Handbook for elementary and secondary schools

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Publication No. 255
HANDBOOK
FOR
Elementary and Secondary
Schools
1947
Issued bt the
State Superintendent of Public Instruction
Raleigh, North Carolina
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Publication No. 255
HANDBOOK
FOR
Elementary and Secondary
Schools
1947
Prepared by
Division of Instructional Service
J. Henet Highsmith, Director
A. B. Combs, Assistant Director
Mrs. Mary P. Douglas, School Liltrary Adviser
Hattie S. Parrott, Associate
H. Arnold Perry, Associate
Charles E. Spencer, Adviser Physical, Health
and Safety Education
Julia Wetherington, Associate
Issued by the
State Superintendent of Public Instruction
Raleigh, North Carolina
NEEDS OP YOUTH AND THE SCHOOL PROGRAM
Ten common needs^ of youth are: (1) To develop salable
skills, (2) to understand the rights and duties of the citizen
of a democratic society, (4) to understand the significance of
the family for the individual and society, (5) to know how to
purchase and use goods and services intelligently, (6) to
understand the influence of science on human life, (7) to
appreciate literature, art, music, and nature, (8) to be able to
use their leisure time well and to budget it wisely, (9) to
develop respect for other persons, and (10) to grow in their
ability to think rationally.
Some of the characteristics* of a school program which gives
proper consideration to the common and individual needs of
youth are:
1. The program is conceived of and operated as a "whole."
2. Stress is placed upon wholesome living.
3. The program makes the maximum contribution to the
achievement of democratic ideals.
4. The program is directly related to the needs, hopes,
aspirations, and capacities of young persons.
5. The program is rounded in the sense that it provides for
worthwhile experiences in the major areas of living.
6. There is a desirable degree of interaction between the
school and its progi-am and the life of the community.
7. The program encourages the professional growth of
school leaders, teachers, and staff.
8. The program is conceived of and operated in accordance
with democratic values.
1 See Educational Policies Commission: Planning for American Youth.
2 See Education in the Elementary School by Caswell.
TH ^ 3-7^,
FOREWORD
Schools along with all other public institutions were affected by
the recent World War in which this nation was engaged. Many
teachers and administrators joined the armed forces or entered
war industries. This produced a shortage of teachers, par-ticularly
in agriculture, industrial arts, commercial education,
mathematics, science and home economics. In view of this
emergency, certification requirements were modified somewhat
for the duration of the war in an effort to find a sufficient number
of competent teachers to carry on the educational program and to
keep boys and girls from becoming war casualties.
It was also found necessary during the war to give added
emphasis to some subjects which had a direct relationship to
service in the armed forces of the nation. Some of these courses
will be continued, since experience has demonstrated their value.
For example, Physical and Health Education is provided for
regularly in the elementary school and is a required course in the
ninth grade or first year high school. In addition to this require-ment,
the subject should be offered in every year or grade.
Physical fitness is essential for effective living either as a soldier
or a civilian. Courses in health, nutrition, safety, and first aid
should also be emphasized, as they were during the war.
There is evidence of substantial progress in carrying on the
educative process in our schools and of an improved morale on the
part of those who have responsibilities for school administration
and instruction. I believe that this Handbook will contribute
further to better conditions for living and learning of all pupils in
all grades in all schools.
This publication was prepared by the members of the staff of
the Division of Instructional Service. It is sent out with the hope
that it will be helpful to administrators, supervisors and teachers
in their efforts to provide adequate educational opportunities for
all the boys and girls in North Carolina.
9
state Superintendent of Public Instruction
) 1947
PREFACE
This Handbook for Elementary and Secondary Schools is
designed to supply information needed by superintendents, prin-cipals
and teachers in the public schools of the State. It covers
the program in both elementary schools and high schools, in-dicating
that we regard the process of education as a continuous
process from the first through the twelfth grade. It is hoped
that this publication will be helpful from the standpoint of
answering questions which arise with reference to administration,
organization and supervision of schools and that it will be sug-gestive
of desirable activities which should be undertaken for
more effective instruction.
It will be observed that this Handbook consists of three parts
:
In Part I 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 satis-factory
teaching and learning situation. Lines along which im-provement
can be made will suggest themselves to many admin-istrators
and teachers, and it is hoped that many schools in pro-viding
educational opportunities will go far beyond the minimum
suggested in the requirements 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
standardization and accreditment is to indicate how a satisfactory
situation can be created and operated.
In Part II 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 provisions
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.
Part III undertakes to present the various course of study
publications and to suggest the use of such bulletins in the im-provement
of instruction.
We hope that this Handbook will aid and guide both the teacher
and the administrator in the administration of better schools for
all North Carolina boys and girls.
J. Henry Highsmith, Directoi-
Division of histructional Service
CONTENTS
Page
Introduction—Legal Provisions for Public Schools 7
PART I. REQUIREMENTS FOR ACCREDITED SCHOOLS
A. The Elementary School
Curriculum 11
Instruction 11
Organization and Administration . 12
Instructional Equipment 14
General Equipment 16
Classroom Equipment 17
Instructional Materials for Each Classroom 18
Library 20
Dictionaries 26
Maps and Globes 27
School Plant 37
Classification of Accredited Schools 52
B. The High School
Teachers 54
Length of Term 54
Length of Class Periods 54
Number of Units Required for Graduation 55
Average Daily Attendance 56
Course of Study 56
Library 56
Maps 63
Science Laboratory 65
High School Records 83
Building 83
Classification of High Schools 84
Membership in Southern Association 8 5
PART II. FACTORS RELATING TO ADMINISTRATION,
ORGANIZATION AND INSTRUCTION
Suggested Topics for Pre-School Meetings 86
Some Suggested Activities by Months 87
Classified Principals Use of Tenth Month 90
Suggestions for the Teacher in Beginning the Year's Work 92
Selection, Purchase and Distribution of Instructional Supplies 96
Libraries 99
Audio-Visual Aids 103
CONTENTS—Continued
Page
Organization and Administration 117
The Elementary School 117
The High School 124
Measuring Pupil Progress 148
A Testing Program 150
Professional Improvement 156
The Beginner's Day Program 171
Textbooks 173
PART III. THE COURSE OF STUDY
Guidonce 176
Language Arts 179
Foreign Languages 179
Mathematics 180
Social Studies 180
Science 180
Health 180
Safety Education 186
Physical Education 193
Art 197
Music 200
Industrial Arts 205
Home Economics 205
Agriculture 20 6
Trade and Industrial Education 211
Business Education 211
Distributive Education 211
Directory of Publishers 213
Index 215
INTRODUCTION
liEGALi PROVISIONS FOR PUBLIC SCHOOLS
The State Board of Education
Amendments to the Constitution providing for the organization of the
State Board of Education were voted in 1942 and 1944. These amend-ments
rewrote sections 8 and 9 of Article IX, which now read as follows
:
"Sec. 8. State Board of Edncation. The general supervision and
administration of the free public school system, and of the educational
funds provided for the support thereof, except those mentioned in Section
five of this Article, shall, from and after the first day of April, one
thousand nine hundred and forty-five, be vested in the State Board of
Education to consist of the Lieutenant Governor, State Treasurer, the
Superintendent of Public Instruction, and ten members to be appointed by
the Governor, subject to confirmation by the General Assembly in joint
session. The General Assembly shall divide the State into eight educa-tional
districts, which may be altered from time to time by the General
Assembly. Of the appointive members of the State Board of Education
one shall be appointed from each of the eight educational districts, and two
shall be appointed as members at large. The first appointments under this
section shall be: Two members appointed from educational districts for
terms of two years; two members appointed from educational districts for
terms of four years; two members appointed from educational districts
for terms of six years; and two members appointed from educational
districts for terms of eight years. One member at large shall be appointed
for a period of four years and one member at large shall be appointed for
a period of eight years. All subsequent appointments shall be for terms
of eight years. Any appointments to fill vacancies shall be made by the
Governor for the unexpired term, which appointment shall not be subject
to confirmation. The State Superintendent of Public Instruction shall be
the administrative head of the public school system and shall be secretary
of the board. The board shall elect a chairman and vice-chairman. A
majority of the board shall constitute a quorum for the transaction of
business. The per diem and expenses of the appointive members shall be
provided by the General Assembly.
"Sec. 9. Powers and Duties of the Board. The State Board of Educa-tion
shall succeed to all the powers and trusts of the President and
Directors of the Literary Fund of North Carolina and the State Board of
Education as heretofore constituted. The State Board of Education shall
have power to divide the State into a convenient number of school
districts; to regulate the grade, salary and qualifications of teachers; to
provide for the selection and adoption of text books to be used in the
public schools; to apportion and equalize the public school funds over the
State; and generally to supervise and administer the free public school
system of the State and make all needful rules and regulations in relation
thereto. All the powers enumerated in this section shall be exercisd in
conformity with this Constitution and subject to such laws as may be en-acted
from time to time by the General Assembly."
8 Handbook for Elementary and Secondary Schools
Chapter 530, of the 1945 Session Laws of North Carolina, "An Act to Provide
for the Fiscal Control of the State Public School: Certain Duties of the State
Board of Education Defined: The Appointment and Duties of a Controller and
other Related Powers and Duties Defined," undertakes to clarify the duties of
the State Board of Education in connection with the fiscal affairs in main-taining
and conducting the public schools. (See page 39, Public School Laws,
1945, A supplement to Chapter 115 General Statutes of North Carolina, 1943.)
The Public School System
The following sections of the law define the public school system as to
the number of grades or years. Most schools in North Carolina now offer
the twelve year program as authorized by the General Assembly of 1941.
115-4. The school system defined.—The school system of each county
shall consist of eleven years or grades, except when the provisions of 115-5
to 115-7 have been complied with, in which event the system shall consist
of twelve years or grades; and shall be graded on the basis of a school
year of not less than one hundred and eighty days. The first seven or
eight years or grades shall be styled the elementary school, and the remain-ing
years or grades shall be styled the high school: Provided, the system,
for convenience in administration, may be divided into three parts, the
elementary school, consisting of the first six or seven grades, and a junior
and senior high school, embracing the remaining grades, if better educa-tional
advantages may be supplied. (1923, c. 136, s. 2; 1941, c. 158, s.
1; 1943, c. 255, s. 2; C. S. 5386.)
115-5. Twelve grades authorized upon request by local unit.—Upon
the request of the county board of education or the board of trustees of a
city administrative unit, the state board of education shall provide for the
operation of a school system to embrace twelve grades in accordance with
such plans as may be promulgated by the state superintendent of public
instruction in any high school district for which such request is made at
the time the organization statement is submitted. (1941, c. 158, s. 1;
1943, c. 721, s. 8.)
115-6. Provision for cost of operating twelve grades.—When the
request for the extension of the system of the public school to embrace
twelve grades is submitted as provided in 115-5, the cost of the same shall
be paid from the appropriation of the state nine months' school term in
the same manner and on the same standards, subject to the provisions of
115-5 to 115-7, as provided in the "School Machinery Act." (1941, c. 158,
s. 2; 1943, c. 255, s. 2.)
115-7. Application blanks for requesting twelve grades; allotment of
teachers.—The state superintendent of public instruction and the state
board of education shall provide the necessary blanks and forms for
requesting an extension of the public school system to embrace twelve
grades as herein provided, in the organization statements to be submitted
by the several administrative units of the state in preparation for the
school term of one thousand nine hundred and forty-two-forty-three, and
annually thereafter, and the state board of education shall allot teachers
for the school year one thousand nine hundred and forty-two-forty-three
Introduction 9
for anj' district heretofore operating a school program embracing twelve
grades upon the basis of attendance for the preceding year: Provided,
that for any district requesting to operate for the first time a system
embracing twelve grades the allotment of teachers shall be based on a
fair and equitable estimate of the prospective increase in attendance, as
submitted by the requesting unit, and the average attendance for the
preceding year. (1941, c. 158, s. 3; 1943, c. 721, s. 8)
School Organization
The following section of the School Machinery Act gives the State Board
of Education authority to establish elementary and high schools:
115-352. School Organization.—All school districts, special tax, special
charter, or otherwise, as constituted on May 15, 1933, are hereby declared
non-existent as of that date; and it shall be unlawful for any taxes to be
levied in said district for school operating purposes except as provided in
this article. The state board of education, in making provision for the
operation of the schools, shall classify each county as an administrative
unit, and shall, with the advice of the county boards of education, make
a careful study of the district organization as the same was constituted
under the authority of § 4 of chapter 562 of the Public Laws of 1933,
and as modified by subsequent school machinery act. The state board of
education may modify such district organization when it is deemed neces-sary
for the economical administration and operation of the state school
system, and it 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 instruction and the state board of education reveals that geographic
or other conditions make it impracticable to provide for them otherwise.
Funds shall not be made available for such schools until the said survey
has been completed and such schools have been set up by the said board.
It shall be within the discretion of the state board of education, where-ever
it shall appear to be more economical for the efl&cient operation of
the schools, to transfer children living in one administrative unit or
district to another administrative unit or district for the full term of such
school without the payment of tuition: Provided, that sufficient space
•is available in the buildings of such unit or district to which the said
children are transferred: Provided further, the provision as to the non-payment
of tuition shall not apply to children who have not been trans-ferred
as set out in this section.
City administrative units as now constituted shall be dealt with by the
state school authorities in all matters of school administration in the
same way and manner as are county administrative units: Provided, that
the State Board of Education inay, m its discretion, alter the boundaries
of any city administrative unit when in the opinion of the State Board of
Education such change is desiraile for better school administration: Pro-vided,
that in all city administrative units as now constituted the trustees
of the said special charter districts included in said city administrative
unit, and their duly elected successors, shall be retained as the governing
10 Handbook for Elementary and Secondary Schools
body of such district; and the title to all property of the said special
charter district shall remain with such trustees, or their duly chosen
successors; and the title to all school property hereafter acquired or con-structed
within the said city administrative unit, shall be taken and held
in the name of the trustees of said city administrative unit; and the county
board of commissioners of any county shall provide funds for the erection
or repair of necessary school buildings on property, the title to which is
held by the board of trustees as aforesaid, and the provisions of § 115-88,
to the extent in conflict herewith, is hereby repealed: Provided, that noth-ing
in this subchapter shall prevent city administrative units, as now
established, from consolidating with the county administrative unit in
which such city administrative unit is located, upon petition of the trus-tees
of the said city administrative unit and the approval of the county
board of educaton and the county board of commissioners in said county:
Provided, further, that nothing in this subchapter shall affect the right
of any special charter district, or special tax district which now exists for
the purpose of retiring debt service, to have the indebtedness of such dis-trict
taken over by the county as provided by existing law, and nothing
herein shall be construed to restrict the county board of education and /or
the board of county commissioners in causing such indebtedness to be
assumed by the county as provided by existing law.
The board of trustees for any special charter district in any city admin-istrative
unit shall be appointed as now provided by law. If no provision
is made by law for the filling of vacancies in the membership of such
board of trustees, such vacancy may be filled by the governing body of
the city or town embraced by said administrative unit.
In all cases where title to property has been vested in the trustees of a
special charter district which has been abolished and has not been reor-ganized,
title to such property shall be vested in the county board of edu-cation
of the county embracing such special charter district. (1939, c. 358,
s. 5; 1943, c. 721, s. 8; 1945, c. 970, s. 4.)
PART I
Requirements For Accredited Schools
Requirements for accreditment are set up as an indication of
what constitutes or suggests a fairly satisfactory learning situa-tion
for boys and girls. In addition to the requirements as
enumerated, there are other elements or factors regarded as
subjective which should be taken into consideration.
Thus the evaluative items include the philosophy of the school
staff, the objectives of the school, the school organization and
administration, the pupil activities program, the library service,
the guidance service, the curriculum, including instruction and
expected outcomes, the school equipment and supplies, and the
adequacy of the building and grounds.
The main purpose of accreditment is to promote the best
possible conditions in the school as a whole to the end that
maximal, desirable results for all boys and girls may be achieved.
A. THE ELEMENTARY SCHOOL
CURRICULUM
A school to become accredited must have a six, seven or eight
year program based on suggestions and practices outlined in the
North Carolina school curriculum bulletins. The practices of the
total school program should be centered towards the maximal
development of each child, according to his capacity, in apprecia-tion
subjects, in creative arts, in basic skills, and in personality.
INSTRUCTION
Accredited schools will be expected to have
:
1. Methods, procedures, and practices in the instructional pro-gram
based upon modern educational theory.
2. A minim.um of six whole time teachers for six grades.
Schools of four and five teachers may become "Recognized"
schools. A "Recognized" school is one that meets all re-quirements
except number of teachers.
3. Either Primary or Grammar Grade certificates for all
teachers, with a majority Class A. Blanket certificates
held by teachers who have had experience in grammar
grade work will be approved. Special teachers of music,
12 Handbook for Elementary and Secondary Schools
art, physical and health education, and full-time librarians
should hold certificates in their fields. High school cer-tificates
will be recognized in regular grade work which in-cludes
all subjects, but not for departmental instruction in
a selected group of subjects in grades seven and eight.
ORGANIZATION AND ADMINISTRATION
1. Distribution of Pupils.
Administrators are urged to organize their schools so as
to achieve a distribution of pupils which will approximately
equalize the number of pupils under any one teacher.
Combination grades made of sections of consecutive grades,
such as grades two and three, grades three and four, and
the like, are preferable to having extremely small and
extremely large single grades in the school.
2. Administrative Details.
Careful attention should be given to all administrative
details, such as cleanliness and care of school property;
selection, storage, and use of supplies and equipment; and
accuracy and completeness of permanent school records.
3. Daily-Weekly Schedules.
The daily-weekly schedules and programs of work should
provide for all the subject areas in the curriculum, including
activities in dramatics, music, art and physical education.
The school should carry out the suggestions on Daily-
Weekly Schedules and Programs of Work in this Handbook,
p. 121, and in mimeographed bulletins from the Division
of Instructional Service.
4. School Lunch Period.
The school lunch period should be supervised by each
teacher. Food menus and the selection of foods are a part
of the health teaching program. The lunch period and the
lunchroom provide for more than satisfying hunger. An
opportunity for social and emotional development and an
environment conducive to this development is provided.
This environment might be divided into the following
phases
:
Physical. The lunchroom proper should be adequate in size, light,
attractive, sanitary, and reasonably free from kitchen noises and odors.
The workers should be clean and neat, with wholesome attitudes.
Requirements for Accredited Schools 13
Meals. Nutritionally adequate meats or meat substitutes should be
served regularly with each meal, including wholesome foods in interest-ing
combinations of color and flavor.
Tivie. The minimum time allotted for eating should be 20 to 25
minutes, with additional time allowed for handwashing and serving.
Supervision. The eating of the meal should be so supervised as to
promote desirable social environment. This supervision might include
development of desirable food habits and table manners; training in
conversation with respect to topics and tone, with each child partici-pating
and forming the habit of remaining seated at the table until all
are finished. Principals and teachers should be familiar with the
bulletins on nutrition and lunch rooms prepared and distributed by the
Child Feeding Program Supervisors and by the State Board of Health.
Of interest to principals and superintendents who are developing lunch
rooms are the bulletins "Space and Equipment of a Lunchroom" and
"The Sanitary Code."
5. Records.
The school files should contain an up-to-date and accurate
scholastic, attendance and health records for each child. In
addition to the regular health card, the Information Blank
for School Beginners should be used for the first grade.
The North Carolina Cumulative Record folder is recom-mended
for all grades, one through twelve. This folder
should include important (not minor) behavior notes,
standard test profile sheets, and other items useful in in-terpreting
the child's growth and development. Register
sheets may be filed either in envelopes or in the Cumulative
Record folder. The child's folder or his permanent record
envelope should also contain his school health examinations
and a record of the corrections made.
6. Reports to Parents.
A statement of the progress of the child should be sent to
the parents periodically. This record should take account
of the child's capacities in the areas of the school curriculum
and of his growth in personal assets in development. His.
development in social relationships, his work habits, his
interests, his self-control, and his initiati^'e are important
parts of his growth. Where the teacher's written state-ment
is used in the primary grades, care should be taken to
make the record of conditions, need and progress as
objective as can be given, and as free from teacher's
judgment and opinions as can be made. A suggested pupil
report card has been devised and may be purchased from
the North Carolina School for the Deaf, Morganton.
14 Handbook for Elementary and Secondary Schools
INSTRUCTIONAL EQUIPMENT
1. Library.
A basic minimum collection of 500 books exclusive of
duplicates, and including designated subjects. Three books
per pupil in average daily attendance are required, regard-less
of the size of the school. (See Library, p. 70)
2. Dictionaries.
A minimum of 12 dictionaries per classroom in grades
four through eight. One teacher's desk dictionary for each
room, grades 1-8. One unabridged dictionary with recent
copyright date for the school. (See Library, p. 26)
3. Maps and Globes.
The number of maps and globes will vary with the size
of the school. Minimum requirements for a 7 to 12 teacher
school are
:
a. Eight physical-political maps for a six year school curriculum.
Where grades 7 and 8 are not contained in a school, the maps of
Africa and Asia may be omitted. Where the seventh grade is
i^ • contained in the high school, a map of the Western Hemisphere
of North and South America and one of the World are required.
't„ For the eighth year in the high school building, maps of North
Carolina, the World and the United States are required. For a
five year curriculum the school may exclude the maps of Asia,
Europe, Africa, and Australia.
b. Three blackboard outline maps, the U. S., World, and North
Carolina. One of these may be a reversible map of the U. S.
and World.
c. Two political maps, one of the United States and one of North
Carolina.
d. Ten United States history maps. Where grades 7 and 8 are not
contained in a school, six history maps will be acceptable.
e. One 16" globe, physical-political.
f. One atlas for grades five through eight. (See Library Catalog
for list.)
For schools with thirteen or more teachers, secure the minimum
requirements plus an additional physical-political map of the
World, North America, South America, United States, and North
Carolina, and an additional 16" globe.
Maps, charts, and globes are supplied by the following com-panies
:
George F. Cram Co., Inc., Indianapolis, Indiana.
Denoyer-Geppert Co., 5235-5257 Ravenswood Ave., Chicago, Illinois.
A. J. Nystrom and Company, 3333 Elston Ave., Chicago, 111.
Requirements for Accredited Schools 15
R. T. Rowland, Waxhaw, N. C, agent for maps published by C. S.
Hammond and Co.
Weber Costello Company, Chicago Heights, Illinois.
Refer to Maps, p 77)
4. Supplementary Readers.
A minimum of 80 books per grade for a five to an eight
teacher school. Additional readers in sets of 15 to 20 books
will be required for any grade that has more than one
section. A minimum of five copies of any one text in any
one field must be provided for credit. There should be a
varied selection, including history, science, music, art,
geography and travel, poetry, literature, health and citizen-ship.
5. Art Equipment.
a. Textbooks for children in grades 1-8. Supplied free on basis of
State regulations.
b. Ten art prints for each grade, selected from the lists in the
course of study, Art In The Public Schools, p. 44-52.
c. Detail materials. (See Instructional Materials for each class-room,
p 18)
6. Music Equipment.
a. Textbooks for children in grades 2-8. A teacher's book is
supplied for grade 1. Supplied free on basis of State regulation.
b. A phonograph and a minimum of 12 records, selected from the
suggested lists in the State bulletin. Music in the Public Schools,
Publication No. 238, p. 70-115. (See Music, p 201)
c. Piano.
d. Instruments for toy orchestra.
e. One set of pictures of orchestral instruments. :
f. Song books suitable for assemblies.
(Refer to Music course of study, p. 104.)
7. Penmanship Equipment.
a. Textbooks for children in grades 1-8. Supplied free on the
basis of State regulations.
b. One set of handwriting scales for use in grades 1-9; alphabet
perception cards for grades 1-9 ; one diagnostic chart for dis-covering
and correcting handwriting faults.
c. Detail materials. (See Instructional Materials for each class-room,
p. 19)
8. Manuals.
Manuals for free basal texts in each grade in music,
reading, writing, and art.
16 Handbook for Elementary and Secondary Schools
9. Simple Visual Aids.
a. Picture file. d. Counting materials.
fo. Number charts. e. Museum.
c. Number games. f. Clock or clock face.
10. Tools.
A set for each 8 teachers or fraction thereof; one small
strong saw, one vise, one screw driver, one coping saw, one
small large-headed hammer, nails, and varying size tacks.
11. Flags.
One United States, one North Carolina.
12. Equipment for indoor games for pupils at primary and upper
elementary grade levels.
GENERAL EQUIPMENT
Minimum Requirements.
1. Principal's ofRce and equipment.
2. Filing space for school records.
3. Auditorium and equipment.
4. Storage space for general supplies.
;5. General bulletin board.
6. Janitorial supplies and storage space.
7. Duplicator, mimeograph or hectograph for preparing class-room
materials.
8. Printing press for primary grades.
9. Paper cutter.
10. First aid kit.
11. Emergency rest room and equipped cot.
12. Scales for weighing children.
Recommended, But Not Required.
1. Cafeteria or lunchroom.
2. Rugs, cots or other provisions for rest periods in primary
grades.
3. Playground apparatus and equipment,
4. Running water and plug for electric attachment in each
room,
5. Lantern and lantern slides.
6. Motion picture machine and films.
Requirements for Accredited Schools 17
7. At least one room which can be darkened so as to use lantern
and motion picture machine.
8. Radio.
9. Variety of good pictures, panels, statuary, vases and other
objects of art in each classroom.
10. Growing plants.
11. Aquarium or terrarium.
12. Weaving frame and weaving materials.
13. Accessory material for basal reading texts: Sentence and
phrase cards for pre-primer and primer level one; word
cards for pre-primer and primer level one ; and word cards
for first reader.
CLASSROOM EQUIPMENT
Minimum Requirements.
1. Recitation chairs, 15 to 20, in each first and second grade
classroom. Also recommended for grade three. Movable
furniture, individual tables and good posture chairs, are
recommended for all grades. It is very important that
table and chair heights are properly matched and that space
is provided for children's materials.
Note: Because of different sizes of children in classrooms, each
room should have chairs, tables or desks of at least three
different heights. For illustration, table heights in grade
one should be 20, 22, and 24 inches.
2. Adequate lighting in correct position and in candle-power.
3. Teacher's desk and chair.
4. Drawer space for work material for each pupil, approximate
size 12" X 14" x 16".
5. Shelving adequate for books.
6. Work table and reading table.
7. Provision for care of lunches which are brought to school.
(Screened boxes or cabinet.)
8. Adjustable window shades where needed.
9. A bulletin board, minimum size 8' to 10' x 3'.
10. Coatrooms or screen boards, with a hook for each child.
11. Cabinet or closet for classroom supplies and teachers' or
pupils' unfinished work. Approximate size 2' x 2i/^' x 4',
with wide shelves, door, lock and key.
12. A full length mirror for use of pupils.
18 Handbook for Elementary and Secondary Schools
INSTRUCTIONAL MATERIALS FOR EACH CLASSROOM
Art.
1. Copies of basal text in drawing distributed free on the basis
of State regulation. (See Basis for Distribution Free
Textbooks, issued by Division of Textbooks.) Art books
are supplied on the same basis as music textbooks. (See
Music, below)
2. An easel at least 24" x 30".
3. Crayon. A continuous supply with at least one box per
pupil.
4. Powder paint. Set of six colors, in pound or pint size for
each teacher. (Refer to Art In The Public Schools, p. 129.)
5. Art brushes, 2 dozen in the following sizes : i/^ doz. i/o" to 1"
width ; 1/^ doz. each of sizes 3, 5, and 7.
6. Modeling clay. Approximately 10 pounds.
7. Manila drawing paper. White 9" x 12", 200 sheets ; cream,
9" x 12", 200 sheets.
8. Manila tagboard, 24" x 36", 20 sheets.
9. Bogus paper, 18" x 24", 250 sheets.
10. Unfinished newsprint, 18" x 24" or 24" x 36", 500 sheets.
11. Paste. 2 quarts ; 1 doz. paste brushes.
12. Scissors. ^ doz., blunt point.
13. Yard stick and 2 doz. rulers.
Music.
1. Cv pies of basal text in music, supplied free on basis of State
1 j-ulation as follows: "Kindergarten and first grade
rausic: This book is supplied as a desk copy for each full
time first grade teacher.
Music Hour I (Grade 2)
Music Hour H (Grade 3)
Music Hour IH (Grade 4)
Music Hour IV (Grades 5 and 6)
Music Hour V (Grades 7 and 8)
One music book should be furnished for each child in a
grade where there is only one section of that grade. Where
there are two sections of a grade, one music book should be
furnished for each child in the larger section. Where there
are three sections of a grade, two sets of books should be
Requirements for Accredited Schools 19
furnished. If a school has four sections of a grade, two
sets of books will be needed. In this manner, one set of
books should be provided for each two sections, or a fraction
thereof. The following figures will help to illustrate the
distribution of books in schools with large and small enroll-ments
in the fourth grade.
Nu7nbe7' of Fourth Nutnher of
School No. Grade Pupils Books Needed
1. 65 35
2. 80 42
3. 24 24
4. 7 7
5. 120 . 88
2. One staff liner.
3. Each teacher shall own a pitch-pipe.
4. The music manual for the basal series.
(See Bulletin No. 239, Music in the Public Schools, p. 104.)
Penmanship.
1. Copies of basal text in penmanship supplied free on the
basis of State regulations. (Same numbers per grade as for
music, except that there is a choice of manuscript or cursive
writing books in grades one and two.)
2. A pencil for each pupil. Soft, large lead, pencil for grades
one and two ; pencil with medium soft lead and with eraser
for grades 3-8.
3. Pen and staff, points, and ink for each pupil in grades 5-8.
Recommended also for grade four.
4. Paper with guide lines for first grade and other grades
where needed.
5. Penmanship practice paper, continuous supply.
6. Handwriting scale recommended for each classroom.
Other Subjects.
Reading. Grade 1. Each school should have the basal
readers on the basis of the Basis for Distribution Free Text-books,
issued by the Division of Textbooks, as follows
:
"Grade I. Reading in the lower grades is always taught
in small groups and there is no need to have more books than
there are pupils in the reading group. This year (1946-47)
four reading books are available in the first grade—^two pre-
20 Handbook for Elementary and Secondary Schools
primer and primer combinations and two first readers. Each
reader in the first grade is distributed on the basis of a
maximum of 25 books for each 40 pupils. In schools having
fewer than 25 pupils in the first grade, one book of each title
is furnished for each child.
'^Reading,
Health
Language,
Spelling,
Geography,
Arithmetic,
History,
Science,
Grades 2-8
Grades 4-8
Grades 3-8
Grades 2-8
Grades 4-8
Grades 3-8
Grades 5-8
Grade 8
One book furnished per pupil per
grade. All of these subjects are
required, but the use of a text in
language is optional in the third
grade. In some subjects two or
more texts have been adopted.
However, the basis of distribu-tion
is one book per subject per
child, rather than one of each
title."
LIBRARY
Minimom Requirements.
A. Books.
Basic book collection averaging three books per pupil in
average daily attendance and including a minimum of 500
titles, selected from the State approved lists of books for
elementary schools and including the distribution indicated
below. Duplications are not counted in the first 500 books.
Not more than four copies of a title should be put in the
library records. Textbooks are not counted as library
books.
1. Encyclopedia. One approved set, copyrighted within
ten-year period. Encyclopedias can be purchased
through the Division of Textbooks, State Board of
Education. Sets listed in order of recommendation. If
more than one set is secured it is desirable to add a
different one, rather than to duplicate, until all three
sets are owned.
Compton's Pictured Encyclopedia. 15 vols.
World Book Encyclopedia. 19 vols.
Britannica Junior. i2 vols.
2. Unabridged dictionary. One.
Dictionaries can be purchased from the Division of
Textbooks, State Board of Education.
Webster's New International Dictionary.
Edition. Merriam.
New Standard Dictionary. Unabridged.
Unabridged. Second
Funk.
Requirements for Accredited Schools 21
3. TjTDes of books.
Minimum No.
Dewey Decimal Nos. Subject Required
000-099 General Works ..__
030 Encj'clopedias _ 1 set
100-199 Philosophy and Conduct .-- - .-
200-299 • Religion 5
300-399 Social Science
300-369 Civics and Citizenship 10
380-389 Communication and Transportation 10
390-395 Customs and Holidays 5
372, 398 Storytelling and Fairy Tales ..-_ 15
400-499 Languages
423 English Dictionaries (unabridged) 1
500-599 Science 20
600-699 Useful Arts
600-609, 620-679,
690-699 Inventions and Machinery 15
610-619 Health 10
680 Industrial Arts -- 5
700-799 Fine Arts
700-759 Art 10
780-789 Music .._.._ 10
800-899 Literature
821, 821.8 Poetry 20
900-999 History
912 Atlas 1
910-919 Geography and Travel 50
900-909, 920-999 Biography and History - 50
F Fiction 125
E Easy Books for grades 1-3 125
Additional books to average three per pupil selected from
various classifications.
4. State approved lists of books for elementary schools.
N.C.E.A. Library Book Catalogue.
Division of Textbooks, State Board of Education. Book List
for the Elementary School Library.
Rue. Subject Index to Books for Primary Grades, Subject In-dex
to Books for Intermediate Grades, and their supple-ments.
American Library Association.
Children's Catalog and its supplements. H. W. Wilson Co.
A Basic Book Collection for Elementary Grades. American
Library Association.
Beust. 500 Books for Children and its supplement. U. S.
Superintendent of Documents.
B. Magazines.
Minimum of five magazines selected from the following
list is required. Titles recommended for first choice are
doubled starred, for next choice single starred.
Suitable fok Primary Grades
**Child Life My Weekly Reader
Children's Activities (primary editions)
Children's Playmate **8tory Parade
*Jack and Jill Wee Wisdom
22 Handbook for Elementary and Secondary Schools
Suitable fob Upper Grades
All magazines listed for primary grades.
Air Youth Horizons National Geographic News
*American Girl Bulletin
American Junior Red C7'oss News National Humane Review
American Junior Red Cross Journal Nature Magazine
Better Homes and Gardens *Newsweek
**Boys' Life Open Road for Boys
Building America Plays, the Drama Magazine for
Calling All Girls Young People
Current Events Popular Homecraft
*Flying **Popular Mechanics
Holiday Popular Science Monthly
Horn Booh Magazine School Arts Magazine
Hygeia Science News Letter
Junior Arts and Activities *8tate Magazine
Junior Natural History Magazine Travel
' Junior Scholastic We the People
Model Airplane News Young America
My Weekly Reader (upper Young Citizen
grade editions) Young Wings
**National Geographic Magazine
Magazine subscriptions can be placed with reliable
dealers who give combinations and discounts not possible
with individual subscriptions. Ask for bids. The follow-ing
dealers are satisfactory
:
Mayfair Agency, 51 East 33rd St., New York 16, N. Y.
F. W. Faxon Co., 83 Francis St., Boston, Mass.
Washington News Co., 1121 Fifth St., Washington, D. C.
Upton G. Wilson Magazine Agency, Madison, N. C.
C. Library Organization. (See North Carolina School Library
Handbook.)
1. Accession record kept up-to-date.
2. Books classified and marked by the Dewey decimal
classification system. Proper classification numbers
are given in the N.C.E.A. Library Book Catalogue,
Division of Textbooks' Book List for the Elementary
School Library, and Children's Catalog listed above. If
a list of books giving author, title, publisher, and
leaving a one-inch margin on the right-hand side of the
page is sent to the State School Library Adviser, State
Department of Public Instruction, Raleigh, N. C, she
will indicate the correct classification number for
approved titles not included in the two North Carolina
lists noted.
3. Simple shelf list on cards.
4. Card loan system with record of number of books
loaned (circulated) kept.
Requirements for Accredited Schools 23
5. Record of yearly additions, discards, total number of
books, circulation statistics.
6. State school library report blank filled out and sent in
annually.
D. Instruction in the use of books and libraries. (See North
Carolina School Library Handbook, Publication No. 197,
Chapter III and Chapter VII.)
1. Care of books.
2. Make-up and printed parts of books.
3. Use of the dictionary.
4. Use of the encyclopedia.
5. Arrangement of books in the library.
6. Classification of books.
7. Use of the card catalog. (This is taught 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.
E. Library room, furniture, and equipment.
1. Book shelving to accommodate books and allow fc.-
growth.
2. Central library room required fo: elementary sc'v-ols
with Ace. or I ratings.
F. Library budget.
Annual expenditure of at le:.?t 25^ per year per pupil
in average daily attendance for o :oks and magazines.
G. Librarian.
1. Teacher designated to be responsible for organization
and reports for the elementary school library who
should not be assigned other extra-classroom duties.
2. Teacher-librarian with minimum of 12 s^fxiester hours
in library science r^; quired for schools with I ratings.
Teacher-librarian should not be assigned outside
activities, such as bus duty, glee club, cafeteria duty,
and the like.
24 Handbook for Elementary and Secondary Schools
Recommended, but not required.
A. Books.
1. Book collection of ten books per pupil selected from
approved lists.
2. Balanced book collection to meet informational and
recreational needs. The following percentage distribu-tion
will serve as a guide:
Dewey Decimal Nos. Subject Percentage
000-099 General Works 2%
100-199 Philosophy and Conduct 1/2%
200-299 Religion and Mythology ...- 1%
300-397 Social Science ..- 5%
400-499 Languages .._. 1/2%
500-599 Science 8%
600-699 Useful Arts 5%
700-799 Fine Arts 3%
800-899 Literature 5%
910-919 Geography and Travel _-... 121/2%
900-909, 920-999 History and Biography 12%%
F, 372, 398 Fiction and Fairy Tales 20%
E Easy Books for grades 1-3 — 25%
3. Indexes, reference tools for locating information.
Brewton. Index to Children's Poetry. H. W. Wilson. Price
based on school membership.
Briggs. Subject Index to Children's Plays. A.L.A. $3.50.
Children's Catalog. H. W. Wilson. Price based on school
membership.
Educational Film Catalog. H. W. Wilson. $3.00.
Index to Folk Dances and Singing Games. A.L.A. $2.00.
Rue. Subject Index to Books for Primary Grades. A.L.A.
$2.50.
Rue. Subject Index to Books for Intermediate Grades. A.L.A.
$4.00. First Supplement, $2.50. Both for $5.00.
4. Special reference books, such as:
Lincoln Library of Essential Information. Frontier Press.
$17.50.
WorZd AZmanac (annual publication). World-Telegram. $1.00.
Comstock. Handbook of Nature-Study. Comstock. $4.50.
Pearson. Birds of North Carolina. N. C. State Museum. $3.50.
Collingwood. Knowing Your Trees. American Forestry Asso-ciation.
$2.50.
American Red Cross. First Aid Textbook. Blakiston. $1.00.
Gardner. Art Through the Ages. Harcourt. $4.00.
Hoyt. New Cyclopedia of Practical Quotations. Funk. $7.50.
Johnson and Scott. Anthology of Children's Literature. Sch.
ed. Houghton. $3.75.
South American Handbook. H. W. Wilson. $1.00.
Kunitz and Haycraft. Junior Book of Authors. H. W. Wilson.
$3.25.
Requirements for Accredited Schools 25
B. Magazines.
Additional magazines above minimum requirements.
C. Library organization.
Dictionary card catalog with author, title, and subject
cards.
D. Library room, furniture, and equipment. (See Planning
and Equipping the School Library. Publication No. 257.
State Department of Public Instruction.)
1. Central library room large enough and equipped to seat
largest class group with double the space for schools of
more than 500 enrollment. Room 22' x 35' can be
planned to seat 36 elementary school pupils and to allow
space for a small charging desk. A room at least 50'
long is recommended. Larger schools require more
space.
2. Workroom with running water and electrical outlets
for librarian.
3. Storage room for back issues of magazines, books to be
sent to binder, etc.
4. Standard book shelving.
Shelving should not be over 6 ft. high.
Each shelf 36 in. long with solid upright between
sections. Shelves and uprights should be made of 7/8
in. or 13/16 in. boards. When stationary shelving is
built, 10 inches in the clear should be provided between
shelves. Sections for reference books and for large
picture books should have 12-14 in. between shelves.
This provision should be made as sections, not as the
bottom shelf in several sections. Regular shelves
should be 8 in. in depth. Those for picture books
should be 10-12 in. in depth.
Sloping shelves for magazines and picture books are
desirable.
Depth of sloping shelves 14-16 inches.
A 2-in. cornice and a 6-8 in. base are satisfactory.
All projections along uprights, tops, and sides should
be avoided.
5. Tables 34 in. to 36 in. by 60 in. to seat not more than
six. Chairs of suitable height for tables. Longer
26 Handbook for Elementary and Secondary Schools
tables will not fit in room 22 ft. wide. Round tables
4 ft. in diameter to seat four.
15-in. chairs for tables 25 in. high.
17-in. chairs for tables 27 in. high.
18-in. chairs for tables 28 in. high.
6. Filing case to hold folders 10 inches by 15 inches (legal
size) . Not fewer than four drawers.
7. Catalog case for shelf list and card catalog.
8. Dictionary and atlas stand.
9. Bulletin boards.
E. Library budget.
Sufficient funds for needed replacements and new books,
magazines and newspapers, publicity, binding, and audio-visual
materials other than films will average about $1.00
per pupil in medium-sized or large-sized schools.
F. Ivibrarian.
1. Teacher with library science training given respon-sibility
for the library and relieved of other extra-class-room
duties.
2. Full-time trained school librarian.
DICTIONARIES
A. Minimum of 12 dictionaries from approved list for each
classroom in grades 5 through 8. The following are
approved
:
Webster's Elementary Dictionary for Boys and Girls. American.
$1.36.
Thorndike-Century Junior Dictionary. Scott. $1.48.
B. One dictionary for the teacher's desk in each classroom.
The following are approved
:
Webster's Collegiate Dictionary. Merriam. $4.00.
Webster's Students Dictionary. American. $2.60.
Thorndike-Century Senior Dictionary. Scott. $2.72.
Macmillan Modern Dictionary. Macmillan. $3.00.
Winston Dictionary. College edition. Winston. $3,50.
C. One unabridged dictionary for the school.
Webster's New International Dictionary. Second edition. Merriam.
$22.50.
New Standard Dictionary. Unabridged. Funk. $22.00.
Requirements for Accredited Schools 27
Prices quoted are publishers' list prices, all of which are
subject to discount and are available from the Division of
Textbooks.
MAPS AND GLOBES
It is recommended that schools make their selection of maps,
globes and charts from the lists given below. These listings and
prices are in accordance with recent catalogs of the companies.
In ordering maps be sure to have copies of the latest catalogs of
the companies with which to check the descriptions and prices.
(See p. 14 for addresses of publishers.)
It is also recommended that maps be obtained mounted singly
on spring roller, or with two or more maps on one roller. Black-board
outline maps can be satisfactorily used in the mounting with
plain rollers, top and bottom, to allow for the use of reversible
maps.
Required Maps for Elementary Schools.
For an accredited school with a curriculum of seven or eight
school years, not exceeding 13 teachers, the following maps and
globes are required : one set of physical-political maps, including
maps of the United States, Europe, Asia, Africa, North America,
South America, Australia, and the World. (Maps showing the
hemispheres on a global projection are desirable.) A school whose
curriculum ends with the fifth year is not required to have Europe,
Asia, Africa, and Australia in the physical-political series. Where
the seventh year is contained in the high school, maps of the
Western Hemisphere or North and South America, and the World
are required. For the eighth year, when housed in the high school
building, maps of North Carolina, the World, and the United
States are required. For a school with more than 13 teachers,
two maps each of the United States and the World are required.
Three blackboard outline maps are required, one reversible map
of the United States and World (or singly, if preferred) and one of
North Carolina.
One political map each of the United States and North Carolina
is required.
The requirement for United States History maps is a selection
of 10 from one of the series listed below.
One 16 inch physical-political globe is required.
28 Handbook for Elementary and Secondary Schools
L PHYSICAL-POLITICAL MAPS. Select the required set from the following
lists:
A. THE GEORGE F. CRAM CO., INC.
Superior Series. Hand mounted, uniform size 51 inches wide, finished
with markable and washable finish.
Mtg. ZE. Single map, spring roller, steel board, each __.$10.80
CSPl —United States and Possessions
CSP2 —North America
CSP3 —South America
CSP4 —Europe
CSP5 —Asia
CSP6 —Africa
CSP7 —World
CSP12—Australia
B. DENOYER-GEPPERT.
1. J-rp Series. Political names emphasized. Size 44" x 58". Political
boundaries in purple. City symbols graded by population. Trunk
lines and steamer routes in red; also caravan routes.
Mtg. 12. Single map, spring roller, steel board, each $ 8.00
Miles to inch
Jlrp —United States and Possessions 75
J2rp —Europe — —
-
75
J3rp —Asia _. _ 150
J4rp —Africa - 115
J5rp —North America - — 115
J6rp —South America - - — —
-
115
JSrp —Western Hemisphere 300
JlOrp—Australia and The Philippines 75
J 9 —World __ __ _-... 600
2. World Map.
Mtg. 12.
S9a—World Political, size 64" x 44" .$11.50
S9b—World Commercial, size 64" x 44" 11.50
S9 —Combination S9a and S9b, size 64" x 80" 16.00
3. United States Map. Large size.
Mtg. 12. Spring roller, steel board 11.50
Slarp—Physical-Political, size 64" x 44", 50 miles to inch.
4. Polar World Map. On azimuthal equal area projection. Edited
by Hubert A. Bauer, Ph.D. Land areas colored to show economic
activities, political divisions indicated by boundaries only, centers of
population by graded dots, great circle air line routes and actual
commercial routes indicated.
Mtg. 12. Spring roller, steel board 9.00
J57—Polar World, size 44" x 58", 400 miles to inch.
5. Pacific Area Map. Edited by Griflith Taylor. Area covered from
British Guiana on the east to India on the west, tip of South America
on the south to Arctic Ocean on the north. Shows islands of the
Pacific in considerable detail. Political boundaries in purple, strategic
highways, seaways and airways indicated.
Mtg. 12. Spring roller, steel board... — 11.50
S21rp—Pacific Area, physical political, size 64" x 44", 250 miles
to inch.
Requirements for Accredited Schools 29
NYSTROM.
1. Atwood Series. Regional-Political. The main map is colored to
show four natural surface regions: (1) young, Rugged Mountains,
(2) Old Work-down Mountains, (3) Uplands and Plateaus, (4) Low-lands
and Interior Plains. Appended maps and relief, rainfall,
population, land use. Lambert's equal area projection is used.
Mtg. 02. Hand mounted. Spring roller on board, each 11.00
Miles to inch
ARl —United States, 52" x 55" -- 55
AR2 —Europe, 52" x 55" -- - 55
AR3 —Asia, 52" x 55" ...._. 137y2
AR4 —Africa, 44" x 65" 110
AR5 —North America, 44" x 65" - - 110
AR6 —South America, 44" x 65" 110
AR80 —Australia and the Far East, 44" x 65" 165
AR981—World (Summer Rainfall, Winter Rainfall), 52" x 62"
(Van der Griten Projection)
AR982—World (Thermal and Vegetation Regions), 52" x 62"
AR983—^World (Population and Occupations), 52" x 62".
2. Parkins Series. Physical-Political Environment Maps. Visualiza-tion
in perspective of the dominant surface features of the earth.
Relief like. Sizes 65" x 58".
Mtg. 02. Spring roller on board, dustproof, each... $14.50
Miles to inch
PE2—Europe : - 60
PES—Asia ..- -. 120
PE4—Africa 96
PE5—North America 96
3. Landform Series. Physical-Political. Size 44" x 56", except World
map which is 44" x 52".
Mtg. 02. Spring roller board, dust-proof cover, each— _ —. 8.25
Miles to inch
LPl —United States, Mexico, and Possessions 75
LP2 —Europe 75
LP3 —Asia and Australia -.. 170
LP4 —Africa _- 110
LP5 —North America 110
LP6 —South America 110
LP98—World 530
4. Finch Series—World Map. Political. New cultural map showing
boundaries, cities, railroads, steamship routes, dams, and canals.
Mtg. 02. Spring roller board, dustproof $10.50
F98—World, size 64" x 45", 400 miles to inch.
5. Finch Series—World Map. Physical-Political.
Mtg. 02. Spring roller board, dustproof ___.$10.50
FP98—World, size 64" x 45", 400 miles to inch.
6. Polar Map.
Mtg. 02. Spring roller board, dustproof $11.50
WP96—Polar Aeronautical World, size 64" x 45", 420 miles to
inch.
30 Handbook for Elementary and Secondary Schools
D. rand McNALLY.
1. Ranally Physical-Political Series. Size 40" x 56". Shades of
green, buff, brown, and red indicate altitudes, blue the ocean depths.
National boundaries, principal cities, main railroads, canals, steam-ship
routes and Federal power projects in U. S. are indicated.
Mtg. MC. Spring roller, portable steel board, hand mounted,
each $ 8.50
Miles to inch
RBlOl—United States and Possessions 80
RBIOO—North America 118
RB200—South America 118
RB400—Asia 174
RB500—Africa 125
RB300—Europe . 80
RB801—Eastern Hemisphere _ 315
RB802—Western Hemisphere 315
2. Special Ranally Physical-Political World. Size 65" x 45". Map
shows post World War II boundaries.
Mtg. MC. Spring roller, portable steel board $10.25
RD906—World. 300 miles to inch.
3. Goode Physical Series. Size 66" x 46". Physical with some
political data.
Mtg. MC. Spring roller, portable steel board, each __— -.—$12.00
Miles to inch
G-B400—Eurasia ._ ...._ 148
GB500—Africa 123
GBIOO—North America 97
GB200—South America 97
GB901—World (Mercator Projections, Americas centered) 415
GB904—World (Hemispheres) 410
4. World Map for the Air Age. By Renner. More suitable for grades
7-12. Size 45" x 45". Scale 500 miles to inch. Shows the world spread
out in a circle around the North Pole, includes all land areas except
the antarctic region. Areas south of the equator are distorted because
the meridians do not converge towards the South Pole. The North
Pole only seems at the top of the world because for convenience it is
shown at the top of maps and globes. Portrays the North Pole in the
center of the Northern Hemisphere, which includes % of the earth
land area, 9/10 of its population. Air routes and distances are
indicated. New concept of the World created by aviation.
Mtg. MC. Spring roller, steel board. Vellum $ 7.00
Hand mounted 7.75
E. WEBER COSTELLO.
1. New Reality Political-Physical Maps. Edited by Edith Parker.
Comparable scale of miles, except for United States and Europe. All
man-made features shown in red, equal area projections, emphasizes
zone lines, absence of border maps.
Mtg. No. 12. Single, spring roller board, each... ?10.00
-
Requirements for Accredited Schools 31
Miles to inch
United States, 58" x 44" 55
Europe, 58" x 65" - 55
Asia, 58" x 65" 110
Africa, 44" x 58" - 110
North America, 44" x 58" 110
South America, 44" x 58" 110
Australia & Western Pacific, 44" x 58" 110
World (By Hemispheres), 58" x 44" 440
2. New Semi-Contour Political-Physical Maps. Emphasizes the phy-sical.
Equator and zone lines in deep red, vivid color combinations
for land surface elevations. World map available with the Mercator
and the divided hemisphere projections on same sheet.
Mtg. 128. Spring roller on steel backboard, size 40" x 54",
each $ 7.50
Miles to inch
United States 80
Europe — 80
Asia 160
Africa 120
North America 120
South America - 120
World Hemisphere and Mercator 660
F. R. T. ROWLAND, Waxhaw, N. C, R. 2.
The New World Series of Political-Physical Maps published by the
C. S. Hammond Company, Inc., New York, N. Y.
Price of each map mounted on spring roller, with dustproof
cover, either steel or wood back, portable boards ? 7.50
II. BLACKBOARD AND UNLETTERED MAPS. Two or three maps re-quired.
One reversible of United States and World (or singly, if pre-ferred)
and one of North Carolina.
A. THE GEORGE F. CRAM CO., INC.
1. Unlettered color outline maps are printed showing land in attrac-tive
color. All water is ocean blue and adjacent continents in neutral
shades. Unlettered colored outline maps are finished with markable,
washable finish. Maps are hand mounted.
Mtg. ZA. Single maps, each ? 6.00
CUEl-11—United States and World. Size 38" x 44" 8.50
(These two maps are mounted on panel board which is
reversible.)
CUl —United States, size 51" wide.
CU46—North Carolina State, 60" wide
(Plain wood rod top and bottom)
B. DENOYER-GEPPERT.
1. The Cartocraft Slated World Outline Map. Size 64" x 50". Semi-eliptical.
Land areas black with bright yellow outline, water in light
blue. "Two-Print" feature—the mountains, rivers, parallels and
meridians added, but visible at close range only.
Mtg. 10. New CS 9b. Plain roller mtg., each..,. ? 9.25
2. United States and World, reversible. Size 64" x 50". 50 miles to
inch.
32 Handbook for Elementary and Secondary Schools
Mtg. 10. New OS 19b. Wood rods top and bottom §12.25
3. United States and World, reversible. Size 64" x 50".
Mtg. 10. RS 19. Plain wood rod top and bottom 8.25
4. North Carolina State slated map.
Mtg. 10 RS132. Size 64" x 50". Wood rods top and bottom 7.25
RJ. Size 44" x 50". Wood rods, top and bottom 6.00
C. NYSTROM.
1. The Royal Series. United States and World, reversible. Van der
Grinten Projection. Size 64" x 46". Meridians and parallels extend
through water bodies.
Mtg. 00. RB198. Round Mouldings top and bottom $ 8.00
2. Progressive Series. United States and World, reversible. Size
50" X 44".
Mtg. 00. PB198. Round mouldings top and bottom _. 6.50
3. State Blackboard Maps. North Carolina, Mercator Projection.
60 inches wide.
Mtg. 00. Round mouldings top and bottom 7.50
D. RAND-McNALLY.
Blackboard Outline Series. Size 66" x 46". United States and World
Equal Area, reversible.
Mtg. A. BR906. Wood rod top and bottom, reversible.- 9.00
E. WEBER COSTELLO.
Standard Series.
1. United States and World, reversible. Size 60" x 50".
Mtg. 10. W26. Plain roller top and bottom - | 9.00
2. North Carolina State Map. Size 60" x 50". With or without
county outlines.
Mtg. 10. Rod top and bottom $ 7.00
III. POLITICAL MAPS OF THE UNITED STATES AND NORTH
CAROLINA
A. THE GEORGE F. CRAM CO., INC.
1. CSl. Superior Series United States and Possessions, Size 51"
wide. Markable and washable finish.
Mtg. ZE. Spring roller, steel board $ 9.60
2. CMSl. Modern Series United States and Possessions 51 inches
wide.
Mtg. ZE. Spring roller, steel board .- $ 8.10
3. CST46. Superior series North Carolina State. Size 60" x 40".
Markable and washable finish.
Mtg. ZE. Spring roller, steel board $11.70
B. DENOYER-GEPPERT.
1. Jl—United States and Possessions. Size 44" x 58", 75 miles to
inch. Red boundary lines, special type lettering and symbols to
indicate relative population of cities.
Mtg. 12. Spring roller, steel board - $ 9.00
Requirements for Accredited Schools 33
2. SI—United States and Possessions (Extra large) 64"x74", 50
miles to inch.
Mtg. 12. Spring roller, steel board $16.00
3. NC910. North Carolina. Political and Physical maps. Size
44" X 64".
Mtg. 24. Spring roller, steel board, two maps on roller $ 9.00
C. NYSTROM.
1. American Geographers Series.
AGl—^United States and Possessions. 52" x 72", 55 miles to inch.
Mtg. 02. Spring roller, dustproof -_.. $ 9.00
2. Finch Series—Cultural Map.
Fl—United States. 64" x 45", 48 miles to inch.
Mtg. 02. Spring roller, dustproof $10.50
3. Whitbeck-Finch—Simplified Political Map of United States.
Visual aids for beginners, insert of map symbols and terms.
WFl—United States. 64"x54".
Mtg. 02. Spring roller board, dustproof $11.75
4. North Carolina.
US132. 52"x26". One map on a roller,
Mtg. 02. Spring roller, dustproof $ 8.75
D. RAND-McNALLY.
1. Ranally-Political Series. Special United States.
No. RClOl—Size 65" x 45". Scale 50 miles to an inch. Hand mounted.
Mtg. MC. Spring roller, steel board $10.25
2. Ranally-Political Series. United States and Possessions.
No. RAlOl—Size 40" x 56". Scale 80 miles to inch. Hand mounted.
Mtg. MC. Spring roller, steel board $ 8,50
3. XN32. North Carolina Political. Size 60" x 40". Hand mounted.
Mtg. MC. Spring roller, steel board $11.50
E. WEBER-COSTELLO.
Vito-Graphic Political Map.
1. United States. Size 48" x 38%,". Scale 65 miles to inch.
Mtg. 12. Spring roller on backboard $ 7.50
2. North Carolina State Map. Political. Size 52" x 26".
Mtg. 12. Spring roller on backboard $10.50
F. R. T. ROWLAND, Waxhaw, N. C, R. 2.
The political map of the United States published by C. S. Hammond,
Inc., New York.
On spring roller, with dustproof cover, portable board
mounting $ 7.50
IV. UNITED STATES HISTORY.
Required: A minimum of 10 maps for a seven or eight year curriculum,
except the Weber-Costello Series which contains only 9 maps.
34 Handbook for Elementary and Secondary Schools
a. the george f. cram company, inc.
Superior Series. Size 52" x 40". Hand mounted. 34 maps comprise
the complete series. The ten maps selected here begin with early
explorations and show the logical sequence of historical happenings
from then through World War I.
503 Voyages and Discoveries to 1610.
505 Claims of the Nations in North America.
506 Early Grants and Origin of the Thirteen Colonies.,
509 The Thirteen Colonies.
510 Western Land Claims and the Ordinance of 1787.
517 Territorial Expansion to 1854.
518 The United States in 1861.
520 The Westward Movement of Population to 1870.
530 Trade Routes and the Pacific Ocean.
531 South America, Commercial and Present Day.
Mtg. ZE —One map on spring roller, steel board „.,—$ 6.85
Mtg. ZE2—Two maps on one spring roller, steel board—. 9.90
B. DENOYER-GEPPERT.
Size 44" X 32". Hand inounted. 24 maps comprise the complete
series. The 10 selections here give a logical sequence of historical
facts from world explorations, 1492, to island territorial acquisitions
. . of the U. S.
A2 —World Explorations to 1580.
A4 —International Rivalries, 1580 to 1662 and 1750.
A5 —English Colonial Grants.
A7 —Colonial Commerce and Industry.
AlO—Westward Movement.
A12—Territorial Acqtiisition. .
A15—Secession.
A16—The Civil War 1861-1865.
A20—Resources and Conservation.
A24—Greater United States.
Mtg. 24. Two on roller. Eact unit - . .-„- . .---? 8.50
C. NYSTROM
Sanford-Gordy Series. Size 50" x 38". On vellum cloth. 21 maps
complete the historical sequence. The 10 selections give a historical
sequence, from European beginnings to Spanish-American War, with
possessions after the World War I.
SGI —Mediterranean World to About 500 B.C.
SG2 —The Roman World. Expansion and Conflict.
SG4 —The Age of Discovery.
SG7 —Early Colonies.
SG8 —Division of North America Among the Nations.
SGIO—The Westward Movement.
SG15—The Expansion of the American Nation, 1783-1860.
SGI6—The War Between the States.
SG17—Growth of the Great West.
SG20—The United States as a World Power after Spanish-
American War. Colonial Possessions and Mandates .
after World War.
Mtg. 02. Two maps mounted on each roller Eact unit— -$ 9.00
pjor> Requirements FOR Accredited Schools 35
D. RAND McNALLY AND COMPANY.
The Earle-McKee American History Maps are suitable for seventh
grade and above. They have been approved for use in elementary
schools above the sixth grade and for junior and senior high school
work. Each map shows the historical development in all parts of the
United States and is therefore useful in the study of State history.
Mtg. MC. Single, spring roller, portable steel board, hand
mounted $ 9.00
Mtg. MR. Multimap set, 10 vellum maps on heavy-duty
spring roller, portable board, dustproof cover..-L.---_—— 62.50
EMW 901—A century of World Exploration—1480-1580.
EMA 101—The Struggle for a continent—1498-1763.
EMB 101—Origin of a Nation—1763-1789. rnODSa
. , EMC 101—Early Westward Expansion—1790-1819.
EMD 101—A Growing Nation—1820-1848.
EME 101—Expansion and Sectional Conflict—1848-1860.
EMF 101—Armed Conflict and Reconstruction—1861-1877.
EMG 101—Emergence of Modern United States—1787-1912.
EMH 101—United States Today—The Motor Age.
EMW 906—United States in a Modern World.
E. WEBER-COSTELLO.
1. Tryon Illustrated Maps. A series of 9 maps. Give all historical
sequence from early explorations to the time of acquisition of out-lying
territories and possessions. Each map shows present conti-nental
United States, except as it appeared at different periods. This
series is not recommended for the high school.
Mtg. 12. Single spring roller board .—-.: ,- $ 7.50
,
;
TIA—Routes of certain travelers. Traders, Discoverers, and
[;
Explorers, 1270 to 1700 A.D.
^Sx,-, rp2^—Present Continental United States, Except Alaska, as
08x0* it appeared in 1609.
T3A—Present Continental United States, Except Alaska, as
it appeared in 1754.
T4A—Present Continental United States, Except Alaska, as
it appeared in 1790.
T5A—Present Continental United States, Except Alaska, as
it appeared in 1829.
fj/tr-a n ' T6A—Present Continental United States, Except Alaska, as
it appeared in 1861.
T7A—Present Continental United States, Except Alaska, as
it appeared in 1893.
T8A—Present Continental United States, Except Alaska, as
it appears today.
T9A—The United States and its outlying territories and
possessions. -
V. GLOBES. 16 INCH PHYSICAL-POLITICAL, AND RELIEF.
A. THE GEORGE F. CRAM CO., INC.
.wi.oiou, Physical-Political Globe.
B. DENOYER-GEPPERT.
Cartocraft New Physical-Political. '
, .8
36 Handbook for Elementary and Secondary Schools
c. nystrom.
Parkins Physical-Political.
D. rand McNALLY.
Ranally Physical-Political, post war boundaries.
E. WEBER-COSTELLO.
New Reality Political-Physical.
F. R. T. ROWLAND, Waxhaw, N. C, R. 2.
The Physical Political 16 in. globe No. 1610 published by C. S.
Hammond, Inc.
Recommended But Not Required
1. other globes. The five companies listed under A, B, C, D, E, above
can supply political, slated, project and library globes. The Project
Globe and Supply Co., Rochester, N. Y. supplies a project globe.
2. The Comprehensive Series Social Studies Maps of the United
States. Modern School Supply Company, Goshen, Ind.
3. Desk Outline Maps. (Smaller sizes not recommended.)
George F. Cram Co., Inc. Sizes 8% x 11
Denoyer-Geppert - —- " 11 x 16 or 16 x 22
Nystrom -.. " 10%xl5
Rand-McNally - - " 11 x 14%
Weber-Costello " 11 x 16
4. Paper Wall Outline Maps.
Denoyer-Geppert Sizes 48 x 36
Denoyer-Geppert " 64 x 44
Nystrom -..- - — " 42 x 32
Rand-McNally ...- - " 40 x 30
5. Wall Whiteboard Outline Maps.
(For use with crayon, show card colors, India ink, cold water paints.
Can be wiped off with dry or damp cloth as required. Special marking
crayons needed.)
Geo. F. Cram Co., Inc. 38" x 44". Reverse-panel, single panel (2
maps).
Denoyer-Geppert, 44"x32". Single panels (2 maps).
Rand-McNally, 40" x 30". Four reversible panels, 2 maps to a panel.
Nystrom, 42" x 32". One panel (2 maps).
6. North Carolina Social Science Maps.
A. R. Newsome, Editor. Denoyer-Geppert.
7. Life and Latitude Charts for the Social Studies. Weber-Costello.
Satisfactory for use in grades 7-12.
8. Map of Standard Geographical Terms. Denoyer-Geppert.
Requirements for Accredited Schools 37
THE SCHOOL PLANT
Legal Requirements for Erection or Repair of Schoolhouses.
**The building of all new schoolhouses and the repairing of all
old schoolhouses over which the county board of education has
jurisdiction shall be under the control and direction of and by con-tract
with the county board of education, provided, however, that
in the building of all new schoolhouses, and the repairing of all old
schoolhouses which may be located in a city administrative unit,
the building of such new schoolhouses and the repairing of such
old schoolhouses shall be under the control and direction of and by
contract with the board of education or the board of trustees
having jurisdiction over said administrative unit. But the board
shall not be authorized to invest any money in any new house that
is not built in accordance with plans approved by the State
superintendent, nor for more money than is available for its
erection. All contracts for buildings shall be in writing, and all
buildings shall be inspected, received, and approved by the county
superintendent of public instruction, or by the superintendent of
schools where such school buildings are located in a city admin-istrative
unit, before full payment is made therefor: Provided,
this section shall not prohibit county boards of education and
boards of trustees from having the janitor or any other regular
employee to repair the buildings."*
The School Plant Should Include Suitable Space for Instructional
and Extra-Curricular Activities.
1. A site ample in size: (a) for original building and future
extensions, (b) for the proper setting of the building away
from noise, dust and accident hazards of highways and
streets, (c) for adequate and safe play space. (See Play-ground,
page 48).
2. Clean, safe and adequate building or buildings.
3. Attractive classrooms, adequate in number and size. (See
Classroom, p. 40)
.
4. An auditorium—recommended, but not required.
5. Principal's office—required.
6. A library room.
•Public School Laws of North Carolina, 1943 s. 115-84. Erection or repair of schoolhouses.
23.
38 Handbook for Elementary and Secondary Schools
(a) Recommended f01*' all elementary schools. Required of
accredited elementary schools rated Ace. or I. (See
"^.
''(ft)' Required for high schools. (See page 56 for detailed
^!l '^^''•tequirements.)-';;-^;-' ^'^^
';'''^^'l
'^-^-^ o^i-^iicxilooiljuhlo
/„V A lunchroom. Recofninenqed, but not recJuii'M: ' (Sbfe^fahW-r
f." ards, p. 12). ' ^ '
;^;^. Gymnasium. Recommended for elementary and higlV
,r..., schools. (See p. 49 for suggested standards). ,,. y'\f
'.0,' Bookroom for storing books not in current use and mf^tieri^
&9dJ of instruction. Reqommended, but not required. ; -jhTf -,
itO. Clinic room for hestlth examination, isolation and first aid.
J£i; Recommended. o-c:.; ,.;,:.;,,.:...;: ;ii i,wi aoi; iliifia
11. Teachers' rest room: "Itecdmmended. '^ «'d doff ?X
12. Adequate toilets. (See p. 43) for requirements), '^^"^'^squa
The School Plaiit Shdiild Prov^^e^A^feiiuiate^FacilitiiBSfor Healthfill
School Living. -' 'c^'-'^O JioiJOUld^iU .;;;';; :. ::::/.::, :..:'Qq-j;;
J
1^ Adequate facilities for heat and ventilation. (See Location
'''^- of Windows, p. 40).
. 2. Adequate natural and artificial light. (See p. 41 for require-'
ments.) ^,. ,,.,,. ,
3. Adequate and sanitary drinking fountains. (See p. 44)
.
4. Adequate and safe water supply. (Seep. 45). Jii
5. Adequate lavatories. (See p. 44).
6. Adequate toilet facilities. (See requirements, p. 43).
y'l'l Sewage disposal facilities as recommended by State Board of
L/i£
jjga^i^jj (See requirements, page 47).
'8.* Adequate garbage disposal facilities. (See p. 46).
The School Plant Should Include Other Facilities as Needed.
1. Blackboards. (See p. 41).
2. Bulletin boards. (Seep. 41).
3. Supply and display cabinets. , .
,
. -r, , ...........jnamnioas'i—murioiibuii .... .
4. Bookcases. •
5. Filing cabinets. ' ''^' ---^^n^ ''siqlonrfl Z
6. Cloakrooms. (Seep. 42). -^IfA .0
7. Clocks and bells.
•^^®i'"'Temperature controls.
Requirements for Accredited ScHOOLSyr/rAll 69
9. Electric outlets for lighting, picture projectors, vacuum
cleaners, and radio connections.
10. Other special features as the school organization may re-quire.
Requirements for Accreditatioii^fiflj ^lorn sd iort bluo.. . , .. lyH
1. New School Buildings. tbrw eWsTrHob hrri^ f Rr/Rri ^Kt r>"ioff
/i .;< jia. Must be built in accordance with plans approved by the
{}! L'o df.
: state Superintendent of Public Instruction as provided in
Yrfbom' the law quoted on page 37.
n^,i I f^i^, • ijygt ineasure up to the Standards for Accreditation as
xia 10
^-^ set forth on page 39ff.' ' "^ '
'''''
' '
•^ - v
9ff,t HOC lo'ii srij rtf bshivoiq sfi bliioffs 399!
-: 2. Old School Buildings;5l (o) Aln-rr } ;"> or't bf-a ston Jrfrt
a. All buildings must be "k&pt in a credifabte StatiB ^
repair. "^-'
b. Buildings and grounds must be kept clean, attractive
fjjfj j(^ and safe from hazards, p-yi >^-
bsbaoic. Schools must substantially meet the detailed standards
^0 osi? set forth on page 39ff. Schools with inadequacies that
affect the health and safety of children will not be ac-credited,
and if already accredited will lose accredita,tion
status if conditions are not corrected.
Standards for Accreditatioiil'''''^ ^ ^ ^"-"^-^ *^^ sslai/j ojeibsrn'isini brrs
"idi nl .skfiKaoq igvonstlv' _ _ . _____ 3b 10 esldai eldavorn iBd:i
r _. t!.^ . T r. ... r LOCATION „.^ ,, -_.,.,,-,
Schools should be located in the best available site in respecttp
adequacy in size, accessibility, population trends, water supply,
sewage disposal, drainage and playground. In locating school
sites avoid proximity to highways, railroads, gas plants, factories
and other sources of noise, odors, and accident hazardis.' '^' -^^ ^
-HBii ^noUQliittov 880-10 io saol^iZ^ orii 10 1 (S) .aanlg bollsrisq
A minimum of t6n acres is redomMended for a seven teacher
elementary school, for a small high school, or a small union school.
Large schools need more than ten acres. The North Carolina law
recognizes ten acres as a desirable minimum size for a school site,
and permits the acquisition of a site this size by condemnation pro-ceedings.
Separate playgrounds should be provided for ele-mentary
and high school children and, therefore, whenever pos-sible,
a site larger than ten acres should be provided for a union
school. (See s. 115-85, Public School Laws of North Carolina.)fli^
40 Handbook for Elementary and Secondary Schools
CLASSROOMS
Number. The number of classrooms must be sufficient to
carry on an effective instructional program.
Dimensions. (1) The width of the classroom, unilaterally
lighted, should not be more than twice its height, 21 to 22 feet,
being the usual and desirable widths. Where possible, first grade
rooms, and even second and third grade rooms should be larger.
(2) Under normal conditions the heighth of the classroom 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
35 feet in length can rarely be justified. (4) A minimum of six
feet should be provided in the front of the classroom between the
first seats and the front wall. (5) In the rear of the classroom
there should be provided approximately 3 feet between the last
seats and the rear wall.
Seating Capacity. The normal seating capacity of elementary
classrooms should be determined by allowing 1 square foot of the
total floor area for each pupil. The size of the classroom needed
for high schools depends upon the type of work and the size of
the class.
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. It is recommended
that movable tables or desks be used whenever possible. In the
elementary grades especially, individual, movable tables and
chairs are recommended.
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 desirable feature. For natural light in the cor-ridors,
the remaining upper part of the door may be of translucent
panelled glass. (3) For the purpose of cross ventilation, tran-soms
should be placed over all classroom doors.
Location of Windows. It is recommended : (1) That all class-rooms
be unilaterally lighted, (2) that windows be placed on the
long axis of the rooms, and that the orientation be east and west
rather than north and south, (3) that the top of the upper sash
of windows be within six inches or less of the ceiling, (4) that the
window area be one-fifth or more of the floor area, (5) that for
the purpose of cross ventilation high breeze windows be provided
Requirements for Accredited Schools 41
in the wall opposite the outside windows, and (6) that plate glass
air deflectors be provided in all windows except where deflectors
are a part of the window sash.
Artificial Illumination. Where artificial illumination is re-quired,
the lighting units, properly spaced, should be hung so as to
insure adequate light at desks of pupils without objectionable
glare. Fifteen foot candles are recommended by the Illuminating
Engineering Society and the American Institute of Architects. In
a classroom 21 feet by 35 feet, with a ceiling height of 12 feet, the
following layout is recommended: 6 lamps of 300 watts each,
hung about 30 inches between the top of the bowl and the ceiling.
The lamps should be placed in two rows of three each, approx-imately
6 feet from the front wall, 4 feet from the rear wall and 5
feet from each of the side walls. Two circuits with lights on the
row nearest the windows on one circuit and those fartherest from
the windows on the other circuit should be used so that each row
of lights can be operated independently of the other. Oftentimes
the row farthest from the windows will be sufficient to supplement
the day light. On dark, cloudy days it will be necessary to use
both rows of lights.
Blackboards. (1) Approximately 20 running feet of blackboard
should be provided for each classroom ; (2) blackboards need not
be more than 42 inches in width, 36 inches being generally satis-factory
; and (3) the height of the chalk trough above the floor
should be for
:
1st and 2nd grades, 24 to 28 inches ; 3rd and 4th grades,
26 to 30 inches
;
5th and 6th grades, 28 to 32 inches ; 7th and 8th grades,
30 to 36 inches.
Bulletin Boards. A minimum of 12 to 20 linear feet of bulletin
board, 3 to 4 feet in width, should be provided.
Color of Walls and Ceilings. (1) All walls should be of a color
with a light reflecting factor of approximately 50% . Light buff,
ivory tan, or delicate tints are recommended. Wainscotings and
dadoes may be of darker colors. (2) In all cases, the ceiling
should be ivory, white or light cream with a light reflecting factor
of not less than 60% .* (3) Avoid glossy finishes.
*The Munsell Chart gives the reflective power of each color. Munsell Company, 110 E. Frank-lin
St.. Baltimore, Md.
42 Handbook for Elementary and Secondary Schools
Windoio Shades. Translucent shades, the color of which har-monizes
with the classroom colors, should be used and so installed
that the entire window, 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 extra
garments in one of three ways: (1) Ventilated cloakrooms ap-proximately
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 31/2 and
5 feet above the floor, each to be equipped with a sufficient number
of hooks staggered 18 inches apart on each strip. A pole equipped
with, hangars may be substituted for strips. Coatrooms as de-scribed
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 con-venient
for use, opening preferably into the classrooms. (3)
Ventilated lockers in corridors, providing ample space for extra
garments and placed so as to be convenient for use. Separate
space should be provided for teachers
Shelving. Each room should be supplied with adequate shelv-ing
for library books. See Library under Requirements for
Accredited Elementary Schools, page 23). Each room should
have a cabinet or sufficient shelving to take care of instructional
supplies, including texts in use.
CORRIDORS
(1) The minimum clear passageway of the main corridor or
corridors of any school building containing four classrooms or
more should be 8I/2 feet. (2) While the minimum clear passage-way
of secondary corridors varies with the length of such cor-ridors
leading to theni, such secondary corridors should be approx-imately
five feet in width. (3) Corridors and passageways should
be well lighted and ventilated. Outside windows are always de-sirable.
Transoms and half glass doors are helpful. Artificial
illumination to the amount of 3 foot candles is recommended. (4)
In new constructions no projections beyond the face of the cor-ridor
walls should be in excess of 8 inches. (5) No radiators,
drinking fountains, wash-basins, or other equipment should be
placed in corridor walls unless the latter be recessed to receive
them. ' '^ ^iuKniiwij ii\tt!iiuiA
8J00' Requirements FOR Accredited Schools '^aH 43
; ofloa isIlBma 9fft fli ayo TOILETS Iii«hJj ono ad fjlnorf
Location, Size and Construction. (1) Adequate toilet facilities
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 play-grounds
and from classrooms. Do not locate toilets in base-ments.
(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 with walls 41^ ft. high should be
provided for toilets. Doors for the stalls are usually provided in
girls' toilets, but not for boys. Toilet floors and walls should be
finished in tile, terrazzo or equally impervious materials permitting
washing down and all internal corners should be coved. (6) Floors
should be sloped l^ inch per foot to floor drains. (7) The walls
should be constructed of tile or glazed brick 6 or 7 feet high or at
least the walls should be finished with a rich coat of Portland
cement plaster or equal to permit easy cleaning. (8) Ample sun-light
is the best disinfectant for toilet rooms. As many windows
as possible placed at least 6 feet from the floor should be provided.
(9) All toilet rooms should be thoroughly screened. (10) Artificial
light outlets should be provided in such numbers and so located as
to supply adequate light in all parts of the toilet, including the
stalls.
Plumbing. Water closet bowls, urinals and wash basins or lav-atories
should be of vitreous china. The water closet bowls should
be of the extended-lip or elongated-rim type. The seats should be
impervious material, with open fronts. The number of water
closets in elementary schools should be figured at one for 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 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% of the children. (3)
Separate toilets, adjacent to the classrooms, are desirable features
for primary units. (4) The water closet should be of a type that
will wash down from each flushing. The recommended type for
new construction or for replacement is the flush valve type. (5)
44 Handbook for Elementary and Secondary Schools
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 the flush valve type that is easily flushed and
that can be kept clean.
Lavatories. (1) One lavatory should be provided for every two
toilet fixtures. (2) A lavatory should be in every primary class-room
and is desirable for all classrooms. (3) Lavatories for ele-mentary
grades should not be over 25 inches in height. In high
schools 27 to 30 inches is an acceptable height. (4) A soap and
towel dispenser should be provided in connection with the wash
basin. (5) Hose connections and slip sinks should be provided
for the janitor's use.
Showers in Elementary School Toilets. In elementary schools
in which there is no gymnasium with showers, it is recommended
that a shower be placed in each toilet.
DRINKING FOUNTAINS
Location. In all new construction the indoor fountains in-stalled
in corridors should be in recessed alcoves, not less than two
feet six inches wide and not less than six feet high, so that drink-ing
fountains do not project beyond the surface of the main wall.
Do not put drinking fountains in toilet rooms. Drinking fountains
should be located
:
1. One in each primary classroom.
2. In the corridors and near playgrounds for the upper grades.
3. In high schools it is desirable to place drinking fountains in
the gymnasium dressing rooms.
4. In all lunch rooms.
Type. Fountains, bowls and bubblers must conform to the
following standards
:
1. Drinking fountains should be of impervious material, such as
china, procelain, enamelled cast iron, or other metals or
stoneware.
2. The water-supply type should have an adjustable valve with
a loose key or an automatic valve which will permit regula-tion
of the rate of flow of water to the fountain in order that
the valve manipulated by the drinker will merely turn the
water on or off.
Requirements for Accredited Schools 45
3. The jet of water should issue from a nozzle of nonoxidizing,
impervious material set at such an angle from the vertical
that the water can neither fall back nor be forced into the
point of discharge. The nozzle and every opening in the pipe
or conductor leading to the nozzle should be above the edge
of the bowl, so that the nozzle or opening will not be flooded
if the drain from the bowl becomes clogged. The nozzle
should be protected by nonoxidizing guards to prevent the
mouth or nose of the drinker from coming into contact with
it. The jet of water should not touch the guard.
4. The bowl should be large enough to prevent unnecessary
splashing, and free from corners difficult to clean.
5. The drain from the fountain when connected with the sewer
should be properly trapped. The waste opening and pipe
should be large enough to carry off the water immediately.
The opening should have a strainer.
Height of Fountains. The recommended height of the drink-ing
fountains are
:
1. For the first three grades, not over 25 inches from the floor.
2. For grades 4 to 7, not over 30 inches from the floor.
3. For grades 8 and up, 30 to 36 inches from the floor.
Number of Fountains. One fountain should be provided for
every 25-40 persons to be served. In schools of 15 or more
teachers, one fountain for every 50 persons may be adequate. The
exact number needed depends upon the number of persons to be
served.
SCHOOL WATER SUPPLY
An adequate and safe water supply is considered essential for
all schools. Accredited schools are required to have a water supply
provided either from an approved municipal water supply or from
a supply approved by the State Board of Health.
The water supply should be located at least 100 feet from a
septic tank, privies, hog pens, barn lots, sewage lines, chicken
houses, etc. The location of a well is an important factor in assur-ing
a wholesome water supply. A great deal of study should be
given to the selection of a site on which to locate it and the advice
and opinions of the health authorities should be obtained before
a new well is installed.
46 Handbook for Elementary and Secondary Schools
All wells should be carefuly protected from surface drainage
and contamination from the top ; that is, the tops of all wells should
be enclosed water tight so as to thoroughly exclude all surface
drainage, wastes, and other pollution which would contaminate
the supply.
Open wells and springs practically always show pollution and
therefore should not be used under any circumstances for a school
water supply.
^ It is required of accredited schools, and recommended for all
others, that school wells be equipped to furnish water under pres-sure
by the use of electric or other mechanical pumping equip-ment.
Consultation and advice can be secured from the State Board of
Health on all technical points to be considered both in the instal-lation
of new wells and the reconditioning of existing well water
supplies.
-i! -:^ ^'DISPOSAL OF GARBAGE AND RUBBISH
The disposal of garbage and refuse, even in the case of rural
schools, need not be a dillicult problem. A certain amount of
intelligent preparation and routine supervision, however are neces-sary.
All tin cans, waste paper, and wet garbage must be disposed of
in a satisfactory manner, and the premises must be maintained in
a neat, clean, and orderly manner. Edible garbage, including all
peelings, vegetable scraps, etc., must be collected and stored in
tighty covered standard galvanized garbage cans, and removed
daily. When cans are emptied, they must be thoroughly washed.
All trash, dry paper, cartons, and similar combustible materials
may be more easily disposed of by burning. For this purpose a
large elevated oil drum provided with grate rods, a piece of heavy
hog fence wire reinforced by metal rods driven into the ground and
shaped to about 3 feet in diameter, or a small park type stone or
brick incinerator properly placed, will provide excellent burning
facilities. Tin cans, bottles, jars, and other non-combustible rub-bish,
which accumulate rapidly and present a difficult disposal
problem, may be handled satisfactorily in one of the following
ways
:
soilrJvA nearby ravine may be used, if the material is covered im-eiols
mediately with at least 12 inches of fresh dirt. A heavy
wooden maul should be provided for the purpose of flatten-
Requirements FOR Accredited Schools awAlI 47
ing all cans and breaking all bottles, etc., and for thoroughly
tamping the dirt on top of the material. On a day by day
basis little time would be required for doing an effective job
of disposing of these non-combustible items.
2. A ditch approximately 18 inches to 24 inches wide and 46
inches deep may be dug at some convenient location near the
schoolground premises. As the material is dumped and
flattened with the maul, it is similarily covered at least 12
inches and thoroughly tamped to prevent washing or moles-tation
by animals.
The dumping of tin cans, etc., in adjacent fields, ditches, and
ravines, or piling them here and there on the schoolground prem-ises
should be prohibited. As pointed out in the beginning, these
disposal problems may be easily handled, if proper routines are
set up and followed each day.
SEWAGE DISPOSAL
The school sanitary laws, as written several years ago, stip-ulated
that every school shall have two sanitary privies, one for
boys and one for girls. These laws further state that the privies
shall be sufficiently adequate to protect the sanitation and health
of the children and the community.
Many years of experience by health and school officials in trying
to provide and maintain proper sewage disposal facilities for
schools has demonstrated that in most cases, with the exception
of small one of two teacher schools, outdoor pit privies are not
adequate, are not properly maintained, and are potential, if not
actual, health hazards to both the students and the community.
It is strongly recommended, and required for accredited schools,
that water-carried disposal facilities be installed. This means that
an adequate number of water closets, urinals, and lavatories of
proper design and construction be installed and connected to either
the municipal sewerage system, or to a properly designed and
constructed sewage treatment plant approved by the State Board
of Health.
The State Board of Health has prepared standard plans for
school sewage treatment plants and bulletins concerning sanitary
privies. Upon request an engineer or sanitarian will visit the school
sites with the proper school officials, and advise them regarding
the most suitable type of installations for each particular school.
Dimensioned plans will be supplied, but it is strongly recommended
48 Handbook for Elementary and Secondary Schools
that an engineer or an architect be employed to stake out and
supervise installation. This part of the project is as important as
selecting the proper site and type of plant to be installed.
Once installed, regular maintenance of the facilities is neces-sary
for the protection of health, to prevent objectionable odors,
and to insure a long period of uninterrupted service.
Upon request the State Board of Health will furnish engineer-ing
notes concerning location, installation, and operation.
Play Areas, Gymnasium, Dressing and Shower Facilities
In order to carry on a program of physical and health education
that will meet the social and physical needs of children, adequate
play areas outside and inside are needed. Space needed depends,
to a large extent, upon the size of the school and the type of pro-gram
plannd.
THE PLAYGROUND
The play areas for elementary schools, high schools, and for
consolidated schools should be large enough to provide ample
•space for the largest number of children who will be assigned to
the play areas at any one time.
All play areas should have a smooth surface, turfed if possible,
and should be well drained. In the interest of safety, the playing
surface and all equipment (indoor and outdoor) should be in-spected
carefully and frequently. The playing surface should be
kept free from obstacles that are dangerous. Any defects in the
play areas that are found should be reported to the proper author-ities
for correction. The safety of pupils should always be a chief
concern to the physical education teacher and to the administrator.
Elementary Schools. A minimum of ten acres is recommended
for the school site for a standard elementary school. Large ele-mentary
schools need more space. Separate play areas should be
provided for the smaller children.
Union Schools. These schools need sufficient space so that the
elementary and high school children do not have to use the same
areas. A minimum of 15 acres is recommended. Exact needs, of
course, vary with the size of the school.
High Schools. The amount of space needed depends upon the
number of students enrolled and the type of program planned.
Ample space should be provided so that a broad intramural pro-gram
can be carried on after school hours for both boys and girls.
A minimum of ten acres is recommended for the smaller schools.
Requirements for Accredited Schools 49
COMPARATIVE AREAS NEEDED FOR VARIOUS SPORTS
(Ranked in ascending order of space required per player.) *
Jrea per
Game player No. of Minimum Area
iSg.ft.) p*ayers Size (Sq.ft.)
1. Volleyball ISO 12 80' X 60' 1,800
2. Handball (Single wall) 170 4 20' X 34' 680
3. Basketball (boys) 210 10 3S'x 60' 2,100
4. Badminton 220 4 20' x 44' 880
S. Basketball (girls) 204 12 3S'x 70' 2,450
6. Soft Ball (plgd.) 4S1 20 95'x 9S' 9,025
7. Soccer (girls) 1,309 22 120' x 240' 28,800
8. Tennis 1,500 4 SO' X 120' 6,000
9. Field Hockey 1,S64 22 13S'x255' 34,425
10. Soccer (boys) 2,2S0 22 165 'x 300' 49,500
11. Football 2?618 22 160' x 360' 57,600
12. Baseball (hard) S,000 18 300' X 300' 90,000
The Physical Education Curricula, (A National Program.) William Ralph LaPorte. The
University of Southern California Press. Los Angeles, 1938.
Note: It is, of course understood that a particular area may
be used for several activities. For example, the same space could
be used for soft ball in the spring and football or soccer in the
fall.
GYMNASIUM
Elementary Schools. A gymnasium or play room is desirable
for the elementary school. If neither is available, other areas
about the school should be utilized. A modified program can be
carried on in the regular classroom. The stage of the auditorium
may be used for tumbling, pyramid building, and rhythmical
activities.
There are many activities that can be carried on effectively in-doors,
but it is important to recognize that much of the program
can and should be conducted out of doors, particularly for the
upper elementary grades and the high school. In suitable
weather primary children especially should be given opportunity
to play out of doors in the sunshine and fresh air.
In union schools it is suggested that the elementary grades, as
well as the high school grades, have access to the gymnasium for
physical education classes.
High Schools. The size of the gymnasium needed depends upon
The
following standards are sug-
Lengtk Heighth*
80' 18'
85' 20'
90' 22'
100' 22'
Meaning height of side wall to lowest beam.
the enrollment of the school,
gested
:
Students Enrolled
0-150
150-500
501-900
901-1000
Width
46'
SO'
60'
70'
50 Handbook for Elementary and Secondary Schools
1000-over- (It is recommended that two gymnasiums be pro-vided
for a school with greater enrollment than 1000)
It is recommended that when only one gymnasium is available,
the boys and girls alternate in the use of the gymnasium and play-ground.
Seating for Spectators. Arrangements for seating for spec-tators
should be such that the play or activity space in the gym-nasium
is not seriously affected. Seats should be far enough
back, if they are built in, to allow cross-court play in basketball
and volleyball. If the gymnasium is not wide enough for this, the
knock-down or folding type of seats are recommended. The gym-nasium
should have adequate light, ventilation and heat.
DRESSING AND SHOWER FACILITIES
Locker rooms, lockers and adequate dressing space for all
classes in physical education in the junior and senior high school
as well as for athletic teams, is considered necessary to safeguard
personal property and to provide opportunities for the develop-ment
of habits of cleanliness.
Locker Rooin. The locker room should be well ventilated and
large enough to provide lockers for those who participate in ath-letics,
and lockers for physical education classes. The number of
lockers should be sufficient to take care of the largest number of
pupils assigned to physical education at any one time. The
lockers should be used only while a student is on class and should
be vacated at the end of the class, and thus made available for
students in the next class. About 50 half tier lockers are usually
sufficient for this purpose. The floor should have drains as
needed, and the material for the floor should be of tile, terrazzo, or
water-proof cement.
Showers. A minimum of eight to twelve showers are needed
for boys and ten to fourteen for girls in order to provide adequate
showers for use by physical education classes that have thirty to
forty students in the class. Fewer showers than the above usually
results in too much loss of time when used by physical education
classes.
Gang showers are usually provided for boys. In some schools
the cluster type shower is provided for girls—a shower with four
dressing booths built around each shower.
Where the gang shower is used the shower room should be near
windows to allow the steam from the showers to escape.
Requirements for Accredited Schools 51
Shower room floors and walls should be made of some kind of
impervious material. The shower room should be adequately
drained. Tile is the best material for shower floors. The wall
should be tile or some other type of impervious material.
Sufiicient hot water should be provided for physical education
classes, for after-school athletics, for use by all students who may
have the oportunity to use the showers, and for lavatories in the
entire school.
Liquid soap containers (the central tank with spigots for every
two showers) has been found the most satisfactory way of pro-viding
soap.
It is strongly recommended that every student be provided with
a clean toivel each time he participates in physical education or
athletics. Many schools provide the towels and charge a small fee
to pay for laundry service.
Basket System. Some arrangement should be provided where-by
every student will have a place in the locker room to leave his
gym suit, and shoes when not in use. The most economical way,
from the standpoint of space, is to use a basket system. The fol-lowing
has been found satisfactory in several North Carolina
schools
:
1. Provide special basket rooms in both boys' and girls' locker
rooms. Such rooms may be constructed of heavy galvanized wire,
large enough to hold baskets for all physical education pupils.
Each room should have a window with shelf space and two doors —an entrance and an exit. Both doors and the window should
have locks.
2. Combination locks should be used on the baskets if the self-service
system is used. It takes more time to have a care-taker
serve out the baskets to the pupils.
3. Baskets should be of wire, minimum size 8" x 12" and
should have metal corners. The basket room should be placed
near windows to provide ventilation for sweaty clothes.
Toilets. A minimum of three urinals and two commodes for
boys and four commodes for girls should be provided in the locker
room or in an adjoining room.
Lavatory. One or more lavatories of the approved type should
be placed in each locker room.
Drinking Fountain. A drinking fountain is suggested for each
locker room.
52 Handbook for Elementary and Secondary Schools
CLASSIFICATION OF ACCREDITED
ELEMENTARY SCHOOLS
Schools are rated at the close of the session after all reports
have been received and examined. These ratings are published
in the Educational Directory the following school year. This
means that ratings in any Directory are those as of the close of
schools for the previous session.
New schools will be recommended for accreditation only after
inspection by a member of the staff of the Division of Instruc-tional
Service. All requirements must be met by January 1 of
the year in which the school is accredited.
Schools which meet the minimum requirements for accredita-tion
will be designated in the Directory by the symbol "Ace";
recognized schools by the symbol "R".
A special rating designated by the symbol "I" will be given to
those schools which have gone beyond the minimum require-ments.
To secure the "I" rating a school must show superiority
by attaining seven or more of the following over and above the
minimum standards. (See p. 11)
:
1. Seventy-five per cent or more of the teachers hold class A
certificates either Primary or Grammar Grade.
2. The average pupil load has been decreased by employment
of one or more properly certified additional teachers from
local funds.
3. A professional study program for the school faculty has
been provided (exclusive of county or city meetings) with
at last nine meetings and a written report of work done,
with 100% participation.
4. The school has an active parent-teacher association with at
least 50% of the homes represented.
5. The school has an approved lunchroom program.
6. The school has a central library with a seating capacity
equal to that of the largest classroom.
7. The library book collection exceeds five books per pupil.
8. The number of approved supplementary readers exceeds
140 per grade.
9.' Provision has been made for an audic visual program as
evidenced by at least three of the following
:
Requirements for Accredited Schools 53
a. A projector for still pictures (film strip, glass slide or
opaque).
b. An annual budget of not less than $60.00 per year for
rental of films, slides and other acceptable auditory and
visual aids.
c. A 16 mm. sound motion picture projector.
d. A radio for classroom use.
10. The school has an average daily attendance for the year of
94 % or more of the average daily membership.
11. The school has added to the minimum equipment for teach-ing
music appreciation at least one phonograph and 25
records.
B. THE HIGH SCHOOL
Under the authority of the law which makes it the duty of the
State Superintendent of Public Instruction to prescribe the cur-riculum
and set up standards for high schools, the following re-quirements
must be met before a school may be accredited.
1. At least three full-time teachers including the principal all
properly certified.
2. A minimum term of 180 days, exclusive of holidays.
3. Class periods of at least forty-five minutes in the clear ; the
hour period is strongly recommended.
4. Sixteen units required for graduation. (See p. 55)
.
5. The minimum average daily attendance prescribed by law
or regulation of the State Board of Education.
6. A four-year course of study beyond the eighth grade.
7. Equipment as follows
:
a. Library equipment as specified on p. 56.
b. Maps and charts as indicated on p. 63.
c. Laboratory facilities for teaching the sciences: Gen-eral
Science, Biology, Chemistry, and Physics.
d. Furniture and equipment for all special rooms, including
the office, library, auditorium, laboratories, and shops.
^ 8. An adequate, sanitary building with provision for class-rooms,
library, laboratories, office and auditorium.
54 Handbook for Elementary and Secondary Schools
'u> -J. TEACHERS ^oJoyi,lnq /v .;.>
Every teacher employed in a standard or accredited' high school
must hold a high school teacher's certificate issued by the State
Board of Education through the Division of Professional Service.
The principal of an accredited high school or union school must
hold a principal's certificate. This requirement holds for all
classes of schools, public and private, v^^hite and Negro, urban and
rural.
High school certificates are based on graduation from a standard
college v^ith specific requirements concerning professional and
academic credits. Since July 1, 1941, provision has been made for
the recognition of graduate work by the issuance of graduate
secondary certificate v^hich makes possible additional salary in-crements.
Since July 1, 1943, provision has been made for an
optional principal's certificate, one requirement for which is a
master's degree.
For detailed information relative ' to certificates, write the
Division of Professional Service, State Department of Public In-struction,
Raleigh, N. C.
LENGTH OF TERM
The length of term in any accredited high school shall be 180
days.
LENGTH OF CLASS PERIODS
The hour period is recommended for most schools. When the
daily schedule is arranged on this basis there should be six such
periods in the school day.
There must be a minimum period of at least forty-five minutes
in the clear. In arranging a daily schedule provision should be
made for three to five minutes between class periods to allow for
time spent in changing classes. When the hour period is used, it
may include the time for changing classes.
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 scienc.
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 in-creasing
the length of the period.
It is important that the total length of the day be sufficient to
carry on an adequate program. On the present basis for allotment
Requirements for Accredited Schools 55
of teachers it is difficult to carry on a proper school program in a
day that is shorter than six hours. .-, {
. 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 completion of a course pursued for thirty-six weeks
or more per year with five class periods per week.
The requirements for graduation diflfer somewhat for the vari-ous
curricula. A definite statement of graduation requirements
will be found in the discussion of each curriculum in the section on
Suggested Curricula, Organization, and Schedules. (Further sug-gestions
will be found on p. 129 of this Handbook.)
Under the twelve year public school program, the requirements
for graduation are
:
Subject Units
English . .: 4
Mathematics 1
Social Studies 2
Science 2
Physical Education and Health 1
Electives 6
Total 16
English—Required in each year of high school.
Mathematics—Required in the ninth year, either course A, Gen-eral
Mathematics or course B, Algebra.
Social Studies—American History and one additional unit.
Science—Biology and one additional unit of science, but a unit of
Geography or second or third year Home Economics
may be substituted for the second unit of science.
Physical Education and Health—One unit in Physical Education
and Health is required in the ninth grade. Additional
work is recommended for other high school years.
Electives—^The six elective units are provided for in terms of the
possible offerings in a given school. All electives are to
oj' qij ^\y b® selected upon the advice of principals and advisers
hP.. "f,, r!;T and with the consent of parents. This makes a program
of educational guidance imperative in every school.
56 Handbook for Elementary and Secondary Schools
The program of three or four teacher schools will be completed
by courses in English, Mathematics, Social Studies, Science,
Physical Education and Health, and one foreign language. It is
possible to offer Home Economics also in four teacher schools.
However, vocational Home Economics and Agriculture will not be
given in high schools with an enrollment of less than 100 pupils.
In schools with more than four teachers the following subjects
may be added: Agriculture, Home Economics, Industrial Arts,
Business Education, other vocational courses. Art, Music, and
other foreign languages. More than one foreign language should
not be offered ordinarily in schools with fewer than five State-allotted
teachers. Business Education should not be offered
ordinarily in schools with fewer than six State-allotted teachers.
AVERAGE DAILY ATTENDANCE
New schools which do not make a sufficient average daily at-tendance
to secure three State-allotted high school teachers will
not be considered for accredited rating. The 1939 School Machin-ery
Act, as amended, makes an average daily attendance of 60
the minimum for the establishment of a high school.
COURSE OF STUDY
A four year course of study must be provided. This means the
ninth, tenth, eleventh, and twelfth grades. (See Publication No.
235, A Suggested Twelve Year Program for the North Carolina
Public Schools, 1942.) There is nothing to prevent the organization
of a high school on the junior-senior plan. When an effort is made
to organize on this basis, it is suggested that the seventh, eighth
and ninth grades be organized as the junior high school and the
tenth, eleventh, and twelfth grades as the senior high school. In
small high schools with three or four teachers and an average daily
attendance of sixty to eighty pupils, it is not advisable to attempt
to organize on the junior-senior plan. (For suggestions about
organization, see p. 131)
.
LIBRARY
A. Library room.
1. Size of classroom as minimum.
2. Floor space to seat 10 per cent of the student body up to
1,000 students at tables with chairs. A minimum of 36
chairs should be provided.
Requirements for Accredited Schools 57
3. Floor space of approximately 25 sq. ft. per reader cares
for tables, chairs, aisles, and furniture.
4. Room centrally located, well heated, well ventilated, and
well lighted.
5. Librarian's workroom or conference room, preferably
with running water and electrical outlets. The work-room
may be provided by cutting off one corner of the
room with low shelving. This space is needed for routine
work, mending, magazine storage, and the like. It should
contain shelves and cupboard space.
6. Walls and ceiling should be light colored. Suitable colors
for walls are pale green, pale green-blue, yellow, and peach.
Ceiling should be off white.
7. Floor covering or chair slides (or both) should be provided.
8. Library open entire school day under supervision.
B. Furniture and equipment.
1. Shelving built according to specifications, allowing shelf
space for 5-15 volumes per pupil, estimating 8 books per
linear foot.
a. Shelving should not be over 7 ft. high.
b. Each shelf 36 in. long with solid upright between
sections.
c. Shelves should be 8 in. in depth.
d. Shelves and uprights should be made of 7/8 in. or
13/16 in. boards.
e. Metal strips and brackets provide adjustable shelves.
If 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. All projections along uprights, tops, or sides should be
avoided.
g. A 2 in. cornice and a 6-8 in. base are satisfactory.
h. Shelves should have a veneer or composition board
back, or should be fastened to the wall to assure
firmness.
2. Tables. Standard size (3 ft. by 5 ft. to seat 6, or 3 ft. by 7
ft. to seat 8, 28-30 in. high). Tables should be strongly
58 Handbook for Elementary and Secondary Schools
built without foot rests or drawers. A room 22-25 feet
wide will accommodate two 6 ft. tables, but not two 7 ft.
tables.
3. Chairs. Strongly built, standard height (18 in.), without
arms. (See Certification No. 272 for School Furniture,
issued by State Division of Purchase and Contract.)
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 3 in. by 5 in. book cards.
In larger schools a regulation library loan desk is desirable.
'. 5.^ Pamphlets or vertical file to care for pamphlets, pictures,
• ;')q ^'clippings, etc. (At least 4 drawers, preferably legal size.)
6. Catalog case to hold 3 in. by 5 in. catalog cards. Each
i - ^ < - °- drawer should be fitted with a rod. :. i> a .'
. - .
-
7. Bulletin board. Cork or porous composition board. 24 in.
by 36 in. for one and 36 in. by 72 in. for a,nother are con-
., , , venient sizes.
•: > S.. Magazine racks. (May be made as part of shelving.)
9. Dictionary stand of wood.
10. Typewriter (for larger schools)
.
"^ ,d
C. Books.
1. Basic collection of 500 titles selected from the State-ap-proved
lists and including the distribution indicated below.
Government documents, textbooks, and pamphlet type
•^'^'^^^"^ books are not included.
9"i'f[ blU'T"'" MinimumNo.
'
* Diwey Decimal Nos. Subject Required
doUB <B9' 000-099 General Works ^^'l^* •^'
030 Approved Encyclopedia (copyrighted
within 10 years) World Book,
Americana, Britannica : 1 set
100-199 Philosophy and Conduct 5
200-299 Religion —- 10
.^ir 300-397 . saga .'Social Science
300-369 Economics, Civics, Government 30
390-395 Customs and Holidays^-U.i._-Li.
—
10
400-499 Languages -r^o.r
423 English Unabridged Dictionary 1
Foreign Language Dictionary for
each language taught 1
T Ycf .:t5: - 500-599 )a otJl Q -^ Science - .__.„.„. _. 25
„r„^^,^. 600-699,:^ „r.lAr.^^ 'Useful Arts ..._.^..-. . , 25
YlSfr0Ti& 700.799-^^ 29ld- pj^^ ^^.^g 10
Requirements FOR Accredited Schools iaH ^
Minimum No.
Deivey Decimal Nos. Subject , Required
yjv^V 800-899 Litei'ature (except Poetry) ;-_^^ 25
..,,821-821.8., Poetry ...:-- .._;..^__iii.; 25
•-.vn^A** .'vu-.§Q0-9^9 KD'Vrwv, History • > Jr/j';wi^>;)
,Uo'iv**«'duV*^:9.12, .•..••-. .?/'•, Atlas .-_-__.-.._.....^i.U.^ 1
910-919 ..,, Geography and Tr^,vel .. 25
m\Smo¥1 !^l'>n^'' 920-921 '.^.v-vVvi Biography, . . „_.. 1 35
' ' 900-909,930-999 History .. 85
, (, y,:.>',i. F, SO Standard Fiction and Story - Collec-
-ir^-mK* .'jji^v^ion; . .^'V', ..it- tions ...-—.— ^_.—
,
160
.v.'UuOolJl ,S»ifAH0\. sMu^l '. Standard Catalog for Bigh School
.r}-.-)ly,\) '?rt -tuA',...,. Z/Z&?"aries (order from H. W. Wilson
Aa «'-vsS>nJ>Sl** ,a«i!ao.\j«U fc't&cjN . Co., 950 University Ave., New York
52, giving average daily attendance
.iiiJsIlMn vrurs.^l.\ ', for high school); -„...„_^.—..- 1
2. For schools of more than 100 enrollmeht the collection
-AO(^(ijo /.should contain not fewer than five books per pupil selected
from the Standard Catalog for High School Libraries, the
v^*. ' 'N.C.'E.A. Library Book Catalogue, Division of Text-
',J.,',(,,u books' Book List for the High School Library, and other
.-u.usv '! approved lists, A book collection averaging ten books per
pupil is desirable. Books should be selected by a com-
-M'vio .umittee composed of the librarian and teachers. Pupils
.t.nvtut'\ may be added to the committee. The following per-efdr
''centages are suggested as a guide for,distribution by
(>i('i subject: • orlw r
-tOi i;ii Dewey Decimal Nos. Subject Dfll ii Percentage
000-099 General Reference - .....L..v...V_.. 2%
100-199 Philosophy . 1%
200r299 Religion and Mythology .-_-L 1%
300.-399:;. .i.'./.' Civics, Economics —:.. _. 5%
400-499 .p.-:i;iri ,: Languages __-.__.-^ _i__.. _:._..._.._._ 1%
.'500-599vt?niri8fiV/ ..'Science .„_.::...._ _.._. 10%
600-699. Useful Arts 10%
noosar 700-799 • ?nDqsq ipine Arts —l:_... .„_._.:..._........_._.. 2%
-PW<ifr • 800-899 .4;Uq .y, Literature ....... . . .— 15%
910-919 ^''Geography and Travel 7%
920-929 Biography ...._-.. ....:...._::... 9%
900-909, 930-999 History 12%
F and SC Fiction and Story Collections . 25% .3
3. Only books in good physical condition are acceptable. A
well balanced collection should be maintained.
D. Magazines and newspapers.
. , .Enrollment to 100, a minimum of 5 magazines. q- p
-IBBBIO I- Enrollment 100-200, a minimum of 10 magazines. '^ "^
Enrollment 200-300, a minimum of 15 magazines.
Enrollment more than 300, a minimum of 20 magazines.
1. Minimum requirements in magazines selected from the
following and including a variety of types. Recom-io
isd/ niendations for first purchase are double starred, next
purchase single starred. iJaiiisc^a noiiBfiJO-fb ,R>[ood
60 Handbook for Elementary and Secondary Schools
Agriculture: Country Gentleman, Progressive Farmer.
Art: School Arts.
Aviation: Air News, Aviation, *Flying, Model Airplane News.
Current topics: **IAfe, *Newsweek, Time, U. 8. News.
General content: American Girl, *American Magazine, **Boys''
Life, Open Road for Boys, Collier's, Saturday Evening Post,
4-H World Horizons, Scholastic.
Health and physical education: Athletic Journal, Hygeia, South-em
Coach and Athlete.
Homemaking and fashions: American Home, Better Homes and
Gardens, House and Garden; Glamour, Mademoiselle, *Seven-teen;
Good Housekeeping, Ladies' Home Journal, McCalVs,
Woman's Home Companion; Consumers' Guide.
Literary: Atlantic Monthly, Harper's Magazine, **Beader's Di-gest.
Miscellaneous : Building America, Plays, Wilson Library Bulletin,
Gregg Writer (in shorthand).
Music: Musical America, School Musician.
Negroes: Crisis, Negro Digest, Negro History Bulletin, Oppor-tunity.
North Carolina: State Magazine, We the People.
Science and nature: *Popular Mechanics, **Popular Science
Monthly, Science Digest, Scientific American, Science News
Letter; Junior Natural History Magazine, Natural History,
Nature Magazine, Audubon Magazine; Radio-Graft, Radio
News.
Travel: **National Geographic, Holiday, Travel.
Vocations: Industrial Arts and Yocational Education, OccU'
pations. Popular Homecraft, Vocational Trends, Tour Future.
Magazine subscriptions can be placed with reliable
dealers who give combinations and discounts not possible
with individual subscriptions. Ask for bids. The fol-lowing
dealers are satisfactory
:
Upton G. Wilson Magazine Agency, Madison, N. C
Mayfair Agency, 51 East 33rd St., New York 16, N. Y.
F. W. Faxon Co., 83 Francis St., Boston, Mass.
Washington News Co., 1121 Fifth St., Washington, D. C.
2. Minimum requirements in newspapers : At least one good
daily State newspaper. Sunday edition of a large news-paper
with world features is desirable.
E. Organization and records.
Required of all schools.
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 classi-fication
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, circulation statistics.
Requirements for Accredited Schools 61
6. State Annual Library Report blank filled out and sent in.
7. Yearly inventory.
8