JANUARY 1926
THE UNITED AMERICAN
Page Thirteen
Educating the Night School Principal
By Grace MacCormack and
Susie Corpstein,) San Francisco Public Night Schools for Adults.
TAOES THIS title seem a bit presumptuous when
handled by teachers of evening schools with regard
to their superior officer? Perhaps not so much when
we consider that, almost invariably, the principal of
the evening classes is one who has himself had no
experience with foreign groups. For this reason the
problem of training the principal is ofttimes as
serious a problem for the teacher as that of the teach
ing itself.
All too frequently the teacher and her Ameri
canization class are regarded as an isolated factor in
the school organization. Especially has this been true
up to the present. But education of the foreign born
has now become such an extensive field of endeavor
that it is no longer simply a local classroom affair. It
involves the whole school realm, principal and teacher
alike. Let us say that the first qualification of a
successful evening school principal is sympathy, that
beautiful quality which makes the whole world kin.
The principal who shows the human side is the one
who best reaches the heart of the foreign born. He
who would have his influence most felt must radiate
sympathy at every turn, yet never in a patronizing
manner.
A principal must manifest leadership. Nothing so
arouses admiration as this quality. The student looks
past the teacher to the principal for leadership. To
the foreign born the principal is the medium between
himself and society. The principal who is a leader,,
who, when he comes into the room makes his person
ality felt as such, is the popular principal. There
fore it may be said that the successful principal is
the popular principal.
The personal contact between principal and
student affords one of the most effective aids toward
promoting higher citizenship. The principal should
evince a friendly spirit, letting the students see that
he is vitally interested in them as human beings and
as valued prospective fellow citizens. Of a successful
principal of foreign bom students we heard it said,
“He calls the men by their first names and they just
love him.”
Too often the blame for nonattendance is attri
buted to the teacher. Some responsibility rests with
the principal. Where the principal is awake, where
his interest is keen, the school is throbbing with life.
A leader whose personality emanates sympathy, gen
uine interest, fellowship, has unlimited influence in
attracting and holding.
Now as to our subject—Educating the Principal—
how shall it be done without apparent insubordina
tion? Lucky is that principal who has on his teach
ing staff a wise, tactful teacher who may school him
without his knowing it. The education and making
of a good principal lie with the classroom teacher
more than is realized.
Frequent visits to the classroom is the first step.
The teacher may invite the principal to speak on
topics of interest. She may hold conferences with
him about her pupils, asking his advice on outside oc
cupations, advancement based on former education,
home life, etc., anything to get the principal’s in
terest aroused to obtain cooperation.
The social side is a very vital factor. Arrange a
musicale or theatricals and invite the principal.
Show him what talent is in the class and what means
are necessary to bring it out. Let pupils extend per
sonal invitations to the principal—the personal ap
peal always has its reward.
An occasional trip to the theater is a very ne
cessary part of the foreign born students’ education,
but the way must be paved for the principal’s approval
of taking the time off. A. tactful teacher will study
the wisest method of approach. It all depends upon
circumstances.
Concerning a principal whom his night school
teachers regard as ideal, we are free to state that
he made it a habit to go into the classrooms and oc
casionally discuss the lesson with the students, to
talk with them informally in the halls, and of him it
will long be remembered that he came in costume to
their Hallowe’en party and joined heartily in the
merriment. Real personal interest in the welfare of.
these foreign born students places Mr. James E.
Addicott of Polytechnic High School, San Francisco,
in a class of principals far advanced on the road of
progress in Americaniaztion.
Perhaps, after all, principals are born, not made,
but an enthusiastic teacher, alive to her responsibili
ties, may go far in convincing the principal that his
is the peculiar privilege to interpret to new citiens
the ideals of our finest American life.
THE BEGGARS
They beg to inquire and they beg to state,
They beg to advise and they beg to relate;
They beg to observe and they beg to mention,
They beg to call your kind attention;
They beg to remark and they beg to remind,
They beg to inform and you’ll herein find;
They beg to announce and they beg to intrude,
They beg to explain and they beg to include,
They beg to acknowledge and they beg to reply,
They beg, and they beg, and they beg, oh why!
They reluctantly beg for a moment of time,
They beg to submit you an offer sublime;
Till I wish I could put the annoying array
Of beggars on horseback and send ’em away.
—Carolyn Wells.
SYMPATHY
By EDGAR A. GUEST
If riches made men kindlier, or fame
Or pomp or place were fellowship’s first need;
If culture all that’s gentle must precede,
Then wealth were good and lack of it were shame,
But in true living all men are the same;
The poorest man may do the kindliest deed;
A mind unschooled may better live its creed,
Than that which shines with learning’s brilliant flame.
True sympathy is not a grace acquired,
Brave hearts and good untutored may remain,
Though culture is a charm to be desired
Rough hands, dull minds, undying love may gain.
Wisdom and skill for silver may be hired,
Only great souls can feel another’s pain.