Part 2
The teaching of the English classics has been somewhat varied in plan and the results accomplished have not always been satisfactory. The English teachers realized this and suggested that we make the classics the subject of professional study for the year. The classics selected were: Lady of the Lake, Ivanhoe, Old Testament Stories, Silas Marner, Idylls of the King, Birds and Bees, Clive and Hastings, and Emerson's Essays.
A teacher was chosen to discuss each of the classics according to the following outline:
1. Spend thirty minutes in explaining the methods used and the results expected in the teaching of the classic.
2. Provide a written outline which gives the main points a teacher should keep in mind in teaching the classic, copies of the outline to be provided for distribution at the time of the meeting.
3. Be prepared to make a typical assignment of a lesson in teaching the classic.
4. State where supplementary material can be obtained to aid in teaching the classic.
5. Answer questions.
At the conclusion of the year the general expression of the English teachers was that the meetings held were among the most profitable professional gatherings that they had ever attended. The same definite plan could well be followed with other subjects.
There is still another type of meeting of even greater importance to the superintendent and teachers. That meeting is the personal talk that the superintendent should have with each teacher, as often as possible, to enable him to learn how her work is getting on and the difficulties she is meeting, and to welcome any suggestions she has to make. Such talks will give a superintendent a key to the real school situation, and the teacher will appreciate his close, personal interest as shown by his suggestions and encouragement.
MEETING WITH THE SCHOOL BOARD
A few days previous to the opening of school at ----, a member of the school board dropped in one morning to see me. In the course of the conversation he said that the board would meet the second evening after the opening of school, and invited me to be present, if I cared to come. I thanked him for the invitation and assured him that I should be glad to attend the meeting.
At the teachers' meeting on the Saturday before the school opened, I gave each teacher a blank, and asked for a report at the close of the first day of school, somewhat as follows:
1. Number of pupils enrolled.
2. Number of boys and number of girls and their respective ages.
3. Number of pupils who were attending school for the first time.
4. Supplies, if any, that were needed immediately.
From this information, which was easily obtained by the teachers, I compiled a definite report which showed the school attendance the first day compared with the opening days of the two previous years; the grades having largest number of retarded pupils; and the extra supplies that would soon be needed. The report concluded with a brief statement of my appreciation of the hearty coöperation that I had received from the teachers and pupils. I wrote the report very carefully and placed it in my pocket, hoping that it might be presented at the board meeting.
The first board meeting meant much to me, for I was desirous of having the members feel that the success of the school depended very largely upon having the administrative head take an active part in the deliberations. I was present promptly at eight o'clock, the time set for the meeting, and the gentleman who had invited me explained to the other members how I happened to be present. Before the close of the meeting, the president of the board asked how I liked the place and how many I had found it necessary to "strap" the first day. I replied that I was well pleased with the school conditions, and that if there were no objection I would like to read a short report that might be of some interest to the board. There was no objection and I read the report. At the conclusion of the reading, one member of the board said, "By Jimminy, I have been on this board for seven years and that is the first time I have ever heard a report like that. I move, Mr. Chairman, that we thank the superintendent for bringing in the report, that we file it with the secretary, and that we extend a standing invitation to him to attend all our meetings." The vote in favor of the motion was unanimous. I went home that evening feeling that I had been well repaid for the time spent in compiling the report.
From that time on I made a regular monthly report at the board meetings, which resulted in the extension of my authority. I was soon permitted to order supplies when needed, if the requisitions were approved by the secretary of the board. This was a great help to the school. It saved much delay, and we always knew what we could get and when we could expect it. The teachers often spoke of how much more definitely they could plan their work. Great care was exercised to purchase only such supplies as were needed, and we turned in many of the worn-out books as partial payment for new texts. Hence, at the end of the year the cost of school supplies had been cut nearly in half as compared with that of the previous year. It was a matter of pleasure to have the board realize that a superintendent might be a business man as well as an educator.
The next extension of authority was in regard to the employment of teachers. It had been the general policy of the board to engage and discharge teachers without consulting the superintendent. I anticipated this by making, at the end of the fourth month, a report as to the general efficiency of the teachers. Not a word was written in the report that _the individual teacher concerned did not know_. The members of the board expressed themselves as being much pleased with the teacher report idea and I was told that I would be asked to recommend the teachers when the time came for their election. This confidence of the board was a great inspiration to me, and helped me more than anything else to decide that I would remain a schoolmaster.
My experience with the board in another community is equally suggestive.
During the five years previous to my superintendency at this place, the board had voted against the introduction of manual training each time it came up for discussion. I was interested in having manual training introduced, but before making a formal request of the board, I decided to give the subject a very careful study. I spent a number of Saturdays going from town to town to inspect the manual training equipment and courses of study. At that time, manual training was very much in the experimental stage, and I found something new at each place. After settling upon the plan that I considered best suited to our accommodations, I arranged to have an evening meeting of the parents at the school building where an exhibit of the regular school work was displayed in each room. During the evening a talk was given on the topic of manual training by a neighboring superintendent, who was especially well qualified to discuss the subject. I wanted to create a public sentiment in favor of manual training before asking the board to introduce it into the school system.
At the next regular board meeting I presented a definite, written plan for the introduction of manual training, stating the space in the building for it, the grades that would be given the work, the number of times per week that it would be offered, and the cost of the benches and tools. Without a moment's hesitation, the leading member of the board said, "I have objected to the introduction of manual training for five years, not because I was opposed to the subject but owing to the fact we never had a report made to us as to its cost, where it could be placed in the building, or the grades in which it would be offered. I move that the recommendation be adopted and the material purchased as designated in the report." The motion was adopted without a dissenting vote.
I have had many other experiences with school boards similar to those cited above. School boards have not always purchased everything that I have requested, but I have found in the vast majority of cases that if the board has faith in the superintendent and feels that _he knows what he wants, and what he will do with it after he gets it_, he will not have much difficulty in obtaining what the school really needs. Too many superintendents go to board meetings with no definite report as to what is being done in the schools or what is really needed to make them efficient. This inability or failure to assume leadership causes the board to lose confidence in the superintendent, and soon reacts detrimentally upon the school system.
SCHOOL ACTIVITIES
Not long ago a teacher asked me in what manner a person with executive ability has the best opportunity of showing it. I replied, "Ask your principal for the privilege of taking charge of some school activity." I dare say more principals and superintendents have been found through their ability to handle student activities than in any other way. Too often teachers who are really capable of doing executive work object to this extra duty and thereby miss the opportunity of demonstrating their real capacity for leadership. They also lose at the same time one of the most fruitful and pleasant experiences in school work. I could give many illustrations of teachers who have "found themselves" through being associated with student enterprises.
Some superintendents feel that student activities are a waste of time, and in a measure this is likely to be true unless the activities are carefully supervised.
In one of the towns where I was superintendent, the school had had no student activities during the preceding year except football and baseball. The teams had been coached by an outsider who was intensely interested in having a winning team but cared little for the value of athletics to the boys or to the school. With this condition in mind, I called the boys together and asked them how it would appeal to them if we formed an athletic association and had rules governing athletics similar to those followed in the larger towns in that vicinity. The boys agreed to the plan and elected a committee to prepare a set of rules that were to be submitted to them for approval. After a couple of meetings, the committee outlined the rules in accordance with the general high school athletic regulations, and they were formally adopted.
The results of the formation of the association were threefold: First, good scholarship and deportment were required of all pupils who participated in athletics. Second, no money could be expended except with the approval of the faculty adviser. Third, the coaching of all athletic teams was placed under the direction of the superintendent. The last point did not necessarily eliminate the assistance that might be secured from outside coaches, provided they were made directly responsible to the school.
The new plan for athletics worked splendidly with the exception of a few vigorous protests from boys who were debarred from playing on account of poor scholarship. Sufficient money was saved during the year to pay back the amount that had been advanced for athletic supplies and we were able to complete equipments for first and second football teams for the succeeding fall. The boys were proud of this accomplishment and when I occasionally hear from some of them, they often remark, "_We_ put ---- on the map in athletics."
The second activity needed was a "literary society." There had been no such organization in the school for five years. The janitor told me that the last literary society had ended in a "rough-house" and he hoped that was the end of it for all time. He further declared he was not in favor of coming to the building in the evening. I told him that we would attend to the opening and closing of the building if we started the organization, and that I hoped we could get along without any rough-housing.
The pupils in ---- had little or no opportunity for group evening entertainment and heartily welcomed the suggestion of forming a literary society. Officers were elected with the understanding that they would be given full charge of the organization, subject to the regulations of the faculty adviser.
Meetings were held twice a month on Friday evenings at 7:30. No program was arranged that required more than one and a half hours' time. It usually consisted of a debate, music, school news, and readings. The school auditorium held about 150 people and on many occasions the room would be crowded in order to accommodate those who wished to attend. Many of the parents made it an opportunity for meeting the teachers. It might be mentioned that the janitor never missed a meeting and was one of the most interested listeners.
After getting the athletic association and literary society organized, I interviewed the editors of the two local papers relative to getting some space for school news. Both were glad to publish any information concerning the school that I might wish to furnish. Student editors were then elected for the different high school classes and the upper grade rooms. The news items were given to me on Wednesday of each week to be edited and sent to the papers. The school news had its immediate effect, and greater interest was taken in the school by the pupils and patrons. The literary programs which appeared in the papers every two weeks gave much prominence to that activity. The newspaper publishers were not slow to see the effect the school news had in increasing their subscriptions, so we all had reason to be pleased with the results of the enterprise.
There are many other valuable school organizations that have not been mentioned. The number of activities should depend largely on the size of the school. The real purpose and local value of each activity should be given careful consideration before it is organized. Much harm can come from poorly supervised student enterprises or from a student organization that is permitted to take more of the time of pupils and teachers than is justified. The time for the preparation of plays should be limited and the work should be distributed among as many pupils as possible. The centering of effort on one debating team or on a first athletic team may help, or the showing that a school will make against competitors (although I doubt it), but such a plan will not develop the power and training within the school that should be desired.
I quote the following from a report of a Seattle high school principal regarding extra-curricular activities:
"The extra-curricular activities in a high school can be divided into two classes, the minor and the major activities. The minor activities are such as arise out of a desire to vitalize certain studies; the Science Club, the Short Story Club, the French Club are illustrations. For the most part these meet only once or twice a month for an afternoon program in which students who are interested participate themselves or occasionally invite some outsider to take part. Teachers desiring to stimulate greater interest in their specialties are usually enthusiastic supporters of such clubs. The programs are informal, held after school and requiring comparatively little effort on the part of the teachers; and those teachers who are alive to their work welcome the opportunities which these small clubs offer in the way of stimulating interest and adding zest to studies.
"Furthermore, these informal gatherings afford teachers and students an opportunity to meet outside the classroom and become better acquainted, which is always an important factor in successful school work. No teacher worthy of the name is averse to such organizations. It is difficult to find a single objectionable feature in them. Of course, they require some after-school time occasionally, and some planning on the part of the responsible adviser. No conscientious teacher begrudges this extra time and effort and every enterprising teacher finds enough in them to compensate him liberally for his efforts.
"The major activities such as class organizations, glee clubs, dramatic clubs, athletic associations, boys' and girls' clubs, the school paper, the Senior Ball, the Junior Prom, and the interschool debates offer more problems in the nature of care. They take in larger groups, are more formal or more pretentious, and demand a larger amount of time from teachers directing them. Not only that, but they also require a larger organizing capacity on the part of the advisers. Not all teachers can assume sponsorship for such organizations.
"These activities are to the school what the Fourth of July parade, the Elks' big-brother picnic, and the Wayfarer are to the city. A city could get along without these activities and save itself a deal of hard work and expense. But enterprising men consider them worth ten times the effort and expense to the community as a whole. Some undesirable features follow in the wake of all these large city enterprises. Streets become congested, the police have to do double duty; there may be some accidents, some thefts, some people overworked. But in life unpleasant things are organically connected with the pleasant and if you would have the one you must have at least some of the other.
"In like manner the major school activities benefit the entire school. They have the effect of welding the large school into something like a homogeneous unit. They develop school pride and school interest. A large school can no more get along without these and be a live institution than can a church without its young peoples' societies and programs, its men's club suppers, and its ladies' aid societies and be a live church organization.
"But aside from welding the school into a unit of effort and purpose, these organizations, like the minor activities, serve to socialize the institution, to bring pupils and teachers together in a way that the classroom does not afford, to 'bring out' students, to discover latent talents, and to spur students on to a maximum standard of excellence.
"Aside from their socializing value, these organizations have an ethical purpose. Group interests are developed through them which teach pupils to work together for a common end. School enthusiasm and loyalty are developed which broaden in later years to interest in and loyalty to community and nation.
"Teachers have not introduced these activities as a rule. They came in response to a recognized need. No more can teachers put them out. They can, however, help to direct them into proper channels, supervise them, and keep them within proper bounds, all of which is a task worthy of a real teacher. Those instructors who can recall the turbulent days of the secret societies and cliques, of the unsupervised and unmanaged athletics, have no doubt that progress has been made, and are ready to help to keep up the good work.
"The objectionable features of the major activities are naturally more pronounced. It is easy to make too much of such activities, to make them too pretentious, to consume too much time with them so that they sometimes interfere with the curricular work of the school. As a rule principals and teachers strive to keep these activities within reasonable bounds. Sometimes they find themselves involved in a bigger undertaking than they planned for. However, unbounded American enthusiasm is in no small measure to blame for the overdoing of some of these activities.
"Organized athletics in all schools are here to stay. In fact a much larger participation is noticeable each year. Even grammar schools, churches, business houses, and other corporations have their teams. Athletics, however, beneficial as they are, can be overdone and in some respects are being overdone. So with all the other extra-curricular activities. They must be properly directed and sanely managed. This sane management and proper direction must be encouraged by the public as a whole.
"Necessarily, too, such activities as have proved their worth will have to be provided for by the employment of teachers who are capable of handling them and wherever they are a large drain on the adviser's time and effort, that, too, must be taken care of. Improvements and adjustments in looking after these activities are sure to come as the result of increased experience. That there is much room for improvement along these lines no one doubts. Let those who have experience and can offer constructive suggestions do so freely. Their suggestions will be gladly received, for nowhere in the high schools of the country has that problem been solved.
"There is another form of organization commonly associated with high school activities for which the high school management is in no wise responsible and over which it claims no jurisdiction. It is the social and club dances managed entirely outside of the schools and chaperoned or patronized by people not connected officially with the schools. These purely social activities are the most time-consuming and costly of all. Many of these formal and informal functions occur every week in the long dancing season, and because they are patronized by boys and girls of high school age are mistakenly called high school functions. Many parents are deceived into the belief that the schools are sponsoring these club dances. For these the schools assume no responsibility and should not be blamed."
THE JANITOR--HIS RELATION TO THE SCHOOL
A few months ago the vice-president of a large manufacturing establishment invited me to accompany him and the president on a trip to their factories. Having heard that the president of the company was a self-made man, I was anxious to learn something about his plan of business administration.
When we reached the office of the first plant, I was impressed with the cordial greeting the president gave to _all_ the employees. Their attitude toward him was equally cordial. I recognized one of the clerks, who was a former school pupil, and made use of the acquaintance to ask some questions concerning the management of the factory. He said, "We feel like a family here. Mr. ---- gets everyone from the errand boy to the manager to take a personal interest in the business." As I went about the big establishment with one of the workmen, I was impressed with the truthfulness of the statement.
That evening when I was conversing with the president, I mentioned the fine coöperative spirit that I had noticed among his men. He said in reply, "I learned a long time ago as a day worker that in order to get the largest returns from your men, you must treat them all well and feed them well. Some managers forget, in these days of keen competition, that the lowest salaried employees are often the persons who make a business a success or a failure." I thought how simple was his formula of success, yet how few possess the inspirational power of leadership to follow it successfully. The same principle applies equally well to the school business.