A cs eee a EE ES Ree er pare eer teste Reta terse oe aoe 370.6 v.8 30239 The superintendent surveys supervisi LIBRARY WINONA STATE COLLEGE WINONA, MINNESOTA Digitized by the Internet Archive in 2026 https://archive.org/details/departmentofsupe000Ovari_i1a0 Department of Superintendence: EIGHTH YEARBOOK The Superintendent Surveys Supervision Published by THE DEPARTMENT OF SUPERINTENDENCE of the National Education Association of the United States 1201 Sixteenth Street Northwest, Washington, D. C. February, 1930 e E THE DEPARTMENT OF SUPERINTENDENCE Officers, 1929-30 President, FRANK Copy, Supenintendent/ of Schools... 5-2. c Detroit, Michigan First Vicepresident, FRANK D. BOYNTON, Superintendent of Schools__________ Second Vicepresident, NORMAN R. CROZIER, thaca New N oik Superintendent Of Ocho ls. o eco n Dallas, Texas Executive Secretary, SHERWOOD D. SHANKLAND, 1201 Sixteenth Street Northwest__________-_-_- Washington, D. C. Executive Committee E. E. Lewis, Professor of School Administration, Ohio State University, Columbus, Ohio Frank M. UnDerwoob, District Superintendent of Schools, St. Louis, Missouri Paul C. STETSON, Superintendent of Schools, Dayton, Ohio Davin E. WEGLEIN, Superintendent of Schools, Baltimore, Maryland The Commission on Supervision aww ALBERT S. Cook, State Superintendent of Schools, Baltimore, Maryland, —7 \ J = UV Chairman Frep C. Ayer, Professor of Educational Administration, University of Texas, Austin, Texas Frank W. BALLOU, Superintendent of Schools, Washington, D. C. ARVIL S. Barr, Associate Professor of Education, University of Wisconsin, Madison, Wisconsin Leo J. BruEecKNER, Professor of Elementary Education, University of Minnesota, Minneapolis, Minnesota " Wituiam H. Burton, Professor of Education, University of Chicago, Chicago, Illinois Zenos E. Scorr, Superintendent of Schools, Springfield, Massachusetts I. JeweLL Simpson, Assistant State Superintendent of Schools, Baltimore, Maryland CHARLES L. Spain, Deputy Superintendent of Schools, Detroit, Michigan Gerorce D. Strayer, Director, Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, New York City 30239 (uns | FOREWORD “Supervision has for its object the development of a group of professional workers who attack their problems scientifically, free from the control of tradition and actuated by the spirit of inquiry.” OW TO SECURE teachers who are awake to the changing social needs H and who have a workable understanding of the increasing knowledge of how children learn and of child psychology, is the chief problem of a superintendent of schools. Naturally, then, supervision is a subject of vital interest to every superintendent of schools, since its chief function is the further training of teachers. The Executive Committee of the Department of Superintendence of the National Education Association, realizing the superintendent’s responsibility for a program of supervision, adopted the following resolution on May 13, 1927: Resolved that it is the sense of the Executive Committee that the 1930 Yearbook shall deal with the subject of Creative Supervision in Public Education, and that the president be empowered to appoint a commission to prepare such a yearbook. In accordance with the above resolution, Superintendent James M. Gwinn, then president of the Department of Superintendence, appointed the following Commission on Supervision: Albert S, Cook, chairman; Fred C. Ayer; Frank W. Ballou; Arvil S. Barr; Leo J. Brueckner; William H. Burton; Zenos E. Scott; I. Jewell Simpson; Charles L. Spain; and George D. Strayer. This Commission held its first meeting in Washington, D. C., June 2, 1928. At that time it was unanimously agreed that the 1930 Yearbook should deal with supervision from the administrative standpoint, i. e., those phases of supervision which are of chief concern to superintendents of schools. It was agreed that the carrying out of detailed technics and par- ticular methods is the concern of specialists—hence special phases of super- vision should be left to the consideration of those who are actively at work in these fields. It was unanimously agreed that this 1930 Yearbook, which was to be a survey of the administrative aspects of supervision, should be a unified report, representing the judgment and work of the entire Commission on Supervision. After a full day’s discussion, the following chapter headings were tenta- tively agreed upon, and the work of making preliminary drafts of these chapters was assigned as follows: I. The Meaning and Necessity of Supervision—George D. Strayer and Zenos E. Scott IT. “The Functions of Supervision—Charles L. Spain and Arvil S. Barr III. The Duties of Supervisory Officers—Fred C. Ayer [4] IV. Types of Supervisory Organization—Arvil S. Barr and Charles L. Spain V. Course-of-Study Making as a Factor in the Improvement of Super- vision—Zenos E. Scott VI. Training for Supervision—William H. Burton and Frank W. Ballou VII. The Training of Teachers in Service through Supervision—Frank W. Ballou and William H. Burton VIII. Supervisors’ Conferences and Meetings with Teachers—Frank W. Ballou IX. Creative Supervision—I. Jewell Simpson and Zenos E. Scott. Preliminary drafts of these nine chapters were prepared and circulated among all members of the Supervision Commission for their criticism and review, prior to the second meeting of the Commission. To secure material for the 1930 Yearbook, letters were sent to every member of the Department of Superintendence, asking for descriptions of programs for training supervisors in service. Deans of schools of education were asked to report all research studies made in the field of supervision. ‘These requests met with a most hearty response. The Supervision Commis- sion takes this opportunity of thanking all those who so generously con- tributed. On January 11-12, 1929, the Supervision Commission met in Washing- ton, D. C., for two full days, reviewing and revising the preliminary’ drafts. At this time, it was agreed that three additional chapters should be prepared, and the following assignments were made: I. Evidences of the Value of Supervision—Leo J. Brueckner II. Suggested Experimental Studies in Measuring Supervision—Leo J. Brueckner III. The Planning of Supervisory Programs—William H. Burton. Following this two-day meeting, those who had prepared preliminary drafts of each chapter revised them in the light of the criticisms which had been made. These revised chapters were again circulated among all mem- bers of the Supervision Commission. Then the Commission met for the third time in May, 1929, and spent four sessions or two whole days in reviewing and revising the manuscript. The changes suggested at this time were so many and so varied that it was agreed that after each chapter had been re- vised, it should again be circulated among all members of the Commission, and that the Commission as a whole should meet again for a final review of the revised manuscript. The fourth and last meeting was held in Washing- ton, October 11-12, 1929. These intensive and critical reviews of each chapter by the Commission as a whole and by each individual member make the 1930 Yearbook a unified report, representing the judgment and work of the entire Commission on Supervision. Acknowledgment is due the Research Division of the National Education Association. Margaret Alltucker Norton, Associate Director of the Re- search Division, acted as secretary of the Supervision Commission through- [5] out all its deliberations, carried on the correspondence with the cooperating school systems, and edited the entire Yearbook. The problems of creative supervision, from the administrative standpoint, are many and varied. They deserve the continued thought and study of all superintendents of schools. This Yearbook makes a beginning. It sets forth progressive practices. These offer tentative standards and suggestions for developing teachers in service through creative supervision, thereby improv- ing the educational opportunities offered our boys and girls. If it stimulates every superintendent to study the supervisory' problems of his local school system, it will have served its purpose. [6] CONTENTS The Superintendent Surveys Supervision Chapter Page I. The Meaning and Necessity of Supervision............... 9 ie Phe anc tions on ouper vision. dl. eo. cts o 14 Pile tne Duties ot supervisory Officers...) a. 656.2. te 19 Vs types of oupetvisory Organization... oa cad 49 We Lhe Planning of Supervisory Programs... 0... 25 can cry 86 VI. Evidences of the Value of Supervision........ eos VII. Suggested Experimental Studies in Mesta id “141 VIII. Curriculum and Course-of-Study Making as Factors in the Improvemen don LNStTMCUION core o os 176 O A e ge ic os. de ee made es 207 X. The Training of Teachers in Service through Supervision... 263 XI. Supervisors’ Conferences and Meetings with Teachers...... 297 Ped Nea ee Af LIE A Ton gens be wees 343 Official Records Reson OMS XECUGVEISECLE CALY ee e Fig sue sag eh eh hie easter Svs 349 Reparo EMT AOA GMM CECE O Po inl Sapa eee ae 360 CA NU Laws a. ft cuties Kinet A ude ees 361 Calendar MLM NT ECU an ro a ale haan ae 365 Members of the Department of Superintendence................ 369 ‘FRE ETA E Re erate ioe E A 465 USS PEE TOBY EEO Ce ARA One A AA 467 AE AA A deuae E piel ie < 469 [7] E x E 7 i MAPS T Pr PE- es Í SS x * "A i Vapinae: Pa 1 3 l ~~, -u Y al > añ y Ñ 1 A o id Je malin tf aos DR HOT at) wil Ts Wishes ft ‘i da gyr 1075 « ' r N A Th), ey Ee E bh e is. gical? ae aaa e] by Ta R ei ance Te ATA ae ae ‘vr pithy S +} wit ariin j vn vis 1. eh coo vas) US «guiroo FA $ AW Fert la, F è Y w Y CHAPTER I THE MEANING AND NECESSITY OF SUPERVISION UNDAMENTAL Philosophy of supervision—Supervision is a creative enterprise. It has for its object the development of a group of pro- fessional workers who attack their problems scientifically, free from the control of tradition and actuated by the spirit of inquiry. Supervision seeks to provide an environment in which men and women of high professional ideals may live a vigorous, intelligent, creative life. There are those who emphasize the element of control in supervision. They point out the necessity for a certain degree of uniformity in order that children may move without difficulty through the school system or be trans- ferred from one school to another. They stress the necessity for directing the work of teachers of little competence. They point out the need for providing, through our courses of study and curriculums, for certain experience and for the acquiring of certain skills and knowledge which should be the com- mon possession of all. One may grant all of these requirements without denying the funda- mental obligation of supervision to provide for an intelligent and scientific attack upon the problems of teaching by those who are at work in the classroom. No one would propose that the freedom given to teachers be interpreted as a license to indulge in practices injurious to children. All will be willing to acknowledge the control of the science of education. Supervision will always have as one of its chief obligations the further education of teachers. No one can enjoy the freedom characteristic of the highest type of professional work without having command of all of the scientific knowledge available. Only that person who has the greatest pos- sible knowledge in the field in which he works can be called free. All others are certain to be controlled in some degree by superstitions or traditions. The supervisor’s work is to develop with teachers the scientific attitude and to acquaint them as fully as possible with the results of scientific inquiry. A sound supervisory program must be based upon a sound philosophy of education, but the meaning of education must be mastered by the teachers as well as by the supervisor. Supervisors may not hope to direct the work of teachers toward the accomplishment of the purpose which they have in mind unless these same teachers understand both the goal to be attained and the methods which promise to secure the desired results. In like manner, the results of scientific inquiry must be equally available both for the teacher and for the supervisor. Throughout this Yearbook, it is the thought of the Commission that the development of competent, professionally trained workers will eventuate in improved classroom instruction, and that this in turn will, in time, eventuate in an improved society. E94 10 DEPARTMENT OF SUPERINTENDENCE NA ES A is Proper induction of new teachers into the profession is aided by sound su- pervision—The necessity for competent supervision is everywhere apparent. We have in our schools throughout the United States many workers with- out adequate preliminary training. Even those who come into our profession from the best professional schools have only a beginning of knowledge or skill or insight or devotion to the profession which they seek to enter. It is the peculiar obligation of the supervisor to induct them into the profession. Beginning teachers are apt to be harassed by the least important details of their work. They practice the art of teaching not infrequently out of an experience in the classrooms in which they were pupils. It is difficult for them to carry their philosophy of education or their knowledge of the science of teaching into their own classroom procedures. They become slaves to routine; they may not appreciate their own strength. Their professional life is dependent upon a sympathetic leader who guides, restrains, and stimulates them during their period of probation. Growth of experienced teachers is advanced by sound supervision—T each- ers who have been long in the service just as certainly need adequate super- vision as do those who have recently entered the profession. All too often those who have achieved a certain degree of confidence rest satisfied with too meager achievement. Many men and women have entered the teaching profession with high enthusiasm, and lack the stimulus of high professional counsel and leadership. They have been overcome by routine. They have died professionally. What they needed was a supervisor to bring to them from time to time the result of scientific inquiry, to stimulate them to undertake experiments, to send them out into the school system in which they teach to observe the successes of others, to encourage them to become students of their own profession. So long as men and women of high intelligence devote their lives to the profession of teaching, just so long will there be an oppor- tunity for devoted leadership in the field of supervision. Supervision should not merely bring teachers devices of instruction, but it should also bring a recognition of the place of the school in society—The development of a system of public education which will meet the needs of our modern industrial society waits upon the cooperation of a group of su- pervisors and teachers thoroughly grounded in a philosophy of education which will make clear the ends to be attained, and controlled by the scientific spirit in the attack upon their problems. The more certainly supervisors come to think of their problems as involving the larger issue of the relation of the school system to our society, the less will they be satisfied with the mere consideration of the details of classroom procedure. Supervision, while employing a well-rounded philosophy and scientifically tested knowledge, takes account of individual differences among teachers— Supervisors will expect and encourage that diversity in practice which is demanded by the special aptitudes, interests, and abilities of those who teach. Even in the case of those practices in teaching which are established upon a scientific basis, they will allow for the personal equation which will Tue EIGHTH YEARBOOK 11 give vitality to the process. Good practice in supervision will mean for intelli- gent professional workers the development of a maximum of self-control and self-direction. “Teachers will not feel that they are being subjected to external compulsion. A supervisor should seek out the strong points of those supervised, build on these, and have faith in the ability of those supervised to advance—The meaning of supervision may be expressed in terms of the activities and atti- tudes of the supervisor. To inspire others to their best effort and to lead them in the scientific study of their problems implies dynamic leadership. A competent supervisor will have faith in those with whom he is associated. When one charged with supervisory responsibility proposes that progress cannot be made because of the limited ability of those with whom he is asso- ciated, he is confessing a lack of power to lead them. All leadership is based upon faith in one’s colleagues. Whatever the ability of the teacher, he will respond by giving his best only to one who is able to see merit in the work which he does. All workers in our profession produce their best work under the inspiration of one who has faith in them. Appreciation of work already done is the foundation upon which the supervisor must build his ideal struc- ture; and appreciation must be genuine if it is to produce the desired result. Flattery never helped anyone to do better work. The able supervisor has as a primary obligation the discovery of strength wherever it exists. He must stimulate and must expect growth even in directions little suspected by the individual with whom he works. Supervision recognizes unusually good teaching procedures and inter- prets them as illustrations of sound principles of education—In every school system in the United States, there are teachers whose insight and achieve- ment have been wasted because of lack of discerning supervision. It is the obligation of the supervisor to discover successful performances and to give them meaning by interpreting them in relation to the philosophy of education and to scientific inquiry. Many a teacher cannot reproduce his most success- ful performance, because it has not been clearly interpreted for him. The supervisor has an obligation to become sufficiently acquainted with the work that teachers are doing to discover whatever strength or skill they possess. It is possible that skill in one field of work can be transferred to another, if the teacher has been made conscious of the principle involved in his successful performance. It is quite as true that teachers can learn from one another through observation of work that is exceptionally well done. A very great increase in the efficiency of the work of any school system would occur if the successes of all teachers were made available for the whole corps. Poor procedure by teachers calls for illustrations of successful procedure by supervisors, based on impersonal principles and ideals—Supervision must take account of failures as well as of successes. It is important that those teachers who violate established principles of teaching or of learning be criticized constructively by their supervisors. Success in this aspect of super- vision will be determined largely by the degree to which the criticism is 12 DEPARTMENT OF SUPERINTENDENCE based upon principles and ideals and not upon personal relationships or prejudices. There is an obligation, wherever the teacher has failed, for the supervisor to present, both theoretically and through some sort of demonstra- tion, the successful procedure. The supervisor must adapt the application of scientific research to the capacities of individual teachers—Good supervision demands a scientific attitude on the part of the supervisor in dealing with teachers. Success will not be attained by handing to the teachers the results of scientific inquiry. It has to be experienced. The supervisor must expect to experiment in working with teachers just as certainly as this same spirit of inquiry is characteristic of the work which the best teachers do with boys and girls. The differences which exist among teachers must certainly be recognized. The type of work to be undertaken or the goal to be achieved must be adjusted to the capacity and enthusiasm of the individual teachers. Goals will vary for individual teachers according to their capacities and present stage of development—Good supervision will not depend upon the counsel of perfection. Careful supervision will constantly set before the in- dividuals concerned goals which are not too remote. The supervisor will propose, upon the basis of his appreciation of work already done, problems to be solved and work to be accomplished which lie just beyond the ideal which the teacher has set for himself. It will require an intimate knowledge of the work and ability of each individual supervised to adjust the work to be done to the varying personalities and abilities of each member of the ' group. For one, an experiment of very far-reaching significance will be clearly indicated ; while for another, dark discouragement will result if the goal set is beyond that achievement which may be thought of as the next step in successful practice. Supervisors cannot be expected to carry all responsibility for the improve- ment of teachers who work with them. Truly professional teachers will be interested in their own improvement. The supervisors may have an obliga- tion to help them analyze their experiences in such manner as to discover both their strengths and their weaknesses. The supervisor must encourage every teacher to attempt, on his own ac- count, to improve his work. It would be the height of folly to propose that all improvement in teaching is to be thought of as dependent upon the in- sight and suggestion of the supervisor. Something of the emphasis to be placed upon creative supervision as com- pared with mere inspection can be illustrated by the work which a good su- pervisor does in relation to the rating of teachers. Any sound rating scheme will allow for the individuality of the teachers rated. Passing judgment upon all of the factors which contribute to the efficiency of a teacher, and deter- mining the degree of his achievement as compared with others are only the beginnings of supervision. In the light of whatever competence the teacher possesses, suggestions should be made which will lead to still greater achieve- ment. Wherever there is weakness, there is opportunity for supervision to THE EIGHTH YEARBOOK 13 enter and help teachers to overcome their particular deficiencies. “Helping teachers” have always been welcomed by those whom they supervise. The principles of good supervision apply to all individuals, whatever type or level of work they may be performing—Supervision may never neglect any individual nor belittle any part of the program of education offered in the school. The activities which must be carried on in a school system range all the way from the work of an attendance officer who delivers reluctant children to the school, to the work of the committee on curriculum construc- tion that seeks to organize experiences for children throughout the school system. There is no activity that is not of first-rate importance. The super- visor has the opportunity and the obligation to utilize whatever ability that can be found among the members of the staff. It is important that everyone experience the satisfaction which comes from achievement. Proper supervision results in some progress by all, and in much progress by the most able—The most important criterion by which the work of su- _pervision may be judged is found in the answer to the query, “Have those who have been associated with the supervisor grown professionally?” It is not to be expected that all will have achieved great distinction, but the de- mand may well be made that as a result of supervision all teachers do better work and all are ready to accept greater responsibility. Possibly the most severe test that can be applied to the work of a supervisor is to ask in what degree the abler members of the staff have realized their highest possibilities under his leadership. A professional spirit on the part of a supervisor will encourage a similar spirit on the part of those supervised—In the last analysis, the creative work of the supervisor will be measured by his devotion to the cause of education, expressed through productive scholarship and leadership. If his loyalty to this service controls his own activities, it will be found in the lives of those with whom he is associated. If he has given himself willingly and whole- heartedly to a study of the meaning of education in our society; if he is thoroughly conversant with the contributions of science to our profession, then he may ask for a like consecration upon the part of his colleagues. Great leadership is dependent upon social intelligence, professional scholar- ship, professional insight, and professional imagination. These are granted only to those who value the cause they serve above everything else. “The supervisor may hope to provoke in the lives and the work of his colleagues no greater understanding or enthusiasm or idealism than that which controls his own. Just as the teacher should have a technic of teaching—so the super- visor should have a technic of supervision. CHAPTER II THE FUNCTIONS OF SUPERVISION ELATION of supervision to administration 1—In educational discussions as well as in practice, the term supervision is loosely used to include a variety of activities other than those which pertain directly to the teaching process. Thus we have supervisors of janitors, supplies, and build- ings. While the functions’ performed by those who oversee janitors, build- ings, and the purchase of supplies have many elements in common with the functions of those who supervise the process of instruction, in this chapter the term supervision refers to the more restricted connotation of the term— supervision of instruction. In current practice, and in educational literature as well, there is much confusion of the terms supervision and administration. While, for the sake of clarity, it seems desirable to draw a line of demarcation between these two aspects of educational endeavor, such differentiation is by no means easy. Administration and supervision are in fact complementary activities. The supreme objective of each is the improvement of instruction. Administration should provide situations in which both teachers and su- pervisors can work to best advantage. The administration is responsible, through the provision of plant, equipment, and personnel, for the organiza- tion of schools and of classes in which a variety of opportunity is provided. It is only when children are placed in such relationship to school oppor- tunities as will make for their highest success that administration has properly functioned. Measurements of the abilities and the achievements of children in many school systems will discover one out of three of the pupils misplaced even with respect to the opportunities now available. Administra- tion has the obligation not only to provide a better adjustment of oppor- ities now available to the pupils, but also to study the need for variation and adaptations to courses of study and curriculums in the light of existing dif- ferences in ability, in achievement, in physical well-being, and in vocational outlook of the individual pupils who compose the school population. Improvement of instruction, as improvement in any other field, must come about through the working of two types of forces—those which tend to consolidate and stabilize advances already made, and those which make for change. In a very real sense, both administration and supervision exemplify the working of these two forces in organized educational procedure. While good administration is essential to the maintenance of efficiency, it also in- spires and stimulates desirable changes which make improvement possible. On the other hand, while good supervision seeks to promote improvement in 1For a further discussion of the relation of supervisor d inistrati i £ sory and administrative duties Chapter III, pp. 19-48. o e [14] THe EIGHTH YEARBOOK 15 ne instruction through constructive changes, it also is concerned with main- taining and rendering effective advances already made. It thus seems evident that administrative and supervisory efforts should complement each other in attaining a common end. Supervision analyzed into four major functions—As a basis for a more detailed consideration of its various aspects as they appear in practice in school systems large and small, it is desirable to analyze supervision function- ally. Such analysis is an aid to clear thinking and makes the meaning and purpose of the technic of supervision more intelligible. Fundamentally, the functions of supervision are either creative or direc- tive. They have been variously grouped by experts in the supervisory field, but for the purpose of this analysis they may be classified under the follow- ing captions: (1) Inspection, (2) Research, (3) Training, and (4) Guid- ance. 1. Inspection—A Function of Supervision By inspection is meant the survey of classroom teaching and the school system as a whole, the equipment, the means of instruction, the service, the personnel, the pupils, or any other items of detail, to ascertain how efficiently instruction is being given. The means of securing information may be by visit, by general report, or by measurement. Detailed information relative to present attainments is essential to future progress. There is also an unmis- takable tendency to make this information relative to instructional con- ditions increasingly exact. Subjective means of evaluation are gradually giv- ing way to the more objective types of evaluation wherever new objective means of evaluation have been developed. Standard tests, rating schemes, and various objective devices are now available to teachers and supervisors who desire more exact information about instructional conditions. Exact information about present accomplishments, when viewed in the light of current standards, supplies data essential to impartial evaluations, and sets problems for future investigations and growth. Effective inspection should reveal defects in instructional procedure as well as points of par- ticular excellence. Data gained through inspection may form thé basis of a corrective or constructive program or may merely indicate what progress has been made in response to previous constructive effort. Through inspection the supervisory agent should be able to diagnose conditions and discover problems which press for solution. 2. Research—A Function of Supervision Research is a systematic critical investigation seeking facts or principles. Its purpose is to discover, clarify, and isolate problems; and to collect, or- ganize, and interpret facts; to formulate hypotheses, and to test them and 16 DEPARTMENT OF SUPERINTENDENCE A A A A A A AAA appraise their value.* Research is a creative function. If it may be assumed that true progress must come through a knowledge of facts scientifically ob- tained, then all curriculum construction and revision, and all improvement in materials, technics, and methods of instruction must be the outcome of re- search. Only through this means can we evaluate the instructional process, keep it responsive to social needs, and in harmony with the growth of scien- tific knowledge. The agent who carries on creative supervision should be at all times an expert, should know his field thoroughly, and should be able to stimulate others to constructive effort. It is his province to discover opportunities for improvement in materials and methods of instruction; to collect, digest, con- solidate, and publish valuable data; to experiment with methods and mate- rials of instruction which appear to be better than those in use; to measure results; to set up tentative standards and objectives; and to formulate the results of his investigations in such definite and practical terms that ad- ministrators and directors of instruction can use them. 3. Training—A Function of Supervision The effective exercise of the functions of inspection and research in any system should yield a product of materials, technics, and methods which will form a valid basis for the exercise of the third function—training. The term training is here used in a broad sense. In the performance of the training function, the supervisory agent places his expert knowledge, power, and skill at the service of any person in the system who is attempting to carry out the instructional policies of the administration. This assistance may be from superintendent to principal, from principal to teacher, or from supervisors to teachers, principals, and other administrative officials. The training program concerns itself with keeping the personnel informed and practiced in best educational procedures. An important prerequisite of progress is the development of a favorable attitude of mind on the part of those concerned directly with the problems of administration and instruction; an attitude responsive to change; a state of mind hospitable to new ideas and methods; a willingness to cooperate in utilizing the creative contributions of the system. With such a favorable 1 According to Woody, (Clifford Woody, “The Values of Educational Research to the Class- room Teacher,” Journal of Educational Research, Vol. XVI, October, 1927, pp. 172-8): Research comprises defining and redefining problems; formulating hypotheses or sug- gested solutions; collecting, organizing, and evaluating data; making deductions and reaching conclusions; and at last carefully testing the conclusions to determine whether they fit the formulated hypotheses. Charters makes a clear distinction between pure research and practical research. He states that pure research consists of only two steps, selecting a problem and applying scholarly methods to its solution. According to Charters: In practical research there are five steps: (1) A going concern is studied, measure- ments made, and points of weakness discovered. (2) Some one of these weaknesses is selected for investigation. (3) Then follows solution in the laboratory. (4) This is suc- ceeded by the step of installation in which modifications must be made so that the solu- tion will work in practice. (5) Finally, the solution must be maintained by placing it into the organization so that it will become a permanent part of the system. For a further discussion of, What is educational research, see: Monroe, Walter S., Ten Years of Educational Research, 1918-1927, Chapter I. Bulletin No. 42, Bureau of Educational Re- search, College of Education, University of Illinois, Urbana, Ill., 1928. Tue EIGHTH YEARBOOK 17 E A A background, improvement in instruction only awaits the creative and con- structive effort of those who have the vision and knowledge to promote a forward-looking program. Without it, a program of improvement, although scientifically planned and intelligently presented, will progress but slowly. In practice, training may take the form of: (1) Conferences with indi- vidual teachers during which there is free interchange of ideas and analysis of individual problems; (2) meetings with experimental groups of teachers selected for their creative ability; (3) group meetings of teachers for the observation and discussion of demonstration lessons in which the ideas of the supervisory agent are exemplified under practical conditions; (4) visits to classrooms, preferably on invitation, for the purpose of diagnosing diff- culties, making suggestions, or giving instruction through demonstration. The ideal supervisory agent visits teachers avowedly as a service agent, ready to aid, to guide, and encourage rather than as one who comes to criticize, to censure, and perhaps to rate; (5) the distribution of instructional aids such as bulletins, type lessons, and references for reading and study; (6) the organization of extension classes to supplement other training proced- ures. Every forward movement in a school system necessitates a readjust- ment in the viewpoint and methods of teachers. For this reason formal classes for training are desirable in which teachers in service as well as pros- pective teachers may broaden their professional outlook and harmonize their theories with changes which are going on in education. 4. Guidance—A Function of Supervision After the materials, technics, and methods of instruction have been evolved through experimentation and research, and supervisors, principals, and teachers have been made familiar with them through the various training agencies just discussed, there remains the fourth function—guidance. Re- search and training programs must produce an outcome in the form of better instruction. That this result may be realized, some agent must assume the guidance of instruction. This agent, usually the building principal, must provide the materials, physical setting, and guidance prerequisite to effec- tive classroom work. In the performance of this function, the person in charge supplements a teacher’s previous training: (1) By providing him with special information relating to his immediate problems; (2) by fur- nishing him suitable materials for instruction; (3) by helping him to meas- ure the achievement of his pupils, to diagnose their difficulties, and to apply suitable remedies; (4) by supplying standards by which he can judge his own efficiency; (5) by diagnosing his failures; (6) by suggesting remedial measures; (7) by appraising his final success or failure. The exercise of the guidance function is necessary if the teacher in the classroom is to attain and hold the advanced ground for which research and training have paved the way. 18 DEPARTMENT OF SUPERINTENDENCE Additional supervisory functions which aid in the improvement of in- struction—Supervisory officials are frequently called upon to assist in the selection of textbooks, in the preparation of standards for the purchase of supplies and equipment, and in the planning of buildings. Such activities, while not readily classified under the captions used in this chapter, are re- lated in an important way to the problem of instruction and, if properly carried on, may be an aid in improving instruction. It would seem that su- pervisory officers may with propriety be asked to carry on the researches necessary to the scientific formulation of standards for textbooks, equipment, supplies, and buildings, but that the actual decisions as to these matters is an administrative function and should be performed by an administrative officer. Allocation of supervisory functions—If the functions here outlined are valid and sufficiently inclusive, they all should be exercised in some degree, by someone, in every school system, large and small. In a very small system the superintendent may in turn carry on inspection, research, teacher train- ing, and guidance. If he is efficient he must be able to assume all of these roles. The large city system offers the best opportunity to exemplify the functions herein described, because administration, supervision, and instruc- tion are more clearly differentiated, and the several functions of supervision in the main are performed by different individuals. Need for proper balance between various supervisory functions—Prevail- ing practice in the organization of supervision is far from uniform, but in all systems the essential functions of supervision are being performed in some measure. Whatever the procedure in a given school system may be, no one function should be emphasized to the disadvantage of others. Over-emphasis on the creative and experimental side without proper attention to teacher training and guidance makes for vagueness and instability of product. Under these conditions instruction presents the formal aspects of progress without the substance. On the other hand over-emphasis on guidance without a rea- sonable program of research and teacher training results in a dead, static system in which changes, if they come at all, come slowly. In an ideal situation the functions of supervision would be in balance; in- spection, research, training, and guidance working in perfect harmony. Inspection will discover the defects to be corrected, as well as those pro- cedures which merit encouragement. Research will reveal the principles which make for improvement. Training will familiarize teachers with these principles. Guidance will provide the inspiration and material environment necessary to their incorporation in practice. Inspection then will play its part again to be followed by further research, teacher training, and guidance. CHAPTER III THE DUTIES OF SUPERVISORY OFFICERS EED for definite consideration of supervisory duties—For effective planning in programs of supervision, it is essential to take into ac- count the actual duties which supervisory officers may be called upon to perform in the course of their official activities. Whether the par- ticular objective of supervisory planning be the preliminary training and selection of supervisors, the lay-out and assignment of work to special super- visory officers, or the ultimate checking of supervisory activities and effi- ciency, it is of distinctly practical advantage to have clearly in mind a com- prehensive list of possible supervisory duties. Such a list may be derived either from a canvass of duties which apparently successful supervisors are known to perform, or it may be based upon theoretical considerations of the proper duties which supervisors ideally ought to perform. In either case, the consideration of duties lends needed objectivity to supervisory planning. It is the purpose of the present chapter to consider the particular duties which enter into the work of supervisors, placing emphasis upon the scope and variety of duties, and giving special attention to the intimate relations which so-called supervisory duties bear to administrative interests on the one hand and to instructional interests on the other. The data and mate- rials which bear upon supervisory duties will be presented under the follow- ing headings: (1) the relation of supervisory and administrative duties; (2) the supervisory duties of administrative officers; (3) the duties of special su- pervisory officers; and (4) practical considerations. I. The Relation of Supervisory and Administrative Duties Confusion between supervision and administration—In making a study of supervisory duties, the investigator is early confronted by the fact that a considerable amount of confusion and overlapping exists between the con- ventional meanings assigned respectively to supervision and administration. The confusion is due to a fairly general lack of agreement as to the exact nature and scope of supervision. The overlapping is due to a genuine similar- ity in the activities carried on by supervisory and administrative officers. Inasmuch as educational situations are continually arising in which the functions and duties of supervisors and administrators are brought into inti- mate relation, it will be profitable to review briefly the development of su- pervision which has led to the present situation.* The rise of supervision—Unfortunately, from the point of view of clarity, supervision is a term which has been used in many different ways in the field of education. One of the first technical uses of the term supervision was 1A more extended treatment of the rise of supervision may be found in Ayer, F. C., and Barr, A. S., The Organization of Supervision, Chapter I, pp. 1-37. New York, D. Appleton and Company, 1928. [19] 20 DEPARTMENT OF SUPERINTENDENCE in connection with the personal control exercised by instructors over students in the early teacher-training institutions and in connection with the relations set up between teacher and pupils in the several pupil-teacher apprentice- ship plans of teacher training which were popular in the first half of the nineteenth century. The term supervision was also frequently associated at about the same time with the general administrative oversight which was exercised over public school teaching by legally appointed officers. This type of general supervision was exercised first by school boards as a whole, and later on by their specially appointed executive officers, the movement cul- minating in the rise of the office of superintendent of schools. At the outset, little discrimination was made between the two terms, administration and supervision, but as time passed school boards and superintendents gradually came to perceive the value of what was called professional supervision and to think of it as a special function more or less distinct from other ad- ministrative duties. The older idea of a personal relationship involving the superintendent as overseer and the teachers as learners was included in the new concept of professional supervision, but the general notion of super- vision as a distinct if not separate function spread rapidly from this time on. The functional concept of supervision as a distinct field of service was strengthened by the incorporation of the special subjects, such as drawing and music, into the public school curriculum and the selection of separate officers known as special supervisors to supervise these new studies. These officers centered their efforts on the improvement of teaching and gradually came to be thought of as instructional experts rather than as administrative officers. On the other hand, the rise of the building principal in medium and large-sized cities as an instructional supervisor headed off the movement to develop a separate set of officers to carry out the function of supervision. Special supervision eventually spread to other subjects, and general super- visors came into existence in many cities; but, with the exception of certain large cities, supervision is still largely in the hands of administrative officers, notably the superintendent of schools and the building principals. Pro- fessional supervision, however, in contrast to general administrative super- vision, has come to claim a distinctive place in the literature of education, and it will be well at this point to consider its special function in connection with the broad field of general educational administration and the general duties of public school administrators. School administration is, in its more general aspects, a much broader term than school supervision. Administration, properly conceived, has to do with the general control and operation of the entire educational program. It in- volves the legal basis upon which the school program is operated ; the organi- zation of its numerous factors into an effective machine; the financing of its extensive operations; the officering of its business and instructional staff; the supervision of its contributory activities; and the accounting of its cost and progress. In the midst of these major functions, professional supervision Tue EIGHTH YEARBOOK 21 A A ERAN AAA A is an activity which has to be administered as such, but which is a part of and not distinct from the general administrative program. Any attempt to draw a clear line of demarcation between administrative duties and supervisory duties must of necessity depend upon restricted definitions of administration and supervision. As a matter of fact, the concept of pro- fessional supervision has been enlarged so greatly in recent years that it now reaches out into practically every aspect of administration. Limited at first to matters directly associated with classroom teaching, supervision has been extended to involve the entire field of learning and teaching conditions. As such, it is as impracticable to separate supervision from administration as is the frequent attempt which is made to separate the business and educa- tional activities of a school system into two distinct fields of service. Separa- tion in either case is a matter of convenience, not of functional difference. Creative versus administrative supervision—A number of attempts have been made to distinguish between the administrative and creative aspects of supervision. An elaborate illustration of this type may be taken from the Public School Code of the Hamtramck, Michigan, Public Schools.* Instruction of the children is the supreme function in public education. All other activities essential to efficiency of instruction must be considered primarily as ad- juncts to the instructional activity. The instructional activity from an organization standpoint is conceived as possessing two aspects: (1) administrative supervision and (2) creative supervision. Administrative supervision deals with the direction of achievement and the maintenance of current standards, while creative super- vision is concerned with improvement of achievement and progress in standards. The general supervisory duties of a director of instruction in charge of creative supervision are given as follows :? . Discovering, formulating, and solving instructional problems. . Constructing the course of study. Devising, testing, and selecting methods of teaching. . Formulating tests and methods of measuring the efficiency of instruction. Determining the degree of efficiency to be adopted as standard. . Formulating standards of equipment, supplies, and organization. Formulating methods of diagnosis and methods of remedying specific defects. Rendering assistance “upon call,” i. e., when and where requested to do so. Doing such experimental and pure research work as may be necessary for the ultimate improvement of instruction. 10. Search for “high spots” in his own and other school systems and from other sources; digesting reports of “low spots” and “high spots” from his own and other school systems; formulating items of value for transmission to the system, ‘and presenting the same to the administrative officers. 11. Appraising the instructional effects of the work of other departments and making suggestions to the superintendent for the improvement of the work of other departments as it affects his own specific work. CPN Anon HE 1 The Public School Code of the Hamtramck, Michigan, Public Schools, Research Series No. 2, p. 141. Public Schools, Hamtramck, Mich., 1927. 2 Ibid., pp. 142-3. 22 DEPARTMENT OF SUPERINTENDENCE NR ni a E E A E E E In contrast to the foregoing duties of creative supervision the duties of a principal which pertain to administrative supervision are given as follows :* 1. Knowing what the course of study contains. 2. Knowing the degree of efficiency in putting into effect the course that has been adopted as standard. 3. Knowing the standard method of achieving standard efficiency. 4. Knowing the standard equipment, supplies, and organizations related to above. 5. Directing teachers in putting the above into effect. 6. Measuring the actual efficiency of instruction achieved. 7. Locating low points, diagnosing causes, and applying remedies when this is possible. 8. Calling for assistance from directors of instruction in diagnosis and remedial work when needed. 9. Locating and reporting “high spots.” 10. Discovering, formulating, and reporting difficulties or problems in need of scientific investigation. 11. Making suggestions for the possible improvement of instruction. The Hamtramck plan is quoted here primarily as an illustration of the far-reaching and overlapping nature of supervision. Supervision and administration as classified in time studies—Attention should be called at this point to the fairly common practice followed in making time studies ? of the work of administrative officers, This plan divides the duties of the public school administrator into such minor categories as administration, supervision, teaching, clerical services, community relations, and professional improvement. An examination of the leading time studies shows that, despite wide variations in the method of classification, it is a common practice to allocate to the field of supervision those duties which bear directly upon the improvement of teaching and to restrict the duties of administration to activities dealing with the care of the school plant, busi- ness affairs, discipline, extra-curriculum activities, child accounting, health work, special programs, and in general those activities not included in the other categories listed in the study. As a result of such restricted definition and arbitrary separation of supervision and administration, certain duties are very difficult to classify. Anyone who has ever attempted to organize such a time study or who has tried to distribute his own working time into the various categories indicated is well aware of the large number of duties which fit with equal appropriateness into more than one of the main 1The Public School Code of the Hamtramck, Michigan, Public Schools, Research Series No. Pee. pp. 143-4. Public Schools, Hamtramck, Mich., 1927. 2 See, an example: Bates, Guy, “Functions of the Elementary School Principal,” l ducational Meth Vol. IV, January, 1925, pp. 178-84. 4 i a of pdu caions gigi Department of Elementary School Principals, The Elementary School Principalship, Seventh Yearbook, Chapter V, pp. 204-9. Washington, D. C., National Education Association, 1928. Dyer, W. P., Activities of the Elementary School Principal for the Improvement of In- pida ea aay pew Ron Teachers onee, Columbia University, 1927. ampton, . O., How Public School Principals Use Their Ti Doctor’s Di i University of yan «Carolina, 1926. b heir Time, Doctor’s Dissertation, ughes, C. L., “The Functions of the School Superintendent in Th ice,” Amean nekon E curnal, Vol. LXVII, Deber: 1923, pp. 40-2, vac hate ee br cClure, Worth, “The Functions of the Elementary School Principal.” Journal, March, 1921, Vol. XXI, pp. 500-14, a a E E ll THE EIGHTH YEARBOOK 23 RE A divisions. The duties that occasion the greatest difficulty in separate classi- fication are those which pertain to the work of testing, child accounting, curriculum construction, selection and welfare of teachers, and the handling of textbooks and supplies. Here the natural overlap between the so-called supervisory and administrative fields is so great that practically any system of separate classification breaks down. The relation of administrative and instructional supervision—In con- cluding this section, attention is called to the fact that supervisory activities which are very similar in nature grow out of both administrative and in- structional situations. This fact is well illustrated by the three sets of duties listed in Table 1, which have been taken from various analytical studies of the duties of administrative and supervisory officers. Table 1 includes ten sets each of three similar or related duties which bear upon the improvement of instruction, each set being taken from a different aspect of the general educational program. The duties are arranged in three parallel columns, the first column containing duties which arise from purely administrative situations, the third column containing similar or related duties which arise directly from instructional situations, and the second or middle column con- taining duties which arise from overlapping or coordinate situations. The table as a whole shows the very broad scope and interrelated character of duties which are involved in the improvement of instruction. TABLE 1.—RELATED SUPERVISORY ACTIVITIES RISING OUT OF ADMINISTRATIVE, INSTRUCTIONAL, AND COORDINATE SITUATIONS I. Administrative Situations II. Coordinate Situations | III. Instructional Situations Select textbooks . Organize schools and classes Determine curriculum Employ teachers . Advise teachers as to school board Rate textbooks Classify pupils Construct courses of study Inspect teaching Prepare a teachers’ hand- Recommend textbooks Adapt courses of study to needs of pupils Interpret courses of study Criticize teaching Advise teachers on profes- sional conduct policies book | C Keep office hours for conferences | Confer with teacher over Confer with teacher over discipline methods ; q . Establish uniform marking system | Examine teachers’ marks Improve written examina- tions Determine budget for supplies Standardize supplies Suggest proper use of sup- plies Finance a professional library Organize a professional li- | Direct professional reading brary ; m of phen age i sting program Administer standardized elp teachers provide for RS cate a pang ae? tests individual differences II. The Supervisory Duties of Administrative Officers Extent to which administrative officers should participate in supervision— The rise of supervision has been characterized by a rapid increase in the number and scope of the duties which pertain to the improvement of in- struction. One of the most important problems in the organization of super- 24 DEPARTMENT OF SUPERINTENDENCE vision relates to the personal participation of administrative officers in super- visory duties. How much of his total time should an administrative officer devote to supervision? What particular supervisory duties, if any, should he perform in person? It is impossible to answer these questions with anything like finality at the present time. In lieu of such positive evidence, we may best turn to the standards of professional judgment and conventional practice. Here we find a number of studies which bear directly upon the problem either (1) concerning the proportionate amount of time which should be given to supervision by administrative officers, or (2) relating to the particular duties which should be performed by administrative officers. In considering these two aspects of the problem, the discussion will be limited to the following administrative officers: elementary school principals, high- school principals, and superintendents of schools. The elementary school principal as a supervisor of instruction—A num- ber of investigations have been made to ascertain the relative amounts of time which administrative officers actually give to supervisory duties. As indicated in the previous section, discrepancies in the method of defining supervisory duties invalidate these studies to a certain degree, but they are sufficiently accurate to disclose important tendencies. In this respect the supervisory activities of the elementary school principal have received the most attention. A review of the various studies which have been made of the distribution of the elementary principal’s time is given in Chapter V of the Seventh Yearbook* of the Department of Elementary School Princi- pals of the National Education Association. The actual distribution of the elementary principal’s school day appears here as Table 2, which is patterned after Table 31 of the Seventh Yearbook. It may be seen from the data in Table 2 that the average amount of time which principals give to supervision varies according to different studies from 15 percent to 36 percent. In the majority of cases, it is considerably less than the time devoted to the so-called administrative duties. It should be kept in mind, however, that a considerable number of the administrative duties bear more or less directly upon supervision. Hampton, for example, reports the administrative activities of principals relating to supervision as con- suming 7.57 percent of their total time. The relative amount of time which, according to the judgment of various experts, elementary principals should ideally devote to supervision is shown here in Table 3, which is patterned after Table 34 of the Seventh Yearbook of the Department of Elementary School Principals. The ideal time ranges from 31 to 51 percent of the principal’s total time. According to the judg- ment of experts principals should devote more time to supervision than they now do under the present practical conditions. The amount of time devoted to administrative duties, on the contrary, apparently should be re- duced. 1 Department Elementary School Principals, The Elementary S rinci | F E ary School als, sl ary School Principalship, Seventh Yearbook, Chap. 7, pp. 204-9. Washington, D, C., National Education Ne ie ae 1938. ¿ Tue EIGHTH YEARBOOK 25 The data presented in Tables 2 and 3 indicate present conditions and theory with reference to the distribution of the elementary principal’s time. These figures, however, are average figures and should not be set up as a TABLE 2.—THE PERCENTAGE OF THE ELEMETARY PRINCI- PAL’S TIME GIVEN TO SUPERVISION AND OTHER DUTIES, ACCORDING TO ELEVEN DIFFERENT STUDIES ee ee ee eee Super- Adminis- Clerical : Other Source of Data vision tration Duties Teaching Duties SoyenthiNearDoo k r daea aa 34 30 19 4 13 ELOUC A A > Cah een 34 34 13 9 10 36 51 10 0 3 34 40 13 0 1 24 43 31 0 2 20 39 6 23 12 ES 16 1192 52 5 Flowers (Baltimore)3................ 30 41 20 5 5 lowers (other entiesión.. o ioeie aa aa 30 45 16 2 7 OHS Shoe A a a ie fou 26 44 10 10 10 ETAT LOT A O ee ere Sa 20 65 8 4 3 1 Department of Elementary School Principals, Seventh Yearbook, p. 205, Table 29. Washing- ton, D. C., National Education Association, April, 1928. 2 Crouch, Roy, “Status of the Elementary School Principal,” Chapter II, Fifth Yearbook, Department of Elementary School Principals. Washington, D. C., National Education Asso- ciation, July, 1926. Computed from medians of total distribution, Table 50, p. 251. 3 Bates, Guy, “Functions of the Elementary School Principal,” Journal of Educational Method, Vol. IV, No. 5, pp. 178-84, January, 1925. 4 Benson, J. R., “The Division of the Principal’s Time,” Elementary School Journal, Vol. XXVII, No. 2, October, 1926, pp. 94-100, 5 Kuehny, M. S., in Bulletin of the Department of Elementary School Principals, October, 1925. Adapted from Table 1, p. 45. 6 Martin, W. H., unpublished study of New England principals, 1925—adapted with ap- proval of author. Percentages distorted by inclusion of data on teaching principals. 7 Morrison, J. Cayce, School Principalship in Ohio Cities and Exempted Villages, Contribu- tion in School Administration, No. 2, Ohio State University, 1926; Table 35, p. 43. Includes data on teaching principals. 8 Flowers, Ida V., “The Duties of the Elementary-School Principal,” Elementary School Jour- nal, Vol. XXVII, No. 6, February, 1927, pp. 414-22. % English, Mildred, in Bulletin of the Department of Elementary School Principals, October, 1927. Adapted from Table III, p. 13. y i 10 Hampton, W. O., dissertation for doctorate, How Public School Principals Use Their Time, University of North Carolina, 1926, Table X. TABLE 3.—IDEAL DISTRIBUTIONS OF THE ELEMENTARY SCHOOL PRINCIPAL'S SCHOOL DAY Super- Adminis- Clerical : Other Source of Data vision tration Duties Teaching Duties Seventh Vearbook tekene es u e 51 25 6 6 12 MEC A e ere et ena aa asi 40 20 10 0 30 A IR A O AS ROO O y 46 22 e 0 25 MOSONS do de rotos ate 38 22 9 21 10 MA A OS 31 33 2 5 29 Average naona A AA ena ous 41 24 7 6 2) 1 Department of Elementary School Principals, Seventh Yearbook, p. 207, Table 33. Wash- ington, D. C., National Education Association, April, 1928. bat J : 2 McClure, Worth, “The Functions of the Elementary School Principal,” Elementary School Journal, Vol. XXI, . 500-14, March, 1921. i y 3 Bates, Guy, anon of the Elementary School Principal,” Journal of Educational Method, Vol. IV, No. 5, January, 1925, p. 182. p , f N 7 Moraeon, J: TN as Principalship in Ohio Cities and Exempled Villages, Contribution in School Administration, No. 2, Ohio State University, 1926, p. 44. 0% 5 Computed from supplementary data submitted with Martin's study of New En: and princi- pals. See Table 2. A AAA ee 7 26 DEPARTMENT OF SUPERINTENDENCE standard to be followed blindly. Moreover, the difficulty of distinguishing between supervisory and administrative duties must be taken into account. The principal should be placed in a position so that he can distribute his time wisely, but the actual amount of time given to supervision will depend materially upon the number and kind of teachers employed, the amount of assistance to be derived from other supervisory officers, and the demands of other executive duties. The high-school principal as a supervisor of instruction—Eikenberry * found that the most important activity of the high-school principal from the standpoint of time spent was teaching. “The median time of teaching for schools of all sizes was 138 minutes, or 37 percent of the total school day. The second most important activity was routine office work, with a median daily time expenditure of 40 minutes, or 11 percent of the total day. The supervision of instruction was third, with a median daily time expenditure of 36 minutes, or less than 10 percent of the total time. Then followed in order: supervision of study halls, 33 minutes or 9 percent; holding con- ferences with pupils, 31 minutes or 8 percent; conferences with teachers, 22 minutes or 6 percent; school correspondence, 19 minutes or 5 percent; discipline, 17 minutes or 5 percent; community relationship, 10 minutes or 3 percent; conferences with parents, 9 minutes or 2 percent; inspecting buildings, 9 minutes or 2 percent; directing social affairs, 9 minutes or 2 percent; and entertaining visitors, 4 minutes or 1 percent. More time was given by principals to supervision in the larger schools; the maximum aver- age, 69 minutes or 20 percent, was in high schools with from 501 to 1000 enrolment. The superintendent of schools as a supervisor of instruction—Hughes ? found that superintendents in school systems having from 8 to 12 teachers devote 8.75 percent of their time to supervision; superintendents in school systems having from 13 to 19 teachers spend 15.5 percent of their time in supervision; and superintendents with from 20 to 26 teachers spend 17.5 percent. The median percentage of time for the entire group was 12.7. As against this, the median judgment of 58 university professors was that 32.8 percent of a superintendent's time should be devoted to supervision. Theoretically, principals and superintendents appear to be giving too small a share of their time to supervision. In case of the superintendents, theory and practice unite in the verdict that the increased time for supervisory duties should be taken from teaching and clerical duties. Here again, it is necessary to emphasize the importance of studying the needs and resources of a local system before setting up specific time allotments for supervisory duties. An increase in the time allotted to principals for supervision may very well decrease the amount expected of the superintendent. 1 Eikenberry, D. H., Status of the High-School Principal, U. S. Bureau of Educati l- letin No. 24, 1925, pp. 51-4. 2 Ronna 2 Hughes, C. L., “The Functions of the School Superintendent in Theory and Practice,” American School Board Journal, April, 1928, pp. 55-56; May, 1928, p. 70. Tue EIGHTH YEARBOOK 27 A i ee AS A Redford,* for example, discovered when the 140 school systems which he studied were divided into four groups on the basis of school enrolment, that the superintendents in the smallest and largest districts perform, on the average, fewer supervisory duties than do the superintendents in the two intervening groups. Ayer found similar results in connection with his study mentioned below of 378 superintendents. Table 4 lists all the duties of a definitely supervisory character which were performed by over one-half of the 140 superintendents who cooperated in Redford's study. The duties are ranked according to the number of super- intendents performing them. On the basis of common performance, Redford considered these duties as the superintendent's standard supervisory duties. TABLE 4.—SUPERVISORY DUTIES PERFORMED BY MORE THAN ONE-HALF OF 140 SUPERINTENDENTS REPORTING Number of Duty Superintendents Performing fieConrerwithiindividnal teachers sys. acia coo ela resaca sl satiety whe wows rs 117 2. Plan teachers’ meetings.. 111 3. Inspect instruction....... 107 4. Direct teachers’ meetings......... 100 5. Discuss topics in teachers’ meetings 99 6. Initiate new teachers....... 97 7. Distribute teachers’ loads. . 97 8. Suggest professional reading 94 9. Confe.r over test results.... 90 10. Criticize instruction.............. 88 11. Establish uniform marking system. 84 12. Suggest devices to teachers......... 83 13. Help teachers solve special problems. , 82 14. Explain curriculum: to statis... 6 ies - 82 15. Enroll teachers in teacher organization. 80 16. Instruct teachers in discipline......... 76 17. Confer with principals and supervisors. 76 18. Adjust teacher-pupil differences..... 73 19. Examine teachers’ marks......... 73 20. Inspect daily schedule of teaching... 7A 217 A DA eE A A E e dee 71 Table 5 on page 28 includes duties performed by over one-third, but less than one-half, of the 140 superintendents of schools. These duties Redford considered as the superintendent’s supplementary supervisory duties. The summary data from Redford’s and Ayer’s studies are presented in Table 6 on page 28. These studies indicate that superintendents in school systems with enrolments from 751 to 2000 pupils perform a greater variety of supervisory duties than in either larger or smaller systems. Supervisory duties which school administrative officers should perform, according to research studies—There are a number of studies which bear somewhat directly upon the selection of the supervisory duties that should be performed by administrative officers. Melby * made a comprehensive study of the values placed upon a number of supervisory practices based on EE C.; and Barr, A. S., The Organization of Supervision, pp. 127-30. New York, D. Appleton and Company, 1928. 2 Melby, E. O., A Critical Study of the Existing Organization and Administration of Super- vision. Bloomington, Ill., Public School Publishing Co., 1929, 158 pp. 28 DEPARTMENT OF SUPERINTENDENCE A AAA A AAA SE the judgment of teachers and educational specialists. As this study is re- ported in some detail in Chapter VI (See pages 130-3), it will not be in- cluded here, but the reader is invited at this point to read the discussion pre- sented in Chapter VI. Dyer * made a widespread study of the supervisory activities of elementary school principals in cities of over 50,000 population. On the basis of returns from 658 elementary school principals and 43 educational specialists, Dyer 1Dyer, W. P., Activities of the Elementary School Principal for the Improvement of In- struction, Contributions to Education, No. 274, New York, Bureau of Publications, Teachers College, Columbia University, 1927. 102 pp. TABLE 5.—SUPERVISORY DUTIES PERFORMED BY LESS THAN ONE-HALF AND MORE THAN ONE-THIRD OF 140 SUPERIN- TENDENTS REPORTING Number of Superintendents Performing . Prepare instructions to teachers . Interpret intelligence tests . Read literature on curriculum construction Help teachers make out daily program Administer diagnostic tests Give intelligence tests Assist teachers find materials . Suggest methods of correlation . Make out courses of study . Instruct teachers in classroom management . Construct list of curriculum objectives . Look over lesson plans of teachers . Make study of causes of failure . Examine textbooks for pertinency to objectives . Explain remedial devices to teachers . Select list of professional magazines . Organize testing program . Instruct teachers in scoring and evaluating tests . Grade intelligence test papers . Assemble list of remedial devices 1 2 3 4. 5. 6. 7. 8 9 TABLE 6.—THE EFFECT OF SIZE OF ENROLMENT UPON THE PERFORMANCE OF SUPERVISORY DUTIES BY SUPERIN- TENDENTS OF SCHOOLS aaae Average Percentage of Type of School Enrolment Superintendents Performing Each Duty! Redford’s Study Willa gers R tetra ate T, Small Town Large Town Ayer's Study Village Below 250 251- 750 751-2000 2,000 up Babe duties referred to in Redford’s study are those listed in Tables 4 and 5. Fora more detailed discussion see pages 126-130, The Organization of Supervision, by Fred C. Ayer and A. S. Barr. Tue EIGHTH YEARBOOK 29 EÓOO QA ee eventually classified 208 supervisory duties according to the number of principals performing them, according to the importance of their perform- ance, and according to the desirability of their performance by elementary school principals. The duties which were performed by at least 50 percent of the principals and which at the same time were rated as being either of major or of average importance are exhibited in Table 7. A considerable number of supervisory duties listed by Dyer were judged by the 43 educational specialists to be undesirable for elementary principais TABLE 7.—SUPERVISORY DUTIES OF MAJOR AND AVERAGE IMPORTANCE WHICH WERE PERFORMED BY OVER 50 PER- CENT OF 658 ELEMENTARY SCHOOL PRINCIPALS (Taken from Dyer’s Data) I. Duties of major importance performed by 75 percent ofjprincipals: 1. Discusses general principles of teaching. . Discusses special methods. . Suggests how to adapt methods to individual differences. . Suggests how to improve pupils’ attitudes. . Suggests how to improve study habits. . Suggests how to improve lesson plans. . Suggests remedial procedure for weak pupils. . Suggests how to organize routine work. . Holds individual and group conferences. . Sends teacher to visit. . Suggests how to improve attendance. - Makes special promotions. . Instructs janitor. . Suggests how to improve discipline. II. Duties of average importance performed by 75 percent of principals: 1. Suggests how to conduct various types of lessons. . Encourages professional organizations. . Requires pupils to report. . Suggests how to use school supplies. . Suggests how to improve appearance of rooms. . Suggests how to improve daily programs. III. Duties of major importance performed by 50 percent of principals: 1. Suggests how to stimulate pupils in planning activities. Suggests how to organize subject-matter around large problems. . Suggests how to make use of pupils’ interests. . Suggests how to develop skill of pupils in judging moral situations. . Suggests how to improve methods of questioning. . Suggests how to improve methods of assigning work. . Makes summary of observations. . Suggests how to prepare informal tests. . Gives standard educational tests. . Makes diagnosis of pupils’ errors. . Suggests how to use outlines for checking pupils’ progress. . Studies educational tests to improve methods. . Instructs how to give standard tests. Discusses estimation of value of teacher’s work. . Invites superior teachers to report visits. . Arranges demonstration lesson. . Organizes professional library. . Appoints committees of teachers. . Makes age-grade tables. . Gives group intelligence tests. . Gives educational tests to classify pupils. . Scores standard tests. . Récords mental age. . Records intelligence quotient. . Interprets educational tests. . Arranges for physical examinations. . Records physical examinations. . Makes flexible plan of classification. . Discusses minimum essentials. . Recommends building improvements. — . Suggests how to improve health conditions. . Discusses methods of estimating pupils’ work. . Arranges exchange of subjects. . Recommends teachers. . Gives public addresses. 30 DEPARTMENT OF SUPERINTENDENCE AOS II E A A A A A A A AAA TABLE 7.—SUPERVISORY DUTIES OF MAJOR AND AVERAGE IMPORTANCE WHICH WERE PERFORMED BY OVER 50 PER- CENT OF 658 ELEMENTARY SCHOOL PRINCIPALS—(Continued) IV. Duties of average importance performed by 50 percent of principals: 1. Discusses with teachers: Emphasis on oral and written work. . Policy of homework. . Conduct of short period drives. . Conduct of socialized recitations. . Use of devices. Examination questions. . Marking of examination papers. . Professional courses. Parts of curriculum to be emphasized. , j. Changes in curriculum suggested by professors of education. Makes use of personal notebooks during visits. 3 . Presents summarized observations at teachers’ meetings. . Arranges exchange of visits. Gives demonstration lessons. Uses estimates of teachers for requisitions. Collects materials for projects. . Provides summary of rules. . Makes parent-teacher programs. “oi ho ROOD 9% DU WS to perform. These undesirable duties are listed here in Table 8, and arranged according to whether they were rated to be of major, average, or minor im- portance. TABLE 8.—SUPERVISORY DUTIES UNDESIRABLE FOR ELE- MENTARY SCHOOL PRINCIPALS TO PERFORM (Taken from Dyer's Data) I. Duties of major importance: Gives individual intelligence tests. . Makes list of guiding principles for curriculum making. . Makes plan of organization for materials of curriculum. . Prepares list of educational objectives for each grade. . Makes list of suggestive projects for each grade. . Puts scientific studies of relative values of subject-matter into a form suitable for use by teachers. . Makes tentative gradation of subject-matter according to maturity of children. . Makes plan for continuous revision of curriculums. m On ANPWhY II. Duties of average importance: Prepares list of general principles for teaching. . Prepares list of special methods. . Prepares practice materials of self-directing nature. . Prepares illustration lesson plans. . Prepares informal tests. . Procures substitutes for teachers engaged in special assignments of work. . Changes teachers to other grades for professional improvement. . Makes homogeneous groups by physical conditions. . Makes homogeneous groups by days of attendance. 10. Makes promotion plan in less than normal time with no enrichment of curriculum. 11. Makes analysis of adult activities. 12. Makes list of moral situations. 13. Makes collection of social science materials. 14. Determines number of minutes per week for each subject. 15. Selects features from courses of study of other cities. 16. Puts community materials into usable form. 17. Collects samples of supplies. 18. Plans for relief from extra-curriculum activities. NO 0 O ULA TIT. Duties of minor importance: Lays out work into parts and spaces requirements. . Writes letters to teachers for purposes of summarizing suggestions. . Prepares examination questions. Keeps stenographic reports of teachers' meetings. . Encourages teachers to measure growth by professional tests. . Makes plan whereby teachers are advanced with classes. . Coaches pupils who need help. . Collects opinions of laymen on curriculum. _ ths | THE EIGHTH YEARBOOK 31 E E a ee a l a Ayer * made an investigation of the performance of one thousand duties. on the part of 473 public school administrators, including superintendents, high-school principals, and elementary school principals, during a given year. Approximately one-fourth of the duties listed by Ayer relate to ad- ministrative contacts with teachers and, speaking broadly, pertain either to administrative or to creative supervision. The data presented by Ayer include median values which were assigned to the 1000 duties by 50 judges on the basis of their administrative importance as duties to be performed by a super- intendent of schools. Taking only the duties which were performed by 50 percent or more of one of the groups of administrators—superintendents, high-school principals, or elementary principals—and which were rated as being either of primary or of average administrative importance, it is pos- sible to select a list of apparently desirable supervisory duties. While there is no exact scientific evidence to prove the value of these duties, they are favored by two important criteria for selection, namely, frequency of per- formance by school administrators and desirability of performance based on expert judgment. The duties selected on the basis of these two criteria are exhibited in Table 9, which gives the name of each duty, its administra- 1 Ayer, Fred C., “The Duties of Public-School Administrators,” series of articles in American School Board Journal, beginning February, 1929. TABLE 9.—SUPERVISORY DUTIES OF PRIMARY AND AVERAGE IMPORTANCE WHICH WERE PERFORMED BY OVER 50 PER- CENT OF SUPERINTENDENTS, HIGH-SCHOOL PRINCIPALS, OR ELEMENTARY SCHOOL PRINCIPALS Percentage of Adminis- trators Performing Types and Titles of Duties Performed mine Supt. Prin. I. General Control: 1. Advise teachers as to policies II. Executive Management: . Adjust complaints of parents . Investigate complaints of parents k . Facilitate inspection by county and state officers . . Keep school-day office hours j . Examine sample of school work sent to office... . Introduce visitor to teachers f . Notify parents of child’s bad habits 8. Supervise work of P. T. A III. Personnel Management of Teachers: 1. Assign teachers ; . Notify teachers of school opening . Suggest professional books to teachers . Encourage worried teacher . Ask advice from teachers . Promote cordial relations with teachers . Promote cooperation among teachers . . Suggest current magazine articles for reading... . Initiate new teacher . Confer with teacher on personal welfare . Protect teachers from agent. . Encourage teachers to experiment . Rate teachers . Discipline teacher . Investigate criticism of teacher.... . Encourage teachers to ask for advice . Assist teacher secure boarding place m. NNNANIA RRR N NN a poa pul pod pd pd pd ju pd pd pd ar js ps 32 DEPARTMENT OF SUPERINTENDENCE TABLE 9.—SUPERVISORY DUTIES OF PRIMARY AND AVERAGE IMPORTANCE WHICH WERE PERFORMED BY OVER 50 PER- CENT OF SUPERINTENDENTS, HIGH-SCHOOL PRINCIPALS, OR ELEMENTARY SCHOOL PRINCIPALS—(Continued) Percentage of Adminis- trators Performing Types and Titles of Duties Performed . Entertain teachers . Arrange for attendance at institute . Advise teacher on social and moral conduct. . Provide professional magazines. ee . Administer teacher’s request . Enroll teachers in teacher organization . Check school arrival of teachers . Recommend professional courses to teachers... . . Check extra work done by teachers . Advise teachers on teamwork qualities . Help teachers i improve community tanding 9. Meet teacher at train upon arrival.. ae IV. Personnel Management of Pupils: 1. Interview pupils referred by teachers Examine teacher’s marks a Instruct teachers in disciplinary procedure 4. Establish uniform marking system. 5. Adjust difference between teacher and Pupil.. 6. Investigate disciplinary cases dic 8. 9. e NRNNRNNNNNNuNNN Adjust pupils' grievances and complaints Instruct teacher in use of register.............. Decide disciplinary penalties Curriculum: . Instruct teachers in registration duties......... Explain curriculum to principals and teachers... . Construct list of general educational objectives. . . Distribute teachers’ loads Check teachers’ classroom schedules Help teacher make out daily program Provide teachers sample daily programs. Wale Supervision of Testing and Instruction: . Hold conferences with individual teacher Hold group conference . Observe teacher's classroom procedure Discuss aims of teaching with teachers......... Conduct teachers’ meetings . Criticize teacher’s classroom procedure......... . Plan outline of teacher meeting a . Show teachers how to achieve aims. . Explain purpose of testing program... . Help teachers i improve written examinations. . . Organize testing program . Train teachers to score and tabulate tests . Train teachers to give tests . Make statistical analysis of test results . Prepare plan of supervision . Help teachers provide for individual differences. . Help teachers improve study habits of pupils. . . Suggest desirable changes in ways of assigning lessons NNWNNRP RRR Vs lb: NAMA Dn NNN Ia jp pd jd CONAN na NNR BP RR RRP jo pd fl polo fo po fo pod po NN K Rack Over lesson plans of teachers . Show teachers how to guide pupils into purpose- ful activities . Suggest improved special devices . Supervise giving of test NNN NN KN NN THe EIGHTH YEARBOOK 33 ra a a ee tive value, and the percentages of superintendents, high-school principals, and elementary principals, respectively, who performed the duty during the year. For example, the first duty listed, Advise teachers as to policies, was judged to be of first or major importance, and was performed by 94 percent of superintendents, 88 percent of high-school principals, and 73 percent of elementary school principals. Duties marked “1” are of major importance; duties marked “2” are of average importance. In addition to the duties of major and average importance presented in Table 9 which were performed by over 50 percent of the public school ad- ministrators concerned, there was also a considerable number of supervisory duties which were rated as being of primary importance but which were per- formed by less than 50 percent of any one of the three groups of administra- tors. These duties are listed in Table 10. The duties listed in the foregoing tables are not presented as an ideal group of supervisory activities to be followed indiscriminately or without reference to the particular administrative setting which may lie in the back- TABLE 10.—SUPERVISORY DUTIES OF PRIMARY IMPORTANCE WHICH WERE PERFORMED BY LESS THAN 50 PERCENT OF PUBLIC SCHOOL ADMINISTRATORS Percentage of Adminis- trators Performing Duties Performed . Construct summary table of marks given . Study teaching efficiency as shown by test results............... . Check supervisory results Organize a professional library Settle parent-teacher disagreement Arrange for teacher visitation in outside schools Explain items used in teacher rating Explain remedial devices to teachers . Suggest plan for supervised study . Modify curriculum to fit teaching staff . Study types of errors . Keep a record of conferences . Explain practice tests to teachers . Assemble list of remedial devices . Rate principals and supervisors . Make comparative study of results in other cities............... . Have teacher report on observations . Arrange for demonstration lesson . Prepare list of curriculum-construction principles . Prepare set of supervision objectives Arrange for teacher visitation in local schools . Reclassify pupils on basis of testing . Arrange leave of absence for teacher . Consult supervisor with reference to work . Examine petition from teachers Organize teachers for curriculum revision. . . Plan meetings of supervisory staff . Attend meetings of supervisory staff Ñ . Make plans for continuous curriculum construction . Reassign failing teacher . Construct set of achievement standards . Direct meetings of supervisory staff . Organize try-outs of new courses . Organize auxiliary teaching Average 34 DEPARTMENT OF SUPERINTENDENCE ground. This is a matter which will be discussed in the concluding section of the present chapter. For the present we may note that there are several important facts which become apparent from a study of Tables 7 to 10 other than the evidence which they offer concerning the general desirability of certain selected supervisory duties. In the first place, it may be noticed that when supervisory duties are classi- fied according to the major fields of administrative service, such as (1) gen- eral control, (2) executive management, and (3) personnel management of teachers (See Table 9), they are distributed throughout the entire field of administration. It is a very significant fact that the great majority of these supervisory duties are performed with almost equal frequency by all three types of administrative oficers—superintendent, high-school principal, and elementary school principal. This lends evidence to the theory that the su- pervisory training of superintendents and principals should be essentially the same. The duties, moreover, in great part are the same as those which char- acterize the activities of special supervisors to be discussed in the following section. In the second place, in selecting a list of supervisory duties, it is necessary to place an arbitrary limit upon the minimum scope of work included in a single duty, for there is practically no limit to the process of dividing any given duty into a number of subordinate duties. The duty, Give a demon- stration lesson, for example, may be divided into such minor duties as Give a demonstration lesson in arithmetic, Give a demonstration lesson in read- ing, etc., or Prepare room to give demonstration lesson, Send out notices of demonstration lesson, and so on almost indefinitely. It is also necessary to be somewhat arbitrary in the selection of duties to be represented, both as to the nature and the wording of a duty, in order to bring the many duties mentioned under a common system of classification. For these reasons, in any list of duties certain important minor duties may receive no specific mention and duties with different phraseology may be fused into similar duties with different wording. The lists above are, therefore, representative rather than complete. Finally, it is important to note that both Dyer and Ayer found numerous supervisory duties which were rated by competent judges to be of primary importance but which were not performed by a majority of the public school administrators under study. On the whole the supervisory duties judged to be of primary importance were performed much more commonly than those which were judged to be of minor importance, but there were frequent ex- ceptions. Other data in Ayer’s study, not exhibited here, show that a con- siderable number of supervisory duties of minor importance are now being performed by a majority of public school administrators. The mere fact that a duty is widely performed is, therefore, no safe criterion of its administra- tive desirability or importance. Other factors need to be taken into con- sideration. THE EIGHTH YEARBOOK 35 A E O e a E Practices of City School Superintendents in Directing the Activities of Supervisors} Purpose of the study—W. G. Brink made a study to discover the current practices of city school superintendents in directing the activities of super- visors. He also evaluated these practices on the basis of the collective judg- ments of specialists in administration and supervision. In cities from 25,000 to 100,000 in population, complex types of super- visory organizations have developed as a result of the practices of superin- tendents in delegating supervisory responsibilities to other officials. In the typical city of this size there are thirteen elementary school principals, three junior high-school principals, one senior high-school principal, one general supervisor, and at least three special supervisors, including those of art, music, and physical education. In situations cf this kind, where several differ- ent types of supervisors are employed, the question arises as to the extent to which the superintendent should direct each of the different types of super- visors. For example, should the superintendent give different types of super- visors a wide range of freedom in their activities, or should he direct them closely? This report presents a brief summary of the current practices of city school superintendents in dealing with this problem. Method and procedure—The data for the study were secured through the cooperation of superintendents and certain members of their supervisory staffs in cities distributed throughout the United States. Two methods were used, the personal interview and the questionnaire. The personal interview method was utilized in obtaining the data in twenty school systems and in perfecting a simplified form to supplement and extend the scope of the study. In each of the twenty schools personally visited, interviews were held with the superintendent, the high-school principal, one of the elementary school principals, a general supervisor, and one of the special supervisors. Superin- tendents and supervisors in all other cities of the size included and not per- sonally visited were requested to cooperate in the study by checking special forms constructed on the basis of the data secured through personal inter- views. Since reports of the practices of superintendents in directing super- visors were obtained not only from the superintendent but also from at least one of each of the different types of supervisors, it was possible to secure a more reliable picture of the actual practices. Emphasis was placed upon the extent to which superintendents direct the activities of different types of supervisors. Extent of direction was measured through the use of four degrees, namely: (1) The superintendent makes a requirement concerning a certain item; (2) The superintendent offers sug- gestions to the supervisor concerning an item; (3) The superintendent ap- 1 The present report was written by W. G. Brink, and presents a brief summary of the find- ings of one aspect of his study, The Practices of City School Superintendents in Directing ang Coordinating the Activities of Supervisors. Doctor’s Dissertation, School of Education, North- western University, 1929. ; 36 DEPARTMENT OF SUPERINTENDENCE proves a report from the supervisor concerning an item; and (4) The super- intendent leaves complete freedom to the supervisor concerning an item. Superintendents and supervisors were asked to check the degree which most nearly expressed the extent to which the superintendent directs each type of supervisor in each of the different activities. Findings—Tables 11 and 12 present a summary of the percentage of su- perintendents who follow various practices in directing supervisors in items related to instruction and in their supervisory activities. The outstanding characteristic of the data given in these tables is the general lack of uniform- ity in current practices. The practices vary all the way from giving super- visors complete freedom to prescribing in detail what they shall do and how they shall do it. Elementary school principals and general supervisors receive a greater degree of direction than any of the other types of supervisors. High-school principals and special supervisors receive the least direction. A special study TABLE 11.—PERCENTAGES OF SUPERINTENDENTS WHO RE- PORTED VARIOUS DEGREES OF DIRECTION GIVEN SUPER- VISORS IN ITEMS RELATING TO INSTRUCTION High-School Elementary General Special Principals Principals Supervisors Supervisors Direction of Instruction A|B|C A|B|C A|B|C|D A. Aims: 1. General aims of education. .| 24| 54| 10 33 37 11 2. General aims for each sub- j 27| 27 12 7 32 15} : 11 0 18 . Methods, Technics, and De- vices: 1. In general 80 13 2. In detail 97 11 . Content of Course of Study: 1. In general (textbooks) 29 26 22 2. In detail 36 35 16 . Time Allotments: 1. In general for each course. . 30) 19 44 18 2. In detail for each unit 61 Gul 57 22 E. Daily Program of Class Work: 1. In general 87 24| 42| 16 51 24 2. In detail 69 SOLSA EA 80 oT The capital letters in the column headings represent different degrees of direction superin- tendents give different types of supervisors in accordance with the following plan: A The superintendent makes a requirement concerning a certain item. B The superintendent offers suggestions to the supervisor concerning a certain item. C The superintendent approves a report from the supervisor concerning a certain item. D The superintendent leaves complete freedom to the supervisor concerning a certain item. Read Table 11 as follows: Twenty-four percent of the superintendents reported that they make a requirement concerning the general aims of education in relation to high-school princi- pals. Fifty-four percent of the superintendents reported that they offer suggestions to the high- school principals concerning the general aims of education. Ten percent of the superintendents reported that they approve reports from high-school principals concerning the general aims of education. Twelve percent of the superintendents reported that they give high-school prin- cipals complete freedom concerning the general aims of education. Tue EIGHTH YEARBOOK 37 of the extent to which superintendents direct each of the different super- visors of special subjects such as art, music, and physical education, showed only slight differentiation in practices. In the majority of school systems, special supervisors are given complete freedom in the various items related to instruction and in their supervisory activities. A comparison of the reports of superintendents and elementary and high-school principals showed high agreement ; however, considerable discrepancies occurred between the reports of superintendents and those of general and special supervisors. In general, it was found that general and special supervisors feel that they have more TABLE 12.—PERCENTAGES OF SUPERINTENDENTS WHO RE- PORTED VARIOUS DEGREES OF DIRECTION GIVEN SUPER- VISORS IN THEIR ACTIVITIES High-School Elementary General Special ` ‘ Principals Principals Supervisors Supervisors Direction of Supervisors’ Activities | A|B|C|D[A|[B|C|D|A|B|C|D[|A|B|C|D . Setting up Objectives for Su- pervision: 1. Subjects to be emphasized. . . Visitation of Teachers: 1. Schedule of visits 2. Procedure in visiting 3. Purpose for visiting . Teachers’ Meetings: 1. Schedule of meetings 2. Topics for discussion . Conferences with Teachers: 1. Schedule of conferences.... 2. Topics for discussion . Demonstration Teaching: . Rating of Teachers: 1. Frequency of rating 2. Rating cards to be used.... 3 Purposes for rating... nsa . Testing and Measuring: 1. Subjects and grades 2, Frequency of testing...... 3. Tests to use 4. How to use results of tests. . Improving Teachers in Service: . Professional reading . Summer school attendance. . Bulletins and circulars..... . Exhibits . Intervisitation . Experimentation See Table 11 for an explanation of the capital letters used in the column headings. Read Table 12 as follows: Twelve percent of the superintendents reported that they make a requirement as to the subjects to be emphasized in relation to high-school principals. Seventeen percent of the superintendents reported that they offer suggestions to the high-school principal concerning the subjects to be emphasized. Seventeen percent of the superintendents reported that they approve reports from high-school principals concerning the subjects to be emphasized. Fifty-four percent of the superintendents reported that they give complete freedom to high-school principals concerning subjects to be emphasized. 38 DEPARTMENT OF SUPERINTENDENCE freedom in their work than is accorded them according to the reports of su- perintendents. . Little direction seems to be given the different supervisors in the activities involved in improving teachers in service. A study by Melby * shows that these activities are the ones least engaged in by supervisors, and that special- ists in supervision and administration more frequently checked these activ- ities as being of great value. Judgments of specialists relative to the amount of direction supervisors should receive from their superintendents—An attempt was made to evaluate the present practices of superintendents in directing supervisors on the basis of the judgments of specialists in supervision and administration. Fifty-eight specialists cooperated in this aspect of the study. Their responses indicate only slight differentiation in the extent of direction which they believe should be given different types of supervisors. The majority of the specialists feel that some direction should be given supervisors concerning the general nature of the items of instruction, the objectives for the supervisor’s program, test- ing and measuring, and activities of improving teachers in service. The de- grees most frequently checked were offering suggestions, and approving reports. Specialists further expressed their judgments in favor of giving all types of supervisors complete freedom in respect to the details of instruction and in such activities as visitation of teachers, and holding individual and group conferences with teachers. III. The Duties of Special Supervisory Officers In addition to the administrative officers whose supervisory duties have been discussed in the previous section, there are five types of special super- visory officers. The first type is the supervisor who is commonly called a “special supervisor” and whose duties are concerned with the supervision of the special subjects, such as physical education, music, art, manual training, home economics, and handwriting. The second type is the supervisor who is usually called a “general supervisor,’ whose work is, notwithstanding the title, of a special supervisory character, and whose duties are generally con- cerned with the supervision of a group of academic subjects. The third type is the divisional supervisor, who is placed in special supervisory charge of a school division, such, for example, as the kindergarten or junior high-school grades. The fourth type is the supervisor who is sometimes called a super- visor, sometimes a director, and sometimes an assistant superintendent, and who is placed in charge of a special group of educational services, such as ex- tension, special education, or research services. Finally, the fifth type is the part-time supervisor who has been detached from all or part of his regular duties for purposes of special supervision. Such, for example, are the super- vising teacher, the demonstration teacher, the creative teacher, the principal Melby, E. O., A Critical Study of the Existing Organization and Administration of Super- vision. Bloomington, Ill., Public School Publishing Co., 1929. 158 pp. x= 30 20°55 THE EIGHTH YEARBOOK 39 A a ee gy E who supervises a subject in a school other than his own, and the departmental head whose duties have been changed to those of a special supervisor for a given semester. Although the duties of the above five sets of officers have not always been sharply defined or entirely separated from duties which are administrative in character, they have been directed primarily toward the improvement of instruction, and, as a group, are best designated as special supervisory duties. This statement is particularly true for the first three groups of officers, known as special, general, and divisional supervisors. In organizing the work of these supervisors the public school administrator is confronted with a number of important problems. In light of the part played by regular ad- ministrative officers, what part should these special supervisors play in the supervision of instruction? The desirability of special supervision is appar- ently well established * as a part of public education, but the particular re- sponsibilities which special supervisors should assume and the particular duties which they may best perform are problems that are still far from settled. A number of studies which bear upon the general features of special su- pervision have been brought together by Ayer and Barr.? It will be sufficient here to quote from their chapter summary :* The outstanding observation which may be made from this mass of data is that supervisory organization as a whole, while it has many common features, is char- acterized by a surprisingly large amount of individual variation. It is impossible at the present time to describe a single city organization which may be said to be typical of the country’s current practices. In lieu of this, for the purpose of sum- marization, we may set up a hypothetical supervisor who embodies the most fre- quent practice. . . . In doing this, the various percentages of frequency attached to each practice will be indicated in parentheses immediately following the naming of the practice. Such an imaginary supervisor would be directly responsible to the superintendent of schools (64 percent), would have large freedom in the control of departmental activities (47 percent), would nominate his departmental teachers and assistants (69 percent), would act in the capacity of an assistant superintendent while in the school buildings (39 percent), would yield to the principal in giving orders to the teachers (37 percent), would share responsibilities for supervision of academic sub- jects with the principal (56 percent), would be granted no remuneration in con- nection with local transportation (44 percent), would find a room for demonstration purposes in the local school buildings (65 percent), would keep library references in his own department (36 percent), would be elected on a progressive salary schedule (46 percent), and the major need of his department would be an increase in the number of assistants (32 percent). This supervisor would begin the year’s work with a teachers’ meeting which would usually be supplemented by conferences and special printed or mimeographed materials. He would require lesson plans (51 percent), and would hold monthly teachers’ meetings at which attendance would be compulsory (80 percent). This supervisor would usually discuss in these meetings methods of instruction, courses and Barr, A. S., The Organization of Supervision, Chapter MI A 1 E ¡O Seana ae E ” New York, D. Appleton and Place of Special Supervision in the Supervision of Instruction. Company, 1928. 2 Ibid., pp. 38-85. 3 Ibid., pp. 83-85. 40 DEPARTMENT OF SUPERINTENDENCE of study, objectives, and experimental work. This supervisor would visit teachers monthly, the average visit being about thirty minutes in length. About 45 percent of the supervisor's visits would be unannounced; 35 percent, announced; and 20 per- cent, scheduled. While in the classroom, the supervisor would evaluate the lesson, suggest remedial measures, check on previous suggestions, initiate new projects, suggest devices, and occasionally teach. In considering the several items, it should be remembered that they are selected solely on the basis of high frequency of appearance, and do not, as such, have any bearing upon each other. It is quite probable that no single supervisory department corresponds to the hypothetical one featured above. The most frequent practices, however, are not necessarily the ideal ones; in fact, several of them are quite the reverse. The frequencies given, however, do reveal on the basis of common practice what may be looked for in the way of special features of departmental organization in the large cities of the United States. The most extensive study which has been made of the detailed duties of special supervisors was made by Barr * in 1926. Barr made an analysis of some five thousand weekly program reports from supervisors to the superin- tendent of schools, stating the activities performed by them. On the basis of this analysis, a list was prepared of the various duties which were actually performed. This original list was very extensive and detailed, but by classi- fying similar duties under common headings it was possible to reduce the total number of duties to a summary list, which appears below as Table 13. It is impossible here to list all of the detailed supervisory activities which entered into the summary duties listed in Table 13. An excellent idea, how- ever, may be obtained of the nature of the day-by-day supervisory activities by giving a sample of the specific training activities engaged in by the Detroit supervisors. This is shown in Table 14 on page 42. 1 Barr, A. S., “An Analysis of the Duties and Functions of Instructional Supervisors, A Study of the Detroit Supervisory Organization,” Bureau of Educational Research Bulletin No. 7, University of Wisconsin, January, 1926. 176 pp. TABLE 13.—A SUMMARY STATEMENT OF THE ACTIVITIES OF SPECIAL SUPERVISORS IN DETROIT PUBLIC SCHOOLS 1. Selection of Textbooks: a. Select textbooks b. Determine standard of distribution c. Prepare materials pertaining to the use of textbooks d. Appraise textbooks in use 2. Study of Supplies, Equipment, and Buildings: a. Prepare descriptive lists of instructional supplies b. Assist in the preparation of standards of distribution c. Prepare directions for the use of supplies d. Prepare specifications for classroom equipment e. Assist in building plans f. Study instructional effectiveness of supplies, equipment, and buildings 3. Assistance in the Selection, Appointment, Assignment, and Transfer of Teachers: a. Recommend teachers for appointment b. Rate teachers : c. Advise with administrative officials upon the transfer and assignment of teachers d. Assist in personnel problems sa 4. Community Activities (Work with Outside Agencies): . Answer requests for assistance from the community . Attend numerous miscellaneous community meetings 3 Address community groups . Participate in the civic, social, and educational affairs of the community Neon”) THE EIGHTH YEARBOOK 41 =at a Sa N DAA A TABLE 13.—A SUMMARY STATEMENT OF THE ACTIVITIES OF SPECIAL SUPERVISORS IN DETROIT PUBLIC SCHOOLS— (Continued) 5. Field Work (Inspection): a. Visit schools b. Answer calls for assistance 6 Training Activities: . Hold teachers’ meetings b. Plan for demonstration teaching . Direct observation . Provide for directed teaching . Organize institutes . Prepare bibliographies . Hold conferences . Enlist the interest of teachers in correspondence courses, extension courses, summer classes, late afternoon, evening, and Saturday classes i. Arrange for and advertise lectures and concerts . Develop educational exhibits . Provide for social contacts Promote professional organizations of teachers, principals, and supervisors . Surveys, Reports, Records, and Schedules: a. Conduct surveys of instructional conditions in the several fields of learning b. Render reports upon general instructional conditions within the system c. Make special reports to the superintendent and to the board of education d. Keep miscellaneous temporary records . Preparation of Instructional Materials: a. Prepare notices and announcements b. Prepare discussions of special instructional problems c. Prepare courses of study d. Prepare descriptive materials concerning various city-wide projects . Research: a. Construct and standardize tests b. Study instructional problems experimentally . Professional Activities: a. Attend educational meetings b. Serve on educational committees c. Write educational articles d. Address professional groups . Educational Publicity: a. Prepare news articles b. Prepare educational exhibits c. Address community groups . Survey of General Educational Progress: a. Report upon educational progress made in other cities b. Review recent educational literature c. Report upon educational progress made in centers of research 13. General Administration: a. Sell instructional materials to administrative officials b. Carry through delegated administrative projects c. Organize instructional projects Barr * also made a time study of the duties performed by the Detroit su- pervisors for a period covering a year. The results of this study are shown in Table 15 on page 43. The outstanding feature disclosed in Table 15 is the relatively large amounts of time given to research and study (38.9 percent) and to general administration (35.1 percent). The large amount of time devoted to study and research is not surprising in the face of the emphasis placed upon this activity by the official policy governing supervisory functions in Detroit, but the large amount of time which Detroit supervisors actually devote to administrative duties is a clear indication of the extreme difficulty of dis- tinguishing sharply between administrative and supervisory duties. 1Barr, A. S., “An Analysis of the Duties and Functions of Instructional Supervisors, A Study of the Detroit Supervisory Organization,” Bureau of Educational Research Bulletin No. 7, University of Wisconsin, January, 1926, pp. 58-67. 42 DEPARTMENT OF SUPERINTENDENCE TABLE 14—TYPICAL EXAMPLES OF THE SPECIFIC TRAINING aa . Assisted new teachers in the office by explanation of course of study and technic of the work. . Met the teachers of millinery in high schools for purpose of starting plans for reorganizing . Selected thirty “key” teachers and planned a first meeting for training such teachers to demon- . Scheduled meetings for demonstration lessons in spelling. . Selected for the visiting list of the Department of Transfers and Assignments certain teachers . Gave a demonstration lesson at the Brady School. A discussion was held before and after this . Held weekly meetings with teachers new to the music department, for the purpose of instruc- . Gave a talk on book'repair to a group of librarians. . Gave a demonstration of field-ball. ' . Assisted a teacher of literature in the Field School, and prepared material to aid her in train- . In the office assisted forty teachers concerning work, schedules, and problems of various kinds. . Held a first meeting of Teachers College Evening Class. . Taught a lesson in the fourth grade at the A. L. Holmes School (upon request of teacher). . Assisted teachers who came to the office for instruction in making Christmas gifts. . Held two demonstrations for thirty-five teachers selected to use the new practice-test cabinet . Worked with the seventh-grade teachers of the Miller Intermediate School on the use of sup- . Gave assistance to teachers and made plans for remedial work in Greusel School. . Gave demonstration of the use of slides in classroom teaching in Thirkell School. . Trained teachers in use of the De Vry machines in the auditorium. . Held a conference with the teachers of mathematics of Joyce Intermediate, to explain and . Held a meeting at the Detroit Institute of Arts for the purpose of giving suggestions for Hal- . Met with a committee of teachers from intermediate schools for the purpose of studying the . By request of the auditorium teachers, collected material and made sketches to illustrate the . Planned a meeting of teachers who are to use The Youth's Companion and The American Boy . Laid out a program of health instruction for twenty-five fourth, fifth, and sixth-grade teachers . Distributed and explained, at a meeting of sixth, seventh, and eighth-grade teachers, bulletins . Prepared materials and conducted a meeting of women directors and basket-ball coaches in . Explained field-ball to group of teachers. . Attended a meeting of the English teachers at Northwestern High School to answer questions . Held a meeting at the Stephens School for a group of forty teachers who had asked for special . Met the faculty at Northwestern High School and presented the aims and objectives of the . Met the teachers and principals of three districts to present the basic principles of the social . Gave a talk on visual education at a meeting of auditorium teachers. . Presented to the teachers of English of the Barbour School, materials to be used for remedial . Held teachers’ meeting at Central High for high-school teachers of domestic science. Reported . Met with the teachers of mathematics and general science of the Hutchins Intermediate School ACTIVITIES OF SUPERVISORS! C. R. S. in intermediate schools. strate a new spelling procedure to principals. Conducted a series of demonstration lessons for district principals to train them to judge the quality of instruction in spelling. é Attended a reading conference with teachers from Teachers College in order to observe two demonstrations in reading. who are doing exceptional work. : Planned and arranged for meetings to train teachers new to the system in the yse of the film “Democracy in Education” and the film on “Handwriting.” lesson by the teachers of writing and the principal of the building. Gave thirty-three demonstrations for teachers new to the system. tion. ing her class in scoring compositions. in arithmetic designed for 3A and 4B classes. plementary arithmetic material. outline the intermediate mathematics program. lowe'en, Thanksgiving, and Christmas work. possibilities of art in school's plays and festivals. different periods in fashion and costumes of the different nations. for free reading. in the Russell, Capron, and Barstow Schools. describing intra-mural school tournament. intermediate and high schools. and talk over the writing experiment conducted there this semester. assistance in writing. There will be a series of three meetings. social science curriculum. science curriculum. work in reading. on work presented at the Chicago meeting, home and school problems, especially the rela- tion to health program. : and assisted the principal in the final organization of these departments. The studies of the duties of supervisors which have been made outside of Detroit agree fairly well with Barr’s study as to the various kinds of duties which were performed, but differ markedly as to the emphasis placed upon 1 Barr,A. S., “An Analysis of the Duties and Functions of Instructional Supervisors, A Study of the Detroit Supervisory Organization,” Bureau of Educational Research Bulletin No. 7 University of Wisconsin, January, 1926, pp. 32-34. THE EIGHTH YEARBOOK 43 ee the several major types of duties included. Miss Briggs, for example, made a comprehensive analysis of the statements of experts, superintendents of city school systems, rules of boards of education, reports from supervisors, profes- sional literature, and the reports of school surveys, and found an array of supervisory activities listed which were very similar to those in operation at Detroit. On the other hand, the two activities—research and the experi- mental study of teaching, which were ranked very high in Detroit, were among the lowest items mentioned in Miss Briggs’ list. Miss Briggs’ study also indicated that considerably more stress is placed outside of Detroit upon the supervisor’s function of visiting teachers. Risk's study,’ based upon returns from 159 supervisors in various parts of the United States, also differs greatly from the Detroit study in the amount of time given to classroom visitation. Risk found that the leading supervisory activity in the United States was classroom visitation, with comparatively little time given to other teacher-training activities. There is consideraable evidence to indicate that supervisors are giving less of their total time to classroom visitation now than in 1925, but this type of supervision un- doubtedly is still the dominant one in the majority of small cities. IV. Practical Considerations Up to the present point in the discussion of the duties of supervisory officers, an attempt has been made to cover three topics: First, the relation between supervisory and administrative duties; second, the supervisory duties performed by administrative officers; and third, the duties of special supervisory officers. It is the purpose of this, the final section of the chapter, to consider briefly certain practical implications involved in the listing of BASS Delia C., The Duties and Responsibilities of the Supervisor, Master’s Thesis, De- partment of Education, University of Chicago, 1925. 2 Risk, T. M., Supervisory Organization and Procedure in Public Schools, Master's Thesis University of Wisconsin, 1925. TABLE 15.—THE PERCENTAGES OF TIME GIVEN BY DETROIT SUPERVISORS TO DIFFERENT SUPERVISORY ACTIVITIES (Taken from Barr's Data) Percentage of Type of Activity nar ene > . Time spent in research and study . General administration . Preparation of materials Time spent with teachers . Putting plans into operation Time spent in conference . Time spent in visitation . Time spent in routine Time spent in meetings 5 . Time spent in correspondence and telephoning . Time spent with other supervisors . Time spent with staff members . Time spent with outside agencies.... . Time spent with administrative officials . Time spent with principals. . . . Time spent with district principals Time spent in committees 1 2 3 4. 5 6. 7 8 oF NAABIIUNAUNURWONOMHO 44 DEPARTMENT OF SUPERINTENDENCE A A A A A A A supervisory duties and to summarize the major points which have been brought to light in the present review. A considerable number of supervisory duties have been listed in previous sections of this chapter. Many of these duties have been judged to be of major importance by groups of competent judges and as such deserve the thoughtful consideration of every supervisory officer. The administrative problem, however, of selecting the most appropriate set of duties to be per- formed in a given community is much more than the task of first scanning a list of desirable duties and then selecting those which apparently fit most readily into the current situation. To do this properly, there must be an underlying appreciation of the general purposes of supervision and an ade- quate understanding of the principles which govern the attainment of desir- able educational objectives. Supervisory duties which are desirable in one school community are not necessarily desirable in another. In choosing the supervisory duties which are most appropriate to perform, due regard must be given to the following factors: (1) The general principles which govern the organization of supervision; (2) the special objectives of a supervisory program; and (3) the personnel for carrying out a program of supervision. The general principles which govern the organization of supervision— The principles which govern the organization of supervision are treated in detail in the following chapter. It is sufficient here to commend the reader’s attention to this special treatment of the principles of supervisory organiza- tion and to emphasize the fact that a thorough understanding of these prin- ciples will greatly facilitate the selection of the day-by-day duties which most readily bring about the attainment of supervisory objectives. The special objectives of a supervisory program—While the major objec- tive of supervision should be the general improvement of instruction, it is ad- visable, and particularly so in school systems with limited facilities for carry- ing out supervision, to aim definitely at the attainment of a number of special objectives, such as the improvement in the teaching of arithmetic, the im- provement of school study habits, or the development of professional study on the part of teachers. For example, in a small city school system where little attention has been given to organized supervision, the chief emphasis of the first year’s organized supervisory program might well be given to the achievement of the following special objectives: 1. The improvement of teachers’ meetings 2. The improvement of reading instruction in the elementary schools 3. The development of professional reading among the members of the educa- tional staff 4. The improvement of school study habits in the high school. The supervisory program need not necessarily include all of, or be limited to, the four objectives stated above. There are numerous other equally im- portant objectives, but these are suggested as offering an excellent basis for an initial supervisory drive with high practical values. It would undoubtedly be better in many school systems to postpone such more complicated objec- Tue EIGHTH YEARBOOK 45 fa A AAA AS lt A tives as curriculum revision, supervised study, individual pupil progress, teacher rating, and extensive testing until the initial supervisory program has gained more momentum. Under these circumstances, it will readily be seen that the particular supervisory duties best to perform in any given city will depend materially upon the preliminary choice of special supervisory objec- tives. The personnel for carrying out a program of supervision—The selection of supervisory duties is also intimately connected with the peculiar personnel of the local administrative, supervisory, and teaching staff. The problem of personnel in connection with supervision in small cities is a difficult one. In a large school system with a large administrative staff, it is possible to have special supervisors whose duties pertain to single buildings or to single sub- jects, such as supervising principals or drawing supervisors. These officers have few or no additional teaching or administrative duties. Such an arrange- ment is practically impossible in small cities where lack of numbers prevents supervisory specialization, and where the administrative officers must of necessity take on supervisory duties and, not infrequently, teaching duties in addition. In most small cities, the bulk of the supervisory activities will most appropriately fall upon its administrative officers—the superintendent of schools and the several building principals. The superintendent of schools must first of all take a direct interest in supervision as one of his primary services. His financial, building, publicity, personnel, and routine activities are matters of large administrative importance, but they must not be per- mitted to interfere with the proper upbuilding of instructional conditions. Strayer and Englehardt * may well be quoted here. There must be a chief supervisory offcer—the superintendent of schools. Super- intendents have turned supervision over to principals and special supervisors with- out offering proper leadership, providing adequate plans of operation, or making checks upon subsequent supervisory results. As a consequence, progress in the de- velopment of expert supervision in these cities has lagged far behind the compar- able progress which has been made in such phases of school administration as child accounting, financial management, the building program, and school board organi- zation. The crucible of education is the classroom, and the superintendent’s chief interest, regardless of his supplementary duties, must ultimately end in teach- ing and the improvement of teaching. To the full extent that building principals are qualified, they should be placed in entire charge of the instructional program within their respective buildings. The principal should be responsible for operating the course of study, for supervising all activities within his building, for carrying out the superintendent’s policies, and for providing teachers with stimulative pro- fessional leadership. The plan of supervision for each building should be worked out under the advice and approval of the superintendent of schools. Reports of progress should be made to the superintendent, and the superin- 1 Strayer, George D.; and Engelhardt, N. L., The Classroom Teacher at Work in American Schools, p. 45. New York, American Book Company, 1920. 46 DEPARTMENT OF SUPERINTENDENCE AI A A AA AA AAA A A tendent should hold the principal responsible for constructive results. Each principal according to the size of his school, should be released from a sufh- cient part of his teaching load to afford ample time for supervision. Free time for teaching principals may be secured in several ways. One way rec- ommended for small school systems is the employment of a relief teacher to relieve the principal regularly of part of his teaching duties, and to relieve other teachers occasionally when sick, visiting, or engaged in auxiliary teach- ing. When not engaged in relief teaching, the relief teacher may be as- signed to library or clerical work. The superintendent of schools should act as general supervisor in the smaller schools, or delegate the work to a super- vising teacher. The supervising teacher—It is recommended for small school systems that certain outstanding teachers be designated as supervising teachers and delegated to give assistance to other teachers in the field of instruction. Such a teacher should be freed or temporarily relieved from a certain amount of his classroom duties in order to help less experienced teachers. The number of such teachers to be appointed will depend to a considerable extent upon the available time and supervisory abilities of the superintendent and the building principals. The supervising teacher may well be assigned the duties which are being neglected by the regular administrative supervisory officers either through lack of time or by virtue of the peculiar special supervisory ability required. The classroom of a supervising teacher should serve as a demonstration room for visiting teachers and as an experimental room to try out new devices and materials of instruction. The supervising teacher is in every case to be administratively under the principal of the building in which he is serving in a supervisory capacity. He is a regular teacher but specially interested in duties concerned with the improvement of instruction. The general supervisor—A number of small cities employ “general su- pervisors” to assist the administrative officers with their supervisory duties. A general supervisor who is trained in methods of research, curriculum con- struction, educational testing, and the details of expert teaching procedure can be of distinct service to practically any school system, and especially so where the administrative officers are weak in supervisory proficiency. This is a matter for the superintendent of schools to decide after considering the supervisory ability of his present staff, but in the greater number of small school systems a more promising solution for ineffective supervision lies in the assumption of fuller supervisory responsibilities by the present admin- istrative staff. Such a solution gives promise of a better integration of educa- tional activities and of fewer conflicts in authority. Whatever shortcom- ings the present administrative staff may have should be removed by appro- priate individual study or by eventual substitution of new officers. This section may be very appropriately closed by quoting from Ayer and Barr * with reference to general supervisory planning. 1 Ayer, Fred C.; and Barr, A. S., The Organization of Supervision, pp. 372-373. New York, D. Appleton and Company, 1928. THe EIGHTH YEARBOOK 47 TT aa a ee ee It is possible for a superintendent of schools to set up an effective plan of su- pervisory organization adapted to the needs and facilities of any local situation. He should first of all become thoroughly acquainted with the supervisory activities which are actually in operation in the various school units. In doing this, he should prepare a basic list of duties to be used in checking the activities of his various supervisory officers, not forgetting his own. Having definitely ascertained existing conditions, he should select a set of desirable supervisory objectives which seem attainable, and, again aided by the check list, fix upon the appropriate supervisory duties that are to be carried out during the current school year. Taking into account the abilities and time loads of the various members of his educational staff, he should then assign the various supervisory duties to the officers best situated to carry them out, and fix responsibility for the ultimate success of the several major features of the projected plan upon the appropriate administrative and supervisory officers. In doing this, he may find it possible to proceed without making any changes in his original administrative organization, other than a more specific assignment of authority and allocation of duties. On the other hand, he may find it advisable to adopt a new type of supervisory procedure and possibly to introduce entirely new supervisory officers, such as supervising teachers or subject supervisors. . . Having finally set up what may be called an administrative organization for the promotion of supervision, there will still remain the important task of providing stimulative guidance as the plan matures, and the ultimate necessity of making a systematic check upon the ensuing results. V. Summary 1. There is a widespread lack of agreement as to the exact nature and scope of supervision. 2. The earlier type of general supervision exercised over public school systems by various legally appointed officers has been succeeded by a more specialized type of professional supervision which relates particularly to the improvement of instruction. 3. Professional supervision is now- carried on by both administrative and special supervisory officers. 4. Supervision is a part of the general administrative program, and it is difficult to draw an official line of demarcation between administrative duties and supervisory duties. 5. Supervisory activities very similar in nature grow out of the legitimate interests of both general administrators and instructional supervisors. 6. The amount of time which elementary school principals give to super- vision varies, according to different investigations, from 15 to 36 percent. 7. The amount of time which elementary school principals should ideally give to supervision varies, according to the judgment of experts, from 31 to 51 percent. 8. Eikenberry found that supervision (36 minutes per day) was the third most important activity of the high-school principal, being exceeded in time expenditure by teaching (138 minutes per day) and by routine office work (40 minutes per day). 9. Hughes found that superintendents in small school systems devoted 48 DEPARTMENT OF SUPERINTENDENCE eee 12.7 percent of their time to supervision, in contrast to the ideal of 32.8 percent proposed by university professors. 10. Redford and Ayer found that superintendents in comparatively small and comparatively large school systems performed fewer supervisory duties than superintendents in school systems of average size. 11. Dyer discovered 73 supervisory duties of major or average impor- tance which were performed by over 50 percent of a large group of ele- mentary principals. 12. Ayer discovered 84 supervisory duties of primary or average impor- tance which were performed by over 50 percent of large groups of superin- tendents, high-school principals, and elementary school principals. 13. Both Dyer and Ayer found that numerous supervisory duties of little or no importance were performed by many public school administrators, and that a considerable number of supervisory duties of major importance were performed by less than 50 percent of the administrators studied. 14. Supervisory duties are distributed throughout the entire field of administration, and all types of administrators perform essentially the same kind of supervisory duties. 15. There are five types of school officers in the field of special supervi- sion: (1) special supervisors; (2) general supervisors; (3) divisional su- pervisors; (4) departmental directors; and (5) part-time supervisors. 16. The organization of supervision in large city school systems is characterized by wide individual variation. 17. Barr found that the activities of special supervisors in Detroit covered a very extensive array of duties, including large amounts of time devoted to research and study (39 percent) and to administrative duties (31 percent). 18. Studies outside of Detroit made by Briggs agree with the Detroit study save that little emphasis is given elsewhere to research and the ex- perimental study of teaching. 19. Risk found that the leading activity of 159 special supervisors in various parts of the United States was classroom visitation. 20. The following factors underlie the appropriate choice of supervisory duties: (1) the general principles which govern the organization of super- vision; (2) the special objectives of a supervisory program; and (3) the personnel for carrying out a program of supervision. CHAPTER IV TYPES OF SUPERVISORY ORGANIZATION? discussed, namely: (1) The meaning and necessity of supervision, (2) the functions of supervision, and (3) the duties of supervisory officers. It will be the purpose of this chapter to discuss the leading prin- ciples and types of supervisory organization, and to consider the present status of certain features and agencies of elementary supervision. Organization is the framework built around the materials and personnel of the school system to realize the purpose of education. While there is no “best form” of organization, there are many factors which dictate the types of organization which one may pursue in efficient school administra- tion. Thus, in discussing the organization of supervision, we shall first list certain principles of organization, then we shall describe certain types of organization, and, finally, we shall illustrate these types from current practice. r 'HUS FAR, three aspects of the organization of supervision have been I. Principles of Organization From a survey of numerous discussions of school management there seem to stand out eight principles of organization: Centralization of executive responsibility Definition of lines of authority . Delegation of authority and responsibility Definite assignment of duties Facility for cooperation and coordination Flexibility of operation . Integration of educational outcomes . Democracy of spirit and operation. Centralization of executive responsibility—The necessity for centraliza- tion of responsibility is the outstanding lesson which experience has taught to those interested in the promotion of large cooperative undertakings. “The best measure of success comes when an organization centers its executive control under one head. This principle applies to a school system as a whole, in which case the superintendent of schools should be made the responsible head; it applies to single departments, in which case the director serves single schools, and in such a case the principal should be the responsible head. Satisfactory unity of plans and coordination of action can only be brought about when the ultimate responsibility for their success lies in the hands of a single individual. DUDA 1 In connection with this chapter, read: Melby, Ernest O., Organization and Administration of Supervision. Bloomington, Ill., Public School Publishing Co., 1929. 152 pp. [49] 50 DEPARTMENT OF SUPERINTENDENCE Definition of lines of authority—The second principle of organization is the establishment of definite lines of authority. No organization is com- plete, unless there is provision for the flow of authority from the chief executive to other workers in all parts of the system. It is equally true that no organization is complete that does not offer means of appeal for indi- viduals to superior officials. In establishing lines of action, care must be exercised: (1) to see that every individual in the organization may be expe- ditiously reached by his superior official, and (2) that no individual receives directions from two supervisors covering the same activity. Unless these two conditions are met, there will be gaps in the line of authority, and everyone will not be reached, or there will be an overlapping of authority and responsibility. In either case, the result is apt to be discord and in- efficiency. Delegation of authority—A third principle of organization is the dele- gation of authority. One characteristic of a good executive, frequently remarked upon, is his ability to delegate authority. The responsibilities of supervisory and administrative officials are, by the very nature of things, such that certain duties must be assigned to others to be performed. Some supervisory officials err in attempting to retain too much responsibility. They do not delegate a sufficient number of functions to other persons. They become loaded with miscellaneous routine tasks and consequently fail as educational leaders. Other administrative and supervisory officials err by frequently interfering in the plans of those to whom duties have been assigned. “They lessen the sense of responsibility of those to whom tasks have been assigned, and in certain instances create definite antagonisms. The delegation of authority is an important principle of organization. Definite assignment and checking of duties—The lack of definiteness in the assignment of duties, the frequent overlapping of authority between officers, with its attendant indifference on the one hand, and friction on the other, is an important source of inefficiency in school organization. Un- divided responsibility and personal accountability are two important char- acteristics of an efficient school organization. In industrial management, nothing has been so inducive to the improvement and speeding up of pro- duction as the functional analysis and assignment of duties. This movement has spread to the field of educational management, where it seems to be fully as valuable as it has been in the industrial world. The definite assignment of duties implies the checking of performance. A record of duties performed is as important for the person who performs the duties as it is to his superior officer. People frequently assume that they have done something of importance when they have not. A record of acts performed stimulates activity and encourages teachers, principals, and supervisors alike to higher levels of achievement. Facility for cooperation—Owing to the segregating effect of the func- THE EIGHTH YEARBOOK SI m A ee tional assignment of duties, there is need for a counteracting principle of organization, namely, facility for cooperation. All school activities eventu- ally center in the development of individual children, and, while it is pos- sible and highly profitable to assign different educational duties to separate school officers, there are numerous occasions when two or more lines of service come into contact in the same place at the same time, or with the same personnel. It then becomes necessary to adjust the separate educa- tional procedures to fit the common educational situation. Situations of this character can only be met by cooperative consideration of the educational procedures and types of leadership which are involved. To facilitate the cooperative activities of teachers, principals, and super- visors, a certain amount of definite machinery, such as group meetings, in- terlocking committees, study groups, and advisory councils, will need to be provided in the well-organized school system. Thus, means should be provided by which teachers, principals, and supervisors may meet on a democratic basis to discuss the problems, needs, aspirations, complaints, teamwork, and other factors which enter into the daily, monthly, and yearly planning of the school program. One point of view from which the efficiency of school organization may be viewed is that of facility for cooperation. Flexibility of operation—-A correlate of the preceding principles is that of flexibility of operation. Taken in connection with an administrative organization, which provides definitely for fixed responsibility, specific duty assignment, stipulated lines of cooperation, and deliberate plans for educa- tional integration, each and all of which have a natural tendency to harden into stereotyped procedure—under these circumstances, flexibility of opera- tion assumes a degree of importance which raises it to the level of other standards. The large human element, which enters into the work of supervision, makes it necessary and desirable to allow for individual differences and needs which exist in the training and personality of various teachers, prin- cipals, and supervisors under employment. In the course of a year, it will ordinarily be necessary to make numerous adjustments on the basis of these differences. This procedure is not merely to avoid trouble, but also to safe- guard individual freedom of thought and action and to make for greater progress. Initiative and personality must not be crushed by static rules of procedure. Integration of educational outcomes—The seventh standard of efficiency in the administrative organization of supervision is the integration of edu- cational outcomes. This standard is very closely allied to the standard of facility for cooperation, and the same factors of organization which effect the improvement of the one are more than likely to react favorably to the other. Cooperation, however, pertains particularly to the day-by-day efforts of the various members of the educational staff to work in harmony in the 52 DEPARTMENT OF SUPERINTENDENCE A AAA ee accomplishment of their assigned duties. Integration, on the other hand, refers to the final process of bringing together the various educational forces, more or less independently at work, in several grades and depart- ments and over a period of years, so that the final educational product is an intelligently unified outcome, directed toward definitely established goals of instruction, and not a mere smattering of disassociated knowledge, habits, and ideals. Without such integration it is impossible to arrive at the major aims of education. The degree to which supervisory organization raises its standard of integrated outcomes, although not always easy to ascertain, is the best single mark of a high type of supervisory organization. Democracy of spirit and procedure—Closely associated with principles five and six above is the principle of democracy of procedure. Whatever the type of organization provided, it should stimulate initiative, self-reliance, and a sense of responsibility in the development and interpretation of in- structional policies by teachers, principals, and supervisors alike. These qualities of organization are essential to the ultimate well-being of the school system. Initiative, self-reliance, and sense of responsibility are not qualities that can readily be put on and off for the occasion, but are quali- ties which come where there is a mental understanding between teachers, principals, and supervisors, developed through democratically administered and long-time programs for the improvement of instruction. The human element in supervision is important and must be dealt with sympathetically. It is the aim of organization to achieve the objectives of education with the least waste of energy and the greatest amount of satisfaction to all con- cerned. With definite allocation of functions, and lines of authority defined, the best type of organization is that which provides democratic leadership in a group of co-workers to the end that the pupils of the school may make the largest possible growth in desirable knowledges, skills, attitudes, and ideals. II. Types of Organization * ‘There are a number of different types of organization that one might set up, each depending upon the needs of the locality represented and the par- ticular point of view of the observer. While these several types of organiza- tion may conform to the principles of organization laid down in the preced- ing section, they may differ materially in structure. There are, of course, in current practice very few pure types of organizations. Current practice represents, for the most part, composite organization. It is, however, some- times useful to single out certain of these types of organization for purposes 1 In os o the following references will be of interest: 1. Ayer, Fred C.; and Barr, A. S., The Organization of Supervision, Chapters VI and VII. New York, D. Appleton and Company, 1928. R £ 2. Barr, A. S.; and Burton, William H., The Supervision of Instruction, pp. 55-68, Statistical Studies of Present Practice in the Organization of Administration.” New e Appleton en Company, 1926. 3. Nutt, Hubert Wilbur, Current Problems in the Supervision of Instruction, Chapters V-IX. Richmond, Johnson Publishing Company, 1928. 4 ARA THE EIGHTH YEARBOOK 53 Se eee ey Se AA AA of discussion and analysis. In the discussion to follow, we shall recognize three types of supervisory organization; namely, 1. The dualistic system 2. The line and staff system 3. The coordinate system. The dualistic system—The dualistic system is a common type of organi- zation. By this plan the teacher is directly responsible to both principal and supervisor. The principal has somewhat general charge of the building, including attendance, discipline, program of studies, promotions, supplies, equipment, and janitorial services; and the supervisor has charge of the improvement of instruction in the several subjects and grades. Supervision, as the improvement of teaching, is a concept of recent origin. A number of new subjects, such as music, drawing, manual training, and home economics, were added to the school curriculum about 1870; and, inasmuch as neither the principal nor the regular teachers were prepared to administer instruction in these new subjects, they were necessarily placed in the hands of specialists, first operating as special teachers and later as special supervisors directly responsible to the superintendent of schools. “These subjects became known as special subjects. Later, other subjects and other supervisors were added. Principals were, for the time being, absorbed in other matters which appeared to them more important. As the supervision movement grew, principals, too, became actively engaged in classroom supervision. The result was a dual system of supervision; and the school was divided into regular and special subjects, with the principal responsible for the first and the supervisor responsible for the second, or with both super- visors and principals responsible and functions undefined. Many school systems operate today under this dual plan of organization with divided responsibility and dual allegiance. In addition to the dualistic notion of supervision, this system of super- vision is based upon the concept that special supervision is external or sup- plementary rather than intrinsic or essential to school organization. The truly essential elements of an efficient school organization are contained, according to this notion, in the teacher-principal-superintendent combina- tion. Accordingly, supervision is esteemed to be an adventitious growth rather than an organic part of school life. Special supervision, thrifty enough during periods of financial prosperity, is cut down or eliminated during times of financial depression. The accessory position of the supervisor is apparent and is in contrast to the more fundamental positions of the teacher, principal, and superintendent. The position of the supervisor, under the dualistic plan of organization, is brought out in Figure I which is a schematized diagram of this general type of supervision. (See next page for Figure I.) 54 DEPARTMENT OF SUPERINTENDENCE FIGURE I—THE DUALISTIC TYPE OF SUPERVISORY ORGANIZATION SUPERINTENDENT OF SCHOOLS | SUBJECT SUPERVISORS SERVICE SUPERVISORS ASSISTANT SUPERINTENDENTS ELEMENTARY PRINCIPALS SECONDARY PRINCIPALS ELEMENTARY TEACHERS SECONDARY TEACHERS (Connecting lines indicate direction of authority) The line and staff organization—The line and staff organization recog- nizes two types of workers, namely, line officers and staff officers. 1. Staff officers are technical experts in charge of service or subject de- partments or departments including groups of subjects. A complete set of service departments would probably include: (1) A department of statistics and records; (2) a personnel department charged with the selection, assign- ment, and evaluation of the personnel; (3) a department of tests and meas- urements, charged with measuring, grading, and classifying pupils; (4) a curriculum department, charged with the selection and organization of sub- ject-matter; (5) a department of method, charged with the study of teach- ing and learning procedures; (6) a department of textbooks, supplies, and equipment, charged with the selection, distribution, and evaluation of textbooks, supplies, and equipment; (7) a building department, charged with planning, constructing, and equipping new buildings; and (8) a de- partment of expenditures, charged with budget making and financial man- agement. An organization of subject departments might include one depart- ment for each of the several school subjects, such as music, arthmetic, art, geography, and the like. 2. The line officers are executives, such as: department heads within a school, building principals, assistant superintendents, and superintendents. They are in charge of departments in a school, single buildings, groups of buildings, or major divisions of the educational system. 3. Contrasting the two, we may say that staff officers are advisory ex- THE EIGHTH YEARBOOK 55 perts, directly responsible to and operating through the superintendent of schools. Staff officers have no administrative authority over line officers or teachers. The line officers are administrative executives clothed with power. The flow of authority is from superintendent, or assistant superintendent, to principals, to teachers. Dualism of control is thus eliminated, the policy is accepted of a single executive head being followed throughout all depart- ments and levels of administration. On the other hand, expert technical services involved in supervision are provided for through the organization of the staff departments, either for services or subjects. The values and benefits accruing from the work of these specialists are introduced into the school system through the superintendent or an assistant designated for the purpose. Line officers, then, systematically operate the educational program. Obviously, under this system, supervision may be emphasized or subordinated, depending upon the policy and point of view of the super- intendent. The organization of supervision by services needs little explanation. Each service department serves the entire system. On the other hand, when supervision is organized on the subject basis, two or more plans appear. A common one is the so-called vertical plan, special supervisors being re- sponsible for the instructional conditions in a given subject for all grades. Another is the divisional plan, that is, subject supervisors being responsible for a subject only within a given school division, such as the elementary or secondary divisions. It may be said in passing that sometimes one of the staff departments is itself entitled the department of supervision or of instruction. This some- what confuses thinking about the plan, but actually in no wise modifies its fundamentals. The Detroit organization is a good illustration of the line and staff system. A schematic plan for the administration of supervision on the line and staff basis is shown in Figure II. FIGURE II.—A SCHEMATIC REPRESENTATION OF LINE AND STAFF ORGANIZATION Superintendent of Schools LINE SITA 2 Asst. Supt. sst. Supt. sst. vupt. Elementary Secondary Special \ Schools Schools Classes Principais| {Principals| Principals Staff officers each in charge of a special service or a subject 56 DEPARTMENT OF SUPERINTENDENCE O AS PAP E The coordinate system— The coordinate system of supervision has been organized upon the educational theory that the departmental activities of subject and service supervisors and the administrative activities of elementary and secondary school principals are coordinate functions in the general edu- cational program. Both principals and staff officers work cooperatively under the guidance of divisional officers (elementary, secondary, and special class), who are members of the primary administrative staff. The primary admin- istrative staff is made up of assistant or deputy superintendents whose chief function is to integrate into a unified educational outcome the work of the various coordinate line and staff officers who are to work cooperatively under their direction. Under this system, the local principal of a building in charge of institu- tional supervision is held to be functioning at the same organic level as the director of a special department in charge of a subject or a service. As supervisors, both principal and director are assumed to be equally interested in the improvement of educational procedure; as administrators, each is assigned coordinate responsibility—the principal over a group of teachers and pupils, the director of a department over a group of assistants and special services; and as co-workers, they are expected to cooperate deliber- ately, working at the same administrative level and each with authority over his own special field under conditions set up by the superior primary administrative staff. The coordinate system places little emphasis upon developing supervision and administration separately as distinct educational services leading to separate sets of school officers in charge of each, but instead assigns its duties upon a purely functional basis, grouping them around two major coordinate forms of service, namely, departmental and institutional. Seattle, Cleveland, and San Francisco are good examples of the coordinate divisional type of organization. An illustration of the ad- ministration of supervision on this basis is exhibited in Figure III. (See page 57 for Figure III.) Comparing and contrasting the two types of supervisory organization we may point out that the line and staff system emphasizes differentiation and specialization in the services of administrators and technical experts. The coordinate system emphasizes cooperation and integration. These are points of strength. The weakness of the line and staff system in its extreme form is that it hinders the cooperation of line and staff officers in the solution of com- mon problems, and does not encourage creative contributions on the part of line officers. The weakness of the coordinate system in its extreme form is that it encourages the overlapping of authority and discourages specializa- tion. As a matter of fact, however, these schemes are rarely found in extreme form. The weaknesses above are largely corrected in practical situations by Tue EIGHTH YEARBOOK 57 ne A adaptations and local administrative devices. The general line of solution for line and staff weakness is the formation of interlocking committees and other integrating agencies. The correction of the weakness in the coordinate system lies along the line of the more specific allocation of duties and the formation of interlocking committees and conferences of people working at all levels. Each of these systems is practical and workable. Which one is selected will depend quite largely on the actual needs and traditional set-up of the given system. Whichever scheme could be more easily constructed upon the existing practices, personnel, and conditions would probably be the best for a given school system. FIGURE III.—AN ILLUSTRATION OF THE COORDINATE TYPE OF ORGANIZATION SUPERINTENDENT OF SCHOOLS ADMINISTRATIVE HEAD PRIMARY ADMINISTRATIVE STAFF Asst. Supt. Asst. Supt Asst. Supt. Asst. Supt Asst. Supt. Bus iness Extension Elementary Secondary Spec. Service Division Division Division Division Division Departmental] | [Departmenta Departmenta Departmenta. Service Service Service Service Service ` ontrol Control Control Control Control S] z 44 <4 7 E Y E y Z 7 5 pa 4 poe 4 po 4 e 4 E 3 5 o y o B S B o o o a as A 2 ES o pa S po S ay o Z o 3 3 3 A fe 3 3 3 3 cua aa PHE EE FSER] El Fes Se 2| Pet S la ls ls 4 elo ail e 2 el 2121818 Slo} Je H |e [o STS ey 4 lo |5 |3 5 © je izi Q Line = 5 ha 5 o |p |3 Ja pj ick O i 3 jelo |y SIRES a 3 le ja SS Y | aleje s|B] |p IE |B ed E 3 jo 3 p ip la o sE a Aje © 5 le |e o 515 a 58 DEPARTMENT OF SUPERINTENDENCE III. The Organization of Supervision in Small School Systems * The types of supervisory organization for small school systems are not greatly different from those found in large school systems. The principles of organization are the same. In the large school system, with its large ad- ministrative staff, there is greater specialization in the assignment of func- tions than in small school systems where one individual is frequently respon- sible for a number of activities, but the general administrative procedure is similar. While there are in small school systems certain variations from the types of organization set up in the preceding section dealing with the or- ganization of supervision in large school systems, these differences are found, for the most part, in the details of organization rather than in the types them- selves, or principles listed in the preceding section. Supervision in small school systems a difficult problemn—While the need for teacher training, curriculum construction, and the improvement of in- struction is always great in the small school system, the problem of the effi- cient administration of supervision is a difficult one. The teaching staff in the small school system is relatively small, and there is consequently less opportunity for specialization. The number of teachers housed in each build- ing is usually not large, and there is consequently less opportunity for the development of the principalship. Where there is free time for supervision, this time is frequently spent upon administrative matters, routine, and cases of school discipline. The superintendent is frequently both superintendent and principal. There are usually no special supervisors. There may be, under more favored conditions, two or three special teachers of such subjects as penmanship, art, music, physical education, home economics, or manual training. Such conditions as these make the problem of supervision in the small school system a difficult one. Elements of weakness in the supervisory organization of small school sys- tems—lIn the first place, there is frequently little or no consciousness, on the part of the superintendent, of the importance of organization. Following the traditions of the office, the superintendent accepts the situation as it is, and devotes major portions of his time to the appointment of teachers, the planning of buildings, the getting of money, and meeting the community. With these tasks and without the assistance of a well-planned organization, little time is left for supervision. In the absence of definite community agita- tion to the contrary, supervision is often neglected. In the second place, the small school system is frequently without special- ists in supervision. “There may be a traveling teacher or two for such sub- jects as art, music, manual training, or physical education, but, as a rule, no attempt is made to provide systematically departmental specialists for special = In reading this section, the following references will be of interest: 1. Ayer, Fred C.; and Barr, Arvil S., The Organization of Supervision, Chapter VIII. New York, D. Appleton and Company, 1928. 2. Nutt, Hubert Wilbur, Current Problems in the Supervision of Instruction, Chapter UN, “Organization for Supervision in Small School Systems.” Richmond, Johnson Pub- lishing Company, 1928. THE EIGHTH YEARBOOK 59 ee eee eee and academic subjects, or functional specialists for curriculum construction, tests and measurements, and research. Realizing the impossibility of employ- ing full-time specialists, the superintendent frequently assumes the point of view that the specialist is unnecessary, and depends upon himself or his prin- cipals for the supervision of instruction. In the third place, in the small school system, the buildings are frequently small, there are few teachers, and the principalship is poorly developed. The movement to house schools in larger school plants has brought better trained principals into these positions and has generally improved the quality of su- pervision provided. The principal of a small school will need a proportionately smaller amount of time for supervision than the principal in a larger school. If the teachers in small schools are to receive amounts of supervision approximately equal to teachers in large schools, the total time needed for supervision in these schools will be less. To free the principal of a six-teacher school, for ex- ample, of all teaching responsibilities in order that he may devote his time to supervision is neither wise nor economical. The amount of freedom that the principal is given from teaching, for supervision, should depend upon the number of teachers supervised. No school system is so small or so poor that it cannot afford some time for supervision. Types of supervisory organization—While there are many elements com- mon to the organization of supervision in small and large school systems, there are, necessarily, differences growing out of the dissimilarity of the two situations. There are four distinct types of supervision utilized in small school systems, namely, (1) the dualistic system, (2) the coordinate organi- zation with instructional committees, (3) the line and staff organization with general supervision, and (4) the line and staff organization with su- pervising teachers and special supervisors. The dualistic system—This type of organization has already been de- scribed in the discussion of large city organization and will not be further discussed here. Coordinate organization with instructional committees—Many superin- tendents, realizing the importance of supplementing the regular line or- ganization by some sort of special supervision, and realizing the economic impossibility of employing a large supervising staff, have gone about the matter of providing expert assistance through the development of instruc- tional committees: Committees on curriculum construction; committees for the selection and appraisal cf textbooks, supplies, and equipment; and com- mittees on research. One city, for example, organized the entire teaching personnel into com- mittees for the selection and organization of subject-matter. Interlocking subject and division committees were established for the several subjects and for the four major divisions of the school system, namely, primary grades, intermediate grades, junior and senior high-school grades. The chairmen of these several committees, working under the director of research, constituted 60 DEPARTMENT OF SUPERINTENDENCE A E E a the central steering committee on the selection and reorganization of sub- ject-matter. It was the function of the chairmen of subject-matter commit- tees to unify the work in a given subject for all grades, and the function of division chairmen to correlate the work for all subjects in a given division. The central steering committee determined the broader instructional policies involved and passed upon the material prepared in all sub-committees. These committees have met now for three years, and inestimable good has come to the school system concerned. Line and staff organization with general supervision—Many cities employ general supervisors for primary grades, grammar grades, or the elementary grades, to assist in the supervision of the “regular” elementary school studies. Such supervisors are charged with various responsibilities. In some cases the general supervisor is a semi-administrative official assuming the duties of an assistant superintendent. As such, he has both supervisory and administrative authority and is the administrative superior of the principal. In other schools the functions of the general supervisor are non-administrative, in which case the functions of the general supervisor are limited to the supervision of in- struction. The greatest shortcoming of this plan of supervision, as it is usually performed, lies in the large amount of duplication in the functions of principals and supervisors, both being generalists and approaching the problem from similar points of view. This situation is most likely to exist where the supervision provided is of the inspectorial type. In such cases the presence of a general supervisor reflects the presence of poorly qualified principals. If the superintendent must be assisted in the discharge of his supervisory responsibilities, an effective plan to accomplish this end is to appoint an assistant superintendent or director who is trained in research, curriculum construction, and teaching procedures; who may act in the capacity of an expert in these functions, giving assistance to teachers and principals alike. Many new services have come to demand a share of the superintendent’s time, such as tests and measurements, curriculum construction, educational guidance and pupil accounting, and research. In large school systems, each of these services has its own well-developed department and corps of specialists. While such specialization is out of the question in the small school system, it does not mean that nothing can be done. A generalist trained in super- vision with specialization in these functions can be of real assistance. The services here described, it should be noted, are different from those ordinarily performed by the grade supervisor. ‘These functions should fall largely upon building principals. The value of general supervision is determined pretty much by the types of functions performed by the supervisor concerned. Line and staff organization with supervising teachers and special super- visors—Some school superintendents have met the problem of providing special supervision by the use of a system of supervising teachers. The su- pervising teacher is any outstanding teacher in the school system chosen be- cause of his success in his own field of instruction to give expert assistance to THE EIGHTH YEARBOOK 61 E Quietly observe everything without comment during class period Examine the children's work about the room i Ask questions and make contributions during recitation.. Examine teacher's plan books, records, etc . Participate in the recitation as a member of the group... . Investigate projects ; Take notes or check on observation outline while observing Take the class and finish the lesson when the teacher is having difficulty m 2 3. 4, Sy 6. Y 8 9; 0. m 1 Total number studied: 100. Follow-up devices used by supervisors—The value of a supervisor’s visit, insofar as the teacher’s growth is concerned, largely depends on the nature and amount of follow-up given. Supervisors were asked to check those items listed in Table 19 which they use as follow-up devices after classroom visits. 72 DEPARTMENT OF SUPERINTENDENCE ET Table 19 shows that an individual conference with each teacher observed is the most common practice. TABLE 19—FOLLOW-UP DEVICES USED BY GENERAL ELE- MENTARY SUPERVISORS AFTER A CLASSROOM VISIT Percentage of Supervisors Using Follow-Ups In city systems! | In rural systems? . Individual conference with each teacher observed . Helpful materials, books, or articles sent to teacher Group conferences on general problems Demonstration lesson by supervisor Directed observation of successful teaching Bulletin of suggestions prepared Bibliography provided on special problems Written summary of suggestions left with teacher . Stenographic report of illustrative lessons A checked observation blank is left with the teacher..... 1 2 3. 4. De 6. día 8. 9 0. e 1 Total number reporting: 97. 2 Total number reporting: 98. The average city supervisor uses the first seven of the follow-up devices listed in Table 19; while the average rural supervisor uses the first six. A number of supervisors stated that they considered the stenographic reports desirable but lack of funds prohibited their use. The following devices were mentioned one or more times in the section provided for additional sug- gestions: discuss problems with principal and ask him to do the follow-up; send samples of work from other groups; revisit; send a follow-up letter; teach for the principal and a group of teachers; hold a conference with the teacher and building principal; plan a unit of work with the teacher. II. Directed Teaching—A Means of Supervision Directed teaching is one of the devices used in the institutional training of teachers which has only recently been carried over to the training of teachers in service. “The term denotes teaching done under the constant direction and guidance of an expert. It may mean directing all the activities involved in preparing and conducting each lesson, or it may 'mean merely directing a series of special lessons for a specific purpose. While usually considered a step in the training of an inexperienced or beginning teacher, directed teaching is also used to increase the efficiency of experienced teachers with specific weaknesses. Among the reasons why directed teaching is not a widely used agency for the training of teachers in service are these: 1. It is the most time-consuming of all the supervisory agencies, and this pre- cludes it from the program of many supervisors. 2. Teacher-training requirements in some systems are high enough to exclude most of the teachers needing this type of training. 3. A number of teacher-training institutions furnish supervisors for their grad- uates during a practice teaching or probationary period. THE EIGHTH YEARBOOK 73 4. Some school systems furnish special supervisors for their new teachers. 5. Provision is made by some school systems whereby a teacher needing this type of training may be sent back for a brief period of institutional training. This study shows, however, that directed teaching is used for the in- service training of some teachers by 55 percent of the general city super- visors and 59 percent of the rural. The supervisor usually directs those do- ing directed teaching, but in a few systems this supervision is given only by the principal. Moreover, in approximately one-fifth of the systems studied the teacher has the help of both the principal and the supervisor during this period of intensive training. The directed teaching periods vary widely in the different systems and within the same system. The longest period reported was two years, and the shortest three days. The following list, given in order of frequency of use by the two groups combined, shows the types of assistance the supervisors have found it practi- cal to give the teachers doing directed teaching, and also the number of supervisors giving each kind of assistance. TABLE 20.—TYPES OF ASSISTANCE GIVEN TEACHERS DURING THE DIRECTED TEACHING PERIOD Number of Supervisors Using Assistance Given In city systems! | In rural systems? m. . Help teachers plan in detail one or more lessons or units . Discuss the lesson observed . Arrange for some directed observation of skillful teaching. . Direct teachers’ professional study Observe the teaching of the lesson or lessons planned together . Discuss lesson plan before each directed teaching period. Provide definite outlines to be followed in making lesson plan Train teacher in the use of check lists for analytical self- criticism . Require detailed lesson plans during the period of intense training . Ask that lesson plans be kept subject to inspection for as long a period as considered necessary . Provide teacher with stenographic reports of illustrative lessons 2 3 4 57 6 de 8. 9 ho e OS 1 Total number reporting: 55. 2 Total number reporting: 59. The first six types of assistance mentioned in Table 20 were used by over half of those supervisors employing directed teaching as a supervisory device. Other types reported one or more times were: to furnish teacher with better teaching materials; to show good pieces of work done by other teachers; to require a working knowledge of local course of study; to teach for him; to lead children to plan for future work; and to ask for a report on definitely assigned readings. It seems probable that supervisors who do not use directed teaching as a supervisory device may perform many of the above mentioned activities, but this report does not include such cases. 74 DEPARTMENT OF SUPERINTENDENCE III. Demonstration Teaching—A Means of Supervision Demonstration teaching, as an agency for the improvement of teachers in service, was an innovation of the early stages of supervision in Rhode Island. Henry Barnard, while superintendent of schools of Rhode Island, employed a successful teacher to conduct a“demonstration school for the institutes of the states. Lommen * gives a detailed account of how this unique demonstra- tion school, consisting of one teacher and twelve pupils in a covered wagon, moved about from place to place for the professional training of teachers in service. From this very early beginning, the idea of providing teachers with an op- portunity of studying better methods and technic has grown until demon- stration teaching is used as a means of improving teachers in service by 93 percent of the city and 97 percent of the rural supervisors. Number of demonstrations—No minimum number of demonstrations is provided for each teacher by two-thirds of the city and over one-half of the rural supervisors. It would seem that while practically all supervisors con- sider demonstration teaching a valuable means of training teachers in serv- ice, it is not believed to be of equal value to all teachers. Types of demonstration teaching—The types most frequently used and judged most effective by supervisors are: 1. For individual teachers—a demonstration by the supervisor with the teacher's own pupils. 2. For a group of teachers—a capable teacher conducting a demonstration with her own pupils. Procedure for conducting demonstrations—One hundred city and one hundred rural supervisors were asked to check each of the principles of pro- cedure listed in Table 21 which were in accord with their practice when using demonstration teaching as a supervisory device with individual teach- ers and with groups of teachers, All but four of these principles, according to Table 21, are used by at least half of the supervisors when conducting group demonstrations; while, in the majority of cases, only six are applied to individual demonstrations. IV. Directed Observation—A Means of Supervision When viewed from one angle, directed observation may be considered a phase of demonstration teaching, while from another standpoint demonstra- tion teaching is one form of directed observation. The chief distinction is that directed observation refers to a consecutive series of demonstrations which are used as an intensive training device to bring about the rapid im- provement of a teacher or group of teachers with similar needs. Directed ob- servation is really the type of observation usually done by students while in training school in connection with practice teaching. _ + Lommen, Georgiana, “The Teachers’ Institute as an Agency for Training Teachers in Serv- ice,” Journal of Rural Education, Vol, I, pp. 60-8, October, 1921. Tue EIGHTH YEarBOOR 75 Because of the differences in extent and purpose of these two types of demonstration, they have been treated separately. But many of the prin- ciples which apply to demonstration teaching would also be applicable to the conduct of the demonstrations planned for directed observation. Due to this overlapping, principles of procedure have not been studied in connection with directed observation. Frequency of use—The difficulties entailed in releasing teachers for such frequent observations and the time required for planning and directing would naturally cause directed observation to be used less frequently than many other devices. It is used as a supervisory agency by only 44 percent of the city and 35 percent of the rural supervisors. In the majority of the city systems the principal supervises the teachers doing directed observation ; while in the rural systems this supervision is usually given by the supervisors in the majority of the cases studied. Length of each observation—The observers are sometimes sent to observe for an hour a day, a half day, or a full day. Practice in regard to the length of these observations varies as follows: 34 percent of the city supervisors re- ported for the class hour, 43 percent for the half day, and 23 percent for the entire day; while 52 percent of the rural supervisors reported for the class hour, 25 percent for a half day, and 23 percent for a whole day. Method of procedure—The plan for carrying on directed observation will of course vary according to the purpose or purposes for which the ob- serving is being done. However, there are certain general practices that are TABLE 21.—PRINCIPLES OF PROCEDURE IN PLANNING AND CONDUCTING DEMONSTRATION TEACHING Number of Supervisors Using For a group of For individual Principles teachers teachers City Rural! City! Rural! . Demonstration lesson or lessons taught in regular CASTO Ma vale ale TAROT: told aia Ba hee . Demonstration carefully planned to meet the needs of the observer or observers . Demonstration is followed by a conference The demonstrator is present at the conference Both observers and demonstrators know standards by which teaching is to be evaluated . Conference is usually held on same day as demonstra- tion i . Demonstration adheres fairly close to the conditions under which observers work 7 . Observers check outline or take sufficient notes to recall what took place : oui . Demonstration is confined to the supervisory objectives set up for the year E . Supervisor is familiar with procedure being used by observeerde ena a per Nene tee Ea Doe . A pre-teaching conference is held to set forth methods, devices, and technics to be demonstrated . A copy of the lesson plan is in the hands of the observers prior to the demonstration ; . Observers make a written report of observation 1 2 3 4. 5. 6 Uf 8 9 1 Total number reporting 100. 76 DEPARTMENT OF SUPERINTENDENCE applicable for various purposes. The frequency with which certain of these were reported is given in Table 22, ranked according to the combined use by all city and rural supervisors who cooperated. It will be recalled that supervision of the directed observation in these city systems is usually done by the principal, while in the rural systems it is done by the supervisor. This doubtless accounts, in part, for the consistent differences in the city and rural supervisory practice. In this connection, it will be recalled that the average city principal has only part time for super- vision, which means that it would be difficult for him to give very close supervision of the teachers in their directed observation periods. TABLE 22.—NATURE OF THE SUPERVISION GIVEN TEACHERS DOING DIRECTED OBSERVATION Percentage of Those Using Directed Observation Nature of Supervision In city systems! | In rural systems? 1. Supervisor is present at observation.. Js. es ee atrae aneen 34 74 2. There is a discussion of each observation............-... 41 63 3. The teacher observed is present at the discussion........ 36 66 4. Observers are required to take detailed notes............ ae 49 5. There is a definite assignment for every day............. 32 43 6. The assignments begin with the easier and progress to the more difficult phases of the teaching procedure........ 27 37 7. Training continues until observers develop skill in evaluating teaching performance.......oooooomoooo...s 20 34 8. The series of observations are made for several consecutive ES OO Ue o as 20 31 1 Total number reporting: 44. 2 Total number reporting: 35. V. Individual Conferences—A Means of Supervision What technics do supervisors use to make the individual conference an effective means of teacher improvement?— These are some of the questions which arise in this connection: What types of individual conferences are held? When, where, and under what conditions are they held? How long do they last? Is a record of the conference kept? Types of individual conferences—1Individual conferences are usually held at the school or the supervisor’s office. Those held at the school were studied under three classifications, namely: 1. The pre-teaching conference 2. The conference following an observation 3. The follow-up conference. The present use made of each of these three types is as follows: One- fourth of the city and nearly one-half (48 percent) of the rural supervisors hold a conference with all teachers prior to observing; four-fifths (82 per- cent) of the city and practically all (95 percent) of the rural supervisors hold a conference with the teacher observed; and over one-half, 58 percent, THE EIGHTH YEARBOOK 17 Ss uta a se ll ac tm O el A o of the city and 55 percent of the rural supervisors use follow-up conferences, or a series of conferences with a teacher for a specific purpose. Time, place, and conditions—It is apparently difficult for the supervisors to find a suitable time for these conferences, and the majority of them have utilized various times. The different times which have been taken for con- ferences, named in order of frequency of use, are: After school, at the end of the recitation hour, at the recess period, some other day, and later during school hours. The number of supervisors utilizing each of these times for conferences are: . After school, 66 city and 75 rural? . At the end of the recitation hour, 55 rural and 46 city . At recess periods, 34 city and 59 rural 4. Some other day, 44 city and 24 rural 5. During school hours, but not at end of class period, 23 city and 24 rural. wd m The time when educational specialists usually recommend that the con- ference be held—later during school hours—is the time least frequently used. Furthermore, one-half of the supervisors do not take any school time for these conferences, except the brief period at the end of the recitation hour which is necessarily hurried and unprepared for by either the supervisor or the teacher. The teacher’s own classroom is the place most frequently used for the in- dividual conferences. The other places, named in order of frequency of men- tion, are: the supervisor’s office, the principal’s office, and a special conference room in the school building. Over three-fifths of the supervisors, 58 percent of the city and 65 percent of the rural, keep regular office hours for conferences; the others arrange conferences by appointment but there is no regular period at which they may be consulted. This is not in keeping with the practice of most professional groups in public service. Approximately nine-tenths of the supervisors arrange to be alone with the teacher during their conference. However, several stated that while they were usually alone, the principal was sometimes present. Half of the supervisors, 49 percent of the city and 52 percent of the rural, make definite written preparations for these conferences. The teachers also prepare for the conferences in about 15 percent of the cases. Almost half of the city and a similar number of the rural supervisors in each group give a copy of this record to the building principal. Length of conference—The conferences which the city supervisors hold with individual teachers following a classroom visit range from 1 minute to 2 hours, while one-half of them hold conferences that are not less than 14 minutes nor more than 35 minutes in length. Two minutes was the shortest conference reported by the rural supervisors and 2 hours the longest, while one-half do not hold conferences that are less than 16 minutes or more than 45 minutes in length. 1 This study included 100 city supervisors and 100 rural supervisors. 78 DEPARTMENT OF SUPERINTENDENCE A A A A A A A e These facts raise the question as to whether many of the conferences as now held are long enough to accomplish the purpose of an after-visitation conference and whether part of the time devoted to some of the longer ones would not better be spent in a second conference or some other phase of follow-up. It is readily granted that the length of such conferences will naturally vary according to the needs of each special situation, but, even so, it seems probable that there are an opportune minimum and maximum. Conference with building principal —Three-fourths of the city and two- thirds of the rural supervisors report that it is their practice to have a con- ference with the principal before observing in his building. Many super- visors confer with the principal before all visits, while with others the type of visit determines whether or not a conference is sought prior to visiting the classroom. A pre-visitation conference is most frequently held when it is a “visit on call,” and least frequently when it is a scheduled visit. Practically three-fourths of both city and rural supervisors hold confer- ences with the principal after one or more visits in his building. In this case, the type of visit made does not seem to be an influential factor, as the num- ber holding conferences after each type of visit is practically the same. VI. Teachers’ Meetings—A Means of Supervision! Kinds of teachers’ meetings—The various types of teachers’ meetings which recent literature discusses may be classified as follows: 1. Pre-school teachers’ meetings, or meetings held before the opening of school. The majority of these are largely administrative in the city school systems, and about equally administrative and supervisory in rural systems. 2. General teachers’ meetings, or meetings of all the teachers in the system. These are about equally administrative and supervisory in both city and rural school systems. 3. Group teachers’ meetings, or meetings attended by only certain groups of the teaching corps, such as a grade, a group of grades, department, etc. These are largely supervisory in character. 4. Principals’ meetings, or meetings of those responsible for the supervision of the local schools, These are about equally administrative and supervisory in the majority of city and rural school systems. Table 23 presents data relative to the above four types of teachers’ meet- ings. Personnel on the programs of teachers’ meetings—Who has a part in mak- ing the teachers’ meeting an effective means of improving the school system, a kind of clearing house for groups thinking on the problems that center around the physical, social, and mental development of the children in our public elementary schools? Table 24 lists those who have a place on the program of each of the four types of teachers’ meetings and the number of systems in which each participates. 1 See also Chapter XI, Supervisors’ Conferences and Meetings with Teachers. THE EIGHTH YEARBOOK 79 AE AR a ee oa a L Topics for teachers’ meetings—Topics reported by as many as half of the supervisors, when the reports of both city and rural supervisors were com- bined, are listed here in order of frequency of use in the different’kinds of teachers’ meetings: 1. Pre-school meetings—topics relating to the theory of education and school management problems. 2. General teachers’ meetings—professional idealism and standards, educational theories, and school management problems. TABLE 23.—FACTS RELATIVE TO FOUR KINDS OF TEACHERS’ MEETINGS IN CITY AND RURAL SCHOOL SYSTEMS Pre-School General Principals’ Teachers’ Meetings City Rural | City Rural i City Rural Average number held during or 2 or (1) Q) school year. ‘ less Percent of schools in which attendance is compulsory. 77 44 When meetings are held: Percent held on a school day. Length of meeting in at least 2 or one-half of school systems. more days 1 Principals’ meetings are held at regular intervals in 58 of the 78 city school systems and in 43 of the 68 rural systems which reported the use of this type of meeting. The frequency with which the principals' meetings are held is given in order of use: monthly, bi-monthly, weekly, annu- ally, semi-annually, and every six weeks. 2 General teachers’ meetings are held on Saturday, usually in the morning, in 55 percent of the rural school systems reporting. 3 Practically always in the afternoon on a school day. When there is no demonstration teach- ing, they are most frequently held after school—four o'clock being the most popular hour for be- ginning. When there is to be demonstration teaching, 2:30 is the most common hour for be- ginning. 4 Usually, on Friday afternoon if there is to be demonstration teaching, otherwise on Saturday morning. TABLE 24.—LIST OF THOSE WHO HAVE A PLACE ON THE PRO- GRAMS OF DIFFERENT TYPES OF TEACHERS” MEETINGS Number of Times Each Was Reported for: Pre-school General Group Principals” In City and Rural Systems meetings meetings meetings meetings City | Rural | City | Rural | City | Rural | City | Rural 1. Superintendents of schools......... 53 61 61 65 23 46 53 49 2. General elementary supervisors....| 37 61 50 60 69 66 36 54 3. Special supervisors............... 20 13 29 22 61 21 26 16 AEP TINCLDAl Seti e ae ae e eE 14 40 20 46 34 40 49 56 ARA SS ADOOS 14 43 32 46 70 70 13 21 6. County or city officials........... 8 32 10 29 6 14 6 17 WEMEALCTILD HOC O DE yala 6 15 6 12 4 7 3 6 8. Educational specialita Ed AA 13 52 46 64 34 28 23 18 9. Visiting teachers, administrators, and supervisors Pee ere dante OO 18 39 26 45 23 34 18 24 107 Popular speakers. oc. oda ooo 80 DEPARTMENT OF SUPERINTENDENCE 3. Group teachers’ meetings—topics relating to subject-matter, methods, course of study, individual differences, tests and measurements, recent professional publications, educational theories, teaching materials and equipment. 4. Principals’ meetings—school management problems, teaching materials and equipment, tests and measurements. Teacher participation—Teacher participation in meetings, primarily de- signed for their professional growth, is probably analogous in importance to pupil participation in classroom activities. The purpose and content of teachers’ meetings will naturally influence the kind and amount of teacher participation desirable. Named in order of frequency of mention by city and rural supervisors, the ways in which teachers participate in their meetings are these: Asking questions for information, answering questions from read- ings and experiences, illustrating and explaining effective devices, asking questions to clarify group thinking, doing demonstration teaching, helping determine problems for study, making individual reports, leading discus- sions, analyzing and criticizing demonstrations, making committee reports, and being critically minded. Judgments of Four Professional Groups Concerning the Extent Of Use and Value of Certain Supervisory Devices The extent to which six direct agencies of supervision are being used by 200 representative general elementary supervisors has already been pre- sented in this chapter. A knowledge of practice, however, does not establish the worth of these various procedures. In fact, in many cases practice does not concur with expert opinion as expressed in literature in the field. For example, many writers object to supervisors making “dropping-in” visits for inspectional purposes, yet over two-thirds of the 200 supervisors reporting stated that they make this type of visit. Since other evidence of merit was lacking, opinions were secured from those especially conversant with supervision, namely: Fifty specialists in su- pervision, or those training supervisors directly or indirectly; 100 teachers who are supervised ; 100 superintendents of schools who employ supervisors ; and 200 general elementary supervisors. In order to secure the judgments of specialists, superintendents of schools, and teachers, a one-page list of supervisory practices was abstracted from the checking list of the direct agencies of supervision. Rating columns were pro- vided for checking the extent to which each device should be used by gen- eral elementary supervisors and also the value placed upon each as a means of improving teachers in service. The four columns provided for rating the items according to Use were: “Used often or emphasized,”. “Used some,” “Used very little,” and “Not used.” Those for rating the items according to Value were: “Very valuable,” “Some value,” “Little value,” and “No value.” : Table 25 summarizes the returns. THE EIGHTH YEARBOOK 81 TABLE 25.—PERCENTAGE OF SUPERVISORS, SPECIALISTS, SUPERINTENDENTS, AND TEACHERS RATING CERTAIN SU- PERVISORY DEVICES AS “VERY VALUABLE” AND RECOM- MENDING THAT THEY BE “USED OFTEN OR EMPHASIZED” ETE Vi. Used Often or Very Valuable . General meetings.......... AVERAGE =total number from whom opinions were secured. Emphasized Percent Percent A SPE: 0121 Supervisory Devices Ce OY JA E = 2/2 eee hg Ela les} 2| 3 Els Eg 313 oO 23 |23| 5 E E D DS IS E Ss (2/58 3|O0|<[S5| 8 ise! 3 [0 ¡0234 n |a jogja 2 E Zielelsj/elelgjelsis|z AAE Th a ih hh req |p eee la re es nz dh Pet Mes . Classroom Visitation: Wye VASIES OM Cale 37 | 62 | 18 | 19 [1912] 34 || 78 | 88 | 47 | 45 | 6% b. Dropping-in visits....... 44 | 28 | 30 | 49 [1712] 38 || 37 | 22 | 32 | 52 |26 c. Scheduled visits........ 43 | 40 | 21 | 18 |24 31 || 47 | 42 | 25 | 22 [291% 2. a. Visitsto observe teaching.| 95 | 82 | 58 | 65 | 1 75 | 77 82 57 | 59 | 41% b. Visits to test children....| 25 | 12 | 11 | 14 133 16 || 43 | 32 | 26 | 31 [31 c. Visits to confer with Teacher sae were he aoe 12 14 10 13 |35 12 22 22 24 34 |34 3. a. Unannounced visits...... 65 | 38 | 37 | 51 |1034| 48 || 58 | 24 | 36 | 54 |2214 b. Announced visits........ 21 | 54 | 17 | 12 [2612] 26 || 34 | 58 | 27 | 16 |291% 4. a. At irregular intervals....| 67 | 52 | 40 | 49 | 6 | 52 [51 | 50 | 33 | 44 |21 b. At regular intervals...... 26 | 28 | 19 | 20 |30 DAE ih |p kes |) VAT |b WAL SO A 1G isits, on more ES Serioa. $ r A A e f = _.| 83 | 80 | 50 | 42 | 4 64 || 79: | 92 | 54 | 53) 1) 3 . Short visits, tha E period eat zis Sn 9} 10] 10] 22 |34 | 13} 8| 10] 5 | 20 (36 . Directed Teaching: 1. Of inexperienced teachers...| 41 | 64 | 43 31 8% 50-155 1 76 | 50 [65 |-8 2. Of problem teachers........ 29 | 44 | 29 | 32 11934) 34 || 43 | 66 | 37 | 46 |17 Demonstration Teaching: 1. a. By teacher supervisor i for group... dades 38 | 60 | 30 | 46113 | 44 | 68 | 74 | 48 | 68 | 634 b. By supervisor for teacher visited tidad hee 31 | 20 | 19 | 24 227 24 5 aN e 20 eke, 2. a. Forinexperienced teachers| 54 56 | 35 | 55 e 50 rales a ee b. For problem teachers. ...| 42 | 40 | 18 | 33 |2135 Be oe de ae ae D c. Foral teachers... m.... 28 | 36 | 16 | 19 [28 | 2 2% o ea de | a1 | 52 | 23 | 37 [1734] 38 | 65 | 66 | 47 | 6s | 9 b. Of proposed methods... | 40 | 54 | 25 | 36 |16 | 39 || 59 | 64 | 43 | 58 [13 S papa ot os also logia les | 70 | 45 | S7 [1046 4. a. Emergency demonstra- P a ile E TS 6 Z 1 5 136 40112] 12 18 | 16 [35 . Directed servation: 1. For inexperienced teachers. . 2 Z Lo 2 ae 3 B Pe Se eh F 2. For problem Nena erste hae 1 A ` . For Individual Conferences: 1. a. With teacher observed. a 1 88| 76 SSIES 70 | 83 | 88 | 60 | 82 | 1 b. With principal following visits tik Go free ih sats 58 | 54 | 42 | 34 |12 47 || 52 | 58 | 44 | 42 [16 c. Wit panona efore vis- ay nor A de Lame ret 34 | 36 | 32 | 18 |25 30 || 38 | 40 | 36 | 24 |27% ba tea “teacher before ob- | 18 | 30 | 16 | 18 [3135] 21 | 33 | 48 | 28 | 31 [273 2. Regular office hours for con- pe Frence AS ede TA ASES AS 55.2 51 || 51 | 64 | 44 | 53 |15 Teachers’ Meetings: 7 1. Group a az | 76 | ss | zo| 2 | 71 | $2 | 80 | ss | 73 | 2 2. Principals’ meetings........ 43 | 68 | 30 | 50 |1014| 48 | 61 | 70 | 44 | 63 |1015 3. Committee meetings........ a4 AA o eso 14% 42 | 43 | 48 | 45 | 48 119 pO asco Tenn oa E SEE 48 | 40 | 35 | 44 1434] 42 | 35 | 34 | 30 | 35 |25 Bae Oe e 42 | 16 | 24 | 21 |26%4| 26 | 44 | 20 | 30 | 18 |33 N 82 DEPARTMENT OF SUPERINTENDENCE Supervisory Agencies and Devices Rated According to Use In this study, the ratings of the 200 supervisors represent practice as it is now, while the ratings given by 50 specialists, 100 superintendents, and 100 teachers indicate what in their opinion practice should be. In presenting these ratings, it is recognized that the real use of any of these agencies will depend upon the particular situation in which it is used and the conditioning factors inherent therein. Table 25 presents data on the following points. Classroom visitation rated according to use—Classroom visitation to ob- serve teaching is the most widely used of the direct supervisory agencies and ranks first in the approval of specialists, superintendents, and teachers. Expert opinion does not agree with practice or the opinions of teachers and supervisors as to the type of visit that should be used most. Specialists say that visits on call or by request should be used most frequently; and dropping-in visits, or those not previously arranged, least frequently. How- ever, dropping-in visits are the type used most often by a majority of super- visors—they are also ranked highest by teachers and superintendents. Visits on call are second in practice and approval; and scheduled visits, third. A similar difference exists in regard to whether the announced or unan- nounced visit should be most used. Directed teaching rated according to use—Practically two-thirds of the supervisors who use directed teaching as a supervisory device state that it is often used for the continued training of inexperienced teachers, and this practice is approved by a majority of the other three groups. Although directed teaching is not as widely used as most of the other su- pervisory agencies studied, all four professional groups offered suggestions for its further use. The most pertinent suggestions were that the supervisor direct the teaching of demonstration teachers planning new types of work, of teachers cooperating in an experiment, of extra good growing teachers, of progressive teachers lacking training, of teachers desiring specific help, of substitute teachers, of teachers changing point of view, of teachers develop- ing new methods, of teachers making change in type of work, of teachers whose methods are out of date, of good teachers who ask for it, and of ex- cellent teachers for the mutual benefit of teacher and supervisor. Demonstration teaching rated according to use—Table 26 shows that the two types of demonstration teaching used most frequently and judged most effective by supervisors are: (1) For individual teachers—a demonstration by the supervisor with the teacher's own pupils; and (2) for a group of teachers—a capable teacher conducting a demonstration with her own pupils. Supervisors seem to be giving approximately equal emphasis to demonstra- tion of: teaching methods, use of new materials, and means of adapting in- struction to individual differences. Expert opinion would sanction this prac- tice, as would also the ratings of teachers and superintendents. Whether or not a supervisor should give an emergency demonstration, i. e., take the class from the teacher and conduct it for part or for the re- THE EIGHTH YEARBOOK 83 mainder of the period, is a mooted question. Practice and opinion seem to agree that it is an emergency means and should be so used. One-third of the teachers recommended that it not be used at all; but a majority of all the groups recommended that it be used, but very little. Several suggested that an emergency demonstration be given only in cases of extreme need when it could be tactfully and skillfully managed. Directed observation—Of the six agencies studied, directed observation, or directing a teacher to observe a consecutive series of lessons, is the least used. It is not used at all by 56 percent of the city and 65 percent of the rural supervisors. Over four-fifths of the teachers and specialists recommend, how- ever, that it be “used often” or emphasized as a means of continuing the training of inexperienced teachers. It was suggested that directed observation also be used: for teachers at- tempting new methods; to correct weaknesses in generally strong teachers; for growing teachers who request it; for untrained teachers; for principals beginning supervision; and for any teacher needing to improve along certain lines. Individual conferences—The individual conference with teachers and principals is among the most frequently used of the direct supervisory agen- cies. The kinds of conferences held, named in order of frequency of use, are: with the teacher following a classroom visit; with the principal after one or more visits in his building; with the principal before classroom visits; and with the teacher prior to an observation. This ranking is confirmed by the group ratings of specialists, superintendents, and teachers. Approximately three-fifths of the supervisors keep regular office hours for conferences with principals and teachers, and practically half of them stated TABLE 26.—TYPES OF DEMONSTRATION TEACHING USED BY GENERAL ELEMENTARY SUPERVISORS Percentage of Supervisors Using Types Used In city In rural systems! systems?” I. Demonstrations for individual teachers: By the supervisor By a capable teacher By specially employed demonstration teacher By building principal II. Demonstration for group of teachers: By a capable teacher By the supervisor j By specially employed demonstration teacher By building principal ; By representative of publishing house By instructor of extension course A A eee 1 Total number reporting: 93. 2 Total number reporting: 97. 84 DEPARTMENT OF SUPERINTENDENCE that these conferences were “used often or emphasized.” More than two- thirds of the specialists and one-half of the teachers recommend that super- visory programs emphasize the regular conference hours as a means of teacher improvement. These definite periods for consultation do not pre- clude conferences at other times by appointment, but merely provide a definite, convenient time for such appointments and the more informal inter- views. One of the specialists suggested that there be a special office hour for the new teachers. Teachers’ meetings—Group meetings are emphasized or “used often” by almost twice as many supervisors as any other kind of teachers’ meetings. Of all the supervisory devices included in this study, group meetings were ranked second in value. Principals’ meetings and committee meetings are recommended for more frequent use than they are receiving. While general teachers’ meetings are used less frequently than any of the other five types of teachers’ meetings, the ratings of the judges would in- dicate that they should be used even less frequently than they are. Supervisory Agencies and Devices Rated According to Value The summary of returns from 50 specialists, 100 superintendents, and 100 teachers shows that as a whole these different groups of judges tend to agree rather than disagree; differences of opinion within groups are much greater than those between groups. The average ratings of specialists, both as to value and extent of use recommended, are somewhat higher than those of any other group; those of the supervisors, second; the teachers, third; and the superintendents of schools, lowest. The average ratings of city super- visors are higher than those of rural supervisors. while there are no marked differences between the ratings of the supervisors with different amounts of training, superior teachers tend to rate the supervisory devices higher than do teachers of less ability. The chief points gained from a summary of all ratings on the value of classroom visitation, directed teaching, demonstration teaching, directed ob- servation, individual conferences, and teachers’ meetings are these: 1. Classroom visitation: a. Visitation upon request is the most valuable type of supervisory visit, but ap- proximately equal emphasis should be given to all three types; namely, visits on call, scheduled visits, and informal dropping-in visits. b. Visits for the purpose of observation are most valuable, and should be used oftener than visits for other purposes. c. The unannounced visits are more valuable and should be used oftener than the announced visits. The specialists, however, consider the announced visits more valuable and recommend that they be used oftener than the unannounced visits. d. Visits at irregular intervals are more valuable and should be used oftener than visits at regular intervals. Tue EIGHTH YEARBOOK 85 e. Visits for a whole class period or longer are more valuable and should be used oftener than those less than a class period in length. 2. Directed teaching: a. Directed teaching is very valuable and should be emphasized as a means of improving inexperienced teachers. It should also be used some for other teachers needing or desiring to improve along certain lines. 3. Demonstration teaching: a. Demonstration teaching is valuable and should be used for the improvement of all teachers; but it is more valuable and should be used oftener for inexperienced teachers, and, next most often, for those with specific weaknesses and teach- ing difficulties. b. Demonstrations planned for a group of teachers are a more valuable means of teacher improvement, and should receive greater emphasis than individual demon- strations given by the supervisor for the teachers visited. c. Approximately equal emphasis should be given and equal value attached to demonstrations: of teaching methods, of uses of new materials and devices, and of means of adapting instruction to individual differences. d. Emergency demonstration has little value and should be used very little, if aall 4. Directed observation : a. Although directed observation is used less than any of the other direct agen- cies of supervision, it is considered a very valuable means of improving inexperi- enced teachers by approximately two-thirds of the specialists and teachers. 5. Individual conferences: a. A conference with the teacher observed is one of the most valuable and should be one of the most frequently used means of teacher improvement. The other types of school conferences, named in order of value and the frequency with which they should be used, are: conference with the principal after one or more classroom visits; with the principal before classroom visits; and with the teacher prior to observing. b. Regular office hours for conferences are considered very valuable and are recommended for emphasis by over half of the judges. 6. Teachers’ meetings: a. Group meetings or meetings of special professional groups are considered the most valuable type of teachers’ meetings, and are rated as the second most valuable supervisory means of teacher improvement. The other kinds of teachers’ meetings, named in order of value and extent of use, are: principals’ meetings, committee meetings, building meetings, pre-school meetings, and general meetings of all the teachers of the entire system. CHAPTER V THE PLANNING OF SUPERVISORY PROGRAMS vision is and why we must have it. The major functions have been listed. Various schemes for organizing the personnel and allocating duties have been outlined. It is now necessary to consider briefly the impor- tant question of just how the actual work of supervision is planned and carried out. Planned programs relatively new—Planned programs of supervision are relatively new. As recently as 1925 a rather comprehensive survey * indi- cated a serious lack of such procedure throughout the county. Supervision for generations has been looked upon as inspection, chiefly done through visita- tion. Though much of the visitation was scheduled and done effectively, a good deal of it was random and haphazard. In contrast to this, modern su- pervision goes far beyond mere visitation and includes a wide range of su- pervisory activities, which in turn demand an organized and coherent pro- gram of far-reaching import. In too many situations there is no definite, well-organized plan of supervision setting forth the objectives for the year’s work and outlining the program by which these objectives are to be attained. Often when there is some sort of plan, vague in detail, there is found no definite, constructive work toward its fulfillment. In other cases, supervisors are submerged in routine details and can make no plans. In still others, they are mere roundsmen traveling from building to building. In many cases, the work, while actually valuable in some degree and accomplishing some good, is haphazard and does not follow a carefully constructed plan. In many places, of course, these criticisms do not apply, since well-organized plans developed by properly trained people are in evidence. Reasons for poor practice—There seem to be certain definite reasons for the backwardness of practice in the matter of supervision, most of which can be overcome. The survey referred to above covers 259 cities of all sizes in all parts of the country. Only a very few cities sent in plans. Most of the larger cities indicated that their work was well-planned but the extent of it was such that it could not be easily presented in a written statement. On the other hand, a very large number of superintendents submitted no plan, and a few stated quite frankly that they did not know what was meant. This does not mean that nothing was being done in these latter situations, because letters and printed annual reports submitted showed that a good deal of valuable work was in progress. This work consisted, however, mostly of limited classroom supervision ; namely, visitation, conference, demonstration teaching, teachers’ meetings, and the like. Very rarely indeed was this work Tr FOREGOING chapters have set forth in general terms what super- t Barr, A. S.; and Burton, W. H., The Supervision of Instruction, pp. 90-91. New York, D. Appleton and Company, 1926. [36] THE EIGHTH YEARBOOK 87 er A en, OH organized around any central problem growing out of the needs of the schools. The following reasons doubtless account for this difficulty : 1. The concept of supervision as the improvement of teaching is still new. The inspectorial idea still persists in many places. In many others, where practice is better than inspection, it is limited rather narrowly to classroom supervision. 2. The great mass of supervisors are inadequately trained for the work. 3. The pressing nature of administrative and clerical duties prevents proper at- tention to comprehensive supervisory planning. 4, Lack of clear definition of function and allocation of duty for superintendent, principal, and supervisor is an obstacle to the development of supervisory programs. 5. The fact that the teaching body is far from homogeneous makes the work diff- cult to plan. In the five years since this survey was made, great progress has been made in eliminating the above reasons, chiefly the first and fourth. Reasons for planning—Although practice falls badly behind theory, there is a striking unanimity of opinion in regard to the theory of planning. All human activities of any importance or complexity must be planned. In the school world, experience has demonstrated again and again that organizing and prescribing a program for the guidance of school interests are essential to the success of any situation. This is particularly true in supervision. A supervisor without a program has no point of departure and no destination. Furthermore, the value of supervision cannot be determined well, if at all, unless a plan is set up in advance sufficiently definite so that the results of its operation can be measured. The supervisor must have clearly in mind the objectives which he wishes to attain, he must know the methods by which these outcomes may be accomplished, he must know some of the obstacles which will likely appear, he must learn how to adjust the means and facilities available to the achievement of the desired end. A good deal of ineffectual supervision exists because supervisors have failed to make definite plans. The following definite reasons may be advanced in advocating planned programs of supervision. 1. A planned program insures that the supervisor has thought his situation through, analyzed it, and selected for attention the weak spots or new needs. 2. A planned program insures a definite organization of professional activity directed toward the achievement of certain definite objectives. It tends thus to displace mere routine visitation and inspection, vague and general super- vision. 3. A planned program is a source of professional stimulation to all concerned. 4. Definite programs constructed by all supervisors make for easier coordination of the work of all. 5. A planned program gives the administrative officers, the school board, or lay observers a definite idea of the work being attempted. It gives them also a basis for judging and evaluating supervision. 6. A planned program is an excellent test of the ability of the supervisory staff. Characteristics of a good plan—The nature of supervisory plans and the coordination between the plans of various supervisors will, of course, differ 88 DEPARTMENT OF SUPERINTENDENCE A AAA eee with the size of the system and the organization of staff in effect in the given system. Whether the plan be that of a superintendent, a general supervisor, a special supervisor, or a building principal, it should possess the three following elements : 1. A set of clearly stated, definite objectives. 2. A clear-cut outline of the means, devices, and procedures to be utilized in the attainment of these ends. 3. A clear-cut outline of the criteria, checks, or tests to be applied to the results of supervision, in order to determine the success or failure of the program. The derivation of the objectives—In order to organize an effective supervisory program, the supervisor must first obtain as complete and accurate a picture of the situation as can be obtained. The objectives should be selected in terms of the actual situation. They may be determined finally by the superintendent, by the supervisors, by the supervisory council, by the building principal, or by any of these in cooperation with the teachers. In discovering objectives, a careful study of the situation is necessary. Ex- haustive surveys of various types should be made. These analyses may be carried on in any of several ways. For surveying the classroom prac- tices of a system, Brueckner presents the following summary : * A. Technics Stressing the Pupil: 1. Survey by means of standard tests. 2. An analysis of the activities engaged in by pupils. This may be done by record- ing the number of times items are observed, or by describing conditions, or by making comparisons. . Consideration of psychological factors, such as attention, errors made, etc. 4. Collecting opinions of pupils, particularly in regard to curriculum material. Studying the attitudes of pupils by observing their behavior in significant situa- tions. 6. Through the evaluation of various of the preceding analyses. Ww un B. Technics Stressing the Teacher : . Analysis of the activities of the teacher. . A study of the difficulties met by teachers. . An analysis of errors and procedures. . A summary of judgments on the skill of teachers. . Evaluation of levels of teaching skill judged in terms of any of several criteria. 6. Trade tests. n PU Nm C. Technics Stressing Various Elements in Lessons: 1. Studying the time allotted to subjects or phases of learning. 2. Analyzing nature and order of activities within the lesson. 3. Studying the objectives of lessons. 1 Brueckner, L. J., “Developments in Techni i i a J. S in ques for Securing Factual Data Concernin On a bine Es EL, tia Method in Supervision, Second Yearbook of the Ree tonal Conterence of Supervisors and Directors of Instruction, New York, Bur f ica. tions, Teachers College, Columbia University, 1929, i a os THE EIGHTH YEARBOOK 89 . Determining and evaluating levels of teaching. Through the use of check lists and observation blanks. - Through the study and description of type lessons. . Gathering and analyzing materials used in lessons. ` Through the analysis of instructional conditions surrounding the teaching situation. C oS In addition to these methods of making instructional surveys, the follow- ing methods are also to be suggested as it is found necessary to survey sur- rounding conditions: 1. Analysis of the records of the system. 2. A study of the records of the teaching staff, their training, experience, per- sonal records, etc. 3. A survey of the social and economic background of the pupils. 4. A survey of new movements in education to determine whether any of them should be introduced into the local situation. The use of one or several of the above methods, or of others which may be devised and suggested, will uncover the needs of the situation and these will constitute the objectives. Space cannot be given here to elaborating the details involved in the actual using of the foregoing survey methods. Furthermore, this matter is covered in copious detail in the Second Year- book of the National Conference of Supervisors referred to previously. It is material that should be in the hands of all people with supervisory re- sponsibilities. From the list of possible objectives, a few of the most important and practicable should be selected for attention. No rule can be laid down as to the number to be included in any one program. The specific situation must determine this. Cubberley * suggests that two are sufficient. Other authorities suggest three or four, and in one or two situations seven or eight have been successfully attacked. In the main, however, the number should be kept small. In this way, effort is not extended over too large a field, and provision is made for flexibility in the program. Typical objectives are illustrated in the following lists. For instance, the Oklahoma City plan a few years ago included these: 1, Establishment of a junior first grade to meet the needs of immature children who are not developed sufficiently to profit by traditional first-grade work. Diagnosis of special needs in this group, and remedial instruction, Preparation of materials of instruction for certain courses and grades. Classification of the set-up and procedure of project work. Encouraging teachers’ contributions to the general improvement of instruction. SALN Another set suggested by Miss McLean of Saginaw, Mich., includes: 1. A more democratic plan for teachers meetings, securing greater teacher-co- operation. 1 “Only one or two of these major problems or objectives should be undertaken in any one year.” —Cubberley, Ellwood P., The Principal and His School, p. 52. Boston, Houghton Mifflin Co., 1923. 90 DEPARTMENT OF SUPERINTENDENCE A A o o Completion of health and kindergarten courses of study. More helpful program for teachers’ conferences (individual conferences). Extension of use of demonstration lessons. More unified viewpoint in supervision from our “supervisory council” con- sisting of supervisor and supervising principals. 6. Reorganization of work in first grade. 7. Better methods of studying results of tests to improve instruction, A A Still another set is suggested by Miss McIntyre of Berwyn, Ill., in her plan for 1928-29: 1. To improve the teaching of geography in the fourth and fifth grades. 2. To introduce manuscript writing into the first grade and to improve cursive writing in the other grades. To improve the teaching of the fundamentals of arithmetic. Miss Whittaker of Springfield, Ill., in a current plan lists these: 1. To assist in constructing the course of study in health education. 2. To give building principals assistance and perhaps instruction to enable them to take over a part of primary supervision. 3. To organize part-time kindergartens in schools where there are adequate facilities, i. e., trained teachers, space, and some equipment. 4. To awaken the public to the value of kindergarten training. 5. To educate teachers to the conception of supervision largely upon call. The objectives developed on the basis of a comprehensive survey by Miss Kathryn Steinmetz for use this year in the Barton School, Chicago, were as follows: I. Improvement in reading by emphasizing the functions of the reading period, the recreational reading period, and reading in the content subjects: A. Training and improvement in those fundamental habits, attitudes, and skills of reading so that the pupils will read the thought of the printed page without focal consciousness of words (acquisition of the primary reading adaptation). B. Stimulation in recreational reading to lead: 1. To cultivation of habits of real enjoyment and of better tastes 2. To awakening of keen interest which will lead to continuity in reading 3. To reconstruction of experience. C. Development of reading as the fundamental study tool for the acquisition of new attitudes of understanding in the content subjects, in order: 1. To extend and enrich experience, and 2. To train in intensive reading for specific purposes peculiar to those subjects. II. Trying out the usableness of the tentative course of study in health. III. Development of unit organization of 5B history and the use of the science-type procedure with the units. IV. Development of seat work for the first grade. The foregoing lists illustrate the wide range of possible objectives but they by no means exhaust the possibilities. The means of achieving the objectives—With the objectives settled, the next task is the organization of the step-by-step progress toward their THE EIGHTH YEARBOOK 91 attainment. The methods used are, of course, more or less clearly indicated by the objectives themselves. The following list indicates some of the gen- eral means available. 1. A series of organized and controlled teachers’ meetings 2. Organized classroom visiting, either on schedule or on call 3. Demonstration teaching, directed observation, and directed teaching 4. Directing teachers to reading circle work, to extension classes, and to summer school work Training teachers to use and interpret tests Planning remedial teaching on the basis of diagnostic testing . Experimental work and research . Organizing committees for research, curriculum revision, etc. . Supplying materials of instruction in sufficient quantities . Using school papers and local newspapers in a propaganda campaign. SN Special caution should be voiced here, however, that it is not sufficient to say that a given objective is to be achieved by means of meetings, visita- tion, demonstrations, study by the teachers, etc. A good supervisory plan must set forth specifically what will be studied, the specific nature of the demonstrations to be given, a detailed outline of certain conferences or meetings definitely organized to meet specific ends. For instance, it will be recalled that the first objective stated by Miss Steinmetz above was: I. Improvement in reading by emphasizing the functions of the reading period, the recreational reading period, and reading in the content subjects: A. Training and improvement in those fundamental habits, attitudes, and skills of reading so that the pupils will read the thought of the printed page without focal consciousness of words (acquisition of the primary reading adaptation). B. Stimulation in recreational reading to lead: 1. To cultivation of habits of real enjoyment and of better tastes 2. To awakening of keen interest which will lead to continuity in read- ing, and 3. To reconstruction of experience. For achieving this objective, she sets forth the following outline of means. Space prohibits exhibiting all the details of her procedure. The list, however, makes clear the nature of her attack: 1. Group meetings of the teachers will serve to explain the objectives and to discuss problems as they arise. 2. By reading, study, and group reports, the teachers will be brought to a reali- zation of the divisions of the reading situation and the functions of each divi- sion. 3. Mimeographed lists of scientific investigations and references on reading with bibliographic notes will be supplied by the principal. 4. The principal will present the normal growth curves for the fundamental habits in oral and silent reading in order that the teachers may determine the degree of maturity to be secured in their grades. 5. Teachers will administer the Monroe Silent Reading Tests in order to secure indices of rate and power of comprehension. 92 DEPARTMENT OF SUPERINTENDENCE AA EA IA A A A A A A 6. The teacher will watch the eye movements of problem cases in order to detect immaturity in the habits of recognition. 7. Pupils will be taught the use of various aids for accuracy of recognition with- out sole dependence upon phonics. 8. The pupils will read an abundance of simple material for exercise to in- crease the span of recognition. 9. Flash card exercises will be used to speed up rate of recognition. 10. Teachers will detect lip readers and decrease vocalization. 11. Teachers will devise cards with a series of directions of increasing difficulty to test the pupils’ attitude toward reading. 12. Pupils will use the “Perfo” silent reading exercises in the primary grades. 13. As four sets of the McCall Silent Reading Lessons have been mounted sep- arately and keys provided, the lessons will be used for daily practice and remedial teaching. 14. The principal will provide an abundance of interesting reading material. The following six procedures are suggested for the fostering of coopera- tion by principals with supervisors: 1. Attendance by principals at meetings called by the various supervisors for special groups of teachers. 2. Seeking by the principal of an individual conference with the supervisor, perhaps once a month, to discuss objectives, problems, progress achieved, and next steps. 3. Willingly giving time for brief conferences with all supervisors who visit the building. 4, Visiting classrooms with the supervisors upon invitation by the latter. This activity would involve cooperative planning for defining the objectives of the visit, for establishing the technic of visitation, for observation and cooperative planning of the follow-up work. 5. Asking supervisors for and conscientiously studying outlines which super- visors prepare for teachers’ use. 6. Encouraging teachers to cooperate whole-heartedly with supervisors by set- ting a personal example by maintenance of morale and by giving assistance when needed. In presenting the objective, “Securing administrative units sufficiently large to make possible larger high schools and so to secure more effective supervision,” M. R. Owens, high-school supervisor for Arkansas, proposes to use the following means, among others: 1. Carefully prepared and legitimate publicity articles in state and county newspapers. 2. Special bulletins carefully prepared and distributed to educational leaders and laymen throughout the state. 3. School rallies in different counties. 4. Inducing county superintendents to conduct tours of leading citizens in their counties through neighboring counties in Louisiana and Tennessee which have made outstanding successes of the county-unit system in developing modern high schools in rural and village communities. Checks and criteria for evaluating supervisory outcomes—One of the earmarks of a competent worker in any field is ability to devise tests with : à hres which to measure one’s own success. Measures or criteria of success must be devised for each supervisory objective set up. The EIGHTH YEARBOOK 93 In the case of a common objective, improvement in some selected subject, standard tests offer a first check. In case the objective involves detection of individual difficulties in learning, the results should show up in the grade progress tables, in statistics of failure and promotion. In still other cases, the activities of pupils can be counted before and after a supervisory campaign, 1. e., books read, questions asked, voluntary projects carried out. The same may be done for the teachers, i. e., professional books and articles read, meetings attended, courses taken, suggestions made. If the objective is the preparation and use of improved instructional materials, the check is obvious and conclusive; the material is in evidence or it is not. The mere presence of material or of a course of study is not really final, however. The usefulness and validity of this material should be further checked during or after use, either by teacher opinion or by some objective analysis. Again, the check will be obvious if the objective was promotion of teacher participation or suggestion in any undertaking. The foregoing brief statement illustrates the point. Suffice it to say that the objective must not be left hanging in the air even though pursued by approved supervisory activities. The actual result of these activities must be determined as precisely and objectively as possible. Flexibility—Some may object that such plans make supervision rigid and formal. The utmost flexibility, of course, must be retained in order that adjustment may be made to new things which may arise suddenly and unexpectedly. Among the chief means of achieving flexibility are these: (1) The num- ber of objectives should be kept small and plans for meeting them as simple and direct as possible. This makes for flexibility, in that fewer connections must be broken down if changes become imperative. (2) Teacher coopera- tion in the formulation of plans also assures flexibility. When teachers have participated in making a plan, they not only feel that it is theirs, but they understand it thoroughly in its various connections and ramifications. Having participated in making the plan, they are willing and ready to make necessary adjustments in bettering it or adapting it. Descriptions of actual plans—Space prohibits the exhibition here of complete plans. Therefore, the following descriptions are submitted. A program for state high-school supervision in Arkansas—M. R. Owens, state high-school inspector in Arkansas, has worked out, in his office, an admirable plan for indirect supervision, based upon a careful study of actual conditions. He first analyzed briefly the administrative organization of the Arkansas state school system, outlining the relationship established by law between the state board, state superintendent of schools, governor, and other officials in the state and county systems. The duties and relation- ships of county superintendents and county boards to each other and to the state system were outlined, since these discussions of administrative 94 DEPARTMENT OF SUPERINTENDENCE set-up were essential to an understanding of supervisory possibilities. “This procedure illustrates very well the discussion already presented in Chap- ter IV of this Yearbook. Then the personnel and organization of the staff actually available for high-school supervision were considered, as were also the area of the state, the number of high schools involved, and the difficulties of transportation. According to Mr. Owens, supervision by state officers must be indirect. This also was the consensus of opinion of the national meeting of high- school supervisors at Boston in 1928. After making these general preliminary analyses, Mr. Owens made a detailed study of the high-school situation in Arkansas. The number of high schools and the number of pupils, the various sizes of high schools, the curriculums offered, the range of subjects, were all taken into account. The number and training levels of teachers and their assignments by subjects were scrutinized. Then the procedures in certificating these teachers were considered. On the basis of this careful and minute scrutiny of the situa- tion, five objectives were set up, each of which permits of vigorous treat- ment despite the indirect means necessitated by the situation. 1. Administrative units sufficiently large to make possible larger high schools. 2. Restricted subject offerings in smaller high schools, a more uniform curriculum. 3. A teacher-training program that will prepare teachers to teach the subjects which they are required to teach in the high schools. 4. Certification of high-school teachers according to the subjects they are pre- pared to teach. 5. The general improvement of teachers in service. For each of these objectives, detailed and specific means were set forth by use of which the campaign for improvement could be carried on. The general nature of these details has already been illustrated earlier in this chapter. The supervisory program for the Barton (Chicago) Elementary School —This school was a new elementary unit opened for the first time in Sep- tember, 1928. In planning her supervisory program, the principal, Miss Steinmetz, made an exhaustive survey of a number of immediate and re- mote factors influencing the situation. In the first place, she secured accurate information on the racial stock and economic level represented by the neigh- borhood. She prepared a table showing the schools from which her new school population was transferred, and then attempted to anticipate what attitudes and backgrounds these children might bring with them. A com- plete analysis was made of the training, experience, and personal records of teachers transferred to the new building. Very obviously, in such a situation the principal was unable to make an instructional survey of any sort. She therefore set up two objectives for immediate attack, and while working upon them carried on an instructional survey which will be commented upon below. The two preliminary ob- jectives were: i THE EIGHTH YEARBOOK 95 e ge a ln ee 1. Unification of the community, pupils, and teachers into a unit with common objectives. 2. Emphasis upon improvement in those school subjects which were compara- tively easy to teach, and in which the proper technic is not a matter of judgment. In pursuing the first objective, the teachers were assigned to various committees to prepare a program for the dedication exercises for the new building. Such exercises were required, and this offered an admirable oppor- tunity to give each teacher a chance to show her worth and to work on a common project. A parent-teacher association of 250 members was quickly formed and given some actual, interesting tasks to perform. Later, of course, they would take the initiative in many matters. A vigorous routine program of improvement in handwriting, spelling, and primary number was carried on. As soon as school started, an extensive instructional survey was made, involving not only the testing of all pupils in all subjects, but also the preparation immediately of age-grade statistics which revealed the facts regarding retardation. The teachers not only participated in these surveys, but worked as a group in interpreting the results. This had two effects: first, of informing them about the actual situation; and second, of further unifying them as a group. Furthermore, the teachers themselves were asked to suggest very frankly the objectives which they felt needed attention. On the basis of these analyses and teachers’ suggestions, the four objectives already listed in this chapter were set up. The attack on these objectives was as carefully planned as the deriva- tion of the objectives themselves. Meetings and study groups were organ- ized to set up definitely specific problems. The proper professional literature was discovered and studied. Demonstration lessons, followed by discussion, were utilized. Bulletins were issued, materials were secured and utilized, and much individual conference work was carried out. A supervisory plan with limited objectives used at Donora, Pa. (1927- 28)—In this situation, Supt. Gilland set up as his only objective the or- ganization on the unit basis of the subject-matter in arithmetic, history and English in Grades 4, 5, and 6. He justified the plan with the following points derived from the local situation: In the first place, there is no local course of study. ‘The state course of study is not detailed. There is a definite lack of uniformity in the practice of teachers both as to subject-matter and method. ‘The possi- bility of professional growth of teachers through experiment with this organization of subject-matter was stressed as a vitally important considera- tion even if the plan should not in the end accomplish all that was hoped. 1 See page 90. 96 DEPARTMENT OF SUPERINTENDENCE After analyzing the type of community, the staff, and materials avail- able, Mr. Gilland set forth succinctly a method by means of which this work was to be accomplished. The whole theory of unit planning was explained to the teachers, and they were directed to study it. This was in May, so that many could take summer school work in preparation. The teachers were then asked to submit their preferences, and subject committee assignments were made. Three committees were then formed for each grade, one for each subject. These committees were to set up the objectives, determine the number of units, attempt to determine the time allotment, and make teaching out- lines. The latter were to be complete, including general method, devices, and materials. Tests for the units were to be constructed. A room was set aside for this committee work, and here were collected all of the necessary texts, references, professional books, and course-of- study materials. The chairmen of the grade committees in each subject constituted a general committee for that subject. Their duties were to care for sequence and to eliminate duplication. The superintendent was a member of all committees. The material was then introduced to the teachers, and they were assisted in attempting to teach under the new organization. The following outcomes were anticipated : More definite consideration of individual pupils. . Definite advantages for very bright and very dull pupils. Tangible and definite outcomes could be stated. A more definite check-up would be possible. . Greater uniformity in the use of materials and activities in various grades and subjects. 6. A more worthwhile use of textbooks. 7. Greater and more intelligent use of supplementary texts, reference books, and other supplementary materials. 8. A definite improvement in professional understanding and skills of the teaching staff, wR ey The coordination of plans within a system—The foregoing illustrations are from plans to be utilized in units under the control of one individual. In cities of any size, there will be several supervisors making plans, and also the building principal is expected to plan his part of the supervisory activity. The problem here is one of coordination. Plans are made as above and coordinated through some central agency. Under line and staff organization in small cities, the coordination will be done through the superintendent’s office or through that of the assistant superintendent in charge of super- vision. In larger cities with line and staff organization, the coordination will be done through some sort of central council or committee set up for the purpose of bringing line and staff together. This central council may include all supervisors and principals in small towns, but in larger cities Tue EIGHTH YEARBOOK 97 it should probably be made up of delegates representing each group. Teach- ers should probably be represented also on supervisory councils in most places. In the coordinate system, the central adjustment of the various plans is done by the council made up of the primary administrative staff. This mechanism may be supplemented, of course, by interlocking committees on lower levels. The task is to construct a “master plan” for the system, based on its needs as a whole, by divisions, or by localities. The contribution of staff departments and line units can thus be provided for as part of a coordinated whole. Duties can be definitely allocated. What is to be done and by whom it is to be done can be clearly stated. Each department and line division is thus enabled to contribute, to question, or to object if necessary. When the final plan has been constructed and approved by whatever central agency exists, it then represents a plan agreed upon by all concerned. This central planning and predetermination of what is to be done, O. K.'d by all con- cerned, largely remove the possibility of clash or squabbling later. Everyone has had an opportunity to contribute or to object while the plan is under construction. Upon acceptance by everyone, the objector or trouble-maker quite definitely has no case in court later on. This does not mean, of course, that valid objections may not be raised later in a professional manner and through regular administrative channels in case flaws or difficulties develop. Summary—In summarizing, it may be repeated that the organization of supervisory plans or programs of professional activity is absolutely essential. These plans will consist of definitely stated objectives, clearly outlined means for achieving these objectives, a statement of measures by means of which these outcomes are to be evaluated. The objectives will be deter- mined by the analysis and survey of the actual situation involved. They cannot be set up a priori or by swivel-chair thinking. CHAPTER VI EVIDENCES OF THE VALUE OF SUPERVISION tific method to the improvement of instruction—With the expansion of the schools, the growth of the curriculum, the development of new types of schools, and the attempts to apply the results of the scientific study of education, numerous instructional problems arose which necessitated the appointment of persons who could deal with them in a constructive way. Today, the schools present much evidence to show the effectiveness with which supervisory officers have dealt with these instructional problems. Courses of study have been vastly improved. Instructional materials are being developed by scientific methods. Technics are being devised to provide for the differences in pupils revealed by educational science. The methods of science are applied to the study of many problems related to teaching procedures. Carefully directed supervisory programs have resulted in de- sirable changes in teaching practices as the result of the training activities of supervisors. Within recent years, supervisors have begun to apply the scientific method to the study of their own work. An increasing number of investi- gations are being made to secure definite evidence as to the value of various supervisory procedures and as to the value of supervision as a whole. This is being done both to aid the supervisor to do his work more effectively and to secure information which can be presented as evidence to justify the introduction of organized, personal supervision in communities in which it is still lacking. Various influences which tend to produce desirable changes in teaching, in addition to the supervisor himself, exist in every community. Among the direct means used by the supervisor are conferences with teachers, class- room visitation, rating, curriculum building, demonstration lessons, train- ing courses, and institutes. Indirect influences which are independent of the supervisor, but which undoubtedly have a considerable effect on teach- ing, even in communities in which there is no personal supervision, are due to such factors as the quality of the textbooks used, the manuals for teach- ers, the contents of state courses of study, professional magazines and books that are read, travel, summer school study, and industrial exhibits. Supervision evaluated from four different standpoints—The methods that have been used to secure data as to the effectiveness of supervision range from carefully controlled experiments involving precise measure- ment of outcomes to the listing of observable outcomes which are at pres- ent not measurable. “Technics have also been suggested which have not yet been applied to the evaluation of supervision, but which in the future will undoubtedly add much evidence of the value of supervision. ; Saints the result of a demand for the application of the scien- [98 ] THE EIGHTH YEARBOOK 99 O A PO In this section, the significant studies that have been made will be con- sidered under the following heads : Evaluation of Supervision in Terms of: I. Measured Changes in the Achievement of Pupils II. Measured Changes in Teaching Procedures III. Observed Changes in the Teaching or Learning Situation and in the Com- munity IV. Judgments of Individuals. It should be pointed out that it is very difficult to evaluate the effective- ness of supervision, since it is only one factor in a large number that may operate to produce the changes that are apparent in any situation. Further- more, the significance of a single factor in isolation may be much less than when it operates together with a number of others each of which con- tributes vitally in a particular complex situation. The difficulty of evaluating supervision is further complicated by the inadequacy of the methods that are available for measuring the results of supervision. Growth of pupils in achievement can be fairly well measured by means of standard tests that are available. However, it is recognized that tests measure only a small part of the total outcome of teaching. Only a beginning has been made in the development of technics to measure the changes in teaching procedures that may be due to supervision. Attempts are being made to analyze quantitatively the observed changes that take place in the educational situation; the extent to which the observed changes are due to supervision is difficult to determine. Because of the lack of experimental evidence as to the value of various supervisory practices, the available evidence as to the judgments of individuals regarding the value of numerous supervisory procedures has been assembled. The relative value of supervisory practices should obviously be determined by careful experi- mentation. In considering the results of the studies of the value of supervision that are reported on the following pages, the conclusions of the various investi- gators should be interpreted in the light of the difficulties and limitations that have been mentioned. The studies that are described will undoubtedly suggest others that may be conducted under more carefully controlled con- ditions. Improved methods of measuring and recording changes in teach- ing that are observed in the classroom must be devised. Despite these limi- tations, it is felt that the investigations that have blazed the trail represent a significant contribution to the scientific study of supervision. I. Evaluation of Supervision in Terms of Measured Changes in the Achievement of Pupils The most commonly used technic by which experimenters have at- tempted to evaluate the effectiveness of supervision has been the measure- ment of pupil growth by standard achievement tests. The limitations of 100 DEPARTMENT OF SUPERINTENDENCE these tests have usually been recognized in the interpretations of the results, since it is admitted that these tests measure only a small part of the total possible outcomes in a learning situation. Attempts that have been made to measure certain other desirable outcomes of a learning situation, such as attitudes and appreciations, not measured by these tests, are described later in this report. A. An Evaluation of Rural Supervision in Michigan In Oakland and Macomb Counties, Michigan, an experiment * was con- ducted to determine the effectiveness of rural supervision. In Oakland County the work of the teachers was carefully supervised by a county superintendent and three supervisors of instruction. A carefully planned program was carried out during the year, consisting of institutes, district meetings, supervisory visits, and demonstrative lessons. Intensive work was done on the teaching of reading, arithmetic, language, and spelling. All teachers were informed in detail at the beginning of the year concerning the whole of the supervisory program. In Macomb County there were no supervisors of instruction. “The work of the supervisors is therefore as- sumed to be the significant factor in causing any differences which appear in the results.” The schools in the two counties were paired in such a way that the two groups were as nearly equivalent as possible, as far as pupils and teachers were concerned. In each group there were thirty-five one- teacher schools and eight rooms of two-teacher schools. In order to measure the growth of the pupils, the following tests were given: Thorndike-McCall Reading Scale, Form 1 Woody Arithmetic Scale, Series B, Form 1 Monroe Reasoning Test in Arithmetic, Form 1 Wilson Language Error Test, Story A Morrison-McCall Spelling Test, List 1. The National Intelligence Test, Scale A, Form 2, was also given. The members of the faculty of the department of rural education and the class in rural leadership of the Michigan State Normal College administered the tests in the fall between September 8, 1924, and September 24, 1924. In the spring between April 27, 1925, and May 14, 1925, they gave equivalent forms of all tests except the intelligence test. In order to get a measure of the growth, the following procedure was worked out: First, the average scores on the fall tests for each county were computed; second, the average scores made by the same pupils on the spring tests were computed. The difference between the fall and the spring averages was taken as the measure of progress made during the year. From the testing of thousands of pupils in all 1 Hoppes, W. C., et al., “The Value of Supervision in the Rural Schools of Oak] d y Michigan Education Association Bulletin No. 7. Lansing, Mich., June, 1926. Dera saa Tue EIGHTH YEARBOORK 101 parts of the country the normal amount of gain made by average pupils in one year of school work is known. The actual gains made by the pupils in the experi- ment were expressed in percentages of the normal gain for a school year. They are summarized for all grades in each subject in Table 27. TABLE 27.—SUMMARY OF PERCENTAGES OF A NORMAL YEAR* OF SCHOOL WORK ACHIEVED IN NINE SCHOOL SUBJECTS IN SUPERVISED AND IN UNSUPERVISED SCHOOLS Subject Supervised Unsupervised Oakland Macomb Reading > 130 Addition 188 Subtraction... 190 Multiplication. . 172 Division 154 Arithmetic Reasoning 154 Correct Answers 185 Language 180 Spelling 180 170.8 * Determined from published standards for the tests used. Although these standards were not derived from scores of rural pupils, they were adopted as the most significant basis for comparison in that the achievement of any group of pupils may hereafter be compared with either the super- vised or unsupervised group without the necessity of repeating the entire experiment. t These averages were computed in the following manner: a. The percentages of gain in each subject were multiplied by the number of pupils from whose scores the gains were computed. b. The sum of the products for each subject was divided by the total number of matched pupils tested in that subject. This quotient for each subject is given above. c. The sum of the products for all subjects was divided by the total number of pupils tested in all subjects. This quotient is the average percentage of a normal year of achieve- ment in all subjects. In the report, the data in the table are commented on as follows: The average of all these percentages was for the supervised schools 170.8; for the unsupervised schools, 97. This means that the pupils in the supervised schools of Oakland County in the nine phases of the subjects tested accomplished 170.8 percent of a normal year of school work; while the pupils in the unsupervised schools of Macomb County accomplished 97 percent of a normal year of school work. The difference between these is 73.8, or 76 percent; that is, the achieve- ment of the supervised pupils was 76 percent greater than the achievement of the unsupervised pupils. The period between the fall and spring tests was approximately 150 school days. Assuming that the unsupervised schools achieved 150 days of school work in this time in the nine subjects tested, the supervised schools accomplished the equivalent of 264 days of achievement in the same subjects. According to all available information, the pupils in the supervised schools were no more intelligent nor were the teachers more competent than those in the un- supervised schools. In fact, in every respect in which both pupils and teachers were compared, they were very similar and whatever differences appeared were insignificant. The only difference so far as can be determined to account for the greater learning on the part of the pupils of Oakland County is that their schools were organized under a systematic program of supervision which the schools of the neighboring county did not have. It is believed, therefore, that this experi- ment indicates the degree of improvement in instructional efficiency which may 102 DEPARTMENT OF SUPERINTENDENCE A AA a eine Bt be secured by the introduction of a systematic program of supervision into a nor- mal county school organization. In drawing this conclusion, it is recognized that the improvement in the subjects tested may have had some influence upon the subjects not tested. A second important consideration which should be kept in mind in interpreting the meaning of the improvement made by the supervised pupils is the fact that all pupils in both counties were considerably below standard in achievement at the beginning of the experiment. The results achieved, therefore, should not be interpreted to mean that the supervised schools were greatly superior to standard achievement. The facts should be interpreted to indicate that the achievement was much greater in the supervised schools than in the unsupervised schools, and at the end of the experiment the level of achievement of the supervised schools more nearly approximated the expected standards. The problem arising from this fact is: How would supervision affect the learning of pupils during a second or third year when they were at or above standard achievement? B. Evaluating the Effectiveness of Supervision by Parishes in Louisiana In Ascension and Assumption Parishes, Louisiana, a carefully controlled study * was made to determine the effectiveness of supervision on a parish- wide basis. The results of this study were as follows: In September, 1926, the control parish made an average score of 32.5 when tested with the Standard Achievement Test; while in May, 1928, using the same form of the same test they scored 40.26, showing an improvement in composite score of 7.76, which is 23.9 percent of its 1926 score. Similarly, the supervised parish, at the same time and with the same test, scored respectively 30.55 and 42.91, showing an improvement of 12.36, which is 40.4 percent of the 1926 score. The rate of improvement in the supervised parish is therefore greater than that in the control parish by 16.5 percent. It is a conservative assumption that at least as high a rate of advantage was maintained in the first and second grades;-in fact, the figures of the tables indicate a higher rate. In composite scores, in subject scores, in scores by grades, in scores for all grades combined, in all combinations considered, with the sole exception of the subject of spelling considered by itself, the supervised parish showed an unmistakable advan- tage under the influence of the supervision. The relatively excellent showing made by the control parish in the subject of spelling must be attributed to conditions in that parish rather than to want of uniformity in the supervision. In the control parish in September, 1926, the average educational quotient of pupils from third to seventh grades inclusive was 88.87; and for May, 1928, it was 91.53, showing an improvement of 2.66 in educational quotient; while in the su- pervised parish the corresponding quotients were $9.92 and 99.17, or a difference of 9125. The average chronological ages in the two parishes were 11.38 years for the supervised parish and 11.79 years for the control parish. An improvement of 9.25 in educational quotient means 9.25/100.00 of 11.38, or 1.05 years’ improvement in the educational age of a group of pupils averaging 11.38 years of age. Hence, be- tween the first and final tests the supervised parish improved approximately 12 months, Similarly, 2.66/100.00 of 11.79 years is .31 years or approximately 4 months of improvement for the control parish. This means that the supervised parish gained an advantage in education as measured by the Stanford Tests of 8 months during the 2 years of the experiment among the pupils from third to seventh grades inclusive. 1 Lombard, J. E., Notes on an Experiment in Supervision. Issued by the State Department of Education, Baton Rouge, La., 1928. Tue EIGHTH YEARBOOK 103 C. An Evaluation of the County Unit Plan of Supervision in Indiana In 1923 to 1925, under the direction of H. N. Sherwood, state superin- tendent of public instruction of Indiana, an experimental study was made of the relative efficiency of the county unit plan of supervision. Two counties were chosen in which to demonstrate the value of supervision, and two other counties served as controls. In the former, expert supervisors worked inten- sively with the teachers; in the latter, there was no supervision. Conditions in these four counties were fairly comparable from various angles including the experience, training, and ability of the teachers. The objectives of the demonstration were stated more specifically as follows: 1. Improvement of instruction in reading, both as to comprehension and speed; in arithmetic, as to speed and accuracy, and in relating problem-solving to rural needs; and in spelling. 2. Improvement of rural school life and health. 3. Improvement of the materials of instruction. 4. Education of the people with regard to the work of the schools. 5. Better organization and administration of rural schools. In order to determine the effectiveness of the supervision, the progress made by the pupils in all four counties was measured by means of modified forms of the Stanford Achievement Tests, including reading, arithmetic, language, and spelling, given at the beginning and end of each of the two years of the experiment. The comparison of the progress in the experimental and control counties is contained in Table 28, which shows the percents by which progress in the demonstration counties exceeded progress in the con- trol counties. TABLE 28.—PERCENTS BY WHICH PROGRESS IN DEMONSTRA- TION COUNTIES EXCEEDED PROGRESS IN THE CONTROL COUNTIES | a It can be seen from Table 28 that in every grade in both years the pupils in the demonstration schools made more progress in achievement, as meas- ured by these tests, than was made by the pupils in the control schools. The percents of excess were greater in the second year of the experiment than in the first year, showing the cumulative effect of the program of supervision. Data are not available for subsequent years. It would be interesting to de- 104 DEPARTMENT OF SUPERINTENDENCE termine what the maximum cumulative effect of such a supervisory pro- gram might be. Other less easily measured evidences of the value of supervision listed in the Indiana report are given in Part III of this chapter. D. Pittman's Study of Rural Supervision? Pittman's study of the value of rural supervision, which is discussed in detail in Part III of this chapter, showed that pupils in supervised schools advanced approximately 194 percent as far in achievement, measured by tests, as pupils in unsupervised schools. E. An Evaluation of Four Types of Supervisory Procedures in the Super- vision of Geography In the fall of 1918, a study? was made in Detroit to determine the rela- tive effectiveness of four types of general supervisory procedures applied to the supervision of geography. The difficulties encountered in undertaking such a study in a large city system are made very clear by certain complica- tions due to shift in population and other factors that arose in the course of the experiment. However, conditions were controlled as carefully as possible. On the basis of the results of standard tests in locational geography given on September 18 of that year, the schools were divided into four equal groups. Another equivalent form of the test was given on November’ 14—a six weeks’ interval. Each of these four groups was supervised according to the following plan: It was agreed that the supervisor of geography should not even enter the build- ings of the schools in Group I; that the teacher should teach absolutely without any supervision except that of the mere giving of the tests themselves. The schools in Group II were visited, but on the old inspection basis. The supervisor did not see the results of the tests in these schools and purposely refrained from doing more than visiting the teachers’ rooms and making such pleasant and general remarks about what he saw as supervisors were accustomed to make in the days before measurement had made possible definite aims and definite knowledge of conditions. For the third group of schools, the supervisor received from the department of educational research definite information in regard to the general standing of each school in the September test. He then visited the schools having the lowest general standings and did his best to make sure both teachers and principals understood what they were expected to do and were attacking their problems by their best methods. For the fourth group of schools, the information furnished the supervisor was as detailed as it was possible to make it, and was based on the class scores, so that his time might be spent only with teachers whose classes were below the general level. Group I. Unsupervised Group III. Supervised by Schools Group II. Inspected Group IV. Supervised by Classes. 1 Pittman, M. S., The Value of School Supervision. Baltimore, Warwick & York, Inc., 1921. 140 pp. ? Courtis, S. A., “Measuring the Effects of Supervision in Geography,” School and Society, Vol. X, pp. 61-70, July 19, 1919, THE EIGHTH YEARBOOK 105 AAA a A The difficulties that arose in attempting to evaluate the results of the ex- periment are commented on as follows: Although the four groups of schools were made equal on the basis of their scores in the first test, many causes operated to destroy that equality. The changes in mem- bership and in organization were unequal in the different groups. Similar condi- tions prevailed for many factors. Accordingly, at the time of the second test, when the retabulation of scores in the initial test had been made, it was necessary to go through the available material, and select again four groups, made up of com- parable classes and having the same retabulated score in the initial test. Even in Detroit, this selection reduced the number of children upon which our final conclusions are based from 25,000 to between three and four thousand. Yet in no other way could comparable equal initial groups be secured and the effects of factors which had nothing to do with the experiment be eliminated. Each group has the same median score, the same variability, and almost exactly the same fre- quencies by grades. As the selection was made on the basis of the scores in the initial test and without reference to the scores in the final test, the selection itself was not a factor in determining the result. The results of the experiment are given in Table 29. TABLE 29.—RELATIVE GAINS IN KNOWLEDGE OF GEOGRAPHY OF FOUR GROUPS OF PUPILS, ONE GROUP UNSUPERVISED AND THREE GROUPS EACH SUPERVISED DIFFERENTLY (30 Schools Per Group) Scores Possible | Achieved Percent Gain of Possible Gain Initial 456 456 456 456 Table 29 shows that: In the unsupervised group, the teachers succeeded in making 49.5 percent of the desired gain. Supervision by inspection raised the figure to 54 percent, supervision by schools to 68 percent, and by classes to 69.4 percent. That is, the visit of the su- pervisor under the conditions of Group IV resulted in an increase of achievement of 40 percent over the achievement made by Group I. As the point scores upon which the results so far described are based represent unusual and arbitrary weightings, it was thought best to confirm the conclusions by recalculating the scores on a strictly measurement basis. This is possible because the actual scores made by the children are recorded on the tabulation sheets. The children in the unsupervised group were able to locate correctly 43 states in the final test, a gain of 15 states in the median score of Group I. Effect of Supervision—Results (Median Number of States Located) Percent of possible gain: I, 70; III, 83. 106 DEPARTMENT OF SUPERINTENDENCE DAA AA AA A AA A A A A In the group supervised by schools the gain was 19 states. That is, as measured by the change in the median scores of the group, adequate supervision increased the effects of teaching 30 percent. In terms of the percent the actual gain was of the desired gain, the results are: Group I, 70 percent, Group III, 83 percent. A clearer picture of the total changes taking place is gained from an inspection of the changes in the distribution. In Group I, the distributions for the initial and final tests overlap to the extent of 71 percent. That is, in the final test the net result is that 29 percent of the children have higher scores than they did in the beginning. For Group III the figures became 46 percent. Put in different words, the statement would be, out of every hundred children in schools without supervision, 29 were changed by the teaching. The effect of supervision was to raise this number to 46, a gain of 17 children. Surely an agency which affects the work of teachers to such an extent that, without any change in the teachers, the time, the equipment, or the size of class, more than half again as many children are benefited by the teaching, is an important agency. F, An Evaluation of Four Types of Supervisory Procedures in Handwriting In Detroit, on the basis of the results of a test in handwriting given grades 3-8 at the beginning of the semester, the schools were divided into four equal groups.* The same four supervisory procedures as in the geography experiment, described on pages 104-6, were used, one group being unvisited ; the second inspected only; the third supervised by schools, chiefly the schools low in the tests; and the fourth supervised by classes, chiefly the classes low in the initial test. At the close of the semester a final test was given. A com- parison of the gross results for each group is given in Table 30. . TABLE 30.—COMPARISON OF GROSS SCORES ON INITIAL AND FINAL TESTS IN HANDWRITING OF FOUR GROUPS OF PUPILS, ONE GROUP UNSUPERVISED AND THREE GROUPS EACH SUPERVISED DIFFERENTLY Gross Scores _ Group I Group II Group III Group IV As can be seen from the table, the largest amounts of growth were made in the three groups that were supervised. The schools which were supervised intensively by classes made a smaller gain than those that were supervised by schools as a whole and only a slightly greater gain than was made by schools that were merely inspected. A substantial gain was made in the schools which were not visited by the supervisor. As in the geography experiment, the effectiveness of the supervisory ac- tivities was measured by the growth of the pupils in the basic skills involved in the subject. No data are given as to changes in teaching procedures or 1 Unpublished report, supplied by Miss Lena Shaw, supervisor of handwriting, Detroit, Mich. THE EIGHTH YEARBOOK 107 Sane S IA A methods or growth in teaching skill that may have resulted from the super- visory program. An investigation by Ashbaugh * showed that in certain situations super- vised city schools did only slightly better in handwriting than unsupervised rural schools. The results of this study and what Ashbaugh apparently con- siders to be the causes of the small differences found are given in the follow- ing statement: ; Supervision without definite goals and objective means of checking progress is likely to be of little value. A state-wide study of handwriting in Iowa a few years ago shed a little light upon this phase of the topic under discussion. Rural schools in that state have practically no supervision, since one county superintendent for 150 to 225 one-room schools scattered over an area of 500 to 900 square miles can- not possibly supervise much, even if he had nothing else to do. And he certainly has many other duties. On the other hand, all cities of 10,000 or more had, and had had for a number of years, special supervisors of this subject. A single system of penmanship instruc- tion was in use in most of these cities. But definite goals of attainment in terms of specific rates of speed and qualities of form were not in use and objective means of checking attainment were also lacking. When, therefore, the samples of writing were carefully rated by the Ayres scale, the results revealed that the median quality of handwriting in all grades in city schools averaged less than one-half step on the scale better than the quality of writing of the rural children, and in the third and fifth grades the quality of writing of the rural children was actually better than that of city children. A similar survey in the fundamentals of arithmetic showed an advantage for city children of only about one-half the average inter-grade advance. Such lack of significant difference between the achievement of supervised and non-supervised schools points clearly to ineffective supervision. Summary of studies evaluating supervision in terms of measured changes in the achievement of children—The results of the experimental studies that have been described on pages 99-107 show clearly in every case that the growth of the achievement of pupils in supervised schools was greater than in unsupervised schools. In each case supervision has been defined as “per- sonal supervision ;” that is, in supervised schools a person or a group of persons performed various types of activities, the effects of which were measured by growth of pupils in achievement. In unsupervised schools there was no “personal supervision.” No attempt was made to determine the changes in teaching procedures, growth in teaching skill, and other im- portant changes that might have resulted from the supervisory activities, In none of these experiments was the value of supervision over an extended period of time, such as three or four years, determined. 1 Ashbaugh, E. J., “Some Essentials in School Supervision,” Journal of Educational Research, Vol. VI, No. 2, pp. 116-25, September, 1922, 108 DEPARTMENT OF SUPERINTENDENCE II. Evaluation of Supervision in Terms of Measured Changes in Teaching Procedures Technics for making objective studies of teaching practices are now available—lIt is difficult to give an adequate picture of the teaching in a school. An activity rather than a static situation must be described. Teach- ing is a process rather than a product, a process that is constantly changing, dificult to control, and subject to the influence of many variables. The most important of these are the native equipment of the child, his environ- ment, and the teacher, whose task it is to create as effective a total learning situation for each child in the class as possible. The evaluation of the work in any classroom under present conditions is largely determined by the per- sonal prejudices of the observer. There is little agreement among educators as to what constitutes the most effective methods of instruction. This is evidenced by the great variation in the rating of a lesson by a group of su- pervisors. The differences in the judgments are due in large part to the lack of definite standards which have the same meaning to all observers of the work of the teacher in a particular lesson. In the Second Yearbook of the National Conference of Supervisors and Directors of Instruction, numerous procedures for making objective studies of teaching practices, which have in certain cases been used as the basis for evaluating supervision, are collected and evaluated. The technics described in that yearbook make it possible: (1) “To enu- merate various items concerning teaching in the classroom in quantitative terms; (2) to describe in a meaningful, objective way the quality of teach- ing either in one room or in a large number of rooms; (3) to make com- parisons between conditions in a number of places; (4) to measure the effec- tiveness of the supervisory program in terms of the changes that are produced in the educational situation; and (5) to set up a program for evaluating teaching procedures and other conditions revealed by a survey of instruction. In this section, the results of the application of similar procedures to the experimental evaluation of supervision are described. A. The Effectiveness of Supervision in Reading Measured through Changes in Teaching Procedures In Minneapolis, a supervisory program in reading? resulted in a con- siderable change in the type of teaching that was being done in the field of work-type reading. Since this is practically the only experimental study available in which an attempt has actually been made to measure the effec- tiveness of a supervisory program in terms of the changes in teaching prac- tices, the experiment is reported here in considerable detail. 1 Scientific Method in Supervision, The Second Yearbook of the National Conference of paper eres and pirectors of gen ae York, Bureau of Publications, Teachers College, olumbia University, 1929, ection V, “Technics for Evaluating Methods of Makin bjecti Studies of Classroom Procedures,” pp. 193-234. E AS 2 Brueckner, L. J.; and Cutright, Prudence, “A Technic for Measuring the Efficienc f Supervision,” Journal of Educational Research, Vol. XVI, pp. 323-31, Desenbee 1927. ok Tue EIGHTH YEARBOOK 109 A ee A A Preliminary experimental work showed that it was possible for a group of individuals to observe a lesson in-reading and to determine the major ob- jectives through the nature of the activities carried on during the lesson. To facilitate such analysis a detailed list of the commonly accepted objectives of reading was prepared, and each was supplemented by comments to explain it. When once it had been decided that the basis of the supervisory program in Minneapolis should be a study of the objectives of work-reading, the next question was how to secure, in the most economical and effective way, the desired information concerning current teaching practices in the elementary grades. Since eighty-four elementary schools were to be included in the sur- vey, it was obvious that the investigation could not be made by a single group of trained supervisors from the office of the superintendent of schools. More- over, it was felt that the participation in the survey should be as widespread as possible. For this reason, the survey of reading objectives was made by the principals of the buildings. To insure a clear understanding of the problems before the survey, and a thorough knowledge of the technics to be used, the principals were given preliminary training in the selection of the objectives. A set of mimeographed descriptions of lessons was prepared ; and, during a special meeting, the principals were asked to read the lessons care- fully and select the major objective of each lesson. As a guide in this ac- tivity, the principals were given a list of objectives. A high percent of agree- ment in their selection of objectives was found. A similar result was ob- tained from classes in supervision at the University of Minnesota, where perfect agreement regarding the objectives of some lessons was shown, while on a few lessons there were differences of opinion, due likely to the inexperi- ence of the untrained supervisors. As has been pointed out, the objectives of lessons in the classroom are easily determined except in cases where the lesson lacks an apparent objective. This does not invalidate the technic which was used in this survey, but rather raises the question of the efficiency of the teaching. Lessons without a definite objective are not as satisfactory as those in which an objective is easily discerned. Each principal followed this practice meeting with a short period of ob- servation in his own building. The teachers then were asked to prepare lessons which they thought demonstrated their most effective types of work- reading. Only one lesson for each teacher was observed in order to secure a cross section of current practices. On a special card, see Figure IV, prepared FIGURE IV.—PRINCIPAL’S RECORD OF EACH LESSON’S OBJECTIVES Study of Reading Objectives Minneapolis Public Schools School Hyde Park Grade observed 3B Room 106 Length of period in minutes 35 Did you observe the entire lesson? Yes Number of pupils in instructional group 16 Otherwise engaged 17 1. Indicate by number the major objectives or aims of the lesson Oc 10d 31 YES 2. List books and materials used. Nature Study Reader, Book II 3. On the back of this card list the chief reading activities of this lesson. 110 DEPARTMENT OF SUPERINTENDENCE A A SA or LETC a for the purpose, the principal indicated the objective of the lesson, using the code number which corresponded to the number given to each of the objec- tives in the summary shown in Table 31. In addition to this, a record was TABLE 31.—A COMPARISON OF THE FIRST AND SECOND SUR- VEYS OF STUDY OF READING OBJECTIVES IN MINNEAPOLIS Number of Percent of Lessons Reported | Lessons Reported Objectives in work-reading First Second First Second survey survey | survey| survey 1 I. In which silent reading predominates: A. Ability to locate material quickly requires: . Knowledge of and ability to use an index . Ability to use a table of contents . Ability to use the dictionary . Ability to use a library file . Ability to use reference material . Ability to use maps, tables, graphs . Ability to skim B. Ability to comprehend quickly what is read requires: 8. The establishment of rhythmic and rapid eye- movement . The elimination of lip reading and vocalization. . Acquiring a vocabulary of accurate meanings... . The habit of vigorous reading Total Es Ability to select and evaluate material needed: 12. Judging the validity of information . Choosing ideas from different sources which explain or supplement one another . Discovering different ideas in different sources. . . Deciding whether a given question is answered. . Ability to sort essential and non-essential Statements rar eee Cot CERES he EE LA . Telling what questions are answered by material. . Finding the solution of a problem HOGA sy aeaa aint O Ma Rete D ey, lo organize what is read: . Practice in picking out central ideas. . 20. Practice in selecting main topics . Practice in outlining . Practice in summarizing E. Ability to remember what is read: 23, Practice in selecting things to remember (see ability to organize) 24, An understanding of the best way to memorize. 25. An understanding of the necessity for over- peg, bing 26, F. A knowledge of the best sources of materials: 27. Practice in selecting the proper reference books to gain an answer THE EIGHTH YEARBOOK a a a ať 114 TABLE 31.—A COMPARISON OF THE FIRST AND SECOND SUR- VEYS OF STUDY OF READING OBJECTIVES IN MINNEAPOLIS —(Continued) Objectives in work-reading Number of Lessons Reported Percent of Lessons Reported First Second First Second survey | survey | survey | survey 1 2 <] 4 5 II. Oral reading: ALA knowledge of what makes oral reading effective: 28. Pupils formulate a statement of the things which make oral reading effective........... 2 3 32 .48 29. Pupils discuss why the oral reading of certain directions or announcements was not effective. eer A a EMG! Pils den sa 30. Pupils practice to make their oral reading more GHECUVE: Ll toe Aceh AA ca 8 4 1.29 64 DOLAR AAA AS 11 7 USAN 1 a B. Ability to select material which is pertinent to a given oral reading situation: 31. Selecting and reading to the group material to prove a point under discussion............. 2 1 KYA .16 Total AS SAO 2 il 182 .16 C. Skimming in preparation for oral reading: 32. Children discuss and illustrate the difference be- tween reading unfamiliar and familiar material. Le NN eis crc aus SA Gawker Ota Me A o O lo isan © A O SVG | A S D. An understanding of the purpose to be served by the reading: 33. Practice in reading material to serve different A A hie eras NO Dirksen 32 A A A A A AS A eh erat 132 E. Ability to recognize and pronounce all the words in a selection: BA MPH OMIGH ete hae untae Soe OO a IO Wh il 2 16 .32 ISE W OT daa SS o ag do elle aia ada E UE EETA) O ae ae 36. Drill on lists of words commonly mispronounced. 3 1 .49 16 37. Using the dictionary to secure the correct pro- HUIMCIATIOULOLIA- WOFAT E ate a ri e IIA AA A AE OI RS ATA NT alo 7 3 TLS 48 F. Ability to use the voice in a pleasing, effective way: ; 38. The habit of noting the effect of a pleasing voice A A AOS (Sia A RA .16 DA A A laa AAA .16 G. Ability to interpret the thought of a selection accurately: 39. Practice in reading selections to give different INTETDIECATIOUS = ah vie tie a AE 6 ped are DN bake Perma NS Dita ERRE aes DI A a tes ee tae eles IVETE ao eve Dhan | sista tain oP ll lara: LA EES H. Proper attitude toward an audience: 40. Practice in reading announcements........ Pane SITAS OPAS aE es eee c 41. Practice in reading directions for making things.|.......- [00.0.0 feee e 42. Practice in reading informational material which the rest of the group wants to know. . 3 2 .49 32 112 DEPARTMENT OF SUPERINTENDENCE made of the material used in the lesson and the types of activities which were carried on. At the end of the survey, these cards were sent to the research department, and the data were tabulated. The first survey was followed by a series of special bulletins on different phases of the teaching of reading on which the teachers wished help. A series of demonstration lessons for each grade was given on the types of reading not stressed according to the results of the first survey. The city was di- vided into districts, and all teachers were expected to attend these meetings. There were model lessons in training pupils to select and evaluate what they read and in ability to organize what had been read. These lessons were taught by teachers who volunteered their services. Many local meetings were held by principals. A number of reading specialists, such as C. J. Anderson and G. T. Buswell, were brought to the city by the teachers’ organizations to dis- cuss different aspects of the problem; and the schools supplied themselves with the best available literature on the subject. There were numerous spe- cial demonstration lessons by teachers in individual buildings. Special talks were given by members of the research department, and the attention of all the teachers within the system was focused on this problem during the period of special study. After this period of training, a resurvey was made in which the same scheme was repeated. Teachers again taught lessons which they thought illustrated their most effective types of work-reading on which the prin- cipals, in turn, made their reports. The results of this investigation are also shown ın Table 31. On the first survey, 620 lessons were reported and on the second, 625. Table 31 contains a distribution of the lessons with each of the reading objectives reported on both surveys. The second column gives the number of lessons with each of the specific objectives reported on the first survey; the third column contains the same data for the resurvey; and the last two columns show the percents of the total number of lessons in each survey. The totals and percents are also given for each major ability. An analysis of Table 31 shows that there were some interesting shifts in the teaching of reading in the interim between the surveys. For example, in the first survey there were 178 lessons whose objective was one of those listed under the heading, the “‘ability to locate material quickly (IA).” In the resurvey there were 202 lessons which had one of these objectives. These totals are respectively 28.71 and 32.32 percent of the lessons reported. While the total number of lessons with this objective remained almost the same, an analysis of the distributions for the specific abilities listed under this heading shows a considerable shift. For example, the percent of lessons on the “ability to skim” decreased from 16.45 to 10.72; lessons on the “ability to use an index” increased from 4.84 percent to 8.64 percent. Other variations also can be noted. There was a decrease in the number of lessons having as their objective the “ability to comprehend quickly what is read.” THE EIGHTH YEARBOOK 113 On the first survey 32.42 percent of the lessons reported had this objective ; on the resurvey, only 8.8 percent. This shift can be explained by an analysis of the data for the next two headings. The number of lessons whose objec- tives were to develop the “ability to select and evaluate material” increased from 8.39 to 20.64 percent; and the lessons to develop the “ability to or- ganize what is read,” from 23.23 to 32.96 percent of the total. This shift shows clearly the effect of the special demonstration lessons which were given during the training period. Most of the lessons during the period of demon- stration were illustrations of these special objectives, because of the rela- tively small use of them reported in the first survey. This change in em- phasis may be considered a direct measure of the effectiveness of the super- visory program. The remainder of the table shows that there has been practically no other change. The distribution of lessons on the objectives of oral reading were about the same on both surveys. This also can be explained, since the demonstration lessons in the training period did not touch oral reading. The information which has been collected does not give any evaluation of the improvement in the technics of teaching reading. It merely shows the objectives of the lessons the teachers taught after a period of training. From casual observations and from comments by principals, however, a decided im- provement in the methods of teaching has been found. Lessons now are usu- ally taught with more clean-cut objectives. A much wider use is being made of the content material in history and geography, as a means toward the de- velopment of special reading abilities; and there has been a direct transfer of the effects of this supervisory program to the teaching of the social studies. Stress is being given to the development of proper study habits. Many schools are preparing sets of drill exercises for developing various aspects of each ability. Primary teachers are devising seat work which will give train- ing in the basic elements of each skill. The program of work-reading is to be followed by a similar period of intensive study of the factors which are in- volved in recreational reading. The technic which was used in making the survey has certain limitations. The picture of the teaching of reading secured through the survey may not reveal the real status, since teachers were asked to teach lessons which they thought were their best. It is possible, therefore, that this distribution of lessons is not typical, although this is doubtful be- cause of the large number of lessons that were reported. It may be of in- terest to know that surveys in a number of smaller cities in Minnesota yielded a distribution of objectives similar to that found on the first survey in Minneapolis. This technic also does not evaluate the efficiency of the teaching itself. It merely gives a picture of what, in the judgment of the principal, were the major objectives of the lessons observed. It does not show, for example, whether the teaching was skillfully done, whether the material that was used to achieve the objective was well selected, or whether the pupils increased in 114 DEPARTMENT OF SUPERINTENDENCE ability under the training given. Means can be developed which will make this information available, but it cannot be secured with the technic here employed. The survey did not measure other desirable outcomes adequately. For in- stance, no measurement was given of the increased knowledge of available reading materials which the teachers had acquired. The reports showed that principals were almost unanimously of the opinion that the teaching of reading had greatly improved during the period of special study. The outline of objectives may not be adequate, since there are undoubtedly lessons in which other types of reading abilities are developed that are desir- able; very few, however, were reported. The increased stress upon work- reading may have resulted in a lack of attention to recreatory reading. To offset this, the schools at the present time are engaged in a special study of the objectives and technics of the teaching of such reading. The values of the technic that was employed are numerous. The proced- ure which was used made it possible to collect a great deal of information in a short time, with resulting economy in effort for the supervisory group. In this survey, the contacts with the procedure included large numbers of peo- ple. The conditions under which this distribution was made were as care- fully controlled as possible. The cycle plan of supervision, used in Minne- apolis, made it possible to focus the entire school organization on the special study of one problem. By the use of this technic supervision was made objective. The supervisor's attention was focused upon problems of classroom procedure and its im- proveinent. When needs were revealed, he could proceed, using the facts gathered as the ground for his changes. The effects of supervisory activity were also measured in objective terms. By this scheme the principals are able to help the teachers evaluate their own work. This is done by asking them to check on the list the objectives which governed the lessons taught during a certain period. The teachers in one school are asked to report each week the objectives of their reading lessons. This technic suggests the possibility of developing methods for measuring the teaching of other subjects. Undoubtedly, the method used in this survey can be used for subjects such as history, geography, and arithmetic. The facts of the survey made clear the places where training was necessary and pro- vided a reliable basis for the supervisory program. The technic developed in Minneapolis can be applied to the requirements of any community and the instruments will be thoroughly usable. The chief problems connected with such a survey are: The careful organization of the program ; the devising of the instruments and devices used in collecting the information ; the training of those who are to make the survey; the prepara- tion of bulletins and outlines for study during the period following the sur- vey; the selection of the types of work to be done during the period of teacher training; and the arrangement of demonstration lessons. THE EIGHTH YEARBOOK 115 B. An Evaluation of a Supervisory Program in Spelling in Hamtramck, Michigan In Hamtramck, a supervisory program was initiated in 1927 to deter- mine how closely the teaching of spelling conformed to the principles in- volved in a basic philosophy of education which had been officially adopted by the school system. These goals, as applied to the teaching of spelling, are stated in an unpublished report of this experiment by Superintendent Key- worth, as follows: Goals—The purpose of education is to develop individuals who can live success- fully in a democracy. Successful living means: (1) They must be able to see the problems in their own individual and social life; (2) they must be able to solve these problems success- fully; and (3) they must will to take the necessary steps to achieve the solution. Methods—The methods used to achieve these objectives will be those which de- velop in the child in the largest measure: (1) the ideals of worthy individual and social purposes; (2) powers of self-direction, self-appraisal, and self-control; and (3) desire and ability to work cooperatively with others in the solution of social problems. The problem immediately arising from the acceptance of these goals and methods is the measurement of them. It would be superfluous to set up certain objectives and then to neglect them. In accordance with these goals and objectives there are five outcomes that char- acterize the behavior of children: . To see problems . To purpose and plan to solve problems . To cooperate with others in the solution of problems . To appraise the success of their efforts To control themselves while making efforts. MAUNA These objectives represent the goals of a certain philosophy of education. If these objectives are to be achieved, then the plans, methods, technics, and procedures of classroom instruction must be directed toward their achievement, and some means must be provided for the measurement of progress toward their attainment. Spelling is an activity. Achievement in spelling is an activity achievement. The goals of education as applied to the spelling activity are: 1. To see spelling problems 2. To purpose and plan to solve spelling problems 3. To cooperate with others in the solution of spelling problems 4. To appraise the success of their efforts in solving spelling problems 5. To control themselyes in the making of all effort necessary to see, plan, solve, and appraise the solution of problems in spelling. We are not here concerned with the merits of the goals to be achieved or with the validity of the philosophy underlying them. We are assuming that these goals are correct, and that a change in instruction which facilitates the achievement of the goals is an improvement. In order to secure a quantitative picture of present practice and to make it possible to evaluate the effectiveness of the supervisory program in terms of changes produced during the program, data were secured on the follow- ing points: 116 DEPARTMENT OF SUPERINTENDENCE The appraisal program rests upon information derived from: (1) measurement of the amount of supervision teachers have received: (2) measurement of changes produced in plans, methods, and technics of teachers specifically as a result of this supervision; and (3) measurement of the effect upon the children by the changes in teachers produced by this supervision. The detailed technics used in securing these data are described in the report as follows: The work was started by making a survey of the status of the teaching of spell- ing. This survey was made by means of a descriptive rating sheet, on which could be recorded the activities of both teacher and children. The rating sheet was pre- pared by the department of instruction and was then submitted to principals, and through them to teachers, for criticism and suggestions. The rating sheet was re- fined in accordance with valid criticisms and suggestions, and then submitted to principals to try out, and also to teachers for self-rating. Again the rating sheet was refined in accordance with valuable suggestions made. After final revision, the principals practiced rating teachers and comparing their ratings with one another until they had become sufficiently skillful to rate independently the same teachers and arrive approximately at the same score. The next step was to rate the spelling teachers in the entire system, each prin- cipal rating his own teachers. The results were assembled by the director of instruc- tion, and furnished an objective descriptive account of the status of teaching at that time. Spelling tests were given to children to determine (1) mastery of words in the course of study, and (2) power to spell unlearned words. These tests were devised by the director of instruction to meet their specific respective purposes. The results of these tests showed that while some children could spell well words they had learned, many other children did not exhibit the degree of control which was desired. The survey revealed contrasting situations with regard to both aims and methods. The results were then given to the principals with a list of suggested problems for teachers to check as being most vital in their teaching. The remainder of the school year, 1927, was spent in a discussion of the goals in spelling, the methods of teach- ing, and the types of problems to be given consideration, with the result that a program of work for the year 1927-28 was provided. During the year 1927-28, an attack was made upon these problems with experimental and creative work aimed at their solutions. As a result of this program, a manual and course of study in spelling were built up, which expressed the basic philosophy of education, and which described methods of applying the philosophy. In 1928-29, the supervisory program consisted of the appraisal of the effects of the introduction of this manual and course of study and the ap- praisal of the effects of supervision. At the time this Yearbook was prepared, the results of this program were not available in complete form. However, the report gives some informa- tion as to the changes that occurred in the teaching of spelling as a result of the supervisory program. The technic for determining these changes and the extent of the changes were as follows: THE EIGHTH YEARBOOK 117 All teachers in both groups are rated with the descriptive rating sheets. These rating sheets are to determine pupil-directed or teacher-directed activity. The rating of the Hamtramck teachers this semester will be compared with the rating made two years ago and with the rating of the teachers in the other two systems or the control groups. The comparison of the Hamtramck teachers with those of two years ago is given in Table 32. TABLE 32.—CHANGES IN TEACHERS FROM TEACHER-DOMI- NATION TO PUPIL-ACTIVITY TYPE Types Teaching Skill Survey Teacher- Pupil- domination | activity 6 5 4 3 2 VOL 94 6 0 7 17 52 24 UU 14 86 18 25 16 18 15 Sixty-seven percent of the group in 1929 survey were included in 1927 survey. Read table thus: In 1927, 94 percent of these teachers were of the teacher-domination type, and 6 percent were of the pupil-activity type. Zero percent of the teachers were rated 9, 8, 7, or 6 in teaching skill; 7 percent were rated 5; and 17 percent, 4. Similarly read other data. As can be seen from the table, the prevailing type of teaching in 1927, at the time of the initial survey, was the teacher-domination type. All ratings were made by the same individual. At the time of the resurvey in 1929, the prevailing type was the pupil-activity type. These data show that the su- pervisory program had resulted in almost a complete change in the meth- ods of teaching spelling in the entire system, thus showing the effectiveness of the supervisory program in securing desired changes in teaching. The changes were in the direction of those that were necessary to insure the functioning of the accepted educational philosophy. The data concerning teaching skill show that in general the skill in teaching by the method called teacher-domination type was at a consider- ably higher level at the time of the initial survey than was found to exist in the teaching by the pupil-activity type at the time of the resurvey. Evi- dently there had been a loss in skill in teaching in making the change from the teacher-domination type to pupil-activity type. This was to be expected because of the newness of the method and the lack of practice in applying it. It is reasonable to assume that in a relatively short time the average skill in using the new procedures will be at least as high as that found at the time of the initial survey. In this experiment, other studies to determine the specific results of super- vision deal with data from records that are being kept by each teacher “to determine all influences that affect or modify his teaching each week and also a record of the amount and kind of supervision each teacher receives.” Tests are given “to determine the changes that have taken place in the powers and abilities of the pupils to spell as a result of the changes that 118 DEPARTMENT OF SUPERINTENDENCE have taken place in the teaching of the two groups.” Preliminary tabula- tions of the tests, according to Superintendent Keyworth, show that pupils in the schools of Hamtramck are spelling better than the pupils in the two control school systems. This experiment is one of the most comprehensive and carefully con- trolled investigations that have yet been undertaken to evaluate the effec- tiveness of supervision. Summary of studies evaluating supervision in terms of measured changes in teaching procedures—The studies reviewed on pages 108-18 show that supervision may result in marked changes in teaching practices. Methods are being developed by means of which these changes can be measured ob- jectively. Clearly any adequate evaluation of a supervisory program must take into account such evidences of the results of supervision as have been briefly described. Changes can be produced. The concern of the adminis- trator and supervisor is to determine the changes that are desirable or neces- sary. III. Evaluation of Supervision in Terms of Observed Changes in the Teaching or Learning Situation and in the Community There are no objective means by which many of the important outcomes of supervision can be determined. Many of these “plainly observable” out- comes can be listed in descriptive terms as a basis for guidance in evaluating supervision. Rough estimates of gain or loss can be made. A. Typical Statements Showing the Value of Supervision In a report? on some of the outcomes of ten years of supervision in a Maryland county the following “observable” outcomes as reflected in the ability of the teachers to conduct their own teachers’ meetings are listed: 1. It was evident that certainly 90 percent of teachers were thinking with prin- ciples in mind. An occasional leader stood out so strongly that the supervisor felt the strength manifested might well be used to assign that leader as a helping teacher whenever possible. 2. It was almost self-evident that the teachers were speaking a common profes- sional language, were intelligent about depending upon the impartial expert, were using professional readings, and shared with pleasure the same professional friends. 3. The esprit de corps was extremely gratifying. It was seen in the courtesy shown the challengers of debatable points, and in the appreciation accorded a colleague’s strength. 4. Values seemed to be treated with intelligent discrimination, and devices and details were subordinated to their proper place. In Miss Crabbs’ * study we find this statement: ip eee Teachers Meetings, Maryland School Bulletin, Vol. V, No. 1, September, 33107 DD: 2Crabbs, Lelah M., Measuring Efficiency in Supervision and Teaching, Teachers College Contributions to Education, No. 175. New York, Bureau of Publications, Teachers College, Columbia University, 1925. 98 pp. THE EIGHTH YEARBOOK 119 ees A A tL ; Any measurement program ought to justify itself in part by showing educa- tional gains on the part of the staff in terms of such matters as: 1. Keener interest in current educational problems. 2. Better understanding of the tools of their profession, such as methods, curric- ulums, and available diagnostic and remedial measures. Be Greater focusing of attention on balance of emphasis in the various phases of instruction. 4. A more scientific attitude on the part of the staff toward their profession, as shown by a desire and willingness to cooperate pleasantly in research and experi- ment being carried on for the purpose of improvement in education in general. In commenting on the value of the work of the Director of Instruction in Colorado State Teachers College, President Frasier lists the following outcomes :* 1. Courses have been better defined. The president requested outlines of all exist- ing courses. A comparison of these outlines showed much overlapping and gaps. These errors are being remedied, All new courses must have the approval of the curriculum committee, of which the director of instruction is chairman. 2. Examinations have been vastly improved. In some departments the examina- tions given were adequate. In most departments they were not. The final examina- tions given at the end of the last quarter were excellent examples of modern meth- ods of checking the results of teaching. This has been a most worthwhile under- taking. 3. Some good teachers who were on the verge of failure have been saved to the institution. In a few cases, all that was necessary was a series of visitations to classes, followed by conferences over material and method. To a teacher who is academically well trained, but lacks professional preparation, the director of in- struction is a great help and oftentimes the one who saves the teacher from com- plete failure. 4. Some poor teachers have been dropped from our payroll. In every case, this has been done only when the director of instruction and the president have both been sure that it was impossible to do anything for the teacher, 5. New teachers through group meetings and individual conferences start off with less wasted effort than ever before. 6. Students through their cooperation have a new and healthy interest in curric- ulum, courses of study, and teaching methods. B. A Study of the Value of Supervision in Rural Schools In Pittman's study ? of the value of supervision in rural schools, we have an excellent example of an attempt to evaluate the effectiveness of a super- visory program from a number of points of view. This study made impor- tant contributions to the scientific study of supervision both in its methods and in its results. Pittman defined his problem as follows: Does the supervision of schools pay? If so, to what extent, in what ways, and under what conditions? What is the effect of supervision upon the work of rural schools when supervision is done according to the zone plan? “Experiments in Teachers College Administration,” March, 1928. Warwick € York, Inc., 1 Frasier, G. W.; and Armentrout, W. D., ‘ime Educational Administration and Supervision, Vol. XIV, pp. 165-9, 2Pittman, M. S., The Value of School Supervision. Baltimore, 1921. 140 pp 120 DEPARTMENT OF SUPERINTENDENCE More specifically stated, the experiment was concerned with the effect of supervision upon the work of rural schools when supervision is done accord- ing to the zone plan. Pittman defines the zone plan as follows: A plan of supervision, in which the supervisor divides his entire supervisory dis- trict into territorial units, each of which serves as the territorial limits for one week of supervisory effort, has been designated by the writer as the zone plan. The purpose back of such territorial organization is to provide for systematic super- vision of classroom instruction, for convenient, effective, and democratic teachers’ meetings, and for the development of a community consciousness on the part of rural communities with a view to inspiring and facilitating more effective social, educational, and commercial action. Such a plan was used in this experiment. Pittman divided the schools used in the experiment into two equivalent groups. The groups were equated according to the standings of the pupils in thirteen school functions and were made as nearly equal as possible in popu- lation, wealth, and certain other factors. One half, the control group, re- ceived no direct personal supervision, whereas the experimental half re- ceived intensive supervision for seven months through bulletins, supervisory visits, meetings, institutes, and several other kinds of supervisory devices and technics. By means of educational achievement tests given at the beginning and at the end of the experimental program, Pittman found the growth in achievement of the pupils in the two groups of schools. He also secured data concerning various other factors which might have been directly in- fluenced by the supervisory program. An abbreviated statement of Pitt- man's conclusions is as follows: 1. Children in the supervised schools, when measured by equated differences and by percentages of progress of the experimental group measured in terms of the progress of the control group, advanced approximately 194 percent as far during the seven months in the particular functions under investigation as did the children with whom they were compared. 2. Upon this basis and assuming the social value of this type of educational material, the value of the service of one supervisor, who would produce such a difference in the total results of the school work for forty-five school rooms similar to those supervised, would be $45,102.15 per school year for that service alone. (See original report for figures upon which this is based.) * 3. The teachers under supervision did, approximately, four times as much pro- fessional reading as they had done during the previous year and four times as much as the group of teachers with whom they were compared during the year of the experiment. 4. The average attendance, measured in terms of total enrolment, was 76 percent for the year in the supervised schools as against 70.7 percent in the unsupervised schools. 5. In the schools under supervision, all of the children in the grades from three to eight, inclusive, made excellent progress with the greater gains usually in the lower grades. In the schools not having supervision, the children in the grades below the seventh did not make the progress which might have been expected if 1 Pittman, M. S., The Value of School Supervision, Baltimore, Warwick & York, Inc. 1921. 140 pp. A ; THE EIGHTH YEARBOOK WAIL the progress of the seventh and eighth grades were taken as a standard by which to compare them. 6. Supervision served to keep in school children who were in the seventh and eighth grades. Of the children who entered those grades of the supervised schools, 92 percent continued in school to the end of the year. In the unsupervised schools only 69 percent completed the school year. 7. Supervision promoted the social life of the community. This study is one of the first in which an effort was made to measure the effectiveness of the supervisory programs in broader terms than merely the achievements of the pupils. No single supervisory device was evaluated as such; rather, an attempt was made to measure the effectiveness of a super- visory program which was made as rich and varied as was possible under the conditions. In the report of the Indiana experiment * on supervision, the following “other evidence of the value of supervision” is given: Besides favorably affecting instruction, supervision was the direct cause of other improvements less easily measured. Personal opinion has some value in this connection, and for that reason the judgments of different persons connected with the demonstrations are given. Both county superintendents expressed themselves as being convinced that great progress was made during the demonstration. Not only did they notice a difference in the achievement of the pupils in their studies, but they also observed a marked difference in their general attitude toward the school. The children themselves were appreciative. They enjoyed the tests that the su- pervisors gave, and were delighted with the extra books that were made available. They derived great pleasure and profit from the new study plan which gave them more free time for extra reading, drawing, and handwork. ; In one school the children became so much interested in improving their school that they made a survey of the building and grounds, called in the parents, made a report to them of their findings, led in the discussions which followed, and were instrumental in bringing about a resolution requesting the State Board of Health to examine their building with a view to condemning it for further use if it were found unfit. The example set by the pupils and parents in this particular school district was followed by the other school districts of the township, with the result that by the beginning of the second year of the demonstration all the school build- ings in this township had been abandoned and in their place a modern, seven-room rural school building had been erected. To understand fully the great improvement which resulted from the demon- stration, it is necessary to have in mind conditions as they were in the small rural schools in Johnson and La Grange counties before the demonstration began, and what they were at the end. The physical conditions were generally unfavorable to good school work. “The one-teacher school buildings were typical box schoolhouses, built according to architectural ideas of half a century ago and of a construction that violated the principles of proper heating, lighting, ventilation, and sanitation. Heat was un- evenly distributed; some of the children were sitting close to a hot, unjacketed stove, in excessive heat, and others were shivering near the windows. In many instances, the plastering on the walls and ceilings was loose. Most of the rooms needed cleaning and redecorating. In general, the furniture was poor and did not meet the hygienic needs of the children. In thirty-one one-room schools in one of 1 See pages 103-4 of this Yearbook. 122 DEPARTMENT OF SUPERINTENDENCE the demonstration counties over one hundred children were sitting in seats so high that their feet dangled in the air. In the rooms there were often piles of rubbish, parts of old desks and parts of other old equipment, dilapidated globes and maps, torn dictionaries, books with the covers of and leaves gone, torn window shades that would not roll. There were frequently broken steps and locks, and yards full of sticks and stones. Quite frequently. there was a common drinking cup, a wash basin little used, and a common comb and towel, if towels were provided at all. The out-houses were in poor condition and the toilets were in many instances un- screened and unsightly. The playgrounds were small and in most places were lack- ing in equipment. In almost all schools there was a general lack of instructional and supplemen- tary books, paper, scissors, paste, clay, pencils, ink, construction paper, rulers, colored crayons, boxes, oak-tag pictures for charts and booklets—all of which con- tributed to a spirit of general apathy on the part of the children. They gave up too easily, worked too carelessly, and wasted time in not knowing what to do. To keep them out of actual mischief, they were often set to useless activities, such as laying toothpicks—activities that prevented idleness but contributed no educational stimulus. Very poor posture and lack of manners were commonly observed, and the pupils could not meet strangers except in a very timid and retiring way. The teachers lacked ability to plan lessons and direct the study of the pupils. In instruction and in classroom management the results were mechanical. To illus- trate: The pupils possessed the reading books required by law and these were in almost all instances too difficult for the grades in which they were used. The pupils, therefore, failed to do the work, consequently lost interest or formed the habit of laboriously spelling out the words. The reading was, therefore, without interpretation or expression. One of the county superintendents expressed the con- dition in the following words: “I fear that so long as I live I shall be able to hear that awful monotonous drone that was called reading.” While conditions in these schools did not become ideal as a result of the dem- onstration, marked changes took place. Schoolrooms were cleaned and redecorated, window shades, curtains, and ventilators were provided. There were no longer the dangling feet. Yards were cleaned; shrubs and flowers were planted in many places; and, almost without exception, waving flags attracted the attention of the arriving visitors. The children welcomed with delight the supervisors, and the attractive books and other helps which they brought with them. Mechanical meth- ods gave way largely to vital methods of instruction. The children became inter- ested in their work, and there was a freshness and pride in their eagerness to show what they could do. In the words of one of the county superintendents: “One would not believe them (the schools) the same places that they formerly were. The children now have happy expressions on their faces; they are interested in their work; they have formed habits of industry.” C. Measuring Changes in the Community In his Experiment with a Project Curriculum, Collings * presents data as to the effects on life in the community produced by an experimental school conducted on a project basis as compared with the effects of a traditional school conducted along traditional lines. An extract from one section of his report will make clear the type of data Collings secured to show the changes produced by the four-year experimental program. The particular improvements were 57.4 percent for the Experimental School and 6.6 percent for the Control Schools in number of homes taking daily newspapers; E Collings, Ellsworth, An Experiment with a Project Curriculum. New York The Mac- millan Company, 1923. 346 pp. i THE EIGHTH YEARBOOK 123 A AN AAA ALA ee eee a A 94 percent and 3.8 percent in number of homes taking farm journals; 59 percent and 5 percent in number of homes taking one or more county newspapers; 37.8 percent and 6.7 percent in number of homes taking two or more magazines; 50.8 percent and 3.3 percent in number of homes having a library; 41 percent and 6 percent in number of homes having screens to the doors and windows; 65 percent and 10 percent in number of homes having beautified surroundings; 84.9 percent and 24.8 percent in number of homes having ordinary labor-saving conveniences; 47.8 percent and 5 percent in number of homes having playgrounds and apparatus for children's games; and 34.5 percent and 5 percent in number of homes having musical instruments.—P. 280. Similar data are given for various other aspects of community life, in practically every case indicating marked favorable changes in various aspects of life in the community in which the experimental school was located, with practically no changes in the conditions in the control school district. Collings’ technic suggests the possibility of developing methods by means of which changes which are produced in the school community by a super- visory program, other than mere growth in achievement as measured by standard tests, can be stated in quantitative terms. A typical section of his report which illustrates this point is as follows: The particular changes in these attitudes were 29.8 percent for the Experimental School and 4.8 percent for the Control Schools in enrolment; 93.1 percent and 5.9 percent in pupils attending school every day; 92.0 percent and 6.0 percent in school tardiness; 25.5 percent and 7.0 percent in truancy; 56.5 percent and 15.0 percent in corporal punishment; 76.0 percent and 2.0 percent in pupils remaining in school “hroughout the entire time; 85.8 percent and 10.7 percent in pupils graduating finishing the eighth grade; and 85.8 percent and 8.4 percent in eighth-grade graduates entering high school.—P. 268. D. Case Studies Which Show the Effectiveness of Supervision Every successful supervisor can give interesting illustrations of how effec- tive supervision has eliminated teaching difficulties. The following cases are typical: + 1. Disciplinary Troubles: Case. An inexperienced teacher of music had some trouble with discipline in her school chorus. There were about 100 pupils, boys and girls, in the chorus. The teacher spent two or three minutes of each meeting in checking the roll. She also spent at least one minute after each song in choosing the next song. Solution. The principal suggested that some reliable student mark the attendance at each meeting, and that a definite program of songs be planned before the meeting started. These suggestions were followed and practically all the disturb- ances stopped. Results. When the pupils were kept busy, they did not think about getting into mischief. 2. Assisting the Teacher to Diagnose Individual Difficulties : Case. The case is that of a 6A teacher whose teaching of arithmetic was very poor. She floundered about, not seeming to know just what her difficulty was nor how to remedy it. 1 Anderson, C. J.; Barr, A. S.; and Bush, M. G., Visiting the Teacher at Work, pp. 302 and 318. New York, D. Appleton and Company, 1925. 124 DEPARTMENT OF SUPERINTENDENCE Solution. The first thing done was to test the class, using an intelligence test, to ascertain whether the pupils were properly placed. Then an arithmetic test was given to obtain more information about the pupils’ understanding of the funda- mental operations. This showed that about 25 percent of the group were weak on zero combinations and fractions. Each case was diagnosed and the difficulty explained to the teacher. The teacher and principal worked together. Much drill suited to the needs of the class was given. A daily graph of the program of the class was kept on the board. Individual graphs were kept by the children. Interest soon waxed high. Results. Of the class, 80 percent exceeded the score for their grade in the final test, 18 percent were average for their grade, and only 2 percent failed to at- tain it. Their interest never waned, and now, after the pupils have reached the junior high school, they are still keeping individual graphs, although not required to do so. A Representative Case Study Discussed at a Conference of Supervisors in Maryland 3. The Difficult Case of a New Normal School Graduate: This case study has been selected because of its difficulty for me as a rural supervisor and I wish to invite candid criticism, both constructive and destructive. The teacher with whom this case study deals is an inexperienced normal school graduate who came into our county with an unusual number of recommendations from many sources, giving promise of exceptionally good service. She has a very attractive appearance which apparently claims much of her attention. When my first professional visit was made to her in a one-teacher rural school, she was teaching reading by an A B C method. As tactfully as I could I took her class, finished the period, and had a discussion of the lesson when the children were dismissed. She listened in an absent-minded way and, after I concluded, laughed lightly and said she had not had primary work in the Normal and did not know anything about it, but she would like to know how to get some paint for her building. A second visit was made within a very short time and upon this occasion she was mechanically asking questions from the text without any at- tempt at teaching. Our conference following the observation attempted to inspire confidence in her ability to use textbooks as a basis for class preparation and careful lesson planning. She listened courteously and again asked about some trivial repairs to the building. The third visit was equally unsatisfactory, and was concluded by her pleasant remark that she didn’t know “anything about teach- ing reading.” My problems seemed to be to get her to realize that she was in any way respon- sible for using poor methods, and to arouse sufficient interest to make improvement possible. In trying to help her, I demonstrated, illustrated, discussed, encouraged imaginary good points; in fact, used up all of my ideas about giving help, and borrowed some, without getting any satisfaction whatever. As a last resort, it occurred to me to tell her of our Assistant State Superintendent’s suggestion that we might be expected to report on certain case studies in the spring and to ask whether she would mind if I followed her improvement and reported upon it. She was interested at once. I emphasized the fact that she would have to work very carefully with me and I was unwilling to enter upon her case with this purpose in mind unless she was very willing to exert herself in improvement. She insisted that she wished to try; so an appointment was made for her to visit me and help work out the plans. This arrangement, whereby she was expected to walk four miles for supervisory assistance, was a test of her earnestness, and I visited her THE EIGHTH YEARBOOK 125 school at the closing hour, preventing her walk, when I was certain that she seriously considered the whole project. In preparation for this visit I made three outlines to guide our thinking. As each was presented, she was encouraged to state very frankly her opinion of the cor- rectness of my diagnosis and to add any point that she thought might fairly be added. I agreed to strike from the list any point which she thought would give an unfair impression. Her spirit was all that could be wished, so we read together the first outline, which follows. E PWN HE Very Encouraging Factors . Preparation of the teacher . Pleasing personality Community satisfaction with the teacher . Desire to improve the attractiveness of the classroom . Unquestioned respect and obedience from the children . Ability to secure faithful application to assignments . Interest in pupils . Willingness of the teacher to cooperate with the supervisor in systematic improvement. With just sufficient discussion to show conclusively that a failure to show im- provement could not well be attributed to justifiable reasons, we took the second outline: DN HA . Uncertain, variable attention to the child's ultimate good, due to a hazy con- Technic under Tentative Disapproval A B C primary methods of teaching reading ception of education . Initiative and judgment repressed or discouraged in pupils . Assignments not made with the proper motive . Study periods weak . Discipline autocratic “Flat” recitations . Little attention given to the organization of pupils’ thoughts or efforts . Lesson planning ignored, or very limited . Life settings and applications of textbook facts under-emphasized . Habits of study undirected . Questions largely factual . Fragmentary responses permitted. A good deal of discussion was necessary to show exactly what was meant by some of these and also to show why they were disapproved. As she agreed to the fairness of each item it was checked off, and she added another: 14. Recitations confined to textbooks. The third outline listed was as follows: Suggestions for Improvement . Determine the purpose of education—View practices in the light of this pur- pose. . Gradually substitute easy, democratic classroom management for the dicta- torial. . Develop initiative among your pupils. . Provide for the exercise of judgment by your pupils at all times. . Make some special preparation for organized class work and develop the pupils’ abilities to organize their thinking. 126 DEPARTMENT OF SUPERINTENDENCE | A ee 6. Draw constantly upon pupils’ experiences and interests for developing facts. 7. Locate exactly your pupils’ difficulties, or weaknesses, and plan intelligently to overcome them. 8. Give not less than one and one-half hours daily to the consideration and planning of your work. 9. Require proper habits of response, behavior, study, and health. 10. Drill with interest and attention. 11. Unify your teaching. Each suggestion was made quite clear in its intent and then a further sugges- tion was made that she select a few; one, two, or three; of the suggestions for in- tensive consideration and application. She selected three. It was further agreed that, when she felt that she was making these improvements habitual, she would ask help in taking up others. Only three were given her at this time. In about two weeks she wrote stating her readiness to begin another. I visited her school at this time and saw very commendable evidences of improvement. When her second request came for guidance, I gave her the entire list and we are regrouping these eleven suggestions under a few more comprehensive heads which are going to get us back to fundamental principles when she is ready. In citing outcomes of this treatment, there are few positive improvements in classroom practices which I feel are firmly fixed. The best results, as I see them, are possibilities for future improvement as indicated by her awakened interest in her profession, her desire to improve, and her ability to receive help when it is made sufficiently simple. She cannot receive a suggestion; she cannot profit by a demonstration; nor can she transfer an idea from one grade to another without minute assistance. Point out her faulty practice, demonstrate a correction of it, follow with another discussion of the correct and incorrect methods, and show how to adjust this to her class, and she will use the method well. This same process must be gone through with in order to transfer the same, or a similar, method to another grade. With years, perhaps, of patient supervision she can become a valuable teacher. Summary of studies evaluating supervision in terms of observed changes in the teaching or learning situation and in the community—Such state- ments as those that have been given constitute legitimate evidence as to the value of supervision. Similar statements are found in numerous annual reports of superintendents and other sources of information pertaining to supervision. While measured changes are undoubtedly of greater value in determining the effectiveness of supervision, the “observable” changes which cannot be measured precisely are of great value and importance as a means of evaluating the work of supervisors. IV. Evaluation of Supervision in Terms of Judgments of Individuals A large body of information is available concerning the judgments of in- dividuals as to the value of supervision and of various supervisory practices. These data have been compiled from questionnaires and other forms of in- quiry blanks which have been submitted to teachers, administrators, super- visors, and educational specialists. Rating charts of various kinds have been prepared by means of which superintendents may attempt to evaluate the supervisory work in city school systems. The four studies summarized below are illustrative. Tue EIGHTH YEARBOOK 127 A. What Supervised Rural Teachers Think of Supervision At the close of the supervisory program in Oakland County? the super- vised teachers were sent the following letter, on which their answers are summarized: i ; Lansing, Michigan, February 20, 1926. Dear Teacher: The Rural Education Committee of the Michigan Education Association is mak- ing an investigation of the value of supervision of instruction in rural schools, Oak- land County now has such supervision, It seems to us that, since the teacher is the most important factor in the success of any school under any. system of organization, one of the most important tasks of this investigation is to find out whether the teach- ers find supervision helpful in their work. Will you not, therefore, cooperate with the committee in making this investigation just as thorough and just as reliable as possible? It will be a real service to the com- mittee, to the State Department of Education, and to the teaching profession, if you will write your answers to the following questions. We assure you that your reply will be kept confidential and can in no way affect your standing as a teacher or your position. We wish to have your honest opinion, whether favorable or unfavorable. In using the results of this questionnaire, we shall say that, of total number of teachers reporting, such number were favorable and such number were unfavorable. Neither names of teachers nor schools will be used. Yes No 1. Do you like to teach with supervision better than you did with- ONT WILD ORM A pro a FAO T OOO UNO LN 51 2. Do you think that supervision work helps you to do better teaching? 56 4 3. Do you think that the attendance at zone meetings for one year is equivalent in professional value to a six weeks summer school? 47 11 4. Do you think that your pupils learn more with supervision than WwW ai ao O tus ble eter eins Bis Sina A IEA 54 3 5. Do your pupils have a greater interest in school with supervision aia lle oyo qeonooONRoO ant sons e bany ooo 55 3 6. Do you think that your pupils have learned any valuable lessons in social attitudes, citizenship, or conduct from the work of the helping CONTE A db a eos BOO a CARO AA nena are 53 4 7. Has your schoolhouse, furniture, or playground equipment been improved as a direct result of the supervisory program?......... 36 24 8. Has your teaching equipment such as maps, library books, text- books, charts, seat work, supplies, etc., been improved or increased NECAISCMOLMSIID ET ylS1O Imam nice 48 9 9. Have the people of your district shown a greater interest in school since supervision has been established?......,....-..ssseeeeeeees 45 10 10. In your opinion as a citizen of the county, do you think that super- vision is worth as much as it COSTS Pa o aro ee anne 52 6 The teachers were overwhelmingly in favor of the supervisory program carried out in Oakland County, the ratio being 14 to 1. While the manner in which the questions were given in the letter undoubtedly affected to some 1 Hoppes, W. C., et al., “The Value of Supervision in the Rural Schools of Oakland County, Michigan Education Association Bulletin No. 7, Lansing, Mich., June, 1926, p. 19. 128 DEPARTMENT OF SUPERINTENDENCE extent the replies of the teachers, the results given above agree closely with those of similar studies, in which a different type of blank was used. In addition to answering the questions in the letter, the teachers were asked to write on the back of the sheet: In addition to your answers to these questions, will you not write on the back of this sheet a FULL, FRANK, and HONEST opinion of just what supervisory work has meant (1) to you as a teacher; (2) to your pupils; (3) to the people of your community; and will you (4) particularly state how the supervisory work affected the learning of geography, history, writing, and other subjects that were not especially emphasized at zone meetings? The opinions of the teachers vary widely as to the effectiveness of the program. One of the four who are opposed to supervision does not see any benefit what- ever in the program and condemns it in every respect; at the other extreme, five or six teachers declare that they would not again undertake to teach a rural school without supervision. The objections which teachers make to supervision are summarized in the following statements: The supervisors were theoretical and impractical. The supervisors emphasized non-essentials. The children dislike the extra work which the supervisor has them do, yet regard her visit as a play time. Pupils dreaded the visit of the supervisor. Pupils are glad to see the supervisor come because they do not have to work. The experience of the older teachers was not respected. The teacher himself is more experienced and more competent than the supervisor. The professional meetings are tiresome and do not help the teacher very much. It makes the teacher work. The people think it a waste of time. Supervision is an experiment. In spite of these very pointed objections to supervision, two of the four teachers who make them are willing to say some good things about it. Supervision would be helpful to a beginning teacher. The teacher would be just as willing to teach with supervision as without it. The supervisor brings something new for the children to do. The children learn more with supervision than they do without it. School equipment has been increased. It may be fairly said, therefore, that those who in general do not endorse supervision do not nevertheless unqualifiedly oppose it. What answer do the fifty-six teachers make to the objections of the four? Fifty-two wrote at length expressing their opinions; only four failed to com- ment upon their reasons for approving the supervisory work. Do these teachers like supervision? Here is their own testimony: As a rural teacher having had supervision for two years, I want to testify that the helping teacher means everything to me. I believe that I should not try again without a great deal more training to teach in a one-room school without a helping The EIGHTH YEARBOOK 129 teacher. I deeply regret that I could not have had supervision during the first years of my teaching experience. I would be a much stronger teacher and the pupils whom I have sent out would be stronger men and women. In a supervisor we have someone to help us in our troubles, someone who appre- ciates our work, and someone who gives us new ideas. I would not want to teach where they did not have supervisors. Supervision has meant much to me. This is my second year of teaching and if it had not been for supervision I never could have accomplished as much as I have. Ever since I started teaching I have had supervision. I found this very helpful the first part of my first year. I find that the friendly help and criticism is invaluable to me and I would not want to teach without it. Many favorable comments of a similar kind are given in the report of the experiment. B. An Evaluation of General and Special Supervision General and special supervision may be evaluated in terms of the extent to which teachers really recognize its contribution to their work. In a ques- tionnaire prepared by Nutt,’ teachers were first asked to state the helpful things that had been done in connection with their teaching by general or special supervisors. They were then asked to state the things that had been done which had not been helpful. Replies to the questionnaire were received from 231 teachers, most of whom had taught more than two years under supervision. The data are presented by Nutt under two large divisions, one relating to general supervisors and one relating to special supervisors. Counting one point for each mention of the thirty-three kinds of helps reported, the total score for helpful items in general supervision was 624 points. Only 14 specific points from the questionnaires could be counted against general supervision, leaving a “valid” score of 610 points in favor of general supervision. Of the total number of helps listed by teachers, 220 were given for “items that are definitely connected with the specific prob- lems of teaching ;” the general spirit and attitude of the supervisor scored 213 points; the things that contribute an indirect attack on teaching prob- lems, such as giving outlines and courses of study, scored 134 points. This evidence is clearly favorable for general supervision. The results for special supervision were not as favorable. The number of points counted as favorable was only 352 as against the 624 points for gen- eral supervision. The score against special supervision was 235 points in con- trast to the 14 points against general supervision. This gives a “valid” score of only 117 points for special supervision. The list of helps reported by teachers was quite similar to the list of helps for general supervision. “The points against special supervision were grouped under three headings: 1. Improper amount of work and poor adaptation of work to pupils. 2. Poor organization and administration of the special supervisor’s programs of work. 3. Inefficient technic in supervision. Nutt concludes that “general supervision is efficient enough to warrant its continuance and further development. How efficient such supervision is as 1Nutt, H. W., Current Problems in the Supervision of Instruction, p. 238. Richmond, Va., Johnson Publishing Company, 1928. 130 DEPARTMENT OF SUPERINTENDENCE EE compared with the degree of efficiency possible and desirable is not established by these data. . . . The conclusion seems valid that special supervision has not as yet made its helpfulness so much outweigh its shortcomings as to make a profound impression upon teachers.” The testimony in favor of its help- fulness indicates the validity of its function and suggests the real necessity for its development. C. The Evaluation of Current Practices in Supervision by Teachers and Specialists In a study of current practices in supervision in towns of from 10,000 to 20,000 in population, Melby * secured data as to the extent to which various supervisory practices were employed in these schools. In his report, Melby also gives data as to the evaluation of these practices by both the teachers and educational specialists. This information is summarized in Table 33. 1 Melby, E. O., Organization and Administration of Supervision. Bloomington, Ill., Public School Publishing Company, 1929. 158 pp. TABLE 33.—COMPARISON OF THE JUDGMENTS OF ELEMEN- TARY TEACHERS AND EDUCATIONAL SPECIALISTS CON- CERNING THE EXTENT OF USE AND VALUE OF CERTAIN SUPERVISORY ACTIVITIES AND DEVICES! Specialists’ Judgments Teachers’ Judgments Supervisory Activities and Devices Much Of great Of great used value value 2 3 4 I. Fact-finding activities and devices: A. Classroom visitation: 1. Announced visits (i. e., teachers are informed they will be visited at definite time) 2. ey visits (teachers not informed of visits 3. Long visits (whole period or greater part of period) 4, Short visits (small part of period) B. Tests and measurements: 1. Standard achievement tests 2. Intelligence tests 3. Informal tests (prepared by teachers) 4. Diagnostic tests C. Teachers’ reports: 1. Time allotment reports 2. Reporting methods used 3. Reports of objectives of lessons 4. Materials used 5. Reports of lesson plans y . Fact presentation activities and devices: A, Teachers’ meetings for announcements (Do not confuse with IIJ—A) B. Bulletins: 1. Mimeographed 2. Printed 4. Daily or weekly letters 5. Graphs of test results é 1 Summarized from replies of 377 elementary school teachers and 56 specialists in educa- tional administration and supervision, The figures in Cols, 2, 3, and 4 are percents of the total number of teachers and of specialists replying. THE EIGHTH YEARBOOK it W — TABLE 33.—COMPARISON OF THE JUDGMENTS OF ELEMEN- TARY TEACHERS AND EDUCATIONAL SPECIALISTS CON- CERNING THE EXTENT OF USE AND VALUE OF CERTAIN SUPERVISORY ACTIVITIES AND DEVICES—(Continued) Supervisory Activities and Devices Teachers’ Judgments Specialists’ Judgments Much Of great Of great used value value 1 2 3 4 B. Demonstration teaching: Le Obs DIOPOSCUuIMELHOUS sonatas ce sc eh os 12 64 76 2 Ror training new teachers... ocre hte 7 45 80 3. Of ways of using materials, .....-s..0+sereccus 5 45 38 5; adas LA OLOR Di a o a MANO CA PREET Freee aa A A 5 34 46 Say Mat er SCHOOL Yates ib 8 64 56 D. Exhibits: 1. Of work done by certain methods.............. 16 37 24 2. Of work done in certain subjects............... 22 38 18 E. Lectures and reports: Tee IPRC ón eos or 7 25 22 DAS y E a E Suva ke. seh, AO 11 40 32 OS A a AA E 11 34 12 AMES AA a ta ad 4 16 38 F. Encourage professional reading: 1. Require reading of teachers. .................. 9 27 6 2 Or Panizeateading CILGLES. Athena o o o 1 16 14 3. Ask teachers to report reading 1 9 26 4. Maintain professional library in building........ 23 65 68 5. Maintain magazine shelf in building............ 27 65 12 G. Conferences with individual teachers; LU Mollowine wisitations aar AE A cysts doses! ao 20 67 82 2 HOT genera stam MiAtlOleeas- ae a © pidis picket ois 14 50 52 H. Experimentation: rakera: A E ee ee ra 17 37 86 ZA PO RAZA IC to tis o a (aay eee De 10 33 84 I. Assist teachers tu evaluate their own work: IO ATA LIO RICAS o ont 20 32 26 ZN TIDENES OUS AIA AE ea A n via eid 8 40 52 a A AO AS 20 41 48 IV. Activities and devices in the training of teachers and improvement of instruction: A. Maintain office hours when teachers can get help... 21 55 68 B. Cooperative studies by groups of teachers: ti Cotiree-ofsatudy makine 0 clay tee heels cae 11 31 80 Dp Development or methods. Pob rete e 9 40 75 B Selection or materials of Inetriction... dos la e li a ee eee 58 NA aii LOWY COP PIPES CATO CP een tice Ora 12 45 64 P Wapitguhveksivho o a e nd Ree iene ORE CeO 9 45 60 A ls UA sneak GCS a Goan) SFA ria ap eke 10 41 54 4. Adapting instruction to individual needs........ 25 48 76 C. Individual studies by teachers: 1. Investigation of special problems for groups..... 33 48 64 2. Study of teacher’s own specific problems........ AT 65 82 D, Institutional training: 1. University or college COUrSesS.................. 15 55 74 TRIAS SOT COULSCS) a o idad 16 48 36 PS MSIIMINELISCHOO’ COUTEER a aa ea A 26 60 76 4. Saturday morning or after-school classes........ 10 14 30 V. Procedures for evaluating the results of supervision: A. By changes in pupils: 1. As measured by standard testS................ 33 42 66 _ 2. Observed improvement in pupil attitudes. ...... 31 54 58 B. By changes in the teacher or her teaching: 1. Teacher’s attitude toward supervision.......... 26 46 48 2. Observed changes in teacher's methods......... 23 45 36 a a e The outline of supervisory activities prepared by Melby is based on an analysis of numerous studies that have been made concerning the types of activities and functions of supervisory officers. In the second column of Table 33, the judgments of 377 elementary school teachers are summarized 182 DEPARTMENT OF SUPERINTENDENCE HH as to the extent to which the various practices are “much used” in their school systems. In the third column are summarized their judgments as to the value of these practices in terms of the percent of the whole group of teachers who rate each of the practices as of “great value.” In the last column are given the percents of a group of 56 specialists in educational ad- ministration and supervision who rate each of the practices as “of great value.” A comparison of the data in the three columns shows that in some cases there is a close agreement between the stress placed on a particular supervi- sory practice in the schools and its evaluation by teachers and educational specialists. For example, Item I-A-2, unannounced visits, is reported as “much used” by 58 percent of the teachers and is judged to be “of great value” by 32 percent of the teachers and 44 percent of the educational special- ists. Item II-B-1, mimeographed bulletins, is reported “much used” by 59 per- cent of the teachers and as “of great value” by 59 percent of the teachers and 46 percent of the specialists. Other “much used” items concerning which there is considerable agreement as to value by both teachers and spe- cialists are I-B-3, informal tests; IIJ-A-3, meetings of teachers of certain grades; V-A-1, evaluating supervision by changes in pupils’ achievements; and V-A-2, evaluating results of supervision by observed improvement of pupils’ attitudes. In Table 33, there are several practices which are reported by a fairly large percent of the teachers as “much used” which are rated as of “great value” by few teachers and specialists. Two illustrations of this are Item I-A-4, short visits by supervisors, and Item I-C-5, reports of lesson plans and plan books. The most significant fact in Table 33 is the extent to which current prac- tice is not in harmony with the judgment of the value of these practices by both teachers and specialists. For example, specialists believe that long periods—whole periods or greater parts of periods—should be used in class- room visitations. This is not now the “much used” practice; nor do the teachers rate this practice as of great value, as do the specialists. Tests and measurements of all kinds are rated as of greater value by larger percents of both teachers and specialists than the percents who indicate that they are now “much used.” This is also true of the use of bulletins of all kinds. Dem- onstration teaching is apparently used very little in the schools, whereas it is rated as of “great value” by a very large percent of both teachers and spe- cialists. This is also true of committee work, intervisitation, conferences with individual teachers, experimentation, cooperative studies by groups of teach- ers, individual studies by teachers, and various kinds of institutional training, supervisory procedures which teachers and specialists in most cases rate as of “great value” but which apparently are little used in present practice in towns of from 10,000 to 20,000. Melby’s data clearly show the need of a careful evaluation in many school systems of current supervisory practices. Melby’s check list can be used as Tue EIGHTH YEARBOOK 133 ee AA the basis for such an investigation. In any school system, teachers can be asked to evaluate the items in the check list. The judgments of experts given in Table 33 can be used to discover the types of supervisory practices which are judged by them to be of great value. Modifications in practice can be made on the basis of the combined judgments of supervisory officers, teach- ers, and specialists. Practically no evidence exists as to the value of specific supervisory prac- tices as such, except as they are a part of the whole supervisory program that is in use in a particular situation. It will undoubtedly be very difficult to determine the value of specific practices, since in any situation a large num- ber of factors will influence the teacher. The influence of any single factor will be buried in the complex situation. The wisest procedure undoubtedly will be for supervisors to use the technics that appear most likely to produce the desired results, checking their choices against such lists as those of Melby or others that may become available at some future time.* D. Questionnaire Sent to Each Elementary Teacher in Oakland, California, to Secure Reactions to Local Supervisory Procedures 2 On January 8, 1929, the superintendent of schools of Oakland, Calif., sent to each elementary teacher in Oakland a questionnaire on supervision. It was intended to secure reactions of teachers to local supervisory procedures. Part I of the questionnaire listed, under such headings as “Faculty Meet- ings,” “Supervisors Meetings,” “Principals Classroom Visits,” and “Super- visors’ Classroom Visits,” the various ways in which each of these activities is carried on. The teacher was asked to check under each activity the particular way that he preferred to have it carried on. Practically all the elementary teachers returned the questionnaires checked in accordance with their prefer- ences. Part II of the questionnaire called for a frank criticism of existing practice. Reply to Part II was made optional. About one-third of the elementary teachers responded with frank and helpful criticism. According to the superintendent of the Oakland schools, his purpose in ask- ing for this help from teachers was: 1. To find out to what extent that which principals and supervisors are trying to do is understood and appreciated by teachers. 2. To get suggestions from teachers for the improvement of local supervisory procedures. 3. To “make good” on the contention that supervision is a cooperative procedure in the improvement of which teachers as well as supervisors must play a part. The results of the questionnaire were reported back to the local teachers for the purpose of (1) letting them know that their criticism and suggestions 1See study made by Maycie Southall and reported in Chapter IV of this Yearbook, pp. 65 to 85. y 2 The Evaluation of Supervision, Supplement to Superintendent's Bulletin, Vol Lx, No! 37; May 9, 1929. Oakland Public Schools, Oakland, Calif. À See also: Organization of Administration and Supervision of the Oakland Public Schools, Superintendent's Bulletin, Vol. X, No. 14, November 7, 1929. Oakland Public Schools, Oak- land, Calif. 134 DEPARTMENT OF SUPERINTENDENCE o e EEEE EEEE had been given careful consideration by superintendents, supervisors, and principals, and (2) assuring them that they would be taken into account in the planning of the supervisory program. Also, it put the suggestions in such form that they were readily usable by principals and supervisors. In this report, only those replies which had to do with the following super- visory activities are set forth : 1. Faculty meetings 3. Principals’ classroom visitation 2. Supervisors meetings 4. Supervisors’ classroom visitation. 1. Faculty Meetings: a. Objectives of supervisory group: 1). To have rather frequent meetings of small groups interested in a spe- cific classroom problem. 2). To conduct meetings by conference method rather than by lecture method. b. Teachers’ reactions: Fifty-six percent favor having attendance limited to teachers of a single cycle of grades, or to a group of teachers working on problems chosen by them. When to this is added the fact that 49 percent favor having the meetings center around a problem of interest to a single cycle, it seems evi- dent that a considerable group are in harmony with the supervisors’ and principals’ attempt to limit the subject of meetings to rather specific prob- lems of interest to a small group. Oakland elementary teachers do not favor more frequent meetings, how- ever, for only 27 percent were in favor of having them oftener than once a month. This may possibly be explained by the fact that they have not had enough experience with the smaller group meeting on specific classroom problems to appreciate fully its value. Their attitude may be this: “Since we must have meetings, let’s have those that we do have concern themselves with specific classroom problems.” This is substantiated by the criticism in Part II in which, out of 198 teachers, the following criticisms were made :1 Meetings too Tn a rie: LO Meetings: poor plana dE eee O 40 Meetinesicalledito noten o ro NN 21 Meetings of little value professionally because of too much admin- istrative: detal NS setae O Aba Bia‘ 16 Meetings should be more helpful on professional problems.......... 26 Total number offering these Criticishistin ant naie 113 The above criticisms constituted 57 percent of all those offered. It is pos- sible that if the above features should be corrected the teachers would favor more frequent meetings. t [n tabulating the results of the questionnaire sent to all elementary teachers in Oakland, this procedure was followed: In Part I the results of the first 270 returns were tabulated and the percentage of this number who preferred the various supervisory procedures under each of the headings listed was computed. Thinking that possibly this gave a random sampling, and that further tabulation might not change the percentage, the statisticians sampled the remaining 429 questionnaires, selecting 75 which they added to the 270, securing a total of 345, and computed the percentage of this number which preferred each procedure, The resulting percentages differed from those computed on the basis of the original 270 by an average of less than one percent (.8797 percent). Hence it was agreed that 345 represented a sufficient sampling, In the case of Part II of the questionnaire, all the returns were used (152, 190, 190, 198). These were classified according to the nature of the criticism, THE EIGHTH YEARBOOK 135 = Concerning method of conducting meetings, 66 percent of the teachers favored “talks by outside speakers, principals, or supervisors,” and only 33 percent “reports by teachers” and “study group led by teacher.” In view of the fact that 28 of 198 criticisms were directed at securing conference procedure and an additional 34 wanted smaller groups, which implies pro- viding opportunity for discussion, it is likely that the 66 percent who voted for talks by outside speakers, principals, or supervisors, rather than dis- cussion groups led by teachers, did so for the following reasons: 1). They prefer leadership of others than teachers in their meetings. 2). The questionnaire was faulty in not giving them an opportunity to vote for discussion groups led by outside speakers, principals, and super- visors. It seems reasonable, then, to assume that this vote of 66 percent for “talks” is not to be interpreted as in conflict with the desire of supervisory officers to conduct meetings on a discussion or conference basis. In general, then, it may be said that the teachers are in accord with the desire of principals to have meetings for small groups on specific and limited classroom problems, and to have the conference procedure prevail as the accepted technic. An analysis of the 198 criticisms of existing practice indicates that teachers are keenly aware of the principal’s failure to carefully plan his meetings to eliminate consideration of administrative detail, to employ discussion technic, and to limit discussion to concrete classroom problems. Possibly, when these things are corrected, they will be willing to change their vote concerning the frequency of meetings. 2. Supervisors’ Meetings: a. The objectives set up by the supervisory group were essentially the same as those for principals’ faculty meetings; namely, smaller groups on con- ference basis and concerned with rather specific and limited classroom problems. b. Teachers’ reactions: Approximately 56 percent of the teachers favored meetings of teachers concerned with a specific teaching problem rather than all the teachers of one cycle or one grade. Sixty-five percent of the teachers favor a conference led by the supervisor or a talk by the supervisor followed by a period for asking questions. Only 14 percent wanted such a talk without a discussion period. Approximately 20 percent favored demonstration meetings. Since these are, as practiced in Oakland, invariably followed by discussion led by the supervisor, this may be considered as additional evidence of the desire to have meetings dealing with specific teaching problems, concretely presented, and which the teachers have an opportunity to discuss. In gen- eral, they feel that there are too many meetings. This may, as in the case of faculty meetings, be due in part to the fact that present meetings do not seem worthwhile, and in asking for fewer meetings they may really be ask- ing only for fewer meetings of the present kind. The vote was 3 to 1 in favor of five meetings or less per semester. Their criticism of existing practice may be classified as follows: Adverse— em cnn eco e NS rias 19 Domnoteteadimpilletinsmremceuea ROE de: 13 Meca cena id cs de 3 Meetings are a re-hash of old ideas..................... 19 des DN 136 DEPARTMENT OF SUPERINTENDENCE A A ae Constructive— Use conference procedure... 2.66.52 2605602: e cen 38 Have? ¡smaller i groups. hiner arad rete oe eer 11 Have ‘more demonstrationsseser ta orotic ai 34 Have more pointed discussion of problems—be more defi- nite and concrete ed E 39 — 113 Commendatory— Meetings ‘fine “satisfactory, ele pierre 18 — 13 190 In general, then, the teachers are in accord with the supervisors” pro- posals to: 1). Have smaller groups 2). Employ discussion method 3). Employ demonstration by teacher as a basis for discussion. They still feel, however, that: 1). There are too many meetings. 2). Meetings do not provide sufhcient opportunity for discussion. 3). Topics treated are too general and not presented with sufhcient definiteness and concreteness. 3. Principals’ Visits: a. Objectives of supervisory group—that these visits be in accordance with some plan, either by grade or subject, to get first-hand knowledge of class- room procedure so that the principal may be of help to the teacher: 1). In planning his work 2). In putting plans into operation 3). In evaluating his own work. x The data thus collected should serve as a basis for work with individual teachers or with small groups. In other words, these data should result in a study of the classroom problem by teacher and principal under the leader- ship of the latter. b. Teachers’ reactions: Fifty-seven percent want the principal to visit classroom at the invita- tion of the teacher to see good work or to help in teaching problems. Forty- four percent desire him to come without notice. Only eight percent want him to come according to a pre-arranged schedule. This willingness to have the principal drop in any time is emphasized still further under the heading of “frequency of visit,’ where approxi- mately 60 percent of the teachers indicate that they prefer to have him come at irregular intervals, rather than at stated intervals. Of the 152 who offered criticisms, 53 emphasize the need for the principal knowing more about the teacher’s work. Almost half of these (24) state specifically that they'd like “longer visits” or “more frequent visits.” Concerning the nature of the visit, there is a very definite desire to avoid having the principal sit as an outsider, observing what goes on. Eighty-five percent favor having him either “teach” (16%) or “talk to the class” (17%) or “participate in the work of the class” (50%) or even “test class” (2%). Only 22 percent favor having principal “observe the class work a These percentages total over 100, due to the fact that a number of those who voted to have him come “at teacher’s invitation” also voted to have him come “without notice.” THe EIGHTH YEARBOOK 157 from the back of the room.” Admitted that it is important to avoid having an inspectorial relationship, couldn't it be avoided in some other way than by the principal interfering with the work which the teacher is carry- ing on? It probably means that the principals have not yet succeeded in getting teachers to think of them as fellow students of classroom problems and helpers in the solution of problems, and that, although teachers don’t relish having their work interrupted, they prefer this to having him quietly observe what is going on. Criticisms of existing practices (152 in number) group themselves as follows: 1). Principal Should Know More about the Teacher’s Work: a). Should have closer acquaintance with teacher’s work.. 15 b). Should make longer and more frequent visits........ 24 c). Should become acquainted with children.............. 5 d). Should teach the class (not as in the case of the su- pervisor to demonstrate the proper method, but so that he’ll be more sympathetic in his criticism)............ 9 — 5 2). Principal Should Be More Helpful in His Criticism: a). It should be less critical and inspectorial—more en- COMMA ADE EIE E DOT O aR ea 23 b)-altgshouldebessmore constructivista e 12 c). He should “make some comment” after a visit and not aeaye pteacheri IDANE d a a tie gers Us 11 d). He should not interrupt class work or make his comments Na) TS ESAS wae no GHC so. adosada a a o e 12 — 58 A O as o E E E Ps do 19 AMM cellaneco us Ct OS tr 22 - — 41 TR E A SNE DOS 152 In general, it may be said that the teachers have not learned through experience to appreciate what the principal can do by systematic work to help the teacher: 1). In planning work 2). In carrying out the plan 3). In evaluating his work. There is evidence that teachers like the principals personally and that they appreciate a friendly social visit, but they shy away from anything more businesslike in nature. A minority indicate through their criticisms that there is still too much inspection and destructive criticism and not enough real supervision. 4. Supervisors’ Visits to Classrooms: a. Objectives of supervisory group—in general, these are the same as those set down for principals; namely, that the supervisor should through his visits get first-hand knowledge as the basis on which he may help the teacher to: 1). Plan his work 2). Put the plan into effect 3). Evaluate his own efforts—as in the case of the principal and teacher it should result in a study by the teacher of his own problem under the leadership of the supervisor, 138 DEPARTMENT OF SUPERINTENDENCE b. Teacher's reactions: Sixty-three percent of the teachers indicate that they approve of scheduled visits. This preference may be due to several causes: 1). The teacher may realize that no other plan is administratively feasible in Oakland at the present time. 2). He may prefer to know when the supervisor is coming so that he can “get set” for the visit. The latter is in sharp contrast to his attitude toward the principal's visitation. In the case of the principal, as many as 44 percent preferred to have him visit “without previous notice” and as many as 58 percent “at irregular intervals.” There is another marked contrast in the matter of what the supervisor should do when he visits. Eighty-two percent of the teachers prefer to have him teach. The reasons given are two, of which the first greatly outnumbers the second. 1). Teachers want supervisors to show them how it is done—to give model lessons so that the teacher may know better what the su- pervisor requires. 2). Also they want them to teach so that they will understand better the situation which the teacher faces. This is in marked contrast to the situation represented by principal and teacher in two ways: 1). The relatively very much greater emphasis upon teaching as a useful activity in the case of supervisors (81 percent as compared with 16 percent in the case of the principal). 2. The reason for wanting principals was almost entirely so that they might be more sympathetic in their criticism. In the case of the supervisor, this reason is greatly outweighed by the other; namely, so that he might show the teacher how to work more effec- tively. The desire that the supervisor teach is, however, very marked. One might ask, then, how is he to get first-hand knowledge of the teacher to serve as a basis for helping the teacher: a). To develop his own plan of work b). To execute his plan c). To evaluate his work. Obviously a correction in the teacher’s point of view and the super- visor’s technic is needed at this point. As to the length of each visit, 73 percent of the teachers preferred visits of 20 minutes or less—and as to frequency, 77 percent preferred two visits per term or less. In some of these cases it may be that the teachers were moved quite as much by what they deemed to be possible and practical in view of the demands made on the supervisor’s time as by a desire to have fewer or shorter visits. The data are of little value in throwing light on this point. Their criticisms (190 in number) of supervisors may be classified as follows: 1). Supervisors should teach more (reason: to give teachers an idea of what is wanted; only five indicate that they want it so that supervisor will better understand their problem and be less Chitital).. AA A RRA ES Ror ES SA 92 2). Encourage—don’t discourage—the teacher 3). Be concrete—deal with teacher's problems Tue EIGHTH YEARBOOK 139 Osto oftener and forilonger periods ae aa eat ee 5 S)e Waisit less osten and for shorter periods)... enrere nnr ies. 3 (o Wisin a nc do i ee mn a 7 7). Do not hold conference during class period................... 5 8). Talk over the lesson with us 4 9). Miscellaneous—critical 8 As sarral pia aid ode lO 15 In general, then, it may be said that the supervisor's function as a teacher of teachers; i. e., one who, on the basis of what he has learned of the teacher's work through observation, helps the teacher to: 1). Develop his own plan of work 2). Put his plans into effect 3). Evaluate his own work is not generally understood by the teacher. Otherwise, why this insistence that the supervisor teach? The teacher should welcome any procedure whereby he and the supervisor might quickly discover just where help is needed so that the supervisor might be of greatest assistance in rendering this help. Supervisors and principals are anxious to avail themselves of these sug- gestions to improve their work as “teachers of teachers.” Summary of studies evaluating supervision in terms of judgments of indi- viduals—Teachers strongly indorse supervision, although they do not favor certain supervisory practices. The evidence justifies the conclusion that some modifications are desirable in the procedures of special supervision. Many practices that are rated as of “great value” by teachers and educational spe- cialists are found to be little used in current practice in cities of from 10,000 to 20,000 population. Other practices rated by few teachers and specialists as of “much value” are found to be “much used” in current practice. The data that have been presented in this chapter show that supervision when measured from many different angles has been of demonstrated value. 1. The studies of growth in pupil achievement that are reported show uni- formly that the growth is greater in supervised schools than in unsupervised schools. In each case, supervision is defined as personal supervision carried on by an expert. It is assumed in all cases that the supervisor carried on his work with an adequate degree of skill. The limitations of tests as means of measur- ing the outcomes of instruction should be considered in interpreting and evaluating these studies. 2. It is apparent that changes in teaching procedures can be secured as a result of a supervisory program. It is very difficult to measure these changes. No controlled experiments are available which show the relative effectiveness of the various possible supervisory devices. The supervisor is faced with the problem not only of securing changes in teaching but also of securing changes that are desirable. Growth means change, but not all change is growth. 3. There is much evidence of the observed changes that take place in teach- ing situations as a result of supervision. This evidence is found in reports of 140 DEPARTMENT OF SUPERINTENDENCE case studies, in official reports of administrative and supervisory officers, and in many other sources. This information suggests that one of the aspects of supervision that must be considered in evaluating it is its influence in partic- ular specific situations and with particular individuals. The direct results of the personal contacts of supervisor and teacher undoubtedly are of great sig- nificance and importance. To ignore this aspect of supervision in attempting to evaluate it would be to overlook the importance of the human element as a factor in the educational situation, and the direct influence of the personal contacts between the supervisor and teacher, the stimulation, inspiration, and guidance of the expert, which are at present unmeasurable. 4. The data that have been presented show that teachers in general wel- come and appreciate the assistance and guidance of the supervisor. However, studies show that changes in the technics and activities of special supervisors may be desirable, since apparently there is considerable criticism in certain sec- tions of the country of the work of special supervisors. There is need of ex- perimental studies of the relative value of various types of supervisory proced- ures. Apparently, many practices judged to be of little value by teachers and experts are widely used at the present time. Likewise, many practices judged to be of “much value” by teachers and experts are not used as widely and as much as the judgments of these individuals would warrant. Throughout the discussions in the reports of studies here reviewed, it is evident that the supervisors have been attempting to recognize differences be- tween teachers. The results of the experimental study of teaching have been brought to the attention of teachers and the data have been interpreted in the light of sound principles of education. Successful procedures have been dem- onstrated. Special consideration has been given to the needs of new and ex- perienced teachers. “Teachers and supervisors have cooperated in carrying out the details of the program of supervision. Undoubtedly, there have been great differences in the skill with which the supervisors have attacked their prob- lems. However, an analysis of the investigations shows that an earnest effort has been made in all cases to “provide an environment in which men and women of high professional ideals may live a vigorous, intelligent, creative life.” The studies that have been presented are exceedingly helpful and illus- trative of the type of research that is needed to measure accurately the value of supervision. The technics of measurement and analysis must be refined and evaluated. New measuring devices must be invented to measure some of the more intangible outcomes of supervision, such as changed attitudes of the teachers, growth in professional spirit, ability to inspire pupils, and increased personal satisfaction resulting from knowledge that a better type of instruction is present in the classroom, CHAP havi SUGGESTED EXPERIMENTAL STUDIES IN MEASURING SUPERVISION vision was analyzed in detail. The technics used were discussed and evaluated. This chapter will describe other suggested methods, as yet not attempted, but apparently quite feasible, by which the effectiveness of supervision can be evaluated. Certain factors, such as the supervisor’s philos- ophy of the job and the skill with which he applies his philosophy, are ana- lyzed from the point of view of their possible effect on the organization and outcomes of experimental studies of the value of supervision. While the evi- dence presented in the preceding chapter was overwhelmingly in favor of supervision, it seems reasonable that even better results could have been secured in some cases if the supervisory activities had been performed with a different supervisory philosophy in mind or had the supervisory activities been performed more skillfully. There is little evidence available as to the value of specific supervisory devices, such as teachers’ meetings, conferences, and check lists. The evalua- tion of such devices will be a most difficult task, since it will be almost impos- sible to isolate the effects of a single device in the numerous factors in the total educational situation which influence the work of the teacher ; however, such experimental investigations should be undertaken, since their signifi- je THE PRECEDING chapter the available evidence as to the value of super- cance is obvious. The suggested experimental studies described in this chapter are grouped under the following heads: Consideration of the supervisor’s philosophy of the job and of his skill. Use of teacher-rating blanks to measure improvement in teaching. Measuring changes in teaching method and skill. Measuring changes in levels of teaching. Elimination of errors in teaching procedures. . Elimination of teachers’ difficulties. Evaluation of supervision through semi-objective rating devices. Improvement in the character of the materials of instruction. Objective analysis of activities in the classroom. Objective analysis of characteristics of pupil behavior as indices of the quality NANA ADN > of instruction. 11. Miscellaneous technics. 1. Consideration of the Supervisor's Philosophy of the Job and of His Skill Any attempt to evaluate the effectiveness of supervision experimentally must begin with a clear statement as to just what aspect of supervision is to be evaluated, so that conditions may be controlled and so that the experi- menter may know with greater exactness just what is being appraised. ‘wo [ 141] 142 DEPARTMENT OF SUPERINTENDENCE important factors that must be considered in this connection are the skill of the supervisor and the educational philosophy which guides his procedures. Obviously, supervisors differ widely in their skill in performing their various functions, because of such factors as lack of experience, differences in train- ing, differences in ability to work with teachers, and differences in ability to grapple with the problems of organization. There is no statistical evidence as to the extent to which these variations in skill in supervision exist, but they are undoubtedly large. In the studies analyzed in the preceding chapter it was assumed in every case that the supervisory activities were performed with satisfactory skill, an assumption which in some cases at least may have been invalid. Just as there are wide differences in the general methods of teaching due to differences in the educational philosophy of individuals, there exist differ- ences in the methods of approach used by various supervisors in attacking the problems involved in their work. These differences in methods or basic theories of supervision are undoubtedly due to the philosophy of the job which the supervisor has consciously or unconsciously adopted or formu- lated. Many a supervisor who insists upon a maximum of pupil initiative and self-directed activity in the classroom uses methods in his supervisory contacts with the teachers which smack strongly of extreme autocracy. Other supervisors are definitely attempting to formulate supervisory pro- cedures in accordance with accepted democratic principles, similar to those which are now almost universally accepted, at least in theory, as the basis for progressive teaching procedures in the classroom. “To what extent this factor was considered in the studies that have been made is not entirely clear. Brueckner has developed a tentative chart in which principles underlying four levels of supervision are listed. The chart should be read first one col- umn at a time. In this way the differences for each of the levels with respect to the principles listed for each of the eight points on the chart may be noted. Then the chart should be read horizontally, so that the reader can secure a mental picture of the combined characteristics of each of the four levels on all eight points as stated in the descriptive principles. Any supervisor can use the chart to locate the level at which he is per- forming his duties. He can then choose the level at which he may feel he ought to work and then by conscious efforts strive to achieve this level. In many cities such as Detroit, Minneapolis, Denver, Los Angeles, and Ham- tramck,* and in local school systems of several states such as Alabama, Con- necticut, Maryland, North Carolina, and Wisconsin, a definite effort is being made to develop supervisory programs ? which are democratic and which tend to approach the “purposing” level. 1A detailed statement of this point of view is given in The Public School Code of the Ham- tramck, Michigan, Public Schools, Research Series No. 2. The Board of Education, Hamtramck School District, 1927. 2 Educational Supervision, First Yearbook of the National Conference on Educational Method pe AVOTA New York, Bureau of Publications, Teachers College, Columbia Univer. sity, 1928. 43 1 THE EIGHTH YEARBOOK “ƏBUL NOY Japio surst -XƏ Jo aDue3da) Oe IOUS 0} Jou ‘Azuoyme 03 əəuərpəqo ‘AILUO1} OLIA ‘poprud *SDUBA "spa9u "son UO!}eOTJIPO w "1999897 -pe ur pen jo Asams mo -IAJE yoreəs ‘uol}Isod 3uIso] Ou ¿JDUBAPE UI əy} jo Jom -P9Y9S SYISIA [Te -Y 1OSTALIANS -91 OU ¿IMP jo 189] IY "pa1mb dn jes Apd əy} JO Jojads ¿Sp39U 10] UON Aq 23DUBAPE ul -nfoid pue uor} -Jo Arostazadns - 31 Auoy} -U109 318 SJE} -UI 2131 e SI -ELA OU VIM dn jes ure1301d -Ipe17 uo poseq 247 jo 19pI0 “ne 0} UOTSsTur -eurpuespoyyyy | JosIatadns Əy, | weis01d pisty | paryipouug | 91e spoyjyopy | 0 əuərpəqo | -qns ajajduo) *y91e9sal əwos ¿pa3e “sIseq o1e -Imoous ÁA} suolssoidull [B19 | -D8 pezerIul-jjes *‘IostAIodns Y) -uas ‘suonsəg ƏWOS 1SIS919JUI “"sadmoe1d "S[e1197eu1 pue áq pa3pn[ se -38nS 0} ZUIPIOD pemads 1y} 07 peaoidde ures] spoy92u po *peyeurp spa9u 0} Sur -98 peyIpow presor Jnoy WM 0} SSIUBUI[[LA -jdeo00e UIE} -1009 31€ son -P1090998 SƏNAN 3nq xostaJod ATOM DAME son Ianoe Sul 'A310y3 wo} ÁTUO pamoj -1A1}02 SUTUTLAJ -€ 0} pau3is -ns âq paul -310 0} pousis |-ure ur uonedi -NE 0} uoIsstur “Te s1 a00 pue uoroodsul -SE 218 SISYIBI L -3n0 Weis01g “Se 918 SISYIBI L -orjied pousissy -qns ƏATPLINY *SUIDISÁAS Jooos 193430 | UI [njssadons punoj sa91joe1d Mou ZUJA -de ul uoned -DR1ed peyper -IP*9ATJBAJISUOL) "uon -euImIOg ‘F “uoryed EAS *UOMBLIBA yonw smoje yorym Apnys jo asinoopeacidde ue WOT sj] -98 19YIP9) UL "payeurpio -qns sI uon -oedsul = ‘sua -qoid 119y) jo Apnjs Əy} ul S19 -1989] JO 19PRo] e SI JOSIAI1IdNS "s[enpra -Ipur jo spoou Jo uole1epis -U09 (UL IJLJUI 0} S9HIANOE jo sodA} jo SJEN pIa -Ipur Aq əyə 103 UOTSTAOIG “siseq yen} 3%] 'quauspn dnois pue sooudtayuod ysno1y} podo -PAOp we1is01g "yorees -91 YONU ‘polis -Əp YIOM Arey -UNJOA ‘SWEIS -o1d pa3s933ns o ZULO UI 43nos uone -d009 1ayoea “YIMO13 10] 9118 -əp ¿10SIAJIA -NS jo worjoe1 -Ip Jopun Aq -ATOL ArezyUNOA, “sul] -qoid jo Apn3s UT Ten prarp -ur əy} sepms uope dno :A9U938 [emnujo JO UOP Joep -un JU9MIADIA -WI jo wes -oid E UI uone -19d009 Areyun -JOA (3AISSIIBOIH ‘uone -19d00) “Z “9949 -198 [euol}eONpa JOUOTPR19PISUOD NP Yum siidnd Əy} JO 875319} -u1 pue spəəu ayy Jo 43 94) Ur sasooyo 129498399) ƏYJ, 'SISEq IIIALIS e UOSI IOSIA -19adns !Aouase sune[nuiys E ST UOIstAJodng ‘Ieo uo a1q8 -[IeAB 1OSIAtod -NS ¿S[enprIA -Ipul JO s3s9197 -UI pue spoou o} pa2)depe A[939[du oy) *e3ep Jen) “ORT “SI9yoeo7 PO Ano 10 1949897 yore JO spa9u WSA "S9PIM3 IQUITOS ‘spodoau 2D -0] 0} Apnys -3[9s ‘AQAINS -3[9s shnonur uo) "39U9 -DS [euoT}eONpa jo sSurpuy əy} Ajdde 0} Ay -qe paseaout 103 pue yymo13 10] 21IS9Pp SAPO prapurou Tí ‘aouatos Aq pepins [enpra -Ipur ‘oqnjosqy ‘poyu oyr -uəƏS jO siseq UO S[9A9] 194317 04 ZUIL} jo uoron17suo0) -31 ‘ANOM ZUI -soding `I U01)9N.19SUI JO s[e1193eur pue Spoq}eul JO 901049 JostAiodns pue 194989) jo drysuonvpay wivigoid jo Apqar uorstarsdns jo siseg WorIstAlodns JO SPON əaoIdun 03 snin -W1}S JO a91mo0S Ayreuosiad Joy pədsəy NOISIAMAdNS AO SH TdIONINd—I LAVHO P9AJOAUI 103993 [81908 [9497 144 DEPARTMENT OF SUPERINTENDENCE In evaluating any supervisory program, the experimenter must give due consideration to the general level of supervision and to the skill with which the supervisory activities at that level are being performed. Possibly the evi- dence which has been given in favor of supervision would have been even more striking if these two factors had been better controlled. Undoubtedly some of the criticisms of supervision in certain quarters have been due not to the function itself but rather to the dictatorial methods by which supervisors have attempted to achieve their ends. Experimental studies of the relative effectiveness of supervisory programs at each level of supervision are needed. Likewise it is desirable that attempts be made to develop reliable bases for determining the skill with which a supervisor works at a given level. It would then be possible to measure both the influence of the philosophy of the supervisor and of the skill with which he performs the duties of his office and to determine the effect of each on the results of his supervisory activities. 2. Use of Teacher-Rating Blanks to Measure Improvement in Teaching In almost all school systems of any considerable size, teacher-rating blanks of some sort are used. Their function is largely that of supplying the administrative authorities with information to be used in the proper place- ment of teachers and also as one basis for promotion and dismissal. If they were reliable, it ought to be possible to use them to measure growth in teaching due to supervisory activities. An extensive survey of teacher rating made by LeRoy King was published in the American School Board Journal of February, 1925. Dr. King cov- ered a wide variety of considerations. His summary and conclusions are as follows: 1. Seventy percent of the cities that reported use a definite system of teacher rating. . In the opinion of 83 superintendents, 55 percent state that their teachers ap- prove of rating, while 20 percent were uncertain. 3. The chief reasons assigned by 92 superintendents for the rating of teachers are to promote teaching efficiency, to stimulate teachers to improve them- selves in service, and to serve as a basis for salary increases. 4. The principal, the superintendent, and the subject supervisor, in the order named, do most of the rating, according to 70 superintendents. 5. Combined or cumulative ratings are generally made by the superintendent annually in 66 percent of the cases reported. 6. Only 21 of the 70 cities give a copy of the rating to the teacher, and in only 41 cities do teachers have access to their ratings upon request. 7. Teachers rate themselves in 34 percent of the cities reported. 8. Directions for the administration, including the instruction and training of raters, in rating systems are quite frequently omitted. This is generally con- sidered a serious adverse criticism of rating schemes from the standpoint of teachers’ disapproval as herein reported. The variability among the distribu- tions of ranks assigned to teachers by principals of the same city is often pronounced. N THe EIGHTH YEARBOOK 145 9. Thirty-eight different systems of marks were used in the 103 rating plans examined. 10. Conferences with individual teachers is the usual method employed with rat- ing systems for the improvement of teachers in service. 11, The practice is quite general of combining teacher rating with salary sched- ules. 12. The aims of the course of study are neglected in the majority of rating plans. 13. A general absence of specific definition of qualities or factors prevails through- out the plans investigated or studied. 14. A general tendency predominates to consider the teacher rather than the results of teaching measured by pupil achievement or reaction, as expressed in knowledge, attitudes, habits, interests, and ideals. 15. Emphasis in rating plans as compared with the Boyce investigation made in 1914 is shifting (1) in the type of and emphasis placed upon qualities or factors used, (2) in the number of ranks in the marking system. 16. Very little recognition thus far has been given fn rating plans to the varied capacities of children, a factor that must be taken into account when children are classified into homogeneous groups. 17. Criteria in teacher rating, on the basis of the cards examined, seem to be selected on the basis of the common qualities in teachers, rather than on the basis of marked differentiation in teachers. There is available considerable evidence of the unreliability of these rat- ing blanks as a means of rating the ability of the teacher. For example, Rugg, after studying the results obtained from the use of typical devices, concluded that “the unreliability of current typical ratings of teachers by principals is so great as to make them almost valueless.” * Tiegs ? and others have shown that the typical teacher-rating blank is of little value in supply- ing reliable data to be used in teacher selection. He found practically zero correlation between the ability rating of probationary teachers in Minne- apolis on the basis of a typical rating blank and their rankings on the basis of photographs, mental tests, application blanks, letters of recommendation, and a trade test. The supervisor who, as a measure of the effectiveness of his supervisory program, wishes to evaluate growth in ability of teachers by means of a rating blank, is confronted with the problem of devising by careful experi- mentation some reliable objective device for determining growth in teach- ing. Tiegs*? gives the following statement as to the present status of the results of investigations to increase the reliability and validity of teacher rat- ing: 1. Meriam used a technic for studying the relationship of various factors to teaching success, which still serves as a model to investigators; many investi- gators who followed him failed to make any significant additions. 2. Rugg found that current rating services were so unreliable as to be almost valueless. 1 Rugg, H. O., “Is the Rating of Human Character Practicable?” Journal of Educational Psychology, November, 1921-February, 1922. , mm 3 , 2Tiegs, E. W. An Evaluation of Some Techniques of Teacher Selection, Bloomington, Il., Public School Publishing Company, 1928, 146 DEPARTMENT OF SUPERINTENDENCE 3. Connor appears to have been the first to stress the fact that teaching should be measured by its results. 4. Kent called attention to the fact that few rating blanks provided any place for recording the results of teaching. 5. The Department of Classroom Teachers of the National Education Associa- tion worked out technics for rating drill and problem work. 6. Monroe and Clark developed a weighted rating plan which takes into ac- count five factors usually conceded to be important in conditioning the re- sults of teaching. 7. Sears contributed a valuable analysis of the work done before 1921. Courtis developed descriptions of four types of teachers. 9. Brueckner has developed descriptions of teaching skill, which may be used in rating each of the four types of teachers whose descriptions have been developed by Courtis. An experimental study of this technic yielded very promising results. 10. Knight obtained the following correlations: a. +.899 between chance halves of mutual ratings of teachers with each other. b. +.962 between the mutual ratings of teachers and the ratings of super- visors. c. +.68 between the mutual ratings of teachers and estimates of pupils. d. +.541 between general teaching ability and ability to pass a professional test. 11. Whitney obtained a coefficient of correlation of +.252 between six factors and teaching success. 12. Crabbs obtained a correlation of +.046 between teaching efficiency and pro- fessional knowledge. 13. Knight, Bathurst, Ruch, and Telford found a correlation of +.52 between scores on their trade test and teaching success. 14. Madsen reported evidence of a relationship between intelligence and teach- ing success, 15. Thayer contributed a very able discussion of the difficulties and limitations of teacher rating in the secondary schools. 00 Experimental studies should also be made to determine the relative effec- tiveness of ratings made by the supervisor and self-ratings by the teacher. There is a strong tendency at the present time to develop self-rating pro- cedures whose function it is to assist the teacher to evaluate his work and to locate his points of superiority and his deficiencies. The assumption is made that a professionally-minded teacher who realizes his weaknesses will strive wholeheartedly to overcome them, and that it is the supervisor’s task to provide a stimulating educational situation in which growth may take place. Such rating devices are not intended for administrative functions but are definitely supervisory instruments designed to help the teacher to im- prove through self-analysis and self-rating. It seems possible that the teacher should be able to measure his growth in teaching as the result of various activities initiated both by the teacher and by the supervisor. 3. Measuring Changes in Teaching Method and Skill Recent investigations suggest the possibility of objectively measuring changes in teaching method and skill which may result from supervision. THE EIGHTH YEARBOOK 147 Mead * has prepared a scale of descriptions of lessons arranged in the order of their merit as judged by groups of competent supervisors. Values are assigned each lesson by accepted statistical procedures. An observed recitation can be given a rating by comparing the procedures used in it with the lessons on the scale, and assigning the observed lesson a score given to a lesson having similar characteristics on the scale. Growth in teaching can therefore be determined by improvement as measured by this scale. The descriptions in the scale are based on lessons in a variety of subjects, such as spelling, arithmetic, and reading. No attempt has been made to provide descriptions of lessons for each of the subjects. No data are available show- ing what changes in teaching, as measured by this scaley have resulted from supervision. Such data could readily be secured by a group of supervisors. The scale of lessons prepared by Mead has several limitations when it is used in measuring the effect of supervision; for example, it makes no pro- vision for differences in general methods of teaching. Courtis? has pointed out that probably one of the chief factors causing the unreliability of esti- mates of teaching ability is the attitude of the rater toward the method used by the teacher. For example, a teacher of the old school teaching by formal methods may be rated as inferior by an observer who believes in a maximum of pupil activity and initiative. In the same way, a teacher who attempts to develop a large amount of pupil activity by teaching according to his interpretation of modern educational theory may be rated as inferior by a supervisor who does not accept this point of view. What is needed is experimental work to validate both of these methods, and any other method that may be proposed, by an experimental study of the results secured by these methods. Another factor that enters into the problem of teacher rating is the skill with which the teacher is able to use the method he employs. The mere fact that a teacher is attempting to teach by the method which develops desirable types of pupil activity does not mean that he is a better teacher than an- other who teaches in an informal way. The latter may be much more skill- ful than the former in carrying on the type of work he is attempting to do. These differences in skill as well as in method must be taken into considera- tion in any experimental work being done to validate any method. Observations of classroom practice in Minneapolis reveal wide differ- ences in method from school to school and large differences in skill. Any educational experiment to evaluate teaching procedures carried on on a large scale must therefore take into consideration the two factors, method and skill. It is possible that in some of our experiments the results have been vitiated by differences between groups of teachers in respect to one of these two factors. At least it would be more desirable from a strictly scientific 1 Mead, C. D., “Scaling Lessons Taught,” Journal of Educational Method, Vol. VI, No. 3, pp. 115-9, No. 4, pp. 168-74, November, December, 1926. 2 Courtis, S. A., “The Influence of the Philosophy of a Rater Upon Teacher Rating,” Sir- teenth Yearbook, National Society of College Teachers of Education, 1928, p. 42. 148 DEPARTMENT OF SUPERINTENDENCE point of view if in addition to matching pupils, controlling equipment, ventilation, and other factors, we could actually match teachers as to meth- od and skill according to some acceptable objective criteria. An attempt to develop such criteria has been made by Courtis and Brueckner. Courtis has defined four general methods of teaching,* based on an analysis of the types of activities in the classroom and the nature of the objectives of each method, as follows: Type I—Compulsion—The subject-matter is organized wholly in terms of logical arrangement, usually of textbook arrangement. It is presented either orally or by text, with or without some explanation by the teacher. Pupils are expected: to study the subject-matter and learn it by heart. The recitation consists in having the children give back what they have learned. Usually the form in which it is given must be exactly that of the text. Much dependence is placed on repetition, review, and drill. There are com- plete teacher domination and control and almost perfect attention because of the rigid discipline maintained by teacher coercion. Results in terms of knowledge are emphasized. Respect and unquestioning obedience are de- manded of children. Type II—Teacher preparation—Presentation of subject-matter is deter- mined by the teacher’s preparation rather than by the text, although based directly on the logical outline of the text arrangement. The teacher at- tempts to “predigest” the lesson, and believes that the amount learned will depend upon his efforts and explanations. Much use is made of the “five forma! steps’ or other lesson plan schemes. Less rigid discipline is main- tained than in Type I, but more than in Type III. There is complete teach- er control. The teacher “talks down” to the children and makes use of many tricks and devices. Recitations are mainly giving back of facts learned in response to questions and drill through repetition. More variation from original or textbook form is accepted in answering than in Type I, but the effect of teaching is judged almost wholly in terms of knowledge and skill. The teacher is closer to the children in personal relations than in Type I, but maintains his place as “teacher’’—a person consciously “su- perior” to the children in knowledge and virtue. Type I1I—Motivation—The efforts of the teacher are consciously di- rected towards securing and holding the children’s interests. Subject-matter is organized about major topics and provision is made for children’s activ- ity, but this is largely controlled by the teacher’s directions. Much more supplementary material is used than in Types I and II, but lessons are dis- tinctly subject-matter lessons with activity brought in as a means of learn- ing. Discipline is usually much relaxed, and teachers and children meet on a friendly basis. There is less emphasis on knowedge than in Types I and II, and more on construction and handiwork. Drill and review are less 1 Unpublished. THE EIGHTH YEARBOOK 149 evident, and with the less able teachers there is usually a lower standard of scholarship than in previous types. Subject-matter limits are also less rigorously observed than in previous types. Socialization of class work is sometimes attempted. This usually takes the form of having a pupil take the class in place of the teacher, but this is seldom true socialization. Type IV—Purposing—Class work is markedly divided into phases, part teacher-controlled, part pupil-controlled. The teacher is in control only during periods of stimulation and reflection, pupils being in full control during periods of activity, with the teacher assisting. Pupils’ activity con- sists of the planning, executing, and judging essential to accomplishment of purposes. Lessons are set and appraised by pupils. Class work and dis- ciplinary control are almost completely socialized; that is, organized and administered by the group, not by the teacher. There is almost no use made of questions and directions by the teacher as a means of recitation. Em- phasis is placed on purposes, achievements, standards, and ideals, not on results purely in terms of knowledge and skill. There is very little, if any, learning in the sense of committing to memory except as a means to an end. There is much pupil-directed reference reading, and much use is made of rich supplemental material. There is also little organization of subject- matter in logical sequence, but the order and content of lessons are deter- mined almost wholly by purposes. There is complete acceptance by the children of the teacher as one of the group, and almost perfect freedom of expression or of appeals for assistance. It can be seen that these definitions present points of view of method that vary from the extremely rigid, formal type, compulsion, to the procedure which provides for a maximum of pupil initiative, choice, activity, and purposing. Courtis presents no data as to the validity of these methods; that is, he does not show by experimental evidence which of these methods actually secures the desired results. Obviously each method presents a dif- ferent point of view as to the objective to be stressed. The evaluation of these methods is a problem which requires the most thorough-going study possible, since we need to know which is the best and whether the results claimed for each method are in fact being secured. As has been pointed out, the degree of skill with which these methods are used by teachers must enter into any evaluation of the methods, since it is important that the results secured by teachers of equal skill for each of these methods be made the basis of the final evaluation. To assist in this, Brueckner has prepared and published standard scales! by which the skill with which each method is used may be evaluated. The scale for each method consists of nine descriptions of lessons in geography, ranging from a very inferior lesson with a scale value of 5.0 P. E. units to an excellent 1 Brueckner, L. J., “Scales for the Rating of Teaching Skill,” Educational Research Bulletin, Vol. XXX, No. 12, College of Education, University of Minnesota, February, 1927. 28 pp. 150 DEPARTMENT OF SUPERINTENDENCE lesson with a scale value of from 16.2 P. E. units to 21.2 P. E. units. The detailed statistical procedure is described in the reference given in the foot- note. The nature of these scales can be seen from the following abbreviated scale for the Compulsion Type, consisting of five of the nine lessons. Abbreviated Scale for Compulsion Type Teacher A Scale Value 16.2 The teacher was a rigid disciplinarian. Every child was compelled to keep in perfect order, to sit rigidly in the standard position, to pay absolute attention to everything that was said, and to strive to acquire perfection in all his work. Every child worked during the study period at his top speed, because the les- sons assigned were generally sufficiently long to require it, and the compelling force back of the command made by the teacher to know these important facts served to make everyone sit up and concentrate, on what he was doing. On the other hand, if the material was difficult, the lessons assigned were short, so that it was possible to learn them. Papers were marked with care, every i not dotted and every ¢ not crossed being noted and later corrected by the pupil. Answers to questions which were not in the exact language of the book were counted wrong, and there were no supplementary readings or discussions. Any child could ask any formal question he wished about anything he did not understand, but the question had to be asked during the study period, not during the recitation. The teacher was absolutely fair and impartial, knew every pupil’s weakness and success, held herself up to the standards set for the class. Deliberate misbehavior was sure to receive swift and vigorous corporal punishment; failure to learn meant additional drill. There were much well-organized drill and review. Class questioning was vigor- ous and snappy and enjoyed by the entire class. When the study of Prance was con- cluded, the children could answer any question of the continuous list, which the teacher had given without hesitation, and with no deviation from the words of the text. Teacher C Scale Value 11.5 The teacher had assigned the subject-matter on France, logically, according to the textbook, stating emphatically that facts were to be memorized as they were found in their geographies. Cities, rivers, and mountains were to be located on their maps, and the list of questions in the book was to be used for drill work. The next day the questions were asked rapidly and methodically with no explana- tion by the teacher. Children who timidly raised their hands for help were ignored. The drill and review work were enjoyed by most of the pupils, and although quite well organized, this part of the lesson was hurried through so rapidly that the slower pupils failed to profit by it. They became a source of annoyance until the most persistent of them was dismissed from the room. During the class period, most of the children were interested and alert, and were able to give back the main facts of the lesson with a good measure of accuracy. The posture of the children was excellent and the lesson proceeded with snap and pre- cision. Teacher E Scale Value 9.8 “For the next assignment, take pages 118-119, and be ready to answer questions 10 to 20, particularly emphasizing 11, 14, 16, and 18. Look up difficult words in the THe EIGHTH YEARBOOK 151 dictionary, and refer to a large map of France in the textbook in locating places wanted in your reading.” Three or four pupils whose inattention the teacher failed to check were re- quired to get their assignment from their neighbors. No connection was made be- tween the previous lesson and the new assignment. The teacher deviated occasionally from the logical order, due to lack of prepara- tion on her part, thus confusing several of the pupils, and as a ‘result, time was wasted in getting ,back on the track. All questions were ‘stressed alike in spite of the fact that she had asked the pupils to pay particular attention to'certain definite ones. No reference was made to the map and dictionary ‘assignment. She stated that answers must be in the exact words of the book, but in four or five instances let inaccuracies slip by. A fair amount of drill was given over part of the work. She asked questions of most of the pupils, but never worried if she failed to reach three or four of the same pupils each day. Seven or eight of the pupils failed to answer the questions they were asked, and only in two instances did she find out their difficulties. Instead they were marked zero, and someone else was called upon to give the answer. Two pupils were corrected, one for not standing on both feet, the other for leaning on the desk, but no attention was given to incorrect sitting posture of the other children. At least three-fourths of the class were attentive during the whole period, and these learned some answers to most of the questions in the lesson. There was a strong bond of sympathy between the bright pupils and the teacher, but little atten- tion was paid to the lower group, and as a result these pupils came to class reluctantly. Teacher G Scale Value 7.1 The teacher, after reminding her 6A geography class that this was their last lesson on the study of France, said, “Complete yesterday’s lesson, and begin with paragraph No. 1 on page 63, and finish the chapter.” During the recitation, the pupils of the class who had recited the previous day and knew that they would not be cailed upon today slouched in their seats and made no attempt to follow the work. The teacher was constantly nagging at the pupils who failed to respond, but gave them no help. Because of this, a few pupils disliked her and created as many difficulties as they dared. She meant to be fair in her decisions, but in her carelessness she blamed the children for things which they did not do. The drill given was very ineffective because it met the needs of so few of the pupils. The results of the work were general ideas about France and a large mass of vague and often inaccurate information. Teacher I Scale Value 5.0 The class had one more day to complete the study of France. “Get out your books and begin where we left off.” Several pupils who did not seem to know where the point was, wasted most of the study period thumbing through their texts, because they were afraid to disclose this fact to the teacher, and dared not ask a neighbor. During the recitation which followed, the textbook map question list furnished the line of least resistance for the teacher. She attempted to ask the questions in their logical order. Frequently she lost her place, or asked the same question twice, because it was often necessary to stop the lesson to check disorder in the class, which occurred when she was off her guard. Then, to save time, she skipped two pivotal 152 DEPARTMENT OF SUPERINTENDENCE questions around which the subject was organized, with the remark, “We haven't time to take that up now.” Not once was the map on the wall referred to by either teacher or pupils. No attempt was made to check the pupils’ answers, as she scarcely waited for them to reply until another point was taken up. Hence many inaccuracies crept in. Several pupils who failed to answer any questions were given no help, and her only comment was, “It’s your own fault, and you should never have been promoted to this grade anyway.” After many interruptions and outbursts of disorder, the work’ was only partially covered. The entire class had a “don’t care” attitude, and even the bright pupils gained only a vague and inaccurate notion of far-away France. Brueckner * has presented data showing the reliability of. these scales. Groups of competent, trained judges agree very closely in classifying ob- served lessons as to method, and deviations in ratings of skill according to the scale are small. Brueckner’s suggested technic increases the reliability of ratings of lessons, since it eliminates the factor of the personal reaction of the rater to the method used and makes it necessary for the rater to evaluate the skill with which the teacher uses the particular type of method by which he is teaching. In the same report, data are given showing the wide varia- tions in method and skill of teachers in five Minneapolis elementary schools. It is conceivable, therefore, that these scales can be used as one means of measuring objectively the changes produced in teaching method and skill by supervision. The procedure here described is somewhat similar to that of the Hamtramck study outlined in the preceding chapter but is much more ob- jective and complete. 4. Measuring Changes in Levels of Teaching Observations of the work of teachers suggest that there are many differ- ent levels of activities in the teaching of reading. Descriptions of these levels on a fairly well graduated scale may help the supervisor to locate the level which best describes the work of the school. The notion of levels here given is based in part on a discussion of the results of investigations of the teach- ing of reading by W. S. Gray. The following descriptions, prepared by Brueckner, begin with activities and objectives that are narrow in scope and proceed to descriptions of activities of an enriched type with broad objec- tives. No survey has been reported in which the technic here suggested has been used. It is published because of its suggestiveness as a basis for deter- mining the level at which the teaching of reading in any school is being con- ducted and for measuring the changes made during a period of time as the result of a supervisory program. 1 Educational Supervision, First Yearbook of the National Conference on Educational Method, Chapter XIII, “An Objective Procedure for Evaluating Classroom Practice,” pp. 176-96. New York, Bureau of Publications, Teachers College, Columbia University, 1928. THE EIGHTH YEARBOOK os Eight Levels of Activities in the Teaching of Reading Level I—The teacher emphasizes the mechanics of oral and silent read- ing by having the pupils read aloud or silently and testing their comprehen- sion of what is read. The objectives of the teaching are to develop the ability to read at a desirable rate, to pronounce the words correctly, and to under- stand what is read during the reading period. The content of the material read is limited to the textbook. The more scientifically the test is organized, the greater is the possibility that the teacher is securing valuable results. Level II—The teacher has a broader concept of objectives than the teach- ers in Level I. In addition to developing the ability to read aloud in a satis- factory way, and to comprehend what is read orally or silently, the teacher stresses the development of the abilities and skills involved in work-reading. This broader concept of objectives includes the ability to locate materials quickly, to organize what is read, and to summarize what is read. Some attention is given to dramatization and to various methods of enriching the mechanical phases of the work. The class is dealt with as a whole and no specific attention is given to remedial and diagnostic work. No attempt is made to create interests in reading in other subjects, but there is a definite effort to bring the pupil into contact with a variety of reading material in textbooks which contain both literary and factual selections. Level III—The activities are in general similar to those on the second level. However, in addition to these, the teacher makes definite provision for diagnostic and remedial work for pupils who are encountering difficulties. There are many adjustments of the work to provide for individual differ- ences. The subject-matter used in the reading period is limited to the regular textbooks in reading and in content subjects which may contain both factual and literary material. No definite attempts are made to broaden the pupil’s reading interests, and recreational reading is neglected. Level IV —This teacher has in mind the broader concept of reading ob- jectives of the teacher at Level III and also provides for diagnostic and remedial work. The teacher differentiates the work according to the ca- pacities of the pupils. In addition to this, a definite attempt is made to correlate the work of the reading period with the work in other subjects and to develop the necessary abilities required to carry them on satisfactorily. This teacher believes that the teaching of reading should not be limited to the regular reading period, and does not hesitate to teach reading in other periods when the need arises. Stress is placed chiefly on the abilities needed in the work type of reading, and pupils are given some training in reading literary material through the directed study of selections from suitable books. No attempt is made to encourage voluntary reading of a recreatory type, either in or out of school. Level V—This teacher carries on all of the activities of the teacher at Level IV, but in addition stresses recreatory reading. No attempt is made to relate the recreatory reading to the content subjects. A definite effort is made to arouse an interest in free, unassigned reading outside of school. 154 DEPARTMENT OF SUPERINTENDENCE This teacher believes that pupils should be encouraged to read whatever they may wish, regardless of the contribution that may be made to the work being done in the school in any other subject. This results in a diffusion of interests and effort rather than in a focusing of attention on organized fields of sub- ject-matter. Level VI—This teacher develops an enriched program of oral and silent reading activities of the work type, makes adequate provision for remedial work, and in addition to this, makes a definite attempt to relate the recreatory reading to the work in the content subjects. This teacher believes that or- ganizing the reading in such a way is an economical procedure, since the child's recreational reading contributes to the achieving of the purpose of the school. Provision is also made to encourage reading of unassigned mate- rial outside of school and to develop broad reading interests. Level VII—At this level the teaching of reading is organized on the basis of large units of study, prepared in detail by the teacher, or prescribed by the course of study. Stress is placed on directed study, the development of necessary study habits, the correlation of work and recreatory reading, and the systematic consideration of large bodies of subject-matter. “The purpose of the teacher is to systematize the content of the material the pupil is to read and to develop the necessary skills, habits, attitudes, and appreciations in their natural setting. Provision is made for diagnostic and remedial work. Provision is also made for free reading of unassigned material to be read voluntarily by the pupil either in or out of school. The tendency clearly is to break down the compartmentalized subject organization. However, the stress is primarily upon the acquisition of a body of subject-matter, and the development of attitudes, ideals, and desirable types of behavior is subsidiary. The latter may be an expected outcome of the former, but no attempt is made to provide for this directly. Level VIIJ—On Level VII the organization of the subject-matter is controlled by the teacher, and all pupil activity is directed by the teacher. On Level VIII provision is made for active pupil participation in the selec- tion of the content of the reading work and in the organization of the sub- ject-matter to be covered. Pupils and teacher cooperate in determining the character of the reading activities to be engaged in by the class. Little atten- tion is paid to the traditional subjects of the curriculum. The basis of the organization of subject-matter is the belief that problems, topics, and sub- ject-matter of all kinds should be within the interests of pupils. The basis of the method is the belief that pupils should learn in natural situations such as they encounter in life itself, so that self-control, self-direction, self-appraisal, and the ability to cooperate in groups may be a natural outgrowth of the work that is done. Similar descriptions of levels of teaching in different subjects can readily be prepared and used both to suggest to teachers desirable objectives and methods and to evaluate the effectiveness of a supervisory program by the changes from one level to a higher one. Tue EIGHTH YEARBOOK 155 5. Elimination of: Errors in Teaching Procedures In a recent survey, Breed * suggests a survey technic by means of which errors in teaching procedures can be determined. The following ex- tract from the report illustrates the types of errors that were found in the teaching of spelling: 1. Irregularity and inadequacy of the time allowance—This can be illustrated by a third grade, also by a fifth grade, in each of which spelling was taught only three days per week. The course requires fifteen to twenty minutes daily. 2. Failure to use the adopted method—This is much more common than it should be. One teacher was found to be using the study-test method; another informed the observer that she had taken up the Horn method “a week ago.” 3. Interference of project work with the systematic course in spelling—In a sixth grade the teacher had the pupils working on a long list of words taken from a project. The pupils were being drilled on such words as Minotaur and Theseus. The observer sought his dictionary to revive the faded meanings of the two words mentioned. Scientific instruction in spelling does not permit the expenditure of valuable drill time on words haphazardly selected. The minimal essential vocabu- lary is our guide regarding the words to be taught. If spelling is to be related to the project method, the projects must be so organized as to facilitate the learning of these words. 4. Pronouncing words too rapidly in tests—In most instances teachers showed good judgment in adjusting to the proper writing rate of the pupils. One teacher, however, was found dictating words to a third grade at the rate of eight per minute. 5. Insufficient attention to writing difficulties—Many pupils in grades 2 and 3 have trouble in spelling on account of deficiencies in handwriting. They confuse such forms as a and o, b and A, m and n. The teachers should give more attention to this point in the grades mentioned. 6. Mispronunciation of words by teachers—The teachers must be admonished to talk English when pronouncing words for spelling purposes. Such mispronunciations as a-cross for across, a-long for along, la-bor for labor, worrie-da for worried were heard. Words should be pronounced in the spelling classes precisely as good usage dictates. 7. Failure to give a sentence containing the word, following its pronunciation in a test—In one classroom the word capital (or capitol) was pronounced. No sen- tence was given. In another class the teacher pronounced a word that sounded like down. A boy near the visitor wrote ground. The word was found later to be brown. The boy was charged with an error. All this misunderstanding should have been avoided. The teacher should have used the work in a sentence following its pro- nunciation. 8. Exhibition of incorrect forms—As a part of her technic for helping pupils to overcome the ¿e difficulty in words like friend and piece, a teacher placed the in- correct forms, freind and peice, on the board. This practice has not the support of modern psychology. The positive approach is better than the negative in this in- stance. 9. Unsatisfactory management of the time allowance—Some teachers were ob- served to exceed the time scheduled for a spelling lesson; others left the lesson un- finished at the end of the period. Not only in spelling, but in general, more respect for the time schedule needs to be cultivated. 1 Breed, F. S., 4 Study of Materials and Methods of Instruction in the Wilmette, IIl., Public Schools, 1926. 156 DEPARTMENT OF SUPERINTENDENCE 10. Ineffective training of pupils in methods of study—Of the ten items in this list, this one is by far the most important. The central thing in spelling in- struction is the proper direction of the pupils’ study activities. In the past we have paid much attention to definitions of methods in terms of teacher activity. Now we are more and more coming to define the educative process in terms of the men- tal activities of the pupil. In spelling courses we are telling the pupil what to do in language that he can understand. It is the business of the teacher to provide such instructional direction and leadership that the pupil will actually do these things. No data are available as to the extent to which these teaching errors in spelling or in any other subject were found in a resurvey. It is evident that a technic that might be used to evaluate the effectiveness of a supervisory program would be to determine the extent to which errors in teaching procedures had been reduced as the result of the supervisory ac- tivities. The difficulty with the technic is the determination of just what con- stitutes an error in teaching method. The ever-growing body of scientific data concerning merits of teaching practices should make it possible to list practices which at least are undesirable or questionable. 6. Elimination of Teachers’ Difficulties Waples has suggested that supervisors should determine teachers’ difh- culties as a basis for supervision. The difficulties may be either those noted by the supervisor or those reported by 'the teacher. Such a technic is of ob- vious value since it is one of the functions of the supervisor “to help teachers to avoid as many difficulties as possible and to help them overcome the diff- culties that cannot be avoided.” When the difficulties have been determined and clearly defined, the supervisor can render efficient help by systematic planning. According to Waples, the supervisory problems involved in the selection of methods appropriate to a given classroom situation may be classified under one or more of the six following types :* 1). To anticipate the teaching difficulties of beginning teachers or of experienced teachers undertaking a new teaching assignment. 2). To help individual teachers recognize the difficulties of which they are only vaguely conscious and to make such difficulties explicit in terms of typical classroom situations. 3). To collect the difficulties which the teachers of a given school, department, or grade are able to define and to organize the difficulties so as to provide a program for systematic supervision of the group of teachers concerned. 4). To evaluate the difficulties with respect to such criteria as frequency, impor- tance, and seriousness—for the group of teachers concerned. SNe To analyze a given type of difficulty into the specific difficulties it involves, in order that the specific difficulties may be more conveniently solved. 6). To collect solutions for the difficulties from available sources and to organize the solutions for the teachers’ convenient use. 1 Scientific Method in Supervision, Second Yearb visors and Directors of Instruction, p. 77. New Y Columbia University, 1929, ook of the National Conference of Super- ork, Bureau of Publications, Teachers College, THe EIGHTH YEARBOOK 197 The extent to which teachers” difficulties are eliminated or reduced may well be used as the basis for evaluating supervision. It is of course difficult to make any quantitative evaluation of the extent to which this is done. “Observable” changes in the teaching situation can be considered to be valid evidence of the effectiveness of this supervisory procedure. Waples* has de- vised an excellent technic for aiding teachers to locate their difficulties and to arrive at solutions for their problems. As Waples points out, “an advan- tage in using the teachers’ difficulty as a basis for supervision lies in the fact that the person who confronts difficulty is eager to overcome it.” An important element in this technic of determining specific needs of teachers is the preparation of comprehensive, supervisory check lists? by means of which the supervisor can make reliable analysis of the supervisory needs of the teacher. The following blank prepared by Brueckner has been used in making surveys of the supervisory needs of teachers of artithmetic. Each teacher is given a copy of the blank and is asked to indicate his general evaluation of his own skill on each of the topics and sub-topics in the blank by the code of symbols indicated. A summary of these various reactions has been used with good success as the basis for a supervisory program in arith- metic since the major teaching difficulties could readily be determined. The blank in a modified form may be used by the supervisor as a cumulative means of locating supervisory needs of teachers of arithmetic. A resurvey by means of this blank will indicate the extent to which the difficulties have been eliminated. Similar blanks for other subjects should be prepared. CHART II.—DETAILED CHECK LIST FOR MAKING AN ANALY- SIS OF THE SUPERVISORY NEEDS OF A TEACHER OF ARITHMETIC Name Room Grade. Work of superior quality; relay to other teachers Average level Need help No evidence Recording code: + A dj o | ul Cumulative Record 1. Background of technical teaching equipment: a. Knowing the processes and topics to be taught the class. ý b. Knowing the historical development and signifi- cance of the important applications of number, c. Knowing current social applications of number in business, etc. ; d. Having reasonable speed and accuracy in computa- tion. j e. Knowing short-cut methods of computation. f. Knowing reasonable standards of attainment. 2. Knowledge of specific objectives and functions of arith- metic: 1 Waples, Douglas, Problems in Classroom Method. New York, The Macmillan Company, 1927. 2 Scientific Method in Supervision, Second Yearbook of the National Conference of Super- visors and Directors of Instruction, Chapter XII. New York, Bureau of Publications, Teachers College, Columbia University, 1929. Contains an excellent statement of ‘the basis for developing such a check list. 158 DEPARTMENT OF SUPERINTENDENCE CHART II—DETAILED CHECK LIST FOR MAKING AN ANALY- SIS OF THE SUPERVISORY NEEDS OF A TEACHER OF ARITHMETIC—(Continued) Cumulative Record a Using materials and processes having social value. Showing how number has aided in the systematiz- ing of the quantitative aspects of the environ- ment. c. Developing an appreciation of the informational function of arithmetic. d. Developing an appreciation of number as a means of precise and accurate thought. e. Having an appreciation that arithmetic is in fact a social study of great importance. f. Assisting pupils to understand quantitative refer- ences in readings. g. Developing adequate concepts of units of measure- ment. h. Training pupils in the use of reference materials. i. Selecting social applications of value. RS 3. Recognition of the function of general method in the teaching of arithmetic: a. Knowing how to organize subject-matter into large units for study by the class. b. Securing a learning situation in which motives of a relatively high order are present. c. Providing conditions in which the growth of desir- able social characteristics, attitudes, and ideals will take place. d. Recognizing the possibilities of socializing experi- ences in the lesson. e. Enriching and vitalizing the experiences of pupils. f. Recognizing arithmetic applications in other sub- jects, such as history, geography, science, and health work. g. Using experiences and activities that arise in con- nection with local conditions and situations. h. Providing intercorrelations between subjects in situations in which number functions. 4. Procedures in presenting new processes: a. Knowing the steps in the learning process. b. Showing the social utility of the new step in a pro- cess through applications and problems. c. Using previously acquired skills in presenting a new step. Presenting only one new step at a time. Considering special difficulties in the new step. Providing adequate practice on the new step. Giving special help to those pupils for whom the class presentation is not adequate. Teaching efficient methods of work. Providing for the repeated review of the new step in subsequent lessons to insure retention of the new skill. Ep mmo 5. Procedures in diagnosing pupil difficulties: a. Locating the specific needs of the pupils in the class. b. Knowing the most common pupil faults and weak- nesses in processes, THE EIGHTH YEARBOOK 159 CHART II.—DETAILED CHECK LIST FOR MAKING AN ANALY- SIS OF THE SUPERVISORY NEEDS OF A TEACHER OF ARITHMETIC—(Continued) Cumulative Record Using suitable diagnostic procedures. . Preparing informal diagnostic exercises. Teaching pupils to diagnose their own difficulties. Adjusting the class work in such a way that the teacher has time available for diagnosis of pupil Eo aa difficulties. g. Selecting pupils in need of intensive diagnostic study. h. Keeping records of diagnosis. i. Filing the results of standard diagnostic tests. j- Using graphs, etc., to interpret shortcomings. k. Using school records to locate other causes of de- ficiencies. l. Considering the pupil's personality as a factor in diagnosis. m. Interpreting the results of the diagnostic study. 6. Procedures in providing remedial instruction: | a. Selecting the remedial exercises adapted to the | needs of each individual. | Organizing group work as the basis for instruction. | | Eliminating faulty habits, such as counting. | . Correcting faulty, inefficient methods of work. | Teaching methods of checking all work. Using pupils whose work is satisfactory to assist deficient pupils. Devising methods of showing pupils their improve- SANE e g. ment. } h. Teaching pupils how to select the proper remedial exercises. i. Providing for variations in rates of pupil progress. j. Evaluating the effectiveness of the remedial work by tests. k. Setting up reasonable standards of attainment. | | | | l. Teaching pupils good technics of problem solving. | | | | 7. Methods of making the work vital and meaningful for | the pupils: A | . Teaching pupils to purpose to improve. . Using materials of the proper level of difficulty. Motivating the drill work. 4 Making pupils conscious of objectives. _ Helping pupils to diagnose their difficulties. Helping pupils to overcome their difficulties. . Using graphs and charts to show achievements. . Using games. f : Providing activities in which arithmetic processes are applied concretely. j Showing the life need of processes prior to teach- | ing them. MERA | k. Using illustrations from daily life to show applica- tion of processes. bra l. Encouraging original applications of processes. m. Showing applications of processes in other subjects. | n. Using excursions, exhibits, and projects. _ | | o. Showing social significance of quantitative con- | cepts. = 50 MORO TD ti o 160 DEPARTMENT OF SUPERINTENDENCE CHART II.—DETAILED CHECK LIST FOR MAKING AN ANALY- SIS OF THE SUPERVISORY NEEDS OF A TEACHER OF ARITHMETIC—(Continued) Cumulative Record | p. Providing opportunities for exploring topics of special interest. q. Keeping of notebooks on topics being studied. r. Assigning topics for special reports. s. Distributing opportunity for participation in class activities. t. Organizing the contents of the subject-matter to be taken up into coherent units stressing applica- tions and functions. 8. Methods of socializing the work in the class period: a. Providing for group or committee work on special topics. b. Providing opportunities for pupils to assist in or- ganizing and planning class activities and dis- cussions. Using superior pupils to assist those below standard. . Assigning special topics for research. e. Encouraging practical applications of processes in the home and elsewhere. f. Organizing the aspects of the school bank, milk supply, etc., in which arithmetic is used, in such a way that pupils participate in phases of the activity. | | g. Considering questions of thrift in the home and in | school. h. Using a socialized form of recitation. i. Considering the social significance of such topics as money and the number system. j. Arousing interest and developing habits of exten- a reading on topics being considered by the class. k. Developing an appreciation of the social signifi- cance of quantitative relations. l. Posting papers of special merit. m.Encouraging courtesy on the part of pupils whose work is completed before that of the others. n. Requiring neatness in all written work. an 9. Use of tests in instructing: a. Standard tests: 1) Giving of tests. 2) Scoring of tests. 3) Tabulating test results. 4) Interpreting test results. 5) Considering limitations of standard tests. 6) Charting test results. | 7) Using test results as the basis for group work and for remedial work. 8) Using the results of standard diagnostic tests. 9) Utilizing provisions that enable the teacher to secure test materials. 10) Filing of findings and test papers. 11) Selecting tests suited to the purpose of the | teacher. | b. Informal tests: 1) Constructing informal tests—giving informal tests. THe EIGHTH YEARBOOK 161 CHART II—DETAILED CHECK LIST FOR MAKING AN ANALY- SIS OF THE SUPERVISORY NEEDS OF A TEACHER OF ARITHMETIC—(Continued) Es ) Scoring informal tests. ) Using informal tests effectively, as inventory, pre-test and re-test. ) Tabulating informal test results. ) Interpreting test scores. ) Considering the limitations of test scores. ) Varying the form of test used. ) Using test scores as the basis for remedial work and diagnosis. 9) Filing informal tests for future use. 10) Using school equipment, such as school mime- ograph, in preparing tests. 11) Preventing pupil cheating on tests. 12) Cooperating with other teachers in the prepara- tion of tests. Use of pertinent data from other tests: 1) Considering intelligence test scores in diagnosis. 2) Using reading test scores as basis for diagnosis of difficulties in problem solving. 10. Points of a general character: a. b. C. © Filing of materials of instruction, such as drill cards. Keeping of records of pupil progress. AS of work and preparation of materials to be used. . Preparing improved types of supplementary ma- terials. Distributing of time to problem and formal drill work. Handling the disciplinary problem. Keeping available materials essential in an ideal modern program of arithmetic. . Using the course of study for reference and guidance. Using the textbook as a teaching tool. _ Reading important scientific contributions on as- pects of arithmetic. . Handling details of method technic. Supervising pupil’s work during supervised study periods. Cumulative Record 7. Evaluation of Supervision through Semi-Objective Rating Devices N. L. Engelhardt? has published in mimeographed form a rating blank by means of which the superintendent can evaluate the effectiveness of su- pervision in a school system. The items in the blank, which is quite detailed, are grouped under nine heads, as follows: 1. General policies and program 2. The curriculum 3. Selection and improvement of teachers ea Engelhardt, N. L., Superintendents’ Checking List for the al é and Instructional Programs. New York, Bureau of Publications, Teachers College, University, 1926, 33 pp. Evaluation of the Supervisory Columbia 162 DEPARTMENT OF SUPERINTENDENCE . Buildings and equipment as related to instructional and health needs . Interrelation of the school system with the community . Classification and progress . Measurement program . Physical welfare . Application and adaptation of school machinery to advance program. VOI un The following portion of the blank indicates the nature of the procedure suggested : SCALE III. There is a definite program for the improvement of teachers inservice. 1 aoc oe cee eee TIAS OR SOL 1. This program is such that it provides for im- provement in: a2- Lhe mechamesiofteachin arae a a A ei SOS O) ale b. Knowledge of subject-matter............... VIS ASNO 7 th 8) il) cy Professionalidéalisnir. areas oer | Te ae ee ih Bois Sh GY tO ile 2. This program utilizes the following agencies for improvement: Some kind of extension teaching.............. ESAS O ESOO University, college, normal school, courses by state, summer schools: a. Where these are not readily accessible, or where they need supplementing, the local board of education provides courses under its: AUSPICES Ikos ac ee ee eee VELAS Cor 7h ts) Ol) b. The superintendent assumes the responsi- bility for seeing that extension teaching is dvailablewetie etn ooo eee ree UL Pp Cbs) RO ESOO c. Suggestive information is published and cir- culated for the benefit of teachers........ 123456789 10 d. The records show that a large percent of the teachers:have attended o socee nee ene T2854 O ono alo e. Such records are available in tabulated form fron theless ma eres ih 2h) E AS © We 3. Teachers’ meetings: Entire city group (institutes included here).. 123456789 10 a. These meetings are held regularly.......... Ih PA Seb Ge ESOO b. There are also special meetings held........ 123456789 10 c. Institutes provide for sectional meetings..... We sith SG TS Oil d. A due proportion of the time is devoted to discussion as contrasted with lectures.... 123456789 10 e. Due proportion is concerned with material and methods of instruction as contrasted wehinspiratona Ayp e ons oduncsscgue Hil G24 5 6 7 3 © 1@ f. Both local and outside speakers are included. 123456789 10 g. Special committee reports are made and dis- CUSCO RC eae 123 4567 899710 h. Demonstration is provided for............. IIS Zk Sid Ws D O While the ratings of a school system on each of the items included in the check list are highly subjective, the procedure suggests a possible technic by which a superintendent may evaluate the results of his supervisory program over a period of years. A careful study should be made to attempt to define the items in the check list clearly and to afford a reliable basis for rating each. THE EIGHTH YEARBOOK 163 8. Improvement in the Character of the Materials of Instruction One of the important factors in the educational situation which has a marked bearing on the quality of teaching is the nature of the materials of instruction. A supervisor should make a careful inventory of these materials and work for an improvement where conditions are not satisfactory. An in- teresting method of measuring the status of the materials in reading has been developed by Zirbes.* A scale, in which the materials found at four levels of instruction are described, has been prepared. By means of this scale the supervisor can readily measure the present status of the materials in read- ing and the status at the later period as a means of determining the improve- ment produced by a supervisory program. The scale prepared by Zirbes also suggests desirable standards of equipment in reading to guide the activities of the supervisor. Similar scales for evaluation of instructional materials in other subjects should be prepared. 9. Objective Analysis of Activities in the Classroom Improvement in teaching may be measured objectively by a quantitative analysis of various aspects of the recitation. Any supervisor can list what may be considered to be desirable types of activities in recitations. During observations of a class, records may be made of the frequency with which such activities occur. An analysis of the results may reveal the desirability of changes in instructional procedures that can be considered by the teacher and supervisor together. “The extent to which the changes that are desired have taken place will be revealed by the findings of subsequent observations. Horn,’ Stevens,’ Ayres, Barr,’ and others have applied the technic of ob- jective analysis of classroom activities in investigations whose purpose it was to picture definitely the status of teaching in the classroom. The following statement from the Springfield Survey gives the results of one of the first attempts to apply this technic in a survey of classroom teaching: When the members of the survey staff made their written reports on the recita- tions, they included some simple notes designed to indicate whether the teachers were mainly engaged in questioning pupils to find how well they remembered what they had studied in the books, or whether they were trying to help the chil- dren through observing, thinking, and discussing. In the first place, they noted whether it was the teacher or a pupil who was talking when the visitor entered. In seven rooms out of every ten it was the teacher who was doing the talking, while in the remaining three it was a pupil. 1 Zirbes, Laura, Comparative Studies of Current Practice in Reading with Techniques for the Improvement of Teaching. Contributions to Education, No. 316. New York, Bureau of Publica- tions, Teachers College, Columbia University, 1928. s i pal 2 Horn, Ernest, Distribution of Opportunity for Participation among the Various Pupils an Class-Room Recitations. Contributions to Education, No, 67. New York, Teachers College, Co- lumbia University, 1914. 4 i ; Bae 3 Stevens, Romiett, The Question as a Measure of Efficienc in Instruction. Contributions to Education, No. 48. New York, Teachers College, Columbia University, 1912. E 4 Ayres, Leonard P., Public Schools of Springfield, Illinois. New York, Russell Sage Founda- tion, 1914. È 5 Barr, Arvil S., Characteristic Differences in the Teaching Performance of Good and Poor Teachers of the Social Studies. Bloomington, Ill., Public School Publishing Company, 1929. 164 DEPARTMENT OF SUPERINTENDENCE Similarly, a record was made as to whether the recitation was predominantly one in which the teacher heard the pupils recite or whether he was attempting to stimulate them to think for themselves. In seven rooms out of every ten, the records show that in the judgment of the visitor the teacher was mainly engaged in hear- ing the pupils recite what they had learned in the book. Another record made at each recitation related to the type of questioning mainly employed by the teacher. The results showed that in eight out of each ten rooms the observer judged that the questions were predominantly of such a nature that the pupils could answer them only by stating facts or giving definite information. In two out of each ten rooms the object of the questioning was mainly to get the pupils to describe or explain. A fourth set of records related to the answers of the pupils and showed whether these mainly consisted of single words, of phrases, or of sentences. These records show that the pupils in five rooms out of every ten answered mainly in single words, while in two cases they used phrases, and in the remaining three the answers were mostly in complete sentences. Ayres does not make an evaluation of the facts presented. If similar data are secured concerning any other situations that in the judgment of a super- visor are not satisfactory, an effort may be made to bring about changes. The extent to which these changes take place can be determined by a second survey, thereby affording a measure of the effectiveness of the supervisory program in producing changes in the nature of activities in the classroom. In making objective studies of classroom activities, the supervisor may select as wide a range of items for study as he wishes. He may choose to study a single item, such as the number of questions asked by the teacher, or the number of voluntary contributions by the pupils, or he may wish to make as complete an analysis of the aspects of the lesson as is possible by means of a detailed chart such as that of MacQuarrie, which appears as Chart III on page 165. One supervisor observed that a teacher was con- stantly interrupting the recitations of pupils. He made a check of the num- ber of times interruptions occurred in a twenty-minute period and listed 32 interruptions. He reported this fact to the teacher, who was greatly surprised by the information and made an earnest effort to overcome this fault. Subse- quent observations by the supervisor showed that the fault had been quickly eliminated. Factual data of this kind make supervision impersonal, and the discussions of teaching procedures can be conducted on the basis of objective information rather than on the basis of vague impressions and incorrect generalization. The use of MacQuarrie’s graphic supervision chart in analyzing a les- son *—Classroom work is supervised and recorded by four methods: I. Graphic recording of student and teacher activity according to time. II. Check analysis and evaluation of the factors in the teaching process. III. Code recording on room diagram of student and teacher participation. IV. Check analysis of the teaching unit. To use the chart effectively, the supervisor should practice recording one phase at a time until he becomes proficient. He may elect to note only the t Prepared for Supervision Commission by Archibald E. MacQuarrie, Principal, Washburn High School, Minneapolis, Minn. 165 rr Tue EIGHTH YEARBOOK HOA GAITdd¥ LHJIYAdO09 : A7 3 1 7 UORANOW “h 19BU9SSAN “E +I : E ee sn addy, uonerdalg `E dog °g El 9347139 ur 49QUINU [dng *******8sepo 9JoJaq Buniday Ayyiqy 3uyoeal Z Bunuroz “9 “eh : Saari * -dnoig anug 23PAMOUN Buipuris “q > ; AM dequinu stes O LT [RuoIssajorg “T payeas "e :1ay seal, “1 Ae el EOT See OOO EES NOILVAIVAG “H SUILIAILOV TYNOSUGd “A Apnys dnog “6 Moe ttt + + uos uonrisuery, “ez oe ONIGYOOTY AIAVH YOA AGOO TVIOGAS Tam “a *HOM, 0 romano 9 SU01VZIBJ3U: Tp: “ uondaq “E IDIdsur `i yom S,1U9pn3s BulyvoyQ “9 El u017931109 Z et $ yiom EE uons»33ng “TZ “Zuraa] uo) 2 squapmas jo uonoadsul S Te de ‘Budiey 1 suoysanb Zuransue :squlod EERS I SATIH DNIHOVAL “a nyp Jo wvoywueldxgy ER BunsoL “LT səəjaap Jo uonsesans `g yuawwog “91 uays ‘Addey ‘aoueraddy “gt wa 3 2 RE RS) EN YOUg-sUIN]OA-A10A “LT souepin3 E Alo3Rue[dxg “pr Aenpund “91 ae z y pad at aera 3 AGNIS GaSIANTANS A : 98 BA M aoe we 2 pey * UISBILBS ‘ZT “er Y E uonspuawwo) “TT 3 ‘uIpRa Ay Bunu, r ‘OT ucsse] UIVU M a E Buidojaaaq `L assure oh “6 ER ar ee e uosun “9 aslog “8 yom pou3isse Zuodəy “OT > J93LIODUJ-100 Y `G wayskg `L SUL IMA 6 7 199 UNJOA “p PEL Y waiqord paywaday $ YEH “9 Jeulsu0 uonensuowag “8 = se te 21 or Ta RA 3 ae 4 EA i E quewzpnt q : Jamod [Rua JO aouaplAg Z PIJ- SL 2 198] “ET tun 3sa133u1 uonuəVY “I spalolg “Ss Ci : l sqaodad [ENpIAIPUT ‘p z z BT Tr SINIMALVIS “9 SOLISIVILIVUVHO i Ka Ssnquapunig “SI YIHIVAL TIdNd ‘9 7 pus ‘sani Zz s uondnuayu] “LI peaa Nee Gi Zuzewumg “91 “TT Ea , MAAJA “CT diysuerpo3sn) ‘OT NOLLVLIDIY `f : OF EE % 6T zT g SWL at sar pans 6 Kii uyog “SL yuaudin $ "OT PLA “ZI SUQUXT “2 6 us “IT ae Ameen E 2 = prey “OT Ejea 3 puoda > le 0% T Buysissy “6 [Eure pg “ddng `p 20 suonsanb jo sanas 'g Rupee] “8 preoqyreig “e MILAIY L Buidojaaaq `L peog uyayng Z quawiusisse uostun ‘9 sdew ‘I EnclAaad jo uo enunuo) "9 = a T 7 eae = INIMAINDA “Y syiodai jenpiaipuy ‘S zt S SARS Pally 2q 0} 2UNINO ‘F . ON - SO “2 a y syde1Se.1eg 10 seseg 'E San attire uy 2 wees E paalos aq 07 Wa[qorg `Z queus pnt a A ¡eoido, T 308] “e “1 3uny3rT S INANNOISSY 'I é | | SNOILSAND “4 NOILIGNOO TVOISAHd 'V _ LNA ONIHOVAL JO SISXTYNY “AAT TIL SSIDOYA DNIHOVAL AHI NI SUOLOVA “IT “ATV vO 22410 “e781 — D send — y dog O ae A Pl A | ae = aer 09 9g os sy op og 08 s 03 st or ¢ qom ‘8S — D sað Aa AA Ei pamatazaquy “eg qatqng 2ayoeaL apo) L LYYHO NOISIAYIJNS DIHAVIO JIYAVOD IVA JHL LAVHO NOISIAJXIAANS DIHAVAD HIAAVNÒ PN AHL—III LAVHO 166 DEPARTMENT OF SUPERINTENDENCE analysis of the teaching unit. He may prefer to consider only a few factors in the teaching process. As he gains experience and proficiency in observing a class, he will find it possible to record without difficulty the four phases at one observation. Recording. Three methods of recording are used. Recording according to time is done by indicating the letter group and number as a coefficient; for example, lighting is listed as number | under physical condition, which is the “A” group. It is therefore recorded A-1. Temperature would be A-2, maps B-1, supplies B-9, etc. In analyzing the factors in the teaching process, it was found that the average recitation is made up largely of questions, statements, and activities. To simplify the recording according to time, “F” group—the question group, and “G” group—the statement group, were listed at the top of the chart. It was thereby possible to record questions and statements by indicat- ing the number in the group. For example, to record a unison question asked by the teacher, the numeral 6 was on the “F” or question line. To record a dictated statement made after thirty minutes of the class time had elapsed, number 12 would be recorded on the statement line “G” above the thirty- minute time interval. To note, when the making of the assignment was be- gun, large capital “I” would be placed above the time interval. For ex- ample, if the assignment were made the first of the recitation and were topi- cal in nature, “I” with the coefficient of 1 would appear in the space above the time interval. If the assignment were made by a pupil, the number of the pupil as shown by the diagram would appear opposite the line indicated “pupil,” and the type of assignment would be indicated in the space below the time line reserved for pupil participation. To note on the time space fac- tors in the teaching process other than questions or statements, the line de- scribed as “other” would be used ; for example, B-3 in the pupil space would indicate that the pupil was doing blackboard work, the particular pupil would be shown by his number that appeared on the pupil line. In case the blackboard work were done by the teacher, B-3 would be recorded on the line described as “other” in the space reserved for teacher participation. To record on the room diagram student and teacher participation, the alphabetical listing with numerical coefficient may be used, or the special code for rapid recording may be substituted. This is done, for example, by representing a question by an arrow and a statement by a short line. If pupil 31 asked a question of the teacher, it might be recorded in space 31 as F-1-a, which would indicate that it was a fact question, or it could be simply recorded by an arrow showing that a question had been asked. To record a statement which was of a bluffing nature, G-13 might ap- pear in the rectangle 23 on the room diagram indicating pupil 23, or a short line might appear in rectangle 23 to represent a statement. In such a case, a number above the dash line would represent the type of statement made. In the case of a bluffing statement, it would be 13. Suppose it is desired to show what pupils work at the blackboard and at what blackboards they work. THE EIGHTH YEARBOOK 167 That activity could be presented on the room diagram by B-3, indicating at the same time the pupil number. Reference has been made to the fact that the assignment, recitation, or supervised study may be noted graphically on the upper part of the super- vision chart, which records the teaching activity according to time. Some find it helpful to, at the same time, check under the analysis of the teaching unit the nature of the particular assignment, recitation, or supervised study. For example, if, with fifteen minutes of the sixty-minute period remaining, supervised studying consisting of individual help or guidance were to be recorded, it would appear above the forty-five-minute time space as K-1; and at the same time a small check would be placed in front of K-1 in Roman numeral group IV. If the type of supervised study were of a nature not listed in the ten items appearing on the chart, it could be written in at the right of the chart opposite 11, and the code form would then be K-11. Ample margin is provided at the left and right of the chart for comprehen- sive notes descriptive of the class supervised. 10. Objective Analysis of Characteristics of Pupil Behavior as Indices of the Quality of Instruction Investigations have shown that supervisors consider the evidences of pupil interest and activity as a major element in making an evaluation of the quality of instruction in the classroom. Interest is evidenced by the degree of attention given by the pupils to the work at hand. A high degree of attention is indicative of interest in the work of the class; an evident lack of attention shows that the lesson does not appeal to the pupils as worthwhile or inter- esting. The supervisor’s problem is to aid the teacher to locate the causes of inattention and to devise methods of overcoming them. The success with which the problem has been solved may be measured by the increase in the degree of pupil attention. Just as objective methods of measuring pupil achivement by means of standard tests have revealed the deficiencies of instruction, so an adequate objective device for measuring group or individual pupil attention has re- sulted in a study of the factors affecting the attitudes of the pupils. As Morrison * points out, Group attention is frequently ignored. Under the influence of the daily task of teaching, the teacher's mind is apt to be fixed upon hearing individual recitations rather than upon teaching. Not unnaturally, he overlooks the importance of secur- ing and holding the undivided attention of every member of the group. The char- acteristic picture of such a situation is eager attention on the part of a few pupils, occasional attention on the part of a few others, and no attention at all on the part of a large percentage of the class. Obviously, a large waste occurs. . . Hence, neglect of the group-attention aspect of the learning situation means that group teaching has little or no effect. It registers only casually, and its results are seen later in the form of chance distribution. Obviously, mastery need not be looked for in the class as a whole. 1 Morrison, Henry C., The Practice of Teaching in the Secondary School, p. 103, Chicago, Uni- versity of Chicago Press, 1926. 168 DEPARTMENT OF SUPERINTENDENCE Morrison has devised a technic for measuring group attention. He de- fines the group-attention score as the percentage of pupil-minutes of atten- tion during the period of observation. The observer counts the number of pupils who are not at attention at intervals of one, two, or more minutes dur- ing the lesson and finds the average percentage of attention for the several periods. By means of a seating chart, a record may be made of the attention of each pupil in the class. Morrison has also suggested the use of an individ- ual pupil profile of attention during class period as a basis of diagnosis of causes of failure. Investigations by Blume and others show that the atten- tion technic is reliable and easily applied by an individual observer after a short period of practice. An analysis of the quality of attention as evidenced by the data for differ- ent parts of the lesson affords an excellent basis of diagnosis of the causes of inattention. Long * has shown that inattention results because of lack of preparation on the part of the teacher, faulty procedures in teaching, faulty technics, the use of too difficult material, and similar factors. The extent to which such conditions have been eliminated will be revealed by an increase in the pupil attention score. In the Winnetka school survey, the attention technic was used to compare the quality of attention in the Winnetka schools and in several conventional schools. The differences found aid in an evaluation of the kinds of instruc- tion found in these schools. 11. Miscellaneous Technics The following technics are merely listed because of their probable value and usefulness in measuring the effectiveness of supervision. The methods by which they are to be applied must be developed in each locality. a. The increase in pupil attention, as measured by the Morrison attention technic.” b. The extent of teacher participation in such activities as the construction of courses of study, the development of materials of instruction, etc. c. The better use and distribution of the time in a class period. d. The extent to which teachers are making increased use of approved educa- tional procedures in the classroom. . The extent to which faulty pupil habits of work are eliminated. . The extent to which use is made of library facilities. . The extent to which the results of tests are used more efficiently. . The extent to which instruction has been adapted to the needs of the pupils. The elimination of instruction handicaps. The changes in the attitudes, appreciations, and conduct of the pupils. . Student estimates of the improvement of instruction. The increase in the number and quality of scientific educational investiga- tions under way in the school system. m. Reduction in failures and increases in retention of pupils in school. A NS ice Ges) t Long, Wilbur F., “Pupil Attention in Arithmetic,” University of Pittsburgh, School of Edu- cation Journal, Vol. 111, November-December, 1927, pp. 27-29, 32-33. 2 Scientific Method in Supervision, Second Yearbook of the National Conference of Super- visors and Directors of Instruction, Chapter TII, New York, Bureau of Publications, Teachers College, Columbia University, 1929, THe EIGHTH YEARBOOK 169 n. Evidences that the school is becoming increasingly effective in the develop- ment of intelligent citizens adjusted to life in a democracy. o. Changes in the attitude of the community. p. Evidence of increased efficiency in the uses of the funds expended for in- structional purposes. q. The growth in teaching as measured by trade tests or similar tests of teach- ing ability. r. Evidences of increased ability of the teacher to solve his problems inde- pendently and to initiate the necessary improvement program. s. The extent to which principals are able to exercise the supervisory functions of guidance. Conclusion It is obvious that the evaluation of the effectiveness of supervision must take into consideration the point of view from which the supervision is undertaken and the skill with which the activities are performed by the su- pervisor. In organizing a supervisory program, every effort must be made to secure the hearty cooperation and support of the teaching body. This may be accomplished if the leadership of the supervision is professional, competent, and democratic. Problems are not solved by compulsion and autocratic methods; they are merely suppressed for the time being and may arise again at any time under most unfavorable conditions. Real growth results from a consideration of the findings of educational science and an intelligent modi- fication of practices in the light of these facts. The various experimental studies that have been suggested require the use of objective, analytical devices by means of which the supervisor can make an impersonal survey of the educational situation on the basis of which to plan a supervisory program. The effectiveness of the program can be de- termined by a comparison of the results of an initial overview of the situa- tion with the facts revealed by a resurvey at some subsequent time. Even if the supervisor finds it inexpedient to make a quantitative experimental study of the results of his supervision, the use of survey technics such as those that have been described will give him much more complete and accurate in- formation regarding instruction than can be secured by a general impression method based on vague and indefinite reactions. “These supervisory devices must be refined and improved; others must be developed to analyze other aspects of teaching. Many of these devices may be used directly as a part of a att -survey pro- gram by teachers. The scales for rating teaching and the descriptions of levels of teaching may be used by teachers to appraise their teaching and to analyze work at higher levels. If teachers sense the true functions of super- vision, they will be glad to cooperate in a study of their difficulties and of methods of locating their causes. The cooperative approach to the study and improvement of teaching insures the proper relationship between supervisor and teacher. The study of objective data concerning the characteristics of lessons and pupils makes the discussions impersonal and professional, 170 DEPARTMENT OF SUPERINTENDENCE Selected Bibliography The following briefly annotated bibliography contains selected references dealing with technics for making surveys of instruction that have been used successfully in actual practice. They provide bases for making studies of changes that may result from supervisory efforts to improve teaching. One of the best references is Scientific Method in Supervision, the Second Yearbook of the National Conference of Supervisors and Directors of In- struction, published in 1929 by Teachers College Press. In this yearbook are summarized the development and purposes of the objective study of teaching and descriptions of some of the important technics that are referred to in this chapter. The separate studies in that yearbook are not listed in this bibliography. BacLey, WiLLiam C., “Teaching Personnel ;” “The Elementary Curricu- lum,” by Orville G. Brim; “Community Relations,” by Mabel Carney. Rural School Survey of New York State. Ithaca, Joint Committee on Rural Schools, 1923. 279 pp. Interesting quantitative descriptive survey of teaching practices in the rural schools of New York. BAMBERGER, FLORENCE, “A Survey of Observable, Improvable Character- istics Which Evidence Skill in Teaching,” Elementary School Journal, Vol. XXVIII, pp. 181-5, November, 1927. A list of observable items by means of which the improvement of teaching may be roughly determined. Barr, A. S., Characteristic Differences in the Teaching Performance of Good and Poor Teachers of the Social Studies. Bloomington, Ill., Public School Publishing Company, 1929. 127 pp. A survey of the teaching of the social studies. BENNETT, Henry E., “A Study of School Posture and Seating,’ Elemen- tary School Journal, Vol. XXVI, pp. 50-57, September, 1925. Technic for surveying physical conditions of the classroom. Berrs, G. H., “Teachers” Diagnosis of Classroom Difficulties,” Elementary School Journal, Vol. XXVII, pp. 600-8, April, 1927. A survey of teachers” difficulties and their judgment of their significance. ByaRNASON, LortEr, “Relation of Size of Class to Control of Attention,” Elementary School Journal, Vol. XXVI, pp. 36-41, September, 1925. Application of the attention technic to the study of instructional problems. THE EIGHTH YEARBOOK A a rs a BOBBITT, FRANKLIN; COURTIS, S. A.; and KitpPaTrIiCkK, WiLLiam H., “The Philosophy ch Ds A Symposium,” Educational Sunn vision, First Yearbook of the National Conference on Educational Method, Section IV, Chapters 18-20. New York, Bureau of Publica- tions, Teachers College, Columbia University, 1928. BRUECKNER, Lero J., “Diagnostic Analysis of Classroom Procedures,” Ele- mentary School Journal, Vol. XXVII, pp. 25-40, September, 1926. A description of a variety of technics for analyzing difficulties in instruction. BRUECKNER, Leo J., “A Diagnostic Chart for Determining the Supervisory Needs of Teachers of Arithmetic,” Elementary School Journal, Vol. XXX, pp. 96-103, October, 1929. A technic for determining supervisory needs of teachers of arithmetic. BRUECKNER, Leo J., “An Objective Procedure for Evaluating Classroom Practice,” Educational Supervision, First Yearbook of the National Con- ference on Educational Method, Chapter 13. New York, Bureau of Pub- lications, Teachers College, Columbia University, 1928. Data concerning the application of the Brueckner Scales for Rating Teachers as a survey device. BRUECKNER, Leo J., “Scales for the Rating of Teaching Skill,” University of Minnesota Research Bulletin, Vol. 30, No. 12, February, 1927. 28 pp. A series of four standardized scales for rating method and skill in teaching. BRUECKNER, Leo J., “A Study of Time Allotments in the Minneapolis Elementary Schools,” Journal of Educational Method, Vol. VI, pp.. 282-87, March, 1927. A technic for surveying the distribution of time allotted to the several school subjects. BRUECKNER, Leo J., “A Survey of the Use Made of the Supervised-Study Period,” School Review, Vol. XX XIII, pp. 333-45, May, 1925. A technic for surveying the use of the supervised-study period and activities. BRUECKNER, Leo J., “The Value of a Time Analysis of Classroom Activity as a Supervisory Technique,” Elementary School Journal, Vol. XXV, pp. 518-21, March, 1925. Application of a technic for analyzing the use of the supervised-study period. BRUECKNER, Leo J.; and CUTRIGHT, PRUDENCE, “The Technics and Eval- uation of a Supervisory Program in Work Reading in the Minneapolis 172 DEPARTMENT OF SUPERINTENDENCE Public Schools,” Educational Bulletin, No. 12. Minneapolis, Minn., Public Schools, 1927. 39 pp. Description of a survey of the teaching of reading and a supervisory program. Burron, W. H., “Evaluation of Supervision,” Educational Supervision, First Yearbook of the National Conference on Educational Method, Chapter 17. New York, Bureau of Publications, Teachers College, Co- lumbia University, 1928. A summary of technics used to evaluate supervision. ChHarters, W. W.; and WarPLes, DoucLas, Commonwealth Teacher- Training Study. Chicago, University of Chicago Press, 1929. 666 pp. A technic for surveying teaching practices and difficulties. CoLLincs, ELLSWORTH, “A Conduct Scale for the Measurement of Teach- ing,” Journal of Educational Method, Vol. VI, pp. 97-103, November, 1926. A technic for measuring pupil behavior as a method of evaluating instruction. CoLLINGS, ELLSWORTH, An Experiment With a Project Curriculum, Chapter IV. New York, The Macmillan Company, 1923. Contains technics for evaluating the effect of the school on conditions in the com- munity. Connor, W. L., “A New Method of Rating Teachers,” Journal of Educa- tional Research, Vol. 1, pp. 338-58, May, 1920. A technic for evaluating teaching in terms of activities. Courtis, S. A., “The Influence of the Philosophy of the Rater upon Teacher-Rating,” Chapter VII, Sixteenth Yearbook, National Society of College “Teachers of Education. Chicago, University of Chicago Press, 1928. A discussion of factors affecting teacher rating. Crow, C. S., Evaluation of English Literature in the High School, Teach- ers College Contributions to Education, No. 141. New York, Bureau of Publications, Teachers College, Columbia University, 1924. 172 pp. Survey of pupil opinion as to the value of curriculum material. Gray, WiLLiam S., “Reading in the Elementary Schools of Indianapolis,” Elementary School Journal, Vol. XIX, pp. 336-53, 419-44, 506-34, 608- 27, January-April, 1919. A series of survey technics was applied. Tue EIGHTH YEARBOOK WS Haccerty, M. E., “Character Education and the Scientific Method,” Jour- nal of Educational Research, Vol. XIII, pp. 233-48, April, 1926. Survey technics applied to the study of character traits. HARTSHORNE, HucH; and May, MARK A., Studies in Deceit, Character Education Inquiry, Studies in the Nature of Character, Vol. 1. New York, The Macmillan Company, 1928. Book I, 414 pp.; Book II, 306 pp. Methods of measuring character traits as outcomes of education. Herrinc, Jonn P., “Educative Control by Means of a New Type of Measurement,” Journal of Educational Method, Vol. IV, pp. 94-102, November, 1924. A series of quantitative bases for evaluating instruction. Horn, Ernest, Distribution of Opportunity for Participation among the Various Pupils in Classroom Recitation, ‘Teachers College Contributions to Education, No. 67. New York, Bureau of Publications, Teachers Col- lege, Columbia University, 1914. 40 pp. The measurement of pupil participation in the recitation. Hucues, J. M., “Time Analysis of Activities in High School Physics,” Journal of Educational Method, Vol. VII, pp. 75-80, November, 1927. A study of the use of time in recitations in physics classes. Knicut, F. B., “Possibilities of Objective Techniques in Supervision,” Journal of Educational Research, Vol. XVI, pp. 1-15, June, 1927. Uses of tests in surveying instruction. Koos, L. V.; and Troxet, O. L., “A Comparison of Teaching Procedures in Long and Short Class Periods,” School Review, Vol. XXXV, pp. 340- 53, May, 1927. A technic for surveying the distribution of time allotted to the several school subjects. ° Mezan, C. D., “Scaling Lessons Taught,” Journal of Educational Method, Vol. VI, pp. 115-9, 168-74, November, December, 1928. A series of scaled descriptions of lessons of different degrees of merit. Monroe, WALTER S., “Observable Characteristics of Efficiency in Teach- ing,” Elementary School Journal, Vol. XXVII, pp. 597-9, April, 1927. A suggested basis for a survey of difficulties. 174 DEPARTMENT OF SUPERINTENDENCE . A A A A AA AAA A A Morrison, H. C., Practice of Teaching in the Secondary School, Chapter VIII, “Measuring Group Control.” Chicago, University of Chicago Press, 1926. A description of the technics for measuring pupil attention. Nurr, H. W., Current Problems in Supervision. Richmond, Va., Johnson Publishing Company, 1928. 538 pp. Describes a procedure for making an objective analysis of teaching practices. Orson, WiLLarD C., The Measurement of Nervous Habits in Normal Children. University of Minnesota, Institute of Child Welfare, Mono- graph Series No. 3, 1929. 97 pp. A study of the reliability of the analytical, objective observation technic. Pauu, E. M., Pupil Activities under the Problem Method. Unpublished Master’s Thesis, 1926. University of Minnesota Library, Minneapolis, Minn. Description of a technic for measuring various characteristics of the recitation and of pupil activity. Porock, C. A., “Children's Interests as a Basis of What to Teach in Gen- eral Science.” Educational Research Bulletin, Ohio State University, Vol. III, pp. 3-6, January 9, 1924. A technic for surveying instructional materials and evaluating content. Puckett, Roscoe, “Making Supervision Objective,” School Review, Vol. XXXVI, pp. 209-12, March, 1928. An analytical technic for studying the recitation. STEVENS, ROMIETT, The Question as a Measure of Efficiency of Instruc- tion, Teachers College Contributions to Education, No. 48. New York, Bureau of Publications, Teachers College, Columbia University, 1912. 95 pp. ° A study of the frequency with which different kinds of questions were used by teachers. STONE, C. R., “Improving Reading Instruction in the Light of Current Practices in Grades 4, 5, and 6,” Chapter XII, Studies in Elementary School Principalship, Fifth Yearbook, Department of Elementary School Principals. Washington, D. C., National Education Association, 1926. A description of a survey of the teaching of oral and silent reading. e The EIGHTH YEARBOOK 175 STREITZ, RUTH, “Teachers” Difficulties in Reading and Their Correctives,” Bureau of Educational Research Bulletin, No. 23. Urbana, University of Illinois, 1925. 35 pp. A survey of teachers’ difficulties in reading, and their correctives. Wap es, Douctas, Problems in Classroom Method. New York, The Macmillan Company, 1927. 609 pp. A technic for surveying teachers’ difficulties, keyed to a remedial program. Wap tes, Douc tas, “A Program for the High School Teachers’ Institute,” School Review, Vol. XXXIV, pp. 199-211, March, 1926. A procedure for determining teachers’ difficulties is described and the follow-up program is given. Wap tes, DoucLas; and others, Problem Exercises for the High-School Teachers. Chicago, University of Chicago Press, 1928. 99 pp. Exercises for determining teachers’ reactions to a variety of problem situations. WASHBURNE, C. W.; VoceL, M.; and Gray, W. S., Results of Prac- tical Experiments in Fitting Schools to Individuals; A Survey of the Winnetka Public Schools. Bloomington, Ill., Public School Publishing Company, 1926. 135 pp. An application of various devices for describing instruction. ZIRBES, LAURA, Comparative Studies of Current Practice in Reading with Techniques for the Improvement of Teaching. Teachers College Con- tributions to Education, No. 316. New York, Bureau of Publications, Teachers College, Columbia University, 1928. 229 pp. A description of survey technics and an appraisal of a supervisory program in which they were used. CHAPTER VII! CURRICULUM AND COURSE-OF-STUDY MAKING AS FACTORS IN THE IMPROVEMENT OF INSTRUCTION’ URRICULUM MAKING, a challenge to educational philosophy and re- search —The rich content of the present-day curriculum demands not only an understanding of the relationships of the child, the curri- culum, and society, but it demands on the part of those making a course of study thorough knowledge and appreciation of the varied subject-matter needed by the individual if he is to become an intelligent interpreter of the world in which he lives. From the point of view of supervision, the course of study is the point of attack upon subject-matter, method, technic, and device for the determina- tion of pupil achievement and of the creative leadership and growth of the supervisor. All these accomplishments must be realized in relation to curric- ulum content. The committee developing such a curriculum faces the need for accept- ance of a common educational philosophy and for application of a common educational psychology. Discussions essential to reaching such agreements mean an open-minded and critical attitude toward the whole problem of education, Since to supervision belongs the responsibility of assuming a large part of the leadership in making the course of study, much is demanded in the knowledge of its content, the relation of subject-matter and method, the application of a sound educational psychology, and the social and intellectual values to be acquired through its use. One of the potent influences in develop- ing supervision comes through an acceptance of such a challenge as these demands present, and through the course of training that such an experience affords the supervisor. Many social changes now under way are either the direct or indirect out- comes of education. Social changes have brought about changes in the cur- riculum, but the curriculum quite as frequently has been a factor in pro- gressive social change. For example, during the last “educational” generation the general level of achievement has been raised. There have been opportuni- ties for a greater use and application of intelligence, and for developing a common understanding. This conception of the interaction between the curriculum and social change places a great responsibility upon those engaged in curriculum mak- ing. 1 Definitions—For convenience and clarity the following definitions are accepted in this dis: cussion: A course of study is an orderly arrangement of the kind, amount, and order of mate- rial selected in any particular field of knowledge; as English, general science, or algebra. It is intended to guide the teacher in his attempts at aiding pupils in learning. A curriculum is the orderly arrangement of courses for different pupils or groups of pupils through a number of years, for the purpose of attaining a definite goal; for ex- ample, college preparatory curriculum or commercial curriculum, [176] The EIGHTH YEARBOOK 177 These demands must unavoidably furnish the impetus to all participants to study and investigation. Such study and investigation result in a richer contribution to the making of a course of study, and also in the intellectual and professional growth of those participating. Educational philosophies which have guided in programs of curriculum making—A resumé of statements indicative of the educational philosophies which have guided in curriculum making is included in Cocking’s Adminis- trative Procedures in Curriculum Making for Public Schools. Among the statements which stand out as guiding principles in the development of a program of curriculum making are: “Self-activity is fundamental to learn- ing,” “The universal interdependence of man is basic for education,” “Edu- cation serves both proximate and ultimate ends,” “The welfare of society demands the optimum development of the individual,” “It is the duty of the school to adjust itself to social progress.” Many more quotations might be given, but all indicate the demand felt by school administrators that the individual must be educated to meet the needs of our changing social order. The function of the course of study—The course of study has these six more or less distinct functions: 1. To define objectives and to set up goals. This means defining objectively measurable accomplishments at each step of the school curriculum, so that teacher, pupil, and parent may see clearly what is ex- pected, and may move intelligently toward its accomplishment. Stated another way, it means providing standards with respect to knowledges, skills, habits, and atti- tudes for a particular grade, with provision for individual differences with respect to such standards. 2. To outline the activities necessary to achieve the goals which are set up. The course of study should supply the content or make specific references to its source. It should provide help in the organization of the subject-matter in a particu- lar subject for a particular grade; and it should also offer help in the differentia- tion of activities for pupils of different levels of ability. It should provide descrip- tions of activities, demonstration lessons, and units of work, so that the teacher may orient himself to the immediate problems of his grade. It should furnish the teacher with an adequate viewpoint with regard to the policies of the local school system with relation to the various subjects of study. 3. To stimulate the teacher to an appreciation of the importance of meth- ods of procedure in a particular subject and a particular grade. Some courses of study also provide a brief analysis of the learning processes with relation to a particular subject and grade. Others give aid in adapting or suiting teaching to the needs of a given community, or offer suggestions for motivating the work and outline technics for carrying it on. 1 Cocking, Walter D., Administrative Procedures in Curriculum Making for Public Schools, Contributions to Education, No. 329. New York, Teachers College, Columbia University, 1928. 178 DEPARTMENT OF SUPERINTENDENCE 4. To articulate the work throughout the school system, thus insuring progressive growth on the part of pupils from year to year. To articulate the work in (1) the different schools, (2) the different subjects, and (3) the different grade levels of the same subjects is a function of courses of study. They indicate the sequence of experiences in which pupils should be en- gaged, thus insuring progressive growth on the part of pupils from year to year. Were there no printed guides for teachers, sporadic and ineffective teaching and serious omissions and overlappings in instructional units and materials might occur. According to one superintendent of schools, courses of study coordinate the work of a school system in such a way that one may feel fairly certain of the work that is done in each grade from the kindergarten through the high school, and know that each grade prepares the field for the work of the following year. 5. To serve as a stimulus to creative activity upon the part of the teacher, so that he may more successfully lead his pupils into situations of construc- tive living together. Inspiration and stimulation of initiative and creative ability should come to teachers working with the right kind of course of study. 6. To provide pertinent and specific references and bibliography relative to a particular subject in a particular grade. The major purposes of curriculum revision—Among the purposes of curriculum revision given by twenty superintendents of schools are these: 1. To make the classroom teacher alive to changing philosophies of edu- cation and conscious of the new knowledge regarding methods and materials which is coming from educational laboratories, research agencies, and class- room experience. Teacher growth is one of the chief objectives of curriculum revision. Superin- tendents of schools are unanimous in reporting that the intellectual life of those who participate in curriculum revision is rekindled—a keener professional attitude is developed. Curriculum revision is distinctly a supervisory procedure in the train- ing of teachers. 2. To keep the materials of instruction abreast of the changes in civiliza- tion and in local environment. The curriculum must provide for an ever-changing civilization and the needs of life affected thereby. It must get rid of the deadwood by frequent pruning, and in- troduce gradually newer materials justified by our changing civilization. 3. To keep teachers in a thoughtful attitude toward the changes in civili- zation. l This in turn stimulates the teacher to an appreciation that the curriculum is not static, but mobile and dynamic. Curriculum revision helps to keep educational procedure in harmony with the changing conception of education. It makes the teaching force into a group of students interested in modern movements and methods. THE EIGHTH YEARBOOK 179 a es Re ADA 4. To improve the methods of instruction. Research and experimentation are constantly giving more exact information as to the best methods of teaching a particular subject to children of varying ages and abilities. As this information accumulates, curriculum revision is made neces- sary. 5. To adapt the teaching materials to changes in the school population— i. e., changes in both pupils and teachers. Student populations change, and materials of instruction must be adapted to various groups of students. Furthermore, the specific needs and abilities of pupils are coming to be revealed by more and more scientifically accurate diagnostic tests. Better trained teachers are capable of assuming more initiative and of carrying on more highly technical work. The content of the curriculum—Varying opinions have been given by educators from time to time as to just what should be the content of the curriculum, and much has been said about a “common core,” for all pupils, with degrees and kinds of specialization for advancing groups. All seem to be agreed that “a curriculum can be built which has large social adult values, appeals to the interests of children, is suited to their growth wants, and at the same time is sufficiently differentiated to meet the needs of pupils of varying levels of ability.” + The curriculum must be based on a sound psychology; it must show a fundamental philosophy at work; and it should indicate to the teacher and to the supervisor the right uses to be made of teaching materials. The Process of Making a Course of Study Course-of-study making includes at least these seven steps: (1) statement of objectives, (2) development of activity units—selection of subject-matter, (3) grade-placement of content, (4) differentiation of materials, (5) sug- gestions as to methods of teaching, (6) steps to be followed in putting the new course of study into use, and (7) measurement of results. It is impor- tant to consider the allocation of the various parts of the course-of-study program to the appropriate officers. In a local program for building courses of study, these functions should ,be specifically allocated among different school officers and teachers with definite responsibility. Since this chapter deals with the improvement of supervision through curriculum and course-of-study making, descriptions of the administrative set-up are omitted, but through these descriptions the various functions of participants may be seen. l The making of a course of study should be the cooperative work of teach- ing, supervisory, and administrative groups. It should also make use of expert opinion through consultation. 1 Keeping Pace With the Aduancing Curriculum, Research Bulletin, Vol. III, Nos. 4 and 5, p. 118. Washington, D. C., National Education Association, 1925. 180 DEPARTMENT OF SUPERINTENDENCE The work of the teacher in building a course of study—The teacher, with the assistance of principals and supervisors, and in consultation with lead- ing authorities, selects subject-matter and aids in evaluating teaching ma- terials and books. He aids in originating certain units of work; in trying out new units in the classroom; in discovering special interests and aptitudes of children; in making local applications of certain subject-matter; in helping determine grade-placement of materials; and in developing differentiated materials for particular groups of pupils of varying levels of ability. Teach- ers are in better position to see the needs and interests of children as these develop day by day than some person who is removed from the classroom. Teachers are in a position to secure experimental evidence on the desirability, validity, and reliability of the goals, procedures, and measures of outcomes set up in the course of study. The teacher furnishes detailed and specific in- formation which makes the course of study practical. Teachers who have participated in building a course of study come to realize that the task is as big as life itself. Their lack of knowledge in solviny the problems which arise motivates them to further study and to seek the aid of specialists and scientific experimentation. Superintendents of schools generally agree that: “More intelligent and purposeful teaching is the result of teacher participation in course-of-study revision.” Experimentation guided by supervision stimulates the teacher in creating ways and means of reaching such desired ends as must be attained through the varied activities which are a part of all course-of-study making. Teacher growth, through a closer, more concrete study of the child, of educational philosophy, educational sociology, and educational psychology, results from participation in curriculum revision. On the whole, teachers are more sympathetic toward a course in the making of which they or their representatives have had a part. They are more concerned in its success, and there is more general participation in an intelligent use of the new course of study, because it is understood and ap- preciated. According to one superintendent of schools, it matters little what the educational philosophy of the superior officers of a school system may happen to be, if that philosophy cannot be made part of the working technic of the classroom teacher. To have the consumers of the course of study understand its production is highly important. In the past, the procedure was for somebody to write a course of study, and then, over a period of years, the teacher was supposed to use it and find out what it was all about. Now, teachers by their participation in the making of the course of study are at least familiar with it by the time it is con- structed, and many of them have made distinct contributions to it. The work of the principal in building a course of study—The principal should work with teachers in interpreting and adapting the course of study to local situations. He should cooperate with teachers in selecting teaching materials; he should interpret building problems; he should provide oppor- THE EIGHTH YEARBOOK 181 tunity for and stimulate participation in building projects; he should work with the general supervisor in guiding in the development of the course of study in the classroom, in selecting contributing teachers, and in analyzing content and methods which are being developed; and he must assume the re- sponsibility of coordinating and integrating all activities of his teachers in course-of-study and curriculum making. Often the principal will critically evaluate the course of study. He may even suggest material modifications in terms of his local situation. The principal should be expert in the problems involved in administering the course of study. To illustrate, the elementary school principal should have a general knowledge of all elementary subjects, general aims of ele- mentary education, objectives of a particular subject for all grades, and ad- ministrative ability in getting his teachers organized for group work and in seeing that their recommendations relative to the improvement of the course of study are in proper form. The work of the special supervisor in building a course of study—The special supervisor is, or should be, a specialist in his subject-matter and activi- ties. His work in course-of-study making is that of selecting the materials in his subject-matter field which promise greatest educational growth to pupils. He should work with the general supervisor in establishing correlations among related subject matters; in aiding in the selection of contributing teachers in his special field; and in aiding in the selection of teaching ma- terials. He is a leader and stimulator of teachers, bringing the findings of re- search to their aid. The work of the general supervisor in course-of-study building—The work of general supervisors having supervision of all subjects is that of guid- ing in the development of courses of study in the classroom; of cooperating with the principal in the selection of contributing teachers; of analyzing con- fent and method in the process of development; of analyzing specific prob- lems and comparative results in a school system; and of capitalizing local results for distribution as a means of assistance and inspiration to all teach- ers. The superintendent of schools must hold the general supervisor re- sponsible for a large share of the leadership in building courses of study, both in personal creative contribution and in inspiring and developing the creative contributions of teachers. Articulation and integration are the particular duties of the general supervisor, rather than those of the special supervisor. Mechanical “set-ups” for making curriculum building continuous—lf curriculum building is really to function as a supervisory process, it must be more or less continuous. Among the means reported by twenty-five superin- tendents of schools * for making curriculum revision continuous are these: a the selected group of school systems questioned by the Supervision Commission on this point were the following: Baltimore, Md.; Berkeley, Calif.; Birmingham, Ala.; Bristow, Okla.; Bronxville, N. Y.; Denver, Colo.; Detroit, Mich.; Eau Claire, Wis.; Grand Junction, Colo.; Hamtramck, Mich.; Kansas City, Mo.; La Crosse, Wis.: Lincoln, Neb.: Long Beach, Calif.; Los Angeles, Calif.; Lynn, Mass.; Mesa, Ariz.; Mitchell, S. D.; Oakland, Calif.; Raleigh, N. C.; Schenectady, N. Y.; Sioux City, Iowa; Stoughton, Mass.; Wellesley, Mass.; and West Allis, Wis. 182 DEPARTMENT OF SUPERINTENDENCE 1. Permanent curriculum committees: To illustrate, one city reports that work committees are appointed by the chair- man of the standing committee to do definite pieces of work. This work must be accepted by a standing committee before it finally becomes a part of a course of study. k Another city reports two general curriculum committees, elementary and high- school. The assistant superintendent is chairman of the former; and the associate superintendent, of the latter. Each of these general committees is composed of sev- eral subcommittees, one for each subject. A principal or supervisor is chairman of each subcommittee in the elementary group. The primary supervisor is vice chair- man of the general elementary committee and is ex-officio of all subcommittees. Some changes in personnel are made each year but, as a rule, the chairman and the majority of the members of each committee serve several years. In Oakland, Calif., curriculum revision committees are continued permanently, and after the publication of a course, the committee is assigned the task of evalua- tion and collection of data looking toward revision, which is usually accomplished after the course has been in effect four years. According to the director of curriculum development in the Oakland public schools, over 100 course-of-study bulletins are published, which means that some 25 courses are revised for publication annually. In addition, as many more are in the process of revision in tentative form. 2. Research department constantly checks up on local education shortages. 3. Department of curriculum revision with full-time director. 4. Supervisors head local curriculum revision work. Supervisors and heads of departments in direct contact with teachers and pupils continuously gather data for curriculum revision. To illustrate, in Hamtramck, Mich., supervisors are supposed to spend at least one-third of their time on re- search. Records are kept of units or activities developed in individual classrooms. 5. A curriculum expert is retained for lectures and manuscript consulta- tion. i 6. Survey tests given at regular intervals. Standarized tests and course-of-study tests made by local committees of teachers and supervisors, often working under the direction of an assistant superintendent of schools, show strength and weakness of present courses. 7. Service sheets circulated among all teachers recommending changes and suggestions to be added each semester. 8. Curriculum bulletins containing suggestions for using the new courses of study, descriptions of projects developed by building or individual teachers, and reports written by individual teachers illustrating units of work covered by certain sections of the course of study. In some school systems, these reports are not printed, but are on file in the school administration building. For example, in the office of the director of elementary education of some school systems, there is a permanent file, known as “pupil activi- ties.” Each teacher who carries out a successful unit of work in any subject or, pref- erably, a unit of work involving the unification of many subjects, is encouraged to write a description of his procedure, including outcomes, significant features, and helpful bibliography. THE EIGHTH YEARBOOK 183 According to one local director of elementary education, the teachers consider this method one of the most helpful supervisory agencies. She reports that more than a hundred such descriptions have been added to the file during the last semester, cover- ing practically all the school subjects. The services of a photographer are available and when outstanding activities are in progress photographs are secured and placed on file for future use. In this way, good methods of procedure and helpful informa- tion are available at all times to the inexperienced and ambitious teacher. Course- of-study committees have access at any time to these files and can find, ready for use, illustrations of any particular type of work which they may wish to include in courses of study. 9. Courses are discussed and interpreted at supervisors’ meetings and at principals’ meetings. 10. Staff of consultants work as need arises. 11. Professional improvement courses, dealing with various phases of the curriculum, are offered under the supervision of various members of the local public school staff or outside experts. 12. Research studies, made by teachers with the advice of supervisors or members of the research department, contribute to the development of a teacher-attitude toward curriculum problems that is critical, open-minded, and cooperative. Values derived from having consultants such as subject-matter specialists and general curriculum advisers aid local curriculum committees—Among the values mentioned by twenty-five city superintendents of school systems which have recently been engaged in curriculum revision” are these: 1. Subject-matter specialists can give the local staff expert information gained from investigations and from a deep study of their subjects. They can pass upon the accuracy and intrinsic worth of matter proposed for inclusion. The subject-matter specialist contributes from his knowledge of the con- tent, methods, and values pertaining to his field. It is not possible for teachers and principals, or even supervisors, to become sufficiently specialized for the most technical phases of curriculum construction and research. Outside specialists are more likely to bring in ideas from a broader field because their contacts are greater; and they are not likely to be influenced by local prejudice. 2. General curriculum advisers emphasize the need of a well thought out philosophy of education, general educational objectives, and the need for selecting such activities as will realize these objectives. They often bring to the problem a technic of procedure which is of value. General advisers aid further in bringing all the special points of view into synthesis. The result is better balanced courses of study, better correlation and articulation. Among the values resulting from the help which both outside subject- matter specialists and general curriculum advisers give are these: a. Inspiration and stimulus to local staff members, which result in their broader vision of the whole problem. b. Guidance and aid through discussions with committees of problems that arise. 1 See page 181 for a list of these school systems, 184 DEPARTMENT OF SUPERINTENDENCE c. Guidance and direction in carrying on local research studies. d. Review and constructive criticism of manuscript. Specialists throw the searchlight of constructive criticism on the under- lying principles of the course and upon the materials that are used. The critical appraisal of persons not too close to the project brings into proper perspective the school system as a whole, the relationship of a particular course of study to the entire curriculum, and one unit to the others included in a course of study. Why teachers, principals, supervisors, and curriculum specialists should cooperate in making a course of study—Among the reasons offered by twenty-five superintendents of city school systems where extensive course- of-study revision has been carried on * are these: 1. To bring all groups in contact with modern movements of education. 2. To insure unity of educational effort and mutual professional stimulus to growth. 3. To bring about a better understanding of each other’s problems and view- points. To secure a reflection of the problems and experiences in the teaching- learning situation from all phases of the school organization. Each has something to contribute that can supplement and need not dupli- cate the work of the others. Better and broader curriculums result from the efforts of people with various viewpoints, training, and experience. When curriculum revision is made a cooperative enterprise, it allows each type of worker to make the contributions he is best fitted to make, and it divides the work and responsibilities. 4. To insure greater success of the course when it is installed. The active coop- eration of representatives from all groups makes for better integration of the whole school system and for a more whole-hearted acceptance of the results of curriculum revision. Curriculum and Course-of-Study Building—A Teacher-Training and Supervisory Activity The attention of school administrators has been definitely concentrated on curriculum making for the past few years. No clearer results of the ef- fects of curriculum making on the improvement of instruction and super- vision can be found anywhere than in the case studies submitted by leading cities engaged in this work. Among the cities reporting definite activities which have resulted in such improvement are Minneapolis, Minn.; Denver, Colo.; Oakland, Calif. ; Berkeley, Calif.; Springfield, Mass.; Bronxville, N. Y.; St. Cloud, Minn. ; Detroit, Mich. ; and Raleigh, N. C. I. Social Studies in Minneapolis Minneapolis submitted the following outline? of a survey of observable teacher-pupil activities in teaching the social studies: 1 See page 181 for a list of these school systems. 2 Reported by Prudence Cutright, Department of Instructional Research, Public Schools, Minneapolis, Minn. THE EIGHTH YEARBOOK 185 A. Purpose of the Survey: To gain some objective notion of current practice. It involved (1) development of survey instruments, (2) training period for the elementary school principals who were to assist in the program, (3) reporting of 500 classroom observations. Ele- mentary school principals made all classroom observations. The results of the survey were compiled and interpreted. A report was made to the principal, who in turn presented the materials to teachers. B. Reports of the survey led to publication of supervisory bulletins. The topics of these bulletins had their origin in the needs revealed by the sur- vey of instruction. This series of bulletins was made the basis of building meetings for teachers. The following list suggests the nature of the curriculum problems dis- covered in the survey: Tests and Measurements for Social Sciences Values of Excursions in the Social Studies Difficulties in Teaching the Social Studies The Use of Maps in the Teaching of Geography The Use of Pictures in the Teaching of Geography . Science and the Social Studies . The Value of Current Events in a Social Science Program. C. Survey of Visual Education Materials. This survey led to recommendation for additional materials. D. Lectures on Social Studies by Leading Authorities. E. Reviews of Worthwhile Books and Periodicals on Social Studies. F. Illustrative Lessons These were designed to illustrate points of view in the new curriculum, teach- ing technics, and revised materials. Such a program of investigation as is outlined above must result in a free and full interchange of ideas and opinions based on intelligent observation of classroom practices. IO Denver's Appraisal Program” The Denver school system reports that, during the second semester of the school year 1927-1928, an appraisal program involving the cooperation of 750 teachers was carried on. Mimeographed reports summarizing the results of the appraisal have been prepared for all subjects. Further revision in the different courses of study will be based on the teachers’ criticisms thus obtained. Many of the courses of study have been revised in the light of “try-out experience” through using mimeographed bulletins covering the necessary revisions. Denver’s present plan of curriculum work includes the development of some new procedures in curriculum making which give promise of valuable results. The first part of the work involves the rating of the specific objectives as to divisional placement and relative importance for three levels of ability. In the case of English, this part of the work is nearing completion. Work has been begun in social science, science, and 1Prepared for the Supervision Commission of the Department of Superintendence by Arthur K. Loomis, Director of Curriculum Department, Denver Public Schools. 186 DEPARTMENT OF SUPERINTENDENCE mathematics. A similar method of attack will probably be used for all sub- ject-matter fields. The second part of the work involves extensive experiments with the organization of learning units. This period of experimentation may extend over several years. As the results of the experiment become available, they will provide the basis for revision in the courses of study. In ho city reporting has an appraisal program been more carefully planned than in Denver. III. Courses of Study as Factors in Supervision in Oakland, California ' In the Oakland public schools, supervision has been defined as the pro- cedure whereby the teacher is helped to develop his plan of work, to execute it effectively, and to evaluate it. Usually, such supervision is thought of as a cooperative enterprise undertaken by principal, supervisor, and teacher. There are, however, other factors than these personal contacts which may serve as important means in the supervision program. For example, a teacher might be helped to execute a plan of work by surrounding himself with a wealth of instructional material. Freedom of planning would result, but the economic efficiency of such a program might be subject to question. Of all the means of supervision, other than personal contact, the course of study is the most effective. It is the official statement of the instructional program, issued from the office of the superintendent of schools and ap- proved by the board of education. The course of study is a handbook for the teacher. Its function is to bring together in such form that it will be a convenient reference the follow- ing types of material: 1. A clear statement of objectives, both general and specific. 2. Suggestions as to means of attaining these objectives—stated in terms of ac- tivities and content materials. 3. Aids for the teacher. These aids will vary with the subject and the nature of the course. Examples are: a. Suggestions for correlations between subjects. b. Definite suggestions for work dealing with materials and topics of local interest. c. Illustrative and type lessons given. d. Suggested standards for checking results of teaching (i. e., standard tests, etc.) . Reference to proper use of maps, illustrative materials, etc. . Use made of scientific studies in determining methods and materials. . References, basic and supplemental, for children's use. . References: 1). To experiments, magazines, and books treating of theory and method. 2). Subject-matter references for the teacher.? mag ho 1 Statement prepared for the Supervision Commission of the De ri i | s partment of Superintendence by Richard E. Rutledge, Director, Bureau of Curriculum Devel i t 5 h opment, Res zuid- ance, Oakland Public Schools, Oakland, Calif. > a 2 Handbook for Course of Study Committees, Oakland Public Schools, June, 1928, p. 26. The EIGHTH YEARBOOK 187 ee eee. A ee Mn eee ee Se A N Course-of-study construction in Oakland, Calif., is a continuous coopera- tive enterprise engaged in jointly by teachers, principals, and supervisors, with the occasional assistance of outside specialists. Through service on curric- ulum committees, teachers become contributors to the program of super- vision, since such committees not only prepare courses but serve as perma- nent critics of the materials after publication. Such a conception of what the course of study should be and how it should be developed makes evident the importance of this phase of professional activity as a factor in supervision. The course of study is rich in suggestions as to possible plans of work and as to varied media for carrying out these plans. The teacher is helped to develop his own plan, not required to conform to a uniform procedure. The course of study is an effective means of introducing entirely new procedures. For example, the primary program was arranged by subjects, each with a definite time allotment. The revised course of study appeared as an activities curriculum with subject time allotment waived for teachers desiring to follow the new plan; the basic content material was also arranged by subject for the benefit of those teachers who felt that better results could be accomplished by traditional methods. Courses of study not only help teachers to develop plans of work, but they are also rich in suggestions which aid in the execution of these plans. Teachers should expect to find in the course of study definite suggestions for work dealing with materials of local interest, illustrative and type lessons, reference to the proper use of maps and other visual aids, and suggested reading material for both teacher and pupil. Effective teaching implies continuous evaluation. This phase of super- vision should not be neglected in courses of study. Every statement of objec- tives and the means of attaining them should be accompanied by a descrip- tion of methods of evaluating the progress of the child toward the accepted objectives. Among such methods of evaluation are the utilization of stand- ardized tests, directions for the construction and use of informal tests together with examples of teacher-made measuring instruments and check lists, and rating scales for aid in estimating pupil growth in those functions for which objective measuring instruments have not been devised. In conclusion, mention should be made of the relationship which should exist between course-of-study development and other agencies of super- vision. Cooperative supervision implies the constant joint study by teacher, principal, and special supervisor of the problem of the improvement of in- struction. From these conferences will come a mutual understanding of the present values and of desirable changes in courses of study. Through par- ticipation in course-of-study construction, each will come to appreciate the contribution of the others to the educational plan, and the progress of the school will be unified through the union of supervision and the development of the course of study. 188 DEPARTMENT OF SUPERINTENDENCE IV. Building a Spelling Course in Berkeley * A bulletin concerned with making a course of study in spelling in Berkeley, Calif., illustrates a method of teacher contribution to a course of study under the direction of supervisors. A. General Aspects of the Spelling Situation: 1. The public demands better spelling ability. 2. Educators are trying to bring scientific investigation in this field to a higher degree of efficiency. The literature on the subject is abundant. 3. Expert opinion based upon tests seems to prove that better results are obtained when the lesson is taught in school than when the child studies it at home. 4. There is greater economy of time in the former method, as the child left to his own devices will accomplish less than when held to close concentration by the demands of the teacher. 5. Motivated drill for a short period will produce better results than prolonged effort with inattention. 6. Errors in spelling are often due to committing the same characteristic blunder; e. g.: a. Putting in extra letter. b. Ending words with e, etc. 7. Detecting the particular difficulty, and concentrating attention upon that will contribute toward economy of effort. 8. Difficulties increase in accordance with increase in prescribed elements. Experiment indicates that the first, second, and last letters are more often recalled correctly; the two letters before the last seem to present most difficulty. . Disability in spelling is not necessarily a mark of poor intelligence. To differentiate as to cause of disability calls for skill in psychology; but each teacher should exhaust his own resources in improvement before giving up a case as hopeless. B. Aims in the Teaching of Spelling: 1. Direct: . Correct and automatic spelling of words in written work . Correct pronunciation Clear enunciation . A knowledge of the meaning of words A knowledge of the use of words A knowledge of how to use the dictionary. menage 1 Submitted by: Ruby Minor, Director of Kindergarten and Element Educati Publi Schools, Berkeley, Calif. ds nica THe EIGHTH YEARBOOK 189 2. Indirect (implied) : a. The habit of critically observing the spelling of new words found in read- ing. b. The habit of noticing wherein words differ slightly from the expected image of same. c. The habit of hesitation to write a word when in doubt regarding its proper spelling. d. The habit of taking a final glance at a word just written to see if it con- forms to the intention of the writer, and seems correct. 3. Dependent upon: a. The association of certain arbitrary symbols obtained through one or more sense channels. b. The subsequent recall of those symbols in a conventional order. c. The expression of this ordered group of symbols by some form of motor activity. C. Suggested Steps in Teaching Spelling: Write one of the new words on the blackboard and teach it in accord- ance with the following plan. Then erase it and write the next word, teach- ing it in the same way. Continue in this way throughout the list. 1. While writing the word, pronounce it distinctly. 2. Develop the meaning orally either by calling for a sentence using the word or by giving its definition. 3. Divide the word into syllables. Call on pupils to spell orally by syllables. Have them indicate what part of the word presents diffi- culties, or whether the word contains parts they already know. a. Main difficulties: Obscure or difficult sounds Silent letters Middle and last syllables. 4. Have pupils write the word on practice paper several times, spelling it softly as they write. 5. Allow the class a moment in which to look at the word again, and then have them close their eyes and try to visualize it, or use any other device of a similar nature. Have considerable repetition, both oral and written. 6. Be sure that every child gets correct aural and visual percepts of every word. After the new words of the day’s lesson have been studied in this way, write on the blackboard the new words and several review words. Allow the class three or four minutes for studying independently the whole list, suggesting that each pupil emphasize the words he thinks most difficult. This time should be limited so that every pupil will attend vigorously and intensively. Call upon pupils individually and in concert to spell the whole 190 DEPARTMENT OF SUPERINTENDENCE A A A AA A AAA A m—— list without looking at the board. Refer them to the board again when they hesitate. Erase all words from the blackboard and dictate to the class, using each word in a sentence first, then pronouncing it distinctly alone. D. How to Secure Interest in the Lesson : 1. Words should be selected from real life situations that are meaningful to the child. a. The spelling book should serve as a guide to the teacher and as a check to the pupil, but should not be slavishly followed in assigning lessons. y Pupils should help to make the spelling lists. Develop a spelling consciousness or ability to detect errors. Develop a spelling conscience which will: a. Cause child to be careful in spelling. b. Cause child to check his work that spelling errors may be corrected. E. Important Results of Experimentation: frill in spelling is necessary and should be subject to the laws of learning as in other subjects: a. All lessons should be motivated: ie 2). 3) 4). Realization of the need of correct spelling. Elimination of unnecessary words, and emphasis upon individual spelling difficulties. Satisfaction which comes from the completion of a task. Devices such as graphs, booklets, and charts, which emphasize com- petition with one’s own best record. b. The spelling habit should be learned in the way that it is to function in life: T) 2). e 4). 5) Written spelling should receive more emphasis than oral work. Words should be written as wholes rather than divided into syllables ; although seeing and pronouncing syllables should receive attention during study. Words should be used in sentences, and should be so written by the child. Child should become accustomed to use of dictionary as a part of the regular spelling lesson. The pupil will remember best that which is: a). Vividly presented b). Frequently repeated with attention c). Reviewed at correctly timed intervals d). Presented in a variety of ways. 2. Fixing the correct spelling habit is more important than learning to spell by rules, although stimulating an interest in rules may lead to an interest in words, if curiosity and play instinct are used. 3. Study supervised by the teacher is more effective than unsuperyised study. THE EIGHTH YEARBOOK 191 a A E IR AI A S N . Writing the difficult parts of a word in colors is of doubtful value, because it is impossible to select the parts of a word that will cause difficulty to all pupils. Since “learning is connecting” the teacher should see that right con- nections are made in learning the spelling of words. Fifteen minutes a day may be profitably given to spelling. Two new words daily may be given in grades | and 2; and from three to five new words in grades 3 to 6 inclusive. F. Methods of Teaching: 1. The incidental method: a. Incidental teaching is good to the extent that pupils see the relation of spelling to every other subject, and that words selected from other sub- jects have meaning; but this method should not be used exclusively, as it leaves the selection and fixation of words too much to individual opinion and chance. Furthermore, it makes attentive repetition and systematic re- view very difficult, 2. The test-drill method: 3 a. By using a graded list of words, the teacher tests her class to ascertain the pupils who need drill and the words which have caused the difficulty. By this process of elimination, both teacher and pupils realize the par- ticular words that must be given special attention. . This method has the advantage of saving time which might be devoted to useless drill, and makes the spelling lesson an individual matter, freeing the pupil when the spelling is mastered, for a more needed work. The method should not be followed exclusively, as the children need help in learning the meaning and acquiring a mastery of the use in speech of the words which they may know how to spell. . The teacher who uses this method should remember that the teaching of spelling has other associated values which are as important as teaching the automatic response of the order of the letters. Frequent reviews in which all of the class participate and which test the meaning and use of words as well as the spelling will make this method more effective. The teaching-study method: a. b. Emphasis here is upon the joint activity of teacher and pupils; upon teaching and studying rather than upon test and drill. The teacher makes it her responsibility to see that pupils are conscious of correct pronunciation, accent, meaning, use of word, and spelling of word. Teacher writes words on board, using each word in sentence. She then calls attention to each word, giving accurate pronunciation with correct value to each syllable. . Children pronounce word; care is taken to have superior pupils pro- nounce word first so that class will hear only correct impressions. The word is used in sentences by pupils to make sure that they have an understanding of its meaning and facility in its use. The aim is not ab- stract definition. It is practical use. 192 DEPARTMENT OF SUPERINTENDENCE Pupils then study the words, trying to discover the difficulties and devoting time to those difficulties. They may close eyes and try to recall words in clear mental images, or try to write words without looking, being careful to check immediately with correct form. . Words are erased and dictated to pupils. They write the words and then check them carefully as words are spelled aloud by a pupil whose paper is correct. . Each pupil notes his mistakes and writes the correct form of the same word on a special list for review. . All words are reviewed next day and at definitely increasing intervals thereafter. . This method is based upon sound psychological principles, but there is some danger that individual differences may not receive sufhcient atten- tion and that superior pupils will waste time on work already mastered. 4. The content-dictation method: a. b. This method is designed to combine the best features of all the other methods, but it is doubtful if this has been accomplished. A few new words are presented in each new lesson in a paragraph sup- posed to be within the comprehension of the child. . New words are so presented as to make a vivid initial impression, and so that the child will understand their meaning and use. d. Provision is made for repetition and drill. . The dictated paragraph requires the use of the word in writing, thus giv- ing from the first a correct contextual impression. . All of the advantages of the other methods may be applied to this method; but it is subject to some objections. Any ready-made series of paragraphs must be necessarily somewhat mechanical and cannot be universally sig- "nificant. G. Suggestions for Teachers: 1. Teachers should be familiar with the latest scientific results concern- ing spelling, and from these results derive a procedure suited to their needs. 2. The State Text is the guide for the Berkeley Schools. The Children’s Preface is very important. Pupils should be guided in its use. This text should be supplemented by other lists. Teachers should have a definite standard for what constitutes a good text in order to over- come the limitations of any text. da, b. Does it present the words that a child needs and uses now and will need and use very soon? Is the material of the text so arranged that it lends itself to the instruc- tion, inspiration, and information of the child? . Has the author provided drill for the purpose of making habitual the exact reproduction of the order of the letters in the word by the child whenever he has to write it? - Does the book make wise and helpful use of phonetic principles and de- vices? . Does the book make sufficient use of similarities and contrasts in the form and meaning of words to stimulate thinking by the child? Tue EIGHTH YEARBOOK 193 3. The teacher should be familiar with special lists and learn how to use them to advantage. a. One Hundred Spelling Demons. See: Jones, Franklin, Concrete Investiga- tion of the Material of English Spelling. Vermillion, University of South Dakota, 1915. b. A Suggested Minimal Spelling List. See: Pryor, H. C., Sixteenth Year- book, National Society for the Study of Education, pp. 73-84. Bloomington, Ill., Public School Publishing Company, 1917. c. Ayres’ Spelling List. See: Ayres, L. P., The Spelling Vocabularies of Per- sonal and Business Letters. New York, Russell Sage Foundation, 1913. 4. Pupils should be encouraged to make lists which represent their own difficulties, words in which they are especially interested and wish to add to their vocabularies, and words with certain peculiarities. A class or school list compiled during an enthusiastic study of special interest will be of great value. Why not have such lists as: . Things used at school . Things used at home Things made of wood, of gold, and of silver . Names of vegetables, fruits, cereals Words that signify action Illustration: Sixth-grade pupils were making an effort to expand a simple sentence to make it more interesting: “The boy went fishing.” A child offered this: “The boy went to the brook to catch some fish.” The teacher asked: “What kind of brook?” There followed an animated competition in word suggestion—adjectives that could be used. This was in the language pe- riod. The list suggested was material for a meaningful spelling lesson. Os ho PAE g. A Berkeley Spelling Book might have such lists as follows: 1). Schools in Berkeley 2). Building materials used in Berkeley 3). Animals seen in Alameda County 4). Crops raised in Alameda County 5). Words familiar in Berkeley geography and history. h. A special spelling booklet should be kept, in which, at the close of the week, all spelling words are listed alphabetically. his aids the pupil by repetition, and develops the habit of reference when in doubt as to spelling. A class list may be made on filing cards for ready reference dur- ing composition writing. H. Devices for Teaching Spelling: 1. Space will not permit descriptions of many suitable devices but the teacher should be sure that devices used are in accord with psycho- logical principles. To illustrate: a. They should appeal to the child’s interest. b. They should utilize the child’s original tendencies—to play, to manipulate, and to guess. c. They should appeal in a variety of ways to the child’s senses. He should hear, see, pronounce, and write the word. 194 DEPARTMENT OF SUPERINTENDENCE d. They should not be so complicated as to require too much time for explana- tion, or so irrelevant as to cause child to lose sight of goal. e. They should be of such a nature that every pupil performs often, and sees or hears only the correct form of the word. I. General Recommendations: Me 10. mL. Have each pupil keep an alphabetical list of troublesome individual words, and see that he reviews this frequently. Occasionally test him on this list. . The teacher should form a class list of troublesome words and have a review lesson with class drill on these words about once a week. . About every three weeks, there should be a general review of all words taught. Some form of competition is desirable, such as spelling matches or team contests, with permanent records kept of team results. . Beginning with Grade IV, the habit of going to the dictionary for the spelling of a word should be started, and appropriate class exercises in the use of the dictionary should be systematically given. . An important duty of the teacher is to develop a spelling consciousness. This may be done by making a pupil feel that he should always look over any written work to discover spelling errors, and that he should find out the spelling of a doubtful word from the dictionary or from some person before attempting to write it. . Do not waste time during the spelling period in developing the defi- nition of a word that is fairly well understood by the class. The contextual use of the word in a variety of sentences is a good and brief method of teaching its meaning. The class period should give a large amount of varied drill in the actual spelling of the new words of the lesson. . The emphasis with younger children should be upon an auditory method of drill, and with older children upon a visual method, but no single method should be used exclusively. The pupil should see, hear, pronounce, and write. . Remember that repetition should be accompanied by attention, and that motivation lessens the need of repetition; hence the folly of re- quiring pupils “to write a word twenty-five times.” . It is advisable to teach short groups of words in their natural rela- tions. too cold there is to school all right two boys once again This is true particularly of homonyms. Avoid calling attention unnecessarily to the wrong form; for ex- ample, never say, “What wrong letter might be used in separate ?” In the conduct of spelling matches avoid the danger: a. Of giving the poor spellers the least drill. b. Of having incorrect spellings repeated too often. THE EIGHTH YEARBOOK 195 __ _ __—>>=>+>+=+ nn + 12. A large percent of the time devoted to spelling should be spent on class instruction under the direction of the teacher; in other words, it should be devoted to teaching rather than to testing. 13. Words should usually be spelled in sentences, because that is the way that spelling is used. 14. We must recognize the importance of developing: a. Accurate sense imagery, especially visual imagery, and motor habitua- tion in writing the words, which finally result in automatic spelling. b. A spelling consciousness, which leads the pupil to detect his own errors in spelling. c. A desire for good spelling, which results in the careful use of the rules of spelling, other known forms of the words to be spelled, and the dic- tionary. 15. Teachers should include in the daily spelling not only common words 16. del 18. Lo; 20. par 22 used by the child, but also technical words which he needs to write in connection with his history, geography, arithmetic, and science. If the pupil were required to spell the common words of his spoken vocabulary, it is reasonable to suppose that his written vocabulary would be increased. Teachers should be familiar with the rules of spelling and select for their grade the most usable rules to be thoroughly mastered. These rules should be developed inductively. The effectiveness of rules is doubted by many educators and should be supplemented by other methods. Written spelling should receive more attention than oral spelling, because a habit should be acquired in the way that it is to be used. To create interest in spelling, use variety. Spelling matches are strongly recommended. These may be between pupils in the same room, or in different rcoms, or in different buildings. Even parents may be challenged occasionally to match their ability with that of the pupils. In oral spelling, the syllabification of words should be indicated by a slight pause after each syllable. In written spelling, words should not be separated into syllables. Misspelling is often due to not having seen the word enough; or to not having perceived words in right way to cause recall. It is a good habit to combine reading and spelling occasionally. Have pupils close reader and spell certain words. Reading should leave a residuum that will contribute to better spelling. Logical arrangement should be sacrificed to psychological arrange- ment. increase decrease instead of or decrease inclose increase delight 196 DEPARTMENT OF SUPERINTENDENCE 23. Secure correct sequence through: a. Seeing the word b. Having the letters given in proper sequence c. Saying the letters in oral drill d. Writing the word. 24. The real test of spelling is the ability to write on any topic of inter- est and spell accurately. Pupils should be graded on this basis and not entirely on marks obtained by writing a column of words “crammed” for the occasion. 25. More time should be spent on intelligent and discriminating study of spelling, and less on writing lists of words. V. How Springfield, Mass., Developed a Course in Reading The following section * illustrates one aspect of supervision at work in the development of a course of study in reading: At the time of initiating the development of a course of study for begin- ning reading, little had been done in the kindergarten consciously to lead up to reading readiness. Children’s experiences had not been sufficiently utilized as affording opportunity for the early lessons in reading. Certain studies were therefore initiated by the supervisor in cooperation with the reading committee. 1. 1 Report on reading submitted by Mary O. Pottenger, Public A study of the experiences of children of pre-school age. This study was conducted in seventeen elementary schools, and re- sulted in an interesting report of both helpful home activities and play activities engaged in by young children before coming to school. . A study of school activities through which children's interests in read- ing were aroused, or activities which might be used as subject-matter for reading experiences. For a period of six weeks, teachers of the kindergarten and grade one kept a record of all activities engaged in by children which in- volved reading. These records were charted and later were used as suggestive material in the course of study. . A study was made of reading materials available at the time the work on the course of study began. This study involved careful examination of all textbooks in use at the time, the elimination of inferior books, and redistribution of others which were adapted to specific localities. Experiments in the use of specific reading methods were conducted in selected classes. The teachers chosen for this experiment made contributions to the committee both in evaluating teaching procedures and the more recent materials. Supervisor of Elementa ¿ducati Schools, Springfield, Mass. P E ntary Education, THe EIGHTH YEARBOOK 197 5. Original materials were developed by teachers of grade one for charts bulletins, and types of silent reading exercises used as seat work. l Selected exercises were incorporated in the course of study and also used as illustrative material in meetings of teachers of these grades. | i In September, 1928, the reading study was at the following stage of development : 1. A tentative course for beginning reading in the kindergarten and grade one was ready for distribution. 2. A tentative course for grades 2-3 was in process of development. As a result, the supervisory program for the year 1928-1929 was as fol- lows: 1. Teachers were selected to work on the following studies: a. The use of teaching materials and methods of procedure. b. Opportunities for reading growing out of children's experience and classroom activities. Materials developed in classroom. c. Methods of individualizing instruction for the purpose of remedy- ing reading difficulties and of securing steady pupil growth. d. The use of phonetics in developing power in the recognition of symbols. 2. At a joint meeting of all kindergarten and first-grade teachers, the tentative course of study was distributed. The general supervisor and chairman of the English and reading committees discussed various sec- tions of the course, and questions were raised and answered by prin- cipals and teachers. 3. Principals and teachers studied the outline and planned teaching pro- cedures in keeping with the methods suggested. 4. Supervisor planned visits of one or two days in the various elementary schools. During these visits, the principal and supervisor together ob- served the teaching of reading. Later this observation was discussed, and suggestions for desirable changes were contributed. . Neighborhood meetings were held in sections having common prob- lems; e. g. a. Studies of vocabulary building in sections having a high percentage of non-English-speaking children. b. Materials and procedures especially adapted to these groups. c. Demonstration lessons. . A study was made of ways of developing reading interests and of utiliz- ing reading readiness in kindergarten groups in order that the growth in language and reading in these grades might be continuous. . In cooperation with the Bureau of Educational Research, vocabulary and reading tests were given as follows: a. All elementary children in one junior high-school district were tested. The results of these tests are being utilized in evaluating Gn [en “NJ 198 DEPARTMENT OF SUPERINTENDENCE methods outlined in the course of study for kindergarten and pri- mary grades. b. Elementary schools engaged in a building study of reading. c. Classes engaged in the solution of specific problems. Those engaged in this reading study have experimented with remedial methods for reading difficulties discovered. The results of this study have been given to all teachers as aids in interpreting reading conditions, defining reading problems, and prescribing effective remedies. VI. Development of a Unified Social Studies Course in Springfield, Mass. During the year 1926-1927, two curriculum committees, one for elemen- tary geography and one for elementary history, were merged into one com- mittee for the development of a social studies course of study.* The mergence of the two committees resulted from an opinion that if the child participates actually or vicariously in the activities represented in the life around him through observation, experimentation, and discussion, he is led into fields formerly designated as geography, history, and civics. Such method of attack on his surroundings inevitably carries him into many subject-matter fields more or less related. Presenting these subjects in a single unified course gives greater opportunity for many contacts and many interpretations of life about him. From this point of view, the committee began its work. The larger com- mittee was subdivided into committees representing the kindergarten-pri- mary grades, and grades four, five, and six. Following are the steps in the program of developing the course for grades four, five, and six: 1. Sections of the course were developed in classrooms representing vary- ing social backgrounds of pupils and having teachers of superior ability. 2. A committee of teachers in whose classrooms these sections were de- veloped, and principals, and supervisors began revision of these sections and the development of new ones. 3. After one year’s work, the first form of the course of study was ready for distribution, September, 1927. (The experimental try-out was limited to eight schools. Two factors entered into confining the try-out of the course to a few schools: First, it seemed necessary to concentrate supervision to a limited field; second, the added cost of text and refer- ence books, maps, etc., necessitated working the program out over a period of two years. ) 4. After teachers had opportunity to look through the course of study, a meeting of teachers and principals was called by the general supervisor to go over the course with them. 5. A one-day visit was made in each of the eight schools every four or six weeks by the general supervisor. The principal and general supervisor 1 Report on social studies submitted by Evelyn T. Holston, Supervisor of Element - tion, Public Schools, Springfield, Mass. i a a ibi THE EIGHTH YEARBOOK 199 eee ere eee E O cae A IN N 10. observed together the classroom work. After school, a meeting was held with the teachers of the building to talk over the observations of the day. Teachers presented typical classroom problems and were given suggestions by other teachers, and by principal and supervisor, The principal and the supervisor presented problems which they saw. Sug- gestions were made for improving the content and organization of the course, and for a more efficient use of text and reference books, maps, and pictures. Near the end of the school year 1927-1928, the committee came to- gether again to discuss ways of improving the course of study. Changes suggested in these building meetings were brought to the curriculum committee meeting for general discussion, after which more complete revision began. The work of intensive revision covered a period of six weeks, committee members being released from classroom work for curriculum work. A loose-leaf, mimeographed form was the result. In September, 1928, the revised form was distributed to the eight original experimental schools, and to nine additional ones. Necessary books and other equipment were supplied to these schools. The program of observation and discussion was continued during the term of September, 1928. A plan of teacher visiting has been developed for the purpose of ac- quainting new teachers with the new course, and also those teachers who need to see the course being used in the classroom by superior teachers. Problems now under consideration by all teachers participating are: a. Some basis for the selection of teaching units—the course at pres- ent is much too full. It is desired to keep it sufficiently full to adapt it to specific classroom situations. b. What selections in cases of combinations of grades? c. Decide on uniform plan of organization of subject-matter for vary- ing ability groups within the grade. d. Develop in cooperation with the Bureau of Educational Research some method of testing pupil achievement in the subject-matter of the course. VII. Curriculum Building in Bronxville, N. Y.! When the development of goal cards was undertaken in Bronxville some three years ago, the elementary school was composed of a number of com- petent teachers, each a strong individualist. Each was developing a rich, social life for the children of his group, but was conscious of a lack of con- tinuity from group to group, with occasional duplications of material or occasional gaps. Thoroughly convinced that one of the main obligations of the modern school is to provide rich opportunities for social living, it was 1 As reported to the Supervision Commission of the Department of Superintendence by Willard W. Beatty, Superintendent of Schools, Bronxville, N. Y. 200 DEPARTMENT OF SUPERINTENDENCE felt that such an activity program must go hand in hand with careful meas- urement of academic products. To accomplish this most fully, a revision of the curriculum in the light of these two objectives was felt to be necessary. The superintendent of schools and his teaching staff determined to dis- regard former syllabi and traditional grade placement of materials and endeavor by every means at their disposal to discover justifiable requirements for mastery learning, and desirable goals for social living. Being definitely - committed to the policy of individual mastery upon the part of every pupil, the aim of their course-of-study building became the determination of those habits, skills, and abilities which they could justifiably expect each and every child to master. So far as possible, they also sought a means of measur- ing the successful adaptation of each individual to these objectives. The schools were divided into committees for the study of the objectives of each subject in two successive grades. That is, there was an arithmetic committee for the first and second grades, one for the third and fourth grades, and one for the fifth and sixth; similarly, with oral and written English, reading, social studies, and life science. In addition to being committed to individual mastery of habits and skills, this faculty was also committed to the develop- ment of an activity program in which learning was stimulated by rich social experiences, participated in by groups of children. The teachers believed that these experiences should possess educational value in themselves and, in addi- tion, stimulate a desire for mastery of the basic habits and skills. It was therefore the aim of the Bronxville course-of-study committees to outline for each grade, objectives which would tend to stimulate group activities of a desirable nature, yet so expressed that each goal represented a measur- able achievement. Early in the curriculum conferences, committees with practical unanimity declared for step-by-step mastery of given habits and skills throughout the grades in contrast to the cycle approach. This naturally led to a decrease in the variety of academic learnings assigned to the early grades, allowing more time for enriched social experiences, contributing to mastery of the fewer skills which are emphasized. Many arithmetical experiences are pro- vided, simple rote counting is expected, but no fact learning of arithmetical combinations is included in the first-grade course of study. Second-grade arithmetic is concerned with the mastery of the addition facts and the use of these facts in column addition. Subtraction does not appear until the third grade. A great deal of emphasis is placed upon reading in the first grade, and the children are expected to have made a successful reading adaptation in a very definitely measurable degree at the conclusion of their first-grade work. One should explain here that first grade is simply a term to express a series of measurable units of work. It has nothing whatever to do with a time unit. In other words, a child may complete his first-grade work in reading in six months, or he may require a year and a half. A large major- ity of children complete this work within a year, but in no sense of the word THe EIGHTH YEARBOOK 201 is it to be expected, nor is anyone surprised if a child proceeds more rapidly. Rapid progress does not result in his changing his social group unless he is exceptionally mature. On the other hand, slow progress does not result in the child’s being dropped back into a younger group unless he is socially very immature. Classroom experience verified by experimental evidence drawn from a large number of sources contributed to the grade placement of materials. It was understood at the time these divisions were made that yearly re-evalua- tions of the course of study and the materials of instruction would be made. At the end of the first year, the course of study in oral and written English was almost completely rewritten. The work of the National Committee on Reading, the various monographs from the University of Chicago, and the work on reading done at Teachers College, made possible the set-up of a series of objectives in reading which have so far stood the test of three years’ use with practically no modification. The results of teaching with a curric- ulum developed as outlined above are carefully checked by means of local diagnostic tests, and also by frequent use of standardized test material. To summarize briefly the results of the Bronxville curriculum program of the last three years: (1) The program of creative activities has been stimulated rather than inhibited; (2) Mastery teaching has resulted in a higher degree of mastery of all of the fundamentals upon the part of a much larger group of children than ever before, and has reduced greatly the need for review drills; (3) Local teachers are much more willing to follow the course of study because they believe in the fundamental basis upon which it has been developed; (4) It has made local teachers much more wide-awake to the results of experimental work in education going on elsewhere, and also very anxious to test accurately the results of their own teaching technic ; (5) The development of goal cards used as reports to parents and as a continuing record of pupil progress from teacher to teacher has given a con- tinuity to the work of the children which did not exist before, and has brought about a pride in mastery of material. VIII. Ten Steps in the St. Cloud, Minn., Curriculum-Building Program ' 1. The problem was stated as fully and clearly as possible. 2. A committee of teachers was selected of those who were interested and best able to contribute to the solution of the problem. 3. Study of the problem by each individual member of the committee from all sources obtainable and a preliminary report prepared of each individual’s findings. 4. Committee conference with supervisor for agreement on materials to be submitted to the different classrooms for trial. 5. Committee conference with supervisor for final acceptance. Es As reported by R, H, Brown, Superintendent of Schools, St. Cloud, Minn, DEPARTMENT OF SUPERINTENDENCE Materials referred to classroom teachers for try-out. Teachers asked Materials returned to committee for revision in light of the classroom 202 6. to offer criticisms and suggestions, and to report results obtained. We results. 8. Materials revised and teachers again asked to cooperate. 9. Committee again revised the materials as needed. 10. Tentative acceptance or rejection of the materials as part of the cur- riculum. IX. Outline of Detroit’s Curriculum-Building Program? A. Fundamental Concepts: 1. 2 The goal of education is the development of individuals who are happy and efficient members of society. Individual differences are of such magnitude and importance that provision should be made for them in any course of study. B. Procedure: k: TES ID Use of experimental school : a. Development of program to fit specific needs of children in the school. b. Trial of program. c. Checking of results of trial. Incorporation of findings in tentative body of material. Submitting material to general adviser for criticism. Use of material with appropriate modification in two other schools. Appointment of committee of outstanding teachers and subject-matter specialists to revise material. Rewriting of material incorporating revisions. Submitting material to experts for advice and further criticism. Provision for training of teachers in relation to aims, content, and method of course through: a. Presentation at district principals’ meeting b. Presentation at teachers’ meetings Demonstration lessons Q d. Instruction in extension courses offered by the supervisors. X. Raleigh, N. C., Plan of Curriculum Revision 2 Believing that if the teachers are to be in sympathy with the program and ready and willing to try the course in the classroom they must have a share in the work, the superintendent of schools of Raleigh Township planned for the work to be done by the teaching staff. It takes time for a program to be developed by the staff while they are doing full-time teaching. Realizing the value of having the material tried 1 Prepared for the Supervision Commission by Arthur Dondineau, Supervising Director of Instruction, Detroit, Mich. 2 Prepared for the Supervision Commission by Mildred English, Assistant Superintendent ot Schools, Raleigh, N. C. THe EIGHTH YEARBOOK 203 out in the classroom with careful testing, checking, and constant revision in the light of results obtained, it was agreed by both administrators and teaching staff that the program should be carried over a period of ten or twelve years. Thus a sound basis may be secured for stating that the results obtained with the revised course of study are better than those obtained under the old course. The program is now in its sixth year and the results in both pupil and teacher growth have been satisfying. Organization—In undertaking the program, a steering committee was organized to direct, and act as a clearing house for, the various committees. This committee is composed of Dr. Thomas Alexander, Teachers College, Columbia University; Dr. M. R. Trabue, University of North Carolina, Chapel Hill; Dr. Shelton Phelps, and Miss Lucy Gage, George Peabody College for Teachers, Nashville, Tenn.; and the superintendent and assist- ant superintendent of the Raleigh schools. ‘The members of the committee have kept in close personal touch with the situation and have at all times worked as members of a committee or group attacking any definite problem. The first year the problem of curriculum construction and the need for the revision of the Raleigh course were discussed with a few teachers, the principals, department heads, and other key people in the system to enlist their active interest in the experiment. A survey of the field of curriculum revision was made during the second year, by interested teachers, under the direction of the steering committee. During this organization period, eighteen experts and subject-matter specialists from seven higher institutions were brought in to discuss with the teaching staff certain definite phases of the curriculum. This policy has been continued during the entire time. Not only have these men and women lectured to the staff, but they have met committees of teachers and discussed definite problems that are constantly arising. They have helped in the evalua- tion of the work as it has been developed and in checking the results obtained. Use has been made from time to time of research studies carried on by bureaus of research in school systems, colleges, and universities. The third year of the program was given to wide reading on the part of the staff to set up objectives for the educational program for the system, in the different subjects of the course, and for the different grades. A profes- sional library was started with this phase of the work and has been added to from year to year as the need for books and helps on different subjects has arisen. This library is used by the teachers of the entire staff and has proved helpful not only with the curriculum program, but with the general work in the schools. In the work of setting up objectives, the teachers volunteered for com- mittee work on the subject in which they were most interested. The com- mittees were composed of teachers from the elementary, junior, and senior 204 DEPARTMENT OF SUPERINTENDENCE high schools, as the need for a continuous program from the first grade through high school was recognized by all. The fact was recognized, also, that a good high school cannot be built on a poor elementary school course, and it was therefore felt that different levels of school work should be repre- sented on each committee. The committees organized with a chairman elected by the group. Often sub-groups were organized from the committee to make some special investi- gation. In this way individual problems were taken care of and reported to the committee as a whole. The work of the committees has been an after- school contribution to the program of curriculum making, as no teachers have been relieved from classroom duties to do this work. In the fourth year, subject-matter committees were organized following the plan of committee organization explained above. These committees developed in each school subject objectives, subject-matter requirements, cor- relations, materials and methods to be used, and possible outcomes. The following year integrating committees were formed to take all sub- ject-matter reports for a given grade and see that there were no omissions or over-lappings, and that the entire program for any given grade had unity and coherence. More progress has been made in the elementary school than in the high school, due, in part, to the fact that the work in the high school is so highly departmentalized. A “Visualized High-School Program” has been worked out by the staff on a large board which coordinates the different years and the various departments of the high school. The scheme shows the courses offered in the high school by years and by semesters as well as by topics within each year. Each teacher was asked to turn in to the chairman of the committee in charge of this work the major topics in the course as taught the present year. These topics were placed on cards which were hung on the board in the proper column showing the year and the department in which the topic is taught. The use of cards of different colors shows the correla- tions between departments and the articulation of the topics taught. The chairman of the committee working on this often found it necessary to call in the members of a department to explain difficulties and statements that appeared contradictory. At times it was necessary to call in the members of two or more departments to make needed adjustments. The board is not in any sense a fixed scheme. A topic can be changed from one year to another or from one department to another by simply moving the card. Correlations with different departments are indicated by placing under the card showing the topic a card of the color of the department offering the same topic, or the department that should offer the topic. As the board has been filled with the cards from the different departments this year, showing topics now be- ing taught, changes that the departments wish to have made have been in- dicated, In this way it is hoped that the course may eventually be so planned that the topic shall be taught where it is needed and before it is needed by THE EIGHTH YEARBOOK 205 eee ee eee Fe ee ee ÓN CEA other departments. For example, the science department should give some facts to the students who are to take home economics before the need for these facts is felt in the home economics department, and so on. This visualized program shows the units now being offered in the high school. Committees are considering the type of high-school program that should be offered and plans are being made to try out some different units of work in the high school next year with the students in the first two years. The thesis has been developed with the high-school staff that the program should come from within the school; that it should be the program of the teachers; that the principal is acting as ex officio member of the group. With this point of view the teachers are studying the child and his needs and try- ing to develop a program in the high school that will fit the students for citizenship of the highest type. Results—It has not been the purpose of those working on the Raleigh Curriculum Program to develop a new course of study, but to check the present one, and the one which will be in use when the program is completed, against other good courses of study. Very careful records are being kept of each pupil from the first grade through the high school. When the children now entering school for the first time have completed high school, there will be available an accurate record of the growth of the individual pupil under the new program to check against the results obtained under the old course of study. The program of curriculum revision now being carried on has brought about a better spirit among the members of the staff, has stimulated profes- sional growth on the part of all concerned with the program, has helped de- velop an atmosphere in the classrooms that makes for happy pupils who seek opportunities for self-expression along many lines. Facts gained from case studies of curriculum building program— These and many other case studies have been reviewed. A sufficiently representa- tive group has been selected to show the part played by teacher, prin- cipal, and supervisor in the development of sections of the curriculum. In each case, it is clearly evident that the creative abilities of teachers are being discovered and developed and that all are working together harmoniously in the improvement of instruction. A careful examination of these studies indicates that teachers and supervisors have profited by participation in the making of courses of study in: (1) a clearer conception of educational ob- jectives; (2) a critical attitude toward ways and means of reaching desired ends; (3) a tendency to analyze methods and select devices in the light of purposes and in consideration of the way “learning” goes on; (4) a con- sciousness of the need for a broad, general culture; (5) an appreciation of the value of cooperative work, not only as an inspiration, but as a distinct opportunity for making contributions and for receiving the contributions of fellow teachers. And, finally, the cooperative work of teacher, principal, and supervisor has resulted in a more intelligent use of the course of study in the classroom. In all the studies given above, it is clear that teachers and super- 206 DEPARTMENT OF SUPERINTENDENCE DENSES _— . _. E visors have pooled knowledge and experience and that recommended meth- ods as well as accepted curriculum content are the final agreement of all par- ticipants. Conclusions so reached are the valid sanctions of intelligent group opinion. Relationship of groups to curriculum making—Many cities have sub- mitted plans showing marked agreement in the relationship of teaching, su- pervisory, and administrative forces in curriculum making. It is the judg- ment of all that the success of the program is dependent on harmonious relationships throughout the personnel of the system. The following outline of the duties of the members of the school staff appears in Cocking’s Admin- istrative Procedures in Curriculum Making for Public Schools, referred to on page 177. Planning the program—Central office. Determining aims, programs of studies, time allotments—Central office, princi- pals, supervisors, and teachers. Determining subject-matter—Teachers with assistance of principals and super- VISOFrS. Making objective tests—Teachers with aid of supervisors and division of re- search. Installing new courses—Principal with assistance of supervisors. Carrying constant revision—Entire system. Editing courses of study—Central office. Outcomes in the improvement of teaching and supervision—From the teacher’s point of view, participation in the work of curriculum making has resulted in a clearer conception of educational objectives; a tendency to analyze teaching procedures in the light of educational psychology; a grow- ing tendency to individualize instruction; an active interest in making use of educational research and experimentation in the solution of problems of in- dividual differences; a more impersonal and objective attitude to the evalu- ation of results; a growing consciousness of the need and value of a gen- eral culture; and a finer spirit of cooperation. From the point of view of the supervisor, there has been presented a chal- lenge to maintain the high standards of supervisory efficiency demanded by teachers whose participation has resulted in increased knowledge in the whole field of education. Such demands as he must meet in a program of curriculum making have resulted in helping to make him an objective analyst. Observations interpreted in the light of clear and sound educational thinking have developed not only a critical and open-minded attitude to methods of procedure, but they have stimulated him to a critical study of the social values of subject-matter and of the need for its adaptation to individual differences. And, finally, there has come clearly a recognition of the value of de- veloping the creative talents of teachers; a knowledge that such utilization of teacher ability is creating for supervision a confidence in intelligent and sympathetic leadership. CHAPTER IX TRAINING FOR SUPERVISION UPERVISION is a complex, intricate, and highly technical type of work. It may be assumed without argument that specific training is neces- sary, both pre-service and in-service. If supervisors are to be trained, what then are the needs? Four questions are suggested: What training do supervisors now possess? What constitutes adequate and desirable training for supervisors? Is adequate and desirable training for supervisors available at present in any training centers? 4. What should superintendents be doing in training supervisors in service? WN & In discussing these items, no particular differentiation will be made be- tween general and special supervisors and principals as supervisors. The dis- cussion will be confined to that basic training desirable for any and all doing supervision. The first question, what training do supervisors now possess, may be dis- posed of summarily. Even though conclusive and reliable data are not avail- able at present, showing the actual training levels of those engaged in super- vision, such observational evidences as we have indicate clearly that super- visors in the main are not specially and technically trained for their work. This is in part accounted for by the comparative recency of modern super- vision. Furthermore, a scrutiny of college and university offerings during the past ten years shows with equal clarity that no very great amount of technical training has been available. Finally, knowledge of present train- ing levels would not be particularly valuable in aiding us to answer the question of what constitutes desirable training. The second question, what constitutes adequate and desirable training, then, is the point of departure for this chapter. The nature of adequate and desirable training for supervisors as hereinafter set forth has been ascertained in the following manner. The actual duties performed by supervisors have been scrutinized. These data have been supplemented by consideration of desirable duties as suggested by superintendents and theorists. Based on a list of actual and desirable duties, a tentative training regime has been out- lined. The third question, regarding the nature of training now available, is answered easily through examination of the offerings of training centers. This shows not only what training is available, but how closely these offer- ings approximate the theoretically desirable training. The fourth question, what should superintendents of schools be doing to aid, direct, and train their own supervisors, indicates a different attack and perhaps the most practical one at this stage. Certainly it is the one most valuable to the readers of this book, namely the superintendents of schools. [ 207 ] 208 DEPARTMENT OF SUPERINTENDENCE Exhibits have been gathered showing what superintendents are actually do- ing in training supervisors in service. The principles and many of the prac- tices are the same, of course, as for the older and better known activity of training teachers in service. In larger cities the work may be in charge of an assistant or deputy superintendent of schools. It may be objected that many superintendents are not themselves well enough informed in supervision to carry on training in service for their supervisors. This is in part true, but the superintendent can and should in- itiate, organize, and carry on such programs, in which are discussed super- visory problems growing out of the work of the group. If he trains himself incidentally, all the better. At least it is highly desirable and quite practi- cal for the superintendent to carry on group discussions with his council or cabinet of supervisors, working definitely toward a better theory and prac- tice of supervision. The activities of supervisors—If we are to suggest training for these offi- cers, it is necessary to know what they do under practical conditions and what they should do under ideal conditions. The duties of supervisors as shown by actual studies—In Chapter III of this Yearbook, there is presented an analysis of all available studies of the duties of supervisors. It is unnecessary to repeat here either the list of studies or the summary analysis of them. Both are easily available by turn- ing back a few pages. The duties of supervisors as presented by superintendents and theorists— ‘The general functions of supervision as seen by a superintendent are pre- sented in Chapter II of this Yearbook. Other similar statements are avail- able in printed form.? Comparing the various statements by superintendents and theorists with each other and also with studies of the actual duties performed, a large amount of agreement is apparent. It is possible, therefore, to present a sum- mary list of major functions of supervision to which practically all compe- tent people will agree. Such a summary is presented below. It is based on the two sources just mentioned, and is the basis for the outline of desirable training which follows. A Summary Statement of Supervisory Duties and Activities I. Inspection: A. Survey of the school system, the equipment, the means of instruction, the service, the personnel, the pupils, and other items of detail: 1. Development of means of evaluating the personnel, equipment, methods of instruction, curriculum, and all other items pertaining to efficient in- struction 1See: Barr, A. $.; and Burton, William H., The Supervision of Instruction, Chapter I New York, D. Appleton and Company, 1926. 4 i : a ee a Elementary School Supervision, Chapter I. New York, Charles Scribner's Sons, i Nutt, Hubert Wilbur, Supervision of Instruction, Chapter IT, Boston, Houghton Mifflin Company, 1920, Ze 3. 4. THE EIGHTH YEARBOOK 209 Survey testing (use of tests to locate instructional shortcomings) Visitation of schools (for inspectional purposes) Analysis of any and all records and reports. II. Research: A. The selection and organization of the materials of instruction: il Mn +0 tw The setting-up of objectives, studies of subject-matter and activities, and experimental testing of materials The making and constant revision of courses of study . Preparation of miscellaneous supplementary instructional material The selection of textbooks, setting up standards of distribution . Testing the efhciency of the course of study, textbooks, and other instruc- tional materials ) Preparation of descriptive lists of instructional materials, supplies, and equipment with suggestions for their use and care. B. Experimental study of the problems of teaching: 1. 2 SE at The construction of tests The development of record forms The training of teachers in the use of tests The use of both standardized and local unstandardized tests: a. For purposes of diagnosis b. For purposes of classification c. For determining progress and making comparisons d. For teaching purposes (remedial prescriptions) e. For purposes of educational guidance. C. Determining the desirable physical conditions of learning: ibe Z. Expert assistance in the criticism of buildings and building plans Expert assistance in the selection of supplies and equipment, writing of specifications, and setting up standards of distribution. HL Training: A. The direct improvement of classroom teaching: Classroom visitation Individual and group conferences . Directed teaching Demonstration teaching . Directed observation Development of standards for self-improvement The training of principals to supervise instruction. B. The general improvement of teachers in service: Me 2. n Stimulation of professional reading Promotion of attendance at summer school, extension courses, and inter- visitation . Preparation of written, printed, or mimeographed bulletins, circulars, reviews, or bibliographies Development of exhibits of school work or other objective aids Planning for participation in administration, supervision, or experi- mental work. IV. Guidance: A. Organizing programs of cooperative activity: 1. Setting up objectives which have been derived through inspectional pro- cedures or through teachers’ suggestions 210 DEPARTMENT OF SUPERINTENDENCE 2. Supplying means and guidance for achieving the objectives: a. Necessary information and explanation of methods and devices b. Necessary supplies, equipment and instructional materials c. Necessary physical conditions for good work, insofar as these are under the control of the supervisor d. Special individual help on call; the diagnosis and evaluation of pupil progress; the diagnosis and evaluation of teaching ability. 3. Establishing and utilizing measures of success, both in terms of pupil and teacher activity. B. The development and maintenance of morale, or esprit de corps: 1. Through expertness in professional service rendered (teachers will have confidence in and give allegiance to supervisors who are known to be experts) 2. Through a willing and unselfish expenditure of time and energy in meeting problems and in rendering service 3. Through administering supervision in a kindly, sympathetic, and co- operative, but none the less firm, manner 4. Through inviting cooperation in the solution of the problems arising within the system 5. Through giving full credit for all contributions from the teaching staff 6. Through providing opportunity for the exercise of teacher initiative in experimental work. V. Professional and Semi-Administrative Duties: A. The activities listed under III-B above for the general improvement of teachers are equally applicable to the supervisor, i. e., the supervisor should constantly improve through such means as professional reading and at- tendance at summer school. . The keeping up to date of such records as are necessary to effective super- vision. C. The interpretation of administrative policy upon matters of instruction to teachers, principals, some administrative ofhcials, other supervisors, and the general public. D. Expert advice to administrative officials charged with the selection, ap- pointment, transfer, promotion, rating, and dismissal of teachers. E. Developing the opinion of teachers and directing it in its effect upon the community. (Concerning school standards and aims, building campaigns, bond issues, salary increases, and special programs.) F. Participation in the activities of civic bodies and clubs on behalf of admin- istrative policy. G. Preparation of written articles on behalf of administrative policy. os A Tentative Outline of Desirable Training for Supervisors If, then, the foregoing presents a reasonably accurate picture of the actual and desirable duties of supervisors, what training should be required ? It is quite obvious from the foregoing summary that the supervisor must: (1) Possess a philosophy and certain knowledges, and (2) be able to do cer- tain things. The outline on page 211 indicates in general what is meant. It is obvious to the reader that some parts of the implied training should doubtless have been acquired by the individual before taking up specific training for supervision. That is, the training for teaching will care for part of this. However, we are concerned here with the total picture. THe EIGHTH YEARBOOK PAM The Supervisor Must Know: The science and philosphy of education. The principles, common problems, and accepted procedures of school super- vision. The principles, problems, and accepted procedures of school administration. The principles of general method or pedagogy, with perhaps some famili- arity with special methods in certain fields. The psychology of learning, of child- hood, of adolescence. General social psychology. The accepted procedures of research: statistical, laboratory, group experi- mental. The nature and use of simple statistical terms and procedures. The theory underlying the various uses of standard tests and scales. The principles of test construction. The present curriculum problem, meth- ods of attack, types of courses being developed. School and child hygiene. Certain training other than professional which will not be listed here. Methods and technic of child account- ing—pupil personnel work and guid- ance, including school progress and age-grade charts. Principles underlying leadership and cooperation—how to get on with people without friction—social intel- ligence. The evidence and findings of scientific studies of method. The Supervisor Must Be Able To: Confer with various types of individuals in such way as to accomplish purposes. Confer with various types of groups, organize and direct conferences and meetings in such way as to accomplish purposes. Do long-time planning: of supervisory activities, remedial teaching, and im- provement in service. Demonstrate good teaching procedure, that is, in terms of general method. Analyze objectively observed teaching procedure, and organize intelligent critical discussions thereof. Construct and use reliable objective standards for the evaluation of teach- ing, the evaluation of texts, or of sup- plies. Secure the cooperation of individuals and groups in the foregoing and other activities. Construct brief analytical bibliographies and reviews of the recent periodicals and books. Write and circulate well-organized supervisory bulletins. Plan and carry on research and direct others in research. (In curriculum reconstruction, experimental teaching, development of information tests, etc.) Carry on testing programs, either for the lay public or the teaching body. Keep clear and adequate records of his own activities, a filing system. Develop teacher morale and professional spirit. Keep up with modern developments in education, which means that he must be familiar with the sources of new ideas, such as experimental schools, professional monographs, and peri- odicals. Speak clearly and easily before lay or professional audiences. 212 DEPARTMENT OF SUPERINTENDENCE Some of the items rest in part on native capacity and cannot be acquired entirely by training, either pre-service or in-service. “They are, of course, susceptible to training. Since the personality traits of supervisors are not discussed elsewhere in this book, we may digress very briefly here to point out the chief desirable attributes of a supervisor's personality. It cannot be too strongly emphasized, however, that since much does rest on personality, individuals of obviously unsuited personality should not be admitted to training. A careful consideration of the many and varied duties of the supervisor, of the intricate problems confronting him, together with a realization of the importance of his whole activity, will furnish us with a check upon the different lists of personal qualifications. The big, dominating aim of super- vision is the improvement of teaching. The cooperation of teachers is es- sential. The gaining of this cooperation calls for kindness, sympathy, and tact. Confidence is engendered by reliability and sincerity. Loyalty to subordinates is just as necessary and important as loyalty from subordinates. The supervisor must originate and carry through projects in teacher- training, in the betterment of instruction, and in the organization of curric- ulums. This calls for initiative, self-reliance, industry, and perseverance. These qualities must be accompanied by enthusiasm and optimism. The cooperation of teachers must not stop with passive acquiescence, but must be motivated and inspired to contribute and actively further the joint purposes of supervisors and teachers. his inspiration comes from a feeling of confidence engendered by a supervisor’s loyalty and sincerity, combined with energy, enthusiasm, and optimism. There will be inevitable explosions, or at least friction and disagreements. ‘These situations the supervisor must meet with tact, adaptability, resource, and infinite patience. A sense of humor, so scantily honored in the study quoted below, is a vital and necessary part of a supervisor’s make-up. One of the few studies made on this point produced the following re- sults. Large numbers of teachers were asked to list the desirable qualities in supervisors. Teachers’ Estimates of Supervisors’ y Frequency Qualities percent Kindness ores vampathyineret cs home A E a cue Aa A E hers eee Gene Rea ae 55 SOS EMANCIMA IAS UD vy oss og o Sta boo cab Aas Gas ng aw se ge 48 Cooperation RS a meme A concn n EE NN 16 Executive, Salbility in A TA 10 Professional knowledges nis tre e O E: E 10 Erogressiveness uo rita IO ee 8 Leadership in community........ 8 Rellables JUE AM iO ACI SA a Broad scholarship 5 Other requisites were: flexibility of requirement, sincerity, good breeding, attractive personality, ability to descipline, good health, abilitv to make a speech, fairness. lofty ideals, the ability to smile, promptness, reliability, poise, enthusiasm, moral and physical cleanliness, foresight, a democratic spirit, resourcefulness, courage, optimism, and a sense of humor (the latter with only two votes). 1 Bird, G. E., “Teachers” Estimates of Supervisors,” School and Society, Vol. V, June 16 1917, p. 717. : THE EIGHTH YEARBOOK 213 To return to training, of those items which can be developed, some may be acquired either wholly or very largely in the pre-practice training period. For others, experience or actual try-out is necessary for final acquisition and use of function. This latter distinction suggests an important point con- cerning the pre-practice period. Even here, there should doubtless be two phases: course work or discussions about the functions, and actual practice in performing the functions. The latter is commonly slighted, either because facilities are lacking or because of the inability of those directing the training to carry it out. Even though real experience may be necessary for final ac- quisition, pre-service training of the practice type should be included. That is, the supervisor in training can be given actual opportunities to analyze lessons and diagnose them, to present material to various types of groups, to direct teaching, and to organize and construct teachers’ meetings. The fol- lowing discussion may serve to clarify details.” The amount of technical training—As a minimum, supervisors should have at least one year and preferably two years more than the amount of formal training possessed by the teachers whom they supervise. A more specific statement would be that they should have a bachelor’s degree; and there is considerable sentiment that supervisors should possess a master’s degree. Ideally, they should be graduates of both a normal school and a col- lege of education instead of merely graduates of the latter. Teachers possess- ing requisite training background, who manifest classroom expertness and also marked capacity for supervisory leadership, should be given every oppor- tunity to take advanced work at a university. This insistence upon advanced work does not mean that such work neces- sarily fits one for supervision. A bachelor’s degree or a year spent in graduate study will not necessarily fit one for supervision. No more will long experi- ence fit one for supervision. In fact, very often it is a serious handicap. Far too many people who boast of twenty years’ experience have really only had one year’s experience repeated twenty times. More important than the length of study and number of courses is the content of these courses. More important than mere experience are critical analysis and progressive experi- ence. The ideal combination of training, experience, and personality should be sought out. The nature of the technical training—Obviously, the supervisor needs to have a knowledge of the history and philosophy of education, principles of teaching method, an understanding of tests and measurements, knowledge of the modern movement in curriculum construction, ability to use scientific methods of research, some knowledge of administrative problems, and of problems pertaining to school hygiene. In addition, there should be, of course, broad general education supplementing the professional. It would be difficult to make out a course of study for the preparation of supervisors and be sure 1 The following paragraphs on training are based somewhat closely upon a similar discussion in Barr and Burton’s The Supervision of Instruction, p. 542 ff. New York, D. Appleton and Company, 1926. 214 DEPARTMENT OF SUPERINTENDENCE that it was complete and correct. Part of the work listed is obviously in the normal school field, part is included in undergraduate college work, and some in graduate study. 1. Pedagogy and psychology—The supervisor must be an artistic teacher. He must be able easily and effectively to teach lessons based on the course of study under conditions prevailing for the regular teacher. This ability is founded in part on natural ability, of course, and is enhanced by experience. It can be improved very materially in most cases, however, through theoret- ical training, through the observation of artistic teaching done by experts, and by means of special practice under expert supervision. The observation and practice teaching should be followed by critical analysis of the work done. The theoretical training must include a study of the principles of method, which in turn involves a study of the principles of learning. As has been stated elsewhere, teaching method is good only as it arouses desirable pupil activity. Therefore, the nature of the pupil, his interests and capacities, are fundamental factors and must be studied. In addition to courses in method and in genetic psychology (both child study and adolescence), there should be others in general psychology and educational psychology. The thinking process should be analyzed and discussed in terms of children’s experiences. This study of pedagogy and psychology should include as an integral part the consideration of experimental pedagogy, which is so often neglected in normal school courses. Participation in experimental work would be very beneficial. In two very helpful articles, Charters points out the inadequacy of general principles alone.* The supervisor must be trained in the specific application of the principles as well. Practice in supervision should be available for the supervisor in training just as practice teaching is for the teacher in training. The routine details of visitation should be made clear as well as the nature and technic of professional criticism. The observation of expert teaching followed by thorough analytic discussion should be provided. Many teachers believe that supervisors should be chosen only from among those teachers who have taught under supervision. A better application of this argument would probably be to include in the training requirements practice teaching under the critical supervision of experts, this also to be followed by detailed discussion. The related field of classroom management, routine, and discipline should be studied in connection with the teaching process. The consideration here will lead to a brief study of the planning and construction of buildings and the administration of the physical plant. The emphasis in this latter work should be upon the contacts the grade teacher will make with such things and not primarily upon the viewpoint of the administrator. + Charters, W. W., “The Inadequacy of Principles of Teaching,” Educational Administration and Supervision, Vol. IV, 1918, pp. 215-21; and “The Administration of Methods of Teaching,” ibid, pp. 237-44. Š The EIGHTH YEARBOOK PAS The experimental data upon which the daily program is based should be touched upon. 2. Curriculum making—In this field experimental pedagogy is again involved, with emphasis on curriculum building. The psychology of elemen- tary school subjects, their history in the curriculum, the arguments for and against their inclusion, should be dealt with. There should be practical work in the selection of subject-matter and the building of curriculums. This in- volves practice in the analysis of social activities and needs, after the fashion set forth by Bobbitt and Charters. It involves also a careful scrutiny of in- structional materials and supplies, plus attempts to test them out in real situations. 3. Theory and practice of testing and measuring—Studies to determine what subject-matter is most useful in real life involve the field of educational measurements as well as that of subject-matter, since many of the standard tests are based upon studies of social needs and usages. The history of the test movement, the theory underlying it, and the derivation and application of individual tests should be dealt with. This necessitates work in statistics as applied to education. The intelligence tests should be taken up historically, and a study made of the psychology underlying the different types. The theory and practice of administering the several tests must be included. The supervisor must be trained to use tests both for survey purposes and also for diagnostic use in planning remedial instruction. 4. School hygiene—Closely related to this is the consideration of child hygiene. All intelligence tests should be supplemented by a brief examina- tion of the child’s physical condition. ‘This examination must of necessity be somewhat brief and superficial, but the supervisor should know the average age and weight norms, chest measurement, etc., and should be able to recog- nize the common symptoms of trouble with the eyes, ears, nose, or throat. The easily recognizable symptoms of children’s diseases should also be fa- miliar to him. Children should be referred to the school nurse, the doctor, dentist, or oculist, as circumstances demand. In attending to the hygiene of the school child, the supervisor must also be competent to pass on certain aspects of the hygiene of the school building itself. Proper standards as to the heating, lighting, ventilation, sanitation, and janitorial service are all matters which may from time to time come to the attention of the supervisor. i l aak 5. Improving teachers in service—In preparation for his activities in bringing to his teachers the best new departures and discoveries in educar tion, the supervisor must be given opportunity to plan and hold teachers meetings. The technic of the efficient committee and conference meeting must be worked out and applied. Definite bibliographic training should be 1 See Chapter XI, ‘‘Supervisors’ Conferences and Meetings with Teachers.” 216 DEPARTMENT OF SUPERINTENDENCE given in practically all courses taken during training. The supervisor must know how to keep in touch with current periodicals and new books. It might be noted in passing that most of the devices the supervisor will use to improve his teachers in service will equally well improve him at the same time. For this reason, the whole field of training in service is doubly vital, and anything bearing upon it should be brought to the attention of the supervisor. The difficult problems in the field of teacher rating should be most care- fully canvassed. Practice in using several types of rating cards should be given, together with a study of the derivation of such scales. Practice in making up scales will be valuable since it will focus attention upon the desirable and undesirable elements in a teacher's training, activity, and per- sonality. 6. The general field of education—Not only will the supervisor's activi- ties be qualified by his knowledge of the aim of education, but he will often be called upon to explain such things to his teachers. It is no disparagement of the average grade teacher to say that he is, more often than not, quite ignorant of the big general aim of education and unable to apply it to the smaller problems of classroom teaching. Or a more competent teacher may call into question the whole theory underlying a school subject or procedure. The supervisor will need, therefore, to have advanced work in the history, philosophy, principles, and science of education. He should be well read in those general fields, and should also be familiar with the discussions in the periodicals that attempt to make the more abstract theories in some measure concrete. 7. Administration \—It was noted that supervision and administration were at one time the functions of the same officer and that even yet the two are often confused. The supervisor occupies a strategic position between the administrative officers and the teaching force. He is primarily concerned with the betterment of teaching processes, but must at times take the attitude of the administrative officer. In some cases definite administrative duties are carried by supervisors, especially in the case of the building principal. On the other hand, the supervisor must be alert to teacher sentiment and take the position of an emissary of the teaching staff in presenting their views and desires to the administration. In training supervisors, therefore, attention to the field of administra- tion will be necessary. Phases that bear more directly upon his actual duties should be emphasized. “The collection and distribution of school money, child accounting, the responsibility to the community, the contacts with the public, the conduct of the surveys, the construction of buildings and the man- agement of the physical plant, the keeping and filing of records, the cost l See Chapter II of this Yearbook for a discussion of the relation of supervision to adminis- tration, $ THe EIGHTH YEARBOOK 217 and sources of supplies, are probably matters with which the supervisor should be reasonably familiar. Probably one of the most important duties in this field will be the super- visor’s participation in the work of educating and molding public sentiment. School patrons need to be educated to appreciate and approve new methods of teaching and of management, to approve of experiments and of expendi- tures; and the supervisor with his accurate knowledge and first-hand data should appear before parent-teacher associations and other similar gatherings in the continuous effort to bring about better understanding of school prob- lems. Because of this, his training should probably include some reference to public speaking and news writing. In passing, it should be noted that the supervisor should not only speak at parent-teacher associations and other meetings but should take an active part in organizing and directing such organizations. 8. Training for research—Heretofore, supervisors have not in general been trained in the technic and uses of research. However, it is perfectly obvious that in planning the supervisory program, in planning remedial teaching, in assisting teachers to organize experiments, and in constantly searching for new methods of solution for teaching problems, supervisors must make use of the research technic. The very attitude of research will in itself correct many of the errors which have lessened the efficiency of super- vision in the past. 9. Training other than professional—In addition to this technical and professional training, there should be goodly allowance made for general education. Literature needs no argument and should be included liberally. The problems in sociology and economics are vitally related to and ma- terially condition school problems. History and philosophy should precede and accompany the history and philosophy of education. Biology, or some other science in which the evolutionary point of view can be stressed, should be included. A most valuable item in the supervisor’s training will be the acquisition of the scientific method or attitude. For a long time this has been taught sup- posedly by means of the laboratory sciences. While it might be well to in- clude some traditional laboratory science in the supervisor’s experience, it is no guarantee of the scientific method, because of the unscientific and un- psychological methods of teaching in vogue. The scientific attitude can be gained as well, if it can be gained at all, in the field of educational measure- ments, in experimental pedagogy, in conducting surveys and investigations. Wherever and whenever possible, the supervisor must learn to proceed on the basis of impartial, objective, mathematically precise, verifiable evidence gathered by experts. Failing such evidence, a summary of the best expert opinion should be taken as a guide. j The benefits that come from travel, from general reading, and from par- ticipation in community affairs not connected with the schools should not be overlooked. 218 DEPARTMENT OF SUPERINTENDENCE Training for Supervision Available in Colleges and Universities Data relative to this point were gathered two years ago, and scrutiny of college catalogs shows that very little change has taken place meanwhile.* Hosic received replies from 140 institutions of higher learning giving infor- mation on training offered for supervisors. There are included state univer- sities, state colleges, and semi-public and private colleges and universities. Of these institutions, only seventeen gave courses specifically designed for supervisors during the regular year. Sixteen of them offered such courses in summer. The reason for this small number seems to be that there is a rela- tively small number of people engaged primarily in the general activities of supervison. After excluding those who have other duties or who do specialized supervision, there are probably less than two thousand people involved. Hosic believes that the institutions feel perhaps that they cannot attract a sufficient number to make the courses worthwhile. This is doubtless true in part. Lack of analysis and attention to the problem are also involved. There must be some specific theoretical and practical training for the work. Cer- tainly we cannot believe that general courses in education and general courses in related fields are adequate pre-service training for supervision, or for any other educational service. Just how general the training offered is can be seen by examining Table 34 on page 219, which shows the thirty-four different courses required or suggested by the seventeen institutions offering such work.? It is immediately apparent that, while many of the courses must be valuable if we may rely on their titles, many others are doubtful. Of a few of them, Hosic says, “It must require some callousness to ‘require’ some of them for supervision.” Hosic also shows in a discussion and with tables too long to quote here that some institutions designate groups of courses as adapted to those who wish to prepare for given types of work. Most of the groups are rather general in nature. Their vagueness suggests that they are made up in the pious hope that they will fit certain needs, rather than on any definite under- standing of the position for which the training is designed. Some institutions, however, have evidently given serious thought to the matter. The following exhibits are illustrative. The first outline of training taken from the current bulletin of the Leland Stanford Junior University makes reference to supervisory certification. Professional certification is affecting college practice and should in time be a powerful force in the development of desirable curriculums. 1 Hosic, J. F., “The Training of General Supervisors,” Chapter XI, pp. 133-54, in Educational Supervision, First Yearbook of the National Conference on Educational Method, Teachers College, Bureau of Publications, 1928. See also: The Elementary School Principalship, Seventh Yearbook of the Department of Elementary School Principals, Chapters XXI and XXII, Washington, D. C., National Educa- tion Association, 1928. 2 Hosic, J. F., “The Training of General Supervisors,” Chapter XI, pp. 138-9, in Educational Supervision, First Yearbook of the National Conference on Educational Method, Teachers Col- lege, Bureau of Publications, 1928, A Na ea See RP IL 0 an N © = ice) DS Sa peli ay woreonpa 19)IPIPYD “FE Sep races Nose O AOS uonvonpe YAL Pue INASAH ` RS AT Sek 22 9JUepinm3 pue uoneonpə [euOoT}eI0 A O A AZOJODOS [euoneonpa IR E T e uoneonpə jo Aydosopyd pue A109y L AS RRA piro Ry IS mp Re Se ->“yoreonpa JO ÁJOISTH *6Z BOS ee RTS SP Ca uIP [euordadxa JO JUIWJLƏIL “BZ Be eg IPS UdsIP]Iqo ur SSSU[[NP pue ssəuyysug ‘ZZ ey e S e Ee ABOJOY9Asd pryo **syoofqns jooyos AIepuovəs jo ASOJOYdAs q as O sqyefqns [ooyos A1e3uaua]s jo ABOJOYdAsqg a ASOJOyoAsd [euonesnpa O ASOJOYdAsd [LIA O $359 [RUS "12 Į E 219 o AS Sp0y39U1 [8919517895 AreUSUIZ|A A SJU9IUSINSLIUI PUB $IS97 [BUON eanps feru ‘sqoofqns JOOS ÁIPJUDULS]O UI SJUSVIIINSLIVI PUL s3s9 ] te E OS EE On eos A o O OOO aS le Sie ZUIL} INVIT O O wolstAredns LIT JUIMIBRUBUI PUL uonezmuego sse WOTJONIFSUT JO STUDI} erou LO AUS ere eee mene coy Oe UMMM [ooyps [e19u9s) “tun ¡n9on1n9 [ooyos Á1epuodos O a uoljonizsul ÁJBPUODaS JO SIJAIDULIA jerung A ge a Seo 10 9N1ISUT Á18Ju9uo]a JO NUYL “6 A e a Wn [OOYOS AJRJUIMAJH * A iene ERAI drysjediound jooyos Arequowayq ae ers UOISTAIOdNs pue uonersturupe jooyos [e19uas) * SAANMOMANHTORANNONRHAHOHOOH RLS Se ES UOT} LIISTUTWIpPe jooyos Areguowojg * “joa [qns Jooyos [t19u93 1e]non1ed e jo uUO0IsIA1IdNS “E A O o SES uOISTAIedns [OOYOS [LI9UIL) o NR WOISTAIAdns Jooos emy q “yo9[qns [ooyos Areyuatuo]s 1e]n911ed e jo uorsialadns `e er A aes UOISTAIOdns [OOYIS AJBJUIVIAJH ‘T THe EIGHTH YEARBOOK FANHHON NAAN A A AN HAAN BAH ANA ANNA AO RAN ENNAN NQAMOMANMAAMNH = = m N m - N > N ay m4 poysessns sosinod pa1mba1 Ssasino)) p93s933nS sasno)) pa1mD31 sesinog pejsessns sesinog p»1mD931 sasino)) sasino)) pa1mDw9x1 sasino)) Ppa15933nS sasino)) parmbarx səsınop pa15933n8 sesinog peimber sasino)) TROL 6 Spory [eUOIssajoig Tejo L sa33]10) 2781S S9HISI9ATU] pue sa3a]10) ƏLAN pue HqNJ-1U9S SOIJISIOA IUN 9381S sa3a]109 9381S SIHISIIATU ) pue sa3a]]0) a}yeAllg pue SS SOIPISIOA UN 9383S OZ61 JO UOISSIS IIWUNŞ LZ61-9Z6T IvaxX suepeoy NOISIAXAdNS HO ATOM AHL NI GALSHAALNI SNOSAIA HOJ GCALSADONS SASANOD ANV GHaAINOAA SASANOD AO AMVNWAS—?+e AIAVL NN ee ———————— | 220 DEPARTMENT OF SUPERINTENDENCE Leland Stanford Junior University School Supervision Credential The School Supervision Certificate authorizes the holder to engage in school su- pervision, in accordance with the class held, viz.: Class A. General Supervision, authorizing the supervision of all instruction within the grade of the Certificate. Class B. Special Supervision, authorizing supervision in a special field, such as music, art, physical education, etc. Class C. Departmental Supervision, authorizing the supervision of departmental instruction in a junior college, high school, or junior high school. Persons devoting at least half time to supervision will be required to hold the School Supervision Certificate. The grade of Certificate is determined by the grade of Teacher's Certificate held in the subject, or subjects, to be supervised, and, since January 1, 1925, has been indicated on the State Credential. This Credential will be granted to the holder of a valid California Teacher's Certificate, or a California Life Diploma, of any regular grade or special type, who has had at least 17 months of successful experience in teaching, including the subjects he wishes to supervise; and who, in addition to all requirements for a regular or Special Teacher's Certificate, has completed school supervision subjects in accordance with the class specified. Class A—General Supervision: I. Fifteen quarter units selected from not less than four of the following courses (School Organization and Supervision, and Growth and Development of the Child required) : School Organization and Supervision (Courses 250, 251, or 256, 4 units) Growth and Development of the Child (Course 168, 3 units) Philosophy of Education (Course 133, 5 units) History of Education in the United States (Course 180, 3 units) Educational Tests and Measurements (Course 186, 3 units) The Curriculum (Course 231, 2 units; 260, 2-3 units). II. Seven and one-half quarter units selected from the following group: Rural Education (Course 174, 3 units) Educational Sociology or Social Aspects of Education (Course 300, 3-5 units) The Relation of Community Agencies to Public Education (Course 175, 5 units) 4. Problems of Supervision (Course 256, 4 units; 262, 4 units) 5. Modern Practice and Experiment in Education 6. Methods in Mental Diagnosis (Course 186, 5 units; 189, 4 units; 245, 4 units; 172, 3 units) 7. Vocational Guidance (Course 234 or 235, 2 units). Note: The candidate must also verify at least nine quarter units in each of two subjects selected from the following: Music, art, physical education, manual arts, commerce, home-making subjects, and agriculture. These courses need not be in addition to courses presented for the Teacher's Certificate. on Y Dun PUN Class B—Special Supervision: I. Six quarter units of work selected from at least two of the following courses (Growth and Development of the Child required) : Growth and Development of the Child (Course 168, 3 units) Philosophy of Education (Course 133 or 175, 5 units) History of Education in the United States (Course 180, 3 units) i 2: do 4. Social Value of the Special Field in which Supervision is to be done. THE EIGHTH YEARBOOK P2 II. Nine quarter units of work selected from the following group (Organization, Objectives, and Supervision of Instruction in the Special Subject required): 1. Organization, Objectives, and Supervision of Instruction in the Special Subject - Tests and Measurements in the Special Subject (Course 186, 4 units) . Problems of Supervision (Course 262, 4 units) - Vocational Guidance (Course 234 or 235, 2 units). PUN Class C—Departmental Supervision: I. Seven and one-half quarter units of work including the following courses (Problems in the Organization and Supervision of a Department, and Educa- tional Measurements required): 1. Problems in the Organization and Supervision of a Department (Course 254, 4 units) 2. Organization and Supervision of Instruction (Course 256 or 262, 4 units) 3. Educational Measurements, including Tests in Special Field, if available (Course 186, 4 units). Note: Holders of Class C-Departmental Supervision Credential may be granted the School Administration Credential upon completion of 15 quarter units of work in school administration subjects as outlined under Group I of requirements for the Administration Credential. Teachers College of Columbia University grants special diplomas to various types of supervisors and prescribes desirable course work for such diplomas. As, for instance : Diploma: Principals of Primary School and Supervisors of Primary School. Program: At least one year of study to include: (1) Education 233M or 234M, Ele- mentary Education and Supervision (Major course for principals and supervisors of elementary schools and of primary grades, and critic teachers in training schools, either part of course) Education 233H- 234H. The Primary School (either part of entire course); (2) Supple- mentary courses to be selected as indicated by previous experience, from subject-matter courses and the fields of kindergarten, industrial arts, school activities, educational measurements, hygiene and health education, and others; (3) Courses in the given fields of education as required for the degree for which the student is a candidate. Diploma: Supervisors of Elementary Schools, Supervisors of Upper Elementary Schools, Critic Teachers in Elementary Schools. Program: At least one year of study to include: (1) Education 233M or 234M, Ele- mentary Education and Supervision (Major course for principals and supervisors of elementary schools and of primary grades, and critic teachers in training schools, either part of course); (2) Supplemen- tary courses to be selected as indicated by previous experience, from subject-matter courses and the fields of kindergarten, junior high school, school administration, industrial arts, school activities, educa- tional measurements, hygiene and health education, and others; (3) Courses in the given fields of education as required for the degree for which the student is a candidate. Liberal offerings are available from which to select courses indicated under (2) and (3) above. Obviously, with proper advice a prospective su- pervisor could plan a course approximating the theoretically desirable train- ing suggested in this chapter. 222 DEPARTMENT OF SUPERINTENDENCE The following exhibit from the University of Chicago catalog indicates the trend at that institution. Space prohibits detailed description of the courses listed. This is doubtless not necessary; the exhibit indicates an im- portant point as it stands, namely, recognition of the problem by the train- ing center and an attempt to meet it. SPECIFIC PROFESSIONAL TRAINING IN EDUCATION" : Elementary Grade-School High-School School Supervisors and ES Principal Critic Teachers Nature of Courses Superintendent For general overview | 310, 342, 350 310, 342, 350 310, 342, 350 342, 350 of fields For managing the | 328 328 328 school population For an understanding | 353, 354, 355, | 355, 357, 359 3 of psychological | 357, 359 3 problems For directing teaching | 366, 369, 370, | 367, 370, 371, | 366, 369, 370, , 367, 369, methods 371; 312 372 371 371 For organizing curric- | 343, Kg.-Pri. 320 | 344, 345 344, Kg.-Pri. 320 344, 345 ula By sees 3T 354, 355, 9 5 5 For organizing and ad- | 332 332 332 ministering teaching staff For supervising the | 213, 333, Kg.- | 213, 333 213, 333, Kg.- teaching staff Pri. 330 Pri. 330 For teaching and | 390-397, Kg.- | 390-397 390-397, Kg.- | 390-397 supervising special | Pri, 305, 310 Pyi 305,310 subjects (2 or 3) For directing health | 209, 374 374 209 209 agencies For guidance, case | 329, 368 329, 368 329, 368 329, 368 study, and personnel work For measuring abilities | 363, 364, 365 363, 364, 365 363, 364, 365, | 363, 364 and achievements Kg.-Pri. 340 For the statistical | 307 307 307 treatment of facts For a unified view of | 335 336, 338 338, 340 professional duties For a knowledge of | 318, 321, 323, | 318, 323 318, 323 other specialized | 324, 380 duties For an understanding | Pol. Sci. 357 Pol. Sci. 357 Pol. Sei. 357 of economic and > political institutions For an understanding | Psy. 101 Psy. 101 Psy. 101 of individual and | Psy. 251 Psy. 256 Psy. 251 social behavior Psy. 355 For a knowledge of | Soc. 230 Soc. 230 Soc. 230 Soc. 270 social forces and in- | Soc. 311 Soc. 270 Soc. 270 Soc. 320 stitutions Soc. 326 Soc. 320 Soc. 351 Soc. 358 For an appreciation of | Phil. 218 Phil. 218 Phil. 218 Phil. 218 American ideals For an understanding | Soc. 363 Soc. 366 Soc. 363 Soc. 363 of the problems of Soc. 368 Soc. 366 community life For an adequate mas- Such subject courses in History, English, Science, Geography, Mathe- tery of the content | matics, Foreign Languages, etc., as may be recommended by the appro- of 2 or 3 special fields | priate Departmental Counselors. which are to be supervised 1 Unless otherwise designated, all courses listed are in the Department of Education. The EIGHTH YEARBOOK 223 Special Certificates for Supervisors and Administrators Since the levels of supervisory training are reflected in part by certifica- tion requirements, and since raising the standards for such certificates will in turn affect training levels, it has been thought well to include a summary of state laws relating to such certification. Twenty states* have laws and regulations requiring special certificates of supervisors °—Certificates for administration and for supervision, valid for city and county administration and supervision, and certificates for prin- cipals in high schools and elementary schools are issued in twenty states. In nineteen of these states, supervisors’ certificates are issued by the state board of education or by the state department of education, represented by the state superintendent of schools or by the director of certification. In California, supervisors’ certificates are issued by county boards of educa- tion upon presentation of credentials issued by the state board of education. Such credentials are valid only in the county in which issued. Besides these certificates issued especially for the field of work indicated, a number of states prescribe certain types of certificates not designated as administrative or supervisory which are valid for administration and super- vision. Differentiation between the administrative and supervisory functions and between the functions and qualifications required of high-school and of elementary school principals are noticeable recent tendencies. High-school principals’ certificates usually require specialization in secondary education and in administration and supervision. Elementary school principals’ certifi- cates require specialization in the elementary school subjects or in elementary education and in administration and supervision.?* Requirements for obtaining supervision certificates—Experience, teaching or supervisory or both, and scholarship are the two prerequisites for obtain- ing school supervision certificates. The amount of experience required de- pends upon type of certificate issued. Between states the maximum amount of experience necessary to secure a supervisor's certificate varies from none to eight years. The majority of states require from three to eight years’ experience before granting a supervisory certificate. The scholarship required for a school supervision certificate also varies with the type of supervisory certificate granted. In some states, additional teaching experience is accepted in lieu of a year of graduate study. To illus- trate, in Alabama a Class A certificate of administration and supervision is granted on three years’ teaching experience and graduation from a stand- ard college and one year of approved graduate work in education, or equiva- lant; or on six years” teaching experience and graduation from a standard college or equivalent. 1 Alabama, California, Connecticut, Delaware, Illinois, Indiana, Kentucky, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, North Carolina, Pennsylvania, Rhode Island, Tennessee, Utah, West Virginia, and Wyoming. I 4 2 See: State Laws and Regulations Governing Teachers’ Certificates. U. S. Bureau of Educa- tion, Bulletin, 1927, No. 19, Table 4, pp. 42-125. 3 Ibid., P: 24. 224 DEPARTMENT OF SUPERINTENDENCE Scholarship requirements for supervisory and administrative certificates usually include completion of a four-year college course, including certain prescribed subjects. In a few states elementary supervisory certificates are issued after completion of two years of college or normal school work. Cer- tificates for administration and supervision requiring graduate study -are issued in Alabama, California, Delaware, Indiana, Maine, Maryland, Mass- achusetts (certain positions only), North Carolina, Rhode Island, and Utah.* Differentiated certificates for high-school and elementary principals, requiring special training or examination in the respective fields for which issued, are granted in Delaware, Connecticut, Indiana, Maryland, and North Carolina. Duration of supervisors’ certificates—The length of time for which a supervisor's certificate is first granted in each state often depends upon the class or type of certificate issued, i. e., general or special, permanent or limited. The maximum duration of a supervisor's certificate when first granted varies between states from two years to life. Column 3 of Table 35 on pages 226-7 shows the duration of supervisory and administrative certifi- cates by states. Conditions on which supervisors’ certificates are renewable— When the period has elapsed for which supervisors’ certificates are valid when first issued, they may be renewed in most instances on evidence of successful ex- perience, professional spirit, and professional growth. In certain states, in- service professional training is also required. To illustrate, in Alabama, Class A certificates of administration and supervision are granted for a six- year period. At the end of that time, they are renewable for six years upon compliance with one of the following conditions: (a) four years' experience and four years’ reading circle work; (b) twelve weeks’ college or university work in administration and supervision; (c) membership in both state and national educational associations for the six years covered by certificate, and attendance at their annual conventions for four of the six years. In Kentucky, a standard certificate for administration and supervision is granted for four years, at the end of which time it is renewable for four years on presentation of satisfactory evidence of successful teaching experi- ence, and may be extended for life on credit for twelve additional semester hours’ work in education subjects and three years’ teaching experience. An elementary school supervisor's certificate in North Carolina may be made valid for life upon five years’ experience as principal (or supervisor) and credit for three five-hour courses in an approved summer school, or equivalent college credit, specializing in city or rural school administration and supervision. In West Virginia, a supervisor’s certificate is good for five years. It is renewable the first time upon three full terms of teaching during life of certificate and upon recommendation of county superintendent. It is renew- 1 See: U. S. Bureau of Education, Bulletin, 1927, No. 19, p. 24. THE EIGHTH YEARBOOK BRS able a second time upon evidence of six semester hours’ residence or corre- spondence study in accredited school, or examination on two state reading circle books, provided a grade of at least 85 percent is made. It becomes a life certificate upon third renewal. The following are among the highest scholarship requirements made by individual states for certificates in school supervision. California requires for a general supervision certificate: Valid teacher’s certificate or life diploma of general elementary, general junior high school, or general secondary grade and completion of not less than fifteen semester re of collegiate work in school supervision subjects in addition to minimum requirements in education for highest grade of general teacher’s certificate held. Subjects for professional study include: 10 semester hours in school organization and supervision, growth and development s the child, and in any 2 of philosophy of education, history of education in the U. S., educational tests and measurements, and the curriculum; 5 semester hours a from the following—rural educations educational sociology or social aspects of education, relation of community agencies to public education, problems of supervision, modern practice and experiment in edu- cation, methods in mental diagnosis, vocational guidance; applicant must also have had at least 6 semester hours in each of 2 subjects selected from the following: Music, art, physical education, manual arts, commerce, home-making subjects, agriculture. In Rhode Island the scholarship requirements for a professional teacher’s certificate of secondary grade, which permits the holder to teach or super- vise, are as follows: Graduation from approved college or equivalent, 216 hours of graduate profes- sional study or equivalent, and approved course in Rhode Island education. Subjects for professional study include: 36 hours each in—(1) History of educa- tion, (2) educational psychology, (3) Rhode Island education, including school law, public school administration, and history of education in Rhode Island, (4) prin- ciples of education, (5) school practice or methods of teaching, (6) school or class management. Credit for all professional subjects may be secured either by examina- tion or professional study. Summary—Table 35 summarizes the above data relative to the laws concerning supervisory and administrative certificates in twenty states. It shows the field of work covered by these certificates, their duration in years, years of training required, also number and type of examination subjects required, together with number of years of experience. Activities of Superintendents of Schools in Training Supervisors in Service As indicated earlier, superintendents should be stimulating their super- visors to growth. It might even be possible to provide, through the coopera- tion of superintendents and training institutions, a type of supervisory in- ternship such as has been indicated for beginning administrators by Strayer of Teachers College, Columbia University, in conjunction with several cities. At present, however, we must content ourselves with the following ex- hibits of actual training programs taken from the field. ARTMENT OF SUPERINTENDENCE DEP 26 OORA + HD AR A a AS SO Jedtound jooyos-ysiy “***pley yeods ut uorstAradng tenon enh Soke SI nana OS 194989] SUP H A Pees ae ae UOISIALIANS [OOYIS AJPJUIUIIH í “(syuspusyunadns Ayuno) jo parmboan) s[OO0yos [pe ur uorsiariodns pue uonersturupy A as Juepuszuliedns ‘spolqns [e1oues JO siayoee} pue ‘siostarodns ‘sjedpuud 'sjuspusjurmodns “PpauIquios pooyos ysy pue A1ejuaula]a JO [OOYIS Areyuoursja Aue jo uolstAredns pue uorerqsturur “pe 103 ƏYƏ $s jedpuud jooyos Alejuau]q "pa9uIquios Jooyos y3ty pue Arejuaulo]o 10 SIOOY9s y3ty 10runí pue 101u3s UT UOTstAIadns 10 UON?ASIUTUIPE 10} 9SUSM[ Ss JedPuud jooyos-y3IH A SAS Sd ein ae A as Sopeis [[e UI ZUL} 10 SUISIAJIANS AA ea jedpund jooyos A1eJuau]q A RE NS syoofqns [erbads jo uorstaradns e PPY 989917199 5, 1949897 Aq P313409 play UT UOISIAMIANS [P1DUIL) (7) ii ch MI a NS "spedroutid pue ‘s1ostAredns pue siuspusjunodns jurisisse ‘SIOSTAIodns pue sjuopusjuniadns A319 pue AJunoo E vuelpuy ee oe sout] nnr’ STEAM A + *N9RIJUUO) OS BIUIO Je o “os ss emeqely E T reuors -sajolg [e1eue+) 1009S 43H È ER 233]10) Apnig ayenpery, 9IUIMIAXH JO SIB9X spəfqng uoneurwexg jo adh] pur J3qQUuINN ee a A AS NOILVULSININGY AOA SALVOIJILAAO TvIodds ‘AOA SLINAWAAINÒHAA ANV ‘ANSSI HOIHM SALVILS BUIUIVIT, JO Sivax sieox Ur ‘uojendg P3194090 HIOM JO platy 1HLO@ YO NOISIAMAdAS YO — Sst HIEVIL BRN THE EIGHTH YEARBOOK «sposfqns 10 yolqns IeMELd e UT voOIsIa1adns JO] ZUIZHOYME A]pemadss '9ye9y1)199 PƏfqns peads Jo “peuriou ‘9309 p1epueys uodn panss] e *S9JB9YIY199 ¡SIOSIAJIANS [[2 SUTUISAOS SUOTJE[NSeI [219493 09 UIIOJUOD ISNIA y *S9I 89919199 ¡SI9YIB9] AreUoUI[e [e1oues pue “y3ty 1oruní [e1eues ‘Arepuooəs [e19u93 uodn panss] e *U0T]81ISTUTUIPE IO} SIOUN] pue ¿Aosio[ MƏN Put ‘UOZIIO “BUIOYLIO ‘€J0Jeq YHON “PJOSDUUIJA “BUBISMOT ¿918 UOISIA1IANS 10 UOT} eI}SIUTWIPe 10] PIJLA 918 YOTYM SIFLO AJIPITRA JO ploy IY} UI 9ILIIPUI YOIYM PAPn]9U1 JOU S9IBIS z 28-197 ‘dd “61 ‘ON “¿761 “UNNE ‘uoneonpy JO NEAME 'S ‘A “S9JDIYIJLID ,S42YIDI I, BULULAINOL) SUOLIDINSAY PUD SMDT 9]DIS :WIOI] UAB L 1 *SOJELOYTIIIO JO SISSBIO 0} 19791 SISIYJUITEA UL SIIT g O PS O ES E E uONPINPI [89 -ISAyd pue 'drysueuuad ‘He ‘Inu JO UOSAN O fee plc El pr [Ooyps YSIY PaYIpa1098 ue Sururey -Uew Jou fooyos e jo —edpund 10 juspusjunadns JO dAT}eI}sSTUIUIpe Aue pue Jooos pajIpamoe ue SuIpnp9ur uo3sÁs [OOYDS € jo juopuojunadns 000: SUIUIOA AA 0 (9) (q) | pequos | Z æ) -31d (e) A A Gh 0 Cen A th Becher ehcp eu eh ch cae uolstAiadns |: “BIUISITA 19M CACA ieee . -saostaradng (8) [oto ff pe freee] E O GY AS op: MS “spafqns peads ‘yqyeey ‘sopeis Areullid ‘sopeis Ieurureis jo uolstAiodns quura (D PUTO NODOS 20 Mo ees O O o e eea; rape o lao aio PAS [eae es enn nee ce lel tes al wit uonenstummpy erro yN ~-Juepue}unedns A3uno) iS TOS a UOISTAIIANS oc la So DA 2 I sss ess yuspusjuniadns Ajunod |> >> 93SSIUUIL ie da o ads Sees Siem coral Sits Less des > JOSTA A: a y -19dns 10 ‘juopusj}uTIAdns JueysIsse 'quspusjuniadns |" pues] >poy y O PO TO ee veue Dar Talig y Tene eee ees sss gSsIoSTaladns yoofqns | -e1uealAsuusag Mosa aloe ¡897 L19H"]! IMPL 10SIAJIdNS A E OS TEAC JostArodns Á1PJUIMIH Ae ie A o duo ms oh fedburid jooyos-y31H ms E A SAO PU ULIOdNS: FULISISS Y Jooos T owns S IOL T Aew 09 x1011d “SATJLIJSTUTMIPY (9) J juapusjuniodns |` eunoe YHON s}uəpuəzunədns Ap [0cc* JIOA MIN teret +s YOTONIIS > E -UI osIatodns 10 yes) 0} 9)89913199 s 10OSIAJIANS PA eg: RA Dare tata i “***sjooyos ÁIBPuodas jo (Tediound 10) 19ISBuIpesy "A9s19[ MIN 7 JOSIA1IANS 10 }uəpuəpunədng jaiysdurey MIN A 8 OS E O RI AS ' uoun Aduspusjuniadns ur juspusquiodns | sPəsny esse 228 DEPARTMENT OF SUPERINTENDENCE Programs in Local School Systems for Training Supervisors in Service Part of a supervisor's training must be secured on the job—Many super- visors lack technical training. Some have had textbook courses in supervision, but they lack skill in holding individual and group conferences, in personal contacts, in teaching teachers, and they fail to articulate the work of one school unit with that of another. Some are even lacking in an expert knowl- edge of their particular subject fields or in the content of the curriculum of the particular school unit which they are supervising. Even the super- visor who has had two years of special pre-service training in college or university has a lot to learn on the job. Some superintendents of schools recognize this fact and carry out definite programs for increasing the efficiency of their supervisors. To secure detailed information relative to these programs, an inquiry was sent to all members of the Department of Superintendence. The following points were listed as suggestive of the type of information desired : I. Ways and means through which you helped your supervisors during the school year 1928-29 to improve their professional equipment—knowledge of their field and breadth of view. This will include such items as well-organized study groups, round table discussions, required professional reading, etc. Please give detailed information as to exact titles of books read, number of meetings held, and topics discussed at each meeting. Include in this report copies of the outlines used. Il. Ways and means through which the personal equipment of supervisors was improved. A person may have excellent academic equipment, but Jack the ability to work with and through people. Cite specific examples of what was done to aid individual supervisors. III. Ways and means for training supervisors to be better liaison officers between the office of the superintendent of schools and principals and teachers in various school buildings. In other words, how do you help supervisors to become an articulating force in the school system? Cite specific examples. IV. Describe your efforts to give supervisors a proper perspective of their various activities and contacts. Give illustrations of effective organization of the supervisory staff, i. e., setting up schemes so that the time of each supervisor is properly divided between field and office work and is distributed between the various schools, both as to particular days and throughout the year. V. Give illustrations of how supervisors have been helped to improve teachers’ meetings. Do you merely tell your supervisors how to supervise, or do you train them in their special activities ? VI. List ways in which you aid your supervisors to improve the articulation of subject-matter between the various school units, such as kindergarten, elementary school, junior high school, and senior high school. (Vertical supervision) THe EIGHTH YEARBOOK 229 Also list specific ways in which you aid your supervisor to improve the articulation of subject-matter through horizontal supervision. VII. Describe your program for encouraging summer school attendance, exten- sion work, travel, and systematic reading. Be as specific as possible. Note: This outline is intended to be suggestive rather than prescriptive. In your reply, follow it as far as seems practical. If there are any points in your program of improving supervisors not called for in the outline, please include them in your write-up under an appropriate head. The rest of this chapter will be devoted to extracts from the reports of city superintendents in all parts of the country. They represent the actual efforts of superintendents to direct the improvement of their supervisors while on the job. I. How Superintendents Help Supervisors to Improve Their Professional Equipment Under this heading, nine or ten items were reported, and representative statements are given below. On items for which a large number of answers were turned in a summary is given and no specific exhibit. 1. Holding personal conferences with individual supervisors. The first exhibit is included as a contrast and to give point to the fact that superintendents should not be caught without any organization and coherent procedure in this matter. I am sorry that I have no nice plan on paper which I can send you, but this is what I actually do. It is my custom to work with supervisors individually and, as far as possible, on real cases. Supervisors often make the mistake of being too easy or too important. Their second weakness is their lack of a basic philosophy. Usually I start a new supervisor out by having a long discussion on the bases upon which his subject is founded and upon the fundamental aims of the local school system. Then we go over the course of study in some detail with the idea of relating the various projects and ideas to the basic philosophy which we have discussed. Then the supervisor goes out and finds a teacher who does not cooperate. I go over the problem with the supervisor and suggest ways by which such a teacher can be brought into line, so that he will become an enthusiastic and ac- tive helper rather than one who does something because he is told he must. Inasmuch as my policy is to get things done by selling ideas to the teachers, I have insisted that supervisors do the same. My program of training super- visors in service consists mainly of sitting down and having fatherly talks; and about the time a supervisor is trained sufhciently to do his work well, someone comes along and hires him away from us. One or two statements in this exhibit are indicative of an outworn point of view in school supervision and administration. The good organizer today does have some sort of plan on paper, an organized program of activities depending upon the problems of his situation. The superstition is still mani- fest here and there, however, that superintendents are too busy to attend to the problems of the situation. In the second place, the training of super- visors has gone far beyond “fatherly talks.” It is an organized program. In the third place, supervision does not “go out and find a teacher who does not cooperate.” Here we have relics of the old inspectional point of view. 230 DEPARTMENT OF SUPERINTENDENCE A very large number of the superintendents of the country sent in rather definite accounts of their arrangements for the conduct of individual con- ferences. Since the principles and procedures here are well-known or easily available in standard texts, further illustrations will not be given. 2. Arranging group conferences involving the supervisory force and cer- tain staff officers.* To illustrate, in Philadelphia the special subject directors hold periodic conferences with their groups of supervisors. These conferences have as one of their fundamental purposes the improvement of professional equipment. At these meetings, professional reading is outlined, the programs of related professional meetings are discussed, the content of the course of study is reviewed, and special problems in the technic of supervision receive inten- sive consideration. In many of the special divisions, the supervisors them- selves meet with groups of teachers in the field, and bring back from these conferences suggestions for the central group. The following topics were discussed in round table conferences by the director of commercial education of the Philadelphia public schools with his supervisors: (1) The scope of supervision, (2) the outcomes of super- vision, (3) duties and procedures of supervision, (4) training teachers in the use of tests, (5) remedial instruction based on the use of tests, (6) criticism of supervision, (7) administrative relation of the special supervisor to the supervising principal, (8) planning the week’s work, (9) studying the teacher at work, (10) the supervisor’s use of test results, (11) plans for school exhibits, (12) improving demonstration teaching, (13) conducting scientific studies, (14) teacher cooperation in curriculum, (15) a technic of criticism, (16) results and procedures in other cities, (17) standards in sub- ject-matter, (18) encouraging the teacher to describe for publication a par- ticularly good piece of work, (19) the human background of the teacher, (20) training the teacher to exact the pupil’s best handwriting product in all written work, and (21) left-handedness. The director of the department of supervision of the public schools of Detroit, Mich., reports that during the school year 1928-29 these means were used to help supervisors improve their professional equipment, knowl- edge of their field, and breadth of view: a. Meetings of the curriculum committee were held bi-monthly to consider prob- lems of curriculum construction. b. Meetings of the heads of departments were held bi-monthly to consider prob- lems of general administration. c. Within a department staff, meetings were held bi-monthly for the purpose of discussing: 1). The subjects considered at the meetings of the heads of departments 2). The questions studied in the meetings of the curriculum committee 3). General problems arising in connection with the field work, training, and research programs. 1 See Chapter XI, “Supervisors’ Conferences and Meetings with Teachers.” THE EIGHTH YEARBOOK 231 d. No professional reading was required. However, members of the group often recommended and discussed articles and books which they had found helpful. 3. Bringing supervisors into direct contact with leaders in the educational field and making them partially responsible for certain professional improve- ment courses offered to principals and teachers in the local school systems. 4. Appealing to them directly through a series of discussions regarding curriculum reconstruction. To illustrate, in Lynn, Mass., the eight supervisors working in the special subject fields are members of the local curriculum council which directs cur- riculum reconstruction. They are expected to bring their point of view to this council for the benefit of the other members. 5. Allowing days off to go to conventions and conferences. 6. Recommending the reading of helpful books. To illustrate, one county superintendent of schools reports: When I get a new book, I hurry through it, and if it is good, I mark it freely. Then I give it to a supervisor or principal who will do a good job of selling it to others. He reads it, and as soon as he is ready to report, we meet and have him discuss the book for us. After a book is thus discussed, it generally come into keen demand and goes the round of supervisors and principals. 7. Giving newly appointed supervisors intensive training in the office of the director for a few weeks before going into the schools, and requiring new supervisors to observe the work of experienced supervisors. The foregoing point is so important that it deserves special commenda- tion. It is reported but rarely, but it is a new device which is commended to all superintendents. 8. Arranging professional meetings which are addressed by speakers from various parts of the country. 9. Encouraging Principal-Supervisor Club which meets monthly for the purpose of discussing professional problems bearing on fields of mutual interest. To illustrate, in West Hartford, Conn., four meetings were held during the school year 1928-29 for the purpose of studying and improving the super- vision of teachers. The principals felt that they wished to know how to recognize and develop better in the classroom the larger and broader aims of education. The topic discussed at the first meeting was: Purposes and technic of supervision; and at the second meeting: Evaluation of teacher and pupil activity. The third meeting was spent in observing together four different teachers of varying ability for the purpose of evaluating the teacher and pupil activity. The fourth meeting was devoted to a discussion of a particular lesson, fol- lowing a carefully prepared outline. As a result of these meetings and much observation, study, and discussion, this local group worked out the following outline: bo W bo DEPARTMENT OF SUPERINTENDENCE Supervising the Teaching A. Ideals of Supervision: ' Successful supervision will always be a cooperative undertaking of teacher, principal, and supervisor. The contribution of each toward the improvement of instruction must be recognized. Measurement of teaching, and not teacher measurement, is the real objective. Every teacher should be permitted and encouraged to be a constructive thinker and scientific investigator in his own classroom. Aim for specific things—study the particular situation carefully—make sug- gestions that are helpful, practical, and efhcient. Supervision should help teachers to help themselves in the improvement of instruction. B. Entering the Classroom: Enter the room in a spirit of helpfulness, not criticism. Be friendly, cheerful, and non-conspicuous. Never by word or act do anything which will exalt you or belittle the child's estimation of his teacher. Be an interested, active-minded observer. You are there for a specific purpose. Be thoughtful in your visitations. We all have our off days. Be fair, considerate, and frank with the teachers, the children, and yourself. C. Types of Classroom Visitation : 1. The rather general, short visit to see that everything is “going all right.” This is necessary and has to be done, but after the beginning of the school year should form a small part of the supervisory program. 2, The visit to check up certain mechanical or physical things throughout the building: a. Ventilation and classroom temperature b. Plan books c. Adjustment of seats to pupils d. Appearance of room in general e. Attendance. ve . The visit in which you wish to gain pointers, helps, or information in teaching from your teachers. 4. The visit to follow up some one of the arts of teaching of which you may be making a special study, such as: a. Questioning b. Types of drill c. Assignments d. Socialized recitation. 5. The visit which the teacher has asked you to make in order to help with some of his teaching problems. 6. The visit to observe the teaching of some particular subject throughout the grades with the purpose of improving the teaching of that subject. 7. The visit to locate individual teaching difficulties, in order that definite help may be given to improve the instruction in the classroom. 8. Certain special visits which the situation or circumstances require from time to time: dE These ideals are in hearty accord with the philosophy of supervision set forth in Chapter I; “The Meaning and Necessity of Supervision,” THE EIGHTH YEARBOOK 233 a. Disciplinary problems b. Visiting substitute teacher c. Check up on “rumors” d. Progress of individual pupils. D. Evaluation of Teaching: 1. Physical conditions and organization of schoolroom. 2. Teacher and pupil activity. The foregoing outline is brief and general, but it serves two purposes. It illustrates the organization of such a scheme and supplies those involved with an instrument for the preliminary observation and analysis of teaching. Supervisors should construct much more detailed outlines than this one as they become more expert, and many other good ones are to be found through- out the literature on supervision. The following outline from Seattle is of interest: The Superintendents’ and Supervisors’ League, organized in 1924, has fune- tioned as an active professional organization whose efforts have been devoted to a study of the specific. problems of supervisors. The following are representative problems. One of the first undertakings of the League was to call for a frank statement from principals’ study groups as to how the work of the supervisor might be im- proved. These reports were made the topics of two meetings of the organization. One of the outgrowths of this cooperation has been the organization of a committee by the League on standards of supervisory routine. The problem of this committee was to standardize certain routine problems of the supervisor in visiting a building in order that both principal and supervisor might be enabled to economize time and effort. Another outgrowth was the preparation of a list of topics by the superin- tendent’s staff indicating how principals might help the supervisors. These topics were submitted to the principals and discussed in principals’ meetings. Among the various outcomes of the work of this organization have been: (1) The realization of common problems by supervisors of the various subjects: (2) better correlation in subject-matter of the various special subjects and better co- ordination of the efforts of supervisors; and (3) improved understanding between principals and supervisors of the nature of their mutual aims, and increased under- standing of means by which those aims are best served. In Detroit, certain teachers are used as “key teachers.” The key teacher is picked for his expertness in a given field, and is of assistance to the principals within a district, since the regular department specialist cannot get around as often as is desired. The key teacher gives demonstrations, serves as a visit- ing center, and may even visit other teachers within the district. II. How Superintendents Help Supervisors to Improve Their Personal Equipment A county superintendent of schools, who for ten years has followed a definite program of training his supervisors in service, writes: The training of a supervisor along technical lines is almost entirely valueless unless along with the training is developed a high degree of morale. By this, I 234 DEPARTMENT OF SUPERINTENDENCE A le ch a A RR REIL a mean the supervisor must be happy in his work, see a future in his chosen field, and experience the joy and satisfaction that come from feeling that he is a contributive factor to the success of the entire school program. With the right kind of training and with this high sense of morale, the supervisors, including the building princi- pals, hold most strategic positions in the public school system. They come in direct daily contact with the teachers. They also have many contacts with the pupils. Patrons of the school look to them for advice and help. Without their loyal and hearty cooperation the superintendent is powerless. His policies die “a-borning” and his efforts to effect instruction are almost futile. Superintendents with this viewpoint give their supervisors systematic, sympathetic support, and do not leave them to fight their battles alone. When mistakes are made, they point out the error and offer constructive suggestions whereby its recurrence will be avoided, and give assurance that successful work will receive recognition. These are among the ways and means which superintendents of schools report that they use most frequently for improving the personal equipment of supervisors: 1. Holding individual conferences with supervisors. Superintendents of schools, on the whole, seem to feel that the question of the personal equipment of supervisors is largely an individual matter and must be handled through individual conferences and discussions. They report that in the course of the field work done by subject supervisors, difficulties and misunderstandings now and again arise; these furnish special opportunity for the training of supervisors in such qualities as self-control, tact, sym- pathy, understanding of relationships, the value of a smile, open-mindedness, and the habit of looking for the teacher’s good points as well as his bad ones. To illustrate, Detroit, Mich., reports the most usual method of improving the personal equipment of supervisors is the individual conference in which: a. The strong and weak points in supervision and the supervisor’s own ap- proach and contacts are discussed. b. Attention is sometimes called to what other people are doing, and an opportunity is provided for observing their procedure or hearing their descrip- tion of it. c. In some cases, helpful university or normal school courses are recom- mended. 2. Holding round table conferences. To illustrate, one director of instruction and his supervisors had round table conferences for discussion, demonstration, and dramatization of better methods of: (a) Meeting the school principal, (b) securing the good will of the teacher, (c) handling the indifferent teacher, (d) caring for the com- plaining teacher, (e) producing contagion of cheerfulness, kindness, and helpfulness, (f) displaying sympathy by recalling your own difficulties as a classroom teacher, (g) getting the teacher’s viewpoint, (h) showing profes- sional ethics, and (i) building a welcome for the supervisors. THE EIGHTH YEARBOOK 235 rr A tl TI RS Sela al During these round table discussions, individual supervisors contribute from their own experience the plans and methods they have used to follow the topic under discussion. There is always an atmosphere of ease and free- dom during these meetings, so that each supervisor feels free to seek the advice of the director and the group. 3. Assisting individual supervisors to improve their ability to work with and through people, by taking them to successful supervisors in other schools and letting them visit and ask questions. 4. Encouraging supervisors to exchange experiences and to consider ways and means of improving themselves and of meeting certain situations. 5. Bringing supervisors in contact with many prominent people through- out the city on various projects. To illustrate, the superintendent of schools of Lynn, Mass., reports: One member of the central staff has joined the local Chamber of Commerce and is chairman of a Chamber of Commerce committee. Another member of the staff has been brought into contact with the local historical society and has served to bring from this society many valuable items of local history for use in the schools. Four members of the central staff are members in local service clubs; one staff member is president of one of these clubs. Practically all the members of the central staff have been brought into contact with the Community Welfare Association and are helping with the Community Welfare Drive. Three members of the central staff are members of the Department of Superintendence of the National Education Asso- ciation, and two of them attended the 1929 meeting in Cleveland. We feel that all these contacts help in enlarging the point of view of the supervisors and give them greater ability to work with and through other people. III. How Superintendents Train Supervisors to Be Better Liaison Officers These are among the ways and means which superintendents of schools re- port that they use most frequently: 1. Bulletins outlining duties of supervisors are prepared. Long Beach, Calif., submitted a bulletin based upon considerable analy- sis, showing in tabular outline form the placement and degree of responsi- bility involved in supervisory relationships and contacts. Other cities have recently made similar analyses. One of the best illustrations is from East Chicago, Ind. See page 236. The East Chicago bulletin shows rather explicitly the delegation of re- sponsibility and the inter-relation between supervisors. Many other cities, notably Pueblo, Colo., and Oakland, Calif., submitted plans not in tabular form, but setting forth explicitly the policy of the superintendent which is to control throughout the system. 2. Supervisors are members of general committees, and are members of organizations through which they come in contact with the other depart- ments of the school system. 3. Teacher-training courses are offered by supervisors through the local teachers college. To illustrate, in Detroit the local supervisors offer teacher-training courses in the Detroit Teachers College. 236 DEPARTMENT OF SUPERINTENDENCE CHART IV.—PLACEMENT OF RESPONSIBILITY AMONG SUPERVISORY OFFICERS IN EAST CHICAGO, IND. Key Binet response T E FR Delegated responsibility by superintendent: m an m a o- DRS Delegated responsibility by principal... 00... eee ee EES DRP Coordinate’ responsibility ee erien TE E E NS: CR Note: Coordinate responsibility is to be construed as meaning that in a given function the supervisor has general direction throughout the system, but within the building the principal has the chief direction. Tess esponsibility prere a a a ke R A A T E oi LR Noi responsibility os red tE EIN NR Superintendente a a Leno S PECAR aid P General super VISO da E E E E GS Subject supervisor (Director) iurar aaa eaae a E e E rein tenretenene SS Kindergarten-primany, SUE NI KPS Administrative Functions S BAGS SST KES J. Establishing and Maintaining General Control: A. Cooperating with policies of state, county, ANACO a FR 1. Enforcing state school laws, rules and regulations of state and local boards of education, and directions of county and city superintendents. rei e DRS MERTERT lbs 2. Giving publicity to educational policies through: a Cetters andi emela r Ske n aa FR DRS DRS by Press publications scr ener cena IR TDRSS) IDR JEIRE LR ABUSE MECA teria ee TURN AN NES daschooliexhibite wasn) sec cise ae CR FERAS CR CE e. Demonstration programs at service duübsiete Tana ee, e OS EROENEIA CRI Gk: Note: No work of a given department may be used for publicity, demonstration, or similar purposes without the consent of the supervisor in that field. B. Providing for building or supervisory organization: 1. Organizing administrative staff in build- ing or supervisory field, e. g., principal, vice principal, counselor, dean of girls, and nurse, by assigning specific duties to each, provided they are not in conflict with directions issued by the super- intendente el ae eee ee ERIN SS 2. Organizing building clerical staff....... ¡NIN Note: Supervisor may have own clerk. Organizing janitorial staff............. BRON Re INRe RS 4. Providing for articulation of building or supervisory organization with central administrative organization........... NIRS INURE GIR TILT Ww THE EIGHTH YEARBOOK Dei 4. The contacts between superintendents, administrative and supervisory officers and principals, and teachers in the schools are kept fresh by a variety of activities such as inspectional visits upon the request of the principal, sur- veys of one or more phases of work in a school, the visiting of teachers eligible for promotion, the conducting of visitors from out of town on visiting tours, and the organizing and conducting of contests. 5. Series of conferences are held. The number, variety, and personnel of these conferences vary in different school systems. These types were mentioned frequently: a. Local meetings of the general administrative, supervisory, and research ofhcers. Some school systems report that in these group meetings the relationship of prin- cipal, teacher, and supervisor is considered. b. General staff meetings which include all members of the superintendent's staff. c. Meetings of teachers conducted by principals, but advised by officers of the superintendent’s staff. d. Meetings of principals conducted by the superintendent or officers of his staff. 6. Mimeographed bulletins are sent out by the various supervisory officers to the principals and teachers. 7. Conferences are held with individual supervisors regarding special problems that arise or seem imminent. 8. Advice is given supervisors as to how to build up and maintain good will. To illustrate: Supervisors are advised that when they go to a school, they should always first go to the principal, and then go to other departments as his helper and adviser. Each supervisor should make the principal feel that he is there to help him build up a better teaching force. 9. Demonstration lessons for supervisors are conducted by the superin- tendent of schools. In these lessons, definite ways and means are suggested whereby super- visors can serve as better liaison officers between the office of the superin- tendent of schools and principals and teachers in various school buildings. IV. Efforts of Superintendents to Give Supervisors a Proper Perspective of Their Various Activities and Contacts This point is obviously similar to the one preceding. These are among the efforts which were most frequently reported : 1. A weekly report of all staff officers is sent to the superintendent of schools. 2. An annual report from each staff officer is required which gives a perspective of the work which has been done. s 3. Conferences are held between the various supervisory officers concerning the details of their work. 4. Supervisors are relieved as much as possible from office and clerical duties in order that they may be in the schools every day. 238 DEPARTMENT OF SUPERINTENDENCE 5. The schedule of visits to the schools is carefully worked out and systematically checked. This prevents having too many special subject supervisors visit any one building at the same time, and makes sure that the time of each supervisor is equally distributed among the various schools. 6. At the beginning of the school year, each supervisor systematically estimates the scope and character of work to be undertaken during the year. When this esti- mate is approved by the superintendent, it is reduced to a program basis. The following table presents the organization established in Glendale, Calif., for the purpose of systematically allotting time in the various ac- tivities demanded of the supervisors. In Glendale, all supervisors do not engage in regular teaching, hence the second column of Table 36 is in some instances blank. Assigned supervision refers to definitely programmed school visits. Unassigned supervision refers to unprogrammed school visits—the su- pervisor spending time in those schools most in need of supervision. Office refers to that time regularly employed by the supervisor in preparation of lesson programs, project samples, and in organization work. TABLE 36.—PERCENT OF TIME DEVOTED BY SUPERVISORS OF GLENDALE, CALIF., TO SPECIAL ACTIVITIES Percent time Supervisor Teaching Assigned Unassigned supervision supervision Nature study and elementary science.... Penmanship Physical education Home economics Manual training ne ooooooo The following program is typical of the supervisors in Glendale, and shows for one week how supervisory service is allocated. Programs similar to this are in effect throughout the year. Program of the Supervisor of Music Monday Tuesday Wednesday Thursday Friday Morning: Columbus Columbus Fremont Mann Roosevelt Afternoon: Office Unassigned Woodlands Office Unassigned It cannot be too strongly emphasized that there should be increasing use of supervision on call. This visitation must increasingly be in answer to specific problems and demands of the situation. We must assume such in the foregoing exhibits of supervisory time. Mere routine visitation should be re- duced to the absolute minimum necessary for legitimate inspectorial pro- cedure. THE EIGHTH YEARBOOK 239 The director of the department of supervision of the Detroit public schools reports that supervisors are helped in gaining a proper perspective of their various activities and contacts through group discussions, individual con- ferences, and the circulation of reading matter of professional value. Yearly programs of work, weekly progress reports, reports of school visits, and the city superintendent’s annual report also aid in giving supervisors a proper perspective of their various activities. Furthermore, in Detroit, each supervisor plans a division of time and effort providing for a certain amount of field work and training, a definite amount for research, and a given amount of time in the office for conferences and assistance to teachers. For example: Each member of one department is in the office on a schedule which calls for Friday afternoon and one other afternoon each week as a minimum for office hours; each member is respon- sible for keeping office hours one Saturday morning of each month; and at least one morning each week is devoted to research. V. How Superintendents Help Supervisors to Improve Teachers’ Meetings These are among the ways and means most frequently reported by super- intendents of schools: 1. By being present at some of the supervisors’ meetings with teachers. 2. Institution of local research councils in various schools or groups of schools. To illustrate, in Lynn, Mass., all building principals are expected to hold build- ing faculty meetings each Wednesday afternoon. During the past year, definite help was given the principals in improving these meetings by having them talk over with the supervisors in advance the topics to be discussed. These meetings are called local research councils and, in some cases, the topics under discussion have continued over quite a long period of time and have involved some real research work. These research councils in Lynn grew out of the use of test results. Principals and teachers alike realized that to make the best use of these results it would be neces- sary for them to do further study and to learn what others are doing. The organiza- tion of these research councils was first discussed with the supervising principals. Then a bulletin was issued, giving suggested topics for study and grouping of buildings. It was emphasized that this was to be a voluntary procedure and that no council would be organized under compulsion. Sixteen local research councils were organized and are now carrying on a regular program. For example, in one council, 21 teachers have made a thorough study of the uses of test results; in another council, the continuation school teachers are working out the practical coordination of industrial work and academic work, in- cluding a plan of definite training for specific jobs, and placement service for these jobs; and in another council, 40 teachers from various schools are working on the local history of Lynn. The director of research is considered, ex-officio, a general adviser of all these research councils. 240 DEPARTMENT OF SUPERINTENDENCE 3. Helpful suggestions are offered. To illustrate, the report from Philadelphia states: Supervisors have been directed to confine themselves to specific points or lessons in teachers’ meetings and not to attempt the mere outlining of the course. They have been urged to encourage teachers to present lessons for others at these meetings. Topics and material for discussion at such meetings have been given to supervisors and discussed with them. Much emphasis has been placed on the necessity for open and free discussion of problems by teachers. 4. Outlines for conducting teachers’ meetings, with suggestions for their development, are distributed at the supervisors’ meetings by the subject di- rector, assistant superintendent, or superintendent. The following outline is illustrative of this type of help offered to super- visors: Outline of Suggestions for Teachers’ Meetings a. Time—select in cooperation with school principal and teachers. b. Notices: 1). Let your notice include the reason for the meeting. 2). Make provision for the notice to reach teachers at least a week before the date set. 3). Discover the “felt needs” of teachers. c. Prepare a mimeographed outline for each teacher of the points to be discussed and be sure all methods and devices you mention in your talk are included in the outline. . Prepare for your own notebook a development of all topics on the outline. . Stick to the outline, so that you will not waste time. Allow time for questions and discussions by the teachers. . Summarize your talk and the discussions and suggest plans or topics to be considered for future meetings. h. Prepare a summary of discussions for the subject director or superintendent of schools and the principal. R apres ea 5. In Detroit, the supervisory programs are discussed in advance with the supervisors. All printed and mimeographed material to be used by the su- pervisors is checked by the administration. Heads of departments in the intermediate schools and those in the high schools meet regularly to consider common problems or to observe the work of an outstand- ing teacher. Each department head is expected to discuss these subjects later with his teachers in his staff meeting. Groups of elementary teachers meet for similar purposes of discussion and “demonstration” at a school conveniently located for the groups. 6. Supervisors are expected to assist in the orientation of new teachers.2 To illustrate, in Detroit, each year all new teachers in a certain school subject are met in schools selected in various sections of the city. Members of the department prepare and distribute notes which have previously been discussed with the direc- 1 See pages 328-9 in Chapter XI for a description of meetings for new teachers held in Washington, D. C. > Tue EIGHTH YEARBOOK 241 tor of the department. These notes explain the use of the materials of the course, giving suggestions on procedure which supplement and reenforce the courses of study. The “items to observe” and the points to be considered as most essential in teaching are discussed before inspectional visits are made. VI. How Supervisors Are Helped to Improve Articulation between Various School Units These are among the plans reported by superintendents of schools: 1. Articulation grows out of the curriculum council and curriculum re- construction work. To illustrate, in Detroit, articulation of subject-matter at various grade levels is provided for in that the supervisor of a department is usually responsible for the construction of the course of study in his subject and the supervision of it through all the grades. Supervisors within a department also have opportunity to examine and make con- tributions to courses of study for all grades in addition to the course of study in the subject for which they are mainly responsible in construction and supervision. Discussion in curriculum and departmental staff meetings tends to improve both vertical and horizontal supervision through enlarging the scope of information and interest of department members. 2. A special committee looks out for the matter of articulation between the various units of the school system. In some school systems, the approach is made through several committees; as, for example, a committee on promotion standards will consider the articulation from grade to grade; and a committee which is considering units of work has for one of its topics the grade placement of material. 3. The importance of having each supervisor and teacher in every unit of the school organization familiar with the course-of-study requirements of each of the other school units is stressed. In a number of fields, such as art and music, supervisors are particularly directed to stimulate interest in correlating the special subjects with other subjects in the school program. Horizontal articulation is encouraged by frequent meetings of teachers to study the same or similar units at the same time. Thus, if a geography class is studying the southern states, the work in music will be southern melodies; in civics, the form of government and where it came from in the South; problems in mathematics will deal with the industries, exports, and imports of the Gan and the reading lesson will be supplementary stories laid in the South. 4. In certain subjects, such as home economics, special care is taken to assign supervisors not to separate units of the school organization, but to fields which will include various units. 5. One county superintendent of schools reports that articulation of sub- ject-matter between various grades in the county is encouraged by having one unit of supervision through grades one to six, and another unit of super- vision through grades seven to twelve. 242 DEPARTMENT OF SUPERINTENDENCE 6. Supervisors are encouraged by the superintendent of schools to share with him responsibility for the articulation of the various units within the local school system. 7. Certain meetings of supervisors and principals are given over to a dis- cussion of articulation problems. 8. Cooperation with other departments in the organizing and planning of contests and other special activities secures horizontal extension in super- vision. VII. Programs for Encouraging Supervisors’ Summer School Attendance, Extension Work, Travel, and Systematic Reading These are among the programs most frequently reported by superintend- ents of schools: 1. A salary schedule which requires additional professional improvement beyond the required minimum if the supervisor is to progress beyond the basic maximum salary to the super-maximum salary. 2. Refund toward paying expenses of summer school attendance. To illustrate, in Meridian, Miss., the supervising principals are divided into three groups. The school board pays the expenses of sum- mer school attendance of one group each summer, 3. Encouragement given chiefly through personal conferences. 4. Lists of summer courses are issued, and opportunities offered in differ- ent institutions are outlined. 5. Reading lists for special supervisors are prepared. 6. Supervisors are promoted within the local system where possible and to other systems as opportunities arise. Promotion is, to some extent, contingent upon the pursuing of ad- ditional study in summer schools and extension courses. 7. Leaves of absence are granted supervisors who desire to attend college or university. 8. The need for research in many phases of school work has operated to secure enrolment in extension courses and in intensive study of books, maga- zines, and reports dealing with these phases. 9. The value of travel is so continually obvious that no device is needed to secure it. Reports from those who have traveled or studied are often re- quested. Supervisors are encouraged to make as many helpful contacts as possible of a non-professional and general social character. The preceding pages summarized the most frequent ways and means re- ported by superintendents of schools in various sections of the country and in different sized school systems for training supervisors in service. The next section of this chapter outlines the programs used in four cities and the pro- gram in use by a state department of education. Tue EIGHTH YEARBOOK 243 Program for Training Supervisors in Service in Birmingham, Alabama In this report, the term “supervisor” includes supervisors of special sub- jects or departments and supervising principals. Eight phases of the Bir- mingham program for training supervisors in service are outlined below: 1. Meetings of Principals and Supervisors: In Birmingham, a monthly meeting of principals and supervisors, with the su- perintendent in charge has been held for years. These meetings have to do with matters of policy, special problems of supervision and of administration. Since 1924 an institute for principals and supervisors has been held, usually for a week foo the opening of the schools in September, to discuss problems of organization and administration. Beginning with the session of 1926-27, a text has been used, and about one hour of the meeting has been given to the definite assignment in the text. The monthly meetings are two hours in length; one hour is given to routine matters, the other hour to the assigned work in connection with the text. The principals and supervisors are encouraged to attend educational meetings, particularly those of the Department of Superintendence, and the National Educa- tional Association. In 1927, all principals and supervisors attended the Dallas meet- ing of the Department of Superintendence at the expense of the board of education. 2. Regular Meetings of All Teachers for Which Supervisors Have Certain Responsibilities : Almost since their organization, the Birmingham schools have had regular an- nual institutes and monthly meetings of all connected with the schools. Until the session of 1928-29, the institute lasted a week; the session of 1928-29, for three days, immediately before the opening of the fall session. For most of the day, the teachers of each grade or of each special subject meet by groups. During the year, a two-hour meeting is held on Saturday morning at the close of each school month. One hour of the time is given to a general program with assembled teachers, the other hour to conferences of the same groups used in the institute. The chairman of each elementary group is a supervisor or principal, appointed for the year. Heads of departments serve as chairman in high-school department meetings. The chairman of each group, under the general plan outlined by the su- perintendent with the help of some of the teachers in the group, is responsible for planning the work of the group and for conducting each conference. These plans are submitted to the associate superintendent (high schools) or to the assistant superintendent (elementary schools) for approval. Special subject supervisors are responsible for the presentation of their subject to all groups of teachers. 3. Plan of Supervision Prepared by Each Supervisor: For the last two years, each supervisor has made out a plan of supervision for his school or department for the year. Individual conferences are held with the associate and assistant superintendents. During the year, progress of the plans is checked and the plans are modified as new situations arise. This planning of supervision has given the supervisors a better perspective of their various activities and has resulted in better supervision. 244 DEPARTMENT OF SUPERINTENDENCE 4. Regular Weekly Meetings Planned and Conducted by Principals: Regular weekly meetings of all teachers in each building have been held since the schools were graded in 1883. For many years, this outline was prepared by a committee of principals and teachers for the whole city. In recent years, each prin- cipal has been permitted and required to plan this course for his own school in line with the plan of supervision for the year. These outlines must be approved by the superintendent's office. Under this plan, each principal is given greater freedom to make the meetings of his teachers an integral part of his supervisory plan. 5. Use of Tests: a. Specific training for giving, scoring, tabulating, and interpreting tests: 1). Tests are given by member of tests and measurements department. Principal observes; he is then asked to make a study of test, report for a checking-up, practice on a few children, and finally give the test himself. 2). Principals are taught to score test papers. They then supervise the scoring done by teachers. Afterwards checked by department of tests and measure- ments, errors are submitted to principal for follow-up work. 3). Tables and charts are furnished principals as a means of assisting thein in the interpretation of test results. Encouragement is given in the prepara- tion of additional studies and charts. b. Training in the construction of informal examinations of various types. c. Training in the proper classification of children, d. Training in discovering weaknesses of teachers, and pupils, and methods by use of tests. 6. Membership of Supervisors on Course-of-Study Committees: For several years, the Birmingham public schools have had permanent commit- tees on the course of study. Any changes in personnel have been made gradually so as to protect the continuity of work. The high-school committee is under the guidance of the associate superintendent of schools and includes all the high-school principals and heads of departments and certain selected teachers. The elementary school committee is under the general guidance of the assistant superintendent of schools and the primary supervisor. For each subject, there is a separate sub-com- mittee, which is composed of a principal or supervisor as chairman, and other prin- cipals and classroom teachers. Each special subject committee is composed of the supervisor-chairman and selected teachers from the department. In making the gradual changes in the personnel of these committees, an attempt is made to give each supervisor contact with the problems in the different subjects of the curriculum. This type of organization gives both vertical and horizontal correlation. At the same time, the supervisor is studying these problems, and grow- ing in the ability to work out the solutions in his own school or department. 7. Individual Supervision of Supervisors: The Superintendent, the Associate Superintendent, and the Assistant Superin- tendent supervise the work of the supervisors. The superintendents visit the schools and observe the work. Both at the schools and in the office they confer with the principals and with other supervisors on their individual plans and problems. THE EIGHTH YEARBOOK 245 8. State Department of Education Requirements for Continued Professional Training: Under the state laws of Alabama, each teacher, supervisor, and administrator must hold a certificate issued by the state department of education. The life of prac- tically all of these certificates is limited, and their extension for another period depends on certificates of professional work done. Birmingham has no local require- ment along this line. At the same time, professional training is encouraged. Training Supervisors in Service in Minneapolis, Minn. The Minneapolis program for training supervisors in service has ex- tended over a period of four years. The group studying supervisory prob- lems consists of the superintendent of schools, assistant superintendents, assistant to superintendent (director of study), directors of departments under whom supervisory responsibility exists, directors of research, and supervisors in the special fields. Many basic principles should be incorporated into any program for the improvement of supervision. The Minneapolis program attempts to stay as close to the following principles as possible. Before a group of supervisors can understandingly participate in a pro- gram involving the whole group, they should be acquainted with the work and technics used by the other departments within the group. Supervisors as a group are not cognizant of the work performed within each department of special supervision. Their reactions to problems are based upon the experiences within their own fields, which may be somewhat amiss from the function of special supervision. In order to view problems from a scientific and impersonal viewpoint, it is necessary to commence a study of special supervision by acquainting the group with the distinct re- sponsibilities of each department, as well as with the entire field of special supervision. Some departments have more assistants than others which apparently have similar tasks. The amount of supervisory assistance which shall be given to the group as a whole and the distribution of this assistance among the departments are problems for further study. The analysis of the work of each department raises many problems relative to its activities and the amount of assistance necessary. Some supervisors are capable of carrying on a program which results in three times the amount of assistance which others give. The organization and quality of the service are seemingly the most vital factors, rather than the number of activities to be carried or the number of teachers to be supervised. This is an administrative problem for further study. If a study of supervision is to effect a change in the supervisory service, it must emanate from the needs of the group—A program which is not built on felt needs does not improve the conditions or interest those engaged in the work. The first important problem is determining these needs. Two technics have been used for this purpose in the following studies. 1 Prepared for the Supervision Commission by Harry Cooper, Assistant to the Superintendent, and Prudence Cutright, Director of Research, Minneapolis Public Schools, Minneapolis, Minn. 246 DEPARTMENT OF SUPERINTENDENCE 1. Surveys of supervisory service and building activities, the results of which are used as a basis for determining further study. Two types of survey technics are used : a. Actual recording on time analysis basis of all activities engaged in during the period of time. b. Reporting on typical situations as representative of all types of work. “Typical” is defined as those activities regarded as most useful and conse- quently most used. Where a picture of just what actually goes on is required, the time analy- sis technic is suitable; but where it is desired to obtain information relative to values, the “typical” situation technic furnishes the best evidence, as it includes those factors which the supervisor selects and considers most use- ful. The first type of survey is used in Step II. In Step IV, the second type is used. See pages 248-52. 2. Discussion of specific phases of work in which there is an apparent need for study. The results of the discussion terminated in the clarification and formulation of the problems for study. The survey technics are used as a basis for work in Steps II, IV, and V; while Steps I, III, and VI were determined through discussions. If a study of supervision is to effect a change in the supervision, all super- visors must engage in an active analysis and study of their own proce- dures—Otherwise, it results in superficial action and mere acceptance of changed conditions, without understanding the principles of supervision involved or experience and clarification of changes in practice. Whenever one group of people affected by the changes is not included in the study, progress is halted until that group catches up with those who have studied the problem. This factor is important and explains why many programs of supervision fail, or are launched with much difficulty. This means that be- fore the program is completely launched, it must reach through supervisors, principals, teachers, and pupils. In each step of this study, the supervisors participated by engaging in some activity. Up to the present time, the study has been confined to staff officers except where activities were carried on in the schools. At the present stage, the program should include principals and teachers, as well as the staff officers. Step I—Presentation of the Work of Each Department by the Supervisor in Charge—1926-27 The purpose of this step was to clarify the objectives of special super- vision and to acquaint the supervisors and directors with the problems of other departments. An outline was furnished to assist the department heads in the preparation of their materials. Each supervisor presented a brief summary of his work as requested in the outline, and distributed, two or three days before the meeting, mimeo- graphed copies of this summary to members of the conference as a basis for discussion. THe EIGHTH YEARBOOK 247 Outline for Supervisor’s Statement on Work of Department I. Teaching Objectives and Technics: A. B. E: Just what are the important skills and abilities which pupils should possess as a result of the work of your teachers? Who decided that these were the proper goals? What controversy, if any, is there in your special field concerning the ade- quacy of these goals? Sketch the essential points in a typical lesson illustrating: 1. How your method applies the three fundamental laws of learning: readi- ness, exercise, and effect. 2. How your method takes advantage of the principles of self-direction, self- appraisal, and cooperation. 3. In what manner the work of your subject contributes to the work of other subjects. 4. In what manner your methods interfere with the work in other subjects. 5. In what manner the teacher determines when the goals set up have been reacked by individual pupils and by the class as a whole. 6. Give any other general or underlying principles which your teachers must keep in mind. II. Supervisory Objectives and Technics: AS B. . Training: Enumerate the important things which a supervisor in your department should do for the classroom teachers, for principals, and for superintendents. Who decided that these were the correct supervisory objectives ? 1. What are the outstanding methods by which you have trained teachers to attain their objectives? 2. In this process of training, what part has been played by: . Demonstration teaching . Teachers’ meetings Meetings with principals . Conferences with teachers or principals Bulletins on aims, content, procedures, etc. . University classes for teachers and principals? What part should the principal play in the training of teachers? 4. Evaluate each of the methods you have used or are using, as well as those which you do not use or have avoided. woa U . Research: What research or experimental work has your department engaged in during the past two years, relating to: 1. Supervisory or teaching objectives 2. Supervisory or teaching technics 3. Supervisor or teacher appraisal 4. Other projects? . Field Work: 1. Describe any technics which you employ for purposes of gathering in- formation from teachers, principals, other school systems, and lay or- ganizations. 2. Describe your technics for getting your ideas to superintendents and fellow supervisors. 3. What are your methods for educating the community relative to the significance, merits, and needs of your department? 4. Other activities. 248 DEPARTMENT OF SUPERINTENDENCE F. Development: What is your method of inaugurating new policies or new applications of old policies? The outcome of this study resulted in a survey of general conditions which contributed evidence to support or clarify conclusions of Step I. Step II—a. A Supervisory Survey for the Purpose of Determining the Significant Factors Affecting Service—1926-27 The supegvisors engaged in this survey for a period of one week. During this time a detailed daily account of all their activities was kept. Informa- tion on the amount of service rendered to each building, the basis of the service rendered, and the number of teachers within the respective depart- ments was incorporated into the survey results.* The major conclusions were as follows: 1. About three-fourths of the supervisory service was initiated by the supervisor. 2. In the departments of art, music, handwriting, and nature study, the demonstration lesson was the major supervisory activity. 3. In the departments of home economics, manual training, physical edu- cation, and special education, observation, followed by individual teacher conferences, was the major activity. Other activities were not used to any pronounced extent. 4. Supervisory programs did not agree as to the amount of supervisory service rendered to large and small buildings. There was considerable agree- ment between the size of building and the amount of service in the de- partment of music; some agreement in the departments of art and hand- writing; but no agreement in the departments of physical education and nature study. 5. There were other significant factors affecting the supervisory load. ‘These were as follows: a. Certain departments were able to spend a much larger portion of their time to direct service in the schools. b. Certain staff members were responsible for fields two and three times as large as others. Step II—b. Critical Evaluation and Discussion of the Survey Conducted During the Previous Year The discussions were controlled by a bulletin clearly describing the con- clusions of the survey. Following each fact revealed by the survey, signifi- cant questions were listed relative to the functions of different departments and their varied practices. To illustrate: Conclusion I is given in detail in order to show the various problems set up for discussion. 1 A detailed account of this survey is given in the following article: Tiegs, E. W., “A Study in Special Supervision,” The American School Board Journal, Vol. LXXV, Nos. 2 and 3, August and September, 1927, pp. 39-40, and 44. THE EIGHTH YEARBOOK 249 I. Initiation of Supervisory Service: Conclusion: About three-fourths of all Supervisory service is initiated by the supervisors. The evidence of the report very clearly supports this conclusion. Question: To what extent shall principals be expected to initiate specialized or expert supervisory service? Can it be done successfully without some of the following? . A brief but comprehensive statement of the aiins and outcomes for the work of the entire year of the special department issued and explained to the principals in the early part of the year at sectional or general principals’ meetings. 2. A list of subject objectives or classroom activities arranged in such a man- ner that a comprehensive idea of the particular function of that subject is obtained. . An organization which gives an opportunity to solicit services of super- visor in time of need. +. A blank which gives an opportunity to report special weaknesses and un- usual successes in special subjects. 5. An organization which permits principals to choose from a list of demon- strated lessons, arranged to correct weaknesses, those that will most benefit the building. 6. An organization giving the principal an opportunity to initiate and seek assistance on special problems arising in his building. hu w The questions and problems listed were those which had to be solved in order that the significance of the conclusions might be determined. These discussions culminated in the setting up of a program for the study of specific problems. : Preliminary Outline of Topics Used in Determining the Selection of Problem The four problems listed are those which appeared to be most in need of study. Much experimentation and study upon these problems assisted greatly in enriching the local supervisory service. Supervisors were asked to study these problems with a view of determin- ing which one they wished to concentrate upon for detailed study and re- port to the group; this report to be given some time during the second semester. Each supervisor was asked to make some definite contribution upon some phase of one of these problems. Freedom was extended to super- visors in their choice of what they wished to contribute. I. Bulletins and Courses of Study: . Underlying philosophy of education upon which course is based . Aims and objectives Organization and content . Adaptation to needs of pupils and teachers Program for continuous enrichment and changing course of study to meet the ever-changing social demands, conceptions of education, and underlying basic teaching principles. une E 250 DEPARTMENT OF SUPERINTENDENCE EA a A RP Il. Study of the Responsibility of the Principal for Instruction in the Special Fields: A. Supervisory reports B. Direction of supervisory assistance C. Training principals D. Flexibility of supervisory program E. Adapting and coordinating special subjects as an integral part of the total education situation. III. The Coordination of Supervisory Activities: . Principles underlying itinerary and non-itinerary supervision Distribution of supervisory service Experimental and research work . Policies alike in all departments . Reports and records of supervisory service Organization of city for most effective supervision G. Administrative functions. aada ek > IV. Study of Methods Used in Training Teachers to Use New Materials and Enrich Old Materials: . Survey program Training and enlisting support of principals . Training teachers to use new materials . Training teachers to enrich old materials Effective methods of assisting teachers . The method of bringing before the teacher the best that is in the city . Exposure to current studies and articles. OJEJO The conference group decided to study the problems listed in the follow- ing order: 1. Development of bulletins and courses of study. 2. Study of methods used in training teachers to use new materials and enrich old materials. 3. The coordination of supervisory activities. 4. Study of the responsibility of the principal for instruction in the special fields. Step III—A Study of the Development of Bulletins and Courses of Study—1927-28 For the purpose of discussion, each supervisor was asked to furnish a copy of his course of study or a new unit which he intended to incorporate into his course of study. The discussion was controlled by providing for consideration of the following factors in a curriculum development program: 1. Organization and content 2. Adaptation to needs of pupils and teachers 3. Program for enrichment and changing the present course of study. THE EIGHTH YEARBOOK PA LA A N SAA T a ‘a These meetings were concluded by the preparation of a guide to assist the supervisors and directors in a curriculum development program. Many supervisors were in the midst of curriculum procedures. These meetings proved helpful in bringing about the correct relationship between special departments and the curriculum revision department. Step IV—A Study of the Supervisory Activities Used in Training Teachers in Service—1928-29 This problem was the second in importance according to the decision of the group at the close of Step II. A supervisory survey was conducted for the purpose of obtaining a typi- cal picture of the supervisory activities used by the department heads and their assistants in their visits to the buildings. The following directions taken from a bulletin on the survey state the purpose and extent of the survey. 1. Report on visits to five buildings. This report includes ten classrooms of which at least one classroom visit shall be reported for each building. Opportunity is given to the supervisor to select the classroom visits he wishes to report in order to give him time to make an accurate report, and to permit a selection of those which best represent the usual procedure. 2. The purpose of this survey is to obtain a typical picture of supervisory visits. If a report of a visit does not represent the usual procedure, state so on the blank. In this case, also state wherein it does not represent a typical situation. The survey technic used here is that of obtaining typical situations as re- ported by supervisors. The survey covered only those activities which took place within a building visit. The survey was divided into four parts: A. Activities previous to supervisory visit to classrooms B. Activities taking place in the classroom C. Other activities D. Report of status and needs as noted during visit to building. Special forms were provided for reporting on activities taking place in the classroom. There were 126 building reports from 74 different buildings in the city. The results showed wide variations in practices. The survey showed clearly that special attention should be given to the improvement of classroom supervision as done by special departments. The departments of music, art, and handwriting used demonstration lessons al- most exclusively. In only a few situations were group demonstrations or meetings held, followed by controlled discussion. A program of practice and evaluation of supervisory activities was needed. This program was viewed from the standpoint of itinerary schedules, length of class periods, teachers of special subjects only, teachers of regular subjects who give only a small portion of their time to teaching special subjects, the large school, the small 252 DEPARTMENT OF SUPERINTENDENCE school, the elementary school, the high school, the distance from one build- ing to another, and the needs of the different situations involved. The results of the survey were discussed by the group. These discussions were followed by the “try-out” program. Step V—A Program of Supervisory Activities To Be Performed by Special Supervisors—1928-29 The supervisors were provided with twelve supervisory activities, di- vided into five groups. Each department was asked to plan and try out one activity from each of the five groups. The supervisors were given the privi- lege of selecting the buildings. These points were emphasized in a special supervisory bulletin, describ- ing this “try-out” program. The following program of activities to be performed by special super- visors is experimental. It is based upon the following assumptions: . Variation in supervisory attack is stimulating. . All supervision in order to be effective must be based upon teacher needs. . The training of principals is an integral part of special supervision. . If special supervisors are to function and maintain their places as experts, it follows that they must be authorities in the objectives and technics of super- vision of their special fields; but, at the same time, they must lead in the or- ganization of the service rendered to the schools. 5. The desirable program is one in which the principal assumes the responsi- bility for carrying on the work in the special fields and calling on the super- visor for assistance where help is needed. PW DY e At the present time, principals are accepting supervision as it is-given from the central office. Yet, there are great variations in the type of service rendered by the various departments. Contradictory practices indicate that we have much to learn regarding the most effective type of supervision. Certain departments spend their entire time demonstrating. Other depart- ments do no illustrative teaching. Some departments announce all visits, some place many visits on the “on call” basis, and others visit unannounced. If the supervisor assumes the lead and asks the principals to cooperate in ex- perimentation for the purpose of obtaining more effective ways of rendering supervisory service, this project will become a training one for both super- visor and principal, which in the end should result in a better understand- ing of the problems involved in the supervision of special subjects. Each supervisor is asked to set up situations and experiment in many of the following types of supervisory service. A report is to be made to the group in general. This report will include two things: 1. The results of the practice in the types of supervision listed 2. The formulation of a tentative program for supervision for the coming school year. The principals in the buildings selected for the “try-outs” were much interested in the changes in procedures of the different departments. Many The EIGHTH YEARBOOK 255 supervisors who felt that they had reached the highest pinnacle in perfecting a particular type of demonstration found out that they probably can get much through a change in their supervisory practices. At this stage of the study on special supervision, it became necessary to divide the work according to the organization of teachers within each department. The following groups were suggested: Group 1—Teachers of special subjects Group 2—Teachers of elementary grades who teach all subjects includ- ing the special subjects Group 3—Teachers new to Minneapolis Group 4—Special groups whose work is under the direction of a super- visor or director. Step VI—The Major Functions of the Supervisor and Principal in the Special Subjects Three groups of people working independently prepared bulletins cover- ing this subject. The three groups consisted of a supervisors’ committee, selected by the supervisory group; a principals’ committee, selected by the Principals’ Forum; a group of administrators, including the superintendent, assistant to superintendent, and director of administrative research. The committee reports were combined by the superintendent of schools and his assistants. This combined report was discussed and revised by both the su- pervisors’ committee, the principals’ committee, and the professional com- mittee of the principals. Step VII—Presentation of the Supervisory Program for the School Year 1929-30 Each supervisor was requested to prepare in typewritten form, according to an outline, a statement of his tentative program. These programs are assimilated by the assistant to the superintendent and presented to the group as a whole for discussion. The material for discussion will be in the hands of each member of the group three days before the date set for meetings. This is done at the beginning of the year following the building survey and “try-out” programs. Thus it enables each supervisor to incorporate into his year’s work those activities which he has tried out and which he has found successful. This requires that he think through his program for the year and formulate a tentative form for guidance. The discussion by the group as a whole of the entire program of special supervision is also stimulating and helpful. Many programs will be changed according to policies of special supervision accepted by the group as a whole. There are still unsolved problems. As the need arises, each problem will be incorporated into the study program. 254 DEPARTMENT OF SUPERINTENDENCE Training of Supervisors in Service in Cleveland, Ohio * Every Friday morning at 9 o'clock during the school year, department heads and supervisors in the educational departments of the Cleveland schools sit for an hour and a half in a semi-circle in the school headquarters library to consider the problems of education in this city of a million people. Customarily the group numbers forty to fifty individuals, and in addi- tion to the department heads and supervisors it invariably includes the dean of the city teacher-training college and his assistant, the director of the Cleveland educational museum, and, on occasion as an invited guest, the superintendent of schools in one of the city’s suburbs, or such visiting dignitaries of education as may happen to be in the city. These are the Friday headquarters staff meetings which have become traditional in the Cleveland system. They were conceived thirteen years ago, and they have continued without interruption since that time. Every Thursday afternoon a mimeographed notice, laid on the desk of each person affected, serves to remind him of the staff meeting the follow- ing day. There are few rules for the conduct of the conferences. The meet- ings begin promptly at 9 and terminate promptly at 10:30. No one is ex- cused from attendance, except for illness or absence from the city, and punctuality is insisted upon. Stragglers are not permitted to interrupt the conference. Superintendent R. G. Jones presides. The first four or five minutes are devoted to general remarks and the introduction of the speaker. Forty minutes are devoted to the formal presentation of a thesis by the invited speaker. Another forty minutes are consumed in general and un- trammeled discussion. Any remaining time is used by the superintendent of schools in summarizing the discussion or in tracing the conclusions that may flow from it. The name of the person who is to speak is not announced to the staff in advance. Nor is his topic. The reason for this is that the members of the staff, not being forewarned, are unable to build up a resistance against the thesis the speaker is to present or defend. So far as it is humanly possible to achieve it, the members of the staff come to the meeting with mental slates sponged clean of preconceived ideas, notions, and defenses. Definite topics are assigned. Chautauqua generalities are not wanted. The topic is definite. The speaker has been summoned because of his ability or reputation in the field which the topic represents. He is expected to speak to the point and concretely. “Pep” talks and sentimental effusions are ruled out. The speaker is assured in advance as to the character of his audience. Newspaper reporters are not present. The Cleveland schools have nothing to conceal from either the public or the press, but experience shows that the presence of reporters often has the effect of slowing up the free exchange of ideas. Speaking in the presence of reporters causes many persons to be so 5 Š ABIR ee by Fred Charles, Director of Publications, Cleveland Board of Education, Cleve- * Tue EIGHTH YEARBOOK 255 guarded in their utterance as to becloud their meaning, if the presence of reporters does not, indeed, awe them into silence. So much for the purely mechanical aspects of the superintendent’s staff meetings. The educational value of the open forum, with its free interplay of minds, is generally conceded. One is required to stand on his own feet and defend his ideas in open meeting. False theory cannot survive the effective, even though polite, attack of hostile critics. At least half of those invited to address the staff each year are themselves members of the staff. The director of educational research reports upon the work he is doing, and is obliged to make the corrections which criticism may indicate. An assistant superintendent who questions the value of some of our forms of supervision is invited to present his thesis—and to defend it. The effects of this policy have been highly beneficial to the entire organiza- tion. A generous board of education has placed at the disposal of the superin- tendent a fund to finance incidental expenses of the staff meetings. Though limited, the fund has enabled the superintendent to draw talent from con- siderable distances. In some cases a small honorarium is paid. In others, speakers are reimbursed for traveling expenses. Members of the Cleveland staff, of course, speak when invited in the regular line of duty without com- pensation, A brief review of the staff meetings for one year may serve to indicate their character: An assistant superintendent of the Cleveland schools spoke on some of the more pressing problems of the elementary schools. The principal of a city high school, whose institution is devoted to high scholarship which he tests with a generous use of the college board examin- ations, outlined the methods he has used to stimulate high achievement on the part of pupils. A German educator, temporarily in the United States, gave the back- ground of the educational reorganizations now proceeding in his country. An outstanding Cleveland engineer reviewed city planning in Cleveland and forecast the probable future development of the city. An elementary supervisor, who had been sent to another city to study an experiment in year ’round schooling, reported upon her observations. The architect for the Cleveland Board of Education, using lantern slides and charts, reviewed 100 years of school architecture in Cleveland, tracing the evolution of school architecture in its efforts to adapt materials and space to the changing character of education. The first assistant superintendent of Cleveland schools analyzed the job of the school principal, and reported upon effective experiments in organiza- tion. The director of health education in Cleveland schools reported upon the findings of physical examinations of thousands of Cleveland children, and 256 DEPARTMENT OF SUPERINTENDENCE outlined the course of study in health education which has been written in an effort to eliminate physical defects. The vice president of a large Cleveland bank discussed investments, and suggested safe investment plans which, he thought, salaried persons such as teachers might follow to advantage. The fact that hundreds of teachers are victimized annually by blue-sky promoters has deeply interested the super- intendent in attempting to educate the teaching force to invest wisely. It was his hope that the advice of the banker would percolate through the entire school system. An Austrian educator, touring in America, discussed recent educational innovations in his country with particular reference to creative work in the arts. A direct outcome of this discussion was a renewed interest in creative art in the Cleveland schools, coupled with a search for an encourage- ment of outstanding talent. The dean of the college of education of Western Reserve University spoke on teacher training. The directing supervisor of adult education in the Cleveland schools re- viewed the history of adult education, and sketched the methods now being employed in this field. A Northwestern University professor spoke on the relationship between voice and appearance, stressing the importance of a well-modulated voice and clear enunciation on the part of the teacher. The head of an ambitious guidance program in a Cleveland high school discussed the purpose and operation of guidance. An assistant superintendent of the Cleveland schools outlined the board of education’s building program. A veteran British educator described educational organization and meth- ods in England. A professor in Teachers College, Columbia University, noted as some- what conservative in his educational views, addressed the staff, voicing a caution against extremes in “progressive” education. An architect of international celebrity told the staff how he plans a build- ing. The manager of a Cleveland radio station discussed the development of radio, the psychology of broadcasting, and forecast some possible educa- tional uses for radio. The president of Oberlin College discussed the organization of his insti- tution and other institutions of college rank, and indicated what he expects of high-school graduates who enter college and what, in his judgment, are some of the shortcomings in high-school education. The research director for the National Education Association described the research problems of education on a national scale. The directing principal of special schools in Cleveland described the work of his schools with special emphasis on the teaching of the mental defective. THE EIGHTH YEARBOOK 2 A professor of history in Ohio State University discussed effective meth- ods of teaching history. An elementary supervisor in the Cleveland schools outlined the work of a school set aside for the intensive study of a curriculum in elementary science. This address was enlivened by a recitation of a group of pupils from the school. A professor of English in Western Reserve University spoke on English teaching. An assistant superintendent of the Cleveland schools, who is critical of some phases of supervision as now organized, suggested what he believes to be a better plan. A representative of the Child Guidance Clinic in New York reported on a study made in Cleveland schools of the effect of children’s deportment on the marks given by teachers. A Toronto artist, who since has joined the staff of Western Reserve University and who is to serve the Cleveland schools as a consultant in art, spoke on the discovery of artistic talent. Naturally, not all of these staff meetings were of equal value. Despite all that decently can be done to prevent it, a speaker occasionally comes ill-prepared and floundering in banalities. Needless to say, members of the staff who are asked to speak do not commit this error. Few will consent to appear without at least a month of preparation. Business men and other “outsiders” who speak are frequently more notable in method than in substance. The professional educator is given an insight into the thinking of the business executive. He sees how the engineer and the architect handle their problems and often there is a value to this that can be applied to the problems of the school administrator. The educator who must think through his problems gains in technic by learning how other executives think through their problems. The staff meeting is the standard for all meetings held throughout the school system. The Cleveland staff feels that these meetings have been as valuable in educating them as any course of college lectures could be. This has, indeed, been a course in educational administration and method without the term papers and the examinations. In place of the unsupported wisdom of one oracle, the group has had the ripe judgment of many individuals tried in many situations, on many subjects. Occasionally someone jots down a note or two on the back of an en- velope, but there is none of that elaborate and futile scribbling which so disconcerts a speaker, and which involves the note-taker so much in the mechanics of writing that he ceases to listen. The members of the Cleveland staff have approached these meetings not ` as inferiors approach the feet of the mighty, but as equals and co-workers. The meetings have been intrinsically honest. There has been no attempt on 258 DEPARTMENT OF SUPERINTENDENCE the part of the superintendent to use the meetings to propagandize the staff in behalf of any theory of education or any doctrine. Every point of view is presented, and every legitimate question is answered. Every executive and supervisor in the school headquarters organization has been lifted for an hour or two once a week from the narrow niche in which he functions and made a part of the larger group in which policies are discussed and decisions made. Each thus learns something of the work and the methods of his fellow workers. He learns to see the relationship of his contribution to that of every other worker in the system. Education, like every other endeavor, has become highly specialized. The schoolmaster of other years has been succeeded by experts in intelligence testing, in educational research, in child accounting, in music supervision, in curriculum building. All of us need the occasional reminder that though our functions are specialized, together we form the whole which exists for one purpose only—the education of the children entrusted to us. The Cleveland staff meeting has brought this feeling of solidarity. It has brought the feeling of loyalty of each to his fellows and to the cause of edu- cation. It has fostered the growth of independence and of self-respect, with- out which any job soon becomes intolerable. Training of Supervisors in Service in Kerens, Texas High-grade work in training supervisors in service can be carried on in small towns, as well as in larger cities. Superintendent Hendricks of Kerens, Texas, a town with 900 pupils and 23 teachers, describes his program as follows: Twenty-three teachers, including the members of the administrative staff, are employed. Of the number employed, the following are designated as supervising officers : 1. Supervising superintendent 2. Supervising principals 3. Supervising teachers. Prior to a discussion of the training of these supervising officers, it might be well to state that the selection of each officer for the particular work he or she is to do is as important, if not more so, than the training of this officer after the appointment. In fact, the type of supervising officer, the work assigned, the personal equipment of the supervisor, his or her need for training, and the previous experience and training, will all tend to in- fluence the specific type of training to be decided upon. The chief means for training supervisory officers in the Kerens, Texas, school system may be classified as follows: 1. Personal example set by the superintendent 2. Well-planned group meetings 3. Personal conferences THE EIGHTH YEARBOOK 259 AA A IS RA RAIN A A RE 4. Requirements of written plans and written reports on visits and conferences 5. Administration of testing programs 6. Suggestion of summer school attendance as to where to attend, what courses to pursue, and the instructors to select 7. Suggestion of professional readings 8. Visitation program to other school systems selected carefully according to the immediate needs. 9. Providing each supervising officer with: a. Special magazines and periodicals b. Special professional books c. Duplicating machines d. Filing cabinets and such materials of this nature as are needed for efficient results e. Such supervisory and curriculum materials as have been worked out in the best school systems in the country 10. Encouraging attendance upon meetings in the state and national associations of the departments concerning the particular supervising officer 11. Preparation of school exhibits. The supervising officers are assigned definite duties to perform, shown how to perform these duties, provided with essential equipment, given the authority to administer the work, and then held responsible for the results insofar as their part of the work is concerned. The Training of Elementary Supervisors in Service in Maryland Counties A. Regional Meetings of Supervisors These meetings are held for the purpose of visiting schools within a county and studying the work of a fellow supervisor. To illustrate, in 1926, three groups of meetings were held in Washington County, Baltimore County, and Talbot County, on December 4-5, December 11-12, and Janu- ary 15-16, respectively. The program of each meeting included visits to the county schools the morning of the first day; observance of a county teachers’ meeting conducted in the afternoon by a supervisor in the county visited; an evening conference conducted by the assistant state supervisor of elementary schools to discuss the work seen during the day; and a con- ference on general supervisory problems the following morning, conducted by the assistant state superintendent in charge of elementary instruction. The visiting supervisors were divided into committees and given the following plan for discussion, each committee being held responsible for one question. There were slight modifications so that the questions fitted each of the meetings. Please give some thought to all of the following questions and intensive study to the question assigned to the committee to which you are appointed. 1. To what extent did the work as planned and executed fulfil the purpose or purposes of the supervisor? 2. In what specific ways were the various types of teachers helped? (What knowledge, suggestive procedures, principles, devices, standards, inspiration, etc., were gained?) 260 DEPARTMENT OF SUPERINTENDENCE 3. Discuss the supervisor's technic as evidenced by his method of questioning, method of handling teachers” contributions, organization of materials and activities, method of clinching and summarizing, and any other phases of teaching technic involved. 4. Evaluate the meeting from the standpoint of teacher participation—realiza- tion of its purpose, preparation for it, feeling of responsibility for its success, participation in discussions and other activities, interest, background of knowl- edge, attitude, and teacher leadership. 5. What do you consider the chief values to be gained by the visiting supervisors from this teachers’ meeting? 6. What indications of the objectives of the supervisors were in evidence in the work of the teachers visited ? Prior to attendance upon the group meeting, visiting supervisors had been sent the following Assignment for Observation of the Teachers” Meeting: Assignment for Observation of the Teachers’ Meeting Make a plan for yourself which will help you to observe the meeting with specific questions in mind and to organize the procedure around definite problems. In making your plan you might take into consideration some of the fol- lowing factors: 1. Purpose of the meeting—its relation to group needs, and to individual needs. 2. Plan of the meeting—its relation to supervisory objectives, development of the teachers, past meetings, particular teaching or administrative difficulties. 3. Provision for review, drill, development and discussion of new problems or procedures. 4. Provision for teacher participation and method of handling teachers’ contri- butions. 5. Provision for meeting individual needs, for adapting the work to the needs of all present. 6. Organization of materials and activities—relative values as evidenced by dis- tribution of time and emphasis. 7. Character of the help received by individuals—knowledge, ideas, principles, devices, standards. 8. Power of the group—knowledge, attitude, and skills, evidenced by the teachers. 9. Supervisor’s philosophy of supervision as evidenced by his plan and method of conducting the meeting, by its tone or atmosphere, by the attitude of the teachers. 10. Supervisor’s technic of supervision. On Saturday morning, the supervisors under the leadership of the as- sistant state superintendent in charge of elementary instruction, discussed “Pertinent Problems in Supervision” connected with course-of-study mak- ing, strengthening the teaching in grades 6 and 7, and lesson planning. The supervisors were given the following suggestive procedure for com- mittee work to be used in making a course of study in any subject: THE EIGHTH YEARBOOK 261 The Course of Study in Geography (Suggestive Procedure for Committee Work) 1. Preparation of the committee by reading and study: a. General reading on curriculum making. b. Books and magazine articles on teaching of geography. c. Best courses of study in geography. N Committee decides what a course of study in geography should con- tain: . Statement of principles and aims of geography teaching. . Goals for each grade. Activities through which goals may be reached. - Principles underlying problem solving. . Criteria for judging value of geography problems and activities. . A teachers’ and a pupils’ bibliography. Loc.» eh © 3. Each member of the committee makes goals for each grade. 4. Committee meets to discuss and agree upon goals. 5. Chairman of committee meets teachers of different grades and com- piles goals expressed in terms of: Knowledge to Activities to Skills to be Attitudes to be acquired be developed attained be instilled 6. Collect from teachers of various grades suggested activities to develop the goals: a. Statement of problems. b. Devices for drill. c. Estimates of amount of time to be spent on various units of work. d. Projects or types of work. (Chairman sorts out best of all material submitted.) 7. Chairman compiles statement of the general aims and principles of geography teaching; of principles underlying the teaching of geography through problems; of criteria for judging the value of problems and vari- ous activities in geography. (Chairman submits material to committee for criticism and approval.) 8. Compile a teachers’ and pupils’ bibliography for each grade, also a list of sources from which geography material may be obtained. B. Summer School Course in Supervision in Maryland This new activity was attempted in Maryland in the summer of 1925. The instructors were the two supervisors of elementary schools from the state department of education. It was planned that the class be limited to 25 persons engaged in or preparing for county-wide supervision in Mary- 262 DEPARTMENT OF SUPERINTENDENCE land. Twenty-seven people were admitted, however, representing 19 coun- ties. The four counties not represented were Cecil, Kent, Wicomico, and Howard. The students of the course gave all of their time to the work, for which they received university credit. Although conducted at the Maryland State Normal School at Towson, the course was one of the summer courses scheduled by the Johns Hopkins University, and was thus outlined in the university's summer catalog: This course on the theory and practice of supervision of elementary schools in the Maryland county system is designed to make detailed analysis of actual teach- ing procedures, to conduct conferences with individual teachers, and to plan for teachers” meetings. The development of the course is based on extensive observa- tion of classroom teaching in one-teacher, two-teacher, and graded demonstration schools. Opportunity is given to individuals to work on special problems related to their respective counties. The course was organized by the instructors under five heads; namely, Supervision as a Profession Objective Standards Common to Supervisor and Teacher Essential Characteristics of Varied Types of Lessons The Judgment and Criticism of Teaching The Planning and Conduct of Teachers’ Meetings. The practical results of the course are evident in the improved character of almost every phase of supervisory activity in the counties, and in the greater enthusiasm which the supervisors bring to their work. CHAPTER X THE TRAINING OF TEACHERS IN SERVICE THROUGH SUPERVISION HE TITLE of this chapter makes two important implications, which may profitably be stated at the outset. The first is that all teachers in service, experienced as well as inexperienced, are in need of train- ing after appointment; and the second is that it is the function of super- vision to train teachers in service. Certain assumptions are made, in the discussion of this subject, which should also be understood by the reader: First, that we are concerned with the improvement of teachers in service who have had specific academic and professional preparation for their work; and second, that the super- visor and the administrative officers exercising supervision are as adequately qualified for their work as the teachers whom they supervise are qualified for theirs. In the development of the general theme of this chapter it is further assumed that even though both teachers and supervisors deal with the common problem of teaching pupils, nevertheless teachers and supervisors have separate and distinct functions to perform in a school system; that the efficiency of a school system depends on the satisfactory discharge of both functions; and that the success of a teacher or of a supervisor depends largely on specific and adequate preparation for his special function. The recognition and adoption of this general point of view will neces- sitate certain changes in past practices. For example, the practice of re- warding a teacher of long and successful experience by promotion to a supervisory position will have to be abandoned. “The Commission believes that it takes more than length of teaching service to make a successful supervisor. The Commission holds the view that specific, systematic study of the principles and practices of supervision in an institution of recognized standing under competent instructors should be added to a highly successful teaching experience.' All Teachers in Service Need Training Every important condition attending the preparation, appointment, and salaries of teachers contemplates improvement after appointment. The limited amount of practice teaching provided in our best normal schools and teachers colleges, the appointment for a probationary period of time, the salary schedule providing for increased pay from year to year—all indicate that the teacher is not fully equipped for the profession when appointed; that he is expected further to prepare himself to become a better teacher after appointment, and that the increased financial reward usually provided each year in the regular salary schedule is intended for 1 See pages 223-7 as to amount of professional training and experience required of super- visors in the twenty states which grant special certificates in supervision. [ 263 ] 264 DEPARTMENT OF SUPERINTENDENCE increased professional service on the part of the teacher for a number of years after appointment. Training course short—Whether the course of teacher training be two, three, or four years, the amount of systematic practice teaching under supervision which can be provided is far too limited to introduce the prospective teacher to the many and diversified conditions which a prospec- tive teacher is likely to meet on his initial appointment, whether in a small rural community or in a large city. The time is too short, and the oppor- tunities for practice teaching are too limited, even in our best training schools, to duplicate the conditions ordinarily found in the public schools of a state or city. No matter how thorough is the instruction in theory, or how extensive is the practice teaching in our teacher-training institutions, the educational principles taught therein will be understood, appreciated, and put into successful use only when illuminated by the light of actual teaching ex- perience. The full significance of the principles of education and of teaching will be realized only as they are studied, applied, and practiced in the effort of the teacher to develop an art as well as a science in teaching. The institutional training of prospective teachers should provide them with a knowledge of fundamental principles of education and of classroom teaching on the basis of which they may develop their own technics, under sympathetic and constructive supervision. In general, the pre-service train- ing in an institution must deal with general principles, while the in-service training in actual teaching must deal with the details of classroom prac- tices and technics. This latter work of training in service is usually the function of the supervisor. Probationary period—In our best school systems of the nation today, teachers are appointed for a probationary period of one or more years. This probationary year clearly implies improvement of the inexperienced teacher or of the experienced teacher under new conditions. Annual salary increase—The usual salary schedule provides a minimum salary with an annual increase in compensation over a period of years, and a maximum salary. The minimum salary is intended to be a living wage for the inexperienced teacher. The maximum salary should be a more nearly adequate compensation for successful teachers of experience. The annual increase in compensation is obviously intended to pay for increased service resulting from experience and from professional improvement after appointment. The conditions that have been established relating to the preparation, appointment, and compensation of teachers show that the public expects improvement of teachers after appointment and has a right to expect im- proved service. The teaching profession is expected to assume the responsi- bility for making such improvement. THE EIGHTH YEARBOOK 265 Causes of Teacher Failure It should be axiomatic that knowledge on the part of both teacher and supervisor of the causes of failure in teaching must precede any attempt to provide a remedy for failure. Since the introduction of more scientific pro- cedures and practices into school organization, administration, and teach- ing, much attention has been given to the reasons why teachers fail. One of the latest and most comprehensive studies of teaching and the direction of teaching by supervisors is to be found in Visiting the Teacher at Work, by Anderson, Barr, and Bush.* After discussing various cases of failures and successes on the part of teachers relating to the technic of teaching, the authors devote another chapter to remedial measures for types of failures other than teaching technic. The authors quote a list of causes of failure among elementary school teachers as revealed by Lettler’s questionnaire study? based upon 281 replies. On the basis of these cases and other similar studies, the authors have listed 17 causes of failure which they set up as types. Their list is as fol- lows: Type 1. Lack of control over the technic of teaching. The teacher may be totally ignorant of the science of teaching or unable to apply its principles. She does not know how to teach. Type 2. Lack of ability to maintain order and discipline. The teacher fails to command attention. The room is in confusion. Type 3. Lack of mastery of subject-matter. The teacher does not know her subject. This difficulty appears more frequently on the high-school level. Type 4. Lack of intelligence. The teacher lacks native ability to cope with the situation. Type 5. Lack of effort. Either because of lack of physical energy or consti- tutional dislike for work, the teacher fails. She fails to make the neces- sary preparation; she fails to care for routine matters; she fails to put forth the effort necessary fog success. Type 6. Lack of initiative. The teacher does everything that she is told to do but does nothing more. She is entirely incapable of acting upon abstract principles. Type 7. Lack of adaptability. The teacher fails to adapt herself to the principal, the other teachers, the community, or the pupils. She is a potential trouble-maker. She may be good enough in her classroom, but she fails to establish proper relations with the rest of the building. She is in- dividualistic, generally disgruntled, and antagonistic. Type 3. Lack of common sense. The teacher fails to size up the situation. She lacks the good judgment to see that certain things are out of place. She moves either too rapidly or too slowly. She is always in difficulties. 1 Anderson, C. J.; Barr, A. S.; and Bush, Maybell G., Visiting the Teacher at Work; Case Studies of Directed Teaching. New York, D. Appleton and Company, 1925. 382 pp. See especially Chapters X and XI, pp. 295-348. a p s Lotiles Sherman, “Why "Teachers Fail,’ Home and School Education, Vol. XXXIII, March, 1914, p. 255, 266 DEPARTMENT OF SUPERINTENDENCE DET AA A A A A A Type 9. Lack of physical ability. The teacher is in ill health, acknowledged or concealed. She may be nervous, irritable, or otherwise disagreeable. She may lack the physical energy to do good work. Type 10. Lack of standards. The teacher does not know what is expected of her. She is perfectly capable, but does not know prevailing standards of teaching. Type 11. Lack of ability to carry on. The teacher becomes discouraged at the attitude of the principal, poor work of pupils, etc. She looks continually for new and better pastures. Type 12. Lack of singleness of purpose. The teacher has too many outside in- terests—real estate, family, social obligations, etc. She is not willing to share with others the many extra burdens and assignments of the school. : Type 13. Lack of sympathetic understanding of pupils. The teacher fails to get the pupils’ point of view. She has the wrong attitude. She has lost all recollections of the pleasures, wishes, and hopes of childhood. She is out of sympathy with those things that children love and cherish most. Type 14. Lack of social background. The teacher fails because of a limited social background. The community and the children are rich in social experi- ence and are aware of the difference. The children laugh at her. Type 15. Lack of knowledge of what pupils can do. The teacher does not know what to expect of pupils. She has no notion of difficulty levels. She does not know what is difficult to the child. She lacks standards of judgment. Type 16. Lack of personality. The teacher lacks force—spiritual, social, and physical. She fails to radiate life and enthusiasm. Type 17. Lack of moral standards. The teacher is not honest with herself and with other teachers. She fails to show moral stamina in her many personal relationships about the school. The authors present helpful observations concerning each one of these types. Good Supervision a Necessity Whether it be the beginning teacher or the experienced teacher, the most potent single factor in his improvement is intelligent supervision. Intelli- gent supervision encourages the initiative and freedom of the highly suc- cessful teacher and aims to make such success general; enlists and secures the sympathic cooperation of teacher and supervisory officer in their com- mon undertaking; promotes systematic self-interest and self-activity among teachers in their professional improvement; and, in general, stimulates both teachers and supervisors to study what they are doing, what they are doing it for, and why they are doing it in that particular way. No educational literature however suggestive, no professional courses however praiseworthy, and no administrative procedures however well in- tended to prompt the improvement of teachers in service, can take the place of the well-trained, experienced, and forward-looking supervisor to whom every teacher should be able to look for helpful advice, profitable sugges- tions, and inspiration for the improvement of his work. Tue EIGHTH YEARBOOK 267 Educational literature and professional courses, and the administrative provisions for encouraging self-improvement will have little or no effect on the teaching profession in any community unless the school system pro- vides intelligent and progressive educational leadership in the administra- tive and supervisory positions in the school system. Educational leadership of supervisors—Superintendents, assistant superin- tendents, building principals, directors of special subjects, heads of depart- ments in high schools, and all the other officials who make up the adminis- trative and supervisory staff are employed for the purpose of furnishing the necessary educational leadership to keep the school system not only a going concern, but operating at its highest degree of efficiency. Under the skill- ful leadership of administrative and supervisory officers, teachers of the school system can best clarify and make effective the aims and purposes of their work, discuss and improve their methods of teaching, adapt the schools to serve the children, and rejoice in the improved results that come from their combined effort. The right kind of supervision and educational leadership can be furnished only by persons who have been as definitely prepared for this highly spe- cialized work as have the teachers whom they supervise been prepared for teaching. Under some salary schedules it frequently happens that a superior teacher is rewarded in salary by being promoted to the principalship of a school which he or she fills with only second-rate success. The only remedy for this practice is adequate provision in salary for superior teachers, and insistence on the part of the school authorities that persons shall be appointed to supervisory positions only when they shall have made adequate preparation for supervisory work. It takes more than a successful teacher to be a suc- cessful supervisor or administrative officer. Every successful supervisor should have been a superior teacher, but in addition he must possess those qualities of leadership, inspiring personality, professional wisdom, knowl- edge of the science and philosophy of education, wise discretion, and the many other qualities that characterize the successful educational leaders in our profession who today are serving in supervisory positions. Public schools are organized for the purpose of providing instruction and training for the boys and girls of this generation in order that they may be worthy citizens in our democracy of tomorrow. Whatever may be the faults of the schools, the sober, sane judgment of all thinking people is, and will continue to be, that the public schools are the most potent, most powerful, and most promising single agency making for the unification, stability, and progress of our American institutions. For carrying on a program of public education, the public employs teachers and officers. While the work of teachers and officers is differen- 1 For more extensive treatment of this topic, see Chapter IX of this Yearbook, “Training for Supervision.” 268 DEPARTMENT OF SUPERINTENDENCE e tiated in the organization of school systems, both groups in the teaching profession are rendering indispensable public service. Education is more and more coming to be recognized as a science in which new discoveries are made from day to day. The generally accepted principles of education today are not the same as those that guided educators a generation ago. It is one of the important duties and responsibilities of the teaching profession that the educational program in our public schools shall keep pace and be closely identified with the most progressive current of public life. Aids to Training from Without the School System The many opportunities offered teachers for self-improvement are con- vincing evidence of the widespread recognition of its importance. Educa- tional journals, new professional books, bulletins, extension and summer courses in colleges and universities provide the supervisor and the teacher with readily accessible means of further professional training after appoint- ment. In the United States today training agencies for the improvement of our teachers and supervisors are continually increasing in number and ex- panding in activities. Professional reading—There are educational journals devoted to nearly every phase of the educational problem: psychology, administration and supervision, elementary schools, secondary schools, educational research, voca- tional education, vocational guidance, English, geography, history, mathe- matics, and so on through practically every subject with which public edu- cation is concerned. The subscription lists of these journals do not show that they are read by the profession as generally as the wealth and value of the material which they contain would justify. New books on educational theory and practice come from our leading publishing houses every month of the year. For the most part they deal critically with present-day practices and indicate new lines of educational progress. These books are the basis of instruction in our teacher-training institu- tions. “They are used extensively in reading circles of teachers in those states where such circles have been organized. And they are used by supervisors in their teacher-training activities. State departments of education are preparing and issuing not only courses of study including suggestions to teachers, but also bulletins on many phases of the educational problem intended to help teachers to help themselves, as well as to furnish material to be used by the supervisor and the teacher in professional meetings and individual conferences. The following list of titles of bulletins will indicate the variety and character of such bulletins; THe EIGHTH YEARBOOK 269 ——_—_ A S a Illustrations of Bulletins Helpful in the In-Service Training of Teachers*' I. National Education Association Publications: A. Research Bulletins, such as: Ls D. 1. Keeping Pace With the Advancing Curriculum, Vol. III, Nos. 4 and 5, September and November, 1925. 96 pp. 2. A Handbook of Major Educational Issues, Vol. 1V, No. 4, September, 1926. 72 pp. 3. Creating a Curriculum for Adolescent Youth, Vol. VI, No. 1, January, 1928. 80 pp. 4. The Principal Studies His Job, Vol. VI, No. 2, March, 1928. 68 pp. . The Principal and Progressive Movements in Education, Vol. VII, No. 2, March, 1929. 60 pp. 6. Vitalizing the High-School Curriculum, Vol. VII, No. 4, September, 1929. 104 pp. 7. The Principal as a Supervisor, Vol. VII, No. 5, November, 1929. 84 pp. in . Yearbooks of the Department of Superintendence, such as: 1. Third Yearbook, Research in Constructing the Elementary School Curric- ulum, 1925. 2. Fourth Yearbook, The Nation at Work on the Public School Curriculum, 1926. Fifth Yearbook, The Junior High School Curriculum, 1927. Sixth Yearbook, The Development of the High School Curriculum, 1928. Seventh Yearbook, The Articulation of the Units of American Education, 1929. n Pw . Bulletins of the Department of Elementary School Principals, such as: 1. Vol. VI, No. 3, April, 1927 (Sixth Yearbook)—Projects in Supervision. 2. Vol. VII, No. 3, April, 1928 (Seventh Yearbook)—The Elementary School Principalship. 3. Vol. VIII, No. 3, April, 1929 (Eighth Yearbook)—A ctivities of the Prin- cipal. The Journal of the National Education Association, published monthly ex- cept July, August, and September. U. S. Bureau of Education Bulletins, such as: A. O 1927: No. 8, Recent Movements in City School Systems, W. S. Deffenbaugh. No. 16, The Reading of Modern Foreign Languages, M. V. O’Shea. No. 17, Typical Child Care and Parenthood Education in Home Economics Departments, Emeline S. Whitcomb. No. 20, Playgrounds of the Nation, Florence C. Fox. No. 26, Trends in the Development of Secondary Education, Eustace E. Windes. > YASS No. 6, Professional Preparation of Teachers for Rural Schools, Katherine M. Cook. No. 15, Educational Achievements of One-Teacher and of Larger Rural Schools, Timon Covert. No. 28, The Rural Junior High School, E. N. Ferriss. 21929: No. 3, Some Essential Viewpoints in Supervision of Rural Schools, Kathe- rine M. Cook. 1 This list of agencies which issue professional bulletins is merely illustrative, not compre- hensive, as is also the list of bulletins included under each agency. 270 DEPARTMENT OF SUPERINTENDENCE III. State Department of Education Bulletins, such as: A. Wisconsin: Wisconsin Rural School Standards, Department of Public Instruction, Madi- son, Wis., 1925. . Maryland: 1. High School Teachers’ Meetings, The Marking System and Teachers’ Grades (a reprint from Vol. IX, No. 1), Vol. IX, No. 2, December, 1927. 48 pp. 2. Sidelights on the Supervision of Primary Grades, Vol. IX, No. 3, De- cember, 1927. 150 pp. . Curriculum Making in Problems of American Democracy, Vol. X, No. 2, September, 1928. 46 pp. 4. Supervisory Activities in Maryland 1927-28, Vol. X, No. 3, September, 1928. 95 pp. . Progress of Maryland Counties in Reduction of Number of Over-Age Pupils, 1925-1927, Vol. X, No. 4, September, 1928. 35 pp. w tn . California: 1. Secondary Education in California, California State Printing Office, Sac- ramento, Calif., 1929. 128 pp. . Illinois: 1. The Rural One-Teacher Schools of Illinois, Circular No. 234, prepared by U. J. Hoffman, State Supervisor of Rural Schools. Published by the Illinois State Board of Education, 1929. 96 pp. . Maine: 1. To Teachers—Suggested Readings, A bibliography of professional books and magazines. Published by the Department of Education, Augusta, Maine, 1929, 21 pp. 2. High-School Manual, State of Maine, Department of Education, 1929. . Tennessee: Educational Bulletin, Issued monthly by the State Department of Education. . Virginia: Bulletin, State Board of Education, issued quarterly. See: 1. Vol. X, No. 3, March, 1928, Efficiency in Relation to Size of High Schools. 2. Vol. XI, No. 1, August, 1928. Supplement No. 3, Teachers’ Reading Courses, School Year 1928-29. [V. County Supervisory Bulletins, such as: A, Supervisory Program for the Cuyahoga County Public Schools, A Handbook prepared by County Superintendent A. O. Yawberg. Published by Cuya- hoga County, Ohio, Board of Education, 1922. See also the following handbooks for teachers issued by the Cuyahoga County Public Schools, 1922-23: . The Development of Initiative . The Art of Questioning . Fundamentals of the Daily Program . The Lesson Assignment . The Proper Use of the Textbook 6. The Lesson Plan. nP UNE B. Alameda County Public Health News, published monthly by the Health Education Department of the Public Health Center of Alameda County, Calif. Tue EIGHTH YEARBOOK 271 SRA AC SUR E AO V. City Superintendent of Schools and City Board of Education Bulletins, such as: A. The Detroit Educational Bulletin, published monthly for the teachers of Detroit by the Board of Education, Detroit, Mich. B. The Oakland Public Schools, Superintendent's Bulletin, an official bulletin issued weekly. C. Public School Messenger, Official publication of the Department of Instruc- tion of the St. Louis Public Schools. Edited by the Division of Tests and Measurements. D. Curriculum Study and Educational Research Bulletin, The Pittsburgh Pub- lic Schools, published bi-monthly, in October, December, February, April, and June by the Board of Public Education, Pittsburgh, Pa. E. Kansas City School Service Bulletin, published by the Executive Department of the Kansas City, Mo., Public Schools. F. Hamtramck Public School Bulletin, published monthly except July and August for the teachers of Hamtramck by the authority of the Board of Education, Hamtramck, Mich. See also: Creative Teaching in the Field of Spelling, Creative Supervision Monograph No. 1, published by the Board of Education, Hamtramck, Mich., 1928. G. El Paso Schools Standard, the official publication of the city schools of El Paso, Texas. H. Denver Public Schools Bulletin, published monthly except June, July, and August by authority of the Board of Education, Denver, Colo. I. Chicago Schools Journal, published by the Board of Education of the City of Chicago, monthly, September to June. J. The School Magazine, A Clearing House for e Various Departments of the Buffalo School System. K. Baltimore Bulletin of Education, A journal of the public schools of Balti- more, Md., published monthly under authority of the Board of School Com- missioners by the Bureau of Research. L. Educational Research Bulletin, published monthly except during July and August, for the educational workers of Los Angeles by the Board of Edu- cation. VI. Publications of the Department of Supervisors and Directors of In- struction of the National Education Association (formerly National Conference of Supervisors and Directors of Instruction) : A. Educational Method, published by the Bureau of Publications of Teachers College for the Department of Supervisors and Directors of Instruction, monthly from October to June. B. First Yearbook, Educational Supervision, and Second Yearbook, Scientific Method in Supervision, published by the Bureau of Publications, Teachers College, Columbia University, New York City, 1928, 1929. Educational courses—Colleges and universities have been prompt to recognize the need of providing courses for teachers and supervisors already in the professional service. These courses are offered as extension courses and are frequently given not only locally but in other parts remote from the city or town where the institution is located. More far-reaching perhaps than the extension courses are the educational programs provided in the summer sessions of college and university. The tremendous increase in enrolment in the summer sessions of our colleges and DIY DEPARTMENT OF SUPERINTENDENCE universities is one of the outstanding developments of this generation in teacher-training institutions. See Table 37. TABLE 37.—NUMBER OF PERSONS ENROLLED IN EDUCATION COURSES IN SUMMER SCHOOLS Number enrolled summer of: Percent of teachers enrolled 1926! 1927? 19288 in 1929 3 4 249,268 282,068 8,883 ANd wr 64 NO NO 0 to Connecticut Delaware District of Columbia tu G DUNA WANDA ADANAN Ronan WHENWNH UJONA CHORE OPa NR DON b Kentucky Louisiana Maryland Massachusetts sae tala Sano a nta UNUN 0) A A luv Yu Pree he DRACO w Michigan Minnesota Mississippi Missouri Roi 00 pa a a New Hampshire New Jersey New Mexico ++ New York 19,887 INorth: Carola ORO E mn < 8,152 North Dakota : SES: Ohio A 11,148 OL A O A a? 8,894 12,171 AONNE nner Oregon K 3,079 2,559 Pennsylvania 16,740 16,147 Rhode Island 459 457 2,385 2,593 1,933 2,411 rw AN awry noe AnD 7,228 9,280 14,155 18,817 1,337 866 635 684 5,856 6,397 Washington 4,457 West Virginia 4,922 Wisconsin 7,349 Wyoming 1,039 1 Dowoo wone uNowVu SES SA HON 425 616 1,000 1 From reports from 482 of the 661 institutions conducting summer schools. ? From reports from 596 of the 662 institutions conducting summer schools. 3 From reports from 616 of the 626 institutions conducting summer schools. 4 From reports from 661 of the 671 institutions conducting summer schools. Tue EIGHTH YEARBOOK 273 SSS A E AAA IA ANS . Aids to Training from Within the School System Among the more important aids to teacher training which are found within the school system are teachers” institutes, teachers” meetings of various kinds, demonstration schools, self-improvement outlines, and experimenta- tion. Each of these will be considered. i I. Teachers’ Institutes The teachers’ institute is one of the oldest and best known forms of im- proving teachers in service. It is far less respected today than formerly. Among the defects of the earlier teachers’ institute as enumerated by Finegan * and reported by Morrison ? were: a. The “temptation to secure speakers solely because of their power to entertain an audience upon popular questions.” . The employment of many local speakers “who had no message for anyone.” The popularity of “elocutionists.” ; . The use of speakers who had books or other things to sell. The employment of persons who believed “their appearance at institutes would further some cause or interest in which they were concerned.” f. The refusal of teachers to attend sessions which did not interest them. 2 ROS The Commission condemns the type of institute characterized above as a needless waste of public money and of time of teachers and officers. The teachers’ institute can still be a useful agency in the after training of teachers, provided it is recognized as having certain legitimate functions and is organized to serve those functions. Nearly twenty years ago Ruediger * pointed out that the typical teachers’ institute might serve these useful purposes: 1. As a professional training school for teachers. 2. As a teachers’ meeting in which the appointed authorities acquaint the teach- ers with the educational policies of the state or county and with what is new and inspiring in educational thought. 3. As a teachers’ convention or association whose purpose is largely social. Summer schools and extension courses are today largely serving the first purpose. Teachers” institutes are not, at the present time, primarily con- cerned with the educational theories which are now so generally taught in teacher-training institutions. City, county, and state institutes are still organized to serve the second purpose and are a vital factor in the improvement of teaching when perti- nent, timely, and practical topics, with competent speakers, are discussed. Gatherings of teachers of a city, county, or a larger portion of the state for 1 Finegan, Thomas E., “Teacher Training Agencies,” Chapter VI, Annual Report, Uni- versity of the State of New York, Vol. 2, pp. 309-310, 1915. Albany, University of the State York, Education Department. y z Ñ $ ion ` Cayce, “Professional Leadership through the Teachers Conference,” New York State Education, Vol. XV, No. 1, pp. 47-52, September, 1927. — 3 Ruediger, William C., Agencies for the Improvement of Teachers in Service, U. S. Bureau of Education, Bulletin, 1911, No. 3, p. 32. 274 DEPARTMENT OF SUPERINTENDENCE the discussion of educational policies and for securing a universal, intelligent understanding of them are indispensable. The voluntary associations of teachers referred to by Ruediger serve largely a social rather than an educational purpose. “The work of such an association is largely in the improvement of the general status of the pro- fession of teaching rather than in the improvement of classroom instruction. The following are examples of teachers' institutes in a city, a county, and a state. A City Institute Program—Washington, D. C. In Washington, D. C., teachers” institutes are conducted under the aus- pices of the Teachers’ Council. The expenses of the institutes are defrayed by voluntary contributions from teachers and officers. The institute lectures are of two classes—general lectures of interest to all teachers and officers, and lectures on special subjects which are for limited groups of teachers. Listed below are the dates and topics of the general and special lectures held in 1927-28 and 1928-29. The speakers chosen to present these subjects were selected because of their special fitness and competence in these fields. They were brought to Washington from all parts of the United States. General Lectures—1927-1928 Date Subject Nov. 16, 1927—The Significance of Individual Differences among Children Dec. 15, 1927—-The Attainment of Classroom Efficiency Apr. 19, 1928—Curriculum Revision Apr. 24, 1928—The Improvement of Teachers in Service May 8, 1928—Vocational and Educational Guidance Special Lectures—1927-1928 Oct. 15, 1927—The Relation of Physical Measurement to Health and Personality Feb. 20, 1928—Modern Language Teaching in Junior and Senior High Schools Mar. 15, 1928—Public School Music Mar. 28-29, 1928—Unification of Kindergarten and First Grade Education May 15, 1928—Mathematics in the Junior and Senior High Schools General Lectures—1928-1929 Dec. 13, 1928—Personality Jan. 24, 1929—Extra Curricular Activities Feb. 14, 1929—By Air Plane to Pygmy Land May 7, 1929—Handwriting in the Public Schools Special Lectures—1928-1929 Jan. 10, 1929—The Challenge of 100% Accuracy in the Fundamentals of Arithmetic Feb. 21, 1929—The Present Day Trend in the Teaching of Science Mar. 7, 1929—Design and the Teaching of Art in High Schools Mar. 21, 1929—The Blue Haze of Idealism (with special reference to the teaching of English) eo THE EIGHTH YEARBOOK OHS Mar. 25, 1929—Conference on Normal School Apr. 15-16, 1929—Conferences on Testing and Guidance of School Pupils: a. With members of the superintendent’s staff b. With administrative principals of elementary schools c. With junior and senior high-school principals d. All administrative and supervisory officers. Apr. 25, 1929—Industrial Arts as a Social Study. County Teachers’ Meetings in Maryland Maryland counties have abolished the old county institutes, substituting for them professional teachers’ meetings conducted preliminary to the open- ing of school and at other times during the year. The following material is taken from the annual report of a county super- visor and is representative of the programs of county teachers’ meetings in Maryland. A conference of two days was held prior to the opening of school. At this conference the year’s objectives were restated, and definite ways in which to achieve them were discussed. The group of primary teachers at the preliminary conference—In the group of primary teachers, reading, especially pre-primer reading in the first grade, was discussed. Lessons illustrating the essential procedures in the use of jingles and board-lessons built up around children’s experiences were worked out. The essential steps in the teaching of reading in the other pri- mary grades were discussed. Devices for drill were shown and explained. Beginning teachers and those new to the county were shown how to use the reading manuals. The tentative form of the social studies curriculum for Grades 1-4 was given to the teachers. Each of the four grade-chairmen explained in turn something of the content of the course of study as worked out in large blocks by seasons, thus giving each teacher a cursory view of the work for the four grades as well as a big point of view of the work of his par- ticular grade. The teachers were told to hold to this tenative form of the course of study very rigidly, noting all changes they felt should be made in it, as well as all additions and omissions, and keeping these in such form that they might be used by the compilers. The making of a daily schedule of classes with underlying principles as to length of periods, appearance of subjects, sequence of subjects, recrea- tion periods, and free periods, was discussed. The group of grammar grade teachers at the preliminary conference— Stress in the grammar grade group was laid on the year’s objective: Each pupil knowing how to study history, geography, and arithmetic problems effectively. Definite lessons in history and geography were taken up to illus- trate the several steps in an effective method of study, after this fashion: With supervisor as teacher, and with teachers as pupils, they were directed to read the lesson silently. The lesson was then planned, after which it was studied, following a definite procedure worked out by the teachers last year. 276 DEPARTMENT OF SUPERINTENDENCE e Teachers were urged to teach lessons, then check upon the learning; to review this learning from another point of view, if possible, rather than use their time in hearing lessons. The underlying principles of program-making were also taken up with this group. A State Institute Program (The New York State Program of District Meetings, 1927) * The New York State Teachers Association has adopted the zoning plan in organizing its meetings. To illustrate, in 1927 the following district meetings were held: Northern District, Potsdam, October 6-7 Central District, Syracuse, October 27-28 Eastern District, Troy, October 27-28 Southeastern District, New York City, November 17-18 Central Western District, Rochester, November 3-4 Western District, Buffalo, November 4-5 Southern District, Elmira, November 18-19 House of Delegates, Troy, November 21-22. In the several districts, many types of meetings were tried out—Thurs- day and Friday, Friday and Saturday, special meetings on Thursday even- ing, special meetings on Friday evening, as well as highly specialized and general section meetings. The following are illustrative: Administrative Section—Eastern District Chairman, Mr. Edwin B. Robbins, Principal, Junior-Senior High School, Glens Falls, Thursday Afternoon, October 27 2:00—General Topic: The Principal and the Classroom—Opportunities, Obliga- tions, and Limitations Address: From the Superintendent’s Point of View, Dr. C. Edward Jones, Superintendent of Schools, Albany Address: From the Classroom Teacher’s Point of View, Miss Elizabeth Gorman, High School, Saratoga Springs Address: From the Principal’s Point of View, Mr. Ernest Robinson, Prin- cipal, Troy High School Special Class Section—Northern District Chairman, Miss Belle D. Van Ornum, Supervisor of Special Classes, Malone, Friday Morning, October 7 9:00—Paper: Teaching Subnormals to Read, Miss Mary E. Looby, Plattsburg Paper: How Has Your Special Class Reached into the Homes? What Evi- dence? Miss Florence Felton, Malone Paper: Helpful Projects and How They Were Adapted, Mrs. Sara Pfeiffer, Potsdam 10:00—Address: The Discipline of the Subnormal, Miss Eleanore Ross, Supervisor of Special Classes, State Department of Education, Albany 11:00—Round Table: Industrial Work Election of Chairman for the ensuing year. 1 See: The September, 1927, issue of New York State Education, Vol. XV, No. 1, pp. 1-41. Gives complete program for each district meeting. THE EIGHTH YEARBOOK Did A ee AeA Ae ae II. Teachers’ Meetings Teachers’ meetings by schools, by grades, by types of schools, or by the city as a whole may be made profitable in the improvement of teaching just to the extent that they are systematically organized and purposefully con- ducted to that end. As a means by which the superintendent himself undertook to exercise professional leadership, to stimulate by example a desirable type of pro- fessional leadership among subordinate administrative and supervisory offi- cers, and to bring about a common understanding among supervising officers of the problems of supervision, the monthly meetings of the administrative and supervisory officers with the superintendent in Washington, D. C., during 1927 were devoted to the subject of supervision. One of the follow- ing subjects was considered at each meeting: 1. Purpose of Supervision 2. By Whom Should Supervision Be Carried On Methods of Supervision . The Spirit of the Supervisor . The Qualifications of the Supervisor . The Results To Be Achieved in Supervision. aun + w In preparation for each meeting the superintendent assigned references on the subject to about a dozen of the officers. Each officer was given from five to seven minutes in which to report the substance of that article insofar as it related to the topic of the meeting. At the close of the year the reports were turned over to a committee which organized them into a composite and well-articulated statement re- lating to the general subject. These reports then became the basis of the program of supervision of instruction which is being improved and extended in the Washington, D. C., school system. Since teachers’ meetings are considered by the Commission to be a major means for the improvement of teaching through supervision, they will be discussed more extensively in another chapter. See Chapter XI. III. Demonstration Schools Teachers need improvement in the technic of classroom procedure and methods of instruction. This is especially true of beginning teachers whose lack of experience in the management of a classroom sometimes results in loss of disciplinary control, and thereby makes proper instruction impossible. Beginning teachers especially need to be shown how to organize the ma- terials of instruction; how to handle the materials before the class; how to arouse and maintain the interest of pupils; how to adapt professional train- ing to actual classroom conditions; and how to gain the sympathetic co- operation of the pupils in the class recitation. Also each beginning teacher must learn how much may be asked and required of the pupils of his class. Moreover, just to the extent that progress is made from decade to decade in the technic of classroom instruction, just to that extent do teachers of experience also need to improve their classroom procedure. 278 DEPARTMENT OF SUPERINTENDENCE A A A 8 SESE Recognizing all this, demonstration schools have been organized to illus- trate good teaching. It is the purpose of these schools to exemplify the most progressive methods of teaching, classroom management, and the use of educational materials that are known. To these schools and to particular teachers within these schools are sent teachers from all parts of the city to the end that such teachers may see a practical demonstration of the kind of work that the supervisors desire to see made general throughout the school system. To illustrate, a teacher who is trying the project method with only moderate success may be directed to observe a particular teacher in the demonstration school who is doing unusual work of that kind. A teacher of geography who needs assistance in the organization and prepara- tion of material and its proper use in classroom procedure may likewise find a demonstration of that character. The subsequent pages describe the dem- onstration courses conducted in Baltimore, Md., and the Westfield confer- ences for young teachers held annually at the state normal school at West- field, Mass. Baltimore's Demonstration Courses * In 1925, Baltimore developed a new plan for the training of teachers in service through a series of demonstration lessons and conferences. New courses of study recently published contained much new material, and new methods were called for. In order to make these, courses of study effective, a series of demonstration lessons was given for principals and later for teachers. The interest in these demonstration lessons was so great that plans were made to develop them into extension courses of college grade carrying college credit. Centers were organized in various sections of the city in grades four, five, and six; the classes enrolled for two hours a week throughout the year. The initial registrations were so heavy that the num- ber of centers was immediately doubled and centers were opened in primary and kindergarten work. During the four years in which these courses have been offered, about eighty percent of the teachers in the elementary schools of Baltimore have been in regular attendance for at least one year. The demonstration courses seem to have become a permanent plan for the training of teachers in service. In brief, the plan of these courses is as follows: Teachers of exceptional ability are chosen for demonstration work, and they are placed in school centers which are accessible for a large section of the city. All demonstra- tions are held after school hours, in order that there may be no interruptions to the regular work of the schools. No difficulty has been experienced in securing the voluntary attendance of pupils at these 4 o’clock sessions. In addition to the supervision of these centers given by the assistant superin- tendent in charge of the division concerned, each center is under the im- mediate supervision of an elementary grade supervisor. Every lesson is 1 Statement furnished by Superintendent David E. Weglein of Baltimore, Md. Tue EIGHTH YEARBOOK 279 ee ee eee A er RA carefully planned by the demonstration teacher and the supervisor. The supervisor responsible for the center is always in attendance at the demon- stration and conducts a conference immediately following the lesson. There has been a marked growth in the readiness of teachers to take part in a critical but professional discussion of the work observed. The work year by year varies according to what seems to be the most urgent problem in the development of new courses of study. In the intermediate grades, the fol- lowing represents the yearly programs thus far carried out: Subjects stressed First 1925-26 Geography, Arithmetic, History, English Second 1926-27 English Third 1927-28 Arithmetic, Geography, History Fourth 1928-29 Reading, Handwriting, Science, English During the four-year period, 436 white teachers in the intermediate grades and 104 colored teachers have taken these courses for credit, although the colored schools are just completing their third year of after-school dem- onstration work. Perhaps an equal number have benefited by more or less regular attendance upon these demonstrations. A brief outline of the program in the primary grades so far is as follows: Year Subjects stressed First 1926-27 Arithmetic, Reading, Spelling, Geography, History Second 1927-28 Adaptation of the Curriculum to the Z Group Third 1928-29 Adaptation of the Curriculum to the X Group During these three years, 578 white teachers in the primary department and 170 colored teachers have taken these after-school courses for credit, although the colored primary teachers have just completed their second year of work. Perhaps an equal number have benefited by more or less regular attendance upon these demonstrations. The Westfield Conferences for Young Teachers * There are a number of problems in connection with the training and de- velopment of young teachers that under usual conditions are neglected or only partly solved. Practice facilities in normal schools are at best somewhat artificial, and students rarely experience true classroom conditions until they are actually placed as teachers. It is difficult for normal school instruc- tors to keep in touch with realistic school conditions and the result is an in- creasing tendency on their part towards theoretical considerations of what might and ought to be real problems in teaching. Because of the wide variety of situations in the field, it is not easy to prepare students for successful teach- 1 Based on a statement by Charles Russell, Principal, The Massachusetts State Normal School at Westfield, Mass. For a more complete account of this work see the November and Decem- ber, 1929, issues of the Elementary School Journal. 280 DEPARTMENT OF SUPERINTENDENCE ing. Many young teachers accept positions in communities where the de- velopment that might come through supervision is impossible because super- vision itself is impossible. Their superintendents are immersed in administra- tive problems and, because of the distances to be covered or the pressure of other work, are unable to supervise properly even though they would. School officials themselves appreciate the work of the normal school, know of its shortcomings, but depend upon it nevertheless for the development of their teachers. They rarely have the opportunity of contributing directly to that development. They see the problems of the normal school mainly in the light of the adaptation of its graduates to their own conditions and judge its work on that basis. The great problem of any normal school which is concerned with the worth of its work, however, is two-fold—primarily, that of providing the best preparation that is possible for its students; and secondarily, the ad- justment of its graduates to teaching. Neither phase of the problem can be solved satisfactorily by itself, since the value of preparation can be measured only through service, and the value of service is in itself dependent upon preparation. The Westfield Plan During the last three years, an experiment has been carried on by the Westfield, Mass., State Normal School which is known as The Westfield Conference for Young Teachers. These conferences were originally de- veloped to aid in the solution of the more important problems in the ad- justment of young teachers, but they have been found to contribute greatly to the solution of other problems as well, and have modified, improved, and contributed to the development of the entire school. The Westfield Plan, in brief, is to hold in the spring of the year, for its graduates of the year before who have teaching positions, a conference on the problems that have arisen during their first year of teaching. In order to make possible the attendance of these young graduates at the conference, the school has sent out as substitutes in these schools members of its graduat- ing class who by that time have completed their term of practice teaching. In effect it means merely the temporary exchange of the graduating class with the graduates of the year before. Preparations for the conference—The first step in preparation for the conference has been that of sending a letter to each superintendent of schools under whom a graduate of the normal school of the previous year is em- ployed. This letter briefly describes the conference plan, invites the superin- tendent’s cooperation, asks if his young teachers may be invited to attend, and specifically requests that, if so, the normal school be informed as to whether the further correspondence shall pass through his office or be sent direct to the young teachers. THe EIGHTH YEARBOOK 281 The second step in preparation for the conference has been that of send- ing out to all those nominated by their superintendents an invitation to the conference. a. A dormitory invitation—The young teacher is asked whether she can commute to the conference from her own home, or whether she desires to live in the dormitory during that time. Dormitory accommodations are made available through the sending out of substitutes. In the 1929 conference, fifty-two young teachers were accommodated in the dormitory in addition to the housing of four others who were acting as conference leaders. b. 4 general information blank—This blank asks for specific information with respect to the young teacher’s situation, the type of school, the number of pupils, the number of grades, the special characteristics of the school, and the like. The blank calls for information about the boarding place of the teacher, the ability of the teacher to care for the substitute, the distance to the school, and similar details. Specific requests are made for directions for travel to the school from Westfield, the exact means of transportation, and the cost. The information received from these blanks forms the basis for the assignments of the students as substitutes. c. A schedule blank—This blank lists the twenty-nine types of problem conferences which have been found helpful in the past, and asks the young teachers to number, in the order of their importance, the six conference groups for which they wish to register. This blank and the one whose de- scription follows were used for the first time in the 1929 conference, and have proved eminently successful in meeting the problem which they were designed to solve. They form the basis for the making out of definite individ- ual schedules for the attending teachers. d. A problem blank—Each visiting teacher is asked to specify, in the order of the choice made on the previously described schedule blank, the problem or problems in the field selected which impelled her to make the choices, From the result of this blank more than five hundred specific prob- lems in the twenty-nine groups were derived and, as shown, were later used in the conference discussions. The third step in preparation for the conference consists in the assign- ment and placement of the graduating class as substitutes for the young teachers. The fourth step in the preparation for the conference consists in the mak- ing of definite schedules for the visiting teachers. The experience of the first two conferences showed conclusively that, where a conference group contained more than fifteen individuals, there was great difficulty in restricting the discussion of problems to those most ‘needed by the members; and that where there were five or less members, the combined experience of the group was insufficient for sustained dis- cussion in a narrow field. The optimum size of group was felt to be from eight to twelve, and sections were made up on that basis. 282 DEPARTMENT OF SUPERINTENDENCE The next work was the making of group lists of the problems which had been sent in on the problem blanks previously described. Figure V illustrates a group list of problems. FIGURE V.—PROBLEM LIST FOR A CONFERENCE SECTION . How can I arouse interest in pupils who do not understand English? 2. I have several Italian sixth-grade pupils who cannot do written work in English. How can I help them to learn more quickly? . What can be done with a divided class, some with a poor background and with difficulties in English, and the remainder no further advanced generally but from a better environment? . What Americanization work should be done with my group of foreign children? . I cannot make the parents see that they must help their children. Can you give suggestions for approaching them? . Pupils use other languages at home and carry the foreign idioms into the classroom. How can I improve the work? . What is the best method of impressing foreign pupils with English forms? . Lack of knowledge of English affects the study of other subjects, since the pupils speak a foreign language at home. I need help and sugges- tions for improving the English first. . Is oral composition the best way of correcting faulty English? . Have several repeaters whose difficulties are in the use of English. What can I do about it? . I need suggestions to help pupils who do not hear English at home. The final step preparatory to the holding of the conference consisted in the selection and appointment of the group leaders for the various ces- ferences. The Results of the Conferences The effect upon the faculty—The effect of the conferences upon the faculty is clearly expressed in their own attitude towards the discussions. When problems are raised which might have been avoided if teaching had been different, the faculty members have made note of such points and have embodied these points in their subsequent teaching. Every faculty member is able to see better than ever before the conditions under which his students must teach, to appreciate the significance which a lack of certain materials may have in the work of his students in the field, to understand how varied conditions may make varied procedures necessary, and to deal with future students with greater insight, greater sympathy, and greater emphasis. The effect upon public school officialh—The conferences have acted to draw the school officials in the territory served by the Westfield Normal School closer to it. Through the contacts which are made by the superin- tendents and others who have acted as group leaders, and through the con- tacts necessary to arrange for the substitutes, the school officials have been Tue EIGHTH YEARBOOK 283 A A AA n Drought to see the problems confronting the normal school and have been able to give help in their solution. A further evidence of the effect of these conferences upon the superintendents is the fact that many of the substitutes have been engaged to teach in the same districts and occasionally even in the same schools where their substitute teaching was done. The effect upon the graduates—These young teachers return to the nor- mal school after their first period of independent teaching with unsolved problems and in need of help. They meet their former instructors upon a different level from that upon which they met them previously. They come into contact with public school officials who are acting not as ad- ministrators and in judgment but rather as supervisors and teachers of the highest order. Such contacts and such relationships are conducive to the greatest help possible for the young teachers. A further effect is to give them an appreciation of their successes. To hear their fellow teachers express their problems, to be able to contribute to the solution of those problems, and to realize that they themselves have been able to surmount similar diff- culties sends them back to their schools with greater confidence in their own abilities and with greater hope for the future. The effect upon the substitutes—The work which the substitutes do is completed while there are still two months remaining before their gradua- tion from the normal school. This period is one in which they have the op- portunity of meeting with all of their normal school instructors and during which the instructors are able to point much of their work in terms of the experiences which the substitutes have had in their week of teaching. The substitutes return to the school with a new understanding of the problems of the teacher who is wholly dependent upon herself. “They appreciate as never before the problems involved in the ordering of the work of the schoolroom, in the completion of work with the pupils, in the direction of the interests and aptitudes of pupils, in the adjustments which must be made to a new environment, in the reaction to new contacts, and, particularly, in their own abilities to direct teaching. They return to the school with a new zest, an invigorated outlook, and a much improved judgment. They are able to look forward to their future teaching not as toward an unknown occupation, but toward one in which they have been tried and not found wanting. They have been protected from the trials, vexations, and dis- appointments of the untried teacher, and have gained a confidence which will later enable them to surmount or prevent those difficulties in their teaching. The effect upon graduates of other schools—Graduates of other schools have been members of the Westfield conferences since their inception. There have never been many of them, and it is impossible to determine what the effect would be if they were in a majority, as would be the case if such con- ferences were to be held with all of the young teachers of a district, and as is true in some institute forms of instruction. The presence of these gradu- 284 DEPARTMENT OF SUPERINTENDENCE ates of other schools has been an asset to the conferences rather than other- wise. They bring a different pre-service point of view, and have an interest in the progress of the discussions as great as the graduates themselves. They are quickly assimilated in a social way by the larger group and take part in all of the activities which are set up with as great zest as though they had always been a part of the group. The final effect upon them seems to be exactly the same as in the cases of the graduates, and it appears that a con- ference might as easily be conducted on a district basis as on a graduate basis. The cost of the conference—The total cost of the conferences to the school has been only that of the traveling expenses of the leaders who have been invited from outside to take part. This, in 1929, was $65. All traveling expenses of substitutes and young teachers have been paid by themselves. This averaged $1.45 per person in 1929. The boarding hall expenses and boarding house costs of substitutes have been paid by each group before the conference, and the two groups have merely interchanged places. No substitute has ever accepted remuneration for the week of teaching, and no teacher has ever had a salary cut for absence to attend the con- ferences. Conclusion—The good that these conferences have brought to the school, through the stimulation of the faculty, the pre-knowledge of teaching given to the graduating class, the resulting good feeling with the school officials, is not to he denied or minimized. “The conference has become a unifying agency, around which. the school as a whole has rallied, to which all have been able to contribute, and from which all have received benefit. The good that the conferences have brought to the young teachers is incalculable. IV. Self-Improvement Outlines + Self-improvement outlines are highly significant. They testify in support of the general theme of this chapter, namely that teachers in service need improvement. They are still more significant because they indicate that the improvement of teachers in service must be brought about through the in- dividual activities of teachers themselves. Improvement of teachers which results from compulsion is scarcely worth having. To be worthwhile, im- provement must be recognized by teachers as desirable and undertaken by them in a wholehearted and thoroughly professional way. Self-improvement outlines are significant also because they recognize the fundamental principle that all genuine improvement of teaching must be based on an analysis of individual successes and failures. Self-examination charts provide each teacher with a means of checking his own strength and weakness. They reveal to each teacher who conscientiously uses them, ways and means by which he may profitably improve his teaching. Self-examina- tion charts center the responsibility for improvement on the teacher himself. aia connection with this section see: Use of Teacher-Rating Blanks to Measure Improvement in Teaching, Chapter VII, pp. 144-6. THe EIGHTH YEARBOOK 285 HA A A EN AR A r ALRT For illustrative purposes, two examples of self-examination sheets are in- cluded here. The first of these comes from Schenectady, N. Y., and the second originated in Boston, Mass. Evaluation of My Teaching (Self-examination sheet submitted by E. O. Hoffman, Principal of the Senior High School, Schenectady, N. Y.) 1. Skill in teaching as shown in aim: a. Have I a specific objective definitely formulated for this recitation? b. Or is the aim vague and ultimate? c. Is the objective apparent in the procedure of the recitation? 2. Skill in teaching as shown in my knowledge of my own and related fields: a. Do I show a knowledge of the problem under discussion? b. Do I show a general knowledge of the subject I am teaching? c. Do I show a general knowledge, outside of the field I am teaching, in other subjects and current events? d. Do I always use good English, and encourage the pupils to do the same? e. Do I modulate my voice properly? 3. Skill in teaching as shown in selection and organization of subject-matter: a. Do I select significant and valuable portions of subject-matter for discussion ? b. Do I recognize and emphasize relative values of portions of the text? c. Do I use materials not in the text? 4. Skill in teaching as shown in making the assignment: a. Does it present a stimulating problem? b. Do I give the problem a setting that is significant to pupils? c. Is the assignment more than an announcement of the number of pages in the text? i d. Do I develop the assignment with the class? e. Do the pupils know what the assignment is? f. Do I lead pupils to accept responsibility for accomplishing the assignment? 5. Skill in teaching as shown in questions: a. Are my questions systematically planned and spontaneously asked? Thought provoking or trivial? . Do my pupils ask questions? Am I versatile in utilizing questions asked by pupils? Do I distribute my questions well among the members of the class? . Do I avoid repeating answers given by pupils? Is the number of questions in keeping with good thinking on the part of the class ? g. Do I ask questions requiring summaries and organization ? ho ae o 6. Skill in teaching as shown in economy in drill: a. Do I select the most important ideas and facts for permanent retention? b. Do I use available drill exercises? c. Do I prepare drills for specific points? d. Do I realize that right practice makes perfect? 286 DEPARTMENT OF SUPERINTENDENCE 7. Skill in teaching as shown in illustration: . Do I use illustrations to clarify general statements? . Do I use maps, charts, pictures, objects, and apparatus effectively? Do I urge pupils to go on excursions to study projects at first hand? . Do I use verbal illustrations, and encourage pupils to do the same? . Do the illustrations add force to the point rather than become central in attention? a aO TN 8. Skill in teaching as shown in securing class participation in the recitation: a. Do all pupils take part in the recitation? b. Do the pupils question each other and aid in conducting the recitation? c. Do I dominate the recitation, or do the pupils contribute in a large measure to its progress? 9. Skill in teaching as shown in knowing how pupils learn: a. Do I encourage self-activity on the part of the pupils? 1). Do pupils make recitations of good length ? 2). Do pupils use a proper share of the time? . Do I provide adequate motives? Do I propose problems whose value pupils recognize? . Do I isolate the point to be learned? . Do I realize that it is easier to lead pupils than it is to drive them? Do I recognize individual differences in ability to learn? O EO S 10. Do I use adequate class tests—standard, objective? Teachers’ Self-Examination Outline (The following outline was prepared by Frank W. Ballou, then Director of Educa- tional Research in Boston, and distributed to all teachers employed in the public schools of Boston.) The following “Foreword,” written by Franklin B. Dyer, then Super- intendent of Schools of Boston, accompanied the self-examination outline. Foreword There is no effective way of improving the teaching of our schools except as the teachers themselves feel the need of self-improvement. Fortunately, there are few teachers who do not desire to improve in schoolroom efficiency and in the knowl- edge of the theory and art of teaching. The first step towards improvement is a rigid self-examination through which each one may see himself as he is, in the light of what he should be. After such an examination, every conscientious teacher will put forth a strenuous effort to strengthen the weak places in his character and professional work. After considerable correspondence with many who have given much thought to the art of teaching, the following study has been prepared with the hope that it will prove of value to teachers for the purpose of self-examination and self-improvement. If each one of us will subject himself to a rigid self-criticism ie nee pH: it will be of greater benefit to the A eee erial thing that could be done for the schools. that thie iets Ae ie Ae teacher to the superintendent, will feel : each one mends one, all will be amended.” THE EIGHTH YEARBOOK 287 Questions on Teaching These questions are not asked for the purpose of obtaining written answers from teachers. They are asked to help teachers make a self-examination to find ways of improving. It is hoped that each teacher may profit by answering these questions for himself or herself. A. Personal Characteristics: Bee Is my personal appearance as good as I can make it? Am I careful to keep myself in as good physical health as possible? Is my mien natural and sincere rather than affected or assumed? What mannerisms have I that can be overcome? Is my voice well modulated? Is my speech so well enunciated that I am easily understood by the pupils? How do I know that my use of English is worthy of the mother tongue? What traits are there in my disposition which I should hold in check? bility as a Teacher: Management of the room: UW WD . Is the ventilation in my room as good as I can make it? . Is the temperature satisfactory? . Are the seats properly adjusted to the pupils? Is the lighting of the room as good as I can make it? What methods do I employ to have readily available for teaching purposes the appropriate educational material such as charts, maps, pictures, globes, and practice work? Have I done all that can be done to make my room an attractive place to work? Management of the class—discipline: ibs . Do I secure good order by the best methods? Se 6. 7. How do I know that my ideal of good order is a worthy one? What evidences are there that my pupils are acquiring habits of good physical bearing? Do I find more difficulty in handling the class at dismissals than during recitation periods? Do I lead or command the pupils in maintaining proper order? What shows that my pupils are learning self-control? In what ways is a responsive and cooperative spirit among the pupils shown? Teaching the lesson: th Do I distinguish the following types of lesson and employ each at the proper time—a drill lesson, a thinking lesson, a lesson for appreciation (of litera- ture or art), and a lesson to teach children how to study? . Which method of teaching do I use most often: a. The conversational, in which the pupils both answer and ask quéstions? b. The quiz, in which the pupils only answer the questions which I ask them? c. The lecture, in which the pupils merely receive what is given them? Do I choose my method of teaching in view of the character of the lesson to be taught? . What part of the recitation time do I take up: a. By asking thought-provoking questions and trying to get the pupils to talk freely about the subject which they are learning to handle? . By merely quizzing? . By giving information? . By working at the blackboard? By using illustrative material ? ia o o 288 DEPARTMENT OF SUPERINTENDENCE 5. What part of the recitation time do the pupils take up: A h a. By working out new information through free conversation about the subject which they are trying to learn? . By repeating information memorized from a book ? By drill or practice work to apply the principles taught? . By giving thoughtful answers? . By working at their seats or at the blackboard ? 6. To what extent in each lesson do I help the pupils to prepare the next lesson: a. By a good ending of recitation? b. By a judicious assignment? c. By stating the aim? d. By anticipating their difficulties? e. By suggestions or directions? 7. How do I find out that the pupils have clearly in mind the aim or purpose of each lesson? . Do I take appropriate means to ascertain how much the pupils know about the subject of the lesson before I attempt to teach them the new lesson? 9. To what extent do I secure the proper attention of pupils to their work through interests that are natural to them? 10. What means do I take to present the material in the form of problems which stimulate the curiosity of the pupils? 11. Are my questions simple, direct, and logical, or are they rambling, ambiguous, and suggestive of the answer? 12. Are most of my questions for the purpose of developing new ideas or to find out how much of the assigned lesson the pupils have learned? 13. What means do I adopt to insure judicious distribution of my questions among pupils? 14. How many different pupils of my class do I give a chance to recite in each recitation? In a week? 15. What pains do I take to make my questions such that the pupils must answer them with a complete statement rather than with one word? 16. What methods do I employ to have each pupil as he recites address himself to the class rather than to me? 17. How do I make it necessary for the pupil to make the proper use of his past experiences and his present knowledge? 18. Do I make desirable use of pictures, objects, charts, maps, blackboards, and other objective material? 19. Am I distributing my attention judiciously among the better and poorer pupils so that each pupil is getting the largest possible value from my in- struction? nan ler . Am I training my pupils to discriminate between what is essentially im- portant in the lesson and what is only relatively so? 21. Am I teaching my pupils to organize their own ideas in proper relation and sequence? 22. How do I see to it that the pupils feel that the object of the lesson has been accomplished ? 23. By. what methods do I clinch the main idea of each lesson before closing the recitation? . What evidence is there that my pupils are increasing in power of self- control and initiative? Are they learning to solve their own difficulties? . Are my pupils increasing their feeling of responsibility for their own im- provement? Tar Eicuri YEARBOOK 289 26. Do my pupils attack hard work gladly, or do they want help in every little difficulty ? 27. Are my pupils being trained in conscious methods of study and work? 28. To what extent do drills and practice work of pupils carry over into their other work? 29. Is my teaching such that there is inculcated in my pupils the desire to learn, to render some valuable service, and to be somebody worthwhile? 30. In general, what am I as a teacher doing, what am I doing it for, and why am I doing it in this particular way? V. Experimentation as an Aid to Training Teachers in Service The advent of the scientific spirit into the theory and practice of edu- cation makes experimentation a necessity. Personal opinion as the only basis for educational theory and practice is being replaced by the results of scientific inquiry into and evaluation of educational practices. An experiment is a device set up for determining the comparative merits of two or more appreciably different practices by means of a comparison of the results secured. To illustrate, experiments may be made to determine the relative merits of individualized instruction as represented by the Dal- ton or Winnetka plans. They may have to do with a detailed classroom method of teaching reading or arithmetic, or with the uniform practice material used by all pupils. Whatever may be the experiment, the general scientific method is funda- mentally the same. According to Rankin, the steps in the experimental evaluation of a particular method or piece of material are these: * 1. Specific statement of the problem Formulation of the general plan of the experiment Decision as to the criteria of judgment Selection of the subjects Securing of objective records of initial status of the subjects Objective description of the experimental factors Securing of objective records of final status of the subjects Organization and interpretation of the results. LADRAR If teachers are to grow in efficiency after appointment, if they are to be familiar with the most progressive methods of instruction, and if they are to bring about improvement through self-examination and the adoption of methods differing from the methods that they were taught, they must not only be permitted but encouraged to try out from time to time new methods of classroom teaching. If teachers are expected to assume some responsibility for their own improvement, they must also be allowed some latitude in bringing about that improvement. Latitude, or freedom to try out new methods and new teaching devices, must not, however, be construed as license to try anything and everything at one and the same time. Such individual freedom on the part of a teacher in classroom work can lead only to confusion and chaos. 1 Rankin, Paul T., “Survey Techniques for the Experimental Determination of the Value of Materials and Methods,” Chapter XVII, Scientific Method in Supervision, The Second Year- book of the National Conference of Supervisors and Directors of Instruction, p. 224. New York, Bureau of Publications, Teachers College, Columbia University, 1929, 290 DEPARTMENT OF SUPERINTENDENCE AAA A AE AA All classroom experimentation of individual teachers should be known to the supervisor, and if such experiments have to do with theories and practices that are of fundamental importance, they should be carried on under such conditions as will produce worthwhile educational results. Since all experiments in classroom procedure relate to the advantage of one procedure over another, they involve not merely the teacher who is trying a new plan of teaching, but they also involve some other teacher who is pursuing another method of teaching. Every experiment has to do with two situations, the one in which a new procedure is being followed, and another in which some other procedure is being followed. The super- visor must assume responsibility for setting up and supervising the condi- tions under which a worthwhile experiment may be carried on. The Commission believes that experimentation under controlled condi- tions should be encouraged. Only through experimentation properly con- trolled, can the teaching profession hope to replace the old “trial and error” method with the scientific method of determining questions of educational theory and practice. Inducements and Rewards for Improvement As indicative of the inducements and rewards now offered teachers for the improvement in service, visiting days, leave of absence for educational purposes, .salary schedules, and administrative practices are discussed in this chapter. Visiting days—Visiting days for teachers have been the practice through many generations. They originated when there was less supervision than there is today. They provide an opportunity for the teacher to secure a substitute or excuse his class for the day, with proper permission, and ob- serve the work of other teachers. If visiting days are looked upon by teachers as holidays from work, or an opportunity to pay personal calls upon other members of the profes- sion, or an excuse for visiting another city for some other purpose, they serve no worthy educational purpose. If visiting days are looked upon as opportunities for observing teaching methods of superior teachers; if the visits are anticipated, planned for, and are a part of the general plan of the supervisor for improving teaching, they are a valuable part of a worthy plan of teacher improvement. Leave of absence for educational purposes—One of the most desirable administrative provisions for encouraging the improvement of teachers in service is the provision for leave of absence for study. Such leaves are granted under varying conditions in different cities, sometimes without pay, sometimes with fifty percent or more of the annual compensation of the teacher. Provision is frequently made for returning the teacher to the identical position in the school system which he held preceding his leave. Tue EIGHTH YEARBOOK 291 SS ee oe AA l A recent study made by the Research Division of the National Educa- tion Association * shows that over 92 percent of 66 cities over 100,000 in population grant teachers leaves of absence for professional improvement. This same practice is followed in 80 percent of 161 cities having a popu- lation of 30,000 to 100,000, and in over 60 percent of 326 cities from 10,000 to 30,000 in population. Conditions are not so favorable, however, in smaller cities. In many of these communities, salary schedules are too low to permit teachers saving funds necessary for taking time off, or, if such saving is accomplished, the teacher expects after a period of study to move on to a community in which conditions of service are better. Table 38 shows that, of 828 cities which grant leave for study, 750, or 91 percent, pay no salary during such leave. Sixty-three cities, or nearly eight percent, pay some salary during leave; 30 of these pay half salary or more. Fifteen of the 828 cities did not report on this question. As typical of the provision for leave of absence for educational purposes without pay, the rules of the board of education in Washington, D. C., are included : Sec. 4—1. The Board of Education, upon recommendation of the superintend- ent of schools, may grant leave of absence, without pay, for educational advantages, subject to the limitations hereinbefore specified, to officers, teachers, and librarians who shall submit a written plan of the educational work to be undertaken during the period of such leave of absence, which plan shall be approved by the superin- tendent of schools and who shall file with him a written pledge to perform service in the public schools of the District of Columbia for a period of not less than two years after reinstatement from such leave of absence. 2. Such leave of absence shall extend during a definite period not to exceed one year, and the position so vacated shall be filled by promotion or appointment with a tenure of office to extend only until the expiration of such leave of absence. 3. No such leave shall be granted, when, in the judgment of the superintendent of schools, the position can not adequately be filled by promotion or an appointment on temporary tenure. 4. When such leave of absence terminates, the regular employee shall be ap- pointed to his regular position, unless otherwise ordered by the Board of Education. The regulations governing leave of absence with pay are, generally, similar to the above rule, except that they indicate the amount of pay which teachers may receive while on leave. The following are illustrations : When a teacher is granted a furlough for half a session or more for further study, he shall receive half pay for four and one-half (41%) months, provided he shall agree to return to the Richmond Public Schools and teach for at least one year. If he does not return for one year, he shall refund to the School Board all money received while on furlough.—Richmond Public Schools, Circular No. 13, By- Laws and Regulations of the School Board of the City of Richmond, Virginia. Pub- lished by the School Board of the City of Richmond, Va., July, 1920. Any teacher or principal who shall have served the City of Buffalo for ten years may, on recommendation of the Superintendent and with the approval of the Board 1See: Practices Affecting Teacher Personnel, Research Bulletin, Vol. VI, No. 4, September, 1928, p. 225. Washington, D. C., National Education Association. e) SUPERINTENDENCE DEPARTMENT OF 292 UONTINPH [euoneN “O ‘A “UOISUTUSM “sdno13 uoryendod 19470 1 “6 ,, Uinjes UO SYJUOUL Oj yep Pear Apep 7'19 10 ‘TH ‘AILES Jo uote] 19470 ƏWOS pred ‘FU 6'p 10 ‘e :33n3138 247 JO JUSIIIA HOT 10 ‘OT ¿9API] yOns SULINP Aeres n}; pred auou “qua 9'4 10 ‘g ¿JUIWIAOIDUIT [BUOISSIJOIA 107 DDUISQR JO DALI JULIZ “JudoJad y"z6 IO ‘J woAaoldut qns jo Aed ssa] A1e]es Jpn [euoIssajord 10} SAPO] BUTJULIS 59119 T9 947 JO 9 “3un10da1 uoryepndod ul 000'00T 1940 SINP 99 I4} JO :SMOTIOJ SE BIGQe} PLIA ‘STZ ‘A “8761 '19quisidas ‘P ‘ON ‘TA “TOA “UNA]NME YILIDA ‘pauuosusg sayoveay, Buyoagy sooyovig ¿V1O1] UMNBL x “99U9SQ8 SULIMP SI9YIB9) 10} SJUSUIIARA UOISUIA Jo IIED SIJL} AID DUO e ‘dnois Aeres 194314 € Ul Way} PIJA 31 Jey} JUa}KE ƏY? 07 Jdaoxa OS 103 YJUOM Jod JUSUI9SIMQUITSL 07$ ING Aeres OU,, pez1Odar SII Tp 989YI JO JUN y “¡ue]q uonsonb ayy jo 41ed sty} 379] ‘U90199 6 "y 10 ‘ç pue ¿sonejes Aue Aed 70u pip “Jusdiod } pred ‘juso10d 9'9 10 ‘p ‘Aeres Jey pred '9Ae9] yons SurljUeIs SINO 'uonenossy P9310d31 sari ZIT ƏSƏ} JO ƏMUYL z ” “SABI] YONS JUeIZ JOU Op ‘U30119 ES “ININHAOYANI IVNOISSAAON 0" 001 878 0°00T EEZ 0'001 807 0*00T L6T 0°00T 671 0*00T FS) ae S 7 fee ies SRS ae CIO Te ST SI o'e £ 6'T v . ... s...» .. g’ T 6° $ . els Rg eee” oT ONS 9°06 OSL 7 76 STZ T'v6 961 7'46 981 8'98 Aa 7°19 IF A ie Areyes ON S'I ST 6° T o'I eZ Ge T $s L 67% € "777 ***ATe[eS JO 101081] 19470 DULOS RE 81 Leak v vz S S'I £ S'I z 9°9 v ****94nz9sqQns jo Aed sso] Arees pna SS 97 Say £ Gi T Te 9 IY. 9 +91 ot Die Miia A ae pe WAILES erT & ES é z O O g I $ I O O A frees TINA :3A89] SuLMp pred Areyes jo qunoury 0" 001 zes‘t | 0001 78S 0°00T LOE 0° 00T 97€ 0" 001 TOT 0°00T 99 eae SS A ON sz Se le ST OF 91 ZT > A O O O A O CSF 999 6°9S 2 999 CIT Fee CZT 6°6I Ze 9'1 c Seere ee ae PE ae e ON 0 ps 878 0'0p EEZ vZS 807 v"09 LOT 1'08 671 vz6 19 A A e a OPS TN £I ZI TI Or 6 8 L 9 s v € Z I yoda | Jequinyy | jUsdIeq | Joqunyy | md | Jaquinyy | mada 19QUAN | JUsdIJeg | Joquinyy | jus0Ieg | Jequinyy JuamaAoIdun ¡euorssajoJd uonejndod ur uoryejndod ul uoryejndod ur uonejndod ur uoryejndod ur vuoyejndod ur 10} P9]18J3 99UISQE JO JALIT 00S'Z 1940 000's 0} 00S'Z 000'0T 03 000's | 000%0€ 0} 00001 | 000'001 0} 000'0£ 000'001 1240 ə SƏ ZEST SəƏ119 Z8S S9HID LOE 531}19 OZE s31}19 [OT sono 99 HAVAT ONIANA AYVIVS AO LNNOWV ANV d AOA AAVAT DNILNVAD SHILI 40 LNAOAHAd ANV AAANNAN—'8E HTA VvL Tue EIGHTH YEARBOOK 293 om E A N of Education, be granted a leave of absence for study or travel; salary during such leave to be one-half of the applicants regular salary but in no event shall it exceed $1000.—Regulation, Board of Education, Buffalo, N. Y. Leaves of absence for purposes of study may be granted by the Board of Educa- tion in its discretion to members of the teaching staff who have performed con- tinuous and satisfactory service in the public schools of this city for at least ten years. Leaves of absence granted under this rule shall in each case be for one year and shall begin on September 1. Anyone absent on such leave shall receive as com- pensation one-half of his or her annual salary.—Regulation, Board of Education, Jersey City, N. J. Obviously, the additional preparation of the teacher for his work is of advantage to the school system, and, therefore, justifies the establishment of the most favorable conditions under which such leave is granted and by which the teacher is returned to the service. On the other hand, leave of absence for self-improvement with pay likewise imposes on the teacher some obligation to give to the school system more efficient service for a reasonable period of time following such leave. Salary schedules *—The obligation of the teacher to keep himself quali- fied to render increasingly effective service throughout his period of em- ployment is no greater than the obligation of the public to reward ade- quately such improvement. Teaching must offer inducements to young men and women of exceptional natural ability to enter the profession. If the highest professional standards are to be maintained, teaching must be looked upon as the permanent occupation of those engaged in it, and not as a stepping stone to something else. The public must provide for that permanency of employment in the ranks of the teaching profession necessary to maintain an efficient system of education, before it can expect the profession to measure up to the high ideals which should characterize a great public service. The public should provide for the teacher a satisfactory salary schedule, possibilities of additional reward in that schedule for increased preparation and unusual teaching accomplishments, security of position during eff- cient service, and a satisfactory retiring annuity in old age or in the case of disability. The public should expect improvement among the members of the teaching profession only when it establishes worthy motives for self- improvement and an income for the teacher sufficient to cover the cost of that improvement. As an inducement for the teacher to improve in his work, and as a con- dition which must be met before the public has a right to insist upon self- improvement among teachers, the salary schedule holds a leading place. An adequate salary schedule should include the following: 1. A beginning or minimum salary adequate to induce capable young men and 1See: The Scheduling of Teachers” Salaries, Research Bulletin, Vol. V, No. 3, May, 1927. Washington, D. C., National Education Association. Discusses fundamental principles relative to the scheduling of teachers” salaries. j Salary Scales in City School Systems, 1928-29, Research Bulletin, Vol. VII, No. 3, May, 1929. Washington, D. C., National Education Association. Presents data as to salaries paid teachers, principals, administrative and supervisory officers, school nurses, clerks, and janitors, in 1928-29. The salaries of 342,980 persons are included in the tabulations. 294 DEPARTMENT OF SUPERINTENDENCE women to make satisfactory academic and professional preparation to enter the teaching profession as a life work. 2. A provision for placement for previous service in teaching that encourages teachers of experience and proven merit to seek employment on an advanced salary. 3. Provision for annual increases in compensation sufficient to prompt teachers to continue in the teaching profession. 4. A maximum salary which shall constitute more than a living wage and sufh- ciently high to make it unnecessary for a first-class teacher to seek administrative or supervisory work exclusively for financial reasons. 5. Sufficient flexibility so that special adjustments to meet special needs and ex- ceptional preparation and performance will be properly recognized. 6. Provision for leave of absence for professional study with part pay. A salary schedule which is characterized by these elements will justify persons of unusual ability in entering the profession, will reward them for service faithfully rendered, and will give financial recognition to superior ability and accomplishment. Much argument has been advanced in the past fifteen years in favor of a so-called “single salary schedule.” The single salary provides the same salary for all teachers of kindergarten, elementary, junior high, or senior high schools within a school system who possess like educational training and experience. Rates of compensation in a single salary schedule are established on the basis of norma! school training, four-year teachers col- lege training, graduate work leading to a master of arts degree, the higher compensation being provided for those who possess the larger amount of professional preparation. Table 39 presents a partial list of cities of various sizes which have single salary schedules. Instead of a single salary schedule, some school systems have adopted a salary schedule in which provision is made for advancing superior teach- ers to a salary higher than the average teacher within the system may at- tain. The salary schedule in Washington, D. C., is an example of this type. In Washington, D. C., the salary schedule for each group of teachers in elementary schools, junior high schools, and senior high schools is divided into two parts, designated in law as Group A and Group B. The Group A schedule for the elementary school teachers, for example, begins at $1400 and increases $100 each year until a maximum of $2200 is reached. The Group B schedule begins with a minimum of $2300 and increases $100 a year until $2600 is reached. The law provides that promotions from Group A salary to Group B salary shall be made “on the basis of such evidence of superior teaching and of increased professional attainments as the Board of Education may pre- scribe.” Particular attention is called to the fact that superior teaching is mentioned first and at least is coordinate with increased professional at- tainments. One of the serious difficulties involved in the administration of the single salary schedule arises out of the fact that salaries are fixed on the “SZ-HZ6T 10} 918 uə413 PLA “97-ST6T 10 LT-9T6T 103 a]¡npayos A1eres 01 se eyep Hodə1 30U PIC xx *9Z-ST6T 103 918 uə413 vA “LT-9T6T 10} a]nmpayos Areles OF se eyep Wodel jou pid * "8761 “I9QUISAON “non erossy uoneonpy [euoneN JOISIAI yoreesod ayy Aq peredeid 1 299 Tur EIGHTH YEARBOOK ‘zuy ‘MOUM qen “AOA ystaedS oi. (Ne eROoS, "310 ‘BINOY ‘ojog “P10H ÁX9OY “TH ‘SeA APOYA "stan ‘TOIA rysem ‘WOT “reo ‘pnd Ped “YSeM ‘OOSed yen ‘AUD AMA orqo UNI O xx ‘Ty UMOJSDUTA YHON "peo “ANO yeuoneNn “pul ‘Opo nuon "OWN ‘FOUN ex “A CN “4019T ‘9 *s ‘Sume ZEN “9JOWUIA “CUI ‘SIRA TUONTI iok “Tl “erepsurH emo] “uo due H UU ‘HAO “YIN ‘STEPA orqo “PION "0109 ‘poomo[suq “PI ‘28109 “quo “Old ‘uuo0g ‘Uned "uu nar ‘49801944 ‘OW “UOJARIO “RON SIMAXUOld “guna “e10my emo “tUOB[y a A Ss ¡AT AA eN uonemndod ut 000'S 0} 00S'Z səpə mmoz-APYL ¿INAAHOS AUVIVS ‘orn ‘TUeTsdA "eA ‘1a}SOYOULM kk suu0g “PIOJHPH 9M *guo7) UMOM ‘ow ‘AO ARSAN ‘yay 'BUBNIPXO L TT OMOLE L A xx “TA ‘PRYSUHIS "Yorn ‘ALO AOA “IQ ‘UOP PUA emo] ‘UPAO eMO] ‘UOMINI ‘WOT ‘SIUZPH uU03IASNIA ex: "IN ‘Suisun orqo “UOnISA “MA sor "G'S ‘THOU "AN “OJOGSPPIN “A UN SUPON «quoy “UOISBULAVT uur “sea NWT “quon “UMOISIMT “9 “N UOISU PA or "ue ‘AND UOLJDUN [yx a'N ‘Hmojysowe ft “yo nAL “eruoT OW “Je qruue E yor “9 N ‘u19 "GIN “JUOUIOI Ajos: “Ay “SPUIOU L HON UOT “USA nl omo ‘SUNSA ISP He “ed ‘PIYA "qse mM ‘EHe "eA ‘JOSH Ack "zuy ‘99qSlf xk uug “eruIsItA “TIT “euedini« -preg ‘ourpreutod UBSx suey *eures uur ‘PROTO IS ‘uur ‘19989900A -puj ‘puomyord “pul ‘ndx “eA (MA 'BIMASIOAIBA “LIAO ‘223|NUAOwe “eA TM ‘aMoWesIO VL orqo ‘AA sure nW ‘Yey ‘YHOMUIALIT "UEY ‘POUIIMCT x suey ‘UoOsuTyoINH “qoN “puels] PUBIS “A ON ASIAS "SIM ‘ORT NP PUOA “pul “pooA1H TT UBIA “> N wema orqo ‘SeA esoy e An) ‘suey IO) orqo “SIUSPH puea TIL ‘SI43PH OFV "SIAM ‘HOPEA ourey “UIE "suey ‘UOSIYIFV “CCN ARA Ámasy “EPO SIOMPpIiV ‘STM ‘UOPIITY x "Yorn *10qIy uuy ‘qaes ruspredy =). NE ‘urapeS-u0ysUT MA “SN TOUM k “eno “esmL -puI ‘SMEH PPL "yse p “BuIosde L -oW “Pry3unas emo] “A YO XNOIS "SIAM “gezAoq9us "geo ‘0B2Id UES “ow ‘ydesof “IS “PIN ‘MCUISES ‘TIT ‘propo “eA ‘eqoueoy “eA ‘BIngsieed "reo ‘euepesed "SIM “USOXUSO “eno ‘ANO VWL yen ‘UPRO "eg “UMOJSUION ‘gA ‘SMON HOGMƏN erqo 'SIBOASNIA "SIM ‘WOSIPeTAL "qaN “UJODUFT “y ‘HOO STW Te “WIN ‘Burue orqo ‘POOMOAE Tiek "SIM ‘OSSO YT "yor “00zeuIere A “tH ‘PUOL “TTI ‘TOSNO [ace “eA "Mm “UO0PBUN UNE "PrN ‘Ned PULIH ‘eg ‘BINQGSHILH -puj ‘puowweH stm ‘Aeg UID “HA Ak "ACN uH "uur ‘ymma ‘T ‘qA oyo) ‘s3uudS Opelolo) emo] ‘spidey 1epo) “reo “LPA ¥ eS NAAA uomepndod ur 000‘01 0} 000°S sono xis-AIGL WIONIS DNIAVH Sa € z OTYO “UMOISBUNO A x! “YSE M ‘ouegods sexə L ‘oTuowYy UES "310 ‘puLerHod "uuy ‘SodeouurnN -Ay ‘masmoT emo] ‘SUN Sed +0100 ‘IA q suu0g ‘Hodospug EON r T uoyejndod ul 000'0€ 03 00001 sary 9a1qi-ApnuyL uoiyepndod ul 000'001 0} 000'0€ sora 0m}-ÂHO A uonepmdod ur 000001 J9A0 SIMIO ƏUIN ILIO 40 LSIT TVILAVd—6t CHELAN 296 DEPARTMENT OF SUPERINTENDENCE i E E pee eee ILE ES AIRE) A A basis of a systematic institutional study rather than on the basis of improved classroom teaching. Too frequently teachers are undertaking to build up a group of credits for courses pursued in order to secure promotion in salary, when the courses pursued have little or no relation to the classroom work of those teachers. Such teachers become “credit chasers.” Moreover, some teachers feel compelled financially to pursue a larger number of courses than their physical strength and their classroom work make it possible for them to pursue. Their classroom work actually de- teriorates rather than improves as a result of courses pursued. Whether it be a single salary schedule that emphasizes the pursuit of courses, or whether it be a salary schedule emphasizing superior classroom teaching, it is obvious that either schedule should be so administered as to provide the children with the improved teaching service which the higher compensation for teachers is intended to provide. Without doubt, the salary schedule must be regarded as the most tangible and most compelling evidence of the inducement and reward which a community establishes for the improvement of its teachers in service. Whatever that salary schedule is, it must be administered in terms of classroom service to the children. Administrative practice as inducement for teacher improvement—An ade- quaté salary schedule alone will not of itself guarantee to a community the improvement among the teachers which the community has a right to expect. The point of view of the teacher regarding his own status, the profes- sion as a whole, and the value of the public service that he renders, will de- pend largely on the spirit and the methods employed in the administration of the school system of which he is a part. If the teacher feels that the school system is operated for selfish purposes rather than for the children; that promotions to higher administrative posi- tions are made on the basis of personal influence and “pull”; and that the teacher’s acquaintances are more important in securing preferment than his accomplishments, then the teacher has little, if any, inducement to improve himself for the service in which he is engaged. If, on the other hand, the administration of the school system is open and aboveboard ; is free from partisanship; is seeking to improve the status of the teacher in salary, tenure, and annuities; is rewarding systematic self- improvement ; and is appointing and promoting teachers strictly on merit, then the teacher is certain to put forth his best efforts not only in his own individual interests but in the interests of the children whom he teaches. Under such an administration, service to the children is the measure of a teacher’s worth; the teaching profession can maintain its highest ideals, and the public will receive its full return for its appropriations, because the future citizens of the republic are being adequately trained. Without the maintenance of such an administration of the public schools, the induce- ment necessary for securing the highest type of professional teaching service is lacking. CHAPTER XI SUPERVISORS’ CONFERENCES AND MEETINGS WITH TEACHERS that teachers’ meetings are such an important means of improving teachers in service that they should be given extended discussion in a separate chapter. The term “supervisor” as here used includes the building principal, the primary supervisor, the supervising principal who supervises a district with several elementary schools, a director of a special subject or department in the elementary schools, the head of a department who is a subject supervisor in junior or senior high school or both, and those assistant superintendents who function partly or largely as supervisors of instruction, as well as ad- ministrative officers. The conference between supervisor and teacher may be of several kinds. The casual or informal conference may take place when the supervisor visits the classroom or the school. This conference must necessarily be brief. It may serve a useful purpose in creating a proper relationship between su- pervisor and teacher, but it cannot be made an adequate opportunity for the discussion of the detailed work of the teacher. The conference that the Commission believes is an important means of teacher training is the interview that takes place between supervisor and teacher on some lesson that the supervisor has observed or on some other topic relating to the work of the teacher. Such conferences have a definite topic or topics for consideration, are carried on under such circumstances as to give adequate opportunity for full discussion of the topic, and usually lead to some conclusion as to a future plan of action. This is the type of individual conference that will be considered in this chapter. Many teachers’ meetings are devoted to matters of school organization and administration, such as the assignment of teachers to corridor duty and playground supervision at recess, distribution of supplies, preparation of reports of various kinds, care, responsibility for, and proper use of public school property. While such meetings are important and have perhaps come to be the most common type of teachers’ meetings, they are not the present concern of the Commission on Supervision. The teachers’ meetings with which the Commission is concerned in this chapter are meetings held by supervisors to consider the improvement of teaching. Such meetings may be attended by: A S ALREADY stated in Chapter X, the Supervision Commission believes 1. All the teachers of the school 2. All the teachers of a grade within a school or throughout the school system 3. All the teachers of a given type of school, such as trade schools. [ 297] 298 DEPARTMENT OF SUPERINTENDENCE The Commission believes that the full educational possibilities of such meetings have not as yet been realized. For this reason, the Commission is giving extended consideration to this subject, and hopes to present in this chapter suggestions for all the various kinds of meetings which the sup- ervisor holds with teachers, that these meetings may hereafter more fully realize larger professional results as an agency in the after-training of teach- ers. In general, the Commission holds that teachers’ meetings by schools, by grades, or by types of schools may be made profitable by the supervisor in the improvement of teaching to the extent that they are organized and conducted with that purpose in view. The same may be said of general meetings of supervisors and administrative officers who meet as a general group or as a single group according to rank or position. The following pages contain type cases of supervisors’ conferences with individual teachers, typical topics or programs discussed at group teachers’ meetings, a discussion of the relative effectiveness of the group and the in- dividual supervisory conference, and topics and programs of general teach- ers’ meetings. I. Conferences with Individual Teachers The conference technics which any supervisor develops are naturally varied to meet different situations. However, each supervisor develops for himself certain general uses of the conference period. Miss Annette Mann, supervisor in Baltimore, Md., describes the general use which she makes of the conference period as follows: My first visit to a class is for the purpose of taking stock of the pupils in it and for preparing to understand something of the task of the one who must teach it. I watch the reactions of pupils as closely as possible, and make mental notes of what- ever attitudes or habits seem significant. At my first conference with the teacher we pool what she has found out about the class through teaching it and I through ob- serving it. In connection with these impressions we study all the data available: ages, I. Q.’s, achievement records, formal and informal test scores, vocational guid- ance records, etc. Individuals often require particular study. With the clearest possible picture of the abilities and needs of the pupils before us, we review what the course of study offers of value to them and mark off just what we believe will be most profitable for them. We agree upon the procedures to be followed in helping these pupils achieve the standards we both believe possible and desirable. My next visit is for the purpose of observing whether or not the pupils are being benefited by what we planned for them in the previous conference. 1 watch par- ticularly for any evidence that the standards we set up or the activities we pre- scribed need further modification. If carrying out the policies agreed upon seems to be causing the teacher any undue difficulty, J concentrate upon the discovery of whatever it is that hampers the facile execution of her plans. At the conference following this lesson, we discuss whatever appeared in the lesson to indicate that the pupils are, or are not, moving toward the established goals. If the evidence is reassuring, we are confirmed in our faith that we were on the right track in our previous conference. We then plan to keep the pupils moving steadily on in that direction. If, on the contrary, certain individuals or the group are not reacting favorably, we reach at least a tentative conclusion as to cause and THE EIGHTH YEARBOOK 299 A A A ee a a remedy. If the cause of failure lies in the teacher's administration of the plan rather than in the plan itself, I rarely find that I need to tell her so. When conferences of this type are the usual order, the teacher herself brings up the weak points in her teaching and asks what she can do about them. We treat pedagogic flaws objectively as things that affect the pupils’ progress and hence are to be cleared away. The following are typical cases of conferences held by supervisory officers with individual teachers in their attempt to improve teachers” work. They have been reported by supervisory officers in different school systems and are presented almost verbatim. The reader will observe that certain topics dis- cussed are of far greater importance than others; and that the ability of the supervisors to handle the problems presented varied widely. A. Elementary Schools These examples were submitted by principals and supervisors of elemen- tary schools: 1. A Reading Lesson with Third-Grade Pupils A third-grade reading lesson was conducted by a new normal school graduate in a large graded school in Anne Arundel County, Md., with forty-eight children in the grade, divided into three groups. Two groups were engaged in seat-work reading, following directions from assignments on the blackboard. A group of sixteen children were in recitation with an enthusiastic and energetic teacher who had the children with her in every act. . Sixteen words from the story of “The Discontented Pendulum” were on the blackboard in two columns; such as, dial, complaint, continue, con- fess, exclaimed, countenance, etc. Fifteen minutes were spent in pronounc- ing these words and finding phrases containing them in the story. The children were then told to turn back to the story of “The Golden Bird.” The children read orally, each in his turn taking a paragraph, the listening ones being told to “watch your books carefully and see that he reads right.” After each paragraph was read orally, questions were asked to check comprehension of material read. At the end of the prescribed time for the period, which did not allow for the reading of the entire story, the question was asked, “How many liked the story?” All responded favorably because of the stimulating attitude of the teacher. “Well, you know what you are to study for tomorrow” came from the teacher. “Yes,” was the reply with a feeling of general interest in accomplishment, “study the words of our new story so we can read that one well.” The children had read quite well and were apparently interested. “They had, however, called many words wrong, which showed that the word study of the day before had not functioned. There were three vital questions for conference: 1). Was it justifiable to spend fifteen minutes for study of abstract words whose meaning did not function in the story of the day? 2). Is it wise to check comprehension after silent reading or oral reading? 3). What should be the aim of listeners during a reading period? 300 DEPARTMENT OF SUPERINTENDENCE After conferring, we concluded that: 1). Difficult words would be learned with more lasting meaning if the conquer- ing of them meant a vital problem solved or a significant question answered or a selection enjoyed, rather than if they just meant the exercise of mental ability in saying a list of words correctly. 2). After children have sufficient reason for reading a selection, we can help to make them independent in attacking new words by considering content for mean- ing, by applying phonetics, by syllabication of words. 3). The type of story taught determines the procedure used and the emphasis placed on the pronunciation of words. A story given purely for appreciation would have little attention given to the analysis of words. 4). The best test of comprehension or of the children’s ability to get thought from the printed page is to question them after silent reading rather than after oral reading. 5). Oral reading should be done in an audience situation—assembly programs, opening exercises, reading a story to another group, reading a section to prove a disputed point, reading a beautiful description where the author has made us see the picture so much better than we could if we expressed it in our own words, read- ing conversational parts in preparation for a dramatization. 6). Listeners need to do more than listen to see if words are called correctly— but here we stopped and left the teacher to plan with her group a set of oral read- ing standards—also to think about “What makes a good reading assignment?” It was suggested that the teacher read Chapter 12 of a particular text on how to improve the organization and teaching of the primary school. On leaving the classroom, the supervisor complimented the children on their skill in reading and asked them to write her of their use and enjoy- ment of the reading table and the school library. These children were following the magnetic personality of the teacher and would have been equally interested in computing the square root of a number without any practical reason for doing it. The real purpose of read- ing and the joy in the activity were lost and the process had deteriorated into a word-calling exercise. 2. The Inexperienced First-Grade Teacher Who Needed Encourage- ment The principal observed the class of Miss X, who was in her first year of service, and teaching a first grade. Her work was not so effective as it should have been, due to lack of courtesy, cooperation, and attention on the part of the pupils. The principal invited Miss X to a conference, to take place after school hours. When the teacher came to the conference she was discouraged, tearful, and ashamed of her failure to hold the interest of the class. The principal tried to encourage her, then suggested that she plan shorter periods for her lessons, assign plenty of definite work to the group not reciting, and aim to arouse and hold the interest of the class. Miss X was given an opportunity to observe the work of a successful, experienced teacher of the same grade and on the same floor as herself. The cooperation of the experienced teacher was solicited and obtained by the principal. Great improvement in the work of Miss X followed. Tue EIGHTH YEARBOOK 301 3. A Library Hour in a One-Teacher Rural School The group, consisting of all pupils in the fifth and sixth grades, was or- ganized. A chairman presided. The minutes of the previous meeting were read. Each pupil introduced a story from a book or a magazine article. ( Maga- zines used: John Martin's Book, Child Life.) The audience listened atten- tively. Exclamations and comments proved without a doubt that there was enjoyment. But the stories were not on a level with the reading ability of the group. They were too easy. Some of the stories were not of real literary worth. No authors were mentioned or discussed. There was no discussion. After each story was introduced, the chairman asked, “Who would like to read ——————5 story?” The meeting was then adjourned. The supervisor commented upon the interest and spontaneity of the group. She felt that her problem was to help the teacher build upon this foundation. With this in mind she considered it best to evaluate, with the teacher, the lesson observed in the light of the aims of recreatory reading in the elementary school. The supervisor and teacher listed these aims: 1). The book habit—the ability, disposition, and habit of reading books, stories, and magazines of real worth 2). Enjoyment of reading 3). Acquaintance with a wide range of stories and books 4). Acquaintance with many authors and illustrators 5). Development of tastes 6). Habit of sharing 7). Love for good books 8). Acquaintance with the opportunities and privileges of a library. The following questions were then discussed : 1). With these aims in mind, what should be the characteristics of a library period? . Informality . Enjoyment Opportunity to share . Opportunity to discuss stories, books, and characters . Opportunity to learn authors, illustrators . Opportunity to read favorite parts, as well as to “tell” . Contact with the “best” of stories and books . Opportunity to choose Material on a level with the ability of the group Teacher participation to raise standards. 2). Which of these characteristics did your lesson show? Which were lacking? 3). In what ways do you now feel that your library period can be improved ? (Summary by teacher.) 4). What is the teacher’s responsibility in securing these results? The pupil’s re- sponsibility ? Two specific references on reading objectives were recommended. Tos = ai ea Gr AO yj 302 DEPARTMENT OF SUPERINTENDENCE 4. The Teacher Who Needed To Find a Boy’s Interest During a visit in a fifth grade, the principal noticed a boy who had been sent to her for tardiness. He was late that morning, untidy in appearance, and indifferent about his work. When the principal left the class, she put a note on the teacher's desk, saying she wanted to speak with her at recess. The boy's ability, home conditions, class interests, and play interests were discussed. The principal knew the home, and suggested that using this boy as a patrol might secure the interest of getting him to school on time, and asked the teacher for her opinion. The teacher was to put the sug- gestion to the lad and report the reaction. For weeks the boy worked his best to get the recommendation for his appointment to the principal. Since his appointment he keeps himself neater and has never been tardy, as his duty is at 8:45 and 12:45. 5. The Third-Grade Teacher Whose Work Did Not Arouse Interest or Stimulate Thinking The principal visited the classroom of a third-grade teacher whose class organization was poor and whose pupils had very undesirable habits of study. The pupils wasted time and did their work in a careless manner. There was little variety in the type of lesson that was given in any subject, and the methods used by the teacher neither aroused interest nor stimu- lated thinking. At the conference with the teacher, the good points, such as the behavior of the class and the ready response of the pupils, were discussed. Then the teacher’s attention was called to the following weak points: poor organiza- tion and class management, careless habits of the children and time wasted by them, indefinite and uninteresting assignments that were largely re- sponsible for the careless and wasteful habits, lack of variety in the read- ing and arithmetic lessons, need for worthwhile seat-work and the careful checking with the children of the seat-work and blackboard work. Sug- gestions were given to the teacher for planning a program that would keep the pupils interested and busy with worthwhile work at their seats and at the blackboard. Plans for a variety of work in both réading and arithmetic were discussed and books relating to the subject were given to the teacher. The use of the speedograph was recommended to prepare different kinds of seat-work, and arrangements were made for the teacher to visit and ob- serve a school taught by a very capable teacher who had pupils of the same groups and grade. 6. The Second-Grade Teacher Who Did Not Relate Arithmetic to Ex- periences of the Pupils An administrative principal escorted the supervising principal to a 2B classroom to show her the excellent teaching done by Miss H. On enter- ing, they found five girls and five boys in competition at the blackboard per- Tue EIGHTH YEARBOOK 303 Ete a ee ES ial A ASAS AAA forming examples in four-place United States money. Such examples as this $75.84 were written on the board : —64.97, one at each child’s place. At the signal given by the teacher, the pupils ran to the board and began work. Four out of the five girls and three of the boys were perfect. Principal and teacher expressed gratification for the splendid results. The supervising principal had seen so much of the “cues” and “props” that she questioned whether these children could meet a life situation with the same success, and she said to the winners, “I want you to play a game for me.” The children were asked to erase the work from the board and take the example given. It was very much simpler, but had neither cues nor props. This was the example: “I had 75¢ in my purse when I left home. I bought six car tokens for 40¢. How much money have I now?” The children were very much embarrassed, wrote the numbers, and looked at them. One boy added the numbers. After the class had gone the princi- pal said, “Miss H did not put it over with them.” Miss H said, “I cannot understand why they failed so flatly.” The supervising principal stated that it Was quite apparent to her why they failed, and to the teacher she said, “Let us talk the matter over at noon.” The principal and supervising principal discussed the situation, and it was made clear to the principal that Miss H is a fine trainer, but because the child’s experience is not reckoned with in the teaching, what is taught does not function in his life. Had Miss H approached subtraction on the child’s ground, used his experiences in presenting it, and followed up her work with meaningful problems to second-grade children, she never would have found such a condition. Bare, cold symbols mean absolutely nothing to children, and teaching by using empty form is doomed to fail. The mistake in teaching arithmetic through form is equally true in all other subjects. Miss H interviewed the supervising principal at noon, and was shown that she had eliminated from her teaching the most fundamental basic prin- ciple of learning, the acquisition of new experiences through old ones. By using the children’s number experiences, a teacher can teach functional arithmetic to any normal child. In demonstration lessons that followed, Miss H taught children number rather than lessons. 7. The Teacher Who Teaches a Lesson, Not Children The supervising principal entered a 5A room when children were en- gaged in a discussion of the Congress of the United States. Five pupils were finishing work at the blackboard, and other members of the group were engaged at their desks. The subject-matter was well chosen, the English was clear and correct, mechanics were skillfully used, and page effect pleasing. When time was called, the supervisor questioned the children on the sub- ject of the lesson. Responses revealed that much that they had written was artificial knowledge, about which they were not intelligent. These children 304 DEPARTMENT OF SUPERINTENDENCE live in the District of Columbia. They were glibly discussing the Federal Congress and its function, but were woefully ignorant when asked to tell who makes the laws for the District of Columbia, where the Municipal Building is, and to give some laws of the District that they are bound to obey. The supervising principal then discussed with the children rules in games and play. They were at home. They named rules in baseball, basketball, football, jumping rope, and swinging. They were intelligent concerning the need of rules and gave cooperation, justice, unselfishness, honesty, fair play, and many other reasons why rules for games are necessary. They were equally conversant on the effects of breaking the laws of the game. The supervising principal asked the children to name other places where rules were necessary for the good of all. The school, the church, the home, and civic and fraternal organizations were named. They were asked to be prepared to discuss breaking them in any one of the institutions named. They were told that Miss A, the teacher, would take charge of their as- signment. Conference with Miss A: a. Commendation of painstaking training in the skills, fine social training, the fellowship of teacher and pupils, and the wholesome physical conditions found in the classroom. b. Teaching situation: 1). What is the purpose of teaching the subject of lawmakers? Which is more vital, the lawmakers or the laws made to regulate society? It is clear that all such instruction is to the end that the children become law-abiding citizens. 2). A knowledge of the law is absolutely necessary if obedience is exacted. Respect and obedience of the law of the land have root in the home, and the teacher who knows her work will first make the child keenly alive to his duty in cooperating in the home by obeying and respecting rules. With this beginning, the child is able to reach to higher and higher ideals. This teacher appreciated the criticism, and improvement in teaching tech- nic was noted. 8. The Teacher Who Did Not Know How Much the Children Already Knew The teacher, armed with a poor excuse of a sparrow's nest, stepped be- fore the entire class and asked, “What is this, children?” The children, falling over one another in responding, cried lustily, “That is a sparrow's nest.” The ready and lusty response said much to the supervisor, but nothing to the teacher, judging by her procedure. Teacher: “Where does the sparrow build her nest?” “In bushes, trees, and shrubs,” came as freely from the children. Teacher: “Of what does the sparrow make her nest?” The response showed full knowledge of the situation. The teacher put further questions, as “why the nest is made,” and “when?” Following this, without further organization, the children were told to write what they had learned. Tue EIGHTH YEARBOOK 305 ee ee are had learned nothing and that they could teach 1a er out sparrows nests than she ever knew. The super- vising principal told the boys she believed they knew a great deal about birds’ nests, and she would like them to teach her some of the things they knew. She told them that if, when they returned from the noon recess, they brought in as many kinds of nests as they could find, they might teach the lesson. Boys and girls brought sparrows’, robins’, bluebirds’, wrens’, orioles’, and blackbirds’ nests. The children were quite pleased over the project. They decided the procedure and promptly at one o’clock everyone was in his seat, eagerly anticipating the lesson. A large, stocky country lad stepped to the front and announced the participants and the part each would take. He started off with the oriole’s nest. He demonstrated with nest in hand the structure, material, size, shape, where found, how secured to the support, and number of eggs. He was most interesting, and revealed intelligence which the teacher had never dreamed of. Before, he had only been occupy- ing space in the room. The other boys and girls sprang surprise after sur- prise upon the teacher, who had previously expressed the thought that she had a number of stupid, overgrown country children, who responded in one word to every question. Her eyes were opened. There was so much to say to the teacher to help her teach these children that she was called to the office, and the following outstanding needs were pointed out: a. Better understanding of children and more faith in childhood b. Respect for personality behind the outer self c. Teacher preparation: 1). Subject-matter that is worthwhile, material and devices. 2). Definite purpose in teaching. 3). So interest children that they are anxious to take an active part in their learning. 4). Provide for organization, initiative on child’s part, and selecting and weighing of values. 5). Fix definite results. This teacher attended conferences twice each month, and now shows con- siderable strength. 9. Conference of a Director of Primary Instruction with a Probationary Teacher Who Needed To Improve Her Pupils’ Desk Work In a conference with the principal it was learned that a probationary teacher in the second grade was in need of assistance. Upon entering the room, one could not help but be impressed with the charming personality of the teacher, the ease with which she guided her children, and the wonderful attention given to each individual. The assignment was made to:groups 1 and 3. Then the teacher proceeded with a word development lesson, preparatory for reading with group 2. Her motivation was splendid, she employed all avenues of approach to make word meanings clear. The concepts were fastened with a visual symbol. The 306 DEPARTMENT OF SUPERINTENDENCE children received proper participation in use of the words. Direct applica- tion was made in blackboard units. Flash card drill fastened the new knowledge gained. The children were sent to their seats to match words and phrases with the freehand drawings. While the lesson had been in progress, trouble had been brewing among groups 1 and 3. Here was the nucleus of this teacher's failure. In a private conference with the teacher at noon recess, the director made this remark, “Your word development lesson this morning was very good. The technic employed in teaching the lesson was above criticism. There is no doubt that the children gained the knowledge they, needed. However, since my last visit I have sensed a problem in your room, and I am wondering how conscious you are of it.” The teacher admitted that she felt a falling off in her general results, but could not attribute it to any particular cause. This statement afforded the opportunity for studying the general condi- tions, and caused the teacher to solve her own problem. a. What had been the assignment? It was silent reading directions. The children’s papers were collected, and the results were accounted for. Group 3 had not comprehended the assignment. The children could not attack their work. As a result, they were unable to stick to their job, and there was no achievement. The question was asked, why did group 3 fail to achieve the desired goal? The teacher, in giving the assignment, had not provided for the difference in ability of her first and third groups. b. Why was the achievement in the first group not a true check of the children’s ability? The teacher had read the assignment aloud, defeating her purpose of checking and comprehension. c. In addition to providing for ability grouping, how could we overcome further restlessness on the part of the children in groups 1 and 3? Here the need was felt for additional worthwhile activities. Examination and discussion of samples of seat-work already prepared for use throughout the day caused the teacher to realize that all the assignments were silent reading directions, and all involved the same type of activity— drawing. This undoubtedly would produce lack of interest and fatigue. It seemed necessary to trace causes further toward the original source. The teacher’s planning was discussed, and the plan book showed an in- creasing lack of richness in content material together with a complete dearth in seat-work activities. The. discussion took the trend of how to plan, what type of planning was necessary; and hints were given as to how to make planning an enjoyable task. s Then classroom conditions were analyzed. What kind of environment are our children exposed to here? The classroom library, where is it? Why is there no bulletin board? Are there any evidences of real living here? Are there evidences of activities completed, activities in the making? Is there material exposed that will urge the child to want to be active? When the director left, the teacher unconsciously summed up the con- ference by saying, “You have helped me so much. I understand better now, and when you return you will see improvement, because I am really going Tue EIGHTH YEARBOOK 307 SA A g a to plan more fully, provide for ability groups, and see that my seat-work is varied in interest. 1 will begin a project, supply a library, and make a bulletin board. 1 will work up some fine activities for my free period.” Before leaving the building, the director related the conference to the principal. Both the principal and the director will follow up this observa- tion with other visits to assist this teacher in creating the type of environ- ment that will cause her children to grow throughout the whole day. Note: The director mailed to the teacher a mimeographed sheet of criteria for selecting seat-work, taken from the Bulletin of the Department of Elementary School Principals, Fifth Yearbook, with this note: Dear Miss A: I happened to chance upon this sheet in going through my files today, and thought it might be of some help to you. Yours truly, (Signed) Director of Primary Instruction. 10. Teaching a Sixth-Grade Geography Lesson for the Teacher a. Kind of school: Modern four-teacher graded school of consolidated type. A two-teacher school and two one-teacher schools were closed, their pupils being transported by bus to this new school in a prosperous farming community. b. Teacher: Normal school graduate with additional training received in summer school courses. A practical, thorough, conscientious teacher with twenty years of experience in teaching, untiring in her efforts to help her pupils to reach high standards. Work always planned in a most careful manner. c. Children: 22 pupils in the class, the majority of average ability, and 3 who are taking a second year to complete the work of this grade. d. Learning conditions: Morning period after recess. Satisfactory physi- cal conditions for learning such as light, temperature, seating of pupils, and a well-placed accessible wall-map. The sixth and seventh grades are in one room and are taught by the principal of the school. The pupils were very cooperative, those in the seventh grade busily working at worthwhile assign- ments. Each class has two thirty-minute geography periods per week. e. Class activity: Recitation based upon the textbook material in Mc- Murry and Parkins, Advanced Geography, pp. 56-58. f. Previous work and assignment: The work of the sixth grade includes a detailed study of the United States and its possessions. The class had studied the Appalachian Region, particularly the northeastern states. The main problem had been to find out why so many people live in this section. The problem came as a result of reading this statement, “The northeast- ern states, although so small, contain one-fourth of the population of the United States.” In answering the main problem they had studied the vari- ous industries, particularly manufacturing in New England. Their minor problem at the time was, “How is food supplied for so many people?” During the previous week they had discussed food from the farms. For 308 DEPARTMENT OF SUPERINTENDENCE A A A nn the day's work they were answering the question, “What other sources of food are in this section ?” The blackboard study assignment, completed before class, included the following: Read pages 56-58 in your text to answer the question. Name foods that you find, and opposite each write the section where found. Find pictures of the work of catching fish. Each of the following words tells of some part of the work: trawl, schooner, dories, seine. What dangers do these men face? g. Materials used: By pupils—text pages 56-58. By teacher—physical wall-map of the United States. h. The lesson: The teacher began by trying to have the pupils recall their previous study of farming in New England and the other states of the northeastern sec- tion. The pupils failed completely to respond to the teacher’s questions. They did not remember that in New England only one-third of the land is cultivated because the soil is poor, the land is hilly and rocky, and the cli- mate is severe. More than half of the thirty-minute period was used for this recall, which was made in response to many detailed questions by the teacher. The teacher used the wall-map twice for purposes of location. The pupils were totally unresponsive toward the material. They were com- pletely unfamiliar with the organization and yet had an orderly outline in their note books. The teacher was having practice in the organization of materials, while the pupils were failing to remember or use the facts, because they had no share in the organization. During the entire recall the pupils were attentive to questions that led to no worthwhile results in thinking. Rapid questioning made them mentally alert and attentive, but failed to secure a response. Fewer questions would have given opportunity for thinking and organization. Because the recall had moved so slowly, the teacher contributed most of the new material, vainly attempting to “cover ground.” Occasions where boys and girls could have thought for themselves were not provided, so of course the new material failed:to capture their interest. Not a single ques- tion came from any child. No advance assignment was made, as the teacher had used 45 minutes for the period (15 minutes overtime). The following summary grew on the board as the new material was presented : Food from other sources: 1. Salt 2. Fish Chesapeake Bay center for oysters Gloucester an important fishing center. . How the supervisor helped this teacher: Duca the recitation the pupils had been anxious to respond. This group is always eager to show good work. At the close of the period both pupils and teacher realized that, regardless of careful preparation, the lesson was THe EIGHTH YEARBOOK 309 an absolute failure. Because the teacher sensed her failure so keenly, be- cause of her consistently fine attitude toward suggestions, and in view of the growth she had made in methods of teaching during the past five years, it seemed advisable to postpone the analysis of the work until the next day. The supervisor suggested that she would return at the same period the following morning, and that after she had taught geography in the sixth grade the teacher and supervisor would analyze the work upon the basis of what the pupils did during the two periods. (During this conference they discussed the points which are included as comments throughout this report.) The supervisor wanted to emphasize that geography is a “think- ing subject” rather than a “memory-drill subject.” Instead of memorizing (and forgetting) facts, she wanted to demonstrate the use of facts in think- ing, showing that children need to be trained to find and organize mate- rials relating to a problem. The chief difficulty seemed to be that the children were getting few facts and no power or ability to use facts. They should have used more of the available material. The teacher had improved in her own selection and organization of subject-matter, but she was not guiding boys and girls so they could grow in this respect. Instead of problem work her pupils were doing memory work. It all seemed to be a matter of “industries, products, and then more industries,” instead of building up a vivid picture of life in one corner of this varied country of ours. The supervisor in thinking what she should do the next day decided to encourage the pupils to be more spontaneous in talking and thinking. In order to accomplish this, she planned to stimulate their interest by: Having them use many pictures and maps. Having the slower ones use simple, concrete geographical readings, written in the delightful style of Hillyer’s “A Child’s Geography of the World.” Encouraging pupils to ask questions and organize facts. Having blackboard line-drawings or diagrams made by pupils to explain a point whenever possible. Asking questions which could be answered by the thoughtful use of facts in the text or reference materials, making pupils realize the supervisor is one of their group, learning with them. Using practical, useful information that catches the interest. Having them learn by doing—physical activity rather than passive listening. Previous to the class period, the supervisor placed two exquisitely colored pictures upon the bulletin board, saying that she thought the pupils might be interested in examining them as they would learn something about the size and appearancé of some of the kinds of fish mentioned on the previous day. The supervisor began the discussion with a brief recall of the previous day’s work, which had ended with a topic in their outline suggested by this statement in the text, “Gloucester is the most noted fishing town in Mas- 310 DEPARTMENT OF SUPERINTENDENCE sachusetts.” As an enriched study of each type of fish could not be made, it was decided that it must be limited to one. Since learning takes place to a greater degree when started with present- day interests and experiences, the supervisor began with something that touched the lives of the children. She asked how many had ever seen cod- fish. The slowest child in the group responded with a glow of interest. Her mother had served codfish for dinner the night before. The fish had been packed in Gloucester and shipped all the way to Baltimore. Immedi- ately came the questions, “Why do they pack it in Gloucester rather than Baltimore?” “Why are there more codfish along the coast of New Eng- land?” “Does the cold climate help in preparing the fish?” Thus the chil- dren began solving the problem of why cod fishing is so important at Gloucester. Those early New England settlements were pictured, which clustered near the coast between the great forests, giving lumber for shelter, and the sea, giving fish for food. Mention was made of the fact that food, clothing, and shelter are first needs of any people. The slower thinkers located Bos- ton and Plymouth in their texts and on the wall-map. Next the index was used to locate available material on cod fishing. The supervisor worked for silent, effective reading of the text and reference ma- terials by the children. They found such interesting and challenging facts as, “The fish are most abundant where the cold Labrador current and the warm Gulf Stream meet.” “In Colonial days, fish from the Grand Banks were an important item of trade with the West Indies.” (West Indies located.) Opportunities for questions resulted in “Why are these currents so cold and so warm?” “‘Why are so many fish found where these currents come together?” In locating the Grand Banks, using the key on the physi- cal map in the text, the children discovered the water is shallow here. Then they asked why more fish were found in shallow water than in the deep ocean. When a pupil suggested a statement of no value it was discarded. To answer these questions it was realized that a study would have to be made of the movements of the waters of the ocean; the relation between currents and trade winds, to explain the dangers met; and the relation be- tween plentiful fish supply and shallow water or “banks,” over the “con- tinental shelf.” Sufficient time was taken to make clear that these points would be the assignment for the next period. To secure the interest and help of children of less than average ability, material was used telling how the codfish are caught. One pupil went to the board and drew a diagram of a trawl line, while another child read the description orally from the intermediate text by J. Russell Smith. The pupils of the sixth grade had not used this text in fourth or fifth grades, so they had missed the rich “first treatment” which is such an essential basis for developing the why approach in the grammar grades. The supervisor tried to show that pupils who have missed this background of rich detail must build it up by means of supplementary reading. For the brightest pu- Tue EIGHTH YEARBOOK 311 Ae I O E RRA pils, the supervisor suggested Kipling's “Captains Courageous,” for its vivid description of the work of the men in dories. At the end of the period, material had been organized which explained why the codfish come to the Grand Banks, and how they are caught. The questions not answered, forming the next assignment, were: Why are codfish prepared in Gloucester for market in southern or far-distant ports? How are they prepared? Why are fish more plentiful in waters over the continental shelf? Why is cod fishing dangerous work? *What is the relation between ocean currents and trade winds? *Is the climate favorable for preparing the fish? (*These questions contributed by teacher.) Later in the day, the supervisor met one boy who asked if he might draw a picture of a “full-rigged, two-masted fishing schooner.” She suggested that he would probably enjoy reading Adams' “Cork Ship Models and How to Make Them.” A girl whom the teacher had previously mentioned as a particularly lazy problem child asked if she might show the class illus- trations of cod fishing in a book belonging to her younger sister. For practice in letter writing this class was given an opportunity to write to the Chamber of Commerce, Gloucester, Mass., for a valuable book- let called “Old Cape Ann.” The letters were to be read by the teacher be- fore being mailed. In their notebooks the children copied this list of words which they had used during the discussion and which the supervisor and they agreed should be added to their geography vocabulary: currents refrigeration temperature trawl dory anchor barometer soundings cargo continental shelf fleet cape Gulf Stream cod Labrador Current 11. Helping a Strong Teacher to Grow The ten preceding illustrations of supervisors’ conferences with individ- ual teachers report the handling of a particular problem at a specific time. The following case study of supervision, as well as No. 12 on pages 314-16, shows the continued growth of a teacher under supervisory guidance over a period of several years. According to the rural supervisor who prepared this case study, Teachers naturally group themselves into three big classes, (a) the inexperienced teachers who are inefficient because they do not know how to discipline a class and at the same time present subject-matter in such a way as to bring results; (b) the indifferent teachers who are inefficient because they are not sufficiently interested in the welfare of the boys and girls under their care to exert themselves in their behalf; (c) the earnest teachers who are efficient because of their intense desire to help the boys and girls in their classes not only to grow intellectually but “to live” during their school life. 312 DEPARTMENT OF SUPERINTENDENCE The teachers in this third group are not all strong to the same degree. Under the right type of leadership, these teachers should grow stronger and more efficient not only with each year of service but also with each new experience and responsibility that they meet successfully in the educational world. It is the duty of the supervisor to inspire such teachers, to help them to realize their strength by bringing new educational experiences to them, and by helping them more and more to assume responsibility. Miss C is a teacher who belongs to the third group described above. She is a graduate of ————— Normal School and had had two years of teach- ing experience when, five years ago, she came into this rural supervisor's department as the teacher of Grades 1, 2, and 3 in a two-room school. The first time the rural supervisor visited Miss C, she recognized the fact that she had ability, but realized that she was not sure of herself. She was afraid to try to put into practice any ideas of her own for fear they might prove ineffectual. In order that the supervisor might help her gain con- fidence in herself, she commended her for the good work she had observed, then tried to encourage her to ask questions pertaining to any point of which she was in doubt. At subsequent visits, the rural supervisor always aimed to open her con- ferences with Miss C by asking if there were any problems of teaching she would like to discuss with her. Then, in the analysis of the lessons taught, she tried to help her to see how she was putting into practice certain prin- ciples of teaching that had been discussed at teachers’ meetings, leading her more and more to list the strong and weak points herself in her work; for instance, “The most effective type of drill work is that which provides for participation by every member of the group” was a principle empha- sized in the discussion at meetings. The ways in which Miss C's drill les- son in arithmetic exemplified this principle were listed as strong points, then the way in which these points might be used as stepping stones or as a foun- dation for more efficient drill work was discussed. The weak points in the lesson were also listed in order that consideration might be given as to how they might either be avoided or strengthened. On one occasion, soon after Miss C arrived, a supervisor from one of the other counties in the state came to visit. The local supervisor went with this visitor to Miss C's classroom, arriving during the morning recess, and introduced the visitor merely as “my friend.” Miss C did some splendid work and during the noon hour just before the visitor left, the local super- visor told her that their guest was a supervisor from one of the other coun- ties in the state. She looked terribly frightened and said, “Oh, if I had known that I should have been too frightened to have spoken to my classes.” ‘The supervisor knew this was only too true, and while the visitor was be- ing shown through the building by the principal of the school, she en- deavored to show Miss C how unfair she was to herself, to her pupils, and to the school system of which she was a part—how she could help by for- getting herself and thinking of her pupils and of her work. There is no reason now for withholding the title of any visitor who visits Miss C’s The EIGHTH YEARBOOK 313 E AN A AAA A school, her reaction now being, “I always try to remember that my visitors are much more interested in what my boys and girls can do than they are in 39) me. Miss C has done demonstration work with her pupils as a basis for an afternoon critique period with a group of teachers on two occasions, pre- senting some very fine work both times. In preparation for the first demon- stration work, the supervisor outlined very carefully with her the types of work she felt would be most helpful to the visiting teachers, suggesting ways in which the educational principles she wished to present at the critique period might be exemplified in her work. In preparation for the last demonstration work, the supervisor listed certain principles of teach- ing in certain subjects that she wished to emphasize during the critique period and asked Miss C to tell her how she might present the subjects of study, using these principles as a basis for the method used. This time the outlining was done by Miss C, the supervisor’s part in the work being to fill in gaps in order that they might have as well-rounded a unit of work as possible. The supervisor has frequently loaned Miss C her personal copies of pro- fessional magazines and books on teaching. In some instances, she has marked certain parts of an article and asked her to judge it in terms of actual practice in the classroom; at other times, she has sent a book or article pertaining to a certain point that had come up in their discussion of work observed in the classroom. Miss C has taken quite a prominent part in the discussion at teachers’ meetings. At times her discussion has been impromptu, based upon her ac- tual experiences in the classroom. At other times it has been prepared from an assignment sent on the regular meeting program or in response to a personal request. On one occasion this discussion centered about a report of types of phrase drills which she had found effective. When the rural supervisor was asked three years ago to recommend cer- tain teachers in her department who might be used as critic teachers work- ing in cooperation with the department of education of the local normal school, one whom she mentioned was Miss C. She has been quite success- ful in this work, and has herself grown in efficiency as a teacher because of her association with the director of practice teaching of the local normal school who visits her regularly, giving practical suggestions as to methods of teaching, and also in the analysis of lessons. On certain occasions, the rural supervisor has taught a lesson for Miss C, asking her to observe the work in order that they might discuss it in the light of a certain principle of teaching. Miss C has attended summer school for two consecutive summers, taking courses that would help her not only in her classroom work, but also in her work as critic teacher with the student teachers from the local normal school. She has consented to become a member of a special committee and will 314 DEPARTMENT OF SUPERINTENDENCE act next year as grade chairman in the revision of the local county course of study. In working with this teacher, the rural supervisor feels that she herself has grown because of the help she has gained in the conferences, and be- cause of the practical help the teacher has given her in working out certain policies with her pupils that the supervisor wished to present to a group of teachers. 12. The Case of a Teacher Who Returned to the Profession after 20 Y ears History: Born in the South, 1880; attended private school for 6 years; attended a private academy, Virginia, 2 years; attended ————— Nor- mal College and graduated in 1899; taught a short time; married; re- turned to the teaching profession after an absence of 20 years; holds ele- mentary second-grade certificate issued in 1928, which expires in 1930. Mrs. M is cultured, but had little experience with public school teaching until 1928; she has a daughter who is a high-school senior, and two other children in the elementary school. Story of the Case: In the county from which this report came, it is customary to hold a series of meetings previous to the opening of school in September. On the first day, as the rural supervisor entered the high-school building where these meetings are held, she met one of her new teachers who ad- vanced and greeted her by announcing her name, Mrs. M, with charming Virginia accent. As the meeting advanced, Mrs. M sat listening intently, but uttered not a word. Later, however, at a short intermission, she stepped up to the supervisor and said: Oh, everything sounds so different. It is 20 years since I left the classroom. Why, Miss L, I don’t think I can ever come back. I don’t even understand some of the terms you and your teachers use. I never heard of teaching silent reading. I have never seen a standard test. And what is this they call a class median? What did one teacher mean by motivating work? ‘The supervisor explained one or two of the terms briefly, then told her that there were several other teachers in the group who were also unfa- miliar with some of these things and that from time to time they would all get together to clear up certain difficulties and to arrive at a common vo- cabulary. When the group reassembled, her face wore a more hopeful ex- pression. ¿ Two days after school opened the supervisor visited Mrs. M. She had been assigned to a third-grade class in one of the large graded schools. Within Mrs. M's open door confusion reigned. The eight-year-old young- sters were taking the upper hand. Fortunately, only a day and a half had passed. Mrs. M in her gentle tone of refinement appealed to the supervisor to tell her what to do with “these rude children who would not behave.” For a moment the supervisor was nonplussed at her helplessness, so she asked the teacher if she might have her class for the first lesson on her THe EIGHTH YEARBOOK SIS schedule. This particular supervisor had not been supervisor of these pri- mary pupils the year before, and she felt that she needed to become acquainted. She also wanted time to think and time to study this class of “rude children who would not behave.” The language lesson which followed was an oral one and the class re- sponded well. By the close of the period, the children had shown the super- visor that they were just normal third-grade pupils. ‘They were ready for work and really worked hard. After assigning one-half of the group lan- guage seat-work for their study period, the supervisor passed to the other section for an oral reading lesson. She felt that there was no need to pre- sent a silent reading procedure just yet. Mrs. M was not ready for it. The supervisor continued to work until recess. As she was leaving the room after appointing an hour for a conference, Mrs. M said, “Besides these written notes I have just taken, I have two others—be natural and expect much.” She then added that she was surprised how much her class was able to contribute in the directed oral language work. Three days later the supervisor returned. She was afraid to stay away longer. Better habits were now in the making. When asked to take the class, she found opportunity to tell the children that they were working rather well together and that Mrs. M would soon expect them to do big things. One little boy said, “We like to work hard.” The atmosphere of the room told the supervisor that pupils were assuming greater responsi- bility and that Mrs. M's natural courtesy and refinement were being re- flected in some members of her class. This time the supervisor did not stay long, just long enough to give a “teaching lesson” in spelling. She left and remained away for ten days. When the supervisor came again, Mrs. M was cheerful and her class was busy, although the opening bell had not rung. “This was her greet- ing: I have read every word of that little white silent reading pamphlet that you sent me last week, and I hope you will have time to take one section of my class for a silent reading lesson while I take notes on what you do. Will you please take that e part about the three procedures? The “A” section and the supervisor went to work and when they had finished, a boy raised his hand for Mrs. M and the supervisor overheard his quiet question, “Mrs. M, won't you give us some reading just like that tomorrow?” The supervisor was ready to leave for another room, but as she crossed the room toward the door, the “B” section sat up straight and made a show of their open readers and one little voice piped, “It's our “turn now.” The supervisor stayed twenty minutes longer with the “B” sec- tion. They, too, were eager to “have it again tomorrow.” Just a week later standard testing work began. The supervisor next met Mrs. M at a scoring meeting. After she had quietly scored and ex- changed her papers for checking, she came to the supervisor for help in charting results for her class. Many of the other teachers had started 316 DEPARTMENT OF SUPERINTENDENCE on their class graphs, having had experience the year before. With some help, Mrs. M soon had her chart finished, and as the teachers were com- paring graphs, Mrs. M said, “Why look, my pupils are nearly up to the standard median in paragraph meaning.” The supervisor thought of Mrs. M’s question at the general meeting in September, “What is this you call a ‘standard median.’ ” At the next primary teachers’ meeting, types of remedial work in read- ing were planned, and Mrs. M was no longer a silent member. She could take her part. She was handling some silent reading procedures and was happy to make contributions and to ask questions. Later on she diagnosed her pupils’ errors in problem solving in arithmetic and formulated some definite plans to overcome type errors. She has been called upon to report on these at teachers’ meetings. The special teacher of music reported during the sixth school month that Mrs. M’s pupils showed greater growth than any parallel grade in the county. This did not mean that they stood first, but that they had shown more improvement. They had learned from the special teacher how to take elementary tonal dictation and were able to sing from fifteen to eighteen songs. This implied that Mrs. M had followed up the special teacher’s lessons with care. Mrs. M's report of her last mothers’ meeting includes work taught and a comment upon the reactions of the mothers after the meeting. Recently, Mrs. M had occasion to write the supervisor about her school roll book. She included this message of appreciation: “You have helped me over numerous rough places this year, and this is why I turn to you A: l now. The supervisor, in commenting on Mrs. M’s professional development, said : This case is showing me that it is worthwhile to diagnose an individual teacher’s difficulties and to make definite plans for improving her professionally. It benefits not only that teacher and the supervisor, but in a measure carries over to the dozens of other teachers with whom the supervisor comes in contact. B. Jurfior High Schools The following examples of conferences with individual teachers were furnished by principals, heads of departments, and supervisors of junior high schools. They are presented almost verbatim. The reader will ob- serve that certain topics discussed are of far greater importance than others; and that the ability of the supervisors to handle the problems presented varied widely. 1. An Indifferent Class of Boys Miss B had 'been appointed to teach English in the junior high school the year after her graduation from college. She had had no training except a nominal teachers’ course in college with its ten hours of practice teaching. During the first two years as a teacher, she was fortunate in Tue EIGHTH YEARBOOK 317 having only academic classes assigned to her. Among her classes at the beginning of her third year was a group of boys taking the technical course. All of these boys who were not utterly indifferent to what went on in the English class were actively opposed to it as an effeminate and sick- ening waste of a man’s time. To the supervisor it was evident that the class had impressed its valuation of the course upon the teacher. She had lost faith in the possibility of ever making it mean anything to them. This conclusion was not only the result of her own discouraging experience with these pupils; other teachers had told her that most of them were “tough” and “hard-boiled,” and the rest lazy and stupid, and she needn’t hope to get any work out of them. The boys had reached the stage of resignation to boredom, and the teacher of resignation to being balked. Much of this came out in the first conference with the teacher. Miss B ended her tale of woe with the statement, “In short, these chaps sim- ply haven't any use for anything that goes on here.” “Well,” said the supervisor, “let’s look at the course of study and see what there is in it that could be of use to these boys if we could win them to accept it. Let us sum up all the desirable things they are doing in school and out, and see what there is in the English course that might help them to do those things better.” ` The teacher and supervisor found that they had a working knowledge of what these boys did in school, but of what they were doing outside noth- ing was known. ‘The teacher commissioned herself to discover all she could about the interests and ambitions and hobbies and jobs and sports and reading of these boys. She brought her findings to the next conference. With the supervisor, she analyzed her resources for activities and materials that should enable the boys to go on doing the same things with a finer spirit or a deeper understanding or a better skill. Just how the teacher would relate each unit of English work with the boys’ other activities so that one would serve the other was worked out by the teacher with the help of the supervisor. At this point, the need for understanding individ- ual differences in achievement became apparent. It was necessary to dis- "cover what part of the work planned for him each boy had already accom- plished, and whether he possessed the requisite foundation for achieving what remained to be done. The supervisor and the teacher together made out an inventory test which was intended to reveal to the boys them- selves what they had still to accomplish. The supervisor explained the value of letting each boy keep a record of his own progress from this point forward. The conference ended with the teacher's faith in her ability to interest the boys fully restored. 2. Composition Revision Miss A brought a feeble lesson on composition revision to a tottering end, and followed her ninth-grade pupils into the corridor. After an inter- val presumably divided between hall duty and collecting her embarrassed wits, she returned to the classroom and the waiting supervisor. 318 DEPARTMENT OF SUPERINTENDENCE “Well, Miss , that was rotten, wasn't it?” The supervisor laughed and replied, “I’m glad you didn't leave that for me to say. What makes you call it rotten?” The teacher gave her lesson a more merciless review than the supervisor would have had the heart to give it. The supervisor noted each point on which the teacher arraigned her own performance: 1). The lesson was not adequately prepared. 2). To the pupils it was purposeless and uninteresting. 3). I did most of the talking and practically all of the work myself. 4). My questions weren’t good and I suppose I kept repeating the children’s answers. I’ve got that habit. 5). I didn’t leave myself time for the assignment, and the children were so bored by that time I didn’t think they knew what I was talking about anyway. When the teacher had finished her catalog of errors, the supervisor sug- gested that they take them up one by one and discuss the opposite of each of them. 1). Just what is adequate preparation for a lesson on theme revision? Suppose we each had to give one tomorrow, how should we prepare for it? 2). Under what conditions will theme revision have a purpose, evident and acceptable to these pupils? 3). How can the responsibility for such work be thrown upon the pupils? What percent of them might we expect to participate in the oral discussion? 4). What types of questions are good? How can a teacher acquire skill in asking such questions? How can a teacher learn to let a pupil’s answer alone? 5). If we were giving a similar lesson tomorrow, when and how should we make the assignment ? When a satisfactory answer to each of these questions had been derived, the supervisor said she hoped she would be invited soon to see another lesson on theme revision. In the meantime, she suggested that if the teacher wanted to hear someone who had reduced questioning to a fine art, she might slip into Miss J’s room when she had a frée period. (The super- visor happened to know that Miss A would be welcome there and that she would not be discouraged by the skill of a teacher much older than herself. ) 3. Adapting a General Language Course to a Class of Superior Students The head of the language department, after visiting a class, placed the following report in the hands of the teacher, pending a conference with her. Supervisor’s Report (Head of Department) Teacher: Mrs. B Date: October 17, 1929 Group 8B Entered: 12:30 las UANG Type of Lesson: General Language. Developmental type showing growth of writ- ten communication. Interest of pupils much better than on previous visits. Activity of Pupils: Class atmosphere much more wholesome than on any previous visit. I believe this is due to better planning of work and more prepara» THE EIGHTH YEARBOOK 319 SE gS aah ell ih i a calla Na d d o tion. Pupil effort much more intense. I still wonder if the work is mak- ing sufficient demands on these pupils. Teacher's Part in Lesson: It always seems to me that this type of lesson should in- volve more demands on pupils. I would substitute preparation, reading, and research in place of volunteer suggestions. Teacher is getting more and better material to aid in instruction than on previous visits. Is conference suggested to teacher: Yes—October 17, 1929. Signed: R. A. W.—Head of Department. In this case, the teacher had a definite problem. She had recently taken over several classes in general language in which the intelligence level of pupils involved was much higher than of those with whom she had been dealing. Her problem was to make adjustments in the type of work offered in order to provide material for these rapidly moving groups. The following is a stenographic report (in part) of the conference be- tween teacher and department head. Department Head: I liked your lesson, Mrs. B. What did you think of it? Mrs. B.: I think my problem is still one of providing proper material for these groups of high intelligence in this general language course. No matter what the type of lesson, these children, with their experience and their reading range, are fairly familiar with the material in the course before they come to class. D. H.: I thought your material was much more on their level than the last time I visited you. That was evident from the response. These children coming from the demonstration elementary schools are likely to come to us with a great deal of information which we are apt to list as newly acquired learning. My problem in the department is to make sure that each group will have its chance to grow in our school. They have had a wider experi- ence than children in some other sections of the city, and higher intelligence, and our job is to make sure that our offerings challenge their resources. The last lesson gave evidence that you are meeting that demand. Mrs. B.: The interest in the group has improved enough so that I think we are on the right course. D. H.: What change have you made in the planning of your work which has pro- duced the change in the attitude of the class toward the work? I'd be interested in knowing more of what you have done. Mrs. B.: I’ve followed out the plan we discussed last time of making additional requirements of the class. D. H.: Specifically ? Mrs. B.: One thing was the adoption of the General Language notebook supple- menting the text. Each pupil has chosen a portion of the text and is to be co-author with the writer of the text in collecting material. D. H.: I realize the difficulty of arousing interest through making demands. One person will make demands, and the pupils rebel; another demands, and insures renewed interest. Mrs. B.: Of course. The notebook alone did not do it. I don’t know that I am responsible, but competition has entered into the idea. The best ma- terial has been displayed and graded. I make use of the bulletin board more—Miss L, supervisor of foreign languages, made this suggéstion. Anyway, we have higher standards and more intense work. A higher grade of work also. D. H.: What do you consider your major problem now? Mrs. B.: I still have a low percentage of interest (70%) according to the cheek. 320 DEPARTMENT OF SUPERINTENDENCE AI O A AAA AAA AAA AA This is true during the teacher control part of the lesson. This seems to me the real problem. What do you think? D. H.: I think your idea of raising standards is the solution of the problem. Everyone likes to do a job well. I guess we all take a pride in this. Any demand applied intelligently and within reason will act as a challenge. I observe already that they appear to be giving more time to their prepara- tion, and this is reflected in the interest in the recitation. Mrs. B.: I think I am shifting responsibility from myself to the children. D. H.: Good. Are you encountering special problems here? Mrs. B.: The subject is so new that there is a scarcity of material. I notice this especially if the children try to collect material. I am amazed, however, at the reading in the library that they are doing on “Writing.” D. H.: I believe that you are pursuing the right plan. As I suggested on the observation sheet, I would carry still further the plan of substituting read- ing, preparation, and research on the part of the pupils, in place of the type of lesson in which the developmental plan is used entirely. ‘Two months ago I thought I observed that the lessons were not a challenge to the mental capacity of the pupils. I note an added richness in your recitation now. The material which they have contributed, as displayed on the walls, is another evidence. I liked those books on general language which you sent in to the exhibit. While I have not had a chance to see a great deal of material of this nature, it seems superior to me. Mr. S., director of language education, is taking them to the Kansas City convention. When you get more of them, let’s send some to Miss L. Mrs. B.:I feel better about it, awayway. I was sort of depressed last year; I felt that things were not going just right. ; 4. Stenographic Report of a Conference between Teacher and Depart- ment Head on a Lesson in Junior High-School Mathematics This is a lesson showing the development of the formula C = a D. The teacher used the inductive method of developing the formula. Pupils meas- ured the diameter and circumference of several objects. These measure- ments were recorded as follows on the blackboard, to be used later in show- ing the relationship (m) between the diameter and circumference. Object measured Diameter Circumference ‘Top of basket.... : . A ! ; : 39 Bottom of basket 31 Bottle? 25%.) R ‘ 6 7/8 Telephone dial... : 3 17/2 11 The teacher was very much concerned about the fact that she did not get enough independent thinking on the part of the pupils. The conference between the department head and the teacher ran as follows: Department Head: Miss X, I observed many points worthy of commendation in your lesson. The organization of the class was fine. The attendance was taken immediately by one of the pupils, and everyone was in readiness to start promptly. Your lesson gave evidence of a well-thought-out plan. It seemed to me, Miss X, that the inductive method of procedure was most THe EIGHTH YEARBOOK 321 Miss X: Da He: Miss X: DIHS Miss X: DAE Miss X: D H: Miss X: fitting for that type of lesson. It was a good illustration of teaching mathematics for understanding rather than for manipulation. At the meeting of the National Council of Teachers of Mathematics held at Cleveland last February, this point was most strongly emphasized. In many of the best books and magazine articles, such leading authorities as Smith, Reeve, and Barber stress the importance of understanding rather than mere mechanical procedure. Since one of the aims of this lesson was to stimulate thinking on the part of alarger number of pupils, why didn't we get more thinking? I thought that you did get a response in thinking from a fairly large per- centage of the class. It was a good group, and I think I should have had a response from a larger number of the class. It is a generally accepted fact that we are not getting as much work from ` the bright pupils as we should get from them. Neither are we getting think- ing from these pupils in accordance with their ability. Why don't we get a larger amount of original thinking on the part of the pupils in these particular groups? Why should we have to help them with so many problems? In my experience, I have noticed that when pupils work problems of a specific type, that I have taught them, there is no difficulty. But when there is a slight deviation from this particular type, they are completely helpless. Is the fault on the part of the teacher or the pupil? That is the reason I invited you to come in to see this lesson. I had hoped you might offer some suggestion. I think it is our failure rather than the pupils’ failure. How to improve the situation is our challenge. When the junior high schools were first organized and boys and girls were grouped homogeneously, the fast group did not do nearly as well as the average class. The reason for this, it seems to me, is that these boys and girls never had to think but could get their lessons by merely listening to the teacher explain it two or three times to the duller pupils in the class. When these pupils were grouped by themselves, they did not know how to work. They had got- ten their work with a minimum amount of effort on their part in the past. It was thought that the homogeneous grouping would solve the prob- lem, but the problem is still with us, and it is our job to find a solu- tion, namely, to get these brighter pupils to think more and do more work than they have been doing. Miss X, we still have the problem of getting more thinking on the part of all of the boys, and girls in our classes. I am not able to offer a solu- tion to this problem. I might make two suggestions: First, could we get more thinking on the part of the class if we allowed more time to elapse from the time we asked the question until we called on a pupil for an answer? Second, could we have several pupils put their methods of working the problem on the board, let the class discuss these methods, and with your guidance, arrive at the proper method? Well, I agree with the first, and I have tried the second method. The second suggestion helped some, but it didn’t take care of all of the dif- ficulties, and it left a considerable number still who are not able to think for themselves. Miss X, this problem is not peculiar to your situation. It is quite general throughout the department. I have talked with other teachers who have the better groups and they have the same problems. 322 DEPARTMENT OF SUPERINTENDENCE D. H.: Would you care to visit someone else? You might get some help in seeing how Miss B does it. Miss X: I would be glad to visit someone, providing she did not object. D. H.: Miss X, I wonder if it would be time well spent for us to devote our next teachers’ meeting to the problem, “How Can We Get More Inde- pendent Thinking on the Part of the Pupil?” Miss X: Perhaps talking about it might help, too. D. H.: Miss X, indeed I was very much pleased to be invited to visit your class rather than to come on my own initiative. You show a real desire to improve. I think you gave evidence of skill in stimulating interest by means of the objects you gave the pupils for measurements, such as the waste paper basket, bottle, and dial of the telephone. The boys and girls took an interest in measuring these things and recording their results on the bulletin board. I thought the development of the formula C=,D was proceeding ‘splen- didly until you introduced a new element, the radius. You brought in the radius, had the pupils measure the radius of several objects, and had them see the relationship of the radius to the diameter, then you dropped it, and returned to your original problem of showing the relationship of the diameter to the circumference. Because you introduced the radius, it interrupted the line of thought on the part of the pupils to a certain degree and caused you, as it appeared to me, to hurry the lesson a little. Miss X: I think perhaps the radius should have been left out and taken up at another lesson. I have another eighth-grade class in which this lesson could be taught, and I will omit the radius. D. H.: When does this class meet? Miss X: It meets the fourth hour tomorrow. D. H.: I happen to have a class at that hour. Miss X: I can teach it during the fifth hour the next day. D. H.: I have that hour vacant and will be very glad to come in and see this lesson. I appreciate the invitation and will come. The department head did visit this class with the radius omitted and the lesson was better. 5. Outline of Principal's Conference with an Inexperienced Teacher In this school, it is understood by teachers that they are expected to come into the office for a conference following the principal’s visit to a class. The following is an outline of a conference with an inexperienced teacher. Description of the lesson: An eighth-grade class in arithmetic; subject of the lesson—profit and loss; number in class—thirty-five. Outstanding features of the recitation: Problems were unrelated to the pupils’ experience; class was restless and inattentive; teacher ignored in- attention and talked above the hum of disorder to those who would listen. Point of conference—to show the teacher how to organize subject ma- terial so as to control classroom activity and insure learning on the part of the pupils. Questions raised: a. Have you had any recent transactions that involve profit or loss? And then I told her about my peach farm. Do you suppose children have experiences THE EIGHTH YEARBOOK : 323 A AAA A AA E S A AS e NE that involve profit or loss? (Selling papers, buying and selling second-hand books, etc., suggested themselves.) b. Planning the next day's work: How can we plan the lesson so that all chil- dren will be busy and interested ? 1). ae 3) 4). 5). Have pupils write out their own problems. Discuss with them the arithmetical principles involved. Allow time for solving problems—teacher supervises work, answers questions, and gives assistance. Plan rapid drill work for class. Make time schedule for day’s work. The principal arranged to visit the same class every day for a week, and to have daily conferences with the teacher. 6. Kinds of General Problems Discussed with Individual Teachers W hose Work the Principal Observed a. Matters pertaining to the teacher himself: 1). ap 3) 4). 5). Appearance, posture, and voice of the teacher Attitude of the teacher, as languor, irritability, over-stimulation Preparedness in content, method, teaching materials Social and working relations with pupils Aids for the teacher, as books, periodicals, visitation b. Matters pertaining to the pupil: iy: 2). a) 4). Treatment of pupils as persons, individually rather than collectively Instruction in how to study Enlisting cooperation Developing interest in immediate and future school work c. Matters pertaining to the lesson: 1). ay aN 4). lh 6). PY Selection and planning Attention, getting and keeping Questions—type, formulation, repetition, distribution Ingenuity in utilization of incidents and materials Movement or tempo, as tedious, hilarious, animated Assignments—length and differentiation Tests d. Matters of classroom management: 1). 2), a 4). 5), The Seating Opening and closing the class period Distribution and collection of supplies and work, with respect to economy of time and pupil responsibility Form in which blackboard work appears Room hygiene and neatness. C. Senior High Schools following examples of conferences with individual teachers were furnished by senior high-school principals, heads of departments, and super- visors. They are presented almost verbatim. The reader will observe that certain topics discussed are of far greater importance than others; and that the ability of the supervisors to handle the problems presented varied widely. 324 DEPARTMENT OF SUPERINTENDENCE —— 1. The Inexperienced Teacher Who Insists on Following the Lecture Method According to one department head, the most interesting and difficult in- dividual case with which he has dealt during the past year has been that of a young teacher, just out of college, who insisted upon following the lecture method in teaching arithmetic. As a corrective of this fault, the department head has given typical les- sons himself, has had this teacher visit other teachers who are masters in quizzing and in developing initiative on the part of pupils, and has dis- cussed, with reference to his particular subject, the general theory of teach- ing. The attitude and desire to learn on the part of this teacher have been admirable, but the improvement has been only moderate. His industry, pleasing personality, and strong desire to cooperate enabled him to obtain satisfactory results. But the supervisor frankly admits that he has not ob- tained complete success in overcoming an ingrained desire on the part of this teacher to impart wisdom didactically. 2. Improving the Teaching of American History in the Senior High School The following case study of supervision in the senior high school was re- ported by a state supervisor of high schools. The Constitution of the United States was the general topic being studied by a fourth-year class. The lesson of the day centered upon the specific sub- ject of the executive department. Questions were put to the class by the teacher. The class discussion cen- tered about the qualifications, powers, and duties of the chief excutive as they are outlined in the Constitution. From the nature of the questions and responses of the pupils, it was evident that the subject was being viewed in terms of imparting information which may or may not result in the forma- tion of desirable attitudes and modes of behavior. Erudition rather than interpretative value was the basis upon which subject-matter was being chosen. No analysis of facts was attempted, nor were individual facts treated in their relationship to other facts or larger issues or problems. Ap- parently the class was not getting a thorough understanding of the place now occupied by our chief executive in governmental affairs, nor a clear conception of how the presidency has come to be what it is. When the lesson was completed and the class had been dismissed, the instructor approached the observer with the following comment: I am wondering how other teachers handle this topic. Whenever we reach it in our course, I am rather much concerned about how to treat it in a challenging way. You probably noticed that the class is a good one and that it makes excel- lent preparation, yet, as we move along in our study, I have a feeling that the educational outcomes might be more valuable if we attacked the topic in a differ- ent way. I have tried several ways, but I always come back to the analysis of the Constitution, clause by clause, as the most generally satisfactory treatment. Tue EIGHTH YEARBOOK 325 A IA ee O With this preliminary statement, the ensuing discussion naturally shaped itself about such points as the following: a. Very few things have been definitely established through scientific in- vestigations relative to most valuable content and best methods in teaching the social studies. Critical and analytical thinking, the aims and purposes of secondary education, the psychology of secondary school subjects, the laws of learning, and the practice of successful teachers in organizing and teach- ing their subjects, provide the basis upon which we should proceed. b. Distinctions between lesson performance and learning, and between subject-matter useful per se and subject-matter valuable in developing atti- tudes of understanding and appreciation. c. Advisability of centering the discussion and study about a limited number of the more important aspects of the place given to and now occu- pied by the chief executive. As examples, the following proposals were made by the instructor and the supervisor: 1). Probably some advantages in studying the powers and duties of chief executive for the purpose of setting over against them the qualifications and qualities a person should have to effectively perform the duties evolving upon him as president. What have been the previous careers, training, and educa- tion of men who have become presidents? 2). Conditions in Articles of Confederation which led to the insistence upon establishing the presidency with powers actually granted. 3). How the position of chief executive has been affected by (a) formal amend- ment to Constitution; (b) statutory elaboration through laws of Congress; (c) judicial interpretation; (d) custom and usage. 4). The presidents having added prestige to presidency. (The class suggest a few for study; but include Jackson, Cleveland, Roosevelt, and Wilson.) 5). Notable conflicts between chief executive and legislative and judicial de- partments. 6). The present situation of the president with reference to congressional leg- islation. 7). Comparison of powers of chief executive of the United States with the executive departments in some European country, say, England. d. The advantages of following a laboratory procedure with classes working on such important aspects of the topic as noted above. Pupils, with the aid of guide sheets, to gather information, answer questions, and solve problems, with the teacher stimulating and directing their effort. Several periods of such study and reference work to be followed by class discussion of the theme, concept, issue, or problem involved. e. Questions primarily originating with the instructor : 1). What supplementary and reference material will prove most valuable in giving the Constitution a humanized and vitalized treatment, or, as the instructor put it, “an historical or evolutionary treatment”? 2). Around what concepts, principles, or issues might we center our study of the legislative department? 3). What factual and illustrative material or problems might be employed 326 DEPARTMENT OF SUPERINTENDENCE A A A A eo to best advantage in developing full comprehension and appreciation of the place now occupied in our government by the legislative department? 4). What are some good ways of introducing the central theme or concept to the class? 5). What teachers of the social studies in nearby schools have successfully sub- stituted directed learning periods for some of the daily “lessons”? (One, in a neighboring city, was obtaining excellent results under the unitary plan of or- ganizing and teaching her American history courses.) 3. The Experienced Teacher Who Cannot Organize His Work An experienced teacher seemed not to be making much progress in his classroom, due to his inability to organize his work. In an after-school con- ference, the supervisor succeeded in getting him to admit frankly that con- ditions were somewhat chaotic in the class that he had visited. Supervising officials seem always to visit the wrong class, from the teacher's point of view. They should always have come the period before or the period after such visits. The teacher's attitude at first was that inasmuch as he is a specialist in his subject and has been teaching it for a number of years, the criticism might be a little unjust. It was agreed, however, that even genius might be improved, and it was further agreed that for the purpose of an experiment a written plan of each lesson might be kept available on the desk to include: a. The objective of the lesson. c. The general procedure. b. A topical outline of content. d. The assignment. The acceptance of this suggestion led to the organization in advance of the subject-matter for the recitation. The supervisor was satisfied that much of the poor teaching on the part of this experienced, self-satisfied teacher was due to a lack of systematic preparation for each lesson. 4. Conference of a Head of Department of Physical Training with a Complaining Teacher A conference with Mr. A was held following several visits. His attitude was generally one of complaint because of lack of better conditions. This atti- tude had much influence upon his work. Previous to the conference he was supplied with the following outline of topics which would be discussed : a. Class organization and instruction: 1). Use section register to locate every boy in physical education—swimming, drill, athletics, and as to grade of work. 2). Procedure to eliminate wasted effort and time: a). Be in dressing room to meet classes as they enter. b). Attempt to reduce time of preparation of students for work to a mini- mum. c). Use student leaders efficiently. d). Close class promptly at bell to permit of orderly procedure and care for equipment. THE EIGHTH YEARBOOK 327. A 3). Class preparation by teacher: a). Minimum essentials of course of study to be carefully outlined for the semester to suit your conditions. b). Weekly program to be planned thoroughly, a copy of which must be in the physical director's ofice Monday morning. c). Squad leaders’ training must be definitely planned. (Absolutely essential to conduct large classes and meet the needs of individuals as well as possible) d). Provide that material to be used by class is on hand, courts marked and squad records available. 4). Training of leaders: a). Meet classes every Monday morning at 8:10 a. m. b). Use boys as leaders who can make this class. . c). Instruct leaders in: Methods of squad management; understandings and abilities involved in the games, stunts, and athletics; and attitude of responsibility. General matters: Ratings to be more than mere credit for attendance. Keep physical director’s office free from loafing boys. Office and department rooms to be kept clean and orderly. Bulletin boards, score cards, charts, records, to be efficiently used. Fees, ordering of equipment, to be systematic. Study in detail the course of study. The conference resulted in the teacher’s acceptance of suggestions the supervisor made and in addition he made observations of a helpful nature. There seems to be an effort on his part to develop a better attitude toward his work. 5. Mathematics Teacher Who Had a Wrong Viewpoint A mathematics teacher, although well prepared as far as knowledge of the subject is concerned, is unpopular with pupils, and requests are con- tinually being made by them for transfer to some other teacher. The teacher is comparatively young, has a fairly good personality, and is well physically. Although married, she has no children, and has no more than the average family cares outside of school hours. Supervision shows adequate preparation, good lesson plan, ability to dis- cipline, and some initiative and resourcefulness. On the other hand, supervision shows that the teacher’s manner is abrupt; she is somewhat sarcastic; she is impatient of mistakes; and she discourages initiative on the part of the pupils. A study of her record of passing and failing pupils shows that in one semester, as to number of failures, she ranked fifth in a group of eight teachers of the subject; and that the next semester she ranked sixth in a group of eight teachers of the same subject. A conference disclosed that: a. The teacher felt it necessary to be unduly strict in her manner in order to maintain the respect of her pupils. b. She felt that good discipline depended upon a more or less arbitrary manner. 328 DEPARTMENT OF SUPERINTENDENCE c. Her abruptness and sarcasm had come down with her from her own high- school days. d. She feared the pupils would look upon her as being too easy, and as a consequence she had gone to the other extreme. A discussion with the above points in mind and a pointing out of the teacher's faults resulted in a revised viewpoint, which was effective in improving the teacher's service in enabling her to correct the most marked of her faults. The change placed her in a much better light in the opin- ion of the pupils without lessening any of the effectiveness of her work. II. Group Teacher Meetings The following are examples of meetings of a supervisor with a group of teachers of a given subject, grade, or special type of school. The reports of these group conferences are taken from the records of the supervisory officers in different cities. They are presented almost verbatim. The reader will observe that certain topics discussed are of far greater importance than others; and that the ability of the supervisors to handle the problems pre- sented varied widely. A. Elementary Schools 1. Meeting With Teachers New to a Grade The custom followed by one assistant superintendent in charge of super- vision in elementary schools is to hold meetings with the teachers new to each grade. Commenting on the meeting for teachers new to the first grade and held previous to the opening of the fall term, she said: This meeting is held for the purpose of acquainting the teachers new to the first grade with the beginning work in order that there be as little waste as possible of time, energy, and materials. This type of meeting is especially neces- sary for teachers with no experience. They are unfamiliar with many of the simplest points to be considered in getting a right start. Many definite and tangible suggestions and directions are given at this first meeting. The following outline indicates the points discussed prior to the open- ing of school with teachers new to the first grade. A. General objectives: 1. To make the classroom a place of joy and happiness for children 2. To develop the whole child: a. Physically c. Intellectually b. Emotionally d. Spiritually To know the status of the class To develop the group to the maximum of its ability . To study needs of group, and make every effort to meet these needs To attack individual problems, Ua Se nN THe EIGHTH YEARBOOK Go iS) No) = Specific objectives: 1. Creating happiness: This is not to be confused with unlicensed freedom, which not only does not give the children any real joy, but allows bad habits to develop which result in immeasurable harm. To make and keep children happy is effected through the creation of an atmosphere of naturalness, in which they may grow and develop through natural childhood interests and activities. 2. Developing group consciousness: It requires alertness on the part of the teacher to lead the children from the individualistic stage to that of group consciousness—a desire and an ability to work with a group. . Following directions . Developing independence . Steady and consistent grouping Preparing materials: a. Knowledge and care of materials—Crayon, paper, scissors, clay, maga- zines, newspapers, wood, paints, toys, blocks 7. Providing activities through which children may initiate projects: a. Summer experiences augmented by use of pictures b. Games c. Home interests d. Community interests e. Stories—reference to Catalogue, American Library Association f. Poems—reference to American Library Association Poems for Children’s Hour 8. Preparing definitely for reading: a. Prerequisites to reading—See list given in the Twenty-Fourth Yearbook of the National Society for the Study of Education, Chapter III, page 27. Dun wv C. Special notice—Routine to be met: . Record of each entrant Family record for permanent record . Full list of all enrolled at end of day . Record of seating arrangement Knowledge of individual building routine PUNE 2. The Kindergarten Work Period Discussed by the Director with Her Teachers The following outline was prepared to guide observation and to form the basis for discussion in the conference groups: Was there any particular motivation for the work period, either for individual children or for the group? What was the source of this motivation? Was the stimulus a common experience of the group; if SO, what different lines of response did you observe? What materials were used? Were the activities during the period on different levels of development? Approximately what proportion of the children were simply manipulating ma- terials? What proportion were experimenting? What proportion were creatively expressing an idea? 330 DEPARTMENT OF SUPERINTENDENCE Was this idea suggested by self, by another child, by the materials, or by the teacher? Were any of the children idle? Was this idleness legitimate at this time of year, or was it the result of over- sight on the part of the kindergartner? Were there any particular problems during the work period; if so, how were these met by the kindergartner ? Were the materials accessible? Were they well placed ? How were the children helped in getting out and putting away the materials? Criticize the conference period. Along what particular lines did it suggest possible growth? 3. Classroom Management Discussed by Art Teachers a. Management—what is included in it? The teacher may have desirable personality, skill in presenting subject-matter, and may be housed in a beautiful building, but she may not be 100 percent effi- ` cient, because of her poor management. If scientific management has increased the efficiency of workers in other fields through the elimination of waste energy, why should not the teacher have a knowledge of this and conduct her work accordingly ? Factors in schoolroom that may be reduced to routine—not tasks that call for initiative: | Passing of classes to room Discipline Passing of classes to board Housekeeping. Distributing of supplies Group control depends upon: (1) Physical conditions of room; (2) arrangement of pupil positions; (3) whether teacher knows his subject, and has a definite message for the class; and (4) method of questioning good. b. Personality of teacher affecting management: 1). Personal characteristics: a). Appropriate, neat, and attrac- f). Manner, vigorous, confident, en- tive dress thusiatic, self-controlled, sym- b). Business-like pathetic, tactful, quiet, re- c). Facial expression sourceful d). Lack of physical deformities g). Health e). Voice pleasing, well modulated, clear, not harsh and high 2). Teaching ability: a). Mastery of subject-matter d). Skill in questioning and assign- b). Selection of subject-matter ment c). Analysis of subject-matter e). Ability to discipline. 3). Social efficiency: a). Spirit of cooperation; and (b) Civic responsibility. 4). Professional attitude: a). Interest in work c). Cooperation with teachers b). Interest in pupils d). Ability to make use of criticism. Assignment: Analyze yourself as a teacher. What improvement would you like to make in your management? In your personality? The EIGHTH YEARBOOK 331 4. Demonstrations in Reading In Detroit, after a supervisor has decided upon a method, and the technic of instruction has been determined, it becomes necessary for him, with the help of principals and district principals, to acquaint teachers with the method. The teacher training in methods and technic of instruction is provided in two ways. The first is by the direct method, in which the supervisor talks with the teacher or provides a demonstration for a group of teachers. The second is the indirect method, in which the supervisor provides a demonstration for principals or department heads, and these officers in turn present the method to the teacher. The following report illustrates the indirect type and represents actual notes taken at a meeting attended by the supervisors of reading, a district principal, and a few other principals, in whose presence two demonstra- tion lessons were taught—one under the direction of the primary super- visor of reading, and the other under the direction of the upper-grade super- visor of reading. The lessons are omitted, but the notes show the nature of the discussion which took place while the supervisors were demonstrat- ing their methods to the principals. District Principal: Miss W, could you tell us, in a few words, the main points that are to be stressed in the lesson we are to see in lower-grade reading? Lower-Grade Supervisor: We all know that a vocabulary of common background words is necessary, so we are taking this opportunity to bring to your attention a method which can be used to help the children, who are slow readers, to acquire these words. First Principal: How does one know which words are included in the common background words? Lower-Grade Supervisor: There is a list of what is called 100% words in the course of study. These words are ones that the child meets constantly but does not recognize instantly. Second Principal: Do all the children have this vocabulary training? Lower-Grade Supervisor: The more capable children do not need the same training as do these slower readers, therefore they are not included in the vocabulary study. They will be reading a story silently to answer a motive question. Later the teacher will check their comprehension by asking the children to read orally just the sentence that answers the question. District Principal: Miss P, will you explain the object of your lesson? Upper-Grade Supervisor: lt has been observed that so much of the oral reading of the slower group has become mere word calling, and the children seem to comprehend very little of the material. Therefore, today you will see a class procedure whereby the children read aloud for the thought, and at the same time the teacher's attention is called to troubles in vocabulary that each individual has. 302 DEPARTMENT OF SUPERINTENDENCE First Principal: : How is the child’s mind centered on the thought of the reading when the teacher is calling his attention to vocabulary? Upper-Grade Supervisor: That is the point. The teacher does not distract the attention of the child while the reading is being done. She makes note of the mispronounced words and uses them for future reference. Second Principal: What are the other children to be doing while the teacher is working with the C (slower) group? Upper-Grade Supervisor: The B (average) group will be reading silently and taking a check on their own reading. The assignment for the A (more capable) group is to select an in- teresting incident from their library books, which they will read later to the rest of the class. This will entail a vocabulary study and a preparation for a brief sketch of the story up to the incident to be read. District Principal: If there is nothing more to be said, we will see the lessons and discuss them later. The Lessons: The lessons proceeded as the supervisors had indicated to the principals. The vocabulary study in grade 2B was strengthened by a variety of activ- ities. The words being developed were put in sentences, exercises, games, and rhymes. ‘The upper-grade lesson showed how three groups of children on different intellectual levels can work on different things in one room. The latter part of the period was spent in having group A read to groups B and C. This was both enjoyable and worthwhile for the audience group. District Principal: Miss W, have you any points you wish to emphasize before we call for ques- tions? Lower-Grade Supervisor: Probably you all noticed the effective methods of drill that were used. The child met the same word in several situations and used it in many activities, thus strengthening the bonds by making use of versatile associations. Another strong point was that each word was first linked up with the child’s experience, giving him a basis to work from. It might have been better if the teacher had found out, by an inventory test, how many children knew the word before it had been developed. First Principal: Wouldn’t it have been better if the teacher had not called on a second child to read the same phrase immediately after the first child had read it? Lower-Grade Supervisor: Yes, the chances are that the second child was repeating, not really reading. If she were to go through once and then go back, she would get real reading. Second Principal: How much time should be spent on drill material? Lower-Grade Supervisor: That depends. When pupils are tired, nothing is accomplished. The important thing is the assurance of pupils’ reading recognition of the common background words. THe EIGHTH YEARBOOK 333 Third Principal: I noticed that the teacher changed the form of the word to be taught from the word to be used. She drilled on “ate,” and in her phrase she had “eat an orange for breakfast.” Lower-Grade Supervisor: In her lesson the other day, she used “want” in her phrases and “wants” in the column of words. She likes to see if the children get the difference and change the form themselves. Fourth Principal: Can we wait until every child gets everything before we proceed? Doesn't that slow a lesson up a great deal? Lower-Grade Supervisor: No, we cannot always wait, but I think many teachers go too far the other way. Of course, on the other hand, some lessons move so slowly the more capable children lose interest. District Principal: I visited a room the other day where the 100% words were printed on a chart directly below the blackboard and the chart was arranged in such a way that other words could be added. When words were missed, this chart could be re- ferred to. Lower-Grade Supervisor: That is a good plan. It is a good idea also to have a “trouble list” on the blackboard, then it can be changed from week to week. District Principal: Miss P, do you want to sum up the points in the upper-grade lesson before we open up the general discussion? Upper-Grade Supervisor: I think one of the most obvious points in the lesson was the way each group took care of itself when the teacher was busy. Each group was doing something worthwhile. The C group read orally the first part of the period, and the A and B groups were working silently on their individual assignments. When the A group read to the B and C groups, at the end of the period, the audience groups were not only enjoying it but getting a great deal of good out of it. They made notes of any words they didn’t understand, and asked questions of the reader regarding the meaning of these when he had finished. First Principal: The main difficulty of the children of the C (slower) group seemed to be their lack of comprehension of the material when they read it orally. They didn’t know when they had answered the question. Upper-Grade Supervisor: That is because we have emphasized vocabulary, and oral reading has become word calling. Our objective now is to get the thought from oral reading. Third Principal: Don’t you think the story was beyond the actual intelligence or ability of the children? Upper-Grade Supervisor: Yes. The teacher should have related the incidents in the book with the child’s experiences. Fourth Principal: Is there sufficient material written within the range of the child’s experience? Upper-Grade Supervisor: The ideal thing would be to have readers written within the experience of the children, and possibly broaden their experience a little. Since the material is not available, we have to give them that experience as far as possible vicariously. 334 DEPARTMENT OF SUPERINTENDENCE AR We have to remember that the teacher called on the poorest readers purposely, so the points we asked for would be brought out. District Principal: In summing up the main points of the lesson, 1 would say, that since vocabulary training is very important, particularly with the C group, we need to give special attention to this phase of the work. It seems desirable to develop word recogni- tion in connection with oral reading. We should stress the importance of com- prehension in oral reading rather than on a list of isolated words. The A group can influence the vocabulary of the slower readers, as we observed in the upper- grade lesson, by their use of a larger choice of words and by their ability to explain the meaning of the words used when called upon to do so. B. Junior High Schools 1. Needs of X, Y, and Z Groups Discussed In a certain school, at the beginning of the semester, the personnel of sec- tions is determined after careful study of intelligence quotient, chronological age, and school achievement records. Sections are so designated that teachers and pupils do not know in advance whether the section is an X, a Y, or a Z group. After six weeks of work the principal calls a meeting of all teachers of the section to discuss the needs of the group and to plan a pro- gram suited to their needs. This meeting is postponed for six weeks so that teachers may first become acquainted with the children as personalities rather than as points on an intelligence scale. Several days in advance of the meeting the principal distributes among teachers the following ques- tion? a. What are the needs of the section: 1). In background of subject-matter ? 2). In social adaptation ? 3). In physical development ? 4). In citizenship training? b. How to meet the needs: 1). Which of the needs should be met through classroom instruc- tion? 2). Which through an activities program? Q . What can your subject contribute to the meeting of these needs? d. What provision for meeting these needs should be made in the gen- eral program of the school? “To illustrate, organization of clinic classes and special teacher assignments: The principal opens the meeting with a discussion of the questions as- signed. He then distributes charts showing the rating of the group, and the placement of each child in relation to the group. Transfers are made from section to section where the judgment of teachers seems to warrant the transfer. Few transfers are made. The program for this group is then determined as a result of this conference. Few changes are made in the personnel of the section during the three years of junior high school. THE EIGHTH YEARBOOK 335 2. Teachers of Sixth, Seventh, and Eighth Grades Test Out Practicality of Socialized Recitation According to the report of one supervising principal, there is a general need for a better understanding of socialization in the classroom. Some teachers are grasping the underlying principles and developing a real technic. Some seem desirous of learning, but have neither the underlying philosophy nor the technic. To; overcome this difficulty, the supervising principal called together the principals and the teachers of the sixth, seventh, and eighth grades for a discussion of this method of procedure. Some fifth- grade teachers were present at their own, request. The following questions were sent out as the lines along which the dis- cussion would be directed: a. Of what does socialized work consist ? b. Why have it? Its value. c. Can slow children be so taught? d. Hand raising. Is it desirable? e. Calling out group. Can it be done? Is it worthwhile? f. Achievement in light of socialized work. Two or three teachers were requested to be prepared to lead in the dis- cussion. For each topic, the supervising principal chose a teacher who was enthusiastic about socialized procedure, and one who was not so enthu- siastic. Tables and chairs were arranged so that the grouping of the teachers at the meeting was favorable for discussion. As leader, the supervising principal tried to maintain the same attitude toward his group that a teacher is expected to have toward his class—com- ing into the discussion when necessary, but putting the responsibility on the group. The teachers who are successful in this type of work in their own classrooms were likewise leaders here. The principals also entered into the discussion, but not so as to monopolize it. At five o’clock the discussion showed much warmth, and many were par- ticipating, but several topics were not yet touched upon. They agreed to dismiss, and meet at another time. Throughout the two meetings, other topics came up for attention, such as: a. Need for check-up on accuracy. b. Difficulties in getting equal distribution of participation. By the close of the second meeting, every teacher except five had taken some part in the discussion. The following conclusions had been reached: It is important to believe firmly in the socialized recitation in order effectively to put it into operation. Socialized work develops worthwhile characteristics more fully than is done in a teacher-dominated school. 336 DEPARTMENT OF SUPERINTENDENCE Slow children can be so taught. While the subject-matter bandled by slow children under this method is simple, its value as a means of learning social adjustment is very great. This need of learning to adjust is most imperative for over-age children, who are soon to go out into life where the ability to get along with one's fellows means success or failure. Hand raising as an indication that the child is prepared to recite is unnatural, and while it is a habit difficult to break up, it has no place in a well socialized roup. i It y almost impossible to carry on an activity program with furniture screwed to the floor. Wherever it is possible to make provision with extra chairs and benches for small groups to be called out from the main class, it is desirable and provides a situation more conducive to such a program. Greater progress is made in fundamentals as shown by the standardized achieve- ment tests under the socialized method of instruction. Observation of this method where it is being carried on most effectively should be arranged for groups of teachers who feel the need for it. III. Relative Effectiveness of the Group Supervisory Conference and the Individual Supervisory Conference The group supervisory conference is less time consuming than a series of individual conferences and it gives the individual teacher the benefit of questions raised by other members of the group. On the other hand, in the individual conference the supervisor's undivided attention is directed to the teacher’s specific needs. Measured objectively, what is the relative effectiveness of the group and of the individual conference? Many studies will have to be made before this question can be answered conclusively. One study has already been made. This study was undertaken October 1, 1927, and was finished May 1, 1928. It was limited to forty-eight rural, one-teacher, elementary schools whose teachers had not been supervised except by the county commissioner of schools. Only pupils of grades four to eight, inclusive, were considered in the final results of the study. Supervisory attention was limited to two school subjects, reading and arithmetic. The date gathered in the study consisted of: (1) Teacher data in the form of personal and professional information concerning age, professional preparation, teaching experience, and form of license; (2) Notation by the supervisor during the course of the study; (3) Pupil data made up of the statistical results of the tests used in the study. The procedure included these eight steps: 1. Three preliminary tests were administered to each of seven hundred fifty-six pupils during October, 1927. The tests used for the purpose were: The National Intelligence Test, Scale A, Form 1; the Sangren-Woody Reading Test, Form 1; and the Schorling-Clark-Potter Survey Test in Arithmetic, Form A. The two achievement tests were repeated in corre- 1 Fuller, Henry Harrison, The Relative Effectiveness of the Group Supervisory Conference and the Individual Supervisory Conference, Doctor's Dissertation, School of Education, Univer- sity of Michigan, May, 1929, IS a + Tue EIGHTH YEARBOOK 3337) sponding forms, May 1, 1928. Five hundred twenty-three of the original number of pupils wrote the final tests. 2. The teachers in the forty-eight schools involved in the study were matched in comparable groups on the basis of data gathered concerning them, and on the judgment of the county commissioner of schools as to their teaching ability. 3. A final rating of teachers was made after the close of the study by the supervisor using the Rugg “man-to-man” rating scale. 4. The schools involved in the study were divided into three supervisory groups on the basis of teacher rating. 5. The Group-Conference Group of teachers was supervised through semi-monthly teachers’ meetings. The Individual-Conference Group of teachers was supervised through individual conferences in the classroom following the supervisor's observation. The Control Group was unsuper- vised. 6. All the work of supervision was performed by the same person. 7. A monthly schedule of visits was prepared by the supervisor, and notices of his visit were mailed to teachers. 8. The following items of supervisory activity were made equal and con- stant for the two experimental groups: a. One visit per month to each of thirty two teachers b. One and one-quarter hours spent at each visit c. Fours hours per month spent by the supervisor in conference with each ex- perimental group of teachers d. Distribution of printed materials for use by teachers of experimental groups. Findings—Five methods of approach were employed in the interpreta- tion of the data gathered in the study. 1. Interpretation of statistical results in terms of entire supervisory groups: The findings from this approach show the superiority of the Individual- Conference supervisory procedure over the Group-Conference supervisory procedure to be 5.6/1 in reading achievement and 1.65/1 in arithmetic achievement, using three measures of difference. 2. Interpretation of statistical results in terms of entire grades: The findings from this approach show the superiority of the Individual- Conference supervisory procedure over the Group-Conference supervisory procedure to be a range of differences from 1.2/1 to 14/1 in four compari- sons in five in reading, and from 1.2/1 to 12/1 in arithmetic in four com- parisons in five. 3. Interpretation of statistical results in terms of entire grades selected from schools whose teachers are rated in the same class, as: “Average,” “better than average,” etc.: The findings from this approach show the superiority of the Individual- Conference supervisory procedure over the Group-Conference supervisory 338 DEPARTMENT OF SUPERINTENDENCE procedure by 4.6/1 in reading achievement, and by 2.26/1 in arithmetic achievement. 4. Interpretation of statistical results in terms of matched individual pupils selected from schools whose teachers are rated in the same class: The findings from this approach show the superiority of the Individual- Conference supervisory procedure by differences in reading achievement of 10.41/1, and of 1.21/1 in arithmetic achievement by the use of three meas- ures of difference. 5. Interpretation of statistical results in terms of matched individual pupils selected from schools whose teachers are matched in rating: The findings from this approach show the superiority of the Individual- Conference supervisory procedure by differences in reading achievement of 3.16/1 and of 1.54/1 in arithmetic achievement, by the use of three meas- ures of difference. Conclusions—The experimenter draws these conclusions: First, the find- ings of this study show that the individual supervisory conference is more effective than the group supervisory conference as a means of improving the quality of the teaching of reading. The superiority is shown to be more than three to one. Second, the findings of this study show that the individual supervisory conference is more effective as a means of improving the quality of the teaching of arithmetic than the group supervisory conference. The supe- riority is shown to be more than one and one-half to one. Third, the extent of superiority of the individual supervisory conference over the group supervisory conference is sufficiently large to be significant in the practice of elementary school supervision. IV. General Faculty Meetings The following are examples of meetings held by a principal with the entire faculty of his school, or by a supervising principal with the teachers of his group of schools. They are furnished by the supervisory officers of different cities and are reported almost verbatim. The reader will observe that certain topics discussed are of far greater importance than others; and that the ability of the supervisors to handle the problems presented varied widely. A. Elementary Schools 1. Consideration Given to Progress through Homogeneous Grouping Discussion of progress made in classification: a. Growing appreciation of value of classification. b. Difficulties in carrying out homogeneous grouping: 1). Geographical 2). Brothers and sisters in different buildings 3). Part-time classes—children of same family coming at different times of the day 4). THe EIGHTH YEARBOOK 339 Necessity of large groups of very slow children. c. Value of a testing program comes through careful study of results and by follow-up work: i Di 2). Appreciation of faithfulness in calling attention to unwise placement of children. Seriousness of errors in placement of children—especially doubly pro- moted children. - Changed attitudes of teachers toward slow school and slow children. - Fine change in attitude toward homogeneous grouping is evidenced. - Choosing teachers for bright and slow groups. Giving teacher bright children not to be looked upon as reward, nor slow children as punish- ment, but the endeavor is to give each teacher the group for which his technic seems best adapted. Classification and teaching of classified groups should improve with each semester of experience. B. Junior High Schools 1. Guidance in the Junior High School The following outline presents the discussion which a junior high-school principal had with her faculty on the subject of guidance. a. Guidance—What is it? From the point of view of industry—an attempt to prevent the misfits of society. From the point of view of the school—an attempt to insure the highest possible development of each individual. b. Some mistaken notions about guidance: HUE Ze 0) The use of tests to discover fitness for specific professions and trades. That if we give the student sufficient information about himself and about vocations and professions, he will then find his place in society. That we can solve the problem through organization. c. Some significant movements in guidance: l)a 2) a 4). SNe 6). De 8). Required exploratory courses in junior high school. General survey courses—general science, general mathematics, and gen- eral language. Orientation courses in college. Establishment of special classes and special schools. Counselor in high schools. Personnel director for freshmen in college. Emphasis upon the pre-school child. Adult education for parenthood. d. The school’s point of view concerning guidance: 1). Brewer’s study of reasons for dismissal of employees in industry. Four au) — thousand, three hundred seventy-five cases studied—nearly twice as many employees were dismissed for moral shortcomings as for lack of ability to do the work. . Teaching is guidance in the development of the child. We choose the task of guiding children when we enter the teaching profession; we choose mathematics or history or music as our most effective tool with which to work when we begin departmental teaching. We must never let the use of the tool become an end in itself. _ Guidance from this point of view becomes every teacher’s responsibility. An individual cannot function to the maximum of his capacity—as a student, as a workman, as a citizen, if his emotional attitudes be warped, immature, or lacking in proper development. 340 DEPARTMENT OF SUPERINTENDENCE | 4). Illustrations from our school: . a). Helen affects a headache to get attention. Whose job is it to redi- rect her emotional attitude? b). Hubert is a bully. Who can help him to cure himself? c). Rose Lee pouts when she can’t have her own way. So does her father. Who can help her best? d). Tom is a general favorite, but afraid to assume leadership. e). The host who take their opinions ready-made from others, and who wait for teacher to make decisions for them. Who is to guide, and how? e. Guidance in the junior high school: 1). What is it? Providing an environment, physical, social, intellectual, spiritual, in which adolescents may grow up. 2). Main factors in the program: a). Knowing the child, a systematic and thorough study of each child— such as home conditions, social environment, health, school record, and tests. b). Making a program that will “open doors” to self-understanding,’ to interest in environment, to vision of possibilities in higher learning. f. Topic for next meeting: How can we organize our junior high school with its program of studies and activities so as to insure the best guidance for all children? 2. A Junior High-School Faculty Analyzes Its Student Failures—Prin- cipal’s Meeting A high-school principal had his clerk prepare a chart showing the per- centages of failure for every section of the school in every subject, with cross averages and grand averages, for two advisory periods. This he laid before his entire faculty in general meeting for discussion. It became mani- fest that the failure situation was chaotic, there being several cases where higher ability groups had higher percentages of failure than lowest ability groups. Failure percentages ranged all the way from zero to 70 percent. In gathering data for the failure charts, the teachers had been asked to state reasons for abnormal failure percentages, and these also were gathered together and summarized and presented to the teachers. They then worked out together procedures designed to reduce pupil failure; the final summa- tion was as follows: a. Better understanding of child psychology and particularly the psychology of discipline. . More vitalized teaching. . Diagnostic teaching and testing. . Supervised study including teaching how to study. . Ability grouping. . Special coaching and restoratory work. . More individualized teaching, including the use of the “contract system” at least in restoratory work. j . Better school administration. Guidance. . Special health surveys and work. . Close cooperation of attendance department. n mo aar e Tue EIGHTH YEARBOOK 341 l. Close cooperation between school and home via the parent-teacher associa- tion and home visiting. 3. Necessity for More and Better Supervised Study Realizing that supervised study is an essential feature in junior high- school instruction, one principal had a study made of its value as a means of focusing more attention on it by his entire faculty. The following ques- tions were distributed among the teachers as a means of giving direction and definiteness to their reports. a. How many minutes, approximately, of each period do you spend in super- vised study ? b. How long have you used supervised study with your classes? c. State in outline form your method of procedure, that is, how you conduct supervised study. d. What difficulties, if any, do you find in devoting a part of each class pe- riod to supervised study? e. Can the present method of devoting a part of every period to supervised study be improved upon? f. Is supervised study worthwhile in the junior high school? Why? C. Senior High Schools 1. Teaching Units and Intensive Treatment of Subject-Matter The following outline was prepared and sent by one high-school super- visor to all his teachers previous to his regular meeting with them: (Each teacher will read and study pages 35-48, 79-99, 153-231 in Morrison’s Practice of Teaching in the Secondary School.) A. The Unit: 1. What is it? 2. Sources of the unit—show how each of the following enters: a. The textbook b. Supplementary material c. The pupil d. The teacher’s experience e. Social needs f. Objectives of secondary education. 3. What unitary organization aims to do for pupils 4. Demands it makes upon the teacher 5. A specific illustration of a large unit of work. B. The Approach to the Unit: 1. The pretest: a. What it should do for the pupil b. What it should do for the teacher c. Need of it d. Ways of making it. 2. Corrective teaching: a. Ways of doing it b. Difficulties, if any, of carrying out the idea involved. 342 DEPARTMENT OF SUPERINTENDENCE 3. The preview: a. Ways of making it b. What it should do for the pupil c. Testing for its effectiveness. C. The Study of Assimilative Material Comprehended by the Unit: 1. What the approach to the unit has to do with this 2. Suggestions for carrying out this part of the teaching cycle in keeping with the spirit of the unit idea. D. Organization: 1. Its purpose 2. How it may be carried out by pupils. E. Testing: 1, The mastery formula 2. The test for mastery, especially what it is 3. When and how it may best be done. F. Difficulties and Dangers— If any, in teaching by means of subject-matter organized into large units. G. Obvious Necessary Changes— In our ways of going about teaching, ways of organization of subject- matter and equipment, if we are to teach by means of large units. Note: In addition to the above outline, two specific references, dealing with principles and methods of teaching high-school pupils, were cited. The sug- gestion was made that they contained brief but excellent statements of intensive treatment of fewer topics and hence might prove helpful in preparing for this meeting. CHAPTER XII CREATIVE SUPERVISION WO PHRASES, democracy in supervision and scientific supervision, are constantly being heard. Ideally used, these phrases stand for the highest type of supervision. At its best, democratic supervision enlists the abilities and experiences of teachers, principals, supervisors, and superintendents in the cooperative enterprise of improving teaching. The supervisor who is democratic has confidence in the people with whom he works; he judges teaching on the basis of the results produced in children in terms of knowledge, attitudes, and skills regardless of whether it conforms to procedures and methods which he initiates; his classroom interview with the teacher is a real con- ference in which the supervisor does some of the listening; his teachers’ meetings are opportunities for teachers to express freely their opinions as to the practicability of the suggestions given; he encourages the develop- ment of self-direction, self-criticism, and self-control on the part of his teachers, realizing that it takes time for growth as well as opportunity for growth. Unfortunately, the term democracy in supervision is sometimes used as a cloak for weak leadership on the part of a supervisor, lack of responsive- ness to means for professional growth on the part of the teachers, and lack of tangible evidences of learning on the part of the pupils. Carried to an extreme, it results in mere sentimentalism. At its best, scientific supervision secures a picture of current school prac- tices, as complete and accurate as possible, and then utilizes all scientific knowledge about subject-matter and methods of its organization and presen- tation. Thus economy of learning is secured through the improvement of teaching. Certain supervisory activities fall within the scientific field, certain others within the social field. As a scientist, the supervisor must be critical, analytical, discriminating, and objective in his thinking. He needs to know and to use the findings of educational research; he needs to know the best standardized tests in the various subjects, the uses and limi- tations of intelligence tests; he needs to know the psychology of the ele- mentary school subjects, the laws of learning, the procedures and devices employed by successful teachers and successful supervisors; he needs to know how to achieve superior results. Fortunately, many supervisors are realiz- ing these needs and are preparing to meet them. Fortunately, in the class- room atmospheric procedures on the part of the supervisor are more and more giving way to analytic procedures; specific advice and discussion are taking the place of such general criticisms as: “Your assignment was poor, or “You do not ask good questions,” or “You are doing fine work.” Unfortunately, however, what often passes for scientific supervision may over-emphasize quick and apparently objective results in the Three [ 343 ] 344 DEPARTMENT OF SUPERINTENDENCE R's, may force teachers to adhere stringently to the normal curve in the distribution of their marks, and may in consequence be more or less re- sponsible for the stultified growth of both teachers and pupils. Carried to an extreme, this bungling use of scientific tools results in an undesirable standardization of the technics of teaching and of supervision. Neither “an enthusiastic ignorance of social well-being” nor “an ignorant enthusiasm for the science of education” has a place in supervision that is genuinely democratic and scientific. Since the two terms, democracy in supervision and scientific supervision, have both excellent and unfortunate connotations, since they can be used to refer to the very best in supervision or used by extremists to defend improper practices, an attempt is here made to find a rational basis for supervisory method by merging certain elements of the democratic and the scientific into a resultant total which may be called creative supervision. Creative supervision provides an opportunity for each teacher and each child in a school system to grow through the exercise of his talents and abilities under expert professional encouragement and guidance. The ideals of in- structional supervision are realized to the extent that the superintendent is able to organize a cooperative professional program based on a “mutual recognition of interests” which will intelligently utilize the results of scien- tific research and which will reach the goal for creative supervision set up in the first chapter of this book; namely, the development of a group of pro- fessional workers who, free from the control of tradition and actuated by the spirit of inquiry, attack their problems scientifically in an environment in which men and women of high professional ideals may live a vigorous intelligent, creative life. The creative supervisor needs scientific-mindedness. He also needs a sympathetic social-mindedness, a philosophy of life and of education, a recognition of the supreme importance of the human element. Teachers are individuals with varying needs. The supervisor is a special student of edu- cational problems. His social-mindedness needs to look critically upon his scientific-mindedness, and his scientific-mindedness needs to look critically upon his social-mindedness. The understanding supervisor strives for uni- formity of purpose rather than uniformity of practice. By emphasizing creative purposes and principles rather than inflexible practices, patterns, and devices, he endeavors to develop individual talents, originality, execu- tive ability, and particular teaching aptitudes. This does not mean that the supervisor allows teachers to persist in wasteful methods of teaching in the face of demonstrated ways of effective teaching, or that he gives way to the vagrant likes and dislikes of teachers, but rather that he leads them to accept and to apply those principles which are fundamental to growth and progress. He must know how and when to guide, persuade, encourage, direct, command, warn, lead, and follow. Throughout this book are found many examples of supervision at its best. The Minneapolis supervisory program in reading, described in Chap- The EIGHTH YEARBOOK 345 ter VI, on pages 108-14 is an example of scientific method in supervision. This program included the training of the Minneapolis principals in the recognition of major reading objectives by means of mimeographed de- scriptions of lessons, observation by each principal in his own building for the purpose of securing a cross section of current practices, determination of the different phases of the teaching of reading on which the teachers wished help, demonstration lessons taught by volunteer teachers, discussion by visiting reading specialists and research specialists, direction of the atten- tion of teachers to the best available literature on the subject; followed in time by a second survey to determine the objectives of reading lessons taught by the teachers after the period of training, and finally, a comparison of the first and second surveys, which showed unmistakable and marked improvement in methods of teaching reading.* The Springfield, Massachusetts, procedure for developing a course of study in the social studies, described in Chapter VIII, on pages 198-9, is an example of democratic method in supervision, resulting in a curriculum more nearly adapted to children's interests, needs, aptitudes, and age and grade levels, the professional growth of teachers who participated in the project of curriculum making, and the maintenance of high standards of supervisory efficiency. The Maryland supervisor quoted on pages 124-6 in Chapter VI, through exercising the four supervisory functions discussed in Chapter II, namely, inspection, research, training, and guidance, affords an excellent example of creative supervision. Her plan, originally designed for a year’s work with the teacher, was comprehensive enough to extend over several years and to take care of the most important phases in the growth of the teacher and the development of the teacher’s pupils. The supervisor exemplified creative supervision by diagnosing and evaluating critically and objectively with the teacher the latter’s strengths and failings,” making definite suggestions for improvement, basing these suggestions on the fundamental principles and purposes of education; guiding and encouraging the teacher towards habits of self-appraisal and self-activity, realizing that it takes time as well as opportunity for a teacher to grow; commending and encouraging the teacher when necessary, helping and demonstrating when necessary, criti- cizing and urging when necessary. We need to work toward a type of supervision that is at the same time more scientific and more social. The value of that supervision which is based on the formal gathering and the study of objective, impersonal data is fully recognized, but this can never result in creative supervision without the constructive thinking and the discriminating judgment de- manded of the supervisor by activities social in nature. In fact, what is often termed “objective data” needs to be carefully scrutinized. There 1See pages 113-4 in Chapter VI for discussion of ways in which the improvement was manifested. a 2 See lists on page 125 in Chapter VI. TRI J 3 See list of suggestions on pages 125-6 in Chapter VI. 346 DEPARTMENT OF SUPERINTENDENCE is need of being more discriminative and analytical than is our present practice. There is danger that too much reliance be placed on these data in the matter of interpreting individual pupil needs. Sometimes a pseudo- scientific-mindedness may enable a less competent or a less talented super- visor to appear for a time to advantage. He may impose a lengthy “scientific” rating scale for the judgment of teaching and he may inaugurate a pattern program of remedial work based on standard test measurements. But if these devices stimulate nothing more than formal responses on the part of the individual teacher, there will be little result in the way of creative enthusiasm or independent, constructive thinking. Supervisors must be concerned with questions such as these: How many pupils failed this year? What caused the failures? What can be done about them? How well should pupils add? How many words and what words should elementary school graduates know how to spell? Why do so many pupils fail to understand what they read? Why do pupils like or dislike poetry? Likewise, a spineless conception of what constitutes democracy in super- vision sometimes leads supervisors to browse about, pat teachers on the back, sympathize with their grievances, and indulge their whims. When persisted in, this kind of supervision usually results in an easy popularity and a great deal of sentimentality. Supervisors are needed with imagination, vision, undeistanding, a sympathetic intelligence, a sense of humor, an open mind, and always with a personality that is positive rather than negative. A great need in supervision is that it be well-balanced. If the supervisor over-works or over-stimulates his teachers, that is bad; if he fails to stim- ulate them or fails to gauge their capacity for accomplishment, that is equally bad. To emphasize science in education to the neglect of social changes around us, or to emphasize democracy in the face of contradictory objective data, results in a lopsided development. Supervision is creative when objective standards, built upon the findings of research and the best in educational theory and practice, are applied subjectively with the human element in mind. It is creative when teacher and supervisor accept the same professional aims and impersonal standards; when the results of scientific research are applied with intelligent discrimination ; when there is a common understanding as to the needs of the pupils and of the school; when teacher and supervisor are working together upon the specific problem of an individual teacher; when the teacher expects, receives, and welcomes the frank and constructive criticism of the supervisor; when teachers are permitted and encouraged to develop sound teaching methods in accordance with individual talents and without being restricted by a superimposed pat- tern; when a degree of enthusiasm, a fine attitude, and a healthy morale prevail among pupils, teachers, and supervisors. When such conditions pre- vail supervision will be creative. OFFICIAL RECORDS [ 347 J ANNUAL REPORT OF THE EXECUTIVE SECRETARY Atlantic City Meeting, 1930 To the President, Excutive Committee, and Members of the Department of Superintendence : N ACCORDANCE with the provisions of the constitution adopted at the Chicago convention in 1922, the eighth annual report of the activities of the Department of Superintendence is presented herewith. It covers the period from January 1, 1929, to December 31, 1929. The Cleveland Convention—“How Can the Public Schools Better Serve Democracy, Increasingly Produce a Higher Type of Citizen?” was the theme selected by President Frank D. Boynton for the fifty-ninth annual meeting of the Department of Superintendence at Cleveland. Better financ- ing of public education was given a prominent place. The programs partic- ularly emphasized the fact that school officers are seeking earnestly to see to it that the money available for education shall be spent with maximum efh- ciency. In his address at the opening of the convention, President Boynton stressed the need for meeting constructively the problems of educational finance and for answering the critics of education with intelligence and sin- cerity. His address, which was entitled “Education: What Program? What Price?” was widely published in educational journals. To supply members and to meet requests, ten thousand copies of the address were printed in booklet form and distributed from the secretary’s office. The Public Auditorium at Cleveland lends itself admirably to the needs of the winter meeting. There are meeting rooms of sizes to meet all require- ments. For many superintendents of schools, the inspection of the exhibits is one of the most helpful convention features. At Cleveland the exhibits were conveniently located with ample space and attractive set-up. ‘The winter meeting is a great clearing house of education. Convention week is crowded with a bewildering variety of events. It is the great annual opportunity for school people to meet each other personally as well as to listen to programs of outstanding merit. National committees meet and make far-reaching plans. What is said and done affects in a remarkable way the trends of American education. The Executive Committee—Article IV of the Constitution provides that the Executive Committee shall consist of seven members. The president and the first and second vice-presidents are members ex-officio and are chosen annually. Four members, chosen by election, hold office for terms of four years, one member retiring each year. Four meetings of the Executive Com- mittee were held during 1929, the first being in Hotel Cleveland, Cleve- land, Ohio, February 24. Members present were: Frank D. Boynton, Ithaca, New York, president; Frank G. Pickell, Montclair, New Jersey, second vice-president; Norman R. Crozier, Dallas, Texas; E. E. Lewis, Columbus, Ohio; Frank M. Underwood, St. Louis, Missouri; and Paul C. Stetson, Dayton, Ohio. [ 349 ] 350 DEPARTMENT OF SUPERINTENDENCE In acknowledgment of the fine work which each had done in the field of education, it was voted to confer honorary membership in the Department of Superintendence upon Mrs. Susan M. Dorsey, superintendent emeritus of the Los Angeles, California, schools and upon William McAndrew, for- mer president of the Department of Superintendence. Superintendent Randall J. Condon of Cincinnati, as chairman, reported for the committee appointed to devise means for more adequately financing educational research. On motion the sum of $5,000 was transferred from the general fund of the Department of Superintendence to the new per- manent research fund. A proposal for creating a $100 life membership in the Department of Superintendence, the income from which should go to this permanent research fund, was approved and Superintendent Condon was directed to submit the necessary constitutional amendment to the con- vention. The Department of Supervisors and Directors of Instruction of the Na- tional Education Association was invited officially to participate in the win- ter meeting in the same manner as other allied organizations. Requests for recognition from several other organizations were received and action de- ferred. Superintendent M. G. Clark of Sioux City, Iowa, as chairman, submitted in writing the report of the Committee on Lay Relations. The following resolution which had been prepared by the Committee on Lay Relations was unanimously adopted by the Executive Committee: Since the members of the Department of Superintendence are properly entitled to preference in assigning reservations of hotel sleeping rooms at their own winter meetings: Resolved that the officers of the Department of Superintendence are hereby instructed to include in the contract with the city which proposes to entertain the next convention a clause providing that for a period of sixty days following the oficial announcement of the selection of the convention city, no sleeping room reservations shall be honored except for those who hold the official hotel reservation blanks issued by the Department. Chairman Clark stated that the Committee on Lay Relations did not favor recognition of additional allied organizations, and on motion, the Ex- ecutive Committee concurred in this view. The Executive Committee met again at Hotel Cleveland on Tuesday afternoon, February 26. Members present were: Frank D. Boynton, J. M. Gwinn, Frank G. Pickell, Norman R. Crozier, E. E. Lewis, Frank M. Un- derwood, and Paul C. Stetson. It was voted that all paid full-time executive secretaries of state teachers’ associations be eligible to active membership in the Department of Superintendence. On motion of Mr. Stetson, the Executive Committee expressed to Frank D. Boynton its deep appreciation for the fine work he had done during the past year as president of the Department of Superintendence. The Executive Committee met again Thursday morning, February 28, at Tue EIGHTH YEARBOOK Soll ten o'clock. The secretary reported that the annual election had been com- pleted according to the constitution and by-laws and that the Board of Tellers had certified to the election of the following officers: Frank Cody, superintendent of schools, Detroit, Michigan, president; Norman R. Crozier, superintendent of schools, Dallas, Texas, second vice-president; and David E. Weglein, superintendent of schools, Baltimore, Maryland, member of the Executive Committee for four years. Invitations for the 1930 convention were received as follows: Atlantic City, New Jersey; Chicago, Illinois; Indianapolis, Indiana; Kansas City, Missouri; Memphis, Tennessee; Minneapolis, Minnesota; New York, N. Y.; Philadelphia, Pa.; San Francisco, California; Toronto, Canada; Washington, D. C. No action was taken on these invitations. ‘The annual meeting of the Executive Committee was held at the Ambas- sador Hotel, Atlantic City, New Jersey, Friday and Saturday, May 3 and 4. Members present were: Frank Cody, president; Frank D. Boynton, first vice-president; Norman R. Crozier, second vice-president; E. E. Lewis, Frank M. Underwood, Paul C. Stetson, and David E. Weglein. President Cody called attention to the matter of educational radio and offered the following resolution which was adopted. President Cody was empowered to take such steps as were necessary to further the purposes of the resolution. WHEREAS, The Executive Committee of the Department of Superintendence of the National Education Association has been urged to sponsor a movement for education by radio; and WHEREAS, this committee is convinced that there are great possibilities in aiding the work of such public and private schools as care to utilize properly directed educational programs; and WHEREAS, the committee believes that this is a matter of great ‘public concern, THEREFORE, be it resolved that the Government of the United States be requested to study the situation, and that this committee does hereby urge the Secretary of the Interior to take the initiative in calling a small preliminary conference con- sisting of such officials of the United States Government as might be immediately concerned, the representatives of organizations representing public and private education of various grades, and those concerned with national chains of broad- casters. Pursuant to the spirit of this resolution, Secretary of the Interior Ray Lyman Wilbur appointed a national commission on radio education. Reports of recent visits to cities under consideration as meeting places for the 1930 convention were submitted by President Cody, Mr. Underwood, Mr. Crozier and others. Invitations on behalf of Atlantic City were extended by Superintendent William J. Bickett of Trenton, New Jersey, representing the New Jersey State Teachers Association; by Commissioner Charles H. Elliott, representing the New Jersey State Department of Education and by A. H. Skean, Director of the Atlantic City Convention and Publicity Bureau. Representatives of the Atlantic City hotels stated that they were prepared to abide by the terms of the resolution passed at Cleveland according to which members of the Department of Super- 352 DEPARTMENT OF SUPERINTENDENCE intendence are entitled to preference in assigning hotel sleeping rooms, for a period of sixty days following the official announcement of the selec- tion of the convention city. President Cody then recommended that the 1930 convention of the Department of Superintendence be held at Atlantic City and on motion the recommendation was adopted. Friday afternoon, the Executive Committee held a joint session with the Committee on Financing Educational Research. Superintendent Ran- dall J. Condon outlined a plan by which $250 five-year endowment insur- ance policies might be taken out by members of the Department of Super- intendence for the purpose of contributing to the permanent research fund. In such policies, the Department of Superintendence would be the bene- ficiary. It was stated that several national organizations had tried this plan and had found it to be satisfactory. The entire matter was carefully discussed and finally referred back to the Committee on Financing Educa- tional Research with the request that detailed plans in writing be sub- mitted soon to President Cody for such action as seemed best. President Cody announced the appointment of Randall J. Condon and Frank W. Ballou as a sub-committee with power to act in working out plans for investing and administering the permanent research fund. President Cody submitted detailed program plans for the 1930 con- vention and requested suggestions from members of the Executive Com- mittee. After an extended discussion, all matters regarding the program for the 1930 convention were referred to the president with power to act. President Cody recommended that the 1932 yearbook be devoted to the subject of character education, which was agreed to, and the president was authorized to appoint a commission to prepare a yearbook on this subject. The annual report of the Executive Secretary was presented and ap- proved. The budget for the year 1929 was submitted and adopted. It showed an estimated income of $49,500 and estimated expenditures of $49,000. Publications—Yhe Official Report of addresses and proceedings of the Cleveland convention was published and delivered to members soon after the meeting adjourned. It was a volume of 302 pages. Five issues of the Research Bulletin of the National Education Association were mailed to all members of the Department of Superintendence during the year. These bulletins deal with the most important problems of education and are of especial value to school executives. The annual yearbook is the principal publication of the Department of Superintendence. The Seventh Yearbook entitled “The Articulation of the Units of American Education” was distributed to members at the time of the Cleveland convention. This book deals in a scientific way with some of the most difficult problems which school superintendents are called upon to solve. In response to insistent demands, a reprint was made of the Fourth Yearbook “The Nation at Work on the Public School: Curriculum.” In- cluded with it and bound under the same cover was the popular Research Go T HE EIGHTH YEARBOOK 35 Bulletin “Keeping Pace with the Advancing Curriculum.” This was the fourth printing of the Research Bulletin, the third printing of the yearbook and the final printing of each. The facts regarding the publication and sale of yearbooks are shown in Table 40. TABLE 40.—YEARBOOKS OF THE DEPARTMENT OF SUPERINTENDENCE y £ Number | Cash sales of ear Title copies all yearbooks printed for the year 19238 |"Statusiob the Supenntendent A ia aa tis oases os 3,200 $142.45 1924 | The Elementary School Curriculum..................0.0005 4,500 1,364.13 1925 Research in Constructing the Elementary School Curriculum. . 11,000 4,707.65 1926 | The Nation at Work on the Public School Curriculum....... 12,000 8,467.94 1927 Ehe Junior High School Curriculum lo “Le 11,000 8,844.57 1928 | The Development of the High School Curriculum............ 10,000 9,830.58 1929 | The Articulation of the Units of American Education........ 11,000 7,842.51 192981 PReprntrobRourth Vearbook ee a et chee do ore. 4000 ml ees a e The 1930 Yearbook—The Boston convention adopted a recommenda- tion made by the Executive Committee to the effect that the 1930 Year- book should deal with the subject of supervision, and President Joseph M. Gwinn was authorized to appoint a commission for this purpose. Their names are printed on the title page of this Yearbook. The work of the Commission has been done with painstaking care. Tentative drafts of all chapters were written and submitted to individual members by mail. At the Commission meetings these drafts were discussed and proposed revisions outlined. Each chapter was then rewritten by a member of the Commis- sion in the light of the criticisms. The Research Division of the National Education Association cordially assisted the Commission in its work. In fact, without the aid of this Division, yearbooks, such as the Department has issued in recent years, would be impossible. The 1931 Yearbook—The Commission on the Articulation of the Units of American Education was appointed, by President Randall J. Condon in 1926. The field of this research was so great that the Commission voted to publish its report in two yearbooks, the first of which was issued in 1929. The second will be ready in 1931. Six sub-committees are at work on the report with assignments as follows: Promotion Problems, Finance, Professional and Higher Education, Relation of General to Professional Education of Teachers, Principles of Articulation and Functions of Units, and Relation of Vocational Education and Adult Education to General Education. The 1932 Yearbook—At the annual meeting of the Executive Commit- tee of the Department of Superintendence in May, President Frank Cody recommended that the 1932 yearbook be devoted to the subject of char- acter education, which was agreed to, and the president was authorized to appoint a yearbook commission for that purpose. Superintendent Jeremiah E. Burke of Boston was appointed chairman of the commission, which held 354 DEPARTMENT OF SUPERINTENDENCE II E ERA A A A A A A A its first meeting at Detroit, November 22 and 23, 1929. The second meeting is to be held in the spring, at which time final outlines of the yearbook are to be made and sub-committees appointed to prepare drafts of the various chapters. The Finances—The Department closed the year 1929 with a balance in the regular fund of $12,985.48. The balance one year ago was $13,232.39 and two years ago it was $9,374.68. The principal source of revenue is the annual membership fee of five dollars. The Department enrolled 1,263 members in 1922; 1,650 in 1923; 2,136 in 1924; 2,470 in 1925; 3,305 in 1926; 3,114 in 1927; 3,684 in 1928; and 3,719 in 1929. The membership distribution by states for the last six years is shown in Table 41 on page 356. By agreement with the National Education Association, the net income from the exhibits at the winter meetings is divided equally between the Department and the parent Association, each organization thus deriving funds for convention expenses. The active work of organizing and man- aging the exhibit is done by the Business, Division of the National Educa- tion Association. The amounts which the Department has derived from this source during recent years are as follows: 1922 —-CIN GAG O vis 2 ext te opa MPa RSIS eae RN $ 3,250.00 1923=—Clevelands hecrtenratl To Oe ee Oe et eee TORO 4,267.50 1924—“Chicagor P e ETE CO eee es 5,142.81 19Z'S-Cincin na treinet oases SO ee om ore 8,696.06 1926-8 SHIN g Coney se A ERCP ie TS Me 6,830.68 1927F Dallas a Gar a Ge ori 3,524.64 1928 Boston Po ns o a A Tar ea Sd 8,883.87 O RS RTS Ia 14,687.26 The statement of receipts and expenditures given below covers the cal- endar year 1929. It includes expenses of the Cleveland convention, some preliminary charges for the Atlantic City convention, and all items of gen- eral expense. All bills were paid at the end of the year. A detailed state- ment regarding the permanent research fund is given elsewhere in this report. Regular Receipts During Calendar Year 1929 Annual dues 3420, members, 1929 NN $17,100.00 Annualdues Mendy O A E 1,730.00 Six-vearepaymentsy. 6 O aaa ae A NT 75,00 Yearbooks: A ra E O A eee. 7,842.51 Cleveland Mexhibit® to POSES. ES. AN ARTIE SORIANO 14,687.26 Interestoreceived Arda e ose aan ee eee eee 58.80 Educational Research Servicer m ae eee hen rtae 6,362.00 Allredorganizatlonse acre crac tree ae eee 150.00 “Total resnlaperéeceiptsia..a9.sadeetnnecn eee T ee $48,005.57 Gifts for permanent iresearchi Tund. ee ee nee 2,309.67 Balance, anuario ee 13232329 Grands. Total ti A E O $63,547.63 THE EIGHTH YEARBOOK 359 HO (q AA ‘a a Regular Expenditures During Calendar Year 1929 Cleveland Convention: aio Mae Mee oS > De SI o A a ot $664.89 BORE Ama AE Chi Pras. SS A 588.25 Badges SCO E atin Oo cnet eee ee 50.63 DD ORs meee tee a Mee ye NW o a A, 154.25 ARAS A hc Ret on Men a ae. 117.32 President's EXD COS CaaS O O roots cnc O 224.03 SECTeCanyasmeeXDEDSCeMy enn abate te gd tee, 396.61 sravelmexpensestormspeakers tha. ote ee 35.06 ELAN BPECNtalS Meet eee ds E A TA 0 119.00 IM ATES ORCS Be Se is ete A A AA 290.20 lea] Cheap Asean tase mee ee need ete ada a Eo O 480.25 Total Ele relatada Conventionet nares eee een Atlantic City Convention Preliminary Expense: ET OUISIN Me yeahs Aer RT ec elo cies Re an es 158.24 aurora dice E IS a 82.50 NV IN a a eS << 175.46 RASCA A ao o io a nd 89.51 iota lee ntc City Convention E E General Expense: Sala executive Secret els apa $7,500.00 Erinting MIM =Seventh—-Yearbook bra dea altas 8,717.86 Printing Convention Report 4,700 copies.............. 1,519.26 Print oe WeSCaArCh mes WILLING Mi eeraa e wees «nets cote es 1,233.49 GUISE ORS TN 1 O eae PAIS I er 976.50 Statlonetyasposta ge, and express tinte e tool tale 4,923.07 Stenorrapmerandeaclencal o cet ne een e ks its cron: 1,676.42 Aelephonesandetelepraph arate cists cis, terete fuera 208.21 Bres ent Sie CKDCUSCMEN GT fia aa olle nesta foe aes 281.40 SLIM ARS): CADENA dition ot Delos Woke ao doo egos lo 647.35 ME xecuthviem Committee: expenserias taa cales 868.33 Ara (CS JS reta ea Aso aaa 100.05 11930) Yearbook Commission expenses 1,768.18 193i Yearbook Commission expense nono e aeua A SPSS PS: 1932 Yearbook Commission expense ...............-.. 184.84 Committeemon a Rato dat 201.50 Committee on Financing Educational Research........ 206.28 Educational Research Service, salaries................ 3,561.90 Educational Research Service, miscellaneous ......... 1,398.90 Sirga? INS ono uso dean T oo ouuen oooO 17.50 American Council on Education an a eaa 100.00 Convention expense, me tl Antawn sterile ania re ere 44.71 Refunds—duplicate payments es eumeses. renterne: 30.43 Supplies Mand O aa yeti sys ler: = 206.85 otaleee etietalimexp ens es annia wiv cman ae 00 papa aie ¡Dota lMe pens ion the year oc wb ark e Eea e e comet ar Balance in general fund, December 31, 1929..........1....+-+.+-+- Balance in permanent research fund, December 31, 1929 Crand wal Gta eee tate o ai $3,120.49 $505.71 $39,626.28 $43,252.48 12,985.48 7,309.67 $63,547.63 356 DEPARTMENT OF SUPERINTENDENCE TABLE 41.—MEMBERSHIP OF THE DEPARTMENT OF SUPERIN- TENDENCE BY STATES, 1924-1929 1924 1925 1926 1927 1928 1929 State Chicago | Cincinnati | Washington | Dallas Boston | Cleveland == = | — Alabama a A ote: 38 46 61 58 43 53 Anzona a aor aoa | 18 19 22 26 | 21 22 ¡ATRAÍA e tel 25 23 | 38 49 33 41 Calitormia e ieee 40 55 | 61 92 94 106 Colorados r aae Ais 31 38 35 46 39 41 Connecticut. MoI -« 52 57 84 55 104 81 Deläware: irsana pua 10 | 10 15 14 12 10 District of Columbia... 8 13 30 2i 28 29 Elorida asr aa as 8 15 31 34 34 24 CENTRA o a 18 35 61 48 50 48 LI A 8 | 5 12 | 10 | 10 10 Minois Re e eee eee vee Ss 173 | 177 187 194 208 245 IEA e 74 85 | 100 88 89 122 NAS oe 90 | 66 | 69 71 73 92 Kansas par ee 54 56 | 76 17 65 70 KENTUCKY ii cise 21 46 | 43 34 40 56 IEOUISIAN A attest. ee 21 28 | 44 49 34 30 Male ors awe ras 16 20 | 25 Ba 75 32 Maryland: caño wt Soe 24 32 56 oye) 44 47 Massachusetts......... 110 115 178 121 318 192 Micmgani wer eters cha 149 155 206 152 201 222 Minnesota oo 69 60 66 65 | 82 84 Mississippi ener en 16 33 30 | 53 31 33 Missouri eS fh rn ae 59 61 69 84 79 91 Montana iaa taa 8 9 13 13 10 8 Nebraskan er ira 42 46 | 59 44 43 44 Nevadas th etic Margen ea 2 1 7 | 1 5 3 New Hampshire....... 18 22 35 19 77 30 NewiJersey ig acs ne 106 129 188 133 200 194 New Mexico ot 5 6 8 13 14 14 New Mork. ie Eres: 109 141 237 178 288 303 North Carolina. nose n 37 41 12 48 61 55 North Dakota. 7 9 16 13 21 16 DO ade ace eee 145 181 178 159 197 300 Rlahoma. os... tomos 42 42 59 | 86 64 64 DECO ae | 7 8 9 | 10 15 18 Pennsylvania: te 145 173 275 193 | 288 313 Rhodevislandss.... te: 25 | 29 32 29 49 36 South Carolina. noz... 8 | 20 23 20 20 20 South Dakota..... 22 23 | 21 22 19 2 Tennessee... iii es. 10 28 | 35 29 28 36 TEXAS e AEN 51 BI 114 334 168 154 iba A E AST E 18 23 24 19 30 27 MOON 13 11 17 11 53 2 Virginia aeai tan EES 26 30 51 36 45 44 Washington........... | 15 17 25 20 20 21 West Virginia.........| 39 45 60 43 31 39 Wisconsin........ ae 81 77 111 104 98 103 IV ODA eerie 16 15 23 21 19 19 O IM 1 | 2 2 Digs) || tetra 1 Canada cin eee eee 1 1 L PEA eee 1 2 China io E E A DE TN lbp 4 Pere. Cook Island ti o ed cd ae ee |e a ON, DA Mie i Pa areca Gna ret cote A! Tg Acca ity ee Races | epee a a a Greece Citing een Ol ee MA A 2 AN MITO SORTEA Guam de: 1 A OI A E E Ae T EN A RA RT 3 4 5 3 OIE e O LOS IO ) | Shas woes ION MIA E NA E A Pan na 1 1 1 | 1 E a Mexico da tees E lk gn E A O ams ae 1 NewZealand e sellin E (A A N 1 1 1 Porto :Rico ia a ear E 3 3 2 2 16 Philippine Islands a n eee 4 4 6 6 8 SET FAC BOR Aa A A E T il Za MARA lie Bes Pee ee a a E A 1 1 erre NOE | ANA Se: Rotalar. O 2,136 2,470 3,305 3,114 3,684 3,719 NOTE.—The count includes only members who paid dues for the year. a N EREA E THe EIGHTH YEARBOOK 357 Educational Research Service—The Educational Research Service was authorized in 1923 by vote of the Cleveland convention of the Depart- ment of Superintendence. It is conducted in cooperation with the Research Division of the National Education Association. Books, bulletins, circu- lars, and special tabulations which contain up-to-date information on school practice are sent to all subscribers. In addition, each subscriber is assured of individual assistance in response to requests for information. One of the important contributions to subscribers is the biennial study of school salaries made by the Research Division. The most recent tabulation sent to subscribers is one reporting city school expenditures in 283 cities for the school year 1928-29. A school research exchange has been developed for circulating information regarding research studies completed and in progress in city school systems. In general, the Educational Research Service acts as a clearing house of school information for its subscribers. The service is maintained on a subscription basis, with an annual fee of $25. Although the service is aimed more directly to meet the needs of city school systems, the 271 subscribers include 7 state departments of education and 24 colleges and other educational institutions. The income from this service in its first year, 1924, was $525; for the year just closed it was $6,362. Three members of the headquarters staff devote their entire time to this service. Permanent Research Fund—In recent years the Department of Super- intendence has completed a number of important studies in education. Through the yearbooks, some of the best thinking in America has been brought to bear on problems which superintendents of schools must face. Several committees are now at work on studies of nation-wide significance. Not a single member of any of these committees receives a cent for his services. The leading school systems of the nation have contributed gener- ously of time and material in promoting these great cooperative enterprises. Notwithstanding these contributions, the ordinary receipts of the Depart- ment of Superintendence are not sufficient to finance the research studies which superintendents of schools are demanding. As a result of this situation, the Department of Superintendence, at its Boston convention, authorized the appointment of a committee to develop plans for more adequately financing educational research. “The Cleveland convention again took action directing the committee to propose a method for “creating a fund that should yield an annual income sufficient to enable the Department to carry forward important studies in education on a nation-wide basis,” and fixed the sum of one million dollars as the amount necessary for this purpose. The members appointed on this committee were Randall J. Condon, Frank W. Ballou, Frank D. Boynton, Lamont F. Hodge, and Charles H. Judd. They undertook this job only at the earnest solicitation of the Executive Committee. Their plans were outlined in letters which have been sent to members of the Department of Superintendence and in their report 358 DEPARTMENT OF SUPERINTENDENCE at the Cleveland convention. Some delay was occasioned when a vacancy arose in the chairmanship of the committee due to the retirement of Super- intendent Randall J. Condon from active school work. Dr. Condon had devoted much time and energy to this project. In October, President Frank Cody called together the remaining members of the committee and directed them to press forward energetically with a program for raising the million dollar research fund, in accordance with the official action taken by the Department of Superintendence and the Executive Committee. When the proposed fund is available, the Department of Superintendence will be able to study more intensively problems of public school administra- tion and annually to make those investigations which, in the words of the chairman of the committee at the Cleveland convention, “shall redound to the welfare of the schools of this country.” The fund is under way. Sub- scriptions have been made by many members of the Department of Super- intendence. Cash receipts for 1929 were as follows: Randall. Condon CINCA A O tie eee eer ee eee ae $250.00 Erank*D Boynton, Ithaca? Nag Y a SN 250.00 Parent Teacher Association of Yonkers, N. Y., by Lamont F. Hodge.... 50.00 Laboratory Schools, University of Chicago by Charles H. Judd.......... 250.00 Lucius N. Littauer, Gloversville, N. Y., by Harry W. Langworthy........ 250.00 Kappa Phi Kappa Fraternity by Arthur D. Wright.................. 50.00 Physical Education Class of 1929, State Normal School, Cortland, N. Y., byuHarry DEW seDeGroat? . 458. tds cece steel ete ne aa A Miata eons 50.00 WoaCucSmith? Albany. Nee Vou ais a da AS pees ae a aie 50.00 D. B. Waldo, Kalamazoo, Mich. ..... a e dla eae 50.00 Rochester, N. Y., Teachers Association by A. Laura McGregor. esen 250.00 Commission on the Curriculum by E. C. Broome, chairman............ 171.24 Nicholas Bauer for principals and teachers of New Orleans, La. ........ 250.00 Newport News, Va., High School by Joseph H. Saunders................ 86.43 City Board of School Commissioners of Charleston, S. C., by A. B. Rhett.. 50.00 Parent Teacher Associations of Newburgh, N. Y., by Snyder J. Gage.... 252.00 Kotal Cash TECCEDI e O E EE A ET N $2,309.67 Transferred from regular fund, Department of Superintendence........ 5,000.00 ‘otalis cash 2assevse 9 as raaa RN E $7,309.67 Committee on Lay Relations—The Boston convention authorized the appointment of a standing committee of five members on the relation of the Department of Superintendence with lay organizations. The com- mittee consists of M. G. Clark, superintendent of schools, Sioux City, Iowa, chairman; Charles S. Meek, superintendent of schools, Toledo, Ohio; Daniel J. Kelly, superintendent of schools, Binghamton, N. Y.; L. P. Benezet, superintendent of schools, Manchester, N. H.; and Albert S. Cook, state superintendent of schools, Baltimore, Md. This committee met at Detroit, December 2. The committee voted to prepare and present at the Atlantic City con- vention, a printed report stating certain general principles concerning the relationship which the schools should have to the various interests and THe EIGHTH YEARBOOK 359 organizations which seek to secure the participation of the public schools in outside enterprises. Requests for allied relationship from numerous organizations were con- sidered. The committee decided that the Department of Superintendence was unable to provide suitable hotel accommodations and meeting halls in convention cities for any additional allied departments or organizations. ‘The absence of too large a group of executives such as supervisors, principals, and specialists from a school system during the last week in February leaves the school under-stafted and constitutes a real menace, in case an emergency arises while so large a proportion of executive officers are at the convention. The report will suggest that school authorities should keep this situation in mind when determining the size of the delegation to be sent to the winter meeting from their school systems. In conclusion—Year by year superintendents of schools are called upon to bear increasing burdens of responsibility. Modern conditions have rap- idly forced the schools to revise their procedures and to undertake new duties of which no one dreamed a generation ago. The Department of Superintendence through its yearbooks, its research service, its conventions, and its other activities has sought to keep pace with changing conditions and unselfishly to assist in the solution of America’s educational problems. Respectfully submitted, S. D. SHANKLAND, Executive Secretary. 360 DEPARTMENT OF SUPERINTENDENCE REPORT OF AUDITING COMMITTEE WasuHinctTon, D. C. January 17, 1930. Superintendent Frank Cody, President, Department of Superintendence, Detroit, Michigan. DEAR SIR: We, the undersigned committee, appointed to audit the accounts of the Department of Superintendence for the year 1929, report as follows: 1. All items of receipts and expenditures as shown by the books of the executive secretary, S. D. Shankland, the bank deposit records, and the vouchers for expenditures have been examined and audited. We find that the total regular receipts of the Department for the year were $48,005.57, the receipts of the permanent fund $2,309.67, which with the balance on hand January 1, 1929, of $13,232.39 makes a total of receipts for the year of $63,547.63. The total expenditures were $43,252.48, leaving a balance on hand January 1, 1930, of $20,295.15. Of this sum $12,985.48 is the balance in the general fund, and $7,309.67 in the permanent fund. 2. This audit covers the transactions of the calendar year 1929, and the receipts of the month of December, 1928, but not those of December, 1929. Under the Constitution of the Department, December receipts are not credited on the books of the National Education Association until January. 3. The committee is particularly pleased to report the excellent form in which the accounts of the Department are kept. These are in such shape as to make plain every item concerned with the year's audit. We are pleased to add our appreciation not only of the ef- ficiency of the executive secretary and his clerical force, but also of the courtesy and helpfulness with which the committee has been re- ceived in this work. On account of the interlocking relationship between the Department of Superintendence and the National Educa- tion Association, the audit of the accounts of this Department makes it necessary to refer to the accounts of the National Education Asso- ciation. Your committee found the same kind of care in the keep- ing of these accounts and the same kind of helpfulness from Mrs. Hixson and other officers of the National Education Association as were found in the Department of Superintendence. Respectfully submitted, Louis NUSBAUM. W. A. DENNY. S. E. WEBER. THE CONSTITUTION AND BYLAWS THE DEPARTMENT OF SUPERINTENDENCE CONSTITUTION Article I—Name The name of this associatión shall be the Department of Superintendence of the National Education Association. Article II—Object The object of this department shall be to promote the general educational welfare in the field of administrative education and supervision, to make constructive studies, to further the effort and increase the efficiency of per- sons engaged in education, to foster professional zeal, to advance educa- tional aims and standards, to protect and advance the interests of school administration, and to establish and maintain helpful, friendly relationships. Article I1I—Membership SecTIon 1. Membership in the Department of Superintendence shall consist of active, associate, and honorary. SECTION 2. All persons shall be eligible to active membership who are members of the National Education Association and who are engaged in supervisory and administrative positions—namely, state, county, and city superintendents, and associate, assistant, and deputy state, county, and city superintendents, and supervisory and administrative officers in city and county school systems exercising the functions of associate, assistant, or deputy superintendents; all state and national officers of educational ad- ministration; the heads of teacher-training institutions, colleges, and uni- versities having departments or colleges of education, the heads of these de- partments or colleges of education, and professors of school administration or supervision in these institutions. Section 3. All members of the National Education Association, who are actively engaged in any phase of school work, may become associate members of this department by paying the regular membership fee, and shall be entitled to all the privileges of this department except the right to vote and hold office. Section 4. All members of the National Education Association, who have been engaged in supervisory or administrative positions, as defined in Section 2 of this article, and who have retired from such service, may have the privilege of honorary membership in this department upon recom- mendation of the Executive Committee. Section 5. The Executive Committee shall have power to pass upon the credentials of all applicants for membership. [ 361 ] 362 DEPARTMENT OF SUPERINTENDENCE Article IV—Officers Section 1. The officers of this department shall be a president, a first vice-president (who shall be the retiring president), a second vice-presi- dent, an executive secretary, and four members of the Executive Com- mittee who, with the other officers of this department, with the exception of the executive secretary, shall constitute the Executive Committee. Section 2. The president and vice-presidents shall hold office for the period of one year from the date of election, including one full year’s service in the promotion and operation of one meeting of the department. Section 3. The executive secretary shall be selected by the Executive Committee for an indefinite period. Section 4. Members of the Executive Committee shall hold office for four years, one member retiring each year. At the first election the mem- ber receiving the largest number of votes shall serve for a term of four years and the others for three, two, and one years, respectively, according to the number of votes received. Article V—Election of Officers Section 1. The procedure for the election of officers shall be as fol- lows: Nominations shall be made from the floor on the morning of the second day’s session at a time previously agreed upon by the Executive Committee, and announced in the printed program of the meeting. SECTION 2. Method of balloting—The tickets issued by the secretary of the department to the members shall be provided with a detachable stub, to be used as a ballot. “Two places for balloting shall be provided, one at the secretary's head- quarters, the other at the entrance to the auditorium in which the general sessions are held. The ballot-boxes shall be open for voting from 11 A. mM. until 6 P. M. on the third day of the meeting. Those candidates receiving the highest number of votes for the respec- tive offices shall be considered the choice of the «department, and declared elected. The entire procedure of balloting shall be in charge of the Executive Committee and secretary. SECTION 3. Announcement of the result of balloting—At the last regu- lar business meeting, the president shall call for the report of the secretary, announcing the result of the ballot cast for the several officers of the department. In case of a tie vote, the Executive Committee shall cast lots to determine the successful candidate. Article VI—Appointive Committees The appointive committees of this department shall consist of a Resolu- tions Committee, an Audit Committee, and such other committees as may be authorized by the department from time to time. Tue EIGHTH YEARBOOK 363 Article VII—Annual Meeting The annual meeting of this department shall be held on the fourth Monday in February, and the three succeeding days. Article VIII—Amendments This Constitution may be altered or amended at any annual meeting by two-thirds vote of the active members present, the proposed amendment having been submitted in writing at a previous regular business meeting. BYLAWS Article I—Duties of Officers SECTION 1. It shall be the duty of the president to preside at all meet- ings and in conjunction with the Executive Committee to prepare programs for the annual meeting of the department; to appoint all committees not otherwise provided for. He shall be chairman and a member of the Ex- ecutive Committee, and shall call meetings of this committee whenever he deems it necessary, or whenever he is requested so to do by a majority of the members of the committee. He shall perform all other duties apper- taining to his office. SECTION 2. In the absence of the president, the vice-presidents shall pre- side in turn. In case of vacancy in the office of president, the second vice- president shall at once succeed to the office of president. SECTION 3. The executive secretary shall keep a complete and accurate record of the proceedings of all meetings of the department and all meet- ings of the Executive Committee, shall conduct the business of the depart- ment, as provided by the Constitution and Bylaws, and in all matters not definitely prescribed therein be under the direction of the Executive Com- mittee, and in the absence of direction by the Executive Committee, shall be under the direction of the president. He shall receive all moneys due the department and transmit them monthly to the secretary of the National Education Association; shall countersign all bills approved for payment by the Executive Committee or by the president in the interval between meetings of the Executive Committee. He shall have his records present at all meetings of the department and Executive Committee. He shall keep a list of members of the department and shall revise said list annually. He shall be secretary of the Executive Committee and custodian of all property of the department. He shall give such bond as may be required by the Executive Committee. He shall submit an annual report to the Executive Committee at each annual meeting. At the expiration of his term of office he shall turn over to his successor in office all money, books, and property of the department. He shall serve during the pleasure of the Executive Committee. 364 DEPARTMENT OF SUPERINTENDENCE Article II—Duties of Committees Section 1. The Executive Committee shall assist the president in ar- ranging the annual program, and in arranging for the place of the annual meeting. It shall select an executive secretary and fix his salary. The Executive Committee shall submit an annual report at one of the business sessions of the department, shall recommend to the department the ap- pointment of special committees for investigation and research. It shall recommend the amount of money to be expended in such investigations, but in no case shall it incur debt. It shall decide what sections and de- partments of the National Education Association may be affliated with this department. Section 2. The Resolutions and Audit Committees shall be appointed by the newly elected president immediately upon his election and shall make their report at the next annual meeting succeeding their appoint- ment. Article III—Dues “The dues of this department shall be $5 per vear for both active and associate members, and shall be paid annually to the executive secretary. In lieu of said annual dues, a six-year membership shall be issued by the executive secretary to any active or associate member upon the payment of $25 in advance. Article IV—Vacancies All vacancies occurring in any office other than that of president shall be filled by the Executive Committee. Article V—Rules of Order Roberts’ Rules of Order shall govern in all business meetings of this department. Article VI—Amendments These Bylaws may be amended at any regular business meeting of this department by a majority vote of the members present, the amendment having been submitted in writing at a previous regular business meeting. CALENDAR OF MEETINGS HE National Association of School Superintendents was organized at Harrisburg, Pennsylvania, in 1865. This association became the Department of School Superintendence of the National Educational Association in 1870. In 1907 the name was changed to the Department of Superintendence of the National Education Association. NATIONAL ASSOCIATION OF SCHOOL SUPERINTENDENTS 1865-1870 i 1865—HARRISBURG, PA. August. Brrpsey Grant NORTHROP, Chairman. L. Van BOKKELEN, Secretary. 1866—WASHINGTON, D. C., February. INDIANAPOLIS, IND., August. 3IRDSEY GRANT NortHRroP, President. CHARLES R. CoBurwn, Vice-president. L. Van BOKKELEN, Secretary. (Organization) 1868—NASHVILLE, TENN., August. Emerson E. WHrrk, President. DANIEL STEVENSON, Vice-president. L. Van BOKkKBÉLEN, Secretary. 1869 —TRENTON, N. J., August. J. W. BuLxkrey, President. Emerson E. WHrrk, Vice-president. E. Van BOKKELEN, Secretary. 1867—No Meeting. 1870—WASHINGTON, D. C., March. James P. WickrrsHaM, President. S. $. AsHLEY, Vice-president. W. R. Creery, Secretary. DEPARTMENT OF SCHOOL SUPERINTENDENCE OF THE NATIONAL EDUCATIONAL ASSOCIATION, 1871-1906 1871—ST, LOUIS, MO., August. W. D. HENKLE, President. W. M. Corry, Vice-president. WARREN JOHNSON, Secretary. 1872—BOSTON, MASS., August. Joun Hancock, President. A. P. MARBLE, Secretary. 1873—ELMIRA, N. Y., August. Wi,nLiam T., Harris, President. Joun W. Pace, Vice-president. A. P. MARBLE, Secretary. 1874—WASHINGTON, D C., January. DETROIT, MICH., August. J. H: Bryrorp, President. ALLEN ARMSTRONG, Secretary. 1875—WASHINGTON, D. C., January. MINNEAPOLIS, MINN, August. J. Ormond Witson, President. A. ABERNETHY, Vice-president. R. W. Srevenson, Secretary. 1876—BALTIMORE, MD., July. CHARLES S. SMart, President. A. Pickett, Vice-president. Horace S. TARBELL, Secretary. 1877—WASHINGTON, D. C., March. LOUISVILLE, KY., August. WASHINGTON, D. C., December. CHARLES S. Smart, President. Horace S. TaArBELL, Secretary. 1878—No Meeting. 1879—WASHINGTON, D. C., February. PHILADELPHIA, PA., July. . James P. WickersHaM, President. Ames H. Smart, Vice-president. R, W. STEVENSON, Secretary. 1880 —WASHINGTON, D. C., February. CHAUTAUQUA, N. Y., July. M. A. NEWELL, President. N. A. CALKINS, Vice-president. S. A. BAER, Secretary. 1881—NEW YORK, N. Y., February. ATLANTA, GA., July. A. P. MarBLE, President. N. A. Carxins, Vice-president. SAMUEL FINDLEY, Secretary. 1882 —WASHINGTON, D. C., March. SARATOGA SPRINGS, N. Y., July. W. H. Rurrwner, President. N. A. CaLkiNs, Vice-president. Henry S. Jones, Secretary. 1883—WASHINGTON, D. C., February. SARATOGA SPRINGS, N. Y., July. N. A. CALKINS, President. Horace S. TArBELL, Vice-president. Henry S. Jones, Secretary. 1884—WASHINGTON, D. C., February. MADISON, WIS., July. B. L. BUTCHER, President. D. F. DeWonr, Vice-president. Henry R. SANFORD, Secretary. 1885—NEW ORLEANS, LA., February. SARATOGA SPRINGS, N. Y., July. Leroy D. Brown, President. W. O. Rocers, Secretary. 1886--WASHINGTON, D. C., February. TOPEKA, KANS., July. Warren Easton, President. A. P. Stone, Vice-president. CHARLES C. Davinson, Secretary. 1887—WASHINGTON, D. C., March. CHICAGO, ILL., July. CHARLES S. Youna, President. N. C. Dovcuerry, Vice-president. CuarLEs C. DAVIDSON, Secretary. 1888—WASHINGTON, D. C., February. SAN FRANCISCO, CALIF., July. N. C. Doucnerty, President. Henry A. Wisk, Vice-president. W. R. THIGPEN, Secretary. [ 365 J 366 DEPARTMENT OF SUPERINTENDENCE 1889 —WASHINGTON, D., C., Feb.-March. NASHVILLE, TENN, July. Frep M. CAMPBELL, President. CuHarLES C. Davipson, Vice-president. W. R. TuHIGPEN, Secretary. 180—NEW YORK, N. Y., February. ANDREW S. Draper, President. J. A. B. Loverr, Vice-president. L. W. Day, Secretary. 1891—PHILADELPHIA, PA., February. ANDREW S. Draper, President. J. A. B. Lovert, Vice-president. L. W. Day, Secretary. 1901—CHICAGO, ILL., February. 1892—BROOKLYN, N. Y., February. Lorenzo D. Harvey, President. , Henry Sasin, President. ARTHUR K. Wurrcoms, Vice-presi- VircIL G. Curtis, Vice-president. dent. L. W. Day, Secretary. Frank B. Cooper, Secretary. 1893—BOSTON, MASS, February. 1902—CHICAGO, ILL., February. Epwarp Brooks, President. GR GLENN, President. Joun E. BrapLEY, Vice-president. Henry P EMERSON, Vice-president. J. H. PHILLIPS, Secretary. JoHN W. DIETRICH, Secretary. 1894—RICHMOND, VA., February. 1903—CINCINNATI, OHIO, February. D. L. Kieu et, President. CHARLES M. Jorpan, President. WARREN Easton, Vice-president. CLARENCE F. CARROLL, Vice-president. FREDERICK TREUDLEY, Secretary. J. N. WiLxINSON, Secretary. 1895—CLEVELAND, OHIO, February. 1904—ATLANTA, GA., February. WiLLiam H. MAXWELL, President. Henry P. Emerson, President. Oscar T. Corson, Vice-president. Epwin B. Cox, Vice-president. James M. CARLISLE, Secretary. Joun H. HINEMON, Secretary. 1896—JACKSONVILLE, FLA., February. 1905—MILWAUKEE, WIS., February. Lewis H. Jones, President. Epwin G. CooLkY, President. J. H. PurinLips, Vice-president. Lawton B. Evans, Vice-president. Rozsert E. DENFIELD, Secretary. EVANGELINE E. WHITNEY, Secretary. 1897 —INDIANAPOLIS, IND., February. 196—LOUISVILLE, KY., February-March. E GILBERT, President. Joun W. Carr, President. A: B. BLODCETT, Vice-president. J. H. PuiLLrs, Vice-president. Lawton B. Evans, Secretary. ELLA C.. SULLIVAN, Secretary. 1898—CHATTANOOGA, TENN, February. NarHan C. SCHAEFFER, President. Frank B. Cooper, Vice-president. WILLIAM L. STEELE, Secretary. 1899—COLUMBUS, OHIO, February. Epear H. Marx, President. Grorce H. CONLEY, Vice-president. James H. Van SICKLE, Secretary. 1900—CHICAGO, ILL., February. Aucustus S. Downinc, President. G. R. Grenn, Vice-president. CHARLES M. JorDAN, Secretary. DEPARTMENT OF SUPERINTENDENCE OF THE NATIONAL EDUCATION ASSOCIATION, 1907— CHTCNGO, ILL., February. STETSON, President. ue H. Surrey, Vice-president. J. H. Harris, Secretary. 1908—WASHINGTON, D. C., February. Frank B. CoorrEr, President. Srratton D. Brooks, Vice-president. Grorce B. Cook, Secretary. 1909—CHICAGO, ILL., February. WiLLiam H. Ersow, President. Davip B. JoHnNsow, Vice-president. A. C. NELSON, Secretary. 1910—INDIANAPOLIS, IND., March. Srrarton D, Brooks, President. Wares C. MARTINDALE, Vice-presi- dent. Joun F. Kearine, Secretary. 1911—MOBILE, ALA., February. WiLniam M. DAVIDSON, President. J. A. Sawan, Vice-president. ARTHUR D. CALL, Secretary. 1912—ST. LOUIS, MO., February. one E. CHADSEY, President. J. Kern, Vice- -president. RARS UPDEGRAFF, Secretary. 1907— 1913—PHILADELPHIA, PA., February. FRANKLYN B. Dyer, President. SaMuet HamILrToN, Vice-president. Burr W. Torreyson, Secretary. 1914—RICHMOND, VA., February. Ban BLEWETT, President. E. RANGER, Vice-president. URG E. Locan, Secretary. 1915—CINCINNATI, OHIO, February. Henry SNYDER, President. PauL W. Hory, Vice-president. Mrs, ExLor C. RIPLEY, Secretary. 1916— DRIROI, MICH., February. P; SHAWKEY, "President, ieee B. Evans, Vice-president. E. C. WarrINER, Secretary. 1917—KANSAS CITY, MO., February. Jonn- D. Smoor, President. Frep L. KEELER, Vice-president. MARGARET T. MAGUIRE, Secretary. 1918—ATLANTIC CITY, N. J., Feb.-March. THomas E. FINEGAN, President. A. A. McDona.p, Vice-president. Lipa Lee TALL, Secretary. THE EIGHTH YEARBOOK 367 1919—CHICAGO, ILL., February-March. Ernest C. HARTWELL, President. Davin B. Corson, Vice-president. MARIE GUGLE, Secretary. 1920—CLEVELAND, OHIO, February. E. U. Grarr, President. D. J. KELLY, Vice-president. CHarL OrMoND WILLIAMS, Secretary. 1921—ATLANTIC CITY, N. J., Feb.-March. Carvin N. KENDALL, President, Ernest A. SMITH, Vice-president. BELLE M. Ryan, Secretary. 1922—-CHICAGO, ILL., February-March. RoBinsoN G. Jones, President. Witt C. Woop, Vice-president. SHERWOOD D. SHANKLAND, Secretary. 1923—CLEVELAND, OHIO, February. Josan H. Beverince, President. Frank W. Barrou, Vice-president. SHERWOOD D. SHANKLAND, Secretary. 1924—CHICAGO, ILL., February. Payson SMITH, President. M. G. Crark, Vice-president. SHERWOOD D. SHANKLAND, Secretary. 1925—CINCINNATI, OHIO, February. WiLLIaM MCANDREW, President. Joun J. Mappox, Vice-president. SHERWoop D. SHANKLAND, Secretary. 1926--WASHINGTON, D. C., February. Frank W. BaLLoú, President. E. E. Lewis, Vice-president. SHERWOOD D. SHANKLAND, Secretary. 1927 —DALLAS, TEXAS, February. RANDALL J. Conpon, President. Davin A. Warp, Vice-president. SHERWOOD D. SHANKLAND, Secretary. 1928—BOSTON, MASS., February. JoserH M. Gwinn, President. Frank D. Boyntow, Vice-president. SHERWOoop D. SHANKLAND, Secretary. 1929—CLEVELAND, OHIO, February. Frank D. Boynton, President. Frank G. PickELL, Vice-president. SHERWwoop D. SHANKLAND, Secretary. 1930—ATLANTIC CITY, N. J., February. Frank Copy, President. Norman R. Crozier, Vice-president. SHERWoop D. SHANKLAND, Secretary. List of Members The Department of Superintendence of the National Education Association of the United States Corrected to January 1, 1930 Abada, Esteban R., A. B. ?22, Mich.; Div. Supt. of Sch., bales, P. I., since 1927. Abbett, Merle J., A. B. *07, Franklin Col.; A. M. *18, Tchrs. Col., Columbia Univ.; Supt. of Sch., Bedford, Ind., since 1924. Abbett, William A., Ph. B. ’88, Minnesota Inst. of Pharmacy. Address: 222 W. Su- perior St., Duluth, Minn. Abbot, Julia Wade, B. S. °23, Tchrs. Col., Columbia Univ.; Dir., Kdgn. Educ., Grant Univ. of Iba, Zam- Bldg., 17th and Pine Sts., Philadelphia, Pa., since 1924. Apel ja, An B. LOA. M. T14 Ind: Univ.; Supt. of Sch., 307 E. Market St., Nappanee, Ind, since 1923. Abercrombie, John W., State Dept. of Educ., Montgomery, Ala. Ackerman, William A., State Dept. of Educ., State House, Trenton, N. J. Ackert, Mrs. Edith S., A. B. and Life Di- ploma *10, Okla. City Univ.; Life Di- ploma ’18, Univ. of Oregon; Co. Supt. of Sch., 625 N. Jackson, Roseburg, Oregon, since 1925. Ackley, Clarence E., A. B. 710, A. M. 713, Oberlin Col. Address: P. O. Box 812, Birmingham, Ala. Ackley, E. L., Az B. and A. M. 05; Pd. B. 708, Syracuse Univ.; Supt. of Sch., H. S. Bldg., Johnstown, N. Y., since 1910. Adams, Edwin W., M. A. ’23, Univ. of Pa.; Prin., Philadelphia Normal Sch., 2522 S. Lambert St., Philadelphia, Pa., since 1924. Adams, Emerson L., A. B. ’89, A. M. 792, Bowdoin Col.; Dir. of Voc. Rehabilita- tion and Supvr. of Adult Educ., State House, Providence, R. I. Adams, Ray H., A. B. ’27, M. A. ’28, Univ. of Mich.; Supt. of Sch., 483 Nona Ave., Dearborn, Mich., since 1916. Adams, Waldo L., A. B. ’22, Manchester Col.; Co. Supt. of Sch., Court House, Goshen, Ind., since 1927.. Ade, Lester K., A. B. ’21, A. M. ?24, Buck- nell Univ.; Prin., State Normal Sch., New Haven, Conn., since 1928. Adkins, Alta, Asst. Supt. of Sch., Educ., Hammond, Ind. Adkins, Stanley, A. B. 710, Ohio State Univ.; Dist. Supt. of Sch., Aurora, Minn. Aery, William Anthony, A. B. *04, Colum- bia Col.; A. M. ’05, Tchrs. Col., Colum- bia Univ.; Dir., Sch. of Educ., Hampton Normal and Agrl. Inst, Hampton, Va., since 1923. Ager, G. W., Supt. of Sch., Bend, Oregon, since 1922. j Agnew, Walter D.. M. A. ’21, Ph, D; 223, Columbia Univ.; Pres., Women’s Col. of Ala., Montgomery, Ala., since 1922. Bd. of Aguayo, Manuel, Genl. of Educ., San Juan, P. R. Aikin, Wilford M., B. S. ’07, Muskingum Col.; M. A. 713, Univ. „of Mich.; Dir., John Burroughs Sch., Price Rd., Clayton, Mo., since 1923. Akin, W. P., B. S. ’20, Southern Methodist Univ.; M. A. ’27, Univ. of Texas; Dean, Texarkana Junior Col., Texarkana, Texas, since 1927. Alan, John S., A. B. "93, A. M. ’00, Thiel Col + Supt. ‘of Sch., 1612. E: State St; Salem, Ohio, since 1913. Alberty, Harold B., Ph. D. ’26, Ohio State Univ.; Assoc. Prof., Dept. of Prin. of Educ., Ohio State Univ., Columbus, Ohio, since 1926. Albright, Denton M., A. B. 715, Albright Col; A. M: ’22, Columbia Univ.; Supt. of Sch., Rochester, Pa., since 1926. Alderfer, C. J., A. B. ’17, Swarthmore Col.; A.M. ?26, Univ. of Pa.; A. M. 29, Tehrs. Col., Columbia Univ.; Supt. of Sch., Du Bois, Pa., since 1926. Alderman, Grover H., B. A. ”13, Iowa State Tchrs. Cols tM. As 719) Ph: D. 720, State Univ. of Iowa; Dean, Sch. of Educ., Univ. of Pittsburgh, Pittsburgh, Pa. Alexander, Carter, B. S. ’05, A. B. ’06, A. M. ’08, Univ. of Mo.; Ph. D. *10, Colum- bia Univ.; Prof. of Educ. and Research Assoc., Div. of Field Stud., Tchrs. Col., Columbia Univ., New York, N. Y. Alexander, James W., A. B. ’02, Princeton Univ.; Supvg. Prin. of Twp. Sch., Greén- wood Sch., Trenton, N. J., since 1916. Alfriend, Kyle Terry, A. B. ’95, George Peabody Col. for Tchrs.; A. M. ’25, Mer- cer Univ.; Secy., Ga. Educ. Assn., 400 Vineville Ave., Macon, Ga., since 1923. Alger, John L., A. B. '90, A. M. *95, Brown Unive Bd. D 21, Ry L State Col! Pres:, Supt., Dept. R. I. Col. of Educ.,: Providence, R I., since 1908. Allan, Harold A., A. B. '06, Bates Col.; Dir., Business Div., Natl. Educ. Assn., 1201 16th St., N. W., Washington, D, C., since 1923. Allbaugh, Edgar B., Diploma ’01, State Tchrs. Col., Emporia, Kansas; Supt. of Sch., 521 W. Eighth, Concordia, Kansas, since 1929. Allen, A. T., Ph. B. ’97, Univ. of N. C.; D. C. L ’24, Elon Col.;+LL. D. ’27,. Univ. of N. C.; State Supt. of Pub. Instr., Raleigh, N. C., since 1923. Allen, Charles Forrest, Pd. B. ’10, State Tchrs. Col., Warrensburg, Mo.; Ph. B. 17, Univ. of Chicago; M. A. *24, Tchrs. Col., Columbia Univ.; Supvr. of Sec. Educ., Eighth and Louisiana Sts., Little Rock, Ark., since 1914. 1369] 370 DEPARTMENT OF SUPERINTENDENCE Allen, Frank E., A. B, 116,4, M.023, Ind. Univ.; Supt of Sch., Muncie, Ind., since 1925. Allen, George A., Jr., B. S. in Ed. ’16, State Tchrs. Col., Emporia, Kansas; State Supt. of Pub. Instr., State House, Topeka, Kan- sas, since 1927. Allen, Harlan B., B. S. *'16, Union Col.; M. A. 719, Union Univ.; Supt. of Sch; Mineola, N. Y., since 1923. Allen, 1. M., A. B. '96, Lawrence Col.; Ph. D. ’26, Columbia Univ.; Supt. of Sch., Highland Park, Mich., since 1926. Allen, J. Edward, B. A. *07, M. A. 08, Wake Forest Col.; Supt. of City and Co. Schools, Warrenton, N. C., since 1919. Allen, James E., A. B- '98, LL. D. 23, Hampden-Sidney Col.; Pres., Davis and Elkins Col., Elkins, W. Va., since 1910. Allen, Lyman Richards, B. S. '98, Harvard Univ.; A. M. ’20, Columbia Univ.; Union Supt. of Sch., Baldwinsville, Mass., since 1928, Allen, Nat B., Prin., Allen Academy, Bryan, Texas. Allen, Richard D., A. B. '10, A. M. 232. Ph. D. ’21, Brown Univ.; Asst. Supt. of Sch., 9 Exchange Ter., Providence, R. I., since 1918. Allen, Roy R., A. B. '12, Harvard Univ.; A. M. *22, Tchrs. Col; Columbia Univ.; Supt. of Sch., 18 Armstrong Pl., Owego, N. Y., since 1928. Allen, W. S., A. B. '12, Baylor Univ.; A. M. *'15, Ph. D. ’23, Columbia Univ.; Dean, Col. of Arts and Sciences and Prof. of Sec. Educ., Baylor Univ., Waco, Texas, since 1924, Allen, William O., Lafayette Col., Easton, Pa. Allison, Texas. Allman, H. B., B. S. *10, Tri-State Col.; Supt. of Sch., Rushville, Ind. Allman, John I., Supt. of Sch., Dalton, Ga. Almack, John C., B. A. '18, M. A. ?20, Univ. of Oregon; Ph. D. 22, Stanford Univ.; Prof. of Educ., Stanford Univ., 683 Alvarado Row, Stanford University, Calif., since 1921. Alverson, G. Carl., Supt. of Sch., 1201 Har- rison St., Syracuse, N. Y. Alverson, S. E., B. S. '17, Univ. of Ga.; A. M. ’27, Tchrs. Col., Columbia Univ.; Supt. of Sch., Anniston, Ala., since 1928. Amery, Elisabeth, B. S. '13, Univ. of Wis.; A. M. ’27, Tchrs. Col., Columbia Univ.; State Supvr. of Home Economics Educ., State Dept. of Educ., Baltimore, Md., since 1927. Ames, Vernon S., A. B. ’04, Colby Col.; Supt. of Sch., Wilton, N. H., since 1923. Amick, C. T., Supt. of Sch., 322 E. Mon- roe, Delphi, Ind. Andersen, Erik A., Ed. M. ’28, R. I. Col. of Educ.; Asst. Supt. of Sch., 9 Exchange Ter., Providence, R. I., since 1925. Andersen, Ida M. B., State Normal Sch. E. L., Supt. of Sch., Bertram, Diploma ’26, Univ. of Wyoming; Co. Supt. of Sch., Newcastle, Wyo., since 1923. Anderson, C.: S., Diploma '09, A. B. ’19, Phillips Univ.; Supt. of Sch., Broken Arrow, Okla., since 1924. Anderson, Charles Wesley, Supt. of Sch., 641 E. Main, Brownsville, Tenn. Anderson, David Allen, B. A. ’08, M. A. 710, Ph. D. *12, Univ. of Iowa; Pres., Northern State Tchrs. Col., Aberdeen, S. Dak., since 1928. Anderson, Earl William, A. B. ’18, Univ. of Ths “A. M: "25 Ph. D126, Lehrs: Gol Columbia Univ.; Assoc. Prof. of Educ., Ohio State Univ., Columbus, Ohio, since 1927. Anderson, Ernest B., B. A. ’09, Gustavus Adolphus Col.; Supt. of Sch., 115 Third St., Cloquet, Minn., since 1923. Anderson, Homer W., B. A. 710, Des Moines Univ.; M. A. ’15, Ph. D. ’25, State Univ. of Iowa; Deputy Supt. of Sch., 414 14th St., Denver, Colo., since 1927. Anderson, J. L., A. B. ’21, Mich. State Col.; Supt. of Sch., Trenton, Mich., since 1914. Anderson, Raymond L., B. S. 21, N. Y. Univ. Address: 105 E. 22nd St., New Works NY Anderson, Robert R., Diploma 08, Normal Sch., Millersville, Pa.; Prin. of Schi, 612 Third St; ridge, Pa., since 1918. Anderson, Roy R., A. B. *18, Maryville Cols MT A 723, Univ. of NC. Supt of Sch., Lenoir City, Tenn., since 1927. Anderson, Walter Williams, B. S. 712, Univ. of Nevada; State Supt. of Pub. Instr., State House, Carson City, Nevada, since 1927. Anderson, Ward, B. A. ’23, La. State Univ.; Supt. of Sch., Lake Charles, La., since 1920. Andrew, William W., Ph. B. ’03, Brown Univ.; A. M. ’04, Columbia Univ.; Ed. M. '21, Harvard: Univ.; Supt. of Sch., Riverview and Lakeview Aves., Rocky River, Ohio, since 1928. Andrews, Edwin C., A. B. ’89, Williams; oA) Ae of Sch., Greenwich, Conn., since Andrews, J. O., B. A. ’23, Texas Chris- tian Univ.; Asst. Supt. of Sch., Fort Worth, Texas, since 1923. Andrews, L. G., ’08, Howard Payne Cols; A. B. *'18, Univ. of Texas; Supt. of Sch., Navasota, Texas, since 1919. Andrews, Roy M., A. B. ’20, Southwestern Univ., Georgetown, Texas; A. M. 26, Stanford Univ.; Supt. of Sch., Del Rio, Texas, since 1929. Andrews, Sterling M., B. S. ’04, Valparaiso Univ. ; Supt. of Sch., Walsenburg, Colo., since 1908. Andrews, T. Wingate, A. B. ’08, Univ. of N. C.; Supt. of Sch., High Point, N. C., since 1924, Andrews, William A., A. B. *09, Columbia Univ. ; Supt. of Sch., Ballston Spa, N. Y., since 1910. Angel, W. H., A. B: '95, A. M. '99, Ohio Northern Univ.; Supt. of Sch., 823 N. Second St., Dennison, Ohio, since 1905. State Supvg. Bracken- THE EIGHTH YEARBOOK 371 Ankenbrand, William W., A. B. 20, Mari As r n - hbaugh, E. 4 3 ena Col.; A. M. ’24, Ohio State Univ.; ua Ph. p o Unie A o DEL upt. of Sch., Charleston, Ill., since 1927. Sch. of Educ., Miami Unive wo ford, App, Isaac D., B. S. '05, M. S. 710, Susque- Ohio, since 1929. a hanna Univ.; Co. Supt. of Sch., Harris- burg, Pa., since 1922. Appel, Frank, A. B. *'94, Ohio Wesleyan; Supt. of Sch., 840 Eighth St., Portsmouth, Ohio, since 1908. Appenzellar, J. L., A. B. ’08, Lebanon Val- ley Col.; A. M. ’16; Columbia Univ.: Supvg. Prin. of Sch., Wyomissing, Pa. Applewhite, W. R., B. A. '09, Millsaps Col.; Supt. of Sch., New Albany, Miss., since 1928. Archer, C. P., B. A. ’20, Iowa State Tchrs. Col.; M. A. ’23, Ph. D. ’27, State Univ. of Iowa; Head, Educ. Dept., State Tchrs. Col., Moorhead, Minn., since 1923. Arendell, J. E., A. B: ’20, B. S. in Ed. ?21, Phillips Univ. Address: 10 G St. N. W., Miami, Okla. Armstrong, Dallas W., Ph. B. ’94, A. M. 705, LL. D: 726, Grove City. Coli? Prin., State Tchrs. Col., Lock Haven, Pa., since 1925. Armstrong, J. Harding, A. B. ’07, A. M. 708, Harvard Univ.; Supt. of Sch., 14 Church St., Westborough, Mass., since 1924, Armstrong, Ray, A. B. *18, M. A. ’26, Univ. of N. C.; Supt. of Sch., Goldsboro, N. C., since 1927. Armstrong, T. H.. Rochester, N. Y. Arnette, W. P., A. B. ?22, La State Univ.; Parish Supt. of Sch., Jennings, La., since 1913. Arnold, Charles August, 1005 Nolan St., San Antonio, Texas. Arnold, E. H., Diploma 88, Normal Sch., North American Gymnastic Union; M. D. 704, Yale Univ.; Pres., Arnold Col. for Hygiene and Physical Educ., 1466 Chapel St., New Haven, Conn., since 1895. Arnold, E. J., B. S. ’17, Wilmington Col.; M. A. ’23, Ohio State Univ.; Supt. of Sch., Bremen, Ohio, since 1927. Arnspiger, V. C., A. B. *17, Texas Christian Univ. Address: 311 W. Broadway, Drum- right, Okla. Arps, George F., A. B. ’04, Leland Stanford Jr. Univ.; A. M.°’05, Ind. Univ.; Ph. D. 708, Leipzig Univ., Germany; Dean, Col. 500 Duffy-Powers Bldg., of Educ. and Prof. of Psych., Ohio State Univ., Education Bldg., Columbus, Ohio, since 1920, Arrants, John H., A. B. ’16, Univ. of Tenn.; Supt. of Sch., South Pittsburg, Tenn., since 1927. Arrowood, Fred M., M. A. ?25, Univ. of N. C.; M. A. ?27, Tchrs. Col, Columbia Univ.; Supt. of Sch., Reidsville, N. C., since 1928. Arthur, Edwin I., A. B. and Pd. B. Sey Hillsdale Col.; A. M. ’28, Columbia Univ.; State Supvg. Agt. of Sch., Washington since 1922. Bldg., Middletown, Conn., Asbury, J. W., A. B. ’97, B. Pd. ?98, Val- paraiso Univ.; Supt. of Sch., McKinley Admin. Bldg., East Chicago, Ind., since 1925. syed W. S., College St., Bowling Green, y. ATEOS. ELAD. 28, Howard Univ.; Pres., Winston-Salem Tchrs. Gol’; Win- ston-Salem, N. C., since 1905. Attinger, Frank S., Supt. of Sch., grove, Pa, ae Floyd, Supt. of Sch., Beaver Falls, a. Atwood, Will G., Litt. B. 10, Rutgers Univ. Co: Supt. of Sch., Court House, Belvidere, N. J., since 1928. Selins- Austin, Everett Lewis, Ph. D. ’28, Cornell Univ.; Head, Dept. of Educ., Mich. State Col., East Lansing, Mich., since 1929, Auville, Jay G., A. B. ’22, Salem Col; Dist. Supt. of Sch., East Bank, W. Va., since 1922, Averill, William A., A. B. *02, Univ. of Chicago. Address: 15 Ashburton Pl., Boston, Mass. Avery, Floyd B., A. B. ’03, Syracuse Univ. Address: 88 Lexington Ave., New York, Nisz Avery, Lewis B., A. B. 83, A. M. ’86, Tabor Col.; Dir. A DE ond Ave., Oakland, Calif. Avery, William J., Supt. of Sch., Alexan- dria, La., since 1919. Ayer, Fred C., B. S. ’02, Upper Iowa Univ.; M. S. ’05, Georgetown Univ.; Ph. D. ’15, Univ. of Chicago; Prof. of Educ. Admin., Univ. of Texas, Austin, Texas, since 1927. Ayer, J. Warren, A. B. ’07, Otterbein Col.; 1025 Sec- M. A. ’23, Stanford Univ.; Dist. Supt. and H. S. Prin., Los Gatos Union H, S. Dist., Route 1, Box 215, Los Gatos, Calif., since 1922. Ayres, Frank M., A. B, Univ. of Mich.; Supt. Mich., since 1924. Ayson, H. F., Resident Commr., Cook Islands. 2a EMITA ee 20; of Sch., Dundee, Rarotonga, Babcock, Earl H., Diploma ’09, Mich. State Normal; B. A. ’22, Univ. of Mich.; Supt. of Sch., Grand Haven, Mich., since 1923. Babcock, ' Ella L., B.S. 712, Tehrs. Col., Columbia Univ.; Dir., Household Arts, Sch. Admin. Bldg., Milwaukee, Wis., since 1913. Babcock, S. H., Co. Supt. Ohio. Bachrodt, Walter L., A. B. ’20, A. M. ’21, Stanford Univ.; Supt. of Sch., San Jose, Calif., since 1921. of Sch., Medina, Bacon, Francis Leonard, A. B. 712, South- western Col.; A. M. ’16, Columbia Univ.; Supt., Evanston Twp. H. S., Evanston, Ill., since 1928. Bacon, Willard H., A. B. ’00, Brown Univ. ; Supt. of Sch., Westerly, R. 1, since 1913. Baer, W. C., A. B. ’11, Lake Forest Col.; A. M. 726; (Univ. of: 111.; Prin., A: S, Danville, Ill., since 1916, DEPARTMENT OF Baggett. John E., Supt. of Sch., Lake For- est, Ill. Bailey, Clifford S., 21 Mt. Pleasant Ave., West Orange, N. J. Bailey, Edward Latta, B. S. '92, LL. D. 25, Miss. Col.; Supt. of Sch., Jackson, Miss., since 1900. Bailey, Norman D., A. B. ’28, Boston Univ. ; Supt. of Sch., North Kingstown, R. I., since 1927. Address: Wickford, R. I. Bair, Carl M., Ph. B. ’09, Grinnell Col.; Supt. of Sch., 650 Fourth Ave., Berlin, N. H., since 1921. Bair, Frederick H., A. B. 12, Grinnell Col.; M. A. 717, Tchrs. Col. Columbia Univ.; Supt. of Sch., H. S., Shaker Hgts., Ohio, since 1927. Baird, William J., A. B. '18, Univ. of Ala.; A. M. ’21, Tchrs. Col., Columbia Univ.; Prin., Jefferson Co. H. S., Tarrant, Ala., since 1921. Baish, Henry H., A. B. ’01, A. M. ’03, Leb- anon Valley Col.; Secy., Pa. Tchrs. Re- tirement System, 2615 N. Second, Harris- burg, Pa., since 1918. Baker, Asa George, A. B. ’88, Amherst Col. Address: 10 Broadway, Springfield, Mass. Baker, B. B.. Suvt. of Sch., 5114 Overlook Pl., Fairfield, Ala. Baker, Chilton Clyde, B. S. '96, A. M. *13, Ohio Northern Univ.; Dist. Supt. of Sch., Grand Rapids, Minn., since 1920. Baker. Clara Belle, Dir., Children's Sch., Natl. Kdgn. and Elem. Col., Evanston, 111. Baker, Edna Dean, B. E. 713, Natl. Kdgn. Col.; B. A. ’20, M. A. ’21, Northwestern Univ.; Pres., Natl. Kdgn. and Elem. Col., Evanston, Ill., since 1920. Baker. Frank E., A. B. ’05, Allegheny Col.; A. M: ’08, Harvard Univ.; A. M. 713, Allegheny Col.; Pres., State Tchrs. Col., Milwaukee, Wis., since 1923. Baker, George C., Ph. B. *10, Lafayette Col; A... M. 713, Unive of Pa.saSupt.. of Sch., 265 W. Main St., Moorestown, N. J., since 1913. Baker, He CA ABRE. Unive of Texas: Supt. of Sch., Edinburg, Texas, since 1920. Baker, Harold V., A. B. 718, Baker Univ.; M. A. ’26, Univ. of Colo.; Prin, Osage Sch., 1139 N. Boston Ave., Tulsa, Okla., since 1929. Baker, Ira William, Prin., Harding Jr. H. S.. 33rd and Shartell, Oklahoma City, Okla. Baker, William Elwood, A. B. ”16, A. M. 20, Colo. State Tchrs. Col.; Supt. of Sch., 516 Ensign, Fort Morgan, Colo., since 1924. Balcom, Arthur G., Asst. of Sch. in charge of Visual Instr., City Hall, Newark, N. J., since 1918. Baldorioty, Hatuey Diaz, Normal Diploma "12, Univ. of Porto Rico; Pd. B. ’16, M.: A. in Ed. 24, Tchrs. Professional Col., Washington, D. C.; Supvr. of Sch., Guanica, P. R. SUPERINTENDENCE Baldwin, Clarence B., Diploma ’07, State Tchrs. Col., Buffalo, N. Y.; A. B. ?25, Colo. Col.; Dist. Supt. of Elem. Sch., Huntington Beach, Calif., since 1928. Baldwin, Jay B., B. L. ’99, Univ. of Wis. Address: 325 S. Market St., Chicago, Ill. Baldwin, Robert Dodge, A. B. *13, Prince- ton Univ.; A. M. *16, Columbia Univ.; Ph. D. ’26, Cornell Univ.; Pres., State Tchrs. Col., Stevens Point, Wis., since 1926. Baldwin, William A., B. S. ’97, Harvard Univ. Address: 303 Maple St., Spring- field, Mass. Baldy, Edward Vincent, A. B. 85, A. M. "86, Mercer Univ.; Full Graduate 89, Southern Baptist Theo. Sem.; LL. D. ?25, Mercer Univ.; Pres., Judson Col., Marion, Ala., since 1923. ; Bales, Harold C., A. B. 09, Dartmouth Col; "M.S: IA Mass. Agrl. Coli Supt., Supervisory Union 40, 12 Myrtle St., Mil- ford, N. H., since 1919. Ball, C: C BATOS. Cos Col SEMITAM? 24 Univ. of'lowas Dir. Jr. “Educ., Bd: of Educ., San Antonio, Texas, since 1926. Balliette, Ralph E., Ph. B. ’23. Ph. M. ’27, Univ. of Wis.; Supt. of Sch., Antigo. Wis., since 1928. Balling, Marie G., M. Pd. *18, State Tchrs. Col., Silver City, N. Mex.; Co. Supt. of Sch., Albuquerque, N. Mex., since 1927. Ballintine, O. P., Ph. B. *09, Grove City Col.; Prin, H. S., Brackenridge, a Ras since 1913. Ballou, Frank Washington, B. S. ’04, Tchrs. Col.. Columbia Univ.; M. A. '08, Univ. of Cincinnati; Ph. D. *14, Harvard Univ.; Pres., Dept. of Superintendence, 1925-26; Supt- of Sch., Washington, D. C., since 1920. Balsbaugh, E. M.. B. S. ’01, M. S. °05, Lebanon Valley Col.; Supt. of Sch., Lans- ford, Pa. Balyeat, O. E., Diploma ’01, Mich. State Normal Col.; Supt. of Sch., Sparta, Mich., since 1908. Bamesberger, Velda C.. Ph. D. ’28, Colum- bia Univ.; Dir. of Elem. Educ., Bd. of Educ., Toledo, Ohio, since 1928. Bangs, C. W., A. B. ’26, Iowa State Tchrs. Col.; Supt. of Sch., 508 N. Franklin St., Manchester, Iowa, since 1921. Banks, Charles, B. S. *10. State Tchrs. Cols; M. A. *'14, Univ. of Wis.;: M. A. "25, Columbia Univ.; Supt. of Sch., 6701 Delmar Blvd., University City, Mo., since 1925. Banks, L. Frazer, A. B. ’11, Univ. of Colo.; Officier d'Academie ’19, Republic of France; M. A. ’28, Peabody Col.; Asst. Supt. of Sch., Birmingham, Ala., since 1921. Banting, George Orton, Ph. B. *15, Univ. of Chicago; Supt. of Sch., Waukesha, Wis., since 1920. Barber, Henry I., Diploma *92, State Nor- mal Sch., Geneseo, N. Y.; Dist. Supt. of Sch., 34 Redfield Parkway, Batavia, N. Y., since 1925. THe EIGHTH YEARBOOK Barbour, Albert L., B. A. '92, M. A. ’94, Brown Univ.; Supt. of Sch., Whittier Sch. Bldg., Haverhill, Mass., since 1920. Barden, Earle K., B. S. ’27, Sam Houston State Tchrs. Col., Huntsville, Texas; Supt. of Sch., Humble, Texas, since 1925. ¡Barducr A AT AB GON ind Unive. Supt. of City Sch., P. O. Box 772, Manila, P. I., since 1919. Bardwell, Richard W., A. B. *10, Univ. INIA 22.) Univ. or Chicago; Supt. of Sch., 22 W. Dayton, Madison, Wis., since 1928. Barford, George F., B. A. ’21, Colgate Univ.; Supt. of Sch., Masonic Bldg., Au- burn, N. Y., since 1923. Barlow, Nathan J., B. S. 24 Univ. of Utah; Co. Supt. of Sch., Cedar City, Utah, since 1924. Barnard, Anna E., Diploma 20, Central State Tchrs. Col., Co. Supt. of Sch., 1927. Barnard, J. Lynn, B. S. ’92, Syracuse Univ.; Ph. D. 797, Univ. of Pa.; Prof., Political Stevens Point, Wis.; Brillion, Wis., since Science and Dir., Social Studies for Tchrs., Ursinus Col., Collegeville, Pa., since 1927. Barnes, ©. Hu, M. Als Co.) Supt, of Sch, 501 Court House, Duluth, Minn., since 1919. Barnes, Charles F., Supt. of Sch., Dillon- vale, Ohio. Barnes, Harold, A. B. '92, Kansas Univ.; A. M. *11, Tchrs. Col., Columbia Univ.; Supvr. of Elem. Educ., Girard Col., Philadelphia, Pa., since 1911. Barnes, O. J., Supt. of Sch., Newark, Ohio. Barnes, Percival S., B. S. 717, A. M. ?18, Columbia Univ.; Supt. of Sch., East Hart- ford, Conn., since 1919. Barnett, C. A. Prin., Classen H. S., Okla- homa City, Okla. Barnett, D'Arcy C., A. B. ’98, A. M. ’99, Univ. of Md.; A. M. *11, Columbia Univ.; Supt. of Sch., Academy Rd. and Prospect St., Caldwell, N. J., since 1911. Barnum, Walter Lawrence, A. B. ’07, Mid- dlebury Col.; Asst. Prin., Evanston Twp. H. S., Evanston, 1ll., since 1927. Barr, Arvil S., A. B. and A. M. 715, Ind. Univ.; Ph. D. ’29, Univ. of Wis.; Assoc. Prof. of Educ., Dept. of Educ., Univ. of Wis., Madison, Wis., since 1923. Barr, Oscar O., B. S. 718, Tchrs. Col., Co- lumbia Univ.; Supt. of Sch., South Am- boy, N. J., since 1914. Barr, Ralph R., A. B. '13, Bates Col.; A. M. ’15, Harvard Univ.; Supt. of Sch., Town Hall, Amesbury, Mass., since 1924. Barrett, Harry M., B. A. '90, M. A. ’93, Allegheny Col.; Litt. D. *14, Univ. of Denver; Dir., Col. of Educ., Univ. of Colo., Boulder, Colo., since 1920. Barrett, John Ignatius, Ph. D. ’23, Loyola Col.; LL. D. ?23, Gonzaga Col.; J. CTL. *12, Catholic Univ. of America; Supt. of Parish Sch., Archdiocese of Baltimore, 415 Cathedral St., Baltimore, Md., since 1922. 873 Barringer, Benton E.. B. S. *15, Cornell Univ. ; M. A. ’20, Ph. D. ’24, Columbia Univ.; Dept. of Educ., State Normal Col., Bowling Green, Ohio, since 1925. A Charles, B. S. ’22, State Nor- ma ol., Kent, Ohio; Co. Supt. of Sch 218 Fifth St, N. W., New Phil ia, Ohio, since 1914. jest N Bartholf, William J., B. S. °80, Indi a, le, oS ; ana Normal; B. A. ?84, Univ. of INS D D B. *91, Lake Forest Univ.; Pres.. Crane Jr. Col. and Tech. H. S., 453 Roslyn Pl. Chicago, IIll., since 1910, j Bartlett, Agnes -G., Box 761, Mex. Bartlett, Lester William, B. A. *05 - ton Col., Wheaton, Ill.; M. A. UE of Calif.; Ph. D. ’26, Columbia Univ.: Prof. of Educ. and Dir. of Research, Y. M. C. A. Col., 5315 Drexel Ave., Chi- Gallup, N. cago, Til, since 1927. Bartlett, T. E., Supt. of Sch ee ch., Eureka, Bartley, Mary Ellen, Diploma "96, State Normal Sch., Fitchburg, Mass.; B. S. 27, Columbia Univ.; Ed. M. ’28, Boston Univ.; Prin., Jr. High and Elem. Sch., 9 Third St., Fitchburg, Mass., since 1884. Barton, James Richard, B. A. 13, Hendrix Col.; M. A. ’21, Tchrs. Col., Columbia Univ.; Supt. of Sch., Oklahoma City, Okla., since 1925. Bartrug, (COM BA S. 230 Me 8 227 Towa State Col.; Supt. of Sch., lowa Falls, Iowa, since 1928. Bass, E. E., Supt. of Sch., Greenville, Miss. Bass, O. W., Co. Supt. of Sch., Fayette- ville, Ark., since 1920. Batcheller, Delmer E., Ph. B. ’98, Ill. Wes- leyan Univ.; Supt. of Sch., North Tona- wanda, N. Y., since 1920. Bate, William G., B. A. 710, M. A. °15, Ripon Col.; ‘Supt. of Sch., 127 N: Tenth St., Richmond, Ind., since 1921. Bates, Elizabeth, A. M. in Ed. ’28, Univ. of Southern Calif.; Asst. Supt. of Sch., 727 Chamber of Commerce Bldg., Los Angeles, Calif., since 1924. Bates, Fred C., A. B. in Ed. ’28, Univ. of Mich: +" Supt. of Sch, 209 Third” St, Frankfort, Mich., since 1923. Bates, Horace Freeman, A. B. ’98, Harvard Univ.; Union Supt. of Sch., Somerset, Mass., since 1922. Bates, Ralph F., A. B. ’11, Colgate Univ.; A. M. 714, Columbia Univ.; Supvg. Prin. of Sch., 38 Fairmount Ave., Chatham, N. J., since 1920. Bathrick, H. A., A. B. ’95, Harvard Univ.; Asst. Supt. of Sch., Cleveland, Ohio, since 1927. Batten, Reeves D., B. S. ’05, Pd. M. ’08, New York Univ.; Supvg. Prin. of Sch., 264 Oriental Place, Lyndhurst, N. J., since 1905. Bauer, Nicholas, B. S. ’97, M. A. ’99, Tu- lane Univ.; Supt. of Sch., City Hall An- nex, New Orleans, La., since 1922. Bauernfeind, H. K., of Sch., mouth, Ill. Supt. Mon- 374 DEPARTMENT OF SUPERINTENDENCE Baum, R. A., A. B. 95, Cornell Univ.; Supt. of Sch., 5 Smedley St., Oil City, Pa., since 1926. Bauman, D. H., Ph. B. ’06, Grove City Col.; Supvg. Prin. of Sch., Meyersdale, Pa., since 1920. Baumgardner, Nina E., Prin., Primary Dept., State Tchrs. Col., Mankato, Minn. Baumgartner, John, M. S. ’20, Univ. of Ark.; M. A. ?22, Univ. of Chicago; Supt. of Sch., Brinkley, Ark., since 1914. Bawden, William T., A. B. ”96, Denison Univ. = B.S, “10; Ph.D, 4145 Tchrs: Col. Columbia Univ.; Editor, Industrial Edu- cation Magazine, Manual Arts Press, Peoria, Ill. Baxter, Kathryn H., Prof. Diploma ’10, Damrosch Inst. of Musical Art, New York, N. Y.; Prof. Diploma for Supvr. of Music and B. S. in Ed. 718, Tchrs. Col., Columbia Univ.; Supvr. of Music Educ., Central H. S., Kalamazoo, Mich., since 1924. Bay, James Campbell, A. B. ’12, Oberlin Col.; A. M. 717, Columbia Univ.; Ph. D. 227, New York Univ.; Supt. of Sch., Easton, Pa., since 1922. Baylor, Adelaide Steele, Ph. B. ’97, Univ. of Chicago; M. A. 718, Columbia Univ.; Sc. D. in Home Economics Educ. ?28, Stout Inst.; Chief of Home Economics Educ. Serv., Fed. Bd. for Voc. Educ., 200 N. J. Ave. N. W., Washington, D. C., since 1923. Bayne, Stephen F., B. S. *98, Col. of the City of N. Y.; A. M. ’03, Columbia Univ.; Dist. Supt. of Sch., Pub. Sch. No. 1, Ninth St. and Van Alst Ave., Long Island City, N. Y., since 1921. Beach, M. F., Supt. of Sch., Moberly, Mo. Beall, John J., A. B. *16, Heidelberg Col.; Supt. of Sch., Delta, Ohio, since 1924. Beals, Ri G., A. B. 707, Earlham Col.; M, Ay 108; Ind. Univ.; Supt, Twp... S., DeKalb, Ill., since 1922. Bean, Albert M., A. B. *10, A. M. *14, Dick- inson Col.; Supt. of Sch., Gloucester City, N. J., since 1924. Bear, George V., B. S. ’21, Central Mo. State Tchrs. Col., Warrensburg, Mo.; Supt. of Sch., Donna, Texas, since 1921. Bear, Harris V., A. B. ’03, Otterbein Col.; A. M. 710, Harvard Univ.; Supt. of Sch., 301 S. Fifth St., Miamisburg, Ohio, since 1915. Beattie, Alfred Wesley, B. S. ’22, Alle- gheny Col.; M. A. ’24, Univ. of Pitts- burgh; Supvg. Prin., Ben Avon Schools, 271 Center Ave., Emsworth, Pittsburgh, Pa., since 1926. Beattie, John W., Evanston, Ill. Beatty, Edward, Ph. B. *16, Univ. of Chi- cago; Supt. of Sch., Warrensburg, Mo., since 1909, Beatty, Edward C. O., A. B. *16, Univ. of Ill.; M. A. ’26, Univ. of Chicago; Supt. of Sch., Woodstock, Ill., since 1927. Beatty, Willard W., B. S. *13, M. A. ’22, Univ. of Calif.; Supt. of Sch., Bronxville H. S., Bronxville, N. Y., since 1926, 1822 Sherman Ave., Beaty, Ira O., A. B. ’26, Randolph-Macon; Prof. of Educ., Md. Col. for Women, Lutherville, Md., since 1928. Bedillion, James C., B. S, *27, Univ. of Pittsburgh; Supvg. Prin. of Sch., Char- tiers Twp., Houston, Pa., since 1928. Bedwell, Robert L., Ph. B. ’10, Miss. Col.; Marana 17, Univ oE Miss: PAS DOS George Peabody Col. for Tchrs.; Supt. of Sch., 217 E. Broadway, Yazoo City, Miss., since 1919. Beebe, Ralph Edwin, B. A. °13, Winona Col.; M. A. ’16, Ind. Univ.; Supt. of Sch., Naperville, Ill., since 1927. Beebe, Robert O., Dir., Essex Co. Voc. Schools, Hall of Records, Newark, N. J., since 1918. Beede E: H, Bo A. 783, Yale; Supt. of Sch., New Haven, Conn., since 1899. Beers, John A., A. B. ’01, Syracuse Univ.; Supvg. Prin. of Sch., Watkins Glen, N. Y., since 1909. Beeson, Jasper Luther, A. B. ’89, A. M. *90, LE) D., Univ. of Alas: PhD. 2935 Johns Hopkins Univ.; Pres., Ga. State Col. for Women, Milledgeville, Ga., since 1928. Beeuwkes, Fred, 112 E. Ninth St., Holland, Mich. Belisle, Hector Louis, A. B. ’96, Harvard Univ.; Supt. of Sch., Fall River, Mass., since 1913, Bell, Erman W., B. S. ’10, Muskingum Col.; M. A. ’24, Columbia Univ.; Supt. of Sch., Delphos, Ohio, since 1924. Bell, H. C., Ph. B. ’02, Ottawa Univ.; Supt. of Sch., Luverne, Minn., since 1911. Bell; UL: J. Phi Bi 98; Unive ONE City and Co. Supt. of Sch., Rockingham, N. C., since 1906. Bell, Leslie H., B. S. in Ed. *14, A. B. 715, Univ. of Mo.; Supt. of Sch., 1702 Oneida St., Lexington, Mo., since 1919, Bell, Requa W., A. B. *16, William Jewell Col.; M. S. ’26, Univ. of Okla.; Supt. of Sch., Wilson, Okla., since 1925. Bell, W. C., State Supt. of Pub. Instr., Frankfort, Ky. Bemer, C. W., A. B. *12, Albion Col.; A. M. 26, Columbia Univ.; Supt. of Sch., Wake- field, Mich., since 1927. Bemillen J. Bj Bars med 28, Ohio State Univ.; Galion, Ohio, since 1928. Bemis, Mrs. Elizabeth P., Editor, Instructor and Primary Plans, Bldg., Rochester, N. Y. Bender, Elsie Lovina, Box 24, Wyoming, Iowa. Bender, John Frederick, Ph. D. ’26, Colum- bia Univ.; Prof. of Educ. Admin., Univ. of Okla., Faculty Exchange, Norman, Okla., since 1926. Bender, L. L., A. B. ’24, Univ. of Wyo.; Supt. of Sch., Cokeville, Wyo., since 1920. Benedict, Charles A., A. M. ’10, Columbia Univ.; Supt. of Sch., North Tarrytown, N. Y., since 1910. : Bénézet, Louis P., A. B. *99, A. M. ’03, Dartmouth Col.; Pd. D. ’24, Evansville Col.; Supt. of Sch., Manchester, N. H., since 1924, "26, M. A. Supt. of Sch., Normal Cutler THE EIGHTH YEARBOOK 373 Benner, Carl O., Ph. B. ’07, Dickinson Col.: LL. B. ’09, Dickinson Law Sch.; A. M. "24, Tchrs. Col., Columbia Univ.; Supt. of Sch., Coatesville, Pa., since 1926. Bennett, Albert Luther, Co. Supt. of Sch., 508 Natl. Bank Bldg., Charlottesville, Va. Bennett, Earl W., Supt. of Sch., 1025 Crest- wood Rd., Woodmere, L. I., N. Y. Bennett, J. M., A. B. '10, Western Md. Col.; Co. Supt. of Sch., Salisbury, Md., since 1917. Bennett, Omer H., B. S. ’24, Univ. of Cin- cinnati; Co. Supt. of Sch., Room 532, Court House, Cincinnati, Ohio, since 1923. Bennett, Thomas G., A. B. *09, Western Md, Col); A, M. 722, Tchrs. Col); Supt. of Sch., Centreville, Md. Bennion, Milton, B. S. *97, Univ. of Utah; M. A. ’01, Columbia Univ.; Dean, Sch. of Educ., Univ. of Utah, Salt Lake City, Utah. Benson, W. W., A. B. ’90, M. A. ’93, Southern Univ.; Supt. of Sch., Decatur, Ala., since 1920. Benson, Walter S., Box 1077, Austin, Texas. Bentley, Jerome H., A. B. Univ., Middletown, Conn.; M. A. 716, Co- lumbia Univ.; Y. M. C. A., 420 Lexing- ton Ave., New York, N. Y. Benton, George W., A. B. ’84, A. M. ’87, Wabash Col. Address: 88 Lexington Ave., New York, N. Y. Bentz, Martin S., A. B. ’97, A. M. ’00, Al- bright Col.; Ph. D. ’23, St. Francis Col.; Co. Supt. of Sch., 207 Julian St., Ebens- burg, Pa., since 1911. Berg, B. Conrad, B. A. *16, Univ. of 111.; M. A. ’24, Columbia Univ.; Supt. of Sch., Newton, lowa, since 1922. Berg, Selmer H., B. A. *17, St. Olaf Col.; M. A. ?24, Univ. of Minn.; Supt. of Sch., Stoughton, Wis., since 1924. Bergerson, Carl I., B. S. *'18, Hiram Col.; M. A. ’27, Columbia Univ.; Supt. of Sch., Albion, N. Y., since 1925. Bergquist, E. B., A. B. ’02, Gustavus Adolphus Col.; M. A. ’29, Univ. of Minn.; Supt. of Sch., Rapid City, S. Dak., since 1929. Berrioz, P. R Berry, Frank A., A. B. 07, Wesleyan Univ., Middletown, Conn.; Supt. of Sch., Bethel, Conn., since 1914. Berry, Hobert G., M. A. ’05, Hamilton Col.; Supt., Malverne Schools, 7 Abrams Pl., Lynbrook, N. Y., since 1926. Berry, Merrill M., A. B. ’19, Baldwin- Wallace Col.; A. M. ’22, Ohio State Univ.; Supt. of Sch., 143 Westbridge, Berea, Ohio. Best, Bessie Kidd, Elem. Cert. ’22, North- ern Ariz. State Tchrs. Col., Flagstaff, Ariz.; Co. Supt. of Sch., Court House, Flagstaff, Ariz., since 1929. Best, E. J., A. M. ’02; Supt. of Sch., Mon- son, Mass., since 1924. Bettcher, Elizabeth E., St., Indianapolis, Ind. Eliseo, Supvr. of Sch., Coamo, 1655 N. Alabama 703, Wesleyan y Betts, Emmett A., B. S. ’25, Des Moines Univ.; M. A. ’28, State Univ. of Iowa; Research Asst., State Univ. of Iowa, Iowa City, Iowa, since 1929, Beveridge, John H., B. Pd. *97, Ohio Univ. ; M. A. *15, Columbia Univ.; M. A. 715, D; Pd. 17, Ohio Univ.; .Pres., Dept. of Superintendence, 1922-23; Supt. of Sch., 601 City Hall, Omaha, Nebr., since 1917. Bickett, William J., Supt. of Scha 9S. Stockton, Trenton, N, J., since 1920. Bickford, Charles W., A. B. ’87, Dartmouth Col. ; Supt. of Sch., Lewiston, Maine, since 1916. Biehl, James C., Supt. of Sch., Brunswick, Biernacki, Stanley R., Board of Educ., Hamtramck, Mich. Biester, Fred L., A. B. ’14, North Central Col.; Prin, Glenbard H. S., Glen Ellyn, Iil., since 1918. Bigelow, Edwin Lawrence, A. B. *13, Mid- diebury Col.; A. M. ’26, Columbia Univ.; Dist. Supt. of Sch., Manchester Center, Vt., since 1926. Billman, Dale C., MI A. ?27, Univ. of Wis.; Supt. of Sch., Sullivan, Ind., since 1928. Bimson, Oliver H., A. B. 714, Nebr. Wes- leyan Univ.; A. M. ’25, Univ. of Nebr.; Asst. Supt. of Sch., Lincoln, Nebr., since 1927. Binford, Jesse H., A. B. ’96, Univ. of Rich- mond; A. M. ’15, Univ. of Wis.; Asst. Supt. of Sch., Richmond, Va., since 1916. Bingham, Milton T., 21 45th St., Sea Isle City, Neo] Bingman, C. Wa B: Pd. ’11, Ohio Univ.; M. A. ’26, Univ. of Texas; Pres., South Park Col., Beaumont, Texas, since 1923. Birchard, C. C., 221 Columbus Ave., Bos- ton, Mass. Birckhead, Edward Francis, B, A. ’05, Col. of William and Mary; M. A. *12, Colum- bia Univ. Ed. M. 723, Harvard Unive; Supt. of Sch., Winchester, Ky., since 1923. Bird, V. A., Dir. of Educ., Mooseheart Sch., Mooseheart, Ill. Birdwell, A. W., A. M. body Col. for Tchrs.; Austin State Tchrs. Texas, since 1922. Birge, Edward B., A. B. '91, Brown Univ.; Mus. B. ’04, Yale Univ.; Prof. of Music, Ind. Univ., 828 E. Third St., Blooming- ton, Ind., since 1921, Bishop, Charles C., A. B. ’06, Univ. of Wis.; M. A. *19, Columbia Univ.; Supt. of Sch., Oshkosh, Wis., since 1921. Bishop, Fred G., Diploma '05, State Nor- mal Sch., Oshkosh, Wis.; A. B. 715, Univ. of Wis.; Supt. of Sch., Two Rivers, Wis., since 1920, Bishop, Martha Violet, Dist. Supt. of Sch., "16, George Pea- Pres., Stephen F. Col., Nacogdoches, 7208 Bennett Ave., Chicago, Ill., since 1917. Bishop, Merrill, B. A. '04, Amherst Col. ; M. A. 28, Univ. of Texas; Asst Dir: of Educ., Bd. of Educ., San Antonic, Texas. 376 DEPARTMENT OF SUPERINTENDENCE Bittikofer, F. G., B. Ph. ’13, Heidelberg Col.: M. A. ’29. Ohio State Univ.; Supt. of Sch., 310 E. Fifth St., Marysville, Ohio, since 1924. Bixler, Mrs. Lena M., B. S. *15, Kansas State Tchrs. Col.; M. A. ’27, Temple Univ.; Instr., Primary Methods, Temple Univ., Philadelphia, Pa., since 1924. Black, Ernest H., B. A. *19, Univ. of Okla.; M. A. ’29, Tchrs. Col., Columbia Univ.; Supt. of Sch., 306 W. Tenth St., Bris- tow, Okla., since 1926. Black, H. B., M. A. ?24, Univ. of Ill.; Supt. of Sch., Mattoon, Ill., since 1921. Black, Lester, B. S, 14, Denison Univ.; A. M. ’26, Columbia Univ.; Co. Supt. of Sch., Court House, Newark, Ohio, since 1923. Blackhurst, Stephen, M. A. 26, Univ. of Mo.; Supt. of Sch., 911 Kingshighway, St, Charles, Mo., since 1926. Blackman, Albert Morris, B. A. ?25, Univ. of Texas; Chief Supvr. of H. S., State Dept. of Pub. Instr., State Capitol Bldg., Austin, Texas, since 1927. Blackwell, John C.. B. S. '16, George Pea- body Cok for. Dehrss Swi, Es C I Sch., Birmingham, Ala., since 1917. Blair, C. M., Supt., Haskell Inst., Lawrence, Kansas, since 1926. Blair, Francis Grant, B. S., Swarthmore Cor; LL.D: +12, Colgate Univ, LL: D; *14, Ill. Wesleyan Univ.; Pres., Natl. Educ. Assn., 1926-27; State Supt. of Pub. Instr., Centennial Bldg., Springfield, Ill., since 1906. Blair, Hale B., B. S ’12, Ottawa Univ.; Supt. of Sch., 1119 Bridge St., Humboldt, Kansas, since 1923. Blair, Herbert, B. S. 99, Northwestern Univ.; A. M. 716, Columbia Univ.; Prof. of Sch. Admin., Boston Univ., Boston, Mass., since 1924. Address: 20 Birch Hill Rd., Newtonville, Mass. Blair, Parr Dalton, M. E. ’99, State Normal Sch. Clarion; Pass AB. 705, AS M. 208, Grove City Col.; Co. Supt. of Sch., 580 Walnut Park, Meadville, Pa., since 1911. Blake, Percy H., A. B. *05, Bates Col.; ACUM? "28, Univ. of VE; Supt of Sch. Chester, Vt., since 1908. Blanchar, Ora A., 560 Astor St., Milwau- kee, Wis. Blankenship, William C., Supt. of Sch., Big Spring, Texas. Blankinship, Herman, A. B. *05, Col. of William and Mary; M. A. ’26, Univ. of Va.; Supt. of Sch., Moody Bldg., Clifton Forge, Va., since 1924. Blanton, Annie Webb, Litt. B. '99, M. A. "23, Univ. of Texas; Ph. D: ’27, Cornell Univ.; Assoc. Prof. of Sch. Admin., Univ. of Texas, Austin, Texas, since 1923. Bleecker, H. L., A. B. ’11, Lawrence Col A, M. '27, Univ. of Mich.; Supt. of Sch., Hart, Mich., since 1921. Bliss, D. C., A. B. ’92, Dartmouth Col.; A. M- *06, Columbia Univ.; Pd. D. ’12, Dartmouth Col.; Prin., State Normal School, Trenton, N. J., since 1923. Blodgett, Frank D., ‘A.B. °93) A: M296, LL. D. *'18, Amherst Col.; Pres., Adelphi Col., Garden City, N. Y., since 1915. Blom, Victor H., B. S. ?29, Univ. of Buf- falo; Dist. Supt. of Sch., Attica, N. Y., since 1926. Bloom, Ernest Di, B. A- 715, LIS. ics Dist. Supt. of Sch., Kemmerer, Wyo., since 1927. s Bock, Thomas Andrew, A. B. *10, Ursinus Col.; A. M. ’28, Univ. of Pa.; Supt. of Sch., 57 S. Eagle Rd., Upper Darby, Pa., since 1927. Bocock, Clarence E.. A. B. '99, Univ. of Ill.; Pres., State Normal Sch., Adminis- tration Bldg., Albion, Idaho, since 1920. Bode, William, A. B. '98, Penn and Haver- ford Col.; A. M. ’99, Penn Col.; B. D. 701, Univ. of Chicago; Diploma ’02, Cal- vin Col.; S. T. D. *'14, Temple Univ.; Pres., Grundy Col., Grundy Center, Iowa, since 1916. Bogan, G. R., B. S. '16, Mich. State Col.; Supt. of Sch.. 213 E. Fifth St., Clare, Mich., since 1927. Bogan, L. E., A. B. ’24, Northeastern Tchrs. Colt: 1920. Bogan, William J. Ph. B. ’09, Univ. of Chicago; Supt. of Sch.. 460 S. State St., Chicago, Ill., since 1928. Bogard, Herman. B. A. ”15, Morningside Col.; Supvg. Prin. of Sch., 117 Grove St., Mount Horeb, Wis., since 1925. Bogardus, Glen F., B. S. °16, St. Lawrence; Supt of Sch. Canastota, NY... since 1925, Boggan, I. K., B. Ph. 703, LE. Beis Univ. of Miss.; M. A. ’24, George Peabody Col. for Tchrs.; Supt. of Sch., Picayune, Miss., since 1926. Boggs, Robert M., 190 Center Ave., worth, Pittsburgh, Pa. Bolcom, Winfred G., M. A. 715, Univ. of Minn.; Supt. of Sch., Virginia, Minn., since 1925, Bole, Lyman W., B. S. ’i$, Cornell Univ.; Dist. Supt. of Sch., Bradford, Vt., since 1927. Bolin, Clarence G., A. B. ’25, Hendrix Col.; Co. Supt. of Sch., Murfreesboro, Ark., since 1925, Bonar, Hugh S., B. Accts. *16, B. A. 718, Mt. Morris Col.; M. A. ’24, Univ. of Chicago; Supt. of Sch., Manitowoc, Wis., since 1927. Bonar, John Stanley, Diploma *13. State Normal Sch., West Liberty, W. Va.; B. S. in Ed. *'26. Ohio Univ.; Pres., State Normal Sch., West Liberty, W. Va., since Bond, George Glenn, A. M. *95, Univ. of Gar Supt. of Sch., City Hall, Athens, Ga., since 1891, Bond We A BO Peabody Col.; State Supt. of Educ., Jackson, Miss., since 1916. Bonnett, Sister Jeanne Marie, A. B. ’17, A. M. ‘19, Univ. of Minn.; Pd. D. ’25, Univ. of Louvain; Prof. of Educ., College eas Catherine, St. Paul, Minn., since Supt. of Sch., Okay, Okla., since Ems- THE EIGHTH YEARBOOK 371 Booker, WRS A B. 16, ‘A. Mz *26, Ind. Univ.; Supt. of Sch., 724 Peck, Muskegon Hgts., Mich., since 1928. Boone, D. J., B. S. *'98, Mt. Union Col.; Supt. of Sch., H. S., Lorain, Ohio, since 1914. Boone, Ilsley, B. Ph. '04, Brown Univ.; S. T. M. ’09, Newton Theol. Inst.; Board of Educ., Oakland, N. J. Boone, William Judson, B. A. '84, M. A. 87, D. D. ’03, Wooster Col.; Pres., Col. of Idaho. 2112 Cleveland, Caldwell, Idaho, since 1891. Boothby, Arthur Z., Pd. B: '00, N. Y. State Colvetors Tohes. da Beas. 16. Ae M20, Tchrs. Col., Columbia Univ.; Supt. of Sch., 60 Delancey Ave., Mamaroneck, N. Y., since 1917. Borden, Walter W., B. S. °12, Ohio State Univ.; A. M. ’25, Columbia Univ.; Supt. of Sch., Admin. Bldg., South Bend, Ind.. since 1919. Boren, Howard G., B. S., Grove City Col.; M. A. ’29, Ohio State Univ.; Supt. of Sch., Hubbard, Ohio, since 1926. Borgeson, Bo Co "Phe D2 "27>" ichrs: "Col, Columbia Univ.; Asst. Prof. of Elem. Educ., New York Univ., New York, N. Y., since 1929. Borst, Guernsey J., A. B. ’03, Cornell Univ.; PAM 09 Pd. Di eid, Ph.D 712, Ni Y: Univ.; A. M. *21, Columbia Univ.; Prof. of Educ., Skidmore Col., Saratoga Springs, N. Y., since 1921, and Prof. of Educ., summer sessions, Rutgers Univ., since 1927, Bortner, Homer, M. A. ’25, Univ. of Pa.; Supt. of Sch., Millville, N. J., since 1928. Bos, Bert P., Diploma ’24, State Normal Sch., Upper Montclair, N. J.; B. S. in Ed. ’29, New York Univ.; Supvg. Prin. of Sch., Midvale, N. J., since 1927. Bosley, L. C, A. B. '91, LL. B. ’98, Centre Col.; Supt. of Sch., 219 S. Fourth St., Danville, Ky., since 1918. Bosshart, John H., B. A. ’02, Cornell Univ. ; Supt. of Sch., South Orange and Maple- wood, N. J., since 1927. Address: South Orange, N. J. Boswell, G. C., A. B. ’26, East Texas State Tchrs. Col., Commerce, Texas; Supt. of Sch: Byers, Texas, since 1920. Bouelle, Frank A., A. B. ’12, Univ. of South- ern Calif.; Supt. of Sch., 707 Chamber of Commerce Bldg., Los Angeles, Calif., since 1929. Boughner, Floyd, Supt. of Sch., Marine City, Mich. Bow, Warren Edward, B. S. ’14, Univ. of IM AO Uni of Mich; Dean, Detroit Tchrs. Col., 2112 W. Grand Bivd., Detroit, Mich., since 1926. Bowden, A. O., A. B. 08, A. M. *10, Univ. of Ky.; A. M. *12, Harvard Univ.; Ph. D. 228, Columbia Univ.; Pres., State Tchrs. Col., Silver City, N. Mex., since 1922. Bowden, R. D., Supt. of Sch., 346 Montclair Ave., Glen Ellyn, Ill. Bowdle, C. P., A. B. ’21, Ohio Wesleyan Univ.; A. M. ’25, Univ. of Akron; Prin., H. S., East Palestine, Ohio, since 1929, Bowen, Ray L., Ph. B. 17, Univ. of Chi- cago; Supt. of Sch., St. Louis, Mich., since 1924, Bower, Roland, A. B. ’04, Univ. of Ga.; ee of Sch., Bainbridge, Ga., since Bowers, Roy B., M. A. ’11, Carson and New- man Col.; Supt. of Sch., Bristol, Va., since 1919, Bowlby, Roswell S., B. S. “UE ING NA Unive Supt. of Sch., Dover, N. J., since 1920. Bowles, A. G., A. B. *16, Okla. Univ.; Co. Supt. of Sch., Tulsa, Okla., since 1923. Bowlus, Edgar S., A. B. ’1l, St. John’s Col.; A. B: *12, Univ. of Md.; A. M. 716, St. John’s Col.; Supt. of Sch., Brook- haven, Miss., since 1922. Bowman, Ernest Lavern, B. Sc. ’15, Pa. State Col AT Ma 22, Techrs. Col, Co- lumbia Univ.; State Dir. of Voc. Educ., 130 Washington St., Hartford, Conn., since 1929. Bowman, George A., A. B. '17, Western Re- serve Univ.; Supt. of Sch., Marion, Ohio, since 1929, Bowman, Grover C., B. A. *06, Williams; M. A. *12, Yale Univ.; Supt. of Sch., City Hall, North Adams, Mass., since 1922. Bowton, R. C., A. B. *11, Ind. Univ.; M. A. 15, Univ. of Wis.; Supt. of Sch., Alex- andria, Va., since 1923. Bowyer, Vernon, S. B. ’21, A. M. ’23, Univ. of Chicago. Address: 1070 W. Jackson Blvd., Chicago, Ill. Boyce, Ella Ruth, Diploma '98, Pittsburgh and Allegheny Kdgn. Col.; Dir. of Kdgns., Admin, Bldg., Forbes St. and Bellefield Ave., Pittsburgh, Pa., since 1912. Boyd, Anna B., Ph. B. '14, Univ. of Chi- cago; Prin., Elem. Sch., 5330 Pershing Ave., St. Louis, Mo., since 1914. Boyd, Sarah L., B- A. 720, Harris Tchts. Col.; Prin., Elem. Sch., 5330 Pershing Ave., St. Louis, Mo., since 1921. Boyden, Arthur Clarke, A. M., L. H. D., Ed. D., Amherst Col.; Prin., State Nor- mal Sch., Bridgewater, Mass., since 1906. Boyden, Wallace C., A. B. ’83, A. M. ’86, Amherst Col.; Prin. Emeritus, Tchrs. Col. of Boston, Boston, Mass., since 1929. Address: 64 Oakwood Rd., Newtonville, Mass, Boyer, Charles B., A. B. '26, Howard Univ.; A. M. ’27, Rutgers Univ.; Supt. of Sch., Administration Bldg., Atlantic City, N. J., since 1893. Boyer, John B., B. S. '08, A. M. ’25, Buck- nell Univ.; Asst. Co. Supt. of Sch., Hern- don, Pa., since 1922. Boyes, Walter F., Co. Supt. of Sch., Gales- burg, Ill. Boyles, Melville P., A. B. ’13, W. Va. Univ.; Supt. of Sch., Coal Dist., Clarks- burg, W. Va., since 1927. Boynton, Frank David, A. B. '91, Middle- bury Col.; A. M. ’94, Hamilton Col: Pad; D. ’03, Syracuse Univ.; Pres., Dept. of Superintendence, 1928-29; Supt. of Sch., Ithaca, N. Y., since 1900. 378 DEPARTMENT OF SUPERINTENDENCE Bracken, John L., A. M. '22, Univ. of Chi- cago; Supt. of Sch., Clayton, Mo., since 1923, Bradley, G. F., 5700 Detroit Ave., Cleve- land, Ohio. Bradner, J. W., B. S. A. B. ’08, Ind. Univ.; A. M. ’24, Tchrs. Col., Columbia Univ.; Supt. of Sch., Mid- dlesboro, Ky., since 1922. Bradshaw, George W., B. S. '08, Guilford Col.; M. A. ’26, Tchrs. Col., Columbia Univ.; Supt. of Sch., Monroe, N. C., since 1926, Bradshaw, Ruth E., Supt. of Sch., 606 W. Pine St., Fairbury, Ill., since 1928. Brady, William A., A. M. ’08, Brown Univ.; "94, Tri-State Col.; Supt. of Sch., Narragansett, R. I., since 1909. Bragdon, Frederick E., B. A. 91, Wes- leyan Univ., Middletown, Conn.; M. A. 705, Brown Univ.; Mass., since 1926. Bragg, Mabel C., Asst. Supt. of Sch., New- ton, Mass., since 1915. Bragg, P. N., B. A. *15, Univ. of Ark.; M. Supt. of Sch., Sharon, A. ?28, Columbia Univ.; Supt. of Sch., Texarkana, Ark., since 1925. Braham, Wo Jo AM. 2137 Supt of Scb, North Platte, Nebr., since 1922. Brainerd, Mrs. Margaret S., A. B. °02, Wil- son Col.; Asst. Supt. of Sch., Martins Ferry, Ohio, since 1924. Brainerd, William H., A. B. ’83, Grinnell Col. Address: 89 Franklin St., Boston, Mass. Brake, Charles, A. B. ’20, Kalamazoo Col.; Supt. of Sch., Grosse Ile, Mich., since 1924, Braman, Wi J., B. S. °15, Columbia Univ.; Supt. of Sch., Northacres, Dansville, N. Y., since 1919. Brame, Scott Miller, A. B. '02, La. State Univ.; Prin., Bolton H. S., Alexandria, La., since 1909. Bramlette, James DeWitt, A, B. °19, Baylor Univ.; M. A. ’24, Univ. of Texas; of Sch., Kingsville, Texas. Brandenberger, W. S., M. A. *12, Univ. of Texas; “Prim, James Se Hoge Jr. Hy Ss Merrill and Norhill Sts., Houston, Texas, since 1926. Brandt, Rose K., A. B. 714, Univ. of Wis.; M. A, *23, Columbia Univ.; Supvr., Elem. Educ. in Indian Serv., pert of the Inte- rior, Washington, D. Branigan, John, B. Sc. Supt. 715, Univ. of Nebr.: A. M. *26, Stanford Univ.; Supt. of Sch., Needles, Calif., since 1927, Brasher, Mrs. Julia E., Co. Supt. of Sch., Roswell, N. Mex. Bratcher, E. E., Life Cert. *'12, Western Ky. State Tchrs. Col., Bowling Green, Ky.; A. B. in Ed. *19, M. A. in Ed. ’27, Univ. of Ky.; Supt. of Sch., Shelbyville, Ky., since 1927. Bray, Frank C., Supt. of Sch., St., Ft. Atkinson, Wis. Breckenridge, J. L., A. B. ’08, Oberlin Col. : Supt. of Sch., Hood River, Oregon, since 1927. 403 High Breckinridge, Elizabeth G., Prin., Louisville Normal Sch., Louisville, Ky. Breckner, Elmer L., A. B. and B. $. in Ed. *13, Univ. of Mo.; Supt. of Sch., H. S. Bldg., Olympia, Wash., since 1920. Breedlove, Charles B., B. S. ’29, Sul Ross State Tchrs. Col., Alpine, Texas; Supt. of Sch., Haskell, Texas, since 1929. Breitwieser, Joseph Valentine, A. B. ’07, A. M. ’08, Ind. Univ.; Ph. D. ’11, Colum- bia Univ.; Dean, Sch. of Educ. and Dir., Graduate Division, Univ. of N. Dak., Grand Forks, N. Dak., since 1928. Bres, Joseph Hughes, A. B. ’06, Tulane Univ.; Parish Supt. of Pub. Educ., Port Allen, La., since 1908. Breuer, Leo W., Commr. of Educ., Juneau, Alaska, since 1929. Brewer, C. L., 304 E. Fulton St., Farm- ington, Ill. Brewster, R. E., B. S. ’26, North Texas State Tchrs. Col, Denton, Texas; Supt. of Sch., Port Neches, Texas. Brewton, John Edmund, A. B. Col.; Supvg. Prin., Gadsden Co. and Quincy Graded Sch., Quincy, since 1925, Bridges, D. W., Supt. of Sch., land, Fort Thomas, Ky. Bridges, J. G; 'B. S. *12, Univ. of Miss.; M. A. 28, George Peabody Col. for Tchrs.; Supt. of Sch., Newton, Miss., since 1926. Briggs, Howard L., B. S. '17, Carnegie Inst. of Tech: IM. A. ’23,. Univ. ¿of Mich. Dir., Voc. and Practical Arts Educ., Bd. of Educ., Cleveland, Ohio, since 1922. Bright, Ira Jo B: S. 410 State. Lehrs: Gol Emporia, Kansas; M. A. *18, Tchrs. Col., Columbia Univ.; Supt. of Sch., Times Bldg., Leavenworth, Kansas, since 1919. Bright, Orville Thomas, Jr., Supt. of Sch., Dolton, Ill. Briner, Francis William, B. S. State Tchrs. Col., Emporia, Kansas; Supt. of Sch., Midian; Kansas, since 1926, Brink, Loren Roy, Asst. Supt. of Sch., Ham- tramck, Mich. Brinkley, Edward S., Asst. 7814 N. Shore Rd., Brinser, Ira S., 22, Howard OS Fla., 52 Wood- in Ed. ’23, Supt. of Sch., Norfolk, Va. A. B. ’20, Franklin and Marshall Col.; Ed. M. ’21, Harvard Univ.; Supt. of Sch., Newark, Del., since 1926. Bristow, William H., B. S. ’20, Mo. State Tehrss Gol; Ay M: 220 DP chts COMCO: lumbia Univ.; Asst. Dir. of Sec. Educ., State Dept. of Pub. Instr., Harrisburg, Pa. Broady, Knute Oscar, Tchrs. Col., of Nebr., Lincoln, Nebr. Brock, George William, A. B. 700, Univ. of Alas LL De vi7,, Howard Cois LL aD: 23, Univ. of Ala.; Pres., State Normal Sch., Livingston, Ala. Brock, Mrs. O. H., Co. Supt. of Sch., Gal- lup, N. Mex., since 1927. Myron E., A. B. 703, Furman Supt. of Sch., Chester, S. C,, since Univ. Brockman, Univ.; 1920. THe EIGHTH YEARBOOK 379 Brodhead, John C., Asst. Supt. of Sch., Boston, Mass., since 1918. Address: 38 Montclair Ave., Roslindale, Mass. Broening, Angela M., A. B. *15, Goucher Col.; A. M. 23, Ph. D. ’28, Johns Hop- kins Univ.; Supvr. of English in Jr. High Schools and Head, English Dept., Forest Park Sr. High School, Baltimore, Md., since 1924, Brogden, L. C., Ph. B. ’95, Univ. of N. C.; M A. *12, Columbia Univ.; Dir., Divi- sion of Elem. Instr., State Dept. of Pub. Instr., Raleigh, N. C., since 1909. Brooker, John W., B. S. ’22, Georgetown Col.; Supt. of Sch., Cynthiana, Ky., since 1924. Brooks, BP. AL 5. '06,, Union Univ.; Supt. of Sch., 214 Pecan St., Belzoni, Miss., since 1919. Brooks, Ercell W., Co. Supt. of Sch., Ver- non, Texas, since 1927. Brooks, George F., B. L. ’02, Hobart Col.; Ph. B. ’08, Kansas Wesleyan Univ.; A. M. ’25, Univ. of Wis.; Supt. of Sch., H. S. Bldg., Merrill, Wis., since 1927. Brooks, John D., A. B. ’01, Dickinson Col.; AMIA 06,8 Phe D7 22550 Univ: or Pass Prof. of Educ., Wilson Col., Chambers- burg, Pa., since 1923. Brooks, Roland E., Supt. of Sch., Albany, Ga. Brooks, T. Latimer, B. A. ’06, Dickinson Cols M. A. 15, Columbia Univ.; Supt. of Sch., Somerville, N. J., since 1921. Brooks, Thomas Dudley, A. B. ’03, Baylor Univ. MOTA. 220, Ph" DP 721, Univ: of Chicago; Prof. of Sch. Admin. and Chair- man, Sch. of Educ., Baylor Univ., Waco, Texas, since 1921. Brooks, Wiley G., B. E. *'10, State Tchrs. Col., Peru, Nebr.; A. B. *10, York Col.; A. M. *15, Tchrs. Col, Columbia Univ.; Supt. of Sch., Iowa State Bank Bldg., Burlington, Iowa, since 1925. Broome, Edwin C., Ph. B. 97, A. M. ’98, Brown Univ.; Ph. D. *02, Columbia Univ.; LL. B. ’07, St. Lawrence Univ.; LL. D. 25 R Ursinus Colas Edl D27, Brown Univ.; Supt. of Sch., 19th St. above Chest- nut, Philadelphia, Pa., since 1921. Brophy, Byron J., A. B. ’22, Tri-State Col. Address: 822 Arch St., Ann Arbor, Mich. Brothers, C. A., A. B. ’11, Lake Forest Col.; A. M. ’24, Tchrs. Col., Columbia Univesesupt. Cora iSch... erin, (He o. Dwight, Ill. Brougher, John F., A. B. ’26, Columbia Univ.; M. A. ?29, Tchrs. Col., Columbia Univ.; Supvr., Sec. Educ., State Dept. of Pub. Instr., Harrisburg, Pa., since 1929. Brown, B. Frank, Supt. of Sch., Gulfport, Miss. Brown, Clark W., B. A. *04, S. Dak.; Supt. of Sch., Clinton, Iowa, since 1924. Brown, E. Barton, B. S. ’27, Univ. of Okla.; Supt. of Sch., Hominy, Okla., since 1929. Brown, Emmett, B. A. ’96, Univ. of Nash- ville; Supt. of Sch., Cleburne, Texas, since 1913. Brown, Ernest E., A. B. 219, ANEM AES, Okla. Univ.; Pres., Southwestern State Pi Col., Weatherford, Okla., since Brown, Francis James, A. B. *18, Univ. of Iowa; M. A. ’23, Tchrs. Col., Columbia Univ.; Asst. Prof. of Educ., Assoc. Dir. of Extension and Summer Session, Univ. E Rochester, N. Y., since Brown, Frederic N., A. B. 99, Harvard Univ.; Supvg. Prin. of Sch., Verona, N. J., since 1903. Brown, George Earl, Diploma 06, State Normal Sch., Emporia, Kansas; A. B. *13, State Tchrs. Col., Greeley, Colo.; A. M. "19, Denver Univ.; A. M. *26, Columbia Univ. ; Dist. Supt. of Sch., Bisbee, Ariz., since 1929. Brown, Glen David, A. B. ’16, State Tchrs. Col., Terre Haute, Ind.; Asst. Supt. of Sch. in charge of Business Affairs, Cen- don H. S. Bldg., Muncie, Ind., since 25. Brown, Harold S., 381 Fourth Ave., New York, Nw Y. Brown, Harry Alvin, A. B. ’03, Bates Col.; AB: 07, A. M. 23.. Univ. 0f Color: Ed. D. ’25, Bates Col.; Ed. D. ’25, Miami Univ.; Pres., State Tchrs. Col., 440 W. ee York Ave., Oshkosh, Wis., since 17; Brown, Howard E., A. B. ’10, Syracuse Univ.; A. M. ?23, Columbia Univ.; Supt. ONIS CA Ohio Ste Medina INTY since 1918. Brown, J. C., B. S. "01, M. A. 710, Colum- bia Univ.; Supt. of Sch., Pelham, N. Y., since 1929, Brown, James’ Stanley, A. B. ’89, Denison Univ.; A. M. ’90, Blandville Baptist Col.; LL. D. ’14, Denison Univ.; Elem. and Jr. H. S. Curriculum Diagnostician, 310 Os- good St., Joliet, Ill., since 1926. Brown, Mrs. Kate B., B. S. ’01, La Grange Col.; Co. Supt. of Sch., McDonough, Ga., since 1924, Brown, M? Ethel, Ph. B. ’20, M. A. ?25, Univ. of Chicago; Supvr. of Elem. Grades, 1079 Wendell Ave., Schenectady, N. Y., since 1923. Brown, Paul V., A, B. ’20, Muskingum Col.; Supt. of Sch., Church St., Barnesville, Ohio, since 1924. Brown, R. H., B. S. and M. A. Columbia Univ.; Supt. of Sch., St. Cloud, Minn., since 1925. Brown, R. L. A. B. 712, Grand Island Col.; Supt. of Sch., Marshall, Minn., since 1923. Brown, Raymond N., B. S. ’09, Amherst Col; Supt. of Sch., Thomaston, Conn., since 1921. Brown, Stella Es, BS. ¢18;iichrs: Col; Columbia Univ.; Supvr., Normal Elem. Dept., State Normal Sch., Towson, Md., since 1924. Address: 4213 Belmar Ave., Baltimore, Md. Brown, T. O., Parish Supt. of Sch., Mon- roe, La. Brownell, Samuel M., A. B. ’21, Univ. of Nebr.; A. M. ’24, Ph. D. ’26, Yale Univ.; Supt. of Sch., Grosse Pointe, Mich., since 1927. 380 DEPARTMENT OF SUPERINTENDENCE Brubacher, A. R, B. A. '977 Ph. D> 02, Yale Univ.; Pres., N. Y. State Col. for Tchrs., Albany, N. Y., since 1915. Bruce, Frank, A. B. ’05, Wisconsin; A. M. "08, Marquette Univ.; Editor, American School Board Journal, 129 E. Michigan St., Milwaukee, Wis. Bruce, William C., A. B. ’01, Marquette Col.; A. M. *10, Marquette Univ.; Editor, American School Board Journal, 129 E. Michigan St., Milwaukee, Wis. Brueckner, Leo John, M. A. 715, Ph. D. 719, State Univ. of Iowa; Prof. of Elem. Educ., Univ. of Minn., Minneapolis, Minn., since 1922. Brugler, V. C., Supvg. Prin. of Sch., 404 Church St., Hackettstown, N. J., since 1922, Bruner, Charles, A. B. *10, A. M. 713, Ind. Univ.; Supt. of Sch., Kewanee, Ill., since 1920. Bruner, Herbert Bascom, A. B. *13, Cen- tral wA AMAS IS Univ Of MO: te PEED, 725, Columbia Univ.; Prof. of Educ: Tchrs. Col., Columbia Univ., New York, N. Y., since 1929. Bruner, T- A., B. A. ’28, Univ. of Mont.; Supt. of Sch., Big Sandy, Mont., since 1928. Brunk, Louis F., Diploma ’09, Mich. State Normal Col.; A. B. '19, Univ. of Mich.; Supvg. Prin. of Sch., Crafton, Pa., since 1922. Brunstetter, M. R., A. B. ’22, Dickinson Col.; M. A. ’28, Univ. of Pa. Ad- dress: 509 W. 121st St., New York, N. Y. Bryan, Earl J., Co. Supt. of ‘Sch, (Old Court House, Cleveland, Ohio. Bryan, James E., A. B. ’90, Johns Hopkins Univ.; Ph. D. ’08, Univ. of Pa.; Supt. of Sch., Camden, N. J., since 1899. Bryan, John Edward, A. B. °15, Hampden- Sidney Col.; Supt. of Sch., Bessemer, Ala., since 1927. Bryan, William L., Pres., Ind. Univ., Bloomington, Ind. Bryant, David C., M. A. *12, Ohio State Univ.; Supt. of Sch, Jr. H. S Bowl- ing Green, Ohio, since 1918. Bryant. Se NM ou 028. UNIV Or Oka Supt. of Sch., Hobart, Okla., since 1925. Bryne, May E., B. S. in Ed. ’22, Univ. of Minn.; Dir. of Special Educ., 305 Court House, Minneapolis, Minn., since 1921, Bubeck, Allan F., A. M. ’24, Tchrs. Col., Columbia Univ.; Dept. of Educ., State Tchrs. Col., Kutztown, Pa., since 1928. Buchanan, David Lewis, A. B. '09, B. Sc. in Ed. 712, Ohio Unive M A 27S Tebrs. Col., Columbia Univ.; Co. Supt. of Sch., 60 W. Main St., Carrollton, Ohio, since 1926. Buchanan, Elizabeth, Dist. Supt. of Sch., Kansas City, Mo., since 1912. Buck, Benjamin F., A. B: ’93, Univ. of Mich.; Asst. Supt. of Sch., 460 S. State St., Chicago, Ill., since 1928. Buck, George L., Ph. B. ’01, Colgate Univ. Address: 39 Division St., Newark, N. J. Buck, J. Py, A. Bi “16, Baylor Univ. B: S. A. *19, Agrl. and Mech. Col.; M. $. 25, Cornell; Supt. of Sch., Sour Lake, Texas, since 1927. Buckingham, Burdette R., A. B. '99, A. M. "00, Wesleyan Univ., Middletown, Conn.; Ph. D. 13, Columbia Univ.; Lecturer, Graduate Sch. of Educ., Harvard Univ., Cambridge, Mass., since 1928. Buckley, Horace Mann, A. B. ’08, North- western Univ; M A. 712, Columbia Univ.; Asst. Supt. of Sch., Engineers Bank Bldg., Cleveland, Ohio, since 1925. Buckner, Chester A., A. B. ’09, A. M. 711, State Univ. of Iowa; Ph. D. 718, Colum- bia Univ.; Prof. of Sec. Educ., Sch. of Educ., Univ. of Pittsburgh, Pittsburgh, Pa., since 1920. . BuDahn, L. A., M. A. ?22, Columbia Univ.; Supt. of Sch.. 219 W. High St., Fostoria, Ohio, since 1928. Buehring. E. C., cago, 111. Buell, R. A., B. A. "01, Beloit Col.; M. A. 28, Univ. of Wis.; Supt. of Sch., H.-$., Watertown, Wis., since 1924. Bufkin, W. F., 707 Browder St., Texas. Bufkin. William Ernest, Asst. Supt. of Sch., 641 Buena Vista Ave., Jackson, Miss. Bugbee, Lloyd Harrison, M., A. *12, Dart- mouth Col.; Supt. of Sch., West Hart- ford, Conn., since 1922. Buker, William H., A. B. 710, Bates Col.; M. A. 24, Columbia Univ.; Supt. of Sch., Rochester, N. H., since 1923. Bumgardner, Walter L., Prin., East Aurora H. S., East Aurora, NIY Bump, Thomas Lewis, Supvg. Prin. of Sch., 29 Buena Vista Ave., Hawthorne, N. J. Bunce, Edgar F., M. A. ’26, Tchrs. Col., Columbia Univ.; Supvg. Prin. of Sch., 14 Simpson St., Metuchen, N. J., since 1928. Burchard, Edward L., 460 S. State St., Chicago, 1ll. Burdick, Ernest H., Supt. of Sch., Middle- town, N. Y., since 1922. Burdick, Raymond C., A. B. ’14, Alfred Univ.; M. A. *25, Columbia Univ.; Supt. of Sch., City Hall, Watertown, N. Y., since 1925. Burdick, William, A. B. ’93, Brown Univ.; Mo DICO Univ. of Pass M baad Springfield Col.; State Dir. of Physical Educ., 7 E. Mulberry St., Baltimore, Md., since 1918, Burgess, Thomas 10. BAZAS MO las Coles Ma (S: 23), Univ cof PDA "26, State Univ. of Iowa; Head, Dept. of Psych. and Educ., Concordia Col., Moor- head, Minn., since 1926. Burkard, William E., 9B. 9S.) in Ed 7 M. A25 PH D227, Univ oft Pars Prin. Tilden Jr. H. S., 66th and Elmwood, Philadelphia, Pa. Burke, Harry A., M. A. ’28, Stanford Univ.; Supt. of Sch., Gothenburg, Nebr., since 1920. 536, So Clare St Chi Dallas, THe EIGHTH YEARBOOK 381 Burke, Jeremiah Edmund, B. A. '90, M. A. ¡ISA San ColbyicCol-mduka Di 22, Villa Nova Col.; LL. D. ’25, Holy Cross Col.; Supt. of Sch., 15 Beacon St., Bos- ton, Mass., since 1921, Burks, Samuel V., B. S. ’27, Agrl. and Mech. Col. of Texas; Supt. of Sch., Po- teet, Texas, since 1922, Burneson, L. G., A. B. ’21, Oberlin Col; M. A. ’29, Tchrs. Col., Columbia Univ.; Supt. of Sch., Dover Village, Ohio, since 1924. Address: Bay Village, Ohio. Burnett, John M., B. S. ’11, A. M. ’25, Univ. of Ala.; Supt. of Sch., Tuscaloosa, Ala., since 1919. Burnham, Archer L., A. B. ’16, Liberal Arts Col., Univ. of Nebr.; A. M. ‘27, @ehrs.) Col Univ. “of = Nebr: "Supt, of Sch., Beatrice, Nebr., since 1927. Burns, A. Q., A. B. and Th. B. *15, Wil- liam Jewell Col.; B. D. 16, Newton Theological Seminary; Th. D. *17, South- ern Baptist Theological Seminary; Pres., Crescent Col., Eureka Springs, Ark., since 1929. Burns, Harry B., M.D. °95, N. Y. Univ.; Dir. of Hygiene, Sch. Admin. Bldg., Pittsburgh, Pa., since 1914. Burns, James P., Acting Div. Supt., Bureau of Educ., Cagayan, Misamis, P. I Burns, L. W., Diploma ’97, Concord State Normal Sch., Athens, W. Va.; A. B, 710, W. Va. Univ.; A. M. ’21, Columbia Univ. ; Supt. of Sch., Martinsburg, W. Va., since 1923. Burns, Robert, B. S. *16, Tchrs. Col., Co- lumbia Univ.; A. M. 19, Ph. D. ’28, Co- lumbia Univ.; Prin., Cliffside Park H. S., Grantwood, N. J., since 1918. Buros, .francis C., Ba S: 725, 0 Univ, of Manno M A 29 1 Tchrs.) Col... Colum- bia Univ.; Asst., Educ. Admin., Tchrs. Col., Columbia Univ., 509 W. 121st St., New York, N. Y., since 1928. Buros, Oscar K., B. S ’25, Univ. of Minn. ; M. A. ’28, Tchrs. Col., Columbia Univ.; Assoc., Tchrs. Col., Columbia Univ., 509 Wri2ztst St, New York, N. .Y., since 1929. Burr, Samuel Engle, Litt. B. ’19, Rutgers Univ.; M. A. ?25, Univ. of Wis.; A. M. ee ohrsiiCol.. Columbia Univ. Dir: of Research and Statistics, School Ad- ministration Bldg., Lynn, Mass., since 1927. Burrill, Elbert F., 45 Second St., San Fran- cisco, Calif. Burrill, Fred W., A. B. '97, Bates Col; Supt. of Sch., Augusta, Maine, since 1922. Burt, Richard F., M. A. ’25, Univ. of Okla.; Supt. of Sch., Glenpool, Okla., since 1922, Burton, MH. Co. B.S) 14) Univ. of Utah; Dist. Supt. of Sch., Kaysville, Utah, since 1908. Burton, W. H., A. B. *15, Univ. of Oregon; A. M. 717, Tchrs. Col., Columbia Univ.; Ph. D. *24, Univ. of Chicago; Prof. of Educ., Sch. of Educ., Univ. of Chicago, Chicago, Ill., since 1926, Burts, Richard Clyde, Supt. of Sch., Rock Halil Siac; Burtsfield, Frank A., A. B. '08, Ind. Univ.: see of Sch., West Lafayette, Ind., since Bush, Ernest Forrest, B. S. in Ed. *10, Univ. of Mo.; A. B. ’13, Wash. Univ.; M. A. in Ed. ’26, Univ. of Chicago; Supt. of Se Wellston, St. Louis, Mo., since Bush, George C., A. B. '98, A. M. ’99, Ind. Univ.; Supt. of Sch., South Pasadena, Calif., since 1907. Bush, Maybell G.. Diploma ’00, State Nor- mal Sch., Potsdam, N. Y.; Ph. M. ’28, Univ. of Wis.; State Supvr.. Elem. Schools, 522 N, Pinckney St., Madison, Wis., since 1916. Bussey. E. D., B. S. ’23. Aprl and Mech. Col.; Supt. of Sch., Garland, Texas, since 1922. Buster a NAB TAT 25a Vinee 207 Colo: State Tchrs. Col.; Prin.. William James Jr. H. S., Fort Worth, Texas, since 1918. Butler, Eugene B.. B. S. 716, Earlham Col.; M. A. ’27, Ind. Univ. Address: Lock Box 1005, Indianapolis, Ind. Butler, Harriet L., B. S. in Ed. ’23, Univ. of Buffalo; Deputy Supt. of Educ., 308 Bedford Ave., Buffalo, N. Y., since 1919. Butler, John H. Manning, A. M. 796, Pd. D. ’24, Livingstone Col.; Division Supt. of Sch., Tuguegarao, Cagayan, P. I., since 1927. Butler, Leslie A., Ph. B. *13, Univ. of Chi- cago; M A. ’19, Columbia Univ.; M. Ed 21 Miche Normal Cor: TLADI 27 Alma "Col: Supt. “of “Schi; City” Hall, Grand Rapids, Mich. Butler, Rock L., Supvg. Prin. Meade St., Wellsboro, Pa. BUS RAS ale Un. A. ’28, Tchrs. Col., Columbia Univ.; Dist. Supt. of Sch., Groton, Conn., since 1928. Butler, S. R., Co. Supt. of Sch., Huntsville, Ala. Butterfield, E. W., A. B. '97, Dartmouth Cols. D>. 21, Univ, of N te Kd DD: 26k fe State Coles State’ Commi ‘of Educ., Concord, N. H., since 1917. Butterworth, James F., A. B. '90, A. M. 710, Harvard Univ.; Supt. of Sch., Room 16, City Hall, Bradford, Pa., since 1918. Butterworth, Julian Es A. B. ’07, M. A. TO. Ph, D, 712.) Univ, of lowa;. Protaiof Rural Educ., Cornell Univ., Ithaca, N. Y., since 1919. Button, F. C., A. M. ’08, Bethany Cols State Normal Sch., Morehead, Ky. Butts, Louis Andrew, B. S. *16, McKendree Col.; Prin., Jr. H. S., Bellville, Ill., since 1926. Byerly, C. C., A. B. '18, Manchester Col.; Supt. of Sch., 22 Sophia St., West Chi- cago, IlL, since 1923, Byers BES as DOS NS: 29, Pa. State Col.; Supvg. Prin. of Sch., Elizabeth, Pa., since 1927. Bynum, L. D., B. S. *17, Univ. of Ala.; Supt. of Sch., Troy, Ala., since 1925. Byrd, Rawls, Supt. of Sch., Williamsburg, Va. of Sch., 20 382 DEPARTMENT OF SUPERINTENDENCE Byrd, V. A., B. S. ’28, Southern Methodist Univ.; Supt. of Sch., Fort Stockton, Texas, since 1928. Byrne, Christopher J., Supt. of Grade Schools, 300 Moloney Bldg., Ottawa, IIl., since 1905. Byrne, Lee, A. B., Univ. of Ill.; A. M., Univ. of Chicago; Ph. D., Univ. of Pa.; Head, Dept. of Urban Educ., Northern State Tchrs. Col., Aberdeen, S. Dak., since 1925. Cain, H. L., Supt., The American School Foundation, 9a. San Luis Potosi No. 214, Mexico, D. F. Caldwell, A. J., A. B. ’23, A. M. ’29, La. State Univ.; Supt., State Sch. for the Blind, Baton Rouge, La., since 1920. Caldwell, Alma B., M. A. *12, Hanover Col.; Genl. Supvr., Pub. Sch., Bd. of Educ., Cleveland, Ohio, since 1918, Caldwell, D. E., Supt. of Sch., Point Place, Toledo, Ohio. Caldwell, L. C., A. B. ’25, Marshall Col.; M. A. 26, George Peabody Col. for Tchrs.; Co. Supt. of Sch., Catlettsburg, Ky., since 1925. Caldwell, Otis W., B. S. *94, Franklin Col.; Ph. D. ’98, Univ. of Chicago; LL. D. *18, Franklin Col.; Dir., Inst. of Sch. Experi- mentation and Prof. of Educ., Tchrs. Col., Columbia Univ., 433 W. 123rd St., New York, N. Y. Calhoun, J. B., Prin., H. S., Brownsville, Tenn. Calkins, Ky. Callahan, John, State Supt. of Sch., Capitol, Madison, Wis., since 1921. Callon, Albert M., A. B. *22, Wilmington Hugh S., 531 Shelby, Lexington, State Col.; Supt. of Sch., 216 Wright Ave., Lebanon, Ohio, since 1925. Cameron, E. T., M. Pd. ’26, Mich. State Normal Col.; Exec. Secy., Mich. Educ. Assn., Mich. Educ. Bldg., Lansing, Mich., since 1921, Cameron, Norman W., A. B: *95, A. M. 700, Washington Col.; Ph. D. 712, Univ. of Pa.; Pres., State Tchrs. Col., West Chester, Pa., since 1928. Cammack, Ira L. A. B. ’84, Earlham Col.; Supt. Emeritus, Pub. Sch., Kansas City. Mo. Address: 1153 S. Beverwil Drive, Los Angeles, Calif. Camp, Frederick Stanley, B. S. ’91, Lehigh; 710, N. Y, Univ.; Field Supvr. of Urban Educ., Hartford, Conn., since 1922. Camp, Harold L., B. A. ’14, Grinnell Col.; M. A. 717, Cornell Univ,; Ph. D. ’21, State Univ. of Iowa; Assoc. Prof. of Educ., N. C. Col. for Women, Greens- boro, N. C. Campbell, G. W., A, B. ’25, Eastern Ky. State Tchrs. Col., Richmond, Ky.; Supt. of Sch., Corbin, Ky., since 1925. Campbell, W. M., Ph. B. *16, Parsons Col.; Supt. of Sch., Roseburg, Oregon, since 1927. Campton, Charles E., B. A. in Ed, *13, Univ. of Minne "M.A. "28, Tehts. “Colt sCo- lumbia Univ.; Supt. of Sch., Two Har- bors, Minn., since 1915, Cannon, Arthur M., Ph. B. '98, DePauw Univ.; Co. Supt. of Sch., Toledo, Ore- gon. Canon, C: T., A. B. 717, Valparaiso Univ.; A. M. ’29, Univ. of Ky.; Supt. of Sch., 179 E. Ninth St., Russellville, Ky., since 1920. Cantwell, J. W., A. B. *93, Baylor Univ.; A. B. 294; Yale Univ.; A. M. ?02, LL. D: 20 Baylor Univ.; Supt. of Sch., Wichita Falls, Texas, since 1923. Capen, Samuel Paul, A. B. ’98, Tufts Col.; A: M. ?00, Harvard "Univ. Po. MD.1502, Univ. of Pa.; LL. D. ’20, Lafayette Col.; L H. D. *24 Hobart Col Se. eDam 275 George Washington Univ.; Chancellor, Univ. of Buffalo, 3435 Main St., Buffalo, N. Y., since 1922. Capps, James A., Co. Supt. of Sch., New- ton: N.C. Carkin, Seth B., B. S. ’24, Univ. of Roches- ter; Pres., Packard Commercial Sch., 253 Lexington Ave., New York, N. Y., since 1925. Carlisle, John C., B: S. ’26, Univ. of Utah; Co. Supt. of Sch., Beaver City, Utah, since 1927. Carlson, J. E., Jr., A. B. and B. Ed. 20, Univ. of Wash.; Supt. of Sch., Douglas, Ariz., since 1927. Carlson; Paul TA «Ph B: 721, Univamot Wis.; Head, Accounting Dept., State Tchrs. Col., Whitewater, Wis., since 1917. Carmichael, A. Maxwell, Ph. D. ’27, State Univ. of Iowa; Head, Dept. of Educ., State Tchrs. Col., Mayville, N. Dak., since 1927. Carmichael, H. E., A. B. ’25, State Normal Sch., Fairmont, W. Va.; Dist. Supvr. of Sch., Beckley, W. Va., since 1928. Carmichael, Omer, A. B, *14, Univ. of Ala.; A. M. *24, Columbia Univ.; Supvg. Prin. of Sch., 107 W. Ross Ave., Tampa, Fla., since 1926. Carney, Mabel, M. A. *'19, Tchrs. Col., Co- lumbia Univ.; Assoc. Prof. of Educ., Tchrs. Col., Columbia Univ., 525 W. 120th St., New York, N. Y., since 1917. Carpenter, David F., B. Sc. ’86, Mass. Agrl. Col.; Supt. of Sch., Millers Falls, Mass., since 1923. Carpenter, Harry A., B. S. ’02, M. S. 712 Rochester; M. A. 713, Columbia Univ.; Specialist in Science for Jr. and Sr. H. S., West High Sch., Rochester, N. Y., since 1925. Carpenter, Meredith G., A. B. ’24, Western Ky. State Tchrs. Col., Bowling Green, Ky.; M. A. ’29, Columbia Univ.; Supt. of Sch., Barbourville, Ky., since 1928. Carpenter, William Weston, Ph. D. ’26, Co- lumbia Univ.; Prof. of Educ., Univ. of Mo., 124 Edgewood Ave., Columbia, Mo., since 1928. Carr, Earl F., Prin., H. S., Lincoln Park, Mich. Carr, Ernest Palmer, A. B. ’01, S. M. ’05, Brown Univ.; Supt. of Sch., Marlboro, Mass., since 1912, Carr, J. P., Supt. of Sch., Vicksburg, Miss., since 1906. THE EIGHTH YEARBOOK Carr, John R., A. B. *00, Butler Col.; Ph. B. *01, Univ. of Chicago. Address: 724 N. Meridian St., Indianapolis, Ind. Carr, John Wesley, A. B. '85, A. M. '90, ind Unive; PAID UNS Y Unive: Pres., Dept. of Superintendence, 1905-06; Dean, State Tchrs. Col., Murray, Ky., since 1926, Carrick, C, M., A. B. '91, Ohio Univ.; A. M. 15, Columbia Univ.; Supt. of Sch., Bellevue, Ohio, since 1918. Carrick, Charles H., A. M., Univ. of Mich.; Supt. of Sch., 408 Walnut St., Three Rivers, Mich. Carrington, J. W., Diploma *16, Ill. State Normal Univ.; B. S. ’22, Univ. of 1ll.; Supt. of Sch., Clendenen Bldg., Cairo, Ill., since 1926. Carris, Lewis H., B. L. '98, Hobart Col.; A. M. 713, Columbia Univ. Address: 370 Seventh Ave., New York, N. Y. Carroll, George C., Supt. of Sch., Haute, Ind. Carroll, Mary, Diploma ’00, Colegio San Jose, Monterey, Mexico; Supt. of Sch., Corpus Christi, Texas, since 1922. Carrothers, George E., B. A. ’09, Ind. Univ.; M. A. 715, Tchrs. Col., Columbia Univ.; Ph. =D. "24, Columbia. Univ.: Dir Div. of Univ. Inspection of H. S. and Assoc. Prof. of Educ., Univ. of Mich., Ann Arbor, Mich. Carse, Elizabeth, A. B. *95, Cornell Univ.; Diploma ’97, M. A. 712, Tchrs. Col., Co- lumbia Univ.; Honor Cert. in English *14, Oxford Univ., England; Prin., Northrop Collegiate Sch., 511 Kenwood Parkway, Minneapolis, Minn., since 1915. Carson mC...) Bs. Marion Coly Ar Bo, Ind. State Tchrs. Col.; M. A., State Univ. of Iowa; D. Pd., Univ. of Habana, Cuba; Supvg. Prin. of Sch., Miami Beach, Fla., since 1926. Carson, Joseph O’Hara, St., New Orleans, La. Carson, Olive G., Dir., Elem. Educ., Bd, of Educ., Akron, Ohio. Carter, Raymond L., 830 Caledonia, Cleve- land, Ohio. Carter, Mrs. Susanne H., Diploma ’96, Southern Oregon State Normal Sch.; Co. Supt. of Sch., Medford, Oregon, since 1920. Case, Egbert A., A. B. ’04, A. M. ’08, Bates Col.; A. M. ’27, Tchrs. Col., Columbia Univ.; Supt. of Sch., Willimantic, Conn., since 1910. Case, L. V., Diploma ’97, N. Y. State Nor- ABS OWEN sv. UNIV: Supt: Ot Sch., Tarrytown, N. Y., since 1900. Case, R. D., M. A. ’23, Univ. of Denver; Supt. of Sch., Brush, Colo., since 1924. Casey, Charles C., A. B. *04, Ark. Con- ference Col.; A. M. ’06, Univ. of Den- ver; Supt. of Sch., 415 Bowen St., Long- mont, Colo., since 1913. Cassady, E. N., Supt. of Sch., Brookfield, Ill., since 1903. Cassel, Lloyd S., A. B. '13, Ursinus Col.; M. A. 28, Columbia Univ.; Supt. of Sch., Freehold, N. J., since 1929. Terre 1115 Cambroune 383 Castle, Lynn E., B. A. ’20, Morningside Col.; Supt. of Sch., Stuart, Iowa, since 1923. Castleberry, W. E., Co. Clarendon, Ark. Caswell, Hollis L., Ph. D. ’29, Columbia Univ. ; Assoc. Dir., Div. of Surveys and Field Studies, George Peabody Col. for Tchrs., Nashville, Tenn., since 1929. Supt. of Sch; Caswell, Omar, Diploma ’94, Ind. State Normal Sch.; A. B. ’97, Ind. Univ.; A. M. ”14, Univ, of Ill.; Head, Dept. of Educ., Tarkio Col., 702 College Ave., Tarkio, Mo., since 1921. Caulkins, Glenn W., B. A. *01, Univ. of Wash.; Supt. of Sch., Mount Vernon, Wash., since 1929, Cauthorn, Es B., B.S: im'C. E. 94 Be Ss: in Ed. *'15, Univ. of Mo.; Asst. Supt. of Sch., Bd. of Educ., Dallas, Texas, since 1924. Cawthon, William S., State Supt. of Sch., Tallahassee, Fla. Cesander, P. K., A. B. ’11, Gustavus Adol- phus’ Col MA A™ 225.) Univ, OR OWA, Supt. of Sch., 107 E. Seventh St., West Liberty, Iowa, since 1926. Chace, S. Howard, A. B. ’93, A. M. 796, Brown Univ.; Diploma ’02, State Normal Sch., Hyannis, Mass.; Ed. M. ’25, Harvard Univ.; Supt. of Sch., Beverly, Mass., since 1913. Chadsey, Charles E., Ph. D. *97, Columbia Univ.; Pres., Dept. of Superintendence, 1911-12; Dean, Col. of Educ., Univ, of Ill., Urbana, Ill., since 1919. Chalmers, Henry C., Supvg. Prin. of Sch., Wildwood, N. J., since 1907. Chalmers, James A., A. B. ’09, Middlebury Col.; Prin., Fitchburg H. S., Fitchburg, Mass., since 1928. Chamberlain, Arthur H., B. S. ’03, A. M. 704, Columbia Univ.; Secy., Calif. Assn. for Educ. in Thrift and Conservation, 1024 Phelan Bldg., San Francisco, Calif., since 1927. Chambers, W. Max, Life Cert. *14, Central State Tchrs. Col.; B. S. 715, Berea Col.; A. B. ’21, Univ. of Okla.; Supt. of Sch., 913 E. Hobson, Sapulpa, Okla. Chambers, Will Grant, A. B. ’94, Lafayette Col.; B. S. ’95, Ind. State Normal Sch.; M. A, ’97, Litt. D ’17, Lafayette Col.; Dean, Sch. of Educ. and Dir. of Summer Session, Pa. State Col., State College, Pa., since 1921. Chandler, Forrest Howard, A. B. 711, Morn- ingside Col.; Supt. of Sch., Sheldon, Iowa, since 1920. Chandler, H. E., A. B. ’11, Washburn Col.; A. M. ’27, Tchrs. Col,, Columbia Univ.; Asst. Prof. of Educ. and Dir. of Tchrs. Appointment Bureau, Univ. of Kansas, 1240 Tennessee St., Lawrence, Kansas, since 1928. Chandler, Julian Alvin Carroll, A. B. ’92, A. M. ’93, Col. of William and Mary; Ph. D. ’97, Johns Hopkins Univ.; Pres., Col. of William and Mary, Williamsburg, Va., since 1919, 384 DEPARTMENT OF SUPERINTENDNCE Chapelle, Ernest H., A. M. ?25, Univ. of Childs, James R., A. B. '03, Amherst Col.; Mich.; Supt. of Sch., Charlotte, Mich., Supt. of Sch., Holden, Mass., since 1916. since 1924. Chiles, E. ¡E A B10, B. Silin Ed. 012, Chapman, Ernest T., Diploma ’11, Ashland Univ. of Mo.; A. M. ’28, Washington Col.; B. S. ’26, Univ. of Pittsburgh; Supt. Univ.; Prin., Harrison Elem. Sch., 4163 of Sch., New Kensington, Pa., since 1924. Green Lea P1., St. Louis, Mo., since 1926. Chapman, Harold Benjamin, B. A. ’11, Yale Chisholm, Nellie B., Lift Cert. *93, Mich. Univ.; M. A. ’24, Tchrs. Col., Columbia State Tchrs, Col; Co, Commi of iSeh, Univ.; Ph. D. 26, Ohio State Univ.; Court House, Muskegon, Mich., since Asst. Dir., Bureau of Research and Sta- 1907. tistics, Sch. Administration Bldg. An- Chittick, Murray A., B: S. 16, Rutgers nex, Carrollton and Lafayette Aves., Bal- Univ.; Supvg. Prin., East Brunswick timore, Md., since 1926. Chapman, Ida T., A. B. '03, Ohio Wesleyan Univ.; A. M. ’05, Harvard Univ.; Supt. of Sch., 417 S. Broad St., Elizabeth, N. J., since 1923. Chapman, John L., Ph. B. '00, A. M. ’01, Brown Univ.; Supt. of Sch., H. S. Bldg., Central Village, Conn., since 1905. Charles, Oscar H., B. A. 07, Otterbein Col.; Division Supt. of Sch., Lingayen, Pangasinan, P. I., since 1927. Chase, Arthur: E., B: A. 289, Univ. of Vt; Supvg.. Prin. of Sch, H- -S Bldg. PE Lee, N. J., since 1915. Chase, Willard O., Diploma ’14, Aroostook State Normal Sch., Presque Isle, Maine; Supt. of Sch., Oldtown, Maine, since 1918. Chastain, James Gh) Jr, Ph: Bo 13, Miss. Col.; Supt. of Sch., H. S., Leland, Miss., since 1921. Chatterton, Roland H., B. S., R. I. State Col.; Supt. of Sch., Portsmouth and Mid- dletown, R. I., since 1927. Address: Portsmouth, R. I. Chenault, Robert N., Dir., Dixie Portland Memorial Sch., Richard City, Tenn., since 1926. k Cheney, Charles H., Sc. B. °26, A. M. °28, New York Univ.; Dist. Supt. of Sch., White Plains, N. Y., since 1906. Cheney, R. E, A. B. ’20 Central State Tehrs: Cole; Me Ay 7255 UNIV or MER, Supt. of Sch., Escanaba, Mich., since 1925. Chenoweth, Arthur S., B. A. '06, Univ. of Colo.; Asst. Prin, Atlantic City H. S., 20 E. New Jersey Ave., Somers Point, N. J., since 1922, Cherry, H. H., LL. D.; Pres., Western Ky. State Tchrs. Col., Bowling Green, Ky., since 1907. Cherry, Thomas Crittenden, A. B. ’89, Southern Normal Sch.; Supt. of Sch. Bowling Green, Ky., since 1905. Chew, Samuel L., B. S. '05, Temple Univ.; AS M: 16, Univ. off Bas Pd). 725, Ur sinus Col.; Dist. Supt. of Sch., North- west Sch., 15th and Race Sts., Philadel- phia, Pa., since 1906. Chewning, John O., A. B. '01, Indiana Univ.; Supt. of Sch., Evansville, Ind., since 1924. Chidester, Albert J., A. B. '05, Syracuse Univ: A. M. *'12, Harvard Univ; Prof. of Educ., Berea Col., Berea, Ky., since 1922, Child, George N., B. S. °13, Univ. of Utah; Supt. of Sch., City and County Bldg., Salt Lake City, Utah, since 1920. Twp. Sch., Old Bridge, N. J., since 1929. Chrane, CUE B: S. m Ed loveMiarAwe 27. Univ. of Mo.; Supt. of Sch., Boonville, Mo., since 1913. Christensen, Etta O., Winona State Tchrs. Col., Winona, Minn. Christensen, W. W., B. S. ’23, Agrl. Col. of Utah; Co, Supt. of Sch., Price, Utah, since 1929. Christenson, Christine A., Diploma ”26, State Tchrs. Col., Oshkosh, Wis.; Co. Supt. of Sch., First Natl. Bank Bldg., Marinette, Wis., since 1927. Christenson, J. A., Supt. of Sch., 1325 Kan- sas St., Superior, Nebr. Chuang, C. H., Inst. for Educ. Research, Sun Yatsen Univ., Canton, China. Church, Harry Victor, Ph. B. ’94, Univ. of Chicago; Supt., Morton Schools, Cicero, Ill. Claggett, Arthur E., B. Ph., Ohio State Univ.; Supt. of Sch., 24 Spirea Drive, Oakwood, Dayton, Ohio, since 1922. Clapp, George I., A. B. *95, Harvard Univ.; Supt. of Sch., 10 Davis St., Woburn, Mass., since 1903. Clark, Edwin L., Supt. Mich. Clark, Emmett, B. A. ’22, Pomona Col.; Supt. of Sch., Pomona, Calif., since 1927. Clark HH atold A, PhD 23 Tohr: i CoN Columbia Univ.; Prof. of Educ., Tchrs. Col., Columbia Univ., New York, N. Y. since 1928. Clark, Henry G., Dist. Supt. S. Hamlin, Chicago, Ill. Clark, James E., Supvg. Prin. of Sch., 531 Roup St., Tarentum, Pa. Clark, Johr E., Ph. B.; Supvg. Prin., Mid- dle Twp. Sch., Cape May Court House, NT Clark M. C Ay My, CTL DAMAS UP IADOE Sch., Woodrow Wilson Bldg., Sioux City, Iowa. Clark, Randolph Lee, Supt. of Sch., 1213 Milwaukee St., Plainview, Texas. Clark, Ridgley Colfax, B. A. 708, Bowdoin Col.; M. A. ’29, Yale Univ.; Supt. of Sch., Seymour, Conn., since 1917. Clark, Ronald W., B. S. *27, Univ. of 1ll.; Prin., Webster Elem. and Jr. H. S., Maine and 12th Sts., Quincy, Ill., since 1927. Clark, W. G., Supt. of Sch., Eldora, Iowa. Clark, Walter S., Pd. Bs ’98, .N. Y. State Col.; Supt. of Sch., Rensselaer, N. Y., since 1917. of Sch., Chelsea, of Sch., 208 THe EICHTH YEARBOOK 385 Clarke, Edward Richards, B. A. '02, Wil- liams; Ed. M. ’26, Harvard; Supt. of Sch., Edward B. Newton Sch., Winthrop, Mass., since 1927. Clarke, Ernest P., B. S. '83, Mich. State Col.; Supt. of Sch., 1922 Niles Ave., St. Joseph, Mich., since 1899. Clarke, George B., A. B. '03, Harvard Univ.; Diploma ’10, State Normal Sch., Bridge- water, Mass.; Supt. of Sch., East Pep- perell, Mass., since 1920. Clauson, Robert, A. B. ’02, Cornell Univ.; Box 17, Highland, Calif. Claxton ees PAS Be 32) MA. M:87, Univ. Oopeaenn.: Litt. D. A Bates Colbie’ D:, Allegheny Col., Univ. of N. C., Univ. of Md., Western Reserve Univ. Address: 1901 Lake Ave., Knoxville, Tenn. Clay, Thurman, M., A. B. ’24, Mich. State Normal Col.; Supt. of Sch., Vassar, Mich., since 1924. Clay, William G., B. S. '24, George Pea- body Col. for Tchrs.; Supt. of Sch., New Boston, Texas, since 1916. Clement, J. H., A. M. *10, Univ. of Kansas; A. M. ’23, Columbia Univ.; Supt. of Sch., City Hall, Independence, Kansas, since 1926. Clerk, F. E., Ph. B. *03, Yale Univ.; M. A. "26, Ph. D. ’28, Northwestern Univ.; Supt. of Sch., New Trier Twp. H. S., Win- netka, Ill. Clevenger, T. M., Supt. of Sch., Waverly, Iowa. Cleverdon, Mrs. Elsie L., Asst. Co. Supt. of Sch., Room 200, Old Court House, Cleve- land, Ohio. Chiton ATR SPH B108; Univ. of Wis; M. A. 718, Univ. of Southern Calif.; Supt. of Sch., Monrovia, Calif., since 1918. Clifton, J. L., B. S. 703, Ohio Univ.; LL. D. ’28, Miami Univ.; Ph. D. ’29, Ohio State Univ.; Dir. of Educ. for Ohio, State House, Columbus, Ohio, since 1927. Cline, Earl D., B: S. *16, Drake Univ.; M. A. ’22, State Univ. of Iowa; Asst. to Supt., Sch. Admin. Bldg., South Bend, Ind., since 1925. Close, Frank H., Ph. B. ’10, Lebanon Univ.; Supt. of Sch., Wadsworth, Ohio, since 1926. Clonds Awe. byl O0s Univ. (of Calit; Chief Deputy Supt. of Sch., City Hall, San Francisco, Calif., since 1923. Cloud, Roy Walter, A. B. ’05, Stanford Univ.; Exec. Secy., Calif. Tchrs. Assn., 461 Market St San Francisco, Calif., since 1927. Clough, D. H., 405 Palladio Bldg., Duluth, Minn. Clowes, Frederick Arthur, B. S. A. 708, Toronto Univ.; M. A. ’25, Univ. of Hawaii; Prin., Leilehua H. S., Schofield Barracks, Hawaii. Cloyd, Emerson F., A. B. 715, Earlham Col.; Supt. of Sch. 511 E. Main St., Cambridge City, Ind., since 1924. Cobb, Bruce B., B. A. 710, M. A. ’28, Univ. of Texas; Supt. of Sch., Waco, Texas, since 1915. Cobb, Charles R., A. B. '03, Greenville Col., Greenville, Ill.; A. B. *04, A. M. '05, Univ. of Mich.; Supt. of Sch., Bessemer, Mich., since 1912. Cobb, Thomas Howell, M. A. ’26, Illinois; Supt. of Sch., Urbana, Ill., since 1929. Coblentz, C. R., Co. Supt. of Sch., Court House, Eaton, Ohio, since 1923. Coburn, William G: A. B. ’90, Univ. of Mich.; LL. D. ’23, Olivet Col.; Supt. of Sch., Battle Creek, Mich., since 1895. Cochran, J. Chester, B. S. '29, Sul Ross State Tchrs. Col., Alpine, Texas; Supt. of Sch., Mexia, Texas, since 1929. Cocking, Walter D., B. A. ’13, Des Moines Col.; M. A. ’22, State Univ. of Iowa; Ph. D. '28, Columbia Univ.; Prof, of Sch. Admin., George Peabody Col. for Tchrs., Nashville, Tenn. Cody, Frank, Pd. M. *12, Mich. State Nor- mal. ¿Colo MA 2224, Unity. off Mich: Pres., Dept. of Superintendence, 1929- 30; Supt. of Sch., 1354 Broadway, De- troit, Mich., since 1919. Coffey, Wilford L., A. B. ’22, Mich. State Normal Col.; M. A. ’24, Ph. D. ’29, Univ. of Mich.; Dean, Col. of the City of De- troit, 3455 Chicago Blvd., Detroit, Mich., since 1928. Coffman, Lotus D.,-B) A: ’06; M A. 10; Ind. Univ.; Ph. D. ’11, Columbia Univ.; LL. D. ’22, Ind. Univ. and Carleton Col.; LL. D. ’29, Columbia Univ.; Pres., Univ. of Minn., Minneapolis, Minn. Colahan, Wayne J., Prin. H. S., stock, Ill. Colburn, Jessie B., Prin., Jr. H. S. 96, Man- hattan, 1532 York Ave., New York, N. Y., since 1921. Cole, Albert S., A. B. ’96, Colby Col.; Supt. of Sch., Grafton, Mass., since 1921. Cole, C. E., B. S. *18, Muhlenberg Col.; A. M. ’21, Columbia Univ.; Supt., Muh- lenberg Twp. Sch., Temple, Pa., since 1925. Cole, Robert D., A. B. and A. M. ’12, Bow- doin Col.; Ph. D: ’27, Univ. of Pan Prof. of Sec. Educ., Univ. of N. Dak., Uni- versity Sta., Grand Forks, N. Dak., since 1926. Cole AT homas Ro Ph B 02TA PM 03; Upper Iowa Univ.; Supt. of Sch., Central Bldg., Seattle, Wash. Coleman, W. H., A. B. '09, Nebr. Wes- leyan Univ.; A. M. ’16, Univ. of Nebr. Address: 553 Undercliff Ave., Edgewater, Wood- Colgan, Edward J., A. M. ’20, Harvard Univ.; Head, Dept. of Educ., Colby Col., Waterville, Maine, since 1924. Collett, C. E., A. B. '08, Nebr. Wesleyan Univ.; M. A. *17, Univ. of Nebr.; Supt. of Sch., Lexington, Nebr., since 1922. Collicott, Jacob Grant, Supt. of Sch., 323 W. Ninth Ave., Columbus, Ohio. Collier, Paul D., M. A. '25, Tchrs. Col., Columbia Univ.; Supt. of Sch., Simsbury, Conn., since 1928. Collier, Price L, B. S, in Ed. 717, A. M. '27, Univ. of Mo.; Supt. of Sch., Rich- mond, Mo., since 1922. 386 DEPARTMENT OF SUPERINTENDNCE Collins, ¿Ida M., E Co: Bernardino, Calif. Collins, Orvis K., A, B. '02, Middlebury Col.; Supt. of Sch., Hingham, Mass., since 1916, Colson, Ephraim P., A. B. ’07, Bates Col.; Supt. of Sch., North Scituate, R. I., since 1920. Colton, Harold J., Diploma *13, State Tchrs. Col., Slippery Rock, Pa.; A. B. ’24, Thiel Coli) Aue Me 727 Tois: Coly (‘Columbia Univ.; Supvg. Prin. of Sch., Bessemer, Pa., since 1924. Combs, Morgan LaFayette, A. B. '17, Univ. of Richmond; A. M. ’22, Univ. of Chi- cago; Ed. M. ’26, Ed. D. ’27, Harvard Univ.; Pres., State Tchrs. Col., Fred- ericksburg, Va., since 1928. Compton, Charles Vernon, B. A. ’09, Emory and Henry Col.; M. A. ?27, Columbia Univ.; Supt. of Sch., McCamey, Texas. Compton, Lillian C., A. B. 716, W. Va. Univ.; Asst. Supt. of Sch., 105 S. Cen- ter St., Cumberland, Md., since 1919. Condon, Randall J., A. B. '86, A. M. ’89, LL. D. °13, Colby Col.; LL. D. *25, Univ. Supt. of Sch., San of Cincinnati; Pres., Dept. of Superin- tendence, 1926-27. Address: Friendship, Maine. Congdon, Fayette K., A. B. '94, A. M. ’97, Syracuse Univ.; Supt. of Sch., Northamp- ton, Mass., since 1905. Congdon, Randolph T., B. A. *00, Syracuse Univ.; M. A. ’08, Harvard Univ.; Pd. D: °23, Albany State Col. for Tchrs.; Prin, State Normal Sch., Potsdam, N. Y., since 1919, Congdon, W. H., 3455 S. Hoover St., Los Angeles, Calif. Conger, Lester W., Ph. B. ’23, Univ. of Wis.; Supt. of Sch., 118 E. Park Lane, Kohler, Wis., since 1922. Gonn, Uy Sa A. By 91, ¡AS Me "0 Val- paraiso Univ.; LL. D. ’21, Nebr. Wes- leyan Univ.; Pres., State Tchrs. Col., Wayne, Nebr., since 1910, Connell, John T., Co. Supt. of Sch., 530 Federal St., Butler, Pa. Conner, A E, A. B. *23, Univ. of S. Dak.; Supt. of Sch., Belle Fourche, S. Dak., since 1925. Conner, O. T:, A, 'B, 725, Ark. Col.: Supt. of Sch., Marianna, Ark., since 1929, Conniff, John Robinson, A. B. *'94, Tulane Univ.; A, M.*23, La: State Univ. ¿Ad- dress: 811 Cherokee St., New Orleans, La. Connor, William L., A. B. '14, Ind. Normal; M. A., Columbia Univ.; Dir. of Re- search, 432 E, 109th St., Cleveland, Ohio, since 1923. Conrad, Arthur B., B. S. ’24, Trinity Col., Hartford, Conn.; Prin, H. S., Berlin, Conn., since 1925. Address: 402 Sigour- ney St., Hartford, Conn. Conrad, B. W., Supt., Union Free Sch. Dist. No. 2, Scotia, N. Y., since 1927. Conrad, R. D., A. B. '14, A. M. ’22, Witten- berg Col.; A. M. ’26, Columbia Univ.; Supt. of Sch., Delaware, Ohio, since 1928. Converse, Frank E., B. L. 88, Univ. „of Mich.; Supt. of Sch., H. S., Beloit, Wis., since 1897. Cook, A. F., B. A. *10, Ripon Col.; Supt. of Sch., Hinsdale, Ill., since 1919. Cook, A. L., Supt. of Sch., 326 N. Huron Ave., Harbor Beach, Mich. Cook, Albert S., A. B. '95, A. M. ?06, Princeton Univ.; Litt. D. ’23, Western Md, GCol.; Litt. D, ?23, St. John’s AGOI Annapolis, Md.; Litt. D. ’24, Univ. of Md.; State Supt. of Sch., Towson, Md., since 1920. Cook, Charles E., Manchester, Ind. Cook, Frederic William, B. S. *14, N. Y. Univ.; Supt. of Sch., Plainfield, N. J., since 1926. Cook, Hugh Oliver, sas City, Mo. Cook, Jason O., A. B. *06, A. M. ’07, Brown Univ.; Supt. of Sch., Town Hall, Am- herst, Mass., since 1920, Cook, Paul M., A. B. ’18, Central Wes- leyan Coly M. A. ’27, Univ. of Chi- cago; Exec. Secy., Phi Delta Kappa, Republic Bldg., State and Adams Sts., Chicago, 1ll., since 1928. Cook, R. C., Summit, Miss. Cook, William A., A. B. *02, A. M. ”11, Univ. of Ill.; Ph. D. *13, Univ. of Wis.; Prof. of Educ., Col. of Educ., Univ. of Cincinnati, Cincinnati, Ohio, since 1926. Cook, William Cassius, Diploma ’07 and °22, A. B. ’27, Concord State Normal Sch., Athens, W. Va.; State Supt. of Free Sch., Charleston, W. Va., since 1929. Cookson, Charles W., A. B. and B. Ped. 795, A. M. ’07, Ped. D. *17, Ohio Univ.; Supt. of Sch., Urbana, Ohio, since 1924. Cooley, J. C., A. B. ’21, DePauw Univ.; Prin., Union Twp. Sch., Greentown, Ind., since 1927. Cooley, Robert L., Diploma ’94, State Nor- mal Sch., Oshkosh, Wis.; M. A. ’24, Univ. of Wiss oD. Sc. 250 Stont Inst: EDIT, Milwaukee Voc. Sch., Sixth and State Sts., Milwaukee, Wis., since 1912. Coolidge, Walter Francis, A. B. '99, A. M. 707, Knox Col.; A. M. *14, Univ. of Chi- cago; Supt., Community H. S., Granite City, Ill., since 1913. Coons, Merle F., A. B. 710, A. M. ’23, Wabash Col.; Co. Supt. of Sch., Court House, Crawfordsville, Ind., since 1921. Cooper, Charles D., Dir. of Tr., State Nor- mal Sch., Brockport,.N. Y. Cooper, Charles H., A. B. ’77, A. M. ’80, Dartmouth Col.; Pres., State Tchrs. Col., Mankato, Minn., since 1899. Cooper, Clarence G., B. S. ’11, Tchrs. Col., Columbia Univ.; Co. Supt. of Sch., Tow- son, Md., since 1920. Cooper, Homer E., A. B. *07, W. Va, Univ.; A. M. ’16, Ph. D. ’24, Columbia Univ.; Dean, Eastern Ky. State Normal Sch. and Tchrs. Col., Richmond, Ky., since 1924. Cooper, Leigh G., A. B. *04, M. A. *10, Ph. D. '17, Univ. of Mich. Address: 10211 Gratiot Ave., Detroit, Mich. Supt. of Sch., North 2436 Montgall, Kan- THE EIGHTH YEARBOOK 387 Cooper, William John, A. B. *06, M. A. Aye Univ. of Calif.; LL. D. ’27, Whittier Col. ; Ed. D. ’28, Univ. of Southern Calif.; U. S. Commr, of Educ., Dept, of the Inte- rior, Washington, D. C., since 1929. Cope, Alfred B., A. B. '04, Campbell Col.; A. M. ’06, Univ. of Kansas; Dept. of Educ., Evansville Col., Evansville, Ind., since 1921. Corbin, Fred E., A. B. ’81, A. M. "84, Wil- liams Col.; Supt. of Sch., Southbridge, Mass., since 1902. Cornell, Clare Brown, A. B. '05, A. M. H2; Ph. D. ’15, Univ. of Nebr.; Prof. of Educ. Admin. and Dir. of Freshman Studies, Prate Tchrs. Col., Greeley, Colo., since Cornell, H. M., 2311 Commonwealth, Chi- cago, 1ll. Corning, Hobart M., Ph. B. ’11, A. M. ?*12, Dickinson Col.; Supt. of Sch., Sch. Ad- ministration Bldg., Colorado Springs, Colo., since 1927. Cornman, Oliver P., Ph. D. ’99, Univ. of Pa.; Assoc. Supt. of Sch., 422 Church Lane, Philadelphia, Pa., since 1909. Correll, Vincent I., B. S. *'12, Okla. Agri, and Mech. Col.; M. A. ’23, Tchrs. Col., Columbia Univ.; Prin., Harding Park Elem. Sch., 1838 McKenzie St., Long Beach, Calif., since 1929. Cory, Edward W., Diploma ’14, State Nor- mal Sch., Ypsilanti, Mich.; A. B, *18, Univ. of Mich.; Supt. of Sch., Richmond, Mich., since 1923. Cory, Frank Mirl, A. B. *17, Ind. Univ.; AZoM, 523) Tehrs: Col: Supt: tof Sch, 599 E. Main St., Hagerstown, Ind. Cotton, Carl, ATB. ’00, Colby Col.; LL. M. ”06, Univ. of Maine; Ed. M. ’27, Harvard Univ.; Supt. of Sch., Derry, N. H., since 1920. Cotton, (Charles. Ed., B. S. *22, Univ. of Idaho; Supvg. Prin. of Sch., Roosevelt Bldg., Birdsboro, Pa., since 1925. Cotton, Ms L., B. A. 716, Univ, of Okla.; Supt. of Sch., 500 E. Elm, Altus, Okla., since 1925. Cougill, J. R., Iowa. Coulbourn, John, Asst. Supt. of Sch., 6307 Pinehurst Rd., Baltimore, Md. Coulomb, Charles A., B. S. 05, Temple Univ Ph D 210, Univ. ofePa,> Supt, Dist. One, Bd. of Educ., Harrington Sch., Thomas and Baltimore Aves., Philadel- phia, Pa. Coulson, Austin R., Pd. B. '99, State Nor- malo Col Albany. No Yes BB, De. 223, M. A. 725, N. Y, State Col. for Tchrs.; Deputy Supt. of Sch., Albany, N. Y., since 1927. Coulter, Bayard L., B. S. *11, Univ. of Miss.; LL. B. *14, Millsaps Col; M. A. 728, Peabody Col.; Supt., Miss. Indus. and Tr. Sch., Columbia, Miss., since 1928. Coultrap, Harry M., A. B. ’08, Colo.; A. M. *14, Ohio Univ.; Sch., Geneva, Ill., since 1912, Coursen, W. Marshall, B. S. in Ed, ’20, Ohio Univ.; Supt. of Sch., Campbell, Ohio, since 1916. Supt. of Sch., Chariton, Univ. of Supt. of Courter, Claude V., B. S. *'11, Kalamazoo Col.; M. A. ’25, Univ. of Chicago; Supt. of Sch., Flint, Mich., since 1926. CourtisseStuarteA B.S LO mil. ANRT. Tchrs, Col., Columbia Univ.; Ph. D. ’25, Univ. of Mich.; Educ. Consultant, Detroit and Hamtramck, Mich., Pub. Sch., and Prof. of Educ., Sch. of Educ., Univ. of Mich., Ann Arbor, Mich., since 1924. Ad- dress: 9110 Dwight Ave., Detroit, Mich. Cousins, Robert Bartow, A. B. ’82, Univ. of Ga.; LL, D. ’26, Southwestern Univ.; Pres., South Texas State Tchrs. Col., Kingsville, Texas, since 1924. Covell, Albert H., A. B. 712, Univ. of Rochester; Supt. of Sch. Sr. H. S., Oneida, N. Y., since 1927. Cowen, Phillip A., B. S. ’23, Univ. of IIl.; A. M. ’25, Columbia Univ. Address: Apt. 31, 62 Montague St., Brooklyn, N. Y. Cox, Larue, B. A. ’22, Howard Payne Col.; M. A. ’26, Univ. of Texas; Supt. of Sch., Jacksonville, Texas, since 1927. Cox, Philip W. L., A. B. ’06, Harvard Col.; Ad Mao 200 Harvard» Univ; : Ph. 2,725, Columbia Univ.; Prof. of Sec. Educ., N. Y. Univ., 100 Washington Square, E., New York, N. Y., since 1923. Coxe, Charles, A. B., Ph. B. *05, Lafayette Univ.; A. M. *'12, Harvard Univ.; Supt. of Sch., Lewistown, Pa. Coxe, Warren W., B. Sc. ’11, Dakota Wes- leyan Univ.; Ph. D. ’23, Ohio State Univ.; Dir., Educ. Research Div., State Educ. Dept., Albany, N. Y., since 1929. Coy, William Stacy, 856 N. High St., Co- lumbus, Ohio. Crabb, Alfred Leland, B. S. ’16, George Pea- body Col. for Tchrs,; M. A, ’21, Tchrs. Col., Columbia Univ.; Ph. D. ’25, George Peabody Col. for Tchrs.; Prof. of Educ., George Peabody Col. for Tchrs., Nash- ville, Tenn., since 1927. Craig, George W., Frostburg, Md. Craig, Gerald S., A. M. ’17, Ph. D. 727, Columbia Univ.; Asst. Prof. of Natural Science, Tchrs. Col., Columbia Univ., New York, N. Y., since 1924. Craig, John Alexander, A. B. ’09, A. M. 710, Univ. of Mich.; Supt. of Sch., Mus- kegon, Mich., since 1929. Craig, Katherine L., State Supt. of Pub. Instr., 1253 Downing, Denver, Colo. Cramer, John Francis, B. A. ’20, M. A. ’2%, Willamette Univ.; Supt. of Sch., First Natl. Bank Bldg., Grants Pass, Oregon, since 1929. Crampton, E. E., B. S. '98, Olivet Gol” TA: M. 27, Univ. of Mich.; Supt. of Sch., 416 S. Pearl, Belding, Mich., since 1925. Crandall, W. G., B. S. ’20, Cornell Univ.; Chief, Div. of Educ., Clemson Agrl. Col., Clemson College, S. C., since 1922. Crandell, Charles W., A. M.; Supt. of Sch., Monroe, Mich., since 1925. Crane, Arthur Griswold, B. A., M. A., Carle- ton Col.; Ph. D., Columbia Univ.; Pres., Univ. of Wyo., Laramie, Wyo., since 1922, Crane, R. L., Jr., Supt. of Hillsborough Sch, Dist., 434 Wisnom Ave., San Mateo, Calif., since 1926. 388 DEPARTMENT OF SUPERINTENDNCE Crane, R. W., Ph. B? '17, Lafayette Col.; Supvg. Prin. of Sch., Whittier Sch., Dun- ellen, N. J., since 1927. Cranmer, Clyde William, Ph. B. *10, Buck- nell Univ.; Supt. of Sch., Kittanning, Pa., since 1919. Cranston, John A., B. S. ’87, St. Lawrence Univ.; Supt. of Sch., 119 Church St., Santa Ana, Calif., since 1906. Crawford, Albert Byron, A. B. ’17, Univ. of Ky.; M. A. ’25, Columbia Univ.; Supt. of Sch., Anchorage, Ky., since 1927. Crawford, C. C., Supt. of Sch., Shepherd, Mich. Crawford, Earle E, A. B: 719, Univ. .of Mich.; A. M. ’27, Stanford Univ.: Prin., Napa Union H. S. since 1924 and Dist. Supt. of Sch., Route 2, Box 943, Napa, Calif., since 1927. Crawford, Floyd W., A. B. ’08, LL. B. ’09, M. A. *19, Univ. of Mich.; Supt. of Sch., 22 S. Fourth St., Niles, Mich., since 1924. Crawford, M J., A. B. ’23, Central State Tchrs. Col., Mt. Pleasant, Mich.; Supt. of Sch., Caro, Mich., since 1927. Crawford, Will C., A. B. 713, Pomona Col.; A. M. 715, Columbia Univ.; Supt. of Pub. Instr., Ter. of Hawaii, 2508 Oahu Ave., Honolulu, Hawaii, since 1925. Crawley, Carl L., Supt. of Sch., Miss. Cray, D. J., Ph. D: *14, Grove City Col.; Supt. of Sch., Pittston, Pa., since 1918. Crediford, Eugene E., B. S. in Ed., Buck- nell Univ.; Supvg. Prin. of Sch., Athens, Pa., since 1924. Creel, L. E.. B. S. ’29, Ala. Polytechnic Inst.; Supt. of Sch., Sheffield, Ala., since 1917. Corinth, Cressman, Henry M., Co. Supt. of Sch., Egg Harbor City, N. J. Creswell, Mrs. Cordelia M., B. Pd. ’11, Grand Rapids Kdgn. Tr. Sch.; Supvr., Special Classes, Bd. of Educ., Jr. Col. Bldg., Grand Rapids, Mich., since 1910. Creutz, Lester R., Supt. of Sch., Janes- ville, Wis., since 1927. Criley, Martha B., Co. Supt. of Sch., Tomb- stone, Ariz. Crocker, Richard R, B. S. ’14, Univ. of Maine; Prin., Madawaska Tr. Sch., Fort « Kent, Maine, since 1926, Cromwell, P. R., Life License '14, A. B. "17, Ind. State Normal Sch.; A. M. ’24, Ind. Univ.; Supt. of Sch., Carlisle, Ind., since 1926, Crow, Orin Faison, A. B. *17, Univ. of S. C.; A. M. ’25, George Peabody Col. for Tchrs:; Prof; of Educ., Univ, of 5. E, Columbia, S. C., since 1925. Crowell, Earl, Supvg. Prin. of Sch., 36 Cut- ler, Palmyra, N. Y. Crowell, Harlan D., B. S. '18, Ed. M. 26, Harvard Univ.; Asst. Supt. of Sch., 59 Prospect St., Stamford, Conn., since 1926, Croyle, R. W., Supt. of Sch., Rockford, Ohio, since 1927. Crozier, Norman R., Supt. of Sch., 3408 Cole Ave., Dallas, Texas. Crumb, Herbert H., A. B. ’05, A. M. 09, Hamilton Col.; Supt. of Sch., Endicott, N. Y, singen 1913: Crumpacker, H. C., B. S. D. *04, A. B. ’08, Normal Col., McPherson, Kansas; Ph. M. "10, Univ. of Chicago; Supt. of Sch., Jr. H. S. Bldg., Hoquiam, Wash., since 1922. Crumrine, M. Ella, Prin., Fulton Sch., 917 Chislett St., Pittsburgh, Pa., since 1926. Cubberley, Ellwood P., A. B. ’91, Ind. Univ.; A. M. ?02, Ph. D. '05, Columbia Univ.; LL. D. ’23, Univ. of Iowa; Head, Dept. of Educ., Stanford Univ., since 1898; Dean, Sch. of Educ., Stanford Univ., Stanford University, Calif., since 1917. Cummings, L. O., A. B. '10, A. M. ’11, Ed. D. ?21, Harvard Univ.; Assoc. Prof. of Educ., Sch. of Educ., Harvard Univ., Cambridge, Mass., since 1921. Cunningham, E. C., Diploma 714, MW. E... Ca Chicago; Co. Supt. of Sch., Lawrence- ville, Ill., since 1923. Curfman, Wayne White, A. M. *20, Tchrs. Col., Columbia Univ.; Supt. of Sch., Law- rence, Kansas, since 1927. Curry, Charles M., A. M. 795, Franklin Col. Address: 88 Lexington Ave., New York, IN Ys Curtis, Charles La Rue, B. S. in Ped. ’27, N. Y. Univ.; Supvg. Prin. of Sch., 55 Hill St., Rockaway, N. J., since 1919. Curtis, Wilbur R., A. B. ’08, Ind. Univ.; A. M. 712, Columbia Univ.; Supt. of Sch., Alton, Ill., since 1921. Curtis, William F., A. B. '98, Franklin and Marshall Col.; Litt. D. °10, Muhlenberg Col.; LL. D. °28, Franklin and Marshall Col.; Pres., Cedar Crest Col., Allentown, Pa., since 1908. Curtis, William P., Supvg. Prin. of Sch., Wharton, N. J. Cusack, Alice M., A. B. 7°16, Univ. of Nebr.; A. M. *19, Columbia Univ.; Dir. of Kdgn.-Prim. Educ., Bd. of Educ., Kan- sas City, Mo., since 1921, Cushing, J. Stearns, Supt. of Sch., Town Hall, Middleboro, Mass., since 1927. Cutler, Henry F., B. A. ’86, M. A. ’04, Am- herst Col.; D. C. L. ’16, Syracuse Univ.; LL. D. ’25, Wesleyan; Headmaster, Mt. Hermon Sch., Mt. Hermon, Mass., since 1890. Cutright, Prudence, M. A. ’26, Univ. of Minn.; Dir. of Instructional Research, 305 City Hall, Minneapolis, Minn. Dalche, August Victor, Asst. Supt. of Sch., Municipal Office Bldg., New Orleans, La. Daley, Hiram C., “Ph. B. 299.0 Univisros Mich.; B. Pd. ’01, Mich. State Normal Col.; Asst. Supt. of Sch., 121 Elmhurst Ave., Highland Park, Mich., since 1918. Dalke, CUE. (Cov "Supts of ¥Schsr1901W,. Broadway, Enid, Okla. Dalrymple, John Alexander, A. B. ’02, Knox Col AMY 225.5 Univ. cof “Micha Ad: dress: 1218 Willard, Ann Arbor, Mich. Dalthorp, “Charles TIIBIS 7205 SADA State Col.; Supt. of Sch., Aberdeen, S. Dak., since 1929. THe EIGHTH YEARBOOK 389 Daniel, Franki C cae Bae S FONTA Mi TOZ Dickinson Col.; Prin., McKinley Tech. H. S., Washington, D. C., since 1911. Daniel, J. McT., A. B. *17, Wofford Gol A VE ZO UI of S Cr i Gtatenrl eit Supvr., Columbia, S. C., since 1926. Daniel, Roland B.. A. B. ’91, Emory Univ.; LL. D. ’29, Univ. of Ga.; Supt. of Sch., 1500 Broadway, Columbus, Ga., since 1909. Daniels, Mrs. Annie E.. Co, Supt. of Sch., Tucson, Ariz., since 1925. Dann, Hollis, Mus. D. *06, Alfred Univ.: Head, Dept. of Music Educ., New York Univ., Washington Square, New York, N. Y., since 1925. Dannelly, Clarence Moore, Pres., Ky. Wes- leyan Col., Winchester, Ky. Danowsky, ¿No A ABS A. oe 225, Susquehanna Univ.; Supvg. Prin. of Sch., Northumberland, Pa., since 1922. Darling, Frederick R., A. B. *03, Univ. of Chicago; Supt. of Sch., Dunkirk, N. Y., since 1916. Darling, William T., Ph. B. 26, Ph. M. ’29, Univ. of Wis.; Supt. of Sch, Wauwa- tosa, Wis., since 1924. Dans ette Cow Bci e93, LM: Saar IA Ala. Polytech. Inst.; LL. D. *16, Univ. ola: Pres, States Tcehrs Colo Jack- sonville, Ala., since 1899. David, Bert B., Ph. B. 21, Muhlenberg Col.; M. A. ’26, Columbia Univ.; Supt. of Sch., 417 Iron St., Lehighton, Pa., since 1928. Davidson, Clyde O., Mus. B: *10, Col. of Emporia; B. S- ’25, Kansas State Tchrs. Col.; Supt. of Sch., Columbus, Kansas, since 1923. Davidson, Frank H., A. B. ’20, Univ. of Mich.; A. M. *29, Univ. of Colo.; Supt. of Sch., Leadville, Colo., since 1925. Davidson, William M., A. B. ’02, Univ. of Kansas? LL. D. *09, Miami Univ.; LL. D. ’09, Univ. of Nebr.; LL. D. *16, Be- thany Cole; EL. Dr 17, Univ: of Pitts- burgh; Pres., Dept. of Superintendence, 1910-11; Supt. of Sch., 6814 Thomas Blvd., Pittsburgh, Pa., since 1914. Davies, John C., B. A. ’05, Upper Iowa Univ.; Co. Supt. of Sch. La Grange, Ill., since 1922, Davies, William R, A. B. 15, Ripon Col.; Me Acco UNIV Ob WIS Mo DE OLO Cl, H. S. Bldg., Beaver Dam, Wis., since 1925. Davis, Angus Charles, B. S. ’01, Denison Univ.; Supt. of Sch, Sr. H. S. Bldg, Yakima, Wash., since 1913. Davis, Bert Byron, A. B. 719, A. M. ’20, Univ. of Calif.; Educ. Supt., W. Mich. Conference of Seventh-Day Adventists, 120 Madison Ave., S. E., Grand Rapids, Mich., since 1926. Davis, Charles S., Supt. of Sch. 183 5. Second St., Steelton, Pa., since 1919. Davis, Chester K., A. B. 722, Univ. of Pittsburgh; Supt. of Sch., Miami, Ariz., since 1927. Davis, Chester P.. A. B. '12, Southwestern Col.; M. A. ’15, Columbia Univ.; Supt. of Sch., Stillwater, Okla., since 1927. Davis, Daniel W., Supvg. Prin. of Sch., Pitman, N. J., since 1905. Davis, Donald P., A. B. ’20, Univ. of Pittsburgh; Supt. of Sch., Victoria Ave. Bldg., Arnold, Pa., since 1926. Davis, E. D., 70 Fifth Ave., New York, Davis LORE Sexe: We B Bl, IM, Ze, A Bucknell Univ.; M. A. 24, Tchrs. Col., Columbia Univ.; Prof. of Educ. and Head, Dept. of Educ., Bucknell Univ., 140 S. Front St., Lewisburg, Pa., since 1924. Davis, Gru.) Ba S27.) Univ of (Okla. Supt. of Sch., Turley, Okla., since 1924. Davis, Georgia, Asst. Supt. of Sch., 127 N. Tenth St., Richmond, Ind. i Davis, TH TA A, M. “23. Ph: Di 28, State Univ. of lowa; Auditor, State Dept. of Educ.; Asst. Prof., Dept. of Sch, Admin., Ohio State Univ., Columbus, Ohio, since 1928. Davis, Harlan A., Supt. of Sch., 1406 Gris- wold Ave., Port Huron, Mich. Davis, Homer, A. B. ’20, Ind. Univ. Ad- dress: 1018 Lytle St., Chicago, Ill. Davis, Jackson, A. B: ’02, Col. of William and Mary; A. M. ’08, Columbia Univ.; Asst. Dir., Genl. Educ. Bd., 804 Grace American Bldg., Richmond, Va., since 1929. Davis, John C., Supt. of Sch., 69 Grant St., Needham, Mass., since 1921. Davis, M. G., A. B. 714, Ind. Univ.; A. M. 20, Univ. of Wish Supt. of Sch, Ames, Iowa, since 1926. Davis, Mary Dabney, Ph. D. ’25, Tchrs. Col., Columbia Univ.; Specialist in Nur- sery, Kdgn., and Prim. Educ., U. S. Office of Educ., Washington, D. C. Davis, Myrtle Ramey, Diploma ’25, State Normal Sch., Albion, Idaho; State Supt. of Pub. Instr., State House, Boise, Idaho, since 1929. Davis, R. F., Supt. Texas. Davis, Sheldon E., B. S. ’07, A. B. ’08, A. M. ’09, Univ. of Mo.; Ph. D. *17, Colum- bia Univ.; Pres., Mont. State Normal Col., Dillon, Mont., since 1919. Davis, T. F., A. B. ’16, Northwestern Col., Naperville, Ill.; Supt. of Sch, Hazel Park, Mich., since 1923. Davis, T. S., Co. Supt. of Sch., Hollidays- burg, Pa., since 1902. Davis, W. C., Supvg. Prin. of Sch., Haddon E INE Ae Davis, Walter B., Ped. D. '23, Alfred Univ.; Supvg. Prin. of Sch., Madison, N. J., since 1920. Davison, George Millard, Brooklyn, N. Y. Davison, Harold J., 45 University St., Wes- terville, Ohio. Daw, S. E., Supt. of Sch., Wellsville, Ohio. of Sch., Nacogdoches, 1429 Union St., 390 DEPARTMENT OF SUPERINTENDNCE Dawson, Howard A., B. S. and M. A. ?24, Ph. D. '26, George Peabody Col. for Tchrs.; Dir., Bureau of Educ. Statistics and Information, State Dept. of Educ., Little Rock, Ark., since 1926. Day, Arthur L., M. A. '95, Natl. Normal Univ.; M. A. ’26, Southern Methodist Univ.; Supt. of Sch., Commerce, Texas, since 1900. Day, Elbert E., Supt. of Sch., 1224 W. Fourth Ave., Marion, Ind. Day, Grace A., B. S. *11, M. A. ?20, Co- lumbia Univ.; Dir. of Elem. and Kdgn. Educ., Bd. of Educ. Bldg., Tulsa, Okla., since 1926. Day, Lorey Clifford, B. A. '13, M: A. ’16, Clark Univ.; Supt. of Sch., Livermore Falls, Maine, since 1926. Deahl, J. N., A. B. '93, Harvard Univ.; Ph. D. '06, Columbia Univ.; Prof. of Educ. and Dean, Col. of Educ., W. Va. Univ., 442 Park St., Morgantown, W. Va., since 1901. Deamer, Arthur, A. B. *09, Ind. Univ.; A. M. *13, Columbia Univ.; Supt. of Sch, Cedar Rapids, Iowa, since 1921. Dean, H. A., Supt. of Sch., Crystal Lake, 111. Dean, R. G., 1447 Davis Ave., N. S., Pitts- burgh, Pa. Dearborn, Ned H., Ph. D. ’25, Columbia Univ. Address: Sch. of Educ., N. Y. Univ., New York, N. Y. Deaver, Arthur Q., B. Ph. ”11, Univ. of Chisago; PAT Mo IS York, ‘Coles Dist. Supt. of Sch., 7925 Kingston Ave., Chi- cago, Ill., since 1925. De Bell, W. H., B. S. *01, Univ. of Calif. ; Deputy Supt. of Sch., San Francisco, Calif., since 1914. z De Camp, John A., A. B. ’00, M: A. 206, Williams; Supt. of Sch., 13 Elizabeth St., Utica. Ni Y, since; 1917. Deering, E. C., B. A. *20, Baylor Univ.; Supt. of Sch., City Hall, Marshall, Texas, since 1925. Deering, John F., Supt. of Sch., 67 Provi- dence St., West Warwick, R. I., since 1913, Deevers, Roland Gilliford, A. B. 02, M A. ’05, Sc. D. 28, Westminster Col.: Prin., Taylor Allderdice, Jr.-Sr. H. S., 7620 Waverly St., Pittsburgh, Pa., since 1927. De Groat, Harry DeW., Prin., State Nor- mal Sch, Cortland, NY; Dehn, A. O., A. B. ’25, Toledo Univ.; Co. Supt. of Sch., Court House, Port Clin- ton, Ohio. DeJonge, Chris A., A. B. ’20, Hope Col.; A. M. ’29, Columbia Univ.; Supt. of Sch., Zeeland, Mich., since 1926. DeLaney, L. E., B. S. *02, Wesleyan Univ., Middletown. Conn.; Supt. of Sch., 601 W. Lockhart St., Sayre, Pa., since 1907. DeLay, Glenn A., A. B. *'14, State Tchrs. Col., Emporia, Kansas; A. M. ’28, Tchrs. Col., Columbia Univ.; Supt. of Sch., Neodesha, Kansas, since 1924. Dellicker, Helen Maude, B. S. °18, M. A. ’24, Tchrs. Col., Columbia Univ.; Gram. Supvr., 55 Spear St., Quincy, Mass., since 1918, Del Manzo, Milton C., Ph. D. ’24, State Univ. of lowa; Provost and Prof. of Educ., Tchrs. Col., Columbia Univ., 525 W. 120th St., New York, N. Y. Delmet, Mrs. Marian, Wakefield, Mich. De Long, Leo R., A. B. *15, Augustana Col.; M. A. *21, Columbia Univ.; Asst. Dir., Tchr. Tr. Ext., Pa. State Col., 400 N. Third St., Harrisburg, Pa., since 1927. De Meyer, John E., A. B. ’05, Bates Col. Address: 74 Park St., Springfield, Mass. Deming, Leon J., A. B. ’22, Phillips Univ.; M. A. ’25, Univ. of Okla.; Supt. of Sch., Oyster Bay, N. Y., since 1928. Dempsey, Clarence H., A. B. *95, A. M. *13, Boston Univ.; Litt. D. ’26, Norwich Univ.; State Commr. of Educ., State House, Montpelier, Vt., since 1920. Dempsey, Harold E., B. S. ’20, A. M. ’24, Columbia Univ. Address: The Crogs- wold, Scarsdale, N. Y. Dempsey, John A., Supt. of Sch., 306 S. Valley Ave., Olyphant, Pa. Dengler, C. F., Diploma ’14, Keystone State Normal Sch.; B. S. ’25, Muhlenberg Col. Address: 619 Furnald Hall, Columbia Univ., New York, N. Y. Denison, Edmund D., A. B. ’99, N., W. Univ.; Supt. of Sch., 224 Warren St., Lake Geneva, Wis., since 1922, Denison, H= S, A. B. ^ii, Olivet; “Col Supt., L’Anse Twp. Sch., L’Anse, Mich., since 1926. Denison, S. A., B. A. ?22, Ill. State Nor- mal Univ.; M. A. ’28, Univ. of Ill.; Dist. Supt. of Sch., 915 N. Chicago St., Pon- tiac, Ill., since 1924. Dennis, Lindley Hoag, B. S. *12, Pa. State Col.; Deputy State Supt. of Pub. Instr., Harrisburg, Pa. Dennis, Merrill L., B. S. in Ed. 719, Ohio Univ.; Co. Supt. of Sch., Court House, Steubenville, Ohio, since 1927. Dennis, S. C., Supt. of Sch., Toronto, Ohio, since 1916. Denny, Winfield A., A. B. 798, A. M. ’99, Ind. Univ.; A. M. 719,.Techrs. Col:, (Co- lumbia Univ.; Supt. of Sch., 100 W. Eighth St., Anderson, Ind., since 1914. Densberger, Frank C., A. B. ’08, Syracuse Univ. ; A, M.: °21, Tchrs. Colt; Columbia Univ.; Supt. of Sch., Kenmore, N. Y., since 1915. Dent, Lettie Marshall, A. B. *15, Western Md. Col.; Co. Supt. of Sch., Leonard- town, Md., since 1928. Denworth, Katharine M., A. B., Swarth- more Col.; A. M. and Ph. D., Columbia Univ.; Pres., Bradford Academy, Brad- ford, Mass., since 1927. Deputy, M. W., A. M. ’05, Ind. Univ.; Pres., State Tchrs. Col., Bemidji, Minn.; since 1919, Derbyshire, Grant E., Supt. of Sch., Prince- ton, Ind. Derr, J. B., Supvg. Prin. of Sch., 308 Mar- ket St., Perkasie, Pa. THE EIGHTH YEARBOOK 391 Derthick, H. J., M. A. *12, Univ. of Mich: Dilleha : lL. J., ¿AS » Univ. Es y, Claude H., A. B. 16, Bayl Pres., Milligan Col., Milligan College, Univ.; M. A. *17, Brown Univ.; Shee Tenn., since 1917. Desmond, John J., Jr., A. B. *09, A. M. 10) Harvard Univ.; Supt. of Sch., Sch. Dept., Chicopee, Mass. Dewey, Godfrey, A. B. ’09, Harvard Cols: Ed. M., *21, Ed. D. ’26, Harvard Univ.: Exec. Vice-Pres., Lake Placid Club Educ. Foundation, Lake Placid Club, NY: since 1924: Dewey, Ralph S., M. S. *19, Allegheny Col.; M. A. ’27, Tchrs. Col., Columbia Univ.; Supt. of Sch., Corry, Pa., since 1926. DeWolf, George E., A. B. *12, Univ. of Nebr.; M. A. ’20, Harvard Univ.; Supt. ah eg Sr. H. S., Creston, Iowa, since Dicker a5 G. Co: Ohio, since 1917. Dickey, Charles E., M. E. ’93, Calif. State Normal; B. A. ’20, Univ. of Pittsburgh; Co. Supt. of Sch., 595 Union Trust Bldg., Pittsburgh, Pa., since 1922. Supt. of Sch., London, Dickson, Myrtle C., A. B. ’04, Radcliffe Còl; A. M: ’26, Boston Univ.; Head- master, Roxbury Memorial H. S. for Girls, Roxbury, Boston, Mass.¿ since 1926. Dickson, Virgil E., A. B. ’08, Wash. State Colt Mita. AED D. «190 Stanford Univ.; Asst. Supt. of Sch., 2325 Milvia St.,* Berkeley, Calif., since 1928. Diehl, George West, A. B. ’13, Washing- ton and Lee Univ.; B. D. ’16, Union Theo. Sem.; M. A. 717, Univ. of Rich- mond; Pres., Morris Harvey Col., Bar- boursville, W. Va., since 1929. Diehl, John C., A. B. 787, A. M. *03, Yale; Supt. of Sch., Library Bldg., Erie, Pa., since 1922, Diener, U.B B IS. 3175 Miamin Univ. ; Supt. of Sch., 808 Elm St., Van Wert, Ohio. Dieterich, H.C, Az B; "05, -Ohio State Univ.; Supt. of Sch., 2453 Plymouth Rd., Bexley, Columbus, Ohio, since 1924. Dietrich, E. N., A. B. 712, Ohio Wesleyan; B. S. 716, Ohio Univ.; M. A. ’28, Ohio State Univ.; Supt. of Sch., Central Bldg., Bucyrus, Ohio, since 1927. Dietrich, George C., Ph. B. 798, Ohio State Univ.; Supt. of Sch., 520 W. Ash St., Piqua, Ohio, since 1909. Dietrich, Harvey Oscar, Supt. of Sch., Nor- ristown, Pa. Dietrich, Marion C A B. 710, Colo: Col Prin., Shaw H. S., East Cleveland, Ohio, since 1929. Dietz, O. F,, Prin., H. S., Painesville, Ohio. Diffendafer, Alton P., Diploma ’89, State Normal Sch., Lock Haven, Pa.; Dist. Supt. of Sch., Nanticoke, Pa., since 1902. Dillard, Mrs. Wilma, Co. Supt. of Sch., Carlsbad, N. Mex., since 1926. Dille, George Earl, B. S. ’20, State Tchrs. Col., Kirksville, Mo.; Supt. of Sch., Chil- licothe, Mo., since 1925. of Sch., Hereford, Texas, since 1923. Dillingham, Paul, A. B. ’13, Tufts; Supt. of Sch., Town Hall, Falmouth, Mass., since 1923, Dimmett, W. S., Supt. of Sch., Rock Falls, 111., since 1922. o Rex W., 89 Allen Ave., Donora, a. Dinsmore, B. M., B. A. ?27, North Texas State Tchrs. Col., Denton, Texas; Supt. of Sch., Electra, Texas, since 1917. Dittes William H. B. Sue 21a Unive of Minn.; M. A. ’27, Tchrs. Col., Columbia Univ.; Supt. of Sch., Frazee, Minn., since 1925. Dixon, Charles R., B. S. 710, N. Y. Univ.; Supvg. Prin. of Sch., 558 Morse Ave., Ridgefield, N. J., since 1921. Dixon Henrys ©, B. Sa SS O 7 Erankin CoL. Co) Supt. on cho a216 Johnson St, Salem, N. J., since 1913. Dixon, John C., A. B. 713, Mercer Univ.; M. A. 726, Tchrs. Col, Columbia Univ: Supvr. of Sch. Admin., State Dept. of Educ., State Capitol, Atlanta, Ga. Dobbs, Ella Victoria, 1211 University Ave., Columbia, Mo. Dockrill, James C., LL. B. ’93, Lake For- est. Address: 330 E. 22nd St., Chicago, 111. Dodd, H: W., Ph. B. ?08, Yale Univ.; A. M e214) Dehis Col Columbia UNIV? Pd. D. ’21, Muhlenberg Col.; Supt. of Sch., Allentown, Pa., since 1916. Dodd} ohni W405 BSO AT MIEI Tchrs. Col., Columbia Univ.; Supt. of Sch., 317 S. Longbeach Ave., Freeport, ENS ME Dodd, Maurice R., B. A. *14, W. Va. Univ.; Supt. of Sch., Florence, Ariz., since 1925. Dodge, Harrison S., Supt. of Sch., Hornell, INDE Yo Dodge, Willis E., A. B. *13, Bowdoin Col.; AIN 2 Bates COS DEA O ISC Great Neck, N. Y., since 1929. Dodson, Edwin C., A. B. *04, Ind. Univ.; A. M. *14, Columbia Univ.; Supt. of Sch., 19th St. and Grand Ave., Connersville, Ind., since 1921. Dodson, William C., Co. Supt. of Pub. In- str., Bd. of Educ., Nashville, Tenn. Dohner, A. J., A. M. 05, Findlay; Supt. of Sch., 225 Johnson St., Salem, N. J., since 1920, Dolph, Arthur H., B. S. in Ed. ’26, Univ. of Ill.; Supt. of County High Schools, Lander, Wyo., since 1928. Dolton, Isabella, Ph. B., Univ. of Chicago; Asst. Supt. of Sch. 460 S. State St., Chicago, Ill., since 1928, Dominick, Leo H., B. A. ’20, Univ. of N. Dak.; Supt. of Sch., Wahpeton, N. Dak., since 1924. Domitilla, Mother M., A. B. 714, St. Mary's Col.; Sup. Gen., St. Mary’s Academy, Monroe, Mich., since 1918. 392 DEPARTMENT OF SUPERINTENDNCE Dondineau, Arthur, A. M. 715, Univ. of Mich.; Supvg. Dir. of Instr., 1354 Broad- way, Detroit, Mich., since 1924, Donohue, Mrs. Mary C., Prin., Pub. Sch. 4, Manhattan, New York, N. Y., since 1904. Donovan, H. L., A. B. '14, Univ. of Ky.; M. A. 20, Tchrs. Col., Columbia Univ.; Ph. D. 25, George Peabody Col. for Tchrs.; Pres., Eastern, Ky. State Tchrs. Col., Richmond, Ky., since 1928, Donovan, Michael Charles, Supt. of Sch., 206 Columbia Blvd., Waterbury, Conn. Doolittle, Howard S., Supt. of Sch., Ne- gaunee, Mich. Doremus, Joseph A., Supt. of Sch. Aurora, Nebr. Doria, Oscar Porrata, Genl. Supt. of Agr., Dept. of Educ, San Juan, P. R, since 1926. Dorr, John H., Supt. of Sch., 801 Howard, Monongahela, Pa. Dorsey, Julius, M. A. *19, George Peabody Col. for Tchrs); Dist. Supt) of Sch, 1215 Apple St., Dallas, Texas, since 1922. Dorsey, Mrs. Susan M., A. B. ’77, Vassar Col.; Supt. Emeritus, Pub. Sch., Los Angeles, Calif., since 1929, Address: 1506 Arapahoe St., Los Angeles, Calif. Dossett Burgin E., B. A. *22, Univ. of Tenn.; Ed. M. ’24, Harvard Univ.; Co. Supt. of Sch., Jacksboro, Tenn., since 1928. Dotson, H. © B. 5.2021 Color Agri. Gol; Supt. of Sch., Hayden, Colo., since 1927. Dougall, John Bernard, B. A. ’08, Adelphi Col: M “A? 724, Yale Univ.;' Supt.” of Sch., 39 Ashland Pl, Summit, N. J., since 1924, Dougherty, Mary C., 11 Linden St., River Rouge, Mich. Doughton, Isaac, A. B. ’07, Harvard Univ.; A. M. *22, Ph. D. ’25, Univ. of Pam Head, Dept. of Educ., State Tchrs. Col., Mans- field, Pa., since 1924. Douglass, A. A., Ph. D. *17, Clark Univ.; Prof. and Head, Dept. of Educ., Pomona Col., Claremont, Calif., since 1926. Douglass, Bennett C., Ph. B. 08, Univ. of Vt.; M. A. ’20, Ph. D. ’24, Columbia Univ.; Head, Dept. of Educ., and Dir., Summer Session, Univ. of Vt., Burling- ton, Vt., since 1921. Douglass, Carleton E., Ph. B. ’99, Univ. of Chicago; A. M. *17, Columbia Univ.; Asst. Supt. of Sch., Madison and La- fayette, Baltimore, Md., since 1921. Hart Ro AT Me 21m Unive of Mo.; Ph. D. ’28, Stanford Univ.; Prof. of Sec. Educ., Univ. of Minn., Minnea- polis, Minn., since 1929. Douglass, Douglass, Wesley H., A. B. ’05, Syracuse Univ.; Union Supt. of Sch., Winchester, N. H., since 1925. Douthett, Walter R., A. B. *12, Ursinus Col.; A. M. ?21, Univ. of Pa.; Supt. of Sch., Seventh and Spruce Sts., Darby, Pa., since 1922. Dow, H. ES B. A. *06, M. A. *26, State Univ. of lowa; Supt. of Sch., Villisca, Iowa, since 1924. Dow, Harold F., B. S. '10, Colby; Supt. of Sch., Swampscott, Mass., since 1920. Dowling, H. G., B. S. ‘06, A. M, ’26, Bir- mingham-Southern Col.; Co. Supt. of Sch., Tuscaloosa, Ala., since 1929. Down, Edgar F., Normal Life Cert. 03, Cortland)’ N. Yor HA BIEI Unive of Mich.; J. D. ’25, Detroit Col. of Law; Supt. of Sch., Ferndale, Mich., since 1925. Downey, James E, A. Bo ’97, A. M. 705, Amherst Col.; A. M. ’12, Harvard Univ.; A. M. *13, Boston Col.; Headmaster, H. S. of Commerce, Boston, Mass., since 1910. Downey, Michael J., A. B. ’04, A. M. 714, Boston Col.; Asst. Supt. of Sch., 15 Bea- con St., Boston, Mass., since 1924. Downey, Walter F., A. B. ’06, Amherst Col.; Ed. M. ’21. Harvard Univ.; Head- master, The English H. S., Montgomery St., Boston, Mass., since 1922. Downie, DL... Av Bw 207 iadasoute Normal Sch.; A. M. ’28, Columbia Univ.; Supt. of Sch., Covington, Ind., since 1929. Downing, Elliot Rowland, B. S. ’89, M. S. 794, Albion Cols Ph. D. *01, Univ. of Chicago; Assoc. Prof., Teaching of Sci- ence, Univ. of Chicago, 6031 Kimbark Ave., Chicago, 1ll., since 1911. Downs, Samuel Edgar, Supt. of Sch., 115 Linwood Ave., Ardmore, Pa. Downs, W. L., Supt. of Sch., Vidalia, Ga. Doyle, George, Supt, of Sch., Osceola, Ark. Doyne, John J., Supt. of Sch., 902 Barnes, Lonoke, Ark., since 1917. Drake, Ellis H., A. B. *04, Ind. Univ.: Supt. of Sch., Sch. Admin. Bldg., 306 E. Lovell St., Kalamazoo, Mich., since 1915. Dressel, Herman, B. L. ’90, M. A. ’95, Litt. D. <25; Norwich Univ s Supt; of @Schy 165 Stewart Ave., Arlington, N. J. Driskell. Frank O., 351 Halfway Ave., East Detroit, Mich. Driver, Lee L., A. B. *19, Ind. Univ.; M. A iG Eariham Cols DINA bash Col.; Dir., Rural Service Bureau, State Dept. of Pub. Instr., 711 N. Sec- ond St., Harrisburg, Pa., since 1920. Drown, Carroll H., A. B. ’01, Univ. of VEs Supt. of Sch., Hopedale, Mass., since 1919. Druhot. R: L: A. B. *13, Otterbein Col.; A. M. '18, Ohio State Univ.; Asst. Co. Supt. of Sch, Damascus, Ohio, since 1916. Drummond, Glenn, A. B. ’09, Ohio North- ern Univ.; A. B. ’11, Antioch Col.; M. A. *26, Ohio State Univ.; Co. Supt. of Sch., Bellefontaine, Ohio, since 1923. Duboc, Jessie L, M. A. ’22, Univ. of Chi- cago. Address: 6020 Woodlawn Ave., Chicago, IIl. Dudley. Dessalee Ryan, Asst. Supt. of Sch., 154 W. Territorial Rd., Battle Creek, Mich. Dudley, L. Leland, S- B. ’21, Ed. M and Ed. D. ’27, Harvard Univ.; Asst. Prof. of Educ. Admin., Grad. Sch. of Educ., Har- vard Univ., Cambridge, Mass., since 1924. THE EIGHTH YEARBOOK 393 at H. S., Supt. of Sch., Winchester, a. Duffy, James P. B., Rochester, N. Y. Hotel Rochester, Dugan, James, B. A. ’02, Amherst Col.; Asst. Supt. of Sch., Cambridge, Mass., since 1920. Duggan, Mell L., Pd. D., Mercer Univ.; State Supt. of Sch., State Capitol, At- lanta, Ga., since 1927, Dulebohn, Irl H., B. S. in Ed. ’21, Kansas States cchrs, Cols "AL M425, "Univ: of Chicago; Supt. of Sch., Ramsay, Mich., since 1925. Duncan, Earle C., B. S. in Ed.-*22, State Tchrs. Col., Maryville, Mo.; Supt. of Sch., Clarinda, Iowa, since 1928. Dunckel, O. E., Life Cert. *17, Western State Tchrs. Col.; B. S. ’21, Mich. State Col.; M. A. ’26, Univ. of Mich.; Supt. of Sch., Manchester, Mich., since 1926. Dungan, John U., B. S. *19, Univ. of Ill.; Supt. of Sch., Lockland, Ohio, since 1923. Dunkle, John L., B. S: *12, W.: Va. Univ.; MESA 17-—1 chrs. Colt} ¿Coldmbia Univ. Prin., State Normal Sch., Frostburg, Md., since 1923. Dunn, Albert Howard, A. B. ’86, Bates Col.; A. M. ’08, Univ. of Denver; Supt. of Sch., Rohling Block, Ft. Collins, Colo., since 1893. Dunn, Fannie W., B: S. 715, A. M. 717, Ph. D ’20, Tchrs. Col., Columbia Univ.; Assoc. Prof. of Educ., Tchrs. Col., Colum- bia Univ., New York, N. Y. Dunton, John A., A. B. ’21, Univ. of Maine; Supt. of Sch., Stonington, Maine, since 1924. Dunwiddie, Walter R., B. S. 716, M. S. ’27, Univi of \Wais:s Supt) of (Sch; HH. S. Bldg., Port Washington, Wis., since 1926. Durell, Thomas J., A. B. ’07, Princeton; Co. Supt. of Sch., Cape May Court House, N. J., since 1927. Durham, Harry L., Texas, Dutch, Herbert W., A. B. ’96, Harvard Univ.; Supt. of Sch., Glen Ridge, N. J., since 1926. Dutter, H. W., A. B. 711, Ind. Univ.; A. M. 716, Columbia Univ.; Supt. of Sch., Coler- aine, Minn., since 1925. Duvall, Claude A., B. $. ’22, M. S. ’26, Syra- cuse Univ.; Supt. of Sch., Solvay, N. Y., since 1925, Dwight, Charles A. S., B. A. ’81, Yale Col.; M.A. *01, N.vY. Unive, M. A. *02, Yale Univ.; Ph. D. ’09, Boston Univ.; Head, Dept. of Educ., Keuka Col., Keuka Park, N. Y., since 1923. Dye, Claude R., A. B. ’06, Allegheny Col.; Supt. of Sch., 46 Newton St., Fredonia, N. Y., since 1924, Dyer, W. P., M. A. ’20, Univ. of Minn.; Ph. D. ’27, Columbia Univ.; Supt. of Tr. Sch., State Normal Sch., New Britain, Conn., since 1926. Dyke, Charles B., Supt. of Sch., Millburn, NE I: Supt. of Sch., Bryan, Dykema, Peter W., B. L. *'95, M. L. ’96, Univ. of Mich.; Prof. of Music Educ., Tchrs, Col., Columbia Univ., New York, N. Y., since 1924. Eagleson, John Oliver, B. S. ”09, Mus- kingum Col.; Supt. of Sch., 317 S. Pick- away St., Circleville, Ohio, since 1920. Earhart, Will, Mus. D. ’20; Dir. of Music, City Pub. Sch., 725 Fulton Bldg., Pitts- burgh, Pa., since 1912. Lal TAB Ole Ind TA TME, Tchrs. Col., Columbia Univ.; Supt. of Sch., Sheridan, Wyo., since 1908. Eaton, George A., A. B. and A. M. *92, Har- vard; Asst. Supt. of Sch., 484 J St., Salt Lake City, Utah, since 1920. Eaton, Henry M., M. Sc. *01, Salins Univ.; B. A. '17, Fremont Col.; Supvg. Prin. of Sch., Westfield H. S., Westfield, N. Y. Eaton, Roy D., A. B. *14, Kingfisher Col.; M: S. ’28, Univ. of Okla.; Supt. of Sch., Garber, Okla., since 1916. Eckert, Paul Y., A. B. *06, Dickinson Col.; LL. D. *16, Univ. of Oregon; M. A. ’18, Dickinson Col.; Supvg. Prin. of Sch., Palmyra, N. J., since 1928, Eckles, Isabel Lancaster, M. A. ’23, State Tchrs. Col.; Supt. of Sch., Santa Fe, N. Mex., since 1927. Eckles Port, A. B. 14 Hiram Col: A. M: ?24, Univ. of Pittsburgh; Supt. of Sch., Homestead, Pa., since 1922. Eddy, Theo V., A. B. 715, Hillsdale Col.; M. A., Univ. of Mich.; Supt. of Sch., Three Oaks, Mich., since 1922. Eddy, William Holden, A. B. ’92, A, M. 793, Ph. D. ’99, Brown Univ.; Deputy Supt. of- Sch., 9 Exchange Ter., Provi- dence, R. I., since 1925. Edie, Irwin W., B. A. ’26, Upper Iowa Univ.; Supt. of Sch., Wesley, Iowa, since 1926. Edmonson, Frank A., Co. Supt. of Sch., Co. Court House, Charlotte, N. C. Edmonson, James Bartlett, Dean, Sch. of Educ., Univ. of Mich., Ann Arbor, Mich. Edwards, Arthur U., A. B. ’24, Iowa State Tchrs. Col.; Supt., Geneva Consol. Sch., Geneva, Iowa, since 1925. Egan, Mrs. Anna H., Elem. Sch. Prin., 4111 Warwick Blvd., Kansas City, Mo., since 1917. Egan, Nora L., Diploma '90, Detroit Nor- mal Sch.; Dist. Prin., Goodale Sch., De- troit, Mich., since 1919, Eikenberry, D. H., A. B. 11 A. M. 15; Ind. Univ.; Ph. D. ’26, Tchrs. Col., Co- lumbia Univ.; Prof. of Sch. Admin., Col. of Educ., Ohio State Univ., Columbus, Ohio, since 1927. Eikenberry, V. L., A. B, *14, Franklin Col., Ind.; A. M. ?*15, Ind. Univ.; Supt. of Sch., Vincennes, Ind., since 1929. Eilenberger, R. J., Supvg. Prin. of Sch., Butler, N. J., since 1919. Eisenberg, J. Linwood, B. E. 95, Juniata Col.; A. B. ’06, A. M. ’08, Ursinus Col.; PhDr Unive ote Pal LD 28, Grove City Col.; Prin., Slippery Rock State Normal Sch., Slippery Rock, Pa., since 1917, 394 Eisenhart, W. W., B. S. '17, M. A. ?21, Univ. of Pa.; Supt. of Sch., Tyrone, Pa., since 1921. Ekstrom, Claus Emanuel, A. B. ’16, A. M. 717, Brown Univ.; Asst. Prof. of Educ., Brown Univ., since 1919 and Acting Dir., Sch. of Educ., Brown Univ., 290 Slater Ave., Providence, R. I., since 1927. Elcan E: aG ASBI OS, Hampden-Sidney Col.; Supt. of Sch., Bainbridge, Ga., since 1920. Elder, Harry E., Supt. of Sch., 516 S. Tip- pecanoe Blvd., Monticello, Ind. Eldred, Arvie, A. B. ’05, A. M. ’21, Wil- liams; Pd. D. ’25, N. Y. State Col. for Tchrs.; Supt. of Sch., Troy, N. Y., since 1914. Eldredge, A. C., B. S. '95, Mt. Union Col.; Asst. Supt. of Sch., Bd. of Educ., Cleve- land, Ohio, since 1914. Ellenberger, Charles W., B. S. ’28, Juniata Col.; Supvg. Prin. of Sch., Brookville, Pa., since 1929. Elliff, Joseph D., A. B. 03, A. M. ’05, Univ. of Mo.; Prof. of H. S. Admin., H. S. Insp., 705 Maryland Place, Colum- bia, Mo., since 1904. Elliff, Miles A., B. S. ’25, State Tchrs. Col., Pittsburg, Kansas; M. A. ’27, Univ. of Mo.; Supt. of Sch., Aurora, Mo., since 1927. Ellingwood, W. H. S., A. B. ’01, Bates Col.; Dist. Supt. of Sch., Westbrook, Maine, since 1923, Elliott, A. W., A. B., Ohio Wesleyan Univ.; A. M., Univ. of Chicago; Supt. of Sch., 704 N. Gay St., Mt. Vernon, Ohio, since 1921. Elliott, Charles H., Ph. D. ”14, Columbia Univ.; State Commr. of Educ., State House, Trenton, N. J., since 1927. Elliott, E. A., M. A. ?25, Univ. of Kan- sas; Supt. of Sch., Nevada, Mo., since 1928. Elliott, Robert I., B. S. ’01, Normal- Col., Wayne, Nebr.; A. B. *14, Univ. of Nebr.; M. A. ’28, Columbia Univ.; Pres., Nebr. State Normal Col., Chadron, Nebr., since 1915. Ellis, HAS) A By 214; Wash: ¡State Cok; Supt. of Sch., H. S. Bldg., Colfax, Wash., since 1924. Ellis, Henry G., A. B. ’10, Randolph-Macon Col.; Supt. of Sch., Petersburg, Va., since 1923. Ellis, Radford Terrell, B. A. ’15, Texas Christian Univ.; Exec. Secy., Texas State Tchrs. Assn., 708 N. P. Anderson Bldg., Fort Worth, Texas, since 1916. Ellis, William Daniel, A. M. ’08, Randolph- Macon Cols M. A. "22 Tehrss Col, Go: “lumbia Univ.; Prin., Richmond Normal Sch., Richmond, Va., since 1920. Elmendorf, George M., Ph. B. ’05, A. M. 729, Union; Supt. of Sch., Plattsburgh, N. Y., since 1920. Elsbree, Willard S., Ph. D. ’28, Columbia Univ.; Asst. Prof. of Educ., Tchrs, Col., Columbia Univ., New York, N. Y., since 1926. DEPARTMENT OF SUPERINTENDNCE Elsee, Ralph E., Asst. Co. North Lima, Ohio. Emery, E. W., A. B. ’15, Ind. Central Col.; A M 241 Tod. Univa DAD IZ OE Col.; Pres., Univ. of Omaha, 24th and Pratt, Omaha, Nebr., since 1928. Emmett, H. T., Ph. B. 713; Univ of Wis:5 Supt. of Sch., Worland, Wyo., since 1916. Emmons, Frederick E., A. B. ’02, Cornell Univ.; Ph. D. ’25, Columbia Univ.; Dir, Educ. Travel, 587 Fifth Ave., New York, Supt. of Sch., N. Y., since 1925, Emmons, Purley C., Supt. of Sch., Mis- hawaka, Ind. Endsley, Andrew D., Ph. B. ’98, Col. of Wooster; Supt. of Sch., Tarentum, Pa., since 1905. Engelhardt, Fred, Ph. B. ’08, Yale Univ.; M: As M5; (Ph. 2D) 245.7 chrsaiColemico= lumbia Univ.; Prof. of Educ. Admin., Col. of Educ., Univ. of Minn., Minnea- polis, Minn., since 1924, Engelhardt, J. L., A. B. ’22, Southwestern Col., Winfield, Kansas; M. A. ’23, Univ. of Kansas; Supt. of Sch., Kingman, Kan- sas, since 1925. Engelhardt, N. L., A. B. 703, Yale Univ.; Ph. D: 718, Columbia Univ.; Prof. of Educ., Tchrs. Col., Columbia Univ., New York, N. Y., since 1918. Engleman, James O., Diploma ’01, Ind. State Normal Sch.; A. B. ’05, Ind. Univ.; A. M. 718, Univ. of Chicago; LL, D. ’23, James Millikin Univ.; Pres., State Nor- mal Col., Kent, Ohio, since 1928. English, Fred C., A. B. *16, Colby Col.; Supt. of Sch., Mars Hill, Maine, since 1921. English, Harry, B. A. *86, Johns Hopkins Univ. LL. B. *89, “LIL Mo 90 Colum- bian Univ.; Chief Examiner, Pub. Sch., Franklin Sch., Washington, D. C., since 1924, English, Mildred E., B. S. ’21, M. A. ’26, George Peabody Col. for Tchrs.; Asst. Supt. of Sch., Raleigh, N. C., since 1924. English, William J., A. B. *13, Dartmouth Col.; Supt. of Sch., Town Hall, Lebanon, Ne H; Since 1925 Englund, Walter E., B. A., *11, Gustavus Adolphus Col.; Supt. of Sch., Ely, Minn., since 1922, Ennis “EP. BTS in Ed. 17.) Mo state Tchrs. Col.; LL. B. *23, Atlanta Law Sch.; A. M. ’28, Oglethorpe Univ.; Supt. of Sch., Corning H. S. Bldg., Corning, Ark., since 1926. Eosson, McGregor, Pub. Sch. Insp., 330 Gil- mour St., Ottawa, Canada. Erdly, Calvin V., B. S. ’20, Susquehanna Univ.; Supt. of Sch., Hollidaysburg, Pa., since 1925. Erickson, Arthur G., A. B. *11, A. M. ’16, Univ. of Mich.; M. Ed. ’22, Mich. State Normal Col.; Supt. of Sch., Ypsilanti, Mich., since 1919, Erickson, E. J., B. A. ’20, Gustavus Adol- phus Col.; M. A. ’28, Univ. of Minn.; Supt. of Sch., Volga, S. Dak., since 1925. Erickson, John E., A. B. ’09, A. M. ’25, Univ. of Mich.; Supt. of Sch., 43 Wal- dron St., Hillsdale, Mich., since 1925. THE EIGHTH YEARBOOK 395 Ernst, Lillie R., Ph. B. ’92, A. M. ’07, Wash. Univ.; Prin., Mark Twain Sch., St. Louis, Mo., since 1926. Erwin, Clayton, L., A. B. ’03, Dartmouth Col.; Deputy State Commr. of Educ., Bel- lows Falls, Vt., since 1927. Erwin, Clyde A., Co. Supt. of Sch., Ruther- fordton, N. C., since 1925, Erwin, Eugene Brown, Co. Supt. of Sch., 1605 14th Ave., S., Birmingham, Ala. Erwin, Robert L., A. B. 792, A. M. ’07, Yale Univ.; D. Pd. *18, Ohio Univ.: Supt. of Sch., Steubenville, Ohio, since 1907. Erwine, Russell Harvey, B. L. *07, Ohio Wesleyan; M. A. ’22, Wittenberg Col.; Asst. Supt. of Sch., 863 Bloomfield Ave., Akron, Ohio, since 1925. Essex, Don L.,-A. B: -17 A. M: °25, “Ind. Univ. Address: 404 Bancroft Hall, 509 W. 121st St., New York, N. Y. Esten, Richard Stewart, A. B. ’14, Middle- bury Col.; A. M. ’25, Columbia Univ.; Supt. of Sch., West Street, Litchfield, Conn., since 1926. Estill, Harry F., Litt. D. ’07, Austin Col.; Pres., Sam Houston State Tchrs. Col., Huntsville, Texas, since 1908. Estrich, John L., M. A. ’27, Columbia Univ.; Supt. of Sch., Angola, Ind., since 1924, Eva, Sister, M. A. Prin., St. Joseph's Academy, St. Minn., since 1925. Evans, A. W., Texas Technological Col., Lubbock, Texas. Evans, C. E, B. A. 88, Oxford Col.; M. A. ?06, Univ, of Texas; LL. D. ’23, South- western Univ.; Pres., Southwest Texas State Tchrs. Col., San Marcos, Texas, since 1911. Evans, C. W., Asst. Supt. of Sch., Decatur, 111. Evans, Evan E., A. B. ’20, Baker Univ.; A. M. ’28, Univ. of Chicago; Prin., Jr.- Sr. H. S., Winfield, Kansas, since 1926. Evans, Floyd L., Diploma ’02, State Nor- 716, Columbia Univ.; Paul, mal Sch., Geneseo, N. Y.; Supvg. Prin. of Twp. Schools, Dayton, N. J., since 1907. Evans, Frank, ’83, George Peabody Col.; TD 20, Univ of S Os Supt. of Sch., 169 N. Dean, Spartanburg, S. C., since 1895. Evans, Howard R., A. B. ’25, Ind. State Tchrs. Col, Terre Haute, Ind.; M. A. 228, Columbia Univ. Address: Univ. of Akron, Akron, Ohio. Evans, Lawton Bryan, A. B. ’80, Emory Col.; A. M. ’81, Univ. of Ga.; Supt. of Sch., Augusta, Ga., since 1882. ~- Evans, R. M., Ph. B. ’01, Emory Col.; M. A. 26, Emory Univ.; State Supvr. of Elem. Sch., Capitol Bldg., Tallahassee, Fla., since 1925. Evelyn, Sister Mary, Ph. D. ?28, Univ. of Fribourg, Suisse, Switzerland; Dean, Rosary Col., River Forest, Ill., since 1928. Evenden, Edward S., Diploma 03, Oregon Normal Sch.; A. B. *10, A, M. ’11, Stan- ford Univ.; Ph. D. *19, Columbia Univ.; Prof. of Educ., Tchrs. Col., Columbia Univ., 525 W. 120th St., New York, N. Y., since 1919, Everest, C. A., A. M. *16, Univ. of Mich.; Prin., Union H. S., Grand Rapids, Mich., since 1921. ¿ Eversull, Frank L., Ph. B. ’22, A. M. ?27, Univ. of Chicago; Prin., Sr. H. S., East St. Louis, Ill., since 1928. Evingson, Caroline J., Co. Supt. of Sch., Court House, Fargo, N. Dak., since 1923. Ewart, Joseph A., A. B. '93, Boston Univ.; Ed. M. ’21, Harvard Univ.; Supt. of Sch., Stamford, Conn., since 1926. Ewing, William F., A. B. ’06, Stanford Univ.; M. A. 719, Univ. of Calif.; Asst. Supt. of Sch., Oakland, Calif., since 1927. Eyman, R. Merle, Co. Supt. of Sch., 613 Madison Ave., Lancaster, Ohio. Fair, Eugene, A. B. 704, A. M. *09, Univ. of Mo.; Ph. D. ’23, Columbia Univ.; Pres., Northeast Mo. State Tchrs. Col., Kirksville, Mo., since 1925. Fairbrothers, S. Ida, Supvr., Primary In- dustrial and Fine Arts, 43 Ewing St., Trenton, N. J. Fairchild, Milton, B. A. ’90, Oberlin Col.; 793, Andover Theo. Sem.; Independ. Stud. Character Educ. since 1896; Chmn., Char- acter Educ. Inst., 3770 McKinley St., N. W., Washington, D. C., since 1922. Fairchild, R. W. A. B. 714, M. A. 719, Univ. of Mich.; Supt. of Sch., Elgin, Ill., since 1923. Fairchild, W. Wo A. B. Supt. of Sch., City Hall, since 1921. Falco, Marie C., 41 E. 42nd St., New York, Fales, Lewis A., A. B. ’98, Harvard; Supt. of Sch., Attleboro, Mass., since 1905. Falk, Herbert A., B. A. in Ed. 714, Univ. of Minn.; Supt. of Sch., Fourth and Oak Sts., Sauk Centre, Minn., since 1922. Falls, James David, A. B. ’20, Ogden Col.; BS. 22, “As M 723, Ph. D> :26; George Peabody Col. for Tchrs.; Supt. of Sch., Sr. H. S., Ashland, Ky., since 1928. Fannon, E. W., Supt. of Sch., Centerville, Iowa. Farley, Belmont, Ph. D. 29, Columbia Univ.; Asst. Dir., Div. of Publications, Natl. Educ. Assn., 1201 16th St., N. W., Washington, D. C., since 1929. Farmer, Fred B., Supt. of Sch., Lake, Iowa. Farner, E. F., A. B. *09, Southwestern Col.; A. M. ’22, Univ. of Kansas; Prin., Sr. H. S. and Dean, Jr. Col., 2730 Clark, Par- sons, Kansas, since 1924. Farnsworth, B. K., B. S. ’25, M. A. ’26, Utah Agrl. Col.; Supt., Millard Co. Sch. Dist., Fillmore, Utah, since 1925. Farrin, Leon M., A. B. ’15, Ed. M. ?26, Harvard Univ.; Supt. of Sch., Putnam, Conn., since 1928. 713, Syracuse; Rutland, Vt., Storm 396 DEPARTMENT OF SUPERINTENDNCE Fast E We ATB. 020, A. M24. Univ. Of Mich.; Supt. of Sch., Mt. Clemens, Mich., since 1919. Fausey, John R., A. B. *18, Syracuse Univ.; Supt. of Sch., Town Hall, West Spring- field, Mass., since 1923. Fausold, Charles D., A. B. *12, Gettysburg Col.; A. M. ’22, Syracuse Univ.; Supt. of Sch., Perry, N. Y., since 1923. Fausold, Samuel, A. B. 710, Gettysburg Col.; M. A. 225, Univ. of Pittsburgh; Supt. of Sch., Jr. H. S. Bldg., Ambridge, Pa., since 1922. Faust, Hugh G., Ph. B. ’06, Tusculum Col.; A. B. ’14, Carson-Newman Col.; M. A. "27, (Univ. of Chicagos Supt. of Seh, Shawnee, Okla., since 1914. Favrot, Leo Mortimer, 910 Louisiana Natl. Bank, Baton Rouge, La. Fear, M. L., Supt. of Sch., Plainwell, Mich. Featherstone, W. B., A. B. ’23, Univ. of Wyo.; Supt. of Sch., Evanston, Wyo., since 1925, Feik, L. W., B. A. ’10, Northwestern Col.; M. A. ’26, Univ. of Wis.; Prin, East H. S., 3903 Orleans Ave., Sioux City, Iowa, since 1926. Fell} E Bs A B021 Alma Col AT M: 17, Columbia Univ.; Supt. of Sch., H. $. Bldg., Holland, Mich., since 1910. Fellows, Ernest W., A. B. °’°94, Grinnell Col.; A. M. ’11, Univ. of Iowa; A. M. 217, Tchrs. Col., Columbia Univ.; Supt. of Sch., 7 Beacon St., Gloucester, Mass., since 1921. Felmley, David, A. B. ’81, Univ. of Mich.; LE. Dy 207 Unive of TSE D03, Blackburn Col.; Pres., Ill. State Normal Univ., 207 N. School St., Normal, IIL; since 1900. Fels, Maurice, A. B. ’83, Johns Hopkins Univ. LE. B 85, Univ. of Ra. Ads dress: Garden Court, 47th and Pine Sts., Philadelphia, Pa. Felt, Edna E., Asst. Co. Supt. of Sch., Old Court House, Cleveland, Ohio, Felton, Allie Lou, B. S. ’21, Fla. State Col. for Women; M. A. ’26, Univ. of Iowa; Specialist in Elem. Educ., 424 W. Peach- tree St, N. W., Atlanta, Ga. Fenner, John K., A. B. ’98, Brown Univ.; Supt. of Sch., 18 Shirley Blvd., Cranston, ROSE Since 1917; Fenton, F. C., A. B. ’17, Aurora Col.; Supt. of Sch., 176 Mason St., Bensenville, Ill., since 1921, Ferguson, Arthur W., B. S. 712, Univ. of Pas A. M. *20, Lafayette Coli; Ph. D. 24, Univ. of Pa.; Supt. of Sch., Swarth- more, Pa., since 1923 and Lecturer in Educ., Swarthmore Col., Swarthmore, Pa., since 1924, Ferguson, Chauncey C., A. B. 792, A. M. 795, Bates Col.; Dist. Supt. of Sch., Mill- bury, Mass., since 1912. Ferguson, J. C., P. O, Box 777, Wheaton, Ill. Ferguson, Lamar, A. B. ’25, Georgia; Supt. of Sch., Sr. H. S., Decatur, Ga., since 1925. Ferguson, Malcolm V., Supt. of Sch., 155 Gratiot Ave., East Detroit, Mich, Ferner, C. M., B. S. *09, Univ. of Chicago; M. A. ?25, Mich. State Normal Col.; Supt. of Sch., Sturgis, Mich., since 1908. Ferrell, Glover B., B. A. ’24, Iowa State Tchrs. Col.; Supt. of Sch., Oelwein, Iowa, since 1927, Ferriss, Emery N., Ph. B. ’04, Western Col GM: A: 206, Ph. D. 408) Univ of Iowa; Prof. of Rural Educ., Caldwell Hall, Cornell Univ., Ithaca, N. Y., since 1920. Fessenden, Zina, Co. Supt. of Sch., Cresco, Iowa. Fetterly, Clarence A., A. B. ’97, A. M. ’00, Hamilton; Supvg. Prin. of Sch., Ruther- ford, N. J., since 1911. Fichter, Joseph W., B. A. ?15, Univ, ;) Co. Supt: of Sch., Hamilton, Ohio, since 1923. Fidler, William L., Jr., Supt. of Sch., 185 Carlisle Rd., Audubon, N. J. Fielder, Edwin W., 381 Fourth Ave., New Yorks IN. ¿Ye Files, Ralph E., A. B. *95, Bates Col.; Prin., East Orange H. S., 34 N. Walnut St., East Orange, N. J., since 1912. Filgo, Holland C., A. B. *20, Baylor Univ.; Supt. of Sch., Van Alstyne, Texas, since 1924, Miami Court House, Fillers, Herbert D So By 216.) Univewot Chicago; M. A. ’28, Columbia Univ.; Supt. of Sch., Corsicana, Texas, since 1921. Finch, Howard A., B. A. ’07, Univ. of Kansas; M. A. ’26, Univ. of Colorado; Supt. of Sch., Dalhart, Texas, since 1926. Finck, EdgareM.;mabittssBs 10: MAA Nas Princeton Univ.; Supvg. Prin. of Sch., Toms River, N. J., since 1919. Findlay, Francis M., Pub. Sch. Music Di- ploma *16, Trumpet Soloist Diploma ’17, New England Conservatory of Music; Head, Dept. of Pub. Sch. Music, New England Conservatory of Music., Boston 17, Mass., since 1924, Fine, George B., B. A. '08, Columbia Univ.; Supvg. Prin. of Twp. Sch., Merchantville, N. J., since 1911. Finegan, Thomas E., M. A. ’94, Hamilton Cols) Pdi D: 09 N.Y. States Cols for Dehra Die 212, Colgate UAVs ALA Da do Hamilton Cok LL. (Dis Unie of Maine; Litt. D. ’20, Univ. of Pa.; LL. D. ’21, Temple Univ.; LL. D. ’21, Dart- mouth Col.; L. H. D. ’22, Susquehanna Univ.; Pres., Dept. of Superintendence, 1917-18. Address: Eastman Kodak Co., Rochester, N. Y. Fink, A. O., Supt. of Sch., Columbus, Wis. Finley, David R., A. B. *13, Union Col.; Supt. of Sch., Hudson Falls, N. Y., since 1925. Fish, Olive C., B. A. ’17, Western Reserve Univ MPA 223) (Ph. Dy227, Univ of Wis.; Head, Dept. of Educ., 111. Woman’s Col., Jacksonville, Ill., since 1927. Fisher, Annie, B. S. ’04, Wesleyan Univ.; Dist. Supt. of Sch., Henry Barnard Sch., Hartford, Conn., since 1923. THE EIGHTH YEARBOOK 397 Fisher, Byrt W., A. B. *07, Lebanon Val- ley Col.; A. M. ’12, Franklin and Mar- shall- Col.; Prin, Boys H. S., Lancas- ter, Pa., since 1908. Fisher, C. Edward, A. B. ’98, St. Lawrence; A. M. *12, Brown; Supt. of Sch., 39 Oak St., Braintree, Mass., since 1921. Fisher, Charles M., B. S. *08, Univ. of Fla.; Supt. of Pub. Instr., 1244 S. W. 13 Court, Miami, Fla., since 1921, Fisher, E. C., B: S. ’26, Bradley Poly- technic Inst.; Supt. of Sch., 300 N. Mon- roe St., Peoria, Ill., since 1923. Fisher, Henry B., A. B. ’96, N. W. Univ.; Supt. of Sch., Streator, Ill., since 1914. Fisher, J. M., A. B. *13, Ursinus Col.; A. M "197 Univ. ot Pa; Dupveg. Prin: of Sch., Ambler, Pa., since 1913. Fisher, Oscar A., Supvg. Prin. of Sch., W. End Ave., Somerville, N. J. Fisk, H. Clay, Diploma ’10, Northwestern State Tchrs. Col., Alva, Okla.; A, B. “16555. S in Ed. 17, Univ: of Kansas; Supt. of Sch., 1004 N. Main, Sand Springs, Okla. Fistler, J. W., A. B. ’22, Central Mich. Nor- mal Sch.; Supt. of Sch., St. Clair Shores, Mich., since 1922, Fitzgerald, M. E., Diploma, State Normal Sch., Bridgewater, Mass.; A. B., A. M., iL B. Boston Col. Supt. of: Sch., City Hall, Cambridge, Mass., since 1912, Fitz-Gerald, Mrs. Mary M., Deputy Supt. of Sch., 777 Hotel Whitcomb, 1231 Mar- ket St., San Francisco, Calif. Fitzgerald, R. G., A. B. *15, Univ. of N. C.; Co. Supt. of Sch., Greenville, N. C. Fitzgerald, W. Stewart, Co. Supt. of Sch., Princess Anne, Md. Fitzpatrick, Jerome M., B. S. *14, Univ. of Vt.; Supt. of Sch., H. S. Bldg., West- bury, Long Island, N. Y., since 1925. Fix, Margaret D., B. S. ’23, Univ. of Wis.; Genl. Supt. of Home Economics, Dept. of Educ., San Juan, P. R., since 1926. Fjelsted, Philip L., A. B. ’21, St. Olaf Col.; Supt. of Sch., Biwabik, Minn., since 1926. Flanders, Jesse Knowlton, A. B. ’04, Bates Col; A. M. 217, Stanford Univ.; Ph. D. 725, Columbia Univ.; Head, Dept. of Educ. and Dir. of Practice Teaching, State Normal Sch., Oswego, N. Y., since 1925. Flanegin, Leland C., Peoria, Ill. Flaningam, M. L., B. S. ’04, Northwestern Univ.; M. A. ’14, Univ. of Ill.; Supt. of Sch., H. S. Bldg., S. Race St., Urbana, Ill., since 1926. Fleming, C. I., A. B. and B. S. in Ed. *15, Univ. of Mo.; Asst. in Research, Pub. Sch., 3655 Humphrey St., St. Louis, Mo., since 1924. Fleming, Joseph Holt, A. B. *17, Elon Col.; Supt. of Sch., Laurinburg, N. C. Fleming, Samuel Edgar, A. B. ’07, Wabash Col.; Asst. Supt. of Sch., 843 Central Bldg., Seattle, Wash., since 1922, 232 N. University, Fletcher, Milton J., A. B. 88, Syracuse Univ.; Supt. of Sch., 509 E. Fifth St., Jamestown, N. Y., since 1919. Flickinger, C. A., Co. Supt. of Sch., Court House, Akron, Ohio. Plora KA IC, M: TA. 216 Univ. OS IC Supt. of Sch., Columbia, S. C., since 1928. Flower, Lilian E., Life Cert. ’05, Univ. of the State of N. Y.; Dist. Supt. of Sch, Room 22, Court House, Troy, N. Y., since 1926. Flowers, William R., B. S. ’21, M. A. ’24, Johns Hopkins Univ.; Asst. Supt. of Sch., Baltimore, Md., since 1924, Floyd, Milton R., M. A. ?21, Colo. State Tchrs. Col.; Pres., Northeastern Okla. Jr. Col., Miami, Okla., since 1923. Fly, Murry H., B. A. ’20, M. A. ’29, Univ. of Texas; Supt. of Sch., Odessa, Texas, since 1924, Foberg, J. A., B. S. ’99, Univ. of Ill. Ad- dress: State Normal Sch., California, Pa. Fogle, Oscar M., A, B. ’02, Roanoke Col.; A. M. ?23, Tchrs. Col., Columbia Univ.; Co. Supt. of Sch., Easton, Md., since 1921. Foley, James F., Supvg. Prin. of Sch., Woodbine, N. J. Fontaine, E. Clarke, A. B. ’01, M. A. ’11, Sty) Johns) CollsM.5 Av .°25,.) Tchrs,.iCole Columbia Univ. Address: 114 Water St., Chestertown, Md. Foote, John M., M. A. ’23, George Pea- body Col. for Tchrs.; State Div. of Refer- ence and Service, State Dept. of Educ., Reymond Bldg., Baton Rouge, La., since 1914. Ford, Bert J., Asst. Supt. of Sch., Lansing, Mich. Ford, Charles F., A. B. *96, Knox Col.; M. A. ’22, Univ. of Wis.; Supt. of Sch., Jr. H. S. Bldg., Edwardsville, Ill., since 1911. Ford, George M., A. B. ’92, LL. B. ?*96, W. Va. Univ.; State Supt. of Sch., Capi- tol Bldg., Charleston, W. Va., since 1921, Ford, Ray C., Prin, St. Charles H. S., St. Charles, Mo. Ford, Willard S., A. B. *15, Lawrence Col.; M. A. ?25, Tchrs. Col., Columbia Univ.; Ph. D. ’26, Columbia Univ.; Prof. of Educ, Univ. of Southern Calif., Los Angeles, Calif,, since 1926. Foreman, John W., B. S. ’01, De Pauw Univ.; Supt. of Sch., Goshen, Ind., since 1920. Forse, W. H., Woodlawn Heights, Ander- son, Ind. Forsman, C. T., Dist. Supt., Big Beaver Pub. Schools, Birmingham, Mich. Fortune, R. L., Supt. of Sch., Atwater, Ohio. Foster, Arthur J., A. B. 718, A. M. ?20, Colo. State Tchrs. Col.; Supt. of Sch., 75 S. Third, Brighton, Colo., since 1924, Foster, C: R., B. A. *11, M. A. 714, LL. D. 726, Univ. of Pittsburgh; Pres., State Tchrs, Col., Indiana, Pa., since 1927. 398 DEPARTMENT OF SUPERINTENDNCE Foster, Charles Smalley, A. B. *05, A. M. 706, Antioch Col.; A. M. *11, Univ. of Mich.; Asst. Co. Supt. of Sch., Casstown, Ohio, since 1923. Foster, Henry L., B. S. 26, Southwest Texas State Tchrs. Col., San Marcos, Texas; Supt. of Sch., Longview, Texas, since 1923. Foster, Isaac Owen, B. S. ’21, M. S. ?22, Ph. D. ’25, Univ. of Ill.; Assoc. Prof. of Educ., Sch. of Educ., Ind. Univ., Bloom- ington, Ind., since 1926. Foster, Richard R., Dir. of Research, Ohio Educ. Assn., 428 Chamber of Commerce, Columbus, Ohio. Foster, Talmage D., B. S. ’24, M. A. ?27, Col. of William and Mary; Co. Supt. of Sch., Waverly, Va., since 1925. Foust, John Lee, Ph. B. *17, Univ. of Chi- cago; M. A. ’27, Columbia Univ.; Supt. of Sch., 1230 Locust St., Owensboro, Ky., since 1921, Fowler, B. A., B. S. *13, Agrl. Col. of Utah; Co. Supt. of Sch., 2823 Jefferson Ave., Ogden, Utah, since 1919. Fowler, Burton P., A. B. ’07, Syracuse Univ.; A. M. ’25, Columbia Univ.; Head- master, Tower Hill Sch., Wilmington, Del., since 1923. Fowler, Harry E., B. A. ’05, Yale Univ.; Supt. of Sch., Hill St., Shelton, Conn., since 1910. Fowlkes, John Guy, A. B. *16, Ouachita Coll Ave Mie 215 soho Di ZZ ECHES COL: Columbia Univ.; Prof. of Educ., Univ. of Wis., Madison, Wis. Fox, Clement S., Supt. of Sch., Gilbert, Ariz. Fox, E. E., B. S. ’22, George Peabody Col. for Tchrs.; Supt. of Sch., Starkville, Miss., since 1926. Fox, Feramorz Young, A. B. *06, Univ. of Utah; M. L. 712, Univ. of Calif.; Pres., Latter-day Saints Col., 80 N. Main St., Salt Lake City, Utah, since 1926. Fox, George, B. S. *23, St. Johns Col.; Co. Supt. of Sch., Annapolis, Md., since 1916. Fox, Ralph Lewis, A. B. ’15, Allegheny Coli: “AS Mre27 ‘Tchrs. ¡(Colo Columbia Univ.; Asst. Co. Supt. of Sch., Jeffer- son, Ohio, since 1924. Frampton, S. A., B. S. ’09, Ohio Northern Univ.; A. B. ’20, Wittenberg Col.; A. M. *28, Ohio State Univ.; Supt. of Sch., H. S. Bldg., Bellefontaine, Ohio, since 1923. Frankenfield, Clyde S., Ph. B. *17, Muh- lenberg Col.; M. A. ’21, Columbia Univ.; Supt. of Sch., 309 E. 19th St., Northamp- ton, Pa., since 1922, Franklin, Raymond A., Supt. of Sch., Kerr- ville, Texas, since 1920. Frantz, William C., Supvg. Prin. of Twp. Sch., Rouseville, Pa. Franzén, Carl Gustave Frederick, A. B. ’08, Univ. of Pa.; M. A, ’12, Ph. D. *20, State Univ. of Iowa; Prof. of Sec. Educ., Sch. of Educ., Ind. Univ., Bloomington, Ind., since 1923. Frasher, David R., Supt. of Sch., 2 Ben- nett Court, Geneva, Ohio. Frazee, George B., Jr., B. M. E. ’02, Univ. of Ky.; M. A. *08, Univ. of Louisville; Special Art Diploma ’08, Yale Univ.; Prin., George A. Davis Tech. H. S., 129 Bostwick Ave., Grand Rapids, Mich., since 1919. Frazee, Laura, B. S: *'19, Tchrs. Col., Co- lumbia Univ.; Asst. Supt. of Sch., Bal- timore, Md., since 1921, Frazier, Maude, Supt. of Sch., Las Vegas, Nevada. Frederick, Oliver G., A. B. ’05, Univ. of Mich.; M. Pd. 15, Mich. State Normal Col.; Asst. Supt. of Sch., 1354 Broadway, Detroit, Mich., since 1914. Freegard, Ruth, Ph. B. ’23, Univ. of Chi- cago; State Supvr. of Home Economics Educ., Dept. of Pub. Instr., Capitol Bldg., Lansing, Mich., since 1921. Freeman, Eliot N., A. B. *19, A. M. ?22, Univ. of Denver; LL. B. ’28, Westmin- ster Law Sch.; Supt. of Sch., Wheatridge, Colo., since 1917. Freeman, Frank N., B. A. ’04, Wesleyan Univ.; M. A. *06, Ph. D. ’08, Yale Univ.; Prof, in Dept. of Educ., Univ. of Chi- cago, Chicago, Ill., since 1909. Freeman, H. S., B. A. *19, Morningside Col.; Supt. of Sch., Mobridge, S. Dak. Freeman, Leland N., B. S. *13, St. Law- rence Univ.; A. M. *16, Columbia Univ.; Supt. of Sch., Elmira Heights, N. Y., since 1927. French, Mrs. Alice M., B. S. ’98, George- town Col.; Co. Supt. of Sch., Carrizozo, N. Mex., since 1929, French, John S., A. B. ’20, Univ. of 1ll.; M. A. *21, Tchrs. Col., Columbia Univ.; Head, Dept. of Educ., Colgate Univ., Hamilton, N. Y., since 1928, French, Lloyd C., A. B. *10, Ripon Col.; A. M. ?*27, Univ. of Pittsburgh; Supve. Prin. of Sch., 1336 Virginia Ave., Mon- aca, Pa., since 1921. French, Willi Ay B: 712) Ba S: 714, Unies of Kansas; A. M. ’22, Tchrs. Col., Co- lumbia Univ.; Assoc. Supt. of Sch. in charge of Curriculum Admin., Tulsa, Okla., since 1929, Fries, Charles Carpenter, Ann Arbor, Mich. Fries, H. C. “AB. 207 Bucknell Univ.; . M. *22, Columbia Univ.; Supvg. Prin. of Sch., South Plainfield, N. J., since 1927. Frisch, Ottilia M., Life Cert. ’21, Central Mich. Normal Sch.; Co. Sch. Commr., Court House, Saginaw, W. S., Mich., since 1919. Fritz, F. Herman, A. B. *09, A. M. 712, Bucknell Univ.; Supt. of Sch., 509 N. Charlotte St., Pottstown, Pa., since 1929. Frizzell, Bonner, A. B. ’09, Texas Chris- 7 Harvard PI., tian Univ.; B. S. *11, Columbia Univ.; Supt. of Sch., Palestine, Texas, since 1919, Froelicher, Francis Mitchell, A. B. ’13, Haverford Col.; A. M. ’21, Johns Hop- Tue EIGHTH YEARBOOK 899 kins Univ.; Editor, Progressive Educ., 10 Jackson Pl., Washington, D. C., since 1929. Frohardt, L. P., A. B. ’81, Central Wesleyan Col.; Supt. of Elem. Sch., Granite City, Ill., since 1894, Frost, Alvah G., Supt. of Sch., Port Ches- ter, NZ Frost, James W., A. B. ’20, Dartmouth Col.; Supvg. Agent, Conn. State Bd. of Educ., Saybrook, Conn., since 1924. Frostic, Fred Watson, Supt. Oak St., Wyandotte, Mich. Fry, Levi, B. S. ’09, John Tarleton Col.; Supt. of Sch., Texas City, Texas, since 1919, Fuda, Anna M., B. S. in Ed. ’26, M. A. 228, N. Y, Univ.s Prof. of Educ., .N. Y. Tr. Sch. for Tchrs., New York, N. Y., since 1927. Address: 65 Park Place, Meriden, Conn. Fuller, Albert C., Jr., Assoc. sion Div., Iowa State Tchrs. dar Falls, Iowa. Fuller, Edward H., A. B. 712, A. M. ’16, Bates Col.; Supt. of Sch., Darien, Conn., since 1923. Fuller, Robert J., A. B. 798, A. M. ?15, Brown Univ.; Supt. of Sch., Hanover, N. H., since 1928. Fullerton, Charles Hayward, B. Ph. *98, M. A. *'11, Ohio State Univ.; Asst. Supt. of Sch., 88 18th Ave., Columbus, Ohio, since 1916. Fulwider, L. A., B. A. ?95, M. A. ’05, Ind. Univ.; Prin., H. S., Freeport, 1ll., since 1904. Furth, F. Willard, Supt. land Park, N. J. f Futrall, Alma, Co., Supt. of Sch., Marianna, Ark. Gaarder, A. L., B. S. ’09, St. Olaf Col.; Supt. of Sch., Albert Lea, Minn., since 1927. Gable, H. E., B. A. *10, Southwestern Univ.; Supt. of Highland Park Sch., 3617 Har- vard St., Dallas, Texas, since 1920. Gaffney, M. P., A. B. 712, Colgate Univ.; M. A. 719, Columbia Univ. Address: 21 Seventh Ave., N. E., Aberdeen, S. Dak. Gage, Lucy, Hillsboro Manor, Nashville, Tenn. Gage, Snyder J., A. B. ’99, Union Col.; Pd. B. ’01, Albany Normal Col.; Supt. of Sch., 98 Grand St., Newburgh, N. Y., since 1921. Galbraith, Harry B., B. S. *01, LL. B. *14, of Sch., 355 Dir., Exten- Col., Ce- of Sch., High- Ohio Northern Univ.; Supt. of Sch., Uhrichsville, Ohio, since 1918. Gallagher, Oscar C., A. B. '96, A. M. ’06, Harvard; Supt. of Sch., Town Hall, Brookline, Mass., since 1919. Galloway, Carl H., Litt. B. ’24, Rutgers Univ.; Supt. of Sch., H. S., Point Pleas- ant Beach, N. J., since 1926. Galloway, T. O., B. S. A. ’09, N. Ga. Agrl. Col.; Prin., Sixth Dist. Agrl. and Mech. Sch., Barnesville, Ga., since 1918. Gallup, E. E., Supvr., Agrl. Educ., State Bd. for Voc. Educ., Lansing, Mich. Gamble, William D., A. B. ’96, A. M. ’01, Westminster; Supt. of Sch., 198 Cedar Ave., Sharon, Pa., since 1913. Gammage, Grady, B. A. ’16, M. A. ’26, LL. D. ?27, Univ. of Ariz.; Pres., Northern Ariz. State Tchrs. Col., Flagstaff, Ariz., since 1926. Ganders, Harry S., A. M. ’22, Univ. of Washi; Ph. D. *26, Tchrs. Col., Colum: bia Univ.; Dean, Tchrs. Col., Syracuse Univ., Syracuse, N. Y., since 1930. Gandy, Roxana Smith, B. S. in Ed. ’20, M. A, in Ed. ’22, Univ. of Pa.; Supvr. of Rural Sch., Dennisville, N. J., since 1916. Ganfield, William Arthur, B. A. '98, M. A. 201; Cornell Col.; D. D. *12, Carroll Col.; LL. D. *16, Univ. of Ky.; Pres., Carroll Col., Waukesha, Wis., since 1921. Ganiard, George E., Supt. of Sch., 318 E. Cherry St., Mt. Pleasant, Mich. Gannon, John F., A. B. ’96, A, M. *02, Holy Cross; LL. B. *12, Northeastern Univ.; LL. D. ’23, Holy Cross; Supt. of Sch., City Hall, Pittsfield, Mass., since 1920. Gantz, Arthur Leroy, Ph. B. ’00, Otter- bein Col.; Asst. Co. Supt. of Sch., Doyles- town, Ohio, since 1916. Garcelon, A. B., Ph. B. ’02, J. D. *04, Univ. of Chicago; Supt. of Sch., Uxbridge, Mass., since 1928. Gardner, Carl A., B. A. ’11, M. A. 715, Univ. of Texas; Prin., N. Ft. Worth Sr. H. S., Park and Blvd. Sts., Ft. Worth, Texas, since 1922, Gardner, George R., A. B. ’01, Bowdoin Col.; A, M. 713, Columbia Univ.; Supt. of Sch., City Bldg., Auburn, Maine, since 1924, Gardner, Harry E., State Dept. of Educ., State House, Boston, Mass. Garin RIBES BJA 720) Mo A 2A PhD: 227, Univ. of Texas; Prof. of Educ., Texas Technological Col., Lubbock, Texas, since 1927. Garrett, R. E., Ph. B. ?23, Univ. of Chi- cago; Supt. of Sch., 520 Pearl St., Bel- videre, Ill., since 1923. Garrison, Edward W., Co. Supt. of Sch., Co. Court House, Paterson, N. J. Garrison, Noble Lee, B. S. in Ed. ’09, A. Brand A. M. "12. Univ. of Mo.;. Ph.D. 227, Columbia Univ.; Dir., Elem, Educ., Dept. of Educ., Mich. State Normal Col., Ypsilanti, Mich., since 1925. Garth, Thomas R., A. B. *09, M. A. *10, Univ. of Denver; Ph. D. *17, Columbia Univ.; Head, Dept. of Educ., Univ. of Denver, Denver, Colo., since 1922, Garver, H. B., M. E. 795, Pa. State Nor- mal Sch.; A. B. ’27, Elizabethtown Col.; Asst. Co. Supt. of Sch., 137 E. Water St., Middletown, Pa., since 1924, Garver, Harlie, B. S. '14, Hiram Col.; M. A. ’26, Columbia Univ.; Supt. of Sch, Union City, Ind., since 1927. Garver, V. A., Ph. B. *16, Wooster Col.; M. A. ’25, Ohio State Univ.; Supt. of Sch., 24 N. Third St., Rittman, Ohio, since 1925. Garwood, C. H., Supt. of Sch., Harris- burg, Pa. 400 DEPARTMENT OF SUPERINTENDNCE Gaskins, Avery E., A. B. 717, Lebanon Univ.; A. B. ’23, Salem Col.; Supt. of Sch., Salem, W. Va., since 1925. Gates, C. Ray, B. E. ’11, State Tchrs. Col., Peru, Nebr.; B. A. 716, Univ. of Nebr.; M. A. ‘20, Columbia Univ.; Supt. of Sch., 504 N. Elm St., Grand Island, Nebr., since 1922. Gatton, Harper, A. B. *12, Georgetown Col.; A. M. ’26, Univ. of Chicago; Supt. of Sch., Madisonville, Ky., since 1914. Gay, J. C., M. A. ’90, Meridian Bus. Col.; Co. Supt. of Sch., Hattiesburg, Miss., since 1918. Gayman, H. E., Dir. of Research, 400 N. Third St., Harrisburg, Pa. Gee, Louis Clyde, M. A. ’88, Burritt Col., Tenn.; Supt. of Sch., 3531 Lee St., Green- ville, Texas, since 1907. Geer, Florence E., Diploma ’91, Mich. State Normal Col.; Dist. Prin., Marcy Sch., 6920 Sylvester, Detroit, Mich., since 1918. Geesey, W. A., Supt. of Sch., 115 Fair- mount Ave., Sunbury, Pa, Gehman, A. L., A. B. ’09, Franklin and Marshall Col.; A. M. ’18, Tchrs. Col., Co- lumbia Univ.; Supvg. Prin. of Twp. Sch., Chestnut Hill, Philadelphia, Pa., since 1922. Geiger, Franklin Paul, B. C. S. and A. B. "04, 4A, M. "12, Mt Union Coke) Da Pa: 718, Ohio Univ.; Supt. of Sch., New Phila- delphia, Ohio, since 1925. Geiger, William F., A. B. 792, A. M. ’22, Dartmouth Col.; Supt. of Sch., 608 North J St, Tacoma, Wash., since 1912, Geiss, Newton W., A. B. 715, Muhlenberg Col: A, M; °23; Univ. of Pais Asst. Co. Supt. of Sch., Oley, Pa., since 1926. Genheimer, E. T., Ph. B. *96, Ohio State Univ.; Prin., Sr. H. S~ Waco, Texas, since 1907. Genthner, Sylvan B., A. B. 711, Bowdoin Col.; Supt. of Sch., Warren, Mass., since 1922. Gentry, Charles B., A. B. 711, Warrens- burg Normal Sch.; >: B. 712, Univ. of Chicago; M. S. *19, Cornell Univ.; Dean, Div. of Tchr. Tr., Conn. Agrl. Col., Storrs, Conn., since 1920. Gentry, Samuel Walter, B. S. '18, M. A. 20, Peabody Col.; Supt. of Sch., Wal- nut Ridge, Ark., since 1927. Gerard, George R., Supt. of Sch., Belle- ville, N. J., since 1905. Gerberich, G. B., Dist. Supt. of Sch., Green- ville, Pa. Germane, Charles E., Ph. D. ’20, State Univ. of Iowa; Prof. of Educ., Univ. of Mo., Columbia, Mo., since 1925. Gerson, Armand J., M. A. ’09, Ph. D. ’10, Univ. of Pa.; Assoc. Supt. of Sch., Key- stone Bldg., 19th at Chestnut St., Phila- delphia, Pa., since 1920. Gibbons, Alice N., A. B. ’98, Vassar Col.; Head of Social Science Dept., East H. S., Alexander St., Rochester, N. Y., since 1904. Gibbons, Austin J., A. B. *04, Holy Cross Col., Worcester, Mass.; M. A. *08, Seton Hall Col.; Asst. Supt. of Sch., Manches- ter, N. H., since 1927. Gibbons, Thomas F., A. B. ’99, Holy Cross Col.; LL. B. ’02, Boston Univ.; Supt. of Sch., H. S., Clinton, Mass., since 1915. Gibbs, Bert F., Supt. of Sch., Grand St., New Milford, N. J. Gibbs, Charles B., B. S. ’22, N. Y, State Col. ‘for 'Tehrs., Albany, ¿Ni YES Dist Supt: of Sch bHaircock;: Ne YA Since 1925. Gibbs, David, Old Lyme, Conn. Gibson, John Arthur, A. B. *91, A. M. 715, Allegheny Col.; LL. D. *27, Westminster Col.; Supt. of Sch., Butler, Pa., since 1896. Gibson, Joseph E., B. A. 713, Univ. of Miss.; M. A. ’27, Columbia Univ.; Supt. of Sch., McComb, Miss., since 1920. Gibson, Simeon B., A. B. *10, Howard Col.; A. M. 711, Baylor Univ.; Co. Supt. of Sch., Court House, Anniston, Ala., since 1920. Giffen, E. C., State Supt. of Pub. Instr., The Capitol, Pierre, S. Dak. Giles, Ji; To A. UB. 794; TA: "M 202 Lands Univ.; State H. S. Supvr., 326 W. Wash- ington St., Madison, Wis., since 1920. Gill, Charles M., A. B. *10, Yale Univ.; Pb. D:. 727, N. Y. Univ. Prof. of duc. Sch. of Educ., N. Y. Univ., Washington Square, E., New York, N. Y., since 1923. Gill, John, A. B. 712, Col. of the Pacific; Supt. of Sch., 14 Hyde St., Redwood City, Calif., since 1927. Gilland, Edwin C., A. B. ’07, Lafayette; Supt. of Sch., Red Bank, N, J., since 1920. Gilland, Thomas M., A. B. ’09, Ursinus Col.; A. M. ’26, Tchrs. Col., Columbia Univ.; Supt. of Sch., Donora, Pa., since 1918. Gillet, Harry O., B. S. ’01, Univ. of Chi- cago; Prin., Elem. Sch., Univ. of Chi- cago, Chicago, Ill., since 1915. Gillett, Arthur D: S., B. L. ’02, M. A. ’07, Univ. of Wis.; Pres., State Tchrs. Col., Superior, Wis., since 1925. Gilliland, Floyd H., B. A. 717, State Univ. of Iowa; Supt. of Sch., Sibley, Iowa, since 1925, Gillis, Nannie, Co. Supt. of Educ., Mag- nolia, Miss. Gilmer, Ira T., A. B. 705, LL. B. *10, Univ. of Miss.; Supt. of Sch., Graham, Texas, since 1924, Gilmore, W. Lee, M. E. *04, State Normal Sch., Slippery Rock Pa.; A. B. *05, Cen- tral Univ.; B. S. ’18, Univ. of Pittsburgh; Supt. of Sch., Pa. Ave. and Tenth St., Oakmont, Pa., since 1916. Gilmour, F. C., A. B. ’25, Baldwin-Wallace Col.; Supt. of Sch., Mingo Junction, Ohio, since 1927, Gilpin, H. H., Supt. of Sch., Rogers City, Mich. Givens, Willard E., A. B. *13, Ind. Univ.; M. A. ”15, Columbia Univ.; Diploma ’16, Union Theological Seminary; Supt. of Sch., 1025 Second Ave., Oakland, Calif., since 1928. THE EIGHTH YEARBOOK 401 Glasgow, George Winfield, A. B. 710, Univ. of Mo.; A. M. ’26, Tchrs. Col., Colum- bia Univ.; Prin., Woodrow Wilson Ape H. S., Youngstown, Ohio, since 1928. Glass, Edward C., LL. D. ’26, Washington and Lee Univ.; LL. D. ’26, College of William and Mary; Supt. of Sch., John Wyatt Sch., Lynchburg, Va., since 1879. Gass, J. M., Rollins Col., Winter Park, a. Glass, Nina, Overlook Hgts., Waco, Texas. Glehni C B; B. 18. 791, M. S 292) Ala: Poly. Inst.; A. B. ’96, Harvard Univ.; LL. D. *18, Univ. of Ala.; Supt. of Sch., 2015 Seventh Ave., Birmingham, Ala., since 1921, Glenn, Earl R., A. B. *13, Ind. Univ.; A. M. ’28, Columbia Univ.; Prof. of Physics, N. J. State Tchrs. Col., Upper Montclair, N. J., since 1928. Gloor, Arnold, Supt. of Sch., 209 S. Hous- ton, Crookston, Minn. Godbey, Josiah J., B. A. ’10, Ky. Wesleyan Col.; M. A. ’27, Univ. of Texas; Supt. of Sch., Ardmore, Okla., since 1925. Godbold, Edgar, B. S. 05, M. A. ’09, Miss. Col.; LL. D. *23, Howard Payne Col.; Pres., Howard Payne Col., Brownwood, Texas, since 1923. Goddard, V. F., B. A. *13, Maryville Col.; M. A. ’28, Univ. of Mich.; Supt. of Sch., 413 Ramsey St., Alcoa, Tenn., since 1924, Godfrey, Ella M., 73 W. Johnson St., Ger- mantown, Philadelphia, Pa. Goe, Walter B., B. S., B. A., M. S. Supt. of Sch., Cleveland, Okla., since 1927. Goerner, H, Ly B. A. *96, Baylor Univ.; Co. Supt. of Sch., 250 Court House, Dal- las, Texas, since 1922. Gold, Leslie J., B. S. ’24, George Peabody Col. for Tchrs.; Co. Supt. of Sch., Car- thage, Tenn., since 1926. Goldthorpe, J. Harold, A. B. ’20, Hamline Univ.; M. A. ’24, Ph. D. ’28, Univ. of Minn.; Asst. Prof. of Educ., Univ. of Buffalo, 117 Hayes Hall, Buffalo, N. Y., since 1928. Golightly, Thomas Jefferson, Head, Dept. of Educ., Middle Tenn. State Tchrs. Col., Murfreesboro, Tenn. Gonnelly, Joseph F., Dist. Supt. of Sch., 460 S. State St., Chicago, Ill. Goode, Benjamin Clifford, B. A. 719, Univ. of Richmond; M. A. ’25, Univ. of Va.; Div. Supt. of Sch., Martinsville, Va., since 1925. Goode, George W., Supt. of Sch., South Charleston, W. Va. Goodell, M. R., Diploma ’16, State Normal Sch., River Falls, Wis.; Co. Supt, of Sch., Hammond, Wis., since 1923. Goodier, Floyd T., A. B. ’03, Colgate Univ. ; A. M. ’09, Tchrs. Col., Columbia Univ. ; Supt. of Sch., Chicago Hgts., Ill., since 1918. Goodrich, C. Lloyd, A. B. ’i1, A. M. in Ed. ?28, Univ. of Mich.; Deputy Supt. of Pub. Instr., State Dept. of Pub. Instr., Lansing, Mich., since 1926. Goodrich, Lowell Pierce, Supt. of Fond Du Lac, Wis. Sch., Goodwin, Mary A., B. S. ’28, Tchrs. Col., Columbia Univ.; Prin., Patrick Henry Sch., Richmond, Va., since 1923. Goodykoontz, Bess, B. A. ’20, M. A. ’22, State Univ. of Iowa; Asst. U. S. Commr. of Educ., Office of Educ., Washington, D. C., since 1929, Goold, Howard R., B. S. ’08, Northwestern Univ., M. A. ’22, Univ. of Wash.; Supt. of Sch., 108 W. 18th St., Eugene, Ore- gon, since 1928, Gore, W. A., A, B. ’05, A. M. ’08, Univ. of Ill.; Supt. of Sch., Webster Groves, Mo., since 1924, Gorrell, Harry R., B. S. 06, Ohio Wesleyan Univ.; Supt. of Sch., Massillon, Ohio, since 1924, Goslin, Willard E., B. S. in Ed. ’22, State Tchrs. Col., Kirksville, Mo.; A. M. ’29, Univ. of Mo.; Acting Supt. of Sch., H. S., Webster Groves, Mo., since 1929. Gosling, Thomas W., B. A. 794, M. A. ’04, Yale Univ.; Ph. D. *11, Univ. of Cincin- nati; Supt. of Sch., Central H. S., Akron, Ohio, since 1928. Gossard, A. P., A. B. ’21, Ohio State Univ.; M. A. ’26, Univ. of Chicago; Supt. of Sch., 667 Glenn Ave., Marseilles, Ill., since 1929, Gotke, G. W., Dist. Supt. of Sch., Browns- ville, Texas. Gough, Harry B., dria, Minn. Gould, Arthur, A. B. ’01, Pomona Col.; A. M. ’04, Yale Univ.; Asst. Supt. of Sch., 720 Chamber of Commerce Bldg., Los Angeles, Calif,, since 1918, Gould, Arthur L., A. B. 712, A. M. 713, Boston Col.; Asst. Supt. of Sch., 15 Beacon St., Boston, Mass., since 1920. Gourley, David, A. B. *15, Brigham Young Univ.; Dist. Supt. of Sch., American Fork, Utah, since 1922. Gowans, J. W., A. B. ’03, Univ. of Kansas; A. M. 718, Columbia Univ.; Supt. of Sch., 202 E. 14th St., Hutchinson, Kansas, since 1922. Grady, G. Otto, B. Sc. ’03, Ohio Wesleyan Univ.; M. A. *17, Ohio State Univ.; Dist. Supt. of Sch., Logan, W. Va., since 1928. Grady, Joseph E., B. A. ’20, M. A. ’21, St. Bonaventure’s Col.; LL. D. ’28, Manhat- tan Col.; Litt. D. ’28, St. Bonaventure’s Col.; Prin., Aquinas Inst., Rochester, N. Le Grady, William E., Supt. of Sch., 263 Dover St., Brooklyn, N. Y, Graham, Ben G., A. B. ’04, A. M. ’08, Sc. Supt. of Sch., Alexan- D. 23, Westminster Col.; M. A. ?25, Univ. of Pittsburgh; First Assoc. Supt. of Sch., Pittsburgh, Pa., since 1926, Graham, Edward J., Supt. of Sch., 247 Washington St., Norwich, Conn. Graham, William A., A. B. *03, Univ. of N. C.; A. M. ’20, Columbia Univ.; Supt. of Sch., Kinston, N. C. Graham, William C., A. B. ’97, Tarkio Col.; A. M. ?*12, Univ. of Pittsburgh; Supt. of Sch., H. S., Wilkinsburg, Pa., since 1929. 402 DEPARTMENT OF SUPERINTENDNCE Grainger, Josephine F., 31 S. Penn St., Al- lentown, Pa. Granrud, John, Asst. Supt. of Sch., Hall, Springfield, Mass. Grant, Alfred E., B. S. ’23, Tufts Col. ; Supt. of Sch., Farmington, Conn., since 1929. Grant, Francis V., B. S. ’21, Colgate Univ. ; Supt. of Sch., Williamstown, Mass., since 1922, Grant, Mass. Grasshoff, F. O., Supt. of Sch., West Alex- andria, Ohio. Grassmuck, Erna, Diploma, Philadelphia Normal Sch.; B. S. in Ed., Univ. of Pa.; B. S. in Ed., Univ. of Chicago; Head, Geography Dept., State Tchrs. Col., In- diana, Pa., since 1927. Graves, Frank P., Ph. D., Litt. D., L. H. City L. W., Supt. of Sch., Norwood, D., LL.'D.; Pres., Univ. of the State of N. Y. and State Commr. of Educ., Albany, N. Y. Graves, S. Monroe, A. B. ’02, Colgate Univ.; A. M. *12, Ph. D. 713, Harvard Univ.; Supt. of Sch., 31 Elm St., Wel- lesley Hills, Mass., since 1914. Gray, Charles H., Co. Supt. of Sch., Quincy, Fla., since 1914. Gray, Olive, Ph. B. in Ed. *13, M. A. ?20, Univ. of Chicago. Address: 6345 Uni- versity Ave., Chicago, Ill. Gray, R. M., Supt. of Sch., Statesville, N. C., since 1921. Gray, Wil Lou, State Supvr. of Adult Schools, State Office Bldg., Columbia, S. C Gray, William S., S. B. 713, Univ. of Chi- cago; M: A. *14, Columbia Univ.; Ph. D. *'16, Univ. of Chicago; Dean, Sch. of Educ., Univ. of Chicago, since 1917, and Prof. of Educ., Univ. of Chicago, Chi- cago, Ill., since 1921, Grayum, William H., A. B. ’13, State Nor- mal Col.; Supt. of Sch., Puyallup, Wash., since 1922. Green, Clarence, A. B. *03, Univ. of Ill. Address: Lock Box 47, Auburn, Ind. Green, Clyde C., Ph. B. *02, A. M. ’07, LL. D. *25, Grove City Col.; Supt. of Sch., 116 East St., New Castle, Pa., since 1926. Green, Roland Daniel, Supt. of Sch., Abi- lene, Texas, since 1917. Green, Thomas C., B. A. ”18, M. A. ?29, Univ. of Iowa; Supt. of Sch., Ackley, Iowa, since 1926. Green, William M., Asst. Supt. of Sch., 2816 Travis Ave., Fort Worth, Texas. Greenawalt, E. Guy, B. A. 718, M. A. 719, Franklin and Marshall Col.; M, A. ?25, Columbia Univ.; Supvg. Prin. of Sch., 519 Church St., Susquehanna, Pa., since 1929, Greenawalt, George L., Ph. B. ’21, Univ. of Chicago. Address: Norway, Mich. Greenawalt, William C., A. B. ’07, A. M. ?12 Franklin and Marshall Col.; Supt. of Sch., Olean, N. Y., since 1920. Greene, Charles E., A. B. 710, A. M ?*11, Univ. of Denver; A. M. *19, Tchrs. Col., Columbia Univ.; Dir. of Research, Pub. Sch., 414 14th St., Denver, Colo., since 1923. Greene, Crawford, A. B. and B. S. ’21, Hen- derson-Brown Col.; M. A. ’26, Peabody; Supt. of Sch., Blytheville, Ark., since 1928. Greene, Mary C., Ed. B. *24, Women’s Col., Brown Univ.; Dir. of Spec. Educ., Sch. Dept., 9 Exchange Terrace, Providence, R. I., since 1918, Greene, William A., A. B. ’12, Kansas Wes- leyan Univ.; Supt. of Sch., Guthrie, Okla., since 1926, Gregg, Jasper Horace, Co. Supt. of Sch., Shelby, N. C Gregg, Lucile, Diploma ’00, State Tchrs. Col., Huntsville, Texas; Prin., South- more Sch., 4204 Connor, Houston, Texas, since 1920. Gregory, George A., Supvr. of Manual Arts, Pub. Sch., 226 N. First Ave. E., Duluth, Minn. Gregory, L. R., Louisville Pub. Schools, Louisville, Ky. Gregory, Marshall W., Dir., Div. of Re- search and Service, State Dept. of Pub. Instr., Oklahoma City, Okla. Greig, R. A., A. B. *20, Macalester Col.; M. A. ’27, Columbia Univ.; Supt. of Sch., Fairport Harbor, Ohio, since 1927. Greist, Oliver Howard, Exec. Secy., Ind. State Tchrs. Retirement Fund, State House, Indianapolis, Ind., since 1925. Grelis, Howard A., A, M. *16, Villa Nova Col.; Dean of Arts, Villa Nova Col., Villa Nova, Pa., since 1921. Gresham, E. B., Co. Supt. of Sch., Waynes- boro, Ga., 1904-1917 and since 1925, Gress, Harry E., B. S. ’09, A. M. *17, Buck- nell Univ.; Supt. of Sch., 936 Va. Ave., Lancaster, Pa., since 1924, Gribble, S. Ci. B. S. 217, Univ. ots Wiss: M. A. 724, Ph.D. 225, ¡State Unive of Iowa; Asst. Prof. of Educ., Wash. Univ., St. Louis, Mo., since 1926. Grice, George D., B. S. ’23, Clemson Col.; M. A. ’29, Tchrs. Col., Columbia Univ.; Prin., Julian Mitchell Sch., 2 Perry St., Charleston, S. C., since 1925. Grier, B. M., A. B. ’16, Erskine Col.; Supt. of Sch., Athens, Ga., since 1929, Griffin, Isaac C., Supt. of Sch., Shelby, N. C., since 1916. Griffin, L. D., B. A. ’23, Ark. State Tchrs. Cols; Supt, of Sch., H. eS Stuttoanes Ark., since 1927. Griffith, Preston Heath, B. S. ’03, La. State Univ.; Exec. Secy., La. Tchrs. Assn., Box 541, Baton Rouge, La. Griffiths, Ethel, 1487 Clarence Ave., Lake- wood, Ohio. Griffiths, Nellie L., A. B. ’25, Olivet Col.; M. A. ?27, Univ. of Chicago; Prof. of Educ. and Elem. Supvr., North Texas State Tchrs. Col., 905 W. Sycamore, Den- ton, Texas, since 1927. Griggs, William C., A. B. *98, Howard Col.; Supt. of City and Co. Sch., Barton Bldg., Mobile, Ala., since 1927. THE EIGHTH YEARBOOK 403 Grill, George W., A. B. ’11, Dakota Wes.; Asst. Supt. of Sch., Lakewood, Ohio. Grimes, Byron J., B. A. *04, M. “A. 712, Dickinson Col.; Supt. of Sch., Court House, Hagerstown, Md., since 1920. Grimm, S. R., A. B. ’11, Washington and Jefferson Col.; Supt. of Sch., Sidman, Pa. Grindle, Thomas S., M, Ed. ’24, Harvard Univ.; Supt. of Sch., 5 Bloomfield St., Lexington, Mass., since 1924. Grinstead, Wren Jones, A. B. '99, A. M. COMU Of Ry. Pho De to.) Unive of Wis.; Asst. Prof. of Educ., 110 Bennett Hall, Univ. of Pa., Philadelphia, Pa., since 1927. Groethe, Amos, A. B. ’05, St. Olaf Col.; Supt. of Sch., Rapid City, S. Dak., since 1920. Groff, Gordon E., Dist. Supt. of Sch., Mar- cus Hook, Pa. Gronde, Franklin J., Univ.; Supvg. Prin. of Beach, N. J., since 1923. Groner, H: L., B. S. ?27, North Texas State Tchrs. Col.; Supt. of Sch., Lov- ington, N. Mex., since 1927. Grose, Walter R., A. B., W. Va. Wesleyan Col.; Supt. of Sch., Buckhannon, W. Va., since 1912. Grounds, Frank Oral, Diploma ’21, Ill. State Normal Univ., Normal, Ill.; B. S: ’24, State Tchrs. Col., Terre Haute, Ind.; A. M. ’25, Univ. of Michigan; Supt. of Sch., St. Clair, Mich., since 1926. Grout, Milfred Albert, 53 Hillman St., Springfield, Mass. Grove, P. F., A. B. ’13, A. M. ’23, Univ. of Ill.; Supvg. Prin. of Sch. 603 E. Ridge St., Mt. Carroll, Ill., since 1922. Grover, E. Lynn, 254 W. Grand River Ave., East Lansing, Mich. Elbridge C., B. S. 715, Harvard Col.; M. A. ’20, Tchrs. Col., Columbia Univ.; Ph. D. ’25, Sch. of Educ., New York Univ.; Asst. Supt. of Sch., Bd. of Educ., 1749 Lee Rd., Cleveland Hgts., Ohio, since 1923. Groves, Charles D., A. B. ’21, Mt. Union Col.; A. M. *26, Columbia Univ.; Co. Supt. of Sch., Jefferson, Ohio, since 1920. Groves, Edith L., 155 College St., Toronto, Canada. Gruelle, Orie P., A. B. ’11, William Jewell Col.; A. M. *14, Brown Univ.; Co. Supt. of Sch., Williamstown, Ky., since 1926. Gruenberg, Benjamin C., B. S. *96, Univ. of Minn.; A. M. ’08, Ph. D. *11, Colum- bia Univ. Address: 18 E. 48th St., New Vork NY Gruver, Harvey S., A. B. ’02, Otterbein; A. M. 710, Harvard; Supt. of Sch., Lynn, Mass., since 1923. Gugle, Marie, A. B. *97, Ohio State Univ.; A. M. 713, Columbia Univ.; Asst. Supt. of Sch., Woodcliff Lodge, R. F. D. 5, Co- lumbus, Ohio, since 1914. Guhl, A. M., Supt. of Sch., H. S., Rochelle, 111. O A Sch., Bucknell Bradley Grover, Gumser, W. W., A. B. *17, Hope Col.; A. M. 26, Univ. of Mich.; Supt. of Sch., Lowell, Mich. Gushee, Walter E., Diploma ’89, Eastern State Normal Sch., Castine, Maine; Supt. of Sch., Ludlow, Mass., since 1903. Guthridge, Wallace H., B. S. ’24, State Tchrs. Col., Pittsburg, Kansas; M. A. ’28, Univ. of Kansas; Prof. of Mathematics, Parsons Junior Col., Parsons, Kansas, since 1928. Guy, J. Freeman, Ph. B. ’10, Wooster Col.; A. M. *18, Tchrs. Col., Columbia Univ.; Ph. D. ’23, Univ. of Pittsburgh; Assoc. Supt. of Sch., Admin. Bldg., Forbes and Bellefield Sts., Pittsburgh, Pa., since 1929. Gwinn, C. W., Normal Diploma 03, Mar- shall Col.; A. B. ’05, York Col.; Diploma in Theology ’09, Princeton Theological Seminary; A. M. 710, York Col: A. M. 26, Univ. of Nebr.; Head, Dept. of Educ., Davis and Elkins Col., 3 Gay St., Elkins, W. Va., since 1927. Gwinn, J. M., A. B. *02, Univ. of MoS A. M. ’07, Tchrs. Col., Columbia Univ.; LL. D. ’26, Univ. of Mo.; Pres., Dept. of Su- perintendence, 1927-28; Supt, of Sch., City Hall, San Francisco, Calif., since 1923. Gyger John T., B. S. *13, M. A. *17, Tchrs. Col., Columbia Univ.; Union Supt. of Sch., R. D. No. 4, Portland, Maine, since 1928. Haas, Francis B., B. S. *13, Temple Univ.; M. A. ’22, Univ. of Pa.; Pd. D. ’25, Tem- plew Univ. Prin State Debrs: Col: Bloomsburg, Pa., since 1927. Hadsell, H. I., B. A. ’08, Ohio State Univ. Address: 3076 Woodbury Rd., Cleveland, Ohio. Hagan A B ind.. Univ ATM: Columbia Univ.; Supt. of Sch., Rock Is- land, Ill, Hagan, John R Ph: D A0 DAD 4, Urban Col, Rome, Italy; M. A1 227, Catholic Univ. of America; Supt. of Cleveland Catholic Schools, 605 Guarantee Title Bldg., Cleveland, Ohio, since 1921. Hager, Walter E., B. S. *16, Univ. of Nebr. ; A. M. ?27, Tchrs. Col., Columbia Univ.; Asst. Secy., Tchrs. Col., Columbia Univ., 102 Russell Hall, New York, N. Y., since 1928. Haggerty, Melvin E., A. B. *02, A. M. ’07, Ind. Univ.; A. M. ’09, Ph. D. *10, Har- vard Univ.; Dean, Col. of Educ., Univ. of Minn., Minneapolis, Minn., since 1920. Hahn, H. H., Dean, State Tchrs. Col., Wayne, Nebr. Hahn, J. M., 2161 Shattuck Ave., Berkeley, Calif. Haisley, Otto W., M. A. 717, Columbia Univ.; Supt. of Sch., 616 Oswego, Ann Arbor, Mich. Halberg, Anna D., B. S. ’22, A. M. ’24, Columbia Univ.; Prin., Wilson Normal Sch., Washington, D. C., since 1927. Hale, Arthur W., A. B. ’06, Amherst; Ed. M. ’24, Harvard Univ.; Supt. of Sci., Franklin, Mass., since 1918, Hale, Florence M., Agt. for Rural Educ., State Dept. of Educ., Augusta, Maine. 404 DEPARTMENT OF SUPERINTENDNCE Hale, George A., Supt. of Sch., North Mus- kegon, Mich. Hale, Monte Jackson, A. B. *17, A. M. ?*18, Drury Col.; Supt. of Sch., McAlester, Okla., since 1924. Haley, Harvey H., B. S. ’18, Peabody Col.; M. A. ?22, Columbia Univ.; Supt. of Sch., Hot Springs, Ark., since 1928. Haley, Nelle, M. A. 28, Tchrs. Col., Co- lumbia Univ.; Asst. Supt. and Dir., Elem. Educ., Pub. Schools, Saginaw, Mich., since 1921, Hall, A. FE; M. =A. *24, Univ. of Mich.: Supt. of Sch., Central Bldg., Manistique, Mich., since 1922. Hall, Charles S., Supt. of Sch., Solon, Ohio. Hall, Elizabeth, Asst. Supt. of Sch., 305 City Hall, Minneapolis, Minn., since 1911. Hall, George F., B. E. *06, Union Col.; M. A. ’23, Columbia Univ.; Supvg. Prin. of Sch., Cliffside Park, N. J., since 1921. Address: H. S. Bldg., Grantwood, N. J. Hall, Gertrude E., A. B. ’97, Cornell Univ.; Pd. B. 798, Pd. M. *06, N. Y. State Col. for vichrs,, Albany; Ni Y. Se MPRI D: 707, Brown Univ.: Union Supt. of Sch., Newfield, Maine, since 1925. Hall Hiram” E., B.S; in Ed. 717, M. A. ?27, Columbia Univ.; Co. Supt. of Sch., 602 Wallace Ave., Bowling Green, Ohio, since 1914, Hall, J. O., A. M. ’98, Univ. of Kansas; Supt. of Sch., 110 E. 12th St., Pawhuska, Okla., since 1922, Hall, John Ruskin, A. B. *14, Otterbein Col.; A. M. ’22, W. Va. Univ.; Supt. of Sch., 214 Court Ave., Weston, W. Va., since 1928, Hall, John W.. B: S. *01, M. A. 702, Tchrs. Col., Columbia Univ.; Dean, Sch. of Educ., Univ. of Nevada, Reno, Nevada, since 1920. Hall, R. C., Supt. of Sch., Little Rock, Ark., since 1908. Hall, W. E M A 27: Tchrs: Cols) Co- lumbia Univ.; Rural Sch. Supvr., State Dept. of Educ., Little Rock, Ark., since 1928. Hall, Wells A., A. B. *04, Brown; Supt. of Sch., Concord, Mass., since 1906. Halsey, Henry Rowland, S. B. ’08, Univ. of Chicago; M. A. ?27, Ph. D. *29, Co- lumbia Univ. Address: Chanin Bldg., 42nd and Lexington, New York, N. Y. Halsey, Warren W., Supvg. Prin. of Sch., Garwood, N. J. Ham, Ernest G., A. B. ’94, Dartmouth ‘Col. ; A. M. ’07, Univ. of Chicago; Supt. of Sch., Springfield, Vt., since 1925. Hamilton, A. C., Ph. B. ’12, Syracuse Univ.; Supt. of Sch., 38 Gesner St., Nyack, N. Y., since 1928. Hamilton, Bryan, Normal Diploma ’23, A. B. ’25, Davis and Elkins Col.; M. A. ’27, W. Va. Univ.; Co. Supt. of Sch., Elkins, W. Va., since 1927. Hamilton, Ella Jean, Supvr., Primary Dept., Sch. Admin. Bldg., Atlantic City, N. J., since 1913. Hamilton, James T., berg, Oregon. Supt. of Sch., New- Hamilton, Katharine, B. S. ’95, Eureka; M. A. ’13, Columbia Univ.; Asst. Supt. of Sch., Endicott Bldg., St. Paul, Minn., since 1917, Hamilton, O. A., A. B. *10, Univ. of N. C.; A. M. ?22, Columbia Univ.; Co. Supt. of Sch., Wilmington, N. C., since 1927, Hamilton; Otto TAS Bo and EL bell, Ind. Univ.; A. M. 718, Ph. D. ’26, Tchrs. Col., Columbia Univ. Address: Oaklan- don, Ind. Hamilton, William J., Supt. of Sch., Oak Park, Ill. Hamm, William G., Supt. of Sch., Hunts- ville, Ala. Hammond, Dana King, A. B. ’10, Dart- mouth Col.; Pres., Santa Ana Jr. Col., Santa Ana, Calif., since 1916. Hammond, W. J., 62 Baltimore Pl., At- lanta, Ga. Hamner, H. B., Co. Supt. of Sch., Seale, Ala. Hampton, A. C, A. B. *18, Univ. of Ore- gon; Supt., Sch. Dist. No. 1, Shively Sch., Astoria, Oregon, since 1925. Hancox, Herbert French, A. B. ’10, A. M. 711, Univ. of Chicago; Dir., Central Y. M: C. A, Schools, 19 S. LaSalle St., Chi- cago, 1ll., since 1923. Handy, Anson B., B. A. ’08, Harvard Univ.; Supt. of Sch., Plymouth, Mass., since 1926. Haney, C. L., 2004 W. Superior St., Du- luth, Minn. Hanifan, L. J., Supt. of Sch., Paducah, Ky. Hanks, N. A., A. B. ’22, Central State Tchrs. Col., Mt. Pleasant, Mich.; Supt. of Sch., H. S. Bldg., Marysville, Mich., since 1928. Hanley, James Lawrence, A. B. ’19, Bos- ton Col; A. M. ’20, Brown Univ.; LL. B. ’27, Northeastern Univ.; Supt. of Sch., me Hall, Central Falls, R. I., since Hanna, John Calvin, A. B. ’81, A. M. ’84, Col. of Wooster; State Supvr. of H. S., 1004 S. Second St., Springfield, Ill., since 1914. Hannum, Roy F., B. A. *07, Univ. of Iowa; Supt. of Sch., Garner Bldg., Ottumwa, Iowa, since 1927. Hansen, George S., B. Ed. 716, State Nor- mal Sch., Peru, Nebr.; A. B. ’20, State Tchrs. Col., Peru, Nebr.; M. A. ’28, Univ. of Ariz.; Supt. of Sch., Safford, Ariz., since 1923, Hanson, Margaret C., Licentiate of Instr. 700, Peabody Normal Col.; Prin., New Orleans Normal Sch., 1532 Calliope St., New Orleans, La., since 1901. Harden, Mary, B. S. 715, M. A. ’29, Tchrs. Col., Columbia Univ.; Head, Dept. of Social Studies, State Normal Sch., New Haven, Conn., since 1929, Hardy, David P., B. S. 712, Univ. of Calif.; Deputy Supt. in charge of Business Affairs, 125 Claremont Blvd., San Fran- cisco, Calif., since 1924. Hardy, H. Claude, B. A. ’11, Wesleyan Univ.; M. A. ’21, Univ. of Rochester; M. A. ’23, Syracuse Univ.; Assoc. Supt. of Sch., 48 Park Ave., White Plains, N. Y., since 1927. THE EIGHTH YEARBOOK 405 Hare, Mabel, Diploma ’07, North Texas State Normal Sch.; B. A. 712, M. A. ’16, Univ. of Texas; Co. Supt. of Sch., Court House, Childress, Texas, since 1920. Harman, Arthur Fort, B. S., Tchrs. Col., Columbia Univ.; LL. D., Univ. of Ala.; State Supt. of Educ., State Dept. of Educ., Montgomery, Ala., since 1929. Harned, Perry L., State Commr. of Educ., Nashville, Tenn. Harner, Melvin C., 617 Hampton Ave., Wil- kinsburg, Pa. Harney, Julia C., B. S. *18, M. A. ’20, N. Y. Univ.; Genl. Supvr. Elem. Grades, 302 Pavonia Ave., Jersey City, N. J., since 1925. Harper, Anna Belle, B. E. ?20, Ill. State Normal Univ.; Supvr., Primary and In- termediate Grades, Springfield, Ill., since 1925. Harper, James Robb, A. B. ’00, Cedarville Col.; Supt. of Sch., Wilmette, Ill., since 1908. Harper, Thomas B., M. A. ’27, N. Y. Univ.; Supt. of Sch., 500 Sixth Ave., Belmar, N. J., since 1919. Harper, William J., Ed. M.; Supt. of Sch., 27 Usher Pl., Bristol, R. I., since 1929. Harrington, Don, A. B. *12, A. M. ’22, Univ. of Mich.; Supt. of Sch., Albion, Mich., since 1919. Harris, Alice Louise, Asst. Supt. of Sch., City Hall, Worcester, Mass., since 1907. Harris, Clarence M., A. B. 07, A. M. ?08, Acadia Univ.; A. M. *24, Columbia Univ.; Supt. of Sch., Auburn, Mass., since 1925. Harris, F. R., A. B. ’02, Ohio Wesleyan Univ.; M. A. 710, Harvard Univ.; Supt. of Sch., Greenfield, Ohio, since 1923. Harris, George A., B. Ped. *06, State Tchrs. Col Troy, ¿Alas B. S.. "240 A. Mi,29, Univ. of Ala.; Co. Supt. of Educ., Mon- roeville, Ala., since 1917. Harris, James H., A. B. ’91, Univ. of Mich.; Supt. of Sch., Pontiac, Mich., since 1921. Harris, John, B. S. ’02, Carleton Col.; Co. Supt. of Sch., Folkston, Ga., since 1924. Harris, T. H., State Supt. of Educ., Baton Rouge, La. Harris, William, A. B. ’14, A. M. ’23, Univ. of Ill.; Supt. of Sch., Cor. Franklin and North, Decatur, Ill., since 1926. Harrison, W. R., B. S. 799, Univ. of Ala.; Supt. of Sch., Montgomery, Ala., since 1917. 5 Harry, David P., Jr., A. B. *16, Swarthmore COTA M 22, PR Da 28 AL Chris: Gol, Columbia Univ.; Assoc. Prof. of Educ., Graduate Sch., Western Reserve Univ., Cleveland, Ohio, since 1928. Hart, F. W., A. B. ’08, Ind. Univ.; Ph. D. 720, * Columbia Univ.; Prof. of Educ., Univ. of Calif., Berkeley, Calif., since 1920. Hart, Harris, A. B. '98, Richmond Col.; LL. D. 27, Hampden-Sidney Col.; State Supt. of Pub. Instr., State Office Bldg., Richmond, Va., since 1918. Hart, John S., Supvg. Prin. of Sch., 310 Fifth St., Glassport, Pa. Hartley, B. W., B. A. 712, Univ. of Chi- cago; M. A. °15, Columbia Univ.; Supt. of Sch., San Antonio, Texas, since 1929. Hartman, Ethel B., Co. Supt. of Sch., Court House, Mound City, Ill., since 1927, Hartman, Henry A., A. B. "89, Western Ohio Normal Col.; Ph. M. ’92, Ph. D. 95, State Normal Col., Ala.; Supt. of Sch., Sidney, Ohio, since 1920. Hartman, R. M., B. S. ’24, Tchrs. Col., Co- lumbia Univ.; Supvg. Prin. of Sch., 170 Franklin Ave., Midland Park, N. J., since 1924. Hartsfield, F. S., A. B. *09, Univ. of Chat- tanooga; Co. Supt. of Pub. Instr., Court House, Tallahassee, Fla., since 1917. Hartwell, Ernest C., A. B. ’05, Albion Col.; A. M. *10, Univ. of Mich.; M. Pd. ’12, Mich. State Normal Col.; D. Pd., N. Y. State Col. for Tchrs.; Pres., Dept. of Su- perintendence, 1918-19; Supt. of Sch., Buf- falo, N. Y., since 1918. Hartwell, Shattuck O., B. A. ’88, Amherst Col.; M. Pd. *11, Mich. State Tchrs. Col.; LL. D. *15, Kalamazoo Col.; Supt. of Bene Endicott Bldg., St. Paul, Minn. since Hartzell, Oliver Reiff, Ph. B. °14, Franklin and Marshall Col.; M. A. *16, Univ. of Pa.; Supt. of Sch. San Rafael, Calif., since 1920. Harvey, Elizabeth B., Assoc. Supt. of Sch., 1025 Pearl St., Belvidere, Ill., since 1923. Haskell, Charles O., B. A. ’13, Defiance Col.; M. A. ’20, Univ. of Chicago; Supt. of Sch., Bartlesville, Okla., since 1926. Haskin, Lynn G., B. A. ”16, Ripon Col.; M. A. ’27, Univ. of Wis.; Supt. of Sch., N. Green St., Sandwich, Ill., since 1926. Haskins. P. N., A. B. 21, Defiance Colt: Prin., MacDonald Jr. H. S., 955 Fran- cisco St., Cincinnati, Ohio. Hastings. DC, BAS 020) Univ. of Ario Supt. of Sch., Crossett, Ark., since 1906. Hasty, S. G., Co. Supt. of Sch., Lexing- ton, uN. UC, Hatcher, Wi B., (Bir A. *17, M. A. 723, La. State Univ.; Supt. of Sch., Baton Rouge, La., since 1916. Hauch, Jacob H., Dist. Supt. of Sch., 2919 Cortland St., Chicago, Ill., since 1926. Haun, Harry L., 535 Tulsa, Norman, Okla. Haver, Jennie M., B. S. ’23, Tchrs. Col., Columbia Univ.; County Helping Tchr., Center St., Clinton, N. J., since 1916. Haviland, L. W., Diploma ’05, State Nor- mal Sch., Fredonia, N. Y.; Supt. of Sch., Onarga, Ill., since 1917. Haviland, Walter W., A. B. ’93, Haverford Col.; Headmaster, Friends’ Select Sch., The Parkway and 17th St., Philadelphia, Pa., since 1911. Hawfield, S. G., A. B. ’15, Duke Univ.; A. M. ’26, Univ. of N. C.; Co. Supt. of Sch., Concord, N. C., since 1927. Hawke, Oscar T., A. B. 714, A. M. *17, Wit- tenberg Col.; Co. Supt. of Sch., County Bldg., Springfield, Ohio, since 1922. Hawkes, Franklin Powers, A. B. ”17, Am- herst Col.; A. M. 21, Ph. D. ’27, Boston 406 DEPARTMENT OF SUPERINTENDNCE Univ.; Prin., Jr. H. S. West, Fessenden Rd., Arlington, Mass., since 1923. Hawkes, William, A. B. *12, Univ. of Ill.; Supt. of Sch. Dist. 98, Lincoln Sch., 16th and Elmwood Ave., Berwyn, Ill., since 1924. Hawley, Frederick William, A. B. ’88, A. M. ?92, Carthage Col.; D. D. *11, Center Col.; LL. D: 16 Knox Col: Pres: ParkiGol., Parkville, Mo., since 1915. Haworth, C. V., A. B. ’08, A. M. ’21, Ind. Univ.; Supt. of Sch., Kokomo, Ind., since 1914. Haworth, Chester C., A. B. *10, Earlham Col.; Supt. of Sch., Burlington, N. C. Hawthorne, Lee B., Ph. B. *03, DePauw Univ.; B. S. ’09, Univ. of Mo.; Supt. of Sch., 705 E. Monroe, Mexico, Mo., since 1906. Hay, George A. F., A. B. ?23, A. M. ?27, Colo. State Techtis. Col.: Prin, Jr. He S., Selma and Bradford Aves., Webster Groves, Mo., since 1925, Hay, H. W., 536 Ferndale Ave., town, Pa. Haycock, Robert L., B A. ’11, M. A. 712, George Washington Univ.; Asst. Supt. of Sch., Washington, D. C., since 1923. Hayes, Lewis Everett, A. B. 714, Oberlin Cols VA, B: 222, “fchrs. Cols Columbia Univ.; Asst. Co, Supt. of Sch., 200 Old Court House, Cleveland, Ohio, since 1924. Hayes, Mercy Jane, M. A. ’21, Columbia Univ. Address: 1015 Bishop Rd., Grosse Pointe, Mich. Hayes, William Young, ville Col.; Co. Supt. ville, Ala., since 1923, Haynes, Jessie P., B. S. ’21, M. A. ’25, Co- lumbia Univ.; Asst. Prin., Richmond Normal Sch., Richmond, Va., since 1928, Hays, E. L., A. B. ’07, Hiawassee Col.; Co. Supt. of Educ., Hartselle, Ala., since 1920. Hays, William Leland, A. B. 718, Way- nesburg Col.; A. M. ’29, Univ. of Pitts- burgh; Supvg. Prin. of Twp. Sch., Avella, . Pa., since 1922. Hayward, Edward, A. M. and Ph. D. ’92, Union Col.; Supt. of Sch., 70 Younglove Johns- Ba Awol, of Sch., Mary- Centre- Ave., Cohoes, N. Y., since 1901. Hazel, Floyd M., B. S. ’22, Mich. State Col.; M. A. ’26, Univ. of Mich.; Supt., Lakeview Consol. Sch., 300 Highland Ave., Battle Creek, Mich., since 1922. Hazelton, Ransom, A. B. ’09, Univ. of Mich.; Business Mgr., Bd. of Educ., Pon- tiac, Mich., since 1918, Head, Roy S., 1941 Judd, S. W., Grand Rapids, Mich. Heald) E. H. B., A. B. “9 Dartmouth Col.; Dist, Supt. of Sch., Scarsborough and Old Orchard, Maine, since 1914. Ad- dress: R. F. D. 6, South Portland, Maine. Healy, Katharine L., B. S. ’21, M. A. 29, Johns Hopkins Univ.; Supvr. of Inter- mediate and Advanced Grades, Hagers- town, Md., since 1924. Address: 3709 Nortonia Rd., Walbrook, Baltimore, Md. Heard) Homer Co B. S: I2 A Ba 23; Northeastern State Tchrs. Col., Tahle- quah, Okla.; Supt. Claremore, Okla., since 1928. Heck, Arch Oliver, B. S. ’13, Hedding Col.; M. S14 Univ. of IST Phy Ds 24 FORIO State Univ.; Assoc. Prof. of Sch. Admin., Col. of Educ., Ohio State Univ., Colum- bus, Ohio, since 1927. Heckert, Eli P., A. B. *02, A. M. *04, Buck- nell Univ.; Supvg. Prin. of Sch., Mauch Chunk, Pa., since 1915. Hedges, C. F., Ph. B. *12, Univ. of Wis.; Supt. of Sch., Neenah, Wis., since 1917. Hedges, William, Dist. Supt. of Sch., 8101 La Salle St., Chicago, Ill. Hedrick, E. H., A. B. *16, Univ. of Oregon; of Sch., Supt. of Sch., Medford, Oregon, since 1925. Heemstra, Clarence R., A. B. *19, Hope Col.; Supt. of Sch., Croswell, Mich., since 1926. Heer, Amos L., A. B. and B. Pd. *14, Tri: State Col; A. M. 21" Tehrsi Col Cos lumbia Univ.; Ph. D. ’26, Ohio State Univ.; Dir. of Tchr. Tr., Kent State Col., Kent, Ohio. Heffelfinger, John B., Supt. of Sch., 720 E. Seventh, Newton, Kansas. Heffernan, Helen, B. A. ’24, M. A. ?25, Univ. of Calif.; Chief, Div. of Rural Educ., State of Calif., Mull Bldg., Box 615, Sacramento, Calif., since 1926. Heidelberg, H. B., B. A. ’03, Millsaps Col.; Supt. of Sch., H. S. Bldg., Clarksdale, Miss., since 1905. Heightshoe, Agnes E., A. B. ’11, State Univ. of Iowa; A. M. ’28, Univ. of Chi- cago; Supt. of Sch., Perry, Iowa, since 1922. Heilman, Paul L.,.B. S. *16, B.S. in” Ed. 727, Okla. Agrl. and Mech. Col.; Supt. of Sch., Picher, Okla., since 1922. Heilman, William F., 1230 Walnut St., Allentown, Pa. Heinmiller, Louis E., B. S. *11, Rochester Univ.; A. M. *18, Columbia Univ.; Ph. D. ’25, N. Y. Univ.; Pres., Silliman Col., Clinton, La., since 1927. Heisser, Della B., Elem. Diploma, Chico State Tchrs. Col.; Dist. Supt. of Sch., Turlock, Calif., since 1919. Heller, Regenia R., Supvr. of Kdgn. and Reading, 153 E. Elizabeth St., Detroit, Mich. Hellyer, Perry Henry, Diploma ’07, Ill. State Normal Univ.; Co. Supt. of Sch., 377 W. Euclid Ave., Lewistown, Ill., since 1919, Helms, Walter T., Ph. B. *99, Univ. of Calif.; Supt. of Sch., Lincoln Sch., Rich- mond, Calif., since 1909. Helter, Henry Harrison, A. B. *91, Ohio Wesleyan Univ.; A. M. 712, Columbia Univ.; Supt. of Sch., Mansfield, » Ohio, since 1907. Hemenway, H. S., Ph. B. ’18, Univ. of Wis.; Supt. of Sch., Waupun, Wis. Henderson, Frank A., A. M. 716, Columbia Univ.; Supt. of Sch., Burbank, Calif., since 1928. Henderson, Lester D., A. B. *11, Tarkio Col.; P. O. Box 574, Juneau, Alaska. Tue EIGHTH YEARBOOK 407 Henderson, T. C., Diploma ’98, State Nor- mal Sch., Cullowhee, N. C. Address: R. F. D. 1, Lake Toxaway, N. C. Henderson, T. Edgar, B. S. ’23, Univ. of Minn. ; Supt. of Sch., Columbia Heights, Minneapolis, Minn., since 1923. Hendricks, Eldo L., B. S. ’94, Franklin Coll; A. WE 799; Ind? Univ:; LL. D. 16, Franklin Col.; Pres., State Tchrs. Col., Warrensburg, Mo,, since 1915. Hendricks, Jake J., M. A. ’29, Univ. of Texas; Supt. of Sch., Kerens, Texas, since 1920. Hendrix, H. E., A. B. *01, North Central Col.; A. M. *23, Stanford Univ.; Ph. D. 729, N. Y. Univ.; Supt. of Sch., Mesa, Ariz., since 1920, Hendry, Frank, A. B. ’09, A. M. *14, Univ. of Mich.; Supt. of Sch., 153 Hendrie Blvd., Royal Oak, Mich., since 1915. Henke, J. H., B. A. *96, Ind. Univ.; Di- ploma ’97, Ind. State Normal Sch.; Co. Supt. of Sch., Sidney, Ohio, since 1926. Henkel Av js Phy BB.) 221, Univ. of Wis; Supt. of Sch., Portage, Wis., since 1921. Hennessy, Sister M. Kathleen, A. B. 719, St. Elizabeth Col.; A. M. ’25, Columbia Univ.; Head, Dept. of Educ., College of St. Elizabeth, Convent Station, N. J., since 1920. Hennon, Harvey N., 227 Cornell Ave., Pitts- burgh, Pa. Henry, Charles, B. of Didactics 793, Iowa Tchrs. Col.; B. A. ’11, Wash. State Col.; M. A. ’26, Tchrs. Col., Columbia Univ.; Supt. of Sch., Dillon, Mont., since 1926. Henry, David W., B. A. *11, Normal Col.; M. A. ?16, Tchrs. Col., Columbia Univ.; Dean, Col. of Educ., Univ. of Toledo, since 1919 and Acting Dean, Col. of Arts, Univ. of Toledo, Toledo, Ohio, since 1929. Henry, W. ing, Ark, Henzlik, F. E, B, S. in Ed. 716, State Tchrs. Col., Warrensburg, Mo.; M. A. 23, Ph. D. ’24, Tchrs. Col., Columbia Univ.; Prof. of Sch. Admin., Tchrs. Col., Univ. of Nebr., Lincoln, Nebr., since 1924. Hepner, Walter Ray, A. B. 713, M. A. ’16, Univ. of Southern Calif.; Supt. of Sch., 825 Union St., San Diego, Calif., since 1928. Herlinger, H. V., Ph. B. 13, Grove City Col.; Supt. of Sch., Midland, Pa., since 1928. Hermann, Barbara V., B. S. in Ed. ’28, Ford- ham Tchrs. Col.; Supvg. Prin. of Sch., 137 Roosevelt Ave., Carteret, N. J., since 1916. Herrin, Birney D., A. B. ?21, Univ. of Okla.; Supt. of Sch., Morris, Okla., since 1921. Herring, John P., A. B. *00, Brown Univ.; Ph. es Columbia Univ.; Natl. Dir. of Research in Adult Educ., Natl. Coun- cil of the Y. M. C. A., 347 Madison Ave., New York, N. Y., since 1929. Herron, Helen, B. A. ’11, M. A. 13, Tulane Univ.; Supvr. of Student Teaching, New Orleans Normal Sch., 1933 Elysian Fields Ave., New Orleans, La. Corn- WA Com cupt, of Scb., Hershey, Charles E., 360 High St., Sh Hill, Pa, fare Stain Hert, Lyman S., A. B. ’21, Otterbein Col, Address: 1535 Plain Ave, N. E - ton, Ohio. 210 Hertzler, Silas, B. A. *13, Goshen Colt: D. *17, Yale Divinity Soh M ATIR Tchrs. Col., Columbia Univ.; Ph. D. fe Yale Univ.; Head, Dept. of Educ. and Registrar, Goshen Col., Goshen, Ind., since 1924, i pea red Dwight, A. B. ’89, Denison: upt. of Sch., Little Falls, N. Y. since 1922, ds Hess, Frank D., B. S. ’25, Univ. of Okla. ; M. A. ’29, Univ. of Colo.; Supt. of Sch., 133 E. Maple, Drumright, Okla., since 1929. Hesse, Ernest, B. A. *10, Ohio State Univ. ; A. M. 712, Columbia Univ. Address: Yonkers, N. Y. Heston, F. M., A. B. ’08, Ohio State Univ.; M. A. ’25, Columbia Univ.; Prof. of Educ., Asbury Col., Wilmore, Ky., since 1925. Hetherington, Charles George, South Ave., Penn Yan, N. Y. Heusner, William S., A. B. '94, Ohio Wes- leyan Univ.; Supt. of Sch., Salina, Kan- sas, since 1913. Hick, Hugh R., B. S. ’03, Denison Univ.; M. A. ’23, Tchrs. Col., Columbia Univ.; Supt. of Sch. 808 N. 12th St, Cam- bridge, Ohio. Hicks, Frank W., Dept. of Educ., State Tchrs. Col., Minot, N. Dak. Hicks Raymond Ha A. Bi ’22) B: S. 223) Northeastern State Tchrs. Col., Tahle- quah, Okla.; M. A. ’27, Columbia Univ.; Supt. of Sch., Jenks, Okla., since 1923. Hicks, Robert S., A. B. ”21, Occidental Col.; Supt. of Sch., Casper, Wyo., since 1926. Hicks, Samuel I., A. B. ’24, Univ. of Mich.; M. A. ’27, Tchrs. Col., Colum- bia Univ.; Supvg. Prin. of Sch., Central Park, L, 1, N. Y., since 1929, Higbie, Edgar C., A. B.’ 07, A. M. ’09, Univ. of Minn.; Ph. D. ’20, Columbia Univ.; Pres., Eastern State Normal Sch., Madi- son, S. Dak., since 1920. Higgins, Lothrop D., Prin., State Normal Sch., Danbury, Conn. Highley, Albert E., B. S. 799, Marion Col.; Diploma ’05, Ind. State Normal; A. B. 10, A. M. *11, Ind. Univ.; Supt. of Sch; Lafayette, Ind., since 1923. Highsmith, J. Henry, A. B. 200, AAM 702; Trinity Col.; LL. D. ’25, Catawba Col.: Dir., Div. of Sch. Inspection, State Dept. of Pub. Instr., Raleigh, N. C., since 1920. Hilbish, Charles E., B. S: 709, Bucknell Univ.; A. M. ’29, Susquehanna Univ.; Asst. Co. Supt. of Sch., Sunbury, Pa., since 1927. Hill, Albert H., B. A. ’87, Richmond Col. ; M. A. 714, Tchrs. Col., Columbia Univ. ; Supt. of Sch., 1622 W. Grace St., Rich- mond, Va., since 1919, x Hill, Arthur B., A. B. *04, Ouachita Col.; A. M. ’22, Columbia Univ.; Pres., Oua- chita Col., Arkadelphia, Ark., since 1926. 408 DEPARTMENT OF SUPERINTENDNCE Hill, Charles Willard, B. S. *19, Kansas State Normal Sch.; A. M. ’20, Univ. of Chicago; Dist. Supt. of Sch., 7876 Car- penter Rd., Niles Center, Ill. Hilly BEAN A B. 05 ATM RIL ham Col.; Supt. of Sch., Olathe, sas, since 1915, Hill, Henry H., A. B. and M. A. ?21, Univ. of Va.; State H. S. Supvr., State Dept. of Educ., Little Rock, Ark., since 1928. Hill, Merton E., B. S. *08, A. M. 712, Po- mona Cols Ed. D. ’28, Univ. of Calif.; Prin., Chaffey Union H. S. and Jr. Col., Ontario, Calif., since 1911. Hill, Ralph E., A. B. ’01, Albion Col.; M. A. ?09, Univ. of Louisville; Registrar, Univ. of Louisville, Louisville, Ky., since 1929. Hill, Walter Henry, B. S. *23, Gettysburg Col.; Supt. of Sch., Swedesboro, N. J., since 1924, Hill, William Colver, A. B. 94, A. M. ?12, Brown Univ.; A. M. ’23, Harvard Univ.; Prin., Central H. S., Springfield, Mass., since 1910. Hilleboe, Guy L., A. B. ’20, Univ. of Minn.; A. M. ’28, Tchrs. Col., Columbia Univ.; Research Assoc. in Educ. Admin., Tchrs. Col., Columbia Univ., 509 W. 121st St., New York, N. Y., since 1929. Hillegas, Milo B., Ph. B. ’97, Rochester; Ph, D.-*12, Columbia Univ.; LE. D: 717, Univ. of Vt.; Prof. of Educ., Tchrs. Col., Columbia Univ., 106 Morningside Drive, New York, N. Y., since 1920. Hillman, James E., B. Pd. *15, Berea Col.; B. S, 719, A. M. ’20, Ph. D: ’24, George Peabody Col. for Tchrs.; Dir., Tchr. Tr., tate Dept. of Pub. Instr., Raleigh, N. C., since 1923. Hines, Linnaeus N., A. B. '94, M. A. ?08, Inds Unive: DEA D 229. Wabash Colas Pres., Ind. State Tchrs. Col., Terre Haute, Ind., since 1921. Hinkel, H. E., Ph. B. ’28, Univ. of Chi- cago; Supt. of Sch., Ardmore Sch., Villa Park, 1ll., since 1925. Hinshaw, Irvin S. A. B. ’03, Earlham Col.; Supt. of Sch., 820 E. Eighth St., Ada, Okla., since 1927. Hinson, MR A. Bo B24 Univ of Fla.; M. A. ’25, George Peabody Col. for Tchrs.; State Supvr. of H. S., Capitol Bldg., Tallahassee, Fla., since 1927. Hintgen, Josephine, B. A. ’20, Univ. of Wis.; Ed. M. ’24, Harvard Univ.; Supvr. of Educ. Guidance, Jr. H. S., Central H. S., La Crosse, Wis., since 1924. Hird, William Edward, B. A. ’11, M A. 12, New Zealand Univ.; Headmaster, Te Aro Sch., Wellington, New Zealand, since 1929. Hitchcock, Clarence C., B. S *14, St. Law- rence Univ.; Supt. of Sch., 146 Hamilton Ave., Hasbrouck Heights, N. J. Hitchcock, Fred S., Supvg. Prin., Chap- man Tech. H. S., New London, Conn., Earl- Kan- since 1906. Hixson, A. F., Supt. of Sch., 98 Sunnyside Drive, Athens, Ohio. Hixson, AB. in Ed and M TA Ohio State Univ.; Asst., Buildings and Grounds Division, State Educ. Dept., Room 120, Education Bldg., Albany, N. Y., since 1929, Hobbs, James B., Ph. B..’18, Brown Univ.; Ed. M. ’22, Harvard Univ. Address: 136 Federal St., Boston, Mass. Hobbs, William C., A. B. ’81, Bates Col. Address: 75 Constitution St., Bristol, RIE Hodge, Lamont F., A. B. ’97, A. M. ?21, Pd. D. 226, Colgate: Univ. Suptssofeschy 50 Hamilton Ave., Yonkers, N. Y., since 1922, Hodges, J. M., B. S. *23, George Peabody Cold fon Tehrs Supt wor, Sch Hames Tyler, Texas, since 1925. Hoech, Arthur A., B. S. *11, Central Wes- leyan Col.; B. S. in Ed. *18, Univ. of Mo.; Supt. of Sch., 8740 Forest, Over- land, Mo., since 1920. Hoefer, Carolyn, B. A. *10, Univ. of Wis.; M. A. 718, Univ. of Chicago. Address: 848 N. Dearborn St., Chicago, Ill. Hoenshel, Ernest E., Chillicothe, Mo. Hoffman, Mrs. A. H., B. A. *09, State Univ. of Iowa; Supt., Yeomen City of Child- hood, Elgin, Ill., since 1927. Hoffman, C. A., Supt. of Sch., Lake Odessa, Mich. Hoffman, Miss M. Gazelle, B. A. 211, El- mira; M. A. *26, Columbia Univ.; Supt. of Sch., Third Supervisory Dist., Niagara Co., Lewiston, N. Y., since 1915, Hogue, Harry E., Supt. of Sch., Nanty Glo, Pa. Hogue, O. Wendell, B. S. *18, Syracuse Univ.; A. M. ’22, Tchrs. Col., Columbia Univ.; Supt. of Sch., Lyons, N. Y., since 1927. Hoke, Kremer J., Ph. D. *14, Columbia Univ.; Head, Sch. of Educ. and Dean, Col. of William and Mary, Williams- burg, Va., since 1920. Holbrook, C. Ray, B. Ed. °19, M. A. ’22, Univ. of Wash.; Supt. of Sch., School Administration Bldg., Eighth and F Sts., San Bernardino, Calif., since 1923. Holbrook, Florence, B. A. ’79, Univ. of Chicago; Prin., Phillips Jr. H. S., 244 E. Pershing Rd., Chicago, Ill., since 1924. Holcomb, Winfield A., Diploma ’86, State Normal Sch., Fredonia, N. Y.; Pd. D. "24, State Col. for Tchrs., Albany, N. Y.; Prin., State Normal Sch., Geneseo, Ny Y since 1923: Holden, Ellsworth B., B. S. ’23, Mich. State Col.; Supt. of Sch., Greenville, Mich., since 1928, Holden, Miles C., 53 Hillman St., Spring- field, Mass. Holland, N. S., A. B. ’17, Southern Meth- odist Univ.; A. M. ’27, Tchrs. Col., Co- lumbia Univ.; Supt. of Sch., Brecken- ridge, Texas, since 1929. Hollandsworth, G. M., A. B. %15, Emory and Henry Col.; M. A. *24, Tchrs. Col., Columbia Univ. Address Welch, W. Va. Holley, Charles E., Ph. D. *15, Univ. of Ill.; 14553 Weddington St, Van Nuys, Calif. THe EIGHTH YEARBOOK 409 Holliday, Lewis BSAS B. '10, Hillsdale search, Ohio State Univ., Columbus Col.; M. A. *17, Columbia Univ.; Supt. Ohio, since 1927. Í of Sch., Hillsdale, Mich., since 1929. Homberger, E. H., A. B. '12, A. M. 20 Hollingsworth, Mary R., 1230 S. Eighth St., Terre Haute, Ind. 4 Flolliss ch. Van BASAM 8: Miss! Agrl. and Mech. Colts Ay UM. Tchrs. Col. Go- lumbia Univ.; Head, Dept. of Educ., State Tchrs. Col., Morehead, Ky. i He ead, Ky., since Holloway, D. H., 1405 N. 17th, Boise, Idaho. Holloway, H. V., A. B. 95, A. M. ’98, Washington Col., Md.; Ph. D. *14, Univ. of Pa.; State Supt. of Pub. Instr., Dover, Del., since 1921, Holloway, R. F., A. B. ’92, Texas Chris- tian Univ.; Supt. of Sch., Ranger, Texas, since 1925. Holman, Carl, A. B. ’09, Bates Col.; A. M. 27, Columbia Univ.; Supvg. Prin. of Sch., Pearl River, N. Y., since 1923. Holmes, Eva, Co. Supt. of Sch., Hall of Records, Napa, Calif., since 1923. Holmes, Henry Wyman, A. B. ’03, A. M. 04, Harvard Univ.; Litt. D. ’24, Tufts Col.; Dean, Grad. Sch. of Educ., 5 Law- rence Hall, Harvard Univ.; Cambridge, Mass., since 1920. Holmes, James E., Supt. of Sch., Leaks- ville, N. G. Holmes, Jay William, A. B. ’16, Hiram Col.; M. A. *27, Ohio State Univ.; Prin., Wilbur Wright Jr. H. S., Dayton, Ohio, since 1927. Holmes, Joseph R., B. A. *15, Hendrix Col.; M. A. ?25, Tchrs. Col., Columbia Univ.; Supt. of Sch., Okmulgee, Okla., since 1928. Holmes, Stanley H., A. B. ’87, A. M. ’90, Colby Univ.; Supt. of Sch., 41 Buell St., New Britain, Conn., since 1906. Holmes, William H., A. B. ’97, Colby Col.; Ph. D. 710, Clark Univ.; Supt. of Sch, Mount Vernon, N. Y., since 1913. Holst, John H., M. A. ?21, Columbia Univ.; Supvr. of Indian Schools, Indian Office, Washington, D. C. Holston, Evelyn Turner, B. S. 20, A. M. 721, Tchrs. Col., Columbia Univ.; Elem. Sch. Supvr., Administration Bldg., Spring- field, Mass., since 1922. Hol ATD Jro A. B: 27, -Emory Univ; Address: 208 Hartley Hall, Columbia Univ., New York, N. Y. Holt, Frank E., B. S. ’06, Amherst Col.; Supt. of Sch., Room 17, Town Hall, Whit- man, Mass., since 1922, Holt, Frank O., 1719 Madison, Madison, Wis. Holton, Edwin L., A. B. ’04, Ind. Univ.; Ph. D. ’27, Columbia Univ.; Head, Dept. of Educ. and Dean, Summer Sch., Kan- sas State Agrl. Col., Manhattan, Kansas. Holton, Holland, A. B. ’07, Duke Univ.; J. D. ’27, Univ. of Chicago; Head, Dept. of Educ., and Dir., Summer Sch., Duke Univ., Durham, N. C., since 1921. Holy, Thomas C., A. B. °19, Des Moines Univ.; M. A. ’22, Ph. D. ’24, State Univ. of Iowa; Assoc, Prof. of Educ. and Re- search Assoc, in Bureau of Educ. Re- Colo. State Tchrs. Col.; M. A. ’26, Tchrs. Col., Columbia Univ.; Supt. of Sch., 1508 Okla. Ave., Woodward, Okla., since 1921. Honeycutt, Allison W., A. B. ’02, Wake Forest Col.; Supt. of Sch., Henderson- ville, N. C. Honiss, L. J., B. A. ’92, Wesleyan Univ.; Supvg. Prin. of Sch, Dumont H. S. Du- mont, N. J., since 1899, Honn, Edward F., B. A. ’21, Univ. of Ariz.; Supt. of Sch., Prescott, Ariz., since 1928. Honnold, F. E., A. B. ’05, Ohio Wesleyan Col.; Supt. of Sch., Orrville, Ohio, since 1923. Hood) R E., A. M. 226, Inds Unive: Supt: of Sch., Oxford, Ind., since 1925. Hood, Walter D., B. A. ’94, Yale Univ.; Prin., Gilbert School, Winsted, Conn., since 1908. Hook, T. E., C. E. ’08, Ohio Northern Univ.; A. B. *14, A. M. *18, Univ. of Mich.; Supt. of Sch., 421 Grant St., Troy, Ohio, since 1919. Hooker, Charles J., Goshen, N. Y. Hooker, Grover C., B. A., B. E., M. A. ’24, Supvg. Prin. of Sch, Univ. of Colo.; Acting Asst. Prof. of Educ., Stanford Univ., since 1929. Ad- dress: 257 Hawthorne Ave., Palo Alto, Calif. Hope, John, A. B. 794, A. M. ’07, Brown Univ.; LL. D. ’20, Howard Univ.; Pres., Morehouse Col., Atlanta Univ., Atlanta, Ga., since 1906. Hopkins, John L., A. B. ’09, M. A. 712, Hamilton Col.; Supt. of Sch., Hastings- on-Hudson, N. Y., since 1923. Hopkins, W. Karl, A. B. ’06, Univ. of Utah; Supt. of Sch., Ogden, Utah, since 1919, Hopper, Laura A., Diploma ’24, Northern Ariz. State Tchrs. Col., Flagstaff, Ariz.; Co. Supt. of Sch., Prescott, Ariz., since 1929, |] Horn, Carl M., B. S. ’21, Mich. State Col.; M. A ’28, Univ. of Mich.; Supt. of Sch., Bad Axe, Mich., since 1925. Horn, Ernest, B. S. ’07, A. M. ’08, Univ. of Mo.; Ph. D. ’14, Columbia Univ.; Prof. of Educ., Dir. of the Univ. Elem. Sch., State Univ. of Iowa, Iowa City, Iowa, since 1915. Paul Whitfield, M. A. Col. Mos CL D217; Baylor Pres., Texas Technological Col., bock, Texas, since 1924. Hornby, A. M., B. S. '12, Ohio Wesleyan Univ.; A. M. ’25, Columbia Univ.; Supt. of Sch., 312 E. John St., Maumee, Ohio. Horner, F. G., A. B. ?*12, Juniata Col.; A. M. ’16, Columbia Univ.; Supt. of Sch., Tamaqua, Pa., since 1927. Horner, Harlan Hoyt, A. B. ’01, Univ. of TIGRA M BAD. 18, N: rotate Col. for Tchrs.; Exec. Secy., N. Y. State Tchrs. Assn, Box 20, Capitol Sta.. Albany, N. Y., since 1923. 88, Central Univ.; Lub- Horn, 410 DEPARTMENT OF SUPERINTENDNCE Horstick, Simon M., B. S. 710. M. A. ?23, Univ. of Pa.; Supt. of Sch., H. S., Pleas- antville, N. J., since 1926. Horton, Arthur D., A. B. *98, A. M. ’00, Allegheny Col.; Supt. of Sch., 27 Gilbert St., Ridgefield, Conn., since 1928. Horton, A. H., Parish Supt. of Sch., Coush- atta, La., since 1913. Horton, Deo Wesley, A. B. ’09, A. M. 713, Ind.; Supt. of Sch., 3019 E. Broadway, Logansport, Ind. 8 Horton, Joseph I., Supt. of Sch., Ipswich, Mass., since 1916. Hosic, James F., Ph. B. ’01, Ph. M. ’02, Univ. of Chicago; Ph. D. ’20, Columbia Univ.; Prof. of Educ., Tchrs. Col., Co- lumbia Univ., 525 W. 120th St., New York. IN. Y... sined "1020 Hoskinson, J. H., A. B. ’07, A. M. 711, Ind. Univ.; Supt. of Sch., Whiting, Ind., since 1915. Hosman, Everett Mills, A. B. 710, Nebr. Wesleyan Univ.; A. M. 715, Univ. of Chicago; Secy., Nebr. State Tchrs, Assn., 511 Richards Block, Lincoln, Nebr., since 1922, Hostetler, Ivan P., B. S. in Ed. 719, State Tchrs. Col., Emporia,. Kansas; M. A. in Ed. ’26, Stanford Univ.; Supt., Lower Miami Pub. Schools, Miami, Ariz., since 1927, Hotchkiss, E. A., 199 E. Gay St., Colum- bus, Ohio. Houck, Maurice E., A. B: *13, Univ... of Mich.; M. A. ’29, Pa. State Col.; Supt. of Sch., 606 W. Front St., Berwick, Pa., since 1920, House, Robert W., B. A. ’21, Emory and Henry Col.; Prin., H. S., Salem, Va., since 1929. Houseman. W. Lynn. B. S. ’08, Colgate Univ.; M. A, ’21, Tchrs. Col., Columbia Univ.; Supt. of Sch., Geneva, N. Y., since 1926. Housh, Early T., Ph. B. 704, No. Ill. Col.; A. B. ’12, Highland Park Col.; M. A. 16, State Univ. of lowa. Address: 412 Shops Bldg., Des Moines, Iowa. Houston, J. R., B. S. *93, A. M: *95, Evans- ville Univ.; Supt. of Sch., Aurora, Ind., since 1896, Houx, Kate L., B. $. ’26, A. M. ’29, Tchrs. Col., Columbia Univ.; Dir. of Tr., East- ern Oregon Normal Sch., La Grande, Ore- gon, since 1929, Hovermale, Glen, Supt. of Sch., Danville, Ind. Howard, C. A., A. B. ’07, Baker Univ.; A. M. ’23, Univ. of Oregon; State Supt. of Pub. Instr., Supreme Court Bldg., Salem, Oregon, since 1927. Howard, Daniel, A. M. '98, Brown Univ.; Supt. of Sch., Windsor, Conn., since 1910. Howard, George, A. B. ’12, Davidson Col.; A. M. ?22, Ph. D. ’24, Columbia Univ.; Co. Supt. of Sch., Salisbury, N. C., since 1925. Howard, Harriet, M. A. *16, Tchrs. Col., Columbia Univ.; Supvr. of Student- Teaching, Natl. Kdgn. and Elem. Col., 2770 Sheridan Rd., Evanston, Ill., since 1923. Howard, James Edgar, B. S. in Ed. ’2i, Southeast Mo. State Tchrs. Col., Cape Girardeau, Mo.; Supt. of Sch., Claren- don, Ark., since 1920. Howard, Lowry S., Diploma ’13, State Tchrs. Cor, Cheney, Wash.; A. B. ?17, A. M. ’20, Stanford Univ.; Headmaster, Menlo Sch. for Boys and Dir., Menlo Jr. Col., Menlo Park, Calif., since 1927. Howard, Virgie Marie, B. S. E. ’27, Univ. of Ark.; Supvr. of Grades, 301 Stickney Ave., Wauwatosa, Wis., since 1927. Howe, Charles Sumner, B. S. ’78, Mass. Agrl. Col. and Boston Univ.; Ph. D. ’87, Univ. of Wooster; Sc. D. 05, Armour Inst. of Tech.; LL. D. '08. Mt. Union Collis LLE Dy 711 O berlin, Cola Gt °24, Western Reserve Univ. Address: North Amherst, Mass. Howe, Chester L., B. A. S. *09, Harvard Univ.; Supt. of Sch., Jewett City, Conn., since 1929. Howe, Sherman L., B. A. ’93, M A. ?95, Colgate; Supt. of Sch., Corning, N. Y., since 1922, - Howell, A. H., Diploma *02, State Nor- mal Ba S-a 2p N. Y Univ GO SUDE of Sch., Court House, Honesdale, Pa., since 1921, Howell. Clarence E., B. S. *17, James Milli- kin Univ.; A. M. ’23, Tchrs. Col., Colum- bia Univ.; Dif. of Jr. Sch; Board of Educ., Trenton, N. J., since 1926. Howell, D, A., Supt. of Sch., Linden, N. J. Howell, Harry, Ph. B. *95, Univ. of N. C.; Supt. of Sch., Fayetteville, N. C., since 1924, Howerth, Joseph, A. B. *94, Cornell Univ.; Supt. of Sch., Shamokin, Pa. Howes, Alfred F., A. B. ’87, A. M. ’92, Amherst Col.; Supt. of Sch., 39 Hudson St., Manchester, Conn., since 1911. Howes, Herbert H., Diploma '02, State Nor- mal Sch., Bridgewater, Mass.; Ed. B. ’25, R. I. Col. of Educ.; Supt. of Sch., Med- ford, Mass., since 1927. Hoye, Monica M., B. Ed. *22. Brown Univ.; Elem. Sch. Supvr., 9 Exchange Ter., Providence, R. I., since 1926. Hoyman, W. H., A. B. ’09, Iowa State Tchrs. Cols Supt. of Sch., Indianola, Iowa, since 1926. Hubbard; 1 OD Ph. M 215, Univ. OREW Supt. of Sch., H. S., Ashland, Wis., since 1919. Hubbard, ¡Louis Ho, B.S. 7039, TM TATTIS. Univ. of Texas; Pres., Texas State Col. for Women, Denton, Texas, since 1926, Hubbard, O. SS BoE. 13. Univ. of Cali M. A. *17, Leland Stanford Jr. Univ.; Supt. of Sch., Hawthorne Bldg., Fresno, Calif., since 1928. Hudson, CA Bo So “17... Wooster Cole A. M. ’23, Tchrs. Col., Columbia Univ.; Supt. of Sch., H. S. Bldg., Fremont, Ohio, since 1927. Hudson, Charles A., A. B. *01, Mercer Univ.; Co. Supt. of Sch., Greenville, Ga., since 1927. Huff, Annie Laurie, A. B. ’07, M. A. 715, Carson and Newman Col.; Supt. of Sch., Pulaski, Tenn., since 1918. Tue Eicutu YEARBOOK 411 Huff, Clayton H., B. A. and B. S. in Ed. 28, Ohio State Univ.; Science Tchr., Tiro Consol. H. S., Tiro, Ohio, since 1928. Huff, Leo W., State Lift Cert. u Cen: tral Mich. Normal Col.; A. B. "26, M. A. "29, Univ. of Mich.; Supt. of Sch., 1765 Fort St., Lincoln Park, Mich., since 1928. Huff, William F., B. S. 26, Univ, of South- ern Calif. Address: 255 St. Joseph Ave., Long Beach, Calif. Huff, Z. T., A. B., Baylor Univ.; A. M., Columbia Univ.; Dean, Wayland Col., Plainview, Texas, since 1925. Hughes, Charles C., A. B. °95, Stanford Univ.; Supt. of Sch., 21st and L Sts., Sacramento, Calif., since 1912. Hughes, F. B., B. S. ’97, Vanderbilt; Litt. D. *22, Austin Col.; Supt. of Sch. 823 Gandy St., Denison, Texas. Hughes, John Francis, A. B. ’09, Wash- burn Col.; Supt. of Sch., Eldorado, Kan- sas. Hughes, Rees H., A. B. *13, Washburn Col.; Supt. of Sch., Parsons, Kansas, since 1922. Hughey, Allen H., B. A. 03, Vanderbilt; LL. B. '08, George Washington Univ.; Supt. of Sch., El Paso, Texas, since 1919. Hull, Jerome, Co. Supt. of Sch., Court House, Youngstown, Ohio. ETOS Mane Ri Cars. LS O MES: 214: Ph. D. ’25, Univ. of Calif.; Prof. of Educ., Univ. of Southern Calif., Los Angeles, Calif., since 1924. Hulten, Charles E., Ph. B. and Ph. M., Univ. of Wis.; Supt. of Sch., Marinette, Wis., since 1924, Hunkins, R. V., B. A. *14, Univ. of Nebr.; M. A. ’21, Univ. of Chicago; Supt. of Sch., Lead, S. Dak., since 1922. Hunt, Charles W., A. B. *04, Brown Univ.; A. M. 710, Ph. D. ’22, Columbia Univ.; Dean, Sch. of Educ., Western Reserve Univ., Stearns Rd. and E, 109th St., Cleveland, Ohio, since 1924. Hunt, Harry A., A. B. ’01, Col. of Wil- liam and Mary; Supt. of Sch., Armistead Bldg., Portsmouth, Va., since 1909. Hunt. Lyman C;, AZB. 712, Univ, of Vt; Supt. of Sch., Burlington, Vt., since 1922. Hunt, R. C., B. S. *18, Kansas State Tchrs. Col.; Supt. of Sch., Fredonia, Kansas, since 1925, Hunt, R L., A. B. 713, William Jewell Cols mA TM cig Colo State Tehrs. Cal? Supt. of Sch., Madison, S. Dak., since 1929. Hunter, Fred M., A. B. ’05, Univ. of Nebr.; A. M. *19, Tchrs. Col., Columbia Univ.; Ed. D, ’24, Univ. of Calif.; Pres., Natl. Educ. Assn., 1920-21; Chancellor, Univ. of Denver, Denver, Colo., since 1928. Hunter, Hiram T., A. B. 712, Wake Forest Col.; M. A. ?17, Tchrs. Cols Columbia Univ.; Ed. M. ’22, Harvard Univ.; Pres., Western Carolina Tchrs. Col., Cullowhee, N. C., since 1923. Hunter, Joseph Symmes, B. A. ’01, Ohio State Univ.; M. A. ’24, Tchrs. Col., Co- lumbia Univ.; Asst. Co. Supt. of Sch., 445 Ross Ave., Hamilton, Ohio, since 1914. Hurst, Albert S., B. A. *99, Univ. of To- ronto; M. A. ’04, Ph. D. ’05, Yale Univ.; Dean, Tchrs. Col., Syracuse Univ., Syra- cuse, N. Y., since 1920. Hurst, James, Co. Supt. of Sch., 148 Gran- by St., Norfolk, Va. Husted, Milton Franklin, B. S. *07, M. A. "10, M. Ped. 12, N. Y. Univ.; Supt. of Sch., Municipal Bldg., North Bergen, N. J., since 1906. Hutchinson, Harvey O., Pd. D. ’20, Syra- cuse Univ.; Supt. of Sch., Elmira, N. Y., since 1921. Hutchinson, Sherburn C., A. B. '92, A. M. "93, Syracuse; Supt. of Sch., Montpelier, Vt., since 1911. Hutchinson, N. F., A. B. *11, Ind. Univ.; Supt. of Sch., Salem, Ind., since 1921. Hutt, W. Leon, B. A. *14, Syracuse Univ.; M. A. ’24, Tchrs. Col., Columbia Univ.; Supt. of Sch., 10 Barton Ave., Hoosick Falls, N. Y., since 1925. Hutto, Mrs. Elizabeth D., Co. Supt. of Educ., Court House, Darlington, S. C., since 1925, Hyer, ESA B11 Ripon Coll Pres; State Tchrs. Col., Whitewater, Wis., since 1919. Hyndman, R. W., A. B. *15, Ind. State Nor- mal As M. 2f Tehrs: (Cork, (Columbia Univ.; Supt. of Sch., 26 W. Elm St., Can- ton, 1ll., since 1923. Ignatius, Mother M., A. M. 715, Col. of New Rochelle; Dean, Col. of New Roch- elle, New Rochelle, N. Y., since 1918. Tvo, Henry Ja Bo S. 217) MS 29 Colo: Agrl. Col.; Supt. of Sch., Simla, Colo., since 1929. Iler Ernest, B. S. ’14, M. A. ?27, Univ. of Chicago; Supt. of Sch., Downers Grove, Ill., since 1923. Ingram, I. S., Prin., Fourth Dist. and Mech. Sch., Carrollton, Ga. Ingram, Katherine P., A. B. ’21, Randolph- Macon Woman’s Col.; Co. Supt. of Sch., Bolivar, Tenn., since 1922. Inlow, H. E., A. B., Pacific Univ.; LL. B., Univ. of Oregon; Eastern Oregon Normal Sch., La Grande, Oregon. Inscoe, L. S., B. A. ’15, Wake Forest Col.; M. A. '28, Tchrs. Col., Columbia Univ.; Co. Supt. of Sch., Nashville, N. C., since 1919. Insley, J. W., Co. Supt. of Sch., 116 De- fiance, Findlay, Ohio. Ireland, E. Ward, B. S. Tchrs. Col., Columbia Univ.; Sch., 817 Wilcoxson Ave., Conn., since 1926. Ireland, Everett W., B. S. '11, Tufts Col.; Supt. of Sch., Somerville, Mass., since 1928. Ireland, J. W., A. B. ’02, A. M. ’03, Centre Col.; A. M. ’28, Tchrs. Col., Columbia Univ.; Supt. of Sch, 204 Shelby St., Frankfort, Ky., since 1918. Irish, Arthur, A. B. ’09, Bates Col.; A. M. 729, Columbia Univ.; Union Supt. of Sch., Rangeley, Maine, since 1927. Irons, Robert B., A. B. ’07, Wabash Col.; Supt. of Sch., Winona, Minn., since 1920. Agrl. 208, M. A¡+*12, Supt. of Stratford, 412 DEPARTMENT OF SUPERINTENDNCE Irvine, Paul, A. B. *15, Willamette Univ.; M. A. ’24, Ph. D. ’28, New York Univ.; Assoc. Prof. of Educ. and Dir. of Tchr. Tr., Ala. Polytechnic Inst., Auburn, Ala., since 1928. Irving, Helen A., Co. Supt. of Sch., Raw- lins, Wyo., since 1921, Irwin, W. W., M. E. '96, State Normal Sch., Slippery Rock, Pa.; Supt. of Sch., H. S. Bldg., Farrell, Pa., since 1926. Isanogle, Alvey M., A. B. '98, St. Johns Col.; A. M. ?24, Johns Hopkins Univ.; Prof. of Educ., Western Md. Col., West- minster, Md., since 1920. Isle, Walter W., A. B. 715, Univ. of Okla.; A. M. 719, Tchrs. Col., Columbia Univ.; Box 1446, Ponca City, Okla. Ivy, Horace M., A. B. ’03, A. M. *04, Cen- tral Col., Mo.; Ph. D, ’22, Peabody Col.; Supt. of Sch., City Hall, Meridian, Miss., since 1923. Jack, William B., A. B. ’00, Colby Col.; Supt. of Sch., 29 Eastern Promenade, Portland, Maine, since 1922. Jackman, Harold E., Diploma ’99, State Normal Sch., Farmington, Maine; Union Supt. of Sch., Hanover, Mass., since 1928. Jackson, F. S.. M. E. P. ’98, State Tchrs. Col., Mansfield, Pa.; Ph. B. *11, Grove City Col.; Supt. of Sch., Jefferson St. Bldg., Punxsutawney, Pa., since 1908. Jackson, F. W., A. B. *07, Bates Col.; Supt. of Sch., Madison, N. H., since 1921. Jackson, Halliday R., A. B. ’04, Swarthmore Col.; Supvg. Prin. of Sch., Ventnor City, N. J., since 1915. Jackson, J. A., A By 707, Mt. Union Col: Supt. of Sch., Clarksburg, W. Va., since 1916. Jackson, Lambert L., Ph. D. 06, Columbia Univ. D. Bd, 106, Tehrs. Cok, Columbia Univ.; First Asst. Supt. of Sch., City Hall, Newark, N. J., since 1928. Jacob, Peyton, 509 Adams St., Macon, Ga. Jacob, Samuel Sprigg, Jr., B. S. 95, W. Va. Univ.; Dist. Supt of Sch., 111 Oak Ave., Oak Park, Wheeling, W. Va., since 1912. Jacobs, Chauncey D., Supt. of Sch., Fol- lansbee, W. Va. Jacobs, Walter Ballou, A. B. ’82, A. M. 85, Brown Univ.; Prof. of Educ. and Dir. of Univ. Extension, Brown Univ., 310 Olney St., Providence, R. I. Jacobson, Conrad, Supt. of Sch. 626 E. Tenth St., York, Nebr. Jaggard, Guy H., M. S., Univ. of Kansas; Supt. of Sch., Concordia, Kansas, since 1927. Jaggers, R. E., A. B. ’25, A, M. ’26, Univ. of Ky.; State Supvr. of Rural Sch., State Dept. of Educ., Frankfort, Ky. Jahr, Charles A., Ph. B. *07, Univ. of Wis.; Supt. of Sch., Elkhorn, Wis., since 1916. James, Haddon W., Ph. D. ’23, State Univ. of lowa; Dir., Sch. of Educ., Ala. Col., Montevallo, Ala., since 1923. James, William Alonzo, B. S. 94, M. A. "95, Univ, of Texas; Prin, Ball High Sch., Galveston, Texas, since 1905. Jammer, George F., B. S. ’19, Bucknell Univ.; M. A. ’26, Columbia Univ.; Supt. of Sch., Wellsville, N. Y., since 1926. Jane, Neil A., Dist. Supt. of Sch., 550 Surf St., Chicago, Ill. Janes, Edward A., A. B. 712, Cornell Univ.; Supt. of Sch.. Union 48, Wentworth, N. H., since 1927. Janes, Marvin E., Diploma ’00, State Nor- mal Sch., Geneseo, N. Y.; Union Supt. of Sch., H. S. Bldg., South Deerfield, Mass., since 1927. Jantzen, Daniel F., A. B. ’21, Univ. of Ariz.; Supt. of Sch., Peoria, Ariz., since 1926. Jarman, Joseph L., LL. D. ’06, Hampden- Sidney Col.; Pres., State Tchrs. Col., Farmville, Va., since 1902. Jean, Sally Lucas, A. M. ’23, Bates Col.; Consultant, Health Educ., 200 Fifth Ave., New York, N. Y., since 1924. Jeffers, Fred A., Diploma ’91, M. Pd. ’06, State Normal Col., Ypsilanti, Mich.; M. A. 26. Univ. of Mich.; Supt. of Twp. Sch., Painesdale, Mich., since 1891. Jeffords, H. Morton, A. B. ’14, Syracuse Univ.; Supt. of Sch., Wallingford, Conn., since 1925. Jenkins, (David Oo As Bon co ot Col.; Asst. ‘Co. Supt rof Sch. Circle, Annapolis, Md., since 1927. Jenkins, F. F., B. A. 718, Col. of William and Mary; Div. Supt. of Sch., Franklin, Va., since 1923. Jenner, G. Levant, Supt. of Sch., Bay City, Mich. Jennings, Harold M.. A. B. *13, A. M. 715, Johns State Cornell Univ.; Supt. of Sch., Mount Kisco, N. Y., since 1920. Jensen, A, S., A. Bo 719, A M7237 PHFD: ’27, Univ. of Wash.; Head, Dept. of Educ., Oregon State Normal Sch., Mon- mouth, Oregon, since 1927. Jensen, D. C., Supt., Jordan Dist. Sch., Sandy, Utah. Jensen, Frank A., A. B. ’06, Mich. State Tchrs, Cols M. A, °14, Columbia Univ; Supt. of Sch., Rockford, Ill., since 1923. Jensen, George Charles, B. S. ’11, M. S. 712, Univ. of (Califi= “Print, Sr LS. 27322 Fifth Ave., Sacramento, Calif., since 1927. Jerome, Jerry Thomas, Co. Supt. of Sch., Goldsboro, N. C. Jessup, Andrew S., A. B. *11, Ind. Univ.; M. A. *26, Univ. of Colo.; Supt. of Sch., Cheyenne, Wyo., since 1918. Jessup, Walter Albert, A. B. ’03, Earlham Col.; M. A. ’08, Hanover Col.; Ph. D. “ti Columbian Unive: ECA DI 2 ZU of Wis.; LE: Dt 28, Univ. of Mo: LL D. ’28, Ind. Univ.; Pres., State Univ. of Iowa, Iowa City, Iowa, since 1916. Job, Leonard B., M. A. 719, Ind. Univ.; Phy D.. 726, Columbia. Univ. Prot. of Educ., Ohio Univ., Athens, Ohio, since 1926. Jobe, A, W., Co. Supt. of Sch., Clarksville, Tenn. Johns, Charles L., A. B. *08, Northwest- ern Univ.; Supt. of Sch., 2880 E. Irving- ton. Huntington Park, Calif., since 1928 THE EIGHTH YEARBOOK 413 Johnson, A. P., Supt. of Sch., 995 S. Myrtle Ave., Kankakee, Ill., since 1921. Johnson, Alfred H., 156 Bryant St., N. W., Washington, D. C. Johnson, Antone, B. A. '16, Cornell; Supt. of Sch., Emmetsburg, Iowa, since 1922. Johnson, Bert E., B. A. *'15, Univ. of N. Dak.; Supt. of Sch., Madison, S. Dak., since 1923. Johnson, C. W., Co. Supt. of Educ., Do- than, Ala., since 1920. Johnson, C. W., B. S. in Ed. '18, Univ. of Cincinnati; M. A. ’29, Ohio State Univ.; Supt. of Sch., Norwood, Ohio, since 1923. Johnson, Frank Clinton, A. B. *97, Dart- mouth Col.; M. A. ”06, Columbia Univ.; Supt. of Sch., 10 High St., Ayer, Mass., since 1909. Johnson, (G. E. -H., A. B: and Ms A:.*08, Col. of William and Mary; Supt. of Sch., Municipal Bldg., Danville, Va., since 1925. Johnson; Ira S:, BI S: 718, Ss Dak: State Col.; M. A. ’28, Columbia Univ.; Supvg. Prin. of Sch., Milton, Fla. Johnson, James G., B. A. ’97, Milligan Col.; MA ATEOS Ph. 2D. 09,4 Univ. fof Vass Supt. of Sch., 1005 Wertland St., Char- lottesville, Va., since 1909. Johnson, L. A., Co. Supt. of Sch., 20 Holly St... Cranford. Ni J; Johnson, L Wo B'S. State Tchrs. Col., Denton, A. °29, Univ. of Colo.; Supt. Stamford, Texas, since 1928. Johnson, Laurence C., B. S. 710, Ph. D. ?16, Univ. of Mich.; Supvg. Prin. of Con- 24, North Texas Texas; M. of Sch., sol. Sch., Orchard Park, N. Y., since 1927. Wohnson, MK. A, Bi 13, Univ. of Ga.; Co. Supt. of Educ., Union Springs, Ala., since 1927. Johnson, Paul H., 205 Washington Ave., Muskegon, Mich. Johnson, Ralph W., B. S. *11, Franklin Col. of Ind.; M. A. ’18, Columbia Univ.: Prin., Sr. H. S., Dubuque, lowa, since 1926. Johnson, S. Taylor, A. B. ’88, Stanford Univ.; Supt. of Sch, 36 Stevens St., Oceanside, N. Y., since 1917. Johnson, Walter C., P. O. Box 1064, Dallas, Texas. Johnston, L. X., B. S. '24, State Normal Sch., Kent, Ohio; Asst. Co. Supt. of Sch., Lisbon, Ohio, since 1929, Johnston, Ruth M., A. B. ’02, Vassar Col.; Dist. Supt. of Sch., Port Leyden, N. Y., since 1912. Johnston, T. K., A. B. ’06, Grove City Col.; Supt. of Sch., Hamilton Bldg., McKees Rocks, Pa., since 1911. Johnston, W. D., A. B. Supt. of Sch., Weirton, 1917. Jolly; Thomas Co Jr. BASI f7, Univ of S. C.; Supt. of Sch Union, Se C., since 1924, Jones, Arthur J., A. B. ’93, Grinnell Col.; PhD 0 7-eColumbia Univ Rro® 4 of Secondary Educ., Sch. of Educ., Univ. of Pa., Philadelphia, Pa., since 1915. 12) (Adrian. Cols W. Va., since Jones BULA AN Be 07 Colby Col.; A. M. *12, Harvard Univ.; State Supvr. of Elem. Educ., 212 State House, Boston, Mass., since 1917, Jones, Burton Robert, B. S. °18, Drake Univ.; M. A. '28, State Univ. of Iowa; Supt. of Sch., H. S. Bidg., Spencer, Iowa, since 1928. Jones, C. Edward, Pd. B. ’04, Pd. M. ’05, NS ero Cal form hchrsw 1 SEROZ. M. A. *08, Ph. D. *11, New York Univ.; Supt. of Sch., City Hall, Albany, N. Y., since 1912. Jones, Evan E., A. B. *16, Hamilton; M. A. 25, Tchrs. Col., Columbia Univ.; Supt. of Sch., Mechanicville, N. Y., since 1922. Jones, Frank O., A. B. ’97, Brown; A. M. "07, Yale Univ.; Dist. Supt. of Sch., 865 Tower Ave., Hartford, Conn., since 1908. Jones, Frank W., Supt. of Sch., Anamosa, Iowa. Jones, G. B., B. S. *14, Ottawa Univ.; Supt. of Sch., Clarkdale, Ariz., since 1926. Jones, H. S., B. A. '06, Bucknell Univ.; Supt. of Sch., Plymouth, Pa., since 1926. Jones HI V AB 212 Park Coli IMTA. 26, Univ. of Colo.; Dist. Supt. of Sch. Sutherland, Nebr., since 1924. Jones, H. W., B. S. ’09, Cornell Col.; M. A. 22, Univ. of Calif.; Supt. of Sch., 800 Magnolia Ave., Piedmont, Calif., since 1921. Jones, M. G., A. B. *11, Univ. of Mich.; A. M. ’29, Tchrs. Col., Columbia Univ.; Prin., Union H. S., Huntington Beach, Calif., since 1919. Jones, Olive M., Pres., Natl. Educ. Assn., 1923-24; Dir., Calvary House, 61 Gram- ercy Park, N., New York, N. Y. Jones, Perry A., A. B. '10, Bethany Col.; Prin., Sharon H. S., Sharon, Pa., 1914-1918 and since 1922. Jones, R. L., Supt. of Sch., Administration Bldg., 317 Poplar Ave., Memphis, Tenn. Jones, Robinson G., A. B. ’94, Ohio North- ern Univ.; A. B., M. A. *12, Columbia; D. Ped. ’21, Ohio Northern Univ.; Pres., Dept. of Superintendence, 1921-22; Supt. of Sch., Cleveland, Ohio, since 1919. Tones DB o Unive o WASE Supt. of Sch., 621 71st Ave., West Allis, Wis., since 1907. Jones, Thomas E., A. B. '12, Earlham Cols Semi- B. D. *15, Hartford Theological nary; M. A. ’17, Ph. D. ’26, Columbia Univ.; Pres., Fisk Univ., Nashville, Tenn., since 1926. Jones, Walter P., Supt. of Sch., Macon, Ga. Jordan, Dana S., A. B. '09, Bates Col.; Supt. of Sch., Lisbon, N. H., since 1924, Jordan, R H., B. A. 93, M. A. *13, Yale Univ.; Ph. D. '19, Univ. of Minn.; Prof. of Educ. and Dir. Summer Session, Cor- Smith Hall, nell Univ., 252 Goldwin Ithaca, N. Y., since 1921. Jordan, Richard, B. A. 710, Univ. of Ga.; Prin., Martin H. S., Coushatta, La., since 1928. Jordan, Roy Vail, Supt. of Sch., 417 E. Broadway, Centralia, 1ll. Joseph, Edna, Elem. Supvr., Sr. H: S, Springfield, Ohio. 414 DEPARTMENT OF SUPERINTENDNCE Joy, Clarence L., A. B. 99, Dartmouth Col.; Supvg. Prin. of Sch., Proctor, Vt., since 1926. Judd, Charles Hubbard, A. B. ’94, Wesleyan Univ.; Ph. D. *96, Leipzig Univ.; Dir., Sch. of Educ., Univ. of Chicago, Chi- cago, Ill., since 1909, Judd Zebulon, Ph. B. 03; Univ oi N: C.i A. M. 714, Tchrs. Col, Columbia Univ.; Dean, Sch. of Educ. and Dir. of Summer Session, Ala. Polytechnic Inst., Auburn, Ala., since 1914, Judkins, Mrs. Eva Austin, Bd. of Educ., Glens Falls, N. Y. Julian, Norvin Nicholas, Diploma ?23, Southern Ill. State Normal Univ.; Supt. of Sch., Lockport, Ill., since 1927. Kadesch, J. Stevens, A. B. 710, Clark Univ.; Headmaster, Medford H. S., Medford, Mass., since 1921. Kaemmerlen, John T., A. B. *16, A. M. 717, N. Y. Univ.; Supt. of Sch., 129 William St, Catskill, N. Y. Kalp, William Lawrence, A. B. ’03, Buck- nell Univ.; A. M. ’26, Columbia Univ.; Prin., Jr. H. S., Long Branch, N. J., since 1923. Karwowski, Henry, 12044 Jos Campan Ave., Hamtramck, Mich. Katterjohn, Henry, M. A. ’18, Wash. Univ.; Prof. of Educ., Elmhurst Col., 176 Mar- garet Pl., Elmhurst, Ill., since 1922. Kaye, Orin W., A. B. ’20, Olivet Col.; Supt. of Sch., Paw Paw, Mich., since 1913, Kays, V. C., Diploma ’02, Northern TIl. State Tchrs. Col.; B. A. ’06, Univ. of HLB S. A. 07, M. S: A. ’08, N. Mex. Col. of Agr. and Mech. Arts; Pres., Agrl. and Mech. Col., Jonesboro, Ark., since 1910. Kealey, Daniel S., A. B. 714) LL. B. 217, Fordham Univ.; '18, Stevens Marine Eng. Sch.; LL. D., Gonzaga; Supt. of Sch., Hoboken, N. J., since 1922. Keating, John Francis, A. B. '92, Ohio Wes- leyan Univ.; M. A. *06, D. L. *'14, Univ. of Denver; Ed. D. ’27, Univ. of Colo.; Supt. of Sch., Pueblo, Colo., since 1896. Keator, Maud, B. A. ’14, M. A. *17, Tchrs. Col., Columbia Univ.; Dir., Special Educ. and Stand., State Bd. of Educ., Capitol, Hartford, Conn., since 1922. Keboch, F. D., M. Pd. ’07, State Normal Sch., Millersville, Pa.; A. B. *14, Lebanon Valley Col.; A. M. ’25, Univ. of Pitts- burgh; Supt. of Sch., 109 Emerson Ave., Aspinwall (Pittsburgh), Pa., since 1917. Kee, Edwards W., B. A., Univ, of Texas; Supt., Gonzales Ind. Sch. Dist., Gonzales, Texas, since 1924, Keefauverwl Cy A B AI 2 Gettysburg Col.; Supvg. Prin. of Sch., Gettysburg, Pa., since 1926. Keeler, L. W., Ph. B. ’00, A. M 710, Ph. D. 29, Univ. of Mich.; Asst. Prof. of Educ. Psych. and Asst. Dir., Bureau of Educ. Research, Univ. of Mich., Ann Arbor, Mich., since 1929. Keene, Charles H., A. B. '98, M. D. ’02, Harvard; Prof. of Hygiene, Univ. of Buf- falo, Buffalo, N. Y., since 1926. Keezel, Enos L., 6138 University Ave., Chi- cago, Ill. Kefauver, Grayson N., B. A. ’21, Univ. of Ariz.; M. A. ’25, Stanford Univ.; Ph. D. "28, Univ. of Minn: Assoc. Prof. of Educ., Tchrs. Col., Columbia Univ., New York, N. Y., since 1929. Keister, W. H., Supt. of Sch., burg, Va., since 1894. Keith, Allen P., Diploma ’94, State Normal Sch., Bridgewater, Mass.; Ed. M. ?29, R. I. Col. of Educ.; Supt. of Sch., New Bedford, Mass., since 1908. Keith, C. A., A. B. *17, Univ. of Ga.; ‘Supt. of Sch., Marietta, Ga., since 1920. Keith, Edna, Diploma *12, Western Ill. State Tchrs. Col., Macomb, Ill.; Elem. Supvr., 1211 Cass St., Joliet, Ill., since 1912. Keith, John A. H., A. B. ’99, A. M. ’00, Harvard; D. Pd. *19, Miami Univ.; D. Ed. ’28, Temple Univ.; State Supt. of Pub. Instr., State Dept. of Pub. Instr., Harrisburg, Pa., since 1927. Keith, W. P., A. B. ’06, Ouachita Col.; Co. Supt. of Sch., Court House, Pine Bluff, Ark,, since 1919. Kelder, J. W., A. B. ’04, Hope Col.; A. M. 14, Columbia Univ.; M. Pd. *14, Tchrs. Col., Columbia Univ.; Supt. of Sch., 313 S. Mich, Ave., Big Rapids, Mich., since 1923. Keller, Charles P., Ph. B. *'96, De Pauw Univ.; Supt. of Sch., Brazil, Ind., since 1914, Keller, Fred, A. B. 714, Univ. of Ark.; B. Ve ES, ‘Unive off Mo:; ¡PAD ION E Univ.; Supt. of Sch., Jonesboro, Ark., since 1926. Keller, Harold E., A. B. 20, M. A. ?22, St. Vincent Col.; Supt. of Catholic Schools of South Central, Pa.; 309 S. George St., York, Pa., since 1926. Keller, J. A., Co. Supt. of Sch., Andalusia, Ala. Keller, Paul G. W., B. S. ’01, Univ. of Chi- cago; Supt. of Sch., Eau Claire, Wis., since 1924, Keller, Roy E., B. S. *15, Pa. State Col.; Ed. M. ’23, Harvard Univ.; Supt. of Sch., Manchester, Mass., since 1928. Kelley, D. Jo B. A. *17, Monmouth Col.; M. A. '29, State Univ. of Iowa; Supt. of Sch., Clear Lake, lowa, since 1925. Kelley, Edmund L., Supvg. Prin. of Sch., Memorial Sch., Totowa, N. J. Kelley, J. Herbert, B. S. ’00, Cornell Col., Iowa; A. M, ’08, Harvard Univ.; D. Litt. 716, Univ. of Denver; Exec. Secy., Pa. State Educ. Assn., 400 N. Third St., Har- risburg, Pa., since 1921. Kelley, Roy B., B. S. *19, Syracuse Univ.; Supt. of Sch., H. S. Bldg., Lockport, N. Y., since 1921. Kellogg, Albert B., B. A. '09, Wheaton Col.; Supt. of Sch., 16 Union Block, Claremont, N. H., since 1921. Kellum, Howard Albert, Ph. B. "17, Le- banon Univ.; B. S. *18, Antioch Col.; M. A. *27, Univ. of Cincinnati; Supt. of Sch., Aeon Ave., Reading, Ohio, since Harrison- THe EIGHTH YEARBOOK 415 Kelly, Daniel James, B. S. ’04, Pd. D. *19 Univ i J ES: ; . D. E Ot Chicago: ELE. eas Syracuse Univ.; Supt. of Sch., Bingham- Univ.; Pres., Millsaps cm ey A ton, N. Y., since 1912. Kelly, Fred J., Ph. D. *14, Columbia Univ.; Pres., Univ. of Idaho, Moscow, Idaho, since 1928. Kelly, Glenn K., B. A. ’16, Franklin Col.: Spi of Sch., Houghton, Mich., since Kelly, John G., A. B. *13, Wofford Col.; aE of Sch., Bennettsville, S. C., since Kelsay, H. Paul, A. B. °12, Earlham Col.; Supt. of Sch., H. S. Bldg., Hartford City, Ind., since 1929, Kelso, Charles C., B. S. *'96, Geneva Col.; D. Ped. ’29, Westminster Col., New Wil- mington, Pa.; Supt. of Sch., H. S., Swiss- vale, Pa., since 1914. Kemmerer, W. W., 905 Barkdull St., Hous- ton, Texas. Kemp, Alvin F., B. S. *13, Muhlenberg Col.; AS M221, Univ. of Pa,; Co. Supt. of Sch., Mertztown, Pa., since 1926. Kemp, Fletcher, Co. Supt. of Sch., Rosslyn, a. Kemp, J. F., A. B. ’96, Texas Christian Univ.; A. M. ’23, Univ. of Texas; Supt. of Sch., Seymour, Texas, since 1920. Kemp, W. W., Ph. D. *12, Tchrs. Col., Co- lumbia Univ.; Dean, Sch. of Educ., Univ. of Calif., Berkeley, Calif., since 1923. Kendall, Franklin H., A. B. ’87, Ohio Wes- leyan Univ.; Co. Supt. of Sch., 143 Mentor Ave., Painesville, Ohio, since 1914, Kennedy, W. F., A. B. 712, M. A. 714, Univ. of Pittsburgh; Assoc. Supt. of Sch., Admin, Bldg., Pittsburgh, Pa., since 1928. Kennedy, William H. J., A. B. 712, Har- vard Univ.; A. M. ’22, Ph. D. ’25, Boston Cols) Prin, Tehrs; Col. of the. City. of Boston, Huntington and Longwood Aves., Boston, Mass., since 1929. Kent, Ernest B., A. B. 794, Grinnell Col.; A. M. ’01, Ph. D. ’03, Columbia; Dir. of Manual and Indus. Tr., Bd. of Educ., 2 Harrison Ave., Jersey City, N. J., since 1907. Kent, Raymond A., A. B. ’03, Cornell Col.; Avia LO bb, Dy T177 Columbias Uniy.s Pres., Univ. of Louisville, Belknap Cam- pus, Louisville, Ky., since 1929. Kent, Ronald W., A. B. *13, Ind. Univ.; Asst. Dir., Essex Co. Voc. Schools, Hall of Records, Newark, N. J., since 1925. Kepner, Lee D., A. B. 716, Allegheny Col.; Supt. of Sch., Lisbon, Ohio, since 1927. Kerr, Earl S., B.S, *16, Univ. of Chicago; Asst. Supt. of Sch., 618 High Ave. N. W., Canton, Ohio. Kerstetter, Newton, A. B. 713, A. M. 717, Susquehanna; Dir., Training Sch., Cali- fornia, Pa., since 1922. Kessler, Sue A., Co. Supt. Rapids, Iowa, since 1924. Ketler, Frank C., A. B. ’11, Grove City Col.; A. M. ’29, Columbia Univ. Ad- dress: 509 W. 121st St., New York, N. Y. Key, David Martin, B. A. ’98, Central Col.; M. A. ’06, Vanderbilt Univ.; Ph. D. 716, of Sch., Rock Miss., since 1924, Keyes, Charles Edwin, M. A. "91, Marietta Col.; Supvr. of Educ. Guidance, Admin. Bldg., Oakland, Calif., since 1929. Keyes, Charles H., A. B. *08. Amherst Col.; Ed. M. *24, R. I. Col. of Educ.; Supt. of Sch., Barrington, R. I., since 1919. Keyworth, Maurice R., M. A. 223, UNIV. of Mich.; Supt. of Sch., Bd. of Educ., Hamtramck, Mich., since 1923. Kibbe, Delia E., A. M. ’21, Univ. of Chi- cago; State Supvr. of Elem. Sch., State Dept. of Pub. Instr., Madison, Wis., since 1924, Kidder, Gordon E., Ph. B. *10, Hamline Univ.; M. A. ’28, Columbia Univ.; Supt., Dawson Co. H. S. and Glendive City Sch., 219 W. Allard Ave., Glendive, Mont., since 1925. Kiefer, R. J., Supt. of Sch., 118 Washing- ton Ave., Niles, Ohio. Kiely, Margaret, M. A., Tchrs. Col., Colum- bia Univ.; Prin., Bridgeport Normal Sch., Bridgeport, Conn., since 1924, Kies, Harry D., M. A. ’20, State Univ. of lowa; Ph. B., Drake Univ.; Supt. of Sch., Mankato, Minn., since 1923. Killian, Edward B., Ph. B. ’00, Univ. of Mich.; Supt. of Sch., Allegan, Mich. Kilpatrick, James F., B. S. *16, East Texas Normal Col.; Supt. of Sch., Farmersville, Texas, since 1923. Kimball, Justin F., Prof. of Educ. Admin., Southern Methodist Univ., 1911 Moser Ave., Dallas, Texas. Kimball, Philip H., A. B. ’11, Bowdoin Col. ; Ed. M. ’27, Harvard Univ.; Prin., Wash- ington State Normal Sch. Machias, Maine, since 1927. Kimball, V. E., Life Cert. *15, State Nor- mal Sch., Oshkosh, Wis.; Supt. of Sch., Washburn, Wis., since 1925. King, Starr M., B. Sc. ’21, Mass. Agrl. Col.; Supt. of Sch., Sch. Dept., Newburyport, Mass., since 1928. King, W. E., Woodlea Apts., Forth Worth, Texas. King, W. P., 1201 Fincastle Rd., Lexing- ton, Ky. Kingman, Frederic W., A. B. 710, Harvard; Supt. of Sch., 22 Pond St., Natick, Mass., since 1922, Kingsford, Alfred C., B. L. 798, Univ. of Wis.; Supt. of Sch., Baraboo, Wis., since 1910. Kingsley, Julius Stanton, A. B. ’07, Pd. M. OMS CNY Univ Pror Or Educ., Middlebury Col., Middlebury, Vt. Kinnan, Marjorie, Asst. Supt. of Sch., Mus- kegon, Mich. Kinney, G. V., Supt. of Sch., Red Wing, Minn. Kipp, George A., Supt. of Sch., 107 Filmore, Phillipsburg, N. J Kirby, Thomas J., A. B. '06, Ind. Univ.; M. Av 710, PH.D: 13) Tchts.: Col., (Co- lumbia Univ.; Prof. of Educ., State Univ. of Iowa, Iowa City, Iowa, since 1920. 416 DEPARTMENT OF SUPERINTENDNCE Kircher, H. W., Ph. B. ?03, M. Ph. ?04, Univ. of Wis.; Supt. of Sch., Sheboygan, Wis., since 1924. Kirk, H. H., A. B. '13, Ohio Wesleyan; A. M. 26, Columbia Univ.; Supt. of Sch., Faribault, Minn., since 1924. Kirk, John R., B. S. in Ed., State Tchrs. Col.; LL. D: ’07, Mo. Wesleyan Gol; LL. D. ’07, Park Col.; Pres. Emeritus and Prof. of Psych., State Tchrs. Col., Kirksville, Mo., since 1925. Address: 603 S. High St., Kirksville, Mo. Kirk, Raymond V., A. B. ’24, Ph. B. ?28, Duquesne Univ.; Dean, Sch. of Educ., Duquesne Univ., Pittsburgh, Pa., since 1929, Kirk, W. H., B. A. ’87, M. A. *90, Baldwin- Wallace Col.; Supt. of Sch., East Cleve- land, Ohio, since 1891. Kirkham, Francis W., A. B. ’06, Univ. of Mich.; LL. B. 713, Univ. of Utah; Educ. Dir., Natl. Child Welfare Assn., New York, N. Y., since 1929. Kirkpatrick, Lee, A. B. ’04, Georgetown Col.; A. M. ’21, Columbia Univ.; Supt. of Sch., 1544 Cypress St., Paris, Ky., since 1918. Kitch, ¡Charles MA eS) Dem Saco, tate Tchrs. Col., Kirksville, Mo.; M. A. ’28, Columbia Univ.; Supt. of Sch., King City, Mo., since 1926. Kitowski, J. E., Diploma ’18, State Tchrs. Col. Oshkosh, Wis.; B. A. 26, Ripon Col.; Supt. of Sch., Menasha, Wis., since 1926. Kittrell, Charles A., M. A. ’20, State Univ. of Iowa; Supt. of Sch., Waterloo, Iowa, since 1926. Klager, Benjamin, B. Pd. *15, Mich. State Normal; A. B: ”19, M. A. ’26, Univ. of Mich.; Supt. of Sch., Manistee, Mich., since 1921, Klapper, Paul, B. A. *04, Col. of the City of N. Yas Ph.D. 7095 NY Univis) Prof, of Educ., Dean, Sch. of Educ., Col. of the Cty Or No ov. New York Nanay, since 1921. Klaus, Roland A., B. A. ’20, Lawrence Col.; M. A. ?27, Univ. of Wis.; Supt. of Sch., Child Memorial H. S. Bldg., Edgerton, Wis., since 1929. Kline, Charles W., A. B. *04, Univ. of Kan- sas; M. A. *19, Columbia Univ.; LL. D. "24, Coe Col.; Supt. of Sch., Waterloo, Iowa, since 1911. Klingaman, William K., A. B. ’11, Franklin and Marshall Col.; A. M. *18, Tchrs. Col., Columbia Univ.; State Supvr. of H. S., 912 Hamilton Blvd., Hagerstown, Md., since 1925. Klonower, Henry, B. S: *15, M. A. 720, Univ. of Pa.; Dir., Tch. Bureau, State Dept. of Pub. Instr., Harrisburg, Pa., since 1925, Klontz, Vernon E., B. A. ’17, Univ. of Wis.; A. M. ’29, Univ. of Chicago; Prin., H. S., Janesville, Wis., since 1926. Knapp, Thad. Johnson, Ph. B. ’98, A. M. 27, Univ. of Mich. Address: 51 Tyler Ave., Highland Park, Mich. Karr, gH. HE B RAcCets n02, BAS? 209 Vals paraiso Univ.; A. B. *12, A. M. ’13, Oska- loosa Col.; Supt. of Sch., 1224 Grove St., Downers Grove, Ill, Knight, F. D., Bd. of Educ., Duluth, Minn. Knight, Melvin Colby, B. A. '13, Bates Col.; Supt. of Sch., 15 Washburn Square, Leicester, Mass., since 1928. Knoelk, William C., A. B. ’07, M. A. ?25, Univ. of Wis.; Asst. Supt. of Sch., 368 Kane Place, Milwaukee, Wis., since 1923. Knowles Robert Reily, B. S. *09, M. A. ?27, Univ. of Colo.; Supt. of Sch., 514 S. Third Ave., Sterling, Colo., since 1929. Knox, Herman N., A. B. ’95, Bates Col. Address: 386 High St., Newburyport, Mass. Knox, Wu F; B.S: 733) Drury Coli TASIM 721, Univ. of Mo.; Supt. of Sch., Jeffer- son City, Mo., since 1926. Knox, W. J., B. S. ’24, Southwest Texas State Tchrs. Col., San Marcos, Texas; M. A. ?27, Univ. of Texas; Asst. Supt. of Sch., Bd. of Educ. Bldg., San An- tonio, Texas, since 1919. Knudsen, Charles W., Ph. D. ?27, Univ. of Ill.; Prof. of Sec. Educ., George Pea- body Col. for Tchrs., Nashville, Tenn., since 1927. Knudsen, Milton H., A. B. ?*17, Brigham Young Univ.; M. S. ’20, Iowa State Col.; Ph. D. ’22; Pres., Snow Col., Ephraim, Utah, since 1924. Kocher, Waiter L., A. B. ’20, Muskingum Col.; Supt. of Sch., Martins Ferry, Ohio, since 1927. Koepke, William Charles, Ph. B. 713, Univ. of Wis.:.M. A. *27, Columbia Univ.; Prin., Siefert Sch., Milwaukee, Wis., since 1929. Kolb, Philip A., Ph. B. *01, Univ. of Wis.; Prin., Okla. Ave. Sch., Milwaukee, Wis., since 1924, Koonsman, G. L, M. A. ’20, Univ. of Den- ver; Supt. of Sch., Primero, Colo., since 1924. Koontz, James A., M. S. D., Northeast Mo. State Tchrs. Col., Kirksville, Mo.; A. B., Leland Stanford Univ.; A. M. *17, Tchrs. Col., Columbia Univ.; Supt. of Sch., 827 Pearl Ave., Joplin, Mo., since 1926. Koontz, Norman C., B. A. ’11, Yale Univ., M. A. ’26, Columbia Univ.; Supt. of Sch., Indiana, Pa., since 1928. Koos, Frank H., Ph. D. ’27, Columbia Univ.; Asst. Supt. of Sch., 832 Piedmont Ave., Winston-Salem, N. C., since 1922. Koos, Leonard V., A. B. ’07, Oberlin Col.; A. M. "15, Ph. D. *16, Univ. of Chicago; Prof. of Sec. Educ., Univ. of Chicago, Chicago, 1ll., since 1929, Kopka, M: A., Life Cert. ’15, A. B. ?21, Mich. State Normal Col.; M. A. ?22, Univ. of Mich.; Prin., Jr. H. S., Ham- tramck, Mich., since 1929, Korb, O. J., B. S. °18, Kent State Col.: M. A. ?27, Tchrs. Col., Columbia Univ.; Supt. of Sch., 1676 Green Rd., South Euclid, Ohio, since 1921, Kramer, Stephen E., B. S: ’06, A. M. ’09, George Washington Univ.; First Asst. al of Sch., Washington, D, C,, since 1924, ‘THe EIGHTH YEARBOOK Kraushaar, R. W., B. A. in Ed. '21, North- ern State Tchrs. Col., Aberdeen, S. Dak.; State H. S. Supvr., State Dept. of Pub. Instr., Pierre, S. Dak., since 1929. Krauskopf, Charles C., A. B. 93, A. M., Ind. Univ. Address: 900 N. Eighth St., Maywood, Ill. Kraybill, A. E., B. Pd. ’02, Millersville State Normal; A. B. ’04, Franklin and Marshall Col.; A. M. ’05, Harvard; Supt. of Sch., 1113 Third Ave., Asbury Park, TS Kraybill, I. R A. B. '09, Franklin and Marshall Col.; A. M. '10, Columbia; Prin., Cheltenham H. S., Elkins Park, Pa., since 1922. Krebs, Matilda, 124 Palliser St., Johnstown, Pa. Kretchman, W. H., A. B. ’01, A. M. ?05, Franklin and Marshall Col.; Co. Supt. of Sch., Somerset, Pa., since 1920. Kriesel, C. A., Diploma ’82, State Normal Sch., River Falls, Wis.; Ph. D. ’94, Gale Col.; Prin., Greenbush St. Sch., Milwau- kee, Wis., since 1892, Krout, Erma L., Co. Supt. of Sch., Court House, Oskaloosa, Iowa. Kruschke, Walter F., Ph. B. ’20, Univ. of Wis.; Supt. of Sch., 322 E. Frederick St., Rhinelander, Wis., since 1928. Kruse, Samuel Andrew, A. B. and B. S. in Ed. ’09, Univ. of Mo.; A. M. 715, Univ. of Wis.; Ph. D. ’28, George Peabody Col. for Tchrs.; Head, Dept. of Educ., State Tchrs. Col., Cape Girardeau, Mo., since 1915. Kuhn, Ray, Prin., H. S., Pierceton, Ind. Kulp, A. M., Co. Supt. of Sch., Hatfield, Pa. Kulp, Claude L., B. S. ’27, Univ. of Roches- teu, Asst. supt. of Sch,, H. S$. Bldg., Ithaca N. YX. since 1927; Kuntz, Elmer E., A. B. 797, A. M. ’98, Dickinson Col.; Supvg. Prin. of Sch., East Stroudsburg, Pa., since 1922. Kurtz, A. R., A. M. ’22, Franklin and Marshall Col.; A. M. ’28, Columbia Univ.; Supvg. Prin., Tch. Tr. Sch., 2304 Jenny Lind St., McKeesport, Pa., since 1924. Laborde, Cliffe E., B. S. '09, Spring Hill Col.; Parish Supt. of Educ., Marksville, La., since 1920. Lachmund, Mrs. Fannie L., Ph. B. '84, M. A. ’05, Wash. Univ.; Head Asst., Dept. of Educ., Harris Tchrs. Col., St. Louis, Mo., since 1904. Lackey, Ira C., A. B. *17, Allegheny Col. ; Supt. of Sch., Bentleyville, Pa., since 1925. Lackey, W. W.. Supt. of Sch., Midland, Texas, since 1906, Lafferty, Annie L., Prin., Friendship Sch., Friendship Ave. and Roup St., Pittsburgh, Pa., since 1925. Laidlaw, O. W., M. A. ’24, Univ. of Mich.; Supt. of Sch., Tecumseh H. S., Tecum- seh, Mich., since 1924. Lake, Charles H., B. A. ’09, M. A. 710, Ohio State Univ.; First Asst. Supt. of Sch., Cleveland, Ohio, since 1920. 417 Lake, Georvem Hine BAN ZO T MAVAE, Univ. of Nebr.; Supt., Hoehne Consol. School, Hoehne, Colo., since 1927. Lamb, Earl M., A. B. ?23, Huntington Col.; Supt. of Sch., Eighth and Walnut, Dayton, Ky., since 1925. Lamb, L. H., B. S. ’22, Stout Inst.; Asst. Supt. of Sch., 920 Kennelworth Ave., Flint, Mich., since 1926. Lambert, Jesse W., Supt. of Sch., Saugus, Mass. Lamberton, C. D., Ph. B. ’25, Ripon Col.; Supt. of Sch., Berlin, Wis., since 1920. Lamberton, Horace H., A. M. 715, Colum. bia Univ.; Supt. of Sch., 45 Second St., Malone, N. Y., since 1920. Lamkin, Nina B., B. L. ’93, Univ. of TE A. M. ’20, Tchrs. Col., Columbia Univ.; Supvr. of Health Educ., 325 E. 38th St., New York, N. Y., since 1927. Lamkin, Uel W., Pres., Natl. Educ. Assn., 1928-29; Pres., Northwest Mo. State Tchrs. Col., Maryville, Mo., since 1921. Lancaster J. We. B. Ped. “DO MAS iS. Univ. of Ky.; Supt. of Sch., Georgetown, Ky., since 1923. Land, John N., A. B. *07, Franklin and Marshall Col.; Supvg. Prin. of Sch., 141 S. Third St., Hamburg, Pa., since 1910. Landers, E. J., Jacksonville, Ala. Landers, J. S., Pres., Oregon Normal Sch., Monmouth, Oregon. Landers, Oscar C., A. B. *16, Hendrix Col.; Supt. of Sch., Warren, Ark., since 1926. Landis, Cloyce Ivan, Supt. of Sch., 801 Dale Ave., Willard, Ohio. Landis, Ira C., Supt. of Sch., Riverside, Calif., since 1928. Landis, William D., Diploma ’98, State Tchrs. Col Kutztown, Pa.; Ph. B. 17, Muhlenberg Col.; A. M. ’20, Albright Col Dir, six. Sch: state Tchrs., Cole, Kutztown, Pa., since 1922. Lane, R. Es, B.S; 723; M: S: Ca: Supt of Sch., 517 Cowley Ave., East Lansing, Mich., since 1923. Lang, Andrew J., Supt. of Sch., 962 Neb- raska Ave., Huron, S. Dak. Lange, Edward G. A., Supt. of Sch., 113 S. Fifth St., Delavan, Wis., since 1925. Langvick, Mina M., Specialist in Rural Educ., U. S. Office of Educ., Dept. of the Interior, Washington, D. C. Langwith, J. E., A. B. ”13, Southwestern Univ.; M. A. 29, Southern Methodist Univ.; Supt. of Sch., 902 N. Rockwell Ave., Terrell, Texas, since 1923, Langworthy, Harry W., Ph. B. "07, Alfred Univ.; M. A. '25, Columbia Univ.; Supt. of Sch., Gloversville, N. Y., since 1925. Lantman, Edgar G., Diploma '81, Cortland State Normal Sch.; M. Ped. '28, State Col. for Tchrs., Albany, N: Y.; Secy., State Tchrs. Retirement Board, Home Savings Bank Bldg., Albany, N. Y., since 1913. Lantz, P G., A. B. *10, Ind. Univ.; A. M. UI mat Wises) Supt OL Tu och, Central State Tchrs. Col., Mt. Pleasant, Mich., since 1923. 418 DEPARTMENT OF SUPERINTENDNCE Lapham, P. C., A. B. '12, Des Moines Col.; A. M. *16, Univ. of Chicago; Supt. of Sch., H. S. Bldg., Charles City, Iowa, since 1927, Laramy, Robert Edward, B. A. '96, M. A. 799, Lehigh; Supt. of Sch., H. S. Bldg., Altoona, Pa., since 1922. LaRowe, Eugene, A. B. '96, A. M. '98, Univ. of Mich.; Supt. of Elem. Sch., May- wood, Ill., since. 1913. LaSalle, Jessie, B. S. *18, A. M. ’20, Tchrs. Col., Columbia Univ.; Asst. Supt. of Sch., Thomson School Bldg., 12th and L Sts., N. W., Washington, D. C., since 1923. Lash, Frederick M., B. Pd. ’11, Pa. State Tehrs: ¡Colo As B. 723, A. M. 26; Univ. of Wash.; Supt. of Sch., 835 Fifth St., Camas, Wash., since 1924. Lasher, Norman J., A. B. ’20, Marion Col.; Supt. of Sch., 322 W. Sixth St., Seymour, Ind., since 1925. Latham, O. Ro Ay Be 711, M. A> 193.Ph: D. ’28, State Univ. of Iowa; Pres., Iowa State Tchrs. Col., Cedar Falls, Iowa, since 1928, Latham, Rowland H., B. A. and M. A. '03, Univ. of Va.; Supt. of Sch., West End Sch. Bldg., Winston-Salem, N. C., since 1910. Latkin, Lena, Asst. Co. Supt. of Sch., Court House, Little Rock, Ark. Lau, John AS LL. B. ’06, Univ. of Wis..; Ph. B. '18, Univ, of Chicago. Address: 623 S. Wabash Ave., Chicago, Ill. Laudenslager, E. B., A. B. '22, Swarthmore Col.; Supt., Hatfield Joint Schools, Dub- lin, Pa., since 1922. Laughlin, Butler, Diploma '10, Ind. State Normal Sch.; A. B. *14, A. M. ?16, Ind. Univ.; Pres., Chicago Normal Col., 6800 Stewart Ave., Chicago, Ill., since 1928. Lawes, Estella, A. B. *'10, Western Reserve Univ.; Dir., Dept. for Sight Saving, Pub. Schools, 207 Sands Bldg., Cincinnati, Ohio, since 1915. Lawing, J. Leslie, Supt. of Sch., Maryville, Mo. Lawrance, Charles William, S. B. ’16, Mass. Inst. of Tech.; Supt. of Sch., South Acton, Mass., since 1925. Lawson, W. F., Jr., B. A. ’26, Col. of Wil- liam and Mary; Prin., Pub, Sch., East- ville, Va., since 1927. Lawson, Miss Willie, B. S. ’27, M. A. ?28, George Peabody Col. for Tchrs.; Co. Supt. of Sch., Court House, Blytheville, Ark., since 1927. Leamer, Emery W., A. B. ’09, Univ. of Nebr.; A. M. '19, Univ. of Chicago; Dir. of Tr., State Tchrs. Col., La Crosse, Wis., since 1925. Lease, R. A., B. S. 24, M. A. ’26, Univ. of Minn.; Supt., Grade and H. S., Syca- more, Ill., since 1928. Leavenworth, Mrs. Sarah T., B. A. 94, Smith Col.; Supt. of Sch., Castleton-Fair Haven Dist., Castleton, Vt., since 1927. Leavitt, Frank M., Assoc. Supt. of Sch., Sch. Administration Bldg., Bellefield at Forbes St., Pittsburgh, Pa., since 1917, Leavitt, Russell Hall, B. S. 16, Dartmouth Col.; H. S. Agent, State Bd. of Educ., Patriot Bldg., Concord, N. H., since 1927. Lederle, Er To Ay Bo 12 Unive of Miche; Co. Commr. of Sch., Pontiac, Mich., since 1923. Lee, Charles A., B. S. *17, Univ. of Mo.; State Supt. of Sch., Jefferson City, Mo., since 1922. Lee, Edgar D., A. B. ’08, B. S. in Ed. ’08, A. M. in Ed. ’09, Univ. of Mo.; Bies., Christian Col., Columbia, Mo., since 1920. Lee, H. D., Supt., Tr. Sch., Northern State Tchrs. Col., Marquette, Mich. Lee, J. R. E., A. B: ’89, M. A. *03, Bishop Col: LLE- D: 717, Wilberforce Univ: Pres., Fla. Agrl. and Mech. Col., Tal- lahassee, Fla., since 1923. Lee, Robert B., B. A. ’21, M. A. ?27, State Univ. of lowa; Supt. of Sch., Rawlins, Wyo., since 1927. Lee, Thomas E., A. B. *15, Southwestern Univ.; Supt. of Sch., 311 E. Fourth St., Georgetown, Texas, since 1920. Lee, Will L, Co. Commr: ‘of Sch, ME, Clemens, Mich. Leffel, James M., Supt. of Sch., 801 E. Main St., Warsaw, Ind. Lefler, Mark R., A. M. ’23, Columbia Univ.; Supt. of Sch., Westport, Conn., since 1926. Lefler, Millard C., B. A. ’11, State Tchrs. Col., Peru, Nebr.; M. A, ?*16, Nebr.; Supt. of Sch., 15th and M Sts., Lincoln, Nebr., since 1920. Lehman, Clarence O., B. A. *16, Bluffton Colec Me A? 25, "Ph. D: 229. “Ohio State Univ.; Dir. of Tr. and Head, Dept. of Educ., State Normal Sch., Geneseo, N. Y., since 1929. Lehman, C. W., A. B. *17, Univ. of Nebr.; M. A. ?27, Tchrs, Col., Columbia Univ.; Supt. of Sch., Friend, Nebr., since 1924. Lehman, Eugene Heitler, B. A. 02, M. A. '10, Yale Univ.; Pres., Highland Manor Jr. Col., Tarrytown, N. Y. Lehman, Ezra, Ph. B. ’99, Bucknell Univ.; PR. Dip 03, Univ of eea ceil DOS Bucknell Univ.; Pres., State Tchrs. Col., Shippensburg, Pa., since 1913. Lehn, Homer M. B., A. B. ’08, Lebanon Valley Col.; A. M. ’22, Grove City Col.; Supt. of Sch., Grove City, Pa. Leighton, Frederick, Supt. of Sch., Oswego, INE ONG Leinbaugh, Howard M., Supt. of Sch., Lewistown, Ill. Leis, Ward W., Dist. Supt. of Sch., 260 N. Mango St., Fontana, Calif. Leister, Leroy L., Ph. B. °17, Muhlenberg Col.; Ed. M. ’24, Grad. Sch. of Educ., Harvard Univ.; Union Supt. of Sch., 251 Colman St., New London, Conn., since Leiter, Nora C., Helping Tchr., 173 Euclid Ave., Hackensack, N. J., since 1920. Le Marr, S. E., B. E. *18, Normal Univ.; Supt. of Sch., 509 W. Jackson, Abingdon, Ill., since 1918. eee J. E., Supt. of Sch., Blue Island, THE EIGHTH YEARBOOK 419 Leonard, H. C., A. B. 714, Mt. Union Col.; Lindse 3 VARAV BELO M: - Co. Supt. of Sch., Firestone Bank Bldg., mal Univ.; Ph. M. 26, inte Wee Lisbon, Ohio, since 1923. Prin., Pekin Community H. S., Pekin, Lesh, William S., A. B. '96, A. M. ’97, Ill., since 1923. ickinson Col.; Supt. of Sch., 20 Stephens Lindstol, Carl F., B. S. ?*15 : St., South River, N. J., since 1919. TEES M25, Harvard. Univ. Ae Lester, L. Marvin, A. B. '08, A. M. ?12, Sch., H. S. Bldg., Revere, Mass., since Emory Univ.; A. M. ’20, Columbia Univ.; 1928. Supt. of Sch, Griffin, Ga., since 1924. Ling, Edward S., B. S. ’93, Valparaiso Letson, J. W., Co. Supt. of Sch., Colum- Univ.; Supt., Abington Twp. Sch., Ab- biana. Ala. ington, Pa., since 1913. Letts, George Leman, B. S. *10, Tri-State Linn, Sheridan, A. B. *11, Lafayette Col.; Col.; Ph. B. *17, Univ. of Chicago; Prin., A. M, '16, Columbia Univ.; Supt. of York Community H. S., Elmhurst, Ill. Le Van, Herbert M., Ph. B. *11, Franklin and Marshall Col.; Supvg. Prin. of Sch., North Wales, Pa., since 1924. Lewis, Charles W.. A. B. 02, A. M. ’05, Hamilton Col.; Supt. of Sch., Frankfort, N. Y., since 1929. Lewis, E. E., A. B. 07, A. M. ’09, Stanford; Ph. D. ’20, Columbia Univ.; Chmn., Dept. of Sch. Admin., Ohio State Univ., Colum- bus, Ohio} since 1926. Lewis, Mrs. Inez Johnson, 217 E. Del Norte St., Colorado Springs, Colo. Lewis, R. F., B. A. *15, M. A. ’28, Univ. of Wis.; Supt. of Sch., Marshfield, Wis., since 1928. Lewis, William A., B. S. '15, Rio Grande Col.; A. M. ?27, Ohio State Univ.; Dean, Rio Grande Col., Rio Grande, Ohio, since 1928, Leyman, Jonas, B: A. ”20, Univ. of S., Dak.; Supt. of Sch., Elk Point, S. Dak., since 1913. Libbey, Fred S.A. B. 791, Bates Col.; Supt. of Sch., Franklin, N. H., since 1922. Libby, Herschel S., Supt. of Sch., South- ington, Conn. Libby, Richard J., Agent for Rural Educ., State Dept. of Educ., Augusta, Maine. Liggitt, Earle O., B. S. ’17, Muskingum Col.; A. M. ’27, Univ. of Pittsburgh; Supvg. Prin. of Sch. 821 Bank St, Bridgeville, Pa., since 1928. Light, N Searle; Bx A: 708, Yale; Dir:, Rural Educ., State Bd. of Educ., Hart- ford, Conn., since 1915. Light, U. L., B. S. *00, Ohio Northern; Ph. B. 712, Univ. of Chicago; Supt. of Sch., 521 N. Fifth St., Barberton, Ohio, since 1913. Lindquist, Everet Franklin, Ph. D. ?27, State Univ. of Iowa; Asst. Prof. of Educ., Col. of Educ., State Univ. of Iowa, Iowa City, Iowa, since 1928. Lindquist, Rudolph D., A. B. 715, M. A. 122, Univ. of Calif.; Asst. Supt. of Sch., Oakland, Calif., since 1925. Lindsay, Frank B., A. B. ’21, Ind. Univ.; Instr., Mathematics and Mechanics, Col. of Engineering, Univ. of Minn., Minnea- polis, Minn., since 1929, Lindsey, John Clark, B. A. 19, Univ. of S. Dak.; M. A. ’23, Tchrs. Col., Colum- bia Univ.; Supt. of Sch., Mitchell, S. Dak., since 1918. Lindsey, Loa S., Supt. of Sch., St. Clair, Shores, Mich. Sch., 225 S. Ocean Ave., Patchogue, N. Y., since 1919, Linscheid, A., B. S. *'12, Fremont Col.; M. Aye 20: Univ. of Okla.; PIDA SOS lumbia Univ.; Pres., E. Central State Tchrs. Col., Ada, Okla., since 1920. Linton, Clarence, A. B. ’19, State Tchrs. Col., Wayne, Nebr.; A. M. ’21, Univ. of Nebr.; Ph. D. ’27, Columbia Univ.; Secy., Tchrs. Col., Columbia Univ., 106 Morn- eee Drive, New York, N. Y., since Lippitt, Walter O., B. S. ’03, Carleton Col.; MATAS Univ.) of) Minny Supt of Sch., Westwood, N. J., since 1929. Lissack, H. R., Supt. of Sch., Rochelle, 111., since 1924. Liston, V. M., Supt. of Sch., Library Bldg.; Fort Scott, Kansas. Littel, C. L., A. B. 712, Univ. of Nebr.; A. M. ’26, Stanford Univ.; Supt. of Sch., Centralia, Wash., since 1923. Littell, H. V., Ph. B. 702, Wesleyan Univ., Middletown, Conn.; Supt. of Sch., Sara- nac Lake, N. Y., since 1912. Little, Harry A., A. B. 719, Hendrix Col.; M. A. ’28, Peabody; Co. Supt. of Sch, Hamburg, Ark., since 1924. Littlejohn, Elbridge G., L. I. ’82, Peabody Normal Col.; M. A. ’99, Texas Christian Univ.; Supt. of Sch. 203 Municipal Bldg., Galveston, Texas, since 1924. Llewelyn, Edgar Julius, A. B. ’07, Earl- ham Col. A tM 10, Ind. Univ *10; 13, Tchrs. Col., Columbia Univ.; Supt. of Sch., Newcastle, Ind., since 1917. Lobban, James A., Union Supt. of Sch., Webster, Mass. Lobingier, Mrs. Ella H., A. B. 715, Univ. of Pittsburgh; Asst. Dir. of Pittsburgh Teaching Center, Pa. State Col., 424 Du- quesne Way, Pittsburgh, Pa., since 1921. Lock, Mrs. Ethel, A. B. ’11, A. M. ’29, Univ. of Kansas; Prin., Community H. S., Columbus, Kansas, since 1923. Locke, David C B. E. *94, M. E, 296, Slippery Rock State Normal Sch., Slip- pery Rock, Pa.; B. S. '00, Volant Col.; A. B. *13, Grove City Col.; Co. Supt. of Sch., Court House, Beaver, Pa., since 1908. Lockhart, Albert V., A. B. '15, Mo. Wes- leyan Col.; A. M. ’17, Northwestern Univ.; Prin., Thornton Fractional Twp. H. S., Calumet City, Ill. Lockwood, Charles M., A. B. *16, Furman Univ.; Supt., Olympia Pub. Sch., Co- lumbia, S. C., since 1923. DEPARTMENT OF 420 SUPERINTENDNCE Lofland, W. T., A. B. ’07, Baylor Univ.; M. A. ’21, Univ. of Texas; Supt. of Sch., Vernon, Texas, since 1924. Loftus, John J., M. A. ’23, Ph. D. ’27, N. Y. Univ.; LL. D. ’28, St. Francis Col.; Prin., P. S. 80, 2830 W. 17th St., Brook- : lyn, N. Y., since 1915. Logan, Anna E., M. A. ’06, Miami Univ. Address: 112 N. Campus, Oxford, Ohio. Logan, Jack M., Supt. of Sch., Eagle Grove, Iowa. Logan, John Hubbard, A. B. '00, Mercer Univ.; A. M. ’04, Union Theological Seminary; A. M. ’04, Columbia Univ.; Supt. of Sch., Newark, N. J., since 1927. Logue, Leona Whitford, Prin., Stewart Ave. Sch., Columbus, Ohio. Lohrie, Robert F., Supt. of Sch., Chippewa Falls, Wis., since 1922. Lomax, Paul S., B. S. in Ed. *17, Univ. of Mo.; Ph: D. ’27, N: Y. Univ:; Prof. of Commercial Educ. and Head, Dept. of Commercial Educ., Sch. of Educ., N. Y. Univ., New York, N. Y., since 1924. Long, Edwin B., A. B. *19, Dickinson Col.; A. M. ?25, Tchrs. Col., Columbia Univ.; Supvg. Prin. of Sch., 769 E. Union St., Millersburg, Pa., since 1923. Long, Glenn S!, B. S. in Ed. "23, Mi TA. 224, Ohio State Univ.; Asst. Supt. of Sch., 833 Rice Ave., Lima, Ohio, since 1924. Long, P. Ja Co. Supt. Oi pets Jackson, N. C., since 1897, Longanecker, F. M., B. A. *99, Hiram Col.; M. A. ’04, Univ. of Mich.; Supt. of Sch., Racine, Wis., since 1918. Longbotham, Gilmore Thomas, Co. Supt. of Sch., Court House, Janesville, Wis., since 1923. Longfellow, J- T., B. S. *15, State Col. of Wash.; Supt. of Sch., La Grande, Ore- gon, since 1925. Longman, Marion Walter, A. B. *10, Albion Col.) A: M. 11, Univ. of = Mich. rAd: dress: 509 W. 121st St., New York, N. Y. Longsdorf, A. J. B., Ph. B. 712, Wooster Col.; A. M. ’21, Columbia Univ.; Supt. of Sch., 232 S. Lawn Ave., Bluffton, Ohio, since 1925. Longstreet, sR. J. Mi AT LB Stetson Univ.; Supvg. Prin. of Sch., Peninsula Sta., Daytona Beach, Fla., since 1920. Loomis, Arthur K., A. B. ’09, Baker Univ.; A. M. 717, Univ. of Kansas; Ph. D. ’26, Tchrs. Col., Columbia Univ.; Dir. of Cur- riculum Dept., Pub. Sch., 511 S. Williams, Denver, Colo., since 1925. Loper, Henry J., A. B. *24, Mich. State Normal; Supt. of Sch., Oxford, Mich., since 1924. Loper, John D., M. A. *15, Univ. of Ariz.; Supt. of Sch., 331 N. First Ave., Phoenix, Ariz., since 1909. Lopez, Estanislao R., A. B. 17, Univ. of the Philippines; A. B. *20, Univ. of Calif.; Ed. M. *22, Harvard Univ.; Div. Supt. of Sch., Masbate, Masbate, P. I., since 1926. Cert. ’23, Univ. of of Sch., Cabo Rojo, Lopez, Manuel, Prin. Porto Rico; Supvr. P. R., since 1924. Lord, Carl B.; B. S: 715, Colby Colts ‘Supt: of Sch., North Vassalboro, Maine, since 1924. Lord, Charles Ba As Bx “11, Bates) Colo; Supt. of Sch., Camden, Maine, since 1923. Lord, Livingston C., LL. D. ’04, Univ. of Ill.; A. M. °12, Harvard; Pres., Eastern Tih. State. Tehrs. Col, Charleston, DUS since 1898. Lorton, Raymond L., A. B. 716, Oberlin Col.; Supt. of Sch., H. S., Archbold, Ohio, since 1921. Loucks, S. Walter, Normal Diploma ’00; Supvr. of Greenwich Twp. Sch., 214 Thomson Ave., Paulsboro, N. J., since 1912, Love, John H., Ph. D. "01, Ill. Wesleyan; Supvg. Prin. of Sch., 95 Green St., Wood- bridge, N. J., since 1895. Love, William, Supvg. Prin. Borough of Middlesex, N. J., Bound Brook, N. J., since 1910. Lovejoy, Philip, A. B. *16, M. A. ’25, Mich.; Asst. Supt. of Sch., 2380 Wyandotte Ave., ofa Seh, Box 601, Hamtramck, Mich., since 1927. Lovett, A. J, A. B. ’79, Northwestern; A. M. 80, McKendree Col.; Supt. of Sch., 209 Hayes-Ken. Bld., Blackwell, Okla., since 1908. Lowden, Joseph J., 317 W. Sixth Ave., Co- lumbus, Ohio. Lowe, Harold T.. Supt. of Sch., North Providence, R. I., since 1926. Lowery, M. L., A. B. ’08, Denison Univ.; A. M. *14, Columbia Univ.; Ph. D. ’24, Pa.; Co. Supt. of Sch., Co. Office Bide. New Brunswick, N. J., since 1925. Lowery, W. R., A. B. ’09, Muskingum Col.; Supt. of Sch., 611 S. Fifth St., Hoopes- ton, Ill., since 1916. Lowrey, Harvey H., M. A. ’20, Univ. Mich.; Supt. of Sch., Fordson, Mich. Lowry, Charles Doak, B. S. *08, A. M. 713, Northwestern Univ.; Dist. Supt. of Sch., Chicago, Ill., since 1928. Address 628 Foster St., Evanston, Ill. Lowry, H. D., B. A. ’23, M. A. ’28, W. Va. of Univ.; Supt. of Sch., Philippi, W. Va., since 1924. Lowther, L. A., Supt. of Sch., Emporia, Kansas. Lucas, Arthur F., A. B. ’27, Central State Tchrs. Col.; Supt. of Sch., West Branch, Mich., since 1927. Lucas, Homer C., A. B. ’20, Ohio Wesleyan Univ. Address: 2618 Sheridan Drive, Norwood, Ohio. Luckey, G: WIA B IS0837 NINAS Valparaiso, Ind.; A. B. ’94, Stanford Univ.; M. A. *95, Clark Univ.; Ph. D. 700, Columbia Univ. Address: 1401 Fair- mont St, N. W., Washington, D. C. Luckie, W. V., B. S. in Ed. ’22, Univ. of Ala.; A. M. ’27, Tchrs. Col., Columbia Univ.; Co. Supt. of Sch., Gadsden, Ala., since 1927. Ludgate, H. J., 4230 Garretson Ave., Sioux City, Iowa. Plains, N. THe EIGHTH YEARBOOK 421 Lukens, John E., Supt. of Sch., Odell, 111 M k a ; $ 5 i cCall, H. N., Supt. me Herbert Warren, A. B. °’74, Harvard Mo. Pea a niv.; Ed. D. *27, R. I. Col. of Educ.; McCallu A Supt. of Sch., City Hall, Newport, R. T., Ninth St. eer ae ae since ! McCance, i Lumbard, John W., B. A. '96, Amherst eee iba a ec Col.; Supt. E Sch., es Ave., White McCants, E c B. S. °86, Th Citadel Lunak Charice fi ee hoe of Sch., 460 See SACH Litt. D. 27, Univ. oi S. State St, Chicago, Ill. F Span en ae TEE Lund, John, A. B. *13, Clark Univ.; M. A McCarth 1 \ "13, fs TA, ES TASS 14, Columbia Univ.; Supt. of Sch., Nor- Orange T New ra OS walk, Conn., since 1925. Lundgren, Leonard, B. S. C. E. '04, Armour Inst. of Tech.; M. S. ’08, Univ. of Iowa; Ph. D. ’23, Columbia Univ.; Dir. of Adult and Voc. Educ., 150 Page St., San Fran- cisco, Calif., since 1923, Lunger, R. C., Diploma ’19, Western State Normal Sch.; B. S. ’26, Detroit Tchrs. Col.; Supt. of Sch., Utica, Mich., since 1917. Lunn, J. E, A. Bi 708, Univ. of Minn.; Supt. of Sch., Nashwauk, Minn., since 1923. utesi OL S, PhD. 26 State: Univ. of Iowa; Head, Dept. of Educ., Univ. of Maine, Orono, Maine, since 1926. Duzader DA. AT B. 155, Salem Coki Supt. of Sch., Richwood, W. Va., since 1926. Lyman, Warren B., Ph. B. '06, Yale; Union Supt. of Sch., 36 Hayden Rowe S., Hop- kinton, Mass., since 1917. lynch aO PS ASBI SOPA) MOL ED: D. "94, Allegheny Col. Address: 1289 An- drews Ave., Lakewood, Ohio. Lynch, Wilbur H., A. B. ’99, Harvard; Supt. of Sch., Amsterdam, N. Y., since 1922. Lyon, Gilbert R., B. A. *17, Hamilton Col.; M. A. ?28, Tchrs. Col., Columbia Univ.; Supvg. Prin. of Sch., Smithtown Branch, LUTAN yY, since 1928, Lyons, S. Warren, A. M. ’28, Grove City Col.; Supt. of Sch., 819 12th St., New Brighton, Pa., since 1917. McAlister, Royce D., A. B. '17, Univ. of Maine; A. M. ?27, Columbia Univ.; Supt. of Sch., Suffield, Conn., since 1927. McAllister, Cloyd North, B. A. '92, Ph. D. 700, Yale; Dean, Normal Sch., Berea Col., Berea, Ky., since 1913. McAllister, Elmer A., Diploma ’09, State Normal Sch., Cortland, N. Y.; Supvg. Prin. of Sch., 124 W. Hamilton Ave., Sherrill, N. Y., since 1920. McAndrew, William, A. B. ’86, Univ. of Mich.; Pres., Dept. of Superintendence, 1924-25. Address: American Express Co., 11 Rue Scribe, Paris, France. McBee, Mary Vardrine, B. A. 06, Smith Col.: M. A. ’08, Columbia Univ.; Prin., Ashley Hall, Charleston, S. C., since 1909. McBride, Guy T., Diploma '07, Southwest Texas State Tchrs. Col.; Supt. of Sch., Gulf, Texas, since 1922, McBride, John H., Jr., B. A. *11, Col. of the City of N. Y.; Div. Supt. of Sch., Sorsogon, Sorsogon, P. I., since 1926. McCartney, Livingstone, Supt. of Sch., Han- nibal, Mo., since 1909. McCleary, Thomas Galbraith, A. B. ’03, Univ. of Chicago; Supt. of Sch., 438 Sec- ond St., Braddock, Pa., since 1920, McClelland, Clark R., A. B. ’15, Grove City Col TA Min 24 Unive of Pittsburgh; Supt. of Sch., 208 McKee Ave., Mones- sen, Pa., since 1924. McClelland, Donald aW T A TBT ASAM: 25, Univ of Vt.; Supt. of Sch., 109 Elm St., Bennington, Vt., since 1919. McClelland, Wi. HH, Bas. OS M S04, Syracuse Univ.; M. A. ’25, Columbia Univ.; Supvg. Prin., Eastchester H. S., Tuckahoe, N. Y., since 1928. McClintock, R. D., A. B. ’08, Geneva Col.; M. A. *28, Colo. State Tchrs. Col.; Supt. of Sch., Julesburg, Colo., since 1923. McClinton, J. Wa A. B. 703, N. W.; M. A. 718, Columbia Univ.; Dir., Better Sch. League, 53 W. Jackson Blvd., Chicago, Ill., since 1924, McClure, Clarence H., B. S. in Ed. ’09, A. M, 713, Univ. of Mo.; Ph. D: ’26, George Peabody Col. for Tchrs.; Head, Division of Social Sciences and Prof. of Political Science, Northeast Mo. State Tchrs. Col., Kirksville, Mo. McClure, Worth, A. B. ’08, Simpson Col.; A. M. ’20, Univ. of Wash.; Prof., Elem. Sch. Admin., State Tchrs. Col., Buffalo, N. Y., since 1929. McCollom, Walter W., B. S. 717, Okla. Agr) and Mech, Cols Prin}, Jr oe Ss. Stillwater, Okla., since 1925. McCombs, Newell D., A. B. ’20, Simpson Col.; M. A. ’27, Univ. of Iowa; Supt. of Sch., Cherokee, Iowa, since 1926. McConnell, James M., A. B. *10, Carleton Col.; State Commr. of Educ., State Capi- tol, St. Paul, Minn., since 1919. McConnell, John Preston, B. A. ’90, M. A. 96, Milligan Col.; Ph. D. ’04, Univ. of Va.; Pres., State Tchrs. Col., East Rad- ford, Va., since 1911. McConnell, W. W., B. S. ’17, Kansas State Tchrs. Col.; M. S. ’28, Univ. of Kansas; Supt. of Sch., Winfield, Kansas, since 1925. McCormack, Thomas J., A. B. '84, A. M. 87, M. S., Princeton Univ.; Supt., Twp. H. S., Fifth and Chartres Sts., LaSalle, Ill., since 1903. McCormick, B. E., Secy., Wis. Tchrs. Assn., 716 Beaver Bldg., Madison, Wis. McCormick, Edwin, B. A. ’20, Geneva Col.; Supvg. Prin. of Sch. H. S., Parnassus, Pa., since 1923. 422 DEPARTMENT OF SUPERINTENDNCE McCormick, F. S., A. B. ’19, Tri-State Col.; A. M. ’24, Tchrs. Col., Columbia Univ.; Prin., Brownell Jr. H. S., Cleve- land, Ohio, since 1929. McCormick, J. Scott, Bureau of Educ., Ma- fila, P. 1 McCoy, Dwight Wesley, A. B. *12, Univ. of Ill.; A. M. *23, Tchrs. Col., Colum- bia Univ.; Prin, H. S., Springfield, Ill., since 1923. McCoy, G. R., Co. Supt. of Sch., Bowling Green, Ky. McCoy, O. R., A. B. *09, A. M. ’11, Brown Univ.; Supt. of Sch., Hope Valley, R. I., since 1926. McCracken, Charles Chester, A. B. ’08, Mon- mouth Col.; A. M. ’11, Ph. D. ”16, Har- vard Univ.; Prof., Sch. Admin., Ohio State Univ.; Columbus, Ohio, since 1917. McCready, Elmer Thomas, Supt. of Sch., 65 W. Holland, Summit Hill, Pa. McCrory, James L., A. B. ’11, Tarkio Col.; A. M. ?*17, State Univ. of Iowa; Asst. Supt. of Sch., 610 City Hall, Omaha, Nebr., since 1920. McCuistion, Ed, A. B. *17, Hendrix Col.; M. A. ’22, Peabody Col.; Supt. of Sch., Wilson, Ark., since 1923. McCulloch, G. L., B. S. *'92, Northern Ind. Normal Sch.; Asst. Supt. of Sch, 114 W. Wesley St., Jackson, Mich., since 1912, McCullough, A. M., A. B. *18, Colo. State Tehti Coles) OM, AZ 77 Univ: Jof Chi- cago; Supt. of Sch., Wellington, Kansas. McCullough, J. Clair, M. A. ”11, Dickin- son Col.; Supt. of Sch., Waynesboro, Pa., since 1918. McCurdy, Allan M., A. B. '09, Dartmouth Col.; Supt. of Sch., Milan, N. H., since 1925. McDade, James E. A.) B. 212, A. MLS, Lake Forest Col.; Asst. Supt. of Sch., 7959 §. Peoria St., Chicago, Ill., since 1928, McDaniel, M. R., M. S. *05, Rio Grande Col.; A. M. ’09, Univ. of Chicago; Litt. D. ’21, Rio Grande Col.; Supt., Oak Park and River Forest Twp. High Sch., Oak Park, Ill., since 1914. McDermott, Irene E., Dir. of Household Economy, Pub. Sch., Admin. Bldg., Belle- field Ave. at Forbes, Pittsburgh, Pa., since 1912. McDonald, Alexander M., B. Pd. ’08, Mich. State Normal Col.; B. L. '13, Detroit Col. of Law; A. B. *15, Univ, of Mich.: Supt. of Sch., 1411 Coolidge Highway, River Rouge, Mich., since 1909. McDonald, Archibald A., A. B. ’00, Oberlin Col.; M. A. 716, Columbia Univ.; Supt. of Sch., Sioux Falls, S. Dak., since 1907, McDonald, C. D., A. B. ’24, Muskingum Col.; Supvg. Prin. of Sch., Liberty Bldg., Freedom, Pa., since 1926. McDonald, JAM ATB IS Bs Ss inmed, "14, A, M. °23, Univ. of Mo.; Supt. of Sch., Pocatello, Idaho, since 1927. McDonald, Leslie C., B. S. ’21, Southwest Texas State Tchrs. Col., San Marcos, Texas; Supt. of Consol. Sch., East Ber- nard, Texas, since 1924. McDonald, W. H., A. B. ’20, William Jewell Col.; B. S. ’23, Northwest Mo. State Tchrs. Col., Maryville, Mo.; Supt. of Sch., Trenton, Mo., since 1927. McDowell, Samuel Kline, B. S. ’09, Tri- State Col.; Supt. of Sch., Bloomington, Ill., since 1920. McElfish, R. C., A. B. ’14, Dickinson Col.; A. M. *16, Columbia Univ.; Supvg. Prin. of Sch., 213 Lehigh St., Edgewood, Pitts- burgh, Pa., since 1920. McElhannon, Joseph Cooper, A. B. ’09, Bay- lor’ Univ.; Me Ad 7225) Pha Ds F20 nv: of Chicago; Dean, Sam Houston State Tchrs. Col., Huntsville, Texas. McElhinney, C. F., Tchrs. Col., Univ., New York, N. Y. McEwen, George G., 17 Maple Ave., Fred- onia, N. Y Columbia McFarland, Adaline, 1313 Castle Court, Houston, Texas. McGaughy;, Jo R. Ay B. -2 MTATRIS Park Col.; M. A. ?21, Ph. D. ’24, Colum- bia Univ.; Prof. of Educ., Tehrs. Col., Columbia Univ., New York, N. Y. McGee, FR. R, A. B. "11 A.M. *15, Univ, of Nebr.; Supt. of Sch., Columbus, Nebr., since 1922. McGinnis, W. C., Asst. Supt. of Sch., Perth Amboy, N. J. McGlynn, Thomas J., Ph. B. ’27, Univ. of Wis.; Supt. of Sch., 602 S. Superior, De Pere, Wis., since 1925, McGucken, W. J., B. A. ’09, Marquette Univ; M A. 17, St Louis” Univ.c Ph; D. *27, Univ. of Chicago; Dean, Sch. of Educ., St. Louis Univ., Univ. Sta., St. Louis, Mo., since 1928, McHale, Kathryn, B. S. *19, A. M. ?20, Ph. D. ’26, Columbia Univ.; Educ. Secy. and Acting Dir., American Assn. of Univ. Women, 1634 Eye St., N. W., Washing- ton, D. C., since 1929. McHale. P. J., Supvg. Prin. of Sch., Locust Gap, Pa. McHugh, Sister Antonia, A. B. and B. E. 709, M. A. *10, Univ. of Chicago; Pres., Col. of St. Catherine, St. Paul, Minn., since 1914, Mcllhattan, William H., A. B. ?22, Univ. of Pittsburgh; A. M. 227. Tchrs. ¿Colo Columbia Univ.; Supvg. Prin. of Sch., Somerset, Pa., since 1929. McIntosh, B. H., 220 W. First Ave., Chey- enne, Wyo. McIntyre, Annie L., Asst. Supt. Glendale, Calif., since 1924. McKee, Clyde V., B. S. ’22, George Pea- body Cols) tor Techrs:; Supt. of Sch., Pontotoc, Miss., since 1926. McKee, Margaret G., B. S. ’29, Univ. of Pittsburgh; Supvg. Prin. of Sch., Mc- Donald, Pa., since 1925. McKee, William Parker, A. B. ’83, Wabash Col.; B. D. ’87, Univ. of Chicago; A. M. 707, Univ. of Minn; Pres., Frances Shimer Sch., Mt. Carroll, Ill., since 1897. McKenney, H. L., A. B. in Ed. ’22, B. S. 707, Valparaiso Univ.; Supt. of Sch., 406 N. Jackson St., Auburn, Ind., since 1923. of ':$ch., Tue EIGHTH YEARBOOK 423 McKenny, Charles, A. M. ’04, Univ. of MacDonald, Fred C Wis.; LL. D. '12, Olivet Col.; D. Ed. ’28, e a ri Cd Miami Univ.; Pres., Mich. State Normal Macelwane, Francis J., A. B. ’11, M. A Col., Ypsilanti, Mich., since 1912. McKenzie, Jane Elizabeth, B. S. '26, Univ. of Pittsburgh; Prin., Daniel Webster School, Scotland and Reedsdale Sts., Pitts- burgh, Pa., since 1927. McKinney, Charles S., Diploma *17, Concord State Normal Sch., Athens, W. Va.; Co. Supt. of Sch., Court House, Beckley, W. Va., since 1927. McKinney, H. T., B. S. *04, Valparaiso WNL ABA a MA os PR D 221, Univ. of Ill.; Prof. of Educ., Bethany Col., Bethany, W. Va. McKusick, Leon R., A. B. ’11, Bates Col.; Supt. of Sch., Central Sch., Winsted, Conn., since 1928. McLean, Jessie A., M. A. ’26, Columbia Univ.; Asst. Supt. of Tr. Sch., Central State Tchrs. Col., Mt. Pleasant, Mich., since 1929. McLeod, Beatrice, B. S. ’20, Univ. of Ore- gon; M. A. ’22, Univ. of Wash.; State Dir. of Spec. Educ., State Dept. of Educ., Cheyenne, Wyo., since 1923. McLure, John R., B. $. *11, Univ. of Ala.; M. A. *'14, Ph. D: ?25, Columbia; Prof. of Sch. Admin., since 1924; Dir. of Sum- mer Sch., since 1926; and Dir, of Field Studies, Col. of Educ., Univ. of Ala., University, Ala., since 1928. McMahan, Corwin L., A. B. ’20, Marietta Col.; Supt. of Sch., Wellsburg, W. Va., since 1928. McManaman, Edward P., A. B. ?23, St. Bonaventure Col.; S. T. L. *27, Ameri- can Col., Rome, Italy. Address: 230 W. Tenth St., Erie, Pa. McManus, James B., B. S. ’95, Normal Sch., Dixon, Ill.; Supt. of Sch., 748 Gooding St., La Salle, TIL; since 1900. McMaster, Agnes R., 1429 Laurel Ave., Co- lumbia, S. C. McMillan, Jesse V., Tchrs. Univ., Oxford, Ohio. McNally, J. V., A. B. *08, Univ. of Chi- cago; A, M. ’25, Columbia Univ.; Prin., Mackenzie H. S., 9275 Wyoming Ave., Detroit, Mich., since 1928. McNally, Stephen S., Supt. of Sch., Lan- caster, Wis. McNeal, Florence A., Cleveland, Ohio. McNown, F. L., B. A. ’16, Univ. of Nebr.; Supt. of Sch., Basin, Wyo., since 1918. McQuilkin, D: E., A. B. ’05, A. M. ’06, W. Va. Univ.; A. M. ’08, Harvard; Supt. of Sch., Roanoke, Va., since 1918, McVay, Charles S$.. B. Ped. *'08, B. S. "10, Ohio Northern Univ.; Supt. of Sch., East Liverpool, Ohio, since 1925, Col., Miami 3250 Euclid Ave., McVay, H.. R., B. Ph. ’90, D. Ped. 715, Ohio Univ.; Co. Supt. of Sch., Athens, Ohio, since 1923, McWhorter, L. N., Asst. Supt. of Sch., 2517 Pleasant Ave., Minneapolis, Minn. McWilliam, Janet, Supvg. Prin., Henry Sch., 2142 K St, N. W., Washington, D. Cs since 1924. *21, St. John’s Col., Toledo, Ohio; Supt. of Sch., Diocese of Toledo, 2572 Cherry St., Toledo, Ohio, since 1922. MacInnis, Earl C., B. A. *16, Lawrence Col.; M. A. *17, Univ. of Wis.; Supt. of Sch., Jefferson, Wis., since 1920. MacKay, Donald William, Supt. of Sch., Raton, N. Mex. _MacLaughlin, Nellie A., Diploma ’97, Co- lumbia Univ. Extension Course, State Normal Sch., New Britain, Conn.; Supt. of Sch., South Windsor, Conn., since 1924, MacNeill, Harold J., Chicago, Ill. MacQuarrie, Archibald E., LL. B. *16, Univ, of Wis.; Prin., Washburn H. S., Went- worth Ave. and W. 49th St., Minnea- polis, Minn., since 1924. MacQuarrie, T. W., Pres., State Tchrs. Col., San Jose, Calif, Macy, C. B., Diploma 12, A. B. 718, Ind. State Normal Sch.; Supt. of Sch., Bremen, Ind., since 1920. Madden, G. H., L. I. ’01, Peabody Col.; A. B. 715, Univ. of Southern Calif.; Supt. of Sch., Winslow, Ariz., since 1925. Maddocks, Carl W., Supt. of Sch., 69 Gulf St., Milford, Conn. Maddox, Jobn J., A. B. *07, Yale; M. A. 712, Columbia Univ. Address: 911 Locust St., St. Louis, Mo. Maddy, Joseph E., Diploma ’20, Chautauqua Summer Schools; Instr., Univ. Sch. of Music, P. O. Box 386, Ann Arbor, Mich., since 1924. Magill, Walter H., B. S. in Ed. ’20, M. A. 722, Univ. of Pa.; Asst. Prof. of Indus- trial Educ., 117 Bennett Hall, Univ. of Pa., Philadelphia, Pa., since 1920. Magnusson, Amanda, A. B. *17, Bethany Col.; A. M. ’23, Univ. of Kansas; Head, Dept. of Educ., Bethany Col., Lindsborg, Kansas, since 1918. Mahan, Thomas W., A. B. ’21, Holy Cross Col., Worcester, Mass.; Supt. of Sch., Lenox H. S., Lenox, Mass., since 1927. Mahannah, F. L., B. S. ’91, Univ. of Val- paraiso; Supt. of Sch., Cedar Falls, Iowa, since 1918, Mahoney, Lewis A., Supt. of Sch., Moline, Ill., since 1915, Majewski, Stephen A., 2322 Hewitt Ave., Hamtramck, Mich. Malcolm, David J., S. B. ’13, Harvard Col.; Supt. of Sch., Charlemont, Mass., since 1926. Malcolm, George Gordon, A. B. '06, Univ. of Mich.; M. A. ’26, Tchrs. Col., Colum- bia Univ.; Supt. of Sch, Sault Ste. Marie, Mich., since 1916. Mallett, W. G., Prin., State Normal Sch., Farmington, Maine. Mallory, Clara, Dir., of Educ., Beaumont, Texas, Mann, Annette, B. S. '19, Johns Hopkins Univ.; Supvr. of English in Jr. High Sch., 176 W. Adams St, Elem. Grades, Bd. since 1919. 424 DEPARTMENT OF SUPERINTENDNCE Carrollton and Lafayette Aves., Balti- more, Md., since 1923. Mann, Carleton H., A. B. '08, DePauw Univ.; M. A. ?22, Ph. D. ’28, Columbia Univ.; Asst. Supt. of Sch., 2 Lynmar Ave., Asheville, N. C., since 1927. Mann, Charles Riborg, Ph. D. '95, Univ. of Berlin, Germany; Sc. D. 19, Lafayette; Dir., American Council on Educ., 26 Jackson Pl., Washington, D. C., since 1922. Mann, Gilbert C., B. S. *15, Univ. of Ver- mont; Supt. of Sch., Town of Easton, Oliver Ames H. S. Bldg., North Easton, Mass., since 1925. Mann, John P., B. A. '22, Ripon Col.; M. A. ?27, Univ. of Wis.; Supt. of Sch., Evansville, Wis., since 1927. Manning, Ada M., Supt. of Sch., Main St., Lombard, Ill. Mansperger, Martin Matheny, B. Sc. in Ed, ”21, Ohio State Univ. Address: 74 Par- sons Ave., Freeport, N. Y. Manuel, H. T., A. B. ’09, De Pauw Univ.; A M 714 UD of Chicagos Ph D. sty, Univ. of Ill.; Prof. of Educ. Psych., Univ. of Texas, Austin, Texas. Manuel, Lalu, BO S 25, NSX Univ; Grade Supvr., Bd. of Educ., Uniontown, Pa., since 1926. Manville, Lela A., A. B. *22, State Tchrs. Col., Silver City, N. Mex.; Supt. of Sch., Washington Bldg., Silver City, N. Mex., since 1917. Marcks, Frederick A., Supvg. Prin. of Sch., 317 S. Main, Nazareth, Pa. Mark, George E., Supt. of Sch., 9 Violet Lane, Lansdowne, Pa. Markley, Joseph H., Asst. Supt. of Sch., 7534 Madison St., Kansas City, Mo., since 1900. Markman, Frank H., A. B. ’11, McKendree Cole M: A 628; Unive of (Colors Prin, Jersey Twp. H. S., Jerseyville, Ill., since 1921. Marks, Fay C., B. S. LE State Echrs. Col, Emporia, Kansas By S: 713) Univ. of Kansas; Supt. of Sch., 402 Main, Sa- betha, Kansas, since 1920. Marks, Sallie B., A. B. ’23, Southwestern State Tchrs. Col., Weatherford, Okla.; M. A. ?25, Tchrs. Col, Columbia Univ.; Assoc. Prof. of Elem. Educ., Univ. of N. C., Chapel Hill, N. C., since 1927. Marquis, Robert Lincoln, A. B. '01, Texas Christian Onr: o Busts.) Oey UDI Or Texas; M. S. ?03, Univ: of Chicago i LL. D. ’25, Austin Col.; Pres., North Texas State Tchrs. Col., Denton, Texas, since 1923. Marr, William M., Supt. of Sch., Highland Ave., Millinocket, Maine. Marrs, S. M. N., B. S. 784, Natl. Normal Univ.; State Supt. of Pub. Instr., Capitol 13r ON: Sta., Austin, Texas, since 1923. Marsden, Carl A., Supt. of Sch, Central Blvd., Palisade Park, N. J. Marsh, Edward O., A. B. *94, Univ. of Mich.; M. Pd. *'18, Mich. State Normal Col.; Supt. of Sch., Jackson, Mich., since 1911. Marshall, Farnsworth G., A. B. *03, Bow- doin Col.; Supt. of Sch., Malden, Mass., since 1913. Marshall, George H., M. A. ’29, Univ. of Kansas; Supt. of Sch., 614 Osage St, Augusta, Kansas, since 1917. Marshall, Loyal S., Supvg. Prin. of Sch., 348 School St., Springdale, Pa. Marshall, Paul M., B. S. in Ed. ’23, Cen- tral Mo. State Tchrs. Col., Warrensburg, Mo.; M. A. ’28, Tchrs. Col., Columbia Univ.; Prin., Jarrett Jr. H. S., Spring- field, Mo., since 1929, Marshall, Thomas Franklin, A. B. *94, Lake Forest Col.; A. M. ’08, Columbia Univ.; B. D. '08, Union Theological Seminary; Ph. D. *14, Campbell Univ. Address: The Romaine, Middleton Ave., Clifton, Cincinnati, Ohio. Martin, A. S., Diploma, State Normal Sch., Millersville, Pa.; B. S. *05, A. M. 710, Univ. of Pa.; Supt. of Sch.. 300 Chews Landing Rd., Haddonfield, N. J., since 1923. Martin, Archie O., B. S. and Mech. Col.; M. A, Columbia Univ.; Supt. Okla., since 1924, "19, Okla. Agrl. ‘2605 Tehts: Cok, of Sch., Vinita, Martin, C. F., A. B. '89, Ky. Wesleyan Col.; Supt. of Sch., Owingsville, Ky., since 1905. Martin, Cora M., B: S. *19, M. A. ?22, Tchrs. Col., Columbia Univ.; Adjunct Prof. af Elem. Educ., Univ. of Texas, Austin, Texas, since 1927. Martin, Frank M., A. B. '05, Washington and Lee Univ.; Supt. of Sch., Durham, N. C., since 1923. Martin, Frederick F., Diploma ’07, Central State Tchrs. Col., Edmond, Okla.; B. Pd. 08, Southwest State Tchrs. Col., Springfield, Mo.; B. S. ’08, Drury Col., Springfield, Mo.; M. A. *11, Yale Univ.; Supt. of Sch., 1333 Sixth St., Santa Mon- ica, Calif., since 1924. Martin, George E., A. B. *'14, Nebr. Univ.; A. M. *19, Columbia; Pres., Nebr. State Normal Sch. and Tchrs. Col., Kearney, Nebr., since 1919. Martin, H. G., B. S. ’08, Univ. of Mo.; Dir., Isaac Delgado Central Trades Sch., City Park Ave., New Orleans, La., since 1920. Martin, John Eppes, A. B. *11, M. A. ?14, Washington and Lee Univ.; Supt. of Sch., Suffolk, Va., since 1917. Martin, Joseph Oscar, State Sch. Supvr., 103 State Capitol, Atlanta, Ga. Martin, M. J., Supt. of Sch., Eaton Ra- pids, Mich. Martin, Melrowe M., B. L. '09, Univ. of Calif.; Supt. of Sch., 569 E. Main St., Ventura, Calif., since 1928. Martin, Mrs. Myrtle L., Supvg. Prin. of Twp. Sch., Samuel Hamilton Sch., Belle- vue, Pittsburgh, Pa. Martin, N. Jo Lire Cort ADS Northern State Tchrs. Col., Marquette, Mich.; Supt. of Sch., Baraga, Mich., since 1925. Martin, Robert W., Diploma ’98, State Nor- mal Sch., Farmington, Maine; Diploma "25, State Normal Sch., Hyannis, Mass.; Tue EIGHTH YEARBOOK 425 Co. Supt. of Sch., Greenwood Ave., Vine- yard Haven, Mass., since 1917. Martin, W. H., A. B. ’04, Mo. Valley Col.; A. M. ?25, Columbia Univ.; Diploma ’25, Tchrs. Col., Columbia Univ.; Dist. Supt. of Sch., Pub. Library Bldg., Kansas City, Mo., since 1920. Martin, W. P., Supt. of Sch., Gainesville, ae Marvin, William B., Litt. B. ’18, Princeton Univ.; Supvg. Prin. of Sch., Barnegat, N. J., since 1926. Mase, S. O., Supt. of Sch., Dover, Ohio. Mason, C. W., Supt. of Sch., Bank and Charlotte Sts., Norfolk, Va. Mason, H. C., Supt. of Sch., River Falls, Wis. Mason, Jesse H., B. A. *'15, Ohio Wesleyan; Supt. of Sch., Canton, Ohio. Mason, Josephine Dwight, A. B. *15, George Washington Univ.; Dir., Dept. of Eve- ning Schools and Immigrant Educ., City Hall, Springfield, Mass., since 1920. Mason, M. Phyllis, Ph. B. *15, Dickinson Col.; M. A. ’26, Tchrs. Col., Columbia Univ.; Rural Sch. Supvr., County Bldg., Wilmington, Del., since 1923. Mason, Noah M., B. Ed., Dixon Col.; Supt. of Sch., Oglesby, Ill., since 1908. Mason, Wallace E., A. B. ’82, A. M. ?27, Bowdoin Col; Ed. BD. "28, R. I. Col. of Educ.; Pres., State Normal Sch., Keene, N. H., since 1911. Masson, J. S., S. B. 716, Univ. of Chicago; Asst. Supt. of Sch., Lorain, Ohio, since 1922. A AL Supt. Masterson, W. G., A. B. State Tchrs. Col., Greeley, Colo.; of Sch., Ocala, Pla., since 1927. Maston, Charles Wilson, Co. Supt. of Sch., Zanesville, Ohio. Maston, R. C., Ph. B. ’15, Wooster Univ.; Supt. of Sch., Elyria, Ohio, since 1924. Matheson, Kenneth G., A. M. ’97, Leland Stanford Univ.; LL. D. ’06, Washington and Lee Univ.; LL. D., 715, Univ. of Ga.; Sen D 23 Univ: of Pa; Press, Drexel Institute, Philadelphia, Pa., since 1922. Matters, W. J., B. S. ’20, Wash. State Col.; Supt. of Sch., Kelso, Wash., since 1926. Matteson, I. F., Supt. Ohio, since 1917, Matthews, Arthur J., LL. D. '17, Syracuse Univ.; Pres., Ariz. State Tchrs. Col., Tempe, Ariz., since 1900. Matzen, John M., M. A. ’28, Univ. of Nebr, Address; 500 Riverside Dr., New York, NEY: Mave, August, Diploma '85, Adrian Normal Soh BAE Col Unive of Ils Co Supt. of Sch., Court House, Joliet, Ill., since 1919. Maurer, George C., Ph. B. '90, Ph. M. *93, Univ. of Wooster; Supt. of Sch., 323 N. Market St., Wooster, Ohio, since 1912. Maurer, Irving, B. A. *04, Beloit Col.; M. A.. B. D. *09, Yale; D. D. 24, Carleton Col.; DU De 224 Wooster Cola D D; 25, Oberlin Col.; Pres., Beloit Col., Be- loit, Wis., since 1924. of Sch., Findlay, Maxwell, C. R., Dean, Col. of Educ., Univ. of Wyo., Laramie, Wyo. May, Albert L., B. S. ’23, George Peabody Col. for Tchrs.; Supt. of Sch., Biloxi, Miss., since 1923. May, E. O., B. S. *11, Valparaiso Univ.; M. A. ’27, Univ. of Chicago; Prin., Twp. H. S., 708 N. Cross St., Robinson, LT since 1921. May, Walter M., A. B. ’05, A. M. ’24, Dart- mouth Col.; Deputy State Commr. of Educ., Patriot Bldg., Concord, N. H. since 1919, Mayberry, Lawrence W., A. B. ’01, Univ. of Kansas; A. B. and A. M. *18, Colum- bia Univ.; D. Ed. ’28, Wichita Univ.; Supt. of Sch., 1548 Park Pl., Wichita, Kansas, since 1912, Mayhew, Herman, Prin., Morgan Park Mili- tary Academy, Morgan Park, Chicago, Ill, since 1918. Maynard, Milton M., A. B. ’08, Univ. of Oka INIA ZO Univ sof TP rot of Educ., Monmouth Col., 734 E. Boston Ave., Monmouth, Ill., since 1909. Mayo, Talmadge D., B. A. *14, East Texas State Normal Col., Commerce, Texas; B. Ay °22, East Texas State Tchrs, Col, Commerce, Texas; M. A. ’27, Southern Methodist Univ.; Supt. of Sch, Lan- caster, Texas, since 1927. Mead, H. W., A. B. ’01, Harvard; Supt. of Sch., East Aurora, N. Y., since 1906. Meader, James Laurence, A. B, ’15, Bates COLITA EZ PAD 28, Columbia Unive eh Di e28 m wale m UnIV MErRES E Russell Sage Col., Troy, N. Y., since 1928. Meadows, John C., M. A, ’21, Ph. D. ’26, Peabody Col.; Prof. and Head. Dept. of Educ., Shorter Col., Rome, Ga., since 1929. Means, Herbert G., M. E. ’02, State Tchrs. Gol. slippery. Rock, Pai; Phase Ba 713. Grove City Col.; M. A. ’26, Univ. of Pittsburgh; Supt. of Sch., 316 W. Sixth St., East Liverpool, Ohio, since 1929. Meating, A. G., A. B. *02, Lawrence Col.; Co. Supt. of Sch., Court House, Apple- ton, Wis., since 1903. Medsker, Frank Olan, Supt. of Sch., 401 Walnut St., Alexandria, Ind. Meek, Charles S., A. B. '91, Univ. of Ind.; A. M. ’08, Columbia Univ.; Supt. of Sch., Bd. of Educ., Toledo, Ohio, since 1921. Meisberger, D. T., Supt., Coal Twp. Sch, Shamokin, Pa., Dist., 1557 Oneida St., since 1924. Melcher, George, B. S. 89, M. S. 92, Odessa Col.; A. B. ’98, Drury Col.; A. M. 119, Tchrs. Col., Columbia Univa LEDO 23, Mo. Valley Col.; LL. D. °25, Drury Library Bldg., Col Supt, of Sen, 201 Kansas City, Mo., since 1928. Melcher, William, A. B. aii, INE AG, ala Drury Col.; A. M. *16, Harvard. Ad- dress: 1901 Vilas, Madison, Wis. Melchior, William T., Ph. D. °23, Columbia Univ.; Dir. of Educ. Extension, Syracuse Univ., Syracuse, N. Y., since 1926. Meldahl, Andrew, Prin., East Jr. H. S., Du- luth, Minn, 426 DEPARTMENT OF SUPERINTENDNCE Mell, E. B., Asst. Supt. of Sch., 897 Mill- edge Ave., Athens, Ga. Mellyn, Mary C., Ed. M. ’24, Boston Univ.; Ed. D. '25, Boston Col.; Asst. Supt. of Sch., 15 Beacon St., Boston, Mass., since 1916. Melton, Monroe, A. B. '15, Ind. State Nor- mal Sch.; Supt. of Sch., 504 Normal Ave., Normal, Ill., since 1925. Mendenhall, Raymond E., A. B. '12, Penn Col.; A. M. '16, Des Moines Univ.; Ph. D25 Na Y. Unive: ¿Dir Of- Teba Tr; Otterbein Col., Westerville, Ohio, since 1928. Mensch, Harry R., Milltown, N. J. Menschel, M. R., A. B. '17, Oberlin Col.; A. M. 24, Columbia Univ.; Supt. of Sch., 804 W. Anglaize St., Wapakoneta, Ohio, since 1927, Merchant, Claude J., B. S. in Ed. *22, M. A. ’22, Syracuse Univ.; M- A. *23, Tchrs. Col., Columbia Univ.; Dir. of Educ., N. J. State Home for Boys, Jamesburg, N. J., since 1924. Meredith, Albert B., A. B. *95, M. A. 16, Wesleyan Univ.; Pd. D. '18, Muhlenberg Cok L H D: 7195. Upsala Cols LE; D: ’21, Wesleyan Univ.; State Commr. of Educ., Hartford, Conn., since 1920. Merideth, G. H., B: S. *24, Central Mo. State Tchrs. Col., Warrensburg, Mo.; . 25, Tchrs. Col., Columbia Univ.; Supt. of Sch., Board of Educ. 320 E. Walnut St., Pasadena, Calif., since 1928. Merrell, George Peabody, Chmn., Bd. of Pub. Instr., Clearwater, Fla. Merriam, Burr J., Diploma ’98, Oneonta Normal Sch.; B. S. '16, Columbia Univ.; Ed. M. ’27, Harvard Univ.; Supt. of Sch., Framingham, Mass., since 1922, Merrill, Joseph F., B: S. *93, Univ. of Mich.; Ph. D. ’99, Johns Hopkins Univ.; D. Sc. *'20, Univ. of Utah; Commr. of Educ., L. D. S. Church, 47 E. South Temple St., Salt Lake City, Utah, since 1928. Merrill, Sanford E., Supt. of Sch., 910 Gar- den St, Park Ridge, Ill. Merritt, Mrs. Lillian H., Elem. Supvr. of Sch., 321 Turin St., Rome, N. Y., since 1920. Mertching, R. A., B. S. '15, M. A. °18, New York Univ.; Supvg. Prin. of Sch., Oradell Ave., Oradell, N. J., since 1910. Merville, Ernest E., Pres., Spencerian Sch., 3201 Euclid Ave., Cleveland, Ohio. Messler, William Allen, B. S. '98, M. Sc. 201, Rutgers Cols M. Pd. “lh Pd) D. 115, N. Y. Univ.; Prin, State Normal Sch., 2039 Boulevard, Jersey City, N. J., since 1929. Mets, William Forder, M. A. *02, Rutgers Col.; Supvg. Prin. of Sch., 469 Prospect Ave., New Market, N. J., since 1905. Metts, Albert C., A. B. *16, M. A. ’23, Col. of Wooster; M. A., Tchrs. Col., Columbia Univ.; Supvg. Prin. of Sch., Bernards- ville, N. J., since 1923. Metzner, Alice B., B. S. '24, Detroit Tchrs. Col.; Dir. of Special Educ., Pub. Sch., Supvg. Prin. of Sch., 2915 Hogarth Ave., Detroit, Mich., since 1929. Meyer, Ivan I., A. B. 715, Ellsworth Col.; A. M. ’23, State Univ. of Iowa; Supt. of Sch., 122 Fifth St., Savanna, Ill., since 1927. Meyer, William W., Ph. B. ’24, Univ. of Chicago; Supt. of Sch, Harvard, 1ll., since 1926. Michael, Mrs. Elias, Member of Bd. of Educ., 4383 Westminister Place, St. Louis, Mo., since 1922. Michael, H. E., Supt. of Sch., Chagrin Falls, Ohio. Micheals, William H., A. B. °07, Dickinson Col. ; A; Mi: 724, Univ: of Pass Supt, .of Sch., Media, Pa., since 1920. Midkiff, Frank E., A. B. *12, Colgate Univ.; Pres., Kamehameha Schools, Honolulu, Hawaii, since 1923. Miles, Homer U., B. S. ’23, Texas Agrl. and Mech.) Col: M.A. 727, “Echts.5 Golan Cos lumbia Univ. Address: Edinburg Col., Edinburg, Texas. Miller, Alexander W., A. B. 712, Harvard Univ.; A. M. ’22, Columbia Univ.; Supt. of Sch., Glens Falls, N. Y., since 1927. Miller, Benjamin H., B. L. *09, A. B. ?11, East Texas State Normal Col., Commerce, Texas: B. A, “24 M A; "27> "UNIDOS Texas; Supt. of Sch., Eagle Pass, Texas, since 1924, Miller, Bertha May, A. B. ’01, Allegheny Gol.s Prin, Jr. H; S9 120 Bo Bultonmis ts Butler, Pa., since 1919. Miller, C. C., Supt. of Sch., Lincoln St, Salineville, Ohio. Miller, Charles A., A. B. *23, Franklin and Marshall Col.; Ed. M. 24, Harvard Univ.; Dist. Supt. of Sch., Lee, Mass., since 1926, Miller, Charles A. B:. S. AL M Av Az Susquehanna Univ.; Supt. of Sch., South Brownsville, Pa., since 1921. Miller, Charles F., Ph. B. *96, DePauw Univ. Address: 5766 Central Ave., In- dianapolis, Ind. Miller, Charles S., A. B. 713, Allegheny Col.; A. M. 15, Univ. of Pittsburgh; Supt. of Sch., Lansdowne, Pa., since 1929. Miller, Chester F., A. B. ’07, A. M. ’09, McKendree Cols A. M. 719, Tchrs. Col; Columbia Univ.; Litt. D. ’28, McKen- dree Col.; Supt. of Sch., Saginaw, Mich., since 1928, Miller, Claude J., B. Pd. ’13, Central State Normal Sch.; Supt. of Sch., Ecorse, Mich., since 1914, Miller, Edwin L., A. B. *90, “A; T MA Or Univ. of Mich.; M. Pd, ’24, Mich. State Tehrs. Col; Asst Supt. 0f Scho iai354 Broadway, Detroit, Mich. Miller, Elmer G., 1129 S. Negley Ave., Pittsburgh, Pa. Miller, Frank L., B. A. ’82, M. A. ’85, Ohio Wesleyan Univ.; Supt. of Sch., 15410 Lex- ington Ave., Harvey, Ill., since 1892. Miller, Fred B., B. S. ’27, Central Mo. State Tchrs. Col., Warrensburg, Mo.; Supt. of Sch., Normandy Consol. Sch. Tue EIGHTH YEARBOOK 427 Dist. of St. Louis Co., 6701 Easton Ave., St. Louis, Mo., since 1912. Miller, Harry W., B. S. ’25, Mich. State Normal Col.; Supt. of Sch., Center Line, Mich., since 1926. Miller, J. E. Wesley, Diploma ’94, West- ern Normal Col. and Business Inst., Bush- nell, Ill.; Co. Supt. of Sch., Court House, Edwardsville, Ill., since 1927. Miller, James Collins, B. S. *07, Throop Color TechisaMo “Ay 10" PAD 1. Tchrs. Col., Columbia Univ.; Prof. of Educ. Admin., 114 Bennett Hall, Univ. of Pa., Philadelphia, Pa., since 1925. Miller, Joseph W., A. B. *22, Midland Col.; Co. Supt. of Sch., Court House, Beatrice, Nebr., since 1927. Miller, L. F., Asst. Supt. Morris Ave., Athens, Ohio. Miller, P. H., Diploma ’17, Ill. State Nor- mal Univ.; Ph. B. ’24, Univ. of Chicago; M. A. ’28, Columbia Univ.; Supt. of Sch., Plano, Ill., since 1924, Miller, W. L., A. B. *16, Muskingum Col.; Supt. of Sch., Chillicothe, Ohio, since 1928. Miller, Ward I., A. B. *14, A. M. 715, Univ. of Sch., 123 of Denver; Supt. of Sch., Delta, Colo., since 1924. Millikan, Ben S., A. B. 710, M. A. 712, Baker Univ.; Dist. Supt. of Sch., Covina, Calif., since 1918. Milliken, William H., Jr., 41 E. 42nd St., New York, N. Y. Millmann, Anna, Diploma ’07, State Nor- mal Sch., Milwaukee, Wis.; LL. B. ’23, Ph. B. ’27, Marquette Univ.; Prin., John- son Woods Sch., Milwaukee, Wis., since 1929, Mills, Lewis Sprague, B. S. ’08, A. M. 713, Columbia Univ.; State Supvg. Agt. of Sch., 55 Walnut St., Winsted, Conn. Mills, W. R., Supt. of Sch., Louisburg, NAC: Millward, Carl L., Ph. B. 706, A. M. ’08, Bucknell Univ.; Supt. of Sch., Central Grammar Bldg., Milton, Pa., since 1917. Milne, John, B: S., Univ. of N, Mex.; Supt. of Sch., 804 Park Ave., Albuquer- que, N. Mex., since 1911. Minard, George C., B. S.; Dir., Hgts. Divi- sion, N. Y. Univ., Washington Square, New York, N. Y., since 1928. Miner, W. E, A. B. ’96, Brown Univ.; Supt. of Sch., Farmington, Maine, since 1923. Minnich, Harvey C., B. S. ’86, Ohio North- ern; A. M. ’08, Ohio Wesleyan; LL. D. 212, Univ, of Vt.; Ed. D. *29, Miami Univ.; Dean Emeritus, Sch. of Educ., Miami Univ., Oxford, Ohio, since 1929. Minnich, Robert E., A. B. 19, Dickinson Col.; A. M. ?25, Columbia Univ.; Supt. of Sch., Tupper Lake, N. Y., since 1926. Miracle, J. T., A. B. ’23, Univ. of Ky.; M. A. ?28, Columbia Univ.; Supt. of Sch., Catlettsburg, Ky., since 1923. Mitchell, Claude, A. B. *12, Susquehanna Univ.; A. M. ?25, Univ. of Pittsburgh; Supt. of Sch., West Newton, Pa., since 1918. ` Mitchell, Clovis W., B. S. *08, R. I. State Col. ; Supt. of Sch., Putnam Ave., Green- ville, R I., since 1918. Mitchell, Irving C., B. S. *'13, R I. State Col.; A. M. ’20, Brown Univ.; Dir., Sur- veys and Research, State Dept. of Educ., oe House, Providence, R. I., since Mitchell, J. C., Supt. of Sch., Murfreesboro, Tenn. Mitchell, John G, M. A. 19, Okla.; Pres., Central State Tchrs. Edmond, ©Okla., since 1919. Mitchell, M. S., A. B. *07, Ohio Wesleyan Univ.; A. M. 218, Tchrs. Col., Columbia Univ.; Supt. of Sch., Ashtabula, Ohio, since 1924. Mitchell, S. C., Supt. of Sch., Benton Har- bor, Mich. Mitchell, William Roy, A. B. 09, Law- rence Col.; Ph. M. *26, Univ. of Wis.; Head, Dept. of Educ., Mo. Valley Col., 304 E. Gordon St., Marshall, Mo., since 1928. Mniece, Leonard A., A. B. ’20, A. M., Univ. of Mich.; Supt. of Sch., Hancock, Mich., since 1924, Moehlman, Arthur B., A. B. 712, A. M. ’21, Ph. D: *23, Univ, of Mich.; Prof. of Ad- min. and Supvr., Sch. of Educ., Univ. of Mich., Ann Arbor, Mich., since 1923. Moffitt, Frederick James, A. B. 718, Hobart Univ. of Col., Cole Supt of Sch, Hamburgs: Na Y since 1927. Moffitt, Mumford Ellis, B. S. 17, M. A. 18 Univ. tol Miss... Dir, Div. ornin: formation and Statistics, State Dept. of Educ., Jackson, Miss., since 1926. Mohr Dean, B. S: and Ph. GC. 17, ‘Ohio State Univ.; Pres, Paul Quinn Col, Waco, Texas, since 1928. Mohr, Lloyd C., B. S. *16, Adrian Col.; M. A, ’22, Tchrs, Col., Columbia Unitv.; Supt. of Sch., South Haven, Mich., since 1920. E Molloy, Hugh J., Supt. of Sch., 16 Rutland St., Lowell, Mass. Monahan, Catherine E., Diploma "11, R. I. Col. of Educ.; Supvr., Elem. Schools, 9 Exchange Ter., Providence, R. I., since 1927. Monroe, Edwin S., A. M.; Dean of Faculty, Oakland City Col., Oakland City, Ind., since 1923. Montgomery, A. D., A. B. ’16, Ind. State Tchrs. Col.; A. M. ’25, Columbia Univ.; Supt. of Sch., Crawfordsville, Ind., since 1928. Montgomery, E. W., A. B. ’09, A. M. ”13, Ind. Univ.; Supt. of Union High Schools and Jr. Col., Union H. S., Phoenix, Ariz., since 1924. Montgomery, T. T., Supt. of Sch., Chick- asha, Okla. Moody, A. E., A. B. ’07, Ohio State Univ.; A. M. 24, Tchrs. Col., Columbia Univ.; Supt. of Sch., Bedford, Ohio, since 1918. Moody, Van Buren, A. B. A2 RA M. 21:5 Harvard Univ.; Supt. of Sch., Middle- town, Conn., since 1925, 428 DEPARTMENT OF SUPERINTENDNCE Moon, Ward Clinton, Diploma, State Nor- mal Sch., Cortland, N. Y.; A. B. ?05, Am- herst Col.; Pd. M. *13, N. Y. Univ.; Supt. of Sch., Poughkeepsie, N. Y., since 1919. Mooney, Mary F., Dir., Texts and Libraries Dept., Pub. Sch., 360 Hyde St., San Francisco, Calif., since 1924. Mooney, William Barnard, Pd. B.w02,, Pad. M. ’03, State Normal Sch., Greeley, Colo. ; A. B. 710, State Tchrs. Col, Greeley, Colo.; A. M. *16, Clark Univ., Worcester, Mass.; Exec. Secy.-Treas., Colo. Educ. Assn., 530 Commonwealth Bldg., Denver, Colo., since 1926. Moore, C. H., A. M. 717, George Peabody Col. for Tchrs.; Supt. of Sch. H. S. Bldg., Clarksville, Tenn., since 1927. Moore, CG. O., B. S. *25, Univ. of Okla; M. A. ’29, Columbia Univ.; Supt. of Sch., Prague, Okla., since 1927. Moore, Clyde B., A. B. '12, Nebr. Wesleyan Univ.; B. Ed. '13, Nebr. State Tchrs. COMPAS NTE Clark UL ENDE 2A, Columbia Univ.; Prof. of Educ., Cald- well Hall, Cornell Univ., Ithaca, N. Y., since 1925. Moore, George O., A. B. 04, A. M. ’09, Syracuse Univ.; Asst. Supt. of Sch., Li- brary Bldg., Erie, Pa., since 1922. Moore Harry G. A B 0L Bates Col Supt. of Sch., City Hall, Portsmouth, N. H., since 1925. Moore, Harry W. Ph. B. *13, Lafayette Col.; Co. Supt. of Sch., Flemington, N. J., since 1928. Moore, J. Layton, Prin., Pub. Sch., 403 Free St., Ridley Park, Pa. Moore, James Alexander, B. Pd. '94, South- ern Univ.; LL. D. ’24, Univ. of Ala.; Co. Supt. of Sch., Jasper, Ala., since 1920. Moore, James G., Supt. of Sch., Fargo, N. Dak. Moore, John R., Diploma '22, State Tchrs. Col., Shippensburg, Pa.; B. S. ’27, Ursi- nus Col.; Supvg. Prin. of Sch., 47 Cen- tre Ave., Norristown, Pa., since 1927. Moore, M. E., A. M. 714, Univ. of Kansas; Supt. of Sch., Beaumont, Texas, since 1919. Moore, Millard C., A. B. ’07, Colby Gols Ed, M. ’27, Harvard Univ.; Supt. of Sch., 98 Main St., Ashfield, Mass., since 1920. Moore, Milton H., A. B. ’21, Texas Chris- tian Univ.; Supt. of Sch., 409 E. Weather- ford St., Fort Worth, Texas, since 1915. Moore, R. L., A. B. *92, Ed, D. "27, Wake Forest Col.; Pres., Mars Hill Col., Mars HIVIN. TCS since: S017. Morales, Stella Marquez, Diploma *12, Univ. of Porto Rico; Supvr. of Sch., Salinas, BR: Ri since 1918. Morehart, Grover C., Ph. D. *27, Columbia Univ.; Assoc. Prof. of Educ., Syracuse Univ., Syracuse, N. Y., since 1923. Morelock, Oliver J., A. B. 92, Franklin and Marshall Col; A, M. ’20, Columbia Univ.; Co. Supt. of Sch., Newark, N. J., since 1913. Morgan, Frederic Evan, A. B. ”19, Wash- ington Univ.; Dir., The Principia, St. Louis, Mo., since 1919. Morgan, Lewis V., A. B. '13, Wheaton Col.; Co. Supt. of Sch., Court House, Wheaton, Ill., since 1921. Morgan, Ralph L., Supt. of Sch., Imbler, Oregon. Morgan, Walter E., A. B. ’19, M. A. 122° Univ. of Calif.; Chief, Division of Re- search and Statistics, State Dept. of Educ., Sacramento, Calif., since 1926. Morgan, Walter P., Diploma *95, Ind. State Normal; A. B. ’00, Ind. Univ.; Ph. M. "09, Univ. of Chicago; D. Ed. ’26, Miami Univ.; Pres., Western Ill. State Tchrs. Col., Macomb, Ill., since 1912. Morris, Charles A., B. S. 205. Rutgers Col.; Co. Supt. of Sch., Toms River, N. J., since 1906. Morris, Frank A., B. A. '14, M. A. ’20, Univ. of Maine; Supt. of Sch., Stough- ton, Mass., since 1925. Morris, Lyle L., B. S. ’20, Drake Univ.; A. M. 26, Ph D. 229. (Rehr CoCo: lumbia Univ. Address: 519 W. 121st St., New York, N. Y. Morris, M. G., 1221 tum, Pa. Morrisett, L. N., Prin., Roosevelt Jr. High Freeport Rd., Taren- Sch., Ninth and Klein, Oklahoma City, Okla. Morrison, Fred Wilson, A. B., A. M. ?*13, Unive iota Ni CAMS BP hee eee Columbia Univ.; Exec, Secy., The Tax Commission, Raleigh, N. C., since 1927. Morrison, J. Cayce, A. B. *12, Valparaiso Univ.; M, A. *16, Ph. D. *22, Columbia Univ.; Asst. Commr. for Elem. Educ., State Educ. Dept., Albany, N. Y., since 1926. Morrow, J. Andrew, Co. Towanda, Pa. Morrow, Paul R., Col. of Educ., Univ. of Cincinnati, Cincinnati, Ohio. Morse, Charles Kennedy, Diploma ’09, Nebr. State Normal Sch., Peru, Nebr., A. B. 14, Univ. of Nebr.; Supt, Nebr. Sch. of Agr., Curtis, Nebr., since 1919. Morse, Frank P., A. B. *90, Bowdoin Col.; A. M. ’01, Harvard Univ.; State Supvr. of Secondary Educ., Room 212, State House, Boston, Mass., since 1923. Morse, Herbert North, Asst. State Commr. of Educ., 901 Berkeley Ave., Trenton, NS CC OZ Morse, Marion Velma, B. A. ’09, Mt. Hol- yoke Col.; M. A. ?23, Ichrs. Col., Colum= bia Univ.; Kdgn.-Primary Supvr., 4801 Forsythe Ave., East Chicago, Ind., since 1926. Mort, Paul R., Ph. D. ’24, Columbia Univ.; Prof, of Educ. and Din, Soh OR EdUC. Tchrs. Col., Columbia Univ., New York, N. Y., since 1929, Morton, Hs Dao A. B. 715, Ouachita Cols Supt. of Seh Th. M. ’18, Southwestern Baptist Theo- logical Seminary, Ft. Worth, Texas; Pres., Mountain Home Col., Mountain Home, Ark., since 1918. Morton, Katharine A., State Supt. of Pub. Instr., Capitol Bldg., Cheyenne, Wyo. Morton, Orion A., Diploma ’00, State Nor- mal Sch., Farmington, Maine; Union, Tue EIGHTH YEARBOOK A) Supt. of Sch., 19 Bates St., ton, Mass., since 1923. Morton, William Henry, A. B. '09, York Col.; A. M. *12, Univ. of Nebr.: A. M. 23, Columbia Univ.; Ph. D. ’28, Univ. of Nebr. ; Diri ori Dehra Tr...) Debrs: Col: Univ. of Nebr., Lincoln, Nebr., since 1927. Morton, William Morris, 330 E. 22nd St., Chicago, Ill. Mosher, Charles L., Ph. B. '99, Ph. M. 1025 Hamilton Col.; Dir., Attendance Division, N. Y. State Educ. Dept., Albany, N. Y., since 1927. Moss, Jobn R., Supt. of Sch., Paris, Iil. Mossman, Frank Earnest, Ph. B. *03, A. M. ’05, Morningside Col.; D. D. ’09, Upper Iowa Univ.; LL. D. ’29, South- western Col.; Pres., Morningside Col., Sioux City, Iowa, since 1917. Mossman, Mrs. Lois Coffey, B. S. *11, M. A. ’20, Ph. D. ’24, Tchrs. Col., Columbia Univ.; Asst. Prof. of Educ., Tchrs. Col., Columbia Univ., New York, N. Y., 1911 to 1913 and since 1917. Mott, Hubert, B. S. 719, Wesleyan Univ.; Supt. of Sch., Seneca Falls, N. Y., since 1928. Moulton, Onsville Joshua, B. A. *14, Bates Col.; Supvg. Prin. of Twp. Sch., Nep- tune, N. J., since 1928. Mowry, Wendell A., A. B. 93, A. M. 794, Brown Univ.; Supt. of Sch., Cohannet Sch. Bldg., Taunton, Mass., since 1922. Moyer, Harry C., B. S. ’21, Columbia Univ.; Co. Supt. of Sch., Lebanon, Pa., since 1926. Moyers, Edison, A. B. *12, Tabor Col.; M. SY 22; Jowa State ‘Col,; Supt, of Sch., Sidney, Iowa. Moyse, George U., 1440 E. Broadway, Glen- dale, Calif. Mueller, Rudolph C., B. A. 713, Fargo Col.; Supt. of Sch., 7449 Warren Ave., Forest Park, Ui., since 1922. Muerman, J. C, A. B. *10, Washington State Col.; A. M ’16, Ph. D. ’22, George Washington Univ.; Dir. of Rural Educ., 1311 N. Sixth St., Durant, Okla., since Northamp- 1923. Mugan, Mary A. S., Ed. M. *27, Boston Univ.; Lecturer, Boston Univ., since 1923 and Asst. Supt. of Sch., Fall River, Mass., since 1913. Muir, James N., B. S. ’04, Univ. of Pa.; Supt. of Sch., Quincy, Mass., since 1926. Mulford, Charles W., 366 Fifth Ave., New Vork NY Mullen, J. O., A. B. ’28, Univ. of Ariz.; Supt. of Sch., Jerome, Ariz., since 1918. Mann JB Bus. 212, AS B16, Tri-State Col.; A. M. ?24, Columbia Univ.; Supt. of Sch., Waterloo, Ind. Munro, Paul Merritt, A. B. 710, Emory Univ.; A. M. ’23, Columbia Univ. ; Supt. of Sch., Selma, Ala., since 1926. Munroe, Frank D., Supvg. Prin. of Sch., Wall St., Oxford, N. J. Munson, Irving, A. B. 713, Augustana Col A. M. ?29, Univ. of Ill.; Supt. Gb sch, Momence, Ill., since 1920. Munson, J. M., Ph. B. "1, Univ. of Chi- cago; M. Pd. 13, Mich. State Normal Col.; Pres., Northern State Tchrs. Gol Marquette, Mich., since 1923. Murphy, A. B., Supt. of Sch., Afton, Wyo. Murphy, David R., A. B. '92, A. M. 95, Bethel Col.; Pres., State Normal Sch., Daphne, Ala., since 1924, Murphy, J. Wo AB. *03, Univ. of Kano sas; A. M. *26, Columbia Univ.; Supt. of Sch., Great Bend, Kansas, since 1926. Murphy, Joseph TES A B 204 Univ of Mich.; Supt. of Sch., Hurley, Wis., since 1904. Murphy, Mary E., Ph. B. *05, Univ. of Chicago; Dir., Elizabeth McCormick Me- morial Fund, 848 N. Dearborn St., Chi- cago, Ill., since 1925. Murray, Milo Clifton, A. B. ’02, A. M. 09, Olivet Col.; Supt. of Sch., Michigan City, Ind., since 1926. Musselman, Fren, A. B. ’10, Ind. Univ.; A. M. 16, Columbia Univ.; Dept. of Educ., Kent State Col.; Kent, Ohio, since 1924, Myers, Orvil F., A. B. *18, Ohio Wes- leyan Univ.; A. M. ’22, Ph. D. ’26, Univ. of Chicago; Los Angeles Jr. Col., 855 N. Vermont Ave., Los Angeles, Calif. Nanninga, Simon P., B. S. *16, Kansas State Tchrs. Col.; M. A. ’22, Leland Stanford Jr. Univ.; Ph. D. ’25, Univ. of Calif.; Dean, Col. of Educ., Univ. of N. Mex., Albuquerque, N. Mex., since 1925. Nash iG Wi BIS 91,9 Ss 2905 CLAD: ai Mankton Cols EL Di 23, Colo, Cobre LL. D.. ’24, Drury Col.; Pres., Yankton Col., Yankton, S. Dak., since 1925. Nash, M. A., B. A. 710, M. A. ?27, Univ. of Okla.; LL. D., Okla, Baptist Univ.; Pres., Okla. Col. for Women, Chickasha, Okla., since 1927. Nass, R. H., Bd. of Educ., Lincoln Park, Mich. Naylor, Arthur H., A. B. 02, Hamilton Coll Supt, of Sch, Port Jervis, Ni Yo since 1913. Neal, Elma A., B. A. ?23, M. A. 726, Co- lumbia Univ.; Dir. of Elem. Educ., San Antonio, Texas, since 1923. Neale, Mervin Gordon, B. S. in Ed. ’11, Univ, of Mo: A, Mo 17; Phe Dy 220; Tchrs. Col., Columbia Univ.; Dean, Sch. of Educ. and Dir. of Summer Session, Univ. of Mo., 120 Jesse Hall, Columbia, Mo., since 1923. Nebrida, Venancio, Diploma ’15, Philippine Normal Sch.; B. Pd. ’20, Tchrs. Prof. Col., Washington, D. C.; Bureau of Educ., Manila, P. I. Neel, Frederick G., A. B. '28, Ind. Univ.; Supt. of Sch., Ellettsville, Ind., since 1929. Neer, Mary L., B. S. 09, Tchrs. Col., Co- lumbia Univ.; Supvr. of Primary Grades, 1401 Kaighn Ave., Camden, N. J. Nefflen, Myra M., A. B. '16, W. Va. Univ.; M. A. ’23, Columbia Univ.; Asst. State Supvr. of Rural Sch., State Dept. of Educ., Charleston, W. Va., since 1926. Negron, Julio Fiol, Normal Sch. Diploma 14, Univ. of Porto Rico; Genl. Supt. of 430 DEPARTMENT OF SUPERINTENDNCE Sch., Dept. of Educ., San Juan, P. R., since 1926, Neighbours, Owen J., A. B. ’05, Western Maryland Col.; Ph. M. *10, Univ. of Chi- cago; Supt. of Sch., Wabash, Ind., since 1916. Nelson, Burton E, B: S ’91, M. S. ’95, Western Normal Col.; Pres., The Stout Inst., Menomonie, Wis., since 1923, Nelson, George O., B. A. ’25, Luther Col., Decorah, Iowa; Supt. of Sch., Bigelow, Minn., since 1929, Nelson, Gertrude M., Co. Supt. of Sch., Sidney, Nebr., since 1927. Nelson, H. G., 525 S. Ross, Santa Ana, Calif. Nelson, John V., M. S. ’09, Ohio Northern Univ.; Supt. of Sch., 4490 Noble St., Bel- laire, Ohio, since 1918. Nelson, Thomas Hawley, A. B. *13, Otter- bein Col.; Sr. Secy., Educational Serv., Natl. Council, Y. M. C. A., 347 Madi- son Ave., New York, N. Y., since 1928. Nelson, William E., A. B. *10, Baker Univ.; A. M. ’23, Univ. of Chicago; Prin., H. S., 12th and Maine, Quincy, Ill., since 1924. Nelson, William J., B. S. *11, Trinity Col., Hartford, Conn.; Union Supt. of Sch., Plaistow, N. H., since 1927. Neubauer, Paul, Prin., Trowbridge St. Sch., Milwaukee, Wis. Neulen, Leon Nelson, A. B. *16, St. Olaf Col.; M. A. ’21, Columbia Univ.; Supt. of Sch., Central Sch., Champaign, Ill., since 1928. Neulen, Lester N., B. A. *16, St. Olaf Col.; M. A. ’23, Ph. D. ’28, Columbia Univ.; Supvg. Prin. of Twp. Schools, Teaneck, N. J., since 1928. Address: 452 Ogden Ave., West Englewood, N. J. Neveln, Edward W., Supt. of Sch., Ankeny, Iowa. Neveln, S. T., A. B. *16, Iowa State Tchrs. Col.; Dist. Supt. of Sch., Austin, Minn., since 1921, Neverth, Albert A., A. B. *23, A. M. ?27, Univ. of Mich.; Supt. of Sch., Roseville, Mich., since 1922, Neville, James Harvey, A. B. ’18, Drury Col.; Supt. of Sch., 312 E. Randolph St., Kirksville, Mo., since 1925. Newbury, Maud C., B, $. *12, A. M. ?21, Columbia Univ.; Co. Supt. of Sch., Cur- rituck, N. C., since 1924. Newell, J. E., A. B. ’97, A. M. ’04, Otter- bein Col; M. A. ’23, Ohio State Univ.; Prin., Barrett Jr. H. S., 274 N. Hague Ave., Columbus, Ohio, since 1924, Newell, William Atwood, Ed. M. ’28, R. I. Col. of Educ.; Supt. of Sch., 1093 Central Ave., Pawtucket, R. I., since 1922. Newlon, Jesse H., A. B. ’07, Ind. Univ.; A. MIRI Columbia Unn UE Does Univ. of Denver; Pres., Natl. Educ. Assn., 1924-25; Prof. of Educ., and Dir. of Lincoln Sch., Tchrs. Col., Columbia Univ., 425 W. 123rd St., New York, N. Y., Since 1927. Newman, R. B., A. B. ’06, Univ, of Wis.; Supt. of Sch., Oskaloosa, Iowa, since 1923. Newton, Ga. Newton, Robert M., L. I. ’15, B. $. 716, Col. of William and Mary; Div. Supt. of Sch., Court House, Hampton, Va., since 1923. Nichols, Claude Andrew, B. A. ’98, South- western Univ.; Ph. D. ’05, Univ. of Ha- vana, Cuba; Head, Dept. of Educ., South- ern Methodist Univ., since 1919 and Dir., Sch. of Educ., Southern Methodist Univ., Dallas, Texas, since 1928. Nicholson, Jane H., Diploma ’07, B. S. ’08, M. A. ?09, Tchrs. Col, Columbia Univ.; Asst. Dir. of Kdgns., P. S. No. 76, 921 Lexington Ave., New York, N. Y., since 1914, Nickerson, Frederick M., Diploma ’05, East Maine State Normal Sch.; Supt. of Sch., Newport, Maine. Nickerson, William A., Diploma ’06, State Normal Sch., Hyannis, Mass.; B. S. in Ed. ’23, Boston Univ.; Supt. of Sch., Washington St., Holliston, Mass., since 1928. Nicklas; Victor. C:;;°.A, B: Pittsburgh; M. A. Address: 509 W. N Y Nickols, D. F., M. A. Mgr., Ill. Pupils Reading Circle and Supt., Elem. Schools, 604 Peoria St., Lincoln, Ill., since 1919. Nielsen, P. M., Co. Supt. of Sch., Tooele, Utah. Nisbet, S. S., A. B. *'19, Alma Col.; Supt. of Sch., Fremont, Mich., since 1923. Nissen, Harry, B. S. ’14, Mass. Agrl. Col.; Diploma ’23, Posse Normal Sch. of Gym- nastics; Pres., Posse-Nissen Sch. of Physical Educ., 779 Beacon St., Boston, Mass., since 1924. Noble, Edward Martin, Co. Supt. of Sch., Denton, Md., since 1905. Noetling, Franklin S., Ph. B. °13, Heidel- berg Univ.; Supvg. Prin. of Sch., Trevor- ton, Pa., since 1929. Nolan, Walter C., Deputy Supt. of Sch. in charge of Personnel, City Hall, San Francisco, Calif. Nolcox, Matthias, dianapolis, Ind. Nolte, K. F., B; A. ’12, Iowa State Tchrs. Col.; Supt. of Hudson Consol. Sch. and Assoc. Prof. of Rural Educ., lowa State Tchrs. Col., Hudson, lowa, since 1926. North, Samuel Maith, B. S. *12, A. M. ?13, Tehrsi Col Columbia Univ. EMED. 25, Western Md. Col.; State Supvr. of High Schools for Md., 2014 Lexington Bldg., Baltimore, Md., since 1916. North, Ward To B. S. *15, Drake Univ.; Supt. of Sch., Corydon, lowa, since 1925. Norton, John K., A- B 16 A MER Stanford. Univ.: Ph> D26; Tohrs Cols Columbia Univ.; Dir. of Research, Natl. Educ. Assn., 1201 16th St. N. W., Wash- ington, D. C., since 1922. Norton, Mrs. Margaret Alltucker, B. L. "14, M. A-C Ph. D. 22, Univ: of Calik Assoc. Dir., Research Div., Natl. Educ. Assn., 1201 16th St. N. W., Washington, D. C., since 1923. Ralph, Supt. of Sch., Waycross, 18, Univ. ¿of 24, Columbia Univ. 121st St., New York, 128, Lincoln Col.; 2866 Highland Pl., In- THE EIGHTH YEARBOOK SESS SS SE AS SRA A E ee A AA Norton, Warren P., A. B. *15, Brown Univ.; A. M. ’23, Tchrs. Col., Columbia Univ.; Supt. of Sch., Meadville, Pa. Norvell, George W., M. A., Oxford Univ., England; State Supvr. of English, State Educ. Bldg., Albany, N. Y., since 1928. Nourse, Laurence G., A. B. ’17, Dartmouth Cols A. M. ’20, Harvard Univ.; Supt. of Sch., Norton and Plainville, Mass., since 1924. Address: Norton, Mass. Noyes, Charles H., B. L. ’92, Dartmouth Col.; Supt. of Sch., 25 Auburn St., Nas- hua, N. H., since 1920. Noyes E: Ci A: Bi 98: Yale: A.-M., 700, Harvard; Asst. Co. Supt. of Sch, 610 Shady Drive, E., S. Hills Sta., Pittsburgh, Pa., since 1917. Noyes, William B., A. B. *95, Harvard; Supt. of Sch., East Haven, Conn., since 1923. Noyes, William E., B. A. ’11, Macalester Col.; Dist. Supt. of Sch., Tower, Minn., since 1922. Nugent, James A., A. B. '98, A. M. ’99, St. Peter’s Col.; LL. D. ’24, Seton Hall Col.; Ph. D. *26, Fordham Univ.; Supt. of Sch., Admin. Bldg., 2 Harrison Ave., Jersey City, N. J., since 1924, Nugent, M. E., B. A. *10 Carleton Col.; M. A. Univ; of N. Dak.s Prin e- Univ. H. S., Univ. of N. Dak., Grand Forks, N. Dak. Nurnberger, T. S., A. B. ’26, M. A. ’29, Univ. of Mich.; Supt. of Sch., Saline, Mich., since 1926. Nusbaum, Louis, B. S. ’08, Temple Univ.; Assoc. Supt. of Sch., Keystone Bldg., 19th and Ludlow Sts., Philadelphia, Pa., since 1915. Nuttall, James A., B. S. ’26, Brigham Young Univ.; Co. Supt. of Sch., Huntington, Utah, since 1926, Nuttall] Loba Jr, Bias. 11,4, M712, Columbia Univ.; Dean, Col. of Educ., Brigham Young Univ., Provo, Utah, since 1923. Nygaard, E. L., Supt. of Sch., Kenilworth, Ill., since 1923. Nyhart, H. U., Supt. of Sch., 37 Main St., Glen Lyon, Pa. Nystrom, Wendell C., A. B. *14, Bethany Col.; Prin., Community H. S., Norton, Kansas, since 1921. Oakes, Ralph G., B. Pd. ’18, M. A. in Ed. "28, Univ. of Maine; Union Supt. of Sch., Freeport, Maine, since 1925. O'Bannon, Maurice N., A. B. ?*17, Ind. Univ.; A. M. ’25, Columbia Univ.; Supt. of Sch., 217 E. Sixth St., Mt. Vernon, Ind., since 1925. Oberholtzer, Edison Ellsworth, Ph. B. ’10, MAANI Univ of Chicago: LL Der 21, Univ. of Tulsa; Supt. of Sch., Houston, Texas, since 1924. Oberholtzer, K. E., B. S. ’24, Univ. of Ill.; M. S. ’28, Agrl. and Mech. Col. of Texas; Supt. of Sch., El Campo, Texas, since 1928. 431 O’Brien, Ida, B. S, in Sch. Supvn. 727, State Univ. of Iowa; Supvg. Agent, Pri- mary Grades, State Bd. of Educ., Canaan, Conn., since 1927. Obuch., W. A.. Supt. of Sch, Lamont, Okla., since 1922. O'Connor, Mary Elizabeth, B. S. in Ed. and M. E. ’25, Boston Univ.; Supvr. of Elem. Sch., Sch. Dept., Natick, Mass., since 1926, Oday, H. A., Ph. B. ’99, Syracuse Univ.; Supt. of Sch., Mahanoy City, Pa., since 1916. O’Dell, Clyde H., B. S: ’22, State Tchrs. Col., Pittsburg, Kansas; A. B. 28, Univ. of Mo.; Supt. of Sch., Miami, Okla., since 1928. Odgers, H. E., A. B. ’02, Dickinson Coli: Supt. of Sch., Parkersburg, W. Va., since 1918. O'Donnell, William F., A. B. *12, Transyl- vania Col.; Supt. of Sch., Richmond, Ky., since 1926, Offenhauer, R. E., B. S. ’03, Marion Nor- mal Col.; A. B. *05, Otterbein Col.; A. M. *17, Columbia Univ.; Supt. of Sch., Lima, Ohio, since 1924, Offerman, Alice Cary, 886 E. Broad St., Columbus, Ohio. Offerman, Elizabeth J., B. S. in Ed. ?20, Bowling Green Normal Col.; Asst. Co. Supt. of Sch., Oak Harbor, Ohio, since 1923. Offerman, Kate M., B. S. ’20, State Normal Sch., Bowling Green, Ohio; Asst. Co. Supt. of Sch., Bowling Green, Ohio, since 1929. Ogan, R. W., Dept. of Sch. Admin., Ohio State Univ., Columbus, Ohio. Ogle, Fletcher A., A, B. ’06, Ind. Univ.; Al Me 227, Colo. States Dehrs; Coli Co: Supt. of Sch., 1940 Tenth Ave., Greeley, Colo., since 1925, Oglee, Frank J., Diploma ’12, N. Y. Univ.; Supvg. Prin, of Sch., East Rutherford, N. J., since 1896. O’Hern, Francis J., A. B. 714, A. M. 716, St. Louis Univ.; Pres., St. Marys Col., St. Marys, Kansas, since 1928. O’Hern, Joseph P., A. B. *92, A. M. ’94, Univ. of Rochester; Deputy Supt. of Sch., 300 Educ. Bldg., Rochester, N. Y., since 1929. Ohlson, Henry C., B. S. ’23, Ohio State Univ.; Dir., Health and Physical Educ., Lincoln Jr. H. S., Huntington, W. Va., since 1924. Ohrt, Alta S., Diploma ’08, State Tchrs. Coll, Chico, Calif.; Co. Supt. of Seh, 421 Lincoln St., Red Bluff, Calif., since 1929, Ojemann, Ralph H., B. S. ’23, M. S. ’24, Univ. of Ill.; Ph. D. ’29, Univ. of Chi- cago; Research Assoc. in Parent Educ., lowa Child Welfare Research Sta., State Univ. of Iowa, Iowa City, Iowa, since 1929. ? Oldham, James R. D., A. B. 97, Brown Univ.; Supt. of Sch., 184 Taunton Ave., East Providence, R. I., since 1911. 432 O’Leary, John, A. B. *10, Antioch Col.; Supt. of Sch., Eaton Ohio, since 1910. O’Leary, Wesley A., B. S. 795, Dartmouth Col.; Asst. State Commr. of Educ., Tren- ton, N. J., since 1918. Oliver, George J., Div. Supt. of Sch., Cape Charles, Va., since 1926. Oliver, Stanley C., B. S. '19, M. S: ’26, Pa. State Col. Address: 757 E. Madison St., Springfield, Mo, Oliver, W. W., A. B. ’23, Muskingum Col.; A. M. ?27, Columbia Univ.; Supt. of Sch., Caldwell, Ohio, since 1924, Oliver, William I., B. S. in Ed. *16, A. M. 26, Univ. of Mo.; Supt. of Sch, 910 Rogers St., Columbia, Mo., since 1920. Olsen, O. H., Supt. of Sch., Reed City, Mich, O'Malley, Margaret, B. S. ’27, Univ. of Buffalo; Prin., Elem. Sch. No. 66, Ta- coma and Parkside Aves., Buffalo, N. Y., since 1909, Oman, C. H., Supt. of Sch., 122 E. Sec- ond St., Garnett, Kansas. Oppelt, J. L., Prin., Avon Lake H. S., Avon Lake, Ohio. Opstad, Iver A., B. ATF- Luther Col.; M. A. ?*19, State Univ. of Iowa; Supt. of Sch., 530 E. Jefferson St., lowa City, lowa, since 1920, Orem, Nicholas, A. B. '98, A. M. ”10, St. Johns Col, Annapolis, Md.; A. M. 710 Tchrs. Col., Columbia Univ.; Co. Supt. of Sch., Upper Marlboro, Md., since 1921. Orner, Lawrence T., M. A. ’28, Columbia Univ.; Supvg. Prin. of Sch., Nicholson, Pa., since 1925. Orr, Estelle B., Prin., Lafayette Sch., 12415 Abell Ave., Cleveland, Ohio, since 1916. Ortiz, J. Vasquez, Supvr. of Sch, P. O. Box 338, 82 Munoz Rivera St., Fajardo, Pi R, since 1918. Osborn, G. Henry, Supvg. Prin. of Twp. Sch, R: D. 1, Livingston, N. J., since 1913. Osborne, Raymond W., B. A. '06, Yale Col.; M. A. ’08, Yale Univ.; Asst. Prin., Francis W. Parker Sch.. 330 Webster Ave., Chicago, Ill., since 1922. O’Shea, William J., B. A., Col. of the City of N. Y.; B. S: M. S., Manhattan Cols LL. D., Fordham Univ.; Supt. of Sch., 500 Park Ave., New York, N. Y., since 1924. Osma h TA A bales Pa Siate a Coe A, M. 20, Ph. D. *23, Columbia Univ.; Dean, Col. of Educ., Univ. of Porto Rico, Rio Piedras, P. R., since 1928. Otero-Warren, Mrs. Adelina, Co. Supt. of Sch., Santa Fe, N. Mex., since 1927. Otis, E. M., Ph. B. '03, Adelbert Col., West- ern Reserve Univ.; A. M, ’20, Tchrs. Col., Columbia Univ.; Supt. of Sch., Wil- loughby, Ohio, since 1909, Ott, Emory D., A. B. *12, Gettsyburg Col.; M. A. *25, Columbia Univ.; Supvg. Prin. of Sch., Barnesboro, Pa., since 1920. Ottermann, Charles, B. A. ’06, M. A. ’08, Univ. of Cincinnati; M. A. *15, Columbia Univ.; Asst. Supt. of Sch., 216 E. Ninth St., Cincinnati, Ohio, since 1922. DEPARTMENT OF SUPERINTENDENCE , Ouellette, Catherine, Diploma 16, Maine State Normal Sch.; Supt. of Sch., Fort Kent, Maine, since 1920. Overberger, Edwin W., A. B. ’28, Univ. of Pittsburgh; Supvg. Prin. of Sch., Key- stone Ave., Cresson, Pa., since 1923. Overmyer, J. F., M. A. ’24, Ohio North- ern Univ.; Supt. of Sch., Algona, Iowa, since 1904. Overturf, Jesse R., B. A. ’20, Univ. of Nebr.; M. A. ’23, Stanford Univ.; Deputy Supt. of Sch., 1524 36th St., Sacramento, Calif. Owen, Helen Mildred, B. S. '18, Tchrs. Col., Columbia Univ.; Managing Editor, Nor- mal Instructor and Primary Plans, 514- 516 Cutler Bldg., Rochester, N. Y. Owen, Mary E, A. B. 717, Smith Col.; A. M. ’20, Univ, of Chicago; Assoc. Editor, Normal Instructor and Primary Plans, 514-516 Cutler Bldg., Rochester, N. Y. Owens, Anderson D., A. B. 718, M. A. ’26, Transylvania Col.; Supt. of Sch., New- port, Ky., since 1925. Owens, Morgan R., A. B. *14, Ouachita Col.; M. A. ’24, George Peabody Col. for Tchrs.; State H. S. Supvr., State Dept. of Educ., Little Rock, Ark., since 1925. Ownsby, Warthen Stone, A. B. ’09, Univ. of Texas; Asst. Prin, H. §., Cleburne, Texas, since 1913. Oxnam, G. Bromley, A. B. *13, Univ. of Southern Calif.; S T: B. °15, Boston Univ. De D25. Col. oi then Pach LL. D. ’29, Ohio Wesleyan Univ.; LL. D. 29, Wabash Col.; Pres, DePauw Univ., Admin. Bldg., Greencastle, Ind., since 1928, Packard, Bertram E., A. B: ’00, Bates Col.; LL. B. 710, Univ. of Maine; State Commr. of Educ., State House, Augusta, Maine, since 1929, Packer, (P.-C, Ay) Ba PIS, State Univer ot Iowa; M. A. ’21, Univ. of Mich.; Ph. Dige28, Lehrs: Col, Columbia Univer Dean, Col. of Educ., State Univ. of Iowa, Iowa City, Iowa, since 1923. Page, A R, B A 115. sWrashburcnscols: Supt. of Sch., H. S., Whitewater, Wis., since 1920. Page, John Caleb, B. S. '08, Univ. of N. H.; Ed. MT °24, Ed. D. *28, Harvard Univ. Union Supt. of Sch, West Newbury, Mass., since 1928. Page, John S., A.B. 222, M A. [245 tiny. of Mich.; Supt. of Sch., 402 E. Clinton St., Howell, Mich., since 1922. Painter, J. E., Supvr. of Industrial Arts, Bd. of Educ., Minneapolis, Minn., since 1893. Painter, Walter S., A. M. *14, Columbia; Supt. of Sch., Garrett, Ind., since 1925. Palmer, A. Ray, Diploma ’11, State Normal Sch, Cortland, Ni Ya; Supve: Prin. lof Sch., Ridgefield Park, N. J., since 1918. Palmer, Bertha R., Diploma ’03, State Tchrs. Col., Mayville. N. Dak.; State Supt. of Pub. Instr., State Capitol, Bis- marck, N. Dak., since 1927. Tue EIGHTH YEARBOOK Palmer OME, BIS in Ed 220: Ohio Northern Univ.; A. M. ’27, Columbia Univ.; Supt. of Sch., 99 W. North Ave., East Palestine, Ohio, since 1928. Palmer, G. Lloyd, B. S. ’25, Johns Hopkins Univ.; Co. Supt. of Sch., Frederick, Md., since 1914, Palmer, Luella’ A B-S 206, M A? 715; Columbia Univ.; Dir. of Kdgn., 424 E. 57th St., New York, N. Y., since 1921. Palmer, M. C., Diploma ’96, State Normal Sch., Whitewater, Wis.; Prin., Co. Nor- mal Sch., Columbus, Wis., since 1916. Palmer, Rufus H., A. B. *09, A. M. °12, Univ. of Denver; A. M. *24, Tchrs. Col., Columbia Univ.; Asst. Supt. of Sch. in charge of Elem. Educ., Denver, Colo. Palmore, R. A., A. B. '24, Ky. State Tchrs. Col., Bowling Green, Ky.; Supt. of Sch., Route 7, Glasgow, Ky., since 1924. Pape, Nina Anderson, Prin., The Pape Sch., Savannah, Ga., since 1900. Park, James Holt, Supvg. Prin. Orlando, Fla. Park, James Williams, A. B. ’03, Amherst Col: AM. “15. Harvard Univ.: Chmn., Dept. of Educ., Adelphi Col., Garden City, N. Y., since 1916. Parke, Newcomb Gilbert, Supt. of Sch., E. Greene St., Waynesburg, Pa. Parker, C. A., B. A. *16, Hendrix Col.; M. of Sch., AB Okla. Univ.; Supt. Of Sch, 821 Flynn St., Alva, Okla., since 1925. Parker, Ernest, A. B. 87, Ky. Military Insts erin.) Tr ES 73123) Travis Ave., Ft. Worth, Texas, since 1918. Parker, H. J., Co. Supt. of Sch., Baxley, Ga. Parker, Robert C. B., Supvg. Prin. of Sch., Mt. Holly, N. J. Parker, Ruth, Glenburnie, Md. Parker, W. E., A. B. 14, Univ. of Mich.; Supt. of Sch., Rochester, Mich., since 1919. Parker, Walter W., A. B. 712, Hendrix Col.; A. M. 715, Columbia Univ.; Pres., Northwestern State Tchrs. Col., Alva, Oklo., since 1928. Parker, William E., B. S. 99, Wesleyan Univ., Middletown, Conn.; Supt. of Sch., Danielson, Conn., since 1924. Parker, Wylie A., B. S. ’07, Baylor Univ.; Prin., Forest Ave. H. §S., Dallas, Texas, since 1920. Parkinson, Burney Lynch, B. S. ’09, Erskine Col.; A. M. ’20, Ph. D. ’26, George Pea- body, siColator eichrs.e) Dit of Tehr. Tr., State Dept. of Educ., Montgomery, Ala. Parkinson, William D., A. B. ’78, Dart- mouth Col; LL. B. 781, Natl. Univ.; Lecturer, Boston Univ., Boston, Mass. Address: 321 Highland Ave., Fitchburg, Mass. Parmer, Wayne Rutter, B. S. *19, Franklin and Marshall Col.; M. A. ’23, Univ. of Pa.; Supt. of Sch., 311 West Ave., Jen- kintown, Pa., since 1926. Partridge, H. R., A. B. '13, Nebr. Wesleyan Univ.; Supt. of Sch., Alliance, Nebr., since 1923, Pate; WHR. A. B 017 Univ. of Nebr:; A. M. *29, Columbia Univ.; Pres., State Tchrs. Col., Peru, Nebr., since 1923. Patick, W. Burton, Supt. of Sch., Orange, Patterson, Herbert, B. A. '08, M A. ?*11, Conn. Wesleyan Univ.; M. A. *11, Ph. D. 713, Yale Univ.; Dean, Sch. of Educ., and Dir. of Summer Sch., Okla. Agrl. T Mech. Col., Stillwater, Okla., since Patterson, James Howard, A. B. *14, W. Va. Univ.; A. M. ’20, Columbia Univ.; Dist. Supt. of Sch, Thomas, W. Va., since 1921. Patterson, Walter B., A. B. '83, Dartmouth Col.; LL. B: ’85, LL. M. 86, George Washington Univ.; A. M. ’88, Dartmouth Col.; Suprv. of Special Sch. and Activi- ties, Franklin School Bldg., 13th and K Sts., N. W., Washington, D. C., since 1906. Patty, Willard Walter, A. B. ’14, Iowa State ¿Dchrs: Cols M.A. 20 Phy Dy 725; Univ. of Calif.; Prof. of H. S. Admin. and Sec. Educ., Ind. Univ., Bloomington, Ind., since 1927. Paul, Arthur G., A. B. *09, Occidental Col.; Dir., Jr. Col., Riverside, Calif., since 1920. Pauley, James J., B. S. *'15, Waynesburg Col.; Supvg. Prin. of Sch., Luzerne Twp., Fayette Co., South Brownsville, Pa., since 1924. Pauly, Frank R., Diploma 14, Central Mchrs. Cols IBTA 17, Univ of Okla; M. A. ?25, Columbia Univ.; Dir. of Re- search, Bd. of Educ., 410 S. Cincinnati, Tulsa, Okla., since 1929. Paxton, W. A., B. S. ’23, Brigham Young Univ.; Co. Supt. of Sch., Duchesne, Utah, since 1925. Payne, Bruce R., Pres., George Peabody Col. for Tchrs., Nashville, Tenn. Payne, E. George, Asst. Dean, Sch. of Educ., N. Y. Univ., New York, N. Y. Payne, John Howard, A. M. ’24, Columbia; Supt. of Sch., Maysville, Ky., since 1926. Peacock, Joseph Leishman, A. B. 00, Brown Univ.; A. M. ’02, Harvard; D. D. 21, Colby Col.; D. D, ’25, Brown Univ.; Pres., Shaw Univ., Raleigh, N. C., since 1920. Peairs, Hervey B., Genl. Supt. of Indian Affairs, Room 3119, Interior Bldg., Wash- ington, D. C., since 1927. Pearce, Webster H., A. B. ’04, Albion Col.; AMI Unive ob Michael es, Albion Col.; State Supt. of Pub. Instr., 608 Seymour Ave., Lansing, Mich., since 1927. Pearse, Carroll Gardner, LL. D. '14, N. H. State Col.; Pres., Natl. Educ. Assn., 1911-12, Address: 316 Ludington Ave., Milwaukee, Wis. Pearson, Irving F., B. S. '22, Univ. of 1ll.; Co. Supt. of Sch., Court House, Rockford, Ill., since 1927. Pearson, M. E., B. D. '85, Kansas Univ.; A. M. Baker Univ.; Supt. of Sch., Kansas City, Kansas, since 1902, 434 DEPARTMENT OF SUPERINTENDENCE Pearson, Parker T., A. B. ’99, Colby Col.; Supt. of Sch., Weymouth H. S., East Weymouth, Mass., since 1909. Pebly, Harry E., A. B. 17, Thiel Col.; Supvg. Prin. of Sch., Sharpsville, Pa., since 1928. Peck, Lora B., Diploma ’04, Peabody Col.; A. B. ’28, Sam Houston State Tchrs. Col., Huntsville, Texas; Dir. of Elem. Grades, Southern Life Bldg., Houston, Texas, since 1925. Peck, Raymond R., B. Sc. 717, M. A. 725, Ohio State Univ.; Supt. of Sch., Gar- _ rettsville, Ohio, since 1925. Peck, William R., B. A. *16, M. A, ?20, Holy Cross Col.; Supt. of Sch, 98 Suffolk St., Holyoke, Mass., since 1920. Peebles, J. Fernald, A. B. *16, Boston Univ.; Supt. of Sch., Bourne and Sandwich, Mass., since 1927. Address: Bourne, Mass. Peek, Clellia, Waco, Texas. Peirce, W. M., Ph. B. 799, Ill. Wesleyan Univ.; Ph. D. *13, Grove City Col.; Supt. of Sch., Ridgway, Pa., since 1897. Pence, A. C., B. A. '08, Ohio Wesleyan Univ.; Supt. of Sch., 514 S. Seventh St., Coshocton, Ohio, since 1925. Pence; W. G A.B, "12, B. 3. 721, State Tehrs. Col., Kirksville, Mo.; M. S: *22, Univ. of Chicago; Supt. of Sch., Fair- field, Iowa, since 1927. Pendry, Harper C., Supt. of Sch., Ironton, Ohio. Penley, F. J., B. S. *18, Univ. of Maine; M. A. ’26, Columbia Univ. Address: Unionville, Conn, Pennell, Mary E., BAS ’11, A. M. 718, Tchrs. Col., Columbia Univ.; Butler Hall, 119th St. and Morningside Dr., New York, No Ye Perham, Mrs. Grace S., Asst. Co. Supt. of Sch., Gravity, Pa., since 1919, Perley, S. Todd, Supt. of Sch., 911 Malvern Rd., Avalon, Pittsburgh, Pa. Perrin, Ethel, 370 Seventh Ave., New York, Ney? Perrin, H. Ambrose, Diploma ’03, Ill. State Normal Univ.; Ph. B. *'12, Univ. of Chi cago; M. S. *'16, James Milliken Univ.; M: A. ’22, Univ. of Chicago; Supt. of Sch., Library Bldg., Joliet, Ill., since 1922. Perry, Arthur C Jr, Ph." D292 Ni Y. Univ.; Dist. Supt. of Sch, New York, N. Y., since 1913. Address: 226 Halsey St., Brooklyn, N. Y. Perry, J. B., P. O. Box 237, Dallas, Texas. Perry, Nellie A., Supvr. of Americanization, since 1920; Supvr. of Practical Arts, since 1925. Address: School Dept., Quincy, Mass. Perry, William H., A. B. 793, A. M. 796, Syracuse Univ.; Pd. B. ’96, State Normal Col., Albany, N. Y.; Pd. M. *08, Ph. D. 709, N. Y. Univ.; Supt. of Sch., City Hall, Leominster, Mass., since 1914, Pesta, Rose A., B. L. *02, M: L. *03, Univ. of Wis.; Asst. Supt. of Sch., 460 S. State St., Chicago, Ill., since 1928. Peters, E. C, B. A. and B. S. A. 716, Univ. of Tenn.; M. A. ’25, Univ. of Chicago; Pres., Paine Col., 1235 15th St., Augusta, Ga., since 1929. Peters, Martin L., B. S. 713, Gettysburg Col.; A. M. ’24, Univ. of Pa.; Supt. of Sch., 136 Fourth Ave., Phcenixville, Pa., since 1924, Peters, Stacy Eugene, B. A. ’08, M. A. 711, Gettysburg Col.: M. A. ?25, Univ. of Pa.; Prin., Girls H. S., 425 Charlotte St., Lancaster, Pa., since 1920. Petersen, Louis A., A. B. *12, Univ. of Utah; Supt. of Sch., 170 N, Church Ave., Logan, Utah, since 1926. Peterson, Amos T., Supt. of Sch., Billings, Mont., since 1929. Peterson, C. V., B. S. *10, Purdue Univ.; Co. Supt. of Sch., Court House, Lafayette, Ind., since 1917. Peterson, Charles A., B. S. ’93, Natl. Nor- mal Univ., Lebanon, Ohio; Supt. of Sch., Brady, Texas, since 1925. Peterson, Elmer T., Col. of Educ., State Univ. of Iowa, Iowa City, Iowa. Peterson, M. V., B. S. ’98, Natl. Normal Univ.; Supt. of Sch., Rosenberg, Texas, since 1928. Petit, L.- H. A. Bi 210. Campbell Galí Supt. of Sch., 410 S. Highland, Chanute, Kansas, since 1923. Petty, A. F., Intermediate Supvr. of Sch., Belleville, Ill. Pfaff, Caroline S., B. O. *14, New Orleans Col.’ of Oratory B: ¡APO IM Aes; Tulane Univ.; Dist. Supt. of Sch., 4868 Constance St., New Orleans, La., since 1922. Pfeiffer, Carl A., A. B. *14, Univ. of Wis.; Supt. of Sch., Iron River, Mich., since 1927. Pfeiffer, Otto A., M. A. ’27, Univ. of Texas; Prin., Joel Chandler Harris Jr. Sch., San Antonio, Texas, since 1923. Phelps, B. J., A. B. *02, Yale Univ.; A. M. "13, Tchrs. Col., Columbia Univ.; Supt. of Sch., Agawam, Mass., since 1921. Phelps, C. L., A. B. ’01, A. M. ’03, Dart- mouth; Supt. of Sch., Ishpeming, Mich., since 1915. Phelps, Maurice R., M, A. ?28, State Univ. of Iowa; Prins Twp; H. S., CoalliGitys Ill., since 1929. Phelps, Shelton, B. S. *15, Mo. State Tchrs. Col.; A. M. *16, Ph. D. ”19, George Pea- body Col. for. Tehrs.; Dir of “Instr., George Peabody Col. for Tchrs., Nash- ville, Tenn., since 1919, Phenix, George P, A UB. 1:86) DISC Colby Col.; Acting Prin., Hampton In- stitute, Hampton Institute, Va., since 1929. Philhower, Charles Alpaugh, B. S. *09, A. M. "12; Dickinson Cols; TA ME 215 4Co- lumbia Univ.; Supt. of Sch., 303 Moun- tain Ave., Westfield, N. J., since 1917. Phillips, Claude A., A, M., Univ. of Chi- cago; Ph. D., George Peabody Col.; Prof. of Educ., Dir., Elem. Sch., Univ. of Mo., Columbia, Mo., since 1924. Tue EIGHTH YEARBOOK 435 a a NT TA Phillips, Clyde U., B. S. '18, Kansas State Tchrs, Col.; A. M. ’26, Univ. of Chicago; Supt. of Sch., 313 N. Mulberry, Eureka, Kansas, since 1921. Phillips, F. R., B. S. '14, Alma Col; M. A. *29, Univ. of Mich.; Supt. of Sch., Alma, Mich., since 1926. Phillips; EBrank Ws A. By 21% Tll.-.Col.; Supt. of Sch., DeKalb, Ill., since 1929. Phillips, Guy Ba A. B. ’13, Univ. of N. C.; Supt. of Sch., Salisbury, N. C., since 1923. Phillips, H. T., State Tchrs. Col., Mary- ville, Mo. Phillips, J. J., B. S. ’06, Ohio Wesleyan; Supt. of Sch., Lancaster, Ohio, since 1921. Phinney, R. Vaa B- S. in Ed. 221, State Tchrs. Col., Emporia, Kansas; Supt. of Sch., 218 W. 13th St., Larned, Kansas, since 1908. Phinney, W. H., Union Supt. of Sch., Church St., Calais, Maine. Phipps. Harrie Ji. B. S035 .Ed, M.- 21, Harvard; Supt. of Northbridge, Mass., Sch., since 1922. Address: Grammar Sch. Bldg., Whitinsville, Mass. Phipps, Paul E., B. S. in Ed. ’17, Univ. of Mo TA T M: 2277. Tchrs, Col., Columbia Univ.; Supt. of Sch., Harlingen, Texas, since 1920. Phipps, W. E., B. A. ’09, Westminster Cooly “Lehuacana, Texas: M. A. t25, George Peabody Col. for Tchrs.; Supt. of Sch., Fourth and Willow, North Little Rock, Ark., since 1925. Pickell, Frank G., A. B. *09, Ind. Univ.; A. M. *17, Tchrs. Col., Columbia Univ.; Supt. of Sch., Montclair, N. J., since 1923. Pickett, Lulu Leigh, B. S. ’21, Columbia Univ.; M. A. ’26, Univ. of Chicago; Supt. of Sch., Bd. of Educ., Superior, Wis., since 1926. Pieper, Charles J., Sch. of Educ., N. Y. Univ., Wash. Square E., New York, N. Y. Pierce, Anne E., B. A. ?27, State Univ. of Iowa; M. Mus. ’28, American Conserva- tory of Music; Assoc. in Music, Head, Dept. of Music, Univ. Experimental Schools, State Univ. of Iowa, Iowa City, Iowa, since 1926. Pierce, B. L., A. B. 718, Oberlin Col.; A. M. ’27, Columbia Univ.; Co. Supt. of Sch., Bliss Bldg., Sandusky, Ohio, since 1923. Pierce, Franklin E., Diploma 01, State Normal Seh Cortland! N: Y. “A. B. 705, Amherst Cols A. M. 17, Tchrs. Col. Columbia Univ.; State Supvr. of Second- ary Educ., State Capitol, Hartford, Conn. Pierce, Mrs. Helen Watson, B. S. ’02, M. A. "24, Univ. of Calif.; Asst. Supt. of Sch., 720 Chamber of Commerce Bldg., Los Angeles, Calif., since 1920. Pierce, Mary D., M. A. 717, Tchrs. Col., Columbia Univ.; Asst. Dir., Tr. Sch., State Tchrs. Col., Farmville, Va. Pillsbury, W. Howard, A. B. ’06, Carleton Col. ; Supt. of Sch., Schenectady, N. Y., since 1929, Pinkham, Raymond Edward, Supt. of Sch., 1 Liberty Pl., Weehawken, N. J. Pitkin, Fred E., A. B. ’16, Wesleyan Univ.; M. A. ’26, Columbia Univ.; Supt. of Sch., North Andover, Mass., since 1927. Pitkin, Royce S., B. S. in Agr. ’23, Univ. of Vt.; M. A. ’28, Columbia Univ: Supvg. Prin. of Sch., Wallingford, Vt., since 1927, Pitman, Joseph Asbury, Ed. D. ’29, R. TI. Col. of Educ.; Prin., State Normal Sch., Salem, Mass., since 1906. Pitt, Felix Newton, A. Ba ’16, A. M. ?17, St. Mary’s Univ., Baltimore, Md.; Supt. of Catholic Sch., 443 S. Fifth St., Louis- ville, Ky., since 1925. Pittenger, Benjamin Floyd, B. A. ’08, State Normal Sch., Ypsilanti, Mich.; M. A. 712, Unive, ote Texas; Phy D: 116, Univ of Chicago; Prof. of Educ. Admin. and Dean, Sch. of Educ., Univ. of Texas, Austin, Texas, since 1916. Pittenger, Lemuel Arthur, A. B. ’07, A. M. 708, Ind. Univ.; Pres., Ball State Tchrs. Col., Muncie, Ind., since 1927. Place, George A., Supt. of Sch., Salamanca, NX Plenzke, O. H., A. B., *14, Lawrence Col.; As ME 724, Univ Jof Wis: Pirsty Asst, State Supt., State Dept. of Pub. Instr., Madison, Wis., since 1926, Plummer, Louis E. B: S, ’09, B. C. $. ’09, Ohio Northern Univ.; Prin., Fullerton Union H. S. and Jr. Col., Fullerton, Calif., since 1918. Poley, Irvin C., A. B. 712, Haverford Col.; Ed. M. ’27, Harvard Univ.; Asst. Prin. and Dir. of Studies, Germantown Friends Sch., Coulter St., Philadelphia, Pa., since 1927. Polk, Clara M., Diploma ’95, R. I. Col. of Educ.; Asst. Supt. of Sch., 193 Washing- ton Ave., Providence, R. I., since 1914. Pollock, Thomas L., B. S., Univ. of Pitts- burgh; Supt. of Sch., 512 Washington Ave., Charleroi, Pa., since 1912. Poor, Charles L., Life Cert. 710, Western State Tehrs: Colo A. B. 720, M7 A E25; Univ. of Mich.; Supt. of Sch., 407 Fifth St., Traverse City, Mich., since 1920. Poor, Lillian B., Asst Dir. of Kdgn., 15 Beacon St., Boston, Mass., since 1915. Poore, Earl Yates, B. S. ’23, Northeast Mo. State Tchrs. Col.; LL. B. ’24, American Univ.; Supt. of Sch. Shelby, Mich., since 1928. Pope, Alvin E., B. A. ’98, Univ. of Nebr.; M. A. ’99, Gallaudet Col.; Supt., N. J. Sch. for the Deaf, Trenton, N. J., since 1917. Pope, Arthur Stanley, A. B. '08, Univ. of Wash.; Co. Supt. of Sch., Court House, Santa Barbara, Calif., since 1920. Pope, Delmer Neal, A. B. '03, Roanoke, Col.; M. Acct. '08, Boulder Business Col.; Supt. of Sch., 101 S. Wash. Ave., Roswell, N. Mex., since 1917. 436 Pore, Orin Eugene, A. B. '06, Col. of Wooster; A. M. '16, Tchrs. Col. Colum- bia Univ.; Supt. of Sch., 241 S. Freedom, Ravenna, Ohio, since 1925. Potrata, Oscar.) LLo Ba 23; Porto Rico; Supvr. of Sch., man, P. R., since 1925. Porter, Eva A., Prin., Jackson Sch., Duluth, Minn. Porter, Frederick W., B. S. 714, Tufts Col.; Ed. M. ’27, Harvard Univ.; Supt. of Sch., Greenfield, Mass., since 1929. Porter, Hugh A., Supvg. Prin. of Sch., 201 Texas Ave., Austin, Texas. Univ. of San Ger- Portwood, Thomas B., B. S. 719, Kansas State Tchrs. -Col.; A. M. ’22, Columbia Univ.; Main Ave. H. S., San Antonio, Texas. Postell, Mary W., Asst. Supt. in charge of Elem. Sch., Bd. of Educ., Atlanta, Ga. Poteet, Ernest H., B. A. ’21, Baylor Univ.; Supt. of Sch, Mercedes, Texas, since 1926. Pottenger, Mary O., Elem. Supvr. of Sch., Springfield, Mass. Potter; I. B VA. Bs C1 ECO Supt of Sch., South High Sch., Dixon, Ill., since 1921. Potter, J. B., Diploma *12, Idaho Normal; Dist. Supt. of Sch., Central Sch., Redondo Beach, Calif., since 1923. Potter, J. W., Ph. B. °13, Dickinson Col.; I M 23.) (Columbian Unive SUDE Of Sch., Lamberton Bldg., Carlisle, Pa., since 1927. Potts D. Walter, Supt. of Sch., Sixth and St. Louis Aves., East St. Louis, Ill, since 1911. Potwin, R. W., A. B. *10, Univ. of Kansas; AÑ M! 227%) Univ: of Chicago; “Supt. of Sch., McPherson, Kansas, since 1915. Pound, Jere M., LL. D. ’16, Univ. of Ga.; Pres., Ga. State Tchrs. Col., Athens, Ga., since 1912. Powell, Frank V., Supt. of Sch., Platteville, Wis. Power, Leonard, B. S. in Ed. *16, Central Mo. State Tchrs. Col., Warrensburg, Mo.; M. A. ’27, Univ. of Chicago; Asst. Supt. in charge of Elem. Sch., Bd. of Educ. Bldg., Tulsa, Okla., since 1929. Power, Thomas F., A. B. ’08, Amherst Col.; Asst. Supt. of Sch., City Hall, Worcester, Mass., since 1920. Powers, Elmer Walter, Ph. B. ’25, Univ. of Chicago; Supt. of Sch. and Prin., Com- munity H. S., 628 S. Fourth St., Watseka, Ill., since 1925. Powers, F. R., A. B. 713, Oberlin Col.; A. M. ’20, Tchrs. Col., Columbia Univ.; Supt. of Sch., Amherst, Ohio, since 1918. Powers, Guy W., B. S. 711, Univ. of Vt.; Supt. of Sch., Windham Central Dist., R. F. D., Cambridgeport, Vt., since 1922. Powers, Sue M., B. S. ’20, George Peabody Col. for Tchrs.; Co. Supt. of Sch., Court House, Memphis, Tenn., since 1922. DEPARTMENT OF SUPERINTENDENCE Poynter, J. W., A. B. ’25, State Tchrs. Col., Peru, Nebr.; Supt. of Sch., Winner, S. Dak., since i927. P’Pool, Mrs. Ethie Lee, Diploma ’04, South- west Texas Normal; Co. Supt. of Sch., Benjamin, Texas, since 1927. Prater, Mrs. Lulu O., Co. Supt. of Educ., Marks, Miss., since 1928. Prather, A Py ABI 24, Univ (ote Kone M. A. *28, Columbia Univ.; Supt. of Sch., 306 Farren Ave., Earlington, Ky., since 1924. Pratt, C H., A. B= 708, Bates Colt; Ax Mr. ’27, Columbia Univ.; Union Supt. of Sch., Southwick, Mass., since 1925. Pratt, Orville C., Ph. B. 795, DePauw Univ.; Supt. of Sch., Administration Bldg., Spo- kane, Wash., since 1916, Preston, Everett C., B. S. ’21, Mass. Agrl. Col.; Ed. M. ’26, Harvard Univ.; Supt. of Sch., Johnston, R. I., since 1924. Preston, Mrs. Josephine Corliss, M. A. 714, Whitman Cols L. H. D °25, Carleton Col.; Pres., Natl. Educ. Assn., 1919-20. Address: Burton, Vashon Island, King Co., Wash. Price, Clyde S., Life Cert. *11, Western State Normal Sch: BaS: 21 M. 5.1522, Kalamazoo Col.; Supt. of Sch., 412 Ever- green Ave., Flat Rock, Mich., since 1925. Price, E. D., B. A. ?12, Phillips Univ.; M. AS. 320, Univ. of Mos (Supt of asch., Enid, Okla., since 1915. Price, Joseph St. Clair, A. B. *12, Lincoln Univ.; A. B. *'17, Univ. of Mich.; Ed. M. 27, Harvard Univ; Head, Dept. of Educ., W. Va. State Col., Institute, W. Va., since 1920. Price, Wilfred H., Supt. of Sch., 92 Mar- shall St. Watertown, Mass. Price, William Raleigh, A. B. ’98, Cornell Univ.; Ph. D. *11, Columbia Univ.; State Supvr. of Mod. Lang., State Educ. Bldg., Albany, N. Y., since 1911. Prince, Frank C., Bo Sc 16 Hastings Col.; Supt. of Sch., Bayard, Nebr., since 1925. Pringle, Lewis A., A. B. ’02, Univ. of Chi- cago; Supt. of Sch., 53 W. 150th St., Harvey, Ill., since 1906. Prinz, William J., Prin., Emerson Jr. H. S., Hickory St., Dayton, Ohio. Prior, Charles F., Supt. of Sch., Town Hall, Fairhaven, Mass., since 1912. Proctor, Arthur Marcus, A. B: 710, Duke Univ. ; A. M. ’22, Tchrs. Col., Columbia Univ.; Prof. of Sec. Educ., Duke Univ., Durham, N. C., since 1923. Proctor, L. C., M. A. ’08, Texas Christian Univ.; Supt. of Sch., Temple, Texas, since 1920 and Pres., Jr. Cols, Temple, Texas, since 1928. Proctor, Milton D., B. S. '08, Colgate; Supt. of Sch., Ella Peach Sch. Bldg., Union- town, Pa., since 1926. Prodoehl, A. L., Supt. of Sch., 715 “Van Norman Ave., Cudahy, Wis. ‘THe EIGHTH YEARBOOK Prose, Charles T., B. S. '07. Denison Univ.; Supt. of Sch., Market Bldg., Zanesville, Ohio, since 1926. + Prout, F. J., B. L. 06, Ohio Wesleyan Col.; D. Ped. '16, Ohio Univ.; Supt. of oh H. S. Bldg., Sandusky, Ohio, since Pruitt, Eugene Watts, M. A. °26, Tchrs. Col., Columbia Univ.; Co. Supt. of Sch., Easton, Md., since 1929. Prunty, Merle, A. B. '09, Univ. of Kansas; A. M. ’27, Univ. of Chicago; LL. D. ’28, Univ. of Tulsa; Supt. of Sch., Tulsa, Okla., since 1929. Prutzman, Stuart E, B. A. ’23, Pa. State Col.; Co. Supt. of Sch., Court House, Mauch Chunk, Pa., since 1928. Puderbaugh, J. F., A. B. *16, Dickinson Col. ; M. A. ’28, Tchrs. Col., Columbia Univ.; Supt. of Sch., Lock Haven, Pa., since 1929, Pugh, L. R., B. S. in Ed. ’26. State Nor- mal Col., Bowling Green, Ohio; Supt. of Sch., Portage, Ohio, since 1928. Purcell, Thomas M., A. B. '03, Birming- ham-Southern Col.; Supt. of Sch., Coch- ran, Ga., since 1925. Purdom, J. Leslie, A. B. ’06, Centre Col.; AMAT Ph. D: 218, Harvard; Prin., Harris Tchrs. Col., St. Louis, Mo., since 1922. Purks, J. E., Supt. of Sch., Cedartown, Ga. Pye, William Arthur, Supt. of Sch., Toledo, Iowa. Quackenbush, Everett Allen, State Dept. of Pub. Instr., Harrisburg, Pa. Quickstad, N. J., B. A. *14, Univ. of Minn.; Supt. of Sch, Mountain Iron, Minn., since 1926. Otis Bok, A. By 09, Davidson Col); Supt. of Sch., 307 Third Ave., Rome, Ga., since 1920. Quigley, Samuel, A. B. ’05, State Univ. of Iowa; M. A. ’11, Univ. of Chicago; D. Litt. 19, Univ. of Denver; Assoc. Prof. of Educ. and Dir., Bureau of Sch. Inquiries, Univ. of Texas, 4932 Walker Ave., Houston, Texas, since 1927. Quinn, James Joseph, A. B. 712, Amherst Col.; A. M. *14, Harvard Univ.; Supt. of Sch., Winchester, Mass., since 1923. Rabb, so. Wi, Ay Be 06, Erskine Col.; Supt. of Sch., Greer, S. C., since 1928. Radcliffe, Paul Rodney, A. B. '99, Maryville Col.; Supt. of Sch., Nutley, N. J., since 1920. Radcliffe, Ralph, A. B. ’21, M.:A. ’28, Univ. of Pittsburgh; Supt. of Sch., Dormont, South Hills Branch, Pittsburgh, Pa., since 1920. Ragland, Fannie J., Diploma ’06, B. A. 708, Miami Univ.; M. A. ’14, Columbia Univ.; Supvr., Pub. Schools, 216 E. Ninth St., Cincinnati, Ohio, since 1929. 437 Rahn Ga ONG. MAS Bs Supt. of Sch., Lisbon, 1923. Rainey, Homer P.. A. B. 719, Austin Col.; A. M. ?23, Ph. D. *24. Univ. of Chicago; Pres., Franklin Col., Franklin, Ind., since 1927. Raker, W. W., Supt. of Sch., 223 W. First St., Bloomsburg, Pa. Ramsey, Floyd Archer, A. B. °15, Austin Cols M. S. in Ed 2287 Univ. of Okla:: Supt. of Sch., 508 N. Walnut St., Pauls Valley, Okla., since 1924. Ramsey, James William, A. B. ’13, Ouachita Col.; M. A. ’21, George Peabody Col. for Tchrs.; Supt. of Sch., Fort Smith, Ark. Ramsier, E. I., Diploma ’21, Southwestern State Normal Sch., California, Pa.; Supvg. Prin., Perry Twp. Sch., Perry- opolis, Pa., since 1919. Randall, John A., Ph. B. 705, Wesleyan; Pres., Rochester Atheneum and Mechan- ics Institute, 55 S. Plymouth Ave., Rochester, N. Y., since 1922. Randall, Mrs. Margaret T., Diploma ’96, Col Parkers) Sche Co, ‘Supt. of Sch? Florence, Ariz., since 1926. Randolph, Corliss F., A. B. ’88, L. H. D. 13) Luther Col: N. Daka, since 108 IN Univ bes TM FIS SE Col.; Prin., Fifteenth Ave. Sch., New- ark, N. J., since 1899, Address: 83 Jefferson Ave., Maplewood, N. J. Ranger, Walter E., A. B. 779, A. M. ’83, Bates ICO A M 202.) Univ: ou Vite; LLIDO Bates Cols Ed DI 22 RL State Col.; State Commr. of Educ., State House, Providence, R. I., since 1905. Rankin, Paul T., A. B. ’15, Mich. State Normal CoL; M. A. ?21, Ph. D. ’26, Univ. of Mich.; Supvg. Dir. of Research and Adjustment, Detroit Public Schools, 1354 Broadway, Detroit, Mich., since 1928. Ratchford, A. J., A. B. ?25, Susquehannz Univ.; Supt. of Sch., 30 N. White St. Shenandoah, Pa., since 1927. Rathbun, Franklin E., Co. Supt. Oakland, Md. Rathbun, Mrs. Roy E., A. B. '10, Syracuse Univ.; Dist. Supt. of Sch., Cincinnatus, N. Y., since 1926. Rather, Arthur A., A. B. *16, M. A. ’24 Univ. of Mich.; Supt. of Sch., 442 Pleas- ant, Ionia, Mich., since 1917. Rathke, Mary, A. B. ’09, Univ. of Nebr.; Co. Supt. of Sch., Glenwood, Iowa, since 1924. Rathmann, Carl G., Asst. Supt. of Sch., 911 Locust St., St. Louis, Mo. Raulins, D. B., A. B. '12, Ruskin Cave Col.; A. M. ?24, Southern Methodist Univ.; Pres., Mansfield Female Col., Mansfield, La., since 1926. Rawdon, Howard L., A. B. '04, A. M. 714, Oberlin Col.; Supt. of Sch, Oberlin, Ohio, since 1908. Rawlins, Robert E., B. S. '16, Huron Col; Supt. of Sch., Pierre H. S., Pierre, $. Dak., since 1918. of Sch, 438 DEPARTMENT OF SUPERINTENDENCE Rayburn, Charles B., Co. Marion, Ohio. Read, M. H., A. B. '19, Univ. of Kansas; A. M. ’22, Tchrs. Col., Columbia Univ.; Head, Dept. of Sec. Educ., Tchrs. Col of the City of Boston, 625 Huntington Ave., Boston, Mass., since 1922. Reagan, Chester L., B. S. *12, M. A. ?25, Earlham Col.; Prin., Moorestown Friends’ Sch., Moorestown, N. J., since 1925. Reagle, Fred P., Asst. Supt. of Sch., 22 Valley Rd., Montclair, N. J. Reavis, William C., Ph. B. ’08, A. M. "11, Ph. D. ?25, Univ. of Chicago; Prof. of Educ., Univ. of Chicago, 5819 Black- stone Ave., Chicago, Ill. Record, Louis De Witt, A. B. ’87, Amherst Supt. of Sch., Col.; Union Supt. of Sch., 16 Summer St., Nashua, N. H., since 1919. Redick, Charles B., Supt. of Sch., 307 E. Aztec Ave., Gallup, N. Mex. Redmond, Frank A., Bureau of Educ. Re- search, Bd. of Educ., Cleveland, Ohio. Reed, Carroll R., B. A. *06, M. A. ’14, Harvard Univ.; Supt. of Sch., City Hall, Minneapolis, Minn., since 1929. Reed, Lula. A., B.S. *17, M. A. 724, Tchrs: Col; Columbia Univ.; Supvr., Early Elem. Sch., 309 Third St., Jackson, Mich., since 1913. Reet dA Ro ABI. Trinity Colino Cas A. M. ’25, Univ. of N. C.; Supvg. Prin. of Sch., Woodbine, N. J., since 1926. Reeves, Charles E., A. B. ’15, Huron Col.; A. M. ’20, Univ. of Chicago; Ph. D. ’25, Columbia Univ.; Prof. of Educ., Elmira Col, Elmira, N. Yi since 1925. Reeves, Floyd W., Ph. D. ’25, Univ. of Chicago; Prof. of Educ., Univ. of Chi- cago, Chicago, Ill., since 1929. Regan, Teresa A., 625 Huntington Ave., Boston, Mass. Reiche Karl A., B. L. *09, Trinity Cok, Hartford, Conn.; Supt. of Sch., Bristol H. S., Bristol Conn., since 1913, Reid, E. T., Dist. Supt. of Sch., Manti, Utah. Reid, Edgar S., A. B. ’26, Central State Tchrs. Col.; Supt. of Sch., Berkley, Mich., since 1926. Reid, O. L., A. B. *98, Ind. Unive; LL. B. 705, Univ. of Louisville; M. A. *22, N: Y. Univ.; Supt., Yale Sch., Youngstown, Ohio, since 1926, Reid, Robert Lee, M. D. '97, A. B. *02, Univ, of Mo.; Supt. of Sch., Keokuk, lowa, since 1921, Reiff, Cecil K, A. B. *'15, A, M. *17, Ind. Univ.; Supt. of Sch., 201 N. 15th St., Muskogee, Okla., since 1925. Rein, Marion Batchelder, Supt. of Sch., 2 Morton St., Riverside, N. J., since 1923. Reiner, Joseph, A. M. ’14, St. Louis Univ.; Dean, Col. of Arts and Sciences, Loyola Univ., Chicago, Ill., since 1923. Reinertsen, S. G. B. A. ’11, St. Olaf Col.; M. A. ?21, Univ. of Colo.; Supt. of Sch., Moorhead, Minn., since 1926. Reinoehl, C. M., A. B. ’09, A. M. *10, Ind. Univ.; Ph. D. ’20, Univ. of Chicago; Prof. of Sch. Admin., Univ. of Ark., Fayetteville, Ark., since 1921. Reitzel, George H., Co. Danville, Ind. Supt. of Sch, Remaley, Frank H., A. B. ’01, A. M. ’09, Otterbein Col.; Asst. Supt. of Sch., Allegheny Co., 333 Carnegie Pl., Pitts- burgh, Pa., since 1920. Remington, Mrs. Pearl M. T., Diploma 794, R. I. Col. of Educ.; Asst. Supt. of Sch., Grove Ave. Sch., East Providence, R. I., since 1927. Remy, Ballard D., Ph. B. ’02, Franklin Col, Franklin, Ind.: A. M. 718, Tchrs. Col., Columbia Univ.; Supt. of Sch., Jr. H. S., Longmeadow, Mass., since 1928. Reyes, C. Torres, Adjuntas, P. R. Reynolds, F. E., B. A. *89, Natl. Normal Univ.; B. A. ’08, Defiance Col.; Secy.- Treas., Ohio Educ. Assn., Chamber of Commerce, Columbus, Ohio. Reynolds, Fordyce Thomas, Ph. B. ’00, Brown Univ.; A. M. ’20, Columbia Univ.; Supt. of Sch., City Hall, Gardner, Mass., since 1913. Reynolds, G. E., 217 Elmwod Drive, Provi- dence, R. I. Reynolds, O. Edgar, Diploma ’14, Ill. State Normal Univ.; A. B. ’16, ef TLS M Any PR D E2 bia Univ.; Head, Dept. Psych., Lebanon Valley Col., Pa., since 1924. Annville, Rhett, A. Burnet, M. A. and B. A. ’99, Univ. of Va.; Supt. of Sch., Charleston, S. C., since 1912, Rice, Charles A., B. S. ’99, Ill. Wesleyan Univ.; M. A. *23, Univ. of Oregon; Supt. of Sch., 316 E. 25th St., Portland, Oregon, since 1925. Rice, DuFay R,, Pd. B. ’07, Mo. State Normal; A. B. *11, Univ. of Colo.; A. M. *17, Tchrs. Col., Columbia Univ.; Supt. of Sch., Ironwood, Mich., since 1920. Rice, H. As A. By20, Av M9 26; Won Va Univ.; Supt. of Sch., Grafton, W. Va., since 1923. Rice, Louis Ay, “Bo CS. 721, ¡Bo Oi ARE dA 2i N. X Univ: Asst. in Sec duces State Dept. of Public Instr., Trenton, N. J., since 1927. Rice, W. H., A. B. ’01, Ohio Wesleyan; Supt. of Sch., London, Ohio, since 1909. Richards, W. M., B. S. 719, State Tchrs. Col., Emporia, Kansas; M. S. ’27, Univ. of Kansas; Supt. of Sch., Dodge City, Kansas, since 1928. Richardson, Charles C., A. B. POCO GOL: North Adams, 7875, ASEM Union Supt. of Sch., Mass., since 1923. Tue EIGHTH YEARBOOK Richardson, James W., B. S. "06, Iowa Wesleyan Univ.; M. A. ’13, State Univ. of Iowa; Supt of Sch; HH. S3 Hibbing, Minn., since 1923. Richardson, W. H., A, M. ’04, Defiance Col.: Supt. of Sch., 240 Chestnut St., Cuyahoga Falls, Ohio, since 1908. Richardson, W. L., A. B. ’01, Univ, of Toronto; Ph. D. *19, Univ. of Chicago; Prof. and Head, Dept. of Educ., Butler Univ., Indianapolis, Ind., since 1919. Richey, Joseph B., A. B. *89, Allegheny Col.; Ph. D., Waynesburg Col.; LL. D. "24, Grove City Col.; Supt. of Sch., 2008 Jenny Lind St., McKeesport, Pa., Since 1902. Richey, W. L., Supt., Coitsville Schools, Scienceville, Ohio. Richison, Willard E., Co. Supt. of Sch., 108 E. Locust, Watseka, Ill., since 1923. Richmond, Dean S., A. B. %19, M. A. ?20, Univ, of Southern Calif.; Dist. Supt. of Sch., Brawley, Calif., since 1922. Richmond, J., Supt. of Sch., Maplewood, Mo. Riddering, Albert A., A. B. *18, Univ. of Mich.; Supt. of Twp. Sch., Bd. of Educ., Melvindale, Mich. Riddle, "Walter, A: B. "17, A. M. 727 W. Va. Univ.; Supt. of Sch., Elkins, W. Va., since 1926. Ridgley, C. Fleming, B. Sc. *14, Ohio State Univ.; Supt. of Sch., Logan, Ohio, since 1919. Ridgley, Douglas Clay, A. B. ’93, Ind. Univ.; M. S. *22, Univ. of Chicago; Ph. D. 25, Clark Univ.; Prof. of Geography in Educ., Clark Univ., Worcester, Mass., since 1922. Riefling, B. Jeannette, B. S. *11, A. B. 713, Univ. of Mo.; A. M. ’20, Columbia Univ. Address: 3171 Portis Ave., St. Louis, Mo. Riemer G © Jy. ALB. 795," A.M. 796, Bucknell Univ.; A. M. ’00, Harvard Univ.; Ph. D. ’05, Leipzig Univ.; LL. D. 26, Bucknell Univ.; Pres., State Tchrs. Col., Clarion, Pa., since 1928. Rifle, I. N., Dist. Supt. of Sch., Mason- town, Pa. Rigg, Harry H., Supt. of Sch., 229 W. Or- leans St., Otsego, Mich. Riggin, D. M., A. B. ’08, Hendrix Col.; Supt. of Sch., Van Buren, Ark., since 1913. Riggs, Ora M., B. S. *17, Univ. of Chicago; Prin., Knickerbocker Sch., 2301 N. Clifton Ave., Chicago, Ill., since 1922. Ringle, Mrs, Lillian Newton, A. B. '98, Ottawa Univ.; A. M. ’25, Columbia Univ.; Tchr. and Matron, Andrew Drumm Inst., Independence, Mo., since 1929, Rising, Charles S., B. S. 719, M. A. 28, Univ. of Vt.; Supvg. Prin., Orleans High and Graded Sch., Orleans, Vt., since 1923. Risley, James H., A. B. ’07, Ind. Univ.; Ph. M..*10, Univ. of Chicago; Supt. of Sch., Centennial Bldg., Pueblo, Colo., since 1921. Ritchie, R. R, B. S. in E. E. ’08, M. A. in E. E. *19, Purdue Univ.; A. M. in Ed. 25, Columbia Univ.; Asst. Supt. of Sch., Atlanta, Ga., since 1925. 439 Ritter, E. L., A. B. ’14, Ind. Univ.; M A. LO, Phe D) '20) States Univ of Iowa; Prof. of Elem. Educ., Iowa State Tchrs. Col., Cedar Falls, Iowa, since 1922. Ritzman, F. R., Supt. of Sch., De Kalb, Ill., since 1911. Robbins, Chester, A. B. *13, Ursinus Col.; A. M. ’22, Univ. of Pa.; Supt. of Sch., H. S. Bldg., Bridgeton, N. J., since 1927. Robe, T. S., A. B. ’22, Muskingum Col.; Supt. of Sch., Frazeysburg, Ohio, since 1922. Roberts, Alexander Crippin, A. B. ’06, Univ or WIS A M AS) 7172) Ph. D 22. Univ. of Wash.; Pres., State Tchrs. Col., San Francisco, Calif., since 1927. Roberts, Bertha ŒE., Life Sec. Admin. Credential ’26, San Francisco State Tchrs. Col.; Deputy Supt. of Elem. Sch., City Hall, San Francisco, Calif., since 1919. Roberts, Clarence R.. B. A. 20, Univ. of Okla.; M. A. ’28, Univ. of Colo.‘ Supt., Fairview Independent Sch. Dist., Thrift, Texas, Roberts, Edward D., B. A. *99, M. A. ’07, Univ. of Cincinnati; M. A. ’08, Tchrs. Cols- Columbia Univ.; Supt. of Sch., Cincinnati, Ohio, since 1929. Roberts, Thomas R., Ph. B. ’05, Upper Iowa Univ.; Supt. of Sch., Independence, Iowa, since 1918. Robertson, Arthur H., A. B. ’09, Univ. of Wis.; Ph. M. 710, Univ. of Chicago; Supt. of Sch., 104 Spruce St., Dowagiac, Mich., since 1924. Robertson, PC U B. A RI Univ OfmaN. Dak.; Supt. of Sch., 215 Fourth Ave., S., Jamestown, N. Dak., since 1924. Robertson, Martin Brown, B. S. ’18, Trinity Cole Ma Ay, 20, Ra State ¡Coli MA: 21 Columbia Univ.; Field Supvr. of Rural Educ., State Bd. of Educ., Wil- limantic, Conn., since 1929. Robinson, Albert, A. B. *93, Colby Col.; Supt. of Sch., Peabody, Mass., since 1903. Robinson, Berton W., A. B. ’24, Western State Tchrs. Col, Kalamazoo, Mich; Supt. of Sch., Springfield Sch., Battle Creek, Mich., since 1927. Robinson, Edward Kilburn, B. S. *04, Dart- mouth Col. Address: 15 Ashburton Pl., Boston, Mass. Robinson, Ernest W., Supt. of Sch., West Bridgewater, Mass., since 1929. Robinson, G. Carlton, 11326 Hessler Rd., Cleveland, Ohio. Robinson, Ivor J., Supt. of Sch., 208 Gough Ave., Boonville, Ind. Robinson, J. R., A. B. 09, M. A. *12, Univ. of Ky.; Ph. D. ’27, George Peabody Col. for Tchrs.; Registrar, George Peabody Col. for Tchrs., Nashville, Tenn., since 1927. Robinson, Louis C., A. B. ’05, Washing- ton Col., Chestertown, Md.; Co. Supt. of Sch., Chestertown, Md., since 1922. Robinson, Raymond W., Supt. of Twp. Sch., 433 Center Ave., Greensburg, Pa. Robinson, Ross N., A. B. 715, Carson-New- man Cols eA. TB. 219, Unive orf Renn; A. M. ’21, Columbia Univ.; Supt. of Sch., Kingsport, Tenn., since 1924, 440 DEPARTMENT OF SUPERINTENDENCE Rock, BJ A. B. 44; Ripon Cols MTA 722, Columbia Univ.; Supt. of Sch., 116 Thorn St., Ripon, Wis., since 1923. Rockett, James F., A. B. ’08, A. M. ’22, Holy ' Cross Col; Supt. of Sch. Park Pl., Woonsocket, R. I., since 1925. Rodefer; ©. A. A. B. 713, Bethany Col:, Bethany, W. Va.; Supvg. Prin. of Sch., West Brownsville, Pa., since 1924. Rodes, Lester A., A. M. 717, Univ. of Pa.; Supt. of Sch., 902 Washington St., Cape May, N. J., since 1921. Rodgers, J. Harvey, Ed. M. *21, Harvard Univ.; Supvg. Prin. of Sch., Glassboro, N. J., since 1921. Rodman, Benedict J., A. B. '06, A. M. 711, St. Louis Univ.; Pres., John Carroll Univ., Cleveland, Ohio, since 1928. Roeder, J. N., A. B. 717, Franklin and Marshall Col. A- Me 723) Tehrs CoL, Columbia Univ.; Supt. of Sch., 308 Co- lumbia Ave., Palmerton, Pa., since 1926. Rogers, C. E., Supt. of Sch., Johnson City, Tenn. Rogers, James Edward, M. S. in Ed. ’08, Univ. Sot Calik; Dire Natl Physical Educ. Serv. of the Playground and Recreation Assn. of America, 315 Fourth Ave., New York, N. Y., since 1925, Rogers, Lester Burton, Ph. D. 715, Tchrs. Col., Columbia Univ.; Dean, Sch. of Educ. and Dean, Summer Session, Univ. of Southern Calif., Los Angeles, Calif., since 1919. Rogers, Virgil M, A. B. *'21, Wofford Col.: M. A. ’24, Western State Col.; Supt. of Sch., Gunnison, Colo., since 1926. Rogers, V. Z., Supt. of Sch., Lamesa, Texas. Rogers, Walter M., B. L. '05, Dartmouth Col.; Pres., Sch. Board, Lake Shore H. S., St. Clair Shores, Mich, since 1922. Rohan, Ben. J., B. A. *16, Lawrence Cols Supt. of Sch., Appleton, Wis., since 1925. Rohn, W. L., M. E. *85, Normal; Supvg. Prin. of Sch., 201 Central Ave., North Wildwood, N. J., since 1918. Rohrbough, E. G., A. B. ’00, Allegheny Col.; A, M. *06, Harvard Univ.; Pres., State Normal Sch., Glenville, W. Va., since 1908. Roland, H. M., A. B. ’20, Wake Forest Col.; Supt. of Sch., Washington, N. C., since 1926. Romney, George S., Pres., Ricks Col., Rex- burg, Idaho. Root, Benjamin H., B. A. *13, Univ. of Rochester; M. A, ’29, Columbia Univ.; Prin., Attica H. S., Attica, N. Y., since 1921. Root, Frank S., B. Di. *'92, Des Moines Univ.; Supt. of Sch., Fayetteville, Ark., since 1906, Rose, Clinton E., A. B. ’99, M. 713, Columbia; Supt. son, Ariz., since 1920. Rose, Junius H., A. B. 713, Duke Univ.; Kansas; A. Of “SChs, “Lites A. M. °26, Columbia Univ.; Supt. of Sch,, Greenville, N. C., since 1920 and Dir., Experimental Sch., East Carolina Tchrs. Col., Greenville, N. C, Rose, Marion M., B. S. '19, State Tchrs. Col., Pittsburg, Kansas; M. S. ’28, Univ. of Kansas; Supt. of Sch., Pittsburg, Kansas, since 1924. Roselle, Ernest N., Supt., Natl. Sch. of the Royal Order of Moose, Mooseheart, Ill., since 1927. Rosier, Joseph, A. M. 715, Pres., State Normal Sch., Va., since 1915. Ross, Carmon, Ph. B. ’05, Lafayette Col.; A M ion Ph Dy 22 IS O IRE Supvg. Prin. of Sch., Doylestown, Pa., since 1906 and Dir., Summer Demonstra- tion Sch., State College, Pa. Salem Col.; Fairmont, W. Ross, Meta, 5440 Cass, Detroit, Mich. Rossbach, Lillian R, B. A. ’06, Hunter Col. Address: 246 Pelton Ave., West New Brighton, Staten Island, N. Y. Rossman, John G., A. B. 08, A. M. 711, Franklin and Marshall Col.; A. M. ?17, Tchrs. Col.; Supt. of Sch., 4819 Magoun Ave., East Chicago, Ind., since 1929. Rothermel, Harry J., A. B. ’23, Susque- hanna Univ.; M. A. ?28, Univ. of Pa.; Supvg. Prin. of Sch., Berwyn, Pa., since 1925. Roudabush, Charles E., A. B. ’03, Lebanon Valley Col.; A. M. *24, Columbia Univ.; Supt. of Sch., 320 N. Fifth St., Miners- ville, Pa., since 1915. Roudebush, Charles M., A. B. *14, Ohio Wesleyan Univ.; Dir., Y. M. C. A. Sch., Columbus, Ohio, since 1916. Roudebush, G. E, B. Sc. Ed. *18, Ohio State Unive M. A 237 CES CON Columbia Univ.; Asst. Supt. of Sch., Columbus, Ohio, since 1927. Roudebush, Roy R., A. B. *14, A. M. ’27, Ind. Univ.; Asst. State Supt. of Pub. Instr., 227 State House, Indianapolis, Ind., since 1928, Rounds, Charles R. 536 S. Clark St, Chicago, HI Routt, Forrest V., B. L. ’06, Univ. of Calif. ; Supt. of Sch., Alhambra, Calif., since 1925. Rowe, F. F., Supt. of Sch., LaGrange, Ga. Rowe, John R., A. B. 719, Beloit Col.; M. A, ?22, Univ. of Chicago; Supt. of Sch., Western Springs, Ill., since 1924. Rowell, Arthur B., A. B. 795, Yankton Col.; Supt of Sch., Glencoe, Ill., since 1903. Rowland, Albert Lindsay, A. B. ’08, Temple Univ.s M- A “11, Ph.D. “14 Unnator Pa.; Supt., Cheltenham Twp. Sch., Elkins Park; Pa. Rowland, Sydney V., B. S. ’14, Temple Unive; M. A. "21, Univ. of Pass Supts of Sch., Radnor Twp., Wayne, Pa., since 1920, Rowland, W. T., Jr., Supt. of Sch., Mari- anna, Ark. Roy, Calista, Normal Sch. Diploma 02; Asst. Supt. of Sch., Waltham, Mass., since 1925. Roy, William Milton, Asst. Co. Supt. of Sch., Second St., Towanda, Pa. Royce, Asa M., Pd. B. *'04, Univ. of Wis.; Pres., State Normal Sch., Platteville, Wis., since 1916, THe EIGHTH YEARBOOK 441 Rubins, Ralph B; B. A. 03, Ohio Wes- leyan; M. A, *15, Univ. of Chicago; Supt. of Sch., 606 Alabama St., Bristol, Tenn., since 1914, Ruch, Giles Murrel, A. B. °14, Univ. of Oregon; Ph. D. 22, Stanford Univ.; Protas ot Educ, Univ. ot- Calif. 216 Haviland Hall, Berkeley, Calif., since 1926. Rudolf, Ida, Asst. Supt. of Sch., Louis- ville, Ky. Ruediger, William C., Ph. B. ’99, Ph. M. 703, Univ. of Wis.; Ph. D. *07, Columbia Univ.; Prof. of Educ., since 1907 and Dean, Sch. of Educ., George Washing- ton Univ., Washington, D. C., since 1912. Ruffer, Argra E., Asst. Co. Supt. of Sch., Room 200, Old Court House, Cleveland, Ohio. Rufi, John, B. S. ’18, Kansas State Tchrs. COEM, AI + (Ph. D226.. Tchrs: Col:, Columbia Univ.; Prof. of Educ., Univ. of Mo., Columbia, Mo., since 1928. Rugg, Earle U., A. B. ’15, A. M. 717, Univ. of Ill.; Ph. D, 23, Columbia Univ.; Head, Dept. of Educ., Colo. State Tchrs. Col., Greeley, Colo., since 1923. Rugg, Harold, B. S. ’08, Dartmouth Col.; C. E. ’09, Thayer Sch. of Eng.; Ph. D. 15 Univ. of 111:; Prof. of Educ., Tehrs. Col., Columbia Univ., New York, N. Y., since 1919. Ruch C En, A. B. 703, Stanford: Mo L ?07, Univ. of Calif.; Prof. of Educ., Univ. of Calif., 108 Haviland Hall, Berkeley, Calif., since 1908. Ruhl, Howard T., A. B. ’07, St. John’s Col.; A. M. 717, Columbia Univ.; Co. Supt. of Sch., Elkton, Md. Ruhnke, Reinhardt H., Asst. Supt. of Sch., 418 14th Ave., Milwaukee, Wis. Rule, James NI 'B. S..’98, M. S. 701, Sc. D. ?27, Washington and Jefferson Col.; De- puty Supt., State Dept. of Pub. Instr., Harrisburg, Pa., since 1921. Rundle, John, B. S. ’96, Normal Sch., Leb- anon, Ohio; L. I. ’98, Peabody Col.; Supt. of Sch., Grenada, Miss., since 1920. Rundlett, Louis J., A. B. ’81, A. M. ’87, Dartmouth Col.; Supt. of Sch., Concord, N. H., since 1885, Runk, Jeshua Paul, Supvg. Prin. of Sch., East McKeesport, Pa. Runyon, Charles, 246 Grant Brunswick, N. J. Russell, John Dale, A. B. 717, A. M. ’24, Ind. Univ.; Asst. Dir. of the Survey of Educ. Institutions, M. E. Church, 740 Rush St., Chicago, Ill. Russell, Mrs, Lawrence M., Pd. B. and bdo M2297 Nay.) State Col:; A: B, 210, Univ. of Chattanooga; M. A. *14, Colum- bia Univ.; Supvr. of Intermediate Grades, Pollyanna Apts., Chattanooga, Tenn., since 1919. Russell, Melvin E., A. B. 717, Univ. of Fla.; Co, Supt. of Pub. Instr., Key West, Fla., since 1925, Ralph, Ave., New Russell, Supt. of Sch, Superior, Wyo, Russell, Ralph D., Ph. D. ’23, State Univ. of Iowa; Prof. of Sec. Educ., Univ. of Idaho, Moscow, Idaho. Russell, Walter B., S. B. ’97, Mass. Inst. of Technology; Dir. of Franklin Union, 41 Berkeley St., Boston, Mass., since 1908. Russell, Walter Earle, A. B. 93, Wesleyan Univ.; Prin., State Normal Sch., Gor- ham, Maine, since 1905. Russell, William F., A. B. 710, Cornell Univ.; Ph. D. *14, Columbia Univ.; LL. D. ’28, George Washington Univ.; LL. D. 28, Univ. of Pittsburgh; LL. D. ’29, Colby Col.; Dean, Tchrs. Col., Columbia Univ., New York, N. Y., since 1927. Russum, Elizabeth, B. S. ’22, Univ. of Idaho. Address: 1103 Maxwell, Spokane, Wash. Rutherford, Kenneth L., A. B. ’16, Hobart Cols EM TA 24 i Tehra Col Columbia Univ.; Supvg. Prin. of Sch., Monticello, N Y., since 1928. Ryan, Belle M., Asst. Supt. of Sch., 600 City Hall, Omaha, Nebr. Ryan, W. Carson, Jr., A. B. ’07, Harvard; Ph. D. *'18, George Washington Univ.; Prof. of Educ., Swarthmore Col., Swarth- more, Pa., since 1921. Ryan, W. J., Supt. of Sch., Gilbert, Minn. Ryden H TE I BA ZO M SI 2 Oho Northern Univ.; M. A. ’24, Ohio State Univ.; Co. Supt. of Sch., Fremont, Ohio, since 1925. Saam, Theodore, B. S. '98, Lennox Col.; A. M. ’03, Univ. of Iowa; Supt. of Sch., Council Bluffs, Iowa, since 1917. Safford, Adelbert Leon, A. B. ’89, A. M. 292, Bates Col.; Dist. Supt. of Sch., Reading, Mass., since 1913. Sahm, Edgar Arthur, A. B. ’26, Univ. of Texas; Supt. of Sch., 145 N. Academy Ave., New Braunfels, Texas, since 1927. St. John, Claude E., Diploma ’03, Kansas State Normal Col.; Supt. of Sch., Ar- kansas City, Kansas, since 1918. Saler, Bayard W., A. B. ’26, Bethany Col; Bethany, W. Va.; Supvg. Prin. of Sch., Ligonier, Pa., since 1928. Salgado, S. Morales, Supvr. of Sch., Isa- bela, P. R., since 1921. Salley, Nathaniel Moss, A. B. ’97, Wofford Col.; Dean, Sch. of Educ., Fla. State Col. for Women, Tallahassee, Fla., since 1910. Address: 553 W. Jefferson St., Talla- hassee, Fla. Sampson, William C., Ph. B. '02, Dickin- son Col.; Supt. of Twp. Sch., Upper Darby, Pa., since 1926. Samuelson, Agnes, M. A. ’28, State Univ. of Iowa; State Supt. of Pub. Instr., State House, Des Moines, Iowa, since 1927. Sanberg, George H., B. A. ’19, Univ. of N. Dak.; Supt. of Sch., Rochester, Minn., since 1925. Sanborn, Channing T., A. B. 00, Dartmouth Col.; Supt. of Sch., Tilton, N. H., since 1915. Sanborn, Fred C., A. B. ’26, Mich. State Normal Col., Ypsilanti, Mich.; Supt. of Sch., East Detroit, Mich,, since 1922, 442 DEPARTMENT OF SUPERINTENDENCE Sanborn, Henry C., A. B. '95, Dartmouth Col.; Supt. of Sch., Andover, Mass., since 1916. Sanchez, Lucy Edith, 1672 N. Bronson Ave., Los Angeles, Calif. Sanders, Joel L., Diploma ’21, Ala. State Normal Sch.; Co. Supt. of Educ., Troy, Ala., since 1923. Sanders, Walter F., A. B. ’09, A. M. ?17, Univ. of Chicago; Dean, Park Col., Park- ville, Mo., since 1920. Sandin, Andrés, Supvr. of Sch., Comerio, Porto Rico, since 1921. Sandwick, Richard L., Supt., Deerfield- Shields Twp. H. S., Highland Park, Ill. Sanford, "O Goa Dir. Of Cbr. Tr. state Dept. of Educ., Jefferson City, Mo. Sanford, Robert G., A. B, *05, Yale Univ.; M. A. ?24, Tchrs. Col., Columbia Univ.; Co. Supt. of Sch., Court House, Somer- ville, J., since 1928. Sarver, Clifford L., B. A. ”15, Hanover Col.; A. M. ?27, Tchrs. Col., Columbia Univ.; Supt. of Sch; Spring Valley, Ill., since 1920. Saunders, C. E., B. S. ’87, Miss. Agrl. and Mech. Col.; Supt., Aberdeen Separate Sch. Dist., Aberdeen, Miss., since 1923. Saunders, Joseph H., A. B., Col. of William and Mary; A. M. ’24, Univ. of Chicago; Supt. of Sch., Newport News, Va., since 1921. Saunders, Robert L., Supt. of Sch., Irving- tom N. J. Sauvain, Nelson, Supt. of Sch., Devils Lake, N. Dak. Savides, Antonios P., A. B. ’00, Robert Col., Constantinople; A. M. ’11, Ph. D: 717, Harvard Univ.; Prof, of Psych. and Educ., Russell Sage Col., Troy, N. Y., since 1927. Savitz Ja Jc Prin., Glassboro, N. J Sawdon, Jonas, A. B. *'18, Univ. of Mich.; Supt. of Sch., Grand Ledge, Mich., since 1910. Saxe, Henry W., Diploma ’93, State Nor- mal and Tr. Sch., Oswego, N. Y.; Supt. of Sch., 50 Church St., New Canaan, Conn., since 1908. Saxer, A. Ho B.S. 10) Utah Agri’ Cols: MS. r12 Phi Di via eUtiver ote Calles Dean, Sch. of Educ., Utah Agrl. Col., Logan, Utah, since 1927. Saxvik, H. O., B. A. ’05, Luther Col.; Supt. of Sch., 622 Eighth St., Bismarck, N. Dak., since 1922. Scarborough, William Acree, A. B. *'19, Ran- dolph-Macon Col.; M. A. ’21, Univ. of Pa.; Co. Supt. of Sch., Dinwiddie, Va., since 1923, Schafer” o JE A. Bon 200 Ma Aw 245 Unive of Mich.; Supt. of Sch., 1521 W. Car- penter St., Midland, Mich., since 1919, Schatz, Clarence R., B. A., Fresno State Col.; Prin., Wash. Sch., Dinuba, Calif., since 1925. Address: Route 10, Box 93, Fresno, Calif. Schindler, Elmer P., B. A. ’23, Iowa State Tchrs. Col.; Supt. of Sch., Rippey Con- sol. Sch., Rippey, Iowa, since 1927. State Normal Sch., Schinnerer, Mark C., A. M. ’23, Tchrs. Col., Columbia Univ.; Prin., Kennard Jr. H. S., 2610 E. 46th St., Cleveland, Ohio, since 1928, Schlagle, F. L., B. S. '16, State Tchrs. Col., Emporia, Kansas; M. A. ’23, Tchrs, Col., Columbia Univ.; Asst. Supt. of Sch., Library Bldg., Kansas City, Kansas, since 1924, Schlaifer, Osher, A. B. '03, Univ. of Nebr.; Supt. of Sch., Dundee, Ill., since 1916. Schmidt, A. W., A. B. *19, Cornell Cors M. A. ?26, Tchrs. Col., Columbia Univ. Address: 30 Locust St., Albany, N. Y. Schmidt, H. W., A. B. 08, Univ. of Minn.; Supvr. of H. S. and Bldg., State Dept. of Pub. Instr., 2117 Rowley Ave., Madison, Wis. Schmitt, Irvin H., B. A. ’16, Supt. of Sch., Grade Bldg., Iowa, since 1928. Schofield, F. R, B. A. *19, Western Re- serve Univ.; M. A. ’26, Ohio State Univ.; Co. Supt. of Sch., Court House, Chardon, Ohio, since 1927. Schook, Stanley L., 18 Stanley Ave., East Detroit, Mich. Schrader, Carl L., M. P. E. ?28, Springfield Col.; State Supvr. of Physical Educ., 212 State House, Boston, Mass., since 1922. Schreiber, Paul D., B. S. ”12, Bucknell Univ.; Supt. of Sch., Port Washington, N. Y., since 1920. Schroedermeier, Alvin G., B. A. *18, North- western Univ.; Supt. of Sch., Hawthorne Pl., Hiawatha, Kansas, since 1929. Schultz, Frederick, Ph. B. ’22, Univ. of Chicago; A. M. ’24, Columbia Univ.; Prin., Sch. No. 20, Buffalo, N. Y., since 1927. Address: 346 N. Park Ave., Buf- fato Nea. Schumacher, Matthew, A. B. ’99, Univ. of Notre Dame; S. T. Bi 03, Ph.D, “05; Catholic Univ. of America; Pres., Col. of St. Thomas, St. Paul, Minn., since 1928. Schumpert, Bailey T., A. B. ’02, Peabody Col.; Supt. of Sch., West Point, Miss., since 1918. Schwall, H. E., A. B. *17, M. A. ’29, Ohio State Univ.; Supt. of Sch., H. S., Wau- seon, Ohio, since 1927, Schwartz, Harwood Muzzy, B. S. ’07, M. S. 710, Hamilton Cok: PhD: 27, ‘DPehrs: Col., Columbia Univ.; Head, Dept. of Educ., St. Lawrence Univ., 17 Goodrich St., Canton, N. Y., since 1926. Schwebel, George A., LL. B. 717, LL. M. ’20, Chicago-Kent Col. of Law; Supt. of Sch., 2324 S. 49th Ave., Cicero, Ill., since 1926. Schwegler, Raymond A., A. B. ’99, Brown; M. A. ’06, Ottawa; Ph. D. ’29, Columbia Univ.; Dean, Sch. of Educ. and Dir., Summer Session, Univ. of Kansas, Law- rence, Kansas, since 1927. Schwerin, Emma Mary, Diploma ’99 and 708; Co. Supt. of Sch., Hartington, Nebr., since 1915. Schwing, Edward W., Supt. of Sch., Cam- den, Ohio. Coe Col.; Sac City, THe EIGHTH YEARBOOK 443 a Ee a ee N Scofield, Belle C., Diploma *13, Pratt Inst.; B. Ph. 21, Univ. of Chicago; Asst. Supvr. of Art, Pub, Schools, 1644 N. Talbott Ave., Indianapolis, Ind., since 1921. Scolley, Jennie E., Asst. Supt. of Sch., 229 Chestnut St., Holyoke, Mass., since 1917. Scott, Clifford John, Supt. of Sch., East Orange, N. J. Scott, Frank A., A. B. *'03, Harvard; A. M. *13, Dartmouth; Ed. M. ’23, Harvard; Supt. of Sch., 31 Blake St., Belmont 78, Mass., since 1921. Scott, Ira Oscar, B. S. *15, State Tchrs. Col., Emporia, Kansas; A. M. ’24, Tchrs. Col., Columbia Univ.; Dean of Jr. Col. and Supt. of Sch., H. S. Bldg., Garden City, Kansas, since 1927. Scott, Walter E., Supt. of Sch., Fairbury, Nebr. Scott, Zenos E., B. S. *10, Moores Hill Col.; A. M. ”13, Tchrs. Col., Columbia Univ.; Supt. of Sch., Springfield, Mass., since 1923. Scudder, Jesse Melvin, Supt. of Sch., 958 Salamonia Ave., Huntington, Ind. Scully, John F., M. Pd. 718, Dartmouth Col.; Supt. of Sch., City Hall, Brockton, Mass., since 1916. Sealock, W- BEA "B. “05 “Ohio” “State Univ.; Ph. D. ’16, Columbia Univ.; Dean, Tchrs. Col., Univ. of Nebr., Sta. A, Box 1372, Lincoln, Nebr., since 1922. Seaman, William H., A. B. ’24, Oberlin COMA. os 27a ehre. Col.) Columbia Univ.; Dir. of Admissions, Oberlin Col., Admin. Bldg., Oberlin, Ohio, since 1928. Searl, Mabel, Co. Supt. of Sch., Court House, Clarinda, Iowa, since 1926. See, Otis A., B. S. *17, Northeast Mo. State Tchrs, Col., Kirksville, Mo.: M. A. ?22, Tchrs. Col., Columbia Univ.; Supt. of Sch., Jennings, Mo., since 1925. Address: 8741 Jenneys Rd., St. Louis, Mo. Segarra, R. A., Diploma *14, Univ. of Porto Rico; Supvr. of Sch., Yabucoa, P. R. Selecman, Charles C., D. D. *16, Central Col.; D. D., Univ. of Southern Calif.; D. D., Ky. Wesleyan; LL. D. ’23, Cen- tenary Col.; LL. D. ’24, Austin Col.; Pres., Southern Methodist Univ., Dallas, Texas, since 1923, Selke, George A., B. A. 716, Univ. of Minn. ; M. A. ’26, Columbia Univ.; Pres., State Tchrs. Col., St. Cloud, Minn., since 1927. Selters, George Arthur, Supt. of Sch., 701 S. Randolph St., Macomb, Ill. Senter, Andrew Franklin, B. S. in Science ’94, Salina Normal Univ.; B. S. in Ed. 716, State Tchrs. Col., Emporia, Kansas; Supt. of Sch., 941 S. Main, Ottawa, Kan- sas, since 1916. Serena, Joseph A., A. B. *04, LL. D. ?22, Eureka Col.; Pres., Southeast Mo. State Tchrs. Col., Cape Girardeau, Mo., since 1921. Sessions, Herbert Alanson, Asst. Supt. and Rural Supvr. of Sch., Kings Co., Hanford, Calif., since 1926. Sessions, William C., Sch. Admin. Bldg., 107 W. Ross Ave., Tampa, Fla. Sewall, Frank J., Supt. of Sch., Park Ave., Columbiana, Ohio. 135 E. Sexson, John A., B. A. ’12, Colo. State Tchrs. Col.; M. A. *19, Univ. of Denver; Supt. of Sch., 320 E. Walnut St., Pasa- dena, Calif. Sexton, Jay Wesley, A. B. '02, Albion Col.; M. A. *12, Univ. of Mich.; Supt. of Sch., Board of Educ., Lansing, Mich., since 1916. Shackelford, B. G., A. M. ’84, Central Col.; Asst. Supt. of Sch., 911 Locust St., St. Louis, Mo., since 1922. Shackelford, Edward M., A. B. ’85, A. M. 88, LL. D. 43, Univ, of Ala.; Pres., Sate Normal Sch., Troy, Ala., since 99. Shafer, B. F., M. A. ?23, Univ. of Chicago; Supt. of Sch., Freeport, Ill., since 1929. Shafer, Harry M., B. S. ’87, M. S. *90, Eureka; A. B. ’99, A. M. ’00, Harvard; Asst. Supt. of Sch., 1268 Fifth Ave., Los Angeles, Calif., since 1918, Shaffer, Roy Lee, Ph. B. ’09, Dickinson Col.; A. M. ?17, Columbia Univ.; Prin., State Normal Sch., Paterson, N. J. Shambach, John Elmer, B. A. ?*14, Univ. of Mich.; Supvg. Prin. of Sch., 231 Fay- ette, Johnstown, Pa., since 1922. Shambaugh, J. B., B. S. *19, Franklin and Marshall Col.; Supvg. Prin. of Sch., Suc- casunna, N. J., since 1927. Shangle, C. Paine, Bi A. ’10, Univ. of Oregon; M. A. ’11, Univ. of Wis.; Supt. of Sch., 402 Ferry, Sedro-Woolley, Wash., since 1922. Shankland, B. C., A. B. ’16, Valparaiso Univ.; A. M. ’26, Tchrs. Col., Columbia Univ.; Supt. of Sch., Cadillac, Mich., since 1925, Shankland, Sherwood D., A. B. ’94, West- ern Reserve Univ.; A. M. 718, Colum- bia Univ.; Exec. Secy., Dept. of Superin- tendence, Natl. Educ, Assn., 1201 16th St., N. W., Washington, D. C., since 1922. Shanley, Miss M. V., Asst. Supt. of Sch., 2 Harrison Ave., Jersey City, N. J., since 1923. Sharrard, Kate, B. S. 714, M. A. ’22, Tchrs. Col., Columbia Univ.; Supvr. of Elem. Instr., Pub. Sch., Grand Island, Nebr., since 1928, Shaw, Edwin Adams, 63 College Ave., West Somerville, Mass. Shaw, Edwin O., A. B. ’02, Ph. B. ’12, Grayson Col.; LL. B. ’21, Univ. of Chi- cago; M. S. in Ed. ’27, Univ. of Okla.; Supt. of Sch., 512 N. Fourth, Henryetta, Okla., since 1926. Shaw, Lloyd, A. B. 713, LL. D. ’28, Colo. Col.; Dist. Supt. of Sch., 1527 Winfield Ave., Broadmoor Park, Colorado Springs, Colo., since 1916, Shea, James T., B. A. '15, M. A. ’24, Univ. of Detroit; Asst. Dir. of Educ., Bd. of Educ. Bldg., San Antonio, Texas, since 1925. Sheffer, William E., A. B. '12, Allegheny Col.; Supt. of Sch., 1731 Leavenworth St., Manhattan, Kansas, since 1926. Sheffield, John P., B. S. ’21, State Tchrs. Col., Pittsburg, Kansas; M. A. ’27, Co- lumbia Univ.; Supt. of Sch., 413 E. Fifth St., Cherryvale, Kansas, since 1924. 444 Shelburne, L. F, M. A. *14, Univ. of Va.; Supt. of Sch., Staunton, Va., since 1925, Shelby, Thomas Hall, B. A. ’07, Univ. of Texas; M. A. ’21, Univ. of Chicago; Dean of Extension, Univ. of Texas, Austin, Texas, since 1920. Sheldon, Donald R., B. S. ’27, Kansas State Tchrs. Col.; Supt. of Sch., Holbrook, Ariz., since 1927. Shelters, Ronald R., A. B. in Ed. and A. M. ?27, Univ. of Mich.; Supt. of Sch., Water- vliet, Mich., since 1927. Shelton, Frank M., B. S. ’99, Mt. Union Col.; M. A. *11, Columbia Univ.; Supt. of Sch., 2117 Elmwood Ave., Springfield, Ohio, since 1924, Shepard, Alvin W., B. S. *91, Cornell Univ. ; Deputy Supt. of Sch., 913 Genesee Bldg., Buffalo, N. Y., since 1926. Shepard, Edwin LeRoy, A. B. ’10, Hills- dale Col.; M. A. ’28, Univ. of Pittsburgh; Supvg. Prin. of Twp. Schools, Bridge- ville, Pa., since 1924. Shepherd, Fred S., A. B. ’84, Beloit Col.; Ph. D. ’97, Univ. of Pa.; Supt. of Sch., Hobart Trust Bldg., Passaic, N. J., since 1914, Shepherd, Homer P., Supt. of Sch., Knox- ville, Tenn. Sherburne, James Wilson, A. B. ’27, Green- ville Col.; A. M. ’28, Univ. of Mich.; Supt. of Sch., Lane, S. Dak., since 1929. Sheridan, Bernard M., A. B. ’87, A. M. ’03, Boston Col.; Supt. of Sch., Lawrence, Mass., since 1904, Sherrard, R. M., A. B. 791, A. M. '94, Wash- ington and Jefferson Col.; Pd. D. ’25, Duquesne Univ.; Assoc. Supt. of Sch., Bellefield at Forbes St., Pittsburgh, Pa., since 1912. Sherrod, Charles C., Ph. D. ’24, George Peabody Col. for Tchrs.; Pres., East Tenn. State Tchrs. Col., Johnson City, Tenn., since 1925. Shetlock, William, Ph. B. *17, Muhlenberg Col.; M. A. ’22, Columbia Univ.; Supvg. Prin. of Sch., Coplay, Pa., since 1916. Shield, George W. H., A. B. ’00, North- western Col.; Supvr. of Modern Lan- guages, 1240 S. Main St., Los Angeles, Calif., since 1924. Shields, Arthur W., A. B. ’13, Grove City Col.; Supt. of Sch., H. S. Bldg., Welling- ton, Ohio, since 1924, Shiels, Albert, A. B. ’86, Col. of the City Ofte INI Ys) PdL EM EOC TA Mie OOM ve Univ.; L. H. D. ’11, Muhlenberg Col.; Prof. of Educ., Tchrs. Col., Columbia Univ., New York, N. Y., since 1922. Shilling, John, Ph. B, ’08, A. M. *10, Dick- inson Col.; A. M. ’25, Columbia Univ.; Asst. State Supt. of Sch., Dover, Del., since 1919. Shingle, Francis R., Diploma ’01, State Normal Sch., West Chester, Pa.; Asst. Supt. of Sch., 130 W. Genesee St., Syra- cuse, N. Y., since 1928. Shinn, Anna Lois, Supt. of Sch., 923 N. Forest Ave., River Forest, Ill., since 1920. Shipp, J. H., Supt. of Sch., 221 N. East Ninth, Washington, Ind. DEPARTMENT OF SUPERINTENDENCE Shirley, William F., B. A. ’07, Wabash Col.; M. A. ’21, Columbia Univ.; Supt. of Sch., Marshalltown, Iowa, since 1920. Sholty, Myrtle, Ph. B. in Ed. ’12, Univ. of Chicago; M. A. ’24, Tchrs. Col., Colum- bia Univ.; Dir., Tchr. Tr., Humboldt State Tchrs. Col., Arcata, Calif., since 1927. Shotwell, Fred C., Ph. B. 716, Lafayette Col.; A. M. ?21, Tchrs. Col, Columbia Univ.; Supvg. Prin. of Sch., Franklin, N. To since” 1923. Shows, S. M., A. B. ’26, La. State Normal Col.; Supt. of Parish Sch., Mansfield, La., since 1926. Shuck, Albert C, A. BY 11 A IMAZ: Dickinson Col.; Supt. of Sch., Ocean City, N- I> since 1929: Shulkey, B. C; A B “16, Baylor Unive Supt. of Sch., 607 Second St., Olney, Texas, since 1925. Shull, S. E., A. M. ’98, Lafayette; Supt. of Sch., Perth Amboy, N. J., since 1895. Shuman, W. E, AV By ZOOM State Univ.; Supt. of Sch., Mayfield Hgts., Ohio, since 1922, Shumway, C. W., M. Ph. 88, Cornell Cor: Supt. of Sch., 1112 Columbia St., Van- couver, Wash., since 1895. Sias, Azariah Boody, Ph. B. ’03, M. A. ’22, Univ. of Rochester; Ph. D. ’26, Stanford Univ.; Prof. of Educ., Ohio Univ., Athens, Ohio, since 1926. Sickles, Frederick James, A. B. ’08, Syra- cuse Univ.; A. M. *18, Tchrs. Col., “Co- lumbia Univ.; Supt. of Sch., Roosevelt Jr. H. S., New Brunswick, N. J., since 1923. Siders, Walter R., B. S. ’91, Fremont Col.; D. Paed. ’27, Univ. of Idaho; Field Agent, World Fed. of Educ. Assns., 1201 16th St., N. W., Washington, D. C.,'since 1927. Siepert, Albert F., B. S. *'13, Tchrs. Col., Columbia Univ.; A. M. ’24, Univ. of Chi- cago; Head, Dept. of Educ., Bradley Poly- tech. Inst., since 1913; Fellow in Educ., Univ. of Chicago, 1926-27; Dir. of Fresh- men Personnel, Bradley Polytech. Inst., Peoria, Ill., since 1927. Sies, Mrs. Alice Corbin, B. S. ’09, Colum- bia” Univ.; UA.» M.2°25, Tehrs.. Col. ICO- lumbia Univ.; Pres., Tchrs. Col. of In- dianapolis, Indianapolis, Ind., since 1927. Sifert, E. R., A. B. *13, Des Moines Univ.; M. A., State Univ. of lowa; Prin., Jef- ferson Jr. H. S., Minneapolis, Minn., since 1926. Silke, Lucy S., Supvr. of Art, Elem. Sch., since 1914; Dir. of Art, Elem. and Jr. H. S., Chicago, Ill., since 1924. Address: 830 Oakwood Blvd., Chicago, Ill. Silver, Ernest L., B. L. ’99, Pd. Ds °24, Dartmouth Col.; Pres., Plymouth Nor- mal Sch., Plymouth, N. H., since 1911. Silvernale, John L., Ph. B. ’00, Hamline Univ.; Ed. M: 22, Mich. State Normal Col.; Supt. of Sch., 408 Michigan Ave., Menominee, Mich., since 1914. Silverwood, Olney J., A. B. ’00, Ohio Wes- leyan Col.; Supt. of Sch., Ellsworth, Kansas, since 1909. THe EIGHTH YEARBOOK 445 SS Ee ee ee ere Simley, Irvin T., A. B. *11, Luther Cole: M. A. ’27, Columbia Univ.; Supt. of Sch., South St. Paul, Minn., since 1926. Simmers, Charles L., Dir. of Tr. Sch., State Tchrs. Col., Winona, Minn. Simmons, Ernest Pitkin, A. B. *13, Creigh- ton Univ.; M. A. ’25, Univ. of Iowa; Supt. of Sch., Elliott, Iowa, since 1918. Simon, H. B., B. S: 11, A.-M. *26, Colum- bia Univ.; Supt. of Sch., Norfolk, Nebr., since 1920. Simon, Harold Charles, B. S. ’22, Southwest Texas State Tchrs. Col., San Marcos, Texas; M. A. and Ped. D., Teachers Professional Col.; M. A. and Ph. D., Southern Methodist Univ.; Supt. of Sch., Liberty Hill, Texas, since 1929. Simpson, Alfred Dexter, A. B. ’13, Syra- cuse Univ.; M. A. ’23, Yale Univ.; Ph. D. ’27, Columbia Univ.; Asst. Commr. for Finance, State Educ. Dept., Albany, N. Y., since 1928. Simpson, I. Jewell, A. B. ’99, Western Md. Col.; A, M. ’24, Columbia Univ.; Asst. State Supt. of Sch., Preston Apts., Balti- more, Md., since 1925. Sims, G. M., B. A. ’04, Baylor Univ.; Supt. of Sch., Webster Bldg., Port Arthur, Texas, since 1914, Sims, a Isabelle, 42 Spruce St., Newark, Sinclair, John A., A. B. ’04, Bates Col.; A Supt. of Sch., Warner, N. H., since 1925. Singleton, Gordon G., B. S. *19, Univ. of Gans MA 24, PhD, 025, Tchrs. Col, Columbia Univ.; Dir., Div. Information and Statistics, State Dept. of Educ., At- lanta, Ga., since 1925. Sipple, E. M., B. P. ’07, Mo. State Nor- mal; B. S. *14, Univ. of Mo.; M. A. ’24, Tchrs. Col., Columbia Univ.; Dir., Park Sch., Baltimore, Md., since 1925. Sisk, Horace, A: B, 213, Univ. of N. C; A. M. ’25, Columbia Univ.; Supt. of Sch., North Wilkesboro, N. C., since 1922. Skidmore, Charles H., M. A. ’01, B. Y. Col.; Supt. of Box Elder Sch. Dist., Court House, Brigham City, Utah. Skiles, James Roy, Supt. of Sch., 2309 Sherman Ave., Evanston, Ill. Skillen, Mary, B. S. ’25, Tchrs. Col., Co- lumbia Univ.; Dir. of Elem, Educ., Lan- caster, Pa., since 1925. Skinner, Avery W., A. B. ’92, Syracuse Univ.; Ph, D. ’24, State Col. for Tchrs.; Dir., Exam. and Insp. Div., Univ. of the State of N. Y., State Educ. Dept., Albany, N. Y., since 1919, Skinner, Clyde T., troit, Mich. Skinner, John J., Sc. B. ’06, Upper Iowa Univ.; M. A. ’25, Univ. of Minn.; Supt. of Sch., Owatonna, Minn., since 1919. Slade, A. A. A. B. ’11, State Univ. of Iowa; Supt. of Sch, Laramie, Wyo., since 1927. A Slade, William, Jr., B. S. *17, Middlebury Col.; M. A. ’20, Tchrs. Col., Columbia Univ.; Dir. of Research, Shaker Hgts. Village Sch. Dist., Cleveland, Ohio, since 1928. 1036 Book Bldg., De- Slaght, Maude June, A. B. *10, Oberlin Col.; M. A. ’20, Tchrs. Col., Columbia Univ.; Prin., Dayton Jr. Tchrs. Col., First and Euclid, Dayton, Ohio, since 1925. Slayton, William H., A. B. ’04, Dartmouth Col.; Supt. of Sch, H. S., Waltham, Mass. Sliffe, Helene, Ph. B., Mo. Valley Col.; Ph. B. in Ed. '18, Univ. of Chicago; M. A. ’29, Columbia Univ.; Asst. Elem. State Supvr., State Dept. of Educ., Baton Rouge, La., since 1926. Sloop Arthur: H AB OZ A ME 09 Dickinson Col.; Supt. of Sch., 138 E. Curtin St., Bellefonte, Pa., since 1918. Small, Ernest W., A. B, ’93, Bates Col.; Supt. of Sch., Meredith, N. H., since 1923. Small, Irving W., Diploma ’06, State Nor- mal Sch., Farmington, Maine; Supt. of Sch., Room 106, H. S. Bldg., Bangor, Maine, since 1927. Smart, Frank L., A. B. 96, Harvard; Supt. of Sch., 1001 Harrison, Davenport, lowa, since 1906. Smiley, William H., A. B. 77, Harvard; A. M. ’06, Univ. of Denver; Litt. D. ”13, Colo Coli LL D- F13 Univ of Colos LL. D. *14, Univ. of Denver; Supt. Emeri- tus, Sch. Admin. Bldg., 414 14th St., Denver, Colo., since 1924. Smith ATHS ABa 220 (Baylor a UMV; Supt. of Sch., 624 N. Main St., Winters, Texas, since 1923. Smith, Arthur O., B. S. *11, M. A. 714, N. Y. Univ.; Supt. of Sch., Hudson Trust Bldg., Union City, N. J., since 1926. Smith, B. O., B. S. in Ed. ’25, Univ. of Fla.; Supvg. Prin. of Sch., Tallahassee, Fla., since 1928. Smith, Bela B., B. A. ’07, Lafayette Col.; Supt. of Sch., Connellsville, Pa., since 1920. Smith, Benjamin L., A. B. *16, Duke Univ.; Supt. of Sch., Shelby, N. C., since 1929, Smith, C. C., ATB *12, Lebanon Valley Col.; A. M. *19, Columbia Univ.; Supt. of Sch., Mt. Union, Pa., since 1920. Smith, C. O., Diploma ’16, State Tchrs. Col., Emporia, Kansas; Supt. of Sch., H. S. Bldg., Beloit, Kansas, since 1924. Smith, Carleton Blose, A. B. 719, Oskaloosa, Iowa Col.; Supt. of Sch., 807 S. Ninth St., Pekin, Ill., since 1923. Smith, Charles A., Supt. of Sch., Provo, Utah. Smith, Ralph R., Diploma *15, State Nor- mal Sch., Florence, Ala.; Co. Supt. of Sch., Chatom, Ala., since 1917, Smith, Elmer Francis, B. S. '09, R. I. State Col.; M. A. ’21, N. Y. Univ.; Supt. of Sch., Grant Ave. and Locust St., Roselle Park, N. J., since 1919. Smith, Erman S., Supt. of Sch., 528 Grove Ave., Barrington, Ill. Smith, Felix E., M. S. *00, Univ. of Texas; Supt. of Sch., San Angelo, Texas, since 1905, Smith, Ferdinand E., A. B. ’87, A. M. 90, Hamilton Col.; Supt. of Sch., 15 Lincoln St., Cortland, N. Y., since 1896. 446 DEPARTMENT OF SUPERINTENDENCE Smith, Frank L., B. S. ’10, Syracuse Univ.; Supt. of Sch., 118 E. Main St., Lancaster, N. Y., since 1921. Smith, George A., Diploma ’18, Ill. State Normal Univ.; Supt. of Elem. Schools, 830 Madison Ave., Wood River, Ill., since 1916, Smith, George A., B. Pd. ’15, A. B. 719, Mich. State Normal Col.; A. M. ’24, Univ. of Mich.; Supt. of Sch., Plymouth, Mich., since 1918. Smith, George E., M. D. ’07, Univ. of Buffalo; Deputy Supt. of Sch. in charge of Extension Dept., 900 Genesee Blg., Buffalo, N, Y., since 1912. Smith, George Owen, B. S. ’01, Valparaiso Univ.; Supt. of Sch., Princeton, Ill., since 1923, Smith, Guy D., A. B. ’98, Kalamazoo Col.; A. B. ’00, Univ. of Chicago; Supt. of City Sch. and of Educ. at State Prison, H. S., Stillwater, Minn., since 1924, Smith, Guy R., Supvg. Prin. of Sch., Ren- ton, Pa, Smith, Harold W., A. B. ’16, East Texas Normal Col.; Supt., Grammar Sch., Glen- dale, Ariz., since 1925. Smith, Harry Pearse, A. B. ’09, A. M. 715, State Univ. of Iowa; Ph. D. ’25, Colum- bia Univ.; Prof. of Educ., Syracuse Univ., Syracuse, N. Y., since 1927. Smith, Harvey A., A. B. ’14, Franklin and Marshall Col.; A. M. ’21, Univ. of Pa.; Prin., Central H. S., Washington, D. C, since 1929. Smith, Henry E., Ph. B. ’20, Ph. M. ?28, Univ. of Wis.; Supt. of Sch., 1017 N. Chicago Ave., South Milwaukee, Wis., since 1928. Smith, Henry Lester, A. B. '98, A. M. ’99, Ind. Unims. A. M. 710; Ph Di, 16, Co- lumbia Univ.; Dean, Sch. of Educ., Ind. Univ., Bloomington, Ind. Smith, Hubert H., B. A. ’15, Wabash Col; M. A. ’26, Tchrs. Col,, Columbia Univ.; Supvg. Prin. of Sch., Hammonton, N. J., since 1926. Smith, I. S., State Supvr. of Sch., Reids- ville, Ga. Smith, Ira M.. LL. B. ’09, Indiana Univ.; Registrar, Univ. of Mich., Ann Arbor, Mich., since 1925. Smith, Ivan G., Supt. of Sch, Danvers, Mass. Smith, James H., A. M. ’16, Univ. of Chi- cago; Supt. of Sch., West Side, Aurora, Ill., since 1923. Smith, James M., A. B. ’21, McMaster Univ.; A. M. 22, Univ. of Chicago; Supt. of Sch., Lockport, Ill., since 1925. Smith, James M., Pd. B. ’13, Valparaiso Univ.; B. A. ’21, La. State Univ.; M. A. 25 Ph Da 275 Columbia PURI bean, Col. of Educ., Southwestern La. Inst., Lafayette, La., since 1922, Smith, Jesse Lowe, Supt. of Sch., Dist. 107, 334 Vine Ave., Highland Park, Ill., since 1902. Smith, John E., B. A. ’20, Univ. of Du- buque; M. A. ?27, State Univ. of Iowa; Supt. of Sch., 926 Elm St., Webster City, Iowa, since 1925. Smith, John L., B. S. '08, R. I. State Col.; A. M. ’15, Brown Univ.; Supt. of Sch., Saylesville, R. I., since 1917. Smith, Leon O., B. A. ’10, M. A, 718, Univ. of Iowa; Asst. Supt. of Sch., 602 City Hall, Omaha, Nebr., since 1919. Smith, Leonard D., A. B. ’09, Middlebury Col.; Supt. of Sch., Morrisville, Vt., since 1922, Smith, Lewis Wilbur, A. B. ’02, Denison Univ.; A. M. 713, Ph. D. 719, Univ. of Chicago; EL. D. 528,1 Denison’ Univis Supt. of Sch., Berkeley, Calif., since 1928. Smith, May V., 1858 Cicotte Ave., Lin- coln Park, Mich. Smith, Montgomery C., A. B. ’00, Syracuse Univ.; Supt. of Sch., Hudson, N. Y., since 1922, Smith, Nelson C., B. L. ’01, Boston Univ.; M. L. *10, Univ. of Calif.; Supvg. Prin. of Sch., Leonia, N. J., since 1921. Smith, Payson, A. M. ’03, Tufts Col.; LL. D. '08, Univ. of Maine; ’09, Bates Col.; Litt. D. 711; Bowdoin Col.; Pres., Dept. of Superintendence, 1923-24; State Commr. of Educ., Boston, Mass., since 1916. Smith, Philip L., B. Sc. *17, Mass. Agri. Col.; Supvg. Prin., North Troy High and Graded Sch., North Troy, Vt., since 1926. Smith, Preston H., Ph. B. 93, Colgate; Supt. of Sch., 93 W. 34th St., Bayonne, N. J., since 1917. Smith, Ralph R., Diploma ’15, State Nor- mal Sch.; Supt, Dunbar Twp. Seh., Dawson, Pa., since 1919. Smith, R. O., A. B. 716, Maryville Col.; Supt of Sch., Maryville, Tenn., since 1923. Smith, Ralph R., Diploma, *15, State Nor- mal Sch., Millersville, Pa.; B. S. in Ed. "24, M. A. ’27, Univ. of Pas Supt. of Sch., H. S. Bldg., Lansdale, Pa., since 1926. Smith, Raymond A., A. B. ’00, A. M. ’04, Butler Col.; B. D. *05, Yale; Dir., Sch. of Educ., Texas Christian Univ., Ft. Worth, Texas, since 1920. Smith, Roy C., A. B. ’06, Western Md. Col.; A. M. *11, “Univ. of Pa.; Supt. of Sch., Spruce and Walnut Sts., Morgan- town, W, Va., since 1913. Smith, Sim Joe, A. B. *15, Trinity Univ.; LE. BY 21," Univ. of Texas; Metal 727, Tchrs. Col., Columbia Univ. Address: Bancroft Hall, 509 W. 121st St., New Vork aN. ONG Smith, Vann HB, 0 16) Ni Uv Supt. of Sch., Burlington, N. J., since 1920. Smith, W. E., B. S. ’27, Southwest Texas State Tchrs. Col., San Marcos, Texas; Supt. of Sch., Moulton, Texas, since 1925. Smith, W. M., B. S. D. ’99, State Normal Sch., Monmouth, Oregon; Asst. State Supt. of Pub. Instr., 1485 Center St.. Salem, Oregon, since 1900. Smith, W. Ray., B. S, °19, M. A. ’29, Univ. of Pittsburgh; Supt. of Sch., Lincoln H. S., Ellwood City, Pa., since 1924. Tue EIGHTH YEARBOOK 447 Smith, W. S., B: S. in Ed. *'16, Univ. of Mo.; Supt. of Sch., H. S. Bldg., Excelsior Springs, Mo., since 1921. Smith, William Alexander, A. B. ’90, Wil- liams; A. M. 712, Columbia; Supt.» of Sch., Hackensack, N. J., since 1923. Smith, William C., B. S. ’24, Columbia Univ.; Chief, Adult Educ. Bureau, State Educ. Dept., Albany, N. Y., since 1917. Smith, William E., Supt. of Sch., Boston Post Rd., Fairfield, Conn. Smith, William F., A. B. *06, Ind. Univ.; A. M. ’26, Columbia Univ.; Supt. of Sch., Elwood, Ind., since 1923. Smith, Z. Mayo, A. B. ’01, A. M. ’05, De Pauw Univ.; B. S. A. ’19, Purdue Univ.; Ph.D; *29;, Ind). Univ. State Dir. of Voc. Educ. and State Supvr. of Agrl. Educ., 202 Sylvia St., West Lafayette, Ind., since 1913. Smith, Z. Merrill, Supt. of Sch., Greenfield, Ind. Smyth, James Marvin, A. B. *'18, Westmin- ster Col.; Supt. of Sch., Canton, Miss., since 1925. Snavely, Francis B., A. B. *19, Lebanon Valley Col.; M. A. ’24, N. Y. State Col. for Tchrs.; Prin., Sch. No. 49, Buffalo, N. Y., since 1929, Snead, Judson, B. Voc. Ed., B. S. in Ed. and M. A. ’24, Univ. of Ala.; Supt. of Sch., Talladega, Ala., since 1925, Snedden, David, Ph. D. ’07, Columbia Univ.; Prof. of Educ., Tchrs. Col., Co- lumbia Univ., 525 W. 120th St., New York, N. Y., since 1916. Snively, Carrie A., Diploma ’07, Am. Nor- mal Sch. of Physical Educ.; Supvr., Phy- sical Educ., Pub. Sch., 714 Union St., Ft. Wayne, Ind., since 1907. Snodgrass, George M., Ph. B. ’00, Hamline Univ.; Pres., State Tchrs. Col., La Crosse, Wis., since 1927. Snow, William Brackett, A, B. ’85, Boston Univ.; Asst. Supt. of Sch., 15 Beacon St., Boston, Mass., since 1921. Snowden, Foster B., Ph. B. 715, Lafayette Col.; Dist. Supt. of Sch., First St., Cone- maugh, Pa., since 1924. Snyder, J. W., Diploma ’14, State Tchrs. Col., Bowling Green, Ky.; A. B. ’23, Univ. of Ky.; Co. Supt. of Sch., 506 Frederica St., Owensboro, Ky., since 1926. Snyder, Ry H., AB. 12, Ind. Unive;(M. A. 719, Univ. of Chicago; Supt. of Sch., Idaho Falls, Idaho, since 1919. Snyder, R. Lee, A. B. ’21, Univ. of Okla.; Supt. of Sch., Nowata, Okla., since 1922. Snyder, Ray Perkins, Chief, Rural Educ. Bureau, State Educ, Dept., 28 Menand Rd., Albany, N. Y., since 1923. Snyder, W. R., Supt. of Sch., Stonington, Conn. Solomon, R. W.. Ph. B. in Ed. ’15, Univ. of Chicago; Supt. of Sch., 2201 Linden Ave., Middletown, Ohio, since 1917. Somers, Florence A., Diploma ’08, Sargent Sch. of Physical Educ.; B. S. E. ’23, Bos- ton Univ. Address: 85 Dale St., Wal- tham, Mass. Somers, Wilson Edward, Diploma and B. A. *15, Col. of William and Mary; M. A. "23, Tchrs. Col; Columbia Univ. Ad- dress: North Emporia, Va. Somerville, Leslie G., B. S. in Ed. ?25, Northwest Mo. State Tchrs. Col., Mary- ville, Mo.; Co. Supt. of Sch., Maryville, Mo., since 1921, Sooy, Wendell, A. B. *16, A. M. ?25, Univ. of Pa.; Supvg. Prin. of Sch., 5 lona Pl., Glen Rock, N. J., since 1928. Sorensen, R. R., B. S. *15, Carleton Col.; A. M. *24, Columbia Univ.; Supt. of Sch., Tracy, Minn., since 1921. Sorum, Marie, B. A. ’17; Co. Supt. of Sch., Court House, Estherville, Iowa, since 1918. Sotzin, Heber A., A. B. ’23, A. M. in Ed. "26, George Washington Univ.; Instr. in Educ., Col. of Educ., Univ. of Cincin- nati, Cincinnati, Ohio, since 1927. Souers, R. E., B. A. ’11, Miami Univ.; M. As AS A Univ tot Chicago: Box 1158 Douglas, Ariz. Southerland) IR TH BAS 2EM A 22: George Peabody Col. for Tchrs.; Co. Supt. of Sch., Livingston, Ala., since 1928. Spain, Charles L., A. B. °’°93, M. A. ’20, Ph. D. ?23, Univ. of Mich.; Deputy Supt. of Sch., 1354 Broadway, Detroit, Mich., since 1914. Spalsbury, Ross L., Dist. Supt., Indian Service, 309 E. 19th St., rence, Kansas, since 1921. Sparks, Ralph P., A. B. ’22, Ind. State Normal Sch.; Prin., Public Schools, Free- land Park, Ind., since 1926. Address: Fowler, Ind. Sparks, Robert Burdette, A. B. 719, South- western Univ.; A. M. ’26, Univ. of Chi- cago; Prin., H. S., Marshall, Texas, since 1926. UNES: Law- Sparling, E, A., B. S. in Ed. *16, State Tchrs. Col., Kirksville, Mo.; Supt. of Sch., City Hall Bldg., Muscatine, lowa, since 1926. Spaulding, C. E., A. B. *97, Ind. Univ.; Supt. of Sch., Plymouth, Ind., since 1924. Spaulding, Frank E., A. B. ’89, Amherst; A. M., Ph. D. *94, Leipzig; LL. D. *20, Amherst; A. M., Hon. ’20, Yale; Prof. of Educ., Yale Univ., 68 Cold Spring St., New Haven, Conn., since 1920. Speer, Owen D., A. B. 716, Univ. of Mont.; Supt. of Sch., Deer Lodge, Mont., since 1914. Speerbrecher, Henry George, B. S. *22, Univ. of Chicago; M. A. ’28, Univ. of Wis.; Prin., Roosevelt Jr. H. S., Milwaukee, Wis., since 1926. Spencer, John O., Ph. D. 795, Ill. Wes- leyan Univ.; A. M. ’02, Columbia Univ.; LL. D. ’26, Wash. Col.; Pres., Morgan Col., Baltimore, Md., since 1902. Spencer, Robert R., A. B. ?23, Univ. of Hawaii; Prin., Washington Jr. LES Punahou and King Sts., Honolulu, Ha- waii, since 1926. 448 Spencer, Thomas E., 911 Locust, St. Louis, Mo. Spencer, William L., B. A. ’02, Williams Col.; M. A. *15, Tchrs. Col., Columbia Univ.; Dir. of Sec. Educ., State Dept. of Educ., Montgomery, Ala., since 1920, Spiess, G. Adolph, Livermore, Calif. Spitler, H. Carl, B, S. ’17, Northwestern Col., Naperville, 111.; Supt. of Sch., 509 State St., Petoskey, Mich., since 1923. Spray, L. Ethel, A. B. *21, Bethany Col.; Asst. Co. Supt. of Sch., 159 Hollywood Ave., Youngstown, Ohio, since 1927. Sprenkle, William Howard, M. S. 01, Gettysburg Col.; Prin., Carrick H. S, 112 Birmingham Ave., Mt. Oliver Branch, Pittsburgh, Pa., since 1926. Springsteed, Clara B., B. A. ’08, Mt. Hol- yoke Cols Pd. Bo "LON. Ye State Col, form chrs:4) My AVEIA Unive of Wiss Asst. Supt. of Sch, 41 Division St., Amsterdam, N. Y., since 1921. Spry, Edward W., A. M. ’22, Rochester Univ.; Supt. of Sch., LeRoy, N, Y. Squire, Alice E., Supvr. of Health Educ., Oak Harbor, Ohio. Srygley, Hubbard F B: S. 716, Peabody Col. for Tchrs.; 203 Professional Bldg., since 1922, Stacy, Chester R., Diploma ’00, Mass. State Normal Sch.; Union Supt. of Sch., South Yarmouth, Mass., since 1929. Stahl, H. E., A. B. 714, Ind. Univ.; A. M. "18, Columbia Univ.; Supt. of Claymont Special Sch. Dist., Claymont, Del., since 1922. Staley, Nebr, Staley, George R., B. S. ’00, Syracuse Univ.; Supt. of Sch., 106 N. George St., George Supt. of Sch., Raleigh, N. C., A. H., Supt. of Sch., Hastings, Rome, N. Y., since 1912. Staley, Raymond E., A. B. ’12, St. John's Col. ; A. M. ?24, Tchrs. Col., Columbia Univ.; Asst. Supt. and Prin., Haskell Inst., Lawrence, Kansas, since 1929. Stambaugh, TL ee Ba AG 20AM. A E24, Univ. of Texas; Supt. of Pharr-San Juan Pub. Sch., San Juan, Texas, since 1920. Stanford, Edward Rosemond, A. B. *07, M. A. 710, Southwestern; M. A. ’12, B. D. "13 Yale Univ.; Pres., Westmoorland Col., San Antonio, Texas, since 1923. Stanforth, A. T., Ph. D. ’28, N. Y. Univ. pea + 1050 Tenth Court, Boulder, olo. Stansbury, V. E., A. B. ’19, S. W.; A. M. "20, Univ. of Chicago. Address: 3811 Peters Ave., Sioux City, Iowa. Stanton, Benjamin F., B, A. ’96, Oberlin Col.; M. A. ’00, Harvard Univ.; Supt. of Sch., Alliance, Ohio, since 1913. Staples, Leon C., A. B. ’03, Colby Col.; Supt. of Sch., Plainville, Conn. Staples, Le Roy G., A. B. ’00, Bates Col.; Supt. of Sch, City Hall, Warren, R. L, since 1910. Stark, Leonard J., Supt. of Sch., Lincoln, Kansas. Stark, M F., B.S. in Ed. ’22; State “Tchrs. Col, Emporia, Kansas; Supt. of Sch., Greensburg, Kansas, since 1925. DEPARTMENT OF SUPERINTENDENCE Stark, William E., A. B. 795, A. M. 701, Harvard Univ.; Dean of the Col., Hamp- ton Inst., Hampton, Va. Starkweather, James A., A. B. 701, Shurt- ad Col.; A. M. *16, Tchrs. Col., Colum- fa Univ.; Asst. Supt. of Sch., 226 N. First Ave., E., Duluth, Minn., since 1919. Starr, Fred M., A. B. ’01, De Pauw Univ.; A. M. *15, Tri-State Col.; Supt. of Sch., Noblesville, Ind., since 1927. Stayman, Joseph W., Ph. B. ’94, A. M. ’97, Dickinson Col.; Pres., Potomac State Sch., Keyser, W. Va., since 1912. Steegar, William H., Supvg. Prin. of Sch., Garfield, N. J Steele, E. J., A. B. ’22, Ohio Univ.; Prin., H. S., Frankfort, Ohio, since 1925. Steele, Harold, B. S. *02, Albion Col.; M. A. ’08, Univ. of Wis. Address: 814 E. Huron St., Ann Arbor, Mich. Steele, N. E., M. A. ?27, State Univ. of Iowa; Secy., S. Dak. Educ. Assn., Room 3, Perry Bldg., Sioux Falls, S. Dak., since 1924. Steere, William S., Ed. M. ’28, R. I. Col. of Educ.; Asst. Supt. of Sch., 9 Ex- change Ter., Providence, R. I., since 1926. Steffey, A. J, A. B. *14, Northwestern Univ.; M. A. ’28, Univ. of Iowa; Supt. of Sch., Knoxville, Iowa, since 1925. Steiner, John H., Supt. of Sch., 2225 Hamp- shire St., Quincy, 1ll. Steiner, Melvin A., B. A. ’09, Col. of Woos- ter; M. A. 713, Univ. of Pittsburgh; Supvg. Prin. of Sch., Ingram, Pittsburgh, Pa., since 1918. Stephens, Edwin L., A. B. ’92, La. State Univ.3 Pd. M. °97, Pd. DE 799 Nagy. Univ.; Pres., Southwestern La. Inst., La- fayette, La., since 1900. Stephens, Ernest, A. B. ”10, Dartmouth Col.; Ed. M. ’27, Harvard Univ.; Deputy Supt. of Sch., 40 Franklin St., Lynn, Mass., since 1927. Stephens, W. R.. Jr., A. B: *15, Hendrix Col.; Co. Supt. of Sch., Star City, Ark., since 1921. Stephens, William Logan, A. B. ’89, Univ. of Nebr.; Supt. of Sch., 715 Locust Ave., Long Beach, Calif., since 1912. Stern, Bessie C., A. B. ’09, Cornell Univ.; M. Ed. ’21, Harvard Univ.; Statistician, Md. State Dept. of Educ., 2014 Lexing- ton Bldg., Baltimore, Md., since 1921, Stetson, G. Arthur, B. S. '19, Allegheny Col.; M. A. ’27, Tchrs. Col., Columbia Univ.; Supt. of Sch., Titusville, Pa., since 1928. Stetson, Paul C., A. B. ’07, Kalamazoo Colt "Aw BY O MATO Milne Utomo E Chicago; Supt. of Sch., Dayton, Ohio, since 1921. Stevens, E. R., M. S. ’25, Univ. of Kan- sas; Prin., Jr. Col. and High Schools, Independence, Kansas, since 1926. Stevens, James M., B. A. 87, M. A. 790, Conn. Wesleyan Univ.; Supt. of Sch., 619 Wesley Ave., Ocean City, N. J., since 1903. THe EIGHTH YEARBOOK 449 Do q A A Stevens, Scott W., Prin., H. S., Scotts- ville, N. Y. Stevenson, Dwight H., Ph. D. 26, Ohio State Univ.; Head, Dept. of Educ., State Normal Sch., Potsdam, N. Y., since 1924. Stevenson, Fred G., A. B. ’08, Univ. of Mich.; A. M. ’29, Univ. of Chicago; Supt. of Sch., Central Bldg., Dubuque, Iowa, since 1926, Stevenson, Idabelle, A. B. *16, Smith Coli; Exec. Secy., Natl. Safety Council, 1 Park Ave., New York, N. Y., since 1926. Stewart, David H., B. S. ’15, Pa. State Col.; A. M. ’25, Columbia Univ.; Supvg. Prin. of Sch., Beaver Sr. H. S., Beaver, Pa., since 1923. Stewart, E. L., Life Cert. ’11, Ind. State Normal Sch.; A. B. ’22, Ind. Univ.; Supt. of Sch., 115 Kimmel St., Berrien Springs, Mich., since 1925. Stewart, Mrs. Ema, Prin., Woodrow Wilson Elem. Sch., Houston, Texas, since 1918, Stewart, Paul E., L. I. ’03, Peabody Col.; A. B. *11, Stanford Univ.; Supt. of Sch., Santa Barbara, Calif., since 1919. Stiles, Chester D., A. B: ’00, A. M: ’09, Williams; Sc. Pd. ’17, Clark Univ.; Supt. of Sch., 186 Main St., Westfield, Mass., since 1918. St El. eB: H Aue 09,7 M. “AR TO, Univ. of Texas; Supt. of Sch., Texar- kana, Texas, since 1920. Stilwell, William Earle, A. B. '01, A. M. 703, Harvard; Headmaster, Univ. Sch., Blair and Hartford Aves., Cincinnati, Ohio, since 1903, Stinebaugh, Virgil, A. M. ?27, Columbia Univ.; Dir. of Sch. Inspection, State Dept. of Educ., Indianapolis, Ind., since 1928. Stinson, Ralph, B. S: in Ed. ’21, State Tchrs. Col., Hays, Kansas; Ed. M. ’28, Univ. of Kansas; Supt. of Sch., Wilson, Kansas, since 1922. Stockard ln Vo Ax Bar 11, A.M. 719, Univ. of Texas; Dist. Supt. of H.-S; 5315 Tremont St., Dallas, Texas, since 1924. Stockdale, Rider, A. B. 21, Univ. of Mo.; Supt. of Sch., Horton, Kansas, since 1926. Stoddard, A. J., B. S. ’21, Univ. of Nebr.; M. A. ’22, Tchrs. Col., Columbia Univ.; Supt. of Sch. 9 Exchange Ter., Provi- dence, R. I., since 1929. Stoddard, George D., B. A. ’21, Pa. State Col.; Diploma ’23, Univ. of Paris; Ph. D. 125, State Univ. of Iowa; Dir., Iowa Child Welfare Research Station, State Univ. of Iowa, Iowa City, Iowa, since 1929. Stoddard, J. A., A. B. ’02, Univ. of S. C.; M. A. ’24, George Peabody Col. for Tchrs.; Prof. of Sec. Educ. and Dir. of Summer Sch., Univ. of S. C., Columbia, S. C., since 1918. Stokes, Ella Harrison, B. S. 799, M. A. 01, Ohio Wesleyan Univ.; Ph. D. 710, Univ. of Chicago; Head, Dept. of Educ., Penn Col., Oskaloosa, Iowa, 1901-1908 and since 1911. Stolen, Alvin T., B. A. 18, St. Olaf Col.; Supt. of Sch., Fergus Fall i i 1929. gus Falls, Minn., pare Stone, Charles T., B. A. 96, Bowdoin Col.; Supt. of Sch., 90 Washington St., Long Branch, N. J., since 1921, Stone, Elton E., A. B. 16, Univ. of Nebr.; A. M. ’24, Tchrs. Col., Columbia Univ.; Prin., Sr. H. S., 227 Bushkill St., Easton, Pa., since 1924. Stonebraker, Ernest P., Supt. of Sch., Lee- tonia, Ohio. Stoops, R. O., A. B. *97, Lake Forest Gol A. M. 06, Ill. Col.; Ph. D. ’22, Colum- bia Univ.; Supt. of Sch., Central Sch., York, Pa., since 1922, Storm, Howard Charles. Supt. of Sch., 194 Main St., Batavia, Ill. Ser James W., Supt. of Sch., Frankfort, nd. Stouffer, Samuel M., B. Sc. *17, Susque- hanna Univ.; M. A. ’27, N, Y. Univ.; Supt. of Sch., Wilmington, Del., since 1929, Stout, AS Js B Sado Tchrs,, Col Colum- bia Univ.; Supt. of Sch., Topeka, Kan- sas, since 1918. Stout, John E., A. B. ’04, Cornell Col., Iowa; Ph. M. ’08, Ph. D. *18, Univ. of Chicago; Dean, Sch. of Educ., Northwest- ern Univ., Evanston, Ill., since 1926. Stover, James D, B: A. 7212, M. A. 713; Princeton Univ.; Asst. Supt. of Sch., 216 E. Ninth St., Cincinnati, Ohio, since 1929, Stowe, A. Monroe, A. M. ’04, N. W. Univ.; A. M. ’05, Harvard Univ.; Ph. D. ’09, Columbia Univ.; Prof. of Educ, Ran- dolph-Macon Woman's Col., Lynchburg, Va., since 1926. Strahan, Charles J., Deputy State Commr. of Educ., State Office Bldg., Trenton, N. J., since 1922. Strang, Annie M., 348 Central St., Auburn- dale, ‘Mass. Strayer, George D., A. B. ’03, Johns Hop- kins Univ.; Ph. D. ’05, Columbia Univ.; LL. D. ’25, Col. of William and Mary; Litt. D. ’29, Columbia Univ.; Pres., Natl. Educ. Assn., 1918-19; Prof. of Educ. Admin., Tchrs, Col., Columbia Univ., New Ors Nery. Strayer, George D., Jr., B. S. *27, Prince- ton Univ.; M. A. °’28, Tchrs. Col., Co- lumbia Univ.; Statistician, Pub. Sch., Franklin Admin. Bldg., Washington, D. C., since 1929. Streitz, Ruth, Ph. B. ’21, A. M. ’22, Univ. of Chicago; Ph. D. '26, Columbia Univ.; Prof. of Educ. and Chmn., Dept. of Elem. Educ., Col. of Educ., Univ. of Cincin- nati, Cincinnati, Ohio, since 1926. Stringer, Simeon Lafayette, B. S. 700. South- ern Normal Univ.; B. A. '02, Western Ky. State: Normal Sch.; M. A. ’28, Univ. of Miss:; Pres., Pearl River Col., Poplar- ville, Miss., since 1925. Strohm, G. E., Secy., Bd. of Educ., Tren- ton, Mich., since 1911. 450 DEPARTMENT OF SUPERINTENDENCE A A AAA AAA A eres Stromstad, Emily, Diploma 713, State Tchrs. Col., La Crosse, Wis.; Co. Supt. of Sch., La Crosse, Wis., since 1926, Strong, Ormond B., Supt. of Sch., Savan- nah, Ga., since 1926, Strong, Solomon C., Diploma ’02, State Normal Sch., East Stroudsburg, Pa.; B. S. 716, N: Y. Univ.; Supt. of Sch., West Orange, N. J., since 1918. Strong, William M., B. S. 713, Tufts Col.; Ed. M. ’29, Harvard Univ.; Field Supvr. of Rural Educ., Westbrook, Conn., since 1919. Stroup, F. Neff, Ph. B. ’13, Dickinson Col.; M. A. *'18, Columbia Univ.; Supt. of Sch., Newark, N. Y., since 1921. Stuart, Herman H., Supt. of Sch., Melrose, Mass. Stuart, Josephine B., Asst. Supt. of Sch., 549 County St., New Bedford, Mass. Stubblefield, Garland A., Supt. of Sch., Springdale, Ark. Stubbs, G: T., A. B. *26, Southeastern State Tchrs. Col., Durant, Okla.; Supt. of Sch., Durant, Okla., since 1929. Stube, John H., B. S. ’85, North Central Col.; Dist. Supt. of Sch., 2041 Morse Ave., Chicago, Ill., since 1917. Studebaker, John W., B. S. *10, Leander Clark Col.; A. M: *17, Columbia Univ.; Supt. of Sch., Des Moines, Iowa, since 1920, Study, H. P., A. B. *03, Baker Univ.; M. A. *11, Boston Univ.; A. M. *28, Colum- bia Univ.; Supt. of Sch., Springfield, Mo., since 1924. Stull, Arthur Maurer, B. S. ’27, Univ. of Pittsburgh; Supvg. Prin. of Dale Public Sch., 30 Akers St., Johnstown, Pa., since 1926. Stumberg, Charles H., A. B., L. B. ’89, A. M. ’92, Mo. State Univ.; Prof. of German, La. State Univ., since 1895; Dir. of Univ. Ext. Division, La. State Univ., since 1924, Address: Univ. Sta., Baton Rouge, La. Sturtevant, Arthur L., B. S. *'12, B. A. ’25, Univ. of Maine; Supvg. Prin. of Sch., Franklin, Vt., since 1926. Stutsman, Isaac Edward, A. B. ’09, State Univ. of Iowa; Supt. of Sch., 1218 Tenth Ave., Greeley, Colo., since 1929. Suhrie, Ambrose L., Ph. B. *06, John B. Stetson MUNI -AS MI ait FPH SD. TZ Univ. of Pa.; LL. D. ’19, John B. Stet- son Univ.; Prof. of Normal Sch. and Tchrs. Col. Educ, Sch. of Educ. New York Univ., Washington Square, East, New York, N. Y., since 1924. Sullivan, Ella C., Dist. Supt. of Sch., Edge- water Beach Hotel, Chicago, Ill., since 1900. Sullivan, H. L., B. Sc. in Ed. *19, Ohio Univ.; M. A. ’27, Columbia Univ.; Supt. of Sch., Marietta, Ohio, since 1928. Sullivan, Katharine C. V., Prin., James Madison Morton Jr. H. S., Fall River, Mass., since 1926, Sumner, George W., A. B. *96, Oberlin Col.; Union Supt. of Sch., Penacook, N. H., since 1908. Sunday, Angeline M., N. Market St., Fred- erick, Md. Sutton, Henry F., Ph. B. ’20, Univ. of Wis.; Supt. of Sch., 523 Howe St., Green Bay, Wis., since 1929. Sutton, Willis A.. Ph. B. ’03, B. LL. *04, Emory Col.; Supt. of Sch., Atlanta, Ga. Swaim, Laura Grey, Permanent State Supvg. Prin. Cert, ’21; Supvg. Prin. of Sch., Maple Shade, N. J., since 1922. Swain, Carl C., M. A. 718, Columbia Univ.; Pres., State Tchrs. Col., Mayville, N. Dak., since 1923. Swan, Grace G., Diploma ’22; Dir. of Pri- mary Instr. and Elem. Practice, Adminis- tration Bldg., Bellefield Ave. at Forbes St., Pittsburgh, Pa., since 1923, Swank, George L., A. B. ’01, Grove City Cal A. B. °04, Harvard Uniy.s A M, 717, Susquehanna Univ,; Co. Supt. of Sch., 205 Fairmount Ave., Sunbury, Pa., since 1921. Swanson, Edwin E., B. S. 715, Coe Col.; Supt. of Sch., Manson, Iowa, since 1920. Swanson, Oscar E., B. S. ’01, Valparaiso; B. S. ’11, Northwestern; A. M. 712, Co- lumbia; Diploma *12, Tchrs. Col.; Supt. of Sch., 620 Second St., Greenport, N. Y., since 1920. Sweeney, Ella L., Asst. Supt. of Sch., 9 Exchange Ter., Providence, R. I., since 1902. Sweeney, J. W., A. B. 710, Grove City Col.; Aw M. “11, Villa Nova: Coli? Ph: DIS; Grove City Col.; Co. Supt. of Sch., St. Marys, Pa., since 1896. Sweet, Walter Prescott, Asst. Supt. of Sch., 71 Hume Ave., Medford, Mass. Swetman, Ralph Waldo, Ph. B. ’07, Hamil- ton Col.; A. M. *17, Columbia Univ.; Ph. D. ’28, Stanford Univ.; Pres., Hum- boldt State Tchrs. Col., Arcata, Calif., since 1924. Swicker, Harold B., B. A. in Ed, ?21, Univ. of Maine; M. A. in Ed. ’27, Columbia Univ.; Supt. of Sch., Bennington S. W. Dist., 306 Silver St., Bennington, Vt., since 1926. Swigart, Forrest Damon, B. S. ’21, Deni- son Univ.; M. A. ’29, Ohio State Univ.; Supt. of Sch., 562 E. Livingston, Celina, Ohio, since 1928. Swing, Glenn O., B. A. 716, M. A. *17, Ohio State Univ.; Supt. of Sch., City Bldg.. Covington, Ky., since 1927. Syling, John C., Co. Supt. of Sch., 827 Franklin Ave., New Castle, Pa. Sylvester, Harold D., E. E. 713, Union; B. S. E. ’28, Boston Univ.; Supt. of Sch., Westford, Mass., since 1927. Symons, John T., Life Cert. ’12, Mich. State Normal Col.; Supt. of Sch., Cen- tral Bldg., Coldwater, Mich., since 1928. Tue EIGHTH YEARBOOK 451 >> a a AAA Tall, Lida Lee, B. S. *14, Columbia Univ.; Litt. D. ’26, Univ. of Md.; Prin., State Normal Sch., Towson, Md., since 1920. Tallman, Pearle, A. B. ’20, Iowa State Tchrs. Col.; M. A. ’28, Columbia Univ.; Asst. Dir. of H. S., 603 Great Southern Life Bldg., Houston, Texas, since 1926. Tanger, Landis, Ph. B. ’05, Franklin and Marshall Col.; A. M. *13, Univ. of Pa.; Pd. D. ’25, Muhlenberg Col.; Pres., State Tchrs. Col., Millersville, Pa., since 1929. Tannahill, Sallie B., B. S. ’15, A. M: ’26, Columbia Univ.; Asst. Prof. of Fine Arts, Tchrs. Col., Columbia Univ., New York, N. Y., since 1906. Taylor, CO, Bs Peds 717, B.S. in Ed. 18, Ohio Northern Univ.; M. A. ’28, Co- lumbia Univ.; Supt. of Sch., 21 Depot St., Mineral Ridge, Ohio, since 1926. Payo eA + iz, As Me 18,2 Univ. of Rochester; Prof. of Educ., Univ. of Rochester, 389 Rockingham St., Roches- Tera No Y; Taylor Ee WwW... A. Bs "25, Marshall ¿Col.; Supt. of Sch., Hinton, W. Va., since 1927. Taylor, George D., Classical ’01, New York State Normal; B. S. ’21, M. A. ’22, Roch- ester, N. Y.; Prin., No. 27 School, Cen- tral Park and First St., Rochester, N. Y., since 1922. > Taylor, Hilles M., A. B. ’13, State Univ. of Iowa; A. M. *15, Des Moines Col.; Supt. of Sch., 309 Scott Court, Shenan- doah, Iowa, since 1924. Taylor, James F., A. B. ’09, A. M. 713, Ind. Univ.; Prin., R E. Denfeld Sr. HL. S; 44th Ave. W. and Fourth St., Duluth, Minn., since 1918. Taylor, James F., A. B. ’05, Middlebury Col.; Supt. of Sch., Bd. of Educ. Bldg., 607 Walnut Ave., Niagara Falls, N. Y., since 1924, Taylor, Margaret E., 1456 Warren Rd., Lakewood, Ohio. Taylor, V. E., Supvr. of Sch., Aguadilla, Porto Rico, since 1926. Taylor, William Hall, B. S. ’23, Mich. State Col., East Lansing, Mich.; Ed. M. 128, Harvard Univ.; Supt. of Sch, Okemos, Mich., since 1927. Taylor, William S., B. S. ’12, Univ. of Ky.; M. S. °13, Univ. of Wis.; Ph. D. ’24, Columbia Univ.; Dean, Col. of Educ., Univ. of Ky., Lexington, Ky., since 1923. Teach, Charles Elden, A. B. '03, A. M. *14, Univ. of Nebr.; Supt. of Sch., San Luis Obispo, Calif., since 1928. Teal, Fred L., Diploma ’18, B. S. in Ed. 119, Ohio Northern Univ.; M. A. ’23, Ohio State Univ.; Supt. of Sch., Charles- ton, W. Va., since 1929. Teal, H. D., Co. Supt. of Sch., 519 Mellett Bldg., Canton, Ohio. Telle, George H., A. B. ’21, Ind. Univ. ; Supt. of Sch., Hartford City, Ind., since 1922. Temple, Alice, Ph. B. ’08, Univ. of Chi- leo: Assoc. Prof., Sch. of Educ., Univ. of Chicago, Chicago, Ill, since 1909, EAS Nie See i PGE a aii, aly Bucknell Univ.; Supt. of Sch., Mont- gomery and Wyoming Aves., West Pitts- ton, Pa., since 1923. Terhune, Beekman R., A. B. ’01, Princeton; A. M. ’02, Columbia; Supt. of Sch., Som- erset Sch., North Plainfield, N. J., since 1923. Terman, Earle L., Supt. of Sch., Monroe- ville, Ohio. Tete, Auguste J., Asst. Supt. of Sch, Municipal Office Bldg., New Orleans, La. Tew, Derwood J., A. B. ’06, Colgate Univ.; Genl. Supvr., Elem. and Jr. High Schools, Haddon and Newton Aves., Camden, N. J., since 1918, Tews, Arthur C., Diploma ’12, State Nor- mal Sch., Platteville, Wis.; Diploma 16, Stout Inst.; Co. Supt. of Sch., Court House, Waukesha, Wis., since 1925. Thalman, J. L., A. B. 700, Ohio Wesleyan Col.; A. M. *10, Univ. of Mich.; A. M. °29, Tchrs, Col, Columbia Univ. Ad- dress: 1217 Victory Court, Anderson, Ind. Thalman, John W., A. B. ’00, Ohio Wes- leyan Univ.: M. A. ’23, Tchrs. Col. Co- lumbia Univ.; Supt. of Secondary Sch., Waukegan, Ill. Thames, W. 1., A. B. ’87, National Normal Univ.; Supt. of Sch., Hattiesburg, Miss., since 1922. Theisen, W. W., B. Sc. ’07, Univ. of Nebr.; A. M. *15, Ph. D: *16, Columbia Univ.; Asst. Supt. of Sch., 325 Tenth St., Mil- waukee, Wis., since 1922. Thomas, Alfred D., A. B. ’05, Lafayette Col; M. A. 718, Tchrs. Col., Columbia Univ.; Supt. of Sch., Hazleton, Pa., since 1922. Thomas, Augustus O., B. Ed. 94, Peru State Normal Sch.; Ph. B. and Ph. D. 7096, Amity Col.; LL. D, ’25, Bates Col.; Fellow ’25, Educational Institute of Scot- land. Address: 44 Green St., Augusta, Maine. Thomas, Benjamin Forrest, A. B. 07, Univ. of Ark.; Supt. of Sch., Crockett, Texas, since 1925. Thomas, Frank W., A. B. ’05, Ind. Univ.; A MALOS. Univ cof 1. Ph. D 726; Stanford Univ.; Pres., State Tchrs. Col., Fresno, Calif., since 1927. Thomas, H. W., A. B. 715, Univ. of Roch- ester; A. M: ’26, Univ. of Vt.; Supt. of Sch., Johnson, Vt., since 1921. Thomas, John Q., Ph. B. ’20, Univ. of Chi- cago; A. M. ’21, Stanford Univ.; Supt. of Sch., Flagstaff, Ariz., since 1921. Thomas, Malcolm G., A. B. ’98, A. M. '02, Union; Supvg. Prin. of Sch. and Prin. of H. S., Woodbury, N. J., since 1914. Thomas, Oren R., 810 Hubbell Bldg., Des Moines, Iowa. Thompson, A. G., Supt. of Sch., Carlisle, Ark, Thompson, Alfred C., B. A. ’92, Yale; Ph. D. 713, N. Y. State Col. for Tchrs.; Prin., State Normal Sch., Brockport, N. Y., since 1910, 452 DEPARTMENT OF SUPERINTENDENCE A A A A A AA+ AAA] A Thompson, C. C., B. S. *16, State Tchrs. Col., Emporia, Kansas; M. A. *17, Tchrs. Col., Columbia Univ.; Supt. of Sch., Room 8, City Hall, Meriden, Conn., since 1926. Thompson, Clem O., A. B. *13, Ind. State Normal Sch.; A. M. ’20, Univ. of Chi- cago; Prof. of Elem. Educ. and Dir. of Extension Dept., Ball Tchrs. Col., Muncie, Ind. Thompson, E. M., A. B. *'12, Nebr. Wes- leyan Univ.; A. M. ’29, Colo. State Tchrs. Col.; Supt. of Sch., Rock Springs, Wyo., since 1925. Thompson, Fred, B. S. *10, A. M. 712, N. Y. Univ.; Dir., Special Activities, Bd. of Educ., City Hall, Paterson, N. J., since 1923. Thompson, J. B., B. S. *12, Colby Col.; M. A. ?27, Tchrs. Col., Columbia Univ.; Asst. Supvg. Prin. of Sch., 1616 Parker Ave., Fort Lee, N. J., since 1927. Thompson, Mary A., A. B. ’18, Harris Tchrs. Cols A. M. ?22, Tchrs. Col., Co- lumbia Univ.; Prin., George Dewey Sch., 1111 McCausland Ave., St: Louis, Mo., since 1912. Thompson, Roger M., A. B. ’17, Ind. State Normal Sch.; A. M. ’23, Tchrs. Col., Columbia Univ.; Dir. of Research and Surveys, State Bd. of Ed., Hartford, Conn., since 1927. Thompson, William O., A. B. ’78, Mus- kingum Col.; Pres., Ohio State Univ., Columbus, Ohio, 1899-1925; Pres. Emeri- tus since 1925. Address: 55 Woodland Ave., Columbus, Ohio. Thomson, Willis, A. B. 718, Univ. of Minn.; M. A. ’27, Columbia Univ.; Prin., Isaac E. Young Jr. H.-S, New Rochelle, Ney. Thornburgh, W. B., Supt. of Sch., Sea- ford, Del. Thoroman, A. M., A. B. ’09, Univ. of Kansas; Supt. of Sch., Iola, Kansas, since 1921. Threlkeld, A. L., B. Pd. ’11, State Nor- mal Sch., Kirksville, Mo.; B. S. 719, ‘Unive off Mose A Meza, Tchr Col Columbia Univ.; Supt. of Sch., Admin. Bldg., Denver, Colo., since 1927. Tibbetts, Keim Kendall, A. B. *10, Ober- lin Col.; Supt. of Sch, H. S. Bldg., Wheaton, Ill., since 1928. Tidwell, Clyde J., A. B. ’10, Ouachita Col.; M. A. ’26, Ph. D. ’28, Columbia Univ.; Dir., Bureau of Publications, Tchrs. Col., bla Univ., New York, N. Y., since Be Tidwell, Robert E., B. S. ’05, Univ. of Ala.; LL. D. '23, Birmingham-Southern Col.; M. A. *25, Columbia Univ.; LL. D: *27; Univ. of Ala. Address: 315 Adams Ave., Montgomery, Ala. Tigert, John Ja Gainesville, Fla. Tiley, Pearl M., Ph. B. 26, Univ. of Chi- cago; Prim. Suprv. of Sch., 3105 W. Main St., Belleville, Ill., since 1911. Tillman, Frank P., A. B. ’13, B. S. in Ed. 16, Univ. of Mo.; Supt. of Sch., John Pitman Sch,, Kirkwood, Mo., since 1923. Pres., Univ. of Fla., Tilton, Edwin B., A. B. ’23, A. M. ?28, Stanford Univ.; Asst. Supt. of Sch., 825 Union St., San Diego, Calif., since 1925. Tinsley, G. J., B. S. ’25, M. S. ’26, La. State Univ.; Prin., Rosenthal Grammar Sch., Alexandria, La., since 1924. Tippett, James S., 2009 Wendover St., Pittsburgh, Pa. Tirey, Ralph Noble, A. B. 718, A. M. ’28, Ind. Univ.; Supt. of Sch., Bloomington, Ind., since 1922. Tirey, Robert Milton, B. S. ’92, Southern Ind. Normal; B. A. *10, M. A. *27, Ind. Univ.; Supt. of Sch, 917 Belleview Ave., La Junta, Colo., since 1918. Tiss, A..1., A. B. *10, Drake Univ.; M. A. 719, State Univ. of Iowa; Supt. of Sch., Fort Madison, Iowa, since 1920. Titsworth, Paul Emerson, Ph. B. ’04, Alfred Univ.: Ph: D. 711; Univ. of. Wist LED D: 27, Alfred Univ.; Pres., Washington Col., 400 Wash. Ave., Chestertown, Md., since 1923. Titus, Carl, Supt. of Sch., 424 Dresser, Cheboygan, Mich. Toaz, Robert K., A. B. *93, Rochester; A. M: 712) "Tchrs. ¿Col (Columbia! (Univ.3 Supt. of Sch., H. S. Bldg., Huntington, N. Y., since 1906. Tobey, S. B., Supt. of Sch., Wausau, Wis., since 1905. Todd, Glenn Wentworth, B. S. in Ed. ’16, State Tchrs. Col., Pittsburg, Kansas; M. A. ’26, Univ. of Colo.; Supt. of Sch., llth and Ninth Ave., Lewiston, Idaho, since 1929, Todd, Lindsey O., B. S. ’25, Peabody; M. A. ’28, Tchrs. Col., Columbia Univ.; Supt. of Sch., Philadelphia, Miss., since 1927. Todd, William Hall, Dept. of Research, 704 Bd. of Educ. Bldg., St. Louis, Mo. Tompkins, Jonas M., Supt., North-East Sch. Dist., 64 Greenfield St., Hartford, Conn., since 1913. Tompkins, Roy R., A. B. *14, Ouachita Col.; A. M. ’28, Univ. of Okla.; Supt. of Sch., Durant, Okla., since 1921. Toole, Clarence E., A. B. ’08, Ursinus Col.; A. M. ’24, Columbia Univ.; Supt. of Sch., Garfield Bldg., Potsville, Pa., since 1928. Toole, James D., Ph. B. *15, Lafayette Col.; Asst. Co. Supt. of Sch., 422 Sunbury St., Minersville, Pa., since 1929. Torres, Luis, Normal Diploma ’18, Univ. of Porto Rico; Supvr. of Sch. Box 2, Guayanilla, P. R., since 1924. Tower, Willis E., B. S. ’94, M. S. ’08, Univ. of Ill.; Dist. Supt. in charge of Sr. H. S., 460 S. State St., Chicago, Ill., since 1925. Towle, L. U., B. Di. *05, Iowa State Tchrs. Col.; Ph. B. ’07, Univ. of Wis.; Supt. of Sch., Detroit Lakes, Minn., since 1921. Towne, Charles Franklin, A. B. ’00, Colby Col.; A. M. ’16, Brown Univ.; Asst. Supt. in charge of Sec. Educ., 9 Ex- Seance Terrace, Providence, R. I., since THE EIGHTH YEARBOOK Gaee IÓ 453 Towne, R. H., B. S. '09, Carleton Col; Supt. of Sch., 402 E. Second St., Fair- mont, Minn., since 1925. Townsend, M. Ernest, A. B. ’12, A. M. ?22, Colgate Univ.; A. M. 27 Tchrs. Col., Columbia Univ.; Prin., State Normal Sch., Newark, N. J., since 1929. Trabue, M. R., B. A. -*11, N. W. Univ.; M. A. *14, Ph. D. 15, Columbia Univ.; Prof. of Educ. Admin., Univ. of NC, ee Box 431, Chapel Hill, N. C., since 1922. Tracy, Aaron W., A. B. 7°19, Brigham Young Univ.; Pres., Weber Col., Ogden, Utah, since 1922, Tracy Bettie M.B. S: "21, M. A: ?25, Tchrs. Col., Columbia Univ.; Dir. of Re- search, Wheeling Independent Sch. Dist., Wheeling H. S., Wheeling, W. Va., since 1925. Trainor, Harry J., A. B., ’26, Central State Tchrs. Col., Mt. Pleasant, Mich.; Supt. of Sch., Lake Linden, Mich., since 1927. Travell, Ira Winthrop, B. A. ’90, Williams; Supt. of Sch., Ridgewood, N. J., since 1912. Travers, Margaret A., Supvr. of Co. Graded Schools, Salisbury, Md. Travis, Clyde R., Diploma 95, State Nor- mal Univ.; Ph. B. ’02, Ill. Wesleyan Unives) MLAS 222, Univ. of .N. Dak.; Head, Dept. of Educ., Jamestown Col., Jamestown, N. Dak., since 1922. Treloar, William Butler, B. A. *19, Green- ville Col.; M. A. ’23, Ohio State Univ.; Supt. of Sch., 1324 W. Main St., Lees- burg, Fla., since 1926. Tremain, Eloise R., B. A. ’04, Bryn Mawr Col.; M. A. ’27, Lake Forest Col.; Prin., Ferry Hall, Lake Forest, Ill., since 1918. Tremaine, Charles M., Dir., Natl. Bureau for the Advancement of Music, 45 W. 45th St., New York, N. Y., since 1916. Tremper, George Nelson, A. B. *01, Univ. of Mich.; M. A. ?28, Univ. of 1ll.; Prin., Sr. H. S., 6611 Fifth Ave., Kenosha, Wis., since 1911. Trenholm, H. Councill, A. B. ’20, More- house Col.; Ph. B. in Ed. ’21, A. M. ?25, Univ. of Chicago; Pres., State Normal Sch., Montgomery, Ala., since 1925, Trescott, E. O., Ph. B. ’91, Hiram Col.; Supt. of Sch., 413 Broadway, Girard, Ohio. Tressler, S. M., Supvg. Prin. of Sch., Washington, N. J., since 1904. Tribon, Fred King, 217 E. Fellows St., Dixon, Ill. Trimble, Harold D., 209 Admin. Bldg. E., Urbana, 111. Tripp, W. J., Supt. of Sch., Milford, Mich. Tritt, Jessie A., B. A. *13, M. A. *15, Univ. of Southern Calif.; Asst. Supt. of Sch., 740 Chamber of Commerce Bldg., Los Angeles, Calif., since 1924. Trostle, L. S., Supvg. Prin. of Sch., 522 Cooper St., Beverly, N. J., since 1928. Troxel, Oliver L., B. S. ’14, North Central CONAM az Ba Di 26 UNIV ot Minn.; Prof. of Educ. Admin., Colo. State Tchrs. Col., Greeley, Colo., since 1929. Truax, Mrs. Grace Greves, Educational Lecturer, 711 W. 12th St., Sioux Falls, S. Dak. Er TA AS B. 18, Univ. of Nebr.; A. M. ’23, Univ. of Chicago; Supt. of Sch., McCook, Nebr., since 1918. Truemner, Herbert W., A. B. ’24, Central State Tchrs. Col., Mt. Pleasant, Mich. ; ame of Sch., Flushing, Mich., since 8. Trumper, May, B. S. *17, M. A. ’29, Co- lumbia Univ.; Head, Dept. of Rural Educ., State Normal Sch., Geneseo, N. Y., since 1929, Truscott, Raymond W., A. B. ’05, Simpson Col.; Supt. of Sch., 645 W. Sixth St, Loveland, Colo., since 1905. Turk, Genevieve M., Prin., Scarritt Sch., Kansas City, Mo. Turner, Clair K, A. B. ’11, Kansas State Tchrs. Col.; A. M. ’26, Tchrs. Col., Columbia Univ.; Head, Dept. of Health Educ., 1516 West, Emporia, Kansas, since 1924, Turner, H. B., A. B. ’03, Hiram Col.; Supt. of Sch., 307 Western Reserve Bank Bldg., Warren, Ohio, since 1916. Turner, Horace F., A. B. *11, Bates Col.; Supt. of Sch., Milton, Mass., since 1926. Turner AB 204, Ay M05.) bie Ds 725, Lincoln Univ.; Pres., State Normal Sch., Lewiston, Idaho, since 1925. Turner, R. R., Supt. of Sch., Dallas, Ore- gon, since 1921. Turpin, Lacy Telford, Ph. B. *06, Franklin Col., Franklin, Ind.; M. A. ?27, Tchrs. Col., Columbia Univ.; Prin., Alton Com- munity Consol. H. S., College Aye, Alton, Ill., since 1926. Tweedy, Ira, B. S. *11, Univ. of Idaho; Supt. of Sch., Rupert, Idaho, since 1919. Twente, John Ws A. M. 716, Univ. of Kansas; A, M ’22, Ph. D. ’23, Columbia Univ.; Prof. of Educ., Univ. of Kansas, 934 Indiana, Lawrence, Kansas, since 1925. Tyler, Bertha M., B. A. *12, Simpson Col.; M. A. ?27, State Univ. of Iowa; Supt. of Orient Consol. Sch., Orient, Iowa, since 1918. Tyler, Leon Lewis, LL. B. ’00, Univ. of Mich.; A. B. ’06, Earlham Col.; A. M. 227, Univ. of Mich.; Prof. of Educ., Alma Col., Alma, Mich., since 1928. Tyler, Tracy F., A. B. ’16, Doane Col.; A. M. *23, Univ. of Nebr.; Supt. of Sch., Benedict, Nebr., since 1924. Tyler, William, Co. Supt. of Sch., Pensa- cola, Fla. $ Ueland, Elsa, B. A. ’09, Univ. of Minn.; M. A. ’11, Columbia Univ.; Diploma ’11, N. Y. Sch. of Social Work; Pres., Car- son Col. for Orphan Girls, Flourtown, Pa., since 1916. Umbreit, A. G., B. A. *14, North-Central Coke MA 2 Univanots Wass Prin; H. S., Galesburg, Ill., since 1928. Umstattd, James G., B. S. in Ed. ’18, M. Ans Unive ofi Mo.: Inst Coki of Educ., Univ. of Minn., Minneapolis, Minn. 454 DEPARTMENT OF SUPERINTENDENCE AAA A eee) Underhill, Ralph I, B. A. 06, Harvard Univ.; M. A. ’25, Columbia Univ.; Supt. of Sch., 5 Church Lane, Scarsdale, N. Y., since 1921. Underwood, Clarence C., Ph. B. ’07, M. A. 710, Kenyon Col.; Asst. Supt. of Sch., 150 N. Meridian, Indianapolis, Ind. Underwood, Frank M., A. B. ’02, Univ. of Mo.; A. M. ’25, Tchrs. Col., Columbia Univ.; Dist. Supt. of Sch. St. Louis, Mo., since 1923. Unger, Jacob J., A. B. ’06, Lebanon Valley Col.; Co. Supt. of Sch., Bridgeton, N. J. Unnewehr, C. A., 206 N. Lockwood Ave., Chicago, Ill. Updegraff, Harlan, Ph. B. *94, Cornell Col.; M. A. *'98, Ph. D, ’08, Columbia Univ.; LL. D. ’26, Syracuse Univ.; Asst. to the Dir., Natl. Advisory Com. on Educ., 26 Jackson Pl., Washington, D. C., since 1929. Updyke, Austin H., B. S. ’08, M: Pd. *11, Nevo Unive, Go Supt óf Sch., a. Court House, Jersey City, N. J., since 1917. Uphill, Jared L. M., B. S., Rochester; Diploma, State Normal School, Geneseo, N. Y.; Dist. Supt. of Sch., 8 Fairmont Ave., Batavia, N. Y., since 1916. Upjohn, Hubert S., Ph. B. 703, Univ. of Chicago; Co. Supt. of Sch, 132 N. Broadway, Los Angeles, Calif., since 1928, Uthoff, Mary L., Co. Supt. of Sch., Prince- ton, Ill., since 1923. Utley, Ruth H., A. B. 715, Smith Col.; Instr. of Math., Northeastern H. S., De- troit, Mich., since 1927. Valentine, Byron W., A. B. ’01, Colgate Univ.; Hebrew and Greek Diploma ’06, Hamilton Theol. Seminary; A. M. 715, Colgate Unida LEIDT 2 mE D25 Colgate Univ.; Head, Dept. of Educ., Otterbein Col., Westerville, Ohio, since 1922. Van Allen, Edward, 45 W. 45th St., New MOTE AUN Ys Van Buskirk, D. A., Diploma ’12, Western State Tchrs. Col., Kalamazoo, Mich.; A. B. '16, A. M. ’23, Univ. of Mich.; Supt. of Sch., Hastings, Mich., since 1923. Van Camp, H. L., A. B. ’28, Concord State Normal Sch., Athens, W. Va.; Dist. Supt. of Sch., Glen Jean, W. Va., since 1922. Vance, C. E., Supt. of Sch., 141 Woodlawn Ave., ‘Danville, Ili. Vance, Joseph E., Supt., Minn. Sch. for Blind, Faribault, Minn. Van Cleve, Morrison R., Dir. of Science Instr., Bd. of Educ., Toledo, Ohio. Van Cott, Harrison H., B. S. *06, Tchrs. Col., Columbia Univ.; M. A. *19, State Col. for Tchrs., Albany, N. Y.; Supvr. of Jr. H. S., State Education Bldg., Albany, N. Y., since 1926. Vanden Belt, B. H., A. B. ?23, Central State Tchrs. Col., Mt. Pleasant, Mich.; A. M. ’28, Univ. of Mich.; Supt. of Sch., Marshall, Mich., since 1926. van den Berg, Lawrence H., A. B. ’98, Univ, of Mich.; M. A. *13, Tchrs. Col., Colum- bia Univ.; Pd. D. ’26, State Col. for Tchrs., Albany, N. Y.; Prin., State Nor- mal Sch., New Paltz, N. Y., since 1923. Vandenbergh, Ora H., 234 E. Palmer Ave., Detroit, Mich. Vander Beke, George E., A. B. ’23, Colum- bia Col., Dubuque, Iowa; M. A. ’25, Ph. D. ’26, State Univ. of Iowa; Prof. of Educ., Marquette Univ., Milwaukee, Wis., since 1928. Vanderbilt, Mabel Tilden, A. B. ’01, Vassar Col.; Supvg. Prin. of Sch., Princeton, N. J., since 1914, Vanderhoef, W. Howard, B. S. 716, Colgate Univ.; M. A. ’29, Columbia Univ.; Supt. of Sch., Bath, N. Y., since 1925. Vanderslice, Harvey R., A. B. *15, Ursinus Col.; A. M. ?25, Univ. of Pa.; Supt. of Sch., Harding H. S., Aliquippa, Pa., since 1926. ii) Vandiver, J. S., Supt., Sunflower Co. Agrl. H. S. and Jr. Col., Moorhead, Miss. Van Dusen, Earl C., A. B. *15, Lawrence Col.; M. A. ’25, Univ. of Minn.; Supt. of Sch., H. S. Bldg., Little Falls, Minn., since 1926, Vannatta, Harry E., B. S. in Ed. ’22, MTA: "24, Univ. of Pittsburgh; Asst. Prof. of Educ., Tchrs. Col., Syracuse Univ., Syra- cuse, N. Y., since 1926. Van Riper, Paul, Supt. of Sch., 330 N. Me- ridian, Lebanon, Ind. Van Voorhis, Samuel, A. B. ’09, Huron Col.; M. A. ’25, Columbia Univ.; Supt. of Sch., Redfield, S. Dak., since 1922. Varney, Charles E., Diploma, State Nor- mal Sch., Farmington, Maine; B. S. in Ed., Boston Univ.; Supt. of Sch, H. S. Bldg., Stoneham, Mass., since 1929. Vasey, Frank T., A. B. ’04, Univ. of Nebr.; A. M. 718, Univ. of Iowa; Supt. of Sch., Admin. Bldg.. 120 E. State, Mason City, Iowa, since 1918. Vaughan, James P., Ph. B. 207, Univ. of Wis.; Supt. of Sch., Chisholm, Minn., since 1907. Vaughan, John, State Supt. of Pub. Instr., State Dept. of Pub. Instr., Oklahoma City, Okla. Vaughan, William H., A. B. ’23, George- town Col.; A. M. ’27, George Peabody Col. for Tchrs.; Dean, Morehead State Normal Sch. and Tchrs. Col., Morehead, Ky., since 1928. Vantemier, Lydia, 1228 Elmdale, Chicago, Vedder, Almon V., A. B. *21, Mich. State Normal Sch.; M. A. ’25, Univ. of Mich.; Supt. of Sch., Rockford, Mich., since 1928. Velte, Charles Henry, A. B. ’14, Hastings Col.; M. A. ’29, Univ. of Nebr.; Supt. of Sch., Crete, Nebr., since 1919. Vermillion, Kenneth R., B. S. in Ed. ?24, Ohio Univ.; Prin., Chambers Elem. Sch.. East Cleveland, Ohio, since 1929. Verplanck, Fred A., B. A. '88, Yale; Supt. a South Manchester, Conn., since q THe EIGHTH YEARBOOK 455 a a Se A Vevle, Mendus R., B. A. *14, St. Olaf Col.; Supt. of. Sch., H. S. Bldg., Hutchinson, Minn,, since 1922. beh ti M. A., Co. Supt. of Educ., Heflin, a. Vigor, Charles F., Asst. Supt. of Sch., Mo- bile, Ala., since 1909. Vincent, Quincy G., Supt. of Sch., 1205 Fourth Ave., Ford City, Pa. Vinson, Thomas W., B. L. ’17, Transyl- vania Univ. Address: Brown Hotel, Louisville, Ky. Vivion, King, B. A. ’16, Drury Col.; M. A. and B. D. *19, Southern Methodist Univ.; Pres., Southwestern Univ., Georgetown, Texas, since 1928. Vizcarrondo, Francisco, LL. B. *17, Univ. of Porto Rico; Asst. Commr. of Educ. of Porto Rico, San Juan, P. R., since 1925. Vliet, Clarence, A. B. *15, Univ. of Mich.; Supt. of Sch., Birmingham, Mich., since 1915. Vogel, George J., A. B. *91, Cornell Univ.; Supt. of Sch., 68 Church St., Torrington, Conn., since 1914. Von Borgersrode, Fred, Ph. D. *27, Univ. of Minn.; Prof, of Educ., Univ. of Mo., Columbia, Mo., since 1929. Voorhees, Joseph V., A. B. *03, Univ. of Mich.; A. M. ’27, Tchrs. Col., Columbia Univ. Address: 2334 Woodlawn Ave., Duluth, Minn. Vorhies, F. W., B. A. ’11, Iowa State Tchrs. Col.; M. S. ’14, State Univ. of Iowa; Supt. of Sch., Colfax, Iowa, since 1927. Voss, Edwin F., B. S, ’17, S. Dak. State Col.; M. A. ’26, Tchrs. Col., Columbia Unty.s) Supt. of Sch;,” Clark, S. Dak, since 1923. Votaw, Lyravine, B. M. ’06, American Con- servatory of Music; Dir. of Sch. Music Educ. Dept., Bush Conservatory, 839 N. Dearborn St., Chicago, Ill., since 1921. Wade, Edwin C., A. B. ’07, Hampden-Sid- ney Cok; A. M. *11, Columbia Univ.; Supt. of Sch., Bluefield, W. Va., since 1923. Wade, John E., B. S. ’97, Col. of the City of N: Y.; A. M: ’02, Columbia Univ.; Assoc. Supt. of Sch., 2267 Andrews Ave., New York, N. Y., since 1927. Wagenvoord, Alice M., B. S. ’16, M. A. ’21, Columbia Univ.; Asst. Supt. of Sch., Lansing, Mich., since 1917. Wager, Ralph Edmond, A. B. ’02, A. M. 705, Syracuse Univ.; Pd. B. ’04, State Tchrs. Col, Albany, N. Y.; Ph, ‘D. ’22, Univ. of Chicago; Dept. of Educ., Emory Univ., Emory University, Ga., since 1921. Wager, Warren William, A. M. 799, Tri- State Col., Angola, Ind.; A. B. ’00, A. M. 704, Hiram Col. Address: Worthington, Ohio. Wagner, H. Ray, B. S. ’23, M. A. 228, Ohio State Univ., Supt. of Twp. Sch., Camp- bellstown, Ohio, since 1926. Wagner, Jonas E., B. S. ’02, M. S. ’05, Pa. State Col.; Dir., Statistics, Research, and Reports, State Dept. of Pub. Instr., Har- risburg, Pa. Wagner, Philip O., New Holland, Ohio. Wagner, Thomas J., A. B. *10, Franklin and Marshall Col.; A. M. *13, Tchrs. Col., Columbia Univ. Pd. D. 223, N Y, Univ: Prin., Croton Harmon H. S., Croton-on- Hudson, N. Y, Wahl, James Frank, B. A. ’20, Hendrix Col.; M. A. ’26, George Peabody Col. for Mchrss; Supt sof Seh H. S. Bide. Helena, Ark., since 1928. Wahlquist, John T., Instr. in Educ., Univ. of Cincinnati, Cincinnati, Ohio. Waldo, Dwight Bryant, Ph. B. ’87, A, M. 90, Albion Col.; LL. D. *10, Kalamazoo Col.; Pres., Western State Tchrs. Col., Kalamazoo, Mich. Waldo, Karl D., A. B. *06, Univ. of Ill; A. M. 714, Univ, of Chicago; Supt. of Sch., East Side, Aurora, Ill., since 1928. Waldron, Edward F., Ph. B. ’17, Brown Univ.; Supvg. Prin. of Twp. Sch, 29 Stuyvesant Ave., Union, N. J., since 1928. Walker, A. L., Supt. of Sch., Bd. of Educ., Hudson, Ohio. Walker, C. H., A. B. ’05, Bates Col.; Supt. of Sch., Maynard, Mass., since 1928. Walker, David E., Asst. Supt. of Sch., Evanston, Ill. Walker, Deane E., A. B. ’22, Tri-State Col.; A. M. ’28, Tchrs. Col., Columbia Univ.; Co, Supt. of Sch., Plymouth, Ind., since 1926. Walker, Helen M., Tchrs. Univ., New York, N. Y. Walker, J. E., A. B. *12, Univ. of Chatta- nooga; A. M. ’22, Columbia Univ.; Co. Supt. of Sch., 804 Lewis St., Chattanooga, Tenn., since 1925. Walker, J. Henry, A. B. ’87, Univ. of Ga.; Pres., Ga. Voc, and Trades Sch., Walker Park, Ga., since 1929, Walker, Knox, A. B. *15, Mercer Univ.; Supt. of Sch., Dublin, Ga. Walker, Roy C., B. S. ’14, Cornell Col.; Supt. of Sch., 301 Green St., Anna, Ill., since 1925, Wallace, Frederick W., A. B. ’04, Bates Col.; Supt. of Sch., College St., Poultney, Vt., since 1923. Wallace, S. C., Asst. Co. Supt. of Sch., 428 Col., Columbia Oakland Ave., Greensburg, Pa., since 1915. Waller, DeWitt L., A. B. ’1l, Epworth Univ.; A. M. ’28, Univ. of Mo.; Prin, H. S., Enid, Okla., since 1915. Waller, J. Flint, B. A. ’16, Univ. of Va.; M. A. ’28, Columbia Univ, Address: John Jay Hall, Columbia Univ., New York, NSA Ys. Walling, W. Levern, A. B. '07, Mich. State Normal Col.; A. B. ’14, Univ. of Mich.; Dist. Supt. of Sch., 20935 Yale Blvd., St. Clair Shores, Mich., since 1927. Walls, William Alfred, A. B. 07, Mt. Union Col.; A. M. *13, Columbia Univ.; Supt. of Sch., 10 Green Terrace, Kent, Ohio, since 1920. DEPARTMENT OF 456 SUPERINTENDENCE Walpole, Branson Alva, B. S. in Ed. 715, Ohio Univ.; M. S. ’25, Mich. State Col.; Assoc. Prof. in Agrl. Educ. and Supvr. of Tchr. Tr., Mich. State Col. of Agr. and Applied Science, East Lansing, Mich., since 1921. Walsh, Frances M., 136% 14th St., Mil- waukee, Wis. Walshe, Minnie E., Asst. Supt. of Sch., 705 Post Rd., Fairfield, Conn. Walter, Z. M., B. Sc. in Ed. ’21, M. A. 723, Ohio State Univ.; Supt. of Sch., Hills- boro, Ohio, since 1927. Walters, Rolland J. A. B. '04, Tri-State Col.; A. M. *14, Tchrs. Col., Columbia Univ.; D. Litt. ’20, Univ. of Denver; Dir., Tchr. Tr., Univ. of Denver, 2045 S. Clarkson St., Denver, Colo., since 1924. Walton, C. E. A,B. S16, New York Univ.; Supvg. Prin. of Sch., Little Falls, N. J., since 1912. Waltz, C. A., B. Sc. in Ed. ’16, Ohio State Univ.; Supt. of Sch., Mansfield, Ohio, since 1929. Ward, David A., B. S. ’04, Rio Grande Col.; A. M. ?11, Univ. of Chicago; Ed. D. ?28, Rio Grande Col.; Supt. of Sch., Larkin Sch., Chester, Pa., since 1929. Ward, L. C., A. B. ’03, Ind. Univ.; Supt. of Sch., Montgomery and Clinton Sts., Fort Wayne, Ind., since 1920. Ward, W. H., A. B. ’14, Furman Univ.; Supt. of Sch., Walterboro, S. C., since 1924. Ward, W. Scott, A. B. ’83, Tufts Col.; Supt. of Sch., 73 Green St., Athol, Mass., since 1897. Wardlaw, Patterson, A. B. '80, LL. D. ’06, Erskine; Litt. D. ’24, Presby. Col. of S. C.; Dean, Sch. of Educ., Univ. of S. C., Columbia, S. C., since 1894. Warner, William E., B. S. ’23, M. S. ?24, Univ. of Wis.; Ph. D. ’28, Columbia Univ.; Assoc. Prof. of Industrial Arts Educ., Ohio State Univ., Columbus; Ohio, since 1925. Warrek, George R., B. S. '25, Conn. Agrl. Col. Address: Univ. of Porto Rico, Rio Piedras, P. R. Warren, Benjamin O., B. A. *11, Univ. of Maine. Address: 381 Fourth Ave., New York, N- Ye Warren, James TB. 2d, MTA. 726, George Peabody Col. for Tchrs.; LL. D. ’29, Georgetown Col.; Pres., Carson and Newman Col., Jeferson City, Tenn., since 1927. Warren, Jule B., Box 274, Raleigh, N. C. Warren, Julius E., A. B. '10, Dartmouth Coli; M. A, “23, Tehrs. Col.. Columbia Wnives Supt oF Sch, Bd. kof uc Warren Rd., Lakewood, Ohio, since 1927. Warren, Milton Charles, B. Sc. in Ed. 710, Ohio State Univ.; Co. Supt. of Sch., Circleville, Ohio, since 1916. Warren, Worcester, A. B. *12, Knox Col.; AS M: 721, Univ. of Lowa; Supt of Sch., Bd. of Educ., 886 Main St., Bridge- port, Conn., since 1929, Wartinbee, Francis D., Supt. of Sch., Clin- tonville, Wis. Washburn, Justin, Diploma *16, Western Ill. State Tchrs. Col.; Co. Supt. of Sch., Court House, Rock Island, Ill., since 1920. Washburne, C. W., Ed. D. *22, Univ. /of Calif.; Supt. of Sch., Skokie Sch., Win- netka, Ill., since 1919. Wassung, Frank R., Ph. B. *13, Ph. M. 717, Hamilton Col.; Supt. of Sch., Norwich, N. Y., since 1919. Waterhouse, A. H., A. M. ’08, Univ. of Nebr.; Supt. of Sch., Fremont, Nebr., since 1908. Waterhouse, R. H., Asst. Supt. of Sch., Akron, Ohio, since 1925. Waterpool, W. F., B. A. ’20, Lawrence Col.; Ph. M. ’26, Univ. of Wis.; Supt. of Sch., Richland Center, Wis., since 1927. Watkins; Early BP. Bh. Boy 120 Bb NEU Hamilton Col.; Supt. of Sch., Municipal Bldg., Ilion, N. Y., since 1923. Watkins, Catharine R., Dir. of Kdgns., Pub. Schools, 2120 P St., N. W., Washington, D. C., since 1899. Watkins, Richard Henry, B. A. '95, Hamp- den-Sidney Col.; Supt. of Sch., Laurel, Miss., since 1907. Watson, F. B., Graduate '97, William and Mary Col.; Div. Supt. of Pittsylvania Co. Sch., Chatham, Va., since 1921. Watson, Frank K., A. M. ’99, Princeton; Supt. of Sch., 20 West St., Danbury, Conn., since 1920. Watson, Goodwin B., A. B. *20, Univ. of Wis.; A. M. *23, Tchrs. Col., Columbia Univ PRD 9:25, Columbia Uni: Assoc: Prof. -of Educ, Tebrs:. ColeaCo- lumbia Univ., New York, N. Y., since 1925. Watson, UL. Dy Jr. cA. SB a AMG as Harvard, Chicago. Address: Riverside Military Academy, Gainesville, Ga. Watson, Norman E., A. B. 21, Wabash Col.; A. M. *29, Univ. of Chicago; Supt. of Sch., Northbrook, Ill. Watson, Vesta, 322 Normal ton, Texas. Watt, James Walter, Supt. of Sch., Demop- olis, Ala. Watts, Charles H., A. B. '96, Ohio Northern Univ.; Co. Supt. of Sch., Court House, Urbana, 1ll., since 1902. Weaver, David Andrew, A. B. ’27, Mercer Univ.; M. A. ’29, Tchrs. Col, Columbia Univ.; Instr., Sch. of Educ., N. Y, Univ., New York, N. Y., since 1929. Weaver,, LW, Sch., Springs, Ala. Weaver, Olney S., B. S. '21, Miami Univ.; Instr., Steele H. S., Dayton, Ohio. Weaver, Paul H., Shiloh, Ohio. Webb, A. S., A. B. ’96, Duke Univ.; Supt. of Sch., 42 Bell Ave., Concord, N. C., since 1910. Webb, F. E., B. A. '11, Bellevue Col.; Supt. of Sch., Globe, Ariz., since 1923. Webb, J. O., B. A. *14, Southwestern Univ.; M. A. ?24, Univ. of Texas; Asst. Dir. of High Schools, Houston, Texas, since 1928. Ave., Den- Supt. of Double THe EIGHTH YEARBOOK 457 Webb, James T., B. A. ’10, Miss. Col.; M. A. *24, Univ. of Chicago; Supt. of Sch., Union City, Tenn., since 1929. Webb, Jesse C., A. B. 98, M: A. 01, Franklin Col., Franklin, Ind.; M. A. 719, Columbia Univ.; Ind., since 1922. Webb, W. H., B. S. in Ed. ’25, Ohio Univ.; Co. Supt. of Sch., Marietta, Ohio, since 1924. Webber, Elmer Harrison, Diploma ’07, State Normal Sch., Farmington, Maine; B. Pd. Supt. of Sch., Portland, 715, Univ. of Maine; A. M. ’23, Bates Col.; Supt. of Sch., Mapleton, Maine, since 1918, Weber, Ernest, A. B. *23, Western State Normal Sch., Kalamazoo, Mich.; M. A. 28, Tchrs. Col., Columbia Univ.; Prin., Tr. Sch., Richland, Mich., since 1923. Weber, S: E., Ph. D. ’05, Univ. of Pa.; Assoc. Supt. of Sch. in Charge of Person- nel, Pittsburgh, Pa., since 1929. Webster, William F., B. A. *'86, Univ. of Minn. Address: 305 City Hall, Min- neapolis, Minn. Weed, Clarence M., B. Sc. ’83, M. Sc. ?84, Mich. Agrl. Col.; D. Sc. ”91, Ohio State Univ.; Prin., State Normal Sch., Lowell, Mass., since 1921. Weeden, Ethel R., Diploma ’95, New Haven Normal Sch. of Gymnastics; B. A. ?20, Harris Tchrs. Col.; M. A. ’24, New York Univ.; Head Asst. in Educ., Harris Tchrs. Col., 1517 S. Theresa Ave., St. Louis, Mo. Weersing, Frederick J., A. B. in Ed. ’15, Univ. of Minn.; M. A. ’22, Tchrs. Col., Columbia Univ.; Ph. D. ’27, Univ. of Minn.; Prof. of Educ., Univ. of South- ern Calif., Los Angeles, Calif., since 1927. Weet, Herbert S., B. A. 99, M. A. ’01, Univ. of Rochester; Pd. D. ”18, N. Y. State Col.; Supt. of Sch., 303 Education Bldg., Rochester, N. Y., since 1911. Weglein, David E., A. B. *'97, Johns Hop- kins Univ.; A. M. 712, Columbia Univ.; Ph. D. *16, Johns Hopkins Univ.; Supt. of Sch., Madison and Lafayette Aves., Baltimore, Md., since 1925. Werner, H: CS Ph Bi 25 Univ. of Wis.; Supt. of Sch., Ph, M. 724, 215 E. Jef- ferson St., Waupun, Wis., since 1926. Weidner, Herman W., B. A. 798, M. A. 02, Franklin and Marshall Col.; Supvg. Prin., Vineland and Landis Twp. Sch., Vine- land, N. J., since 1926. Weigl, August W., A. B. '15, Kingfisher Col.; A. B. '28, Univ. of Okla.: Supt. of Consol. Schools, Ramona, Okla., since 1924. Weir, Daniel T., A. B. '91, A, M. '93, Ind. Univ.; Acting Supt. of Sch., 150 N. Me ridian St., Indianapolis, Ind., since 1930. Weir, Samuel, B. D. *87, Garrett Biblical Inst.; A. B. '89, Northwestern Univ.; Ph. D. ’95, Univ. of Jena; Head, Dept. of Educ., Col. of Puget Sound, Tacoma, Wash., since 1922. Weirick, Joseph C., Prin., H. S., Abington, Pa. Welch, R. D., B. A. *24, Univ. of Pitts- burgh; Supt. of Sch., H. S. Bldg., Kane, Pa., since 1928. Weld, Frank A., Editor School Ex i , t Magazine, 1126 Q St., Lincoln, Nebr. par Welden, (Charles R, Co. Supt. of Sch Wetumpka, Ala., since 1923. ery Welles, James B., A. B. ’09, Union Cols Wi bos ISH Columbia Univ.; Supt. of ie Roslyn, N. Y., since 1920. Wellman, Justin Owen, A. B. 22, Colby Col: Ed. M. Univ.; Head, Dept. of Educ., Univ. of N. H,, Durham, N. H., since 1924, Wells, Agnes E., A. B. *03, Univ. of Mich.; A. M. ?16, Carleton Col Ph. D: 24. Univ. of Mich.; Dean of Women and Prof. of Mathematics, Ind, Univ., Bloom- ington, Ind., since 1918. Wells, Clyde P., Ph. B. *08, Syracuse Univ.; Supt. of Sch., Batavia, N. Y., since 1923. Wells, George N., Co. Supt. of Sch., 13 Elmwood Parkway, Elmwood Park, Til. Wells, Guy H., A. B. *15, Mercer Univ.; A. M. ’25, Columbia Univ.; Pres., Ga. Nor- "98, A. M. 24, Harvard mal Sch., Statesboro, e since 1926, Address: "Collegeboro, Ga. Wells, Jere A., B. S. C. ’24, Ga. Tech.; Co. Supt. of Sch., Court House, At- lanta, Ga., since 1925. Welshimer, A. G., A. B. *14, Ohio State Univ.; Co. Supt. of Sch., Court House, Urbana Ohio, since 1921. Wenner, William E., A. B. ’97, Westmin- ster; Supt. of Sch., 1 Lake St., Ashtabula Harbor, Ohio, since 1909. Werner, J. C., Supvg. Prin, of Sch., 1045 Vance Ave., Coraopolis, Pa. Werner, Oscar H., A. B. *10, Central Wes- leyan Col.; A. M. 712, Northwestern Univ.; Ph. D. *17, Columbia Univ.; Prof. of Educ., Univ. of Nebr., 1835 Lake, Lincoln, Nebr., since 1924, Wesley, Marian J., B. S. *17, M. A. ?22, Tchrs. Col., Columbia Univ.; Asst. Co. Supt. of Sch., Court House, Wilkes-Barre, Pa., since 1928. West, Henry S., A. B. *93, Ph. D. 799, Johns Hopkins Univ.; Dean, Col. of Lib- eral Arts and Prof. of Educ. and Dir. of Een lites since 1926. West, John C., B. A. '15, Fargo Col.; M. S. ’25, Univ. of N. Dak.; Supt. of Sch., Central H. S., Grand Forks, N. Dak., since 1929. West, Nathaniel G., A. B. '07, A. M. ’20, Rochester; Diploma ’24, Tchrs. Col., Co- Univ. of Miami, Miami, Fla., lumbia Univ.; Prin., Andrews Sch. No 9, Rochester, N. Y. West, Parl, A. B. '21, Univ. of Nebr.; A. M. '28, Tchrs. Col., Columbia Univ.; Prin., Washington Irving Sch., Tarrytown, N. Y., since 1928. West, Roscoe L., Asst. Commr. of Educ., State House, Trenton, N. J. Westerfield, Butler, B. A. '28, Univ. of Texas; Supt. of Sch., Burkburnett, Texas, since 1927. Westlake, Edward Finley, 524 E. Beau St., Washington, Pa. Wetherow, E. B., Supt. Ind., since 1922. of Sch., La Porte, 458 DEPARTMENT OF SUPERINTENDENCE A AAA re Wetzel, William A., A. B. '91, A. M. ’93, Lafayette Col.; Ph. D. *95, Johns Hop- kins Univ.; Prin., Sr. H. S., 12 Belmont Circle, Trenton, N. J., since 1901. Wheable, Goeffrey Alfred, B. A, *21, Queen's Univ., Kingston, Ont.; Sr. Insp. and Ad- ministrator of Sch., Bd. of Educ., Lon- don, Ontario, Canada, since 1925. Wheeler, Carlon E., A. 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'09, Bryn Mawr Col.; Dir., Division of Health Educ., American Child Health Assn., 370 Seventh Ave., New York, N. Y. Whitney, Fairfield, A. M. *'92, Bates Col.; Supt. of Sch., 548 Broadway, Everett, Mass., since 1910. Whitt, J. P., State Tchrs. Col., East Rad- ford, Va. Whittemore, L. D., 1615 College Ave., Topeka, Kansas. Whitten, Charles W., Diploma ’00, Ill. State Normal Univ.; A. B. ’06, Univ. of Ill.; Mgr Natl Fed. of State H. S. Athletic Assns., 411 S. Kenilworth Ave., Elmhurst, Ill., since 1922. Whittier, Amy Rachel, Diploma ’92, Mass. Normal Art Sch.; Head, Tchr. Tr. Dept., Mass. Sch. of Art, 98 Chestnut St., Bos- ton, Mass., since 1918. Whittinghill, Roscoe T., B. Pd. *03, Univ. of Ky.; Supt. of Sch., Hazard, Ky., since 1926. WHhytock, Norman R., Asst. Supt. of Sch., Glendale, Calif, Wichman, J. H., Diploma *12, Nebr. State Tchrs. Col., Wayne, Nebr.; B. A. ?*14, North Central Col.; M. A. ’28, Univ. of Chicago; Supt. of Sch., Redwood Falls, Minn., since 1926, Wickersham, E. B., 620 Santa Fe Bldg., 1033 Young St., Dallas, Texas. Wickey, H. J., Ph. B. ’02, Taylor Univ.; A. B. 24, Elizabethtown Col.; Supt. of Sch., 172 Nisley St., Middetown, Pa., since 1899. Wickey Rosel SAAB ez) TA I MNZ Univ. of Denver; A. M. ’25, Columbia Univ.; Dir., Curriculum Dept, 219 Li- brary Bldg., Kansas City, Mo., since 1926. Wickham, William Terry, A. B. ’20, Heidel- berg Col.; M. A. *27, Ohio State Univ.; Supt., Orange Village Schools, S. Kins- man Rd., Chagrin Falls, Ohio, since 1924. Wiedefeld, M. Theresa, B. S. ?25, Johns Hopkins Univ.; Asst. Supvr. of Elem. Sch., State Dept. of Educ., 2014 Lexing- ton Bldg., Baltimore, Md., since 1924, Tue EIGHTH YEARBOOK 459 Wiedman, D. E., A. B. *14, Colo. Tchrs. Col. ; Supt. of Sch., Bellingham, Wash., since 1920. Wiedrich, Jacob C., A. B. *13, State Nor- al Sch., Emporia, Kansas; M. A. ’26, Univ. of Ill.; Supt. of Sch., DePue, Ill., since 1926. Wightman, Clair S., A. B. *20, Syracuse Univ.; M. A. ’23, Columbia Univ.; Prin., Park Ridge Sch., Park Ridge, N. J., since 1927. Wilber, Flora, B. S. *10, M. A. *11, Tchrs. Col., Columbia Univ.; Dir., Bureau of Tests and Measurements, City Public Sch., Fort Wayne, Ind., since 1922. Wilber, H. Z, A. B. 08, Mich. State Normal Col.; A. B. ”10, A. M. *11, Univ. of Mich.; Prof. of Educ., State Normal Col., Ypsilanti, Mich., since 1921. Wilcox, George M., A. B. ’11, Cornell Col.; A. M. ’18, State Univ. of Iowa; Head, Dept. of Educ., Huron Col., Huron, S. Dak., since 1928, Wilde, Arthur Herbert, Ph. D. ’01, Har- vard; Dean, Sch. of Educ., Boston Univ., 125 Fair Oaks Park, Needham, Mass., since 1918. Wiley Bailo An Ban S- 205, Univ not Mo.; A. M. ’09, Tchrs. Col., Columbia Univ.; Supt. of Sch., Cleveland Heights, Ohio, since 1923, Wiley, George M., Jr., A. B. *99, A. M. ’03, Union Col.; Pd. D. *20, NY State Col. for Tchrs.; LL. D. ’20, Syracuse Univ.; Asst. Commr. of Educ., State Educ. Dept., Albany, N. Y., since 1920. Wiley, Guilford M., B. A. '06, De Pauw Univ. Supts of Sch., 117 S. 13th St La Crosse, Wis., since 1926. Wiley, J. Burton, A. B. ’05, Lafayette Col.; Supt. of Sch., Morristown, N. J., since 1912. Wiley. Joon, Ph B 02 De Pauw Uniy.;: A. M. 714, Univ. of Ill.; Supt. of Sch., H. S., Elkhart, Ind., since 1921. Wiley, Virgil Brooks, A. B. ’22, George Washington Univ.; A. M. ’28, Columbia Univ.; Supt. of Sch., H. S., Dover, Del., since 1928. Wiley, Will E., Dist. Supt. of Sch., Lodi, Calif. Wilkes, L. L., B. A. *12, Univ. of Texas; ` Supt. of Sch., Hubbard, Texas, since 1927. Wilkinson, Garnet Crummel, A. B. ’02, Oberlin Col.; LL. B. ’09, Howard Univ.; First Asst. Supt. of Sch., Washington, D. C., since 1924. Wilkinson, Thomas G., Eufaula, Ala. Willard, F. E., Diploma ’89, Grinnell Col.; Asst. Supt. of Sch., Central Bldg., Seattle, Wash., since 1907. Willard, W. A. L., B. S. ’23, Mich. State Col.; M. A. ’26, Univ. of Mich.; Supt. of Sch., Marenisco, Mich., since 1926. Willett, G. W., A. 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Linden Ave., Highland Park, Ill., since 1914. Wright, Frank Lee, A. M. 715, Univ. of Wis.; Ed. D. ’25, Harvard; Head, Dept. Campan of Educ., Washington Univ., St. Louis, Mo., since 1924, Wright, Frank W., A. B. ’07, Harvard; Deputy State Commr. of Educ., 212 State House, Boston, Mass., since 1917. Wright, Isaac Miles, B. S. ’04, Alfred Un ede Mowe 14 Pda DI 216 NAY Univ.; Dir., Sch. of Educ., Muhlenberg Col., Allentown, Pa., since 1917. Wright, Jasper H., B. S. ’05, Univ. of Rochester; Supvg. Prin. of Sch., Enos- burg Falls, Vt., since 1925. Wright, P. A., Supt. of Sch., Snohomish, Wash., since 1924. Wright, Robert H., B. S. ’97, Univ. of N. C.; Ed. D. ’28, Wake Forest Col: Pres., East Carolina Tchrs. Col., Green- ville, N. C., since 1909. Wright, Wendell W., A. B. *16, Ind, State Normal Scar As e725, ee wD LON Tchrs. Col., Columbia Univ.; Prof. of Educ., Sch. of Educ., Ind. Univ., Bloom- ington, Ind., since 1924. Wright, William W., Prin., Syracuse City Normal Sch., Syracuse, N. Y. Wrinkle, H. E., B. A. ’22, Univ. of Okla.; Supt. of Sch., Duncan, Okla., since 1927. Wriston, Henry Merritt, A. B. 711, A. M. 712, Wesleyan Univ.; Ph. D. ’22, Har- vard Unive: LD 20 Ripon T Cols Pres., Lawrence Col., Appleton, Wis., since 1925. Wyandt, J. W., Supt. of Sch., Bryan, Ohio, since 1903, Wyman, Elwood T., B. A. '90, Colby Col.; Supt. of Sch., Warwick, R. I., since 1921. Address: Apponaug, R. I. Vaden, J. L., A. B. ’21, Lincoln Memorial Univ.; Supt. of Sch., Moultrie, Ga., since 1924. Yakel, Ralph, LL. B. '12, A. B. ’13, iil, Wesleyan Univ.; A. M. 24, Phe De 9729) Tchrs. Col., Columbia Univ.; Supt. of Sch. Hy ST Bldg, Jacksonville, Ill., since 1929. 462 Yape, D. S.. B. A. *16, Mich. State Nor- mal Col.; M. A. 718, Northwestern Univ.; Supt. of Sch., 124 E, Ash St., Wayne, Mich., since 1925. Yarbrough, T. W., A. B. 790, Emory Col.; Co. Supt. of Pub. Instr., Sarasota, Fla., since 1921. Yates, Mrs. Dorothy Hazeltine, A. B. ’10, Wellesley Col.; M. A. *19, Ph. D. ?21, Univ. of Calif.; Assoc. Prof. of Psych. and Asst. Dir. of Research, State Tchrs. Col., San Jose, Calif., since 1922. Yaw, Mrs. Rachael Owens, B. S: 719, Ohio State Univ.; Supvr. of Elem. Educ., 1761 N. Page Ave., East Cleveland, Ohio. VYawberg,, AG PhisB 707) A. MERIL Univ. of Wooster; Supt. of Sch., Berea, Ohio, since 1929. Yeager. = Dtessaia Co B. S 2c, pUiliv.eor Pittsburgh; Supvg. Prin. of Twp. Schools, Washington Sch., Mt. Lebanon, Pitts- burgh, Pa., since 1923. Yeager, William A., A. B. ’14, Ursinus Col.; ASS IVES zrs Ph Die 20). Unive Of Pas Head, Dept. of Educ., State Tchrs. Col., Kutztown, Pa., since 1928. Yeingst, Wilbur M., Ph. B. *'97, M. A. 711, Dickinson Col.; Pd. D. ’24, Susquehanna Univ.; Supt. of Sch., H. S., Mt. Carmel, Pa., since 1918. Yeomans, C. A., A. B. ’06, Col. of Emporia; M. A. 714, Univ. of Kansas. Address: Cottonwood Falls, Kansas. Yerger, Warren K., A, M. 714, Univ. of Pass Prin, A. 1. du Pont ‘Sch, 717 N. Rodney St., Wilmington, Del., since 1909. Yoakam, E A. BA, "10, M.A. *18, Ph.D: "22, State Univ. of Iowa; Head, Dept. of Elen.. Educ., Univ. of Pittsburgh, Pitts- burgh, Pa., since 1923. voder Te Jo AB cl, A, M 28, Unity. OL Denver; Supt. of Sch., 606 N. 11th St., Marysville, Kansas, since 1924. York, Ada, Co. Supt. of Sch., Court House, San Diego, Calif., since 1921. Yost E. W., Co. Sch. Commr., 1001 Law- yers Bldg., Detroit, Mich. Young, Arthur L., A. B. ’04, Brown Univ.; Field Agt. in Rural Educ., State Bd. of Educ., Maple St., Ellington, Conn., since 1912. Young, Dale S., B. S. '16, Hedding Col.; My Si "17, Univ. of Tl. M. A. *26, Ph. D. ’28, Columbia Univ.; Dir. of Research and Information, State Dept. of Educ., Montgomery, Ala., since 1927. Young, John Adams, Ph, B. ’03, A. M. 712, Bucknell Univ.; Asst. Supt. of Sch., 886 Main St., Bridgeport, Conn., since 1922. Wong, E P B S “22.5 Statewichts. Col. Emporia, Kansas; A. M. ’29, Tchrs. Col., Columbia Univ. Address: 501 W. 120th St., New York, N. Y. Young, Leonard, A. B. ’98, Univ. of Ind.; Supt. of Sch., 226 N. First Ave., E., Duluth, Minn., since 1923, Young, Oliver O., A. B. ’04, Bethany Col.; M. A. *'14, Univ. of S. Dak.; Supt. of Sch., Library Bldg., Galesburg, Ill., since 1928. DEPARTMENT OF SUPERINTENDENCE Young, W. Rankin, Diploma *16, B. S. ?22, State Tchrs. Col., Pittsburg, Kansas; M. A. ?25, Tchrs. Col., Columbia Univ.; Supt. of Sch., Anthony, Kansas, since 1926. Young, Walter S., B. S. ’01, Dartmouth Col.; Supt. of Sch., Room 14, City Hall, Worcester, Mass., since 1923. Young, Wilbur S., B. S. 715, Vanderbilt Univ.; M. A. ’28, Peabody Col.; Supt. of Sch., 740 Fifth Ave., Springfield, Tenn., since 1923. Youngblood, Gene W., Diploma *10, Ind. State Normal Sch., Terre Haute, Ind.; A.. "B. 2f4, r Ind. Unives (Ale M3 22I, MCO> lumbia Univ.; Supt. of Sch., H. S., Peru, Ind., since 1923. Youngblood, Joe A., A. B. *07, Hendrix Col.; M. A. *13, Vanderbilt Univ.; Co. Supt. of Pub, Instr., West Palm Beach, Fla., since 1925. Yount, Warren J., A. B. *12, Franklin Col.; Supt. of Sch., Greencastle, Ind., since 1927. Zeiser, Harry H., M. A. ’00, Lafayette Col.; Supt. of Sch., 81 N. Washington St., Wilkes-Barre, Pa., since 1916. Zellner, Harrison C., A. B. 717, Heidelberg Univ.; M. A. ’27, Ohio State Univ.; Supt. of Sch., Castalia, Ohio, since 1925. Zellner, O. D., B. A. ’20, Univ. of N. Dak.; Supt. of Sch., Graceville, Minn., since 1926. Zener, Virgil C., A. B. ’10, Univ. of Mich.; M. A. 718, Albright Col.; Prof. of Educ., Albright Col., 19 Behney Ave., Myers- town, Pa., since 1916. Ziegler, J. W., Prin., St. Marys Col., Dal- las, Texas. Ziegler, L. E., A. B. 719, Univ. A. M. ?27, Columbia Univ.; Sch., Maryville, Mo., since 1921. Ziegler, Samuel H., A. B. *10, A. MIAZ Ursinus Col.; Ph. D. *23, Univ. of Pa.; Head, Dept. of Educ., Cedar Crest Col., Allentown, Pa., since 1926. Zimmerman, Harold C., Supt. of Sch., Par- deeville, Wis. Zirbes, Laura, Ph. D. ’27, Tchrs. Col., Co- lumbia Univ.; Assoc. Prof. of Educ., Ohio State Univ., and State Consultant of Mo.; Supt. of in Elem. Educ., State Dept. of Educ., Columbus, Ohio, since 1928. Ziskie, Bert, Bd. of Educ., Hamtramck, Mich. Zoe, Sister Mary, A. M. ?27, Univ. of Dayton; Dean, Col. of Mt. St. Joseph, Seton Hall, Mt. St. Joseph, Ohio, since 1927. Zook, D: ES M.A. ain Ed. 323, Univ. sot Chicago. Address: 5704 Kenwood Ave., Chicago, 1ll. . Zuber, H. E., B. S. in Ed. ’24, Miami Univ.; M. A. ’28, Columbia Univ.; Supt. of Sch., Nelsonville, Ohio, since 1928. Zuker, W. B., B. S *10, Univ. of Des Moines; M. S. ’21, Univ. of Chicago; Acting Pres., Univ. of Dubuque, Dubuque, Iowa, since 1927, The EIGHTH YEARBOOK 463 College of Education, University of Arkan- sas, Fayetteville, Ark. Lange Library of Education, University of California, Berkeley, Calif. Library, University of California, Berkeley, Calif. Compton Junior College, Compton, Calif. City School Library, 614 F. W. Braun Bldg., Los Angeles, Calif. Dominican College, San Rafael, Calif. State Board of Education, Hartford, Conn. Library, Yale University, New Haven, Conn. State Normal School, Willimantic, Conn. Library, Eastern Illinois State Teachers College, Charleston, Ill. Western Illinois State Teachers Macomb, Ill. Lincoln Library, Springfield, Ill. Normal College of the American Gymnastic Union, Indianapolis, Ind. Public Library, Indianapolis, Ind. Library, Purdue University, Lafayette, Ind. Administration Library, Independent School District, Garfield Bldg., Des Moines, Iowa. Administration Club, care of B. N. Osborn, Smith School, Sioux City, Iowa. Kellogg Library, Kansas State Teachers College, Emporia, Kansas. Porter Library, Kansas State Teachers Col- lege, Pittsburg, Kansas. Library, Louisville Normal School, Louis- ville, Ky. Library Department, State Normal College, Natchitoches, La. College of Education, University of Mary- land, College Park, Md. Library, State Normal School, Salem, Mass. Library, University of Minnesota, Minne- apolis, Minn. State Teachers College, Winona, Minn. Progressive Series Teachers College, Bon- homme and Bemiston Ave., Clayton, St. Louis, Mo. Public Library, St. Louis, Mo. College, Teachers Library, Board of Education Bldg:, 911 Locust St., St. Louis, Mo. Teachers Organization of Boonton, 302 Lathrop Ave., Boonton, N. J. Public Library, Newark, N. J. New York State Library, University of the State of New York, Albany, N. Y. State Normal School, Fredonia, N. Y. Oswego State Normal School, Oswego, N. Y. y Library, Ohio University, Athens, hio. Library, Bluffton College, Bluffton, Ohio. Library, Ohio State University, Columbus, Ohio. Department of Education, College of Woos- ter, Wooster, Ohio. Library, University of Oregon. Oregon Normal School, Monmouth, Oregon. Commonwealth of Pa., Department of Pub- lic Instruction, Harrisburg, Pa. Free Library of Philadelphia, Logan Square, Philadelphia, Pa. Pedagogical Library, Board of Education, School District of Philadelphia, Keystone Annex, 19th above Chestnut, Philadelphia, Pa. Temple University, Philadelphia, Pa. Academic Division Library, Bureau of Edu- cation, Manila, P. Commissioner of Private Education, Manila, Oregon, Eugene, College of Education, University of Ten- nessee, Knoxville, Tenn. Library, George Peabody College for Teach- ers, Nashville, Tenn. Library, West Texas State Teachers Col- lege, Canyon, Texas. East Texas State Teachers College, Com- merce, Texas. Agricultural College of Utah, Logan, Utah. Washington State Normal School, Ellens- burg, Wash, State College of Washington, Pullman, Wash. Public Library, Racine, Wis. sae | o 1 mane, ar AH qe) i a , 2» 4 (‘sawed 10, eet SG: P = = NN í Á i io è mo ta T E eS r y 7 ~~ == 4 == > a a P n A 7 i == 3 7 i AN è — i r a e La y ê saliad Y oa El 5 ` \ = - A Table LIST OF TABLES le 2. 10. mi, Related Supervisory Activities Rising Out of Administrative, Instructional, and Coordinate Situations ______ — The Percentage of the Elementary Principal’s Time Given to Supervision and Other Duties, According to Eleven Different Studres reo =m 1. APA NE A Pel, Ideal Distributions of the Elementary School Principal’ s School ¡DER eee O E E ee e a ae Supervisory Duties Peed by More Than One-Half of 140 SuUperintendents ING oxen Sa ee Supervisory Duties Performed by Less Than One-Half and More Than One-Third of 140 Superintendents Reporting ___ The Effect of Size of Enrolment upon the Performance of Su- pervisory Duties by Superintendents of Schools Supervisory Duties of Major and Average Importance Which Were Performed by Over 50 Percent of 658 Elementary SCHOO MPEIINC Dal Sameera a ye Be ne 2 Supervisory Duties Undesirable for Elementary School Prin- ANA e sees A CAE Bos AA ap Supervisory Duties of Primary and Average Importance Which Were Performed by Over 50 Percent of Superintendents, High-School Principals, or Elementary School Principals __ Supervisory Duties of Primary Importance Which Were Per- formed by Less Than 50 Percent of Public School Adminis- ET ALO TS pe AE A ig pen ee A A ES, Percentages of Superintendents Who Reported Various De- grees of Direction Given Supervisors in Items Relating to NTISEGU CELLO Neeser eee oe en a ION ee es ee en eS Percentages of Superintendents Who Reported Various De- grees of Direction Given Supervisors in Their Activities ___ A Summary Statement of the Activities of Special Supervisors in Detroit Public Schools mI fea e E ee 3 Typical Examples of the Specific Training Activities of Super- VISOLS Ad Mil Jus L els srai L DEGN The Percentages of Time Given by Detroit Supervisors to Dif- ferent Supervisory Activities _____ PES eae Types of Supervisory Organization ‘Distributed by Size of Cities: 24 Soler Mio Saree REE El de aa wre Nature of Classroom Visits Made. by General Elementary Su- DEBVISO LS eee = eee ee E . Activities of General Elementary ‘Supervisors While Observing Classroom) heaching p= SE AL Follow-Up Devices Used by General Elementary Supervisors After a Classroom Visit ~~~ E Te 3 Types of Assistance Given Teachers During the Directed Teach- meprecnio dr A eee ERE Principles of Procedure in Planning and Conducting "Demon- stration Teaching =< Nature of the Supervision Given Teachers Doing Directed Ob- servation E El ze Facts Relative to Four “Kinds of ‘Teachers’ Meetings in City and Rural School Systems -———-— ee List of Those Who Have a Place on the ‘Programs of Dieron Types of Teachers’ Meetings --------- E : “i [465 ] Page 23 25 25 27 28 28 29-30 30 = 31-32 33 36 37 40-41 42 43 67 70 ¿Al 72 73 75 76 79 79 466 DEPARTMENT OF SUPERINTENDENCE 25. Percentage of Supervisors, Specialists, Superintendents, and Teachers Rating Certain Supervisory Devices as “Very Val- uable” and Recommending that They Be “Used Often or Em- phasized ye Nse A ee eS A ae pee ne 81 26. Types of Demonstration Teaching Used by General Elementary Supervisors Se =o ee ge A ES IA ee 83 27. Summary of Percentages of a Normal Year of School Work Achieved in Nine School Subjects in Supervised and in Unsu- PELVisSed Schools SEA AA A 101 28. Percents by Which Progress in Demonstration Counties Ex- ceeded Progress in the Control Counties __________--___+_ 103 29. Relative Gains in Knowledge of Geography of Four Groups of Pupils, One Group Unsupervised and Three Groups Each Su- pervised Differently S SMSSS a ee ee 105 30. Comparison of Gross Scores on Initial and Final Tests in Hand- writing of Four Groups of Pupils, One Group Unsupervised and Three Groups Each Supervised Differently ____________ 106 31. A Comparison of the First and Second Surveys of Study of Reading Objectives in Minneapolis ____________ see ee EOS 32. Changes in Teachers from Teacher-Domination to Pupil- INCLLVITY LY DE eaS ee ea E E 117; 33. Comparison of the Judgments of Elementary Teachers and Edu- cational Specialists Concerning the Extent of Use and Value of Certain Supervisory Activities and Devices ___________ 130-31 34. Summary of Courses Required and Courses Suggested for Per- sons Interested in the Work of Supervision _______ 219 35. States Which Issue, and Requirements for, Special Certificates for Administration or Supervision or Both ________ naaa 226-27 36. Percent of Time Devoted by Supervisors of Glendale, Calif., to Special. Activitiesie i emi e ys e eee 238 37. Number of Persons Enroiled in Education Courses in Summer Schools ca A taal a dar An hla, za 272 38. Number and Percent of Cities Granting Leave for Professional Improvement and Amount of Salary During Leave ________ 292 39. Partial List of Cities Having Single Salary Schedule______ 295 40. Yearbooks of the Department of Superintendence_--______ 353 41. Membership of the Department of Superintendence by States, 192421920, meas Lo ok? A shod ONE aa, UN E 356 I. The Dualistic Type of Supervisory Organization _____ 54 II. A Schematic Representation of Line and Staff Organization __ 55 III. An Illustration of the Coordinate Type of Organization ____ 57 IV. Principals Record of Each Lesson's Objectives____________ 109 View Problem List for a Conterence Sections == aa amas ma neenen 282 Chart LIST OF CHARTS Page I Principles of Supervision ti AA 143 II. Detailed Check List for Making an Analysis of the Super- visory Needs of a Teacher of Arithmetic Fr 157-61 III. The MacQuarrie Graphic Supervision Chart _____ 165 IV. Placement of Responsibility Among Supervisory Officers in East Chicago, Ind- -<= PREM, SSIs ee eee 236 INDEX OF NAMES Page Allexand erm lshonlas a o a GOW Co nO ree O A LE oe Anderson Gay dine Batre Gets. siete sista eae. 265 Crozier, Norman R. ....3, 349, 350, 351 A BY Wi. AO 107 Cutright, Prudence ........... 171, 184 o OST ay ah 1) Zig Boy Silk Deffenbaugh, WSS Cao dd adinode sec 269 SSA oe We Groat Harry De Wo oe soon 358 Ayres Leonardi PEN A ens o 16S TIIS Denny Wat Are Mian eee 360 Barley Vata Os aac A 170: ~ Bondineau; “Arthur. ao 202 Balones dass Osos sos Dorsey Susan Ma oem. 350 Bamberger, Florence ............. WAY Dyers, Whey BS bose ooncvoduedc 286 Bari ATAL Se A Bi Bs MES WG Ma 00 A, BS, BO, BO, Bes 2B S040 04149 46.480 63 Bikenberry; Do HL. peas 26, 47 $e. 60163, 1701008213, 265 Eiliott,.Charles Hl... F020. woke 351 Bates, Guy do pare ee eee 22° 25 Engelhardt, INS Ge eae A 45, 161 Bathurst wae Eke saeco ee, daa BicisheMildredi ose ooo. anal 25, 202 Baner «Nicholas o ar oa a klorence 5 Gaon caos 276 Beaty aaa ES EE NS E A 269 Bencze AE PA O eae aa 358,» Pihegabs Lhomas Esto ta 273 Benne Hen Ei 4 wes. dae ae das. ia TOS dE Wes cbooscocdonddbonor 25 IA as O DN, os shox lore A UA 269 POTE EI A da 170. Reaser A ete 119 Bicketta Wal Faea aes. =. 351 aller Henry Harrison -o ae 336 N beh O O ETT 212 ENT MAA A Eo 203 Bramnason lote a 2a nce 170. Gaze Snyder NRO 358 Bobbitt BEranklin ssor racar ALIAS a Gland kr homas Mi ee. a. 95, 96 Boynton Prank Dsn 50 3571358 Gt Arthur eee a a seer 208 Burak 1D AS A n a nae 155. Gorman Elizabethi na a AES 276 Buses ADe Ce a ASAS LAY AV Oi aretha AS UN NAAA tier ert B50 GI A e e 4, 350, 353 Broome, E A A Ct E 358 Haggerty, MA ALMAS 173 Broad Rates apo ose aes eg 201. Hampton Wer On 2c vee vy rigs 22, 25 Brueckner Leo Je ss... 5 oe E AS IAS, Jan error aaadon oa 173 NORE O SA, o las OA IE, errores suo 173 Burke Jeremiah E. neries eres san Eso Helent Im rs ia 360 Burton, Walt sec 3, 4; AAA Hodge, kamon oE oe read 357, 358 Wh, Aes) PRE! Hofman Woy fe onnonoonhddaroaanc 270 Bush, Maybell G. ..........-..+-. 265 “Holston, Evelyn Ty. ee ncneo4taee 198 Charles IV oa croatas 254 IO A aT, 163, 173 Charters, W. W. ...... E O O pe 218 Als (ony AN. aran 146 Pin OA Ad 22, 26, 47 CAM EGE O sen a 350, 358 Hughes TOM 173 Cocking, Walter 177, 206 iene c rara E A O ie 276 Cody Prank A 3, 351, 352, 353, 360 rl A E ‘ Jones ranks dary te manent 193 Collings Ellsworth nae aer: 122172 ; E 6 350, 352, 353 Jones, Robinson (A Sa natant 254 357, 358 Ould MENO No coopeadmoun sad 258 Connor, William L. ......--.. 146, 172 ae ee eee ne i er Coa, MOS a o e aa ea 3, 4, 358 ely poanie a Dori ices ti «8304.0 Cook Katherine Mace cni npe 269 Kent, R. A. A r ASE ae ue Cope ra ary on os 245 Keyworth, Maurice R......... 115, 118 erat S A oae 104.0146) a a, A Rng, N cece oss «s+ Ane oe aes Conc cco dd00e0tuadeauer 269 Knight, F. B. ..0ooocoooommo.: 146, 173 Crabbs, Lelah M............. 118, 146 Koos, L, V.......cseeeeee eens eee 173 Crouch ARO eerie ieee DR SEN IMG SR aso oooO OOO 25 DEPARTMENT OF SUPERINTENDENCE Index of Names (Cont.) 468 Page Langworthy Harry Weee 358 Wettler Sherman e a ae 265 Lewis EA BIT io 3, 349, 350, 351 Tittavern LCacius Ni 358 saben, [18 oaacoosuecgmiaenes 102 Lommen (Georgiana n ane eaae de 74 Long Wilbur Ea Soara er eee 168 Loomis Arthur Ko o es ae 185 McAndrew, Will 350 McClure; Worth e io 2225 Me Grecot Aly ILENE ocoisosoopane 358 Melnityae Miss arees eee a 90 MacQuarrie, Archibald Er enea 164 Madsen we INE co a Re 146 Mann, Annette air. cate sete tela 298 Martin Wi Ho laa 25 Mas MarkrA cos... satire T 173 Mead: AD Moats 147 173 Meek Charles Suss anat oo as 358 Melby, Ernest OT aaa 27, 38, 49, 130 Meriam” p Junius SU O 145 Minor Ruby oia ae na e T 188 Monroe, Walter S. ........ 16, 146, 173 Morrison; Henry C. ...... 167, 168, 174 Morsom Aa Cayea aaO 7453. Pails Norton, Margaret Alltucker ...... 5 Niusbaum\ Louk sever nee 360 Nutt, Hubert Wilbur ...52, 58, 174, 208 Olson INMUERGUAC, sepoecannoaocae 174 DISC AI io 269 Owens aM ER as wats oe 92 Paulu Mr o NE: 174 Beiter Sara eaae Elo A 276 Ms SIGO wat bas dos 203 Pickel MET o 349, 350 Pittman Vie See. 63, 104, 119 Bollock i CAA sees a hn are are 174 Rotten germ Vanya Os banano ros TR 196 Pryor t eEG A O te tees 193 Puckett Roscoe waa. a 174 Rankina E aulae denen A oe 289 Redtord AA to 27, 48 Rhett CATB. droits RATON NIRO 358 SA a A ee 43, 48 Page Robinsons MENOS tment eee nc 276 Ross, Eleanore mee ae 276 Ruch ae M a a sud 146 Ruediger, William C. ..........-- 273 Rusa HO ESO 145 Russella Charlesia anae 279 Rutledge) Richard Eyam eee 186 Saunders loseph et 358 SCOtt Zeno E ia e IAS Scars Sal Bos talas ti Sat: 146 Shankland, Sherwood D. ....3, 359, 360 Simpson, Lo Jewel 3 LA ee Skean, Ade ars ia 351 Smithy. We Cao. e 358 Southall May.cie ne e a eeee 65, 133 Spain Charles Taea eee IS Steinmetz, Kathryn. 2... sade 90 Stetson, Paul C eee eter 3, 349, 350 Stevens, Romiett daa 163, 174 Stone) Cc OR. tees sw cinch eee 174 Strayer George D na 3,4, 45 Streitz, y Ruth’ oa sae eee ee 175 Telford, “Eredi kronet Ar n eee oneres 146 Phayer Ve La AN 146 ies ES ns A A 145, 248 Brabuse MAR ia cet oct ee 203 Troxel OT E a lo das od 173 Underwood, Frank M. ..3, 349, 350, 351 VanOrnun -Bele D a aee e 276 MOB ela Mat eta R E 175 Waples, Douglas ....156, 157, 172, 175 Waldo DB tara coat eee 358 Miashburne CV ON 175 Weber o Ende 360 Weglein Dad DIS SS Whitcomb, Emeline SS 269 NV Pa Ie ÓN 146 Whittaker Miss = sca eae eee 90 Wailbu» Ray Icy n'ai ae ee SS Windes, Eustace Eor a a ree eee 269 Woody Cinord e AEN 16 WTA IDE oo oo4acdo anos 358 DEA O i ts Ai aseden wens oc 270 Zirbes, Laura SUBJECT INDEX Administration, relation to supervision, 14. Administrative officers: Participation in supervision, 23. Supervisory duties of, 23-34. Aids to training, 268. American history, improving teaching of, 324. Analysis of: Characteristics of pupil behavior, 167. Classroom activities, 163. Arithmetic: ¿ Check list of supervisory needs of teacher of, DEZ: Teaching unrelated to experience, 302. Articulation, improved by supervisors, 241. Attention technic, 168. Baltimore, Md., demonstration courses in, 278. Berkeley, Calif., spelling course in, 188. Bibliography re technics for making surveys of instruction, 170. Birmingham, Ala., training supervisors in, 243. Bronxville, N. Y., curriculum building in, 199. Buffalo, N. Y., regulation re leaves of absence in, 293. Bulletins: City boards of education, 271. County supervisory, 270. National Education Association, 269. State departments of education, 270. U. S. Bureau of Education, 269. Calendar of meetings, 365. Case studies: Of curriculum building, 205. Of supervision, 123. Certificates in supervision: Duration, 224. Requirements, 223. States requiring, 226. Check list of supervisory needs, 157. Classroom management, 330. Classroom visitation, 70. Cleveland convention, 349. Cleveland, Ohio, training of supervisors in, 254. Commission on Personnel, 3. Work in preparing 1930 Yearbook, 4-6. Committee on lay relations, 358. Composition revision, 317. Compulsion type of teaching, 150. Conferences: Principal with inexperienced teacher, 322-23. Superintendent with supervisor, 229. Constitution and bylaws, 361. Coordinate organization with instructional com- mittees, 59. Coordinate system of supervision, 56. County-unit plan of supervision, an evaluation (oye TOR: Course of study: A factor in improving instruction, 176. A factor in supervision in Oakland, 186. A teacher-training activity, 184. Functions of, 177. Process of making, 179. Course-of-study building: General supervisor’s part in, 181. Principal’s part in, 180. Special supervisor's part in, 181. Specialist's part in, 183. Teacher's part in, 180. Course of training: Required for supervisory work, 219. Suggested for supervisory work, 219. Supervision: Creative supervision, 343. Current practices in supervision, 130. Curriculum, content of, 179. Curriculum building: Case studies of, 205. In Bronxville, NAS 199. In Detroit, Mich., 202. In Raleigh, N. C., 202. In St. Cloud, Minn., 201. Outcomes in the improvement of teaching, 206. Relation to supervision, 176. Relationship of groups to, 206. Curriculum revision: A teacher-training activity, 184. Major purposes of, 178. Mechanical set-ups for making continuous, 181 Democracy in supervision, 52, 343. Demonstration courses, 278. Demonstration schools, 277. Demonstration teaching: Number of demonstrations, 74. Procedure for conducting, 74. Types of, 74. Denver’s appraisal program, 185. Department of Superintendence: Calendar of meetings, 365. Constitution and bylaws, 361. Executive Committee, 3, 349. Financial statement, 355. Membership by states, 356. Officers, 1929-30, 3. Report of Auditing Committee, 360. Report of Executive Secretary, 349. Yearbooks, 353. Desk work, helping teacher to improve, 305. Detroit, Mich.: Activities of special supervisors in, 40. Curriculum-building program in, 201. Division of supervisor’s time in, 239. Means used to help supervisors in, 230. Directed observation: Frequency of use, 75. Length of each observation, 75. Method of procedure, 75. Directed teaching, 72. Director of instruction, duties of, 21. Donora, Pa., supervisory program in, 95. Dualistic system of supervision, 53. Fast Chicago, Ind., supervisory officers, 236. Educational research fund, 350, 357. Educational research service, 357. Elementary school principal: As a supervisor, 24. Duties undesirable for him to perform, 30. Functions of, 22. Tdeal distribution of his time, 25. Percent of time given to supervision, 25 . Flementary supervision, special features and agencies of, 65. Engelhardt scale, 162. Errors, elimination of, in teaching procedures, evaluated, TSS: Evaluation of supervision, 161. ¿xecutive Committee, Department of Super- intendence: Meetings, 1929-30, 349. Personnel, 3, 349. Experimentation, an aid to training teachers, 2809. Faculty meetings, 338. Financial statement of Department of Super- intendence, 355. [ 469 J 470 DEPARTMENT OF SUPERINTENDENCE Subject Index (Cont.) Follow-up devices used by supervisors. 71. Foreword, 4. Functions of supervision: Guidance, 209. Inspection, 208. Professional and semi-administrative duties, 210. Research, 209. Training, 209. General elementary supervisors: Activities while observing classroom teach- ing, 71. Experience of, 68. Grades supervised by, 67. Number of teachers per, 68. Professional qualifications of, 66. Titles of, 66. Types of demonstration teaching used by, 83. Years in present positions, 68. General language course, 318. General supervisor, 46. Geography: Supervision of, 104. Teaching a sixth-grade lesson in, 307. Glendale, Calif., organization of supervision, 238. Group-attention score, 168, Guidance in the junior high school, 339. Hamtramck, Mich.: Public school code, 21. Supervisory program in spelling, 115. Handwriting, supervisory procedures in, 106. Helping a strong teacher, 311. High-school principal, supervisory duties per- formed by, 26, 20. High-school supervision in Arkansas, 93. Homogeneous grouping, 338. Homogeneous groups, needs of X, Y, Z, 334. Improvement, inducements and rewards for, 290. Improving teachers in service, 215. Indifferent class of boys, 316. Individual conferences: Length of, 77. Time, place, and conditions, 77. Types of, 76. Induction of new teachers, 10 In-service training: Experimentation an aid to, 280. Through supervision, 263. Intra-building organization, 64. Jersey City, N. J., regulation re leaves of absence in, 293. Kerens, Texas, training of supervisors in, 258. Kindergarten work period, 320. Leaves of absence: Cities granting, 292. Provisions for, with pay, 201. Provisions for, without pay, 291. Leland Stanford Junior University, school supervision credential, 220. Library hour in rural school, 3or. Line and staff organization, 54, 60. Lynn, Mass., relation of supervisors to cur- riculum building, 231. MacQuarrie's supervision chart, 164. Maryland: Summer school course in supervision, 261. Supervisory meetings, 259. Means of supervision: Classroom visitation, 70. Demonstration teaching, 74. Directed observation, 74. Directed teaching, 72. Individual conferences, 75. Teachers’ meetings, 78. Measuring changes: In levels of teaching, 152. In teaching method and skill, 146. Measuring supervision, suggested experimental studies in, 141. Methods of teaching, defined by Courtis, 148. Minneapolis, Minn.: Social studies in, 184. Training supervisors in, 245. Oakland, Calif.: Courses of study as factors in supervision, 186. Supervisory program evaluated by teachers, 133. Official records, 347. Organization of supervision: General principles of, 44. In Glendale, Calif., 238. In small school systems, 58. Personnel for carrying on supervision, 45. Planning of supervisory programs, 86. Preliminary conferences, 275. Principles: Of organization, 49. Of supervision, 143. Probationary period, 264. Professional reading, 268. Professional spirit, 13. Publications of the Department of Superin- tendence, 352. Pupil behavior, objective analysis of, 167. Qualities desirable in supervisors, 212. Radio commission, 351. Raleigh, N. C., curriculum-building program in, 202. Reading: Course in Springfield, 196. Demonstrations in, 331. Eight levels of activities in the teaching of, E53; Effectiveness of supervision in, 108. Lesson with third-grade pupils in, 299. Principal’s record of objectives in, 109. Relationships of supervisory officers, 45. Report of: Auditing Committee, 360. Executive Secretary, 349. Research Division, N. E. A., 5. Rural schools: Organization of supervision in, 63. State supervision of, 63. Supervision of instruction in, 61. Value of supervision in, 119. Rural supervision: Evaluation of, in Michigan, 100. Pittman’s study of, 104. What teachers think of it, 127. St. Cloud, Minn., curriculum-building pro- gram, 201. Salary schedules: Fundamental principles relative to, 293. Relation to quality of teachers, 293. Single, 294. Scientific supervision, 343. Self-improvement outlines, 284, 285, 286-89. Single-salary schedule: Cities having, 295. Definition of, 294. Small school system, elements of weakness in supervisory organization of, 58. The EIGHTH YEARBOOK 471 Subject Index (Cont.) Social studies: In Minneapolis, 184. Unified course in Springfield, 198. Special supervisors: Activities in Detroit schools, 40. Duties of, 38. Specific training activities of, 42. Spelling: Building of course in Berkeley, Calif., 188. Evaluation of supervisory program in, 115. Springfield, Mass.: Reading course in, 196. Social studies course in, 198. Stenographic reports: Of demonstrations in reading, 331. Supervisory conferences, 319, 320. Student failures, 340. Summer school: Enrolment, 272. Programs for 242. Superintendents of schools: Activities in training supervisors in service, 228, 229. Degrees of direction given supervisors, 36. Direction supervisors should receive from, 38. Practices in directing activities of super- visors, 35. Supervisory duties performed by, 26-58. Supervised study, 341. Supervising teacher, 46, 61. Supervision: A necessity, 266. Allocation of functions, 18. By parishes in Louisiana, 102. Creative versus administrative, 21. Meaning and necessity of, 9-13. Philosophy of, 9. Principles apply to all teachers, 13. Relation to administration, 14, 19-23. Rise of, 19-21. Training for, 207. Supervision, functions of: Additional, 18. Guidance, 17. Inspection, 15. Research, 15-16. Training, 16-17. Supervisors: Duties of, 19-48. Improvement of personal equipment, 233. Perspective of activities, 237. Training for liaison officers, 235. Training in service, 225. Supervisors, conferences: General use made of, 298. Relative effectiveness of group, 336. With individual teachers, 208. Supervisors’ philosophy, 141. Supervisory devices: Extent and use of, 80. Rated according to use, 82. Rated according to value, 84. Supervisory duties: Of primary and average importance, 31-34. Summary statement of, 208. Supervisory organization, types of, 67. Supervisory outcomes, checks and criteria for evaluating, 92. Supervisory programs: Derivation of objectives of, 88. High schools of Arkansas, 93. encouraging attendance at, | individual and In Donora, Pa., 9s. Reasons for planning, 87. Special objectives of, 44. Teacher failure, causes of, 265. Teacher improvement, relation of administra- tive practice to, 296. Teacher rating: Blanks for, 144. Summary of investigations re, 145. Teacher training, aids from within the school system, 273. Teachers’ estimates of supervisors, 212. Teachers’ difficulties, elimination of, 156. Teachers’ institutes: New York State program, 276. Relation to supervision, 273. Teachers’ meetings: Group, 328. Improvement of, 239. In Maryland counties, 275. Kinds of, 78. Means of in-service training, 277. Personnel on the programs of, 78. Teacher participation in, 80. Topics for, 79. With teachers new to a grade, 328. Teaching units, 341. Technical training for supervisors: Amount of, 213. Nature of, 213. Training for supervision: Based on supervisory duties and activities, 208. Courses available in colleges and universi- ties, 218. General discussion of, 207. Training of supervisors in: Birmingham, Ala., 243. Cleveland, Ohio, 254. Kerens, Texas, 258. Maryland counties, 259. Minneapolis, Minn., 245. Training of teachers through supervision, 263. Training supervisors in service: Activities of superintendents of schools in, 225. Programs in local school systems for, 228. Types of supervisory organization: Coordinate system, 56. Dualistic system, 53. Line and staff, 54. University of Chicago, professional training offered in supervision, 222. Value of supervision: Evidences of, 98. In terms of judgments of individuals, 126. Measured by changes in pupil achievement, 99. Measured by changes in teaching and in the community, 118. Measured by changes in teaching procedures, 108. Visiting days, 290. Washington, D. C.: City institute program in, 274. Meetings of supervisory officers, 277. Salary schedule in, 294. Westfield conferences, 279. West Hartford, Conn., principal-supervisor club, 231. Yearbooks of the Department of Superintend- ence, 353. Barton elementary school, 94. Characteristics of a good plan of, 87. YEARBOOKS Third Yearbook, 1925— Research in Constructing the Elementary School Curriculum. ¡AOS Dis goa oe oe ee e o $2.00 Fourth Yearbook, 1926— The Nation At Work on the Public School Cur- riculum; together with a reprint of Research Bulletin, Vol. III, Nos. 4 and 5, Keeping Pace with the Ad- vancing Curriculum. Reprinted under one cover, November: [920 USO DT samme te eee Fifth Yearbook, 1927— The Junior High School Curriculum. 562 pp. ------ Sixth Yearbook, 1928— The Development of the High School Curriculum. 534 (pps ee A O AA A IC Seventh Yearbook, 1929 — The Articulation of the Units of American Educa- tions= 016 ppal A. e E O TESE Eighth Yearbook, 1930— The Superintendent Surveys Supervision. 472 pp.-- Department of Superintendence of the NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Northwest WASHINGTON, D. C. 2.00 2.00 2.00 l sas a E aa AS ae ieee PANES a Fl CAOS