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Pl55
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Teacliers' Meetings
By
Sixto Celestino Palaypay
• • . . . • ,
A.B. 1921.
Thesis
Submitted in partial satisfaction of the requirements for the
degree of
Master of Arts
in
Education
in the
Graduate Division
of the
University of California
Approved
Instructor in charge.
Deposited in the University LilDrary \,
Date Librarian
"P|55
«»•<!! ■«rn
. • • •.
• ••
EDUO^ltOH^ef-
TEACaiISRS» MSETIKGS.
Contents
— oOo—
Pag«
Xatroduction,- -«--•-•--••-••-----.--— -1
ORGAUIZATIOH AHD SUPERVISION OP TEACHERS' liEETIMGS,
Chapter !•
The Punotions of I«atfi«Hl^ Mmttam/U'" *«- -«^«4
Qhi^^t«r II «
Legal Status of Teachers* Ileetings in different States
and Cities*- ------ — ---------------8
A* nature of Legal ProYisions*
OlMV^ex III*
Types of Teachers* Ueetings.- -------------20
A* General Teachers* Meetings*- ------------21
B* .Building Meetings,- 2«
C* Grade Meetings,- ------------------34
D» Principals* lieetings.- -44
£• Meetings of 'xeachers with Special Supervisors*- - - -47
F* Other Types of Heetincs*- -- --- — -----49
1* lieetings of Superintendent with his Assistants*
2* Meetings of Superintendent and Principals*
Chapter IV,
Frequency and Length of Meetings,- ---------- -52
Methods of Conducting Teachers* lieetings,- • -60
Chapter VI,
Responsibility of the Adiainistratire Staff,- «m«*i. • - - -67
Qiipter VII*
Conclusion,- --------------------- 72
Appendix.- ------------------------- -76
SummarieB of Teachers* Meetings,
Bihlioerapliy. CCTSSn
Introduction.
Th« ««lfar« of the sehool system demands periodical
aeetingB with teachers. How to luring about regular and fre-
quent meetings of teaohers, and make them moiBt'>profitable to
those who meet, is constantly r vital problem' fodr i»31-'te4eh*
era and superintendents of schools. These meetings are needed
for diseussing the educational policy of the school system, for
the consideration of certain phases of work and the progresa
of instruction, and, for the administrative, superriBory^ and
inspirational purposes* Thesa different purposes call for
various kinds of raeatinga* The planning and direction of
these different kinds of meetings will require imxch care and
thought by the superintendent and his staff in order to attain
the desired end. It is, therefore, inqportant that the superin-
tendent and his staff study carefully the methods of planning
warious teachers* meetings whidh are necessary to suit the needs
of teachers. Bach meeting should have some definite purpose,
and the teachers who attend should be made to feel that the
meetings are worth their time. The writer feels that much of
the teadier's time which is now spent in some of these teachers*
meetinga- oeuld ba nuoh more profitably used in some of hia
other school interests. It is also true that the money spent
by the public is wasted in some of these meetings because of the
lack of careful thought in planning teacliers* meetings on the
part of the superintendent or his staff. It is the ma* . purpose
of this study to find out the proper iiiethods of planning teach-
ers* meetings as a means for improving teachers in service • Of
course, the writer is conscious of the fact that it is extreitie-
ly difficult to lay down general principles governing teachers*
meetings that will work most effectively everywhere, l)ecause of
the varied conditions surrounding different scliool systean* But
it may be said that a teachers* meeting cannot be Justified un-
less it aeeoqplishes some of these ends: (1) It laust give teach-
ers who attend a deeper insight into their school problems, an
inspiration to iuq^rove or a wider view in life; (2) it nxust
give the superintendent, the supervisor, and the principal a
better insight into the work they are trying to do by enabling
them to know their teachers better.
To accoioplish the desired end of finding out the proper
methods of planning teachers* meetings, it is, therefore, ne-
cessary to here present the discussion of the Organisation and
Supervision of Tea<^ers* Ueetings, touching the following topics:
X. The SXmctions of Teachers* Meetings.
ZZ. Legal Status of Teachers* ^etings in different
States and Cities.
A, Hature of Legal Provisions*
III. Types of Teachers* listings and ProcnuMi.
A* General Teachers* Meetings*
B, Building Meetings.
C, Grade Meetings.
D* Principals* Ueetings.
S, Meetings of Teachers with Special Supervisors*
i« «*»*«<
.^Aft^ .t| lyp^l
"J.!** «<<
p. other Kinds of X>le«tings.
1* Meetings of Superintendent with his Assistants.
2* Heetings of Superintendent and Principals.
XV, Prequency and Length of Ueetings*
V, Methods of Conducting Teachers* Heetings.
VI, Responsilallity of Administrative Staff.
VII, Conclusion.
Chapter I
The i^mctlon8 of Teachers' Uieetizige.
The funotlons of teachers* meetings in urban concimities
3ttperintendent A«R«BrulMuiher of Soheneotady, Hev Yozlc, teach-
ers* aeetings have two purposes: *{l) The fitting of teaohers
into the paviieular systea* anda (2) the general education of
tttaaiunrs* JBveiy system of sohooX has its own peculiarities^ and
every good system has many* The nev teacher liiist, therefore^ he
instructed in those things, matter and method, wMch are new to
him* To this end meetings are necessary and even indiispene^ble."
(1) American Sducation* vol* XV* #4* Deo* 1911,p*l6o*
(2)
According to i^,C,Euediger there are three professional
purposes that the teachers* meetings serve, and they are as
follows: "(l) For discussing and deciding upon uniform educat-
ional policy for the district concerned; (2) for supervisory
and administrative purposes; (3) as a clearing-house for all
meetings, such as reading-circle work and the outcome of the
introduction of new subjects and new mtrthods, for keeping abreast,
and for the pvirpose of stisaxlating educational revivals among
patrons of the schools.*
In describing all these purposes, he says that "all these
purposes should be looked upon as natural, concerning both the
teachers and the supervising officers. The county superintendent
should, of course, be the presiding officer at tliese meetings,
but if values the spirit of democracy he will be a leader rathvr
*
X ^f!*ffjot/ir
■ a
mi ms^4fi$%iBt
than a dictator. He will make offioial provision for olatalnlng
full consideration "by the teachere of all questions and policies
within his Jurisdiction. In c6ordinating the school wozlc of the
county and In harmonizing it with modem Ideals and with the
policies pronttlgated "bj the State Educational Department the
superintendent and teachers may well work together,
"The use of teachers* meetings for superrisory and adminis*
tratiye purposes is well recognized* In maldng his rourids over
the country, the superintendent sees many things that he can
lsQ>roTe more effectively throu^ open discussion than private
conference* The pointed discussion of a mistake coinaon to a num»
her of teachers is likely to prove heneficial to all* Then there
are a few suhjeots, such as neatness in attire, that cannot well
be approached in private conference, but that should nevertheless
1)0 touched* The teachers* meeting fozms the most effective avenize
for their solution* On the adninistratlve side, the teachers*
meeting offers the host means for putting in force all adopted
policies, including those adopted hy the teachers themselves.'
** The clearing-house feature of the teaohors* meeting is in
a neasure laplied in what has already heen said* Whenever teadi-
ers exchange views and profit hy each other** escperiences, this
feature Is realized* But the relation of the reading-circle work
and of the other professional reading to the teachers* meeting
deserves special luention* In South Dakota the law provides that
approximately one-third of the time of these meetings should be
given to the reading-circle work, and in Indiana, l^oulsiana,
Virginia, and the other States this work is done in connection
with thea« Bwetings*"
**Xhe Introduction of new Bubjeots and of tha n«w methods
and derioes iai always likely to 1m assisted Isy the coiiQ>ari8on
of the notes among the teachers oonoezned* trhat may proTe in»
surmotmtable obstaole to one, i^iay have been effectively solved
by another, and the teachers* meetings bring them together*
Teachers that are parti ciilarly successful in teaching certain
subjects, idiether new or old, should be given an opportunity
to describe or demonstrate their work for the benefit of all."
* Teaching is a growing calling, and iinless the teacher is
continually groT/ing with it ^ill soon lag beliind and be classed
among the old and inefficient* -i^t the entire plan and f amotion
of the teachers* meeting tends to avoid just this catasthrophe.
The inspirational work is inspiring largely throu^ the new and
the more ooBqprehensive educational principles that are present-
ed, the reading*circle work is a continual foregoing ahead in
educational literature, and in the remaining time of the meet-
ing the practical bearing of all that is new is considered."
" But the professional values are not the only ones
possessed by the teachers* meeting* trhis meeting is valuable
also as a xaeaas of social intercourse aiaong thm teachers and
as a means of bringing togetlier the public schools and the
public, because of the fact that teadiers* meetings deal pri-
marily ( although not solely) with local problems."
(2) Agencies for the Xzqprovement of Teachers in Service* U*s*
Bureau of Education. Bulletin 1911, #3*PP* C^^CG^
Ve are probably agreed that teachers as a class need
instruction in method and inspiration which lead to self-cul-
-.1
sant:
y^sflt?.
tivation. To give here confirmational proof of this fact it is
better to quote the letter of transmittal of forroer Commission-
(3)
•r Slmer Ellsworth Brown to the United State Buireau of Eduoat*
ion that "Agencies for the Improvement of Teachers in Servioe
«y« needed for three reasons:
"(1) Because many teachers enter the profession relative*
ly imtrainedf and, therefore, need to be trained in service,
if at all;
(2) Because ooiqplete training is in^ossible before ac-
tive service begins, for the reason that the necessary basis
for it, in e^erienoe, is not at hand; and
(3) -because teacliing is a progressive calling, in which
one who does not continually malce efforts to go forward will
soon lag behind and become relatively inefficient •**
(3}A{;encies for the In^rovement of Teachers in Service* U*S.
Bureau of Education, Bull. 1911«#3» P«5*
These words give the reasons for teachers* meetings very
concisely. Teaohero* meeting is one of the itgencies former
Coanissioner S. E. Brown had in mind. They may be effective
agencies for the iiqproveiuent of te- chers.
Teachers* meetings, eo^lained above, are vitally iaw
portant in any school system for they are necessary as a means
of increasing the skill of the teaoM^ force; as a means of
giving a tmited enthusiasm and profesuional spirit; as a aeans
of securing approximate imity in scope of wozlc and uniformity
of method; and as a means of general progress.
^St«!C
Chapter IZ
Ltgal Status of^ Xeaohers' Meetings in
different States and Cities.
!• Legal Status of Bural Teachers* Meetings
and
nature of the Provisions.
>3
In discussing agencies for the iuaproveaiient of teachers
in service, one's z^nd naturally turns first to tlmse period-
ical meetings of teachers, ouch as institutes, that are esta*
"blislied lay lav.
The irord '^institute'* lias not a very definite xoeanlng in
educational literature. It is a blanket word that is applied
indiscriminately to any officially established gathering of
teachers, according to Vltei«C.Ruediger, in his Agencies for the
Improveioent of Teachers in Service. The word "institute" is
most frequently used in the lavs, hut this tends to confuse
these meetings \?ith tlie regular county institute, lAiiiioh is
unfair. Teadiers* "institutes" have heen frequently criticised,
hut not the" teachers * meetings" , according to Vm«C.Ruediger.
He says that the expression " teachers* meetings" would aioply
cover the point and would he parallel with the designation of
corresponding meetings of teachers in cities. For this reason,
the writer classifies some of these institutes found in the
States Laws under the consideration as teachers* meetings.
Hot all the States, as yet, malce legal provision for
these meetings, hut 1. Connecticut; 2. Indiana; 3. J^entuclcy;
u
';?Jr
4« Louisiana; 5, Ilissouri; &• ITorth Carolina; ?• ITorth Dakota;
8. Oregon; 9. Utah; 10. Virginia; II. West Virginia; do main
l«gaX provision for teachers* meetings,
!• Connecticut •
The Connecticut soliool law reads as follows:
** The school board shall have general supervision and con-
trol of the educational interests of the 3tate —
and shall sock to ii/^rove the liiethoda and proraote the ef ITicieno
oy of teaching therein by holding at convenient places in the
State zxeetings of teaciiera^ and school officers for the pxirpose
of instructing in the best laodes of administering, governing
and teaching public sclioolo, and by such oth^r imt^m as they
shall appropriate* ( S.L.^l^ao. p*7, seo.^.)
(1)
2« Indiana.
Indiana has two kinds of local teachers* meetings in
addition to the regular county institutes, one of which is in
charge of the county superintendent and the other of which is
in charge of the township trustee. In practice these two kinds
of meetings are combined, thft meeting in charge of the county
superintendent being merely the first of a series of meetings
for the year* The legal provisions are as follows:
" He (the coimty superintendent) ^hall hold one prelimi-
nary institute in each township in his county before the
schools for that year open, for the purpose of helping the
teachers in the organisation of their schools and giving any
other needed assistam^e; but instead of holding such preliz^-
nary institutes in each township, he may hold a Joint insti-
tute for two or more adjoining school aorporations*"( S.L*,
19«7, P. 91.)
At least on Haturday in each month during which the pu-
blic schools may be in progress shall be devoted to township
institutes, or roodel schools for the iniprovei^nt of teachers;
and two Satxurdays may be appropriated at the discretion of the
trustee of the township* The township trustee sl'iall specify,
in written contract with each teacher, that audi teacher shall
attend the full session of each institute conternpleted ^^er^ti^,
10
or forfeit on« dtgrHi wages for every day's absence therefrom
and for each day *s -attendance at such institute each teacher
shall receive the maant wages as for one day*s teaching* (S.L.»
1907, P. 290.) •
The work for these aeetings or institutes is entlined
by the State Departxoent and is largely based on the reading-
circle work. The pamphlet containing the outlines contain pro-
grans for seven meetings, full outlines of Allen* s * Civics and
Health," and ]idlarry*s "How to Study," the tooks adapted fer
reading-circle, besides brief discussions or outlines ef the
following topics: Deficiances in English, deficiences in spell-
ing, the query ho^ opening exercises, tlie teacher's spirit,
U.s.Postal service, play and education, sta^estions for raising
library funds, and the yoxing people's reading-circle, accord-
ing to «m*C.Buediger*
(1) Agencies for the Improvement of Teachers in Service* U.S.
Bureau of Education. Bull* 1911t^3« P*^9»}
(2)
!• Kentucky.
The £^entucky law has the following anomalous provisions:
"During the session of the institute there shall l>e held
a county teaohers* aasociationi and one hour in the afternoon
or night a aeetiag shall be daily set apart for this purpose.
The association may be composed of all the officers pnd teach-
ers of the oomnon schools present, and shall be called to-
gether by the ooimty superintendent, isho shall be e3&>offioio
president. The object of the association shall be, primarily,
to disouss and advise the best waara and naana of promoting the
interest of education, the ii^proveacnt of teacAxers, and the
BMthodo of teaching;, and especially to devise liieans for secur-
ing better schoolhouses, better attendance, and local aid for
oeioaon sdiools. The said association shall be perrmnent organ-
isation; with one vice-president for each maglksterial district,
to be elected or appointed; and shall hold at least one meet-
ing in each magisterial district, besides tlie meeting at the
institute during tlie first six months of eaoli school year.
2^ery teacher shall attend, at least, the meeting iield in the
Magisterial district in which he ahall teach, and upon failure
J7C
.'^iqClsHKI m--
"TYAK-ti'
IX
to do 80 flhalX teaOh an additional day during school month
following suoli failure, unless he shall satisfy ths comxty
superintendent that each failure was caused 1^ oiokness or
othsY actual disal^ility* Xhe countgr superintendent shall
attend each zoeeting of the association, and shall prepare or
hare prepac«d a pcagias of tlM mx«3toiMmm ther«for.(s,L,, 19 10,
P. 73.)*
This provision laay he anorialous merely in the nains
assigned to the xoeeting, for ths nans ** teachers* association"
is hy custom used to designate a voltantary {gathering of teach-
ers with no official supervision or penalties • But all peou»
liarities aside » this provision is of interest at this point
because it gives escpression to the need for en official teach*
ers* neotittg that is closer to the schools then the county
institute* l^Iie xsecting provided should ohviously he classified
as a local teachers* sMotiag* ^t is official, and no ohoioe
is Loft to the teacher except to att^id or he penalized*
(2) Agencies lor the Inprovezoent of Teachers in Service* U*S*
ilurestt of iiducation* l)ull* 1911, #3*p*72.)
(3)
4.
The Louisiana lav pertaining to parish institute or
association iimWaas, as ■Bnwdefl in 1910, reads as follovs:
" H sliall be Vam dtttjr of every parish suporintendent of
education to oonduet a twWher institute or association on
one Satuxday of every inonth or, in liis discretion, on a I'riday
and Satiurday of every alternate n^mth during the tiioe the pu-
blic ec^ols are in session in his parish, in its institute or
district the daily session of the teaoliers* institute or asso<*
ciation shall be not leas than five hours per day actual
work. (G,L*, 1911, p.42*)«
Attandanoe upon these xoeetings are cos^mlsory and the
PSSCSMW tirhic^ includes the read ing>»ci role work, are prepared
by the State institute conductor* Tlxey are, however, prepared
9W»'
in outlino|only, so that the parish superintendent is not
specially handicapped therein* He is left ahtmdant opportvi*
nity to brine in woxk of a local nature.
The value of a xaeetin^ Just l>efore the scliools open is
recognized, and a preliminary meeting for that time is reoon*
sMusded*
(3) A{^enoie8 for the XxqproYenient of Teachers in Service* U , S,
Bureau of Mucr^tion, Bull. 1911,#3. p«73«
5* Ilisaotiri,
SQm ISiasouri law reads as follows;
** The oounty superintendent mciy or£;?mize coimty teac^»
ess* association, which hold a three days* i^ieetinc on the
last three days of some week in OeptenOMr, October, November,
or DeoexBiber of each year* He ahall arrange a proeraci of exer*
cises and secure the servioes of sobm one specially prepared
to lecture on pedagogical subjects* H shall be the duty of
the teac^ier to att«nd all such meetings— •-——* — -™— — ,—
All arrangejnents for this association are in the hrind
of the county superintendent* Beither he nor any sdiocl
board has the authority to excuse a tofscher from attendance
ixpon one of these meetings. (3.L., 1913* p*llB, see •10934.}
d« £orth Carolina*
The Uorth Carolina law reads as follows:
** The county 8uperint«rident lAuill eaoh year hold not
1«S8 tlian (me teachers* meeting in eaoh townsliip^ which the
teachers shall be required to attend* If necessaxy, one
selicol day must be set apart for this puri>ose* (3.L*,1917»
p*6o, see* 4140.)
7* Korth ]^;kota.
The north Dakota law reads as followss
* Acting tuoder the instruction of the suporintendent of
public instruction, he (the ootmty superintendent) shall^when
esq^edient convwie the teachers of his county at least one
Saturday in eaoh month during tdiich the public sdiools are in
progress, or if the distance io tl^o great he nay convene the
teadhers of two or more districts* circles* for noxvidAK ins*
£X
13
t ruction and the study of mtthods of teachiii^, organizing,
claesifying, and governing sohoola, and for such other ins-
truction ae may !>• att forth tsy the auperintendent of pul^lio
instruction for the State teaoliers* reading-oirole. E&dh.
teaohex shall attend the full aesaien of suoh institute or
circle and participate in tixQ duties and exeroisea thereof
or forfeit one day's vagev for each day's alssenoe therefrom,
( a.U, 1909,P.25«) *
(4) i^a;icieo for the Inprovomaat of Seadliers in Borvioe* tJ.3,
Bureau of Education. Bull*1911, #3. p«74.}
o« Oregon.
The Oregon lav reads as follows
* ^t flihall be the duty of ea<^ county superintendent to
organize and hold annually at least three local inatitates
or eduoatimMl asetiags in various parts of hisfoounty at sa^
tixiiea nnd places as he laay deeu expedient » and lie siicai se*
cxire at least these meetings, am far as practical, the attend*
anoe and cooperation of soliool oft'ioere^ toacliers. and parents,
( S.L., 1911.
«4^)1 JTbid p»75*
[6) " " " "
9. Utah.
She Utah lav provides *that institute meetings hold once
or twice a amth eadh year idiall be equivaloBt to the annual
institute liientioned in tliis section** C3.X..,1909,p«l5») 7Ms
allows the substitution of teachers* ineetings for teachers'
institutes.
(6) Ibid P*75*
(7)
10* Vircinia»
She praotiee in r<»gard to teachers^ meetings followed
in Virginia is soxaetiiiag lilce that of Indiana. Two laws bear
upon t}ie laRQtings that should be considered here. One of these
lavs provides specifically for teai^ters* meetings, while the
other provided for teachers* institutes, i^icli have in
■z^
14
Virginia, hoTrever, definitely becom* preli^ninrJEy teachera*
a»«ting8 iMld about the tim« th« schools op«n«
Th9 lasrs r«ad as follovs:
" Tha dlatriot st^t. sliall encourage and assist in Ui«
organisation and manageiaisnt of cotinty institutes, of vliit^
at Isast one eSialX "be held during eadt school session* (S«L*»
1907.P.13.)
"Oowity and district scliool board may encourage oeetixigs
of teachers to be beld from time to tixao in any coimty or
school district under sudi ref^lations aa the division supt*
of schools DHiy prescribe* (o.L,,1910,p«70« sec* 8l«}
The lueetings held under the institute law axe usually two
days in length, are conducted by the division superintendents
and State exmoinere trithout ei^rst pay, find are set as near pos-
sible to the opening of the schools in the fall*
Under the seconcl law q:uoted« district tunaiiaia^ — etlnge
are held otie day each month, usimlly on Saturday, in nearly
erery cotmty of the State.
According to \^*C*Huedi(;er, in his Agencies for the 2n»
provement of Teachers in Service, says that with the old^--
tiae institute practically eleminated, tm& with strong auaaaer
sdioole, e^icient local teaoher** meetings* and eocoellent
syeten of Toluntary teaohers* conferences and aaaociatiojiAe
the macliinery for ^e training and inprereasnt of teaohers in
aaxiiee has nede especially good progress in Virginia.
(7) ibidT.T.r.r.r.p*76r
■r,-je%«l4 ti-
ll. West Virginia*
^^ West Virginia law reads as follows:
* The cotmty supVintentient shall arrange for and conduct
15
district inatltutes or teachers* rotmd tables, one or more in
each district of his coiuity vrith-in the school yoar, and any
teacher who siiall attend his district institute for one school
day shall have credit therefore when reported by the coiinty
superintendent in the month in which said institute ii held,
as if actually t alight ty him,(G,L.,190U,p,5l,)
The district institutes and teadiers* round tables held
under tliis law have apparently developed into two types of
meetings, the roimd table including a largeafterritory than
the county, and the district institute a smaller territory.
The State superintendent, in his report for 1906-*o8,p*140,
says:
" A most wholesome influence that has entered into
our educational progress within the last few years is
the woric done in connection v/ith what is loiown as a
series of round -tables held in different parts of the
State* By rafther a peculiar coincidence these infoztaal
organizations hare largely taken the naue of the section
of the State in which thay are located, as Ohio Valley
round -table, Hononggahela Valley round-table, (Greenbrier
Valley round-table, Potomac Valley rovind-table, Tyart's
Valley round-trble, etc* Usually these meetings last a
day or a half, consisting of two sessions on Friday, and
one session Saturday forenoon. On some occasions the
attendance has exceeded 300, in this respect far exceed-
ing the enrollment of the State Association* A chaiariaan
is chosen for each sesfion it may be, or for all meet*
ings of one round-tabl«i. The program is annotmoed scsie
weeks beforehand and the discussions are pointed, prac-
tical, and progressiTe* Sometimes Friday's attendance
at the round-table coiants as a day taught where teachers
have not had a district institute, but in many places
the teachers willingly suspend tlieir schools to attend
the round-table and make up the day.
The especial advantage of tliese xieetings is that
they are alwa|ts held rdma. %ht schools are in session
and the problems that present themselves from ticie to
time in the school-room are fresh in the nlads of the
teachers***
Other States.
The States mentioned are the only ones in ladiich local
teachers* meetings for tie rural teachers are legally establish-
ed, but meetings of this kind are held elao in Illinois, Iowa,
'^msas, Pennsylvania, Washington, and perhaps other States,
0 s^-in..- V
16
according to the opinion of II^C.Huediger. ThA following pro*
gram illustrates this work as it is carried on in the State of
Washington: (8)
Program of JBducational fleeting to loe held at St .John,
Washington, ^atuday, Jan,23, 1909,
Homing Session, 10 o'clock*
The reoit4tion— -«>C.L*Henry» Jessie Handle.
General discussion*
Primary method- -Enoah Green»Kellie 3tone.
General disctission.
The A, A. P, exhibit- —General discussion*
Aftemotm session 1:30 o'clock.
The school and the citizen— »—»«—Walter Hich,A*F*Orth.
Gen*x%kl discussion*
I^thod in graaanar— — O.A*Burch.
ffMWTal discussicm*
Difficulties in teaching arith**£*T*l2oris»L*Ii«Nolin.
General discussion.
Address- —— — —Superintendent S.K.ShowateR
(8) Ibid p*77.
It is evident from the lavs that have been (quoted above
that local teachers* meetings liaTe gained a subtantial foot*
hold in the rural districts*
In all the States mentioned^ Tennesaee and Vermont, the
State superintendents ajf givui an additional aAtois to influence
the schools* Th^ are by lav en^owered to hold meetings and
eeaferences that are entirely local in their nature, according
te Wia*C*Huediger, in liis Agencies for the In^rovement of
iMUxhers in Service*
The TeiiiMMii law empowers the State Guperintendent to
suspend the schools of any county for one day each year, when
he may deeia it necessary, upon giving proper notice, and to
n^pire all teachers and school officers, upon the day so
mmmij^
appointed, to att«ad at a daaignated hotur and place for tli«
purpose of instruction and conferenees«(S*L«« 1909«P*5«)
In VeniK>nt the State Superintendent ney hold educational
meetin^^s in different tovna in each county and eiaploy competent
assistance •( 3«L. , 1907 , sec»9l8. }
The foregoing discussion of teacliers* meetings hao re*
ferenoe primarilly to rural school districts, but the general
remarks that have been made, e^ply* in the xnain» also to the
urban comnunities* The needs for teachers* xoeetings in city
and country are nnxch alike » because the schools are closer
together in cities and th«M needs nxm store urgently felt
there and have for many yesrs been more e^stematically met*
2* Legal Status of Urban Teaohers* Votings.
The legal status of teachers* meetings in cities are
usually, if not alvays, enjoined by tlie rules and regulations
of the Board of Education or by the city superintendent^, though
in most oases, nothing is said either by the juoard of Eduoa-
tioni er the city superintendents along this line in their re*
ports. However, there is a convincing evidence that teachers*
meetings are congpulsory in moat of the cities which replied
to the questionaires sent out by the writer. Out of forty
eities that answered indication shews that about three->fourth
•f tine of the number of cities in each of the five types of
meetings are making attendanoe at these meetings compulsory.
\'
vx
J-.«.4.?.V ?-^*-s<f J^A
■ jtj -jr JiT- 1 *
1 t«?^^i.i!tA#.-..- 3yjt--fcW
16
^t is, perhaps, true that attendanoe^these meetings is pres-
cribed in the oontraot of the teachers with the Board of Educa-
tion or vrith the City Superintendent of Schools*
The followizig stumaries of the five types of teachers*
iMetings will loe stiff iciant evidence to hear out tlie above
statements of the writer:
(9)
Table Z
X* General Teacliera* I^etings.
1, Compulsory attendance- —-29 cities or 72,5 %
2» Almost conipulsory attendance ^ " " ^%*^ "
3» Hot coinpulsory attendance- . o " * l3«0 "
40 cities or 100 ^
^
/»
IZ. Building Meetings.
1, Con^ulBory attendance- ——27 cities or 79.4-1
2. Expected to attend 4 * " 11.76 *
3» Uot conipulsory attendance- -j:^ % * * 8.82 ■__
34 cities or 99.99 %
ZZZ, Grade Meetings.
1, Cowpulaory attendance— 22 cities or 62,86 %
2, iSxpected to attend 7 « h 20.20 ■•
3» iiot compulsory attendance— — .— — - 5 * * 14,29 *
4, Ho report given 1 city " 2,87 "
35 cities or 99, >i
IV, Principals' ITeetings.
1, Jomptilsory attendance— — - — — -— 31 cities or 83,78 J5
2, Expected to attend 4 " " 10,8l *
3, Kot coc5>ulsory attendance— 2 ** * ^,41 "
37 cities or 100 >2
V* Meetings with Special Supervisors.
1, Conipulsory attendtmce— 22 cities or 66.67 ^
2, Expected to attend 4 « " 12,12.*''
3, Coiapulsory with new teacher only—— 1 city • 3 '^3 ^
4, Hot conqimlsory attendance— 2 cities or 6,o6 "
5« Ho report given- — 4 ** * 12.12.'*
34 cities or 100 f^
(9) i'or informational details as to the names of the cities
see the tables of siuouaries of Teachers* Meetings at the
appendix.
19
In the8« suznraarles given aboTe we can see that relatively
few cities are holding these meetings not coiipulsory, vrhile on
the other hand, compulsozy attendance in these iaeetin£;s is re-
quired in a grent majority of these cities.
■i'p
20
Chapter III
Types of Teachers* l^eetings and Programs,
It has been sufficiently shown in the proTious chapter
that teachers^ meetings hold an iioportant position in harmo-
nizing and unifying the work of a city school system. Just
hov to conduct these meetings and how to siaike them most effec-
tive is often a prohlem not easy to solve. Since uany kinds of
meetings are used in the city school systems a carefixl planning
of these teachers* meetings is r«<|uired« It is profitable to
inquire what kind of meetings art most valuable and what the
program shall be.
The following kinds of meetings are typical and most
commonly iised because of their usefulness for the iu^rovement
of teachers imd the betterment of the school system, if these
meetings are properly organized and conducted:
A* General Teachers* Actings.
B. Building Meetings.
d. Grade Meetings.
D» Principals* Meetings.
B#.Jieetinga of Teachers with Special Supervisors.
F. Other kinds of Meetings.
We Shall now see how these different types of meetings
are organized and conducted in some of the cities.
21
A* General Teachers* Ifeetlngs.
Thm general teachers* caeeting means a meeting of all
teachers in any given system, principals, assistant-principals,
high school teachers, heads of department^ supervisors, grade
teaohers, special teachers, eto», and in fact any person, vlio
coiaes tinder the generic term teacher* Tliis group of teadaers
1^ manifestly represent varied interests, various degrees of
training, widely divergent points of view, and a great variety
of ea^erienoe*
fm,C,Huediger esq^lioitly defines the functions of general
teachers* meetings, in his Agencies for Improvement of Teachers
(1)
in Service* These ftmctions are as follows: Administrative,
legislative and inspirational*
On the administrative side the superintendent needs an
occasional gathering of all his teachers in order to put into
uniform effect all general rules and policies of the soliool
system* For rriRxlwmm efficiency tliere must he tenm vrork in the
teacliing corps, and this can he "brought aliout host tlirough the
teachers* meetings, although this agency may he effectively
supplemented hy printed and laimeographed instructions* Then,
too, there are usually some general criticisms hrought to
litjht through|supervision that may he most effectively made at
the general meeting*
Hew policies and the amendment of old ones inay he made
either arbitrarily by the te&ohers themselves* Wlien the teach-
ers themselves are given a voice in these legislative matters
22
thft fiiutl disousBlon and Tot* should usixally fall in the general
MMting.
The inepirational fe^ttire, in x^hioh should "be inoltided
all those features that tend to keep the ter.ohers abreast of
educational thought, is the Mne as that vehich has been dis-
etteeed in connection v;ith institutes and rural teachers* meet*
lags. City school teachers need this feature no less than
others and it is the duty of the adisinistratiYe and anperviso*
ry officers to supply it*
Sb*t aspect of tiM cio^sral teachers* HMfliag lOiioh aims
for the inspirational and professional grovth of the teachers
rightly fonas one of its leading features* Books of a profes-
sional nature are frequently read and discussed in these SMetf
ings and in naay places lectures by outside talent are given*
This causes these meetings to reeeiiible teadiers* institutes
and in seme plaoes the tenm ** institutes^ mt applied to then*
fhis is true, for example, in Springfield, Zll*; Kansas City,
^*; Roehe8ter,H«York; and in Dallas and Houston, Texas*
(1) UnitliiNMHKes Stty«att «f Sduoation. Bull* 1911. #3*pp.77*79*
(2)
According to W*R, Curtis a general teadhevs* meeting
has the follot/inc aims nhidL are typical of various sots of
conditions that raay operate to determine the kind of work to
be done in the g«tieral loeeting: ** (1) The wqphasis may be upon
Miertenrts anftajMite* CwMtoers cannot teach unless they lontow
■•■itiiliia to teaoh and if lack of soliolarsliip is prevalent
snong tlie teachers, as is ooxonon, for exazople, in loany of
23
the smaller school systems of the South and the Sq^thwest,
this kind of work may be properly e]zg;>ha8ized in the coneral
meeting and, to a degree, in all meetings* (2) The supervi-
sor may have in view some radical departure from the course
of study. The discussion of principles underlying the pros-
pective departure may well constitute the zaajor part of the
work of the general meeting* (3) The specific purpose may be
to maintain and develop in a hody of teachers hi^ culture
and high standards of professional work* Tliis is the pturpose
that predominates in the general teachers* meetings of this
coiintry in cities and the larger towns* This specific purpose
presupposes a body of teaohears wbo are fairly well eq|ii]nped
academically and who have soae kaovledce of the science and
art of teaching. Such topics as the following are typical of
what may be found on a program of this sort of meeting :
Study and its Helation to Learning, Pope's Essay on Criticism,
Baphael^e Madonnas, Mdress* Westminster Abbey« by some well-
known person***
(2) The Educator Journal* 23artih 1910. vol* Z* no.VII.
The programs of the general teachers* meetings^ as a
rule, consist of addresses as will eaplkaBls* f^inilawwital end
gttieral aspects of education which are the interest and pro-
fit to all the teachers of the spiteB. The following yMgnn
will show the various topics and speakers whicii have oeoiq;>ied
the attention of the teaeifeesre in the general meetings, pre-
pared by superintendent H.B.Wilson, Topeka, Kwiaas*
24
. «»wMWp
. —•• Topio-
^^'l^U|^^^^H^'*^MlP *
Wad., Hot. 19, 1913.
Tuea.^April 7 •1914.
Tka Sootional Child. Bupt. of Schools.
Graatey attantion to Bvs* CSiarlaa B.
tha Haalth o£ Child- Thanaa.
ran.
Damoorat^ in Educa-
tion.
Tuaa., April 21,1914* Draam and Visiona.
Sat., Sapt.12,1914.
Mon.,HoT. 9, 1914.
Sat.^Bac. 5,1914.
Thiirs., S'ab.ll, 1915.
Thura,, Apr.l, 1915*
Qooializinc the Wox3c.
Dttoocraoy £« Cultiira.
Vea.Muoation and
Too. GuidanoQ.
Tha Soiantifio atti-
tuda towaxd ^uo.
A naw aooial attituda
tomaxd Paaoa.
Dr.W.A.MoCartaar.
Prof.O.D.strayar,
Columbia UniTeraity.
Dr. A.S.Winahip.Mit
Journal of Muontion.
8upt. o(t Schoola.
Dr.C. Dublin, Boaton.
Kr. H.BXoomfiald,
Boaton.
DXm W.A.Jaa8up,Univ.
of Iowa.
Ifra.W.X.Thoraaa of tha
Voiiian*8 ^9809 Laague
of i^Doarioa, Chicago.
(3) Quoted from Cooparation in Sohool Woxilca. HepOrt of the Board
of Education. Topeka, ICauaas. 1914*1916. p. 11.
The following program of general teachers* meetings is
quoted from the Agenoiea of Ixaprovement of Teachera in Service,
(4)
and thia pjwidea for profesoional and inapi rational valueo:
The agonoiea of the qoIiooI^^ Sept.5» Supt. of Schoola.
The uaa and the interpretation of mapa, Sept. 25, R.H. Allen
Cl^cago.
The ideal tesxcher, Hov.6 (hmaa of supt. of 8ohool8},Prof •
W.C.Bagl^t University of Zlllnoia.
Some eeeentials t>f language power, Deo. 11, Supt. W.A. Purr,
Paolcaonville, Illinois.
The new boy, Deo. 21, A.E. Winahip.
Talcing advantage of the play inatinot in aritlimetic work,
Jan.20, Prof. C.W.Stone, J'armville, Virginia.
Teaching children to atvdy, Peh.l6, Prof. G.B«strayer,
ColwobiA University.
La0guag«3 in the grades, Peh. 26, (2 leotureu), Supt.
O.I.WoodXey, Paaaaia, Hew Jeraey.
Meetings of the Centsml Illinois Teachera* Association in
our city, liar oh 19-20.
(4) U.S. Bureau of
ion. Bull. 1911, #3, p. 80.
A very similar pragraa is alao reported by the Doard of
^-^^«M»»
Ji>":.-
Education, Top«ka, I^ansas^ and the followinis spealcere app«ar«d
on the program of the general iaeetings» diiring the tiro years,
together with the eubjecte disoussed:
1916
The Objectlye of Modem Education, ^pt. of Schools.
X2oral Training in tiie Public Schools* E.P.Cu"berlGy,
Leland Stanford University.
Education for Toi-iaorow. Di» C.A*Prasser, Sec* national
Vocational Education Board.
Kansas Leadership. Governor A. Capper.
1917.
Socializing; the Schools. Supt* of Schools.
The Subnormal Child. Prof. G.M. Wliipple, University of
Illinois.
Sex Sanitation in Elation to I«lorality, xsr. X.w. Gallo-
way, Beloit College. Wisconsin*
2he Meanin^j of Teacliing. Prea* A. Boss Hill, Univer-
sity of ^^ssouri*
The IIuaaA Touch in Teaching. 3upt. W.H.i^avidson, Pitts-
burg, Pa*
(5) Socializing the School. (Prepared bp 3upt. H.B.v/ilaon.) July
1, 1917. P. 47.
An exerpt copy of progr&n prepared by J.T.Thoinas for the
general teachers* nseting, raid the zaethod of conducting thexso,
there follow here a copy of mAoMiographed announeeiosnt sent out
a week before a recent general meetin^i
ISl
Subject: -
The Recitation.
Hethod:-
Tallc by Principal.
General BisoiMsion*
Points for ConsideratiffiMS*
(1) Aimss To Instruct, to tost, to drill, White, Art of
Teaching*
(2) Kinds of Instruction: Objective, indirect, direct,
IKiite, Art of Teacliins.
(3j (^ewtions vs. Topics in Testing: White, Art of
Tea<3hing.
(4) The Written Test: Objections and advantages. Bagley,
Educative Prooes»,P. 133; Parker, Sotes of Talks on Teach-
ing, p* 150.
Why drill? Jaraes. Chapter on Habit.
26
(6) KoTf to get" nt tent ion in repetition.
(7} Uoxf to secure rig^it preparation for recitation "by
the piJipila?
(81 Acai^^nxiientt When and hov ibucH?
(9) ^Individual Teaching: Can every pupil be tested in
every reoitatien?
(10) Helps in preparation. Bagley* Classvoem ^^cmaee^
nettt«
(11) Should the reoitati<m go outside of the text-book?
12) Mazkine the pupils • yunur opinion.
(13) Lesson Plans. Shall we make thesx? Mollurxy, ^thod
of the Heoitation.
(14) (tuestionc: Characteristice of Good* Pitch, Chap-
ter VII.
(15) Ilow closely shall the teacher otick to her pre-
paration?
(16) ^Iht aadn business of the Teacher ie to get the
pupil to teaA Iftlxaself «* Vnyn^, Lectures on Jiidvoation,
'17) Xlano^eaent of class, thite. Art of Ten<^iing.
.10) WuA should teaoher*8 preparation include?
,19) What instances do you know of interest out of
soliool hours by pupils in school cyibjeots?
(30) What use of oxirrent events in the recitation?
{21) What is to be done with the habit\ia,lly unprepared
pupil?
At the xaeeting, ansver and discus f^ion will be called for as
f ollowsi (^estion 1 for Room A, question 2 to Room B, an4 so on
through B,0. (i^estiono 16-21 for fiomal Teachers, Alphabetically.
T3m librarian has the books referred to, and sosm others
ready for distribution. Attandanoe and reading of t2M references
are voluntary.
(6) Wliat Teachers' Meetingo Should be? Education 3O: 45-^1
s. 1909.
These programs quoted above are typical exanzples of the
work being done in the general teachers* meetinc^, which serve
primarily for etiimlation and inspiration of teachers. It is
of great value to teachers to be brought into the prescftot of
a vif?orous tliihker once in a while, particularly, if he belongs
to a different school of thoug^ht than that dorrdnnting the
H<f -
1
27
sohool syateio* Such owetings tend to make broader and better
teachers, but they do not supply the need for specif ic instruc*
tion which is necessary felt by all good teachera, for it tmxat
be borne in mind that the only teachers who do not feel the need
of assistance are the poor ones, Howeyer, we imist bear in mind
that a teachers* lectiire course is always valuable when speakers
and subjeeta are wisely chosen*
^t is clearly shown in the foregoine discussion of general
teachers* meeting that its importance to any school system can*
not be neglected. It is one of the agencies for the in^roTwaent
of teachers in service, whereby they get a imited enthusiasm
and professional spirit. For tliis rea8<m general teachers* meet-
ings are needed in every city school system*
B* Building Itettlngs*
Tiut liullding BMting. bb a rule, Ib but sjmller edition of
the genernl teachers* meeting* It hears the ssbmi relation to
the tenohers of the building ae the general liiocting bears to
the teachers of the entire oity. The principals need tixis meet-*
ing for three main piurposes, according to Wm»C«Buediger, in his
Agencies for the Ixqproveioent of Teachers in Service • '^hese
three purposes are (1) adiainistratioa, (2) stqpenrision, and
(3) professional growta* !i\aese three purposes are disouseed
\mder general teachers* meetings, except, ihat instoad of the
superintendent, the principal is the organiser and supervisor
of the biiilding meeting*
The meeting of principal with Iiis teachers of the building
SMeting is so izq^ortant that it should be held regularly for
various purposes* namely: tliat the teachers of the school may
beccffiie aequisnted with one another; that they may Imow the
work of the grades above and "below; that there may be unity and
harmony in the general scheme of the school; tliat the individual
and troixblescnue oases may be discussed; and that advice or
instruction from the supervising authorit|;e8 voay be expounded*
It is also well for principals* i^ the sdiool not too large to
take up some specific study with their teadiers* sometMng of
either general cultural value or professional ctatural value.
Circumstanoes will determine which is better. In most cases
a book of professional cultural value * some work on psycho*
logy or educational principles •> makes the best subject for
29
the study*
(1)
W«B*Cuyti8 sugf^ests that inuoh of the time of the prin-
cipal's meeting with his teachers should be devoted to details
of scliool organization, discipline and method. The character
of this work is indicated "by sueh topics as recesses, absence,
tardiness, truants, punii^iment, reports, hall-duty, depart-
anental, reguaations, apparatus, method in particular subjects,
drill, specific cases of discipline*
(1) Teachers* ^etings. The Educator Journal* ISarch 1910.
vol. X. lie* VII, p* 2*
In the organization and the conducting of building meet-
ings as reported by the Board of Education, Topeica, Kansas,
prepared by Supt* II.B. Wilson, the principals have proceeded with
like freedom in the discussion of the professional matters,
building details, and school problezas with their teachers*
The spirit of cooperative responsibility is manifested in car-
rying out the work, and every principal and teacher feels res-
ponsible for the studying the conditions affectizig education
wherever he may be working, and any ideas which appear to him
worth while may be advanced for considerationiJlB determining
policies agreed upon from time to time* Under the type of
Banagement where the principals are directed and ordered and
where the principals in turn direct and order their teachers,
there is apt to be less interest on the part of the individual
.principals and teachers, in thinking seriously about their
problem and in originating ways of solving them*
The method of or^janizing and conducting these neetings
30
ar« quoted as follows in the leport given abbva: :
■ R«£^arly, durinc the past flYe years, there have "been
selected some books for professional reading nnd study ^ioh
have been made the basis fos the discussion in building meetings
of teachers about once in every two -weeks. During 19l5*l6,
however, while a book was selected, eadi principal was left
to do other types of work if he and his teachers wished to*
Zn soiae buildings, instead of studying and discussing the
selaoted book, a nuinber of educational nagazinas were taken
for reading and discussion, ^he following topics and articles
raviawed and disouaaad in these meetings were considered of
such vital iroportanta that they were reported by the princi-
pals who conducted their meetings in this w«7, at the close
of the yaart
J^ew Ways of Teaching Beading.
Stoxy Telling*
Language Gaaas.
Arousing interest by Display Wozk*
Sthioa.
A Case of Discriptive. - Prim* isduoation Jan.l906.
Diaolplininc for Bffiolenoy - Pria.Sdue*^r* 1914.
Writing Large ^ Prim. JSduc« i:iar« 19 16.
Teaoliing current Jfiventa in Prlraazy arade8-PriA.Xd«J.l9l5.
How to Teach Reading Successfully -Interest -Prim.Ed. Jan.
Social Study of the Grades*Teaohing,Vol*ZI,#l6. (191^*
Appreciation of Child Life - Prim. Sduo. Ifeb. 1915*
School Gardening. Teaching.
Value of the Folk Game.
Uuaic in Schools of Today*
On Word Tests.
Practical English.
Value of Dramatisation.
Spelling • One method used in Hew York.
Use of picture in connection with study.
Changaa in the Educational Trend*
Saw Ideas in Teaching Reading - llorftan.
Fundamental of Eduo.- iiklitorlal Journal of Psycholocy,
(Sept. 1915.
31
Testing and Reoozding the Uerlts of Teaohera-Educational
Administration and ouperrision. May 1915*
The Value or Couuouiity Singing. * Editorial Atlantic
••Monthly, nov, 1915.
How to i^ake a Good Class and a Qood School.
Shall oxxx Education be Practical or Cultural •• Engleioan,
School ajid Home Education, Hay 191^*
Etc.eto
From these aboTe mentioned list of topics ox articles
quoted, ve can see readily the ixqportance derive frura building
meetings by the principals. As to its value, the replies filed
by the elementary school teachers in response to the Superin*
tendent*s request (of Topeka, Kansas) for the au^evtions in
Zitgazd to priotical retults of the year's study and in regard
to the character of wox3c desired for ne::^ year, a>« as follows:
I« Ceaaivnis on the 'ifork.»
** Stimulated me to deeper thinking and to platining with
larger aims in my work," "Helped me to realise that the teadier
is only a director in the pupil's plans and work," '*The prac-
tical Q^cohange of ideas regarding work resulted in greater co»
operation and in better oomnunity spirit •** ** Z g4ined a better
grasp of motivating the children's wozk*" ** Resulted in more
meaningful opening exercises." "Tliink the plan of iiieeting
once in two week# in each building for discussion of profes-
sional reading and the Qn^de meetincs every six weeks at the
high school is a good one*** "The professional stxjuiy has noV*
been entirely satisfactory to me. I suggest that several coiir-
ses be offered so each teaolier may choose the subject of great-
est interest to her," "We enjoyed ^ss Eariiart's book, but
since old ways are usually easier, I fear the suggcp.tions have
not been put into practice as fully as would be possible. If
next year you could ask from us a report on actual work based
on the principles set fortli in that book, more lasting good
would come frum the study." " Some of the ideas suggested by
the first year's reading were not made use of until the year
following. I hope to put into practice next year still other
metlfiods presented in the books studied the past year." '*A8 a
result of our study, the ^th grade conducted a weekly patri«
6tic exercise in addition to talcing part in some Joint programs
\7ith other rooms. In these particular exercises we studied each
of the Various national songs and after developing it well,
shared o\ir results with other grades." "The study of the
bulletins and Parker's books lias certainly given us things
on irtiidi to build many practical lessons. The working out of
new thoughto has been very profitable to both pupil and
■V%mi&:
32
teaoh«r. Ilothlnc pleases the class more than a day cr lesson
devoted to better-writing and heretofore that has been eome-
thing dreaded • The praotioability of these letters appeals
to them* Spelling has become a pleasant and necessary thing,
not cierely an aimless memory contest. The good reader is now
the one rrho understands the thought of the author rather than
the one ^nho enunciates his vocabulary* These methods are
making sdiool days real life rather than a preparation for an
iallfinite something about which the child loiovs nothing and
cares less** *'The following coraoent is interesting in contrast
with its iQpposlte, which greatly predominated: "Oujr spaee and
facilities have been too limited to malce use of these sugges-
tions further than to encourage dramatisation in a very simple
way** "For myself, I thinlc I have learned more about how to
pat responsibility on children, as ens of nor fallings has
always been that I am inclined to do too much for children, and
Z realize how it will develop a stronger character in the
child if he is taiJight to do and tMnk for himself. Also, the
study of these books has Shown me how my grade could in a very
pleasant and profitable way aeet with and work with the first
grade." "Actual things done as a result of my study of the 7*W.
Parker books are the following: "Spirit of (giving at Christaas
time was «ogphasis«d by children making scrap books for Pro*
vident Association Cliildren. ChiKren were permitted to work
on ;icrap books as soon as thoy finished a lesson. Xhey brotigl^it
clothing and food for poor at Thanksgiving and Cliristmas* dom-
ing exercise was given by the children for the school." "llay
we have in each buildin^^ next year at the close of the month
an hour when it shall be the duty of each principal to meet
his teachers and have an hour of conference over the work that
is being attempted in the building, results noted, and sug-
gestions givenf This may be motivated with otxr professional
study."
II. SKssestions for Puture Work.-
*My teacher would like to have a knowledge of the Binet
Tests* if their study could be aaranged for, together with
such supplementary lectures as would be neoe»Mfll9l«" "Topics
for professional work next year which occur to bm are: School
hygiene, using such book as Terman*s HygicHM of the S^ool
Child," or Bowe*s Physical Hature ef the 01ti2A," or fmUkm and
Measureioents of School, Achievement and ability, including the
study of the Binet tests for general intelligence and tlio
Courtis Test in various subjects*"
Iiintyi|»five per cent of the suggestions for the futxire .
reoosmttid wcrk similar to that done the past two years,
(2) Cooperation in School Work. 1914-16. pp.l6-17.
■^t is clear that the foregoing discussion shows the real
neeessity of the building meeting for the administrative.
33
8up«rvi80xy end prefeesional ptaf^poscs. Another good exmiple of
a productive type or profesBional building Doeotings, whioh vas
used in Topelc*, Kansas » during the year 1914-1915, were con»
oemed with the study of the advantages and disadvantages of the
sixty Mnutes class period in the high school and how the study
period portion of the class period should l>e used to secure the
largest results. Other meetings which were held concerned with
particular problems* The following outline of the work taken
up, as quoted here, w^ one of the zoeetines is typical:
!• The aino\int of work done that nay he taken by a pupil:
(a) What pupils nay take up only 4 subjects?
(b) What pupils may take up 5 subjects if ox>e is non-
preparation subject?
Ic) Wkat pupils nay take up 5 preparation subjects?
2, The amount of wveftit given for academic subject; mtmual,
etc,
(a) Shall an E grade count more than a 0, or P grade?
7or exaxaplet 2jet S give 11-10 credit, 0, one credit,
P 9-10 credit,
3, Miat credit sliall we give for outside work and upon
what work shall it be given?
4, What method slmll we use for awarding student honors?
A» you know there have been 2 or 3 roethods of determining
who are honor students, but I sliould be glad if we as a
faculty could agr«e on a method that vrill be as nearly
absolutely fair as possible?
5* Participation in school activities,
(a) Wlio are eligible on the basis of grades?
(b) Who are eligible on the basis of disciplinary rela-
tions?
6* I^uXes regarding those irtio iiay be excused to come late or
to go early, or those who msy be excused for work,
I3I Ibid p. X6.
The foregoing oonsideipiMons of the building meetings,
as shown, are very important and necessary for the training of
teachers in service. The comnents and sugcestions civen in the
Heport of the Bocrd of Education, Topeka, Kansas, are so convin-
cing for the iBxprovement of teaoliers*
i
34
0* arad« ]S««tiag8»
We have oonsidered already the ttro typea of teachers*
meetixigs, and ve have fotand out that they are mtans \>y ^ich
teachers can professionally Qxam in service. Aral, now, we
have to consider here another type of teao}iers* meeting,
which is needed for those detail problems of Schoolcraft
that concern directly only a relatively small (^roup of teach-
ers* Aiaong these problems may be mentioned especially those
of methods of instruction and the apportioniaent of subject
matter. These vary as one passes from grade to grade, and it
would be a waste of time to consider them at the general meetings.
The methods of instruction are very badly needed in the
grade meetings because of the insufficiency or lack of train-
ing of xoany teachers. Coxn&issioner S.E.Brown, in his letter of
transmittal, to the United States Bureau of iMucation, which has
already been quoted ( on page 7 )• saya that many teacliers
enter the profession relatively untrained because they cannot
get the necessaxy basis in experience in the Soxmal School.
Uerein lies the necessity of the grade meetings. The Kormatl
School sends out few graduates who can take up a priroaxy
grade and do efficient teaching at once. The lower the grnde
the more important the method is. The primary teachers, tliere-
fore, need more frequent meetings by grades that they may
perfect their methods. IIo doubt there are many seasoned
teachers who have so far mastered method that they need little
or no help. Purthermore, individuality and initiative sliould
35
be encouraged in these experienced teacliere* And yet even they
will profit "by conferences recnrding methods. Slcill is cons-
tantly increased lay careful sttidy of the methods of others.
Then, too, no tiro classes are alike* Sven in the most sJfill-
ful teachers occasionally find unusual resistance from their
classes. Difficulties are solved from the e:q>erience of others.
Suggestions may he made that will give a new starting point -
that will stizoulate and initiate a new adaptation of an old
sad effeotivt xoetliod. Grade meetings are, therefore, always
helpful when properly conducted and organized, They should he
ooikhicted lay an •3q>ert, Vague theorisiixg on the part of the
superintendent ahout teaching, as for escample, of reading is
an ahsurd and cruel waste of his prisaxy teachers* tine* What
the teadlier needs is the exan^le and precept of the master who
can illustrate and demonstrate. The primary teacher ^ill pro-
fit only hy minutiae of method in teaching reading, nutiihor,
drawing, singing, and other subjects. The grade meeting must
serve to answer the question how in a multitude of matters,
0n9 of the best methods by which tlie grade teachers*
meetings ar« organised and conducted for the supervision of
instruction, io best shown by the Report of the Board of Edu-
cation, Topeka, Kaaisas, 1914-16, pages 12-15 (prepared "by Supt,
H,B«Wil8on, For this reason, the writer quote this report in
order to show some of the means of organizing and conducting
grade meetings. The grade meetings are held in a series of
four each year or two in each semester with such special
Bwetings with individual grades as seemed necessary. This
36
meetings are conducted by the superintendent of sclioole* The
object hae been to iinproTe the class-rooia opportunities or
the oliildren in every phase ct the vork in every grade* This
has resulted particularly in disousslng ai^ interpreting the
course of study and in efforts to vitalize it by eliminating
obsolete material and adding some more effective xnethods of
handling the children and teaching the various subjects of
study. The folloving (as quoted) will indicate how the meet*
ings are distributed, and attention is directed:
1913
*Septeiaber 22-26 .• In the first place, attention was
called to the spirit of the course of study as well as oon*
tribution to it on the part of the teaching staff were par-
tioularly urged. Attention was also given to ony general
questions regarding the lixoits of the woric outlined for the
year. In the first four grades particularly, attention was
given to the reading, the eoaplexity of the process of learn*
ing to read in the first grade* and the i&vortanoe of train-
ing cliildren to read in school, as they will find it necessa-
ry to use this ability when out of scliool. JDiscussion was
directed to the methods of handling new and difficiilt words,
the attacic in dealing with long selections* the use be made
out-of-sohool reading* and ways of influencing out-of-soheol
reading* In grades above the fourth, questions raised by
teachers resulted in discussing ways and meaas of motivating
teohnioal langtiage and con^osition work, the reading discus-
sion being carried over until a later time.''
'*2lov«aber 11-17 »3b913. - At this meeting a niunber of
oojnaittees were created in each grade for the purpose of
worlcing upon certain problems which appeared to need atten-
tion from this and the preceding meeting. The eommittees
varied somewhat with grades* but tlie record shows they
covered the following different tilings. X^terialo needed
for use in the grades; the spelling list which shoiild be
taught in the grodes; determining the si^t woxft lists and
how the phonio work should be dune^ procuring more i^iaterial
for reading; modifications of the course of study in arith-
metie .
The first two grades, special attention was still
directs to reading, th4 disoussion centering around a con-
sideration of ways of providing loorc reading material, ways
of motivating the reading work, occupation work related to
reading in the grade, attention was given to tcclmical
37
languae« and gramnar and coB^osition work, the discussion being
concezned with tlM selection of such technical work from the
text and couposition work, and the use that may be made of the
text in teaching."
1% "Pabruary 9-12, 1914. - The bulletin calling tliis series of
awetings read as follows and was followed except that the 6th
grade and principals* meeting resulted primarily in a discus-
sion of how to teacli the lon^^er clasoio selections appearing
in the reading text:
1* What use are you loalcing this year of the Amett
Beading Chart?
2* What different kintfs of seat work are you using, and
for what purpose? Coiae prepared to state briefly and to illus»
trate.
3. Vhat types of language work are you undertaking? Are
you fiudio^]: it possible to motivate this work? If so, how?
Grade 2 to 6, inolusivo.
iiave our preTiousiliscussioa and our bulletin on the
Msiivation of Language and Coxoiposition Work made clear the
organisation and teadiing of the language work which is re-
qiiirod of yotir grade, so that it is ijotivated for the oliild-
ren through-out?
Be prepared to report briefly situations .7}iich have
arisen enabling you to mativate the language work, izidicat*
ing the motive back of the work and typical results secured.
Consider ci^iticaliy -udiethar the bulletin provides for
all the types of joootive whioh art available as a basis for
lan£;vago woxk."
« April 14-17,1914. - Following is the direction for this
series of meetinga contain^ in the bulletin of April lOtli:
Th« 8tq>erintendeut wishes particularly to discuss at
this meeting the modifications whioh sliould be xaade in the
oourse«of«study directions by the opening of the school next
fall. To this end^ kixHlly tliink over your experiences in
eatih subject of study. Xhink of the best method of attack
lAiioh you have 3B8de in presenting the ;?oxk in eadi subject
and bring to the meeting a report. Doubtless ther^ are a
■mtaMT of procedures whioh should be embodied in a brief »
maggestive way, at least, in the course-of-study directions »
ttiat all Biay have VMtefit of the best procedures in use.
Also, please thinic over the materials sui^lied to your
grade and needed in the wozk of your grade, tliat this may be
definitely eheoked up.
Would it be an advantage if the tablets i^iioli children
are to purdtoaa were specified, that they might be of the
tame eixe and qaality?
Consider the same question in refereaee to the lead
pencils the children pturcihaee*
In this series of meetings some additional oexiBittees
38
were appointed to woz3c upon the problem of tlio teohnical
points wliich siiould be covered in the lidlgoag* and conposi-
tion teaching in the first three grades* A number of detailed
liiodifi cat ions in the course of etudy in spelling, language,
arithmetic and geography were determined upon***
**Septeiaber 22»25f 19^4* - Tliis being the opening meeting
of the year, a large number of loisoellaneeus matters were
taken up* The new tisie schedule, in li^t of which teachers
were to make their pregmais, was discussed and «q>lained;
committees of teaohere to consider what additional books
they should like to use with their children in the first
four grades were appoint ed; and in the first two grades oeB»
mittees to consider what stories and poems should be taught
to the oliildren of those grades were appointed. In the first
two grades also attention was {>iTen to the new word lists
printed in the eonrse of study, to the phonic woxlc indicated,
to the asiount of spelling that should bo done in the second
grade, and to directions in the course of sttJkly specified by
the comaittees appointed tlie year before as to the teciiinical
language work that should be done in the first two grades*
In the third and fourth gxsdss^ nsrs time was tak«i Y/ith
a discussion of how to atta^ a new reading Xssson, with par-
ticular reference to how to asks ths aasiuiiiasiit and how to
pset the new and difficult words* £xlsf attention was given
ia these txto grades to questions growing out of the spelling
and orithmetio assignments, and a oomi^ttse to develop a
fourth grade ^psUing list was appointed*
In the grades above the fourth, most of the tiise was
taken with a dissmssion of tho eassntial elsmentu of a good
assignment and the ioportanoe of making the same*
A great deal of es^hasis was place upon the fact tliat
questions in the assigsment aJtiould not bo followed closely
in tlie teaching of the lessin***
**Decei{&>er X»4^ 1914. • £'ollowing is the direction con-
tained in the bulletin calling this series of meetings* Ths
schedule was followed rather closely in practice:
Seaohears of the first four grades will bear in roind, I
am sure, that our topic for this seriea of meetings is ''The
fitMBMostration and discussion of the Use of Osnss in Langusgs
and Bwaber '.Vo3&** X an hoping; a nu^iber of teadher in eaoh
grade will bring 4 or 6 or & children, as nay be necessary^
for tlio purpose of having them demonstrate the gaxae as it
actually takes place in the school* In a number of schools
that I have visited tliis fall I have seen excellent use being
msds of tliese ga&os* Just as good work i^iioh 1 have not seen
ia going on, I wn sure* Of course* smm games magr l>e tsld
about, but 8B«s weald better bs-iewMnstrated,
In ths sewsath sad eighth grade meetings, Mr i'oster is
going to give us sons help by discussing and dwooustrating
how to get the most value from using the outline maps in
39
In the fifth and cixth grade iiieotings, Kr .Potter Trill
give some help lay dieouaniag and d«B30B8t rating how to get
the ]B08t help from the use of outline oaps in geography*
Teaohere of these upper grades will kindly think over
the escperiences in thic field and he ready hy discussions
wid contrihutions to roake these meetings as interesting and
as prefitahle as possible*
The demonstration on the port of the teachers of the
first four grades of the use wlnioh they had found it profit-
able to malce the games in language azid nuzober work were very
profitfltble^ indeed.*
*J%\iTumry 2*10, 1915** ^^ bulletin calling this meet*
ing read as f ollew»| and the woz2c was done as planneds
In the laeetingQ whidi I wisli to hold v/ith eadi grcde
in rildition to talcing up mxc&x questions or problesaw as may
be raised by teaohe7*0, X with te diteues with yeu the dif*
ferent typ^s of lessons wliioh we et^loy in our endeavors to
aceonplio^ the results ve are supposed to seoure* laying
parti Ottlar stress upon the type ef laaterial in&doh ealls for
the drill lesson is adapted to seouafe* and tlie essential
^haraoteristico in any good drill lesson* Briefly stated,
they are as follows:
1, If possible, the child slioold become oonscious of a
need which may be removed through good drill teaching • moti*
vat ion*
2« He should iQiow what is to be accong?liuIied«focalizetion.
3* ^ should repeat the thing to be fixed in Mm with
undivided attention*»repetition*
4* Ttia prooedure should be suflioiently varied that the
result to be fixed occurs in all possible relatione*
5>* There aJiould be absolute acouraoy in tlie drill until
the results are unalterable • suffering no exceptions*
6* Tiie period of recall sliould be gradually lengtliened*
See Qtrayer*8 "A^rief Course in the Teaching Prooees*** pp*41-49.
Z idLflSi Z might have desnoastrated at this meeting, as we
did at ^io last, good <rill teachin^^ in spelling, or arith-
metic, or writini^, or ir. the mastery of the fauts of liietory
or geo4^rnpI)y. Z will appreciate it if teaohiKi will volunteer
over tlie telephone to demonstrate with a class, or Ixalf a
dosen or bos« ol^iildren, their prooedure in drill exercises**
* April 13-16, 191^* - The bulletin calling tliis zaeeting
«ead ao f oXIeMW
Z wish to ask tlie teftOhers of the first five grades es-
pecially to be thinking; of the list of supplemsntaxy books
idiioh they \7ould like to have purchased for use by tlie open-
ing of seliool next fall* Aien we made out tho Xict which the
Board oonte&xplated btiyirj^ at the opening of this year, we con-
fined ourselves to nature study, elementary histozy, end ele-
mentary hygiene* Under the present low, this is not necessary*
40
.X Ml waxm ^tefc yott vill wlaSi to try it* It laay be posaiblo to
supply six setu of books for use in thsse grades by the open-
ing of the soOooX next Septeinber* Think this 0T«r sad bring
vith you one oopy of each book vhich you msy have in your
l^ssession vhioh you would like to see puroliased* H will pro*
bably be aeeessazy to follow this vt^ further than we will
have the tine to do in the grnde meeting* but we oan xos^e a
start there and probably avoid the neoeseity of a later loeet-
lag of the entire grade*"
* Attention was (^ivon in all grades to modificationo which
should be xBtade in the course of stiidy in the liglit of the year's
e3q[)erienoe and the books and materials needed in various grades
for the most effective teaching.**
* The following are the typical responses to the Superin*
tennrtiMUt reqy st for suggestions upon the grade meetings of
the past two yearst
" X wish at the grade Btetings we night know more of the
difficiatiea each teadier meets in presenting tlie subjeoto he
teaohes and the various iriethods he uses to overooiod sudh
difficulties •" ''The gr&de xaectings X enjoyed most and that the
most helpful to loe were those in wliidi the actual wox(k was
done with the children." "X wish we i^^t have at leaot one
grade meeting per month with tbat rapexint«adent»** ^ One
principal 8::^ot "Z would like te kave tm oooaaional free
discussion as to hew to conduct cixr teachers* profe^saional
atucly (^lasses ve as to derive the moot benefit froxi them**
"It 77ould haw 'been xmich more difficult to carry on icy work
witliout tho grade meetings because of tha directions given
and the inspiration affovCed**^ "The ine&ting in wliic^^ Mr*
fleeter ess^lnined the use of Motorioal na^s was especially
helpful* His enthueiana was oont?^iouo*" "X stalest that
on* meeting of eadi gnMU be devoted to giving each te^iher
an ep|)ortunity*.te preMst his problems for general diseus*
sion, that eaoli itsagr be benefited by the Q::^orienoe of the
others*^ "To loe^ the most helpful mse'|in£; of the year was
that drilling with the drill lesson* ^t is not al\?nys pes*
sible to have meetii^s of Just thf?t chturactor. smd X realize
the value of the lain series when we dlsouased the supplies
for nead year and the courne of study changes, but X parti-
cularly liked the meeting in Tidiioli we got so muiy prtiotj^oal
suggestions for actual teaching*" "Plan occasionally ta Ikave
concrete wo2& of artistic teaciiers with tlie diildren esautb^
plified before the teaohers* following the deB»}nstration
witli informal discussion* Grade meetings i>A>j^it be helpful
at different buildings to obsen« the wojk of a strong teach-
er*" "The grade msetings have "o^en most helpful, more so, than
any meetings during the years X h^ive been teaeliing* X liked
especially the help given by tlie differmit ecrindttoes*"
A etries of a typical program of grade ueeting that
41
folloirs is oiioted from t2w Agonoieii of XnyproTeiaeiit of Toadiers
in S«rvie«« tak«n fron the Report of the Board of Education,
Decatur, Zllinoio, for X909, prepared Tsy Superintendent H^B.
Wiieom
trades l,2,an{l %i Sept.l?, Ilotivat5jiig so^ol woxk.
Orad«8 1,2, and Jt Oct* 9, The new copy book mid their
««•• B«D«BerTy, Chicago,
Grades 1,3, and 5t 0bt«22, -^^tivizing school voiC^( continued) •
Grades 1,3, and ^: I)eo«4,An or^^anio riew of sosae factors of
the school*
Or?«lc» 1,3, and Jj April 29,I5xamination papers in arithmetic.
Grades 2,4,ani't 6: Sept •lO,I^otiYi sing school 'iTork.
Grades 2, 4, and 65 Oot.9,i'he rusm copy hook and their tise.
B.D,B€rry, Chiciigo, i
Grades 2,4,and 6s Cot,23, 1 otiviaine school woxac( continued).
Grades 2,4, and 6: Doc, 4, An orga;iio view of scute factors
of the solioul.
Grades 2,4, and 6; April 30. :j>:;iiiii: i papers in arith.
Grade 7: S#pt,21, Hotivizing sch;.-.. ..^^tk* (Chicago.
Grade 7s ^ot» 9i ^5ie new copy "bool: -ma tuioir use.B.iJ.Beriy^ ;
Grade 7t Oot,26, liotivizing ediool woil:(contiiiued).
Grade 7: ^^c. 4,/>n organic vi6t7 of sosie factors of the
school*
Grade 7: F€"b,8,The second tona's voxk*
Grade 7: Mny 3, i:»3Xsination papers in arithmetic,
i
In Rdditlfm to the ahore xoeetlngs the first grade teachers \
held five ia©eiiinf;e in a study of pri«axy reading woaSi:*
• •---«». ««..«„«.««„^„.»„^,«.«^.^^... i
( 1) ISait^ States Bureau of Education. Bull, 1911, #3p,01.
Grade l^etingo of Adjacent Grtiulos,
MetlMr ySnd of s»<?ting, with partially the satje ol^Jeet
as the c3^^« ineatings iiaready considered, ia tlio meeting of
teachers of adjacent grades, ^or ex?v:iple, the fourth-^^rade
teadhers, for instnjuse, should xnect occasionally jith the
third-gr&de teachers and ocoasionally with the fifth-grade
42
t«ftdh«ys« Th«y should *Iooik bofove snd aftex^;* They Shonld
ImuWp alao» what Is «g;>scted in the next grade, so that their
VOI& may fit into the general sohnae and "be most useful. Badh
meetings ax% especially important for teachers? of the higher
grades* Teachers, in particular, of the hi(^st grasnar grades
and th€ lover high s<^ool grsides sho\xld meet at not infreqtient
intervals for a discussion cf their oorxaon interests* One of
the great troubles the school 8uperintend<mt has to loeet raid
adjust is the continual coaa^laint of the te^richers of the higher
grades th«t the tea^shers of the grades beloir hmre not properly
done their T7crk and that the ohildren ooxaei to th«a unprepared*
This often is due swrely ta difference in otRnd«?jpa and a fail-
ure tc coiijprehend the preparation that has "been. ciT^n* Sucdi com-
^aint is partiottlarly coimi^n tAien pupils pass from one ins»
ti tut ion to another, as from the grsDamar school to tlie high
school, and from the hi£^ school to collie, and it portrays,
uere than anything else, ignorance on the part of the high
ccliool teachers and the college professors of ?ihLat has 'been
done* If the taaohers could "be trought tocethar, a laituaL un-
derstanding could easily he fffeoted and mch friction tmd
naoh loss of tllBse to the children >>e saved*
At this meetings, sometimes, i% is veil to discuss par*
ticular 8uh.1eot8, as for example, Baglish; at the other times,
to discuss the general chaTr.ctor of the pupils promoted, the
teaoherc of the higher grades telling frankly the Cefeots which
they disooTer in the pupils vho have come to thaa, and the
43
teaohers in th« lover grades telling what they have dene for
the children who are to come and what may be expected from
them* The value of Bxxdh. meetings needs no full discussion, hut
its recognition is not coztnion enough*
^t is, therefore, valuable that an occasional meeting
of teaohers of the adjacent grades for a frank discussion of
cossaon problems is needed. Meeting of tliis kind tends to eli-
minate the criticism which is often made by the grade teadiers
of the work of those teachers who have the next lower grade.
Prom the foregoing type of or^^anization and the method
used in conducting these meetings show that it is a vezy
valimble means in which teachers most effectively and pro-
fessionally grow in service. Ileetings of teachers, such as
already mentioned, are i]ZQ>ortant factors in the progress of
teaching in the school system.
44
])• Principals* Meetings.
The principal 8* »e«tiagB» like those other meetingB pre-
viously discussed, are is^ortant in cities having many separate
'bxiildings for the siinple reason that there are ntixierous pro*
IdleiDS in coxamony and it is of distinct belief it to the schools
to liave these pro\)l«as discussed by the principals and to have
uniform policies adopted by tlieai* JVirthermore, because the
principals are ^i^tly looked upon as the professional leaders
of the teacdiMPs vnAer tbtrnt, they must themelves receive ins-
piration and professional stimulation. This tlriey may do effect-
ively tlirough their oim meetings.
The principals* meeting is a sort of a clearing-house
for administrative matters, ^t may include in these adminis-
trative xmtters such as time lii'iits in various subjects rrith-
in any given period as the swaester; time allotriients for the
various subjects on the daily program; transfers from school
to soliool without loss of time to the trnnsferred child; de-
termination of the points of eiisphasis in the ourrioxxltuo; de-
termination of the standard of efficiency required for pro-
motion; equitable exmviinat ion questions, and a nultit\ide of
problems affecting the orjgwntaation, registration, equijdnsBi
and routine of the daily sti^ol management. T}iese are subjects
for legitimate discussion at the principals* neeting*
Superintendent A.R.Brubacher believes that the prin-
cipals* meeting must have the free discussion of general po-
licy sad procedure. In this respect the weak or inej^erienced
45
principal profits enonoously by the disouasions or suggestions
from men of ripe experience* Even matters of discipline may on
occasion be presented to the mutiud advantage of all. Superin-
tendent A.R.Brubacher thinks that supervision is always a
fruitful topic* The principals should be required at any tirae,
without previous assignment, to detail the work of any grade
in any subject for the current week or month* ^t is proper at
any time to call upon a dozen principals at random for exact
statements on such matters as that what the -^lird-grades were
doing in Geography during the week preceding the meeting; or
to ask for detailed statements of the work of the eighth-grade
Snglish; or for the theme of the last drawing lesson in any
grade* This, Supt* A*R*Brubacher, is a legitimate subject for
the diacussion. by the principals, for it makes alertness and
acctiracy of supervision and keeps the various grades in the
same system abreast of each other in the various subjects*
(1) American JSducation* Deo* 19 11, Vol* XV. IIo*4, p* l6o*
Principals* meeting, according to Supt*A*R*Brubacher,
should also take up matters of theory of education based on
the principals* experiences* The following is what he says:
** We have recently had two successive principeds* meetings in
our city devoted to personal e^erienoes regarding "Waste" in
the school work* This brought out several strong discussions
on the general theory of education, among them: The grading
of dull pupils ia the same group with btight pupils as against
f IS* J*Ji.'^*--'«^ -, rt ... i.*-
xem mo
-"'''©«
*/ IS,*. ^.j(,6**JV
46
close grading of pupils; (2) Depart aiaental teachinc; (3) Indl*
vidusO. proiaotions; (4) Suiting tlie curriciilun to the indivi-
dual child; (5) Causes of retardation; (6) Oefective cliildren
a waste in classes of normal children* (7) School-room sani-
tation. If local prolDlems should all be solved and interest
lag, the principals* meeting may with great profit talce up
the latest book on educational theory or educational philo-
sophy* Anything that will stinulate these leaders to study
and sane eisqperimentation for themselves, is certain to yield
its profit, if nnt 100 fold, then 60 fold, if not 60 fold, then
at least 30 fold • I believe it is of great value to select sub<
jeets for individual investi^^ation by the princippJLs with the
purpose of calling for the results of such investigation after
results had been obtained*"
I2I Ibid p*l6l.
The discussion of principals* meetings are sufficient
to show that these meetings are needed for the improvement of
principalo in service* We are demanding professional 'growth
of teachers more and more, and the same can be applied even
more to all principals for the siiii>le ireason that they are
lookad upon as the professional leaders* The principals need,
also, inspiration and professional stimulation in older that
they may become efficient in the perfozmanee of their duties*
The principals* neeting is the means by idxidh the principals
can professionally grow, nnd, therefore, meeting of this kind
is necessary.
7* Iltttlnga of Teachers with Speolal Superrisors.
"Bsf meetings of teachers with special supervisors are
meant those meetings that are yreolded over by superrisors of
■Rsio, reading, drawing, peninaaship, nature study, and the
like* These supervisors need occasional xoeetings with all or
part of the teachers to give unity to their woxdc and to out-
line isetliods of instruction. Special meeting with individiial
mfiades as seem necessazy mast be called %y the special super-
visors of different subjects Tsiienever occasion demands* Tlie
object of this meeiiing oust be to/ithpr4ve the class-room oppor-
tunities of the children in every phase of the woxk along
these subjects in every gr;ide*
Turthenaore, special classes for deficient teachers on
certain special subjects are necessary* Some teachers, for
instance, cannot teach music or cannot teach drawing, and are
a constant source of anaoyanoe* What shall be done with them?
Shall they be excused from atteripting to teach these subjects,
or shall they ro on to teach them bndly? Neither seems very
desirable* Classes conducted by competent si^ewlsors haws
been most helpful, and usually all that has been needed has
been to offer such classes voluntaxy atteiuianoe* The teachers
lunre been distressed by their inability to do their work and
have gladly availed themselves of the opportunity to is^rove*
Sometimes it has been necessary tto Insist upon a particularly
weak teacher, who was particularly self -sat if ied, attending
special meetings*
a?«?ld'«#^ ^%
tv
fv:./...
,«:
.-S' *'<#
A 4.
.iiade
H is a good thJLne.also, to gather a group of tea<
teacliing igvography in different grpjdeo, for instance » and te
diecusB the principles xmder lying the teaching of the 8u"bJeot
as a T^ole, or fiaiy as applied to tiien* One of the dangers
of a gradeA system of schools is narrowing the teachers, ac-
cording to C.B*Oil"bert, in his School and Its Life, Because
teachers who give instruction to cliildren of a single grade
▼exy soon learn the rigiaarole of the course and usually fall
into the routine and cease actire intellectual effort. Their
Tiews are likely to "be limited to the imparting of a sinall sec-
tion of Icnowledge to children of approximately the mamm attain-
ments* How, it stands to reason that no teacher can do the "best
woxk in any grade, who does not have a oonprehensiire view of
the scope of the subject • A teacher ndio is to teach geograidiy
to the fourth-grade class needs to have, not merely ]mowledge
of tAkat is taught in the fourth-(jrcde, but a broad view of the
subject of geography as a whole, its educational nnd practical
value, the principles that underlie instruction in it, and then
to apply these to that portion of the subject matter assigned to
this grade. The teacher who knows merely the work of the grade
and has no comprehensive view of the subject is like the mecha-
nic who drives rivets and knows nothing of the machine upon
whidh he is worlcing. The special supervisor on any particular
subject can avoid these defects in order to get better restat.
The meetings of teachers with sp'^cial supemrisors, as
shown above, need no comment as to their iaportanoe for the
o* inw .-^
:.<lt(e^s^9«^
arf*
49
inproTement of teachers in aervioe. Like the grade laeetixigs,
neetines witli speoiaX superrisore tends to isap'OTe the methods
of instruction in every subject, and to give unity of the woaEt
in the soliool system.
!*• Other kinds of Meetings*
The following types of meetings are worth mentioniog
here for they are needed for the administrative policy of
the superintendent of the school syst«ea. These meetings are:
(l) Xleetings of Superintendent with his Assistants; (2) Mset*
lags of Superintendent with his Principals.
(1) The ne<^ for meetings is not limited to the teachers.
The superintendent should conduct raeetings of his iitiinediate
assistants or supervisors* ^ese meetings necessarily are
for the discussion of general plans of woxk and to miOce sure
of the existence of haruoiiy in the adMnistrative foree*
(2) The meetings of the superintendent with his princi-
pals are perhaps more than any others the key to the educa*
tional situation* They give the superintendent an opportunity
to impress himself upon the leading minds engaged in actual
school work. In these meetings the superintendent should ex*
plain smae of the administrative regulation, |4 is usually
nuoh l>etter to send out written or printed instruction as to
these matters of detail, to avoid waste of time, axid to devote
Of
::t>9^ sit : -it ^*»9r?
ai^ax^ zusxs
.r:®
■e^^im TC a^wsi-siseiis.
•^ueji.
the time of aeetlngs to educational discusBion*
^t is veil to take up with the principals the course of
study and to discuss its underlying thought, its pliilosophy,
and its educational aim. These meetings should be conducted
on the basis of free discussion, and the principals should
be encouraged to tell what they tliink« Tlie superintendent
should not attempt to do all the talking* The topic having
been annotmced in the ^all or earlier, it is well to haira
some principals lead and others follow* The superintendent
presiding should put in a word here ^md there if neeessaxy
in order to keep the discussion in the riglit line, and
should ustiall^ close it with a sudoazy* At such meetings all
kinds of subjects may be discussed which relate to the wozSc
of the schools; soottiBMis a partictilar topic » such as arith-
metio or grammar; sometimss a particular method; sometimes a
new book, or new theory in education* Jjut these meetings
should be especially educational and shotU.d tend to bring
about theoretical and actiial harmony in the systezo* 'xhess
most important meetings for principals will largely dominate
their own schools, and if the st^erintendwit can get their
jQH^pjit^ and active cooperation for his educational ideas
and their administration, he will aokleve good resuilis in
his sohool system* furthermore, otlier larger problcaois of
school administration should be considered, such as the fol-
lowing: Speeded changes in the course of study, supply, - kind,
quantity and distribution, Janitor service, selection of teach-
ers, school -houses and groxinds, etc
-f>f» o;t Ts:n->i.f^^ '^ft tmli edi
.'C^ SSiiU..
$i
In closing this chapter the wiriter fiZDOy laelieTeB that
all these types ot teachers* meetings considered al^ore, vhen
they are properly organized and supervized* will help to laalce
better and laore efficient teachers for ti»B general progress
of the school system*
"i» ^t
»i J
i i^.K j,.i
.*^:..
If mmA
*«:
52
Chapter XV
Frequenoy azid L&jag^h. or these Meetings*
i
The different types of teachers* meetings with their
programs or topios have already 1»een discussed in the pre-
▼ioas <^^pter» and we have fotmd that th^ are important
factors in unifying and harmonizing the work of the school
syDtem^ as weU as for the educational improvement of teachers
in service* the teachers* participation to these meetings re-
<iaire part of their time. The frequency and length of time
devoted to these r'^etinf^s should l»e regulated in such a way
that they will not take too much of the teachers* time whicsh
could be store profitably devoted to other sdiool interests*
The frequency and length of these meetings vary according to
the needs of these meetings* In many cities, however , the fre*
quency and length of teachers* meetings cure specified and re*
gular schedules are followed*
The writer sent out questioncULres, the month of Hay •1922,
to several oity superintendents of schools in the United States,
at random^ requesting them to supply information called for
about the five types of teachers* meetings most cMSMiily used
in several good-sised school f^st«sui as to (1) how often these
meetings are held, and, (2) the length of time devoted to eacOi
of these meetings* The following tables of suz&tnaries are the
results obtained from the answers of forty city superintendents:
«
'V^!%,i-'.^*^'-
.•f9*!ff.-
53
(1)
Table II ^
A. General Teacliers* i>'eetingf«
!• How often these meetings are held.
1. Held monthly 1 cities or 17.5 %-
2. •• seiaesterly 5 " * 12.5 "
3. " at)out yearly 4- •• " 10.0 *•
4. * yearly or twice yearly 4 " * 10.0 "
•* as occasion demands— 3 " " 1 ^5 "
" weekly- - —2 •• « 5.0 «
7. " 3-time 8 yearly 2 • • 5.0 *
8. •• about 4-times yearly 2 • * 5.0 *•
9. " on call— 2 " " 5.0 *
10. " 3«times semesterly^ 2 " * 5.0 ••
11. " once every 6>weelc3 • — 1 city " 2.5 *
12. " Li-monthly 1 •♦ " 2.5 ••
13. " qtxartexly 1 " « 2.5 «
14. * at no regular tiiae— — 1 * ** 2.5 ••
15. •• at irre£sular intervals 1 * ** 2.5 •
lo. ** 3-d«iys preceding sdippl and about
five during a year— -1 • * 2.5 •
17. * before opening of school and per-
haps once or twice yearly as oc*
casion demands— -X * 1 txlt,
40 cities or 100 %,
XZ« Length of time devoted to each of these iseetings.
1. Length of meeting 1-hour -19 cities of 47.5 %•
2. * • • li-hours— 6 « *♦ 15.6 •
3. • * •* varies — -3 • •• 7.5 -
4. ♦• • •as long as deeded 3 •♦ * 1 m^ "^
5. " • • 1 to 2 hours 2 « •• 5.0 ••
6. " •• • 2-hours- —2 • * 5.0 •
7. •♦ • " 3-day8; others about
li to 2 hours— 1 city * 2.5 ■
8. •• •• • 1 to 2 dnys 1 * J 2.5 "
9. « • « 45 irJLnutes— \ • 2.5 "
10. * • * i- to 1 hour or longer-1 • * 2.5 "
11. " ■ • T-^. to 45 minute 8—1 " " 2.5 *
40 cities or 100 >.
I'he above suiomary of general teachers* meetings of the 40
cities shows lack of uniformity of procedures followed as to the
frequency and length of time devoted to each of these meetings.
The frequency of general tencliers* meetings aiiows that out
of 40 cities, 17.5 % report nonthly; 12.5 > report semesterly;
10 % report about yearly; 10 % report yearly or twice yearly;
7.5 i» z'eport as ocaasion demands; 5 /<» report weel:ly; etc. etc....
(See tablv above). It shows that monthly, semesterly, yearly, or
twice yearly are the most comr:»>n practice in the frequency of
these meetings.
The length of time devoted to each of these meetings of the
40 cities, 47.5 % report l-hour; 15 % report l^-houra; 7.5 /^ '«-
port varies; 7.5 ^ report as long as needed; etc.etc
^
(■M) t«;bli al>ove) • It indicates in thea« figures that l^hour or
l{»houre Fe the most ooraraon length of time devoted to each of
theae meetings,
(l) For detail informations of the above table II, concern iiig the
tieiwoa of cities, sue the suitsnaries at the appendix.
- " " ^ ■ • (2) ' "' "■ ■ ^ * -^
Tahle III
. ^^ " * *• B. Building Lleetings. " ^ " /" ' "
I* Hov often these sMetings are held.
1. Held weekly 15 cities or 44.12 fo,
2. * luonthly 6 • *• 17.65 •
3. « M-weekly 5 • * 14.73 •
4. •♦ bi-itionthly 2 * » 5.8B •
5. » when needed 2 « * ^*b3 "
6. » irregularly — — 2 * * i?.83 «
7. * raries, inforcaal £; uostly individ.-l city • 2.94 "
8. " at the principal's suggestion —1 " " 2.94 *
34 cities or ioo >i.
IZ« Length of time devoted to each of these meetings.
1. LeiJgth of loeeting 1-Iiour- — — —9 cities or 29«44 ^^,
2. " • • a^out l-hour— 3 " " a.85 *
3. " * •• 1 to 2-hour« -4 • • ll.7t «
4. •» n • 15 xainutes to l-hour 2 » * 5.88 »
5. » • "45 minutes — 2 * t 5.88 «
6. *• • • irregularly 2 •• * 5.88 ••
7.1 " • varies —2 « « 5*88 -
8. ""P • "as long as needed 2 • » 5.88 •
9. * • • i^uours 1 city « 2.94 *
10. » * •» 10 to 30 minutes 1 •♦ " 2.94 •♦
11. • « • 10 to 15 Kiinutes 1 '» •• 2.94 ••
12. * • • 30 minutes —I • •• 2.94 •
13. I| • "20 minutes to l-hour 1 * * 2.54 *?
14. • • • 30 minutes to 1-hoiir 1 * «* 2.94 •»
15. • • * 30 min.to 45 uinutes 1 * * 2.94 *
lo. * • • t to li-hours ^1 " " 2.94 *_
34 cities or 99. T"*
The above suOTJary of "building laestinga, table III, of 34-
cities shows that these meetings are held more often than the
general teacJi^rs* meetings. Out of 40 cities whidi replied 3^ of
them stated that they are using these meetings.
^J^'he freqvwnoy of ho Mine these meetings shows that out of
34 cities, 44,12 ^report weekiy; 17 .65 % report monthly; 14.73 ^
report bi-weekly; etc. etc (See table above.) ^t is shown
in these figures that weekly, laonthly and bi-weekly are the most
common frequencies of holding; thsss meetings.
55
The len£;th of tloo d«Toted to eaoh of these xseetinga out
of 34 cities, 29.44 % report l<^oar; 8.85 i* report aSsout 1-hoiir,
(proliably 1-hour); 11.76 % report 1 to 2-hour»; 5.88 % report 15
minutes to 1-houa^ eto.etc ....(See table above). H shows
here that the tendenoy Is to hold these meetings 1-hour or less
than an hour. She fact that these xaeetlngs are held often as
ahoim* l-ho\ir or less than an hour' In probab]iy sufficient tisM
to oo-rer up the matters taken v^ for the diseuosiono from tlBM
to time in these awetlnes by the principals*
(a) Ibid.... (appendix)
Jable IV ^^^
C* drade Meetings.
Z» How often these aeetings are held*
1. ^Id monthly- 11 cities or 31»4-3 %•
2» ** at occasion dejaaads- 4 •• " ll»4a •
3* " lit irregular intervals 3 ** ** 6.^7 •
4. » weelOy- - 2 • •» 5.71 •
0. « no definllie time — 2 • • 5*Z1 *
6. * subject to ©all- 1 city « 2.8<3 ••
7. " t\7ice or laore yearly—————— 1 * «* 2.86 •
8. * about 4«tiiaea yearly •— ™ 1 t •♦ 2.86 "
9. • about ervery 6-week8— 2 • " 5»»9i •
10. " 3-tlmes seiaesterly for each grade- 1 • 2.86 •
11. » 2 or 3»tline8 seraeaterly — 1 * " 2.86 •
12. ^ 2 per grade each semester—— 1 * " 2.86 ••
13. ♦• qunrterly -— — 1 n « 2.86 •♦
14. * on call of superintendent— 1 «• ♦• 2.36 •
• depends upon grade and need——- 1 • * 2.86 *
tl:
Ko rule prescribe- " — — 1 * * 2.86
35 cities or 99. 5
N
IZ* Length of tijoe devoted to eaoiri of these meetings.
1, I^r^jth of meeting 1-hour —-.—10 cities or 28.^ %\
2. •» •» « tSa^yxX 1-iiour 3 « ** 8.57 *
45 rainutes-^ — 4 •• *' 11.42 •»
1 to li^hours— ^ 3 * *^ 8.57 *
i^hour— 2 •? * 5«71 "
2-hour8 — 2 « " 5.71 ♦♦
1 to a-hoiups — 2 * » 5»71 *
varies- 2 • ;' 5»71
2.
N
»
3.
II
«
4.
M
II
1:
II
N
•
I'
m
<^*
9.
N
M
10.
11
>l
11.
fl
«
12.
<♦
M
13.
)
II
as long as necessary— 2 * 5«7'' "
«
no definite tlEae— — — 1 city '* 2.86 "
1 to 3-hou*8 1 " » 2.86 •
15 miiratos to 2-hours 1 * " 2.86 »
2 to 3-hours 1 " •• 2.86 "
«
(£)
i
IZ» Len^h of time devoted to •bjcSbl of these aeetinga.Ccontinued).
14. Length of liieting li^hoare»»«»>»«».^l ojty or 2^86 %.
"' 35 oitlea or 99. ^.
Out of 40 cities i^ioh replied 35 of them stt^ted that they
are using grade soeetings. ^'he alcove suionary of grade meetings,
talsle IV, <3howB that th^re is no general imiforinity of precedure^,
followed as to the frequent aal length of tiino devoted to tliesl
meetings*
She frequency of grade meetings shows that out of 35 cities,
31*43 % report monthly; 11*42 ^ report as occasion demands* b*57^
report at irregular intervals; 5,71 f r^ort weekiy; 5*71 ^ report
no definite time; eto* etc. •••... (See taole above)* It sliows in
these figures l^iat cnsnthly meeting seoMs to be the &08t oos£ion*
The length of time devoted to each of these meetingiB that
28*^ ;^ of 35 cities report l-hcurj 8*^ ^ report about 1-hour,
(j^robaLly l-hour); 11*42 ^ report 45 winutes: 8*57 J^ report 1 to
lt->hours; eta* etc***. (See table above)* It is shown in
these figures that lO^out 37*14 ^ of the 35 cities are holdi^
these meetings l«4iour* '•i^he writer thinks that in order to ob«
tain baiter results from these grsde meeti»ga» laeeting ones a
mouth for the length of i*hottr ehould be required*
(3) Ibid (appendix).
(4)
Table V
S* Principals* JSeetijigs* ^. ~ - - : - » «
1* How often those sieotin^s are held,
1* Held monthly I3 cities or 35*13
^ • bi-weekly 5 « *• 13,51
I
11
'•
H
•• bi-monthly 5 h » x^^^^
" weekly- 4 " •• 10*61
■ at no definite time- 2 " ♦* 5*41
** as occasion demands- — «™-« 2 * * 5*41
* irregularly——— — 2 « • 5*41
* on call of superintdndant— — — — 1 city * 2*7G
" 3"-^^i3f3sa semesterly— .— — — — 1 * " 2*70
* frequent individual conferences — — 1 % * 2*70
4-ti)3es yearly———— — — — 1 < • 2*70
«
12^ •* varies— « _l * • 2*70 •?
^ cities or 160 '/i.
IZ« Length of time devoted to each of these meetings*
1* Length of meeting 1-hour-^ 8 cities or 21*6|i f.
2» • » • about 1 hour — 4 * * 10*dl ••
Pit
*ii*SA •Xtrus^:
irt*-'; <•
57
II.
3.
i
I:
it:
11
12.
13.
14.
II
city
M
Length of time devoted to each of those meetings
I«ength of ineeting li- hours- — --6 cities or
1 to 2-hourB- 3 " *
raries 3 " "
as long as necessary *>«>3
1 to li^ hours— — — 1-2
li^ to 2 hours— —-——2
2 to 3"i^<>*"P«— — — — -■ "1
1 to S-J^o'^B— --• •!
2i»hour8— — — — — — 1
45 minutes————— — -1
15 mlnuteo to 2«hours*l
about 2»hours— -— -i_^
37 cities or
M
N
H
H
It
a
N
M
«
N
II
n
II
M
, (continued) •
16.21 f;,,
8.11 ••
b.ll
6.11
5.41
5.41
2.70
2.70
2.70
2.70
2.70
100 jt;
Cut of 40 cities nhieh replied 37 of them stated thi^t they
are using these meetings, ^he ahcTe sunoMOBy of principals* meet-
ings shows diversified method of preoedturas are used eencern-
ing the frequency and lengtli of time devoted to these meetings •
The frequency of these meetings shows that out of 37 cities,
35.13 /5 rfl-nort monthly; 13.51 r» report hi-weGkly;13.5l f^ report
l}i«monthly; 10 .bl ^ report we^cly: etc .etc (See tahlv above).
It is sho?m I~^re that monthly meeting of prinoipals seeeui to be
the most oomston practice.
The length of ti)ie devoted to each of these meetings
shows that out of 37 cities, 21.62 ;^ report i^our; 13.i)l ^
rotjort about 1-hour, (probably l-hour); 16,21 ;.. report li-hours;
8.11 ^ report 1 to 2 hours; 8,11 j£ report varies; B.U ^ report
as long as necessary; etc .etc (See table above), ^t is
shown here that about 1/3 o^ 37 cities are holding their pria*
oipals' meetings 1-hour,
(4) Ibid (appendix).
(5)
Table VI
E. Meetings of Teachers with Special Supervisors.
I. How often these meetings are held.
1. Held monthly 6 cities or 18. Hi %,
2. » as needed 6 « « I8.18 •
3. » on call— - 3 * * 9.09 *
4. « bi-xaonthly 3 •• »» 9*09 •
5. • wenlcly - 2 • " 6.02 *
0. « irregularly— 2 * * 6.02 »
7. •♦ individually 2 • » 6.02 »
8. " 4-time8 yearly 2 • * 6,02 "
9. • at no definite time 1 city • 3.OI •
10. " 2 or 3-time8 seraesterly 1 » " 3.01 •
% ,V it
5B
Im Ho« often -Uiese ymetint^s aro held. { continue).
11, H«ld jP4ni9t«rly-»— — >» •- — «— — ^••,— 1 olty or 3*01 ^.
12* * t^io« yearly or aexoeaterly— — — >-• — 1 " • 3 #01 "
13. Hd rul« pz«s«rilMd-^ 1 «i « 3.01 »
14. Ho r<5T5ort ia given- —--.-« — »».„.,^2 oltiea or 4*02 *
^3 oiiiea ox loo i.
XX • Xienoth of tlaa 4«T0t«d to each of theaa meetin^a*
1« Lenfjth of meeting l^otur- ~ — —-8 citiea or 24»0ti 5i»
2. * ** • about l-iiour —-4 * » 12.04 *
3. « •! • fjiour 3 * * 9.09 t
4. » * <t rariea ^3 " " 9.09 *
b% • • » li^hAuro 2 -^ «* 6.02 '^
6, * * • 1 to l^ioura- — 2 •? • 6.02 «
7. •* •• " aa long ao needed— — —2 •• ^ 6,02 •
8, * • "no definite tista 1 city « 3.01 ^
9. * •45 iTlnutea— 1 * * 3.OI »
10. " ^ * 2j-iiott»ii 1 ^ « 3.01 *
11. •? • * 10 to 30 jTiiimtea 1 •? 3.01 •
12. 9 " * 15 rainutea to l-honr- 1 • ^ 3.01 •
13. Ko' report giVfia™ — »«4 citiea or 12.04 "
33 Qitiea or 100 ^.
Out of 40 citiea wlilch replied 33 of theci stated that
tliay are uaing meetinga of te&ohera with ap«ei«l auperriaora.
the abore auamaazy of theae jseetinea, table 71, shows that di-
veraified oethod of prooedurea are uaed concerning the fre-
quency and Isngth of tide deroted to each of theae ineetings.
*he frequenay of raeetlngs with apeoial aunerriaora ahowa
that out of 33 citiea J8.I8 ^ report monthly; I8.18 ;l report
aa needed; 9.09 % report on call; 9.09 % report bi-mcnthly;
6.0?. f^ report weelcly; ete.atc... •,».•( Sea table above). In theae
figurea aiiow that xnontlUy and aa needed are the frequanclea of
holding theae zooetinga. Hcwever» theae figures \7lll not be fafe
to take in order to make our concluding aasuxc^ttion as to the
frequency of theae meetinga^ for practically 31 citiea out 40
citiea which anawared the q^eationairet' atated that they are
uaing xaeetlnga with apacial auperviaora.
The l^igtli of time devoted to eadli of theae sieotinga ahowa
that out of 33 citiea 36»12 ^ report 1-hour; 9.09 fi
9.09 > repoact variea; 6.02 > report l-|-hc>ur3« 6.02 ^ .,*.»-»
IJ-houTQ* eto,etc... (See table -^bcve) *t ia ahown here
that 1-hour length of i£beeting socms to be the luoat conmon prac-
tice in more than 3/3 o' 33 cities here anawered.
(5) Ibid (appendix!.
report i-hour;
report 1 to
:<? ?
59
The tables of sunBaaries of the five types of teachers*
meetings, glTen aboTS, represent only small niunber of cities
in the United States, and the writer thinlcs that it is unfair
to xoake positive conclusions based upon the data obtained
concerning the frequency and length of time devoted to these
meetings* ^t is difficiat to foniulate principles for deter-
mining the length of the necessary time to be used in each
of these meetings and the frequency of holding them» because
leoal conditions aae a large factor to be considered. Uovever,
the results obtr.ined from these different types of meetings
vlll give us soioe Icnowledge of informations concerning the
frequency and the length of time devote^^ to these meetings.
y%t e.'
^yiiisx 0.
60
compter V
^thods of Conducting these I^etlngs.
%ich has already been said in the chapter III as to the
methods of conducting different types of meetings, and soine
of the lines of urorlc studied as shown in the programs or
series of topics in these meetings* In general, smny cities
are conducting these meetings in series, especially the grade
meetings and building meetings, and a year's votk is outlined
for each, and even a tiro or three-year cycle of the woric is
planned. In chapter IV, it has shotm the frequency and length
of time devoted to these meetings. It is particularly important
to find out when these different types of meetings are held,
(i.e., what part of the day of the weeic), and organized by
whom. In this connection the writer sent out questionaires
at random to different city superintendents in the United
States, and 40 of them replied. The following tables of
summaries are obtained from the five types of teachers*
meetincs:
(1)
Table VII
A. General Teachers* ^etings.
Z* Ihen these meetings are held*
1. Held after school in the afternoon— »->-l6 cities or 40.0 %»
2. •• in the afternoon -7 * * 17*5 *•
3. " on ^aturdaors ^ n » 3^2.5 "
4. " at the opening day and at 4tl5 p.m.
in the school days— -— — - 1 city " 2,5 "
f, •• during sch. days and Saturdays—— 1 * " 2.5 "
• " 1st one - 1 full day prior to
opening school and monthly- 1 * * 2.5 "
7» * week preceding school for 3-day»
and evening 5-'ti™e» yearly— ———1 * * 2.5 "
'•»a
f ^Xsj'^J
lid «
3 c
cl »isso?'
■^ esTs »'
"• fAJv.
V « ■
61
I* When these oeetlngs aare held* (continued)*
8* Held day previous opening of school in
Sept, It loid yr» once a semester*--— «-l city or 2*5 ^^*
9* * Just preceding school's opening
and as occasion requires— 1 * * 2.5 *
10* "at the beginning of the session— —I ** * 2*5 "
H* " at 4t 15 P*Bi* during a year and 9 a*
m, on SepteBiber— — — -— — -1 ■ " 2»5 *
12* ** beginning of school & when necessaryl ** * ^•3 *
13* * in the morning once a year— — — — 1 * ** 2*5 *
14* " either Sat*a»su close to opening of
school yr*or after sch* on sch. daysl ** " 2*5 "
15.H0 *eport given "t3, , " ^ ^il* ^
40 cities or 1(10 %^
IZ« "B^ irtiom organized these meetings*
1* Organised by the city supt*of schools— -32 cities or 80*0 %»
2. ■ * * city supt. or his staff- 2 •• •• 5*0 «
3* * * % city supt. or Pres.of
Teachers* Organization— 1 city * 2*5 *
4* " " * Administration Dept*of Inst.-l •• « 2*5 *
* *• * Teachers' Association 1 « • 2*5 •♦
Ho* report |iven— — ,.«,.,«.«», t^ cities or 7.^ "
I
40 cities or 100
The tikble of auinuary of general teachers* meetings of 40
cities shows that there is almost a uniformity of procedures in
holding these meetings, and, also, of the persons who organize
them.'
^he above table VII shows that out of 40 cities AO % re-
port these meetings are held after school in the afternoon;
"i^ ^5 % report held in the afternoon, (probably held during
school days in the afternoon); 12*5 ^ report held on Saturdays;
etc«etc».**.*.*(See table above). These figures show that the
general meetings are most commonly held after school in the
afternoon.
Out of 40 cities 8o '^ report organized by the city superin-
tendent of schools; 5 $ report organized by the city superinten-
dent or Ms staff; etc* etc (See table above)*
^t is evident, as shown in the above table of genaral
teachers* iaeetings, that the city superintendents of schools are
the organizers, and these meetings are conducted in the after-
noon after school* '^'he method of holding these meetings on
SatAxdays are not frequently used, except in five cities, namely:
Albany, Oregon; JDetrotl, ^lich*; Houston, Texas; Kansas City,
Ho*; and Raleigh, l^oxrth Carolina*
(1) For detail informations of the above table VII , concerning
the names of cities, see the summaries at the appendix*
:^5t»sss s^.nfJ r-i-^fi . <
62
(2)
Table VIII
B* Building U««tine8.
!• When these meetings are held.
1. Held after school in the afternoon- -23 cities or 67 •bj? %
2« •• in the afternoon 7 '* *' 20 •W *
3« • at noon hoiir 3 " * ^.©2 •
4. - at 8 a.m - tX 9^ty " 2,94 ;
34 eities or 100 >.
II* By whom oi^anised these meetings.
1. Organized t^ the principals- 29 cities or 65,29 ^
2* •! « * supt.and his assistant 1 city 2.94 *
3* » « • superintendent 1 •• « 2.94- *
4. • » H principal or oomm. teacher si ■ * 2 ♦94 *
5. Mo report giren — rS o,i$^^ff * , |«Pg *
34 cities or 99 %^
The above table of building meetings shows that out 40 ci-
ties 3^ of them stated that they are using these meetings, tt
shows, also, that there is quite a uniform method of procedure
followed in holding, and in organizing thase meetings.
Out of 34 cities 67,65 % report held these meetings in the
afternoon after school; 20*59 % report held in the afternoon,
(probably held during school days*1iJi the afternoon); 8*62 % re-
port held at noon hour; ete* etc. . ..(See table aboTe) • '^t
figures above indicate that 88,24 ^ or more than '$/6 of 34 cities
are holding their meetings in the afternoon after school*
As to the organizers of these meetings 85*29 % of 3^ cities
report the prinoipals; 2,9^ ^« report the superintendent; eto*eto*.
(See table above) • ^t is evident that the organizers of these
raeetinas are the prinoipals of the schools*
ft is safe to say that the building meetings are generally
held ift the afternoon after school, and organized by the prin-
oipals of the schools* "* •■ "^
(2) Ibid (appendix).
C.
(3)
Table IX
Grade Actings,
I* Wami these meetings are held.
1, iield in the afternoon after school—— — —22 cities
2*
3*
4,
in the afternoon- — — 9 •♦
i" school tiioe.i after school— — 1 city
during school days and Saturdays— 1 **
or 62.86 %
* 25*71 *
•^ 2.86 •
5. H6 report given-
- 2 cities *
35 cities or
2*86
100
Sd
■■■jun *4«i -# ■. i
t>^.
.-rf-,-
63
II, By whom these meeting are organized.
1* Organized \)y the city supt* of aohools— — 13 cities or 37*14 %
2. " w » auperrisors- — .— 7 «• • 20.0 "
3* * M tt oupt.& asat.supt.or euper-
Tisers —5 * • 14.29 *
4, » » » teachers 4 • • 11.42 ■
f, " " » principals 2 • » 5.7I "
. Ho report given ■»»^ * " 14.2Q »
3? cities or 99. %•
The alcove tahle of stixaoary of grade meetings shows that
out of 40 cities 35 of them stated that they are using these
nestings. Zt shows here that there is laore Uniform procedure
when these meetings are held, than hy whom these meetings
are organized.
Out of 35 cities 62.86 ^ report held these aieetings in
the afternoon after school; 25*71 % report held in the after*
noon, (probaljly held during school days in the aftemaon after
school); 2.86 ^ report held i school time, and i after school;
etc.etc«.*..(See tal»le above )• Xhe figures ahove sihew vezgr
strongly that the ooamon practice is to hold these meetings in
the aftemaon after school.
As to the organizers of these meetings reports show^: that
out of 35 cities 37*14 ^ organized tiy the city iuperintenient of
schools; 20 ;^ organized Isy the supervisors; 14.29 ^ organized
ly the supt. and asst* supt«, or supervisors; 11.42 ^ organized
by teachers; ete (See table above).
It ia pointed out in the above table that the majority
of the oities are holding these meetings after school in the
afternoon, and generally organized by the superintendents or
supervisors.
(3) Ibid..... ( append ixj.
(4)
Table X
I). Principals* Ratings.
X* When these meetings are held.
1, Held in the afternoon after school— ——19 cities or 51*35 '^^,
2, " in the afternoon 9 • •» 24.32 *
3, •? in the Doming- 3 * * 8.11 »
4,, " in the evening- • — 4 * » 10.81 »
5^ * at convenient time— 1 city " 2.70 '
6. il[e%report given- «.» 1 * * 2.70 *
jf cities or $9,%,
sr^vr
it .r^,^\ »: 0 it
64
II, By vHoxq these meetings are orcanlsed,
1, Organized by the city eiipte. of eohools— 27 cities or 72 ,97 %
24 • •• •• principals 4 * • 10.81 •
3* • •• • mxpt* and ooiaaittee 2 '^ « 5.41 »
4. * • "assistant supt. 1 city » 2.70 •
j. * « • supt. and administration— 1 • * 2.70 •?
6* Ho report given™ ■» — ^jg cities or 8.10 "
37 cities or 99.^.
The aboTe table of summary of principals* meetings shows
that out of 40 cities 37 of them stated tliat they are using
these meetings • It shovs that there is unifom method of pro-
cedure of holding these meetings, and of the persona who or«
ganized them.
Out of 37 cities 51.35 % report held these aeetiags in the
afternoon after school; 24.32 '/j report **in the afternoon, (proba-
bly held during school days in the afternoon after school);
10.81 ^^ report held in the evening; 8.11 ;.^ report held in the
morning; etc .etc .....( See table above) • The figures above show
that the most oomnon practice of holdin,^ these meetings is gene-
rally in the afternoon after school.
Ab to th<3 organizers of these meetings, reports sliow that
out of 37 cities 72.97 ^^ 0x9 organised by the city supts. of
schools^ 10.81 % are organized by the principals; 5.41 ^ are
organized by the supt. and coninittee; eto. etc. •••(See table above)
Since the figures above show that 73*^ ^ of 37 cities are
holding these meetings in the afternoon after school, and about
2/3 or 72*97 % of 37 cities organized these neetings bgr the
city superintendents of schools, it will be saft to conclude
that these laeetings are held in the afternoon after school, and
the city superintendents of schools are the organisers.
(4) Ibid (appendix) .
(5)
Table XI
B. lieotings of Seatiiers with Special Supervisors.
Z. When these raeetinf^s are held.
X* £ftld in the afternoons after seheel— — 15 cities or 45.45 ^.
2. • after school r 11 • • 39.39 "
3. 1 during Bchool hours- 2 * * 6,00 ••
4. • as needed- 2 » * 6.06 •
)• 't at convenient time diiring sch. days- 1 city " 3*^3 "
I
. * at irregular hour- — 1 • •* 3»03 *
7. No report given- — 1 " ** ^.0^ **
33 cities or 99. %•
-^!m y^i
-j.v<3i y f
65
X2« Sy whoa these meetings are organized*
1* Organized by the supervisors-——-"— — -lOcities or 30. 30
2, ■ " • stipts. of schools 13 « • 39.39 *
3, ? * * sxxpts* and supervisors— 3 " * 9 .09 "
4, • • * ooiiiiiittee and the supt,— 1 oity • 3*03 "
u * * * supt« and the prineipal— 1 * •• 3.03 •
»• By appointment t^f supervisors— ■ 1 " " 3,03 ••
7. Ho report given- --4 cities * 12.12 "
33 cities or 99. ^5,
t
The above sunxaary of meetings of teachers with special
stjpervisors shows that out of 40 cities 33 of them stated that
they are using these meetings*
Oat of 33 cities 45*45 ^ report held these neetinas after
school in the afternoon^ 39 •39 ^ report after sc^ool» (probably
held after school in the aftemaon); 6 .06 ^ report held during
school hours; 6 ,06 % report held as needed; etc*etc*.*,
(See table above) «
As to the organizers of these meetings^ reports show that
out of 33 cities 39*39 % a^ organised by the city si^ts* of
schools; 30 '30 '/^ are organized by the supervisors; 9*09 JJ are
organized by the supts* and supervisors; etc* etc*
(See table above) .
It is shown in the figures above that the majority of the
cities are holding meetings of teachers with special supervisors
in the afternoon after school, and these meetings are Isurgely
organized by the city superintendents of schools, or by the
supervisors*
(5) Ibid (appewiix).
In all these five types of meetings almost the sazae n^thods
of procedure of conducting these meetings are followed* We have
learned in this chapter that in all these meetings the most
9mmmm practice is to hold them in the afternoon after school*
But in a few eases, however, these meetings are held in the
evenings or Jikturday moxningf while others are held during sahool
hours, disnlsoing the classes early. The following cities are
holding aaim of their teachers* meetings within school hours:
Albaas^ Kew York} Albany, Oregon; Chicago, Illinois; HonYer,
coloraao; iresno, California; and Winchester, Virginia. The writer
"^. ft'
'i^&i
1- ftStt
am^fi^
WmbtOtt:
4r ««.>Fk»u i' -irj
.1
66
f«el8 that some of thes« xaeetinga, like the grade raeetings,
bailding meetings, and special supervisors* meetings ^should
be held whenever possible during school da;y^ &t the close
but witliin the school hours, to avoid the fatiguing day of
school work of teachers* B^oause after school the teachers
are physically and intellecttially tired and, in most cases,
are not ir< condition to get benefit from these meetings. And,
so, the writer fixmly believes that teachers* laeetings in
order to become effective agencies for the improvement of teach-
ers in service, should be held dxiring school days within the
school hoiurs* i^cause the teachers are fresh and consider
themselves on duty, the cchool being dismissed for that purpose,
■*« fi*llC» V.:..
*-<-.-S# 1^?
"*■ Qf: h%0 -f^"*'-
^TB »i
-^Y^ta&ii?k'
67
Chapter VI
Responsibility of tho Mininiatrativs Staff.
The responsibility of the administratiye staff in the
organisation and supervision of teachers* meetings is very
great, lihe suooess of teachers* meetings as a means for im^*
proving teachers in service depends largely upon a wise and
careful planning and conducting of these meetings. It must
give the aduiinistrative staff a better insight into the work
they are trying to do by enabling them to ]cnow their teach-
ers better.
The responsibility of the administrative staff with
wmi93Mno% to teachers* meetings is greater than that of the
teachers* The superintendent, or his assistant *' blazes the
trail" and the teachers follow not after but with him. He
determines irtiat kind of «rork should be done , and when,
idiere and how often teachers shall meet* As a rule the
superintendent presides and directs the discusoion, al«*
though oooasionally he may delegate this work to aoue one
chosen either by him or uy the group of teachers. The im»
plication of hio responsibility is very great. He isust know
(1) what kind of work will benefit his teachers most from
the standpoint of the good of his sehaels; (2) what methods
of carrying on the work contribute most tox7ard the desired
end; and, (3) what plan of or.^anization is best.
The administrative staff naxet ccnsider first the kind
of work to be done. This id to bo detenoined by the local
t « mA
sifttfi
' f "3' f">;'- : ■-■
68
conditions inor« than any other one factor, hance the notice-
able lade of \iniforr.xity in the practice of the different
systems of the times. In selecting lines of work the adminis-
trative staff must take account of the special interests of
different groups of teachers as well as the general interests
of all, and of the specific end in view.
It is in^ortant also to bear in mind that teachers
must recognize their responsibility with reference to teachers*
meetings* The teacher may criticise only when he gets benefits
from meetings in proportion to his assuniptlon of this respon-
sibility. If he comes to these meetings in the spirit of a
truth-seeker witli his assigned wozk well in hand mid fails to
get help, something is wrong \7ith the meetings nnd criticism
is Justified,
The problem of method in connection with teacliers* meet-
ings is very in^ortant. The lecture method needs to be used
sparingly, except in larger group of teachers. Principles of
good school-room practice as reooDiimended by several educators,
such as a.P.Cubberley, G.D.Strayer, E.L.Thomdike, and many
others, should be applied in conducting teachers' looetlngs. The
aim should be to malce teadieru thinic and feel perfectly free to
express their thoifghts and participate in the discussions.
Formality inust, therefdre, be reduced to a miniinum* The teach-
er must be made to feel that the meeting is his meeting and
that his contribution is a part of it. The general meeting
must necessarily be more forxnal than the smaller meetings.
:«M«&19 ^
*•£*.»-' :■* i^ ^ 'ift.
69
but eyen this xaay lae uMde a part of the teachers* work b^
selecting certain xMsfbers of the eorps to discuss the subjects
T7ith which they are especially well acquianted. Por exsjiple, a
teacher especially strong in literature may be asked to con-
tribute; at another time a teacher especially interested in
art v^o has visited the great art gallariea may be invited
to glTe a talk on art. The opportunities for work of this kind
are Tsry great,
She superintendent, or his staff needs to bring to his
teachers the inspiration of other leaders than himself in
order to promote their ixoprovement • These leaders or speakers
flittst be men and women who had done scmething, especially along
adttoatioaal lines, and are widely known.The superintendent must
also bring to the attention of his teachers, books and eduoa*
tional articles in magasines, periodicals, newspapers, etc.,
that should be read* In whatever is done, however, the teach-
ers* iii^rovement shotild be kept in inind - no work should be
assigned for the teachers Just for the sake of giving them
something to do. Xhe writer firmly believes that nothing
brings ouch joy and enthusiasm to the tnui teacher as the
knowledge of the principles underlying his woik, and thus no
aaoiuit of general reading, investigating, listening to leottures,
preparing msyrts, etc., is con«id«srwd buxdeinnaM that adds
to his teaching power and sp#«lal professional iii9«9weaMnt.
She superintendent must know the needs and the condi-
tions, and measure up to his reapenaibility. lie nast be tlie
Yti
tu^tMoialiB
tissT^s:
srrsrtosir .
an
70
center of 1ri fin mint '■tilnli ehould penzieate tli« whole system
inspiring the teachers to nobler ideals, filling; them trith
enthusiasEi for acoonplishiiig their work each day better than -^he
day before* ^^ should so direct his wox9c that each teacher
vould feel the individual need nnd strive to oyercome that
need by efforts to fiafill it. Mot only should the teachers.
be made to understand their personal source of power but also
be inspired to c^ativate those faculties which bring indivi-
dual suocess* Xhe superintendent, furthermore, >?iust sho^ his
teachers that he is earnestly seelclng to aid them by the most
careful preparation for the meeting on his part; by a general-
ly hopefia attitude, by praising Tdiere praise is due, by ap-
preciative critioism* iie most not nag or destroy; it is his
business to substitute and construct,
The superintandent or his staff iiiust know the proper
divisions or greipiiigs of teachers in different teachers*
meetings and the kind of ivoric to be done in these various
groups. The oonsmisus of opinionof many eduoaftean »nd super-
intendents is that sioaller group of teachers Is a better
working group, because informal procedure is possible and
is far^^best fomu Teachers will apeak quite freely in a small
group but the large s^roup frigfluiens the timid or the hesitat-
ing, and is too preponderantly strange for the sensitive teach-
er who shrinks from being considered bold or presuniptuous, and,
therefore, desires to avoid criticism. The education of a body
of teachers, to assume and t0> maintain the strictly professional
»J^:^
oeX*, *oif
.^
«,^^^v
Ut-^, 0'
rx.fi(.jr
,««►. «•
iii &^
Is
.ijm <tt^ txtr
K9d/O^0S to
71
attitude In suoh meetings is one of the pearplexing prolslexai
of real supervision of instruction.
Tht 8uperinteai«B!t«or lois staff, furUienaore, should
consider lAwa these neetings should be held. If possible*
aeetings tfiould Toq held iuasediately after school in the af*
temoon, or even l^etter at the time vithin school hours, i'he
latter is far the 1»eet to the writer's opinion and belief »
beoattse teatfWM are still fresh and consider thexoselvee
on duty. The practice of holding sooie of these ineetings, as
shown in soae of the tables of suzaaaaries of teachers* lisetings,
in the evealats is to be condeaaed, for at this ti^i^, no doubt,
teaehert are usually worn out lay the work of the dny, and need
their rest.
li\irt2ienMM» «ad probably one of the most iizpcrtant,
thm admittiatratiTe staff should se^ to secure the cooperation
of all the tesdMiM in the sy8t«tt» in order that they can all
«ex(k for the desired end* i.e., for the bettenasnt of the
school vox9e., and t93^ the inprovenwii and progress of the
teaehers*
'i^
'."^ ©jfs
»%«£iftA»ir ^saaaa^a
72
Cliapter VII
Conolusion,
The plan of Organisation and Supervision of Taachers*
li»«tijags as a msans for improTing teachers in serrioe has been
shovn sufficiently in the foregoing chapters* The writer
thinlcs thnt it will be i^H9«r only to suggest a few points
for caDnsideration wihidi may be adTsntaseous to the adminis-
trative staff of the school system for organizing and super-
vising teachers* meetings. Though the form of tMMlMl** mmn^
Ings may differ \7idely as to how they shall function, however,
the local conditiono must be the guiding factor to our indi-
vidual aims and methods. The chief aim suet be the ixoprove-
ment of the teachers, the iinifi cation of our particular fields
of yiorlf,^ the isqprovement of methods, and the inspiration of
the entire force, even including the administrative staff*
The administrative staff needs help in each of these directions*
So whaftover form of meeting we select, the question always
reasserts itself: How can the meetings we conduct be made
more effective, in securing the results we seek? The folloi;;ing
will be the basis for consideration to guide the administra-
tive staff for proper methods of planning and conducting
teachers* meetings^
(1) The meeting should be called for a distinctive pur-
pose* It shoiild meet specific need; touch the teaching expe-
rienoe of the individual teacher at the time the meeting is
held* The deadest kind of a gathering or meeting is one with-
.Ji.i,^,..i*«M ..
ra. «-
'io ii:
,.■*• >
TO 9tf
3mli'««8't
ax
73
out purpose* So the neoesaity for having a definite, specific
object for each meeting should he highly eagphasized*
(2) The plan of the meeting should he carefully suited
to the purpose for which it is called. The geveral teachers*
Meeting, for example, should he inspirational 1^ ceneral
addresses of prominent leaders* The building meeting should
deal vith administrative and supervisory woxlc, as well as with
the professional growth of teachers* The grade neeting should
deal primarily vrith methods of instruction. For example, the
grade meeting on reading shonM be minute, specific, and
concrete *The leader should show how to teach blending; how
to get at the thotight ; how to read rapidly by grasping
phases or even sentences at a glance, and read them with
oervect interpretation* The principals* meeting, on the other
hand, shotald go into general consideration of common problems
arising in various schools in the same system, and to formulate
unifosBi policies* The principals* meeting should also go into
general method and educational theory* The meeting of teachers
with special supervisors should seeic to give unity of work on
the save subject for the sane grade, and, also, to outline
methods of instruction*
(3) The time of meeting should be convenient* Iieetings
called after a fatiguing day of school work are often tmfair
to the teachers* It is better to call meeting at the close
but within the school hoxxrs* If this is iitpossible, meeting
after school in the afternoon is better, if this is made part
f-f^tW WP:
i»mi *l»-
OS oftla jb.<
. O Wffl 3^<J?f
-"itocTJtftr -t-iro
an fit s
74
of the teacher U^ contract. A Saturday morning ie, also, bette»
than the evening Bieeting during school veek, for the teacher
is not 80 tired*
(4) Attendance at teachers* meetings should 'be aade eoai»
pulsoxy, allovanee being made, of course, for excuse in case
of absence* It is argued by some that ooBinxIsion is a low motive
for attendance, that a teacher ought to have enough profess
slonal pride to attend without any other motive being supplied.
This is quite true, but if atttadanee is made a part of his
business contract, his professional entliuoiasm will be Just
as great and those occasional teachers who lack the profession-
al spirit will be reached*
(5) Xeaohexs must be given the feeling of ownership in
their meetings by permitting them to have a share in mapping
outlines of work and arranging programs through their repre-
sentative working as oonmittees* ( In Kansas eity - noted for
the success of its teachers* meetings • this plan has been
followed for many years.)
(6) Meetings should not be called perfimctorily. Stated
BiMtings are not very effective, sometimes, because they are
likely to lade pixrpose* It is far better to call them only
when the daily routine itself shows the need*
(7) The frequency and length of teaxdiers* meetings must
be determined according to their needs* Sessions should be
short, and one hour in length will be sufficient*
(8) The meeting-place should be a well-lighted, well-
^?>*e
-.'.-:*&®«^ INEit •*
f\>(r " lix. iV
...,.'W >w* ,51
^ax/L vf
»i
9^«
Si 4||*v-.,
., .^ ;- r^^ii'v
1?e'.-
aotwj
'XXiii» nmsU llmffi '-^^
75
T«itllat«d and v«XI«heated room, not a room that has just been
vacated by a large elass of children,
(9) Credit of eome sort in connection \7ith the teachers*
wiAtne. Bhotald be given in these meetings » so that every teach*
er will be stimulated to participate in these meetincs. This
method is especially needed! vhere teachers* participation is
left Tolxuitary in these meetings*
(10) lieetings should be dismissed when the instruction
or disowsion is finished* Avoid vain repetition*
In closing, the writer sincerely believes, that these ten
points for consideration to guide the administrative staff for
proper methods of planning and conducting teachers* meetings
vill surely bring very successful results in better Organization
and Supervision of Iea<Aer8* Meetings*
rr
'a'
•f>0 T5eir»
«a^ -*-""'•!■ *-'{,<
iiUA-X:
?»^r:
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7^
Appendix.
-0-
•■w
The following Bummariee of Teachers' Ileetings are obtained
from the quest ionaires eent out, I^ay 1922, "by the writer, to
different city superintendents, at random, in the United States,
of which forty cities replied • These cities are:
1.
9-
I:
I:
9*
10.
11.
12.
13.
14.
It:
19.
20.
Aberdeen, S.Dakota
Albany, H.YoTlc
Albany, Oregon
Alexandria. Louisiana
Arkansas City, Kansas
Centralia,Wa3hingt on
Chicago, Illinois
Denver, Colorado
i^es Hoines, Iowa
Detroit, llchigon
Fairmont, W.Virginia
Fresno, California
Grand Forks, H.Dalcota
Houston, Texas
Indianapolis, Indiana
Kansas City, l^ssouri
Los Angeles, California
lulnneapolis, Minnesota
Hew Haven, Connecticut
ITorfolk, Virginia
21. Oaldand, California ^
22. Palouae, Washington
23. Plymouth, lUCarolina
24. Baleigh. II. Carolina
25.Richr.10nd, California
26. Riohmend, Virginia
27. Salt Lake City, Utah
20 • San Joss, Calif uznia
29. Santa Clara, Calilomia
30. Santa Barbara, California
31.Sioux Falls, S.Dalcota
32. Spokan*, Washington
33. Syracuse, N.Yozk
34. Utioa, H.Yoxk
3f . Valley City, IT.Dakota
36. Vancouver, Washington
37 . Walia Walla, Washington
3d«W«natohee, Washington
9. Wilmington, N.Dakota
. Winchester, Virginia.
Q^
■»■
nc
77
Qwaaaxy of General Teachers* Lieetings*
The forty oitlea named on page 76 reported that they are
using general teachers* Meetings*
1. How often these meetincs are held. - The above forty cities
replied as follows:
Z« Weeklyt
1* Plymouth, Il«Car,
2» Vancouver, Wash*
IX, Itonthly:
IvAbexdeen, S.Dak*
2* Centralia«Waah»
3, Detroit, liich,
4* HoustoiuTex*
^* Kansas Xity, £io*
o* Xab Aaael«8»Cal*
7. Wilmington, H.JDak*
IIX« Bi«iaonthly:
1* ^enatohee, Wash*
ZV» Smsasterly:
1. Albany, Oreg»
2* ITresno, Cal*
3« Grand foxks,lI«Da3c*
4* Hew Haven, Conn*
5* Palouse, Sash*
V.
V* 3-time8 semesterly:
l*Pairaont, W.Va*
2* Oakland, Cal*
VI* Once every 6-weelcs:
!• Arkansas City, Kansas*
VII* 3-tiia68 yearly:
1, Albany, H.Y,
2* Raleigh, ll*Car«
VXII* (Quarterly:
1* Santa Ana,Cal*
X* Yearly:
1, Minneapolis, I4inn*(
(H* 3 •Gen^'-i^eaohers * lueetings • }
2* San Jose,Cal*
3* Sioux i'alls,S*l)ak*
4* Valley City,lJ*I>ak.
and mor« if re-
quired for spe-
cial discussion
on instruct! o]^
XI •Yearly or twice yeraly:
l*Alexandria,Iia*
, 2, Denver, Col*
3* lUchmond,Cal*
4* lUchzaond, Va«
XII* 3-d«y8 yw ■line school and about
5 -during a year:
1* Indianapolis, Indiana.
XIII* Before opening school and per-
haps once 0^ twice the year as occasion
demands:
!• Spokane, Wash*
XIV. Ho regular time:
1* Cliicago, 111*
JQi* As occasion
1* HorfolJc, Va*
2* Utioa, M*Y,
3* walla ^ alia, Wash,
XVI* On call:
l*Des Iloines,Io*
2 .Syracuse, i!l*Y*
XVII* Irregular intervals:
1* Salt I«fei City,Hah.
IX* About 4-times yearly:
X« Sta*Barbare^ Cal*
2* Winchester, va* (and irregular intervals)
.S~-f
:f3-AT r ■-?«;./. n "Vo
•^CiLai'M-Wkl
'xJ'--"-X
t 1
.-•«,*f«Hf..,
78
Sumofezy of General TeacherB* Llectings*
When these aeetinge axe held.- ^he above 40-citie8 replied
as follows:
X, Held after school in the afternoon:
LMhany, l^.Y. lO.Utlca.K.Y.
2 .Arkansas Clty,Kan» (Wed. after school)
3.Des Lloines^Io. (3 p,ra.).l .Valley City,II,I>a]c.
4*arand Por2£s»H*Diik* 12 .Vanoouver^Wash. (Monday evening)
5.Korfolk, Va. 13 .Walla walla. Wash. (Held generally the
l>,naviari^ Cal. ochool period or after)
7»RlchJzu>iid-Cal. 14.Wenatchee,Wash.( or on Sat. forenoon)
8. Salt Lake City.Utah 1^ .Winchester, Va. { Usually hold in the
9«Syractise,IT«Y. (4 p.m.) afternoon after school disr;iissing i*hr.
early. BiBall grade meetings often held
after regular school hours.)
IX.Held in the afternoon:
1. Chicago, 111. (2: 3t)-3: 30 P.m.)
2. Fairmont, W.Va. (3:4-^ p.m.) $• Sryita Ana, Cal*
3. Fresno, Cal. (4 p.m.) 0. San Jose, Cal.
4. Plyraouth,lf.Car. ?• Wilmington, II .Bale.
Ill .Held on Saturday:
1. Albany, Oreg. ^ ,
2. Detroit, nidh. 4. Kansas Cl^^o. (a.m.)
3. Hou8ton,Xe»es 5» Balelgh.H.^HlteCBegins next yr.)
ZV. Opening day and at 4:1^ P»m. school days:
1. Aberdeen, S, Dak.
V. Held xolBoella&ies:
LAlexandria, la.( School days and Sattxrdays.)
2. Centralla, Wash. (Plrst one - one full day prior to eponing^ch)
3. l>9nt9T, Col.( P^eginning of sdh.and wlien necessaxy.)
4* Indianapolis, Xnd. (Week precedingsch. for 3«>day8 & evening
5- times a year.)
5» Hew Haven, Conn. (:Day previous opening of soh. in Sept. and
also in mid year.)
6. Palouse, Wash* (Just preceding opening of sch. and as occa-
sion requires.)
7.illnneapolls,i:inn. ( Either Sat. a.m. close to opening of
school year, or after scliool on sdh.days.)
8* Biohmend, Va. (Beginning of session)
9. Spokane, Wash. (f|15 P»»* during year and 9 a.m. Sept.)
10. Sioux Palls, S.Dak. ( morning once a year.)
U. I*0B Anceies, Calif. ( Ho report given.)
12. Santa Barbara, Gal. { " " ♦* )
■r%'-fw
•tH
Kfr-tr- lljj^-
79
of General Teachora* Meetings.
Length of time deroted to each of these meetings •- The
above 40 cities replied bm follows:
!• X^ength of meeting for l-hotir:
1* Aberdeen, S«llak. ll«Halei^,K«Car«
2« Cantralia, V/aah, X2*Richmond,Cal
3* Chicago, 111, 13*HiclUiiond,Va*
V Aa^MBsas Uity,Kan. 14.8alt Lal:e City,Utah(l hr.if
5eytaMlKr» Col.ior more) after school, )
0, Detroit, liich. l^»Santa Barbara, Cal.
?• fairmont,W,Va«(or less) lo,Sio\ix Palls, S.Dak*
$• Presno, Cal, 17»Valley City, H,Dak.
9» Grand forks, fi.Dak* l8,Wenatchee,Wa8h,
10, Oaiaand, Cal. 19 •Winchester, Va»
II • Lenght of xnoeting li^-hoiirs:
1» Albtiny,lT,Y, 4»llew Haven,Conn,
2, Albair^y,Oreg,
3« Kansas City,!.lo*(li*2 hotirs)
III,Leni^Khk of meeting varies:
1« Des luoineB,Io*
2« Horfolk,Va,
3 . ValAa walla,Wash»
4»llew Haven. Conn,
5»Santa BarWra,Cal,
o .Vruio ouver , Wasli,
IV, Lencith of meeting as long as neoesaaoy:
!• liOli^figeles, CaX«
2* Pal«ttai«, Wash,
3. Utioa, H,yo»k,
V, Length of meeting Ito 2 hours:
1* Plyioouth, Xi«Car»
2, iayracuse, H.Yoxac.
VI,Li8cellaneou8 length of raeotings:
1* Alexandria, lia* (1 to 2 days,}
2* Houston, Texas ( Ihoxir for stiidjr in Instruction - l-Iir,for
lecture*)
3* Indianapolis, Ind* (Por ^»d^B » others about 1^^ to 2 hours.)
4, I innoapolis,IUnn* (Porhaps 2 hours; long enougli to cover
brief statements from each asst* supt,
and short addresses on spec .topic of
raevement , )
^» San Jose, Cal* (4^ minutes)
o, Spokaen,Wa3h« ( ihoior to 4^ minutes.)
( . nrsr
m^.
XQ C ji--, U w # -3"-
nou
Svammry of General Teachers* Votings.
Is attendance coiapulsory to these meetings? - ^he n'bove
40 cities replied as follows:
Z* Hot coBspxilsoxy attendance:
1* Aberdeen, 3.l>alc*
2. 2)etroit. Ilich,
3» Fairmont »W«VA. (Urged -not con^ulsory)
4* Korfollc, Va« (Voluntary, but every one expected to attend)
f* Valley City, K.Uak* (Ho - but teachers are required to attend)
« Wll&jLiigton,x««Dak» (fio.-but teachers are e3g>ected.)
ZI« Conpulscry attendance:
!• Albany.N.y, 17 • P€aouse,«/ash«
2* Alban|i,Oreg« 18* Plymouth, 2^ .Car.
3* AzOcansas City,S:an, 19* Raleigh, K,Oar*
4« Centralia.Wajdn* 20 • RlahjBond,Cal«
^« GhiCfugO,.!!!* 21* RiclBaond,Va*
6. Den" or. Col. 22. Salt LaJce City, Utah
7* ^as :.:oine0,Zo« 23* San Jose Cal*
f « lYesno, Cal* 24«Santa Ana,Oal*
9, Grand Forks, li.Dsk* 2^« Sioux i^'alls, S. DJ^
10* Houston, 7ex. 2o« Syracuse, II ,V»
U* Itidianapolls, Ind. (unless noted in) 27* ^tica.IUY.
12* Kansas City,l^an* (Unless satisfactory Gxou8e»lllness,eto.)
13* Los Angeles, Cal* 28. Wenatohee,wash»
14« Hinxieapolis, I'lnn* 29* Winchester, Va* (Teach
15* ^ew Haven, Conn* ers always excused on
16 • Oakland, Cal* rsquest reason never
required.)
IZZ« :^l8cellaneous answers:
1* Alexandria, La* ( Almost cosipulsory)
2* Santa Ana, Cal* (Usually, but not always.)
3. Spokane, Waeb. (Yes, at first, may or may noc Im dujring year.)
4. Vancouver, Waah.. (Hot absolutely, but teacher 3ire escpected.)
5* W411a walla, w^aah. ( ouppoaed to be present.)
V^G ,;
:««>iwjH^.
81
Suxmnaxy of General Teachers* l^eetinga*
Is eoapensation or credit giYsn? • %e alDOve 40 citiss
replisd as follows:
I« ]3» "iiliiliisation nor orsdlt giTen:
!• Aberdeen, S .Dak,
2. Albany,iI.Y. le.Oalcland, Cal.
3. Alexandria. La. ly.Palouse.Wash.
4. Arkansas City.iCan, iB^Bal^^i")!, 1,.C»
nH->».
Denver, Col. 19.Bft«hrBiRd, pal*.
, Des iloinea.Io. 20,HlSftniond, fa.
. lietroit, : ich. 2?.,Siat Lake City.Utah
. FairjQont.W.Va, 22. San Jose,Cal.
. Grand PoxIcb, N.Dak, 23. Santa Ana, Cal.
♦ Houston, Xex. 24.Santa,Barbar*, Cal.
I
I
d . -.
11» -^"^msas City, I 0. 25, Sioux Falls, S.Dak.
12, Loe Angeles, Gal. 2&. Syracuse, H.Y.
13:iinneai)oXl8, Minn. 27.Ut|aa,lT,Y.
14« Eow fi^jen, Comi. 28. Valley City, n.i^aJc.
15» HorfolJK, Va, 29.VanoouTer, WAsli»
30. 'lindiQSter, Va*
IX.C(^«EKtiation or^redlt Gi'^<*ns
U Albaa|i,Qreg. ^»^
2. Centralia.Waah. ^^^
3. Plyioaouth,H« Carol.
Ill, Pert of regular duties:
1* Chicago, 111*
2« Fresno, Cal*
IV. Pay for 5-day« ^«>r ineetings preceding sciiool yearj
1. Indianapolis, Ind.
V« Mscellaneous ansirers:
1. Bpokane, Wash. ( Rule of Board provides for deduction of^€^
salary for absence from a required meeting
without sufficient oxcuoe. Rule applied only
in axtrone case.)
2, Walls walla. Wash. ( lio repvtt giTsn.)
3* Wenatohee, Wash. ( Credit given. )
4* Wlliaington, K.Dak. ( Only in efficiency rating.)
15
tfb ^M:
(.'
62
Stjunmary of General I'aachers* Meetings.
la penalty attached to failure to attend? - The above 40
cities replied as follows:
Z* Ho penalty :
1* Aberdeen, S«Dak.(To be
2. Albany, N.Y,
3. Arkansas City, Kan.
4. Denver, Col.
5. Des Hoine8,Io.
6. Detroit, Uioh.
7. Fairmont, W,Va,
8. Los Angeles, Cal.
9. Minneapolis, Minn*
10. Horfolk, Va.
11. Oakland, Cal.
12. Palouse, Wash.
13« Raleigh, S.Car.
e^qplained only)
14. Richmond, Cal.
15* San Jose, Cal.
lo. Santa Ana. Cal.
17, Sioux Palis, S.Dak.
lo, Syracuse, N.Y,
19. Valley City, U.Dak.
20. Vancouver, Wash. (Good ex*
cuses necessary.)
21. Wilmington, U.Dak.
22. Winchester, Va. (Repeated
absence or indifference would
affect teacher's standing.)
XI. Penalty attached to:
1. Centralla, Wash.
I:
I:
III. Miscellaneous answers:
1. Albsfingr, Oreg. ( Teacher failing to attend without reason can
be aaked to resign in 30 days.)
2. Alexandria, La. ( Teachers who fail to attend often are not
likely to be reappointed.)
3. Chicago, 111. (Mo report is given.)
4. Santa Barbara, Cal. ( Ho report given)
>. Utica,H,Y, (Ho report given)
i. Walla walla, "/ash. (Ho report given)
. Fresno, c^l.( Unless excused - regarded absence from duty)
j. Houston, Tex. (Requires excuse from absence to this meeting)
9. Grand Forks, H. Dak, (Only the displeasure of the administration
10. Indianapolis, Ind. ( In fall, yes, -loss of pay.)
11. Kansas City, Kan. (v/ithout satisfactory excuse, loses day's pay
12. Hew Haven, Conn. (Reproval It necessary.)
13. Richmond, Va. ( Yes, reasonable excuses received.)
14. Plymouth, H.Car. ( Teachers not re-employed tinless meetings
attended.)
15» Spokane, Wash. ( Board provides for deduction of salary from
absence to these meetings without sufficient
excuse.)
l6.Salt Lake City,litah. (Unexcused absence in each case consi-
dered unprofessional and affect standing of
principals and teachers.)
17. Wenatchee, Wash, ( luting is lowered if a teacher is absent
from any meeting which is scheduled in advance
properly.)
oc
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:oi J>
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t 1
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^^fi.' ,\i
I:
I:
83
S
Summary of General Teachers* Meetings. \
Syr vSioia organized •• ^he abore 40 cities replied as foliows:
j
I« Organized by the City Superintendents of Schools:
1, Aberdeen, S,Dak«
2* Albany, K.Y,
3, Albany, Oreg*
4. Arkansas City, ^an« (more in hands of teachers.)
0«ntralia, Wash. j
Chicago, 111. \
Denver, Col.
Des I4cine8, lo.
9. Presno,Oal.
10. Grand £'orks,H.DaIc*
11. Kansas City, Mo.
12. XUnneapolis, Minn.
13* ^9m Haven. Conn. I
14. Uorfolk.Va.
15. Oakland, Cal. ?
16. Palouse,V/a8h. ^
17. Plymouth, H.Car.
l^.Haleigh, l^.Car.
19. Riohiiu}nd,Cal.
20. Hiohmond, Va. .
21. Salt Lake City,Utah <
22. San Jose, Cal.
23* Santa Barabara. Gal.
24. Sioux Palls, fr.Dak. \
25. Spokane, Wash. \
26. Syrncuse,lT.Y« ]
27. Vtica,N.Y.
28. Valley Oity^ H.""ak.
29. Vancouver, wash. ■
30. Walla walla; 'Vash.
31* Wenatohee ,V/ash.
32. Winchester, Va. I
IlaMscellaneous answers:
1. Alexandria, La. (^pt. or his staff •} I
2. Indianapolis, Ind. ( Si:^e>^* or his staff •}
3. Detroit, Llich. (Administration Dept. of Instruction.) ]
4. Santa Barbara,Cal. ( Supt. or President of Ceacliers*Org*n.) j
5* Wilmington, li.Dalc* (Teachers* Association.) - - \
6. Houston, Tex. ( Ho report given.)
?• Pairmont, W. VA. • • •
b. Los Angeles, Cal. ( * " * )
cs
{a
>KJ Y?f !»9etfl»-
84
Suinnaxy of Building Meetings.
....oOo-*—
Out of 40-citiea named on page 76, only 6 of tliem are not
using "building meetings in their scliool systems. These cities
are; Altjany.N.Y,; Arkansas City^ £an.iPairmont,W,Va.; Plymouth,
S.Car.; Syracuse.N.Y.; and Wilj^tglite^ N.Dalc.
Hov often these meetings are held.- The following cities
(34 of them) report as follows:
I. Held weekly: 9. Salt Lake City, "t ah
1. Denver, Col 10. San Jose, Cal*
2* Des 21oines,Io. 11. Santa Ana, Cal.
3. Detroit, IJ.ch. 12. Santa Barbara, Cal
4* fresno, Cal. (Depends upon principals)
1^. Los Angeles, Cal. 13* Spokane, Wash.
I. Liinneapolis, Minn. 14. Utica,N,Y,
. Norfolk,Va. 15. Walla walla, Wash.
\. Haleigh, H.Car.
I:
II. Held bi-weekly:
!• Aberdeen,S.Dak.(se]ni-monthly) 3* Richmond, Va.
2. Palouse,\Vash. 4. VancouTer,V/ash. (in sone
5* Winohe8ter,Va. (twice each mo.f buildings, less frequently
------ -than in others.)
III. Held monthly:
1. Houston, Tex. (Faculty meets in each sch.)
2. Indianapolis, Ind.
3. Kansas City, Ilo«
4. ^ew Hayen, Conn*
5* Sioux Fairs, S.Bak.
6, Valley City, N.Dak.
IV. Held bi-monthly: TI. Held varies:
1. Palouse,Wash. 1. Albany, Oreg. ( informal #
2. Wenatchee,Wash. mostly individual)
........2. Oaldand, Cal.
V. Held when needed: VII .Held irregularly:
1. Alexandria«La. (As occasion demands) I.Chicago, 111. (^o reg.time
2. Centralia,Wash. ( 'Wien needed) 2.^rand Forks, K, Dak.
VIII. Held at suiggestion of principal .(once or two have profes-
sional reading.)
1« Richmond, Cal.
t^ynrsiiii
.\f.
» » <
'i&^;i£Z^
a r^f
■xtr ^:
-:€ M
.,: ,,-
... ). . .
■so ©
»i
85
Summary of Building Meetings,
Wh«iik these meetings are held,- The follov/ing citieB(34 of
them) report as follows:
I« Held after school in the afternoon:
on sch.days)
1. Aberdeen, S, Dak, (4,15 P.ni,
2« Denver, Col*(Wed,p,m,l
3, Dee Lloines,Io, (3,30 p,ni. 1st Tu,)
4, Detroit, Kich. 15. Sioux Palls, S,""ak.
5, Houston, Tex, (3»30 p,m,) lo, Spolcane,'«?ash.(Mon p,m»)
6. Indianapolis, Ind. I?* XJtlca,H,y.
7. Kansas City,Mo» ' 18. Valley City,H.Dak.
o* Hew Jtiaven,Conn, 19« Vancouver, Wash, (lion, evening:^
9, Oaklandt, Cal* each week)
10* -falouse, '•Vash,(Tu,) 20, Walla walla,Wa8h,( last pe«:^
11, Rale igh,U, Gar, riod of the day,)
12, Richmond, Va, (Th,p.n,) 21, Wenatchee.Wash, (Afternoon on
13, Salt ^ake Gity,Ut^ (4 p.m.) school or before 9 a.m,
141 Santa Barbara, Gal. (3,30 p.m. & 8 a/m,)
22* Winchester, Va. ( Usually held in the afternoon
•ehool dismissing i«^r, early, Sxnall grade meetings
often held after regular school hours,
II, Held in the afternoon:
1» Alexandria, lia.
2, Centralia, (3,30 p,m.) 5.Grand Forks, N.Dak,
3, Chicago, 111.(2.30-3,30 p,m,) 6,liorfolk,Va,
#4, Presno, Cal«( Bometintes at noon)7*3ta, Ana,Cal,
III, Held at noon hour:
#1. Pres no, Cal,
2. San Jose,0|^l.
3« Minneapolis, Ilinn, (Usually Mondays at noons)
IV, Held in the momJng:
*1| Santa Barbara, Cal. (&«a,m,)
V, No report gilsen,
1, Los Angeles, Cal,
,as^.
KnmuQ
^>ri ivfllUA > >• f.-. ,,,, J- t,.> r r/^■-. nrTT
v£ Xtfc
.ffi#q
A
f
Sflin^Tt .
■a&ib.
Si
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. doaf lii
86
Sunaoary of Building Meetings.
L«agth of time devoted to each of these loeetings** "^hm
followiag cities, (34 of them), report as follows;
X« Length of meeting i-hour:
i* Chicago, Ill« 6. Sta. Ana.Cal,
2» Houston, T9x.(and as long as needed)
3, ^ew Haven, Conn. 7* Sioux Palls, S.IJak.
4* Richmond, Va* 8. Valley City, II. Dak.
5. Salt Lake City, Utah 9. Winchester, Va.
II. Held about l->hour: III .Length of meetings from l->2hours:
l.Centralia,'<7ash. 1. Alexandria, La.
2 .Denver, Col. 2. Indiana^ li8,Ind.
3, Oakland, Cal. 3. i^anaas City,I.io.
4. lIorfolk,Va.
(
IV. LenfiKt of meetings varies: V. Length of meeting irregularly:
1. Des Afoines,Io. l.A'berdeen,o..Dak.(l]o definite time'\ I
2. Walla walla, Wash. 2. Spolcane,yaah. ;
VX, Length of meetings as long as needed:
1. Los Angeles, Cal. i
2. TJtica, IJ.Y,
VII. Leegth of meeting 15 minutes to l*hour:
l.Ii^esno, Cal.
2. Gremd i'orks.H.Dak. zr^nt-
."1
<f ----- -
YXll^ Leng^ of meeting 45 minutes:
1. Palouse, ■ uh.
2. Bale igh,H» Car.
IX, Length of laeeting -J- to li-hours: ;
IDetroit, ia.ch.
X* Misoellaneous answers:
l.Alhany, Oregon ( 10 to 30 minutes.)
2. IUchKiond,Cal.( LO to 15 irJLnutes.)
3. Minneapolis, liinn.d hr. to 45 minutes) \
4. San Jose, Cal.( i hour) i
5. Sta«Barl3axa,Cal.( 20 minutes to 1-hour.)
o. Wenatohe«,Wa8h.( i-hour to 1 hour.) '
91. Vancouver, Wash. ( li-hours.)
,/
,^'r.rffS:.
iM ^»
Ti *fc.
ananaxy of Building He e tings.
a7
Is attendance ooaqpalsoiy to these meetings?
lowing cities, (34 of th«n)» report as follows:
^h« fol«>
I« Compulsory/ attendance:
1. Albany, Oreg*
2» Alexandria, X>a»
3« Cent ralia,'» ash*
4i.Cliicago,Ill.
5 •Denver, Gol.
^» Des LIoines,Io*
Detroit flxich.
3J"rosno,Cal,
9* Gr?Jid j!orkil,}i«l)a]c«
10* Houston,'! ex.
11* Indianapolis, Ind.
12. i^s AngiH— ,Cal.
13. Ilnneapolls, Ilinn.
14. •^*ew Haven, Conn.
I:
16.
II:
19<
FaloU8e,Wash«
Baleich,II,Car.
Richmond, Cal.
lUchinond,Va.
Salt -^e City, Utah.
20. San Jose,C&l.
21. Sta.Ana,Cal.
22. Sta.^arbar&,Cal.
23* Sioux i'alls, u.l;ak,
24. Spokane,V7ash..
2J» Utica,2I.Y.
26. V7enatchee,Was^
27. Winchester,Va,\( Teachers al-
v/ays excused reason never required)
II. Not compulsory attendance:
1. Aberdeen, S. Dak.
2« Oakland, Ual.
3. Valley City, I«.Dak.( Teachers are requested to attend.)
III. Teachers are expected to attend:
1. Kansas City,lio. \ Requires all to te present.)
2. IJorfolk, Va. ( Vol\intary-but every one is expected to attend)
3. Walla walla,Wash« (Supposed to be present .)
IV. Not absolutely coiopulsory, but expected to attend:
!• Vancouver, Wash.
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1
8d {
y of Building Meetings.
Is condensation or credit given to these meetings?- The
following cities, (34 of thera), report as follows:
!• Ho coB^ensation nor credit giycn:
!• Alterdeen^a.Dak* IJf* Palouse^WaiOx*
2* Alexandra a, X-a* Xo* Haleigh»Xi«C£.r.
3* Des !:oines,To» 17 • Hiohmond,Va*
4, Detroitfllioh* l8«Hichmond,Ct«l.
. Denver, Col, 19 . Salt ^^Jce City, Utah
t
^rand ^"prkt^lT.OaJc* 20* San Jose.Cal,
• Houston, Tex* 21* ^ta, Ana,Cal»
• Indianapolis, Ind* 22, Sta* -Barbara, Cal,
- -i^^ansas Clty»2io* 23, Sioux Palls, S.Dalc.
10* Los Angeles, Cal. 24* Utica,K.Y«
11, Liimieapolia, Iiinn, 25» Valley City, II, Dak. \
13« Hew Haven, Conn. 26. Vancouver, Wash. j
13. Norfolk, va. 27 • Winchester,Va.
14. Oakland, t:al. I
1
II, CozaponsetloE. or credit given: -^smm
1. Albanyi^Orog.
2. Centrr_lia,WaBh.( Credit given.)
3. Chicago, 111. ( Part of regular day's work.)
4, i'resno, '-j^l. ( Regular duty.)
^« Wenatoliee,v/aah* ( Credit given.)
Ill, Ho report given:
1. Walla walla. Wash*
XY, Bale of Board provides for deduction of salary for al)sence
trtm required meetix^g without surficient excuse.
1. 9ptfbiuae, Wash.
db
t;-'-
89
Suimnaxy of iUuilding Meetings* 1
1» penalty attached to these meetings for failure to aitend^ U
Zh« following cities, (34 of them), report as follows: ' \
X* No penalty attached to these meetings:
1« Denver, Col, 10* Falpuse, Wash. '
2« i^es i^ulneSflo* 11* Baleigh,Il«Oar,
3. Detroit, r:ich. 12* Richmond, Cnl*
4* Indianapolis;, Ind. 13* ^an Jose,Oal*
Uia Angeles, L'Rl. 15* Bioux i''alls,s.Da]ic.
,Minneapolis,^inn. lo« Valley city, i^.Dak*
5* '^ansas City,:^o. 14*Sta« Ana^Cal*
2I1 . . . ., -,
8, Horfolk,Va. 17 • Wlncheoter,V%» (Repeated ab-
9* Ca2^1and,Cal» sence or indifference would
affect standing of principals
and teachers*
II* Penalty attached to these meetings:
1* IIouston,Tex* (Requires excuse for absence.)
2* BiGhuond,Cal* (Beasonable exouse received. >
III, ITiscellaneous answers:
1* Aberdeen, S*:Oak* ( failure to attend to these meetings has
to be explained*)
2* Albar<y, Oreg* ( Teacher failing to attend without reason
can be asked to resign within 30 dnys.
Contract covers the situation*)
3* Alexandria, La* ( Ho penalty specified, but teachers whA
falltpllf not likely to be reappointed*)
4* rre9no,C<}l*( Unless estcuse would regarded absence from duty,)
^* Grand Fork8,ll*I>ak* ( Only the displeasure of the administra-
tion,)
6« Sew Haven, Conn* ( Reproval if necessary*)
7» Salt Lake City,Ut9h*( Unexcused absence in each case is con<-
oonsidered unprofessional and affect stand*
ing of principals and teachers,)
8» 3pokan«,WaiAi* ( Bule of Board provides for deduction of sa*
lary fvom absence to this meeting,)
J 9 Vancouver^ «aah*( Ho fixed penalty, good excuses are necessaiy>)
• Wenatchee^Wash* (Rating is lowered for being absence from
any meeting which is scheduled in advance
properly,)
XV* No report girem
1* Centralia,7/aBh* 3* StayBarbara,Cal* ^^ Walla W£>lla,Wash*
2* Chicago, 111* 4, Utica,y.Y.
1
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90
Nummary of Building Iteetings.
:^y lOiom tli^$%i«ting8 are organized.- The follo:;ring Hties.
(34 of them), report as f Allows:
!• Oranized by the principals:
1» Aberdeen, 3 .DaJc* 16* HichioondtCal*
2. i^lbany, Oiee. K* KlohuJond.Va.
3. Oentralia,»/a8h. iB. Salt -^Oce Uity.Utah
4. Chicago, Xil. 19» !3an Jose.Cal.
5. Des Koines, lo, 20 Sta* AnA.Cal.
6. Jetroit,idch. 21. Sta»Barhara,Cal« [Principal
7» i*e8no,Cal« or assigned to teacher^
8, Grand i''0T]cs,Ii.Dak. 22« QUnax i'alls.S.Dak.
9. Indianapop.iB,Ind» 23* i5pokano,u'ash«
10. ivannas City,l 0. 24, TJta.ca,E«Y,
11. ilimeapolia, Ilinn. 25» Valley City.K.Dak*
12. l^euT ltf3.Ten,Conjfi. 26. Vancouver,'»!/ash.(PrinJ8s supt*
13. Jorf oik, V A, (Principal & Adm.Office) cooperating.)
14. Oakland, Cal. 27* Walla walla,W&sh.
15. Raleigh,N.Car. 28. Wenatchee,Waah.
29. Winchester, Va.
IX.Lllscellanduus answers:
1. Alexandria, I^» ( L^upt. and his assistant)
2» PalouBe,v/Rsh. ( ^pt.)
3* Denver, Col. ( Principal or connittee teachers.)
4. X<08 Angeles, Cal. |[Ho report given)
J^'. Houston,-^' ex. ^ n « « )
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91
of Grade lleetings.
-•oOo—
Out of the 40-oities named on page 76> only 5 of them,
are not using gKade meetings in their school system, '-Haese
cities are: !• Chicago, 111,; 2. Denver.uol.; 3, J'resno,Ual,;4
f aloua«,Wa8h.; >nnd Valley City, N.Dalc,
Hov often these meetin^e are held.- The following cities,
(35 of them), report as follows:
I, Held weeicly:
I.Los ■/vngelea,C&l, 2.Plymouth,l4.Car« (and as called.)
12 • Held nontlily:
1, Alhany,IT«Y«
2. D«8 l.:o:lneB,Io. 7. Sioiuc Jj'alls,3.Dak.
3« Houston, lex, y, Spokane, v. ash. (or 5-times
4* Hichiaoikl, Vr? . a year.)
• San, Jose, cal. 9* Vancouver,Wa8h,(or ofteaer)
• Sta.Barliara, i:al, 10. «enatehee,«aQh.
11. Wilmington,!}. Dak.
I
III. Held occasionally:
1. All3aiiy,OTog. 2* Baleigh,r:,Car.
III. Held as o3ca3ion dttmands:
1. Cent ralla, Wash. (^hen needed.] S. Walla walla, wash.
at
IV. Held^irrogHlar tioa:
1. Indianapolis, Ind. 2. Salt Lake City, Utah. 3alIinnei>xpoli8,l£inn.
V. Held miscellaniee:
1. Aberdeen, S.Dak. (No definite time.)
2. Kansas uity,Uo. ( Ho specific date.)
3. Detroit, Mich.( subject to call.)
4. I\ew Haven, Conn. ( IIo prescribe rule.)
Alexandria, La. (Twice or more yearly.)
I:
I:
Grand Forks, K.Dak. ( About 4— times a year.)
Fairinont,W,Va. ( 3-tiines semesterly for each grade.)
Oakland, Cal. ( 2 or 3 tiiaes a semester.)
Richmond, Cal. (2 per grade eemesterly and others.)
.. (*
10. 3ta. Anp.,Cal. (t«,uarterly.)
11. Syracuse, M.Y, (On call of Supt.)
12. Utica, n.Y. (Depends upon grade and needs.)
13. Winchester, Va. ( At irregular intervals, about 2 each mo.)
VI. Held about every 6 weeks:
1. Arkansas City. Kan. 2. liorfolk. Va.
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SuBBiazy of Grade Heetinge*
When these meetings are held,- The following cities { 35
of them) report as follows:
Z« Held sifter scliool in the afternoon:
1, Aherdeen.S.Dak, (4,15 p,Ei.)15« Sioux Falls, S.iJak, (
2« Arkansas City, Kan, l6, Spokane, V/a8h»(4»15 or 4,50
3, Des Koines, Io,(3«30 p.m.) Tus.and Thrs.)
4, Houston, Tex* (3»50 P.m.) 1? • Syracuse, M.Y, (4 p.m.)
^« Indianapolis, Ind, 18, Utica,lI.Y. (llon.p.m.)
6, -Kansas City, Ko. 19* Vancouver,Wa3h.(Lion, evening
7* Mnneapolis, X^inn. after sdiool each week.)
8« liew Haven, Conn. 20* Walla walla, Wash. (After sch.
9 .Oakland, Cal. or last school petiod.)
10« RAleigh,lI.Car, 21. V/enatdhee^Waah.
11« Richmond, Cal. 22. Winchester, V^. (Usually held
12* Hicha'.ond,Va.(Tu.p.m. ) in the afternoon, sch. dismissing
13« Salt Lake City,l!tah (4.1^ p.m.) i-hour •arly. Small grade
14, Sta.Bfl^hara, Cal. (4 p.m.) meetings often )},eld after
r«guJLar school hours.)
IZ. Held in the afternoon^
l» Al'bany,M.y.( 2 -5 p.m.)
2, CQntralia»Wa«h.(3.30 p.m.)
3, B«trolt,]Iielu(4 p.m.)
4» Fairmont, W.Va. (3,30 p.m.)
5, Grand Pork8,I^.Dak.( 4 p.m.)
o. I^orfolk, Va.
7» San Jose, Cal*
8. riymouth,:T,Car.
9. St a. Ana, Cal*
III. Held misoellanies:
1* Albany, Oreg* ( -^ school tiue, i after school.)
2. Alexandria,La* (School dsys and Saturdajrs*)
3« Los -^Higeles, Cal,
4* Wilmington,N«i}ak4
3« Los -^Higeles, Cal*( llo report given.)
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Suxomary of Grade Meetings*
Length of time devoted to each of these meetings** The
following cities, (35 of them) report as follows: ]
I* Length of meeting 1-hour: j
1* Detroit, l^ch, ,
2, Houston, Tex, (or longer if necessary.)
3, iJew Haven, Conn,
4» Salt Lake City, Utah i
5* Sta. lna,Cal«
6* Sta*Barhara,Cal*
7* Sioux £'alls, S.Dak,
8* WenatoheefWash* i
9, Wili^ngtAn, N.Dak,
10. Winchester, Va. |
IZ« fitngth of :g»eeting about l*hour:
1* Albany, Oreg,
2« Centr^iia, Wash,
3. Oakland, '^al,
III, Length of meeting -jh-ho\ir:
!• Plymouth, K« Car* 2, Spokane, WaaH*
ZV, Length of meeting a-hours:
1, Albany, H.Y. •
2* MnneapoliSfMinn* ( About 2 hovirs covering 15 to 30 minutes
with sereral eups, or 2 hours with one
supervisor,) \
V, I,ength of meeting 4^ minutes: I
1* Arkansas City, Kan, I
2, Baleigh^ K,Car,
^« San Jose,Cal,
♦♦Parimont,W.VA,( 40 to 4^ ininutes)
VX, Length of mfteting varies:
1» Des l<)oines,Io. 2, Walla walla, Wash, i
VII, Length of meeting 1 to ijt hours:
l,Kan8aa City,Mo, 2, Richmond, Cal, 3, Hlchffiond,Va,
VIII, Length of meeting as long as necessaxy: ]
!• Los Aiigftl«s, Cal* 2, Utica, K,Y,
IX, Li*ngth of lOAf^ting 1 to 2 hours: i
1, Indiaui^olie,Ind, 2, Syracuse, K,Y,
Xj Mifjcollaneous answers: €, VanoQUver,Wash.( li-hours,)
l,Abr.r(iein,K,i)ak»(Ho tlefinife time.) 2, Alexsndria,La (1-2 hrs)
3,Grand Porks, N,JDak, (15 min,to 2hr3,) 4.i;orfolk,Va.(2-3 hrs.)
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94
Siuanaxy of Grade Meetings*
Is attendance compulsory to these meetings?'- The follow*
ing cities, (35 of them), report as follows:
Z* Con^ulsory attendance to these meetings
1. Albany, IT.y, 13. K4chmond,Va.
2. Albany, Oreg, 14. Salt Lake City, Utah
3» Alexandria. La ♦ 15» San Jose,Cal»
4. Arkansas City.Kan. 16. Sta. Ana,Cal.
. Centralia.Wash. 17. Sta. Barbara, Cal.
• Des i:oinea,Io. 18. Sioux Palls, S.Dak.
Gz«M 3?ork8,K.Dak» 19* Syracuse, H.Y, |
I
B. }Iou8ton,Texi ' 20. Iitica,W.y.
9» Los .An£jelea,Cal. 21. vVenatcl^ee,./.'i3h,
10. New ^aven,Conn. 22. Winchester, Va. (Seachers are a^
11« Raleigh, 21 .Qar. ways excused on request
12. RicImond,Ca&« reason never required.)
ZX, Sot coimpiilsojry attend ^^ncet
1. Aberdeen, S.^ak. 3» Pairmont,W.Va. 5.0aiclan4,Cal.
2. Detroit, Bi<£. 4. Indianapolis, Znd.
ZZl* Miscellaneous answers:
IJKs&SAS City,llo. (Hxoected to attend unless satisfactory rea-
son.)
2» Norfolk, Va. (Voluntary, but every one expected to attend.)
3. Vancouver, Wash. (Kot absolutely, but ocpected to attend.)
4* Walla walla, Vash«( Supposed to be preseot)
5« Wilffiingtor., N.Da2c*( Ho, but exoeoted to attend.)
6» Spokane, Wa8h.( Optional for old teachers, reqiJired for new,
except 2 e»oh year reqiiirad for all of each
su'-er visor.)
7* Minneapolis, Mnn. (Usually, some optional so annouioed in
printed bulletin call.)
8. Plymouth, 11. Car. ( Sfo report given.)
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95
Sttsnary of Grado M<e«tlxiga»
la ooiapenBation or cradit glren?- The following oiti«B»
iyj of thom), repojrt as followa:
!♦ Ko coirgpensatjLon nor credit given to these meetings;
1. A"berde€n,3,i)ak. 7. Fairfanont.Y/.Va.
2. Al'bany,liI,Y. 6. Grnnd Porks.H.-Dalc,
3. Alexandria, La, 9« Houston, lex.
4« Arlcanaaa Oity,i^an, 10. Indian_^olia,Ind.
>'. Dee Moines, lo, 11. Kansps wlty,Ho.
6. J)«tr3it,:iich. 1^« Lea Angeles, Cal.
13« Kinneapolia, Minn. 21,San Jo8f,Cal.
14^ New Haven, Conn. 22. Sta.^, Cal.
il:
liorfolk.Va. 23. Sta. arhara.Cal.
Oaicland.Cal. 24. SiouX Jalla, S.^ak.
17. Raleich.N.Car. ZS.Syracuae, If.Y,
l8.RicJiiaond,Cal. 26. Uttca, N.Y,
19. Richmond, Va. 27. Vancouver, v/aah.
20. Salt Lake City, Utah ^B. Wincheater,Va.
II. Coaipehaation or credit given to theae meetings;
1. Alhany, Oreg.
2. Centralia,Wash. (Credit only)
3. Wenatchee,Waah. (Credit only!
4. Wilmington, N.DpIs. (iSxcept in effeciency rating.;
III. Rule of Board provides for deduction of aalary for ah-
sence from a requi»-€d meeting without sufficient excuse. Rule
applied only to extreme case.)
1. Spokane » Wash.
IV. llo report given:
1» Plymouth, II. Car.
2. Walla walla, Wash.
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96
Sxuzsnaxy of Grade Meetings,
Is penalty attached to these meetings for failure to atteid
The following cities, (35 of them), report as follows:
!• Ho penalty attached to
I, Al"bany,K,Y.
2» Arkansas City, Kan.
3. Des Moines, lo.
4. Detroit, Hi ch.
5. FaitmontjW.Va.
Indianapolis, Ind,
j^ansas City, Mo*
liOS Angel69»cal»
IiinneapoliSfMlnn.
'10. Horfolk,Va.
II. Oakland, Cnl.
12.Haleigh,H,Car.
6.
I
9.
these meetings:
13.Riohmond, Cal.
14. San Jose, Cal.
1^. Sta.Ana,Cal.
15. SAoujc Falls, S.Dak.
17. Syracuse, N.y.
la.Wiljiiineton.K.Kak,
19. Winchester, Va. ( Repeated absence
or indefference would
affect teacher's profes-
sional standing.)
Il.llisoellaneous answers:
1. Aberdeen, S.Dak. (Failure to attend has to be explained.)
2. Albany, Oreg. ( Teach«r failing to attend without reason can
be asked to resign in 30 days. Contract covers
situation,)
3. Alexandria,La.( Teacher who falls to attend is not likely
to be reappointed.) »
4. Grand Forks, H.Dak. (Only the displeasure of the administrallSlik
f. Hew haven, Conn* (Reproval,if necessary.) tlon)
»RAchmond,Va. (Reasonable excitsefl received.)
7* Salt i>ake City, Utah, (Unexcuaed absence from these meet*
ings would affect standing of principals and
teachers )
d.Spokane, Wa8h.( Board i^rovides for deduction of salary from
absence to this meeting without sufficient
excuse . )
9* Vancouver, Wash.( Good excuses are necessary.)
10*y/enatchee,Wash. ( Rating is lowered from absence to these
meetings.)
11* Houston, Tex* ( Requires an excuse for absence from these
meetings.)
III. No report given:
1. Oentralia,Wash*
2* Plymouth,II.Car*
3. Sta.Barbara,Cal. ?. Walla walla, Waidi.
4. Utica, N.Y,
4.
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97
of Grade Meetings*
By whom these meetings are organized ,4 '''he following
cities, (35 of them) report as follows:
Z* Organized by the City Supts* o^ Schools:
1, Aberdeen, S, Dale. 9. Salt Lake City.Utah
2* Albany, N.Y, lO.Sta.Ana.Cal.
3* Albany, Oreg* ll.Sta«^^%r»ara,Cal«.( Teachers
4. Arkansas City, Kan. . elApt -presiding
5. Centralia,Wash. ► officers and secre*
6. Grand Forks, K.Dak. tary.)
7. Kansas City,Mo.(supt. office) 12* Walla walla.Wash*
8. Norfolk, Va. (Supt.& Adm.0drfice)l3, WenatohM.Vash..
IZ« OrganiMd by supervisors:
1. Bes HoineSflo.
2. Detroit, llich. 5* Sioux Falls, S.Dak.
3. Rale igh,K. Car • 6. Spokane. Wash.
4. Riclimond,Va, ?• Winchester, Va.(Grde. sups, and
principals.)
III. Organized by supt» and sups.:
I.Alexandria, ^a* ( Assistant and supt.)
2.LIinneapt)lis,lnd. (supt. and assistant supt.)
3.New Haven, Conn. (Sups, and assistant supt.)
4.Richmond, Gal. ( « • " " )
5.Uitca,K,Y, (
IV, Organized by teachers:
1. Indianapolis, Ind.
2* San J'ose,Cal. .. i
3. Sta.Sarbara, Cal. (Teachers elect presiding officers & sec.) ]
4. Syracuse, N.Y, X^rade teachers.)
V, Organized by principals:
!♦ Vancouver, Wash. (Principal, supt ♦and supervisor, cooperating)
2. Wilmington, H.Dak. \
VI, Ho report givj^n: i
1. laitmont, W,Va. j
2. Houston, Tex, " *<*!?=» 4-. Oakland, Cal.
3. Los Angeles, Cal, !*»* 5» Plymouth.H.Car,
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98
of Principals* Meetings.
— oOo— •
Out of the 40-cities nained on page 7^$ only 3 of them,
are not using principals* meetings in their school iiystems*
These cities are: l^Palouse, Wash* 2* Plymouth, N. Car* 3* Valley
City,lf,Dak*
Hov often these meetings are held** -^he following cities,
37 of them, repoxrt as follows:
I* Held weekly:
1* Detroit,Mich* (Diet .principals*}
2* Salt I'ake City, Utah.
3* Santa Barbara, (Jal*
4>» Wiaj)iington,N*Dak*(or on call of principal*}
II. Held bi-weekly: III.Held hi-monthly:
l*Faitmont,W,Va* (every other l£on*} 1* Albany.N.Y.
2*iYe8no,Cal* (Twice a month) 2* Centraiia.^/asili*
3,Ilichmond,Va* 3» Indianapolis, Ind.
4*Spokaat«wash* 4* Norfolk, Va*
J.Wallm walla, v/ash*( Twice ^ month.) J* San Jose,Cal*
IV* Held Monthly:
1* Denver, Col*
• 2* Detroit,Mich*( weekly di8t*prin8* ,all principals.)
3* Des Moines, lo* (aad on call*)
4* Hou8ton,'.iex* 10* Sioux FallBp s.Dak*
^* Kansas City,lfo* 11* Uti(»,H«Y*
liinneapolis,iklnn* 12* lai>aoliw,Wa8h»
•^ew Haven, Conn* JL3* Winchester, Va*( At irregu*
i* Raleigh, H,C«P9 lar intervals, about 1 each
9* Sta*Ana,Cal»?cf?'^ month*)
I;
V* Held at no difinite time:
l*Aberdeen, S*Dak* 2* Los Angeles, CaX«
VI* HelA as occasion demands:
1* Alexandria,'l>a* 2* lUohmond, Cal*
VII. Held irafegiilarly :
1* Chicago, 111* 2* Grand Porks, H.JDak*
VIII » Miscellaneous answers:
1* Albany, Oreg* ( varies)
2* Arkansas City, i^.(Held 4-times per year.)
3* Oakland, ual* (Held 3~time8 per semester.)
4* Syracuse, N.Y. (On call od supt.)
5» Va'bouver,WaLh* (Frequent individual conference-few general
meeting. }
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99
SwBBiy of Principals* Meetizigs,
When these meeting are held*- '■^'he following cities, Ji37 of
them), report as follows:
t* B«ld after school in the afternoon:
1. ATjerdeen.S.Dak. (4.15 P.tiJ ^3* Sal* I-a^ce City.Utah.-
2. Alhany.Oreg. ( (3:30 p.m.)
3» Arkansas City,K.an. 14. Sta.i^arbara, Cal»(4 p.m.
4. Denver, Col. (Mon.2:30-5 ?•«!•) every Monday.)
J). Detroit, PJL oh. (Dist.prins. 2 p.m,)l5» Spokfme,Wash.(4.1f. V/eds.
o. Indianapolis, Ind. lo.Walla vmlla,Wa8h.
7. Houston,!' ex. (1st Mon. of the month, 4 p.m.)
0« MiBm«apoli8,lLlnn.(2nd Tu.aftemoon each bo.)
9. Hew ^aven, Conn« 17 .venatohee, ^ash.
10. Qiaaand,Cal« IB. Syracuse, N«Y. (4 p.m.)
11. Raleigh, N.Car. 19. Utica.N.Y.
12 » Rlchmond,Va.(Wed.p.m.)
II. Held in the afternoon:
1. Albany, iJ.y»( 4 p.m.) 6. Grand Porks, H.Da3c.
2. Centralia,Waah. ?♦ Sioux Palls, S.Dak,
3. Chicago, 111/ 8» Wilmington,N.Dak.
4. Partmont, W.Va. 9. Korfolk,Va. (or evening also)
5« £'reBno,Oal. (2:30 gen.meeting; y,00 elem. principals.)
III. Held in the evenings: ^
1. Alexandria, La. 3* Sta. Ana, Cal^f
2. Dee Moines, lo. (8.45 p.m.) 4. Vancouver, Wash. (Hon. evening.)
ZV» Held in the morning:
1« Kansas Clty,]<Io. (Sat. a.m.)
2. Hichmond, Cal. 3* San Jose,Cal.
T« Ulscellaneous answers:
!• Winchester, V a* ( at conveinient x,f.me during school days)
2. Los Angeles, Cal. ( No report given.)
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100
Summaiy of Princlpalat Iteetings*
Length of time devoted to eaoh of these meetings •• '^h»
following cities, (37 of them), report aa follows:
1,
2,
3.
4,
Length of meetings l-ho\ir:
y Painaont, ¥,Va,(or more)
» Houston, Tex« ( or more)
, Raleigh, H,Car»
» Sta«Barbara,Cal.
> Sioin Falls, S .Dale*
y Spokane, V/ash*
> Wilmington,i)[«Da]c*
> Winchester, Va«
II » Length of meeting about l^hour:
1. Albany, H.Y,
2« Gentralia,Wash*
3* Chicago, 111*
4» Oakland, Cal.
Ill* Length of meeting from 1 to 2 hourst
l»Detroit,}itiich* (District principals and principals*)
2*Hichmond, Cal*
3*Syracuse, 1T*Y*
IV, Length of meeting l^^oxxrs:
1* fresno, Cal*
2« li^ew Haren, Conn*
3. Salt Lake Clty.Utah
San J*8e,Cal*
Sta* Ana, Cal*
Vane ouver, ^aoh*
V* Length of meeting 1» l-J- hoixrs
1* MchmondfVa*
2* V/enatchfts, Wash*
4.
VZ* Length of meeting varies:
1* Albany,Cregon 2* Des Jioines,Io* 3* Walla valla^Wash*
VII* Length of meeting from lito 2-hour8:
l*Indianapolis,Ind, 2* ^>-an8as City, iittO*
VIII*L«ngth of meeting as long as necessary:
1* Aberdeen, S.Bak* 2* Los Angeles, Cal* 3* Utioa,lT«Y,
ZX* Length of meetings in miscellaneous laanners:
1* Alexandria, I«a* ( 1 to 3 hours*)
2* Arkansas City, Kan* ( 4^ loinutes.)
3* Denver. Col* (2i^hours.)
4* Grand S'ox(ks»B*Dak* (15 minutes to 2 hours*}
^•Minneapolis, Minn* ( About 2«>hours*)
• • 2Iorfolk,Va* (2 to 3*hou7s.)
I:
m&^sjUtiQs:^
I
^Ct^ima^
:a.i;7ii-.i
jiKfiwtf*^ Qtti stc'
.''<;a*MedC^'
101
of Principals' i^etings.
Z* atteiidano« oompulsoTy to tli«8« aeetingst* Zlie follow*-
ing cities, (37 of them), report as follows: ^
I» Coiapulflory attendance
1, Albany, H.Y.
2» Albany, Oreg.
3« Alexandria* La«
4* Arkansas City, Kan*
Centralia. Wash«
Chicago, 111*
Des !^oine3,Io*
Denver. Col,
Detroit, Mich*
XV A i^sno.Cal*
11» Grand Porks, N. Dak.
12* Houston, Tex*
13* IndisnapcliSflnd*
14* Los ■^n{^'eles,Cal*
15* 2>linneapolif!, Minn*
16* lU ''
I:
I:
9.
10*
lew -^aven,nonn*
to the^e i&eetings:
17* Oakland, Cra,
18. Raleieh, N.Car*
29* Richmond, Cal*
29* Richmond, V a,
21* Salt Lake City,Utah
22* Sstn J'ose,Cal*
23* St a* Barbara* Cal*
24*Sioux Falls, S.Dak*
25* Spokane ,l?a8h*
2o, Syracuse, H.Y,
27 * Utica,i .Y,
28* Wenatchae, Wash*
29* Wilinington, lT*Dak*
30* Sta* Ana,Cal*
31* Winchester, Va*( Te.chers always
•xottsed on ra^oast reason never re-
quired*
XZ« Hot cor^ulsory attendances
1* Aberdeen* S*Da]c* 2* Pairiiaont, W*Va4
III, Expected to attend unless satisfactory reason:
1« Kansas City, He* 2* liorf oik, Va. (livery one expected
to attend*)
IV* Hiscellaneotts answers:
1* Vancouver, Wash* ( Hot absolutely but teachers are eacpected
to attend*)
2* Wlilla walla*Wash*{ Snpposed to be present*)
HfS^ifJ-
9«mahm'
• •-
*££;i.a
102
Sunmary of PrinolpalA* Heetinga*
Is compenaation or credit given to these meetlngd?- ^he
11}lloviBg cities, (37 of them), report as follows;
Z* Ho coin|>enBation nor credit
I» Aberdeen, £«Dalc»
2, Albany, H.Y,
3« Alexandria, La*
4* Arkansas City,I^an*
^» Denver, Col.
6« Des Iloino8,Io*
?• Detroit. Mloh.
0, i'aatmont, W.Va*
9^. Grand l^^orkB, N,Dal£*
10. ^Houston, Tex.
11* Indianapolis, Ind.
12. Kansas City, Ho.
1>. Lea Angele3, Cal*
14 • 1 inneapollE , I. J.nn#
15* J^9W IIa7eu,Conn«
given to those laee tings:
l6* Horfclk, Va»
17. Onlclnnd, Cnl»
18. Rsileigh, H.Car.
19. Richmond, Cal*
20. Hlchmond, Va.
21. S£j.t Lake City, Utah.
22. San Jooe, C 1«
23. St a. Ana,cai.
24. St a, Barbara, Cal*
25. SloTix Falls, S.Dale*
2o. Syracuse* U.Y.
27. Utlca, N.y,
2c. Vancouver, i/-ish.
29.WllrainBton, H.Dak.
30* Winchester, Va.
IZ« Ooapanaatlon cr credit given to these meetings:
I.Albany, Cregon.
2*Centraiia»Vp>sh. ( Credit )
3.Wenatchee,irash, (Credit)
III. Part of the ragtilar duties:
1* Chicago, 111.
2. Fresno, Cal.
Z¥. '■ i cellaneous answers:
-1« Dpokane, Wash. ( itule of Jdoard provilaa for deduction of
salary from absence tc this meeting, eot.*,,)
2* Valla wallAtWaah. ( No reprot given.)
,■■■: ^.^.i^uti
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1?9 ft;
iSfi.i':
103
of Principals* Meetings*
Is penalty attached, to thase xaaetiflss for failure to
attend?- *he followins cities, (37 ot thmo), report as follows:
It Penalty ic not attached to these me tings:
1* All^any^K.Y,
2* Arkansas City, i^an»
3» jDenvor,Col«
4» l>es ]uoines,Ic*
5» I^etroit. Llich.
6* Fairmont ,W,VA,
7* Indianapolis, Ind.
8» -^ansas City,I.io.
9» Los Ang3les,Cal«
10* llinueapolis, Uinn*
11 .Norfolk, Va,
12 • Oakland, Gal*
13* Hal«ifih,N*Car*
14* Hiohzaond,Cal»
l5»3An Jose,Cal*
16« Sta*/^a,Cal* ^
17 » Sioux ]}'alls» r>*$ak*
18* Syrpcuse, lUY. '^
19* Wiliiiinfjton,lJ,iJak*
20 .Winchester, Va* (Repeated absence
or indefference would affect
teacher *s professional standing.)
II» laisoellaneous anwers:
1* Aberdeen, B.Dak* ( Failure to attend has to be explained.)
2* Albany, Oreg* (Teacher failing to attend without reason can
be asked to resign in 30 days.Contract covers
situation*)
3* Alexar^ria, La* ( Hot likely to be reapppftnted for failtire
to attend*)
4* S^esno,Cal* ( Unless excused wo^ild be regardec^as absence from
duty.)
5* Grand Porks, N«Dak* (Only the displeasure of the adminis*
t rat ion.)
6* Hew Haven, Conn* Rcproval if necessary*)
( 7* Richmond, Va* (Reasotiable excuses received* )
( 8* Vancouver/Jaf^.f " » h )
9* Salt Lake City,ut^ ( Unexcused absence frdni this meeting is
regaraded luiprofessional and would seriously
affect stanfinG of teachers and principals*)
10^ Spokane,Washy ( Rule of Board provides for deduction of
salary from absence to this laeeting. ...etc*)
11» Sezuaatohee,Wash* ( Rating is lowAjed)
12* Houston, Tex* (Requires an excuse inm absence from this
meeting.)
III. IJo report given:
1* Centralia,Wa8h*
2* Chicago, 111*
3* Sta*^arbara, Cal*
4* Utica, N.Y.
5* Walla walla. Wash,
i*8
9dt lo
.■^n
(.r
» (
,.sfafiW \
104
Svaaaaxy of Principal*' ^etinga*
By Trh<waths©» ia«iotiass are organlzol.- $h« folloi^ing
cities, (37 of them), report as follows: *
X* Oxganiztd "toy the city supcrintendsAts of Mihools:
1. Aberdeen, o.Oak* 15* i<ioii ipnd, Va.
2. Altoaiiy, H,X, ifr* tinlt •^'ak© City, Utah
3* .Albany, Oreg* 17« ^an JoB«,CaI»
4. Alexaxuiria,La* lo« Sta* ^^^n*, Cal»
p. Arkansas City,*^an. 19» Sta, %rl>ar«, Cal«
6, Oentralia, v/ash. 20. Sioux Fails, S.B^k.
7« Des M0ines.l9, 21« Spoknne, Waab,
•8* Detsoit, Mich, (supt* general) and (dist.principalsogroupg)
9, Grand i'orks, N.Dak, 22. Syrricupe, IT.Y,
10. Xansaa City, Mo. 23. ^ticr, 'wf.Y,
IX* Miimeapclia, I^inn* 24* ViuicouTer, Wash.
13* Oakland, Cal. 2^. Walla walla«_ Wash,
13. BAlslgh, Il.Car. 26. Venatchce, Waaftu
1^;. Rici-uiionit, Gal. 27* Winchester, Vs*
11. Organized 'oy the principalsj
1. Oiiicat^Oflll,
.2. J^etroit, :i.iioh.( Dist .principals group.)
3» Pa:e«no, Oal. ( Sclf-z-joVeniii^, Taut supt. presents his pro«
graia» akAo.)
4. Wilmington, I^.-iJak.
ZIZ« Org&nized by 'tiie supt. and coxomitteec:
1» DenTer, Col.
2. Indianapolis, Ind.
ZV. lilsoellancous anowcra:
1« ^«w HeT«n,ConA. ( Atssistant supt.)
2. Korfolk, Va. (iJupt. and Administration.)
V. No report givem.
1. Fairmont, W.VA,
2. Houston, Tex.
3. Los Angeles, Oal*
0^
V*'
■itkyui
£fiCflnraxiK
105
Summazy of i»leetinga of Teachers with Special Supexrvisors,
Cut of the 40-citie8 named on page 7^$ only 7 of them
are not using meetiAgs vith npecial eupeirvisors in their
school syste^A'hea* oities are 1. Chicago, Ill« 2«Los Angeles,
Cal. 3» Palcuse.Wash. 4. Plynicuth, K.Car. 5, Syracuse, B^Y,
i» Valley eity,N.DaJc. oJid,7, Wilinington,II,I»£k«
How often these meeting are held,- '^"he following cities,
(33 of thorn), report as follows:
X« Held wee]£l9Ei ,« — ..
U iabany, Omif^-
2* Indianapolis, Indiana (-^^or certain
teachers*)
II, Held monthly: ,
1. Denver, Col»( -iield together with principals' meeting.)
2» Baleigh, H.Car* 5* Wenatchee^Wash*
3, RichLiond, Va» 6, Winohestex, Va» (At irregular in-
4'» Sioux S'allo, S.Italr.* tervals, about onft sach cmnth,)
III« Held irretjularly:
1« Grand rorlca,K,Dak,
!¥• Held individually:
!• AlsxandriS, La*
T« Held as ne^sdi
!• fr«sno,Cal*
2* Hinneapoli8,IIinn*
3. Horfollc,Va*
VIv Held on call:
1*1)08 MoinaSflo*
4
VIT. Held hl-raonthlyi
l.Alljany.li.Y,
2. Salt -^-ake City, Utah*
2* Painuont, W*Ya*
4* Hichmond,Cal*(An oocaRion demands)
5* Utica,li,Y.
6* Walla walla, Wash*
2* ^"^ans^i City,^* 3*Detroit,U[ich«
2*r^nn -ToseyCal*. 3*VanoouTer,^a8h*
VIII, Held 4-tim9» a year:
1* Arkansas City, Kan, 2, 3ta*-"ar\)ara, Cra*
IXtltiscel&aneous answers:
1* Aberdeen, S .Dak* (l^o definite tiaw)
2» Oltiaaad, Cal« (2 or 3 tixaes a ssasstsr*)
!3, Houston, x' ex* ( Supt. meets the sups.monthly .)or classified
(^iiP<«s^ '^o report*
4* Hei^ Haven, Conn* (No report.)
[5* Centralia,Wa8h* (lio report .1
6, 3ta* Ana,Cal* (Semesterly.)
7* Spokane, Wash* ( Twice yearly or semesterly*)
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X06
of ^etings of Teachers -with Special Supervisors.
Ihen these meetings are held,- '''he following cities, (33
of them), report as follows:
!• Held after school in the afternoon:
1* Aberdeen,S,Da]c«(4:15 p*ia,)
2» Des Moines, Io»
3« lienver. Col. (2:30-5 p»m.)
4* Houston, Tex* (ist Hon. 2 p.m.)
5« Indianapolis, Ind* 11« St a .Barbara, Cal*
6, Kansas City, Ho. 12. Utica,L.Y,
• Hew Haven, Conn. 13« Vancouver, V/ash»
• Oakland, Cal* 14. Walla walla, Wash,
9* Haleigh,N.Car« 15* Wenatohee, v/ash* ( and Sat*
10 • Salt Lake City, Utah. forenoon.)
I
IX* Held in the afternoon:
1* Albany, N,Y«
2. Alexandria, La.
3, Centralia,Waah*(3.30 p.m.)
4* Detroit,! ich (4 p.m.) 8. San Jose, Cal*
5. Grand Porks, N, Dak. (4 p.m.) 9* ota. Ana, Cal.
6* Norfolk, Va. 10. Sioux Palls, S.Dak*(3-4 p.m.)
7* Richmond, Va* 11* Spokane, Wash. (10 a.m. supt.
8* and 3. 30 p.m. during year.)
Ill, Held during ochoCIl hours:
l*Al'bany, Oreg* 2* Arkansas City,Kan. . ,
IV* Held as needed:
1* Presno, Cal* 2* Richmond, Cal* (As occasion demands.)
V* Held in miscellaneous answers:
l*V/inchester,Va* ( at convenient time during school days.]
2*lIinneapolis,]Unn* ( 1st, supt.and teacliers, at regular time;
2nd, supt.and supervisors each Wed. af-
ternoon before afternoon regular office
hours)
3, Fair ont,W*'Va* ( Mo repott given.)
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of -^etings of Teaohera wltli Special t^uperrisors*
»
Length of time devoted to each of these meetings •- ■^he
following cities, (33 Of them), report as follows;
X* Length of meeting 1-hour: !!• Lengtji of meeting about 1-hr.x
1. Albany, N.Y. !• Alexandria,La.
2. Detroit, liich, 2. Cent ralia, Wash.
3. Indianapolis, Indiana 3» Oalclaiid,Cal.
4. ^ew Haven, Conn* 4-* Sta^ Ana,CsuL«
5. Salt -^ake City.Utah
&• Sta,'"arbara,C|^«
7* M^mx Falls, S.Dalc.
fl.Winchester, Va»
«■••••••■»••••
III* Length of meeting i^hour:
1. Raleigh, H.Car. 2, San Jo8e,Cal. 3. Wenatchee, Wash,
IV, Length of meeting varies:
1, Des Moines, lo. 2. Norfolk, Va. 3. Walla wnlla,Waah.
Y« Length of meeting as long as needed; or required:
1« Houston, Texr.B. 2, Utioa, 1{,Y,
VI. Len^jth of meeting 1 to l^^Jiours:
1* Kansas City,}<Io, 2* Hiohmond, Va»
VIItMiscellemeous answers:
1» Arlcanoas City, Kan, ( 45 minutes)
2. Albany, Oregon, (10 to 30 minutes.)
3. Denver, Col* (2-4--hours,|
4. Grand Forks, H.Dak. (1? minutes to 1-hour, )
VIII, No report given,
1. Fairmont, W.Va,
2« Fresno, Cal,
3* Richmond, Cal»
4, Spokane, Wash,
ZX« Length of meeting 1-^- hours:
1, Vancouver, Wash,
2, Ilinneapolis, £^inn«
X. LeiiKth of meeting no definite time: 1, Aberdeen, S,Dalc,
SJj^^iLO 9 :
9i
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Summary of Meetings of Teachers with Special Supervisors^
Is attendance conrooilsory to these meetings?* ^hs follow-
ing cities, (33 of theni), report as follows:
I* Coiqpulsory attendance
3^ Albany.N.Y*
2« All^any^Oreg*
3^ Alexandria, La*
4^ Arkansas City,Ean»
)• Cent ralia. Wash*
'•Denver, Col«
• Dss Moines, Io«
U Grand i'orks, B.Dak*
9« Houston, Tex»
10* Indianapolis, Ind»
IL* Mnneapolis,i.iinn*
12 • New Haven, Conn,
13. Raleigh, II. Car*
I;
I;
to these meetings:
14* Hlchiaond,Va«
1*. Salt Lake City,Utah
lo« San Jose, Cal*
17. St a. Ana, Cal.
1B« Sta. Barl^ara, Cal*
19* Sioux Falls, 3.Dnk*
20. utica,N,Y,
21 .Wenatchee , V/ash*
22* Winchester, Va* (Teachers always
excused on request reason never
required*)
II, Not compulsory attendance to these meetings:
1* Aberdeen, S»Dak* 2* Detroit, Mich* (sups*& teachers.)
Ill* 'Miscellaneous answers:
1* Kanoas City, Ilo* ( Optional, often.)
|2* Norfolk, Va* ( Voluntary, hut every one is expected to attend)
|3* Oakland, Cal* Jv/ith teachers new in the system*)
i4* Vancouver, Walaih* (Not absolutely, but expected teachers tp
attend.)
5*Walla walla, Wash* ( Supposed to be present.)
IV* No report given*
1* Fairmont, W*Va*
2* Tresno, Cal*
3* Richmond, Cel«
4* Spokane, Wash*
siaoi^
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109
Smsatay ot Meetings of Tcai^bitrs with Special Superrisors,
Is compensation or credit given to thes* meetings.- Thft
following cities, (33 of them), report as followe:
X* No cosqpensation nor credit given to these zaeetings:
1« ATaerdeen, 3.X)ak. 13 • Norfolk, Va»
2* Albany^l^.Y, 14. Oakland, Cal*
3. Alexpjidria,LR» 1^« Raleigh,K,Car«
4. Arkansas City, i^an. lo, Riclimond,Va.
5. Denver, Col. 17. Salt Lake City.^tah
o. Dec L'oines, lo. W.
I
Dec L'oines, lo. lo. San Jose, Cal.
. Detroit, Mich. 19. Sta. Ana, Cal.
• Grand Pozk8,H.Dak. 20* Sta. Barbtira, Cal.
9. Houston,'^' ex. 21. Sio\ix Palls, S.Dak.
10, li-anoas City,!io. 22. ytica,N,Y,
11. liinneapolis, I^nn. 23* Vancouver, v/ash.
12* New Haven, Conn. 24. Winchester, Va.
II« Cos^ensr.tion or credit given to these xoeetings:
1» Al'bai;y,Oreg.
2. Centralia, WtMi. ( oredit.)
3. S^8-no, Cal. ( One of the regular duties.)
4* Indianapolis, Ind. (Credit for certificate and salary
requirement.)
5. Wenatchee,Wa8h. (credit.)
Ill* No report given:
1. Fairmont, W.Ya.
2* Hichuiond, Cal.
3« Spokane, Wash.
4. Wall& walla,Wadh.
■;,-. i g^»:««»«>a»
vjiiA*«p-3f ry»
.JTiPcT. -t-:?
%fl*»*t*
.1
^■«5I!«K?:
110
of Meetings of Teachers with Special Supervisors*
Is ;penalty attached to these meetings for failure to
attend?- *he following cities, (33 o^ them), report a« follows:
I« No penalty attached to these meetings:
1. Albany,N,Y,
2* Arkansas City, Kan,
3* Denver, Col.
4.De8 lAoines Io»
5« Detroit, -4. oh»
• Houston, -L' ex,
• Kansas City,}<lo«
• ^inneapoli3,}Iinn»
9» Norfolk, Va.
I
11. Raleigh, H,Car«
12, Saji Jose, Cal«
13* 3ta« Ana, Gal,
14, Sioux ITalls, o.li'ak,
l]^. ''vVinchester,Va, ( |^p«ated absence
or indifference would affect teacher *8
professional standing,)
10, Oakland, Cal,
4 4
II • Miscellaneous answers:
1, Alserdeon, S,^ak, ( S'ailure to attend has to be explained,)
2, Albany, Oreg, (Teacher failing to attend without reason
can be asked to resign in 30 days. Contract
covers situation,)
3* Alexsindria,I'a, (no penalty,*but not likely to be reappointed)
4, Hresno, Cal, ( Unless excused would be regarded absence
from duty,)
'^. Grand i'orks, H,l>ak, (Only the displeasure of the adminis-
tration,)
w, xndlanapolis,Ind, (Loss of credit)
7» ^Qn Haven, Conn, (Heproval if necessary)
8« Richmond, Va, ( Reasonable excuses are received.)
9» Salt Lake City, Utah ( Unexcueed absence is regarpded unpro-
fessional and would seriously affect standing
of teachers and principals^)
10/ Vancouver,Va8h, (llo fixed penalty, good excuses are needed,)
11, Wenntchee,Wa8h, ( Rating is lowered if a teacher is absent
from any me^^ting which is scheduled in advance
properiy, )
III, llo report given:
1, Centralia, 'iaah,
2, Fairmont, W, Va,
3* Riohmcnd, Cal«
4, Sta» Barbara, Cal,
5. Spokane, Wash,
6. Utica, K,Y.
7« Walla walla. Wash,
'■ K «» r» •» T
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: jailer
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Ill
Suimaajry of Meetings of Teachers v/ith Special Suiwrvisors.
£y whom these meetings ar^ organised •• the following
cities, (33 of them), report as follows; '■
I. Organized by the supervisors:
!♦ Aberdeen, S, Dak. 8, Richmond, Va.
2. Des Uoines, lo. 9» Salt l-alce City,Utah (spec,
3* Grand Fortes, N.Dak. supervisors.)
4» Indianapolis, Ind» 10,Detroit,l^ich,(b. sups.)
• 5* ^"-ansas Gity,Ivio,( Desire of sup»,i8 any supt, arranged that
these meetings could be called*)
6* Oakland, Cal,(Bpeo«sups.)
7. Raleigh, II. Car,
II* Organized by the city supts, of schools:
I.Albany, N.Y,
2* Albany, Oreg.
3» Alexandria. La, 9* San Jose,Cal,
4, Arkansas Gity,Kan« 10, 8ta, Ana,Oal,
^. Centralia, Wash, 11, Sta»Barbara,Cf^l«
5, liJLnneapolis,Kinn, 12, \7alla walla, './aoh,
7* New Haven,Conn, 13, Wenatchee, Wash,
8. Morfollc,Va,(supt, St adm.office.)
III, Organized by the supt, and supervigors:
•1« Kwasas City, Mo, 2, Sioux iVills,S,D-ac, 3,Utica,lf.y,
IV, Miscellaneous answers:
l,Den'ver, Col, ( Committee and supt.)
2, Vancouver, Wash, (Appointment .)
3. v/inchester, Va. ( % supt, or principal,)
V, Ho report given:
X. Fairmont, W.Va,
2. -fresno, Cal,
3« Houston, Tex,
4, Richmond, Cal,
5, Spokane, Wash*
,C/t*X
i^aJtw
sfijlJat %^
iot^
U2
TEACHERS* MSETIHGS,
Bilsliography.
-oOo-
Anderson,'Wn«T» "Training Teacher in Service." Biennial Report
of State Supt, 1918-20 • State Dept. of Pulalic Instruction,
Lladison, Wiao4nsin, 1921. p. Il8.
Alltn»T.T, '*T«acher8* Meetings upon a Desiocratio Baais*** The
Americ^Ji Sohool Board Journal. Vol* /f/^
Bru'bacher,A«R* "Teachers* Ileetiiiga*" Aoerioan iHkiucation* Deo*
1911, Vol. XV. No* 4* pp. 160-163*
Gkirjicellor, t/ia.E. "Our Schools, Their Administration and Super-
vision*" D.C,H«&th and Co., I9IO.PP.I69-173.
Cubberley, E.P. "Puhlic School Adriinistration*** Hoxighton,
:ifflin Co., 1916. pp. 233-34*
Curtis, W.R. "Teachfars' l^etinga." ^he Educator Journal. liar*
1910, Vol.X. No* VII,
Felger, Henry G, "Teachars* *^ctings. How to Make them most Pro-
fitable." Educator Journal. July, 1912.
]?oeht,H../. "I'he American Rural School." The MoHillan Co., I910,
p* 78.
Gilbert, C*B. "The School and its Life." Silver, Burdett ani Co*,
New York,Bostn, Chicdgo, 1906,pp* 106-121*
Kelsey, 7*W, "Teachers* :L;^otings, Should papers dealing with
li^ttero of scholarships, or papers on uethods be the
chief feature of the question?" School R* 4: 594'.
Monroe, P. "Principles of Secondary Education*" '^'ha MoMillan Co.,
1921. pp. 207-208.
Rapper, L..i. "Educational Hygiene*" Charles Scribner's Sons*
1915. P. 180*
Ruediger,Wm.C* "Agencies for the IzzQ>rovement ot Teachers in
Service." U.G.Bureau of Education. Bxaietin,1911,#3.
pp. 65-82.
Str«?yer,G,D, "A Brief Course in the Teaching Process. " The
iicJIillan Co., 1917. pp. 229-23O,
Strayer,fi.i). and EngelhaTdt,N.L. "The Classroom Teacher."
American Book Co. 1920,pp. 54-55.
m'X'}?uy. brt
. r^tV:ir
nt
\r
113
Bibliography (continued.)
Thomas, J.T, "What Teachers' Ueetings Shoiad Be?** Education 30:
45-51. S.1909.
Tucker, lU A. "Teachers' Ileetings tmd the Superin.tendent,"
iiducation 21: 402-405. I9OO-I90I,
Updeevnft, H, ** Improvement of Teachers in Service in Oity
'ohool,' Hatiomu Education Aosociation.Proceedings,
1911. p. 433-41.
Vance, Wm.M. "The Best -^eans and llethods of Inroroving Teachers
Alrer.dy in the 3exvico." national Education Association.
1906. pp. 127, 128. and 131.
Van atone, Ada^ "The Teachers' :i.Ieeting Influence of the Super-
visor." --National Education Association. Proceedings, I906,
p. 120.
Wagner, C.A, "Sup^^rvieion of Intruction and the Grade Teachers'
-t-eetings." ''*'ha American School Board Journal. 59: 3^t lo^t
B««eiDLber, 1919*
An iffective Tepchers' Meeting." - V/ritten hy a Superintendent!
'..ife. The School Loard Journal. Jan. 19^0.
"Cooperative in School v/orl-." Report of the Bop.rd of Education,
Topeka, Kansan, I914-I6, pp. 11-17.
"Soniulizing the School." Report, of the Board of Education,
Topeka, i^nsas. July 1, 1917. pp.46-47.
•'CercLors' keotin^is." 20th Biennial I^eport of the Supt. of the
Public Inctructicn, otate of Washington Depart uent of
Sduortion. 1910, pp. 34-41.
"Icftchera' jwsfjtijig^l • Harrisbtirg Public Schools. Annual Report
of the Public Schools. 1911,p. 15.
"Tiiar^iers' i^otinga."- A report of the Survey of Utica School
Syeteri by the otate Beot, of Education. pp. o5-i)?'. 1921.
Tables of Surnaaries of tht i'ive Types of Teachers' lieetings,
obtained fro: the nuestionaires sent out by the writer
last llay, 1922.{ iiee the appendix.)
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