The Worcester spy. [volume] (Worcester, Mass.) 1898-1904, 1901-10-26

His words gave forth the wise sugges-
lions of experience and his entire paper
was of the sort that made many teach
ers present wish they taught under the
principalship of such a man as he.
The discussion of DR.. Huling's paper
was opened by Principal F. G. Avery
of Athol He said there was not a
thing in the paper he did not agree
with After relating some amusing ex-
periences of his early teaching days,
Mr.. Avery said he had secured good re-
suits by allowing his teachers to in
struct in those branches they most de-
sired to teach and the good discipline
of his school is secured by giving each
teacher liberty in that direction.
over Pressure in High Schools" was
the subject of addresses by Rev. w. 7
Hutchins of Springfield and Principal
e. Harlow Russell of the Massachusetts
State Normal School at Worcester.
| The discussion of these papers was par
! ticipated in by Superintendent ]. g.
4 Edgerly of Fitchburg, who said the
public schools are conducted along the
| lines of public sentiment, and 1t Is often
case of do what the public demands
or get out He advocated system of
ungraded schools, He said 1t is to meet
the demands of college examinations
that too many studies are included in
the 1lSn SCHOOL tOuTSS. AC ClAlll
High School curriculum is framed for
about 10 pupils who intend to enter
college. The discussion was carried
along by DIR. Huling. DR.. Ray Green
Huling's paper was, in part, as fol-
lows:-
"I cannot claim any special fitness to
lead your thought-unless it be the fact
that l can see the shield from both its
sides, having been some six years an
assistant and for the last 20 years a
principal.
Most young men on going from col
lege into the teachers chair are eager
to obtain a principals place, yet 1 am
certain it was best for me to serve an
apprenticeship in a subordinate posi-
tion before / came into the chief re-
sponsibility for any schools; and what
was thus best for me was undoubtedly
even more fortunate for my pupils.
1.-THE chief responsibility for the
school lies with the principal. With
the principal in the school are associ-
ated assistants, not fellow principals;
subordinates, in authority, not CO.
equals in power.
1.-THE first relation which we may note,
then, is this one of control Principals
ought to feel that within the statutes
and the local rules, the ultimate decis-
ion in all matters rests with themselves,
and that they have no right to divest
themselves either of their responsible
ty or of their authority. 1t is as I'M
wise to make their assistants respon-l
sible for defects or failures, without
strenuous efforts to apply remedies. as
it is to suffer ones assistants to exer-
else authority which properly belongs
to the head Of the school. The relation
will not be ideal unless the responsible
ity is discharged and the authority ex-
ercised in the spirit of love.
"a due regard for the sensitiveness
of spirit that naturally accompanies
the power to gain the higher education
is absolutely essential to the mainte
nance of the most helpful relations in
such a case With the best intentions
also a want of tact may create strained
relations unnecessarily In all such
cases the chief responsibility for set
ting matters right still rests with the
principal.
Il have known instances Of unwar-
rantable requirements and of insistence
upon unwise details. that have seemed
sadly to diminish usefulness. The ideal
manner of exercising a principals au-
thority is one in which there finds eX-
preston the tactful feeling born of
ripper experience and the kindly inter-
est of an elder brother in service.
''OuSDAtlOn. Jealousy. uOuDLt IllSNIuo
hostility-these make a chilly and dark
atmosphere in which to raise the flowers
of mental excellence or moral worth.
THE relations between principal and
assistant include from the nature of the
case a constant supervision of the as
sistant's work by the principal. He
NAV indeed be less skilful in the treat
ment of certain of his teachers, but he
should not, even on that account. fail
to know all that is done in connection
with the school Assistants should not
resent such inspection and inquiries, as
are necessary to secure it.
Pupils come early to learn when a
principal comes looking for faults and
they exchange knowing giances when
they see an entry made in the little
black notebook or hear objections
openly uttered On the other hand.
some principals make their visits Of
inspection occasions for illustrating
their power to tease the children by
hard and unexpected questions, or
for airing their wit to the discontinue
of some apparent dullard, with the
consequence that the results hoped for
from that hour by the teacher are
missed and delay in progress ensues. |
Inspection should be thorough and
frequent An office principal may en-
dure for a time, but his school, like
the clock will run down.
1T may often occur that slight ex-
penditure Of the principals time alone |