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NATIONAL ELEMENTARY 


RINCIPAL 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
NATIONAL EDUCATION ASSOCIATION 






















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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 men. 


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. They on 
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 o 
the Bulletin, 25 cents (except the Official Reports). 





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 


Executive Committee 
Earl R. Laing, Burt School, Detroit, Mic 
Mason A. Stratton, Brighton Aven» 
School, Atlantic City, N. J. 
Mrs. Edith B. Joynes, Washington-Gat 
wood Schools, Norfolk, Va. 


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. White Plains. N. Y. 


Ira M. Kline, Greenburgh No. 8, Schookf 


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Third Vicepresident, Irvin A. Wilson, 437 
S. Stone Ave., La Grange, IIl. 

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. 


Certification Division, Cassie F. Roys, D 
rector, 2609 Bristol St., Omaha, Nebr. 

Life Membership Division, Herbert C. Ha 
sen, Director, 1045 N. Lockwood Av 
Chicago, IIl. 

Retirement Division, M. Emma Brooke 
Director, Miles-Cranwood Schools, Clev 
land, Ohio. 





See space below for Committees as they are appointed thruout the year. 





Conference Committee 


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Mrs. Edith B. Joynes, Chairman 
Washington-Gatewood Schools 


Norfolk, Va. 


Edythe J. Brown 
Kaley-Marquette Schools 


Mason A. Stratton 
Brighton Avenue School 


South Bend, Ind. Atlantic City, N. J. 
The contents of this Bulletin are listed in the Education Index 
The picture appearing on the cover is a view of the Washington Monument as it is seen from! 
marble columns, south portico of Memorial Continenta] Hall. Continental! Hall is one of the most ® 


tiful buildings in the Nation's Capital, and is owned and operated by the Daughters of the Amet® 


Revolution. 





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THE NATIONAL ELEMENTAMDRIN 


The National 
Elementary Principal 





Volume XVI, No. 3 February, 1937 





A Valuable Issue 


This issue of the bulletin contains our programs for 
the New Orleans Convention, the set-up of our Con- 
ference on Elementary Education, and articles which 
should be most valuable to all who are interested in 


elementary education. 


Contents 


The Challenge of the Elementary Principal- 
ship—Givens _ 


The Verse Speaking Choir Movement Grows in 
the United States—Enfield 


Its Time for New Orleans Meeting_ 
A Plan of Supervision—Evans 

Our Detroit Highlights 

Conference on Elementary Education 


Qualifications for the Elementary-School Princi- 
palship in the Various States and in Cities 
Above 50,000—Karchin 


How the Progressive School Meets the Needs of 
Our Society—W right 


Our Membership—Pinkston 
News As We Gather It 
New Books Now Available 


FACTS 


The Department of Super- 
intendence is holding its 
convention in New Or- 
leans, La., Feb. 20-25, 
1937. The D. E. S. P. has 
been invited to hold its 
meetings at this same 
time. We shall have pro- 
grams Monday and Tues- 
day afternoons. 


MADE 


The Board of Education 
of Birmingham, Ala., is 
sending, with all their ex- 
penses paid, its superin- 
tendents, supervisors and 
principals to the New Or- 
leans meeting. Why not 
ask yours to send repre- 
sentatives? 


BRIEF 


Our Family Breakfast— 
Monday, Feb. 22, 7:30 a.m. 
is to be held at the La 
Louisiane, price 80 cents. 
For this get-together af- 
fair our Chairman, Amy 
H. Hinrichs and her com- 
mittee have planned a 
very lovely occasion. We 
are to enjoy the atmos- 
phere of the old South. 

¢o¢ 
Our Banquet — Monday, 
Feb. 22, 6:00 p.m. in the 
Ballroom, St. Charles 
Hotel, New Orleans, La., 
is going to be one of the 
outstanding affairs of the 
convention. Dorothy Dix 
(Mrs. E. M. Gilmer) in- 
ternationally known wo- 
man columnist, is to be 
our speaker. 

¢¢¢ 
Education B151S — The 
Administration and Su- 
pervision of the Elemen- 
tary School is the number 
and name of the course 
which our conference will 
have at the University of 
Michigan, Ann _ Arbor, 
July 5-16, 1937. 





PRINCIPAL, FEBRUARY, 1937 


99 











The Challenge of the Elementary Principalship 


Willard E. Givens, executive secretary, National Education Association 


Where is there a man or a woman sufficiently well quali. 
fied by native inheritance and educational development to 
meet fully all the challenges of the elementary principalship? 
Administration is an important phase of the elementary prin- 
cipalship. An elementary school well administered provides 
ideal conditions for the teacher to do her best work. In such 
a school the work for which all schools are organized, that 
of learning, is not disturbed by a lack of administrative fore- 
sight and organization ability. In a school that is well ad- 
ministered the load is equally divided. Every teacher ané 
child has his personality respected. 

All schools from the nursery school thru graduate work are established for 
the function of learning. Learning is the main purpose of the elementary school 
Where is there an elementary principal who knows all that there is to be known 
about even one subject—reading, for example? We are told with a great ded 
of justice that failures thruout the entire educational system and thruout life are 
frequently due to the fact that the individual has never learned to read, that is 
he may know the words on the page, but he does not fully comprehend thei 
meaning. 

There is no more important work in any school than that of character de 
velopment. How many elementary principals know all that there is to be known 
in this field? 

How many are fully qualified in the field of health instruction? Early detec 
tion of physical handicaps and their correction frequently determine the dif 
ference between failure and success in later life. There is nothing more impor 
tant than that each individual child start the race of life with a strong health 
body and with well established health habits. 

How many are fully qualified in the field of primary work, in spelling, 
writing, in number work, in nature study?. Any man or woman engaged in th 
important work of an elementary principalship can study thruout life in the fiel 
of instruction thereby making his school a better school and giving him an oppor 
tunity to aid other elementary principals with suggestions that will affect th 
lives of children thruout our country. 

How many are fully prepared in the field of individual guidance of children’ 
How many know how the individual child grows and develops, how his ment 
processes work, what adjustment is necessary in the case of each individual chill 
to secure the best type of teacher and the best type of work for him? Guidane 
is a field to which all school people need to give much time and attention. 

Have you developed all of the possibilities for the good of the children # 





WILLARD E. GIVENS 


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your school in your public relations program? Do you know all your parent! 
Do you know the home background of each child so as to be able to do for his 
the things that will counteract or supplement his home situation? Do you secu 
the interest and cooperation of every parent in your school not only in the pre 





100 THE NATIONAL ELEMENTA® 


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gram of your particular school but also in relation to the policies of the school 
system and the entire program of the Superintendent of Schools and the Board 
of Education? Are you the best possible personal representative of the Super- 
intendent of Schools in your particular section of the city? Do you pass on to 
the Superintendent of Schools the suggestions and criticisms from your neigh- 
borhood that will help in building a better school system in your city? 

Have you developed as fully as possible the fields of administration, instruc- 
tion, guidance, and public relations so that each parent, teacher, and child con- 
nected with your school is growing and developing normally into a happy, healthy 
individual who contributes to a better society ? 

What are you doing to develop the professional training and attitude of your 
teachers? Are they sufficiently interested in their profession to have a burning 
desire to use all the qualities and abilities which God has given to them to render 
service to the children, to their parents, and to society? Are your teachers en- 
couraged to support their professional organizations, local, state, and national ? 
The interests of the children and of the teachers of this country can be fully 
served only when the members of our profession universally unite to carry for- 
ward the best interests of our profession. 

What are your personal qualifications? Are you developing them to the place 
where each year you will serve the parents, teachers and children of your com- 
munity more adequately? Are you, yourself, growing and developing? Are you 
acquainted with people and issues outside of your profession? Are you making 
your school a real section of life? Do you have the ability to listen to the facts 
on all sides of a question and then to render your decision with fairness and 
justice based upon the facts and not upon personal feeling? 

Do you have the ability to inspire the high morale among your parents, teach- 
ers, and children that results in their giving the best they have for the service 
of the community? Is your school a place where fine attitudes are developed 
where happiness prevails, where each one is guided and instructed toward nor- 
mal growth and development? 

You hold a unique position in school administration. The elementary-school 

principal has the one position which affords the opportunity to influence the lives 
of all the children in a community. Only 65 percent of them go on to the next 
school level. All of the children in your neighborhood are subject to your guid- 
ance and influence. 
The challenge of the elementary principalship is sufficient to call forth the 
‘f best in any citizen of our country who is willing to give his life to the service 
of individuals and society. The elementary principalship is as big as the indi- 
vidual who occupies it. 





Eugene H. Herrington, principal, Alcott School, Denver, Colorado, and chair- 
man of the Visual Education Committee, is making arrangements to show pic- 
tures on Monday and Tuesday afternoons, for those interested in Visual Educa- 
tion. These pictures will be shown in the Green Room, on the 9th Floor of the 
Medical School Building, Tulane University, New Orleans, Louisiana, concurrent 
with the Department meetings. 





PRINCIPAL, FEBRUARY, 1937 








The Verse Speaking Choir Movement 
Grows In the United States 


Gertrude Enfield, principal, Fairburn Avenue School, 
Los Angeles, California 













Good speech is now one of the outstanding themes in 
progressive education. Not only is better speech being at- 
tempted by millions of our citizens, but excellent English is 
appreciated and applauded by a vast majority. A positive 
and permanent respect for good speech is becoming a fixed 
attitude of our people. 

The Verse Speaking Choir is an organization whose 
activity has proved to be the solution of the problem of mass 
education in speech, for both adults and for the children of 
school age. GERTRUDE ENFIEWD 

This work has all the elements of progressive education,— 
physical improvement, speech correction and improvement, creative activity, 
pleasurable experience, the building of a cultural background, mental and spiritual 
growth. Any movement that rings so true will steadily gather momentum. 

In 1930, only a few Americans had heard of this art—fewer still had any] 
conception of its meaning or purpose. Today, we hear of choirs in Salt Lake, 
Denver, Detroit, Chicago, Kansas City, St. Louis, Indianapolis, New York, 
Brooklyn, Boston, Washington, D. C., Miami, Dallas, and of course Loa 
Angeles, Oakland, San Francisco, Santa Barbara, San Jose, San Diego, Long 





















































Beach and many other California towns. We made our beginning in Los Angeles a 
in. 1927 and have watched the interest spread and the enthusiasm grow increas f ¢,, 
ingly every year. Very fine work is being done by both children’s and adults’ choirs pa 
The Los Angeles Verse Speaking Choir is a permanent organization of adult p 
founded and directed by Gertrude Enfield. This choir grows from year to yeat will 
in numbers and the excellence of its work. Its programs are an inspiration ti oret 
the listener and have stimulated many to a finer speech technic. The organize 7 
tion is making a contribution that will assist in raising speech standards in ths des 
part of America. dur; 
Very beautiful verse choir programs are being broadcasted from various part spea 
of the United States. Those of us who are willing to write in and request such ing ; 
programs will materially assist in the progress of good speech. ge: 
Also, we should encourage the various recording companies to furnish record} the 5 
of beautiful verse choir programs. In this way, we educators can foster excellen! meet, 
speech in the United States. Lest 
Tl 
cause 
HAVE YOU SEEN the Life Adjustment Series? The Information Bool ‘unit 
on Taking A Look At Yourself by Charles A. Prosser, director, William Hoo of hee 
Dunwoody Industrial Institute, Minneapolis, Minnesota has just come to m Of gai 
desk. Iriend 
. ‘T RMEN TARE CRIN 

102 THE NATIONAL ELEMENTA® 


Why not visit an elementary school while in New Orleans? The above school is the 
McDonogh School No. 14 


Its Time for New Orleans Meeting 


Outstanding among the speakers in the Department of Superintendence’s pro- 
grams are: Albert W. Palmer, president, Chicago Theological Seminary; Josh 
Lee, United States Senator from Oklahoma; John W. Studebaker, United States 
Commissioner of Education; George Norlin, president, University of Colorado; 
and Hendrik Willem Van Loon, Journalist, New York City. 

At the general session on Tuesday morning the Department of Superintendence 
will present its New Yearbook on “The Improvement of Education—Its Inter- 
pretation for a Democracy.” 

The Old French Quarter known as the Vieux Carre will have a peculiar 
charm for all. This quaint section is the original city. It has changed but little 
during the past century. Its low buildings, adorned with wrought-iron balconies 
speak of other days. Superintendent Bauer is making elaborate plans for supply- 
ing guides for groups that may wish to visit the Vieux Carre. 

The Department of Elementary School Principals has again gladly accepted 
the kind invitation of the Department of Superintendence to hold two afternoon 
meetings at the time of its convention, which meets this year at New Orleans, 
Louisiana, February 20-25, 1937. 

The invitation is thoroly appreciated by the members of our department be- 
cause we realize that this highly professional gathering gives to us a rare oppor- 
tunity of meeting together to discuss our own problems, of having the privilege 
ofhearing and learning from the very finest educators in the United States, and 
of gaining that inspiration which comes from meeting new people and seeing old 
friends, 





PRINCIPAL, FEBRUARY, 1937 103 











Programs—Our Monday afternoon program which has been prepared by 
President Edythe Brown is an exceptionally fine one. She has selected a topic 
which is of interest to school people of all levels and the three people whom she 
has chosen to discuss different phases of the subject have no peers. They will 
bring you a message which will give you much help in your school work. The 
Tuesday afternoon program is sponsored by the New Orleans and Louisiana 
principals. This program is unique for we are to be shown how children of the 
historic city are given instruction. 

The following programs have been arranged: 

First Session—Monday, February 22, 2:00 p.m., Auditorium of Medical School, ‘Tulane 
University 
Building For A Better Citizenry Thru Recreational Activities 

Edythe J. Brown, President of the Department, presiding 
Music 

Children’s Band, Crossman School, May Cabiro, teacher 
GREETINGS 

Amy H. Hinrichs, D.E.S.P. Enrolment Chairman 
REPORT OF THE 1937 YEARBOOK COMMITTEE 

Samuel Berman, James Ludlow School, Philadelphia, Pennsylvania 
READING For Leisure IN THE NEW AGE 

Dr. William S. Gray, University of Chicago, Chicago, Illinois 
REMEDIAL READING For A BETTER CITIZENRY 

Dr. Margaret White, supervisor of English, Cleveland, Ohio 
SANE VIEWS OF SPORTS AND THEIR USES IN ELEMENTARY SCHOOLS 

Dr. Thurman B. Rice, University of Indiana, Indianapolis, Indiana 


Second Session—Tuesday, February 23, 2:00 p.m., Auditorium of Medical School, 
Tulane University. 
Josephine E. Hildebrandt, principal, Robert M. Luther School, New Orleans, 
Louisiana, and president, New Orleans Principals Association, presiding 
FRENCH FoLk Soncs AND DANCES 
Pupils of McDonogh School No. 16, New Orleans, Louisiana. Anna F. Kennedy, prin 
cipal 
THE CuRRICULUM STUDY PROGRAM IN LOUISIANA 
Dr. Murphy P. Rogers, director of curriculum, State Department of Education, Baton 
Rouge, Louisiana. 
THE CHOCTAW INDIANS OF LOUISIANA 
A pupil demonstration by the third grade, Audubon School, New Orleans, Louisiana. 
Naomi Gardberg, teacher; Amy H. Hinrichs, principal. 
EXPERIENCING A PROGRESSIVE PROGRAM IN OuR TRAINING SCHOOL 
Dr. A. E. Phillips, director of elementary training school, Louisiana Polytechnic Institute, 
Ruston, Louisiana. , 


HuUMoR IN READING 
A pupil demonstration by grades 5-7, McDonogh School No. 7, New Orleans, Louisiana 


Margaret E. Powell, teacher; Augusta P. Littlejohn, principal. 
PicTuRES OF VARIOUS ACTIVITIES IN THE HAHNVILLE SCHOOL, A RuRAL SCHOOL 
E. J. Landry, principal, Hahnville School, Hahnville, Louisiana. 


Program will be followed by reception tendered all visiting elementary-school prit 
cipals and other guests by the New Orleans Principals Association. Music is to be furnished F 


during this reception by a New Orleans high school orchestra. 


Social Affairs—Breakfast—On Monday morning of the convention week 
February 22, members and friends of the Department will assemble for the Get: 
together Breakfast, at the La Louisiane, 7:30. Price 80 cents. 





104 THE NATIONAL ELEMENTAR) 





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Come and bring your friends, for it is at this meeting that the main features 
of Convention week are relayed. 


Banquet—The banquet of the Department of Elementary School Principals 
is growing more and more important at both summer and winter meetings. Word 
has come to headquarters that our banquet this year will be one of the outstanding 
occasions at the winter meeting. 


We have had many requests from noted educators asking us to make reserva- 
tions for them, for they, too, want to hear the most internationally known woman 
columnist, Dorothy Dix (Mrs. E. M. Gilmer) tell about her experiences. We 
have been made to understand that she will intersperse much of her interesting ad- 
dress with experiences on those intimate problems which vex the human soul. Be 
sure to make your reservation early for there will be a capacity crowd. 

This grand affair will take place in the Ballroom of the St. Charles Hotel— 
6:00 p.m., February 22. Price $1.75. 


Exhibits—If you have ever been to a meeting of the Department of Super- 
intendence or of the National Education Association, you have found that everyone 
who attends the convention makes a point of spending a generous portion of his 
time in the Exhibit Hall. It is here that these expert makers of our school wares 
assemble and give us an opportunity to /earn of the new devices in education which 
will make our work better. The Exhibit Hall is a center of convention interests 
where registration, branch post office, sale of banquet tickets, hospitality informa- 
tion and many other things supplement the displays of the exhibit proper. 

If this New Orleans convention is the first you have ever attended, then let me 
urge you to spend at least a morning or an afternoon with the exhibitors. You will 
find yourself going back to gain more knowledge about the new materials we are 
to use in our schools. 

It is here that you will find 56 major classifications of supplies, representing 
equipment, materials and interests. If you are looking for books you can find 
textbooks, reference books, work books and all types of supplementary books. 
Perhaps you are interested in school busses. Here you will have an opportunity 
to examine different types and kinds. In other words these exhibitors represent 
everything from books to busses and from academic gowns to vacuum cleaners. 
Two hundred and twenty-five companies will have space in this two floor, splen- 
didly lighted exhibit hall, and their exhibits will be both effective and attractive. 
They have planned these exhibits so that relationship of the display to school ac- 
tivity is definite and clear. Let me urge you to go, see, and learn. 


Railroad Rates—The practise of granting reduced fares for conventions of 
any character whatsoever has been discontinued by the railroad passenger associa- 
tions. The identification certificate plan has been entirely abandoned. In most 
cases, standard rates are as low or lower than those formerly authorized for con- 
ventions. It is possible that round trip winter excursion fares will be available to 
New Orleans and information on this point may be obtained from local ticket 


agents as the convention time approaches. 


a 





PRINCIPAL, FEBRUARY, 1937 105 





A Plan of Supervision 


Mark M. Evans, principal, Prospect Street and Second 
Ward Grade Schools, Brownsville, Pennsylvania 


Introduction—In organizing this program, I have kept 
in mind what has been done along the line of administration, 
organization, and supervision in these schools in the past. To 
hand a mimeographed copy of a supervisory plan to the teach- 
ers without an explanation or preparation for the same would 
prove a grave mistake. I believe that a statement of the need 
for such a plan should be made jn order that the teachers may 
see the purpose for introducing the same. 

Need for a Supervisory Program—The expression— 

“as the teacher so the school,” or “as the principal so the ywark M. EVANS 
school,” has proved its truth ever since schools were used for 

the instruction of youth. We might substitute one word and add another to this 
maxim and say, “as the plan of supervision, so the quality of the school.” ‘Teachers 
need but little experience or association with schools to warrant the truth of this 
statement. That the quality of a school is controlled by any of these three or all 
is an accepted fact. 

In order that we might improve the worth of our schools for the coming school 
term we shall study the pupils, the teachers, and the principal, and form a plan 
of supervision whereby the instruction of our youth may be bettered. 

That we need a plan of supervision is very evident, for a school without a definite 
supervisory program is like a business without a means of control. 

Since the consolidated borough of Brownsville is organized into units and since 
we have charge of one unit, it will be our duty to organize it to the best of our 
ability. 

We need a definite supervisory plan; to create a mutual understanding between 
our teachers and principal; to evolve a systematic organization for both schools; 
to improve the methods of teaching; and to use the principal’s time in a systematic 
manner. 

Again, I think the teachers should be given suggestions along the line the prir- 
cipal intends to work. In order to put the plan across we must have the proper 
mind-set on the part of the faculty. It is hoped that the following remarks, which 
might be termed “A Philosophy of Certain Aspects of Education,” will cause the 
teachers to think and ask questions concerning the modern trends of education. 

A Philosophy of Education—Among the most recently discussed trends in 
the field of instruction are the Activity, Movement and Diagnostic and Remedial 
teaching. That both of these movements can be traced back several centuries, a 
least as they existed in the minds of school leaders, is an accepted truth. We will 
agree that today they are being given a more scientific treatment than formerly, 
but at that they exist and are being handed to us from so many angles, and the 
material which is available in the form of textbooks and periodicals is so varied 
and voluminous that we must be definite in our selection and adoption of the same 

If we agree to develop an activity program, we must be cautious in taking only 


—_— 


106 THE NATIONAL ELEMENTARY 








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those phases which will result in effective school work. We must not sacrifice effect 
for interest in the classroom. We might say that effective teaching is usually in- 
teresting, but interesting teaching is not necessarily always effective. 

The adoption of the activity movement should be made slowly and critically 
in order that there may be a gradual improvement rather than a sudden regres- 
sion in our methods of teaching. 

If we agree to do more diagnostic and remedial teaching than we have done in 
the past, we must be careful in applying this instruction to the pupils who will 
be benefited most. We cannot afford to neglect the training of the superior pupils 
for that of the inferior pupils. Instead, we should apply this same instruction on a 
different level to the many types of pupils. This we can do on a scientific basis 
due to the standardized tests and materials which are available. In this case, we 
must select those tests and materials which will give us the desired diagnostic and 
remedial effects. 

Many other modern phases of education are finding places in our school organi- 
zations today. The desire for truth has led many schools to add a department of 
research and experimentation to their staff. The impetuous movement centering 
the learning activities around pupil interests has given more schools a department of 
guidance and a group of counselors. Still other schools have stressed a health and 
physical educational program, a special school for the abnormal and subnormal 
pupils, an extensive extra-curricular program, and a program of curricular re- 
vision in the light of life needs and social activities. 

These many trends in the various and special fields of our educational program 
are comparatively recent and scientific in nature. In studying and fitting them into 
our school system we should not overlook those technics of our past and present 
set-up which have proved to be worth while from the standpoint of efficiency. We 
should sift the best from the old and add it to the new in order that the blending 
of both may be satisfactory. 

The question then arises—how are we going to attack this problem of improve- 
ment in the light of modern education? The answer is, by definitely planning our 
method of approach, and by carrying.on experiments which are wholeheartedly sup- 
ported by everyone concerned, for the benefit of all. There is only one way of 
doing this. That is in a cooperative, democratic way. 

It is the principal’s intention to work with the teachers and to accept their 
practical suggestions for improving instruction. It is further intended that recog- 
nition should be made of the faculty members whose suggestions prove helpful. 
ltis hoped that every teacher will seize this opportunity of being able to use creative 
and original ideas in her routine work. 

The principal is planning to aid those teachers who need help in solving their 
problems and also to cooperate with those teachers who choose to work on projects 
which may be started on their own initiative. Suggestions for improvement should 
be forthcoming from both the principal and the teachers. 

We shall endeavor to arrive at the objectives of this plan by the following pro- 
cedures : 


dim A—To bring about a closer coopera- grade school teachers and the Junior High 
tive, educational relationship between the school teachers. (The latter to be between 
teachers and principal and between the the sixth and seventh grade-school teachers. ) 





PRINCIPAL, FEBRUARY, 1937 107 





1. This will be accomplished by inter- 
visitation 

a. Between grade teachers of the same 
building. 

b. Between grade 
buildings. 

c. Between the sixth grade teachers and 
the seventh grade teachers of the 
Junior high school. 

2. By exchange of materials and supplies 

a. Exchange supplementary readers. 

b. Exchange other instructional ma- 
terials. 

c. Organize a common Teachers’ Li- 
brary. 

3. By having faculty dinners 

a. At least one at the opening and 
close of each school term. 

b. Social gatherings. 

(1) at school 
(2) as designated by faculty 

4. Participation of both schools in 

a. May Day exercises. 

b. Special entertainments 

(1) operetta, etc. 

5. Have teachers fill in a blank to serve 
as an office record of teacher training and 
experience. 

Aim B—To stimulate the teachers in pro- 
fessional growth. 

1. Start a Professional Library for teach- 
ers. 


teachers of both 


a. Contribution of books and magazines 
by teachers. 
b. Office-bought books and magazines. 
(1) Elementary School Journal 
(2) Journal of Educational Method 
(3) Yearbooks on Educational Di- 
agnosis, Reading, Arithmetic, 
and the Social Studies 
Texts on various subjects 
(a) Brueckner & Melby—Di- 
agnostic and Remedial Teach- 
ing 
(b) Anne E. Moore—The Pri- 
mary School 
(c) Storm & Smith—Reading 
Activities in the Primary 
School 
(d) Storm—Social Studies in 
the Primary School 
(e) Yoakam — Reading 
Study 
c. List of publications from noncom- 
mercial companies. 
(1) National Junior Red Cross 
(2) National Society for the Study 
Recreation 


(4) 


and 


(3) National Geographic Society 
(4) National Child Health Asso. 
ciation of America, etc. 

2. Encourage visitations to other schools 
a. Noss Demonstration School, C.S.T.¢c. 7 
b. Neighboring Grade Schools ; 

3. Invite special visitors to talk to teach. 7 

er groups. 

a. C. S. T. C. Instructor who is ip 
charge of the Training Teachers in § 
our school. 

b. Elementary-school principals 
neighboring districts. 

c. Instructor offering extension work f 
in the district. 

Aim C—To direct the teachers to self-f 

analysis, self-criticism, and self-improve-f 
ment. 

1. Democratic classroom supervision. 
a. Visit on schedule. 

(1) At least one per teacher perf 
month. 

b. Visit on call. 

(1) As often as deemed necessary. 
c. Solve problems by a _ cooperative 
method. 
(1) Conferences—private an 
group. 
(2) Use of available office records 
(3) Group discussion. 

2. Give teachers a self-rating recitation 

analysis scale. 

3. Supply teachers with new material 

for evaluation purposes. 

a. New texts in their subject field. 

(1) e. g. Knowlton, Bagley & Yoz- 
kam—Reading to Learn. 

b. Workbooks. 

c. Sample standardized tests. 

d. Courses of studies of other cities. 

4. Teachers Meetings. 

. Devoted to teacher problems. 

. Devoted to pupil problems. 

- Topics to be selected by the teach® 
ers. 

. Topics to be selected by the adminis 
tration. 
(1) Modern Methods in Writtes 

Examinations. 
(a) Stressing the methods ¢ 
grading. 
(2) Diagnostic 
Teaching. 
(a) Stressing the needs of dit 
ferent types of pupils. : 
(3) Survey of Methods of Teac 
ing in the Elementary Schoo 
(a) Eliminate poor method 


from 


and Remedi 





THE NATIONAL ELEMENTAR) 





ciety 


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schools 


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citation 
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cities. 


5. Teachers compare their work with the 
State Course of Study. 

6. Have each teacher survey the materials 
of instruction in her grade. 

a. Materials needed. 
b. Materials which would 
teaching. 
7. Hold Demonstration Lessons. 
a. By representatives of book com- 
panies. 
b. Demonstration School, C.S.T.C. 
c. Superior (local) teachers. 
Aim D—To organize a systematic and 
eficient playtime (recess) period for the 
pupils. 
1. Survey of present playground practises. 
2. Survey of facilities for play. 
a. Two vacant rooms in each building. 
b. A playground for each school. 

3, Inaugurate the use of the playgrounds. 
a. At recess time. 
b. Supervised play. 
c. Playground activities. 

4, Inaugurate use of vacant rooms for 
play 


improve 


a. Schedule rooms. 

b. Indoor games. 

Aim E—Improvement of instruction by 
the use of various devices, methods, and 
procedures. 

1. Administration of tests by the principal. 
a. Survey tests in reading and arith- 

metic. 

(1) Gates Primary Reading Test, 

Grades 1 and 2. 

(a) Three types 

Word recognition 

Word, phrases, and sen- 
tence meaning 

Test ability to read direc- 
tions. 

They are made more helpful 
in a diagnostic way thru the man- 
ual of directions. This manual 
lists causes for failures in read- 
ing and indicates remedial in- 
structions, also practise mate- 
rials. 

(2) New Stanford Reading Test, 

form V, grade 3. 

(a) Function—to measure 

reading ability, word meaning, 

sentence-meaning and para- 
graph meaning. 

(b) In part one of this test an 

attempt is made to hold the in- 

terest of the pupils by giving 


es 


useful information in each 
paragraph. 
(c) Part two is devoted to 
word meaning. 
Sangron-Woody Reading Test, 
form A, grades 3 to 6. 
(a) Measures word meaning 
—rate — fact material — total 
meaning —central thought — 
following directions and or- 
ganization. 
Reading profile chart. 
Metropolitan Arithmetic Test, 
grades 5 and 6. 
(a) To give the fifth and 
sixth grade arithmetic teach- 
ers a basis to begin their teach- 
ing for the school term. 

2. Evaluation of present course of study. 

a. Compare to state requirements. 

b. Secure uniformity in grades and 
schools. 

c. Improvement. 

(1) Thru committees. 

3. Organize a system of assembly pro- 
grams. 

a. One per month for each homeroom. 

4. Use of check lists. 

a. Recitation Analysis and Survey- 
Check Sheet, by W. E. Peik, Univer- 
sity of Minnesota. 

(1) Objective instrument of reci- 
tation analysis and recitation 
survey. 

(a) By use of accompanying 
manual. 

(2) Survey the two schools by an 
analysis of the range of qual- 
ity and activities of classes. 

(3) The bar graphs can serve as 
a topic for teachers’ meetings 
(graphs based on the frequency 
of occurrence of each item.) 

(4) Emphasized and under-empha- 
sized items can be noticed. 

(5) Teachers can evaluate them- 

selves and locate sources of 
strength and weakness. 
After a series of checks have 
been made, the items can be 
graphed for the teacher, the 
school or for a particular sub- 
ject. 

b. Use of the “Visitor’s Report Sheet” 
by Killian. 

(1) Can be used similarly to a, (1) 

(2) Will change the monotony of 
using the same check sheet. 





PRINCIPAL, FEBRUARY, 1937 


109 











(3) In booklet form—a _ carbon b. For recording pupil six-week grades, 


paper can be inserted between c. For checking pupil attendance. 
two copies, providing one for 6. Routine factors. 
the teacher. a. Fire drills. 

5. System of records. b. Pupils moving in building. 

' a. For recording pupil test scores. c. Dismissals, etc. 


A form was devised for the purpose of recording pupil absences. The old scheme 
of collecting absence slips from every teacher, twice a day, consumed too much of 
the principal’s time. 

It will serve the following purposes: 

1. As an office record of pupil attendance. 

a. When a pupil is absent, a diagonal line is drawn thru the square on the 
date of his absence. If he is absent for the morning session, the symbol desig- 
nating the reason for his absence is placed at the top of the diagonal line; if he 
is absent for the afternoon session, the symbol is placed at the bottom of the 
diagonal line. If he has missed the entire day, the symbol is written above and 
below the line. 

2. It shows the total number of sessions absent for each day of the month. 

3. It shows the daily absentees. 

4. It shows the total number of absences per pupil per month. 

5. The form should be posted on the bulletin board where pupils may check 
their own attendance. 

6. It shows the pupils who have perfect attendance for the month. 

7. It can be used as a temporary record for teachers in filling in their state 
reports. 

8. It shows an accurate roll for each day. 

9. The number of pupils who entered the school can be easily gathered from 


this form. 
10. The number of pupils who left the school can be easily secured from the 


form. 

11. When teachers exchange rooms they can check the roll at a glance and see 
that no pupils have left the room after the roll was taken. 

12. Tardy marks are designated by writing the number of minutes a pupil is 
tardy above (A.M.) or below (P.M.) the diagonal line. 

13. It will serve as a means to check truancy. 





Are You Going To Tokyo? 


Dr. Uel W. Lamkin, secretary-general of the World Federation of Education 
Associations is arranging for the seventh biennial conference in ‘Tokyo, Japan, 
August 2-7, 1937. Many groups are getting together under the leadership of 
some competent person whom Dr. Lamkin has selected. We have learned that 
he has asked two of our outstanding principals to take charge of groups—FEar! R. 
Laing, 16265 Westmoreland Rd., Detroit, Michigan; and Mason A. Stratton, 
272 Huron Avenue, Absecon, New Jersey. 

If you are planning a delightful instructive ocean trip this summer, be sure to 
write to Dr. J. W. Crabtree, 1201 Sixteenth Street, N. W., Washington, D. C. 


—— 


110 THE NATIONAL ELEMENTARY 














fe 


ee 








Our Detroit High Lights 
June 27-July 1, 1937 


Every person interested in boys and girls should begin now to plan to attend 
the Detroit meeting. School duties may interfere with your going to New Orleans, 
but the meeting of the N.E.A. and its Departments at Detroit has been set at a 
time so that you may come. The meeting this summer is to be called “Diamond 
Jubilee” for the National Education Association is sixty years old. Your Depart- 
ment of Elementary School Principals was organized sixteen years ago, therefore 
let’s let our meeting be a reunion too. 

The achievements of the Department have been many and they have been ob- 
tained because our members have been interested in elevating and evaluating the 
work of the elementary school. Progress demands higher goals, and those who 
are coming to Detroit will receive an inspiration and a knowledge which will 
help them in their work. These meetings are your meetings, this department is 
yours, therefore come to Detroit and help us build a constructive’program, and 
let us benefit from your wise judgment. Let us be persistent in our work of help- 
ing our boys and girls. Our business of education is the greatest business in the 
United States. It touches the lives of every man, woman and child of this nation. 
Come and join with us in our study for the betterment of our work. 

Earl R. Laing, principal, Burt School in Detroit, member of the executive com- 
mittee, and chairman of our affairs, writes that he and his local committee have 
made great plans for us. Our local committee consists of the following: Earl R. 
Laing, chairman, Esther Cousins, Jennie Clow, Irene Sauble, Arnold Gregory, 
Frank Steele, Pauline Ruhr, Herman Browe, George Birkam, Roy Stevens, Inez 
Caswell, Rachel McKenney, James Baird, Claudia Wilson, James Voorhees, Nora 
Egan, Frances Hardie, Guy Bates, Jennie Flemming, John S$. Thomas, and Ben- 
jamin B. Lovett. 

Headquarters will be at the Statler Hotel, therefore make your reservation 
early. 

President Edythe Brown will arrange our Monday afternoon program, June 
28, while the Tuesday afternoon program, June 29 will be prepared by the local 
committee. Our social affairs will constitute a breakfast on Monday morning, 
June 28, and a banquet Tuesday, June 29 will also be planned by the local com- 
mittee and from what I have learned there has already been arranged some 
unique and challenging plans. Get ready to see the sights, learn lots and enjoy 
life to the fullest. What ever the Michigan group does, it always does extremely 
well. The April issue of this bulletin will carry more details of this program, 
and the June issue will contain a complete set-up. 





We have just learned, as we go to press with this issue of the bulletin, of the 
deaths of four of our members. They are as follows: G. O. Houston, life mem- 
ber, D.E.S.P., and executive secretary of the Louisiana Teachers Association ; 
William H. Eagleton, principal, Eagleton School, Denver, Colorado; W. S. 
Bellamy, principal, Winnetka School, Dallas, Texas; and Edith L. Curren, prin- 
cipal, Hayes School, Lakewood, Ohio. 





PRINCIPAL, FEBRUARY, 1937 














Sponsored by the Department 


Education B151S—The Administration and Supervision of the Ele- 
mentary School—The forenoon lectures will be delivered in Room 4009, Uni- 
versity High School, University of Michigan, Ann Arbor, July 5-16, 1937 by the 
members of the faculty of the School of Education and by individuals not con- 
nected with the University of Michigan. These lecturers will also be in charge 
of such discussion of their lectures as time may allow. 

The afternoon class work will be directed by Dr. L. W. Keeler of the local 
staff and will be limited to material found in the Fifteenth Principals’ Yearbook 
and other sources. 


Committees made up from the membership of the afternoon class will prepare 
reports on indicated material and present them in brief oral form before the class. 
These reports will be followed by general class discussion. 


Each committee will select its own chairman who will have charge of assign- 
ment and presentation of the work to be covered by each member of the committee. 
Each chapter unit of the Yearbook is followed by selected bibliographical refer- 
ences and from this list selection should be made for committee reports. A brief 
outline of the oral reports should be made and mimeographed copies of these out- 
lines be placed in the hands of members of the class. 


Our Faculty—Dr. J. B. Edmonson, dean, School of Education, University 
of Michigan, has placed the course in charge of Professor L. W. Keeler. They 
have selected the following outstanding educators to be our leaders in the con- 
ference: Dr. Agnes Samuelson, Iowa State Superintendent of Public Instruction ; 
Dr. L. W. Keeler, Member of the Faculty of the School of Education, University 
of Michigan; Dr. S. A. Courtis, Member of the Faculty of the School of Educa- 
tion, University of Michigan; Dr. Clifford Woody, Member of the Faculty of the 
School of Education, University of Michigan; Dr. Willard C. Olson, Member 
of the Faculty of the School of Education, University of Michigan; Dr. Henry 
J. Otto, Educational Director of the W. K. Kellogg Foundation; Dr. William 
G. Carr, Executive Secretary, Educational Policies Commission of the National 
Education Association; Dr. Herman Browe, Supervising Director of Detroit 





J. B. EDMONSON AGNES SAMUELSON L. W. KEELER 8S. A. COURTIS 





112 THE NATIONAL ELEMENTARY 


CONFERENCE ON ELBE 














ler 








RENTARY EDUCATION 


ent (Elementary School Principals 





Elementary Schools; Dr. Dennis Cooke, Professor, George Peabody College; Dr. 
Bessie Lee Gambrill, Professor, Yale University ; and Dr. Paul T. Rankin, Super- 
vising Director of Curriculum and Research in the Detroit Schools. 


Outline of Course—The subjects to be discussed: 


“NECESSITY OF A DEFINITE PROGRAM FOR IMPROVING THE OUTCOMES OF INSTRUCTION” — 
SAMUELSON. 

“ORGANIZATION OF COURSE AND VISIT TO ELEMENTARY SCHOOL PLANT’—KEELER. 

‘“‘LEADERSHIP BY THE STATE DEPARTMENT OF EDUCATION IN STIMULATING PROGRAMS FOR THE’ 
IMPROVEMENT OF INSTRUCTION’—SAMUELSON. 

“THE PHILOSOPHY OF ADMINISTRATION AND SUPERVISION’’—CouRTIS. 

“THE NATURE AND NEEDS OF THE CHILD,” CHAPTER I OF THE 15TH YEARBOOK—KEELER. 

“WHAT THE ELEMENTARY PRINCIPAL CAN Do IN DEVELOPING PROGRAMS FOR THE IMPROVE- 
MENT OF INSTRUCTION’ —SAMUELSON. 

“THE Use or TESTs IN THE ELEMENTARY SCHOOL’’—Woopy. 

“OuT oF ScHooL Factors AFFECTING CHILD ADJUSTMENT,” CHAPTER II OF THE 15TH’ YEAR- 
BOOK—KEELER. 

“PLACE OF THE ELEMENTARY PRINCIPAL IN THE IMPROVEMENT OF INSTRUCTION PROGRAM AS 
VIEWED BY THE STATE DEPARTMENT OF EDUCATION’’—SAMUELSON. 

“MENTAL HYGIENE IN THE ELEMENTARY SCHOOL’’—OLSON. 

“ADAPTING THE SCHOOL TO THE CHILDREN’S NEEDS,’ CHAPTER III oF THE 15TH YEARBOOK— 
KEELER, 

“PHYSICAL HEALTH IN THE ELEMENTARY SCHOOL”—OTTO. 

“CURRENT PROBLEMS IN THE FINANCING OF ELEMENTARY EDUCATION”—CARR. 

“THE TEACHER’S INFLUENCE ON PupiL PERSONALITY,’ CHAPTER IV oF THE 15TH YEARBOOK— 
KEELER. 

“THE ELEMENTARY PRINCIPAL AS LEADER IN CURRICULUM REVISION’’—BROWE. 

“THE ELEMENTARY PRINCIPAL’S RELATION TO THE PROBLEMS OF PUPIL PROMOTION’’—COOKE. 

“TYPES AND SYMPTOMS OF PupIL MALADJUSTMENT,” CHAPTER V OF THE 15TH YEARBOOK— 
KEELER. 

VisiT ELEMENTARY SCHOOL. 

“DISCOVERY AND EVALUATING CAUSES OF BEHAVIOR PROBLEMS,” CHAPTER VI oF THE 15TH 
Y EARBOOK—KEELER. 

“THE Use or ABILITY GROUPING IN THE ELEMENTARY SCHOOLS OF DETROIT’—BROWE. 

“ORGANIZATION OF THE ELEMENTARY PROGRAM FOR INSTRUCTION’ —GAMBRILL, 

“INFORMAL DISCUSSION OF THE PROGRAM AND POLICIES OF THE DEPARTMENT OF ELEMENTARY 
ScHOOL PRINCIPALS’—PINKSTON. 

“ORGANIZATION OF THE ELEMENTARY PROGRAM FOR IMPROVEMENT OF INSTRUCTION’ —BROWE. 





CLIFFORD WOODY Ww. C. OLSON HENRY J. OTTO WM. G. CARR 





PRINCIPAL, FEBRUARY, 1937 113 








HERMAN BROWE DENNIS COOKE BESSIE L. GAMBRILL PAUL T. RANKIN 


“THE MICHIGAN STATE OFFICE OF EDUCATION PLANS FOR CURRICULUM IMPROVEMENT’ — 
RANKIN. 

“APPLYING SPECIFIC REMEDIAL MEAsuRES,” CHAPTER VII oF THE 15TH YEARBOOK—KEELER. 

“ADMINISTRATION OF SERVICE AGENCIES IN RELATION TO ELEMENTARY SCHOOLS’—BROWE. 

“THE PROBLEM OF MAINTAINING MorALE AMONG ELEMENTARY-SCHOOL TEACHERS’ —COOKE. 

FINAL EXAMINATION IN THE COURSE. 


Fees, Credits, Housing Accommodations, Etc.—A tuition fee of $15.00 
has been approved by the University authorities. Students will be allowed two 
hours credit. The course is planned to take the full time of students for the two 
weeks period—July 5 thru July 16—and it is also designed for those who do not 
expect to carry other university work during the Summer Session. Dean Edmonson 
has made arrangements for those who wish to stay on the campus to get accommoda- 
tions at the Michigan League. 

Be sure to bring your Fifteenth Yearbook, “Personality Adjustment of the 
Elementary School Child” with you, and save yourself some money, for the in- 
struction will be organized in terms of important issues presented. 

Committee—The committee of the D.E.S.P. which outlined and planned this 
forward movement consists of: Mrs. Edith B. Joynes, principal, Washington- 
Gatewood Schools, Norfolk, Va. (chairman); Mason A. Stratton, principal, 
Brighton Avenue School, Atlantic City, N. J.; and Edythe J. Brown,,. principal, 
Kaley-Marquette Schools, South Bend, Ind. 


(Tear here and mail) 


Dr. L. W. KEELER 
SCHOOL oF EDUCATION 
UNIVERSITY OF MICHIGAN 
ANN ArRBor, MICHIGAN 


I plan to attend the Conference on Elementary Education which is being sponsored by 
the Department of Elementary School Principals, at the University of Michigan, Ann 
Arbor, July 5-16, 1937. 


Teaching Position é ee Gin ie 
ge ce el 


City and State 





114 THE NATIONAL ELEMENTARY 








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Qualifications for the Elementary-School 


Principalship In the Various States and 
In Cities Above 50,000* 


Isadore D. Karchin, principal, Sullivan Public School, 
Philadelphia, Pennsylvania 


Statement of the Problem—-The purpose of this study 
is to make a survey of state certification and city require- 
ments in cities of 50,000 and over for the elementary-school 
principalship at the present time. The problem has been 
divided into two parts: (1) Certification in the various states ; 
and (2) City requirements based upon the results of a ques- 
tionnaire. 

Delimitation of the Problem—Every state in the 
Union has been included in this survey of state certification ; 
SADORED.KARCHIN however, no attempt has been made to study certification re- 

quirements set up by city or county districts. A questionnaire 
was sent to all cities of 50,000 and over to determine certain specific requirements 
demanded for the principalship in elementary schools. 

Timeliness—The Department of Elementary School Principals of the Na- 
tional Education Association made a study of state certification for the elementary- 
shool principalship in 1928. It was then stated that in “37 states one does not 
need a special certificate to be an elementary-school principal.” This thesis will 
attempt to show how far the states have advanced toward differentiation of cre- 
dentials between teachers and elementary-school principals in the last eight years. 
Itshowed no uniformity or agreement in requirements. Is there any uniformity 
today? How widely different are the minimum requirements for special cre- 
dentials ? 

Cities vary in their demands for the principalship. With the ever-increasing 
number of candidates for administrative posts, municipalities are in a position now 
to raise the professional standards of the principalship. Are they taking advantage 
of this condition? It would be interesting to note what trends, if any, are shaping 
themselves. 

Toward a Differentiated State Certificate—An important consideration 
in regard to the granting of certificates is the authority empowered to issue and set 
up standards for their attainment. Certification was originally a local function, 


‘fand in Massachusetts the town system of local certification is still employed. Local 


authorities in various other states still have the power of certification, but the tend- 
ency is to do away with it. Superseding this structure of local (town, district, city, 
and county) authority is state regulation. This form of certification establishes 
minimum preparation for the teaching profession but, at the same time, permits a 
wmmunity to require additional evidence as to training and competency. An in- 
teresting picture of certification from local authorities to state authority is clearly 
demonstrated by the evolutionary development of certification in New York State. 


*“See Editor’s Note at end of article.” 





PRINCIPAL, FEBRUARY, 1937 115 











There are two methods of assigning the authority to grant certificates and define 
the conditions under which they are granted: 


1. Statutory provision specifying the number of certificates, the qualifications demanded 
for each, the authority empowered to grant them, term, and validity. 

2. Assignment by statute of authority to formulate rules and regulations for certification 
to state officers without making specific provisions for details in the law itself. Genera] 
authority to do this is given to the state board of education or the state department. 


The latter of the two methods appears to have certain advantages, since that 
agency which is close to educational conditions and in a position to be responsive 
to educational needs is given control of standards. 


Not so long ago, states had no special certificates for specialized fields of work. 
There was, however, a widespread feeling among educational leaders that profes- 
sional preparation should be in terms of the need of the position to be filled, and 
that the certificate should signify that such preparation has been made. “Until 
recent years, preparation for teaching and successful experience as a teacher were 
considered ample preparation for any teaching or supervisory position.” This at- 
titude has changed, and the principle of differentiation of certificates issued and 
corresponding specialization of training required has been extended to include 
administration and supervision. “Differentiation between the administrative and 
supervisory functions, and between the functions and qualifications- required of 
high-school and of elementary-school principals are noticeable recent tendencies.” 
However, in 1932, Graves writes, ‘““As yet barely a dozen states issue certificates 
for the elementary principalship. The others require only the same certificate 
as for a teaching position or make very minor additional requirements.” 


Professionalizing the Principalship—Before undertaking his work, a 
principal should secure considerable specific academic training in courses pertain- 
ing to the elementary school. As far back as 1913, Percy E. Davidson, in a scholarly 
article, deplored the lack of sufficient academic training of school officials. “The 
direction of schools lacks the first requirement of the profession, a fixt category of 
social problems with which a special technic is associated. ... If one turns to the 
writings on school management with the expectation that at least worthy concep- 
tions of these offices exist on paper, the reward is a half dozen articles and chapters 
outlining a set of duties appropriate to a fairly efficient clerk or caretaker.” The 
writer proceeds to analyze the duties of the elementary-school principal, and then 
outlines a general course of study. He estimates that “five years above high 
school would accommodate it comfortably, and that its successful conclusion would 
be marked by some professional degree as that of A. M. in Education.” 

It appears that the World War retarded progress toward the goal outlined in 
the preceding paragraph; for in 1925 Frank W. Hart, writing in the Teachers 
College Record, analyzes the educational leadership of the elementary schools in 
“one of the most educationally progressive states’ and exposes the lack of pro- 
fessional training. 

In forceful language he said, “That educational leadership is not professional- 
ized is evidenced by the fact that upon all levels and in all grades of educational 
institutions, leaders are chosen with little or no consideration of the training which 
would fit them to meet and solve the problems involved.” 





116 THE NATIONAL ELEMENTARY 





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Basing his analysis “on returns from what may safely be assumed to be the 
upper 25 percent of the elementary-school principals of that state,” he points out 
that: 33-1/3 percent had not had theory or philosophy of education; 40 percent 
had not had methods; 45 percent had not had educational psychology; 50 percent 
had not had educational administration; 55 percent had not had tests and meas- 
urements; 73 percent had not had supervision; 73 percent had not had school 
hygiene; 73 percent had not had vocation education; and 81 percent had not 
had educational experimentation. 

In summing up his article, Mr. Hart gives two good reasons for a specialized 
credential for elementary-school principals. “Now, if specialization of certification 
is recognized as necessary and desirable in the case of classroom teachers, where 
there is relatively great overlapping in the professional aspects of their work, is it 
not true beyond question that administrators whose functions are so distinctly dif- 
ferent from those of the classroom teacher should be required to present a credential 
evidencing their special training for the duties of their office? And again, if cer- 
tification of teachers i¢ a recognized means of elevating teaching to the level of a 
profession, is it not equally true that specialized certification of executives will 
tend to place educational leadership on a professional plane?” 

It was a common practise until recently to promote to the elementary-school 
principalship the successful elementary-school teacher of many years’ experience, 
despite limited educational preparation. As a part of the National Survey of the 
Education of Teachers, Deffenbaugh tabulated the replies of 2730 principals in 
cities of 100,000 or over and found that 38 percent of the principals had had less 
than four years of college training. 

Back in 1927 Worth McClure, writing in the Journal of the N.E.A., pre- 
dicted that ‘“‘in view of the increasing tendency for high standards for teachers, 
those of principals will naturally be affected. The effect of widespread adoption 
of salary plans awarding increased compensation for those teachers holding de- 
grees inevitably hastens the day when the Bachelor’s degree will be required of 
candidates for the principalship. 

“The logic of this situation is inescapable. The requirement of the bachelor’s 
degree in turn will result in the stimulation of institutions of higher leatning to 
offer more graduate courses for principals, which will have a tendency to raise 
standards again. As a result of this combination of factors, it is not altogether 
unlikely that the next generation of principals will see the master’s degree as a 
standard requirement.” 

In addition to professional training, both before and in service, actual experi- 
ence is necessary for the making of a successful principal. ‘The prospective prin- 
cipal should have served at least three years as a teacher or minor administrator 
in the particular type of school he is to manage.” 

The elementary-school principal’s certificate is a comparatively recent develop- 
ment in the differentiation of credentials. The setting up of definite requirements 
for the principalship is evident whenever a revision of the rules and regulations 
governing certification takes place. Since 1928, when only eleven states had special 
certificates for the elementary-school principal, thirteen additional states have 
incorporated a principal’s license in their certification regulations. In 1925 Hart 





PRINCIPAL, FEBRUARY, 1937 117 











found that in “one of the most educationally progressive states” the principals di 
not have adequate academic professional training. State departments of education 
are recognizing the importance of professional courses much as Administratioy 
and Supervision, and are specifically mentioning them in the regulations. The 
tendency is definitely toward requiring a master’s degree, with professional course 
and experience as an elementary teacher or administrator. 

Previous Investigations—T his review of previous investigations in the field 
of certification of elementary-school principals shows that the raising of qualifica 
tions for the principalship has raised with it the prestige of the teaching profession, 

Findings— 


P 


ae 


0 NID 


10. 


18. 


In 1928 there were eleven states which had a special certificate for the 
elementary-school principalship. Since then, thirteen additional states 
have established special certificates. 

There is a tendency to make the special certificate mandatory for prin- 
cipals of schools having a certain minimum number of teachers. 

Fifteen states issue special certificates which are mandatory. 

States differ widely in their demands for the special certificate. 

Principals who desire a special certificate are required to have from two 
to five years of post-high school training. 

Indiana requires a master’s degree for the mandatory special certificate, 


. Nineteen cities demand a master’s degree of candidates for the principalship, 


The doctor’s degree is required in East Orange, New Jersey. 

In three states and in 20 percent of the cities, elementary-school teaching 
is specified as a type of experience desired. 

Eight cities require the prospective principal to serve as an assistant under 
an elementary-school principal in order to acquire administrative experi- 
ence. 

The trend today is toward securing persons who have had elementary-school 
teaching and administrative experience. 

Professional courses are limited in the main to Administration and Super- 
vision but additional courses are gradually being required. 

The validity of certificates varies from two years to life. 

The purpose of renewals is to step up professional requirements. ‘The pre- 
requisites for renewals usually consist of additional academic and pro- 
fessional credits plus successful school administrative experience. 

In most cities, the authority for appointment is vested in the Board of 
Education. In the larger cities, however, there is a tendency to permit the 
superintendent to share the appointive power. 

Superintendents of the larger cities tend to make more use of subordinate 
staff members to aid in the selection of principals than do smaller city 
superintendents. The larger the city, the more likely this is to happen. 

While the majority of cities do not discriminate concerning sex, a number 
do have preferences (21 cities prefer men; 18 cities prefer women) 
which are somewhat evenly divided between men and women. 

One-third of the cities discriminate against married women for the prit- 
cipalship. 





118 


THE NATIONAL ELEMENTARY 





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19. Only 19 percent of the cities require any kind of an examination. 
20. ‘Ten cities above 300,000 require an oral, written, and physical examination. 
21. The common state requirements at the present time for an elementary- 
school principal’s certificate are as follows: 
a. Academic training: Four years above high school. 
b. Courses required: Education courses specifically courses in Admin- 
istration and Supervision. 
c. Teaching experience: Three years. 
2. ‘he common requirements for the principalship in cities over 50,000 are 
as follows: 
a. Academic training: Four years above high school. 
b. Courses: Those required by the state certificate. 
c. Teaching experience: Five years. 
d. Marital status: Married women at a great disadvantage. 


(Epitor’s NoTE: I am indeed sorry that space prohibits us from publishing this entire 
study, which Mr. Karchin has made. This thesis was presented to the faculty of Teachers 
College, Temple University, in partial satisfaction of the requirement for the master’s 
degree in education. Mr. Karchin has allowed us to share this valuable information with 
you. In this study he not only makes a state by state survey, but also lists at the bottom of 
each page the publications from which he gleaned this valuable material. Lack of space 
prohibits us from publishing this splendid bibliography.) 





Our New Editorial Committee Member 


Each year it is the duty and privilege of the president to select a member of 
the Editorial Committee of the Department of Elementary School Principals. 
This committee, as has been stated before, is a rotating committee consisting of 
three people, who serve for a period of three years each. 

This year we are delighted to notify our members that President Brown has 
chosen Miss Cecelia Galvin, principal, School No. 3, 23 N. Rural Street, In- 
dianapolis, Indiana, as the new member of the Editorial Committee. 

Miss Galvin obtained her M.S. degree from Butler University, and her Ph.D. 
degree from the University of Chicago. She has been connected with the school 
system of Indianapolis for a number of years and is rated as “‘a very fine principal.” 
She has been one of the most enthusiastic and active state enrolment chairmen 
which the Department has had. Headquarters is delighted that she is to continue 
serving the Department. _ 

Miss Galvin will meet with the Editorial Committee at New Orleans, just prior 
tothe meeting of the Department of Superintendence. She takes the place of+ Dr. 
Samuel Berman, who has done a perfectly splendid piece of work on the last two 
Yearbooks of the Department. Dr. Berman finishes his term this year by acting 
as chairman of the 1937 Yearbook, “Appraising the Elementary School Program.” 





PRINCIPAL, FEBRUARY, 1937 119 











How the Progressive School Meets the 
Needs of Our Society 
R. G. Wright, principal, Linden School, South Bend, Indiana 


Introduction—What I have to say is brief and, | believe 
to the point. No effort has been made to elaborate—that 
has been left for the discussion to follow. 

I propose to do three things; namely, point to some char- 
acteristics peculiar to our society and show how these form 
the basis of the progressive philosophy, show how the aims 
of the progressive school fits into the demands of our society, 
and finally to present some practical suggestions that may be 
used in school adiministration. 

R. G. WRIGHT Our Society—Our society is built upon the democratic 
ideal—not that we have a pure democracy but we have the 
ideal. This fact demands certain things that no other form of government re- 
quires. For example, our members must be able to meet all kinds of situations, 
new as well as old, according to certain standards of the times. To make the 
situation all the more complex, we have learned from experience that these stand- 
ards are subject to change with very little or no notice. This leads us directly 
to a dead end if we accept any form of education based on supplying ready-made 
solutions to problems. In our society we do not know what problems are to be 
confronted to say nothing of knowing what solutions to teach. Therefore, our 
people must have command of the means of SOLVING PROBLEMS rather 
than ready-made solutions. A Hitler or a Mussolini would not thrive so well in 
a democracy—they have all the answers for their society; while in the United 
States we want to and must work out answers. In my estimation this point is one 
of the basic stones in the foundation of the progressive philosophy. The very 
fact that the standards of values in our society do change, and at times rather 
quickly, makes the aims of society very complex and demand flexability. So far 
as I can determine, the only aim of our society that has remained unchanged is; 
perpetuation of the democratic ideal. 

“A democracy, by its very nature, tends to have neither a clear fixed statement 
of its ideals nor a planned course of action to achieve its purposes.” William F. 
Russell has made a statement to the effect that it is inconceivable for any society 
to support a system of education that does not aim at perpetuation of a like society. 

School Aims—This brings us to our second point—the aims of school edw- 
cation in a democracy. From the foregoing discussion of our society you can realize 
what a tough job it is to set up aims of education to continue a society whose de: 
mands are continually changing. It is like trying to hit a moving target. In my 
estimation it is here that the traditional and the progressive philosophies definitely 
part ways. The traditionalist insist on holding the targets still—those aims that 
they say are demanded by all societies all the time. The progressives maintain there 
is constant change or the possibility of change in any and all aims. The latter offer 


1Caswell and Campbell, “Curriculum Development,”” American Book Co., 1935, p. 29. 








120 THE NATIONAL ELEMENTARY 








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the following as school aims: (a) cooperation with other social agencies to dis- 
cover and define democratic ideals in usuable terms; (b) provide for the con- 
tinuous re-defining and re-interpretation of social ideals; and (c) provide for all 
boys and girls an equalized minimum educational opportunity. 

I feel I would be making an error if I left the aims so general. They may be 
stated in more pedagogical terms. For example, (1) to carry forward and add 
to certain knowledges and skills, (2) to educate for a changing civilization, (3) to 
provide for living fully now and in later life, (4) to develop the individual to be 
a useful member of society. In view of the fact that most of us are associated 
either directly or indirectly with the elementary school it seems advisable to relate 
the foregoing aims to this school. As I see it, the progressive elementary school 
has three major aims; (1) civic-social—moral responsibility, (2) recreational 
and aesthetic participation, and (3) physical and mental health. These demand 
recognition of individual differences, adapting education to the child’s nature and 
interests, and training in fundamental processes. 

It is true some of the traditional school philosophies have set up similar aims. 
However, as the aims were put into operation the results tend to make for a pro- 
gressive school. In my estimation, most school people of today are more or less 
progressive. 

The progressive school, as I have indicated, represents a philosophy—those of 
us who place the emphasis on child growth and development first and on subject 
mgtter acquisition second. Do not misunderstand me, subject matter is very im- 
portant and can not be divorced from child growth and development. However, 
major emphasis on subject matter is in line with the traditional philosophy and 
major emphasis on the individual is progressive. Like all new ideas, the original 
supporters of the progressive movement were somewhat radical and were prone 
to throw the baby out with the bath water. Today the idea, in line with good 
progressive philosophy, is toned down to recognize some good as well as the bad 
in the traditional and foreign thinking. 

Perhaps it would be well to take time to refresh your minds with what Dewey 
has presented as being the basic ideas of the progressive movement. (1) Educa- 
tion as a necessity of life. (2) Education as a social function. (3) Education as 
direction. (4) Education as growth. (5) Democratic conception of education. 
Time will not permit a thoro discussion of these points. Dewey has several books 
on them. 

However, a very brief summary might be as follows: Education is a prime re- 
quirement of society and is largely the communication or the sharing of ideas and 
experiences with others until they are possessed by both parties. Environment is 
the sum total of conditions which are concerned in any act. As a society becomes 
more complex it is necessary to supply special environments to assist in the educa- 
tive process; thus, we have the schools. 

Young children must be directed or guided—if left alone they perish. This 
directive force can be best used in the control of the environment. Common ex- 
periences and meanings are thus developed. Activity is the basic material for the 
direction of the young—they act. It is right to set the stage so their actions bring 
results approved by use. 





PRINCIPAL, FEBRUARY, 1937 121 











Growth is the very essence of life and depends on the plasticity or the power ty 
learn. Growth is not merely physical; it is a unifying concept. The ancient ide; 
of distinguishing between mind and body is being dissolved. Both are subject ty 
regular steps of growth. Anything that tends to make us set or fall into a ry 
lessens our chance for growth. Therefore, beware of habits in the traditional sense 
If habits free us for more activity then we are more powerful as a learning agent, 

The democratic conception of good social life is: broad interaction betwee 
many small groups. The broader our associations the better we are as a member 
of a democratic society. The gang is a representation of narrow social intercourse. 

So far I have dwelt on theory. Now I shall attempt to show how to apply this 
theory in practise. 

Administration—In my estimation the first step in the administration js 
after the principal is convinced, the development of a feeling of fairness in all 
actions and decisions on the part of the principal, teacher and pupil. No longer 
should the “I tell you and you do” attitude be taken. 

The second point is truthfulness. This may sound trite but every one concerned 
should understand the why and wherefore of all decisions. For example, ever 
pupil has a right to know exactly why a teacher decides his work is satisfactory or 
unsatisfactory. This attitude of truthfulness should be exemplified by everyone. 

The third point is cooperation. This can not be over emphasized. All teachers 
must be assisted in developing a feeling that they have a voice in the management, 
large or small as their responsibility will permit. The same is true for the pupils. 
A feeling of immaturity is conducive to growth rather than an indication of the 
lack of something. Whenever any person has arrived or mastered the whole of any- 
thing and knows all the answers he should die. Really society would be better off 
had he died before the final development. If all concerned develop the idea of co- 
operation then and only then can the ideas of a progressive school show growth. 

Lastly, the administration should always keep in mind that each and every child 
is an individual and that society expects his education to start where he is and pro- 
gress as far as humanly possible. The individual is to become the best possible 
member of society. As important as subject matter is, society expects more and 
must have more. 

Teaching Technic—All teachers having the child should plan their work 
cooperatively, so that every known approach for growth and development can be 
used. It is at this point that teachers begin to understand the possibilities of such 
a procedure. The best teachers next begin the use of directed thinking. ‘That is, 
they guide rather than demand. Teaching devices and all kinds of uses of the im- 
mediate environment are brought into action as elements in the guiding procedure. 
The pupils are encouraged to note their growth and development rather than grad- 
uated distances toward some predetermined goal set up by adults who may think 
they know all the answers to the needs of all children in general. 

The main difficulty encountered is caused by trying to meet standards set for a 
traditional type of school. The teachers question any procedure, even if they 
think it is right, that is contrary to decrees based on subject matter acquisition. It 
is necessary at this point in the development to emphasize the points noted under 
administration; namely; fairness, truthfulness, and consideration of individuals. 





122 THE NATIONAL ELEMENTARY 








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Our Membership 
Eva G. Pinkston 


We start the New Year with an all-time high record in membership. How 
happy we are to announce that the Enrolment Chairmen for the Department of 
Elementary School Principals have worked unceasingly to gain this peak. Their 
object has been to get the principals and friends of elementary education to join 
together in a common cause to give better educational facilities to our boys and 
girls. They have realized that by joining hands, hearts, and minds we can profit 
by the help and experience of each other. They have also learned that those of 
us who are engaged in training the minds of children of the elementary school level 
have the real responsibility of training civilization, and'that it behooves us to con- 
tinually be on the alert for newer and better ways to teach. 

We are glad to welcome to our ever-increasing list of members the many super- 
intendents, college professors, librarians, book people and others who are interested 
as we are in the work of the elementary school, and one superintendent wrote, “If 
those who are interested in boys and girls will band themselves together for the 
betterment of mankind, it is needless to say that their united effort will correct or 
rectify many of the evil influences which now seem to be potent everywhere. I 
believe that the ideals and aims of the Department of Elementary School Prin- 
cipals are established for this purpose and hope it will continue in its endeavor.” 

Let me say that 4,421 of us are banded together to work for many worthwhile 
achievements and to increase our ever-widening opportunity for service. We real- 
ize that we cannot reach our objective without the united action of elementary 
principals and those interested in elementary education. The principals of some 
cities and counties have enrolled, 100 percent, and others have written that their 
list will soon be complete. We know that our growth has resulted largely from the 
efforts of those who have long been members of our department and who, there- 
fore, appreciate its value. 

It makes us happy to announce that the following cities are 100 percent in 
membership: Prescott, Arizona; San Gabriel, California; Kansas City, Kansas; 
Detroit, Michigan; Hamtramch, Michigan; Normandy, Missouri; Omaha, Ne- 
braska; Hicksville, New York; Watervliet, New York; Port Arthur, Texas; 
Radford, Virginia; Huntington, West Virginia; and Casper, Wyoming. The 
principals of Ritenour Consolidated School District, of Missouri are also 100 
percent. 

Arkansas and Louisiana are the first states to reach their quota. Ralph B. Jones 
is our state enrolment chairman for Arkansas and Amy H. Hinrichs is our state 
enrolment chairman for Louisiana. Alaska has also reached its quota, under the 
leadership of Anthony E. Karnes, enrolment chairman. 

Since December we have received the names of the following Enrolment Chair- 
men: 

Indiana Missouri 


City Chairman—O. M. Swihart, South City Chairman—W. T. Longshore, Kan- 
Bend. sas City. 





PRINCIPAL, FEBRUARY, 1937 123 














New Jersey 

County Chairmen—Ralph C. McConnell, 
Atlantic City; Dorothea Wein, Cape May; 
Mrs. Jessie M. Wamsley, Pitman; H. Eloise 
Bryan, Riverton. 

City Chairmen—Merrill A. Bigelow, 
Bloomfield; Gustav Patz, Irvington; Fer- 
dinand L. Beck, Linden; A. L. Hartman, 
Montclair; William R. Smith, Newark; 
Wm. G. Fiedler, Union City. 


New York 
City Chairman—Jane E. Monahan, New 
York. 


North Carolina 
District Chairman—J. E. Miller, Wash- 
ington. 


Ohio 
City Chairmen—W. Q. Brown, Cincin- 
nati; Amy Eldridge, Youngstown. 


Pennsylvania 

City Chairmen—J. G. Hoffman, Lawrence 
Park, Erie; E. A. Dimmick, Pittsburgh; 
D. J. Mahoney, Wilkes-Barre. 


West Virginia 

County Chairmen—D. W. Bryson, Beck- 
ley; Stanley Brown, Buckhannon; Okey M. 
Cogar, Camden-on-Gauley; G. D. Ramsey, 
Cario; Mrs. Hazel S. Mowry, South Charles- 





ton; James Molar, Charleston; Columby 


Ash, Clarksburg; Cecil Ayers, Elizabeth 


Clara Manning, Elkins; Byron Miller, Pair.) 


mont; G. W. Harpold, Fairplain; E, 2 
Eskey, Fayetteville; Gilbert Reed, Fly. 
woods; O. R. Hammer, Franklin; Harrys 
White, Grafton; Frank Ferrel, Grantsyille: 
Harold Henderson, Green Springs; Minn 
Cox, Hinton; H. S. Conners, Hurricane 
Fred M. Carey, Kenova; V. A. Stagger 
Keyser; J. Z. Johnson, Marlinton; J, 8 
Martin, Martinsburg; M. G. Alley, Mate. 
wan; W. R. Cooke, Matoaka; Lynn Hay. 
ings, Morgantown; Henrietta Found 
Moundsville; C. V. Stewart, Mullens; C.f 
Bohrer, New Martinsville; C. D. Hender. 
son, North Cumberland; William Kline 
Parkersburg; Earl Corcoran, Parsons; Lil. 
lian Hume, Paw Paw; W. B. Phipps, Peac 
Creek; Easton Feaster, Petersburg; Darrel 
Malone, Philippi; Bertha Filson, Poin 
Pleasant; R. E. L. Hart, Pranter; Ro 
Matheny, Richwood; A. Dent, Roncevette; 
L. F. Rosenlier, Saint Marys; J. E. Hays 
Sand Forks; Elsie McKission, Sistersville 
Geraldine Dent, Spencer; Roy Ash, Union 
S. P. Hawse, Wardensville; Lena Davis 
Welch; C. E. Agnew, Wellsburg; Theo 
doric Bland, Weston; Rufus Lambert, Wes 
Hamlin; Rex Gray, West Union; Estella 
Scharff, Wheeling; Parker Black, Widen, 





A Pioneer 


The story of the work done by Miss Hattie L. Schuster, 
Shreveport, Louisiana, has been so interesting that we wish 
to share it with our members. Miss Schuster established the 
first kindergarten in Shreveport in 1887. She was so success- 
ful in this new enterprise that in 1895 she responded to the 
call of the Louisiana chautauqua at Ruston to take charge 
of a model school and kindergarten. In 1902 she organized 
the first P.T.A. of Shreveport and in 1903 relinquished her 
private kindergarten enterprise to be principal of the kinder- 
garten department of the public schools. 


HATTIE L. SCHUSTER 


In 1906 she complied with the call from the Louisiana 
State University to conduct a kindergarten and training class for teachers at its 


summer session. 


Miss Schuster is still conducting the central kindergarten under the public 
school system of Shreveport. Many assistants have received their training under 


her leadership. 


After reading the story of Miss Schuster’s remarkable work we can easily ut 


derstand the cause of her success. 


——$—$—— 





124 


THE NATIONAL ELEMENTARY 














ville; 
nion; 
Davis, 
Theo- 
Wes 
stella 
len, 


News As We Gather It 


* Frank M. Foulks, state enrolment chair- 
man for the D.E.S.P. for Florida, has writ- 
ten one of the most interesting articles con- 
cerning the elementary principals, and has 
sent this excellent contribution to principals 
and educators thruout the state. 


* The Schoolmasters Club of Morgantown, 
W. Va., organized November, 1926, cele- 
brated its tenth anniversary with a dinner 
in the Marine Room, Hotel Morgan, on 
Thursday, November 19, 1936. 

Cecil R. Gates, principal, McKinley Ave- 
nue School, Morgantown, sent to Head- 
quarters a copy of the program. Five-min- 
ute resumés of the studies made during 
each year were made by each of the past 
presidents. We wish to congratulate this 
club on having completed ten years of suc- 
cessful leadership and wish for them a con- 
tinuation of their success. 


* The University of North Carolina has 
definitely committed itself to the work of 
building up a program of training for the 
elementary-school principalship. Dr. Guy 
B. Phillips, a leader in education, will have 
the responsibility of bringing these courses 
to the attention of principals of North 
Carolina, as well as elsewhere. We wish 
for him success in this splendid undertak- 
ing, and hope that he will call upon head- 
quarters if we can be of any assistance. 


* Earl C. Denney, chairman of the Pro- 
gram Committee of the Tulsa Elementary 
Principals Association, sent us a copy of the 
program which took place Monday, Decem- 
ber 7. The subject of the panel discussion 
was “The Effectiveness of Grouping Ele- 
mentary-School Children for Purposes of 
Instruction and Learning.” 


* Arthur Klein, principal, P. S. 158, Man- 
hattan, New York, has written a perfectly 
splendid review of the 15th Yearbook of 
the Department, “Personality Adjustment 
of the Elementary School Child,” for the 
January 6 issue of the New York Sun. We 
wish to thank Mr. Klein for this favor. 
Our thanks are also sent to Margaret Mack- 
intosh, Brooklyn, for sending to headquar- 
ters a clipping of this paper. 


* The first day of the State Convention 
of the California Elementary School Princi- 
pals’ Association, in Sacramento, March 


19-20, will be devoted to professional meet- 
ings and visiting schools in the City of 
Sacramento. An outstanding feature of the 
meetings will be a symposium followed by 
a panel discussion by a group of about fif- 
teen elementary principals working under 
the direction of Dr. George C. Kyte, Pro- 
fessor of Education, University of Cali- 
fornia. This group of principals is spend- 
ing a year of seminar study at the Univer- 
sity of California and doing experimental! 
work in their own schools on problems con- 
cerning the curriculum. 

The second day of the convention will be 
devoted to the transaction of the official busi- 
ness of the State Association and the elec- 
tion of officers for the coming year. 

This interesting information was sent to 
1eadquarters by William J. Burkhard, presi- 
dent. 


* The Elementary-School Principals Asso- 
ciation of Nassau County, Long Island, New 
York, has a perfectly splendid program out- 
lined for the year. The general theme is 
Rebuilding the Curriculum to Satisfy Com- 
munity Needs. The topics for discussion for 
the meetings yet to come are: March 11— 
Techniques of Curriculum Reconstruction; 
April 1—Specific Changes in the Curric- 
ulum; and May 6—Social Studies in Re- 
construction. 


* In November the Chicago Principals’ 
Club sponsored a dinner and reception to 
their new Superintendent of Schools, Dr. 
W. H. Johnson. Teachers, supervisors, and 
others were invited to join the Club in hon- 
oring their superintendent. Twenty-five 
hundred people sat down to the banquet 
in the grand ball room of the Hotel Stevens. 
For ten years Dr. Johnson was principal of 
elementary schools in Chicago. In 1935 he 
became assistant superintendent of schools, 
and on the death of Dr. William J. Bogan 
last spring he was elected superintendent 
of schools. 


. ® J. H. Reed is editor of the News-Letter 


of the West Virginia Elementary Principals 
Association, which is sent to all members. 
Mr. Reed reports four counties which are 
100 percent in the state association. 


* School Newspapers are continuing to 
come to headquarters. Among those which 
have come in during the past month are: 





PRINCIPAL, FEBRUARY, 1937 


125 











The Ludlow Review, James R. Ludlow 
School, Philadelphia, Pa.; Mayfair Meteor, 
Mayfair School, East Cleveland, Ohio; and 
Lothair School News, Lothair, Ky. 


* The new officers for the Pennsylvania 
Elementary Principals Association are: 
President, William J. Laramy, Upper 
Darby; Vice President, E. M. Dimmick, 
Pittsburgh; and Secretary, Reinhold W. 
Goll, Philadelphia. 


* W. Q. Brown, state enrolment chairman 
for the D.E.S.P. for Ohio and principal of 
Kennedy School, Cincinnati, has just been 
elected president of the Ohio Principals 
Association. One of the major problems 
which he plans to work on this year will 
be single salary schedules for equal quali- 
fications. 


* We are delighted to see that the Chicago 
Principals Club is again publishing bulletins 
and monographs. Those of us who received 
the bulletins which were published in the 
six-year period (1926-31) know how invalu- 
able they were. 

Number seven of this series, entitled, 
Public Relations of the Principal, is of much 
more than local interest. It constitutes, more- 
over a fine example of successful, coopera- 
tive project by a number of Chicago princi- 





pals. We are delighted to know that Her. 
man Ritow, former state enrolment chair. 
man for the D.E.S.P., is chairman of the 
monograph committee. - 


* The new officers of the Texas Elementary 
Principals and Supervisors Association are: 
President, L. M. Fertsch; Vice President, 
Byron England; Secretary-Treasurer, Cor. 
rine Nash; and Editor, Wayne Yount. 


* Dr. Arthur L. Brandon, executive secre. 
tary, American Youth Commission, has pub- 
lished a pamphlet on this important Com. 
mission’s activities, the general purposes of 
which are: (a) To consider all the needs 
of American youth between the ages of 
twelve and twenty-five, and to develop a 
comprehensive program for their care and 
education; (b) To ascertain by an investi- 
gation of the agencies concerned with the 
care and education of youth how effectively 
these needs are being served; (c) To ap- 
praise the facilities and resources for meet- 
ing the needs of youth; (d) To recommend 
eventually some procedures and programs 
which seem to be most effective in solving 
the problems of youth; and (e) Finally, 
to popularize and promote desirable plans 
of action thru conferences, publications, 
and demonstrations of promising proce- 
dures. 








Association For Childhood Education’s Convention 


The 44th Annual Convention of the Association For Childhood Education, will 
be held in San Antonio, Texas, March 30 to April 3, 1937. The special features 
of this meeting will be: Ten Study Classes on Today’s Major Problems in Child- 
hood Education; Inspiring General Sessions; Vital Business Sessions ; Committee 
Discussion Breakfasts ; Special Groups for Friday and Saturday Visitors ; Directed 
School Visiting in and about San Antonio; Excursions to Interesting Points— 
Delightful Social Events; Beautiful Drives; Childhood Education Luncheon; 
Annual Banquet ; Unusual Exhibits; and Post Convention Trip to Mexico. 

Leaders in childhood education from all over the country will participate in 
the Program and Discussions. This is a real opportunity to absorb the history, 
romance and unique environment of the State that is an empire in itself. 

One of your primary teachers should attend this meeting so that your school 
will benefit from the ideas and knowledge which she will receive. 

For further information, write to Miss Mary Leeper, Executive Secretary, 
Association For Childhood Education, 1201 Sixteenth Street, N. W., Washing- 
ton, D. C. 


126 THE NATIONAL ELEMENTARY 








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TRAVEL by Land, Water, Air, by Ethel 
L. Hatchett, Elizabeth W. Baker, and Con- 
stance Garren, is the outgrowth of ques- 
tions asked by boys and girls on minerals 
and travel. The scarcity of reading mate- 
rial on the subject of minerals which is on 
their reading level has prompted the actual 
form of the book. An attempt has been 
made to give the pupil the desired informa- 
tion in such a manner that he will gain a 
better understanding and appreciation of 
his environment and thereby be better 
equipped to adjust himself properly to this 
environment. 

The reader should be led to see how man 
has been able to put his environment to work 
relative to travel by conquering certain 
forces of nature, of the part of the trans- 
portation plays in making the world a 
more civilized and convenient place in 
which to live, as well as how the discovery 
of certain minerals and the vast operations 
and services involved in the transforma- 
tion of these natural resources into useful 
products help to make possible modern 
means of transportation. 


A copy of this splendid book can be ob- 
tained from The Southern Publishing Com- 
pany, Dallas, Texas, 


x * * 


If you are in need of some delightful 
stories which offer easy and enjoyable read- 
ing for the first grade, don’t miss seeing 
Julia Letheld Hahn’s new books entitled, 
At Work in the Woods, A Home For 
Turkey Gobbler, Billy and Frisky Play 
House, and Halloween Fun. Miss Hahn, 
division supervising principal, Washington, 
D. C., has written these books in the vocabu- 
lary of the Child Development Readers. 
The stories supply easy supplementary read- 
ing for use in connection with any other 
series of readers. A complete list of the 
vocabulary with page references showing 
the introduction of each word in the book 
itself is printed on the inside back cover. 
Houghton Mifflin Company, New York, has 
published these books. 


x *k * 


Readings in Educational Psychology, the 
work of twenty-seven American educators 
and psychologists from twenty-four differ- 
eit institutions located in seventeen states 


New Books Now Available 


and in the Province of Ontario, is a com 
pilation of the best available material in 
harmony with the following significant ten- 
dencies that are to be observed in current 
educational psychology: (1) A marked 
tendency away from the emphasis on hered- 
ity in general and on instincts in particular; 
(2) Less emphasis on the so-called laws of 
learning as an important topic in educa- 
tional psychology; (3) A tendency away 
from the purely psychological and more of 
an emphasis on the educational aspects of 
the subject; (4) Increased emphasis on the 
topic of growth; (5) More attention to 
motivation and adjustment; and (6) An 
effort to apply psychological principles to 
the methods and materials of the classroom. 

Those classes which use this book as a 
supplementary text will find the chart at 
the end of the book a great convenience in 
correlating the basic text with this volume. 
This book has been edited by Charles E. 
Skinner and published by Farrar & Rine- 
hart, Inc., New York. 


ee ee 


Have you seen An Introduction to T each- 
ing, by Charles W. Knudsen and Lucius O. 
McAfee, Doubleday, Doran & Company, 
Inc., Garden City, New York. This book 
contains a summarization and an interpre- 
tation of material that will enable the stu- 
dent to acquaint himself with many of the 
intimate professional problems of the active 
teacher. 

It is addressed primarily to prospective 
teachers. It presents and interprets such 
material as will enable the teacher-in-train- 
ing to acquaint himself with the intimate 
problems of the teaching profession, and 
help him decide whether he should choose 
teaching as a career, or in the event that 
he had already made that choice, whether 
he should elect to persist in it. 

Much of the content is addressed with 
equal pertinence to the teacher-in-service. 
It will appeal to all those who are inter- 


~ ested in the general sociological aspects of 


the teaching profession. 

The authors stress the problem involved 
in placing teaching on a firmer professional 
basis. The student reader is stimulated to 
regard teaching as a profession, and, there- 
fore, to intensify his efforts in preparation 
for that career. 





PRINCIPAL, FEBRUARY, 1937 


127 

















If you sit down at set of sun 

And count the acts that you have done 
And, counting, find 

One self-denying deed; one word 

That eased the heart of him who heard— 
One glance most kind, 

That fell like sunshine where it went 

Then you may count that day well spent. 


But, if, through all the livelong day 

You’ve cheered no heart, by yes or nay— 
If, through all 

You’ve nothing done that you can trace 

That brought the sunshine to one face— 


No act most small 
That helped some soul and nothing cost 
Then count that day as worse than lost. 


—GEorRGE ELIOT.