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 FOR USE ONLY IN 
 THE NORTH CAROLINA COLLECTION 
 
Publication No. 206 
 
 HANDBOOK 
 
 FOR 
 
 Elementary and Secondary 
 Schools 
 
 1938 
 
 Issued by the 
 
 State Superintendent of Public Instruction 
 Raleigh, North Carolina 
 
THE OLD NORTH STATE 
 
 (Traditional air as sung in 1926) 
 
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I 
 
 Publication No. 206. 
 
 HANDBOOK 
 
 FOR 
 
 Elementary and Secondary 
 Schools 
 
 1938 
 
 Prepared by 
 
 Division of Instructional Service 
 
 J. Henry Highsmith, Director 
 A. B. Combs, Associate 
 Hattie S. Parrott, Associate 
 H. Arnold Perry, Associate 
 Julia Wetherington, Associate 
 Charles E. Spencer, Associate 
 
 Issued by the 
 
 State Superintendent of Public Instruction 
 Raleigh, North Carolina 
 
by, 
 
 hope 
 q^ that 
 
 d 
 
FOREWORD 
 
 - 
 
 This Handbook for Elementary and Secondary Schools is designed to 
 supply information needed by superintendents, principals and teachers in the 
 public schools of the State. It covers the program in both elementary schools 
 and high schools, indicating that we regard the process of education as a 
 continuous process from the first grade through the eleventh or twelfth 
 grade. It is hoped that this publication will be helpful from the standpoint 
 of answering questions which arise with reference to administration, organi- 
 zation and supervision of schools and that it will be suggestive of desirable 
 activities which should be undertaken. - : 
 
 It will be observed that this Handbook consists of three parts: 
 
 Part I deals with the public school system. Every person engaged in 
 public education should be conversant with the various aspects of public 
 education, including, of course, the administrative aspects. This statement 
 is designed to give something of the background of the public school system 
 and to indicate the organizations or agencies legally responsible for school 
 administration. 
 
 In Part II the standards for accreditment of elementary and secondary 
 schools are set up. The suggested standards are not meant as limits to what 
 may be undertaken in any school, but represent the minimum necessary for 
 the creation of a satisfactory teaching and learning situation. Lines along 
 which improvement can be made will suggest themselves to many adminis- 
 trators and teachers, and it is hoped that many schools in providing educa- 
 tional opportunities will go far beyond the minimum suggested in the require- 
 ments for accreditment. Our effort is to indicate what may be regarded as a 
 good elementary school or a good high school. It is admitted, of course, that 
 every child should have training in a good school, and the purpose of stan- 
 dardization and accreditment is to indicate how a satisfactory situation can 
 be provided. 
 
 In Part III various aspects of public school work are discussed, particularly 
 those having to do with the materials necessary to successful instruction. 
 More and more it is recognized that abundant materials are necessary in 
 order for pupils to have satisfactory educative experiences. It is hoped that 
 provision will be made for various types of instructional materials to the 
 end that learning on the part of boys and girls may be facilitated and 
 accelerated. 
 
 There is evidence of substantial progress in carrying on the educative 
 process in our schools and an improved morale on the part of those who 
 have the responsibilities for school administration and instruction. It is 
 hoped that this Handbook will contribute to more effective instruction and 
 that the education of pupils in all grades in all schools will be stimulated 
 and promoted. 
 
4 Handbook fob Elementary and Secondary Schools 
 
 This publication was prepared by the members of the staff of the Division 
 of Instructional Service. Special acknowledgment is due to Mrs. Juanita 
 McDougald Melchoir, of Syracuse, N. Y., a former member of the Division, 
 for the many contributions which she has made to the Handbook. Acknowl- 
 edgment is made also to Dr. A. M. Jordan, University of North Carolina, for 
 his contribution on high school tests. 
 
 State Superintendent of PuMic Instruction. 
 
 May 17, 1938. 
 
CONTENTS 
 
 Page 
 
 Foreword — 3 
 
 Part I. The State School System 7 
 
 Introduction 7 
 
 State Administration 7 
 
 County and City Administration 10 
 
 Local Administration 11 
 
 Some Suggested Principles for the Organization and Administra- 
 tion of the Public Schools 11 
 
 Part II. Standards for Accreditment of Elementary and Secondary 
 
 Schools ,. 12 
 
 Requirements for Accredited Elementary Schools — 12 
 
 Summary 12 
 
 Detail Requirements 13 
 
 Section I: Curriculum 13 
 
 Section II: Instruction 13 
 
 Section III: Administration 14 
 
 Section IV: Instructional Equipment 15 
 
 Library 15 
 
 Supplementary Readers 17 
 
 Dictionaries 18 
 
 Maps and Globes.. 18 
 
 Classroom and General Equipment 19 
 
 Section V: The School Plant 22 
 
 Requirements for Accredited High Schools 26 
 
 Summary 26 
 
 Detail Requirements : 27 
 
 1. Teachers 27 
 
 2. Length of Term 28 
 
 3. Length of Recitation Periods 28 
 
 4. Number of Units Required for Graduation... 28 
 
 5. Average Daily Attendance 29 
 
 6. Course of Study 29 
 
 7. Equipment 31 
 
 Library _ 31 
 
 Maps __„ 33 
 
 Science Laboratory 34 
 
 General Science . 36 
 
 Biology 39 
 
 Chemistry 42 
 
 Physics 47 
 
 High School Records and Reports 51 
 
 8. Building 52 
 
 Southern Association 52 
 
 Part III. Principles and Factors Relating to Instruction, Organization 
 
 and Administration 53 
 
 Suggested School Calendar of Events 53 
 
 Equipment Essential to Good Work 56 
 
 Materials of Instruction... 58 
 
 State Adopted Supplementary Readers 58 
 
CONTENTS— Continued 
 
 Page 
 
 Materials of Instruction — Continued 
 
 Libraries 69 
 
 Instructional Supplies 69 
 
 Visual Education 73 
 
 Radio in Education 80 
 
 Principles of Organization and Administration 82 
 
 Elementary Schools 82 
 
 Roster of Pupils for the Year 82 
 
 Point of View __ _ 83 
 
 Procedures 83 
 
 Daily Schedules and Program Making 84 
 
 Secondary Schools 88 
 
 General Suggestions 88 
 
 Suggested Curricula, Organizations and Schedules 90 
 
 Some Suggestions Relative to Organization of Twelfth 
 
 Grade 112 
 
 Summer High Schools 115 
 
 Practices and Procedures for Guiding the Learning Process 115 
 
 Philosophy Expressed in Terms of Characteristics of Good 
 
 Teaching : 116 
 
 Measuring Progress 120 
 
 Promotion _ 120 
 
 Scale of Attainments by Grade Levels, etc - 121 
 
 A Suggested Scale of Abilities for Graduation from Ele- 
 mentary School 122 
 
 Some Means of Measuring Pupil Progress 127 
 
 Intelligence Tests 128 
 
 Teachers Tests and Examinations... 128 
 
 Standardized Achievement Tests 129 
 
 Samples of Good Educational Measurements for High 
 
 Schools 131 
 
 Pupil Reports 133 
 
 Professional Improvement 135 
 
 Study Groups 135 
 
 Conferences 136 
 
 Exhibits ----- 139 
 
 Membership and Active Work in a Number of Professional 
 
 Organizations .— — — 140 
 
 Problems for Faculties of Local Units 141 
 
 Special Phases of the Work -. 141 
 
 Physical and Health Education 141 
 
 The Beginners' Day Program 146 
 
 Safety Education .... - — 148 
 
 Guidance 151 
 
 Music 151 
 
 The Music Appreciation Courses for Grades I-VII 151 
 
 Applied Music for Credit _ 166 
 
 Promotion Plans for the Observance of National Music 
 
 Week 172 
 
 Art Education 174 
 
 Reports of Teachers and Administrators 180 
 
 State Adopted High School Textbooks— Supplementary Use 181 
 
 List of Publishers and Addresses 188 
 
 Index 189 
 
PART I 
 
 THE STATE SCHOOL SYSTEM 
 
 PUBLIC ELEMENTARY AND SECONDARY SCHOOLS 
 
 INTRODUCTION 
 
 The story of public education in North Carolina is one of the most thrill- 
 ing and inspiring pages in our history. It represents a struggle as deter- 
 mined and courageous as that upon any battlefield on which a native son 
 has fought. Through all these years of its history, there has been recognition 
 of the fact that it was only through the raising of the level of intelligence 
 of our people that we could deal effectively with the various social and 
 economic problems which have confronted us. Even in the darkest hours 
 of the War Between the States, when everything else was sacrificed for the 
 soldiers who fought so valiantly in defense of the State, there were wise and 
 courageous souls who, realizing that the battle against ignorance must also 
 go on, kept the torch of education burning. It was well that our forefathers 
 believed that it was only through education that the people of this State 
 could be prepared for the duties of citizenship in a democratic government. 
 
 Our system of public education has grown along with the social, economic 
 and industrial life of the State. Through the years, as we have cleared our 
 fields, harnessed our streams, builded our cities and linked our people to- 
 gether with ribbons of concrete and steel and wire, we have also struggled 
 for knowledge, for self-respect and for social mastery. These hundred years 
 though long in the life of an individual are short in the life of a state. It 
 is not to be expected that in the short period of a century we should have 
 perfected any agency contributing to social mastery. Certainly the ideal of 
 universal free public education has not been fully achieved in practice. We 
 must continue to work at this problem. Aside from adequate provision for 
 the health and safety of our people, the most important function of our gov- 
 ernment is the proper education of its youth. 
 
 The magnificent progress in public education is indicative of a funda- 
 mental interest in and thirst for education on the part of our people. They 
 have determined that illiteracy shall be eliminated and that the childhood 
 of each succeeding generation shall be trained in a better way to meet the 
 economic and social demands facing each new generation. In an effort to 
 meet that responsibility we have witnessed in North Carolina one of the most 
 interesting developments in the financing and administration of a public 
 school system. In that respect one of the outstanding achievements has 
 been the final attainment of a State-wide minimum school term of eight 
 months supported almost entirely by the State and without resort to ad 
 valorem taxes. No other state with the single exception of Delaware has 
 ever accepted this solemn responsibility of government as a state enterprise. 
 The result has been that the poorest child living in the most remote section 
 of the State has been guaranteed a minimum standard educational oppor- 
 tunity along with the most fortunate child living in the most populous center, 
 and both have been equally favored from the common resources of the State. 
 
 STATE ADMINISTRATION 
 
 Constitutional Authority 
 
 We start with the Bill of Rights, — "The people have the right to the 
 privilege of education, and it is the duty of the State to guard and maintain 
 
8 Handbook fob Elementaey and Secondaby Schools 
 
 that right" (Art. I, Sec. 27), and the Constitution: "Religion, morality and 
 knowledge being necessary to good government and the happiness of man- 
 kind, schools and the means of education shall forever be encouraged" (Art. 
 IX, Sec. 1). 
 
 The Constitution of North Carolina provides for a Superintendent of 
 Public Instruction, who shall be elected by popular vote every four years. 
 The Superintendent of Public Instruction is responsible for promoting in- 
 terest in public education, interpreting the school laws, determining standards 
 for approved schools, assembling and disseminating statistical data, prepar- 
 ing curricular materials for the teachers of the public schools, and such other 
 duties as are or may be vested in him by law. 
 
 The State Superintendent is ex officio secretary of the State Board of 
 Education, vice chairman of the State School Commission, chairman of the 
 Board of Trustees of East Carolina Teachers College, and a member of the 
 Board of Trustees of the University. He is also a member of the State 
 Library Commission, and chairman of the State Board for Vocational Educa- 
 tion, the State Textbook Commission, and the State Board of Commercial 
 Education. In addition, the State Superintendent, under the law, assists the 
 governor in the appointment of the Elementary Textbook Commission and 
 the State committee on high school textbooks. 
 
 The State Superintendent has no direct connection or relationship with 
 State supported institutions of higher learning, which are under the control 
 of separate boards of trustees, except through teacher training regulations 
 of the State Board of Education and as a member of the North Carolina 
 College Conference. 
 
 He employs the staff that assists him in these duties. 
 
 The State Board of Education, consisting of the Governor, Lieutenant 
 Governor, Secretary of State, Treasurer, Auditor, Attorney General and the 
 Superintendent of Public Instruction, is provided for by Article IX of the 
 Constitution. This board has charge of the Literary and Special Building 
 Funds and the public lands owned by the State. It also makes rules govern- 
 ing the certification of teachers, and adopts the textbooks used in the public 
 schools. Originally, this board had authority to legislate and make all 
 needful rules and regulations in relation to free public schools and the educa- 
 tional, funds, but its duties in this respect in recent years have been trans- 
 ferred by legislative enactment to the State School Commission. 
 
 Legislative Authority 
 
 The State School Commission was set up by the General Assembly of 1933 
 to succeed the State Board of Equalization, a body created in 1927 to equalize 
 values in the several counties as a basis of distributing the equalizing fund 
 provided for schools. This commission is composed of the following: the 
 Lieutenant Governor as chairman, the State Superintendent of Public Instruc- 
 tion as vice chairman, the State Treasurer, and one member from each of 
 the eleven Congressional districts appointed by the Governor. 
 
 The commission decides what schools are to be operated, has the power 
 to consolidate districts and transfer children from one unit to another, and 
 may suspend any school after six months, whenever the average daily attend- 
 ance does not justify its continuance. It determines by districts and races 
 the number of elementary and high school teachers to be paid from State 
 
Handbook for Elementary and Secondary Schools 9 
 
 funds, and sets the standards for operating the public schools for an eight 
 months term in each county and city administrative unit. 
 
 The commission also provides for and supervises the transportation of 
 pupils at public expense, makes rules and regulations governing the financial 
 management and control of all administrative units, provides for auditing 
 the school funds, approves the election of county and city superintendents, 
 and jointly with the State Board of Education determines and fixes a State 
 standard salary schedule for teachers, principals, superintendents and other 
 school employees. 
 
 It employs an executive secretary and staff who administer its rules and 
 regulations. 
 
 The State Board for Vocational Education was created by the General 
 Assembly of 1917 in order to meet the provisions of the Smith-Hughes Educa- 
 tion bill enacted by Congress. This board consists of the State Superinten- 
 dent of Public Instruction and three other members appointed by the Gov- 
 ernor — one to represent agriculture, one to represent home economics, and 
 one to represent trades and industries. 
 
 The duties of this board are to cooperate with the Federal authorities 
 in the administration of the Federal Vocational Act, to administer legislation 
 enacted by the Congress and the General Assembly of North Carolina pur- 
 suant to vocational education. It also formulates plans for the promotion 
 of vocational education as a part of the public school system, and cooperates 
 with the local authorities in the establishment of vocational classes. 
 
 The State Superintendent with the advice and consent of the board desig- 
 nates the staff necessary to carry out properly the provisions of the law 
 and the rules and regulations of the board. The State Superintendent is also 
 required to prepare a report concerning the condition of vocational education. 
 
 The State Board of Commercial Education was created by the General 
 Assembly of 1935 to regulate the establishment and operation of business 
 schools teaching business subjects for compensation. This board consists of 
 the State Superintendent as chairman and secretary, the Director of the 
 Division of Instructional Service, the Director of the Division of Vocational 
 Education, and two persons, appointed by the Governor, who are owners and 
 operators of licensed business or commercial schools that have been in opera- 
 tion within the State for five years. 
 
 The State Textbook Commission was also created by the General Assembly 
 of 1935. This commission consists of five members: the State Superintendent 
 of Public Instruction as ex officio chairman, the Attorney General, the 
 Director of the Division of Purchase and Contract, and two members, to be 
 appointed by the Governor, for a term of two years each. It is the duty of 
 this commission to purchase the necessary textbooks, operate a rental system 
 of textbook distribution to the children in the public high schools of this 
 State, and provide free basal textbooks to the children in the elementary 
 grades. 
 
 This commission should not be confused with the (Elementary) Textbook 
 Commission and the State Committee for high school textbooks, which are 
 in fact sub-committees of the State Board of Education, composed of persons 
 actually engaged in school work, whose duties are to examine the books 
 and materials submitted for adoption and to prepare a multiple list from 
 which the State Board makes the adoption. 
 
10 Handbook fob Elementaey and Secondaey Schools 
 
 COUNTY AND CITY ADMINISTRATION 
 
 County 
 
 There are 100 county administrative units comprising that part of the 
 county outside of the established city administrative units. Where no city 
 units have been established, the entire area of the county is the school 
 administrative unit. 
 
 The board of county commissioners, a body provided for under the Consti- 
 tution, approves that part of the school budget financed by county funds, 
 including funds for the erection and repair of necessary school buildings, 
 and levies the taxes therefor. The commissioners are elected by the people 
 for a term of two years. 
 
 The county board of education, consisting of three or five members who 
 are nominated biennially at party primaries or conventions, is appointed 
 by the General Assembly, which meets in January of the cdd years, for a 
 period of two, four or six years. The county board of education has the 
 general management and control of the educational affairs in the county 
 administrative unit. This board appoints a county superintendent, subject 
 to the approval of the State Superintendent and the State School Commis- 
 sion, and a school committee for each local district. The county board of 
 education is clothed with those discretionary powers as to the administration 
 of the schools that are not specified in the law or under rules and regulations 
 of the State School Commission. It also decides upon the site and character 
 of all school buildings, and administers the operation of the schools in accord- 
 ance with the rules and regulations of the State School Commission and 
 the acts of the General Assembly. The county superintendent whose term 
 of office is for two years beginning July 1, of each odd year, is the adminis- 
 trative officer for the county board of education. 
 
 City 
 
 There are at present 69 city administrative units. Some of these have 
 boundaries coterminous with the boundaries comprising the city govern- 
 mental area; others have boundaries determined by the board of trustees and 
 the county board of education of the county in which the city is located and 
 approved by the State School Commission. Authority for the establishment 
 of city administrative units is, under the law, vested in the State School 
 Commission, such units to be selected from districts having a school popula- 
 tion of one thousand or more. 
 
 In each of the city units a board of trustees is elected or appointed in the 
 manner prescribed by special or general legislative acts. This board pre- 
 pares and approves the budgets for current expense and debt service, and 
 capital outlay subject to the approval of the county board of education and 
 county board of commissioners. It also elects a superintendent, subject to 
 the approval of the State Superintendent of Public Instruction and the State 
 School Commission, and elects the teachers and other employees upon the 
 recommendation of the superintendent. The superintendent, who is elected 
 for a term of two years, is the administrative officer of the board of trustees. 
 
 The city commissioners, or other tax levying authorities, levy the taxes 
 voted in the city administrative unit for the extension of term or for operat- 
 
Handbook fob Elementaby and Secondaby Schools 
 
 11 
 
 ing the schools on a higher standard than that for which the State makes 
 provision, and for debt service. In some units this body collects the taxes, 
 whereas in others this duty is performed by the county commissioners. 
 
 LOCAL, ADMINISTRATION 
 
 The Constitution provides that a school committee consisting of three 
 persons shall be elected biennially in every township. Under legislative 
 authority, however, school committees are now provided for each school 
 district. There are now approximately 825 of these committees, consisting 
 of either three or five members, each appointed for a term of two years by 
 the county board of education. The district committee selects the teachers 
 and principals subject to the approval of the county superintendent and the 
 county board of education, and has general custody and care of the school 
 property in the district. The county board of education may appoint an 
 advisory committee of three members for each school building in the local 
 district, who shall care for the school property, advise with the district com- 
 mittee in recommending teachers, and such other duties as may be defined 
 by the county board of education. 
 
 SOME SUGGESTED PRINCIPLES FOR THE ORGANI- 
 ZATION AND ADMINISTRATION OF OUR 
 STATE SCHOOLS 
 
 I. Organizational and administrative procedures should be as demo- 
 cratically conceived as is feasible, — that is, they should be 
 arrived at principally through a sharing process by superinten- 
 dent, principal, teacher, and pupil. Only in this way can there 
 be harmony of theory and practice. The autocratic imposition 
 of any plan, however worthy, without due consultation with 
 parents, teachers, and often pupils will militate against its 
 success. 
 II. School organization and administration must be based on sound 
 principles governing learning and recognition of the needs of 
 society (of North Carolina life). This means a clear under- 
 standing of the purposes for which society has established the 
 school and a definite knowledge of the available resources — 
 financial and professional — which can be utilized in achieving 
 these purposes. (See Publication No. 189, pp. 11-13.) 
 
 III. School organizational and administrative procedures should be 
 economically conceived and executed. After a given policy or 
 procedure has been accepted as educationally sound, has been 
 arrived at through a cooperative thinking and planning confer- 
 ence with the whole faculty, the required outlay of time, effort, 
 and finances should be considered. For example, any scheme 
 which overtaxes the mental and physical health and the emotional 
 morale of the teaching personnel, is, in the long run, extravagant. 
 Any scheme which does not, on the other hand, afford an oppor- 
 tunity for the maximal use of the whole school plant for educative 
 purpose is likewise extravagant. 
 
PART II 
 
 STANDARDS FOR ACCREDITMENT OF 
 
 ELEMENTARY AND SECONDARY 
 
 SCHOOLS 
 
 In setting up objective standards for the accreditment of elementary and 
 secondary schools it is recognized that such standards are not the whole 
 story with reference to accreditment. Standards are set up as an indication 
 of what constitutes or suggests a fairly satisfactory situation for the training 
 of boys and girls in school. It is recognized, also, that there are other 
 elements or factors which should be taken into consideration. However, it is 
 generally admitted that there are items of a purely objective sort which are 
 essential to a satisfactory setup. 
 
 In evaluating the work of any elementary or secondary school, due con- 
 sideration should be given to subjective elements of the situation. In deter- 
 mining what is a good school, every possible factor should be considered. 
 This includes both objective and subjective elements or standards. 
 
 The evaluative criteria in any case should include the philosophy, purposes 
 and objectives of the school, the pupil population, the curriculum and courses 
 of study, the pupil activities program, library service, guidance service, in- 
 struction, outcomes, school staff, school plant, and school administration. 
 
 Standards are necessary, but it should be kept in mind that standards are 
 made for folks and not folks for standards. It is essential to find out what 
 equipment, supplies and other things are necessary in order to create a satis- 
 factory situation for the education of boys and girls. The sole purpose of 
 standardization is to promote the best possible training for all boys and 
 girls in the schools to the end that maximal, desirable results may be 
 achieved. 
 
 REQUIREMENTS FOR ACCREDITED ELEMENTARY 
 
 SCHOOLS 
 
 Effective with the close of the 1938-39 session 
 SUMMARY 
 
 I. Curriculum 
 
 A six or seven year course of study based on suggestions and 
 practices outlined in Publication No. 189, 1935, "A Study in Curriculums 
 Problems of the North Carolina Public Schools". See Section I below. 
 
 II. Instruction 
 
 1. Number of whole-time teachers: At least one teacher per grade. 
 
 2. Qualifications of teachers: All certificates must be Primary or 
 Grammar Grade with a majority Class A. Special teachers of 
 music, art, physical and health education, and full-time librarians 
 should hold certificates in their fields. See Section II. 
 
Handbook fob Elementaby and Secondaey Schools 13 
 
 III. Administration 
 
 Geoup I Gboup II 
 
 Class A Class B Class A Class B 
 
 1. Term- Actual 
 
 teaching days 180 180 160 160 
 
 2. Maximum no. pupils in 
 
 average daily atten- 
 dance per teacher 32 34 34 36 
 
 3. Records: An accurate scholastic and attendance record for each 
 child, including health record; the Information Blank for School 
 Beginner should be used for first grade instead of regular health 
 card. See under Section III, standards for keeping and using 
 health records; individual register sheets detached and filed in 
 envelopes. 
 
 IV. Instructional Equipment 
 
 1. Library: A minimum of two books per pupil in average daily 
 attendance, including designated subjects. See "Library" under 
 Section IV. 
 
 2. Supplementary Readers: A minimum of 80 books per grade. 
 See "Supplementary Readers" under Section IV; also list printed 
 in Elementary School Register. 
 
 S. Dictionaries: Dictionaries owned by all pupils in grades 5 to 7, 
 or three dozen dictionaries owned by the school. One teacher's 
 desk dictionary for each room. One unabridged dictionary. See 
 "Dictionaries" under Section IV; also list of dictionaries printed 
 in Elementary School Register. 
 
 4. Maps and Globes: Eight physical-political, four blackboard 
 outline, two political (United States and North Carolina), and nine 
 United States History maps; a 16" globe, physical-political, with 
 movable meridian. See "Maps and Globes" under Section IV. 
 
 5. Classroom and General Equipment: This section covers indi- 
 vidual classroom and general school equipment, including materials 
 for art, music, and penmanship. See "Individual Classroom and 
 General Equipment" under Section IV. 
 
 V. Building and Grounds 
 
 Adequate and sanitary: See Section V, "School Plant Require- 
 ments". Sanitation must be approved by State Board of Health. 
 
 DETAIL, REQUIREMENTS 
 
 Section I: Curriculum 
 
 A six or seven year course of study embracing the subjects outlined in 
 Publication 189, "A Study in Curriculum Problems of the North Carolina 
 Public Schools", and those required by special legislation. 
 
 Section II: Instruction 
 
 Accredited schools must present a planned program of learning for each 
 student, based upon the actual daily needs of the individual. Methods, pro- 
 
14 Handbook fob Elementary and Secondaby Schools 
 
 cedures, and practices in the instructional program must be based upon 
 accepted modern, up-to-date educational theory. 
 
 At least one teacher must be provided for each grade. All teachers' certifi- 
 cates must be either Primary or Grammar Grade certificates with a majority 
 Class A. Blanket high school certificates held by teachers who have had 
 experience in grammar grade work will be approved. High school subject 
 certificates will not be approved in any grade in the elementary school. 
 
 Section III: Administration 
 
 Administrators are urged to organize their schools so as to achieve a 
 distribution of pupils which will equalize to some extent the teacher load. 
 Individual room memberships should be kept as low as possible; schools 
 with seriously overcrowded classrooms will not be accredited. 
 
 The administration of the school must reflect a well-integrated and co- 
 ordinated program of work. Careful attention must be given all administra- 
 tive details such as cleanliness and care of school property; selection, storage, 
 and use of supplies and equipment; and accuracy and completeness of perma- 
 nent school records. 
 
 Class A schools in Group I must operate a minimum of 180 days with an 
 average daily attendance per teacher of 32 or less. This implies local supple- 
 mentation of the State allotment of teachers. Class B schools in Group I 
 must operate a minimum of 180 days with an average daily attendance per 
 teacher of 34 or less. 
 
 Class A schools in Group II must operate a minimum of 160 days with an 
 average daily attendance of 34 or less per teacher. Class B schools in this 
 group are allowed a maximum of 36 pupils in average daily attendance per 
 teacher. 
 
 It is important that accurate scholastic and health records be kept. Cumu- 
 lative personal histories and personality development studies for each pupil 
 should be added to the files. A significant beginning has been made in the 
 case of the child entering school for the first time. See "Beginners' Day 
 Program" elsewhero in this Handbook. Cumulative records are in some 
 respects more important than report cards to parents. Each child should 
 have an individual envelope or folder into which should go the completed 
 register sheets for the pupil and data covering pertinent information about 
 the child. It should include health reports, behavior notes, standard test 
 profile sheets, and anything that is helpful in interpreting the child's growth 
 and development. 
 
 Because of the importance of health records the following standards have 
 been prepared: 
 
 1. School Files Should Contain: 
 
 (1) A beginner's record card for each pupil. (Either the regular 
 "Information Blank for School Beginner", obtainable from the 
 State Department of Public Instruction, or a simplified form based 
 on this blank may be used.) 
 
 (2) A permanent record card for each pupil which provides space for 
 records of at least four examinations. (The regular form from 
 the State Board of Health is preferred.) This record should give 
 the following essential information: 
 
 Date of examination. 
 
 Name, address, sex, age, exact date of birth, and nativity. 
 
Handbook fob Elementaby and Secondabt Schools 15 
 
 Report of examination relative to height, weight, vision, hear- 
 ing, teeth, nose, throat, skin, heart, posture, immunization, 
 needed corrections and treatments. 
 
 History of previous illness. 
 
 History of operations and injuries. 
 
 Facts regarding home conditions and family history of disease 
 and death. 
 
 Signature and title of examiner. 
 
 2. Health Records Should be Used: 
 
 (1) To keep a record of body growth and maintenance needs over a 
 period of years. 
 
 (2) To interest individuals in personal fitness. 
 
 (3) To encourage the practice of having periodic medical examina- 
 tions. 
 
 (4) To supply a basis for the selection of instructional materials for 
 group and individual conferences. 
 
 (5) To evaluate health procedures in the school and home. 
 
 (6) To improve the type and methods of record-keeping. 
 
 Section IV: Instructional Equipment 
 
 LIBRARY 
 
 I. Books 
 
 A basic minimum book collection, averaging two books per pupil in 
 average daily attendance, selected from the State approved list of books 
 for elementary schools and including the distribution indicated below. 
 Duplications are not counted in the first 500 books. Textbooks are 
 not counted as library books. 
 
 1. Approved children's encyclopedia — One set (Named in order of 
 preference) 
 
 Compton's Pictured Encyclopedia. F. E. Compton Co., Chicago. 
 World Book Encyclopedia. W. F. Quarrie Co., Chicago. 
 Britannica Junior Encyclopedia. Encyclopedia Britannica, Inc., 
 New York City. 
 
 2. Unabridged Dictionary — One 
 
 "Webster's New International Dictionary. Unabridged. G. and C. 
 Merriam Co., Springfield, Mass. 
 
 3. Types of Books Minimum Collection 
 
 Civics and Citizenship 10 
 
 Science 10 
 
 Useful Arts 
 
 Inventions, Machinery 5 
 
 Health _ 10 
 
 Industrial Arts 10 
 
 Fine Arts 
 
 Art 10 
 
 Music 10 
 
 Literature 
 
 Stories, Fairy Tales, etc 80 
 
 Poetry 20 
 
 Geography and Travel, including Atlas 40 
 
 History and Biography.... ' 40 
 
 Easy Books for Grades 1-3 
 
 20 Books Each Classroom 60 
 
16 Handbook for Elementary and Secondary Schools 
 
 After the above minimum collection has been secured, books should 
 be added in all fields, so that the library averages at least two books 
 per pupil. A good percentage distribution guide for the book collec- 
 tion follows: 
 
 Types of Books Average Distribution 
 
 Civics and Citizenship 3% 
 
 Science 10 % 
 
 Useful Arts 4% 
 
 Fine Arts 5% 
 
 Literature 25 % 
 
 Poetry 3 % 
 
 Geography and Travel (including Atlas) 12%% 
 
 History and Biography : 12%% 
 
 Easy Books for Grades 1-3. 25% 
 
 II. Magazines 
 
 Minimum of five magazines of an elementary school reading level. 
 
 The following is a suggested list: 
 
 ♦American Boy **National Geographic Maga- 
 *American Girl zine 
 
 Asia **Nature Magazine 
 Bird Lore Open Road for Boys 
 
 ♦Boy's Life Popular Mechanics 
 
 **Child Life *Popular Science Monthly 
 
 ♦Current Events Radio News 
 
 Everygirl's Magazine Safety Education 
 
 ♦Hygeia School Arts Magazine 
 
 Junior Home *St. Nicholas 
 
 ** Junior Red Cross Magazine Wee Wisdom 
 
 **My Weekly Reader . 
 
 First choice titles are double starred; next additions are single 
 starred, and other magazines listed are desirable. 
 
 Magazine subscriptions can be placed with reliable dealers who 
 will give combinations and discounts not possible with individual sub- 
 scriptions. The following dealers are satisfactory: 
 
 F. W. Faxon Company, 83 Francis Street, Boston, Mass. 
 
 Mayfair Agency, 51 East 33rd Street, New York City. 
 
 Washington News Company, 1121 Fifth Avenue, Washington, D. C. 
 
 Upton G. Wilson, Madison, North Carolina. 
 
 III. Organization and Records 
 
 1. Accession record kept up-to-date. 
 
 2. Books classified and marked by the Dewey Decimal classification 
 system. If a list of the books, giving author, title, publisher, and 
 leaving a one-inch margin on the right hand side of the page is sent 
 to the School Library Adviser, State Department of Public Instruc- 
 tion, Raleigh, N. C, she will indicate the correct classification 
 number and return the list to the school so that it can be used as a 
 guide for the proper number to be put on the back of each book. 
 
 3. Simple shelf list on cards. 
 
 4. Card loan system with record of circulation kept. 
 
 5. Record of yearly additions, discards, total number of books, circula- 
 tion statistics. 
 
 6. State library report blank filled out and sent in annually. 
 
Handbook fob Elementary and Secondary Schools 17 
 
 IV. Library Boom, Furniture, and Equipment 
 
 1. A library room, large enough and equipped to seat an entire class 
 group, is desirable. Help on plans for the furniture and equipment 
 of such a room is available from the School Library Adviser, De- 
 partment of Public Instruction, to any school superintendent. 
 
 2. Where a library room is not available, a book storage room may be 
 useful. 
 
 3. Book shelving should be in every classroom. 
 Shelving should not be over 5 feet high. 
 
 Shelving should be placed so that every child can reach every shelf. 
 Shelving 8 inches deep cares for regular sized books. 
 Picture books usually require shelves 10-12 inches deep. 
 Spaces between shelves should be at least 10 inches in the clear. 
 
 4. A special cabinet should be provided for storage of teaching material 
 and old books. 
 
 V. Lessons on the Use of Books and Libraries (See Chapter VII. North 
 Carolina School Library Handbook.) 
 
 1. Care of Books. 
 
 2. Make-up and Printed Parts of Books. 
 
 3. Use of the Dictionary. 
 
 4. Use of the Encyclopedia. 
 
 5. Arrangement and Use of the Library. 
 
 6. Classification of the Books. 
 
 7. Use of the Card Catalog. (This is taught only if there is a card 
 catalog.) 
 
 8. Simple Bibliography Making. 
 
 9. Note taking. 
 
 10. Special Reference Books — Atlas, Handbook of Games, Handbook of 
 Science, etc. 
 
 VI. Librarian 
 
 It is desirable that there be at least one teacher in each school who 
 has had some library training and who is placed in charge of the 
 Elementary School Library. 
 
 VII. Professional Books 
 
 Ten or more professional books selected from those listed in the 
 State Course of Study and from lists which may be supplied from 
 time to time by the State Department of Public Instruction. 
 
 SUPPLEMENTARY READERS 
 
 Eighty copies for each grade selected from State adopted lists, see p. 58. 
 and list printed in Elementary School Register. 
 
 Each grade in the elementary school must have an easy supplementary 
 reading series— 20 copies each for grades 1-7; include 20 copies of the primer 
 in the same series for the first grade. 
 
 The remaining books for each grade (40 for first and 60 for grades 2-7) 
 should provide a varied reading program for reading practice and source 
 materials, including history, science, music, art, geography and travel, poetry 
 
18 Handbook for Elementary and Secondary Schools 
 
 and literature, health and citizenship readers. A minimum of 5 copies of 
 the text in any one field must be provided. 
 
 DICTIONARIES 
 
 I. Three dozen children's dictionaries owned by the school, elementary or 
 intermediate edition preferred. The list of dictionaries adopted by the 
 State Board of Education is as follows: 
 
 Webster's Shorter Scbool Dictionary. American. $.88. 
 
 Webster's Elementary Dictionary for Boys and Girls. American. 
 
 $1.14. 
 Winston Simplified Dictionary. Winston. 
 
 Primary edition $ .75 
 
 Intermediate edition 1.00 
 
 Webster's School Dictionary. Acorn. $.66. 
 The Thorndike-Century Junior Dictionary. Scott. $1.14. 
 II. One dictionary for the teacher's desk in each classroom. The following 
 are approved: 
 
 Webster's Collegiate Dictionary. Merriam. 
 Webster's Students Dictionary. American. 
 
 The Winston Simplified Dictionary, Advanced edition. Winston. 
 Macmillan's Modern Dictionary. Macmillan. 
 III. One unabridged dictionary for the school. 
 
 Webster's New International Dictionary. Second edition. Merriam. 
 
 MAPS AND GLOBES 
 
 To assist superintendents, principals and teachers in the selection of maps 
 the Division of Instructional Service of the State Department of Public 
 Instruction with the assistance of elementary school, high school and college 
 teachers, has made a study of the materials available and recommends the 
 use of maps listed herewith. It will be observed that maps, charts and 
 globes are supplied by the following companies: 
 
 Denoyer-Geppert Company, 5235-5257 Ravenswood Ave., Chicago, 111. 
 A. J. Nystrom & Company, 3333 Elston Ave., Chicago, 111. 
 Rand McNally & Company, 111 Eighth Ave., New York, N. Y. 
 Weber Costello Company, Chicago Heights, 111. 
 C. S. Hammond & Company, New York, N. Y. 
 
 Maps and globes which will satisfactorily meet the minimum requirements 
 are listed below. It is recommended that all the maps be obtained mounted 
 singly, either on spring roller or in folded form, except the blackboard out- 
 line maps, which can be satisfactorily used in the mounting with plain rollers 
 top and bottom. 
 
 A. One set of Physical-Political Maps, including maps of the United 
 States, Europe, Asia, Africa, North America, South America, Australia, 
 and the World: 
 
 Denoyer-Geppert — The New Geography Jr. Physical-Political Maps, 
 
 "J-r" series, size 44" x 58", or the "J-rp" series, size 44" x 58". 
 Nystrom — The Atwood Series Regional-Political, average size 52" x 
 60", or the Parkins Physical Environment Maps, average size 
 65" x 58". 
 Rand McNally — The Ranally Physical-Political Series, size 40" x 56", 
 
 or the Goode Physical Series, size 66" x 46". 
 Weber Costello — The Bacon Semi-Contour Political-Physical Combi- 
 nation Maps, average size 48" x 41"; The Reality Political- 
 Physical World Map. 
 Hammond — New World Series. 
 
Handbook fob Elementary and Secondary Schools 19 
 
 B. One set of Blackboard Outline Maps including the United States, 
 Europe, South America and the World: 
 
 Denoyer-Geppert — The Cartocraft Two-Print, slated wall outline 
 
 maps. Series CS, size 64" x 50", or Series CJ, size 44" x 50". 
 Nystrom — The Royal Series of Blackboard Maps, size 64" x 46", or 
 
 Progressive Series, size 52" x 44". 
 Rand McNally — The Rand McNally Blackboard Outline Maps, size 
 
 46" x 66". 
 Weber Costello — The Standard Blackboard Outline Maps, size 50" 
 
 x 60". 
 
 C. Political Maps of the United States and North Carolina: 
 
 Denoyer-Geppert — The "J" series Political United States, size 44" x 
 58", and map of North Carolina SI32, size 52" x 26". 
 
 Nystrom — Whitbeck Finch Series Political United States, size 65" x 
 55", or American Geographers Series Political United States, size 
 52" x 60", and State map UI32, North Carolina, size 52" x 26". 
 
 Rand McNally — Goode Political Series Map of the United States, 
 size 66" x 46", or the Ranally Political Series Map of the United 
 States, size 40" x 56". 
 
 Weber Costello — The Vito-Graphic Political Map of the United States, 
 size 48" x 3814", or Bacon's Standard Political Map of the United 
 States, size 48" x 41", and map of North Carolina, No. St.31, size 
 60" x 48". 
 
 D. One 16" Physical-Political Globe with desk-stand or floor-stand base 
 and movable meridian. The globes listed are with desk-stand: 
 
 Denoyer-Geppert— GI6-P3 Globe. 
 
 Nystrom — Parkins Physical-Political Globe GI63. 
 
 Rand McNally— Physical-Political Globe No. 3335. 
 
 Weber Costello— Globe No. 433-D. 
 
 Hammond — Globe No. 1610. 
 
 E. United States History — A minimum of nine maps. The Tryon Maps 
 are probably more suitable for the elementary school. 
 
 Denoyer-Geppert — The Hart-Bolton Basic American History Wall 
 
 Maps, size 44" x 32". A suggested list includes A2, A4, A5, A7, 
 
 A10, A12, A15, A20, A24. 
 Nystrom — The Sanford-Gordy American History Maps, size 50" x 38". 
 
 Suggested list: SGI, SG2, SG4, SG7, SG8, SG10, SG15, SG17, SG20. 
 Weber Costello — Tryon Illustrated American Maps, size 40" x 49". 
 
 This list includes T-1A, T-2A, T-3A, T-4A, T-5A, T-6A, T-7A, T-8A, 
 
 T-9A. 
 
 Recommended But Not Required: 
 
 A. A slated globe. 
 
 B. Wall outline maps and other similar publications of the Friendship 
 Press, 150 Fifth Avenue, New York City. 
 
 C. Desk outline maps for the pupils. These are obtainable from the com- 
 panies listed above. 
 
 D. North Carolina Social Science Maps. A. R. Newsome, Editor. Denoyer- 
 Geppert. 
 
 E. The Life and Latitude Chart for use with Reality World Map. Weber 
 Costello. 
 
 CLASSROOM AND GENERAL EQUIPMENT 
 
 Classroom Equipment: Minimum Requirements 
 
 Furnishings 
 
 1. Recitation chairs (15 to 20) in each first grade classroom. 
 
 Also recommended for grades two and three. Movable furniture 
 (individual tables and chairs suggested) is recommended for all 
 
20 Handbook fob Elementaey and Secondaey Schools 
 
 grades. These tables and chairs are recommended for all work in 
 primary grades. 
 
 2. Teacher's desk and chair. 
 
 3. Bookcase or shelves suited to class needs. 
 
 4. Work tables or reading table. 
 
 5. Filing space for work materials of teacher and of pupils. 
 
 6. Provisions for care of lunches and wraps. 
 
 7. Adjustable window shades where needed. 
 
 8. One or more bulletin boards. 
 
 Art 
 
 1. Each pupil supplied with a copy of basal text in drawing or six 
 copies for each grade owned by the school. 
 
 2. An easel at least 20" x 30". 
 
 3. Crayon — a continuous supply with at least one box per pupil. 
 Large primary crayons for first grade. 
 
 4. Cold water paints — one set of eight colors, half pint of each. 
 
 5. Art brushes — two dozen brushes y 2 " to %" wide, for desk work, 
 with a small collection of narrow widths. 
 
 6. Modeling clay — ten pounds. 
 
 7. Manila drawing paper — 20 sheets, 12" x 18", per pupil. Can be cut 
 to various sizes as needed. 
 
 8. Coarse manila paper for poster and frieze work — 6 square yards; 
 also bogus paper. 
 
 Music 
 
 Each pupil supplied with a copy of basal text in music, or two sets of 
 40 copies each owned by the school for use in the various grades. 
 
 Penmanship and Writing Paper 
 
 1. Each pupil supplied with a copy of basal text in penmanship. 
 
 2. Pencils for work of each pupil. Pencils with soft, large lead for 
 grades one and two. 
 
 3. Writing peas and ink for all pupils in grades five, six, and seven. 
 Recommended also for grade four. 
 
 4. Penmanship practice paper — continuous supply suited to grade needs. 
 
 5. Composition paper — minimum of 40 sheets per pupil. 
 
 6. Unprinted newspaper — large sheets, a total of 12 square yards. 
 
 Additional material 
 
 1. One yardstick and twenty-four rulers. 
 
 2. Scissors — two dozen, blunt point. 
 
 3. Tools — 1 small strong saw, 1 vise, 1 screw driver, 1 coping saw, 1 
 small, large-headed hammer, nails and varying size tacks. 
 
 4. Manila tag board — 5 square yards for primary grades, 3 square 
 yards for grammar grades. 
 
 5. Clock or clockface. 
 
 General Equipment: Minimum Requirements 
 
 1. Principal's office and equipment. 
 
 2. School records up-to-date and filing space for them. 
 
 3. Auditorium and equipment. 
 
Handbook for Elementary and Secondary Schools 21 
 
 4. Storage space for general supplies. 
 
 5. General bulletin board. 
 
 6. Janitorial supplies and storage space. 
 
 7. Duplicator, mimeograph, or hectograph for preparing classroom ma- 
 terials. 
 
 8. Printing press. 
 
 9. Paper cutter. 
 
 10. Seventy art prints selected from State approved list in the Course in 
 Art Appreciation. See p. 176. 
 
 11. Phonograph and records selected from State suggested list in the 
 
 Music Appreciation Courses, p. 151. 
 
 12. Special reading material (that may be prepared by teachers or bought) 
 
 a. Teacher's manual for use with basal texts in each grade. 
 
 b. Complete set of Phonic Cards for the phonic facts to be taught. 
 
 c. Sets of phrase cards for basal primers and basal first readers. 
 
 d. Set of word cards for first basal primer and first basal reader. 
 
 NOTE— Materials for basal readers may be secured from the publishers of the 
 adopted texts. 
 
 13. Number cards and games for teaching number combinations and the 
 four fundamental processes. 
 
 14. First-Aid Kit. 
 
 15. Emergency rest room or cot. 
 
 General Equipment Recommended But Not Required 
 
 1. Cafeteria or lunch room. 
 
 2. Scales for weighing pupils. 
 
 3. Rugs or other provisions for rest periods in primary grades. 
 
 4. Playground apparatus and equipment. 
 
 5. Running water and floor plug for electric attachment in each room. 
 
 6. Piano. 
 
 7. Radio. 
 
 8. Instruments for toy orchestra. 
 
 9. Lantern and lantern slides. 
 
 10. Moving picture machine and films. 
 
 11. At least one room which can be darkened so as to use lantern and 
 moving picture machine. 
 
 12. United States flag, and flag pole on grounds. 
 
 13. North Carolina flag. 
 
 14. Variety of good pictures, panels, statuary, vases and other objects of 
 art for each classroom. 
 
 15. Growing plants. 
 
 16. Aquarium or terrarium. 
 
 17. Variety, as to texture, color, and size, of drawing and construction 
 paper. 
 
 18. Variety of coloring materials — wax and pressed crayons, water color, 
 show card colors, oil colors, plasticine. 
 
 19. Weaving frame and weaving materials. 
 
 20. Soft wood, soap and other materials for carving, modeling and general 
 construction work. 
 
 21. Standardized tests carefully selected for use with pupils. 
 
 22. Standard handwriting scale for each classroom. 
 
22 Handbook for Elementary and Secondary Schools 
 
 Section V: The School Plant 
 
 In the planning, remodeling, enlarging or rehabilitation of elementary 
 school plants, the following standards are suggested: 
 
 SITE 
 
 Size — School sites should be ample in size: (1) for the building and 
 future extensions, (2) for the proper setting of the building and its removal 
 from the noise and dust of the highway or street. 
 
 Playground — Sites should also be ample in size for elementary children, 
 and for all other play and recreation for the children to be served. A mini- 
 mum of ten acres is recommended for a standard elementary school. 
 
 Location — In locating school sites, avoid (1) proximity to railroads, 
 gas plants, factories, and other sources of noise and odors, and (2) poorly 
 drained sites — artificial drainage is expensive. 
 
 THE GENERAL PLAN 
 
 The chief considerations in determining the general plan are: (1) orien- 
 tation, (2) natural light and ventilation, (3) flexibility to permit future 
 additions, (4) aesthetic fitness, and (5) economy. It is also suggested: 
 (a) that in addition to mere classroom space, provision be made for heating 
 and ventilation, blackboards, bulletin boards, supply cabinets, book-cases, and 
 means for the hanging of children's and teachers' clothing; and (b) that 
 other desirable features, depending upon the character of the school, include 
 such items as provision for room clock, temperature control, electric outlets 
 for lighting, projection, and vacuum cleaning, interphone connections, radio 
 connections, lavatory and drinking facilities, project lockers, and such other 
 special features as the school organization may require. 
 
 CLASSROOMS 
 
 Dimensions: (1) The width of the classroom, unilaterally lighted, 
 should be not more than twice its height, 21 feet to 22 feet, being the usual 
 and desirable widths. (2) Under normal conditions the height of the class- 
 room should be 12 feet. (3) The length of a classroom should be determined 
 by the desired seating capacity of the room, but classrooms less than 30 feet 
 in length can rarely be justified. (4) There should be provided in the front 
 end of the classroom a minimum of six feet between the first row of seats 
 and the front wall. (5) In the rear of the classroom there should be provided 
 approximately 3 feet between the last row of seats and the rear wall. 
 
 Seating Capacity — The normal seating capacity of classrooms shall be 
 determined by allowing 16 square feet of the total floor area for each pupil. 
 
 Aisles — For safety and convenience in passing up and down classrooms, 
 aisles next to walls should be at least 30 inches wide, and intermediate 
 aisles at least 18 inches wide. 
 
 Doors — (1) Doors to classrooms should be at least 3 feet by 7 feet by 
 1% inches. A clear wire-glass pane in the upper part of the door is a desir- 
 able feature. For natural light in the corridors, the remaining upper part 
 of the door may be of translucent panelled glass. (2) For the purpose of 
 cross ventilation transoms should be placed over all classroom doors. 
 
Handbook for Elementary and Secondary Schools 23 
 
 Location of Windows — It is recommended: (1) that all classrooms be 
 unilaterally lighted, (2) that windows be placed on the long axis of the 
 room, (3) that east and west fenestration be preferred over north and south, 
 (4) that the top of the upper sash of windows be within six inches or less 
 of the ceiling, (5) that no window panes be placed so low that light enters 
 the room below the plane of vision of pupils seated next to the windows, (6) 
 that the window area be one-fifth of the floor area, (7) that for the purpose 
 of cross ventilation high breeze windows be provided in the wall opposite 
 the outside windows, (8) that where artificial illumination is required the 
 lighting units, properly spaced, should be hung so as to insure at least 8 to 12 
 foot-candles at desks of pupils without objectionable glare. 
 
 Blackboards — (1) Prom 20 to 40 running feet of blackboard should be 
 provided for each classroom; (2) blackboards need not be more than 42 
 inches in width, thirty-six inches being generally satisfactory; and (3) the 
 height of the chalk trough above the floor should be for: 
 
 1st and 2nd grades, 24 to 28 inches; 5th and 6th grades, 28 to 32 inches; 
 3rd and 4th grades, 26 to 30 inches; 7th and 8th grades, 30 to 36 inches. 
 
 Color of Walls and Ceilings — (1) All walls should be of a color with 
 a light reflecting factor of approximately 50%. Light buff or ivory tan colors 
 are recommended. Wainscotings and dadoes may be darker colors. (2) In 
 all cases, the ceiling should be ivory, white or light cream with a light reflect- 
 ing factor of not less than 60%. (3) Avoid glossy finishes. 
 
 Window Shades — Translucent shades, the color of which harmonizes 
 with the classroom colors, should be used and so installed that the entire 
 window may when desired be unshaded, and that any portion of the window 
 may be shaded without shading other portions. 
 
 Cloakrooms, Wardrobes and Lockers — It is recommended that each 
 classroom provide suitable space for the children's outer garments in one of 
 three ways: (1) Ventilated cloak rooms approximately 5 feet wide, with an 
 outside window having a glass area of not less than one square foot to every 
 10 square feet of floor area; also with two hook strips placed respectively 
 3% and 5 feet above floor, each to be equipped with a sufficient number of 
 hooks staggered 18 inches apart on each strip. A pole equipped with hangers 
 may be substituted for hook strips. Coat rooms as described above with a 
 classroom wall in the form of a stationary screen are acceptable when the 
 area behind the screen is properly ventilated. (2) Ventilated wardrobes 
 easy of access and convenient for use, opening preferably into the classroom. 
 (3) Ventilated lockers in corridors, providing ample space for outer garments 
 and placed so as to be convenient for use. Separate space should be provided 
 for teachers. 
 
 Shelving — Each room shall be supplied with adequate shelving for 
 library books. See Library under Requirements 'for Accredited Elementary 
 Schools, item IV, page 17. Each room shall have a cabinet or sufficient shelv- 
 ing to take care of instructional supplies. 
 
 CORRIDORS 
 
 (1) The minimum clear passageway of the main corridor or corridors of 
 any school, building containing four classrooms or more shall be 8V 2 feet. 
 (2) While the minimum clear passageway of secondary corridors varies with 
 
24 Handbook foe Elementary and Secondary Schools 
 
 the length of such corridors and the number of classroom doors leading to 
 them, such secondary corridors shall be approximately 5 feet in width. (3) 
 Corridors and passageways shall be well lighted. Outside windows are always 
 desirable. Transoms and half glass doors are helpful. Artificial illumina- 
 tion to the amount of 3 foot-candles is recommended. (4) No projections 
 beyond the face of the corridor walls shall be in excess of 8 inches. (5) No 
 radiators, drinking fountains, wash-basins or other equipment shall be placed 
 on corridor walls unless the latter be recessed to receive them. 
 
 TOILETS 
 
 Location, Size and Construction — (1) Toilet rooms should be provided 
 on each floor for each sex. (2) The toilet rooms for the two sexes should be 
 located in different ends of building where practicable. They should be easily 
 accessible from playgrounds and from classrooms. Do not locate toilets in 
 basements. (3) The minimum width should be 10 to 12 feet and the length 
 sufficient to accommodate the number of fixtures needed. (4) The rooms 
 should be so arranged that pupils have space to pass without crowding. 
 Lavatories should be accessible and a mirror provided, but this should not 
 be over the lavatories. (5) Toilets should be so located and screened that 
 the interior is not visible from corridors. Stalls should be provided for 
 toilets. Doors to these are desirable for girls, but not for boys. Toilet 
 floors and walls should be finished in impervious materials permitting wash- 
 ing down and all internal corners should be coved. (6) Ample sunlight is 
 the best disinfectant for toilet rooms. As many windows as possible placed 
 at least 6 feet from the floor should be provided. 
 
 Plumbing — Water closet bowls, urinals and wash basins or lavatories 
 should be of vitreous china. The water closet bowls should be of the extended 
 — lip or elongated — rim type. The seats should be of impervious material 
 with open fronts. The number of closets in elementary schools should be 
 figured at one for each 15 to 20 girls and one for each 25 to 30 boys. The 
 ratio of water closets to the number of pupils decreases as the size of the 
 school increases. (2) For primary children the height of the toilet seat 
 should not be over 10 inches; for grammar grade children 11 inches; for 
 high school children 13 to 14 inches. The "standard" height of 16 inches 
 for toilet seats is too high for 75 percent of the children. (3) Separate 
 toilets, adjacent to the classrooms, are a desirable feature for primary units. 
 
 (4) The toilet should be of a type that will wash down with each flushing. 
 
 (5) There should be one urinal for each 20 boys in the smaller schools. The 
 ratio decreases as the size of the school increases. (6) The urinal should 
 be of a type that is easily flushed and that can be kept clean. (7) One lava- 
 tory should be provided for every 2 toilet fixtures. (8) Lavatories for 
 elementary grades should not be over 25 inches in height. In high schools 
 27 to 30 inches is an acceptable height. (9) A soap dispenser should be 
 provided in connection with the wash basin. Hose connections and slop 
 sinks should be provided for the janitor's use. 
 
 DRINKING FOUNTAINS 
 
 Type and Location — It is recommended: (1) that indoor drinking 
 fountains be of the wall type mounted on the surface of the wall, or in recess 
 
Handbook fob Elementaby and Secondaby Schools 25 
 
 alcove not less than 2 feet 6 inches wide and not less than 6 feet high, so 
 that drinking fountains do not project beyond the surface of the main wall, 
 
 (2) that all drinking fountains be supplied with an automatic regulator, 
 
 (3) that outside drinking fountains be of the frost proof type, (4) that all 
 drinking fountains be of the angle stream type with the orifice above the 
 rim of the bowl, (5) that a drinking fountain be installed in the primary 
 classroom, and (6) that fountains be located in corridors and near play- 
 grounds for the upper grades. Do not place drinking -fountains in toilet 
 rooms. 
 
 Size and Number — The height of drinking fountains should be: (1) 
 for the first three grades not over 24 inches from floor, (2) for grades 4 to 
 7 not over 30 inches from floor, and (3) for grades 8 and up 30 to 36 inches 
 from floor. 
 
 One fountain should be provided for every 25 to 40 persons to be served. 
 
 PRIMARY ROOMS 
 
 The general requirements outlined above apply to primary as well as 
 grammar grade units. However, attention is directed to the following prin- 
 ciples which should be incorporated into the planning of primary units: 
 
 Orientation — West orientation is preferable for the primary units. This 
 makes it possible for west rooms to receive much healthful sunlight without 
 any interference, since the children are usually ready to be dismissed before 
 the sun comes into the room in the afternoon. 
 
 Size — The space allotted to the primary unit should be from 21 to 22 
 feet in width by approximately 45 feet in length. A desirable arrangement 
 of this space is to have a recitation room 30 feet in length with an activity 
 room 15 feet in length. 
 
 Equipment — Window seats, work tables, drinking fountains, lavatories 
 and storage space should be provided in the activity room. 
 
 Blackboards — Blackboards for primary units should be 24 to 28 inches 
 from the floor. The width of the board need not be over 36 inches. Twenty 
 running feet will be ample for the primary grades. This should be on the 
 wall opposite the windows. The teachers' blackboards should be in the 
 center of the front wall, but need occupy only about one-third of the space. 
 This will provide room on the front wall for bookcase and space for hanging 
 desirable pictures. 
 
 Bulletin Boards — Bulletin boards, the same distance from the floor and 
 the same width as the blackboards, should be provided. A section at least 
 10 feet in length is desirable. Tack strips, which are not to be confused 
 with bulletin boards, should be placed above the blackboards and bulletin 
 boards. 
 
 Project Lockers — Project lockers 12 inches by 15 inches in size with a 
 depth of about 15 inches should be provided for each pupil in the primary 
 room. 
 
26 Handbook for Elementary and Secondary Schools 
 
 REQUIREMENTS FOR ACCREDITED HIGH SCHOOLS 
 
 A standard high school as defined in the State law is as follows: 
 
 "A school term of not less than 160 days; four years or grades beyond the 
 seventh elementary grade; three teachers holding required certificates; not 
 less than forty-five pupils in average daily attendance; a program of studies 
 approved by the State Superintendent of Public Instruction; and such equip- 
 ment as may be deemed necessary by the State Superintendent of Public 
 Instruction to make the instruction beneficial to pupils: Provided, however, 
 that in schools maintaining a nine months' term, meeting all over require- 
 ments and offering superior instruction, fewer than forty-five pupils in 
 average daily attendance may be considered." (1923, c. 136, s. 8; 1927, c. 40, 
 s. 1.) 
 
 The 1937 School Machinery Act gives the State School Commission au- 
 thority to establish elementary and high schools as follows: 
 
 "School Organizations. The State School Commission, in making provi- 
 sion for the operation of the schools, shall classify each county as an admin- 
 istrative unit and shall, with the advice of the County Board of Education, 
 make a careful study of the existing district organizations when deemed 
 necessary for the economical administration and operation of the State school 
 system and shall determine whether there shall be operated in such district 
 an elementary or a union school. Provisions shall not be made for a high 
 school with an average daily attendance of less than sixty pupils, nor an 
 elementary school with an average daily attendance of less than twenty-five 
 pupils, unless a careful survey by the State Superintendent of Public Instruc- 
 tion and the State School Commission reveals that geographic or other 
 conditions make it impracticable to provide for them otherwise." (1937, c. 
 394, s. 5.) 
 
 SUMMARY 
 
 There are two groups of accredited high schools in North Carolina: 
 Group I — Class AA, Class A and Class B (Term 180 days). 
 Group II — Class A, and Class B (Term 160 days). 
 
 (Class B is the lowest standard or accredited school.) 
 
 The standards of these groups are set forth as follows: 
 
 Group I — Class AA. 
 
 1. A four-year ccurse of study beyond the seventh grade. 
 
 8. Length of term — nine months, or 180 days, exclusive of holidays. 
 
 3. Number of teachers — twelve or more teachers holding proper certificates. 
 
 4. Length of recitation periods — at least forty minutes. 
 
 5. Sixteen standard units required for graduation. 
 
 6. Laboratory facilities for the teaching of Science, requirements met in 
 full. 
 
 7. Library requirements met in full. 
 
 8. Required number of maps, charts, and other equipment. 
 
 9. Attendance — a number of pupils in average daily attendance sufficient 
 to secure twelve teachers. 
 
 Group I — Class A. 
 
 1. Four-year course of study. 
 
 2. Length of term — nine months, or 180 days, exclusive of holidays. 
 
 9. Number of teachers — six whole time teachers holding proper certificates. 
 
 4. Length of recitation periods — at least forty minutes. 
 
 5. Sixteen units required for graduation. 
 
 6. Laboratory facilities for the teaching of Science. 
 
 7. Library requirements met in full. 
 
 8. Maps according to requirements. 
 
 9. Attendance — a number of pupils in average daily attendance sufficient 
 to secure six teachers. 
 
Handbook fob Elementary and Secondary Schools 27 
 
 Group I — Class B. 
 
 1. Four-year course of study. 
 
 2. Length of term — nine months, or 180 days, exclusive of holidays. 
 
 3. Number of teachers — four whole-time teachers, one of whom may be a 
 teacher of vocational subjects. 
 
 4. Length of recitation periods — at least forty minutes. 
 
 5. Sixteen units required for graduation. 
 
 6. Laboratory facilities for the teaching of Science. 
 
 7. Library requirements met in full. 
 S. Maps according to requirements. 
 
 9. Attendance — -a number of pupils in average daily attendance sufficient 
 to secure four teachers. 
 
 Group II — Class A. 
 
 1. Four-year course of study. 
 
 2. Length of term — eight months, or 160 days, exclusive of holidays. 
 
 3. Four whole-time teachers, one of whom may be a teacher of vocational 
 subjects. 
 
 4. Length of recitation periods — at least forty-five minutes. 
 
 5. Sixteen units required for graduation. 
 
 6. Laboratory facilities for the teaching of Science. 
 
 7. Library requirements met in full. 
 
 8. Maps according to requirements. 
 
 9. Attendance — a number of pupils in average daily attendance sufficient to 
 secure four teachers. 
 
 Group II — Class B. 
 
 1. Four-year course of study. 
 
 2. Length of term — eight months or 160 days, exclusive of holidays. 
 
 3. Three whole-time teachers, holding proper certificates. 
 
 4. Length of recitation periods — at least forty-five minutes. 
 
 5. Sixteen units required for graduation. 
 
 6. Laboratory facilities for the teaching of Science. 
 
 7. Library requirements met in full. 
 
 8. Maps according to requirements. 
 
 9. Attendance — a number of pupils in average daily attendance sufficient 
 to secure three teachers. 
 
 DETAIL REQUIREMENTS 
 
 In the interpretation of the law quoted above, the following suggestions 
 and requirements are made for the development of an accredited high 
 school : 
 
 1. Teachers 
 
 Every teacher employed in a standard or accredited high school must hold 
 a high school teacher's certificate issued by the Division of Professional 
 Service. This requirement holds for all classes of schools, public and pri- 
 vate, white and colored, urban and rural. 
 
 High school teachers' certificates issued as of July 1, 1931, and thereafter, 
 represent graduation from standard four-year colleges. These certificates 
 
28 Handbook foe Elementary and Secondary Schools 
 
 are issued on the basis of transcripts of college records, which show the 
 professional credit and specialized work required for each certificate. Each 
 applicant should meet the requirements in two or more teaching fields. The 
 subjects for which certification is granted will appear on the face of the 
 certificate. 
 
 Certificates issued prior to July 1, 1931 were issued on a general rather 
 than subject basis and may be renewed. 
 
 The requirements at present for the High School Principal's certificate 
 are three years' successful experience on the High School Class A certificate 
 and six semester hours credit in courses in Administration and Supervision. 
 
 For detailed information relative to certificates write the Division of 
 Professional Service, State Department of Public Instruction, Raleigh, N. C. 
 
 2. Length of Term 
 
 The length of term in Group II, Class B School, which is the lowest class 
 of accredited high schools, must be eight months or 160 days, exclusive of 
 holidays. 
 
 3. Length of Recitation Periods 
 
 With an eight months' term, 160 days, recitation periods must be forty- 
 five minutes in the clear in order that each course may be 120 clock hours, 
 or a unit of work. In arranging a daily schedule provision should be made 
 for at least five minutes between recitation periods to allow for time spent 
 in changing classes. The actual time spent in instruction during each reci- 
 tation period must be forty-five minutes. 
 
 In most schools there is a demand for the hour or sixty minute period. 
 When the daily schedule is arranged on this basis there should be six such 
 periods in the school day; there must be at least five. 
 
 If the school is organized on the hour basis Science courses may be given 
 five periods per week. If a shorter period is used seven periods per week 
 should be devoted to each Science. 
 
 The advantage of the longer period is in the opportunity which it gives 
 for supervised study. If the hour period is properly used it should prove 
 more satisfactory than a shorter period. 
 
 Some schools are interested in making experiments with a period longer 
 than one hour. Whenever an experiment of this sort is carefully planned, 
 permission may be obtained for increasing the length of the period. 
 
 4. Number of Units Required for Graduation 
 
 At least sixteen standard units are required for graduation. A unit is 
 defined as follows: A unit is the credit allowed for the satisfactory com- 
 pletion of a course pursued for thirty-two weeks or more per year with five 
 recitation periods per week, and forty-five minutes per period. If the term 
 is thirty-six weeks, recitation periods may be forty minutes in length. A 
 unit of work is 120 clock hours. 
 
 The requirements for graduation differ somewhat for the various cur- 
 ricula. A definite statement of graduation requirements will be found in the 
 discussion of each curriculum in the section on Suggested Curricula, Organi- 
 zations, and Schedules. 
 
Handbook for Elementary and Secondart Schools 29 
 
 With some exception the following are the requirements for graduation: 
 
 Subject Units 
 
 English 4 
 
 Mathematics 2 
 
 Social Studies 2 
 
 Science* 2 
 
 Foreign Language 2 
 
 Elective 4 
 
 Total 16 
 
 A course in General Business Training may be substituted for one of the 
 units in Mathematics, and students may be exempted from the requirement 
 of two units of foreign language in the following ways: 
 
 1. By offering four units of Agriculture. 
 
 2. By completing the two year course in Commercial Education in the 
 tenth and eleventh grades. 
 
 3a By offering two units of Home Economics plus three units of science— 
 ' General Science, Biology, Chemistry, and Physics, making a total of 
 five units. 
 3b. By offering three units of credit in Home Economics plus Biology and 
 
 Chemistry, making a total of five units. 
 3c By offering two units of Agriculture or Industrial Arts plus three 
 ' units of science— General Science, Biology, Chemistry, Physics, making 
 a total of five units. 
 
 5. Average Daily Attendance 
 
 There must be at least forty-five pupils in average attendance in the lowest 
 accredited school. New schools which do not make a sufficient average daily 
 attendance to secure three State allotted high school teachers will not be 
 considered for accredited rating. The 1937 School Machinery Act makes an 
 average daily attendance of 60 as the minimum for the establishment of a 
 high school. 
 
 6. Course of Study 
 
 A four year course of study must be provided. This means ordinarily 
 the eighth, ninth, tenth, and eleventh grades. In some schools there are 
 twelve grades and in some instances the eighth grade is regarded as a part 
 of the junior high school. There is nothing to prevent the organization of 
 a high school on the junior-senior basis. When an effort is made to organize 
 on this basis it is suggested that the seventh and eighth grades be organized 
 as a junior high school and the ninth, tenth, and eleventh grades as the 
 senior high school. In schools where there are twelve grades it will be more 
 convenient to organize on what is known as the 6-3-3 plan, the six year 
 elementary school, a three year junior high school, composed of grades seven, 
 eight, and nine, and a senior high school composed of grades ten, eleven, and 
 twelve. In small high schools with three or four teachers and an average 
 daily attendance of forty-five to seventy-five pupils, it is not advisable to 
 attempt to organize on the junior-senior basis. Every school should be 
 organized as suggested in the section giving suggested curricula, p. 90. 
 
 *A unit of geography may be substituted for any science except biology. 
 
30 
 
 Handbook for Elementary and Secondary Schools 
 
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Handbook for Elementary and Secondary Schools 31 
 
 7. Equipment 
 
 LIBRARY 
 
 I. Library Room 
 
 1. Size of classroom as minimum. 
 
 2. Floor space to seat 10% of student body at tables and chairs. A 
 minimum of 36 seats should be provided. 
 
 3. Floor space of approximately 25 square feet per reader cares for 
 tables, chairs, aisles, and furniture. 
 
 4. Room centrally located, well heated, well ventilated, well lighted. 
 
 5. Librarian's work room or conference room with running water (may 
 be provided by cutting off one corner of the room with low shelving). 
 This is needed for routine work, mending, magazine storage and the 
 like. It should contain shelves and storage space. 
 
 6. Walls and ceiling should be light colored, preferably buff. 
 
 7. Woodwork should be light, preferably light oak. 
 
 8. Floor covering and/or chair slides should be provided. 
 
 9. Library open entire school day under supervision. 
 
 H. Furniture and Equipment — (Pictures and specifications will be sent 
 upon request.) 
 
 1. Shelving built according to specifications, allowing shelf space for 
 5-10 volumes per pupil, estimating 8 books per linear foot. 
 
 a. Shelving should not be over 6 ft. 10 in. high. 
 
 b. Each shelf 36 in. long with solid upright between sections. 
 
 c. Shelves should be 8 in. in depth, % in. thick. 
 
 d. Metal strips and brackets provide adjustable shelves. 
 
 e. When stationary shelving is built, 10 in. in the clear should be 
 provided between shelves. One section should have 12-14 in. space 
 between shelves for large volumes such as encyclopedias. 
 
 f. Projections on tops or sides should be avoided. 
 
 2. Tables — Standard size (3 ft. by 5 ft. to seat 6, or 3 ft. by 7 ft. to seat 
 8, 28 to 30 in. high). Tables should be strongly built without foot 
 rests or drawers. 
 
 3. Chairs — Strongly built, standard height (18 in.), without arms. 
 
 4. Librarian's desk. A flat-top desk similar to that for a teacher is 
 desirable in the small school. The top drawer should be deep enough 
 to hold a 3 in. by 5 in. book card. In larger schools a regulation 
 loan desk is desirable. 
 
 5. Pamphlet or vertical file to care for pamphlets, pictures, clippings, 
 etc. (At least 4 drawers). Preferably legal size. 
 
 6. Catalog case (at least 4 drawers) to hold 3 in. by 5 in. cards. Each 
 drawer should be fitted with a rod. 
 
 7. Bulletin board — Cork, masonite, or celotex is satisfactory. 24 in. by 
 36 in. is a convenient size. 
 
 8. Magazine and newspaper racks. (May be made as part of shelving.) 
 
 9. Dictionary stand of wood. 
 
 10. Typewriter (for larger schools). 
 
 m. Books 
 
 1. Basic collection of 300 titles selected from the State approved list and 
 
32 Handbook fob Elementaby and Secondaey Schools 
 
 including the distribution indicated below: Government documents, 
 textbooks, and pamphlet type books are not included. 
 
 a. Abridged or Unabridged Standard Catalog for High School 
 
 Libraries 1 
 
 (Order from H. W. Wilson Company, 950 University 
 Avenue, New York.) 
 
 b. Approved Encyclopedia (World Book, Americana, Britan- 
 
 nica, 14th edition. Listed in order of preference) - 20 
 
 c. Government, Civics, Economics 10 
 
 d. Language — Unabridged Dictionary and Language dictionary 
 
 for each language taught 2 
 
 e. Science 25 
 
 f. Useful Arts .._ 10 
 
 g. Fine Arts 10 
 
 h. Literature: (Essays, plays, history of literature, etc.). ..... 25 
 
 i. Poetry 20 
 
 j. Geography and Travel 25 
 
 k. History and Biography.— 75 
 
 1. Standard Fiction 75 
 
 m. Atlas . 1 
 
 2. For schools of more than 100 enrollment, the collection should con- 
 tain a minimum of not fewer than 3 books per pupil selected from 
 the Standard Catalog for High School Libraries. The distribution 
 by subject should be approximately as follows: 
 
 Dewey Decimal Nos. Subject Percentage 
 
 000-099 General Reference 8% 
 
 100-199 Philosophy ... 1 % 
 
 200-299 _ ...-. Religion and Myths 1% 
 
 300-399 Civics, Economics .._ 5% 
 
 400-499 Languages 2% 
 
 500-599 Science 10% 
 
 600-699 Useful Arts 10% 
 
 700-799 Fine Arts _ 5% 
 
 800-899- Literature 15% 
 
 910-919 Geography and Travel.... 5% 
 
 920-929. Biography 8% 
 
 900-909; 930-999 History 10% 
 
 FandSC Fiction and Story Collections 20% 
 
 3. Only books in good physical condition are acceptable. A well bal- 
 . anced collection should be maintained. 
 
 IV. Magazines and Newspapers 
 
 1. Minimum requirements in magazines selected from the following and 
 including at least one from each group: 
 
 a. Current topic: *Current History, Literary Digest, Time, News 
 Week, Congressional Digest. 
 
 b. Literary: Atlantic Monthly, Harper's Magazine, *Scribners, 
 *Readers Digest. 
 
 c. Scientific: Aviation, Nature Magazine, *Popular Mechanics, Popu- 
 lar Science Monthly, Radio News, Scientific American. 
 
 d. General Content: American Boy, American Girl, American Maga- 
 zine, *Boy's Life, Scholastic, Open Road for Boys, Saturday Even- 
 ing Post. 
 
 e. Miscellaneous: Better Homes and Gardens, Good Housekeeping, 
 Hygeia, Industrial Education Magazine, School Arts Magazine, 
 Asia, *National Geographic. 
 
 2. Enrollment to 100, a minimum of 5 magazines. 
 
 3. Enrollment 100-300, a minimum of 10 magazines. 
 
 4. Enrollment 300-600, a minimum of 15 magazines. 
 
Handbook for Elementary and Secondary Schools 33 
 
 5. Enrollment more than 600, a minimum of 20 magazines. 
 
 6. Minimum requirements in newspapers, at least one good daily State 
 newspaper, Sunday edition of a large newspaper with world features 
 is desirable. 
 
 V. Organization and Records. 
 
 1. Accession record kept up-to-date. This may be part of the shelf list 
 in schools employing trained librarians. 
 
 2. Books classified and marked by the Dewey Decimal classification 
 system. 
 
 3. Shelf list on cards. 
 
 4. Card loan system with record of circulation kept. 
 
 5. Record of yearly additions, discards, total number of books, circula- 
 tion statistics. 
 
 6. Yearly inventory. 
 
 7. State report blank filled out and sent in. 
 
 8. Card catalog required in all schools employing librarian half time 
 or more. 
 
 VI. Course of at Least Ten Lessons in Use of Books and Libraries. 
 
 If given consecutively these should count half month's grade. The State 
 adopted English texts include such lessons. Suggested topics for 
 lessons: 
 
 1. Organization and Regulations. 
 
 2. Make-up and Care of Books. 
 
 3. Classification and Arrangement. 
 
 4. Dictionary. 
 
 5. Encyclopedias. 
 
 6. Special Reference Books. 
 
 7. Card Catalog. 
 
 8. Vertical File and Magazines. 
 
 9. Note Taking and Bibliography Making. 
 10. Book Resources Outside the Library. 
 
 VII. Librarian 
 
 1. Librarian must hold a high school teachers' certificate and be paid on 
 basis of certificate held. 
 
 2. Schools with 6-8 teachers. One teacher with minimum of 6 semester 
 hours in Library Science assigned to library two consecutive periods 
 daily. 
 
 3. Schools with 9-12 teachers. One teacher with minimum of 12 semes- 
 ter hours in Library Science assigned to library half of school day. 
 
 4. Schools with more than 12 teachers. One teacher with minimum 
 of 24 or more semester hours in Library Science assigned to the 
 library full time. 
 
 MAPS 
 
 The requirement for maps in the high school is met by securing two sets 
 of history maps, one in World History and the other in American History. 
 In union schools, the elementary department must be supplied with all maps 
 required for accredited elementary schools. In schools where the high 
 
34 Handbook for Elementary and Secondary Schools 
 
 school department is separate from elementary school, the high school must 
 have in addition to the history maps the complete set of Physical-Political 
 Maps required of elementary schools. 
 
 1. World History — A set of at least seven maps. 
 
 Denoyer-Geppert— The Breasted-Huth-Harding Wall Map Series, size 
 
 44" x 32". A suggested list includes B3, B9, B13, H4, H13, H16, 
 
 H32. 
 Nystrom — European History Maps — The Webster-Knowlton-Hazen Maps, 
 
 size 50" x 38". A suggested list includes AH4, AH9, AH12, MM2, 
 
 MM10, MM14, MM23. 
 Rand McNally — Westermann European and World History Maps, size 
 
 66" x 46". A suggested list includes I, II, V, VII, IX, X, XII. 
 
 2. American History — At least nine maps. 
 
 Denoyer-Geppert — The Hart-Bolton Basic American History Wall Maps, 
 
 size 44" x 32". A suggested list includes A2, A4, A5, A7, A10, A12, 
 
 A15, A20, A24. 
 Nystrom — The Sanford-Gordy American History Maps, size 50" x 38". 
 
 Suggested list includes SGI, Sg2, Sg4, SG8, SG10, SG15, SG17, 
 
 SG20. 
 
 Recommended But Not Required: 
 
 Additional maps and charts are recommended for Civics, Economics and 
 High School Geography. Material of this sort may be purchased from the 
 Denoyer-Geppert Company in the Hart-Matteson Series and the Hart-Bolton 
 Series, and from the Nystrom Company in the Hughes, Sanford-Gordy, Web- 
 ster-Knowlton-Hazen, and Pinch Series. For other recommended maps, see 
 elementary requirements, p. 18. 
 
 SCIENCE LABORATORY 
 
 There must be set apart for laboratory work at least one room which 
 should have the necessary furniture and supplies. Suggestions regarding 
 furniture and minimum laboratory apparatus lists follow: 
 
 Tables. For teacher — One demonstration table, 60 in. long, 30 in. wide, 
 34 in. high; should have drawers, enameled sink, and removable balance 
 rods. 
 
 For pupils — A sufficient number of tables with balance rods and stools 
 or chairs to accommodate largest laboratory section. The most popular sizes 
 for tables are: 4-pupil capacity — 72 in. long, 42 in. wide, 30 to 32 in. high; 
 2-pupil capacity— 60 in. long, 30 in. wide, 30 to 32 in. high. 
 
 Although it is not undesirable for these tables to have drawers it is not 
 necessary, as apparatus can be stored more satisfactorily in a separate cab- 
 inet. Tables should be heavy and rigidly constructed, the top at least iy 2 
 inches thick and well put together. 
 
 Chairs or Stools. There should be a number of chairs or stools sufficient 
 to accommodate the largest laboratory section. In systems where there is 
 congestion and one room has to be used for both recitation and laboratory 
 purposes, chairs (without arms) should be supplied; otherwise, stools would 
 be more satisfactory. Height of chairs, 18 inches; stools, 20 inches. 
 
 One Room Departments. In many schools it is often desirable to equip 
 one room for science work to be used for both recitation and laboratory work. 
 If the room is supplied with a storage cabinet for apparatus and equipment 
 
Handbook for Elementary and Secondary Schools 
 
 35 
 
 and with an adequate number of tables and chairs, this makes a very satis- 
 factory arrangement. 
 
 Storage Cabinet. There should be a storage cabinet in each school for 
 laboratory apparatus. In most systems the one described below would be 
 satisfactory. In the larger schools, however, a cabinet with additional sec- 
 tions should be provided. 
 
 Plan for a Cabinet for Science Equipment 
 
 I0'-0' 
 
 Dimensions for cabinet: 
 
 10 ft. long. 
 
 7 ft. high. 
 
 36 in., height of lower section. 
 
 24 in., width (outside) lower section. 
 
 12 in., width (outside) upper section. 
 
 2 vertical partitions through middle of cabinet. 
 
 2 shelves across units of upper section. 
 
 1 shelf in left unit of lower section; none in the other two units. 
 Wood doors on lower section; glass doors on upper sections. 
 
 Water. Running water should be supplied in all laboratories. If possible 
 there should be spigots and sinks for teacher's demonstration table and for 
 each pupil's table; however, one sink connecting every two tables for pupils 
 can be made satisfactory. 
 
 Gas. Schools offering only General Science, Biology, and Physics have 
 found that alcohol lamps supply a sufficient amount of heat. "Where Chem- 
 istry is taught, gas should be provided. 
 
 Science Laboratory Apparatus. There appear below lists of laboratory 
 apparatus for each science offered in an accredited high school. Every ac- 
 credited high school must offer General Science, Biology, and either Physics 
 or Chemistry. Many schools are prepared to offer both Physics and Chem- 
 istry. 
 
 In the purchase of laboratory apparatus for the several sciences the fol- 
 lowing guiding principles should be observed: 
 
 1. Apparatus which is equivalent to that listed will be accepted, including 
 many items which may be made by the teacher of science or the pupils. The 
 sole purpose of apparatus requirements is to provide such equipment as will 
 make good teaching possible. 
 
 2. The lists of apparatus have been compiled for each science indepen- 
 dently and, therefore, there are some duplications in items. In schools where 
 one laboratory is sufficient for the teaching of all science classes these dupli- 
 cates should be checked off. 
 
36 Handbook for Elementary and Secondary Schools 
 
 3. Apparatus may be purchased from any reliable manufacturer or dis- 
 tributor. For this reason special trade names have been omitted whenever 
 possible and superintendents and principals will be permitted to substitute 
 satisfactory equipment which is equivalent to any item listed. 
 
 GENERAL SCIENCE 
 
 General Science should be made more than a nature study course. As 
 much experimental work should be done by the student as possible. Such 
 work should be largely quantitative with an accuracy as high as is consistent 
 with pupils of this age. 
 
 List A includes that apparatus used most frequently by the students in 
 experiments. It should be assigned out and be required to be returned in 
 good condition. For proper safe keeping a drawer with lock and key should 
 be provided in the laboratory table for the possession and use of each student 
 or each group of students working together. 
 
 List B includes all of the apparatus to do all of the experiments and 
 illustrates practically all of the discussions in the adopted manual. There 
 is also included in this list some of the apparatus for the most essential 
 demonstrations in the text. 
 
 List C has only the microscope and prepared microscopic slides recom- 
 mended. It is not advisable to buy cheap microscopes — those without full 
 range adjustments or other than standard optics. 
 
 List D is strictly demonstration equipment to be used by the teacher or 
 demonstration group to illustrate the subject matter in the text. 
 
 List E contains additional desirable demonstration equipment and is not 
 required, but further purchase should be made from selections from this list 
 as rapidly as funds permit. 
 
 Since General Science contains some of the subject matter from each of 
 the fields of Physics, Chemistry, and Biology, practically all the apparatus 
 listed below will be found in the other laboratories. Obviously, if General 
 Science is taught in the same laboratory as one or more of the advanced 
 sciences, duplications may be eliminated. It is not desirable to attempt to 
 carry apparatus to and from some other room to teach General Science. 
 
 Minimum satisfactory equipment will consist of: 
 
 List A. Student apparatus — As many sets of list A as there are groups 
 
 of students working together. 
 List B. Apparatus and supplies — One set for the class. 
 
Handbook for Elementary and Secondary Schools 37 
 
 List A. Student Apparatus 
 One set for each group of students working together. 
 
 Quantity Quantity Approxi- 
 
 Recommended on Hand Description pj. a *| 
 
 Beakers, Griffin form, 250 cc. a r> 
 
 Rnl-1-lec S r.-, ™;^» m „..»U *> U. 
 
 Bottles, 8 oz., wide mouth 
 
 40 
 
 B" nsen . Burner, with gas and afrad/ustment en 
 
 (11 gas is not available use alcohol burner or other sourc'eoTheat) 
 
 Clamp, burette ' , n 
 
 . Pinch Clamp, Mohr's.. ?° 
 
 P k 8- Filter Paper, 11 cm.... J? 
 
 Flask, Florence, 250 cc .Z." ,, 
 
 Funnel Tube, thistle top, 30 cm... "fc 
 
 Wire Gauze, asbestos center, 5" x 5" ' J2 
 
 f t dll" £ t0 . pper ', 2 :, h °, 1 , e ' to fit wide mouthTottTeZZ 05 
 
 Rubber Tubing, 3/16", hand made white 77 
 
 Support, with 2 rings.. m tL 
 
 , Test Tubes. 6" x %" 'Li 
 
 P k 6- Splints (500 per package).."! ?? 
 
 •. Pneumatic Trough, 4" x 7" x 10"... 7C 
 
 v ! a J Litmus Paper, blue II 
 
 vlal Litmus Paper, red ZZZZZZZZZZZZ 10 
 
 Total 2 4.60 
 
 List B. Apparatus and Supplies 
 One set for the class. 
 
 Quantity Quantity ' Approxi- 
 
 Recommended on Hand Description JSJf£ 
 
 Meter Stick, maple, graduated in mm. and W' £ n 1 e 
 
 Capillary Tubes, mounted, set of 7 " or 
 
 Lens Clamp and Support iqc 
 
 Single Pulleys, bakelite 22 
 
 Double Pulleys, bakelitcZZZZZ — on 
 
 Inclined Plane, with graduated arc 7 
 
 ~ Hall's Carriage. ; 
 
 .90 
 
 85 
 
 *»».. o vanugC , . r 
 
 Lift Pump, glass model. _._ ~ , ir 
 
 Catch Bucket, 6.5 x 8 cm. ~ 1- ix 
 
 Battery Jar, 6" x 8" ZZZ ~ op 
 
 Barometer Tube, with stopcock 9 ' 5(1 
 
 "-y Barometer lonn 
 
 meter, 3 scale ZZZZZ"! 1 25 
 
 ip, simple form 4 ' 4 r 
 
 Pump Plate, 8y 2 " diameter 2'2c 
 
 Mercury Barometer [ 10 'nn 
 
 Thermometer, 3 scale , „ 
 
 Air Pump, simple form i'f 
 
 Pump Plate, %Y 2 " diameter... V Vc 
 
 c Blank Weather Maps — 6 "Jf 
 
 sq - "• Rubber Dam, dental tis'sueZZ S 
 
 Magdeburg Hemisphere ". 6 'qq 
 
 Rubber Ballons, small, with valves 'en 
 
 * D..1L r . •• - '3\J 
 
 20 
 00 
 25 
 
 30 
 
 - Air Thermometer Bulb, 5 cm. bulb..... 
 
 Dew Point Apparatus.. ZZ ~ 1 ' 
 
 Lodestone ~ 
 
 Bar Magnet, square IS "x'l x "l "cm".™ ,„ 
 
 Horse Shoe Magnet, 7.5 cm 'ir 
 
 Compass, 25 mm 2? 
 
 Friction Rod, solid glass.ZZZ. 'cc 
 
 Vulcanite Rod, friction """" 97 
 
 Flannel Pad, 20 x 20 cm.ZZZ" 25 
 
 Leyden Jar, 1 pint .' "'" 7' 25 
 
 Students Battery, with 13 elements l'?e 
 
 Lead Plate, 22 x 125 mm. 07 
 
 Dry Cells, 1.5 volts ZZZZ 105 
 
 Electrolysis Apparatus, Brownlee form 200 
 
 Coil For Induction QCl 
 
 St. Louis Motor... ZZZZ.Z" 3 50 
 
 A- C - Armature for St. Louis Motor...... l'00 
 
 Oalvanoscope, simple form l/gr 
 
 Galvanometer, portable type 9/70 
 
 Bells, electric, 2y 2 " gong ZZZZ™ 1 00 
 
 rush Buttons, stamped metal 'in 
 
 Double Convex Lens, 5 cm. focus '75 
 
 p\ 18nt £, n 8 le P "»">. face 32 mm., length 25rnmZZZZZZ7" .*45 
 
 Plane Mirror, 10 x 10 cm . jq 
 
 19 Concave and Convex Metai Mirror 'en 
 
 1 7 Candles, twelve 25 
 
 - Optical Bench, student form.Z.Z.ZZZZ.ZZ. ~ 1.00 
 
38 
 
 Handbook for Elementary and Secondary Schools 
 
 1 
 
 
 12 
 
 
 24 
 
 
 1 
 
 
 1 
 
 
 1 
 
 
 1 
 
 
 1 
 
 
 1 
 
 
 1 pkg. 
 
 6 
 
 
 1 
 
 
 1 
 
 
 1 lb. 
 
 1 b 
 
 OX 
 
 1 
 
 
 12 
 
 
 2 
 
 
 2 
 
 
 12 
 
 
 1 
 
 
 1 
 
 
 1 
 
 
 1 
 
 
 2 
 
 
 1 P 
 
 k K . 
 
 1 lb. 
 
 4 oz. 
 
 1 
 
 
 6 
 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 lib. 
 
 1 X 
 
 lib. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 2 oz. 
 
 1 X 
 
 12 oz. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 4 oz. 
 
 1 X 
 
 1 oz. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 lib. 
 
 1 X 
 
 1 lb. 
 
 1 X 
 
 1 oz. 
 
 1 X 
 
 4 oz. 
 
 1 X 
 
 1 lb. 
 
 Balance, triple beam, bakelite pan, capacity 610 grams, no extra 
 
 weights needed 
 
 Spring Balance, 8 oz. and 250 grams 
 
 Bottles, 8 oz., wide mouth 
 
 Bottles, 8 oz., screw cap 
 
 Bunsen Burner, with gas and air adjustments 
 
 (If gas is not available use alcohol burner or other source of heat) 
 
 Clamp, burette.. 
 
 Condenser Clamp 
 
 Right Angle Clamp Holder 
 
 Pinch Clamp, Mohr's 
 
 Condenser, Liebig, with rubber caps, 2S0 mm 
 
 Filter Paper, 11 cm 
 
 Flasks, Florence, 250 cc 
 
 Funnel Tube, thistle top, 30 cm 
 
 Wire Gauze, asbestos center, 5" x 5" 
 
 Glass Tubing, \i" , lime glass 
 
 Dennison Labels, #201 
 
 Mortar and Pestle, porcelain, #10 
 
 Rubber Stoppers, 2-hole, to fit wide mouth bottles 
 
 Rubber Stoppers, 1-hole, to fit 250 cc. flask._ 
 
 Rubber Stoppers, 2-hole, to fit 250 cc. flask 
 
 Rubber Tubing, 3/16", hand made, white.- 
 
 Support with 2 Rings 
 
 Test Tubes, 6" x %" 
 
 Thermometer, —10° to 110° C 
 
 Thermometer, 10° to 220° F.._ 
 
 Pneumatic T r ough, 4" x 7" x 10" 
 
 Lamp Chimneys, student's 
 
 Splints (500 per package) 
 
 Copper Wire, bare, No. 22 
 
 Iron Wire, No. 20 
 
 Tripod Magnifier 
 
 Petri Dishes, 100 x 15 mm 
 
 Acid, Hydrochloric, C. P 
 
 Acid, Sulphuric, C. P 
 
 Agar Agar, powder 
 
 Aluminum Potassium Sulphate, pure crystals 
 
 Ammonium Hydroxide, pure 
 
 Beef Extract— 
 
 Calcium Hypochlorite, technical 
 
 Carbon Tetrachloride, pure 
 
 Copper Sulphate, technical, crystals 
 
 Ether, C. P 
 
 Iron Filings, fi ne._ _ 
 
 Manganese Dioxide, C. P 
 
 Magnesium Ribbon 
 
 Marble Chips 
 
 Mercury 
 
 Potassium Chlorate, pure 
 
 Sodium Bicarbonate, pure 
 
 Sodium Hydroxide, technical.. 
 
 Sodium Metallic, C. P..__ _.. 
 
 Sodium Peroxide, C. P _ _ 
 
 Zinc, Mossy, Technical _ 
 
 12.00 
 
 1.25 
 
 .70 
 
 2.40 
 
 .50 
 
 .30 
 .40 
 .25 
 .12 
 .85 
 .15 
 
 1.26 
 .15 
 .12 
 .55 
 .10 
 .39 
 .55 
 .10 
 .10 
 
 1.08 
 .75 
 .30 
 
 1.00 
 
 1.00 
 .75 
 .50 
 .15 
 .65 
 .10 
 .75 
 
 2.28 
 .60 
 .60 
 
 2.30 
 .20 
 .35 
 .55 
 .25 
 .35 
 .25 
 .61 
 .25 
 .25 
 .45 
 .20 
 
 2.54 
 .35 
 .25 
 .25 
 .29 
 .30 
 .30 
 
 Total 2131.28 
 
 List C. Microscope and Prepared Slides 
 These may be borrowed from the Biology Department. 
 
 List D. Demonstration Apparatus 
 (Recommended but not required.) 
 
 Quantity Quantity 
 Recommended on Hand 
 
 Description 
 
 Metric Chart, U. S. Bureau of Standards 
 
 Cartesian Diver, 4 cm. long 
 
 Hydraulic Press, glass model.- 
 
 Force Pump, glass model 
 
 Hygrometer, wet and dry bulb, Mason's Form- 
 Bell Jar, open top, 4 liter. 
 
 Conductivity Apparatus, six rods „ 
 
 Steam Engine Model, locomotive type 
 
 Electromagnet, small form 
 
 Telephone Receiver, demonstration form 
 
 Telephone Transmitter, dissectable 
 
 Tuning Fork, 256 V. P. S 
 
 Approxi- 
 mate 
 Price 
 
 .. $ 2.20 
 .25 
 2.50 
 1.75 
 5.00 
 3.75 
 1.45 
 6.70 
 1.25 
 2.00 
 2.00 
 1.25 
 
Handbook fob Elementaby and Secondaby Schools 
 
 39 
 
 Organ Pipe, all metal with sliding piston — 2 00 
 
 Spiral Spring, 2 meters long- 8-85 
 
 " Sonometer, key tension type ... 2 .25 
 
 Demonstration Lenses, set ot six _ 2 .50 
 
 !et " Photometer Box, Bunsen form - 2 .95 
 
 Pin Hole Camera..- — _ 1.10 
 
 Aspirator Bottle, K ga' lon - 5.00 
 
 Chart of the Atoms ;r ouT',-' - ■ 10 
 
 Rubber Stopper, solid to fit Bell Jar 6 50 
 
 First Aid Cabinet - ; . 7.50 
 
 Pocket Planetarium, Kennon s 12.50 
 
 Hall's Tellurian Globe..— ------- - 22.50 
 
 *Smallwood Botany Charts, set of 30 22 so 
 
 [tl ".I. *S mallwood Zoology Charts, set « 30__ 10 . 50 
 
 se < Physiology Charts, Johnston, set on tripod ^ 2S0 
 
 8et """•' Bird Chart, twenty-six common birds 2 so 
 
 Bird Chart, twenty-six common birds — 2 50 
 
 Bird Chart, twenty winter birds — 2 S0 
 
 Bird Chart, twenty-three m! K ra " ts --r-"""y"minerai s " -• 5.50 
 
 Washington School Collection of rocks and minerals 9 $Q 
 
 " Balanced Aquarium, 6 gallon capacity 9 2S 
 
 """"",] Model of Human Eye — "" " 1.80 
 
 ~ "..-.-'.-■■ Agar Culture Tubes- - 
 
 Total.. 
 *Other reliable charts may be substituted. 
 
 ?178.80 
 
 List E Additional Recommended Appabatus 
 (Not required but recommended to be added as soon as funds **»«^ 
 
 mate 
 
 Quantity Quantity Description Price 
 
 Recommended on Hand inscription 3 9 75 
 
 Water Wheel Model -- ~ 3 [ 85 
 
 Rain Gauge, U. S. Weather Bureau type u 7S 
 
 Gas Engine Model, 4 cycle- ~~CTrZr" 8.00 
 
 Induction Coil, demonstration form, spark o mm. .-.--. -- ^ QQ 
 
 ""::::::::::: Short Wave Demonstration Radio Apparatus, one tube-- ■ ™ QQ 
 
 Model Human Ear- — 
 
 . ? 88.35 
 
 Total..- 
 
 BIOLOGY 
 
 rood microscopes are essential for satisfactorily giving a good course in 
 Biology Wb ^ only one is given in this list, it sbould be tbe ultimate .aim 
 ° °acb slol to have one good compound microscope for each grou p c* 
 students. A wide selection of prepared microscopic slides is a necessary 
 
 Charts" are a very essential and helpful teaching ai<L ^^f^ 
 should be on hand covering botany, zoology and physiology. Models are very 
 important and last many years if properly treated. 
 
 Growing plants and living animals should be in every biology laboratory. 
 Those Itfve to tbe region can be easily collected. Other ^me™, tha can 
 not be kept living may be secured in the preserved form. A very liberal 
 supply is desirable and it should be increased yearly until an adequate 
 museum is built up. 
 
 Tbere are numerous government bulletins published relating to . plant and 
 animal life that will be helpful to teachers of these course, fUrt^jn^ 
 publications may be secured by addressing your req nest ^ t° the ^Tton 
 Biological Survey, United States Department of Agriculture, Washington, 
 
 D "The Forest Service of the United States Department of Agriculture > also 
 bas a list of Bulletins relative to plants and trees. On request the Bureau 
 
40 Handbook foe Elementary and Secondary Schools 
 
 of Fisheries, of the Department of Commerce, Washington, D. C, will supply 
 schools with a list of its publications relating to fish. 
 
 Dissection of the common zoological forms should be done by each student 
 or group of students. These forms include starfish, crayfish, earth worms, 
 frogs, perch, grasshopper, etc. They may be collected locally if desired and 
 possible. However, considerable work is involved in collecting and unless 
 past experience has proven that such specimens actually will be collected in 
 sufficient quantities and in satisfactory quality, they should be purchased. 
 On the basis of time and cost of making such collection trips it is cheaper 
 to buy them unless the teacher regards his collecting as sufficient of a hobby 
 to want to make such collections. In addition to the above common types 
 a rather complete demonstration set should be provided for teachers use and 
 demonstration. 
 
 The equipment is listed in five groups below. 
 
 List A. Student or individual equipment is that required for each 
 student or each group of students working together. 
 
 List B. General Apparatus is sufficient for the entire class and in- 
 cludes extra items to take care of breakage and also teachers 
 demonstration apparatus. 
 
 List C. Chemicals — sufficient for the entire class. 
 
 List D. Preserved material — sufficient for a class of 24, recommended 
 but not required. 
 
 List E. Additional Recommended Apparatus is not required but fur- 
 ther additions should be selected from this list as it also 
 includes items to do some of the demonstrations in the 
 adopted text. 
 
 List A. Individual Apparatus 
 (One set for each student or each group of students working together.) 
 
 Approxi- 
 Quantity Quantity mate 
 
 Recommended on Hand Description Price 
 
 1 Beaker with lip, 250 cc $ 0.20 
 
 2 Bottles, wide mouth, 8 oz .12 
 
 1 Bunsen Burner, new form, with needle valve gas control _ .50 
 
 (If gas is not available use alcohol lamp or other source of heat) 
 
 3 ft. Rubber Tubing, }/i" diameter .30 
 
 1 Support, single stand with 3 rings 1.05 
 
 1 Test Tube Support, for 13 tubes .50 
 
 1 Tripod Magnifier, double lens, wide field : .75 
 
 1 Dissecting Pan, with wax.. .75 
 
 1 Dissecting Set, including scalpel, forceps, scissors, two dissecting 
 
 needles, and 6" ruler in leatherette case 1.45 
 
 1 Insect Killing Bottle, cyanide prepared 8 oz .40 
 
 Total ? 6.02 
 
 List B. General Apparatus 
 Minimum — One set for the entire class. 
 
 Approxl- 
 Quantity Quantity mate 
 
 Recommended on Hand Description Price 
 
 1 Osmosis Apparatus $ 0.50 
 
 1 Battery Jar, 6" x 8" 80 
 
 1 Bell Jar, open top, 1 gallon 3.75 
 
 1 sq. ft. Rubber Dam 20 
 
 12 Rubber Ballons, small with valve .50 
 
Handbook fob Elementaey and Secondaby Schools 41 
 
 1 Mirror, 10 x 10 cm... 10 
 
 1 Balance, triple beam trip, £12.00 (Borrow from Physics or Chem- 
 istry department) 
 
 12 Beakers, 250 cc 2.50 
 
 1 Brush, test tube, double radial tip .06 
 
 1 Clamp, Bunsen .30 
 
 1 Clamp, Burette .30 
 
 1 Clamp Holder.... 25 
 
 1 Pinch Clamp, Mohr's .12 
 
 6 Evaporating Dishes, #00A 1.20 
 
 3 pkgs Filter Paper, 11 cm - .45 
 
 1 Funnel, 3", 60° angle .28 
 
 1 Funnel, 4", 60° angle .36 
 
 10 Thistle Tubes, 30 cm 1.50 
 
 1 Hot Water Funnel... 5.50 
 
 lib. Glass Tubing, 6 mm .55 
 
 1 Graduate, 100 cc, graduated up and down .55 
 
 1 box Labels, No. 205 10 
 
 12 Medicine Droppers, straight .28 
 
 1 Rubber Stopper, 1-hole to fit bell jar .10 
 
 12 ft _ Rubber Tubing, ]4," 1-20 
 
 12 Test Tubes, 6' r x %" 30 
 
 12 Test Tubes, 150 x 18 mm .60 
 
 1 Thermometer, double scale, 12" 1.35 
 
 1 Y Tube, Yi" glass 10 
 
 12 Watch Glasses, Syracuse, with beveled writing surface 1.50 
 
 1 S et Physiology Charts, W. A. K. Johnston's charts on tripod 10.50 
 
 1 S et *Smallwood Botany Charts, 30 charts on tripod.. 22.50 
 
 1 set *Smallwood Zoology Charts, 30 charts on tripod.. 22.50 
 
 1 Microscope, Bausch & Lomb or Spencer, 2 objectives, 1 eyepiece, 
 
 without case 65 . 80 
 
 72 Microscopic Slides, 3" x 1" .40 
 
 1 oz. Cover Glasses, round, 18 mm. diameter 1.50 
 
 1 Platinum Wire, in glass handle .35 
 
 1 Aquarium and Living Material. — „ 9.50 
 
 100 Insect Pins, No. 2, 100 per package.. .40 
 
 6 Riker Mounts, 6Y 2 " x 8V 2 " 2.10 
 
 1 Sterilizer, Arnold's steam, height 11 1^2", diameter 10 K"— 12.60 
 
 1 set Botany Microscopic Slides, 25 to set 8.50 
 
 1 set Physiology Microscopic Slides, 25 to set 8.50 
 
 1 set Zoology Microscopic Slides, 25 to set 8.50 
 
 1 Slide, of 3 types of Bacteria #175 .50 
 
 12 Petri Dishes, 100 x 15 mm 3.72 
 
 1 Classroom Jar, life history of frog 5.00 
 
 12 vials Litmus Paper, red _ .60 
 
 12 vials Litmus Paper, blue 
 
 Total _ 3209.27 
 
 *Other reliable charts may be substituted. 
 
 List C. Chemicals 
 (If Chemistry is taught in the school, most of the chemicals can be secured 
 from the Chemistry Department.) 
 
 Minimum — One set for the entire class. 
 
 Appro xi- 
 
 Quantity Quantity mate 
 
 Recommended on Hand Description Price 
 
 4 oz. Agar Agar, shreds $ 0.75 
 
 1 qt. Alcohol, denatured .45 
 
 1 lb. Ammonium Hydroxide, C. P .60 
 
 2 oz. Beef Extract. .55 
 
 1 lb . Boric Acid, crystals, pure . .25 
 
 4 oz. Carbolic Acid, U. S. P.._ 20 
 
 1 lb. Chloroform, pure .60 
 
 1 x 10 grams Eosin, Y .75 
 
 1 lb. Ether, pure .40 
 
 14 gal. - Formaldehyde, pure 1.20 
 
 lib. .. Glycerine, C. P 73 
 
 lib. • Hydrochloric Acid, C. P 60 
 
 1 oz. Iodine, crystals, U. S. P .45 
 
 1 lb. Lime Water .25 
 
 1 x 10 g. Methyl Blue -— .75 
 
 lib. Nitric Acid, C. P 70 
 
 4 oz. Pancreatin. U. S. P 90 
 
 4 oz. Pepsin, U. S. P 98 
 
 4 oz. Peptone From Meat .78 
 
 1 oz. Phenolphthalein, pure .20 
 
 1 lb. Potassium Bichromate, C. P - .78 
 
42 Handbook fob Elementaby and Secondaby Schools 
 
 1 lb. Potassium Cyanide, pure _ 1.28 
 
 4 oz. Potassium Iodide, C. P .86 
 
 1 lb. _ Sodium Hydroxide, C. P., pellets .70 
 
 1 lb. Sulphuric Acid, C. P 60 
 
 Total „ _ $ 16. 28 
 
 List D. Peeseeved Matebial 
 
 (Recommended but not required) 
 
 Approxi- 
 Quantity Quantity mate 
 
 Recommended on Hand Description Price 
 
 12 Preserved Grasshoppers, Rhomalia 1.2S 
 
 12 Preserved Honey Bees g .25 
 
 12 Preserved Larvae of Monarch Butterfly 1.00 
 
 12 Preserved Pupae of Monarch Butterfly._ 1.20 
 
 12 Preserved Adult of Monarch Butterfly _ .75 
 
 12 Preserved Frogs, medium 1.50 
 
 12 Preserved Starfish, small 1.20 
 
 12 Preserved Clams, medium pegged 1.25 
 
 12 Preserved Crayfish, large .95 
 
 12 Preserved Perch, medium _ 1.30 
 
 12 Living Amoeba, culture for 12 1.05 
 
 12 Living Paramecium, culture for 12._ .75 
 
 12 Living Hydra, culture for 12._ _ 1.05 
 
 Total ? 13.50 
 
 List E. Additional Recommended Appaeatus 
 Not required — selections to be made from tbis list as funds will permit. 
 
 Approxi- 
 Quantity Quantity mate 
 
 Recommended on Hand Description Price 
 
 Field Glasses, wide field, B. & L..„ $ 17.50 
 
 Bird Chart, twenty-six common birds 2.50 
 
 Bird Chart, twenty-six common birds 2.50 
 
 Bird Chart, twenty winter birds 2.50 
 
 Bird Chart, twenty-three migrants 2.50 
 
 Microtome, hand 16. 50 
 
 Insect Net. 18" deep 1.50 
 
 Mount of Protective Coloration of Insect, mourning cloak. 2.50 
 
 Model of Amphioxus Development 54.00 
 
 Life History Mount of Monarch Butterfly 2.50 
 
 Spreading Board, adjustable form 1.75 
 
 Model of Dicotyledon Stem, shows cross and longitudinal sections 
 
 with color differentiations 17.50 
 
 Model Crayfish Dissection, 42 labeled parts, 22" x 12" 18.00 
 
 Model of Frog Dissection, 62 labeled parts, base 19" x 20" 22.50 
 
 Human Eve Model 9.25 
 
 Human Ear Model 12.00 
 
 TotaL 3185.50 
 
 CHEMISTRY 
 
 It is very essential in teacbing cbemistry to have laboratory work done by 
 students individually or in groups. Eacb student or group of students 
 sbould be assigned a set of the Student Apparatus and be held responsible 
 for its care and return it in good condition. For this purpose a chemistry 
 laboratory table with a drawer about 10 x 10 x 15 inches should be provided 
 with lock and key. 
 
 Much valuable training is obtained by the student in Chemistry in lab- 
 oratory technique. One of the most valuable features of such technique is 
 cleanliness and orderliness. 
 
 In the laboratory manual are 60 experiments and the apparatus and 
 materials listed below provide for all of these experiments as well as most 
 of the demonstrations in the text. 
 

 Handbook for Elementary and Secondary Schools 
 
 A. Student Apparatus 
 One set for each group of students working together. 
 
 Quantity Quantity 
 Recommended on Hand 
 
 Description 
 
 43 
 
 Approxi- 
 mate 
 Price 
 
 16 
 
 12 
 
 pkg. 
 
 vial 
 vial 
 ft. 
 
 File, triangular 4" „ 
 
 Apron, rubberized cloth, adjustable to height of wearer, large 
 
 size 44" long, 35" wide 
 
 Beaker, with lip, capacity 50 cc 
 
 Beaker, with lip, capacity 250 cc 
 
 Beaker, with lip, capacity 400 cc 
 
 Blow Pipe, brass, plain, 8" 
 
 Bottles, wide mouth, 8 oz 
 
 Reggent Bottles, 4 oz., No. 2, No. 4, No. 5, No. 61, glass stoppered 
 
 with name blown in glass 
 
 , Brush, test tube, bristle end 
 
 Bunsen Burners for natural and mixed gas up to 800 B. T. U 
 
 Wing Top, brass 
 
 Clamp, Burette 
 
 Clamp, Stoddard's Test Tube.- 
 
 Crucible, porcelain, No. 0, 15 cc 
 
 Crucible Cover, porcelain No. 0, diameter 42 mm 
 
 Deflagrating Spoon, brass, %" cup, 15" handle 
 
 Dishes, evaporating, porcelain, No. 00A, capacity 70 cc.._ 
 
 Filter Paper, 100 sheets in package 11 cm. diameter 
 
 , Flask, flat bottom, glass, 250 cc 
 
 Flask, distilling, glass, 250 cc.._ 
 
 Funnel, glass, 125 mm. diameter _ 
 
 Funnel Tube, thistle top straight stem, 30 cm. long 
 
 Wire Gauze, asbestos center, 20 mesh, 5" x 5", asbestos will not 
 
 peel ofF. _ 
 
 Graduate, cylindrical, at bottom and 100 cc. x 1 cc 
 
 Rubber Stopper, 1-hole to fit test tube _ 
 
 Rubber Stopper, 1-hole to fit combustion tube 
 
 Rubber Stopper, to fit wide mouth bottle, 2-hole 
 
 Rubber Stopper, 1-hole to fit 250 cc. flask_ 
 
 Litmus Paper, blue 100 strips 
 
 Litmus Paper, red 
 
 Rubber Tubing, red antimony, 34" diameter, 1/16" wall 
 
 Support, ring stand, with 3 rings 
 
 Support, test tube, 6 tube 
 
 Test Tubes, 6" x %" 
 
 Ignition Tube, Pyrex, 150 x 18 mm 
 
 Tongs, crucible, 9" long 
 
 Triangle, pipestem, 2" long 
 
 Trough, pneumatic, iron, 4" x 7" x 10" 
 
 Watch Glass, 2 W 
 
 Quantity Quantity 
 Recommended on Hand 
 
 12 
 
 B. General Apparatus 
 One set for the entire class. 
 This list contains pieces only occasionally used by students, pieces used 
 by the teacher in demonstrations, and additional amounts of the more break- 
 able student glassware. 
 
 Approxi- 
 mate 
 Description Price, 
 
 Hydrometer, for light and heavy liquids, 30 cm. long $ 1.50 
 
 Hydrometer, milk, Quevenne Scale _ .90 
 
 Hydrometer Jar, 30 cm. high, 5 cm. diameter, with lip _ .50 
 
 Babcock Milk Tester, 8 bottle size 31.00 
 
 Battery Jars, 8" high, 6" diameter 1.60 
 
 Barometer, mercurial, Metric and English scales with vernier 18.00 
 
 Bar Magnets, size 15 x 1.9 x 7 cm 1.00 
 
 Electrolysis Apparatus, after Brownlee and Others 2.00 
 
 Conductivity Tester, simplified form... 1.25 
 
 Candles, paraffin, twelves _ . 25 
 
 Balance, triple beam, agate bearings, capacity 111 grams, sensi- 
 bility .01 grams, no additional weights needed 
 
 Beakers, with lip, capacity 100 cc 
 
 Beakers, with lip, capacity 250 cc.._ _ 
 
 Beakers, with lip, capacity 400 cc.._ 
 
 Charcoal Blocks, 4" x 1" x %" 
 
 Burettes, Geissler, with glass stopcock, capacity 50 cc, graduated 
 to 0. 1 cc 
 
 17.50 
 
 .54 
 
 2.40 
 
 3.12 
 
 .50 
 
 2.50 
 
44 Handbook for Elementary and Secondary Schools 
 
 6 Calcium Chloride Tubes, IS cm. long .90 
 
 1 Chart of the Atoms, lithographed in six colors, showing Atomic 
 
 properties including Atomic symbol, Atomic weight, Atomic 
 
 number, size 42" x 64"._ 5.00 
 
 2 Clamps, Burette .60 
 
 1 Clamp, condenser, small .40 
 
 1 _ Clamp Holder, right angle .25 
 
 3 Clamps, screw compressor .60 
 
 4 Combustion Boats, porcelain, 60 x 10 mm 1.00 
 
 4 Combustion Tubes, Pyrex, 30 x 1.5 cm 1.08 
 
 2 Condensers, straight jacket, Liebig form, 300 mm 1.80 
 
 1 set Cork Borers, brass, set of 6 . 80 
 
 6 Crucibles, porcelain, No. 0, 15 cc 1.02 
 
 6 Crucible Covers, porcelain, No. 0, diameter 42 mm.._ .42 
 
 1 Dish, crystallizing, glass, 70 x 50 mm .27 
 
 16 Dishes, evaporating, porcelain No. 00A, capacity 70 cc 3.20 
 
 1 Filter Pump, high pressure, for water systems with a pressure 
 
 from 30 lbs. per square inch and up 1.35 
 
 6 Flasks, flat bottom, 250 cc 1.26 
 
 6 Flasks, flat bottom, 500 cc 1.56 
 
 6 Flasks, Erlenmeyer, 250 cc 1.20 
 
 6 Flasks, Erlenmeyer, 500 cc.._ 1.50 
 
 1 Flask, volumetric, 100 cc. capacity .30 
 
 1 Gas Generator, Kipp's, 500 cc.._ 9.00 
 
 24 Glass Plates, 4" x 4" .96 
 
 12 Glass Rods, stirring, 6" x 3/16" .40 
 
 2 lbs. Glass Tubirg, outside diameter, 3/16" 1.10 
 
 1 Graduate, cylindrical, 500 cc, marked one way.. 1.00 
 
 2 boxes Labels, Dennisoi 's, No. 201 .'. .20 
 
 12 Pipettes, wi'h rubber bulbs (medicine droppers) .28 
 
 2 Pipettes, Mohr's, capacity 10 cc. x 0.1 cc ; .70 
 
 2 Retorts, glass, tabulated, capacity 4 oz 1.80 
 
 24 ft. Rubber Tubing, red, J4" diameter 2.40 
 
 3 ft. Rubber Tubing, black, %" diameter .42 
 
 1 Sand Bath, iron, 5" diameter . 10 
 
 1 Sediment Tester for Milk..._ 15.00 
 
 144 Test Tubes, 6" x %" 3.00 
 
 12 Test Tubes, 8" x 1" 65 
 
 12 Ignition Tubes, Pyrex, 150 x 18 mm 1.56 
 
 2 Thermometers, engraved scale, —10° to 110° C, length 12" 2.00 
 
 1 Water Bath, copper, 5" 1.80 
 
 1 First Aid Cabinet, No. 1, 7 V 2 " x 9" x 2 y 2 " 6.50 
 
 4 sheets Sand Paper, fine, 10" x 12" .20 
 
 1 pkg. Wax Tapers .25 
 
 1 spool Copper Wire, 4 oz. spool, No. 28 .40 
 
 1 roll Picture Wire, No. 1, 25 yard package .18 
 
 12 Asbestos Sheets, 6" x 6" .30 
 
 1 sq. ft. Copper Sheet, No. 24 .65 
 
 2 Platinum Wires, with glass handle .70 
 
 1 x 4 oz Absorbent Cotton .25 
 
 1 vial Tumeric Paper._ . 10 
 
 Total ?160.87 
 
 C. Chemicals 
 One set for the entire class. 
 
 Approxi- 
 
 Quantity Quantity mate 
 
 Recommended on Hand Description Price 
 
 lib. Acid, Acetic, 36% C P 3 0.39 
 
 1 lb. Acid, Acetic, C. P., Glacial .60 
 
 i^ lb. Acid, Arsenous, C. P .26 
 
 i| lb. Acid, Bensoic, U. S. P .31 
 
 % lb. Acid, Citric, C. P .36 
 
 6 lbs. Acid, Hydrochloric, C. P.._ 1.60 
 
 6 lbs. Acid, Hydrochloric, technical 1.20 
 
 \i lb. Acid, Lactic, 85%, C. P 46 
 
 7 lbs. Acid, Nitric, C. P.._ 2.25 
 
 lib. Acid, Oxalic, C. P. crystals .65 
 
 l^ lb. Acid, Phosphoric, Ortho, U. S. P., 85% .30 
 
 1 oz. Acid, Pyrogallic, crystals, U. S. P .27 
 
 9 lbs. Acid, Sulphuric, C. P.. 2.20 
 
 9 lbs. Acid, Sulphuric, technical 1.40 
 
 i^ lb. Acid, Tartaric, C. P 33 
 
 1 qt. Alcohol, Ethyl, denatured .45 
 
 1 qt. Alcohol, Methyl, Synthetic .45 
 
 }4 lb. Alumnium Metal, granulated, 30 mesh .35 
 
 1 lb. Aluminum Acetate, pure .96 
 
 lib. Aluminum Potassium Sulphate, pure .20 
 
 1 lb. Aluminum Sulphate, ground, iron free, technical _ .20 
 
1 lb. 
 
 1 lb. 
 
 4 lbs. 
 
 1 oz. 
 
 1 lb. 
 
 tflb. 
 
 1 lb. 
 
 1 oz. 
 
 1 oz. 
 
 1 oz. 
 
 M lb. 
 
 H lb- 
 
 Klb. 
 
 1 lb. 
 
 Klb. 
 
 1 lb. 
 
 1 pt. 
 
 1 oz. 
 
 1 oz. 
 
 1 oz. 
 
 1 oz. 
 
 141b. 
 
 1 lb. 
 
 5 lbs. 
 
 1 lb. 
 
 1 lb. 
 
 5 lbs. 
 
 1 lb. 
 
 12 oz. 
 
 1 lb. 
 
 lib. 
 
 4 oz. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 141b. 
 
 14 lb. 
 
 1 oz. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 141b. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 iilb. 
 
 141b. 
 
 Klb. 
 
 lib. 
 
 1 oz. 
 
 1 lb. 
 
 1 lb. 
 
 U lb. 
 
 1 lb. 
 
 Mlb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 J* lb. 
 
 '4 1b. 
 
 1 lb. 
 
 1 lb. 
 
 1 oz. 
 
 1 oz. 
 
 H lb- 
 
 1 oz. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 Klb. 
 
 1 lb. 
 
 K lb. 
 
 1 oz. 
 
 14 1b. 
 
 Va lb. 
 
 1 oz. 
 
 Xlb. 
 
 1 pt. 
 
 Handbook fob Elementaey and Secondaby Schools 45 
 
 Ammonium Carbonate, lumps, pure .40 
 
 Ammonium Chloride, C. P .49 
 
 Ammonium Hydrixide, C. P 1.50 
 
 Ammonium Molybdate, C. P.— - .22 
 
 Ammonium Nitrate, C. P .65 
 
 Ammonium Oxalate, C. P .30 
 
 Ammonium Sulphide, light C. P .31 
 
 Aniline Color, brown, Bismarck .30 
 
 Aniline Color, red, Congo .30 
 
 Aniline Color, violet, Methyl .35 
 
 Antimony Metal, powder... . 25 
 
 Antimony Oxide (ous) tri, C. P .40 
 
 Antimony Potassium Tartrate, pure .25 
 
 Barium Chloride, C. P. crystals .60 
 
 Barium Dioxide, C. P .25 
 
 Barium Hydroxide, technical. — .35 
 
 Benzole ( Benzene) purified . 30 
 
 Bismuth, metal, C. P .30 
 
 Bismuth Nitrate, C. P., crystals.- .36 
 
 Bromine, C. P.._ - • 36 
 
 Cadmium Nitrate, C. P .26 
 
 Cadmium Sulphare, C. P., crystals .92 
 
 Calcium Carbide 30 
 
 Calcium Carbonate (Marble chips) .50 
 
 Calcium Chloride, Anhydrous, granulated, technical .35 
 
 Calcium Chloride, C. P., crystals „ .69 
 
 Calcium Hydroxide, powder, U. S. P .60 
 
 Calcium Fluoride, technical, powder _ .20 
 
 Calcium Hypochlorite (Bleaching powder) .25 
 
 Calcium Oxide, technical, lump .20 
 
 Calcium Sulphate, lumps (Gypsum) .20 
 
 Camphor, refined • 35 
 
 Carbon Bisulphide, pure (can be shipped freight only) .35 
 
 Charcoal, animal, granulated .30 
 
 Charcoal, wood, lumps . 25 
 
 Charcoal, wood, powder__ .25 
 
 Chlorine Water 45 
 
 Chloroform, pure .25 
 
 Chromium Sulphate, C. P .43 
 
 Cobalt, Nitrate C. P 29 
 
 Copper Metal, foil B. & S. No. 36 70 
 
 Copper Metal, turnings, fine .50 
 
 Copper Nitrate (ic) C. P..— .94 
 
 Copper Oxide (ic) C. P.. black powder 1.72 
 
 Copper Oxide (ic) C. P., wire form 1.88 
 
 Copper Sulphate, powder, C. P., Anhydrous .39 
 
 Copper Sulphate, crystals, technical.. .25 
 
 Dextrose, pure • 20 
 
 Ether, Sulphuric, pure . 40 
 
 Fehling's Solution "A"._ - . 25 
 
 Fehling's Solution "B" .30 
 
 Gelatin.. .__ 30 
 
 Glycerine, pure - • 55 
 
 Iodine, U. S. P., resublimed 45 
 
 . Iron Metal, filings, fine .25 
 
 . Iron Metal, powder.. .27 
 
 . Iron Ammonium Sulphate (ous) C. P .23 
 
 . Iron Chlorine (ic) lumps, pure - .35 
 
 . Iron Nitrate (ic) C. P., crystals _ .46 
 
 . Iron Sulphate (ous), crystals, technical .20 
 
 . Iron Sulphide (ic.) (Pyrites) .23 
 
 Kaolin, powder (China Clay) .20 
 
 . Lead Metal, foil 38 
 
 Lead Acetate, U. S. P 20 
 
 . Lead Nitrate, technical, crystals _ .50 
 
 . Lead Oxide, Mono. (Litharge) : .33 
 
 . Lead Oxide, Tetra, pure (red lead) .35 
 
 . Lithium Chloride, C. P 35 
 
 . Litmus Cubes... . 20 
 
 . Logwood Extract . 30 
 
 . Magnesium Metal, ribbon .45 
 
 . Magnesium Chloride, technical, crystals .25 
 
 . Magnesium Oxide, U. S. P .66 
 
 . Magnesium Sulphate, crystals, pure .25 
 
 . Manganese Dioxide, technical, powder _ .25 
 
 . Manganese Sulphate, C. P .36 
 
 . Mercury Metal, U. S. P 2.40 
 
 . Mercury Chloride (ic) U. S. P 52 
 
 . Mercury Nitrate (ic) C. P .46 
 
 . Mercury Nitrate (ous) C. P 1.26 
 
 . Mercury Oxide (ic) pure, red _ .75 
 
 . Methyl Orange (dry indicator) .50 
 
 . Nichel Nitrate, C. P., crystals .55 
 
 . Oil, cocoanut . 55 
 
46 
 
 Handbook for Elementary and Secondary Schools 
 
 1 P t. 
 
 1 lb. 
 
 Mlb. 
 
 1 lb. 
 
 1 oz. 
 
 Mlb. 
 
 1 oz. 
 
 1 lb. 
 
 Mlb. 
 Mlb. 
 
 1 lb. 
 Mlb. 
 
 1 lb. 
 Mlb. 
 
 1 lb. 
 Mlb. 
 
 1 lb. 
 Mlb. 
 
 1 lb. 
 Mlb. 
 
 1 lb. 
 Mlb. 
 
 1 bottle 
 
 1 lb. 
 Mlb. 
 Mlb. 
 Mlb. 
 
 lib. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 5 lbs. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 Mlb. 
 
 1 lb. 
 
 1 lb. 
 Mlb. 
 Mlb. 
 
 1 lb. 
 
 5 lbs. 
 Mlb. 
 
 8 oz. 
 Mlb. 
 Mlb. 
 Mlb. 
 
 1 lb. 
 
 1 lb. 
 
 1 lb. 
 
 Oil, cottonseed 
 
 Paraffin, medium._ 
 
 Per mu tit (Zeolite) 
 
 Petrolatum, white.. 
 
 Phenolphthalein, U. S. P _ 
 
 Phosphorus, yellow, sticks 
 
 Phosphorus, Amorphous, red 
 
 Potassium Bichromate, technical, crystals. 
 
 Potassium Bitartrate, U. S. P 
 
 Potassium Bromide, U. S. P. 
 
 Potassium Chloride, granulated, U. S. P.... 
 
 Potassium Chloride, C. P., crystals 
 
 Potassium Chromate, pure, crystals _ 
 
 Potassium Cyanide, granulated, pure 
 
 Potassium Ferricyanide, crystals, pure 
 
 Potassium Ferrocyanide, crystals, pure 
 
 Potassium Hydroxide, U. S. P., pellets 
 
 Potassium Iodide, U. S. P _ 
 
 Potassium Nitrate, C. P., crystals 
 
 Potassium Permanganate, U. S. P 
 
 Potassium Sulphate, pure— 
 
 Potassium Sulphocyanide, C. P 
 
 Rennet Tablets (100) 
 
 Rosin, powder „ 
 
 Silver Nitrate, C. P.— U. S. P 
 
 Soap, castile, powder._ 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sod 
 
 Sta: 
 
 Sta 
 
 ium M'.tal.. 
 
 ium Acetate, technical, crystals 
 
 ium Bicarbonate, powder, U. S. P 
 
 ium Borate, U. S. P., crystals— 
 
 ium Calcium Hydroxide (soda lime) 
 
 ium Carbonate, technical, crystals 
 
 ium Carbonate, C. P. Anhydrous 
 
 ium Chloride, U. S. P 
 
 ium Hydroxide, U. S. P., pellets 
 
 ium Nitrate, C. P., crystals. _ 
 
 ium Nitrate, granulated, pure. 
 
 ium Phosphate, Mono., C. P 
 
 ium Phosphate, C. P., granulated, dibasic 
 
 ium Potassium Tartrate (Rochelle Salt), pure.. 
 
 ium Sulphate, technical, crystals 
 
 ium Sulphide, technical, fused 
 
 ium Sulphocyanide, C. P 
 
 rch, corn 
 
 rch, wheat— 
 
 Strontium Nitrate, pure 
 
 Sucrose, C. P • 
 
 Sulphur, flowers, powder 
 
 Sulphur, roll, lump 
 
 Thermit, black 
 
 Thermit Igniting Mixture (8 oz. can) 
 
 Tin Metal, mossy, pure 
 
 Tin Metal, pure, foil 
 
 Tin Chloride (ic) C. P., crystals 
 
 Zinc Metal, mossy 
 
 Zinc Chloride, granulated, Technical 
 
 Zinc Sulphate, crystals, Technical 
 
 .45 
 .20 
 .35 
 .40 
 .20 
 .50 
 .30 
 .35 
 .20 
 .30 
 .35 
 .23 
 .22 
 .40 
 .85 
 .25 
 .80 
 .65 
 .56 
 .25 
 .35 
 .53 
 .75 
 .35 
 .28 
 .30 
 .35 
 .30 
 .25 
 .20 
 .48 
 .20 
 .51 
 .50 
 .30 
 .49 
 .35 
 .73 
 .52 
 .40 
 .20 
 .25 
 .51 
 .20 
 .35 
 .20 
 .29 
 .25 
 .70 
 .30 
 .85 
 .39 
 .70 
 .51 
 .30 
 .35 
 .23 
 
 Total $ 79.19 
 
 D. Additional Recommended Apparatus 
 Not required but desirable to add as soon as funds permit. 
 
 Quantity Quantity 
 Recommended on Hand 
 
 1 set 
 
 Description 
 
 Specific Gravity Bottle, ungraduated 50 cc.— 
 
 Laboratory Balance, Analytical, in mahogany case with leveling 
 screws and outside rider control, with slate base, sensibility 
 0.1 milligram, capacity 200 grams 
 
 Weights, brass, analytical, accurately adjusted, in box with lid, 
 1 milligram to 100 grams, including i milligram (2) 2 milli- 
 grams, 5 milligrams, (2) 20 milligrams, 50 milligrams, 100 
 milligrams, (2) 200 milligrams, 500 milligrams, 1 gram (2) 2 
 grams, 5 grams, 10 grams, (2) 20 grams, 50 grams, and 100 
 grams *. 
 
 Blast Lamp, Gasoline, quart size, vertical flame (required where 
 no gas is available) 
 
 Electrochemical Series Chart 
 
 Chart of the Metals 
 
 Cylinder, graduated, capacity 500 cc 
 
 Approxi- 
 mate 
 Price 
 
 0.70 
 60.00 
 
 8.00 
 
 6.45 
 2.00 
 2.75 
 1.00 
 
Handbook fob Elementaey and Secondaet Schools 
 
 47 
 
 Brownian Movement Apparatus, mounts on microscope stage, 
 complete with smoke chamber, with glass windows and rub- 
 ber bulb and connection _ 3.00 
 
 Still, gas, Yi gallon capacity per hour 25.00 
 
 Thermometer, double scale, —10° to 110° C, 12" 1.35 
 
 TotaI.._ 21 10 . 25 
 
 PHYSICS 
 
 Student experiments are considered essential in the Physics class. Those 
 experiments that require the more expensive equipment may be performed 
 by the teacher or as group experiments. 
 
 The list of Student Experiment Apparatus below provides for 50 experi- 
 ments from the adopted laboratory manual. Those selected require the least 
 expensive equipment. 
 
 When more than one group of students perform the same experiment at 
 the same time it is obvious that multiples of some of the items must be 
 provided. 
 
 The maximum number of pupils in each group should not exceed four 
 and the maximum number of experiments conducted in the laboratory at one 
 time should not exceed four. 
 
 The Demonstration and General Stock list below includes the apparatus 
 needed for the more important demonstrations in the text and also provides 
 for some of the more expensive experiments. 
 
 The Additional Recommended Apparatus list below is not required but 
 further additions should be selected from this list as it also includes items 
 to do further demonstrations in the adopted text. 
 
 Quantity Quantity 
 Recommended on Hand 
 
 Students Experiment Apparatus 
 One set for the entire class. 
 
 Approxi- 
 _ mate 
 
 Description Price 
 
 Caliper, vernier, Metric and English, reads to 10 cm. by 0.1 mm 
 
 and 4" by 1/128" _ _ _ 3 1.45 
 
 Compass, pencil, 10 cm. long _ .15 
 
 Tube Gauge, brass, graduated to 15 mm. by tenths... 1.35 
 
 Meter Stick, graduated to both mm. and }£" .35 
 
 Protractor, brass, 4J^" diameter _ # 14 
 
 Maple Rod, diameter 10 mm., length 105 cm... .15 
 
 Composition of Force Board, circular all metal, including 3 spring 
 
 balances 3 . 50 
 
 Demonstration Balance, meter stick clamp, and V bearing. .65 
 
 Scalepans, for use with demonstration balance 1.45 
 
 Wheel and Axle, bakelite, diameter of wheels in ratios of 1, 3, 5, 
 
 and 7 2 20 
 
 Single Pulleys, 5 cm. diameter .70 
 
 Double Pulleys, 5 cm. diameter _ .90 
 
 Inclined Plane, with pulley 1.95 
 
 Hall's Carriage, frictionless cone bearings, length 17.5 cm 1.15 
 
 Weight Hanger, brass _. , 50 
 
 Metronome 5.95 
 
 (or Stop Watch, 1/5 second divisions (?l"3~45) 
 
 Graduated Depth Tube, aluminum, one end closed, 30.5 cm. 
 
 long, 2.5 cm. in diameter 2.00 
 
 Hydrometer Jar, 30 cm. high, 5 cm. diameter, with lip "...~ ^50 
 
 Catch Bucket, polished aluminum, 6.5 x 8 cm., capacity 250 cc... .60 
 
 Overflow Can, nickel-plated brass, 12.5 cm. high, 7.5 cm. diameter .70 
 
 Water-Proof Wood Cylinder, 8 cm. high, 4 cm. diameter .35 
 
 Water-Proof Wood Block, 7 x 4.5 x 4.5 cm 35 
 
 Water-Proof Wood Block, 7.5 x 7.5 x 3.8 cm — ■-- ----- -^ 
 
 Aluminum Cylinder, with hook, 7.5 cm. high, 2.3 cm. diameter .50 
 
 Lead Sinker, with hook .25 
 
 Battery Jar, 7" high, 5" diameter "..""!" !65 
 
 Barometer, mercurial, Metric and English scales with vernier 18.00 
 
 Volume Coefficient Tube, with mercury index, 40 cm. long .75 
 
 Steam Generator (Apparatus A) one-piece, no solder, no rubber 
 
 tubing, standard steam boiler water gauge._ 3.75 
 
48 Handbook for Elementary and Secondary Schools 
 
 Water Trap, glass, 10 cm. long .40 
 
 Linear Expansion Apparatus, with steam jacket and lever arm 
 
 pointer. 4.95 
 
 Aluminum Rod, 60 cm. long .25 
 
 Copper Rod, 60 cm. long .30 
 
 Brass Rod, 60 cm. long .25 
 
 Calorimeter, with cover and stirrer, 14 cm. high, 11 cm. diameter 
 
 capacity 250 cc 2. 50 
 
 Bar Magnet, rectangular, polished steel, 15 x 1.9 x 0.7 cm .40 
 
 Magnet Board, for plotting lines of magnetic force, 19 x 21 cm... .95 
 
 set Magnetic Screens, 6 in set, paramagnetic and diamagnetic, each 
 
 piece 8x8 cm .40 
 
 Horseshoe Magnet, 7.5 cm. long._ .15 
 
 U-Magnet. length 14 cm .65 
 
 pkg. Darning Needles, package of 20, 7.5 cm. long .10 
 
 pkg. Knitting Needles, package of 12, 15 cm. long .25 
 
 Shaker for Filings .15 
 
 pkg. Blue Print Paper, package of 24 sheets, 5" x 7" .30 
 
 Compass, agate bearings, 50 mm. diameter 1.20 
 
 Compasses, small size indicating compass, 10 m. diameter .60 
 
 Demonstration Student's Battery, with tumbler, porcelain top, 
 
 porous cup, and 13 elements 1.25 
 
 Tumbler, 75 to 80 mm. diameter at top .10 
 
 Dry Cells (dry batteries), standard size, 1.5 volts, 25 amperes on 
 
 short circuit .70 
 
 Gravity Cell, closed circuit cell, gallon size 1.50 
 
 Ampere's Rule Apparatus 1.65 
 
 Primary ard Secondary coil, mounted for both vertical and hori- 
 zontal positions 4. 50 
 
 Incandescent Lamp, carbon filament, 110 volts, 16 candle power, 
 
 50 watts . 30 
 
 Incandescent Lamp, Tungsten filament, 110 volts, 40 watt .15 
 
 Incandescent Lamp, Tungsten filament, 110 volts, 100 watt .25 
 
 St. Louis Motor, all metal base._ 3.50 
 
 Electromagnet Attachment, for St. Louis Motor, essential for 
 
 complete dynamo demonstrations 1.00 
 
 Galvanoscope, compass block with three coils of 1, 10 and 40 turns 1 .95 
 
 Portable Galvanometer, jeweled bearing, very sensitive, but 
 
 made to stand thousands of over-impulses, eliminating neces- 
 sity for shunts 9. 70 
 
 Resistance Box, total resistance 999 ohms 15.00 
 
 Rheostat, fine adjustment, 50 ohms 6.00 
 
 Wheatstone Bridge, slide-wire form, 1-meter long 5.00 
 
 set Resistance Coils, set of 8, for use with wheatstone bridge 4.95 
 
 Single-Contract Key, tandem, base 7.5 x 12 cm 1.00 
 
 Voltmeter, D. C, double scale, ranges of 7.5 and 150 volts 10.00 
 
 Ammeter, D. C, double scale, ranges of 1 and 10 amperes 11.00 
 
 Tuning Fork, E (320 vibrations), 17.5 cm. long, tone alloy 1.25 
 
 Tuning Fork, G (384 vibrations), 16.5 cm. long, tone alloy 1.25 
 
 Vibrograph 5 .45 
 
 Tuning Fork 1 . 25 
 
 Glass Tube, resonance, 4 x 45 cm .80 
 
 Lens, double convex, 38 mm. diameter, 10 cm. focus .35 
 
 Lens, double convex, 50 mm. diameter, 13 cm. focus .50 
 
 Index of Refraction Apparatus, with sighting scales.- 3.25 
 
 Mirror, plane, 4 x 15 cm .10 
 
 Metal Support, with gas burner 1.00 
 
 Metal Support, with lamp socket 2.70 
 
 Photometer Box, Joly form 4.50 
 
 pair Supports, metal, for student's optical bench .30 
 
 Lens Support, for 5 cm. lenses, with support to fit meter stick .12 
 
 Mirror or Lens Support, to fit meter stick .15 
 
 Screen Support, to fit meter stick .10 
 
 Screen with Aperture, 30 x 15 cm 1.25 
 
 Screen, white Bristol board . 10 
 
 Balance, Harvard Trip, agate bearings, beam weights 10 grams 
 
 to 0.1 gram, sensibility 5 eg 9.00 
 
 Clamp Support, for Harvard Trip Balance. 1.50 
 
 Spring Balance, double scale, capacity 8 oz. on 3^ oz. divisions 
 
 and 250 grams in 10 gram divisions... 1.25 
 
 Weights, brass in wood block, 1 gram to 100 grams, including 1 
 
 gram (2) 2 grams, 5 grams, 10 grams (2) 20 grams, 50 grams, 
 
 100 grams, (2) 200 grams, 500 grams, 1000 grams 7.00 
 
 Weight, avoirdupois, 1 lb .40 
 
 set Weights, white-plated steel, allotted, mounted on compact 
 
 I stand, 10 grams to 500 grams, including 10 grams, (2) 20 
 
 grams, 50 grams, (5) 100 grams, and 500 grams 2.75 
 
 Beaker, with lip, capacity 100 cc.._ .14 
 
 Burette, Geissler, capacity 100 cc, graduated to 1/5 cc 1.80 
 
 Bunsen Burner, new form, with needle valve gas control — .50 
 
 (If no gas is available use alcohol lamp or other source of hear) 
 
 Wing Top, bras« . 10 
 
 Clamp, burette . 30 
 
 Clamp, screw compressor... .20 
 
lb. 
 
 ft. 
 
 It 
 
 . 
 
 X 
 
 4 oz. 
 
 sq. ft. 
 
 X 
 
 4 oz. 
 
 X 
 
 1 oz. 
 
 X 
 
 1 lb. 
 
 X 
 
 1 lb. 
 
 X 
 
 1 lb. 
 
 X 
 
 4 oz. 
 
 Handbook for Elementary and Secondary Schools 49 
 
 1 . Condenser, Liebig's, glass, 400 mm. long .95 
 
 10 Corks, flat, quality XX, 1" diameter • J° 
 
 Flask, Erlenmeyer, 50 cc. capacity.- j-VnAn ." i. 
 
 Flask, Erlenmeyer, filtering, with side neck, 1000 cc. capacity .8/ 
 
 "7"...""'- Flask, distilling, 250 cc. capacity *{j 
 
 Forceps, steel, 5" long ■ *" 
 
 Funnel, glass, 100 mm. diameter - •}» 
 
 Funnel Tube, thistle top, straight «em, 30 cm. long .13 
 
 ... Gauze, iron wire, 20 mesh, 5" x 5".. ■"/ 
 
 " Glass Tubing, outside diameter M ---- ----- " 
 
 Graduate, cylindrical, graduated up and down, 250 cc. by L cc 8U 
 
 . Ring, iron, 3" diameter ■*** 
 
 ' Rubber Stopper, 1-hole, No. 7 --" .-.,-.- -; --: XV 
 
 Rubber Stopper, 1-hole, to fit 250 cc. distilling flask .US 
 
 Rubber Stopper, 1-hole, to fit large end of Condenser . 1U 
 
 Rubber Stopper, 2-hole, to fit Steam Generator . 1U 
 
 Rubber Stopper, 2-hole, to fit 50 cc. flask .Uj> 
 
 Rubber Stopper, 1-hole, to fit 1000 cc. flask 1U 
 
 Rubber Tubing, white, H" diameter, 1/16 wall bU 
 
 Support, iron, tripod base, legs 4", rod 5/16 x 18 — -ou 
 
 Support, ring stand, with 3 rings 7"Vo7/ i nn 
 
 .. Thermometers, engraved scale, 10° to 110" C, length 12 ---------- 2.00 
 
 Thermometer, engraved double scale, -10 to 220 U and bU 
 
 to 400° F, length 14" ....--... 1-90 
 
 Annunciator Wire, copper, D. C. C. No. 1 8. ... - •<» 
 
 German Silver Resistance Wire, No. 30, D. C. C. 4 oz. spool 2.00 
 
 Zinc Sheet, 1/16" thick °" 
 
 .... Pocket Magnifier, %" diameter _ _ •*« 
 
 Acid Citric, C. P - ~- - - --- ^° 
 
 . Camphor, refined, granulated (Gum Camphor)... •** 
 
 Copper Sulphate, C. P., crystals (coarse), -5/ 
 
 III. Mercury Metal, U. S. P 2.54 
 
 Paraffin, solid • T? 
 
 Potassium Permanganate, C. P • J 
 
 Total , ^213.09 
 
 B. Demonstration and General Stock List 
 One set for the entire class. 
 
 Approxi- 
 
 Ouantlty Quantity Sl a *f 
 
 Recommended on Hand Description rnce 
 
 1 . Caliper, micrometer, Metric, ratchet stop, range to 25 mm. by 
 
 0.01 mm., in plush lined case -- 2 3.8b 
 
 Capillary Tubes Apparatus, set of 4, 11 cm. long, mounted 1 . MJ 
 
 Diffusion Apparatus, including porous cup and glass tube .70 
 
 Hooke's Law Apparatus, mirror scale, spring, and weight holder.. 1 . 80 
 
 Triple Pulleys, each pulley 5 cm. diameter— 1 ■ 3U 
 
 Center of Gravity Apparatus, about 15 cm. across... .75 
 
 . Induction Coil, demonstration form - °-0U 
 
 Second-Law-of-Motion Apparatus, plunger and spring type -J.^b 
 
 ' Rotator, hand form, driving ratio 8 to 1 — ycift 
 
 ! Governor, Watt's form... — ----- -. -—- ' • ■>" 
 
 Combined Siren and Color Disc, gives all tones of diatonic scale.. 2. /b 
 
 ' Pressure Tubes Set, 4 tubes of different shapes .7U 
 
 ]...] Cartesian Diver ....- • * j> 
 
 Hydraulic Press, working model of glass...- i'yc 
 
 " Lift Pump, working model of glass, 37 cm. long 1 • /b 
 
 Force Pump, working model of glass, 37 cm. long. — (n 
 
 ™!~™!!!~ Demonstration Hydrometer, wood, graduated to mm . 3U 
 
 !"""""-!— Hydrometer, for light liquids, 30 cm. long -50 
 
 ~ " ™." Hydrometer, for heavy liquids, 30 cm. long • jO 
 
 Specific Gravity Bottle, capacity 25 cc..__ .- — -- -60 
 
 ' Specific Gravity Specimen*, cylinders 5 cm. long of steel, brass, 
 
 copper, and aluminum, set of 4 -50 
 
 Water-Proof Wood Block, 7 x 4.5 x 4.5 cm- 3b 
 
 Lead Sinker, with hook 9 'en 
 
 * Barometer Tube, with stopcock 47" en 
 
 *Air Pump, motor driven, with plate — r'nn 
 
 . Bell Jar, straight form, knob top, 2 gallons b.UU 
 
 Hand and Bladder Bell Jar, with open top 2.bU 
 
 Rubber Dam. 
 
 20 
 
 12 "" Rubber Ballons, with valves.. ton 
 
 Ball and Ring, to show expansion due to heat. — 1 • ^U 
 
 Unequal Expansion Bar, 30 cm. long • || 
 
 Rain Gauge, U. S. Weather Bureau type — - 3.8b 
 
 Dew Point Apparatus, polished nickel-plated cylinder and 
 
 aspirator bulb— ]. • "jj 
 
 Radiometer, one set of vanes - — — - i'yn 
 
 Steam Engine Model, locomotive type, large size, complete model.. o. /U 
 
 Lodestone.. 
 
 25 
 
50 Handbook for Elementary and Secondary Schools 
 
 pair Bar Magnets, in box with keeper, size IS x 1.9 x 7 cm 1.00 
 
 Breaking Magnet, 10 x 0.6 x 0.6 cm .25 
 
 pkg. Small Iron Tacks, 1 oz. per package .15 
 
 Friction Rod, glass, solid, 30 x 1.3 cm .55 
 
 Friction Rod, wax, 25 x i.5 cm .15 
 
 ....' Friction Rod, vulcanite, 25 x 1.3 cm .27 
 
 Silk Pad, 30 x 30 cm _ .40 
 
 Flannel Pad, 20 x 20 cm 25 
 
 Car Skin, half skin, about 20 x 20 cm .80 
 
 pair Condenser, plates mounted on wooden blocks .40 
 
 Electrical Pendulum double with ball type 1.00 
 
 Electroscope, box form, with gold leaves _ 4.95 
 
 Leyden Jar, size 15 x 7.5 cm., capacity 1 pint 2.25 
 
 Proof Plane, nickel-plated brass disc, insulating handle 12.5 cm. 
 
 long..... .25 
 
 Electrolysis Apparatus, after Brownlee and Others 2.00 
 
 Telegraph Key ....: 2. 50 
 
 Telegraph Sounder, 5 ohms resistance 2.50 
 
 Telephone Receiver, demonstration form, completely dissectible, 
 
 resistance 75 ohms 2 . 00 
 
 Telephone Transmitter, commercial type 2.00 
 
 Galvanoscope, compass block with three coils of 1, 10, and 40 
 
 turns 1.95 
 
 Bells, electric, diameter of bell 2J^" 1.00 
 
 Push Buttons, stamped metal, bornze finish .30 
 
 Sonometer, key type, mounted resonance case 8.85 
 
 set _ Demonstration Lenses, 38 mm. diameter, set of 6._ 2.25 
 
 Photomete., simple form, including stick supports, 4 candle 
 
 holder, 1 candle holder, Bunsen screen and support 1.40 
 
 Optical Disc, etched metal dial, complete with lenses 22.45 
 
 Universal Source of Light, for use with optical disc 15.00 
 
 pkg. Corks, quality XX. assorted, 1 gross, Nos. to 11, %" to 1-1/16" 
 
 in diameter .65 
 
 24 Watch Spring, for burning in oxygen „ .50 
 
 2 spools Copper Magnet Wire, No. 22, D. C. C. 1 lb. spools.. 2.40 
 
 1 spool Copper Magnet Wire, No. 36, D. C. C, 4 oz. spool .75 
 
 2x4 oz. German Silver Resistance Wire, No. 28, D. C. C, 4 oz. spools.... 3.50 
 
 1 roll Paino Wire, No. 26. 4 oz. roll _ .40 
 
 2 Carbon Rods, 12" x J4"._ 22 
 
 3 ft. Copper Rod, Y 2 ". 1.10 
 
 1 x 1 lb. Acid Hydrochloric, concentrated, C. P.._ .60 
 
 1 x 1 lb. Acid Tartaric, U. S. P., crystals .50 
 
 1 x 1 lb. Aluminum Potassium Sulphate, crystals, pure.- .20 
 
 1 x 1 lb. Ammonium Hydroxide, concentrated, pure .35 
 
 lxl lb. Copper (ic), Sulphate, technical, crystals .25 
 
 1 x 5 lb. Sodium Chloride, fine, white, U. S. P .50 
 
 1 x 1 lb. Sucrose, U. S. P 20 
 
 1 x 5 lb. Zinc Sulphate, pure, crystals... _ .85 
 
 Total 3199.89 
 
 *WhiIe a motor driven pump is highly desirable, a hand-driven pump will be accepted. 
 
 C. Additional Apparatus 
 Recommended but not required. 
 
 Approxi- 
 
 Quantity Quantity mate 
 
 Recommended on Hand Description Price 
 
 1 Cohesion Figures Set, 4 wire frames with clay pipe for soap 
 
 bubbles $ 1 . 25 
 
 Osmotic Pressure Tube, University of Chicago form 4.35 
 
 Inertia Hall, with hooks, 75 mm. diameter. 1.10 
 
 Crane Boom, 70 cm. long, range 15 kilos by Yi kilo, ball bearing.. 7.95 
 
 Simple Pendulums, with stand, 3 pendulum bobs, and clamp 3.95 
 
 Pressure Syringe, glass, 20 cm. long._ 1.95 
 
 Pascal's Vase Apparatus, oil-silk diaphragm, no splashing, 
 
 highest accuracy 19. 75 
 
 Tantalus Cup, 15 cm. high 1.70 
 
 Boyle's Law Apparatus and Air Thermometer combined _ 17.50 
 
 Aneroid Barometer, Metric and English Scales for altitudes up 
 
 to 3 ,500 feet 8 . 45 
 
 Maximum and Minimum Self-Registering Thermometer, 30 cm. 
 
 long 4.50 
 
 Hygrometer, or "Sling" psychrometer, quick reading 6.00 
 
 Volume Coefficient Tube, with mercury index, 40 cm. long .75 
 
 Magdeburg, Hemisphere, mounted 6.00 
 
 Bell-In-Vacuo, with bell jar and suspended bell 3.95 
 
 Bacchus Illustration, two 4 oz. bottles connected by a bent 
 
 glass tube . 60 
 
 Water Hammer, exhausted tube, 25 cm. long 1.50 
 
Handbook for Elementary and Secondary Schools 
 
 Leslie's Thermometer, differential 
 
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 Conduetometer, complete with 25 x 7.5 x i cm. tanK, roas, an 
 
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 for ^'calorimeter, coil is calibrated to 
 
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 GaS sparV 8 , with popper valves and mechanism for advancing and 
 
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 Lifting Magnet, commercial form of electromagnet 
 DiDolng needle 8 cm., mounted with graduated arc.-. 
 Wimshurst Static Machine, two 12" glass plates, g„ 
 
 ElectVofcous7large"si^'^^ 
 
 lves intense 
 
 plate on stand, 30 x 30 cm......... j'Tc""^"v.";„'i," 
 
 Faraday's Bag, mounted on insulatmg stand 15 cm. high 
 Induction Cylinder, fitted with 2 rods carrying pith balls.. 
 
 Y.Rav Tube, 7 cm. bulb -— : : r~" " 
 
 Fluomscope, with removable screen and viewing box 
 
 Geissler Tubes, brilliant varying fluorescenses, 6 in set 
 
 Copper Plating Outfit, complete - 
 
 Temperature CoUTlS'Trterm'inin'g'rfTe coe'mci'ent" 'of copper, 3 
 
 X 6 cm - ---:•: " \ 
 
 screen pin support, and candle support.- 
 
 Anatomical Model of Human Eye. . .„-~~~ -.-» 
 
 Metric Chart, mounted on plain rollers, Zi x ti .- 
 
 Gas Engine Model, four cycle engine 
 
 Weight of Air Cylinder, diameter 7 cm - — 
 
 Air Thermometer, simple form 
 
 Telegraph Pony Relay, 20 ohms resistance.- - 
 
 Short Wave Radio Demonstration Apparatus "V-TX^V'TnT 
 
 Water Wheel Model, illustrates over-shot, under-shot and 
 
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 breast types 
 
 Total. 
 
 51 
 
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 29.85 
 
 3.75 
 
 1.25 
 
 4.50 
 
 12.00 
 
 14.50 
 
 5.00 
 
 1.75 
 
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 14.75 
 
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 6.95 
 
 9.25 
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 4.45 
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 3331.30 
 
 HIGH SCHOOL RECORDS AND REPORTS 
 
 A reliable index of an efficient high school is a record system which is 
 adequate accurate, complete, and legible. Individual pupil records should be 
 ^ compete as possible. A simple method of keeping pupil ££*■»£ 
 use of an envelope or folder for each pupil in which is filed the register 
 sheet and other data. The State Department of Public Instruction distributes 
 through the office of the superintendent a permanent record card, which can 
 be used for a summary of credits earned by each high school pupil For a 
 Ust of the reports made by the principal, see Reports of *^"*^"£ 
 istrators. No high school is rated for a given year until the Principals 
 Annual Report is submitted. 
 
 Filing Cabinet. There should be provided in each high school a filing 
 cabinet for the safe-keeping of records. It is an indispensable part of the 
 equipment of every principal's office. A cabinet especially suited to the needs 
 of all systems, except the larger ones, contains the following units: 
 
 Two 5x8 units-one each for high school and elementary school permanent 
 record cards. 
 
 One 10x4% unit-for folder papers, documents, envelopes, and duplicate 
 Monthly, Annual, and Preliminary reports. 
 
 Two 4x6 units-one for census cards (active and reserve), the other for 
 high school pupil registration and daily schedule cards. 
 
 One or two 9x12 units-for correspondence and folders for various school 
 
52 Handbook for Elementary and Secondary Schools 
 
 subjects and activities such as the following: Achievement Tests, Agriculture, 
 Arithmetic, Assembly, Athletics, Attendance, Basketball, Bills, Bulletin Board, 
 Building Standards, Certificates of Teachers, Chemistry, College Entrance 
 Requirements, Commencement, Committees of Faculty, Contracts of Teachers, 
 County Superintendent, Daily Schedules, Debate, Declamations, Dramatics, 
 Elementary School, English, Equipment, Extra-Curricular Activities, Failures, 
 French, Grounds, Health, History, Intelligence Tests, Inventory, Janitor, 
 Latin, Library, Magazines, Maps, Mathematics, Music, Parent-Teacher Asso- 
 ciations, Pictures, Playground Apparatus, Publicity, Publishers, Receipts, 
 Record Forms, Registration of Pupils, Science, Special Days' Observance, 
 State Department, Supervision, Teachers' Credentials, Trucks. 
 
 8. Building 
 
 In order for a school to meet the requirements for accredited rating there 
 must be an adequate, sanitary building. The minimum standard as to rooms 
 is as follows: 
 
 A number of regulation-size classrooms sufficient to accommodate all 
 classes without congestion, separate rooms sufficiently large for library, 
 laboratory, principal's office, and an auditorium. In addition, there should 
 be, if possible, separate rooms for vocational work and a teachers' rest room. 
 
 All buildings should be heated with steam and have running water. Above 
 all else, rooms should be kept clean and in a sanitary condition. This is 
 especially necessary with respect to toilets. 
 
 For specific building standards see Section V, p. 22 of the standards for 
 accredited elementary schools. All accredited schools must meet the sanitary 
 requirements prescribed by the State Department of Health. 
 
 REQUIREMENTS FOR MEMBERSHIP IN THE ASSOCIATION OF 
 
 COLLEGES AND SECONDARY SCHOOLS OF THE 
 
 SOUTHERN STATES 
 
 Schools which are interested in securing recognition by the Southern 
 Association may secure copies of the regulations from the Chairman of the 
 State Committee, J. Henry Highsmith, Raleigh, N. C. One regulation of the 
 Association provides that schools accepted must be in the Group I schools 
 accredited by the State. This rule limits the schools recognized by this 
 regional accrediting agency to schools which have a term of nine months. 
 
PART III 
 
 PRINCIPLES AND FACTORS RELATING TO 
 
 INSTRUCTION, ORGANIZATION AND 
 
 ADMINISTRATION 
 
 SUGGESTED SCHOOL CALENDAR OF EVENTS 
 
 I. Before School Opens 
 
 A. Conference of Elementary and High School Principals with Superintend- 
 ents and Members of the State Department of Public Instruction. 
 
 B. Needed Information for Year's Program. 
 
 1. Plans for teachers' meetings. 
 
 2. List of essential materials, equipment and texts. 
 
 3. Statistical records and reports for individual schools. 
 
 4. Appropriate enrollment and teacher load. 
 
 5. Condition and organization of library. (See Library Handbook.) 
 
 6. Condition of school buildings and grounds. 
 
 7. Provisions for carrying out health program. 
 
 C. Instructions for Principals and Teachers. 
 
 1. Information about register and other reports. 
 
 2. Discussion of this Handbook. 
 
 3. Discussion of Course of Study. 
 
 4. Discussion of teacher's proposed program or schedule for the year. 
 
 5. Discussion of the selection, purchase, and distribution of instructional 
 supplies and equipment. 
 
 6. Distribution and check of library books for classroom collections. 
 
 7. Information regarding health examination and corrections. 
 
 8. Provision for educational guidance. 
 
 9. Information regarding State-wide programs. 
 
 10. Special instructions to first grade teachers concerning the school 
 beginner. (See The Beginners' Day Program.) 
 
 11. Membership in educational organizations. 
 
 12. Discussion of teacher placement and the school program as a whole. 
 
 D. Planning for Conferences. (See Conferences.) 
 
 II. After School Opens 
 
 A. September 
 
 School Organization and Improvement. 
 
 a. Percentage of increase in enrollment in each grade and actual 
 number of school beginners. 
 
 b. Emphasis on attendance the first day of school and during the 
 first month. 
 
 c. Actual pupil-load per teacher and adjustment of pupils in grades 
 where needed. 
 
 d. Adaptation of school plant to needs of whole school. 
 
54 Handbook fob Elementaey and Secondaey Schools 
 
 e. Check of health record cards and suggestions for corrections. (See 
 P. 14.) 
 
 f. Check for needed teaching materials and textbooks for pupils and 
 teachers. Rental system considered. 
 
 g. Plan for all programs which lead to State meetings held in the 
 spring. 
 
 h. Student clubs and organizations. 
 
 i. Plan for measurement program for diagnostic purposes in connec- 
 tion with instruction. 
 
 B. October 
 
 1. School Organization and Improvement. 
 
 a. Check for proper adjustment and placement of pupils. 
 
 b. Check for unifying methods and materials from grade to grade. 
 
 c. Correlation of library materials with basal and supplementary 
 texts. 
 
 d. Follow-up of health program and other State-wide programs. 
 
 e. Check of all elementary and high schools relative to requirements 
 for accredited schools and for maintaining and improving present 
 standards in accredited schools. File Preliminary Reports. 
 
 2. Meetings. 
 
 a. Principals' clubs. d. District meetings, N. C. E. A. 
 
 b. First teachers' meeting. e. Parent-Teacher Association. 
 
 c. Any regional conference. 
 
 3. Special School Programs. 
 
 a. Suggested radio programs. c. National Picture Week. 
 
 b. Columbus-N. C. Day — Oct. 12. d. Fire Prevention Week. 
 
 C. November 
 
 1. School Organization and Improvement. 
 
 a. Study of pupils' report cards to parents and pupil's progress 
 records to be filed. 
 
 b. Emphasis on prevention and correction of learning difficulties. 
 
 c. Adaptation of Course of Study to needs of ability groups. 
 
 d. Check on professional library, including current educational pub- 
 lications. 
 
 e. Follow-up of health program and all State-wide programs. 
 
 2. Meetings. 
 
 a. Principals' clubs. c. District meetings, N. C. E. A. 
 
 b. Second teachers' meeting. d. Parent-Teacher Association. 
 3. Special School Programs. 
 
 a. Parents visiting week. c. National Book Week. 
 
 b. American Education Week. d. Thanksgiving. 
 
 D. December 
 
 1. School Organization and Improvement. 
 
 a. Emphasis on school and community programs. 
 
 b. Review and drill before vacation for Christmas. 
 
 c. Check for health corrections which can be made during holidays. 
 
 2. Meetings. 
 
 a. Principals' clubs. 
 
Handbook for Elementary and Secondary Schools 55 
 
 b. Parent-Teacher Association. 
 
 c. Social school programs: Dramatics and Christmas celebration. 
 
 E. January 
 
 1. School Organization and Improvement. 
 
 a. Mid-term tests and re-adjustment of grade programs to meet pupil 
 needs. 
 
 b. Attention to proper placement of pupils. 
 
 c. Check pupil progress for all State-wide programs. 
 
 d. Follow-up of health program. 
 
 2. Meetings. 
 
 a. Principals' clubs. 
 
 b. Third teachers' meeting. 
 
 c. Parent-Teacher Association. 
 
 3. Special School Programs. 
 
 a. Law and Order Day. 
 
 b. Lee-Jackson Day. 
 
 c. Community recreational meeting. 
 
 F. February 
 
 1. School Organization and Improvement. 
 
 a. Emphasis on improvement of materials and methods of instruction. 
 
 b. Plans for Beginner's Day Program. 
 
 c. Follow-up of health program and other State-wide programs. 
 
 2. Meetings. 
 
 a. Principals' clubs. 
 
 b. Fourth teachers' meeting. 
 
 c. Parent-Teacher Association. 
 
 3. Special School Program. 
 
 a. Parents' visiting week. c. Thrift Week. 
 
 b. Suggested radio programs. d. George Washington's Birthday. 
 
 G. March 
 
 1. School Organization and Improvement. 
 
 a. Promotion standards and progress reports. 
 
 b. Check of all elementary and high schools relative to requirements 
 for accredited schools and for maintaining and improving present 
 standards in accredited schools. 
 
 2. Meetings. 
 
 a. Principals' clubs. c. Parent-Teacher Association. 
 
 b. Fifth teachers' meeting. d. State Meeting N. C. E. A. 
 
 3. Special Programs. 
 
 a. Beginners' Day Program. 
 
 b. Arbor Day. 
 
 c. Community sing or music festivals. 
 
 H. April 
 
 1. School Organization and Improvement. 
 
 a. Emphasis on subject matter achievement. Measurement program 
 for subject matter achievement. 
 
 b. Check all State-wide programs. 
 
56 Handbook fob Elementaey and Secondaby Schools 
 
 c. Progress reports and promotions. 
 
 d. Check for completion of yearly health program. 
 
 2. Meetings. 
 
 a. Principals' clubs. 
 
 b. Parent-Teacher Association. 
 
 c. Local school committee. 
 
 3. Special School Programs. 
 
 a. Beginners' Day Program. 
 
 b. Play day for school and community. 
 
 c. Music festival for elementary grades. 
 
 d. State music contests for high schools. 
 
 e. Parents' visiting week. 
 
 f. Local commencements — new type programs. 
 
 I. May 
 
 1. School Organization and Improvement. 
 
 a. Check on pupil progress and achievement in all grades. Promo- 
 tions. 
 
 b. Compilation and filing of pupil records and reports. 
 
 c. Preparation of all county and State reports. 
 
 d. Tentative plans for professional program for summer school study 
 and for next year. 
 
 2. Meetings: Final Conference of Superintendent and Principals. 
 
 3. Special School Programs. 
 
 a. Education Day. 
 
 b. National Music Week. 
 
 c. Local commencements — new type programs. 
 
 III. After School Closes 
 
 A. Checking and Providing for Needs. 
 
 1. Library materials. 
 
 2. Instructional supplies and equipment. 
 
 B. Compiling and Piling of General Reports and Records for County and 
 State. 
 
 EQUIPMENT ESSENTIAL TO GOOD WORK 
 
 Classrooms. 
 
 1. Single tables and chairs of approved and standard type for grades one 
 and two. (Sizes to suit the needs of good posture for every child.) 
 
 2. Single tables and chairs or single and movable desks of approved and 
 standard type for grades three through seven. (Sizes to suit the needs 
 of good posture for every child.) 
 
 Note: If tables and chairs are used, the chairs should be of the 
 height suitable to height of tables to be used. Great care 
 should be taken in the selection of the seating equipment and 
 needed adjustments made in order that pupils may have good 
 sitting and work postures. 
 
 3. Tables of rectangular top surface of approximately 3x6 feet in width 
 and length and the proper height for the grade to be used for collec- 
 tions of instructional materials of various types and for work by 
 groups of pupils. 
 
Handbook fob Elementaey and Secondaby Schools 57 
 
 4. Small tables or shelves for science equipment, such as aquariums, plant 
 gardens, and for other equipment in frequent use. 
 
 5. Bulletin boards and blackboards of approximately equal dimensions 
 located on the right-hand inside wall of the classroom. A small bulletin 
 board for announcements and a small blackboard for teaching purposes 
 should have wall space in front of the room. 
 
 6. Book shelves, cabinets for collections, chest or drawer space for in- 
 structional materials, and lockers for pupils' personal property, such 
 as unfinished assignments and materials used in the activities required. 
 
 7. Space suitable for the proper exhibit of wall pictures, maps, charts, etc. 
 
 8. Teacher's desk and chair, file cabinet for records, and locker for ma- 
 terials. Chairs for visitors. 
 
 9. Cloak rooms or space in rear of room for the proper care of hats and 
 coats, or lockers in halls. 
 
 10. Shelves in upper wall of cloak rooms for storing materials, tools, and 
 equipment. 
 
 11. Clock, thermometer, and electric connections for radio and motion pic- 
 tures. 
 
 12. Waste basket, erasers, sponge, and clothes brush for special clean-up 
 periods. 
 
 13. Complete set of basal texts for the grade, including manuals and 
 teacher's guides. 
 
 14. Basal texts, supplementary texts, and specific reference material for 
 use by pupils. 
 
 Rooms for cooperative work. 
 
 In each school unit there should be a room or rooms, according to the size 
 and needs of the unit, to be used by groups of students engaged in general 
 cooperative activities. A room for this purpose should be equipped as 
 follows: 
 
 1. Suitable work tables and chairs. 
 
 2. Tools necessary for the activities planned. "Work benches for heavy 
 work. 
 
 3. Scales and measures. Red Cross Health Kit. 
 
 4. Printing outfit and suitable paper for printing activities. 
 
 5. Art materials and equipment for construction work of types called for 
 in the course of study — easel, rulers, scissors, paper, crayons, paints, 
 paste, glue, clay, raffia, erasers, linoleum blocks and tools, weaving 
 yarns and frames, ink, stationery, soap for carving, bookmaking ma- 
 terials. 
 
 6. Lavatory, soap, towels, and mirror. 
 
 7. A small serving kit and a small cooking unit. (Electric floor or wall 
 plug should be provided.) 
 
 8. Selection of educative games for social hour. 
 
 9. Hectograph or equivalent. 
 
 10. Maps, globe, and charts suitable for the grades using the general work 
 room. 
 
 11. Aquarium and other equipment for the study of water, insect and plant 
 life. 
 
 12. A standard phonograph and a selection of records. 
 
 Assembly room. 
 
 1. Seats of graduated sizes suitable for pupils at elementary school levels 
 — primary, intermediate, upper elementary. 
 
 2. Stage or platform on level of eye of audience seated. 
 
 3. Radio, film projector equipment, library of films, piano, piano music, 
 and song books suitable for assemblies. 
 
 Gymnasium and recreation hall. 
 
 1. Equipment for indoor games for pupils at primary, intermediate, and 
 upper elementary grade level. 
 
58 Handbook for Elementary and Secondary Schools 
 
 2. Seats for visitors. 
 
 3. Lockers for participants in games and demonstrations. 
 
 Playgrounds. 
 
 Equipment for outdoor games and demonstrations suited to the needs of 
 pupils of various ages and sizes in the elementary school. 
 
 MATERIALS OF INSTRUCTION 
 
 STATE ADOPTED SUPPLEMENTARY READERS 
 
 Arranged by Grades 
 First Grade 
 
 *Pre-Primers 
 
 1. Buckley and others. Away We Go. (The Road to Safety Series) 
 
 cl938. American. 
 
 2. Frasier and Dolman. We See. (The Scientific Living Series) 
 
 cl937. Singer. 
 
 3. Storm. Nip and Tuck. (Guidance in Reading Series) cl936. 
 
 Lyons. 
 
 4. O'Donnell and Carey. Rides and Slides. (Alice and Jerry Books) 
 
 cl936. Row. 
 
 5. O'Donnell and Carey. Here and There. (Alice and Jerry Books) 
 
 cl936. Row. 
 Primers 
 
 1. Social Studies Type Primers. 
 
 English and Alexander. Jo-Boy, a Primer. (Happy Hour Readers 
 Series) cl935. Johnson. 
 
 Title on end of book reads: Primer. Happy Hour Readers. 
 Baker and others. Friends for Every Day. Primer. (The Curricu- 
 lum Readers Series) cl934. Bobbs. 
 
 Title on end of book reads: Curriculum Readers Primer. 
 Leavell and others. Ben and Alice. Primer. (Friendly Hour 
 Series) cl935. American. 
 
 Title on end of book reads: Primer. The Friendly Hour. 
 Tippett. Henry and the Garden. cl93 5; and Stories about Henry. 
 cl936. World. 
 
 Title on end of book reads: The Henry Stories. 
 Hanna and others. Peter's Family. (Everyday-Life Stories. Cur- 
 riculum Foundation Series) cl935. Scott. 
 
 Title on end of book reads: A Social Studies Primer. 
 *Social Studies Type Primers. 
 Smith. At Home and Away. Silver. 
 
 Dopp and Pitts. Little Friends and Little Friends at School. Rand. 
 O'Donnell and Cary. Day In and Day Out. Row. 
 Gareissen. Our Pets. Newson. 
 
 2. Literary Type Primer. 
 
 Buckingham. Play Days, a Primer. (Children's Bookshelf Series) 
 cl934. Ginn. 
 
 Title on end of book reads: Play Days. 
 
 •Subject to rental after July 1939. 
 
Handbook for Elementary and Secondary Schools 59 
 
 *3. Natural Science Type Primer. 
 
 Frasier and Dolman. Sunshine and Rain. (The Scientific Living 
 Series) cl937. Singer. 
 
 Title on end of book reads: Sunshine and Rain. 
 *4. Health and Safety Type Primer. 
 
 Buckley and others. Happy Times. (The Road to Safety Series) 
 cl938. American. 
 
 Title on end of book reads: B. The Road to Safety. 
 *5. Study Type Primer. 
 
 Prout and Baumeister. Names and Games. (The Prout Readers) 
 cl93 6. University Pub. Co. 
 
 Title on end of book reads: Names and Games. 
 First Readers 
 
 1. Social Studies Type First Readers. 
 
 English and Alexander. Good Friends, a First Reader. (Happy 
 Hour Readers Series) C1935. Johnson. 
 
 Title on end of book reads: First Reader. Happy Hour 
 Readers. 
 Leavell and others. Playmates. Book I. (The Friendly Hour 
 Series) cl935. American. 
 
 Title on end of book reads: Book One. The Friendly Hour. 
 
 * Social Studies Type First Readers. 
 Smith. In City and Country. Silver. 
 
 Beaty. Story Pictures of Farm Animals. Beckley-Cardy. 
 
 2. Health Type First Reader. 
 
 Charters and others. From Morning Till Night. (Health and 
 Growth Series) cl93 6. Macmillan. 
 
 Title on end of book reads: From Morning Till Night. 
 
 * Buckley and others. In Storm and Sunshine. (The Road to Safety 
 
 Series) cl938. American. 
 
 Title on end of book reads: C. The Road to Safety. 
 
 3. Natural Science Type Reader. 
 
 Beauchamp and others. Science Stories, Book One. (Curriculum 
 Foundation Series) cl933. Scott. 
 
 Title on end of book reads: Book One. Science Stories. 
 
 4. Number Stories Type Reader. 
 
 Studebaker and others. Number Stories. Book One. (Curriculum 
 Foundation Series) cl932. Scott. 
 
 Title on end of book reads: Book One. Number Stories . 
 
 5. Literary Type Reader. 
 
 Buckingham. Playing Together. (The Children's Bookshelf Series) 
 C1934. Ginn. 
 
 Title on end of book reads: Playing Together. 
 *Huber and others. I Know a Story. (The Wonder-Story Books) 
 cl938. Row. 
 
 Title on end of book reads: I Know a Story. 
 *6. Study Type Reader. 
 
 Prout and Baumeister. Pets and Toys. (The Prout Readers) 
 C1936. University Pub. Co. 
 
 Title on end of book reads: Pets and Toys. 
 
 ►Subject to rental after July 1939. 
 
60 Handbook for Elementary and Secondary Schools 
 
 *7. Additional Reader for Negro Schools. 
 Tippett. The Picnic. Grosset. 
 
 Second Grade 
 
 1. Social Studies Type Readers. 
 
 Smith. Round about You. II. (Unit Activity Reading Series) 
 C1935. Silver. 
 
 Title on end of book reads: II. Round about You. 
 English and Alexander. Wheels and Wings, a Second Reader. 
 (Happy Hour Readers Series) cl935. Johnson. 
 
 Title on end of book reads: Second Reader. Happy Hour 
 Readers. 
 Hanna and others. David's Friends at School. (Everyday Life 
 Stories. Curriculum Foundation Series) cl936. Scott. 
 Title on end of book reads: Book One. Social Studies. 
 *Hanna and others. Susan's Neighbors at Work. (Everyday Life 
 Stories. Curriculum Foundation Series) cl937. Scott. 
 Title on end of oook reads: Book Two. Social Studies. 
 Dopp and others. Outdoors and In. II. (Happy Road to Reading 
 Series) cl935. Rand. 
 
 Title on end of book reads: Outdoors and In. Second Reader. 
 *Beaty. Story Pictures of Our Neighbors. (The Primary Social 
 Studies Series) cl938. Beckley. 
 
 Title on end of book reads: Story Pictures of Our Neighbors. 
 
 2. Health and Safety Type Readers. 
 
 Charters and others. Happy Days. (Health and Growth Series) 
 cl936. Macmillan. 
 
 Title on end of book reads: Happy Days. 
 * Buckley and others. In Town and Country. (The Road to Safety 
 Series) cl938. American. 
 
 Title on end of book reads: D. The Road to Safety. 
 
 3. Natural Science Type Reader. 
 
 Beauchamp and others. Science Stories. Book Two. (Curriculum 
 Foundation Series) cl935. Scott. 
 
 Title on end of book reads: Book Two. Science Stories. 
 
 4. Number Stories Type Reader. 
 
 Studebaker and others. Number Stories. Book Two. (Curriculum 
 Foundation Series) cl933. Scott. 
 
 Title on end of book reads: Book Two. Number Stories. 
 
 5. Art Type Reader. 
 
 Whitford and others. Art Stories. Book One. (Curriculum Foun- 
 dation Series) cl933. Scott. 
 
 Title on end of book reads: Book One. Art Stories. 
 
 6. Literary Type Reader. 
 
 Buckingham. Munching Peter and Other Stories. (The Children's 
 Bookshelf Series) cl934. Ginn. 
 
 Titles on end of book reads: Munching Peter and Other 
 Stories. 
 *Huber and others. It Happened One Day. (The Wonder-Story 
 books) cl938. Row. 
 
 Title on end of book reads: It Happened One Day. 
 
 'Subject to rental after July 1939. 
 
Handbook for Elementary and Secondary Schools 61 
 
 7. Music Type Reader. 
 
 Kinscella. Storyland. Stories in Music Appreciation, Book One. 
 (Kinscella Readers Series) cl930. University Pub. Co. 
 Title on end of book reads: Kinscella Readers, Book One. 
 *8. Study Type Reader. 
 
 Prout and Baumeister. The Duck and the Fox. (The Prout 
 Readers) cl936. University Pub. Co . 
 
 Title on end of book reads: The Duck and the Fox. 
 
 Third Grade 
 
 1. Social Studies Type Readers. 
 
 Smith. Near and Far. HI. (Unit Activity Reading Series) cl935. 
 Silver. 
 
 Title on end of book reads: III. Near and Far. 
 English and Alexander. Wide Windows, a Third Reader. (Happy 
 Hour Readers Series) cl935. Johnson. 
 
 Title on end of book reads: Third Reader. Happy Hour 
 Readers. 
 Carpenter. Our Little Friends of Eskimo Land, Papik and Natsek. 
 
 cl931. American. 
 Hedrick and Van Noy. Kites and Kimonos. cl936. Macmillan 
 
 Stories about Japan. 
 Deming. Indian Life. Laidlaw. 
 
 The books in the Indian Life Series have been bound together: 
 (1) Little Eagle, A Story of Indian Life, cl931; (2) The Indians 
 in Winter Camp, A Story of Indian Life, cl931; (3) Red People 
 of the Wooded Country, A Story of Indian Life, cl932. 
 Title on end of book reads: Indian Life Series. 
 *Hay. Happy Days in Holland. (The Primary Social Studies Series) 
 cl937. Beckley. 
 
 Title on end of book reads: Happy Days in Holland. 
 
 2. Health and Safety Type Readers. 
 
 Charters and others. Good Habits. (Health and Growth Series) 
 cl935. Macmillan. 
 
 Title on end of book reads: Good Habits. 
 *Buckley and others. Here and There. (The Road to Safety Series) 
 cl938. American. 
 
 Title on end of book reads: E. The Road to Safety. 
 
 3. Natural Science Type Reader. 
 
 Patch and Howe. Outdoor Visits. Book Two. (Nature and Science 
 Readers Series) cl932. Macmillan. 
 
 Title on end of book reads: Book Two. Nature and Science 
 Readers. 
 
 4. Art Type Reader. 
 
 Whitford and others. Art Stories. Book Two. (Curriculum Foun- 
 dation Series) cl93 5. Scott. 
 
 Title on end of book reads: Book Two. Art Stories. 
 
 5. Literary Type Reader. 
 
 Buckingham. The Great Idea and Other Stories. (The Children's 
 Bookshelf Series) cl934. Ginn. 
 
 Title on end of book reads: The Great Idea and Other Stories. 
 
 'Subject to rental after July 1939. 
 
62 Handbook for Elementary and Secondary Schools 
 
 6. Music Type Reader. 
 
 Kinscella. The Man in the Drum and Other Tales. Stories in Music 
 Appreciation, Book Two. (Kinscella Readers Series) cl930. 
 University Pub. Co. 
 
 Title on end of book reads: Kinscella Readers, Book Two. 
 
 Fourth Grade 
 
 1. Social Studies Type Readers — Geography and History. 
 
 Rugg and Krueger. Nature People. Man and His Changing Society, 
 Elementary Book II. (The Rugg Social Science Series) cl936. 
 Ginn. 
 
 Title on end of book reads: Nature Peoples. Man and His 
 Changing Society. 
 Washburne. Letters to Channy — A Trip Around the World. cl932. 
 
 Rand. 
 Leavell and others. Trails of Adventure. Book Four. (The 
 Friendly Hour Series) cl935. American. 
 
 Title on end of book reads: Book Four. The Friendly Hour. 
 Carpenter. Our Little Friends of the Netherlands, Dirk and Dientje. 
 cl935. American. 
 *Baker and Baker. The Earth We Live On. (The Curriculum 
 Readers Series) cl937. Bobbs. 
 
 Title on end of book reads: The Earth We Live On. The 
 Curriculum Readers IV. 
 
 2. Health and Safety Type Readers. 
 
 Charters and others. Living Healthfully. (Health and Growth 
 Series) cl935. Macmillan. 
 
 Title on end of book reads: Living Healthfully. 
 ♦Buckley and others. Around the Year. (The Road to Safety 
 Series) cl938. American. 
 
 Title on end of book reads: F. The Road to Safety. 
 
 3. Natural Science Type Reader. 
 
 Patch anc" Howe. Surprises. Book DH. (Nature and Science 
 Readers Series) cl933. Macmillan. 
 
 Title on end of book reads: Book Three. Nature and Science 
 Readers. 
 
 4. Art Type Reader. 
 
 Whitford and others. Art Stories. Book Three. (Curriculum 
 Foundation Series) cl935. Scott. 
 
 Title on end of book reads: Book Three. Art Stories. 
 
 5. Literary Type Readers. 
 
 Buckingham. The Elephant's Friend and Other Stories. (The 
 Children's Bookshelf Series) cl936. Ginn. 
 
 Title on end of book reads: The Elephant's Friend and Other 
 Stories. 
 Dressel and others. The Laidlaw Readers. Book Four. cl928. 
 Laidlaw. 
 
 6. Music Type Reader. 
 
 Kinscella. Folk Tales from Many Lands. Stories in Music Ap- 
 
 ♦Subject to rental after July 1939. 
 
Handbook for Elementary and Secondary Schools 63 
 
 preciation, Book Three. (Kinscella Readers Series) cl930. 
 University Pub. Co. 
 
 Title on end of book reads: Kinscella Readers, Book Three. 
 
 *7. Study Type Reader. 
 
 Yoakam and others. Reading to Learn. Introductory Book. cl938. 
 
 Macmillan. 
 
 Title on end of book reads: Reading to Learn. Introductory 
 Book. 
 
 Fifth Grade 
 
 1. Social Studies Type Readers — Geography and History. 
 
 Rugg and Krueger. Communities of Men. Man and His Changing 
 Society, Elementary Book III. (The Rugg Social Science Series) 
 cl936. Ginn. 
 
 Title on end of book reads: Communities of Men. Man and 
 His Changing Society. 
 Sherwood. Makers of the New World. cl93 6. Bobbs. 
 or 
 *Melbo. Our America. cl937. Bobbs. 
 Rowe. Discovering North Carolina. cl933. University of N. C. 
 
 Press. 
 Aitchison and Uttley. North America by Plane and Train. cl937. 
 
 Bobbs. 
 Leavell and others. The World's Gifts. Book Five. (The Friendly 
 Hour Series) cl935. American. 
 *Baker and Baker. Making America. (The Curriculum Readers 
 Series) cl937. Bobbs. 
 
 Title on end of book reads: Making America. The Curriculum 
 Readers V. 
 
 2. Natural Science Type Reader. 
 
 Patch and Howe. Through Four Seasons. Book Four. (Nature 
 and Science Readers Series) cl933. Macmillan. 
 
 Title on end of book reads: Book Four. Nature and Science 
 Readers. 
 
 3. Literary Type Readers. 
 
 Buckingham. In a Green Valley and Other Stories. (The Children's 
 Bookshelf Series) cl934. Ginn. 
 
 Title on end of book reads: In a Green Valley and Other 
 Stories. 
 Dressel and others. The Laidlaw Readers. Book Five. cl928. 
 Laidlaw. 
 
 4. Music Type Reader. 
 
 Kinscella. Conrad's Magic Flight. Stories in Music Appreciation, 
 Book Four. (Kinscella Readers Series) cl930. University Pub. 
 Co. 
 
 Title on end of book reads: Kinscella Readers, Book Four. 
 
 5. Study Type Reader. 
 
 Yoakam and others. Learning New Skills. Book I. (Reading to 
 Learn Series) cl93 5. Macmillan. 
 
 Title on end of book reads: Reading to Learn, Book One. 
 
 ►Subject to rental after July 1939. 
 
64 Handbook for Elementary and Secondary Schools 
 
 *6. Health and Safety Type Reader. 
 
 • Buckley and others. On Land and Water. (The Road to Safety 
 Series) cl938. American. 
 
 Title on end of book reads: G. The Road to Safety. 
 *7. Recreation Type Reader. 
 
 Buck. On Jungle Trails. cl936. World. 
 
 Sixth Grade 
 
 1. Social Studies Type Readers — Geography and History. 
 
 Rugg and Krueger. Peoples and Countries. Man and His Changing 
 Society, Elementary Book IV. (The Rugg Social Science Series) 
 C1936. Ginn. 
 
 Title on end of book reads: Peoples and Countries. Man and 
 His Changing Society. 
 Comfort. Peter and Nancy in Europe. cl935. Beckley. 
 *Comfort. Peter and Nancy in Asia. cl937. Beckley. 
 Leavell and others. Winning Our Way. Book Six. (The Friendly 
 Hour Series) cl935. American. 
 
 Title on end of book reads: Book Six. The Friendly Hour. 
 Whittemore. Asia, the Great Continent. cl937. Bobbs. 
 Terry. Lord and Vassal. Book TV. (History Stories of Other 
 Lands Series) cl926. Row. 
 
 Title on end of book reads: History Stories of Other Lands, 
 IV. 
 * Baker and Baker. Our World and Others. (The Curriculum 
 Readers Series) cl938. Bobbs. 
 
 Title on end of book reads: Our World and Others. The 
 Curriculum Readers VI. 
 
 2. Natural Science Type Reader. 
 
 Patch and Howe. Science at Home. Book Five. (Nature and 
 Science Readers Series) cl934. Macmillan. 
 
 Title on end of book reads: Book Five. Nature and Science 
 Reiders. 
 
 3. Literary Type Readers. 
 
 Buckingham. The Masquerade and Other Stories. (The Children's 
 Bookshelf Series) cl934. Ginn. 
 
 Titles on end of book reads: The Masquerade and Other 
 Stories. 
 *Starbuck. The High Trail. (Living through Biography Series) 
 cl936. World. 
 
 Title on end of book reads: Living through Biography. The 
 High Trail. 
 
 4. Music Type Reader. 
 
 Kinscella. Tales of Olden Days. Stories in Music Appreciation, 
 Book Five. (Kinscella Readers Series) cl930. University. 
 Title on end of book reads: Kinscella Readers, Book Five. 
 
 5. Study Type Reader. 
 
 Yoakam and others. Gaining New Knowledge. Book Two. (Read- 
 ing to Learn Series) cl935. Macmillan. 
 
 Title on end of book reads: Reading to Learn, Book Two. 
 
 ►Subject to rental after July 1939. 
 
Handbook for Elementary and Secondary Schools 65 
 
 *6. Health and Safety Type Reader. 
 
 Buckley and others. Who Travels There. (The Road to Safety 
 Series) cl938. American. 
 
 Title on end of book reads: H. The Road to Safety. 
 
 Seventh Grade 
 
 1. Social Studies Type Readers — Geography and History. 
 
 Rugg and Krueger. The Building of America. Man and His Chang- 
 ing Society, Elementary Book V. (The Rugg Social Science 
 Series) cl936. Ginn. 
 
 Title on end of book reads: Building of America. Man and 
 His Changing Society. 
 Sewell. Makers of America. Book Six. (Citizenship Readers 
 Series) cl930. Lippincott. 
 
 Title on end of book reads: Citizenship Readers, Six. 
 Leavell and others. Working and Dreaming. Book Seven. (The 
 Friendly Hour Series) cl935. American. 
 
 Title on end of book reads: Book Seven. The Friendly Hour. 
 Comfort. Peter and Nancy in South America. cl937. Beckley. 
 Comfort. Peter and Nancy in Africa. cl93 5. Beckley. 
 *Comfort. Peter and Nancs 7 in Australia. cl937. Beckley. 
 Wright and others. Trails Beyond, a Sixth Reader. (Modern 
 World Readers Series) cl934. Johnson. 
 
 Title on end of book reads: Sixth Reader. Modern World 
 Readers. 
 
 2. Natural Science Type Reader. 
 
 Patch and Howe. The Work of Scientists. Book Six. (Nature and 
 Science Readers Series) cl935. Macmillan. 
 
 Title on end of book reads: Book Six. Nature and Science 
 Readers. 
 
 3. Literary Type Reader. 
 
 Buckingham. The Attack and Other Stories. (The Children's 
 Bookshelf) C1936. Ginn. 
 
 Title on end of book reads: The Attack and Other Stories. 
 Starbuck. Real Persons. (Living through Biography Series) cl936. 
 World. 
 
 Title on end of book reads: Living through Biography. Real 
 Persons. 
 
 4. Music Type Reader. 
 
 Kinscella. Around the World in Story. Stories in Music Apprecia- 
 tion, Book Six. (Kinscella Readers Series) cl935. University. 
 Title on end of book reads: Kinscella Readers, Book Six. 
 
 5. Study Type Reader. 
 
 Yoakam and others. Exploring New Fields. Book Three. (Read- 
 ing to Learn Series) cl935. Macmillan. 
 
 Title on end of book reads: Reading to Learn, Book Three. 
 
 *6. Recreation Type Reader. 
 
 Persky. Adventures in Sport. cl937. Ginn. 
 
 *7. Additional Reader for Negro Schools. 
 
 Jackson. Boy's Life of Booker T. Washington. Macmillan. 
 
 ♦Subject to rental after July 1939. 
 
66 
 
 Handbook for Elementary and Secondary Schools 
 
 Arranged by Series and Partial Series 
 
 The Children's Bookshelf by- 
 Buckingham (Ginn). A series of 
 literary readers, the material for 
 which is largely selected from 
 modern writers. 
 
 Series 
 
 Grade 
 
 Play Days, A Primer 1 
 
 Playing Together 1 
 
 Munching Peter and Other 
 
 Stories 2 
 
 The Great Idea and Other 
 
 Stories 3 
 
 The Elephant's Friend & Other 
 
 Stories 4 
 
 In a Green Valley & Other 
 
 Stories 5 
 
 Masquerade & Other Stories 6 
 
 The Attack & Other Stories 7 
 
 Kinscella Readers by Kinscella 
 (University). A collection of 
 poems, stories, and articles of 
 music appreciation content. 
 
 Series Grade 
 
 Book One, Storyland 2 
 
 Book Two, The Man in the 
 
 Drum 3 
 
 Book Three, Folk Tales of Many 
 
 Lands 4 
 
 Book Four, Conrad's Magic 
 
 Flight 5 
 
 Book Five, Tales of Olden Days _ 6 
 Book Six, Around the World in 
 
 Story 7 
 
 Health and Growth Series by 
 Charters-Smiley-Strange (Macmil- 
 lan). Readers with health content. 
 The information is in readable 
 rather than "texty" style. 
 
 From Morning Till Night 1 
 
 Happy Days 2 
 
 Good Habits 3 
 
 Living Healthfully 4 
 
 Number Stories by Studebaker 
 and Others (Scott). Not a mathe- 
 matics text, but stories in which 
 number concept is emphasized. 
 
 Series Grade 
 
 Number Stories, Book I 1 
 
 Number Stories, Book II 2 
 
 The Friendly Hour by Leavell 
 and Others (American). A series 
 of readers with social studies con- 
 tent. Upper grade material is com- 
 posed of selected articles. 
 
 Series Grade 
 
 Primer, Ben and Alice 1 
 
 Book One, Playmates 1 
 
 Book Four, Trails of Adventure_ 4 
 
 Book Five, The World's Gifts 5 
 
 Book Six, Winning Our Way 6 
 
 Book Seven, Working and 
 
 Dreaming 7 
 
 Nature and Science Readers by 
 Patch-Howe (Macmillan). Readers 
 with science content. Questions 
 and things to do for each chapter 
 make good check material. 
 
 Series Grade 
 
 Book Two, Outdoor Visits 3 
 
 Book Three, Surprises 4 
 
 Book Four, Through Four 
 
 Seasons 5 
 
 Book Five, Science at Home 6 
 
 Book Six, The Work of 
 
 Scientists 7 
 
 Happy Hour Readers by English- 
 Alexander (Johnson). Readers for 
 primary grades which have social 
 studies content. 
 
 Series Grade 
 
 Jo-Boy, A Primer 1 
 
 Good Friends, A First Reader 1 
 
 Wheels and Wings, A Second 
 
 Reader 2 
 
 Wide Windows, A Third Reader_ 3 
 
 Art Stories by Whitford and 
 Others (Scott). Practical and fine 
 arts are included in these art 
 readers. Note the index. 
 
Handbook for Elementary and Secondary Schools 
 
 67 
 
 Series Grade 
 
 Art Stories, Book One 2 
 
 Art Stories, Book Two 3 
 
 Art Stories, Book Three 4 
 
 Social Studies by Hanna and 
 Others (Scott). Individual books 
 which tell the story of everyday 
 activities. 
 
 Series Grade 
 
 Primer, Peter's Family 1 
 
 Book One, David's Friends at 
 
 School 2 
 
 Book Two, Susan's Neighbors 
 
 at Work 2 
 
 Science Stories by Beauchamp 
 and Others (Scott). Elementary 
 school stories with science content. 
 Note the index. 
 
 Series Grade 
 
 Science Stories, Book One 1 
 
 Science Stories, Book Two 2 
 
 The Unit-Activity Reading Series 
 by Smith (Silver). Elementary 
 grades readers with social studies 
 background. 
 
 Series Grade 
 
 II, Round About You 2 
 
 III, Near and Far 3 
 
 Reading to Learn by Yoakam and 
 Others (Macmillan). Work-type 
 readers for upper grades. 
 
 Series Grade 
 Introductory Book 4 
 
 I, Learning New Skills 5 
 
 II, Gaining New Knowledge 6 
 
 III, Exploring New Fields 7 
 
 Laidlaw Readers by Dressel and 
 Others (Laidlaw). Literary type 
 readers of standard material. 
 
 Series Grade 
 
 Book Four 4 
 
 Book Five 5 
 
 Man and His Changing Society 
 by Rugg-Krueger (Ginn). Social 
 science text-type readers for upper 
 grades. 
 
 Series Grade 
 
 Nature Peoples 4 
 
 Communities and Men 5 
 
 Peoples and Countries 6 
 
 Building of America 7 
 
 Peter and Nancy Series by Com- 
 fort (Beckley-Cardy). Geographi- 
 cal information about life in other 
 lands. 
 
 Series Grade 
 
 Peter and Nancy in Asia 6 
 
 Peter and Nancy in Europe 6 
 
 Peter and Nancy in South 
 
 America 7 
 
 Peter and Nancy in Africa 7 
 
 Peter and Nancy in Australia — 7 
 
 Our Little Friends Series by Car- 
 penter (American). Easy-to-read 
 stories of other lands. 
 
 Series Grade 
 
 Our Little Friends of Eskimo 
 
 Land, Papik and Natsek 3 
 
 Our Little Friends of Nether- 
 lands, Dirk and Dientje 4 
 
 Curriculum Readers by Baker- 
 Reed (Bobbs). Work type readers 
 with social science and literature 
 content. 
 
 Series Grade 
 
 Primer, Friends for Everyday — 1 
 
 The Earth We Live On 4 
 
 Making America 5 
 
 Our World and Others 6 
 
 Living Through Biography by 
 Starbuck (World). Biographies of 
 leaders in many fields. Good char- 
 acter studies. 
 
 Series Grade 
 
 The High Trail 6 
 
 Real Persons 7 
 
 Road to Safety by Buckley and 
 others (American). Selections with 
 safety content, many by well- 
 known children's writers. 
 
68 
 
 Handbook for Elementary and Secondary Schools 
 
 Series Grade 
 
 A. Away We Go. Pre-primer 1 
 
 B. Happy Times. Primer 1 
 
 C. In Storm and Sunshine 1 
 
 D. In Town and Country 2 
 
 E. Here and There 3 
 
 F. Around the Year 4 
 
 G. On Land and Water 5 
 
 H. Who Travels There 6 
 
 Primary Social Studies Series 
 (Beckley). 
 
 Series Grade 
 
 Story Pictures of Our Neighbors 
 
 by Beaty 2 
 
 Everyday experiences in com- 
 munity life. 
 Happy Days in Holland 
 
 by Hay 3 
 
 A visit in Holland to learn of the 
 life there. 
 
 The Wonder-Story Books. Read- 
 ing Foundation Series by Huber and 
 others (Row). Favorite folk 
 stories retold for little children. 
 
 Series Grade 
 
 I Know a Story 1 
 
 It Happened One Day 2 
 
 The Prout Readers by Prout and 
 Baumeister (University). Thought- 
 test readers for vocabulary build- 
 ing. 
 
 Series Grade 
 
 Names and Games. Primer 1 
 
 Pets and Toys 1 
 
 The Duck and the Fox 2 
 
 The Scientific Living Series. The 
 How and Why Science Books by 
 Frasier and Dolman (Singer). 
 Highly illustrated, simply worded 
 nature stories. 
 
 Series Grade 
 
 We See. Pre-primer 1 
 
 Sunshine and Rain. Primer 1 
 
 The Alice and Jerry Books by 
 O'Donnell and Carey (Row). 
 
 Rides and Slides. Pre-primer 1 
 
 Here and There. Pre-primer 1 
 
 Single Titles with Grade 
 Guidance in Reading Series by 
 Storm (Lyons). 
 
 Nip and Tuck. Pre-primer 1 
 
 The Henry Stories by Tippett 
 (World). Two easy readers bound 
 together. 
 
 Henry and the Garden and 
 
 Stories about Henry 1 
 
 The Picnic by Tippett 
 
 (Grosset) 1 
 
 The story of Southern Negro 
 children on a picnic. 
 
 Happy Road to Reading by Dopp 
 and others (Rand). Social science 
 reader. 
 
 Outdoors and la 2 
 
 Kites and Kimonas by Heddrick- 
 Van Noy (Rand). A story of life 
 in Japan. 
 
 Indian Life Series by Deming 
 (Laidlaw). Three titles bound as 
 one book: (1) Little Eagle, (2) 
 Indians in Winter Camp, (3) Red 
 People of the Wooded Country. 
 The stories contain increasingly 
 difficult language content. 
 
 Indian Life 3 
 
 Letters to Channy by Washburne 
 (Rand) 4 
 
 Channy's mother writes him let- 
 ters about the places she visits in 
 a trip around the world. 
 
 Makers of the New World by 
 
 Sherwood (Bobbs) 5 
 
 Biographies of the founders of 
 our country. 
 
 Our America by Melbo (Bobbs) _ 5 
 Collection of biographies of fam- 
 
Handbook fok Elementary and Secondary Schools 
 
 69 
 
 Single Titles with Grade 
 
 ous Americans who have contrib- 
 uted to social living. 
 
 On Jungle Trails by Buck 
 
 (World) 5 
 
 The story of capturing alive 
 many wild animals. Recreational 
 reading. 
 
 Discovering North Carolina by 
 
 Rowe (N.U.C. Press) 5 
 
 Social, literary, and industrial 
 aspects of our State. Each chapter 
 has references. 
 
 North America by Plane and 
 Train by Aitchison-Uttley 
 (Bobbs) 5 
 
 Much needed geography material 
 about our own continent. 
 
 History Stories of Other Lands 
 by Terry (Row). Medieval days in 
 Europe. Well illustrated. 
 
 IV, Lord and Vassal 6 
 
 Asia, The Great Continent by 
 
 Whittemore (Bobbs) 6 
 
 Single Titles with Grade 
 
 A geographical reader about 
 Asia. 
 
 Modern World Readers by Wright 
 and others (Johnson). Social 
 studies reader. 
 
 Sixth Reader, Trails Beyond 7 
 
 Citizenship Readers by Sewell 
 (Lippincott). Outstanding figures 
 in the making of our country and 
 their contributions to it. 
 
 Makers of America, Book VI 7 
 
 Adventures in Sport by Persky 
 (Ginn) 7 
 
 Stories with sports background 
 selected from well-known writers. 
 Recreational reading. 
 
 Boy's Life of Booker T. 
 Washington by Jackson 
 (Macmillan) 7 
 
 The life and contribution to his 
 race of an outstanding Negro edu- 
 cator. 
 
 LIBRARIES 
 
 A copy of the North Carolina School Library Handbook, Publication No. 
 197, State Department of Public Instruction, should be in every school. 
 
 The North Carolina Education Association publishes a Library Book 
 Catalogue approved by the State Department of Public Instruction. Books 
 can be purchased from the Association or from any reliable book dealer. 
 
 Requirements for the library in an accredited elementary school are found 
 on page 15; in an accredited high school on page 31. 
 
 INSTRUCTIONAL SUPPLIES 
 
 Suggestions for the Selection, Purchase, and Distribution of 
 Instructional Supplies 
 
 The success or failure of many important phases of school work is largely 
 determined by the type and quality of the instructional supplies used. Much 
 time and effort is spent in the selection and listing of a good quality Of 
 supplies for school uses. This list is published each year by the Division of 
 
70 Handbook for Elementary and Secondary Schools 
 
 Purchase and Contract. Copies of this list are available in the office of the 
 superintendent of each administrative unit. 
 
 In order to differentiate between a supply and a piece of equipment the 
 following definitions should be considered: 
 
 1. Supply is any article, the use of which involves its consumption. 
 
 2. Equipment is any article which is used from year to year. 
 Instructional Supplies should not be confused with equipment (such as 
 
 chairs, tables, books, charts, wall maps, globes, pictures, etc.) but may be 
 differentiated from equipment by the fact that the teacher or pupils use up 
 the supplies in the teaching. 
 
 Instructional supplies may be purchased by the teacher only when private 
 donations and personal moneys are being used. The purchase of instruc- 
 tional supplies from public school funds should be made by the county or 
 city superintendent by and with the approval of the Division of Purchase 
 and Contract. 
 
 I. Recommended Procedure- 
 Study the Handbook for Elementary and Secondary Schools (this bul- 
 letin, pp. 70-73) and Certification of State Contract for the current 
 year, issued by the Division of Purchase and Contract, with a view to: 
 Selecting a committee to help with planning the orders for county 
 and city administrative units, representing county and city super- 
 intendents, county and city principals and teachers. 
 Informing the committee as to wise and economical plans: 
 Items which an adequate budget provides. 
 
 Meaning of terms, supplies and equipment. (See statement above.) 
 Amount of State allotment for instructional supplies. 
 Bases for spending the allotment: 
 
 Selecting with regard to number of pupils those materials which 
 will help children to succeed in achieving recognized objectives 
 of school life. 
 Making as economical choice of materials as possible. 
 Buying with a view to future additions for each individual school 
 until a minimum standard is reached. 
 Ways of supplementing the allotment if needed. 
 
 EL. Sample Order for a First or Second Grade of Forty Pupils for a Term 
 of Eight Months. 
 
 This is a suggested list of supplies to be bought on a small budget, 
 and may be regarded as a first list which should be added to as the funds 
 are available. 
 
 Item Description 
 
 Paper Manila drawing (assorted sizes) 
 
 Paper Construction (assorted colors and sizes) 
 
 Paper Poster (assorted colors) 
 
 Paper Newsprint (assorted sizes) 
 
 Paper Bogus (assorted sizes) 
 
 Paper Wrapping paper (18 in. or larger) 
 
 Paper Penmanship, canary newsprint 
 
 Paper Practice, white newsprint 
 
 Tagboard Manila (24 x 36) 
 
 
 Approx 
 
 Amount 
 
 Price 
 
 5 reams 
 
 $ 1.55 
 
 1 ream 
 
 1.30 
 
 1 ream 
 
 .45 
 
 1 ream 
 
 .50 
 
 1 ream 
 
 1.50 
 
 1 roll 
 
 1.15 
 
 5 reams 
 
 .70 
 
 5 reams 
 
 .63 
 
 100 sheets 
 
 1.60 
 
Handbook foe Elementary and Secondary Schools 
 
 71 
 
 Tagboard 
 Paste 
 Crayon 
 Crayon 
 
 Pencils 
 Pencils 
 
 Manila (4 x 24) 
 
 Primary 
 
 Colored blackboard (green, yellow, 
 
 orange) 
 For first grade 
 For second grade 
 
 200 strips 
 1 quart 
 24 boxes 
 
 1 box 
 Y% gross 
 Y 2 gross 
 
 .36 
 
 .30 
 
 4.00 
 
 1.43 
 2.25 
 1.00 
 
 HI. Sample Order for a Grade of Forty Pupils for a Term of Eight Months. 
 
 (This applies to grades above the' second.) 
 
 Approx. 
 Price 
 
 Item Description Amount 
 
 Paper Manila drawing (assorted sizes) 5 reams 
 
 Paper Construction (assorted sizes and colors) 5 reams 
 
 Paper Newsprint (assorted sizes) 1 ream 
 
 Paper Bogus (assorted sizes) 1 ream 
 
 Paper Wrapping paper (18 in. or larger) 1 roll 
 
 Paper Penmanship 5 reams 
 
 Paper Practice 5 reams 
 
 Tagboard Manila (24 x 36) 100 sheets 
 
 Paste 2 quarts 
 
 Crayon Pressed 24 boxes 
 
 Crayon Wax 24 boxes 
 
 Crayon Colored blackboard (green, yellow, 
 
 orange) 1 box 
 
 Pencils For third grade y gross 
 
 Pencils For upper grades 1 gross 
 
 Pencils Colored Lead Vi gross 
 
 55 
 
 30 
 
 50 
 
 50 
 
 15 
 
 70 
 
 .63 
 
 1.60 
 
 .60 
 
 2.70 
 
 1.60 
 
 1.43 
 1.08 
 2.00 
 3.00 
 
 IV. A Sample Minimum "Long Time" Guide Plan for Purchasing Instruc- 
 tional Supplies. 
 
 Item 
 
 Brushes, large, long handled 
 Brushes, camel's hair 
 Crayons, wax, large 
 
 Crayons, pressed, large 
 
 Erasers-ink 
 
 Erasers-pencil 
 
 Glue 
 
 Linoleum blocks 
 
 Paper-bogus size (24 x 36) 
 
 Paper-Canary second sheets 
 
 Paper-colored const. (9 x 12) 
 
 Tagboard (24 x 36) 
 Paper-manila drawing (9 x 12 
 and 18 x 24) 
 
 Paper-poster 
 Paper-newsprint (36 x 52) 
 
 Purchase 
 Unit 
 y doz. 
 Y 2 doz. 
 boxes 
 
 boxes 
 
 lb. 
 lb. 
 
 bottle 
 doz. 
 
 100 sheets 
 
 or ream 
 
 100 sheets 
 
 or ream 
 100 sheets 
 
 or ream 
 100 sheets 
 
 100 sheets 
 or ream 
 
 100 sheets 
 or ream 
 
 100 sheets 
 or ream 
 
 Amount per school per year 
 y> doz. until 2 doz. each class 
 y doz. until 2 doz. each class 
 1 doz. each color BYGROV 
 Br. Bl. until 2 doz. per Begin- 
 ners Class 
 
 1 doz. each color BYGROV 
 Br. Bl. until 2 doz. per Begin- 
 ners Class 
 
 lb. until eraser for every 5 pupils 
 lb. until eraser for every 5 pupils 
 1 until 1 per class 
 1 block per pupil until 4 per 
 pupil 
 
 1 roll per school or sheet per 
 child 
 
 2 reams per class 
 
 1 sheet each color per pupil 
 100 per grade 
 
 50 sheets per pupil 
 1 sheet each color for y enroll- 
 ment 
 
 1 sheet per pupil until roll per 
 class 
 
72 
 
 Handbook for Elementary and Secondary Schools 
 
 Paper-penmanship 
 
 Paper-practice 
 
 Paint-inside 
 
 100 sheets 
 or ream 
 
 100 sheets 
 or ream 
 
 1 pt. 
 
 Paint-oil 
 
 doz. tubes 
 
 Paint-cold water 
 
 1 lb. pkg. 
 
 Paste 
 
 1 jar 
 
 Pencils-large 
 
 Y% gross 
 
 Pencils-small 
 
 Y 2 gross 
 
 Pencils-regular 
 
 Y 2 gross 
 
 Paper-wrapping roll 1 roll per school (light wt. 500 
 
 yds.; medium wt. 300; heavy 
 wt. 200) 
 
 300 sheets per pupil 
 
 160 sheets per pupil 
 
 1 pt. ea. color R G Wh Gr O 
 Bl Y 
 
 1}4" x 4" tube ea. color per 
 school 
 
 2 lb. pkg. ea. of B G Y R Bl. 
 
 Br. Wh. 
 
 1 qt. until 1 for each 100 pupils 
 enrolled 
 
 1 pencil per child per term for 
 beginners 
 
 1 pencil per child until 2 per 
 child 
 
 2 doz. pencils per class (Gr. Gr.) 
 until 5 per child 
 
 V. The Teacher's Part in Use and Care of Instructional Supplies. 
 
 She is responsible for knowing what materials are essential for carrying 
 
 on an acceptable program of school work. 
 She is responsible for so guiding children in the economical use and 
 care of these materials that they realize the greatest possible benefit 
 from them. 
 She must plan a time, place, and a routine of management for these. 
 Some suggestions are: 
 
 Labeled boxes of crayon according to color. 
 
 Shelving in some central space for school supplies of paper, crayon, 
 
 chalk, water colors, etc. 
 A schedule for use of the various articles when there is not enough 
 to supply each child enrolled in school. 
 
 She should supplement supplies with available free or inexpensive ma- 
 terials: 
 
 Boiled flour paste, catalogs, magazines and other periodicals having 
 pictorial features. 
 
 A collection of clean old clothing, linen and scraps for use in study 
 of textiles, weaving, dyeing, decoration, designing, bandaging, up- 
 holstering, quilting, rug-making, etc. 
 
 Charcoal for drawing, sketching, scientific experiments, etc. 
 
 Bogus paper and Kraft wrapping paper (iron wrinkles out with 
 warm iron) to be used for news writing, posters, friezes, "cut- 
 outs", costuming, book-making, etc. 
 
 Clay (often found where excavations have been made). 
 
 Stones to be identified and placed in class or school museum. 
 
 Honeysuckle vine skinned for weaving. 
 
 "Wire grass" dried and cured for weaving. 
 
 Shells for constructing novelty birds, animals, houses, favors. 
 
 Linings of colored envelopes for decorative effects in book covers, 
 book-ends, waste baskets, etc. 
 
 Boxes for filing and labeling materials, for constructing houses, etc. 
 
 Photographic plates, hose boxes, cigarette cases (metal) for mounting 
 specimens of butterflies, flowers, insects, etc. 
 
 Mill ends for constructing play houses, flower boxes, etc. 
 
 Posters from travel companies illustrating good art principles. 
 
 A file of informational bulletins filed for teachers' and pupils' use. 
 Gourds, cigar boxes, cheese heads, kegs, bottles, spoons, tin cans, 
 
Handbook for Elementary and Secondary Schools 73 
 
 horseshoes, glasses, hells, combs, for homemade musical instru- 
 ments. 
 
 Feathers, hides, etc., for costuming, decoration, and study. 
 
 Cellophane for construction work, protecting specimens, etc. 
 
 Salt and flour relief maps. 
 
 Sand (outdoor and indoor) for primary classes. 
 
 Cotton for upholstering, wigs, bandages, etc. 
 
 Horseshoes, broom handles, ropes, spoons, bottles, potatoes, hoops, 
 beans, etc., for play. 
 
 Clean grease from kitchen for cold process soap-making. 
 
 Odd sized paper from printing office for number work, spelling, col- 
 ored construction work, "matting" strips, etc. 
 
 VISUAL. EDUCATION 
 
 Importance of Visual Aids in Teaching 
 
 One of the most significant trends in modern education is the increasing 
 use of visual aids in teaching. It has been estimated by some investigators 
 that four-fifths of our information is acquired visually. Perhaps this is an 
 over-statement, as all the senses are so intimately interlinked that it would 
 be difficult, if not impossible, to isolate any one sense and determine ac- 
 curately the contribution it makes in the total learning situation. Neverthe- 
 less, the visual factor can certainly be regarded as the most important single 
 factor when we consider the total sensory experience in a teaching situation. 
 "One picture is often worth a thousand tellings," reads an ancient Chinese 
 proverb, and certainly the use of visual aids agrees with the Herbartian 
 principle that learning must be meaningful and have its basis in reality and 
 concreteness rather than abstraction. Through visual instruction the teacher 
 is able to cultivate and direct the imagination of the pupil, so as to replace 
 vagaries with correct impressions. Pictures and other visual aids constitute 
 a universal language and tend to draw the pupil away from the formal 
 language of the textbook and lead him into creative expression wherein he 
 relies upon his own vocabulary. 
 
 Visual instruction is by no means a new method of instruction. Comenius 
 in the seventeenth century condemned the practice of teaching children 
 words without meaning and said, "The child must learn not only from words, 
 but also with objects along with words." In keeping with his belief, his 
 book, Orbus Pictus, was appropriately illustrated. Only until recent years, 
 however, has science produced the means whereby still and motion pictures 
 can be used in the average school room without the cost being out of propor- 
 tion to their value as teaching aids. "With the increased volume of business 
 which manufacturers of visual aids will derive from a wider use of such 
 materials, it is not too much to expect price reductions which will eventually 
 place all types of visual aids within the reach of even the poorest schools. 
 Energetic teachers will procure large amounts of visual material from free 
 sources and construct other materials of their own design at a minimum of 
 cost. 
 
 The Scope of Visual Instruction 
 
 The field of visual instruction covers all the methods and materials used 
 in bringing reality to the pupil in the classroom and elsewhere. Too many 
 teachers have narrowly interpreted visual education to mean the showing 
 of motion pictures or lantern slides in the classroom. While these aids are 
 
74 Handbook for Elementary and Secondary Schools 
 
 without question very important ones, teachers should realize that visual 
 education includes in its scope the following: 
 
 1. School journey or field trip. 
 
 2. Objects, specimens, and models. 
 
 3. Museum collections. 
 
 4. Blackboards and bulletin boards. 
 
 5. Posters, diagrams, and graphs. 
 
 6. Maps, charts, and globes. 
 
 7. Microscopic and steroscopic views. 
 
 8. Photographs, magazine and book illustrations. 
 
 9. Individual and film-strip projection slides. 
 10. Sound and silent motion pictures. 
 
 Visual Equipment Needed 
 
 A minimum list of equipment to facilitate the use of visual aids in the 
 classroom would include: 
 
 1. Appropriate field trip equipment, such as camera, binoculars, insect 
 net, specimen case, etc. 
 
 2. A museum collection of objects, specimens, and models, with check- 
 ing system to facilitate classroom circulation. 
 
 3. Blackboards and bulletin boards with graphic materials for display. 
 
 4. Modern maps, charts, and globes. 
 
 5. A file and materials for cutting and mounting flat pictures. 
 
 6. A supply of pictorial material for the various school subjects: 
 
 a. Flat pictures. 
 
 b. Stereographs and stereoscopes. 
 
 c. Lantern slides. 
 
 d. A supply of 16 mm. sound and silent motion pictures (free or 
 rented films may be used). 
 
 e. Film slides and film strips. 
 
 7. Projectors 
 
 a. Lantern slide or film strip projector. 
 
 b. 16 mm. motion picture projector, sound preferred. 
 
 8. A good motion picture screen. 
 
 9. Numerous visual textbooks and illustrated magazines. 
 
 The practical limitations of this Handbook prevent a discussion of all 
 types of visual aids. However, suggestions will be given concerning the 
 school journey, school museum, the use of flat pictures, projection slides, and 
 motion pictures. Material dealing with all phases of visual education may 
 be found among the references given. 
 
 The School Journey or Field Trip 
 
 Though some schools are more favorably located than others, every school 
 has in its immediate neighborhood points of interest which make 
 possible most effective approaches to the study of nature, science, geography, 
 history, and other subjects. In urban areas profitable journeys might be 
 made to such places as the post office, museum, library, city hall, and the 
 various centers of activity in communication, transportation, and industry. 
 In rural areas trips to such places as a farm, a dairy, a nearby meadow or 
 stream, an old cemetery or some point of historical or geographical 
 significanse should prove beneficial. Such journeys bring children into 
 direct contact with a real life situation where they may observe first-hand 
 the various elements in their proper relationships. These excursions provide 
 real experiences in their most concrete forms at a minimum of expense. 
 
 Before making a journey teachers should make sufficient advance prepara- 
 tion to care for all necessary details in order that the excursion may be most 
 
Handbook fob Elementaby and Secondaey Schools 75 
 
 effective from the standpoint of pupil learning. The following steps of the 
 school journey technique may be suggestive in this connection: 
 
 1. Set a definite purpose for the journey. 
 
 2. Direct pupils into a recognition of the need for the journey. 
 
 3. Determine the time to be spent on the journey to make it effective. 
 
 4. Make necessary arrangements with the principal and superintendent 
 and the owners or managers of the properties to be visited. 
 
 5. Procure the aid of interested patrons or civic leaders in conducting 
 the group to insure pupil safety and economy of time. 
 
 6. Gather pertinent materials and do sufficient advance study to insure 
 effective guidance and direction of pupil interest. 
 
 7. During the journey lesson stimulate the pupils to ask questions; 
 integrate the elements of the situation and establish correct sequence 
 of operations where processes are observed. 
 
 8. Follow up the journey with purposeful lessons. Allow a maximum 
 of pupil participation through reports, discussion, and group activi- 
 ties; stimulate pupils to do additional research and evaluate what 
 has been observed and the worth of the excursion. 
 
 References : 
 
 Hoban, Hoban, and Zisman. Visualizing the Curriculum. The Cordon 
 Co., New York, 1937. 
 
 Hoban, C. F. The School Journey. Educational Monographs, Depart- 
 ment of Public Instruction, Harrisburg, Pa. 
 
 Lubeck, Armin K. "The Organization of Field Excursions." In Thir- 
 teenth Yearbook, Department of Elementary School Principals. 
 National Education Association, Washington, 1934. 
 
 Gregory, W. M. "Modern Aids for Experiences in Learning." In 
 Eighth Yearbook, Department of Supervisors and Directors of In- 
 struction, National Education Association. Columbia University, 
 New York, 1935. 
 
 The School Museum 
 
 Museum instruction is valuable in that it deals with real objects, the 
 original work of nature or of man. While in many cases the museum object 
 is displayed out of its original setting, thus losing one of the features of 
 instruction dominant in school journey instruction, it presents a variety of 
 visual material that perhaps could not be seen during any number of field 
 trips. The newer methods of museum display show objects in their natural 
 setting, thereby making apparent various relationships otherwise often over- 
 looked. Schools which establish and properly use museums make the ma- 
 terials of the object-specimen-model technique instantly available. Museum 
 objects have not only visual value, but since many of them can be handled 
 by pupils, they have other sensory values as well. The importance of using 
 real objects to make otherwise elusive ideas concrete can hardly be over- 
 emphasized. The great handicap in museum instruction in North Carolina 
 is the lack of museums and the inadequate use of those in existence. This 
 will be no deterrent to visual instruction where enthusiastic and diligent 
 teachers are concerned, as much museum material can be had for the asking, 
 much of it within a stone's throw of the classroom. In fact, the most 
 valuable museum objects as far as public school instruction is concerned are 
 those taken from the child's own environment. The collection, identification, 
 preservation, and displaying of museum pieces is an education in itself. In 
 most instances children will do the major part of the work required in estab- 
 lishing a museum and will do it most enthusiastically. 
 
 North Carolina has been described as "Nature's Sample Case." The variety 
 
76 Handbook fok Elementary and Secondary Schools 
 
 and excellence of museum objects to be found in the State is almost limitless. 
 A partial list might include: 
 
 I. Natural specimens: Pressed plant leaves (herbarium); tree sections, 
 wood specimens; peculiar wood formations; seed collection; live (or 
 preserved) specimens of animal life, such as frogs, lizards, moles, 
 rats, snakes (terrarium); fish, snails, etc. (aquarium); abandoned 
 bird nests (see local game laws); mounted specimens of birds, mam- 
 mals, or fish; insects, live and preserved; sea shells; bones; fossils; 
 rocks and minerals. 
 II. Pioneer relics: Old household utensils, such as pots, pans, lamps, 
 spinning and weaving equipment, candle molds, costumes, pottery; 
 old firearms, powderhorns, shot-molds; old coins, documents, books. 
 
 III. Indian relics: Arrow points, stone knives, tomahawks, spears, drills, 
 baskets, pottery. 
 
 IV. School-made dioramas showing human activity in miniature. Such 
 dioramas might deai with picking cotton, threshing wheat, curing 
 tobacco, commercial fishing, lumbering, or life in a distinct geo- 
 graphic region such as the Arctic Circle. 
 
 V. Exhibits from commercial firms showing manufacturing process 
 from raw materials to finished product. (Teachers should use this 
 material wisely and avoid propaganda and advertising exhibits which 
 have no teaching value.) 
 
 References: 
 
 The North Carolina State Museum, Raleigh, N. C, from time to 
 time publishes mimeographed circulars describing its work and 
 services. These may be had by writing to the curator. The museum 
 is open on all week days from 9:00 to 5:00 and welcomes visits by 
 school groups. The museum will also assist teachers in identifying 
 specimens and advise teachers concerning the preparation and preser- 
 vation of unusual material. The Junior League of Raleigh will 
 furnish guide service for the museum and other places of interest in 
 Raleigh. 
 Broderson, Gertrude. "Our Museum". In the Journal of the National 
 
 Education Association, 25:211, October, 1936. 
 Reports from the children's museums in the cities of Milwaukee, 
 
 Newark, Duluth, Pittsburgh, Boston and Toledo. In School Arts, 
 
 October, 1936. Vol. 36, No. 2. 
 The Toledo Museum of Art, The Museum Educates. Toledo, Ohio, 
 
 1937. 42 pp. 
 Routzahn, E. G., and Swain, Mary. The A B G of Exhibit Planning. 
 
 The Russell Sage Foundation, New York, 1919. 
 
 Flat Pictures 
 
 The recent improvements in the methods of reproducing pictures have 
 made possible a widespread use af this type of visual material. Current 
 periodicals such as Life, Building America, the National Geographic Maga- 
 zine, and many others, are replete with pictures which the wide-awake 
 teacher will appropriate for classroom use. While some of this material 
 may be unsuitable for school use at various grade-levels, the intelligent 
 teacher will screen out the best and file it for ready reference. In choosing 
 
Handbook for Elementary and Secondary Schools 77 
 
 still pictures the teacher should make selections which meet some criteria 
 such as those suggested in "Visualizing the Curriculum":* 
 
 1. The picture must present a true, up-to-date portrayal of the thing it 
 illustrates. 
 
 2. It must be characteristic of the thing being studied. 
 
 3. It must have the qualities of clarity and photographic excellence. 
 
 4. The composition must be pleasing and effective so as to make a 
 dramatic, concentrated revelation. 
 
 5. It should in most cases depict action. Posed groups and inanimate 
 objects are usually uninteresting. 
 
 6. The picture should be of proper grade level. First grade children, 
 for example, would derive little benefit from a picture of the 
 Parthenon, whereas the high school senior might profit much. 
 
 7. The picture should be related to what is being studied, should be 
 integrated with the activity or large unit of study. 
 
 8. It should be of sufficient size to be effective. Practical limitations 
 of space dictate that the picture be placed in the individual pupil's 
 hands. 
 
 9. The number of pictures used in a teaching situation should be few 
 and well-selected. 
 
 10. The finish of the picture should be in keeping with the subject and 
 the purpose for which it is to be used. Generally speaking, this 
 means glossy or smooth prints for detail and clarity, rough or mat 
 prints for artistic treatment and impressionistic portrayals. 
 
 To derive full benefit from still pictures as visual aids they should be 
 properly mounted and prepared for display. Suitable filing space and a com- 
 plete catalog should be provided. 
 
 References : 
 
 Alexander, Marie E. "Preparing and Filing Mounted Materials." In 
 
 Thirteenth Yearbook, Department of Elementary School Principals. 
 
 National Education Association, Washington, 1934. 
 Proudfoot, Malcolm. "Photographs in Teaching Geography." In 
 
 Journal of Geography, 34-61-67, February, 1935. 
 Hoban, Hoban, and Zisman. Visualising of the Curriculum. The 
 
 Cordon Co., New York, 1937. 
 
 Projection Slides 
 
 The printed picture is usually so small in size as to be ineffective unless 
 placed in the hand of the individual pupil. Where it is desirable to present 
 pictures to a group it is most practical to resort to some method of projec- 
 tion. This necessitates a dark, or partially dark, room and suitable projec- 
 tion equipment, including a screen. In the field of still picture projection 
 there are two types of projectors, the opaque and the transparent. The 
 opaque projector is valuable because it makes possible projection of opaque 
 photographs and pictures from printed books and periodicals. This method 
 has its limitations, as it requires a thoroughly darkened room, and the 
 equipment is somewhat cumbersome. The average opaque projector ranges 
 in price from $75 to $110, whereas suitable glass lantern slide projectors 
 can be procured for about $70 and fiilmstrip projectors for classroom use for 
 about $35. 
 
 The filmstrip is the most recently developed medium for showing still 
 pictures to groups. The positive film prints are made on 35 mm. film in 
 series, and a set of twenty-five to seventy-five pictures may be purchased at 
 an average cost of from two to five cents per picture. Such a strip weighs 
 
 ♦Hoban, Hoban, and Zisman. Visualizing the Curriculum. The Cordon Co., New York, 1937. 
 
78 Handbook for Elementary and Secondary Schools 
 
 about an ounce and can be carried in a box that will fit in the palm of the 
 hand. A large and growing library of filmstrips is available from commercial 
 producers. 
 
 References : 
 
 Dent, Elsworth C. "Lantern Slides, Film Slides, etc." In Handbook 
 
 of Visual Instruction, p. 13-59. Brigham Young University, Provo, 
 
 Utah, 1934. 
 Hamilton, George E. The Stereograph and Lantern Slide in Education. 
 
 Monograph. Keystone View Co., Meadville, Pa. 
 Thomas, Katheryne C. "Teacher-and-Pupil-Made Slides." In Grade 
 
 Teacher, 49:270-71, 305, December, 1931. 
 
 The Motion Picture 
 
 Of all visual aids the motion picture seems destined for the widest use 
 in schools. Since the advent of the sound motion picture commercial theatres 
 have reached 15,000 in number and exhibit to 90 million people each week.* 
 In areas where motion pictures are physically available each child goes to 
 the movies once a week on the average.** Consequently it is quite obvious 
 that regardless of the use schools make of this instructional medium it exerts 
 a tremendous influence on the accumulation of knowledge, habits, and skills 
 and affects in a large measure the development of ideas, attitudes, and 
 emotions of impressionable youth. Schools, however, are using the motion 
 picture. A survey*** made in 1936 revealed that the schools in this country 
 owned 6,600 16 mm. projectors and 3,600 35 mm. projectors. Of these 800 
 were sound projectors. 
 
 The motion picture has all the advantages of other pictorial aids with the 
 added advantage of portraying motion. The sound motion picture, of course, 
 goes still further in that it stimulates the auditory sense and makes a closer 
 approach to reality. 
 
 The sound motion picture nevertheless is not the answer to all of our 
 instructional problems. It is not a robot teacher and must be regarded as 
 only a supplementary teaching aid. Its practical limitations are its expense, 
 lack of suitably darkened exhibition rooms, and readily available films at 
 the instant needed. 
 
 To be maximally effective, teachers should devise a teaching plan for each 
 film shown. The following procedure is suggested: 
 
 1. Pre-view the film. 
 
 2. Evaluate the worth of the film in connection with the subject or 
 unit being studied. 
 
 3. Prepare the pupils in order that they may have a purpose in seeing 
 the picture. 
 
 4. Determine what comment, if any, the teacher should make during 
 the presentation. 
 
 5. Follow up the presentation with a discussion period. 
 
 6. Summarize the teaching of the film — encourage pupil participation 
 in the formulation of principles, generalizations, and opinions. 
 
 7. Examine and check pupil observations — repeat the showing of the 
 film if the check reveals a need for it. 
 
 8. Integrate the learning gained through seeing the film with that 
 gained through other instructional procedures. 
 
 ♦Bulletin, 1937, No. 2, Development of Educational Method. United States Department of 
 the Interior, Office of Education, Washington, D. C. 
 
 ♦♦Charters, W. W. Motion Pictures and Youth. A Summary. (Payne Fund Studies). 
 Macmillan. 1933. 
 
 ***Koon, C. M. and Noble, A. W. National Visual Education Directory. American Council 
 on Education, Washington, D. C. 1936. 
 
Handbook for Elementary and Secondary Schools 79 
 
 Choosing Motion Picture Equipment 
 
 Motion pictures are produced chiefly in three sizes, 8 mm., 16 mm., and 
 35 mm. The 8 mm. is produced chiefly for home use; the 16 mm. size is 
 most practical for the classroom and small auditorium and the 35 mm. size 
 for large auditoriums and commercial theatres. The average school which 
 can afford only one projector will probably find the 16 mm. size most prac- 
 tical. Projectors of this size are manufactured by several reliable commercial 
 firms, and 16 mm. films are procurable in practically all fields of subject 
 matter, both in silent and sound versions. 
 
 Projectors satisfactory for showing silent 16 mm. films in schools can be 
 purchased at a price ranging from $60 to $280. The sound producer for 16 
 mm. films can be purchased with illuminating units of 500-, 750-, and 1000- 
 watts at a price ranging from $350 to $900. Screens are essential for most 
 effective reproduction and can be obtained in beaded, silvered, and white 
 surfaced types at prices ranging from 40^ to $1.25 per square foot. Where 
 rooms can be sufficiently darkened the white screen is most satisfactory, as 
 it is a better diffuser and presents a better picture to the observer seated at 
 an angle from the projector. The other types of screens produce brighter 
 pictures, but are limited to a narrower angle of effective observation. 
 
 References: 
 
 The Motion Picture in Education. American Council on Education, 
 
 Washington, D. C, 1937. 10 cents. 
 Dale, Edgar, Teaching With Motion Pictures; and Ramseyer, Lloyd L., 
 
 A Handbook of Administrative Practice. American Council on Edu- 
 cation, Washington, D. C, 1937. 40 cents. 
 Up-to-date, valuable material. 
 
 Blumer, Herbert, Movies and Conduct. Payne Fund Studies. Mac- 
 millan, 1933. 
 Burnstetter, M. R., How to Use the Educational Sound Film. University 
 
 of Chicago Press, Chicago, 1937. 
 Chartus, W. W., Motion Pictures and Youth. A Summary. Payne Fund 
 
 Studies. Macmillan, 1935. 
 Dale, Edgar, The Content of Motion Pictures. Payne Fund Studies. 
 
 Macmillan, 1935. 
 Dale, Edgar, How to Appreciate Motion Pictures. A Manual of Motion 
 
 Picture Criticism Prepared for High School Students. Payne Fund 
 
 Studies. Macmillan, 1933. 
 Devereaux, F. L. et al, The Educational Talking Picture. University of 
 
 Chicago Press, Chicago, 1933. 
 Koon, Cline M. et al, Motion Pictures in Education in the United States. 
 
 A Report Compiled for the International Congress of Educational and 
 
 Instructional Cinematography. University of Chicago Press, Chicago, 
 
 1934. 
 Wood, Ben D., and Freeman, F. N., Motion Pictures in the Classroom. 
 
 Houghton, 1929. 
 
 Sources of Information, Materials, and Equipment for Visual Instruction 
 
 A complete listing of all sources of visual materials would require more 
 space than can be allotted for such in this Handbook. The following publica- 
 tions give exhaustive lists: 
 
 Koon, Cline M. Sources of Visual Aids and Equipment for Instruc- 
 tional Use in Schools. Pamphlet No. 80, 1937. Department of the 
 Interior, Office of Education, Washington, D. C. 10^. 
 A comprehensive list of the principal manufacturers and dis- 
 tributors of visual and auditory aids. 
 
80 Handbook for Elementary and Secondary Schools 
 
 Dent, Ellsworth C. The Audio-Visual Handbook. Society for Visual 
 Education, Inc., Chicago. $1.25 paper; $1.75 cloth. 
 
 A handbook of information in convenient form with evaluation of 
 practices, procedures, and various kinds and types of visual-sensory 
 aids. Contains valuable lists of sources of materials. 
 Educational Film Catalog. H. W. Wilson. 
 
 Educational Screen, 64 E. Lake St., Chicago, 111. $2 a year. A maga- 
 zine devoted exclusively to visual education. 
 Motion Pictures of the World. International Educational Pictures, 
 
 Inc., 40 Mount Vernon St., Boston. $2 a year. 
 "1000 and One" Blue Book of Films. Educational Screen, 64 E. Lake 
 St., Chicago, 111. 
 An annual film directory of several thousand classified films, in- 
 cluding free films, with brief synopsis. Lists over 200 distributors. 
 University of North Carolina. Audio-Visual Aids to Schools, Colleges, 
 and Adult-Study Groups. Extension Bulletin No. 2, Volume XVII, 
 1937. Univ. of N. C. Press. Free. 
 Describes distribution service of the Extension Division of the 
 University of North Carolina and lists films and other aids avail- 
 able in Chapel Hill. 
 Visual Review. Society for Visual Education, Inc., Chicago, 111. An 
 annual publication dealing with visual instruction and visual ma- 
 terials. 
 
 RADIO IN EDUCATION 
 
 As a social force radio has reached a place of prime importance in modern 
 life. About three-fourths of all the homes in the United States are equipped 
 for radio reception, and every type and kind of radio program is available 
 to the listener. The use of radio in the schools of North Carolina, however, 
 has not kept pace with the use of radio in the home. Many schools, never- 
 theless, are using the radio as a means of supplementing and enriching their 
 regular school programs. Instruction in subjects which the teacher is not 
 qualified to teach is made available through radio, and often experts whom 
 no school could hope to have in person can be readily introduced through 
 this medium. Through the use of the radio in the classroom much can be 
 done to vitalize the curriculum, especially in the fields of language, music, 
 drama, history, and current events. 
 
 The radio should never be regarded as a mechanical teacher. Teachers 
 using this medium of instruction should be in the position of a colleague of 
 the teacher before the microphone and assist that teacher by preparation of 
 pupils for the broadcast and by introducing visual and other sensory aids 
 that will help to give the pupils a clearer understanding of the material 
 presented over the air. Mere passive listening is practically useless except 
 for its recreational value. 
 
 Every broadcast chosen by the teacher and pupils should be selected with 
 some definite purpose in mind and should result in some worth-while activity 
 on the part of the pupils. As a rule teachers' manuals are available for the 
 various series of broadcasts designed for school use. These should be ob- 
 tained by the teacher and used intelligently to insure proper coordination 
 and integration of all projects and activities carried on. Frequently pupils 
 need a background of facts and concepts to fully enjoy and appreciate a 
 radio program. The classroom teacher should make sure that this back- 
 ground is supplied. After the broadcast a check should be made to determine 
 how well the pupils have assimilated the material, and any erroneous impres- 
 sions should be corrected. 
 
Handbook for Elementary and Secondary Schools 81 
 
 The following procedure for using the radio is suggested: 
 
 1. Make complete advance preparation. 
 
 a. Select good references pertaining to the content of the broadcast 
 expected and guide pupils in using this material. 
 
 b. Select good visual aids to be introduced in connection with the 
 program. 
 
 c. Provide a radio receiving set sufficiently large and mechanically 
 perfect enough to provide the best reception. 
 
 d. Set up specific aims for each broadcast, such as information to be 
 gained and attitudes and appreciations to be developed. 
 
 2. Create a listening atmosphere for the broadcast. 
 
 a. Secure the undivided attention of every pupil. 
 
 b. Allow no interruptions. 
 
 c. Select a room free from the objectionable noises of the street or 
 playground. 
 
 3. Provide a follow-up period. 
 
 a. Make local adaptations. 
 
 b. Discuss the material presented and the force of presentation. 
 
 c. Encourage pupil participation in summarizing and stating gen- 
 eral principles. 
 
 d. Check pupil learning and attitudes. 
 
 4. Evaluate the program and determine future activities. 
 
 In selecting programs for use in the classroom teachers should consult 
 the daily radio columns of the newspapers and the classified schedules pub- 
 lished by periodicals dealing with radio. By request schools can obtain 
 broadcasting schedules from the Columbia Broadcasting System, the National 
 Broadcasting Company, and the Mutual Broadcasting System. From the 
 programs available only programs of definite educational value should be 
 selected. Among these are: 
 
 1. Series of broadcasts prepared especially for school use. 
 
 2. Special programs of music. 
 
 3. Current events broadcasts. 
 
 4. "At the scene" broadcasts of events of historical, scientific, or other 
 importance. 
 
 5. Programs in observance of special days or weeks. 
 
 6. Foreign broadcasts in language understandable by pupils. 
 
 In making selections teachers should avoid programs of blatant commer- 
 cialism, propaganda, and cheap, jazzy entertainment. Furthermore, the 
 program should be in keeping with the grade level of the class. Most pro- 
 grams are adaptable only to groups of the normal classroom size; programs 
 suitable for presentation to large auditorium groups are very seldom avail- 
 able. 
 
 Education by radio demands an efficient technique. Those who would use 
 this medium of instruction effectively should study the literature dealing 
 with this subject. Leading educational publications carry numerous articles 
 on radio in education. Much information on this subject can also be procured 
 without charge by writing the Office of Education, Department of the Interior, 
 Washington, D. C. The following references should also prove helpful: 
 
 Koon, C. M. The Art of Teaching by Radio. Superintendent of Docu- 
 ments, Washington, D. C, 1933. 10#. 
 
82 Handbook for Elementary and Secondary Schools 
 
 Ruth and Johnson. The American School of the Air. The American 
 School of the Air, 485 Madison Avenue, New York City. 
 
 Education by Radio. National Committee on Education by Radio, 
 1201 Sixteenth Street, N. W., Washington, D. C. A four page publi- 
 cation issued periodically. 
 Write the following for information: 
 
 National Advisory Council on Radio in Education, Inc., 60 E. 42nd 
 Street, New York City. 
 
 National Broadcasting Company, 30 Rockefeller Plaza, New York City. 
 
 Columbia Broadcasting System, Inc., 485 Madison Avenue, New York 
 City. 
 
 Mutual Broadcasting System, Cincinnati, Ohio. 
 
 PRINCIPLES OF ORGANIZATION AND ADMINISTRATION 
 
 ELEMENTARY SCHOOLS 
 
 Roster of Pupils for the Year 
 
 Who they are 
 
 A complete list of pupils who should attend school should be available at 
 the opening of school. This list may be compiled by consulting the previous 
 year's school register, the census reports, and by a survey of the homes in 
 the school community. It is important that this information be assembled 
 before the closing of schools in the spring. It is also essential to list the 
 children who are to enter school for the first time in the fall. 
 
 What they are 
 
 In addition to a complete list of pupils for the date of school opening, there 
 should be on file for reference and study, information concerning the educa- 
 tional status of each pupil belonging to the school. The progress and achieve- 
 ments of each pupil, including history and records of their physical, mental, and 
 social growth and development, should be a part of this information. A 
 knowledge of the individual pupil's present equipment for profiting by the 
 learning situations provided by the developing curriculum is essential to the 
 successful organization and administration of the school as a whole. Plans 
 for securing the needed information about the individual pupil should in- 
 clude: 
 
 1. Well organized clinics for the pre-school child in which facts are 
 assembled from physical examinations, from conferences with 
 parents, and from mental tests administered. These clinics should be 
 held during the spring term prior to the child's entrance to school 
 in the fall, and in connection with a Beginners' Day Program. 
 
 2. Teachers' reports of pupil's present equipment, progress, and achieve- 
 ment as found in the individual pupil history records on file and in 
 the school register. 
 
 3. Pupil participation in conferences on work assignments; responses 
 to various types of tests and measurements; their reactions to suit- 
 able and profitable learning situations. 
 
 Potential and possible progress 
 
 The planning of the schedule and program of work within a grade or any 
 section or class should be based upon the needs and interests of the individual 
 pupils. With this information at hand the teacher is less likely to make 
 demands upon pupils' abilities when they are not prepared or do not have a 
 readiness for such experiences. In any learning situation it is important 
 
Handbook fob Elementaby and Secondaby Schools 83 
 
 for the child to begin with what he has achieved or accomplished, and his 
 progress is largely dependent upon the teacher's knowledge of where to begin. 
 As the teacher and pupil work together her opportunity to observe his 
 responses and reactions increases her opportunity for suitable guidance in 
 helping the pupil to work up to his maximal capacities. 
 
 A Point of View 
 
 1. In modern educational practice we believe in the larger unit organiza- 
 tion of ideas. Whatever lesson unit or assignment is given, this should not 
 be confined to the limitations of one school subject. In progressive classroom 
 procedures the relationship of subjects as taught in the elementary school is 
 regarded as important. 
 
 2. We believe that it is important for the classroom teacher to guide the 
 class or group of children through the lesson situations for the entire school 
 day. In addition to this, we believe that it is important for a teacher to 
 study with and work with one group of children over a long period of time. 
 In this way, she will gain an understanding of the individual child and will 
 be able to meet his needs much more readily. 
 
 3. Therefore a grade teacher should be responsible for the work of the 
 class, covering a number of school subjects in order to integrate the child's 
 work for the school day or school term. This correlation of work or integra- 
 tion of subject matter is impossible when several different teachers must go 
 into the classroom and work with the children in one of the various subject 
 matter fields. 
 
 4. We do not think it best for the young child in the elementary school 
 to be called upon to respond to a great many different personalities, and to 
 have to live under the different regimes as outlined by different teacher 
 programs. The child has little opportunity to organize his learnings from 
 the different subjects, when the subjects are taught in isolated fashion and 
 by several different persons in each school day's program. 
 
 Procedures 
 
 1. In elementary schools in North Carolina the basis of organization is 
 the grade or group system. 
 
 2. Accredited elementary schools are provided with one or more teachers 
 per grade for grades one through seven. 
 
 3. Teachers are trained for the type of work in the grades, which includes 
 all basic school subjects. 
 
 4. The course of study for elementary schools provides guidance for 
 teachers in organizing the daily schedule and methods of procedures accord- 
 ing to the unit plan of teaching, involving all school subjects. 
 
 5. The emphasis in elementary grade work is on individual instruction 
 and individual pupil progress rather than on the teaching of separate school 
 subjects. 
 
 6. The majority of elementary schools provide for the working together 
 of one group of pupils and the teacher in all basic school subjects, and for the 
 entire school term. 
 
 7. This plan of group work enables a classroom teacher to: 
 
 a. gain a better knowledge and understanding of the individual pupil 
 and his needs and interests. 
 
84 Handbook fob Elementaby and Secondaby Schools 
 
 b. adapt the school experiences to the pupil's needs and develop the 
 curriculum according to capacities and abilities of the pupils, thereby 
 insuring success for each pupil. 
 
 c. help the pupil see the relationships of subject matter and to develop 
 the habit of organizing related ideas from many fields of learning. 
 
 d. provide a flexible program of daily work and a pupil progress scheme 
 suited to the needs of the individual pupil. 
 
 Daily Schedules and Program Making 
 
 The making of the daily program or schedule is one of the most important 
 tasks of every teacher. The program of a school reflects the philosophy of 
 education and the extent to which a teacher has analyzed her work. A pro- 
 gram must be adapted to the particular situation in which the teacher finds 
 herself, and it cannot be turned out "ready made." A good school program 
 provides an appropriate place for the various activities to be undertaken 
 as a part of the life of the school, and it encourages related and purposeful 
 work toward desirable educational goals. It provides for individual needs 
 throughout the day and must at the same time meet the legal requirements of 
 the State. 
 
 The modern curriculum is adapted to the needs of the individual child. 
 Program making cannot be considered in terms of a day or week only but 
 must take the form of a long time plan with the desired goals clearly defined. 
 
 The ability to organize the work of the day and to adjust the schedule to 
 the immediate needs of the program is a part of the growth of teachers. 
 
 Important Principles 
 
 1. The daily program planned to take care of the daily needs of all pupils 
 must be flexible. If a particular plan requires that more time than usual 
 should be put upon some one phase of the work, this should be done. 
 
 2. The children should know that ordinarily periods are set aside for 
 certain purposes and they should help to plan how those periods should be 
 used. 
 
 3. The program should be varied from day to day as the occasion de- 
 mands. 
 
 4. The schedule should take into account four divisions of the work — 
 the large unit, drill, appreciation subjects, health and recreation. 
 
 5. Because of the inter-relation of subject matter, it is not possible to 
 confine all of the work of any one division to a definite time allotment each 
 day. The activities are sometimes over-lapping in content and include health 
 work which ordinarily would be taken care of at a separate period from most 
 activities. 
 
 6. In so far as possible, provision must be made on the schedule for all 
 four phases of the development of the work program. 
 
 7. A suggested time allotment is important and should be indicated on 
 the daily schedule, but this, too, varies with the work of each day, and the 
 time should not be fixed. 
 
 Explanation of the Four Divisions and Time Allotments 
 
 I. THE MAJOR UNIT (50-90 MINUTES) 
 
 In the early grades the first part of the day has been found well suited to 
 this part of the work. The children come to school in the morning eager to 
 
Handbook foe Elementary and Secondary Schools 85 
 
 show, or to talk about, what they have brought for the work of the day, and 
 it seems well to take advantage of this interest and enthusiasm and let 
 them go to work upon entering the room. The teacher is then able to go 
 from one to another as they begin their work and give the individual help 
 needed. 
 
 The conference period is an important part of this hour. This period will 
 show individual needs. It is a time for making assignments to the individual 
 pupil; problems that have arisen with any members of the group may be 
 presented to the group for discussion. Questions will frequently arise about 
 how to make things, why certain things failed, where to get materials, or 
 needed rules for the work period or on the playground. 
 
 In the early grades the period provides much opportunity for oral language, 
 as the children express themselves more freely about the things in which 
 they are interested. The teacher will keep close check on the things that 
 need attention later at the drill period. Blackboard and chart reading will 
 grow out of this period as the children keep the story of their work. In 
 getting this expression from the children, the teacher should work for good 
 statements on the part of the children. They should get the idea that the 
 different statements go to make the story. They should be led to give the 
 more important thing in the story first. This leads to the idea of paragraph 
 sense later on. 
 
 In the upper grades the large unit period may have the following divisions: 
 
 A Planning Period (30 minutes). At this time there is a general discus- 
 sion of the work to be done and checking up on what the pupils have accom- 
 plished. The pupils will make a definite list of things to be accomplished 
 and then decide upon how they will go about getting these things done. 
 Certain members or committees of the group may assume the responsibility 
 for definite assignments, for finding the answers to certain problems, or for 
 planning and constructing some phases of the unit that is being carried on 
 by the group. This pupil or committee should then be responsible to the 
 group for the accomplishment of the part of the work they agree to do. 
 
 A Study Period (1 hour). This is the research or finding-out period, when 
 children search for information to answer questions that have arisen in 
 arithmetic, history, language, and so on. The teacher has an opportunity 
 to work with individual pupils and with groups to explain the information 
 necessary to serve present needs. The needs that arise in the study period 
 are made note of for emphasis in the drill period at another time. 
 
 Activity Period (1 hour). This period might include activities in indus- 
 trial and fine arts, making books, posters, clay work, making costumes for a 
 play, excursions into the community — all kinds of hand work, or whatever 
 is needed to carry out the activity or problem being considered by the group 
 at the time. 
 
 Conference Period (20 minutes). At this time problems that have arisen 
 with any member of the group may be presented to the entire group for 
 discussion and help in solving. The group discusses the progress being 
 made on the unit that is being carried on in the room and makes suggestions 
 for further development of the work. A question may come up on how to 
 make things, or where to get the materials. It may be necessary for the 
 group to consider rules for the government of the group, or for use of the 
 playground apparatus, or of the gymnasium, and so on. 
 
86 Handbook foe Elementary and Secondary Schools 
 
 II. DRILL PERIOD 
 In this period attention should be given to the mastery of the tool sub- 
 jects, need for which has been developed in the activity work of the group. 
 The drill may be with individuals or with groups and will include penman- 
 ship, spelling, number facts, mechanics of reading, music, and the use of 
 reference materials. This should be a teaching period for teachers as well 
 as a learning period for pupils. 
 
 III. APPRECIATION PERIOD 
 For the appreciation and enjoyment of music, literature, dramatization, 
 art, folk dances, nature study, a definite period should be provided. This is 
 a period to enjoy the aesthetic and to do creative and constructive work. 
 
 IV. HEALTH AND RECREATION PERIOD 
 Definite health lessons and health practices should be taught. Work in 
 physical education — the work of the nurse in weighing, measuring, and 
 making inspection of the children — will come in at this time. Health is a 
 primary object of education, and it is essential that sufficient relaxation and 
 play shall be provided. 
 
 Free Time. This should be a time when the individual child or small 
 groups of children may have an opportunity to do the various things for 
 which they are responsible to the whole group, or to devote themselves to 
 interests that need further time and study. An abundance of materials 
 should be provided in order that the best use may be made of this period. 
 It is the most difficult period for the teacher to plan for and use wisely. 
 
 Suggested Daily Schedule 
 Primary Grades, 1-3 
 
 8:30- 8:45. Preparations for the work of the day 
 
 a. Devotional exercises 
 
 b. Check on attendance and health 
 
 8:45- 9:45. Major unit, including work in the language arts, social studies, 
 elementary science, and arithmetic as the nature and scope of the 
 unit cf study dictate 
 
 a. Planning period 
 
 b. Activity period 
 
 c. Conference period — reports, discussion, evaluation, and as- 
 signments 
 
 9:45-10:00. Tip-toe recess and mid-morning lunch 
 
 (To the teacher this period is part of the health education program. 
 She sees that children have clean hands and suitable food, such as 
 milk or fruit, for this occasion.) 
 10:00-10:40. Drill period for mastery of tool subjects 
 
 a. In groups (10-15 pupils) 
 
 b. Attention to individual needs 
 10:40-11:10. *Physical education (outdoors when possible) 
 
 a. Directed games 
 
 b. Supervised play 
 11:10-11:40. Library period 
 
 a. Free reading 
 
 b. Story telling 
 
 c. Reports of interesting findings 
 11:40-12:00. Music 
 
 *Provision for free time for pupils should be made, as no class should be teacher-directed 
 during the entire day, although teacher guidance is acceptable at all times. See Division IV, 
 Health and Recreation. 
 
Handbook for Elementary and Secondary Schools 87 
 
 12:00-12:20. Supervised lunch in the cafeteria or class room 
 12:20-12:50. Free play 
 
 12:50- 1:15. Quiet period. This period may be used for rest, relaxation, nap, 
 quiet reading, or other activities of quiet nature. 
 
 1:15- 1:45. Number work 
 
 1:45- 2:15. Appreciation period 
 
 a. Art 
 
 b. Music 
 
 c. Literature 
 
 d. Creative work — individual or group contributions 
 2:15. Dismissal 
 
 Suggested Daily Schedule 
 Grammar Grades, 4-7 
 
 8:30- 8:45. Devotional exercises, health and attendance check 
 
 8:45- 9:45. Major unit — The activities of this period should be purposeful, 
 
 meaningful, and cut across conventional subject matter lines. Above 
 
 all there should be some integrating force. 
 
 a. Planning period 
 
 b. Work period 
 
 c. Reports of work and clean up 
 9:45-10:15. Physical education* 
 
 10:15-10:30. Mid-morning lunch* 
 
 10:30-11:40. Drill period — emphasis on group and individual needs in the tool 
 subjects as revealed in the major unit study 
 
 11:40-12:00. Health and Safety 
 
 12:00-12:20. Supervised lunch in classroom or cafeteria* 
 
 12:20-12:50. Free play 
 
 12:50- 1:30. Library period 
 
 (Where a central library large enough to seat the entire class is 
 available, the group with its teacher should go there for this period, 
 otherwise maximum use should be made of the grade library. Book 
 reports, library lessons, story telling, reference work, etc., may take 
 the place of leisure reading during some of the library periods.) 
 1:30- 2:15. Social studies — history, civics, geography. The activities of this 
 period may be subordinate to the major unit and tied up with the 
 central theme. 
 Intermission — relief 
 
 Appreciation period — music, art, natural science 
 Arithmetic 
 Planning period — directed study, special assignments 
 
 When to Employ a Special Teacher 
 
 This depends upon several factors — size of school, dominant philosophy 
 of the community and the local faculty, and State policies. As a general 
 rule, any school having more than seven good classroom teachers, in adding 
 other faculty personnel, should consider the advisability of selecting a person 
 holding a certificate in a special field, — art, music, or physical education, for 
 example. 
 
 The special teacher, generally speaking, should have had training in and 
 experience with the curriculum as a whole for the group with which she 
 
 2:15- 
 
 2:20. 
 
 2:20- 
 
 2:45. 
 
 2:45- 
 
 3:10. 
 
 3:10- 
 
 3:30. 
 
 ♦Teachers should use the opportunities for teaching good health habits which the physical 
 education and lunch periods provide. Proper diet and cleanliness should be experienced during 
 lunch periods; safety and moderation during the physical education and free play periods. 
 Objectionable practices such as the sale of bottled carbonic beverages by the school and the 
 playing of hazardous games should be abolished. 
 
 Provision for free time for pupils should be made as no class should be teacher-directed 
 during the entire day, although teacher guidance is acceptable at all times. See Division IV 
 Health and Recreation. 
 
88 Handbook foe Elementary and Secondary Schools 
 
 intends to work. This is to say, for instance, that the special art teacher 
 needs to be familiar with the content scope of the natural and social sciences, 
 so as to be particularly aware of the possibilities in art expressions which 
 the experiences in these fields, properly guided, will necessarily encourage. 
 
 The special teacher should also be selected because of her ability to lead 
 and help other fellow-teachers and children in a special field such as the 
 graphic arts, dramatic art, or physical education. 
 
 SECONDARY SCHOOLS 
 
 General Suggestions 
 
 1. Selecting a Curriculum. Schools having from 3 to 6 teachers should 
 select the curriculum best adapted to their needs and follow it. If there is 
 only one high school teacher not over two years of high school work may 
 be offered. In this case the first two years of the curriculum for a three- 
 teacher high school on page 92 should be followed. If there are two high 
 school teachers, three years of the curriculum for a three-teacher school may 
 be given. 
 
 2. Follow Curriculum Adopted. Once a particular curriculum is intro- 
 duced a change to another should not be made without the approval of the 
 county superintendent and notification of the Director of Instructional 
 Service. 
 
 3. Continue Language Adopted. Three- and four-teacher high schools 
 which offer two units of only one foreign language must not offer Latin one 
 year and French the next; the language adopted must be continued. 
 
 4. Employment of Teachers. Teachers should be employed in accordance 
 with the particular subject combinations outlined in the "Suggested Organi- 
 zation" following each curriculum. 
 
 5. Principal Recommends Teachers. Teachers should be employed by the 
 school committee only upon recommendation of the principal and approval 
 of the superintendent. 
 
 6. Teaching Load. No teacher should be assigned more than six periods 
 a day nor less than five, but each teacher should be assigned some duty every 
 period during the day. 
 
 7. Delegate Direction Extra-Curricular Activities. Principals should dele- 
 gate the direction of extra-curricular activities to teachers so as to make 
 time for supervision. 
 
 8. Substitute Teachers. Substitute teachers should be engaged by the 
 principal instead of the teachers for whom they substitute. Their salary 
 should be determined by training and experience, and be conditioned by such 
 further rules and regulations as may be set up by the county board of educa- 
 tion or the State School Commission. 
 
 9. Plan for Period of Years. Both principal and teachers should make 
 plans for the school which cover a period of years rather than terminate on 
 Commencement day. If this were done there would be a marvelous trans- 
 formation in the appearance of school buildings and grounds. 
 
 10. Classrooms for Particular Subjects. All of a particular subject should 
 be taught in the same room. Supplementary materials should be supplied in 
 order to give the child the apperceptive basis for study. The history room, 
 
Handbook fok Elementaey and Secondary Schools 89 
 
 for instance, should be well provided with maps, the English room with 
 pictures of great writers, etc. 
 
 11. Finding Rooms for Library and Laboratory. Inadequate building 
 space for the library and laboratory in small systems which are over-crowded 
 can be solved, in many instances. Take, for example, a four-teacher high 
 school which has available only four classrooms and is confronted with the 
 necessity of scheduling the classes of four different grades and, in addition, 
 providing for library and laboratory work. Obviously, there would be no 
 solution if one were to adhere to the traditional practice of having all the 
 subjects of each grade in the same room throughout the day; for then a room 
 would be used for recitation purposes for only four-sevenths of the day, 
 assuming a 7-period day and a 4-subject pupil. But if this system were to 
 schedule on the following basis there would be no difficulty arising from 
 lack of space: in room No. 1, teach the four classes of English and two of 
 Foreign Language, total six classes; in room No. 2, teach the three classes 
 of Mathematics and four of History — total, 7 classes; in room No. 3, have 
 lecture and laboratory for the sciences (equip with tables and chairs or 
 stools, not desks or arm chairs) ; in room No. 4, have reading (reference 
 books and periodicals) and study hall (provide standard shelving, tables, 
 and chairs, not desks). 
 
 12. When to Divide a Class. Classes with an average daily attendance 
 of over 35 should be taught in 2 or more sections. In science laboratory 
 work approximately 20 pupils is preferable. 
 
 13. Pupil Load. No pupil should be allowed to take over four subjects 
 unless he is in the upper decile of his class or is both over-aged and intelli- 
 gent. As a rule, it is better to provide enrichment than to accelerate. 
 
 14. How to Study. Whatever the type of school or organization, definite 
 provision should be made for teaching children how to study and causing 
 them to do more of it. 
 
 15. The Hour Period. In no case should recitation periods be less than 
 45 minutes in the clear. Schools wishing to organize on the hour-period 
 supervised study plan may do so, provided the principal and the teachers 
 are qualified to operate on such a basis and it is approved by the county 
 superintendent. Under this plan there should be at least a 6-hour period day, 
 one of which may be used for extra-curricular activities. 
 
 16. Credit for Extra-Curricular Activities. If unit credit is to be allowed 
 for any extra-curricular activity, it should be given in excess of the 16 basic 
 units required for graduation. 
 
 17. Admission of Pupils from Other Schools. Pupils should not be ad- 
 mitted from neighboring schools on "face value." The basis for admission 
 should be a bonafide transcript or entrance examination. In estimating the 
 value of a transcript, a unit's credit should be given on the basis of 120 
 clock hours of satisfactory recitation work. (For explanation of a "unit" 
 see p. 28.) Uniform transcript blanks furnished by the State may be had 
 upon application to the superintendent. 
 
 18. Plane Geometry Elective. Although plane geometry is elective, pupils 
 should be encouraged to take it if they wish to enter a college which re- 
 quires it. 
 
 19. Guidance and Vocational Information. In electing studies, pupils 
 
90 Handbook fob Elementary and Secondary Schools 
 
 should consult the home room teacher, principal, and parents. This is a 
 matter for which ample time should be given. It should never be deferred 
 until the opening day of school. 
 
 20. Registration of Pupils. The best time to register pupils for the fall 
 term is in the spring about a month before commencement. The registration 
 card for each pupil should show the subjects he is now taking and the ones 
 he elects, specifying the number of room and period each will come. Adjust- 
 ments due to failure in particular subjects can be worked out in the summer. 
 
 21. Graduation and College Entrance Requirements. Acquaint the pupils 
 with the requirements for graduation and with entrance requirements of 
 higher institutions in which they are likely to be interested. A definite 
 statement of graduation requirements accompanies each curriculum. 
 
 22. Vocational Subjects. For particulars relative to the organization of 
 courses in agriculture and vocational home economics, write Director, Di- 
 vision Vocational Education, Raleigh, N. C. 
 
 23. Daily Schedule for Irregulars. The daily schedule should have no 
 conflicts for regular pupils. Sometimes in small systems conflicts for irreg- 
 ulars are inevitable. In such instances it is best, of course, to serve the 
 majority. But in schools large enough to have two sections or more of any 
 classes, schedules can be made which will care for everybody. 
 
 Suggested Curricula, Organizations and Schedules 
 
 The curricula suggested for high schools ranging from three to six teachers 
 have been revised in accordance with recent changes made in the Course of 
 Study and textbook adoptions. A plan of organization is suggested for each 
 curriculum. The revised curricula will meet the needs of the great majority 
 of the high schools in the State. In high schools having more than six 
 teachers the needs of such schools are to be met by the addition of new lines 
 of instruction; for example, the introduction of trades, music, fine and indus- 
 trial arts, and physical education, each calling for a teacher of high special 
 training. The following organization shows the constants and electives for 
 any size of school. This should be considered in conjunction with the special 
 curricula given herein. 
 
 High School Organization Showing Constants and Electives 
 
 First Year Second Year 
 
 1. English I 1. English II 
 
 2. Mathematics I — General 2. Science II — Biology 
 
 Mathematics 3. *Mathematics II — Algebra or 
 
 3. History I — Citizenship General Mathematics 
 Elect One: Elect One: 
 
 Science I — General History II — World 
 
 Home Economics I Home Economics II 
 
 Agriculture I Agriculture II 
 
 Industrial Arts Industrial Arts 
 
 Latin I Latin II 
 
 Art General Business Training 
 
 Music Art 
 
 Other electives Music 
 
 Other electives 
 
 *When the number of students in Mathematics 11, Algebra or General Mathematics, given 
 in the ninth grade, makes it necessary to divide the class into two sections, the students in one 
 section may be allowed to take General Business Training. 
 
Handbook for Elementary and Secondary Schools 
 
 91 
 
 Third Year 
 
 1. English III 
 
 2. History III— United States 
 3.**Foreign Language 
 
 Elect One: 
 
 Science III — Chemistry 
 
 Geography 
 
 Mathematics III — Plane 
 Geometry 
 
 Home Economics III 
 
 Agriculture III 
 
 Other electives, including Busi- 
 ness Education. See pp. 9-10, 
 Publication No. 187, "Course 
 of Study in Business Educa- 
 tion" 
 
 Fourth Year 
 1. English IV 
 2.**Foreign Language 
 Elect Two: 
 
 History IV — Economics and 
 
 Sociology 
 Science IV — Physics 
 Science III — Chemistry 
 Mathematics IV — Two half unit 
 courses in Business Arithme- 
 tic, Algebra, Solid Geometry, 
 Trigonometry 
 Agriculture IV 
 
 Other electives, including Busi- 
 ness Education 
 
 Suggested Time Schedules 
 
 J. Fifty Minute Period (45 Min. net) 
 
 II. Hour Period (55 Min. net) 
 
 8:30- 8:35 Home Room 
 
 8:30- 8:35 Home Room 
 
 8:40- 9:25 First Period 
 
 8:35- 9:35 First Period 
 
 9:30-10:15 Second Period 
 
 9:35-10:35 Second Period 
 
 10:20-10:50 Activity Period 
 
 10:35-11:35 Third Period 
 
 1 Day — Home Room and 
 
 11:35-12:05 Activity Period 
 
 Guidance 
 
 1 Day — Home Room and 
 
 1 Day — Assembly 
 
 Guidance 
 
 1 Day— Clubs 
 
 1 Day — Assembly 
 
 2 Days — Health and Phys- 
 
 1 Day— Clubs 
 
 ical Education 
 
 2 Days— Health and Phys- 
 
 10:55-11:40 Third Period 
 
 ical Education 
 
 11:45-12:30 Fourth Period 
 
 12:05-12:35 Lunch 
 
 12:30- 1:00 Lunch 
 
 12:35- 1:35 Fourth Period 
 
 1:05- 1:50 Fifth Period 
 
 1:35- 2:35 Fifth Period 
 
 1:55- 2:40 Sixth Period 
 
 2:35- 3:35 Sixth Period 
 
 2:45- 3:30 Seventh Period 
 
 
 III. Four Hour and Two 50-Minute Periods 
 
 8:30- 8:45 Home Room 
 
 
 8:45- 9:45 First Period 
 
 
 9:45-10:45 Second Period 
 
 
 10:45-11:35 Third Period 
 
 
 11:35-12:25 Fourth Period 
 
 
 12:25- 1:00 Lunch 
 
 
 1:00- 2:00 Fifth Period 
 
 
 2:00- 2:30 Activity Period 
 
 
 1 Day — Home Room and Guidance 
 
 1 Day — Assembly 
 
 
 1 Day— Clubs 
 
 
 2 Days — Health and Physical Education 
 
 2:30- 3:30 Sixth Period 
 
 
 **Students may be exempted from the requirement of two units in foreign language for 
 graduation from high school in the following ways : 
 
 1. By offering four units in Agriculture. 
 
 2. By completing the two year course in Commercial Education in the tenth and eleventh 
 grades. 
 
 3a. By offering two units of Home Economics plus three units of science — General Science, 
 
 Biology, Chemistry, and Physics, making a total of five units. 
 3b. By offering three units of credit in Home Economics plus Biology and Chemistry, making 
 
 a total of five units. 
 3c. By offering two units of Agriculture or Industrial Arts plus three units of science — 
 
 General Science, Biology, Chemistry, Physics, making a total of five units. 
 
92 
 
 Handbook fob Elementary and Secondaey Schools 
 
 I. THREE-TEACHER HIGH SCHOOL 
 
 (Average Daily Attendance, 60 to 84) 
 
 A. Suggested Four- Year Curriculum 
 
 First Year Periods Credits 
 
 English L.._ 5 5 
 
 Mathematics I — General 
 
 Mathematics 5 5 
 
 History I — Citizenship 5 5 
 
 Science I — General 7 5 
 
 22 
 
 20 
 
 Third Year 
 
 Periods Credits 
 
 English III 5 
 
 History III— United 
 
 States 5 
 
 Foreign Language I 5 
 
 Elective (one): 
 
 Mathematics III — 
 
 Geometry 5 
 
 Geography 5 
 
 Science III — Chemistry 7 
 
 20 or 22 
 
 20 
 
 Second Year Periods 
 
 English II 5 
 
 Mathematics II — Alge- 
 bra or General Math- 
 ematics 5 
 
 History II— World 5 
 
 Science II — Biology 7 
 
 22 
 
 Fourth Year 
 
 22 
 
 Credits 
 5 
 
 20 
 
 Periods Credits 
 
 English IV 5 5 
 
 History IV — Economics 
 
 and Sociology 5 5 
 
 Science IV — Physics 7 5 
 
 Foreign Language IL_ 5 5 
 
 20 
 
 Note: Chemistry and Physics may be offered in alternate years or Chemis- 
 try may be offered in place of Physics in the fourth year. Every school must 
 offer either Chemistry or Physics. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English L.._ 5 
 
 English II 5 
 
 English III __ 5 
 
 English IV 5 
 
 Foreign Language I. 5 
 
 Foreign Language II _ 5 
 
 Periods 
 Teacher B Per Week 
 
 History 1 5 
 
 History II. 5 
 
 History III or IV 5 
 
 Mathematics 1 5 
 
 Mathematics II 5 
 
 Mathematics III 5 
 
 30 
 
 30 
 
 Periods 
 Teacher C Per Week 
 
 Science 1 7 
 
 Science II 7 
 
 Science III or IV. ._ 7 
 
 Geography 5 
 
 26 
 
 One of the teachers employed should have specialized in English and Foreign 
 Language; one in History and a second field. 
 
 A high school of this size should offer only two years of one foreign language. 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 4; 
 Science 3; Foreign Language 2; Elective 1. Total, 16 units. 
 
Handbook for Elementary and Secondary Schools 93 
 
 C. Suggested Daily Schedule 
 
 Periods 
 
 Teacher A 
 
 Teacher B 
 
 Teacher C 
 
 8:30- 8:35 
 
 Home Room 
 
 8:40- 9:25 
 
 Foreign Language I 
 
 History II 
 
 Science I 
 Recitation, M. W. F. 
 Laboratory, T. T. 
 
 9:30-10:15 
 
 English III 
 
 Mathematics II 
 
 Science I 
 Laboratory, T. T. 
 
 10:20-10:50 AcrmTY Period: 1 Day — Home Room and Guidance; 1 Day — Clubs; 
 
 1 Day — Assembly; 2 Days— Physical and Health Education. 
 
 10:55-11:40 
 
 
 History I 
 
 Science III or IV 
 Recitation, M. W. F. 
 Laboratory, T. T. 
 
 11:45-12:30 
 
 English II 
 
 Mathematics I 
 
 Science III or IV 
 Laboratory, T. T, 
 
 12:30- 1:00 
 
 Lunch Period 
 
 1:05- 1:50 
 
 English I 
 
 History III or IV 
 
 Science II 
 Recitation, M. W. F. 
 Laboratory, T. T. 
 
 1:55- 2:40 
 
 Foreign Language II 
 
 
 Science II 
 Laboratory, T. T. 
 
 2:45- 3:30 
 
 English IV 
 
 Mathematics III 
 
 Geography 
 
 II 4-A FOUR-TEACHER HIGH SCHOOL 
 
 (Average Daily Attendance, 85 to 119) 
 
 A. Suggested Four-Year Curriculum 
 
 (Without Home Economics, Agriculture, or Industrial Arts) 
 
 This curriculum is the same as that suggested for the three-teacher high 
 school. The additional teacher is necessary to take care of the increased 
 enrollment. The offering can be no larger but the school may be organized 
 somewhat differently. 
 
 First Year 
 
 Periods Credits 
 
 Second Year 
 
 Periods Credits 
 
 English I.„ 5 5 
 
 Mathematics I — General 
 
 Mathematics 5 5 
 
 History I — Citizenship 5 5 
 
 Science I — General 7 5 
 
 English II 5 
 
 Mathematics II — Alge- 
 bra or General Mathe- 
 matics 5 
 
 History II— World 5 
 
 Science II — Biology 7 
 
 22 
 
 20 
 
 22 
 
 20 
 
94 
 
 Handbook fob Elementaby and Secondaby Schools 
 
 Third Year 
 
 Periods Credits 
 
 Fourth Year 
 
 Periods Credits 
 
 English III 
 
 History III — United 
 
 States 
 
 Foreign Language I 
 
 Elective (one): 
 
 Mathematics III — 
 Geometry 
 
 Geography 
 
 Science III — Chemis- 
 try 
 
 English IV 
 
 History IV — Economics 
 
 and Sociology. 
 
 Science IV — Physics 
 
 Foreign Language II 
 
 20 or 22 20 22 20 
 
 Note: Chemistry and Physics may be offered in alternate years or Chemistry 
 may be offered in place of Physics in the fourth year. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English I__ 5 
 
 English II 5 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II 5 
 
 Periods 
 Teacher B Per Week 
 
 History I._ 5 
 
 History II 5 
 
 History III 5 
 
 History IV 5 
 
 Geography 5 
 
 Teacher C 
 {Principal) 
 Mathematics I 
 
 30 
 
 Periods 
 Per Week 
 5 
 
 Teacher D 
 
 Science I. 
 
 Science II 
 
 25 
 
 Periods 
 Per Week 
 
 7 
 
 Mathematics II 
 
 5 
 
 7 
 
 Mathematics III 
 
 5 
 
 Science III 
 
 7 
 
 
 
 Science IV. 
 
 7 
 
 
 
 
 15 
 
 28 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 4; 
 Science 3; Foreign Language 2; Elective 1. Total, 16 units. 
 
 C. Suggested Daily Schedule 
 
 Periods 
 
 Teacher A 
 
 Teacher B 
 
 Teacher C 
 
 Teacher D 
 
 8:30- 8:35 Home Room 
 
 8:40- 9:25 
 
 English III 
 
 History II 
 
 
 Science I 
 Recitation, M. W. F. 
 Laboratory, T. T. 
 
 9:30-10:15 
 
 Foreign 
 Language II 
 
 
 Mathematics II 
 
 Science I 
 Laboratory, T. T. 
 
Handbook for Elementary and Secondary Schools 
 
 95 
 
 10:20-10:50 A™ ft-K ^^^-^^ | ££KU and Health Education. 
 
 10:55-11:40 
 
 English IV 
 
 History I 
 
 Mathematics III 
 
 Science II 
 Recitation, T. T. F. 
 Laboratory, M. W. 
 
 11:45-12:30 
 
 
 History III 
 
 Mathematics I 
 
 Science II 
 Laboratory, M. W. 
 
 12:30- 1:00 
 
 Lunch Period 
 
 1:05- 1:50 
 
 English II 
 
 Geography 
 
 
 Science IV 
 
 Recitation, M. T. T 
 Laboratory, W. F. 
 
 1:55- 2:40 
 
 Foreign 
 Language I 
 
 
 
 Science IV 
 
 Laboratory, W. F. 
 Science III 
 
 Laboratory, T. T. 
 
 2:45- 3:30 
 
 English I 
 
 History IV 
 
 
 Science III 
 Laboratory, T. T. 
 Recitation, M. W. F. 
 
 D. Suggested Daily Schedule — Hour Period 
 
 Periods 
 
 Teacher A 
 
 Teacher B 
 
 Teacher C 
 
 Teacher D 
 
 8:30- 8:35 
 
 Home Room 
 
 8:35- 9:35 
 
 English III 
 
 History II 
 
 
 Science I 
 
 9:35-10:35 
 
 Foreign 
 Language II 
 
 
 Mathematics II 
 
 Science III 
 
 10:35-11:35 
 
 English IV 
 
 History I 
 
 Mathematics III 
 
 Science II 
 
 11:35-12:05 Activity: Period: 1 Day-Home Room and Guidance; 1 Day-Clubs; 
 
 1 Day-Assembly; 2 Days-Physical and Health Education. 
 
 12:05-12:35 
 
 
 Ldnch Period 
 
 
 12:35- 1:35 
 
 English II 
 
 History III 
 
 Mathematics I 
 
 
 1:35- 2:35 
 
 English I 
 
 Geography 
 
 
 Science IV 
 
 2:35- 3:35 
 
 Foreign 
 Language I 
 
 History IV 
 
 
 
96 
 
 Handbook foe Elementabt and Secondary Schools 
 
 III 4-B FOUR-TEACHER HIGH SCHOOL. 
 
 (Average Daily Attendance, 85 to 119) 
 
 A. Suggested Four- Year Curriculum 
 
 (Including Home Economics) 
 
 First Year 
 
 Periods Credits 
 
 Second Year 
 
 Periods Credits 
 
 English L__ 5 5 
 
 Mathematics I — General 
 
 Mathematics.... 5 5 
 
 History I — Citizenship. _. 5 5 
 
 Home Economics 1 10 5 
 
 or 
 
 Science I — General 7 5 
 
 English II 5 
 
 Mathematics II — Algebra 
 or General Mathema- 
 tics 5 
 
 Science II — Biology 7 
 
 Home Economics II 10 
 
 or 
 
 History II— World 5 
 
 22 or 25 
 
 20 
 
 22 or 27 
 
 20 
 
 Third Year 
 
 English III 
 
 History III — United 
 
 States 
 
 *Foreign Language I 
 
 Elective (one): 
 
 Mathematics III — 
 
 Geometry 
 
 Geography 
 
 Science III — Chemis- 
 try 
 
 Periods Credits 
 
 Fourth Year 
 
 Periods Credits 
 
 English IV 
 
 History IV — Economics 
 
 and Sociology 
 
 Science IV — Physics 
 
 *Foreign Language II 
 
 20 or 22 20 22 20 
 
 Note: Chemistry and Physics may be offered in alternate years or Chemistry 
 may be offered in place of Physics. 
 *Pupils offering two years of Home Economics, and Biology, Chemistry and 
 
 Physics may be excused from the foreign language requirement. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English 1 5 
 
 English II. 5 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II 5 
 
 Teacher B Periods 
 
 (Principal) Per Week 
 
 History 1 5 
 
 History II 5 
 
 History III 5 
 
 History IV 5 
 
 Teacher C 
 
 Mathematics I 
 
 Mathematics II 
 
 Mathematics III 
 
 Science I 
 
 Science III or IV**.. 
 
 30 
 
 Periods 
 Per Week 
 5 
 
 5 
 
 5 
 
 ... 7 
 
 7 
 
 Geography 5 
 
 20 
 
 Periods 
 Teacher D Per Week 
 
 Science II 7 
 
 Home Economics 1 10 
 
 Home Economics II 10 
 
 34 
 
 27 
 
 **To be given in alternate years- 
 Requirements for graduation: English 4; Mathematics 2; Foreign Language 
 2; Social Studies 3; Science 2; Elective 3. Total, 16 units. 
 
Handbook for Elementary and Secondary Schools 
 
 97 
 
 IV. 4-C FOUR-TEACHER HIGH SCHOOL. 
 
 (Average Daily Attendance, 85 to 119) 
 
 A. Suggested Four-Year Curriculum 
 
 (Including Two Years of Agriculture) 
 
 First Year 
 
 Periods Credits 
 
 Second Year 
 
 Periods Credits 
 
 English I.__ 5 
 
 Mathematics I — General 
 
 Mathematics 5 
 
 History I — Citizenship.-. 5 
 
 Agriculture 1 10 
 
 or 
 
 Science I — General 7 
 
 English II 5 
 
 Mathematics II — Algebra 
 or General Mathe- 
 matics 5 
 
 Science II — Biology 7 
 
 Agriculture II 10 
 
 or 
 
 History II— World 5 
 
 22 or 25 
 
 20 
 
 22 or 27 
 
 20 
 
 Third Year 
 
 Periods Credits 
 
 Fourth Year 
 
 Periods Credits 
 
 English III 
 
 History III — United 
 
 States 
 
 *Foreign Language I 
 
 Elective (one): 
 
 Mathematics III — 
 
 Geometry 
 
 Geography 
 
 Science III — Chemis- 
 try 
 
 English IV 
 
 History IV — Economics 
 
 and Sociology.- 
 
 Science IV — Physics 
 
 *Foreign Language II , 
 
 20 or 22 20 22 20 
 
 Note: Chemistry and Physics may be offered in alternate years or Chemistry 
 may be offered in place of Physics. 
 *Pupils offering two years of Agriculture, and Biology, Chemistry and Physics 
 
 may be excused from the foreign language requirement. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English I 5 
 
 English II._ 5 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II 5 
 
 Teacher B Periods 
 
 {Principal) Per Week 
 
 History I 5 
 
 History II 5 
 
 History III 5 
 
 History IV 5 
 
 Teacher C 
 
 Mathematics I._ 
 
 Mathematics II 
 
 Mathematics III 
 
 Science II 
 
 Science III or IV**. 
 
 30 
 
 Periods 
 Per Week 
 5 
 
 5 
 
 5 
 
 7 
 
 7 
 
 Geography 5 
 
 20 
 
 Periods 
 Teacher D Per Week 
 
 Science 1 7 
 
 Agriculture I 10 
 
 Agriculture II 10 
 
 34 27 
 
 **To be given in alternate years. 
 
 Requirements for graduation: English 4; mathematics 2; Foreign Language 
 2; Social Studies 3; Science 2; Elective 3. Total 16 units. 
 
98 
 
 Handbook fob Elementary and Secondabt Schools 
 
 V. 5-A FIVE-TEACHER HIGH SCHOOL. 
 
 (Average Daily Attendance, 120 to 154) 
 
 A. Suggested Four- Year Curriculum 
 
 (Without Home Economics, Agriculture, or Industrial Arts) 
 
 First Year Periods Credits 
 
 English L_ 5 5 
 
 Mathematics I — General 
 
 Mathematics 5 5 
 
 History I — Citizenship.... 5 5 
 
 Science I — General 7 5 
 
 or 
 
 Latin 1 5 5 
 
 20 or 22 
 
 20 
 
 Third Year 
 
 Periods Credits 
 
 English III 
 
 History III — United 
 
 States 
 
 Electives (two): 
 Mathematics III — 
 
 Geometry 
 
 Geography 
 
 Science III — Chemis- 
 try 
 
 Latin III 
 
 Second Foreign 
 
 Language 
 
 20 or 22 
 
 20 
 
 Second Year 
 
 Periods Credits 
 
 English II 5 
 
 *Mathematics II — Algebra 
 or General Mathe- 
 matics 5 
 
 Science II — Biology 7 
 
 History II— World 5 
 
 or 
 Latin II 5 
 
 22 
 
 20 
 
 Fourth Year 
 
 Periods Credits 
 
 English IV 5 
 
 Electives (Three): 
 
 History IV — Economics 
 
 and Sociology 5 
 
 Science IV — Physics 7 
 
 Mathematics IV 5 
 
 Latin IV 5 
 
 Second Foreign 
 
 Language 5 
 
 20 or 22 
 
 20 
 
 *When Mathematics II has to be divided into two sections, one section may take 
 General Business Training. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English II 5 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II..._ 5 
 
 25 
 
 Periods 
 Teacher C Per Week 
 
 History I (2 sections) 10 
 
 History II..._ 5 
 
 History III 5 
 
 History IV 5 
 
 Geography 5 
 
 30 
 
 Periods 
 Teacher B Per Week 
 
 Latin 1 5 
 
 Latin II 5 
 
 Latin III or IV**.__ 5 
 
 English I (2 sections) 10 
 
 25 
 
 Periods 
 Teacher D Per Week 
 
 (Principal) 
 
 Mathematics I (2 sections) 10 
 
 Mathematics II 5 
 
 Mathematics III or IV** 5 
 
 20 
 
 "To be offered in alternate years. 
 
Handbook fob Elementary and Secondaey Schools 
 
 99 
 
 Teacher E 
 
 Science I 
 
 Science II 
 
 Science III 
 
 Science IV 
 
 Periods 
 Per Week 
 
 7 
 
 7 
 
 7 
 
 7 
 
 28 
 
 Principals and teachers should assist pupils in choosing electives. It is in- 
 creasingly necessary in this curriculum since the range of electives is wider than 
 in smaller schools. 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 2; 
 Science 2; Foreign Language 2; Elective 4. Total, 16 units. 
 
 C. Suggested Daily Schedule 
 
 Period 
 
 Teacher A Teacher B 
 
 Teacher C Teacher D 
 
 Teacher E 
 
 8:30- 8:35 
 
 
 
 Home Room 
 
 
 
 8:40- 9:25 
 
 English II 
 
 
 
 Mathe- 
 matics III 
 or IV 
 
 Science I 
 Recitation, M.W.F. 
 Laboratory, T. T. 
 
 9:30-10:15 
 
 English III 
 
 Latin II 
 
 History IV 
 
 
 Science I 
 Laboratory, T. T. 
 
 10:20-10:50 Activity Period: 1 Day — Home Room and Guidance; 1 Day — Clubs; 
 
 1 Day — Assembly; 2 Days — Physical and Health Education. 
 
 10:55-11:40 
 
 English IV 
 
 Latin I 
 
 History III 
 
 
 Science II 
 Recitation, M.W.F. 
 Laboratory, T. T. 
 
 11:45-12:30 
 
 
 Latin III 
 or IV 
 
 History I-A 
 
 Mathe- 
 matics I-B 
 
 Science II 
 Laboratory, T. T. 
 
 12:30- 1:00 
 
 
 Lunch Period 
 
 
 
 1:05- 1:50 
 
 Foreign 
 Language II 
 
 English I-A 
 
 History II 
 
 
 Science III 
 Recitation, M.W.F. 
 Laboratory, T. T. 
 
 1:55- 2:40 
 
 
 English I-B 
 
 Geography 
 
 Mathe- 
 matics II 
 
 Science III 
 
 Laboratory, T. T. 
 Science IV 
 
 Laboratory, M. W. 
 
 2:45- 3:30 
 
 Foreign 
 Language I 
 
 
 History I-B 
 
 Mathe- 
 matics I-A 
 
 Science IV 
 Laboratory, M. W. 
 Recitation, T.T.F. 
 
 D. Suggested Daily Schedule — Hour Period 
 
 Period 
 
 Teacher A Teacher B Teacher C Teacher D 
 
 Teacher E 
 
100 Handbook fob Elementary and Secondaby Schools 
 
 8:30- 8:35 Homb Room 
 
 8:35- 9:35 
 
 English III 
 
 Latin II 
 
 History IV 
 
 
 Scisnce I 
 
 9:35-10:35 
 
 English IV 
 
 Latin I 
 
 History III 
 
 Mathe- 
 matics I-B 
 
 Science II 
 
 10:35-11:35 
 
 English II 
 
 Latin III or IV 
 
 Geography 
 
 Mathe- 
 matics I-A 
 
 
 11:35-12:05 Activity Period: 1 Day — Home Room and Guidance; 1 Day — Clubs; 
 
 1 Day — Assembly; 2 Days — Physical and Health Education. 
 
 12:05-12:35 Lunch Period 
 
 12:35- 1:35 
 
 Foreign 
 Language II 
 
 
 History II 
 
 
 Science III 
 
 1:35- 2:35 
 
 Foreign 
 Language I 
 
 English I-B 
 
 History I-A 
 
 
 Science IV 
 
 2:35- 3:35 
 
 
 English I-A 
 
 History I-B 
 
 Mathe- 
 matics III 
 or IV 
 
 
 VI. 5-B FIVE-TEACHER HIGH SCHOOL. 
 
 (Average Daily Attendance, 120 to 154) 
 
 A. Suggested Four- Year Curriculum 
 
 (Including Home Economics) 
 
 First Year 
 
 Periods Credits 
 
 English I 5 
 
 Mathematics I — General 
 
 Mathematics 5 
 
 History I — Citizenship.... 5 
 
 Science I — General 7 
 
 or 
 
 Home Economics 1 10 
 
 Second Year Periods 
 
 English II 5 
 
 **Mathematics II — Alge- 
 bra or General Mathe- 
 matics 5 
 
 Science II — Biology 7 
 
 History II— World 5 
 
 or 
 
 Home Economics II 10 
 
 Credits 
 5 
 
 22 or 25 
 
 20 
 
 22 or 25 
 
 20 
 
 Third Year 
 
 Periods Credits 
 
 Fourth Year 
 
 Periods Credits 
 
 English III._ 
 
 History III — United 
 
 States 
 
 *Foreign Language I 
 
 Elective (one): 
 
 Mathematics III — 
 Geometry 
 
 Geography 
 
 Science III — Chemis- 
 try 
 
 English IV 
 
 History IV — Economics 
 
 and Sociology 
 
 *Foreign Language II 
 
 Science IV — Physics 
 
 or 
 Mathematics IV 
 
 20 or 22 20 20 or 22 20 
 
 *Pupils offering two years of Home Economics and Biology, Chemistry and Physics 
 
 may be excused from the foreign language requirement. 
 **When the Mathematics II class has to be divided into two sections, one section 
 
 may take General Business Training. 
 
Handbook foe Elementaby and Secondary Schools 
 
 101 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English 1 (2 sections) 10 
 
 English IL__ 5 
 
 English IV 5 
 
 Foreign Language I 5 
 
 Foreign Language II 5 
 
 30 
 
 Periods 
 Teacher C Per Week 
 
 History I (2 sections) 10 
 
 History II 5 
 
 History III 5 
 
 History IV 5 
 
 English III 5 
 
 30 
 
 Teacher B 
 
 Science I 
 
 Science III 
 
 Science IV 
 
 Periods 
 Per Week 
 
 7 
 
 7 
 
 7 
 
 Geography 5 
 
 26 
 
 Teacher D Periods 
 
 (Principal) Per Week 
 
 Mathematics I (2 sections) 10 
 
 Mathematics II 5 
 
 Mathematics III or IV # 5 
 
 20 
 
 Teacher E 
 Science II 
 
 Periods 
 Per Week 
 7 
 
 Home Economics I 
 
 10 
 
 Home Economics II 
 
 10 
 
 
 
 27 
 #Given in alternate years. 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 3; 
 Science 2; Foreign Language 2; Elective 3. Total, 16 units. 
 
 VH. 5-C FIVE-TEACHER HIGH SCHOOL 
 
 (Average Daily Attendance, 120 to 154) 
 
 A. Suggested Four- Year Curriculum 
 
 (Including Four Years of Agriculture) 
 
 First Year 
 
 Periods Credits 
 
 English I.__ 5 5 
 
 Mathematics I — General 
 
 Mathematics 5 5 
 
 History I — Citizenship.... 5 5 
 
 Science I — General 7 5 
 
 or 
 
 Agriculture 1 10 5 
 
 Second Year 
 
 Periods Credits 
 
 English II 5 
 
 **Mathematics II — Alge- 
 bra or General Mathe- 
 matics 5 
 
 Science II — Biology 7 
 
 History II— World _„.. 5 
 
 or 
 
 Agriculture II.__ 10 
 
 22 or 25 
 
 20 
 
 22 or 25 
 
 20 
 
102 
 
 Handbook foe Elementaby and Secondaby Schools 
 
 Third Year 
 
 Periods Credits 
 
 English III 5 5 
 
 History III — United 
 
 States 5 5 
 
 Agriculture III 10 5 
 
 or 
 
 *Foreign Language I 5 5 
 
 Elective (one): 
 
 Mathematics III — 
 
 Geometry 5 5 
 
 Geography 5 5 
 
 Science III — Chemistry.. 7 5 
 
 20 or 27 
 
 20 
 
 Fourth Year 
 
 Periods Credits 
 
 English IV 5 5 
 
 History IV — Economics 
 
 and Sociology 5 5 
 
 Agriculture IV 10 5 
 
 or 
 
 *Foreign Language II 5 5 
 
 Science IV — Physics 7 5 
 
 or 
 
 Mathematics IV 5 5 
 
 20 or 27 
 
 20 
 
 *Pupils offering two units Agriculture plus Biology, Chemistry and Physics, or 
 four units of Agriculture are not required to take Foreign Language. 
 
 **When the Mathematics II class has to be divided into two sections, one section 
 may take General Business Training. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English I (2 sections) 10 
 
 English II 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II 5 
 
 30 
 
 Periods 
 Teacher C Per Week 
 
 History I (2 sections) 10 
 
 History II 5 
 
 History III._ 5 
 
 History IV 5 
 
 English III 5 
 
 Periods 
 Teacher B Per Week 
 
 Science 1 7 
 
 Science II 7 
 
 Science III 7 
 
 Science IV 7 
 
 Geography 5 
 
 33 
 
 Teacher D Periods 
 
 (Principal) Per Week 
 
 Mathematics I (2 sections) 10 
 
 Mathematics II 5 
 
 Mathematics III or IV#_ 5 
 
 30 
 
 Periods 
 Teacher E Per Week 
 
 Agriculture I and II 10 
 
 Agriculture III and IV 10 
 
 Shop and Field Projects 10 
 
 20 
 
 30 
 #Given in alternate years. 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies'3; 
 Science 2; Foreign Language 2; Elective 3. Total, 16 units. 
 
Handbook foe Elementary and Secondary Schools 
 
 103 
 
 First Year Periods 
 
 English I 5 
 
 Mathematics I — General 
 
 Mathematics 5 
 
 History I — Citizenship.-. 5 
 
 Home Economics 1 10 
 
 or 
 
 Agriculture 1 10 
 
 Vin. 5-D FIVE-TEACHER HIGH SCHOOL 
 
 (Average Daily Attendance, 120 to 154) 
 
 A. Suggested Four- Year Curriculum 
 
 (Including Home Economics and Agriculture) 
 
 Credits 
 5 
 
 Second Year Periods 
 
 English II 5 
 
 **Mathematics II — Alge- 
 bra or General Mathe- 
 matics 5 
 
 Science II — Biology 7 
 
 Home Economics II 10 
 
 or 
 
 Agriculture IL__ 10 
 
 Credits 
 5 
 
 Third Year 
 
 25 20 
 
 Periods Credits 
 
 English III 5 
 
 History III — United 
 
 States 5 
 
 Agriculture III 10 
 
 or 
 
 *Foreign Language I 5 
 
 Elective (one): 
 
 Mathematics III — 
 
 Geometry 5 
 
 Geography 5 
 
 Science III — Chemis- 
 try 7 
 
 Fourth Year 
 English IV 
 
 History IV — Economics 
 
 and Sociology 
 
 Agriculture IV 
 
 or 
 
 *Foreign Language II 
 
 Science IV — Physics 
 
 25 20 
 
 Periods Credits 
 
 Mathematics IV. 
 
 5 
 10 
 
 5 
 
 7 
 
 20 or 27 
 
 20 
 
 20 or 27 
 
 20 
 
 *Pupils offering two units of Agriculture or Home Economics, plus Biology, Chem- 
 istry and Physics or four units of Agriculture may be excused from the foreign 
 language requirement. 
 
 **When the Mathematics II class has to be divided into two sections one section 
 may take General Business Training. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English I 5 
 
 English II._ 5 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II 5 
 
 Periods 
 Teacher B Per Week 
 
 History I (2 sections) 10 
 
 History III 5 
 
 History IV 5 
 
 Geography 5 
 
 English I-B._ 5 
 
 30 
 
 Periods 
 Teacher C Per Week 
 
 Mathematics I (2 sections) 10 
 
 Mathematics II (2 sections).... 10 
 
 Mathematics III or IV#..._ 5 
 
 Science III or IV# 7 
 
 30 
 
 Periods 
 Teacher D Per Week 
 
 Agriculture I and II 10 
 
 Agriculture III and IV 10 
 
 Shop and Field Projects.- 10 
 
 32 
 
 30 
 
 #Offered in alternate years. 
 
104 
 
 Handbook foe Elementary and Secondakt Schools 
 
 Periods 
 Teacher E Per Week 
 
 Science II 7 
 
 Home Economics 1 10 
 
 Home Economics II 10 
 
 27 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 3; 
 Science 2; Foreign Language 2; Elective 3. Total, 16 units. 
 
 IX. 6-A SIX-TEACHER HIGH SCHOOL 
 
 (Average Daily Attendance, 155 to 189) 
 
 A. Suggested Four-Year Curriculum 
 
 (Without Home Economics, Agriculture, or Industrial Arts) 
 
 First Year 
 
 Periods Credits 
 
 Second Year 
 
 Periods Credits 
 
 English I 5 
 
 Mathematics I — General 
 
 Mathematics 5 
 
 History I — Citizenship... 5 
 
 Science I — General 7 
 
 or 
 
 Latin 1 5 
 
 English II 
 
 *Mathematics II — Alge- 
 bra or General Mathe- 
 matics 
 
 Science II — Biology. 
 
 History II— World 
 
 or 
 
 Latin II._ 
 
 20 or 22 
 
 20 
 
 22 
 
 20 
 
 Third Year 
 
 English III 
 
 History III— United 
 
 States 
 
 Electives (two): 
 Mathematics III — 
 
 Geometry 
 
 Geography 
 
 Science III — Chem- 
 istry... 
 
 Latin III.__ 
 
 Second Foreign 
 Language 
 
 Periods Credits 
 5 5 
 
 5 5 
 
 Fourth Year 
 
 Periods Credits 
 
 English IV 5 
 
 Electives (three): 
 
 History IV — Economics 
 
 and Sociology 5 
 
 Science IV — Physics 7 
 
 Mathematics IV 5 
 
 Latin IV 5 
 
 Second Foreign 
 
 Language 5 
 
 20 or 22 
 
 20 
 
 20 or 22 20 
 
 *When the Mathematics II class has to be divided into two sections, one section 
 may take General Business Training. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English I (2 sections) 10 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II 5 
 
 Periods 
 Teacher B Per Week 
 
 English II (2 sections) 10 
 
 Latin I 5 
 
 Latin II— 5 
 
 Latin III 5 
 
 Latin IV 5 
 
 30 
 
 30 
 
Handbook for Elementary and Secondary Schools 
 
 105 
 
 Periods 
 Teacher C Per Week 
 
 History I (2 sections) 10 
 
 History II.__ 5 
 
 History III 5 
 
 History IV 5 
 
 Geography 5 
 
 30 
 
 Periods 
 Teacher E Per Week 
 
 Science I (2 sections) 14 
 
 Science III 7 
 
 Science IV 7 
 
 28 
 
 Periods 
 Teacher D Per Week 
 
 Mathematics I-B 5 
 
 Mathematics II (2 sections).... 10 
 
 Mathematics III 5 
 
 Mathematics IV 5 
 
 Teacher F 
 
 (Principal) 
 Science II (2 sections). 
 Mathematics I-A. 
 
 25 
 
 Periods 
 Per Week 
 
 14 
 
 5 
 
 19 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 2; 
 Science 2; Foreign Language 2; Elective 4. Total, 16 units. 
 
 C. Suggested Daily Schedule 
 
 Periods 
 
 Teacheb A Teachbh B 
 
 Teacher C 
 
 Teacher D 
 
 Teacheb E 
 
 Teacher F 
 
 8:30- 8:35 
 
 Home Room 
 
 8:40- 9:25 
 
 English I-A 
 
 Latin II 
 
 Geography 
 
 Mathematics 
 III 
 
 Science IV 
 
 Recitation, 
 
 T. T. F. 
 
 Laboratory, 
 
 M. W. 
 
 Science II-A 
 Recitation, 
 M. W. F. 
 Laboratory. 
 T.T. 
 
 9:30-10:15 
 
 
 Latin I 
 
 History III 
 
 Mathematics 
 II-B 
 
 Science IV 
 Laboratory, 
 M. W. 
 
 Science II-A 
 Laboratory, 
 T.T. 
 
 10:20-10:50 Activity Period: 1 Day— Home Room and Guidance; 1 Day— Clubs; 
 
 1 Day— Assembly; 2 Days— Physical and Health Education. 
 
 10:55-11:40 
 
 English I-B 
 
 Latin III 
 
 
 Mathematics 
 IV 
 
 Science I-A 
 
 Recitation, 
 
 T. T. F. 
 
 Laboratory, 
 
 M. W. 
 
 Science II-B 
 Recitation, 
 
 M. W. F. 
 Laboratory, 
 
 T.T. 
 
 11:45-12:30 
 
 Foreign 
 
 Latin IV 
 
 History I-B 
 
 Mathematics 
 
 Science I-A 
 
 Science II-B 
 
 
 Langu- 
 
 
 
 II-A 
 
 Laboratory 
 
 Laboratory 
 
 
 age! 
 
 
 
 
 M. W. 
 
 T.T. 
 
106 
 
 Handbook foe Elementary and Secondaet Schools 
 
 12:30- 1:00 
 
 Lunch Period 
 
 1:05- 1:50 
 
 English III 
 
 English 
 II-A 
 
 History IV 
 
 
 Science I-B 
 Recitation, 
 
 M. W. F. 
 Laboratory, 
 
 T. T. 
 
 Mathematics 
 I-A 
 
 1:55- 2:40 
 
 Foreign 
 Langu- 
 age II 
 
 English 
 II-B 
 
 History I-A 
 
 
 Science I-B 
 
 Laboratory, 
 
 T. T. 
 
 Science III 
 
 Laboratory, 
 
 M. W. 
 
 
 2:45- 3:30 
 
 English IV 
 
 
 History II 
 
 Mathematics 
 I-B 
 
 Science III 
 Laboratory, 
 
 M.W. 
 Recitation, 
 
 T. T. F. 
 
 
 8:30- 8:35 
 
 D. Suggested Daily Schedule — Hour Period 
 
 Peeiods Teacher A 
 
 Teacher B 
 
 Teacher C 
 
 Teacher D 
 
 Teacher E 
 
 Home Room 
 
 Teacher F 
 
 8:35- 9:35 
 
 English I-A 
 
 Latin II 
 
 Geography 
 
 Mathematics 
 III 
 
 Science IV 
 
 Science II-A 
 
 9:35-10:35 
 
 English IV 
 
 Latin I 
 
 History III 
 
 Mathematics 
 II-B 
 
 Science I-B 
 
 
 10:35-11:35 
 
 English I-B 
 
 Latin III 
 
 History II 
 
 Mathematics 
 IV 
 
 
 Mathematics 
 I-A 
 
 11:35-12:05 Activity Period: 1 Day— Home Room and Guidance; 1 Day— Clubs; 
 
 1 Day— Assembly; 2 Days— Physical and Health Education. 
 
 12:05-12:35 
 
 Lunch Period 
 
 12:35- 1:35 
 
 Foreign 
 Langu- 
 age I 
 
 Latin IV 
 
 History I-B 
 
 Mathematics 
 II-A 
 
 Science I-A 
 
 Science II-B 
 
 1:35- 2:35 
 
 English III 
 
 English 
 II-A 
 
 History IV 
 
 
 
 
 2:35- 3:35 
 
 Foreign 
 Langu- 
 age II 
 
 English 
 II-B 
 
 History I-A 
 
 
 Science III 
 
 
Handbook foe Elementary and Secondary Schools 
 
 107 
 
 X. 6-B SIX-TEACHER HIGH SCHOOL 
 
 (Average Daily Attendance, 155 to 189) 
 
 A. Suggested Four- Year Curriculum 
 
 (With Home Economics and Agriculture) 
 
 First Year 
 
 Periods Credits 
 
 Second Year 
 
 Periods Credits 
 
 English I„_ 5 5 
 
 Mathematics — General 
 
 Mathematics 5 5 
 
 History I — Citizenship 5 5 
 
 Elective (one): 
 
 Science I — General 7 5 
 
 Home Economics 1 10 5 
 
 Agriculture 1 10 5 
 
 English II 5 5 
 
 **Mathematics II — Alge- 
 bra or General Mathe- 
 matics 5 5 
 
 Science II — Biology 7 5 
 
 Elective (one): 
 
 History II— World 5 5 
 
 Home Economics II 10 5 
 
 Agriculture II 10 5 
 
 22 or 25 
 
 20 
 
 22 or 27 
 
 20 
 
 Third Year 
 
 Periods Credits 
 
 Fourth Year 
 
 Periods Credits 
 
 English III 5 
 
 History III — United 
 
 States 5 
 
 Agriculture III 10 
 
 or 
 
 *Foreign Language L_ 5 
 
 Elective (one): 
 Mathematics III — 
 
 Geometry 5 
 
 Geography 5 
 
 Science III — Chem- 
 istry.- 7 
 
 English IV 5 5 
 
 History IV — Economics 
 
 and Sociology 5 5 
 
 Agriculture IV 10 5 
 
 or 
 
 *Foreign Language II 5 5 
 
 Science IV — Physics 7 5 
 
 or 
 
 Mathematics IV 5 5 
 
 20 to 27 
 
 20 
 
 20 or 25 
 
 20 
 
 *Pupils offering two units of Home Economics or Agriculture plus Biology, Chem- 
 istry and Physics, or four units of Agriculture are not required to take Foreign 
 Language. 
 
 **When the Mathematics II Class requires two sections, one section may take 
 General Business Training. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English I (2 sections) 10 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II 5 
 
 Periods 
 Teacher B Per Week 
 
 History I (2 sections) 10 
 
 History II 5 
 
 History III 5 
 
 History IV 5 
 
 English II 5 
 
 30 
 
 Teacher C Periods 
 
 (Principal) Per Week 
 
 Mathematics I (2 sections) 10 
 
 Mathematics II 5 
 
 Mathematics III or IV # 5 
 
 Teacher D 
 
 Science I 
 
 Science II 
 
 Science III 
 
 Science IV 
 
 30 
 
 Periods 
 Per Week 
 
 7 
 
 7 
 
 7 
 
 7 
 
 Geography 5 
 
 20 
 
 33 
 
 #In alternate years. 
 
108 
 
 Handbook foe Elementary and Secondaey Schools 
 
 Periods 
 Teacher E Per Week 
 
 Home Economics I 
 
 (2 sections).. 20 
 
 Home Economics II 10 
 
 30 
 
 Periods 
 Teacher F Per Week 
 
 Agriculture I and II 10 
 
 Agriculture III and IV 10 
 
 Shop and Field Projects 10 
 
 30 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 3; 
 Science 2; Foreign Language 2; Elective 3. Total, 16 units. 
 
 XI. 6-C SIX-TEACHER HIGH SCHOOL 
 
 (Average Daily Attendance, 155 to 189) 
 
 A. Suggested Four- Year Curriculum 
 
 (Including Home Economics) 
 
 First Year 
 
 Periods Credits 
 
 Second Year 
 
 Periods Credits 
 
 English I 5 
 
 Mathematics I — General 
 
 Mathematics 5 
 
 History I — Citizenship.-. 5 
 
 Elective (one): 
 
 Science I — General 7 
 
 Home Economics I*.... 10 
 
 Latin 1 5 
 
 English II 5 5 
 
 **Mathematics II — Alge- 
 bra or General Mathe- 
 matics 5 5 
 
 Science II — Biology 7 5 
 
 Elective (one): 
 
 History II— World 5 5 
 
 Home Economics II 10 5 
 
 Latin II._ 5 5 
 
 Third Year 
 
 20-25 20 
 Periods Credits 
 
 English III 
 
 History III — United 
 
 States 
 
 Electives (two): 
 Mathematics III — 
 
 Geometry 
 
 Geography 
 
 Science III — Chemis- 
 try 
 
 Latin III 
 
 Second Foreign 
 
 Language 
 
 Fourth Year 
 
 English IV 
 
 History IV — Economics 
 
 and Sociology 
 
 Electives (two): 
 
 Science IV — Physics... 
 
 Mathematics IV 
 
 Latin IV 
 
 Second Foreign 
 
 Language 
 
 20-25 20 
 Periods Credits 
 
 20 or 22 
 
 20 
 
 20 or 22 
 
 20 
 
 *Pupils offering two units of Home Economics plus Biology, Chemistry and Physics 
 
 are not required to take foreign language. 
 **When the Mathematics II class has to be divided into two sections, one section 
 
 may take General Business Training. 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English II 5 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II 5 
 
 25 
 
 Periods 
 Teacher B Per Week 
 
 Latin 1 5 
 
 Latin II 5 
 
 Latin III or IV# 5 
 
 English I (2 sections) 10 
 
 25 
 
Handbook fob Elementary and Secondabt Schools 
 
 109 
 
 Periods 
 Teacher C Per Week 
 
 History I (2 sections) 10 
 
 History II 5 
 
 History IIL_ 5 
 
 History IV 5 
 
 Geography 5 
 
 30 
 
 Periods 
 Teacher E Per Week 
 
 Science 1 7 
 
 Science II. 7 
 
 Science III 7 
 
 Science IV 7 
 
 Teacher D Periods 
 
 (Principal) Per Week 
 
 Mathematics I (2 sections) 10 
 
 Mathematics II 5 
 
 Mathematics III or IV# 5 
 
 20 
 
 Periods 
 Teacher F Per Week 
 
 Home Economics I 
 
 (2 sections) 20 
 
 Home Economics II 10 
 
 28 30 
 
 #Given in alternate years. 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 3; 
 Science 2; Foreign Language 2; Elective 3. Total, 16 units. 
 
 XII. 6-D SIX-TEACHER HIGH SCHOOL 
 
 (Average Daily Attendance, 155 to 189) 
 
 A. Suggested Four- Year Curriculum 
 
 (Including Four Years of Agriculture) 
 
 First Year 
 
 Periods Credits 
 
 English I__ 5 5 
 
 Mathematics I — General 
 
 Mathematics 5 5 
 
 History I — Citizenship.... 5 5 
 
 Elective (one): 
 
 Science I — General 7 5 
 
 Agriculture I* 10 5 
 
 Latin 1 5 5 
 
 20-25 
 
 Third Year 
 
 20-27 
 
 20 
 
 Periods Credits 
 
 English III 5 5 
 
 History III — United 
 
 States 5 5 
 
 Electives (two): 
 
 Mathematics III — 
 
 Geometry 5 5 
 
 Geography. 5 5 
 
 Science III — Chemis- 
 try 7 5 
 
 Agriculture III 10 5 
 
 Latin III 5 5 
 
 Second Foreign 
 
 Language 5 5 
 
 20 
 
 Second Year 
 
 Periods Credits 
 
 English II 5 5 
 
 **Mathematics II— Alge- 
 bra or General Mathe- 
 matics 5 5 
 
 Science II — Biology 7 5 
 
 Elective (one): 
 
 History II— World.. 5 5 
 
 Agriculture II.__ 10 5 
 
 Latin II._ 5 5 
 
 Fourth Year 
 
 20-25 20 
 Periods Credits 
 
 English IV 5 5 
 
 History IV — Economics 
 
 and Sociology 5 5 
 
 Electives (two): 
 
 Science IV — Physics 7 5 
 
 Mathematics IV 5 5 
 
 Agriculture IV 10 5 
 
 Latin IV 5 5 
 
 Second Foreign 
 
 Language 5 5 
 
 20-27 
 
 20 
 
 "Pupils offering two units of Agriculture plus Biology, Chemistry and Physics or 
 four units of Agriculture are not required to take Foreign Language. 
 
 ^When the Mathematics II has to be divided into two sections, one section may 
 take General Business Training. 
 
110 
 
 Handbook for Elementary and Secondary Schools 
 
 B. Suggested Organization 
 
 Periods 
 Teacher A Per Week 
 
 English II._ 5 
 
 English III 5 
 
 English IV 5 
 
 Foreign Language 1 5 
 
 Foreign Language II._ 5 
 
 25 
 
 Periods 
 Teacher C Per Week 
 
 History I (2 sections) 10 
 
 History IL__ 5 
 
 History III._ 5 
 
 History IV 5 
 
 Geography 5 
 
 30 
 
 Periods 
 Teacher E Per Week 
 
 Science 1 7 
 
 Science II 7 
 
 Science III 7 
 
 Science IV 7 
 
 Periods 
 Teacher B Per Week 
 
 Latin I._ 5 
 
 Latin II 5 
 
 Latin III or IV#. 5 
 
 English I (2 sections) 10 
 
 25 
 
 Teacher D Periods 
 
 (Principal) Per Week 
 
 Mathematics I (2 sections) 10 
 
 Mathematics II 5 
 
 Mathematics III or IV# 5 
 
 20 
 
 Periods 
 Teacher F Per Week 
 
 Agriculture I and II 10 
 
 Agriculture III and IV 10 
 
 Shop and Field Project- 10 
 
 28 30 
 
 #Given in alternate years. 
 
 Requirements for graduation: English 4; Mathematics 2; Social Studies 3; 
 Science 2; Foreign Language 2; Elective 3. Total, 16 units. 
 
 Xin. NINE TEACHER HIGH SCHOOL 
 
 (Including Agriculture, Home Economics and Business Education) 
 
 A. Suggested Four-Year Curriculum 
 
 First Year 
 
 English I 
 
 Mathematics I — General Mathe- 
 matics 
 
 History I — Citizenship 
 
 Elective (one): 
 Agriculture I 
 Home Economics I 
 Science I — General 
 
 Third Year 
 English III 
 
 History III — United States 
 **Foreign Language 
 Elective (one): 
 
 Agriculture III 
 Mathematics III — Geometry 
 
 Geography 
 
 Science III — Chemistry 
 
 Second Year 
 English II 
 *Mathematics II — Algebra or 
 
 General Mathematics 
 Science II — Biology 
 Elective (one): 
 
 Agriculture II 
 
 Home Economics II 
 
 History II— World 
 
 Fourth Year 
 English IV 
 History IV — Economics and 
 
 Sociology 
 **Foreign Language 
 Elective (one): 
 
 Science IV — Physics 
 
 Mathematics IV 
 
 Agriculture IV 
 
 *General Business Training may be substituted for Mathematics II. 
 
 **Pupils offering four units of Agriculture are not required to take foreign language. 
 Pupils offering two units of Home Economics or Agriculture plus three units 
 of Science (General Science, Biology, Chemistry and Physics) are not re- 
 quired to take foreign language. 
 
Handbook fob Elementabt and Secondaby Schools 
 
 111 
 
 COMMEBCIAL CUBBICTTLUM 
 
 First and second years are the same as regular curriculum but should in- 
 clude General Business Training. See p. 9, Publication 187. 
 
 Third Year 
 English III 
 
 History III — United States 
 Typewriting I 
 Shorthand I or Bookkeeping I 
 
 Fourth Year 
 
 English IV 
 
 History IV — Economics and 
 Sociology 
 
 Shorthand II or two of the fol- 
 lowing half unit courses: Sales- 
 manship, Business Law, Ad- 
 vanced Business Information 
 
 Typewriting II 
 
 B. Suggested Organization (45 minutes net period) 
 
 Teacher A Teacher B Teacher C Teacher D Teacher E 
 
 5 English 3 English 5 Mathematics 5 History Commercial 
 
 2 French 
 
 Teacher F 
 (Principal) 
 3 History 
 
 Teacher G 
 4 Science 
 
 Teacher H 
 
 2 H. E. 
 1 Science 
 
 Teacher I 
 3 Agr. 
 
 C. Suggested Daily Schedule 
 
 Periods 
 
 Teacher A 
 5 English 
 
 Teacher B 
 3 English 
 2 French 
 
 Teacher C 
 5 Mathematics 
 
 Teacher D 
 5 Soc. St. 
 
 Teacher E 
 Commercial 
 
 8:30 8:45 
 
 
 
 Home Room 
 
 
 
 8:50- 9:35 
 
 English II-B 
 
 French II 
 
 Mathematics 
 III 
 
 History III-A 
 
 Shorthand II 
 
 9:40-10:25 
 
 English IV-B 
 
 
 Mathematics 
 II-B 
 
 
 General Business 
 Training 
 
 10:30-11:00 Activity Period: 1 Day— Home Room and Guidance; 1 Day— Clubs; 
 
 1 Day— Assembly; 2 Days— Health and Physical Education. 
 
 11:05-11:50 
 
 
 English II-A 
 
 
 History III-B 
 
 Typing 
 
 11:55-12:40 
 
 English IV-A 
 
 English III-A 
 
 Mathematics 
 IV 
 
 Geography 
 
 Typing 
 
 12:40- 1:10 
 
 
 Noon Recess 
 
 
 
 1:15- 2:00 
 
 English I-B 
 
 English III-B 
 
 Mathematics 
 I-A 
 
 History II 
 
 Salesmanship, etc. 
 
 2:05- 2:50 
 
 
 
 Mathematics 
 I-B 
 
 
 Shorthand 
 
 2:55- 3:40 
 
 EngUsh I-A 
 
 French I 
 
 
 History I-B 
 
 Bookkeeping 
 
112 
 
 Handbook fob Elementaby and Secondabt Schools 
 
 Periods 
 
 Teacher F 
 (Principal) 
 3 History 
 
 Teacher G 
 4 Science 
 
 Teacher H 
 
 2 Home Economics 
 
 1 Biology 
 
 Teacher I 
 3 Agriculture 
 
 8:30- 8:45 
 
 Home Room 
 
 8:50- 9:35 
 
 
 Science II-A 
 
 Home Economics I 
 
 Agriculture I 
 
 9:40-10:25 
 
 History IV-A 
 
 Laboratory 
 Science II-A 
 (Mon. & Wed.) 
 
 Home Economics I 
 
 Agriculture I 
 
 10:30-11:00 Activity Period: 1 Day — Home Room and Guidance; 1 Day — Clubs; 
 
 1 Day — Assembly; 2 Days — Health and Physical Education. 
 
 11:05-11:50 
 
 
 Science I 
 
 Home Economics II 
 
 Agriculture II 
 
 11:55-12:40 
 
 
 
 Home Economics II 
 
 Agriculture II 
 
 12:40- 1:10 
 
 Noon Recess 
 
 1:15- 2:00 
 
 History IV-B 
 
 Science IV-A 
 
 
 Agriculture III 
 
 2:05- 2:50 
 
 History I-A 
 
 Laboratory 
 Science IV-A 
 (Mon. & Wed.) 
 Laboratory 
 Science IV-B 
 (Tues. & Thur.) 
 
 Science II-B 
 
 Agriculture III 
 
 2:55- 3:40 
 
 
 Science IV-B 
 
 Laboratory 
 Science II-B 
 (Mon. & Wed.) 
 
 
 Some Suggestions Relative to Organization of Twelfth Grade 
 
 In order to provide more adequate educational opportunities for high 
 school boys and girls, a twelfth grade may be added to our public schools 
 when sufficient funds become available for this purpose. 
 
 If a twelfth grade is provided, the school may be organized according to 
 the 6-3-3 plan — a six year elementary school, a junior high school composed 
 of grades 7, 8 and 9, and a senior high school composed of grades 10, 11, and 
 12. Or the school may be organized on the 6-2-4 plan, the 7-5 plan, or the 6-6 
 plan. In a 6-6 plan the elementary school consists of the first six grades 
 and the high school of the last six grades or years. 
 
 A curriculum for the high school, including grade 12, has been suggested 
 on p. 113 of this bulletin. 
 
 Any curriculum adopted should have as its purpose the meeting of the 
 needs of the boys and girls in the school. These needs will differ somewhat 
 in various communities in the State, and the offerings in any particular 
 school should reflect such needs. 
 
Handbook fob Elementaby and Secondaby Schools 
 
 113 
 
 In planning for a twelfth grade it will be necessary to determine the 
 number of teachers which must be employed. This can be calculated on the 
 basis of one teacher for each thirty pupils in average daily attendance. For 
 example: If 60 pupils are promoted from the eleventh to the twelfth grade 
 it will be necessary to provide two teachers over and above the number em- 
 ployed to teach the other high school grades. In some schools it will be 
 possible to absorb a limited number of pupils, but this cannot be done to any 
 considerable extent. The cost of maintaining a twelfth grade can be figured, 
 first of all, in terms of the salary to be paid each teacher employed, plus the 
 usual operating expense. 
 
 SUGGESTED CURRICULUM FOR GRADES SEVEN TO TWELVE 
 
 Seventh Grade 
 
 Required 
 
 English 
 
 Social Studies — Geography and 
 
 History 
 Mathematics 
 Science and Health 
 Art — two periods 
 
 Public School Music — three periods 
 Physical Education- — three periods 
 
 Eighth Grade 
 
 Elective 
 
 Home Economics — two periods 
 Agriculture — two periods 
 Industrial Arts — two periods 
 
 Required 
 
 English 
 
 Mathematics — General Mathematics 
 
 Social Studies — Geography and His- 
 tory of the United States and 
 North Carolina 
 
 Science — General Science 
 
 Physical Education 
 
 Elective 
 
 Home Economics — three periods 
 Industrial Arts — three periods 
 Agriculture — three periods 
 Music — two periods 
 Art — two periods 
 
 Ninth Grade 
 
 Required 
 English 
 
 Social Studies — Citizenship, includ- 
 ing a study of vocations 
 Science — Biology 
 Physical Education 
 
 Elective 
 Home Economics 
 Agriculture 
 Industrial Arts 
 Mathematics — Algebra or General 
 
 Mathematics 
 General Business Training 
 Music 
 Art 
 Latin I 
 
 Tenth Grade 
 
 Required 
 English 
 
 Social Studies — World History 
 Physical Education 
 
 Elective 
 Agriculture 
 Home Economics 
 
 French I or other modern language 
 Latin II 
 
 Mathematics — Plane Geometry 
 Science — Chemistry 
 Typewriting (For secretarial course 
 
 only) 
 Music 
 Art 
 
114 Handbook foe Elementary and Secondary Schools 
 
 Eleventh Grade 
 
 Required 
 
 English 
 
 Social Studies — American History- 
 Physical Education 
 
 Elective 
 
 English — two of the following half -unit courses: Speech, Dramatics, Journal- 
 ism, Creative Writing, American or English Literature. 
 
 Mathematics — two of the following half-unit courses: Algebra, Solid Geom- 
 etry, Trigonometry, Business Arithmetic. 
 
 Science — Chemistry or Physics 
 
 French II or other modern language 
 
 Latin III 
 
 Business Education — See courses outlined in Publication 187, "Course of 
 Study in Business Education for the High Schools of North Carolina" 
 
 Industrial Arts or Vocational Education 
 
 Home Economics — advanced course in home-making for girls 
 
 Agriculture — advanced 
 
 Geography — Commercial Geography 
 
 Music 
 
 Art 
 
 Twelfth Grade 
 
 Required 
 English — two of the following half-unit courses: Speech, Dramatics, Journal- 
 ism, Creative Writing, American or English Literature 
 Social Studies — Economics and Sociology, or Problems of Democracy 
 Physical Education 
 
 Elective 
 
 Agriculture — advanced 
 
 Home Economics — advanced course in home-making for girls 
 Mathematics — two of the following half-unit courses: Algebra, Solid Geom- 
 etry, Trigonometry, Business Arithmetic 
 Science — Physics or Senior Science 
 French III or other modern language 
 Latin IV 
 
 Business Education — See courses outlined in Publication 187 
 Industrial Arts or Vocational Education 
 Elementary Psychology — one-half unit 
 Music 
 Art 
 
 During the first year or two of the operation of a twelve year program, to 
 take care of pupils who complete the eleven year program as now organized, 
 schools might offer the following: 
 
 English — two half-unit courses as suggested above 
 
 Social Studies — one of the following: Problems of Democracy; North Caro- 
 lina, economic and social; Contemporary Problems 
 Mathematics — two half-unit courses as suggested above 
 Other subjects suggested as elective in grades ten and eleven above. 
 
Handbook fob Elementaby and Secondabt Schools 115 
 
 Summer High Schools 
 
 Some schools in the State operate summer high schools, the sort of school 
 which is run over and above the regular session of eight or nine months, 
 chiefly for the purpose of removing conditions. Where such a school is 
 operated the work should be organized according to the following acceptable 
 standards, so that the proper amount of credit may be given: 
 
 Credit for new work. A unit's credit for new work in summer school 
 should be given on a basis of 120 clock hours of recitation work, the same 
 as in regular session. If a student takes one subject for 6 weeks,- 5 days per 
 week, 4 hours per day (2 hours each of recitation and supervised study), 
 one unit's credit may be given. 
 
 Credit for make-up work. Credit for a subject on which both semesters 
 were failed should be given on the same basis as for new work. In case a 
 pupil has failed only one semester of a subject, he should be allowed to 
 remove the deficiency on a basis of 30 recitation hours' work per half unit 
 of credit. A normal pupil should be able to secure credit for half-units in 
 two subjects in a six-weeks' session. Specifically, if a pupil takes one subject 
 for six weeks, 5 days per week, one hour per day, one-half of a unit's credit 
 may be given. In one summer term pupils should be allowed to take only 
 one new subject or two make-up subjects. 
 
 PRACTICES AND PROCEDURES FOR GUIDING THE 
 LEARNING PROCESS 
 
 A. Get acquainted with your group of pupils both as individuals and as a 
 group by: 
 
 1. Visiting the homes of the children before school starts, where at all 
 possible, perhaps the preceding spring. 
 
 2. Finding out the child's health and intellectual condition from as many 
 reliable sources as possible — mother, former teacher, health cards, 
 permanent record cards, nurse, questionnaire to pupils and parents, 
 etc. 
 
 3. Discussing with each child and with the group the likes and dislikes 
 in the content subjects and in life in general. 
 
 4. Finding out his special abilities and interests from his previous school, 
 play, and home experience, especially those which offer much oppor- 
 tunity for original planning and execution through such means as: 
 (a) Previous school reports; (b) informal discussion about vocation, 
 home and community experiences; (c) written biographies (indi- 
 vidual) or personality records; (d) discussion of present interests; 
 (e) acquainting the children with the units in the prescribed course 
 of study and with the work other children have done; (f) telling or 
 writing of plans for vocation, recreation, or profession. 
 
 5. Preparing a written record by individuals of what you have found out. 
 For example, in one school each teacher prepares an informal per- 
 sonality study of all of her pupils, which is attached to the annual 
 scholarship record. Here are some samples: 
 
 A — does very nice work. He could be an A pupil, I believe, if you 
 can arouse him into taking an active part in all the class work. He 
 seems to do his work simply as a task put before him that he wants 
 
116 
 
 Handbook foe Elementary and Secondaey Schools 
 
 PHILOSOPHY EXPRESSED IN TERMS OF 
 CHARACTERISTICS OF GOOD TEACHING 
 
 These characteristics are stated as questions and are to guide the teacher in an evaluation 
 of her own practices. 
 
 1. Is my program planned to secure the development of a well-rounded functioning per- 
 sonality for each child? 
 
 2. Do I encourage the development and practice of good health habits in all school activities? 
 
 3. Is the physical environment of my school, lighting, heating, ventilation, cleanliness, and 
 sanitation, conducive to satisfactory health and school work? 
 
 4. Is my school free from emotional strain? 
 
 5. Is my school a cooperative, happy working group? 
 
 6. Is my attitude one of sympathetic understanding of children's problems? 
 
 7. Do I practice democratic relations with the children under my direction? 
 
 8. Do I actively subscribe to the theory that school is life: — not preparation for life? 
 
 9. Do I plan to get the best social development for the child from school life? 
 
 10. Do I foster cooperation in all school activities? 
 
 11. Do I encourage courtesy in all personal relationships? 
 
 12. Do I fully realize that every child should progress, at a rate commensurate with his own 
 capacity and ability? 
 
 13. Do I lead each child to participate, making contributions approximate to his ability level? 
 
 14. Do I develop standards of acceptable behavior in every situation? 
 
 15. Is my most effective teaching done during the pupil-teacher planning period? 
 
 16. Do I in practice subscribe to this statement, "Time is more profitably spent on planning 
 than on testing?" 
 
 17. Is time alloted for the child to have experiences or activities in relation to his learning? 
 
 18. Do I see that educational experiences are teacher-pupil selected and planned so care- 
 fully that each child is challenged to greater achievement? 
 
 19. Do I provide problems pertinent to the child which stimulate independent thinking as 
 well as group thinking? 
 
 20. Do I teach children to use the scientific methods of solving problems? 
 
 21. Do I provide frequent periods for evaluation of individual as well as group results, thereby 
 raising pupil standards? 
 
 22. Do I individualize the tool subjects of learning so that the child of high intelligence may 
 progress rapidly, working independently, thereby conserving his time for additional 
 worthwhile experiences? 
 
 23. Do I surround the child with opportunities for enrichment and the development of ap- 
 preciations? 
 
 24. Do I provide continuous experiences which serve to broaden the child's horizon? 
 
 25. Do I provide a wide variety of experiences-and materials for exploration and use? 
 
 26. Do I provide situations in which every child meets with success more often than failure 
 and in which credit is given for progress made whether the amount is great or small? 
 
 27. Do I provide for that form of educational guidance resulting in the development of pupil 
 responsibility and independence? 
 
 28. Does every child have an equal opportunity with every other child in his class or group? 
 
 29. Do I have and exercise the degree of patience necessary to give each child the time to 
 experience learning rather than to merely accept dictation? 
 
 30. Do I make the best possible use of community experiences essential to the development 
 of wholesome school and home relationships? 
 
 ADAPTED WITH SLIGHT CHANGES AND ADDITIONS FROM THE CALIFORNIA 
 JOURNAL OF ELEMENTARY EDUCATION. 
 
Handbook foe Elementaby and Secondaby Schools 117 
 
 to finish as soon as possible, so that he will have some spare time in 
 which to follow his own interests. He likes to read, draw, build 
 models, and collect stamps. Often when you speak to him he seems 
 not to hear because his mind is otherwise occupied. Sometimes he 
 pretends not to hear; then answers you in a loud tone, as if startled, 
 a most annoying habit which I always intended to break and never 
 got around to for having so many other children in worse need of 
 
 help Maybe you can shape him up a bit Home condition not 
 
 very good. Mother a Frenchwoman — war bride — who has heart trouble 
 and momentarily expects to have a bad attack. 
 
 M— will impress you at first as a very slow pupil, but if you will 
 give her a little personal attention and encouragement she will strive 
 mightily and make most satisfying improvements. Seat her near the 
 front as her eyes are 'poor. Her reading ability is far beyond her 
 grade except in reading for details. 
 
 Refebences : 
 
 Publication No. 189, p. 12, State Department of Public Instruction, 
 
 Raleigh, N. C. 
 Moeller and others. Personal Problems in School Management, pp. 
 
 263-279. Newson. 
 Growth and Development: The Basis of Educational Programs. 
 
 Progressive Education Association, 319 West Nineteenth Street, 
 
 New York City. 
 Ingram. Education of the Slow Learning Child, world. 
 Douglas-Boardman. Suiiervision of Secondary Schools. Houghton. 
 Bossing. Progressive Methods of Teaching in the Secondary School. 
 
 Houghton. 
 Brooks. Psychology of Adolescence. Houghton. 
 Harrison. Reading Readiness. Houghton. 
 Monroe-Backus. Remedial Reading. Houghton. 
 
 B. Get acquainted with the community by: 
 
 1. Interviewing school board members, superintendent, supervisors, prin- 
 cipals. 
 
 2. Interviewing people of the community. 
 
 3. Reading, pictures, maps, graphs, and books on history and industry 
 of community. 
 
 4. Writing for information on welfare. 
 
 5. Collecting and organizing a library of material about the community. 
 
 6. Deciding on high and weak spots culturally and economically, and on 
 what you can do about it in your long and short-time planning. 
 
 Refebences: 
 
 Publication No. 189, p. 130. State Department of Public Instruction, 
 Raleigh, N. C. ■ 
 
 Koopman. Community Interview Survey Schedule. State Depart- 
 ment of Public Instruction. Lansing, Michigan. 
 
 Moeller and others. Personal Problems in School Management, pp. 
 69-80. Newson. 
 
 Porter. The Teacher and the New School. World. 
 
 Otto and Hamrin. Co-Curricular Activities. Appleton-Century. 
 
 Sorokin. Social and Cultural Dynamics. Vol. I. American. 
 
 C. Develop several preliminary plans covering large areas of child ex- 
 periences by: 
 
 1. Listing all the centers of interest (child problems, unit of work, etc.) 
 revealed in the above survey in the order in which they touch upon 
 those of the largest number. 
 
 2. Comparing with the topics on problems considered socially valuable, 
 
118 Handbook foe Elementary and Secondary Schools 
 
 as they have been agreed upon among experienced educators, psycholo- 
 gists, and sociologists. 
 
 References : 
 
 a. Modern Courses of Study and Curriculum Reports, such as: 
 
 A Study in Curriculum Problems of the North Carolina Public 
 Schools, Publication No. 189. North Carolina State Depart- 
 ment of Public Instruction, Raleigh, N. C. 
 
 A Guide to Child Development in the Primary Unit. State De- 
 partment of Education, Sacramento, California. 
 
 A Guide to Child Development in the Intermediate Unit. State 
 Department of Education, Sacramento, California. 
 
 Virginia State Course of Study. State Board of Education, Rich- 
 mond, Virginia. 
 
 b. Professional books, such as: 
 
 Schorling-McCluskey. Education and Social Trends. "World. 
 Thompson. Training Girls for Arts Vocations. Clarke, Irwin 
 
 and Company, Ltd. 
 Tippett. Schools for a Growing Democracy. Ginn. 
 Harap and others. The Changing Curriculum. Appleton-Cen- 
 
 tury. 
 Rugg. American Life and the Curriculum. Ginn. 
 Saucier. Introduction to Modern Views of Education. Ginn. 
 Pringle. The Junior High School. McGraw. 
 
 3. Determining upon a means of evaluating, usually upon certain desir- 
 able goals and standards (changes that should occur in the growth 
 of the children as a whole and as individuals). 
 
 References : 
 
 Units of Subject Matter Chart. Board of Education, Rochester, 
 
 N. Y. 100. 
 Attainment Chart in Reading. Board of Education, Rochester, 
 
 N. Y. 100. 
 Oral Composition Scale. Board of Education, Rochester, N. Y. 100. 
 Consumer Buying in the Educational Program of Homemaking. 
 
 Office of Education, U. S. Department of Interior. Washington, 
 
 D. C. 
 Moeller. Personal Problems in School Management, pp. 134-186. 
 
 Newson. 
 Harap and others. The Changing Curriculum. Appleton-Century. 
 Croxton. Science and the Elementary School. McGraw. 
 
 4. Tentatively selecting the unit problem (or problems) and the sub- 
 unit problems most likely to be of interest to the largest number of 
 pupils and which, in the light of the common or greatest good, proba- 
 bly should be raised. 
 
 5. Making a survey and selecting all of the available sources of material 
 for both pupil and teacher which will aid in the solution of the unit 
 problem and sub-problems, such as: (a) Printed materials — pictures, 
 maps, charts, globes, textbooks, supplementary books, pamphlets; (b) 
 people to interview in school, out of school; (c) possible movies, 
 radio programs; (d) places to visit in school, out of school; (e) 
 needed raw materials, illustrative exhibits — ink, crayon, cloth, paper, 
 clay, plaster, water color, soil, metals, and wood. 
 
 6. Determining upon: (a) Several possible approaches or situations 
 which may naturally give use to the problem or sub-problems; (b) 
 possible activities for individuals and groups that may be engaged in; 
 
Handbook fob Elementaby and Secondaby Schools 119 
 
 (c) possible ways of summarizing and organizing into a meaningful 
 whole for the children. 
 7. Putting the whole into a written form for convenient reference, noting 
 all possible anticipated changes that might occur. 
 
 Refeeences : 
 
 Washburn. Adjusting the School to the Child. World. 
 Rugg. The Child Centered School. World. 
 
 Alexander and others. Extracurricular Activities for the Elemen- 
 tary School. Webster. 
 
 D. Test the preliminary plan in actual classroom procedure, always keeping 
 in mind that there may ever arise the need for revising the plan, step 
 by step, as the children participate, developing new angles of interests 
 and experiencing new needs in a real situation, and observing these 
 simple rules of democratic living: 
 
 1. Constantly check self on knowledge of each individual. 
 
 2. Inform children of other children's experiences and what other people 
 think they should know. (Consult Publication No. 189 and other up- 
 to-date curricula and course of study reports.) 
 
 3. Help them choose the interest to be pursued. 
 
 4. Help children formulate or state problems related to interest. (Ob- 
 jectives.) 
 
 5. Help children make plans (daily, weekly, long-time) for solving prob- 
 lems — giving needed activities, materials, and committees: (a) 
 Through reading; (b) through planning groups; (c) through excur- 
 sions and exhibits. 
 
 6. Help children choose, appoint, or assign duties. 
 
 7. Help children to organize as they go along and in a final way so as to 
 permit them to see the whole and its parts. 
 
 8. In planning with children develop these types from the sources men- 
 tioned above: (a) The yearly plan or skeleton; (b) an orientation 
 or interest-arousing plan for first day; (c) the large unit in area of 
 experience; (d) daily plans (day by day); (e) weekly plans, if 
 needed. 
 
 9. Continue throughout activity to read and study yourself, to open up 
 an ever extending field of personal experience. 
 
 E. Using the Course of Study. (Publication No. 189). 
 
 The State curriculum report is a skeleton record of what classroom 
 teachers consider their best experiences. Topics, problems, and problem- 
 solving procedures, which have functioned in other situations will not 
 necessarily be useful in future situations. Certainly they may offer 
 suggestions as to possibilities for the future, but while most child objec- 
 tives and characteristics are of a universal nature, the immediate 
 materials and activities which satisfy these are determined by local facil- 
 ities and individual capacities. 
 
 It is well to define terms so that we may have a clear conception of 
 the meaning of integration : 
 
 "The terms correlation and integration are used loosely to cover all 
 sorts of attempts to establish connections between the various subjects 
 of school and college study. More strictly, correlation, fusion, and inte- 
 gration form a series of progressive intensity. 
 
120 Handbook fob Elementaby and Secondaby Schools 
 
 "Correlation may be so slight as casual attention to related materials 
 in other subjects, for example, noting while reading the spirited, polished, 
 superficial verse of the Cavalier Poets the ideals and social graces of the 
 cavalier as studied in history. Correlation becomes a bit more intense 
 when it is planned in advance to make the materials of one subject 
 interpret the problems or topics of another. 
 
 "Fusion designates the combination of two subjects, usually under the 
 same instructor or instructors; supposedly the partners are equal, but 
 usually one dominates and uses the other. One of the most common 
 fusions is the blending of literature and history, the history, which has 
 the more definite outline, usually dominating. Fusion may extend to the 
 combination of a whole group of subjects, for example, literature, music, 
 dancing, architecture, plastic arts, and graphic arts. Such courses are 
 organized by common principles, common themes, or other common 
 elements of the subjects included. 
 
 "Integration is the unification of all study (and other experience). 
 It comes about, for the most part, not through conscious combining of 
 different subjects or activities but through the initiation of vital activi- 
 ties which reach out into various fields and absorb subject content as the 
 roots of a tree absorb food from the soil — without regard to fences on 
 the surface. Complete integration has not yet been achieved anywhere, 
 and may not be desirable. The closest approaches to complete integra- 
 tion are some of the progressive-school units in which such a purpose as 
 the provision of milk and other needs for the children of an indigent 
 family dominates the work of a group for weeks, subject-matter divisions 
 being ignored and any material used whenever it serves the group 
 purpose." — An Experience Curriculum in English. English Monograph 
 No. 4. National Council Teachers of English. Appleton-Century, 1935. 
 
 MEASURING PROGRESS 
 
 PROMOTION 
 
 A. Survey scholarship record reflected in daily, monthly, and annual reports: 
 
 1. Does it indicate fairly consistent achievement on the part of each 
 individual? 
 
 2. Does it for the most part indicate probable success on the next level? 
 
 3. Determine reasons for any excellencies or failures which appear there. 
 
 a. Do the failures occur in subjects or activities where lack of ability 
 to study would most likely cause failure? 
 
 b. What other factor or factors (irregular study hours, inadequate 
 background, insufficient time, reading difficulties, poor teaching, 
 lack of books and supplies, attendance, home environment, etc.) 
 probably entered into the failure? 
 
 B. Consider the program of work with which each child has been concerned: 
 
 1. Has it been suited to his interests? His capacities? 
 
 2. Has he formed economical habits of work and study? 
 
 3. Can you yourself through his interests and abilities plan a better way 
 of developing the particular personality from the point where he now 
 is to the point to which you think he can and should attain? 
 
Handbook foe Elementary and Secondary Schools 121 
 
 C. Consider attendance record: 
 
 1. Does it show regular or irregular attendance? 
 
 2. Does it show illness— temporary, chronic or epidemic— which may 
 account for certain deficiencies? 
 
 3. What other factors affect this record? 
 
 D. Consider home environment: 
 
 Does it explain the presence or lack of definite valuable interests and 
 habits? 
 
 E. Consider the age of the child — chronological, social, mental: 
 
 1. Has he been retained before in this grade? If so, will he be definitely 
 benefited by further retention? 
 
 2. Will this affect his attitude toward the teacher and his work so un- 
 favorably as to militate against success? 
 
 3. Will he be mentally and socially out of his group if he repeats the 
 grade? 
 
 4. Does the school organization promise to make the most of his special 
 interests and abilities? To develop new ones? 
 
 F. Consider the problem of work and the teacher or teachers with whom 
 he will work: 
 
 1. Is it probable that he will gain more in the new situation? 
 
 2. If retention and promotion seem to be of no particular value, can he 
 be taken care of in a special group where special problems of scholar- 
 ship or behavior are given definite consideration? 
 
 G. Consider the score made on standard tests: 
 
 Does his achievement in the standard testing program compare favor- 
 ably with others in his same grade, or those who have had similar 
 opportunities? 
 
 H. Consider his various abilities, attitudes, and understandings as set up 
 in the suggested scale below: Can he approximate the appropriate level? 
 If not, can he make a fair start toward the list of achievements? 
 
 A SCALE OF ATTAINMENTS BY GRADE LEVELS TO HELP GUIDE 
 TEACHER ESTIMATE 
 
 It is good practice to have in mind a definite set of values stated in 
 simple terms of meanings, attitudes and appreciations, skills, abilities, and 
 possibly habits, — progressive in nature, and having observable evidences of 
 achievement. In general a child should for his age and social level be able 
 to: 
 
 1. Show in a measure how each of the activities pursued contributes to 
 the fullness and efficiency of living. 
 
 2. Promote, conserve, and appreciate beauty in his surroundings. 
 
 3. Select and participate in worthy activities for himself and group. 
 
 4. Plan in part his own work and play, and work by the plan with 
 reasonable success. 
 
 5. Stick to desirable tasks until finished. 
 
 6. Suspend judgment until evidence is sufficient to warrant a conclusion. 
 
 7. Satisfy curiosity with regard to the world about him. 
 
122 Handbook for Elementary and Secondary Schools 
 
 For those who need help in setting up detailed lists of attainments the 
 following references are given from Publication 189, State Department of 
 Public Instruction, Raleigh, N. C. : 
 
 General — pp. 16-19. 
 
 Reading — pp. 46-53. 
 
 Oral and Written Language — pp. 85, 90, 92, 94, 96, 116, 123, 126, 129. 
 
 Mathematics— -pp. 152-154, 155-156, 158-159, 163, 165, 167, 169, 171, 172-174. 
 
 Social Studies — 
 
 History— pp. 194, 196-197, 202, 213, 218, 227, 228, 229, 230, 231, 232, 234, 
 
 236, 237, 238, 239, 240, 242-244, 246, 247. 
 Geography— 252-258, 260-264, 264-267, 268-271, 272-277. 
 Citizenship— pp. 280-281, 291-294, 309-311. 
 
 Health— pp. 391-396, 399-400. 
 
 Natural -Science— pp. 339, 351, 370. 
 
 Physical Education— See pp. 411-423 and Physical Education for Elemen- 
 tary Schools — Neilsen and Van Hagen. 
 
 Art— pp. 430-434. 
 
 Music— pp. 467-470, 492. 
 
 Vocational Education — pp. 499-501 and Home Economics Education for 
 High Schools, Publication 204, State Department of Public Instruction, 
 Raleigh, N. C. 
 
 A SUGGESTED SCALE OF ABILITIES FOR GRADUATION FROM 
 ELEMENTARY SCHOOL 
 
 Fine Arts 
 Art. Ability to: 
 
 1. Select articles— clothing, furniture, books, homes, etc. — for every- 
 day use that have good line, proportion, and color. 
 
 2. Secure reasonable accuracy in modeling or carving the shape and 
 proportion of objects. 
 
 3. Create designs for and accent the outline of bowls, vases, etc., with 
 appropriate lines and color. 
 
 4. Use the human and animal figure in various positions to illustrate 
 or to express original ideas. 
 
 5. Design, cut, or draw letters to use on signs, posters, letters, etc. 
 
 6. Classify buildings according to social activities for which they are 
 designed. 
 
 7. Design on a scale and construct simple models of buildings suited 
 to life's typical activities. 
 
 8. Design in detail simple plans for parks, parkways, gardens, flower 
 beds, etc. 
 
 9. Approximate color in flowers, trees, and scenes representing the 
 different seasons. 
 
 10. Make simple arrangement of flowers, furniture, drapery, etc., for 
 a room. 
 
 11. Arrange scenery and stage furniture with the proper balance of light 
 and dark. 
 
 12. Select or design stage scenery and costume observing art principles. 
 
 13. Recognize and use when possible colors best suited to the individual. 
 
 14. Plan harmonious color schemes for a variety of life situations — 
 local entertainments, too dark classrooms, too light rooms, etc. 
 
 15. Indicate an elementary knowledge of vocational and professional 
 possibilities in the art field. 
 
 Music. Ability to: 
 
 1. Sing with enjoyment a number of songs of musical, literary, com- 
 munity, national, and other worthy interests. 
 
 2. Analyze the aspects of beauty and expressions in compositions with 
 attention to origin, textual meaning and style, for the purpose of 
 developing intelligent musical taste and judgment. 
 
 3. Understand essential facts of elementary theory. 
 
Handbook fob Elementaey and Secondaey Schools 123 
 
 4. Explain any feature of the notation contained in songs of basal 
 text. 
 
 5. Sing with greater facility three-part songs. 
 
 6. Participate cooperatively in choral and instrumental groups which 
 the school provides. 
 
 7. Sing from bass clef, if group is ready. 
 
 8. Discuss the important musical events, especially those taking place 
 in North Carolina and other states, including broadcasts of good 
 music. 
 
 Language Arts 
 
 Language and Grammar. Ability to: 
 
 1. Speak easily and correctly in connection with everyday experience: 
 e.g., (a) conversing with a guest of the family, an agent, or other 
 business persons; (b) using the telephone; (c) making and answer- 
 ing inquiries; (d) giving short announcements and talks to clubs, 
 class assemblies, and social gatherings. 
 
 2. Select and outline content material for effective class and special 
 reports: (a) Take good notes on library, other reference reading, 
 and public addresses; (b) prepare grade assignments in outline 
 form for all school subjects; (c) outline and produce an original 
 play of simple construction; (d) outline and give an original talk. 
 
 3. Write correctly and with individual style: (a) Business and social 
 letters; (b) descriptions; (c) bulletin board and newspaper an- 
 nouncements. 
 
 4. Produce habitually correct form in sentence structure, punctuation, 
 capitalization, indentation, spelling, penmanship, abbreviations, page 
 arrangement, and other technicalities expected of child who has 
 finished the elementary grade. 
 
 5. Identify and use well various language types according to purpose; 
 argument, debate, petition, conversation, and such other creative 
 writings as stories, poems, short plays, songs, games. 
 
 Reading. Ability to: 
 
 1. Use reading readiness as a means of more effective reading — 
 
 (a) Shows an interest in all reading activities. 
 
 (b) Uses library wisely to satisfy reading interests. 
 
 (c) Knows and uses correctly a wide choice of words in conversa- 
 tion and in all written work. 
 
 (d) Organizes ideas gained from wide reading. 
 
 (e) Reads and is able to reproduce the central thought and support- 
 ing details of a selection. 
 
 (f) Enunciates clearly so others can understand. 
 
 (g) Sits while reading so light will shine properly on book, and 
 holds book correct distance from eyes. 
 
 2. Use fundamental habits and skills, attitudes and abilities necessary 
 for effective reading — 
 
 (a) Has desirable practices and behavior in word recognition and 
 also in recognizing groups of words. 
 
 (b) Reads sufficiently well to take standard tests in speed and ac- 
 curacy making standard scores. Rate of reading about 200 to 
 250 words per minute. 
 
 (c) Desirable practices and behavior in the recognition of the 
 sentence as a unit of thought. 
 
 (1) Shows without hesitation continuity of thought in succes- 
 sive sentences. 
 
 (2) Realizes that paragraph is made up of a group of related 
 sentences which express a central idea. 
 
 (d) Desirable practices and behavior in intelligent interpretation. 
 
 (1) Reads and is able to carry out directions in assignments. 
 
 (2) Reads and is able to select main thoughts and central ideas. 
 
 (3) Reads and is able to organize materials around the central 
 thought unit of a story. 
 
124 Handbook for Elementary and Secondary Schools 
 
 3. Use reading as a means of developing a love of and a permanent 
 interest in reading — 
 
 (a) Desires to collect and own books and enjoys sharing them with 
 others. 
 
 (b) Knows the purposes of the library and uses library intelligently. 
 
 (c) Realizes and uses reading as one of the most desirable forms 
 of entertainment. 
 
 (d) Uses reading in extending interest in new fields of learning. 
 
 (e) Reads aloud sufficiently well that the audience may understand 
 directions, instructions, announcements, programs, and other 
 information. 
 
 (f) Holds body in a pleasing manner while reading to an audience 
 and cultivates and uses a pleasing reading voice. 
 
 4. Use reading in connection with all school activities in all areas of 
 reading. 
 
 Spelling. Ability to: 
 
 1. Spell correctly in all writing activities. 
 
 2. Use the dictionary h?bitually. 
 
 3. Show continuously increasing scope in the spelling vocabulary. 
 
 4. Show command of a variety of descriptive and picturesque words. 
 
 5. Give evidence of normal seventh grade spelling ability as determined 
 by standardized spelling scales. 
 
 Penmanship. Ability to: 
 
 1. Keep all written work up to a reasonable standard as shown by the 
 use of standard writing scale for rate and quality. 
 
 2. Show evidence of being fairly proficient as to accuracy of form, 
 selection of materials, arrangement on page. 
 
 3. Show evidence of pride and ease in handwriting. 
 
 4. Determine needs for improvement. 
 
 5. Improve and have the desire and habit of improving. 
 
 Mathematics 
 
 Arithmetic. Ability to: 
 
 1. Read and write any number (integer, fraction, or decimal) for which 
 he may have the need or the occasion to use. 
 
 2. Apply his knowledge of measurements to any reasonable situation 
 which may be encountered in everyday life. 
 
 3. Understand and be able to solve any example involving the applica- 
 tion of the two types of percentage. 
 
 4. Compute examples involving interest. 
 
 5. Prepare simple graphs and interpret graphs with which he may 
 come in contact in the everyday affairs of life. 
 
 6. Give evidence of having acquired satisfactory speed and accuracy 
 in using the four fundamental processes involving integers, frac- 
 tions, and decimals. 
 
 7. Give evidence of a knowledge of decimals which should enable him 
 to interpret and solve any reasonable example or practical problem. 
 
 8. Reason so as to be able to solve any two or three step practical 
 problem. 
 
 9. Show a working knowledge of the business forms taught. 
 
 10. Show an understanding of simple ratio and proportion. 
 
 11. Show an understanding of percentage as applied to business such 
 as commission, discount, profit and loss, interest. 
 
 12. Give evidence of having the habit of neat, orderly work and of 
 checking all work. 
 
 13. Give evidence of development of an intelligent appreciation in and 
 for arithmetic as a useful tool in interpreting, evaluating, and solv- 
 ing situations and problems involving quantitative terms and arith- 
 metical operations. 
 
Handbook for Elementary and Secondary Schools 125 
 
 Social Studies 
 
 Geography. Ability to: 
 
 1. Apply the geographic relationships dealing with life situations con- 
 cerned with: 
 
 (a) The simpler civilizations of Mesopotamia, the Congo, and the 
 Nile Valleys, Antartica, etc. 
 
 (b) The relationships between dominant work activities and nat- 
 ural factors of the United States and Canada. 
 
 (c) Humans — Use regions of Europe and Asia. 
 
 (d) Complex civilizations where government by an outside agency 
 and transplanted cultures exist. 
 
 (e) World patterns of animals, forests, population, crops, rainfall, 
 temperatures, etc. 
 
 2. Recognize map symbols and give mental picture of typical towns 
 and cities, rivers, ocean, seacoast, falls, plain, mountains, etc., of 
 first item. 
 
 3. Use properly the terms peculiar to the subject as they are used in 
 the texts for the grade. 
 
 4. Give reasons for the ways in which man travels, the kind of food 
 he eats, the kind of clothing he wears, etc., in all the type regions 
 of the world. 
 
 5. Show respect for the way in which the various peoples of the world 
 have made adjustments to natural situations. 
 
 6. Indicate interest in and develop definite plans for the conservation 
 of natural resources. 
 
 7. Demonstrate map, globe, picture, and text reading abilities expected 
 in grades four, five, six, and seven. 
 
 8. Show fairly consistent practice of habits as expected in grades four, 
 five, six, and seven. 
 
 9. Give evidence of growth in the development of understandings and 
 appreciations expected in grades four, five, six, and seven in State 
 adopted texts. 
 
 History. Ability to: 
 
 1. Give evidence of understanding the differences and likenesses in 
 life of man of early times and of the present day as to foods, clothes, 
 homes, tools, transportation and communication. 
 
 2. Give the major contributions of the following groups of people to 
 life in America: Greeks, Romans, Egyptians, and Babylonians. 
 
 3. Explain the major interests and contributions of three European 
 countries to the founding of America. 
 
 4. State briefly and concisely the major contributions of the following 
 persons: Roger Williams, Peter Stuyvesant, William Penn, Captain 
 John Smith, Sir Francis Drake, and Sir Walter Raleigh. 
 
 5. Give evidence of understanding the steps in the gradual transition 
 of American colonies from a group of independent provinces to an 
 independent united nation. 
 
 6. Give a brief and comprehensive story of the War Between the States 
 which explains major causes, identifies outstanding leaders (Abra- 
 ham Lincoln, Jefferson Davis, Robert E. Lee, Stonewall Jackson, 
 Ulysses Grant, David G. Farragut), connects important dates and 
 indicates important results in national life. 
 
 7. Give briefly the story of Cuba's struggle for independence with the 
 part the United States had and has in this chapter of World History. 
 
 8. Identify the following persons with at least one of their outstanding 
 achievements: Thomas A. Edison, Alexander Bell, Theodore Roose- 
 velt, Walter Reed, Woodrow Wilson, John J. Pershing, Herbert 
 Hoover, Richard E. Byrd, Charles A. Lindbergh, Jane Addams, 
 Horace Mann. 
 
 9. Show evidence of understanding the social changes in American life 
 due to industry, invention and territorial expansion. 
 
 10. Describe and illustrate the values of peace and the evils of war. 
 
126 Handbook foe Elementaby and Secondary Schools 
 
 Civics. Ability to: 
 
 1. Describe five services rendered by the city or town governments, 
 eight by state and five by the national. 
 
 2. Give an outline of the content of the federal and State constitutions, 
 the names of the principal departments of government with the 
 persons acting as directors, or heads, names of law-making bodies, 
 and their most important powers and duties. (History texts, N. C. 
 Manual and Dual Government.) 
 
 3. Describe and demonstrate good manners and correct parliamentary 
 usage for conducting group discussions. 
 
 4. Name congressmen, legislators, and four other principal elective 
 officials, and indicate some local problem which is the responsibility 
 in whole or in part, of each. 
 
 5. Explain the meaning of and illustrate regard for or interest in the 
 welfare of others in his own group, for other peoples and nations. 
 
 6. State purpose and some advantages of the World Court. 
 
 7. Express reasons for justifiable pride in school, community, and 
 state. 
 
 8. Recognize and follow good leadership in governmental problems con- 
 nected with school life. 
 
 Physical and Health Education 
 
 Physical Education. Ability to: 
 
 1. Keep good posture for individual possibilities. 
 
 2. Control temper in contests and games. 
 
 3. "Walk, run, skip, gallop, slide, leap, step-swing-and-balance to music. 
 
 4. Make peasant and minuet curtsies. 
 
 5. Execute polka and waltz rhythms in folk games. 
 
 6. Do one standard folk dance. 
 
 7. Make original rhythmic pattern from several simple musical selec- 
 tions. 
 
 8. Execute all rhythm steps above and work out unit using them 
 (Girls). 
 
 9. Hit bowling pin with 12-inch ball at distance of 35 feet (Girls). 
 
 10. Catch baseball at a distance of 110 feet (Boys). 
 
 11. Run 100 yards in 15 seconds (Boys); 60 yards in 7 seconds (Girls). 
 
 12. Jump 6 feet 6 inches (standing broad) (Boys); 6 feet 2 inches 
 (Girls). 
 
 13. Throw baseball 125 feet (Boys); 115 feet (Girls). 
 
 14. Forward hand spring (Boys). 
 
 15. Shoot 3 goals in 25 seconds (Boys) ; shoot 3 out of 5 (Girls). 
 
 16. Play 12 games learned during the year. 
 
 17. Swim 100 yards, free style (Boys); swim 40 yards (Girls). 
 
 18. Rope climb, hands and feet, 16 feet (jumping start) 9 seconds 
 (Boys). 
 
 19. Execute sailor dive in good form (where water facilities are avail- 
 able). 
 
 20. Running vault over bar or fence 4 feet high (Boys) ; 3 feet (Girls). 
 
 21. Explain the historical origin of ten or more national games and 
 rhythms. 
 
 Health. Ability to: 
 
 1. Produce evidence showing that he usually obeys essential hygienic 
 practices. 
 
 2. Define temperance in terms of wise choices in habits of dressing, 
 riding, eating, sleeping, drinking, playing, and other life activities. 
 
 3. Engage habitually in one or more outdoor sports. 
 
 4. State values in the practices of cleanliness in person, clothing, and 
 environment. 
 
 5. State values of activities out-of-doors. 
 
 6. Describe the work of the public health department. 
 

 Handbook for Elementary and Secondary Schools 127 
 
 7. Recognize sources of good water supply and demonstrate one method 
 of purification. . , 
 
 8 Use appropriately these terms: chlorinate, cesspool, cistern, conta- 
 gion, deposit, filter, ground water, health protection, hydrant, immu- 
 nization, sanitary inspector, food inspector, lavatory, pasteurization, 
 quarantine, sediment, septic, sewage, symptoms, and other terms 
 peculiar to the subject of health in the lower grade. _ 
 
 9 Write a two hundred word discussion on "The Responsibility of tne 
 Community to Individual and Community Health and of the Indi- 
 vidual to the Community Health." 
 
 10. Show reasonable familiarity with material of the supplementary 
 
 tGXtS 
 
 11. State some special growth problems of the pre-adolescent and the 
 adolescent and some special activities related to their successful 
 solution. . . , , , , . 
 
 12 Give some simple rules for proper cooking of vegetables and meats. 
 
 13. Detect symptoms of common communicable diseases, give and ob- 
 serve rules to prevent contagion. 
 
 14. Give evidence of understanding that feeling and emotion may distort 
 judgment. 
 
 15. Render first aid in at least four possible emergencies. 
 
 Science 
 Natural Science. Ability to: 
 
 1. Observe carefully and accurately. 
 
 2. Recognize, understand, and appreciate the natural phenomena and 
 plant and animal life of the environment. 
 
 3. Investigate, experiment, study, and interpret, using scientific appa- 
 ratus when needed. 
 
 4. Record results of observations and investigations correctly. 
 
 5. Follow instructions. 
 
 6. Collect, prepare, and care for specimens and materials. 
 
 7. Plan and construct simple scientific apparatus, such as ram gauge, 
 insect net, etc. 
 
 8. Use and care for tools. 
 
 9. Use certain objective materials and instruments, such as those found 
 in everyday life, as simple household electric appliances, convey- 
 ances of transportation, means of communication, and institutions 
 of the community. 
 
 10. Recognize, interpret, and use common terms of the scientific vocab- 
 
 11. Continue in the development of scientific attitudes and habits of 
 suspending judgment until facts are in hand. 
 
 12. Explain in simple phrases the difference in natural laws and man's 
 changing conceptions. 
 
 SOME MEANS OF MEASURING PUPIL PROGRESS 
 
 A periodic measurement of pupil progress is essential in making a fair 
 appraisal of the school program. In order to adapt instruction to the needs 
 of the child, it is necessary for the modern elementary school to measure 
 child growth and development along several lines: 
 
 1. Mental capacity or intelligence. 
 
 2. Mastery of basic tools of learning, such as reading, writing, language, 
 and the arithmetic processes. 
 
 3. Functional use of important facts and concepts in such subjects as 
 history, geography, and science. 
 
 4. Personality development, including all traits having to do with 
 social behavior, such as attitudes, habits, and appreciations. 
 
 5. Physical growth and motor ability. 
 
128 Handbook foe Elementary and Secondary Schools 
 
 Although all phases of child development cannot at present be measured 
 satisfactorily, much progress has been made in this direction, and reliable 
 tests of pupil attainment in many fields have been devised. In general, tests 
 fall into three classes: (1) intelligence tests, (2) teachers' tests and exami- 
 nations, and (3) standardized achievement tests. 
 
 Intelligence Tests 
 
 To devise a school program fitted to the needs of boys and girls one should 
 learn as much as possible about the pupils who make up the instructional 
 groups. As a starting point it is desirable to know the mental capacity of 
 the individuals. Intelligence tests indicate the level of difficulty for instruc- 
 tion and the amount of individual attention needed by each. Although these 
 tests do not give a complete picture of the needs and capabilities of pupils, 
 their use is helpful in understanding the child. Such tests should be admin- 
 istered two or three times during the child's elementary school training, 
 preferably just prior to classification and grouping of pupils. The teacher 
 should use intelligence test results for the following purposes: 
 
 1. Discovering the mental ability of each child. 
 
 2. Diagnosing the pupil's learning difficulties. 
 
 3. Discovering exceptional children, of either high or low ability, who 
 need special kinds of school work. 
 
 4. Discovering the mental level of the class in order that activities of 
 the proper difficulty may be carried on. 
 
 5. Analyzing personality and making pupil adjustments. 
 
 Among the reliable tests available for the measurement of mental capacity 
 are the following: 
 
 Engel, Detroit First Grade Intelligence Test (Grade 1). "World. 
 Pintner-Cunningham, Primary Mental Test (Grades 1-2). World. 
 Haggerty & Others, National Intelligence Test (Grades 3-12). World. 
 Sullivan & Others, California Test of Mental Maturity (Grades 1-12). 
 Southern California School Book Depository, Los Angeles, Calif. 
 
 Teachers' Tests and Examinations 
 
 The most important feature of any good test is validity. A test which 
 does not measure what it is supposed to measure gives results that are 
 inaccurate in their measure of pupil achievement and in their indication of 
 pupil needs. As published tests are usually invalid in measuring certain 
 parts of the program in many local situations due to the special educational 
 objectives of the local school, the teacher must rely to a large extent on tests 
 which she constructs herself. The modern elementary school tends to place 
 the emphasis in instruction on the development of desirable habits, skills, 
 concepts, attitudes, and appreciations, and to stress the functional value of 
 what has been learned rather than the subject matter itself. A continued 
 systematic use of standardized educational achievement tests of the factual- 
 knowledge type generally used tends to focus teaching upon those things 
 measured by such a test, therefore teacher-made tests for measuring the more 
 significant outcomes of instruction are essential if the work of the pupil and 
 the school is to be appraised fairly. 
 
 In constructing tests teachers should not confine test items to those of the 
 
Handbook foe Elementaky and Secondary Schools 129 
 
 who, what, when, where, name and define type. Such, tests merely direct 
 pupil study and classroom procedure to the memory of textbook material 
 with the result that the curriculum loses much of its vitality and functional 
 value. Teacher-made tests should cut across conventional subject matter 
 lines and elicit the desired mental processes of thinking through and about 
 facts in addition to learning to recite them. In view of the foregoing it 
 would seem that the essay-type examination can be more readily adapted for 
 the purpose of calling forth desired mental processes and measuring the 
 functional use of facts learned. Nevertheless the newer-type informal 
 objective tests may be designed to measure the functional value of knowledge 
 to some extent, and their construction for the purpose of measuring factual 
 knowledge is comparatively easy. These tests may take the following forms: 
 
 1. True-false statements. 
 
 2. Sentence completion. 
 
 3. Multiple-choice exercises. 
 
 4. Rearrangement of items. 
 
 5. Matching exercises. 
 
 6. Judgment tests. 
 
 In the final analysis teacher-made tests supplement standardized achieve- 
 ment and intelligence tests. They should be administered throughout the 
 year as occasion demands, and the results should be used: 
 
 1. To measure pupil achievement in subject matter fields not covered 
 by standardized tests. 
 
 2. To discover strengths or weaknesses in instruction. 
 
 3. To direct pupils in their study. 
 
 4. To determine changes in attitudes and appreciations. 
 
 5. To determine the extent to which pupils have learned to use facts. 
 
 6. To determine to what extent the goals of a unit of study have been 
 reached. 
 
 The large unit method of teaching especially calls for the intelligent con- 
 struction and use of teacher-made tests of achievement. Too frequently 
 teachers assume that certain desirable outcomes of a unit of study have been 
 realized without determining the actual results. In addition to adequate 
 testing it is desirable for teachers using the unit method of instruction to 
 keep some sort of a record of the progress of the class, such as a log or 
 journal, in which daily or weekly entries are made. Such a record promotes 
 better planning and assures a more careful check on what understandings 
 pupils are getting and what subject matter is being covered. 
 
 Standardized Achievement Tests 
 
 The standardized achievement test measures more comprehensively than 
 teacher-made tests the extent to which pupils have mastered the basic tools 
 of learning. They have the advantages of comparable norms and diagnostic 
 profile charts which make possible rapid analysis of pupil difficulties. The 
 prime consideration in planning a testing program utilizing standard tests 
 is the use the teacher and administrator will make of the results. Achieve- 
 ment tests are tools for use in the improvement of instruction, and any 
 testing program which does not result in efficient follow-up work is very 
 inadequate. Results of the tests given at the close of the previous school 
 year should be used at the beginning of the year for follow-up work. Further 
 
130 Handbook for Elementary and Secondary Schools 
 
 testing at mid-term is desirable in measuring progress and in revising 
 remedial teaching. Standardized tests should not be regarded as an abbrevi- 
 ated course of study on which instruction is focused as this limits the 
 curriculum and invalidates the results of the tests. Standardized tests are 
 only a part of the measuring program which includes teacher-tests, mental 
 tests, and directed observation. The following are acceptable uses to which 
 standardized tests may be put: 
 
 1. To diagnose pupil difficulty. 
 
 2. To determine the kind and amount of remedial teaching to be done. 
 
 3. To group pupils for remedial teaching. 
 
 4. To give an impersonal picture of the child for use in promotion and 
 classification. 
 
 5. To make comparisons with national norms and with other schools. 
 
 6. To discover strengths and weaknesses in the instructional program. 
 Among the reliable standardized tests available from publishers are the 
 
 following: 
 
 Batteries — 
 
 Metropolitan Achievement Tests. World. 
 
 New Standard Achievement Tests. World. 
 
 Modern School Achievement Tests. Bureau of Publications, Teachers 
 College, Columbia University, New York. 
 
 Progressive Achievement Tests. Southern California School Book De- 
 pository, Los Angeles, Calif. 
 
 Public School Achievement Tests. Public School Publishing Co., 
 Bloomington, 111. 
 
 Unit Scales of Attainment. Educational Test Bureau, Minneapolis, 
 Minn. 
 
 Iowa Every-Pupil Test of Basic Skills. Bureau of Educational Re- 
 search and Service, State University of Iowa, Iowa City, Iowa. 
 
 Reading — ■ 
 
 Gates. Primary Reading Tests (grades 1-2). Laidlaw. 
 
 Detroit Reading Tests. World. 
 
 Gates. Silent Reading Tests (grades 3-8). Laidlaw. . 
 
 Sangren-Wcody. Reading Test. World. 
 
 Gray. Standardized Oral Reading Paragraphs. Public School Pub. Co. 
 
 Handwriting — 
 
 Thorndike. Handwriting Scale. Laidlaw. 
 Ayres. Handioriting Scale. Public School Pub. Co. 
 Freeman. Diagnostic Handwriting Chart. Houghton. 
 Courtis-Shaw. Practice Tests in Handwriting. World. 
 
 Language and Grammar — - 
 
 Pressey. Diagnostic Tests in English Composition. Public School 
 
 Publishing Co. 
 Wilson. Language Error Test. World. 
 Willing. Composition Scale. Public School Publishing Co. 
 
 Spelling — 
 
 Ayres. Spelling Scale. Public School Publishing Co. 
 Iowa Spelling Scales. Public School Publishing Co. 
 
 References on Testing: 
 
 Woody-Sangren. Administration of the Testing Program. World. 
 Madsen. Educational Measurement in the Elementary Grades. World. 
 Smith and Wright. Tests and Measurements. Silver. 
 
Handbook foe Elementary and Secondary Schools 131 
 
 Samples of Good Educational Measuring Instruments for High Schools* 
 
 Standard tests are useful for diagnosis, prognosis, or comparison. In 
 diagnosis a test helps the teacher analyze the source of difficulty so that the 
 laws of learning may apply in learning a narrow habit rather than a broad 
 one. Practice is then furnished at the point where needed. In prognosis, a 
 test is used to foretell the probable success of a person in a course before he 
 takes it. Such tests have been useful in prophesying success or failure in 
 mathematics and Latin. Comparisons while at times odious are nevertheless 
 healthy. In standard tests the figures used for comparison are based on 
 averages of large numbers of persons and hence are not subject to the 
 vagaries of the single class. There are other uses also. 
 
 The tests here listed are proven instruments of measurement. The list is 
 small so that a busy executive or teacher can come to a decision quickly. 
 The writer would be glad to correspond with anyone about his testing 
 problems. 
 
 Intelligence 
 
 Individual— Stanford Binet, First or Second Revision. Houghton. 
 Group— Junior High School 
 
 Terman. Group Test of Mental Ability. World. 
 
 Otis. Self-Administering Tests of Mental Ability. Intermediate Ex- 
 amination. World. 
 
 Senior High School 
 Otis. Group Intelligence Scale, Advanced Examination. World. 
 Otis. Self -Administering Tests of Mental Ability, Higher Examination. 
 World. 
 
 Interest Inventories 
 
 Miner. Analysis of Work Interests. C. H. Stoelting, 424 N. Homan 
 Ave., Chicago, 111. 
 
 Strong. Vocational Interest Blank. Stanford University Press, Stan- 
 ford University, California. 
 
 Garretson and Symond. Interest Questionnaire for High School Stu- 
 dents. Bureau of Publications, Teachers College, New York City. 
 
 Lehman and Witty. Play Questionnaire. Ohio University, Athens, 
 Ohio. 
 
 Achievement 
 
 General — 
 
 Sones-Harry. High School Achievement Test. World. 
 
 Iowa High School Content Examination. Bureau of Educational Re- 
 search and Service, Extension Division, The State University of 
 Iowa, Iowa City, Iowa. 
 
 Art — 
 
 McAdory. Art Test. Psychological Corporation, 522 Fifth Ave., New 
 
 York, N. Y. 
 Meier-Seashore. Art Judgment Test. State University of Iowa, Iowa 
 
 City, Iowa. 
 
 "Prepared by Dr. A. M. Jordan, University of North Carolina, Chapel Hill, N. C. 
 
132 Handbook fob Elementaby and Secondary Schools 
 
 commebcial subjects — 
 
 Blackstone. Stenographic Proficiency Tests. World. 
 Elwell-Fowlkes. Bookkeeping Test. World. 
 Thompson. Business Practice Test. World. 
 
 English — 
 
 Cross. English Test. World. 
 
 Hudelson. Typical English Composition Ability Scale. World. 
 Leonard. Diagnostic Test in Punctuation and Capitalisation. World. 
 Cooperative Tests in English Usage, Literature Acquaintance, and 
 Literature Comprehension. Cooperative Test Service, 500 W. 116th 
 St., New York City. 
 
 Latin — 
 
 Orleans-Solomon. Latin Prognosis Test. World. 
 
 White. Latin Test. World. 
 
 Cooperative Latin Test. Cooperative Test Service. 
 
 Mathematics — 
 
 Columbia Research Bureau Algebra Test. World. 
 
 Orleans. Algebra Prognosis Test. World. 
 
 Cooperative Tests in Algebra and General Mathematics. Cooperative 
 Test Service. 
 
 Iowa Unit-Achievement Tests in First-Year Algebra. State University 
 of Iowa, Iowa City, Iowa. 
 
 Columbia Research Bureau Plane Geometry Test. World. 
 
 Orleans. Geometry Prognosis Test. World. 
 
 Schorling-Sanford. Achievement Tests in Plane Geometry. State Uni- 
 versity of Iowa, Iowa City, Iowa. 
 
 Mechanical Aptitude — 
 
 Stenquist. Mechanical Aptitude Tests. C. H. Stoelting. 
 
 Detroit. Mechanical Aptitude Examination. Psychological Corporation. 
 
 Minnesota. Tests of Mechanical Abilities. Psychological Corporation. 
 
 MODEEN FOBEIGN LANGUAGE — 
 
 American Council Alpha and Beta Tests in French, German, and 
 
 Spanish. World. 
 Columbia Research Bureau Tests in French, German, and Spanish. 
 
 World. 
 Cooperative Tests in French, German, and Spanish. Cooperative Test 
 
 Service. 
 Music — 
 
 Kwalwasser-Ruch. Test of Musical Accomplishment. State University 
 
 of Iowa, Iowa City, Iowa. 
 Reading— 
 
 Iowa Silent Reading, Advanced Test. World. 
 Science — Biology — 
 
 Presson. Biology Test. World. 
 
 Ruch-Cossmann. Biology Test. World. 
 
 Cooperative Biology Test. Cooperative Test Service. 
 
Handbook fob Elementaby and Secondaby Schools 133 
 
 Chemistby — 
 
 Glenn-Welton. Chemistry Achievement Test. World. 
 Powers. General Chemistry Test. World. 
 Cooperative Chemistry Test. Cooperative Test Service. 
 
 Genebal Science — 
 
 Ruch-Popenoe. General Science Test. World. 
 
 Cooperative General Science Test. Cooperative Test Service. 
 
 Physics — 
 
 Columbia Research Bureau Physics Test. World. 
 Cooperative Physics Test. Cooperative Test Service. 
 
 Social Studies — 
 
 American Council Test in European History. World. 
 Columbia Research Bureau American History Test. World. 
 Cooperative Service Tests in American, European, Ancient, Mediaeval, 
 English, and World History. Cooperative Test Service. 
 
 Personality 
 
 Bell. Adjustment Inventory. Stanford University Press. 
 Bernreuter. Personality Inventory. Stanford University Press. 
 Haggerty-Olson-Wickman. Behavior Rating Scales. World. 
 
 Refeeences: 
 
 Bingham. Aptitude Testing. Harper. 
 Fryen. Measurement of Interests. Holt. 
 
 PUPIL REPORTS 
 
 There have been many changes in the form of pupil report cards during 
 the past twenty-five years. Modern present-day schools are using a very 
 different type of report card from that in use even ten years ago. The newer 
 report cards are being constructed so as to show growth in terms of power, 
 ability, and achievement. 
 
 Many school faculties have made marked improvement in developing a 
 suitable report card, notably, the Training School at East Carolina Teachers 
 College and Curry Training School of the Woman's College, Greensboro. 
 
 The most outstanding phase of the procedures used in developing the newer 
 type cards, which are better adapted to the purposes of the modern school 
 program, was the careful preliminary work with all teachers and parents. 
 A pupil report card for State-wide use has been devised as a suggestion. See 
 copy below. 
 
 In order to give adequate time for measuring growth and development in 
 the individual pupil, many school systems distribute pupil report cards every 
 two months instead of monthly. This is a very distinct advantage to both 
 teachers and pupils. During this two months' interval individual letters to 
 parents concerning the work of individual children are forwarded to the 
 homes by teachers, when the needs of the work make this necessary or 
 essential. This procedure is becoming very popular in the public schools. 
 
 Any school faculty wishing to study the forms and types of modern report 
 cards may have the use of a rather complete exhibit of report cards from 
 
134 
 
 Handbook for Elementary and Secondary Schools 
 
 INSIDE OP NORTH CAROLINA ELEMENTARY REPORT CARD 
 some outcomes desirable for citizenship and character 
 
 READING 
 Gets thoughts for himself (Silent Reading) 
 
 
 
 
 
 
 
 
 
 Gives thoughts to others (Oral Reading). 
 
 
 
 
 
 
 
 
 
 Gets new words readily. 
 
 
 
 
 
 
 
 
 
 Reads silently without pointing and moving lips. 
 
 
 
 
 
 
 
 
 
 Reads rapidly . 
 
 
 
 
 
 
 
 
 
 Reads in addition to assignments . 
 
 
 
 
 
 
 
 
 
 Appreciates good literature . 
 
 
 
 
 
 
 
 
 
 ORAL LANGUAGE 
 Uses correct speech 
 
 
 
 
 
 
 
 
 
 Talks and questions intelligently. . . 
 
 
 
 
 
 
 
 
 
 Organizes thoughts well . . 
 
 
 
 
 
 
 
 
 
 Contributes to group discussions 
 
 
 
 
 
 
 
 
 
 WRITTEN LANGUAGE 
 Expresses thoughts clearly . 
 
 
 
 
 
 
 
 
 
 Arranges work legibly and neatly _ 
 
 
 
 
 
 
 
 
 
 Spells words of his group 
 
 
 
 
 
 
 
 
 
 Evidences creative thought in writing 
 
 
 
 
 
 
 
 
 
 SOCIAL STUDIES (History, Geography, etc.) 
 Secures needed information . 
 
 
 
 
 
 
 
 
 
 Uses information to solve problems 
 
 
 
 
 
 
 
 
 
 Reasons from cause to effect. . 
 
 
 
 
 
 
 
 
 
 Finds and develops new interests 
 
 
 
 
 
 
 
 
 
 ARITHMETIC 
 
 Knows number facts for his group 
 
 
 
 
 
 
 
 
 
 Thinks through a problem . 
 
 
 
 
 
 
 
 
 
 Works rapidly and makes few mistakes 
 
 
 
 
 
 
 
 
 
 Applies knowledge to solve everyday problems 
 
 
 
 
 
 
 
 
 
 MUSIC 
 Enjoys good music . 
 
 
 
 
 
 
 
 
 
 Sings with the group 
 
 
 
 
 
 
 
 
 
 Teaches song . 
 
 
 
 
 
 
 
 
 
 Creates music . 
 
 
 
 
 
 
 
 
 
 ART 
 
 Appreciates work of others. 
 
 
 
 
 
 
 
 
 
 Gains knowledge of arts 
 
 
 
 
 
 
 
 
 
 Expresses ideas of others _ 
 
 
 
 
 
 
 
 
 
 Originates ideas 
 
 
 
 
 
 
 
 
 
 HEALTH AND APPEARANCE 
 Keeps clean skin, hair, nails, body and clothes . 
 
 
 
 
 
 
 
 
 
 Keeps clean, well-repaired teeth. .. . . 
 
 
 
 
 
 
 
 
 
 Expresses good posture for possibilities 
 
 
 
 
 
 
 
 
 
 Has an abundance of energy and vitality 
 
 
 
 
 
 
 
 
 
 Assists in preventing communicable diseases 
 
 
 
 
 
 
 
 
 
 PHYSICAL EDUCATION 
 
 Meets standards commonly set for his grade 
 
 
 
 
 
 
 
 
 
 INITIATIVE AND SELF-RELIANCE 
 Thinks and works independently 
 
 
 
 
 
 
 
 
 
 Is resourceful in finding things to do 
 
 
 
 
 
 
 
 
 
 Practices desirable leadership 
 
 
 
 
 
 
 
 
 
 Cooperates in group activities 
 
 
 
 
 
 
 
 
 
 COURTESY AND CONSIDERATION 
 Takes turn graciously 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Listens without .nterrupting 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Seeks justice to all 
 
 
 
 
 
 
 
 
 
 Is considerate of others . . 
 
 
 
 
 
 
 
 
 
 OBEDIENCE AND SELF-CONTROL 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 HONESTY _ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 SYMBOLS FOE MARKING— 
 
 V Meaning grade level or grade average. 
 X Meaning below grade level or average. 
 O Meaning below grade level or average, but improving. 
 * Meaning below grade level or average, but making honest effort. 
 + Above grade level or average. 
 No symbol indicates that the outcome is not considered at this time. 
 
Handbook for Elementary and Secondary Schools 135 
 
 school systems throughout the country. This exhibit may be secured by 
 application to the Division of Instructional Service. Copies of the North 
 Carolina pupil report card may also be secured upon application to the 
 Division of Instructional Service. 
 
 PROFESSIONAL IMPROVEMENT 
 
 STUDY GROUPS 
 
 The past five years have shown a decided advance in both voluntary and 
 required study among in-service teachers as individuals and as groups. The 
 faculty not having a definite program of study is the exception to the rule. 
 In general, the group concentrates on a local problem. It has been the 
 practice now for several years for the Division of Instructional Service to 
 prepare suggested programs of study which have been adapted with the help 
 of the local committee. In this way many school systems have been able to 
 follow a continuous, progressive program without duplication. Some super- 
 intendents publish this program in a yearbook for their respective admin- 
 istrative units. Suggested study outlines may be secured from the Division 
 of Instructional Service upon problems selected by groups or individuals. 
 
 A suggested procedure for organizing the study group is as follows: 
 
 Organization. 
 
 1. Have at least the following officers and committees — 
 
 a. Chairman — County or City Superintendent. 
 
 b. Recording Secretary elected by the group. 
 
 c. Materials Chairman appointed by the county or city superintendent 
 to see that the professional library is built up, distributed, and 
 properly catalogued and filed. 
 
 d. A Program Committee appointed by the county or city superin- 
 tendent as early in the year as possible to decide on dates, places, 
 time of meetings, leaders, topics and procedures. 
 
 e. A Course of Study Secretary appointed by the superintendent to 
 collect, edit, and file committee reports with the county superin- 
 tendent and Division of Instructional Service. 
 
 2. Give out before first meeting a program stating hour, place, and date 
 for each and all meetings together with individual and group assign- 
 ments and suggestive time limits. 
 
 3. Plan a variety of types of reports — committee, individual, dramatic 
 exhibits, and group and county-wide meetings. 
 
 Hints for Making Individual Contributions More Effective. 
 
 1. Read over the whole program to get whole plan in mind. 
 
 2. Keep each session within two and a half hours. Stick to the time limit. 
 
 3. Remember it takes a long time to prepare a good short talk. 
 
 4. Allow time for informal "round table discussion". 
 
 5. Use every teacher and principal some time during the year. 
 
 6. Use as many sources of information as are available, remembering that 
 the study of children themselves and life about us are the richest 
 sources. 
 
 7. Demonstrate and illustrate concretely with school life material. 
 
 8. Talk to the points assigned you. Avoid repeating yourself or others 
 except for emphasis. Avoid bookishness. 
 
 9. Use patrons as active participators. Invite them to all meetings. 
 
136 Handbook fob Elementaey and Secondaey Schools 
 
 10. Bring Courses of Study and Handbook to meetings. 
 
 11. Be on time. Close on time. 
 
 12. Have a definite plan for purchasing, borrowing, and distributing source 
 materials and references. Use University Extension Library and N. C. 
 Library Commission. 
 
 13. Precede all county meetings with local meetings to make sure every- 
 body is ready for all discussions and follow-up work. 
 
 14. Provide for socializing features — e.g. annual dinner, "dutch suppers". 
 
 How the Division of Instructional Service May Help. 
 
 1. Will supply general outline plan of study (this Handbook) and illus- 
 trative materials. 
 
 2. Will meet with program committee to help organize year's work. 
 
 3. Will supplement outlines with pertinent related materials for study 
 whenever possible. 
 
 4. Will visit schools to study situation and offer suggestions for improve- 
 ment of instruction, giving especial attention to subject selected for 
 special study. 
 
 5. Will attend study group meetings when possible. 
 
 CONFERENCES 
 
 Several types have been found helpful. 
 
 Regional Conferences sponsored by local and State leadership. 
 
 A School Day in Action 
 
 As a phase of the State program for the improvement of classroom instruc- 
 tion, the Division of Instructional Service is concerned with the proper 
 interpretation and use of the curriculum report, A Study of Curriculum 
 Problems — Practices and Suggestions, Publication 189, Raleigh, N. C, and 
 with the development of curricula adapted to the worthy educational pur- 
 poses and interests of children of that community. To this end the following 
 activities, with all of which the school forces are more or less familiar, have 
 been pursued: 
 
 1. Preliminary orientation for superintendents and principals in summer 
 administrative conferences. 
 
 2. Introductory explanation to teacher and laymen groups for orientation 
 in the Course of Study. 
 
 3. Preparation of suggestive types of study programs for teaching groups 
 and advising with special committees. 
 
 4. Regional conferences held at selected centers for observing learning 
 in action. 
 
 5. Discussion and evaluation of learning situations observed. 
 
 In conferences held visitors were furnished with a program of the planned 
 schedule and an observer's guide directing detailed attention to definite 
 aspects of the activities which were an outgrowth of preceding activities. 
 Before coming to the school, however, a letter usually set up three or four 
 thought-provoking questions. For example, these major problems in connec- 
 tion with the Language Arts program were set up to focus general thinking: 
 
 1. Why do children read, write, and speak? In what forms? 
 
Handbook fob Elementaey and Secondaby Schools 137 
 
 2. How well do the teacher and the program of activities in this and other 
 schools serve these fundamental purposes? 
 
 3. How can children learn to live successfully and happily as individuals 
 and as a group? 
 
 Preparation for such a day involves much careful planning to get teachers 
 willing and ready to teach under the eyes of other teachers and to interest 
 superintendents, principals, and teachers in giving the additional time re- 
 quired for the visiting. This was done by individual and group conferences 
 and by gradual development of a cooperative study group plan, over a long 
 period of time. 
 
 The study conferences themselves consisted of definite reports on classroom 
 procedures, philosophy and materials, of demonstrations, and of study of the 
 subject matter itself. For example, demonstrations for teachers were made 
 in choric speaking, in definite art techniques and processes. Supplementary 
 material was often furnished. Exhibits of useful material were features. 
 To illustrate, small select libraries related to units were secured through the 
 North Carolina Education Association and set' up in libraries of limited 
 scope. 
 
 It was the goal to place all emphasis on individual pupil needs in a given 
 subject matter field; that is, in connection with a problem felt by the pupil. 
 For example, speaking was thought of as a means of changing action — as a 
 means of and as a result of thinking and feeling about the things which are 
 of general concern. Hence, attention was directed to greetings, questioning, 
 commenting, at all times, in all the situations in which teachers and children 
 naturally found themselves. The same thing was done with the graphic arts 
 and with health and recreation. 
 
 The Panel Discussion. 
 
 In this type of program different people from institutions or fields having 
 widely different points of view present briefly their special angle on a given 
 problem. Following this they question and challenge each other. And 
 finally, make a summary of the discussions. 
 
 How to Hold a Panel Confebence 
 
 1. The panel method is the simplest of conference methods, consisting of: 
 (a) A chairman who directs the program and discussion, and who sums up 
 the conclusions of the group; (b) an informal discussion by several members 
 of the issues raised; (c) questions addressed to panel members from the 
 audience and from each other. 
 
 2. Points to be observed are: (a) Select the conferees who are particu- 
 larly interested in the questions, and who feel responsible for the success of 
 the conference; (b) limit the active participants to prevent lagging and 
 diversion from the issues; (c) limit each speaker to prevent monopolizing 
 of the time; (d) hold a meeting preliminary to the conference to choose a 
 chairman and to assign individual parts in the procedure. 
 
 3. Order of procedure is: (a) Chairman calls the meeting to order; (b) 
 states the question to be considered as briefly and concisely as possible; (c) 
 emphasizes the need for keeping the main issue in mind, for open-mindedness 
 and clear thinking, and the desirability of reaching cooperatively a decision 
 agreeable to all; (d) sets up the time limits; (e) presents the participants; 
 
138 Handbook fob Elementaey and Secondaey Schools 
 
 (f) mentions some desired ends; (g) focuses thought through stimulating 
 questions; (h) calls on members for points of view. 
 
 The panel members express themselves in statements and questions, being 
 kept to the point by the chairman when necessary. A few minutes inter- 
 mission is given for mental and physical relaxation. The chairman finds 
 points of agreement and disagreement and states the final results. The re- 
 sults are then written, giving the points at issue and a summary of worth- 
 while contributions. 
 
 Round-Table Discussion. 
 
 This is a similar technique, but as a rule each person comes with a prob- 
 lem on which he makes informal comments. 
 
 Forums. 
 
 The forum movement in this country is rapidly gaining momentum and 
 approval. Many thoughtful persons, educators and laymen, believe that 
 forum discussion has real value as a means of civic education. 
 
 For those who are interested in forums the following bulletins are sug- 
 gested : 
 
 Studebaker, Sheets and Williams. Forums for Young People. Bulletin, 1937, 
 No. 25. Office of Education, Department of the Interior, Washington, 
 D. C. 15 cents. 
 
 A study of problems and plans involved in providing forum discus- 
 sions for high school and college students and for young people in the 
 community. 
 
 Studebaker and Williams. Choosing Our Way, a Study of America's Forums. 
 Bulletin, 1937, Miscellany No. 1. Office of Education, Department of the 
 Interior, Washington, D. C. 35 cents. 
 
 A handbook for educational administrators interested in organizing 
 and operating adult forums. Reports the work of forum demonstration 
 centers. 
 
 Chancellor and Williams. Printed Page and tlie Public Platform. Bulletin, 
 1937, No. 27. Office of Education, Department of the Interior, Wash- 
 ington, D. C. 20 cents. 
 
 Of interest to librarians and forum leaders because it deals with 
 library and the adult forum. 
 
 The following is taken from Forums for Young People, pages 1-3: 
 "What Is a Forum? 
 
 In this publication we use the term 'forum' to denote an organized process 
 of free discussion of public affairs. It refers not only to a method or tech- 
 nique of learning well known to pedagogy as 'socialized recitation' or 'class 
 discussion', but to a body of subject matter as well. In addition, it is descrip- 
 tive of special organizations to achieve the discussion of public affairs. This 
 generalized conception may be clarified by listing the important aspects of a 
 forum. 
 
 Meetings 
 
 1. The forum, used in the sense of an organized process, is a program con- 
 sisting of a series of meetings. Each meeting may be called a forum, but 
 all of the meetings put together may be called the forum. The term is 
 used here to refer primarily to the program and not to an individual 
 meeting. 
 
Handbook foe Elementary and Secondary Schools 139 
 
 Subjects 
 
 2. The forum program is based very largely upon those public questions 
 which agitate the public mind. The field of subject-matter covers those 
 issues and current problems in modern society which are up for public 
 consideration and decision at any particular time. The forum is not 
 simply a method of dealing with all problems requiring understanding. 
 
 Participation 
 
 3. The forum program is further based upon real audience participation 
 through free discussion. Regardless of the device used to introduce and 
 present the subject, a major emphasis is placed on the free expression of 
 the members of the group through questions to the speaker, (if there 
 is one) to others in the audience, and through the presentation of com- 
 ments or points of view. 
 
 Preparation 
 
 4. The forum program also requires preparation on the topics discussed. 
 Special speakers, debaters, or panels may be especially prepared to develop 
 the discussions. Ordinarily a meeting to discuss some phase of public 
 affairs which does not rest on the careful preparation of some one or more 
 persons results in a 'talk fest' rather than a 'forum'. 
 
 Leadership 
 
 5. The forum program needs the leadership of a competent person, skilled 
 in promoting fruitful discussion and in guiding group thinking. The 
 participation of the members of the forum group in planning the meetings 
 and selecting the topics for discussion is an objective of a competent 
 leader." 
 
 Short Conferences. 
 
 A series of short special sessions on a single problem of instruction, such 
 as mathematics, business, the music conference, and the schedule on social 
 studies, art, etc., arranged for the year. These are not intended in any way to 
 take the place of organized study but rather to stimulate and supplement it. 
 
 EXHIBITS 
 
 An example of this type was the Second Annual School Fair presented by 
 one of the city schools during the spring term. It proved very successful, and 
 resulted in getting out to the school about 5,000 people. The management 
 of the Fair was in the hands of a special committee. The entire school 
 system participated in it in some way. A fine enthusiasm was displayed by 
 all of the pupils who took part in the activities. 
 
 The following foreword to the program which was sent to parents and 
 friends will indicate the purpose of the Fair and the splendid spirit of the 
 teachers and principals in making preparation for the occasion: 
 
 "We present the second school Fair to the parents of this school in the hope 
 that you will see and understand the newer approaches to education. Subject 
 matter was the core of the school of yesterday which felt that certain definite 
 subjects should be imposed upon all children alike, on the theory that what 
 was good for one of them was good for all. Today, the situation is reversed, 
 
140 Handbook foe Elementaby and Secondary Schools 
 
 for the child is the heart of the school. Teachers believe that teaching 
 children is vastly more important and more thrilling than the teaching of 
 geography, arithmetic, or grammar. They believe that the school must train 
 the child to adjust himself socially, help him cultivate leisure time interests, 
 and develop his personality. Such training as this requires an understanding 
 of boys and girls in addition to a knowledge of subject matter. 
 
 "We hope you will see, in this miniature presentation of activities in 
 action, the type of work through which these aims are being realized and 
 through which your boys and girls are developing naturally and whole- 
 heartedly." 
 
 MEMBERSHIP AND ACTIVE WORK IN PROFESSIONAL 
 ORGANIZATIONS 
 
 Teachers and principals should first of all join and devote some time and 
 thought to intelligent planning and work in their own local and State pro- 
 fessional organizations, whose sole obligation is the promotion of the welfare 
 of the school child and teaching personnel. The official publications, North 
 Carolina Education and The High School Journal, keep one in close touch 
 with teacher and pupil welfare practices and in touch with State and local 
 leaders in the instructional field. 
 
 A teacher should also have membership in a national educational organiza- 
 tion. Membership in such an organization gives one voting privileges, the 
 official magazine, and other desirable publications. 
 
 In addition a teacher should have magazines of a general cultural and 
 professional nature. The following list is suggested: 
 
 ♦Magazines 
 
 General Music 
 
 Building America. New York. ?2. Etude Music Magazine. Philadelphia. ?2. 
 
 Childhood Education. Washington, D. C. Music Educators Journal. SI. 
 
 S2.50. Music Quarterly. New York. S3. 
 
 Clearing House. New York. S3. The School Musician. Chicago. S3. 
 Education Digest, ^nn Arbor, Michigan. $2. 
 
 High School Journal. Chapel Hill. SI. SO. Physical and Health Education 
 
 National Education Association Journal. Hygeia. Chicago. ?2.60. 
 
 Washington, D. C. ?2. Journal of Social Hygiene. New York. $2. 
 
 North Carolina Education. North Carolina Physical Education, Health, and Recreation 
 
 Education Association. Raleigh. $2. Digest. Chicago. 31. 
 
 Progressive Education Magazine. New York. Safety Education. New York. ?1. 
 
 S3. 
 Readers' Digest. New York. S3. Science 
 
 School Life. Washington, D. C. SI. National Geographic Magazine. Washing- 
 State School Facts. Raleigh. Free. ton, D. C. S3. 
 
 University News Letter. Chapel Hill. Free. Nature Magazine. Chicago, Illinois. S2.50. 
 
 Science Classroom. New York. 25c. 
 
 Art Science Guide for Elementary Schools. State 
 Art Instruction. New York. S3. Department of Education. Sacramento, 
 
 Grao hie Arts Education. Washington, D. C. California. 31.25. 
 
 Magazine of Art. Washington, D. C. S5. Science News Letter. Washington, D. C. ^5. 
 School Arts Magazine. Worchester, Mass. 
 
 g2. Social Studies 
 
 The Journal of Geography. Mankato, Min- 
 Language Arts nesota. S2.50. 
 
 Elementary English Review. Detroit, Michi- Occupations. New York. S3.50. 
 
 gan. S2.50. Social Education. Columbia University. 
 English Journal. Chicago. S3. New York. S2. 
 
 Vocational Guidance Digest. San Francisco, 
 California. S2.50. 
 
 *A classified list of educational periodicals is published annually by the American Asso- 
 ciation of School Administrators, Washington, D. C. 
 
Handbook fob Elementary and Secondary Schools 141 
 
 PROBLEMS FOR FACULTIES OF LOCAL UNITS 
 
 1. Coordination of the subject-matter materials within the grades through 
 the selection of large areas of learning appropriate to the level and to 
 social needs with a view to eliminating duplications (as, for example, in 
 the social studies program), and increasing emphasis on the pertinent 
 relationships throughout (as, for example, in the natural and social 
 sciences). 
 
 2. Coordination of the subject matter in the grade sequences throughout the 
 elementary and high school groups. 
 
 3. Making functional the tools of learning (reading, spelling, language, com- 
 putation and fundamental arithmetical processes). 
 
 4. How to lift learning and teaching to the creative art level so as to result 
 in original verse, drama, painting, prose, music, dance, etc. 
 
 5. What constitutes a genuine program of play and recreation suited to edu- 
 cational needs of high school girls and boys? — "A game for all and all in a 
 game" is fast becoming the basic rule for inaugurating a program in sports 
 for schools. 
 
 6. How to make every year one of real experience to every boy and girl. 
 
 7. Use of radio and movie as aids to enriched learning and living. 
 
 8. Use of the forum plan of discussion. 
 
 SPECIAL PHASES OF THE WORK 
 
 PHYSICAL AND HEALTH EDUCATION 
 
 Organization and Administration. 
 
 The modern trend in school administration, beginning about 1920, is to 
 combine all the activities of the school program which have to do with the 
 health and physical development of the pupils into one department, usually 
 called the department of physical and health education. The reasons for this 
 trend are: 
 
 1. Two closely related fields are brought together. 
 
 2. These two fields more nearly deal with all children all of the time. 
 
 3. Administrators find it best to deal with as few directors as possible, 
 and still maintain maximum efficiency. 
 
 4. The two fields combined are cheaper to administer. 
 
 In the smaller school, where a full time director is not practical, it is 
 suggested that at least one teacher be employed who has had physical and 
 health education training sufficient to qualify as a part-time teacher of, and 
 as an adviser in, the field of physical and health education. 
 
 Essential Characteristics. 
 
 The essential characteristics of the physical and health program are: 
 
 1. Healthful school living. (Health supervision.) 
 
 2. Health service. 
 
 3. Health instruction. 
 
 4. Safety Education. 
 
 5. Physical Education. 
 
 Health supervision is concerned with the hygiene and the sanitation of the 
 school buildings, grounds, and equipment. This includes the supervision of 
 
142 Handbook for Elementary and Secondary Schools 
 
 the gymnasium, classrooms, cafeteria, rest rooms, corridors, lavatories, 
 toilets, drinking fountains, ventilation, heating and lighting, and water 
 supply. 
 
 The department should .supervise the health aspects of overloaded 
 schedules, rest and activity periods, home work, transportation (particularly 
 bus transportation), and all other conditions related to healthful school 
 living. 
 
 Health Service. "Since children are educated in health through the ex- 
 periences of certain services and activities, as well as through didactic 
 instruction, health examinations and sanitary facilities must be considered 
 as a means of education in health, together with health instruction."* 
 
 Health service includes periodic examinations by physicians and dentists, 
 reports to parents, follow-up work for correction of defects, immunization 
 program, clinics, first aid and safety. Teachers should make use of the 
 findings of the examinations in adjusting the program to suit the physical 
 needs of the pupils. This should be done through the cooperation of the 
 various departments. It is essential that the physical education program 
 and the health service program be closely co-ordinated in working out the 
 activities to suit the needs of the pupils. The kind of activities and the 
 amount of participation should be based on the physical condition of the 
 child. Physically handicapped children ought to be given special considera- 
 tion. 
 
 Health instruction is the teaching "of desirable health habits, skills, atti- 
 tudes and knowledge of safety, sanitation, nutrition, physiology and hygiene, 
 the effects of drugs and alcohol, social hygiene, mental hygiene, and other 
 health needs."** 
 
 Health instruction is a definite responsibility of every teacher in the 
 school even though special courses in health are taught. In the elementary 
 schools, where the classroom teacher has the responsibility for health in- 
 struction, it should be a definite part of the daily program in addition to the 
 instruction that is integrated with other school subjects. In the secondary 
 schools some one should be responsible for co-ordinating all the health work, 
 in order to provide a well-balanced program. Opportunities will be found 
 in practically all of the subjects for health instruction, but subjects such 
 as the social sciences, physical sciences, vocational subjects, music, and 
 physical education provide the best opportunities for correlation. In addition 
 to this incidental teaching of health, it is recommended that special courses 
 be offered in health instruction. 
 
 Safety Education. For discussion see p. 148. 
 
 Physical Education. Physical Education is that phase of the program in- 
 volving psycho-motor and big muscle activity. It is not, however, to be 
 thought of separate and apart from the health program, or from the general 
 educative program. The modern conception is that this important phase of 
 school work is not only education of the physical but education through the 
 physical. In other words, physical education is a means and not an end. 
 There is no better opportunity in the whole school program for teaching 
 right attitudes towards life and living than is afforded by the physical 
 education program. 
 
 ♦Journal of Regents, State of New York, Appendix C, July 30, 1937. 
 **Williams and Brownell, Health and Physical Education. Barnes. 
 
Handbook for Elementary and Secondary Schools 143 
 
 Major objectives of Physical Education: 
 
 1. Development of organic systems of the individual through physical 
 activities. 
 
 2. Development of the neuro-muscular system in general, and particu- 
 larly in its relation to control over certain fundamental skills. 
 
 3. Development of certain attitudes towards physical activity generally 
 and towards play particularly. 
 
 4. Development of standards of conduct.* 
 
 Objectives 
 
 The objectives of a complete program of health and physical education 
 are:** 
 
 1. "Adequate health examination and a comprehensive protection pro- 
 
 gram for every school child, to include control of communicable 
 diseases, healthful school environment, and hygienic standards in the 
 entire curricular and extra-curricular life of the school. 
 
 2. "Adequate indoor and outdoor facilities in every school and adequate 
 
 time in the curriculum. 
 
 3. "Co-ordination of community effort, in policies, finances and use of 
 
 facilities for programs of health, physical education and recreation. 
 
 4. "Health and Physical Education instruction, based upon scientific ma- 
 
 terials progressively arranged throughout the grades and upper 
 schools and directed toward personal accomplishments and social 
 needs. 
 
 5. "Establishment of procedures for the scientific classification, grading 
 
 and promotion of individuals to insure the best educative results. 
 
 6. "Professionally trained and accredited supervisors and teachers for 
 
 all branches of the health and physical education program, including 
 the coaching of athletic teams. 
 
 7. "Promotion of the idea of play and recreation as aspects of the finest 
 
 living. 
 
 8. "The accreditment of health and physical education in all schools and 
 
 colleges for graduation and the acceptance of such credits from high 
 school for college entrance. 
 
 9. "The organization and administration of health and physical educa- 
 
 tion in schools as a single executive department, closely integrated 
 and thoroughly co-ordinated with the general purpose of education. 
 10. "Extension of the desirable and practical measures for the promotion 
 of health and physical education among boys and girls in school to 
 all members of the community as the broader implications of educa- 
 tion are recognized." 
 
 Suggested Standards for a Physical Education Program 
 
 Time Allotment : 
 
 There should be a minimum of two classes per week for all freshmen and 
 sophomore pupils, a total of not less than ninety minutes per week for any 
 pupil, exclusive of recess periods. 
 
 ♦Adopted by American Physical Education Association. 
 
 **Adopted by American Association of Health and Physical Education, a department of the 
 National Education Association. 
 
144 Handbook foe Elementary and Secondaey Schools 
 
 1. Interscholastic and intra-mural athletic contests and practice periods 
 are recognized in lieu of class-work during the participation in the sport, 
 provided the coach is a certificated instructor in physical education. 
 
 2. Hygiene or health instruction taught as a separate subject, or inte- 
 grated with other subjects, is accepted as part of the ninety minutes. 
 Facilities and Equipment Recommended: 
 
 1. All high schools should have a gymnasium or suitable room for physical 
 education. 
 
 2. All high schools should have a minimum of three acres for outdoor 
 play space, and the large schools should have a minimum of ten acres. 
 
 3. Adequate lockers, showers, and locker-rooms facilities should be fur- 
 nished to provide safe and sanitary conditions. 
 
 Program : 
 
 1. A physical examination of all pupils under the supervision of a licensed 
 medical doctor, should be made at least once during the freshman year, 
 preferably each year. A seasonal examination of those participating in 
 interscholastic sports is necessary. 
 
 2. Health instruction should be provided for all pupils, amounting to at 
 least the equivalent of one class per week for at least one year. 
 
 3. Suggested division of time allotment for the elementary grades: 
 
 a. Primary Level (Grades 1-3) — 
 
 (1) Rhythmical activities 25% 
 
 (2) Mimetic and story plays 20% 
 
 (3) Hunting games _ 20% 
 
 (4) Relays 15% 
 
 (5) Stunts and self-testing activities 10% 
 
 (6) Athletic games of low organization 10% 
 
 Total __ _ 100% 
 
 2. Grammar Grade Level (Grades 4-6) — 
 
 (1) Athletic games ._ 30% 
 
 (a) Low organization. 
 
 (b) Playground ball for boys — 
 
 6th grade. 
 
 (2) Rhythmical activities (social games 
 
 included ) _ __ _ 20% 
 
 (3) Hunting games - ._ 10% 
 
 (4) Mimetics and free exercise 10% 
 
 (5) Relays 10% 
 
 (6) Tumbling stunts 10% 
 
 (7) Individual athletic events 10% 
 
 Total 100% 
 
Handbook foe Elementaby and Secondaby Schools 
 
 145 
 
 4. Suggested division of time allotment for the high school: 
 a. Program for the Junior High School (Grades 7-9) — 
 
 Core Program 
 
 *Elective Program 
 
 (Boys — 30 weeks) 
 (Girls— 36 weeks) 
 
 (1) Basketball (elementary) 
 
 (1) Badminton 
 
 (10) Snow Shoeing 
 
 (2) Basketball (9 court) 
 
 (2) Boating 
 
 (11) Social Games 
 
 (3) Gym. drills, marching and ap- 
 
 (3) Golf 
 
 and Dances 
 
 paratus (elementary) 
 
 (4) Handball 
 
 (12) Tennis 
 
 (4) Rhythms ("elementary) 
 
 (5) Hiking and 
 
 (13) Wrestling 
 
 (5) Softball (Playground) (elem.) 
 
 Camping 
 
 (14) Restricted or 
 
 (6) Soccer or Speedball 
 
 (6) Horseshoes 
 
 Corrective 
 
 (elementary) 
 
 (7) Paddle Tennis 
 
 Activities for 
 
 (7) Swimming and Diving 
 
 (8) Riding 
 
 Subnormal 
 
 (elementary) 
 
 (9) Skating 
 
 Cases 
 
 (8) Touch Football (elem.) 
 
 *Elective program to be selected ac- 
 
 (9) Track and Field (elem.) 
 
 cording to available facilities, devoting 
 
 (10) Tumbling and pyramids 
 
 from 3-6 weeks to each activity. 
 
 (elementary) 
 
 
 
 (11) Volleyball (elementary) 
 
 
 
 b. Program for the Senior High School (Grades 10-12)- 
 
 Core Program 
 
 *Elective Program (Boys — 36 weeks) 
 (Girls— 36 weeks) 
 
 (1) Basketball (advanced) 
 
 (2) Gym. drills, marching and ap- 
 paratus (advanced) 
 
 (3) Field Hockey 
 
 (4) Rhythms (advanced) 
 
 (5) Soccer or Speedball 
 (advanced) 
 
 (6) Softball (playground) (adv.) 
 
 (7) Swimming, Diving and Life 
 Saving (advanced) 
 
 (8) Touch Football (advanced) 
 
 (9) Track and Field (advanced) 
 
 (10) Tumbling and Pyramids 
 (advanced) 
 
 (11) Volleyball (advanced) 
 
 (1) Archery 
 
 (2) Badminton 
 
 (3) Boating 
 
 (4) Bowling 
 
 (5) Boxing 
 
 (6) Camping 
 
 (7) Fencing 
 
 (8) Golf 
 
 (9) Fly Casting 
 
 (10) Handball 
 
 (11) Hard baseball 
 
 (12) Hiking 
 
 (13) Horseshoes 
 
 (14) Riding 
 
 (15) Skating 
 
 (16) Snow Shoeing 
 
 (17) Social Dancing 
 
 (18) Social Games 
 
 (19) Squash 
 
 (20) Table Tennis 
 
 (21) Tennis 
 
 (22) Water Polo 
 
 (23) Wrestling 
 
 (24) Restricted or 
 Corrective 
 Activities for 
 Subnormal 
 Cases 
 
 *Elective program to be selected ac- 
 cording to available facilities, devoting 
 from 3-6 weeks to each activity. 
 
 Materials and References 
 
 The limited amount of space will not permit a complete bibliography of 
 available pamphlets and books published on health and physical education. 
 
 Publication 174 and Publication 189, State Department of Public Instruc- 
 tion, Raleigh, N. C, contain references in addition to those given here. 
 
 A small pamphlet compiled for the American Association of Health and 
 Physical Education, containing a selected list of inexpensive, some free, 
 material can be secured by writing to the National Tuberculosis Association, 
 
146 Handbook fob Elementary and Secondary Schools 
 
 50 West Fiftieth Street, New York City. The names and addresses of the 
 various publishers are given in this pamphlet. 
 
 A special bulletin on health and physical education is to be published by 
 the State Department of Public Instruction within the next year, and will 
 contain a more complete bibliography. Since this bulletin will give a sug- 
 gested and tentative course of study, this section of the Handbook deals only 
 with administrative problems and with general aims and objectives. 
 
 It is suggested that every school have on hand at least one copy, preferably 
 one copy for each elementary teacher, of Physical Education for Elementary 
 Schools, by Neilson and Van Hagen. 
 
 References for Elementary Children— Health Education 
 
 Andress, J. M., and Others. Health Series. Ginn, 1933. 
 
 Bigelow, M. A., and Broadhurst, J. Health Series. Silver, 1930. 
 
 Brownell, C. L., Ireland, A. G., Towne, C. P., Giles, H. F. Health and Safety 
 
 Series. Rand, 1935. 
 Burkard, Chambers, Maroney. Health, Happiness, Success Series. Lyons, 
 
 1936. 
 
 References for Teachers — Health Education 
 
 A Study in Curriculum Problems for North Carolina Schools, Publication 189, 
 State Superintendent of Public Instruction, Raleigh, 1935. 
 
 Brock, G. D. Health Through Projects. Barnes. $2.00. 
 
 Report of Joint Committee on Health Problems in Education of the National 
 Education Association and the American Medical Association. National 
 Education Association, "Washington, D. C, 1930. $1.25. 
 
 Rogers, J. F. Instruction in the Effects of Alcohol and Tobacco, Leaflet 38. 
 United States Department of Interior, Washington, D. C. 
 
 Williams and Shaw. Methods and Materials of Health Education, Barnes, 
 1937. $2.00. 
 
 National Education Association, Principles and Practices in School Health 
 Education. Washington, D. C, 1935. $1.50. 
 
 References for Teachers — Physical Education 
 
 Neilson and Van Hagen. Physical Education in Elementary Schools. Barnes, 
 1934. $2.00. 
 
 Tioice 55 Games with Music. Birchard. 75$. 
 
 State adopted texts for music. 
 
 American Red Cross First Aid Textbook. Biakiston. $1.00. 
 
 Committee on Dancing of American Physical Education Association. Danc- 
 ing in the Elementary Schools. Barnes, 1932. $1.00. 
 
 Pearl and Brown. Health by Stunts. Macmillan. 
 
 Williams and Brownell. Administration of Health and Physical Education. 
 Saunders, 1937. 
 
 Spalding's Athletic Library. American Sports Pub. Co., 45 Rose St., New 
 York. 
 
 Bancroft, J. H. Games for Playground, Home, School, and Gymnasium. Mac- 
 millan, 1937. $2.40. 
 
 Staley, S. C. Games, Contests, and Relays. Barnes, 1924. 
 
 Bovard and Cozens. Tests and Measurements in Physical Education. Saun- 
 ders, 1938. 
 
 THE BEGINNERS' DAY PROGRAM 
 
 The Beginners' Day Program is a State-wide project planned for the pur- 
 pose of securing information concerning the child at school entrance and to 
 interest the child in school. This information is helpful to the teacher and 
 the parents in determining the child's needs and in their efforts to get the 
 child physically ready for school. Normal progress for the child through 
 the first year's work is assured to a greater extent when the teacher and 
 
Handbook foe Elementaby and Secondaey Schools 147 
 
 parents have a better understanding of the child's present equipment and 
 needs. 
 
 In cooperation with the Parent-Teacher Association a one-day program is 
 planned and held during the spring term in centrally located schools while 
 they are in session. Parents bring the child to the school for enrollment, 
 for examinations, and for introduction into first grade work. 
 
 In making provision for the spring health examination of the school be- 
 ginner, the first grade teacher has a most unusual and most important 
 opportunity to become acquainted with the present equipment and needs of 
 the individual children who will enter the first grade in the fall. In realizing 
 more fully this opportunity, the following suggestions may be helpful: 
 
 1. Read carefully the contents of the bulletin entitled "The Summer Round-Up of the 
 Children" published by the National Congress of Parents and Teachers, Washington, D. C. 
 
 2. Note or check the items in the program as set forth in the bulletin which offer you 
 an opportunity to assist in developing the plans. 
 
 3. Inquire about the plans (see the principal and superintendent) for your school and 
 assist in getting together P. T. A. committees to plan the Beginners' Day Program for 
 your school. Plan a brief meeting for principal, superintendent, and all first grade 
 teachers in your school for the purpose of studying the contents of the bulletin and in 
 making definite plans. 
 
 4. Canvass the names of the beginners who will enter school in the fall and visit as many 
 of the homes as possible, urging the parents to bring the child to the school for the 
 Beginners' Day Program. 
 
 5. Begin to make definite plans for the Beginners' Day in your school. Important items in 
 the program are as follows : 
 
 a. Preparation for spring health examination at the school. Who is to assist? Equip- 
 ment needed? Rooms available? Number of children to be provided for? 
 
 b. Enrollment of beginners. The first grade teacher should have charge of this part of 
 the day's program in order to meet the parents and the child and secure all possible 
 information from the parents about the child. (Use "Information Card for the School 
 Beginner" — the yellow card). Keep this card in the record files. 
 
 c. Physical examination. When the teacher has interviewed the parents and enrolled the 
 beginners, then the health officials make the physical examinations, recording data 
 on the "Medical Record Form." (See copy on pages 8 & 9 of the Summer Round- 
 Up bulletin.) Vaccinations and toxin-anti-toxin are administered, if desired by 
 parents. 
 
 d. Beginners who have already been examined by their family physician and dentist 
 should attend the Beginners' Day Program and bring with them the blanks on which 
 the facts of the examinations were recorded. 
 
 e. While children are visiting classrooms, the parents assemble in the auditorium for 
 lectures on various phases of child care and training. 
 
 f. Mental tests administered at this time are very helpful as the results may be used 
 in the classification of beginners for next year's work. The Pintner-Cunningham 
 Intelligence Test and The Detroit Kindergarten Intelligence Test are recommended. 
 A Story -Hour is a very good introduction to the testing period. 
 
 g. Visits are made to first grade room by parents and children. Favors to take home 
 are provided. 
 
 h. The information assembled on the Medical Record Forms is reviewed and such items 
 as the teacher considers helpful are transferred to the "Information Card for the 
 School Beginner." This card should be on file for reference in organizing the pro- 
 gram to meet the needs of children entering the school in the fall. The facts on this 
 card will be helpful in : 
 
 (1) Getting a fair picture of the total child situation which includes: 
 
 (a) A brief family history as a background. 
 
 (b) The child's present physical, mental, and social equipment. 
 
 (2) Properly classifying the pupil at the beginning of the school year. 
 
 (3) Working out an adaptation of the course of study to meet the needs and in- 
 terests of the individual pupils. For example, the immature beginner needs 
 a program of activities planned to develop a readiness for first grade work, 
 while the more mature pupil can begin formal work in a short time. 
 
 (4) Establishing a record system which implies child study and a program which 
 tends toward a better understanding of the school beginner. 
 
 The situation in regard to the school entrant, stated briefly, has been that 
 he was enrolled in school and led through a series of experiences without 
 adequate or due regard for his readiness to profit by these experiences in 
 terms of normal child growth and development, which, according to the facts 
 concerning the percentage of retardation in the first grade, has resulted in 
 
 
148 Handbook for Elementary and Secondary Schools 
 
 failure for a large number of children enrolled the first year of school. This 
 group of children must be provided for either at the beginning of the school 
 year or after they have met with failure and discouragement time after time. 
 By the plan suggested here the teacher has a better understanding of the 
 pre-school child applying for entrance into the first grade. The teacher has 
 a much better basis for making curriculum adaptations and program adjust- 
 ments to meet the varying needs of the individual children. The beginner 
 has a much better chance for a successful year's work. 
 
 Any inquiries relative to the Beginners' Day Program should be addressed 
 to the Division of Instructional Service. 
 
 SAFETY EDUCATION 
 
 The Responsibility of the School 
 
 It is a duty and a responsibility of the school authorities to provide oppor- 
 tunities for the acquisition of knowledge, skills, habits, attitudes, and appre- 
 ciations which will lead to intelligent, safe living. 
 
 From an administrative standpoint, safety and health education present 
 very much the same problem. Situations that are healthy are generally safe, 
 and vice versa. In working out methods and procedures for curriculum 
 study, school officials may quite properly combine health and safety. By 
 safety, in this particular instance, we are referring to the sum total of school 
 experiences which have to do with protection of the individual and society 
 against physical hazards. From an educational point of view it is of start- 
 ling significance, yet encouraging, to note that most accidents are preventable. 
 The three major causes of accidents may be classed as follows: (a) Careless- 
 ness; (b) Lack of skills; (c) Lack of knowledge (applied knowledge). 
 
 Safety Content 
 
 The content of the safety curriculum should be based upon certain funda- 
 mental criteria, namely: 
 
 1. Recognition of the principle that education is concerned with the 
 whole personality. 
 
 2. Acceptance of the principle that we learn best by doing. 
 
 3. Acceptance of the principle that the aim of safety education is identical 
 with the aim of general education. 
 
 4. Adaptation of the program to the nature and needs of children at the 
 various stages of development. 
 
 A Balanced Program of Safety Education 
 
 A program based on the above criteria will be well balanced. The needs 
 of the pupils will be determined by a study of: 
 
 1. The accidents that are killing and injuring children of school age. 
 
 2. The activities involving hazards in which children engage. 
 
 3. The safety activities provided by society for the protection of life and 
 property. 
 
 We know from a study of data on accidents* that the school age, especially 
 the high school age, is one of the dangerous periods of life. Three kinds of 
 accidents, those resulting from drowning, firearms, and recreational activities, 
 
 *Data may be secured by writing the National Safety Council, 1 Park Ave., New York, N. Y. 
 
Handbook fob Elementaby and Secondary Schools 149 
 
 reach their peak during the adolescent period, while traffic accidents reach 
 a peak just above the school age. 
 
 For a complete and well-rounded program of safety education, we must 
 recognize the importance of safety education in every phase of life in which 
 there are physical hazards. Knowledge, habits, and attitudes of safety must 
 be developed in relation to: 
 
 1. The automobile. 5. Athletics. 
 
 2. The highway. 6. Recreation. 
 
 3. The home. 7. Occupation. 
 
 4. The school. 
 
 Objectives of the school safety program:* 
 
 1. Provide experiences through the curriculum which will develop the knowl- 
 edge, skills, and appreciation of safety essentials needed to prepare pupils 
 to cope with the hazards of modern life. 
 
 2. Provide and maintain safe and sanitary school buildings, grounds, and 
 equipment needed for a safe and healthful environment. 
 
 3. Reduce to a minimum the dangers and discomforts of bus transportation. 
 
 4. Cooperate with agencies and organizations whose programs for safety 
 education are based upon sound educational principles. 
 
 A complete program will include two kinds of activities: first, the curricu- 
 lar, and second, the extra-curricular activities. 
 
 Activities involving development should continue through the whole school 
 period. In the secondary school the problem of correlation becomes more 
 difficult. 
 
 No single department can provide an adequate program for the entire 
 school. The physical education department, in many instances, includes 
 safety as a part of the program in the same way as the health education, by 
 assisting other departments in the school in organizing instructional ma- 
 terials for various subjects. Subjects richest in opportunities for safety 
 education include health education, physical and social sciences, vocational 
 subjects, and physical education. 
 
 Safety precautions include: 
 
 1. Frequent inspection of all facilities. 
 
 2. Careful supervision of activities. 
 
 3. Attention to game rules. 
 
 4. Teaching of, and practice in, safety and first-aid measures. 
 
 First Aid for the Injured 
 
 First aid is so closely related to safety education that it should be con- 
 sidered in planning a program of safety education. It is important that all 
 children know what to do when some unexpected accident occurs. There 
 are many excellent pamphlets and bulletins dealing with first-aid, which give 
 complete instructions on methods, materials, and techniques. An outline of 
 such procedures are, therefore, omitted from this bulletin. Standard books 
 on health education contain excellent materials on first aid; the American 
 Red Cross and most of the better known insurance companies publish splendid 
 and complete materials on this subject, which can be secured at little or no 
 cost. 
 
 'These objectives closely follow those of the National Safety Council. 
 
150 Handbook for Elementary and Secondary Schools 
 
 Materials for Teaching Safety 
 
 Health and Citizenship. Publication 174, State Superintendent of Public 
 
 Instruction, Raleigh, N. C. 
 Whitney. Man and the Motor Car. National Bureau of Casualty and Surety 
 
 Underwriters, 1 Park Avenue, New York. 
 Accident Facts. National Safety Council, New York. 50^. 
 
 Annual statistical report giving the most recent tabulated data on 
 accidental deaths. 
 A Guide-Book for Safety Education. National Bureau of Casualty and Surety 
 Underwriters, New York, 1931. 15^. 
 
 A course of study in safety education for elementary and secondary 
 schools. 
 Payne. Education in Accident Prevention. Lyons, 1919. $1.00. 
 
 Plan for correlating safety with regular course of study in elementary 
 schools. 
 Good Driving. A Manual for the High Schools. Education Division, Na- 
 tional Safety Council, New York, 1934. 25<£. 
 
 Outlines methods of organizing programs of instruction and presents 
 subject matter content on various aspects of automobile driving. 
 Joint Committee of National Education Association and American Medical 
 Association. Health Education. National Education Association, Wash- 
 ington, D. C, 1930. $1.25 (paper); $1.75 (cloth). 
 
 A program for public schools and teacher training institutions. 
 DeBlois. How the Safety Movement Began. Education Division, National 
 Safety Council, New York, 1934. Single copy free. $3.50 per 100 copies. 
 A brief history of the safety movement in relation to industry. 
 Vaughn. Positive Versus Negative Instruction. National Bureau of Casualty 
 and Surety Underwriters, New York, 1933. 60^. 
 
 An experimental study of the effects of various types of instruction 
 on behavior. 
 Rogers. Safety and Health of the School Child. Circular No. 65, Office of Edu- 
 cation, U. S. Department of the Interior, Washington, D. C. 1932. Single 
 copy free. 5tf for each additional copy. 
 A self-survey of school conditions. 
 Whitney. Safety and the New Schools. Education Division, National Safety 
 Council, New York, 1935. Single copy free. $4.00 per 100 copies. 
 An education for a controlled world. 
 Streitz. Safety Education in the Elementary School. National Bureau of 
 Casualty and Surety Underwriters, New York, 1926. 60tf. 
 An example of procedure for developing a course of study. 
 Safety Education in the Rural School. Education Division, National Safety 
 Council, New York, 1929. Single copy free. 25# each additional copy. 
 A manual for the teacher dealing with the accident problem in rural 
 communities. 
 White House Conference on Child Health and Protection. Safety Education 
 in the Schools. Appleton-Century. 60£. 
 
 Contains successful methods of administering safety education, ma- 
 terials and methods of teaching, extra-curricular activities, etc. 
 Stack. Safety Education in the Secondary Schools. National Bureau of 
 Casualty and Surety Underwriters, New York, 1929. $1.00. 
 Objectives and materials of instruction for secondary grades. 
 Lloyd. Safety in Physical Education in Secondary Schools. National Bureau 
 of Casualty and Surety Underwriters, New York, 1933. 
 A study of accidents in public and private schools. 
 Hyde and Slown. Safety Programs and Activities. Beckley, 1935. $1.25. 
 
 A handbook of safety activities and monthly programs for elementary 
 and junior high schools. 
 School Buses — Their Safe Design and Operation. National Safety Council, 
 
 New York, 1933. 15^. 
 Safety Education in the School Shop. Bulletin 226. Superintendent of Pub- 
 lic Instruction, Lansing, Mich., 1931. 15«J. 
 
 Twenty-two problems describing situations in school shops; and an 
 accident prevention test. 
 
Handbook foe Elementary and Secondary Schools 151 
 
 GUIDANCE 
 
 The subject of Guidance has been treated in the Course of Study. Need 
 for recent material on guidance prompts the inclusion of the following brief 
 list (See also State Adopted High School Textbooks— Supplementary Use): 
 
 Bibliography 
 Guidance Bibliography, 1935, 1936, 1937. U. S. Office of Education. 10* 
 
 An annotated list of books, pamphlets, and periodical references on 
 guidance appearing each calendar year. 
 
 Vocational Guidance 
 
 Chapman. Occupational Guidance. Turner E. Smith. 
 Reilly. How to Find and Follow Your Career. Harper. 
 Rosengarten. Choosing Your Life Work. McGraw. 
 Stoddard. Discovering My Job. Nelson. 
 
 Personal Guidance 
 
 Bennett and Hand. School and Life. McGraw. 
 Bennett and Hand. Designs for Personality. McGraw. 
 Bennett and Hand. Beyond High School. McGraw. 
 
 These three books contain excellent bibliographies. 
 Brockman. What Is She Like? Scribner. 
 Hill and Mosher. Making the Most of High School. Laidlaw. 
 Prosser. Life Adjustment Publications. McKnight. 
 
 Five pamphlets in the group. 
 Shellow. How to Develop Your Personality. Harper. 
 Stevens. The Correct Thing. Dodd. 
 Stevens. The Right Thing. Dodd. 
 Weiman. Popularity. Willett. 
 
 MUSIC 
 
 The Music Appreciation Course for Grades I-VII 
 
 The purpose of this outline is to offer teachers definite information con- 
 cerning (a) suitable materials for conducting a course in music appreciation 
 for grades one through seven, and (b) suggestions for selecting, promoting, 
 and adapting the course to the needs of these grades. 
 
 The course in music appreciation, to be of the greatest value in the educa- 
 tion of the child, should be introduced early in the grades, beginning in the 
 first grade and carried along regularly and continuously through a unified 
 course for all the grades. Intensive, spasmodic, or intermittent work along 
 this line may be wasteful and harmful. It is best to determine the type and 
 amount of work to be done with the available materials and equipment, and 
 plan definitely to give regular instruction in music appreciation in each of 
 the grades at definitely stated periods during the day. 
 
 The State Course of Study, Publication 189, contains a brief section on 
 music which includes suggestions for developing the appreciation of good 
 music. (See pages 480-488.) The contents of this course supplement and 
 complement the State Course of Study. 
 
 Publication 198, The North Carolina Music Bulletin, contains suggestions 
 for introducing the Music Hour Series into the schools and integrating the 
 contents of the texts with the course of study outlines in music, including 
 music appreciation. 
 
 The yearly achievements in music appreciation are dependent upon careful 
 
152 Handbook for Elementary and Secondary Schools 
 
 training over a period of several months; therefore, the course in music 
 appreciation should begin early in the year and continue through the school 
 term. 
 
 With the material now at hand each school should develop a first class 
 course in music appreciation in which all pupils may participate with lasting 
 benefits. 
 
 GENERAL SUGGESTIONS 
 
 I. Concerning this Course of Study and Procedures in Teaching: 
 
 Music appreciation means enjoyable and intelligent listening to good music. 
 Teaching music appreciation means stimulating and developing such lis- 
 tening by all the children until it becomes habitual. To accomplish this, the 
 children must first "learn to listen" and then "listen to learn." 
 
 Learning to listen includes learning good concert manners — quiet, attentive 
 listening to the radio or the phonograph just the same as though the artist 
 were present in person. The teacher's attitude and example are the best 
 means of teaching this. There should be no talking during a musical selec- 
 tion. 
 
 Provide a definite period for the listening lesson each week and have a 
 definite aim for each lesson. The children should be expecting the listening 
 lesson at its allotted time and be ready for it. 
 
 Each child should participate actively in each lesson. The listening les- 
 sons should be for the benefit of all. 
 
 Plan each lesson carefully to insure a continued and unified course through 
 the school term. Make sure that every topic in this Course of Study is cov- 
 ered, and integrate the music appreciation work with the other school sub- 
 jects and with the children's home life as much as possible. 
 
 Use readers, texts, and manuals suggested for reference, having the chil- 
 dren do all this reading possible, following their reading with reports to the 
 class. 
 
 Schools equipped with radio receiving sets should provide for a "listening 
 in" period during the presentation of worthwhile and suitable musical 
 programs. 
 
 A music appreciation notebook could be made by each child. In this he 
 will record outstanding items regarding each piece of music studied and 
 interesting facts learned while studying each topic. In this notebook several 
 pages should be devoted to a growing list of musical terms and expressions 
 commonly used, and their meanings. 
 
 Current musical events can be used to vitalize the course in music appre- 
 ciation and to integrate this work with the child's home life. One good way 
 of conducting this type of work is to use the current musical events in oral 
 English recitations once in two weeks or to have them given during opening 
 exercises once each two weeks. Each child should be expected to contribute 
 at least one item each month. 
 II. Concerning Equipment and Materials. 
 
 A course of study in music appreciation calls for certain definite types of 
 equipment and materials. 
 
 An excellent phonograph for classroom or school use should be selected. 
 
Handbook for Elementary and Secondary Schools 153 
 
 Write the Columbia Phonograph Co., 1819 Broadway, New York City, or 
 R. C. A. Victor Co., Inc., Camden, N. J., for cuts and prices of phonographs. 
 A first-class portable phonograph is now available at the low price of $35.00. 
 Phonographs and records are offered to schools at a twenty per cent dis- 
 count. 
 
 A Unit of Records. In selecting the records for the course it is desirable 
 to provide materials which are well-graded and suited to the teaching of the 
 various topics in this Course of Study, and at the same time offer the best 
 music for "listening lessons." 
 
 Reference books and manuals for the teacher are essentials to success in 
 developing the music appreciation course. The procedures in teaching music 
 appreciation include singing, playing an instrument, listening to good music, 
 responding with rhythmic movement to music, reading new music, reading 
 or hearing about musicians. The reference books and manuals listed in 
 this Course should be available. 
 
 A committee to work out plans for better care of the music appreciation 
 materials and equipment is essential in the separate schools. It seems prac- 
 ticable for each school to appoint a committee of one or two members of the 
 faculty, preferably the special music teacher or those in charge of the pro- 
 gram of music appreciation, whose duties and responsibilities in this regard 
 may be definitely outlined by the members of the committee and the school 
 principal. The phonograph should be handled very carefully, if it is to give 
 good service for a number of years. The records and other materials should 
 be carefully handled when in use and properly filed when not in use. Other 
 musical equipment in the school — the piano, instruments of the orchestra 
 or band— should be used in addition to the phonograph in the music apprecia- 
 tion work, and these should be given the best of care. 
 
 Write to the National Broadcasting Company, Inc., R. C. A. Building, 
 Radio City, New York, for a copy of the Instructors' Manual of the N. B. C. 
 Music Appreciation Hour. Price of manual is 250. This manual presents 
 the Walter Damrosch music course, consisting of concerts and "listening 
 lessons" in music. The course is given on Friday, beginning in October of 
 each year. 
 
 INTEGRATION 
 
 The children's experience in music appreciation need not and should not 
 be isolated and separate from their other classroom and home experiences. 
 It should be a part of their total experience — contributing its part to the 
 completeness, beauty and richness of that experience, and receiving support 
 and enrichment from all other phases of that experience. 
 
 The binding links between music and other school activities are many, 
 but some are more obvious than others. In this outline reading, picture 
 study, drawing, and creative expression through pictures, design, and poetry 
 are prominent among the activities suggested for the children of each grade. 
 
 In developing units of study in the various grades, it should be kept in 
 mind that music may often form an important part of the unit, sometimes 
 providing the vitalizing folk expression and interpreting the spirit and 
 feeling of the people as no other means of expression can interpret them. 
 This refers especially to units based on the social studies. 
 
154 Handbook for Elementary and Secondary Schools 
 
 In addition to these obvious links, new words are added to the child's 
 vocabulary through music appreciation, and these may contribute to dic- 
 tionary habits as well as spelling activities. Music topics of interest en- 
 courage the use of reference materials and habits of investigation, and 
 current events in the musical world help to round out the child's acquaint- 
 ance with national and world affairs and to broaden his cultural and leisure- 
 time interests. 
 
 Since a large number of homes have radios, it is possible to integrate the 
 music interest initiated at school with the home life of the children more 
 than has been possible in the past. The children — especially from the third 
 grade on — should be kept informed regarding the really good musical pro- 
 grams that can be heard, keeping the day and hour of various ones posted 
 in the classroom. This should include programs not intended for children, 
 as well as those planned especially for children. The Damrosch programs, on 
 the N. B. C. network on Fridays, are very valuable, especially for fourth 
 grade and above. Teachers should bear in mind that it is entirely feasible 
 to integrate these programs into their music work without using the manual 
 and notebooks that the Broadcasting Company publishes. It would be helpful 
 to the teacher to have a copy of each, however. 
 
 The newly adopted music texts used in the elementary grades, the Music 
 Hour Series, provide many rich experiences in folk music and in making 
 friends with great composers. The pupils in the schools of North Carolina 
 should find their music study a richer and broader experience than ever 
 before, and should become, in truth, intelligent music lovers. 
 
 COURSE OE STUDY 
 Ultimate Objectives (for all grades) : 
 
 1. Awakening and developing an interest in and enjoyment of good music 
 as experienced through participation and listening. 
 
 2. A growing power to discriminate between worth-while and trashy 
 music, and a preference for the better music. 
 
 3. An increasirg desire to participate in musical activities. 
 
 Grades I and II 
 
 I. Immediate Objectives: 
 
 1. Development of good habits of listening, such as: attentive listening, 
 discriminative listening, imaginative listening, and remembering lis- 
 tening . 
 
 2. Increasing pleasure in listening to music, in responding to rhythm, 
 and in participation through singing and through playing in rhythm 
 band. 
 
 3. Development of sense of rhythm through recognition and through 
 bodily response to various types of rhythm. 
 
 4. Development of ability to recognize some very simple descriptive 
 effects in music. 
 
 5. Ability to recognize phrases in simple music and to indicate the dura- 
 tion of each phrase by a large arm movement. Second grade only. 
 
 II. Suggested Activities: 
 
 1. Rhythmic activity — clapping, marching, swaying, galloping, skipping, 
 etc., with music of piano or phonograph. 
 
Handbook foe Elementary and Secondary Schools 155 
 
 2. Simple singing games and folk-dances with piano or phonograph. 
 
 3. Playing in rhythm band. 
 
 4. Hearing stories of descriptive music that is to be heard on piano or 
 phonograph. 
 
 5. Finding or drawing pictures that illustrate descriptive music that has 
 been heard. 
 
 6. Phrasing music heard — showing by large arm movement the phrases 
 in short, simple pieces of music on piano or phonograph. (Second 
 grade only.) 
 
 m. Materials: 
 
 1. Piano music for rhythmic activities: 
 
 a. Music Hour in the Kindergarten and First Grade. Silver. 
 
 b. Play a Tune, World of Music Series. Ginn. 
 
 c. Hollis, Dann. First Year Music. American. 
 
 2. Piano music for phrase sensing: 
 
 a. Music Hour in the Kindergarten and First Grade. Silver. 
 
 b. Play a Tune, World of Music Series. Ginn. 
 
 3. Phonograph records for rhythmic activities (Victor Records): Nos. 
 20451, 20736, 20153, 20162, 22764, 22168. 
 
 4. Phonograph records for singing games and dances: Nos. 20806, 21618, 
 20214. 
 
 5. Phonograph records for rhythm band: Nos. 2216S, 21938, 20164. 
 
 6. Phonograph records for phrase sensing: Nos. 22178, 22179. 
 
 7. Phonograph records for descriptive music: Of a Tailor and a Bear — 
 20153; In a Clock Store— 35792; The Music Box— 22167; Brer Rabbit— 
 22161; The Bee— 20614. 
 
 8. Manuals — Music Hour Series. Silver. 
 
 a. Music in Kindergarten and First Grade, Book I. Manual — pages 
 81-96, 185-189 
 
 b. Elementary Teachers Book. Manual — pages 13-19, 81-87, 92-96. 
 
 Grade III 
 
 I. Immediate Objectives: 
 
 1. Continued development of good habits of listening. 
 
 2. Increasing pleasure in listening to music, and in desire to participate. 
 
 3. Continued development of sense of rhythm. 
 
 4. Continued development of ability to recognize and to enjoy descriptive 
 effects in music heard. 
 
 5. Continued development of skill and pleasure in phrase sensing, and 
 in measure and meter sensing. 
 
 6. Ability to recognize repeated phrases in songs sung and in music 
 heard, including music used for rhythm band. 
 
 7. Familiarity with a few orchestral instruments, such as violin and 
 flute. 
 
 II. Suggested Activities: 
 
 1. Continued rhythmic activities, including singing games and folk- 
 dances, as needed to develop feeling for rhythm, and pleasure in 
 rhythmic expression. 
 
 2. Hearing and reading stories of descriptive music that is to be heard. 
 
 3. Finding or drawing pictures that illustrate descriptive music that has 
 been heard. 
 
 4. "Hunting the Tune" — after becoming familiar wtih the main theme of 
 the composition heard, "finding" it every time it recurs, and indicating 
 by raising hand. 
 
156 Handbook foe Elementary and Secondary Schools 
 
 5. Making simple designs to illustrate the recurrence of a theme in music 
 that has been heard. 
 
 6. Finding or making poems that illustrate descriptive music that has 
 been heard. 
 
 7. Make-believe violinist — playing violin in pantomime when it is heard 
 in music. Similar game for flute. 
 
 8. Making posters or scrap-book of instruments studied. 
 
 9. Phrase sensing, as in earlier grades. 
 
 10. "Finding the ones" — measure sensing and meter sensing, using simple 
 music on phonograph or piano. Measure and meter sensing may be 
 done by clapping, stepping, or drawing on board, as follows: 
 
 2 beats in measure — IiIiIiIiIi; 3 beats in measure — liilulululii; 
 4 beats in measure — Imlmlmlm. 
 
 11. Listening quietly and without comment to beautiful music (short se- 
 lections) for pure enjoyment. 
 
 1H. Materials: 
 
 1. Piano music for rhythmic activities from books suggested for grades I 
 and II, including phrase sensing, meter sensing, and measure sensing. 
 
 2. Piano music for recognition of recurring themes from books suggested 
 for grades I and II. 
 
 3. Phonograph records for rhythmic activities, phrase sensing, and 
 measure and meter sensing, same as suggested for grades I and II. 
 For measure sensing, add Nos. 22168 and 22178. 
 
 4. Phonograph records for recurring themes: Amaryllis — Ghys — 20169; 
 Le Secret — Gautier — 20416. 
 
 5. Descriptive music: Spinning Song — Kullah — 20153; Whirlwind — 
 Krantz— 20525; Dancing Doll— Poldini— 20668; To a Humming Bird— 
 MacDowell — 20803; From Uncle Remus— MacDowell — 20803. 
 
 6. For recognition of instruments: 
 
 a. Violin— The Bee— Schubert— 20614; To a Wild Rose— MacDowell— 
 22161. 
 
 b. Flute — Whirlwind — Krantz — 20525; By the Waters of Minnetonka — 
 Lieurance — 21972. 
 
 7. Manuals, Music Hour Series. Silver. Elementary Teachers Book. 
 Manual. Pages 13-19, 87-91, 92-93, 96-98. 
 
 Grade IV. 
 I. Immediate Objectives: 
 
 1. Continued development of good listening habits. 
 
 2. Continued development of sense of rhythm. 
 
 3. Continued development of ability to recognize and to enjoy descriptive 
 effects. 
 
 4. Continued development of feeling for balance of phrases, and for 
 design in music, growing out of continued development of skill in 
 recognition of recurring and contrasting phrases and themes. 
 
 5. Familiarity with a larger number of orchestral instruments, by sight 
 and by sound. 
 
 6. Acquaintance with a few of the great composers through their music 
 and through stories about them. 
 
 7. Development of a feeling for the close relationships between the arts 
 through relating music to suitable pictures and poems. 
 
 8. Familiarity with a few simple dance forms — as march, waltz, minuet, 
 and gavotte. 
 
Handbook for Elementary and Secondary Schools 157 
 
 9. Development of the feeling of the universality of music as part of the 
 life experience of every people, through integration of folk songs, folk 
 dances, and readings ahout the music and musical instruments of each 
 national group of people studied in units based on the social studies. 
 
 n. Suggested Activities: 
 
 1. Continuation of activities 1, 2, 3, 4, 5, 6, 7, and 8 as given for Grade III. 
 
 2. Playing "Make-Believe Orchestra"— groups of children playing in pan- 
 tomime the instruments assigned, by groups, when heard in music. 
 
 3. Reading stories about Mozart and MacDowell. 
 
 4. Singing songs by Mozart. 
 
 5. Making posters or scrap-books about Mozart and MacDowell. 
 
 6. Writing and presenting a play about Mozart or MacDowell. 
 
 7. Finding or drawing pictures that express the same feeling or mood as 
 music being studied. 
 
 8. Finding or writing poems that express the same feeling or mood as 
 the music being studied. 
 
 9. Playing "Who is Dancing?" — recognizing the kind of dance when 
 hearing one, using marches, waltzes, minuets, and gavottes. 
 
 10. Learning folk songs and folk dances of peoples studied in units based 
 on social studies. 
 
 11. Reading about the uses of music, and the musical instruments made 
 and used by the various peoples studied. If feasible, one or more 
 musical instruments should be made in imitation of those pictured in 
 books read. 
 
 HI. Materials: 
 
 1. Use any materials from the third grade list that are suitable. 
 
 2. Phonograph records for recurring themes: To third grade list add — 
 Ecossaises-Beethoven — 21012. 
 
 3. Orchestral Instruments: To third grade add the following: 
 
 a. Piccolo — Soldiers Changing the Guard — 8874. 
 
 b. Flute— Whirlwind— Krantz— 20525; Wind Amongst the Trees— Bric- 
 cialdi— 20344. 
 
 c. Oboe — Morning — Grieg — 35793. 
 
 d. Trumpet — Soldiers Changing the Guard — 6874. 
 
 e. Harp— Gavotte — Thomas— 20443. 
 
 f. Violin — Minuet — Beethoven — 1434. 
 
 g. Violoncello — The Swan — Saint-Saens — 1143. 
 h. Instruments of Orchestra— 20522 and 20523. 
 
 4. Music of MacDowell: To a Wild Rose— 22161; Of a Tailor and a Bear 
 —20153; Of Brer Rabbit— 22161; To a Water Lily— 22161; From Uncle 
 Remus— 20803; To a Humming Bird— 20803; A Deserted Farm— 22161. 
 
 5. Music of Mozart: Minuet— 20990; Turkish March— 1193; Landler— 
 24528. 
 
 6. Descriptive Music: All of the MacDowell pieces listed under D; Wil- 
 liam Tell Overture— Fossini— 20606, 20607. 
 
 7. Dances : 
 
 a. March— Turkish March— Mozart— 1193; March Hollaender and 
 others— 22168. 
 
 b. Waltz — Dancing Doll — Poldini — 20668; Waltzes — Brahms — 22374. 
 
 c. Minuet — Minuet — Beethoven — 1434; Minuet — Mozart — 20990. 
 
 d. Gavotte— Gavotte— Thomas— 20443; Amaryllis— Gyhs— 20169. 
 
 8. Manuals— Music Hour Series. Silver. Intermediate Teachers Book. 
 Manual. Pages 3, 4, 23-27, 34-37, 52-53, 54-62, 78-92, 97-113. 
 
158 Handbook fok Elementary and Secondary Schools 
 
 Grade V 
 I. Immediate Objectives: 
 
 Same as for Grade IV with the following additions: 
 
 1. Acquaintance with the music of Mendelssohn and Grieg, and some 
 knowledge of the men and their lives. 
 
 2. Familiarity with the Mazurka in addition to other dances. 
 
 EL Suggested Activities: 
 
 Same as for Grade IV. 
 III. Materials: 
 
 Same as for Grade IV with the following additions: 
 
 1. Recurring themes: Rondino — Beethoven — 1386. 
 
 2. Orchestral Instruments: 
 
 a. Clarinet — Light Cavalry Overture — von Supper — 21251. 
 
 b. Bassoon — Clowns — Mendelssohn — 198S2. 
 
 c. Trombone — Light Cavalry Overture — von Suppe — 21251. 
 
 d. Harp, Violin and Cello — At the Brook — Boisdeffre — 20344; To a 
 Wild Rose — MacDowell— 20894. 
 
 e. Violin, Flute, Cello, and Harp — Spring Song — -Mendelssohn — 
 20195 ; Gavotte— Mignon — Thomas — 20443. 
 
 3. Music of Mendelssohn: Spring Song — 20195; Spinning Song — 1326; 
 Overture, Midsummer Night's Dream — 6675, 6676. 
 
 4. Music of Grieg: In the Hall of the Mountain King — 20245; Anitra's 
 Dance— 20245; Morning— 35793; March of the Dwarfs— 22177. 
 
 5. Dances: 
 
 1. Mazurka — La Czarina — Ganne — 20430. 
 
 2. Anitra's Dance— Grieg — 20245. 
 
 6. Descriptive Music: In the Hall of the Mountain King — Grieg — 
 20245; March of the Dwarfs — Grieg — 22177; Spinning Song — Men- 
 delssohn — 1326; Spring Song — Mendelssohn — 20195; Midsummer 
 Night's Dream Overture — Mendelssohn — 6675, 6676. 
 
 7. Manuals — Music Hour Series. Silver. 
 
 1. Intermediate Teachers Book. Manual. Pages 3, 4, 23-38, 34-37, 
 52-54, 56-62, 78-92, 97-113, 77. 
 
 Grades VI and VII 
 I. Immediate Objectives: 
 
 1. Continued development of intelligent listening habits. 
 
 2. Continued enjoyment of the rhythmic and descriptive elements of 
 music heard or sung. 
 
 3. Development of knowledge and enjoyment of form in music, including 
 repetition and balance of phrases and themes, and for design in both 
 small and larger forms, including the rondo, theme and variations. 
 
 4. Familiarity with all orchestral instruments by sight and by sound, and 
 acquaintance with much orchestral music illustrating the composer's 
 use of the various instruments. 
 
 5. Acquaintance with several great composers through their music and 
 through reading about them. (Beethoven and Grieg in addition to- 
 those named for Grades IV and V.) 
 
 6. Development of a feeling for the close relationships between the arts — 
 through relating music to suitable pictures and poems, and through 
 self-expression in poem, design, or picture of the mood, of the picture, 
 or of the form in the music. 
 
 7. Development of the feeling of the universality of music as part of the 
 life experience of every people, through integration of folk songs, folk 
 
Handbook fob Elementary and Secondary Schools 159 
 
 dances, and readings about the music and musical instruments of each 
 national group of people studied in units based on the social studies. 
 
 8. Familiarity with the Polanaise, Tarantella and Bolero, in addition 
 to other dances studied in earlier grades. 
 
 9. Attainment of such factual knowledge as is necessary for an intelligent 
 enjoyment of good music, such as: (1) knowledge of the stories con- 
 nected with many pieces of descriptive music; (2) the construction of 
 the simpler musical forms; (3) meanings of the more commonly used 
 musical terms and expressions; (4) knowledge of important musical 
 current events, especially those taking place in America, including 
 broadcasts of good music. 
 
 n. Suggested Activities: 
 
 Special Note — If students have studied Music Appreciation for one 
 or more years, many of these activities will not be needed. 
 
 1. Rhythm : 
 
 If rhythmic training is needed, find some sort of rhythmic response 
 pupils will enjoy making while hearing the music. Since the ordinary 
 methods used in the primary grades are inappropriate for these 
 grades, each teacher will determine the activity most enjoyable for 
 her class. The following suggestions are offered: 
 
 a. Using the fingers for feet in marching, the hands for swaying, etc. 
 
 b. "Playing Conductor" — students (in groups or individually) indi- 
 cate, using fairly large arm movements, the tempo and movement 
 of the music. This can lead to students taking turns leading the 
 class while singing. 
 
 c. Drawing a simple border design or figure, with pencil or chalk, 
 making a line with each beat or "swing" of the rhythm. Before 
 drawing decide what sort of lines will be appropriate for the 
 music being studied. 
 
 2. Descriptive Music: 
 
 Note — If hearing descriptive music is a new experience any of these 
 suggestions will be appropriate, but if the students have heard con- 
 siderable descriptive music, use the activities that they prefer or 
 suggest. 
 
 a. Search in books for the story or for any suggestions about what the 
 music describes or suggests. 
 
 b. After hearing the music several times, 
 
 (1) Write or tell the story as you (the individual pupil) under- 
 stand it from the music. (Pupils' ideas may vary widely.) 
 
 (2) Write or give a description of the picture or mood the music 
 suggests to you. (The individual pupil.) 
 
 (3) Find or draw a picture or series of pictures telling what the 
 music tells you. 
 
 (4) Find or write a poem that tells the same story or pictures the 
 same scene or mood that you find in the music. 
 
 (5) Make a poster about the music. (A class project). 
 
 (6) Dramatize the story told by the music, if it is appropriate for 
 dramatization. 
 
 3. Form: 
 
 a. If needed, provide experience in recognizing similar phrases, as 
 follows: 
 
 (1) "Hunting the Tune"— after becoming familiar with the main 
 theme of the composition heard, "finding" it every time it 
 recurs, and indicating by raising hand. 
 
 (2) Making simple designs to illustrate the recurrence of a theme 
 
160 Handbook for Elementary and Secondary Schools 
 
 in music that has been heard, or finding designs that illustrate 
 such reference. 
 
 b. Make a scrapbook about the musical forms studied. (A class 
 project.) 
 
 c. Find pictures, designs, or illustrations of examples of architecture 
 that illustrate the forms studied; for instance, a building with two 
 identical wings is like the Three-Part Song form — ABA. 
 
 d. Make or find designs illustrating the rondo, theme and variations. 
 
 4. The Orchestra and Its Music: 
 
 a. Make a chart showing the instruments of each family or section 
 as one group. 
 
 b. Make a seating plan of a symphony orchestra, showing where the 
 players of each sort of instrument are seated. On this seating plan 
 can be made a model of an orchestra. Chairs may be made of card- 
 board or wood, players and conductor of paper or some plastic ma- 
 trial; or pictures of the players can be cut out of published sheets, 
 or drawn and cut out and mounted on the seating plan. 
 
 c. Find pictures of the different instruments of each family or section 
 and make a poster for each family; or make a scrapbook (as a class 
 project), mounting each picture on a separate page and writing a 
 description of the instrument on the opposite page. 
 
 d. Have a "make-believe" orchestra. To various pupils are assigned 
 the instruments heard in the music chosen, and during the playing 
 each pupil plays his instrument in pantomime when he hears it in 
 the music. 
 
 5. Composers: 
 
 a. Read stories about composers studied. 
 
 b. Sing songs and hear compositions written by these composers. 
 
 c. Make scrapbooks or write and give plays about these composers. 
 
 d. Give a program for other grades to hear, made up of music and 
 stories concerned with these composers. 
 
 6. Dances: 
 
 a. Play "Who is dancing?" — recognizing the kind of dance when hear- 
 ing one, using dances studied in earlier grades as well as the 
 Polonaise, Tarantella and Bolero. 
 
 b. Learn to dance as many as possible of the dances studied in all the 
 grades. 
 
 c. Find or write a poem about each kind of dance and read to the 
 class. These poems may also be used in a scrapbook or on a poster 
 about dances. 
 
 7. Folk Music: 
 
 a. Sing folk songs of countries studied in units based on social studies. 
 
 b. Learn folk dances of these countries. 
 
 c. Dramatize folk songs that are suitable for this purpose. 
 
 d. Read about the uses of music in these countries and about the in- 
 struments made and played by the people, find pictures of the instru- 
 ments, and, if possible, make one or more of them. 
 
 e. Listen to folk music played on the piano or phonograph — especially 
 songs and dances not suitable for these pupils to perform; and 
 listen to music of composers who have used folk music in their 
 compositions. 
 
 ni. Materials: 
 
 Use music from lists for earlier grades whenever suitable, especially 
 when similar activities are used, and when music appreciation is a new 
 experience for the pupils. 
 In addition use: 
 
 1. Descriptive Music: At the Brook — Boisdeffre — 20344; Wind Amongst 
 the Trees — Pricialdi — 20344; Flight of the Bumble-Bee — Rimsky- 
 Korsakow— 1645; Nutcracker Suite— Tschaikowsky— 8662, 8663, 8664; 
 Music Box — Laidow — 19923; Carnival of the Animals — Saint-Saens — 
 7200, 7201, 7202. 
 
Handbook for Elementary and Secondary Schools 
 
 161 
 
 Form: 
 
 Rondo— Hummel-Heifetz— 8420. 
 
 Theme and Variations— Variations on Shepherds Hey — Grainger — 
 20802; Caprice— Paganini— 1650. 
 Orchestra (in addition to lists for earlier grades): 
 
 Ensembles — strings and wood-winds — 19923. 
 
 Ensembles — brass and small combinations — -20637. 
 
 Various combinations of instruments — 19926, 20150. 
 
 William Tell Overture— 20606, 20607. 
 
 Nutcracker Suite — 8662, 8663, 8664. 
 
 Midsummer Night's Dream Overture — Mendelssohn — 6675, 6676. 
 
 Composers: 
 
 Music of Beethoven — Songs in Book V and Music Hour Series; 
 Ecossaises — 21012; Rondino— Beethoven-Kreisler — 1386; Minuet in 
 G — 1434; Country Dance— 20451. 
 Music of Grieg — Song — The Primrose — Music Hour Series, Book V, 
 page 120; Peer Gynt Suite — 35793, 20245; March of the Dwarfs— 
 22177; Norwegian Bridal Procession — 20805; Lyric Suite— 9073. 
 Dances (add to those in earlier grades) : 
 Polonaise — Chopin — 6234. 
 
 Tarantella— Chopin— 8251 ; Saint-Saens— 20401. 
 Bolero— Spanish Dance— Bizet— 20521; Bolero— Ravel— 7251, 7252. 
 Folk Music: 
 
 Folk songs of many peoples may be found in the various books of 
 the Music Hour Series, and also in the following: 
 McConathy and Others. Music of Many Lands and Peoples (The 
 
 Silver Book). Silver. 
 McConathy and Others. Music Highivays and Byways (The 
 
 Bronze Book). Silver. 
 Directions for many folk dances may be found in the Intermediate 
 Teachers' Manual and the Teachers' Guide for the Fifth Book, 
 both of the Music Hour Series. Silver. 
 Any course of study in Physical Education for the elementary 
 grades will contain directions for many folk dances. 
 General References: 
 
 Teachers' Guide to the Fifth Book, Music Hour Series: pp. 14, 17, 
 18, 27-34, 41-43, 65-81, 100-158. 
 
 Songs Listed by Composers 
 
 Songs by the composers named in the various grades may be found in the 
 following books previously noted: 
 
 Mendelssohn — Third Book, 
 Fourth Book, 
 Fifth Book, 
 The Silver Book, 
 
 Mozart — Third Book, 
 
 Fourth Book, 
 Fifth Book, 
 The Bronze Book, 
 The Silver Book, 
 
 Grieg — Fourth Book, 
 
 The Bronze Book, 
 The Silver Book, 
 
 Beethoven — Third Book, 
 Fourth Book, 
 Fifth Book, 
 The Bronze Book, 
 The Silver Book, 
 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 The Music Hour- 
 
 -p. 114, 115. 
 
 -p. 100, 101, 102, 121. 
 
 -p. 118. 
 
 -p. 15, 76. 
 
 -p. 126. 
 
 -p. 58, 84, 85, 102. 
 
 -p. 13, 64, 108. 
 
 -p. 72. 
 
 -p. 25, 49, 59. 
 
 -p. 26, 27. 
 
 -p. 190. 
 
 -p. 192. 
 
 -p, 1, 95, 94. 
 
 -p. 64, 65, 81, 114. 
 
 -p. 7, 57, 66. . 
 
 -p. 2, 57, 74, 75. 
 
 -p. 26, 224. 
 
162 Handbook for Elementary and Secondary Schools 
 
 Music Festivals 
 
 The chief purpose of the music festival is to set aside a time for the culmi- 
 nation of the year's work in all phases of school and community music. It 
 is best to begin early to plan for the musical activities which will be suitable 
 and practicable for the development of musical interests in any given school 
 or community. With a well-planned program in which various age groups 
 are to participate, a feast of enjoyable music may be assured. 
 
 Suggested activities and procedures are as follows: 
 
 1. A discussion of school and community needs in music. 
 
 2. A list of teachers who can assist with the program. 
 
 3. A survey of individual pupil and group interests in music. 
 
 4. Group singing, concerts, and recitals at regular intervals. 
 
 5. Folk dances, rhythmic games, grand marches, and parades. 
 
 6. Holiday or special day celebrations through song festivals and other 
 musical presentations. 
 
 7. Opera stories, music history, and other music literature. 
 
 8. Choral work through choirs for children. 
 
 9. The recognition of creative ability in music and the stimulation of 
 the musical talent of children. 
 
 10. A study of musical instruments and their uses in various types of 
 presentations — as, the orchestra, etc. 
 
 11. A study of the music festivals in other countries. 
 
 12. Definite plans for local and community festivals to be held during 
 the spring term. 
 
 The music festival idea has developed very rapidly throughout the coun- 
 try, and through participation in the activities of the festival program, 
 is becoming very popular as a means of measuring the achievement in music 
 for the year. The outline course in music appreciation for the elementary 
 grades provides training and experience in various phases and forms of 
 music which prepare the pupil for satisfactory participation in the festival 
 programs. 
 
 It is hoped that teachers in charge of the music program in the local 
 schools in each administrative unit will plan together for both local and 
 county festivals for the year. Nothing could be more important as a factor 
 in making the State a really musical State than a music festival in every 
 administrative unit during the spring term of each year. 
 
 Reference for use in music festivals: 
 
 Chase. Old Songs and Singing Games. Univ. of N. C. Press. $.50. 
 
 Making Friends with Orchestral Instruments 
 
 I. The members of the Symphony Orchestra : 
 A. String Family: 
 
 1. Violin — First violins and second violins — 12 to 16 of each (soprano 
 and alto voices). 
 
 2. Viola — About % of the number of first violins (second alto or tenor 
 voices). 
 
 3. Violoncello — Little more than half the number of first violins (bari- 
 tone voices). 
 
 4. Contra-bass — Almost as many as of violoncellos, (bass voices — an 
 octave lower than violoncellos). 
 
 5. Harp — one or two. String plucked with fingers, hence not a true 
 member of string family. 
 
Handbook for Elementary and Secondary Schools 163 
 
 B. Wood-Wind Family: 
 
 1. Open mouthpiece — no reeds: 
 
 a. Flute — usually three players, one of whom plays the 
 
 b. Piccolo when needed (flute soprano voice; piccolo still higher). 
 
 2. Single reed in mouthpiece: 
 
 a. Clarinet — Usually 2 (soprano and alto voices). 
 
 b. Bass-clarinet — One, if any (bass voice). 
 
 3. Double reed in mouthpiece: 
 
 a. Oboe — 1 or 2 (soprano voice). 
 
 b. English horn — Really an alto oboe — one (alto voice). 
 
 c. Bassoon — 2 or 3 (baritone voice). 
 
 d. Contra bassoon — One, if any (bass voice — one octave lower than 
 bassoon). 
 
 C. Brass-Wind Family: 
 
 1. French horn — 4, playing as quartette of voices. 
 
 2. Trumpet or cornet — 2 to 4 (soprano and alto voices). 
 
 3. Trombone — 3 or 4 (tenor and baritone voices). 
 Tuba — One (low bass voice — like contra bassoon). 
 
 D. Percussion Family (shown in two groupings): 
 
 1. With Definite Pitch: 
 
 a. Tympani — set of 3 or 4. 
 
 b. Celesta — one. 
 
 c. Bells — one set. 
 
 d. Chimes — one set. 
 
 2. With Indefinite Pitch: 
 
 a. Triangle — one. 
 
 b. Bass drum — one. 
 
 c. Snare drum — one. 
 
 d. Cymbals — one pair. 
 
 e. Gong — one. 
 
 f. Tambourine — one. 
 
 g. Wood block — one. 
 
 h. Frame of drum — one. 
 
 (1) Sound made by striking skin: (a) Tympani; (b) Bass 
 drum; (c) Snare drum; (d) Tambourine. 
 
 (2) Sound made by striking metal: (a) Celesta; (b) Bells; 
 (c) Chimes; (d) Triangle; (e) Cymbals; (f) Gong; (g) 
 Tambourine. 
 
 (3) Sound made by striking wood: (a) Zylophone; (b) Wood 
 block; (c) Frame of drum. 
 
 II. Special Items About the Orchestra: 
 
 1. All the instruments in the Percussion Family are played by a small 
 number of men — usually two, rarely more than four. Many of the 
 instruments listed are seldom used — for special effects only. The 
 tympani are used in nearly every composition, and one player devotes 
 most of his time to them. 
 
 2. The most important family in the orchestra is the string family. This 
 family makes up about three-fourths of the entire orchestra. Hence, 
 the string tone is the foundation of the orchestral tone, in contrast 
 to the band, which has no strings. It uses the higher pitched wood- 
 wind and brass-wind in the place of the violins in the orchestra. 
 
 3. The composer uses the tone colors of the various families and the 
 various shades of each color in each family as the painter uses the 
 various colors and shades on his pallette — all made from the three 
 primary colors. If a comparison were made, it might be said that the 
 string family represents the various shades of yellow; the wood- 
 winds, of blue; and the brass-winds, of red; while the percussion 
 
164 Handbook for Elementary and Secondary Schools 
 
 family represents accents and high-lights — of black and white. This 
 is merely a suggestive thought. 
 III. Presenting the Orchestra to Children {Rarely earlier than Grade V) : 
 
 1. Show picture and hear music of entire orchestra. 
 
 2. Try to pick out the sound of some instrument they know. 
 
 3. Find out how the different instruments sound and look, using actual 
 instruments if possible; if not, pictures and records. 
 
 4. Organize instruments into families. 
 
 5. Study seating plan of orchestra. Do families sit together? 
 
 6. In all music heard try to identify instruments. 
 
 7. Make posters, scrapbooks, and model orchestras. 
 
 8. Encourage hearing symphony orchestras over radio at home, and 
 finding of pictures and articles about orchestras and bands. 
 
 Bibliography 
 
 I. Books for Teachers: 
 
 Glenn, Lowry, and DeForest. Music Appreciation for Every Child — 
 
 Manual for Primary Grades, and Manual for Intermediate Grades. 
 
 Silver. 
 Music Appreciation for Children. Victor. 
 McConathy and Others. Music Hour in the Kindergarten and First 
 
 Grade; Elementary Teachers Manual; Intermediate Teachers Manual; 
 
 and Teachers Guide for the Fifth Book — all of the Music Hour Series. 
 
 Silver. 
 Damrosch, Gartlan, and Gehrkens. Music Appreciation. Universal 
 
 School Music Series. Hinds, Hayden, and Eldredge Company, New 
 
 York. 
 Mohler. Teaching Music from an Appreciative Basis. Birchard. 
 Thorn. Music for Young Children. Scribner. 
 Kinscella. Music and Romance. Victor. $2.25. 
 Cooke. Young Folks Picture History of Music. Presser. $1.00. 
 Johnston. Instruments of the Modern Orchestra and Band. Fischer. 
 
 $.50. 
 Falkner. What We Hear in Music. Victor. 
 Gehrkens. The Fundamentals of Music. Ditson. $1.50. 
 Pratt. New Encyclopedia of Music and Musicians. Macmillan. $3.00. 
 Radio Listeners Dictionary of Musical Terms. Oxford. 
 Elson. Music Dictionary. Ditson. $1.75. 
 Baker. Pocket Manual of Musical Terms. Scribner. $.50. 
 
 II, Books for the Children: 
 
 Kinscella. Music Appreciation Readers, Books I, II, III, IV, V, and VI. 
 
 University. 
 Ripley and Schneider. Art-Music Readers, Books I and II. Mentzer. 
 Scobey and Home. Stories of Great Musicians. American. 
 Cross. Music Stories for Boys and Girls. Ginn. 
 Buchanan. How Men Made Music. Follett. $1.13. 
 La Prade. Alice in Orchestralia. Doubleday. 
 The Christmas Carolers' Book. Hall & McCreary. 
 Bacon. Operas Every Child Should Know. Grosset. 
 Upton. In Music Land. Browne and Howell Co., New York. 
 
 Other Material 
 
 I. Instrumental Charts; Set of large charts containing pictures of instru- 
 ments of the orchestra and booklet describing these instruments. R.C.A. 
 Victor Company, Camden, N. J. 
 II. Instrumental Cut-Outs ; Cut-outs of instruments of symphony orchestra 
 
Handbook foe Elementary and Secondary Schools 
 
 165 
 
 being played — suitable for scrapbooks or miniature model orchestras. 
 Presser's Musical Instrument Pictures. Tbeo. Presser Co., Philadelphia. 
 10^ each. $1.00 per dozen. 
 
 Where to Secure Equipment 
 
 The phonograph records listed in this bulletin are published by the R.C.A. 
 Victor Company, Camden, N. J., and may be purchased from local dealers 
 or from the Greensboro Music Company, Inc., Greensboro, N. C. 
 
 If the equipment and materials, including phonograph, records, and texts 
 cannot be secured from local dealers, send orders by mail direct to the 
 Greensboro Music Company, Inc. Prompt mail order service is assured. 
 
 Lists of Records for Stated Prices 
 
 Listl 
 
 (For other lists see R. C. A. Victor Co. catalogs) 
 7 Records 
 
 Price $5.25 
 
 20522 Instruments of the Orchestra (strings and woodwinds). 
 
 20523 Instruments of the Orchestra (brass and percussion). 
 2019S Spring Song — Mendelssohn. 
 
 20802 Shepherds Hey and Country Gardens — Grainger. 
 
 21938 Skaters Waltz — Waldteufel; Waltz in Ab — Brahms; Minuet — Mozart. 
 
 20203 Mazurka — Scharwenka. 
 
 20803 Of Brer Rabbit; Will o' the Wisp; From Uncle Remus; To a Humming Bird— MacDowell. 
 
 14 Records 
 
 Instruments of the Orchestra (strings and woodwinds). 
 
 Instruments of the Orchestra (brass and percussion). 
 
 William Tell Overture — Rossini. 
 
 At the Brook — BoisdefFre; Wind Amongst the Trees — Bricialdi. 
 
 Skaters Waltz — Waldteufel; Waltz in Ab — Brahms; Minuet — Mozart. 
 
 Music Box — Liadow; Torchlight Procession. 
 
 Minuet- — Paderewksi; Amaryllis — Ghys. 
 
 Shepherds Hey, Country Gardens — Grainger. 
 
 Mazurka — Scharwenka. 
 
 Spring Song — Mendelssohn. 
 
 Various combinations of instruments. 
 
 Volga Boatman's Song — Russian. 
 
 Peer Gynt Suite, parts 3 and 4 — Grieg. 
 
 Butterflies — Lavalee; Butterfly — Grieg; Ecossaises — Beethoven. 
 
 18 Records 
 
 Instruments of the Orchestra (strings and woodwinds). 
 
 Instruments of the Orchestra (brass and percussion). 
 
 William Tell Overture, parts 1 and 2 — Rossini. 
 
 William Tell Overture, parts 3 and 4 — Rossini. 
 
 At the Brook — BoisdefFre; Wind Amongst the Trees — Bricialdi. 
 
 Music Box — Liadow; Torchlight Procession. 
 
 Minuet — Paderewski; Amaryllis — Ghys. 
 
 Shepherds Hey, Country Gardens — Grainger. 
 
 Mazurka — Ganne. 
 
 Spring Song — Mendelssohn. 
 
 Various combinations of instruments. 
 
 Various combinations of instruments. 
 
 Peer Gynt Suite, parts 3 and 4 — Grieg. 
 
 Butterflies — Lavalee; Butterfly — Grieg; Ecossaises — Beethoven. 
 
 From an Indian Lodge, Love Song — MacDowell. 
 
 Volga Boatman's Song — Russian. 
 
 Blue Danube Waltz, Tales of the Vienna Woods — Strauss. 
 
 Spinning Song — Mendelssohn. 
 
 27 Records 
 
 Price $10.50 
 
 Price $15 50 
 
 Price $25.50 
 

 166 
 
 Handbook for Elementary and Secondary Schools 
 
 20245 Peer Gynt Suite, parts 3 and 4 — Grieg. 
 
 21012 Butterflies — Lavalee; Butterfly — Grieg; Ecossaises — Beethoven. 
 
 20342 From an Indian Lodge, Love Song — MacDowell. 
 
 6675 Midsummer Night's Dream Overture — Mendelssohn. 
 
 6676 Midsummer Night's Dream Overture — completed, and Scherzo — Mendelssohn. 
 20195 Spring Song — Mendelssohn. 
 
 1326 Spinning Song — Mendelssohn. 
 
 20169 Minuet, Paderewski; Amaryllis — Ghys. 
 
 21938 Minuet— Mozart. 
 
 20430 Mazurka— Ganne. 
 
 1541 Mazurkas by Chopin. 
 
 24528 Old French Gavotte. 
 
 20802 Shepherds Hey, Country Gardens — Grainger. 
 
 20309 Volga Boatman's Song — Russian. 
 
 35977 Spanish Dances — Granados. 
 
 6584 Blue Danube Waltz, Tales of the Vienna Woods — Strauss. 
 
 20739 The Blacksmith— Mozart. 
 
 21750 Juba Dance — Dett; From the Canebrake — Gardner. 
 
 List 5. 
 
 20522 
 
 20523 
 
 19923 
 
 20637 
 
 20150 
 
 19926 
 
 20606 
 
 20607 
 
 20344 
 
 20245 
 
 21750 
 
 21012 
 
 20342 
 
 20803 
 
 20162 
 
 22765 
 
 20636 
 
 20169 
 
 21938 
 
 24528 
 
 20430 
 
 21972 
 
 20802 
 
 20195 
 
 22131 
 
 22765 
 
 1645 
 
 1143 
 
 1326 
 
 1541 
 
 1245 
 
 4083 
 
 4186 
 
 6675 
 
 6676 
 
 6677 
 
 6678 
 
 6616 
 
 6617 
 
 1650 
 
 1152 
 
 6639 
 
 6823 
 
 6584 
 
 Library of Records 
 
 (For distribution from City or County School Office) 
 
 Price $50.00 
 
 Instruments of the Orchestra (strings and woodwinds). 
 
 Instruments of the Orchestra (brass and percussion). 
 
 Music Box — Liadow; Torchlig'it Procession. 
 
 Brass ensemble; small groups of instruments. 
 
 Various combinations of instruments. 
 
 Various combinations of instruments. 
 
 William Tell Overture, parts 1 and 2 — Grieg. 
 
 William Tell Overture, parts 3 and 4. 
 
 At the Brook — Boisdeffre; Wind Amongst the Trees — Bricialdi. 
 
 Peer Gynt Suite, parts 3 and 4 — Grieg. 
 
 Juba Dance — Dett; From the Canebrake — Gardner. 
 
 Ecossaises — Beethoven; Butterflies — Lavalee; Butterfly — Grieg. 
 
 From an Indian Lodge, Love Song — MacDowell. 
 
 Of Brer Rabbit; From Uncle Remus; Will o' the Wisp; To a Humming Bird — MacDowell. 
 
 Rhythms: Running, Swaying, etc. 
 
 Rhythms: Stepping, Marching, etc. 
 
 Minuet — Boccherini. 
 
 Minuet — Paderewski; Amaryllis — Ghys. 
 
 Skaters Waltz — Waldteufel; Waltz in Ab — Brahms; Minuet — Mozart. 
 
 Old French Gavotte. 
 
 Mazurka — Ganne. 
 
 Indian Songs — Lieurance. 
 
 Shepherds Hey, Country Gardens — Grainger. 
 
 Spring Song — Mendelssohn. 
 
 Turkey in the Straw, Irish Washerwoman — Guion. 
 
 Rhythms: Stepping, Marching, etc. 
 
 Flight of the Bumble-Bee — Rimsky — Korsakow; Sea Murmurs. 
 
 The Swan — Saint-Saens. 
 
 Spinning Song — Mendelssohn. 
 
 Mazurka in Ab Major, Mazurka in D Major — Chopin. 
 
 Waltzes in C Minor and Ab Major — Chopin. 
 
 Six English and Scotch Folk Songs. 
 
 Londonderry Air — Irish Tune. 
 
 Midsummer Night's Dream — Overture — Mendelssohn. 
 
 Midsummer Night's Dream — Overture and Scherzo — Mendelssohn. 
 
 Midsummer Night's Dream — Nocturne — Mendelssohn. 
 
 Midsummer Night's Dream — Wedding March — Mendelssohn. 
 
 Nutcracker Suite — Tschaikowsky. 
 
 Nutcracker Suite — Tschaikowsky. 
 
 Capricer — Paganini. 
 
 To a Wild Rose, To a Water-Lily — MacDowell. 
 
 March Militaire — Schubert; Funeral March of a Marionette — Gounod. 
 
 Rakoczy March — Berliez. 
 
 Blue Danube Waltz, Tales of the Vienna Woods — Strauss. 
 
 Applied Music for Credit 
 
 The widespread interest in applied music (the study of piano, violin, 
 organ, or an orchestral instrument), the general recognition of this study 
 as a legitimate phase of secondary education, and the realization of the 
 importance of the development of these techniques during the adolescent 
 period, has resulted in the development of plans for accrediting the work 
 done in this field as an integral part of the pupil's curriculum. Since few 
 high schools can provide this instruction, the following plans are set up to 
 enable the school to give credit for properly supervised study in applied 
 music carried on by pupils at their own expense and with private teachers. 
 
Handbook fob Elementaby and Secondaby Schools 167 
 
 REGULATIONS GOVERNING CREDIT 
 
 1. The student registering for credit must be a regularly registered pupil of 
 the high school. 
 
 2. Application for credit must be made on a blank form provided by the 
 high school principal. (See Form A.) 
 
 3. The pupil must have two lessons of thirty minutes each per week or one 
 lesson of sixty minutes per week, through the school year. 
 
 4. The pupil must practice a minimum of six hours per week, keeping a 
 record of it on a weekly report blank form which is certified by the 
 parent to the teacher at each lesson. (See Form B.) 
 
 5. At the close of each grading period the teacher will give the high school 
 principal the pupil's grade, on a report blank provided by the high school 
 principal. (See Form C.) 
 
 6. The pupil must pass an examination before credit for the work may be 
 allowed. 
 
 a. The application for this examination must be made not less than two 
 weeks before the close of the school year on the form provided by the 
 high school principal. (See Form D.) 
 
 b. The examination must be given by a musician of good standing in the 
 State who has been approved as an examiner by the State Department 
 of Public Instruction. The examiner is to be engaged by the high school 
 principal. 
 
 c. A reasonable fee (not over $3.00) will be paid by the pupil for this 
 examination. This fee is to be used only for the expenses of the 
 examiner. 
 
 d. The examiner must report the result of the examination to the prin- 
 cipal of the high school on a blank form provided for this purpose, and 
 the principal will make the proper record on the pupil's report card. 
 (See Form E.) 
 
 e. The teacher of applied music is not permitted to be present at the 
 pupil's examination. 
 
 f. The examiner may grant the pupil — 
 
 (1) One-half unit of credit for the year's satisfactory study, or 
 
 (2) One-fourth unit if the examiner considers that the pupil has 
 accomplished much less than should be done in a year of study, 
 or 
 
 (3) May deny the pupil any credit if he considers the work done as 
 unsatisfactory for high school credit. 
 
 7. Suggestive lists of materials in piano and violin for this study of 
 applied music for credit will be found on the following pages of this 
 bulletin. 
 
 FORMS FOR REPORT BLANKS 
 
 The following report forms will be needed for the administration of these 
 plans for granting high school credit for the study of applied music under 
 private teachers. As stated in the Regulations Governing Credit, these blanks 
 are to be provided by the high school principal. It is not necessary that they 
 be printed. Mimeographed blanks will be entirely satisfactory. 
 
 In addition to these report blanks it is very desirable that a copy of the 
 Regulations Governing Credit be given each pupil of applied music who is 
 applying for credit. The pupil should take this copy of the Regulations 
 home so that the parents may know what is expected of the pupil, of the 
 parent, and of the teacher of applied music. 
 
168 
 
 Handbook fok Elementary and Secondary Schools 
 
 FORM A. Application for Applied Music Credit. 
 
 '. School. Date... 
 
 We, the undersigned, hereby request that (pupil) 
 
 be permitted to study for credit the applied music subject herein named, subject to 
 the regulations stated on the accompanying sheet. These regulations we have read 
 and hereby accept. 
 
 Applied music subject _ _ 
 
 School year beginning _ 
 
 Number of years previous study without high school credit 
 
 Number of years previous study with high school credit... 
 
 Signed: Pupil 
 
 Parent Teacher 
 
 FORM B. — Applied Music Study Practice Report Card 
 
 School 
 
 Name _ . _ Subject 
 
 Record minutes of practice each day, have a parent sign it, and take to your teacher each week when you have 
 your lesson. 
 
 Month 
 
 Monday 
 
 Tuesday 
 
 Wednesday 
 
 Thursday 
 
 Friday 
 
 Saturday 
 
 Parent's Signature 
 
 1st. week 
 
 
 
 
 
 
 
 
 2nd. week 
 
 
 
 
 
 
 
 
 3rd. week 
 
 
 
 
 
 
 
 
 4th. week 
 
 
 
 
 
 
 
 
 5th. week 
 
 
 
 
 
 
 
 
 
 Semester 
 
 
 Year in High School 
 
 Teacher 
 
 FORM C. — Applied Music Study 
 
 Teacher's Report 
 
 Name. 
 
 Subject. 
 
 -School 
 
 (Pupil) 
 
 
 
 
 
 Number Lessons 
 
 Number of Hours 
 Practice 
 
 Grade 
 
 Remarks 
 
 1st. month 
 
 
 
 
 
 2nd. month 
 
 
 
 
 
 3rd. month 
 
 
 
 
 
 4th. month 
 
 
 
 
 
 5th. month 
 
 
 
 
 
 6th. month 
 
 
 
 
 
 7th. month 
 
 
 
 
 
 8th. month 
 
 
 
 
 
 9th. month 
 
 
 
 
 
 Teacher. 
 
 Date. 
 
Handbook for Elementary and Secondary Schools 
 
 169 
 
 FORM D. — Applied Music Study 
 
 Application for Examination 
 
 We, the undersigned, hereby request that... (pupil).. 
 
 be permitted to take the annual examination in (subject) ..... 
 
 for credit, subject to the regulations agreed to at the beginning of the current school 
 year. 
 
 Signed: Pupil Parent 
 
 Teacher Dated 
 
 Statement of Work Accomplished 
 
 This is to certify that (pupil) has studied and learned 
 
 acceptably, during the current school year, the following: 
 
 Scales, etc - - 
 
 Studies - - - 
 
 Pieces.. 
 
 Signed: Teacher Dated 
 
 Note to teacher and pupil: This Application for Examination and Statement 
 of Work Accomplished must be presented to the examiner at the time of the annual 
 examination. The examiner will give it, with his report on the examination, to the 
 High School Principal for permanent filing. 
 
 FORM E. — Applied Music Study 
 
 Examiner's Report 
 
 
 
 Schoo'. 
 
 Student's Name 
 
 Subject 
 
 Grade 
 
 Amount Credit 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 For Year Ending- 
 
 Signed: Examiner 
 
 HIGH SCHOOL COURSE OF STUDY IN PIANO 
 
 In the first year the student will be required to read at sight a simple 
 melody with accompaniment. The selections for sight reading will increase 
 in difficulty each year but will always be on a level approximately three 
 years below the prepared selections. 
 
 First Year 
 
 -2 sounds to a beat. 
 
 Thorough knowledge of Major Scales 
 
 2 Octaves — 2 sounds to a beat 
 
 3 Octaves — 3 sounds to a beat 
 
 4 Octaves — 4 sounds to a beat 
 
 M. M. 40 to 60 
 Tonic triad arpeggios — Major Keys — 4 octaves- 
 M. M. 60. Each hand separately. 
 Cadence Chords, I IV I V I. 
 
 One selection from First Year Bach (Foote) or any piece by Bach of 
 equivalent grade, and one selection from any of the following volumes: 
 Czerny, Studies, Volume I, Part I (Germer) ; Gurlitt, Txventy-four Melo- 
 dious Studies in all Major and Minor Keys; Burgmiiller, Studies, Opus 100, 
 Book I; Heller, Studies, Opus 47; Bertini, Opus 100. 
 
 One program selection from the supplementary list. This selection is to 
 be memorized. 
 
170 
 
 Handbook for Elementary and Secondary Schools 
 
 Second Year 
 All Scales, Arpeggios and Cadence Chords in the First Year work. 
 Harmonic Minor Scales — 2, 3, and 4 octaves — 2, 3, and 4 sounds respect- 
 ively to a beat. M. M. 40 to 60. 
 Tonic triad arpeggios — Minor Keys — 4 octaves — 2 sounds to a beat. 
 M. M. 60. Each hand separately. 
 Minor Cadence Chords. I IV I V I. 
 
 One selection from First Year Bach (Foote) or Bach, Twelve Little Pre- 
 ludes, or any piece by Bach of equivalent grade, and one selection from 
 any of the following volumes: Duvernoy, Studies, Opus 120; Loeschhorn, 
 Studies, Opus 66, Book I; Czerny, Studies, Vol. I, Part II (Germer) ; 
 Burgmiiller, Studies, Optis 100, Book II; Burgmiiller, Studies, Opus 109, 
 Book I; Bertini, Opus 29; Heller, Opus 46. 
 
 One program selection from the supplementary list. This selection is to 
 be memorized. 
 
 Third Year 
 
 Major and Minor Scales — all keys — 2, 3, and 4 octaves — -2, 3, and 4 sounds 
 
 respectively to a beat. M. M. 72 to 84. 
 
 Tonic triad arpeggios — all keys — 4 octaves — 4 sounds to a beat, M. M. 60, 
 
 hands together; and diminished seventh arpeggios — 3 octaves — 3 sounds 
 
 to a beat. M. M. 60. Hands together. 
 Major and Minor Cadence Chords, I IV I V I. 
 
 One selection from Bach, Twelve Little Preludes, or a Two-Part Invention, 
 or any piece by Bach of equivalent grade, and one selection from any of 
 the following volumes: Czerny, Studies, Volume II, Part I (Germer); 
 Heller, Studies, Opus 45; Loeschhorn, Studies, Opus 66, Book II. 
 The first movement from a sonatina or simple sonata, such as one by 
 Clementi or Beethoven, Opus 49, Mozart or Haydn. 
 
 One program selection from the supplementary list. This selection is to 
 be memorized. 
 
 Fourth Year 
 
 All scales, including melodic minor — 2, 3, and 4 octaves — 2, 3, and 4 
 sounds respectively to a beat. M. M. 84 to 100. 
 
 Tonic triad arpeggios — All Keys — 4 octaves — 4 sounds to a beat. M. M. 72. 
 Diminished and dominant seventh arpeggios — all keys — 3 octaves — 3 
 sounds to a beat. M. M. 72. 
 Major and Minor Cadence Chords. I IV I V I. 
 
 One selection from Bach, Ttoo-Part Inventions, and one selection from any 
 of the following volumes: Czerny, Studies, Vol. II, Part II (Germer); 
 Czerny, Opus 299, any book. 
 
 First movement of Beethoven, Sonata, Opus 2, No. 1, or another Beethoven 
 sonata of similar grade, and a Chopin selection: Waltz or mazurka or 
 preludes (not Nos. 7 or 20). 
 
 One selection from the supplementary list. This selection is to be mem- 
 orized. 
 
 SUPPLEMENTARY LIST 
 
 First Year 
 
 Bach-Handel. Master Series for the 
 
 Young. Ditson. 
 Bach-Hughes. Master Series for the 
 
 Young. Schirmer. 
 Bloch. Enfantines. 
 Clementi. Sonatina, Op. 36, No. 1, 
 
 C major. 
 Friml. Minuetto, Op. 72, No. 3. 
 Gade. Children's Christmas Eve. 
 Grieg. Lyrical Pieces, Op. 12. 
 Haydn. Allegretto. 
 Heller. Curious Story. 
 Kullak. Scenes from Childhood. 
 Loeilly-MacDowell. Jig. 
 
 Seiss. Sonatinas. 
 
 Schubert. Moment Musical, F 
 minor. 
 
 Wright. Preludes, Op. 25. 
 
 Schytte. Sonatina, Op. 76, G major. 
 
 Tschaikowsky-Hughes. Master Se- 
 ries for the Young, Op. 39, Nos. 
 8, 21, 14. 
 
 Schumann. Album for the Young, 
 Op. 68, Nos. (9 and 17), 13, (16 
 and 15), (21 and 24). 
 
 Scharwenka. Barcarolle in E 
 minor. 
 
 Mendelssohn. Children's Pieces. 
 
Handbook for Elementaey and Secondary Schools 
 
 171 
 
 Second Year 
 
 Beethoven. To Elise. 
 
 Chaminade. Pierrette. 
 
 Couperin. The Nun. 
 
 Durand. Chaccone. 
 
 Godard. Second Mazurka. 
 
 Grieg. Dance Caprice. 
 
 Ilyinski. Lullaby. 
 
 Jensen. Canzonetta, Op. 42. 
 
 Clementi. Sonatina, Op. 36, No. 3. 
 
 Mendelssohn. Song without Words. 
 
 Raff. Fabliau. 
 
 Schubert. Minuetto in B minor. 
 
 Schubert. Scherzo, B flat major. 
 
 Schiitt. Valse Lente. 
 
 Kuhlau. Sonatina, Op. 55, No. 1. 
 
 Edgar Thorn. Six Fancies. 
 
 Heller. Warrior's Song. 
 
 Grieg. Elegie, Op. 38, No. 6. 
 
 Grieg. Waltz, Op. 38, No. 7. 
 
 Cesar Franck. Danse Lente. 
 
 Scharwenka. Scherzino. 
 
 Tschaikowsky-Hughes. Master Se- 
 ries, Op. 39, Nos. 10, 22; Op. 40, 
 Nos. 2, 6. 
 
 Schumann. Album for the Young, 
 Op. 68, Nos. 12, 23, (26 and 36), 
 or (28 and 36), 29. 
 
 Carl Rolling. Allegro Molto in A 
 minor. 
 
 Third Year 
 
 Chaminade. Air de Ballet. 
 
 Godard. Au Matin. 
 
 Grieg. Papillon. 
 
 Jensen. Will o' the Wisp. 
 
 Moszkowski. Melodie Italienne, Op. 
 
 38, No. 4. 
 Palmgren. May Night. 
 Haydn. Sonata, C major. 
 Clementi. Sonatina, Op. 36, No. 4. 
 Schumann. Romanza in F sharp. 
 Schumann. Nocturne in F. 
 Henselt. Liebeslied. 
 Bach. Solfeggietto. 
 
 Grieg. Berceuse. 
 
 Poldini. Dancing" Doll. 
 
 Mendelssohn. Song Without Words. 
 
 Schiitt. Canzonetta. 
 
 Schiitt. Reverie. 
 
 Edgar Thorn. Forgotten Fairy- 
 tales. 
 
 Schubert. Impromptu, A flat, Op. 
 142, No. 2. 
 
 Debussy. Jimbo's Lullaby. 
 
 Debussy. Doctor Gradus ad Par- 
 nassum. 
 
 Schumann. Op. 15, Nos. (1 and 2). 
 
 Fourth Year 
 
 Sinding. Rustle of Spring. 
 Debussy. Arabesque in G major. 
 Grieg. Puck. 
 Granados. Playera. 
 Dennee. Forest Sounds. 
 Kroeger. Egeria. 
 MacDowell. Sea Pieces. 
 MacDowell. Scotch Poem. 
 Reinhold. Impromptu. 
 
 Sibelius. Romance. 
 
 Scott. Lotus Land. 
 
 C. P. E. Bath. Allegro in F minor. 
 
 Grieg. To Spring. 
 
 Lavallee. Butterfly. 
 
 Debussy. Reverie. 
 
 Albeniz. Tango. 
 
 Theo. Kirchner. Nocturnes. 
 
 Rheinberger. The Chase. 
 
 VIOLIN COURSE OF STUDY 
 
 Preface: It is to be taken for granted that these standards will be flexi- 
 ble. The quality of a student's work is more significant than the material 
 he has studied. It is desirable that the judgment of a student's ability be 
 based on this premise. 
 
 First Year 
 
 I. Scales: Major, in two octaves. They should be played in slow tempo, 
 legato. 
 II. Etudes: Kayser, Etudes, or material of a similar grade of difficulty. 
 III. Solos, such as: Seitz, Concerto No. I; Accolay, Concerto in A Minor; 
 Bull, Saeterjentens Sonclag; Grieg-Brown, Solveig's Song. 
 
 Second Year 
 
 Scales: Minor (melodic and harmonic forms), in two octaves, 
 tempo, legato. 
 
 Slow 
 
172 Handbook fob Elementaey and Secondaby Schools 
 
 II. One study from Dont — Op. 37, or Kreutzer — Forty-two Etudes, or ma- 
 terial of a similar grade of difficulty. 
 III. Solos, such as: Mlynarski, Mazurka; Bizet, Adagietto; Elgar, Chanson 
 de Nuit; Pugnani-Kreisler, Minuet; Dancla, Air Varies. 
 
 Thied Yeab 
 
 I. Scales: Major and minor in two octaves. Slow tempo, legato. 
 II. Etudes: One study from Kreutzer, and Fiorillo, Thirty-six Etudes. 
 III. Solos, such as: Wieniawski, Souvenir de Posen; DeBeriot, Air Varies; 
 Randegger, Pierrot's Serenade; Boulanger, Nocturne. 
 
 Foueth Yeab 
 
 I. Scales: Major; three octaves; slow tempo, legato. Arpeggios: tonic 
 chord, three octaves. 
 II. Etudes: One study from Kreutzer, and Fiorillo, or Dancla, Twenty 
 Brilliant and Characteristic Studies, or material of a similar grade of 
 difficulty. 
 III. Solos, such as: Granados-Kreisler, Spanish Dance; Ysaye, La Reve 
 d' Enfant; Godard, Concerto Romantique; DeBeriot, Concertos Nos. I, 
 II, IX; Viotti, Concertos Nos. XXII, XXIII; Vivaldi, Sonata in A Minor; 
 Mozart, Sonata No. IV in E Minor. 
 
 Promotion Plans for the Observance of National Music Week 
 Introductory Note 
 
 National Music Week is celebrated during the first week in May of each 
 year. This is the definite time set aside for the culmination of the year's 
 work in all phases of community music. However, it is best to begin early 
 to plan for the musical activities which would be suitable and practical for 
 the development of musical interests in any given community. With a good 
 program planned well in advance and provision made for participation by 
 various age groups, a feast of enjoyable music may be assured. Suggested 
 activities, procedures and results to be expected for National Music Week 
 are outlined below. 
 
 Suggested Activities and Procedures 
 
 1. A forum for the discussion of community needs in music. 
 
 2. A roster of trained leaders and lay participants in musical events in the 
 community. 
 
 3. A publicity program through local papers and at public gatherings. 
 
 4. An institute of instruction in music where all who attend may enjoy 
 taking part in singing under capable leaders. 
 
 5. Community sings, band and orchestra concerts at regular intervals. 
 
 6. Music recitals, choruses, and concerts by trained musicians. 
 
 7. Folk dances, rhythmic games, children's choruses and operettas. 
 
 8. Grand marches and parades with the singing of patriotic songs. 
 
 9. Special programs for the singing of hymns, folk songs of many countries, 
 traditional American songs, and popular songs of the present time. 
 
 10. Holiday or special day celebrations through song festivals, honoring 
 local, State, or national leaders. 
 
 11. Opera stories, music, history, and other music literature presented in 
 attractive and effective programs. 
 
 12. Choral work through choirs for children and adult choirs, bringing to- 
 gether the good singing voices of the community. 
 
Handbook for Elementary and Secondary Schools 173 
 
 13. Verse choirs for young people in which selected rhythmic poetry is pre- 
 sented in dramatic concert. 
 
 14. Family music hours in which parents and children participate in pro- 
 grams of song, instrumental music, stories, and the interpretation of 
 music literature. 
 
 15. The recognition of creative ability in music and the stimulation of the 
 musical talent of children and adults in the community. 
 
 16. The promotion of music in the public schools and for adult classes by a 
 cooperative program between school and community — including a 
 Parent's Music Day in the schools. 
 
 17. A shelf of books on music in the public library, including music litera- 
 ture, song collections, and files of instrumental music and phonograph 
 records. 
 
 18. Participation in State and national programs through radio programs, 
 broadcasts, music festivals, contests, and "All-State High School Music" 
 courses offered during summer terms at the State University. 
 
 19. Visits to the State colleges and university for conferences with directors 
 of music education in these institutions. 
 
 20. Plans for securing improved instruments of music for churches, schools, 
 and community buildings: pipe organs, pianos, instruments of the orches- 
 tra and band, phonographs and records, radio receiving sets, etc. 
 
 21. Coordinating all musical interests of the community through a perma- 
 nent organization financed for active work. 
 
 Results to be Expected 
 
 1. National Music "Week— a definite and lasting part of the musical life of 
 the community. 
 
 2. A continued support of musical activities in the community, particularly 
 the music education of children. 
 
 3. An informed citizenship concerning the values of the observance of Na- 
 tional Music Week, with churches, schools, music clubs, and all civic 
 organizations supporting the enterprise and participating in the various 
 types of activities planned to promote music. 
 
 4. The first week of May — a period of devotion to music in which a large 
 portion of the community participates, either by listening to music or by 
 producing music. 
 
 5. An appreciation of the beauty of music and a realization that music is 
 an integral part of the life of each individual. 
 
 6. Ability to listen to good music, to understand, to interpret, and to select 
 good music. 
 
 7. An intelligent enjoyment of music as a means of expressing feeling, and a 
 regard for music as an enriching experience. 
 
 8. Cooperation and coordination of all community interests assured through 
 the satisfactory experience of working together to develop a love for 
 good music and a participation in musical programs by representative 
 groups. 
 
 9. The whole community awakened to the importance of music as a factor 
 in its life. 
 
 10. More time and thought given to music. 
 
174 Handbook for Elementary and Secondary Schools 
 
 References : 
 
 The National Music Week Committee and the National Bureau for the 
 Advancement of Music, 45 West 45th Street, New York. 
 
 The Playground and Recreation Association, New York. 
 
 Music Supervisors National Conference, 64 E. Jackson Boulevard, Suite 
 84D, Chicago. 
 
 A Study in Curriculum Problems, Publication 189, p. 497 and the bibliog- 
 raphy in the Course of Study in Music Appreciation, p. 164, this Hand- 
 book. 
 
 ART EDUCATION 
 
 The material herein on Art Education primarily directs attention to the 
 broad interpretation of art in the public schools as set forth in A Study in 
 Curriculum Problems of the North Carolina Public Schools, Publication 189. 
 There the teacher finds art directly related to and drawn from nine major 
 art expressions: Sculpture, Drawing and Painting, Graphic Arts, Architecture, 
 Landscape Gardening, Interior Decorating, Theatre, Costume, and Art in 
 Industry. The integrative possibilities of these suggested topics, in illus- 
 trating ideas or interpreting meanings in activity units of a curriculum, 
 establishes an interpretative meaning of Art Education as another means 
 of creative expression for the child. In addition to another medium for 
 expression, it proposes to improve the type of art expressed in everyday life, 
 and to engender some feeling of responsibility for the principles of art ex- 
 pressed in the immediate surroundings of the individual. 
 
 Designated periods for art instruction will be desirable for instruction 
 needed in basic technique and skills. However, since Art Education permeates 
 all areas of school life and draws its subjects from the individual and his 
 interaction with the problems and activities in process, thereby aiding in 
 vivifying a thought, clarifying a meaning, or expressing an idea through 
 representation, it cannot be wholly contained in one compartment of the 
 curriculum. 
 
 Art as a way of living or "art as industry unusually conscious of its task" 
 recognizes that every teacher is in a degree an art teacher and that each 
 pupil in his creative responses in his various activities expresses art princi- 
 ples in some degree. This view of art as creatively refined expression would 
 do more than develop the talents of the gifted few. Every pupil in the school 
 should be privileged to work with choices of art media as means of interpre- 
 tation; those pupils who have a ruling passion for technique should be still 
 further directed. 
 
 Growths in art are, in the main, determined by the refined uses of the 
 principles of harmony, proportion, balance, rhythm, and emphasis, with 
 recognition of line and form and the color qualities of hue, value, and in- 
 tensity. The individual's application of these principles to his every activity, 
 in order to promote more pleasing design and more graphic representation, 
 may worthily be an addendum to the growth chart in any school. 
 
 Subscribing to this broad functioning of Art Education as a way of living 
 and doing in the activities of the day proposes two phases of art: first, the 
 development of technique and skills for more refined creative expression; and 
 second, the expression of art principles in each activity of life. Illustratively, 
 language in oral or written communication more effectively expressed; a 
 social studies problem more variedly and creatively illustrated; a science 
 
Handbook for Elementary and Secondary Schools 175 
 
 experiment more minutely done; a writing, spelling, or arithmetic paper 
 that shows more consideration for line, proportion, and balance; a picture 
 more appreciatively enjoyed; a school room closet more orderly arranged; 
 an exhibit more pleasingly balanced; a classroom an artistic arrangement; 
 pupils that grow in poise and graciousness — these are truly forms of art 
 expression. 
 
 Teachers are continually confronted with these questions: What are the 
 minimum essential materials and equipment for successful work in art? 
 What are the best references on Art Education? A Study in Curriculum 
 Problems, p. 426, answers those questions, in a concise way, as to State texts, 
 minimum equipment in art media, and helpful books for students and teacher 
 reference. Some additional desirable references are: 
 
 ** Brooks. A Guide to Painters and Paintings. Baker and Taylor. 
 
 * Klar, Winslow, Kirby. Art Education in Principle and Practice Mil- 
 
 ton Bradley, 384 Poust Ave., N. E , Atlanta, Ga. 
 ** Mathias. The Teaching of Art. Scribner. 
 ** Dow, Arthur W. Composition. Doubleday. 
 
 * McSpadden, Frederick T. Famous Sculptors of America. Dodd. 
 ** Latimer. Illustrators. Faxon and Company, Boston. 
 
 ** Chandler, Anna C. Treasure Traits in Art. Hale, Cushman, and 
 Flint, 489 Fifth Ave , New York. 
 
 * Van Loon, Hendrick W. The Arts. Simon and Schuster, Inc., 386 
 
 Fourth Ave., New York. 
 
 ** Owens, Mary E. Studies of Famous Paintings. F. A. Owen Publish- 
 ing Company, Dansville, N. Y. (Contains brief information on 
 54 of the 70 prints in the suggested picture list.) 
 
 * Art Index. H, W. Wilson Company. (For those especially interested 
 in lists of current books and magazine articles concerning art.) 
 Note: One star (*)=For teachers use only; Two stars (**)=For teacher or pupil use. 
 
 The section on picture appreciation in A Study in Curriculum Problems, 
 Publication 189, lists many reproductions by noted artists of the nine major 
 art expressions. The selections by grades show cooperative aims with unit 
 themes. 
 
 To aid the schools in the selection of a minimum number of prints that 
 will meet the accreditment requirement of an elementary school, seventy 
 titles of colored art print reproductions have been selected from the complete 
 list that is given in Publication 189. Each of ten pictures, where possible, 
 contains one or more from each of the nine major expressions emphasized in 
 the North Carolina Course of Study. Since any picture listed for a desig- 
 nated grade in the Course of Study will be acceptable in meeting require- 
 ments for that grade, schools may use this suggested list or make their 
 own from the complete listing. It is suggested that any new list should 
 contain pictures representing the nine phases of art given herein. 
 
 The prints listed here are reproduced in color and are available in the 
 7" x 9" or 8" x 10" size. Where a special print, not mounted on a larger mat, 
 is preferred due to select color reproduction, it is desirable to select a mount 
 that tones in color with the neutral value of the picture. 
 
 After a minimum list of prints is obtained schools may desire to purchase 
 pictures representing other artists that have won recognition, such as: Grant 
 Wood, Thomas Benton, the Cizek School, or even the Modernistic as repre- 
 sented in Rockwell Kent. 
 
176 Handbook foe Elementary and Secondary Schools 
 
 Suggested List of Seventy Art Reproductions 
 
 Needed to meet Item 10 under General Equipment, Section IV, p. 21. 
 * — Available from Art Extension Press, Westport, Conn, 
 x — Available from P. A. Owen Publishing Company, Dansville, N. Y. 
 
 First Grade 
 
 xl. Chardin ....Saying Grace French 1699-1779 
 
 x2. Correggio Holy Night. Italian 1494-1552 
 
 *x3. Israels _.__ Children of the Sea Dutch 1824-1911 
 
 x4. Millet Bringing Home the New Born 
 
 Calf French 1814-1875 
 
 *x5. Murillo Children of the Shell Spanish 1617-1682 
 
 *x6. Potthast A Holiday - American 1857-1927 
 
 *x7. Raeburn A Boy With a Rabbit .....Scotch 1756-1828 
 
 *x8. McEwen With Grandma. American 1860- 
 
 x9. Reynolds Miss Bowles English 1723-1792 
 
 *xl0. Van Dyck.. Baby Stuart Flemish 1599-1641 
 
 Second Grade 
 
 *xl. Kemp-Welch Behind the Plow.... English Contemporary 
 
 x2. Dupre. ...The Escaped Cow French 1851-1910 
 
 x3. Hoecker Girl with Cat German 1854- 
 
 x4. Inness.... Mill Pond... American 1825-1894 
 
 x5. Landseer A Distinguished Member of 
 
 the Humane Society.... English 1802-1873 
 
 *x6. Murillo The Pastry Eaters .Spanish 1616-1682 
 
 *x7. Reynolds The Strawberry Girl.. English 1723-1792 
 
 *x8. Reynolds.. ......Age of Innocence. ......English 1723-1792 
 
 *x9. Velasquez Don Carlos Baltasar Spanish 1599-1660 
 
 *xl0. Vermeer A Girl Reading a Letter., Dutch 1632-1675 
 
 Third Grade 
 
 xl. Charlet Play Day in Holland.__ German 1862-1928 
 
 *x2. Constable The Valley Farm English 1776- 
 
 *x3. De Hooch Storage Room Dutch 1629-1677 
 
 *x4. Gainsborough The Blue Boy English 1727-1788 
 
 *x5. Daumier The Washerwoman French 1808-1879 
 
 x6. Hoppner The Sackville Children English 1758-1810 
 
 *x7. Israels Interior of a Cottage Dutch 1824-1911 
 
 *x8. Thoma Dancing in a Ring... German 1839-1924 
 
 *x9. Perrault Childhood American 1871-1929 
 
 *xl0. Sargent Carnation, Lily, Lily, Rose American 1856-1925 
 
 Fourth Grade 
 
 *xl. Houdon Washington. French 1741-1828 
 
 x2. Couse Taos Indian Roasting Corn American 1866- 
 
 *x3. Hitchcock Flower Girl in Holland..... American 1850-1913 
 
 *x4. Ferris ~ The Rail Splitter.. 
 
 *x5. Landseer Shoeing the Bay Mare... English 1802-1873 
 
 *6. L'Hermitte The Wheelwright. French 
 
 *7 Reid .Coming of the White Man American 1862-1929 
 
 *8 Ruisdael . :.-The Windmill ...Dutch 1628-1682 
 
 *x9. Ufer -The Solemn Pledge American 1876-1936 
 
 *10. Young-Hunter. The Santa Fe Trail... English Contemporary 
 
Handbook for Elementary and Secondary Schools 177 
 
 Fifth Grade 
 
 *xl. Bonheur The Horse Fair..... French 1822-1899 
 
 *x2. Duveneck Whistling Boy....- American 1848-1919 
 
 *3. French... The Minute Man (A black and 
 
 white print.) 
 
 *4. Hassam Lincoln Memorial 
 
 *x5. Hobbema _ Avenue at Middleharnis .....Dutch 1638-1709 
 
 *6. Millet Going to Work .French 1814-1875 
 
 *x7. Millet The Gleaners French 1814-1875 
 
 *x8. Raphael .The Sistine Madonna.... Italian 1483-1520 
 
 *x9. Rembrandt... Syndics of the Cloth Guild Dutch 1606-1669 
 
 *xl0. Whistler..... The Artist's Mother .....American 1834-1903 
 
 Sixth Grade 
 
 *xl. Breton Song of the Lark French 1827-1890 
 
 *2. Cezanne..._ The Village Road ...French 1839-1906 
 
 *x3. Corot.. Dance of the Nymphs French 1796-1875 
 
 *x4. Hals The Laughing Cavalier... Dutch 1580-1666 
 
 *x5. Homer Fog Warning American 1836-1910 
 
 *6. Innes After a Summer Shower American 1825-1894 
 
 *x7. Murillo The Money Changers .Spanish 1617- 
 
 *8. Renoir. Paris Boulevard French 1841-1919 
 
 *9. St. Gaudens The Puritan ..American 1848-1907 
 
 *xl0. Vermeer._ The Lace Maker ......Dutch 1632-1675 
 
 Seventh Grade 
 
 *xl. Bonheur Oxen Plowing French 1822-1899 
 
 *x2. Mauve Autumn .Dutch 1838-1888 
 
 *3. Da Vinci... .....Madonna of the Rocks... Italian 1452-1519 
 
 *x4. Hals The Jester .Dutch 1580-1666 
 
 *x5. Millais .....Boyhood of Sir Walter Raleigh.. English 1829-1896 
 
 *x6. Millet The Angelus .....French 1814-1875 
 
 *7. Monet Church at Vernon ....French 1840-1926 
 
 *8. St. Gaudens Lincoln American 1848-1907 
 
 *x9. Watts Sir Galahad _.. English 1817-1904 
 
 *10. Whistler Battersea Bridge American 1834-1903 
 
 Additional List of Art Prints 
 
 The following is a listing of the art prints found in A Study in Curriculum 
 Problems of the North Carolina Public Schools, Publication 189, which the 
 schools may use in selecting a minimum list or in adding to the sample 
 minimum list given in the preceding pages. 
 
 *=Available from the Art Extension Press, Westport, Conn. 
 x=Available from the F. A. Owens Publishing Company, Dansville, 
 New York. 
 
 Other pictures in this list may be obtained from the following companies. 
 It is advisable to obtain a catalogue and check upon your list of pictures 
 before ordering, as changes in catalogue listings frequently occur. 
 
 B — Brown-Robertson Company, Art Education Inc., 33 West 34th Street, 
 New York, N. Y. 
 
 C — Colonial Art Company, Oklahoma City. Okla. (This company will 
 service the schools with a number of prints when they are de- 
 sired for exhibit purposes. Also, those schools desiring to obtain 
 prints, or pictures properly framed for wall pictures, would find 
 prints of most desirable color reproduction catalogued by them.) 
 
 J — Japan Art and Novelty Company, 37 South and Eighth Street, Min- 
 neapolis, Minnesota. 
 
178 
 
 Handbook for Elementary and Secondary Schools 
 
 First Grade 
 
 * della Robbia. Bambino. 
 
 * Murillo. Children of the Shell. 
 
 * Van Gogh. Sunflowers. 
 
 * Smith. The Five Senses. 
 
 * Israels. Children of the Sea. 
 
 * Raeburn. Boy with Rabbits. 
 
 * Smith. Goldilocks and the Three Bears. 
 
 * Smith. A Modern Cinderella. 
 
 * Millet. The Knitting Lesson. 
 
 * Reynolds. Miss Bowles. 
 
 * Ortlip. The Golden Age. 
 
 * Holmes. Can't You Talk? 
 
 * Van Dyck. Baby Stuart. 
 
 * Carriere. Home Study. 
 
 * Cassatt. After the Bath. 
 
 * Chardin. Saying Grace. 
 
 * Van Dyck. Children of Chas. I. 
 
 * Lawrence. Calmady Children. 
 
 * Sully. The Torn Hat. 
 
 * Shulz. Mother and Child. 
 
 * Raphael. Madonna of the Chair. 
 
 * Van Gogh. Going to Work. 
 
 * Mancini. Neapolitan Boy. 
 
 * Steele. The Haymakers. 
 
 * Bonheur. Oxen Plowing. 
 
 * Smith. Little Red Riding Hood. 
 
 * Potthast. A Holiday. 
 
 * Velasquez. Infanta Margarita Theresa. 
 
 * MacEwen. With Grandma. 
 
 * El Grero. Holy Family. 
 
 * Renouf. The Helping Hand. 
 
 * Meyer. Kindergarten. 
 
 * Smith. A Modern Cinderella. 
 x Reynolds. Penelope Boothby. 
 x Correggio. Holy Family. 
 
 x Chardin. The Cook. 
 x Blum. Itinerant Candy Vender. 
 C Thoma. At Lake of Garda. 
 C Millet. First Steps. 
 
 * Raphael. Holy Night. 
 
 B Albright. Little Sisters. 
 
 B Frans Hals. Nurse and Child. 
 
 Second Grade 
 
 Reynolds. Miss Bowles. 
 
 Murillo. The Divine Shepherd. 
 
 Raphael. Sistine Madonna. 
 
 Kemp-Welch. Behind the Plow. 
 
 Kampf. The Belgian Farm. 
 
 Corot. Spring. 
 
 Inness. Millpond. 
 
 Van Gogh. Landscape with Bridge. 
 
 Manet. The Breakfast. 
 
 Oppler. Interior. 
 
 Carpaccio. Angel with Lute. 
 
 Smith. Beauty and the Beast. 
 
 Murillo. Repose During Night. 
 
 Claus. Herd in the Sunlight. 
 
 Bonheur. Plowing. 
 
 Steel. The Haymakers. 
 
 Trovon. Going to Market. 
 
 Courbet. The Stonebreakers. 
 
 Cezanne. Park Landscape. 
 
 Vermeer. A Girl Reading a Letter. 
 
 Zorn. On the Stairs. 
 
 Correggio. The Holy Night. 
 
 Degas. The Dancers. 
 
 della Robbia. Bambino. 
 
 Velasquez. Las Meninas. 
 
 Goya. Blindman's Buff. 
 
 Millet. The Gleaners. 
 
 * Claus. Kindergarten. 
 
 * Shannon. Fairy Tales. 
 
 * Landseer. A Distinguished Member of 
 
 Humane Society. 
 
 * Reynolds. The Strawberry Girl. 
 
 * Velasquez. Don Carlos. 
 
 * Blommers. In the Country. 
 
 * Murillo. The Pastry Eaters. 
 
 * Murillo. The Melon Eaters, 
 x Hoecker. Girl with Cat. 
 
 x Dupre. The Escaped Cow. 
 
 x Charlet. Playdays in Holland. 
 
 x Millet. Bringing Home the Newborn 
 
 Calf. 
 
 B Van Marcke. The Herd. 
 
 J Hiroshige. Red Temple. 
 
 B Degas. The Jockey. 
 
 B Murillo. Virgin and Infant Jesus. 
 
 C LeRolle. By the River. 
 
 J Shotei. Temple in Woods. 
 
 J Shotei. Pagoda. 
 
 B Rousseau. Edge of the Woods. 
 
 J Kokoscho. Flowers in Window. 
 
 x Hencke. Girl in the Swing, 
 
 x Witkawski. Camp Fire Boy. 
 
 x Amick. Indian Rug Weaver. 
 
 Third Grade 
 
 Moretti. The Panther. 
 
 Verocchio. Colleoni. 
 
 Israels. Children of the Sea. 
 
 Kampf. Belgium Farm. 
 
 Adams. Hunting in Autumn. 
 
 David. Madame Recamier. 
 
 Reynolds. The Age of Innocence. 
 
 Gainsborough. The Blue Boy. 
 
 Van Dyck Children of Charles I. 
 
 della Robbia. Boys Singing from Scroll. 
 
 Crunelle. The Bird Woman. 
 
 Thoma. Dancing in a Ring. 
 
 Potthast. A Holiday. 
 
 Sargent. Carnation, Lily, Lily, Rose. 
 
 Constable. The Valley Farm. 
 
 Ring. Blue Flowers. 
 
 Hitchcock. Flower Girl of Holland. 
 
 De Hooch. Storage Room. 
 
 Smith. Cinderella. 
 
 Smith Beauty and the Beast. 
 
 Raphael. Madonna of the Chair. 
 
 * Artz. Orphanage at Katwyk. 
 
 * Degas. La Danseuse. 
 
 * Van Gogh. Going to Work. 
 
 * Forsyth e. Old Market Woman. 
 
 * Troyon. Return to the Farm. 
 
 * Cezanne. The Blue Vase. 
 
 * Daumier. The Washerwoman. 
 
 * Frans Hal. Singing Boys. 
 
 x Charlet. Play Day in Holland. 
 
 x Mauve. Spring. 
 
 x Perrault. Childhood. 
 
 x Israels. Interior of a Cottage. 
 
 x Hoppner. The Sackville Children. 
 
 C Yates. Spring on the Delaware. 
 
 J Kogio. Fireflies. 
 
 B Sorolla. The Young Amphibians. 
 
 * Cizek. Austrian Child. 
 
 * Cizek. Creation of Flowers. 
 
 B Maes. Young Girl Peeling Apples. 
 
 * Cizek. Kris Kringle. 
 
Handbook for Elementary and Secondary Schools 
 
 179 
 
 Fourth Grade 
 
 * Ufer. The Solemn Pledge. 
 
 * Young-Hunter. Santa Fe Trail. 
 
 * Taft. Black Hawk. 
 
 * Houdon. Washington. 
 
 * Friese. Polar Bears. 
 
 * Artz. The Sewing Room at Katwyck. 
 
 * Sargent. Carmenclta. 
 
 * Landseer. Shoeing the Bay Mare. 
 
 * Mauve. Return to the Fold. 
 
 * Couse. The Primitive Sculptor. 
 
 * Dallin. Appeal to the Great Spirit. 
 
 * Liljefors. Northern Sunrise. 
 
 * Reid. The Coming of the White Man. 
 
 * Hitchcock. Flower Girl of Holland. 
 
 * Ruisdale. Mill of Wyk. 
 
 * Van Gogh. View of Aries. 
 
 * Innes. The Mill Pond. 
 
 * DeHooch. The Storage Room. 
 
 DeHooch. A Dutch Interior. 
 
 Hopkins. The Bamboo Screen. 
 
 Manet. The Fifer. 
 
 Ufer. The Solemn Pledge. 
 
 Bonheur. Plowing. 
 
 L'Hermitte. The Wheelwright. 
 
 Couse. The Indian Harvest. 
 
 Mauve. Spring. 
 
 Maes. The Spinner. 
 
 Yoho. Plum and Moon. 
 
 Ferris. The Rail Splitter. 
 
 Brush. Indian Sculptor. 
 
 Geoffrey. Primary School in Brittany. 
 
 Couse. Chief's Blanket. 
 
 Couse. The Apache Bag. 
 
 Couse. Taos Indian Roasting Corn. 
 
 Alexander. Picture Writing. 
 
 Amick. Indian Rug Weaver. 
 
 Fifth Grade 
 
 St. Gaudens. Statue of Lincoln. 
 
 Dallin. Appeal to the Great Spirit. 
 
 French. Minute Man. 
 
 Houdon. Washington. 
 
 French. The Reading Blacksmith. 
 
 Cezanne. The Blue Vase. 
 
 Thayer. The Young Woman. 
 
 LaPage. Joan of Arc. 
 
 Cezanne. Still Life. 
 
 Millet. Going to Work. 
 
 Church. Cotopaxi. 
 
 Bonheur. The Horse Fair. 
 
 Millet. The Gleaners. 
 
 Jacque. The Sheepfold. 
 
 Hassam. Church at Old Lyme. 
 
 Hassam. Lincoln Memorial. 
 
 Pissaro. The Red Roofs. 
 
 Hobbema. Avenue of Trees. 
 
 Turner. View of Venice. 
 
 Baertsoen. View of Ghent. 
 
 Von Stuck. Spring Dance. 
 
 Derain. Castle Gandolfo. 
 
 Giotto. St. Francis Preaching to 
 
 Birds. 
 Reni. Aurora. 
 
 Vermeer. Lady With a Lute. 
 Blommers. Preparing for Church. 
 
 the 
 
 Rembrandt. Syndics of the Cloth Guild. 
 
 Boughton. Pilrims. 
 
 Abbey. Galahad the Deliverer. 
 
 Whistler. Mother. 
 
 Rembrandt. Portrait of the Artist. 
 
 Zuloago. Consuelo. 
 
 Gainsborough. The Blue Boy. 
 
 Hals. The Laughing Cavalier. 
 
 Sargent. Carmencita. 
 
 Vermeer. The Lace Maker. 
 
 Velasquez. Infanta Maria Theresa. 
 
 Botticelli. The Magnificat. 
 
 Raphael. Sistine Madonna. 
 
 Bellows. Men on the Dock. 
 
 Beneker. Men Are Square. 
 
 Titian. Lavinia. 
 
 Manet. The Breakfast. 
 
 Van Gogh. Sun Flowers. 
 
 Duveneck. Whistling Boy. 
 
 Carriere. Homework. 
 
 Kemp- Welch. Behind the Plow. 
 
 Corot. Road Through the Trees. 
 
 Hyatt. Joan of Arc. 
 
 Rubens. The Artist's Sons. 
 
 Ferris. News from Mt. Vernon, 1796. 
 
 Landseer. Dignity and Impudence. 
 
 Sixth Grade 
 
 * St. Gaudens. The Puritan. 
 
 * Troyon. Pasturage. 
 
 * Murillo. The Money Changers. 
 
 * Hals. The Jester. 
 
 * Turner. The Fighting Tereraire. 
 
 * Renoir. Paris Boulevard. 
 
 * Oppler. Interior. 
 
 * Matisse. Blue Window. 
 
 * Cezanne. The Blue Vase. 
 
 * Vermeer. Dutch Interior. 
 
 * Terborch. The Concert. 
 
 * Terborch. The Lady Reading a Letter. 
 
 * Inness. After a Summer Shower. 
 
 * Breton. Song of the Lark. 
 
 * Tito. Venetian Waters. 
 
 * Corot. Dance of the Nymphs. 
 
 * Homer. Fog Warning. 
 
 * Rembrandt. Syndics of the Guild. 
 
 * Hals. The Laughing Cavalier. 
 
 * Holbein. Jane Seymour. 
 
 * Zubiaurre. Spanish Beggars. 
 
 * Velasquez. Surrender of Breda. 
 
 * Ruisdael. The Mill at Wyk. 
 
 * Velasquez. Margarita Theresa. 
 
 * Piombo. Columbus. 
 
 * Cezanne. The Village Street. 
 
 * Vermeer. View of Delft. 
 
 * Von Stuck. Spring Dance. 
 
 * Forsythe. Old Market Woman. 
 
 * Vermeer. The Lace Maker. 
 
 * Zuloaga. Consuelo. 
 
 * Kisseoula. Russian Peasant Women. 
 
 * Van Eyck. William and Mary Stuart. 
 
 * Daumier. The Washerwoman. 
 
 * Goya. The Water Carrier, 
 x Mauve. Autumn. 
 
 x Inness. Spring. 
 
 * Rodin. The Thinker. 
 C Saint Gaudens. Grief. 
 
 J Hiroshige. Fisherman on Rock. 
 
 J Koson. Monkey Reaching for Moon. 
 
 J Hokussi. The Great Wave. 
 
 * DeHooch. Woman Reading. 
 C Goya. Navajo Indian. 
 
 C Chardin. The Cook. 
 C Goya. Water Carrier. 
 
180 Handbook for Elementary and Secondary Schools 
 
 Seventh Grade 
 
 * Frans Hal. The Jester. * Corot. Dance of the Nymphs. 
 
 * Da Vinci. Madonna of the Rocks. * Millais. Boyhood of Sir Walter Raleigh. 
 
 * Stuart. Washington. * Watts. Sir Galahad. 
 
 * Whistler. Mother. * Whistler. Battersea Bridge. 
 
 * Monet. Church at Vernon. * Bonheur. Oxen Plowing. 
 
 * Holbein. Eramus. * Millet. The Angelus. 
 
 * Velasquez. Infanta Margarita Theresa. B Inness. Peace and Plenty. 
 
 * Holbein. The Merchant Gisze. C Saint Gaudens. Lincoln. 
 
 * Melchers. Pipers of Balmoral. B Raphael. Sistine Madonna. 
 
 * Zubiarre. Spanish Beggars. B Turner. Grand Canal. 
 
 High School Pupil's Text 
 
 Art Appreciation Textbooks, Part VII, entitled The Round Table Art Book, 
 and Part VIII, entitled Modern Art, are listed as supplementary texts for use 
 in the first year of high school. The art course as outlined in the State 
 Course of Study, Publication 189, pages 457 to 465, may be greatly enriched 
 through the use of these texts. The contents of the texts are adaptable for 
 use in the development of integrated units of study in the various subject 
 matter fields involved in the eighth grade work. The Teachers Edition of 
 the texts should prove especially helpful in the organization and development 
 of an integrated course in art education. 
 
 See the list of supplementary books in Art for other books recommended 
 for classroom use. 
 
 REPORTS OF TEACHERS AND ADMINISTRATORS 
 
 Principals and superintendents are asked to make frequent reports to the 
 State Department of Public Instruction. Most of these reports start with the 
 classroom teacher. Therefore, the accuracy of the teacher in keeping the 
 register and other required records is of vital importance. 
 
 Keeping the register. Full instructions for keeping the register are 
 given in the register itself. The information compiled from day to day is 
 the basis of the monthly and yearly grade reports and should be kept up-to- 
 date. Registers should be examined periodically by principals to see that 
 they are properly kept. 
 
 Making reports. All required reports should be made promptly and in 
 full. The following are the regularly required reports: 
 
 1. Teachers' reports — 
 
 a. Teachers Monthly Grade Report. 
 
 b. Teachers Yearly Grade Report. 
 
 c. Such other reports as may be required by the principal or superin- 
 dent. 
 
 2. Principals' reports — 
 
 a. Principal's Monthly Report. 
 
 b. Principal's Final Report. 
 
 c. High School Principal's Preliminary Report. 
 
 d. High School Principal's Annual Report. 
 
 e. Annual Home Economics Report. 
 
 f. Preliminary Report for Elementary Schools. 
 
 g. Principal's Annual Report Accredited Elementary Schools. 
 h. Annual Library Report. 
 
 i. Other reports required by the superintendent, such as reports on 
 transportation. 
 
 3. Superintendents' reports — 
 
 (In addition to budget reports.) 
 

 Handbook fob Elementaby and Secondaby Schools 181 
 
 a. Preliminary Statistical Report (By schools). 
 
 b. Statistical Report (Summary). 
 
 c. Financial Report. 
 
 d. Copy of the Annual Audit. 
 
 e. Reports required by the School Commission. 
 
 STATE ADOPTED HIGH SCHOOL TEXTBOOKS- 
 SUPPLEMENTARY USE 
 
 The dates of expiration of contracts are not given. The revised list will 
 be published each year in the high school register beginning in 1939. The 
 copyright date is given only for the books recently adopted. 
 
 Grade . L ., F. 0. B. Retail 
 
 Author, Text and Publisher Price Price 
 
 I. MATHEMATICS 
 
 Arithmetic and General Mathematics 
 
 8 Lennes and Traver. Lennes Essentials of Arithmetic, Grade Eight. 
 
 Laidlaw .33 33 
 
 8 Ruch et al. Arithmetic Workbook, Grade 8. Scott... """""""""!! .21 \?>\ 
 
 8 Stone and Georges. New Mathematics Workbook. Allyn .45 .52 
 
 9 Breslich and Traver. Essentials of Mathematics. Laidlaw .........."....'. !39 AS 
 
 9 Schlierholz. Ninth Grade Jr. H. S. Mathematics. Webster 12 !l4 
 
 9 Edgerton and Carpenter. General Mathematics Workbook. Aliyn. 1938. 
 
 Algebra and Geometry 
 
 9Goffetal. Work and Test Book in Elementary Algebra. Row._ 45 .52 
 
 9 Stone and Georges. Unit Workbook in Algebra. Allyn... ~" ^52 !60 
 
 9 Yeingst and Schlierholz. Practice Exercises in Algebra. Webster... .24 .28 
 
 10 Bartoo and Osborne. Plane Geometry, a Text- Workbook. Webster.... !48 55 
 
 10 Smith et al. Text and Tests in Plane Geometry. Ginn .57 .66 
 
 10 Avery. Geometry Workbook. Allyn * " go ) 59 
 
 10 Maclntyre. Workbook in Plane Geometry. World ".."". ' 60 !69 
 
 10 Welte and Knight. Standard Service Geometry Workbook. Scott .... !33 .38 
 
 Miscellaneous 
 
 Boyce and Beatty. Mathematics of Everyday Life. Inor. 
 
 Drill Unit 68 .78 
 
 Leisure Unit. .672 77 
 
 Geometry Unit """!""""" '. '. 768 88 
 
 Finance Unit " " .576 ,S6 
 
 Schorling and Clark. Mathematics in Life. World. 
 
 Unit A — Measurement _ 18 .21 
 
 Unit B — Construction ""!""""" .21 !25 
 
 UnitC — Drawing to Scale "" .18 !21 
 
 Unit D — Per Cents _ 21 .25 
 
 Unit E — Uses of Graphs .21 .25 
 
 H. LATIN 
 
 Doherty-Cooper. Word Heritage. Lippincott 84 .966 
 
 Herzberg. Classical Myths. Allyn.__ " 1.3S K55 
 
 Showerman. Rome and the Romans. Macmillan._ ..]"""""" 1.80 2^07 
 
 First Year 
 
 Forsman. Latin Practice Book, 1st Year. Webster 28 .35 
 
 Ullman and Smalley. New Progress Tests in Latin. Macmillan.."."!""!""!"™ !30 !35 
 
 , Second Year 
 
 Berry. Proficiency Tests and Workbook for Second Year Latin. Silver .42 49 
 
 Forsman. Latin Practice Book, 2nd Year. Webster '_ * 28 !35 
 
182 Handbook for Elementary and Secondary Schools 
 
 F. 0. B. Retail 
 
 Grade Author, Text and Publisher Price Price 
 
 III. BUSINESS EDUCATION 
 
 Baker et al. Workbook to Accompany "20th Century Bookkeeping and 
 Accounting". South- Western. 
 
 First Year 54 .62 
 
 Advanced 45 .52 
 
 Workbook to Accompany "Social Business Arithmetic". 
 
 Mentzer._ 51 .59 
 
 Brisco et al. Store Salesmanship. Prentice 1.50 1.72 
 
 Crabbe-Slinker. Workbook for "General Business". South-Western. 
 
 Elementary or Advanced 30 .35 
 
 Gregg Shorthand Manual. Anniversary Edition. Gregg. 1.12 1.29 
 
 Gregg Shorthand Dictionary. Gregg 1.12 1.29 
 
 Gregg Shorthand Phrase Book. Gregg 75 .87 
 
 Gregg. Five Thousand Most-Used Shorthand Forms. Gregg 24 .28 
 
 Ely and Beaver. Office Appliance Exercises. Gregg 1.20 1.38 
 
 Hawley. Understanding Advertising. Gregg._ 90 1.04 
 
 Shields-Wilson. Workbook for "Business-Economics Problems". South- 
 western.. 45 .52 
 
 Sorelle and Gregg. Laboratory Materials for "Applied Secretarial Prac- 
 tice." Gregg 45 .52 
 
 Walters. Workbook to Accompany "Fundamentals of Salesmanship". 
 
 South- Western — 33 .38 
 
 Walters-Rowse. Workbook to Accompany "Fundamentals of Retail 
 
 Selling". South-Western 45 .52 
 
 Rowse and Fish. Fundamentals of Advertising. South-Western 1.20 1.38 
 
 ZuTavern and Bullock. The Business of Life, Part One. Rowe 975 1.08 
 
 IV. VOCATIONAL AGRICULTURE 
 
 Worthen. Farm Soils. (Regular Edition.) Wiley 2.06J4 2.37 
 
 Chapman et al. Farm Crops. Smith 1.35 1.55 
 
 Alexander et al. Southern Field Crop Enterprises. Lippincott._ 1.50 1.725 
 
 Chapman and Shaffer. Livestock Farming. Smith 1.80 2.00 
 
 Anderson. Swine Enterprise. Lippincott — 1.50 1.725 
 
 McDowell-Field. Dairy Enterprise. Lippincott 1.50 1.725 
 
 Stuckey-Matthews. Horticulture. Smith 1.80 2.00 
 
 Dickinson. Job Operations in Farm Mechanics. Interstate 9375 1.08 
 
 Roehl. Farmers Shop Book, 5th Edition. Bruce 2.10 2.42 
 
 Overton-Robertson. Farm Management and Marketing. Lippincott 1.50 1.725 
 
 Norton and Scranton. Marketing of Farm Products. Interstate 1.50 1.73 
 
 Rice and Botsford. Practical Poultry Management. (Regular Edition.) 
 
 W.ley - - - - 2 . 06 34 2.37 
 
 Burges. Soil Erosion Control. (Revised.) Smith, 1937 1.28 1.00 
 
 Ware. Southern Vegetable Crops. American. 1937 2.50 2.88 
 
 V. HOME ECONOMICS 
 
 Campbell-Burson. Student Record Book for Home Practice and Home 
 
 Project Work. Smith 24 .28 
 
 Harris. Home Economics Home Project Record Book. Houghton 19 .22 
 
 Harris and Henderson. Foods — Their Nutritive, Economic and Social 
 
 Values. Little. 1938 1.32 1.52 
 
 Woodin. Home Mechanics for Girls. McCormick. 1938 60 .69 
 
 VI. INDUSTRIAL ARTS 
 
 Automobile Mechanics 
 
 Kuns. Automotive Essentials. Bruce ' 1.44 1.66 
 
 Bricklaying 
 
 Briggs and Carver. Practical Bricklaying. McGraw 1.3125 1.51 
 
 Carpentry 
 
 Griffith. Carpentry. Manual Arts . 1.125 1.30 
 
 Drafting 
 
 French and Svenson. Mechanical Drawing for High Schools. McGraw... 1.13 1.30 
 
 Lewis and Dillon. Drafting. McGraw 60 .68 
 
 Electricity 
 
 Willoughby. Essentials of Electrical Work. Manual Arts 1.20 1.38 
 
 Lewis and Dillon. Electricity. McGraw 38 .43 
 
Handbook for Elementary and Secondary Schools 183 
 
 F. 0. B. Retail 
 Grade Author, Text and Publisher Price Price 
 
 General Shop 
 
 Willoughby and Chamberlain. General Shop Handbook. Manual Arts._ 75 .87 
 
 Shultz and Shultz. School and Home Shop Work. Allyn._ 90 1.03 
 
 Bedell and Gardner. Household Mechanics. International 1937 9375 1.08 
 
 Lynde. Science Experiences with Home Equipment. International. 1937 .9375 1.08 
 
 Metal Work 
 
 Kronquist. Metalcraft and Jewelry. Manual Arts 1.50 1.73 
 
 Berg and Wing. Essentials of Metalworking. Manual Arts._ 99 1 * 14 
 
 Trew and Bird. Sheet Metal Work. Manual Arts 6375 .74 
 
 Woodwork 
 
 Griffith and Wing. Essentials of Woodworking. Manual Arts.__ 1.02 1.18 
 
 Brown and Tustison. Instructional Units in Hand Woodworking. Bruce.. 1.11 L28 
 Instruction and Information Units for Hand 
 
 Woodworking. McCormick 60 .75 
 
 VII. MUSIC 
 Glee Clubs 
 
 Bridgman. Basic Songs for Male Voices. American. _ 1.05 1.19 
 
 Armitage. Laurel Glee Club for Male Voices. Birchard.__ ___.!!!! ! 75 !85 
 
 Glenn and French. Glee Club Book for Girls. Ditson \ .72 !87 
 
 Armitage. Concert Songs for Girls. Birchard " ! 9375 L05 
 
 Content Courses 
 
 McConathy et al. Music of Many Lands and Peoples. Silver 1 
 
 Heacox. Harmony for Ear, Eye, and Keyboard. Ditson 1 
 
 McConathy et al. An Approach to Harmony. Silver.. 1 
 
 Blanche and Speck. A Gateway to Music. Heath 1 
 
 Smith. Elementary Music Theory. Ditson ...... 1 
 
 West. Signposts to Music. Fischer. _ 1 
 
 14 1.32 
 
 08 1.30 
 
 32 1.52 
 
 11 1.28 
 
 08 1.30 
 
 08 1.30 
 
 Supplementary Workbook 
 McGehee. My Musical Measure. Allyn 60 .69 
 
 Instrumental Music — Beginning Band 
 
 Moore Band Course. Fischer.. 
 
 Moore Band Course Manual. Fischer. ........ 
 
 Lockhart and Goehring. Band Class Method. Witmark.. "" 
 
 Advanced Band 
 
 Maddy. Carl Fischer Symphonic Band Folio, Parts. Fischer 
 
 Maddy. Symphonic Band Score. Fischer 
 
 Cheyette and Roberts. Bridging the Gap. Fischer ."!! 
 
 Cheyette and Roberts. Bridging the Gap, Manual. Fischer 
 
 Lake. American Symphonic Band Book. American..... 
 
 Lake. Conductor's Score. American .. L77 
 
 Young Orchestra 
 
 Lockhart. Orchestra Class Method. Witmark 
 
 Van Hoesen. Violin Class Method, Books I, II, III. Fisher! ""each.""""!!! 
 
 .55 
 
 .65 
 
 .91 
 
 1.08 
 
 .20 
 
 .23 
 
 .43 
 
 .52 
 
 .72 
 
 .87 
 
 .22 
 
 .26 
 
 .91 
 
 1.08 
 
 .36 
 
 .41 
 
 .77 
 
 2.01 
 
 • 33K 
 
 .39 
 
 .47 
 
 .58 
 
 36 
 
 .44 
 
 72 
 
 .87 
 
 72 
 
 .87 
 
 More Advanced Orchestra 
 
 Soredy and Tocaben. Progressive Orchestra Folios, Vol. I. Fischer 
 
 Parts 
 
 Piano Part... 
 
 Organ Part.. 
 
 Stock et al. The Symphony Series, Vol. I. Silver. 
 
 Bass, Bassoon, Cello, First Clarinet, Second Clarinet, First 
 Cornet, Second Cornet, Drum, Flute, First Horn, Second 
 Horn, Oboe, Trombone, Tympani, First Violin, Second 
 
 Violin and Viola, each..._ 57 .65 
 
 Piano _ 94 j qo 
 
 Conductor's Scores, Nos. 1, 2 and 3 75 .87 
 
 Conductor's Scores, Nos. 3, 7, 8 and 9 1.23 1.42 
 
 Conductor's Score, No. 4 1.50 L73 
 
 Conductor's Score, No. 5 1.95 2.25 
 
184 Handbook for Elementary and Secondary Schools 
 
 F. 0. B. Retail 
 Grade Author, Text and Publisher Price Price 
 
 VIII. ART 
 
 Text for Individual Pupil 
 
 Stafford and Rucker. Art Appreciation Textbooks — Parts VII, Round 
 
 Table Art and VIII. Modern Art, each... 24 .28 
 
 Teacher's Edition Accomapnies Text. Laidlaw, 1933 .45 .45 
 
 For Classroom Use 
 
 Bush and Welbourne. Design — Its Fundamentals and Application. 
 
 Little. 1932 _ 1.425 1.64 
 
 Collins and Riley. Art Appreciation. Harcourt. 1931 1.35 1.55 
 
 Moore. People and Art. Allyn. 1932 90 1.04 
 
 Moore. Art Sketchbook. Allyn. 1932 75 .87 
 
 IX. SOCIAL, STUDIES 
 
 Workbooks 
 
 Civics 
 
 8 Hepner and Hepner. Laboratory Textbook in Civics. Houghton 57 .66 
 
 8 Foote. Directed Civics Study. World 45 .52 
 
 8 Seaver. Civics of Today. Sanborn._ _ 45 .57 
 
 Guidance 
 
 8 Teeter and Douglas. A Student's Workbook in Guidance. McGraw 68 .77 
 
 8 Holbrook and McGregor. My Guidance Scrapbook. Allyn 45 .56 
 
 Vocations 
 
 8 Proctor et al. Workbook in Vocations. Houghton 45 .52 
 
 8 Hill and Sellers. My Occupation. Ginn 60 .69 
 
 Character Education 
 
 8 Amalong and Kintigh. Junior Guidance. Mennonite 374 .43 
 
 World History 
 
 9 Beck. Our Heritage: A Work Guide Book to World History. Prather... .48 .50 
 9 Perkins. Workbook for Man's Advancing Civilization. Rand. 1934. 
 
 World History Guide Book 
 
 9 Barnes. Directive Study Sheets in World History. Houghton.. 27 .31 
 
 Ancient and Medieval History 
 
 9-10 Magenis and Gilmour. Directed High School History, Book One. World.. .51 .59 
 
 9-10 West and Shellman. Early Progress Workbook. Allyn 60 .75 
 
 Modern History 
 
 9-10 Magenis and Gilmour. Directed High School History Study, Book Two. 
 
 World. < - 54 .63 
 
 9-10 Moe and Thorpe. Laboratory Manual for Modern European History. 
 
 Heath - 48 56 
 
 United States History 
 
 10 Beck and Graves. American Civilization in Action: A Work Guide to 
 
 Our History. Prather 48 .55 
 
 10 Magenis Directed High School History: United States of America, 
 
 Book Three. World : 54 .63 
 
 10 Wilder and Spaulding. Work Guide in American History. Houghton 45 .52 
 
 Problems of American Democracy 
 
 11 Wesley et al. Workbook in Problems of American Democracy. Heath 36 .42 
 
 Hudson and McClure. Workbook in American Problems. Webster 39 .52 
 
 Readings and Guide Books 
 
 (For Home Room Use for Teachers and Pupils) 
 Civics 
 
 8 Shurter. Citizenship Readers: American Government and Citizen- 
 ship, Book Eight. Lippincott— 66 .74 
 
 8 Lapp-Ross. Economic Citizenship. Heath — 87 1.00 
 
 8 Hughes. Economic Citizenship. Allyn 90 1.13 
 
 8 Richardson. The Government of North Carolina. University 21 .25 
 
 20 or more copies _ 1° -25 
 
Handbook for Elementary and Secondary Schools 185 
 
 F. 0. B. Retail 
 
 Grade Author, Text and Publisher Price Price 
 
 Guidance 
 
 8 Rexford et al. Beyond the School. Holt 1.05 1.17 
 
 8 Myers et al. Planning Your Future. McGraw 1.13 1.30 
 
 8 Holbrook and McGregor. Our World Work. Allyn _ 1.05 1.32 
 
 8 Gallegher. Courses and Careers. Harper 1.05 1.20 
 
 Vocations 
 
 8 Proctor. Vocations. Houghton _ 1.11 1.28 
 
 8 Kitson. I Find My Vocation. McGraw 1.05 1.19 
 
 8 Davis. Guidance for Youth. Ginn 105 1.21 
 
 Guidance — Recent Adoptions 
 
 8 Endicott. One Hundred Guidance Lessons. International. 1937 — 9375 1.08 
 
 8 Bennett-Hand. School and Life. McGraw. 1938...- 93 1.07 
 
 9 Cohen-Ganley-Nelson. Opportunity. Nelson. 1938--. 1.14 1.24 
 
 9 Cottler-Brecht. Careers Ahead. Little. 1933. , 9375 1.08 
 
 10 Theobald. Personality and Personalysis. Prentice. 193 1 — 1.05 1.21 
 
 10 Bennett-Hand. Designs for Personality. McGraw. 1938 1.02 1.17 
 
 11 Chapman. Occupational Guidance and Workbook. Smith. 1937 — 1.32 1.46 
 
 11 Cohen-Ganley-Grady. Careers. Nelson. 1938 1.20 1.28 
 
 11 Bennett-Hand. Beyond High School. McGraw. 1938 1.02 1.17 
 
 How to Study 
 
 McNally. Study Mastery. Lyons. 1934 60 .69 
 
 Choate. Students Assignment Book. Circle Book Company. 1938 15 .18 
 
 Character Education 
 
 8 Dodd. Fiber and Finish. Ginn _ 60 .69 
 
 8 Coss. Girls and Their Problems. Ginn 1.14 1.32 
 
 8 Hunter. The Girl Today : The Woman Tomorrow. Allyn 90 1.13 
 
 Miscellaneous 
 
 8 Hill. Vocational Civics. Ginn _ 96 1.11 
 
 8 Greenan. Readings in American Citizenship. Houghton 1.20 1.38 
 
 World History 
 
 (1) Negro History: 
 
 9 Woodson. Negro Makers of History. Associated „ 1.125 1.125 
 
 (2) Miscellaneous: 
 
 9 Rugg. Changing Governments and Changing Cultures. Ginn 1.50 .73 
 
 9 Rogers et al. Story of Nations. Holt _ 1.47 1.64 
 
 Ancient and Medieval History 
 
 9-10 Webster. Readings in Early European History. Heath 1.50 1.73 
 
 9-10 Directed Study Guide. Ginn.__ 60 .69 
 
 Modern History 
 
 9-10 Webster. Readings in Modern European History. Heath 1.50 1.73 
 
 9-10 Rugg. Changing Governments and Changing Cultures. Ginn._ 1.50 1.73 
 
 9-10 Rogers et al. Story of Nations. Holt _ 1.47 1.64 
 
 United States History 
 
 10 Faulkner and Kepner. America — Its History and Its People. Harper 1.65 1.90 
 
 10 Rugg. An Introduction to Problems of American Culture. Ginn. 1.47 1.69 
 
 10 A Primer of the New Deal. American Ed. Press 25 .35 
 
 North Carolina History 
 
 Arnett and Jackson. The Story of North Carolina. Univ. of N.C.Press 1933.. .62 .80 
 
 Economics and Sociology 
 
 11 Greenan. American Civilization Today. McGraw 60 .68 
 
 11 Ross-McCaull. Readings in Civic Sociology. World 1.20 1.38 
 
 Problems of American Democracy 
 
 11 Tugwell and Hill. Our Economic Society and Its Problems. Harcourt-_... 1.38 1.72 
 
 Modern Problem Booklets. Amer. Ed. Press .10 .15 
 
 11 Greenan. Readings in American Citizenship. Houghton 1.20 1.38 
 
 11 Magruder. The American Government. Allyn 1.35 1.69 
 
 11 Rugg. An Introduction to Problems of American Culture. Ginn 1.47 1.69 
 
186 Handbook for Elementary and Secondary Schools 
 
 F. 0. B. Retail 
 
 Grade Author, Text and Publisher Price Price 
 
 Contemporary Problems 
 
 Freeland and Adams. America and the New Frontier. Scribner. 1936 1.20 1.38 
 
 Walker, Beach and Jamison. American Democracy and Social Change. 
 
 Scribner. 1936 1.50 1.73 
 
 Hilton. Problems and Values Today, Book I. Little. 1938 1.20 1.38 
 
 Hilton. Problems and Values Today, Book II. 1.26 1.45 
 
 Rugg. Our Country and Our People. Ginn. 1938 1.41 1.63 
 
 Magruder. National Governments and International Relations. Aliyn.. 1.35 1.55 
 
 X. HEALTH 
 
 8-9 Turner. Physiology and Health. Heath 72 .83 
 
 8-9 Burkard, et al. Health and Human Welfare. Lyons.- 1.05 1.31 
 
 8-9 Andress et al. Health Essentials. Ginn 1.20 1.38 
 
 10-11 Williams. Healthful Living. Macmillan 1.35 1.52 
 
 10-11 Rathbone et al. Foundations of Health. Houghton 1.08 1.24 
 
 XI. SAFETY 
 
 Kreml et al. Public Safety, ^obbs. 1937 84 .97 
 
 XII. ENGLISH 
 
 English Workbooks. (All Latest Copyright Dates) 
 
 8 Griffith and Walker. English Exercises. Iroquois... 39 .45 
 
 8 Ahles and Lawlor. Steps to Good English. Iroquois 57 .66 
 
 8 Ferris and Keener. Essentials of Everyday English, Grade 8. Laidlaw 33 .38 
 
 8 Salisbury-Leonard. Making Snese. Scott..— 51 .59 
 
 8 Center and Holmes. Targets for English Practice. Allyn .45 .52 
 
 9 Schweglist and Wilson. Grammar in Use. Lyons .36 .41 
 
 9 Ferris and Keener. Essentials of Everyday English, Grade 9. Laidlaw 36 .42 
 
 9 Webster. Good English Through Practice, Book Two. World 57 .66 
 
 9 Salisbury-Leonard. Making Sense II. Scott.... .... .63 .73 
 
 9 Tressler. English in Action, For Book I— Course II. Heath .30 .35 
 
 10 Pribble. Improving My English. Lyons 36 .41 
 
 10 Ward. M. O. S. Book Three, Snetence Skill. Scott 45 .52 
 
 10 Webster. Good English Through Practice, Book Three. World.__ 57 .66 
 
 10 Tressler. English in Action, For Book II — Course III. Heath 30 .35 
 
 11 Walker, Bartel, Maryo. Higher Levels, Habits and Skills: Book IV. 
 
 Harcourt. (cloth.) 45 .52 
 
 11 Webster. Daily Drills for Better English. World .96 1.11 
 
 11 Tressler. English in Action, For Book II, Course IV. Heath 30 .35 
 
 Dictionaries 
 
 For Pupils (Listed Alphabetically) 
 
 Macmlllan's Modern Dictionary. Macmillan. 1938 1.80 2.07 
 
 Webster's Students Dictionary for Upper Levels. American. 1938 1.86 2.14 
 
 With thumb index 2.04 2.35 
 
 Winston's Simplified Dictionary, Advanced Edition. Winston. 1937 1.77 2.04 
 
 With thumb uidex... 1.98 2.28 
 
 Dramatics 
 
 Church. Curtain! A Book of Modern Plays. Harper _ 1.05 121 
 
 Short Plays. Holt 1.11 1.28 
 
 Wise and Snook. The First Yearbook of Short Plays. Row. 2.625 3.02 
 
 Koch. Carolina Folk Plays. Holt. (3 series) each 1.50 1.73 
 
 Plays of Shakespeare 
 
 Taylor and Smith. Interlinear Edition, Shakesyeare's Hamlet, Julius Caesar, 
 
 Macbeth, Merchant of Venice. Ginn. each 42 .49 
 
 Creative Writing 
 
 Paschall. Creative Expression. Harper. 1933._ 90 1.04 
 
 Wunsch and Smith. Studies in Creative Writing. Holt. 1933. 1.02 1.18 
 

 Handbook for Elementary and Secondary Schools 187 
 
 F. 0. B. Retail 
 
 Grade Author, Text and Publisher Price Price 
 
 Remedial Reading 
 
 Hovius. Following Printed Trails. Heath 99 1.14 
 
 Broening et al. Reading for Skill. Noble. With answers 975 1.12 
 
 Without answers 90 1.04 
 
 Hovius. Flying the Printways. Heath. 1938 1.05 1.21 
 
 Knight. Read and Comprehend. Little. 193 7._ .96 1.11 
 
 Roberts and Rand. Let's Read! Holt. 1937 1.08 1.24 
 
 Barry, et al. Workbook, Targets in Reading. Webster. 1938 42 .49 
 
 Vocabulary Building 
 
 Steadman. Vocabulary Building. Smith. 1936 .90 1.00 
 
 Walters. Word Studies. South-Western. 1936 54 .62 
 
188 Handbook for Elementary and Secondary Schools 
 
 DIRECTORY OF PUBLISHERS 
 
 Acorn Publishing Co., Inc., Rockville Centre, Long Island, New York 
 Allyn & Bacon, 11 E. 36th St., New York. 
 American Book Company, 88 Lexington Ave., New York 
 American Education Press, Inc., 40 S 3rd St., Columbus, Ohio. 
 U. Appleton-Century Company, Inc., 35 W. 32nd St., New York 
 Associated Publishers, Inc., 1538 9th St., N. W., Washington, D C 
 A. S. Barnes & Company, 67 W. 44th St., New York 
 Beckley-Cardy Company, 1632 S. Indiana Ave., Chicago. 
 
 C. C. Birchard & Company, 221 Columbus Ave., Boston. 
 
 d rJ a »5 ton .',f £ on & Com Pany. Inc., 1012 Walnut St., Philadelphia. 
 
 Bobbs-Mernll Company, 468 4th Ave., New York. 
 
 Bruce Publishing Company, 524-544 N. Milwaukee St., Milwaukee, Wis 
 
 Circle Book Company, 33rd and Arch Sts., Philadelphia. 
 
 Clarke, Irwin & Company, Ltd., 480-486 University Ave., Toronto. 
 
 K E. Compton & Company, 1000 N. Dearborn St., Chicago. 
 
 Oliver Ditson Company, Inc., 359 Boylston St., Boston. 
 
 Dodd, Mead & Company, Inc., 443-449 4th Ave., New York 
 
 Doubleday, Doran & Company, Inc., 75 Franklin Ave., Garden City, N. Y 
 
 Encyclopedia Bntannica, Inc., 876-78 National Press Bldg., Washington, D C 
 
 (Bntannica Junior, 521 Fifth Avenue, New York.) 
 Carl Fischer, Inc., 56-62 Cooper Sq., New York. 
 Follett Publishing Company, 1255 S. Wabash Ave., Chicago. 
 lUink & Wagnalls Company, 354-360 4th Ave., New York. 
 Ginn and Company, 70 5th Ave., New York. 
 Gregg Publishing Company, 270 Madison Ave., New York. 
 Grosset & Dunlap, 1140 Broadway, New York. 
 Hall & McCreary Company, 434 S. Wabash Ave., Chicago. 
 Harcourt, Brace & Company, Inc., 383 Madison Ave., New York. 
 Harper & Brothers, 49 E. 33rd St., New York. 
 
 D. C. Heath & Company, 285 Columbus Ave., Boston. 
 Hinds, Hayden & Eldredge, Inc., 5-9 Union Sq., New York. 
 Henry Holt & Company, Inc., 257 4th Ave., New York. 
 Houghton Mifflin Company, 2 Park St., Boston. 
 
 International Textbook Company, 1001 Wyoming Avenue, Scranton, Pa. 
 
 Interstate Printing Company, 132 N. Walnut St., Danville, 111. 
 
 Johnson Publishing Company, 8-10 S. 5th St., Richmond, Va. 
 
 Inor Publishing Company, Inc., R. K. O. Bldg., Rockefeller Center, New York 
 
 Iroquois Publishing Company, Inc., Syracuse, N. Y. 
 
 Laidlaw Brothers, Inc., Port Authority Commerce Bldg., 76 9th Ave., New York 
 
 J. B Lippincott Company, 227-231 S. 6th St., Philadelphia. 
 
 Little, Brown & Company, 34 Beacon St., Boston. 
 
 Lyons and Carnahan, Chicago. 
 
 McGraw-Hill Book Company, Inc., 330 W. 42nd St., New York. 
 
 McKmght & McKnight, 109-111 W. Market St., Bloomington, 111. 
 
 McCormick-Mathers Company, Wichita, Kansas. 
 
 The Macmillan Company, 60 5th Ave., New York. 
 
 Manual Arts Press, 237 N. Monroe St., Peoria, 111. 
 
 Mennonite Publishing Company, Scottdale, Pa. 
 
 Mentzer, Bush & Company, 2210 S. Park Way, Chicago. 
 
 G. & C. Merriam Company, 10 Broadway, Springfield, Mass. 
 
 Thomas Nelson & Sons, 381-385 4th Ave., New York. 
 
 Newsom & Company, 72 5th Ave., New York. 
 
 Noble and Noble, Publishers, Inc., 100 5th Ave., New York. 
 
 F. A. Owen Publishing Company, Dansville, New York. 
 Prather Publishing Company, Auburn, Ala. 
 Prentice-Hall, Inc., 70 5th Ave., New York. 
 
 Public School Publishing Company, 509-513 N. East St., Bloomington, 111. 
 
 Quarrie Corp., 35 E. Wacker Drive, Chicago. 
 
 Rand McNally & Company, 111 8th Ave., New York. 
 
 Row Peterson & Company, 131 E. 23rd St., New York, 
 
 The H. M. Rowe Company, Baltimore, Md. 
 
 Benjamin H. Sanborn & Company, 221 E. 20th St., Chicago. 
 
 W. B. Saunders Company, West Washington Sq., Philadelphia. 
 
 G. Schirmer, Inc., 3 E. 43rd St., New York. 
 
 Scott, Foresman & Company, 114-120 E. 23rd St., New York. 
 
 Charles Scribner's Sons, 597 5th Ave., New York. 
 
 Silver, Burden & Company, Everett Bldg., 45 E. 17th St., New York. 
 
 L. W. Singer Company, Chicago. 
 
 Turner E. Smith & Company, 441 W. Peachtree St., N. E., Atlanta, Ga. 
 
 South-Western Publishing Company, Inc., 245 5th Ave., New York. 
 
 University of North Carolina Press, Box 510, Chapel Hill, N. C. 
 
 University Publishing Company, 239 4th Ave., New York. 
 
 R. C. A. Victor Company, Inc., Educ. Dept., Camden, N. J. 
 
 Webster Publishing Company, 1800 Washington Ave., St. Louis. 
 
 John Wiley & Sons, Inc., 440 4th Ave., New York. 
 
 Willett, Clark & Company, 440 S. Dearborn St., Chicago. 
 
 H. W. Wilson Company, 950-972 University Ave., New York. 
 
 M. Witmark & Sons, 1250 6th Ave., New York. 
 
 John C. Winston Company, 1006-1016 Arch St., Philadelphia. 
 
 World Book Company, 333 Park Hill Ave., Yonkers-on-Hudson, N. Y. 
 
INDEX 
 
 References are to pages. 
 
 Abilities, see attainments 121 
 
 Accredited schools, elementary .... 12 
 
 high school 26 
 
 Achievement tests 129,131 
 
 Activities, extra-curricular 88 
 
 in music appreciation . 154, 155, 157, 158, 159 
 
 National Music Week 172 
 
 Administration, county and city ... 10 
 
 in elementary schools 13,14,83 
 
 principles of 11 
 
 Agriculture textbooks 182 
 
 Algebra textbooks 181 
 
 Apparatus, for Biology 39 
 
 for Chemistry 42 
 
 for General Science 36 
 
 for Physics 35 
 
 selecting 35 
 
 Applied music 166 
 
 Appreciation, in art 175 
 
 in music 151 
 
 period 86 
 
 Arithmetic, attainments .... 122, 124 
 
 textbooks 181 
 
 Art, as a way of life 174 
 
 attainments 122 
 
 classroom equipment 20 
 
 integration in 175 
 
 periods for instruction 174 
 
 prints 176, 177 
 
 pupil's text 180 
 
 references 175 
 
 tests 131 
 
 textbooks 184 
 
 Artists, see list of prints .... 176,177 
 
 Art type readers 60, 61, 62 
 
 Attainments, by grade levels .... 121 
 
 detailed 122 
 
 Attendance, in elementary school ... 13 
 
 in high school 29 
 
 Band textbooks ! 183 
 
 Beethoven, songs of 161 
 
 Beginners' Day Program 146 
 
 Biology, apparatus 39 
 
 tests 132 
 
 Bill of rights . . . 7 
 
 Blackboard, in classrooms 23 
 
 outline maps 19 
 
 Boards, county boards of education . . 10 
 
 of county commissioners 10 
 
 State Board of Education 8 
 
 State Board for Vocational Education . 9 
 
 State Board of Commercial Education . 9 
 
 of trustees 10 
 
 Books, basic collection of ... . 15, 32, 3 
 
 classification 16 32 
 
 dictionaries 13 ; 15, 18 
 
 encyclopedias 15,3 2 
 
 for music appreciation .... . 164 
 
 lessons in use of 17 33 
 
 on testing 128, 130 
 
 professional 17 
 
 supplementary high school 181 
 
 supplementary readers .... 13, 58, 66 
 
 types of 15, 16 
 
 Building, and grounds 13 
 
 high school 52 
 
 sanitation 52 
 
 see also school plant 22 
 
 Business Education, tests ..... 132 
 textbooks 182 
 
 Cabinet, filing 51 
 
 storage 35 
 
 Calendar for schools 53 
 
 Chairs, for laboratory 34 
 
 for library 31 
 
 Character education 184, 185 
 
 Characteristics, of good teaching . . . 116 
 
 of physical and health education . . . 141 
 
 Chemistry, apparatus 42 
 
 tests 133 
 
 Child experiences .117 
 
 City, boards of trustees 10 
 
 administration 10 
 
 administrative units 10 
 
 commissioners 10 
 
 Civics, attainments 126 
 
 textbooks 184 
 
 Classroom, aisles, etc 22 
 
 equipment 13, 19, 56 
 
 for particular subjects 88 
 
 furnishings 19 
 
 primary 25 
 
 procedure 119 
 
 Commercial Education, State Board of. 9 
 
 see also Business Education .... 182 
 
 Commission, State School 8 
 
 Community, knowing 117 
 
 Conferences, forums 139 
 
 panel 137 
 
 professional 136 
 
 regional 136 
 
 round-table 134 
 
 Constitution 8 
 
 Contemporary problems 186 
 
 Correlation 120 
 
 Corridors 23 
 
 County, boards of commissioners ... 10 
 
 board of education 10 
 
 administration 10 
 
 administrative units 10 
 
 Course of Study, in music appreciation . 151 
 
 in piano 169 
 
 in violin 171 
 
 reference to attainments 122 
 
 using 119 
 
 Creative writing textbooks 186 
 
 Curriculum, elementary 12, 13 
 
 for grades 7-12 113 
 
 high school 88, 90 
 
 three-teacher 91 
 
 four-teacher 93, 96, 97 
 
 five-teacher 98, 100, 101, 102 
 
 six-teacher 104, 107, 108, 109 
 
 nine-teacher 110 
 
 Dally schedule, elementary 84 
 
 for irregular pupils 90 
 
 four divisions 84 
 
 grades 1-3 86 
 
 grades 4-7 87 
 
 three-teacher high school 93 
 
 four-teacher high school 94, 95 
 
 five-teacher high school 99 
 
 six-teacher high school .... 105, 106 
 
 nine-teacher high school Ill 
 
 Dictionaries 13, 15, 186 
 
 Directory of publishers 188 
 
 Dramatics textbooks 186 
 
 Drill period 86 
 
 Drinking fountains 24 
 
 Economics texts 185 
 
 Education, philosophy of 116 
 
 Elementary schools 7 
 
 accredited 12 
 
 daily schedule 84 
 
 graduation from 122 
 
 physical education 144 
 
 point of view 83 
 
 principles of organization 82 
 
 procedures in organizing 83 
 
 Elementary Textbook Commission 9 
 
 Encyclopedias 15, 31 
 
 English, Experience Curriculum . . . 119 
 
 tests 132 
 
 textbooks 186 
 
 Equipment, classroom and general ... 19 
 
190 
 
 Handbook for Elementary and Secondary Schools 
 
 Index — Continued 
 
 essential to good work 56 
 
 for music appreciation 165 
 
 for physical and health education . . . 144 
 
 instructional 13 
 
 visual . 74, 99 
 
 see instructional equipment 13 
 
 Evaluating work of pupils 118 
 
 Exhibits 139 
 
 Extra-curricular activities, credit for . 89 
 
 delegated to teachers 88 
 
 Field trip in visual education .... 74 
 
 Filing cabinet 51 
 
 Fine Arts — see art, music 
 
 First aid 149 
 
 Foreign language, exemption from . 29, 91 
 
 requirements 29 
 
 Foreword 3, 4 
 
 Forums, bulletins on 138 
 
 definition 138 
 
 Furnishings, classroom 19 
 
 Fusion 120 
 
 General mathematics, textbooks . . . 181 
 
 General Science, apparatus 36 
 
 tests 133 
 
 Geography, attainments 125 
 
 in place of science 28 
 
 Geometry, elective 89 
 
 textbooks 181 
 
 Globes 19 
 
 Graduation, requirements . 28, 90, 92, 94, 96 
 
 Grieg, songs of 161 
 
 Guidance 89 
 
 bibliography 151 
 
 personal 151 
 
 textbooks 184, 185 
 
 vocational 151 
 
 Handwriting, see Penmanship .... 124 
 
 Health, attainments 126 
 
 education 141 
 
 instruction 142 
 
 materials and references .... 145, 146 
 
 period 86 
 
 records 14 
 
 service 142 
 
 supervision 141 
 
 Health and Safety readers . 59, 60, 61, 62, 65 
 
 High school, accredited 26 
 
 curriculum 88, 90 
 
 physical education propram 145 
 
 suggestions for 88 
 
 summer 115 
 
 supplementary textbooks 181 
 
 textbook committee 9 
 
 see daily schedules 84 
 
 History, attainments 125 
 
 maps 19, 34 
 
 textbooks 184 
 
 Home economics texts 182 
 
 Hour period 89, 95, 99, 106 
 
 Industrial arts textbooks 182 
 
 Instruction, elementary schools ... 12, 13 
 
 in health 142 
 
 materials of 58 
 
 Instructional quipment, classroom 
 
 and general 13, 19 
 
 dictionaries 13, 15, 186 
 
 elementary schools 13 
 
 in physical and health education . . . 144 
 
 laboratory 34 
 
 library 13, 15 
 
 maps and globes 13, 18 
 
 supplementary readers .... 13, 17, 58 
 supplementary books 181 
 
 Instructional supplies, sample orders . 70, 71 
 
 selection and purchase 69, 71 
 
 use and care of 72 
 
 Integration 120 
 
 in art 175 
 
 in music 153 
 
 Intelligence tests 128,131 
 
 Interest inventories 131 
 
 Jordan, Dr. A. M 4, 131 
 
 Laboratory, science 34 
 
 apparatus 35 
 
 finding room for 89 
 
 Language arts — see language, etc. . . . 123 
 Language and grammar, attainments 123 
 
 tests 130 
 
 Language, modern, tests 13 
 
 Latin, tests 132 
 
 textbooks 181 
 
 Legislative authority 8 
 
 Librarian 17, 33 
 
 Libraries 69 
 
 Library, basic book collection . . . 15, 31 
 
 books 13,31 
 
 classification 16, 32 
 
 dictionaries 15 
 
 encyclopedias 15, 31 
 
 finding room for 89 
 
 lessons 17, 3 3 
 
 magazines 16, 32 
 
 of phonograph records 166 
 
 organization and records 16, 33 
 
 room and furniture 17, 31 
 
 Local administration 11 
 
 Literary readers . 58, 59, 60, 61, 62, 63, 64, 65 
 Magazines, for elementary school ... 16 
 
 for high school 32 
 
 professional 140 
 
 Maps, American history 34 
 
 blackboard outline 19 
 
 desk outline 19 
 
 North Carolina 19 
 
 physical-political 18 
 
 political 19 
 
 United States history 19 
 
 wall outline 19 
 
 world history 34 
 
 Maps and globes 13, 18,33 
 
 companies supplying 18 
 
 Materials of instruction 58 
 
 for teaching safety 150 
 
 in music appreciation . . 152, 155, 156, 157, 
 
 158, 160, 164 
 
 in physical and health education . . . 145 
 
 Mathematics, supplementary textbooks . 181 
 
 tests 132 
 
 see arithmetic, geometry, etc. 
 
 Measuring Progress 120 
 
 some means of 127 
 
 Mechanical aptitude tests 132 
 
 Mendolssohn, songs of 161 
 
 Modern history textbooks . . . 184, 185 
 
 Motion Pictures 78 
 
 Museum, school 75 
 
 Mozart, songs of 161 
 
 Music, classroom equipment for .... 20 
 
 credit for 166 
 
 integration in 153 
 
 national week 172 
 
 tests 132 
 
 textbooks 183 
 
 Music appreciation, bibliography . . . 164 
 
 course in 151 
 
 immediate objectives . . 154, 155, 156, 158 
 
 library of records 166 
 
 lists of records 165 
 
 study of orchestra 162 
 
 suggestions 152 
 
 ultimate objectives 154 
 
 where to get equipment 165 
 
 Music festivals 162 
 
 Music readers 61, 62, 63, 64, 65 
 
 National Music Week 172 
 
 Natural science attainments 127 
 
 Natural science 
 
 readers ... 59, 60, 61, 62, 63, 64, 65 
 
Handbook for Elementary and Secondary Schools 
 
 191 
 
 Index — Continued 
 
 Newsome, A. R 19 
 
 North Carolina, maps 19 
 
 history text 185 
 
 Number stories readers 59, 60 
 
 Objectives, in music 
 
 appreciation . . . 154, 155, 156, 158 
 
 in physical education 143 
 
 in safety education 149 
 
 Orchestra, presenting to children . 164 
 
 study of instruments 162, 163 
 
 instrument charts and cut-outs . . . 164 
 textbooks 164 
 
 Organization, for conferences .... 135 
 for three high school teachers .... 92 
 
 for four teachers 94, 96, 97 
 
 for five teachers .... 98, 101, 102, 103 
 for six teachers .... 104,107,108,110 
 
 for nine teachers HI 
 
 for twelfth grade 112 
 
 for physical and health education . . . 141 
 
 of elementary schools 83 
 
 of high schools 90 
 
 principles of 11 
 
 Panel discussion 137 
 
 Penmanship, attainments 124 
 
 classroom equipment for 20 
 
 handwriting scales 130 
 
 Period, health and recreation 86 
 
 hour 89, 95, 99, 106 
 
 number and length of 28 
 
 Personality, of pupils 115 
 
 tests 133 
 
 Personal guidance 151 
 
 Philosophy of education, expressed in 
 
 teaching 116 
 
 Phonograph records 165 
 
 Physical education, attainments . . . 126 
 
 characteristics of 141 
 
 equipment for 144 
 
 materials for 145 
 
 objectives 143 
 
 organization and administration . . . 141 
 
 program 143 
 
 time allotment for .... 143, 144, 145 
 
 Physical-political maps ...... 19 
 
 Physics, apparatus 47 
 
 tests 133 
 
 Piano, courses of study 169 
 
 Pictures, flat 76 
 
 lists of ' i 7 ' 6) 177 
 
 motion 78 
 
 projection slides 77 
 
 Plant, school 22 
 
 Playgrounds 22, 58 
 
 Plays, books of 186 
 
 Point of view 83 
 
 Political, maps 19 
 
 Practices, for guiding learning . . . . \\5 
 
 Pre-primers 58 
 
 Primary rooms 25 
 
 Primers '.'.'.'. 58 
 
 Principal, delegate extra-curricular activities 89 
 
 recommends teachers 88 
 
 Principles, for making programs ... 84 
 
 in selecting apparatus 35 
 
 of administration and organization . 11,82 
 
 Prints, art 1 76> 177 
 
 .Problems, contemporary 186 
 
 Problems of democracy .... 184,185 
 Procedures, in learning process . . . .115 
 
 in organizing a school 83 
 
 in purchase of supplies 70 
 
 Professional, conferences 136 
 
 improvement J 3 5 
 
 magazines 140 
 
 organizations 140 
 
 study groups I35 
 
 Program, Beginner's Day ...... 146 
 
 for elementary school 84, 86, 87 
 
 for high school 90 
 
 of physical and health education . . . 144 
 
 of safety education 148 
 
 Progress, measuring 120, 127 
 
 Project lockers for primary grades . 25 
 
 Promotion, attainments by grade . . . 121 
 
 detailed attainments 122 
 
 from elementary school 122 
 
 scale of abilities 122 
 
 Publishers, directory of 188 
 
 Pupils, elementary report card .... 134 
 
 load for high school 89 
 
 personality studies 115 
 
 progress 127 
 
 registration of 82 
 
 reports 133 
 
 roster of 82 
 
 Radio, procedure for using 81 
 
 Readers, supplementary 13, 17 
 
 by grades and types 58 
 
 by series and partial series 66 
 
 Reading, attainments 123 
 
 remedial texts 187 
 
 tests 130, 132 
 
 Recitation periods, length of ... . 28 
 
 Records, accession 16 
 
 high school 51 
 
 in accredited elementary schools ... 13 
 
 phonograph 165, 166 
 
 Recreation period 86 
 
 Recreation type readers 65 
 
 Regional conferences 136 
 
 Register, keeping 180 
 
 Registration of pupils 90 
 
 Reports, for applied music 168 
 
 high school 51 
 
 making 180 
 
 of teachers, etc 180 
 
 principal's annual 51, 180 
 
 pupils' 133 
 
 Requirements, classroom equipment . . 13 
 
 detail 13, 27 
 
 dictionary 13, 15 
 
 for elementary schools 12 
 
 for high schools 26 
 
 for high school graduation .... 28, 90 
 
 for library 13 
 
 for membership in Southern Association 52 
 
 high school library 31 
 
 in average attendance 13, 29 
 
 in course of study 12, 29 
 
 maps and globes 13 
 
 summary of 12, 26 
 
 supplementary readers 13 
 
 Rooms, special 57 
 
 primary 25 
 
 Roster of pupils 82 
 
 Safety, education 142, 148, 149 
 
 materials for teaching 150 
 
 readers .... 56, 60, 61, 62, 64, 65, 68 
 
 textbook 186 
 
 Sanitation, approved by Board of 
 
 Health 13, 52 
 
 Scales, spelling 130 
 
 Science, apparatus 35 
 
 attainments . 127 
 
 laboratory 34 
 
 stools or chairs 34 
 
 storage cabinet 35 
 
 tables 34 
 
 tests 132 
 
 water and gas for 35 
 
 School Machinery Act 26 
 
 Schedule, for irregular pupils .... 90 
 
 time 91 
 
 see daily schedule 84 
 
 School, journey 74 
 
 museum 75 
 
 School plant, classrooms 22 
 
 corridors 23 
 
 drinking fountains 24 
 
192 
 
 Handbook for Elementary and Secondary Schools 
 
 Index — Continued 
 
 general plan i 22 
 
 primary rooms 25 
 
 site 22 
 
 toilets 24 
 
 Schools, calendar for S3 
 
 constitutional authority for .... 7 
 
 elementary and secondary 7 
 
 legislative authority for 8 
 
 Secondary school 7 
 
 Southern Association of 12 
 
 standards for 12 
 
 see high school 
 
 Social studies, tests 133 
 
 textbooks 184 
 
 see history 
 Social studies, readers . . 58, 59, 60, 61, 62, 
 
 63, 64, 65 
 
 Sociology texts 185 
 
 Songs, listed by composers 161 
 
 Southern Association requirements 52 
 
 Special phases of work 141 
 
 Spelling, attainments 124 
 
 tests 130 
 
 Standards, for elementary and high schools . 11 
 
 for health records 14 
 
 for physical education program . . . 143 
 
 see requirements 12 
 
 Standard, high school 26, 27 
 
 State, administration 7 
 
 Board for Commercial Education . . 9 
 
 Board of Education 8 
 
 Board for Vocational Education ... 9 
 
 Committee for high school textbooks . 9 
 
 constitution 8 
 
 elementary textbook commission ... 9 
 
 School Commission 8 
 
 school system 7 
 
 Superintendent 8 
 
 Textbook Commission 9 
 
 Stools for laboratory 34 
 
 Storage cabinet 35 
 
 Study, groups 135 
 
 how to 89 
 
 readers 59, 61, 63, 64, 65 
 
 Study textbooks 185 
 
 Summary requirements 12, 26 
 
 Summer high schools 115 
 
 Supplementary books .... 58, 66, 181 
 
 Supplementary readers 13, 17 
 
 by grades 5 
 
 by series and partial series 66 
 
 Supplies, instructional 69 
 
 Tables, library 31 
 
 primary 19, 56 
 
 science 34 
 
 Teachers, employment of 88 
 
 meetings, see professional 136 
 
 number in accredited school 12 
 
 qualifications of 12, 27 
 
 reports 180 
 
 special 87 
 
 substitute 88 
 
 tests . 128 
 
 use of supplies by 72 
 
 Term, length of 13, 28 
 
 Tests, achievement 129, 131 
 
 art 131 
 
 batteries 130 
 
 biology 132 
 
 books on 128, 130 
 
 chemistry 133 
 
 English 132 
 
 general science 133 
 
 handwriting 130 
 
 intelligence . . 128, 131 
 
 in commercial subjects 132 
 
 language and grammar 130 
 
 Latin 132 
 
 mechanical aptitude 132 
 
 modern language 132 
 
 music 132 
 
 personality 133 
 
 physics 133 
 
 reading . 130, 132 
 
 special studies 133 
 
 spelling 130 
 
 Textbook, elementary commission ... 9 
 
 in safety 186 
 
 State Commission 9 
 
 Textbooks, high school 181 
 
 Time, allotment in physical 
 
 education 143, 144, 145 
 
 schedule for high school 9 
 
 Toilets 24 
 
 Twelfth grade 112 
 
 suggested curriculum 113 
 
 Units of experience 117 
 
 Violin course of study 171 
 
 Visual education, choosing equipment . 79 
 
 equipment needed 74 
 
 flat pictures 76 
 
 importance of 73 
 
 information 79 
 
 motion pictures 78 
 
 relation to field trip 74 
 
 relation to museum 75 
 
 scope of 73 
 
 Vocabulary, textbooks 187 
 
 Vocational, guidance 151 
 
 subjects 90 
 
 textbooks 182, 184, 185 
 
 Workbooks, see high school textbooks . 181 
 
 World history, maps 34 
 
 textbooks 184, 185 
 
 Writing, creative, textbooks 186 
 
 see penmanship 124