PERIODICAL Rog Ms GENERA‘ LIBRARY UNIV. OF MiCn, The NATIONAL ELEMENTARY RINCIPAL BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS S NATIONAL EDUCATION ASSOCIATION RANCE TO BUILDING HE IONAL )GRAPHIC IETY ber 1936 Vi, No. 2 THE NATIONAL ELEMENTARY PRINCIPAL BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Published in October, December, February, April, June, and July by the Department of Elementary School Principals of the National Education Association of the United States. All elementary principals—administrative, supervisory, and teaching—are eligible to active mem. bership in this department. The payment of $3 dues entitles active members to attend all meeting of the department, to hold office, to vote, and to receive the Bulletins. Associate membership may be had by all members of the National Education Association who or actively engaged in any phase of school work by paying the regular membership fee of $3. entitled to all privileges except the right to vote and hold office. Subscriptions to non-members is $3 per year; single copies of the Yearbook, $2; single copies of the Bulletin, 25 cents (except the Official Reports). They are Entered as secand-class matter November 20, 1922, at the postoffice at Washington, D. C., unde: Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. Executive and Editorial Offices, 1201 Sixteenth Street, Northwest, Washington, D. C., Eva G. Pinkston, Editor. OFFICERS OF THE DEPARTMENT, 1936-37 President, Edythe J. Brown, Kaley-Mar- quette Schools, South Bend, Ind. First Vicepresident, Harley W. Lyon, Long- fellow-Cleveland Schools, Pasadena, Calif. Second Vicepresident, Maude A. Rhodes, Whitefoord School, Atlanta, Ga. Third Vicepresident, Irvin A. Wilson, 437 S. Stone Ave., La Grange, Ill. Fourth Vicepresident, Clifford E. Perry, Lents School, Portland, Ore. Fifth Vicepresident, Isabel Tucker, Shenan- doah School, St. Louis, Mo. Executive Secretary, Eva G. Pinkston, 1201 Sixteenth St., N. W., Washington, D. C. Executive Committee Earl R. Laing, Burt School, Detroit, Mich Mason A. Stratton, Brighton Avenv School, Atlantic City, N. J. Mrs. Edith B. Joynes, Washington-Gate wood Schools, Norfolk, Va. Ira M. Kline, Greenburgh No. 8, Schools White Plains, N. Y. Certification Division, Cassie F. Roys, D rector, 2609 Bristol St., Omaha, Nebr. Life Membership Division, Herbert C. Han sen, Director, 1045 N. Lockwood Ave Chicago, Ill. Retirement Division, M. Emma Brooke Director, Miles-Cranwood Schools, Cleve land, Ohio. See space below for Committees as they are appointed thruout the year. Visual Aids E. H. Herrington, Chairman 4646 W. 3lst Ave. Denver, Colo. L. E. Rinearson Failing School Portland, Ore. Mrs. Edith B. Wright Hawthorne School Houston, Texas The contents of this Bulletin are listed in the Education Index The picture appearing on the cover is the entrance to the beautiful and artistically arranged bui ing of the National Geographic Society. This building can be seen from our headquarters’ office "— the Nation’s Capital. Committee L. Daisy Hammond Patterson School Cleveland, Ohio Harry H. Haw 1413 Golden Gate Drive San Diego, Calif. —— 66 THE NATIONAL ELEMENTARS V. ne' Ou Acti Wha Book PRI? ventary ) mem- eetings ho are vey are pies of , under Section , Mich A venue 1-Gate- Schools, ys, Di- Nebr. >. Han 1 Ave. 3 rookes , Cleve- ——_ —— ‘ed builé office ® The National Elementary Principal Volume XVI, No. 2 December, 1936 Greetings To You May the joyful season find you glad at heart and as the years pass, may your interest in all human kind never Wax nor wane. Contents Our Winter Convention ; eas ae The Status and Work of Elementary-School Prin- cipals Under the District Superintendents in New York State—Stinebrickner 70 A Special Summer Course for Elementary-School Principals and Teachers 74 News About Membership—Pinkston - Appraising Supervision and Instruction in the Elementary School—Jinske 81 The Status of the Teaching Principal in the State of New Jersey—Rice 3 83 Activities in an Elementary School—January F 87 What You Are Doing jebinietiede a Books Which Are Helpful 95 PRINCIPAL, DECEMBER, 1936 THE DOROTHY DIX (Mrs. E. M. Gilmer), interna- tionally known woman columnist, is honoring the Department by being the speaker at our banquet, St. Charles Hotel, New Or- leans, Louisiana, February 22, 6 p.m. Of course you will be there. SITUATION PRESIDENT Edythe Brown has completed the plans for our program, Monday afternoon, Feb- ruary 22. The topic is to be “Building of a Better Citizenry Thru Recrea- tional Activities.” The New Orleans and Louis- iana Principals are spon- soring the Tuesday pro- gram. ATA AMY H. HINRICHS, lo- cal chairman for our New Orleans meeting and state enrolment chairman of D.E.S.P., with the help of her committee has ar- ranged for our get-togeth- er breakfast to be at the La Louisiane on Monday, February 22, 7:30 a.m. Be sure to come. GLANCE DEAN J. B. EDMON- SON, and Dr. L. W. Keel- er are fast completing the details for the Conference for those interested in Ele- mentary Education, which is to be at the University of Michigan, Ann Arbor, July 5-16, 1937. 67 OUR WINTER CONVENTION February 20-25 New Orleans, Louisiana Our Host City—Nev Orleans, one of America’s most interesting cities, is preparing many lavish er tertainments for us during convention week, February 20-25, 1937. We are t St. Charles Hotel, New Orleans, Louisiana see its shrines, enjoy its hospitality, and learn its history. No other city in the United States is like it. It is old and new; it is ancient and modern; it is a city of business and pleasure; it is the Mississippi Valley’s gateway to the world. On Sunday evening, the spirit of the old South will be made manifest in thi Crescent City, for the committee is preparing a Dixie Night program. On Wet nesday morning the New Orleans’ teachers are inviting convention visitors assemble with them for a complimentary breakfast under the famous Duellingf Oaks in treeful City Park. On Thursday afternoon, convention guests will again be the recipients of traf Southern hospitality, for the convention will close with the Parade of the Krew of NOR, a spectacle of New Orleans romance, made up of children of the pub lic and parochial schools and reproduced from the Mardi Gras carnival. Make) your plans now to join us in these festivities and sights. Our Meetings. President Edythe Brown is rapidly completing arrangements for wot derful meetings for the Department of Elementary School Principals. She has asked on) local chairman, Amy H. Hinrichs, to make the final plans for our famous family gatheritgy of members and their friends for breakfast at the La Louisiane, Monday morning, Fe ruary 22, 7:30. On Monday afternoon, the first session of our regular program will be held. The topit “Building for a Better Citizenry Thru Recreational Activities,’ has been divided into? 1. Reading For Leisure In the New Age—Dr. William S. Gray, Chicago, Illinois. 2. Remedial Reading For A Better Citizenry—Dr. Margaret White, Cleveland, Ohi 3. Sane Views of Sports and Their Uses in Elementary Schools—Dr. Thurman} Rice, Indianapolis, Indiana. The Tuesday afternoon program will be sponsored by the New Orleans and Louisia® principals. The completed program will appear in the February issue of The Nations Elementary Principal. a ae ——— 68 THE NATIONAL ELEMENTAR i — a Arrangements have been made for the Visual Education Committee, to show pictures on Monday and Tuesday afternoons, for those interested in Visual Education. These films will represent the latest teaching procedures in elementary schools, and will be shown in the same building where our afternoon programs will be held. Eugene H. Herrington, principal, Alcott School, Denver, Colorado, and chairman of the Visual Education Com- mittee, would appreciate hearing from every school which is interested in this procedure. N | Our Banquet—The banquet of the Department of Elementary School Prin- cipals has become one of the outstanding features of the convention. Outstanding because the officials of the convention gather at our banquet board and do us honor by attending, and at no one time nor place will there be more dignitaries assembled. Another reason why our banquet at New Orleans will be one of the main features of the week is that Dorothy Dix, Mrs. E. M. Gilmer, of inter- national fame will be our guest speaker. She will tell us about ““The Experiences of a Woman Columnist.” There is no one in the United States who is living a richer or fuller life, who is helping humanity by giving such wholesome advice or who is appreciated more at all times for her true womanliness and gentleness, than is Dorothy Dix. Look at the picture below and you will soon say as has _New every other person, when told that Dorothy Dix would be the honor guest at the banquet of the Department of Elementary School Principals, Monday, Feb- erica’s ies. pp Tuary 22, St. Charles Hotel, 6 p.m., that “I'll be there.” We invite you to come sh en and bring your friends. We appreciate the honor she has bestowed upon us by are to accepting our invitation to be our guest. in thf a city e topit into? vis. d, Obie man B uisiall V ations Dorothy Dix, internationally known woman columnist, who will be the speaker at our banquet, St. Charles Hotel, New Orleans, February 22, 1937. TAR PRINCIPAL, DECEMBER, 1936 69 The Status and Work of Elementary-School Principals Under the District Superintendents in New York State Reinald M. Stinebrickner, principal, West Hempstead, N. Y. (Eprror’s Nore: We are publishing portions of Mr. Stinebrickner’s thesis presented in June, 1936, to the faculty of the New York State College for Teachers in partial fulfillment of the require. ments for the degree of Master of Science in Education. I am indeed sorry that lack of space and money make it impossible for us to publish it in its entirety. It is an outstanding contribution to those who work in this field. Mr. Stinebrickner has given much helpful information and he has noted many comparisions of sta- tistics from other states. I hope this article will encourage you to make a similar study of your state.) There are several evidences since 1920 that indicate how R. M. Stinebrickner | the elementary-school principalship has gained important recognition, not only in New York State, but thruout the nation. In 1921, the Department of Elementary School Principals of the National Education Association had its beginning. In 1930, the New York State Association of Elementary Principals was formed. A survey of 815 elementary-school principals in cities and villages of New York State was made in 1927 by W. W. Coxe for the University of the State of New York. There remained a group of 274 elementary-school principals under district superintendents which had never been studied. On March 5, 1935, questionnaires were sent to these principals as listed in the directory of Elemen- tary School Principals of New York State, 1934-35. Before July 1, 1935, re turns were received from 202 principals representing 74.5 percent of the possible 271. These returns came from 81 supervisory districts of New York State. The information presented has been intended for use by principals, superinm tendents, college professors, educators, and by the University of the State of New York, in order to improve the elementary-school principalship in districts under district superintendents of New York State. The Importance of the Elementary-School Principalship. ‘The elementary-school principalship of the future will be the key position in the supervision of elementary schools. To adequately fill the position, the principal must know elementary education. He must be a student imbued with the spirit of scientific inquiry in the continuous study of the problem of his schools.’ As the elementary-school principal is the key in the supervision of the elemen- tary school, the elementary school is the “key to the whole educational structure.’ No school will rise above the standard set by its principal. Therefore, it is im portant that the principal should be a leader of fine personality and professional spirit in order that a high standard will be set for his institution. In 1927; 26 percent of elementary-school principals in cities and villages o New York State had never attended either college, normal school or city training school and 29 percent had never graduated from anyone of these three institutions 1J. Cayce Morrison, The Principal and Supervision, Department of Elementary School Principal Tenth Yearbook (April, 1931, p. 219). 70 | THE NATIONAL ELEMENTARY ls kner’s York quire- I am le for ution much f sta- e you - how yrtant t the f the York New State cipals 1935, emen- 5, Te yssible e. perin- ite of stricts “The n the ncipal spirit 1 emen- ture.” is im sional ges of aining tions. incipal, —_——> "ARY Of 184 principals, 110 had never taken any extension or summer school courses, 39 were not even high school graduates. If the same thing prevails in districts under district superintendents in New York State, is it right to continue to leave the elementary-school principalship in the hands of those who are not as well trained as most of the teachers of ele- mentary grades? Elementary-school principals have greater responsibilities than teachers, and their qualifications should be better. “The elementary-school principals of this generation are pioneers. They have it in their power to make the elementary principalship the leading force in the community—a position of purpose and power, respected by the community and de- lightful to occupy. They hold the key position in our educational planning. They hold the prime responsibility of starting boys and girls on the right path of life.’ It is important, then, that it be known, whether the elementary-school prin- cipalships under district superintendents of New York State differ from those in cities and villages of New York State and thruout the nation. This study attempts to bring out comparisons and contrasts among the various elementary-school principals, their preparation, length and kind of experience, age, marital status, sex, salary, number of teachers and pupils, supervision policies and professional interests, etc. Other relationships which enter in are: What is the principal’s attitude toward supervision? Is there enough of it? How does he use it in relation to his teachers and superiors? Is the principal a community leader? Does he attend the majority of social, civic, and school functions? Does he inspire an attitude of leadership on the part of his teachers and pupils by means of auditorium periods, student activities, and membership in pro- fessional organizations? What is the principal’s relation with the district superintendent and board of educa- tion? Does he expect to continue to remain an elementary-school principal? If not, what reasons would he have for leaving the elementary-school principalship? How do the number of pupils in grades and kindergarten compare with ideal numbers given by principals? Do the principals with degrees receive the higher salaries and have the ideal number of pupils and teachers to deal with? How does the work of teaching and supervising principals differ in regard to super- vision, administration, teaching, clerical and other duties? The importance of knowing the answers to these and to other questions cannot be over- looked. Some conditions are unsatisfactory. Maybe, some of them can be improved if the conditions are better known. The Kinds of Elementary-School Principalships under District Su- perintendents in New York State. Elementary-school principals under dis- trict superintendents are usually thought of as supervising and teaching. In actual practise, there is no clear cut distinction in the official titles of heads of schools. For the purpose of comparison, in this report, a “supervising principal”’ is one who devotes at least 50 percent of his time to administrative, supervisory and other duties outside of his regular teaching. The remaining heads of schools are listed as “teaching principals.” Morrison states that 178 elementary-school principals in supervisory districts teach on the average three or more clock hours daily, 49 have no regularly assigned teaching duties and 34 have regularly assigned teaching duties averaging-less than three hours 1Joy Elmer Morgan, “A Responsibility.” The National Elementary Principal, Bulletin of the Elementary School Principals, National Education Association, Vol. XV, No. 3, February, 1936, p. 119. PRINCIPAL, DECEMBER, 1936 71 daily. By combining the last two types of principals, it is found that 83 would be termed “supervising principals” according to the classification used in this report. No definite relationship between the supervising principal and the number of build. ings under his supervision can be found. From the 39 principals who supervise in more than one building, 23 are not called supervising principals. Taking into consideration the | total number of principals studied, 163 or 80.6 percent have but one building, 31 or 15.3 percent have two buildings, four have three buildings, one has four and one fiye buildings, one is centralized with ten buildings, and one has two buildings with eleven branch schools. The median elementary school under a supervising principal in the United States study enrolled 632.32 pupils. The median elementary school under a teaching principal en. rolled 287.70 pupils. In 1926-27, a median of 14 teachers was found in elementary schools in cities and vil lages of New York State. Morrison reported a median of 12 teachers for elementary schools in Ohio cities and exempted villages. In New Mexico, there was a median of 5.5 teachers in elementary schools. The Michigan study of 68 percent of the city schools participating, showed a median of 18 teachers. The range in number of teachers ip Arkansas was from 3 to 15 in 1930 for elementary schools. The median was 5.3 teachers. The median for cities in the United States under 5000 population has been reported ay 8.7 teachers. Morrison reported that there were 32 schools in supervisory districts having kindergarten instruction in 1934-35. The supervising principals in this study reported that the median number of pupils in a kindergarten class was 21.9 where there was but one kindergarten class in the district. There were 14 pupils in the smallest class and 32 in the largest class In the districts having two or three kindergartens, the median number of pupils in one class was 25.3. The smallest class in this group had 12 pupils and the largest 37. The reports of teaching principals were not tabulated because some of them did not distinguish between kindergarten and primary instruction. The median supervising principal has 354 elementary-school pupils and 15 teachers under his supervision. There is a median of 88 high school pupils in his district who com- mute daily or weekly to an outside high school. The problem of too few high school pupils for constructing a high school building is seen. Also, the size of such a high school would not permit a high caliber of extra class activities and special work as is done is large high schools. In the median teaching principalship there are 128 elementary-school pupils, 5.2 teachers and 35 high school pupils. This problem is even more difficult to improve because of smaller numbers. Over half or 64.8 percent of elementary-school principals in supervisory dis- tricts are men. However, 22 percent of the total number of elementary-school principals are women and also have all women teachers under their supervision} The findings of various studies show that usually there are more women elemen tary-school principals than men except in rural areas. Educational Preparation of Elementary-School Principals. It ha been generally agreed upon that college training is one of the best measures for professionalizing the elementary-school principalship. The equivalent considered for one year of college was either teachers’ training class or one year of normal school; for two years of college, two years of normal school; for three years a college, three years of normal school; for four years of college, graduation from} state teachers’ college or technical school. One year graduate school represents? any type of masters degree. One principal had A.M., B.M., M.Pd., and Ph.D. degrees. He was placed in the graduate school group with three or more yeas credit above high school. Whether the colleges were state or privately supported.) in or outside of New York State, was not considered. 72 THE NATIONAL ELEMENTARIS arene ee pr mé rig ha pel fre me pri per bef rier cen bef met per: exp prir yea ing gree prin wit] are PRI rmed yuild- more in the 31 or > five leven study il en- d vil- tary an of chools ors in chers. red as zarten 1edian yarten class, The trend for supervising principals is toward 5 years of college training be- yond the high school and for teaching principals graduation from 4 years of col- lege work. The median supervising principal reported 4.0 years of college train- ing beyond the high school when entering their principalships. This median was raised to 4.6 years at the time when this survey was taken. The median teaching principal’s college training was raised from 3.0 years to 3.5 years beyond the high school while in the principalship. The percent of the supervising principals holding degrees was raised from 40.4 percent when entering their principalships to 63.7 percent when the survey was taken. The teaching principals raised the number of degrees from 18.4 to 31.2 percent. One-half of the teaching principals and 55 percent of the supervising prin- cipals have attended summer sessions within the three years before the survey was taken. For the year previous to survey, a greater percent had taken summer sessions than extension courses. If the percentage back to 1933 was considered, it is found that extension courses are backed by a greater percentage cumulation. Elementary schools of ten or more teachers must have a principal with a pro- visional or permanent elementary-school principal’s certificate. Experience of Elementary-School Principals. There is a fallacy to the proverb, “Practise makes perfect.” It should be “The right kind of practise makes perfect.’”” When it is applied to educational experience, it becomes, “The right kind of experience makes perfect.” The supervising principals under district superintendents in New York State have been in public school work from 3 to 48 years with a median teaching ev- perience of 16.54 years; the teaching principals have been in public school work from 2 to 48 years with a median teaching experience of 12.18 years. These medians are low in comparison with medians of experience of elementary-school principals found in other studies. There were 41 or 53.2 percent of the supervising principals and 63 or 50.4 percent of the teaching principals who had elementary-school teaching experience before becoming principals; 30 or 38.9 percent of the supervising principals and 83 or 66.4 percent of the teaching principals had rural-school teaching expe- rience; and 34 or 44.2 percent of the supervising principals and 31 or 24.8 per- cent of the teaching principals had experience as an elementary-school principal before coming into the present principalship. There is evidence that most ele- mentary-school principals have had some type of elementary-school teaching ex- perience before coming to their present principalships. The median elementary-school principal with a degree has had less teaching experience than the median principal without a degree. —The median supervising principal with a degree has had 13.5 years of experience; without a degree, 22.8 years. The median teaching principal with a degree has had 8.5 years of teach- ing experience; without a degree, 14.6 years. Similarly, the principals with de- grees have had less experience as principals than those without degrees; and the S Principals with degrees have been in present principalships for less time than those without degrees. These facts show that the younger elementary-school principals are feeling a need for advancement and for ever-growing enthusiasm to improve PRINCIPAL, DECEMBER, 1936 73 their positions or else that school trustees and school boards have recently been inclined to favor better educated people for their principals. They are attempting to work toward the top much faster than principals who started their careers jn the last decade. If the median elementary-school principalship in supervisory districts of New [ York State is to be a suitable life work, it will be necessary to offer greater in- centives to young men and women who have degrees and still want to grow. conectepdnanomenanes — 4 I A Special Summer Course For Elementary-School Principals and Teachers In response to a request from the officers of the De. partment of Elementary School Principals the School of A Education of the University of Michigan will offerafe | special course in its 1937 Summer Session for those interested in elementary education. The course will be entitled Current Study and Current Literature Relating § : : ; : . a oO to Elementary Education and will be under the direc f tion of Professor L. W. Keeler of the University staff. J - The instruction will be organized on a two weeks basis i beginning Monday, July 5 and continuing thru Friday, c. July 16. Students will be allowed two hours of credit L. W. KEELER The course is planned to take the full time of students MF for the two weeks period and is designed for those whi do not expect to carry other university work during the Summer Session. A tuition fee of $15.00 has been approved by the University authorities. The instruction will be organized in terms of important issues presented in recent yearbooks of the Department of Elementary School Principals. In organizing the course Professor Keeler will be assisted by a number of special lecturers, some of whom will be selected from the regular staff of the University of Michigan, while others will be invited to come from other school systems and universities. Opportunity will be afforded for observing the work in the summer session of the University Elementary School. A well-equipped work room will be provided, and books, bulletins, and illustrative materials re lating to elementary education will be made available. Those planning to ele the course will be urged to send to Professor Keeler any materials from theif school systems that they believe would be of special interest to other students @ elementary education. The values of the proposed course are numerous. It will give a partial answer to the question, “How can one keep abreast of the newer developments in ele mentary education?” The difficulties of “keeping abreast” are recognized by al workers in the field. —The Yearbooks of the Department are designed in part answer this question. One of the reasons for using the Yearbooks as basic mate rial in the course is to encourage the discussions of the findings and recommend?) y y tions in terms of real school situations. . vitiie The 15th Yearbook, “Personality Adjustment of the Elementary Schoo ‘ s. Child,” contains many facts that are a challenge to every elementary-schoo | es PRIN 74 : al THE NATIONAL ELEMENT AR) principal and teacher. In the course, emphasis will be placed on the modification of administrative practises and teaching procedures in terms of these findings. Similarly the 14th Yearbook, “Socializing Experiences in the Elementary School,’”’ deals with school activities, which often have been considered extra- curricular, but which are now coming to be considered as essential parts of the curriculum itself. In the course, the question of ‘How the traditional curriculum can be modified so as to provide for the new?” will be considered in terms of the perplexing problems faced by every elementary leader. One of the major outcomes of the course will doubtless be an increased recog- nition; that the elementary-school principalship furnishes an unusual opportunity for creative leadership as well as unusual opportunity for contributing to the en- richment of the educational experiences of the children of the community. Those in attendance will be given an opportunity to exchange views with others en- gaged in similar tasks. There will also be an opportunity to acquire new friends and acquaintances. Within a few weeks Professor Keeler will have available for distribution an outline of the proposed course, together with some account of the contributions of special lecturers. Further information may be secured by addressing a letter of inquiry to Professor L. W. Keeler, School of Education, University of Mich- igan, or Miss Eva G. Pinkston, Executive Secretary, Department of Elementary School Principals, 1201 Sixteenth St., N. W. Washington, D. C. Committee on Arrangements, Mrs. Edith B. Joynes, chairman, Mason A. Stratton, and Edythe J. Brown. One Way to Get Members Dr. Earl P. Andreen, supervising principal, Brooklyn School, San Diego, California, and Harry H. Haw, principal, Alice Birney School, San Diego, California, and state enrolment chairman, De- partment of Elementary School Principals, flew to the meeting of the Elementary Principals in Po- mona, October 5. At this meeting they promoted the interests of the Department and gave such infor- mation which would be of help to those attending. We at headquarters realize that time is precious and we know that we have three or four flying princi- pals, and we wonder how many more use this method of transportation to the different principals’ meetings. Besides being principal of Alice Birney School; Mr. Haw is a pilot and Reserve Officer in the United States Army Aviation Corps. Dr. Andreen received his Ph.D. from Yale University last. June, and is now teaching an extension course at the Uni- versity of California. He has also been appointed Yearbook Editor for the South- ern Section of the California Elementary Principals’ Association. H. HAW and E. ANDREEN BPRINCIPAL, DECEMBER, 1936 75 News About Membership As we go to press with this issue of The National Elementary Principal, you can’t imagine how happy we are to report the splendid work done by our State Enrolment Chairmen. County and City Enrolment Chairmen, in their state last spring, and because of this fine start let me say that today we have enrolled our 3000th member, This feat has never before been accomplished this early in the year. The State [ Chairmen have been unusually careful in the selection of their helpers. They have chosen people who are vitally interested in elementary education, who are anxious to see that those in charge of elementary schools are given the very best helps which are available in advancing the principalship, and who recognize that the correct stimulation to this worthy cause can be given only by cooperation and organization. Watervliet, N. Y., and Detroit, Mich., have 100 percent en. rolment. Miss Mary Walsh and Dr. Herman Brome, chairmen, sent us this news, These groups of fine chairmen are canvassing their fields, they are telling each one they meet about the fine yearbook and bulletins of the Department, and they are also tell- ing them of the fine helps which may be received from headquarters, by just asking. With such cooperation we are sure that our enrolment will reach the 5000 quota set by Harley W Lyon last year, and which President Edythe Brown asked to be continued this year. Will each member help these chairmen reach this goal, by reminding their friends who have forgotten to send in their dues, to do so at once? We are delighted to report that to date we have 485 new members and 180 who have renewed their membership this year, after Many of them made their selections of the District, | having been away from the fold for a year or so. We give to these friends a most cordial welcome and invite them to let head- quarters know when it may be of service. Listed below are the names of the District, County and City Enrolment Chairmen as sent to us by the State Chairmen of the different states: Arizona County Chairmen—Wesley D. Kirby Coolidge; Charles R. Johnson, Douglas; Lura Kinsey, Flagstaff; Aileen Martin, Globe; Van L. Sullivan, Mesa; Clementine Temple, Nogales; W. R. Sullivan, Palo Verde; Howard M. Soule, Phoenix; Harold G. Clark, Solomonville ; O. S. Carlisle, Som- erton; Julia C. Keen, Tucson; Willie Mc- Kinney, Winslow. City Chairmen—Portia Morhouse, Phoe- nix; Mata E. Dexter, Prescott. California District Chairmen—J. David Laird, Bak- ersfield; Erma Pivetti, Hollister; Mrs. Florence D. Mount, Los Angeles; F. B. Zimmerman, Oakland; Ray E. Dean, Sac- ramento; and Ray R. Wilson, Ukiah. County Chairmen—Bernard V. Johnson, Alameda; C. A. Fylling, Butte; Charles Schwoeur, Calaveras; Mrs. Ruth Edmonds, Colusa; Oliver C. Lawson, Contra Costa; A. B. Miller, Del Norte; John H. Palmer, El Dorado; Charles Carpenter, Fresno; H. R. Burt, Glenn; Hugh B. Stewart, Hum- boldt; Allen W. Mains, Imperial; Maud Truxcott, Inyo; N. H. Farnham, Kern; Wil- lard Engvall, Kings; B. J. Davis, Lake; Mrs. Hattie Spencer, Lassen; Hugh M Tiner, Los Angeles; Mrs. Alice Pitman Madera; Henrietta Crawford, Mariposa Mrs. Letha Jenkins, Marin; Harry Shaffer Mendocino; Mrs. Blanche Lucas, Merced; H. H. Kreiger, Monterey; Frank F. Zeek, Napa; Hollis W. Fitz, Orange; Katie A Herrington, Placer; Clarence W. Chamber lain, Riverside; Perle Sanderson, Sacra mento; Glen T. Goodwill, San Bernardino John S. Reid, San Diego; Charlotte Estes San Francisco; Harry Knopf, San Joaquit Mrs. Lorena Edgar, San Luis Obispo; War ren Natwick, San Mateo; Frank R. Johr son, Santa Barbara; Robert B. Kennedy Santa Clara; Vesta E. Vail, Santa Cru Stella Ward, Sierra; J. J. Finney, Solano Mrs. Gertrude McKinstrey, Sonoma; H.? Bowring, Stanislaus; Robert E. Cowdes Tuolumne; Francis J. White, Tulare ani King; Mrs. Inez T. Sheldon, Ventura T. L. Whitehead, Yolo; and Paul Woot ward, Yuba. 76 THE NATIONAL ELEMENTAR) City Chairmen—Arthur Heche, Ala- meda; Roby T. Elwood, Alhambra; Blanche G. Daniels, Anaheim; David R. Arnold, Avalon; George N. Hale, Azusa; John L. Compton, Bakersfield; Bernard J. Strand, Bellflower; Mrs. Ethel W. Tudbury, Berke- ley; Mrs. Edith H. Molony, Beverly Hills; George K. Anderson, Brawley; Fred L. Trott, Jr., Burbank; Oscar H. Olson, Bur- lingame; Miss A. N. Crum, Chico; Otto W. Bardarson, Carmel; Mrs. Onorinda Jones, Camarillo; Mrs. Howardine Hoff- man, Chino; H. F. Heisner, Colton; Wayne F, Bowen, Compton; Mrs. Dorothy T. Ol- son, Corte Madera; Gladys Kimball, Co- rona; George Skinner, Del Paso Heights; Guy A. Weakley, El Centro; John A. Mont- gomery, El Cajon; Roy E. Learned, Elk Grove; Mrs. Ethel W. McGinley, Eureka; Hannah Matchin, Exeter; Mary C. Flynn, El Monte; Elizabeth Fulmor, Ferndale; R. Gerald Mitchell, Fontana; Frances Gid- ding, Fort Bragg; John Hardwick, Fortuna; Harry L. Buckalew, Fresno; Mrs. Mollie H. Thatcher, Fullerton; Mrs. Ada B. Vans, Gardena; H. W. Emley, Garden Grove; Vivian Cox, Garvey; Roy Simpson, Gilroy; Grace V. Widemann, Gonzales; J. F. Mc- Master, Glendale; Michael Nugent, Jr., Gridley; Mrs. Zela W. Davis, Hawthorne; Robert M. Reid, Hayward; Frederick F. Klaus, Hermosa Beach; Clarence Buttell, Hollister; Mrs. Agnes B. Evans, Holtville; Mrs. Gertrude G. Howard, Inglewood; Clyde Patenaude, Korbel; Mrs. Alta Proud, La Habra; Bessie Reed, Lodi; Clarence Ruth, Lompoc; Vincent I. Correll, Long Beach; Bernhard J. Strand, Los Angeles; Elsworth T. Patterson, Lynwood; Lyral Bullard, Maxwell; Ella Buttner, Mill Val- ley; Reese E. Bert, Modesto; Mrs. Stella Callahan, Monrovia; Lee H. Collins, Mon- tebello; Gussie Heinsen, Monterey; Carl B. Manner, National City; Sarah L. Young, Oakland; Mary Diel, O’Neals; Clara M. Perrin, Ontario; Mrs. Iva Reeves Lee, Orange; Neal MclI. Butler, Orland; H. C. Rutherford, Orcutt; Roy L. Liddicoat, Palo Alto; Katherine Finchey, Palm Springs; Supt. Leonard G. Hummel, Palos Verdes Estates; Harley W. Lyon, Pasadena; Jane B. Burns, Petaluma; Alexander J. Barnes, Placentia; Lucy B. Greene, Pomona; Mar- garet E. Billings, Porterville; Florence Faris, Redlands; Marianetta Knowles, Redondo Beach; John Gill, Redwood City; Mrs. Miriam Nutall, Richmond; M. D. Madden, Riverside; F. Emery Brolliar, Sac- ramento; L. Travers, Salinas; Dorothy Jones, San Bruno; Ray F. Glenn, San Bernardino; Mrs. Ellen C. Barber, San Diego; John W. Cokeley, Jr., San Gabriel; W. J. Peters, San Jose; Aton Scott, San Juan Bautista; Andrew J. Cartwright, San Leandro; D. W. Curtis, San Luis Obispo; Walter A. Jack, San Mateo; Verna E. Wells, Santa Ana; William Scalapino, Santa Barbara; Lawrence C. Curtis, Santa Clara; Frank Cordrey, Santa Cruz; Robert Bruce, Santa Maria; Bertha Parker, Santa Monica; Mrs. Thelma Bedell, Santa Paula; Kath- leen Donnelly, San Rafael; Helen Wright, Santa Rosa; Ruth Schaffer, Selma; Jack Sinker, Shafter; Jessica K. Pullis, South Pasadena; William E. Owen, Stockton; Arthur L. Pursell, Tulare; Harold W. Cook, Uplands; Roxie E. Alexander, Val- lejo; Ruth Lowry, Ventura; Thelma Dawes, Visalia; Joseph A. D’Anna, Watsonville; Edith Younger, Weed; Elizabeth Le Chein, Whittier; Roy Good, Willits; John W. Marbut, Wilmington; J. E. Birch, Willows; Robert Kennedy, Willow Glen; George E. Luttrell, Yreka; Robert W. Langley, Yu- caipa. Colorado County Chairmen—Virgil Michael, Ak- ron; Margaret Paradise, Alamosa; Paul Smith, Aspen; Mrs. Anna Shreves, Ber- thoud; Blanche Ricketts, Boulder; George Whiteaker, Breckenridge; Florence Miles, Brighton; Gordon Guffey, Burlington; J. G. Robb, Castle Rock; Maxine Gabardi, Central City; Nellie A. Remick, Colorade Springs; E. T. Cobb, Durango; A. E. Jack- son, Eads; Mrs. Dessie Dohler, Eagle- Estella Newton, Eaton; Mrs. Ruth A. Wil- son, Elbert; Irene Abbott, Englewood; T. Wesley Boyd, Fairplay; Mrs. Edna McKay. Ft. Morgan; Miss Elsie Foote, Glenwood Springs; Gladys Fleming, Grand Junction; Winifred Rose, Gunnison; Gladys Skold, Haxtun; John Gilchrest, Hot Sulphur Springs; John T. Ormand, Hugo; Perry Elder, Idaho Springs; Mrs. Lucy Beam, . Lake City; Ethel M. Storey, Lamar; Mar- garet J. Pitts, Leadville; H. L. Greear, Monte Vista; Mrs. LeVonne Selig, Mont- rose; J. E. Morris, Ouray; Hubert Clark, Pagosa Springs; E. Ellis Graham, Port- land; Nettie O. Partner, Rock Ford; George Burch, Saguache; Mrs. Elsie Coulter, Sa- lida; Melvin Fleck, Springfield; Nettie An- derson, Steamboat Springs; Mrs. Myrtle A. PRINCIPAL, DECEMBER, 1936 77 Roe, Sterling; Mrs. J. R. Schmalzried, Vic- tor; Mrs. Nicolena Riggen, Walden; Eva Evans, Walsenburg; Ellen R. Johnson, Wheatridge; Robert Blake, Yuma. City Chairmen—Margaret O’Dea, Ft. Collins; Luna I. Smith, Greeley; C. T. Johnson, Pueblo. Connecticut City Chairmen—Margaret Dorsey, Bridgeport; Frances E. Baker, East Hart- ford; Grace E. Madden, Danbury; May- nard W. Linn, Greenwich; Mrs. Ethel B. Young, Hamden; Thomas F. O'Loughlin, Hartford; Fred L. Newton, New London; May F. Anderson, Norwalk; Anna A. Con- don, Stamford; Alice E. Bridgett, Walling- ford; Anna E. Fagan, Waterbury. Delaware City Chairman—Mrs. Elva Dugan, Wil- mington. Florida County Chairmen—Mrs. Ethel D. Hen- dry, Arcadia; Vernon J. Major, Bostwick; Prof. D. A. Daball, Dade City; Mrs. Helen Pay, Daytona Beach; Mrs. Kathleen King, DeLand; Clayton C. Bass, Dowling Park; Mrs. Louise Brown, Ft. Lauderdale; Pearl Bulloch, Ft. Myers; F. A. Stack, Ft. Pierce; Gale Keller, Invernes; Marie Murphy Mott, Jacksonville; Mrs. Maude H. Cun- ningham, Lakeland; Mrs. Nellie Skeen, Leesburg; Mrs. Irene S. Christen, Mel- bourne; Katie Dean, Miami; Laura Leen- houts, Miami; Edith Griffin, Ocala; Mrs. W. H. Crawford, Pensacola; Ruth E. Smith, Quincy; Prof. Epy Williams, St. Catherine; Mabel M. Kelso, St. Petersburg; R. Earl Kipp, Sanford; Mrs. Ora S. Rice, Sarasota; Modena Frohock, Shady Grove; C. D. Newbern, Spring Lake; Robert C. Moon, Tallahassee; Ernest W. Cason, Winter Park. Georgia District Chairmen—May Taylor, At- lanta; Mrs. R. D. Osterhaut, Atlanta; Isa- dore Usry, Augusta; M. C. Wilcox, Car- rollton; Eva Gardner, Columbus; Jessie Beard, Columbus; B. K. Keown, LaFayette ; T. M. Atkinson, Ousley; Alton Barnes, Sparta; J. B. Cheatham, Toccoa. City Chairman—Mrs. H. B. Carreker, Decatur. Illinois City Chairman—Claude Chicago. L. Williams, Indiana City Chairmen—Gertrude Buscher, Ip- dianapolis; Charlotte Carter, Indianapolis; Geraldine Eppert, Indianapolis; Grace Adams Granger, Indianapolis; Adah Hill, Indianapolis; Mrs. Henrietta Hudson, Ip- dianapolis; Mrs. Georgia Lacey, Indianap.- olis; Miss E. L. Norris, Indianapolis; Eliza- beth Scott, Indianapolis; Mrs. Elizabeth Witt, Indianapolis; Minnie Gibbard, Mish- awaka; Charles E. Lykins, Muncie; Carrie B. Rupp, Terre Haute; Edna M. Ivey, East Chicago. Iowa County Chairmen—Naomi Davitt, Boone; Isabelle J. Campbell, Cedar Rapids; I. L. Peters, Clarion; Mrs. Mabel Newcomer, Clear Lake; Joseph Carl Weber, Clinton; Hazel D. Henry, Colfax; Leslie M. Hays, Council Bluffs; Bess R. Johnson, Des Moines; Alice Jean Greenhow, Dubuque; June Chedester, Fairfield ; Bertha O. Aarvig, Ft. Dodge; Edith C. Holtman, Oskalooska; Nellie Lee, Spirit Lake; D. J. Kelly, Tip- ton; Nellie M. Rownd, Waterloo; I. L. Peters, Clarion; Bess R. Johnson, Des Moines. Kansas City Chairmen—Emma Henry, Anthony; Helen Griffin, Chanute; Ralph Trout, and A. E. Wilkinson, Cherryvale; Roy Cole, El] Dorado; J. True McAuley, Eskridge; Ira E. Hunt, Holton; Ethel Botkin, Hutchin- son; Lillie Heffelfinger, Junction City; Lucy Jones, Kansas City; Mary Pfefferkorn, Leavenworth; E. P. Robertson, Newton; L. M. Ratzlaff, Plains; W. E. Woodward, Plains; A. B. Cameron, Smith Center; E. C. Wine, Wichita. Kentucky City Chairmen—Bertha L. McClelland, Ashland; E. M. Lafferty, Canmer; Mrs. John F. Haney, Catlettsburg; Mrs. Edna L. Toliver, Danville; Willis Howard, Har- lan; R. T. Whittinghill, Hazard; Lottie McDaniel, Hopkinsville; Mrs. Phoebe B. Worth, Lexington; Anna M. Bligh, Louis- ville; Nora S. Kelley, Louisville; Lydia Reibert, Louisville; Louise Robertson, Louisville; Lucy Sprugin, Louisville; Elsa Stutz, Louisville; Mrs. Ellen L. Taylor, Louisville; Ida Von Donhoff, Louisville; Elise Weibel, Louisville; Nora E. Wellen- voss, Louisville; Virginia Tate, Madison- ville; J. W. Bradner, Middlesboro; B. El 78 THE NATIONAL ELEMENTARY Nei erv ban Nor and Mrs Pail Bea Cha Tho keep Wal Gou John Wat Nort Di Henc Ralei PRI In- rlis; race Hill, In- nap- liza- beth lish- irrie East one; LE mer, 1ton; Lays, Des que; rvig, ska; Tip- Ig Des 10ny; , and Cole, idge; ‘chin- Lucy ‘korn, wton; ward, lland, Mrs. Edna Har- Lottie be B. Louis- Lydia »rtson, - Elsa ‘aylor, sville; ’ellen- dison- B. El ARY ford Rippetoe, Middlesboro; Fred Boyd, Parksville. Maine State Chairman—Paul H. McIntire, Port-_ land. Maryland County Chairmen—Thomas Hackett, Bel Air; Ella V. Krieg, Buckeystown; Marietta Loud, Chestertown; Mrs. Katherine Bricker, Chevy Chase; Mrs. Marion Riggin, Cris- field; Mrs. Margaret Upham, Cumberland; Lillian Cheezan, Easton; Mrs. Marguerite L. Hopkins, Eastport; Isabella Becken- baugh, Hagerstown; ‘Theodore Boston, Linkwood; Rosalie R. Click, Oakland; John W. Lord, Perryville; Annie Ross, Pocomoke City; Mrs. Catherine Reed, Riv- erdale; May Hill, Salisbury; Dorothy Nichols, Silver Spring; Myrtle Chill, Simp- sonville; Franklin Gilds, Taneytown. City Chairman—Annie L. Manning, Baltimore. Missouri City Chairman—Mrs. Elsie M. Elliott, Springfield. New Jersey County Chairman—Jean F. Mackay, Vineland. City Chairman—Henry S. Hulse, New- ark. New York County Chairman—John Hoblock, Wat- ervliet. City Chairmen—F. Henrietta Brett, Al- bany; Florence Quirk, Batavia; Louise V. Norton, Buffalo; Hazel Wolverton, Can- andaigua; Mina C. Bozenberg, Dunkirk; Mrs. Ena G. Warner, Gloversville; Fred Painter, Ithaca; Velma Henrickson, Long Beach; Mrs. Mary King, Mount Vernon; Charles W. Miller, Newburgh; William Thomas, New Rochelle; Carl Lewis, Pough- keepsie; K. H. MacFarland, Rensselaer; Walter LeBaron, Schenectady; H. C. Gouldin, Syracuse; H. D. Vincent, Troy; John L. Blood, Utica; Mary E. Walsh, Watervliet; Ira M. Kline, White Plains. North Carolina District Chairmen—Mrs. Almonte Jones, Hendersonville; Hattie Parrott, Sponsor, Raleigh; Mrs. Dan Schroeder, High Point; ——_. PRINCIPAL, DECEMBER, 1936 Mrs. Margie M. Watson, Greensboro; Mrs. J. C. Moore, Guilford. Ohio District Chairman—Martha A. Stewart, East Cleveland. City Chairmen—M. P. Watts, Canton; Robert K. Salisbury, Terrace Park; Bessie Grant, Conneaut; Kate M. Offerman, Bowl- ing Green; Merrill E. Judd, Milford. Oklahoma City Chairmen—Howard Rice, Ada; Isabel Watson, Bartlesville; Pearl Head, Drumright; Mrs. Lula Moorhouse, Enid; W. W. Daniels, Hominy; M. O. Ramay, McAlester; Mary Shirley, Muskogee; R. V. Jennings, Oklahoma City; J. E. Linsdale, Sapulpa; A. W. Brokaw, Shawnee; A. E. Coppers, Tulsa; George J. Hopper, Tulsa. Pennsylvania City Chairman—Samuel Berman, Phila- delphia. Rhode Island City Chairmen—E. Blanche Spurr, Cen- tral Falls; Robert W. Peabody, Providence. South Dakota City Chairmen—Henrietta DeKraay, Aberdeen; Cleata Thorpe, Huron; Isabel Hamilton, Lead; Ruth Wagner, Mitchell; Rose Hengel, Pierre; Harriet C. Moore, Pine Ridge; Grace A. Hinricks, Rapid City; Dora Sell, Sioux Falls; Anna J. Fastenau, Spearfish; Adah E. Minard, Watertown; Julia Ensteness, Brookings; Mrs. Annette Dairs, Mobridge; Mary McFarland, Yank- ton. Texas. District Chairmen—Wilson Little, Abi- lene; Peyton Cain, Alpine; J. E. Speer, Amarillo; H. A. Porter, Austin; Mrs. W. A. Bridwell, Ballinger; Loula Greer, Beau- mont; J. E. Zimmerman, Big Lake; E. H. McKenzie, Boling; Mrs. L. C. Coffman, Bonham; Mrs. Sallie B. Harvey, Bowie; Lowell Burleson, Brady; Marvin Rowland, Breckenridge; Ailene Polk, Bremond; Mrs. J. S. Spikes, Brownsville; R. B. Lee, Brown- wood; Frank B. Hill, Childress; A. C. Bradley, Cisco; J. B. Bright, Cleburne; D. E. Loveless, Coleman; Mrs. Mary Lynch, Colorado; Miss D. Swearingen, Commerce; A. S. Milikien, Conroe; Miss B. Stolterfoht, Corpus Christi; Nettie Bonner, Corsicana; W. O. Pipes, Dallas; W. L. Brown, Del 79 Rio; Jennie Watson, Denison; J. L. Burks, Denton; Mrs. Sid Moffett, Dilley; Nellie May Glass, Eagle Pass; J. A. Knutzen, Edinburg; Mrs. Edna Staples, Edna; Mary Erskine, Eldorado; C. M. Harvey, Electra; Catherine Gorbutt, El] Paso; Mrs. Laura Loggins, Ennis; Mayme Brightwell, Fort Worth; C. L. Hilliard, Gainesville; S. J. Lester, Galveston; L. P. Hodge, Goose Creek; Mrs. Lorena Smith, Greenville; E. C. Bell, Harlandale; W. W. Ballard, Harlingen; W. P. Herring, Dallas; Mrs. Mary Beskow, Hillsboro; Mrs. Edith D. Wright, Houston; E. A. Summerlin, Jack- sonville; Mrs. Elizabeth Hubach, Kilgore; A. D. Harvey, Kingsville; James E. Swann, La Feria; Mary Knox, La Joya; M. B. Brown, Jr., Laredo; Mrs. Myrtice Stern, Livingston; C. R. Cook, Longview; Mrs. George Duval, Lubbock; Mrs. R. H. Powell, Lufkin; Lucile Powell, Markham; Mrs. Bella Wyatt, Marshall; Victor Fields, Mc- Allen; C. T. Eddins, McKinney; Mrs. Alma Thomas, Midland; Cullen Grimes, Mineral Wells; Charles Deviney, Mission; F. A. Beall, Nacogdoches; Mrs. E. B. Hamilton, Neches; C. E. Schmidt, New Braunfels; Mrs. C. C. Averyt, Palestine ; Irene Batche- lor, Papacios; A. L. Patrick, Pampa; C. M. Rushing, Paris; R. L. Johnston, Pasadena; W. S. Stirling, Pearsall; Gerald Vanland- ingham, Perrin; Mrs. Robert Barlow, Perryton; Ruth Johnson, Pharr; S. W. Reeves, Plainview; Wayne Young, Port Arthur; Louise M. Boyd, Ralls; J. L. Tur- pin, Ranger; Mrs. T. C. Green, Raymond- ville; Mrs. Maude Johnson; Rio Hondo; Mrs. Viola Cheatham, Robstown; Mrs. An- nette Lowrey, Salado; Emma Blanchard, San Angelo; Mildred Baskin, San An- tonio; Mrs. Mildred Gastreich, San An- tonio; Mrs. C. E. Christensen, San Benito; Mrs. L. P. Miller, Sherman; Elizabeth Stub- enthal, Skidmore; Mrs. E. N. Pickens, Slaton; L. G. Mullins, Sulphur Springs; H. D. Reed, Sweetwater; Mrs. L. A. Wilder, Taylor; Florence Hilliard, Temple; Mrs, Helen Latham, Temple; Mrs. T. J. Watts, Texarkana; F. M. Mathis, Tyler; Ben H. Roberts, Vernon; Mrs. Viva C. Schleicher, * Victoria; I. N. Odom, Waco; Miss E. Scog- gins, Waelder; E. L. Peterson, Wallis; Olerna McKinney, Waxahachie; Mrs. M. I, Burke, Weatherford; J. E. Park, Wichita Falls; Mrs. Mollie Green, Yoakum. Virginia County Chairmen—Mary L. Allen, Chris- tiansburg; Eva Vaughn, Pulaski. City Chairmen—Mrs. L. P. Woodward, Alexandria; Mrs. A. L. Sheppe, Bristol; Carrie C. Burnley, Charlottesville; Mrs. Virginia S. Lewis, Hopewell; M. Lizzie Harvey, Lynchburg; Elsie E. Wilson, New- port News; M. J. Ober, Norfolk; Loua Pape, Radford; Katherine K. Scott, Rich- mond; Bertha W. Starritt, Roanoke; Mary R. Kellam, Virginia Beach. Washington City Chairmen—Milton W. Fields, Bel- lingham; Robert Shambley, Centralia; E. H. Evans, Everett; Gerald Smith, Vancouver; Clara A. White, Yakima; Mary Jane Thomas, Walla Walla; Cecil J. Dunham, Wenatchee. West Virginia County Chairman—R. F. Brooks, Hunt- ington. Hawaii City Chairmen—Clarence B. Dyson, Aiea, Oahu; Mrs. Maude O. Beers, Hilo; John C. Luiz, Honolulu; Franklyn E. Skin- ner, Kahului, Maui; Lillian K. Fennell, Kaunakakai, Molokai; Mrs. Mina M. Mar- callino, Kekaha, Kauai; Reinhart L. Huge- len, Paauilo; Cecil K. Dotts, Pahala; Mary E. Fleming, Paia, Maui. State Enrolment Chairmen should send to headquarters the names of their City, County and District Enrolment Chairmen as soon as they are appointed. An additional list will be published in the February issue. Both last year and this year we have enclosed a certificate with the member- ship card. We hope you are placing this certificate in some prominent place in your office. Many of you have, and several superintendents have seen them, for they have mentioned the fact to us. 80 THE NATIONAL ELEMENTARY log shi ex! tri an syt ba: fer hay tru sur the PR on, lo; in- ell, ge- ary eir er for Appraising Supervision and Instruction in the Elementary School Henry W. Jinske, principal, Chas. N. Rix School, Hot Springs National Park, Arkansas In evaluating or appraising a program of supervision and instruction, we should be guided by sound educational phi- losophy. Philosophy has to do with end values and with the why or reason for doing things. The nature of the society which education is intended to serve will have a profound influence in evolving an educational philosphy. It is the consensus of opinion among educators that in America edu- cation should serve a democratic social order. ‘To Americans Democracy is more than a form of government. It is also H. W. JINSKE a way of life—a way of life that involves cooperation, the exercise of judgment by every citizen, freedom of press, speech, assembly, and religious worship—and freedom of discussion, even tho it be about controversial questions. As a form of government it is rule by majority consent, not by majority tyranny. It stands for majority rule and minority representation and protection. If we accept these principles of democratic life and government, then we should shape our educational program accordingly. The school should be, as far as possible, a replica of Democracy’s best. We cannot employ autocratic methods in supervision and instruction and expect to turn out a product that will fit into our social and political life. Democracy has no place for mere automatons. While it is true that education should be responsive to the needs of society and the learner, it is also true that education should endeavor to elevate society ac- cording to the accepted principles of democratic life. It should ever strive to promote temperance, wholesome art, clean sports, good music, and clean living, even tho much of the social life runs counter to this course. The evolution of the educational program should be guided by sound psycho- logical principles and sound educational philosophy. The educational objectives should be determined in the light of such philosophy and psychology. Since the execution of this program depends to a large extent on the supervisor and the instructor, they both should have a vital part in its evolution, Each should con- tribute as fully as he can. Both should have a working philosophy of education and should know good educational psychology. Supervisors are pretty well agreed that supervision should be constructive, sympathetic, and democratic. It should be planned and should have an aim. The problems.of the teacher—instructional and personnel—should constitute the basis of the supervisory program. These problems may be discovered thru con- ferences, observation, testing programs, and written reports. The supervisor will have as many supervisory programs as there are teachers to be supervised. It is true that certain supervisory principles will underlie the entire program of supervision, yet adaptations and adjustments must be made to the classroom and the teacher in question. Supervision should take into consideration individual PRINCIPAL, DECEMBER, 1936 81 differences among teachers just as teaching should take into consideration indi- vidual differences among pupils. The supervisor should consider the viewpoint of the teacher as well as his own, By taking the teacher into his confidence, he with her, will be more able to work out a program that will minister to the needs of the children. While it is true that he will evaluate instruction, yet he is not a judge but a coworker and a coexperimenter with the teacher. The program of supervision and instruction should seek to effect desirable changes in children rather than to cover so many pages of subject matter. Of course we must have a good subject matter but it should be used as a means to desirable ends. A supervisor should be a friend, a listener, a cooperator, and a sympathizer, He should be a person who understands, who can evaluate impartially, who can analyze and give constructive help. All of this merely emphasizes the fact that he should be human and should realize that the human element plays a great part in the success of an educational program. Any organization, institution, or set-up must have respect for the elements that compose it, if it expects to be successful, Thus we may say that one of the criteria by which to appraise a supervisory program is in the realm of proper personal and professional relationships. ‘This does not mean that the supervisor and teacher must always agree. Frequently better understanding and feeling are effected thru disagreement and constructive criticism. It does mean, however, that both supervisor and teacher will let the law of courtesy, of kindness, yet of frankness govern them. Each will give credit where credit is due, regardless of personal feeling in the matter. Each will en- deavor to build and to improve human and professional relationships. The principles that govern the personal relationships between supervisor and teacher may also be employed for the most part to govern those between teacher and pupils. Her sympathetic understanding of children will contribute greatl) to her success. Her own personality and leadership will play a vital part in character building. Proper personal relationships are thus also a criteria by which to appraise teaching. What other criteria shall we set up by which to evaluate supervision and in- struction? We may say, progress made toward the realization of educational objectives. Here again we must be guided by philosophy and objectives. If among our objectives we have set up desirable attitudes, habits and skills, and useful knowledge, our appraisal should be made in the light of progress toward their realization. These objectives should be realized in the lives of children and not terms of pages or books read. What changes have been produced in children? Have they improved in their attitudes, habits, and skills? Have they acquired worthwhile knowledge? Are they learning how to think and give expression te their thoughts in appropriate and effective language? The classroom thus becomes a laboratory in which experimentation along these lines takes place. The teacher plays the part of a director and coworker. She measures her teaching by improvements made in children along these lines Teaching problems will be attacked with large purposes and creative thinking. Another criteria by which to make appraisals of the supervisory and instruc tional programs may be found in the techniques employed. ‘Teachers should know 82 THE NATIONAL ELEMENTARY vis shi Ef pri me job cipé bac goe of é tern thin sche use day. thos bof t twel t of tl | supe } and » PRI indi- own, work true nd a ction nany ut it Lizer, ) can that part et-up ssful, isory This ently ictive t the redit 1 en- ' and acher eatly rt in a by d in- ional oe and ward | and lren? uired yn to these She lines. 1g. truc- “now {RY how children learn economically and effectively. They should employ techniques that will make such learning possible. The way we learn a thing has much to do with our method of thinking and attacking problems. Good thinking fre- quently results from economical and effective learning. Learning exercises and activities should be properly related if we are to train children in proper thinking. We have all come in centact with children who could not tell you the sum of 2 plus 3 until they had first counted their fingers. Habitually they would go thru this needless process before they would say 5. Thus, if they have been conditioned to a lot of needless activity in arriving at results their learning has not been eco- nomical. It is true they are traveling toward goals but they are carrying much unnecessary impediments. This same principle may apply to reading. Children may form the habit of looking at a word or sentence twice or thrice before read- ing it. In conclusion we may point out that in order to properly appraise a super- visory and instructional program the following factors are involved: (1) A sound philosophy of education; (2) Educational objectives determined in the light of this philosophy; (3) Proper personal and .professional relation- ships; (4) Progress made toward the realization of educational objectives; (5) Effective and economical learning technique. The Status of the Elementary Teaching Principal in the State of New Jersey Thomas W. Rice, principal, Laning Avenue School, Verona, New Jersey It has long been the writer’s contention that the teaching principal faces many problems which other principals do not meet. This attempt at an analysis of the teaching principal’s job grows out of nine years’ experience as a teaching prin- cipal in Maryland and New Jersey. The present study dates back to the autumn of 1934, but its origin in interest actually goes back to the first year the writer served in the capacity of a teaching principal. There seems to be several interpretations placed upon the term “teaching principal.” Some superintendents evidently —_»yomas w. RICE think of a teaching principal as one who teaches the entire school day. Others include principals who teach even one class a day. Still others use the term to denote those principals who teach more than half of the school day. The writer has placed the second interpretation upon the word—that is, those principals who do any regular classroom teaching, regardless of the amount of time consumed. Method of Approaching The Problem. A letter was sent to each of the twenty-one county superintendents of schools in New Jersey, requesting a list of the names of the teaching principals in the various counties. Nineteen of these superintendents replied by sending printed or mimeographed lists of teachers and principals from which names and addresses were taken. (It is interesting to PRINCIPAL, DECEMBER, 1936 83 “a note that there are approximately 450 teaching principals in New Jersey, ef cluding one-room schools). The following questionnaire was then sent to two hundred representating teaching principals in various parts of the state: St tl st DR aE a Lame cl To the Teaching Principals of New Jersey al I am the teaching principal of the Laning Avenue School, Verona, New Jersey. I be °! lieve the teaching principal must face certain problems which others do not meet. I ag) making an effort to determine the status of the teaching principal’s work thruout this sul \ asking others to answer certain questions which follow: 4 t 4 1. Your name Sy Sheena . 2. Name of school ‘ 3. Name of town or borough __- Agee 3 ch 4. Number of rooms in building No. of rooms in use 5% 5. Range of grades (i. e., Kdg.-6, 1-7, etc.) ________- * 6. Total school population _______________________- Ma esniaes 3 7. What is the length of school day in hours? ______ iH bl 8. What grade or grades do you teach? - j he 9. What subjects do you teach? m Gane : 10. How many hours per day do you teach? ________. Hrsj per week? BP 11. How does this compare with number of hours you taught in 1929, if you were in sam g th position then? = : ke 12. What reason can you assign for this difference? — ’ 13. Do you have any office relief for clerical work? How much and what kind’) (Please be specific) - = =o Le oes 3 4 ms 14. Are there any problems which you feel are crucial to you as a teaching principal ° the present time? Will you please state one or more of these problems bela ng i é ma 15. Have your teachers c or parents asked you any questions since the opening of school i : September, the answers to which required a knowledge of principles of education me child psychology, mental hygiene, etc.? If so, will you please check (\/) the followy ing headings under which each question might fall? (If there was a greater pri ponderance of questions under one or more headings, please indicate this fact )) MO Tor two or more check marks.) F sev (a) Principles of education § me (b) Educational psychology F rm (c) Tests and measurements #- (d) Mental hygiene sdetapitectap Ba (e) Methods of teaching the (f) Units of work - . : i def (g) Activity program —_--__-__- eS: ssi -—h fou i> eens MUNNES 22. loo. pate i er 7 th An early return of these questions in the enclosed envelope will he greatly appreciall onl Results will be made known to those who desire them. Thank you very much. a | W. Rice. i pre Summary of Crucial Problems Facing Teaching Principals Toda es. More than three-fourths of those replying listed one or more problems white >” they felt were vital to them today. These problems, as reported on the questiow » ‘ naire, are listed under six headings below: (Numbers in parentheses refer * a frequency of occurrence. No number indicates the factor was mentioned just onct I. Lack of Time For: a. Supervision of building and classrooms (26); b. Planning® hav work; c. Reports required by supervisor; d. Observing and discussing new activiti defi with teacher (15); e. Personal interviews with parents (5); f. Pupil accounting syste) cipg le —_—. 84 THE NATIONAL ELEMENTAR® pp seriously crippled for lack of time; g. Schedules not cared for; h. Disciplinary measures thruout the building and in own classrooms (5) ; i. Helping children who need feeling of security; j. Clerical work (7); k. Planning interesting faculty meetings. II. Inadequate Training of Teachers: a. Should take courses to keep up to date with changing methods and materials; b. Attitude of children toward inadequately trained and inexperienced teachers is very poor; c. One class seriously injured due to inability of teacher. III. Lack of Funds For: a. Real physical education instructor (high school pupil now doing work) ; b. Tests and measurements; c. Problem of keeping up morale of teachers j who have not been paid for from 2 to 6 months;\ d. Equipment—gymnasium, auditorium, music room, etc.; e. Aiding teachers’ courses. IV. Pupil Adjustment: a. III will of parents because of groupings; b. Parents claim children are “nervously on edge” because of requirements in regard to quantity and qual- ity of work; c. Pupils accelerated upon recommendation—better academically but a great mistake socially. Vv. Community Needs: a. Requests for: food, clothing, medical attention, donor for blood transfusion, piano (where to obtain) ; help in cases of death, homes for lost dogs, help in organizing clubs, etc. VI. Miscellaneous: a. Difficulty in teaching children to respect property of others— politeness; b. Problem of disintegration of elementary school as a unit—grades scattered thruout the town; c. Breakdown of professional attitude; d. Problem of making assembly programs more interesting; e. Inability to give satisfactory performance as a teacher with administrative problems uppermost in mind. Summary and Conclusions—lIt should be noted that the responses re- mained consistently constant, for instance, the median number of rooms in build- ings, median number of rooms in use and median number of pupils enrolled, re- mained almost exactly the same after the first twenty-five replies were tabulated. Most principals reported eight, nine or ten rooms in their buildings, with the median number of rooms 8.09. It is evident that some use is made of special rooms, such as a workshop, library, auditorium, etc. The teaching principal is most often found teaching the highest grade in the school, usually the sixth, seventh or eighth. In 50 percent of the cases principals were teaching depart- mental subjects in more than one grade. In 72 percent of the cases they were found teaching more than one grade, whether departmental or all subjects. There is a tendency to make the upper grades of the elementary school, especially where the seventh and eighth grades are considered a part of the elementary school, departmental. The 8-4 plan of organization, with eight years of elementary and four years of high school, seems prevalent in communities where there are teach- ing principals. The population of these communities is small, however, with only a few teaching principals in the larger places. In the range of grades, as determined by the questionnaire, there is a heavy preponderance of schools with the Kindergarten to Eighth and First to Eighth range, each having a total of twenty out of the twenty-seven. Kindergarten to Sixth ranks next in popularity, with nine replies. In the majority of cases there is one teacher to a grade, with two or more persons doing departmental work in the upper grades. It is difficult to believe that a school with an enrolment of 625 pupils could have a teaching princpial. Of course this principal teaches very little. There is a definite ratio between the enrolment of a school and the amount of time the prin- cipal teaches. As the enrolment increases, the principal’s teaching time decreases. PRINCIPAL, DECEMBER, 1936 85 note that there are approximately 450 teaching principals in New Jersey, ex. cluding one-room schools). The following questionnaire was then sent to two hundred representative teaching principals in various parts of the state: To the Teaching Principals of New Jersey I am the teaching principal of the Laning Avenue School, Verona, New Jersey. I be. lieve the teaching principal must face certain problems which others do not meet. I am making an effort to determine the status of the teaching principal’s work thruout this state asking others to answer certain questions which follow: 1. Your name __- isien Scsatiniasistseiehe 2. Name of school ; yy 3. Name of town or borough - eens ; 4. Number of rooms in building No. of rooms in use 5. Range of grades (i. e., Kdg.-6, 1-7, etc.) -_-________ 6. Total school population es ae 7. What is the length of school day in hours? ie 8. What grade or grades do you teach? - 9. What subjects do you teach? K Soe . 10. How many hours per day do you teach? - : Hrsj per week? 11. How does this compare with number of hours you taught in 1929, if you were in same position then? 12. What reason can you assign for this difference? : a d 13. Do you have any office relief for clerical work? How much and what kind? (Please be specific) & TOL: ket ee 14. Are there any problems which you feel are crucial to you as a teaching principal at the present time? Will you please state one or more of these problems below? 15. Have your teachers or parents asked you any questions since ‘the opening of school i in September, the answers to which required a knowledge of principles of education, child psychology, mental hygiene, etc.? If so, will you please check (\/) the follow ing headings under which each question might fall? (If there was a greater pre ponderance of questions under one or more headings, please indicate this fact by two or more check marks.) (a) Principles of education (b) Educational psychology (c) Tests and measurements (d) Mental hygiene (e) Methods of teaching (f) Units of work é: ‘ (g) Activity program __--__-__- Aaa ES : ee (MINN seek os ee —— CED PUD. URINE sccm ie nnannncnmenice . e An early return of these questions in the enclosed envelope will be greatly appreciaill Results will be made known to those who desire them. Thank you very much.—THOoMAS W. RIcE. Summary of Crucial Problems Facing Teaching Principals Today. More than three-fourths of those replying listed one or more problems which they felt were vital to them today. These problems, as reported on the question naire, are listed under six headings below: (Numbers in parentheses refer to frequency of occurrence. No number indicates the factor was mentioned just once). I. Lack of Time For: a. Supervision of building and classrooms (26) ; b. Planning work; c. Reports required by supervisor; d. Observing and discussing new activities with teacher (15); e. Personal interviews with parents (5); f. Pupil accounting — 84 THE NATIONAL ELE ME NT ARY me roc mo seV me fou is 2 the dep fou ing onl pre ran Sixt is 0 in t hav defi cipa PR, yy &X- tative I be. I am } State, hool in cation, ‘ollow- pre: act by once). ning of tivities syste "ARY seriously crippled for lack of time; g. Schedules not cared for; h. Disciplinary measures thruout the building and in own classrooms (5); i. Helping children who need feeling of security; j. Clerical work (7); k. Planning interesting faculty meetings. II. Inadequate Training of Teachers: a. Should take courses to keep up to date with changing methods and materials; b. Attitude of children toward inadequately trained and inexperienced teachers is very poor; c. One class seriously injured due to inability of teacher. III. Lack of Funds For: a. Real physical education instructor (high school pupil now doing work) ; b. Tests and measurements; c. Problem of keeping up morale of teachers who have not been paid for from 2 to 6 months;\ d. Equipment—gymnasium, auditorium, music room, etc.; e. Aiding teachers’ courses. IV. Pupil Adjustment: a. Ill will of parents because of groupings; b. Parents claim children are “nervously on edge” because of requirements in regard to quantity and qual- ity of work; c. Pupils accelerated upon recommendation—better academically but a great mistake socially. Vv. Community Needs: a. Requests for: food, clothing, medical attention, donor for blood transfusion, piano (where to obtain) ; help in cases of death, homes for lost dogs, help in organizing clubs, etc. VI. Miscellaneous: a. Difficulty in teaching children to respect property of others— politeness; b. Problem of disintegration of elementary school as a unit—grades scattered thruout the town; c. Breakdown of professional attitude; d. Problem of making assembly programs more interesting; e. Inability to give satisfactory performance as a teacher with administrative problems uppermost in mind. Summary and Conclusions—It should be noted that the responses re- mained consistently constant, for instance, the median number of rooms in build- ings, median number of rooms in use and median number of pupils enrolled, re- mained almost exactly the same after the first twenty-five replies were tabulated. Most principals reported eight, nine or ten rooms in their buildings, with the median number of rooms 8.09. It is evident that some use is made of special rooms, such as a workshop, library, auditorium, etc. The teaching principal is most often found teaching the highest grade in the school, usually the sixth, seventh or eighth. In 50 percent of the cases principals were teaching depart- mental subjects in more than one grade. In 72 percent of the cases they were found teaching more than one grade, whether departmental or all subjects. There isa tendency to make the upper grades of the elementary school, especially where the seventh and eighth grades are considered a part of the elementary school, departmental. The 8-4 plan of organization, with eight years of elementary and four years of high school, seems prevalent in communities where there are teach- ing principals. The population of these communities is small, however, with only a few teaching principals in the larger places. In the range of grades, as determined by the questionnaire, there is a heavy preponderance of schools with the Kindergarten to Eighth and First to Eighth range, each having a total of twenty out of the twenty-seven. Kindergarten to Sixth ranks next in popularity, with nine replies. In the majority of cases there is one teacher to a grade, with two or more persons doing departmental work in the upper grades. It is difficult to believe that a school with an enrolment of 625 pupils could have a teaching princpial. Of course this principal teaches very little. There is a definite ratio between the enrolment of a school and the amount of time the prin- cipal teaches. As the enrolment increases, the principal’s teaching time decreases. PRINCIPAL, DECEMBER, 1936 85 Slightly more than half the replies showed principals teaching the entire school day, with no relief from teaching duties. Of those replying 6 are teaching more than in 1929, 9 less and 29 the same amount of time. Those not able to dray a comparison were either not teaching then or were in different positions. The chief reason given for teaching more hours than in 1929 was the “depression,” Nine replies showing less teaching time would seem ta indicate that some prog. ress is being made in lightening the teaching load of the principal. In a vast majority of cases principals reported that they did all clerical work themselves. ‘—I'wo persons reported C. W. A. workers (inexperienced) and five reported help from students in the high school commercial department when requested. Only two out of the seventy-seven reported qualified office relief. Ip one case it was for a full day each week and in the other case for two hours one afternoon a week. A few used older pupils from their own schools to help with filing, answering the telephone, mimeograph, etc. Pupil adjustment offered more problems to teaching principals than any other item on the questionnaire, with 97 check marks. Mental hygiene was second with 62 checks and the activity program and methods of teaching were tied for third position with 48 checks each. Principles of education, probably due to the vagueness of the term to most people, received only 24 checks, the lowest. It is evident from the questionnaire and from the writer’s personal experience that teachers are prone to ask very few questions. It is quite clear from the replies received that the teaching principal considers himself loaded down with multi- farious duties which make it impossible for him to do a good job both as teacher and principal. The crying need of the teaching principal was for more time for supervision and visitation of classrooms. It is interesting to note that not one principal listed adult education or the reconstruction of the elementary-school curriculum under this heading of crucial problems. Only one principal mentioned mental disturbances. due to the need for teaching and administering the building at the same time? Not one person showed any concern with the discussion of modern problems and controversial issues in the classrooms. Only one person brought to light the difference in attitude on the part of teachers in a teaching principal situation, i.e., the difficulty in maintaining a cor- rect professional attitude when the principal is doing exactly the same thing as the teachers and opens himself to a great deal of criticism if there is the slightest indication of a flaw in his work. The problem of good supervision under these circumstances is another vital one not brought out by the replies. ‘These prob- lems loom larger where the principal teaches full time. The crucial problems reported in the answers were, on the whole, the more obvious things which a principal has to do. A major criticism of them might be that they are far from being forward-looking and progressive. For example, not one person seems to feel the need for selling a progressive type of education—the activity program with an integrated curriculum, the core of which might be the Social Studies—to the community. There is evident thruout the replies a definite lack of community-consciousness. Only one principal even mentioned such prob- lems. 86 THE NATIONAL ELEMENTARY fo! ho tle wl he: ho $0¢ El chi thi the anc the noc lur fac son Ro we pla ano on hal was dat ove tori wer the and ings PR chool more draw The ion,” prog: work | five when . In S one with other cond d for o the It is that plies wulti- acher e for r the ucial need eTson -rsial rt of cor- 1g as htest these yrob- more it be not —the > the inite rob- {RY Activities in an Elementary School E. L. January, principal, Elmsford Elementary School, Elmsford, New York Living in School—Education is no longer a “preparation for life,” it is life itself. To so function a school should be made up not of classrooms but of homerooms. In these homerooms the child should be surrounded with opportuni- ties to grow—to grow physically, mentally, and spiritually. These pictures show at a glance the type of situations we wish to create. Only the outward results can be shown here. In addition we attempt to develop in each of our homerooms, citizens, responsibility, initiative, co-operation and social attitudes. Rainy Day Noon Activities—Rainy day had always been a nuisance to the Elmsford Elementary School. Children felt it as much as the faculty. For the children it meant staying indoors the whole noon hour; being herded like sheep thru the narrow halls and into any available classroom where they were “out of the way.” For the teachers it meant 100 to 150 children wandering aimlessly and noisily about with no place to go and with nothing upon which to expend their childish energies. The result was far from satisfactory. Various means were tried to alleviate this condition. We tried cutting the noon hour to half its usual time. The teachers tried rushing back to school after lunch to take care of their groups in the classroom. Still the result was unsatis- factory. We all realized that rainy day noon hours were not well spent and that something must be done. E. L. JANUARY Our first step was to remodel the dingy basement in order to have a Play Room. With the aid of P. W. A. funds, partitions were knocked out, ugly spaces were blocked off, large quantities of bright colored paints were lavishly used. The result was amazing. A dark cellar was transformed into a large cheery playroom. And what a playroom it became! In one corner a game of handbail, in another—jacks. There is a group of girls practising tap dancing. In the center— on thick mats—tumbling and stunts; a victrola with plenty of records. The halls and classrooms cleared like magic. Still, one playroom couldn’t adequately cope with 150 children. A suggestion was made that the school library be available during the noon hour to accommo- date those who found relaxation in reading. That took care of some but the overflow was still large. Finally the solution to our problem ¢ame. Rainy day programs in the audi- torium! A meeting of all the children who stay for lunch was held. Committees were organized, to take charge of and prepare the programs. The chairman of the committee was the master of ceremonies. Playlets were prepared, directed and rehearsed by the children, vocal solos, instrumental groups, recitations, read- ings, dance exhibitions, jokes, etc. found their way on the stage. These took the PRINCIPAL, DECEMBER, 1936 87 form of vaudeville shows, amateur broadcasts, minstrel shows, etc. depending oy the tastes of the committee that was in charge. At first the committees had difficulty in finding pupils who would or coul; entertain the groups. But after a few months this was not the case. The childrep quickly developed stage presence poise, self confidence and a willingness to do In short, our very successful rainy day noon hours run like this: 11:30 12:00 lunch time in the cafeteria for kindergarten thru the 3rd. grade. The, they go to the playroom for games; 12:00-12:30, lunch time for grades 4 thru 6 after which they may go to the playroom. At 12:30 the library opens. At 12:35 the rainy day program in the auditorium begins and lasts until 12:55, when the children go to their classrooms for the afternoon session. ‘They have had recres. tion, relaxation and thoro enjoyment and are prepared to resume their classroom duties with new vigor. I can frankly say that our pupils now look forward to our noon hours on rain days. For a small expenditure of money and time we have accomplished some. thing that we all consider most worthwhile and we intend that it shall remaip a permanent part of our school program. Courtesy of Educational! Photos Co. Rainy Day Activities in Playroom, Elmsford Elementary School, Elmsford, New Yerk. Our Milk Farm, by Katherine Evansohn—lIt was during the last stages o a Three Bears Unit that I noticed many longing glances into our first. grade next door. Upon investigation I found that the children were very much at tracted to their First Grade Grocery Store. Without the least pretext, my group would linger about the store in open admiration. One day, a boy suggested: “Let’s not play Three Bears any longer—I want to make some cows!” “Why cows,” I asked. ‘We could milk the cows and sell the milk to the First-Grade Store.” At last, they had found a way to belong to that store. Our Farm Activity was launched ! 88 THE NATIONAL ELEMENTARY) wi bu cri sla en tu) ab of of pic wh at sey chi we COV . rainy some- -emain We called a class meeting to make plans for our farm. How could we make the cows? How could we deliver the milk? Large 36 by 48 inch oaktag paper would suffice for the drawing of the cows. Some child’s old wagon could be built up for the milk truck. As for the faithful old horse, a half of a wooden crate, with stout sticks with casters at the ends would do well for legs. Enthu- siasm reigned so high over our new venture, that it was infectious. I spent the entire afternoon looking for farm posters, pictures, stories, songs, and books. A wealth of material arrived! An offer by Bordens to present a moving pic- ture, Along the Milky Way, posters and pictures from Bordens, Health Booklets about milk from the Metropolitan Life Insurance Company, magazine pictures of children drinking milk, story books with illustrations of farm life, snapshots of children on farms, and stereoscopic slides of farm life. With the variety of pictures naturally came the variety of cows. “I am going to draw that black and white cow. She looks best.” “Is that, the friendly cow (looking at a picture of ared and white cow)? I labeled the three outstanding breeds Holstein, Guern- sey, and Jersey; and had to repeat their names many times before some of the children could refer to them naturally. At last, several box-shaped cows did emerge out of the oaktag sheets. They were painted in all the glory of reds and white, browns, blacks, and delicate fawn. Finding a home for this important herd was very simple. A sand table was turned upside down, the cows were nailed to large blocks, and behold, our cows were peacefully waiting in their stalls! Bells were attached to their necks so that the cows would not stray away when out to pasture. One child who had never before contributed to the group immediately began making hay out of wrapping paper, painted yellow and cut into long thin strips. Later, another child brought realistic-looking excelsior to the cows for hay. How some one else labored with the back cardboard of a writing pad to make it roll into a milk pail! A cheese box, painted white was used for a milk tray. To make a three-legged milking stool caused no end of difficulty and in order to balance it, another leg had to be finally added. Other cows were cut from old pillow cases, sewn, stuffed, and then painted. In the meantime another committee was busily reconstructing the play wagon into a milk truck. Sheets of oaktag nailed to long boards were attached to the wagon. Many trials and errors—but the finished product brought no end of satisfaction! ‘The group working on the horse to pull the truck grew very senti- mental. Iwo boys making the legs were certain that they were the most im- portant part of a horse. “If his legs aren’t strong, he will cave in.”” The horse’s head and neck was drawn on heavy cardboard with braided wool used for the mane and tail. His facial expression was very grateful! This horse was pro- tected from the cold by a square piece of*burlap. Feeding, cleaning, milking of the cows and the pasteurization of the milk had to be on schedule every morning so that the milk truck could be loaded with the empty milk containers and de- livered to the first grade. In between times, I made provision to take the entire group to Grassland’s Hospital milk farm. Many mothers offered their cars for transportation. At the dairy, they demonstrated the proper care of cows and’ the hygienic care of milk. PRINCIPAL, DECEMBER, 1936 89 The children watched the milking of cows by machinery with breathless curiosity Altho the foreman of the plant explained the various processes in simple lap. guage, yet the meaning was somewhat beyond the grasp of this five-year olf group. They were, however, duly impressed with the strict routine in the purif. cation of milk. More to their immediate interests were the new-born calves with their wobbly legs, the anxious mother cow, and the equally anxious farmer t keep the mother away from her babies. One heard such lovely bits of imagen from the children as: “What sweet wet noses they have!’ “See the mother coy feed her baby!” In our room, we re-enacted what we saw at the farm. One group attempted to reproduce Grassland Farms in our sand table. At the moment, they wer most earnest in their dramatic play! The artists in the class painted a colorful frieze “What We Do on Our Farm.” Every one contributed a story, picture or poem to the record of “Our Trip to the Farm.” A chart was made of what; cow eats by using samples of food received at the dairy. Another committee carried out an experiment to find how many glasses in a quart, how many pints in a quart and how many quarts in a gallon. They made a pictorial chart of their results. We invited the other children in our school building to see Along the Milk; Way. Our invitations were milk-bottle shaped books, gayly colored to show the “five good foods” milk contains, with first attempts at writing inside. This started many labored trials of making simple posters such as “drink milk” in feeble writing with bold colored bottles of milk beneath; or a ‘“‘milk is good poster with a firm picture of that five-year old playing baseball. An actual & periment was carried on with two white rats. One was fed milk in his diet and the other was fed a milkless diet. The results are apparent! Along the Milky Way reviewed what we already had seen during our & cursion to the milk farm. The additional information that butter is made from cream stirred the children’s imaginations. To make butter became a driving force! Dairy maids made paper bonnets to keep their hair in place. The bop made milk-man hats to look professional. Little hands were scrubbed an scrubbed again. One girl suggested spraying lysol around before we started th process of making butter. We used an egg beater to turn the cream to butter The children eagerly turned the beater while singing: “Come butter come Come butter come Everyone wants some Come butter come.” When the boys and girls finally saw the whipped cream in the bowl, som were doubtful whether we should continue. “I like whipped cream better than butter.” However, the more ardent scientists insisted on completing the expert ment. Weary hands were well rewarded when butter actually came. Strange, hov good butter, made with one’s own hands, tastes on crackers! We gave some of tht butter to the “First Grade Grocery Store” so that they too could taste our product As this unit was carried on by a pre-primary grade, the outcomes are measured it terms of appreciation, attitudes, and impressions, rather than actual knowledge altho there is much information actually gained and retained from the activity. 90 THE NATIONAL ELEMENTAR) _ a Tok part and cent gave that abou Tok Uel ingte PRI josity. > lan. r old rif ; with er to agery r cow mpted wert lorful cture, vhat a arried quart ts. Milk; ww’ the This lk” in good” al ex- et and Expected Outcomes 1. To show man’s dependence upon the farm and farmer. 2. To give an idea of the various steps necessary before milk completes the journey from the farm to the child’s table. To convince children of the value of milk as a food. To familiarize the child with the hygienic care of milk. To widen the child’s interest outside his home. To develop interest in growing things. To broaden the vocabulary with meaningful words. . To acquaint children with mathematical concepts of number, size, form, and liquid measure tables. 9. Stimulate interest in reading and writing. 10. To create a further interest in farm life as when one youngster suggested adding a setting hen to our farm. Courtesy of Educational Photos Co. “Our Milk Farm,” Elmsford Elementary School, Elmsford, New York. Tokyo Since the next biennial convention of the World Federation will be held in Tokyo, August 2-7, 1937, this is a good time for teachers and schools to give particular attention to the achievements of the Japanese people, in art, culture and education and this is being done in many schools. Japan has the lowest per- centage of illiteracy among the nations of the world. How did it happen? What gave Japan, China and India, their treasures in art and culture? It is suggested that the principal get information for the teachers of his school. For information about Japan write Japanese Education Association, Hitot Subashi, Kanda-Ku, Tokyo, Japan. For information about the convention write to Secretary-General, Uel W. Lamkin, World Federation, 1201 Sixteenth Street, N. W., Wash- ington, D. C. PRINCIPAL, DECEMBER, 1936 91 What You Are Doing * Headquarters wishes to take this oppor- tunity to commend those persons who have had a part in editing the splendid school newspapers which have come to this office. We are indeed sorry that we do not have space to give a write-up to each one of these, but we are listing the names of the papers received this fall: Reflector, Cooke School, Detroit, Mich.; W eb-Stirrings, Daniel Webster School, New Rochelle, N. Y.; Cypress School, Cypress School, Johnstown, Pa.; Busy Bee, Ninety- Second Street School, Los Angeles, Calif.; The News Bulletin, Brighton Avenue School, Atlantic City, N. J.; Perry Broadcaster, Perry School, Redonda Beach, Calif.; The Lincoln Log, Abraham Lincoln School, Elizabeth, N. J.; Quill and Scroll, School No. One, Buffalo, N. Y.; The Salina Junior Journal, Grade School, Salina, Kans.; The Fortnightly, Elmsford, Elementary School, Elmstord, N. Y.; and Leonia Lens, Leonia Elementary School, Leonia, N. Y. * Mr. R. H. Richards, Lincoln Elementary School, Huntington, W. Va., and State En- rolment Chairman, has sent to Headquar- ters the names of the following officers of the Cabell County Elementary Principals Association: President, J. Leo Wright, Guyandotte School; Vicepresident, Miss Dora Scarff, Oley School; Membership Chairman, R. F. Brooks, Holderby School; Program Chairman, Miss Edna Preston, Jefferson School; Constitution and By-Laws, W. V. Christian, Monroe School; and Hos- pitality Chairman, Miss Grace Wilson, Gallaher School. * The principals of Saginaw, Mich., have recently become an organized group, and we are indebted to Mayme Bastian, Emer- erson-Jones Schools, for the following list of officers: Chairman, Jeannette Birnie; Treasurer, Kathrine McInnis; and Secre- tary, Mayme Bastian. * We are grateful to M. P. Watts, Daniel Worley School, Canton, Ohio, for sending to headquarters a copy of the year’s Pro- gram of the Canton Principals’ Club. The themes for the coming meetings are: De- cember 2—Study of Principals’ Schedules; March 10—Grading: Its Purpose in the Life of a Child; and May 12—Relation of the Public Schools to the Juvenile Court, and to the Department of Health. Th officers for the year are: President, Len M. Fowler; Vicepresident, Myrtle Sidle: Secretary-Treasurer, Mary B. Swope; Cor. responding Secretary, Fanny J. Ditto, and Executive Board, Charles S. Miller, Vernop F. Gruber, and M. P. Watts. *® V. Carl Ilgen, Pershing School, Univer. sity City, Mo., has sent to headquarters the following names of the newly elected of. ficers of the Elementary School Men’s Clu) of St. Louis County, Mo.: President, Ward Barnes, Garfield School, Normandy; Vice. president, George Hanson, Goodall School Webster Groves; and Secretary-Treasurer, V. Carl Ilgen, Pershing School, University City. * The officers of the California Elementary School Principals’ Association, Bay Section, for this year are: President, Fred B. Zim. merman, Stonehurst School, Oakland; Bruce Zimmerman, Washington School, Berkeley Director; Charlotte Estes, West Portal School, San Francisco, Director; and Mr Elma Creedon, Editor of the News Bulletir We wish to thank Mr. Zimmerman, for this information. * We are very happy to announce the ap- pointment of Carrie Grehan to the princ: palship of Dimitry School, New Orleans La. Miss Grehan is a former high schoo teacher, and was the first president of the Department of Classroom Teachers of th Louisiana Teachers Association. %* Miss Margaret Mackintosh has kindly sent us the names of the new officers of the New York Principals Association. Frank Whalen, principal, P. S. No. 3, The Brom New York, is the president, and Margaret Cribben, P. S. No. 3, The Bronx, is the secretary. * The Elementary-School Principals Clu of Mobile City and County, Ala., will us as a basis for study the bulletin publishet by the Department of Elementary Schoo Principals of the National Education At sociation and the Alabama School Jourta of the Alabama Education Association & each current month. The following com mittees will take care of the discussio® each member to present a brief digest of th 92 THE NATIONAL ELEMENTAR) are spl this The ers Gec tor, sele tain geth the Sche in ¢ the mat into ingte has “Te annt that year cony socia the s held ing } ber i * A Coun Catio nelia for t tion PRI helpful articles in one or the other pub- lications above mentioned: October, J. S. Attebery, chairman, Mabel L. Alvarez, Mary B. Austin, Carrie Bright; Novem- ber, E. C. Hamil, chairman, Mrs. Elizabeth Flock, and Mrs. Sarah Hancock; December, Mrs. N. B. Hutchens, chairman, Mrs. M. H. Huntley, Lenore Jones; February, Lena Matzenger, chairman, Mrs. Elizabeth Mor- ris, Annie E. Krassin, Louise d’Ornellas; March, Mrs. F. L. Sheffield, chairman, Mayme Patrick, Mrs. E. E. Prine, and Mrs. L. P. Rouse; May, Florence E. Wiener, chairman, Adelia Williams, Mary Wing, and C. E. Woodham. * The teachers and principal of the Co- lonial and Siwanoy Schools, Pelham, N. Y., are to be congratulated on the perfectly splendid book, which they have published this past year, called Class Attainments. The work was done entirely by the teach- ers of these schools, under the direction of Georgia Avis Coleman, principal. The Edi- tor, Miss Carman Hart, spent some time in selecting the outstanding points in the at- tainment reports submitted, keeping to- gether reports of the first grade level, of the second grade, and so on. Since 1926 the Colonial Schools have been doing experimental work in curriculum building. The teachers and the principal experiment for approxi- mately three years before material is put into definite form. * Fred H. Duffy, principal, George Wash- ington Elementary School, Kenmore, N. Y., has again this year sent us a copy of the “Teachers’ Handbook,” which is published annually in the office of his school. We felt that the one last year was helpful, but this year’s edition is even more complete. | ® Texas will be host to the eleventh annual convention of the American Vocational As- sociation, December 2-5, 1936. This is only the second time that the convention has been held in the South, and since Texas is hold- ing her centennial celebration, a large num- ber is expected. * At a recent luncheon of the Virginia Council of Administrative Women in Edu- cation, Lucy Mason Holt, announced Cor- nelia S$. Adair, Richmond, as a nominee for the presidency of the Virginia Educa- tion Association. Miss Adair is a past and Siwanoy president of the National Education As- sociation, and is a friend of the Depart- ment of Elementary School Principals. We wish for her continued success in her work. * The California Elementary School Prin- cipals Association is now planning its new Yearbook, the title of which is to be “Cur- rent Curriculum Practises in Elementary Education.” Adin D. Henderson, principal, El] Dorado School, Sacramento, is the Year- book Editor. This yearbook is to be divided into two parts, namely, (1) An Interpreta- tion of the Significance of the Report of the Scope and Sequence Committee for Elemen- tary Schools” and “The Philosophy and Ob- jectives of a Modern Elementary Curric- ulum” and (2) “Classroom practises in California in light of the California Scope and Sequence committee recommendations and in light of the modern curriculum.” We are sure this yearbook is going to be just as splendid as the ones which the As- sociation has put out in the past. * A Beauty Spot Contest was started in Cincinnati, by Chester L. Miller, Garfield Public School. It is the outgrowth of the very complete and workable program of nature study and gardening introduced by Mr. Miller in the school. He is convinced that citizens of today need training in the use of leisure time, since this century is bringing more and more leisure to every- one. We suggest that our members who are interested in this subject write to Mr. Miller, for he has much valuable information. * Earl E. Bovee, Whittier School, Sioux Falls, Ia., sends us a copy of the first edi- tion of The Administrator, the official organ of the Publicity Committee for the Admin- istration Club, Sioux Falls, Ia., which was presented by H. J. Ludgate, at the meet- ing held, October 3. We wish to commend Mr. Ludgate for this fine edition. * We are indebted to Fred H. Duffy, Vice- president, New York State Association of ~Elementary Principals, for a copy of the program of the meeting in Syracuse, Decem- ber 28, 29, and 30. The general topic will be “Social Studies Objectives in the Elemen- tary School,” and sessions will be held Mon- day evening, Tuesday morning, Tuesday afternoon, and Wednesday morning. Some of the speakers will be Dr. J. Cayce Mor- rison, Dr. Edwin H. Reeder, Dr. Henry PRINCIPAL, DECEMBER, 1936 93 Johnson, and Dr. Roy W. Hatch. Frederic Snyder will be the banquet speaker, and his subject is “Our Age and the Front Page.” We wish more principals would do as Mr. Duffy has done in sending us their programs. * Ernest W. Carson, secretary, Florida Ele- mentary Principals Association, sent us a copy of the minutes of the meeting which took place in Tampa, October 9. This fine group is working hard to get the principals of the state, by unification, to raise the stand- ards of elementary principals in Florida. We are sure they will reach their mem- bership goal for 1936-37, which has been set at 200. * Frank M. Foulks, state enrolment chair- man, Tampa, Fla., has done an outstand- ing piece of work for the principals of that state. He has taken the Yearbooks of the Department of Elementary School Princi- pals and has listed the names of the prin- cipals of Florida who have joined the De- partment since 1923. It is interesting to note that in the Second Yearbook, only Frank M. Foulks and Abigail Gilday, were members. This is very valuable information for us at headquarters. With this valuable compilation, came an article on “Articulation in the Elementary, Junior High and Senior High School De- partments,” which he plans to send to th principals of Florida. We wish it wer possible that every principal of the United States could have this fine information, * The new officers of the South Dakot Education Association are: President, Mix Thora Sanger, Mitchell; Vicepresiden Mabel E. Cummings, Rapid City; and Secre. tary, Mabel Venoss, Sioux Falls. Necrology In each December issue of the bul. letin we print a list of those fine peopl whom the grim reaper, death, ha called forth. We appreciate thos friends who have sent us the names of the following: Bond, Elizabeth, Santa Barbara, Calif. Breen, Mrs. A. M., Los Angeles, Calif. Burgess, Wilmot A., St. Louis, Mo. Evans, Fannie M., Springfield, Mo. Heisser, Della B., Turlock, Calif. Hines, L. N., Terre Haute, Ind. McGuire, Olive J.,. Omaha, Nebr. Marshall, Emma A., Dubuque, Iowa. Martin, Ralph E., Jersey City, N. J. Milroy, Anna, Omaha, Nebr. Powell, Martha L., Omaha, Nebr. Schneider, S. P., Columbia, S. C. Stinson, Maude M., Spokane, Wash. Resolutions Presented to the West Virginia Elementary Principals’ Association, at its Meeting, Friday, November 13, 1936 1. That we urge all principals to qualify as rapidly as possible for the elementary principals’ certificate. 2. That all principals become actively identified with the county, state and national principals’ organizations. 3. That we favor an accrediting agency for elementary schools that will stress the qualifications of teachers, the type of instruction and the attitudes and habits of the pupils 4. That teachers salaries be increased on the basis of training and experience to the level where they will be commensurate with the standard of living that teachers mus maintain. 5. That we favor reasonable tenure and retirement laws. 6. That we recommend the creation of an adequate building program to take care o the pressing building needs of the various communities in the state. 7. That we favor an active and aggressive county and state organization in champion ing the cause of education. 8. That we recommend the creation of a committee on necrology. Respectfully submitted, H. D. Lowry, Chairman JAMES MOLER Mary T. BARRET! Datias C. BAILEY 94 THE NATIONAL ELEMENTARY) la’ la ing tio wi He ed bow Id Me tio of t Mz L SKC to | que int to Ma pea den Stal pub for suit for a pt in { cent the roye Lib: ing, Edu ney, ice, in E this in | An PRI pals’ entary tional ss the pupils. to the 3 must are of m pion Books Which Are Helpful “If ever there was cause, if every there can be cause, worthy to be upheld by all of toil or sacrifice that the human heart can endure, it is the cause of education.”— Horace Mann. One hundred years ago a New England lawyer abandoned jurisprudence for “the larger sphere of mind and morals.” Dur- ing 1937, under the leadership of the Na- tional Education Association, the nation will observe the 100th anniversary of Horace Mann’s entrance into the field of education. As a part of the Centennial, a 160-page book entitled Horace Mann: His Ideas and Ideals has been prepared by Joy Elmer Morgan, editor of The Journal of the Na- tional Education Association and secretary of the Association’s committee on the Horace Mann Centennial. This book contains a sketch of Horace Mann’s life, his inspiring Lecture on Education, his beautiful Letter to the School Children, and numerous short quotations. The aim of the book, as given in the preface, is “to provide an introduction to both the life and writings of Horace Mann. It is hoped that this book will ap- peal to parents, taxpayers, high school stu- dents, teachers; to all who would under- stand the full significance of universal free public education.” This little volume can be used as a basis for editorials and public addresses. It is suitable for high school or college classes; for a commencement gift to students or for a personal gift to laymen who are interested in the schools. An attractive price of 25 cents a copy postpaid is made possible by the fact that the book is published without royalty or profit by the National Home Library Foundation, Dupont Circle Build- ing, Washington, D. C. x * * Have you seen the Handbook of Health Education, by Ruth E. Grout? Anne Whit- ney, director, School Health Education Serv- ice, Joint Committee on Health Problems in Education, Washington, D. C., says that this book is a practical health program based upon a four-year experiment. ‘The fundamentals of this program are: (1) The child is made to understand the reasons for good health behavior; (2) helps are given for the practise of health thruout the day; (3) the school program is identified with the programs of home and community; and (4) only those facts of hygiene and health that are scientifically sound as well as prac- tical are presented: The book priced at $1.80 is published by Doubleday, Doran & Co., Inc., Garden City, New York. x *k * The Building of America by Harold Rugg and Louise Krueger is Volume V, of a Social Science Course for Elementary Schools, and is published by Ginn & Co., No. 15, Ashburton Place, Boston, Mass. Price $1.08. This book is an episodic history and geography of the outstanding regions of the United States. It presents more sys- tematically than hitherto the European background, American discovery and settle- ment, the rise of New England, the older and newer region of the South, the indus- trial zone, the great agricultural region of the central plains, and the other distinctive regions. The geographic factors of climate, soil, and vegetation, natural resources, topography, and the like, are woven into the story of each region around the his- torical theme. Thus this volume integrates the “history” and “geography” of our coun- try. x *&* * It Happened in South Africa and It Hap- pened in Australia are two delightful books by Harris & Harris, published by McKnight & McKnight, Bloomington, Ill. These books are extremely attractive and are full of ac- curate and interesting information. They tell about the many wonders of South Africa, the adjustment of racial differences that existed between the early colonists and the preservation of wild life. Australia is depicted as the “Land of Opportunity.” This book is rich in romantic adventure about the people, customs, history, indus- tries, climate and natural phenomena of the island-continent. _ Make your plans NOW to attend the Conference for those interested in Elementary Education to be held at the University of Michigan, Ann Arbor, Michigan, July 5-16, 1937. PRINCIPAL, DECEMBER, 1936 95 ‘To everyone there openeth A way and ways and a way And the high soul climbs the high way And the low soul gropes the low; And in between on the mist flats The rest drift to and fro; But to every man there openeth A high way and a low, And every man decideth The way his soul shall go.” —JOHN OXENHAM.