'3J1M Wi)t%ibtavp of tfje Winihtviitp of Jgortf) Carolina tK^isf book toasf presienteti ■lillllliiii 00034036622 This book may be kept out one month unless a recall notice is sent to you. It must be brought to the North Carolina Collection (in Wilson Library) for renewal. Educational Publication Xo. 102 Division of School Inspection No. 26 STANDARDS Elementary Schools NORTH CAROLINA 1926-27 published by State Superintendent of Public Instruction Raleigh, N. C. AIMS OF ELEMENTARY EDUCATION The aims of elementary education in terms of life objectives have been defined as :* 1. Health. The school should provide the knowledge of health conduct necessary throughout life ; for the welfare of the individual and the perpetuity of the race are both depend- ent on physical vigor and sound health. 2. Fundamental Processes. Command of the fundamental processes must be acquired. They are the tools essential to efficiency in all practical activities and daily work. 3. Civic and Social Relations. There need to be developed those ideals and habits of civic and social relations: (a) citizenship, (b) moral and ethical character, (c) worthy home membership. 4. Recreation. The school should cultivate interests and means of recreation of common value to all; for leisure time should, be used for the enjoyment and enrichment of life. *Adai5ted from "The Elementary School Curriculum" by Bonser. The Macmillan Company. CONTENTS Page Aims of Elementary Education 2 Foreword 4 Introduction 5 Classes of Standard Schools 7 Course of Study 11 Equipment 13 Supplementary Readers 13 Maps and Globe 13 Library 13 Special Primary Equipment 14 Additional Equipment Recommended 16 Records and Reports 17 Building IS Suggestions for Securing Special Primary Equipment 21 Report on Standardization of Elementary Schools for 1925-1926 22 Standard Elementary Schools — Rural 23 Standard Elementary Schools — Special Charter 25 o N ro ^ FOREWORD These standards for elementary schools have been prepared with the hope that they may contribute to the upbuilding and strengthening of the elementary schools, which, as the foundation of our public school system, must meet the common needs of all our children, not only in giving them the fundamentals of an education, but in enriching and broadening their lives. Grateful acknowledgment is made to the superintendents, supervisors, principals and teachers whose hearty cooperation made possible the study of the schools of the State on which these standards are based, and to the members of the committees on standards from the primary and grammar grade departments of the I^orth Carolina Education Association. Helpful suggestions were given by the members of the special advisory committee appointed by Superintendent Allen, who gave time and study to the work: Superintendent L. J". Bell, J. "W. Carr, Jr., C. L. Coon, J. S. Edwards, S. G. Hasty, J. C. Lockart, J. F. Webb, C. C. Haworth, Frederick Archer, T. R Foust ; Doctors M. R. Trabue, E. W. Knight, A. M. Jordan; Mr. F. H. Koos, Mr. Leon Meadows, Mr. T. E. Story, Miss Ha Johnston, Mrs. J. A. Eobinson, Miss 'Nell Armfield, Miss Maycie Southall, and Miss Louise Lancaster. The cooperation of the members of the State Department of Education is appreciated, especially the assistance given by the Division of Schoolhouse Planning in preparing the building standards. Susan Fulghum, State Inspector Elementary Schools. INTRODUCTION This bulletin on Standards for Elementary Scliools was prepared by Miss Susan Fulghum, State Inspector Elementary Scliools, State De- partment of Education, after consultation Avith many teachers and superintendents. For a long time there has been a feeling in Xorth Carolina that there should be a clear statement of the minimum conditions under "which standard instruction in the elementary schools can be given. The move- ment for the elimination of the one-teacher school, by means of con- solidation and transportation, created a need for such a statement. The new school code, ivhich requires the county board of education to prepare a county-wide plan of organization before going further with any kind of consolidation, has greatly accentuated the need for such a statement of standards; because the plan of organization adopted now and provided with a system of permanent buildings will probably fix the type of school in North Carolina for the next generation. The State Department of Education is trying to answer with this bulletin this insistent demand from the field. It is hoped that it will serve many useful purposes for county superintendents and county boards of education ; not only in plan- ning the organization of the entire system and in determining the size of the local schools, but also in setting up a neAv level of teacher preparation, and in emphasizing the need for increased teaching equip- ment. It should in this way be a great stimulus to local communities in their efforts to provide better educational facilities and should give to the local Parent-Teacher Association a definite goal to strive for. It is suggested that county boards of education accept graduation from a standard elementary school for unconditional entrance into the standard high schools of the county. Perhaps a standard elementary school should later be required in connection Avith every standard high school. The State Department will send a visitor to schools desiring to be placed on the list; and, at the end of each scholastic year, a list of the standard schools, measuring up to the standards herein set forth, will be printed for distribution. This list will be based on information se- cured by visits and from the reports submitted by the various schools. The general scheme was submitted to the various departments of the North Carolina Education Association and almost unanimously ap- proved by them. A committee of twenty-five superintendents and teachers met in the office of the State Superintendent and debated every item of the standards and approved the general scheme. These stand- 6 Introduction • ards cannot, therefore, be called ''office standards," because they have been compiled out of the experience of people now actually engaged in the service. At the end of the first year, this bulletin is reprinted, together with the report of the year's activities of the Inspector of Elementary Schools. The results are very gratifying. Perhaps the standards will need to be modified within the next few years, so as to include a principal who, under the general supervision of the proper school authorities, will have direct supervisory authority over the activities of the elementary school. Young teachers with certificates as high as a Primary or Grammar Grade B based on normal school graduation, should, in their summer school work, begin to specialize in the direction of elementary principalship. It is suggested that superintendents begin to give the same careful consideration to the employment of principals for elementary schools that they have been giving heretofore to the selection of high school principals. An elementary principal should be thoroughly familiar, by both training and practice with the whole elementary field, and the same high level of training should be required as is now required of supervisors. In the union schools, of course, the high school principal will have general administrative control. If, in addition to this, one of the elementary teachers could be made a part time supervising principal for the elementary grades, great good, in my opinion, could be accomplished. I, therefore, commend to all people interested in elementary educa- tion in J^orth Carolina, a careful study of this bulletin, with a view to the improvement of conditions in their localities. State Superintendent Public Instruction. STANDARDS FOR ELEMENTARY SCHOOLS CLASSES OF STANDARD SCHOOLS Two groups of standard elementary schools have been worked out. In each group are two classes. These are: Group I — Class A and Class B. Group II — Class A and Class E. The requirements for these groups are as follows: GROUP I— CLASS A 1. Seven-year course of study.* 2. Length of Term. Nine months or 180 days, exclusive of holidays. 3. Number of Teachers. At least fourteen whole-time teachers. 4. Qualification of Teachers. t The majority of teachers must hold Pri- mary and Grammar Grade Certificates. No teacher shall hold a cer- tificate lower than an Elementary Class A. Teachers holding High School Certificates may teach only in grades four to seven. 5. Attendance. At least 450 pupils in average daily attendance. The number of pupils per teacher should not exceed forty pupils in average daily attendance. J 6. Requirements for completion of a standard elementary school must in- clude satisfactory completion of the prescribed seven-year course of study in Reading, English (including Language and Spelling), and Arithmetic: Geography — grades four to seven; History — grades five to seven; Civics — grade seven. The suggested minimum amount of time must be devoted to Health and Physical Education, Writing, Music and Drawing in all grades. (See page 11.) 7. Equipment: a. At least three sets of supplementary readers (20 copies in a set) for each grade. b. Required number of maps and a globe at least 12" in diameter. c. Dictionaries owned by all pupils in grades four to seven, or at least two dozen dictionaries (owned by school) for each grade — four to seven. A teacher's desk dictionary in each grade — four to seven. One unabridged dictionary for use in grades four to seven. d. Library of at least 700 volumes, including required subjects. e. Special equipment for primary work. 8. Required permanent records. 9. An adequate, sanitary building. ■ * In schools offering twelve years of work organization on the six-year elementary and six- year high school plan (junior and senior high school) is accepted. The seventh school year may be substituted for the seventh grade. t The qualifications of teachers will probably be raised for the year 1927-28; certainly in a few years. t While forty pupils is a large average, it may be necessary in some grades in ord^r to make the attendance required by law for the whole school of thirty-five pupils for each ad- ditional teacher after the first four teachers and one humlred pupils. If the average daily attendance in a few grades reaches forty-three pupils, this condition will be considered temporary and will not keep the school off the accredited list. Standards for Elementary Schools GROUP I— CLASS B 1. A seven-year course of study.* 2. Length of Term. Nine months or 180 days exclusive of holidays. 3. Number of Teachers. At least eight whole-time teachers. 4. Qualification of Teachers. t The majority of teachers must hold Pri- mary and Grammar Grade Certificates. No teacher shall hold a cer- tificate lower than an Elementary Class A. Teachers holding High School Certificates may teach only in grades four to seven. 5. Attendance. At least 240 pupils in average daily attendance. The number of pupils per teacher should not exceed approximately forty pupils in average daily attendance.! 6. Requirements for completion of a standard elementary school must in- clude satisfactory completion of the prescribed seven-year course of study in Reading, English (including Language and Spelling), and Arithmetic; Geography — grades four to seven; History — grades five to seven; Civics — grade seven. The suggested minimum amount of time must be devoted to Health and Physical Education, Writing, Music, and Drawing in all grades. (See page 11.) 7. Equipment: a. At least three sets of supplementary readers (20 copies in a set) for each grade. b. Required number of maps and a globe at least 12" in diameter. c. Dictionaries owned by all pupils in grades four to seven, or at least two dozen dictionaries (owned by school) for each grade — four to seven. A teacher's desk dictionary in each grade — four to seven. One unabridged dictionary for use in grades four to seven. d. Library of at least 500 volumes, including required subjects. e. Special equipment for primary work. 8. Required permanent records. 9. An adequate, sanitary building. * In schools offering twelve years of work organization on the six-year elementary and six- year high school plan (junior and senior high school) is accepted. The seventh school year may be substituted for the seventh grade. t The qualifications of teachers will probably be raised for the year 1927-28; certainly in a few years. } While forty pupils is a large average, it may be necessary in some grades in order to make the attendance required by law for the whole school of thirty-five pupils for each ad- ditional teacher after the first four teachers and one hundred pupils. If the average daily attendance in a few grades reaches forty-three pupils, this condition will be considered temporary and will not keep the school off the accredited list. Standards for Elementary Schools GROUP II— CLASS A 1. A seven-year course of stud}'.* 2. Length of term. Eight months or 160 days, exclusive of holidays. 3. Number of Teachers. At least eight whole-time teachers. 4. Qualification of Teachers.! The majority of teachers must hold Pri- mary and Grammar Grade Certificates. No teacher shall hold a cer- tificate lower than an Elementary Class A. Teachers holding High School Certificates may teach only in grades four to seven. 5. Attendance. At least 240 pupils in average daily attendance. The number of pupils per teacher should not exceed approximately forty pupils in average daily attendance.? 6. Requirements for completion of a standard elementary school must in- clude satisfactory completion of the prescribed seven-year course of study in Reading, English (including Language, and Spelling), and Arithmetic; Geography — grades four to seven; History — grades five to seven: Civics — grade seven. The suggested minimum amount of time must be devoted to Health and Physical Education, Writing, Music, and Drawing in all grades. (See page 11.) 7. Equipment: a. At least three sets of supplementary readers (20 copies in a set) for each grade. b. Required number of maps and a globe at least 12" in diameter. c. Dictionaries owned by all pupils in grades four to seven, or at least two dozen dictionaries (owned by school) for each grade — four to seven. A teacher's desk dictionary in each grade — four to seven. One unabridged dictionary for use in grades four to seven. d. Library of at least 500 volumes, including required subjects. e. Special equipment for primary work. 8. Required permanent records. 9. An adequate, sanitary building. * In schools offering twelve years of work organization on the six-year elementai-y and six- year high school plan (junior and senior high school) is accepted. The seventh school year may be substituted for the seventh grade. t The qualifications of teachers will probably be raised for the year 1927-28; certainly in a few years. t While forty pupils is a large average, it may be necessary in some grades in order to make the attendance required by law for the whole school of thirty-five pupils for each ad- ditional teacher after the first foui teachers and one hundred pupils. If the average daily attendance in a few grades reaches forty-three pupils, this condition will be considered temporary and will not keep the school off the accredited list. 10 Standards for Elementary Schools GROUP II— CLASS B 1. A seven-year course of study.* 2. Length of Term. Eight months or 160 days, exclusive of holidays. 3. Number of Teachers. At least seven whole-time teachers. 4. Qualification of Teachers. t All teachers must hold at least Elemen- tary A Certificates. Teachers holding High School Certificates may teach only In grades four to seven. 5. Attendance. At least 205 pupils in average daily attendance. The number of pupils per teacher should not exceed approximately fortj' pupils in average daily attendance.? 6. Requirements for completion of a standard elementary school must in- clude satisfactory completion of the prescribed seven-year course of study in Reading, English (including Language and Spelling), and Arithmetic; Geography — grades four to seven; History — grades five to seven; Civics — grade seven. The suggested minimum amount of time must be devoted to Health and Physical Education, Writing, Music, and Drawing in all grades. (See page 11.) 7. Equipment: a. At least three sets of supplementary readers (20 copies in a set) for each grade. b. Required number of maps and a globe at least 12" in diameter. c. Dictionaries owned by all pupils in grades four to seven, or at least two dozen dictionaries (owned by school) for each grade — four to seven. A teacher's desk dictionary in each grade — four to seven. One unabridged dictionary for use in grades four to seven. d. Library of at least 300 volumes, including required subjects. e. Special equipment for primary work. 8. Required permanent records. 9. An adequate, sanitary building. * In schools offering twelve years of work organization on the six-year elementary and six- year high school plan (junior and senior high school) is accepted. The seventh school year may be substituted for the seventh grade. t The qualifications of teachers will probably be raised for the year 1927-28 ; certainly in a few years. t While forty pupils is a large average, it may be necessary in some grades in order to make the attendance required by law for the whole school of thirty-five pupils for each ad- ditional teacher after the first four teachers and one hundred pupils. If the average daily attendance in a few grades reaches forty-three pupils, this condition will be considered temporary and will not keep the school off the accredited list. COURSE OF STUDY A unified, carefully graded course of study is essential to effective work. The law requires the teaching of certain fundamental subjects as they are arranged, by grades and outlined in the State Course of Study, in all seven- year elementary schools. The curriculum of an elementary school which follows the State Course of Study will be approved. Every effort should be made to strengthen and supplement the work, and to broaden and enrich the curriculum to meet the needs of the pupils in giving them the fundamentals of an education. Textbooks. The State adopted textbooks are required by law to be used in all the elementary schools of the State. Required Subjects. The course of study must include: English (Reading, Language, and Spelling) — grades one to seven; Arithmetic — grades one to seven; Geography — grades four to seven; History (including North Carolina History in the sixth grade) — grades five to seven; Civics — grade seven; Elementary Science — grade seven. The amount of time specified is required to be given to the following subjects: Health and Physical Education — grades one to seven, 120 minutes per week. Writing* — grades one to six, 75 minutes per week; grade seven, 45 minutes. Music** — grades one to seven, 75 minutes per week. Drawing — grades one to seven, 60 minutes. Amount of Work Required by Grades. The State Course of Study is to be used as the basis of classification of pupils and as outlining by grades the amount of work to be completed in each subject. Standard Tests. It is urgently recommended that schools employ measurements in the scientific determination of the results of teaching and of the ability to learn. Intelligence tests, and Standard Achievement Tests should be used in the classification of pupils, to reveal individual needs and to indicate the progress of the class. * Less time may be given if pujjils measure up to grade standard on a standard writing scale. ** Music texts are required. If the pupils do not own them, the school is required to own at least two sets of State adopted te.xts (30 copies each) to be used from grade to grade. 12 Standards for Elementary Schools Completion of a Standard Elementary School. This includes satisfactory completion of the prescribed seven-year course of study in English, Arithmetic, Geography, History and Civics, w^ith the specified amount of time devoted to Health and Physical Education, Writing, Music and Art Education. Pupils completing the course in a standard elementary school should be issued Certificates of Completion which will entitle them to enter a standard high school without examination. SUGGESTIVE TIME DISTRIBUTION TABLE Subjects ENGLisH: Reading and Literature Language Spelling WRiTiNGi ARiTHMETic Geography (including North Carolina Geography) and Elementary ScIence., HisTORY (including North Carolina His- tory in sixth grade) and Civics Health and PhysIcal EDUCATioN Art Education (Fine and Industrial Arts) Music G hades — VliNUTEs PER Week I II III IV V VI VII 550 525 400 300 225 200 ) 100 100 150 175 175 200 > 400* 50t 75 75 100 100 100 / 75 . 75 75 80 80 75 50 50 100 150 200 200 200 240 -§ -§ 50 150 160 180 240 -§ -§ -§ 50 120 160 240 150 150 150 150 150 150 150 75 75 75 90 90 90 60** 75 75 75 80 80 80 80 The above time allotments include both study and recitation time. Study time may be a part of the recitation period or a separate period set apart for this purpose. Unassigned time should be used as best meets the needs of the pupils. Ethics and Moral Training should be provided for in all grades. * English includes Reading, Language, and Spelling. t Last half of term. t Less time should be given by students measuring up to grade standard on a Standard Writing Scale. § Frequently included in language work and opening exercises. At other times special periods are used. ** Additional time (1% to 2 hrs.) should be added if industrial and practical arts are taught. EQUIPMENT SUPPLEJIENTARY READERS Easy, interesting supplementary reading material should be selected, including children's literature, geography and travel, history, biography, science, etc. List of supplementary readers for each grade are given in the State Course of Study in the course in reading, and also in the other subjects. Additional lists, including books recently published or especially recommended, will be furnished by the State Department of Education. MAPS AAD GLOBE Effective teaching of Geography and History requires not only reference and supplementary reading material, but an adequate number of maps and charts, together with the constant use of a globe. The requirements for use in grades four to seven are as follows; Globe. At least 12" in diameter (preferably a suspension globe). Maps. A. Physical Series: World on Mercator's Projection Asia United States Africa North America Australia South America Eastern Hemisphere Europe Western Hemisphere At least five of the above are required. B. Blackboard Outline Series: At least three under A above are required. C. Political Series: At least one set of seven maps under A are required. Also good map of North Carolina. D. Historical Series; Atlas: An atlas and a good series of charts for American History are recommended, not required. Each map should be mounted on a spring roller with a board back, or in an individual or group case. LIBRARY Requirements. A carefully selected, well organized library is vital to the success of the work of a school. The number of library books required in standard schools is: Group I — Class A, 700 volumes; Group I — Class B, 500 vol- umes; Group II — Class A, 500 volumes; Group II — Class B, 300 volumes. The library must include: 100 volumes of standard literature for children. 20 volumes of poetry. 50 volumes of reference and supplementary material in geography (in- cluding travel, exploration, discoveries, industries, inventions, nature and science) — for use in grades four to seven. 50 volumes of reference and supplementary material in history and civics (including biography) — for use in grades four to seven. Note. See bulletin, "List of Library Books for Elementary Schools." State Department of Education. Books on all subjects are given by grades. 14 Standards for Elementary Schools Grade libraries of twenty to forty of the library books are required in each of the first three grades. Grade libraries are recommended for all grades. Schools are urged to subscribe to several children's magazines, especially the National Geographic. Use of Library. * Loan System: A charging system should be kept, preferably by means of cards. (See State Bulletin, "List of Library Books for Elementary Schools," pages S and 9. Supplies may be purchased from Gaylord Bros., Syracuse, N. Y.) Records: The following records and information should be kept: 1. Accurate and up-to-date accession record of all the books in the library in a Standard Accession Book.* 2. Number of volumes in library — (a) at beginning of year; (b) num- ber added during year; (c) total number to date. 3. Record of use of libraryt — total number of borrowers; total num- ber of volumes loaned during the year. 4. Grade libraries — number of books distributed to each grade. 5. A permanent record of each pupil's library reading. 6. Amount of money spent for new books — there should be an annual library appropriation. 7. Number of magazines taken. (See State Library Bulletin for sug- gested list.) 8. Record of library service — time given per week by teacher-libra- rian or regularly employed librarian. Classification: The books in the library should be classified by a stand- ard library classification. Library Room. Standards for a library room and equipment are given on page 20. Ade- quate shelving should be provided. The elementary books should be shelved apart from the high school books. SPECIAL PRIMARY EQUIPMENT Special equipment is necessary for effective work in the primary grades. The minimum amount required is as follows: I. General Equipment. The following are required: 1. Recitation chairs (15 to 20) in the first grade. 2. Grade library (20 to 40 books) in each grade — one to three. 3. Printing press (large type for charts) and a supply of tagboard. * This is a numerical list of the books in the library in the order in which they are added to the library. This list should be kept in a separate book from the high school list. A Standard Accession Book of one thousand lines may be purchased from Gaylord Bros. Price $1.25. t The total number of borrowers consists of the total number of children who borrowed books. The total circulation is obtained by counting the total number of times each book was loaned. Count the book cards at the close of each day before filing them. This gives the total number of books loaned each day. The total for the month and the year is com- piled from the daily record. A book designed for keeping this record (entitled "Record of Books Borrowed") may be bought from Gaylord Bros. Price 40 cents. Standards for Elementary Schools 15 II. Reading: Equipment. The following are required: 1. Set of Phrase Cards for first basal primer and first reader. 2. Set of Word Cards for first basal primer and first reader. 3. Complete set of Phonic Cards for the phonic facts to be taught in the first, second, and third grades. 4. Silent Reading Material — for use in grades one to three — including some of the following: Action Sentences; Directions; Questions; Completion Exer- cises; Group Project Playlets; Silent Reading Lessons. 5. Seatwork Material — for use in grades one to three — including some of the following: Word Cards for Sentence Building; Word Matching (Self Verifying Busy Work); Silent Reading Seatwork (Stories, Words, Projects to Illustrate, Silent Reading Language Cards, Picture Building); Classifying Words; Phonetic Seatwork. Recommended : Chart for first basal primer; Mother Goose Charts. Sentence Strips. Phrase Cards for oft-recurring phrases and those needing special drill — for the first basal, second and third readers. Word Cards for the words needing special attention (those most essen- tial to the child's reading vocabulary and those difficult because of form) in the first basal, second and third readers. Nursery Rhyme Sheets; Chart Racks. Phonetic Drill Charts; Story Building Blocks. Note. Some materials may be bought; others made. See page 21 for suggestions. III. Arithmetic Equipment, Some materials under each of the following heads are required: 1. Objects for counting and grouping: Splints (1,000 or more — 4" to 5"); Numeral Frame; Blocks; Beads. 2. Measures: Rulers (1 dozen each grade) ; Yard Sticks (one each grade); One Set Liquid Measures for use in grades one to three. 3. Number Cards and Games — for combination and four fundamental processes; seatwork material for counting, combinations and fundamental processes. Note. All the materials listed above may be purchased. Many of them can be made. See page 21 for suggestions. IV. Materials for Drawing', Cutting, Construction. The following are required: Scissors — at least four dozen pair for use in grades one to three. Manilla Drawing Paper — adequate supply for each grade (one to three). Crayola — a box per child (grades one to three). Newspaper Paper (unprinted) — adequate supply for first and second grades. Note. Children may pay for use of these materials. 16 Standards for Elementary Schools Recommended: Colored Construction Paper — adequate supply for grades one to three. Clay or Plasticene — adequate supply. Tools — small, strong saws; small, large-headed hammers; nails, varying sizes; tacks; 1 vise; 1 screwdriver. V. Equipment for IVritten Work — ^Recommended : Uniform materials for all written work (paper of proper width ruling and pencils of proper size) are recommended. Schools can easily order these materials and sell them to pupils. Grade I: Paper — (a) Unruled, unglazed (unprinted newspaper paper) — first used. Suggested size of sheets 5"x20". Teacher may fold two-inch creases for lines, (b) Wide-ruled unglazed paper — one-Inch ruling. Pencil — large size: "Beginner's Pencil." Grade II: Paper — unglazed; five-eighths-inch ruling. Pencil — ordinary size, medium soft, large lead. Grade III: Paper — (a) Rough surface; one-half-inch ruling. (b) Quality that will take ink well; one-half-inch ruling. Pencil — ordinary size, medium soft. Penholder — medium size with cork or rubber tip. Pen — with rounded point. (See page 21 for suggestions for ordering.) ADDITIONAL EQUIPMEJfT RECOMMENDED (Grades One to Seven) I. General Equipment: United States Flag (large size for flag pole, small one for each grade). North Carolina Flag. Recitation chairs for second and third grades. Victrola and suitable records; Piano. Pictures; Mother Goose pictures by Jessie "Wilcox Smith. Copies of great pictures — for schoolroom and picture study. Scales for weighing pupils. Bulletin Board; Sand Table; Playground Apparatus. II. Standard Tests; Intelligence Tests. Achievement Tests in subjects. RECORDS AND REPORTS Pupil's IndiTidiial Permanent Kecord. All standard elementary schools are required to keep a complete, accu- rate, cumulative scholastic and attendance record for each child, including his final standing and location by grade. An elementary school register with detachable sheets is issued by the State Department of Education for this purpose. The individual record sheets should be detached, placed in en- velopes at the end of the year and permanently filed. A supply of these in- dividual manila envelopes may be purchased from Barrett Printing Co., Wilson, N. C. Only one envelope will be needed for each pupil as long as he remains in school. Annual Report. An annual report to the State Superintendent of Public Instruction is required of all standard schools. This report will call for the following information: 1. Statement of the organization of the school. 2. Record of the enrollment, attendance, and promotions of each grade. 3. Summary of the work by grades. 4. Record of the certification, training, experience, and position held by each teacher. 5. Report of the equipment required in a standard school. 6. Report on building. It will be necessary for the school to keep an accurate record of these items. A School Should Also Have on Hand: Individual School Census Cards. Copies of all Teachers' and Principals' Reports required by city or county school authorities. BUILDING A modern, sanitary building should be provided, including: An adequate number of classrooms of proper size, properly lighted, properly heated, and well ventilated. At least a seat of suitable size for every child In average daily attend- ance; adequate blackboard facilities; adequate, well ventilated cloakroom space; and adequate library facilities. Sanitary water supply with drinking and lavatory facilities; sanitary toilet facilities. Building and grounds kept in good condition. Water sxipi^ly and seioage disposal to he approved by State Board of Health. The State Board of Health has agreed to approve the water supply and sewage systems of schools. If the water supply and toilet facilities in buildings now in use are not sanitary and adequate, these features must be approved by the State Board of Health. Plans and specifications for the water supply and pumping equipment and for the sewage disposal plant in all new buildings should be prepared by the architect and submitted to the State Board of Health for approval before construction is started or contract let for these features. After the equipment is installed, a detailed report upon it should be submitted to the State Board of Health by the architect, to be verified and filed for future reference. Building Standards.* The building standards which best provide these conditions are given below. Every effort should be made to meet them. 1. Adequate number of classrooms: a. Size: There should be at least fifteen square feet of floor space and 200 cubic feet of air space per child. A classroom should be 22 feet wide by 30 feet long and 12 feet high. b. Lighting: Lighting from left only, or from left and rear, with at least one-fifth window area to floor space. Classrooms should receive east or west light. Windows should be grouped in batteries of five or six units, at least five feet from front wall, with the narrowest possible mul- lions. All windows should be approximately four feet from the floor, extending as near the ceiling as possible, and the distance from the floor to the top of the windows should be one-half the width of the room. Shades: Translucent shades should be used. They should be adjustable and should be hung from the center of the win- dow. They should be light tan or cream. Walls: These should be light tan, cream, or buff, and the ceiling should be old ivory or cream. In rooms full of sunlight the walls may be light gray or gray-green. Noth- ing darker than a weathered oak stain should be used for the woodwork; light or golden oak preferred. See "Color Card" of State Department of Education. Prepared by The Division of Schoolhouse Planning, State Department of Education. Standards for Elementary Schools 19 c. Heating and Ventilation: There should be an adequate central heating plant. The best service is obtained from a low-pressure steam or vapor sys- tem, with the recognized amount of radiating surface. Adequate window ventilation is satisfactory. An adequate fan system of ventilation insures fresh air. d. Seating: Only single desks of proper sizes for the pupils should be used. Types: Movable, adjustable chair desks. Adjustable desks of suitable size and properly adjusted. Non-adjustable desks of proper size to fit the children. Desks of only one size should be placed in a row from front to back. In measuring, the proper distance apart from the edge of the desk to the back of the seat, the following will be a guide: Numbe7- Distance Age of of Desks Apart Children Grades 6 9 inches 6 and 7 1 and 2 5 9 inches 8 and 9 2 and 3 4 10 inches 10 and 11 3, 4, and 5 3 11 inches 12 and 13 4, 5, 6, and 7 2 12 inches 14 and above 7 and 8 There should be an aisle between the row of desks and the wall not less than 24 Inches wide, and between the rows not less than 20 inches wide. Movable furniture is especially recommended for first grade: Tables and chairs, or movable chair desks. When stationary desks are used a table and chairs for group work should be provided. Blackboard Facilities: Blackboards three to three and one-half feet in width should be placed at the front of the room and on the side to the right of the children seated. The height from the floor should be — 24 inches — grades one to three. 26 inches — grades four to five. 28 Inches — grades six and seven. The minimum for each classroom is 30 linear feet. The best quality of slate is the standard; otherwise, the best grade of Hyloplate or equal. Composition boards or painted walls are unsatisfactory and should not be used. Cloakrooms: A cloakroom with at least one good window should open into the classroom. The hooks should be suffi- ciently low for the use of the little children. Racks for lunch boxes should be provided. Lockers are often used in place of cloakrooms. 20 Standards for Elementary Schools 2. Library. An attractive properly equipped library is an important part of every school. "Physical Standards for Libraries" are given in the North Carolina Library Commission Bulletin No. 5, Vol. 10; and in the pamphlet, "The High School Library," published by the University of North Carolina. (Both bulletins are free.) A bookcase is needed in each classroom. A built-in bookcase is especially desirable. (See page 13 of the State Bulletin, "List of Library Books for Elementary Schools.") A reading table in the classroom is very useful, especially in the primary grades. 3. Building and Grounds. The building should be kept clean and in good repair. The grounds should be well drained and all improvements should conform to a blueprint plan of walks and drives and a planting of shrubbery and flowers, suitable to the locality. Information and help may be secured from the University of North Carolina Extension Service, the State Department of Education, and the State Department of Agriculture. 4. Sanitary Water Facilities. a. Water Pressure System: The water supply to be used in all school buildings should be the public municipal supply where such is available. Where such is not available, a drilled well, securing water from deep-seated underground sources, must be constructed. A small motor with pump and pressure tank attachment is satisfactory for providing running water. Samples of the water should be submitted to the State Labor- atory of Hygiene for test at least once a month. b. Drinking Fountains: Drinking water should be accessible only from sanitary bubbling drinking fountains in playgrounds and corridors — of type which will not permit water that has touched lips to fall back upon the stream. c. Lavatories: Suitable lavatories of convenient height; soap (preferably liquid) and tissue paper toweling are essential. 5. Sanitary Toilet Facilities. Adequate, well ventilated toilets and sewerage disposal system or sewer connection, which meet requirements of the State Board of Health, must be provided. Toilets to be kept in good condi- tion. 6. Provision for fire protection should meet the requirements of the State Department of Insurance. SUGGESTIONS FOR SECURING SPECIAL PRIMARY EQUIPMENT Keading Equipment. (Listed on page 15.) Phrase Cards for the first basal primer and also for the first basal first reader may be purchased from the publishers of the State-adopted readers. Word Cards for the first basal primer and first reader may be secured from the publishers or made. Phonic Cards may be bought from the publishers of the basal books. The complete set should include the phonetic facts to be taught in the first, second, and third grades. It may be necessary to make a few additional cards. Silent Reading Materials may be purchased from Ginn & Co., 70 Fifth Ave., New York (Horn Shields Silent Reading Flash Cards); The Ply- mouth Press, 7850 Lowe Ave., Chicago, 111.; Wheeler Publishing Co., 352 East 22d St., Chicago, 111.; Johnson Publishing Co., Richmond, Va.; Milton Bradley Co., Atlanta, Ga. Excellent directions for making materials for silent reading lessons are given in "How to Teach Silent Reading to Beginners," by Watkins, J. P. Lippincott Company, Philadelphia; Teachers' Primary Manuals for "The Boys' and Girls' Readers," by Bolenius, Houghton-Mifflin Co., New York; and "Reading in the St. Cloud Public Schools, Grades One to Six," by Hil- pert. Board of Education, St. Cloud, Minn.; "Educative Equipment for Rural Schools," by Dunn, Teachers' College, Columbia University, New York. Seatwork Materials may be purchased from the firms listed above. Ad- ditional ones are Laidlaw Bros., New York; and Harter School Supply Co., Cleveland, Ohio; Edward Babb & Co., Boston; A. Flanagan Co., Chicago; Beckley-Cardy Co., Chicago; J. S. Latta, Cedar Falls, Iowa; J. L. Ham- mett, Cambridge, Mass.; Southern School Supply Co., Raleigh; Virginia School Supply Co., Richmond, Va. Excellent directions for making seatwork materials may be found in "The Teaching of Seatwork," Avis Westcott, 4725 South Aldrich, Minne- apolis, Minn., and Dunn's Educative Seatwork, State Normal School, Farm- ville, Va. Arithmetic Equipment. (Listed on page 15.) Materials may be purchased from firms listed under "Reading Equip- ment." Many of them can be made. Excellent suggestions are given in Stone's "How to Teach Primary Number," Benj. Sanborn & Co., New York, and "Primary Number Projects," by Losh and Weeks, Houghton-Mifflin Co., New York. Equipment for Written Work. The materials for written work listed on page 16 may be secured from the following firms: Paper — (Practice Paper; Tablets; Composition Books) — Zaner & Bloser Co., Columbus, Ohio. J. C. Blair Company, Huntingdon, Penn. Roberts & Meek, Harrisburg, Penn. Pencils — Dixon Pencil Company, New York. Eagle Pencil Company, New York. 22 Standakds for Elementary Schools REPORT ON STAJNDARDIZATION OF ELEMENTARY SCHOOLS FOR 1925-1926 Special Charter Total 184 488 50 113 134 375 57 214 57 120 8 15 10 18 2 8 In Counties Number of schools which qualify on basis of num- ber of teachers and length of term 304 Number of standard schools 63 Number which did not become standard 241 Items which kept schools from qualifying: 1. Teacher's certificates* 157 2. Equipment 63 3. Course of Study* 7 4. Building Conditions* 8 5. Attendance* 6 241 134 375 Total Number of Schools Inspected, 165. Report of Libraries in Standard Schools No. Schools No. Vols, before No. Vols, in library school iras accredited at p}-esent County 63 9,992 34,379 City 50 29,755 53,793 Total 113 39,747 88,172 Total Number of Borrowers 31,475 Total Number of Volumes Loaned 254,077 Reported by seventy-three of these schools. Great credit and honor are due the schools which became standard this year. Many of them began early in September to strengthen their courses of study and to secure the necessary equipment. Superintendents, super- visors, principals, teachers, and pupils worked with untiring efforts. The outlook for next year is most encouraging, for many schools through- out the State have begun to build up libraries, to secure the sets of supple- mentary readers, and to provide for physical education, music, and art in their courses of study, so that this fall, with teachers who hold the proper certificates, they will be ready to do more effective work and become ac- credited in 1926-27. Most of these schools also lacked equipment. Standards for Elementary Schools STANDARD ELEMENTARY SCHOOLS, 1925-1926— RURAL 23 County— Schools BUNCOMBE: Grace Swannanoa Fairview West Buncombe BiJtmore Woodfin. _ - Black Mountain- Candler Wea ver vil le CATAWBA: Long view DAVIDSON: Churchland DUPLIN: Magnolia DURHAM: West Durham, N West Durham, S East Durham _ GASTON: Ranlo Belmont (Central School) GRANVILLE: Creedmoor GREENE: Walstonburg GUILFORD: Gibsonville Bessemer Sumner Guilford College HARNETT: Erwin HAYWOOD: Waynesville HENDERSON: East Flat Rock HOKE: Raeford JACKSON: Sylva Cullowhee Group Class I B II B II B II B I B I A II B II B II B I A I A I A II B I B II B II B II B II B 24 Standards fok Elementary Schools STANDABD ELEMENTARY SCHOOLS, 1925-1926— RURAL— Continued County— Schools Group Class MACON: II II II II II I II II II II II II II II II II II I II II I II I II I I II II II II II II II II B MARTIN: B Oak City B Mcdowell : A Clinchfield... A MECKLENBURG: North Charlotte B A A A A B B B MITCHELL: Spruce Pine . .. ._ B Bakersville B NASH: Middlesex . B Nashville -. -- . - _ A B PENDER: B RICHMOND: Ellerbe A ROBESON: B ROCKINGHAJM: RufEn - - _ . - - B RUTHERFORD: Caroleen _ - - -- B B B Spindale - - - B UNION: B WAKE: A Cary A B B Wendell . . . B WAYNE: B Pikeville B Standards for Elementary Schools 25 STANDAKD ELEMENTARY SCHOOLS, 1925-1926— SPECIAL CHARTER Special Charter Schools BENSON BURLINGTON: Broad Street. CHAPEL HILL CHARLOTTE: Dilworth Fourth Ward Third Ward CHERRYVILLE... DURHAM: Edgemont Fuller Morehead North Durham and Watts Street FRANKLINTON FREMONT GIBSON GREENSBORO: Caldwell and Spring Street Aycock, Cypress, Simpson Mclver GREENVILLE: Evans Street, West Greenville, Intermediate, Model HAMLET: Hamlet Avenue and Vance Street HENDERSON: Central HENDERSONVILLE HICKORY: North South West HIGH POINT: Emma Blair. _ _. MAXTON MEBANE MOCKSVILLE Group Class 26 Standards for Elementary Schools STANDARD ELEMENTARY SCHOOLS, 1925-1926— SPECIAL CHARTER— Continued Special Charter Schools MONROE MOREHEAD CITY MOUNT AIRY: Rockford and North Main NEW BERN: Central, Ghent, Riverside- NORTH WILKESBORO OXFORD ROCKINGHAM SPRING HOPE STATE SVILLE: East South and West TARBORO WARSAW WILMINGTON: Cornelius Harnett Hemenway Isaac Bear Tileston... William Hooper_ WINSTON: Wiley Group Class *y ¥