a. _Furnishing supplies and equipment._ One half of the teachers have
apparently suffered from the delay that so often occurs when school
material is not ready when it is needed. Sometimes conditions arise due
to the shifting of pupils or other unforeseen difficulties which make a
delay in the furnishing of supplies and equipment unavoidable. In the
large majority of cases, however, there is no excuse for the delay other
than "Order too late," "Board held up requisitions for investigation,"
"Copy of outlines not ready to be printed," etc.
No efficient business establishment would make a practice of permitting
highly paid help to remain idle a part of the time waiting for necessary
material. In the schools the loss is much greater than in business
because it affects the work of the pupils, who form bad habits early in
the semester which are hard to correct later on.
Some principals make a practice of keeping their stock rooms in perfect
order. Pupils often assist in this work. This makes it possible to keep
a close check on where material can be found and how soon the supply
will be exhausted. Such a spirit of order is contagious and teachers and
pupils are unconsciously encouraged to give greater attention to the
proper use of school material. Thousands of dollars are saved annually
in some school systems having free textbooks and supplies by the careful
checking and transferring of the supplies. We must not forget that some
of the most valuable lessons for the girls and boys come from
experiences gained in other avenues than those learned from textbooks.
b. _Definite directions._ The lack of a well-defined plan of
administration is called to the attention of the principal by one third
of the teaching force. It is sometimes astonishing to note how little
some of us practice what we preach to the pupils and the teachers about
the need of being punctual and definite in the work to be done.
Not long ago, a questionnaire was sent to the teachers of the high
schools asking for suggestions for the handling of school activities.
One of the outstanding replies was--"make a definite schedule for
activity needs and assemblies." One teacher stated it as follows: "I
will plan my work with the classes for tomorrow with the expectation of
having a full period for its recitation and development. On the
following day, without a moment's notice, the bell is likely to ring for
an assembly which will mean a shortening of all the forenoon periods
about one half. My plan of work for the day is practically ruined and
the worth of the period to the class is lost." While it is not always
possible to foretell the time of an assembly or school meeting, it is
generally known by the principal a day or more in advance. A knowledge
of the schedule of such meetings on the part of all the teachers a month
in advance would often save much confusion and embarrassment. Rules
covering tardiness, the issuance of report cards, school discipline, and
general building routine should be definitely understood by all. Much of
the friction between teachers often arises from lack of well-understood
building rules or of enforcement of rules that have been made.