Evolution Of The Principal In The 19Th Century

Evolution Of The Principal In The 19th Century
An evolution the role of the Principal Principals have been in American schools for more than a century; there are more principals than any other
administrative office in education. The principal serves as a as a liaison between district administration, teachers, and community members (Mondale,
2001). When America was rural and the country's population was low, schools were often single building, single classroom schools. As population
increased and schools started to provide more services it was necessary to have managerial and clerical support for the teaching staff. These changes
came along in the middle of the 19th century. In the early 19th century principals were called a principal teacher. A principal teacher was required to
fulfill many roles in the community and in the school house. With the growth in population came the growth of schools, and eventually teaching and
other duties required became too much for a single educator to manage (Mondale, 2001). The role of the principal became separate from that of
teaching. Today, the principal main focus is on student achievement, leadership, and the managing of the school. According to Vinella (2007), school
reform with the aim of increasing student achievement begins with "the leadership of the principal" (p. 67). School administrators face a myriad of
daily choices: how to organize meetings and professional development, how to best utilize funding, how to protect learning time and balance school
extracurricular
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What Is Leadership In School Essay
Educational Topic and Background
Effective School Leaders are key to continuous school improvement. School districts are required to be fiscally responsible in decisions made to
improve schools and districts. Principals are given instructional professional development in their career; however, limited resources are spent
developing principals' leadership skills as an individual. The concept of coaching for the principal is to have the guide on the side to develop leaders
who are able to step back and take a bird's eye view for their organization, focus on the greater goals so leaders can see the road ahead and not just their
feet in front of them. It is crucial for school districts to develop their leaders for districts to have highly...show more content...
54). The coaching model in the executive world has various models which supports the concept of helping leaders reach their next level with
improved thinking skills or clarifying purposeful action to achieve challenging goals. Coaching develops leaders or gives leaders an additional edge
(Allison–Napolitano, 2013).
Research Question(s)/Hypotheses
What do principals see as effective principal attributes?
What impact does coaching have on principal performance?
Secondary questions that will be explored in the study are as follows: (a) What kinds of support and professional learning appear to have the greatest
impact on principal leadership? (b) What do principals who participate in peer coaching learn from reflection, job–embedded practice, and dialogue
with other leaders? (c) What change occurs in the professional practice of principals who participate in leadership coaching?
Significance of the Study
There is a great deal of interest today in principal leadership and its' impact on schools. Current models of professional development have been
inadequate to equip today's principals with the skills they need to effectively lead today's schools. Researchers have noted that unlike other professions
such as medicine, engineering, business and architecture, school leaders have had little or no opportunity to learn their craft in real world settings and
learn from observational feedback from peers (Fowler–Finn, 2011). Far too many leadership preparation programs

1.How can principals encourage collaboration in their schools between school leaders and teachers, among teachers, and between school staff and
parents? The principal can encourage collaboration as the prominent figure of authority within the school. Being leaders, the principals have similar
visions and can open the channels of communication between school leaders and teacher as together they brainstorm different ways of maximizing
student learning potential as part of the united vision that is also mandated by law. Together they can advocate for adequate staffing, the funding for
supports such as professional development workshops that are vital components students' academic excellence. In addition, among teachers, principals
can encourage collaboration through adequate and ongoing training, allotting extra planning time, requiring both the general education teacher and
special education teacher to participate in IEP meetings, and giving constructive feedback/support to collaborative efforts. They also should be shared
responsibility for students learning. Teachers should learn how to effectively collaborate with other staff as vital team players in the educational setting
and whose input therefore matters. Finally, as role models, principals must lead by example in displaying respect for parents and expecting the same
from...show more content...
All students have access to the general curriculum. There is importance given to professional development, enough time for planning, teachers feel
empowered, the general education teacher also participates in IEP meetings. Parents feel respected and are active participants in decisions that affect
their children, and students has a sense of belongingness that translates into improved grades and a reduction in behavioral

School Administration & Supervision
Introduction to School Administration and Supervision Principals play a vital role in setting the direction for successful schools but productive
leadership depends heavily on its fit with the social and organizational context in which it is exercised. They (the principals) are the primary catalysts
for creating a lasting foundation for learning, for driving school and student performance, and for shaping the long term impact of schools'
improvement efforts. You have been appointed as the new principal at your school. You are frustrated by the current environment and feel the need to
make some drastic changes. Your superiors expect improvement; the school needs change and you need a plan. How will you motivate and inspire your
...show more content...
The principal is the focus keeper, consistently pointing to improved student learning as the central goal of the school. The principal sets the climate of
high expectations for student achievement and sees that teams function effectively. You need to ensure that you are trusted among your staff as well
as parents and members in the community. Without this trust you will be unable to implement and iota of change within your school climate. When
parents and teachers trust you, they believe that what you are saying and are encouraged to endeavour in what changes that may be ahead of them.
They see the honesty as a bonding partnership, thereby allowing them to be more comfortable with you as the Principal in all your undertakings.
With honesty there is always some form of consideration that you as a Principal will tend to give towards your staff members. Consideration is a
trait that refers to "people orientation" or a concern for people, especially a concern for each person. Considerate principals, for example, express
interest in their teachers' lives. When teachers see that you as a Principal are not only concerned about covering the school syllabus or ensuring that
paperwork is up–to date, they will begin to trust you even more. They will see that human aspect of you begin to play in their lives, therefore when
you begin to ask for change it will be met with the minutest opposition. It will come as

Speech to Principal on Retirement
Well do keep these main points in mind 1. Expresses appreciation for the way you worked, co–operated, learned or lived with. 2. Characterize the
leaving person. 3. Link her or him to the history of the community, place, company, school or college. 4. Achievements, successful projects? 5.
Memories, stories, anecdotes? 6. Why is she or he leaving? What do you think of it? Describe your feelings. 7. Wish her or him all the best for future
successes. 8. State: We won't forget you, followed by: You won't forget us either. And tell why. 9. Conclude your farewell speech with presenting a
gift. Hope this works Dave has spent his life delivering letters of congratulations and condolence. He has brought the news and the views of thousands
and Thank–you Mr Harris {The Principal} for your wonderful introduction. Have I really been here 25 Years? That sounds like a long time ...about
the same length as a double spell of English grammar on a Friday afternoon when the sun is shining. That too can seem to go on and on.
Fortunately for you I don't plan to. I remember coming here with my brand new teacher kit. I was full of ideas, things to do to make a difference. I
thought I was the teacher and you, the students were my pupils. How wrong I was. It took a while to understand for I was a reluctant learner. My
head was so full of how things 'should be', there was very little room for how things 'were'. The gap in those early days between what I thought I
needed to teach and what the students actually needed to learn was wide. There were times when bridging it was difficult. There were even times
when it seemed impossible and I wanted to give up. Mr Harris has been kind in saying I gave a gift of myself; my energy, enthusiasm, honesty,
respect and love, to you. But I want to turn that around and give it back, for this is precisely what I feel you have given me. I have been privileged
to have had in my classroom many, many fine young people. 25 years ago some of them began to teach me how to teach. They must have caught a
glimmer of my desire to truly understand. They helped me build the first bridges. From them I learnt true teaching is a special partnership. It only
really works when the teacher

The Success Of A Successful School
Great principals prepare themselves for the moments when leadership opportunities open to them. The true principal leader is prepared; he does not
rely on chance or luck (although sometimes it pays to be lucky). Great principals build their foundation for success around people. People are the
foundation to the success of any organization, and the great principal understands that to build a successful school, he must hire and build the school
around quality people. Once many years ago when I was a high school principal, I was attending an education conference in New Orleans with a
colleague. After listening to about the fourth consecutive speaker present on how to improve teacher quality in the classroom, I made an off–the–cuff
Hiring the right people for the right job from the top down is essential to the success of any organization/school. Finally, great principals have certain
things they believe or do that are the cornerstones of their success. These cornerstones embrace the actions required to ensure the success of the
school. They are the lens through which the strategic objectives or plans of the school are continuously reviewed, studied, and acted upon. They are
the action plans for success. (Part III of this book is devoted to discussion of these cornerstones to success.) The cornerstones are non–negotiable pillars
of the principal's and school's commitment to success. As I have said, there is nothing sacred about leadership. The great leader understands this and
although he is constantly reading and seeking new insight into the process, he understands there is not an exact blueprint on how to be a great
leader. He also understands there are very few born leaders and even fewer people who through the proper alignment of the planets and stars are
destined to lead. The great principal knows leading is hard work, and that learning about it is a never ending quest into a very delicate and intricate
process. There is nothing magic or sleight of hand about leadership. Great leadership is the result of careful planning, study, and strategically laying a
foundation for success.

Manifesto for School Prefect
Manifesto For School Prefect(boys) Sample Manifesto written by ......................... when vying for the post of Senior boys Prefect Mr. Chairman,
Honorable Proprietor and Headmaster, Mr. Commissioner distinguished staff members, co–aspirants, fellow students, ladies and gentlemen, I greet you
all It has been observed by me in recent times, that there are many problems, which arise day in day out. I do not wish to make this entire problem
known, because they give me an ill–feeling when I mention them. Nevertheless, for the sake of my manifesto, I am going to give an instance of a
situation as an example. Comfortably seated lady and gentlemen, Imagine yourself being a teacher, you have just given an exercise which you were
Mr. Chairman, honourable Headmaster, distinguished members of staff of this noble school, the electoral commissioner, fellow aspirant, enthusiastic
students, I greet you all. Once again, here comes another political season or era which is characterized by the handing over of spiritual and physical
batons from the old Elijah's to the new Elisha's First and foremost, the Latin saying " qui mutum datum qui sum mutum expectatum " which simple
means to whom much is given much is

A Reflection On The Job Of Being A Principal
Standard 2 Reflection Many initial thought after looking at all the information and topics from standard 2 is how little I know and how scary the
job of being a principal can be. There seems to be so many different things that a principal should know about. Notice that I did not say be an expert
of or having a complete working knowledge of, but rather should know about. That part I did learn over these last four months, that a principal has
a need to find help and information from those that are deemed the experts. I think that is a very important discovery to make this early on, since I
think that my first months on the job will really drive home how little I know. But I felt the same way when I first started teaching, that I knew little
in the way of running a classroom and now I am mentoring new teachers in the subject. Thus, part of gaining knowledge will be through experience.
I just need to remember that there is a structure in place to help me with questions that I do not know the answer to. The first topic that we covered
was regarding professional development. I have tried really hard to use that information as I am talking with my mentoring principal about
professional development for next school and beyond. The really nice part for me is that he is listening and using some of my suggestions as we
continue to plan. That to me shows that what I am thinking does have some validity and that he has placed some trust in me and what is happening as
I progress

Interview With Middle School Principal Essay
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy
Creek Middle School's principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process
focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and
Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of
assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD
data. They use the...show more content...
Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work
needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used
for staff development goals are Glenn Singleton's work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century
Skills, Marzano's Instructional Strategies, and Heidi Hayes Jacobs' literacy work. A variety of activities for teaching new skills to teachers occurs
throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best
practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area
inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity
(C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan–Teach–Monitor– Adjust) to
evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the
timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are
important

The Principal Role Of Curriculum Leadership
Scenario 1
The Principal's Role in Curriculum Leadership
According to Allan Glatthorn and Jerry Jailall curriculum leadership is defined by "functions that enable school systems and the schools to achieve
their goal of ensuring quality in what students learn" (pg. 36–37). It is important to note that there are functions not roles that help mold curriculum. In
order for the principal to be effective he or she must be able to identify the functions that tend to be goal oriented that may maximize the student
learning by providing quality content. Principals should be able to develop, implement, monitor, align and evaluate curriculum as well as provide
resources and time. In order to create an effective school and to show improvements Phi Delta Kappa suggests that leaders should develop "teamwork,
real–time professional learning, and system and school cultures that allow new ideas and practices to grow and flourish." Teamwork and high– quality
professional learning begin at the highest leadership levels and district leaders should be fully committed to and engaged in their own development.
"Significant change throughout the system requires that leaders be willing and able to change their own beliefs, understanding, and actions."
In order for a principal to implement new strategies for the school, Glatthorn and Jailal suggests that "principals should have clear long–range policies
and goals" (pg.39) so the staff can understand all expectations and hold themselves

Leadership in a school can have many positive or negative effects on students, teachers, and other staff members. The type of leadership a principal
employs can also have its ramifications. "Principals today are expected to be visionaries and competent managers, as well as instructional leaders"
(Charlotte Danielson, 2007). Principals must be able to balance their workload and manage their staff in order to be successful. The style of leadership
they use is important to the overall culture of their school. However, a leadership style that works in one school may or may not be successful in another.
Leaders, whether my choice or by personality, use a certain style of leadership. Principals who think they use one specific style may, in fact, be using
another, according to their faculty. It may be wise for an administrator to take an internal look at themselves to make sure they stay true to what they
believe is the right way to lead.
Some styles of leadership are becoming more prevalent, while other are dormant. "Leadership models in education are subject to the same faddism that
is apparent in other areas of education. Today's favorite brand is soon replaced by another" (Hallinger, 2003, p. 333). With an abundance of leadership
styles, teachers and administrators may have a difference of opinion when it comes to their perceptions of leadership in their school. Leaders must find
what works best in their own situation.
"As the role of the 21st Century administrator

Essay on Education: The Roles of a Principal
Schools, Teaching, and Supervision
Overview
In schools everyday are many people influencing and taking the important role in education and supervision. In these roles are collaborating, teachers,
principal, students, and educational supervisors, all these are the main basics of this process (Annan & Ryba, 2013). In an immediate setting, with a
more encompass culture is guide by educators, principals, and other staff that supports the student's success in a daily basis. In any school the culture is
really important, but could be hard to establish and maintain (Moccozet, et al., 2009). In establishing a successful school it is pertain that all the staff
have the knowledge about the different styles while leading, the main three are...show more content...
The experimentalist differentiate a more changing world as is seen now, as where the changes are openly accepted. In this schools educators guide the
students to be able to develop strategies to resolve society conflicts in different situations. This is an existentialist idea of subjectivity with an
experimentalist view of society.
When a supervisor is effective it fosters the relationship and recognizes the role of the teachers allowing them to identify themselves the needs that they
have in order to assist the students, and accepts the assistance of the supervisor (Annan & Ryba, 2013). For an effective success, is imperative that the
administrator maintain an understanding the importance on how to project the sense of power because it could be perceived contrary to obtain the
success. When a collaborative environment is in place, the teachers sustain control over the direction of their classroom and the decisions that are
made, Glickman, et al., (2010) mentions that "As supervisors gradually increase teacher choice and control over instructional improvement; teachers
will become more reflective and committed to improvement".
Platform
A platform needs to be define as the educational beliefs of an individual person, as well as those believes are place into a practice (Moccozet, et al.,
2009). To be an effective leader in the educational field, it is need it to establish a platform base on believes and actions (Glickman, et al., 2010). It is

Reflection Paper On Principal Of Learning
Session on Principal of Learning started with the definition of knowledge. At first it sounded simple but as the discussion went deeper, I realized that
the concept of knowledge is isn't simple as I used to think. The session on 'EPISTEMOLOGY' the concept of knowledge which was compared from
the time of Romans till the modern days were all convincing. The different concept of knowledge by the different philosopher at different period of
time with their logical reasoning was a new gain to me in fact.
The Rationalist theory which states, "The Truth and Knowledge to be found within us." As given in the course book, EDU 502, Principal of Learning
(page–12) is indeed very much logical. They argue that every human being is capable of reasoning and to that capacity human mind would always try
to make better judgment which in fact is knowledge. Empiricist concept of knowledge focusing on outside influences contributing to one's knowledge
has equally good explanation the practical truth it holds. We undergo various experiences in our day to day life, these experiences teach many things
and that is knowledge. We experience, we are one step ahead in gaining knowledge. Finally the most convincing theory Renaissance view on Learning
and Education, 'Humanism'...show more content...
As this theory supports the freedom of thought and learning through self exploration, this would be more suitable break through concept for our
schools to adopt. Even in our present learning system in the school, we focus more on child–centered learning. This other way means the importance is
being placed on the learners. This is the age of exploration not of passive listener. Children learn more from experience and interaction. The more
effective learning takes place when children are given freedom to think, express, interact, and explore

The Principal Story Documentary Analysis
The documentary "The Principal Story" focuses on the leadership qualities and behaviors of two principals as they navigate through a single
academic year. Although the demographics of the schools may at first appear to be vastly dissimilar, upon closer review of the clientele served by
each school, the only stark contrast is the race of the students. Both schools are located in impoverished communities and both principals face similar
challenges as they lead their schools in striving for both academic and social success.
Tresa Dunbar is a second year principal in Chicago, Illinois. Her school, Henry H. Nash Elementary, services approximately 800 Pre–K through eighth
grade, predominantly African American students. Henry H. Nash Elementary...show more content...
In chapter 5 Ms. Dunbar, frustrated by what she has seen in the classroom, and a lack of student growth, calls her faculty together for a reflective
exercise. She asks them to list their instructional activities for the past two weeks and circle those that are of high quality. In a voiceover she makes
sure the audience knows that she believes her teachers are great instructors, but she does not feel that they are giving the best of themselves. She has
them list the lowest student in the class and give the supporting evidence of how they know that student is the lowest. She then explains in another
voice over that this is the one way she knows how to make them reflect upon their own practices and techniques. Once the teachers have completed this,
she asks them why they think she asked them to complete that activity. A teacher very aptly responds that, as teachers, individuals do not always take
the time to truly reflect on their responsibility in the learning equation. Ms. Dunbar realizes at this point that her professional development activity
achieved its desired

Why I Want To Be A School Principal
School principals go through the school and supervise the students and teachers to make sure everyone is doing what they are supposed to and
following guidelines. School principals assign teachers to certain things based on their education and hire teachers and other employee's as needed.
They sit in class rooms and evaluate their teaching skills to be sure they are using approved teaching methods. They deal with conflicts that students
may face with teachers or even other students. They make the teachers schedules and their duty schedules. They have to attend sporting events or any
school extra circular activities (School). I will have to go to college to get my master's degree or bachelor's degree if I were to work at a private school,
I will be working in an office and around the school, and jobs for being a school principal are expected to open up about 6% or as fast as average.
As a school principal I would have to make...show more content...
I could take any general education classes to get me prepared for being a school principal. Some training I could do to get me prepared for being a
school principal is, offer to assist teachers with jobs, teach Sunday school classes, get a summer job as a camp counselor or day care center aid,
working with a scouting group, volunteering to coach a youth athletic team, or tutoring younger students (School). I should be mentally strong and
be good at reading, writing, and speaking. I will have to get along with the students, parents, teachers, and anyone else working in the school. I
should be good at listening, be fair towards every situation, and I should enjoy being around people. I will have to be good at keeping secrets and
never tell who gave me the information. I will have to become better at my writing, reading, and grammar. Something I will succeed at is getting along
with everyone, being good at listening, and keeping

Before discussing the importance of understanding the need for ethical and/or moral leadership, it is important to present the development of the role
of school principals and its eventual need for the inclusion of ethics and moral into school leadership. The role and professional position of the school
principal began to be shaped during the early 19th century with the development of "head teacher" (Brown, 2011). Next, at the turn of the 20th century,
the position of school principal began to gain both stature and authority (Sullivan and Glanz, 2013). Indeed, with the formation of the National
Association of Secondary Principals (NASSP) in 1916 and the National Association of Elementary School Principals (NAESP) in 1921, the
proclamation by administrators to be seen as professionals became evident (Brown, 2011). In short, the establishment of the principalship as a separate
entity from teachers was firmly established at the turn of the 20th century.
The next development of the role of principalship was the identification as the formal authority figure of schools. According to Sullivan and Glanz
(2013) the transition of the school principal as supervisors began with the distinction of social efficiency as bureaucratic method during the 1900s. A
significant influence in the development of social efficiency in school leadership was the adoption of Frederick Taylor's popular scientific management
theory to the K–12 school practice. By the 1930s the adoption of scientific

School Leaders Are More Effective Essay
School leaders are more effective when they take a proactive role in the instructional process of the school as instructional leaders. By providing
support to teachers and aligning curriculum, instructions and assessments, the school leaders focus the vision and mission of the school through the
curriculum. The school's vision and mission in making instructional decisions for the school is used during meetings with teachers and when talking
about the alignment of the interactions and relationships with all member of the learning community and the alignment of instruction. There is a
mission and vision that we want students to know. We are constantly repeating it. It is posted in the rooms. Any time that we repeat the expectation,
we are tying it into the vision and mission. For example, chargers, we say "Charging Fearlessly toward Academic and Personal Excellence". The
teachers also model what is expected from students. They have posters on walls that say "I expect you to be GREAT". G was for getting on time to
class. R was for respecting everyone, and E was for engaging, and the A was asking questions and the T is thinking. We are constantly positively
recognizing the students that are meeting the vision and making sure of what that is. The school CIP is totally correlated with the federal and state. We
are a Title I school and provided predetermined documents to complete which are submitted to both the state and federal government. We begin with
looking at our needs

Principal Of School Is An Awesome Leader
Principal Report
The principal is the leader of the school. The principal provides a safety environment for students, faculty and community. The principal responsibility
is to make sure the school is running good and everybody is doing their job, and the students are learning. Based on my interview sheet question I
interview the principal at Tenth and Penn elementaryschool, the principal of that school is an awesome leader.
A principal has a huge responsibility day by day. Being responsible for 565 students and 45 faculty and staff every day is a hard work. They are a
different type of principal like elementary, middle and high school that start working as a teacher first. A principal holds a certificate in different areas
like an Elementary, ESL, and principal as well. They have a positive aspect when they have the chance to talk to students and ask them how they do
today and what need activity they learn, that make the principal to engage more with the students to have a positive goal in their education success. A
principal is responsible for management the entire building, instruction and curriculum, discipline and behavior, and budget. A principal philosophy is
simple and clear students first, they work hard to give a student the best education experience they can and guide them to achieve a successful
academic goal. The principal is in charge of hiring process, the principal always ask them THE REASON THEY ARE HERE to new teachers. A
principal need to make sure that

School Improvement Essay
School improvement is transformation. It is one of the most important actions of a school. It is a process that schools must use with fidelity to ensure
that at all students are given the opportunity to perform and achieve at exemplary levels. School improvement is vital to schools and it is a process
that cannot be done in isolation. It requires team work, collaboration, and constant analysis of data and setting of goals. School improvement goals
focus on how to meet the needs of students. Addressing the educational needs, funding, and achievement gaps between subgroups is collaborative
effort involves everyone that has a vested interest in the schools. These basic measures set the foundation for improvement. And so, if it is the...show
more content...
This is the most difficult step for schools, however, when working together, with urgency and a mindset to improve, total transformation will occur. As
we review and synthesize data of a district for planning school improvement, the following information is needed to access and determine the needs of a
school. First, a thorough analysis of performance data must be reviewed to see how school districts measure up with state and federal accountability.
During this process, it is very important that schools focus the performance indicators that will guarantee growth and success. School teams must refer
to the districts mission and vision to guide the planning process. The performance indicators will provide data that will be beneficial in creating
improvement strategies. So, after careful evaluation of the data, the next step would be to plan effective methods and strategies that will improve
student achievement. Moreover, this plan should include needs, demographics and opportunities for students to be successful. Additionally, the
baseline data is important information to include in the improvement plan.
Data is always the best resource for trying to improve student achievement. The data will help guide continuous improvement of a plan. There are four
types of data that will be beneficial to any team during the planning phase of the school improvement process.
Demographics data, achievement data, perception

Evolution Of The Principal In The 19Th Century

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Evolution Of The Principal In The 19Th Century