comfortable by using blocks of wood, boxes, or other improvised 
substitutes for foot rests. 
4. School has adequate toilet facilities, as: 

a. Adequate toilet facilities are available and easily accessible to every child: 
one seat per fifteen girls; one urinal per fifteen boys; one seat per 
twenty-five boys. If urinals are not available, one seat per fifteen boys. 
Special low seats for primary department 


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560 Exementary Scuoot Princrpats 





b. Facilities provided for children to wash their h4nds before lunch, after 
attending toilet, and other times when necessary 
c. Liquid soap, paper towels, and toilet paper provided for the use of all 
children 
. Mirrors are hung low on the wall at a convenient height for all children 
. Toilet rooms are well lighted and are kept well ventilated 
Teachers instruct children in use of paper towels, liquid soap, and toilet 
paper; adequate but not wasteful amounts used 
g. All children are given an opportunity to wash their hands before lunch 
h. Where older and younger children use the same toilet rooms, a scheduk 
is arranged to provide for use by different groups at different periods 
i. Waste baskets provided for disposal of used paper towels. 
5. School has adequate janitorial service, as: 
a. Janitor on duty during school session 
b. Cleaning regularly supervised according to the following standards 
(1) Floors cleaned daily with moist sweeping compound 
(2) Furniture cleaned daily with oiled cloth 
(3) Floors of toilet rooms flushed weekly with water (daily if needed) 
(4) Walls of all rooms and halls cleaned at least once a year 
(5) Chalk trays cleaned daily 
(6) Windows, lamp bulbs, and lamp shades cleaned so that illumination 
is not interfered with 
(7) No paper, wood, rubbish, or other undesirable material allowed to 
accumulate in vacant rooms or on the school ground 
(8) Fire alarms and extinguishers tested twice annually and kept in 
repair. 
6. School has adequate locker or closet space for coats, hats, overshoes, and lunch 
boxes, as: 
a. A hanger for each child’s coat and hat, placed low enough for him to reach 
it comfortably 
b. A space for overshoes where they will not be walked on or stumbled over 
ce. A special shelf for lunch boxes; all children who bring lunches from hom 
required to keep lunch boxes in the space provided for them 
. Closet space well ventilated 
. Closet space adequately lighted 
Special place for teacher’s coat, hat, and overshoes, and space for het 
classroom teaching materials. 
7. School has adequate playground space and equipment, as: 
a. School has sufficient amount of play space for games with all groups of 
children 
b. School is supplied with a sufficient number of bats and balls to enable all 
children to participate in active play. 
8. School has adequate facilities for water service, as: 
a. Drinking fountain easily accessible to all children, one fountain per 
seventy children 
b. Water secured from city water supply 
ce. Water tested for purity by health authorities at least once every school 
year 
d. Children taught to drink properly from the fountain. lips not touching 
the bubbler. 
9. School makes provisions for cafeteria, as: 
a. School has well-equipped cafeteria maintained and supervised by school 
authorities, or 
b. School has tables and seating space for all children in light, airy, and at- 
tractive room 


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FourtEENtH YEARBOOK 561 





c. School has well-trained person to plan menus and purchase foods which 
allow a good choice 

d. No candy, cheap cakes, or soda water served at school lunchroom or 
cafeteria 

e. Prices of food kept as near cost as possible; money derived from cafeteria 
put back into same 

f. The lunch period for those who bring lunch from home is supervised 

g. Children are not allowed to go into halls with lunch in their hands. 


Health situations and problems—In addition to the analysis of 
school conditions according to the foregoing standards, the following 
situations arising thruout the school day were studied to determine 
the specific activities and problems of the children: 


. Transportation to and from school 

. Activities before and after school 
Entering school for the day’s program 
. Beginning the school day 

. The daily schedule 

. Morning playground period 

. Getting ready for lunch 

. The lunch period 

. Afternoon recess 

10. Drinking water during the day 

11. Rest periods for primary children 

12. Attending toilet during the day 

13. Washing hands during the day 

14. Auditorium activities 

15. Keeping classroom clean and artistic 
16. Control of communicable diseases 

17. Dismissal of school 

18. After-school activities for the children 
19. Preparation of school work at home. 


CoOtiornrwne 


Provision was made for checking the various activities and prob- 
lems occurring within each of the above situations. For example, 
the following were listed under “ activities before and after school ”: 


1. Safety 
a. Entering buses; leaving buses 
b. Awaiting to dismount until bus comes to complete stop 
c. Effecting orderly exit from bus; older children aiding driver in assisting 
younger children. 
2. Care of transported school materials and equipment 
a. Responsibility of individuals for personal property 
b. Helping driver to see that no equipment is left in bus 
c. Entering building in natural, leisurely fashion to deposit lunch boxes, 
books, coats, hats, ete., in a special place provided for this purpose. 
3. Leisure time before opening hour of school 
a. Providing for out-of-door play in good weather, after boxes, books, etc., 
have been deposited 
(1) Providing student leadership 
(2) Providing assistants to care for equipment such as balls, bats, ete. 
b. Cooperation with teacher who sponsors play program 
ec. Organizing out-of-door games 











562 ELemMeEentTARY Scuoot Principats 





d. Organization of activities for rainy weather before school 
(1) Reading groups in rooms 
(2) Handwork and artcraft groups 
(3) Library research or reading groups 
(4) Auditorium activities 
e. Responsibility for reflecting optimistic attitude similar to that manifested 
by the teacher at the beginning of each new day. 
4. Leisure-time activities for those who have to wait twenty minutes or more 
for the after-school bus 
a. Playground activities for good weather 
Bb. Responsibility for distribution and return of playground equipment 
ce. Cooperation of groups, numbering twenty-five each, in providing play 
support and suggestions (one teacher sponsors each group of twenty- 
five) 
d. Responsibility for having individual books and supplies accessible, so 
that delay is avoided when buses arrive 
e. Occasional opportunities for the children to contribute to: 
(1) Yard beautification 
(2) Services which stimulate the idea of shareholding in school property 
(3) Worthwhile end-of-the-day tasks, such as replenishing supplies 
from stock cabinet, rearranging bulletin boards, sorting articles 
bearing on certain subjects for study, keeping files of ephemeral 
picture material, etc. 
5. Leisure-time activities for after-school hours on rainy days 
a. Group reading in library corners 
b. Group reading in individual classrooms 
ce. Group and individual work in arts and crafts 
d. Group poster work for bulletin boards 
e. Clipping articles, etc., for class use in social science 
f. Auditorium singing, story dramatization, and folk dancing. 

Cooperation of children and teachers—When the outlines of the 
new program had been decided upon, the children became share- 
holders with the teachers in planning, refining, and carrying out the 
various details. The comfort, harmony, and additional opportunities 
offered in health education as a way of living brought the children 
new responsibilities and enhanced group interest. The child who 
assumed responsibility for thermometer readings and recordings soon 
felt that strong and weak lungs were under his direct influence. 
Realizing that improper habits of cleanliness might result in trans 
mitting disease, the children became group conscious as well as 
personally conscious of sanitary obligations. In their new environ- 
ment these junior citizens were sharing in a major cooperative enter- 
prise. They were endeavoring to raise the standard of healthful living 
in Guilford County. The boy or girl who undertook to manage him- 
self or herself in this new environment became identified with a better 
social order in the school and community. 

Cooperation of children and parents—While the teachers and chil- 
dren worked with the problems of the child’s day in the school, the 
parents and children worked with the problems of the child’s day in 
the home. To guide the parents in making their contribution, an 





oe 





y 
J- 





FourtErEntH YEARBOOK 563 





outline similar to the one used by the teachers was developed by a 
committee consisting of members of the county council of the parent- 
teacher association, the school supervisor, and a consultant in health 
education. This outline suggested tentative standards for the desir- 
able conduct of the school child in the home, and served as a checklist 
for parents. The child’s day in the home was analyzed under thirteen 
situations as follows: 


. Getting up in the morning 

. Preparation for breakfast 

. At the breakfast table 

. Preparation of the school lunch 
. Preparation for school 

. Starting to school 

. Arrival at home after school 

. The afternoon chores and play 
. Preparation for dinner 

10. At the dinner table 

11. After dinner and recreation 

12. Getting ready for bed 

13. In bed. 


CON ON 


30th individual parents and parent-teacher groups, with the co- 
operation of the children, checked their own practises in the home 
by the standards set up. The results were used as a basis for select- 
ing topies for child-study groups and programs for parent-teacher 
meetings. 

Outcomes of the project—These analyses of the child’s day in the 
school and in the home gradually unfolded to teachers and parents 
a variety of rich and interesting teaching material growing out of 
everyday living. Both groups realized that many of these newly dis- 
covered health problems could be solved only when the teacher, parent, 
and child worked together. 

An interesting experiment illustrates the outcomes of thinking and 
effort on the part of parents, teachers, and children when done in a 
spirit of “ togetherness ” for the same end. In studying the possible 
sources of fatigue among children in the first grade, the teachers 
began to suspect that these children were not sleeping enough, and 
mecntingds a further investigation was made. Teachers and parents, 
aided by the first-grade children, collected and compiled data showing 
the average number of hours which 584 children of various ages in 
the first grade were spending in sleep. The study also showed the 
hours at whieh the children were retiring and arising. On the basis 
of this information, the consensus of opinion was that many children 
were not sleeping an adequate number of hours. Consequently, to 
increase the amount of sleep of first-grade children became a definite 
objective in the program of health education, which the home, the 








564 ELementary Scnoot Principats 





school, and the child resolved to attain. When parents became en 
lightened regarding the effects of sleep upon the human body, children 
were put to bed earlier and were allowed to remain there even after 
the farmer-parent had started about his daily work in the morning. 

As parents and teachers developed a common basis for understand 
ing the habits, attitudes, appreciations, and knowledges essential to 
a healthy organism, a healthy personality, and membership in a 
healthful home and community, the health needs of individual chil- 
dren were studied, and the activities of the children, insofar as possi 
ble, were guided by both parent and teacher to meet those needs. 
The children became conscious that they were challenged with real 
life problems, which they themselves must meet and solve both 
individually and as a group. In fact, they became very efficient 
problem-solvers as they gradually developed a technic for such work. 
As a result, health education has become a daily program of living 
for most of the children in this school system. 


F THE TIME EVER COMES when laymen and educators wil! 
| plan the future of our educational system in cooperativ 
effort, we may hope that our schools will not be motivated 
by individualistic considerations but by considerations of the 
social good. When that time comes the public will participate 
in the educational opportunities of the community and so- 
ciety will share in its fruits; social efficiency will be the pri- 
mary objective of education and all of our teachers will b 
actuated by the missionary spirit; our schools will study the 
possibilities of each individual child with the view to fitting 
him into his proper place in the social order; each individual 
will be prepared for participation in group life and each 
group will be trained in the collective performance of th 
functions of its community life—Voelker, Paul F., Journal 
of Educational Sociology, March, 1935, p. 410-11. 























FourtEENtH YEARBOOK 565 


_—_— 





THE COMMUNITY CHEST AND THE SCHOOLS 


Epwarp A. LAw tor 
Principal, Gilbert E. Hood School, Lawrence, Massachusetts 


N THE AUTUMN OF 1933, the leaders of the Community Chest 
campaign in Lawrence, Massachusetts, proposed to the superin- 
tendent of schools that the school children be encouraged to par- 

ticipate actively in the campaign. The superintendent called a meeting 
of principals to consider and discuss the proposal. This group, mind- 
ful of the almost countless “ days” and “ weeks” that have been, 
and are being, foisted on the schools, examined and approved the 
proposition in the light of its value as a motivating device for the 
teaching of subjects already in the curriculum. If, incidentally, 
something could be contributed toward the success of the Chest cam- 


‘paign, that, of course, would be a source of additional satisfaction ; 


but the primary value lay in utilizing the campaign as a means of 
helping the girls and boys to function as important cogs in our com- 
munity machinery. All agreed that a civie project actuated by such 
splendid civie virtues as tolerance, sympathy, cooperation, and 
philanthropy ought to have within it elements which the schools might 
use in developing a high type of American citizen. So far as the 
Community Chest itself was concerned, the valuable outcomes would 
be the effective missionary work done by the children among adult 
members of the community, and the more sympathetic attitude toward 
the Community Chest and similar welfare activities that might be 
implanted and nurtured in that portion of the population which would 
soon become adults. 

The teachers of the city entered into the project with much en- 
thusiasm, and the results obtained were highly satisfactory to all 
concerned. While to the campaign committee the success of the drive 
was the primary goal, to principals and teachers the goals were numer- 
ous and clearly defined. They saw in the project an opportunity to 
inculeate in their children: (1) a spirit of cooperation, (2) a con- 
sciousness of “‘ how the other half lives,” (3) a feeling of tolerance, 
(4) an appreciation of the helpful agencies in the community, and 
(5) eventually, a more intelligent, more sympathetic citizenship. 

Abundant literature and materials were furnished by the Com- 
munity Chest committee, and teachers and pupils had access to facts 
and figures showing the amount and types of welfare and recreational 
work done by the various agencies supported by the Chest, the budget 
planned for the ensuing year, and the total amount of money needed 
to carry on the work. 











566 ELementary Scuoot Principats 





Correlating the drive with classroom work—The details of the 
classroom work were left to the discretion and initiative of the teach- 
ers, and originality was encouraged in organizing and developing the 
project. A few periods were devoted to studying and digesting the 
information furnished concerning the welfare work of the community. 
It was a source of surprise and great interest to most of the children 
to learn that there are fourteen agencies in the city devoting all their 
time and energy to promoting the welfare and recreation of the people. 
The pupils in the upper grades realized, after considerable discussion, 
that living on a mere subsistence level is not enough; that an en- 
riched life is necessary to health, morale, and character. They con- 
sidered how each of the local agencies contributes to lifting the lives 
of many in the community above the level of mere subsistence. Com 
mittees were chosen in many classrooms to visit some of the agencies 
and report back to their classmates. Attention was directed to the 
fact that many members of the community are underprivileged or 
handicapped to such an extent that they must be helped if their lives 
are to be worth living. 

The interest created by the Chest campaign penetrated practically 
all the subjects of the curriculum. The oral-language work gave a 
good opportunity for initiative and variety in developing the ideas 
underlying the campaign. Among the many examples of this were 
the following: 

1, Three-minute campaign speeches urging the support of the Chest 

2. Human interest stories showing cases of need 

3. Reports by members of the class who belong to the Boy Scouts, Girl Scouts, 
Boys’ Club, Y. M. C. A., etc., testifying to the value of these agencies 

4. Original poems 

5. Original dramatizations 

6. Dramatizations of radio broadcasts concerning the Chest. 

The written language assumed various forms. Stories about the 
Boy Scouts, Girl Scouts, and Red Cross were submitted. Letters were 
written urging support of the drive. Slogans were composed, some 
in the form of single words or phrases, some in the form of short 
sentences, and some in the form of acrostics. 

Under the guidance of the art supervisors and the classroom teach- 
ers, some clever posters were designed. Each school thruout the city 
designed a cut-out poster unit which was pasted on all the windows 
of the school. These served very effectively as advertisements of the 
Community Chest drive in each school district. Individual posters 
were made by pupils in the upper grades, some being of the cut-out 
type, others having original drawings, and all illustrating original 
slogans. Many of these posters were taken home and placed in the 
windows. In some classes, posters containing acrostics with illumi- 














outs, 


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FourtrEentH YEARBOOK 567 





nated lettering were painted. Art work thruout the schools showed 
gratifying results in connection with the Chest campaign. 

The arithmetic also was well motivated by participation in the 
drive. Percentages and fractions were utilized in determining the 
parts of the total budget that were shared by the various agencies, 
and the part of the needed total that was contributed on each suc- 
cessive day of the drive. Graphs were freely used in the upper 
grades—cirele graphs to depict the way in which the contributor’s 
dollar was distributed among the fourteen agencies, bar graphs and 
linear graphs to picturize the progress of the campaign. Using avail- 
able data, the pupils computed the per capita amount spent for 
welfare by the different agencies, and the relation of the “ overhead ” 
to the total expenditure in each case. For the time being, arithmetic 
was actually alive, and the zest and interest displayed were decidedly 
heartening. 

Assembly programs—The assembly work in connection with the 
campaign was both interesting and valuable. In the individual class- 
rooms, assemblies of two or three classes were held, at which were 
presented numbers by individual pupils and dramatizations by small 
groups. In some rooms the class dramatized a complete radio broad- 
east bearing upon such virtues as generosity, sympathy, and tolerance. 
In one instance, these traits were impersonated by children, who 
presented, thru the microphone, their claims to adoption by all girls 
and boys. These radio broadcasts made possible a surprising display 
of initiative on the part of many pupils. 

School assemblies pertaining to the drive were held in all schools 
thruout the city. Some schools exchanged programs, one school send- 
ing its pupils to present a program at an assembly in another school, 
and vice versa. This feature was the occasion for a warm showing 
of mutual respect on the part of the pupils of the participating 
schools. School competition gave way, for a time, to school coopera- 
tion in a common cause. 

Conclusion—Altho the Community Chest drive fell short of the 
desired goal, there is no doubt that some very worthwhile outcomes 
were derived among the children of the city. Lawrence girls and boys 
had grown in the knowledge of “ how the other half lives,” and of 
how a community, thru the use of teamwork, can alleviate suffering 
and raise the morale of its people. Finally, these children had gained 
an appreciation of the opportunities for service that await them within 
their own community. 








568 Extrementary Scuoot Principats 





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14. 


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17. 


SELECTED REFERENCES 


. Connecticut Stare Boarp or Epucation. School and Community Field Days 


Physical Education and Health Bulletin No. 1. Hartford, Conn.: the 
Board, 1923. 28 p. 

Dram, Tuomas M., anv Bear, Otive M. Socializing the Pupil through Extra- 
Curricular Activities. Chicago: Benjamin H. Sanborn and Co., 1928 
Chapter 6, “ The School and the Community,” p. 130-64; and Chapter 7, 
“Social Welfare Agencies,” p. 165-96. 

Dozier, Katuertne. “Support of Community Activities—Abstract.” Pro- 
ceedings, 1929. Vol. 67. Washington, D. C.: National Education Associa- 
tion, 1929. p. 307-09 


Guvueck, Eveanor T. The Community Use of Schools. Baltimore: Williams 
and Wilkins Co., 1927. 222 p. 


Hurt, Huser W. “ Relationships with Community Organizations.” Educa- 
tional Method 14: 422-25; May, 1935. 


Lies, Evcene T. “ The School as a Community Center.” Educational Method 
14: 426-30; May, 1935. 


Micuican Epucation AssociaTION, DEPARTMENT OF ELEMENTARY SCHOOL Prin- 
cIpALs. Cooperative Community Leadership. Seventh Yearbook. Lansing, 
Mich.: the Association, 1934. 105 p. 


Mason, Marrua 8. Parents and Teachers; A Survey of Organized Coopera- 
tion of Home, School and Community. Washington, D. C.: National 
Congress of Parents and Teachers, 1928. 317 p. 


NatTionaL Epucation AssociaTIon, DEPARTMENT oF CLASSROOM TEACHERS. T'hé 
Classroom Teacher and Character Education. Seventh Yearbook. Wash- 
ington, D. C.: the Association, 1932. Chapter 10, “The Home and the 
Community in Character Education,” p. 219-43. 


NatTionaL Epucation Association, DepARTMENT OF ELEMENTARY SCHOOL PRIN- 
cipaLs. “ The Principal and His Community.” Bulletin (Eleventh Year- 
book) 11: 132-621; April, 1982. Washington, D. C.: the Association. 

Nationa, Epucation Association, DepARTMENT OF SUPERINTENDENCE. Char- 
acter Education. Tenth Yearbook. Washington, D. C.: the Association, 
1932. Chapter 14, “ Home and School Cooperation,” p. 315-32 ; and Chapter 
15, ‘‘ The Relation of the School to Other Organizations and Institutions 
Interested in Character Education,” p. 333-44. 

Nye, Evten 8. “ Uniting Home and School for the Welfare of Children.’ 
Bulletin (Ninth Yearbook) 9: 625-29; April, 1980. Washington, D. C.: 
Department of Elementary School Principals, National Education Asso- 
ciation. 

PuuuiaM, Roscor. Ezxtra-Instructional Activities of the Teacher. New York 
Doubleday, Doran and Co., 1930. Chapter 10, “ Cooperating with Auxiliary 
Educational Agencies,” p. 267-97. 

Reep, Carrot R. “Articulating the School as a Social Agency with the Life of 
the Community.” Proceedings, 1931. Vol. 69. Washington, D. C.: Na- 
tional Education Association, 1931. p. 710-16. 

Reep, M. M. “Social Development through Community Institutions.” Child- 
hood Education 10: 339; April, 1934. 

Rosecrance, Francis C. “Character Building a Community Enterprise.” 
Journal of the National Education Association 21: 51-53; February, 1932. 

Wiss, J. F. “Coordinat:on of School and Community Life.” Teachers 
College Record 36: 380-87; February, 1935. 








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RECORDS AND INFORMATION 


The list of professional organizations in which elementary-school 
principals are interested has been divided this year into three major 
groups: (1) local principals associations, (2) sectional principals 
associations, and (3) state elementary-school principals associations. 
The Department wishes to list in its yearbooks every club in which 
elementary-school principals take an active part. Therefore, the execu- 
tive secretary will appreciate receiving information concerning any 
such club which is not mentioned in the following pages. 

The trend of membership in the national Department has again 
turned upward. The number of members this year (as we go to press) 
is 3725, including our 99 life members. The increase in membership 
reflects professional spirit and unity of purpose among the elementary- 
school principals of the nation. The Department desires to render 
service to every elementary principal in the United States, and 
thereby to foster better elementary education for children, to elevate 
the position of the elementary-school principal, and to improve condi- 
tions for teachers. 








LOCAL PRINCIPALS ORGANIZATIONS 


In the following roster the symbol (1) is used to indicate the person reported 
as president and (2) is used to indicate the secretary. 


AKRON, OHIO—WomMEN PRINCIPALS’ 
CuiuB. (1) Mary E. Myers, 85 S. Adolph 
—_ (2) Mrs. Jennie Adams, 87 Eber 

ve. 


ALLENTOWN, PA.—ScHOOLMEN’sS CLUB. 
(1) Horace Beebe, Route 1. (2) Blair 
Dreisbach, Raub Junior High School. 


ATLANTA, GA.—PRINCIPALS’ CLUB. (1) 
Lula Kingsbery, 870 St. Charles Ave. 
if ples Taylor, 458 N. Highland Ave., 





PRINCIPALS’ ASSOCIA- 
TION OF PuBLIc Scmoous. (1) Emma A. 
Schad, 2502 Poplar Dr., Larchmont. 
(2) Mary F. Sultzer, 415 E. Lafayette 
Ave., Baltimore. 


BATTLE CREEK, MICH.—PRINCIPALS’ 
CuiuB. (1) Paul Rehmus, High School. 
(2) Doris Davis, Klaussen, Fremont 
School 


BAY CITY, MICH.—ELeMENTARY PRINCI- 
PALS’ CLtusB. (1) Anna T. Reardon, 306 
a — St. (2) Alta M. Porter, 1607 
Sixt . 


BELLINGHAM. WASH.—ADMINISTRATIVE 
Group. (1) Bruce Hoof, 1121 Key St. 
(2) Carl L. Irish, 1200 E. Maplewood. 


BERKELEY, CALIF.—PRINCIPALS’ AND 
Supervisors’ Cius. (1) Fannie McLean, 
1829 Bancroft Way. (2) Charles W. 
Davis, 1561 Euclid Ave. 


BIRMINGHAM, ALA.—ELEMENTARY PRIN- 
CIPALS’ CLuB. (1) Ralph Martin, 8010 
First Ave., N. (2) W. C. Ozier, 1645 
Eighth Ave., W. 

BIRMINGHAM. ALA.—SCHOOLMASTERS’ 
CiusB. (1) John Martin, Woodlawn High 
School. (2) Sellers Stough, Phillips High 
School. 

BOSTON, MASS.—ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) Clarence H. 
Jones. 16 ‘Danville St., West Roxbury. 


BALTIMORE, MD. 





(2) Walter C. Winston, 22 Neponset 
Ave., Hyde Park. 

BOSTON, MASS.—PRrINCIPALS’ ASSOCIA- 
TION. (1) William T. Miller, Tyndale 


St., Roslindale. (2) Esther L. MecNellis, 
56 The Fenway, Boston. 


BRIDGEPORT, CONN.—ELEMENTARY 
ScHOOL PRINCIPALS’ CLUR. (1) Mary 
Foley, Staples School. (2) Elizabeth 


Roche, Garfield School. 
CAMBRIDGE, MASS.——GrRaMMAR MASTERS® 


Crus. (1) John H. Graham, Russell 
School. (2) John F. Lynch, Webster 
School. 


CAMDEN, N. J.—C1ty PRINCIPALS’ AS- 
SOCIATION. (1) Charles F. Otto. Park- 
side School. (2) Olga M. Pyle, Lincoln 
School. 


CANTON. OHIO—PRINCIPALS’ Crus. (1) 
Carl H. Mever, 912 Tenth St.. N. W. 
(2) Myrtle Sidle, 201 Newton, N. W. 


WYO.—ELEMENTARY _PRINCI- 
PALS’ Ctus. (1) Margaret Chambers, 926 
E. Second St. (2) Eleanor McLaughlin, 
1062 S. Elm St. 


CASPER, 


CEDAR RAPIDS, IOWA—PRINCIPALS’ AND 
SuPERVisors’ CLus. (1) Edwin Bruns, 
Board of Education. (2) Mrs. Caroline 
Preston, 344 19th St., S. E. 


CHARLESTON, S. C.—PRINCIPALS’ CLup. 
(1) John E. Rogers, Mitchell School. 
(2) Simon Fogarty, Crafts School. 


CHATTANOOGA, TENN.—Lookout 
SCHOOLMASTERS’ CLuB. (1) Roy Austin, 
3306 Windsor Court. (2) J. Pope Dyer, 
Signal Mountain. 


CHESTER, PA.—CHESTER PRINCIPALS’ 
ASSOCIATION. (1) Margaret C. Stetser, 
1602 Upland St. (2) William K. Valen 
tine, Douglas School. 


CHICAGO, ILL.—PRrRINCIPALS’ CLuB. (1) 


Arthur M. Nicholson, 154 N. Mason Ave. 
(2) Isabel D. Annan, 1440 E. 66th Pl 


CHICAGO, ILL.—THE ELLA FLAaca Youne 
CLus. (1) Effie J. Wheeler. 7020 Jef- 
frey Ave. (2) Mary C. Gillies, 2093 


Lunt Ave. 


CINCINNATI, OHIO—ELEMENTARY PRIN 
CIPALS’ CLUB. (J) O. W. Renfrow, 850 
Ludlow. 





CLEVELAND, OHIO—PRINCIPALS’ CLUB 
(1) Agnes McHugh, 9218 Miles Park 


Ave. (2) Ella B. Money, 2904 Garden 
Ave. 

CLEVELAND HEIGHTS, OHIO—Princ!1 
PALS’ AND SUPERVISORS’ ASSOCIATION 
(1) E. E. Morley, High School. (2) 


Hazel Kingsborough, Taylor School 


CLIFTON, N. J.—ScHOoLMASTERS’ CLUB 
(1) Conrad Schweitzer, 200 Lafayette 
Ave., Hawthorne. (2) Charles W. Robin 
son, 265 W. Second St., Clifton. 


COLORADO SPRINGS, COLO.—ELEMEN 
TARY SCHOOL PRINCIPALS’ Crus. (1) 
James M. Chapman, 402 N. Walnut St 
(2) Rose Blank, 627 N. Nevada Ave. 


COLUMBUS, OHIO—ELEMENTARY SCHOO! 
PRINCIPALS’ ROUND TABLE. (1) Grace 
Clarke Phelps, 88 Linwood Ave. (2) H. 
L. MeMillan, 155 Westgate Ave 


CONCORD, N. H.—PRINCIPALS’ ASSOCIA- 
TION. (1) Ruel Tucker, 2-A Wall St 


(2) Mrs. Mary Chase, 256 N. State. 


COUNCIL BLUFFS, IOWA 
PRINCIPALS’ CLuB. (1) Dora Lyon, 632 
Oakland Ave. (2) Minnie Hanson, 32 
E. Washington Ave. 


CRANSTON, R. I.—Councit or PrINcrI- 
PALS AND SUPERVISORS. (1) Mrs. Mabelle 
F. Pierce, 284 Montgomery Ave., Edge 
wood. (2) Norman E. White, 591 Pon 
tiac Ave., Eden Park, Cranston. 


CUMBERLAND, MD.—ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) William G 
Fatkin, Luke. (2) John F. Manley, 
Frostburg. 


DALLAS, TEXAS—PRINCIPALs’ CLus. B 
W. GLascow, 3600 Cedar Springs. (2) 
G. C. Rorie, 5227 Homer. 


ELEMENTARY 





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FourtTEENTtTH YEARBOOK 571 





DANVILLE, ILL.—CuBBerRiey CuLus. (1) 
L. M. Erickson, 1 N. Franklin St. 
@) R. G. Seitzinger, 102 S. Crawford 
a 


DAYTON, OHIO—PRINCIPALS’ AND SUPER- 
visors’ ASSOCIATION. (1) Maude Rupel, 
Torrence St. (2) M. Mabel Davidson, 
1316 Grand Ave. 


DEARBORN, MICH.—Forpson ScHOOL- 
MEN’S CLuB. (1) William Ruten, Ford- 
son High School, (2) Mark Strobel, Low- 
rey School. 


DENVER, COLO.—PRINCIPALS’ AND DIREC- 
Tor’s ASSOCIATION. (1) Mrs. Margaret 
Mendenhall Smith, 1522 Lafayette St. 
(2) Edith S. Malins, 2265 Forest St. 


DETROIT, MICH.—WomeEN_ PRINCIPALS’ 
Cuius. (1) Jennie Clow, 2924 Ferry Park 
Ave. (2) Helen Van Gallow, 8575 Dum- 
barton Rd, 


DUBUQUE, IOWA—ELEMENTARY PRINCI- 
PALS’ CLuB. (1) Gussie Hagerty, 1461 
Bluff St. (2) Stella F. Sheridan, 1491 
Bluff St. 


DULUTH, MINN.—PRINCIPALS’ CLUB. 
(1) Mrs. Marion Wiersch, 717 N. 19th 
are. : (2) Philip Nelson, 426 N. 13th 

ve., E. 


EAST SAINT LOUIS, ILL.—PrIncIpPAs’ 
ASSOCIATION. (1) Morton M. Benham, 
Jefferson School. (2) S. N. Nalbach, 
G. R. Clark Junior High School. 


ELGIN, ILL.—PrIncIpats’ Section, Coun- 
CIL OF EpucaTIoNn. (1) Grace I. Craw- 
ford, 493 Columbia Ave. (2) Mrs. Wini- 
fred M. Tobin, 424 Walnut Ave. 


ELIZABETH, N. J.—PRINCIPALS’ ASSOCIA- 
TIon. (1) Florence S. Mason, 260 W. 
Jersey St. (2) Isobel Y. Killough, Boudi- 
not School. 








ERIE. PA.—ELEMENTARY PRINCIPALS’ AND 
Supervisors’ ASSOCIATION. (1) Frank 
M. Miller, Jefferson School. (2) Minnie 
Willis, Emerson School. 


EVANSTON, ILL.—PRINCIPALS’ CLUB. 
(1) Henrietta M. Todd, North Shore Ho- 
tel, (2) Helen Sanford, 1940 Sherman 
Ave. 


EVERETT, MASS.—PRrINcIPALS’ ASSOCIA- 
TION. (1) Edith M. Stewart, 39 Pleasant 
St. (2) Mabel M. Gardner, 46 Forest 
Ave. 


EVERETT, WASH.—PRrINCIPALS’ CLUB. 
(2) W. T. Meyer, 36th and Rucker. 


FALL RIVER, MASS.—ELEMENTARY PRIN- 
CIPALS’ CLuB. (1) Julia V. Brennan, 90 
Stanley St. (2) Isadore M. F. Hatha- 
way, 49 Stafford Rd. 


FORT WAYNE, IND.—PRrINCIPALS’ CLUB, 
(1) Robert C. Harris, James H. Smart 
School. (2) Celia C. Foley, Miner 
School. 


FORT WORTH, TEXAS—PRINCIPALS’ 
AND VICE-PRINCIPALS’ ASSOCIATION. (1) 
Jewell Cox. 4417 El Campo. (2) Fan- 
jane Stovall, 1200 El Paso. 


FRESNO, CALIF.—ELEMENTARY PRINCI- 
PALS’ CONFERENCE. (1) A. C. Young, 
2295 Van Ness Blvd. (2) Sadie Irwin, 
Route 6, Box 55. 


GARY, IND.—PrRINCIPALS’ ASSOCIATION. 
(1) George Russell, Miller’s School. (2) 
Mary G. Ballantyne, Franklin School. 


GLENDALE, CALIF.—PRINCIPALS’ AND 
Supervisors’ Citus. (1) Joanna Heide- 
man, 1017 S. Glendale Ave. (2) Ruth 
Williams, Hoover High School. 


GRAND RAPIDS, MICH.—PrInNcIPALS Ex- 
CHANGP CLUB. (1) Marguerite Knooihui- 
zen, 322 Washington St., S. E. (2) Edna 
York, 1005 Madison, S. E. 


HARTFORD, CONN.—PRINCIPALS’ CLUB. 
(1) Gustave A. Feingold, Bulkeley — 
School. (2) Thomas J. Quirk, Burr Ju- 
nior High School. 


HAVERHILL, MASS.—PRINCIPALS’ CLUB. 
(1) Abbie C. Grover, 364 Main St., 
(2) Marion E. Wiles, Hotel Bartlett. 


HOLYOKE, MASS.—WoMEN PRINCIPALS’ 
CuLuB. (1) Katherine A. Mahoney, 72 
Essex St. (2) Mary C. McTigue, 95 Lin- 
den St. 

HOUSTON, TEXAS—PRINCIPALS’ AND Sv- 
PERVISORS’ ASSOCIATION. (1) John H. 
Hood, 7117 Abilene St. (2) Reba S. 
Boyles, 1201 Gray Ave. 


INDIANAPOLIS, IND.—CounciL oF Ap- 
MINISTRATIVE WOMEN IN EDUCATION. 
(1) Virginia Cravens, Indiana Central 
College. (2) Laura E. Hanna, 2038 Cen- 
tral Ave. 


JACKSON, MICH.—ELEMENTARY PRINCI- 
PALS’ CLuB. (1) Birdelle Sprague, 1028 
Woodbridge. (2) Elizabeth Perrot, 417 
W. Michigan Ave. 


JAMESTOWN, N. Y.—ScHooL_MASTERs’ 
CiusB. (1) Alfred Bush, Y. M. C. A. 
(2) Frank Murphy, Y. M. C. A 


JAMESTOWN, N. Y.—WomMEN PRINCIPALS’ 
CiuB. (1) Stella V. Johnson, 115 Pros- 
yg St. (2) Nellie Dyer, 509 EB. Seventh 


JERSEY CITY, N. J.—MAtgs PRINCIPALS’ 
ASSOCIATION. (1) Ira M. Gast, 39 
Myrtle St., Rutherford. (2) Emmett J. 
femosert. Public School No. 3, Jersey 

y. 


JERSEY CITY, N. J.—WomeEn PRINCIPALS’ 
ASSOCIATION. (1) Mrs. Flora H. Smith, 
70 Morgan Pl., North Arlington. (2) 
Helen McMahon, 10 Duncan Ave., Jer- 
sey City. 


KALAMAZOO, MICH.—ELEMENTARY PRIN- 

: 7 ie Metal E ) -_ Ss a 
« cres ve. 4 ° ° . 
R. F. D. 6. sed 

KANSAS CITY, KANS.—ELEMENTARY 
PRINCIPALS’ CLuB. (1) Mrs, Lena Comer, 
645 Ann. (2) Aura Smith, 2007 San- 
dusky. 

KANSAS _ CITY, MO.—E.Lemenrary 
ScHOOL PRINCIPALS’ ASSOCIATION. (1) 
F. E. Engleman, Whittier School. (2) 
Lucille A. Sherman, Van Horn School. 


KEARNY, N. J.—PrIncIpats’ Assocta- 
TION. (1) William Ross, Lincoln School, 
Arlington. (2) May Borden, 81 Mid- 
land Ave., Arlington. 


LANSING, MICH.—ELEMENTARY PRINCI- 
PALS —keO if) Mrs. Grace Ack- 
erman, - Maple St. (2) Ma 
E. Schroeder, 222 Smith PR sean 

LAWRENCE, MASS.—ELeMenrTary PrIn- 
ae nee (1) Lilian B. Hav- 
erty, 7 S. Broadway. (2) H A 
Gainey, 1 Kingston St. = waste 

LAWRENCE, MASS.—GramMMar MASTERS’ 


Cius. (1) James F. Hennessey, 2 
Trinity 4 (2) Jennie A. McManus 291 
S. Broadway. 

















572 


LINCOLN, NEBR.—Poustic ScwHoor 
Forum. (1) J. E. Loder, 6412 Ballard 


Ave. (2) Sue D. Worrall, 26th and 
O Sts. 
LITTLE ROCK, ARK.—PRINCIPALS'’ 


RounD TABLE. (1) T. C. Abbott, 2014 
ee (2) Flora Cohen, Lee Ave. and 
ak. 


LONG BEACH, CALIF .—PRINCIPALS’ 
Cuus. (1) John L. Lounsbury, 4418 
Shaw St. (2) N. Evelyn Davis, 1151 E. 
First St. 


LOS ANGELES. CALIF.—CouncIiL or Dt- 
RECTORS AND SUPERVISORS. (1) Alfred S. 
Lewerenz, 867 Chamber of Commerce 
Bldg. (2) Jennie L. Jones, 308 Sentous 
St., Center. 

LOS ANGELES, CALIF.—ELEMENTARY 
PRINCIPALS’ CLUB. (1) Ida Christine 
Iversen, 349 N. Wilton Pl. (2) Mrs. 
Myra E. Banta Nelson, 1643 E. Cataline 
St. 

LOS ANGELES, CALIF.—Junior HIGH 


SCHOOL PRINCIPALS’ ASSOCIATION. (1) 
Arthur C. Ayers, 151 W. 30th St., Los 


Angeles. (2) Elizabeth Van Patten, 929 
N. Las Palmas Ave., Hollywood. 
LOUISVILLE, KY.—PRINCIPALS’ CLUB. 
(1) Mayme Drewry. 2177 Baringer. 
(2) Fannie Loewenstein, The Brown 
Hotel. 
LOWELL, MASS.—Masters’ Civus. (1) 





William W. Dennett, Morey Junior High 


School. (2) John E. Barr, 168 Sixth St. 
MALDEN, MASS.—ELEMENTARY WOMEN 


PRINCIPALS’ CLUB. (1) Minnie G. 
Thompson, 108 Highland Ave., West Mel- 
rose. (2) Signe L. Johnson, Bay &t., 
North Easton. 


MARION, OHIO—ScCHOOLMASTERS’ CLUB, 
(1) Cecil W. Gabler, 263 Marion Ave. 
(2) Donald Lee, Edison Junior High 
School. 


MEMPHIS, TENN.—PRINCIPALS’ ASSOCIA- 
Trion. (1) C. H. Wadley, Fairview Ju- 
nior High School. (2) Priscilla Cart- 
wright, Ford N. Taylor School. 


MERIDIAN, MISS.—PrINcIPALS’ CLUB. 
(1) Alice Dempster, Stevenson School. 
(2) Evelyn Gaston, Tuxedo School. 


MILWAUKEE, WIS.—ScHOOLMASTERS’ 
Cuius. (1) Ralph W. Chamberlin. Rufus 
King High School. (2) W. W. Theisen, 
School Administration Office Bldg. 


MINNEAPOLIS, MINN.—PRINCIPALS’ 








Forum. (1) Maria Lynch, Willard 
School. (2) Beulah Wallar, Greeley 
School. 

MOBILE, ALA.—Ci1Ty AND County ELE- 


MENTARY PRINCIPALS’ CLUB. (1) Mrs. 
M. M. Huntley, Coden. (2) Lenore Jones, 
1606 Monterey PI1., Mobile. 


MOUNT VERNON, N. Y.—DIscussion 
CiuB. (1) Julius E. Kuhnert, 35 Ver- 
non Pkwy. (2) Martha H. Clarke, 60 
W. Broad St. 


MOUNT VERNON, N. 
ScHOOL PRINCIPALS’ CLuB. (1) Luke C, 
Rhoads, Columbus School. (2) Josephine 
W. Leighton, Longfellow School. 


MUSKEGON, MICH.—PRrRINCcIPALs’ Coun- 
cit. (1) Josie Robinson, 1985 Addison 
St. (2) Ruth Lewis, 312 Merrill Ave. 


Y.—ELEMENTARY 


Exementary Scuoot Princirpats 





NEWARK, N. J.—PRINCIPALS’ ASSOCIA 
TION. (1) Henry Hulse, Jr., Burnet 
Street School. (2) Harold H. Phillips 


Sussex Avenue School. 

NEWARK, N. J.—ScHOOLMEN’s CLUuB 
(1) Stanley Hl. Rolfe, Board of Eduea 
tion Bldg. (2) Thomas FF. McHugh, Wil 
son Avenue School 

NEWARK, N. J.—VICE-PRINCIPALS’ As 
SOCIATION. (1) Mrs. Clara Cartwright, 
Garfield School. (2) Evelyn Neal, Avon 
Avenue School. 

NEW BEDFORD. MASS.—PriMAry Prin 
CIPALS’ CLUB. (1) Alice J. Lawrence, 786 
Dartmouth St., South Dartmouth. (2) 


Helen F. Moore, 227 Pope St., New Bed 
ford. 

NEW HAVEN, CONN.—PrinNcIpats’ Cuvup, 
(1) Gertrude D. Thomson, 365 Peck St 
New Haven. (2) Millicent R. MecDer 
mott, Short Beach Rd., East Haven 

NEW ORLEANS, LA.—PRINCIPALS’ As 
SOCIATION. (1) F. P. Ricard, 2914 Lou 
isiana Ave. (2) Maude Dedeaux, 3227 La 


Salle St. 


NEW YORK, N. ¥.—PRINCIPALS’ Assoc! 
TION. (1) Dorothy Bildersee, 415 FE 
120th St.. New York City. (2) Ella 
Gross, Ave. U and 86th St., Brooklyr 


NEW YORK, N. Y.—PrRINCIPALsS’ Cire 
(1) Ethel F. Huggard, Junior High 
School No. 162, Brooklyn. (2) Sara L. 
Rhodes, 5105 St. Hamilton Pkwy 
Brooklyn. 

NORFOLK. VA.—PRINCIPALS’ Assot 


TION. (1) S. R. Butler, John Marshall 
School. (2) Charlotte Dadmun, Lafa 
ette School. 


OAKLAND, CALIF.—PRINCIPALS’ CLUB 
(1) Mrs. Della Van de Mark, Lakevie 
Elementary School. (2) Frank Adams 
Castlemont High School. 


OAKLAND, CALIF.—SvPERVISORS’' AND 
Directors Cius. (1) Doris FE. McEn- 
tyre, 1025 Second Ave. (2) Henry Mag 
nuson, 1025 Second Ave 


OMAHA, NEBR.—ELEMENTARY SCHOO! 
PRINCIPALS’ CiuR. (1) Helen M. Longs 
dorf, 630 Park Ave 2 Florence 
Brooker, 4529 S. 19th St 


OSHKOSH, WIS.—PrINCIPALS’ CONFER- 


ENCE. (1) Charles I. Yul 10 Gr 
Ave. (2) D. H. Wright, 37 E. Irvir 
St. 

PASADENA, CALIF.—ELEMENTARY PRIN 
CIPALS’ ASSOCIATION (1) Charles ID 
Howk. Altadena School 2 Leal 
Crose. Webster School 

PATERSON, N. J.—PRINCIPALS’ ASSOCIA 
TION. (1) Hubert R. Cornish. School No 
4. (2) Eleanor Mombert,. School No. 14 


PENSACOLA, FLA.—ELEMENTARY PRIN 


CIPALS’ CLUB. (1) Occie Clubbs, 1120 I 
Blount St. (2) Eva Waters, 415 N. 
Spring St. 

PERTH AMBOY, N. J ELEMENTARY 


PRINCIPALS’ Cius. (1) Royal L. Pred- 


more, 79 Hornsby Ave., Fords. (2) Inge 
borg Oksen, 67 Catalpa Ave., Perth 
Amboy. 


PHILADELPHIA, PA.—PriNcIpats’ CLvs. 
Jean B. Hagerty. Robert Morris 
School. (2) Reinhold W. Goll, Elverson 


School. 











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Ff ouURTEENTH | YE EARBOOK , 573 


PITTSBURGH, PA.—PRINCIPALS’ CLUB. 
(1) Edith Williamson, Lemington School. 
(2) Irene A. Thompson, Rose School. 


PLAINFIELD, N. —PRINCIPALS’ CLUB. 
(1) Charles Predmore, Washington 
School. (2) Walter Jacob, Jr., Emerson 
School. 


LONTIAC, MICH.—ELEMENTARY SCHOOL 
PRINCIPALS’ CLus. (1) Alice Shattuck, 
193 E. Iroquois Rd. (2) Florence Col- 
lins, 814 S. Johnson Ave. 


PORTLAND, ORE.—ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) Carl S. Zook, 
7200 S. E. 60th Ave. (2) Roy M. Tate, 
1217 S. E. 52nd Ave. 


PROVIDENCE, SLEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) Fran- 
eceseca Cosgrove, 258 Doyle Ave. (2) Mar- 
garet M. Blessing, 246 Gano St. 

QUINCY, ILL.—ScuHoo.tMAStTerRS’ CLUB. 
(1) Wesley W. Minear. (2) James A. 
Sullivan. 

QUINCY, MASS.—ScHOOLMASTERS’ CLUB, 
(1) Harold Kidder, 35 Morrison \ 
Braintree. (2) Richard N. Anketell, 42 
Estabrook Rd., Wollaston. 


RACINE, WIS.—Princrpats’ Sus-Coun- 
E. 








ci. (1) E. J. MeCarr, 1109 Monroe 
Ave. (2) G. L. Ritter, 2818 Taylor 
Ave. 


RALEIGH N. C.—ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) Mary A. Page, 
620 W. Jones St. (2) Emma D. Conn, 
106 W. Jones St. 


RICHMOND, VA.—PRINCIPAL’S LBAGUB. 
(1) Clyde Busby, 312 N. Ninth St. (2) 
W. Carter Bleight, 1207 Wilmington 
Ave. 

ROCHESTER, N. Y.—Cowunciu or ELgE- 
MENTARY Scuoon PRINCIPALS. (1) Mrs. 
Dorothea K. Lortcher, 3309 Lake Ave. 
(2) Katherine B. Powers, 29 Tyler St. 


ACRAMENTO, CALIF.—PRINCIPALS’ As- 
socraTiIon. (1) Beth Hughson, Stanford 
Junior High School. (2) Minnie Roth, 
Jefferson School. 


AINT LOUIS, MO.—CLus oF WOMEN 
PrinctrpaLs. (1) Margery M. Griffin, 
5557 Pershing Ave. (2) Susan 8S. Ryan, 
5089 Washington Ave. 

SAINT LOUIS, MO.—ELEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) W. D. 
Shewman, S52 Atlanta Ave., Webster 
Gioves. (2) Stanley Hill, 4038 Palm 
St.. St. Louis. 


is Ai 


wR 


SAINT LOUIS, M0O.—ScHOOLMASTERS’ 
Ciup. (1) Lester I. Zimmerman, Harris 
Teachers College. (2) George H. Hargitt, 
Board of Education. 


SAINT PAUL. MINN.—PRINCIPALS’ AND 
Supervisors’ Crus. (1) Grace Emery, 
2103 Roblyn Ave. (2) Edith L. Me- 
Naughtan, 587 Grand Ave. 


SAINT PAUL. MINN.—ELEMENTARY PRIN- 
cIpALs’ Crvur. (1) Winnifred A. Dimond, 
578 Grand Ave. (2) Anna B. Green, 
118 Western Ave., N. 


SALT LAKE CITY, UTAH—PRINCIPALS’ 
AssociaTion. (1) A. J. Hagan, Irving 
Junior High School. (2) Frank Allen, 
Hamilton School. 


SAN ANTONIO, TEXAS—ADMINISTRA- 
TORS’ AND SuPpeRVISORS’ ASSOCIATION, 
(1) Enos Gary. 330 EF. Myrtle. (2) Bess 
Moynahan, 307 S. Pinto. 








SAN ANTONIO, TEXAS—ELEMENTARY 
I’RINCIPALS ASSOCIATION. (1) Minnie 
Johnston, 1524 Buena Vista St. (2) 
Kate Colding, 522 Fourth St. 


SAN MARTIN, CALIF .—ELEMENTARY 
PRINCIPALS’ CLuB. (1) Robert B. Ken- 
nedy, 841 Willis Ave., San Jose. (2) 
Roy E. Simpson, Gilroy. 

SANTA MONICA, CALIF.—ADMINISTRA- 
TORS’ ASSOCIATION. (1) Ethel Robinson, 
High School. (2) Josephine O’Leary, 
Garfield School. 


SCRANTON, PA.—SCHOOLMEN’S CLUB. 
(3) Mark L. Raymond, 405 Pittston Ave. 
(2) Joseph K. Hall, 1411 Capouse Ave. 


SEATTLE, WASH:—PRINCIPALS’ ASSOCIA- 
TION. ) H. E. Dickerman, Ballard 
High School. (2) W. C. Marshall, Lau- 
relhurst School. 


SEATTLE, WASH.—PuGet Sounp SCHOOL- 
MASTERS’ CuLuB. (1) T. A. Lind, Mce- 
Carver School, Tacoma. (2) Frank Far- 
rar, 4703 11th Ave., N. E., Seattle. 


SHRE res, LA.—PRINCIPALS’ CLUB 
3) S. Moncrief, Parkview School. 
(2) sive. Alice Edwards, Jewella School. 


SIOUX CITY, IOWA—ADMINISTRATION 
CLus. (1) D. A. Hayworth, East Junior 
High School. (2) Florence Oien, Wood- 
row Wilson Junior High School. 


SIOUX FALLS, S. DAK.—ELEMENTARY 
PRINCIPALS’ AND SUPERVISORS’ ASSOCIA- 
TION. (1) Elsie Stallman, 203 S. Prairie 
Ave. -(2) Jean Welker, Irving School. 


SOMERVILLE, MASS.—ScHOOLMEN’S 
Ciusp. (1) Arthur E. Peterson, 73 Low- 
ell St. (2) Joseph B. Fitzgerald, 97 
Pennsylvania Ave. 


SOUTH BEND, IND.—ELEMENTARY PRIN- 
CIPALS’ CLuB. (1) Edythe Jeannette 
srown, Mar Main Arms. (2) Mrs. May 
teynard, 802 N, erate Blvd. 


SPOKANE, W NTARY PRINCI- 
PALS’ ASSOCIATION. “() Jo Boyington, 
115 Tenth Ave. (2) Arthur Blauret, 
Route 6. 


SPOKANE, WASH.—ScHOOLMASTERS’ 
Crus. (1) Ernest L. Edge, N. 2207 
Morton. (2) Lawrence K. Laughbon, 
Havermale Junior High School. 

SPOKANE, WASH.—WoOMEN PRINCIPALS’ 
CLus. (1) Ruth Mohney, Pacifie Hotel. 
(2) Carrie Welden, 3317 N. Audobon St. 


SPRINGFIELD, MO.—ELEMENTARY 
ScHOOL PRINCIPALS’ Crus. (1) Mrs. 
H. L. Wallace, 494 E. Delmar. (2) Mrs. 
Cassie Moorman, 2334 N, Main. 


STOCKTON, CALIF. ENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Harry W. Bes- 
ms, Route 1, Box 304, Lodi. (2) Charles 

. Parsons, Route 1, Box 816, Stockton. 


SU Ls E RIOR, WIS RINCIPALS’ CLUB. 
J. G. King. 50 Laurel Ave. (2) 
i thel L. Ballou, 2338 Ogden Ave. 


SYRACUSE, N. Y.—MeEn PRINCIPALS’ 
Cius. (1) §S. Clayton Sumner, Seymour 
School. (2) Ernest J. Baldwin, Charles 
Andrews School. 


SYRACUSE, N. Y.—ScHOOLMASTERS’ CLUB. 
(1) Fred L. Pitts, 104 Buckingham Ave. 
(2) George W. Fowler, 912 Lancaster 
Ave. 


SYRACUSE, N. Y¥Y.—WoOMEN PRINCIPALS’ 
AND Supervisors’ ASSOCIATION. (1) 
Olive D. Allis, 1401 Park St. (2) Jessie 
Potts, 157 Cambridge. 

















574 


TACOMA, WASH .—ADMINISTRATIVE 
Group. (1) Elmer Thune, 5216 S. Park 
Ave. (2) Henry G. Weeks, 4305 N. 32nd. 


TACOMA, WASH.—ForrnicutLy Strupy 
CLtus. (1) H. A. McKean, Roosevelt 
School. (2) T. A. Lind, McCarver In- 
termediate School. 


TAMPA, FLA.—ELEMENTARY PRINCIPALS’ 
CounciIL. (1) Mrs. Elizabeth Cone, 6020 
Floravista Ave. (2) Mrs. Florence Gray, 
715 Louisiana Ave. 


TOLEDO, OHIO—PRINCIPALS’ AND SUPER- 
visors CLuB. (1) Myrtie York, Lincoln 
School. (2) Hazel Rex, Board of Edu- 
cation. 


TOPEKA, KANS.—PRINCIPALS’ CLuB, (1) 
Cc. R. Watson, 4507 W. 21st St. (2) 
Nellie N. Langford, 1161 Garfield Ave. 


TRENTON, N. J.—ADMINISTRATIVE AND 
SUPERVISORY DEPARTMENT, TRENTON 
TEACHERS’ ASSOCIATION. (1) J. Harry 
Shoemaker, 43 Oak Lane. (2) H. Myrtle 
Hummer, 28 Wall St. 


TULSA, OKLA.—ELEMENTARY PRINCIPALS’ 
ASSOCIATION. (1) A. O. H. Setzepfandt, 
1547 S. Delaware Pl. (2) MHarold 
Haynes, 3307 E. Easton. 


ELementary Scuoout Principats 





UTICA, N. Y.—PRINCIPALS’ AND SupsEr- 
visors’ CLuB. (1) Clifford A. Stanton, 
Roosevelt School. (2) Mabel EB. Harris, 
1303 Howard Ave. 


WASHINGTON, D. C.—ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Cecilia P., 
Dulin, 110 Maryland Ave., N. E. (2) 
Elizabeth Emmons, Suitland, Md. 


WATERBURY, CONN.—PRINCIPALS’ As- 
SOCIATION. (1) Lillian EL. Bowes, 550 
Hamilton Ave. (2) Mary C. Coyle, Rose- 
land Ave. 


WICHITA, KANS.—ELEMENTARY PRINCI 
PALS’ CLuB. (1) O. P. Loevenguth, Kel 
logg School. 


WILMINGTON, DEL.—PRINCIPALS’ As- 
SOCIATION. (1) Elizabeth Schulz, 1400 
W. Sixth St. (2) Nellie B. Taylor, 1644 


W. Fourth St. 
WORCESTER, MASS.—PRINCIPALS’ CLUB, 


(1) George H. Boyden, Boylston. (2) 
Ethel M. Rankin, 18 Norton St. 


Worcester. 
YONKERS, N. Y.—PRINCIPALS’ ASSOCIA 
TION. (1) Mabel Haven, 274 S. Broad 


way. (2) Esther Chamberlin, 777 
burton Ave. 


War 











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on, 
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(2) 


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CIA- 
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Var- 





SECTIONAL PRINCIPALS ASSOCIATIONS 


These include organizations in counties, districts, zones, and similar divisions of 


the states. 


In the following roster the symbol (1) is used to indicate the person reported 
as president and (2) is used to indicate the secretary. 


ALABAMA—MOnNTGOMERY COUNTY PRIN- 
cIPALS’ CLuB. (1) Janie L. Rives, 5 
High St., Montgomery. (2) Ruth Collins, 
808 Mildred St., Montgomery. 


ARIZONA—Maricopa County ELEMEN- 
TARY SCHOOL PRINCIPALS’ AND SUPERIN- 
TENDENTS’ ASSOCIATION. (1) Chester 
Wickliffe, Balsz School, Route 10, 
Phoenix. (2) A. N. Lindstrom, Kyrene 
School, Tempe. 


CALIFORNIA—ELEMENTARY SCHOOL PRIN- 
CIPALS’ ASSOCIATION. 

Bay Section. (1) Oscar H. Olson, 
Roosevelt School, Burlingame. (2) F. 
a - ‘eran Stonehurst School, Oak- 
an 

CENTRAL Section. (1) James M. Moon, 
Northfork. (2) Mrs. Mary L. Clawson, 
Madera. 

CrenTRAL Coast Section. (1) Joseph 
A. D’Anna, 7 Jefferson St., Watsonville. 
(2) M. T. Joseph, 1201 Ninth St., Mon- 
terey 

NORTHERN Section. (1) W. J. Burk- 
hard, Coloma School, Sacramento. (2) 
Mrs. Maude Fithian, 2780 Tenth Ave., 
Sacramento. 

SourTHERN Section. (1) Harry H. 


San Mateo County ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Andrew 
Spinas, McKinley School, Redwood City. 
(2) Dorothy Jones, Northbrae School, 
San Bruno. 

SanTa CLARA CountTY ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Raymond 
J. Fisher, Los Gatos. (2) R. H. Kennedy, 
Willow Glen School, Willow Glen. 

Santa CLARA COUNTY SCHOOLMASTERS' 
CLus. (1) William J. Allman, Roosevelt 
Junior High School, San Jose, (2 5, 
Horrall, 408 Almaden Ave., San Jose. 

Santa Cruz County ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) F. B. 
Cordrey, Paradise Park, Santa Cruz. 
2) Mrs. Anna Cook, 283 Bay St., Santa 
ruz. 

SonoMA County ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) Charles Wig- 
gins, Healdsburg. (2) Edith Peterson, 
Route 4, Box 55, Petaluma. 

STANISLAUS CouNTY ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Robert A. 
Hill, Box 57, Empire. (2) Clara Was- 
sum, 608 W. Main St., Turlock. 

TULARE County ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) F. J. White, 
Pixley. (2) Hannah Matchin, Exter. 


Haw, Alice Birney School, San Diego. FLORIDA—DapE County PRINCIPALS’ 


(2) Leah Cross, Daniel Webster School, 
Pasadena. 

Fresno County ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) C. J. Appling, 
Route 10, Box 517, Fresno. (2) D. M. 
Young, Kingsbury. 

IMPERIAL COUNTY PRINCIPALS’ AND 
SUPERVISORS’ ASSOCIATION. (1) Guy W. 
Weakley, El Centro. (2) Allen 
Mains, Calexico. 

KerN County ELEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) J. David 
Laird, Hawthorne School, Bakersfield. 
(2) C. M. Mangun, Lerdo School, Bak- 


CLus. (1) J. T. Wilson, 1416 Drexel 
Ave., Miami Beach. (2) Gertrude Shaff- 
ner, 45 S. E. Second St., Miami. 

PRINCIPALS’ ASSOCIATION OF SOUTH- 
ERN PINELLAS County. (1) Mrs. Lula 
Atwood, 427 First Ave., N., St. Peters- 
burg. (2) Mrs. Mary Lininger, 3540 
Central Ave., St. Petersburg. 

SCHOOLMASTERS’ CLUB OF HILLSBOR- 
ouGH County. (1) Joseph Colley, 
Brewster Vocational School, Tampa. 
(2) D. W. Waters, Jefferson Junior High 
School, Tampa. 


ersfield. GEORGIA—ELEMENTARY PRINCIPALS’ 


Kincs County ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) Weir G. Smith, 
Stratford. (2) Mrs. Mar se Rey- 
nolds, Route 1, Box 268, Hanford 

MARIAN CoUNTY ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) Mrs. Ella I. K 
Buttner, Box 422, Mill Valley. (2) 
Belle M. Abraham, Mill Valley. 

MERCED-MARIPOSA COUNTY ELEMEN- 
TARY PRINCIPALS’ ASSOCIATION. (1) 
Beulah Averill, Winton. (2) Mrs. Isabella 
V. Robertson, 245 23rd St., Merced. 

MonTEREY COUNTY ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) R. §S. Tipton, 
Soledad. (2) Aileen Harris, Greenfield. 

ORANGE COUNTY ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) C. Addison Van 
Loenen, Laguna Beach. (2) Harold O 


Boos, Cypress. ; MAINE 


SAN PNITO County ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Mrs. 
Delia Briggs, Hollister. 

San BERNARDINO CoUNTY ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Robert 
W. Langley, Mission School Dist., Red- 
lands. (2) Margaret E. Oliver, Lincoln 
School, Cotton. 

San Luis Optspo CouNTY ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Hugh A. 
Bruce, Morro Bay. (2) Mrs. Frances 
Judkins, Piamo Beach. 


[575] 


CLUB. 

Sreconp District. (1) Mrs. L. G. Cox, 
Moultrie. (2) Grace King, Bainbridge. 
~ SeveENTH District. (1) Ada Jenkins, 

ome. 


ANSAS—ELEMENTARY SCHOOL PRINCI- 


PALS’ ASSOCIATION, 

First Distrricr. Chairman, M. J. 
Whitson, 713 Kenona Court, Topeka. 

Seconp District. Chairman, Mr. 
Dresser, Mission School, Piper. 

FourtH District. Chairman, Lillie 
Heffelfinger, Junction City. 

FirtH District. Chairman, C. 
Strange, Willard School, Wichita. 

SEVENTH District. Chairman, Paul C. 
Loveless, Scott City. 


IN CouNTY SCHOOLMAS- 
TERS’ CLuB. (1) Lawrence A. Peakes, 
Strong. (2) Farrell C. Ingalls, New 
Sharon. 

Hancock County ScHOOLMASTERS’ 
Cius. (1) W. D. Gall, Castine. (2) 
Colby N. Wood, Ellsworth. 

KENNEBEC VALLEY SCHOOLMASTERS’ 
Cius. (1) Edwin M. Purinton, Pittsfield. 
(2) Lyndall T. Smith, Skowhegan. 

Oxrorp CounTY SCHOOLMASTERS’ AS- 
SOCIATION. (1) William O. Bailey, South 
Paris. (2) Harry C. Brown, Rumford. 











ELEMENTARY ScHooL PRINCIPALS 





PpNOBSCOT VALLEY SCHOOLMASTERS’ 
CLus. (1) Eugene B. Gordon, Brewer. 
(2) John A. Snell, Hampden Academy. 

SouTHERN MAINE SCHOOLMEN’S CLUB. 
(1) Jesse Fuller, Supt. of Schools, Lib- 
erty. (2) Albert E. Weymouth, Belfast. 

WASHINGTON CouNTY SCHOOLMEN’'S 
Cuius. (1) Loring R. Additon, Machias. 
(2) Earle D. Merrill, Machias. 


NEW YORK—New York Srate ASSOCIA- 
TION OF ELEMENTARY PRINCIPALS. 

SoutH EASTERN Zonp. (1) Gilbert M. 
Banker, 17 Terrace Ave., Hillburn. (2) 
sosene E. Webster, Public School No. 
3, Rye. 

SouTHERN ZONE. Chairman, Josephine 
E. O'Leary, 35 Union St., Cortland. 
(2) Daniel B. Mills, Thomas Jefferson 
School, Binghamton. 

WESTERN ZONE. Chairman, Henry G. 
Schrader, 33 Catlin St., Jamestown. 
(2) Mary A. Barger, 406 W. Sixth St., 
Jamestown. 

LONG ISLAND PRINCIPALS’ ASSOCIATION, 
(1) George Graff, Hicksville, Long Is- 
land. (2) Hannah F. Hanway, Hollis. 

Mip-Hupson VALLEY SCHOOLMASTERS’ 
ASSOCIATION. (1) George A. Schiavone, 
138 Corlies Ave., Poughkeepsie. (2) 
William A. Rex, Jr., 73-A Garden St., 
Poughkeepsie. 

ROCKLAND COUNTY ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Willlam O. 
Schaefer, Tappan. (2) Harold McManus, 
Rockland Lake. 


NORTH C AROLIN A—ELEMENTARY 
ScHOOL PRINCIPALS’ ASSOCIATION. 


NortH CENTRAL Districr. (1) Mar- 
garet John, McIver School, -Sanford. 
(2) Mrs. R. J. Sasser, Auburn. 

NortH WESTERN District. (1) D. P. 


Whitley, Cloverdale School, High Point. 

Sourn Pirpmont Districr. (1) W. J. 
Boger, Jr., MelIver School, Kannapolis. 
(2) Annie Bostian, A. T. Allen School, 
Salisbury. 

ELEMENTARY PRINCIPALS’ SECTION OF 
THE SoutH EASTERN Districr TERACH- 
ERS’ AssocIATION. (1) Mrs. Lucille 
Sanders, Central School, Fayetteville. 
(2) Sue Boone, Hemenway School, Wil- 
mington. 


OHIO—SpRINGFIELD AND CLARK COouUNTY 
ScHOOLMASTERS’ CLuB. (1) Willis S. 
Mozier, Schaefer Junior High School, 


Springfield. (2) Glenn Detling, Senior 
High School, Springfield. 


OKLAHOMA—ELEMENTARY SCHOOL PRIN- 
CIPALS’ ASSOCIATION. 


NORTHEASTERN District. Chairman, 


Joe D. Hurt, Pleasant Porter School, 
Tulsa. (2) Martha K. Crawford, 
Sapulpa. 

NORTHERN DISTRICT. Chairman, 


Esther Hinshaw, Enid. (2) Opal Blakes- 
lee, Enid. 

SOUTHEASTERN District. Chairman, 
George Coffman, Ardmore. (2) Al 
Feighny, Atoka. 


OREGON—CLACKAMAS CouNTY ELEMEN- 
TARY PRINCIPALS’ ASSOCIATION. (1) 
Mrs. Gussie Hull, Barclay School, Oregon 
City. (2) Mrs. Ethel Lansdowne, Battin 
School, Gresham. 

LANE County ELEMENTARY PRINCI 
PALS’ ASSOCIATION. (1) Geary H. Worth 
Wendling. (2) Mrs. Ruth B. Walker, 
1270 Lincoln St., Eugene. 

WASHINCTON COUNTY ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Ray J 


Haas, Gaston. (2) Frances Post, Forest 
Grove. 

PENNSYLVANIA—PRINCIPALS’ tOUND 
TABLE OF ALLEGHENY CouNTY. (1) Gale 
F. Stroup, Supvg. Prin., Stowe Twp 
Schools, McKees Rocks. (2) \ 


Steiner, 59 Danvers Ave., Ingram. 

Tr1oGA COUNTY PRINCIPALS’ ASSOCIA 
TION. (1) Warren L. Miller, Mansfield 
(2) L. E. Baird, Mansfield. 


SOUTH CAROLINA—DEPARTMENT OF 
PRINCIPALS OF THE PALMETTO TEACHERS 
STaTP ASSOCIATION. (1) W. H. Grayson, 
Jr., 89 Columbus St., Charleston. (2) 
C. C. Woodson, Cumming Street High 
School, Spartanburg. 

LINCOLN COUNTY ELEMENTARY PRINC! 
PALS’ ASSOCIATION. (1) Percy Martin, 
Hamlin. (2) Lillian Shelton, West 
Hamlin. 

TENNESSEE—DAvIpDSON County SCHOOL 
MASTERS’ CLuB. (1) H. T. Hays, Joelton 

TEXAS—JEFFERSON COUNTY ELEMENTARY 
PRINCIPALS’ AND SUPERVISORS’ ASSOCIA 

(1) Noel Dubose, Route 1, Beau- 

mont. (2) Mrs. Florence Meek, Robert 

E. Lee School, Port Arthur. 


WASHINGTON—Sxkaait County ELEMEN- 
TARY SCHOOL PRINCIPALS’ ASSOCIATION. 
(1) A. D. Cleveland, Burlington. (2) 
Mary Purcell, Sedro Wooley. 

WHATCOM CoUNTY GRADE PRINCIPALS 
LyaGuse. (1) C. H. Taylor, Lynden. (2) 
Mrs. Jennie Weidkamp, Lynden. 


WEST VIRGINIA—Boone County ELs- 
MENTARY PRINCIPALS’ ASSOCIATION. 
(1) J. W. Bias, Box 164, Madison. (2) 
Albert Covert, Madison. 

BRAXTON COUNTY ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Eulan Engel, 
Gassaway. (2) Ernie Harris, Sutton. 

CALHOUN CoUNTY ELEMENTARY PRIN- 





CIPALS’ ASSOCIATION. (1) Truslow §S 
Waldo, Grantsville. (2) Thomas Coin, 
Big Bend. 

JODDRIDGE COUNTY ELEMENTARY PRIN- 


CIPALS’ ASSOCIATION. (1) Arel BE. Pow 
ell, Morgansville. (2) Ruby Curry 
Route 3, Salem. 

MARSHALL County Executive As 
SOCIATION. (1) Delmas Miller, Mounds 
ville. (2) Pearl Chambers, Moundsville 

MINPRAL CouUNTY PRINCIPALS’ AS 
SOCIATION. (1) Festus W. Smith, Ridge- 
ley. (2) Thelma Donald, Keyser. 

NICHOLAS CouNTY PRINCIPALS’ AS- 
SOCIATION. (1) Carl B. Hamric, Rich- 
wood. (2) Ocelus Fitzwater, Richwood. 

RANDOLPH CouNTY ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Henry Hamil- 
ton, Elkins. (2) Charles Godwin, Mon- 
trose. 











As- 
Rich- 
vood. 
PRIN- 
amil- 
Mon- 





STATE ELEMENTARY SCHOOL PRINCIPALS 
ASSOCIATIONS 


In the following roster the symbol (1) is used to indicate the person as president 


and (2) is used to indicate the secretary. 


ARKANSAS-—ELEMENTARY PRINCIPALS’ 
Section. (1) Bessie Evans, 1005 Mce- 


Gowan St., Little Rock. (2) Ethel 
Woods, Jonesboro. 
CALIFORNIA—CALIFORNIA ELEMENTARY 


ScHOOL PRINCIPALS’ ASSOCIATION. (1) 
Otto W. Bardarson, Box 600, Carmel. 
(2) Mrs. Ethel Tudbury, Washington 
Elementary School, Berkeley. 


COLORADO—ADMINISTRATORS’ AND Sv- 
PERVISORS’ SECTION OF THE COLORADO 
EpucaTION ASSOCIATION. (1) Florence 
Bergin, 517 W. 12th St., Pueblo. (2) 
M, & Porter, Fairmount Apts., Pueblo. 

CONNECTICUT—ELEMENTARY ScHOOL 
PRINCIPALS’ ASSOCIATION. (1) George 
L. B. Fraser, Byram School, Greenwich. 
(2) Margaret Hickey, 35 Goodwill Ave., 
Meriden. 


FLORIDA—DEPARTMENT OF ELEMENTARY 
ScHOOL PRINCIPALS. (1) Mrs. Eliza- 
beth Cone, 6020 Floravista Ave., Tampa. 
(2) Natalie Sterling, St. Petersburg. 


GEGRGIA—ELEMENTARY PRINCIPALS’ DI- 
VISION, Georgia Education Association. 
(1) Mrs. R. B. Whitworth, 8561 Briar- 
cliff R@., Atlanta. (2) Fidelle Miller, De- 
eatur. 


HAWAII—Hawatt PRINCIPALS’ CLUB. 
(1) Mrs. Vivian Bowker, Hilo. (2) Roy 
Lee Roberts, Hilo. 


IDAHO—Ipano State ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) C. Ben Reavis, 
603 N. Sixth St., Payette. (2) Fred 
Amick, Fruitland. 


IOWA—ELEMENTARY PRINCIPALS OF THE 
IowA Stare TEACHERS’ ASSOCIATION. 
(1) Mary Foster, Ft. Dodge. (2) Hugh 
H. Steele, Winterset. 


KANSAS—KANSAS ASSOCIATION OF ELE- 
MENTARY SCHOOL PRINCIPALS. (1) Will 
Billingsley, Haven. (2) Elizabeth 
Sparks, Frances Willard School, Kansas 
City. 


KENTUCKY—DgpPARTMENT OF ELEMEN- 
TARY PRINCIPALS AND SUPERVISORS. (1) 
Mabel Drinnon, Paducah. (2) Jewell 
waewey, Charles D. Jacobs School, Louis- 
ville. F 


LOUISIANA—-ELEMENTARY DEPARTMENT, 
LOUISIANA TEACHERS’ ASSOCIATION. (1) 
Sam Moncla, Opelousas. (2) Mrs. F. Gos- 
selin, Bastrop. 


MARYLAND—ELEMENTARY PRINCIPALS’ 
SECTION OF THE MARYLAND STATE TERACH- 
ERS’ ASSOCIATION. (1) Mrs. Margaret 
C. Stevenson, 2733 N. Charles St., Bal- 
timore. (2) Thomas Hackett, Bel Air. 


MASSACHUSETTS—MASSACHUSRETTS ELE- 
MENTARY PRINCIPALS’ ASSOCIATION. (1) 
Alice L. Goodspeed, Chapin School, Ded- 
ham. (2) Mary E. Richardson, Quincy 
School, Dedham. 


MICHIGAN—DEPARTMENT OF ELEMENTARY 
SCHOOL PRINCIPALS OF THE MICHIGAN 
EDUCATION ASSOCIATION. (1) Arnold C. 
Gregory, Raupp School, Lincoln Park. 
(2) Georgia Worfel, Aberdeen School, 
Grand Rapids. 





MINNESOTA—ELEMENTARY PRINCIPALS’ 
SECTION OF THE MINNESOTA EDUCATION 
ASSOCIATION. (1) Mary J. Horrigan, 627 
Grand Ave., St. Paul. (2) Albert S. 
a a 1242 W. Minnehaha St., St. 
aul. 


MISSOURI—DEPARTMENT OF ELEMENTARY 
ScHOOL PRINCIPALS OF THE MISSOURI 
SraTp TEACHERS’ ASSOCIATION. Chair- 
man, Mary A. Thompson, George Dewey 
School, St. Louis. ice-Chairman, John 
Haley, Avery School, Webster Groves. 


NEBRASKA—NEBRASKA DEPARTMENT OF 
ELEMENTARY SCHOOL PRINCIPALS. (1) 
Eva Vintner, Junior High School, Schuy- 
ler. (2) Eleanor Cech, East Ward, 
Schuyler. 


NEW JERSEY—DEPARTMENT OF ELEMEN- 
TARY SCHOOL PRINCIPALS OF THE NEW 
Jersey TRACHERS ASSOCIATION. (1) 
Francis H. Budd, Franklin School, New- 
ark. (2) Floyd A. Potter, Massachusetts 
Avenue School, Atlantic City. 


NEW YORK—New York Srare ASsSOcIA- 
TION OF ELEMBPNTARY PRINCIPALS. (1) 
S. Clayton Sumner, Seymour School, 
Syracuse. (2) Ella H. Moxie, Henry B. 
Endicott School, Endicott. 


NORTH CAROLINA—NonrtH CAROLINA AS- 
SOCIATION OF ELEMENTARY I’RINCIPALS. 
(1) Max R. Steelman, Hickory. (2) Mol- 
lve Wilcox, Vance School, R. F. D. 5, 
taleigh. 


OHIO—DEPARTMENT OF ELEMENTARY 
ScHOOL PRINCIPALS OF THE OHIO EpDvu- 
CATION ASSOCIATION. (1) Amy Eldridge, 
Bancroft School, Youngstown. (2) 
Bertha Bridgman, 271 Second St., Byes- 
ville, ‘ 

OKLAHOMA—ELEMENTARY SCHOOL PRIN- 
CIPALS OF THE OKLAHOMA EDUCATION 
ASSOCIATION. Chairman, Mrs. Lotta 
Mosier, 317 S. W. 26th, Oklahoma City. 
(2) Isabel Watson, Bartlesville. 


OREGON—DEPARTMENT OF ELEMENTARY 
ScHoOoL PRINCIPALS, OREGON STATE 
TEACHERS’ ASSOCIATION. (1) William 
Buford Schnebly, St. Helens. (2) Carl 
S. Zook, Joseph Lane School, Portland. 


PENNSYLVANIA—ELEMENTARY ScHOOL 
PRINCIPALS’ SECTION, PENNSYLVANIA 
EpucaTion Association. (1) J. F. 
Moore, Brookline School, Pittsburgh. 
(2) William J. Laramy, Oakmont School, 
Haverford Township, Del. Co. 


SOUTH CAROLINA—DEPARTMENT OF 
PRINCIPALS OF THE SoutH CAROLINA 
EDUCATION ASSOCIATION. (1) S. P. Sny- 
der, Shandon School, Columbia. (2) E. F. 
Echols, Moore. 


SOUTH DAKOTA—ELEMENTARY ScHOOL 
PRINCIPALS’ AND Supervisors’ RouND 
TABLE OF THE SoutH DAKOTA EDUCATION 
ASSOCIATION. (1) Lydia Leistikow, 1005 
S. Washington St., Aberdeen. (2) Doro- 
thy Peterson, Watertown. 


TEXAS—ELEMENTARY ScuHoor PRINCIPALS’ 
AND SUPPRVISORS’ ASSOCIATION. (1) 
W. L. Darnell, Palm School, Austin. 
(2) Frank C. Johnson, San Jacinto 
School, Galveston. 





[577] 








578 


UTAH—PrincIPa.ts’ Section OF THE UTAH 
EDUCATION ASSOCIATION. , ae 4 
Webb, 2541 S. Seventh East, Salt Lake 
City. 

VIRGINIA—ELEMENTARY PRINCIPALS DE- 
PARTMENT, VIRGINIA EDUCATION ASSOCIA- 
TION. (1) Katherine Scott, Oak Grove 
School, Richmond. (2) Richard O. 
Bagby, 1000 Auburn Ave., Roanoke. 





ELEMENTARY Scuoot PRINCIPALS 


WEST VIRGINIA—WEST VIRGINIA STATE 
ELEMENTARY PRINCIPALS’ ASSOCIATION 
(1) Dallas C. Bailey, 820 Hood Ave., 


Shinnston. (2) J. H. Reed, White Sul 
phur Springs. 
WISCONSIN—ELEMENTARY PRINCIPALS’ 





SECTION OF THE WISCONSIN TEACHERS 
ASSOCIATION. (1) Walter Karst, Roose 
velt School, Wauwatosa. 








TATE 
ION, 
\ve., 

Sul- 


ALS’ 
{ERS 
08e- 





LIST OF MEMBERS 


THE DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS 


For tHe YEAR 1934-35, Corrected To June 24, 1935 


Asterisk (*) indicates the Life Members of the Department 


ALABAMA 


Ansley, Foster, Barrett School, Birming- 
ham 

Cox, Theron O., Box 43, Ohatchee 

Hill, R. he Martin School, 1201 14th 
Ave., Birmingham 

Holmes, Ninioubethe 211 Cloverdale Rd., 
Montgomery 

Johnson, Harold B., Fairview School, 
Birmingham 

Johnston, Robert C., 2030 Magnolia Ave., 
S., Birmingham 

Jones, Lenore, 1606 Monterey PI., Mobile 

cae T. M., Minor School, 2425 Ave. S, 
Ensley 

Landers, E. Jacksonville 

Lee, Farley, ‘'ee Training Library, 
Alabama Polytechnic Institute, Auburn 

McLatchy, Gertrude E., Elyton School, 100 
Tuscaloosa Ave., Birmingham 

MacMillan, Emma, 120 Cramer Ave., Mont- 
gomery 

ay Ralph, Kennedy School, 120 63rd 

Birmingham 

mE. Lena, 1058 Selma St., Mobile 

Meigs, Mrs. Mary S8S., Woodstock Avenue 
School, Anniston 

Murphree, Mrs. Myra B., Prattville 

Norton, H. B., Robinson School, 8400 First 
Ave., S., Birmingham 

Orr, J. C., Lakeview School, Birmingham 

Ozier, W. C., Moore School, 1401 Ave. G, 
Ensley 

Sapp, FE lla F., 1511 Fourth Ave., Bessemer 

*Sheftield, Mrs. Frances L., 10 N. Ann 8t., 
Mobile 

Thomas, Mrs. Mary B., 720 E. Holmes &St., 
Huntsville 

Underwood, C. Price, Glen Iris School, 
1315 S. 11th St., Birmingham 

Vaughan, Joseph T., 5521 First Ave., S., 
Birmingham 

Waller, J. C., Route 5, Be ar ong 

Wiener, Florence E., p - S. Ann St., Mobile 

*Williams, J. D., 708 Sixth Ave., _ 
Birmingham 


ARIZONA 


Ballfinch, Loy, 2730 Norton Ave., Tucson 

Carlisle, O. L., Grammar School, Somerton 

Dexter, Mata E., 113 N. Pleasant St., 
Prescott 

Keen, Julia C., 1905 Fourth St., Tucson 

Kohn, Frederick A., Box 426, Casa Grande 

McKinney, Willie, 314 W. Aspinwall, 
Winslow 

Robertson, Ellen, 828 BE. Fifth St., Tucson 

Soule, H. M., 3999 Cleveland Rd., Phoenix 

Sullivan, W. R., Public Schools, Palo Verde 

Sundquist, Ada M., 715 Merritt St., Miami 

Tacquard, Mrs. Anna, 2239 B. First St., 
Tucson 

= John Q., Supt. of Schools, Flag- 
sta 

Townsend, Salome, 520 E. Fourth St., 
Tucson 

Wickliffe, Chester, Balsz School, Route 10, 
Phoenix 


ARKANSAS 


Abbott, T. C., Lee School, 12th and Pine 
Sts., Little Rock 

Conte, Mrs. Lelia M., Route 1, Hot Springs 

Jones, Ralph B., Peabody School, Ft. Smith 

Moore, Rosa E., Morrillton 

Richardson, Francis, Public School, 
Fayetteville 

Washington, Ruby, Duval School, N. 14th 
St., Ft. Smith 

Webb, Victor L., 1514 W. 20th, Little Rock 

Williams, Mollie, Belle Point School, Ft. 
Smith 


CALIFORNIA 


Abbott, Robert B., Sherman School, 3549 
Jordan Rd., Oakland 

Abrams, Henry, Box 155, Costa Mesa 

Adams, Mrs. Ida James, Public School, 
Olive View 

Addicott, Irwin Oliver, 3408 Balch Ave., 
Fresno 

Alexander, Mertie, Glenfeliz Boulevard 


School, Los Angeles 

Alexander, Roxie” E., 920 Virginia St., 
Vallejo 

Allen, Robert H., Jefferson School, Stock- 
ton 

Allison, Loretta, Mintie White School, 
Watsonville 

Anderson, Adda, Board of Education, Long 
Beach 

Anderson, Emma C., 7830 8S. Harvard 


Blvd., Los Angeles 
Andrews, Mary A., 810 S. Ross St., Santa 
A 


na 

Angelo, Ruth V., 1020 Glendon Ave., West 
Los Angeles 

Arnold, David Ray, Box J-1, Avalon 

Aultman, Mrs. Lela W., 6161 Barrows Dr., 
Los Angeles 

—- George E., Lockwood School, Oak- 
anc 

Badger, Abner A., 510 Paseo Del Mar, San 


Bailie, Mrs. Lorraine, 43164 Los Feliz 
Blvd., Los Angeles 

Baker, Ethel I., R. F. D. 4, Box 4630, 
Sacramento 

— H. M., Route 4, Box 460, Bakers- 
el 

Ball, Ernest E., 2933 Iowa, Fresno 

Banner, Mrs. Beatrice S., Somis School, 
Camarillo 

Banta, Mrs. Edythe R., Chabot School, 
Oakland 

Barber, Mrs. M. Ellen C., 1156 22nd St., 
San Diego 

Bardarson, Otto W., 
1701, Carmel 

Bardenstein, Matilda A., Coronel School, 
725 Wilson St., Los Angeles 

Barnard, Nora Margaret, Malabar School, 
3200 Malabar St., Los Angeles 

Barnes, Mrs. Agnes O., 2415 Hollister Ter., 
Glendale 

Barnes, Mrs. Jessie Baldwin, Horace Mann 
School, Long Beach 


Sunset School, Box 


[579] 








580 


Exvementary Scuoot Princrpats 





Barrows, Jeannette, Hillside School, Buena 
Vista and Leroy, Berkeley 

Bartlett, Mrs. Louise, Bret Harte School, 
Seventh Ave. and Franklin Blvd., Sacra- 
mento 

Bates, Elizabeth, 365 S. 
Los Angeles 

Beach, Rachel Ann, Farmdale School, 2911 
Eastern Ave., Los Angeles 

Beal, Vio Ross, Meyler Street School, 2038 
N. Meyler St., San Pedro 

Box 61, 


Emerson School, Oakland 
996 Dutton Ave., San 


Highland Ave., 


Bedford. Rowena, San Timoteo 
Rd., Redlands 

Benner, W. A., 

Benson, Albert N., 
Leandro 

Berard, Elvina L., 434 Wawona St., San 
Francisco 

Bernard, Lloyd D., Dir. of Teacher Train- 
ing, State Teachers College, Chico 

Berry, Bertha Irene, 1261 S. Mariposa 
Ave., Glendale 7 

Biffer, Mary C., Fifth St., Los 
Angeles 

sillups, Lillian H. B., 847 Levering Ave., 
West Los Angeles 

Birch, J. E.. Elementary School, Willows 

Blakemore, Edith E., 1030 W. Second St., 
Pomona ’ 

Bliss, George C., 3432 Guido St., Oakland 

Boehncke, Frieda C., 1320 N. Wilton PL, 
Hollywood 

Boettcher, Nita Toney, 9701 Victoria Ave., 
South Gate 

Borden, Mary Gray, 1219 Eye St., Modesto 

Borden, Nellie G., 2219 San Joaquin St., 
Fresno 

Borneman, Katherine H., 8069 
Valley Blvd., Hayward 

Zoucher, M. D., 1836 W. Washington, San 
Diego 

*Bowen, Wayne F., Box 455, Compton 

Bowman, Samuel H., 6917 Converse Ave., 
Los Angeles 

Bowring, H. F., 133 High St., Modesto 

Boyer, Mrs. Edith, 2438 Altura St., Mon- 
trose 

Bradley, Anne M., 412 68rd St., Oakland 

Breen, Mrs. Arminta M., Brooklyn Avenue 
School. 4644 Brooklyn Ave., Los Angeles 

Breen, Ellen R., 1067 Lincoln Ave., San 
Diego ra 

Brems, Edna M., 3558 Sixth St., San Diego 

Brimskill, Alicia C., Bryant School, 220th 
and Bryant Sts., San Francisco 

Brinn, Mrs. Vera L., 1476 E. California 
Ave., Glendale 

Brolliar, Emery, 2188 Third Ave., Sacra- 
mento 

Brown, Bessie Olive, 4053 Irving PIl., Cul- 
ver City 

Brubaker, D. EFE., 2320 
West Los Angeles 

Buckalew, Harry L., 408 N. 
Fresno 

Bullis, Mrs. Luella, 821 W. Mountain St., 
Glendale 

Burkhard, William J., 
Sacramento 

Burns, Jane B., 
luma 

Bushnell, Rose J., 545 Wheeling Way, Los 
Angeles ' 

Butzine, Fred C., 4210 40th St., San Diego 

Cadres, Mrs. Clara E., 2697 Arrowhead 
Ave., San Bernardino 


1253 W. 


Castro 


Greenfield Ave., 


Fulton St., 
Coloma School, 


Route 2, Box 317, Peta- 


Calder, Jessie, Burckhalter School, 3956 
Burckhalter Ave., Oakland 
Callahan, Mrs. Stella M. H., 212 N. Alta 


Vista, Monrovia 
Campbell, Florilla, 825 N. 
Stockton 
Cardozo, Truman YV., 


Baker St., 


Box 396, Riverbank 


Carmichael, Bessie M., 348 Louisburg St., 
San Francisco 





Carroll, Hazel I., 5407 Lemon Grove Ave. 
Los Angeles 
Carter, C. C., Box 58, 


Calwa City 
Mary H., 3825 


Carver, Sixth Ave., San 
Diego 
Catlin, Ruby, 816 Kern St., Kingsburg 


Chamberlain, Clarence W., 420 N. Murray 
St., Banning 


Chamberlain, Mary B., Stevenson School 
Long Beach 

Chandler, Mrs. Myrtle B., 12343 W. Fifth 
St., Los Angeles 

Chapin, Alice, Speech Correction School 


733 Chamber of Commerce, Los Angeles 
Chase, Ethel E., 912 S. Chevy Chase Dr 
Glendale 


Christensen, Serena P., 6614 N. Berendo 
St., Los Angeles 
Clarke, Helen Frances, 2030 Selby Ave 


West Los Angeles 
Clayton, Mrs. Rose C., 
Alhambra 
Clemens, K. F., Box 25, Wasco 
Clifford, Charles A., Seventy-Ninth 
School, Los Angeles 
Cobb, DeRoy F., Thomas A 
Pasadena 
Coffey, Julia C., 240 Montalvo Ave., Sat 
Francisco 
Cokeley, J. W., Jr., 
Gabriel 
*Coleman, Mrs. Ida Fulton, 10334 Tei 
nessee Ave., Los Angeles 
Colerick, Mrs. Mabel S., 1633 E 
Los Angeles 
Colestock, Grace B., 133 S 
Los Angeles 
Colestock, Mary A., 
Los Angeles 
Colmar, Mildred S., Gaylord 
Jones St., San Francisco 
Compton, John L., Washington 
Bakersfield 
Conner, Jay 
Diego 
Connor, Edith <A., 
Los Angeles 


1821 Pepper St 


Street 
Edison School 
School, Sar 


Lincoln 


105rd Pl 


Almont ir 


5011 Baltimore St 
Hotel, 620 
School 
5420 Curtis St., Sar 


Davis, 


5121 Brynhurst Ave 


Connors, Anne, Burnside Avenue School 
1515 Burnside Ave., Los Angeles 
Constantine, Mrs. Pearl R., Gough School 


Washington St., San Francisco 

Cookman, Mrs. Grace Olive, 618 W. 49tl 
St., Los Angeles 

Cornwell, .. May, 501 E Acacia Ave 
Glendale 

*Correll, Vincent I., 1838 
Long Beach 

Cotter, M. Elsie, 395 
Leandro 

Couchman, H. H., 717 W 
Angeles 

Cowan, Rose E., 200 N. 
Los Angeles 

Cox, Vivian K., 112 W 
Wilmar 

Craig, Mary, D. S., Westminster Avenue 
School, Los Angeles 

Crane, Clarence LB., Webster School, Oak 
land 

Crane, R. L., Jr., Dist. Supt. of 
344 Santa Barbara Ave., Daly 

Crapser, Jessamine, 1828 S. Mansfield Ave 
Los Angeles 


MeKenzie St 
Breed Ave., Sat 
SOth St., Les 
Rampart Blvd 


Newmark Ave 


Schools 
City 


Crase, Mrs. Drucie G., Piedmont Avenue 
School, Oakland 

Crawford, Bertha T., 1008 KE. Santa 
Barbara Ave., Los Angeles 

Crawford, Lawrence T., College Elemet 
tary School, State Teachers College 


Chico 

Croad, J. R., Sierra School, 24th St. ar 
Third Ave., Sacramento 

Cross, Flora, 248 N. Towne Ave., Pomona 

Cross, Irvin N., 1520 Van Buren Ave., Sal 
Diego 








San 


Irg 
irray 


‘hool, 
Fifth 
‘hool, 
igeles 
. Dr., 


rendo 


street 
chool, 
, San 
San 
Ten- 
d PL, 
: 
e St., 
, 620 
chool, 
. San 
Ave., 
chool, 
chool, 
49th 
Ave. 
ie St. 
San 
. Las 
Blvd., 
Ave., 
\venue 
, Oak- 
chools, 
ty 
1 Ave., 
\ venue 
Santa 


lemen- 
‘ollege, 


‘t. and 


‘omona 
e., San 





FourtgerntH YEARBOOK 581 





Culver, Harriet I.,.1717 Seventh Ave., Los 
Angeles 

Curley, K. J., 212 Auzerais Ave., San Jose 

Curley, Laura, 1121 Trestle Glenn Rd., 
Oakland 

Curtis, Lawrence (C., 
School, Lawrence 

Daly, Carrie, 556 Larkin St., San Francisco 

Danielson, Eva, 2306 Edgewater Ter., Los 
Angeles 

pD’Anna, Joseph A., 7 Jefferson St., Watson- 
ville 

Dannemann, Matie, 437 E. Maple Ave., 
Orange 

Davin, Mrs. Bernice, 3227 Goldsmith St., 
San Diego 

Davis, Barney J., Union School, Lakeport 

Davis, Burton Elsworth, 1226 E. 65th St., 
Los Angeles 

Davis, N. Evelyn, 1152 E. First St., Long 
Beach 

Davis, Mrs. Vivian Klene, 233 Roswell 
Ave., Long Beach 

Day, Mrs. Mylitta Morris, 608 Dela Vista 
Ave., Santa Barbara 

Dean, Ray B., David Lubin School, Sacra- 
mento 

Delmet, Don Thomas, 820 Walnut St., 
Norwalk 

Desmond, Lucile H., Pershing School, 
Madera 

Des Roches, Pauline, 1323 Woolsey St., 
San Francisco 

Donley, Mrs. R. G., Washington School, 
Ventura 

Dormeyer, Therese C., 512 W. Cressey St., 
Compton » 

Douglass, Sherman, 6515 Middleton St., 
Huntington Park 

Drake Ethelda, 3800 Pasadena Ave., Los 
Angeles 

Dreier, Mrs. Grace M. Mogle, 2132 W. 74th 
St., Los Angeles 

Eads, Evelyn, 11659 Foothill Blvd., San 
Fernando 

Edwards, Eva D., Elementary School, 
Claremont 

Egger, Walter A., 846 N. Van Ness 8t., 
Santa Ana 

Elledge, Mrs. Gladys Rodda, 1817 Holmby 
Ave., West Los Angeles 

Elwood, Roby T., 201 S. 
Alhambra 

Enfield, Celesta Gertrude, Fairburn Avenue 
School, 1403 Fairburn Ave., West Los 
Angeles 

Enfield, C. D., Eastman Street School, 1200 
Eastman St., Los Angeles 

Engvall, Willard R., Box 985, Corcoran 

Ensign, Olive Leona, 3736 Arlington, Los 
Angeles 

Estes, Charlotte, 2420 Gough St., San 


Jefferson Union 


Chapel St., 


Farnham, N. H., 1427 Eureka St., Bakers- 
field 

Farrington, Mrs. Rae Lee, 795 S. Grand 
Ave., Pasadena 

Feazell, Ruby Caroline, 1633 N. Formosa 
Ave., Hollywood 

*Field, Mrs. M. Elizabeth, 1122 Windsor 
PL, South Pasadena 

Fikes, Edith E., 472 Ocean St., Santa Cruz 

Fillmore, Horace F., Vernon City School, 
_2360 E. Vernon Ave., Los Angeles 

Finney, Grace E., 1919 W. 21st St., Los 
Angeles 

Finney, J. J., Crystal School, Suisun 

*Floyd, Mrs. Mary L., 1018 Seward St., 
Los Angeles 

*Flynn, Mary C., Route 2, Box 679, El 
Monte 

Footman, Mrs. Emma, Elementary School, 

_ Raymond 

Fraser, Jessie M., 716 Columbia Ave., Los 
Angeles 


Fratis, Mrs. Sue L., 204 Wayne Ave., Oak- 
land 

Fuller, Grace M., 1340 Echo Ave., Fresno 

Fulwider, Alice Ethel, Playa Del Rey 
School, Venice 

Gamble, Mrs. Leo M., 3838 S. Hobart Blvd., 
Los Angeles 

Gant, Minnie, 416 Orange Ave., Long 
Beach 

Gardner, Elizabeth M., 618 Paseo Del Mar, 
San Pedro 

Gearhardt, Jessie M., Loreto Street School, 
3408 Arroyo Seco Ave., Los Angeles 

Geddis, Terence B., 2536 K St., San Diego 

Geer, C. L., Dist. Supt. of Schools, Coalinga 

George, Edna, 1409 W. 37th St., Los 
Angeles 

Gibson, Robert E., Dist. Supt. of Schools, 
Walnut Creek 

Gillispie, H. Wayne, Box 179, Riverside 

Gilson, Mrs. Blanche, Box 24, South Dos 
Palos 

Gist, Arthur S., Pres., Humboldt State 
Teachers College, Arcata 

Glenn, Maude, 55 N. Meredith Ave., Pasa- 
dena 

— Ray F., 824 18th St., San Bernar- 
dino 

Glines, A. L., 410 W. 17th St., Santa Ana 

Glissman, Henrietta M., 136 S. Common- 
wealth, Los Angeles 

Glover, Mrs. Percy F., Fremont School, 
Fourth and Termino Ave., Long Beach 

Graf, Louise, 2136 W. 28th St., Los Angeles 

Graham, R. J., MeChesney School, Oakland 

Gray, Avery J., 1205 W. Pico Blvd., Los 
Angeles 

Greene, Lucy B., 418 Jefferson Ave., 
Pomona 

Grimsley, V. H., 2150 47th Ave., Oakland 

Grinnell, Frances G., 7006 Fourth Ave., 
Los Angeles 

Grover, Charles C., 610 E. 19th St., Oak- 
land 

Hagenburger, Marion A., 4500 N. Griffin 
Ave., Canoga Park 

Hale, George N., Supt. of Schools, Azusa 

Hall, LeRoy, 175 8S. Greenwood Ave., 
Pasadena 

Hamer, Joseph W., 1050 S. Gramercy Dr., 
Los Angeles 

-——" Max, 5961 Buena Vista Ave., Oak- 
anc 

Hammel, Julius C., Dewey School, Oakland 

*Hammond, Mrs. Gertrude Lest, 7316 
Crenshaw Blvd., Los Angeles 

Hammond, Ida M., 3004 Champion St., 
Oakland 

Hand, Freda A., 2204 Midlothian Dr., 
Altadena 

Hanna, Paul R., Assoc. Prof. of Education, 
Stanford University, Stanford University 

Hanson, Edith J., 1443 Martel Ave., Los 
Angeles 

Hardman, Bess, 346 E. Slst St., Los 
Angeles 

Hartman, Zafon A., Route 2, Box 29-F, 
Ventura 

Hartshorn, Edna, 1011 W. 70th St., Los 
Angeles 

I{auselt, Elisabeth E., 2199 California St., 
San Francisco 

*tiaw, Harry Huber, 1413 Golden Gate 
Dr., San Diego 

—_ William J., 4620 Winona Ave., San 
diego 

Hayes, C. K., 931 Fresno Ave., Berkeley 

Hayes, Mildred L., Chevy Chase Drive 
School, Chevy Chase Dr., and Alger St., 
Los Angeles 

Hayward, Mrs. Lucy M., 3521 E. First St., 
Long Beach 

*Heacock, A. B., 709 E. Windsor Rd., 
Glendale 

Heche, Arthur, 1521 Union St., Alameda 








582 


ELemMentary Scuoot Principats 





Heisser, Della B., 
Turlock 
Merle, 1307 


Helbach, 

mington 
Helms, W. T., Supt. of Schools, Richmond 
Henderson, Adin D., 2533 39th St., Sacra- 
mento 


Hendrick, Orra Leta, 2129 
Los Angeles 

Henning, May, 462 Poli St., 

Herrington, Katie A., 962 
Auburn 

Hewitt, Mrs. Ida F., 
Los Angeles 


Dist. Supt. of Schools, 


Lagoon Ave., Wil- 


S. Alsace Ave., 


Ventura 


Lincoln Way, 


4501 S. Figueroa, 


Hill, Beulah P., 4350 Ramona Blvd., Los 
Angeles 

Hoffman, C. Helen, Carroll Street School, 
Riverside 

Hoffman, Mrs. Howardine G., 392 River- 
side Dr., Chino 


Holland, Minnie L., 2014 State St., Santa 
Barbara 
Holleran, Nora, 
Angeles 
Hollowell, Hazel, 
Alameda Blvd., 
*Holmes, Edith M., 
Angeles 
Homan, Rose, 1633 College Ave., Fresno 
Hoogner, Edna Viola, rockton Avenue 
School, West Los Angeles 
Hooker, Ora Whitley, 947 W. 30th Pl., Los 
Angeles 
Hopley, Nettie M., Lincoln School, 
and Que Sts., Sacramento 


1846 Crenshaw Blvd., Los 
Ritter School, 11109 S. 


Los Angeles 
1811 AY. 41st Pl., Los 


Fourth 


Ilouston, Edith L., 790 Calmar Ave., Oak- 
land 

Howard, Mrs. Gertrude G., 312 W. Hill- 
crest Bivd., Inglewood 

Howell, Etta H., Roosevelt School, Long 
Beach 

*Howk, Charles D., 344 Flower St., 
Pasadena 

Hluckaby, Mrs. Chloe Poynor, 516 8S. Euca- 
lyptus Ave., Inglewood 


Hughes, Mrs. Mary E., 847 Campus Way, 
San Bernardino 


Hummel, Leonard G., Box 422, Placentia 


Huntington, Henriette L., 1206 O St., 
Sacraemnto 
Huntoon, Mrs. Georgie K. Miller, 1017 


Browning Blvd., Los Angeles 

Hurley, M. E., Prescott School, Oakland 

Hymer, Evangeline, Menlo Avenue School, 
4170 S. Menlo Ave., Los Angeles 

Ireland, Frances, McKinley Elementary 
School, Long Beach 

Irwin, Kathryn, 322 Seventh St., Antioch 

*Iversen, Ida Christine, 349 N. Wilton 
Pl., Los Angeles 

Jackson, Robert C., 1323 Fifth Ave., San 

ego 

Janes, Hattie E., 2439 Mariposa St., Fresno 

Jellison, Hilda L., 16013 Ainsworth Ave., 
Gardena 

Jenkins, Letha F., Ross School, Ross 

Jenson, Elsie M., Glassell Park School, 
2211 W. Ave. 30, Los Angeles 

Johns, Charles L., 109404 Hortense St., 
North Hollywood 


Johnson, Mrs. Ethel S., 600 37th St., 
Sacramento 

Johnson, Frank R., Supt. of Schools, 
Guadalupe 

Johnson, Henrietta, 5303 Market St., 
Oakland 

Johnson, Kenneth H., 1447 Idlewood Rd., 
Glendale 


Johnson, V. Bernard, Box 338, Pleasanton 


Jones, Clara E., 5917 Lillian St., Los 
Angeles 
Jones, Elizabeth A., Marianna Avenue 


School, 4200 E. First St., Los Angeles 
*Jones, Mrs. Onorinda, Pleasant Valley, 
Camarillo 


1201 Ninth S&t., 


Oakland 
School, 


Joseph, Manuel T., 
Monterey 

Kahl, Minnie, Burbank School, 

Kelly, Florence M., Fries Avenue 
1 301 Fries Ave., Wilmington 


Kelly, Julia M., 1801 New Jersey St., Los 
Angeles 
Kendall, Joseph L., 856 N. Doheny Dr,, 


West Los Angeles 
Kendig, William P., 
wanda 
Kilton, Inez G., John G. Whittier School, 
17th and Walnut Ave., Long Beach 
*Kimes, William F., Box 176, Avenal 
Klaus, Bertha J., 240 Downey St., San 
Francisco 
Knowles, Marianetta, 229 Ave. G, 


Public School, Eti- 


Redondo 


Beach 
Kottinger, E. W., Durant School, Gaklané 
Krebs, Grace Edith, Grant School, 1530 N. 
Wilton Pl, Los Angeles 
Kretsinger, R. W., 3050 55th Ave., Oakland 
Krous, George T., 929 Clark St., Fresno 
*Kyte, George C., Haviland Hall, Uni- 


versity of California, Berkeley 
Lacy, Helen J., John Swett School, Oak 
land 
Lages, Dora, Jefferson School, Oakland 
Lawrence, Mabel M., 619 N. Ave. 56, Los 
Angeles 
Lawry, Ruth, 
Lawson, Oliver C., 


Avenue School, Ventura 


1334 Birch St., Pitts 


burg 
Learned, Roy E., Box 274, Elk Grove 
LeChien, Elizabeth, 642 N. Newlin Ave., 


Whittier 


Lee, Mrs. Iva Reeves, 477 N. Shaffer St., 
Orange 
Lenvig, Bessie C., 117 N. Ave. 55, Los 


Angeles 
Lighton, Bertha B., Glen Alta School, 3410 
Sierra St., Los Angeles 
Lindsay, Isabel F., Hoover 


Ana . 
Lockhart, Ruth M.., 


School, Santa 


Seventh Street School, 


1530 W. Seventh St., San Pedro 
Lofstedt, Christine, 157 S. Los Robles Ave., 
Pasadena 


Long, Vivian, 4677 San Sabastian St., Oak 
lanc¢ 

Loofbourow, G. C., 
Fresno 


3135 Grant Ave., 


Lothrop. Mary. Norwood Street School, 
1975 Norwood St.. Los Angeles 
Lounsbery, Sophia M., 546 N. Irving Blvd., 


Los Angeles 


Love, M. Lilv, 15 Paloma Ave., Ingleside 


Terraces, San Francisco 

Low, E. L.. Route 2, Box 137-A, Salinas 

Lucas, Mrs. Blanche, Elementary School, 
Dos Palos 

*Lyon, Harley W., 95 N. Sierra Bonita 
Ave., Pasadena 

McCandless, H. P., 423 Pearl St., Redondo 
Beach 


McChesney, P. C., Newton Booth School, 
26th and V Sts., Sacramento 
McCleery, Ella G., Crocker School 

Vallejo Way, Sacramento 


17th and 


McCleish. Nellie, 3722 Elmwood Court, 
Riverside 
McClure, Martha, Public School, Reseda 


McDonald, George J., Twenty-eighth Street 
School, 2807 Stanford Ave., Los An- 
geles 

McEachin, Mary W., 605 N. 
Los Angeles 

McGaugh, J. H., 


Boyle Ave., 


Elementary School, Seal 


Beach 
McGinley, Mrs. Ethel, Box 840, Eureka 
McGivney, Genevieve, 1677 Dolores St. 
San Francisco 
MecGorray, William E., 117 S. Mountain 


View Ave., Los Angeles 
McGraw, Mrs. Margaret A. F., 
pic Blvd., Los Angeles 


6351 Olym- 








'itts- 


Ave., 
St. 
Los 

3410 

anta 

hool, 

Ave., 

Oak- 

Ave., 

hool, 

sivd., 
pside 


linas 
hool, 


ynita 
ondo 
hool, 
and 
ourt, 
la 
treet 
An- 
Ave., 
Seal 


ka 
St., 


itain 


ly m- 





FourtTEENTH YEARBOOK 583 





McMahon, Mrs. Minnie M., 928 W. Fifth 
Ave., Pomona 

MeMaster, J. F., 347 W. Garfield Ave., 
Glendale 

MeMurray, Vera Elena, Elysian Heights 
School, 1562 Baxter St.. Los Angeles 

MecNamera, Mrs. Clare, 1734 D St., Bakers- 


field 

Mack, Mrs. A. C., Lincoln School, Bakers- 
field 

MacMillan, Jean, Ramona School, 1100 N. 
Normandie Ave., Los Angeles 

Magaw, William J., 5365 Huntington Dr., 
Los Angeles 

Maguire, S. Edna, 165 Elm St., Mill Valley 

Majorowitez, Della Marie, Jane Addams 
School, 364 E. Eighth St., Long Beach 

Maland, Mrs. Emma W., 769 Page St., San 
Francisco 

Manley, Edna T. H., 1049 S. Mansfield, 
Los Angeles 

Mannatt, Earnestyne W., 1 


San Pedro 
1140 Mahar St., Wil- 


*Marbut, John W.. 
mington 
Marchant. Maud, Whittier School, Oakland 
Martin, A. H., 666 Gaviota Ave., Long 
Beach 
Martin, Paul, Longfellow School, Oakland 
Martins, Victor L., 10509 Sandale, North 
Holly wood 
Mathews, Jeannette, Nightingale School, 
115 33rd Ave., Venic ce 
Mead, Mildred, 601 S. Ross St., Santa Ana 
Meeks, Ida V., 1252 14th St., San Diego 
Michaelis, Harriet, 11115 Greville, Ingle- 


435 Beacon St., 


wood 
= Douglas B., Lafayette School, Oak- 


nd 
Miller, Elsie de K., 2850 Hawthorne, San 
Diego 
Milner, Pearl, Santa Fe Avenue School, 
2320 E. 16th St., Los Angeles 
Mishler, Grace M., 577 E. Pasadena St., 


Pomona 
Mitchell, R. G., Elementary School, Fon- 


tana 

Mock, Thomas M., Horace Mann School, 
128 S. Arnaz, Beverly Hills 

Molony. Mrs. Edith H., 232 N. Altmont 
Dr., Beverly Hills 

Mooney, Frances A. C.. Hawthorne School, 
Shotwell and 22nd Sts., San Francisco 

Morris, Mrs. Marie C., 340 McHenry Ave., 
Modesto 

Morrison, Mrs. Isabelle W. C., 14615 Mag- 
nolia Blvd., Van Nuys 

Mount, Mrs. Florence D., 625 E. Lomita 
Ave., Glendale 

Munce, Tillie Carolyn, 14 Glenn Ave., 
Fresno 

Myler, Mrs. Mertha P., Victory Boulevard 
School, 6315 Radford St., North Holly- 
wood 

Nagle, Mary I., Toland Way School, 4545 
Toland Way, Los Angeles 

Netz, Joseph, 2311 Tenth Ave., Los Angeles 

Newman, Laura J., Marshall School, San 
Bernardino 

Nichols, Roy T., Golden Gate School, Oak- 


lan 

Noble, Mary Agnes, Stanford Avenue 
School, 9325 Stanford Ave., South Gate 

O'Bannon, Mary B., Jefferson School, Rose 
and Sacramento Sts., Berkeley 

Olson, Oscar Henry, Roosevelt School, 
Burlingame 

O'Reilly, E. P., William Land School, 11th 
and U Sts., Sacramento 

Orr, Jane C., Ninety-second Street School, 
9211 Grape St.. Los Angeles 

*Orth, Fred W., 2031 Arlington Ave., Los 
Angeles 

Ott, Eva M., 61 Agnes St., Oakland 

Outcalt, Mrs. Adele M., Garfield School, 
4487 Oregon, San Diego 


Owen, William E., Jefferson School, Stock- 
ton 
Fale. Mae L., 131 W. Ave. 42, Los An- 


geles 

Parker, Bertha Mae, John Muir School, 
Santa Monica 

Patten, Mrs. Nina S., 905 Hickory St., 
Compton 

Paul, Linda, Lincoln School, Santa Ana 

Pease, Minnie, 2630 Third Ave., San Diego 

Peck, Mrs. Kathryn H., 957-B Seventh 8St., 
Santa Monica 

Peddie, Mrs. Gertrude W., 4725 Victoria 
Ave., Los Angeles 

Pennycook, Annie, 744 Ohio St., Vallejo 

Perrin, Clara M., 227 Laurel Ave., Upland 

Perryman, Bertha, 1033 Windsor Blvd., 
Los Angeles 

Peters, W. J., Hester School, San Jose 

Philippi, Carl, 1549 Micheltorena St., Los 
Angeles 

Phoenix, Hattie B., 329 W. Micheltorena 
St., Santa Barbara 

Pitkin, Mrs. Virginia R., 411 S. Occidental 
Blvd., Los Angeles 

Plagemann, Dora E., 1369 Hyde St., San 
Francisco 

Pogson, Mrs. Viola L., 624 N. Rexford Dr., 
Beverly Hills 

Pollich, Raymond Elliott, Dir. of Instruc- 
tion, 1055 N. Fairfax Ave., Los Angeles 

Poore, Margaret I., 7516 Outlook ve., 


Oakland 
1823 Grand Ave., Santa 


Poulsen, Esther R., 
Barbara 

Preston, C. W., Melrose Avenue School, 
731 N. Detroit St., Los Angeles 

Pullis, Mrs. Jessica K., 712 Orange Grove 
Ave., South Pasadena 

Pursell, Arthur L., 738 E. King St., Tulare 

Quick, Cyrus F., Luther Burbank School, 
Lorg Beach 

Racek, Mrs. Josephine W., 530 California 
Ave., Venice 

Rasmussen, Mrs. Eva Hale, Box 714, 
Auburn 

Rector, W. G., 5957 Chabolyn Ter., Oak- 


nd 

Reid, John S., 8022 El Capitan Dr., La 
Mesa 

Reinke, Gertrude H., 5063 Floriston Ave.., 
Los Angeles 

Renshaw. Elizabeth, 211 S. Kroeger St., 
Anaheim 

Rice, Mrs. Jenne W., 603 Ocean Ave., 
Santa Monica 

Richards, Marcella, 1764 W. Washington 
St., Los Angeles 

Richardson, John M., Point Fermin School. 
3333 Kerckhoff Ave., San Pedro 

Riese, Ella L., 8628 San Gabriel Ave., 
South Gate, Los Angeles 

Riggins, Mrs. Mildred f. M., 3670 S. Ray- 
mond Ave., Los Angeles 

Ritchie, Georgina, D., Corona Avenue 
School, 3825 Bell Ave., Bell 

Ritchie, Mary LeVan, Hoover Street 
School, 867 S. Hoover St., Los Angeles 

Ritter, Mrs. Blanche P., 640 N. Normandie 
Ave., Los Angeles 

Roberts, Bertha, 2151 California St., San 
Francisco 

Roberts, Eulia S., 10325 Orton Ave., Los 
Angeles 

Roberts, Grace L., Morningside School, San 
Fernando 

Rose, Jennie, 1427 S. Mansfield Ave., Los 
Angeles 

Ross, May S., 3434 Albert St., San Diego 

Roth, Minnie J., 1625 O St., Sacramento 

Rowell, Mary Grace, 271 S. Oak Knoll, 
Pasadena 

Rusling, Mrs. Cora S., 4416 
Ave., Los Angeles 

Ruth, Clarence, Dist. Supt. of Schools, 
Lompoc 


S. Normandie 








584 





ExLemMentTary Scuoot Princrpats 





Rutherford, H. C., Dist. Supt. of Schools, 
Orcutt 

Sands, Elizabeth, Dir. of Instruction, 
Superintendent’s Instructional Area No. 
6, 110 S. Ave. 23, Los Angeles 


Saxton, M. Emma, 10154 Virginia PIl., 
Glendale 
Saylor, Margaret F., 1151 W. 109th St., 


Los Angeles 
Sealapino, William, 1315 Alta Vista Rd., 


Santa Barbara 
834 Nowita PL, 


Scharf, Mrs. Eva Pearl, 
Venice 

Schultz, Henriette M., Fourth Street 
School, 429 S. Hillview St., Los Angeles 

Seudder, Agnes C., 6101 Rimpau Blvd., Los 
Angeles 

Seavey, Josephine, 
San Francisco 

See, Elmer J., Grammar School, Moorpark 

Sessions, Herbert Alanson, 123 W. Ivy St., 
Hanford 

Shafer, Paul F., 647 165th St., Gardena 

Sheldon, Mrs. Inez T., Nordhoff Union 
Grammar School, Ojai 

Shepard, Anne Loomis, 5102 El Rio, Los 
Angeles 

Silvia, J. 


2300 Van Ness Ave., 


Defray, 319 W. Ortega, Santa 


Barbara 
Sisk, R. M., Nord Ave., Chico 
Sletten, Theresa C., 933 Lincoln Blvd., 


Santa Monica 
Sloane, Boyd Lincoln, 1421 Sominon Ave., 
Pasadena 
Smith, Agnes L., 421 Ninth St., Hunting- 
ton Beach 
Smith, Dorothy 
232, Walteria 
Smith, Effie E., Frank McCoppin School, 
Seventh Ave. and Balboa St., San Fran- 


L., Walteria School, Box 


cisco 

Smith, F. B., John Muir School, 3215 River- 
side Blvd., Sacramento 

Smith, Leslie G., 1640 22nd Ave., Oakland 

Smith, Lucile, 1118 W. 41st Pl, Los 
Angeles 

Smith, Margaret H., 3840 8. 
Los Angeles 

Smith, Mollie A., 2274 
Berkeley 

Smith, Rose M., Tenth Street School, 1000 
Grattan St., Los Angeles 

Snow, Irene, 2270 Main St., Napa 

Snyder, Peter H., 3844 Belmont Ave., San 
Diego 

Snyder, R. W., 1016 Alice St., Oakland 

Spani, Kate, 4561 Niagara Ave., San Diego 

Spencer, Mrs. Hattie A., Hotel Mt. Lassen, 
Susanville 

Spencer, Verlin, Elementary School, Ven- 
tura 

Stansfield, Mrs. Gladys Rea, 609 Hermosa 
St., Lindsay 

Starr, A. G., 2126 St. Jarlath’s Ave., Oak- 


Grand Ave., 


Virginia St., 


land 

Stearns, Oletha, 1524 Martel Ave., Holly- 
wood 

Steelhead, Bert F., 523 Clement Dr., Glen- 


dale ; 
Sterry, Nora, 2632 Ellendale Pl., Los 
Angeles 


*Stevens, Mrs. Kathleen H., 1285 Burnside 
Ave., Los Angeles 

Stewart, Hugh B., Box 26, Arcata 

Stewart, Leighton R., Dist. Supt. of 
Schools, Box 193, Saticoy 

Stewart, Margaret E., 612 N. Marguerita, 
Alhambra 

Stolz, Rose C., Richelieu Hotel, 1040 Van 
Ness St., San Francisco 

Stull, Helene M., 925 N. Hayworth Ave., 
Los Angeles 

Sweet, Lottie, 808 Bush St., Santa Ana 

Sylvester, Helen, Euclid School, San Diego 

Tarbell, Della, Elementary School, San 
Fernando 


Tardelli, Agnes R., Sherman School, Union 
and Franklin Sts., San Francisco 

Thatcher, Mrs. Mollie H., 445 Jacaranda 
Pl., Fullerton 

Thiltgen, M. C., Box 35, Los Altos 

Thomas, Carl Dane, 1217 S. Genesee St., 
Los Angeles 

Thomas, Carl I., 440 E. 
Orange 

Thompson, Mrs. Rose V., 
Los Angeles 

Thorne, Maude Bowers, Ford Street School, 
Los Angeles 


Palmyra Ave., 


1616 Garth St., 


Blvd., Los Angeles 
Tibbetts, Mrs. Alice B., 3355 Canfield Ave., 
Los Angeles 


Tillman, Florence, 1100 Sunnyhills Réd., 
Oakland 

Tingley, Grace W., 360 S. West Lake, 
Hollywood 

Tinker, Mrs. Charlotte, 545 Arcadian, 
Chico 


Tudbury, Mrs. Ethel W., Washington 


School, Berkeley 


Turner, Elsie V. W., Washington School, 
Modesto 

Turner, Grace M., Albion School, 220 § 
Ave. 18, Los Angeles 


Twisselmann, Wynona, Box 65, Gonzales 
Upton, Anne Hale, 1675 Oakdale, Pasadena 
Vail, Vesta E., 356 Laurel St., Santa Cruz 
Van De Goorberg, Wilhelmina, 1606 N. Ave 
55, Los Angeles 
*Vans, Mrs. Oda Beardsley, 1051 Magnolia 
Ave., Gardena 
Vineyard, Julia 
Los Angeles 
Vogelsang, Dorothy, 1700 Vallejo St., San 
Francisco 
Voiles, Mrs. Stephenia Hill, 1734 N. Mari- 
posa Ave., Hollywood 
Von Hatten, Emma A., 
Sacramento 
Wacaser, Mrs. Helen, 4962 Iowa, Fresno 
Wade, May C., 1607 Walnut St., Berkeley 
Walter, Robert Bruce, 711 Domingo St., 
San Gabriel 
Walton, Miles P., 
tan Beach 
Ward, Susie A., 
Francisco 
Waters, Sylvia, 901 D St., San 
Weakley, Guy A., Box 219, El 
Webster, Mrs. Barbara Miller, 
Ter., Santa Paula 


1933 Third Ave., 


Marie, 


1017 30th St., 


801 Center St., Manhat- 


198 Hancock St., San 
Bernardino 
Centro 

716 Virginia 


Weeks, Mrs. Emma Firestone, Robert E. 
Lee School, 283 Redondo Ave., Long 
Beach 


Weiser, Anna FE., Box 263, Bakersfield 


Weller, Louise E., Benjamin Franklin 
School, 4427 Copeland Ave., San Diego 

Wells, Verna E., Roosevelt School, Santa 
Ana 


Welty, Benton, Auburn Hotel, Auburn 

Wemken, Nellie Opal, 1321 Cortez St., Los 
Angeles 

Whedon, Mrs. Marion F., Remsen 
School, Route 1, Box 344, Roscoe 

Whitaker, Forrest, 1353 E. 20th St., Los 
Angeles 


Street 


Wickersham, Jessie B., 732 Cabrillo Ave., 
San Pedro 
Widemann, Grace V., Box 134, Gonzales 


Wienke, Helen May, 3210 Huntingtop 
Blvd., Fresno 

Williams, Ruth C., 4044 N. Lemon, Ana- 
heim 

Wilson, Mrs. Ethel C., 29 N. Third St. 
Alhambra 


Winters, Louise R. V., Elementary School, 
647 W. 165th St., Gardena 

Wisler, Mrs. Emma C., 6542 Vista 
Way, Los Angeles 

Witman, Ann M., 1936 Orchard Ave., Glen- 
dale 


Sella 





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FourtTEENtH YEARBOOK 585 





———————s — 


Witman, Elizabeth H., South Park Avenue 
School, 455 E. Manchester Ave., Los 
Angeles 

Wolleson, Helen S., 124 N. San Marino, 
San Gabriel 

Wonders, Winifred M., 1449 E. Third St., 
Long Beach 

Wood, Thomas P., 3028 Hill St., Hunting- 
ton Park 

Wright, Helen R., Fremont School, College 
Ave., Santa Rosa 

Young, A. C., 2225 Van Ness Blvd., Fresno 

Young, D. M., 1449 Lincoln St., Kingsburg 

Young, George Arthur, 5722 Meridian St., 
Los Angeles 

*Young, Sarah L., 2451 Seminary Way, 
Oakland 

Zimmerman, Bruce L., Longfellow School, 
Berkeley 

Zimmerman, F. B., 3245 Flagg Ave., Oak- 
land 


COLORADO 


Abbott, Carlotta G., 
Denver 

Abbott, Irene, 3260 S. Broadway, Engle- 
wood 

Barkley, Dell, Lake View School, Dist. No. 
20, Pueblo 

Bennett, Aubrey, 1650 Locust St., Denver 

Bland, Rose, 627 N. Nevada Ave., Colorado 
Springs 

Boyer, Monta J., Alameda School, W. Byers 
Pl. and 8S. Bannock St., Denver 

Carson, Mary G., Edison School, Denver 

Combs, Ethel L., 2923 W. 28th Ave., 
Denver 

Cordingly, Elizabeth, Thatcher School, 
Denver 

Cornish, Lydia R., Evans School, W. 11th 
Ave. and Acoma, Denver 

Eagleton, William H., Eagleton School, 
845 Hazel Court, Denver 

Ellis, Elizabeth, 1165 Columbine  St., 
Denver 

Erb, Edith M., 2870 Raleigh, Denver 

Evans, Dave D., 2538 Elm St., Denver 

Eyer, Myrtle, Corona School, Pueblo 

Feltner, Elizabeth, Teller School, Denver 

Fischer, Elizabeth S., 930 W. Mountain 
Ave., Ft. Collins 

Fitzpatrick, Jessie K., 936 Mapleton Ave., 
Boulder 

Godsman, Mrs. Charlotte J., Montelair 
School, 13th and Quebec St., Denver 

Gormly, Kathryn, Windsor 

Greear, H. L., Sargent Consolidated School, 
Monte Vista 

Gruenler, Arthur M., 415 Franklin, Denver 

Herrington, Eugene H., 4646 W. 31st Ave., 
Denver 

Holmes, Ethel, 2611 8. 
Denver ‘ 

Johnstone, Mrs. Clara F., Milton School, 
Denver 

Keller, Elizabeth M., 1050 Sherman St., 
Denver 

Ketner, Sarah P., Washington Park School, 
Mississippi Ave. and S8. Race St., Denver 

Kirkwood, Helen G., Ivywild School, Col- 
orado Springs 

Klein, Louise, 712 Harrison St., Denver 

Lind, Nellie V., Stedman School, 30th and 
Dexter St., Denver 

McKay, Mrs. Edna A., 728 State St., Ft. 
Morgan 

McKay, W. Herschel, Baker Platoon School, 
Ft. Morgan 

MeMeen, George M., Swansea School, 46th 
Ave. and Columbine St., Denver 

Malins, Edith, Valverde School. Denver 

Miles, Florence, 141 S. Third Ave., 
Brighton 

Morton, Max D., Thatcher School, Pueblo 

Nelson, Monell V., 231 Grant St., Ft. 
Morgan 


Emerson School, 


Sherman St., 


Noar, Frances, Smedley School, Denver 

Noce, lillian, Bryant School, Denver 

O’Boyle, Lila M., 829 Fillmore, Denver 

Peterson, Carrie, Berkeley School, Denver 

Queree, Pearl, 2914 W. 29th Ave., Denver 

Remick, Nellie A., Acacia Hotel, Colorado 
Springs 

Ricketts, Blanche, 522 Arapahoe Ave., 
Boulder 

Rishel, John B., Barnum School, Denver 

Romick, Nelle, Columbine School, Colum- 
bine and 28th, Denver 

Shute, William C., 2651 Vine St., Denver 

Simpson, Genevieve, 736 Race, Denver 

Slavens, Leon E., 707 E. Tenth Ave., 
Denver 

Smith, Luna I., 1513 Ninth Ave., Greeley 

Smith, Mrs. Margaret M., Ebert School. 
Denver 

Strack, Caroline, 216 E, Routt, Pueblo 

Stryker, Mary M., 1622 18th St., Boulder 

Swanzey, Linah, Bessemer School, Pueblo 

Swinehart, Blanche, 308 W. Grant, Pueblo 

Watts, Lillie E., Asbury School, S. Marion 
and Asbury, Denver 

Weymouth, Edith, Fairmont School, Denver 

Wheatly, George, Rosedale School, Denver 

White, Mrs. Julia M., Steele School, S. 
Marion and Alameda Ave., Denver 

Wilkins, Emma T., 644 Peterson St., Ft. 
Collins 

Willey, Gilbert S., 2140 S. Clayton St., 
Denver 

Williams, Mrs. Addie M., 1629 Walnut St., 
Boulder 

Woodruff, Fannie, Consolidated School 
Dist. No. 34, Ault 


CONNECTICUT 
Adams, Dorothy R., Long Lots Rd., West- 


Central Grammar School, 


port 

Allen, Elizabeth, 516 Columbus Ave., New 

Haven 

Anderson, May F., Holmes School, Darien 

Saker, Frances E., South Grammar School, 
East Hartford 

taldwin, Lillian, Honeyspot School, Strat- 
ford ; 

Barnes. Percival S., Supt. of Schools, East 
Hartford 

sarry. Lena F.. Barnum School, Noble Ave., 
sridgeport 

jennett, Ada Gray, 186 Courtland Hill, 
Bridgeport 

Sestick, Grace V., 229 Wells St., Bridge- 
port 

Blackham, Florence E., 303 E. Main St.. 
Bridgeport 

Brennan, Katharine A., 182 Lloyd St., New 
Haven 

Bridgett. Alice E., Colony Street School. 
Wallingford 

Burnap, R. S., 
Milford 

Carrington, Ralph W., Bunker Hill School, 
Waterbury 

Condon, Anna A., 74 Garden St., Stanford 

Desmond, D. Giles. Box 94, Tariffville 

Fagan, Anna E., 1167 E. Main St., Water- 
bury 

Fraser, George L., Bryan School, Green- 
wich 

Freeman, Edward S., 34 Powell Pl., Stam- 
ford 

French, Harold R., John J. Jennings 
School, Bristol 

Fuller, Nellie P., 1 Fuller St., New London 

Hart, Harry T., Stevens School, Stamford 

Ifayes, Josephine A., 624 Orange St., New 
Haven 

Holroyd, Ida G., 33 Dora Cirele, Bridgeport 

Jourdan, Caroline C., 102 W. Main St., 
Branford 

Kelley, Maude S., 17 Atwater St., New 
Haven 








586 


ELEMENTARY Scuoot PrinciPats 








Knowlton, Lillian D., Benton School New 


aven 

Linn, Maynard W., Riverside School, 
Greenwich 

Loring, William, Salisbury High School, 
Lakeville 

McCall, Harold, 93 Glenbrook Rd., Stam- 
ford 

McDermott, Millicent R., Ferry Street 


School, New Haven 


McGrath, Elizabeth M., 1770 Park Ave., 


Bridgeport 

Madden, Grace E., New Street School, 
Danbury 

Malcolm, Elizabeth R., Cedar Street School, 
New Haven 

Mink, Emma Freda, 214 Palisade Ave., 
Bridgeport 

Monahan, Julia A., Washington School, 
466 Howard Ave... New Haven 

Morehouse, Helen B., 84 Mansfield Ave., 
Darien 

Newton, Fred L., Jennings School, New 
London 

O’Connell, Clara T., Park Street School, 
Bristol 


Iatterson, Bernice R., Charter Oak School, 
West Hartford 


Patterson, Thomas H., Thomas H. Patter- 


son School, First School Dist., Bristol 

Rickard, Anna E., 361 Brooklawn Ave., 
Bridgeport 

Riggs, F. B., Indian Mountain School, 
Lakeville 

Robie, Everett E., Rice School, Stamford 

Sherman, Anne K., 55 Rusling Pl., Bridge- 
port 

Sherman, Jeanette E., Quinnipiac School, 


New Haven 


Smith, Minnie H., 201 Center St., West 
Haven 

Steele, Julia M.. 45 Holbrook St.. Ansonia 

Steele, Sarah M., 64 Filbert St., New 
Haven 

Stevens, J. Edwin, 532 King St., Stratford 

Weaver, Alice M., 139 Main St., Norwalk 

Whitman, Helen H., 48 N. Main St., West 
Hartford 

Wilcox, Gladys, 254 Wethersfield Ave., 
Hartford 

Young, Mrs. Ethel B., 148 Clifford St., 
Hamden 


DELAWARE 
Oak and 


1309 W. 


Diviney, Anna V.. School No. 19, 
Harrison St.. Wilmington 

Doud, Emma M., 1708 Pennsylvania Ave., 
Wilmington 

Dugan, Mrs. Elva M., Eighth St., 
Wilmington 

Edwards, Mrs. Sophie James, 1510 W. 
Sixth St.. Wilmington 

Pritchett, Elizabeth W., 2709 Madison St., 
Wilmington 

Schulz, Elizabeth, 1400 W. Sixth St., Wil- 
mington 

Stahl, H. E., Supt. of Schools, Claymont 


DISTRICT OF COLUMBIA 


Ballenger, Lou E., 1801 16th St., N. W. 
Barnard, Caroline F., 1705 Lanier P1., 
Beckham, Blanche, 2721 N St., N. W. 


seawaee. Mary Virginia, 4504 Douglas St., 
E 


Bush, Grace, 922 F St.. N. E. 

Clark, Eugene A., Miner Teachers College 

Cornell, Mrs. Florence N., John Quincy 
Adams School, 19th and California Sts., 


Craighill, Susan R., 3062 Que St., . 
Dilger, Mary A.., 3810 Warren St., N. W. 
Draney, Mary E., John Burroughs School, 
18th and Monroe Sts., N. 
Duganne, Mrs. L. R., Truesdell School, 
Eighth and Ingraham Sts., N. W. 


Dulin, Cecilia P., 110 Maryland Ave., N. E. 


Emmons. Elizabeth 8., 1100 Pennsylv: inia 
Ave., S. E. 
Farrington, Ada M., 1700 Massachusetts 
ve., S. E. 
Faweett, Blanche L., 1804 Hoban Rd., N.W. 
Foster, Richard R., Associate Director of 
Research, oe ee Edue ation Associa- 
tion, 1201 16th St., W. 
Frank, Mary W.., Petworth School, Eighth 


and Shepard Sts.. N. W. ; 
Gantley, Helen G., 2726 Connecticut Ave., 
N. W 


Gibbs, Mildred E., 1834 13th St., N. W 
Goodykoontz, Bess, Assistant Commissioner 
of Education, U. S. Office of Education 
Mrs. S. E., 1840 Vermont Ave., 


Gray, 
N. W. 
Green, Elsie E., Whittier 

and Sheridan Sts., N. W. 
a Sarah B., 1851 


*Hubbard, Frank W., Associate Director of 
Research, National Education Associa 
tion. 1201 16th St.. N. W 

Knighton, Helen M., 57 K St., N. W. 

Leapley, Mrs. Lillian T., 1500 Southern 
Ave., S. 

Lind, A. Grace. 4516 14th St.. N. W 

Llufrio, Mary H., 3213 Adams Mill Rd 


School, Fifth 


Columbia Rd., 


Lockwood, Margaret M.. Horace Mann 
Schoo], 45th and Newark Sts... N. W 
Lyddane, Margaret R.,. The Cavalier Hotel 

3500 14th St... N. W. 


McNamara, 


Rosemary L,., 1837 Wyoming 
Ave... N. W. 


Matthews, Samuel D., 1811 First St., N. W 

Mortimer. Florence C., 1141 New Hamp 
shire Ave.. N. W. 

ee Mrs. Rosa Stokes, 613 Third 

E. 

O'Hare. Elizabeth, 5407 32nd St.. N. W. 

Payne, John C.. 654 L St.. N. E. 

Pearson, M. Blanche, 1829 Monroe St. 
N. W. 

Perry, Leon L.. 913 P § N. W 

Pimper, Cora H., Eades School, Sixth and 
G Sts.. N. E. 


*Pinkston, Eva G.. 
Department of Elementary 
cipals, 1201 16th St.. N. W 

Pulizzi. Blanche L.. 3912 


N. W. 
Renfri, D. I.. 1! Apd A: th St N. W 
Ruediger, Mrs. W. C., 2836 28th St., N. W 
Sanderson, A. I., atin > Military Rd., N. W 
Savoy, A. Kiger, 217 T St.. N. W 


Executive Secretary, 
School Prin 


Harrison St., 


Scrivener, Emilv. 1012 Monroe St., N. E 
eee Lillian A., 500 Rhode Island 
Ave., ! 
Simmons, Effie P+ Beas = Bt., .. W. 
Smith, Mary, 119 Eighth St., S. F.. 
Syphax, John E., 1338 Q St,. N. W 
Taylor, Bertha F.. 1654 Euclid St., N. W 
Tolliver, R. E., 920 S St., N. W. 
Trusheim, Eva M., Congress Heights 
gehoel. Fifth St. and Nichols Ave., 
Wallace, Florence C., 75 Randolph PIL, 
i w. 


Whitt, Marie B., 1235 17th St., N. E 


FLORIDA 


Arrington, Mrs. Stella P., 801 Magnolia 
Ave., Sanford 

Beal, Beulah, 151 W. Ninth St., Jackson 
ville 

Beaman, Annie, 1668 Osceola St., Jackson- 
ville 

Belcher, Frances, North Ward School, 
Clearwater 

Benson, Olga D., 1050 S. W. Sixth St., 


Miami 
Bogart, Elizabeth M., Market St., 


acksonville 


1412 








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FourtTEENTtTH YEARBOOK 587 





Carrier, Mrs. Alice Bingham, Orange Street 
School, St. Augustine 

Cason, Ernest W., Elementary School, 
Winter Park 

Cobb, Mrs. ——— D., 403 N. Calhoun 
St., Tallahasse 

SS Mrs. Elizabeth, 6020 Floravista Ave., 

oe: Nellie E., 123 E. First St., Jackson- 
ville 

Cox, Carl S., High School, Lakeland 

Crawford, Mrs. W. H., P. K. Yonge School, 
Pensacola 

Culver, Mrs. Lola M., Panama Park School, 
Jacksonville 

Cunningham, Mrs. Maude H., Box 709, 
Lakeland 

Daughtrey, Mrs. se H., Bradenton 

Dean, Katie, 412 S. . Fifth Ave., Miami 

Delaney, Mrs. Elsie he Riverside Elemen- 
tary School, 221 §S. W. 12th Ave., Miami 

Fairlie, Margaret C., 1035 E. Bay St., 
Jacksonville 


Foulks, Frank M., 404 E. Ross Ave., 
Tampa 

Gray, Mrs. Florence, 715 Louisiana Ave., 
Tampa 


Griffin, Edith, 222 E. Ft. King Ave., Ocala 

Gwin, Lillian, 2818 Nebraska Ave., Tampa 

Hamer, Mrs. Mildred, Buffalo Avenue 
School, Tampa 

Hammond, Mrs. Allie M., 508 8S. Oregon 
Ave., Tampa 

Hartman, J. W., 1016 31st St., Tampa 

Helms, Mrs. Mildred, 719 First Ave., S. W., 


argo 

Hendry, Mrs. Ethel D., 
St., Arcadia 

Howell, Mrs. Myrtle Plumb, South Ward 
School, Clearwater 

Hughes, Florence L., 816 Oak St., 
ville 

Jordan, 
Tampa 

Kelso, Mabel M., 111 S. 17th Ave., St. 
Petersburg 

Kent, Mrs. Mary, 1013 E. 
Tampa 

Langston, Thomas Hill, Shore School, 19th 
St. and Second Ave., Tampa 

Lee, Carrie V., Box 448, Tarpon Springs 

McDonald, Bertha, Macfarlane Park 
School, Tampa 

McIntosh, James L., V. M. Ybor School, 
Tampa 

Mann, Orion A., School, 
Pompano 

*Moon, Robert C., Sealey Memorial School, 
Box 488, Tallahassee 

_— Annie R., 919 Wolfe St., Jackson- 
ville 

Mott, Marie Murphy, 55 
sonville 

Nelson, LaVerne, 820 S. 
Tampa 

Nelson, Mabel, 820 S. Dakota Ave., Tampa 

Norris, Mrs. Edward F., 414 B. Sixth St., 


212 W. Imogene 


Jackson- 


Mattie, 2307 Southview Ave.. 


Buffalo Ave., 


Elementary 


4 Lomax St., Jack- 


Dakota Ave., 


Jacksonville 

Sproull, Katherine F., 1545 Hubbard St., 
Jacksonville 

Stafford, Mrs. A. H., 909 W. Colonial Dr., 
Orlando 


Swearingen, Olive, 1623 N. Seventh Ave., 
Pensacola 
Upson, Ruth Newell, 828 Oak St., Jackson- 


ville 
E. 38th St., 


Weatherly, Hazel, 454 N. 
Miami 
Williams, Bessie L., 209 W. Ashley St., 


Jacksonville 
Wolverton, Mrs. Ethel G., 3012 Angeles 
_St., Tampa 
Talestra, Allie, 229 N. Spring St., Pensa- 
ola 





GEORGIA 


Beare, Jessie, 1222 Peacock Ave., Colum- 

us 

Bell, Bessie, 629 W. Taylor St., Griffin 

Berman, Jo, Spring Street School, Atlanta 

Berry, J. R., 713 8S. Sixth St., Griffin 

Brenner, Gussie M., Kirkwood School, 
Atlanta 

Carreker, Mrs. H. B., 722 Clairmont Ave., 
Decatur 

Chamlee, Mrs. J. W., 
Canton 

Chapman, Annie, Davis Street School, 
Atlanta 

Corrigan, Gertrude, Highland School, At- 
lanta 

Cox, Mrs. Winona S., Supvg. Prin. of 
Schools, Box 247, Moultrie 

Davis, Mrs. W. P., 185 Westminster Dr., 
N. E., Atlanta 

Faver, Kate R., Route 1, Smyrna 

Fields, My rtis,. 503 Macon Rd., ig 

Flynn, Lillian R., 156 Seventh’ St., N. E., 
‘Atlanta 

Gardner, Eva, 96 40th St., Columbus 

Glenn, Magdalen, 555 University Dr., 
Athens 

Goodman, Mrs. Fielder B., Pearl Stephens 
School, Macon 

Harris, Mabel H., 836 College St., Macon 

Hicks, Cleophas’ M., 1156 Rosedale Dr., 
Atlanta 

Hodgkins, Mary E., Alexander School No 
1, Macon 

Holt, Mamie, 728 Napier Ave., Macon 

Jarrell, Ira, 619 Cascade Ave., S. W., 
Atlanta 

Johnson, Lula M., 198 Ponce De Leon Ave., 
Atlanta 

Jones, Ruby, Peeples Street School, Atlanta 

Kendrick, Margaret C., Jerome Jones 
School, Atlanta 

Lin, Mary, Mary Lin School, Atlanta 

Long, Sally G., Calhoun School, 417 Pied- 
mont Ave., N. E., Atlanta 

McCall, Celia, 311 S. 12th St., Griffin 

Mann, Allie, Grant Park School, Atlanta 

Massey, Bonnie, 636 E. College St., Griffin 

Mathews, C. B., Supt. of Schools, Newman 

Miller, Fidelle, 724 Sycamore St., Decatur 

Mozley, Mrs. J. W., 1708 Emory Rd., 
Atlanta 

Nolan, Lucile, Adair School, Atlanta 

Pew, Mrs. . 1020 Columbia Ave., 
N. E., Atlanta 

Pollard, Gertrude, 1050 N. Rock Springs 
Rd., N. E., Atlanta 

— B. D., 602 Linwood Ave., East 
*oint 

Rainwater, Hattie, 753 Williams St., N. W., 
Atlanta 

a any Pi ove A., 185 Westminster Dr., 

E., 

nodien Helen, 1230 Peachtree St., N. E., 
Atlanta 

*Smith, Emma O., 335 College St., Macon 

Soloman, Maggie, 1068 W. Peachtree St., 
Atlanta 

a Lila, 1017 Egmont St., 


Elementary School, 


Bruns- 


wic 

Standard, Mary, 864 Courtney Dr., N. E., 
Atlanta 

Taylor, May, 458 N. Highland Ave., N. E., 
Atlanta 

Thornton, Mrs. Eva L., Joel Chandler 
Harris School, Atlanta 

Tuck, Sara E., 1010 McLynn Ave., N. E., 
Atlanta 

Twitty, J. D., 42 E Spring St., Gainesville 

Wesley, Emma, 995 W. Peachtree St., 
Atlanta 

Wesley, Rusha, 995 W. Peachtree St., 
Atlanta 

*Whitworth, Mrs. R. B., Tenth Street 
School, Atlanta 








588 


Wilson, Mrs. Fred S., 
School, Atlanta 


Lula L. Kingsberry 


Wilson, Mrs. Homer L., Public School, 
3olton 

Woods, Mary E., 1071 Madison Ave., 
Athens 


Wurm, Lillie, 187 Pine St., N. E., Atlanta 


IDAHO 


Bell, O. E., Central Junior High School, 
Idaho Falls 


Johnson, Anna, Emerson Elementary 
School, Idaho Falls 

MecSorley, M. Lillian, Lewis Clark Hotel, 
Lewiston 

Merrill, Ray S., Elementary School, 
Franklin 


Norton, Coral M., 1402 Franklin St., Boise 

Peterson, Chester E., Lakeview School, 
Nampa 

Reavis, C. Ben, 340 N. Tenth St., Payette 

Stidwell, Charles A., Box 163, Sandpoint 


ILLINOIS 


Alexander, E. L., Junior High School Bldg., 
Edwardsville 

Allen, May C., Merrill 
Chicago 

Allin, Josephine T., 4805 Dorchester Ave., 
Chicago 

Andersen, Will D., 1616 S. Avers, Chicago 

Anderson, Edith V., 203 Sixth Ave., Moline 

Andrews, Ada M., Plamendon School, 1525 
S. Washtenaw Ave.. Chicago 

Annan, Isabel D., Foster School, 730 
O’Brien St., Chicago 

Anspaugh, George E., Bryant School, 1355 
S. Kedvale Ave., Chicago 

Astrom, C. Elsie, 1222 Sixth Ave., Moline 

*Bartky, John A., 2860 E. 76th St., Chi- 


6859S. Ave., 


cago 

Bauerle, Martha M., 10 S. Mason Ave., 
Chicago 

Beck, Paul H., 706 S. Lombard Ave., Oak 
Park 

Bednar, Christine, 132 W. Marquette Rd., 


Chicago % 
Benham, Morton M., Jefferson School, 25th 
and Lincoln Ave., East St. Louis 


Bielenberg, Emma J., 3634 N. Avers Ave., 
Chicago 

Bjorkland, Alfred, 4813 Winthrop Ave., 
Chicago 

Blish, Elizabeth M., 6935 Chappel <Ave., 
Chicago 

Bolerjack, Hobart, Columbus’ School, 
Cicero 

Born. William T.. 1041 Home Ave., Oak 


Park 
Bowman, Flora, 385 Park Ave., Glencoe 
Bowyer, Vernon, 1070 W. Jackson Blvd., 
Chicago 
Boyd, Grace Rd., 
Riverside 
Brand, Mary R.. 422 W. Eldorado, Decatur 


Marie, 417 Shenstone 


Bristor, C. C.. 706 S. Fourth Ave., May- 
wood 

Bruner, Mrs. Olive P., 5435 Magnolia Ave., 
Chicago 

Burns, Basil, 5324 Lane Pl, Downers 
Grove 

Byrne, Margaret H., S246 S. Ada St., 


Chicago 
Carlyon, Edward L., 
Oak Park 


328 N. 


Maple Ave., 


Carpenter, L. M., 2428 Greenleaf Ave., 
Chicago 

Carswell, Marion C., Hubbard Woods 
School, Winnetka 

Chandler, Turner C., 7814 Cornell Ave., 


Chicago 
Cisne, W. G., 109 Maple St., Carbondale 
Clickener, Sarah H., 825 W. William St., 
Decatur 








ELEMENTARY Scuoot PrincipPats 


Clinton, Catherine M., 6111 Eberhart Ave., 
Chicago 


Closson, Ruth, Wedgewood Hotel, 6400 
Woodlawn Ave., Chicago 

Clovd, Lura Ethel, 2020 Sherman Ave 
Evanston 

Cohler, Milton J., 2744 Winnemac Ave, 
Chicago 

Colby. Evelyn F., Budlong School, 2701 W 


Foster Ave., Chicago 
Cole, David S., 1840 W. Ohi Chicago 
Collette, Ernest B., 4510 N. Kildare Ave. 
Chicago 
Cordes, Mrs. Eva C., Lincoln School, Main 


St. and Forest Ave.. Evanston 

Corrigan, Gertrude, Stewart School, Chi 
cago 

Crisp, Iva J.. Lincoln S« l 16 ind 
Elmwood, Berwyn 

Cummings, Anna, 909 Michigan Ave 
Evanston 

Daggett, Daisy V., 279 W. Wil St 
Decatur 

Dalin, Judith H., 910 Third Ave Rock 
ford 

Damon, Russell I., 721 Ardmore P1., Ie i 


Davis. Tois Margaret, 921 Sheridan Rd 


Evanston 


Davis. Margaret M 544 S. State St 
Springfield 

Dexter, Mrs. Anna B., 1453 Andrews St 
tockford 

Dillon, Bessie O 4144 Greenview Ave 
Chicago 

Dimmett, W. S., Supt f S ls, Forest 
Park 

Doniat, Thecla, 4129 K« ore A Chi- 
cazo 

Dopp. Mary. 5709 TH 4 ( gt 


Drew, Elizabeth L., 4514 I e Park Av 

Chicago 
Drueck,. G. P.. Clisss S 0] OW 
110th Pl... Chi 


Duggan. Mildred M Ar ir Scho 950 
W. 33rd Pl., Chicag 

Duncan. Neal, 39230 0 St.. Bro ld 

Eddy. Bernice C., 6318 S. M ew 1 Ave 
Chicago 

Fahy. Mrs. Evangeline H.. Carter Sel 
5740 S. Michigan Ave.. Chicago 

Fahy, Mildred, 1101 Pratt Blvd.. Chicag 

Fowler,’ Oscar F., 1232 El e Ave., Chi- 
eaco 

Gibson, Arthur R.. 101 Logan Ave., Geneva 

Graham, Ray, Community Hig School 


Mason City 


Gramann, Anthony G., | Schoo 
Germantown 

Greve, Mabel C.. 513 T! 1 st.. S nna 

Hanlon, Marv R. McKay S 1, 6901 § 
Fairfield Ave., Chicag 

*Hansen. Herbert €., 1045 N. L wor 
Ave.. Chicago 

Harris, Ralph S., 42 Harnett Ave Wood 
River 

Harvey. Mrs. Clare W 247 Home Ave 
Oak Park 

Headley, Mrs. Ann: 212 Px s I 
Ave., Peoria 

Hendricks, F. W., 525 E. | St., Spring 
field 

Herman, Irene E., 214 W. Jackson St 
Woodstock 

Hickes, H. C., Goodwin § Cicero 

Hicks, Elvis L., 5644 N. Campbell Ave 
Chicago 

Higgins, Annas, 8153 S. ¢ S Ch 
cago 

Houghton, Mrs Marie, Noyes School 
Evanston 

Humphreys, Phila, 459 Washington, Elm 
hurst : 

Hunter. Howard A., Franklin School 
Peoria 

Hyman, Mrs. Beatrice ( Leander Stone 
School, 6237 N. Leavitt St., Chicago 











. Main 
. Chi- 
h and 
Ave., 
m St. 
tock- 


Peoria 
n Rd. 


te St. 
ws St.. 

Ave., 
Forest 
»., Chi- 


“hicago 
k Ave., 


350 OW. 
ol, 950 


k field 
“i Ave., 


School, 


Chicago 
-e., Chi- 


Geneva 
School, 


School, 


ranna 
6901 S$. 


ockwood 


., Wood 





ne Ave. 
sylvania 
Spring: 
son St. 
ero 
ell Ave. 
St., Chi- 
School, 
on, Elm 


School. 


er Stone 
icago 





FourtEENTH YEARBOOK 


589 








Jenkinson, Jennie S., 1669 W. 104th PIl., 
Chicago 

Johnson. Milda, 1418 12th St., Moline 

Keener, E. E., Rogers School, 1247 W. 13th 
St., Chicago 

Kell, Sherman L., 2121 N. Keeler Ave., 
Chicago 

Keller, Anna YP., 449 N. Austin Blvd., 
Chicago 

Kimes, Myrtle E., Plumb School, Streator 

Kirkley, Sarah A., 3739 Wrightwood Ave., 
Chicago 

*Kline, Aaron, Pullman School, 521 E. 
113th St., Chicago 

Knapp, C. E., 713 W. Grand Bivd. S., 
Springfield 

Koehler, Earl I... 120 N. Columbia St., 
Naperville 

Kroeger. Florence R., 415 Anthony St.. 
Glen Ellyn 

Kull, Helen, 2021 W. 21st St., Chicago 

Laing, Lucey I., 5307 Hyde Park Blvd., 
Chicago 

Liska, Josephine, Barry School, 2828 N. 
Kilbourne Ave., Chicaco 

Livingston, Mary B., 7815 Euclid Ave., 
Chicago 

Loucks, Mabel R., 3718 N. Keeler Ave., 
Chicazco 

Lowry. W. R., 1408 High St.. Chester 

Lueas, Frederic C., 5842 Stony Island Ave., 
Chicago 

Hotel, 


Luther, Jessie I., 
Evanston 

Lyford. Aimee E., 406 Prospect St.. Elgin 

McCauley, Elizabeth S., Murphy School, 
3539 Grace St.. Chicago 

McCulloch, Abby Colby. 8331 Anthony Ave., 
Chicago 

McDonnell, Mary R., 4239 N. Hermitage 
Ave., Chicago 

McGlynn, J. J., Knights of Columbus Club, 
East St. Louis 

McGuire. Catherine M., 7300 Prairie Ave., 
Chicago 

McGuire, Honora, 7300 Trairie Ave., Chi- 
cago 

McLaughlin, Visa, 1248 Winona St., Chi- 
eago 

MeLindon, Lauretta, 
Ave., Oak Park 

MeMahon, Mrs. Edna T.. 
ton Ave., Chicago 

MacConkey, June H.. 4157 Clarendon Ave., 
Chicago 

*Mack, Helen A., 417 V’rospect St.. Alton 

Maclear, John F.. Brvant School, 1355 
Kedvale Ave., Chicago 

Maddock, Alice E., 9648 Vanderpoel Ave., 
Chicago 

Maine, Helen C.. 6708 Union Ave.. Chicago 

ho Ada M., Lincoln School, Lom- 
rare 

Martin, Marie A., 3826 W. 58th St., Chi- 

Grace &., 


eago 
1 Park, 
Chicago 


Mason, 

Mattocks, Marie M., 914 Lafayette Park, 
Chicago 

Mayo, Frank, 2449 E. 74th St., Chicago 

Mead, Alice J., 1162 W. Macon St., De- 
catur 

Mendelsohn, 906 Ainslie St., Chicago 

Meyers, Mrs. Edna R., 10224 Prospect Ave., 
Chicago 

Mitchell. Ethelyn J., 176 Oak St.. Elgin 

Moncreiff, Mrs. Edna, 318 N. Fifth Ave., 
Maywood 

Munson, Grace F., 2373 FE. 70th St., 
Chicago 

Murray, Josephine H., 817 N. Dearborn 
_St... Chicago 

Nichols, Fred R., 
_ Chicago 

Nyquist, Alice, 1720 11th Ave., Moline 

O'Brien, John L., 5868 N. Kolmar Ave., 
Chicago 


North Shore 


1104 N. Elmwood 


10431 S. Hamil- 


640 Woodland 


6200 Kenwood Ave., 


O’Brien, Margaret G., 530 N. Church 8t., 
Rockford 

O’Connor, Mary A., 737 S. Float Ave., 
Freeport 

Parker, Capitola, Box 83, Marengo 


Patrick, Mary L., 6030 Kimbark Ave., 
Chicago 

Paxton, Agnes M., 2063 E. State St., 
Jacksonville 


Pearsons, M. Evlyn, 1031 Dempster St., 
Evanston 

*Peters, Florentine, Garfield School, Chi- 
cago Heights 

Peters, James Russell, Mayo School. Paris 

eters, William F., 1301 Monroe St.. 
Charleston 

Phinney, Isabelle H., 1128 N. Church St., 
Rockford 

Pierce, Mrs. Pearl, 248 S. 21st Ave., May- 
wood 

Postel. Harold H., 7945 Maryland Ave., 
Chicago 

oust, Roy M., 5116 W. 22rd P1., Cicero 

Pret. Clarence W., 107 S. Glen Oak St.. 
%eoria 

Price, Frederick E., 7356 Merrill Ave.. 
Chicago 

l’veman., C. H., Garfield School. Ninth Ave. 
and Van Buren St.. Maywood 

tathbun, Ruth M.,. Mayfair School, 4626 
N. Knox Ave., Chicago 

Reynolds, Mary Isabel, 1543 Glenlake Ave., 
Chicago 

Rickard, 2714 Blvd.. 
Chicago 

Ritow. Herman, 1170 Hill St., Highland 

Park 


Roach, Mary Margaret, 125 N. Edward St.. 
Decatur 


Garrett, Augusta 


tohrer, Marie A., 6828 Talatine Ave., 
Chicago 
Rowley, Ruby Elizabeth, North Shore 


Hotel, Evanston 

Rueff, Mrs. Katherine S., Bradwell School. 
7710 Burnham Ave., Chicago 

Sanders, Ellen M., 2337 Albany 
Chicago 

Sanford, Helen M., 1940 Sherman Ave., 
Evanston 

Schimek, Cecelia B., Mason School, 1830 
S. Keeler Ave., Chicago 

Schwede, Charles W., 5527 Maryland Ave., 
Chicago 

Serviss, Gladys H., 729 Galena Blvd. 
Aurora 

Shea, Varian M., 917 Linden Ave., Oak 
Park 

Shield, Ruth, 912 N. Monroe St., Peoria 

Shine, Joseph B., 9350 Throop St., Chi- 
eago 

Sleezer, Margaret M., Y.M.C.A., Freeport 

Smith, Anne L., 400 Whitley Ave., Joliet 

Spurgin, William I1., 7855 S. Shore Dr., 


Chicago 
Kathryn, 8045 


Steinmetz, 
Chicago 

Stullken, Edward H., 5464 W. Walton St.. 
Chicago 

Swane, Mrs. Alma, Mount Vernon School. 
10540 S. Morgan St., Chicago 

*Swarthout, Walter E., Emerson School, 
Maywood 

Swift. Mrs. Marian, 1010 Franklin St., 
Danville 

Swing, Lillian M., 
Chicago 

Sykes, Marion, 5546 Blackstone Ave., Chi- 
cago 

Thompson, Joseph C., 
Ave., Chicago 

Thomson, Maud, 113 E. Losey St., Gales- 
burg 

Todd, Henrietta M., North Shore Hotel, 
Evanston 

Tregellas, Ida M., 4144 Sheridan Rd., Chi- 
cago 


Ave.. 


Drexel Ave.. 


6850 Oglesby Ave... 


4901 St. Lawrence 














590 





———, 


ELEMENTARY Scuoon PRINCIPALS 





Uhlir, Arthur, 4221 N. Keeler Ave., Chi- 
cago 
Unnewchr, Charles A., 206 N. Lockwood 
Ave., Chicago 
Margaret M., 1641 N. Mozart 


Usgunert. 

t., Chicago 

Van Liew, Helen F., 1632 N. Luna, Chicago 

Van Nice, Mrs. Anna B., Mount Greenwood 
School, 11132 Central Park Ave., Chi- 
cago 

Vavette, Kenneth E., 204 N. Perry Ave., 
Peoria 

Vergowe, Clara S&S., 
School, 3255 W. 

Vigles, Maude E., 
Decatur 

Voigt, Ida, 415 E Pleasant St., Freeport 

Walls, Matie, 266 Du Page St., Elgin 

Webster, Mrs. Frances, 1600 Hinman Ave., 
Evanston 


Marshall Elementary 
Monroe St., Chicago 
932 S. Webster St., 


Wells, Jennie E., 1495 W. Macon St., 
Decatur 

Wenger, Lillian, Grade School, Highland 

Wetherbee, Ralph H., 11725 Perry Ave., 
Chicago 

Wheeler, Effie J., 7020 Jeffery Ave., Chi- 


cago 
Wheelock, Alice J., 713 18th St., Moline 
Whitaker, Ruth L., 10862 S. Irving Ave., 


Chicago 

White, George, 6207 8S. Kimbark Ave., 
Chicago 

Williams, Claude L., 7830 Cornell Ave., 
Chicago 

Williamson, Lilias M., 6622 University 
Ave., Chicago 


Wilson, Elizabeth C., 
Wilcox St., Chicago 


Delano School, 3937 


Wilson, Irvin A., 437 S. Stone Ave., La 
Grange 

Winslow, Charles, 4332 N. Paulina St., 
Chicago 


Young. May E., Cannady School, East St. 
Louis 


INDIANA 


*Adams, Burton Q., Bloomingdale School, 
Ft. Wayne 
Banta, Fay M., 2620 N. Alabama, Indian- 
William E., 


apolis 
1235 W. 25th St., 
Indianapolis 


Baugh, 
Bedford, Anna Pearl, Public School No. 85, 
338 S. Arlington Ave., Indianapolis 


Black, Ernest J., 3749 Guilford Ave., 
Indianapolis 

Black. Grace M., 1002 N. Dearborn St., 
Indianapolis 


*Rrown, Edythe J., Mar Main Arms, South 
Bend 
Buscher, Gertrude, 2928 Park Ave., Indian- 


apolis 

Carter, Charlotte, 329 E. 30th St., Indian- 
apolis 

Cary, Jeannette S., 2027 Boulevard P1., 
Indianapolis 

Chapman, Nellie, 5035 Kenwood Ave., 
Indianapolis 


Chenoweth, George, Franklin School, Ft. 


Wayne 
Clark, Albert W., 1238 Michigan St., Ham- 
mond 


Cottingham, Edith, 524 FE. First St., 
Bloomington 

Denzler, Verena, 5160 Pleasant Run Pkwy., 
Indianapolis 

Diggs. E. W., 1908 Highland Pl., Indian- 


apolis 

Drake, Flora E., School No. 21, English 
Ave., Indianapolis 

Dunn, J. L., School No. 52, 2600 W. Walnut 
St., Indianapolis 

Dyer, Lary Everett, Fairview Elementary 
Schools, 719 W. Seventh St., Blooming- 

ton 


Echolds, E. F., 5635 
Indianapolis 
Eller, Mrs. Lola Stuart, 2502 E. 58th St., 


Indianapolis 


Beechwood Ave., 


maps. Geraldine, 2828 N. Illinois St., 

ndianapolis 

Estabrook, Ethel M., 328 W. Sixth Ave. 
Gary 

Fisher, George H., 301 Linwood Ave, 


Indianapolis 
Foster, Nancy L., 5947 Hyslop Pl., Ham- 
mond 


Funk, Olive K.. Public School No. 45, 2301 
Park Ave., Indianapolis 

Galvin, Cecelia, School No. 3, 23 N. Rural 
St., Indianapolis 

Gossett, W. Harold, 630 FE. 5ist St. 
Indianapolis 

Granger, Grace A., School No. 46, Indian- 
apolis 

Griffiths, A. May, 1011 Oakdale Dr., Ft 
Wayne 

Grubbs, William E., 2829 Ilighland P1., 


Indianapolis 


Hall, Edith B., 3253 N. Penn, Indianapolis 


Hall, L. E., 1219 N. Tuxedo St., Indian- 
apolis 
Hamill, Florence, 1705 Olive St., Indian- 


apolis 

Hamilton, Otto T., Oaklandon 

Hanna, Laura E., School No. 27, 1702 Park 
Ave., Indianapolis 

Ilansen, Otillia E., 126 W. 
Michigan City 

Harriman, Mrs. K. C., Riley School, Gary 

Hayes, George L., School No. 26, Indian- 
apolis 

Hayward, O. B., 4727 Pine Ave., Hammond 


Sixth St. 


Heavenridge, Glen G., 2414 College Ave., 
Indianapolis 

Helphinstine, Ida B., 2944 Cornell Ave. 
Indianapolis 

Henderson, Etta, Beveridge School, Gary 


*Hendricks, Clyde W., 1209 Charlotte Ave., 
Ft. Wayne 
Frieda, 
Indianapolis 
Hill, Adah, School No. 1, 

St., Indianapolis 
Horton, D. W., Supt. of Schools, Muncie 
Howe, J. Edwin, 423 S. Grand Ave., Evans- 

ville 
Hudson, Mrs. Henrietta W., School No. 73, 
4101 E. 30th St., Indianapolis 


966 N. selleview PL, 


86th and Gale 


Hyatt, Eliza, 304 E. Walnut St., Wash- 
ington 
Ivey, Edna M., Franklin School, 4215 


Alder St., East Chicago 


Johnson, Wanda, 4244 N. Capitol Ave., 
Indianapolis 

Jones, Sara, 302 N. Van Rensselaer St., 
Rensselaer 

*Kapnick, George C., Hanna School, Ft 
Wayne 

Keller, Mabel, 3237 N. Capitol Ave. 
Indianapolis 

Kelley, Harriet C., 1401 S. State St. 
Indianapolis’ 

Kimber, Mrs. Grace W., School No. 47 


1240 W. Ray St., Indianapolis 


Kirby, Elizabeth, 6021 Bellefontaine St., 
Indianapolis 

Knight, H. G., 226 Buckingham Dr. 
Indianapolis 


Knowles, Mrs. Jeannette B., 1233 Shelby 
St., Indianapolis 

Kurtz, Mrs. Clio, 740 W. 26th St., Indian- 
apolis _ 

Lacey, Mrs. Georgia H., 140 E. 36th St. 
Indianapolis 

Lee, Ruby Gray, 3231 Park Ave., Indian- 
apolis 

Leeds, Elizabeth, 766 Jackson St., Gary 

*Lemme, Carl W., 1820 Bayard Park Dr, 
Evansville 


> 


Ru 
Sel 
Se 
Ses 
Sh 

( 
*$) 
Sle 


Ste 
Stx 
) 


Suc 





Ham- 
, 2301 
Rural 
t St, 
ndian- 
P. FG 
a Pi 


a polis 
ndian- 


ndian- 


2 Park 
h St. 


, Gary 
‘ndian- 


mmond 
» Ave., 


| Ave., 


, Gary 
e Ave., 


w ¥F., 
d Gale 


incie 
Evans- 


No. 73, 
Wash- 
, 4215 
1 Ave. 
ier St., 
01, Ft. 
| Ave. 
ite St. 
No. 47, 
ine St., 
m Dr, 
Shelby 
Indian- 
6th St., 
Indian- 


Gary 
ark Dr., 








Fourtgeentu YEARBOOK 


591 





—— 

Lemon. Mary Morgan, 22 §S. 17th St., Rich- 
monc 

Lewis, Mrs. Lillian, 5101 Carrollton Ave., 
Indianapolis 

Loeper, Helen, 1508 N. Alabama St., 

1115 S. 17th St., 


Indianapolis 
Lotze, Amanda, 
Haute 

Lykins, Charles E., 


School, Muncie 


Terre 


Riley Elementary 


McCarty, Adelaide, Grayland Hotel, Indi- 
anapolis 

Mahoney, Agnes, 4227 Broadway, Indian- 
apolis 


Malone, Julia, Lincoln School, South Bend 
Marbury, Mrs. Vivian W., School No. 87, 
Paris Ave. and 24th St., Indianapolis 
Moran, H. A., Box 333, Mishawaka 
Morgan, Mary E., 717 E. 48th St., 

apolis 
*Morris, John M., South Wayne School, Ft. 
Wayne 
1251 


Moudy, Mrs. Maude, School No. 75, 
Murray, M. C., ‘Supt. of Schools, Michigan 
City 


Indian- 


Belleview Pl., Indianapolis 


Nessler, Augusta, 1034 N. Tacoma Ave., 
Indianapolis 

Noleox, Matthias, 630 W. Michigan St., 
Indianapolis 

Norris, E. L., 3554 Kenwood Ave., Indian- 
apolis 

Norton, Anabe L., 3107 Cleveland Ave., 
Hammond 


O'Mara, Elizabeth, School No. 
Ketcham St., Indianapolis 


53, 438 N. 


—— J., 7544 Madison Ave., Ham- 
Pedlow, Ella, 1244 N. Illinois St., Indian- 
apolis 


Pennington, Dorothy, William Penn School, 


1902 W. Morris, Indianapolis 

Pinkerton, Mildred, 712 S. Nebraska St., 
Marion 

Popp, Freda M., 1831 N. Alabama St., 
ndianapolis . 

Price, Maude J., 4159 Guilford Ave., 
Indianapolis 

Ramey, Belle, 718 EF. 34th St., Indianapolis 


Ray, Mrs. Mary, 3849 N. Delaware, Indian- 


apolis 
Reade, Anna R., 4360 Washington Blvd., 
Crissie E., 


Indianapolis 
Reimold, 
School, South Bend 
Reynard, Mrs. May, Colfax School, South 
Bend 
Rielag, Corinne, 962 N. 


Indianapolis 
are Jeanette, 1807 Ruckle St., 


Indian- 
0lis 
Riley. H. M., Public School No. 64, 3000 
Cottage Ave., Indianapolis 
*Robertson, O. Dale, Nebraska School, Ft. 
Wayne 
Rupp, Carrie B., 


Henry Studebaker 


Pennsylvania, 


Rea School, Terre Haute 


Russell, Jessie C., 5936 Forrest Lane, 
Indianapolis 

Schmidt, Mrs. Mabel, 212 E. 46th St., 
Indianapolis 

Scott, Elizabeth H., 4159 Guilford Ave., 
Indianapolis 

Seaton, Mary B., Hamilton School, Ft. 
Wayne 

Sherwood, Hollace C., Marion Township 


Consolidated School, Mitchell 
*Shriner, Richard E., 4709 Indiana Ave., 


Ft. Wayne 

Sleeth, Haines W., Elementary School, 
Sharpsville 

Steely, G. A., 1512 S. A St., Richmond 


Stump, Merlin B., School No. 35, 2201 
Madison Ave., Indianapolis 

Suchanek Minnie M., 842 Marietta St., 
South Bend 


13 


Sunthimer, Charles E., 3358 College Ave., 
Indianapolis 
Swihart, O. M., 309 my’ er, South Bend 


Swope, Lena, 2101 New Jersey St., 
Indianapolis 
“Thomas, = Glenn, 2201 Pleasant Ave., 


Ft. 


Wayn 
Thompson, Rese H., 2824 Boulevard PL, 
Indianapolis 


Thornburgh, John W., 5167 Guilford Ave., 


Indianapolis 

Weld, Mildred A., 1508 N. Alabama St., 
Indianapolis 

Wettengel, Elsa, Thomas Edison School, 
yary 


Wiles, Eva Y., 424 E. 21st St., Indianapolis 
Williams, Mrs. Jeannette, School for rip- 
pled, on Box 520, R. R. 2, Indian- 


Witt, MElizabeth R., 610 N. Bosart Ave., 
Indianapolis 
Irwin School, Ft. 


“wee — John 8. 
G., 1830 High St., South Bend 


Wa 
w viet, 
Wright, Wendell W., Dept. of Education, 


Indiana University, Bloomington 
Wyrick, Adda, 2248 Broadway, Indian- 
apolis 
IOWA 
Aarvig, Bertha O., 926 Third Ave., N., Ft. 
Dodge 
Annette, Sister Mary, Librarian, Mount 


St. Francis, Dubuque 
Baker, J. Ella, 1523 23rd St., Des Moines 
Bovee, Earl E., 4315 Orleans Ave., Sioux 


City 
Bradshaw, Alice, 751 16th St., Des Moines 
Campbell, Isabella J., 711 Second St., 
S. W., Cedar Rapids 
Cooper, Katherine E., 724 Hodge Ave., 


Ames 
Dahle, C. O., 816 Clark St., Iowa City 
Davitt, Naomi, 410 Boone St., Boone 
oe terald, James E., 1821 Ross St., Sioux 
ity 
Feiedaticheen, Lillie, 417 Fairview Ave., 


Muscatine 
439 Winona St., 


Greenhow, 
Dubuque 

Hartson, Lulu M., 413 N. Vine St., Creston 

Henry, Hazel D., "218 Front St., Colfax 

Kelley, BD. es Supt. of Schools, Tipton 

Kitch, R. L., 456 Burton Ave., Sioux City 

Lyon, Georgia, Grant-Joy Schools, Sioux 


Alice Jean, 


y 
McBroom, Maude, University Elementary 
School, Iowa City 
Matthews, Laura Pp. 5115 Grand Ave., Des 


Moin 

Murphy, Gertrude, 2714 High St., Des 
Moines 

Newcomer, Mrs. Mabel, 123 S. Fourth St., 
Clear Lake 

Obert, F. D., Junior High School, Creston 


O’Connor, Mary J., 401 Sioux Apt., Sioux 
ty 


Ci 
Ouboen, Charlotte, 3248 Jackson St., Sioux 


Parr, Cora A., 2901 Ingersoll Ave., Des 
Moines 

Quigley, Georgia, 928 30th St., Des Moines 

Rownd, Nellie M:, Edison School, Waterloo 


Schneller, Anna Marie, 416 W. Lincoln 
Way, Denison 

Stohlgren, Anna, 1918 E. 13th St., Des 
Moines 


Taff, Lucy, Wahkonsa School, Ft. Dodge 

Tapper, Inga B., 348 Forest Dr., Cedar 
Rapids 

Umpleby, Frances, 2936 Brattleboro, Des 
Moines 

Walker, Minnie M., 1315 Maple St., Des 
Moines 








592 


Exementary Scuoot Princrpats 





c 


Walters, Marjorie, Harrison School, Cedar 


Rapids 
Winzer, Paula B., 327 S. Garfield Ave., 
Burlington 
KANSAS 
Adams, Alice, 2122 State, Kansas City 
Adams, Lillie, 422 Parallel, Kansas City 
Anderson, Melonee, 2115 N. Fifth, Kansas 
City 
Barber, Gertrude L., MeKinley School, 
1110 W. Fourth St., Coffeyvi lle 
Benscheidt, Ella, 227 W. 12th St., Hutchin- 
son 
Bonwell, W. A., 645 N. Volutsia, Wichita 
Botkin, Ethel, 102 E. 17th. Hutchinson 


Brooks, Mrs. Harriett G., 1618 Loomis St., 
Winfield 

Brown, Dora, Ingalls School, Kansas City 

Browne, Margaret, Hotel Kansan, Topeka 


Cheney, Miriam, Clara Barton School, 
Kansas City 

Coleman, Frances E., 1007 E. Ninth St., 
Winfield 


Comer, Mrs. Lena, 645 Ann Ave., Kansas 


Crump, Lelia, Kealing School, Kansas City 
Davis, Lena, Lowman Hill School, Topeka 


Dowd, Gertrude, 424 S. Millwood, Wichita 
Drisko, Caroline, 2119 State St., Kansas 


Dunbar School, Salina 
19 E. 11th St., Hutchin- 


Easter, Bruce C.., 
—* Grace, 


Pilot Virginia, Lincoln School, Kansas 


Erickson, Anna, Major Hudson School, 
Kansas City 


Evans, Myrtle M., Abbott School, 15th and 
Troup Ave., Kansas City 


Fergusson, Kate, 822 S. 22nd St., Parsons 

Gnape* Mattie, 429 N. 17th St., Kansas 
City 

Grantham, Martin, Supt. of Schools, 
Frankfort 


Gray, Maude, 236 N. 18th St., Kansas City 


Hartford, May, 108 E. 14th St., Hutchinson 

Hefflefinger, Lillie, 226 W. Second, Junc- 
tion City 

Henry, Emma L., 323 S. Bluff Ave., 
Anthony 

Hilbert, Bess, 1612 Fuller St., Winfield 

Hillerman, Vina E., 501 Exchange St., 
Emporia 


Hudson, Jane, 408 E. First, Hutchinson 


Jarvis, Claire, 793 N. 32nd St., Kansas 
City 
Jones, Laura. M., Central School, Neodesha 


Jones, Lucy, 622 Washington, Kansas City 

Kier, Hazel, Parker School, Kansas City 

Rigeey. Gladys, 438 N. 18th St., Kansas 
City 

Kiser, Florence, 621 Stewart, Kansas City 

Kittell, Mrs. Martha, 1902 West St., 
Topeka 

Lamb, Clara §., 


Gould Hotel, Kansas City 


Lewis, Daniel W., 1204 Everett St., Kan- 
sas City 

McConnell, Mabel, 35 N. Seventh St., 
Kansas City 

McKinley, Bertha, 3111 Parallel, Kansas 


City 
MeNaughton, Lola, Frances Willard School, 
Kansas City 
Park School, 


Mahaffie, Ella M., Kansas 


City 
ae Harriet, 3920 Cambridge, Kansas 
ty 
Martin, Minnie, 1118 Haskell, Kansas City 
Meeker, Mildred, 608 N. Fourth St., 
Arkansas City 
Meeks, Hazel, Snow School, Kansas City 


Miller, Elizabeth, Grund Hotel, Kansas 


City 
Miller, Elizabeth S., 4132 Rainbow Blvd., 
Kansas City 


Moore, Wilmie, 10 N. Elm St., Hutchinson 

Morrow, C. M. , 1120 N. Monroe St., Topeka 

my Mary c., Bancroft School, Kansas 
y 


Nelson, Sara, 3944 Cambridge, Kansas City 
Peed, Julia A., Winans School, Hutchinson 
Perkins, Josie, 205 W. 14th St., Hutchinson 


Ratzlaff, L. M., Consolidated School, Plains 
Rebstein, Clara O., 511 N. Belmont, 
Wichita 


Rice, Pearl, McKinley School, Kansas City 

Rippey, Winifred, Box 214, Kansas City 

Roberts, Grace, 544 Everett, Kansas City 

Robinson, Ella V., 1216 Washington Blvd 
Kansas City 

Sheffer, ww. Supt. of Schools, Man 
hattan 

Smith, Aura, 2007 Sandusky, 

Sparks, Elizabeth A., Frances Willard 
School, 35th and Orville, Kansas City 

Sterling, Minnie, Elementary School, Clay 


Center 

Streeter, Helen, 400 N. 
ity 

Sunter, Ethel, 1603 Dodd, Kansas City 


Thomas, Zoe, 202 N. 23 brd St.. Kansas City 
Thornburg, Mrs. W innie ¢ *., 817 S. Spruce 


Kansas City 


16th St.. Kansas 


Wichita 
by Leota, Phillips School, Kansas 
t 
Vincent, Mary, Elementary School, Fowler 
Vogenitz, Mrs. May H., 420 E. 15th Ave 
Hutchinson 
West, F. C., 1003 Indiana Ave., Wichita 
Wine. E. C.. 1147 Perry, Wichita 
KENTUCKY 
Bligh, Anna M., 673 Cecil Ave., Louisville 
Boyd, Fred, Elementary School. Parksville 
Bradner, J. W., Supt. of Schools, Middles 


boro 


Coons, ae B., 173 Woodland Ave., Lex 


ington 

Edmonds, Eva F., 710 Central Ave., Lex 
ington 

Gotherman, Edward E., Jefferson Davis 
School, Lexington 

Haney, Mrs. John F., Fourth Ward School, 
Catlettsburg 


Kelley, Nora S., I. N. 
Ave., Louisville 
Lafferty, E. M., Jenkins 
Lindley, Blanche, 323 E. St. 
Louisville 
McClelland, Bertha L.. 
Ave., Ashland 
McDaniel, Lottie, 
Hopkinsville 
Reibert, Lydia, 
ville 
Rippetoe, B. Elford, Box 494, 
Robertson, Louise, 1379 Tyler 
Louisville 
Rouse, Julia A., 
ington 
Spurgin, Lucy, 1416 Brook St., Louisville 
Stutz, Elsa, 2210 Sherwood. Louisville 
Toliver, Mrs. Edna L., 425 N. Third, Dan 


Bloom School, Lucia 


Catherine St., 
38204 Winchester 
Virginia Street School, 
1306 Highland Ave., Louis- 


Middlesboro 
Park Dr.. 


Park Hills School, Cov 


ville 
Weibel, Elise, 2210 Sherwood, Louisville 
Wellenvoss, Nora E., 1612 Beechwood Ave., 
Louisville 
Wert, J. V.. 18th and Holman, Covington 


Whittinghill, R. T., Hazard 
Worth, Mrs. Phoebe B., Jefferson School, 
Lexington 


LOUISIANA 


Abrams, Selma, Thomas Jefferson School, 
4716 Annunciation St.. New Orleans 
Bains, Mary. Box 248, Shreveport 
Barrett, Ellen T., 1432 Fern St., 


eans 
Bartholf, Harriet, 842 
Shreveport 


New Or- 


Prospect Ave., 





son 
eka 
sas 
‘ity 
son 
son 
Lins 
ont, 
‘ity 


‘ity 
vi., 


“ity 
ard 


‘lay 


Sas 


“s 


Sity 
uce, 
sas 


vler 
ve., 


rille 
rille 
les- 


seX- 
ivis 
ool, 


icia 


ve., 





FourTEENTH YEARBOOK 593 





Baudint. A. Leonie, 5418 Constance St., 
New Orleans 

Brandao, Eva A., McDonogh No. 9 School, 
1651 N. Fonti, New Orleans 

Collette, Mrs. Ida R., 704 Iris St., Lake 
Charles ; ; 

Delaney, J. M., Grammar School, Pineville 

Dingle, Mary M., Alexander School, Shreve- 


ort 

en. Florence E., P. A. Capdau School, 
8821 Franklin Ave., New Orleans 

Doerr, Loretta Rose, McDonogh No. 15 
School, 721 St. Philip St... New Orleans 

Dudenhefer, Mary A., 3136 St. Claude, New 
Orleans 

Ferran, Rose, 930 N. Broad St., New Or- 
leans 

Goldenberg, Rachel, 1128 Dalzell, Shreve- 


port 

Hateher, W. B., Supt. of Schools, Baton 
Rouge 

*Hinrichs, Amy H., 7336 Hurst St., New 
Orleans 

*Houston, G. O., Ex. Secy.. Louisiana 
Teachers’ Assn., Baton Rouge 

Leverich, Fanny I., 1663 Soniat St., New 
Orleans 

Littlejohn, Augusta Pugh, 1111 Milan St., 
New Orleans 

Nuttall, Mrs. D. J., 2949 Midway, Shreve- 
port 

Perry, Ruby V., 2025 Peniston St., New 
Orleans 

Poncet. Aimee J., 800 N,. Rendon St., New 
Orleans 

Rives. Fanny V., Box 45, Mansfield 

Schuster, Hattie L., 1538 Creswell, 
Shreveport 

Stockley, Callie L., 1817 Calhoun St., New 
Orleans 

Sullivan, Violet M., 1105 Jefferson Ave., 
New Orleans 

Thomas, Josephine. 3220 Cleveland Ave., 
New Orleans 

Tubre, B.. 2125 Monroe St., Alexandria 

White. Mariah D., 901 Cherokee St., New 
Orleans 

Williams, Fannie C., 1922 Louisiana Ave., 
New Orleans 

Wilson, Florence, Lafayette School, New 
Orleans 


MAINE 


Buker, Cony High School, Augusta 

Cullen, William, Jordan Grammar School, 
Lewiston 

Teague, Grace L., 137 College St., Lewiston 


MARYLAND 


Adams, Margaret, School No. 218, Balti- 
more 

Beckenbaugh, Isabella, 2208 Virginia Ave., 
Hagerstown . 

Bell, Mrs. Edna Correll, 2932 St. Paul St., 
Baltimore 

Blonskey. Lula M., 407 Valley St., Cum- 
berland 

Botsford, Mrs. Jane E., 507 Hill Top Dr., 
Cumberland 

tourke, Jessie S., East Linthicum Heights 

Brain, Earl, Hill Street School, Frostburg 

Broening, Mary L., 2 Millbrook Rd., Balti- 
more 

Burch, Miriam R., 114 E. 33rd St., Balti- 
more 

Carroll, Agnes, 451 Highland St., Cumber- 
land 

Carroll, James G., Hampstead Hill School 
No. 47, Eastern and Linwood Aves., 
Baltimore 

Cleaves, Frances M., 221 Howard St., 
Elkton 

Collins, Mrs. Gertrude Rowley, Station A, 
Cumberland 

Compton, Carolyn V., 106 E. A St., Bruns- 
wic 


Coulbourne, Alice Mae, Princess Anne 

Didier, Claudia B., 4 E. 30th St., Baltimore 

Duke, Mrs. Cassie B., Public School, Prince 
Frederick 

Eversfield, Emily W., Windsor Hills School, 
Alto Ave. and Mt. Holly St., Baitimore 

Fatkin, William G., Public School, Luke 

—, Althea R., 830 Green St., Cumber- 
anc 

Giffen, Mrs. Sallie, Virginia Avenue School, 
Cumberland 

Glantz, Minnie M., 2002 Kennedy Ave., 
Baltimore 

Griffin, Edna Grooms, 1601 MecCulloh St., 
Baltimore 

Griffin, Mrs. Helen Albright, Maryland 
Avenue School. Cumberland 

Harney, Margaret A., 1412 Reisterstown 
Rd., Pikesville 

Hill, Elsie M., Flintstone 

Hill, Mary C., 400 Camden Ave., Salisbury 

Hoover. L. Mabel, 1771 Homestead St.., 
Baltimore 

Hopkins, Mrs. Marguerite E. L., 586 East- 
ern Ave., Eastport, Annapolis 

Horsey, Virginia, R. R. 2, Crisfield 

Jones, Charles W., 1143 N. Carey St.. 
Baltimore 

Kerr, Mary C., 2130 Bolton St., Baltimore 

Landon, Oscar B., Pine St., Crisfield 

McGeady, Loretto, Box 160, Cumberland 

—— Sue, 101 Columbia St., Cumber- 
an¢ 

Maesche, Charlotte S., Elementary School, 
Mitchellville 

Magers, Ida R., 1801 Poplar Grove St., 
Baltimore 

Manley, John F., Publie School, Frostburg 

Manning, Annie Lee, 3421 Mondawmin 
Ave.. Baltimore 

Milbourne, Dorothy, R. F. D., Crisfield 

Morgan, Gertrude E., Grammar School, 
Centreville 

Muesse, Katherine F., 1248 N. Broadway, 
Baltimore 

Murphy, George B., Platoon School No. 112, 
Baltimore 

Orr. Jessie B.. Jackson School, Lonaconing 

Phillips, Gladys E., Elementary School, 
Hampstead 

Poffinberger, Miss, 119 Fifth St., Cumber- 


land 

Reed, Catherine T., Mt. Rainier School. 
Mt. Rainier 

Riggin, Mrs. Irma Sterling, Jacksonville 
School, Crisfield 

Riggin, Mrs. Marion N.. Crisfield 

Roberts, Clarence J., 1233 Myrtle Ave., 
Baltimore 

Sanders, Grace S., 2111 St. Paul St., Bal- 
timore 

Schaut, M. Grace, 3312 W. North Ave.. 
Baltimore 

Schluderberg, George W.. Public School, 
Dundalk 

Sereen. Isabelle, Johnson Heights School. 
Cumberland 

Shamberger, J. Hiram, School No. 56, 
Baltimore 

Tigessne, Mary E., 523 E St., Sparrows 
*oint 

Smithson, Clara E., 3306 Clifton Ave., 
Baltimore 

Stevenson, Mrs. Margaret C., 2733 N. 
Charles St., Baltimore ; 

Stieg, May L., Elementary School No. 88, 
Baltimore 

Stromberg, Helen, 3505 Taney Rd., Balti- 


more 

Stromberg, Martha, 3°05 Taney Rd., Balti- 
more 

Sultzer, Mary F., School No. 51, 34th and 
Frisby Sts., Baltimore 

Taliaferro, Sallie C., 3314 Elgin Ave., 
Baltimore 

Thompson, M. Caroline, High School, 
La Plata 





594 


ELEMENTARY ScHuoot Princrpats 





Tilghman, Helen G., School No. 97, Jackson 
Pl. and Fairmount Ave.. Baltimore 


Turnbull, Josephine, 2102 Rosedale St., 
Baltimore 
Tyson, Mildred E., 2709 Hamilton Ave., 


Baltimore 

Upham, Mrs. Margaret S., 211 Washington 
St., Cumberland 

Watkins, Lida E., 62 Rd., 
Baltimore 

Weglein, David E., Supt. of Schools, Madi- 
son and Lafayette Aves., Baltimore 

Wenner, E. Virginia, Parkway School, 
Frederick 

White, Sue B., Hampstead Hill School No. 
47, Eastern and Linwood Aves., Balti- 
more 

Wiers, Mary M., School No. 

Willison, Mildred E., 401 
Cumberland 

Worthington, Harriet E., 
School No. 65, Baltimore 


> 


6 Orpington 


48, Baltimore 
Decatur S8St., 


Elementary 


MASSACHUSETTS 


Alderman, Etta L., 42 Bliss St., West 
Springfield 

Allen, Grace A., 25 Bacheller St., East 
Lynn 


Atkins, Robert S., Thomas N. Hart School, 
South Boston 

Barrows, Howard F., 
mouth 

3arry, Agnes E.., 
St., Brighton 

Sarry, Mary A., 58 Proctor St., Salem 

Barry, William J., 108 Warren St., 
bury 

Bates, William Lester, Lowell School Dist., 
Jamaica Plain 


Box 85, East Fal- 


Winship School, Dighton 


Rox- 


Baylies, Stella H.. 80 Hanover St., Fall 
River 
Beaumont, Louise M., 163 Chandler St., 


Worcester 
semis, Fanny M., Robert O. Morris School, 


Springfield . 

Billings, Catharina W., 32 Coolidge Rd., 
Medford 

Bliss, Carrie W., 233 Arnold St., New Bed 
ford 

jowker, Rosa M., Carew Street School. 


Springfield 

Briggs, Elizabeth M., Ingraham 
Donaghy Schools, New Bedford 

Britt, Katharine M., 175 Highland St., 
Taunton 

Brown, Harry A., 
ham 

Buckingham, 
toston 

Sulkley, Fannie A., 21 
Gloucester 

Burnell, Martha M., 30 Maple Ave., Bridge- 


and 


Supt. of Schools, Need- 
B. R., 15 Ashburton PIl., 


Washington St., 


water 

Carbee, Katharine L., Balch School, Nor- 
wood 

Caton, Anne J., Everett Hale School, 


Everett 
‘hase, Sara E., Washington School, Spring- 
field 
‘hevalier, Ada E., Pierce School, Brookline 
‘lagg, J. Henry, Centre School, Everett 
‘lark, Katherine M., 108 Dudley St., Med- 
ford 
‘opland, Janet F., Dean School, Stoneham 
‘orish, Gertrude L., 86 Mill St., New Bed- 
ford 
‘ota, 
‘ragin, S. Albert, 
‘raven, Thomas D., 42 
chester 
‘rockwell, Winifred Mary, 11 Manning St., 
Medford 
‘ronan, 


~ 


~ 


~- 


Ardell M., Gary School, Chelsea 
58 S. Main, Reading 
Mellen St., Dor- 


~~ 


~ 


Mary H., Robinson-Valentine 


~ 


School, Chicopee 


Currier, William G., 181 South St H 
annis 

*Cushing, Lena, Jonathan Maynard School, 
Framingham 


Daniels, Laura A., 46 Forest Ave., Spring 
field 

Daniels, Nellie F., 201 Newbury St., 
ton 

Davis, Bertha S., 43 E. Emerson St., Mel- 
rose 

Desmarais, Laura B., 206 Main St., South 
bridge 


Dingley, Vivian A., 20 Ware St., Cambridge 

Dodge, Gertrude M., 28 Channing St 
Worcester 

Doherty, Alice M., 4 Gilmore St., Everett 


Donovan, James A., Fairmount School, 
Hyde Park 

Easton, Norman §&., 
River 

Emerson, Edith W., Russell School, Arling 
ton 


Davis School, Fall 


Fisher, G. Milton, Woodland Street S« | 
Worcester 
Flagg. Sadie E., White Street Sch: 


Springfield 

Forbush, L. Mabel, 92 Myrtle St., Waltham 

Forster, Bertha E., Brooks School, West 
Medford 

Fuller, Flora E., 107 Appleton St., Arling 
ton 


Gainsman, Edith A., 2-A Marble St 


Worcester 


Goodnow, Mrs. Gladys L., 216 Davis St 
Greenfield 

Goodspeed, Alice L., 24 Marion, Dedl 

Graham, John H., 15 Huron Ave ( 
bridge 

Harding, Elizabeth G 23 Essex St 
Beverly 

Hatch, Bertha C., 3 Mt. Vern St., Mel 
rose 

Hathaway, Bertha C., George H. Dunbar 
School, New Bedford 

Hawkinson, Emma §&., 29 Scl 1 St 
ster 

Henderson, Grace H Winslow § 


Tyngsboro 


Hicks, Edith M., 479 Chestnut St 

Higgins, Effie Grace, 27 Mariann 
Waltham 

Higgins, Ethel G., Hardy School, Ar g 

Hogan, John J., John R. Rollins 8 
Lawrence 

Holman, Hilda, North School, Wellesley 
Hills 

Howard, Stella M., Chapin School, Will 
mansett 

Hunt, Nellie B., 22 Bacheller St st 
Lynn 

Jenkins, Emma F., 56 Perry St., Brookline 


Russell Scl l, Brock 


Jenney, Charles A., 
ton 


Johnson, Ethel M., 11 Burrill Ave vn 

Joyce, Helen M., 14 Maple St., Framing 
ham 

Kanter, Marion R., R. W. Emers Ss 
Roxbury 


Keenan, Vincent A., 59 Be 
West Roxbury 
Kelley, Winnifred, 
field 

Kerrigan, Katharine 
Worcester 

Lahan, Anna 
Methuen 

Larrabee, 
berry 

Latchford, 
Worcester 

Lawlor, Edward A., Gilbert E Hood 
School, Lawrence 

Leach, Luthera M., 42 | 

Lewis, Mary E., 107 Paine St., Worcester 

Lusk, L. Elizabeth, 1802 Beacon St, 
Brookline 


Hibbard School, Pitts 
E iin a 
F., 51 Bir 1 Rd 
Ernest A., Bruce Ave., Shrews 


E., 578 Plea t St 


Mary 


Sllis St Br 











Hy- 


*hool, 
»yring- 
srock- 

Mel- 
outh- 


ridge 
Y ee 


rerett 
*hool, 


Fall 
rling- 
*-hool, 
*hool, 


itham 
West 


rling- 


St., 
Mel- 
unbar 
Web- 
thool, 


Lynn 
Rd., 


ngton 
chool, 


lesley 
Willi- 
East 


»kline 
srock- 


Lynn 
ming- 


chool, 
| Rd., 


Pitts- 








FourtTeentu YEARBOOK 595 





Lynch, Marion E., Shattuck School, Nor- 


woot 
McCarthy, Julia A., West and Winslow 
Schools, Norwood 
McCarthy, Stella L., Jireh Swift School, 
New Bedford 
MecGillicuddy, Ellen T., 
School, Worcester 
McIntire, Ralph A., 18 Park St., Florence 
Markham, Myrtle L., 57 N. Main, Natick 
Mathews, Maud A., 71 Phillips St., Fall 
River 
Metcalf, Lucie A., 9 Washburn Ter., Brook- 


line 

Molloy, Mary G., 146 Veazie St., North 
Adams 

Moore, Kate, 105 Park St., New Bedford 

Morrissey, Ellen E., 246 Main St., Indian 
Orchard 

a 5 Elizabeth T., 65 Spring St., Med- 
fore 

Niland, Anna M., 202 Byron St., East 
Boston 

O'Brien, Julia R., 4 Railroad Ave., Nor- 
woo 

Oliver, Grace E., Dix Street School, 
Worcester 

O’Rourke, Helen M., Endicott School, 
Peabody 

Patterson, Wilhelmina, 266 Pleasant St., 
Marblehead 

Perkins, Mary I., 586 Eastern Ave., East 
Lynn 

Phemister, Alice G., 308 High St., West 
Medford 

Potter, Zulette, 101 Beach St., Revere 

Pottle, Annie C., 89 Adams St., Waltham 

Preston, Alice M., 292 Dodge St., Beverly 

Rafter, Charlotte, 22 Gaylord St., Dor- 
chester Center 

Ray, Carlon W., 26 Waldorf Rd., Newton 
Highlands 

Raymond, Ward, Weir Grammar School, 
Taunton 

Reddy, Joseph A., William E. Endicott 
Dist., Glenway and Harvard Sts., Boston 

Reid, Gertude L., 50 Randall Ave., East 
Weymouth 

Remon, Ruth E., 13 Juniper Ave., Salem 

Richardson, Bertha, 56 Ft. Pleasant Ave., 
Springfield 

Richardson, Mary E., 59 Walnut St., East 
Dedham 

Riese, Helen M., Cornish School, Plymouth 

Rogers, Martha A., 88 Chestnut St., Lynn 

Ryan, Nellie A., East Union Street School, 
Springtield , 

Salmon, John J., 27 Blake St., Cambridge 

Sampson, Elizabeth H., Clifford Rd., Plym- 


out 
Sauer, Edith, Kensington Avenue School, 
Springfield 
Sears, Louise B., 9 Williams St., Taunton 
Seward, Elsie P., Crosby School, Arlington 
Silva, Theodore R., Adams School, Quincy 
Small, Lillian G., Lewis School, East Lynn 
Smith, Ella H., Fulton School, Medford 
Southmayd, Pearl A., 15 Armory St., 
Springfield 
Starkey, Netty A., 7 Moore Ave., Worcester 
Stott, Helen Maud, 388 Crescent St., 
Franklin 
or Annie G., 349 Whipple St., Fall 
iver 
—. Maude H., 29 Holbrook St., North 


ams 

onoeer. Marion H., 58 Maple St., New Bed- 
ore 

Sweeney, Margaret E., 73 Main St., Quincy 

Sweet, Ymily. 22 Hammond St., Waltham 


iranite Street 


wayne, Charles H., 345 Harvard St., Brook- 

ine 

Towne, Lillian M., 15 Barrows St., Allston 

Vose, Wilda L., Callahan School, Norwood 

Valawright, Lottie W., 533 Broadway, Fall 
ver 


Washburn, Anna C., 3 Mt. Vernon St., 
Melrose 

Wentworth, Florence A., 298 Elm St., 
Walpole 

Wheeler, Harriet E., 62 Sever St., Worces- 


ter 

Willard, Addie I., Edward B. Newton 
School, Winthrop 

Williams, Winnie M., 2 Lefavour Ave., 
Beverly 

Wilson, Sara E., 25 Crandall St., Adams 

Woodward, Mrs. Lovina H., Lawrence 
Street School, Framingham 

Togmans, Rosanna, 118 Atlantic Ave., 
evere 

Ziersch, Anna L., 55 Linden St., Allston 


MICHIGAN 


Alt, Mary A., 1120 S. Beaumont, Detroit 

Alward, Marian E., Vetal School, 14200 
Westwood, Detroit 

Anderson, Jennie, Oak Grove Club, Flint 

Andries, Ida K., 2000 Edison, Detroit 

Arehart, Ira J., 11315 Rosemary Ave., 
Detroit 

Armstrong, Donald C., Higgenbotham 
School, 20119 Wisconsin, Detroit 

a F. H., Ford School, Highland 
ark 

Bachmann, Sophie C., Majeske School, 2139 
Trombly Ave., Detroit 

Baird, James, Lingemann School, 567 Mont- 
clair Ave., Detroit 

Baker, Helen T., 3322 Carter, Detroit 

Bateman, Grace N., 1670 Calvert Ave., 
Detroit 

Bates, Guy, Davison School, 2800 E. Davi- 
son Ave., Detroit 

Beattie, Grace E., 1413 Field, Detroit 

Bechtold, R. H., Longfellow School, Flint 

Beck, Carl G., 11846 Wilshire Ave., De- 


troit 
Beier, Mildred M., 6420 McGraw Ave., De- 


tro 

Belisle, John H., Winterhalter School, 
12121 Broad St., Detroit 

Bessolo, A. Donn, Ford School, 14735 
Orangelawn, Detroit 

Birkam, George, 4875 Greenway, Detroit 

Bolton, Frederick, Moore School, 1000 
Alger, Detroit 

Booth, Evelyn, 70 Alger Ave., Detroit 

Boston, Fannie E., 15531 Linwood, Detroit 

Bott, Helen, 3917 McClellan, Detroit 

Bowles, Maude, 2020 Myrtle, Detroit 

Bradley, Mrs. Fanny, Kearsley Street 
School, Flint 

——_ Clara, 4846 Trenton Ave., De- 
roi 

Browe, Herman, 1354 Broadway, Detroit 

Brown, Mary M., 5536 St. Antoine, Detroit 

Buckley, Dorothy, 1419 S. University Ave., 
Ann Arbor 

Burgwin, Mignon, 4045 29th St., Detroit 

Burk, Helen J., 7731 Sylvester, Detroit 

Burt, Ethel V., 16611 Lawton Ave., De- 


troit 

Bushnell, Nina M., 507 Thomson St., Flint 

Campbell, Charlotte, 100 Glynn Court, 
Detroit 

Carpenter, R. R., 2915 Outer Dr., E., 
Detroit 

Carroll, Agnes, 1651 Atkinson, Detroit 

Carroll, ae B., 1651 Atkinson Ave., 
Detroit 

Oe Winifred J., 6230 Plainview, De- 
roi 

Caswell, Inez E., R. F. D. 2, Birmingham 

Charbonneau, Anna M., 1330 Abbot, De- 


troit 
Clark, Retha M., Roosevelt School, Flint 
Cleveland, J. Arlene, John P. Wilson 
School, Pontiac 
Clow, Jennie M., 8411 E, Forest, Detroit 
Costes, Elizabeth M., Homedale School, 
n 





596 





ELEMENTARY Scuoot Principats 








Coldren, Lida, Yost School, 
Ave., Detroit 
Cooper, Margaret, Jewell Apt., Muskegon 
Cousins, Esther J., 3318 Whitney Ave., 

Detroit 


Craddock, Susan J., 2110 Park St., Detroit 
(Deceased) 
Crane, Mrs. Mary B., 1592 Fifth St., 
Muskegon 
Grace, 2464 Lothrop St., Detroit 
Crysler, Rose, 144 Longwood Ave., Detroit 


Creswell, 
Culhane, Josephine, 1123 Lyon St., Flint 
Curtis, Eva M., 1030 Grand Traverse, Flint 


16200 Salem 


Curtiss, Dale, 14034 Abington St., Detroit 
Curtiss, Florence E., 205 Tuxedo, Detroit 


Davis, Irene C., 2332 Tuxedo, Detroit 
Davison, Ethel, Houghten School, 16745 
Lamphere, Detroit 


Dawson, Edwin, 11112 Outer Dr., W., 
Detroit : 
Dell, George, 16025 Whitlock, Detroit 


De Manigold, Mary L. G., 1031 Wayburn 


Ave., Detroit 
Derr, Howard D., 854 Winchester Ave., 


Lincoln Park 


Dixon, Walter E., 4846 Trenton Ave., 
Detroit 
Doherty, Mary C., 12744 Elmira, Detroit 


Doran, Margaret P., 439 E. Fulton St., 
Grand Rapids 

Eaton, Ruth, 125 Carmel St., Kalamazoo 

Eck, Ruth J., 112 Philadelphia, E., Detroit 

Egan, Nora L., 2672 W. Grand Blvd., De- 


troit 

Egeler, Ethel, Harms School, 2400 Central, 
Detroit 

Ellsworth, Bert B., Ives School, 1146 


Philip St., Detroit 


Ellsworth, Edith Shaw, 6533 16th St., 
Detroit 


Engle, Erma, 5161 Charles, Detroit 


Erman, Lillie, 2431 Pingree Ave., Detroit 

Estabrook, Eudoro P., Diamond School, 
Grand Rapids 

Fairbairn, Marion D., Ellis School, 5611 
Rich St., Detroit 

Farr, Helen, Robinson School, 17500 
Grover, Detroit : 

Fee, — M., 712 S. Oakley, Saginaw, 

Fink, Stuart D., Central School, Iron- 
woo¢ 

Fleming, Jennie M., 1971 Longfellow Ave., 
Detroit 

Forner, Robert R., 3211 Hazelwood, De- 
troit 


Fralick, Louise, Du Bois School, 22150 W. 


Seven Mile Rd., Detroit 

Frederick, Magdalene, Quarton School, 
Birmingha 

Froelick, Dorothea E., 219 N. Center St.. 
Royal Oak 


3006 Field, Detroit 
Detroit 


Geer, Florence E., 5 
Feletzke, Emma, 530 Colonial, 


Gibbons, Jane Winifred, 421 Church St., 
Ann Arbor 

Gordon, Grant W., 2525 Brooklyn, Detroit 

Grabman, Eunice J., 1406 Field Ave., 
Detroit 

Graham, Albert, 7840 Wagner Ave., De- 
troit 

Graham, James R., Eitare School, 13840 
Lappin St., Detro 


Greene, Myrtie, 230 Fifth St., Jackson 
Guild, Ella M., Oak Grove Club, Flint 
Haley, Nelle, 920 Court St., Saginaw, W.S 


Hall, Isabell, 288 Josephine Ave., Detroit 
Hardie, Frances 8., 16250 La Salle Blvd., 
Detroit 


Hardie, Katherine, 2170 Jefferson Ave., E., 
Detroit 

Hardy, Minnie C., 3420 Cass, 

Harris, Zita, Pickney 

Harrison, Mrs. Florence, 1016 Ann Arbor 


St., Flint 
Urban, Jr., Hancock School, 


*Hartung, 
2150 W. Hancock, Detroit 


Detroit 


Healy, Oliver B., 991 Winder, Detroit 

Herrig, Isabella W., 822 Adams St., Sagi 
naw, W. S. 

Hilborn, Mrs. Clara M., 2005 Francis Av: 
Flint 

Hoag, Grace §S., 3329 Wabash St., Detroit 

Hodge, Gertrude M., 2121 Van Dyke, De 
troit 

Hodges, Dunean C., 906 Woodcrest Dr 


Royal Oak 


Holland, Mary N., 4320 Cortland, Detroit 

Horton, Mrs. Jeannette. Garfield School 
Superior Blvd., Wyandotte 

Hubbard, Evelyn B.. 3020 Burns, Detroit 

Itsell, Lillian C., Oak Park School, Lan 
sing 

James, Elsie F., Dewey School. Flint 

Kellum, M. Effie, 1219 Bement St., Lansing 

Kelly, Mary M., 301 W. Third Ave., Flint 

Kemp, Maude E., 2111 Mullane, Detroit 

Kepperling, Inez, 12028 Wark N. W 
Detroit 

Kerwin, Mrs. Sophie E., 19030 Wildemers 
Detroit 


Ketcham, Alice E., 55 
Highland Park 

Kilander, Mrs. Pansy, 
Detroit 

Knighton, 
Detroit 

Koopman, G. 
Arbor 

Kraatz, Marion Terry, 
Detroit 

Krug, Marguerite 
Detroit 

Kuhn, Florence E., 5963 
Detroit 

Kull, Charlotte, 

*Laing, Earl R., 
Detroit 

Lamport, Harold B., 
Highland Park 


Highland Ave 
14149 Coyle Ave 
Edward J., 16411 Curtis 
Robert, Tappan School, Ant 
2750 Chicago Blvd 
C., 2270 Leslie Ave 


Cadillac Ave 


2911 Concord, Detroit 
16265 Westmoreland Rd 


12541 Second Ave 


Lang, Marion M., 533 E. Mt. Hope Ave 
Lansing 

Leavenworth, J. C., 334 W. Hudson, Roy 
Oak 

Lennox, Abigail D.. 3700 Garfield, Detré 

Lockwood, Glenn O., Ann Visger School 
River Rouge 

McCallum, Jessie, 2694 Philadelphia, W 
Detroit 

McCarthy, Julia M., 6920 Sylvester, Detroit 

McConnell, Clara FE., 670 Vingree Ave., 
Detroit 

MeDonald, A., 1411 Coolidge Highway, 
River Rouge 

MeGowan, Margaret C., 253: » Atkinson 
Ave., Detroit 

McGuinness, Mae E., 73 Palmer, EF 
Detroit 

MecKenny, Laurence, 15600 State Fair, 
Detroit 

McKinney, Rachel, 5468 Stanton Ave 
Detroit 

McLeod, Lena E., Cook School, Flint 

McMahon,’ Rachael, 13185 Pinehurst 
Detroit 

McSweeney, Mary C., 4240 Buena Vista 
Detroit 

MeVean, Gertrude, 327 Perry St., Pontiac 

Mackay, Mary B., 2531 Calvert, Detroit 


Maher, Julia H., 1665 Lawrence Ave 
Detroit 

Mahony, Mary M., Norvell School, 29638 
Arndt 8St., Detroit 


Marsh, Mrs. Lettie, Harrison Park School 


Grand Rapids 


Marshall, Irene, 1930 Balmoral Ir., De 
troit P 
Messner, Clarence J., Richard School, 150 


McKinley, Grosse Pointe 
Mickham, Ina, 2121 Van Dyke, Detroit | 
Monroe, Thomas, 14829 Stansbury, Detroit 
Montgomery, Rhoda, 4058 Clements St 
Detroit 











Fourtrrntu YEARBOOK 597 





Morley, Lillian C., Monnier School, 13600 
Ward, Detroit 

Morse, John A., 1450 E. Jefferson Ave., 
Detroit 

Moss, Helen A., 919 Lapeer St., Flint 

Mulholland, Mary, 848 Reed St., Kala- 
mazoo 

Murphy, Anna E., 2233 Clements, Detroit 

Netzorg, Sadie, 12115 Griggs Ave., Detroit 

Newman, Ethlyn, 3700 Lincoln, Detroit 

Nill, Louise K. B., Hutchinson School, 5221 
Montclair, Detroit 

Oliver, Jean, 2988 Columbus Ave., Detroit 

Osborne, Agnes W., 18685 Woodingham 
Dr., Detroit 

Ostrander, Margaret, 17185 Prairie, De- 
troit 

*Otto, Henry J.. W. K. Kellogg Founda- 
tion, Battle Creek 

Page, Florence, 11870 Ohio, Detroit 

Parker, Claudia, 2141 Belvidere, Detroit 

Parker, Florence, 5474 Trumbull, Detroit 

Parker, Howard L., Oxford Avenue School, 
Dearborn 

Pascoe, May F., 1632 Seminole St., Flint 

Pearson, Mrs. Carolyn A., 321 E. Newell 
St., Flint 

Peatling, Ella M., 1524 Clairmount, De- 
troit 

Perdue, Mrs. Viola H., Carpenter Street 
School, Midland 

Pettitt, J. S., Du Bois School, 22150 W. 
Seven Mile Rd., Detroit 

—— Mrs. Lillian H., 111 W. Baker St., 
rlint 

Popp, Mrs. Cleo E., Hazeltine School, Flint 

Potter, Mrs. Frances, 1950 Gratiot Ave., 
Saginaw, W. 8S. 

Quinn, Evelyn, 3917 a. Detroit 

Reardon, Anna T., 306 N. Linn, Bay City 

Reynolds, O. D., 14909 Cleophus, Allen 
’ark, Dearborn 

Randall, Leo M., 1464 E. Congress St., 
Detroit 

Reaume, Rhoda, 6141 Stanton Ave., De- 


troit 

Redden, John E., 14320 St. Mary's Ave., 
Detroit 

Redman, Mabel M., 75 Avalon Ave., Detroit 

Reekie, Clara B., 3310 Vinewood, Detroit 

Rietzkat, Bertha, 3379 Scovel PL, Detroit 

Rietzkat, Marie B., 3379 Scovel P1., Detroit 

Robison, Alice E., 103 Hazelwood Ave., 
Detroit 

Roethke, Louise, Clippert School, 4725 
Martin Ave., Detroit 

Rogers, Alex R., 14317 Hubbell Ave., De- 
troit 

Rogers, Esca B., 121 Arbor St., Kalamazoo 

Rosenthal, Aimee A., 8821 Georgia St., 
Detroit 

Ross, Meta, R. F. D. 2, 

Rouse, Jessie H.. 2503 8 
Saginaw, E. 8 

Rudduck, Lillian’ W., 5670 Missouri Ave., 
Detroit 

Rutten, Adele, 19500 Grandview Ave., De- 
troit 

Schoolcraft, Pearl T., 1430 Hillcrest Ave., 
Kalamazoo 

Shattuck, Alice B., Baldwin School, 
Pontiac 

Shenstone, Anna H., 325 Burr Oak St., 
Kalamazoo 

Sheridan, Margaret E., 1727 
Detroit 

— Mrs. Mabelle I., Washington School, 
Mlint 

Smith, Anna F., 814 Washington St., 
Monroe 

Smith, Hattie, Longfellow School, Royal 


Rochester 
. Washington Ave., 


Glynn Court, 


Ya 
Smith, Mrs. Mildred, 1737 Calvert, Detroit 
Spooner, Janet, 13210 Main, Detroit 
Steele, Frank N., 615 West End, Detroit 


Strickland, Rena M., 616 W. Fourth Ave., 
‘lin 


Sturm, Mrs. Gladys F., 4800 Kensington 
Rd., Detroit 

Sullivan, Irene, 3622 Pulford, Detroit 

Sweeney, Angela, 13 Oakland Park Blvd., 
Pleasant Ridge 

*Thomas, John S., 18295 Oak Dr., Detroit 

Thompson, Florence, 6501 South St., De- 
troit 

Tucker, Ethel M., Mason School, Vernier 
Rd., Grosse Pointe Park 

Vandenbergh, Ora H., Hutchinson School, 
5221 Montclair, Detroit 

Voorhees, James H., 3801 Pasadena Ave., 
Detroit 

Walcott, E. Forrest, 340 Frazer Ave., 
River Rouge 

Warner, Frances L., 881 Collingwood Ave., 
Detroit 

Waterman, Wyla, Oak Grove Club, Flint 

Weerees, Laura A., 19480 Lowell Dr., De- 
troit 

Waugh, Nellie A., 13538 Mendota, Detroit 

Weber, Ernest, Training School, Richland 

Weidemann, Mathilde, 269 Erskine St., 
Detroit 

Welte, Adeline K., 1203 Bement St., 
Lansing 

West, Thomas, 6501 South St., Detroit 

Ww paar Grace E., 513 8. Troy St., Royal 
da 

Wilson, Claudia V., 10225 Third, Detroit 

Wilson, Grace, Oak Grove Club, Flint 

ah jaaam Laura, 2610 14th St., De- 
troit 

Winslow, Catherine M., Tilden School, 
1314 Kirby W., Detroit 

Woody, Clifford, School of Education, Uni- 
versity of Michigan, Ann Arbor 

Woolfenden, Elizabeth, Leland School, 
1395 Madison Ave., Detroit 

Woolfenden, Grace F., Oakman School, 
12920 Wadsworth, Detroit 

Yokom, Merle C., 1471 Maple, Detroit 

Young, Dorah, Oak Grove Club, Flint 

Zimmerman, Katherine, 4734 W. Dunbar 
Rd., Monroe 


MINNESOTA 


*Becker, Elsa, 1732 E. Fourth St., Duluth 
3oysen, Mrs. ‘Agness, Lyndale School, 34th 
and Lyndale Ave., Minneapolis 

Butler, Margaret F., Webster School, St. 
Albans and Holly Ave., St. Paul 

—- Bertha A., 1332 Dayton Ave., St. 
Pau 

Dutton, Mrs. Jean U., 1222 W. 31st St., 
Minneapolis 

Garrison, Harry A., Prescott School, 
Minneapolis 

Hamilton, Katherine, Dept. of Education, 
City Hall, St. Paul 

Hansen, Meta, ig om School, 37th and 
Colfax Ave., N., Minneapolis 

Hanson, Lillian MN; Bryant School, Duluth 

Herrly, Dora J., F orest Lake School, Grand 
Rapids 

Keckefoth, Ethel H., Washington School, 
Eighth Ave. and Sixth St., S., Minne- 
apolis 

King, Margaret M., 842 Laurel Ave., St. 
Paul 

Kirk. H. H., High School, Fairbault 

Lichtenberger, James F., Morris Park 
School, Minneapolis 

Lyne’, Maria A., Willard School, Minne- 
apolis 

McAlister, Gladys M., 905 W. 44th St., 
Minneapolis 

Mallory, Blanche, 715 E. First St., Duluth 

Mather, Helen, 2011 Third Ave., 's., Min- 
neapolis 

Musa? Albert Sherman, 1242 W. Minne- 

haha St., St. Paul 





598 

Nyhus, Ellen, Clara Barton School, Min- 
neapolis 

O'Keefe, Nellie M., Jefferson School, St. 
Paul 

Pahr, Mrs. Ida C., 3118 E. 22nd S&t., 
Minneapolis 

Peters, Leone E., 2809 Park Ave., Min- 
neapolis 

Petersen, Mrs. Edith Barney, Motley 
School, Dartmouth Ave. and Erie St., 
S. E., Minneapolis 

Porcher, Maria R., 3549 Dupont Ave., S., 
Minneapolis 

Probst, Ella M., Calhoun School, Min- 
neapolis 

Rains. F. Omer, Pipestone Indian School. 
Pipestone 

Ralph, Mrs. Jessie F., 4405 Aldrich Ave., 
S., Minneapolis 

Ringdahl, N. Robert, 3220 Tenth Ave., S., 
Minneapolis 

*Rossman, Mabel A., Washburn School, 
Duluth 

Ruddy. Harriet E., Phalen Park School, 
650 E. Rose St., St. Paul 


Saam, Selma Louise, 906 W. 42nd St.. 
Minneapolis 

*Shove, Helen B., 3116 Clinton Ave., S., 
Minneapolis 

Steffensrud, E. R., Washington-Lincoln 
Schools, Chisholm 

Strate, Nettie M., 3032 Colfax Ave., S.. 
Minneapolis 

Tavlor. Edith B., 1430 W. Minnehaha St., 
St. Paul 


Wallar. Beulah H., Greeley School, 
and 12th Ave., S.. Minne apolis 


26th St. 


Weld, Paul A., Cobb Cook School. Hibbing 

White. Zada A., 107 W. 52nd St., Min- 
neapolis 

Wilkinson, Sarah H., Whitney School, 
Minneapolis 

MISSISSIPPI 

Archer, Ellie, Witherspoon School, Me- 

ridian 


Blackwelder, D. L.. 
313 Easy St.., 


East McComb School. 
McComb 


Bourdeaux, Annie, Poplar Springs School, 
Meridian 

Brown. Virginia, South Side School, 
Meridian 

Callaway, R. M., Grammar School, Poca- 
hontas 


“Capes. Bess, Eliza Clark School, Clarks- 
ale 
Dempster. Alice, 1607 


24th Ave., Meridian 


Dickins, Hattie, Grammar School, Leland 

—" Laurie, 44 Victoria Ave., Cleve- 
an 

Duling, Lorena, 718 N. Congress, Jackson 

Gaston. Evelyn. Tuxedo School, Meridian 

Horn, Lizzie. Elementary School, Grenada 

Houston, Gabriel, 111 W. Second St., 
Clarksdale 

Lester. Laura R., Woodlawn, R. F. D. 5, 
Jackson 

Majure, Ursula, Hig pees. School, Meridian 

Marshall, Mary R., E. Main S&St., 
Charleston 

Milner, Bessie. 720 E. Beach, Gulfport 

Mounger, Laurline, 119 W. Second §8t., 
Clarksdale 

Owings. J. H., Oakland Heights School, 
Meridian 

Ray, Clara N., 909 Franklin St., Corinth 

Ritch, Alma, 211 Lameuse St., Biloxi 

Smith, Irene. Chalk School, Meridian 

Stewart. E. B., The Consolidated School, 


State Line 


Stokes. Mary M., Box 344. Columbus 
Thornton, Mattie, Marion Park School, 
Meridian 


Varnado, Effie, 
wood 


612 Washington St., Green- 


ELEMENTARY Scnoor Princ IPALS 








MISSOURI 


Annin, Mrs. Anna W., 3815 McCausl: 
Ave., St. Louis 

Aydelott. Clarence R., 2338-A Arkans 
Ave., St. Louis 

Baker. Beulah N., 5031 Potomae St., § 
Louis 

Barley, Ida L., 3700 Washington St 


Kansas City 
Bender, Ethel D., 
Betton, Florence. 

ping. Kansas City 


5 | 


Beumer, Edward H., 6 


Kirkwood 
Blackburn, 

School. 
Blankenship, 

land Ave.. 
————_ 


ose 

Bovd. 
Louis 

Boyd, Sarah L., 


Louis 

gracken, John L., 

Clayton 
Brand, Mrs. 

Louis 
Brossard, Julia 

Kirkwood 


Brown. Charles H., W 
Papin. St. Louis 


Lulu, 
Amelia 


may V., 


Bessie, 1 
E., 2 


neatie = 


Lille 





‘rest, Kirkw 


Askew School, 2630 Te 


46 N. Kirkwood R 


sSenjamin 


Kansas City 


A., Marion and M 


Overland 


p 
Anna B., 5330 Pershing Ave St 


229 Amherst PI., St 


40 W. Argonr 


Buchanan. William D., 5511 


St. Louis 
Burke, Mary J.., 
City 
Campbell. 

Tracy Ave. 
Campbell, E. G.. 
Louis 
Capp, 
Joseph 
Chiles, E. E.. 
Assn., 4163 Green 
Choisel, Augusta M., 
St. Louis 
“ollins, Anne J., 4955 
‘ramer. Roscoe V., 
sas City 
‘reek, E. G., 813 N 
‘rosby. Clifford, 31 
Groves 
‘ullen, Blanche P., 5 
Louis 
‘urry. A. R.., 
sas City 
Cusack. Alice M., 
sas City 
Detwiler, 0. L.. 
Ditmars, Thomas, 
sas City 
Downs, Harold _ 
Webster Groves 
Drury, M. F., J 
versity City 
Egan, Mrs. Anna H., 
Kansas City 
Eib, Ada, 1217 
Elliott, Mrs. 
Springfield 
Evans, Fannie M.. 
Springfield 
Falke, Clara. Willi 
School, 5228 C 
Fleming. C. I., 
Louis 
Garman, 
Sedalia 
Gartenbach, 
Louis 
Gidinghagen. Walter. I 
E. 1ith St.. Kansas 
*Gilliam, M. J., 
Louis 


5321 


Kansas 


Hale H 


Catherine, 


Margaret 


Girault. Leonide M., W 
Louis 


Sellerive Rd., St. 


Cora. Bancrof 
For 


Theresa I., 253 


ackson 


N. Tenth 
Elsie M., 





4365 


Harrison St., K 


City 


est Park Hotel, St 


1 Faraon St St 


Harrison Sct 1 Patron’s 


Lea AY St. Lou 
5819 Mi higan Avs 


Highland, St. I 


Switzer Sct l, Kar 


24th St.. St. Josept 


Ter., Webster 


‘ok 
Oak 


ro- 


370 Pershing Ave., St 


Cook School, K 


Board of Ed 


Central Sct H 
3802 E. 36th St., K 


Lockw i § 


Park S 


4111 Warwick Blvd 


St St Se 


70 Pros tA 


2102 N. Rogers A 


fumboldt § 1, Fi4 
( \ 
> Ww Belle Fl St 


oodward S$ ] iad 





n’s 
uis 
re., 


uis 
aAn- 


ph 
ter 








FourtTEENtTH YEARBOOK 599 





Godbey, Walter A., 3825 Utah P1., St. Louis 

Gooch, E. L., * 2303 Big Bend, Maplewood 

Goode, Lenna, Frances Willard School, 5010 
Garfield, Kansas City 

Green, G. H., 6189 Kingsbury Blvd., St. 
Louis 

Hamilton, Mrs. Alva R., Horace Mann 
School, Kansas City 

Hamilton, tetas Sarah T., 101 Tiffin Ave., 
Ferguso 

na r “HL, 1010 Virginia Ave., Kansas 


mcher. P. J., Board of Education, 911 
Locust St., St. Louis 

Hill, Stanley, 4038 Palm St., St. Louis 

Hoffman, Dora E., 5446 Harrison, Kansas 


Holliday, Frances, 115 W. Ninth St., 
Maryville 

Holtzapple, Lily Jane, 1719 Bellevue Ave., 
Richmond Heights, St. Louis 

Hooker, Minnie L., Armour Plaza, 1216 E. 
Armour, Kansas City 

—-, Ida M., 5600 Pershing Ave., St. 
Louis 

Howard, J. E., De Mun School, De Mun 
and Northwood, St. Louis 

Howell, Mrs. Nettie, Potosi 

Ilgen, V. Carl, 6761 Bartmar St., Univer- 
sity City 

Johnson, W. H., Manchester School, Kan- 


Jones, Clara F., Samuel Cupples School, 
4908 Cote Brilliante Ave., St. Louis 
Kerns, Nancy M., 4246 Agnes St., Kan- 
sas City 

Langston, John M., 2354 Michigan Ave., 
St. Louis 

Large, Grace M., 6236 Waterman Ave., St. 
uis 

Lewis, Nellie K., 3863 Juniata, St. Louis 

*Longshore, W. T., Grasumeod School, 3711 
E. 27th St., Kansas Cit 

on Abigail, 4026 S. Beaten, Kansas 
ity 

Lvon, Percy A., Scullin School, St. Louis 

McCafferty, Estelle H.. Hamilton School, 
1514 Campbell St.. Kansas City 

eg Mabel, 3238 Marshall Ave., 


St. Lou 
McCaslin, B. E., 5027 Washington Ave., 
MeMilan, Retin, 712 E. 33rd St., Kansas 


Mack, Inez L., 11 Brookside Blvd., Kan- 
sas City 

MacKay, James L., 573 S. Clay Ave., Kirk- 
wood 

Marston, C. E., 7012 Paseo, Kansas City 

Martin, Arthur E., 3821 Bellefontaine, 
Kansas City 

Martin, William H., James School, 5810 
Searritt Ave., Kansas City 

Melcher, George, Supt. of Schools, 201 Li- 
brary Bldg., Kansas City 

Milster, Ben C., 5428 Holly Hills Ave., 
St. Louis 

Moore, Mary, 2809 Sacramento St., St. 
Joseph 

Morrison. A. F., Froebel School, 4133 Mag- 
nolia, St. Louis 

Mumm, Emma O., 1027-A Felix St., St. 


Josep 
Nelson, _ eee, 1315 N. Tenth St., St. 


Neville, Lucy B., Girls Parental Home, 
Independence 

Nicholson, Nell Grant, 6410 San Bonita 
Ave., St. Louis 

O’Connell, May, J. C. Nichols School, 69th 
and Oak, Kansas City 

weggeaeen, M. J., 319 Westover Rd., Kansas 
“ity 

Peterman, May B., 1403 Edmond S8t., St. 
Joseph 

reeset. Katharine, Weaver School, Spring- 
e 


Purnell, John H., Marshall School, 4342 
Aldine St., St. Louis 

Quirk, Margaret, 18 Summit PL, St. Joseph 

Rhetta, H., 4541 Garfield Ave., St. Louis 

Richmond, H. C., Faxon School, 3710 
Paseo, Kansas City 

Ritchie, Frances O., 1201 N. Second St., 
St. Joseph 

Robeson, James A., 4147 Montgall Ave., 
Kansas City 

Roth, F. G., 5029 Devonshire, St. Louis 

Sanders, James A., Grade School, Lead- 
wood 

Schmitz, Alvina, 1014 Felix St., St. Joseph 

Sellman, W. N., Wyman School, 1547 S8. 
Theresa Ave., St. Louis 

Sexton, L. J., 1315 Herbert, St. Louis 

Shewman, W. D., 853 Atlanta Ave., 
Webster Groves 

Shores, Roscoe V., Asst. Supt. of Schools, 
Public Library Bldg., Kansas ay 

Smith, Margaret J., Arnold School, Lexing- 
ton 

Smoot, Lucy, 4011 Baltimore, Kansas City 

Smoot, Viola, 2118 Byers Ave., Joplin 

Stephens, C. E., 5550 Page Ave., St. Louis 

Steuber, F. J., Rose Fanning School, 3417 
Grace Ave., St. Louis 

Strachan, Lexie, Public Library Bldg., 

_ Ninth and Locust Sts., Kansas City 

Strickler, R. E., 2748 Henrietta St., St. 
Louis 

Thomas, Miles C., Border Star School, 
6321 Wornall Rd., Kansas Cit ty 

Thompson, Mary A., 1111 McCausland 
Ave., St. Louis 

— L. G., 421 Wabash Ave., Kansas 
Cit 


Trumbo, Mabel, 3222 Lexington Ave., 
Kansas City 

*Tucker, Isabel, Shenandoah School, St. 
Louis 

Vining, Frances L., Allen School, 706 W. 
42nd St., Kansas City 

Wahlert, Jennie, 2918 "aspen, St. Louis 

Wells, Mrs. Annie L., 1 Summit PL, St. 
Joseph 

Wells, Jessie O., 4337 W. Belle, St. Louis 

White, Mabel A 26054 Faraon St., St. 
Joseph 

Whitney, Lucy G., Martin School, Kansas 
Cc 


ty 
Wilson. Albert M., 3630-A Shaw Blvd., St. 

souis 
vee Charles E., 5182 Maple Ave., St. 


suis 
Wolfe, Inez M., 3415 Euclid Ave., Kansas 
‘ity 


Young, Myrtle M., 3012 Bellefontaine, 
Kansas City 

Zimmerschied, Ada, 3000 De Groffway, 
Kansas City 


MONTANA 


Calhoun, May M., 310 Yellowstone, Billings 

Chamison, Goldie, Tripp and Dragstedt 
Apts., Butte 

Flores, Mrs. Zella K., Box 412, Lewistown 
Lausted, ance, 205 N. 26th St., Billings 

Lewis, H. P., Supt. of Se hools, Conrad 

Lyman, Mrs. Emily D Box 454, Hamilton 

Miller, Ruby A., Ry ‘of Schools, Choteau 

Neal, Russell LeRoy, Randall Apt., Mis- 
soula 

Schaefer, M. Louise, 120% Tenth St., N., 
Great Falls 

Shea, Julia, Greeley School, Butte 

Stegner, W. E., Supt. of Schools, Plenty- 
wood 

Stevenson, Mrs. May, 1206 Sixth Ave., N., 
Great Falls 

Thompson, Grace M., McKinley School, 
Great Falls 


600 


Ex.emMentary Scuoot Principats 





c 


NEBRASKA 


Austin, Mary N., Miller Park School, 28th 
and Ellison, Omaha 

Beal, Mamie G., 2514 B St., Omaha 

Bedell, Bess C., 630 Park Ave., Omaha 

Benthack, Emil, Supt. of Schools, Broken 
Bow 

Blackmore, Ida, Park School, 29th and 
Woolworth, Omaha 

Bracken, Angeline, Druid Hill School, 31st 
and Spaulding Sts., Omaha 

Bratton, Mrs. Anna M., 3200 Center St., 
Omaha 

Brooker, Florence, Adams School, Omaha 

Burnham, Archer L., Supt. of Schools, 
Scottsbluff 

Carney, Julia, Corrigan School, Omaha 

Chapman, Johannah, 5427 Lafayette Ave., 
Omaha 

Clark, Mrs. Mae T., 703 W. 15th St., Grand 
Island 

Compton, Maude, Highland School, Omaha 

Craig, Nell, 3115 Creighton Ave., Omaha 

Eldridge, Ethel G., 2221 S. 32nd Ave., 
Omaha 

Ellett, Virginia, 4814 Webster St., Omaha 

Fay, Gaynelle, Monroe School, Omaha 

Ferguson, Grace L., 910 W. Second, Grand 
Island 

Forsyth, Fannie, Windsor School, Omaha 

Foster, Mary E., West Side School, 32nd 
and U Sts., Omaha 


Grant, Josephine, Rome Hotel, Omaha 


Griest, Mary Ruth, 1509 S. Tenth St., 
Omaha 

Griffith, Grace, 5810 Rees St., Omaha 

Hamilton, Margaret, 519 N. 40th St., 
Omaha 


Healey, Anna T., Venetian Court, Omaha 


Holmes, Stella, Bancroft School, Omaha 
Isakson, Edith, Central Grade School, 
Omaha 


Longsdorf, Helen M., Beals School, Omaha 

Lynn, Ethel A., 3111 Davenport St., 
Omaha 

MeCumber, Pearl, Clifton Hill School, 45th 
and Maple Sts., Omaha 


McGee, R. R., Kramer High School, 
Columbus 

McNamara, Mary, Benson High School, 
Omaha 


Mathews, Mrs. Lulu B.. 602 N. 47th St., 
Omaha 
Matthews, Marie, Saunders School, Omaha 
Mills, Mrs. Clara S., E. Rosewater School, 
Omaha 
Myers, Fannie, Mason School, Omaha 
Newell, Ethel, 2555 Ellison Ave., Omaha 
Newlean, Jeannette, 914 S. 36th St., 
Omaha 
O'Toole, 
Omaha 
Partridge, 
Omaha 
Pearson, Emelia, Minne Lusa School, 28th 
Ave. and Ida St., Omaha 
Peterson, Mrs. Alice C., 820 8S. 
Omaha 
Pickard, Anna B., 2922 Jackson, Omaha 
Pollock, Ruth, Colonial Hotel, Omaha 
Pyrtle, BE. Ruth, Bancroft School, Lincoln 
Rasmussen, Maren, Madison School, Omaha 
Reap, Edna M., 3212 Marcy, Omaha 
Reed, Mabel L., 4229 Douglas St., Omaha 
Roys, Cassie F., 2609 Bristol St., Omaha 
Slocum, June M., 4512 S. 22nd St., Omaha 
Smith, Mrs. Elsie M., 5612 Florence Blvd., 
Omaha 
Smith, Maud M., 4904 Underwood Ave., 
Omaha 
Waterman, Mrs. 


Omaha 
Weldon, Dossie D., 1703 W. Keonig, Grand 
Island 


Margaret K., Lothrop School, 


Edith <A., 301 S. 33rd St., 


58th St., 


Edna H., Field School, 


Wetzel, Marie C., 192 Drake Court, Omaha 
Wilson, Clara O., Teachers College, Uni 
versity of Nebraska, Lincoln 


NEVADA 


Knudson, K. O., 216 N. 
Vegas 


Sixth St., Las 


NEW HAMPSHIRE 


De Gross, Mary E., Haven School, 
mouth 


Ports 


Goodwin, Alice D., Public School, East 
Rochester 

Hicken, Blanche E., 81 Penacook, Man 
chester 


Janvrin, Charles F., South Junior High 
_ School, Seabrook 
Keir, Jean, 12 Front St., Rochester 


Lewis, Della I., 145 Clinton St., Concord 


NEW JERSEY 

Achenbach, Anne, 61 Hawthorne Ave 
East Orange 

*Adams, Mrs. A. Virginia, E 
Vineland 

Allen, Rufus B., School No. 5 

Atkinson, Bertha I., 103 
Pitman 

Ayres, Malcolm B., 319 E 
Westfield 

Barnes, Thomas L., 39 New St., East 
Orange 

Bateman, Edyth, Madison Avenue 
Atlantic City 

sender, Leslie F., Woods End Rd., 
Orange 

Bert, Reese E., 583 Belleville Ave., 
ville 

Bigelow, Merrill A., 115 Spruce St., 
field 

Boney, C. De Witt, Nassau 
Central Ave., East Orange 

Bosshart, John H., Supt. of Schools, South 


Landis Ave 


Perth Amboy 
Linden Ave., 


Dudley Ave 


Belle 
Bloom 


School, 3830 


Orange 

Bourlier, Mrs. Helen T., 93 Johnson Ave 
Hackensack 

Brady, William, Washington School, 175 


Sanford St., East Orange 


Brandenburg, Edna A., Brayton School 
Summit 
*Brearley, Mrs. Helen C., 57 Princeton 


Ave., Princeton 

Brinkerhoff, George I., 
School, Newark 

Brown, Gladys D., Lincoln School, Dunellen 
Sryan, H. Eloise, Cinnaminson Township 
Schools, Riverton 

Bryson, Jennie V., 
den 

Buchanan, Margaret, 53 8. Win 
Atlantic City 

Budd, Francis H., 36 Chapman P!) 
ridge 

Burt, Margaret J., School No. 1, Glen Rock 

Bush, Fred S., Fairview School, Bloomfield 

Bustard, Joseph L., Chestnut Street School 
Roselle 

Cadoo, Sarah 
Summit 

Cassel, Lloyd S., Supt. of Schools, Freehold 

Cassidy, Mabel M., 341 Union St., 

_ City 

Clark, Mrs. Marion T., 
Long Branch 

Cline, Anne V. A., 115 
Rutherford 

Cole, Alice K., 429 Grier Ave., Elizabeth 

Conners, Mary F., Mott School, Centre St., 
Trenton 

Cousins, Esther M., Witherspoon 
Princeton 

Cowie, George H., Jr., 
School, Hillside 


Webster Street 


610 N. Fifth St Cam 


(;len 


Elizabeth, 5 Parmley PI 


Jersey 
Garfield School 


Francisco Ave., 


School, 


Hurden-Looker 








aha 
Jni- 


Las 


rts- 
Last 
[an- 


ligh 


‘ord 


ool, 
Vest 
lle- 
om- 
330 
uth 








FourTEENtTH YEARBOOK 601 











— 


Crane, J. Ernest, Summer Avenue School, 
Newark 
Cressman, Alice M., 128 Chestnut St., 
Rutherford 
Dengler, Cc. F., 831 Parry Ave., Palmyra 
Dennis, Emma, Farmingdale School, Not- 
tingham Way, Trenton 
Dieffenbach, Charles T., Browning School, 
Tenafly 
Dobbins, Margretta, Athenia School No. 6, 
Clifton 
Dorsey, Belle E., School No. 1, State St., 
Perth Amboy 
Dowling, Verna, 114 8. Broad, Penns Grove 
Dransfield, J. Edgar, 78 Shaler Ave., Cliff- 
side 
Duffy, Elizabeth C., Woodrow Wilson 
School, Bayonne 
Duplak, Nellie P., Jefferson School, Lynd- 
hurst 
Dwyer. Mary Agnes, Roosevelt School No. 
10, Passaic 
Edwards, Elizabeth, 
Maywood 
Fenimore, Mary A., 215 N. Fourth St., 
Camden 
Fennimore, Roland, 844 River Rd., Fair 
Haven 
ate ong oe M. Grace, 414 N. Second 
Camden 
Filipe, Susan M., 97 Center St., Metuchen 
Finger, Mary H., Cadwalader School, 
Boudinot St., Trenton 2 
Fisher, Harriet M., Hamilton School, N. 
Third Ave., Highland Park 
Fitzsimon, Mary A., 1307 Bloomfield St., 
Hoboken 
Flory, Floyd C., Myrtle Avenue School, 
Irvington 
Floyd, James R., 717 Garden St., Plainfield 
Francis, George B., Elementary School, 
Point Pleasant Beach 
Freeland, Grace A., 121 Summit Ave., 
Summit 
Gerlack, Luella, 116 N. Second St., Mill- 
ville 
Gerow, Aline, Publicity School No. 10, 
Jersey City 
Gremont, Helen C., 370 South Ave., Bridge- 
ton 
*Gronde, Franklin J., 218 Fourth Ave., 
Bradley Beach 
Haig, Elizabeth B., School No. 1, Poplar 
Ave., Maple Shade 
Haines, Jennie F., 59 Elmwood Ave., Union 
Hambright, John B.., Maple Avenue ‘School, 
Newark 
Hammond, D. Stanton, 965 E. 23rd St., 
Paterson a 
Hammell, Ethel C., Junior High School, 
Atlantie City 
Hand, Horace B.. Public School No. 30, 
Seaview Ave., Jersey City 
Hargrove, William B., Charlton Street 
School, Newark 
Harris, Luella C., 90 Westfield Ave., 
Elizabeth 
Hartman, A. L., 104 Haddon PIL, Upper 
Montclair 
Harvey, Mrs. Loretta, Woodrow Wilson 
School No. 19, Edgar Rd., Elizabeth 
Hasbrouck, Martin, School No. 21, Pater- 
son 
Hegel, Lizzie C., 66 S. Tenth St., Newark 
Heller, Lillian, South Eighth Street School, 
Newark 
Hermann. Catherine B., 137 Roosevelt 
Ave., Carteret 
Higgins, Ek. May, Whittier School, Dunel- 
len 
Hinman, Stanley T., Columbus and McKin- 
ley Schools, Westfield 
Hollingshead, A. D., Ashland School, East 
rang 
Horton’ Ingeborg M., 426 Lippincott Ave., 
Riverton 


Maywood School, 


Howard, L. Frances, Saybrook School, 
Hillside 

Howard, Margarette E., 121 Summit Ave., 
Summit 

Hulse, Henry S., Jr., 650 Parker St., 
Newark 

ae Walter, Jr., Emerson School, Plain- 
ek 

Jenkins, Albion U., 357 E. 37th St., Pater- 
son 

Johnson, Alberta M., 8 N. Providence Ave., 
Atlantie City 

Johnson, Sara G., Rand School, Montclair 


Johnston, Ruth §S., George Washington 


School, Ridgewood 

Jupp, Estelle. S., Washington School, 
Rutherford 

Keller, Ethel M., 711 Glen Ave., Westfield 

Kelly, Ruth Bryan, West Creek School, 
West Creek 

Kincaid, Stella M., 88 Essex Ave., Glen 
Ridge 

Kimball, Doris, Linden Avenue School, 
Glen Ridge 

Kipp, — A., Supvg. Prin. of Schools, 
enafl 

Klein, Mrs. Anna L., Public School No. 1, 
Guttenberg 

Knowles, Mrs. Margaret A., Madison-Mon- 
roe School, Elizabeth 

Koerner, Grace E., Seth Boyden School, 
Maplewood 

Kurtz, Elizabeth H., 120 Mulberry St., 
Millville 

*Kurtz, Louise, 126 Kingsland Rd., Nutley 

La Vance, Laura F., School No. 8, Dela- 
wanna 

Leahey, P. Joseph, Rushmore Ave., R. F. D. 
2, Plainfield 

Lee, Ethel M., 673 Fairview St., Camden 

Lehlbach, Emma, 394 §. Belmont Ave., 
Newark 

Lembeck, Lillian R., Grant School, Dumont 

Lesh, William §., 20 Stephen St., South 


River 

Lilley, Edna J., 1215 Eldridge Ave., W., 
West Collingswood 

Lister, Elma, School No. 6, Hackensack 

Logan, Mary G., Nathan Hale School, New 

runswick 

Lummis, Martha B., 407 Cooper S&t., 
Camden 

*McConnell, Ralph C., Texas Avenue 
School, Atlantic City 

McDonough, Marguerite F., Roosevelt 
School, South Plainfield 

McLean, William, Mount Hebron Junior 
High School, Upper Montclair 

Mackay, Jean F., 722 Montrose St., Vine- 


land 

Martin, Ralph E., School No. 34, Blvd. and 
Warner Ave., Jersey City 

Mason, Florence S8.; School No. 14, Grove 
St., Elizabeth 

Mathews, Elizabeth A., Garfield School, 
Camden 

Matteson, A. Reese, 240 E. 27th St., _ Pater- 
son 

Meade, Mary P., 108 Smith St., Perth 
Amboy 

Merchant, Mary E., Alexander Hamilton 
School, Morristown 

Michael, Raymond, Junior High School No. 
3, W. State St., Trenton 

Miller, Elizabeth H., Oleott Primary 
School, Bernardsville 

Miller, Mrs. Eva P., Spring Garden School, 
Nutley 

Milligan, John P., 7 Darrow St., South 
River 

Miner, Benjamin C., Central Avenue 
School, Newark 

Mombert, Eleanor, School No. 14, Paterson 

— Anita, Ridge Avenue School, Nep- 
une 





602 


Morrison, Howard D., 720 President Ave., 
Trenton 

Mosby, Rosa M., 231 Washington St., Mt. 
Holly 

Moulton, O. J., High 
Ocean Grove 

Mulford, Mrs. Clara T., Vine Street School, 
Bridgeton 

Munson, Ruth W., School, 
South Orange 

Myers, Robert S., 17 Roosevelt Ave., East 
Orange 

Neulen, Lester N., 
West Englewood 

Nickum, C. Edith, 311 
Highland Park 

Oakes, Grace S., 
monton 

Patz, Gustav, 2033 Balmoral Ave., Union 

Petty, Letitia, Washington School, Lynd- 
hurst 

Pond, Rita C., 72 Willow Ave., Plainfield 

*Potter, Floyd A., Massachusetts Avenue 
School, Atlantic City 

*Predmore, R. L., 79 Hornsby Ave., Fords 

Pyle, Olga M., 4426 Cove Rd., Merchant- 


Neptune School, 


First Street 


360 Warwick Ave., 


Montgomery St., 


337 Bellevue Ave., Ham- 


ville 
Rich, Frank M., 94 Preakness Ave., Pater- 


son 

Richards, Mary Gertrude, Washington 
School No. 8, North Bergen 

Riley, Mrs. Georgia M., Grammar School, 
Highstown 

Rogers, Lydia A., James Lawrence School, 
Burlington 

Rudiboc, Mari B., 32 Williams, Metuchen 

Sailey, Mrs. Alice B., 1894 Brunswick Ave., 


Trenton 

Sanderson, Ethel H., 110 Laurel Ave., 
Arlington 

aa Sue E., Lyons Farms School, Hill- 
side 

Sayre, Martha, 6703 Church Rd., Mer- 
chantville 

Schmidt, Karl G., Bragaw Avenue School, 
Newark 

Schmitz, E. Winifred, Memorial School, 
Passaic 

Scott, Dorothea A., Montvale, Bergon 
County 

Serven, Edward J., McKinley School, 
Newark 

Serven, Issac A., School No. 37, Jersey 
City 

Sexton, Wray E., 23 Hoffman St., Maple- 
wood 

Shield, Frederic K., 303 Hamilton P1., 
Hackensack 


Shoe, John M., Middlesex County Voca- 
tional School No. 2, Perth Amboy 

Shotwell, Fred C., Supvg. Prin. of Public 
Schools, Franklin 

Sickler, Edna F., 61 Pitman Ave., Pitman 

Simons, Mrs. Myrtle H., 67 Salem Ave., 
Burlington 


Smith, William R., 270 Highland Ave., 
Newark 

Southhard, Mrs. Maud B., 425 Trinity P1., 
Elizabeth 


Stalter, Ethel, School No. 2, Montvale 

a Mrs. M. Vera, 614 Berkley St., Cam- 
den 

Stone, Mary F., 15 Clarke St., Jersey City 

*Stratton, Mason A., 272 Huron Ave., 
Absecon 

Strohoefer, F. K.., 

Stuart, Byron D., 
Schools, Westfield 

Stull, Anna G., Lafayette School, Highland 
Park, New Brunswick 

Summers, Mrs. Katharine W., William 
Livingston School, Elizabeth 

Taistra, Lucyan J., Public School No. 8, 
Seventh and Adams St., Hoboken 

Tantum. Emma U., 70 Grandview Ave., 
Plainfield 


813 Ave. C, Bayonne 
Grant and Franklin 


ELEMENTARY Scuoot Princrpacs 





Tickstun, Ann D., Robert Gordon School, 
Roselle Park 

Travers, Charles FE., 38 
Pennington 

*Troy, Ann A., 293 Chestnut St., Nutley 

Turner, Sara C., Miss Beard’s School, 560 
Berkeley Ave., Orange 

Van Auken, William D., 102 Bamford Ave., 
Hawthorne 

*Van Horn, F. C., 
ris Plains 

Van Syckle, Blanche, Public School No. 9 
Perth Amboy 

Ventres, Shailer W., Hamburg Turnpike, 
R. F. D. 1, Paterson 

Wade, Mrs. Edith Van G., Elmora School, 
Magie Ave., Elizabeth 

Waller, J. Flint, High School, Lyndhurst 


Eglantine Ave., 


65 Sherman Ave., Mor 


Wamsley, Mrs. Jessie M., Walls School, 
Pitman 

Warwick, Raymond, Bradley Park School 
Neptune 


Weldon, O. K., Tenakill School, Closter 
Whitford, Everett T., School No. 6, 
Paterson 


Wieand, E. Margaret, 6 Merrick Villa, 
Collingswood 
Wilde, inna A., Union Street School, 


Ridgewood 


Wiley, Alice D., 43 Prospect St., Trenton 

Winkworth, Jessie L., 220 Ninth Ave 
Haddon Heights 

Witteman, Anna M., 39 N. Reid St., 
Elizabeth 

Worrall, Lillie, 621 Kings Highway, 


Swedesboro 

Wright, Norman A., South Avenue School, 
Bridgeton 

Wylie, Mary T., 
Newark 

York, Mary G., Jefferson 
wood 


Oliver School 


street 


School, Maple 


NEW MEXICO 


Kiker, Stella, 240 S 

McCollum, J. R., 11 
Albuquerque 

Meyers, George L.. 
Newcomb 

Mills, Charles L., 613 N. 
Carlsbad 

Schupp, Ona E., 223 N. 
buquerque 

Sininger, Harlan, 125 
Albuquerque 

Tireman, L. S.. San 
School, Albuquerque 

Watson, Dorothy, Elementary 
Hanover 


Fifth St., Raton 
24 FE. Silver Ave 
Nava 


Indian School, 


Guadalupe St., 
High St., Al 
University Ave 


Jose Experimental 


School, 


NEW YORK 


Adams, Norma A., 406 Turin St., Rome 

Alexander, Carter, Teachers College, Co 
lumbia University. New York 

Alter, Harvey E., Thomas Street School 
Rome 

Anderson. Ellen R.. 4 Cedar St., Potsdam 

Arnold, Mary L., St. John School, Ithaca 

Arnold, Raymond W., Roosevelt School 
Kenmore 

Arnson, Harriet, Hyde 
agara Falls 

Ayres, George R., Daniel Warren School 
Mamaroneck 

Badanes, Saul, Hotel Granada, Ashland P! 
Brooklyn 

Baker, Harold V.. Daniel Webster School. 
Glenmore Dr., New Rochelle 

Banker, Gilbert M., 112 Rockland Ave 
Hillburn 

Banta, Katherine A., 25 
Port Chester 

Barber, E. Olive, 110 N. Main St., Glovers 
ville 

Barber, Elon L., Monroe Street School, 
Little Falls 


Park School, Ni 


Marathon PI! 











pike, 
hool, 


hurst 
hool, 


hool, 


ter 
. 


Villa, 
hool, 


nton 
Ave., 


n 
Ave., 
hool, 
St., 
Al- 
Ave., 
ental 
hool, 


tome 
Co- 


hool, 
dam 
haca 
hool, 

Ni- 
ool, 
LPB. 
nool, 
Ave., 

ig & 
rers- 


1001, 





FourtTeEENtH YEARBOOK 603 





e 


Barger, Mary A., 406 W. Sixth St., James- 
town 

Barnett, I. Irving, Public School No. 25, 
Manhattan, 330 E. Fifth St., New York 

Barth, Mark, 251 Stagg St., Brooklyn 

Battershall, Minnie J., 1012 Albany St., 
Schenectady 

Beach, Channing E., 278 Norwalk Ave., 
Buffalo 

Bean, Mrs. Nellie S., Elementary School, 
Hastings-on- -Hudson 

Beaumont, Florence, 3316 85th St., Jack- 
son Heights, New York 

Becker, Helen L., Public School No. 26, The 
Bronx, New York 

Benton, George W.., 
New York 

Betts, O. A., Central New York School for 


Deaf, Rome 
100 Somerton Ave., 


Bickle, Sylvia M., 
Kenmore 

Bildersee, Dorothy, Pres., New York Prin- 
cipals’ Association, Public School No. 80, 
Manhattan, 415 FE. 120th St., New York 

Blair, Mary M., Public School No. 92. Man- 
hattan, Broome and Ridge Sts., New York 

Bloomfield, M. Elizabeth, 40 Whitfield Ter., 

_ New Rochelle 

Boecker, Alexander, Public School No. 100, 
Coney Island. Brooklyn 

Borrell. Victorine E., School No. 26, 101 
Milton St., Buffalo 

Bostick, E. Gibbs, Rochambeau School, 
White Plains 

Braine, Elizabeth M., 78 Cambridge P1., 
Brooklvn 

Braker, Henriette. Public School No. 140, 
843 60th St.. Brooklyn 

Brett. F. Henrietta, eae No. 25, 196 
Morton Ave., Alban 

Brogan, Helen A., Public School No. 9, 
Yonkers 

Brown. Mrs. Gertrude Frey, 438 Maple- 
wood Ave.. Rochester 

Brown, Helen I., 614 Tacoma Ave., Buffalo 

Brown, Zadie, Atlantic Avenue School, 
Lynbrook 

Brubaker, George G., 6 Norwood Ave., 
Northport, Long Island 

Bruck. John P., 218 Potters Corners Rd., 
Buffalo 

Bugbee, Mrs. Nellie A., R. D. 2, Oneonta 

Burger. I. Victor, 75 Broad St., Staten 
Island 

Burns, Arthur D., School No 
Ave., Albany 

Burns. Mrs. Lillian O., Columbus School, 
Rome 

Butts, Franklin A.. Edward Elsworth 
School. Poughkeepsie 

Carl, G. Harold. School No. 82, Easton and 
Hazlewood, Ruffalo 

Carlson, Clara H., 90-42 206th St., Queens 
Village. Tong Island 

Carroll, William L., Public School No. 156, 
Sutter Ave. and Grafton St.. Brooklyn 

Cassavant, Howe K., School No. 23, White- 
hall Rd., Albany 

Chamberlin, Esther R., 
Ave.. Yonkers 

Chatfield. Hazen. Public School No. 102, 
1827 Archer St... New York 


88 Lexington Ave., 


4, Madison 


777 Warburton 


Clark. Giles G.. School No. 20, N. Pearl and ° 


N. Second Sts.. Albany 

Clark. Will Mosher, School No. 32, 342 
Clinton St.. Buffalo 

Clarke. Bertha E., 24 Columbia Ave., Bing- 
hamton 

Clarke, Martha H., William Penn School, 
19 Howard St.. Mt. Vernon 

Clemeney. Anna E.. Public School No. 169, 
Seventh Ave. and 44th St.. Brooklyn 

Clifford, Mrs. Barbara M., Nathan Hale 
School, Mt. Vernon 

Cobb. Elmer J.. School No. 60, 238 On- 
tario St.. Buffalo 

Cochrane, Lyda S., 13 S. Main St., Batavia 


Coffin, Rebecca J., 509 W. 121st St., New 


or 

Cohen, Irving L., Public School, Queens 
Village, New York 

Coleman, Georgia Avis, Colonial School, 
Pelham 

Concepta, Sister Mary, St. Martin of Tours 
Convent, 695 E. 182nd St., New York 

Conley, Lillian M., Public School No. 131, 
Queens, Jamaica 

Commer. John F., "690 E. 183rd St., New 
or 

Conroy, Marie R., 75 Mountainside Rd., 
Stapleton, Staten Island 

Constable, Ellen A., Public School No. 109, 
92nd Ave. and 213th St., Queens Village, 
New York 

Cook,. Mrs. Elsie M., 7414 Sixth Ave., 
Brooklyn 

*Cooper, George W., 1305 Lyell Ave., 
Rochester 

Corbin, Mrs. Jessie E., Forbes Ave., 
Rensselaer 

Cordes, Mrs. Edith B., School No. 5, Mt. 
Vernon 

Coxer, Clara A., School No. 35, 156 Field 

, Rochester 

Cort: "Ambrose, 241 McDougal St.. Brooklyn 

Costello, Helen A., School No. 3. Troy 

Coulson, Austin R., Board of Education. 
City Hall. Albany. 

Craig, Christine, 14 Elm St., Whitesboro 

Crawshaw, Ruth G., Wilson School, Rock- 
ville Centre 

Crooker, Frederick F., Public School No. 
128, Brooklyn 

Dalton, Kathryn H., School No. 13, Troy 

Dangler, Bertha, Public School No. 118, 
5902 Fourth Ave.. Brooklyn 

Dano, Anna M., 200 William St., Water- 
town 

Darmstadter, Charlotte, Public School No. 
22, 90 Huntington Ave., Buffalo 

Davidson, Flora T., 1565 New York Ave.. 
Brooklyn 

Davis, Grace L., Lincoln School. E. Lin- 
coln and Archer Aves., Mt. Vernon 

De La Fleur, F. J., Union Free School. 
Clear Stream Ave., Valley Stream 

Deas. Mary J., 266 Lincoln Rd., Brook- 
yn 

Demmon, Ruby G., 21 Mechanic St., Ball- 
ston Spa 

Densmore, David W., Kodak Park School 
No. 41, Rochester 

Deveson, Addie E., Public School No. 8, 
Great Kills, Staten Island 

Devine. Marv J., 19 Clinton St., Norwich 

De Vinney. Mabel A., Brighton School, 2200 
S. Salina St.. Syracuse 

Dilly, S. G.. 600 W. Gray St., Elmira 

Donnelly, Ella Marie, Hutchinson School. 
North Pelham 

Donahue, John J., 4550 Carpenter Ave., 
New York , 

Donovan, Esther, Cathedral Avenue School, 
Garden City 

Duffy. Fred H.. Washington Elementary 
School and Sheridan Annex, Delaware 
Ave. at Knowlton, Kenmore 

Dukeshire, Stanley C., Rockledge Manor. 
Yonkers 

Dunn, Rachel, 41 S. Pine Ave., Albany 

Dyer, Nellie C., 509 E. Seventh St.. 
Jamestown 

Eaton, Anne T.. Lincoln School, Teachers 
College. 425 W. 123rd St., New York 

Ebeling. Flsa, Public School No. 208, Ave. 
D and F. 49th St.. Brooklyn 

Ebert. Jessie D., 108 Union St., Sche- 
nectady 

Fekhardt. Florence, 45 Lake St., Hamburg 

Ehrenfeld, Abraham, 251 W. 92nd St., New 
York 

Emmons, Anna, 561 New Scotland Ave., 
Albany 








604 





ELementary Scuoot Princrpacs 





Erdwurm, Lucy, 203 Rivington St., New 
York 
Ernst, Christine C., 366 Quail St., Albany 


Evers, Catherine V., 626 Sterling P1., 
Brooklyn 

Farrell, James FE.. School No. 31, 212 
Stanton St., Buffalo 

Felicitas, Sister M., St. Ephrem School, 


74th St. and Ft. Hamilton, Brooklyn 

Finkelstein, Mary E., Public School No. 
42, 71 Hester St.. New York 

Fitzell, Ruth T., Public School No. 5, 
Queens, Long Island City 

Flanders, Jesse K., State Normal School, 
Oswego 

Fletcher, Mrs. Endora, Homewood School 
No. 180, 56th St. and 16th Ave., Brook- 
lyn 

Flynn, Margaret F., Fifth Street School, 
Niagara Falls 

Forssell, Alva E., 119 College Ave., Wester- 
leigh, Staten Island 

Fox, Henry W., Public 
189th St. and Crotona Ave., 

Frail, Jennie <A., Theodore 
School, Johnson City 

Friedmann, Henry. Vublie School No. 80, 
Blissville, Long Island City 

Gallup, Jackson, School No. 17, 223 Orange 
St., Rochester 

Genske, Emma, No. 4, 
Ave., Dunkirk 


School No. 74, 
New York 
Roosevelt 


School, 752 Central 


Gewirtz, Max. Public School No. 230, 
Albemarle Rd. and Gravesend Ave.., 


Brooklyn 

Goldin, Myron R., Public School No. 187, 
65th St. and 12th Ave., Brooklyn 

Gorham, Mary E., 208 N. Brandywine Ave., 
Schenectady 

Gould, Clifford M., 25 Shepard Ave., Ken- 
more 

Graham, Minnie S., De 
School, Mt. Vernon 

*Greenberg, Joseph, 449 Second St., Brook- 
lyn 

Greenburg. Benjamin B., 30 
New York 

Gross, Ella, Public School No. 248, Ave. 
U and W. 13th St... New York 

Haggerty, Marie, 430 Barry Ave., Mama- 
roneck 

Hall, Ava M., 
Oneonta 

Halligan, Thomas €., Public School No. 
164, Manhattan, 401 W. 164th St., New 
York 

Handley, Mrs. Myrtle C., 21 
Pkwy., Batavia 

Harris, Daisy M., 1826 Valley Dr., 
cuse 

Harris, Mabel E., 1303 Howard Ave., Utica 

Hart, Elizabeth A., 568 Myrtle Ave., 
Albany 

Hartill, Rufus M., Public School No. 87, 
Queens, New York 

Haven, Mabel, 272 S. 

Hayden, Mrs. Rena C., 
School, Floral Park 

Healey, Gertrude M.. Public School No. 26, 
The Bronx, 101, W. Burnside Ave., New 
York 

Hemstreet, A. Earle. School No. 54, 
St.. at LeRoy. Buffalo 

Hickok, Mary K., 39 Montgomery St., [lion 

Higgins, Gordon H., School No. 70, Buffum 
St., Buffalo 

Hill, Mark R.. S. B. Howe School, Baker 
Ave., Schenectady 

Hinderland, Laura J., 
Neck, Long Island 

Hirschbeck, Loretta M., 365 Putnam Ave., 
Port Chester 

Hirsdansky, Simon, Public School No. 4, 
1701 Fulton Ave., New York 

Hogan, A. Elizabeth, 22 Judson St., Albany 


Witt Clinton 


Fifth Ave., 


Street School, 


Center 


Trumbull 


Syra- 


Broadway, Yonkers 
John Lewis Childs 


Main 


_ 


14 Beach Rd., Great 


Bingham 


Hogg, Elizabeth, 40 Floral Ave 
ton 

Holmes, William H., Supt 
Vernon 

Hopkins, Amelia M.., 
Schenectady 

Horn, Mary A., 
Arverne 

Horstman, Edna C., Lincoln School, Scotia 

Hosic, James F., Teachers College, Colum 
bia University, New York 


of Schools, Mt 
1169 Chrisler Ave 


Public School No. 42 


Hoskins, Marion E., 17 Hamilton Ave 
Auburn 
Houghton. Le Grand B., 189 Bryant St., 


North Tonawanda 
Howell, Mrs. Minnie M., 
Skaneateles 
Huddle, Otto E., 
Manor 

Huggard, Ethel F., Junior High School No 
162, Brooklyn 

Huggin. Ellen, 509 Central Ave., Dunkirk 

Hughes, Alice, 250 New Castle Rd 
Rochester 

Hughes, Mary C., 
Ave., Albany 

Hughes, Rose I., 118 N. Lake Ave., Albany 

Hughson, Arthur, Public School No. 151 
Queens, Woodside. Lor slans 

Hyde, Margaret E., 33 Central Ave., Staten 
Island 

*January, E. L., Box 325, Elmsfi 

Jenkins, Harriet LL... Public School 
Hillerest, Flushing 


High School 


School No. 17, 43 Second 








Jenks, Elsie L., West End School, L 
brook 
Johnson, Stella V., 115 Prospect §S 


Jamestown 
Johnston, Anna C., Public School 
182nd and Bathgate Ave., New York 
Johnston, Sara W.. Maple Ave > he 
Niagara Falls 


Joyce, Charles W., 223 Deerfield Dr 
Rochester 
Kaplan, Michael. Public School No. 44 


420 Madison St.. Brookly 
Kennedy, Agnes R.., 

Jackson Heights. ng Islan 
Lillian B Montgomery Street 






Kenyon, 

School. Johnstown 
Kidney, Glenn H., Park School, Ossining 
King, Mrs. Mary T., 48 W. Second St 


Mt. Vernon 

Kingsley, Emma E., 660 N. Main St 
Elmira 

Kinsman, Daniel F., Milton Avenue School 
Amsterdam 


Kline, Ira M.. R. F. D. 1, White Plains 

Kornfeld, Louis, Public School No. 30, 16 
Conover St.. Brooklyn 

Krause, Arthur K., Public School No. 132 
Manhattan, New York 

Lanigan, Charles T., De Witt Clinton 


School, Rome 
Lansing, Hugh H., School No. 1, Troy 
Larry, Eva M., Public School No. 78, Man 
hattan, 362 Pleasant Ave., New York 


Lawlor, Caroline E., 4217 167th St., Flush- 
ing 
Lawlor, Mary, Salem Hyde School, Syra 


cuse 

Lawrence, Mrs. Sara W., 22 Notre Dame 
St.. Hudson Falls 

Layman, Arthur E., 39 Tillinghast Ave., 
Menands 

Le Baron, Walter A., 1032 Delamont Ave., 
Schenectady 

Leidt, Edna J., 929 Peace St Pelhan 
Manor 

Lester, Florence G., School No. 79, Lawn 
Ave., Buffalo 


Lewis, Carl E., 13 Eastman Ter., Pough 
keepsie 
Lewis, Howard H., School No. 1, Hillside 


Ave., Rochester 








ham- 
, Mt 


Ave., 


cotia 
ylum- 


Ave., 

St 
hool, 
rcliff 
l No. 


kirk 
Rd., 


cond 


bany 
151, 


aten 


154, 


148, 
reet 
ning 
St., 

St., 
ool, 


is 
165 


132, 
iton 
fan- 
: 

ush- 
yra- 
ame 
ve., 
ve., 
1am 
1wn 
igh- 
side 





FourtTEEntH YEARBOOK 605 





Lindquist, Margaret A., 2475 Palisade 
Ave., Spuyten Duyvil, New York 

Lindsay, Marguerite F., 180 Washington 
Ave., Albany 

Lindsay, Mary A., 180 Washington Ave., 
Albany 

Lisle, Herbert, School No. 12, Troy 

Lodato, August, Public School No. 167, 
1025 Eastern Pkwy., Brooklyn 

Lodge, Emma L. 126 Donaldson Rd., 
Buffalo 

Lortcher, Mrs. Dorothea K., 3309 Lake 
Ave., Rochester : 

Lotz, Christine L., Lincoln Park School 
No. 44, Rochester 4 

Lyon, Julia E., Stephenson School, New 
Rochelle 

McCormick, Alice V., 1349 Lexington Ave., 
New York 

McKenna, Lauretta C., 185 Shonnard Ter., 
Yonkers 

McKernan, Mary L., 1229 Kemble S&t., 


Utica 

McKiernan, Katherine A., 453 Morris St., 
Albany 

MeNeill, George A., Andrews School No. 9, 
261 Joseph Ave., Rochester 

McSwain, bk. T., 514 W. 122nd St., New 
York 

MeSwyny, Mary, Public School No. 130, 
70 Ocean Pkwy., Brooklyn 

MacDonald, Donald B., Fairfax Apt., 
Woodmere, Long Island 

Mackay, Eleanor C., Public School No. 96, 
650 Waring, New York 

*Mackintosh, Margaret C., 1224 Ditmas 
Ave., Brooklyn 

Maguire, Matilda E., Merrick School, 
Syracuse 

Mahoney, Mary A., 738 Buffalo St., James- 
town 

Maloney, Mary H., Public School No. 20, 
Troy 

Manheim, Mrs. Sophie C., 610 E. 12th St., 
New York 

Meyer, Agnes O., 84 Park Pl., Auburn 

Miner, Mary E., 47 Grand Ave., Johnson 


ty 

Montgomery, Alice M., 11 Livingston Park, 
Rochester 

Morey, Anna A., School No. 14, Troy 

Morey, Benjamin I., School No. 16, N. 
Allen St., Albany 

Morrison, J. Cayce, Asst. Commr. for Elem. 
Educ., State Education Dept., Albany 

Morse, Mrs. Susanna D., 14 Chestnut St., 
Auburn 

Mossman, Lois Coffey, Teachers College, 
Columbia University, New York 

Moyer, Ellena C., Sanford Street School, 
Glens Falls 

Murphy, Margaret M., 120 Oak St., Hudson 
Falls 

Murray, Mary A., School No. 5, 206 N. 
Pearl St., Albany 

Nelson, Amanda, 1231 N. Main St., James- 
town 

Newton, Dorris, Morris School, Rockville 
Centre 

Nickles, George F., Children’s Village, 
Dobbs Ferry 

Nifenecker, Eugene A., Bureau of Refer- 
ence, Research and Statistics, Board of 
Education, 500 Park Ave., New York 

Norris, Bessie, 410 E. Main St., Batavia 

Norton, John K., 464 Riverside Dr., New 


ork 

Obermeier, Minnie, Public School No. 101, 
Manhattan, 611 W. 156th St., New York 

O’Brien, Josephine G., Public School No. 
117, Queens, Jamaica 

O'Keefe, Emma M., School No. 37, 353 
Congress Ave., Rochester 

Olmstead, Helen M., 150 Oxford Ave., 
Buffalo 


O'Malley, Margaret, Public School No. 66, 
Tacoma and Parkside, Buffalo 

Orr, Mrs. Mabel L., School No. 31, Roches- 
ter 

Painter, Fred B., 523 E. Buffalo St., Ithaca 

Palmer, Gertrude A., 640 West End Ave., 
New York 

Paris, Florence E., 32 Linden Ave., Buffalo 

Park, Ford R., School No. 28, Triangle St. 
and Abbott Rd., Buffalo 

Paulsen, Gertrude M., 410-A Sackett St., 
Brooklyn 

Pauly, Frank R., 501 W. 123rd St., New 
York 

Pearson, Georgia King, 6 Lewis Pkwy.. 
Yonkers 

Penfold, Arthur, 332 Beard Ave., Buffalo 

Phillips, Ellen W., Public School No. 188, 
Manhattan, 131 Lewis St., New York 

Piper, Sarah M., 230 First Ave., Frankfort 

Plantz, Mina, Miller Rd., Hicksville, Long 


Poe. rae 2685 Grand Concourse, New 

ork 

l’otts, Mrs. Dora H., 170 Greenridge Ave., 
White Plains 

Powlesland, Walter H., 101 Grant Ave., 
Syracuse 

Powell, Mary E., 42 Attorney St., Hemp- 
stead 

Powers, Francis W., Public School No. 103, 
54th St. and 14th Ave.. Brooklyn 

l’owers, Katherine B., Horace Mann School 
No. 13, Rochester 

I'ugh, Sterling B., 217 Clinton Ave., New 
Rochelle 

hm Chester A., 318 W. 100th St., New 
or 

I’utnam, Lena M., 602 N. James St., Rome 

Quinlavin, Ivan, 399 Colvin St., Rochester 

Quirk, Florence J., Lincoln School, Batavia 

Raben, Morris, Public School No. 90, The 
3ronx, 166th St. and Sheridan Ave., 
New York 

tado, Alfred, Public School No. 89, The 
Bronx, Mace and Paulding Aves., New 
York 

Ramsdell, Florence R., 
School, Lynbrook 

Randolph Esle, Public School No. 13, 161 
Hyland Blvd., Staten Island 

teigart, John F., 31 Euclid Ave.. Yonkers 

Reilly, Frederick J., 63 Hamilton Ter.. 
New York 

Reiten, Mary S., School No. 3, Albany 

Rhoads, Luke C., Box 93. Mt. Vernon 

Rick, Antoinette D., 287 Hallock St., 
Jamestown 

Riester, Lauretta F., 588 Linwood Ave., 
Buffalo 

Rilev, Ruth V., Big Cross Street School. 
Glens. Falls 

Robbins, Lovina M., 161 Union St., Ham 
burg 

Robertson. John W., 
Floral Park 

toe, Jennette G., School No. 18, Hurlbut 
St., Albany 

Ronnei, Herman L., Union High School, 
Valhalla 

Rtoseboom, J. Agnes. 94 South St.. Auburn 

Ross, Lazarus D., Public School No. 141, 
47 Leonard St.. Brooklyn 

Rowley, Mary V., 94 Innis Ave., Pough- 
keepsie 

Schaller, Amelia, Publie School No. 103, 
49 FE. 119th St., New York 

Schatteles, Mrs. Ruth, 215 W. 83rd St.. 
New York 

Schildmacher, Ella M., 632 Prendergast 
Ave.. Tamestown 

Schneucker, Elizabeth §S., 808 State St., 
Schenectady 

Schrader, Henry G., 33 Catlin Ave., James- 
town 

Schultz, Frederick, 346 N. Park Ave., 
Buffalo 


Marion Street 


Bellerose School, 








606 





ELEMENTARY Scuoot Princrpats 





Selby, Miriam F., 152 Ross Ave., New 
Dorp. Staten Island 
Shaw, Helen V., 94 South St., Auburn 


Shean, Mary C., Greenburgh No. 8 Schools, 

White Plains 

Shellington, A. Mary, 5304 Fourth St., 
Niagara Falls 

Sherburne, M. Louise, 264 Beach 139th 
St., Rockaway Beach 

Sherrard, John P., School No. 44, Broad- 
way and Krupp, Buffalo 

Sherwood, Leah, Public School No. 72, 651 

New Lots Rd., Brooklyn 


roa Mae, 15024 E. Main St., Endi- 
cott 
Sicklick, Isabelle, Public School No. 94, 


The Bronx, New York 

Silverman, Estelle L., Public School No. 
25, The Bronx, New York 

Simmons. Harry S8S., 16 Bay View Ter., 
Newburgh 

Simpson, Mortimer L., Public School No. 
170, 7109 Sixth Ave., Brooklyn 


Smallenburg, Ella, School No. 67, Buffalo 
Smallwood, Winifred, Pere Le Moyne 
School, 15 Le Moyne St., Syracuse 
Smith, Ella V., 1142 Arsenal St., Water- 

town 
Snapp, Jennie F., Loder Avenue School, 
Endicott 


Snavely, F. B., School No. 1, 
Ave., Buffalo 

Snyder, Charles A., School No. 
ware Ave., Albany 

Spacht, Charles A., Henry Barnard School, 
New Rochelle 


349 Busti 
24, Dela- 


Specht, Louise, 103 Quentin St., Kew 
Gardens, New York 

Spencer, Cecil F., Box 44, Babylon 

Spurgeon, Mrs. Grace H., 112-29 175th 
St.. St. Albans 

Stanbro, Mrs. Mabel, 42 Glenwood Rd., 
Menands 

Stapleton, Josephine F., 1360 Merriam 


Ave., New York 

Stecher, Mrs. Elizabeth M., Publie School 
No. 204. Brooklyn 

Steel, H. J., 130 Nassau Ave., Kenmore 

Steiner, Fredericka, 945 West End Ave., 
New York 


Stewart. Ruth A., Chatsworth Avenue 
School, Larchmont 

Sumner, Bertha E., 110 W. Main St., 
Batavia 

Sumner, S. Clayton, 356 Kennedy St., 
Syracuse 

Swannie, Evelyn Haas, School No. 62, 


Urban and Moselle, Buffalo 

Sweeney, Agnes L., Ashland Avenue School, 
Niagara Falls 

Swift, Charles B., 21 Chateau Ter.. Snyder 

Tallent, Agnes J., Public School No. 132, 
320 Manhattan Ave., Brooklvn 

Terrell, Mrs. Madelaine H., 84 Cedar Ave., 


Patchogue 

Theobald, Jacob, 234 W. 109th St., New 
York 

Thomas, Rufus G., 138 Hertford St., Syra- 
cuse 


Trace, Charles T.. Public School No. 91, 
Albany Ave. and Maple St., Brooklyn 
Traphagen, M. H., 39 Parkway E., Mt. 

Vernon 
Her- 


Tuger, Margaret E., 
kimer 

Turney, L. G., Fitzhugh Park School, East 
Bridge St., Osweeo 

Vail, May H.. 476 Clinton Ave.. Brooklyn 

Van Arnum, Eugenia, School No. 15. Troy 

Van Arsdale, Mary M., 267 Elmwood Ave., 
Buffalo 

Viemeister, Edmund H.. Park Ave., 
Seaford. Long Island 

Vineent, H. D., School No. 16, Troy 

Viymen, Henrv T.. Public School No. 81, 
Queens. Ridgewood. Brooklyn 

Waite, Edna A., 451 Clinton Ave., Brooklyn 


Waverly Hotel, 


Box 25. 


Wallstein, D. Daniel, Junior High School 
No. 142, 114th Ave. and 142nd S§&t,, 
Jamaica, Long Island 

Warner, Stanley F., 352 
Cedarhurst, Long Island 

Webster, George E., School No. 3, Post 
Rd., Rye 

Wehle, Hanna, 14 Roosevelt Ave., 
mont 

Weis, Helen. 77 Irving Ter., 


Summit Ave. 


Larch- 


Kenmore 


Werner, Mrs. Edith F., Robert Fulton 
School, Mt. Vernon 

Weyant, Walter B., 330 Lionel Aveé., 
Solvay 


Whalen, Frank D., 368 E, 157th St., New 


York 
WwW hite, Edith C., 73 De Sales P1., Brooklyn 
Wikander, Elin, 350 Lincoln P1l., Brooklyn 
Wilson, Helen, 738 St. Marks Ave, 


Brooklyn 


Wilson, Martha A., 528 W. 114th St., 
New York 
Wise, C. H., 311 Ann St., Medina 


Wood, Ethel M., 
Plains 

Wood, Eva C., Public School No. 4, 35 
Berkeley Pl.. Brooklyn 

Wright, Mrs. Kathryn Ward, School No 
39. 145 Midland Ave.. Rochester 

Wright, Mrs. Louise J., 54 Elmwood Ave., 


204 Martine Ave., Whit: 


Geneva 

Wylie, Anna, 2223 Whitney Ave., Niagara 
Falls 

Yeager, Fern M., Nott Street School, 
Schenectady 


Young, Mrs. Elizabeth. 130 Jefferson St 


Salamanca 


Zurbrick. Warren W., 939 Delaware Ave., 


Buffalo 
NORTH CAROLINA 
Alexander, Mrs. W. S., Rowland School, 
McDonald 
Beavers, Sallie L., 601 S. Duke St., 
Durham 
Blair, Emma, 1818 S. Main St., High Point 
Bostian, Annie E., 328 E. Bank St., Salis 
bury 
Bowling. Harry M., Boulevard Branch 
Box 55, Leaksville 
Burch, Mrs. Eva H., 1226 Myrtle Ave., 


Charlotte 


Carson, Q. M.. 19 Soco St., Asheville 

Cooke, C. E., Fuller School, Durham 

*Cox. Herbert A., Route 2, Ramseur 

De Berry, Nena, Frank B. John School 
Salisbury 


Hearne, Clara, Box 57 
Helms, H. A., Central Ju 


7. Roanoke Rapids 
unior High School, 


Greensboro 

Holloway, Maggie F., 411 Cleveland 
Durham 

Jamison. Florence, 908 W. Fourth St., 
Charlotte 

Jones. Lily N.. 608 W. Chapel Hill St.. 
Durham 

McQuage, Mrs. Ruth H., Henderson School, 
Salisbury 

Nance, Lillian. Elementary School, Clinton 

Paylor, Ivey, 1006 Johnson St., High Point 

Reid, Florence M.. Box 299. Lexing ton 

Rogers, G. Titus. Oaksdale School, Benson 


Sherwood, Mrs. M. B., 214 E. Morgan St., 


Raleigh 

Stafford. Susie F., 604 E. Davis St., 
Burlington 

Wiggins, Mrs. Sam, Elementary School 
Dunn 

*Wilson, Mrs. A. R., 202 S. Dillard St 
Durham 


NORTH DAKOTA 


Brandt, Ivy, 914 Fifth Ave., S., Fargo 
Champine, Jennie L., Agassig Platoon 
School, Fargo 


Grindstuen, Iver I., Supt. of Schools, Beach 











chool 
St. 


Ave., 
Post 


arch- 


ulton 
Ave.,, 

New 
oklyn 
oklyn 
Ave., 


St., 


Vhite 
t, 35 


‘hool, 
8t., 


Point 
Sa lis- 


anch, 


Ave., 


“hool, 


apids 
‘hool, 


‘land, 
St.. 
| St.. 
*hool, 
inton 
Point 
yn 
pnson 
n St., 
St., 
*hool, 


1 St. 


rgzo 
atoon 


3each 





FourtTEENtH YEARBOOK 607 





Hanson, Signe, Jefferson School, 16th St., 
S., Fargo 

Hage. Theodore, 916 Belmont Rd., Grand 
‘orks 

Hartney, Eleanor M., 416 Eighth St., S., 
Fargo 

Hicks, Mrs. Nellie A., 704 Third Ave., N., 
Fargo 

Hoag, Gertrude E., 224 Eighth St., N., 


Fargo 

*Lobben, Clara H., 902 Eighth St., N.. 
Fargo 

i Adelaide M., 1302 Sixth St., S., 
argo 

Olsen, Gustava, 1126 Fourth St., N., Fargo 

Phillips, Adelaide, Clara Barton School, 
1415 Eighth Ave., S., Fargo 

Walker, Mrs. Sadie A., Emerson H. Smith 
Platoon School, Fargo 

Wilson, Seth, Turtle Mountain Consoli- 
dated Indian School, Belcourt 


OHIO 


Adams, Mrs. Jennie H., 87 Eber Ave., 
Akron 

Adel, Mrs. Elmore E., 25 N. 21st St., 
Columbus ° 

Allen, Cora F., 872 8S. Champion Ave., 
Columbus 

Allen, W. Paul, 10210 Plymouth Ave., Gar- 
field Heights, Cleveland 

Allison. Hope. 108 Seventh St., Marietta 

—-, H., College Hill School, Cin- 
cinnat 

Andrew, Ellen B., Kilgour School, Herschel 
Ave., Cincinn ati 

Andrix, Edith, Roxboro Elementary School, 
Cleveland Heights 

Antrim, Louise, Garfield School, 3800 W. 
140th St., Cleveland 

Arbuckle, Daisy V., 1818 Haldane Rd., 
Cleveland 

Arey, Essie, Hoffman _ hool, Durrell and 
Merrimac. Cincinna 

Armstrong, J. J., 2718 vrillman St.. Youngs- 
town 

Augspurger, R. E., 803 Fairview Ave., 
Hamilton 

Baird, Mrs. Lura Fortney, Twenty-third 
District School, Vine and University, 
Cincinnati 

Bell, Eula, 1237 Gomber Ave.. Cambridge 

Benedict, Myrtle L., 1236 Westlake Ave., 
Lakewood 

Bennett, O. H., 532 Court House, Cincinnati 

Bevington, Rachel, Garfield School, De- 
troit St., Near Grace Ave., Lakewood 

Bishop, E., Tod School, 3028 E. 65th St., 
Cleveland 

Biszantz, Cina L., 11311 Clifton Blvd., 
Cleveland 

Boardman, Ruth, 550 W. Central Ave., 
Delaware 

Brett, Charlotte J., 16001 Fernway Rd., 
Shaker Heights, Cleveland 

Brookes, M. Emma, President. Depart- 
ment of Elementary School Principals, 
1934-35, 1108 The Commodore, Euclid 
Ave. and Ford Dr., Cleveland 

oe Cc. J., Kirby Road School, Cincin- 
nat 

Brown, Francis W., 3768 Berkeley Rd., 
Cleveland Heights 

Brown, Winfred Q.., 
School, Cincinnati 

Bruhn, Carrie C., 10602 Wade Park Ave., 


Cleveland 
Parkland School, 


Campbell, Bess M., 
Toledo 

Com. Mary E., 21540 Detroit Rd., Rocky 

ver 

Chapman, Howard J., Elementary School, 
Strongsville 

Chidlaw. W. M., Sayler Park School, Cin- 
cinnati 


Kennedy-Siverton 


Cleland, Lillian A., 1728 E, 116th Pl, 
Cleveland 

Coleman, Nellie L., 1341 W. 59th St., 
Cleveland ; 

Connolly, Edna G., 3057 Washington Blvd., 
Cleveland Heights 

Cook, Selda, 5810 Clinton Ave., Cleveland 

Crane, H. L., 5636 Bramble Ave., Cin- 
cinnati 

Crocker, Zillah M., Wallbridge School, 
Toledo 

Cronin, po. Madisonville School, Cin- 
cinnat 

oa J. A., 3261 Enderby Rd., Cleve- 
la 

Curren, Edith L., Hayes School, Lakewood 

— Bess, 1574 Clarence Ave., Lake- 
woo 

Daly, Margaret, Roosevelt School, Cin- 
cinnati 

a ~ Grace, Harrison School, Lake- 
woo 

Davidson, M. Mabel, 1316 Grand Ave., 
Dayton 

Diggins, S. Grace, 1690 W. 3ist Pl., 
Cleveland 

Dombaugh, Alice M., 283 N. State St., 
Marion 

Downing, Georgiana, 2085 Cornell Rd., 
Cleveland 

Eldridge, Amy. Bancroft School, Wych- 
wood Lane, Youngstown 

Elliott, Blanche, 1136 Orchard St., Co- 
shocton 

Emig, George C., McKinley School, East- 
ern and Tennyson Ave., Cincinnati 

Evans, Edith E., 422 Bellevue Ave.. 
Marietta 

Evans, Elizabeth, Harding School, Youngs- 


town 

Ewan, Sylvia, Highlands School, Eastern 
Ave., Cincinnati 

Eyler, Harriet M., 149 N. Main St., 
London 

Fennell, Bertha A., 3305 Tullamore Rd., 
Cleveland Heights 

Ferrie, Georgia B., Wade Park School, 
Cleveland 

F — Mary, 2022 E. 77th St., Cleve- 


Fisesa, H. L., Taft School, Cincinnati 

Fox, Ralph L., Caledonia School, East 
Cleveland 

Franz, G. F., 109 W. MeMillan St., Cin- 
cinnati 

Frederick, Mary C., 1429 Wagar Ave., 
Lakewood 

Fuller, Gerta L., 12206 Clifton Blvd., Lake- 
wood 

Gabriel, Florence, 7338 Euclid Ave., 
Cleveland 

Gericke, Meta, 3182 W. 14th St., Cleveland 

Gibson, O. H., Carroll 

Graham, Florence M., 9215 Miles Park 
Ave., Cleveland 

Grimes, Ruth, Hillman School, Youngs- 


town 

Hague, Edith McGrew, Douglas School, 
Columbus 

Haldane, Jean A., Miles School, 11918 
Miles Ave., Cleveland 

Hammond, L. Daisy. io Sokmeen Ave., 
Oakwood Village, Day 

— Alice, 2040 a “96th St., Cleve- 


Harte. David P., Jr.. Western Reserve Uni- 
versity, Cleveland 

Hart. Helen A.. Chase School, Toledo 

Hasemeier, Margaret E., 3580 Epworth 
Ave., Westwood 

Hauer, John S., Sixth District School, 
Cincinnati 

Heiser, Bess M., 11 Wroe Ave., Dayton 

Henschen, Laura H., 3444 Marvin Ave., 
Cleveland 

Hess, Henri L., 23 N. Court St., Athens 

aes. Catherine E., 2002 Wayne Ave., 

ayton 








608 


Howser, Elma B., 325 Franklin St., Marion 

Hoxter, Truman, 78 May Court, Chagrin 
Falls 

Hutchins, Eva, 1520 E. 


jan 

Hutt, Martha K., 3437 W. 
Cleveland 

Jack, Mary E., Coventry School, Cleveland 
Heights 

Jacobs, Rudolph, 
cinnati 

Johnston, Ella M., 2995 Scarborough Rd., 
Cleveland Heights 

Judd, Harriet A., 51 
Columbus 


105th St., Cleve- 
123rd_ St. 
School, Cin- 


Fairview 


Brighton’ Rd., 


Kaefer, William, 407 Ludlow Ave., Cin- 
cinnati 

Keegan, Elizabeth §S., 1002 Parkside Dr., 
Lakewood 


Mary F., 2064 E. 88th St., Cleve- 


Keys. 
land 


Kingsborough, Hazel, 1427 E. 111th St.. 
Cleveland 
Kinker, Minnie L., 1242 Broadway St., 


Toledo 
Kleinsmith, 
Lakewood 
Kloepfer, Blanche, Giddings School, 2250 
=. Tist St.. Cleveland 
Knight, Nellie D., 3093 
Cleveland 
Kolbe, Bertha M., Ilotel Bolton, Cleveland 


Sylvia N., Madison School, 


Ashwood Rd.. 


Koons, Stella I1., 3304 Jefferson Ave.. 
Cincinnati 

Kuehn, Nita E., 2708 Clark Ave., Cleve 
land 

Lavland. Ethel E., 1264 Lincoln Rd.. 
Columbus 


Logue, Leona W., Stewart Avenue School, 
Columbus 

Losch. Adela M., 3432 E. 110th St., Cleve 
land 

Loudon, Agnes V.. Oxford School, 914 Ox 
ford Rd., Cleveland Heights 

Lowe, Florence A., Warner School, Cleve 
land 

McCarthy, Margaret, 10014 Edgewater Dr.. 
Cleyeland 

McCarty, Katherine A., 2049 Cornell Rd.. 
Cleveland 

McGuire, Gertrude H., 1835 Belmore Rd.. 
East Cleveland 


McHugh, Agnes, Boulevard School, 9700 
Kinsman Ave., Cleveland 

Markowitz, Martha B., Sterling School, 
2104 E. 30th St.. Cleveland 

May, Laura M., 1377 E. 112th St., Cleve- 
land 

Meermans, Minnie, 1552 E. 85th St., Cleve- 
land 


Miller, C. L.. Garfield School, Cincinnati 
Money, Ella B., Landon School, 1955 
96th St., Cleveland 


*Morgan. Edna, 2943 Berkshire Rd. 
Cleveland 

Morgan, Elizabeth, Newbury School, 
Toledo 

Myers, Mary E.. 85 S. Adolph Ave.. Akron 


Nessle. Fannie B., 816 Nesslewood Ave.. 
Toledo 
B. F., 


Norton. 
Lorain 

Offerman, Kate M., Asst. Co. 
Schools. Bowling Green 

Orr. Estelle B., 11706 Chesterfield Ave.. 
Cleveland 

Park. Olive. Union 
Ave., Cleveland 

Parks. Mrs. Belle L., 
East Cleveland 

Peaslee, L. D. 
nati 

Perkins. Hugh V.. 3235 Euclid Heights 
Bivd.. Cleveland Heichts 

Peters, Edith C., 661 E 


lan 
Pettit. Joseph E.. Mayfair School, 14000 
Mayfair Ave., East Cleveland 


Garden Avenue School 


Supt. of 
School, 6700 UTnion 
1847 Knowles St.. 
Cincin- 


Hartwell School, 


23rd St., Cleve- 


ELEMENTARY Scuoout Principats 


Phelps, Grace C., 88 
lumbus 

Phillips, Mrs. Jane E., 46 Winner Ave 
Columbus 

Pinhard, Estella M., 3706 Library Ave., 
Cleveland 

Pittenger, Winifred, 
ledo 

Pluckebaum, Dorothy E.., 
Cincinnati 

Preston, E. M., 
Cleveland 

Prior, Romaine, Third Street School. | 
lumbus 

Quirk. W. A., Guilford Scho Fourth a1 
Ludlow Sts., Cincinnati 

Ranft, Aleda V.. 2846 TT: 
Shaker Heights 

Rarey, Mrs. Margaret M., 379 S. Oh 
Columbus 

Rebert, Ruth E., 255 E. Midlothian B 
Youngstown 


Linwood Ave., Co 


Pickett School, To 
1522 Ruth Ave 


Prospect School, East 


rrington Rd 


io Ave 








Renfrow, O. W., Whittier School, Cir 
nati 

teszke, Felix E.. Sands School, Cincinr 

Reynolds. Sadie, 3930 Be Dr.. Te 

Rogers, Florence M., McKinley S« ol, 135 
W. Clifton Blvd., Lakewood 

Ross, Frances, Shafor Boulevard Sc! 
Dayton 

tupel, Maude L., 21 N. Torrence St 
Dayton 

Ryan, Mary G., 2959 Meadowbrook Bl 
Cleveland 

Salisbury, Robert K., Elementary Sc! 


Terrace Park 
Scheuerman. Alfred A.. North F 





School, Baltimore Ave., Cincinnati 
Schlotman, R. C eberle School, Cin 
nati 
*Schroeder, Esther L Raschig S$ l 


Parkway and Elm. Cincinn¢ 

Schuh. Belle, 2104 Brookdale Rd.. Tole 

Schullian, Augusta M., 1497 Mars Av: 
Lakewood : 

Schultz. George C 
Marietta 

Schwartz, Albert. 
cinnati 

Secrist, C. C., R. D. 5. South Hills. Mans 
field 

Sellers, Mrs. Hazel B.. 25 Adelford A 
Akron 

Siringer. Meta L.. 
wood 

Spence, A. Marie. 
Rocky River 

Stauffer, Daisy R.. 204 Irvine f Davtor 

Steele, Louise, 50 N \ther 

Stewart. Ethelyn. 2255 Rexwood Rd 
Cleveland Heights 

Stewart, Martha A 
East Cleveland 

Stratton. May B 
Fullerton Ave., Cleveland 

Tavlor. Eva, 1252 F. 115t! 

Tefft, Edna, Watertown Rd [ etta 

Terrill. Mayme I., Victory Park Scl 
South Euclid 

Thornton, Charles 
Cleveland 

Tole, Isabel. Jackson School, 317 Abbe 
Ave., Dayton 

Tracy. Kathleen, 532 Howell Ave., Cir 


Washington Scl 


Cummins Schoo ( 


19315 Rive ew Ave 


1777 Carlyon Rd 


Fullerton School, 581¢ 


o 
] 


A.. 3662 Lynfield Rd 


nati 

Treat. Mabel, 15106 Rosemary Ave.. Clevs 
lan 

Van de Water, Myrtle. 16 
Toledo 

Vermillion, Kenneth R.. ©! ers S 


East. Cleveland 

Von Engeln, Dorothy. Lange School, 200 
Dover St.. Dayto 

Walker, Helen, 1330 E 
bus 

Warnking. May, Columbian School, 
dale, Cincinnati 


Rr > S Cal 











and 


td. 


unt 
cin- 
ool, 


edo 


om l. 
in- 


ins- 





sais it is 


FourtEENtH YEARBOOK 609 





Watts, M. P., Daniel Worley School, Canton 

Wells, Lucy B., 937 Steubenville Ave., 
Cambridge 

Whelan, Grace, 3040 Lincoln Blvd., Cleve- 
land Heights 

White, Mrs. Ethel S., 2628 Brookford Dr., 
Toledo 

Williams, M. Iola, Firestone Park School, 
Akron 

Williamson, Miriam, Longfellow School, 
245-247 Salem Ave., Dayton 

Willoughby, Mary, 244 W. Third Ave., 
Columbus 

Wilson, C. A., Avondale School, Cincinnati 

Woodside, J. Barnes, Mentor Village 
School, Mentor 

Wright, Pearl M., Clifton School, Clifton 
and McAlIpin Ave., Cincinnati 

Zapf, Sophie L., 1190 Carlyon Rd., East 
Cleveland 

Ziska, Agnes L., 3344 Meadowbrook Blvd., 
Cleveland Heights 


OKLAHOMA 


Albers, R. L., 301 N. Rock Island, El Reno 

Bailey, W. B., MeBirney School, Tulsa 

Beall, Ross, Lee School, Tulsa 

Benfer, Mabel C., 417 Osage Ave., Bartles- 
ville 

Bowles, A. G., Jefferson School, Tulsa 

Coffman, George W., 225 E St., 8S. E., Ard- 
more 

Couch, Mrs. Mary D., 1130 N. W. Tenth 
St., Oklahoma City 

Dale, Etta D., 505 8S. Rock Island Ave., 
El Reno 

Denney, Earl C., Franklin School, Tulsa 

Dolan, L. B., 2120 W. 22nd St., Oklahoma 


City 

French, Will, Board of Education Bldg., 
Tulsa 

Fritzson, Edith L., Willard School, 1401 
W. Third St., Oklahoma City 

Frye, Dora Cox, 529 N. W. 22nd St., 
Oklahoma City 

Giles, O. A., 1348 S. Florence Ave., Tulsa 

Gilmer, Juliette, 1106 N. W. 14th, Okla- 
homa City 

Griggs, 0. C., 43 N. Wheeling St., Tulsa 

Hackendorf, William, 1020 8S. Florence 
Ave., Tulsa 

Haynes, J. H., 3307 E. Easton, Tulsa 

Heilman, Paul L., 1136 S. Gary Ave., 
Tulsa 

Hodges, J. H., Osage School, Tulsa 

Hooper, George J., Bryant School, Tulsa 

Hudson, J. S., 2823 E. Fifth St., Tulsa 

Hurt, Joe D., Pleasant Porter School, 
Tulsa 

Kelly, Anna K., 5063 N. W. 25th St., 
Oklahoma City 

Kennedy, R. H., Pleasant Porter School, 
Tulsa 

Koonce, B. E., Robertson School, Tulsa 

La Mar, R. Esther, Roosevelt School, 
Okmulgee 

Laughlin, Mrs. Blanche, 209 N. E. 23rd St., 
Oklahoma City 

Lavengood, L. W., 313 N. 
Tulsa 

McCollum, R. E., 1427 N. Elwood, Tulsa 

MeMillan, Ethel, 31 W. 14th St., Oklahoma 
City 

Moore, T. E., 1331 N. Elwood, Tulsa 

Moorhouse, Mrs. Lulu D., 1120 W. Chero- 
kee, Enid 

Nelson, Mildred, 1443 E. Tenth St., Okmul- 
gee 

Pitts, Lena, 408 Beauclair Hotel, Okmulgee 

Power, Leonard, Asst. Supt. of Schools, 
Tulsa 

Richards, A. L., 1311 S. Trenton, Tulsa 

Riechel, Adolphine, 422 BH. 12th St., Ok- 
mulgee 


Tacoma Ave., 


Setzepfandt, A. O. H., 1547 S. Delaware 
Pl., Tulsa 

Walkup, Lydia, 408 Beauclair, Okmulgee 

Watson, Isabel, 706 Jennings, Bartlesville 

Watts, Winifred, Webster School, Okmul- 
gee 

Wood, Linnie R., 223 W. 11th St., Box 984, 
Bristow 

Woods, Mrs. Blanche, 1307 W. 19th St., 
Oklahoma City 


OREGON 


Alexander, Mrs. Alevia, 410 S. E. 55th St., 
Portland 

Cue Fred H., Route 8, Box 425, Port- 
an¢ 

Ford, W. I., 2645 N. E. 38th Ave., Portland 

Freel, A. O., 1042 Cleveland Ave., Port- 
land 

Hanna, Mrs. Blanche E., 941 S. E. 55th 
Ave., Portland 

Howard, C. A., State Supt. of Public In- 
struction, Salem 

Miller, E. A., 1530 S. High St., Salem 

Perry, C. E., 4263 8. E. Belmont St., Port- 


land 
— W. A., 4007 S. E. 64th St., Port- 
anc 
Prideaux, A. J., 5915 S. E. Taylor St., 
Portland 
—- L. D., 2930 N. E. Bryce St., Port- 
lanc 
Rush, Mabel E., 400 Fifth St., Newberg 
Shuey, Ada R., 1062 Adams St., Eugene 
Swinney, Ruth, 435 Fowler St., Roseburg 
Williamson, Sarah, Cove Ave., La Grande 
*Zook, Carl S., 7200 S. E. 60th Ave., Port- 
land 
PENNSYLVANIA 
Allen, Anna D., 909 Northampton S&t., 
Easton 7 ; 
Allen, Lillie E., 1750 N. 15th St., Phila- 


delphia 
Anderson, Robert J., 5322 Webster St., 
Philadelphia 


Askin, Bessie D., Madison School, Mil- 
waukee and Orion Sts., Pittsburgh 

Bartine, Helen W., Ethan Allen School, 
Robbins Ave. and Battersby, Phila- 
delphia 

seach, Gertrude S., Joseph Allison School, 
15th and Norris Sts., Philadelphia 

Beacham, Mabel, 1110 Potter St., Chester 

Beatty, C. Evelyn, Beechwood School, 
Rockland and Sebring Ave., Pittsburgh 

*Berman, Samuel, 5336 N. Sydenham St., 
Philadelphia 

Best, Elizabeth M., 414 Richland Ave., 
Dravosburg , 

Biswanger, Wilhelmina A., 163@ Harrison 
St., Philadelphia 

Bjork, Ellen D., 37 Belleview Ave., Brad- 
ford 

Blessing, Louise, 4837 Lytle St., Pitts- 
burgh 

3ooth, Morrison, H. J. Widener School, 
13th and Thompson Sts., Philadelphia 

Bowers, Frances L., Webster School, 
Eighth and Parrish Sts., Philadelphia 

Bowman, Calvin, 325 Hiland Ave., Johns- 
town 

Breeze, Mary V., 325 N. Craig, Pittsburgh 

Breitwieser, William, 201 Summit Ave., 
Bellevue Dr., Pittsburgh 

Brunner, Frances C., R. D. 1, Box 132, 
Turtle Creek 

Burns, John J., Columbus Avenue School, 
Miners Hill, Wilkes-Barre 

Byers, B. H., Supt. of Schools, Box 38, 
Elizabeth 

Chambers, Raymond L., 24 W. Logan St., 
Philadelphia 

Chew, Samuel L., Northwest School, 15th 
and Race Sts., Philadelphia 








610 





Cober, E. W., 1419 Elm St., Wilkinsburg 


Collins, Bessie Eleanor, 4910 Larchwood 
Ave., Philadelphia 
Collins, Henrietta, Taylor School, Sixth 


Philadelphia 
Conneaut Lake 
7412 Perrysville Ave., 


Harding School, Erie 
Ella, 917 Chislett St., 


and Erie Ave., 
Corey, Carolyn F., 
Courtney, Grace A.., 
Ben Avon 
Creys, Lavina, 
Crumrine, M. 
burgh 
Dager, M _—~ Frances G., 


Dale, Ralph B., 1127 S. 


delphia 
Davenport, Ralph F., 136 


Ardmore 


Pitts- 
158 Butler Ave., 
52nd St., Phila- 
Drexel Rd., 


Dobbins, Thomas J., 531 Hansbury St., 
Philadelphia 
Doyle, Florence A., 5375 Wingohocking 


Philadelphia 
Paul Lawrence Dun- 
North of Columbia 


er., Germantown, 
Duckrey, Tanner G., 
bar School, 12th St., 


Ave., Philadelphia 

*Dunleavy, Joseph M., 418 Breck St., 
Scranton 

Eckard, Elizabeth T., Stephen A. Douglas 
School, Edgemont and Huntingdon, 
Philadelphia 

Edgar, Robert H., 531 Orchard Ave., 
Bellevue 

Edwards, Nellie E., 1434 Chew St., Allen- 
town 

Eissler, Louise, Birney School, Ninth and 
Lindley Ave., Philadelphia 

Emery, J. Thornton, Lewis C. Cassidy 
School, 65th and Lansdowne Ave., Phila- 
delphia 

Emrey, Miles L., Bryant School, 60th and 


Philadelphia 


Cedar St., 
Central School, Sayre 


Enevoldsen, Anna E.., 


Euwer, Mrs. Ora, Clayton School, Pitts- 
burgh 

Evans, Abel J., 5215 Chester Ave., Phila- 
delphia 

Evans, Walter P., William H. Hunter 
School. Mascher and Dauphin Sts., 
Philadelphia 


Fleischman, Charlotte C., D. Newlin Fell 


School, Ninth and Oregon Ave., Phila- 
delphia 

Foulkrod, Emily. Elkin School, Clearfield 
and D Sts., Philadelphia 

Frankenfield, Ira M., 637 Center St., 
Bethlehem 

French, Lloyd C., 496 Fifth Ave., New 
Kensington 

Frew, Margaret A.. Thomas Wightman 
School, Solvay nr. Wightman, Pittsburgh 

Fromuth, Carl L., Isaac A. Sheppard 
School, Howard and Cambria Sts., Phila- 
delphia 

Fugett, Joseph R., 120 E. Miner St., West 
Chester 

Funk. M. Estelle. Curtin School, Musgrave 
and Hostter Sts., Germantown, Phila- 
delphia 

Galter, Israel, 3133 W. Columbia Ave., 
Philadelphia 


Garver, Francis M., University of Penn- 
sylvania, 112 Bennett Hall, Philadelphia 


Geedy. Calder B., 310 S. Brown St., Lewis- 
town 
Geiss. Newton W., Asst. Co. Supt. of 


Schools. Oley 
Gibbs, Mary S.. 350 W. Duval St., German- 
town, Philadelphia 


Gilland, Thomas M.. Director of Training. 


State Teachers College, California 

Gladfelter, Howard B., James Dobson 
School. Umbria and Hermitage Sts., 
Philadelphia 

Goll. Reinhold W., 1830 W. Lindley Ave.., 
Philadelphia 

Graham. Martha M., 633 Linden Ave., 


Johnstown 


ELE EMENTARY Scuoout PriIncipats 


Grasty, James H., 1708 W. Tenth St., 
Chester 

Grunizer, W. F., 159 Sell St., Johnstown 

Gustafson. Mrs. Inez, Franklin School, 
Munhall 


Hagerty, Jean B., Robert Morris School, 
26th and Thompson S8ts.. '% niladelps a 





Hanna, Edith B., Wright School, 11th and 
Venango Sts., P hiladelph 

Hardy, Marjorie, Germantown Friends 
School, Philadelphia 

Harrington, Gerald F., 323 Green St 
Scranton 

Hart. Ida M., 5720 Thomas Ave., Phila 
delphia 

Hart. John C., 538 Carey Ave., Wilkes 
Barre 

Hazlett. William W., Benjamin West 
School, Fourth and Daupb St 
Philadelphia 

Heidinger, Blanche L.. 215 Lemonte St 
Philadelphia 

Hirth, Alice, Fifth Ward School, 317 E 
Tenth Ave.. Homestead 

Hood. Mrs. Vivian P.. Public School, Drexel 
Hill 


Horan, Agnes M., Creichtor hool 
Rd. and Foulkrod St Phila lelpl 

Horsman. Ralph D.. Washir on 
Mt. Lebanon, Pittsburgh 

Hughes, John H., Mill and Winton Rds 
Upper Darby 

Hurst. Florence B., 4034 Baring St., P 





delphia 

Hurst, S. Grace, 234 Charlotte St., Lan 
caster 

Jacobs, Emilie V.. McClure 


and Hunting Park Ave.. P' 





Johnson. A. Bessie. 109 Wa 

Jones, Mary F., Highland 
Upper Darby 

Katz. Samuel. Vaughan : 
borough abv. Thompson Sts., Phila 
delphia 

Kell, Jane F., 622 Linden Ave., Y¥ 


Kelly. Robert J.. Stowe School. 70th and 
Woodland Ave.. Philadelp! 





Kerns. Morey V., ( St 
Philadelphia 

Kirk. Mabel E., 622 S. Allen St St 
College 

Kirk, S. Elisabeth. Garrettford S 


Drexel Hill 

Knipe, Chester S., Jr.. York School, Lans 
dale 

Knoch. E. H.. 2825 Espy Ave., South Hills 
Station. Pittsburgh 


Krall. Helen. Boas School. Harrisburg 

Krnett. Eleanor G., 4820 Be nat Av 
Philadelphia 

Lafferty. Annie L.. 6336 Jackson St 
Pittsburgh 

Laing, Iva B.. 1214 Macon A Pittsburgh 

Laramy, William J., 2452 Merw i Lane 


Upper Darby 
Lerner. Israel, 
and Dauphin Sts.. 


John Welsh School. For 
Philadelphia 


Leslie, R. G.. 505 Moore Ave... New Cast 

Linn, Eva E., 829 N. 63rd St.. Philadel 
phia 

Liveright, Alice K.. The p Dral 1512 
Spruce St.. Philadelr 

Long, Clarence M.. Lincol n Sct 1. Mt. T 
anon, Pittsburgh 

Lowry. Sarah N., 14 W. Jenkintown Rd 
Glenside 


Lyle. George. 415 N. 52rd St.. Philade 
Lynch, Catharine L., Keystone School, Up- 
per Darby 


McClure, Eliza, 55 Hoodridge Dr., South 


Hills Station. Pittsbure! 

McCracken. Mary A 11 Brushton Ave 
Pittsburgh 

McCutcheon, Lyda B.. Kirkwood Hotel, 
Pittsburgh 

McDowell, Stella D.. 112 R Ss Edge- 


wood 











mn 
1001, 


1001, 
and 


ends 


hila- 
[kes- 


Vest 
Sts., 


St.. 
T E. 
exe] 
abor 
1001, 
tds., 
hila- 
Lan- 
ixth 
a 
nool, 
farl- 
hila- 
and 

St.. 
‘tate 


hool, 





MacLaren, Roland T., George Washington 
School, Williamsport 

MacLaughlin, William H., Alexander Adaire 
School, Palmer and Thompson S8ts., 
Philadelphia 

Mahoney, Anna B., 589 Baldwin St., Mead- 


ville 

Mann, Adda May, 120 Ruskin Ave., Pitts- 
burgh 

Maris. Mrs. Edith C., R. D. 2, Oil City 

Martin, Jane B., 261 N. Dithridge Bt. 
Pittsburgh 

Michels, Veronica R.. 149 Apsley St., Ger- 
mantown, Philadelphia 

Miller, Lillian Wilson, 1228 Taylor Ave.. 
New Kensington 

Miller, Madge E., 320 Laurel St., Edgewood 

Miller. Paul D., 7113 Boyer St., Phila- 
delphia 

Mitcheltree, Nannie L., Mahoning School, 
New Castle 

Moore, J. F., 2346 Beaufort Ave., Pitts- 
burgh 

Morgart, Lena, Crum Lynne 

Morley, Christine C., Cardington Stone- 
hurst School, Upper Darby 

Morse. Melvin E., 507 W. 28th St., Erie 

Muellerstein, Minnie M., 721 E. 23rd St.. 


Erie 

Myers. Edward T., 5143 Oakland St., Phila- 
delphia 

Myers, Max, Director, Physical and Health 
Edueation, Board of Public Education, 
Philadelphia 

Neill, John A., 420 Electric Ave., Lewis- 


town 

Nelson, Mary F., J. M. Conroy School, 
Pittskurgh 

Nicholson, Ethel, 430 S. 47th St., Phila- 
delphia 

Noe, Elizabeth T., 3234 N. 16th St., Phila- 
delphia 

Notz, Hulda M.. 4331 Dakota St., Pitts- 
burgh 

Parker, Sarah J., 706 Sproul St., Chester 

Parris, Thomas G., James G. Blaine School, 
30th and Norris St., Philadelphia 

Parry, Samuel D., Andrew J. Morrison 
School. Third and Duncannon Ave., 
Philadelphia 

Pearce, Milton 0.. Sheridan School, G and 
Ontario Sts., Philadelphia 

Phillips. Earle W., 428 Rural Ave., Wil- 
liamsport 

Porter, Hugh L., Chatham School, 227 Bon- 
vue St., Pittsburgh 

Price. A. W.. Colver 

Queripel, Mrs. A. W., 608 Lincoln St., 


Ran, Harry J., 552 Washington Ave., 
Northampton 

Raup, Zura E.. 128 Henburn St.. Milton 

Reeves, Mrs. Harriet K., 7501 Boyer St.. 
Mt. Airy, Philadelphia 

Reiger. George W., Jr., James Russell Low- 
ell School, Fifth and Nedro Ave., Phila- 
delphia 

Reisse, George B.. 5366 Wingohocking Ter., 
Germantown, Philadelphia 

Riegner, Rebecca W.. Simon Muhr School, 
12th and Allegheny Ave., Philadelphia 

Robson, William K., 6614 N. Seventh St.. 


Philadelphia 
Ross, Anna, 319 Washington Rd., Pitts- 
burgh 


*Sacks. Solomon, 4827 N. Tenth St., Phila- 
delphia 
Ganerdier, May M., 409 N. Fifth St., Read- 


ng 

Scheel, Elizabeth A., 242 W. Tabor Rd., 
Philadelphia 

Schillinger, Alberta, 13084 Louise S8St., 
Munhall 

Scorer, Sadie Mae. Box 404. Homestead 

Seif, Louisa D.. 214 Gross St.. Pittsburgh 

Sharlin. Tou N., 5058 N. Eighth St., 
Philadelphia 


Four tTEENTH YEARBOOK 611 


ew | 


Sharpe, Mildred J., 304 Birmingham Ave., 


Pittsburgh 

Sheaffer, C. C., 1512 Coursin St., Me- 
Keesport 

Soffel, Catherine A., 16 Greenbush St.. 
Pittsburgh 

Spangler, Thomas B. F., Jr., 6108 N. 


Seventh St., Philadelphia 

Sprowles, M. Reba, Fairhill School, 
Marshall and Somersett Sts., Phila- 
delphia 

Steadman, H. L., Perry School, Erie 

Steinberg, David L., 723 Glenview St., 
Philadelphia 

Stevenson, Martha C., W. F. Harrity 
School, 56th and Christian Sts., Phila- 


delphia 

Stewart, Laura E., 123 E. Agnew Ave., 
Pittsburgh 

Storey, Bernice L., 5728 Baum Blvd., Pitts- 
burgh 


Tennis, Marguerite, 38 N. Harwood Rd., 
Upper Darby 

Thomas, Aapves, Rockland Street School, 
Lancaste 

Thomas, Oecar D., 6160 Webster St., Phila- 
delphia 

Thompson, Irene A., Rose School, Pitts- 
burgh 

Thornley, Mary, 5 Somerton Ave., Phila- 
delphia 

Tomb, Fannie B., 211 Walnut St., Latrobe 

Truby. Charlotte C., 839 Rebecca Ave., 
Wilkinsburg 

Tweed, Jean M., John F. Hartranft School 
Seventh abv. York Sts., Philadelphia 

Ulrich, Foster G., Milton J. Brecht School, 
Lancaster 

Veith, Charles F., 7034 Marsden St., 
Philadelphia 

Wade, Francis A., Joseph C. Ferguson 
School, Seventh and Norris Sts., Phila- 
delphia 

Wagner, O. K., Supvg. Prin. of Schools, 
Sharon Hill 

Walker, James, Jr.. 6039 Washington Ave., 
West Philadelphia 

Walter, Cornelius J., Muhlenberg School. 
18th and Oxford Sts., Philadelphia 

Warshaw. Harry A.. Randall School, Ninth 
and Bainbridge Sts.. Philadelphia 

Webb, Ella P., 1525 Christian St., Phila- 
delphia 

Wetter. Allen H., Edmunds School, Large 
and Dyre Sts., Philadelphia 

Wickersham, Mrs. Lillian M., 106 W. Oak- 
dale Ave., Glenside 

Williamson, Edith E., 22 Arbor St., Pitts- 
burgh 

Willis, Minnie C., Emerson School, Tenth 
and Cascade, Erie 

Wolfe, Blanche, Henry A. Brown School. 
Sergeant and Jasper Sts.. Philadelphia 

wit. Anne, 3732 N. 19th St., Phila- 


Wright, Louise B., King Edward apts., 
4609 Bayard St., Pittsburgh 

Yerkes, Helen K., 4957 Rubicam Ave., 
Philadelphia 

Young, Frances, Abigail Vare School, Third 
and Morris Sts., Philadelphia 

Young, Theresa A., College Avenue School. 
Swarthmore 

Zahn, D. Willard. Barry School, 59th and 
Race Sts., Philadelphia 

Ziegler, Florence L., Schuylkill Avenue 
Building, Reading 


RHODE ISLAND 


Barry, Ursula M., Summit Avenue School, 
Providence 

Brav, Miss Marion B., 248 Webster Ave.. 
Providence 

Furlong. Theresa G., Ives Street School. 
Providence 








612 


Gillespie. Isabelle. Richmond Junior High 
School, Carolina 

La Perche, Raymond C.., 
Auburn 

MeNally, Wayne W., Thomas A. 
School. 83 Doyle Ave., Providence 

Macintosh, Lucile B., 617 Pontiac Ave., 
Cranston 

Patt, Hermann George, John Clarke School, 
Newport 

Peckham, Elizabeth A., Box 202, R. D. 1. 
Newport 

Spurr. E. Blanche, 33 
Central Falls 

Williams, Mary. John Howland School, 120 
Cole Ave., Providence 


93 Brandon Rd., 


Doyle 


Washington St., 


SOUTH CAROLINA 


Davis. Miss Eddie L.. 1317 N. Main St., 
Anderson 

Fogarty, Simon, 151 Moultrie St.. Charles- 
ton ° 

Goforth, Preston C.., 
Academy. Mt. Pleasant 

Coodwin. W. B., Box 10. Navy Yard 

Major. Nannie J., Elementary School, 
(;reenwood 

Tonge, Maner L 
burg 


Mount Pleasant 


Hillerest St.. Spartan- 


SOUTH DAKOTA 


Anderson. Laura B., 106 S 
Sioux Falls 

Bach, B. Harrietta, Lowell School. Sioux 
Falls 

Carpenter, Harriet, Box 18. Aberdeen 

De Kraay. Henrietta, Box 18, Aberdeen 

Detjen, Esther, Box 803, Aberdeen 

Durland, Edna J., 107 S. Jay St.. Aberdeen 

Fastenau, Anna J., Box 191, Spearfish 

Flanagan, Maude, King Apts.. Mitchell 

Haas. Grace, 1615 S. Minne ota Ave., Sioux 
Falls 

Hamilton, Isabelle, 121 Galena St., Lead 

Hinricks, Grace A.. 816 Quincy St., Rapid 


Summit Ave.. 


City 
Johnston. Maude E., 414 11th Ave. S. E.., 
Aberdeen 


Leistikow, Lydia M., 1005 S. Washington 
St.. Aberdeen 
Annamae, 301 N 


Minard, Adah E., 141 
Watertown 

Moore, Harriet C., 
Pine Ridge 


Prairie, Sioux 


Sixth St.. N. -E., 


Oglala Boarding School, 


Newkirk, Rachel. Bancroft School, Sioux 
Falls 

Porter, Mrs. Lula M., 1120 S. Kline, Aber- 
. deen 

Rovyhl. Ella M., 320 S. Prairie Ave.. Sioux 
Falls 


Sell. Dora. Mark Twain School, Sioux 
Falls 

Stallman. Elsie. Hawthorne School, Sioux 
Falls 

Stapleton. Mrs. B. T., 503 
Ave., Sioux Falls 

Venoss. Mabel. General 
Sioux Falls 

Welker, Jean 

Williams. Marr 
Aberdeen 


South Dakota 
Beadle School, 


Irving School. Sioux Falls 
Ann. 619 N. Lincoln St., 


TENNESSEE 
Atkins-Porter School. Paris 
Brow Rd.. Lookout 


Bailey. Carrie 

Bell. Nellie. 616 E 
Mountain 

Burke. Lottie C.. 2715 Lombardy. Memphis 

Carpenter. Clara E., 564 W. Shadowlawn 
Dr.. Chattanooga 

Cartwright, Priscilla, 1135 Radcliff, Mem- 
phis 





ELEMENTARY ScHoout Princrpats 


Dreyfus, Florence, 195 Angelus PL, Mer 
phis 

Galloway, D. M., Park City-Lowry Sct 
2418 Parkview Ave.. Knoxville 


Hinton, Janie, Elementary S vol, Ce 
ville 

Kennedy. Mrs. Lula R., 804 W. M 
Knoxville 

Leavell, Ullin W., George Ps lv ¢ 
For Teachers. Nashville 

Lynk, W. A., 503 Alston Ave Mem 

Melson, Inda, 3546 Spottswood Ave., Mer 
phis 

Pate, Florence, Lawler School. Memp! 


lowell. L. W.. 1625 N. Parkway. Mer 

Sugg. Tom T.. 307 Center Ave., ksor 

Turner, Elizabeth, 211 Fairfax St., Kn 
ville 

Underwood, R. H., 720 Par y Ave 
Fountain City 

Welcker. Annette, 144 Gibbs R Kno} 

Wells, Virginia. Bruce Sch¢ ‘ 

Wells, Word. Vollentine S Mer 








TEXAS 

Arrington, Mrs. Empress, 3118 I glas S$ 
El Paso 

Austin. Frank D., Franklin Sct Tent 
and Mobile. Port Arthur 

3askin, Mildred, 724 Balt re Ave., § 
Antonio 

Bellamy, W. S., 801 Wo Dal 

Berry. Esther Sam H t Ss 
Wichita Falls 

Blanton. J. H., 405 W. I 4 s 
Antonio 

Boone. Mamie E.. 132 E 2 St 

Bright. J. B.. 211 For ‘ ] 

trightwell, Mamie, 3736 
Worth 

Ruckmaster, Stella, 4924 B n St.. D 

Budd, Harold. 6210 Reiger A Dal 

Burgess, Kate, 1208 S t A W 
Falls 

3urke, Margaret E., 720 W. Poplar St 
San Antonio 

gush. A. S.. 
tonio 

suttery, 
Houston 

Caradine, Jane, ¢ 
Houston 

Carpenter, Nette, 426 Rigs Ss 

Carraway. Alleen, 724 
Corsicana 

*Clifton. H. Lee, 
burnett 

Clifton. Mrs. J. A.. 2734 Fs ral St 
aso 

Cochrane. Mrs. M. / 
Antonio 

Colding. Kate, 522 Fourth St San Ar 
tonio 

Daniel. Mand, 2425 McFer W 

*Darnell. W. L.. 201 E. 34th St 

Davis. Eva Margaret. RK r Oaks 
mentary School. Honustor 

Davis. J. M., De Queen S 
Arthur 

Davis. W. L.. 2110 Hutchi: 

De Chaumes, Helen C., 22 S 
St.. Houston 

De Wees. W. 0... McRae S Ft. W 

Fddins, A. W.. 400 Kirk Pl... San Ant 

Fisher, G. N.. 1012 Annin St., Ft. W 

Foster. A. N.. Baytown 

Garrett. Major T.. Box 1081. Goose ¢ 

Gehring, Elsa, 2291 Bissonr Houstor 

Gideon, S. E.. 1906 Bennett. Dallas 

Glasgow, B. W.. 3600 Cedar Springs. Dall 

Gorbutt, Catherine. 625 W. Yandel! 
Paso 

Grady. Margaret. 5403 Gaston, Dallas 

Grafton, E. G.. 3916 Worth St.. Dallas 

Greer, Loula, 1351 Washington B 
Beaumont 





Nellie. 


harlott+ Vl Allen Se} 


A., $11 Howard St., Sar 


. 
f 





1550 W. Magnolia. San An- 








[em- 
ool, 
lier 

ive., 
lege 


phis 
[em- 


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phis 


ville 
is 
phis 


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onio 
ive., 


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San 
An- 





— 


Grizzard, Mabel Youree, 711 W. Main St.., 
Waxahachie 

Hamilton, William Anderson, City Park 
School, Dallas 

Harris, J. F., 711 Clermont St., Dallas 

Heilig. Irma, School No. 28, San Antonio 

Herring, L. R., Box 605, Tyler 

Higgins, Gertrude, 1015 N. Florence St., 
El Paso 

Hirsch, Herman, 719 Ogden St., San An- 
tonio 

Hix, R. M., Elementary School, Hearne 

Hobby, Louise, 2245 Neches St.. Beaumont 

Hoffman, H. G., 3223 Ave. H, Ft. Worth 

Holden, FP. H., "4820 Live Oak St.. Houston 

Howard, Mrs. Lily, T00 W. Upson Ave., El 
Paso 

*Jacobs, R. C. T., 915 Parkview Ave.. 
Dallas 

Jewell, Frances, 2632 Jeffries, Dallas 

Johnston, Minnie L., 1524 Buena Vista St., 
San Antonio 

Jordt, Elsie B., 320 Maverick St., San 
Antonio 

Keeney, Mabel, 1903 N. Raynor St., El 


Kelly, J. F., 1134 N. Clinton, Dallas 
Lamb, a Grim School, Texarkana 
Langford, Nora, 721 Dickson St., Ft. Worth 
Lantrip, Dora B., 4525 McKinney Ave., 
Houston 
Lauderdale, R. D., Giles School, Elgie at 
Chaisson, Beaumont 
Lester, C. M., Box 28, Stamford 
Lipscomb, Mrs. Virginia C., 703 Lipscomb, 
allas 
Lloyd, Jessica, 515 College Ave., Ft. Worth 
Lloyd, S. M.. 6126 Goliad, Dallas 
McCorkle, Nelle, 5017 Gaston Ave., Dallas 
MeFarland. Adaline, 1313 Castle Court 
Blvd.,. Houston 
McKenzie, Mary Belle, 122 FE. Ridgewood 
Court, San Antonio 
Ogden St., San 


MeNeill, Elizabeth, 725 
MeNiel, Joe B., 1664 Ardath St., Wichita 


Antonio 
ailis 

MacMunn, Fannie, 723 Seventh St., Beau- 
mont 

Martin. Howard H., 1328 Kings Highway, 


allas 

Mathis, Franklin M., 212 Lindsey Lane, 
Tyler 

Meek. Mrs. Florence A., Robert E. Lee 
School, Port Arthur 

Mitchell. Q. B., 947 Culebra Ave., San 
Antonio 

*Montgomery, Florence, 1530 Sul Ross 
Ave., Houston 

Morris, C. W., 3420 University Blvd., 
Dallas 

Morris. Meman H.. 4127 Travis St., Dallas 

Moynahan. Bess, Hood School, W. Salinas 
and N. Leona, San Antonio 

Muse, E. W., 124 N. Edgefield, Dallas 

Namendorf, Lavina, 1508 Kane St., Hous- 


on 

Nash, Mrs. J. B., Lamar School No. 6, San 
Antonio 

Neal, Elma A., 510 FE. Dewey Pl. San 
Antonio 

Newby, W. B.. Box 545. Temple 

Oehler, J. C., JIr., Cumberland School, 
Dallas 

Parker, "hubs, 1420 W. Humbolt St., Fort 
Worth 

Pass, S. E., 1141 Amarillo St., Abilene 

Payne, Mrs. Bertha 8., 225 W. 21st St.. 
Houston 

Pavne, Mrs. Eunice R., 211 W. Rio Grande 
St.. El Paso 

Phillips, Lillian, San Jacinto School, El 
Paso 

Pierce, Thomas F., 1141 Beech St., Abilene 

Piland, Effie. Millard School. Beaumont 

Rawlings, Minnie O., 528 Upton St., San 
Angelo 


Be OURTEENTH YEARBOOK 613 





Reagan, G. H., Lida Hooe School, Dallas 

Riddle, Marie Sue, 1210 Washington, Waco 

Roberts, G. M., Elementary School, Lamesa 

Robinson, Marguerite A., 215 Parklane Dr., 
San Antonio 

Schaper, Mamie Elsa, 702 Speight Ave., 
Waco 

Smith, Ella J., 1316 Clover Lane, Ft. Worth 

Standish, Ella, 3320 Broadway, Houston 

Stephens, A. R., Amelia School, Route 1, 
Beaumont 

Stewart, Bessie L., 1109 Burnett St., 
Wichita Falls 

Stewart, Mrs. Emaline O., Woodrow Wilson 
School, Houston 

Stone, Grace, 1600 N. 17tk St., Waco 

Stuart, Mrs. Amy X. 3313 Knight St., 
Dallas 

Swann, Alicia, 2931 Aurora St., El Paso 

Tarlton, J. F., 3627 Travis Ave., Ft. Worth 

*Tatum, Robert Theophulus, 711 Poplar 
St., Beaumont 

Thomas, Lilla, R. F. D. 2, Box 61, El Paso 

Thorne, Carl, 5929 Hudson, Dallas 

Utley, Marguerite, 800 Missouri Ave., Ft. 

or 

Walker, E. D., 3520 Stanford, Dallas 

Walton, Ralph, 1107 Cordell, Houston 

Whittlesey, James T., 317 S. Marsalis 
Ave., Dallas 

bal sy Mrs. Olga, 2852 Pershing Dr., El 
"aso 

Wilson, Mrs. W. F., 
Houston 

Winniford, Mrs. May, 4909 Harrisburg, 
Houston 

Wi =. Edna Erle, North Ward School, 


Woods, Mrs. Mabel T., 1005 Isabella St., 
Houston 

Wright, Mrs. Edith D., Hawthorne School, 
Houston Ave. and Bingham. Houston 

Young, Wayne, 2010 14th St., Port Arthur 


215 Hawthorne Ave., 


UTAH 


Anderson, Lois, 1238 Bryan Ave., Salt Lake 
City 
wel Eva M., Hotel Utah, Salt Lake 


Bridgland, L. A., 1348 Princeton Ave., Salt 
Lake City 

Brown, Florence G., Polk School, Ogden 

Ferris, Olive, 813 Belvedere Apts., Salt 
Lake City 

Folsom, H. B., R. F. D.. Farmington 


lorrester, Katherine §., 411 Belvedere 
Apts., Salt Lake City 
= H. N., 1534 Garfield Ave., Salt Lake 
ity 


nae J. J., 1550 Yale Ave., 

Kelsey, Ella, 656 S. Fourth, E., Salt Lake 
City 

Kendell, Edith E., Forest School, Salt Lake 
Cit 


cone. A. B., 1155 Yale Ave., Salt Lake 

‘ity 

Lazten. Margaret, Lowell School, Salt Lake 
“ity 

Light, Edith M., 548 23rd St., Ogden 

McCoy, Mrs. Evelyn R.. Wasateh School, 
1115 E. South Temple. Salt Lake Citv 

Morgan, Margaret E., Liberty School, 1092 
S. Third, E.. Salt Lake City 

Morris, Zeta, 223 W. North Temple, Salt 
Lake City 

Peirce. M. June, Box 566. Ogden 

Poulson, Frank G., 1521 S. Ninth, E., Salt 
Lake City 

Poulson, Fred N., Hawthorne meneel, 1632 
8S. Seventh, E.. Salt Lake Cit 

sar Sham Vio, 716 S. Fifth. rE Salt Lake 

v 

Stearns, Harold J., Roosevelt Junior High 
School. 843 Lincoln St., Salt Lake City 

Steele, Jesse F., High School, Toole 


Salt Lake 








614 





ELEMENTARY Scuoot PrRIncIPALS 








Stewart, I. Daniel, 740 E. Third, S., Salt 
Lake City 

Whelan, Lillian H., 411 Belvedere Apts., 
Salt Lake City 

Touns. Sara H., Ensign School, Salt Lake 
‘ity 


VERMONT 


Clossey, William H., 248 Elm S8t., Mont- 
pelier 

Sargent, William A., 15 North St., Exten- 
sion, Rutland 

Wilcox, Catherine A., Public School, Shel- 
burne 


VIRGINIA 


*Adair, Cornelia S., Franklin School, 3100 
Midlothian Turnpike, Richmond 


Bagby, Richard O., 1000 Auburn Ave., 
Roanoke 

Bleight, W. Carter, Chimborazo School, 
Richmond 

— J. J., 422 Westover Ave., Nor- 
() 

Bryant, Alice G., Hampton Institute, 
Hampton 


Burnley, Carrie C., 920 E. High St., Char- 
lottesville 

Butler, S. R., 1806 Farragut Ave., Norfolk 

Copetenaet, Omer, 1101 Court St., Lynch- 
urg 

*Clark, Norris B., Booker T. Washington 
School, Newport News 

Dinwiddie, Sarah. Consolidated Rural 
School, Mitchells 

Dunlap, Henrietta C., 24 Edmonson Ave., 
Lexington 

Eaves, R. W., Jefferson School, Alexandria 

Edwards, N. Gregory, Falls Church Schools, 
Falls Church 

Everett, Edna, Westhaven School, Driver 

Gibson, Powell W., Douglas Junior High 
School. Winchester 


Gish, Elizabeth, 2450 Rivermont Ave., 
Lynchburg 

Givens, Helen Dickinson School, 
Richmond 


Goodwin, Mary A., Patrick Henry School, 
3411 Semmes Ave., Richmond 

Harrison, Lucille, 406-A N. Sheppard St., 
Richmond 

Harvey. M. Lizzie, Garland-Rodes School, 
Lynchburg 

Hoge, Mrs. Dorothy. Mount Vernon Ele- 
mentary School, Alexandria 


Holt, Lucy Mason, Ocean View School, 
Norfolk 

*Johnson, Lillian M., 404 Chestnut St.. 
Norfolk 

Joynes, Mrs. Edith B., 410 W. 14th St., 
Norfolk 


Kostian. Lucy G., 202 Merrimac Apt., Nor- 
0. 

Kellam, Mary R.. 
Virginia Beach 
Kyle, Roy E., Elementary School, Galax 
Lawson, Lena, 906 Campbell Ave., S. W., 
Roanoke 
Lewis, Mrs. 
Hopewell 
Lipscomb, C. C.. 
School, Danville 
Lohman, Mrs. Florence Minor, 425 N. 31st 

St.. Richmond 
Marx, Mrs. E. M.. Brentwood Apt.,. Norfolk 
Massev, Mabel C., 405 Lincoln Ave., Roa- 


Virginia Beach School, 


Virginia S., Dupont School, 


Providence Elementary 


noke 

Moran, Sarepta A., Venable School, Char- 
lottesville 

Nixon, John L., 609 E. Leigh St., Rich- 
mond 


Norris, Forbes H., Asst. Supt. of Schools, 
312 N. Ninth St.. Richmond 

Ober. Merrill J.. James Monroe School, 
29th and Newport Ave., Norfo ‘ 

Phillips, Helen M., Melfa 


Pilcher, Ethel, J. E. B. Stuart School, 
Petersburg 
Robertson, A. Zuleime, Nathaniel Bacon 


School, 35th and O Sts., Richmond 

Scott, Katherine K., Oak Grove School, 
2200 Ingram Ave., Richmond 

Scott, Lannie V., Stonewall Jackson School, 
Petersburg 

Shelton, Nollie W., Jr., 
Birds Nest 

Sheppe, Mrs. A. L., 519 Lee St., Bristol 

Sinclair, Katherine L., City Point Court, 


Grammar School, 


. L.. Harrison School, Roanoke 

Starritt, Bertha W., 1320 Chapman Ave., 
Roanoke 

Taylor, Ethel L., Thomas Jefferson School, 
Newport News 

Thompson, Ethel, 
Richmond 

Vaughn, Eva, Jefferson School, 


1000 W. Marshall St., 


Pulaski 


Walton, Mrs. Lily F., Stonewall Jackson 
School, Danville 

Wheatley, sll S., Robert E. Lee School, 
Danville 

Wilson, Elsie E., Magruder School, New 
port News 

Woodward, Mrs. Louis P., Lee School 
Alexandria 


Wray, Charlotte D., 1701 Park Ave., Rich 
mond 

Wynn, Nettie F., 418 Avondale Dr., Dan 
ville 


WASHINGTON 


Allen, Nell B.. Box 35, Hoquiam 

Allen, Zella. E., Magnolia School, 28th W. 
and W. McGraw, Seattle 

Bay, W. F., 202 N. Sixth St.. Mt. Vernon 

Beardsley, Albert R., 3400 E. Tenth St., 
Vancouver 

Bowsher, Arthur E., Roeder 
School, Bellingham 

Bradley, Florence, Lincoln School, W. 25 

hird Ave., Spokane 

Cassidy, H. A., Alki School, Seattle 

Chamberlin, L. B., Nob Hill School, R. R. 
4, Yakima 

Dimmitt, Beniah, Brighton School, Seattle 

Durham, M. E., Leschi School, Seattle 

Elder, Raymond W., Maple School, Seattle 

Ellert, W. H., Warren Avenue School, Se- 
attle 

Evans, E. H., Lincoln School, Everett 

Farrar, Frank, 4703 11th Ave., N. 
Seattle 

Fitzgerald, Marie, Liberty Lake 

Forbes, Elizabeth, Box 652, Camas 

Forsyth, Lydia E., Dunlap School. Seattle 

Fowler, I. A., 620 N. Alder, Aberdeen 

Gibson, C. E., 7518 20th. N. E., Seattle 

Gifford, Annie L., Longfellow School, Se- 
attle 

Glover. O. K., 1811 Shelby St., Seattle 

Gray, Charles C., North Queen Anne School, 
Seattle 

Guthrie, Viletta H., Stevens 
Fifth St., Wenatchee 

Hannawalt, P. B., Supt. of 
327, Puyallup 

Hart, Emma C., 1205 Spring St.. 


Intermediate 


School, 418 
Schools, Box 


Seattle 


Heaton, O. E., Logan School, Spokane 

Hebeler, Amanda, Director of Training, 
Washington State Normal School, El- 
lensburg 

Heller, Anna E., S. 180 Cannon St., Spo 
kane 

Henderson, Frank D., Central School, 
Seattle 

Henderson, Grace Clara, Loyal Heights 


School. Seattle 

Herren, Dora S.. Montlake School, Seattle 

Johnson, Elsie Marian, Paul Apts., Van- 
couver 

Knaack, R. H., Bemiss School, Bridgeport 
and Stone, Spokane 








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shool, 
shool, 
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‘ourt, 


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‘hool, 
New- 
‘hool., 
Rich- 


Dan- 


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| St. 


diate 


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R. R. 
attle 
le 

attle 
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attle 


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418 

Box 
attle 
e 
ning, 


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ights 


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»port 





FourtTEENTH YEARBOOK 615 





Knutson, K. J., T. T. Minor School, Se- 
attle 

Lacy, Susan M., 204 Euclid Ave., Spokane 

Langley, Rosa A., 808 Fourth Ave., Spo- 
kane 

Larrabee, Emma D., F. A. McDonald 
School, Latona Ave. and E. 54th, Seattle 

Loe ‘kwood, Jessie M., John Muir School, 
$3rd S. and Horton Sts., Seattle 

MeCliney, Eleanor, E. 1116 Fifth Ave.. 
Spokane 

McClure, Worth, Supt. of Schools, Seattle 

Mackintosh, John J., Webster School, 
Seattle 

Marquette, Elizabeth, Latona School, Se- 
attle 

Martin. Sarah A., 1920 Broadway, Van- 
couver 

Melvin. Belle, Box 481. Everett 

Moffett, L. B., Highland Park School, 11th 
S. W. and W. Trenton, Seattle 

Nettleton, Lulie, Piedmont Hotel, Seattle 

Oliver, Fred C., Wallace School, Kelso 

Talmer, J. Lee, 1415 E. 14th Ave., Spokane 

Parker, Isabelle C., S. 180 Cannon, Spokane 

Petite, J. Edward, University Heights 
School, University Way and FE. 50th St., 
Seattle - 

Pierron, Richard P., 712 14th St., Belling- 


ham 

Pigesaey Paul W., Columbia School, Bel- 
lin 

Pratt. _ Orville C., Supt. of Schools, Spo- 


kan 
Radeliffe, Ww. 
lingham 
Reeves, Lester L., 3843 Ashworth Ave., 
Seattle 
Richardson, Margaret, Cooper School, Spo- 


O. B., Roosevelt School, Bel- 


ane 

Smith, Lila, S. 180 Cannon. Spokane 

Snyder. R. D., Box 205, Stevenson 

Stanton. Edgar A., 3302 E. Mercer St., 
Seattle 

Stoecker, Mamie B., MecGilvra School, 
Seattle 

Swedine, Elmer, J. J. Smith School, Enum- 
claw 

Tharp, Elizabeth. Coe School. Seattle 

Thomson, John A.. Henry Ford School, 
District No. 7. Renton 

Thune, Elmer T., 5216 S. Park Ave., Ta- 
coma 

Towner. Earl M.. 2029 Perkins Rd., Lake 
Forest Park, Seattle 

Turnbull, F. A., 1812 W. Sixth St., Aber- 
deen 

Vetting. Ida F.. 305 Bellevue Ave., N., 
Seattle 

Warren, J. S.. Garfield School. Spokane 

Weisman, Frances, S. 726° Jefferson St.. 


Spokane 
Weisman, Sara E., S. 726 Jefferson St., 
Spokane 


Witt, Lena E., 328 Fighth Ave.. Spokane 


WEST VIRGINIA 


Christian, Walter V., 2714 Highlawn Ave., 
Huntington 

Fette. Bertha M., Washington School, 501 
Main St.. Wheeling 

Freeman, Maurice M., Box 172. Parsons 

Gates, Cecil, McKinley Ave., Morgantown 

*Grose, Marv V.. Craigsville 

Licklider, Bessie B., Mercer School, 
Charleston 

Tohse, Minnie K., 2143 Market St., 
Wheeling 

McGown, Jennie, 52 24th St.. Wheeling 

McKisson. Elsie A.. Main Street School, 
Sisterville 

Porter, Sarah, 210 Ash Ave., Moundsville 

Sanford, Alice W., 1111 Fifth St., Mounds- 


Saundle, J. S., Asst. Supt. Mercer County 
Schools, Bluefield 


Scharf, Estella M., Woodsdale School. 
Wheeling 


Zeiler, Melissa, Vivian School, Vivian 


WISCONSIN 


a "ee Nano E., Lee School, Milwau- 

ee 

Atwood, Abbie A., Wilson School, 465 
Western Ave., Janesville 

Axtell, Annie D., 229 Clifford Court, Madi- 


son 

—e Ethel L., 2338 Ogden Ave., Su- 
perio 

Becher, William O., 2219 §. Fifth St., Mil- 
waukee 

*Benson, Josephine E., 202 E. Eighth St., 
Superior 

Best, Margaret M., 209 Wisconsin St., Port 
Washington 

Bickler, Peter, U. S. Grant School, Mil- 
waukee 

Birr, O. A., North Eighteenth Street 
School, 845 N. 18th St., Milwaukee 

Boers, Henry C., Forest Home Avenue 
School, 1516 W. Forest Home Ave., Mil- 
waukee 

*Boyce, Thomas W., Cass Street Rotary 
School, 1647 N. Cass St., Milwaukee 

Brill, Laura, Wright Street School, 5522 W. 
Wright St.. Milwaukee 

Buboltz, William F., Bartlett School, 3000 
N. Murray aa Milwaukee 

Chapin. Daisy W.. 858 Hackett St.. Beloit 

Clark, John A., 4504 W. Montana St., Mil- 
waukee 

wy Margaret E., Jefferson School, West 
é 8 

Colbert, Cecilia A., 2172 Hi-Moung Blvd., 
Milwaukee 

Derse. Robert M., Victor Berger School, 
Milwaukee 

Dougherty. Ruth M., 440 Chippewa St.. 
Eau Claire 

Edwards, H. R., Ludington School, 8324 
W. Adler. Milwaukee 

Ehlert, Edward, McKinley School, Mani- 
towoc 

Faith, Emil F., 128 W. Locust St., Mil- 
waukee 

Fleming, Vera A., 931 Wisconsin Ave., 
Beloit 

Fritschel, Max C., Jr.. Maryland Avenue 
School, Milwaukee 

Gardner, Ethel M., 816-A 8S. 21st Street. 


Milwaukee 
S. Wentworth Ave., 


Geil, Phillip H., 2941 
Milwaukee 

Hahn, William H., Thirty-eighth Street 
School, 38th and Clarke, Milwaukee 

Hein, Fred W., Walter Allen School, 1657 
S. Third St., Milwaukee 

—— Patricia, 932 S. 60th St., West 


llis 
S. C., 8007 Warren Ave., Wauwa- 


Horton, 
tosa 

Houston, W. C., Twelfth Street School, 
Milwaukee 

Howard, Virgie M., 8509 Stickney Ave., 
Wauwatosa 

Hubbard, Nellie K., 324 Third St., Neenah 

Jones, Renette, 410 W. Wilson St., Madi- 
son 

Kappelman, Mary, 2402 W. Highland Ave., 
Milwaukee 

Kaross, Ella B., North Fratney Street 
School. Milwaukee 

Karst, Walter F., 7414 W. Wright St.. 
Wauwatosa 

Kavanaugh. Katherine, 3950 N. Farwell 
Ave., Milwaukee 

Kellar, Laura E., 1918 FE. Menlo Blvd., 
Milwaukee 

Knoelk, William C., 1111 N. Tenth St.. 
Milwaukee 

a, William C., Siefert School, 1547 
_ 14th St., Milwaukee 








616 





ELEMENTARY Scuoot Principa.s 








Kolb, Philip A., Oklahoma 

_ waukee 

Kottnauer, Annette, Vieau School, 823 S. 
Fourth St., Milwaukee 

Krebs, Iva M., 2980 S. 50th St., Milwaukee 

Krueger, Albert W., 7127 W. North Ave., 


Wauwatosa 
Kyeseth, M. A., High School, Winneconne 
1535 N. 40th St., Mil- 


La Budde, Frank, 
waukee 

Lantry, Alice F., H. W. Longfellow School, 
1021 2ist St., Milwaukee 

Leard, Margaret, Silver Spring School, Mil- 

waukee 


Leiser, Else, 1242 N. 16th St.. 


School, Mil- 


Milwaukee 


Luening, Edwin G., 2021 N. 52nd St., Mil- 
waukee 

Lutze, Charies F., 801 S. 15th St., She- 
boygan 

McCabe, Amber, 721 Oakland Ave., Wau- 
kesha 

McCall, Frank S.. 2716 19th St., Racine 

McCarr, E. J.. 1109 Munroe Ave., Racine 


McConville, Hannah C., 916 Feery St., La 
Crosse 

*McCormick, Elizabeth R.. Howe School, 
Cor. 23rd St. N. and Banks Ave., Su- 


perior 

Manion, M. E., 19 Cottage Ave., Fond Du 
ac 

Marks, Hannah, 3360 N. Sheridan Blvd., 
Milwaukee 

Marvin, Adeline R., 419 Sterling P1l., 
Madison 

- - - Anna, Luther Butbank School, 

W. Adler St.. Milwaukee 

Milnitz, Lillie, Tippecanoe School, Mil- 

waukee 


Moffet. Mae, Hartford Avenue School, 2227 
E. Hartford. Milwaukee 

Morse, Alice C., Dover Street School, 619 
E. Dover St., Milwaukee 


Mumm, Edna E., 830 Harrison Ave., 
Beloit 

Murphy, Agnes, North Thirty-fifth Street 
School. Milwaukee 

Neubauer, Paul F., 1210 W. Mineral St., 
Nilwaukee 

Nichols, Walter S.. Wisconsin Avenue 
School. Milwaukee 

Nichols, William E., Washington School, 
Oshkosh 

Nicolaus, R. C., 2810 W. National Ave., 
Milwaukee 

O’Connell, Thomas F., Franklin School, 
Milwaukee 

Oesau, Theodore J., 2544 N. 41st St., Mil- 
waukee 

Osterberg, Lydia S., 856 N. 11th St., 


Manitowoc 


Owens, Sadie L., Binner School, Milwau- 

cee 

Parrott, Jessie, Route 7. Box 45. Merrill 

Parsons, Emily R., 15 N. Webster St., 
Madison 

Payne, Florence I., 1741 N. Seventh St., 
Milwaukee 

Peck. Adelbert W.. Clarke Street -School, 
2816 W. £ larke St.. Milwaukee 

Pierce, A. K., 2227 S. 82nd St.. West Allis 

Polzin, Fae A., Elementary School, Mil- 
waukee 

Powell, Harley J., Mt. Horeb 


Pranke, Helen M., Garden Holmes School, 
4456 N. Teutonia. Milwaukee 

Pratt, Velmer D., 2303 E. Washington 
Ave., Madison 

Promberger. William, Thirty-first Street 
School, 31st and Brown, Milwaukee 

Ralph, H. Thoburn, Washington School, 
2166 N. 68th St.. Wauwatosa 


Regan, Julia A., 2209 N. 26th St., Mil- 
waukee 

Reichert. C. Lorena, 2134 Keyes Ave., 
Madison 


Rood. Mrs. Alice E., 1438 Morrison St., 


Madison 


Schleck, Leo P., 1201 Sherman Ave., Madi- 


son 

Schnell, Fred S., 2722 Highland Te 
Sheboygan 

Schnell, Henry S., Mitchell School, 1728 
S. 23rd St., Milwaukee 

Schwartz, Carrie E., 3230 S. Adams Ave 
Milwaukee 

*Shaw, George E., 1605 John Ave., Su 
perior 

Sieker, Lillian C., Emanuel L. Philipp 


School. 4310 N. 16th St., Milwaukee 
Smithyman, W. Lincoln, William McKinley 
School, 21st and MeKinle Milwaukes 
Sperling, Hugo E., 1311 Maryland Ave 
Shebovgan 
Swain. W. M.. Mound Street School, 2148 
S. Mound St., Milwaukee 


Swartz, David L., 3620 W Rohr \ 
Milwaukee 

Tabert, Anna H., Mary Hill chool, 529 N 
27th St.. Milwaukee 

Thies, Lillian C., 2500 N. Stowell Ave 


Milwaukee 
Ulrich, Louis E., Sherman School, 
Locust St.. Milwaukee 


9110 W 


Weltzien, Lena M., 1548 S. Second St 
Milwaukee 

Williams, Howard J., West Garfiel 1 Avi 
School. 414 W. Garfield Ave.. Mi Lukes 


Zeiler. Edward J., 5070 N. Hollywe id Ave 


Milwaukee 
WYOMING 
Chambers, Margaret J., Grant School 
Casper 
*Dean, Blanca. Box 330, Rawlins 
Dunlap, Mrs. Nona Udell, Willard Schoo 4 
Casper 
Eddleman, Minnie L., Box 644, Washingt 
School, Casper 


England, Mrs. Martha Shelby, Lincoln and 
Roosevelt Schools, Casper 


Klein, Walter E., Shoshone Indian Day 
School. Ft. Washakie 

McLaughlin, Eleanor, MeKink School 
Casper 

Pritzkan, I’. T.. Corlett School, Chevenne 

Robertson. Edith, Washington Schoo! 


Green River 
Stinson, Adelle T.. Jefferson School, Casper 
Winter, Mae I., Park School, Casper 
Woodle, Mozelle, Harding School, Casper 


ALASKA 


Berges. Homer, Supt. of Schools, Haines 
Karnes, A. E., Commissioner of Educatiot 
Juneau 
CANADA 
Stafford, Harold D.. Central School, Kim- 
berly, British Columbia 


Stothers, C. E., Librarian, Prince Edward 
County. Teachers Institute, Picton, On 
tario 

Vancott, F., 
tario 

Wheable, G. A., 
don, Ontario 


Public School, Picton, On 


Board of Education, Lon 
CUBA 


Fernandez, Rafael A., Calzada de 
Aires, No. 23, Habana 


Buenos 


HAWAII 


Abana, Mrs. Dora R., Koloa School, Koloa, 
Kauai 
Angus, Myra W., Pohukaina School, Pohu 


Honolulu 

Waiohinu 
Honolulu 
Waipahu 


kaina and Keawe Sts., 
Auld, Lily K., Naalehu School. 
Brown, Elmer A., Kuhio School, 
Carter, Mrs. Alice Armeda, 

School, Waipahu, Oahu 











fadi- 
Ter.,, 
1728 


enue 
ukee 
Ave., 


hool, 


hool, 
gton 
and 
Day 
hool, 


enne 
hool, 


isper 


er 


1eS 
tion, 


Kim- 


ward 
, On- 


On- 


Lon- 


1enos 


‘oloa, 
?ohu 
yhinu 


olulu 
ipahu 








FourtreENtH YEARBOOK 617 





Dotts, Cecil K., Elementary School, Pahala, 
Kau 

Dyson, Clarence B., Box 53, Aiea, Oahu 

Engle, Mary Ella, 2391 Koa Ave., Hono- 
lulu 

Fleming, Mary Elspeth, Paia School, Paia, 
Mau 

Fraser, Mrs. Edith P., Hamakuapoko, 
Maui 

Hendry, Mrs. Robert, 3015 Kalakaua Ave., 
Honolulu 

Hobby, Mrs. Eleanor C., Eleele School, 

. 255, Eleele, Kauai 

Holiberg, Myrtle H., Elementary School. 
Wailuku, Maui 

Kekapa, William K., 1219 Center St., 
Honolulu 

Kellogg, Eleanor A., Ewa, Oahu 

*Lacy, Mabel V., 3440 Leahi Ave., Hono- 
lulu 

Lai, Mrs. Carlotta Stewart, Hanamaulu 
School, Hanamaulu, Kauai 

Lecker, George T., Hookena School, Kau, 
Malino 

*Luiz, John C., Waialae School, 19th and 
Harding Aves., Honolulu 

McLaren, Dallas C., Box 248, Waimea, 
Kauai 

Marcallino, Mrs. Mina M., Kekaha School, 
Kekaha, Kauai 

Marciel, Mrs. Lily A., Kaupo School, 
Kaupo, Maui 

Nobriga, Francis J.. Cummins School, 
Maunaloa and Ninth Aves., Honolulu 

Overend, Cecil, Lunalio School, Honolulu 

Rankin. Ruth, Puowaina School, Honolulu 

maymens, George S., Kapaa School, Kealia, 
ANAuAl 

Seott, Mrs. Ada M. B., Kilauea, Kauai 

one. Anthony C., Koolau School, Kilauea, 
Kauai 

Cnsee. Mrs. Maud C., Royal School, Hono- 
lulu 

Webling. G. H., 1411 Alanai St.. Honolulu 

Wise, Cosmo Clyde, Wahiawa School, 
Wahiawa, Oahu 


INDIA 


Chartrand, C. R.. A. B. Mission High 
School, Taunggyi, F. S., Burma 


PHILIPPINE ISLANDS 


Quesada, Eusebio, Elementary School, 
Paete, Laguna 
Santos, Eugenio S., Ugong, Pasig, Rizal 


PUERTO RICO 

Anselmi, Mrs. Angela, Box 87, Coamo 

De Arroyo, Mrs. Rita Davila, Box 242, 
Caguas 

Rodriguez, Antonio, Jr., 
Puerto Rico, Rio Piedras 

Rodriguez, Mrs. Marina F., Box 225, Cano- 
vanas 


University of 


LIBRARIES AND EDUCATIONAL 
INSTITUTIONS 

Dean's Office, College of Education, Uni- 
versity of Arkansas, Fayetteville Ark. 

ar i Pacific Union College, Angwin, 
Calif. 

Lange Library of Education, Haviland 
Hall, University of California, Berkeley, 
Calif. 

Library, State Teachers College, Chico, 
Calif. 

Library, Fresno State Teachers College, 
Fresno, Calif. 

Teachers Library, Lafayette School. 25th 
St. and Chestnut Ave., Long Beach, 
Calif 


Library and Textbook Section, City School 
ene 1205 W. Pico St., Los Angeles, 
Calif. 

Los Angeles Public Library, Serials Divi- 
sion, 530 Hope St., Los Angeles, 
Calif. 

County Library, Martinez, Calif. 

Oakland Free Library, Oakland, Calif. 

Teachers Professional Library, Adminis- 
tration Bldg., 1025 Second Ave., Oak- 
land, Calif. 

Westridge School for Girls, 324 Madeline 
Dr., Pasadena, Calif. 

mrs State Teachers College, San Diego, 

alif. 

Orange Countv Free Library, Court House 
Annex, Santa Ana. Calif. 

Superintendent’s Office, 1333 Sixth St., 
Santa Monica, Calif. 

School of Education, Stanford University, 
Stanford University, Calif. 

Ventura County Free Library, Ventura, 
Calif. 

Yale University, Department of Education, 
Graduate School, New Haven, Conn. 
Public Library. Periodicals Division, 

Washington, Dd. al 

rr. University of Florida, Gainesville, 
Ta. 

Library, University of Georgia. Athens, Ga. 

Library. Emory University, Emory Uni- 
versity, Ga. 

Library, Eastern Illinois State Teachers 
College, Charleston, Tl. 

Chicago Public Library. Accessions De- 
partment, 78 E. Washington St., Chi- 
eago, Ill. 

John Crerar L ibrary, J. C. Bay, Librarian, 
86 E. Randolph St., Chieago, Ill 

The University of Chicago Libraries, Peri- 
ae Division, M 22, Harper, Chicago, 
] 


Library, Western Illinois State Teachers 
College. Macomb, III. 
District No. 96, Cook County, Riverside, 


Illinois State Library, General Library Di- 
vision, Springfield, Il. 

Indiana State Library, 301 State House, 
Indianapolis, Ind. 

Library, Purdue University, W. M. Hep- 
burn, Lafayette, Ind. 

Library, Indiana State Teachers College, 
Terre Haute. Ind. 

Library, University of Valparaiso, Uni- 
versity Pl.. Valparaiso, Ind. 

Library, Iowa State College of Agriculture 
and Mechanic Arts, Ames, Iowa 

Library, State University of Iowa, Iowa 
City, Iowa 

Library, Bethany College, 
Kansas 

Wichita City Library, Wichita, Kansas 

Louisville Normal School Library, 1128 E 
Broadway. Louisville, Ky. 

Library, Eastern Kentucky State Normal 
School and Teachers College, Richmond. 
Ky. 

Library, University of Maine, Orono, Maine 

Enoch Pratt Free Library, Periodical De- 
partment, Baltimore, Md. 

Library, Johns Hopkins University, Balti- 
more, Md. 

Publie Library, Milton E. Lord, Director, 
Boston, Mass. 

School Department. H. H. Stuart, High 
School. Melrose, Mass. 

West School, Leona Woodbury, Methuen, 
Mass. 

Library, State Teachers College, Salem, 


Lindsborg. 


ass 

Massachusetts Elementary Principals As- 
sociation, L. E. Fuller, Jenkins School. 
Scituate, Mass. 

General Library, University of Michigan, 
Ann Arbor, Mich. 








618 


ELEMENTARY Scuoot PriIncipats 





Battle Creek Principal’s Club, Mrs. Doris 
. Klaussen, 834 Woodward Ave., Battle 
Creek, Mich. 
Library, Western State Teachers College, 
Kalamazoo, Mich. 
Library, Board of Education, 315 City Hall, 
Minneapolis, Minn. 
Minneapolis Public Library, Hennepin 
Ave. and Tenth St., Minneapolis, Minn. 
Library, State Teachers College, St. Cloud, 


Minn. 
Periodical Department, St. Paul Public Li- 
brary, St. Paul, Minn. 
Laiprary: State Teachers College, Winona, 
n 
Premera Club, Anna Collins. Secretary, 
Walnut, Independence, Mo. 
Kansas City Public Library, Kansas City, 


0. 
Elementary School Principals’ Association, 
oq ~ > Secretary, Baden School, 


St. Louis. Mo. 
St. Louis Public Library, Traveling Li- 
braries Department, Olive, 13th and 14th 
ts., St. Louis, Mo. 
Teachers Library, Hadley Vocational 
oe Bldg., 3405 Bell Ave., St. Louis, 
0. 
Library, Nebraska State Normal and 


Teachers College, Kearney, Nebr. 
Library, University of Nebraska, Lincoln, 
Nebr. 
Free Public Library, 
State Normal School, 
boro, N. J. 
Free Public Library, Beatrice Winser, Li- 
brarian, 8 W ashington St.. Newark, N. J. 
New York State Library, Albany, N. Y. 


7 


Bayonne, J. 
J. J. Savitz, Glass- 


Elementary School No. 11, William A. 
Mackey, Prin., Doat St. and Poplar 
Ave., Buffalo, N. Y. 


The Grosvenor Library, 
ward Sts., Buffalo, 
Library, St. Lawrence University, 


State Normal School, Fredonia, N. Y. 

State Normal School, Geneseo, N. Y 

Library, General Education Board, 49 W 
49th St.. New York, N. Y. 

Library. New York University. Washing- 

Ne 4 Adee “Ave., The 


is ane and Ed- 


Canton. 


a 


ton Square, New York, 
Public School No. 76, 

Bronx, New York, 
Library. State Normal School, Plattsburg, 


Union Free School District No. 7, Arling- 
ton High School, Poughkeepsie, N. Y. 
Women’s College Library, University of 
Rochester, Rochester, N. Y. 

Library. Wharton Miller, Librarian, Syra- 
cuse University, Svracuse. N. Y. 

Superintendent’s Office, David Millard 
School, Asheville, N. C. 

Library, Ohio University. Athens, Ohio 

Library, University of Cincinnati, Cincin- 
nati, Ohio 

Publie Library of Cincinnati, Periodical 
Department, Vine St., Cincinnati, Ohio 

Board of Education Library, H. P. Lewis, 
1380 E. Sixth St., Cleveland, Ohio 

Toledo Public Library, Order Department, 
Toledo, Ohio 


Library, 
Oregon 

Library, Eastern Oregon Normal School, La 
Grande, Oregon 

School District No. 49. Medford, Oregon 

Library, Oregon Normal School, Monmouth, 
Oregon 

Library Association, 185 Tenth St. at Yam 
hill, Portland, Oregon 

Greene State Library, Salem, Oregon 

es. State Teachers Colle ge, Indiana, 


University of Oregon, Eugene, 


Lebanon Public Schools, R. R. 
Supt., Lebanon, Pa. 

Library, State Teachers 
Haven, Pa. 

Library, Periodicals Division, University 
of Pennsylvania, Philadelphia, Pa. 

Pedagogical Library, Board of Education, 
Keystone Annex, 19th and Ludlow Sts., 
Philadelphia, Pa. 

Frick Training School, Fifth Ave. and 
Bouquet St., Pittsburgh, Pa. 

Library, 160 Administration Bldg., 
burgh, Pa. 

Library, State Teachers College, 
Rock, Pa. 

Providence Public Library, 229 Washing 
ton St.. Providence, R. I. 

Lawson McGhee Library, Knoxville, 

The Library, George Peabody 
Teachers, Nashville, Tenn. 

Library, University of Texas, 

Library, West Texas State 
lege, Canyon, Texas 

Carnegie Public Library, 


Abernethy, 


College, Lock 


Pitts 


Slippery 


Tenn 
College for 


Austin, Texas 
Teachers Col- 


Ninth and Throck 


morton Sts., Ft. Worth, Texas 
Library, Stephen F. Austin, State Teach- 
ers College, Nacogdoches, Texas 
Library, State Normal School, Cheney, 
Wash. 
Library, Washington State Normal School, 


Ellensburg, Wash. 


State College of W ashington, W. W. Foote, 
Librarian, Pullman, Wash. 
Department of Education. 113 Education 


Hall, University of Washington, Seattle, 
Wash. 
Periodical Department, Seattle Public Li 


brary, Seattle, Wash. 
Spokane Public Library. George W. Fuller 
Librarian, Spokane, Wash. 
State Teachers College. Fairmont, W. Va. 
State Teachers College, Glenville, W. Va 
Library, State Teachers College, La Crosse, 


Wis. 
Lipaty,, State Teachers College, 


Milwau 
Wis. 
Public Library. 814 W. Wisconsin Avs 
Milwaukee, Wis. 
Library, State Teachers College, Platte- 


ville, Wis. 
Racine Publie Library, 
Library, High School, 
State Teachers Colle; ge 
Institute of Educational 


Racine, Wis. 

Shullsburg, Wis 
Whitewater, Wis 

Research, Sun 


Yatsen University, Canton, China 
Library, University of Hawaii, Mary P. 
Pringle, Librarian, Honolulu, Hawaii 
Teachers Club, Bonifacio Elementary 

School, Manila, P. 
The Superintendent of City Schools, Box 


772, Manila, P. I 








——~ 


rene, 
|, La 


on 
uth, 


yam 


jana, 
‘thy, 
Lock 
rsity 


tion, 
Sts., 


and 
itts- 
pery 
hing- 


‘enn. 
» for 


‘exas 
Col- 


rock- 
each- 
eney, 
hool, 
‘oote, 


ation 
attle, 


e Li- 
uller, 
>. 
. was 
rosse, 
lwau- 
Ave., 
latte- 
is. 
Wis. 
Sun 


ry P. 
1ii 


ntary 


, Box 





INDEX 


ABILITIES OF CHILDREN, as factor in select- 
ing activities, 452 

ACHIBVEMENT, PUPIL, in school subjects 
and in social attitudes and habits (see 
articles on each type of activity) 

ACTIVITIES, SOCIALIZING, activity program, 
503: assemblies, 245; celebrations and 
special days, 319; clubs, school, 391; 
community cooperation in, 533 ; editorial 
comment, 227; entertainments, plays, 
and pageants, 289; general survey of, 
238; music and rhythms, 342; physical 
education, 447; pupil participation in 
school management, 414; references on, 
288, 318, 341, 390, 413, 446, 472, 502, 
532, 568; school newspapers, 473; 
sources of guidance in developing, 243; 
successful types of, 240 

ACTIVITY PROGRAM, definitions of, 503; edi- 
torial comment, 503; general aspects of, 
507 ; illustration of, in first grade, 512; 
illustration of, in third grade, 516; in 
relation to drill subjects, 509; integra- 
tion of, with subjectmatter, 529; in 
theory and practise, 527; place of co- 
operation and competition in, 505; place 
of teacher in, 508; preliminary issues, 
503; references on, 532; subjectmatter 
and units of work, 504; to integrate and 
motivate the academic program, 529; 
types of activities, 507; unit-of-work 
plan, 521 

AMERICAN EDUCATION WEEK, program de- 
scribed, 321 

ANDERSON, MABEL T., 516 

ANNUALS, SCHOOL, as type of school pub- 
lication, 474 

APPARATUS. See Equipment and supplies, 
School 

ARBOR DAY, program described, 324, 330 

ARNSPIGER, V. C., 273 

ASSEMBLIES, pdichsietontion and super- 
vision of, 248; advantages of broadcast- 
ing, 279; attendance of parents, 261, 
272; audience participation, 260; Book- 
Week program, 263; broadcasting pro- 
gram within school, 277; content and 
sources of, 259; culture and apprecia- 
tion of values thru, 275; descriptions of 
specific programs, 254; editorial com- 
ment, 245; emphasizing conduct prob- 
lems, 274; essentials for success, 258; 
for Community Chest, 567; frequency 
and regularity of meeting, 266, 267; 
functional, 252; grade combinations for, 
252, 280; grouping pupils for, 271; 
initiating a program of, illustration, 
270; integration with instruction, 246; 
motion pictures in, 273; organization of, 
258; present status of, 280; principles 
ay use of sound motion pictures in, 275 ; 
principles governing programs, 250; 
pupil participation in, 253, 268, 276: 
references on, 288; results of planned, 
257; safety-education program, 263; 
scheduling programs, 253, 271; sharing 
experiences thru, 266; suggested types 
of programs for, 263, 267, 268 ; teachers’ 
attitudes toward, 256; three- cycle plan 
for, 262; types of, for each grade, 255; 
types of rooms for holding, 282; 
values of, 247, 248; vocational guidance 
stressed in, 274 

ATHLETICS. See Physical education, and 
Intramural programs 


BALDWIN, J. W., 246 
BERMAN, SAMUEL, 211, 503 
LIBLIOGRAPHIES. See References, Selected 
BOARDS OF EDUCATION, responsibility for 
financing music activities, 381 
300K WEEK, program described, 263, 321 
BOwWRING, HARTWELL F., 402 
BroGpon, NeETTIf£ E., 558 
BROOKES, M. EMMA, ane 
BRUNSTETTER, M. R., 
BUILDING PATROLS. noe patrols, School 


CELEBRATIONS. See Red-letter days, and 
Special days and events 

CHAMBERS, RAYMOND L., 262 

CHARACTER EDUCATION, opportunities for, 
in assemblies, 274; thru experience with 
school paper, 481; thru pupil participa- 
tion in school management, 431. See 
also Activities, Socializing 

CuHotr, SCHOOL, for singing of spirituals, 
364 ; for talented children, 353; how or- 
ganized, 360, 364; influence of, among 
adults, 366; materials for verse-speak- 
ing, 367; values and results of verse- 
speaking, 368 

CHORUS, SCHOOL, plan for, 355. See also 
Music, and Choir, School 

CHRISTMAS, program described, 322 

aa eager SCHOOL, thru pupil partici- 
pation, 42 

CITIZE NSHIP DAY, program described, 334 

CLASS ORGANIZATION AND PROCEDURE, cri- 
teria for judging, in physical education, 
466 

CLEMENT, BEss, 211, 533 

CLUBS, SCHOOL, activities rene 400 ; 
adapting program to size of school, 403 
basis for selection of, 402; pte Roc 
cooperation, 404; editorial comment, 
391; membership, 409; need for better 
organization for, 393; organizing and 
conducting, 409; reasons for failures, 
listed, 393; references on, 413; selection 
of sponsors, 392; standards, 401; stimu- 
lation of interests in, 398; tests for 
sponsors of, 394; time and place of 
meetings, 406, 409, 410; types of ac- 
tivities, 402; using available facilities 
for, 403 ; utilizing teacher personnel, 402 

CODE, SCHOOL CITIZENS, drafted by pupils, 
420 


COHEN, IrvINnG L., 406 

COLUMBUS DAY, program described, 321 

COMMUNITY ACTIVITIES, COOPERATIVE, edi- 
torial comment, 533; factors contribut- 
ing to effective home and_ school 
relationships, 556; goals of, 538; in 
relation to democracy, 535; list of 
socially useful projects, 550; references 
on, 568; recognition of need for team 
work, 554: school’s efforts to educate 
parents, 553; underlying philosophy, 
534; venture in curriculum building, 
558 ; work of city children in, 548; work 
of rural children in, 545. See also "Home 
and community, and Community Chest 

COMMUNITY CHEST, cooperation with 
schools, 565; correlation with classroom 
work, 566 

CONSTITUTION WEEK, program described. 
3820 

CURRICULUM BUILDING, as a cooperative 
project, 558; basic principles and pro- 
cedures, 558 


[619] 





620 





ELEMENTARY Scnoot PRINCIPALS 











DANCING, in elementary school, 370; plan 
of program, 371; securing cooperation of 
nationality groups, 371 

DeMocRACY, in the school, 415; in school 
and community, 535 

DEPARTMENT OF ELEMENTARY SCHOOL PRIN- 
CIPALS, committees, inside front cover; 
list of members, 579: officers of, inside 
front cover ; yearbooks listed, inside back 
cover 

DISCIPLINE, as aim of certain systems of 
physical education, 449; as result of ac- 
tivity program, 530; as result of pupil 
participation in school management, 
442; in modern physical education ac- 
tivities, 467 

DRAMATICS, as part of the physical educa- 
tion program, 461; coordination with 
regular school subjects and activities, 
310, 313. See also Plays. and Pageants 


DRILL SUBJECTS, in the activity program, 
509 

DuFrry, Frep H., 521 

DYKEMA, Peter W., 343 

EDITORIAL COMMENT, assemblies, 245; co- 
operative community activities, 5353; 


music and rhythms, 342; plays and 
pageants, 289; pupil participation in 
school management, 414; red-letter days, 
319; school clubs, 391; socialization as 
a function of the elementary school, 7 
EDITORIAL COMMITTEE FOR 1935 YEARBOOK, 
members of, 211; preface by, 211; 
questionnaires circulated by, 238, 280 
ELLER, LOua §., 423 
ELLIOTT, BLANCHE, 326 
ENFIELD, GERTRUDE, 367 
EQUIPMENT AND SUPPLIES, SCHOOL, for as- 
semblies, 284; for physical education, 
468 
EURYTHMICS. 
EXHIBITS, of pupil achievement in con- 
nection with special days, 299, 339 
EXTRACURRICULAR ACTIVITIES, duties of 
principals and teachers with respect to, 
383; need of better organization for, 
393; survey of music, in elementary 
See also Activities, Social- 


See Rhythms 





hools, 378. 
izing 


FrestTIvAL, of nations, 296; music, 362. 
See also Music, Rhythms, Red-letter 
days, and Special days and events 

FitMs. See Motion pictures 

FIRE PREVENTION WEEK, program described, 
320 

FLORES, ZELLA K., 290 

FORESTRY WEEK, program described, 324 

Foster, RIcHARD R., 211 

FULLERTON, C. A., 359 


GALLAGHER, May A., 439 

GIRLS’ PATROL, feasibility of, 440 

GLEE CLUBS, plan for, 356. See also Music ; 
Chorus, School ; and similar headings 

GONSER, MARIE, 320 

GYMNASIUM, planning for physical educa- 
tion, 468 


HAMM, MAX, 409 

HANDICAPPED CHILDREN, provisions for, in 
physical education, 453 

HANNA, PAUL R., 544 

HARGROVE, WILLIAM B., 364 

Harris, Rusye C., 378 

HeaALTH, school factors affecting pupils’, 
559; situations and problems, 561 

HEALTH DAY, program described, 333 

HEALTH EDUCATION. See Physical educa- 
tion 

HEALTH WEEK, program described, 323 

HEBELER, AMANDA K., 206, 516 

IIOBBY WEEK, 32 


COMMUNITY, cooperation in 
plans for festival, 300; program de- 
scribed, 555; trends in relationship with 
schools, 553 

IlOWARD, MAuDE, 507 

Howarpb, STELLA, 310 

HUBBARD, FRANK W., 211 

Iiupson, J. S., 427 

IluFF, MARGARE :. ponee HELL, 435 

HiuGGETT, A. J., 3 

HYMAN, iaiiee t OLBY, 373 


HOME AND 





INTRAMURAL PROGRAMS, 
tion, 459 


in physical educa- 


JOHNSTON, EpGar G., 392 


KARST, WALTER F., 258 

KILPATRICK, WILLIAM II., 534 

KINDERGARTEN, rhythm bands, 374; sug 
gestions for assembly programs for, 255 

KLAUSSEN, Doris Davis, 266 

LARAMY, WILLIAM J., 277 

LAWLOR, EDWARD A., 565 

LEWIS, WILLIAM DopaGe, 415 

LIBRARY DAY, program described, 330 

—s BIRTHDAY, program described, 
32% 

LOUISIANA DAY, program described, 336 

McBroom, Maupg, 211 

McCCALLUM, JESSIE, 397 

McCLOSKkEY, A. KATHERINE, $31 

McCLOSKEY, KATHRYN F., 512 

McCONATHY, OSBOURNE, 352 

MACCONKEY, JUNE H., 270 

nee, SCHOOL, annual publication of, 
74 


MAY DAY, program described, 330 

MEMBERSHIP LIST, Department of Ele 
mentary School Principals, 579 

METHODS OF TEACHING, in music, 347, 359; 
in physical education, 464, 466; in rela- 
tion to social change, 233; thru partici 
pation in life situations, 235 

MICKEL, RAYMOND A., 527 

MorRISON, J. CAYCE, 228 

MOTION PICTURES, contributions to culture 
and appreciation, 275; principles of use 
in assemblies, 275; for suggesting oc 

cupational opportunities, 274; use of 
sound, in assembly, 273 

MUSIC, as a soc ializing influence, 345; as 
a factor in individual development, 344; 
chorus plan, 355: cooperation with other 
departments, 386; course of study in, 
352; dancing in elementary school, 370; 
editorial comment, 342; future of, in 
education, 350; glee clubs, 356; group 
activities, 379; individual lessons, 382; 
in rural schools, 359; mastery of es 
sentials, 360; methods of teaching, 347, 
359; need of rural schools for modern 
methods in, 359; primary rhythm bands, 
373; principals’ judgments of programs, 
887; references on, 390; relative values 
in education, 343, 365, 368; school 
choruses, 352; spiritual choir, ; sur 
vey of activities in, report, 
of phonograph in school, 359; verse 
speaking choir, 367 

MUSIC WEEK, program described, 323 








NATIONAL EDUCATION ASSOCIATION, Depart 
ment of Elementary School Principals 
212, 238, 280, 378, 579; Research Di 
vision, 211, 217, 238, 280, 447 

NEGRO PUPILS, spiritual choir, 364 

NEWSPAPERS, SCHOOL, advertisements, 498; 
as a socializing medium, 473; financing, 
497; form and make-up, 481; frequency 
of issue, 491 ; guidance by teachers, 486; 
guiding principles, 480; illustrations 








with 


‘ibed, 
36 


nn of, 


ilture 
f use 
g oc- 
se of 


zroup 
382; 
yf es- 
, 847, 
odern 
ands, 
rams, 
ralues 
school 
; sur- 

use 
verse- 


3 


ppart 
‘ipals, 
h Di- 


, 498; 
ncing, 
uency 
486; 
ations 


FourtEENTtTH YEARBOOK 621 





collected, 478; list of contributors to 
chapter, 501; making a pupil enterprise 
of, 486; methods of ee 489 ; 
methods of selecting staff of, 487; 
mimeographed, 475; organization of, 
485; printed, 474; providing opportuni- 
ties for improvement of English, 492; 
pupils’ contributions to, 492: references 
on, 502; sample pages, 476, 477; school 
and community interpretation, 489; 
scope and purpose of elementary, 479; 
selling price, 498; size and number of 
pages, 483; standards for, listed, 499; 
use of illustrations, 495; value of pro- 
ducing over long period, 490 


OFFICIAL INFORMATION, introductory state- 
ment, 569; list of members, 579; local 
principals organizations, 570; sectional 
principals associations, 575; state prin- 
cipals associations, 577 

OPERETTAS, plan for, in school, 354 

Otto, Henry J., 378 


PAGEANTS, as all-school projects, 290; as 
part of regular school work, 294; as- 
signment of responsibilities, 293; de- 
sirable characteristics, 290; determining 
content, 293; editorial comment, 289; 
illustrations, 291, 296; objective, 293; 
plans for a festival of nations, 296; 
references on, 318; suitability of con- 
tent, 292; universal participation in, 
290, 292; values of, 294. See also 
Dramatics, and Plays 

PARENTS, attendance at assemblies, 261, 
y cooperation in school activities, 

; responsibility for financing music 
activities, 381. See also Community ac- 
tivities, Cooperative ; and Llome and com- 
munity 

PARTICIPATION IN SCHOOL MANAGEMENT. 
See Pupil participation 

PATROLS, SCHOOL, court procedure, 442; 
evidence of improved civic attitudes 
thru, 444; faculty direction of, 439; 
inauguration of system, 439; in the 
building, 421; membership in, 439; or- 
ganization and administration of, 440; 
recognition for service, 442; safety, in 
school organization, 436, 439. See also 
Pupil participation 

PERKINS, HueuH YV., 252 

PHELAN, ANETTE M., 553 

PHONOGRAPH, use of, in school music, 359 

PHYSICAL EDUCATION, academic content of 
program, 467; achievement, evaluation 
of progress, and awards, 468 ; activities 
to be included in program, 452; aims of 
the program, 450; as affected by condi- 
tions of modern life, 447; contributions 
of science to, 450; daily schedule for, 
462; definition, 450; discipline, 467; 
influence of foreign systems on, 449; 
intramural activities, 459; judging class 
organization, 466; methods of teaching, 
464, 466; place of, in the modern school, 
450; planning and organizing the pro- 
gram, 461; play days, 463; playground, 
gymnasium, and equipment, 468; refer- 
ences on, 472; scheduling the program, 
461; selecting and organizing activities 
for, 452: socializing opportunities in, 
447; special events, 463; stunts and 
games, 460; time allotment for, 457; 
types of periods, 462 

PINKSTON, Eva G., 211 

PLAY, effect of formal systems of physical 
education upon, 449; modern methods 
of conducting, 450; playdays, 463; tra- 
ditional attitude toward, 449. See also 
Physical education, and Playgrounds, 
School 

PLAYGROUNDS, SCHOOL, dangers of inade- 
quate, 468; standards for size, 469 


PLAYS, appraising results of coordination 
with regular school activities, 316; as 
all-school projects, 290; coordination 
with regular school subjects and activi- 
ties, 310, 313; editorial comment, 289; 
illustration of original, 312; illustra- 
tion of production, 303, 306; general 
plan of production, 303; references on, 
318. See also Dramatics, and Pageants 

PRESIDENT’S MESSAGE, 212 

PRINCIPALS, Department of Elementary 
School, 238, 280, 378, 579; duties of, 
with respect to extracurricular music 
activities, 383; judgments of music pro- 
grams, 387 ; reports on school assemblies, 
280; reports on socializing opportuni- 
ties, 238 

Prosects. See Activity program 

PUBLICATIONS, SCHOOL, types of, 473. See 
also Magazines, School; Newspapers, 
School; and Annuals, School 

PUPIL PARTICIPATION, building patrols, 
421; building character thru, 431; de- 
veloping a plan, 423, 431; editorial com- 
ment, 414; in assemblies, 253; in club 
activities, 410; in school management, 
414; outcomes of, 418, 437; problems 
discussed by pupils, 443; procedure in 
council meeting, 437; references on, 
446; results of planned, 424; room or- 
ganization for, 418, 435; school citizens’ 
code, illustration, 420 ; school citizenship 
thru, 427; steps in organization, 432: 
student council, 419, 435; treatment of 
offenses, 434; units of, 423 

Pupits. See Pupil participation 


QUESTIONNAIRES, report on status of as- 
semblies, 280; survey of music activities, 
378; survey of socializing opportunities 
in elementary schools of the United 
States, 258 


RADIO, broadcasting assembly program 
= school, 277 ; use of, in assemblies, 
73 


RECORDS AND INFORMATION. See Official 
information 

RED-LETTER DAYS, based on study of ani- 
mals, 337; editorial comment, 319; for 
school and community, 333; in a platoon 
school, 320; references on, 341; special- 
day programs, 320, 324 

REFERENCES, SELECTED, activity program, 
532; assemblies, 288; cooperative com- 
munity activities, 568; music and 
rhythms, 390; physical education, 472; 
plays and pageants, 318; pupil partici- 
pation in school management, 446; red- 
letter days, 341; school clubs, 413; 
school newspapers, 502 

RESEARCH DIVISION. See National Educa- 
tion Association 

RHYTHMS, basic principles of rhythmic 
activity, 373; bottle bands, 375; im- 
provement in, 361; primary rhythm 
bands, 373. See also Music; Choir, 
School; Chorus, School; and similar 
headings 

RINGDAHL, N. Ropert, 418 

Roy, ESTELLA, 397 

RURAL SCHOOLS, cooperative community ac- 
tivities in, 545; need for modern meth- 
ods in music, 359; organizing choirs in, 
360, 364; use of phonograph in teaching 
music, 359 


SAFETY-EDUCATION PROGRAM, in assembly, 
263; in physical education, 458 

SAFETY PATROLS. See Patrols, School 

SCHOOL INTERPRETATION, by means of the 
school newspaper, 489; relation to fre- 
quency of publication, 491; thru red- 





622 


ELEMENTARY Scuoot Principats 





letter celebrations, 321, 333; value of 
qepatns publication over long period, 


SCHOOL PUBLICATIONS. See Publications, 
School; Magazines, School ; Newspapers, 
School; and Annuals, School 

S1GLER, Lov I., 303 

SINGING. See Music 

SOCIAL CHANGE AND THE SCHOOL, births 
and divorces, 231; changes in modern 
life, 228; changing distribution of labor 
and leisure, 230; congested living con- 
ditions, 232; effect on physical educa- 
tion, 447; increasing application of 
science, 229; in relation to elementary- 
school curriculum, 232; in relation to 
teaching methods, 233; new avenues of 
learning, 229; occupational shifting, 231 

SOCIALIZING ACTIVITIES IN SCHOOL. See 
Activities, Socializing 

SPAIN, CHARLES L., 235 

SPECIAL DAYS AND EVENTS, descriptions of, 
820, 330, 334; in physical education, 
463 ; references on, 341. See also Christ- 
mas, Thanksgiving Day, May Day, 
American Education Week, and similar 
headings 

SPEECH IMPROVEMENT, thru dramatics, 
310; thru verse-speaking choir, 367 

at a organization of choir for sing- 
ng, 


STUDPNT PARTICIPATION IN SCHOOL 
MANAGEMENT. See Pupil participation 

STUNTS, organization of, 460 

SurvEYsS. See Questionnaires 

SUPERVISOR, MUSIC, responsibilities for cer- 
tain duties, 383 

SwWANZeEyY, LINAH, 320 


TALKING PICTURES. See Motion pictures 

TEACHER LOAD, in relation to physical edu- 
eation, 455 

TEACHERS, leadership in club work, 402 

THANKSGIVING DAY, program described, 322 

THOMAS, JOHN §S., 211, 473 

THOMAS, JOSEPHINE, 333 

TIDWELL, THELMA, 337 

TRANSFER OF TRAINING, 
education, 449 


in formal physical 


UNITS OF worK. See Activity program 
VENOSS, MABEL P., 306 
VERSE-SPEAKING CHOIR. See Choir, School 
WASHINGTON’'S 
scribed, 323 
WHITWORTH, OLIVE, 370 
WoLr, Bernice, 337 


BIRTHDAY, program  de- 


YEARBOOKS, Department of Elementary 
School Principals, inside back cover 








YEARBOOKS OF THE” 
i RT OF ELE MENTARY | 


464 Pages ce 1988 
; CONTENTS 
Modern Education oa. the Library 


Organization and Administratig of the Scbbe 
Planning the School Library geo ee 
Relationships Between Schools and Public Librari 
Integrating the School Library and the Clagseodm 
The School Librarian me 
Rural and State Library Practises 

Supetvision and Appraisal = 3s 
Research Studies of Booklists and Reading Titer 


Thirteenth ¥ carbook 
AIDS 10. TEACHING. IN THE ELEMENTARY. 
416 Pages 1934 
ConTENTS 

Aids in Modern Education 
Organization for the-Use of Aids 
Pictorial and Graphic Aide 
Object Materials 
Exeursions and Field Trips ee 
Slides, Still Films, and Opaque Projection. Sar 4 
Silent'and Sound Motion Pictures 4 
Duplicating Machines and Typewriters 
Radio and Sound Equipment 
Summary of Research 
Sources of Aids 


Address communications and make checks paya 
DEPARTMENT OF ELEMENTARY SCHOOL PRIN 
am Sixteenth St, NV. W., Washington, DY