OCT l¢ 1939 


The NATIONAL ELEMENTARY 


RINCIPAL | 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
NATIONAL EDUCATION ASSOCIATION 




















THE NATIONAL ELEMENTARY PRINCIPAL 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


Published in October, December mee: j April, June, and July by the Department of 
Elementary School Principals of the National Education Association of the United States. 

All elementary principals—administrative, supervisory, and teaching—are eligible to active 
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 in any phase of school work by paying the regular membership fee 
of $3. 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, authorized December 18, 1922. 





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





OFFICERS OF THE DEPARTMENT, 1939-40 





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


First Vicepresident, Maude A. Rhodes, 185 
Westminster Drive, N. E., Atlanta, Ga. 


Second Vicepresident, Robert H. Edgar, 
Bedford School, Pittsburgh, Pa. 


Third Vicepresident, Sarah L. Young, Parker 
School, Oakland, Calif. 


Fourth Vicepresident, Lester J. Nielson, 
724 Windsor Street, Salt Lake City, Utah. 


Fifth Vicepresident, Marjorie Walters, Har- 
rison School, Cedar Rapids, Iowa. 


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


Executive Committee 
Ira M. Kline, 177 Gibson Avenue, White 
Plains, N. Y. 
Arnold Gregory, Raupp School, Lincoln 
Park, Mich. 
Isabel Tucker, Festus Wade School, St. 
Louis, Mo. 
Elizabeth R. Malcolm, Truman Street 
School, New Haven, Conn. 
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, III. 


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


Professional Relations Division, Mason A. 
Stratton, Director, Brighton Avenue 
School, Atlantic City, N. J. 





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





Conference Committee 1940 


Maude A. Rhodes, Chairman 
185 Westminster Dr., N. E. 
Atlanta, Georgia 


Fred S. Schnell 


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


2722 Highland Terrace 
Sheboygan, Wisconsin 


The Contents of this Bulletin are listed in the Education Index 


The picture appearing on the cover of this bulletin is the Apse of the Washington Cathedral looking towards 
the East. In this beautiful edifice lie the bodies of Woodrow Wilson and Admiral George Dewey. This is one 
of a series of historical churches of Washington and its vicinity which will appear on the cover of The National 


Elementary Principal thruout this year. 





2 


THE NATIONAL ELEMENTARY 


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The National 


Elementary Principal 
Volume XIX, No. 1 October, 1939 








As School Begins 


As you approach this school year we are sure that 
you feel as Arthur Guiterman, when he said: 


“So let me hold my way, by nothing daunted 
Until at close of day I stand, exalted. 
High on my hill of dreams, dear hills, that know me 
And then, how fair will seem the lands below me. 
How pure at vesper time, the far hills climbing! 
God give me hills to climb and strength for climbing!”’ 


Contents 

Education or Catastrophe—A Challenge—Wilson...... 4 
Newly-Elected President of N. E. A. Greets the Depart- 

ONE ois boi 5c bd ok sd Seivio Sa sie ele wo ree 6 
ACCERE On Art —SGMUESO6 . 6 oicic ccivscesssadesecns 8 
What the Teacher Expects of the Principal in the En- 

richment Prograimi—Granam... «occ occ cee descanea 12 
ee We I 56 rind awed aes ecetneueen 15 
Leisure Time of Girls and Boys—O’Connor............ 16 
Use of the Elementary School Auditorium—Brimskill.. 18 
One Way to Build Character—Smith................. 19 
Board of Health, School, and Community Relation- 

en eg re eee ee ee ee 21 
Children’s Voices: A Reader for Children by Children— 

EG 5 dn Manne irs ened aakeR nee hea Nee ne ms 22 
SN WM IIE "5,5 sd. Goce snk asso soem arte Oe a On eae 24 


The Movie Picture in the Public Schools—Fairbanks.. 27 
The Third Annual Conference on Elementary Education. 32 


i IO os ong Gena me eieen cae pak one ties 37 
The Department is Like a Tree!—Pinkston........... 38 
Something New !!!—Crabtree... 0.0... 06. ccc cee eee 40 
A Few of the Banquet Table Decorations............. 41 


Two Correlated Years of Creative Activity—Weingarten. 42 
Virginia Conference for Principals of Larger Elementary 


Schools—Bauserman, Howdershell, and Wine........ 45 
Achievements in Teaching in Slum-Area Schools— 

MIN hie at ciabatta cio cnaer orks piccave tins ak miata 48 
POOOE EG OC NMMICOIOD oo oon ks. Sap die ccamecawdswaws sce’ 51 
lL err rer 53 
oa ce sg uk wines Win Saeki Ra 59 
a EE ne Lee ee ee 60 
WG asc vodes vend decwkbdigsawemkonrenen 62 


DO YOU KNOW 
THAT— 


DR. BEN GRAHAM, 
President of the A. A.S. A., 
has selected as one of the 
themes for the St. Louis 
meeting (Feb. 24-29, 1940) 
“What’s Good in Our Pub- 
lic Schools.” 


PRESIDENT IRVIN A. 
WILSON announces that 
the D. E. S. P. headquar- 
ters will be the Statler 
Hotel, St. Louis (Feb. 
24-29,1940). The D.E.S.P. 
will hold two general ses- 
sions, a breakfast, and a 
banquet. 


DR.BELMONT FARLEY, 
Director of Publicity, says 
that the N. E. A. will 
sponsor the following radio 
programs each week over 
CBS: 


Tuesday, 2:30-3:00 p.m. 
EST—Folk Music of 
America 

Wednesday, 2:30-3:00 
p.m. EST—New Hori- 
zons 

-Thursday, 2:30-3:00 p.m. 
EST—Tales from Far 
and Near 

Friday, 2:30-3:00 p.m. 
EST—This Living 
World 


AMERICAN EDUCA- 
TION WEEK will be ob- 
served thruout the schools 
of the nation the week of 
November 5. “Education 
for the American Way of 
Life” is the theme topic. 





PRINCIPAL, OCTOBER, 1939 


3 








Education or Catastrophe —A Challenge 


Irvin A. Wilson, President, Department of Elementary School 
Principals, and Principal, Delano School, Chicago, Illinois 


As your president reviews the splen- 
did record of the elementary school 
principalship in its development over 
the years and recalls the countless 
outstanding accomplishments of this 
Department in the past, I assure you 
he approaches this high honor and 
the great responsibility you have 
conferred upon him in a most appre- 
ciative and humble spirit. 

We are today living in a sorely 
troubled and disturbed world of mis- 
trust and suspicion and misunder- 
standing and hatred, a world whose 
people have, as they thought, illus- 
trated and practiced the highest and 
finest in civilization and education for 
century upon century—and yet today 
still a world filled with the most wide- 
spread religious intolerances, the nar- 
rowest racial and national prejudices 
and the most tragic social, economic, 
and political injustices. 

As these words are being written the dogs of war are being unleashed across 
the seas. The roar of cannon, the whistle of flying shrapnel, the rattle of the 
machine gun, the whine of bullets intended for human targets, and the bursting 
of death-dealing bombs, these are grim reminders that just a quarter of a century 
has passed since the beginning of the Great War which was to end all wars and 
make the world safe for democracy. Hundreds of thousands of school children, 
equipped with gas masks, have been evacuated from the great Capitals of Europe, 
torn from their families for safekeeping in time of war, separated perhaps never 
to be re-united; boys and girls in their early teens are lending their aid to digging 
trenches, constructing dug-outs, and building sand bag walls for protection. 
Whole cities are being completely blacked out at night while the inhabitants 
with fear in their hearts and hate in their souls breathlessly await the shriek of 
the siren telling them of an enemy air raid and warning them to leave their homes 
immediately and go into their dug-outs for safety. Out of the dread blackness 
of the midnight hour over there came just now this pathetic observation of a 
radio news reporter: “It’s lonely here without the children. For six days now 
I haven’t heard the voice of a child.” 

I have been reminded over and over again during these recent tragic days when 





IRVIN A. WILSON 





4+ THE NATIONAL ELEMENTARY 





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it seems almost as if human values have been completely forgotten in our world 
and human personality has become the pawn of force and war—I am reminded 
of the statement of H. G. Wells in his ‘Outline of History’: “Human history be- 
comes more and more a race between education and catastrophe.”” And we who 
live today stand in silent and fearful awe wondering which will win. 





7 The schools of America, the schools of the world, must somehow build a finer 
| civilization, train the boys and girls of this generation so that, as adults tomor- 
21 row, they may live and work and play with all their fellow men at home and 
3S throughout the world, intelligently, happily, understandingly, sympathetically, 
is helpfully. Are not these, after all, the real fundamentals of education? Text books 
yu and curricula and methods and buildings change but the influence of one great 
1d teacher upon a boy or a girl in the elementary school will outlive all these. The 
ye elementary school has the child first and longest and at the most impressionable 
e- age. 
“Would you set your name among the stars?” wrote Clare Tree Major. 

ly “Then write it large upon the hearts of children. 
S- They will remember! 
r- Have you visions of a finer, happier world? 
se Tell the children! 
S- They will build it for you. 
id Have you a word of hope for poor, blind, stumbling human kind? 
or Then give it not to stupid, blundering men. 
Ly Give it to the children. 
e- In their untroubled minds it will reflect itself a thousand fold 
ir- And some day paint itself on the mountain tops.” 
eS What an opportunity! What a responsibility! What a challenge! May we 
ic, | meet this challenge intelligently and successfully during these days of world 

unrest as we re-think the problem of elementary education in its relation to 
SS human betterment and human happiness. May this year bring to each member 
he of this Department many new problems and many new successes to the end that 
ng the world of tomorrow may be a happier, a saner, a more intelligent, a more 
ry | human world because of your contribution and mine to childhood today. 
nd 
on, | 
De, | AMERICAN EDUCATION WEEK 
yer | 


American Education Week is the most vital annual period of educational inter- 


"8 | pretation for the nation’s schools. This year it will be observed from November 

oe ' 5 to 11, and the daily topics are as follows: 

nts § 

of Sunday, November 5 The Place of Religion in Our Democracy 

Monday, November 6 Education for Self-Realization 

1€S Tuesday, November 7 Education for Human Relationships 

ess Wednesday, November 8 Education for Economic Efficiency 

fa Thursday, November 9..... . Education for Civic Responsibility 

ow | Friday, November 10 Cultivating the Love of Learning 
i pecuraay, Drevemoer P2)... 5.6 ens ads Education for Freedom 

1en 


1939 is a good year to begin or to improve your observance of this occasion. 





RY PRINCIPAL, OCTOBER, 1939 5 











Newly-Elected President of N. E. A. Greets 
the Department 


Amy H. Hinrichs, Principal, Audubon School, New Orleans, Louisiana 


It is a pleasure to greet the members 
of the Department of Elementary 
School Principals, of which I am a life 
member, I am proud to say. The prin- 
cipalship of an elementary school is a 
key position. That statement is not a 
quotation from somebody else; it is my 
own observation and conviction, based 
on eight years of experience as prin- 
cipal of Audubon School, New Orleans, 
after nineteen years of teaching English 
in high schools. 

The elementary principalship touches 
all other persons concerned directly 
with the education of the child. He or 
she is the first person after the mother 
to exercise long-term supervision over 
the child. The child is hers from kinder- 
garten or nursery school through six, 
seven, or eight grades. (I am going to 
say she and her. I am tired of apply- 
ing the masculine pronoun to both 
sexes. 

She is “guide, philosopher, and friend” to all the child’s pre-high-school teach- 





AMY H. HINRICHS 


ers, who are often young teachers, grateful for the friendship and guidance of | 


the building principal. 

Likewise she is a tower of strength for many a mother, young and inexperienced 
in the problems of childhood or older and weary from the attrition, as it were, 
of a family of children and therefore needing sadly the renewal of inspiration 
that a principal can give. The elementary principal also has helpful contacts with 
all parents through the Parent-Teacher organization. The elementary principal 
is the official connecting link between grade school teachers and junior or senior 
high school. She is likewise the “‘buffer” (Excuse the expression! ) between school 
officialdom and the teachers in her particular building. There is also the relation 
with the custodian to insure physical comfort for all. If I have built up a case 
for “the elementary principal as key person in a school system,” it is because I 
want you to realize what a terrific responsibility is yours as “public relations 
counsel,” as interpreter of the needs of the schools to the public. 

These are serious times. Adequate support of the schools is threatened by 
those who do not understand. It is true that there are something over 1,000,000 
fewer children between the ages of five and twelve in the United States than 





6 THE NATIONAL ELEMENTARY 





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there were in 1929-1930. It is also true that funds have never been so generously 
provided that that decrease can be used as reason for retrenchment. It is also 
true that, if numbers of individuals to be educated are decreasing in the grade 
schools, they are increasing into higher ages above the usual high school level 
because of unemployment. 

Those who cry for lower taxes at the expense of public education must be 
shown that free education is the very foundation on which our democracy rests 
and that adequate provision for such education is not at all an extravagant gift, 
but the wisest kind of investment, an investment in good citizenship. The need 
of appropriations for various social services, the validity of which many teachers 
would be among the first to argue, must not be allowed to cut school budgets. 

These facts must constantly be brought to the attention of all citizens; worker 
and industrialist, rural dweller and city man or woman, property-less and prop- 
erty-owner. The elementary principal, just as he or she touches the whole of the 
educational system professionally, must touch the whole body politic in influenc- 
ing toward an appreciation of the place of education in our scheme of things, our 
American way of life. 

My plea to you, fellow elementary principals, is that you continue to be the 
great leaders and cementers within the profession that you have been, and at 
the same time branching out into the public relations field with the kind of 
intelligent and zealous activity that is bound to result in effectiveness and ac- 
complishment. 

















The president of the Department of Elementary School Principals, Irvin A. Wilson, the president of the 
American Association of School Administrators. Ben G. Graham, and the president of the Department of 
Classroom Teachers, Myrtle Hooper Dahl, at the banquet of the Department of Elementary School Principals, 


San Francisco, California, July 4, 1939. 








PRINCIPAL, OCTOBER, 1939 


~J 





Convention Program —July 3, 1939 


Reinterpreting the Three R’s Through the Enrichment Program 


N MONDAY, JULY 3, the Department of Elementary School Principals 
held its first general session in the Veterans Building, Civic Center, San 
Francisco, California. Members and friends gathered early to participate in a pro- 
gram of community singing led by Dan Gilson, Principal, Longfellow School, 
Oakland, California. The accompanist was Mrs. Blanche Gilson, Mr. Gilson’s 
mother of Dos Palos, California. 

The distinguished speakers for this meeting were selected by President Maude 
A. Rhodes because of their superior knowledge of and their special interest in the 
field of elementary education. Dr. Samuelson was State Superintendent of Public 
Instruction for several years prior to her present position, and Dr. Graham is not 
only Superintendent of Schools of Pittsburgh, Pennsylvania, he is also President 
of the American Association of School Administrators. 








Accent On Art 


Agnes Samuelson, Executive Secretary, Iowa State Teachers 
Association, Des Moines, Iowa 


Enrichment, Our Common Purpose—Enrichment is 
our common purpose. It is not limited to the arts, but em- 
broiders the entire educational program. In the ambitious 
reach of our souls for the things which will enrich the lives 
of boys and girls, we think especially of emphasizing the love 
of the beautiful, and we search for opportunities to provide 
children with experiences to identify and appreciate beauty. 

In reinterpreting the three R’s through the enrichment 
program the arts will take a conspicuous place. 

AGNES SAMUELSON The Arts As Fundamentals—By any yardstick you 

want to use, the arts are essential in the educational program. 
No experiences which help us to identify and appreciate loveliness in life, satisfy 
the yearning in every heart for the beautiful, and to wipe out the ugly in our 
environment can properly be called a frill. No activities which are so useful in 
developing personal enrichment, emotional balance, social poise, can be looked 
upon as a luxury. No area which has so many vocational and recreational possi- 
bilities in these days of increasing leisure and continued unemployment can be 
considered extravagant. No program which has such enduring values can be 
waived aside as a fad. No work which helps build the character of the soul of a 
person and to glorify the ideals of a nation can be classed as unnecessary. The 
Washington Monument or the Lincoln Memorial are impressive examples. No 
material which cuts across all areas of life as the arts do can be interpreted as 
irrelevant in an educational program designed for all the people. If this analysis 





8 THE NATIONAL ELEMENTARY 














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is correct, more and not less emphasis should be placed upon the arts in rein- 
terpreting the three R’s. 

New Trends Accent Values of the Arts—The development of creative 
teaching called for by the new social conditions is a boon to the alert. It lends 
new significance to the three R’s in achieving the purposes of education, especially 
the goal of self-realization. I think all of you have examined that publication of 
the Educational Policies Commission which is entitled “The Purposes of Educa- 
tion in our American Democracy,” and that you are checking your programs 
against those purposes. As formal methods collapse and the emphasis shifts 
toward happy learning situations, purposeful activities, enriching experiences, 
and socialized procedures, the arts have an opportunity to streamline the entire 
program. As the pupil learning is placed above the teacher teaching; as pupil 
growth takes precedence over mechanics and competitive rankings; as every child 
becomes important; as children’s interests become the springboard, the arts have 
their glorious chance to come into their own. So do the three R’s. 

As more attention is given toward equalizing opportunities and adapting in- 
struction to individual needs, the arts take on new meaning. Without slighting 
the gifted pupil for a single moment or making handwork the sole activity for the 
one of lower mentality the entire group can be reached. This may mean less blue 
ribbons at the exhibitions, if you measure successful teaching by that standard, 
but as you give more children the thrill of participating in color experiences, music 
festivals, rural choirs, and other creative activities, you open their eyes to the 
romance of beauty in everyday living. It is not what the child does to the crayon, 
brush, pencil, violin, costume, or compass that tells the story. It is what they do 
to him. People will not stagnate, use their leisure time stupidly, or accept cheap 
and barren amusements if they come in contact with the beauty which comes 
from line, color, sound, nature, and action. 

Music appears to be moving toward the creative stage of its development in 
this country. At first it was enjoyed by the few who could afford the opera house 
expense. The music was borrowed from the culture of the old world. Then came 
the phonograph and we became a nation of listeners. Music appreciation courses 
were started. Then came the radio and the world’s best music was heard at the 
fireside in the hinterlands. We became a singing and a playing people. School 
choruses, bands, orchestras are making America sensitive to the great art of 
music. Music has become a participating experience. 

Now comes the creative era, we hope, in which musiq may be more than an 
appreciated art or a vicarious experience—the expression of the soul of America. 
It is time for us to have an American epic in song. One day it was my privilege 
to visit classes in creative music. Such developments in music bespeak the prepa- 
ration for recording our American story in music. Will not some of these modern 
children record for us the song of the prairies and the whir of the wheels? The 
genius will come to the top as the amateurs increase. To spread the arts is to 
move in the direction of equalization of opportunity. 

The Nebraska Capitol Building stands as an example of creative art depicting 
the story of the Middle West in stone, marble, and tile. The carvings, design, and 
paintings reflect the courage of the pioneers, conquest of the frontiers, and the 





PRINCIPAL, OCTOBER, 1939 9 








building of a great civilization. The mural on the library wall depicts the prairie 
mother. It is not a copied masterpiece, and is intended to reflect our present chap- 
ters in human history and to make new contributions to the classics. 

To what does this lead us? Discover and train the talent which will compose 
the American epic in music. Develop the creative period in the history of music. 
Apply it to all the arts. Could we not use this great Golden Gate Exposition as 
another example of the combination of the arts in interpreting the culture of the 
Pacific? I have not seen it, but that is the way it appealed to me. Is it not another 
way to reinterpret the three R’s? Without them the beauty of the exposition 
could not have been possible. Let us learn to interpret contemporary art. 

Implications—What are some of the implications for elementary education? 
For elementary principals? Here are a few that seem to come to the top. Others 
may be equally or more important, but these may serve as the starting point for 
discussion. I am going to give these very briefly and let the discussion carry them 
on if you find them interesting. 

1. Continue to show the relationship of the arts to everyday life—The more 
we can do that the better we can reinterpret the three R’s. Provide experiences 
which will lead children to explore the meaning of beauty in architecture, engi- 
neering, homes, sculpture, paintings, skyscrapers, landscaping, streamline trains, 
automobiles and airplanes. Begin with the child’s environment. 

Remember there never has been any surplus of beauty. Guide the pupils in 
the pursuit of beauty wherever it leads them. Let them use the materials of their 
environment as the buffalo, corn, covered wagon, Indians, and pioneers furnished 
the design for the capitol building mentioned above. 

The relation of the arts to everyday life is so well illustrated at Treasure Island 
that it seems stupid to talk about it here when we can see it there. Of course, not 
any appreciable fraction of the children of our schools will see these examples. 
But they do see gasoline stations, homes, schools, flower gardens, clothing, books, 
cities and countryside, parks, and details of everyday life which make or mar 
beauty and which lead toward or away from beauty. It is up to us to make them 
sensitive to beauty around us. 

2. Provide experiences which help to identify and appreciate beauty—We need 
not point out the inexhaustible possibilities of art, music, literature, dramatics, 
recreation, nature, and the crafts for enrichment purposes. You are moving in 
the direction of enrichment as you lead pupils to explore the meaning of beauty 
in architecture and engineering, as previously mentioned, to enjoy the thrill of 
making things with their hands in homemaking and industrial arts, to hear and 
participate in good music, to become discriminating in the choice of music, liter- 
ature, and moving pictures, to appreciate good reading, to enjoy and write poetry, 
to contemplate the grandeur of the starry heavens, to conserve our natural re- 
sources, and to respect the beautiful in the culture of other lands. Do not these 
items of enrichment broaden out the three R’s to modern dimensions? 

3. Invade the area of teacher education—Perhaps a number of you come from 
school systems which have supervisors of instruction, but in these days when 
teacher loads are heavy and budgets are inadequate, the training of every teacher 
is extremely important. This is also true in view of the social changes, the greater 





10 THE NATIONAL ELEMENTARY | 





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democracy of procedures, and other requirements of the modern education pro- 
gram. The arts are as varied as life, and the education of the teacher needs to 
include a broad background. Artistic teaching is not as simple as the question 
and answer procedure, but it leads to greater enrichment as well as mastery of 
skills needed in the actual situations. We mean the exercise of the ability or use 
of the knowledge in life situations and not in isolated or artificial experiences. 
Every teacher needs the opportunities for enrichment both in pre-service and in 
in-service. Bend your efforts toward the enrichment of teacher education pro- 
grams. And here again I want to comment, as I did at the beginning, about how 
you are making that possible in your own lives through the activities each summer 
in this Elementary Principals’ Conference which you are holding and which is 
attracting more and more attention. It seems to me it is your particular program 
of in-service training and it is to be greatly commended for that reason. 

4. Seek enrichment experiences for ourselves—How can we inspire children to 
seek beauty and exemplify it in their lives if our own are barren? Travel is a 
broadening experience and inexpensive tours can always be secured. The radio 
and the modern transportation facilities have eliminated distance and time. 
Libraries are plentiful and books are available. Are not the trip to this conven- 
tion and attendance here an adventure in enrichment? Is not this department 
another example of the enrichment which comes from association with each other 
and planning together for the enrichment of our professional program? If we ‘do 
not make the most of our professional relationship for growth and enrichment, 
we muff the ball. 

5. Develop a functional program and interpret it to your community—With 
all the possibilities of the modern program for touching life in every area, for 
improving the environment, enriching and socializing the personality, satisfying 
the inner desire for beauty, dealing with realities, emphasizing social values, pro- 
viding recreational enjoyment and vocational rewards, should the arts have to 
plead their case in the program? All they need is interpretation within and with- 
out the classrooms. Show instead of tell. As you continue to keep step with modern 
trends, develop creative teaching, increase your expertness, interpret the values 
of the arts in everyday living, you will reinterpret the three R’s. As the arts 
become fundamentals enrichment will become a reality for all our children. 

Enrichment Gives Significance to Teaching—lIt is enrichment—teaching 
of discrimination, refining of growing personalities, translating cultural values 
into human living, and the inspiring of the young learners in our classrooms to 
write new chapters in the story of human achievement—that gives significance 
and beauty to teaching. 





HELP NEEDED AT HEADQUARTERS!! 


A study is being made by several groups on the subject of rating teachers and 
principals. If your school system has a rating sheet for either or both, please 
send samples to headquarters so that we may pass the information on to groups 
which are studying this very important problem. 





PRINCIPAL, OCTOBER, 1939 11 











What the Teacher Expects of the Principal in the 
Enrichment Program 


Ben G. Graham, Superintendent of Schools, Pittsburgh, Pennsylvania 


Sometime ago I asked a group of teachers in a large school 
system to formulate for me what they expected of their 
principals. I have taken these statements and have attempted 
to summarize that which had been prepared. 

Before I begin the discussion I shall repeat something 
that was said some years ago by my predecessor before the 
principals of our city. In discussing the work of the prin- 
cipals he said, “as is the principal so is the school,” and as 
my experience has extended from that time to this, I believe 
he was exactly right in what he said: “As is the principal — gen ¢. cranam 
so is the school.” I believe that the principal occupies the 
most important position in the development of the school system. 

When the teachers attempted to formulate for me what they expect of the 
principal, the first thing which they seemed to believe to be of importance is the 
ability on the part of the principal to plan an organization. And if I may speak 
in terms of the teacher’s attitude, I want my principal to be an individual who 
can sit down and plan before the term begins the various steps and procedures 
which we are to follow for the term. I want him to be able to take the pupils 
who come to the school and to classify them so that the ones who come into my 
classroom are properly classified in respect to promotions which they have had 
and the abilities which they show by the tests which he has given. I want that 
to be so carefully planned that when the first day of school comes my work will 
start off with immediate success. 

I realize that the individual who can plan, however, may not be the type of 
individual who can organize. When my principal takes up organization, he is not 
only dealing with planning but he is dealing with people, with teachers, and 
with pupils. That takes a different type of ability from that of planning. 

I have had principals who could plan beautifully and put on paper the things 
to be done, but when it came to organization, they did not have the power to select 
the right teacher for this particular duty or to handle this group of pupils with 
success, or to meet the problems which the parents brought to them from the 
community; consequently, I want my principal not only to be able to plan but 
also to be able to organize because that means putting that plan into operation. 

The next thing I want my principal to have is the ability to secure for my 
school the necessary materials with which I am to work. He must be able to 
present to the superintendent of schools, or sometimes to the board of school 
directors, or to the committee in charge of the supplies, the real needs of the 
school in a way that convinces those in power that the supplies are necessary. 

Not only must he be able to secure the materials and supplies, but he must 
have the work so planned that when I need that material it can be at my hand. 
Here is work that is carefully planned which we are about to undertake, but the 








12 THE NATIONAL ELEMENTARY 





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materials cannot be had. Perhaps they have not been supplied by the proper 
authorities or perhaps the work has not been so carried through by the principal. 
So I come to think with the teacher that it is quite necessary that the principal 
have the ability to secure the necessary materials and supplies for the work of 
the classroom and also have that fine ability which brings them to hand when 
they are needed. 

The third ability we used to call the power to discipline but my teachers call 
it social engineering. I asked one of them, ‘““‘What do you mean when you say 
you want your principal to be a social engineer?” and the answer was, “I want 
a principal who understands the attitudes of boys and girls in the classroom, the 
attitudes of teachers in the classroom, and particularly the attitudes of parents, 
to the point that no matter how difficult that problem child is to manage in my 
classroom, if that problem child gets beyond my control I know that the principal 
is such a successful social engineer that he can step into the picture, take that 


| problem child in charge, bring about a change of attitude, bring about a new 


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is now one who fits into the situation and the work goes along with success. I 
am not thinking in terms of force, but in respect to my principal as a disciplinarian. 
I want a principal who is not a driver from the sense of driving that child, but 
a principal who is a social engineer, who can take that child and change an 
attitude and make that attitude right in respect to the work in my classroom.” 
I have come to think that is a tremendously important thing on the part of the 
principal these days. The principal must be a social engineer. 

What is the fourth thing with which teachers are concerned in the relation- 
ship of the principal in the enrichment program? The teacher wants a principal 
who can come into the classroom and be sympathetic and appreciative of the 
work being done. As the teacher said, “I want a principal who when she comes 
into my classroom knows that with which I am dealing. Therefore, if the child 
is to be the center of instruction and the center of the school, I want a principal 
who can interpret the course of study to me, the content of the material with 
which I am to deal, the methods which I am to use, so that the whole program 
of the school is centered upon that which is best for the individual child. 

“T want my principal to be skillful in judging the results of my teaching and 
to be able to discover my strength. I do not want a principal who will come to 
my classroom, look at my work and walk out, making no comment either in the 
way of commendation or criticism. To me that is the most discouraging contact 


| I can have with the principal. I want my principal to be an individual who can 


discover my strength, and give me some commendation, because if I am en- 
couraged I work harder. 

“T had a principal once who was the keenest person I have ever known at 
finding what was wrong with my work. He had an uncanny ability to put his 
finger on the thing that was wrong, but he could never tell me how to make it 
better, and in consequence I became discouraged and I was anything but a suc- 
cess. I asked for a transfer to another school, and I was so fortunate as to come 
in contact with a principal who, the first day he visited me, had a keen eye to 





PRINCIPAL, OCTOBER, 1939 13 








discover not the things which were wrong but the thing which I could do best, 
and I shall never forget the conference I had with the principal in that case. 
How much better I felt when I left his office. He found something I did well and 
said, ‘That was well done, that was good teaching, but here is how you can make 
it better,’ and he was right. I went home and studied how to make it better, and 
it was not more than two years until I was rated as one of the best teachers in 
his school, and I am proud of that. 

“Then I want my principal to be one who has the ability to use a modern 
testing program, so that by giving tests occasionally he can discover how my 
work is related to work of other teachers in the school and other teachers in the 
system, and I shall have a better guide to determine what the results of my work 
are by standard or scientific tests. I do not want him to judge my work com- 
pletely by that method, but I want him to be able to use that as a check against 
our own subjective judgments. 

“There is another thing in which I, as a teacher, am interested—in my rela- 
tionship to the principal, and that is our personal relationships. I want my prin- | 
cipal to be a person with whom I can be friendly, because it makes life so much : 
pleasanter and our work easier and more delightful. I want to have a friendly 
relationship with the principal to the point where he will be the closest pro- 
fessional friend I have. If I cannot have a friendly relationship, I want to have 
respect for the principal’s professional ability. l 

“T want my principal to be one who is growing professionally, because I be- t 
lieve that I am going to do likewise under the type of leadership which he will 1 
give. I had a principal some years ago who was not growing professionally, whose I 
professional growth had ceased before I became one of his teachers, and what a n 
deadening experience it was to work in that school. There was no growth. It i 
was going on a dead level and there was no inspiration under conditions of that 
sort, but after two years I transferred to another school and there was a prin- 
cipal who grew professionally year by year. There was not anything which devel- 
oped in the elementary schools of any consequence over the country that my 
principal did not know about. Frequently in conferences in his office he told me 
about something that was being done in another school system in respect to my 
particular branch of work, and he could tell it with a skill that somehow tended 
to fire my ambition, and if there is anything which tends to stir me it is to be 
told that someone is doing a good piece of work and perhaps the implication is 
that it is a little better than mine. When I hear about that, how quickly I get 
to work. I cannot stand competition of that sort. I will grow under those con- 
ditions, and how skilfully that principal of mine kept me alive and awake.” tl 

Let me close by saying that I want all my principals in our school system to a 
be particularly aware of all of those factors which have to do with this enrich- me 
ment program. I will not attempt to amplify that because the previous speaker us 
did that so brilliantly for you, but I want my principals to be able to appreciate C] 
all those things which Miss Samuelson so well presented and to keep that coming ta: 
into our school to the point where the school is constantly progressing in terms ar 
of the richest program for the children. tior 








14 THE NATIONAL ELEMENTARY | ?! 








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Lest We Forget: 


Aaron Kline, Principal, Pullman School, Chicago, Illinois 
1. Teaching Children To Think 


It seems impossible to predict the future either for an in- 
dividual or for a nation. Who in 1928 believed that in less 
than a year prosperity would end and we would be in our 
worst economic depression? Who in 1930 believed that the 
depression would drag on for ten years with the end not yet 
in sight? Who forty years ago would have predicted either 
the methods or the speed of our transportation system? Who 
forty years ago could or would have guessed our modern 
means of communication? Since the future is unpredictable, 
preparation for any specific future state is undesirable. 

What thenare theschools todo for thechildren placed in their 
charge? Some educators say,—teach them to think; others say,—give them much 
experience in adjusting themselves to new situations. Certainly both suggestions 
are in the right direction but a superficial view of either will defeat the purpose. 

The process of logical thinking is the same whether the thinker starts with a 
true or with a false premise. However, if the premise is true the conclusion is 
likely to be sound, but if the premise is false, the conclusion is false. Too many 
thinkers are satisfied with the thrill of thinking and are not concerned enough 
with the starting premise. No, it is not enough to teach people to think. They 
must be taught to recognize the truth or falseness of a statement so that they 
may judge the soundness of the conclusion. They must also be given experience 
in finding facts on which to base a conclusion. But a person trained in logical 
thinking and having the ability to find facts, may still deliberately choose a dis- 
torted statement of the facts in order to promote his own selfish interest. To teach 
a rascal to think will only increase his rascality—hence a third requirement— 
character is essential. Does anyone think we are in our present confusion because 
men did not think? Has there been any dearth of thinking? Or is it a case of 
selfish thinking, and selfish acting? 

If the future is to be met successfully, American Youth must be taught—(1) 
to think logically; (2) to recognize the truth or falseness of a premise; (3) to 
find facts required to think about the situation; and (4) to have the moral cour- 
age and background of character to act, unselfishly in accordance with a sound 
conclusion definitely established. 

The word think is used when the thinker merely voices an opinion. The speaker 
then proceeds to give reasons for his conclusions. Credence is given the conclu- 
sions in such cases according to the experience and ability of the speaker. Here is 
where the greatest opportunity for propaganda exists. Whether the speaker will 
use the public confidence in him for selfish purposes will depend on his character. 
Character then is the essential requirement for all thinking. It is the most impor- 
tant element in thinking both for the individual and for those to whom he speaks. 





AARON KLINE 


*In each issue of The National Elementary Principal this year Mr. Kline will discuss a pertinent educa- 
tional problem. 





PRINCIPAL, OCTOBER, 1939 15 








Convention Program—July 4, 1939 


Growth In Service 


HE SECOND GENERAL SESSION of the Department of Elementary 
School Principals was held Tuesday, July 4, Veterans Building, Civic Cen- 
ter, San Francisco, California. President Maude A. Rhodes held a short business 
session because of the importance of the very fine program which was to be 
given. This program was sponsored. by the San Francisco Elementary School 
Principals and arranged by Miss Bertha E. Roberts, Deputy Superintendent of 
Schools, San Francisco, California. Exclamations of praise were heard on all sides 
when the John Muir Elementary School Orchestra, under the very efficient lead- 
ership of Miss Vivian Walsh, had rendered several orchestral selections. You 
will be interested in knowing that the members of this orchestra ranged from the 
kindergarten level up through the sixth grade. 

It is only fair to our readers and to Miss Roberts to say that words are in- 
adequate in trying to describe the many fine sections of the program which 
were given. Children demonstrated the work, reports were given, charts were 
displayed, pictures were shown, and the story of San Francisco was retold by 
the pupils of Raphael Weill School, with Mrs. Marjorie Tuft directing. 





Growth In Service 


Presiding, Bertha E. Roberts, Deputy Superintendent, San Francisco, 
California 


Our elementary school principals planned to establish the theme for this meet- 
ing as “Growth in Service.” Every school district in San Francisco has its own 
distinct needs and problems. The San Francisco elementary principals realize that 
group study provides the stimulus and encouragement which comes from an or- 
ganized exchange of professional experience through study. Ten voluntary study 
groups planned their separate programs for study, selected their own chairman 
leader, and then proceeded to work. We have chosen five reports to present 


to you. 





A. Leisure Time of Girls and Boys 


Cicely J. O’Connor, Principal, Edison School, San Francisco, California 


A study group of eleven elementary school principals, under the chairmanship 
of Miss Jane Ryan, principal of the McKinley School, selected as its problem, 
“What is the School’s and Community’s Responsibility for the Children’s Leisure 
Time Activities?” The findings of a district survey made by these principals and 
its recommendations are so potent that through our Bureau of Research and 
Guidance, a similar survey, but city-wide, was planned. 

Twenty-two thousand fourth to eighth grade children, a cross section of San 





16 THE NATIONAL ELEMENTARY 





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Francisco’s youth, were asked to tell about their home life, after school activities, 
and the use of their leisure time. The study shows a candid picture, perplexing 
and challenging to home, school and community. The survey was organized for 
two purposes, a general purpose and a special purpose. The general purpose was 
to secure information which would enable the schools and the homes to work 
more effectively for the betterment of the child. The special purpose was to obtain 
information upon which the development and use of the city’s recreation facilities 
and outlets could be based. 
Following are the summary statements of the survey: 


1. Over 50 per cent of the 22,000 children live in the community type of dwelling. These 
children, generally speaking, are dependent on public playgrounds, parks and schoolyards for 
their outdoor recreational opportunities. 

2. Seventeen per cent of the 22,000 children live in apartment houses, single rooms and 
hotels. Of all city children, these apartment house dwellers are the most dependent on a far- 
sighted city planning program and correct playground placement. 

3. Twenty-three per cent of the 22,000 children are playing in the streets. This can be 
attributed to the fact that the distance beween playgrounds is so great. 

4. Ninety-four per cent of the children live at home with their parents. The leisure time 
activity survey is of service to this large group. 

5. Two activities predominate on Sundays. These are attendance at church and at the 
moving pictures. The church attendance forms 39 per cent of the Sunday activity and the 
theater going 50 per cent. 

6. Fifty-seven percent of the 22,000 children who responded to this item belong to clubs. 
A greater per cent of sixth graders are found in clubs than any other grade. 

7. The clubs most popular with boys are the Boy Scouts or Cub Packs and the Junior 
Birdmen. The girls find the Girl Scouts and the Camp Fire Girls the most attractive. 

8. Clubs that from the standpoint of popularity occupy a second group position are the 
Y. M. C. A. and Stamp clubs for the boys, and the Junior Birdmen and Y. W. C. A. for 
the girls. 

9. Twenty-seven per cent of the children attend movies twice a week. Ten per cent attend 
more than twice a week. 

10. Eighty-seven per cent of the children attending movies attend on Friday, Saturday and 
Sunday. 

11. Fifty-nine per cent of the children attending movies attend on Friday, Saturday and 
Sunday afternoons. These children form a group of 18,504 children. Would not playground 
activities be better for them? Movie houses appear to be better placed than playgrounds. 

12. Fifteen per cent of the children attending movies go unaccompanied. 

13. Movies arranged in order of popularity are: Gangster films, cowboy and westerns, 
comedies, plays of popular books, news reels, March of Time, adventure, travel, animated 
cartoons, and historic plays. The four last named are of about equal popularity. Both boys 
and girls list gangster films, cowboy and westerns, and comedies as the favorites above all other 
types. 

14. The popularity of the gangster picture leads all other types by 8 percent. 

15. Ninety-four per cent of the homes have a radio. 

16. Fifty-four per cent of the children listen to the radio over an hour a day. Twenty-two 
per cent between thirty and sixty minutes a day. 

17. Music, especially dance music and singing, received the largest vote from the radio 
listeners. Mystery plays and amateur hours were next in popularity. These four types of 
entertainment account for 72 per cent of the radio vote. Historical items, news, church service, 
and hobby hours are about the least popular. These four items account for 4 per cent of the 
vote. Other items occupy an intermediate position in the scale of popularity. 


While much has been accomplished in providing proper and profitable leisure 
time activities for the boys and girls of San Francisco, this survey summary tells 


PRINCIPAL, OCTOBER, 1939 17 














us specifically.what further demands there are on our schools, our homes, and 
on our community. With the knowledge afforded us by this survey, we as teachers 
are convinced that we should aim continuously to influence parents to recognize 
the importance of desirable leisure activities for their children. 

Finally, this survey will be of little avail if we cannot convince the community 
that every dollar expended to give our children better facilities for recreation 
is an investment which will pay tremendous dividends in the health and happiness 
of our future citizens. 





B. Use of the Elementary School Auditorium 


Alicia Brimskill, Principal, Grattan School, San Francisco, California 


“A Study of Recent Assembly Procedures,” bound in two volumes and found 
on file in the elementary school libraries of our city, is the result of a study made 
by ten principals, including one vice principal, under the chairmanship of Miss 
Mollie Smith, principal of the Winfield Scott School. 

The need for elevating the tone of assembly procedures and eliminating un- 
desirable features was recognized and an effort made to offer a more modern and 
worthwhile type of program to supersede the non-educational and commercial 
types. As a result of this study, the assembly period assumed new importance to 
children, school and community. Its value to children lies in their active par- 
ticipation in enterprises requiring unity of purpose. In the initial stages of group 
living, theirs is an opportunity to practice ideals of good citizenship and to 
develop a sense of responsibility. The value of the assembly to the school is 
measured by its development of unity of school spirit. Offering ample opportunity 
for motivation in classroom activities, it provides pleasure and inspiration. To 
the community the assembly has value because school interests are broadened 
and better school and community relationships developed. 

It was recommended that a regular schedule of the school term’s assembly pro- 
grams be made by a teacher-sponsor with the principal. A rotating schedule for 
the teacher-sponsorship could be arranged so that all teachers might share re- 
sponsibility and bring new inspiration to the program. The committee agreed that 
a forty or fifty-minute period in the first part of the morning best insures freedom 
from interruptions and provides motivation for the day’s work. Fifteen or twenty 
minutes of this time might be allotted to school problems of citizenship, thrift and 
attendance, the remaining time to be devoted to a program—the outgrowth of 
classroom work, or a reflection of group interests. Simplicity in costuming and 
staging is definitely emphasized. 

Volume I of this report includes a set of criteria for evaluating assembly pro- 
grams and is offered as a guide for judging assembly standards. This volume also 
contains an outline of various types of programs under such headings as: Pro- 
grams Related to Class Interests, to School Interests, to Community Interests and 
Werld Events, and to Leisure Time Interests. A list of possible ways of presenting 
material is also suggested, such as shadow plays, puppet shows, dramatizations, 
pantomimes, impersonations, etc. 





18 THE NATIONAL ELEMENTARY 





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Seventeen hundred children answered a questionnaire distributed by this com- 
mittee. It is interesting to note that 80 per cent preferred an assembly consisting 
of a short business meeting and a class entertainment. Seventy-nine per cent 
stated that during the week they do think of the lesson that has been stressed 
in a particular assembly. When asked if speeches made in assembly affected their 
behavior 90 per cent responded “Yes.” To the question, “Do you think the as- 
sembly has developed a better school spirit?” 98 per cent of the answers were 
in the affirmative. Regarding which type of program they preferred, 8 per cent 
voted for travel talks by adults, 9 per cent for reports on class activities, 33 per 
cent for motion pictures related to school studies, and 50 per cent for plays pro- 
duced by children. 

A plan for study organization in each individual classroom and for a repre- 
sentative governing council procedure for the school is also worked out, the 
goal being a school pupil-managed, teacher-guided. 

This study group of elementary school principals trusts that its contribution 
has raised standards of auditorium programs in our city, and feels privileged to 
have participated in the growth-in-service program. 





C. One Way to Build Character 


Effie Smith, Principal, Frank McCoppin School, San Francisco, 
California 


My approach to this subject, “One Way to Build Character,” is from the view- 
point of an elementary school principal who is vitally concerned with the humane 
or personality development of the child and his relationship with the rest of the 
world. Generally speaking, character building is teaching children to think cor- 
rectly in terms of the Golden Rule, “Do unto others as you would like others to 
do unto you,” but this teaching must be applied in our relations with the animal 
world just as it must be applied in our relations with our fellowmen. In short, 
it must be applied to every form of life capable of suffering. 

We cannot begin too early to train children in a kindly attitude toward all of 
God’s creatures. There is perhaps no element of character more vital to happiness 
than a spirit of kindliness, and I know no better way to develop this kindly spirit 
than by teaching children kindness to animals thru the child’s chumship with a 
living pet. Boys and girls the world over have one characteristic dominant in 
them. It is their love for animal pets. Children and animals are natural friends 
and should be brought up together. A child can get more enjoyment with the 
world when he understands an animal’s silent language. Likewise he becomes 
more responsible and self-reliant when he takes care of an animal himself. Animal 
pets for children are necessary, if the children are to have a well-rounded educa- 
tion and a normal social adjustment, for living pets have a definite part in teach- 
ing children gentleness, kindness, unselfishness, responsibility, fair play, and 
consideration for others. 

Educators now realize that thru companionship with animal pets, children learn 





PRINCIPAL, OCTOBER, 1939 19 











many things that are important to them as individuals and as members of society. 
Thus in caring for pets, the child must combine love, sympathy, responsibility 
and the protective impulse. What better training could there be for character 
building? Ultimately this sympathetic, protective attitude toward animals which 
should be aroused in every child, will benefit humanity, for the love and protec- 
tion the child extends to his animal pets is carried over to a genuine fellowship 
with his playmates and later with his fellowmen. 
Edgar Guest, the poet, has expressed this humane thought in the following 
verse: 
“T have found that those who love 
A dog, a cat, a bird and flowers 
Are usually thoughtful of the larger needs 
That may be ours; 
Who for God’s creatures small will plan 
Will seldom harm his fellowman.” 


At the Frank McCoppin School in San Francisco we have a splendid vehicle 
for character building through the principles promulgated by the Children’s Pets 
Chums Club, which was founded in the schools of our country twelve years ago. 
During these many years, fifteen Pets Chums Clubs have been organized in San 
Francisco’s elementary schools. To be a good Chums Club member one must own 
a living pet; one must protect it and care for it properly; one must try to make 
others feel the same way about animals as he does. All activities are gathered 
together under the inclusive motto, “A child without a pet is like a flower with- 
out the sunshine.” 

The personnel of the Chums Club includes a president, vice president, secre- 
tary, board of directors, and faculty adviser. At Chums Club meetings, the board 
of directors read and answer questions found in the Chums Club question box. 
These questions find their way into the box because of some difficulty a member 
has in the care, feeding, housing, or some other matter relative to his pet. Then 
four to six members, to their great joy and the joy of their audience, exhibit their 
pets and give interesting talks concerning them, thereby affording each member 
an opportunity to develop his own personality. The acquiring of poise and the 
increased use of clear, correct English, with increased ability to express ideas 
and to practice judgment, are valuable outcomes of the Chums Club activity, as 
is the knowledge concerning the rudiments of parliamentary law procedure. 
Chums Club members quickly recognize an injustice and an unkind word or 
act, whether it is meant for a human being or an animal. 

For many years I have taught elementary school children kindness to animals 
through the Chums Club and I am convinced that the child’s companionship, care 
and ownership of an animal pet, under proper guidance, constitutes one of the 
greatest helps in building a well-balanced and noble character. 

We teach kindness to animals in the schools not just because animals should 
be treated kindly, but because we know that the child who learns to love and 
care for animals and to respect their right to kind treatment is developing a 
quality which will enrich and beautify life in all his relationships with others. 
In other words, the schools are not simply concerned with the protection and 


20 THE NATIONAL ELEMENTARY 





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comfort of animal life. They are vitally concerned with the relationship that men 
and women of the future are to have with one another and with the rest of the 
world. The child, in whose heart is developed a kindly feeling toward dependent 
creatures, will be able to fill his place in life with greater acceptance, because of 
his fine sense of social responsibility developed by humane teaching. Kindness 
and justice to all of God’s creatures, if properly taught to the youth in the 
schools, will make for a more humane and peaceful world. We cannot be thought- 
ful and kind to people and to animals without having a spark of the Divine 
kindled within us, because God is the author of all life. 

As I close, let us bear in mind that the elementary school principals have the 
prime responsibility of starting girls and boys on the right path of life; also 
let us bear in mind that the greatest gift we can give to humanity is to send 
forth the generation of children for whom we are responsible with their hearts 
filled with the joy of loving and serving. Blessed are they who are kind and 
who serve with love. 





D. Board of Health, School, and Community Relationships 


Mrs. Mabel Davidson, Principal, Francis Scott Key School, San 
Francisco, California 


Recognizing the fact that absence from school due to exclusion for communi- 
cable disease is a very serious handicap and the cause for retardation among ele- 
mentary school children, a group of principals under the leadership of Miss Sue 
Convery, of Monroe School, undertook a study of school, home and department 
of health relations and responsibilities in the effective handling of the exclusion 
of children for so-called minor diseases. It was not our intention to make the 
period of exclusion shorter, but rather to make it one of isolation. 

Because of strict enforcement of quarantine laws by the department of health, 
and also because of the fact that all parents recognize the seriousness of such 
diseases as diphtheria, scarlet fever, and infantile paralysis, exclusion in these 
cases has proven satisfactory and the prevalence of diseases has been lessened, 
but not so with chicken pox, whooping cough, mumps, and measles. Children 
convalescing from these diseases, losing school time because of the danger of 
infecting other pupils, very easily contact their mates outside of school hours 
and thus start a chain of patients who in turn must be excluded. 

Data supplied us by departments of health all over the United States prove 
conclusively that this problem is not merely a local one. Our study includes 
statistics from many cities giving the monthly incidence of common, minor dis- 
eases. Regulations of the cities studied in regard to the isolation of patients and 
the exclusion of non-immune contacts were compared and differences noted for 
further study by our department. Pamphlets and books on the infectious agents, 
the source of infection, the mode of transition, symptoms, incubation period, 
period of communicability, care of the patient, and control of the disease were 
all considered. 





PRINCIPAL, OCTOBER, 1939 Se - 








As a result of the study the committee has recommended, first, a health edu- 
cation campaign to correct the prevalent but erroneous idea that all children must 
have the childhood diseases and, therefore, may as well be exposed early; second, 
radio broadcasts of a series of lectures available at the office of the Surgeon Gen- 
eral of the United States Health Service, stressing the very serious after-effects 
of the so-called minor diseases; third, instruction by school nurses to principals 
and teachers in the science and symptoms of minor diseases so that they may be 
recognized; fourth, printed instructions giving definite direction in regard to 
exclusion and isolation to be used instead of the oral direction. 

The committee further recommends an increased number of inspectors for 
minor communicable diseases so that the regulations can be enforced; teaching 
the importance of having parents report to the proper authorities infractions of 
regulations affecting exclusion; educating children to the inadvisability of con- 
tacting excluded schoolmates; adjustment in the period of exclusion to conform 
to the national consensus; securing the cooperation of those in charge of churches, 
libraries, and foreign schools in refusing to admit children who are excluded from 
school, that being the time when the disease is so easily spread; lastly, securing 
the assistance of school attendance officers in enforcing the isolation regulations. 

This vitally interested group, working together to conserve the health and 
school time of pupils, feels that a partial solution of its problem has resulted from 
the study. Many of the recommendations were put into effect and enough valu- 
able data was secured to focus the attention of school and health authorities on 
this problem which affects school, home and the community alike. 





E. Children’s Voices: A Reader for Children by Children 


Sue Convery, Principal, Monroe-Excelsior School, San Francisco, 
California 


Those of us who have had the privilege of working with children know of the 
strange beauty and even unusual power often founded in the simple expressions 
of childhood. Again and again we have thrilled to a bit of writing or painting that 
seems to reflect unusual insight or to possess a quaint charm. We have wondered 
about this urge for self-expression. Why it flowers so successfully in one child 
and why it is buried so deep in another. 

Here in San Francisco for several years we have had a strong interest in creative 
self-expression. Some time ago a study group composed of approximately twenty- 
five teachers, working under the leadership of Miss Anita Beckman, undertook 
to learn more about children’s creative writing and made an intensive study 
over a period of two years. The study included reading and evaluation of the 
best writings of thousands of children. A thought that the children’s creative 
expressions have a decided place in the children’s world grew into a conviction. 
We believe that the child’s contributions may well serve as a broadening life 
influence for him and for his associates. We looked forward to the day when some 
of the splendid contributions of children could be enjoyed by other boys and 
girls. Today the realization of that dream has come in the form of an oral reader 


22 THE NATIONAL ELEMENTARY 











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just off the press, “Children’s Voices.” It is a book for children by children. In 
the pages of “Children’s Voices” the creative force of children in writing, in 
speaking, and in drawing has been crystallized for all to enjoy. It is a collection 
of prose, verse, and art compositions of boys and girls who have been given en- 
couragement and guidance in their desire for expression of the thoughts and 
emotions aroused by personal observations and experiences. 

The individuals who produced the selections have had one of the highest types 
of educative experience, namely, release of innerself. Definite appreciation of the 
beauty of the children’s creative offerings will come best through the oral reading 
of them. Then their child spontaneity is most in evidence and the charm of many 
original patterns comes to the reader. I believe that this point can be well illus- 
trated by concluding with two or three selections from “Children’s Voices.” 


The first is “In the Attic” by a sixth-grade girl: 


“There is an old-fashioned trunk in the attic, 
A queer looking thing, I must say, 

But, oh, it is full of treasures, 

So carefully hidden away. 

There are dresses and shawls and queer bonnets. 
I lay them all out in a row, 

Then shut my eyes tight and imagine 

How grandmother looked long ago.” 


The next is “When Mother’s Away,” by a fifth grade girl. 


“The house is such a dreary place when mother’s away 

The dolls just sit stupid and they do not want to play. 

I have a little table and I have a little chair, 

But what is the use of playing when there is no one to care? 
The house is such a dreary place when mother isn’t there.” 


“Fishing” by a fourth grade boy; 


“T like to go fishing with daddy 
And sit on the sandy beach. 
I watch him bait the hook 
And throw it as far as the line can reach. 
I think the most exciting time is when dad begins to wind. 
Then I begin a game and guess what he is going to find. 
Sometimes it is a large red cod, 
Sometimes a sea perch small, 
Sometimes it is some seaweed, 
And sometimes nothing at all.” 


And last “Touching” by a fourth grade boy: 


“T have touched the waters of a bay, 

I have touched the sand in which I play, 
I have touched a bear so big and brown, 
But I haven’t touched a single sound.” 





| PRINCIPAL, OCTOBER, 1939 23 








" Things We Liked" 


Many expressions similar to the heading of this report of the social meetings 
of the convention were heard everywhere as the members and friends of the 
Department enjoyed the courtesies which the principals of California had made 
possible. Trains and boats were met, flowers and fruit were in the rooms, cars 
were ready for guests and all requests were answered even before anticipated. 

Convention Headquarters—The California Elementary School Principals 
of the Bay Section arranged for a headquarters at the Palace Hotel. It was here 
they were hosts and hostesses to all; planned for trips; and made it possible 
for friend to meet friend. The 365 people who registered at this lovely head- 
quarters appreciated most thoroughly this very fine and helpful service. 

Department Breakfast—Who could help but enjoy a breakfast when he 
walked into the dining room and was met by groups of lovely ladies and gentle- 
men ready to pin flowers on him, see that he met both new and old friends, sang 
songs to him and about him (even tried to sing, “Here Comes the Sun,” though 
it was a foggy morning) and then served him a good breakfast? The above is 
exactly what happened on Monday morning, July 3, 7:30 a. m. in the Concert 
Room, Palace Hotel, when over 150 principals and their friends came together 
for the first meeting of the Department. 

President Maude A. Rhodes, Atlanta, Georgia, graciously welcomed all and 
expressed the appreciation of the officers of the Department for the very splendid 
plans which had been made for the week’s activities. Harry H. Haw, San Diego, 
California, General Chairman of Arrangements and Fourth Vice President of 
the Department extended greetings and introduced his many co-workers. Sarah 
L. Young, Principal, Parker School, Oakland, California, and Local Chairman, 
told the group of the many things which had been planned for their week’s 
entertainment. George C. Kyte, Professor of Education, University of California, 
Director of the Third Annual Conference on Elementary Education, gave plans 
for the two weeks’ meeting. Fred Zimmerman, Principal, Stonehurst School, 
Oakland, and President of the California State Principals Association, extended 
greetings and made all feel thoroughly welcome and at home. 

The good fellowship of the group caused Dan Gilson to try all his new “song 
hits” which had been prepared for the occasion and from the enthusiasm with 
which those Californians helped, one suspected that much rehearsing had been 
done. Mrs. Blanche Gilson, Dos Palos, was the pianist. 

President Rhodes announced the following Nominating Committee: Isabel 
Tucker, St. Louis, Missouri, Chairman; Mrs. Gertrude Best Hammond, Los 
Angeles, California; Claude Williams, Chicago, Illinois; Mrs. A. Virginia Adams, 
Vineland, New Jersey; and Mrs. A. R. Wilson, Durham, North Carolina. 

Tea—tThe San Francisco principals served tea on Thursday afternoon, July 6 
at the Japanese Tea Garden, Golden Gate Park. With this unique setting and 
a beautiful day this occasion was a fitting climax to the week’s activities. 

Banquet—The Department of Elementary School Principals has had many 
beautiful banquets, but none has ever surpassed the beautiful flowers, silver stars, 








24 THE NATIONAL ELEMENTARY 





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and unique table decorations which greeted the 500 guests as they walked into 
the Grand Ballroom of the Palace Hotel, Tuesday, July 4. This gorgeous setting 
had been arranged by the Southern Section of the California Elementary School 
Principals’ Association, and it is to this enthusiastic group that the Department 
is deeply indebted for one of the loveliest banquets which it has ever had. 

Words are inadequate in describing the different centerpieces for the fifty 
tables, because each piece represented a “still” of some picture being made by 
Paramount Studios, Inc. These decorations were so cleverly done that Mrs. Leo 
May Gamble, Los Angeles, was requested to send pictures of them to headquar- 
ters, and we thank Mrs. Gertrude Best Hammond, Earl Smith, and the Visual 
Education Department, Los Angeles, for making and sending them. (See page 41.) 

Each guest found at his plate a lovely program entitled “Crashing Hollywood” 
and also a “still” of Douglas Fairbanks, Jr., in his new picture “Ruler of the 
Seas.” This was a gift of Paramount Studios, Inc. 

The visit of Mr. and Mrs. Fairbanks, Jr., had been arranged by Paul Shafer, 
Assistant to the Superintendent of Schools, Los Angeles, with a committee of 
Southern Section Principals, the members of which were: Harry H. Haw, San 
Diego, Chairman; Mrs. Howardine Hoffman, Chino; Mrs. Gertrude Best Ham- 
mond, Los Angeles; Mrs. Gertrude Howard, Inglewood; Mrs. Leo May Gamble, 
Los Angeles; Harley W. Lyon, Pasadena; Vincent I. Correll, Long Beach; and 
Lee Roy Hall, Pasadena. It was indeed a pleasure to have Mr. and Mrs. Lance 
Heath, of Paramount Studios, Inc. Mr. Heath made all the arrangements for 
Mr. and Mrs. Fairbanks, Jr., while they were in San Francisco. 

President Maude A. Rhodes asked that all remain standing while Mr. S. D. 
Shankland, Executive Secretary of the American Association of School Admin- 
istrators, returned thanks. Mr. Shankland said: 

“This grace which I am going to read was found in the cornerstone of Chester 
Cathedral, Chester, England. It was placed there in the 18th Century: 


‘GRACE’ 


Give us a good digestion, Lord 
And also something to digest 
Give us a healthy body, Lord 
With sense to keep it at its best. 
Give us a sense of humor, Lord, 
Give us the grace to see a joke, 
To get some happiness from life, 
And pass it on to other folk. Amen” 


After a delicious meal, President Rhodes extended greetings; read letters 
from Mrs. Susan B. Dorsey, Superintendent Emeritus of Los Angeles City Schools 
and Dr. E. P. Cubberly, Dean Emeritus, School of Education, Stanford Univer- 
sity; introduced the guests at the head table; thanked our hosts and hostesses 
for the many splendid arrangments they had made for the convention; asked 
Dan Gilson to lead the group in more singing; accepted a lovely gift from the 
Los Angeles Principals’ Club, presented by the President, Mrs. Gertrude Best 
Hammond; and then introduced Mrs. Howardine G. Hoffman, Chino, immediate 
past president of the Southern Section of the California Elementary School Prin- 





PRINCIPAL, OCTOBER, 1939 25 








cipals’ Association, who took charge of the program of the evening which had 
been prepared by the Southern Section group. 

In introducing the speaker of the evening, Mrs. Hoffman said: 

“When the California Elementary School Principals’ Association, Southern 
Section, was invited to participate in this meeting we were, indeed, honored and 
pleased to have the opportunity of coming and presenting a part of the program. 
We should like very much to have invited all of you and to have entertained 
you in our own Sunny California, but even travel by plane would hardly allow 
that when we begin at eight o’clock in the morning and end sometime the next 
morning. So we have capitalized on the gracious hospitality of Northern Cali- 
fornia. We have brought to you some of the spirit, the best wishes, the good will, 
and the culture and fun we have in Southern California. 

Tonight we are privileged to have two guests from Hollywood. First, I should 
like to present to you Mrs. Douglas Fairbanks, Jr. 


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Irvin A. Wilson, President of the Department of Elementary School Principals, Mrs. Douglas Fairbanks, Jr., 
and Ben G. Graham, President of the American Association of School Administrators, at the banquet of the 
Department of Elementary School Principals, San Francisco, California, July 4, 1939. 


Perhaps you have heard that we have another guest from Hollywood tonight, 
a young man who has been known for some time as the Crown Prince of Holly- 
wood. The title was bestowed upon him rather facetiously, but the fact that it 
has remained in use is not surprising. He is the son of a very prominent pioneer 
actor, and, as is quite often true, being in the second generation, it was not 
particularly an asset in the beginning, but he has overcome the handicap and 
he has made his mark for himself, with the result that today he is a star in his 
own right, and, although short of thirty years, is a veteran in motion pictures. 

He has had sixteen years of screen activity. Now, those are things that were 
handed to me to say about him, but in the last hour and a half I have discovered 
sume other things that I much prefer to say. California principals and principals 
of the nation are interested in motion pictures and in radio as a means of educa- 
tion, and I think our guest speaker tonight is not only capable of doing a great 
deal for us, but also has the point of view, the understanding and desire to make 
motion pictures a real part of education for our children. It is, therefore, a great 
pleasure for me to present to you Douglas Fairbanks, Jr.” 





26 THE NATIONAL ELEMENTARY 











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The Movie Picture in the Public Schools 


Douglas Fairbanks, Jr., Paramount Studios, Inc., Hollywood, California 


I confess myself to be 
somewhat overwhelmed by 
the introduction accorded me 
by Mrs. Hoffman. It seems 
to me that Mrs. Hoffman has 
missed her calling. She would 
make an admirable agent for 
film players. With such an 
approach she could boost 
salaries to an unprecedented 
height. 

Unfortunately this enthu- 
siastic introduction only in- 
creases my nervousness here. 
I am holding like grim death 
to this table. I have never 
been more grateful in my life 
for a microphone. I think 
you will bear with me, 
though, when I explain that when I last spoke out before a body of educators I 
was the recipient of a sound rap on the knuckles. It is a fitting commentary on 
the lasting effect you educators have on youth that I feel I should keep my 
mouth shut and my hands in my pockets tonight. As a matter of fact, I think 
it was Mr. Elbert Hubbard who once said, “It is far better to keep one’s mouth 
closed and be thought a fool than to open it and remove all doubt.” 

Believe me when I say that it is gratifying, really gratifying, to have been 
invited to address you as a representative of the most popular entertainment 
medium and one which is directly concerned with many of the problems vital to 
the Department of Elementary School Principals of the National Education 
Association. It is neither my intention nor my mission to praise or apologize for 
the film industry. I am not equipped justifiably to do either. I hope, however, 
that my humble views on a situation growing out of world affairs as it affects 
the motion picture actor abstractly and your Department concretely, may make 
you look on the motion picture and people who make it in an entirely new light. 

I, as you may be aware, at least since my introduction by Mrs. Hoffman tonight, 
am an actor, at least supposedly, and there are two schools of thought about 
actors. You have read, perhaps, Mr. Somerset Maugham’s somewhat unflattering 
account of what he thinks about actors. He said that he found them amusing 
companions, generous, witty, clever people, but he said he never had been quite 
able to believe that they are human beings. 

Another writer once said that it was not surprising to hear that for so many 
years actors were denied burial in consecrated ground, because it was preposterous 





DOUGLAS FAIRBANKS, JR., AND MAUDE A. RHODES 





PRINCIPAL, OCTOBER, 1939 27 








to suppose that they had souls. This I assure you is an extravagance. On the 
other hand, actors themselves are inclined to swing to the opposite extreme in 
their evaluation of their parts in the scheme of things; nevertheless, it is of im- 
portance to you to consider the remark of Sir Henry Irving that “the theater 
must always be an indirect mechanism of teaching.” And, says another quotation 
from Sir Henry, “As the theater must deal with the eternal conditions of humanity, 
so must it ever have weaknesses which result from human imperfections, but as 
humanity has its nobler part, so, too, the theater has capabilities of good which 
are as illimitable as the progress of man.” 

Naturally, this applies to the motion picture as well as to the living theater, 
but with one exception. Where the theater, because of its very limitations, is free 
to express itself in almost any manner on almost any subject, the motion picture 
which is available to everyone everywhere arbitrarily has imposed upon it cer- 
tain restrictions, designed to avoid the forcing of issues down the throat of any 
group which might think otherwise. In many cases this is an end impossible to 
achieve. 

Last year, for instance, the motion picture industry in the United States alone 
produced a total of 346 feature films. Obviously, not all of them pleased everyone 
and it is possible that some of them displeased a lot of people. (That is prob- 
ably the category in which I would place myself.) We know, however, that no 
producer, writer, director or actor approaches the making of a picture with any 
other end in view than to make a good one, and I am convinced that anyone 
who really has something of importance to say in any of the arts sooner or later 
is recognized by the public, which is not only the final but the best critic and 
may I say the best censor. 

Now, you are in the profession of teaching and the film industry has kept con- 
stantly aware of your interest in motion pictures, so I know that you realize that 
those 346 films had a definite effect on the daily thoughts of millions of people, 
for unquestionably the motion picture is one of the most powerful media for the 
dissemination of an idea that has ever been placed in the hands of man. 

In fact, this recalls to me that sometimes in England I have been approached 
by school boys with the request to relate a few of my more terrifying exploits 
with Red Indians in the wild and untamed West. I have no argument with the 
horse opera, as we call Westerns. I must confess I am rather partial to them 
myself. However, a number of us are not sufficiently quick on the draw to save 
the old rancho from the rustler, and so we are concerned with the motion picture 
directed to, if I may say so without sounding pompous, a more serious audience. 
It is here that our problem arises. This problem is the challenge to you and it is 
from you, as an important part of that audience, that the answer must come. 
I refer to the question of propaganda in motion pictures. 

That word “propaganda” is in disrepute these days, and yet the correct defini- 
tion makes it obvious that propaganda is a force for good as well as for evil. When 
you, for instance, in the exercise of your profession, teach that we live under the 
best possible form of government, that is propaganda, but consider this question: 
How far should motion pictures conscientiously venture into the field of propa- 
ganda? Films are being made today in other nations which are concerned mainly 





28 | THE NATIONAL ELEMENTARY 





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with praising certain other forms of government. The motion picture theater in 
those nations is almost entirely devoted, under government supervision, to telling 
the audience that it is quite the happiest audience on the face of the earth. 

In democratic nations, on the other hand, the audience itself is the controlling 
influence. If the audience wants the social order examined, the films will examine 
it. If the audience seeks criticism, the films will criticize. If the audience wants 
fairy stories, well, we shall have “Snow White.” 

One of the important things that happened in my life was my first big part 
on the stage. It was in a play called “Young Woodley” and on the occasion 
my father presented me with a volume of Shakespeare’s works. I remember well 
the inscription my father wrote on the flyleaf which is a part of Hamlet’s speech 
to the players and which reads as follows: “Let your own discretion be your 
tutor.” While the admonition was directed at actors, I think that audiences 
might also give it careful consideration. 

So far the motion picture industry in the United States has made only a few 
tentative moves in the direction of obvious propaganda, with “The Case for 
Democracy” as its theme. While the analysis of public opinion of these films 
has not been completed yet, it is important to note that some of the best pictures 
in recent months and some of the most entertaining as well have been based 
on historic incidents which in themselves serve to emphasize the merits of 
democracy. There is a line, for instance, in one of these films which invariably 
draws applause. The film is called ““Man of Conquest” and in it the movie Andrew 
Jackson says to the movie Sam Houston, “Don’t ever forget that this is still 
the only country where a man can give the President a good cussing out and 
the only thing the President can do is to cuss right back or go fishing.” 

Not infrequently among picture people the question of propaganda in motion 
pictures comes up for discussion. I was talking to a friend just the other day 
who definitely felt that the film industries of democratic nations should hammer 
away, possibly with government cooperation, at the case for democracy. Another 
friend took sharp issue with his views, pointing out that government cooperation 
might easily lead to government control, and certainly that is not to be desired 
in films any more than is government control of the press or any other medium 
of free expression. 

From my own point of view I see certain dangers in conscious film propaganda 
which we cannot afford to overlook. None of us like the fellow who goes around 
patting himself on the back. It is entirely possible, then, that motion pictures, 
emphasizing our virtues and ignoring our shortcomings, would in the end defeat 
their very purpose. The time would come when even the truth would be sus- 
pected. The actor must of necessity be concerned with all phases of this question. 
It is up to the actor and the playwright to interpret characters and events; it is 
up to the actor and the playwright to interpret changing world conditions. The 
only way a responsible actor or playwright can do this is to listen to the voice 
of public opinion and be guided by its trend. 

This is highly important to me because it has been demonstrated that the 
public’s opinion of a screen actor is based as much upon the type of roles he 
plays as by the way he plays them. Having some small interest in what the next 





PRINCIPAL, OCTOBER, 1939 29 











few years may bring to me, I, as an actor, am concerned with what the public’s 
answers will be to the question of propaganda in films. There are, on the other 
hand, many examples of motion pictures which were made purely for the sake 
of entertainment; yet which proved to be forceful arguments for democracy. 
If they had been made with propaganda uppermost in mind, possibly with too 
much emphasis placed on the particular message, I wonder if they would have 
been as convincing. 

At present there is a film called “Good-Bye, Mr. Chips.” It is receiving a 
warm welcome from critics and audiences alike; therefore, we know that the 
picture is highly entertaining to the great majority. Yet this charming story of 
a schoolmaster in a democratic country and the boys of several generations 
who studied with him stands as a most effective exposition of the ideals shared 
by us all and does so without conscious propagandizing. 

Coming closer to home, I think you will find a similar situation in the film 
called “Ruler of the Seas,” which has not been released yet, but in which I have 
just completed my own particular role at Paramount Studios. I know that Mr. 
Frank Lloyd, who produced and directed this picture, and those of us who played 
in it had no thought of pleading any special cause for anything or anyone. Mr. 
Lloyd was concerned with creating good entertainment, based on historical fact. 
Now, “Ruler of the Seas” is an interesting story, telling of the first all-steam 
crossing of the Atlantic one hundred and one years ago. This event pointed a 
way to speed, safety, and luxury which we all enjoy on the seven seas of the 
world today. It is significant to know that the story of this achievement carried 
with it a very strong message for our democratic way of living and working, but 
let me repeat, it does so unconsciously. 

From this point of view it becomes evident that so-called pure entertainment 
in itself often results in presenting a very persuasive picture of life as we live it. 
I believe that the National Education Association, more than any other single 
body, has a direct interest in the kind of motion pictures made today. For the 
motion picture industry I want to say that we appreciate very much the increased 
use in the schools of sixteen millimeter reels prepared with historical features; 
likewise we appreciate your use of educational charts which are made available 
by some of the studios. As a matter of fact, just before coming to San Francisco 
I saw some of the charts being prepared for “Ruler of the Seas.” 

The manner in which the motion picture reviewing committee of the Los 
Angeles Board of Education adapts current films to classrooms is another good 
example of direct educational interest in the screen. I personally feel that this 
committee plan might well be adapted to national use. 

On considering what I have already said this evening, I must admit that I 
have violated one of the rules laid down by teachers when I was in school and 
I hope you will forgive me for it. I mean to say that I have proposed a question, 
made a couple of points for and against it, and now I should arrive at a con- 
clusion, but it seems to me that the conclusion is up to you. The matter of propa- 
gandizing is far too weighty to be decided in haste. Certainly, I am deeply inter- 
ested in what the decision will be. 

Along with being very sincere in proposing to you a subject that I believe 





30 THE NATIONAL ELEMENTARY 








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worthy of discussion by such a group, I continue to be nervous. I still am fiddling 
around with my tie and putting my hands in my pockets, all the things I should 
not be doing and I am concerned mostly at the moment with such things as split 
infinitives and sentences ending with prepositions. Ordinarily an actor depends 
upon a playwright for patterns of speech-making, but this business of going it 
alone is a far different matter. At best speech making is a peculiar form of human 
expression that was best defined by Mr. John Barrymore in a way that I should 
like to “crib.” Mr. Barrymore said that speech is much like the entrance of a 
baby into this world: “There is long and painstaking preparation beforehand, 
no end of excitement, anxiety, strain and physical hardship during the event, 
and an overwhelming relief to all concerned when it is over.” 





Gone With the Wind * 


Special Education Version 


DRAMATIS PERSONAE 


Narrator... whens Mrs. Gertrude Howard 
Talent Scouts ......Anne Sheperd, Harley Lyon, and others 
Sound Effects 55 Bs ee ....Merle R. Helbach 
Back Whenny sg. datas Blac Becdpsi Sion badgtetnieees eae ears Vincent I. Correll 
Fred Allen... Sen eRe SON a Leonard Dykes 
Miss Matilda. eee rt, en Mrs. Gertrude Best Hammond 
Third Graders Leonard Dykes, Mrs. Leo May Gamble, Clyde 
Mount, Mrs. Marguerite Kyes, Mrs. Cora B. 
Wooley, Laura Hollingshead, Eugenia O’Brien, 
and others 
OI ica acinibtrdiic Seah bckok GaseePaca iste isre ne Ke ee Mrs. Georgie Huntoon 
Nore cs ta! Sy eiprarg Reh heeded IAA ean HERE Coke tes GAL O. D. Enfield 
iat. Wee Cemy GOR... « ..eik iesacanveesers Mrs. Florence Mount 
Three R’s... ....Mrs. Edith B. Newman, Betty Hardman, and 
Bess Hardman 
I nico: aneaie ass bean Dan Gilson, Fred Zimmerman and others 


This radio presentation of “Gone With The 
Wind” with a special educational version, was 
a most enjoyable affair. If folks were listening 
and enjoying the scripts and antics of the 
actors and forgot or did not applaud soon 
enough, they were quickly brought to earth 
by Merle R. Helbach with his many signs tell- 
ing the audience what to do. If the actors did 
not move across the stage fast enough, Leonard 
Dykes blew them across with a hair drying 

a a machine. Obsolete teaching practices were all 
blown out of existence; therefore, are “Gone With the Wind.” 

The group appreciated the very splendid talent which was exhibited and real- 
ized that the close proximity of Los Angeles to Hollywood had had its effect. 





* Hollywood and Southern California have two big interests, the motion pictures and radio, and this radio 
skit was presented by the Southern Section Principals. 





PRINCIPAL, OCTOBER, 1939 31 











Members of the Third Annual Conference on Elementary Education, which was sponsored by the of Elen 


THE THIRD ANNUAL CONFERJ O! 
University of California, Bet Cal 


“There was an instructor named Kyte, 
Who seemingly’s taken to flight; 
When he looked at the crowd 
He murmured aloud: 
‘These Elementaries give me a fright!’ 


—Sophie Bachmann, Principal, Detroit, Michigan 


” 


The above poem was inspired as the group watched the face of Dr. George 
Kyte, Professor of Education, University of California and Director of the confer- 
ence program, first express surprise then astonishment, when he realized that 
even standing room was at a premium when the 378 principals, teachers, super- 
intendents, supervisors and others who were interested in elementary education, 
filed into the room. 

Dr. W. W. Kemp, Dean of the School of Education, Dr. R. G. Gettell, Dean 
of the Summer Session, Dr. George C. Kyte, Professor of Education, and Director 
of the Conference, Miss Sarah L. Young, Principal of Parker School, Oakland, 
and Representative for the Department of Elementary School Principals, with 
many fine helpers had planned for the group a 13-day conference program which 
was to be a real challenge in working on “Meeting the Problems of the Modern 
Elementary School.” 

Reception—A lovely reception was held for the conference folks from eight 
to ten o’clock on Saturday evening by the University in the women’s clubrooms 
of Stephens Union. The students of the Third Annual Conference had the delight- 
ful privilege of meeting their faculty and getting acquainted with these outstand- 
ing leaders who were to participate in the instructional program. In the receiv- 
ing line were: Dr. George C. Kyte, Director of the Conference and Professor of 
Education, and Mrs. Kyte; Professor Raymond G. Gettell, Dean of the Summer 
Sessions, and Mrs. Gettell; Dr. William W. Kemp, Dean of the School of Educa- 
tion; Miss Maude A. Rhodes of Atlanta, Georgia, President of the Department 





32 THE NATIONAL ELEMENTARY 





































of Elementary School Principals at the University of California, Berkeley, California, July 8-21, 1939. 


RH ON ELEMENTARY EDUCATION 
Be California, July 8-21, 1939 


of Elementary School Principals; Mr. Irvin A. Wilson of La Grange, Illinois, 
newly-elected President of the Department of Elementary School Principals; 
Miss Sarah L. Young of Oakland, Vice-President, Department of Elementary 
School Principals; and Miss Eva G. Pinkston, Executive Secretary. Assisting were 
Mr. Fred Zimmerman of Oakland, President of the California Association of Ele- 
mentary Principals, and Mrs. Zimmerman; Mr. Beecher Harris of Berkeley, Pres- 
ident of the Bay Section of Elementary School Principals, and Mrs. Harris; Miss 
Carrie Daly of San Francisco, Vice President of the Bay Section of Elementary 
School Principals; Mr. Will Green, Oakland, President of the Oakland Principals’ 
Club, and Mrs. Green, and the following Berkeley school principals: Miss Mary 
O’Bannon, Jefferson School; Mrs. Eugenie Jackson, Hillside School; Mrs. Ethel 
Tudbury, Washington School; and Oakland principals: Miss Alma Collis, Max- 
well Park School; Miss Eva Ott, Edison School; Miss Helen Lacy, Piedmont 
Avenue School; Miss Jessie Calder, Burkhalter School; Miss Dora Lages, Haw- 
thorne School; Miss Minnie Kahl, Burbank School; Miss Ida Hammond, Man- 
zanita School, and Miss Pauline Manitte, Redwood Heights School. 

Breakfast—On Sunday morning, July 9, at Hotel Whitecotton all who could, 
came to a jolly get-together breakfast. Dan Gilson, Principal of Longfellow 
School, presided. Fred Zimmerman, Principal, Stonehurst School, Oakland, led 
the singing (and if he “got stuck” on some of the cleverly prepared songs, Dan © 
Gilson helped him out). Sarah Young, Principal, Parker School, Oakland, made 
the announcements. George C. Kyte told the late comers about the conference 
plans. Maude A. Rhodes, President of the Department, gave the greetings for 
the officers, and Louise Byer, President, Berkeley Teachers Association, welcomed 
the group to Berkeley. Besides the people mentioned above, Mary O’Bannon, 
Mrs. Ethel Tudbury, Mrs. Eugenie E. Jackson, and Alfred C. Baxter, helped 
make the breakfast the enjoyable affair which it was. 

Conference Periods—In order that the members of this conference might 











PRINCIPAL, OCTOBER, 1939 33 








feceive intensive, practical help from the course, Dr. George C. Kyte organized 
the work to provide for (1) directed observation in the Demonstration Elemen- 
tary School 9:00 to 11:00 a.m.; (2) a series of articulated lectures in the general 
assemblies 11:00 a.m. to 12:00 noon; and (3) eight sections for directed study 
and discussion 1:00 to 2:30 p.m. 

The work in the organized program was supplemented by self-directed round- 
table discussions occurring each evening of the conference period at Haviland 
Hall, beginning at 7 p.m. and lasting as long as the group wished to stay. 

Trips—Because of the many scenic beauties which California has and the 
many interesting historical spots, Dr. Kyte had arranged for Mr. William H. 
Lucio to plan trips for the group on Friday afternoon, Saturday and Sunday, 
July 14, 15, and 16 respectively. One group of thirty-six went to Yosemite; sev- 
eral groups went to John Muir Woods; others went to Stanford University; and 
during the week arrangements were made for the group to visit schools. 

Members of the Conference—Below is a list of those persons who attended 
the Third Annual Conference on Elementary Education: 


ALABAMA—Grant: May C. Crawford, and Agnes L. Smith; Jsleton: Eugene F. Foster ; 





Wilson A. Evans; Ozark: Eura Brown; and 
Tuscaloosa: Margaret Rumsey. 


Ar1zoNA—Tucson: Irma Henkel, Helen B. 


Keeling, Myrtle Meyer, Mary Field Page, 
and Katherine M. Van Buskirk. 
Arkansas—Fayetteville: Nelle Kantz; Little 
Rock: William F. Hays; and Russellville: 
Velma Sibley. 

CaLirorniA—Alameda: Alice Hamilton, and 
Arthur Heche; Alhambra: Mrs. Rose C. 
Clayton, and Roby T. Elwood; Antioch: 
Sadie Roberts, and Lila K. Sater; Ar- 
buckle: Lloyd G. Johnson; Atascadero: 
Ethel Higgins; Avenal: William F. Kimes, 
and Doris O. Newcombe; Bakersfield: Pearl 
M. Durnal, and Ione Kelly; Berkeley: 
Ferne Ford, Guy Helmke, and John H. 
Rhodes; Brawley: Grace W. Allen and 
Merrill V. Goudie; Calepico: Hazel Erick- 
son; Chico: Beryl Mansfield, Grace Roth, 
and Eva Spangler; Chino: Mrs. Howardine 
G. Hoffman; Contra Costa: Ona Ring; 
Coris: James Walter White; Dos Palos: 
Blanche Schmidt; Elk Grove: Edna R. 
Batey, and Jean Valate Learned; Fort 
Bragg: Neva Cavanagh, and Ruth Roberts; 
Fresno: Harry L. Buckalew, Dorothy E. 
Messenger, Ereman Messenger, and Ruby 
E. Warner; Glen Ellen: James H. Mc- 
Cammon; Grass Valley: Genevieve Kent; 
Grimes: Joseph Powers; Hanford: Dorothy 
Hamilton, Helen F. Ritchie, Lucile Roul- 
sten, Grace H. Stewart, and Mrs. Hazel 
Winslow; Hayward: Katherine H. Borne- 
man, Grace Gamble, Tillie R. Glassbrook, 
and Ruth Larkey; Huntington Beach: 


Kettleman City: Mrs. Mabel Jorgensen, 


H. Kenneth Ogan, Ruby Ryder, Elizabeth 
Turley, and Leta Alma Walker; Limoore: 
Ada Vanderburgh; Livermore: Mrs. Ger- 
trude Meadows; Long Beach: Adda Ander- 
son, Elga M. Shearer, and Winifred Mabel 
Wonders; Los Angeles: Mrs. Myrtle L. 
B. Chandler, Rena McCoy Davidson, Mrs. 
Leo May Gamble, Fann B. Goodrich, Mrs. 
Gertrude Best Hammond, Mrs. Georgie M. 
Huntoon, Marguerite Kyes, Mrs. Earnes- 
tyne W. Mannatt, and Mrs. Ethel B. 
Newman; Los WNietos: Mary Margaret 
Cryan; Maxwell: Lyrel Bullard; Modesto: 
Alberta W. Bassett, Ethel Pearson, Mollie 
Platt, and Clara Margaret Watson; Moun- 
tain Ranch: Norma M. Cuslidge; Napa: 
Eva Holmes, and Irene M. Snow; Oak- 
land: George C. Bliss, Anne M. Bradley, 
Jessie Calder, Katherine M. Driscoll, Ida 
M. Hammond, Lena Harry, Dora Lages, 
Margaret L. Woods, Sarah L. Young, and 
Fred B. Zimmerman; Ontario: Helen June- 
man; Oxnard: Bernice Curren, and Miss 
Willie D. Kantz; Pacific Beach: Nellie L. 
Walker; Pasadena: DeRoy F. Cobb; Pitts- 
burg: Kathryn Irwin, Emma Linschied, 
and Bertha McNeil; Pomona: Flora Cross, 
and Lucy B. Greene; Redlands: Pearl M. 
Pillsbury; Redondo Beach: N. D. Myers; 
Richmond: Ethel B. Bernier; Riverside: 
Mrs. Laura E. Stein; Sacramento: Roy E. 
Learned, and Elizabeth Lunny Ryan; St. 
Helena: Harry M. McPherson; Salinas: 
Francis W. Reimers; Samoa: Marie Jord- 
fald; San Andreas: Walter R. Huberty, and 





34 


a 


THE NATIONAL ELEMENTARY 





In 


It 


Fi 








Louise J. Oneta; San Diego: Ellen R. 
Breen, Harry H. Haw, May S. Ross, Mary 
Catherine Smith, and Emma Spears; San 
Francisco: Carrie Daly, Elnora Fuller, 
Dorothy Hansen, Matilda A. Levy, Gladys 
Michel, Ida E. Morrison, Ethel Roth, Jane 
Ryan, Mollie Smith, Etta H. Tessmer, and 
Susie A. Ward; San Juan Bautista: Alton 
E. Scott; San Leandro: Roscoe M. Banta; 
Santa Ana: Marian Fanny Bragg, Johanne 
Eilers, and Henrietta Horne; Santa Bar- 
bara: Eva L. McPhail, and Nettie A. 
Maurer; Santa Cruz: Elizabeth Cook, 
Frank S. Cralle, Edith E. Fikes, and Mar- 
garet Wheeler; Santa Rosa: Julia Oakes, 
and Helen Wright; Selma: Donnalee Mc- 
Kenzie, R. Marian Schrack, and Mrs. 
Emma Woolley; Solano Beach: Gordon K. 
Wells; Stockton: Frances Yale Libbey; 
Suisun: J. J. Finney; Taft: Martha Ellen 
Cheney; Turlock: L. L. Miller; Vallejo: 
Roxie E. Alexander, Elma Creedon, Mary 
Myrtle McHenry, Virginia Walsh Schebler, 
and Ruth Teicheira; Vésalia: Bernice 
Arnett; Walnut Creek: Velma Balasek, 
Doris Crosby, Mabel E. McLaggan, Marco 
Faya Palmer, Jeannette Poage, Irene 
Spencer, and D. Geraldine Brubaker; 
Waterford: Walter Hastings; Whittier: 
Mrs. Alma M. Clifton; and Willows: 
Ralph W. Camper. 

Cotorapo—Colorado Springs: James M. 
Chapman; Denver: Lila M. O’Boyle; Ft. 
Morgan: Edna H. McKay; Hayden: Zelda 
Sigman; Pueblo: V. H. Volgamore; Salida: 
Elsie Coulter; and Sterling: Beulah Warner. 

Connecticut—Hartford: Alice M. Ayres; 
and New Haven: Mrs. Sally B. Coe. 

District oF CoLtumBiA—Washington: Lillian 
Goodall, Eva G. Pinkston, Roberta Shew- 
maker, Mrs. Louise S. Walker, and Mar- 
garet Waterman. 

GrorciA—Atlanta: Emmalu Nolen, Margaret 
Sterling Price, and Maude A. Rhodes; 
Moultrie: Mrs. L. G. Cox, Martha Kelly, 
and Mrs. Kathreen C. Outler; and Savan- 
nah: William A. Eyler, Jr. 

IpaHo—Boise: Coral Norton; Idaho Falls: 
Theresa Bunker, and Anna Johnson; and 
Lewiston: Leo E. Click. 

Ittrnois—Carlinville: Dr. Wesley E. East- 
man, and Marcella Lott; Chicago: Herbert 
C. Hansen; Decatur: Daisy V. Daggett; 
Edwardsville: Irene B. Daech, Bess Dip- 
pold, Mrs. Irma S. Harris, Virginia E. 
Harris, Florence Faye Livesey, and Ethel 
Tibbetts; Elgin: Aimee E. Lyford; Gales- 


burg: Amy L. Conger; La Grange: Irvin 
A. Wilson; Quincy: Laura E. Kaempen; 
Peoria: Joseph Murphy, and Aman L. 
Ohlman; and Sterling: Helen H. Taylor. 

InptanA—Evansville: Alfred S. Byers; In- 
dianapolis: Flora E. Drake, Cecilia Galvin, 
Ivory Johnson, and Elizabeth Kirby; Terre 
Haute: Blanche J. Richardson, and Ger- 
trude F. Soules. 

Iowa—Boone: Hubert J. Van Ness; Clear 
Lake: Esther E. Granner; Davenport: 
Mary Ann Baker; Des Moines: Mae 
Heathershaw, Bess R. Johnson, Lorene 
Lightfoot, and Cora A. Parr; Fairfield: 
June Chidester; Macon City: Ruby Dan 
Schmidt, Nellie Fahnestock, Clara B. Sagen, 
and Esther M. Werthenbach; Perry: J. S. 
Vanderlinden; Sioux City: Bertha O. Finch, 
and Charlotte Osborn; Washington: E. A. 
Ralston; and Waterloo: Agness Faint. 

Kansas—Chanute: Myrtle H. Moeller; 
Lawrence: Hazel Lee Simmons; Wichita: 
Martha A. Gillenwaters, Fay I. Griffin, 
Faye Hadley, Clara Rebstein, and Mrs. 
Winnie Thornburg. 

Lovuistana—New Orleans: Myrtle Banks, and 


Fannie C. Williams; Shreveport: Mrs. 
Bettie F. Davis, and Alice Short. 
MassaAcHuUSETTS — Arlington: Pauline H. 


Stuart; Melrose: Carrie Brown, and Esther 
S. Lyman; Springfield: Fanny M. Bemis, 
Rosa M. Bowker, and Laura A. Daniels. 

MicuicAN—Ann Arbor: Ruth F. King; De- 
troit: Sophie C. Bachmann, Ilah B. Gifford, 
Grace Lovett, and Bess V. Morrill; Flint: 
Carolyn Pearson; Grand Haven: Zenana 
H. Ackley, and Laura Wuennecke; Grand 
Rapids: Charlotte B. Pope; and West 
Dearborn: Marguerite Foy. 

Minnesota—Frost: Robert G. Cottrell; 
Faribault: Mamie E. Dreblow; and Min- 
neapolis: Jean Ann Morrison. 

MississippI—Jackson: Louise Cortright; 
Oxford: Gabriel Houston, and Martha D. 
Houston. 

Missouri—Beloit: Edna Mumm; Bolivar: 
Edith Stewart; Desloge: Nora Murphy; 
Joplin: Eva Corlett, Cora McDonald, 
and Viola Smoot; Kansas City: Mary 
W. Carroll, and Mary C. Ryan; Mary- 
ville: Ray Dice; and St. Joseph: Emma 
O. Mumm. 

Montana—Bozeman: Georgia M. Higgins, 
Kathryn Kier, James L. Kurtz, and 
Esther Mae Rulien. 

NeEBRASKA—Fremont: Mildred B. Rich- 
mond; Omaha: Ruth Pollock, and Mrs. 





PRINCIPAL, OCTOBER, 1939 


35 








Edna H. Waterman; 
Lillian Galleher. 

New Jersey—Irvington: Zella M. Jenkins; 
and Penns Grove: Mrs. Verna S. Dowl- 
ing. 

New Mexico—Albuquerque: Fred M. Cal- 
kins, Edna Davis, and Frances Smith; 
Eunice: Nettie Jordan Mack; and Hobbs: 
Neva Nelson. 

New Yorx—Buffalo: Ella Smailenburg; East 
Aurora: Frances H. Rosen; Elmira: Mary 
Conley; Rochester: Mary L. Bluestone, 
Stella O’Neil, Katherine Spillane; and 
Scotia: Kate Dykeman, and Amelia Hop- 
kins. 

NortH Daxota—Dickinson: 
Schjeldahl. 

Oxnto—Bowling Green: Bess McClish; Cin- 
cinnati: Lucy L. Soule; Cleveland: Ruth 
Johnston, Mary Keys, Edna Morgan, 
Aleda V. Ranft, and Helen Ullum. Cleve- 
land Heights: Mildred S. Paul, and Hester 
South; Columbus: C. O. Callahan, Helen 
M. Derrer, and Ethel E. Layland; Lake- 
wood: Grace Daugherty, and Grace Need- 
ham; Norwood: William Maitland; Ox- 
ford: Georgie E. Baillie; Parma: Anna 
L. Overturf; Shaker Heights: Florence 
Gabriel; and Willoughby: Jeanette Brooks. 

OKLAHOMA—Bristow: Linnie R. Wood. 

OrecoN—Hood River: Della L. Bryant; 
Oswego: Gertrude Ewing; and Portland: 
Stella S. Curtis, William C. Painter, and 
Eva Wash. 

PENNSYLVANIA—Du Bois: Bessie R. Seeley, 
and Myrtle A. Seeley; Erie: Emma L. 
Klingel; Kutztown: Esther E. Jastram; 
and Pittsburgh: Robert H. Edgar, Elinore 


and Scottsbluff: 


Mildred H. 





F. Fuher, Josephine Rohleder, and James 
E. Shannon. 

SoutH Daxota—A berdeen: Maude £. Johns- 
ton, and Lydia M. Leistikow. 

Texas—Beaumont: Mary Jo Popplewell; 
Childress: Mabel Hare; Commerce: Stella 
Sullivan; Dallas: Lucille Cope; El Paso; 
Jewel Lemley, and Stella McClure; Hous- 
ton: Mrs. Bun Bates Brusse, and Ella 
Standish; Medicine Mound: Ann Thurs- 
ton; and San Antonio: Margaret E. Burke, 
Louise Gibson, Irma R. Heilig, and Alice 
Winthrop. 

Utan—Brigham City: Victor J. Bott; Ogden: 
Miriam June Peirce; Salt Lake City: 
Charles Perry Rockwood. 

Vircinta—Norfolk: Mrs. Edith B. Joynes; 
and Richmond: Cornelia S. Adair. 

Wasuincton—Bellingham: S. Brennan, Ma- 
rian McClaskey, and Madge Sargent Ware; 
Evensburgs: Donald H. Thompson; Ever- 
ett: Grover Allen Love; Longview: 
Maurice J. Brislawn; Seattle: Charlotte 
Graham, Mrs. Dora S. Herren, Carolyn H. 
Stevens, and Mabel V. Wilson; Spokane: 
Ida Most, and Lena Witt; Vancouver: 
Mrs. Viola Allen, and Elsie Marian John- 
son; and Washtucna: Laura King. 

West Vircinta—Huntington: Rachael E. 
Wilson. 

Wisconsin—La Crosse: Norma A. Reichelt; 
Ripon: Gladys Margaret Potter; Sheboy- 
gan: Fred Schnell; Wauwatosa: T. C. 
Klett; and Wisconsin Rapids: Helen Tis- 
serand. 

Wyominc—Rock 
rough. 


Springs: Victoria Bur- 





Another Conference L/ 


The Fourth Annual Conference on Elementary Education, which will be 
sponsored by the Department of Elementary School Principals, will be held at 
the University of Wisconsin, Madison, Wisconsin, July 8-19, 1940. Dr. J. Murray 
Lee, Assistant Professor of Education at the University, will be the coordinator 
for the University, and Fred S. Schnell of Sheboygan, Wisconsin, will be the 
Department’s representative. Mr. Schnell has been at two of the three conferences 


which the Department has held. 


More details of this splendid two weeks’ meeting will be in the December 
issue of The National Elementary Principal. 





36 


THE NATIONAL ELEMENTARY 








aw & = Ss fF Ww 


Lae | 








i he 
sical a ete ee 
PURER tee eeae 


Looking east on Market Street in St. Louis, Missouri—Municipal Auditorium at extreme right. 


St. Louis Meeting 


February 24—29, 1940 


“Worthwhile events as this just do not happen overnight or without great 
preparation before hand,” is as true today as it was the day two gentlemen talked 
about the meetings of the Department of Elementary School Principals as they 
walked from one of the afternoon sessions when the convention was held in 
St. Louis in 1936. 

President Irvin A. Wilson, La Grange, Illinois, is busy preparing excellent pro- 
grams for the meetings. Miss Isabel Tucker, Principal, Festus Wade School, and 
Member of the Executive Committee of the Department of Elementary School 
Principals and Chairman of local arrangements; and Dr. Frank Gorman, Pres- 
ident of the Missouri Elementary School Principals Association with their helpers 
are now working like “bees” to see if they can surpass their former great achieve- 
ments. Really, we do not see how such can be done. 

The banquet of the Department of Elementary School Principals has the 
distinction of being one of the highspots at the winter and summer conventions. 
The banquet at St. Louis, which will take place Monday night, February 26, will 
be no exception to the rule. 

The St. Louis meeting will be another distinctive convention; therefore, begin 
now to make your plans to attend. The December issue of The National Elemen- 
tary Principal will give you more of the details of the meeting. 

Be sure to come! ! ! 





PRINCIPAL, OCTOBER, 1939 









The Depariment iA Like a Tree! 


The Department of Elementary School Principals is like a tree. It grows day 
by day and year by year, putting forth the new branches. Upon these branches 
flowers the fruit of membership. We are happy to announce that for the past 
six years this tree has continued to grow rapidly. 

But for every branch there is a root beneath the earth—a root to draw nourish- 
ment from the rich soil of splendid publications, conferences and conventions 
a root so firmly anchored in confidence and friendship that it can stand against 
every wind that blows. Without these hidden roots the tree of the Department 
of Elementary School Principals would wither away or fall, and without the 
proper nourishment the tree would not be able to grow. 

And that is why, in the selection of the members of the Editorial Committee, 
in the selection of its State Representatives and in the selection of persons for 
its many different committees, the president and officers look not only toward 
immediate growth of membership and sale of publications, but beneath these two 
very important factors is the subsoil, composed of the richest of contributions to 
elementary education. 

Because of these rich contributions to our publications the tree of the Depart- 
ment is so well nourished that our publications have not only reached the prin- 
cipals of the United States but also seven foreign countries. 

The two weeks’ conference on elementary education which the Department 
sponsors each summer at a University near to the convention city is another 
opportunity for the members and the Department to grow. These exchanges of 
ideas are so helpful and necessary if the tree of the Department is to continue 
to grow. 

Our records for 1938-39 (as published in the new Yearbook, “Enriching the 
Curriculum for the Elementary School Child”) show the new growth added to 
the Department was 1213 new members, 628 renewed their membership after 
being away for a year or more, and 4263 members have renewed their member- 
ship each year over a period of years. These make a total of 6104. This number 
includes the 190 life members of the Department. 

This October issue of THE NATIONAL ELEMENTARY PRINCIPAL has been sent 
complimentary to every person or institution who was a member of the Depart- 
ment last year. It is now time to pay your dues for the year 1939-40, for our 
membership year runs concurrently with that of the National Education Asso- 
ciation—September 1 to August 31. 

State Representatives—The fine growth in membership in the Department 
of Elementary School Principals has taken place because the representatives 
throughout the country have so faithfully and diligently stayed on the job. This 
year the following persons have accepted the responsibility of leading the enrol- 
ment campaign in their states. These people will need your cooperation in your 
particular city or county, and we know you will not fail them: 

ALABAMA—Robert C. Johnston, 2030 Arizona—Howard Soule, 3999 Cleve- 

Magnolia Avenue, S., Birmingham. land Road, Phoenix. 





38 THE NATIONAL ELEMENTARY 








Li 


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ArKANSAS—C., E. Beard, 3511 North 
6th, Fort Smith. 

CALIFORNIA—Alton E. Scott, District 
Superintendent, San Juan Elemen- 
tary Schools, San Juan Bautista. 

Cotorapo—Jessie K. Fitzpatrick, 936 
Mapleton Avenue, Boulder. 

CoNNECTICUT—Elizabeth R. Mal- 
colm, Truman Street School, New 
Haven. 

DistRICT OF CoLUMBIA—Robert W. 
Eaves, Thomson School, 12th & L 
Sts., N. W., Washington. 

Grorcia—Mary Standard, Moreland 
School, Atlanta. 

IpAHo—Coral M. Norton, 406 Frank- 
lin, Boise. 

IrttNois—Kenneth E. Vayette, 204 
N. Perry Avenue, Peoria. 

INDIANA—Carl W. Lemme, 
Bayard Park Dr., Evansville. 

IowA—Murva R. Kelly, 1671 Main St., 
Dubuque. 

KansAs—Mpyrtle M. Evans, 15th and 
Troup Ave., Kansas City. 

KentucKky—E. E. Gotherman, 750 
So. Limestone Street, Lexington. 

LovIsIANA—F lorence Dixon, 3821 
Franklin Avenue, New Orleans. 

MaryLanp—Mrs. Anna P. Rose, 
Chevy Chase Elementary School, 
Chevy Chase. 

MAsSSACHUSETTS—Louise Wingate, 128 
Prichard Street, Fitchburg. 

MicuicAN—Arnold Gregory, Raupp 
School, Lincoln Park. 

MINNESOTA—James F. Lichtenberger, 
Windom School, Minneapolis. 

Misstsstpp1—Gabriel Houston, 111 
W. Second Street, Clarksdale. 

Missourr—Dr. Frank H. Gorman, 
School of Education, University of 
Missouri, Columbia. 


1820 





NEBRASKA—Mrs. Mae T. Clark, 
Room 1017, Hotel Yancey, Grand 
Island. 

NEw JERSEY—Mres. Helen C. Brearley, 
57 Princeton Ave., Princeton. 

New Mexico—Stella Kiker, 240 S. 
Fifth St., Raton. 

New York—Florine Howes, Central 
School, Mamaroneck. 

NortH DAKxota—Mrs. Sadie A. 
Walker, 701 10th St. S., Fargo. 
Outo—L. Daisy Hammond, Patterson 

School, Dayton. 

OKLAHoMA—Ralph H. Kennedy, 
1908 W. 41st Street, Tulsa. 

Orecon—W. C. Painter, 425 S. E. 
45th Ave., Portland. 

PENNSYLVANIA—William J. Laramy, 
Oakmont School, Haverfort Town- 
ship, Upper Darby. 

RuopeE Istanp—Herman G. Patt, 
John Clarke School, Newport. 

SouTH CaroLtiInA—Simon Fogarty, 
151 Moultrie St., Charleston. 

TENNESSEE—Thomas N. Johnston, 
226 Keith Avenue, Knoxville. 

Trexas—W. L. Darnell, Palm School, 
Austin. 

Utau—Lois Anderson, Uintah School, 
Salt Lake City. 

VirciIniA— Lillian M. Johnson, 404 
Chestnut Street, Norfolk. 

West Virctnta—Winifred Newman, 
Lincoln Grade School, Charleston. 

Wisconsin—Fred S. Schnell, 2722 
Highland Terrace, Sheboygan. 

Wyominc—Margaret Chambers, 
Grant School, Casper. 

AtaskA—Anthony E. Karnes, Terri- 
torial Schools, Juneau. 

Hawati—John Luiz, 19th and Hard- 
ing Avenues, Honolulu. 





The December issue of The National Elementary Principal will carry additional 


names of representatives. 





PRINCIPAL, OCTOBER, 1939 


39 











Something New!!! 


J. W. Crabtree and The Crabtree Readers 


PRINCIPAL has the honor to be the 
first to tell the many friends of Dr. 
Crabtree of the new series of 
readers which bear his name. 
The readers, written by his daugh- 


Mrs. LuVerne Crabtree Walker. 
were inspired by J. W. Crabtree. 


be a nation-wide influence through 
these books which have as their pur- 
pose the building of the fine art of 
living in the children of America 

Dorothy Canfield is Co-author 
—When you see “Crabtree” in the 
name of the series you will know 
that means, of course, none other 
than the friend of teachers, J. W. 
Crabtree. Turn to the title page and 
there is the name of another great 
humanitarian, Dorothy Canfield. 

J. W. CRABTREE Tell those who ask you, “Yes, that 

is the Dorothy Canfield.” Not only 

has she shaped the ideas and ideals of the books but she has insured the high liter- 
ary quality of the materials. Dorothy Canfield is a co-author of the books, and con- 
sequently every story in the readers reflects her rich living and fine literary style 

Real Children Live in the Books—This is why the girls and boys with their 
pets and toys who race so merrily through the books are moving rapidly in the 
right direction. They are carrying the school children of our country toward a 
fine type of democratic living. 

The children in the books are real children. The stories grew out of the ex- 
perience of Eunice K. Crabtree and LuVerne Crabtree Walker, as teachers, in 
their living, working and playing with children in their own classrooms, broad- 
ened by their experience in supervision, and teacher training in the fields of read- 
ing, literature, child development, and curriculum. 

See Them in St. Louis—We cannot tell you now about the attractive 
make-up of the books, the fresh spontaneous illustrations, the stories that are 
fun to read. We'll save that surprise until you see the books for the first time} 
at the February meeting in St. Louis. Now, we can give you only the story back) 
of the stories in the Crabtree Readers. 





THe NATIONAL ELEMENTARY | 


ters, Dr. Eunice K. Crabtree and | 


His gracious living will continue to | 








40 THE NATIONAL ELEMENTARY 


A Few of the Banquet Table Decorations 


Grand Ballroom, Palace Hotel 
San Francisco, California 
July 4, 1939 


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et 


The children of the second grade, Daniel Webster School, New Rochelle, New York, presenting “The First 
May Baskets.”’ 


Two Correlated Years of Creative Activity 


Jeanora Don Weingarten, Daniel Webster School 
New Rochelle, New York 


Children love to dress up and play make-believe. As early as three, children 


play train, house, and imitate their parents and the community helpers. As they 


grow older and go to school they continue to enjoy acting and making up stories. 
This imaginative play should be encouraged and it is important that the child 
use this imagination for it makes him keener and more interested in his work. 


In the activities program of my first-grade class last year, we had considerable 


dramatic play, playing house, a post office at Valentine time, and for our trans- 
portation activity we made trains and airplanes. The children thoroughly enjoyed 
playing engineer, conductor and pilot. The circus came to town and we played 
circus, making the costumes and serving pink lemonade. 

The children made up original stories and for each story drew an illustration. 
They pasted the illustrations in their picture books and I wrote in manuscript 


under the pictures the stories as they told them. The children took these picture 


books home at the end of the year. 





42 THE NATIONAL ELEMENTARY 





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I continued with my class this year into the second grade and carried on my 
work in dramatics. The children still enjoy telling stories and now that they are 
older they write their own stories in their books. Each child has made his own 
story book. The covers are original designs, and the stories are written in manu- 
script on writing paper which is pasted on colored sheets. The colored sheets are 
held together by note-book rings. 

It is most interesting to look at their books and see their literary development. 
The early stories are very simple, but as the children gained experience in writing 
and increased their vocabularies the stories became longer and more interesting. 
Some of the stories have rhythm and original style. A story, entitled “Out West 
With the Cowboys”, written by a seven-year-old child, was particularly interest- 
ing in view of the fact that the child had never been West and the story was 
entirely imaginative. It showed unusual style and choice of words and the com- 
position had remarkable rhythm. 

This Spring we planted flower seeds in our window boxes with the thought of 
transplanting them later in our garden. Unfortunately the Winter was very cold 
and Spring was late. The children became impatient at the delay of Spring and 
while we waited for the warm weather we started work on a Spring play, entitled, 
“The First May Baskets.” The play, an outgrowth of our garden activity, 
depicted the lateness of Spring. To give a brief outline of the play, the children 
went to the woods to see if Spring had arrived. They found the woods bleak and 
cold, and decided that Spring would never come, so they went home, feeling very 
sad. Spring finally arrived, and not seeing life stirring about, called to the 
animals and inquired for the children. The bunny explained that the children 
were not in the woods because they did not think that Spring was coming this 
year. Spring thereupon suggested to the animals that they gather baskets of 
flowers for the children so they would know that she, Spring, had arrived. The 
animals gathered the flowers and the bunny delivered them to the children. 

The following morning the children went to the woods in great excitement, 
with their baskets, and gave Spring a belated welcome. In the finale the brownies 
and fairies came out of the woods and danced around Spring, the animals and 
the children. 

My children showed such talent in dramatizing the play that we asked to 
present it in the school auditorium. We thereupon sent written invitations to the 
Mothers to see the play. 

The scenery background was woodland scenes painted on brown wrapping 
paper and tacked to folding screens. The flowers of the scenery were crayoned 
and cut out by the children and posted on the background. It gave a very vivid 
and colorful effect and portrayed a childlike conception of the woods. A barrel 
covered with brown wrapping paper served as a log and was large enough for 
the bear to crawl through. 

Every child had a part in the play. Those without speaking parts were the 
brownies and fairies. The characters were chosen, not for their ability to portray 
the part, but rather with the thought of benefiting the child. Spring, which was 
the longest and most difficult part, was given to a very intelligent and apt 
youngster who had shown very little interest in classroom activities during the 
year. This developed interest and poise the child had lacked. There was another 


PRINCIPAL, OCTOBER, 1939 ’ 43 








child who was more vivacious and would have made a livelier Spring but who did 
not need the stimulus as much as the one chosen. The others selected for the 
speaking parts were those who had not contributed much to the classroom dis- 
cussions and were slow readers. These different parts stimulated their interest 
and gave them a feeling of being a vital part of the class. 

The costumes were simple and made by the children of crepe paper and old 
pajamas the children brought from home. The animals wore brown costumes 
similar to the brownies, but the fox had a real fox’s tail fastened to his costume 
(borrowed from a big brother’s bicycle), and the squirrel had a big bushy tail, 
wired to stand up (made of strips of unbleached muslin). Spring wore a long 
pink organdy dress, with a wreath of flowers in her hair. 

All the children knew all the parts, from listening at the rehearsals. Frequently 
we changed parts, giving different children an opportunity at the same part. The 
children were allowed to express themselves as they thought best. We did not 
hold exactly to the script. They discussed the reasons for speaking distinctly and 
slowly, and the necessity of facing the audience at all times without standing 
in front of one another. 

The day before the play we had a dress rehearsal and invited the entire school. 
All were enthusiastic about the dramatic ability displayed by the youngsters. 

After the dress rehearsal the children went to the cooking room, and with the 
assistance of the Home Arts teacher, made batches of strawberry sponge and 
sugar cookies. They worked in groups, with the assistance of sixth grade children. 


The following day we had the real performance. After the play the Mothers | 


were invited to the classroom, where the tables were set with doilies and place 
cards made by the children, and the brownies and the fairies, who were without 
speaking parts in the play, acted as hosts and hostesses. 

The Mothers all expressed their delight with the entertainment and refresh- 
ments, and the dress rehearsal of the day before had created such enthusiasm on 
the part of the school that our local newspaper reporter came and took flashlight 
pictures of the play. It received considerable publicity. It was a very successful 
activity, and proved that if children are encouraged in their imagination and 
creative ability, they will reflect an amazing dramatic ability at an early age. 





EIGHTEENTH YEARBOOK, 1940 
AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS 


The new Yearbook of the American Association of School Administrators, 
which will be presented at the St. Louis Convention in February, will be on the 
subject of Safety Education. The topics which are being treated in this Eight- 
eenth Yearbook are: The Safety Problem and Its Relation to Education: Acci- 
dents and Safety—The Factual Background; What Is the Part of the Schools?: 
Safety Programs in the Elementary School; Safety Programs in the Secondary 
School; Driver Education and Driver Training in the Secondary School; Safety 
Programs in Rural Schools; Safety Education for Adults; Preparing School Per- 
sonnel for Effective Safety Activity; Safety under School Jurisdiction; Safety 
Requirements in Locating, Planning, and Equipping School Buildings; and Co- 
ordination of Safety Education Programs. 





44 THE NATIONAL ELEMENTARY 














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Virginia Conference for Principals of Larger 
Elementary Schools * 


James E. Bauserman, Fairfax, Va., Josephine N. Howdershell, 
Alexandria, Va., and Mary S. Wine, Clifton Station, Va. 


Virginia principals of the larger elementary schools recently held a conference 
at the State Teachers College, Farmville. They are most grateful to the State 
Department of Public Instruction for arranging this meeting. The welcome from 
the College was so whole hearted that the group was thoroughly at home. Wise 
planning by the Department at Richmond, under the guidance of Dr. Ruth 
Henderson, State Supervisor of Elementary Instruction, was one of the major 
causes for the success of the conference. 

The results of such a get-together among elementary principals are far reach- 
ing. We have learned to know each other, to exchange ideas, to be on more than 
just speaking terms with people who do many of the same things we do and 
who have many of the same problems. A closer cooperation has resulted among 
us and also between us and the State Department, whose members shared with 
us their breadth of experience, and made us feel that our problems were their 
problems. 

Organization for the work of the conference was done by three major commit- 
tees with sub-committees. A brief outline of each committee’s topic and problems 
with the point of view and conclusion follows. 


Report of Committee I 


Supervision in the Elementary School 


Point of View—In a democratic community, suggestions, procedures, and solu- 
tions come from all individuals of the community (children, teachers, parents, 
laymen). Under these conditions, the role of supervising principal is that of 
LEADER who is the key person aiding the group by placing responsibility upon 
appropriate persons. 


Problem I—What kind of human relationships are essential in a school where demo- 

cratic supervision is practiced ? 
The supervising principal should keep in mind the principal-teacher-parent-laymen 
relationship. His position is not a superior one, but he is indispensable in the scheme 
of things as the integrating agent who serves to coordinate activities within the 
whole group. 

Problem I1I—What types of problems prove most helpful for group discussions, and how 

should these discussion groups be organized? 
Group discussions should be for the purpose of solving functional problems which 
afford for the children the greatest educational opportunity for acquiring desirable 
knowledge, habits, and skills, and attitudes. Through democratic types of group 
discussions, the traditional teachers’ meetings will be replaced by more vitalized 
procedures. 

*The principals at this conference were guests of the state Board of Education, which included lodging 
and meals. 





PRINCIPAL, OCTOBER, 1939 45 














Problem II1]—What factors influence the point of view of teachers and how may , 
principal modify these factors? 


Some of these factors are: training, cultural background, points of view of the 
teachers, attitude of administrator, physical features, finances, security-salary-tenure, 
whether or not he wishes to grow or develop, and extent of contribution which 
teacher is called upon to make. 


Some suggestions as to how a principal may modify these are: (1) Principal 
to plan desirable influences; (2) Administrators must respect teacher’s person- 
ality; (3) Interpretation by principal of the needs of the community; (4) The 
teacher should have a feeling of security in his work which may be obtained by 
adequate salary and by tenure; (5) There should be teacher participation in al 
phases of school life. 


Report of Committee II 
Administration of the Elementary School 


Point of View—The primary purpose of administration is to provide for the 
well balanced development of the whole child, implying: (1) a democratic organ- 
ization; (2) the need for efficient business management; (3) a flexible school 
plant; (4) an understanding that growth takes place not only in the classroom 
but also in all school and community activities. | 


Problem I—Reports to Parents 
An informal report will more nearly accomplish the purpose for which reports are 
given. Changes in report forms should be made through the cooperative efforts of 
school administrators, teachers, patrons, and pupils. 


Problem I1—Cumulative Records 
Cumulative records are of value insofar as they can be used in helping the teacher 
understand the child, and should contain only information which is essential to 
helping the child. Each school system may desire to develop its own type of personal 
records to fit local needs. Some form of cumulative record is necessary in all 
schools. 


Problem II1I—Grouping Pupils 

The Committee felt that special provision should be made for children handicapped 
physically but that these children should be in the regular classroom. Industrial arts 
work should be an integral part of the school curriculum. Many members of the 
committee felt that it may not be a serious handicap to carry the mentally deficient 
in groups of reasonable size, as this is more democratic. Others felt it best to have 
the handicapped children in a group with a special teacher where his needs may be 
met more fully. Further study of the problem should be made and reported on at 
some future conference. 


Report of Committee III 


Community Relationships 





Point of View—The school as one of the many institutions in the community | 
should never lose an opportunity to point the way to a better life. | 
Problem I—What is involved in finding out if the educational program of a school is | 
meeting the needs of its community ? | 


Education is a twenty-four hour job and as wide as all the community interests. 
It is necessary to know the community. A survey concerning all factors of com- | 





46 THE NATIONAL ELEMENTARY 





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munity life should be made. Information should be secured regarding home condi- 
tions, church, neighborhood stores, character building agencies, recreation facilities, 
work opportunities, and incidental education. 


Problem II—Should the study of the community be approached through major social 
functions as stated in the Virginia Course of Study or through the basic needs, both 
social and personal of the people? 


In deciding whether the approach should be through the major social functions 
(the means which society has evolved to satisfy the basic needs of the people, 
production, protection, recreation, etc.) or through the basic needs of the people 
(biological and other personal needs; social needs); the committee concluded that 
the approach through the inspection of the major social functions is preferable, 
as it is broader and may be more comprehensively administered. 


Problem I1I—How can the community be guided to work in the school and the school 
be guided to work in the community ? 


The creation of intelligent public opinion is necessary for the effective development 
of our school program. Upon the principal rests the responsibility of securing this 
relationship. Many ways can be suggested by bringing school and community 
together. 


Problem IV—With what “out of school” activities should the principal identify himself 
in order to be a leader in his community ? 


The school principal should actively participate in community enterprises, then he 
is in a position to help develop the community welfare and thus increase respect 
for the services of his office. He should be free to have political and religious con- 
nections and to defend them or advance them as would any other leading worthy 
citizen. 


Report of Committee IV 
Subjects in the Elementary School 


Point of View—Subject matter in the elementary school becomes a means 
of expanding and interpreting the experiences of children rather than an 
end to be prescribed and organized by adults on grade or achievement levels. 
Subject matter as an end can lead children into unimportant and disinte- 
grated experiences. 

LaNGcuAGE Arts—The types of reading developed in the elementary 
schools should be: (1) types with respect to general form—-silent, oral; 
(2) types based on reader’s general attitude—work or recreational. 

To stimulate reading habits provide a wide variety of reading material 
of varying difficulties; find the child’s interest, arouse new interests, and 
provide attractive material. Develop in pupils a refined taste in selecting 
what is best to read and to memorize. Schools have wonderful opportuni- 
ties to use the motion picture and the radio in education. 

SoctaL StuprEs—This curriculum may be considered as having two para- 
mount objectives: 

a. To guide children in experiencing an appreciation of human relations. 

b. To permit children to participate in improving human relations. 

School is only one agency for the education of the child—not the educa- 
tional agency. 





PRINCIPAL, OCTOBER, 1939 47 




















Equipment which is valuable but not used as widely as it should be, is 
the picture field. The teacher must bear in mind that pictures are “tools” 
rather than “toys.” 

There is little, if any, scientific evidence to justify the belief that Social 
Studies should be taught in sequence. 


ScIENCE—This subject should not be organized nor treated as a sepa- 
rate subject in the elementary school. Science experiences are being intro- 
duced by using the children’s interests and experiences—through field trips, 
indoor gardens, aquariums, experiments, etc. 


ARITHMETIC—Should meet the life needs of the child; being more sys- 
tematic than some subjects, its processes must be studied in proper se- 
quence. The degree of maturity of the pupil and the process of learning 
should be considered before arranging topics and sequence. 

In recent years arithmetic courses of study have shown distinct trends 
toward: 


a. A new and different grade placement of topics. 

b. An enriched and socialized program. 

c. A consideration of psychological sequence versus a logical sequence 
of arithmetic. 


Use stages of pupils growth and development rather than reading ability as 
basis of pupil grouping. Where there are strong primary teachers, there is advised 
a three-year rotation period to cover the work of the first three years in the 
elementary school, rather than separate grades. It was thought advisable that 
free reading start mid term in such groups. 


At the close of the conference the principals felt that such meetings were of | 


great benefit and requested that they be held annually so that the splendid spirit 
evidenced might be carried on from year to year. It is hoped that the number 


may be enlarged to include principals having seven or more teachers in their | 


schools, as we feel they would profit greatly by being members of the group. 





Achievements in Teaching in Slum-Area Schools 


Nelson L. Burbank, George F. Sands School 
Cincinnati, Ohio 


Pupil achievement has its greatest diversity in slum area schools. Many of the 
upper group children are well-bred, possess good average intelligence, are blessed 
with thrifty and responsible parentage, and, through environment, are taught 
to depend upon themselves. Of the same grade, “upper-ability,” groups of chil- 
dren accomplish a great deal more than children in the lower sections. A given 
grade may have as many as six or seven different sections composed of fairly 
homogeneous members in each section. The children in the upper groups are ex- 
pected to show normal social and academic development or a development com- 
parable to grade groups in any part of a city school system. In this expectation 





48 THE NATIONAL ELEMENTARY 





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these children, generally speaking, do not fail, but the chances of failure aré 
greater, due to school and home environment and too overcrowded classes. 

Teachers of the upper groups can anticipate a normal growth of each child but 
must be on the defense against any anti-social traits acquired from environmental 
conditions. This is one of the most important problems placed before the teachers. 
This is a problem not faced, generally speaking, by teachers in suburban schools, 
or teachers in schools not in slum-areas. 

These better groups of children will develop into worthy citizens and will go 
into most any kind of occupation since the only serious limitation faced by them 
is the limitation of financial means to attain the more favored positions in life. 
The classroom teacher must be quick to discern undesirable developments in the 
children and to call upon the aid of the principal, visiting teacher, physician, 
nurse, attendance officer, or parents to adjust ill tendencies. The social contacts 
of all slum-area children tend to make them realists, well acquainted with the 
seamy sides of life. Teachers also who have realistic knowledge achieve the best 
results with these matter of fact children. Teaching in slum areas is a very real 
job, taking strong men and women. To the less favored groups, social and economic 
problems present themselves by the score. Ushered in with the social and economic 
problems come difficulties in teaching. Poverty and crime place obstacles in the 
paths of pupils and these work against desirable training for them. As early as 
the kindergarten a “Dr. Jekyll and Mr. Hyde” appears, and the children soon 
become their own worst enemies. The sweet innocence of childhood is soon 
besmirched by lying, stealing, vulgarity and defiance, in various degrees. Teachers 
in these schools are quick to sense these changes and to relegate the “Mr. Hydes” 
to lower groups in grade assignments or placements. 

Academic standards must fall by the wayside and teaching efforts are concen- 
trated on socialization and character building. Child-interest pursuing activities 
of the groups give way to more formal class management. The teacher dominates 
the situations practically throughout the entire day. The lower the group the 
shorter the span of attention, and the duller the pupil, the less power of con- 
centration. As the children in the lower and lowest groups advance, or even move 
on from year to year, the subject matter, which is undertaken by the better 
groups, becomes a maze to the children in the lowest groups. Reading abilities lag 
some two or three years behind grade placement or chronological age. Arithmetic, 
for example, cannot be pursued with interest due to poor reading ability. The 


_ wonders of social studies, so important for them, remain practically untapped. 


Success in virtually everything undertaken is handicapped by a limited or un- 
suitable vocabulary. Self expression is slow and inaccurate and a sense of dis- 
couragement and frustration soon overtakes the lowest grouped children. Emotions 
become suppressed and a feeling of inferiority and antagonism soon develops. 
Great difficulties in teaching and pupil-achievement develop from these sup- 
pressed emotions. Pupil freedom cannot be given. As the groups move on through 
the third, fourth, fifth and sixth grades habits of carelessness and shiftlessness 
challenge the teacher. Discipline must be sure, swift, certain and thorough. A 
“scrimmage” a day, per class, either on the playground or in the classroom is 
not uncommon. Nervous tension heightens and by the end of the school week 
both teacher and children are literally exhausted. The teacher, even though 





PRINCIPAL, OCTOBER, 1939 49 











strong physically, who is with a large group of these children six hours each 
school day, is constantly under a tremendous nervous strain, which, in many cases 
leads to a break-down or else inability to be at her best. 

Yet, within these lower and lowest groups, are found the dull or slow learning 
children who would profit most by a maximum amount of individual instruction. 
It is really unfortunate that in the regular elementary schools, those classes made 
up of slow moving, mentally deficient and problem children are, in most cases, 
just as large as those classes of normal children, making it impossible for the 
teacher to give the needed amount of individual instruction. Thus our purposes 
are defeated. 

These slow learners are victims of environment, poor heritage or dropped 
stitches somewhere along the lines of development. Slow learning children must 
not be confused with (neither should they be grouped with) the ones who would 
do battle at the drop of the hat. Slow learners will always be followers, mass 
thinkers, and emotionalists but do not tend to be a distinct menace to society 
as do the pugnacious. The quarrelsome demand the strongest, most tactful, and 
unyielding teachers and need the maximum amount of disciplinary measures ex- 
ercised upon them. 

Socialization of the pugnacious can be attained mainly by non-academic ac- 
tivities. Socialization might be achieved and adjustments made in the use of 
the following teaching devices or methods: 


1. Group activities, by small numbers of children, in manipulative activities. 

2. The teacher sets the goal and presents the procedures in most all situations. 

3. The teacher must be kind and sympathetic but very firm. 

4. Attention must be paid to the correction of attitudes, points of view and warped 
opinions. 

5. Freedom to move about should be by direct permission only. 

6. Quiet talks, conducted individually, go far in correction. 

7. Strenuous physical education and play periods must be conducted. 

8. An intensive study of personal and community hygiene. 

9. Group singing and participation in plays of low organization. 

10. Development of hobbies through aid of recreation leaders. 

11. Use of honor rolls and frequent appraisal of behavior. 

12. Frequent discussions and evaluations of activities outside of school, with emphases 
placed on church activities, good radio programs, magazines, newspapers, books, 
movies, community house programs, etc. 

13. Class or school programs using themes from special days such as Labor Day, Colum- 
bus Day, Christmas, Temperance Day, Birthday anniversaries of notables and themes 
from Red Cross drives, fire prevention drives, and American Education Week. 

14. Discussions of vocational and secondary school ambitions. 

15. One-act dramas from the lives of great people. 

16. Finally, to facilitate better training in socialization, two classes might be organized, 
one group to be composed of ungraded children of the primary grades and one group 
composed of ungraded children of the intermediate grades. The two groups to be 
taught by teachers well versed in auditorium and activity programs and aided by 
the part time services of a visiting teacher. 


The teachers in the slum-area schools must attack their problems in the spirit 
of the famous Theodore Roosevelt, who said, “Jt is only by grim energy and 
resolute courage that we move on to better things,” and at another time, “Speak 
softly, but carry a big stick.” 





50 THE NATIONAL ELEMENTARY 





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Reports of Committees 


Visual Education Committee—Harry H. Haw, Principal, Alexander Ham- 
ilton School, San Diego, California, Chairman, reported that the Committee had 
several films at the Pacific House, at the Exposition, where splendid arrangements 
were made to have them shown. He mentioned three films in particular which 
he thought of interest to the group: 


1. On Play—giving the background of the philosophy of play and why play 
is fundamental in our curriculum today. 

2. On Safety—a new film produced by the Los Angeles City Schools. 

3. On Public Relations—illustrating how the parents, and the public can be- 
come acquainted with what the schools are doing. This film was made 
in the San Diego schools. 


Mr. Haw announced that the committee is working on a report to be published 
soon. This report will give help to those who are interested in securing films on 
various school subjects. 





Necrology Committee—lIrvin A. Wilson, Principal, Delano School, Chicago, 
Illinois, Chairman, (speaking with the accompaniment of soft music) said: “Dur- 
ing the days which have passed since last we met, the final school bell has 
sounded and the book of life has closed for a large number of our colleagues 
and friends thruout the nation. Their faces have passed from earthly vision, but 
their personalities and their influence will live on forever in the lives of the 
boys and girls with whom they lived and worked. In memory of all these, may 
we ask you at this time to stand for a moment of reverent silence and medita- 
tion?” 

. . . Those present stood for a few moments in reverent silence and medita- 
tion, . . . Then Mr. Wilson offered the following prayer: 


“We thank Thee, the greatest teacher of all time, for these beneficent person- 
alities, and for the inspiration, the hope, and courage which they have brought to 
our world. Amen.” 





Library Committee—James W. Mates, Principal, Burgwin School, Pitts- 
burgh, Pennsylvania, Chairman, brought the following report from his committee: 

Your library committee offers for the second consecutive year Ten Outstanding 
Professional Books published in 1938. We suggest that you scrutinize this list 
carefully and select those books in which you are personally interested and we 
also recommend the list to your staff and your fellow workers. 

The books were selected exclusively by the criteria of expert judgment in the 
field. Each member of the committee solicited the cooperation of ten competent 
people throughout the United States. Those solicited to submit recommendations 
were principals, supervisors, teachers, librarians, and college professors. A typical 





PRINCIPAL, OCTOBER, 1939 51 








cross-section of those actually working in the field was obtained. The reports, 
fifty in number, were listed in order of preference and also by frequency of occur- 
rence on the lists submitted. Over one hundred books were mentioned with a 
range of frequency from one to twenty-three. The books have been listed in 
order of rank. 


THE TEN OUTSTANDING PROFESSIONAL BOOKS FOR 1938 


Experience and Education, John Dewey, The Macmillan Company S: 
Modern Practices in the Elementary School, Hockett & Jacobsen, Ginn & Company di 
Let’s Go To School, A. H. Horrall and others, McGraw-Hill Company A 
The Progressive Elementary School, Robert H. Lane and others, Houghton-Mifflin Company : 
Progressive Education at the Crossroads, Boyd H. Bode, Newsom & Company L 
Appraisal of Newer Elementary School Practices, J. W. Wrightstone, Bureau of Publications, B 
Teachers College, Columbia University " 


Newer Practises in Reading in the Elementary School, Seventeenth Yearbook, Vol. XVII, 


No. 7, Department of Elementary School Principals, National Education Association 
The Purposes of Education in American Democracy, Educational Policies Commission, 


National Education Association 


Emotion and the Educative Process, Daniel A. Prescott, American Council on Education A 

The Activity Concept, Lois C. Mossman, The Macmillan Company W 
TEN PROFESSIONAL Books RECEIVING HONORABLE MENTION * Bi 

Activities in the Elementary School, H. C. McKnown, McGraw-Hill Company Ri 

Directing Learning, Frederick, Ragsdale, and Salisby, Appleton-Century Company 

Education for American Life, Luther Gulick, McGraw-Hill Company a 

Educational Freedom and Democracy, Alberty and Bode, Appleton-Century Company EI 

Improving Instruction, T. H. Briggs, The Macmillan Company 

Live and Learn, Smith and Frederick, Scribners 

Supervision, Barr, Burton, and Breuckner, Appleton-Century Company 

Teaching Arithmetic in the Elementary School, Vol. II, R. L. Morton, Ginn & Company Or 

The Community School, Sam Everett, Appleton-Century Company 

Youth Tells Their Story, H. M. Bell, American Council on Education Lt 

Us 
Trends in reading change rapidly. These outstanding books are of two types. Pe 


First those developing a working philosophy of education for all educators, such 
as Dewey’s “Experience and Education”; and those developing and appraising Bc 
practices now in operation in the elementary field as Hockett and Jacobsen’s , 
“Modern Practices in the Elementary School.” The selection of your own year- Cr 
book, “Newer Practises in Reading in the Elementary School,” reflects the appre-,|_ s, 
ciation of our members for the fine work of the Editorial Committee for 1938. | 

It is our hope that the library committee will continue the annual selection 


of professional books and in so doing we solicit constructive criticism in that | 





we may serve you better in this cooperative enterprise. on 
*These books have been listed alphabetically according to titles and not according to order of preference | Fr: 
on the lists submitted. F aly 





52 THE NATIONAL ELEMENTARY | p; 





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Secretary’s Report 


San Francisco, California 
July 2-6, 1939 


The semi-annual meeting of the Department of Elementary School Principals was held in 
San Francisco, California, July 2-6, 1939. General sessions were held on Monday and Tues- 
day afternoons, July 3 and 4 respectively in the Veterans Building, Civic Center. Miss Maude 
A. Rhodes, President of the Department for this past year, had stressed community singing 
at each meeting. Programs had been prepared which included many of the “old favorites.” On 
Monday afternoon preceding the two speakers on the program, Mr. Dan Gilson, Principal, 
Longfellow School, Oakland, California, was the leader of this very pleasant activity. Mrs. 
Blanche Gilson, Principal, South Dos Palos School, Dos Palos, California, was the accom- 
panist. We are greatly indebted to Mr. Gilson and his mother for tke very fine contributions 
they made to each program, 

The topics and speakers for the general sessions were as follows: 

First Session—Monday, July 3, 1:30 p.m., Veterans Building, Civic Center 


President Maude A. Rhodes, presiding 


Theme: Reinterpreting the Three R’s Through the Enrichment Program 

AccENT ON ART 

Agnes Samuelson, Executive Secretary, Iowa State Teachers’ Association, Des Moines, Iowa 
Wuat THE TEACHER EXPECTS OF THE PRINCIPAL IN THE ENRICHMENT PROGRAM 

Ben G. Graham, Superintendent of Schools, Pittsburgh, Pennsylvania. 

Second Session—Tuesday, July 4, 1:30 p.m., Veterans Building, Civic Center 
Business MEETING 
REPORT OF THE VisuAL EpucaTion COMMITTEE 

Harry H. Haw, Principal, Alexander Hamilton School, San Diego, California, Chairman. 
REPORT OF THE NECROLOGY COMMITTEE 

Irvin A. Wilson, 437 S. Stone Avenue, La Grange, Illinois, Chairman. 
ELECTION OF OFFICERS 

Growth In Service 


Sponsored by San Francisco Elementary Principals 


Bertha E. Roberts, Deputy Superintendent of Schools, San Francisco, California, presiding 
OrcHESTRA SELECTIONS 
John Muir Elementary School Orchestra, Vivian Walsh, Leader. 
LeisuRE TIME OF GirLs AND Boys 
Cicely J. O’Connor, Principal, Edison School. 
Use oF THE ELEMENTARY SCHOOL AUDITORIUM 
Alicia Brimskill, Principal, Gratton School. 
One Way To Burtp CHARACTER 
Effie Smith, Principal, Frank McCoppin School. 
Boarp oF HEALTH, SCHOOL, AND COMMUNITY RELATIONSHIPS 
Mrs. Mabel Davidson, Principal, Francis Scott Key School. 
CuILtprREN’s Vorces—A READER FOR CHILDREN BY SAN FRANCISCO CHILDREN 
Sue Convery, Principal, Monroe-Excelsior School. 
San Francisco: Her Story Retorp sy Pupits of THE RAPHAEL WEILL SCHOOL 
Mrs. Marjorie Tuft, Teacher, Raphael Weill School, Director. 


Social Affairs 


Breakfast—On Monday morning, July 3, 1939, about 150 members and friends of the 
Department of Elementary School Principals met in the Concert Room, Palace Hotel, San 
Francisco, for a get-together breakfast. This first official meeting of the Department has 
always been a very festive occasion, for it is here that we see and meet our friends for the 





PRINCIPAL, OCTOBER, 1939 53 


first time at the convention. Announcements and plans for the week are given. The comradery Go 
at this breakfast ties the group completely together. bee 

Miss Maude A. Rhodes had planned during her year as president to have community wh 
singing at each gathering, and at this San Francisco meeting, Mr. Dan A. Gilson, Principal, spe 
Longfellow School, Oakland, California, was asked to be leader with Mrs. Blanche Gilson, the 
Principal, South Dos Palos School, Dos Palos, California, as accompanist. After singing I 
many of the “old favorites” Mr. Gilson was asked to lead the group in a special song which wh 
had been included in the program, “Here Comes The Sun.” Several attempts were necessary | anc 
and then it was given up in utter despair, the reason being that a fog had settled on San | “a 
Francisco and the sun could not be seen. 

After a most delicious breakfast, Miss Rhodes gave a very warm and hearty greeting to 
all those who had come from different parts of the United States to meet together in this 7 
lovely city of San Francisco. Mr. Harry Haw, San Diego, California, responded as only a Sch 
Californian can in talking about his native state. The group was told that those who were | Sar 
born in California were Californians, and those who were born some place else and now wel 


make their home in California are Californiacs. Joy 
Miss Sarah L. Young, Oakland, California, was introduced and asked to tell the group | Ha 
of the plans which the local committee had made for our entertainment for the week. an¢ 
Mr. Fred B. Zimmerman, President, California State Principals’ Association, Oakland, Cali- F 
fornia, extended a very cordial greeting. tine 


Even though these breakfasts are delightful and informal get-together affairs, there is | regi 
always a little bit of business which has to be taken care of. It is at this meeting that the | to : 
President always announces the Nominating Committee. Therefore, Miss Rhodes read the 7 
following names: Isabel Tucker, St. Louis, Missouri, Chairman; Mrs. Gertrude Best Ham- | den 
mond, Los Angeles, California; Claude Williams, Chicago, Illinois; Mrs. A. Virginia Adams, | of | 


Vineland, New Jersey; and Mrs. A. R. Wilson, Durham, North Carolina. pre: 
Miss Rhodes thanked all for coming and expressed her appreciation to the local group for | con 
the fine arrangements made. Ret 
Banquet—Over 400 members and friends of the Department attended the lovely banquet A 
which had been arranged by the California Elementary School Principals’ Association, South- | be i 
ern Section, on Tuesday evening, July 4, Grand Ballroom, Palace Hotel. not 
In keeping with the theme of this occasion “Crashing Hollywood” the true Hollywood A 


spirit prevailed, making the evening the most “stupendous, colossal and gigantic” program ever | lanc 
produced. The California Elementary School Principals’ Association, Southern Section, had | com 
worked untiringly to produce table pieces which were miniature models of scenes from| Mo’ 
prominent Paramount Studio pictures. These table decorations and the silver stars which P 
had been added, glistened and gleaned so that an expression of enthusiasm and delight was} and 
created as the audience entered the Ballroom. The group is indebted to Paramount Studio, | mac 
Inc., for very generously sending stills of Douglas Fairbanks, Jr., appearing in “Ruler of the} pres 
Seas,” and these were lovely souvenirs to take away from this festive occasion. Joh 

The Chamber of Commerce of Hollywood had printed the very attractive cover of the} yacl 
program for the evening. A score of elementary school folks contributed to the evening’s fun} An 
under the leadership of Mrs. Gertrude Best Hammond, Miss Leo May Gamble, and Paul F.|  acce 
Shafer of the Los Angeles Elementary Principals’ Club. and 

After a very enjoyable and delicious meal, President Rhodes introduced the guests at M 
the head table, leaving until last Mrs. Howardine Hoffman, who represented the California} for 
Elementary School Principals’ Association, Southern Section, and who took charge of the} Tue: 
program. Mrs. Hoffman then gave that cordial California greeting, and introduced the speaker} and 
of the evening, Douglas Fairbanks, Jr. of Paramount Studios, Inc. This youthful star’s speech} pres 
was a serious recital of the problems relating to education and the part the movies can and} Gar 
do play in inculcation of democratic beliefs in ciildren of elementary school age. Here with| furn 
his pretty wife, young Fairbanks was the object of admiring glances and not a few sighs. und 

So that Mr. and Mrs. Fairbanks and their guest could realize that administrators had their} Frid 
leisure moments, Mrs. Hoffman introduced Mrs. Gertrude Howard, who was the announcer! tion 
for the radio skit on “Gone With The Wind.” This was splendidly portrayed. by | 

Tea—On Wednesday afternoon, the San Francisco Principals’ Association cordially invited| &rea 
members of the Department and their friends to be their guests at the Japanese Tea Garden,| whic 


54 THE NATIONAL ELEMENTARY} PR. 








» 


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idery Golden Gate Park, 4:00 to 6:00 p.m. Miss Mathilda Levy, San Francisco, California, had 
been asked to see that the official family did not get lost; therefore, she took them out and 
unity | - when they arrived they found that the convention had moved to this perfectly lovely wonder 
cipal, | spot in the Golden Gate Park. A nicer courtesy could not have been extended to those visiting 
ilson, | the golden West. 

nging Excursions—The California Principals’ Association had made arrangements for principals 
vhich | who wished to do so, to make the following trips on Friday, July 7: (1) to Muir Woods; 
ssary | and (2) to Stanford University. Those who went reported a most enjoyable trip and much 
| San | “larnin.” 


<i Executive Meeting, Sunday, July 2, 1939 


| this The officers and members of the executive committee of the Department of Elementary 
nly a | School Principals met in executive session Sunday, 10:00 a.m., Room 2001, Palace Hotel, 
were | San Francisco, July 2, 1939. The meeting was called to order by the president. Those present 
now | were: Maude A. Rhodes, president; Harry H. Haw, fourth vice president; Mrs. Edith B. 
Joynes, Irvin A. Wilson, and Isabel Tucker, members of the executive committee; Herbert C. 
zroup | Hansen, director, Life Membership Division; Sarah L. Young, chairman of local arrangements ; 
and Eva G. Pinkston, executive secretary. 

Cali- President Rhodes extended greetings to those who had been able to come across the con- 
tinent and be with us at this very important meeting of the Department, and she expressed 
re is | regret at the absence of those members of the executive family who had found it impossible 
it the f to attend. 

d the The secretary at this time read a telegram received from Arnold Gregory, third vice presi- 
Ham- f dent of the Department who found it impossible to attend the meeting, and letters or excerpts 
dams, — of letters from Mason A. Stratton, first vice president; Elizabeth R. Malcolm, second vice 
president; Jane E. Monahan, fifth vice president; Ira M. Kline, member of the executive 
ip for | committee; Cassie F. Roys, director, Certification Division; and M. Emma Brookes, director, 
Retirement Division, who were unable to be present. 

nquet A motion was made by Mr. Hansen, seconded by Mr. Haw that the executive secretary 
outh- | be instructed to write to the absent members of the official family and express regret at their 
not being in attendance at this San Francisco meeting. Motion carried. 

wood A motion was made by Mr. Haw, seconded by Mr. Wilson that the minutes of the Cleve- 
1 ever | land meeting be omitted since they had been approved by each member of the executive 
, had | committee and published in the April, 1939 issue of The National Elementary Principal. 
from | Motion carried. 

which President Rhodes asked Miss Sarah L. Young, Principal, Parker School, Oakland, California, 
t was} and chairman of local arrangements for the Department, to tell of the plans which had been 
tudio,f made for the meeting at San Francisco and for the conference at Berkeley. Miss Young 
»f the | presented to the official family a very cordial invitation from Miss Naomi Hause, Principal, 
John Hancock School, San Francisco, and her brother, for the group to have a sail on their 
yf the} yacht, “Unda Maris,” around San Francisco Bay on Thursday, July 6, 1:00 to 5:00 p.m. 
’s fun} A motion was made by Miss Tucker, and seconded by Mr. Hansen that the executive family 
ul F.f accept this very lovely invitation and that Miss Young will be instructed to so inform Mr. 
and Miss Hause. 

sts at Miss Young reported that arrangements had been completed by the Banquet Committee 
fornia} for the appearance of Mr. and Mrs. Douglas Fairbanks, Jr.; that the program of the 
yf the} Tuesday afternoon meeting had been taken care of by Miss Carrie Daly, and her helpers, 
yeaker} and that Miss Bertha Roberts, Deputy Superintendent of Schools of San Francisco would 
speech | preside; that there would be an All Principals’ Tea on Wednesday afternoon, Japanese Tea 
n and} Garden, Golden Gate Park, 4:00 to 6:00 p.m., and that courtesy transportation would be 
. with | furnished for those who desired to go; that the hosts for the Treasure Island Headquarters, 
S. under the chairmanship of Fred B. Zimmerman, Oakland, would be ready Thursday and 
their) Friday, July 6 and 7 in the Lounge of the Pacific House, 1:00 to 9:00 p.m., and that Educa- 
yuncer}| tional Films would be shown in the room there. A motion was made by Mr. Wilson, seconded 
by Mrs. Joynes, that Miss Young be instructed to express to her committees the very 
nvited | great appreciation of the officers and executive committee for the very fine arrangements 
arden,| which they had made. Motion carried. 











ARY} PRINCIPAL, OCTOBER, 1939 55 











President Rhodes called for the report of the secretary and asked that she present at this 
time any questions which had come to headquarters which she would like to have referred to 
the executive committee. The secretary reported: 


1. That on June 15 the Department had 5914 members and 190 life members, making 
a total of 6104 members for the year 1938-39, and that this number includes prin. 
cipals, supervisors, superintendents, college professors, classroom teachers, libraries 
and institutions. 

2. That the Department published its first two-color leaflet in advertising the 17th 
Yearbook, and that this brought an all time high sale of Yearbooks of any one year 

3. That 829 Study Outlines for the 16th and 17th Yearbooks have been sold to be used 
in principals’ meetings, faculty meetings, clubs, teacher study groups, and as refer- 
ence material in college courses. 

4. That because of the very great stress which is being placed upon the schools to be 
cognizant of the safety of the children, the Department sent complimentary to each 
member last year a copy of the Annotated Bibliography, “Safety and Safety Educa- 
tion,” published by the Research Division of the National Education Association. 

5. That the Department had completed two Annual Conferences on Elementary Edu- 
cation—at the University of Michigan, Ann Arbor (1937) and at New York Uni- 
versity (1938), and that the Third Annual Conference on Elementary Education 
would take place July 8-21, 1939 at the University of California, Berkeley, California, 

6. That the Department has encouraged and assisted groups of principals in cities, 
counties and states to organize clubs and associations; and as a result of this the 
directory of the 18th Yearbook, “Enriching the Curriculum for the Elementary School 
Child” will list a very much larger number of these groups than it has ever done 
before. 


The crucial problems confronting the Department, the elementary principals, and elementary 
education, were next discussed. Such problems as, “How can our elementary schools do better 
teaching? How can principals acquaint the parents and public of their communities with the 
things which the school is doing? Should the principal be responsible to the parents of his or 
her community in handling problems? Is it wise to delegate school problems to the school 
clerk ? How can superintendents and Boards of Education be encouraged to study the problem 
of having fewer teaching principals by putting in more supervisory principals? etc.” 

A motion was made by Mrs. Joynes, seconded by Miss Tucker that the secretary be in- 
structed to collect such data as will be necessary for the officers to study this question further. 
Motion carried. 

A motion was made by Miss Tucker, seconded by Mr. Wilson that the secretary see Dr, 
Foster and ask him to recommend to the Editorial Committee that soon the subject of a year- 
book be “Industrial Arts in the Elementary School.” Motion carried. 

The secretary was instructed to write a letter to L. M. Fertsch, Austin, Texas, thanking him 
for the splendid work he did the past three years on the Department’s Editorial Committee. 

A motion was made by Mr. Wilson, and seconded by Mrs. Joynes that the meeting recess 
until nine o’clock Monday morning, July 3, 1939. Motion carried. 


Executive Meeting, Monday, July 3, 1939 


On Monday morning, July 3, the executive committee of the Department of Elementary 
School Principals met in Room 2001, Palace Hotel, 9:30. Those present were: Maude A 


Rhodes, president; Harry H. Haw, fourth vice president; Mrs. Edith B. Joynes, Irvin A.} 
Wilson and Isabel Tucker, members of the executive committee; Herbert C. Hansen, director, | 


Life Membership Division; and Eva G. Pinkston, executive secretary. 


President Rhodes called the meeting to order and asked the group to study the problem of a | 
Special Service Committee, having the thought in mind that the Department could render 


special services to those working on problems in their own schools. This problem was discussed 
at length. It was recommended that the new president appoint a cor iittee. 

A motion was made by Miss Tucker and seconded by Mr. Wilsc that the plan which the 
Department started in 1937 of publishing a bibliography of yearbooks of the Department be 





56 THE NATIONAL ELEMENTARY 











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continued at five year intervals. This would mean that the next edition be published in 1942. 
Motion carried. 

A motion was made by Mr. Haw, seconded by Miss Tucker that a bibliography of the 
articles in the bulletin be mimeographed and sold at a price of 25¢ to those members who 
wished to have them. Motion carried. 

Mr. Hansen, Chairman of the Budget Committee, presented the following proposed budget 
for 1939-40: 





Estimated Receipts: $30,000 
Printing ..4.5.. LT ee eee ey .. $8,000 
Genetal Of ice 2.6.6 ik ceca partons tious a inake ees 9,500 
II a ae eos. sas asks wet oo ate. in eet saree Seem 8,500 
Ome, TESOINBE bac. oh ok hoe Soe bee SER 1,000 
Dae COMMBMINE: 2. 5.5.5. fo scons ciced IRs as 700 
Miscellaneous .............. kasha iat, nies shea 600 
re pS teh a Senter 1,700 

ES: sehen dliiiwe a5. Ooo ASO ee $30,000 


A motion was made by Mr. Hansen, seconded by Miss Tucker, that this proposed budget 
be accepted. Motion carried. 

Miss Tucker presented to the group the thought of editing a bulletin once a month called 
“The Principals’ Digest,” each member of the executive committee to be responsible for one 
publication throughout the year. A motion was made by Mrs. Joynes, seconded by Mr. Hansen, 
that a committee be appointed to suggest or select magazines of articles on elementary educa- 
tion which might be used in a principals’ digest. Motion carried. 

A motion was made by Mrs. Joynes, seconded by Miss Tucker that the chairman of the 
conference committee be the retiring president each year, that one of the members of the 
committee be an officer and the other member some person who would be in the vicinity of 
the conference city or some person who had attended previous conferences. Motion carried. 

The secretary was instructed to contact the University of Wisconsin at Madison, on her 
return home, as to the possibility of the Department holding its Fourth Annual Conference 
on Elementary Education at that university during the summer of 1940, immediately following 
the N.E.A. convention at Milwaukee. 

A motion was made by Mrs. Joynes, seconded by Mr. Haw that since the Department has 
carried all expenses pertaining to its share of the Conference meetings, and since the Conference 
has grown and the expenses incurred are beginning to be quite heavy, a small fee be charged 
each Conference member and in this way lessen the strain of the whole amount on the Depart- 
ment. Motion carried. 

After a discussion it was decided that the quota for membership this year be made by 
adding an increase of 10 percent to the total memberships of each state for 1938-39. 

After discussing the new committees to be appointed for this coming year, the suggestion 
was made that the newly elected president should finish appointing the personnel of each; that 
each committee be asked to make a written report which the Department will mimeograph and 
have ready for distribution, charging only a small fee for the expense incurred. 

Plans for the February meeting of the Department were discussed and since the convention 
will be held in St. Louis, Miss Tucker is to have charge of all local arrangements. 

A motion was made by Mr. Wilson, seconded by Mr. Hanson, that the secretary be in- 
structed to write to Paramount Studios, Inc., and express the appreciation of the officers for 
selecting Mr. Douglas Fairbanks, Jr., as the speaker at the semi-annual banquet in the Ball- 
room, Palace Hotel, Tuesday, July 4. Motion carried. 

A motion was made by Mr. Haw, seconded by Miss Tucker, that the Executive Secretary 
write a letter of appreciation to all who helped make this San Francisco convention such a 
splendid success. Motion carried. 

The officers of the Department extended a vote of thanks to the Executive Secretary. 


Meeting adjourned. 





PRINCIPAL, OCTOBER, 1939 57 











Business Meeting, Tuesday Afternoon, July 4 


Reports of the following committees were given: 

Visual Education Committee—Harry H. Haw, San Diego, California 

Necrology Committee—Irvin A. Wilson, La Grange, Illinois 

Nominating Committee—Isabel Tucker, St. Louis, Missouri, Chairman, made the following 
report for officers for 1939-40: 

President, Irvin A. Wilson, La Grange, Illinois; First Vice President, Maude A. Rhodes, 
Atlanta, Georgia; Second Vice President, Robert H. Edgar, Pittsburgh, Pennsylvania; Third 
Vice President, Sarah L. Young, Oakland, California; Fourth Vice President, Lester J. Niel. 
son, Salt Lake City, Utah; Fifth Vice President, Marjorie Walters, Cedar Rapids, Iowa: 
Member of the Executive Committee to finish unexpired term of Irvin A. Wilson, Arnold 
Gregory, Lincoln Park, Michigan; Member of the Executive Committee for a four year 
term, Elizabeth Malcolm, New Haven, Connecticut; and Director of the Professional Rela- 
tions Division, Mason A. Stratton, Atlantic City, New Jersey. 

A motion was made by Miss Tucker, seconded by Miss Sophie Bachmann, Detroit, Michigan 
that the report be accepted. Motion carried. 

A motion was made by Mr. Harry H. Haw, San Diego, California, seconded by Mr. Joseph 
Murphy, Peoria, Illinois, that voting by ballot be dispensed with, and that the Executive 
Secretary be instructed to cast the vote of the assembly for the nominees »resented by the 
Committee. Motion carried. The ballot was cast by the Executive Secretary. 


Department Representative Meeting, Wednesday, July 5, 1939 

The meeting of the representatives of the Department of Elementary School Principals met 
in the Comstock Room, Palace Hotel, 1:30 p.m. to discuss plans for the enrolment campaign 
this coming year and to present problems so that headquarters could be of more service. To 
this meeting were invited presidents and secretaries of state, county, district, and city organiza- 
tions. The following people attended: William E. Brown, Burlingame, Calif.; Mrs. Howardine 
Hoffman, Chino, Calif.; May Wienke, Fresno, Calif.; Vincent I. Correll, Long Beach, Calif. 
O. D. Enfield, Los Angeles, Calif.; Mrs. Leo May Gamble, Los Angeles, Calif.; Mrs. Gertrude 
Best Hammond, Los Angeles, Calif.; Sarah L. Young, Oakland, Calif.; Fred B. Zimmerman 
Oakland, Calif.; Clarinda Baltzer, Petaluma, Calif.; Harry H. Haw, San Diego, Calif.; 
Jessie K. Fitzpatrick, Boulder, Colo.; Eva G. Pinkston, Washington, D. C.; Maude A. Rhodes 
Atlanta, Georgia; Coral M. Norton, Boise, Idaho; Herbert C. Hansen, Chicago, Ill.; Aimee E 
Lyford, Elgin, Ill.; Irvin A. Wilson, La Grange, IIl.; W. E. Swarthout, Maywood, IIL; 
Clara Rebstein, Wichita, Kans.; Winnie Thornburg, Wichita, Kans.; A. Virginia Adams, 
Vineland, N. J.; Fred B. Painter, Ithaca, N. Y.; Mrs. A. R. Wilson, Durham, N. C.; Sadie A 
Walker, S. Fargo, N. Dak.; L. Daisy Hammond, Dayton, Ohio; George W. Coffman, Ard- 
more, Okla.; Thomas N. Johnson, Knoxville, Tenn.; Lester J. Nielson, Salt Lake City, Utah; 
Lillian M. Johnson, Norfolk, Va.; Mrs. Edith B. Joynes, Norfolk, Va.; James Moler, 
Charles Town, W. Va.; and Fred S. Schnell, Sheboygan, Wis. 

The following topics were discussed: How to get principals interested in their professional 
organization; the help colleges and universities can give to a principals’ organization; the 


stressing of the state and local groups hplding conferences at which their problems will be | 
discussed; how headquarters can help lodal and state organizations in their work; what the | 


local and state organizations can do for the national department; a report of new organiza- 
tions and clubs throughout the United States; the help which it gives to state organizations, 
if local groups will become interested in the larger movements which only a state and national 
group can work on. Suggestions were given that state superinendents and county superin- 
tendents are glad indeed to give help in holding these conferences. A report was made that 
California and Virginia principals were called together this past year to hold a conference and 
that the expenses were paid by the state association, and local school districts. 

Every representative at the meeting left with the firm determination to see that his or 
her state organizes principals’ clubs and that they would try to improve the work in 
elementary education. 


Respectfully submitted, 
Eva G. Pinkston, Executive Secretary. 





58 THE NATIONAL ELEMENTARY 





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ARY 


Financial Statement 
Year Ended May 31, 1939 


Permanent Fund: 


| Travel Expense: 

Mason A. Stratton 
Maude A. Rhodes. . 
Eva G. Pinkston... 


Editorial Committee: 
L. M. Fertsch .... 
Cecelia Galvin .. 
Jess Hudson ... 
Nellie V. Lind . 


Balance as at May 31, 1939.... 





Securities ...... saahoweuken $9,886.74 
WM ss os a a south eI a wala . 0,000.00 
$9,886.74 
Balance as at May 31, 1938............ 5.8 pith dee sbandeiee ae aie ae 3,214.66 
Receipts: 
Current Year—5903 members at $3 each. . $17,709.00 
Arrears—13 members at $3 each.......... 39.00 
Advance member—1 at $3.............. ; 3.00 
eee nes ree 2.00 
Sale of Yearbooks....................... 7,609.05 
Interest on Bonds hen sla tate prised aerate te! 203.75 
Travel Expense and Honorarium to Eva G. Pinkston . 74.80 
Sale Gl SeUGy CGH .g ce cia ecees 207.25 25,847.85 
29,062.51 
Disbursements: 
Printing: 
Yearbook, September, 1938 ........ ; $3,160.09 
Yearbook, Reprint 17th, November, 1938 1.332.41 
Yearbook, Reprint 13th, October, 1938 484.00 
June, 1938 Bulletin........ ee Ae 237.15 
October, 1938 Bulletin.......... 449.97 
December, 1938 Bulletin. .... 250.28 
February, 1939 Bulletin. . 294.44 
6,208.34 
Printing—Leaflets, cards, etc. 1,384.70 
Services in Typing Section 983.68 
Services in Multigraph Section. . 213.00 
Services in Mailing Section 45.60 
Services in Addressograph Section. . 220.30 
NE ea ce cree ie il Seta tt 2,464.28 
Insurance, Stationery and Supplies 1,607.54 
Stenographic, Clerical Services and Salaries 7,667.52 
Telegrams and Express... 79.40 
Miscellaneous ....... 176.00 
Convention Expense: 
New York . 43.45 
Cleveland ..... 194.20 237.65 





107.78 
124.68 
259.43 491.89 





238.22 
103.55 
195.85 
132.35 668.77 $22,448.67 





Tee ex Le $6,613.84 





PRINCIPAL, OCTOBER, 1939 








59 











~What’s Happening! ! 


* Measuring the Elementary School: 
Organization is the title of the Fourth 
Yearbook of the West Virginia Elemen- 
tary Principals Association. This Year- 
book has been written to let you review 
rapidly the outstanding and most im- 
portant factors in measuring an elemen- 
tary school organization. It attempts 
to sketch briefly at least a minimum 
number of requirements and current 
practices that are most frequently en- 
countered by administrators. 

The Yearbook Committee, of which 
W. E. Lawson, Executive Secretary, 
West Virginia Elementary Principals 
Association, is chairman, deserves 
much commendation for this splendid 
contribution to elementary education. 


* The principal and teachers of the 
Pittsburgh Elementary School, Denver, 
Colorado, presented two programs last 
spring in which they demonstrated to 
the parents what the boys and girls 
were learning in the Fine Arts. 

They presented about 800 fourth, 
fifth, and sixth grade boys and girls in 
choral singing, a 79 piece orchestra, 
two-melody bands, a verse speaking 
choir of 275 children, dances of eleven 
countries, and 78 child-artists. About 
1800 persons came. 

Miss Pauline G. Staats, Principal of 
the school, was kind enough to send a 
copy of the program to headquarters, 
and she tells us that the programs next 


year will perhaps present “Social 
Studies.” 
* The first issue of ‘Buchanan 


Comet,” a school newspaper published 
by the Buchanan Elementary School, 
Davenport, Iowa, was received at head- 
quarters in June. The stories, drawings, 





typing, etc., have been done by the 
pupils and it is their plan to issue this 
newspaper monthly during this year 
(1939-40). The paper was named by 
the Sixth grade group. Headquarter 
is delighted to know of this work. Mr. 
K. L. Benner is principal of the school 
and it is to him that we are indebted fo 
this first copy. 


* Miss Grace Needham, Principal, 
Harrison School, Lakewood, Ohio, and 
a member of the Department of Ele 
mentary School Principals, was ap- 
pointed principal of Emerson Junior 
High School of Lakewood just a fey 
weeks ago. Miss Needham was 3 
teacher in Emerson Junior High School 
when it was opened in 1922, and late 
she was assistant principal of that same 
school, before becoming principal of 
Harrison School. The Department ex- 
tends congratulations and best wishe 
to Miss Needham for success and hap- 
piness in her new work. 


* Mrs. Florence D. Mount, Princi- 
pal, Fletcher Drive School, Los An- 
geles, California, is the Editor of the 
Eleventh Yearbook of the California 
Elementary School Principals Associa- 
tion, The Elementary Principal Ai 
Supervisor in the Modern School. 

This latest Yearbook of the 
C.E.S.P.A. is another outstanding ac 
complishment, and it will give practical 
help to principals, supervisors and 
teachers attacking their problems 
Much valuable and worthwhile mate- 
rial is contained in this new volume. 


* A new type of school publication 
has been received at headquarters since 
publishing the June issue. This year: 





60 


THE NATIONAL ELEMENTAR!} 








book 
and 
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L. W 
1939 
color: 
low). 
ideas 
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book was prepared by a sixth grade, 
and published by the Jefferson School, 
Port Angeles, Washington, of which 
L. W. Sharnbroich is principal. The 
1939 Jeffersonian is made up in the 
colors of the school (purple and yel- 
low). The planning and execution of 
ideas for the book was in the hands of 
the pupils, guided by their advisor, 
Miss Walden, English teacher. The 
contents include an honor roll, class 
history, school history, calendar of 
events, autographs, etc. 

Mr. Sharnbroich would be delighted 
to know if there are any other schools 
publishing a similar piece of work, so 
that an exchange of ideas might be 
made. 


* One of the outstanding State Rep- 
resentatives of the Department of Ele- 
mentary School Principals, Miss Lil- 
lian M. Johnson, Norfolk, Virginia, 
was unanimously chosen as the presi- 
dent of the Virginia Federation of Busi- 
ness and Professional Women’s Clubs 
at its meeting in Roanoke, May 20. 
The Department and her many friends 
are happy that this honor has come to 
Miss Johnson. 


* Other school newspapers which - 


have been received since issuing the 
June issue of THE NATIONAL ELE- 
MENTARY PRINCIPAL are: Phelps News, 
published by Phelps School, Winona 
State Teachers College, Winona, Min- 
nesota, Charles L. Simmers, Director; 
The Broadcaster, published by the 
Bellevue Junior High School, Syracuse, 
New York, Walter H. Powlesland, 
Principal; The Giffin News, published 
by Giffin School, Knoxville, Tennes- 
see, L. W. Duych, Principal; and 
Kanawha School, published by Ka- 
nawha School, Charleston, West Vir- 
ginia, Bessie B. Licklider, Principal. 


* The first large order for the 18th 
Yearbook of the Department of Ele- 
mentary School Principals, “Enriching 
the Curriculum for the Elementary 
School Child,” came on August 1, 
when Anthony Karnes of Juneau, 
Alaska, ordered sixty copies together 
with twelve Study Outlines to go with 
the book. 


* Miss Edith C. Peters, Principal of 
the Hazeldell School, Cleveland, Ohio, 
was elected to the Board of the State 
Teachers’ Retirement System in the 
recent balloting. This information was 
obtained from the June, 1939, issue of 
the Ohio Schools. 


* The Utah Association of Elemen- 
tary Principals will have an active part 
in the Utah Education Association 
meeting, October 12, 13, and 14. On 
Friday, October 13 the Granite Dis- 
trict Principals Ciub will be host to 
the State Principals at the first annual 
banquet. A headquarters room for ele- 
mentary principals will be open at 
the Hotel Utah during Friday and 
Saturday. 


* The Missouri Elementary Prin- 
cipals, under the leadership of Frank H. 
Gorman, President, has issued its first 
bulletin. It contains much information 
and news of interest to the principals of 
that state. Headquarters congratulates 
this fine group of principals for this 
splendid piece of work, and hopes that 
it will continue publishing bulletins of 
this type. 


* The principals of Spokane, Wash- 
ington are using the Department’s 18th 
Yearbook as a study in their super- 
visory meetings. This is only one of 
the many places using this Yearbook, 
and headquarters hopes many other 
cities will do the same. 





PRINCIPAL, OCTOBER, 1939 


61 








Your Bookshelf 


Many prominent educators are finding 
valuable assistance in Gertrude Hildreth’s 
book entitled, Learning the Three R’s. This 
book is arranged in four sections: (1) A 
description of the newer program in the 
skills: reading, spelling, arithmetic, writing; 
(2) The problem of failure in school achieve- 
ment; (3) An outline for diagnostic work 
in the skills; and (4) Suggestions for im- 
proved instruction in skill techniques. 

One educator says, “Miss Hildreth has 
given a modern interpretation of the three 
R’s and their place in the modern school 
which undertakes in a vital way to take care 
of the needs of all its normal pupils. The 
progressive will find sound, solid advice and 
the conservative need the tonic she gives.” 

This splendid book has been published by 
Educational Publishers, Inc., Philadelphia. 


x * * 


Have you seen the new Walt Disney read- 
ers published by D. C. Heath and Company, 
Boston? These books, Mickey Never Fails, 
by Robin Palmer; Little Pig’s Picnic, by 
Margaret Wise Brown; and School Days in 
Disneyville, by Caroline D. Emerson, have 
been cleverly illustrated by Walt Disney. 
The children who have access to these new 
books read them not only once, but many 


times. 
x * * 


New conceptions of the nature and func- 
tions of education, especially in the primary 
grades have become widely accepted and put 
into successful practice during the past several 
years. Therefore, Primary Arithmetic Through 
Experience by Clark, Otis, Hatton, and pub- 
lished by World Book Company, New York, 
has been written to provide concrete answers 
to such questions as, “What is the effect of 
these changes upon the arithmetic or number 
work of the first two school years—in objec- 
tives, in materials, in methods?” and “How 
shall the teacher proceed in order to provide 
for the learning that is considered of most 
worth for the children of these grades? 

The procedures of this book have been set 
up for the guidance of teachers in order that 
the child’s immediate experience and needs 
may be made to contribute effectively to his 


growth in ability to use numbers with unde. 
standing and resourcefulness. 


=» = # 


A group of nationally important edur. 
tors are the contributors to Social Education, 
which is the outgrowth of a summer confer. 
ence on social education held at the Schoo 
of Education, Stanford University. This cop. 
ference was arranged to consider the natuy 
and educational needs of contemporary Amer. 
ican culture and the nature of a desirabk 
program of social education. The large num. 
ber of requests for copies of papers presente 
at the conference encouraged the publication 
of a selected group of manuscripts, and it ha 
been published by the Macmillan Company 
New York. 

x * * 


Principals and teachers will find much oj 
interest to them in Dennis H. Cooke’s Aj. 
ministering the Teaching Personnel, whic 
is based on a solid body of important fac 
and upon advice and suggestions which have 
stood up well in the procedures of success{y 
school administration. An attempt has bea 
made to present the material in a way t 
approximate closely the conditions that ar 
actually confronted by the school executive 
when he meets and solves the teacher-per. 
sonnel problems of the school. Many actu 
teacher-personnel problems are described in 
the book. 

This book is also intended to serve as: 
basic textbook in professional courses wherein 
prospective school superintendents, principal 
and supervisors are learning for themselves 
with the guidance of the instructor, th 
proper administration of the teaching staf 

Benj. H. Sanborn & Co., Chicago, are th 
publishers of this new book. 


= = @ 


In Seeing Our Country, Book Two, th 
authors, Walter B. Pitkin and Harold } 
Hughes, have attempted to present a pit 
ture of industrial United States. It is sem! 
forth with the hope that children every: 
where will be able to gain a realistic pit- 
ture of men at work to make America ‘ 
better place in which to live. It has beet 
published by the Macmillan Company. 








62 


THE NATIONAL ELEMENTAR)| 





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Study Outlines 











USING 


Tue 18TH YEARBOOK: 
ENRICHING THE CURRICULUM FOR THE ELEMEN- 
TARY SCHOOL CHILD 

Tue 17TH YEARBOOK: 


NEWER PRACTICES IN READING IN THE ELEMENTARY 
SCHOOL 


(a) Covering the Entire Field of Reading 
(b) Based Entirely on the 17th Yearbook 


Tue 16TH YEARBOOK: 


APPRAISING THE ELEMENTARY SCHOOL PROGRAM 





These Study Outlines deal with the material as pre- 
sented in the above mentioned Yearbooks. They are 
more than just a résumé. General discussion prob- 
lems as well as specific questions regarding the best 
procedures in teaching have been used. 

These outlines are for use in principals’ clubs, 
faculty meetings, college classes, study groups, etc. 


Check one: Number of copies: 
[_] For the 18th Yearbook 
(_] For the 17th Yearbook 


(a) 
(b) 


(] For the 16th Yearbook 











When ordering be sure to designate which outlines you desire. 


Price 25¢ Per Copy 





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

















In order to rule the country, one 
must first rule one’s family. 


In order to rule the family, one 
must first regulate one’s body by 
moral training. 


In order to regulate one’s body, 
one must first regulate one’s mind. 


In order to regulate the mind, 
one must first be sincere in one’s 
intentions. 


And in order to be sincere in 
intentions, one must first increase 
one’s knowledge. 

—Confucius 














PEL 
ENTR. 


- 


ber, 1 
IX,