From this information, which was easily obtained by the teachers, I
compiled a definite report which showed the school attendance the first
day compared with the opening days of the two previous years; the grades
having largest number of retarded pupils; and the extra supplies that
would soon be needed. The report concluded with a brief statement of my
appreciation of the hearty coöperation that I had received from the
teachers and pupils. I wrote the report very carefully and placed it in
my pocket, hoping that it might be presented at the board meeting.
The first board meeting meant much to me, for I was desirous of having
the members feel that the success of the school depended very largely
upon having the administrative head take an active part in the
deliberations. I was present promptly at eight o'clock, the time set for
the meeting, and the gentleman who had invited me explained to the other
members how I happened to be present. Before the close of the meeting,
the president of the board asked how I liked the place and how many I
had found it necessary to "strap" the first day. I replied that I was
well pleased with the school conditions, and that if there were no
objection I would like to read a short report that might be of some
interest to the board. There was no objection and I read the report. At
the conclusion of the reading, one member of the board said, "By
Jimminy, I have been on this board for seven years and that is the first
time I have ever heard a report like that. I move, Mr. Chairman, that we
thank the superintendent for bringing in the report, that we file it
with the secretary, and that we extend a standing invitation to him to
attend all our meetings." The vote in favor of the motion was unanimous.
I went home that evening feeling that I had been well repaid for the
time spent in compiling the report.
From that time on I made a regular monthly report at the board meetings,
which resulted in the extension of my authority. I was soon permitted to
order supplies when needed, if the requisitions were approved by the
secretary of the board. This was a great help to the school. It saved
much delay, and we always knew what we could get and when we could
expect it. The teachers often spoke of how much more definitely they
could plan their work. Great care was exercised to purchase only such
supplies as were needed, and we turned in many of the worn-out books as
partial payment for new texts. Hence, at the end of the year the cost of
school supplies had been cut nearly in half as compared with that of the
previous year. It was a matter of pleasure to have the board realize
that a superintendent might be a business man as well as an educator.
The next extension of authority was in regard to the employment of
teachers. It had been the general policy of the board to engage and
discharge teachers without consulting the superintendent. I anticipated
this by making, at the end of the fourth month, a report as to the
general efficiency of the teachers. Not a word was written in the report
that _the individual teacher concerned did not know_. The members of the
board expressed themselves as being much pleased with the teacher report
idea and I was told that I would be asked to recommend the teachers when
the time came for their election. This confidence of the board was a
great inspiration to me, and helped me more than anything else to decide
that I would remain a schoolmaster.
My experience with the board in another community is equally suggestive.
During the five years previous to my superintendency at this place, the
board had voted against the introduction of manual training each time it
came up for discussion. I was interested in having manual training
introduced, but before making a formal request of the board, I decided
to give the subject a very careful study. I spent a number of Saturdays
going from town to town to inspect the manual training equipment and
courses of study. At that time, manual training was very much in the
experimental stage, and I found something new at each place. After
settling upon the plan that I considered best suited to our
accommodations, I arranged to have an evening meeting of the parents at
the school building where an exhibit of the regular school work was
displayed in each room. During the evening a talk was given on the topic
of manual training by a neighboring superintendent, who was especially
well qualified to discuss the subject. I wanted to create a public
sentiment in favor of manual training before asking the board to
introduce it into the school system.
At the next regular board meeting I presented a definite, written plan
for the introduction of manual training, stating the space in the
building for it, the grades that would be given the work, the number of
times per week that it would be offered, and the cost of the benches and
tools. Without a moment's hesitation, the leading member of the board
said, "I have objected to the introduction of manual training for five
years, not because I was opposed to the subject but owing to the fact we
never had a report made to us as to its cost, where it could be placed
in the building, or the grades in which it would be offered. I move that
the recommendation be adopted and the material purchased as designated
in the report." The motion was adopted without a dissenting vote.
I have had many other experiences with school boards similar to those
cited above. School boards have not always purchased everything that I
have requested, but I have found in the vast majority of cases that if
the board has faith in the superintendent and feels that _he knows what
he wants, and what he will do with it after he gets it_, he will not
have much difficulty in obtaining what the school really needs. Too many
superintendents go to board meetings with no definite report as to what
is being done in the schools or what is really needed to make them
efficient. This inability or failure to assume leadership causes the
board to lose confidence in the superintendent, and soon reacts
detrimentally upon the school system.