e NATIONAL ELEMENTARY 


RINCIPAL 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL, PRINCIPALS 
NATIONAL EDUCATION ASSOCIATION 

















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 meetings 
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 on 
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 of 
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 Sectioy 
1103, Act of October 3, 1917, authorized December 18, 1922. 





Executive and Editorial Offices, 1201 Sixteenth Street, Northwest, Washington, D. C., 
Eva G. Pinkston, Editor. 





OFFICERS OF THE DEPARTMENT, 1936-37 


President, Edythe J. Brown, Kaley-Mar- Executive Committee 


quette Schools, South Bend, Ind. Earl R. Laing, Burt School, Detroit, Mich 
First Vicepresident, Harley W. Lyon, Long- Mason A. Stratton, Brighton Avenue 
fellow -Cleveland Schools, Pasadena, School, Atlantic City, N. J. 
Calif. Mrs. Edith B. Joynes, Washington-Gate. 
, F wood Schools, Norfolk, Va. 
Second Vicepresident, Maude A. Rhodes, Ira M. Kline, Greenburgh No. 8, School 
Whitefoord School, Atlanta, Ga. White Plains, N. Y. 
Third Vicepresident, Irvin A. Wilson, 437 Certification Division, Cassie F. Roys, Di 
S. Stone Ave., La Grange, Ill. rector, 2609 Bristol St., Omaha, Nebr. 
Fourth Vicepresident, Clifford E. Perry, Life Membership Division, Herbert C. Hav 
Lents School, Portland, Ore. sen, Director, 1045 N. Lockwood Ave 
Fifth Vicepresident, Isabel Tucker, Festus Chicago, IIl. 
Wade School, St. Louis, Mo. Retirement Division, M. Emma _ Brookes 
Executive Secretary, Eva G. Pinkston, 1201 Director, Miles-Cranwood Schools, Cleve 


Sixteenth St., N. W., Washington, D. C. land, Ohio. 





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





Membership Committee 


Ira Kline, Chairman Edythe J. Brown 
Greenburgh No. 8 Schools Kaley-Marquette Schools 
White Plains, N. Y. South Bend, Ind. 


Cassie F. Roys 
2609 Bristol St., 
Omaha, Nebr. 


The contents of this Bulletin are listed in the Education Inder. 


The picture appearing on the cover is the South entrance to the United States Treasury Building 
in the Nation’s Capital. 





194 THE NATIONAL ELEMENTAR) 





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The National 


Elementary Principal 





Volume XVI, No. 5 


June, 1937 





Wishing You A Happy Vacation 


As the school year draws to a close, reports are com- 


pleted, promotions are made and you clear the record 


showing that a successful year has been finished, 


may 


you step out into that world which is called a “restful 


vacation.” 


Contents 


BRIEF 


THE N.E.A. holds its 
75th annual convention at 
Detroit June 27-July 1. 
Registration headquarters 
have been arranged in the 
Masonic Temple. 


AND 


MAKE arrangements now 
to spend a generous por- 
tion of your time in the 
Exhibit Hall at the con- 
It will be found 
in the auditorium of the 
Masonic Temple. Let me 
urge you to go, see, and 


vention. 


learn more about the new 
materials which have been 
made available for school 


use. 


Come to the Convention 196 TO THE 
Conference on Elementary Education 19g BEGIN now to think of 
4 , - your plans for American 
An Experimental Test of the Value of Home- Education Week, which 
work in Grades Five and Six—VlVincent 199 will occur November 7- 
The Organization of Extra Curricular Activities = bles Bayer ane 
a 9 ae 204. will ail Education and 
Our National Life.””’ Why 
Winging Peaceward—kK verner 208 not appoint your local 
a ‘ i ly this 
The Principal’s View of Supervision—Dic 9 Ne 
pal’s View of Supervision—Dickson 210 epciag oo that fh: will hove 
Emotional Conflicts Involving Relationships Be- ample time to develop a 
tween Home Training and School Experience constructive program? 
—Sherman 212 
c 
POINT 
Appraising the Elementary-School Program 216 THE D.E.S.P. will have 
The Informal Socialized Discussion—Deveza ‘+ ae meageicees Sannin er 
two afternoon programs 
Membership—Taking Stock—Pinkston_- 218 at the convention in De- 
; 27-July 1. 
Three ’ oe troit, June 
-_* Which Retard Our Profession— Come and help ue make 
. 7 - 220 this a real occasion. The 
News Received at Headquarters 221 Detroit and Michigan 
New B principals have several 
New Books 223 lovely surprises for us. 





PRINCIPAL, JUNE, 1937 





195 











COME 
TO THE 


DETROIT, 
MICHIGAN 


June 27 — July | 
1937 





Grand Circus Park showing Statler Hotel 


President Edythe Brown has prepared a splendid program for the Mond: 
afternoon meeting, and the principals of Michigan and Detroit have arranged a 
equally fine one for us on Tuesday afternoon. 

Come and join with us in our work for furthering the interest of elementar 
education. The programs are as follows: 


First Session 


APPRAISAL OF ELEMENTARY EDUCATION egg i 
Edythe J. Brown, president of the Department, presiding 2:00 P.M. 
Music Memorial Hall 
‘ Woodward 
Small Group of School Children Avenue 


ReEporT OF VISUAL EDUCATION COMMITTEE Baptist Chart 


Harry H. Haw, principal, Alice Birney School, San Diego, Calif. 
THE THREE C’s oF EDUCATION—CHARACTER, CITIZENSHIP AND CULTURE 
(20 min.) 
Mrs. Helen G. Hogue, mental hygiene counselor, Highland Park Schools, 
Highland Park, Mich. 
Discussion—15 min. 
GUIDANCE IN THE ELEMENTARY SCHOOL (20 min.) 
Herbert R. Stolz, assistant superintendent in charge of Individual Guid- 
ance, Oakland Public Schools, Oakland, Calif. 
Discussion—15 min. 
Horace MANN—AN EXPONENT OF EDUCATION FOR A RICHER AND FULLER LIFE 
(25 min.) 
Eugene B. Elliot, state superintendent of public instruction, Lansing, 
Michigan. 





196 THE NATIONAL ELEMENTAR) 





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(SPONSORED BY THE DeTROIT AND MICHIGAN PRINCIPALS) a 


Earl R. Laing, principal, Burt School, Detroit, Michigan, presiding had I 


Music Woodward 


Te —District “P” i i is- Avenue 
District Band and Glee Club—District “P” Detroit, Earl R. Laing, Dis Baptist Church 
trict Principal 


REPORT OF RESOLUTIONS COMMITTEE 
ELECTION OF OFFICERS 
EpUCATION IN A DEMOCRACY 
William J. Cameron of the Ford Motor Company 
THe INTERVIEWING OF CELEBRITIES 
Helen C. Bower, Library Critic and Writer, Detroit Free Press 
ProBLEMS IN BEHAVIOR AND DELINQUENCY 
Harry J. Baker, director, Psychological Clinic, Detroit Public Schools 


Film Showing of School Projects—The Visual Education Committee will 
show pictures on Monday and Tuesday afternoons, demonstrating the use of 
motion pictures as an aid to teaching. These pictures, under the direction of 
Harry H. Haw, principal, Alice Birney School, San Diego, California, will be 
shown in the Lafayette Room, Woodward Avenue Baptist Church, at 2 p.m. 
Word has just come from Mr. Haw that he has secured the promise of a very 
fine film produced by the Santa Monica City School (Calif.) entitled “Dynamic 
Education” showing children at work on their ‘Units of Work.” 


Social Affairs —Breakfast—The Get-together Breakfast of the Department is 
the first meeting of the group and is one of the most delightful occasions of the 
convention. Be sure to come and bring your friends Monday morning, 7:30 at 
the Statler Hotel. Here you will find old friends, new friends, tried and true 
friends and you will want to meet these fine folks as early in the convention week 
as possible. —The price of our breakfast will be $1.00 plus tax. 

Banquet—lf anyone asks you to make some engagement other than our banquet 
on Tuesday evening, June 29, 6:00 p.m., Dearborn Inn, let me tell you now you 
had better refuse. The Detroit group has made many lovely plans which they are 
keeping secret because those who secure the first three hundred tickets can attend. 
The Detroit group has also made arrangements for our transportation and they 
will have cars waiting for us at the entrance of the Statler Hotel between 5:00 
and 5:30 p.m. Be sure and be there on time. The price of our dinner will be $1.75. 


Enrolment Chairmen Meeting—On Wednesday afternoon, Statler Hotel, 
2p.m., there will be a meeting of all State, City, County and District Enrolment 
Chairmen. At this time we shall make our plans for our enrolment campaign next 
fall. Be sure to come for this important group of people needs your help and 
your ideas. 





The National Congress of Parents and Teachers announces the election of 
Mrs. J. K. Pettengill of Detroit, Michigan, as President at the Forty-first 
Annual Convention. 





PRINCIPAL, JUNE, 1937 197 











Conference on Elementary Education 
Another Service of the D. E. 8S. P. 


Why —The Department of Elementary School Principals is anxious to give those 
who are interested in elementary education an opportunity to meet together 
and discuss the very best ways to give our vast army of boys and girls of our 
nation the best training possible to prepare them for life. 


Where—Room 4009, U.H.S., University of Michigan, Ann Arbor, Michigan, 
When —July 5 - 16, 1937 - MTuWTHF, 9:30 - 12 and 1:30 - 3. 
Who May Attend —All persons interested in elementary education. 


Nature of Course—B155S - This two weeks course deals with the work of 
the elementary school, for the improvement of instruction and to facilitate 
learning. Training and experience in elementary education are required. 


Faculty—The following outstanding educators are to be our leaders in the con- 
ference: Dr. Agnes Samuelson, Iowa State Superintendent of Public Instruc- 
tion; Dr. L. W. Keeler, Dr. S. A. Courtis, Dr. Clifford Woody, Dr. Willard 
C. Olson, members 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. Dennis Cooke, 
Professor, George Peabody College; Dr. Bessie Lee Gambrill, Professor, 
Yale University; and Dr. Paul T. Rankin, Supervising Director of Cur- 
riculum and Research in the Detroit Schools. 


Demonstration School—Because of the need for expanded opportunities for 
observation, the University Elementary School will double the size of its 
program for the Summer Session of 1937. According to present plans pro- 
vision will be made for six groups of children between the ages of 31% and 
approximately 1314 years. Each group will meet for a morning session five 
days a week, beginning on Monday, June 28. 


Credits—Two hours credits will be given by the University of Michigan, to 
all persons who take the course. 


Tuition—A fee of $15 will be charged for the two weeks course. There will 
be no additional fee. 


Housing—It will be possible to secure attractive living quarters at a nominal 
cost. Principals may secure board and room at Mosher-Jordan Hall. The 
rate is to be $7.00 for the period of the course. Board will also be available 
at $1.00 per day. All applications should be filed immediately with Mr. 
Byrl Bacher, Office of Dean of Women, University of Michican, Ann Arbor. 


You are most cordially invited to attend!!! 





198 THE NATIONAL ELEMENTARY 





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An Experimental Test of the Value of Homework in 
Grades Five and Six 


H. D. Vincent, principal, School 16, Troy, New York 


After considerable investigation the writer has failed to 
find adequate scientific data concerning the value of home- 
work as ordinarily administered in grades five and six. There- 
fore, one of the mooted questions of today in education is 
whether it pays to require homework of all children in the 
elementary schools. 

In this investigation the meaning of the term “homework” 
is the assignment as commonly made by the ordinary teacher. 
However, in all cases in this experiment, it was the rule to 
assign work in connection with the regular lesson, but of a 
different nature. The work was not identical with the regu- 
lar class recitation. Moreover, each assignment was explained when given in 
order that it might be properly done. All work was handed in and corrected by 
the teacher, after which it was returned to the pupil in order that he might 
profit by any mistakes. 

If personal opinion alone were the deciding factor no definite conclusion would 
ever be reached. Teachers differ from one extreme to the other in answer to the 
question as to the value of homework. Some believe it is necessary, while others 
are convinced that it does not pay. 

Of course, it makes a difference as to what grades are considered in making a 
statement concerning the value of homework. It would evidently be absurd to 
require homework from first-grade pupils. On the other hand it might be just 
as absurd to say that all homework is useless in grade eight. Probably the decision 
is hardest to make in regard to grades five and six. Therefore, this research was 
confined to those grades. The time consumed was twenty weeks; and the experi- 
ment covered geography, arithmetic and English. 





H. D. VINCENT 


Arguments in Favor of Homework.—There are reasonable arguments 
offered in favor of homework for pupils in the grades above mentioned. Even 
those who would not assign nor require homework of all pupils admit that it is 
worth something to keep the minds occupied lest mischief creep in when children 
are out of school. Many parents recommend homework for this reason alone. 
On the other hand, some teachers believe that a certain amount of homework 
serves as a splendid drill on work taken up in class. 


Arguments Against Homework—Those opposed to homework, on the 
other hand, are found among teachers and parents. Some teachers believe that 
homework is of very little value since it is often done by the parents or an elder 
member of the family. Any teacher will probably admit that this is often the 
case. Then, too, it frequently happens that homework is done by a method that 
is not wanted by the teacher. And, moreover, work is sometimes incorrectly done, 
which may be a detriment to the child. 








PRINCIPAL, JUNE, 1937 








The Problem .—The purpose of the investigation was to determine scientif. 
cally whether anything is gained by requiring pupils to do homework regularly 
assigned and outlined by the teacher. To be more specific: (1). Do pupils who 
do homework of the conventional type perform better in the final subject matter 
examinations than those who have no homework?; (2). Are pupils of the fifth 
and sixth grades affected alike by homework?; (3). Is the effect of homework 
the same in English, geography, and arithmetic?; and (4). Are bright pupil 
affected the same as dull or normal pupils by homework ? 


Method of Procedure —It is admitted that, in order to carry out an experi: 
mental test of this kind and to arrive at a definite conclusion, it is necessary to 
remove irrevelant factors so far as possible. Groups must be practically equivalent, 
and they must be taught by an unbiased, open-minded teacher in order to remove 
the influence of the personal equation. In other words, there must be no other 
differences in ability nor advantages for either group except concerning the one 
factor in question, namely, that one group shall have no homework and the other 
group shall. A psychological factor also must not be overlooked. Regardless of 
the way the groups are selected, there is apt to be a feeling on the part of one 
group that it is not being fairly treated. It will not be advisable to give one group 
homework and entirely to ignore the other. It is possible, for example, to assign 
work in geography to one group and arithmetic to the other. In this way, both 
groups would have homework, but the subject matter would be different. This 
would tend to eliminate any feeling of neglect on the part of the pupils of either 
group. 

This is the plan that was carried out in this experiment ; and it seemed to work 
satisfactorily. With this in view and the fact that the same teacher had charge 
of both groups in every case, the next and all-important factor to consider was the 
actual selection of equivalent groups. 


Selecting the Groups as to Sex —Making use of the “ranking process,” 
the teachers involved were asked to rank the boys and girls separately. Taking 
“ability to do school work” as the basis, the teachers were instructed to rank their 
pupils, the boy best equipped being considered as number one, and so on. The 
object of this process was to establish a sound method of securing an equal number 
of boys and girls on each side. To expedite matters, it was proposed to give 4 
name to each group. For example, one teacher named them the “midgets” and 
the “giants”. Those names were retained by the teacher for convenience. The 
process may be illustrated thus: Suppose the names of the pupils were Jack, John, 
Alice, Mildred, William, Charles, Rachael, Elsie, James, Henry, Helen, and 
Jane. Now the teacher might rank the boys and girls separately according to thei 
general ability based on the teacher’s judgment. 

If we wished to have the boys work as one group and the girls as another, this 
would serve as a very crude division. But the plan would not be proper since 
boys, as a whole, might do better work than girls, as is often the case in arithmetic 


l1How to Measure in Education. W. A. McCall, Columbia University, New York, p. 364. 





200 THE NATIONAL ELEMENTARY) 


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So, with this start, we were able to distribute the boys and girls equally between 
the groups. The important element to keep in mind was to match those of equal 
rank so far as possible in adjusting the groups. A revision would again be neces- 
sary. s+ 

This resulted in placing an equal number of boys and girls on each side; and 
so far as the teacher was concerned, the sum total of ability of the two respective 
groups was about the same. This, however, was still tentative since no one could 
say positively that the girls were equal as a whole to the boys. The situation was 
favorable, for it was necessary to make further adjustments if we were to con- 
sider chronological age and mentality. So, under the circumstances if further ad- 
justments were to be made it would be advisable to shift pairs that were as nearly 
the same in rank as possible. For instance, if the sum total of the ages of the 
“midgets” were higher than the “giants” it would be desirable to make some 
adjustments to even up the conditions. The change was made very readily without 
changing the comparative ability of the groups. The result was that the total 
chronological age or sum of the ages of one group was about equal to that of 
the other. 


Pairing According to Mental Ages —The next step in securing equiva- 
lent groups was to obtain mental ages of the individuals. If the pairs do not 
balance to a reasonable degree, further adjustments seem necessary. Such was 
the condition in this case. McCall’s Multimental Scale? was used to determine the 
mental ages, and the results were used accordingly. When the final adjustments 
were made, the sum total of the mental ages of one group approximated the other. 

So far as possible, then, the groups were so selected that the general ability 
of the two groups was equal; and we should naturally expect them to do work 
equally well under the same conditions. In fact, all irrelevant factors were so far 
as possible removed ; and only the one factor that was particularly involved in the 
experiment stood out for comparison. That was homework. 


Basis of the Conclusion.—The problem in this case, now, was to determine 
how the merits compare with the demerits in giving homework. So it was the 
plan of this experiment to find out whether the advantages equal the disadvantages 
from the standpoint of homework in grades five and six. Therefore, it would be 
reasonable to believe that, when the final examinations were given, the problem 
would be settled in the affirmative if the home-workers showed better results. 
But if the results were about equal to those who had no homework, or if the 
difference were negligible, then the conclusion would follow that homework does 
not pay. As a matter of fact, to anticipate in each of the three classes, 5A, 5B, 
and 6B, it was found that the difference was very slight and that it probably did 
not pay to give homework. 

To further illustrate the situation, the actual results in 5A geography were 
found to be as follows, based on the results of the final school examinations in 
June: . . . It was found that those who had homework in geography had an 





on Multi-mental Scale, W. A. McCall, Bureau of Publications, Columbia University, New York, 
3 





PRINCIPAL, JUNE, 1937 201 











average of 79.5 percent, and, that those who had no homework averaged 78) 
percent, a negligible difference of only six-tenths of one percent in favor of th 
homework pupils. 


Conclusion for 5A Geography .—The conclusion follows, then, that cop. 
sidering the fact that much time was spent by the pupils in doing the homewoy 
besides the time consumed by the teacher in assigning and correcting the sang 
the gain was negligible by our form of testing and that homework in 5A geogr. 
phy is probably not a paying proposition. We have reason to believe that our tes 
adequately measured the benefit in scholarship. 


Conclusion for 5B English —Another illustration follows in 5B Englis, 
In this class the same method was followed as described above in selecting thy 
equivalent groups. Each group contained an equal number of boys and girls, th 
chronological ages were as nearly equal as could be expected, the mental age 
were about equal, and the pairs were about the same in ability as judged by th 
teacher. Sixteen pupils were used in the experiment; and the results were x 
follows, based on results covering a term of one half school year. . . . The grow 
having homework made an average score of 71.2 points while the group that di 
no homework at all made an average of 72.2 points. From these results it wou! 
appear that some homework does more harm to scholarship than good. At mos 
the difference is negligible; and again the conclusion follows that homework ir 
5B English probably does not pay. 


Conclusion for 5B Arithmetic.—Let us next consider the subject of 5 
arithmetic. With the same equivalent groups at work, selected as they were ir 
the experiment with English, the results follow: . . . The average for those why 
had homework was 84.7, while those who had no homework had an average 
82.3. This would indicate a gain of 2.4 points as a result of doing homework 
But there is a further consideration in connection with this group. It seemel 
impossible to match a pupil named James. He is nearly always a 100 percent 
pupil. His I. Q. is very high, and he reasons like an adult. He is on the home 
work side. This and other factors entering into the situation would tend t 
account for some of the differences in final results. So, all things considered, i 
is again reasonable to conclude that the gain as a result of homework in Si 
arithmetic is negligible. 

Carrying the report still further, it may be said that the following results wer 
found in 6B arithmetic .. . In this case the pupils who had homework earned # 
average of 82.4 points, while those who did not homework earned an average 0! 
77.5 points. This shows a difference of 4.9 points in favor of the group that di 
homework in grade 6B. In other words, it appears that the class without home 
work lost on the average nearly 5 percent. In this arithmetic group the differene 
could hardly be called negligible. In tabulating the results there was one phat 
of special interest: The results were so’arranged as to show that marks wer 
identical for the first five pairs of pupils. Evidently, for one half the pupils # 
cluding the best, nothing was gained by homework. The gain in 6B arithmett 


was confined to the slow pupils. 





202 THE NATIONAL ELEMENTAR 





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Conclusion for 6B Arithmetic —In this grade the benefit seems to be con- 
fined to the weaker pupils of the class. That is, it may be worth the time and 
effort for slow pupils in 6B arithmetic to do homework, but probably not for the 
t conf bright ones. Of course the numbers are too small to make conclusive generaliza- 
ewok} tions beyond question. 

same, So much for 6B arithmetic. 

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Conclusion for 6B Geography.—The group in grade 6B geography that 

had homework earned an average of 83 points and the group with no homework 
earned an average of 86.2 points. This result shows a difference of 3.2 points, an 
nglish § average of over 3 percent in favor of the pupils who had no homework in geogra- 
1g thf phy. The conclusion would naturally follow that homework probably does not 
ls, th pay in 6B geography. 
1 ags— Of course, slight discrepancies will creep into such a long piece of experimental 
by th work. At best the groups are not strictly equivalent. ‘Then, there is the possibility 
erexp of error in rating the final examinations. The final results were based on the 
grow} objective type of test given at the close of the school year. These tests are the 
at dif regular final examinations for the semester. They are made up by committees 
woulif appointed by the superintendent. There is a committee for each major subject 
t mot and each test must be approved by the superintendent and the various committees 
ork inf’ before they are used. The tests yield a raw score, which is converted into a 
percentage mark for convenience. 





of 5h Summary of Results —If it pays at all to give homework in grades five and 
ere inf six, this experiment would indicate that the gain is confined to slow pupils in 6B 
se wh)f arithmetic, since there was practically no gain in English nor geography; and a 
agedf further conclusion might also be made from observation of the above results. 
ewok | The gain, if any, tends to show up more in the higher grades. Basing our con- 
seemeif clusions on raw scores, we find the following results for three classes: 





rere HOMEWORK NO HOMEWORK 

home Grade Mark Grade Mark 

end ti 6B 34.4 6B 32.2 

vais SA 32.6 5A 32.3 

pote 5B 26.3 5B 27.3 

in 5} anit pinion 
Average 31.1 Average 30.6 

S wert General Conclusion —According to the above figures there is a grand total 


ned “— gain of only five-tenths of one point in favor of the group having homework. 
rage" F Considering all the work and worry involved in giving and correcting homework, 
rat dif the final conclusion in this experiment would follow that the gain is negligible as 
hom a whole and that probably it does not pay to require homework from all children 
ferent Fin grades five and six. If there be any value in homework, it seems to be confined 
+ phi to slow and backward pupils. The disadvantages appear to outweigh the advan- 
s wet® tages in general, altho further research is desirable. It is to be hoped that this 





ils *F experiment will be repeated on a larger and more intensive scale, covering a longer 

hme duration of time. The writer would gladly cooperate in the continuation of such 
an experiment. .. . 

TARE 


PRINCIPAL, JUNE, 1937 203 











The Organization of Extra Curricular Activities 


R. C. Johnston, principal, South Highland School, 
Birmingham, Alabama 


Ours is a platoon school so organized since 1921, housed 
in a building erected in 1906, three stores and basement in 
height. The enrolment is 925, grades one to eight. Only the 
first-grade children are in the non-platoon classes. At present 
there are twenty classes in the platoon organization. There 
are ten home rooms where the three R’s are taught and ten 
classes of specialized instruction—literature, library, science, 
play, art, music, auditorium, manual arts, home economics, 
and, writing. Children in the home rooms exchange with the 
children in specials each hour and a half, once mid-forenoon 
and once mid-afternoon. 

In addition to these two major divisions in the platoon organization, usuall) 
referred to as platoon x and platoon y, we have a number of instructors whom 
we may designate as extra-specials. Lessons in piano, aesthetic dancing, French, 
wind instruments, violin, cello, rehearsals for glee club, band, orchestra, rhythm 
band, dramatics, and a variety of special programs and entertainments we may 
list among the responsibilities of these extra-specials. These latter instructors 
come to the school on hours and days as the need arises. “They work out from 
the superintendent’s office, under supervisors of the several departments. 

Roughly then, for purposes of discussion, we have four major divisions : 

First grades taught on a traditional schedule; fundamentals taught in home rooms (each 
child spends half of each day in H. R.); specials by which we mean the newer subjects 
of the curriculum such as manual arts, home economics, etc.; and, these extra-specials 


such for example as aesthetic dancing. 
How then can this four-cycle school function in a six-hour day or a thirty-hour 


week without conflict and without loss in the essential and required subjects? 
Co-operation is the answer. To the smallest detail the success is due to teamwork 
—teamwork of child, teacher, patron, administration. 

Our children bank their savings each week, at school, for a down-town bank. 
These children enjoy and profit by orchestra and band rehearsals daily. Certain 
other groups of students get out a four-page newspaper four times yearly. This 
paper has been in circulation now for fifteen years, the last two years winning 
second place in a nation-wide contest conducted by Columbia Scholastic Pres 
Association of New York, and each issue is sent to all homes free of cost to the 
children. The Parent-Teacher Association pays the bill. There are frequent 
meetings of the art club, Junior Red Cross, Safety Council, traffic patrol and 
student self-government group. Still other pupils contribute to weekly school 
pages in the local press. There are two rehearsals weekly of a glee club of seventy 
members. Other groups write and rehearse programs for occasional communi) 
meetings such as luncheon clubs, churches and P.-T. A. Occasionally thes 
children are invited to put on radio programs dealing with such topics as public 
health and safety. 





R. C. JOHNSTON 





204 THE NATIONAL ELEMENTARY) 





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Our self-government scheme, or pupil participation in affairs of the school, 
isa very simple plan. It is ever active, however, and many of us believe it to be 
a wonderful laboratory or training ground for better citizenship. No official 
abdicates, or in the remotest degree feels that official responsibility can be shifted 
to the pupils. But it is a fact, observed over a period of years, that there is no 
longer the problem of discipline in the old meaning of the word. The name of the 
organization is the C. C. C. Club. The initial letters of the words courtesy, 
co-operation, and control give us the name. This club is composed of represen- 
tatives from each class and organization of the whole school. There are twenty- 
five members. They meet with the principal each Friday morning for thirty 
minutes. At this weekly meeting we discuss matters in general and particularly 
those items of interest previously discussed by the twenty-five organizations from 
which the C.C.C. representatives come as delegates. Benefits are reciprocal, we 
believe, for the members of this central unit report back to their several organi- 
zations the decisions of this final meeting of the week. We believe the plan thus 
fosters a greater respect and confidence between teachers and students. 


One of the oldest organizations, in point of continuous service, is the traffic 
patrol. This body is made up of older boys. They wear the well-known Sam 
Brown belts and twice daily handle heavy traffic at two busy street crossings at 
the school. This group is proud of its record over the years of never having had 
an accident. On numerous other occasions these boys take pride in serving their 
school On such occasions as Education Week when many visitors are at the 
school these traffic patrol boys co-operate with the girls who are known as 
courtesy guides. ‘These girls wear arm bands made up in school colors distinctly 
marked with the letters C.C.C., their chief duty being to guide corridor traffic 
during the change periods. 


To mention the school cafeteria may appear to be beside the point of this 
article. Bear in mind that our school day is from 8:15 to 3:00 with no double 
session. That is to say, our busy period indeed is the lunch period when all the 
children eat at the school lunchroom. To accommodate this situation we start 
serving lunches at 11 and serve all the students in four groups of nearly two 
hundred fifty in each group, thus concluding the lunch period at 1 o’clock, each 
child having a thirty minute lunch period. Never once during this long day is 
there a period when the teacher may feel any portion of the responsibility shifted 
to the home. Indeed, during any of these four lunch periods we may have visits 
by the patrons themselves. They may wish to observe the kind and quality of 
food being served their children or they may desire to inspect the manner of con- 
duct either in the lunchroom or on the grounds or in the gymnasium. These 
visits on the part of the patrons are usually very cordial and friendly. Without 
elaboration further, as must be clear to any school principal, we have here a 
social situation in which all student organizations may find most fertile soil for 
genuine service and development. 


The highlight of the year for the school band, of course, is the parade on 


Armistice Day thru the streets of the business area, along with other civic organi- 








PRINCIPAL, JUNE, 1937 205 














zations. Also the band performs once a year at a regular meeting of the P.-T. A. 
Occasionally, they get to play for other community groups. But of all else they 
look forward to the time of promotion when they join the band of the neighboring 
high school and are allowed to play at football games. As our school usually 
furnishes a large quota to this high school band, it is easy to see how we keep 
them on tip toe. 

Except in the matter of football, our orchestra can be said to duplicate the 
activities of the band. There are fifty members under the guidance of a talented 
teacher and leader much interested in their progress. The orchestra plays for the 
P.-T. A. each year and, of course, “receives the plaudits of the multitude.” 

Typical of the service clubs we may mention the art club which makes posters, 
wood block prints for the school paper, paints murals for lunchroom, music room 
and other special rooms. This group studies the paintings and pictures of the 
school and keeps them arranged in the most suitable and logical manner. Ap 
occasional ambitious project such as murals for the auditorium may involve the 
efforts and interest of the whole art club for a year. Junior Red Cross is another 
service club. They are busy most of the time in exchange projects for other cities 
or even foreign countries and invariably head up the work among the pupils fo: 
the local community chest drive. The last service club to be mentioned is the 
ushers club, previously referred to as courtesy guides. 

Better than any other device thus far attempted for finding time for all these 
extra activities is the one we now use. At the beginning of each semester, when 
schedules are being considered, it is agreed that we shall leave as an “‘open period’ 
the half hour from 11:30 to 12:00 daily for clubs of all kinds. Of course, many 
of the more active organizations like the traffic patrol and ushers club need haye 
no daily meetings. With others such as the orchestra, glee club and the like this 
half hour is the most satisfactory answer. And for the regular classes it is a most 
excellent time to catch up with work little understood earlier for many pupils 
who have no inclination towards clubs. 

With these manifold activities do the pupils keep up with essential and required 
subjects? We think we have the answer, at least so far as our school is concerned 
Here it is: 

Stanford tests and Unit Scales of Attainment given our pupils over a period 
of eight years indicate improvement year by year, the best rating being a year above 
the national norm. During these eight years we have extended our program of 
extra curricular activities—those aspects of life which have added to the child’ 
enjoyment, increased his self esteem, brought into play a wider variety of talents 
stimulated initiative, developed poise and furthered the morale of the whole 
school family. It is not the contention that our academic standing with fewer 
activities would have been the same. We have no valid tests to show that it 
standing would have been the same, lower or higher. Perhaps the academic sub 
jects would have shown a better rating. With a limited teaching force during 
the depression it certainly would have been easy to argue for a lighter load fo 
the teachers. A fine teacher recently said, “The only thing we lack now 3 
barber shop.” The humor of the remark may be accepted in either of two ways 





206 THE NATIONAL ELEMENTAR) 





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Certainly the teachers and officials are kept so busy as to make it difficult to get 
to the barber on anything like a regular schedule! It is safe to assume, we believe, 
that with a rating a year ahead of normal, an activities program in our school 
has not greatly interfered with the academic attainment of our students. It is of 
interest to note that patrons rarely complain. Needless to say, the children have 
the time of their lives at school. 


It is to be hoped that the reader understands the spirit back of this brief 
article. First of all it is written early in a busy school year of the early fall of 
1936 for publication a year hence. Changes are taking place so rapidly these 
days both in curriculum content and school practise the world over that to venture 
to write on any subject for publication one must plead for the kindliest indulgence 
from his fellow principals. That we have said nothing new is only too evident. 
You could have said it better. But this is the way we have attempted our program 
of extra curricular activities. It has seemed the best method for us. And we 
believe we have sensed valid returns whether we have clearly indicated these 
returns or not. It is not the form that matters but the spirit. This should be 
stated with great emphasis. Another year we shall use other plans dependent upon 
situations then at hand. Assuming that a spirit of closer friendly co-operation 
between teacher and pupil is established, the school should throw more and more 
responsibility on the pupils. We can teach democracy by directing the practise 
of it. 





Hail! And Not Farewell! 


(To W. 8. Bellamy, principal, Winnetka School, Died January 21, 1937) 


On a sun-swept hill, overlooking the city And a brave man dies, when his fight is 
Your body lies, beside her, whom you loved. gone.” 
Wild birds will sing, and bright flowers 

bloom, Your going confuses us, the way is less 
Eerie wind-fingers sometimes may play clear, 
Through the chime-tower near by We are bewildered, our compass seems to 
Your chosen “Indian Love Call.” waver. 


Your restless form has found respose, 
Your avid mind is calm at last, 
Your intrepid spirit is of earth unfettered. 


We'll steady our craft, adjust our chart, 

Straighten our course, and face forward— 

Such you taught us in your happier years. 

To you belong the mists: 

Hail! and thank you, for all you’ve been 
to us-— 


With all kindness and love, 
With deep appreciation, 
: ‘ Wi i st es 3 
Friend, teacher, counselor, champion— ith the highest esteem 


We'll remember your life 
s yet A 
In ee that are gone, and theve yet as veil gently your death. 
ead. 


In life and in death you were true to your Hail! and not farewell! 





creed: —Mate GrayeE Hunt, 
“A brave man lives, when the fight is on, Librarian, Winnetka School. 
PRINCIPAL, JUNE, 1937 207 











Winging Peaceward! 


Grace E. Koerner, principal, Seth Boyden School, 
Maplewood, New Jersey 


On a certain day in 1826 the first Inter-American Peace Conference jp 
Panama was called by the great South American, Simon Bolivar. One hundred 
ten years later, December 1, 1936, another Inter-American Peace Conference jn 
Buenos Aires was called by the great North American, President Franklin D, 
Roosevelt. These intervening years have been darkened by the long shadows of 
relentless economic warfare, nationalistic aspirations, and mutual indifference. 

Why has the bright light of high peace ideals been shut out by the dark clouds 
of contention during this long interval in the Western Hemisphere? Does it not 
all hinge on the geographical isolation of the one continent from the other? For 
years, these two vast continents of North and South America like a huge hour 
glass, or better, century glass, have permitted the tiny grains of intelligent and 
sympathetic understanding to sift thru so slowly that their passage seems to haye 
been choked. Yet, at the end of their last centennial journey, a new and brighter 
century dawns. What has freed them from their stagnation and allowed them to 
continue their flow? Was it not the opening of the Panama Canal in 1914 bring. 
ing in its train much capital and increased business? Then, too, twelve year 
later, did not the beginning of a great air route, the Pan American Airways link 
the two continents together? Today that extensive route of 20,000 miles joins 
each of the twenty-one links, or American republics, into a great chain, or family 
of nations. 

Each week these aerial ambassadors of goodwill are winging their way with 
thousands of postal messages and human cargo in and out of these distant points 
The resultant interchange and intermingling of human relations and_ busines 
interests have done much to lay the foundations for the Buenos Aires Conference 
and make possible these words of President Roosevelt :— 

“I feel confident that on the solid foundation of inter-American friendship, equality and 
unity, the Conference at Buenos Aires will be able to take further steps for the maintenance 
of peace, thus insuring the continuance of conditions under which it will be possible, nay 
inevitable, for the economic, social, cultural, and spiritual life of the nations of this hemi 
sphere to reach full growth.” 

Amid unparalleled acclaim President Roosevelt came, opened the conference 
and bade farewell, leaving the great undertaking to the Honorable Cordell Hull 

On December 6, as the Honorable Cordell Hull mounted the rostrum in the 
Chamber of Deputies a supreme silence, breathing only veneration, held the 
audience spell-bound. Immediately, the low, soft voice of Secretary Hull rang 
thru the amplifier, as he presented his eight pillars of enduring Peace :— 

1. “People must be educated for peace. Each nation must make itself safe for peace! 

2. “Frequent conferences between representatives of nations and intercourse betweel 
their people are essential!” 

3. “The consummation of the five well-known peace agreements will provide adequatt 
peace machinery !”’ | 

4. “In the event of war in this Hemisphere, there should be a common policy of neutra 
ity!” 





208 THE NATIONAL ELEMENTARY 








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5. “The nations should adopt commercial policies to bring each that prosperity upon 
which enduring peace is founded!” 

6. “Practical international cooperation is essential to restore many indispensable rela- 
tionships between nations and prevent the demoralization with which national character 
and conduct are threatened!” 

7. “International law should be reestablished, revitalized and strengthened. Armies and 
navies are no permanent substitute for its great principles!” 

g. “Faithful observance of undertaking between nations is the foundation of inter- 
national order and rests upon moral law, the highest of all law.” 

The earlier silence then broke into enthusiastic applause. Again and again, 
the applause gained momentum as the various diplomats congratulated Mr. Hull. 
Much eagerness, enthusiasm, earnestness of purpose, and cordiality prevailed 
upon the part of each of the twenty-one delegations present, as each afternoon, 
they discussed in the committee meetings, organization of peace, neutrality, limi- 
tation of armament, juridicial problems, economic problems, and _ intellectual 
co-operation. The last two, namely economics and cultural relations, are indeed 
the foundation for a satisfactory outcome of the other four conventions and conse- 
quently the foundation of peace. The final results of the Conference revealed that 
the delegates fully realized this significance, for under the economic convention, 
thirteen projects had been unanimously accepted. Of the sixty-eight projects 
agreed upon by the Conference, thirty had been developed by the committee on 
Intellectual Co-operation. 

This promotion of intercultural relations planned that each republic exchange 
a professor and provide for two fellowships every year with each of the other 
twenty republics, as well as to foster travel, exchange educational exhibits, and 
promote libraries. Furthermore, it provided for a study of further possibilities 
thru instruction, of the radio and press, and existing organizations of boy and 
girl Scouts, women writers, and artists to co-operate in establishing and preserving 
conditions which contribute to peaceful living. 

What a magnificent opportunity! It is inestimable in its potential possibilities 
and unique in the history and peace efforts of the Western Hemisphere. It is 
unique, because under federal leadership, every citizen, in every republic thruout 
the Western Hemisphere, may acquire accurate information about the social, 
economic, and political life of the citizens thruout the twenty-one American 
Republics. Not only the individual but every existing organization, is interested 
in peaceful living, and is invited to take part in this great program to stimulate 
and quicken the flow of intellectual and artistic cultures between the two con- 
tinents. Thus, all the citizens of the Republics of the Western Hemisphere in 
bonds of sympathetic understanding and friendship as a great family of nations 
“will create an unparalleled power for international peace, justice and security,” 
and as President Roosevelt hopes, “will give renewed hope and courage to the 
war-weary people of the world by demonstrating to them that the scourge of 
armed conflict can and will be eliminated from the Western Hemisphere.” 





_ Bring your friends with you to the Conference on Elementary Educa- 
tion, which is being sponsored by the Department of Elementary School 
Principals at the University of Michigan, Ann Arbor, July 5-16. 





PRINCIPAL, JUNE, 1937 209 














The Principal’s View of Supervision 


Belle L. Dickson, supervisor, Upper and Intermediate Grades, 
Humboldt State College Elementary School, 
Arcata, California 


As principal I am responsible for the welfare, that is the 
growth and development of all pupils who attend this school ; 
responsible for not only their mental but for their physical, 
moral and social growth. And, as fellow-workers, every 
teacher in this building must accept a share of this responsi- 
bility. 

One of the most important duties of any principal is that 
of supervision so you may expect to be visited often. From i Mas! 
my experience as a classroom teacher I recall that many = 
teachers look askance at supervision and some resent direction BELLE L. DICKSON 
of any kind. This may be due to a misconception on their 
part as to the meaning and purpose of supervision. In order that we may better 
understand each other and work together more effectively, I'd like to explain m 
view-point in regard to supervision. 

As I see it, we are coworkers engaged in the important task of guiding the 
personal growth as well as the educational progress of these boys and girls, | 
shall visit your classrooms frequently in order to become better acquainted with 
each child, as well as to study the type of instruction in the various rooms. This 
will enable me to better assist in any problem you may have. 

These visits will in no sense be used to check your work in reference to rating, 
for one purpose of supervision is to ‘‘make good teachers better, fair teachers good, 
and to keep weak teachers from failing.”” —The main purpose of supervision is to 
improve the quality of our educational product, that is, our graduates. The 
tangible means of improvement are thru the teaching process itself, thru the ad- 
ministering of a growing curriculum and thru certain incidents of school life 
which constantly arise and which may when wisely dealt with, result in new and 
desirable attitudes or appreciations on the part of the child. 

Thus, my interest in you is as agents for the improvement of instruction. In- 
cidentally, you will find yourselves growing as you consciously guide and direct 
the growth of the children. 

In all schools there are certain hindrances to professional growth. Some of these 
are crystallization and inertia due to chronological age, perfection in technic 
and the habit of using a few good but over-worked devices, or substituting devices 
for principles. 

The very fact that the teacher is dealing constantly with immature minds and 
in a more or less circumscribed environment may constitute a further impediment 
to progress. And finally, isolation, either geographical or mental, offers a serious 
obstacle to growth. 

Democratic supervision, by furnishing wise leadership and guidance may serve 
to overcome or to lessen these handicaps and at the same time to help the teacher 











210 THE NATIONAL ELEMENTARY 





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keep alive the ability to change. For it is thru study and conscious change and 
yariation that we make progress. 

Let me repeat my belief that democratic supervision may be of real service to 
every teacher ; let me repeat too that our work this year should be on a partnership 
basis since we share alike in our responsibility for building up a high type of 
citizen. . 

Upon two major qualities depend, in large measure, the success of our work 
here together. The first is co-operation,—a realization that your problems are 
mine and my problems are yours and that the difficulty encountered by one teacher 
concerns all the rest of us inasmuch as we are all interested in the development 
of our educational product. 

The other, Joyalty, is easier to recognize than to define. It is loyalty which 
keeps us open-minded and ready to consider another person’s viewpoint; it is 
loyalty too which enables us to make our neighbor’s interests our own, and finally 
it is loyalty which guarantees a willingness to strive for the greatest growth of 
the children entrusted to our care. 

Co-operation and Loyalty to our common interest, should make our year to- 
gether pleasant and profitable and hence successful. 





The Constitution of the United States 


The United States Constitution Sesquicentennial Commission, Sol Bloom, 
Director General, House Office Building, Washington, D. C., has recently pub- 
lished a book on The Story of the Constitution. This 192 page book is a valuable 
source of information upon all subjects relating to the formation of the Con- 
stitution, including facts pertaining to its formation and meaning; literal texts 
of the Con$titution, of the Declaration of Independence, and of Washington’s 
Farewell Address; portraits and sketches of the signers of the Constitution and 
of the Chief Justices; tables of ratification, admissions, and of amendments; 
alphabetical analysis; national growth and changes (with maps) ; history of the 
Great Seal; and questions and answers pertaining to the Constitution. Paper- 
covered book, 10c a single copy, 15c when mailed in a cardboard carton. Orders 
of ten or more copies for schools 10c each. (De luxe edition—leatherette cover— 
$1.00). Remittance to this Commission should be made payable to the —TTREAS- 
URER OF THE UNITED STATES. 

A set of six sheets including facsimiles of the Constitution (4 sheets) and of 
the Declaration of Independence (1 sheet), and the portraits of the signers of 
the Constitution (1 sheet) ; may be obtained for $1.50. A single sheet is 25c. 

Information sheets containing facts regarding the activities for the nation-wide 
historical celebration opening September 17, 1937, and continuing thru to April 
30, 1939, the 150th anniversary of the inauguration of General Washington as 
President of this Republic, are available. A poster depicting in colors the signing 
of the Constitution, which is Howard Chandler Christy’s interpretation of this 
event, will be available September, 1937, at the opening of the celebration. 





PRINCIPAL, JUNE, 1937 211 








Emotional Conflicts Involving Relationships Between 
Home Training and School Experience 


Mandel Sherman, The Orthogenic School, University of Chicago, 
Chicago, Illinois 


Every teacher realizes that one of the important fune. 
tions of the educational process is to develop desirable person. 
ality and emotional traits which will be an asset to the child 
not only in his immediate adjustments but also as preparation 
for the future. Teachers realize, however, that many diff. 
culties are involved in the education of personality. The 
teacher is confronted with the problem of influencing person- 
ality during only a short period of the day. Parents and 
other siblings as well as a variety of acquaintances and friends 
affect the child’s personality, often in ways contrary to the 
program built up by the teacher. Furthermore the attitudes 
of parents toward personality development of children differ at times from those 
of teachers. Altho parents are much closer to the school program at present than 
they have been in the past, the problem still remains of unifying the aims and 
goals of teachers and parents. 





MANDEL SHERMAN 


In one study at the Washington Child Research Center, conducted in 1929, 
it was found that not only are the aims of parents different at times from those 
of teachers, but their observations are also colored by their own personalities, 
It was found in that study that parents reported different types of problems from 
those observed by the teachers. Parents were concerned, for example, principall) 
with the obedience of their children, whereas teachers were concerned mainl) 
with the ability of their pupils to develop social traits which could allow them 
to co-operate successfully with their fellow pupils. Parents were also concerned 
with various traditional manners and habits, such as politeness and immediate 
responses to the wishes of their elders, whereas teachers were concerned with the 
development of independence and responsibility. 

In other studies reported in the literature, it has been shown that one of the 
dificult problems encountered in the development of desirable personality traits 
is the insistence of many parents upon overprotecting their children. They often 
shelter and protect their children from facing the realities of competition and o 
adjustment to the desires of other individuals. These children enter the elemen- 
tary schools with an egocentric attitude because of which they are unable to take 
part in the responsibilities which they naturally face in the school situation. 


Piaget of Switzerland found, for example, that over 60 percent of the verbali- 
zations and activities of young children were concerned with egocentric reactions 
in which the personality of the child was put above those of others. Gradually 
the percent of egocentric responses decreased with age. In other studies it was 
found that the egocentricity of children was a function of the kind of training 
that he had both in the schoolroom and in his own home. 


—_—— 


212 THE NATIONAL ELEMENTARY 








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The function of the teacher in the development of character and emotional 
traits is well illustrated in the results of the study by May and Hartshorne. They 
found, for example, that the amount of deceitful behavior that a child shows is 
often related to the kind of training the teacher gives him. Since deceitful be- 
havior is generally at first a protective emotional response against immediate or 
impending failure, the child will naturally resort to such behavior as he believes 
that his success in establishing his status depends upon, for example, during an 
examination. Teachers who also insist upon too strict a delineation between 
success and failure and who are too emphatic regarding minor differentiations of 
behavior, are likely to inculcate into children the habit of deceit, in direct contra- 
diction to the goals that they have set up. 


The interrelationship between the emotions and personality is very well known. 
It is dificult to define the term ‘‘personality” since many overt and subtle traits 
are involved in the final definition of behavior. It is well, therefore, to think of 
the term personality in its conceptual meaning, implying that personality can be 
defined as the mechanism thru which the individual adjusts himself to his environ- 
ment. The function of personality is in part the attainment and maintenance ot 
an individual’s integrity in relation to his fellow-men. Therefore, an individual 
develops characteristics of one sort or another in the process of development 
the mechanism thru which he may maintain a given status in his particular 
group. The individual, may, however, develop several concurrent mechanisms, 
but his personality is generally characterized by the one which is dominant. Thus 
some children are characterized as argumentative and quarrelsome, others as 
negativistic, and still others as introverted and extroverted. It is significant that 
the emotional content of an individual’s characteristics determines in most in- 
stances, the nature of his adjustmental responses. 

The emotional conflicts of a child are one of the significant factors in the 
development of his personality characteristics. A conflict involves an unpleasant 
emotional attitude toward a discrepancy between the desires of an individual and 
his real or imagined attainment. Emotional conflicts therefore arise whenever 
the child believes that he has attained less than he is capable, and involves, in 
most cases, a belief that either he or someone else in his environment is responsible 
for a lack of attainment. When parents, for example, give too much attention to 
their children, and especially when they protect them from meeting responsibilities 
squarely, the result is usually an inability of the child to face the conditions which 
he meets in the school situation where he is accepted merely as one of many 
children. 

One of the most critical periods a child faces occurs at the time when he first 
enters an elementary school. Unless he has had a long period of training in a 
nursery school situation, he has a difficult time making a transition from the 
attentive, protective conditions of the home to a situation in which he must be 
relatively independent. Such a child is easily disorganized and believes that he is 
being discriminated against when the teacher does not pay undue attention to him. 
Emotional conflicts arise because he cannot understand the difference between 
the home and school situations. Some teachers make the error of further protect- 








PHINCIPAL, JUNE, 1937 213 











ing such children, presumably in order to protect them from the development of 
conflicts. This, however, not only does very little good, but also increases th 
possibility of further conflict. When a teacher overprotects a child, he is likely 
either to continually demand such protection and therefore will be unable to fac 
the competition of other children, or in some cases he will soon develop the belief 
that the protective attitude of the teacher is due to some personal defect of his, 
Consequently, a child first entering school must be treated carefully and adroitl 
in order to prevent the development of conflicts which are so common when g 
child first begins to face a competitive situation outside of his home. 


Alfred Adler, of Vienna, has shown that every child sooner or later develops 
conflicts of inferiority because the comparisons with others which are forced upon 
him lead him to believe that he is inferior in some way. 

In many instances these conflicts develop in the home situation if a child begin 
to believe that his parents, for example, discriminate against him in favor of hi 
brothers or sisters. In most cases, however, conflicts of inferiority first manifes 
themselves when the child enters school because he faces for the first time com 
petition to which he has not been accustomed previously. He notices for the first 
time that other children receive the same attention as he, that they have the same 
clothes and toys, and that they receive grades in school comparable, if not superior 
to his. Unfortunately many parents identify themselves in the successes of their 
children and in. consequence create a drive in them designed to attain succes 
Because success is impossible at all times, they are likely to develop emotional 
conflicts because lack of complete success implies failure. Since their parents haye | 
inculcated in them the belief that they can be successful if they only try, it is 
evident that they will develop an idea that their failure to be superior to others is| 
due to some personal defect. 

In addition parents over-emphasize the school marks that a child receives and 
thus further add to his anxiety. Many teachers, for example, are placed in the 
difficult position of explaining to the parents of a given child why he has not re 
ceived high grades. Since these parents do not realize the tremendous range 0! 
individual difference they do not understand that a child is not necessarily 4} 
failure when he does not attain the highest grades in his classroom. For thi} 
reason many schools have been at work attempting to develop a system which wil | 
obviate the necessity of comparing children with each other in terms of the grade} 
they receive. It is the purpose of these schools to stimulate children to their j 
highest capacity by having them compete not with others but with their own| 
previous attainments. | 

Another critical period which involves many children in emotional conflict} 
appears during adolescence. During this period the child’s social horizon widen f 
and he is faced with social problems with which he has had but little experienc} 
previously. He now becomes interested in relationships with adults and it} 
interests in the opposite sex. In most instances schools provide a variety of e& 
periences designed to aid in development his maturity. Clubs, dances, aml 
social affairs are provided for him. Parents, however, in general refuse to allov’ 
a child to grow up since this means for them “growing away.” Parents of thi 








214 THE NATIONAL ELEMENTAR| 


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type therefore continually frustrate the attempts of the school to give their 
children varied and mature experiences which do not always coincide with the 
attitudes of the home. If the school is to provide a rounded educational experience 
it is obvious that given children will differ in their attitudes from those of their 
parents. It is at the period of adolescence that many emotional conflicts arise 
because a child’s desire for new experiences are frustrated by his parents. It is 
at this time too that a child is likely to identify himself closely with the person- 
alities and attitudes of his teachers. For the first time he may question the 
integrity and knowledge of his parents. The previous training which causes most 
children to identify themselves closely with their parents now comes in conflict 
with their broadening experience and their attempts to emancipate themselves 
from the restrictions of the home. Unless these conflicts are solved for the child 
or unless he is aided by his teachers in their solution, his emotional problems in- 
crease and symptoms of neuroticism are likely to arise. 

From the foregoing, it is evident that one of the factors involved in the 
development of emotional conflicts of children is the discrepancy between the 
training program, aims, and goals of the home and the school. A situation might 
be visualized for the future in which parents will participate actively with the 
school in the training of their children. In most cases nowadays parents are given 
the details of their children’s behavior only when they become problems. In the 
future it may be possible to develop a program of detailed co-operation between 
parents and teachers out of which the training of the children will be uniform in 
the home and in the school. A system of education might be developed in which 
parents might enrol in the educational system when their children first begin to 
attend school. This enrolment will not be for formal training, but for the de- 
velopment of a continuous and co-operative scheme of education. 

Teachers may be of additional aid in the prevention of emotional conflicts by 
acquainting themselves with the details of a child’s previous home training and 
with the attitudes of his parents. The first transition period between the home 
and the school will be dealt with much more effectively when teachers know the 
child’s previous training and his capacity for adjustment to a new situation. 

The training program in the school can also be made much more positive than 
is sometimes the case. By a system of well-planned interviews it may be possible 
to discover a child’s emotional conflicts before they become serious, and to discover 
also the factors of a child’s previous training which clash with the demands of the 
school. The child’s ability to face competition and reality without the innumer- 
able escapes and emotional symptoms which are so common will be enhanced 
when he realizes that many of the apparent discrepancies between the ideals and 
attitudes of the home and of the school are not as important as they seem to be. 
He will also realize that the apparent conflict between home and school which 
occurs so often is not directed towards him personally but is one of the conditions 
of life which must be faced and to which an adjustment must be made. Thus 
children will be able to take more responsibility for themselves without falling 
back upon the protection of adults and without resorting to neurotic mechanisms 
of adjustment. 





PRINCIPAL, JUNE, 1937 215 














Appraising the Elementary School Program 


1937 Yearbook of the Department of Elementary School 
Principals 


Here is a yearbook that is different! Other yearbooks have 
described specific school activities, administrative and super- 
visory policies, curriculum practises, and methods of training. 
This book deals with the appraisal of these elements in the 
school program. 

The word “appraisal’’ as here used does not mean the 
drawing of conclusions as to the strong and weak points of 
the American school system in general. It means the careful 
and continuous effort of school administrators and teachers to 
judge the quality of their own school programs. The 1937 SAMUEL BERMAN 
yearbook does not attempt to tell in what ways the elemen- 
tary school in the United States has succeeded or failed in its task. Rather, the 
book describes specific technics and criteria which have been used or proposed 
for evaluating various phases of the program in individual schools. It also dis. 
cusses the uses and abuses of achievement tests and other instruments of appraisal, 

Every elementary school needs constant appraisal of its policies and activities, 
Such appraisal cannot be carried on exclusively by school superintendents or cen- 
tral research bureaus; it requires the intelligent planning and co-operation of 
principals and teachers also. Every conscientious principal and teacher feels this 
need, and tries to evaluate his work as best he can. This yearbook will help him 
to do a better job of evaluation. It will suggest helpful points of view, useful 
methods of approach, and dangers to be avoided in appraising the work of the 
school. 

Everyone working in elementary education should have a copy of this book. 





A Yearbook on Reading for 1938 


Thus far the Department of Elementary School Principals has refrained from 
entering the field of specific school subjects in the preparation of its Yearbooks. 
Interest in this area is so great, however, that the Editorial Committee will devote 
the 1938 yearbook to the topic, “Reading Instruction and Supervision in the 
Elementary School.” 

As planned, this yearbook will not duplicate other publications in its field. It 
should, on the contrary, present a distinctive and useful picture of the problems 
and practises of elementary schools in teaching children to read. The list of 
proposed chapter titles is as follows: (1) Introduction: The Importance of Good 
Instruction in Reading; (2) Reading Readiness; (3) Beginning Instruction in 
Reading; (4) Reading Instruction in the Upper Grades; (5) Provision of Read: 
ing Materials; (6) Corrective and Remedial Work in Reading; (7) Adminis 
trative Adjustments to Improve Reading Instruction; (8) Supervision of the 
Reading Program; (9) Evaluation of the Reading Program; and (10) Impl 
cations of Research for Instruction in Reading. 





216 THE NATIONAL ELEMENTARY 








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The Informal Socialized Discussion 


Marcelino Deveza, principal, Lucban Elementary School, 
Lucban, Tayabas, Philippine Islands 


An informal socialized discussion is a discussion in which the pupils are given 
plenty of chances to participate. A certain social situation is created demanding 
discussion under the guidance of the teacher. ‘This kind of recitation is more 
functional in life. It differs from the formal socialized discussion in that the 
formal type organizes under an adult scheme. It is institutional and self-directing. 
It puts the pupils as leaders who stand in front of the class and makes the teacher 
stay in the background. The formal type, on the other hand, takes no special 
organization. The one reciting addresses himself to the group, not to the teacher. 
The pupils raise pertinent questions and talk to the point. They evaluate their 
own recitations and the contributions of others. 

How is this method conducted? A selected unit is first presented to the class 
ina motivated manner. The teacher then creates a situation in such a way that 
the first topic in the outline previously organized is presented to the class. A pupil is 
called upon to develop the topic by using any of the following types: (1) Story type; 
(2) Descriptive type; (3) Comparative type; and (4) Cause and effect type. As 
soon as a topic is developed orally before the class, the members are given an oppor- 
tunity to ask questions or raise problems for discussion. Any member of the class 
is given freedom to answer whatever question is raised. In the course of the dis- 
cussion, conclusions may be drawn for the solution of a problem. In like manner 
all other topics in the outline may be developed so that the final conclusion for the 
solution of the main problem may be drawn. 

Here is a sample problem. “Why Cagayan Valley Raises Much Tobacco?” 
A sample situation created is this: A pupil played that before he came to Lucban 
he had lived in the Cagayan Valley for several months. He told a story to the 
class about the soil and rainfall of that valley. A pupil told the following story: 

Class, would you like to know what I learned in the Cagayan Valley? Well, during 
my stay in that place, I found out that it is a tobacco region. My father is a merchant. 
He buys bales of dried tobacco leaves. He goes from one plantation to another. When I 
went with him the first time, the wide tobacco fields surprised me. We do not have them 
in Lucban. Father told me that the soil in that region is rich. He said that much of the 
water that falls on the slopes of the mountain run into the streams. Those little streams 
flow to the Cagayan River. They carry mud. When they reach the Cagayan River, the 
water overflows its banks. The water then spreads muddy water over the lowlands of 
the valley. The people there say this mud is rich in plant foods. This is the reason 
why tobacco grows well in the Cagayan Valley. 


Here are some types of questions raised by the pupils: “I wonder what moun- 
tains surround the valley? When does this valley have heavy rainfalls? May I 
know why heavy rains fall during September, October, and November? How 
could heavy rainfalls make the soil of the valley fertile?” Etc. 

This type of recitation is interesting and natural. Some other advantages of 
this method are: (1) The pupils are encouraged to think straight and talk to 
the point; (2) It encourages leadership; and (3) It develops sportmanship and 
some other desirable attributes of courtesy. 





PRINCIPAL, JUNE, 1937 217 








Membership—Taking Stock 
Eva G. Pinkston 


In glancing backward to report the work accomplished by the Department 
President Edythe Brown, the officers and those of us here at Headquarters wish 
to pay tribute to the fine spirit of co-operation and loyalty on the part of oy 
splendid Enrolment Chairmen and our other friends who have made it possible 
for us to show nearly a 25 percent increase over our membership last year. 

The officers have built wisely and well during the sixteen years of our existence 
The reason for our progress has been the spirit of increased unity of purpos 
within our group in furthering the cause of elementary education. There has been 
a continuous development of the thought that those who work in the field mus 
realize the importance and responsibility which is theirs. Elementary education 
is the vital part of our American school system and how happy it has made us to 
see those who are working in this field begin to realize that much progress can be 
made if they will organize their forces. The Department is completing the most 
successful membership year in its brief history. As we go to press we have ; 
total of 5118 members. Of this number 153 are life members. 

Even tho we have made progress the situation confronting the advancement 
of the work will remain critical and one that necessitates a closer and more active 
co-operation, just as long as every person in the work does not take an active 
interest in its importance. 

All who have worked on membership know that our president for 1935-36, 
Harley W. Lyon, set a goal of 5000 for us to reach. We made a very material 
gain but did not go over the top. This year President Edythe Brown asked that 
we let this same number of 5000 be our goal again. We reached the home bas 
on April 21. So that you can visualize the progress which has been made, we are 
listing several achievements of the Enrolment Chairmen. 


100 Percent Cities 


The elementary principals of many cities and districts have enrolled 100 percent 
in the Department. The following are the ones which have been called to our 
attention: Prescott, Ariz.; San Gabriel, Calif.; Tampa, Fla.; Evansville, Ind.; 
Indianapolis, Ind.; Kansas City, Kans.; Harlan, Ky.; New Orleans, La, 
Detroit, Mich.; Hamtramch, Mich.; Normandy, Mo.; Omaha, Nebr.; Hicks 
ville, N. Y.; Watervliet, N. Y.; Greensboro, N. C.; El Reno, Okla. ; Shawnee, 
Okla.; Aberdeen, S. Dak.; Sioux Falls, §. Dak.; Port Arthur, Tex. ; Charlottes 
ville, Va.; Radford, Va.; Huntington, W. Va.; and Casper, Wyo.; District 7) 
of Evanston, Ill.; Ritenour Consolidated School District, Mo.; and Beaumont 
Independent School District, Tex. If your city is not listed and it is 100 percent, 
please let us know. 

Quotas 

At the beginning of the year, President Brown set a definite quota for each 
state, and we are happy to report that eight states have the distinction of reaching 
this number. They are: Alabama, Alaska, Arizona, Arkansas, Louisiana, Mis 
sissippi, Texas, and West Virginia. 





218 THE NATIONAL ELEMENTARY 





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Rank of States by Membership 
We are listing below in order of rank, the twenty-one states which have the 


largest enrolments as of May 15, 1937: 
539 


California —_- 
Michigan 
New York 


Pennsylvania 


aaa 


Illinois 


New Jersey 


459 
421 
247 
245 
239 
223 


Texas 
Missouri 
Massachusetts 
Indiana 
Washington 
Wisconsin 
Maryland 


213 
189 
178 
170 
123 
118 

95 





West Virginia ___ 92 


Kansas _- 91 
Oklahoma — 
Connecticut ee 
Louisiana ______ 85 
Georgia <n Oe 
Florida ........... 80 


Rank of States by Percentage of Increase over Last Year 
We are delighted to tell you that 46 states and territories surpassed their total 
number of members of last year. Below are listed the twenty-one states which 


have the highest percent of increase as of May 15, 1937: 























Alaska 233.33% Michigan 92.85% Texas 35.66% 
West New Mexico 71.42% Florida -___ 35.59% 
Virginia _109.09% Arizona 57.88% District of 
Louisiana 102.38% Iowa 50.00% Columbia nape ( 
North Georgia 49.09% Rhode Island 29.41 cy 
; 7 , Connecticut _ 28.35% 
Carolina _100.00% South Z 
: > “ee Washington. 28.12% 
Kentucky 96.66% Carolina 45.45% Mississippi 26.92% 
Alabama 93.75% Arkansas 38.46% Ohio ___. 25.68% 
ST rainastsineaousisustinstiicimenesimninintninesites said tiiniennaingaaiiaisteesetienel 
[MEMBERSHIP EACH YEAR 
4400 |— 


3900 


3300 


2700 


1500 





2100 }- 








SINCE ORGANIZATION | 
Department of 










































PRINCIPAL, JUNE, 1937 











Three A’s Which Retard Our Profession 


T. D. Martin, director of membership, National Education Association, 


Washington, D. C. 


Teachers are potentially the most powerful professional 
group in America. Why are we not actually as strong as we 
might be? Three factors which retard progress in our pro- 
fession are apathy, antipathy and animosity. 

Apathy—Teachers are not apathetic about all matters 
but they often betray discouraging apathy with regard to the 
importance of our professional organizations. Less thay 
one-fifth of the teachers of the nation are members of the 
N.E.A., their own national professional organization, and 
those who do join frequently feel that the mere addition of 
their names to the membership roll transfers to the organizs- 
tion complete responsibility for carrying on the work. When discussing legis 
lation vitally affecting teachers, a Congressman recently said, “I have not received 
a single personal letter from a teacher regarding this bill. All of the letters which 
have come to me have been communications from organized groups, and we al 
know how easy it is to get resolutions passed. The teachers in my district ar 
apparently not interested in this legislation!” Apathy prevents the realization 
of many of our goals. 

Antipathy— Many teachers have not yet learned that compromises are often 
essential to the success of large undertakings. We often promote our pet project 
with such vigor that we develop strong antipathies to all other proposals and thu 
hold back progress toward the realization of larger achievements. ‘The recent 
hearings on the Harrison-Black-Fletcher Bill offered an illuminating illustration 
of this point. Several teachers’ organizations which favored the general propo- 
sition of federal aid for education appeared before the committees to voice thei 
opposition to the bill, as drawn, with the result that they weakened the case for 
federal aid. —The Congressmen who were opposed to the bill naturally took ad 
vantage of the situation and said, “When you educators come to us with: 
proposition on which you agree among yourselves we will be happy to give tt 
serious consideration!’ Subordination of personal antipathies is often essentis 
for professional progress. 

Animosity—We teachers frequently fail to divorce principles from person 
alities. We often allow personal animosities to grow out of antipathies. lt 
someone opposes our pet project, we frequently develop a strong personal ani 
mosity toward that individual and we vent our spleen on him whenever oppor 
tunity offers. A story is current in the West which illustrates this tendency. Iti 
said that in the early days when a mountain lion was about to attack a herd 
wild burrows, these dumb animals of the desert would huddle in a circle with 
their heads toward the center and they would kick the marauding cougar to death 
But today, under the debilitating influences of modern civilization, they have los 
their sense of direction. When they sense danger they still huddle in a circle, bu 





T. D. MARTIN 





220 THE NATIONAL ELEMENTAR) 








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with their heads out and their heels in, and they kick each other to death! We 
teachers need to learn to concentrate our efforts upon principles and projects and 
to forget our personal animosities. Apathy, Antipathy and Animosity represent 
three tendencies which prevent the teaching profession from being actually as 


strong as it is potentially. 





News Received at Headquarters 


* The New York State Association of Ele- 
mentary School Principals held a Spring 
Conference for Elementary School Princi- 
pals at the State Normal School, Oswego, 
New York, April 23. It consisted of two 
sessions and a luncheon at noon. Fred 
H. Duffy, principal, George Washington 
School, Kenmore and president of the New 
York State Association of Elementary School 
Principals, presided at the morning session, 
the subject of which was “Community Lead- 
ership.” The afternoon session entitled, 
“Professional Leadership’ was led by 
Charles Joyce, principal, Seneca School, 
Irondequoit, Rochester, and vicepresident 
of the association. We hope that other 
principals’ organizations will follow this 
example and hold Conferences with their 
elementary school principals. 


* Eugene Hilton, principal, Allendale 
School, Oakland, California, had hardly be- 
come used to the honors won as co-author 
of America Today and Yesterday, when he 
learn that another of his literary endeavors 
has achieved even greater success. The 
latest of Dr. Hilton’s triumphs is the At- 
lantic Monthly award for the best manu- 
script submitted in a recent contest for a 
high school textbook on social studies. The 
new book, Problems and Values of Today, 
will be published in two volumes, the first 
of which is to be out next fall. In addition 
to the distinction that goes with the Atlantic 
Monthly award, Dr. Hilton will receive an 
outright cash prize of $2,000 and a $2,000 
advance on royalties. 

This fine news item was sent to head- 
quarters by Sarah L. Young, principal, 
Parker School, Oakland. 


* Marquette School, South Bend, Indiana 
isone of President Edythe Brown’s schools, 
and on April 22, there was a lovely dedica- 
tory program in honor of going into the 
new school building. 


* At Sioux City, Iowa, there has been a 
restoration of all pay cuts with some of the 
increments. The first cut they received in 
1933-34 was 25 percent. At mid-year, 
1934-35, 10 percent was restored, and in 
1935-36 another 10 percent was restored. 
They have been told that next year the last 
5 percent of the former basic salary will 
be restored. Teachers who were not up 
to their maximum are to be given a straight 
$75.00 on their increments. Teachers hav- 
ing degrees are to be given another $60.00. 
This puts them on the way again to get the 
teachers back on the regular schedule. 


* M. P. Watts, principal, Daniel Worley 
School, Canton, Ohio, and a group of prin- 
cipals of that city have recently completed 
a Study on their Social Science Courses in 
the elementary schools. They made Courses 
of Study in all the grades from three to 
seven, but we have been the recipients of 
the one on Geography for Grade Seven. It 
is one of the most valuable Studies which 
has reached out hands in a long time. I 
wish it were possible for us to share its con- 
tents with you, and sometime within the 
near future we hope to publish a section of 
it in the National Elementary Principal, so 
that you, too, can see that a valuable Study 
has been made. 


* The New England Health Education As- 
sociation is holding its twelfth annual Meet- 
ing, June 4 and 5, 1937, at the Massa- 
chusetts Institute of Technology, Cam- 
bridge, Massachusetts. A very interesting 
program has been planned for these two 
days. For further information communicate 
with Mrs. Susan Tully, secretary, Blossom 
Street Health Unit, Boston, Massachusetts. 


* After seventeen years as principal of the 
Thomas Street School, Rome, New York, 
Harvey E. Alter will retire at the end of 
this school year. Mr. Alter started teach- 





PRINCIPAL, JUNE, 1937 


221 











ing nearly a half century ago. He is a life 
member of the National Education Asso- 
ciation, member of the Department of Su- 
pervisors and Directors of Instruction, 
charter member of the Department of Ele- 
mentary School Principals, charter member 
of the New York State Association of Ele- 
mentary School Principals, active member 
of the National Society for the Study of 
Education, member of the Mohawk Valley 
School Masters’ Club, and was an active 
member of the Old Tri-County Educational 
Council of Fulton, Montgomery and Herk- 
imer counties, New York. The major part 
of Mr. Alter’s large professional library 
will be presented to the City of Rome when 
he retires. 


* The annual meeting of the Elementary 
School Principals’ Association of Connect- 
icut was held Saturday, April 10, at the 
Sedgwick School in West Hartford. George 
H. Shafer, Teachers College, Williamantic, 
talked on, “Challenges Presented the Prin- 
cipal for Industrial Pupil Progress.” <A 
discussion led by Margaret Kieley of 
Bridgeport followed. Headquarters wishes 
to thank Margaret E. Hickey, past secre- 
tary of the association, for a report of this 
meeting. 


* The Rhode Island Elementary School 
Principals’ Association was organized May 
8, 1937, at a meeting in Newport. The fol- 
lowing officers were elected: President, 
John F. Brown, Providence; Vicepresident, 
Mary V. Quirk, Warren; Recording Secre- 
tary, Elizabeth Baldwin, Pawtucket; Cor- 
responding Secretary, Gertrude L. Kelley, 
Woonsocket; Treasurer, Marguerite Bro- 
gan, Bristol; Advisors for three years: 
Hermann G. Patt, Newport; and Alden B. 
Lufkin, Cranston; Advisors for two years: 
Gilbert Hall, South Kingstown; and Lena 
Ford, Woonsocket; Advisors for one year: 
Nellie M. Reed, East Providence; and Mrs. 
Jessie S. Berry, Westerly. This informa- 
tion was sent to headquarters by Elizabeth 
Baldwin, at the request of Hermann G. Patt. 


* The Yearbooks of the D.E.S.P. are being 
used by educators all over the world. Re. 
cently a copy was purchased by E. A, Cole. 
man, Senior Inspector of Schools, Perth, 
West Australia. 


* School newspapers are continuing t 
come to headquarters. We have just re. 
ceived from E. R. Steffensrud, Lincolp 
School, Chisholm, Minnesota, a copy of the 
May 7 issue of Safety Sentinel. This 45. 
page booklet is full of lovely illustrations 
poems and stories, which teach the children 
that to take time to be careful pays a re- 
ward of health and happiness. With this 
issue the Lincoln School closes another year 


of safety. 

Two copies of the school newspaper of 
the Jefferson School, Manitowoc, Wiscon- 
sin, the Easter issue and the China Clipper 
issue, have been sent to us by Alexander 
P. Georgiady, principal. This is the first 
year that the Jefferson School has had a 
newspaper, and the staff is to be congratu- 
lated on the splendid piece of work which 
has been done. 

The Seattle Principals’ Exchange, which 
is published by the Seattle Principals’ As- 
sociation has been sent in by Earl Towner, 
principal, Stevens School, Seattle, Wash- 
ington. This paper is issued monthly by 
the club, and contains interesting articles 
and news about what is happening in the 
Seattle Principals’ Association. 


* The Annual Meeting of the California 
Elementary School Principals’ Association 
Bay Section, was held May 8, Hunter Hall, 
Oakland. Elliott Hensel, advertising di- 
rector Oakland Tribune, gave an inspira- 
tion talk on “The Personality of an Elemen- 
tary School Principal,’ and Dr. Walter 
Dexter, state superintendent of schools, 
gave an address on “The Art of Being an 
Elementary School Principal.” We are sure 
that those who attended received much in- 
spiration, and were spurred on to a better 
grade of education. 





Enrolment Chairmen Meeting 
Don’t forget the important meeting of all State, City, County and District 
Enrolment Chairmen, Wednesday, June 30, 2 p.m., Statler Hotel, Detroit, 
Michigan. Come and bring your ideas and suggestions. 





222 


THE NATIONAL ELEMENTARY 








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New 


Brave Young Land, by Edna McGuire is 
the second book in a series of histories for 
the elementary school, the purpose of which 
is to present a complete history of our na- 
tion; its background, its early development, 
and its ultimate rise to world leadership. 
The predominant aim of the series is to 
present a well-rounded picture of the United 
States, but the emphasis thruout is upon the 
social and cultural growth of our nation. 

The pages of this book are somewhat 
larger than those in the ordinary textbooks. 
The type is twelve-point, well-leaded, so 
that the child may—as he certainly will— 
read for hours without eyestrain. The 
vocabulary has been carefully checked 
against the best standards. Where words 
that might prove difficult are used, they are 
clearly defined in the context, and are re- 
viewed by Word Games which involve the 
use of the Word List, which is included. 
Many beautiful pictures and drawings illus- 
trating the stories help to make this book 
most complete. Copies may be secured from 
the Macmillan Company, New York City. 


xk * 


So enchanting are the wonders of one, 
two, three as recounted by Dr. David Eu- 
gene Smith, in the little book entitled The 
Wonderful Wonders of One-Two-Three, 
that they will inevitably delight many par- 
ents and other readers as well as the chil- 
dren for whom they are written. 

Teachers have long wanted such a book 
to supplement texts by arousing interest in 
numbers. Only those familiar with this dis- 
tinguished mathematician’s Number Stories 
of Long Ago, however, could have antici- 
pated a book written with so wide a knowl- 
edge of this subject and with such a sym- 
pathetic understanding of young readers. 

Librarians will find that the excellent 
illustrations will help greatly in keeping this 
book in constant circulation. This unique 
book has been published by McFarlane- 
Warde-McFarlane, Six East Forty-Fifth 
Street, New York City. 


x kk 


Have you seen The Progress Arithmetics 
by Boyer-Cheyney-White, The Macmillan 
Company, New York City? This series of 
text-work books are for grades three to 
eight. The combined textbook and work- 
book unites in a single plan all the features 


Books 


that are essential to a complete and well- 
integrated program in arithmetic, by which 
interested pupil participation is insured at 
every stage of the development. It saves 
the pupil’s time by eliminating the copying 
of examples; encourages independent, in- 
dividual work; and reduces errors by main- 
taining interest, concentrating energy upon 
arithmetical think, and providing incidental 
maintenance drill. The pupils see, think, 
study, and work all on the same page. It 
saves the teacher’s time by simplifying the 
checking of pupils’ work, and permits the 
concentration of attention upon individual 
needs, 


xk * 


The April issue of American Architect 
and Architecture is particularly valuable 
because it approaches the question of mod- 
ern school design from a fresh viewpoint. 
Schools from every part of the country are 
studied as units—corridors, classrooms, sci- 
ence rooms, administration offices, labora- 
tories, kindergartens, etc. The examples 
shown in this book conform to the recom- 
mendations of various State codes as well 
as the specifications of the National Com- 
mittee on Schoolhouse Construction. The 
issue includes classroom design based on a 
comprehensive survey of the laws of 48 
states governing school design. In addition 
it gives an important bibliography of litera- 
fure on school design and construction. This 
magazine can be secured from 572 Madison 
Avenue, New York, N. Y. 


xk 


Science in the Elementary School by W. 
(. Croxton, McGrall-Hill Book Company, 
330 West 42nd Street, New York City, of- 
fers concrete help for carrying on science 
activities in the elementary program, pro- 
vides a comprehensive theoretical basis for 
the teaching of science at this level, as well 
as a large body of detailed material for 
classroom use. More than one hundred 
science activities suitable for the elementary 
~ school are described. This book is intended 
for the use of elementary teachers and teach- 
ers intraining. Part I of this splendid book 
deals with “Science in the Elementary 
Program,” while Part II is entitled “Sug- 
gestions For An Activity Program.” The 
many refernces which are listed in the book 
help to make it more complete. 





PRINCIPAL, JUNE, 1937 


223 











DO YOU FEAR THE WIND? 


Do you fear the force of the wind, 

The slash of the rain? 

Go face them and fight them, 

Be savage again. 

Go hungry and cold like the wolf, 
Go wade like the crane: 


The palms of your hands will thicken, 
The skin of your cheek will tan, 
You'll grow ragged and weary and swarthy, 
But you’ll walk like a man! 
—HAMLIN GARLAND.