Learning to Be a Schoolmaster

by Thomas R. Cole

The janitor had now learned to know me fairly well. He found that we could work together, and by the time that school opened we were quite friendly. I was amused some months later when a teacher told me of the account the janitor had given her and the other teachers at the opening of school, of the new superintendent.

When I reported at the end of the year the splendid services the janitor had rendered, the members of the board were so well pleased with the change in “Rosy” that they raised his salary for the ensuing year. I am not sure but that the raise in salary pleased me more than it did him.

The help that I received from this janitor throughout the year is no exception to the general rule. I do not wish to give the impression, however, that all the janitors with whom I have worked have been efficient, but I do wish to say that I have received from each of them a much greater degree of coöperation when I caused him to feel that I was his co-worker and not his boss.

HOW THE PRINCIPAL CAN HELP THE TEACHER

The principals of our city schools have for two years been carrying on a series of monthly evening meetings which have proved to be highly interesting and instructive. The topics chosen have been along lines that directly affected the work they are doing.

One of the meetings was devoted to the subject “How the Principal Can Help the Teacher.” The topic was assigned to two principals, who prepared questionnaires which were sent to all the teachers in the city. The questions asked were along three lines: (1) What can the principal do to help the teacher in a professional way? (2) What can the principal do to help the teacher in an administrative way? (3) What can the principal do in making his personal relationship to the teacher more effective?

Replies were received from about fifty per cent of the teachers and were classified as follows. Percentages indicate the number of teachers giving the replies which they follow:

I. In a professional way.

1. Assistance with the exceptional child, 37%.

2. Interpretation of the course of study, 29%.