Lessons for Would-Be Principals --

Case Studies from High School Administration

by Richard Warren Seltzer, Sr., West Roxbury, MA 02132. seltzer@samizdat.com

Copyright © 1957 Richard Warren Seltzer

• CHAPTER  I --  The Purposes and Method of this Study
• CHAPTER II -- Review of Literature
• CHAPTER  III --  The Episodes
• 1. Second Chance.
• 2. Hit Back!
• 3. I've Got Tenure.
• 4. One Year to Go!
• 5. The New Coach Takes Over.
• 6. Roadhouse Interlude.
• 7. The Custodian.
• 8. The Wayward Wallet.
• 9. Lost Control.
• 10. I'm the Boss!
• 11. I Object!
• 12. Let's Be Democratic
• 13. The Bentonville Incident.
• 14. Juvenile Department.
• 15. Keep Your Hands Off Me.
• 16. Please, Don't Tell Mother.
• 17. I Quit!
• 18. Chaperones.
• 19. The Impasse.
• 20. He's Really a Good Boy.
• CHAPTER IV -- Suggested Research
• APPENDIX: The Episodes -- Decisions and Results
• 1. Second Chance.
• 2. Hit Back!
• 3. I've Got Tenure.
• 4. One Year to Go!
• 5. The New Coach Takes Over.
• 6. Roadhouse Interlude.
• 7. The Custodian.
• 8. The Wayward Wallet.
• 9. Lost Control.
• 10. I'm the Boss!
• 11. I Object!
• 12. Let's Be Democratic
• 13. The Bentonville Incident.
• 14. Juvenile Department.
• 15. Keep Your Hands Off Me.
• 16. Please, Don't Tell Mother.
• 17. I Quit!
• 18. Chaperones.
• 19. The Impasse.
• 20. He's Really a Good Boy.
• SELECTED BIBLIOGRAPHY
• 1957 Vita of Author
• Acknowledgements

CHAPTER  I --  The Purposes and Method of this Study

 The relations between one man and another are as old as men himself. Ever since there were two human beings on earth. there hare been human interactions. Early man sometimes worked with his neighbors and sometimes worked against them in his efforts to obtain the necessities of life. In both situations human relations were taking place.  Man  had to learn that when several men killed a prize for the table, each had to share with the others. Living together in primitive villages men learned to interact satisfactorily for their mutual defence.

The early crude attempts at human relations were greatly refined when Jesus of Nazareth brought to man a new concept through his words:

"... love one to another" (John 13:35)
"... whosoever smite thee on thy right cheek, turn to him the other also." (Matthew 5:39)
"Whatsoever ye would that men should do to you, do ye even so to them.’ (Matthew 7:12).

What Jesus and other religious leaders did was not identified as a scientific experiment in human relations because there was no real need at the time for the scientific study of human situations. George F. F. Lombard observes:

Until recently the pace of social change allowed individuals and groups to acquire the capacity to understand one another by living together without explicit attention to the process involved. (1, p.225)

Near the turn of the century, Dr. Sigmund Freud of Vienna, Austria, made some interesting observations which indicated to the world that human problems could be studied scientifically. (10, p. 6)  Freud developed a "dynamic psychology" wherein he studied the transformation and exchanges of energy within the personality. (10, p. 6) The studies made by Freud in the area of personality have contributed directly tot he scientific study of human relations, and greatly stimulated the development of more meaningful research in this field. The modern development of psychology and psychiatry has introduced new concepts and understandings of the relations between humans.

The industrialization of civilization has indicated the need for research in human relations to better understand the personal interactions of men as they affect production. Lombard explains the position of industry as follows:
The present state of our industrial civilization requires research in human relations which will yield results of immediate practical value to the responsible administrator. This research must also produce the data necessary to develop in the long run an understanding of the basic forces at work in our society. A program of clinical research resulting in case reports recognizes and meets both these needs. (1, p. 225)

The volume of literature dealing with human relations has been increasing in the past two decades and indicates an interest in the subject which covers a variety of endeavors. [Reader's Guide to Periodical Literature, 1946-54; Dissertation Abstracts, formerly Microfilm Abstracts, by University Microfilm, Ann Arbor, Michigan, 1954; Doctoral Dissertations Accepted by American Universities, 1940-54; published by W.H. Wilson Company of New York; and Research Studies in Education, a Subject Index, 1941-51.] However, among all the researches done on human relations, there are comparatively few dealing with human relations in schools among school personnel. To the writer, it seemed that there should be more consideration given to human interactions in secondary school administration based upon the democratic principle "that the individual is of supreme worth and the only concrete reality with which we can deal." (30, p. 195)

Within the scope of education there has been increased attention given to human relations in such areas as the teacher-pupil and the superintendent-staff relationships. In one of the most recent studies, the emphasis is placed upon the school superintendent as the central person in the human interaction of school administration. (24) Relatively little attention seems to have been given to the high school principal as a vital participant in the human interactions on the high school level.

The findings of the latest White House Conference on Education (November 1955) have indicated a definite need for, and trend toward consolidation of smaller school districts.  This information seems to indicate that there will be more secondary school principals and fewer superintendents of schools, and thus of schools, and thus emphasizes the necessity of greater human relations training at the secondary level. This trend points up the increasing importance of the individual secondary school administrator, and, in so doing, calls attention to the need for human relations training of the secondary school administrator.

The Problem.  The specific problem of the study is the collection, writing, and selection of episodes which can be used to help to improve human relationships in secondary school administration.

The ultimate objective of this study is to contribute to answering a larger question which may be stated as follows: How can communication and understanding between individuals, and between individuals and groups, be improved under differing conditions and with varying relationships in secondary school administration?  It is recognized that this study alone will not achieve this objective, however, together with other studies, it will make a contribution t this end.

Purposes of the Study.  The first purpose of this study is to develop episodes as a teaching-aid for university courses in educational administration, or for in-service educational programs.  Any one of the episodes found in Chapter III of this study might be used as the central problem for a discussion on human relations.  The episodes may be used to deepen insights concerning what might be done in a specific situation to attain a definite goal in a manner consistent with good human relations.  Furthermore, the episodes provide an opportunity to study typical problems confronted by secondary school administrators for the purpose of developing student capacity to deal with the problems of human relations in a complex and changing environment. (1, p. 25) George Terry, in his case studies in business and industrial management expresses this purpose as follows:

To provide laboratory material in which practice can be acquired in such important things as: (1) recognizing problems to be solved; (2) ferreting out pertinent facts; (3) analyzing these facts to reach a decision; and (4) applying them to the specific circumstances. (27, p. v)

The second purpose is to help the student using the episodes to learn to develop empathy with the administrator, and to improve sensitivity and understanding for the administrator's position. The episodes in administration provide an opportunity for a student to place himself in a number of different situations in the field of secondary administration, and to identify himself with the administrator who is encountering problems in these areas.

The third purpose of this study is to locate possible research problems in the field of educational administration.

The Research Method.  The case study method of research was developed as early as 1871 by Langdell for use primarily at the Harvard Law School.  (5, p. 22)  (For an example of early social case work see W.W. Pettit Case Studies in Community Organization.) (17) John Brewer did some early work in the application of the case method to educational administration with his cases on the administration of guidance for vocational education obtained from student seminars. (4, p.1) However, it was not until Wallace A. Donham (then Dean of the Harvard Graduate School of Business Administration) began his experiments in the situation-oriented case studies that any appreciable spread in this method of research was noted.  The "Donham Method", as Creegan calls it, was unique in that he used the situation-oriented case with concern for interpersonal relationship factors. (34, p. 214) Creegan goes on to say that Donham was the first to bring to business administration training the use of cases which "... were studied in terms of concrete interpersonal adjustments rather than in terms of legal prerogatives." (34, p. 214) Donham intended that cases "would function as the hub of discussion of human relations as found in the business world and provide occasion for the members of the group to acquire new attitudes and expand limits of their understanding." (34, p. 25)

More recently, the Harvard experiments under the leadership of George F.F. Lombard have focused upon the training of individuals for the achievement of cooperation in organization including individual satisfactions and organization purposes. (1, p. viii)  To achieve this objective, students study real life problems which center about actual events.  Students endeavor to disentangle the human relations which are involved in the case situation. Furthermore, students strive to become aware of the various points of view of the major participants. Finally, students attempt to decide what is required in a particular situation as responsible action from the administrator most concerned. This method provides the students with an opportunity to think for themselves without benefit of verbal solution and abstract principle. (1, p. viii)

Richard H. Byrne says in his study that at least one reason for the acceptance of the situational case study has been the "tremendous concern about the nature and the improving of techniques of interpersonal relationships..." (5, p. 26)  This same concern for improving techniques in human relations was partially responsible for the case method refinements effected by Carl Rogers through his client-centered theory of counseling. (34, p. 215)

Teachers such as Mayo, Roethlisberger, and Lombard have observed that "notable success was attained in case method education for administrative functions." (34, p. 214) The development of case method courses in universities throughout the nation also gives evidence of the acceptance and effectiveness of the method. (34, p. 216)

In achieving the purposes of this study, the writer felt that the "descriptive method" using the case study technique would be most effective. (28, pp. 153-191)

This study is designed to develop teaching aids in educational administration ad is therefore concerned wit the present time. The episodes taken from current experience are intended to represent administrative situations as they are occurring.  Lombard believes that scientific knowledge begins with careful observation, and in the process of "organizing research in human relations on this basis requires a method of study permitting detailed examination of situations as they unfold." (1, p. 226)

For this study, interview and observation have been used to gather the necessary data from real administrative situations. The interviews have permitted detailed study of individual and group attitudes through the recording of free and spontaneous expressions.  Observation has permitted the direct study of the activities and behavior of individuals and groups.

Data from interviews and observations of administrative situations have been brought together in the form of an episode report. As interpreted in this study, the "episode report" is a carefully written description based on an actual situation in secondary school administration which provokes in the reader the need to decide what is going on, what the situation really is, what the problems are, and what can and should be done.

The episode report as used in this study differs from the case study report in that the former is a record of a particular incident or event which can, for purposes of this study, stand by itself, but is more or less connected with a series of events.  The case report is typically a  record of a problem together with surrounding facts, opinions, and prejudices, including a series of events or incidents covering a long period of time.

The case study technique lends itself to the kind of student participation which makes it possible to achieve the purposes of this study. Dean Donham emphasizes the practicality of this research method when he says:

The essential fact that makes the case system... an educational method of the greatest power is that it arouses the interest of the student by making him an active, rather than a passive participant... (1, p. 3)

Collecting the data.  In the collection of data for the episode reports in this study, a systematic procedure was followed wherein the author observed the everyday behavior of people on the job, being alert to how different participants viewed their job situations.  A number of episodes were collected during the time the writer was engaged in an administrative internship program.  In this capacity, it was possible to observe human interrelationships in the faculty situation virtually through the eyes of the administrator, yet to maintain a degree of objectivity which might have been too difficult to maintain had the writer himself been the administrator.  As an intern, the writer was able to work rather unobtrusively in gathering many of the episodes.  On the other hand, some of the data were gathered while the writer was actually involved in administrative responsibility as an assistant principal of a large senior high school.

Writing the episodes.  Data for the episodes were collected over a three-year period and then written up in rough form for evaluation.  In writing up each episode several rules were followed, namely: (1) one or more events were noted as the episode is concerned in the present; (2) the background of the problem, including the people involved, was noted in detail; (3) all available first-hand data about key present events, including what people said and thought, were noted in each episode.

Most of the data were obtained on the basis of first-hand observation.  However, where strict confidence was necessary, information was obtained through personal discussion with the responsible administrator.  The episodes in this study actually took place as they are reported. They have been disguised only to the extent of using fictitious names of persons and places.

When converting raw data into the completed episode, the writer has attempted to maintain a high degree of objectivity; e.g., rather than say that an individual in an episode is "competent", the writer has attempted to include the direct evidence, such as a direct quotation of someone saying that the individual is competent.  The reader can then interpret the facts himself.  In an effort tot report in a realistic manner, the writer has made considerable effort to include verbatim conversations, quoting exactly the words by the parties involved in any episode.

The episodes were written in the following form:

(1) Title - Devised for the purpose of facilitating classification and for the convenience of the reader.
(2) Relevant Background - Included so that the reader might be properly oriented regarding past activities as they affect events in the present.
(3) Possible Decisions - All consultations preceding the actual decision have been included so that that reader might be aware of the possibilities in each case.

Selecting the Episodes. In all, over fifty episodes were written up for possible inclusion in this study. The surviving twenty episode reports found in the third chapter of this study were selected on the following bases: (1) the interest of the observer in the case, (2) the normalcy of the administrative situation (an attempt has been made to avoid the unusual situation as a basis for episode material, (6, p. v), and (3) the representative areas of human relations experience in secondary school administration are included (principal-superintendent, principal-teacher, principal-employee, principal-pupil, principal-parent, principal-community relations).

Each episode was written in final form and returned to the responsible administrator for perusal. The administrator involved was asked to review each episode with reference to the following questions:

(1) Is the title appropriate?
(2) Is the problem readily discernible within the episode?
(3) Does the episode adequately disguise the parties involved?
(4) Does the episode read well?

The representative episodes were presented to the group with the four questions above. Members of the group offered suggestions and criticisms after perusal of the episodes and generally contributed toward selecting the most appropriate episodes for inclusion in this study by asking the questions and freely discussing the merits of each episode in the light of stated objectives.

Using the Episodes.  The episodes included in this study represent real-life situations. The writer believes that these situations, coupled with academic theory, plus discussion and investigation, can result in valuable understanding.  To facilitate this understanding, the reader should view each episode as a participant. In so doing, he will be able to develop perception and improve his powers of discrimination. In using the episodes in a university course on secondary school administration, the old formalized method of handing back to the professor the things he wants to hear would be eliminated, and discussion would follow the lines of personal interest of the participants. When the episodes are used in this manner, they should be used to stimulate discussion of administrative problems involving people, and not on the basis of the mechanical administrative problem alone.  Caution should be taken to note that the episodes, per se, do not illustrate primary principles, rules, or points.

By using the episodes in this study, a student of administration can study individual problems drawn from actual events, and in the process disentangle relations evident in the description of the episode situation. He thus becomes aware of the different points of view of major participants and comes to decide what the situation requires by way of responsible action from the executive.

The use of the case method with students in unique. For example: (1) the students are not given general theories or hypotheses to criticize, but rather raw facts from which they can draw conclusions; and (2) the individual student gains confidence under the case method that he can make and is expected to make contributions to group understanding.  A unique opportunity is provided to think out original answers to new problems or to give new interpretations to old problems (which have previously been denied to students. It is a known fact that we cannot benefit to the fullest extent from another person's knowledge or insight, but rather this knowledge and insight must be that which we have used.

A student of Business with Fact
Absorbed many answers he lacked
But, acquiring a job,
He said with a sob,
"How does one fit answer to fact?" (1, p. 8)

It is suggested that there be a step-by-step analysis of episode facts as a prelude to interpretation. All of the details of the episode should be well in the minds of students and instructor alike. The group can be checked on for accuracy and completeness of fact and the relevance of a student's references to theory and practice. There is a moderate amount of drill in the painstaking analysis of cases to give adequate appraisal of specific situations including the orderly cataloging of alternative interpretations and choices of action.

Glover and However believe that the instructor can be most effective in the success of the case method:

If the instructor can continually focus upon the significance of case details -- their relations to one another and their implications for administrative action -- and if he can induce students to raise questions of their own along such lines, he will probably find out not only acceptance of the step-by-step analysis as a a necessary phase but also real and growing interest in the process on the part of the students. (1, p. 16)

The Appendix, previously alluded to, contains the actual decision and the immediate results in each episode.  These two parts are separated from the body of the episode in order that the student in reading a case will not become restricted in his analysis because of the presence of a solution, but rather will be free to determine his own decision in a particular situation. At the same time, the writer feels that if an instructor using this teaching aid so desires, he should be able to know what decisions were actually made and what the immediate results were in any given episode. The instructor may wish to experiment with analyses of these decisions and results.

Limitations of the Case Method. As interesting and appropriate as the case method is for this study in human relations, there are some limitations to its use.  Those who have participated in group discussions on specific incidents or events where there has been a minimum of planning or constructive thinking, will be quick to condemn the case method of study for being nothing more than a "bull session", as it is colloquially called. The tendency to resort to disorganized utterings is a very real limitation to the method used in this study. The situation can be remedied, however, if the instructor has the details of each case well in mind, continually asks questions relating to the case data, and checks with other class members on the student's references to theory and practice.

The case method can be boring and confusing to students if the data are misused or handled improperly. Charles I. Gregg feels that using the cases can be particularly confusing to those students who are unaccustomed to independent thinking:

Not all students can bear the strain of thinking actively, of making independent judgments which may be challenged vigorously by their contemporaries. (1, p. 9)

The initial use of the method may cause some confusion and frustration until some skill is developed in discerning that apparently simple human situations are usually complex.  Progress in this development is usually limited since each student evaluates each situation in terms of his own experience.

Students may feel some degree of insecurity in the fact that this method does not provide a secure base for reference whenever a difference of opinion emerges.

Some of the differences of opinion may come about as results of certain unstated assumptions embodied in the discussion. These assumptions should have come to light in a well planned discussion designed to clarify those in the episode and those in the individual's mind.

The episodes may be misused to illustrate "principles", "rules", or "points". Students should be properly alerted that such illustrations are not part of the case study method of teaching. If students are not thus warned, some students will use certain facts as illustrations of theory or concepts instead of trying to perceive the human interrelations in a given situation.
A few students failing in their efforts to find principles, rules, or points in the episodes may resort to extremes. In such situations, the student may argue that there are two extreme points of view, of which he is aware, and then try to choose one as the proper solution for a particular case.

David N. Ulrich in using the case method as observed the criticism that because the method deals with one case situation at a time there is a limit to the opportunities for recognizing the general social problems implicit in the whole series. (1, p. 26) Much of the interpretation and judgment depend upon the underlying social values held by the individuals studying the cases.

When the case method is used, classroom activity is student-centered. This means that members of the class must assume the responsibility for working through the case problems. However, many of the traditional aspects of the classroom, e.g., the class roster, the grade book, the speaker's stand, etc., may tend to make some students defensive, confused, reticent, or even overaggressive.  If, as Ulrich says, that students "cannot superimpose new attitudes upon existing ones", then there must be a period of development provided in the class wherein the obstacles to learning can be removed and replaced by new understandings which are inherent in the case method. (1, p. 27)

After the proper attitudes of students have been developed and despite the fact that the case method lends itself readily to realism, it must be admitted that the case method lends itself readily to realism, it must be admitted that the case can never truly reproduce actual events.

Glover and Hower summarize the limitations of the case method in their statement which describes the conceptual changes necessary on the part of the users:

Before students have devoted many class periods to the analysis of cases, they become eager to find solutions -- to get action.   Characteristically, they wish to plan specific "solutions" for each case. The recognition dawns only gradually that administrative action occurs in a never-ending continuum of events and that few problems involving human behavior end in pat solutions. (1, p. 30)

Chapter II, following, provides a brief explanation of the many and varied related theories necessary for understanding the basic assumptions inherent in this report.

Chapter III is composed of the twenty selected episodes concerned with administrative problems in secondary schools. Their order is insignificant; however, each episode has been numbered for easy identification.

Chapter IV is concerned with suggested areas for future research as they became apparent to the writer while completing this study.

Following Chapter IV there is an Appendix containing the decision and results (previously alluded to) as they actually occurred for each episode.  This section should be used with discretion by the instructor since the data contained therein may reduce the effectiveness of the episodes if used prematurely.

The Selected Bibliography, which concludes this report, not only identifies the references used in this study, but may provide interesting reading of those student who desire to inquire further in to the specific aspects of the study.

The Doctoral Project.  This study has been made in partial fulfillment of the requirements for the Doctor of Education Degree at the University of Maryland, College, Park, Maryland.  The "Statement of Policy -- Doctoral Degrees in Education" issued by the College of Education states on page 8 that:

A project is required of all candidates for the degree of Doctor of Education. Special emphasis is placed upon ability to interpret and utilize in a practical situation the findings and established techniques of educational research.

CHAPTER II -- Review of Literature

Purpose of this Chapter.  As has been indicated earlier in the study, the area of human relationships is a relatively recent area in which research in educational administration has been developed. (12, p. 131) Previously, school administration had assumed the structure of the "essentially autocratic" business world which excluded the necessity of considering the human factor. (30, p. 11) Careful studies on human relationships were considered to be unnecessary.

Concepts of educational administration and the concomitant leadership have changed. The philosophy of democratic living which our schools were established to perpetuate has only in recent years had a substantial effect upon the area of educational leadership. The effect upon leadership in education has been to take the emphasis away from domination by the leader over a subordinate to developing an attitude of guidance or helpfulness.  Contemporary educational leadership is now being increasingly influenced by the democratic principles that: (1) every individual is important, (2) all points of view should be expressed, (3) minorities are respected and cherished, (4) common problems of living together can be solved cooperatively, and (5) all men should be free to choose. (30, pp. 5-7) One group of professors, for example, has characterized leadership as being a "relation between persons." (46, p. 5)  These changing concepts of leadership underline the need for studies in human relations and emphasize the importance of research efforts such as the present study.

For this reason, some of the newer concepts of leadership and human relations are explored in this chapter as they relate to the leadership role of the secondary school administrator. The chapter does not seek to provide an exhaustive analysis of the administrator's leadership role. Such an analysis would go beyond the scope of the present study. This chapter does sketch briefly the concepts which emphasize the importance of the present study.

The Nature of Democratic Leadership.  Kenneth Benne & Bozidar Muntyn express the view that:

...democratic leadership seeks progressively to transfer leadership from a basis of group dependence on the leadership of a person or small group to the common intelligence of the whole group. (3, p. 304)

The Association for Supervision and Curriculum Development in Group Processes in Supervision says that:

Leadership in group processes is not a function of position; it evolves from the group, thus giving the responsibility for the selection of leadership to the group members. (47, p. 33)

The same group of professors who arrived at these conclusions went on to enumerate a number of tangible characteristics of democratic leadership which should influence the thinking of the secondary school administrator in appreciating his function as an educational leader.  This study asserts that democratic leadership: (10 increases the powers of individuals to adjust to solve problems, to gain satisfactory expression, maintain emotional poise and grow in attitudes and mature behavior; (2) makes immediate results essential, but the ultimate welfare of the people is the principal criterion; (3) grows out of action of a group working on a problem and does not belong to any one individual; (4) comes from within the group and must identify itself with the group interests and purposes; (5) uses potentialities of each member of the group for the common good; (6) assists groups in their determination of wants and needs; (6) employs group deliberation, balancing points-of-view to achieve common agreement; and (8) assists the group in carrying out its objectives. (46, pp. 9-10)

Harold Spears in his chapter on "The Human Touch" draws upon five "Principles of Democratic Administration" which further emphasize the current thinking relative to educational leadership in a democratic society:

1. Administration and supervision are agencies serving the teaching-learning situation.
2. Administrators and staff members are resource persons contributing to the improvement of that situation.
3. Theirs is the responsibility for providing opportunities for teachers to determine purposes and plan procedures.
4. Theirs is the responsibility for coordinating the activities of these groups and for executing their planning.
5. Thus group leadership takes precedence over position, and cooperation over central directive. (25, p. 100)

Leadership skills.  Leadership thus becomes important to the democratic process.  It further becomes the responsibility of the principal to provide leadership in the determination of goals and then to stimulate the individual or group to work toward these goals. (3, p. 129)

In fulfilling his responsibilities, the principal needs to acquire certain skills in his conduct towards others. (30, p. 43 and 46, p. 35) In developing the skill of dealing with people, there are a variety of techniques which many administrators take for granted. (12, p. 131)

Lindgren regards "Skill in communication [as] basic to the interpretive function of leadership." (12, p. 150) He goes on to say that "The essence of leadership is contained in what the leader communicates and how he communicates it." (12, p. 153)  Communication is, then, more than simply telling others what we think, but in keeping with the democratic principles expressed in this study, communication involves understanding what others mean, think of feel. (3, p. 85) There is no substitute for face-to-face contact as the best means of communication. (30, p. 199) Such contact makes possible a two-way communication at the time of thought, and eliminates much distortion of original communication. (18, p. 149)

Successful two-way communication does not rest solely on making certain that we are communicating, because we are always communicating something when we are with others. The skill lies in helping others to understand us better and in understanding them better at the same time. This latter condition necessitates that the leader sincerely desire to understand what others have to say and realize that to each employee his problem is most important. (30, p. 196) From the individual's point-of-view, the problem may be a matter of life or death and the leader needs to treat the individual as a human, not just as paper being moved from one basket to another as he is being processed.  There must be a realization on the part of the administrator of the individual worth of each human being. (30, p. 5)

In order to achieve the understanding inherent in successful two-way communication, the administrator should develop the skill of listening. (29, p. 33; 2, p. 122; and 12, p. 154). The school administrator in the course of a successful day will probably do more listening than anyone else on the staff.  (30, p. 198) Because of the extreme importance of the listening skill, the administrator should make himself aware of the following factors: (1) be willing to listen to an individual's complete story without interruption; (2) omit any expressions of approval or disapproval as the individual reports his situation; (3) try to find out what the underlying causes are for what is being said; (4) in the best counseling technique, mentally note omissions in the report, either because the individual does not wish to include them or because he is unable to do so; and (5), above all, avoid argument. (2, pp. 153-160)

In striving to become an effective democratic leader, the principal will info it necessary to develop mutual confidence with the staff. (7, p. 12 and 25, p. 271) Although the principal is the status leader of the staff and is granted certain power, he may observe in time that true democratic leadership will emerge from within the group. (As used in this study, the status leader is one who is given a position of leadership and authority.)  On the other hand, the principal may from time to time evolve as the group leader as well as the status leader.  The spirit of mutual confidence may contribute to this change, as the principal becomes the first to manifest regard, understanding, and cooperation in all contacts between staff members of the school (7, p. 12)

Before mutual confidence can develop, the administrator must believe in himself. (7, p. 13) This means that the administrator must have reasonable confidence in his own ability to make proper decisions.  He should feel that, if an improper decision is made, he can correct it without losing status. Leadership cannot exist without self-confidence, yet this self-confidence may possibly go tot he limits of seeming infallibility.  Such infallibility is not a part of democratic leadership. The self-confidence democratic executive can clarify ideas and instill definiteness in the school atmosphere which, in turn, engenders mutual confidence. (29, p. 87)  He can do this without being the overbearing, infallible, autocrat who has frequently characterized the secondary school principal in the layman's concept. (19, p. 20)

While developing leadership skills, the principal may consider the thought that teachers, as do many other people, like to be thought well of. (7, p. 19)  THe fulfillment of this desire to be well thought of by those with whom we associate, can be a very constructive force.  Words of approval can very often temper wrath and modify the indignation of many.  To accomplish this objective, the principal may do well to use the compliment and words of praise as often as the situation permits and make his criticisms tactfully. (3, p. 188)

Another sill which the status leader may choose to explore is that of developing the feeling among the staff that everyone is getting a fair deal. (29, p. 47)  This feeling can do much toward building trust among the faculty.  In the process of developing this trust, the administrator needs a deep perspective and understanding because justice to the individual is only what he thinks is justice.  The human relations that take place in this determination are sometimes quite complex. Compromise may be possible in the administration of justice, but, above all, the principal, in an attempt to satisfy all parties concerned, will be guided by the desire to be fair and to do the right thing.  The mature school executive administers justice tempered with mercy. (7, p. 20) Some may call this sympathy, but whatever term is used to describe the situation, it will certainly be recognized that the sympathetic approach is a restorer and preserver of confidence.

Other skills of the secondary school leader in dealing with other human beings' needs include maintaining a real desire to know and help others.  He may be able to grant a favor graciously, not grudgingly, and get unpleasant things done without the air of unpleasantness.  The principal should develop the skill:

... to establish a common area of understanding with anyone and everyone he meets.  He makes them feel that their problems are his, that he is with them in any discussion; even his arguments with them seem to be kind or in this atmosphere of cordiality and friendliness. (11, p. 157)

Robert N. McMurry, in the Phi Delta Kappan, makes some interesting observations on the qualities the administrator should posses which the writer feels are applicable here, since they emphasize the importance of human relations. He says, "The person heading up an organization must possess initiative and willingness to take risks, with the judgment and administrative skills of a good manager." (43, p. 19) A good administrator may possess certain qualities which bear emphasis at this time: (1) have enough energy to insure aggressiveness and creative imagination; (2) be basically secure so as to provide a genuine self-reliance, as opposed to over aggressive boastfulness of insecure individuals; and (3) have intuitive judgment of a high quality to size up people, points-of-view and situations accurately and without delay. These are basic qualities which the secondary school administrator should possess.  In addition, there are certain skills which he may attempt to acquire and improve with practice, for example:

(1) an ability to see problems in perspective and make decisions on the basis of long-term goals; (2) a capacity to delegate authority and appropriate responsibility; (3) a sincere willingness to receive suggestions and criticisms from peers and subordinates; (4) an ability and willingness to think independently and take a firm stand, risking at times the loss of approval by associates; (5) a capacity for discerning previously undetected relationships among the things and conditions of his environment; (6) a competence in stimulating, coordinating and appraising a number of highly varied interests and activities simultaneously. (43, p. 19)

It is important for the administrator to maintain the equilibrium of the school.  He can strive to avoid the disruption of routine, and be aware that traditions and custom help maintain balance, whereas sudden removal or intensification disturb equilibrium. (30, p. 17)

The administrator may question himself, "Just how important is the human equation?", and upon examination, he must admit that the biggest single object with which we deal (we cannot manufacture) is people. (30, p. 195)

Know the Teachers.  In addition to acquiring knowledge about specific skills, the high school principal will find it helpful to achieve a depth of understanding that will permit him to know the teachers and motivate them into working together for common purposes.  Lindgren states that the leader's "... greatest strength is his sensitivity to the feelings and needs of the people with whom he works". (12 p. 131)  The school executive, in order to motivate, must know the teachers on his staff.  How well must he know the teachers? He should first begin by appreciating the human characteristics of teachers.  Teachers are not a social sect apart from the rest of society. They have the same general desires as all other people. (18, p. 299 and 7, p. 15) There are some characteristics that are probably more outstanding among teachers than other individuals, namely, the creative impulse, initiative, energy. Because of these different factors, there must be some allowance made for originality. Many teachers can subsequently be kept happy if they have the opportunity to be creative and original in their work. (7, p. 15)

If we accept the premise that teachers are the same as other people in many respects, then we must recognize the human "desire to wield authority". (7, p. 18) The teacher is no exception, and amy attempt to assert that authority in the classroom. In his realm, the administration and management of the classroom are the teacher's responsibilities.  This is as it should be, for, in meeting responsibilities, the teacher is free to act as he sees fit within the bounds of school law.  Cooke agrees that this is good procedure when he says, "Teachers are happiest when they experience the opportunity to act which, in turn, generates a will to accomplish". (7, p. 18)  However, the desire for authority can be channeled into more democratic approaches for influencing people. Through democratic administration, the school principal can set the tone for democratic leadership in the classroom.

Teachers desire fellowship with other teachers and with their principals. (7u, p. 18) Principals, too, need to know the teachers personally, and should, therefore, make provision for an environment conducive to informal association. A faculty lounge which will lend itself to an atmosphere of relaxation and informality may be helpful in this regard as might the informal social function for teachers during the school year which can do much toward strengthening relationships between principal and teacher.

The principal as the status leader of the staff should realize that teachers have ears and worries which must be dealt with on occasion (7, pp. 20-21) The foremost of these fears of teachers seem to be those of losing their position or not having their principal's support. (8, pp 261-262) It is the principal's responsibility to alleviate needless fears and worries, many of which can be lessened during the initial interview through candor and definiteness. (7, p. 20) There should be no "sweet talk" or overshadowing of possible unpleasant situations if the administrator genuinely desires to relieve tension and anxiety.

All people, teachers not excepted, need praise or approval, but mere praise or approval is not enough. (3, p. 125) Teachers need some tangible indication of their progress, such as increase in salary or an elevation in position.  The executive may find it helpful to be aware of individual aspirations among his faculty to get ahead and he should constantly strive to reduce the feeling of being overlooked or being judged unfairly possibly through periodic personal interview wherein the individual staff members would have an opportunity t express themselves. In so doing, he must respect the confidence of his teachers and let it be known that the teachers may come to him without fear or embarrassment. (7, pp. 22-23)

Working Together.  The single school faculty is an efficient and natural unit of democratic action. (30, p. 13) It is within this natural unit of democracy that mutual regard and respect are built up, but only to the degree that face-to-face relationships provide an opportunity where individuals can express themselves and their opinions count. Wilbur Yauch has observed that the school principal is probably in the best position to offer leadership to the faculty in its attempts at democratic experiences. (30, p. 14) He goes on to say that as a leader, the principal must recognize the complexity of the group and that it requires expert guidance to achieve goals:

Members of a group are constantly interacting among themselves, creating strains and tensions that call for intelligent guidance to keep them from busting into raging conflagrations. Individuals perpetually work at cross-purposes: one nullifying the good another does. (30, p. 15)

In the group process of achieving common goals, the principal is responsible for helping to get things started. To be effective he starts where the group is. This means that he helps the group identify its needs as the members ee them. In the course of identifying group needs, the principal should be willing to discover and release further leadership within the group. (47, p. 60) Democratic leadership will thus be shared as it emerges from the group situation. the principal will see that things continue to move  toward solving the mutually identified group problem, and finally he will note the progress made. The status leader in this way will be able to help teachers determine more successfully the kinds of things they cooperatively decide to do. Instead of telling, he makes suggestions, offers advice, proposes alternatives, or asks questions.

The question arises of just how far teachers should be expected to participate in decisions that affect school administration practices. (7, p. 319) In order to answer the question, let us first look at the objectives. Full participation is important, and in order to get this participation, the teachers must recognize that their ideas count. (9, pp. 185-186) An administrator can develop this feeling of usefulness within his faculty by giving due credit to faculty suggestions and actually utilizing these suggestions whenever feasible. (25, p. 126) IN the faculty meeting, the principal's manner will largely determine its success. (30, pp. 65-67) He may make an effort to secure a cross-section of the group's opinion on the matter at hand, then he may follow by making an effort for agreement. In effect, the content of faculty meetings should emerge from teacher-recognized needs. Where the needs are apparent and are being dealt with, participation will follow. (30, p. 76)

Types of Leadership. Three types of leadership which are generally understood in education are discussed by Wilbur Yauch. these include democratic, autocratic and laissez faire. (30, p. 40) A consideration of each of these types would be in order in this study except that at least one writer questions the value of considering laissez-faire leadership insofar as the high school principal is concerned. (38, pp. 308-310) Hines and Grobman concluded from their study that a person with a laissez-faire operational pattern is not likely to get appointed to a principal's position. Dennis Cooke describes this as administration by "abdication". No problems are solved by this administrator. He merely runs away from them. This is the opposite of leadership, since he follows his teachers, rather than leading them. Cooke goes on the identify two other types of administration. Second, there is the principal who is autocratic, repressive, domineering and egocentric and has no policy except that of doing nothing about personnel. He characteristically administers a school through fear and "bulldozing". This, at best, is a crude attempt to inflate the ego. Here an individual is attempting to give himself a sense of importance, disregarding or ruthlessly exploiting his position. Third, there is the "educational statesman". Teachers in this situation help to determine and accept administrative policies without any feeling of dictatorship. This executive does not deliberately lead the faculty into situations which result in friction, worry or misunderstanding.  This is administration through the "human factor" where there is less emphasis given tot he mechanics of school administration. (7, pp. 1-23) Many educators will agree that the latter is the ideal type of executive.

The high school principal should personally possess an appreciation of, and a consideration for others. He may be a warm human being with definite purposes and objectives. Cooke says that this leader "... must be a great deal of a man. He must stand for something to which teachers incline and so take his place as a focus o their thought." (7, p. 11) As the focus for teacher thought, he should take on the qualities of an ideal as counselor, inspirer, encourager, and leader. He should have an objective personality and be idealistic in his approach to human problems. Being devoted to a cause can do a great deal toward establishing an unwavering trust between the principal and his teachers. Many teachers will accept the leadership of the executive by virtue of their respect for him and the cause for which he stands. (30, p. 44 and 7, p. 10) Because of these factors, the administrator may well seek to avoid the spectacular approach and rely upon his intrinsic qualities of leadership. (30, p. 48)

The High School Teacher. Earl Hanson, in an article published in Nation's Schools refers to the professional teaching staff as follows:

The most numerous part of the working salaried staff is composed entirely of highly trained, broadly educated, and highly sensitive professional people. (36, p. 35)

The administrator in the secondary school, in dealing with the staff, deals with a group of individuals which can be differentiated from other groups of teachers. (2, pp. 76-77)  He may note, for example, that, when one goes into high school teaching he often has had a background of education directed toward a narrow academic interest. The old tendency to be unsympathetic toward "children who don't come up to standard" is all to prevalent among high school teachers. (2, p. 76) The secondary school administrator can earnestly prepare himself for the individual who will come to him and say, "If they can't learn my subject, they might as well be removed from school altogether!" Although there has been considerable effort to do away with the concept of the high school as the college preparatory institution, a great many individuals on high school staffs still practice this concept, while giving verbal subscription to the new concept that the high school is preparation for living.

Teacher Security.  One of the important factors to be considered by an administrator is the psychological well-being of the teachers. (2, p. 65) Simply, we might say that he looks after the security, or insecurity, of the faculty.

Some of the things which affect this feeling are the textbook used for years, room arrangement, class assignment, and other traditions.  Although at first glance these may seem trivial, the individual teacher may regard them very highly as evidence of stability and security.  The wisdom of moving a long-term teacher from one room to another might well be questioned by the administrator. (2, pp. 123-124) Or, if through the years it has been customary for a teacher to claim a "vested interest" in a particularly well-worn easy chair in the lounge, then it might be good human relations policy to continue this tradition. (25, p. 155) Some writers believe that there can be such a thing as too much security. (7, p. 9) However, any such dangers are counter-balanced by the equally grave danger that a lack of security will result in undesirable anxiety and tension.

The administrator must himself be balanced and secure; he must radiate this balance and security.  it follow, then, that good organization and administration promote security in the truest sense.  John M. Gaus of Harvard says, "Organization is the arrangement of human beings to achieve common purposes effectively with satisfaction to those affected, both within and without the enterprise". (32, p. 175) This organization must provide flexible responses to the human drives and motives.  The good administrator, in developing a feeling of security, ordinarily backs up and supports his "front line", including teachers, custodians, secretaries, cafeteria manager, and others. Not only must they be supported but they must be kept informed. It is important to all to know "what you are doing and why". Only in this knowledge can tasks become more meaningful since each individual needs to know how his bit contributes to the whole. (47, p. 9)

The element of security is one of the biggest contributions which the executive in the school can help the staff to develop.  To establish this security, the staff must feel that the executive is adequate in the situation: therefore, the executive must have self-control  This does not mean that he must know more than anyone else in the organization, but it does mean that he must be able to see each staff member's part in relation to the whole and develop a feeling of confidence on the part of each member in his ability to meet new situations. (3, p. 125) These staff members, after leaving the executive in consultation, should feel that the has put the problems in perspective for them.  It is also important here, and the subsequent episodes will indicate this to be true, that the team must understand the scope of the executive's task. It is the school executive's responsibility to maintain contact with members of the staff and create an environment in which the staff can work. Edgar Smith, Vice-President of General Motors Export Corporation, says, "... the successful day-to-day operation of our business demands a great deal of common sense and good business judgment in the exercise of... contact". (32, p. 177)  This thought is not limited to industry, but can very appropriately be adapted to the executive in the secondary school.  It is important for one's self-respect to know what is expected of him and what his responsibilities are.  Human relations bind the group and the leader together with regard to the work of the individual and recognition of his human needs.

Some Complexes Affecting Individuality.  The administrator should be aware that every human being has many ideas which are based on strong emotions and about which he often speaks out vehemently. (26, p. 88)  The individual's complexity often leads to emotional rather than logical thinking.  The administrator may observe that when cool considerations of logic are abandoned, complexes are active. (26, p. 90) Here, then, the administrator takes a note of caution, for when ideas are associated together emotionally, he understands that the connection is purely personal and a relative one. (26, p. 90) if the object is the acceptance of ideas by everyone, then these ideas must be grouped together logically because of similarity and difference, cause and effect.  Edward A. Strecker notes that there are three great complexes that chiefly dominate the thinking and determine action of a majority of adults, namely, "ego, sex, and herd". (26, p. 97) Quite frequently, people do things and wonder why, not realizing that one or more of the complexes may be determining action, the motive being hidden:

The happy person has complexes held to a minimum. The successful person has complexes adjusted to such a degree that, instead of wearing himself out in unsuccessful handling of personal problems, he may apply his physical and mental energy to the creative problems offered by the world. (26, p. 108)

These factors are influenced by the recognition of common needs and are conditioned by cultural factors. The personal characteristics are important in this regard, as they affect, for example, the teacher's relationships with pupils. Students have certain specific reasons for liking teachers, most important of which seems to be helpfulness. (25, p. 289)  The teacher is an important part of the child's environment, not merely an educated machined, and for this reason the administrator must be sensitive to the needs of his teachers.  "A child tends to incorporate a teacher's personality into his own." (2, p. 126)

Progress and Changing Behavior.  There is an apparent need for improvement of human relations in secondary school administration, as stated in Chapter I, but in order to improve human relations it is necessary that progress be made. Progress implies that there is a change for the better, but, in order to change at all, behavior must change. (3, p. 18) The change in behavior necessary for progress in improvement of human relations in secondary school administration involves the basic task of re-education (3, Chapter 3)

Motivation. Before change in behavior can take place, there must be some motivation for making the change. Douglas McGregor, quoted in Human Relations in Curriculum Change, emphasizes "need satisfaction" as a basic motivating force for behavior change. "All human behavior is directed toward the satisfaction of needs." (3, p. 21) His discussion goes on to point out that throughout the span of human life the individual is constantly attempting to satisfy many varied and complex needs.  McGregor also believes that any given behavior is the result of the individual's inner forces adjusting to the environmental situation. (3, p. 21) This result maybe good or bad, depending upon the degree of adjustment between the two forces.  Paul Pigors agrees that there is a problem of motivation, but states that it is comparatively easy when under democratic leadership "leaders and followers join forces in the mutual service of a common cause". (19, p. 23)

Accepting the theories of motivation, a principal, as a manager and a leader of individuals, should seek to help satisfy individual needs.  His whole program of human relations should include the planning of steps to increase supporting forces and to reduce resisting forces.

In considering behavior change through need satisfaction, ti should be understood that individuals change, either to gain increased satisfaction, or to avoid decreased satisfaction. (42, p. 21)  There are many ways in which an administrator might bring about behavior change.  A few such methods are: suggestion, threat, promise, physical force, reward, punishment, propaganda, and education.  There are other ways of controlling behavior changes, such as: ;money and other material possessions, knowledge, skill or specialized abilities, prestige, approval, love, threat of disciplinary action, praise, a pay check,  promotion, criticism, an order, and a request.  Any of these methods maybe used in changing individual behavior, provided that the one who uses them has control over the means which the individual being changed considers important for satisfying his own needs. (42, pp. 21-24) As a method of controlling the "means", "authority" is necessary. When on exercises authority, one is attempting to bring about a change in behavior by a threat to limit the means of one's need satisfaction. (3, p. 22)

Modification of behavior will come about in relation to individual perception. (3, p. 26) Kurt Lewin and Paul Grabbe, in discussing re-education and behavior change, state that, "The basic task of re-education can... be viewed as one of changing the individual's social perception". (11, p. 61)  First-hand experiences, or event he possession of correct knowledge do not preclude correct concepts.  ONly by a change in social perception can a change in an individual's social action be realized.

In Emotion and Educative Process it is stated:

Our behavior is patterned in accordance with what experience has shown us to be the most satisfactory means of working them [needs] out, but as conditions around us vary and change, we are continuously under the necessity of modifying our behavior. (8, p. 111)

Knowledge and sentiment are two additional factors involved in changing behavior. However, knowledge, in itself, is not sufficient to bring about satisfactory change since the mere possession of correct knowledge does not necessarily correct false perception. (11 p. 61) On the other hand, sentiment, or emotional judgment, is usually independent of knowledge. An individual's sentiments toward a group are more likely to be determined by the sentiments prevalent in the social atmosphere about him than by his knowledge about the group. (11 p. 62)

Another factor in brining about change in sentiment is the degree to which the individual becomes actively involved in the problem. Without such involvement, no objective fact is likely to reach the status of a fact for the individual and consequently affect his behavior. (3, p. 28)

Loyalty to old and hostility to new values are obstacles usually confronting the school leader. (3, p. 29) Sometimes it is necessary to involve an individual in re-education against his will.  If this occurs, he will usually meet the new set of values with hostility. There are also those who are firmly rooted in the old system and offer strong   resistance to change.  In breaking down this resistance, the principal should recognize that acceptance of new values and beliefs cannot usually be brought about item by item. (3, p. 31)  Rather, one must adopt the whole idea encompassing these new values and beliefs.

To accomplish this change, there should be the "in-group", where individuals feel "belongingness". (30, p. 46) Many times individuals accept the new system of values and beliefs by accepting belongingness to a group.  Lewin and Grabbe feel that the chances for re-education, or change, are greatly increased when a strong "we-feeling" is created. (3, p. 32)  In a group situation, freedom of expression is necessary to the process of behavior change; even if individual prejudices are expressed an increased group identification will help to bring about acceptance of new values and beliefs. Lewin and Grabbe notes several factors which are conducive to effecting change within the group, namely:

...creating an atmosphere of freedom and spontaneity, voluntary attendance, informality of meetings, freedom of expression in voicing grievances, emotional security, avoidance of pressure. (11, p. 65)

The Administrator as a Supervisor.  The school executive assumes a variety of responsibilities in the process of guiding a staff toward the mutually accepted goal of educating youth.  However, as in any other enterprise, there must be supervision of the workers (in this case the teachers) to insure efficiency of method and quality of product (18, p. 12 and 25, p. 64) Unfortunately, in education, the quality of product is more difficult to determine that in business and industry.

In education there have been many innovations in recent years to improve the quality and method of supervision, but some evils still persist. (25, pp. 27-30) Even when the evils of supervision are not apparent, there remain fears in the minds of those to be supervised. (30, p. 3 and 25, p. 73) There are still too many teacher who strive to give only the "right" answers rather than be involved in free discussion and many are still afraid to seek help because of the effect on their rating, written or otherwise.

Since one of the more important responsibilities of the principal is the supervision of the classroom teacher in the classroom situation the principal will need to be aware of the various possible roles he might assume in his capacity as the responsible administrator. Bartky classifies supervisors under several headings: (1) autocratic supervisor; (2) inspectional supervisor; (3) representative supervisor; (4) cooperative-democratic supervisor; (5) invitational supervisor; (6) scientific supervisor; and (7) creative supervisor. (2, pp. 14-17) In this study we might attempt to follow the "cooperative-democratic supervisor" as our template because it is this type of supervision that makes possible teacher perception in the solution of educational problems. Where the administrator accepts this method of supervision, he will find that personal initiative is encouraged which emphasizes cooperation and group activity.  As a supervisor himself, he will incorporate the valuable understandings of human interactions which he possesses. (25, p. 97)

Teacher Biases.  In the supervision of the teaching staff, it is important for the administrator to be aware of teacher biases which exist. Many of these biases are based upon socio-cultural background. (2, p. 63) The teacher who feels a certain social prestige in the community because of family background or long residence in the community will likely display a tone of authority or confidence which might not be apparent in the teacher with less social prestige. The teacher who is privately wealthy, or has an income over and above another teacher, will very possibly be more generous with students. Teachers who have raised themselves up from poverty through sheer perseverance on their part will be biased either in favor of, or against, underprivileged children. There is also evidence that some teachers, particularly those with limited experience, are biased in solving their discipline problems in much the same way their own teachers did. (2, p. 64)  The administrator will probably find teachers newly graduated from teacher training institutions reverting back to such procedures as standing wrong-doers in the corner, and making others recount their infractions of accepted classroom behavior by writing a hundred times "I will not..." the administrator can be certain that teachers will judge child behavior according to their own mores. (2, p. 64) Where teacher biases affect pupil-welfare adversely, the principal, as stuff supervisor, will be expected to ameliorate the situation.

Staff Cooperation. When the times come that overt supervision is necessary, the cooperative-democratic approach maybe followed.  The following are offered as mans by which cooperative supervision may be accomplished;  (1) the principal initiating the program; (2) the individual teacher requesting supervision; or (3) the faculty determining the program. (30, pp. 118-119)  When the supervisory conference is to take place, an effort should be made to hold it at a time convenient to the teacher, cooperatively determined with the supervisor.  Once the conference begins, the supervisor can maintain a favorable attitude and guard against the tendency to pass judgment on the teacher's work. (30, p. 125) In supervising the staff, the function of the principal is that of analyzing and searching for factors which throw light on the various faculty problems, and assisting each teacher in developing a clear picture of his own situation. (29, p. 127)

When the teacher comes to the principal with a problem, the latter can begin effecting improvements in human relations (30, p. 195) He has a choice of action, including doing nothing about the situation, choosing to give the teacher the best possible advice and direction, or calling together all those who are affected by the decision and offering his leadership in the achievement of a cooperative decision. (30, pp. 196-198)

Delegating Authority. As administrator and principal, the faculty leader will probably find it necessary to delegate much school business (30, p. 131)  In true democratic spirit, it is recognized that it would be undesirable for the administrator to be the only one attending to school business.  Kimball Wiles, on the other hand, writes in terms of "shared responsibility" which obviates the necessity for delegated authority. (30, p. 139) In the same work, Wiles stated that "The total program of the school becomes the responsibility of the total staff." Although this theory may seem to some to be somewhat idealistic, the wise administrator will see to it that the faculty members are brought into the policy picture in a variety of ways, one of which might be through committee action. (7, p. 323)  Committees can be formed for such things as scholarships, finances, discipline, buildings and grounds, social activities, and assembly programs.  (30, pp. 135-137) In the delegation of this authority, the administrator should maintain a policy of constant guidance and supervision.  He should seek to compensate for the lack of interest of non-committee members and also to resolve personality conflicts. (30, p. 138) This requires that the administrator recognize the varied problems of the committees. For example:  (1) to develop coordination there must be clarification of policy and the danger of cross-purposes must be reduced; (2) committee members must be selected carefully (it is sometimes wise to provide opportunity for voluntary service on committees, and at other time it will be necessary to elect or assign committee members); and (3) committee work must be made meaningful for the others on the faculty. (30, pp. 142-146)

Being human relations conscious, the administrator can be of great assistance in delegating authority by helping to transmit experiences to others, assisting chairmen in presenting information in concrete form (words are a poor vehicle for the transmission of ideas, practical experiences are much better), and in coordinating the efforts of all groups and individuals. (30, p. 146 and 25 p. 108)

The Plant Manager.  The school principal may, and should, delegate much of the school business to others on the staff.  However, the administrator cannot delegate his responsibilities for ultimate supervision and management of the school plant. (29, p. 138) He is charged with the responsibility of maintaining an orderly organization, including the physical structure and the personnel necessary to make the plant function.  These personnel usually include the custodians, the office workers, and the cafeteria workers. (30, Chapter VIII)

In order that the organization can function smoothly, the principal will need to establish clear lines of communication for these personnel so that their functions and responsibilities may be clearly defined. (18, Chapter IX)  The principal has a responsibility to the custodial staff which involves aspects of human relations which are inherent in the principal's function as plant manager. (18, p. 148) It is evident that the supporting personnel need to be regarded with consideration and understanding, and made to feel that they are part of a the school plant and not only laboring people. (30, p. 153)

In addition to administering the instructional program, and managing the school plant, the principal has responsibilities in administering the school office functions, including clerical responsibilities, schedule making, ordering supplies, duplication of materials, and public relations.  A key person to be considered in this relationship is the office secretary, whose value cannot be denied. (30, pp. 157-159) It is the principal's responsibility to interpret to the secretary and others of the office staff, as aids to teachers, their part in the total program of the school.  The principal can help the secretary and other office employees to see their positions clearly through a definition of tasks or job analyses, and on a functional basis.

Relationships between Principal and Teachers.  A school executive may be well versed in the techniques of administration, but if he functions without consideration of the human factor in teacher management, he may meet with disappointment or failure. (25, p. 97)  Cooke gives the human factor top priority when he says, "The most important factor in the school system is the human nature of pupils and teachers". (7, p. 1)  Being cognizant of this factor, then, an administrator's policies of personnel management should be sound, both professionally and psychologically. (18, p. 4)  He must use tact, wisdom, and diplomacy, and be totally impartial.  Further, he must respect the rights and personality of everyone in the organization. (18, pp. 277-278)

Important human factors stem from the basic relationships between one man and another, among which are:  (1) the indifferent attitude of strangers (2) master-slave relationship; (3) rivalry or conflict where the master-slave relationship has not been settled; (4) father-son; (5) brother-brother; and (6) partnership. (7, p. 4)  These basic relationships among men, as expressed by Cooke, will manifest themselves in the school situation, but it is up to the administrator to determine which relationship will be paramount and which relationships will be subordinated.  AFter merely reading the list, one may gather indications of the basic relationship itself. An administrator may question his own policy and enumerate the good and bad qualities of each basic relationship as they fit into his own particular situation.  The essence of the relationship between a principal and the men teachers will frequently include some mastery and submission, especially if the personality of the executive warrants the mastery aspect and there are factors other than submission to bring about the greatest achievement from men teachers.  There should be elements of mutual respect apparent which make for cooperative achievement.  Cooke says, "the conscious relationship should include elements of the master, senior partner and slight traces of the father." He goes on to explain that "The essence of supervisor and administrator is masculine, whether the particular executive happens to be a man or a woman". (7, p. 4)

Wilbur Yauch does not see the relationship as being so sharply defined:

The principal is in the most advantageous position to offer leadership to the faculty in its attempts to provide itself with democratic experiences. (29, p. 14)

As official leader, he [the principal] cannot preconceive the goals for the group. If he does, he is still in the position of 'working on' the group. He has goals he hopes will emerge and contributes them as ideas for group consideration after he is accepted as a working member of the group, but in no sense must these be a statement of official position or direction. (30, p. 26)

Supervision is... the process which facilitates teacher participation on the solution of educational problems, which encourages initiative, which emphasizes cooperation, and which stresses group activity. (2, p. 17)

I am sincerely convinced that under certain conditions when change is impossible because of reactionary attitudes of teachers or when teachers are young and inexperienced, it is perfectly proper for one who knows what he is doing to impose a curriculum upon them. (25, p. 443)

...the leader must be people-minded and employee entered on the one hand, and firm, decisive, and objective on the other. (18, p. 220)

Social Relationships.  There are a number of elements of teacher concern which initially would appear to be personal matters, and indeed they are, but when certain undesirable traits affect others as well as the individual, the problem is no longer strictly a personal one, but rather one of social relationships. The faculty leader may be called upon to counsel with individual teachers concerning these very personal elements which affect others, e.g., the teacher who is overweight, grouchy, has bowed legs, or oily hair. (30, p. 198) To the individual, the solution to so personal a problem is important, and calls for cooperation on the part of the individual and the principal. The principal should have faith in the individual's ability to solve problems and give adequate help when needed.  It is the principal's responsibility to examine how the related elements affect others.

What should the principal do in dealing with such problems? First of all, this study does not purport to establish solutions to administrative problems; however, there are some suggestions which might help in most situations. For example, in dealing with very personal teacher problems, the administrator should first try to be of practical assistance. (30, p. 207) Then, realizing that the solution of human problems requires a great adjustment of values, he should not that what one considers adequate, another will not. Above all, he should recognize early that there is no such thing as a simple problem, but rather every problem should be considered against the whole frame of reference. (30 pp. 12 and   208)  Wherever decisions affect other people, they should be determined cooperatively.  Here, as leader of the faculty, the principal's function is management of the situation, and all concerned must arrive at decisions which are acceptable. (30, p. 209)

Morale. Morale, or esprit de corps is the quality which greatly affects the interaction among humans. By definition, morale is essentially the feeling one has toward his fellow men, or for his vocational situation. (19, p. 297 and 30, p. 39) This feeling is the result of a particular type of leadership which, as Pfiffner says, "consists of combining good management practices with communicative, consultative, democratic approach to dealing with people". (18, p. 209)  Too frequently, we think of morale only in the senses of factory workers producing while being happy, but teachers are no different from other human beings in their desire and need for high morale. (18, pp. 12 and 192)

Morale, whether individual or group, will depend in part upon the motivation which is apparent at a given time. (2, p. 40) Lewin refers to this phenomenon as "time-perspective", and relates it primarily to organized groups. (11, p. 108) In considering morale, the administrator may observe Lewin's conclusion that moral will probably be better in highly organized groups, since they are apparently more highly motivated and persistent. (11, p. 109) A high degree of motivation, then, can be expected to manifest itself in greater group productivity. (30, p. 49 and 3, p. 284) Pfiffner agrees that productivity is a measure of morale, along with sentiments and attitudes, but for the purposes of this study, consideration will be primarily confined to sentiments and attitudes. (18, p. 209)

If, in the group situation, high morale is an objective, then there must be some effort directed toward the establishment of group goals within the realm of reality. (3, pp. 94-95)  The group leader can play an important part in the determination of such goals, particularly if he has intimate knowledge of the capabilities of the several members of the group. Assuming the responsibility for group guidance, the leader can make possible the high morale of the group by providing an opportunity for each individual member to feel important through successful achievements of group goals. Lewin reports that it has been found in the case of the unsuccessful individual, that he may have done one of two things: (1) he may have set his goal below his past achievement, or (2) he may have set his goal above his realistic ability. (11, p. 11)) Although these two alternatives seem somewhat extreme, it is plausible that an unsuccessful individual could explain his condition in terms of one of these possibilities.  If group standards are low, the individual will lower his standards to conform to the group, just as in the case where group standards are high the individual will seek to raise his own.  Lewin states "...both ideals and the action of the individual depend upon the group to which he belongs, and upon the goals and expectations of that group". (11, p. 115)

What do teachers want that would build within them a high level of morale? Kimball Wiles, writing in answer to the question "How Can Staff Morale Be Built?", discusses a number of factors that affect teacher-morale. Among the items discussed, Wiles lists the following "job satisfactions" wanted most by teachers:

...security and a comfortable living; pleasant working conditions; a sense of belonging; fair treatment; a sense of achievement and growth; recognition of contribution; participation in deciding policy; and opportunity to maintain self-respect. (30, p. 40)

CHAPTER  III --  The Episodes

In this chapter are gathered together the twenty administrative episodes alluded to in Chapter I. As has been suggested, each of the episodes is intended to stimulate discussion of an administrative problem. There is no significance to the sequence in which episodes are placed. An instructor using the episodes should feel free to "jump about" as the needs of the group dictate.

1. Second Chance.
2. Hit Back!
3. I've Got Tenure.
4. One Year to Go!
5. The New Coach Takes Over.
6. Roadhouse Interlude.
7. The Custodian.
8. The Wayward Wallet.
9. Lost Control.
10. I'm the Boss!
11. I Object!
12. Let's Be Democratic
13. The Bentonville Incident.
14. Juvenile Department.
15. Keep Your Hands Off Me.
16. Please, Don't Tell Mother.
17. I Quit!
18. Chaperones.
19. The Impasse.
20. He's Really a Good Boy.

1. Second Chance

Thus it was that Herbert Foster hired Forrest Maxwell, Ph.D., retired teacher and administrator from out-of-state, to fill the chemistry-physics teaching position in Mount Holly High School.

Dr. Maxwell certainly seemed eager to do a good professional job. He became a member of local, state, and national education associations. He volunteered for service on several faculty committees. He made extensive plans for the country science fair. It was apparent to many faculty members that Dr. Maxwell was a real asset to the faculty. Mr. Foster seemed quite proud of his selection of personnel.

Mr. Foster's pride was short-lived, however.  Within two weeks of the beginning of school, Mr. Foster began receiving reports of apparent irregularities in Dr. Maxwell's classes.  These reports Herbert Foster attributed to the necessary early term adjustments.

As time went on, however, the principal's office received complaints relative to Dr. Maxwell's ignoring certain students or announcing a test on one chapter in the text, then giving it on another. There wee also increasing reports that Maxwell was frequently out of the room and students had free access to chemical supplies. Several students complained directly to Mr. Foster that there was open cheating during tests and no discipline at other times. Other students expressed concern that they were not getting the necessary scientific knowledge.

Mr. Foster spoke casually with Dr. Maxwell on several occasions, and tried to give him some pointers to ease the adjustment, but new problems arose. After report cards were sent out, it was discovered that Maxwell was given to using rather illogical means for determining averages.  For example, on more than one report Dr. Maxwell took A A E E D and averaged an
"E". This led to inquiries by parents, which, in turn, led to Mr. Foster's seeing Dr. Maxwell again.

Possible Decisions.  In order that he might be more specific, Mr. Foster prepared a list of allegations to discuss with Dr. Maxwell, as follows:
1. Test announced for one chapter, then test given on another.
2. Questions seriously asked are passed off with "don't be smart."
3. Talks to one or two students all period, while others are ignored.
4. Averaging grades inequitably.
5. Assignments never given explicitly, but must be assumed by student.
6. Students have free access to all dangerous chemicals.
7. No discipline, students come and go as they please, eat in class.
8. Cheating is common.
9. Poor planning and organization.
10. Students feel they aren't learning the subject.
11. Teacher leaves class too frequently.

Herbert Foster thought to himself, "This is one of the most difficult things I have to do (talking over shortcomings). Thank goodness it only happens infrequently!"

Dr. Maxwell spoke freely with Mr. Foster, "I know I'm an old man. Perhaps I am trying to do more than I possibly can. Everything you say is true, although I feel I've tried to do my best."

"I'm certain you have," assured Mr. Foster. "However, you understand that we must be concerned with the welfare of our students, and, unless we can adjust so as to provide the most adequate program for them, perhaps we had better call it quits."

"Do you want my resignation?" queried Dr. Maxwell.  "Is that what you mean?"

2. Hit Back!

1. Beaten up three times by neighborhood gang -- mother reports.

a. Police called in when R.S. was threatened with a knife.

2. At school, walked out of shop three times. Poor attendance in class. Present at school but comes to class late with a note for one reason of another.  When in trouble, real or imagined, he comes to office to see counselor or assistant principal and if they are busy, he just sits.

Possible Decisions.  The conference got underway with Mrs. Seibert's explanation of her son's frequent appearance in the principal's office.  "Miss Philmont, the counselor, told Richard that whenever he was in difficulty he should come see her."

Mr. Shumway observed, "It seems that he has been running to her at the slightest provocation. Why do you come to the office so often, Richard?"

"Everybody's always picking on me!" the boy retorted.

The Principal explored further, "When you came back home this summer, how did the boys treat you?"
"O.K.!" Richard answered.

"What do the boys do when they gang up on you?" Mr. Shumway questioned.

Richard thought a moment, "Oh, push me off my bike, take my hat, and all."

Mrs. Seibert added, "He's never told me when he is beaten up. I always have to get it out of him."

"Well, now to your problem here at school," Mr. Shumway continued.  "What you must do is be sure you get to class on time and stay there.  We can't have this business of your getting up and leaving whenever you feel like it!"

"Yes, sir!" Richard agreed.

At this point, Richard's shop teacher, Mr. STanley, joined in the conference. It was in Mr. Stanley's class that the most recent difficulty had developed, namely walking out of class.

"I don't see any cause," explained Mr. STanley, "for the boy to feel he was in danger from other boys in the shop."

Mr. Shumway turned toward the boy, "Richard, have you been minding your own business in that shop?"

"Oh, I move around once in a while," Richard explained, "to get different tools and materials and sometimes the guys make remarks that they'll 'get me'!"

To Mrs. Seibert, Mr. Shumway said, "Of course I could get names of those who are after Richard, but --"

"Tattling makes boys made at him," interrupted Richard's mother.  "I don't want him to be a sissy. I tell him all the time he'd better stand up and hit back."

Miss Philmont felt that some caution was necessary as she suggested, "Of course we don't want him hitting back at school or he will get in trouble with his teachers."  To Mr. STanley, Miss Philmont inquired, "Could Richard possibly work on an individual project?"

Richard Seibert was a student of extremely low ability, as all professional people present realized, but since Richard was present, this pertinent point was never mentioned.

"If we give him an individual project," Mr. Stanley replied, "then all the rest will get they idea that they can do it."

Richard broke in at this point, "Only thing I want to do is a change to a different class!"

Mr. Shumway spoke up immediately, "That's just what you don't want to do. You get back what you give.  How could Mr. Stanley have any confidence in you if you just walk out?" Changing to the business of Richard's after-school activities, Mr. Shumway added, "Mrs. Seibert, are you willing to have me take over these boys and get names, knowing full well that things might get worse with one or two until I can see all of them?"

"I want him to start hitting back!" Mrs. Seibert repeated.

"But we don't want to make things worse outside of school," Mr. Shumway contended.  "There are too many children left to roam the streets in gangs. The parents take no responsibility and don't want to be bothered."

Richard's future at school had to be decided at this point.

3. I've Got Tenure

As principal of Pomeroy High for the past five years, Mr. Robert Riley had been hearing this same type of complaint about Augustus Frank, aged sixty-nine, teacher of freshman mathematics.  When Mr. Riley came to Pomeroy, he had inherited several older teachers who were merely waiting for their retirement.  While waiting, this group of individuals showed little or no interest in teaching.  They griped and complained, objected and abstained, rejected and refused -- or so it seemed to Mr. Riley.

Augustus Frank was the only one of the retirement group still hanging on, and he was getting worse day by day.  His attendance register was always incomplete and what was done was frequently incorrect, in spite of the fact that he was a mathematics teacher.  "Doc" Frank, as the students referred to him, no longer wrote legibly, so someone else had to complete his students' report cards.  He was invariably late for extra duties, e.g., basketball games, lunch duty, etc., and argued with Mr. Riley over administrative procedure in faculty meetings.

Mr. Riley had more or less decided to grin and bear it when he began receiving reports from students and teachers that Mr. Frank was conducting his classes in apparently undesirable ways.

Possible Decisions.  "Mr. Riley," reported Miss Meany, an English teacher, "have you heard the way Mr. Frank speaks to that class he has up there now?"

"Why, no, Miss Meany," Riley replied. "How does he speak to that class?"

"Well, I'm sorry, but I can't repeat what I just heard, but I think you ought to look into it!" suggested Miss Meany.

Mr. Riley knew what she was referring to -- Augustus Frank was cursing the vocational boys again!  He would have to call "Doc" in and try to straighten him out a bit, although in the back of his mind Mr. Riley knew he wasn't going to accomplish anything with him.

Out of curiosity, Mr. Riley walked by Augustus Frank's room -- the door was wide open and old "Doc" was haranguing, "Goddammit! you little bunch o' bums better shut the hell up and get to work!  I'm damn well sick and tired of talking to you!" Suddenly he shouted, "William Dokes, you get he hell over here right now -- I'm fed up with you!"  The diatribe could be heard up and down the corridor.  Mr. Riley forlornly shook his head and quietly closed the door.

"I've got to put an end to this right now!" he thought, as he pounded his right fist into his left palm.

At the end of the day, Mr. Riley sent for Augustus Frank. "Doc" arrived in Mr. Riley's office thirty minutes after he had received the principal's note.  Riley thought, "What's the use of bawling the fellow out, he won't even try to do anything about what I say!"

"Mr. Frank," Riley began, "how are you getting along with those vocational boys you have in mathematics?"

"Oh, O.K., I guess!" Frank replied with a shrug. "I never have any trouble with them kids!  I know how to speak their language. You've got to 'give-em-hell'," he chuckled.

"Did you ever feel," Riley suggested, "that perhaps you might be giving them just a little too much 'hell'?"

"I'll tell you, son," Doc was philosophizing now, "when you've handled that kind of kid as long as I have, you know that the only thing they understand is being tough.  You can't fool with them.  All this new fangled stuff about meeting their needs is a lot of hog-wash."

Mr. Riley raised his eyebrows as he thought, "What am I going to do with this man?  I've spoken to the superintendent about him and he wants me to 'work' with the man, but I can't do a thing with him!  He 'knows it all' and doesn't want any suggestions."  He spoke to Mr. Frank then, "I think you had better hold down on the language you use in that class, Mr. Frank.  someone may get the wrong idea about what you are doing.  Remember, we have numerous visitors in our building and we don't want them to get a wrong impression of our school, do we?"  Mr. Riley continued without waiting for "Doc's" comment, "Try to be more simple in your approach with those slow moving students, but don't think that all of those boys are slow; you have some good students in there, so you must provide adequate learning experiences for them."

Augustus Frank was dismissed and went his way.  Mr. Riley was quite dissatisfied with this approach since he felt he had not gotten this point across to "Doc" Frank.

The next morning, Bob Riley was again confronted by complaints from parents about Mr. Frank's cursing in class.  These complaints came from parents of students in Frank's other classes.  It wasn't simply a problem of handling the vocational boys.

Something had to be done!

4. One Year to Go!

Lizzie had gone through the gamut of educational experiences, from normal school training, through teaching twelve grades in one room, to being principal of the only high school in Dorset County. Of course, all of these things had happened a long time ago, and, with improvement in education, Lizzie had to give up the principalship to a better qualified individual.  She returned to the classroom teaching Latin, her favorite subject, to many hundreds of interested and disinterested youths over the years.

In recent years, however, Lizzie had been having increasing difficulty getting along with some of her classes, to the point where she seemed to be nearing a nervous collapse.  It is true that Lizzie had not been in the best of health during the past decade.  She had undergone major surgery which would have bed-ridden a lesser individual.  Not so with Lizzie.  She spent only the minimum amount of time away from her teaching, which she so thoroughly enjoyed.

On her return to the classroom several years ago, it was observed by Elkhart Cranston, Principal of Madisonville High School, that she frequently lost control of her classes and of herself.  On an increasing number of occasions it was reported to him that Lizzie had left her class and was in the Women's Faculty Lounge, crying.  Lizzie was nearly seventy years of age and quite irritable with her students.  Unfortunately, many of her students saw in her advanced age an opportunity to be devilish and, consequently, took advantage of her.

Mr. Cranston was an understanding man, according to many of his faculty member, and at the end of the school year, after much deliberation, announced that Miss Elizabeth Bently would be the new assistant principal beginning in September.  Lizzie beamed with joy.  After she left the meeting, Mr. Cranston explained, "You all know of Miss Bently's many years of faithful service as a teacher and as an administrator.  You know, too, that the classroom has been getting the best of her.  It seems to me little enough that we can do to move her into administration for her last year of education in Dorset County.  I have plans for her that I think will benefit all of us.  She can definitely provide a real service for us."

There was apparent approbation in the nods and knowing glances that were passed about.  Fall came and the new school year started well.  Lizzie was put in charge of statistics and records, among other things, and did a good job.  However, as the year progressed, it became apparent to all who transacted business with her that she was becoming increasingly irritable.

Possible Decisions.  Frequently, Lizzie's pent up emotions would burst forth in a tirade directed at everybody and anybody within earshot.  She worked at a desk in a large general office through which much student and teacher traffic passed.  When the noise and confusion became too much for her, she would shake and shout, "Children!  children!  don't you people realize I'm trying to work here?  I can't work with all this noise!"  Tears would come to her eyes and she would continue through her sobs, "Why don't you have a little consideration for me?  I simply can't work here!"  She would then burst into tears and leave the office.  Visitors were constantly coming into the office and being subjected to these outbursts, as were the teachers.  Something had to be done!

This scene was repeated dozens of times, with no apparent action being taken to remedy the situation.  However, it was not all inaction that was taking place because Mr. Cranston had some ideas which he was trying to effect.  Among these was a plan to partition the one large office into several smaller ones.  This would not only help Miss Bently, but it would also benefit the two secretaries who would sometimes get into each other's way.

There was a far more inexpensive way of settling the problem which appeared to hold particular merit if the Board of Education would not supply the funds to renovate.  The economical solution was somewhat on the inhuman side, thought Mr. Cranston, because it would mean talking Miss Bently into retiring before the year was completed. After all, he reasoned, she had over forty forty years' service and would be entitled to full retirement pay.

5. The New Coach Takes Over

In the Physical Education Department, Jake left three co-workers, Art Mundy, Herb Douglas, and Howie Wolfson.  All three of these men had been in the school over three years, and each would readily argue the topic, "Why I Should be Chairman of the Physical Education Department".  To some it might seem foolish that three grown men should be so concerned about the chairmanship, since there was absolutely no monetary reward connected wit the job.  Actually, it really meant taking on additional responsibilities which would result in more work for the chairman.  tHe only consolation was that the job was frequently used as a stepping-stone to administration, which would mean higher income.

So Jake moved up and Art, Herb, and Howie joked good-naturedly when they met during the summer months, each thinking he was in line for the chairmanship. P. Lowell Keller, however, was not thinking along the same lines as the physical education personnel on his staff.  Keller realized that he needed, first and foremost, a football coach, if Riverside High was to meet its football schedule successfully.  Good football coaches were hard to come by he discovered.  At the current salary scale, he had to resort to some other device to get the man he wanted.  The device used most frequently for this purpose was the offer of advancement to administration.  The only way Mr. Keller could do this would be to offer an applicant the chairmanship of the Physical Education Department.

Timothy Riley, husky, young, and erstwhile professional football player, applied for the head football coaching job at Riverside.  There were other applicants, but Tim and Mr. Keller seemed to see eye-to-eye on the athletic program which the latter wanted at Riverside.  Tim signed a contract and was scheduled to meet the football recruits August 15.

Meanwhile, the three coaches at Riverside became quite upset at the outcome.  None of them knew Tim personally, although all had heard of his pro-football experiences.  Not much was said by any of the three coaches at the high school.  Rather, they settled back in their lethargy and silently dared Tim Riley to have a successful year.

Mid-August arrived, with a good-sized group of football recruits reporting for the first workout.  The local papers had announced earlier that Tim Riley had been signed on as head football coach, and it didn't take long for his record, or a reasonable facsimile thereof, to become known among the student body.  This apparent fame of the newcomer did not, of course, help the morale of Art, Herb, and Howie. The three merely went through their paces, having met Tim, when Keller introduced him.  There was little spirit or effort exerted on the part of Tim's new co-workers.  In fact, Tim Riley found himself running the football program single-handedly.

As chairman of his department, Riley often found it necessary to interpret the physical education program to his fellow coaches.  He also had the responsibility of working out the management problems of the program.  All did not go well, however, and Tim was repeatedly confronted with personality classes between himself and the other coaches.  Tim was a man with a temper.  tHis didn't ease matters, as he was inclined to fly-off-the-handle when pressured too much. All of these things developed little by little, until word of the unrest in boys' physical education reached P. Lowell Keller.

Possible Decisions.  Tim Riley went into Keller's office early one morning and reported, "Mr. Keller, things aren't going as well as they should in my situation."

"Oh, they aren't," Mr. Keller looked surprised. "What seems to be the difficulty, my boy!"

"I know I'm not always right," Tim confided, "but those guys down there are just downright obstinate. Everything I try to work out they have to argue about.  They just seem to try to hinder everything I try!"

"It sounds as though we had better get all four of you together," Keller reflected, "and see if we can't clear up some of the misunderstandings."

"That's O.K. by me," encouraged Riley. "I want to have a good department, but we certainly don't have one now!"

A meeting time was set and all four coaches entered Mr. Keller's office quietly.  The principal broke the ice by remarking that so far there seemed to be a general improvement in the physical education program. He continued, "I hope we can keep up the good work and have a banner year all the way around.  Of course, we've got to learn to resolve our petty differences and keep the welfare of our students in mind at all times.  What we want to do today is straighten out some of the differences of opinion which are apparently troubling some of you at this time."  He caused -- complete silence.  He began again.  "Art, what do you feel is the major deterrent to complete harmony in the physical education department?"

Art bit his lip, clasped and unclasped his hands, "Well, I guess there is a lot of things that could be corrected.  I can't just exactly say what's wrong -- I suppose one problem is the fact that Riley is new here this year.  I don't know!"

"Well, if Riley is new here," interjected Keller, "that should provide everyone with a bright, new opportunity to get things of to a good start."

"That is what I thought," broke in Riley, "but it seems that these fellows just don't want to cooperate!"

"What do ya mean, we won't cooperate!" Howie Wolfson interrupted brusquely. "You come in here out of a clear blue sky and start bossing everybody around.  I'll be damned if you're going to tell me what to do!"

Keller rolled back in his chair at this outburst, but Riley was quick to return the fire, "If you weren't so damned bull-headed we could get things done, but, no, you're always worried about whether somebody's bossing you!"

The conference was taking on a different atmosphere which Keller had not expected, so he hastened to break in, "Let's be careful now, men.  We don't want to ;throw accusations around carelessly.  Let's get to the real heart of the difficulty.  Herb, what have you got to say about all this?"

Herb Douglas thought a moment as everyone in the office turned to him and waited, as if for a panacea.  "I think a lot of our difficulty is due to how at thing is said.  For example, during football season Tim, here, would tell us to go here or there -- I've got nothing against you, Tim.  I'm just trying to bring my thoughts out into the open." Tim nodded and Herb continued, "We aren't left to use our judgment about anything at all, and I think the fellas object to this.  We know we're going to do what we're told, but it's more how than what.  If you see what I mean!"

"I believe we do," Keller concluded.  "That looks like something we can work on."

"O.K., I agree," offered Riley, "but that is no reason why a fella can't cooperate.  Why, some of these guys purposely didn't show up at practice when they were supposed to, to make me look bad, and --"

"That's a damned lie, Riley," broke in Wolfson again.  "You've got one helluva lot of nerve accusing me of not doing my job!"  Wolfson was getting loud now.  "You take that back or I'll knock your damned block off!"  Howie was rising to carry out his threat.

Riley was bout to reciprocate when Mr. Keller broke in, "Gentlemen, gentlemen!  Let's not lose our heads!  Let's talk this over calmly.  We can't accomplish anything if we're going to act like a bunch of brawlers."

Wolfson and Riley reseated themselves.  Howie Wolfson was shaking nervously and Tim Riley's face was flushed with violent emotion.  Keller contemplated the situation a moment, "It seems, gentlemen, that there are several things we must resolve, but, before we can do this, I feel we must get into the proper frame of mind.  I'm suggesting that we get together first thing tomorrow --after we've had a chance to cool off and think these things over with a clear mind."  All present nodded agreement and departed.

A couple hours later Tim Riley returned to P. Lowell Keller's office and offered an apology.  "Mr. Keller, I'm sorry for the way I acted this morning.  I know I was wrong, but I just got so worked up -- I lost control for a minute."

"Well, we all do at one time or another," Keller answered.

"I'm sure now," Riley continued, "that we can get a working agreement going.  It seems to me that the other fellas resent my being here and I'm just going to have to slow down and given them a chance to get to know me.  I guess I have been too bossy, but I can work that out."  Keller nodded as he arched his fingers together knowingly. Riley continued, "I'll have to try and watch how I tell them what to do."

"I think, now that you recognize the problem," Keller recapitulated, "you can do something about improving your relationship with the men.  There is one thing they must remember, however, and that is that you are here to interpret the program to them!"

How to bring the staff together was the decision to be made.

6. Roadhouse Interlude

Students at Smithville High were no different from high school students anywhere else in America.  They liked new places to go after school dances and, as fate would have it, they began finding their way to the Green Parrot -- the new roadhouse on U.S. 37.  Mr. Green, the proprietor, was an enterprising business man, as anyone in town could see.  A flashy dresser, he associated with the businessmen in town and managed to sign up the Kiwanis Club for Thursday luncheon at the Green Parrot.  This, you can see, gave an element of prestige to his place of business.

With success following each new venture he attempted, Mr. Green thought it would be nice to invite the local teenagers to come to his establishment for dancing on Friday and Saturday evenings when the restaurant business was slow.  In Smithville at t