hh Z 7 192k eae BBB999SSOG9SSS9999SS BEGSEGEGGES PAKIGDICAL ROW,» VOL. VI, NO. 2 GENERAL LIBRARY) MARCH, 1928 ONIV. OF MICH. Research Bulletin OF THE . ———— ae SOoog os National Education Association GEBEGAGAGSSSSGGGG06 060060000068 The Principal Studies His Job DoOONHTOONHOSOODDOSDSDOOS Sooo 7. Ww Ze \ y oe I BI. BI Sa) a). a). a). Fa SoHo: VWs. Ws. ¥ 5 SY, RY, a”, i netenteementll x = PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. “ SVS SSS i ‘Ws. 0s. 05.4 Entered as second-class matter February 10, 1923, at the postoffice at ME EBT, BY. BY. BY a, Ea) he Washington, D. C., under Act of August 24, 1912. Acceptance for Pz mailing at special rate of postage provided for in Section 1103 ™ Act of October 3, 1917, authorized February 10, 1923 { “| = Ci tatat DEaGee AW 4 7 Lx NAGY NAB Nah. Ne Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. President, CorNeia S. Apair Secretary, J. W. CRABTREE The payment of the $5 membership fee of the National Education Association entitles one to receive the Research Bulletin, the Journal, the Annual Volume of Ad- dresses and Proceedings, and certain other publications of the National Education Asso- ciation for one year. One dollar of each $5 membership fee is for a year’s subscription to the Research Bulletin. The Research Bulletin may be subscribed for separately at a subscription price of $1 per year. Single copies may be purchased for 25 cents, and in quantities at a reduced rate. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of address, giving old as well as new address. Entered as second-class matter February 10, 1923, 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 February 10, 1923. Director of Research: John K. Norton Assistant Directors of Research: Margaret M. Alltucker; Frank W. Hubbard. Executive and Editorial Offices - - 1201 Sixteenth Street N. W., Washington, D. C. Research Bulletins Recently Issued See page 147 for titles of recently issued Research Bulletins and for information as to their availability. How to Secure Additional Copies Additional Copies of this issue of the Research Bulletin may be obtained at the following prices, postpaid if remittance accompanies order: Single copies of this issue 25c. 2 to 9 copies—10% reduction. 10 to 99 copies—25% reduction. 100 or more copies—33 1/3% reduction. Orders for Research Bulletins not accompanied by remittance are subject to trans- portation charges. 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For further information on this subject or others affecting the work of the Division, address the Research Division, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. [ 82 ] Sg ns je ket fee ease CONTENTS Foreword ...... I. The Principal at Work in His School Introduction ....... A General Consideration of the Duties of the Elementary School Principalship The Principal Studies His Supervisory Functions The Principal Studies His Administrative Duties The Principal and His Teaching Responsibilities The Clerical Functions of the Principalship The Principal Discovers Other Duties II. The Principal at Work in Organizations . The Function of Organizations Improving Professional Requirements ....... ee re Improving Salary Schedules ... The Principals’ Handbook ... Research Activities ............ OUE Ss eae aces oan Publications of the Organizations III. Bibliography ......... ee ee LIST OF TABLES Books of General Use to the Principal (Table 1) ......... sot rave he as Pe Books of Specific Use to the Principal (Table 2) .............cccccccccccccccceess Miscellaneous Books of Value to Principals (Table 3) ..............0cccccccceccevcecs Addresses of Publishers of Books Listed in Tables (Table 4) ...............0000c00ce 116 117 , 119 119 - : FOREWORD Originally, the elementary school principalship combined the responsibilities of ( the classroom teacher with a few clerical duties. During the years the position has ‘ developed important supervisory and administrative functions with a corresponding te reduction of the teaching duties. One step in this evolution has been the teaching o1 principalship. Another step has been the principalship giving full attention to routine . administration and with few or no teaching responsibilities. Both of these types p exist today. . In many communities the teaching and the routine administrative principalships ; have proven inadequate to meet the needs of a dynamic society. The discovery of a new teaching technics, the developments in elementary school organization, the , pe | improved preparation of classroom teachers and the greater demands upon the public . school call for the highest type of leadership in the principalship. t st Many principals have responded to this summons to a higher level of service. SC Professional study both in and out of school time is coming to be an accepted part of . ° every principal’s program. Summer school, extension, correspondence and regular W classes are in general demand. Schools of today require a leadership not based upon ti authority but vitalized by professional study and research. 7 ‘ al A basic assumption of this bulletin is that professional skill and knowledge are le essential for a high type of service. Principals have given this service in the past and j , the present because of practical experience and professional study. Principals of the I future will perform an even higher level of work because of the skill gained from a fi study of their problems. : This Research Bulletin contains pertinent suggestions for the principal who would L : make a careful analysis of his job. Practical procedures have been given to assist in ' r the solution of everyday problems. The many citations to professional articles indicate . almost unlimited opportunities for further study. Let principals everywhere enjoy the thrill of working upon their problems! , tl J. W. Crastrer, Secretary, P National Education Association. m™ 4 pe [ 84] a nl UN een | mar HANGING CONCEPTION of the ele- mentary school principalship.—The ele- mentary school principalship has developed from meager beginnings. In the early his- tory of the American public school the duties of the office were performed incidentally by one of the regular classroom teachers. Some- times this person was known as the head or principal teacher. The administrative demands upon the principal teacher were of a relatively low order. Statistical reports were pre- pared, refractory pupils disciplined and in- structional supplies doled out. On this level of development the duties of the principal were largely confined to petty clerical ac- tivities incidentally performed by a person whose main energy and thought was devoted to the instruction of a class. This primitive stage in the development of the elementary school principalship may still be found in many communities.’ In other communities forces have been at work in developing a far different concep- tion of the elementary school principalship. One of these forces has been the wide-spread realization of the importance of the school in an enlightened democracy. Parents are no longer satisfied with a school where the chil- dren are “minded” for a few hours while they study reading, writing and arithmetic. In addition to the work of developing these fundamental skills the school has been given the more difficult task of developing ideals, attitudes and ways of acting in children so that each individual may achieve personal and social success. We are coming to a clear realization of the truth of John Dewey’s statement that: By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard or chance way. But through education society can formulate its own purposes, can organize its own means and re- sources, and thus shape itself with definiteness and economy in the direction in which it wishes to move. Introduction Concurrent with the development of a new conception as to the importance of education in the life of the nation has come a radical rearrangement of our theories and practices ot educating. Education has made a definite ad- vance toward becoming more scientific. Although unscientific procedures still exist in many made in enough progress has been replacing quarters, guesswork with exact knowledge that the elementary school prin cipal has a large body of scientific facts and technics at his disposal. His activities in guiding the educational development of chil- dren can be based upon reliable knowledge. What are the scientific tools available to elementary principals ? be used effectively in his work? The use of exact knowledge. these tools What are some of the facts which are making educa- school How may tion a more exact procedure? Only a few examples can be given. Let us suppose that a child comes to an elementary school from a distant community The old procedure was to assume that a child from without written records of any kind. another community was less adequately pre- pared than the children of the local com- munity. On this assumption a child who presented himself for one grade of work was often placed in the next lower grade. Today, the progressive principal is relying less and less upon guesswork procedures. He knows from standard tests the intelligence and achievement levels of the various grades Employing similar tests he of his school. can quickly ascertain the tentative grade placement of the new pupil. Through fur- ther tests, observation and classroom work the child’s tentative classification is checked and necessary adjustments made. Such a procedure is far more reliable than an as- sumption based upon an inflated school pride. It is fairer to the child for it places him in the group where scientific procedures indi- cate that he is most likely to achieve success. 1 For a more complete account of the early development of the ea ea consult the Seventh Yearbook of the De- partment of Elementary School Principals, Nationz! Education ssociation, page 160 and following. [85 ] Se 9 eee oe en eee eee ES — ——aa s The problem of character education pro- vides another illustration of the possibilities of scientific information. Character develop- ment has been generally considered to be the ultimate end of all education. Yet, in spite of the importance of this objective it has been submerged in a fog of guesswork, conjectures and platitudes. Until recently no one could say what the outcomes of certain teaching pro- cedures would be. No one could make sug- gestions based upon exact knowledge as to curriculum content, teaching technics or the means of evaluating character instruction. The recent research of Mark May and Hugh Hartshorne indicate that even the difh- cult problems of character education yield to scientific procedures. The studies of these men suggest that it is possible to measure quantitatively the good and bad effects on character development of various environ- ments. It appears that certain activities fre- quently used to develop good character may have the opposite effect. There is reason to believe that we can measure the influence of different classrooms in building sound char- acter. It should be possible to identify teachers who achieve outstanding success in this regard and to study intensively the pro- cedures they use. Modern school principals are constantly alert to apply information of this type in developing character education curriculums, in guiding classroom activities and in the handling of problem cases. Future procedures in all phases of character educa- tion will be vastly improved as they are based upon more exact knowledge. A third illustration is a recent research of Thorndike comparing the learning capacity of children and adults.2 Thorndike shows the relative ability to learn at the different ages to be as follows on a scale of 100: 59 for age 14 to 16 years 85 for age 17 to 19 years 100 for age 20 to 24 years 89 for age 25 to 29 years 87 for age 30 years or over Research of this type is basic to the prin- cipal who is taking an active part in a curric- When the amount ulum revision program. of knowledge in the world is so enormous, should we attempt to teach large quantities of facts to elementary school children when their “learning ability” is not at its highest point? Would it not be better to devote the young child’s energy to (1) the acquisition of a relatively few basic facts, (2) the develop- ment of technics of study, (3) the increase of contacts with sources of knowledge, and (4) the arousing of a desire to secure more know!- edge? These questions illustrate the bear- ing of the products of research on the objec tives of the elementary school. These same data are subject to further interpretation and application by an alert principal to problems of discipline and guidance. The influence of progressive movements in education—The preceding paragraphs have suggested that elementary education has been influenced by (1) the growing demands placed upon the school by parents, and (2) the application of scientific information to school procedures. What do these changes mean to elementary school principals? Are they going to fail to respond to the growing demands made upon their office and allow the principalship to oc cupy a subordinate administrative position ? Or, will they equip themselves to meet these greater demands and firmly establish thei: office as the key position in the instruction of elementary school children? These questions are already being answered by many principals who are improving them selves through the continuous study of thei: jobs. Hundreds of principals are raising the standard of their professional preparation through home study, summer school work, evening classes, and correspondence courses. Research projects of great practical value are being conducted by individuals and groups ot principals. Many principals are keeping abreast of the advances in elementary edu cation. Those who have caught the vision of the professionalized principalship soon enjoy the confidence both of their colleagues and thei: communities. They usually possess these traits: 1 Wiggam, Albert E., “Science Measures Morals,” World’s Work, Vol. LVI, No. 1, May, 1928, pp. 86-94. Also s Studies in Deceit, Hugh Hartshorne and M. A. May, Macmillan, 1928, 720 p. * See “The Teachable Age” in the Survey Graphic, April, 1928, pp. 35-37. [ 86 ] cont vee ell | ; v 1 Dc ae a Rites school curriculum. This was not listed prominently in the studies of super- visory activities probably because it is involved in all of the principal’s functions. Observa- tion is primarily concerned with studying the growth of children in response to a given cur- riculum. Individual conferences with teach- ers serve as a means of improving the teacher’s presentation of the curriculum. On the other hand, curriculum study is not only basic to the various supervisory pro- cedures, but it offers one of the best ways for the principal to become a master of super- vision? Through curriculum building the principal comes to know, not only the phil- osophy of the teaching, but the details of con- tent, the methods, and devices of presentation. Thus equipped he need no longer fear to dis- cuss specific items in instruction. He finds that teachers welcome supervision from a principal who is able to give scientific reasons why things should be done a certain way. How may I improve my supervision?— Supervision has two general aspects, the quali- tative and quantitative. A consideration of quality is primarily a study of the relative merits of specific supervisory procedures. A study of quantity is chiefly concerned with the total amount of time given to supervision, The improvement of the quality of the supervision may be made through the follow- ing: (1) comparison with check lists, (2) delegation of duties, (3) avoidance of routine, (4) cooperation with the supervisors, and (5) discovery of faculty problems and needs. Check lists have not been developed to the point where the principal has a final list against which he may check his own activities. Prog- ress has been made in that direction and the principal should find the available lists’ sug- gestive of new duties and the relative impor- tance of different activities. Through the delegation of simple duties the principal is able to devote time to the more technical activities of administration and super- vision. The formation of teacher commit- tees* on measurement can relieve the principal of some phases of pupil adjustment. A pro- gram committee can provide the demonstration lessons, lectures, and discussions for many ot the teachers’ meetings. Committees in the various subjects or grade levels can arrange their own group conferences, assemble instruc- tional materials, and issue bulletins on meth- ods and devices. The avoidance of routine is closely asso- ciated with the delegation of duties, although the emphasis in this paragraph is upon profes- sional study and contacts. ‘There exists a dan- ger in supervision of the principal falling into routine procedures. He may observe classes only for ten-minute periods, or take notes which are never shown to the teachers, or give many standard tests without sufficient em- phasis upon interpretation, or hold teachers’ meetings of the lecture type. The difficulty in many such situations is a lack of knowledge 1 Cubberley, E. P., The Principal and His School, 1923, pp. 519-521. ? Alltucker, Ma ret M., “The Principal and the Curriculum,” Bulletin, Department of Elementary School Prin cipals, National Education Association, July, 1928, pp. 670-673. * See the 1928, pp. 183-187, 194-201, 561-566. * Ibid., pp. 340-341. Seventh Yearbook of the Department of Elementary School Principals, National Education Association, [101] of new procedures. Professional publica- tions offer the principal unlimited possibili- ties to acquire new knowledge.‘ Professional meetings * have proven useful to many prin- cipals.* Cooperation with supervisors offers the principal an unusual opportunity to improve the quality of his supervision. Usually super- visors have specialized in particular fields and their suggestions on instruction represent ex- pert advice. They can indicate to the prin- cipal the exact skills, habits, and attitudes to look for in children. The pooled resources of supervisors and principals offer an oppor- tunity to both groups for professional profit.‘ One of the best means of improving the principal’s supervision lies in a questionnaire survey of the needs of the teachers of the par- ticular school. The needs as revealed by a study of the situation might indicate that pupil adjustment demanded the principal’s full supervisory time to the marked reduction of observation. Or, the situation might indicate the need for a balanced program consisting of all kinds of supervisory procedures. Or, the study might reveal the individual differences of teachers and the necessity of a supervisory program adjusted to each class situation.® The improvement of the principal’s super- vision in a quantitative way generally requires an increase of the relative amount of time given to supervision as compared with admin- istration and other duties. The means to- ward this increase of time are: (1) compari- sons with check lists, (2) delegation of respon- sibility, and (3) adopting a daily schedule of work. A principal may compare his work with a check list and make an analysis of his specific activities. A study of these activities not only suggests new activities worthy of attendance but it should indicate to the principal whethe: he is spending too much time on petty duties. For example, some principals are held to the petty routine of the office by the telephone calls. It would be better to announce office hours for important calls and during the rest of the time to assign pupils to receive the messages. Someone has said that one of the best indi- cations of an administrator’s executive ability is his skill in getting things done by others. Certainly it is true that many minor clerical! and administrative duties can be given over to the clerk, teachers, and pupils without hard- ship to anyone.’ Through the delegation of routine work to others the principal may se- cure additional time to devote to the more important administrative and supervisory ob- ligations. The adoption of a daily schedule of work has been recommended as a means of sys- tematizing the principal’s work.* In practice it has been used not only to systematize the activities of the principal, but to increase the amount of time given to supervision.° Under this plan the principal allots a given amount of time to administration, supervision, and so forth. By carefully adhering to the program and at intervals increasing the allotment to supervision, the day eventually comes when the increased time becomes a matter of habit. the Seventh Yearbook of tke Department of Elementary School Principals, National Education Association, 1 See 1928, pp. 343-346, 2 Ibid, p. 347. 5 Birmingha vention in Dallas, February, 1927. * See the Seventh Yearbook, op. cit., pp. 240-243. 5 Ibid., p. 313. * Cubberley, E. P., The Principal and His School. ‘Ibid, pp. 184-190, Mt an = roy Prt of Dail A. Education Association - October, 1925, pp. 42-51. S., “The oe of the Use and Distribution of the Elementary School ulletin of the Department of Elementary School Principals, Albama, gave elementary school principals a bonus to attend the Department of Superintendence con Houghton Mifflin, 1923, pp. 188-190. [ 102 } Principal’s Time by the National The Principal Studies His Administrative Duties YOME ELEMENTARY school principals are mastered by their administrative duties. ‘These persons are slaves to routine— hopelessly lost in a maze of petty, time-con- suming responsibilities and functioning on the level of the ordinary, conscientious clerk. On the other hand is the master of routine— carefully distinguishing between major and minor administrative duties, allotting a due portion of his time to the former; organizing, delegating, and guiding the latter—function- ing on the level of an expert technician. The manner in which an elementary school principal deals with his administrative duties will to a large degree determine his eftective- ness in other lines of work. If he allows the administrative aspects of his work to absorb all or nearly all of his time other important phases must necessarily suffer. Emphasis upon the importance of seeing his administrative activities in a proper relation- ship to his other duties does not mean that there are no important duties of this class. The werk of the principal in organizing and managing a school is of the utmost importance. It calls for technical skill of the highest order. But when administrative activities, whether major or minor, encroach upon a principal’s time until supervision is neglected, then the time for stock taking has arrived. This section of the bulletin aims to assist the principal in my And evaluating his administrative functions/and improving his efficiency in this field of activity. What is administration?—The administra- tive work of the principal consists of the non- instructional activities of school organization and management. These activities range from those closely associated with instruc- tion to those of a clerical type. Between these two extremes are the typical administrative duties such as discipline, direction of the jani- tor, school organization, and supply manage- 1928, p. ° 2 See page 92 of this bulletin. ® See the Seventh Yearbook, op. cit., pp. 215-227. * Tbid., pp. 185, 188, 189-190. ® Morrison, the Seventh Yearbook, op. cit., p. 188 i Cayce, “The School Principalship in Ohio Cities and Studies, Contribution in School Administration, No. 2, May 15, 1926, p. 4 ment. tion of a_ particular whether its primary purpose is supervisory, ad ministrative or clerical.” In many instances the exact classifica- duty depends upon The administrative activities—In analyses of the principal’s duties, the specific adminis trative activities usually far outnumber those listed under supervision and other phases of the work. A recent study® of the duties of the principal as defined by the rules of ninety- five cities showed a total of 897 functions. Of this number 554 or approximately 62 per- mient were classifiable as administration. Research indicates that certain administra- tive duties stand out in the minds of princi- pals. ‘These important activities include dis- cipline, school organization, direction of the janitor, and supply control. In the follow- ing paragraphs each of these responsibilities will be dealt with. Discipline-—Principals report discipline as one of the large, duties.* Morrison found discipline to be first among the duties of principals in Ohio as to time time-consuming consumed.° Hampton’s study showed that discipline was taking a large share of the prin- cipal’s administrative time. This bulletin cannot settle the question as to the relative amount of time to be given to discipline. Each principal must examine his own activi- ties in terms of progressive theory and practice before deciding whether the time given to discipline should be reduced.* Certainly, the consensus of expert opinion is that discipline should not be the principal’s major adminis- trative duty. One of the first steps in reducing the num- ber of discipline cases is to reduce the oppor- tunity for misbehavior. Schools with many unnecessary rules and rigid requirements as to lines, use of building and so forth will have many minor infractions due to the multiplicity of the restrictions. Another means of preven- 1See the Seventh Yearbook of the Department of Elementary School Principals, National Education Association, 1 Exempted Villages,” Ohio State University 5. [ 103 ] tion is a well organized program of extra-cur- riculum activities* in the nature of school plays,? games, school papers, and pupil govern- ments.* Through activities of this sort school morale may be developed to a point where dis- ciplinary problems will be greatly reduced. The time given to discipline may be reduced by securing the full cooperation of the teach- ers in many problems of school control. This may be done through teacher committees on extra-curriculum activities, playground activi- ties, character development, and school morale.‘ These committees may assume responsibility for many minor cases of misbehavior and can aid in developing a policy designed to prevent the occurrence of similar difficulties. School organization—The organization of the school into a smoothly operating unit is one of the basic and most time-consuming duties imposed upon the principal. Among the many problems in this phase of the work are the form of organization, program making, routine administration, and business organiza- tion. Principals will find considerable literature setting forth the merits of the platoon, the departmental, the companion class, and similar forms of organization. These articles usually represent the opinion of superintendents, prin- cipals, teachers, and pupils as to the advan- tages of the particular form of school organ- ization. Few convincing studies have been made to show the advantages of any form of organization in terms of child instruction.® There is a danger in articles not substantiated by objective data that advantages may be claimed for a form of organization which are due to other factors. For example, the per- sonal enthusiasm and executive ability of the principal may make a given form of school organization function effectively. When this same scheme is adopted in another school, where the personal enthusiasm is lacking, it may prove to be a failure. Every principal must learn to recognize the basic and inherent values of experiments in education, so as not to be the victim of fads. Probably no form of school organization will solve all school problems, but one form of organization may be best in terms of the instruction of children, the training of his teachers and other factors of influence in each local situation. The form of school organization is a tool to be used and adapted by the principal in meeting the educa- tional needs of his community. The complexity of the program making of the school will depend largely upon the form of school organization. In a traditional school the programing of subjects may be left largely to the desires of the individual teacher. In the platoon and departmental organizations the programing of studies requires the coopera- tion of many teachers with the principal. Many supervising principals leave the program making largely in the hands of the teachers.’ This is possible in departmentalized schoo!s through the use of mimeographed instruc- tions, principles of programing, and schedules. Frequently these are worked out by teachers’ committees under the direction of the princi- pal.and thereby include the experience of those in immediate contact with program difficul- ties. The minimum to be expected of the principal is that he will check the programs against legal regulations and the basic prin- ciples of program construction. The profes- sionally-minded principal will do more than this. He will assist every teacher to develop a program which will enable her to function at the highest level of efficiency.® The routine activities of school administra- tion are among those that become dangerously time consuming. Such matters as the passing of classes, the ringing of bells, the instruction and Extra-Curriculum Activities,” Fourth Yearbook of the Department of Elementar) , National 1925, pp. 401-403. ? See the Eeoneh Vasrtmeh, dn, dh 326-327. * Bash, E. H. pupil Participation’ Through Civic O nizations in the Elementary cation Association, 1926, pp. 368-3 also, q. Seventh Fa word ge Nst0-322 ‘ the Seventh Deartesh, eo. cit. pp. 319-341. 5 See articles like the following: Cc. L., “The Pla Platoon School—Its Disadvantages,” the ene a 800-809; Rolfe, Stanley H., “A eyes ot Aloe Ss Bs ey vincipals National Ed " oo. “§ a Yearbook of the toon School—Its Advantages,” and Wilson, H. B., ‘The ae oltatin’ t ag s900 vo 1904, Pp 797 ae entar choo rincipals, a + io ae Plan,” Bulletin, sie cal schools. On the basis slight =n mene The advantage shown for the traditional had 33 in 100 of being accidental rather than - See Bulietin No. 94, January 8, 1925. Department, W Dictign <6 Mgrs, cad Cea, Cichad . L. Connor, Director. Ho Laces toa Shi Cubberley, E. P., The Principal and His School, 1923, p. 163. [ 104} of teachers in making reports, the meeting of school visitors, the handling of accidents, the scheduling ef the auditorium, and many other activities often absorb most of the principal's time. To handle such demands most effi- ciently the principal must have clerical as- sistance, must delegate duties, and must stand- ardize many procedures. In delegating minor administrative duties the principal may call upon individual teach- ers,: teacher committees,” individual pupils, and pupil groups.* All of these sources of aid may be recruited, instructed, and inspected in their work so as to relieve the principal for the more complicated activities. Standardization of procedures has proven of value in many schools. Usually the exact steps in every procedure have been put in mimeographed form and are available for each teacher. An example of these standard direc- tions are the following for playground acci- dents: 1. If the child is conscious and not seriously in- jured have him assisted to the nurse’s room by two boys, preferably the Boy Scout Accident Patrol. 2. If the accident caused a broken bone or the exact nature of the injury is unknown do not move the child until the nurse or principal has made a diagnosis. 3. In all cases notify the principal or nurse im- mediately. If these persons cannot be reached notify the teacher on yard duty. 4. If help is not available from the sources named in (3) above, then call the Emergency Hospital, Main 384. d 5. After the child has been taken care of send a written memorandum to the principal, giving the child’s name, hour of the accident, date, probable nature of the injury, and the names of witnesses. Standard directions such as the above pro- vide the teachers with a plan of action, safe- guard the school against charges of negligence, and make unwise procedures on the part of teachers less likely. Other situations which may be discussed in the school manual are, the attendance of teachers, the attendance of pupils, the yard duty assignment, the use of 1See the Seventh Yearbook, op. cit., p. 340. 2 Ibid, pp. 339-341. 3 Ibid, pp. 320-322. * Ibid., pp. 229-230. * Cubberley, E. P., op. cit., p. 219. TIbid., pp. 217-219. the building, the passing of lines, the fire drill, the ordering of supplies, the handling of solici- tors, the use of the heating and ventilating system, the promotion of pupils, the marking of pupils’ reports, letters to parents, the re- ports to the superintendent, the procedures in discipline cases, and other problems of a similar nature. The direction of the janitor —According to a majority of the reports from approximately six hundred supervising principals the direction of the janitor is a responsibility of the prin- cipal.* The principal is most advantageously situated to check the janitor’s work and make the best use of his time. The janitorial organization too often seri- ously interferes with the administrative efh- ciency of the principal.5 In one school sys- tem janitors cannot move furniture as such work must be done by porters. Another city requires the principal to secure the approval of the business manager to move furniture from one room into another. If a broken, or a desk put out of order, or some similar repair is necessary in a certain school system, the principal is required to call the central office for special mechanics. Such “red tape” procedures as the above seriously hamper the principal’s administrative efficiency and reduce the time allotment to the more technical phases of his work. door is The inspection of the janitor’s work means a great deal to the comfort and safety of the school. Principals have found it advantageous to rate the janitor’s work in terms of the 5 cleanliness and systematic care of the building.‘ Certainly it is good procedure to have basic requirements as to the frequency of washing blackboards, troughs, and so on.’ school a notebook is used to conserve the time given by the principal to building inspection. This notebook lists the fire extinguishers, blackboards, floors, and other equipment of the building, with space for the janitor to enter the data as each item receives attention. At waxing floors, cleaning chalk In a large New York 5 Part of the work of the Committee on Standards and Training as reported in the Seventh Yearbook of the Depart- ment of Elementary School Principals, National Education Association, 1928. [ 105 ] i it | any time the principal can check the condition of his building in regard to the important items of janitorial work. Supplies—The ordering of supplies, checking the shipment, distributing supplies to the classes and taking inventory are tasks requiring the cooperation of teachers, principal and janitor. When a clerk is provided, it is possible for the principal to turn over much of this work to others, although certain semi-technical skills in ordering supplies and judging their use can- not be so delegated. The clerk should not be given authority to judge whether teachers are using supplies economically. The school clerk's relation to supplies should be that of a bookkeeper. Suspected abuses of supplies should be reported to the principal for judg- ment. The ordering of basic supplies may be handled by the school clerk as most schools are limited to the standard equipment fur- nished to all schools.t The checking and in- ventory of supplies may be done by the clerk and janitor at times when regular duties are not pressing. Some of the principals visited during the preparation of the Seventh Yearbook were giving much time to the distribution of sup- plies. Interviews were often interrupted by requests for pencils, paper, etc., which the principal took time to look after personally. This condition existed in schools where clerks were employed and where janitors were in a position to devote some time to the supply room. To reduce this demand on his time one principal hung the supply room key in the office with instructions for the teachers to help themselves. Another principal kept a day-to-day supply in his office so he was able to fill requisitions without moving from his desk. Such practices make the principal a slave to petty routine. He may conserve his time by reducing the number of requests for supplies by asking the teachers to order for (1) a week at a time, (2) delegating the routine responsi- bility for ordering, checking, and distributing 1 See the rts of s ? Work of the Committee on tion Association in the Seventh Yearbook, April, 1 * See page 89 of this bulletin. * See Hoge empath tage at cit. eal oR ance nates, Yak 8 fh ationa ucation "agp sat. op. Mya, * « Cubber . P., op. cit., pp. 311-318. [ 106 } October, "1925, pp a 42-51. the supplies to the clerk, janitor, or one of the teachers. How may I improve my administration? The improvement of the administrative phases of the principal’s work involves (1) a read- justment of time allotted to this work, and (2) an improvement in the efficiency of handling these activities. In working toward improve- ment along these lines the principal will find it desirable (1) to make a job analysis of his work, (2) to study the opportunities for dele- gating minor administrative duties, and (3) to broaden his professional contacts so as to profit from the best practices of other principals. An analysis of the principal’s duties, par- ticularly by the diary method,* often shows that the principal is giving a relatively high percentage of his time to administration. Fur- ther study should indicate whether this em- phasis upon one phase of the work is necessary or merely due to poor budgeting of time. If a change in the time allotment seems wise, the existing check lists of duties, and the budgeting plan® offer effective means of ad- justment. The ability to delegate responsibility to others has been cited as one of the most essential qualities of an efficient school execu- tive. Fortunately, the tendency is growing to provide principals with clerks who may as- sume minor administrative functions.® Princi- pals who wisely assign responsibilities to clerks are able to give proper attention to the more technical phases of euppratention and super- vision. Another source of help for the principal is the teachers. Frequently a teacher may be relieved from certain classroom duties to as- sume certain administrative functions. Teacher committees are a source of potential assistance.” No system of administration is complete which does not enlist the cooperation and active help of the pupils. In innumerable ways they may assume obligations, not only to relieve the principal, but to develop their own executive ability.® Finally, the principal will constantly strive to improve his mastery of the administrative mee go in the Seventh Yearbook, op. cit., p. 231. ‘g & er Department ye SF tary School Principals, National Educa- Bulletin, Department of Elementary School Princi- duties which cannot be delegated. ‘This may tion.t Ability grouping offers a basis for be done through an analysis of his procedures, solving some of the problems of individual in- wide study and observation. ‘The school manual or handbook may be used to set forth the teacher’s place in administration so as to re- duce questions, doubts, and duplication of effort. The operation of the school may be improved by ideas taken from the depart- lend themselves to unique and improved pro- mentalized, platoon or other plans of organiza- cedures when the principal studies his job. struction.2. Many community organizations may be brought into the work of supplying the school with instructional materials.° Other phases of the principal’s administrative activity 1 Roe, Warren A., “The All-year School,” Bulletin, Department of Elementary School Principals, National 1} Association, Vol. 6, October, 1926, pp. 10-22. 2 Kepperling, Inez, “XYZ Organization,’ Bulletin, Department of Elementary School Principals, National Educat Association, Vol. 7, October, 1927, pp. 42-45. Kirk, Marguerite, “Cooperation of Schools with the Library and Muscum of Newark, New Jersey, Bullet Department of Elementary School Principals, National Education Association, Vol. 6, October, 1926, py 3 WO KINDS of duties whose relation to each other is of the highest significance confront him from the start. On the one hand, he has to look after the condition of the building, the janitor’s service, supplies, and fire drills; to consult with parents and children about tardi- ness, truancy, other misconduct, and health of pupils; and to advise with teachers about these same things, together with the lighting of rooms, adjustment of seats, care of desks, and books. On the other hand, he is responsible for such an organization of the school as will secure a high moral tone, and for such assistance to teachers as will place the instruction on a high plane. In other words, there is a very large class of duties, largely mechanical, that belong to the general manager and business man in distinction from the educator. There is another large class, dealing with instruction and the formation of good habits, that are technical in character, calling for skill as an educator. Not all of the principal’s duties fall easily in one or the other of these two groups, but in the main the distinction is valid. Which of these two shall dominate the other and occupy the greater portion of his time, is one of the first questions to consider in judging the efficiency of a principal. If he is primarily a business manager, he should be judged as such. If he is primarily a professional leader, he | should be judged very differently. The purpose of the school leaves no doubt about the proper | decision of this question, for it makes the business management of a school only a prerequisite | to its other more important work of education. Proper attention to physical conditions, and to numerous other details of general management, secures only the conditions on which effective instruction and government depend; and it is, therefore, merely a means, while the latter are | the ends. A principal of the school must be closely identified with instruction; and he must be judged primarily as a leader in that field, i. e., as a supervisor of instruction—Frank Mce- Murry, Elementary School Standards—pages 175-176. [ 107 } The Principal and His Teaching Responsibilities T HAS BEEN stated that the supervisor of instruction can maintain his touch with the child mind only through regular classroom teaching. In recent years the question has been raised whether long classroom experience does not unfit one for service as a principal.” Certainly, the progressive principal, who has teaching responsibilities, will want to deter- mine the time division which will make his functioning most effective. The supervising principal, without regular teaching duties, must seek compensation for the loss of class- room contacts. Teaching in the development of the prin- cipalship—At one time the staff of the typical American school consisted of one teacher. With the growth of school enrolments and size of staff one of the teachers came to be known as the “head” or “principal” teacher. In time the position evolved through the stages of teaching principal, building princi- pal, and supervising principal.* One of the distinct characteristics of this evolution has been the reduction of the amount of time given to regular teaching duties. The early “principal” teachers were primarily classroom teachers with a few clerical and administrative responsibilities. The teaching principals often had some school time for the noninstructional duties. Many of the build- ing, administrative, and supervising principals were entirely freed from regular classroom re- sponsibilities. At the present time principals de varying amounts of regular teaching. A principal may do regular classroom teaching, or exercise the administrative function of sub- stitute teaching, or conduct demonstration les- sons as a part of his supervisory technic. The amount and type of teaching done will depend upon such factors as his skill, the size of his school,* the plan of school organization and the local school board policy.® The teaching principalship—The elemen- tary school principalship in which a full or part-time load of regular teaching is carried may be found in many places. More than 32 percent of the principals in Crouch’s study had regular teaching duties.° In Morrison’s study of teaching and supervising principals the av- erage time given to teaching duties was 52 per- cent of the total.’ A recent study of approxi- mately 1200 elementary school principals throughout the United States showed a wide range in the amount of time given to regular teaching duties.® The principal who is required to devote a substantial fraction of his time to regular teaching can never fully discharge the activi- ties expected of the modern supervising prin- cipal. ‘Teaching a class of children is a full- time job. The proper exercise of the func- tions of the supervising principal calls for the full energy of a vigorous, well-trained person. When the same person attempts to exercise both responsibilities, one or both must suffer. This does not mean that the teaching prin- cipal cannot greatly increase the effectiveness of his work by careful and continuous study. He can profit from some of the suggestions of this bulletin relative to the improvement of supervision. Administrative phases of his work may be improved by the elimination of petty activities similar to those which hinder the effectiveness of the supervising principal. At the same time that the teaching principal works to improve his effectiveness, he should intelligently support any movement in the di- rection of raising his office to the status of a supervising principal. The history of the principalship shows this evolution to be a nat- 1 Jones, L. H., “The Province of the Supervisor,” Proceedings of the National Education Association, 1897, pp. 2 National Education Association, April, 1 131-137 y See the Seventh Yearbook nos am Reg upg FB, io. 5P R E. » nie Standards and Policies in ae TSS on" siete Elementary School Journal, Vol. 26, 26, October, 1925, udd, Charles H., “The Possibilities of the Fvtcioaictio, ” Bulletin, Department of Elementary School Principals, Sapeonent, and Promotion of Elementary ncipal,” Pith Yearbook of the Department of Elementary heel Brinspals, vi926, 9,3 —— of the Elementary School art in Ohio Cities and Exempted Villages,” Ohio State University My ‘tthe School to School Administ Studies, Contributions ia, School Adminis 158, 209 and o. 2, ~y — pp. 43-44, [ 108 } ural historical development. The cost of placing all principalships on the ‘supervising status is not prohibitive. It has been estimated that the complete change of all elementary school principalships in the United States to the supervisory status would cost approxi- mately $26,200,000. This sum is 1.6 percent of the current expenditures for public elemen- tary and secondary schools in 1926 in the United States.2, A part of this cost would be offset by the resulting larger school unit and its affect in reducing the average cost per pupil.* Acquaintance with such facts as these are essential for the teaching principal if he is to support intelligently the progressive de- velopment of his office. Teaching and the supervising principal- ship—In communities where the elementary school principalship has reached full maturity the principal should limit his teaching activi- ties to substitute and demonstration teaching. Freedom from regular classroom teaching is the distinctive characteristic of the supervising principalship. It is in this free time that the opportunity is given to develop the supervisory technics which the progressive conception of the principalship requires. All do not agree that the supervising prin- cipal should have complete freedom from regu- lar teaching. According to a recent study of supervising principals the actual time allot- ment to regular teaching averaged 4.18 percent of the total day. This would approximate 25 minutes in an eight hour day. When given an opportunity to state an ideal time allotment this same group indicated a slightly higher average. Perhaps these* principals would agree with the following statement: “The principal should teach one or two classes as one of his regular duties. The meet- ing of class situations daily will keep him in close touch with teaching problems, and will cause him to have a more sympathetic attitude toward the work of his teachers. The daily association with the pupils will enable him to know their interests and problems better than he could possibly know them if he did not teach.”® 1 See the Seventh Yearbook, op. cit., pp. 160-167. 2 Tbid., p. 484. * Page 8 of The Relation of the Size of Elementary Schools to Pupil Costs, by A. R. Curry. master’s thesis in 1926 at the University of Missouri. * See the Seventh Yearbook, op. cit., p. 2 The failure of the supervising principals, in the study mentioned above, to suggest a de- crease of the allotment to teaching is due in part to the fact that they were thinking of “ideal” conditions. Under ideal conditions the principal would have clerks and assistant principals to relieve him from petty duties. He would have adequate and modern equip- ment to facilitate his work. Probably under such conditions he could give five percent of his day to regular teaching without endanger- ing his effectiveness in supervision and ad- ministration. Where conditions are not ideal it is doubtful whether the supervising princi- pal should give time to regular teaching. The quotation given above reflects the be- lief that contact with the child mind and the problems of teachers can only be maintained through regular teaching duties. This is probably true if the principal is lost in a maze of petty details removed from the instruction of children. In the newer conception of the principalship the importance of regular teach- ing is minimized. The principal is no longer a clerk and a petty detailist. cluse who emerges from his office sanctum to mumble unintelligible formulas and demand unreasonable conformity to standardized tests. The professional supervising principal is a trained student of the problems of education. He has had experience enough to realize the relative importance of theory and practice. Through continuous study and research he keeps himself abreast of progressive movements in education. His careful allotment of time gives him opportunities for observation, confer- ences, teachers’ meetings and similar supervis- A fair share of his time is de- Nor is he a re- ory activities. voted to extra-curriculum activities, pupil con- ferences, and playground observation. It is by these /egitimate responsibilities of the super- vising principalship that the progressive prin- cipal gains the necessary knowledge and sym- pathetic attitude toward his pupils and teach- ers. The time formerly given to regular teaching may now be used to develop super- visory activities essential in the improvement of instruction. An unpublished 05. 5 Bolton, Euri B., and Howard, Clara, “Duties of the Elementary School Principal, Peabody Journal of Education, November, 1925, p. 144. [ 109] —— The Clerical Functions of the Principalship HE PURPOSE of this chapter is to present material suggestive to the princi- pal in handling his clerical work. The clerical duties are both insistent and concrete. They cannot be avoided without causing difficulties. As a result, these activities frequently are al- lowed to claim a far larger share of the princi- pal’s time than their importance justifies. Since most of these duties are routine in nature they may be safely delegated to others with less training than the principal. Constant vigi- lance is necessary if these insistent demands are to be kept in their proper place. In study- ing his job the principal will wish to ask him- self these questions: Am I devoting time to clerical duties which I should delegate? Is the proportion of my time devoted to routine, mechanical duties too large? What are the clerical duties?—The cleri- cal duties of the principalship are those which can be performed by a competent clerk under the direction of the principal.t These func- tions range from the complicated administra- tive-clerical work to the simplest office tasks. According to a recent study? the fifteen duties most frequently delegated to the cleri- cal assistants are as follows: . Supplies, books and stockroom. . Reports. . Telephone. . Typing and stenographic work. Records. . Attendance. . Correspondence. . Mimeographing. . General office and clerical work. 10. Filing. 11. Banking. 12. Messenger. 13. Enrolment. 14. Milk program. 15. Receive callers and parents. The above list of duties represents the cleri- cal activities of a typical elementary school. Where clerks are not provided these duties must be performed by the principal with such voluntary help as he may enlist. In schools with clerks the routine aspects of these activi- ties can be delegated, although the principal must always retain an active general insight 1 See the i Yearbook, op. cit., p. 157. 2 Ibid, p. s Serie. 3 > Cayce. ne o *See the Seventh Year * Ibid, p. 290. SC PNAWM SON PPD on 207. and control. Under some circumstances it _might be necessary for him actually to take over the routine work until the clerk is fully familiar with school policy. The extent of this delegation of authority to subordinates must be decided in accordance with the clerk’s ability and the willingness of the principal to release responsibilities. Time given to clerical work—Morrison re- ported in Ohio that the average time given to clerical work was 12 percent of the total day.° A representative group of supervising princi- pals reported 18.94 percent of their time given to clerical work ;* teaching principals reported an average of 9.43 percent of the school time.° When asked to state an ideal time allotment Morrison’s group reduced the average from 12 to 9 percent. The supervising principals suggested an ideal allotment of 6 percent, and the teaching principals 8.07 percent. Principals will wish to check themselves from time to time to see how their allotment to clerical work compares with practice. Cer- tainly, in view of the greater importance of class observations, and similar problems, the objective should always be to reduce the cleri- cal duties to a minimum. How may the time allotment to clerical work be reduced?—Two means have been suggested to assist in reducing the principal's clerical activities to a minimum: Elimination of unnecessary duties and delegation of re- sponsibilities to pupils, teachers, and clerks. The elimination of unnecessary clerical duties is a problem to be worked out by prin- cipals in cooperation with the superintendent. There exists in some school systems useless reports which are required of the principal. These reports are useless in the sense that they include data for the superintendent’s office which are seldom adequately interpreted for the benefit of the schools. Such reports should be justified or eliminated in order that the time saved may be devoted to more worth- while activities. A time consuming conven- ience is the telephone which may ring almost [110] . ne Os mc, Css en + a can a er 2h ih OP constantly with calls from the superintendent’s office, business manager, supervisors, parents, and others. A cooperative policy, whereby telephone calls are largely restricted to a par- ticular part of the school day, will do much to improve the situation. A large reduction in the clerical demands on the principal can be made through the dele- gation of duties to others. Pupils may be used in the office to answer the telephone, run errands, ring bells, copy letters, distribute sup- plies and meet visitors. Part of such duties as reports, correspondence, filing, banking, milk program, and meeting parents may be delegated to teachers. “These two sources of help are useful, but it must be remembered that both groups are primarily in the school for other purposes and any assistance given by them must follow after the successful exe- cution of their primary work. The most satisfactory helper is the skilled office worker with a basic knowledge of the objectives and methods of the elementary school. Assistance of this sort may have a direct effect in increas- ing the principal’s allotment to the technical phases of administration and supervision.' Difficulties encountered in securing adequate clerical help—There are several arguments advanced against providing clerical help to elementary school principals, (1) that the amount of clerical work is not large, (2) that the cost is too great, and (3) that proper use would not be made of the assistance. The argument that the clerical work of the elementary school is slight is based upon obsolete conditions. The progressive school of today involves an increasing array of cumu- lative records, tests, reports, and other rou- tine activities. It has been estimated that a school of approximately 600 pupils would re- quire the services of a full-time clerk if the principal is to have the opportunity of func- tioning on a high level.? Schools of a smaller size should have part-time help for one or more days of the school week. The cost of providing principals with cleri- cal assistants often prevents the employment of clerks. The average salary paid to school office clerks in the United States approxi- school principals at a far greater salary are spending large portions of their time in duties a clerk could perform.* In doing these cleri cal and petty administrative duties the prin- cipal is depriving the teachers of the profes- sional assistance for which he was primarily employed. If the policy of providing clerical help for principals is accompanied by one of consolidating most of the small and ineffective school units, much of the cost of the clerical help will be saved by a reduction in the per pupil costs.” The third difficulty, based upon the assump tion that principals would not make prope use of clerical help, is a generalization with much to be said on both sides. ‘There are principals who are poorly equipped to discharge the technical duties of their office. In such clerk leaves at best he a situation, the assignment of a nothing for the principal to do, or merely assumes other petty responsibilities. Such principals are rarer each year. Larger numbers of principals are ready to demonstrate their ability to function on a high technical level. They effectively a proper amount of clerical help. It is up to all elementary school principals to prove their need for and their ability to Even when the can prove their ability to use profit by clerical assistance. possibilities of securing help are remote there is no reason for a principal to allow his cleri- cal duties to spoil his effectiveness. ganization will cut down their claims. (jood or- Good organization inspires confidence. It is the first step in convincing the superintendent that the principal has the mastery of his job which demands the services of a clerk. The principal should always be ready to justify the clerical help provided. He should be able to show how the clerk has produced tangible results through the assumption of cer- tain responsibilities. “The supervisory and ad- ministrative activities of the principal should show marked increase in number and quality. The superintendent should feel the influence of his leadership in his community. When a principal functions on such a level there will be little question of his need of adequate cleri- mates $1350 per year.* Yet many elementary cal help. 1 See Connor’s study cited on page 91 of this bulletin. 2 See the Seventh Yearbook, op. cit., p. 261. * See the Seventh Yearbook, op. cit., p. 483. * Ibid, pp. 205, 217-223. Ibid, pp. 481-484. [111] ee ae The Principal Discovers Other Duties N STUDYING his activities the prin- cipal will find many duties which cannot be classified readily as administration, super- vision, teaching, or clerical work. Most in- vestigators include these under the general term miscellaneous. A grouping of this sort is satisfactory for ordinary research, but it should not be interpreted as indicating func- tions of little importance. To/fome persons the miscellaneous group seemefo be a Pandora box of petty troubl when one senses the principal’s whole task these responsibilities assume a supplementary and vital place in the whole scheme. In practice one must de- termine the time allotment and relative merit of the specific activities. W hat are the miscellaneous duties?—There is not complete agreement as to what con- stitutes the miscellaneous activities. This is largely due to the tendency to classify these responsibilities under administration or super- vision as they demonstrate their educational value. Hampton used three groups: School time used for private work, professional study, and other miscellaneous. The Committee on Standards and Training listed the following: community relationships, extra-curriculum ac- tivities, and professional study.2, A more exact delimitation is not necessary in practice as proven technics are of more value than hair- splitting classifications. The importance of community contacts— The Seventh Yearbook* shows that atten- tion to community activities is characteristic of the work of outstanding principals. More than 85 percent of the “successful” principals were engaged in community work as compared with 65 percent among unselected principals. The time allotment per week was 2.5 hours and 1.77 hours for the selected and unselected groups respectively. The selected group re- ported six memberships in social-civic clubs as compared with two for the unselected princi- pals. In the Seventh Yearbook one of the clear differences between the selected and unselected 1 See the Seventh Yearbook, op. cit., p. 187. 2 Ibid., p. 157. * Ibid., p. 305. *Ibid., pp. 251-252. 5 Ibid., p. 327. principals was the time and attention given to community and social-civic activities. ‘Thi fact calls for careful consideration by princi pals who are studying their work. Guides for community contacts—Principals distribute their time over a wide range ot social-civic activities. Since the opportunities for such contacts are almost unlimited, each principal will want to select with discrimina- tion places where he can be of greatest serv- ice. The first basic guide in developing com- munity contacts is that the principal’s inter- est should be broad. It is a mistake to give too much time to activities restricted to smal! fractions of one’s constituency. These smal! groups may be deserving of some time, but not at the sacrifice of the large movements unrestricted by sex, race or creed. Principals accept this guide in practice as ies by the activities reported in the yearbook.* Second, the community contacts should not interfere with the individual’s efficiency as a principal. The sffne allotment to such work should probabJf not greatly exceed the median r week reported by the success- als. No fixed limits can be set as persons of unusual physical vigor could devote more time without seriously detracting from their daily work. The exact allotment must be determined by each principal in terms of the demands of his particular school situation. The third guide is that the social-civic con- tacts should contribute to improvement of the principal and his school. /For example, one principal reported his chief community activity as that of chairman of the local child welfare work. From this position of vantage he was able to correlate the welfare and school exten- sion work of his community.° Other school heads have used the Boy Scouts, the Camp Fire Girls, the Junior Red Cross, and similar organizations to supplement the work of their schools. [112] mi es, +e amyege pe rent iets ae di aa i Bo emia: ii is The parent teacher association—One sig- nificant movement in the field of child welfare aims to coordinate the educational activities of the home and school. This work is ordi- narily organized in the parent teacher asso- ciation.! In this form it offers a community contact of such potential power for good that the principal seldom can afford to be ignorant of its methods and objectives. Nor, once thoroughly informed of its purposes, can he fail actively to cooperate in its efforts to further the welfare of the whole child. Visits to a number of elementary schools showed that school people were usually aware of the advantages of cooperative action. Sev- eral principals have a fixed period at each meeting of the parent teacher association to discuss current educational problems. Prob- ably the best procedure is represented by the principal who attempted definitely to guide the thought of his organization and to give it constructive educational purposes. From a place on the executive committee he ar- ranged a program on home and school prob- lems. During these meetings he took the op- portunity to point out the school’s viewpoint, the sources of incoordination between home and school, and the useful principles of coopera- tion for parent teacher groups. The program proves so profitable that an extension of the activities was contemplated for the following year.” The advantages of the parent teacher as- sociation are not confined to the spiritual in- terest and enthusiasm aroused at meetings. Often these enthusiasms mature into tangible aid to the school’s instructional program. The health of pupils is often considered a major school problem, yet its ultimate success de- pends upon the cooperation with the home.* 1 Hel to the ? See the Seventh Yearbook, op. cit., pp. ational Congress of Parents and Teachers, 324-325. One parent teacher association assisted in solv- ing the hot lunch problem.‘ Other problems in which the association may give material as- sistance are: Beautifying the playground,° mak- ing teachers feel at home,® the leisure time activities of pupils,” juvenile delinquency,* and arousing the interest of fathers in the school.° The evidence is overwhelming that when prop- erly lead the parent teacher association will do much to increase the school’s efficiency. ‘The alert principal will assign a high place to the duties connected with the organization in his school. Few agencies offer so excellent an op- portunity to exercise wise educational leader- ship in a community. Extra-curriculum activities—There have long existed two educative forces, the formal classroom work and the informal activities of the playground and street.’ Some educators have attempted to bring the informal activities into closer cooperation with the school and have called them “extra-curriculum”’ activities. In the elementary school the tendency been to make the out-of-class activities the motivating devices of the regular class work. The visits of the field worker™ to a number of elementary schools disclosed that the prin- cipal was usually active in stimulating extra- class activities. One principal had developed a system of school government in a school end- ing with the Fifth Grade.’? In this plan of government the pupils from the First through the Fifth Grade took an active part in the elections, traffic patrols, garden committees, and health committees. Another school was actively interested in a school paper under an editorial staff selected by the principal and teachers of the higher grades.'* This staff developed to include a business manager and editors of news, sports, has ful material concerning the organization and activities of parent teacher associations may be secured by writing 1201 Sixteenth Street N. W. ‘ Washington, D. C ® Loomis, Alice F., “Pullin Together, ” Child Welfare Magazine, May, 1928, pp. 428-430. Also, Bayly, Ann, “The Parent's Educational. Bureau,” Child Welfare Magazine, September, 1927, pp. 34-36. a Mrs. R. M., “How We Grew a Cafeteria,” Child Welfare Magazine, February, 1927, pp. 278-279 275- san Mabel T., “The Beautified Playground and the P. T. A.” Child Welfare Magazine, February, 1927, py * Mason, Martha S yg aing the Teacher Feel at Home by the All-Year Hostess Plan.” Child Welfare Magazine, April, 1927, pp. 396-397 7 Mason, Martha S., “The Parent-Teacher Community Theater,” Child Welfare Magazine, May, 1927, pp. 442-443 Also, Langworthy, Mary L., “The Slow Club,” Child Welfare Magazine, May, 1927, pp. 416-418. § Byler, Mrs. J. W., “Work in the Juvenile Court of the District of Columbia,’ Child Welfare Magazine, June, 1927, pp. Mra 96. *Whi Lit Mrs. M. W., “Bashful Fathers,” Child W elfare Magazine, February, 1928, pp. 272-273. Also, “The Round Table, ‘Child Welfare Magazine, January, 1928, pp. 231-232. See the Sirth Yearbook of the Department of Superintendence, National Education Association, 1928, pp. 230-242 1 Part of the work of the Committee on Standards and Training for the Elementary School Principalship #2 See the Seventh Yearbook, op. cit., * Ibid., pp. 319-320. pp. 320-322. [ 113 } —rmereeasr ener a on > —— tin a music, literature, exchange, art, and personal notes. Any pupil could make contributions to the paper through the classes or informally through the Contributors’ Box. The fife and drum corps has been used in several schools and makes a great appeal to the boys." Usually these corps are composed of boys who have enough interest to provide their own fifes and pay for the necessary instruc- tion. The drums are usually purchased from the general school funds raised by entertain- ments or popular subscription. Instruction periods are held once a week under the di- rection of the music teacher, the principal or some outside individual who charged a nominal sum for his services. In schools where corps have been established the principals agree upon their value in building pupil morale. The corps are used in connection with the physical education exercises, school exhibits, civic pa- rades, and school entertainments. The alert principal will discover value in other activities such as school plays,’ health clubs,* and athletics. One should not permit the number of activities to become so large as to force the teachers and pupils to do super- ficial work. In avoiding this difficulty the principal should choose a few activities adapt- able to the pupils’ interests and the school facilities. Among the clubs’ which have been proven useful to schools are the following: Art Dramatic Radio Athletic Electrical Rooters Basketry First Aid Science Book Girl Reserves Shop Boy Scouts Girl Scouts Stamps Camera Honor Roll Thimble Camp Fire Girls Nature Traffic Cooking Pioneers (Boys) Whittlers Cycling Press Organization of extra-curriculum activi- ties. —T wo factors are necessary for the success of the extra-curriculum activities of the ele- mentary school: (1) An active interest on the part of the principal, and (2) a correlation of the extra-activities with the regular school work. In many instances, out-of-class activi- ties become an important and integral part of 1 See the Seventh Yearbook, pp. 322-323. * Ibid., pp. 326-327. * [bid., pp. 334-335. * Ibid., pp. 311. the regular class work. The success of most ot the activities appeared to be due to the initia! start under the principal and his continued in terest in the progress of the world.°® The correlation of the extra-curriculum ac tivities is sometimes made by organizing the science, health, dramatic, nature or other clubs in conjunction with the classes in the particula: subject. In other cases an hour is allotted to club activities during which time the chil dren go to the teacher’s room where the club of their choice has been organized. In the case of a few after-school activities, par ticularly the athletic teams, certain scholastic prerequisites are necessary to membership. Those who think of the traditional elemen tary school with its emphasis on the forma! R's, will frequently see little value in the extra-curriculum activities. Such activities do exist in some form in every school and exercise either constructive or destructive influences. If an attitude of indifference is maintained by the administrator, then one of the most spon- taneous of teaching situations is not utilized. The progressive school principal will want to study the needs of his own school, investigate the accomplishments in other situations and then decide upon the extra-class activities which will most effectively supplement the regular school program. Professional study—Through continuous study of his job and the whole field of educa- tion the principal receives stimulation toward a higher level of functioning. ‘The term pro- fessional study includes the formal classes in education and the informal, non-class reading. Frequently the formal class study terminates with the acquisition of an academic degree or the completion of a problem in research. ‘The informal study may be in preparation for a supervisory visit, a program of curriculum re- vision, a teachers’ meeting, a parent teacher ‘meeting, or to meet the many other demands of a progressive school. Time devoted to professional study—The opportunities for further preparation are so many that the professionally minded adminis- 5 Tilton, Edwin B., “The Principal and Extra-Curriculum Activities,” Fourth Yearbook of the Department of Ele mentary School Principals, 1925, pp. 401-403. * See the Twenty-fifth Yearboek, Part II, National Society for the Study of Education, 1926. [ 114] inet 9 A te: us taf to! th: pr op cor op! pre Th req for der cip the app the lect ent deg ris! semen = trator must carefully plan the most effective use of his time. Many persons find it advan- tageous to set aside a definite period each day for the reading of current educational periodi- cals. The taking of regular school time for this study is not recommended as the usual procedure, for it would mean sacrificing the opportunities of direct observation of pupils and teachers. According to six hundred super- vising principals the median time given to study or school work outside of school was 7.43 hours per week. Principals who find it difficult voluntarily to set aside study hours will find considerable help from the formal night, extension, and cor- respondence classes. ‘These are increasing in availability and attractiveness to those with full-time jobs. A recent study of the profes- sional college courses of 1926-1927 showed there were more than two thousand of particu- lar interest to principals?) Many of these were organized into programs for administra- tors who wished to supplement their early training.® The importance of professional study—Un- til recently any teacher might be appointed to the elementary school principalship regardless of professional preparation for the job. This condition has been changed by the rapid devel- opment of the position to one requiring special preliminary training and continuous study. The present tendency is for superintendents to require a minimum of the bachelor’s degree for candidates.t A majority of the state cre- dentials affecting the elementary school. prin- cipalship agree upon four years of college as the basic preparation.’ According to one study approximately 46 percent of principals have the bachelor’s degree or more. Of the se- lected group of principals studied in the Sev- enth Yearbook 85 percent had the bachelor’s degree or higher.’ The level of training is rising. In a short time the master’s degree 1 See the Seventh Yearbook, op cit., p. 348. 2 Ibid, p. 415. 3 Thid., pp. 417-442. ‘ Ibid., pp. 371-372. * Tbid., p. 401. * Ibid., p. 179. T Tbid., p. 299. 8 Ibid., p. 153. will be generally accepted as the standard training.© In keeping up with his progressive fellow workers, the administrator will need the aid of advanced training. Another stimulus to continuous study is the increased professional training of teachers. The length of the normal school program is being increased in some states to three and four years. “Teachers are attending summer schools in greater numbers.” ‘The principal who desires to exercise professional leadership among his teachers must base that right upon sound and progressive professional knowledge. The demands of many communities are such that the principal must be an educational ex pert. The policy of making the principal re sponsible for the educational program of his school community has met with acceptance among superintendents.'® Parents through their organizations are asking to be informed on the new developments in education. In these contacts there exist unlimited oppor tunities for persons with the training and abil ity necessary to assume the responsibility. What should the principal study?—Protes sional literature has increased to such an ex tent that the principal should choose wisely the material to receive regular and intensive attention. ‘The professional magazines most frequently read by elementary school principals are the following :’? 1. Journal of the National Education Associa- tion. 2. Elementary School Journal. 3. Journal of Educational Method. 4. Normal Instructor and Primary Plans §. Journal of Education. 6. Bulletin, Department of Elementary School Principals. 7. American Educational Digest. 8. Teachers’ College Record. 9. Primary Education—Popular Educator. 10. Journal of Educational Research. 11. Childhood Education. 12. Child Welfare. *See Journal of the National Education Association, November. 1927, p. 257. 1 See the Seventh Yearbook, op. cit., p. 228. 1 Tbid., pp. 249-254, 324-325. 2 Ibid., p. 343. [115] we a, =: | The non-professional magazines mentioned by supervising principals totaled 1920 titles. The ten most frequently mentioned maga- zines were :' 1 2 3 4 5 6 7. 8 9 0 . Literary Digest. . National Geographic. . American Magazine. . Atlantic Monthly. . Harper’s. Good Housekeeping. . World’s Work. . Ladies’ Home Journal. . The Nature Magazine. In reply to the request for ful books read during the past year,” dred supervising principals suggested approxi- Those most fre- mately three hundred titles.” quently mentioned were: 1 See the Seventh Yearbook, op. cit., 2 Ibid., pp. 345-346. . Saturday Evening Post. p. 344. “the most help- six hun- 1. Cubberley, The Principal and His School. 2. Gist, Elementary School Supervision. 3. O'Shea, The Child; His Needs. 4. Anderson, Barr, Teacher at Work. 5. Barr and Burton, Supervision of Instruction 6. Kilpatrick, Foundations of Method. Nature and His and Bush, Visiting the 7. Burton, Supervision and the Improvement of Teaching. The above lists of professional literature represent suggestions from practice. Another source of similiar information was a group of authorities? who suggested the books which they believed to be most useful to elementary school principals. These lists will be found in Tables 1, 2 and 3. * Suggestions were received from: John C. Almack, E. J. Ashbaugh, Fred C. Ayer, A. S. Barr, W. J. Cooper, H. | Donovan, A. S. Gist, W. S. Gray, E. C. Hartwell, Helen Heffernan, James F. Hosic, Fred M. Hunter, W. W. Kem; George C. Kyte, H. B. King, Robert H. Lane, Worth McClure, J. R. McGaughy, J. Cayce Morrison, Henry C Peterson, C. M. Reinoehl, I Jewell Simpson, Payson Smith, M. R. Trabue, Nathaniel G. West, Roscoe L. West, H. B Wilson, G. M. Wilson, and G. A. Yoakum. TABLE I.—BOOKS OF GENERAL USE TO THE PRINCIPAL : Year of Title Author Publisher Publication The Principal and His School.............. Cubberley, Ellwood P........ Houghton Mifflin Co......... 1923 The Supervision of Instruction ............ Barr, A. S., and Burton, W. H.| D. Appleton & Company..... 1926 Elementary 1 Supervision............. NE | re Scribners and Sons.......... 1926 Visiting the Teacher at Work.............. Andee, < f , om ° att, A. S., | D. Appleton & Company..... 1925 an The Practice of Teaching in Secondary Schools.| Morrison, Henry ¢ University of Chicago Press.. . 1926 aha encos dd med en .nd04 004s cease De ent Elementary. National Education Associa- | 1922-1928, ool Principals ciation The Activities of the Elementary School Prin- \ _ SR TR ee et Bureau of Publications, 1927 cipal in_Improving Instruction, Contribu- Teachers College, “Colum- tion to Education, No. 274 bia University Research for Teachers.................000-: uckingham, B. R........... Silver Burdett and Company.. 1926 Supervision in Theory and Practice.......... Collings, Ellsworth......... AS a a eee 1927 The Administration of an Elementary School. .| Gist, nee RR ee Scribners and Sons........... In press Fitting the School to the Child.............. as + ay ey A., and | The Macmillan Company.... 1924 arks, L. A. | for a Changing Civilization. ...... Kilpatrick, William H........ The Macmillan Company.... 1926 Classroom Organization and Control......... Se OR Houghton Mifflin Co........ 1918 Growth of Teachers in Service.............. _ § Sanpete Century Company........... 1927 Modern Educational Theories............... Bode, Bort RES ae © The Macmillan Company... . 1927 Supervision and the Improvement of Teaching.| Burt: a oteti Gabbe awe D.A ton & Company..... 1922 soe witha ect Curriculum....... Collings. ee The Macmillan Company... . 1923 he American Elementary School. .......... Ne roe a a Century Company. . ee 1923 fopeeiens RIES gh REC RS Kilpatrick, William H The Macmillan Company. . 1925 The Reorganization and Administration of an | Kyte, George C............. University of California Press. . 1925 Elemen School, Publication in Educa- tion, Vol. 2, No. 2 The Meaning of a Liberal Education......... Martin, Everett D........... W. W. Norton Company..... 1926 Creative yo and Teaching. ............ OT) errr Scribners and Sons.......... 1927 Problems in Educational py mw ~ TREES ve ck Strayer, G. D., Engelhardt, | Bureau of Publications, 1925 N. L., and others Teachers College, Colum- bia University, New York [ 116 } ee eee eee] 3 j teh ieat ACA ny ahs ¥ a rose Caner oe TABLE 2.—BOOKS OF SPECIFIC USE TO THE PRINCIPAL Title The Improvement of Reading he Teaching and Supervision of Reading Twenty-fourth Yearbook, Part | Psychology of Elementary Subjects The Supervision and Teaching of Reading Types of Elementary Teaching and Learning Corrective Arithmetic Teaching Arithmetic in the Primary Grades, I and Third Yearbook (Elementary Curriculum The Teaching of Spelling Diagnostic Testing and Remedial Teaching Educational Tests and Measurements How to Teach the Special Subjects Curriculum Making in Elementary Schools The Primary School Modern Methods and the Elementary School Curriculum Silent and Oral Reading F Progressive Methods in Teaching Fourth Yearbook, The Nation at the Curriculum Course of Study in General Science for the Horace Mann School Teaching in the Intermediate Grades Work on Modern Elementary School Practice Twenty-sixth Yearbook, Parts I and II (Cur- riculum Making) Improvement of the Written Examination Some Primary Methods History of Mathematics, Vol Educational Hygiene The Teaching of Ideals... Mental Tests, Their History, Principles, and Application The Classroom Teacher, Twelve Volumes Children’s laterests in Poetry I and II The Teaching of History Teaching English in the Junior High School School Activities and Equipment The Child Mind and the Common Branches Modern Methods of Teaching Arithmetic Silent Reading. ... Mite Measuring Results in Education Modern Methods in Teaching Elementary and Author Gates, Arthur I ,and King, W.H National Society for the of Education Homer , Julia, Donovan, H. I ind Alexander, Thomas Parker, Samuel Osburn, Worth J Morton, R. I Department of ence Tidyman Paulu, E Monroe, Voss, Joe, and Kelly, F J Kendall, C. N., and Mirick G. A Lincoln School Staff Moore, Annie E Phillips, C. A Superintend Willard F M Stone, C. R Stormzand, M Department of ence Craig, G.S Superintenc Freeland, George E, Adam R. M., and Hill, K. F Freeland, George E National Study of Education Ruch, Giles M Sloman, Laura Smith, P. E. Averill Lawrence A Charters, W. W Freeman, Frank N Hillegass, M. B Huber, Miriam B., H. B. and Curry, C. M Klapper, Paul Klapper, Paul Knox, Rose B La Rue, D. M Newcomb, Ralph O'Brien, J. A Trabue, M. R Wilson, H. B., Kyte, G. ¢ and Lull, Herbert Walter Scott, De Society for the Bruner, Publisher The Macmillan Comp Scribners and Sons Public School Publishing Ginn and Company Johnson Publishing ¢ Ginn and Company Houghton Mifflin Cx Silver Burdett and Comp National tion World Book Company D. C. Heath and ( Houghton Mifflin C¢ Education Assox mpany Houghton Mifflin Ce Ginn and Company Houghton Mifflin Cx Century Company Houghton Mifflin C¢ Houghton Mifflin Co National Education Ass tion Bureau ot Publication Teachers College Houghton Mifflin Co The Macmillan Company Public School Publishing ¢ Scott-Foresman The Macmillan Company Ginn and Company Houghton Mifflin Co The Macmillan Company Houghton Mifflin Co The Classroom Teacher In Rand McNally Co D. Appleton & Company D. Appleton & Company Houghton Mifflin Co The Macmillan Company Houghton Mifflin Co The Macmillan Company American Book Co Silver Burdett and Company Year of Publication 1919 19)4 1924 1918 HE GROWTH of the scientific movement has produced changes in the schools commensu rate with those produced in industrv by the invention of the steam engine. Every im portant educational magazine contains a report or reports of educational research in every issue. Scores of theses based upon educational problems are developed every year. While not all or even most of these will result in profound and extensive modifications of school practise, they are significant as showing the extent of research activity, which in its whole range is pro ducing rapid and far-reaching changes, which every good principal must know about John C. Almack, Bulletin of the Department of Elementary School Principals of the National Educa tion Association, July, 1928—page 665. [117] ee ets oat TABLE 3.—MISCELLANEOUS BOOKS OF VALUE TO PRINCIPALS Administration A Manual for School Officers............ Schoolhouse Planning.................... Personnel Problems of the Teaching Staff.. . Constructive School Discipline............ Educational Administration............... Standards for Elementary Schools......... Character Education A Course of Study in Character Education. . ee Oe Bs 6 Fides 4s Vea cndnaetdscs Testing the Knowledge of Right and Wrong. An Experimental Method for the Discovery and Development of Tests of Character, Contribution to Education No. 180 Character Education, Bulletin No. 7....... A Guide to Literature for Character Train- ing Child chol The Mental Growth of the Pre-School Child. Psychology of the Unadjusted School Child. Counseling and Guidance ee IES 5 0'9-0- 0-8 © 60 6.¢.400'0'0.0-2\0'0 Casé Studies in Educational and Vocational Guidance Vocational and Moral Guidance........... Occupational Information in the Elemen- tary School The ‘Problem of Vocational Guidance. ..... Educational and Vocational Guidance.... . . Pupil Adjustment in Junior and Senior High Schools ™ oblem Child in School, Publication 0.4 Cc The Elemen School Curriculum........ Summary of Investigations Relating to Arithmetic Curriculum Construction................. Second Yearbook, The Elementary Cur- riculum Summary of Investigations Relating to Readin The Self-Directed Ee Educational Statistics Educational Statistics Statistical Method in Educational Measure- ment Statistical Methods Applied to Education... A Primer of Graphics and Statistics........ The Fundamentals of Sta’ Educational Tests and Measurements How to Experiment in Education.......... Introduction to the Use of Standard Tests. . BE OP TNNOII, win on ek ddceneusesinecacs Examinations Preparation and Use of New Type Examina- urriculum The California Curriculum Study.......... How to Make a Curriculum.............. Publisher Anderson, W. N............ Os vctnveudidexead OS GE ee ee Oe Smith, W. R Strayer, G. D., and Thorn- dike, L. Strayer, CG. ates and Engel- hardt, N. Hartshorne, Hugh, and May, Mark A. Hartshorne, Hugh, and May, Mark A. National Education Associa- tion Committee on Charac- ter Education Starbuck, E. D., and Shuttle- worth, Frank K. ere Morgan, J. B Burnham, W. H Brewer, J. M. (and others)... . Davis, J. B a. T. C., and Lamb, oop. W. C., and Kyte, G. Bobbitt, Franklin... ........ Bonser, F. G Buswell, G. T., and Judd, C. ae Wh Wicca eh ae sors Department of Superintend- ence, National Association SE See rere Miller, H. L.,and Hargreaves, R. T. ucation Century Company.......... National Education Associa- tion Century Company... American Book Company... . The Macmillan Company... Bureau of Publications, Teachers College, Colum- bia University Nebraska State Department of Public Instruction The Macmillan Company... The Religious Education Association Bureau of Publications, Teachers College, Colum- bia University U. S. Bureau of Education... . The Macmillan Company... . The Macmillan Company... . The Macmillan Company... D. Appleton & Company..... Ginn and Company... Ginn and Company... Houghton Mifflin Co......... The Macmillan Company... . Houghton Mifflin Co......... D. C. Heath & Company..... The Joint Committee on Methods of Preventing De- linquency University of California Press. . Houghton Mifflin Co......... The Macmillan Company... . University of Chicago Press. . The Macmilian Company.... Department of Superintend- ence, Natio: Education Association University of Chicago Press. . Scribners and Sons.......... The Macmillan Company... . World Book Company....... The Macmillan Company.... The Macmillan Company... . Book Co World The Macmillan Company World Book Co............. Ginn and Company.......... Year of Publication 1925 1925 1925 1924 1922 1923 1927 1928 1927 1925 1926 1928 1925 1924 1924 1926 1914 1923 1927 1925 1926 1925 [118] Wain alten tnt te MISCELLANEOUS BOOKS—(Continued) Title! Author Publisher , Fear of Publication Health Education A Handbook of Stunts Rodgers, Martin The Macmillan Company 1928 Our Health Habits Whitcomb, C. T., and Beve Rand McNally & Co 1926 ridge, John H The New Physical Education Wood, T. D., and Cassidy, R The Macmillan Company 192 k Health Through Prevention and Control of | Wood, T. D., and Rowell, H World Book Company 1925 Disease G Supervision The Organization of Supervision Ayer, F. C., and Barr, A. S | D. Appleton & Company In Press The Observation of Teaching Maxwell, C. R Houghton Mifflin Co 1917 Elementary School Standards McMurry, Frank M World Book Company 1925 Teaching Methods Industrial Arts in Elementary Schools Bonser, F. G., and Mossman The Macmillan Company 1923 be € Unit Studies in Geography Clarke, R. B World Book Company 1924 How to Teach Handwriting Freeman, F. N., and Dough- | Houghton Mifflin Co 1923 erty, M. L Teaching Children to Read Klapper, Paul D. Appleton & Co 1926 | Problems in the Teaching of Arithmetic Knight, F. B. (and others lowa Supply Co 1924 Curriculum Problems in Teaching Mathe- | National Council of Teachers Bureau of Publication 1¢ matics of Mathematics Teachers College, Colum bia University Unified Kindergarten and First Grade | Parker, S. C.,and Temple, A Ginn and Company 1925 Teaching Social Studies Pamphlets. . . Rugg, Harold (and others) Lincoln School, Teachers Col lege, Columbia University Teaching Geography by Problems Smith, Ehrlick Doubleday Page & Co 1921 One Hundred Ways of Teaching Silent | Smith, N. B World Book Company 1925 Reading Teaching Arithmetic ‘ Stone, J. C H. Sanborn & Co 1918 The New Method in Arithmetic Thorndike, E. L R and MeN: ally 1921 Self-Help Methods of Teaching English Wohlfarth, Julian World Book Company 1922 1 Titles arranged alphabetically by authors and subjects. Contributions to this list are from the same authorities as in Tables 1 and 2, the questionnaire replies of elementary school principals and the Library of the National Education Association TABLE 4.—ADDRESSES OF PUBLISHERS OF BOOKS LISTED IN TABLES , Publisher Address Publisher Address OO - yee Book Company... New York City, N. Y.| W. W. Norton Company New York City, N. ¥ ———_ and Company...... New York City, N. Y. | Public School Publishing Company.| Bloomington, I!! The ER RE ...| New York City, N.Y. | Rand McNally & Company Chicago, III The Classroom Teacher Inc. . . Chicago, II. Religious Education Association Chicago, Ill Committee on Methods of Prevent- New York City, N. Y. | B. H. Sanborn & Co Boston, Mass ing Delinquency. Scott, Foresman and Company Chicago, Ill Courtis Standard Tests....... | Detroit, Mich. Scribner's and Sons. | New York City, N. ¥ T. Y. Crowell Co..... ..| New York City, N. Y. | Silver, Burdett and Compan | New York City, N. ‘ Doubleday, Page and Company ...| Garden City, N. Y. | Teachers College, Bureau mf Pub- | New York City, N. ¥ Ginn and Company............ Boston, Mass. lications, Columbia University. | D. C. Heath & Co.. .| Boston, Mass. | The University of Chicago Press | Chicago, IN Houghton Mifflin C ompany . .| Boston, Mass. | University of California Press Berkeley, Calif lowa Supply Co........... ; Iowa City, Ia. | U.S. Bureau of Education, Govern- | Washington, D. C Johnson Publishing Co........ ...| Richmond, Va. | ment Printing Office. The Macmillan Company . | New York City, N. Y. | World Book Company Y onkers-on-Hudson, National Educational Association Washington, D. C. N. ¥ Nebraska State Department of | Lincoln, Nebr. Education a sab ts [ 119 ] a& ieee nthe ET. Saar Nake an —~ = rite; a *s k ——. The Principal At Work in Professional Organizations The Function of Organizations The raising of the professional status of the elementary school principalship depends largely upon the professional interest and ability of the individual principal. In sections of this bulletin suggestions as to how the principal could inefease his per- sonal efficiency. Another phaSe of the forward movement requires the utilization of principals’ organizations. In this sectj>n of the bulletin suggestions will be given ag to how organized principals may work on their problems. Types of organizations—There exist three types of organizations in which elementary school principals may work with profit: The general teachers’ association, the administra- tors’ club, and the group restricted to elemen- tary school principals. The following sec- tions discuss the work of elementary school principals’ associations, although much of the material applies equally well to the other or- ganized groups. The principal may be organized in local, state, and national associations. The Seventh Yearbook' shows in 1927-1928 that there were at least 117 local associations and 18 state associations. As contrasted with previous re- ports this represents a substantial increase. Probably an even more remarkable growth has been that of the Department of Elemen- tary School Principals of the National Edu- cation Association from its organization in 1921 to a membership of approximately 4000 in 1928.* The purposes of organization—The pur- poses of elementary school principals’ organi- zations as stated in Constitutions may be sum- marized as follows: 1. To promote the cause of education and to make a contribution thereto. 2. To*stimulate professional growth and good fel- lowship among school people. 3. To provide ample opportunity for discussion and experimentation in educational fields. 4. To multiply the opportunities for service to the profession. 5. To weld all principals into a self-respecting, trained group.” 1 See the Sense Yearbook, op. cit., pp. 567-575. 2 Thid., pp. 27° is 5 Thid., pp. 351, 359 and 363. * Ibid., pp. 372-3 s Ibid., pp. 367- 372, The principals’ organization offers an op portunity for individual and organized re search. Here the principal may compare and discuss the results of his study with his col leagues. In an organized group there are un limited opportunities to make comparative studies of a type needed for the rapid and most effective solution of practical problems. It is a safe prediction that principals’ clubs of the future will prosper to the extent that they offer an effective means for the compara tive study of the problems confronted by thei: members. Principals’ organizations which do not carry a program of solid professional stud) as one of their major purposes cannot expect to enjoy full support from the principal who is actively endeavoring to improve his work. Organizations may well be interested in such problems as improving the standards fo: training and selecting principals, improving salaries, compiling hand books, increasing educational research work and compiling year books. In the following paragraphs sugges tions will be made for group work upon these particular problems. Improving Professional Requirements Vague nature of present standards—Prin cipals’ organizations should welcome the op- portunity of making the qualifications for the principalship comparable with those in medi- cine, law and other professions. At the pres- ent time the requirements of appointees to the principalship are not definite. Some of the larger cities have developed definite systems for the selection of principals but this pro- cedure is not widespread. In cities where selective systems are not in use the require ments are still vague. A summary of com mon local requirements® as reported by super intendents is as follows: 1. Type of previous experience—teaching ani administrative. 2. Number of years of experience—approximate!) five years. 3. Sex—either. 4. Amount of training—Bachelor’s degree. 5. Miscellaneous—personality, leadership, execu- tive ability, and tact. 1 120 } ~h elena abt Fal ae State requirements for principals have not been extensively developed. Eleven states have special certificates affecting the prepara- A par- tion of elementary school principals.’ tial summary follows :° previous experience—teaching and 1. Type of administrative. 2. Number of years of experience—approximately three years. 3. Years of training—approximately four years. 4. Number of professional units—from fifteen to thirty units. One of the most useful means of profession- alizing the principalship lies in raising the standard of preparation among members of the group. The approach to this problem must be made by improving those now in service and preventing the entrance into the profession of persons with inadequate training. The association in action—The local prin- cipals’ club has an opportunity to cooperate with the superintendent of schools in deter- mining adequate standards for the particular community. committee to study the training of the local principals, to investigate the requirements of other cities and to assemble data from other sources. Second, the local should administer a program for increasing the professional study and preparation of its members. This plan may include lectures from educational experts, reports of studies by individual principals, committee reports, pro- fessional reading circles or enrolment in formal courses in education. In addition to stimulating local groups to professional study, the state association can exert influence in raising the level of state certification requirements. An instructive ex- ample of this has been the work of a commit- tee of the New Jersey Principals Association. This body has gathered data on existing stand- ards to guide it in developing the necessary state legislation. The program involves, first, a organization 1 See the Seventh Yearbook, op. cit., 391-401 2 Ibid., p. 393. ® Ibid., pp. 400-401. * Ibid., pp. 468-472. 5 Ibid., pp. 476-477. ®See McGaughy, James R. (Director), College, Columbia University, 1927, 256 p. Teachers [1 Salaries in New York City, Improving Salary Schedules need Che school principalship must pay a for a professional uUadge The elementary professional wage if persons with first-rate ability and extended technical training are to be secured. A median salary of approximately $2800 has been reported for supervising prin- cipals of the cities of the United States.* A conservative estimate of the range of most professional salaries in the United States is from $2000 to $8000 per year. ‘There are many elementary school principals who do not receive a professional wage. There are two alternatives in this salary situation. One is to keep the requirements for the principalship low and to pay principals for functioning as clerks and petty adminis- The gradually specifications for trators. second alternative is to lift the principalship to a higher professional level and to provide compensation which must necessarily accom- pany the increased standards. Wise policy supports the latter alternative. The committee’s work—Usually in a salary investigation the principals’ association ap points a committee to gather data and make recommendations. ‘The steps® in the commit tee’s work are as follows: 1. Gathering information: a. The purchasing power of the dollar over a period of years and at the present time b. The increase in local principal's salaries as compared with wages of other gainfully oc cupied persons. c. The salaries of principals in comparable American cities. d. The professional and economic status of principals in the local system as determined by preparation, experience, dependents, cost of living, ete. e. The ability of the community to pay as com- pared with similar communities 2. Determining the proposed salary schedule a. Theoretical and bases for salary schedules. practical b. Application of local data of training, de- pendents, cost of living, etc. on the schedule. c. Decision upon the proposed schedule Bureau of Publicatior leachers 1] — =a ne, zs a aes lhe — oa. ! f 3. Maintaining support and confidence: a. With the principals. 1. Progress reports to principals’ organization. 2. Conferences with individual principals. b. With the superintendent and board. 1. Presentation of plan of study. 2. Progress reports. 3. Report on publicity program. c. With the public. 1. Newspaper write-ups. 2. Special articles in P. T. A. magazines, etc. 3. Reports to P. T. A. groups, service clubs, etc. 4. The proposed schedule: a. Form of the report. b. Approval of the principals. c. Presentation to Board of Education and Su- perintendent. In carrying out the proposed work, the com- mittee will find suggestions in the Research Bulletin of the National Education Associa- tion.’ Another source of data is the Seventh Yearbook of the Department of Elementary School Principals of the National Education A ssociation.2. Other studies should prove sug- gestive as to questionnaires, technics of pro- cedure, publicity, proposed schedules and form of presentation.’ The Principals’ Handbook The importance of the handbook—The re- search and study necessary in developing a principal’s manual offers interesting work to local associations. The final product proves of great value in acquainting a new principal with the local system. Older principals may use it as a reference for the more standardized procedures and for the regulations they en- force. The typical substitute for the principal’s handbook is the printed rules of local boards of education. Usually these contain briefly stated local regulations governing the pupils, teachers, principals, and other school em- ployees. In a recent study of ninety-five cities it was shown that there was little inspiration in these rules for they were largely concerned with administrative and clerical activities of the principalship.* Supervisory functions ot the principal were concerned in but ten percent of the prescriptions. Other difficulties or weaknesses of the ordi nary local rule books are: (1) the omission of state laws and regulations, (2) the acceptance of obsolete educational theory and practise, (3) the suggestion of detailed procedures which handicap the principal, and (4) the in- clusion of vague statements. Present day tendencies—Largely because of the weaknessess of local rule books there is a definite tendency to revise the rules, and to supplement them with bulletins, handbooks, and more detailed statements.° In St. Louis a series of bulletins have been prepared by the supervisory officials on the general and specific technics of supervision. These pamphlets are made up in four parts: (1) general principles of supervision and teaching, (2) specific principles of application in the various subjects and grades, (3) case studies of good teaching in kindergarten and elementary grades, and (4) case studies of good teaching in intermediate and high schoo! grades.® A workbook for principals and supervisors has been prepared in Los Angeles by an assis- tant superintendent and a group of principals. The six chapters of the manual present data on these questions : 1, What do I know about the principalship? 2. Am I proper material ? 3. How shall I get and keep the machinery of my school in good working order? 4. How shall I make my school a community asset? 5. How shall I measure my efficiency as a principal ? 6. How shall I improve the learning activities in my school.? Basic principles for local rules—The re- vision of the local rules requires the observance of certain basic principles: See the following Research Rypetine: “Salaries in City School Systems,’ Vol. V, March, 1927, and “The Scheduling of Teachers’ Salaries,” Vol. V, May, 1 2 See the Seventh Yearbook, op. cit., ,- ae XXIV. * McGaughy, James R. Columbia University, 1927, 256 pp. * See the Seventh Yearbook, op. Sa -» p. 216. *Ibid., p. 223. (Director), Teachers’ Salaries in New York City, Bureau of Publications, Teachers College, * St. Louis, “The Su it rove of Classroom loctreations Bw or et al.), Public School Messenger, April 15 1927; September 1, 1927; September 2, 1927, St. Louis Pu * Lane, Robert H., 4 Workbook for Principals and » Aananaraa Publication No. 151. 1927, Los Angeles City Schools [ 122] 1 BOR AR RIN Coe. nna be aR the no Wl Pi th sc] thi pr oe EEG A Rie, bie Rie es a) Local rules should be made to supplement and conform to the state laws and rules of state board of education. City rules often contain several state regulations, but omit others which are equally important. It would be an excellent piece of re- search for local principal associations to summarize state requirements for inclusion in the rulebook or handbook. (b) Rules should accord with sound educational theory and practise. Statements of many rules do not include the correct administrative relationship which should exist between various school officials. Present day theory places the special supervisor in the capacity of an expert adviser of the elementary school principal, but many rules have not stated this in terms of progressive educational theory and practise. (c) Rules should not be too detailed. Many items are so specific as to handicap the principal. For example, a statement that “the principal shall hold a teachers’ meeting every two weeks” may lead to many useless, routine meetings to the injury of teacher morale. The emphasis should be upon the positive, professional concept of the principalship. Petty details should be omitted from the rules. (d) Rules should be clear as to meaning. Many of the statements were so vague or brief as to fail in clearly defining a principal’s authority. For ex- ample, a simple statement that “the janitor must co- operate with the principal in managing the build- ings and grounds” does not definitely authorize the principal to direct the janitor’s work. Similar rules for other relationships are so vague as to lead the conflict and misunderstanding.’ Contents of the handbook—The contents of the handbook for principals would depend somewhat upon the local situation. In some cases it might be advisable to combine the rulebook and handbook while in other cases separate editions would be best. A suggested list of contents for these manuals are as fol- lows: A. Rulebook: 1. Rules oi local principals’ association. 2. Local board of education rules. 3. Digest of state laws affecting the elementary schools. 4. Digest of state board rules for the elementary schools. B. Handbook: 1. The principal and business department rela- tionship. a. How to order, check, etc., supplies. b. Standard supply list and basis for requi- sitions. How to secure repairs and alterations. d. Cooperation in directing the janitorial service. ° 1 See the Seventh Yearbook, op. cit., p. 223. [123 ] > Ihe principal and the superintendent a. How to arrange individual conferences b. The staff conferences—time, place, and purpose. c. The superintendent’s committees d. Delimitation of the principal's authority The principal and the supervisors a. Kinds of supervisors. b. Delimitation of the supervisor's authority c. Delimitation of the principal's authority d. Suggested cooperative procedures. The principal and the research division. a. Delimitation of the administrative au- thority of the research division b. Work of the division. c. Types of service the principal may expect. d. Suggested cooperative procedures. The principal and the community a. The opportunities for local school and community cooperation. b. The advantage of a local interest. c. Principles governing the principal’s par- ticipation in local affairs. . The principal and his duties. a. General consideration and time allotment. b. Supervision. 1. Teachers’ meetings. 2. Class observation. 3. Pupil adjustment. 4. Measuring results. 5. Individual conferences. 6. Demonstration lessons. 7. Ete. c. Administration. 1. School organization. 2. Programs. 3. Janitor service. 4. Classification and grouping. 5. Visitors. 6. Ete. d. Teaching (regular). 1. Should the principal teach? 2. If so, what should the principal teach? 3. If so, how long should the principal teach? 4. Ete. e. Clerical duties. 1. Supplies and equipment. 2. Repairs and alterations. 3. Reports. 4. Records. 5. Attendance. 6. Telephone. 7. Correspondence. 8. Ete. f. Miscellaneous. 1. Extra-curriculum activities 2. Community contacts. 3. Professional study. 7. The principal and self-improvement. a. Self-rating scales. b. Professional reading. 1. Books. 2. Periodicals. c. Professional associations. 1. Local. 2. State. 3. National. d. Professional courses and study. e. Writing of professional articles. The above list of topics is only suggestive and does not include many important problems which might arise in local conditions. Some of the topics could be developed by the local committee into the form of standard proced- ures. Others are in such a state of change that it would be better to deal with them in the periodical bulletins and yearbooks of the local association. Research Activities The possibilities of research—Scientific in- vestigation offers to local, state, and national organizations an opportunity to assist the indi- vidual principal in making contributions to the profession. The many teaching problems of elementary education, the study of the prin- cipal’s responsibilities, the development of im- proved supervisory and administrative tech- nics and other problems offer an unlimited field for investigation. The Chicago Principal’s Association has had several committees on supervision and the curriculum.’ The Research Committee of the Sioux City Administration Club prepared a study of Americanization in the local schools.? The committee on Administration and Super- vision of the Cincinnati Principals’ Club pre- pared a report on the participation of the class- room teacher in administration.? A commit- tee in Dayton, Ohio, made a study of the dis- tribution of the principal’s time.* Several committees of elementary school principals in Oakland, California, prepared a report on the principal’s program of administration and supervision.©5 In New Jersey a committee of the state principals’ association made a study of the state certification of elementary school principals. 1 See the Seventh Yearbook, op. cit. The Committee on Standards and Training of the Department of Elementary Schoo! Principals of the National Education Asso ciation reported in the Seventh Yearbook upon many phases of the elementary school princi- palship.® Another active committee has been that on Educational Progress of the Depart- ment of Elementary School Principals of the National Education Association. ‘This com- mittee recently compiled data on the summe;: activities in self-improvement of the members of the Department.” Problems for research—There are many problems which offer the principals’ associa- tion attractive opportunities for research. Even some of the most thoroughly investigated problems need to be reviewed and applica- tions made in terms of local situations. Chief among these problems are: 1. The duties of the principalship. a. What studies have been made of the princi pals’ duties? . What is supervision? What is administration? What are the clerical duties? What are the miscellaneous duties? . What are the most important duties? . Which duties may be delegated to others? What are the most helpful supervisory technics ? . How can one determine the most worthwhile duties for his school? j. How can a principal improve the quality of his functioning? rmRme ans 2. Division of the principals’ time. a. What other investigations have been made of the principals’ time division? b. What are the main divisions into which one may divide the principals’ duties? c. What are the time divisions of our principals as determined by estimates? d. What are the time divisions of our principals as determined by diaries? e. What differences should there be in the time allotments of teaching and supervising princi- pals? f. What differences should there be in the time allotment of principals of typical platoon and departmentalized schools? g. What local factors exist which would change the time allotment from that reported in representative studies? h. What should the local time division be? local local 2 Sioux City—Yearbook, 1924-1925, "sRux t City Administration Club * See the p. 8 PP, Tid. pp. 13-17. ulletin of the Department of Elementary School Principals, Ohio State Teachers Association, Dec., 1927, ® See the Superintendent's Bulletin, June, 1927, Oakland Public Schools, Oakland, California. * See the Seventh Yearbook, op. cit. ™To be reported at Minneapolis, Summer 1928. [ 124] Seed wn i. How may the principal improve his time allot- ment? Relationship with supervisors. a. What are the types of supervisors? b. What are the duties of the various kinds of supervisors? c. What is the principals? d. How can supervisors function most effectively administrative authority of in the school system? e. How may principals cooperagse with the super- visors? f. What are the group for principals and supervisors? possibilities of a discussion Evaluating the principal's work. a. What of principals? b. What are the advantages and weaknesses of existing scales? c. On what bases should the principal be rated? 1. Personal and social traits? Supervisory skill? Administrative skill? Community relationships? Progress of pupils as determined by stand- scales are now in use for the rating wm Ww by ard tests? High attendance of pupils? High promotion and low failure rates? Improvement among teachers as determined by credits in professional courses? Economical administration of equipment, etc? 10. Extensive nature of pupil contacts ? 11. Success of his pupils in the junior high schools ? 12. Teacher turn-over? d. Setting up a rating scale for the local school system. SD foo} supplies, 2° The principal and extra-curriculum activities. a. What are the value of extra-curriculum ac- tivities? b. What activities exist in our local school sys- tem? c. What activities are used in other school sys- tems? d. Are these activities worked into the regular school program? e. How are they schools ? f. Should credit be given for these activities ? administered in elementary The principal and athletics. a. What athletics exist in our local schools? b. What contests take place between schools? c. How are the local contests administered ? d. What are the advantages and disadvantages of school competition? e. What athletic programs exist in other school systems? Advantages? f. What contests should be provided for in the local school system? g- What rules should govern inter-school con- tests? [ 125 ] Ihe principal and the parent-teacher associa- tion a. How many parent-teacher associations exist in our local school system? b. What are the activities of these local associa tions ? c. What praise and criticism are directed toward the local associations ? d. How do the operate? e. What is the best way principals and teachers co for the principal to co operate with his own associations f. In the regular school work? what way can the association supplement The principal and reports to parents a. What are the purposes of reports to parents b. What reports are sent to parents in our local school system? What are the advantages and disadvantages local d. What supplementary reports are used by our of our reports? teachers and principals? e. What items should a report contain f. Can g. What types of reports are used in other school standard tests be reported to parents systems? h. What reports? What rules should be adopted to insure unl form practice with certain basic reports? revision should be made in our local The principal and the playgrounds a. What organization is necessary to effectively control the playground? b. How well are the regular playgrounds meet ing the spare-time demands of pupils? c. How could the school playgrounds be used to supplement the regular playground ? d. What practices are in use in other cities as to the use of school playgrounds? e. What should our local community do in the matter of using the school playgrounds? The principal and the lunchroom problem. a. What percent of our children must bring lunches to school? b. What provisions are made for warm lunches in our schools? c. What is the attitude of parents toward the problem of school lunches? d. What provisions are made in other cities? e. What support would the local board of educa tion give to the school lunchroom? f. What school parent-teacher association? could the local Financed ? support could be secured from the school lunchroom be Administered ? g£. How started? h. How can the controlled ? lunchroom be managed and The principal and the school library a. How many school libraries exist in our sys- tem? b. Which is best: room libraries or a combination of both? a central library or class c. What are the experiences and practices of other school systems with elementary school libraries? . What books should be placed in the library? . How to start a library? How to administer the library? . How can the library function in classroom activities ? Rrme 12. The principal and character training. a. What is the present status of the character training movement? Bibliography? b. How do the local elementary schools con- tribute to character training? c. What character training programs exist in other school systems? d. What factors peculiar to the local community must be recognized in the training program? e. What does research indicate to be the rela- tive merits of mottoes, stories, community service projects, plays, posters, memory verses, etc., in developing character? f. What should our local elementary school program include? g. How can the extra-curriculum activities be correlated with the character training pro- gram? h. How may the community supplement the school’s character training program? i. What tests and checks may be devised to measure the success of our local program? Publications of the Organization Types of publications—The publications issued by organizations of elementary school principals usually take the form of a bulletin or yearbook. Usually the bulletin is a small pamphlet of current material issued several times during the school year. The yearbooks contain current material, committee reports, and a general summary of the year’s activities. The contents of the yearbook tend to group around several large topics, while the bulletins contain miscellaneous articles of current in- terest. Two of the early publications of the Chi- cago Principals’ Club were the reports on supervision’ issued in 1923 and 1924. These reports on supervision included a local policy for supervision, general conferences, group con- ferences, personal conferences, committee work, classroom visitation, the interpretation of standardized tests, use of the bulletin board, professional reading, organizing the adminis- tration, subject and unit supervision, demo- cratic supervision, illustrations of supervision and a bibliography. The Chicago Principals’ Ciub published its first yearbook in June, 1926. It presented a study of school failures in Chicago and else- where. The second yearbook in June, 1927, presented data on fourth grade reading, radio in the school curriculum, effective use of visua! material, pupil and subject failures, and studies in supervision. One particularly valuable part of the second yearbook was the list of books and articles published by Chicago Principals during the year 1926-1927. The state association of elementary schoo! principals of New Jersey issued its first bulle- tin in May, 1926. It contained professional! articles on the principal’s relationship with the special supervisor, the work of the prin- cipal, and a list of members. The Department of Elementary Schoo! Principals of the Ohio State Teachers’ Asso ciation publishes a bulletin twice each year. The first bulletin® in December, 1927, con tained articles on teacher participation in ad ministration, the principal and the parent- teacher association, the distribution of the principal’s time, democratic supervision and other similar material. The second issue, in March, 1928, contained material on the prin- cipal and supervision, the problems of the prin- cipalship, standards for the principalship and other articles of professional interest to prin- cipals. The first yearbook* of the Department ot Elementary School Principals of the Michi gan Teachers’ Association was published in December, 1927. It was a pamphlet of ninety- six pages containing articles on the rating of the principal, the principalship as an adminis- trative problem, the principal as a builder of teacher morale, the needs of the small schoo! for a clerk, the principal as a communit\ leader, the principal and the new education bill, a bibliography, and other similar material. Value of publications—The yearbooks ot principals’ associations offer to individuals and groups opportunities to make a contribution to the literature of elementary education. Every year excellent committee reports and individual studies are compiled, discussed and 1 Report of the Education Committee, Supervision, Bulletin, No. 2, 1924. Chicago Principals’ Club. ? Published by Secretary F. H. Duffy, Harding Elementary and Junior High School, Steubenville, Ohio. * Communicate with the editor, Mrs. Jessie M. Fink, Buchanan School, Grand Rapids, Michigan. [ 126 ] ti tl be in Ot ch AN PTET HEAL filed without exerting the influence which they deserve. The loss could be prevented by put- ing the reports into mimeographed or printed form for general distribution. When an asso- ciation assembles its committee reports and other professional articles into permanent form it contributes to the practical reference material of the elementary school field.’ Probably the greatest single value of the publications to the individual principal lies in the outlet offered for professional articles. Many elementary school principals are experi- menting with technics of instruction, super- vision, and administration, which should be described for the benefit of others. Further- more, the description of experiments in con- cise and understandable statements is excel- lent training and tends to clarify thinking. It is a means of self-improvement which prin- cipals should not ignore.? Organizing for publication—Principals’ as- sociations usually adapt their editorial and printing services to conform with local condi- tions. The secretary of the Ohio State Prin- cipals’ Association serves as editor of the bulle- tin. He not only assembles the material to be published, but directs the actual printing in his own school. In the Michigan Princi- pals’ Association the editorial work is in the hands of a committee of ten. The adminis trative details of the work are executed by the chairman or editor-in-chief. The printing in this case is handled by a regular commercial establishment. Other committee reports, bulletins and yearbooks have been handled by other forms of directive organizations. It is usually desir able to centralize executive responsibility in one person. This person, as editor, works in conformity with the general policies of the executive committee or of an advisory edi torial committee. The mechanics of publication are important enough to require careful consideration of the Publica tions of many different sizes are not con editor and his advisory committee. venient or easily filed. At present the ten dency is toward bulletins 6x9 inches. ‘This size conforms with the standards recom mended by the Educational Press Association Fourth Handbook. Editors of professional publications will find of America in their suggestions in this concerning the editorial, advertising, and mechanical phases of their work.® 1 See the Builetin of the Department of Elementary School Principals, National Education Association, W net D. C. Published in October, January, April and July each year. 2 The Seventh Yearbook, op cit., pp. 349-350. *Communicate with Joy E. Sixteenth St. N. W., Washington, D. C. Morgan, Chairman of the Committee on Standards, Educational Pre Ass 1928—page 651. principle of democracy. More and more administrators in all fields are coming to see that an HE IMPLICATIONS of autocratic administration applied to supervision account for much if not for nearly all of the bad meaning that has worked its way into this word “supervision” in the minds of teachers. But the trend in school administration is toward the administration which is proceeding upon the principle of autocracy is only damming back forces which will ultimately blow it up. Democracy is the only solid basis when the long run is taken into account. Only on this basis is a type of supervision possible which will in time come to be accepted by the teachers in the spirit above discussed—A. L. Threlkeld, Bulletn of the Department of Elementary School Principals of the National Education Association, July, [ 127] Bibliography on the Principal’s Work This bibliography is based upon the references in the Seventh Yearbook of the Department of Elementary School Principals of the National Education Association. Additions were mad: from lists furnished by Dr. George C. Kyte, University of Michigan, and by the United States Bureau of Education. An effort has been made to include only recent and pertinent articles appearing in current educational periodicals. The classifications used in this list are tentative. Many articles will be found to deal with several related topics, but are classified under one major heading. History, Development and Status of the Principalship Connors, F. H., and Morrison, J. Cayce, “A Con- trast of the Preparation and Work of Men and Women Elementary School Principals,” Educational Research Bulletin, Vol. 4, Novem- ber 18, 1925, pp. 355-360, Ohio State Univer- sity. Croucnu, Roy A., “Status of the Elementary School Principal,” Fifth Yearbook of the Department of Elementary School Principals, National Education Association, July, 1926, pp. 207-276. McC.ure, Wortn, “Professionalizing the Prin- cipalship,” Elementary School Journal, Vol. 21, June, 1921, pp. 735-743. Morrison, J. Cayce, The School Principalship in Ohio Cities and Exempted Villages. Univer- sity Studies, Contribution in School Adminis- tration, No. 2, May, 1926, State University, Columbus, Ohio, 67 p. ; Morrison, J. Cayce, “Some Unsolved Problems of the School Principalship,” Educational Review, Vol. 74, September, 1927, pp. 89-93. Morrison, J. Cayce, “Legalizing the Supervising Principal,” American Educational Digest, Vol. 47, March, 1928, pp. 298-300. SARGEANT, IpE G., “Report of the Committee on Educational Progress; Salaries, Clerical and Supervisory Assistance,” Bulletin of the De- partment of Elementary School Principals, National Education Association, Vol. 3, Octo- ber, 1923, pp. 35-52. Seventh Yearbook of the Department of Element- ary School Principals, National Education As- sociation, April, 1928, 512 p. Stone, CLarence R., “Development and Present Status of the Elementary School Principal,” The American School Board Journal, Vol. 75, November, 1927, pp. 41-42. General Duties and Time Distributions of the Principal Bates, Guy F., “Functions of the Elementary School Principal,’ Journal of Educational Method, Vol. 4, January, 1925, pp. 178-184. Benson, A. F., “The Public School Principals,’ American School Board Journal, Vol. 64, March, 1922, pp. 49-52. Benson, J. R., “The Division of the Principal’s Time,” Elementary School Journal, Vol. 27, October, 1926, pp. 94-100. BosBitT, FRANKLIN, “Mistakes Often Made by Principals,” Elementary School Journal, Vols. 20, 21, January and February, 1920, pp. 337- 346, 419-434. Boccs, J., “School Board Regulations Concerning the Elementary School Principal,” Elementary School Journal, Vol. 20, June, 1920, pp. 730- 742. Bo.Ton, E. B., and Howarp, CLARA, “Duties of the Elementary School Principal,’ Peabody Jour- nal of Education, Vol. 3, November, 1925, pp. 139-145. BuckINnGHAM, B. R., “An Analysis of the Job of the Elementary School Principal,” Educational Research Bulletin, Ohio State University, Vol. 2, October 17, 1923, pp. 243-246. Compton, C. V., “Functions of the Principal,” Journal of Education, Vol. 105, January 10, 1927, pp. 37-38. Corson, D. B., “The Elementary School Principal from the Viewpoint of the Superintendent,” Bulletin of the Department of Elementary School Principals, National Education Associa- tion, Vol. 1, May, 1922, pp. 9-16. Croucn, Roy A., “The Status of the Elementary School Principal,” Fifth Yearbook of the De- partment of Elementary School Principals, National Education Association, July, 1926, pp. 207-276. [ 128] E] - = 5 Bae M M M M PR respec EnGLIsH, Mitprep, “A Comparative Study of the [ime Distribution of Rural and Urban Prin- cipals,” Bulletin of the Department of Ele mentary School Principals, National Educa- tion Association, Vol. 7, October, 1927, pp. 4-19. Flowers, IpA V., “The Duties of the Elementary School Principal,” Elementary School Journal, Vol. 27, February, 1927, pp. 414-422. Gist, ArTHUR S., and Kinc, W. A., “The Efh- ciency of the Principalship from the Stand- point of the Teachers,” Elementary School Journal, Vol. 23, October, 1922, pp. 120-126. Hampton, W. O., How Public School Principals Use Their Time, Doctor’s dissertation, 1926, University of North Carolina, Chapel Hill, N. C. (To be published.) HunTER, Frep M., “The Principal and the Educa- tional Expert,’ Fourth Yearbook of the De- partment of Elementary School Principals, 1925, National Education Association, pp. 369-384. McCiure, Wortu, “The Functions of the Ele- mentary School Principal,” Elementary School Journal, Vol. 21, March, 1921, pp. 500-514. McC ure, WortuH, “The Elementary School Prin- cipalship,” Journal of the National Education Association, Vol. 16, December, 1927, pp. 283- 285. McDona.p, A., “Some Objectives for School Prin- cipals,”’ American School Board Journal, Vol. 64, May, 1922, p. 58. McSKIMMON, Mary, “Characteristics of an Eff- cient Elementary School Principal,” Proceed- ings of the National Education Association, 1926, pp. 694-700. Morrison, J. Cayce, The School Principalship in Ohio Cities and Exempted Villages, Ohio State University Studies, Contribution in School Ad- ministration, No. 2, May, 1926, p. 671. Morrison, J. Cayce, “One Day with Fifty-three Principals,” Bulletin of the Department of Elemeatary School Principals, National Edu- cation Association, Vol. 6, January, 1927, pp. 67-73. Nutr, H. W., “Duties of an Elementary School Principal,’ Elementary School Journal, Vol. 19, November, 1919, pp. 174-197. Price, Laura §., “The Functions of the Elementary School Principal,” Yearbook of the National League of Teachers Associations, 1923-1924, pp. 46-50. Reavis, W. C Principal,” “The Duties of the Supervising Elementary School Journa Vol 19, December, 1918, pp. 279-284. TrasuE, M. R., “The cipals are Actually Engaged,” First Yearbook of the National Conference on Educational Method, 1928, Bureau of ers College, Columbia University, pp. 123-132 Activities in Which Prin Publications, Teach Weer, H. S., “The Duties of the School Principal Elementary School Journal, Vol. 20, December 1919, pp. 253-262 West, R. L., “The Work of the Elementary School Principal,” Bulletin of the Department of Ele mentary School Principals, National Education Association, Vol. 5, October, 1925, pp. 23-26 Professional Status of the Principalship ANTHONY, JOHN A., “The Principalship as an Edu cational, Moral and Institution,” Bul letin of the Department of Elementary School Principals, National Education Vol. 2, April, 1923, pp. 87-92 Civic Association Benson, A. F., “The Public School Principals,” The American School Board Journal, Vol. 64. March, 1922, pp. 49-50. Durry, F. H., “New Type of Principal,” Ameri- can Educational Digest, Vol. 46, p. 349. April, 1927, FRAZIER, RAYMOND R., “The Ideal Principal,” Fifth Yearbook of the Department of Elementary School Principals, National Education Asso- ciation, July, 1926, pp. 205-206. Hittecas, M. B., “The Elementary School Prin- cipal and His School,” Bulletin of the Depart ment of Elementary School National Education Association, uary, 1923, pp. 44-46. Prinapals, Vol. 2, J an- Hosic, JAMes F., “Reforming the Bulletin of the Department of School Principals, National Education ciation, Vol. 5, April, 1926, pp. 137-140. Principalship,” Elementary Asso Jupp, Cuarves H., “The Possibilities of the Prin- cipalship,” Bulletin of the Department of Ele- mentary School Principals, National Education Association, Vol 5, April, 1926, pp. 131-137. LoNGsHoRE, W. Stone,” T., “Principalship not a Stepping American Educational Digest, Vol. 46, January, 1927, pp. 200-202. Mecker, H. H., “The Elementary School Principal Among Educators,” Bulletin of the Depart- ment of Elementary School Principals, National Education Association, Vol. 3, Jan- uary, 1924, pp. 69-72. [ 129] Rapenort, WituiamM, “The Changing Status of the Principal,” Bulletin of the Department of Elementary School Principals, National Edu- cation Association, Vol. 4, April, 1925, pp. 131-134. SARGEANT, Ine G., “The School Principal and the Future,” Bulletin of the Department of Ele- mentary School Principals, National Educa- tion Association, Vol. 2, January, 1923, pp. 75-76. Weer, Hersert S., “Possibilities of the Elementary School Principalship from the Superintend- ent’s Point of View,” Proceedings of the National Education Association, 1923, pp. 654- 660. The Principal as Supervisor Apams, Epwin W. “The Principal’s Program of Professional Activities.” Elementary School Journal, Vol. 23, June, 1923, pp. 733-741. Ape, E. P. “Outline by Which an Elementary School Principal Might Seek to Check on the Effectiveness of His Work as Supervisor.” Journal of Educational Method. Vol. 6, De- cember, 1926, pp. 174-175. Brim, Orvitte G. “The Supervising Principal as Trouble-Fixer or Educational Leader.” Edu- cational Administration and Supervision, Vol. 12, September, 1926, pp. 413-419. Cuarters, W. W. “Principal’s Main Chance.” Journal of Educational Research, Vol. 7, Feb- ruary, 1923, pp. 109-116. CLEMENT, W. Woopwarp. “Conditions Necessary for Effective Supervision.” Bulletin of the De- partment of Elementary School Principals, Na- tional Education Association, Vol. 4, January, 1925, pp. 83-86. Core, Tuomas R. “The Principal’s Contribution to the Teacher.” Bulletin of the Department of Elementary School Principals, National Edu- cation Association, Vol. 3, October, 1923, pp. 29-34. Diemer, Georce W. “The Elementary School Principal as a Leader Among His Teachers.” Bulletin of the Department of Elementary School Principals, National Education Associa- tion, Vol. 3, January, 1924, pp. 72-76. Dyer, Wm. P. “Activities of the Elementary School Principal for the Improvement of In- struction. The Kind of Supervisory Program which a City Superintendent of Schools Should Set Up for His Elementary School Principals.” Bureau of Publications, Teachers College, Co- lumbia University Contribution to Education, No. 274, New York City, N. Y., 1927, 109 p. Dyer, Wo. P. “The Activities of the Elementar School Principal for the Improvement of Ciass room Instruction.” Bulletin of the Departmen of Elementary School Principals, National Edu cation Association, Vol. 6, October, 1926, p; 24-27. Frazier, B. W. “Human Factor in Supervision American School Board Journal, Vol. 69, No vember, 1924, pp. 35-37. Gist, ArtHur S., and Kinc, W. 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The Teacher in Administration Apair, CorneLiA S. “Report of Committee Participation of Teachers in School Manag: ment.” Proceedings of the National Educati: Association, 1922, pp. 546-547. Braprorp, M.D. “Democratic Trend in Schoo! Ac ministration.” Proceedings of the Nationa Education Association, 1917, pp. 234-238. Brown, W. Q. “Teacher Participation in Adc ministration.” Journal of Education, Vol. 10 July 4, 1927, pp. 10-11. [ 142] ~ Hi M Ww Ww Sm aT NOE 8 EnrietD, O. D. “A Democratic Form of Organ- Bulletin of the Department of Ele- Educa- ization.” mentary School Principals, National tion Association, Vol. 7, October, 1927, pp. 48-50. ETTINGER, WiILLtIAM L. “Democratized School Ad- ministration.” School and Society, Vol. 12, October 2, 1920, pp. 265-272. Goutp, L. T. “Necessity for Sharp Differentia- tion between the Teacher’s Point of View and the Administrator’s Point of View.” Proceed- ings of the National Education Association, 1919, pp. 380-381. Herron, STELLA. “The Part the Teacher Should Play in the Administration of the School Sys- tem.” The American School Board Journal, Vol. 61, August, 1920, p. 40. Hunter, F. M. “Teacher Participation in the Determination of Administrative Policies.” School and Society, Vol. 22, November 238, 1925, pp. 665-671. LoncsHore, W. T. “Teacher Partcipation in the Determination of Policies from the Viewpoint of the Principal.” Proceedings of the National Education Association, 1925, pp. 107-110. McSkimmMon, Mary. “Teacher Participation from the Viewpoint of the Principal.” Bulletin of the Department of Elementary School Prin- cipals, Vol. 5, January, 1926, pp. 71-75. Ruopes, SARA L, “The Principal and a Demo- cratic Régime.” The Third Yearbook of the Department of Elementary School Principals, National Education Association, 1924, pp. 371- 379. TuHayer, V. T. “Democratic School Administra- tion.” Educational Administration and Super- vision, Vol. 11, September, 1925, pp. 361-372. UppecGRAFF, HARLAN. “Participation of Teachers in School Management.” Proceedings of the National Education Association, 1921, pp. 284- 293. UppecrAFF, HARLAN. “Report of the Committee on Participation of Teachers in Manage- ment.” Elementary School Journal, Vol 22, June, 1922, pp. 783-788. Witson, H. B. “Effects of Unnecessary Re- straints Placed Upon Teachers.” Elementary School Journal, Vol. 26, November, 1925, pp. 224-226. Witson, H. B. “The Participation of the Teach- ing Staff in School Administration. Educa- tional Administration and Supervision, Vol. 6, February, 1920, pp. 61-67. Attendance BonHAM, M. “Attendance Devices.” Primary Education—Popular Educator, Vol. 45, Decem ber, 1927, p. 304. CockreEL.L, E. T. “How Absence Affects Quality of School Work.” Elementary School Journal, Vol. 24, October, 1923, pp. 135-137 OvELL, C. W. “Effect of Attendance Upon School Achievement.” Journal of Educational Re search, Vol. 8, December, 1923, pp. 422-432. Werzet, W. A. “School Attendance and Scholar ship.” School Review, Vol. 36, February, 1928, pp. 118-120. Character Education ARMENTROUT, W. D. “A Project in Elementary School Citizenship.” Elementary School Jour nal, Vol. 22, October, 1921, pp. 118-125. CARRIGAN, Rose A. “The Principal’s Part in Character Education.” The Third Yearbook of the Department of Elementary School Prin cipals, National Education Association, 1924, pp. 387-394. GitLetTT, Harry O. “Pupil Administration and Character Training.” Bulletin of the Depart ment of Elementary School Principals, Vol. 5, January, 1926, pp. 104-110. McSkKiIMMON, Mary. “Character Making as the Work of the Principal.” Educational Review, Vol. 70, September, 1925, pp. 66-68. “The Use of the Curriculum by the Principal for Character Making.” Bulletin of the De- partment of Elementary School Principals, Vol. 3, January, 1924, pp. 91-93.) (See also: McSxkimmon, Mary. “Character Training from the Elementary Principal’s Viewpoint.” Bul- letin of the Department of Elementary School Principals, Vol. 5, October, 1925, pp. 7-8. Wricnut, Myrtie L. “The City of Make Believe: A Project in Character-Building and Citizen ship.” Elementary School Journal, Vol. 26, January, 1926, pp. 376-386. WiccaM, ALBERT E. “Science Measures Morals.” Worlds Work, Vol. 56, May, 1928, pp. 86-94. Discipline Bartets, ALMA. “The Principal and the Delin- quent Boy.” Fourth Yearbook of the Depart- ment of Elementary School Principals, Na- tional Education Association, 1925, pp. 245- 249. Hott, M. A. “Constructive Discipline by Merits.” Popular Educator, Vol. 42, September, 1924, pp. 38-40. [ 143 ] ee ed f i James, A. E. “Punishments.” Primary Education, Vol. 34, March, 1926, pp. 156-157. Jones, Ottve Mary. “Juvenile Delinquency as a Social Factor in the Elementary Schools.” Proceedings of the National Education Associ- ation, 1922, pp. 869-874. Masters, J. G. “School Control.” Journal of the National Education Association, Vol. 12, De- cember, 1923, pp. 399-400. Morcan, J. E. “Making a Man of Himself; Sketch of the Three Kinds of Discipline.” Edu- cational Review, Vol. 68, December, 1924, pp. 242-243. Ricn, S$. G. “Educational Functions of School Dis- cipline.” Education Review, Vol. 66, October, 1923, pp. 143-146. Ricn, S. G. “Is School Discipline Useful?” Jour- nal of Educational Method, Vol. 4, March, 1925, pp. 296-300. Ricu, S. G. “Need for Technics of School Disci- pline.” Education, Vol. 43, November, 1922, pp. 151-157. Health Education DutcHer, Epwaro H. “The Principal and His Relation to the Physical Welfare of his Pu- pils.” Third Yearbook of the Department of Elementary School Principals, National Edu- cation Association, 1924, pp. 471-476. Gesnart, J. C. Malnutrition and School Feed- ing.” Bulletin, 1921, No. 37, pp. 1-39, United States Bureau of Education, Government Printing Office, Washington, D. C. Towne, Lituian M. “The Principal and His Phy- sical Plant As an Aid to Pupils’ Health.” Fourth Yearbook of the Department of Ele- mentary School Principals, National Education Association, 1925, pp. 404-407. Library “Library List for Elementary Schools.” Mary- land School Bulletin, Vol. 4, State Department of Education. Baltimore, Md., 1922, 47 p. School Library Manual for Elementary Schools. Pennsylvania, Department of Public Instruc- tion. Harrisburg, 1922, 34 p. Lunchroom Bratron, H. H. “Hot School Lunches.” Survey, Vol. 52, September 15, 1924, pp. 627-628. Fintey, D. S. “How Greeley Solved the School Lunch Problem.” Elementary School Journal, Vol. 22, April, 1922, pp. 625-627. Hutcuincs, M. “Educative Possibilities of the School Lunch.” Normal Instructor and Primary, Plans, Vol. 35, June, 1926, p. 22. Publicity ALLEN, WILLIAM H. “Publicity and Public Ed cation; Abstract.” Proceedings of the Nationa Education Association, 1926, p. 461. BENNETT, Ernest. “Dealing with the Newspapers American School Board Journal, Vol. 72, May 1926, p. 47. “Professional Standards and Newspaper Publicity School and Society, Vol. 18, October 13, 1923 p. 430. “Publicity Work by Chicago Principals.” Bu letin of the Department of Elementary Schou Principals, National Education Association Vol. 4, January, 1925, pp. 106-110. STARKWEATHER, J. A. “Selling a City Its Schoo! System.” Journal of Educational Method, Vo! 1, December, 1921, pp. 157-161. WEATHERWAX, ANNA. “Definite Gains Made by the Principals of Grand Rapids as a Result of Advertising the Worth of Education.” Bu! letin of the Department of Elementary Schoo! Principals, National Education Association, Vol. 4, April, 1925, pp. 155-158. Wiutson, H. B. “Selling the Schools to the Public.’ American Education, Vol. 26, February, 1923, pp. 252-258. WinsLow, CuHarves S. “Our Newspaper Publicity.” Bulletin of the Department of Elementary School Principals, National Education Asso ciation, Vol. 4, January, 1925, pp. 108-109. Rating of Teachers Aset, E. L. “A Practical Teacher Rating Card.” The American School Master, Vol. 14, Septem ber, 1921, pp. 256-258. “A Check List for Improving the Teacher’s Eth ciency.” The American School Board Jou nal, Vol. 75, July, 1927, p. 171. “A Form for Rating Experienced Teachers.” T/. American School Board Journal, Vol. 75, Av gust, 1927, p. 102. BAKER, BarNEY K. “Objective Measurement of Teacher-Traits.” The American School Boar! Journal, Vol. 75, December, 1927, p. 43. Bowpven, A. O. “A Faculty Self-Rating System. School and Society, Vol. 24, October 23, 192: pp. 527-528. BrupacHer, A. R. “The Teaching Personality Quotient.” American Education, Vol. 25, No vember, 1921, pp. 108-112. [ 144] o~ G it BUCKINGHAM, B. R. “Opinion and Practice as to the Rating of Teachers.” Educational Re- search Bulletin, Vol. 1, November 8, 1922, pp. 171-174. CARRIGAN, Rose A, “Rating of Teachers on the Basis of Supervisory Visitation.” Journal of Educational Method, Vol. 2, October, 1922, pp. 48-55. CuartTers, W. W. “A Technic for Trial Anal- ysis.” Journal of Educational Research, Vol. 10, September, 1924, pp. 95-100. Connor, Wma. L. “A New Method of Rating Teachers.” Journal of Educational Research, Vol. 1, May, 1920, pp. 338-358. Cook, W. A. “Uniform Standard for Judging Teachers in South Dakota.” Educational Ad- ministration and Supervision, Vol. 7, January, 1921, pp. 1-11. Cross, E. A. “Personality: Can Anything Be Done About It?” Educational Administration and Supervision, Vol. 10, September, 1924, pp. 343-353. Davis, Burton E. “Teacher Rating.” The Jour- nal of the National Education Association, Vol. 17, January, 1928, p. 4. Freyp, Max. “A Graphic Rating Scale for Teach- ers.’ The Journal of Educational Research, Vol. 8, December, 1923, pp. 433-439. Gray, W. S. “Rating Scales, Self-Analysis and the Improvement of Teaching.” School Review, Vol. 29, January, 1921, pp. 49-57. Hess, BertHA Y. “Samples of Teacher Self-Rat- ing Cards.” City School Leaflet No. 18, Feb- ruary, 1925, United States Bureau of Educa- tion. Government Printing Office. Hitt, C. W. “Efficiency Ratings of Teachers.” Elementary School Journal, Vol. 21, February, 1921, pp. 438-443. Hines, H. C. “Merit Systems in the Larger Cities.” American School Board Journal, Vol. 68, June, 1924, p. $2. KENT, RayMonp A. “What Should Teacher-Rat- ing Schemes Seek to Measure.” Journal of Educational Research, Vol. 2, December, 1920, pp. 802-807. Kinc, LeRoy A. “The Present Status of Teacher Rating.” American School Board Journal. Vol. 70, February, 1925, pp. 44-46. Knapp, T. J. “Merit Promotion of Teachers.” Proceedings of the National Education As- sociation, 1921, pp. 820-822. Moore, |. G. “The Rating of Teachers The imerican School Board Journal, Vol. 75, De cember, 1927, p. 48. Morrison, K. “Teacher Rating in the United States.” Elementary School Journal, Vol. 28 January, 1928, pp. 327-331. Riwo_te, ANNA. “Teacher Rating, Report of Com mittee of One Hundred on Classroom Teach ers’ Problems.” Proceedings of the National > Education Association, 1925, pp. 200-215 Rucc, H. O. “Self-Improvement of ‘Teachers Through Self-Rating.” Elementary School Journal, Vol. 20, May, 1920, pp. 670-684 Sears, J. B. “The Measurement of Teaching Eth ciency.” Journal of Educational Research, Vol 4, September, 1921, pp. 81-94 TuHompson, A. M. “Report of the Committee on Teacher Rating.” Proceedings of the National Education Association, 1925, pp. 375-377 Wacner, C. A. “The Construction of a Teacher Rating Scale.” Elementary School Journal, Vol. 21, January, 1921, pp. 361-366 Wacner, CuHas. A. “What Should be the Teach er’s Part in a Scheme of Teacher-Rating?” The American School Board Journal, Vol. 68, March, 1924, pp. 57-58. Watson, Goopwin B. “A Supplementary Review of Measures of Personality Traits.” The Journal of Educational Psychology, Vol. 18 February, 1927, pp. 73-87. WetzeLt, Wm. A. “Plan of Rating Teachers Based Upon Pupil Accomplishment.” School Life, Vol. 13, October, 1927, pp. 26-27. Records and Reports Heck, ArcH O. “A Study of Child Accounting.” The Ohio State University, University Studies, Vol. II, November 16, 1925. Bureau of Edu- cational Monograph No. 2, Columbus, Ohio, 259 p. MoerHLMAN, ARTHUR Bernard. “Child Accounting.” Journal of Educational Research, Vol. 9, April, 1924, pp. 293-304; May, 1924, pp. 415-423; Vol. 10, June, 1924, pp. 61-63. MoEHLMAN, ARTHUR BERNARD. Child Accounting; a discussion of the general principles under- lying educational child accounting, together with the development of a uniform procedure. Detroit, Michigan, Courtis standard tests, 1807 East Grand Boulevard, 1924. 206 p. [ 145 ] NATIONAL EpucaTION AssocIATION. “School Rec- ords and Reports.” Research Bulletin, Vol. 5, No. 5, 1928, 126 p. Nevitte, C. E. “Recording Individual Differ- ences.” Elementary School Journal, Vol. 25, October, 1924, pp. 144-146. Ross, C. C. “Diagnostic Value of Individual Rec- ord Cards.” Educational Administration and Supervision, Vol. 9, October, 1923, pp. 439-444. STRAYER, GeorGE DrAyTon and ENceELHAroT, N. L. A Score Card and Standards for the Records and Reports of City School Systems. Prelim- inary edition. New York City, Teachers College, Columbia University, 1923, 81 p. Community Relations Dorsey, Susan M. “Principals as Interpreters.” Bulletin of the Department of Elementary School Principals, National Education Asso- ciation, Vol. 5, January, 1926, pp. 90-93. Garpner, S. O. “School Principal and His Com- munity.” American School Board Journal, Vol. 71, October, 1925, p. 43. Hart, J. K. “New School and the Community.” Survey, Vol. 52, April 15, 1924, pp. 99-100. Hart, J. K. “Where is the New School’s Com- munity?” Survey, Vol. 52, May 15, 1924, pp. 236-237. Ketty, Bessie. “Why the Public Criticizes Us, Its Elementary Teachers.” School and Society, Vol. 16, November 18, 1922, pp. 569-573. Monroe, Bette M. “The Strategic Position of the Principal in Interpretation of the School to the Public.” Proceedings of the National Edu- cation Association, 1925, pp. 57-62. SARGEANT, IpE G. “The School Principal as Citizen.” Third Yearbook of the Departmen of Elementary School Principals, National Edu cation Association, 1924, Chapter 4, pp. 232 242. SARGEANT, IpE G. “The Principal as a Con munity Factor.” Proceedings of the Depart ment of Elementary School Principals, Nationa Education Association, 1921, pp. 12-15. Smoot, Lucy J. “The Elementary School Pri: cipal as a Community Leader.” Bulletin the Department of Elementary School Pri: cipals, National Education Association, Vol. 2 January, 1923, pp. 70-72. Wiwsuip, A. E. “The Principal in Action.” Bu letin of the Department of Elementary Scho: Principals, National Vol. 3, October, 1923, p. 9. Miscellaneous Hawkes, F. P. Extra-curriculum Activities.” Journal of Edu cational Method, Vol. 5, November, 1925, pp 119-128. Meap, A. R. “Functions of Parent-Teacher As sociations.” Supervision, Vol. 8, November, 1922, pp. 503 506. SHULER, MarjorigE. “The Parent-Teacher Move ment.” American Review of Reviews, Vol. 66 July, 1922, pp. 65-67. Weeks, Mary H. “Purposes, Methods, and Re sults of the Parent-Teacher Cooperative As sociations of the National Congress of Moth ers.” Report of the United States Commis sioner of Education, 1912, Vol. 1, pp. 359-373 Education Association “Organization and Supervision of Educational Administration anid HE HUNDRED anid one little details of building organization and administration need constant attention if smooth running conditions are to be expected. Where little things are constantly looked after big things seldom arise. The oversight of the material and educa- tional surroundings of three to four hundred children assembled in one school building, if properly done, will give a building principal plenty of occupation without any regular fixed classroom service.—Ellavood P. Cubberley, The Principal and His School, page 15. [ 146 ] OB Research Bulletins of Interest to Principals | Keeping Pace u ith the {dvancina Curriculum. Vol III. N os. 4 ind + oo and November, 1925. 96 pp. Price per copy, 50 cents. Presents in concise and readable form the outcome of recent research and bearing upon the problems of curriculum reconstruction. Has been widely used handbook by course of study committees and by college classes in the field of tl riculum. Includes selected bibliographies on general and special curricula charts, illustrations, and index for Volume III of Research Bulletin A Handbook of Majo Educational [ssues. Vol. 1\ No. +. September, 19 6 pp. Price per copy, 25 cents. | ing the conduct of public schools. Selected references on many major school issues listed for those desiring additional information Salaries in City School Systems, 1926-27. Vol. V, No. 2, March, 192 64 Price per copy, 25 cents. Presents data as to minimum, median, maximum, and distribution of salaries paid s« employees of all types in cities of all population groups per copy, 25 cents. Surveys the economic status of the teaching profession and offers material essent the drafting of scientific plans of teacher compensation The Advance of the American School System. Vol. V, No. 4, September, 192 pp. Price per copy, 25 cents. Brief discussions and graphic presentations of data showing educational progre one hundred thirty-nine programs of studies together with a summary of the trends curriculum research findings. The Scheduling of Teachers’ Salaries. Vol. V, No. 3, Mav, 1927. 64 pp. Pri Presents material for the use of lay and professional groups in studying problems aff s in America as evidenced by length of school term, school attendance, value of school prop erty, development of a living curriculum and increased financial and moral support School Records and Reports. Vol. V. No. 5, November, 1927. 132 pp Price pel copy, SU cents. Report of the Committee on Uniform Records and Reports of the Department of Supe intendence, National Education Association. Suggests procedures and forms illustrative of better practice with a view to promoting uniformity and comparability in the record ing and reporting of school information Creating a Curriculum for Adolescent Youth. Vol. V1, No. 1, January, 1928. 80 ‘ - pp. Price per copy, 25 cents. Discusses purposes and problems of the junior high school Presents an inalvsis of of pay HE ELEMENTARY school T principalship began as a ® | disciplinary and clerical sit- uation, developing later into a managerial position as. the enrolment of the schools increased and the classification and manage- ment of the pupils became more of a problem. Now we find this position emerging from one of a purely managerial type to one of the highest educational responsi- bilities and influences, a profession in itself_—Arrhur S. Gist, President, Department of Elementary School Principals, National Education Association. SBAaSaaaaeaanaaaaaas GoGGGGG00666006000505 5505655555555 55H5i