il 


l 











‘ 


bs c FEB 7 1c 


io NATIONAL ELEMENTARY 


RINCIPAL 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
NATIONAL EDUCATION ASSOCIATION 


WINTER 

IN THE 
NATION’S 
CAPITAL 


February, 1939 
Vol. XVIII, No. 3 











THE NATIONAL ELEMENTARY PRINCIPAL 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


Published in October, December, ase y 2 


Elementary School Principals of the National 


April, June, and Jul 
ucation Association of the United 


by the Department of 


tates. 


All elementary principals—administrative, supervisory, and teaching—are eligible to active 


membership 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 are actively engaged 


of $3. 


in any phase of school work by paying the regular membership fee 
They are entitled to all privileges except the right to vote and hold office. 


Subscription to non-members is $3 per year; single copies of the Yearbook, $2; single copies 
of the Bulletin, 25 cents (except the Official Reports, 50 cents). 





Entered as second-class matter November 20, 1922, at the postoffice at Washington, D. C., 
under Act of August 24,1912. Acceptance for mailing at special rate of postage provided 


for in Section 1103, Act of October 3, 1917, authorize 


December 18, 1922. 





Executive and Editorial Offices 


1201 Sixteenth Street, Northwest, Washington, D. C., 
Eva G. Pinkston, Editor. 





OFFICERS OF THE DEPARTMENT, 1938-39 


President, Maude A. Rhodes, 185 Westminster 
Dr. N. E., Atlanta, Ga. 


First Vicepresident, Mason A. Stratton, 
Brighton Avenue School, Atlantic City, 
N. J. 


Second Vicepresident, Elizabeth R. Malcolm, 
Truman Street School, New Haven, Conn. 


Third Vicepresident, Arnold Gregory, Raupp 
School, Lincoln Park, Mich. 


Fourth Vicepresident, Harry H. Haw, Alex- 
ander Hamilton School, San Diego, Calif. 


Fifth Vicepresident, Jane E. Monahan, Pub- 
lic School No. 92, New York, N. Y. 


Executive Secretary, Eva G. Pinkston, 1201 
Sixteenth St., N. W., Washington, D. C. 


Executive Committee 


Mrs. Edith B. Joynes, Washington-Gate- 
wood Schools, Norfolk, Va. 

Ira M. Kline, 177 Gibson Avenue, White 
Plains, N. Y. 

Irvin A. Wilson, 437 S. Stone Avenue, 
La Grange, IIl. 

Isabel Tucker, Festus Wade School, St. 
Louis, Mo. 


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


Life Membership Division, Herbert C. Han- 
sen, Director, 1045 N. Lockwood Ave., 
Chicago, Ill. 


Retirement Division, M. Emma Brookes, 
Director, Windsor, Ashtabula Co., Ohio. 





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





Conference Committee 1939 


Mason A. Stratton, Chairman 
Principal, Brighton Avenue School 
Atlantic City, N. J. 


Mrs. Edith B. Joynes 
Principal, Washington-Gatewood Schools 
Norfolk, Virginia 


Maude A. Rhodes 
185 Westminster Dr., N. E. 


Atlanta, Georgia 


The Contents of this Bulletin are listed in the Education Index 


The picture appearing on the cover of this bulletin makes us hope that each member will make a pledge 
to himself that sometime during his life he will come to his Capital City to see such scenes as this. 





98 


THE NATIONAL ELEMENTARY 





You’ 
The ’ 

tiv 
A Te 
Value 


Thirc 
tio 


What 
BClub 


Impli 
Ele 


Two 


phat 


Your 


The ¢ 


N the 











ive 


jon 
fee 


ate- 
Thite 
‘nue, 


, & 
Di- 
br. 
Han- 
Ave., 


yokes, 
110. 


pledge 


‘ARY 





The National 


Elementary Principal 
Volume XVIII, No. 3 





February, 1939 





A Convention Invitation 


Only a few weeks remain until educators will leave 
their schools to attend the winter meeting of the Amer- 
ian Association of School Administrators. We hope 
you will be in Cleveland, Ohio, February 25 to March 
2,1939, and will attend the meetings and social affairs 
of the Department of Elementary School Principals. 





Contents 

You'll Get Help at the Convention............ 100 
The Training of an Assistant Principal for Execu- 

tive Responsibilities—Reszke............... 104 
\ Teacher’s Handbook—Duffy 107 
Value of Metron-O-Scope Reading—Lee 109 
Third Annual Conference on Elementary Educa- 

Se ee ee reek Pen ate 112 
“A Constant Increase’”—Pinkston 116 
What Will 1939 Bring?......... 118 
Club Activities—Dowling 120 


Implications of the Enrolment Trends and The 


Elementary School Principal—Stuart 121 
Iwo Principals Celebrate............... 123 
What’s Happening! ! 124 
‘our Bookshelf 126 


The opinions expressed in the articles in this bulletin are the expressions 
i the writers and not necessarily the Department’s. 


THE 


DR. JOHN A. SEXSON, 
president, and Mr. S. D. 
Shankland, Executive Sec- 
retary of the A. A. S. A., 
are fast completing their 
plans for a wonderful con- 
vention at Cleveland, Ohio, 
Feb. 25-Mar. 2, 1939. The 
D. E. S. P. will hold its 
meetings at this same time 
as an invited guest. Come 
and let’s show our appre- 
ciation by having the larg- 
est number we have yet 
had at any convention. 


LURE 


RABBI ABBA HILLEL 
SILVER will discuss the 
“Crisis of World Affairs” 
at the banquet of the D. E. 
S. P., Mon., Feb. 27,6 p. m., 
Grand Ballroom, Statler 
Hotel. This banquet will 
be one of the highlights of 
the convention. 


OF 


THE D. E. S. P. Break- 
fast will be hela Monday, 
Feb. 27, in the Lattice 
Room, Statler Hotel, at 
7:30 a. m. 


CONVENTION 


THE THEME for the 
Monday afternoon pro- 
gram of the D. E. S. P. 
will be What Philosophy 
Should the Elementary 
School Take in Education? 
For Tuesday afternoon 
How Can Our Elementary 
Schools Be Improved? will 
be discussed. Pp. 101-104. 





PRINCIPAL, FEBRUARY, 1939 





99 














Courtesy of Elmsford Elementary School, Elmsford, N. Y .—First Gris 


Ce ae and it's our duly to guide them 


YOULL GET HELP AT THE CONVENTION 


Cleveland, Ohio—February 25 - March 2, 1939 
Statler Hotel, Headquarters | 


New Thoughts and New Ideas—Dr. 
John A. Sexson, president and Mr. S. D. 
Shankland, executive secretary for the Amer- 
ican Association of School Administrators, 
have made arrangements for one of the 
most outstanding conventions which that 
Department has ever had. They have pre- 
pared for many new features, which will 
be of vital concern to all. Those who have 
attended these winter meetings of educators 
know that it is here that policies and plans 
for the guiding of the young of the nation are really made. 

The educators who come to these conventions compose one of the greales 
groups of real leaders that meet anywhere. At these conventions you find teaches 
principals, supervisors, deans, superintendents, and college professors, who at 
striving to be more helpful and to do better jobs, and they are attending 4 
this time to direct as well as to get new thoughts and new ideas. The effects 
these winter meetings reach to all corners of the United States, for those attent 





S. 3. SHANKLAND 
Secretary, A. A. S. A. 


JOHN A. SEXs0! 
President, A. A.$4 


ing will return home to make reports and give those who did not have ttf ~; 


ae . = a 


100 THE NATIONAL ELEMENTAR 

























opportunity to come, a chance to participate and help in furthering education. 
We urge every person who is a member of this Department to come to this 
meeting and let’s promote the work of the elementary school. 

Our Meetings—President Maude A. Rhodes has prepared an unusually fine 
program. Each afternoon meeting will have only two speakers and the four 
speakers whom she has chosen to bring us messages are exceptionally fine. 

A new feature which President Rhodes has inaugurated is that of community 
singing at the beginning of each program. This will be led by Mr. Robert H. 
Edgar, principal, Bedford, Esplen and Knox Schools, Pittsburgh, Pennsylvania. 
So that we may enjoy this half hour of singing together, the programs will start 
at 1:45 instead of the usual time of 2 o’clock. The programs are as follows: 


Monpay, Fesruary 27, GRAND BALLROOM, STATLER Hore, 1:45 p.m. 
Maude A. Rhodes, President of the Department, presiding: 


Theme: What Philosophy Should the Elementary School Take in Education? 


‘irst Grote 


CoMMUNITY SINGING—Led by Robert H. Edgar, principal, Bedford, Esplen, 
and Knox Schools, Pittsburgh, Pennsylvania 


REPORT OF EDITORIAL COMMITTEE 
L. M. Fertsch, principal, Pease School, Austin, Texas, Chairman 





A PHILOSOPHY FOR ELEMENTARY EDUCATION 


Dr. Helen Heffernan, Chief, Division of Elementary Education and Rural 
Schools, Sacramento, California 


SociaL INTERACTION AND IMPLICATIONS FOR THE ELEMENTARY SCHOOL 


Dr. E. T. McSwain, Associate Professor of Education, Northwestern Uni- 
versity, Evanston, Illinois 


DISCUSSION FROM THE FLoorR AFTER EACH ADDRESS 


TuespAy,* Fresruary 28, Lattice Room, STATLER Hore, 1:45 p.m. 


W. Paul Allen, President of the Ohio State Elementary Principals 
Association, presiding: 


Theme: How Can Our Elementary Schools Be Improved? 


ComMUNITY SINGING—Led by Robert H. Edgar, principal, Bedford, Esplen, 
and Knox Schools, Pittsburgh, Pennsylvania 


Tue INCLUSION OF TEACHER GROUPS IN THE DEMOCRATIC LIVING IN A SCHOOL 
Dr. Claire Zyve, Assistant Professor of Education, New York University, 
New York 
“Members of the Association for Childhood Education are specially invited guests. 


101 





PRINCIPAL, FEBRUARY, 1939 











REORGANIZATION OF THE ELEMENTARY SCHOOL TO MEET THE NEEDS op 
CHILDREN 


Dr. Emmett M. Betts, Research Professor of Elementary Education, Penp. 
sylvania State College, State College, Pennsylvania 


DISCUSSION FROM THE FLOOR AFTER EACH ADDRESS 


WepNEsDAY, Marcu 1, Litre THEATER, PusLic AupirorruM, 9:30 Am, 


JorntT MEETING WITH DEPARTMENT OF SUPERVISORS AND DIRECTORS OF 
INSTRUCTION, NATIONAL CoUNCIL OF CHILDHOOD EDUCATION, 
AND SOCIETY FOR CURRICULUM STUDY 


Julia L. Hahn, Supervising Principal, Third Division, 
Washington, D. C., presiding: 


Theme: Implications of Research in Growth of the Child as a Whole 


REPORTS BASED ON MATERIAL PRESENTED BY Dr. WILLARD C. OLSON AT THE 
First GENERAL SESSION (15 MINUTES EACH) 


THE CURRICULUM 
Dr. Reginald Bell, Associate Professor of Education, Stanford University, 
Stanford University, California, representing the Society for Curriculum Study 


SCHOOL ORGANIZATION AND ADMINISTRATION 


Dr. Henry J. Otto, W. K. Kellogg Foundation, Battle Creek, Michigan, rep 
resenting the Department of Elementary Schooi Principals 


GROWTH RECORDS AND REPORTS 


Dr. E. Lee Vincent, Merrill-Palmer School, Detroit, Michigan, representing 
the National Council of Childhood Education 


Exhibits—Mr. H. A. Allan, business manager of the N. E. A., and manager dl 
the exhibits says: “The convention exhibit again will be the ‘biggest show a 
earth’ of educational tools and activities. Perhaps it may seem ‘too big’ but th 
principal who will plan to give ten minutes to each display can cover it com 
pletely in forty-one and a half hours! No more profitable expenditure of tim 
can be imagined. He will see devices and materials that make school administr- 
tion a joy, and equipment and texts without which he will be unhappy. Th 
range of the displays is too broad for description, but there is always somethin 
new and inspiring or helpful and instructive. At the exhibit the principal confers 
with experts, meets his friends, and gets all the thrills of the county fair. lt 
alone, is worth the time and expense for travel to the convention.” 

Our Social Affairs—Breakfast—On Monday morning at each winter conver 
tion a little before 7:30 a large group of elementary principals and their frients 
meet for breakfast at the headquarters hotel. This time it will be in the Lattic 
Room, Statler Hotel, Cleveland, Ohio, and the price will be $1.10. Many ol 
friends and many new friends come together from all parts of the country ! 
talk about their experiences. They bring new thoughts and new ideas, and thé 








102 THE NATIONAL ELEMENTAR 





| 





get 
Ele 
Cle 
rep 
foo 
Pre 





who 
N 


part 
com 
privi 

So 
scho 








of th 


ti 
0 


u 
Pp 
ce 
k 


CC 
ar 
th 
to 


Co. 
Schoo 


Se 


PRIN 





oF F get together for a pleasure breakfast. Mr. W. Paul Allen, President of the Ohio 
Elementary Principals Association, and Miss Mary F. Keys, President of the 
enn- § Cleveland Elementary Principals Association, will act as our host and hostess 
representing these groups. Interspersed with genial conversation and delicious 
food, there will be singing led by Robert Edgar and announcements given by 
President Maude A. Rhodes. Be sure to attend. 

AM. Banquet—Have you ever been to one of our 
banquets? Have you heard a real authority talk 
about the world crisis? What should we do about 
the situation? 

At the banquet in the Grand Ballroom, Statler 
Hotel, Cleveland, Ohio, Monday, February 27, 
6 p.m., you will have the opportunity to hear one 
of the most famous orators in the United States, 
Rabbi Abba Hillel Silver of The Temple, Cleve- 
land, talk on, “The Crisis of World Affairs.” Dr. 
Silver is one of America’s most silver-tongued 
orators. He expresses facts so simply, so straight- 
forwardly that he holds his audiences _spell- 
re iia aaa bound. Those who have had the rare pleasure 

, of hearing this great man know that few 
who speak the English language have as great command of it as he. 
n, rep Never has there been such an urgent need for honest presentation and non- 
partisan interpretation of national and international problems. His vigorous 
comments on this subject will be of untold help to all who have the honor and 
privilege of hearing him. 

So that you will have some idea of the broadmindedness of this splendid 
scholar, we are quoting two paragraphs from the address he gave at the banquet 
of the American Association of School Administrators in Cleveland in 1934: 


T THE 











nager ol 
show 0 “We must save our children from the blight of such nationalism and militarism. In our 
but the teaching of history, we must stress the common fate and destiny of the human race, not 
it com only the fate and destiny of our own nation. We must stress the fact of our human inter- 
, dependence. Above all we must expose the villainy and falsity of national chauvinism, 
of tim race snobbery, and religious fanaticism. We must clearly show that no nation can live 
ministta- unto itself alone and can solve its problems by itself, alone, and furthermore that no 
y. The problems are ever solved by war. No human hopes ever blossom amidst the broken 
omething corpses of the battlefields. In peace alone can human life unfold and the ideals of man- 
1 confer kind thrive. 
fair. It “Here then, is our task: to prepare our children for the new day by stressing the 
5 social sciences, by frank and honest discussions of conditions as they are and of the pro- 
jected plans by which to reconstruct them, by emphasizing the supremacy of the 
r convel cooperative life, by preparing our youth for active participation in political life, by 
ir friends arousing them to those supplementary curriculum activities which in later life will enable 
re Lattict them to use leisure creatively, and by widening their mental and spiritual horizons, so as 
Many old to include the whole of humanity, the federated society of tomorrow.” 
a Come, bring your friends, for the banquet of the Department of Elementary 
an , 


School Principals will be one of the highlights of the convention. Price $2.00. 





NTARI} PRINCIPAL, FEBRUARY, 1939 105 














The Training of an Assistant Principal for 
Executive Responsibilities 


F. E. Reszke, Principal, George F. Sands School, Cincinnati, Ohio 


Since the training of an assistant principal depends very largely upon the 
kind of principal with whom he is working, it might be well to enumerate some 
of the important qualities of a good principal. He should be a person possessing, 
in addition to his educational training and qualifications, the following: per- 
sonality, leadership, executive ability, tact, good judgment, poise, sympathy, 
friendliness, fairness, approachability, frankness, reliability, diplomacy, ideals, 
understanding of children, ability to meet situations, ability to get along with 
teachers, loyalty, calmness, cooperation and a well-developed sense of humor, 
We might judge his personality by answering such questions as: Does he 
handle school-home differences tactfully? Can he inspire confidence on the 
part of his teachers? Does he love and understand children? : 

The assistant principal’s basic academic training must be broad, with a well- 
rounded experience in theory, and specialized training along technical lines 
of educational work. It is also essential that he have several years of educa- 
tional experience, and that his educational experience be varied between teaching 
and administrative work. We might ask, “Has this experience broadened his 
viewpoint in a way which will be an advantage in his work?” 

He should have special abilities, the result of specialized training. Again we 
might ask, ““Can and does he participate in various community activities? Can 
and does he stimulate pupil activities of a specialized nature?” The afore 
mentioned are just a few of the factors which, in no small way, will determine 
the kind of training he is going to receive depending upon the kind of principal 
he is working with. 

The Characteristics of a Good Assistant Principal—I fully recogniz 
that the extent to which you may assist your principal depends, in no smal 
degree, upon the amount of non-teaching time at your disposal. You can not be 
of very much assistance if your time is primarily taken up with teaching re 
sponsibilities. This matter can be adjusted if your principal feels your work 
and your contribution of sufficient importance. It is entirely up to you. 


. Be loyal to your principal. 

. Affiliate with and support educational organizations. 

. A good assistant will not wait to be told to do things—he’ll look for ways in whid 
to assist the principal. Such opportunities are not difficult to find if you will but look 
for them. 

4. Keep abreast by extensive and continuous reading of the best educational thought an 
practices. 

. Relieve the principal of as much administrative detail as possible. 

. Accept suggestions and criticisms willingly and cheerfully. 

. Volunteer your services at all times, especially for work in which you are particular) 
well qualified and interested. 

8. Cultivate a pleasing personality—this, in your dealings and relations with teaches 

parents and pupils, is your greatest asset. 


* This is a portion of an address made before the assistant principals of Cincinnati. 


whe = 


wm 


sO 





—— 


104 THE NATIONAL ELEMENTAR 








du 
sh 


vis 


PRI 





| the 
some 
sing, 

per- 
athy, 
leals, 

with 
mor, 
es he 
n the 


well- 
lines 
-duca- 
aching 
ed his 





ain we 
? Can 

afore- 
ermine 
‘incipal 


cognize 
> small 
not be 
ing Te 
ir work 


in whid 
but look 


yught ane 


urticularl 


1 teachers 


—— 


NTAR) 








9. Never make snap judgments—take time to study and think a situation thru care- 
fully, and back up your decision with confidence and firmness. 

10. Do all you can to cultivate and maintain happy, cordial,,and harmonious relations 
among the teachers. You are in a very unusual position to do this. 

11. Remember that you, thru your more recent traifiing, are often in a position to suggest 
better and more efficient ways of doing things. Contribute your thought, experience, 
and training to the clearing up of all problems begging solution. 

12. Inspire confidence and respect for your judgments and decisions by impartial, con- 
siderate, and courteous treatment in all your dealings and relations. 

13. Finally—make the job your job—give all you have to it—make yourself both useful, 
important, and indispensable. For such an assistant a principal will go far to seeing 
that the work he is doing receives proper recognition on the part of those upon whom 
your future depends. 


In short, justify your appointment and glorify your position as assistant 
principal. 

The Characteristics of a Good Principal—lIf the assistant principal has 
had a share in the major fields of the principalship, he will, upon promotion, 
to a principalship, be prepared to assume full responsibility for that line of 
work in which adequate training has been given, and where efficiency has been 
shown. 

The position of assistant principal should be made truly professional, and the 
duties assigned should be such as to dignify the position. The assistant principal 
should be prepared to assume responsibility for a definite portion of the super- 
vision and administration of the school. 


When, and if you are promoted to a principalship, I offer the following sug- 
gestions: 


. Be big enough in your job as a principal to forget yourself. 

. Praise, unstinted and without reservation, is one means of inspiration. 

. Do not be jealous of the influence or success of your assistant. What he does is done 
for the glory of the school, and rebounds to the principal’s credit. 

4. Give your assistant authority and responsibility. 

. Do not encourage teachers to appeal to you for decisions. There is no more unhappy 
school than one in which the teachers are always going over the head of the assistant 
principal and winning their cases. There is no more likelihood that the decision of the 
assistant principal was motivated by spite and favoritism than that your own decision 
will be motivated by the same impulses. 

6. The principal and the assistant principal should show an undivided front. Nothing 

is so disintegrating in its effect upon the morale of the school, as for its principal to 

act as a higher court of appeals, reversing the decisions of his lower court. What 
would a teacher think of a principal who sided with the children against her authority 
and always put her upon the defensive in every case of discipline ? 

7. No principal should be an autocrat, the sole law-giver. Laws should be made by the 
plincipal, the assistant, and the teachers working together. 

8. Clothe the office of assistant principal with dignity and authority so that teachers 
look up to him or her with respect, and bring their problems to him or her. The dele- 
gation of responsibility carries with it the giving of authority. The principal who 
magnifies the work of the assistant will reap the benefits of high faculty morale. 

9. The principal must study the assistant to find out what type of work he or she is 
best fitted for, taking into account experience, training, attitude, and temperament. 

10. Make every effort to have each teacher and the assistant feel that their criticism. 

suggestions, and opinions are valued and desired. Only when the school has this demo- 

cratic relationship, and the good will, co-operation, and loyal support of all, can the 
school organization cope with its many varied problems. 


wn 


PRINCIPAL, FEBRUARY, 1939 105 








11. The relationship of principal and teacher is a reciprocal one. As the teachers are the 
main workers in the school plant, the principal’s main administrative duty is to clear 
the way for them No innovations of important character should be attempted with. 
out having sufficient preparation previously made. Teachers should feel that they have 
some specific part in the administration of school affairs. 

12. It is the duty of the principal to meet courteously all parents who come to the school, 
and to listen attentively to their requests or complaints. He must make parents fe 
that he sincerely wishes to help them, and that necessary investigations and corrections 
will be made. Here is a fine opportunity for leadership and also for stressing the aims 
and purposes of the school. Also by means of the P. T. A. the policies of the school 
system may be explained, and the support of school work, athletic contests, the schogl 
paper, and parents’ day at school are excellent means of creating a variety of interests 
between the school and the community. They help to form the bases of real under. 
standing and true co-operation between the home and the school, and measure the 
strength of the principal as a leader and as an administrator of the school. 

13. Never humiliate a teacher in the presence of a parent. Talk matters over in a private 
conference, for it will be greatly appreciated by the teacher. 

14. Never listen to or discuss complaints against teachers in the presence of pupils. 

15. Be big enough, and fair enough, to reverse a decision you have made when you find 
that you are in the wrong. This is a good thing to remember when dealing with 
parents, pupils, and teachers. It is one of the best ways of assuring them that they are 
getting a square deal and it inspires confidence, respect, and cooperation. 

. Finally, in his dealings with pupils, the principal must strive to be impartial, just, 
and firm, for the morale of the school depends upon him. He should take an interest 
in the problems of the children, learn to know something of their home life, and their 
amusements, and be ready to advise them whenever an opportunity presents itself. 


1 


oO 


You will be a better principal if you get parents interested in the school; if 
you treat your teachers with kindness, sympathy, courtesy, and respect; if you 
solicit their good will and cooperation; if you praise their good qualities, over- 
looking some of their shortcomings; if you help them understandingly with 
their classroom problems. 

You yourself must be alert and energetic, for your job, above all else, i 
to get things done efficiently. 





ROTTERDAM CRUISE-PASSENGERS WILL BE GUEST Of 
PUERTO RICO EXECUTIVE ON AUGUST 23, 1939 


Governor Blanton Winship of Puerto Rico has extended an invitation to 
reception and garden party at the Governor’s Mansion to members of th 
Rotterdam Cruise who; visit the Island on August 23, as they return from the 
Eighth Biennial Congress of the World Federation of Education Associations 
at Rio de Janeiro August 6-11. Announcing official acceptance on behalf 0 
the Cruise, Dr. Paul Monroe, President of the W.F.E.A., expresses appreciation 
for the opportunity afforded to meet the educators of Puerto Rico under mos 
unusual auspices. This spirit of cordiality toward visitors is one of Puerto Rico’ 
most distinguishing features. 

The Rotterdam Cruise will sail from New York, July 5; from New Orleans 
July 10, on its 53-day itinerary, visiting West Indies and South American port 





106 THE NATIONAL ELEMENTAR! 











anc 
the 
two 
tior 
tro 
edu 


poi 


sho 
and 
time 
othe 


duti 


dep 
or 0 


rido 


wha 
for | 

Ir 
soci 
may 


our | 


1Ni 


PRI. 


re the 
Clear 
with- 
r have 


school, 
ts feel 
ctions 
e aims 
school 
school 
\terests 
under. 
ire the 


private 


ou find 
1g with 
hey are 


al, just, 
interest 
nd their 
tself. 








ool; if 
if you 
3, Over- 
y with 


else, is 


T OF 
139 


ion toa 
; of the 
rom the 
yciations 
ehalf 0! 
reciation 
der mos! 
to Rico’ 


Orleats, 
an ports. 





‘NTARI 


A Teacher’s Handbook 


Fred H. Duffy, Principal, George Washington School, 
Kenmore, New York 


Why A Teacher’s Handbook? It is agreed that the 
most important work of the principal is that of supervision 
of instruction. However, since good administration precedes 
good supervision,’ it is most important that the former be 
simplified by methods that will reduce routine to a minimum. 
The school personnel, too, should have ready access to the 
routine regulations that may emanate from the office of the 
superintendent or the board of education and such directions 
as the principals may deem wise to have in operation. To 
provide teachers and other employees with such ready refer- 
ences, we issue the yearly handbook. 

What Should Be Its Content? This will depend upon the individual school 
and its problems—no two being alike. In order that teachers may comprehend 
the broader view of the principal’s aims and objectives, there should be a page or 
two devoted to his philosophy of administration, supervision and community rela- 
tionships to the school. In our handbook, it is referred to as “Foreword” or “In- 
troduction”. Such a preface may also be made up of theories from reliable 
educators, the philosophy of a blacksmith, or a selected bit of poetry defining 
pointedly the teacher’s or the school’s responsibility. The finale to the foreword 
in one of our handbooks was the well known poem, “Clay”. The School Calendar 
should have a place in the handbook in order that teachers may plan their work 
and that of the children, answer questions that parents often ask regarding the 
time and extent of vacations, opening and closing dates of school terms, and such 
other items that are of an annual or periodic occurrence. 

Perhaps one of the most important items of school routine is that of teacher 
duties relating to the care of the children during the various free periods of the 
day, such as morning and noon playground supervision, looking after cafeteria 
deportment, directing the activities of children who prefer to go to the auditorium 
or other detention rooms during the inclement weather, maintaining proper cor- 
ridor conduct, etc. For this purpose, we construct a chart which covers the entire 
school year and by which the teacher will know many weeks or months in advance 
what plans will be necessary for her to make. The center pages are desirable 
for this purpose. 

In our “office library” are to be found many sets of booklets and pamphlets 
secured from commercial corporations that are of value in the teaching of the 
social studies; thes : are listed according to subject matter in order that a teacher 
may select more readily the material most suitable to her needs. Included also 
isa list of motion picture films available, books and magazines procurable from 
our professional library, maps, apparatus and such other instructional supplies 


FRED H. DUFFY 





1Ninth Yearbook of the Department of Elementary School Principals. 








PRINCIPAL, FEBRUARY, 1939 107 








that teachers might otherwise overlook or even be totally ignorant of their being 
available. 

An alphabetically arranged directory of school personnel is perhaps as highly 
prized by members of the faculty, officers of the Parent-Teacher Association and 
Mothers’ Club, as any item included. Here we list the name, telephone number, 
and street address of every teacher, custodian, engineer—in short every person 
having any direct, full, or part time connection with the school. Other items of 
value on which a short paragraph appears are as follows: School opening and 
closing hours for different grades; teachers’ hours for arriving and leaving the 
building (this is regulated by the Board of Education resolution) ; staff meeting 
dates and notes on the same; regulations and instructions on fire drills; dates on 
which monthly statistical reports are due; scholarship and social adjustment 
reports; playground assignments and playground supervision; bus transporta- 
tion; what to do when a substitute is needed; physical education ‘eachers and 
their relations to the school; music and art supervisors and their work with the 
teachers; teachers’ magazines; conditions that must be observed when a child 
is to be sent home for any reason; agents and salespeople in or around the build- 
ing; visitors (particularly parents); teachers’ pay days; getting supplies from 
the office or stock room; relation of teachers to custodians and janitors; the 
secretary’s time and her work; the balopticon and the movie projectors; radio 
receiving sets and their use; use of school stationery; how to receive newly en- 
rolled pupils; transferring pupils; care of maps and other apparatus; the teach- 
ing of safety (now a state mandate); the teachers’ library; club work in the 
school; keeping pupils after school; caring for bicycles, wagons and scooters; 
cooperation with the police department; cooperation with the school physician, 
nurse, and dental hygienist; what to do in case of accidents and injured chil- 
dren; list of source materials, etc. No doubt, there are many other items, that 
would be of value, which the type of community, school policy and local con- 
ditions would tend to govern. 

Physical Qualities. Since each member of the school personnel is to receive 
a copy of this booklet, it must be either printed or set up with a duplicator. 
Some type of duplicator is to be found in many progressive schools. The most 
simple kind but perhaps less satisfactory is the gelatin type. Here all that is 
necessary is to type the master sheets so as to conform to the fold that will in 
the end produce the page by page set-up of reading matter. Since we publish 
approximately one hundred copies each year, we resort to the mimeographed 
type of duplication which requires the cutting of a stencil done on a small pica 
sized machine. How to place the stencil in the typewriter for cutting so that the 
reading matter may be read from left to right on the finished page is perhaps 
one of the most difficult operations, yet we find it very simple. Use a full-sized 
18 inch stencil, with a pair of scissors cut the stencil, backing and all, at the mid- 
dle. Both halves will now fit into the typewriter so that the lines may be cut 
crosswise. When both are type-cut they may be fastened together again by the 
use of a small amount of shellac giving a one-fourth-inch lap. A little practice 
will serve one to be able to type these pages and so locate the lap that it wil 
appear in the center where the booklet is to be stitched. For stock, we use 4 


—e 


108 THE NATIONAL ELEMENTARY 











read 
at a 
the 

Met 
gress 
thyt 
effec 


PRI. 


ing 


hly 
and 
ber, 
‘son 
s of 
and 
the 
ting 
$ on 
nent 
rta- 
and 
| the 
*hild 
uild- 
from 

the 
radio 
y en- 
ach- 
1 the 
ters; 
cian, 
chil- 
- that 
con- 


ceive 
cator. 
most 
hat is 
vill in 
iblish 
aphed 
1 pica 
at the 
rhaps 
-sized 
e mid- 
be cut 
by the 
-actice 
it will 
use 4 


——— 


TARY 





good grade of 8% by 14 white duplicating paper. This, when folded in the 
middle and later trimmed, furnishes four pages of the book. Since both sides 
of the pages are to contain typed matter, care must be taken to place a blotter 
between the sheets as they come from the duplicator. We find that ordinary 
manila art paper acts as a good blotter without lessening its future usefulness 
since only one side of the art paper is ever used. Covers may be made from any 
material available but the stock for this should be considerably heavier than the 
interior pages. We use a twenty-pound art construction paper of some de- 
sirable shade. Our teachers say they prefer a bright shade, for it is more con- 
spicuous and more readily located among other effects in their desk. The front 
cover page may be designed to suit one’s taste or merely typed. 

When all the pages, including the cover, have been run off and the sheets have 
been folded in the center, assembling them for saddle stitching is now in order. 
A blank page inside the cover sheets may be added to give balance. If there is a 
printing department in the school or in the system, the folded booklets can be 
taken there for stitching and trimming. Otherwise, a local printer may be 
called upon who will do this work at little or no expense and you will have a 
finished booklet 8142 by 6 that you will want to continue publishing and improving 
year after year. 


(Editor’s Note: So many of our members have become interested in the handbooks which 
Mr. Duffy publishes each year, that headquarters is glad to give you this opportunity to know 
how these books are prepared.) 





Value of Metron-O-Scope Reading 


R. B. Lee, Principal, South Ward School, Brownwood, Texas 


At the beginning of the school year 1936-37, the Ophthal- 
mograph and Metronoscope were introduced in the South 
Ward Elementary School of Brownwood, Texas as a part 
of its reading program. The Metronoscope is used each day 
at one of the regular reading periods in the first, second, and 
third grades. The fourth, fifth, and sixth grades use the 
instrument two or three times a week when their schedules 
do not conflict. 

The Metronoscope is used for both general and remedial 
R. B. LEE reading. This instrument was devised to help correct unde- 
sirable reading habits and to help the pupils to form correct 
reading habits. The reading material, which is in roll form, is presented a line 
ata time. By the opening and closing of three shutters in sequence, it directs 
the eyes from left to right, thus discouraging regressive movements. The 
Metronoscope improves one’s reading technic by decreasing fixations and re- 
gressions, by speeding up perception, by developing ability to retain sense of 
thythm and movements, and by generally imparting the ability to use the eyes 
efiectively in reading. 








PRINCIPAL, FEBRUARY, 1939 109 














that teachers might otherwise overlook or even be totally ignorant of their being 
available. 

An alphabetically arranged directory of school personnel is perhaps as highly 
prized by members of the faculty, officers of the Parent-Teacher Association and 
Mothers’ Club, as any item included. Here we list the name, telephone number, 
and street address of every teacher, custodian, engineer—in short every person 
having any direct, full, or part time connection with the school. Other items of 
value on which a short paragraph appears are as follows: School opening and 
closing hours for different grades; teachers’ hours for arriving and leaving the 
building (this is regulated by the Board of Education resolution) ; staff meeting 
dates and notes on the same; regulations and instructions on fire drills; dates op 
which monthly statistical reports are due; scholarship and social adjustment 
reports; playground assignments and playground supervision; bus transporte 
tion; what to do when a substitute is needed; physical education teachers and 
their relations to the school; music and art supervisors and their work with the 
teachers; teachers’ magazines; conditions that must be observed when a child 
is to be sent home for any reason; agents and salespeople in or around the build- 
ing; visitors (particularly parents); teachers’ pay days; getting supplies from 
the office or stock room; relation of teachers to custodians and janitors; the 
secretary’s time and her work; the balopticon and the movie projectors; radio 
receiving sets and their use; use of school stationery; how to receive newly er- 
rolled pupils; transferring pupils; care of maps and other apparatus; the teach- 
ing of safety (now a state mandate); the teachers’ library; club work in the 
school; keeping pupils after school; caring for bicycles, wagons and scooters; 
cooperation with the police department; cooperation with the school physician, 
nurse, and dental hygienist; what to do in case of accidents and injured chil- 
dren; list of source materials, etc. No doubt, there are many other items, that 
would be of value, which the type of community, school policy and local con- 
ditions would tend to govern. 

Physical Qualities. Since each member of the school personnel is to receive 
a copy of this booklet, it must be either printed or set up with a duplicator, 
Some type of duplicator is to be found in many progressive schools. The most 
simple kind but perhaps less satisfactory is the gelatin type. Here all thats 
necessary is to type the master sheets so as to conform to the fold that will i 
the end produce the page by page set-up of reading matter. Since we publish 
approximately one hundred copies each year, we resort to the mimeographed 
type of duplication which requires the cutting of a stencil done on a small pita 
sized machine. How to place the stencil in the typewriter for cutting so that the 
reading matter may be read from left to right on the finished page is perhaps 
one of the most difficult operations, yet we find it very simple. Use a full-sized 
18 inch stencil, with a pair of scissors cut the stencil, backing and all, at the mit 
dle. Both halves will now fit into the typewriter so that the lines may be cl 
crosswise. When both are type-cut they may be fastened together again by the 
use of a small amount of shellac giving a one-fourth-inch lap. A little practice 
will serve one to be able to type these pages and so locate the lap that it wil 
appear in the center where the booklet is to be stitched. For stock, we use 4 


— 


108 THE NATIONAL ELEMENTARY 





goo 
mid 
of t 
betv 
man 
sinc 
mat 
intel 
siral 
spict 
cove 

W 
been 
Abl 
print 
take’ 
calle 
finis! 
year 

(Ec 


Mr. I 
how | 





I 


readii 
at a | 
the ¢ 
Metr 
gressi 
thyth 
effect’ 


—_— 


PRIN 


deing 


ighly 
1 and 
nber, 
erson 
ms of 
y and 
g the 
>eting 
eS on 
tment 
y0rta- 
S and 
‘h the 
child 
build- 
from 
3: the 
radio 
ly en- 
teach- 
in the 
oters; 
sician, 
1 chil- 
5, that 
il con- 


receive 
‘icator. 
e most 
that is 
will in 
yublish 
raphed 
ill pica 
hat the 
yerhaps 
1]-sized 
ne mid- 
be cut 
by the 
practice 
it wil 
e use 4 


TARY 





good grade of 8/2 by 14 white duplicating paper. This, when folded in the 
middle and later trimmed, furnishes four pages of the book. Since both sides 
of the pages are to contain typed matter, care must be taken to place a blotter 
between the sheets as they come from the duplicator. We find that ordinary 
manila art paper acts as a good blotter without lessening its future usefulness 
since only one side of the art paper is ever used. Covers may be made from any 
material available but the stock for this should be considerably heavier than the 
interior pages. We use a twenty-pound art construction paper of some de- 
sirable shade. Our teachers say they prefer a bright shade, for it is more con- 
spicuous and more readily located among other effects in their desk. The front 
cover page may be designed to suit one’s taste or merely typed. 

When all the pages, including the cover, have been run off and the sheets have 
been folded in the center, assembling them for saddle stitching is now in order. 
A blank page inside the cover sheets may be added to give balance. If there is a 
printing department in the school or in the system, the folded booklets can be 
taken there for stitching and trimming. Otherwise, a local printer may be 
called upon who will do this work at little or no expense and you will have a 
finished booklet 81% by 6 that you will want to continue publishing and improving 
year after year. 


(Editor’s Note: So many of our members have become interested in the handbooks which 
Mr. Duffy publishes each year, that headquarters is glad to give you this opportunity to know 
how these books are prepared.) 





Value of Metron-O-Scope Reading 
R. B. Lee, Principal, South Ward School, Brownwood, Texas 


At the beginning of the school year 1936-37, the Ophthal- 
mograph and Metronoscope were introduced in the South 
Ward Elementary School of Brownwood, Texas as a part 
of its reading program. The Metronoscope is used each day 
at one of the regular reading periods in the first, second, and 
third grades. The fourth, fifth, and sixth grades use the 
instrument two or three times a week when their schedules 
do not conflict. 

The Metronoscope is used for both general and remedial 

R. B. LEE reading. This instrument was devised to help correct unde- 

sirable reading habits and to help the pupils to form correct 
reading habits. The reading material, which is in roll form, is presented a line 
ata time. By the opening and closing of three shutters in sequence, it directs 
the eyes from left to right, thus discouraging regressive movements. The 
Metronoscope improves one’s reading technic by decreasing fixations and re- 
sessions, by speeding up perception, by developing ability to retain sense of 


thythm and movements, and by generally imparting the ability to use the eyes 
diectively in reading. 








PRINCIPAL, FEBRUARY, 1939 109 











The Ophthalmograph is a portable eye-movement camera which makes , 
graph of the actual visual behavior during reading. This record reveals the 
number of fixations and regressions, the duration of fixations, the reading speed, 
and the ocular behavior in general. These findings are quite apart from those 
discovered with standardized reading tests as this measures an entirely different 
activity. For this reason, the film findings will not necessarily be correlated to 
standardized reading scores, just as reading scores do not always correlate with 
I.Q. measurements. A broad recognition span, as measured by the camera, does 
not arbitrarily denote high scholastic attainment. It merely means that this 
particular phase of the pupil’s reading skill is well developed. If it is found, 
with the Ophthalmograph, that the pupil already has a broad recognition span, 
then no time is wasted in further development of this specific skill, but an effort 
is made to improve comprehension, organization, retention, etc. 

Records of the pupils’ progress in reading were kept and compared with pre- 
vious records and with the reading records of schools that were not using the 
Metronoscope. 

The data showed that on standardized reading tests given the South Ward 
pupils, who had been given eight and one half months of Metronoscope training, 
and the same tests given to pupils who had not had any Metronoscope training, 
that the South Ward pupils made from 10.7% to 94.8% better scores. The 
tests also showed that the comprehension of the South Ward pupils was from 
10.9% to 39.9% better than the comprehension of the other pupils. The number 
of fixations, the number of regressions, and duration of fixations of the South 
Ward pupils were from 23% to 34% less than the other pupils. 

As a rule there are two questions that are raised in regard to the use of the 
Metronoscope. The first question is, “When can I find time to use the Metrono- 
scope?” In the South Ward School, it is used at the regular reading periods 
with no increased demands on the teacher’s time. That leads up to the next 
question, which is as follows, “If I use the Metronoscope at a reading period, 
will I have time to cover the materials outlined in the regulation course of 
study?” The following data obtained from the survey made in the South Ward 
School will answer this question. 

Since beginning the use of the Metronoscope the pupils have read from twenty 
to thirty percent more textbooks and library books than they had ever before 
read. This was accomplished without increasing the amount of time alloted 
to reading. 

Since introducing the Metronoscope into the reading program, retentions in 
the first grade have been reduced from a three year average of 20.6% to an 
average of 9.6% for the past two years. At the end of the first year in which the 
Metronoscope was used 97.3% of the first grade pupils reached norm on the 
Haggerty Reading Test; 50% reached norm in the second grade; and 11% 
reached norm in the third grade. The above record is a fair example of the 
records made by the other grades of the school. 

The Metronoscope can be used to an advantage in remedial reading in the 
upper elementary, junior, and senior high school grades, but it pays its best 
dividends in the primary grades. By using the Metronoscope in the primary 





110 THE NATIONAL ELEMENTARY 











es a 
the 
eed, 
‘hose 
rent 
d to 
with 
does 
this 
yund, 
span, 
effort 


| pre- 
g the 


Ward 
ining, 
ining, 

The 

from 
imber 
South 


of the 
trono- 
eriods 
> next 
eriod, 
rse of 
Ward 


wenty 
before 
illoted 


ons in 
to an 
ch the 
on the 
| 11% 
of the 


in the 
‘'s best 
rimary 


TARY 





grades, correct reading habits can be formed at the beginning of the pupils’ 
school life thus preventing many failures and eliminating the necessity for much 
remedial work. 


Some of the results obtained from the use of the Metronoscope are as follows: 


. Lip reading has been almost eliminated. 

. The number of regressions have been reduced. 

. Duration of fixations have been properly reduced in primary grades (caused by quicker 
habits of perception). 

4. Number of fixations have been reduced. 

5. The eye span has been increased. 

6. Speed in reading has been increased. 

7. Comprehension has been increased. 

8. A better reading attitude has been created. 

9. Failures in reading and reading subjects have been reduced. 


wd = 


The following question may come up in the mind of the reader: “Were the 
results that have been enumerated obtained from the use of the Metronoscope 
or were they accomplished by greater efforts on the part of the teachers and by 
better methods of teaching reading?” 

Before introducing the Metronoscope as an aid to reading the major portion 
of the school activities were organized around the reading program. For eight 
years reading had been emphasized and the teachers had used every method and 
device that they knew to motivate and improve reading. The results were that 
each year there was a small percentage of improvement over the previous year’s 
work. When the Metronoscope was placed in the reading program (without any 
increase in the time allotted to reading) , standardized tests, teachers opinion, and 
all other methods of measuring progress showed that the pupils had made from 
ten to sixty percent more progress in reading than they had in any previous year. 
Hence it seems reasonable to think that the Metronoscope was responsible for a 
major part of the improvement in reading. 





THE SAN FRANCISCO MEETING 
JULY 2-6, 1939 


Let us remind you that it is not too early to begin thinking of coming to the 
San Francisco convention. This will be a real bargain trip for you will be getting 
a perfectly splendid convention as well as a World’s Fair. All reports of “Treasure 
Island,” as the World’s Fair is called, say that it will be a real education in itself. 
Two big attractions with only one transportation to pay! ! 

The Department of Elementary School Principals is taking advantage of this 
one transportation fare by having three attractions: 


1. A meeting, July 2-6 
2. Trips to Treasure Island 
3. A Conference at Berkeley, July 8-21 


Headquarters of the Department of Elementary School Principals will be at 
the Palace Hotel, San Francisco. 





PRINCIPAL, FEBRUARY, 1939 111 








Third Annual Conference ( 


Sponsore 


The Department of Elemeniary 


School of Education of the Univenity 
‘ 
July 8.1, 


In the December issue of The National Elementary Principal attention was 
called to the Third Annual Conference on Elementary Education to be held in 
Berkeley, California, from July 8 to 21. The Department of Elementary School 
Principals and the School of Education, University of California, are co- 
operating in conducting the conference. It is to be organized into a course in 
Education, regarding which additional information is now available. 

The Theme. The theme of the Conference is, “Meeting the Problems of 
the Modern Elementary School.” 

The Course. Education 137. Problems of the Modern Elementary School. 

The function, work and objectives of the modern elementary school with 
emphasis upon the principal’s responsibility in dealing with the problems 
involved. Dr. Kyte and Selected Staff. 3 units. 

The Program. 9:00—11:00 a.m.: Directed Observation in the Demonstra- 
tion School. 

A carefully selected staff of elementary school teachers may be observed 
conducting classwork in which sound methods of teaching are used. Each teacher 
has been chosen because of her past record as a skillful performer in elementary 
grades. In the demonstration school, classes are offered in all grades from the 
first thru the eighth. 


11:00 a.m.—12:00 N.: General Assemblies. 


Each session of the general assemblies will be addressed by a specialist on the 
phase of modern elementary education in which he is outstanding. The topics 
include: Status of Elementary Education in the United States; Philosophical 





DEAN W. W. KEMP GEORGE C. KYTE REGINALD BELL W. E. GIVENS 





112 THE NATIONAL ELEMENTARY 











nce On Elementary Education 


Spongred by 


emeniary School Principals and the 


nivensity of California, Berkeley, California 
‘ 


uly 8.41, 1939 





Foundations of the Modern Elementary School; Implications of Modern Psy- 
chology for Elementary Education; Social Responsibilities of the Elementary 
School; Helping the Teacher Plan a Curriculum Unit; Elementary School 
Experiences Involving Self-Control; Reinterpreting the Three R’s; Extension 
of Experience Thru Books; and The Principal at Work in a Modern School. 


1:00-2:30 p.m.: Study and Discussion Groups. 


The number of discussion and study groups will depend upon the number 
and needs of the students enrolled. Provision has been made for seven sections, 
others to be added as needs are determined. The problems for these sections 
have been chosen to cover important aspects of the conference theme. 


SECTION 


SECTION 


SECTION 
SECTION 


SECTION 
SECTION 


SECTION 


s 


2 


II. 


III. 
IV. 


V. 
VI. 


VII. 





JULIA L, HAHN 


How Can Creative Expression Be Stimulated in Pupils and 
Teachers? 

How Should Community Resources Be Utilized in the 
Teaching Program? 

How May We Evaluate Teaching? 

What Are the Characteristics of a Modern Elementary 
School ? 

What Should We Know About Elementary School Children? 

How Can the Elementary School Function as an Accountant 
to Society? 

How Can the Teaching Principal Improve Classroom 
Teaching? 





PAUL R. HANNA HELEN HEFFERNAN JOHN A. HOCKETT 








PRINCIPAL, FEBRUARY, 1939 113 











RUDOLPH LINDQUIST G. C. LOOFBOUROW GLADYS L. POTTER GEO. D. STODDARD 


AFTERNOONS AND Evenincs: In addition to continuation of informal con- 
ferences and study, provision will be made for professional and cultural excur- 
sions, special lectures, exhibits and other sources of instruction and entertain- 
ment. The International Exposition of Treasure Island will provide many 
additional opportunities of this nature. 

The Faculty. The course will be under the general direction of Dr. George 
C. Kyte, Professor of Education and Supervising Principal of the University 
Elementary School, University of California. 

Other outstanding leaders who have accepted invitations to participate in the 
instructional program are: Dr. Reginald Bell, Associate Professor of Education, 
Stanford University; Dr. Willard E. Givens, Executive Secretary, National 
Education Association; Dr. Julia L. Hahn, Division Supervising Principal, 
Public Schools, Washington, D. C., and Adjunct Professor of Education, George 
Washington University; Dr. Paul R. Hanna, Professor of Education, Stanford 
University; Miss Helen Heffernan, Chief, Division of Elementary Education 
and Rural Schools, California State Department of Education; Dr. John A. 
Hockett, Assistant Professor of Education, Associate Director of Practice 
Teaching and Director of the Summer Demonstration School; Dr. Rudolph D. 
Lindquist, Director of the Cranbrook School, Michigan, and former Director 
of the Laboratory Schools, Ohio State University; Dr. Graham C. Loofbourow, 
Principal, John Muir Elementary School (a teacher-training laboratory of 
Fresno State College), Fresno, California; Mrs. Gladys L. Potter, Assistant 
Chief, Division of Elementary Education and Rural Schools, California State 
Department of Education; and Dr. George D. Stoddard, Dean of the Graduate 
College, Director of the Child Welfare Research Station and Research Professor 
of Psychology, University of Iowa. 

Registration, Fee and Credit. Registration will take place on Saturday 
morning, July 8. The tuition fee for registration in this course only is $15.00. 
Students completing the course for credit will be allowed three semester hours 
credit. 

Housing Accommodations. In order to obtain housing accommodations 
close to the campus, persons enrolling for the conference are urged to make 
reservations early. If accommodations are desired in the Whitecotton Hotel 
or the Durant Hotel, the reservation, accompanied by a deposit of $5.00, should 








be 
she 
ho 


bla 
the 








114 THE NATIONAL ELEMENTARY 











teen 


Depa 
1201 


En 


Pinkst 


PRIN 


et ae 








he mailed with application blank to Miss Pinkston before May 25. The check 
should be made out to the hotel selected. The exposition is going to fill up 
hotel accommodations; therefore, we should make our reservations early. Let 
us urge you to make your plans now and send to headquarters the application 
blank at a very early date. Don’t fail to indicate on the blank which hotel, and 
the type of room your desire. 


Rates for rooms in the Whitecotton Hotel are: 
Rooms without bath, single, $2.00 per day; $12.00 per week. 
Rooms without bath, double, $3.00 per day; $18.00 per week. 
Rooms with bath, single, $2.50-$3.00 per day; $15.00-$18.00 per week. 
Rooms with bath, double, $3.50-$4.00 per day; $21.00-$24.00 per week. 


Rooms with twin beds and bath, $4.00-$4.50-$5.00 per day. 
Rooms with twin beds and bath, $24.00-$27.00-$30.00 per week. 


Rates for rooms in the Durant Hotel are: 
Rooms with bath, single, $3.50 per day. 
Rooms with bath, double, $4.00-$4.50 per day. 
Rooms with twin beds and bath, $5.00-$6.00 per day. 


Additional application blanks may be secured from Headquarters, 1201 Six- 
teenth Street, N. W., Washington, D. C. 


Tear here and mail 


APPLICATION BLANK 


Third Annual Conference on Elementary Education 
Department of Elementary School Principals 


July 8-21, 1939 


Department of Elementary School Principals 
1201 16th St., N. W., Washington, D. C. 


I wish to become a member of this conference. 
Enclosed is $5.00.* Kindly make hotel reservation for me. Check choice. 


White Cotton Hotel........................ Single room WRI Bsc 


Durant Hotel Double room (twin beds) Without bath 
Double room (double bed) 





Name 








Address City 





State Position 








a 


— check should be made out to the Hotel which you select. Mail application and check to Miss 
ston. 





PRINCIPAL, FEBRUARY, 1939 115 

















«A Constant Increase”’ 
Eva G. Pinkston 


The new year is running true to form! Headquarters is happy to announce 
that on the first day of January we had another “upswing in membership,” for 
our number was far above that of the same date last year. This grand fact has 
happened now for five consecutive years. For this constant increase in member. 
ship, the president, officers, and headquarters staff do thank the very splendid 
group of fine men and women which has consistently made this possible. These 
Enrolment Chairmen have addressed groups, have written letters, have phoned, 
have even sent their own checks for some person who didn’t have money at the 
time, but who would send it to the Chairman later. Could any work not grow 
where such marvelous cooperation is exhibited! 

Our list of 100 percent cities, counties, and districts is larger this time than 
on any previous year. But let’s not'stop here, for from here to the summit of 
the mountain we are climbing and which mountain flies the banner of 6000 on 
its highest peak, let us follow the mountain climbing technique of tying each 
dependent factor to the other, thus making a safety-line for elementary educa- 
tion. This 100 percent list consists of Corona, Calif.; Piedmont, Calif.; Santa 
Ana, Calif.; St. Petersburg, Fla.; Bainbridge, Ga.; Kansas City, Kans.; Ford- 
son, Mich.; Grand Rapids, Mich.; Highland Park, Mich.; Millville, New Jer- 
sey; Niagara Falls, N. Y.; Fargo, N. Dak.; Drumright, Okla.; Enid, Okla.; 
Tulsa, Okla.; Ambridge, Pa.; Milton, Pa.; Austin, Texas; Lynchburg, Va.; 
Sheboygan, Wis.; Needles, Calif.; Boulder, Colo.; District 75, Evanston, IIL; 
Evansville, Ind.; Batavia, N. Y.; Muskogee, Okla.; Charlottesville, Va.; and 
Harrisonburg, Va. If we have failed to list your city, county or district and it 
has reached the 100 percent goal, be sure to let us know. 

One Enrolment Chairman writes, “I talked to my superintendent about the 
Department and the work it is doing, and enclosed find his $3.00.’ The officers 
are so glad to see our superintendents, directors of elementary education, 
college professors, and all who are interested in the work of the elementary field, 
willing to bring to the Department their wealth of knowledge, their experiences 
and their abilities and to pool these with those of us who have the practical and 
daily contacts in the work of supervising and administering to the needs of the 
elementary school. With these combined groups of thinkers working at the 
problem, using nerve, determination, and courage, only good can result. 

The Department’s aim is the continued improvement of schools. The con- 
stant increase in membership shows the desire of leaders to be kept informed. 
The helpful services rendered by the officers and executive committee are in 
proportion to the number of members, for only by membership and sale of 
publications do we meet our bills. The larger our membership the more help 
can be rendered. Let each member help his Enrolment Chairmen by getting 
just one person to either renew his membership or to join our group. 

Below are listed the names of those Enrolment Chairmen who have been 
appointed since the December issue of the bulletin was published: 


——— 





116 THE NATIONAL ELEMENTARY 








“a 











CALI 
Co 
Cii 

ILL} 
Dis 

Chic 

Mild 

Chic: 

Krip 

cago. 

V. St 

ville. 
Cil 

K. P 

John 

Cicer 

J. Gt 

Josey 

H. W 

Mary 

ter, ( 

Loret 

Paxte 

W.E 

Norn 

Anna 

Peori 

Dodg 

vann: 

INDIA 
Cit 

omo. 

Mar‘ 
Co 

Havr 

Missi 
Cit 

deau | 

Reml 

Kans, 

Josep 

ton, 

Haro! 

NEBR. 

Cor 
ton; 

Alder 

Bern! 

derso: 

Cit 
Clara 
Norfe 
New 

Dis 
lantic 
Gusts 


_ 


PRI, 


——— 


nce 
for 
has 
Der- 
did 


ed, 
the 
Tow 


han 
t of 
) on 
ach 
uca- 
anta 
ord- 
Jer- 
cla.; 
Va.; 
Ill; 
and 
nd it 


| the 
cers 
tion, 
field, 
ences 
| and 
f the 
t the 


con- 
rmed. 
re in 
ile of 
help 
etting 


been 


— 


"ARY 


ee 





CALIFORNIA 

County Chairman—lIrene Snow, Napa. 

City Chairman—Fred Heisner, Colton. 
ILLINOIS 

Dist., City Chairmen—Mrs. Olive P. Bruner, 
Chicago; Ernest B. Collette, Chicago; Mrs. 
Mildred M. Duggan, Chicago; Ross Herr, 
Chicago; Aaron Kline, Chicago; Mrs. Louise 
Kripner, Chicago; Adelaide L. Lynch, Chi- 
cago; Elizabeth Macauley, Chicago; Walter 
Yy. Strawe, Chicago; Earl L. Koehler, Naper- 
ville. 

City Chairmen—Orla Kent, Aurora; Frank 
K. Platt, Batavia; E. S. Davidson, Berwyn; 
John A. Bigham, Centralia; Jennie B. Law, 
Cicero; Georgia Elberson, Danville; Lester 
]. Grant, Decatur; Oren McClure, Du Quoin ; 
Joseph C. Arnold, East Peoria; Mrs. Mary 
H. Walls, Elgin; Ruby E. Rowley, Evanston; 
Mary A. O’Connor, Freeport ; Claudine Coul- 
ter, Granite City; Clara Tiedeman, Havana; 
Loretta M. McNamara, Hinsdale; Agnes M. 
Paxton, Jacksonville; Belle Prater, LaGrange; 
W.E. Swarthout, Maywood; Monroe Melton, 
Normal; E. L. Carlyon, Oak Park; Mrs. 
Anna M. Headley, Peoria; John A. Hayes, 
Peoria; Judith H. Dalin, Rockford; Nettie 
Dodge, Rock Island; Mabel C. Greve, Sa- 
vanna. 

INDIANA 

City Chairman—Haines W. Sleeth, Kok- 
omo. 
MarYLAND 

County Chairman—Sarah S. Sheridan, 
Havre de Grace. 

MissourI 

City Chairmen—R. L. Sheets, Cape Girar- 
deau; O. L. Detwiler, Hannibal; Harold B. 
Remley, Jefferson City; May O’Connell, 
Kansas City; Miss Cecil Crawford, St. 
Joseph; Anna Bick, St. Louis; E. D. Hamil- 
ton, St. Louis; R. E. Strickler, St. Louis; 
Harold T. Downs, Webster Groves. 

NEBRASKA 

County Chairmen—J. R. Bitner, Fuller- 
ton; Marjorie Hald, Grand Island; F. E. 
Alder, O’Neill; C. F. Nickel, Scottsbluff; 
Bernhard Steilheit, Stapleton; Kathryn An- 
derson, Superior; Floyd A. Davis, Tilden. 

City Chairmen—-Gladys Hartwell, Crete; 
Clara Gagnon, Falls City; Marie Nemec, 
Norfolk. 

New Jersey 

District Chairmen—Ralph McConnell, At- 
lantic City; Merrill A. Bigelow, Bloomfield; 
Gustav Patz, Irvington; Dr. Helen Banner- 





man, Jersey City; Luella Gerlack, Millville; 
Albert Hartman, Montclair; Henry S. Hulse, 
Jr., Newark; William S. Twichell, Paterson; 
Mrs. Jessie M. Wamsley, Pitman; Grace A. 
Freeland, Summit; William G. Fiedler, Union 
City; Jean F. Mackay, Vineland. 

New Yorxk 

City Chairmen—Catherine R. Fitzgerald, 
Albany; Agnes O. Meyer, Auburn; Benjamin 
F. Cincebox, Binghamton; Louise V. Norton, 
Buffalo; Ellena C. Moyer, Glens Falls; Anna 
E. Male, Gloversville; Isabelle Mason, Hor- 
nell; Fred B. Painter, Ithaca; William S. 
Leege, Lackawanna; Hannah J. McCarthy, 
Lockport; Mrs. Velma Hendrickson, Long 
Beach; Ella J. Snyder, Mechanicville; Miss 
Goldie S. Howell, Middletown; Mrs. Barbara 
M. Clifford, Mt. Vernon; Harry Simmons, 
Newburgh; Anna M. Lenney, New Rochelle; 
LeGrand Houghton, North Tonawanda; Bes- 
sie Hodge, Ogdensburgh; Ivers J. Norton, 
Olean; Bess L. Chisman, Oneida; Mrs. 
Georgianna Patrick, Oneonta; Lester G. 
Turney, Oswego. 

PENNSYLVANIA 

City Chairmen—T. Russell Frank, Abing- 
ton; Celia J. Blake, Ambridge; B. F. Best, 
Ardmore; James C. Craig, Bellevue; John 
A. Muscalus, Bridgeport; Jane L. Stanley, 
Butler; C. B. Sollenberger, Carlisle; Edna C. 
Froyd, Clearfield; Karl M. Brewer, Dubois; 
F. M. Miller, Erie; Harold Marburger, Evans 
City; Helen Krall, Harrisburg; Mary L. 
Carlin, Houtzdale; W. F. Grunizer, Johns- 
town; Alfred Thomas, Lancaster; John A. 
Neill, Lewistown; Jennie A. Watson, Mc- 
Keesport; Zura E. Raup, Milton; Joseph M. 
Dunleavy, Scranton; Mary A. Burley, Ty- 
rone; Marguerite Tennis, Upper Darby; A. 
Bessie Johnson, Warren; D. J. Mahoney, 
Wilkes-Barre; Roland T. MacLaren, Wil- 
liamsport; Jane F. Kell, York. 

TENNESSEE 

County Chairman—Elisabeth Oehmig, 
Nashville. 

City Chairmen—Susie McNulty, Chatta- 
nooga; Margaret Crouch, Johnson City. 
TEXAS 

County Chairman—Mrs. 
Wallace, Tyler. 

City Chairmen—John* Redd, Bagwell; D. 
E. Brooks, Mineola; L. L. Chapman, Tex- 
arkana. 


Mary Yeager 


VIRGINIA 
District Chairman—Nettie F. Winn, Dan- 
ville. 





PRINCIPAL, FEBRUARY, 1939 








117 











What Will 1939 Bring? 


What were the historic milestones for elementary education in 1938? Ope 
answer to this question is the establishment of many elementary principals clubs 
and associations. All over the country this splendid feat was accomplished. 

Early in September President Maude A. Rhodes wrote to outstanding super. 
intendents throughout the United States asking them to urge their principals 
to meet together and discuss the problems of their local school system, knowing 
that by coming together they would gain great benefits. From the reports 
received here at headquarters, we do not believe it is presumptuous for us to 
say that the organizing of principals clubs has been greater this year than any 
other year since the Department was started. Listed below are the clubs and 
associations about which we have been told. 

New Organizations—coLorapo—During a recent meeting of the Colorado 
Education Association the elementary school principals met and organized a 
Colorado Association of Elementary School Principals. A committee of three 
which included Miss Evalyne Sherd of Delta, working in the Western Division 
of the Colorado Education Association, Mr. Lloyd Gillett of Boulder, working 
in the Eastern Division, and Mr. V. H. Volgamore, Pueblo, working in the 
Southern Division, brought the matter to a vote and the response was wonderful. 
This newly organized state association has already drafted a constitution and 
has elected officers* to serve until April, 1939, when new officers will be elected 
at the annual spring meeting held at the University of Colorado in Boulder. 

MIssouRI—Last March Dr. Uel Lamkin invited the elementary principals of 
Northwest Missouri to meet at the Teachers College, Maryville, and organize 
an association. Miss Frances Holliday, principal, Eugene Field School, led in 
the organizing of this district. We have been told that this is the first district 
to be organized in the state. We are sure others will follow. 

oH10—Under the able direction of W. Paul Allen, Garfield Heights, Ohio, the 
Department of Elementary School Principals of Ohio was reorganized in April, 
1938. One fine accomplishment which this group has already made is the issuing 
of a directory of the names of all the elementary school principals in the state. 

PENNSYLVANIA—A county organization of elementary school principals has 
been effected in Lancaster County, Pennsylvania. The name of this club is The 
Lancaster County Elementary Principals Association. 

UuTAH—Frank Stevens, president of the State Elementary Principals of Utah, 
has worked this past year in cooperation with the State Department of Education 
to organize local principals clubs throughout the state. He has also striven to 
create more intense interest in the state elementary principals association. 

WASHINGTON—During the early part of 1938 the elementary principals of 
Washington effected a permanent organization. This group is organized as 4 
division of the Department of Administration and Supervision of the Washington 
Education Association. 


* The names of these officers are listed on page 125 of this bulletin. 





118 THE NATIONAL ELEMENTARY 








—— — 


wIs 
exclus 
princi 
Cor 
groups 
made | 
been f 
of Mr: 
Associ 
dent, | 
directi 
Texas. 
and V 
Oth 
the ad 
splend 
Unc 
of the 
helpfu 
tion, u 
at Syr 
meetir 
mond. 
Princi 
Bause 
progra 
SPEt 
dent, 
Enrolt 
made 
distric 
also m 
before 
Mis 
directi 
is also 
Ag 
York, 
benefi 
during 
headq 
It t 
assist 
Write 
they h 


PRIN 


Ine 
ubs 


Der- 
Jals 
ring 
orts 
s to 
any 
and 


‘ado 


hree 


suing 
state. 
; has 
- The 


Utah, 
ation 
en to 


ls of 


ngton 


‘ARY 








wIsSCONSIN—The Milwaukee Elementary Principals Association consisting 
exclusively of elementary principals, was formed last spring. Arnold A. Vieth, 
principal, 20th Street School, was elected president. 

Conferences—Not only have new organizations been formed, but state 
groups have made great progress. Other great advancements which have been 
made by the elementary principals of the country are the conferences which have 
been planned and executed in the following states: Florida, under the direction 
of Mrs. Ethel Wolverton, president of the Florida Elementary School Principals 
Association, Tampa; Iowa, under the direction of Miss Marjorie Walters, presi- 
dent, Iowa Elementary Principals Association, Cedar Rapids; Oregon, under the 
direction of Mr. William Buford Schnebly, Superintendent of Schools, St. Helens; 
Texas, under the leadership of Messrs. W. L. Darnell and L. M. Fertsch, Austin; 
and Wisconsin, under the direction of Mr. Fred S. Schnell, Sheboygan. 

Other Fine Achievements—ouTSTANDING MEETINGS—One cannot talk about 
the advancements made during 1938 without giving recognition to the perfectly 
splendid programs, copies of which we here at headquarters have received. 

Under the guidance of its president, Mrs. Leo Gamble, the Southern Section 
of the California Elementary Principals Association had unusually fine and 
helpful programs. The New York State Elementary School Principals Associa- 
tion, under the leadership of Mr. Charles W. Joyce, had a most inspiring meeting 
at Syracuse in December. President Maude A. Rhodes was guest speaker at the 
meeting of the Virginia Elementary Principals Association in November at Rich- 
mond. Reports have come to headquarters that this 1938 meeting of the Virginia 
Principals was the most outstanding and helpful which has been held. Mr. James 
Bauserman, Fairfax, was president, and it was he who planned and executed the 
program so splendidly. 

SPECIAL ACTIVITIES—Our President, Maude A. Rhodes, Maggie Soloman, Presi- 
dent, Georgia Elementary Principals Association, and Mary Standard, State 
Enrolment Chairman of the Department of Elementary School Principals, have 
made a tour of Georgia and they have organized the principals in the different 
districts, urging them to meet together and discuss their problems. They have 
also made plans for a two-day conference of elementary principals to be held just 
before the state meeting this spring. 

Miss Winifred Newman, State Enrolment Chairman for West Virginia, is 
directing a study with the elementary principals of Charleston. Miss Newman 
isalso making a study of School Enumeration. 

A group of twenty-four principals of which L. C. MacNiece, Huntington, New 
York, is chairman, is making a curriculum study, which should prove quite 
beneficial to all concerned. It was a pleasure to have Mr. MacNiece come down 
during the Christmas season and use the facilities which are available in the 
headquarters office. 

It has been a real pleasure to the headquarters staff, if it has rendered any 
assistance and we hope that principals throughout the nation will continue to 
write us. We realize there are other groups which we have not mentioned, but 
they have not sent a report of their activities. 





PRINCIPAL, FEBRUARY, 1939 119 











Official Records—We are beginning now to make up our list of clubs for the 
directory which is to be published in the 18th Yearbook, and is to be complete; 
this summer; therefore, headquarters will appreciate receiving the names an4 
addresses of the officers of your local, district, and state clubs. Don’t wait fo; 
“George to do it,’”’ but see that the names of the officers of your group are sen; 
in immediately. We want to see what a fine list we can have in the next issue of 
the yearbook. 

Let’s all work together to make the achievements of 1939 even greater! !! 





Club Activities 


Verna Dowling, Principal, and the Teachers of duPont No. 1 School, 
Carney’s Point, New Jersey 





If you were to visit 
duPont No. 1 Primary 
School any afternoon dur. 
ing the school year, you 
would see three educa- 
tional clubs in_ session. 
Every child in the first 
three grades participates 
in the activities of the 
following clubs: 

The Verse Speaking 
Choir—Here the children 
Grade II, duPont No. 1 School, Carney’s Point, New Jersey are learning to recite beau- 





tiful poems. Stress is 
placed on teaching the child to enunciate distinctly, using correct expression and 
dramatization. 

The Orchestra—In this club many instruments are used. The children leam 
to read notes and to appreciate good music. 

The Glee Club—Here the children enjoy singing many songs. They are able 
to entertain other groups with solos, duets, quartets and group singing. Often 
the songs are dramatized. 

Teachers, principals, superintendents and all interested in elementary educa- 
tion are invited to visit the school and see these clubs at work. 

After the guests had arrived, the group was divided into three sections, 4 
leader being appointed for each. Each group, then, visited a different club. At 
the tapping of the bell each club presented a fifteen-minute program. 

Each guest saw each club at work. Pictures were taken while the clubs were 
in session. The children thoroly enjoyed demonstrating their work to their parents 
who were most appreciative. 

Children, who really live now, developing agencies, and affording a socializing 
opportunity for character building, will be better fitted to live properly, at thal 
future time when society calls on them to help. 


120 THE NATIONAL ELEMENTARY! 








It | 
trend 
the el 

Fol 
from 
almos 
schoo 
able 
quest’ 
merel 
the m 

It | 
are d 
presel 
declir 
year 
level 
for e2 
Uniot 

It 
this ¢ 
will o 
areas. 
extrel 
of the 

Sin 
most 
ofa c 
He c: 
ment: 
accep 
intery 
impli 
and § 

Le 
studi 
secur 
five o 

Th 
up in 


—_— 


PRI} 





r the 
leted 
: and 
it. for 
: Sent 
ue of 


hool, 


Visit 
imary 
1 dur- 
> you 
duca- 
Sion. 
first 
ipates 
f the 


LRing 
ildren 
beau- 
Ss is 
n and 


learn 


e able 
Often 


educa- 


ons, 4 


ub. At 


S were 
arents 


alizing 
it that 


— -* 


TARY 








Implications of the Enrolment Trends and 


The Elementary School Principal 


Byron D. Stuart, Principal, Benjamin Franklin and 
Woodrow Wilson Schools, Westfield, New Jersey 


It has become an accepted fact in the last decade that there has been a marked 
trend toward a fuller recognition of the value and importance of the position of 
the elementary school principal in the field of education. 

For the purpose of this article the causes for this greater recognition are apart 
from the point, but it should be emphasized that another educational opportunity 
almost unparalleled in its ramifications is pounding at the door of the elementary 
school principal. The history of the next few years will tell what he has been 
able to do about this opportunity and will go a long way toward answering the 
question of whether he is entitled to the acclaim as an educational leader or is 
merely a hitch-hiker on the educational wagon which has carried him on with 
the momentum of progress. 

It is no longer a matter of conjecture that the elementary school enrolments 
are declining thruout the United States and that this decline for children of 
present school grades will continue for a number of years in the future. This 
decline in the total public school enrolments in the nation which began after the 
year 1934 came about in spite of an increase in numbers on the secondary school 
level because of the persistent and continued decline on the lower grade levels 
for each successive year. As a result by 1936 three-quarters of the states in the 
Union showed a loss in numbers on the elementary school level. 

It is true that not all the states or all the communities will share equally in 
this decline. There will be the mushroom towns and the boom towns, but they 
will only accelerate the lengthening shadows of additional ghost towns in other 
areas. However, only a few need to be concerned with the problems of these 
extremes. The great majority of principals will be concerned with the problems 
of the current major downward trend. 

Since the decline in school enrolment began in the first grade and for the 
most part extended into the following grades in successive years the problems 
ofa declining enrolment are placed at the feet of the elementary school principal. 
He can ignore them and thus let the short-sighted taxpayer determine a funda- 
mental policy of how many children a teacher can effectively teach or he can 
accept the challenge as a professional leader as many are already doing and 
interpret to his superintendent and his patrons and to the public, if necessary, the 
implications of the great opportunity of improving the education of the boys 
and girls by reducing the number of children per teacher. 

Let us not allow this issue to be confused by any superficial or academic 
studies. It is just a plain fact that any teacher can give more attention and 
secure better results with a class of twenty-five or less than with one of thirty- 
ive or more. 

The average taxpayer is human and has a heart, but he has been brought 
up in a system where he feels that with a decline in school enrolment there 





PRINCIPAL, FEBRUARY, 1939 121 














should be a corresponding decline in the cost of education which means 4 
reduction in the number of teachers. 

Is this method not wrong? Is it not a hangover from the economy of 4 
less complicated society? Is it not individualistic and partially inapplicable 
to collective security? There are those who believe that it is a short-sighted 
social and economic policy and productive of further decline in standards of 
living as well as standards of culture. Furthermore, it will most certainly add 
more persons to the great body of unemployed which contemporary history 
proves must be carried at public expense without the benefits of self-respect 
and corresponding services. 

To add to the number on relief and the W.P.A. will never solve the economig 
chaos in which society now finds itself. Not by cutting, slashing and putting 
persons out of work but by using trained workers in positions of services 
as well as production, and by maintaining a better balance and distribu. 
tion with a medium of exchange and an economic system geared to meet worthy 
human needs instead of artificial standards, will the present situation become 
permanently improved. In other words the system must be fitted to the needs 
of the individuals and the group and not the individuals to the system. 

A characteristic of the machine age is that it cannot absorb the surplus workers 
in the productive and distributive fields. On the other hand, there is an urgent 
need for trained workers in the field of services. More teachers, more nurses, 
more social workers, more psychologists, more doctors and dentists should be the 
goal of every elementary school principal. This method will pay added dividends 
in better health, both mental and physical, and build a more enduring Amer- 
ican culture. ~* 

Industry is founded upon the principle of growth and improvement. It will 
not accept the continuance of the status quo in the production of commodities. 
Higher specialization, greater refinement, better materials are demanded. Turm- 
ing out the same old product in the automobile or telephone business would 
not be tolerated. 

Why then should society accept the status quo in education? With declining 
enrolments we should have fewer pupils per teacher. This will not only make it 
possible for the schools to do a better job in the so-called fundamentals but allow 
time ‘and leadership for coping with the problems of juvenile delinquency and 
crime and provide for better guidance of youth in an increasingly difficult era. 

Furthermore, current history indicates that the bewildered taxpayer has 
paid six times as much, directly or indirectly, for crime as he is paying for 
education. Can this be true? Or is it that he does not have the time to grasp 
the significance of this fact? 

Leadership out of this state of affairs is in the province of education. And 
since the elementary school principal is the leader of the first of the public 
social institutions to which the great mass of children must go, his is the great 
opportunity. 

What are you doing about it? Let’s get down to work and give the children 
and the teachers a break. 





122 THE NATIONAL ELEMENTARY 











Miss M 


ribu- 
orthy 
come 
reeds 


rkers 
rgent 
ITses, 
e the 
lends 
\mer- 


t will 
lities, 
l'urn- 
would 


lining 
ike it 
allow 
y and 
ra. 

r has 
ig for 
grasp 


And 
yublic 
great 


ildren 


—— 


"ARY 





Two Principals Celebrate 


Miss Margaret Tuger, principal, Margaret E. Tuger 
School, Herkimer, New York 


FoRTY-EIGHT YEARS A PRINCIPAL 


Next May 2, Miss Margaret Tuger, 
Principal of Margaret E. Tuger School, 
Herkimer, New York, will begin her 
fifty-ninth year as teacher. She has 
served as principal of this school con- 
tinuously since 1891, and the school was 
named for her when she had taught in 
Herkimer forty years. 

Prior to coming to Herkimer where 
she accepted the position of principal 
in South School, Miss Tuger taught 
in Chestnut Ridge, Onondaga County, 
Cooper Street, Van Buren and Smoky 
Hollow schools. She was five years at 
the latter. Headquarters congratulates 
her for the perfectly splendid work that 
she has rendered not only to the boys 
and girls of her school, but to those of 
the city of Herkimer. 

During the years in which Miss 
Tuger has been in Herkimer, she has 
been honored many times by the citi- 
zns of that city. 

Miss Tuger has been a member of the 
National Education Association since 
1901, and a member of the Department 
of Elementary School Principals for ten 
years. 


a 


PRINCIPAL, FEBRUARY, 1939 





Miss Esther J. Cousins, principal, Stephens School, 
Detroit, Michigan. 


TWENTY-FIVE YEARS A PRINCIPAL 


Miss Esther J. Cousins celebrated her 
twenty-fifth anniversary as a principal 
of various Detroit schools on Thursday, 
December 1. Friends and pupils, old 
grads and teachers as well as neighbors 
of the Stephens School honored her with 
flowers, gifts, letters, and messages. 

Miss Cousins was born and educated 
in Detroit. After teaching every grade 
from the first to the eighth, Miss Cous- 
ins recalled her first role as principal at 
the old Firnane School, now the Par- 
ental Home. From there she went to the 
Poe, McGraw, Maybury, Greusel, and 
Stephens schools. She is completing the 
ninth year at the last named school. 

While telephone calls continued to 
come in along with gifts from friends, 
and flowers and candy from neighbors, 
teachers and pupils gathered to honor 
their principal. 

Miss Cousins has been a member 
of the National Education Association 
since 1920 and a member of the De- 
partment of Elementary School Prin- 
cipals for seven years. 





123 











t 


What’s Happening! ! 


* Dr. Agnes Samuelson became Ex- 

ecutive Secretary for the Iowa State 
Teachers Association on January 1. 
Miss Samuelson has been for many 
years State Superintendent of Public 
Instruction in Iowa, and all of her 
friends wish for her much happiness 
and joy in her new work. 


* The Planning Commission of the 
Michigan Education Association De- 
partment of Elementary School Princi- 
pals met in Detroit, Saturday, October 
22, to propose plans for the program 
of the Department’s annual meeting, 
which will take place in Flint, Friday, 
May 5, 1939. Plans also were made for 
future yearbooks, including recommen- 
dations to the Department’s Executive 
Board for the editorship of the twelfth 
yearbook, which will deal with the rela- 
tionship of public education to radio 
and the movies. 


* The California Elementary School 
Principals Association, Southern Sec- 
tion, met on Saturday, December 10 at 
Laguna Beach. The theme of the meet- 
ing was “Enriching Experiences of Ele- 
mentary School Children Through the 
Arts.” Thanks to Helen Heffernan and 
to Harry H. Haw for sending copies of 
the program to headquarters. 


* Headquarters is sorry to learn of 
the death of Harvey E. Alter, Rome, 
New York. Mr. Alter was presented 
with a life membership in the Depart- 
ment of Elementary School Principals 
by his teachers when he retired last 
year. He had been an active member of 
this Department for many years. 


* Mrs. Helen Brearley has just writ- 
ten us about the death of George 
Cowie, former president of the New 


Jersey Elementary Principals Associa. 
tion. 


* At the meeting of the Elementary 
Principals of Virginia on Wednesday, 
November 23, 1938, in Richmond, the 
following officers were elected for the 
coming year: President, James E. Bav- 
serman, Fairfax; Vice President, Eva 
Vaughn, Pulaski; and Secretary, Mrs, 
W. P. Woodward, Alexandria. 

At this meeting Mrs. Florence Jod- 
zies, Secretary of the Fairfax County 
Chamber of Commerce, Fairfax, Vir- 
ginia, talked to the group on “The Ele- 
mentary Principal and the Commv- 
nity.” Our own President Maude A. 
Rhodes, discussed ‘“‘The Importance of 
the Elementary Principal in the Edu- 
cational Field.” 


* The elementary principals of Cen- 
tral Missouri met at the Harris Cafe 
in Columbia, Missouri, November 12, 
1938. Dr. Sauppe, Professor of Psy- 
chology, Missouri University, was the 
principal speaker. His subject was “The 
Kinds of Psychology.” The following 
officers were elected for the coming 
year: President, Harold B. Remley, 
Jefferson City; Vice President, Miss 
Finney, Columbia; Secretary and 
Treasurer, Joe Barns, Columbia; and 
State Representative, Dr. F. H. Gor- 
man, Columbia. 

Headquarters appreciates receiving 
this news from Harold B. Remley. 


* Guidance — A Community Ap 
proach has been prepared by Dr. Ag- 
nes Samuelson, former superintend- 
ent of Public Instruction, to assist 
school officials and community groups 
in building coordinated programs in 
character development. It is hoped that 





124 





THE NATIONAL ELEMENTARY 





mm | BSB Nh mwa rv Tl BNO @ DW OQ GQ 


0Cia- 


itary 
sday, 
|, the 
r the 
Bau- 

Eva 
Mrs. 


unty 

Vir- 

Ele- 
nmu- 
le A. 
ce of 
Edu- 


Cen- 
Cafe 
re 
Psy- 
3 the 
‘The 
wing 
ming 
nley, 
Miss 

and 

and 
Gor- 





this little booklet will prove helpful to 
all those who are seriously concerned 
about building a better tomorrow. 


* The committee on elections of Re- 
gion One of the Michigan Education 
Association has just elected Arnold 
Gregory, principal, Raupp School, 
Lincoln Park, president; Earl Laing, 
principal, Burt School, Detroit, second 
vice president; and Frances Stubbs was 
reelected secretary. Delegates to the 


in San Francisco July 2-6 are: Frank 
Cody, Herman Browe, Grover Stout, 
Norman Arthur, of Detroit, and M. A. 
Kopka, superintendent of schools at 
Hamtramck. Alternates, in the order 
named, are: Julia McCarthy, Marguer- 
ite Krug, Isaac Devoe, William Hart, 
Charles G. Burns, Sara Kerr, and a 
number of other teachers. 


* Since publishing the December is- 
sue of The National Elementary Prin- 
cipal, headquarters has received many 
different school newspapers. We are 
sorry space does not permit us to tell 
of the many fine points in each. We 
are listing the names of the papers and 
principals of the schools below: 
Buchanan Bugler, Buchanan School, 
Grand Rapids, Michigan, Bertha 
Greenbaum, principal; The Burt 
Broadcaster, Burt School, Detroit, 
Michigan, Earl R. Laing, principal; 
Center Grade School News, Center 
School, Belchertown, Massachusetts, 
K. M. Bozoian, principal; The Hol- 
land Voice, Annie W. Holland School, 
Rocky Mount, North Carolina, B. L. 
Ancrum, principal; Junior Kyote 
Greetings, Garfield School, Billings, 
Montana; Alice Lausted, principal; 
Kenmont News, Kenmont Elementary 
School, Jeff, Kentucky, J. D. Bowling, 
principal; Little Folks News Reel, EI- 





ementary School, Dansville, New York, 
Ellis B. Hyde, principal; Mayfair Me- 
teor, Mayfair School, East Cleveland, 
Ohio; J. E. Pettit, principal; Oak Leaf, 
Oak Grove School, Richmond, Virginia, 
Katherine K. Scott, principal; The Os- 
good School, Osgood School, Medford, 
Massachusetts, Mrs. Elizabeth T. New- 
ell, principal; Overbrook Elementary, 
Overbrook Elementary School, Phila- 
delphia, Pennsylvania, Eva E. Linn, 
principal; The Salina Junior Journal, 
the Salina Grade Schools, Salina, 
Kansas. 


* The Challenge, published by the 
faculty of J. C. Murphy Junior High 
School, Atlanta, Georgia, of which H. O. 
Burgess is principal, makes possible 
for every teacher to become familiar 
with professional literature without 
having to read all magazines that come 
to their library. This is done thru an- 
notations which call the attention of 
teachers to worthwhile articles. 


* Dwight Hamilton, Englewood, Col- 
orado was elected president of the 
newly organized Colorado Association 
of Elementary School Principals. The 
other officers are: Vice President, Nellie 
V. Lind, Denver; Secretary-Treasurer, 
C. H. Williamson, Ft. Collins; Execu- 
tive Committee, Lloyd Gillett, Boulder, 
J. F. Scott, La Junta, and L. B. Orvis, 
Grand Junction. 


* At the December meeting of the 
New York State Elementary Princi- 
pals Association the following officers 
were elected: President, Fred B. 
Painter, Ithaca; First Vice President, 
Mary Lawlor, Syracuse; Second Vice 
President, Henry H. Bormann, East 
Rockaway. Fred H. Duffy, Kenmore, 
N. Y., sent this information to head- 
quarters. 





PRINCIPAL, FEBRUARY, 1939 




















Your Bookshelf 


Thousands of teachers are eager for guid- 
ance in their efforts to develop activity 
programs in their own classrooms. Hundreds 
of supervisors and administrators are endea- 
voring to understand the activity movement 
and to remake their schools into centers for 
child experience. 

The Activity Concept by Lois Coffey Moss- 
man is a collection of essays and lecture notes 
gathered together in a small volume. Mrs. 
Mossman sets forth briefly the interpretation 
she has developed in working with such col- 
leagues as Dr. Bonser and Dr. Kilpatrick. 
She states the implications for classroom 
work in terms she has evolved thru sympa- 
thetic observation of children and extensive 
work with teachers. 

Dr. William H. Kilpatrick says, “The activ- 
ity conception, while based on fairly definite 
principles, offers no authoritative creed with 
an orthodoxy to be preached by the elect 
and accepted by the rest. Not that, and far 
from it. Instead of a creed and orthodoxy, 
we have promising principles—principles that 
must be worked out in varied practice, then 
criticized, then still further worked out in 
still varied ways, world without end. The 
remote developments we cannot see, nor 
need we. The immediate task suffices to fill 
our efforts. 

“Tt is with this immediate task that Mrs. 
Mossman’s book concerns itself—to give ac- 
tual guidance and help alike to prospective 
teachers and to active practitioners as they 
study the activity concept to see what it 
means, to catch a deeper vision of how educa- 
tion might go on, to learn how better to fol- 
low the vision.” 

This splendid volume has been published 
by the Macmillan Company, New York. 


2 2? ® 


Activities in the Elementary School by 
Harry C. McKown is a book that will help 
the busy elementary school teacher and prin- 
cipal to originate, promote, supervise and 
evaluate “extra-curricular activities’ intelli- 
gently and successfully. The main emphasis 
is upon actual practice in a great variety of 
elementary school activities, including clubs, 





126 


programs, home rooms, physical activitie 
trips, music, dramatics, manners, social events 
thrift, publications, drives and campaign 
promotion events, etc. 

The book is designed to assist in all typg 
of elementary schools, public, private, large 
and small, city and rural, eight-year and six. 
year, departmentalized and non-departmen. 
alized. 

The McGraw-Hill Book Company, Ney 
York, is the publisher of this book. 


= & Ff 


Blanche Jennings Thompson has an ep. 
tirely new collection of poetry entitled Mor 
Silver Pennies. It has been quite a long time 
since she gathered the first silver pennies 
Many children have said that they liked 
them, and many have asked for more. In 
this new collection the poems in Part On 
are for younger readers, and those in Part 
Two are for older readers. 

More Silver Pennies has been published by 
the Macmillan Company, New York. 


x *k * 


There have been a number of books written 
on Elementary School Administration and 
Supervision, but there has been no study 
made of the problems that are really met by 
the elementary principal “on the job.” In 
Administration and Supervision of Modem 
Elementary Schools an effort has been made 
to find out what problems in Elementary 
School Administration and Supervision con- 
sume most of the principal’s time and energy, 
and to determine, if possible, what can be 
done to improve the situation. In order to 
find out what the common problems were, 4 
wide sampling was made of the largest school 
systems in the United States and its posses- 
sions, Some of the smaller schools were sam- 
pled in Oklahoma, the authors’ home state. 

This Syllabus in two volumes has been 
prepared by James H. Hodges, Principal of 
Irving Elementary School, Tulsa, Oklahoma; 
and Frank R. Pauly, Director of Research, 
Tulsa City Schools, and Principal of Pershing 
Elementary School, Tulsa, Oklahoma. 





THE NATIONAL ELEMENTARY 








: 
j 
/ 
ia 
i« 
- 


GN 


ASHI 


Apri 
Vol,