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John Baptist de La Salle and School Administration
Edward Everett, FSC
When Lasallian school principals and others who speak about De La Salle and school administration make no reference to the “Inspector of Schools,” they ignore the person whom De La Salle established as the on-site school administrator. In contrast to most schools of De La Salle’s time in which the teacher confronting school problems was isolated and without resources, De La Salle’s schools administered to the teachers’ needs, and to that end he had established the position of “Inspector of Schools.” To highlight the thesis that this important Lasallian administrative position is equivalent to that of school principal today, this article substitutes “principal” for the title “Inspector of Schools.”
The job description of the “principal” was spelled out originally in the manuscript copies of the Conduct of Schools. The position of the “principal” was a major appointment as seen from outside the school as well as inside. Outside the school the “principal” had to be astute and diplomatic in dealing with the strained relations with diocesan school authorities and pastors, and with the litigious relations with the teachers’ union and writing masters who crudely spied upon the school. Within the school the “principal” had to be respected by the teachers as master teacher of sound and sensitive judgment.
The “principal” held a full-time position in middle management. Responsible for the operation of two or more schools, the “Principal” alternated spending the full day at one school or the other. He performed all his duties under the immediate authority of the Director of the community, except when only one school was involved, for then the Director was also the “principal.” The relationship of the “principal” to the Director can be compared to the relationship to today’s principal to the superintendent.
The “principal” was in charge of the in-service development of his teachers. As such, he was a member of a teacher-formation team composed of the Director of the community, the Director of Novices to the Brothers of the Christian Schools, and the Director of teacher-training. The Conduct of Schools focuses upon the role of the “principal” as mentor and model not only in classroom instruction and management but also in program and curriculum development. The role of the “principal” is spelled out in detail in the Conduct of Schools, which divides the duties of the “principal” into three broad areas:
- To exercise vigilance over the schools, the teachers, and the students.
- To assign the students to their classrooms and assign the lessons they are to be taught; and
- To promote the students from one lesson to another when it is observed that they are capable of doing more advanced work.
However, these duties are given clearer coverage today if they are regrouped under six specific headings: maintenance and supplies, enrollment and registration; examinations and promotions; scheduling and student placement; teacher supervision and support; and public relations.
Maintenance and Supplies
The “principal” was responsible for obtaining needed instructional materials and building supplies, and for seeing that the custodial equipment was purchased and kept in the proper place and in good condition. It is not surprising, therefore, that the section on the duties of the “principal” emphasizes directives dealing with school cleanliness; for example, preventing paper, quill shavings and fruit pits from being deposited on the floor, and keeping the toilet facilities clean and decent, to mention two. The chapter on classroom furnishings, which was added to the Conduct of Schools at its first printing, is also an entry indicative of administrative concern.
Registration and Enrollment
The “principal” conducted a thorough process of registration and enrollment of all new students. In the registration interview he gathered in writing detailed personal and family information, for example, the state of the child’s health, sleeping arrangements for the children, and parental expectations and plans for their son’s future. He made certain that the parents understood, and accepted, the school regulations regarding, for example, daily attendance, appropriate behavior and dress, school meals, and attendance at Mass and catechism lessons. He granted special considerations and conditions of acceptance due to family need. The “principal” implemented the school policy on the acceptance of transfer students, for example, judging the reason for leaving the school, and verifying that tuition due had been paid in full. He conducted diagnostic testing of the child’s level of achievement in reading, writing, and arithmetic to insure proper academic placement. De La Salle regarded the student placement by the “principal” as his most important effort to maximize teacher instruction.
Curriculum and Scheduling
It was the duty of the “principal” to balance the sizes of the classes, and to see that the intermediate sections had the largest number of students over those of the advanced and beginning sections. He also determined in consultation with the teacher the amount of material to be covered, and the length of time to be spent on each lesson. He was responsible to see that all the classes began and ended at the same time, even on variable-schedule days. He had expert familiarity and facility with the organization and proficiencies of the reading and writing academic programs. The Conduct of Schools gives several remarkable examples illustrating how he figured out flexible schedules and complex configurations of teaching curriculum. There can be no doubt that De La Salle expected the “principal” to be the instructional leader of the school.
Examinations and Promotions
The “principal” and the classroom teacher worked together as a team regarding the monthly examination and promotion. Prior to the examination he and the classroom teacher agreed to submit only those students who could pass. The examination conducted by the “principal” demonstrated not only his mastery of the academic program, but also his sense of justice and fairness. As much as possible he examined for mastery and judgment not only memory, and he took into account the quality of the student’s daily effort. He always made his final decision regarding promotion in consultation with the teacher.
Teacher Supervision and Support
As was said above, De La Salle set up a strong system of teacher formation, and in that system the “principal” was responsible for the in-service, supervision and support of teachers. In that regard this section brings out how the “principal” needed to be sensitive to the feelings of the teacher, especially the beginning teacher, by making his suggestions and corrections in private. On the other hand the methods of teaching reading and writing, described earlier in the Conduct of Schools for the teacher, are selectively complemented and reinforced when they are described for the “principal” as teacher supervisor. For example, the “principal” gives more emphasis to items such as adjusting to approved variations in the daily schedule, beginning and ending the lessons on time, sticking to school regulations and policy on absence.
Public Relations
Although public relations is not an explicitly designated duty of the “principal” his responsibility for public relations is obvious in his concerns about the consequences which imprudent, improper, and indecorous behavior by the teacher of the students have upon the parents, the pastors, the neighbors, and the public in general. Examples of teacher behavior about which the “principal” was concerned for the effect on public relations include: keeping to the published time table; accepting gifts; handling irate parents; and dealing with callers to the school. Examples of student behavior about which the “principal” was concerned include: noisy gathering in front of school; vandalism and mischievous behavior going and coming to school; urinating in public; and fighting. Clearly, De La Salle was sensitive to the importance of good public relations for the success of the schools, and he entrusted the on-site responsibility for the public image of the school to the “principal.”
The expectations De La Salle had of the position of “principal” can furnish guidance to a Lasallian school principal today. A principal can gain comfort in learning that De La Salle recognized the need for on-site school administration; that he understood the difficulties faced by the “principal” in fulfilling that need; and what the duties were which De La Salle legislated for the “principal” as he saw him “at grips with his time.” The school principal can identify with the Inspector of Schools and enjoy the precious administrative insights offered in the new edition of the Conduct of Schools.
[reprinted from LASALLIANA #22, 3/1991]
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