If the people of a community could choose a principal for their school, they would probably pick someone who knows the school and community well, and has gained the respect and friendship of the teachers and students. Cleveland Young is that kind of person, and he is the principal at Hamilton School this year.
Mr. Young graduated from Harris Teachers’ College in 1964. He received his Masters degree in Education from Washington University and was assistant principal at Hamilton one year before becoming principal. He began making his reputation as a sincere, interested educator as eighth grade teacher at Hamilton eight years ago. In the classroom he has that unique ability to make the students want to learn. His pupils respect him, and he respects them in return. He feels that the children of Hamilton School put him where he is today.
Now that he is principal over a thousand students instead of a teacher of thirty-four, he still maintains the casual and friendly air that makes him so effective with people. Although he is optimistic and quick to smile, a frown crosses his face if you remind him that some members of the community do not think well of Hamilton.
“But,” he says, “I think Hamilton had some bad things said about it in 1965, and rumor is a powerful thing. When visitors who have heard these rumors come to our school, they are so favorably impressed they say, `This isn’t the school I heard about.’ “
Mr. Young is hoping to start some good rumors this year with the help of the PTA and Mother’s Club. He hopes that even if everyone can’t come to meetings, a few active people can spread the word about the good things at Hamilton. While some principals feel parents should be seldom seen and never heard, Mr. Young is counting on feed back from the parents’ groups and he is looking forward to individuals coming to his office if they have something to discuss.
No matter what anyone might think about Hamilton School, Mr. Young is happy to point to the fact that the children at Hamilton are learning.
“Look at these test scores,” he says with enthusiasm. “We scored .85 on the Iowa Basics. That means the children are learning 85% of everything they are taught.”
He is also proud of his teaching staff. He has known them as a fellow teacher and is confident of their capabilities. Fifteen per cent of them have masters degrees or some special training beyond the required B.S. degree.
In the past five years, Hamilton School has had four principals. When asked if he would imitate his predecessors short terms, Mr. Young said he certainly hoped not.
“When I first came to Hamilton, I was assigned to room 202. The teacher who occupied that room before me was there for twenty-five years. I don’t want to seem superstitious, but I’ve been here longer than any of the teachers at Hamilton now.”
Since Cleveland Young first arrived at Hamilton, there has been a great change in the school and the community around it. He feels the school has seen its worst days; it is a good school and he is happy to be working there.
Undoubtly, he is good for Hamilton too.
Archive note about the reported test score
The “.85” Iowa Basics figure and its explanation above are quotations attributed to Principal Cleveland Young in the 1971 article. They have not been independently established here as a percentile, proficiency rate or percentage of curriculum mastered.
Originally published in The Paper, November 1971.
Read this article in the original newspaper issue.
Original source: SD_Times1971_11.pdf, printed page 3.
