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Publication No. 166
A HANDBOOK
FOR
Elementary Schools
1932
issued by the
State Superintendent of Public Instruction
Raleigh, North Carolina
DEPARTMENT OF PUBLIC INSTRUCTION
A. T. Allen, State Superintendent of Public Instruction
Division of Instructional Service
J. Henry Highsmith, Director.
Hattie S. Pakrott, Associate.
A. B. Combs, Associate.
Nancy 0. Devers, Associate.
JxjANiTA McDouGALD, Associatc.
WiLLA M. Ray, Stenographer.
Alberta Ingram, Stenographer.
Publication No. 166
A HANDBOOK
FOR
Elementary Schools
1932
issued by the
State Superintendent of Public Instruction
Raleigh, North Carolina
TABLE OF CONTENTS
Page
INTRODUCTION 3
SOME FACTORS IN ORGANIZATION AND ADMINISTRATION
OF ELEMENTARY SCHOOLS. 5
Distribution and Assignment of Work _ _ 5
Programs and Daily Scliedules _.._ __ 5
Records and Reports 14
Substitute Teachers 15
Making up Holidays 15
Use of the Course of Study. 15
Classifying and Promoting Pupils _ 16
Tests and Measurements.-, 16
Instructional Supplies ._._. _ 18
School Property 19
ATTAINMENTS BY SUBJECTS AND BY GRADES 25
Reading 25
Language 27
Spelling _ 28
Health __ 29
Science, Nature Study, Primary Geography, Citizenship,
Primary History — 31
Science ._ 33
Citizenship _ __. 34
History 35
Geography 37
Arithmetic .-._ 38
Art - 40
Music - 42
Writing 43
Physical Education __ 44
SUPERVISION 50
TEACHERS' MEETINGS 52
Administrative Topics 52
Reading _ 56
Language _ S8
Health 61
Library _ 64
Arithmetic 67
SPECIAL PHASES OF WORK 70
Radio School 70
Special Programs including Contests 70
Ranking County School Systems including Standards for
Elementary Schools _ 75
Adult Education 84
LIBRARY AND LIBRARY SERVICE 86
PROFESSIONAL ORGANIZATIONS... 89
Conference on Elementary Education 89
County Conferences of Elementary and High School Prin-cipals
89
North Carolina Education Association 90
North Carolina Negro Teachers Association 90
Parent-Teacher Associations 91
LIST OF STATE-ADOPTED TEXTBOOKS... 92
INTRODUCTION
The preparation of a course of study involves the whole field of edu-cational
philosophy. One must indeed have a definite philosophy of
education before such work can be begun. Even in plans for adminis-trative
procedures the main objectives of education and the roads leading
thereto must not be overlooked. Such procedures, therefore, must be
directed in such a manner as to improve the conditions under which
instruction is given.
In this Handbook we are concerned primarily with administrative pro-cedures,
with the methods of approach to the public, and with the tools
and machinery of education. Such questions as the nature and content
of the curriculm, methods, and materials are treated in other pamphlets
which have been issued by this department or which are now in process
of publication. We are not unmindful of the necessity of such publi-cations
or of their importance in any general scheme of educational
procedure. The purpose of this bulletin, however, is to deal mainly with
objective things in such a way as to facilitate the operation of the course
of study. In this bulletin the chief concern is the organization of child-ren
into instructional groups in such a way as to equalize, as nearly as
may be, among the teachers in the district, the work to be done in that
district, and to suggest the use of such instructional equipment and
materials as will facilitate the whole effort of good teaching.
This bulletin is concerned with all the schools in the State from the
one-teacher school in some secluded mountain cove to the largest city
system. We must plan, therefore, to take the whole course of study to
every child in the State in the most efficient manner that can be devised.
Some treatment, therefore, will be found in this pamphlet for every type
and condition of school. It seems wise at this time also to look at the
whole educational program as one single effort. We are broken up into
so many units and divisions, both vertically and horizontally, that school
administration in North Carolina has come to be a very complicated
affair. The effort of this book is towards unification.
The State has already set up standards of school costs. We must now
begin, it seems to me. to set up standards of school operation in terms
of organization, equipment, course of study, and programs of activities.
Perhaps the smaller rural schools have been neglected for a number of
years in our thinking, and there is no intention here to undertake to make
these small units permanent. However, as long as we undertake to
teach children in such institutions, they should be made as efficient as
it is humanly possible to make them. This pamphlet, therefore, gives
considerable space and time to plans and organization for small rural
elementary schools. It concerns itself primarily with the elementary
schools just at this time because a high school handbook has already been
issued. At some later period it is planned to combine both of these books
into one volume covering the whole field of administrative school pro-cedure.
Objectives of Education
It is not the purpose of the public schools to teach the children in such
a way as to make automatons out of them, but to give instruction under
4 A Handbook fok Elementary Schools
such conditions as will inspire every child who comes under their tuition
to make out of himself the best possible human being. It seems to me
that this might be stated under four sub-heads as follows:
1. To be an individual in his own name and right. The schools have
been accused of undertaking to run all the children through a mill and
turn them out so that each one would meet identical specifications.
Nothing is further, it seems to me, from the purpose of public education.
From the first day a child goes to school until he shall have finished, the
effort of the school is to draw out of him every possible response and to
ti-eat him in such a way that he will feel that he is an individual in his
own name and right, and that he is not merely one of a group or one of
a kind. This will inculcate in him the belief that he has value in his
own name and in his own right. Such a feeling on the part of the child
enables him to think for himself.
2. To be a self-determining individual. A sense of individual worth
creates in a child a desire to determine for himself, in some measure, the
direction in which his life shall go. In the old apprentice system he was
robbed of the power of such r'.etermination. All things were settled for
him when he was bound as an apprentice. Under the system of public
education we are trying in eleven years to get him on a plane of intel-lectual
development suflSciently high to enable him to reach conclusions
for himself.
3. To be a cooperative individual. Many people now contend that this
machine age has destroyed the worth of individuality, and that we must
now be taught cooperation with our fellows. Cooperation involves the
idea of equality among the cooperative units. In place of the power of
self-determination being antagonistic to the cooperative spirit, in my
opinion, it is necessary to it. Unless cooperation is on a plane of equality
among the cooperating agents, then we have the relation of master to
slave or king to subject.
4. To be a participating individual. In a democracy such as ours every-one
should participate in the affairs of government. If the public schools
can turn out at the end of eleven years pupils who have developed
intellectual and moral qualities to such an extent that they can think for
themselves and decide for themselves on proper courses of action, then
we need not fear their ability and willingness to participate in the affairs
of government.
I realize that these objectives of education are stated somewhat dif-ferently
from the usual type of statement. It is possible that they do not
cover the whole field, but if these qualities of character and individual
strength can be developed through an educational process, it seems to me
that the public school will serve to a large extent the purpose for which
it is set up.
state Superintendent of Public Instruction.
June 23, 1932.
SOME FACTORS IN ORGANIZATION AND
ADMINISTRATION OF ELEMENTARY SCHOOLS
Distribution and Assignment of Work
The success of an elementary school is largely dependent on proper
organization. The distribution of the work among the several teachers
is a vital problem. This is properly the function of the superintendent
working through the principal. It is important that teachers know at
the time of election that grade placement is in the hands of the principal.
It is desirable that the pupil-load be distributed as equitably as possi-ble.
It is undesirable organization for some teachers to be overloaded
while others have comparatively few pupils. It is often necessary for
teachers to have pupils from two different grades in order to equalize the
pupil-load.
The practice of teaching high school pupils in an elementary school
usually results in poor high school work and deprives elementary children
of services rightly belonging to them. It makes proper elementary in-struction
almost impossible, since it usually means that the time of one
teacher is taken up with high school work and the pupil-load in the
elementary school is increased for the other teachers.
Certiflcation. Each type of certificate requires a minimum training
peculiar to the certificate. To change a certificate from one field to
another it is necessary to have credit for all of the work prescribed for
the certificate to which one wishes to change.
High School Teachers' Certificates are now issued in subjects. One is
restricted to teaching in the high school the subject or subjects which
appear on the certificate. These subject High School Certificates are not
valid for teaching in the elementary grades.
The blanket or general High School Teacher's Certivicate issued prior
to July 1, 1931, is valid for teaching any subject in the high school, except
Vocational Home Economics and Agriculture. The certificate, also, per-mits
one to teach as low as the fourth grade in a standard elementary
school, or in any grade of the elementary school if it is not standard.
However, such practice is highly undesirable. To be issued a grade
certificate, it would be necessary to meet the present requirements for
the certificate desired.
Extension Work. The extension work for certificate credit includes
courses taken through correspondence study instruction, extension class
teaching, or work taken on the campus of an institution, if taken during
the year while a regularly employed teacher. The total credit which a
teacher may earn from all these sources between September 1st and June
1st shall not exceed eight semester hours. A teacher's first concern
should be her teaching responsibility. The extension work should result
in professional and cultural growth and development of the teacher but
must not interfere with the school activities. This limitation in credit is
one safeguard.
School Programs and Daily Schedules
Tentative and comprehensive programs should be worked' out for the
school and the individual teacher previous to the opening. These should
be made cooperatively by teacher, principal and supervisor and modified
as conditions warrant.
6 A Handbook for Elementary Schools
Daily schedules for the school and the individual teacher are essential
to the realization of a program, and should be worked out cooperatively
and tentatively with view to modifications for improvement. Some gen-eral
principles to keep in mind are:
1. A schedule should take into account all of the time of all the pupils.
Supervised study of all pupils not on recitation is as important as
the recitation underway.
2. Every school subject should be given a definite place on the program
in accordance with the time distribution. See page 79.
3. Related subjects should be grouped in sequence so as to aid the pupil
in his mastery and reaction to whole and related thoughts, activities
and experiences.
4. Quiet periods and active periods should alternate.
5. Subjects involving manual skill should follow quiet work.
6. Lunch should follow comparatively quiet periods.
7. Drill periods should be relatively shorter than other periods; super-vised
periods and creativ3 periods should be relatively and corre-spondingly
longer.
8. Many and short periods of ten to fifteen minutes duration are unde-sirable.
More than twenty daily teaching periods per teacher is
undesirable.
9. The teaching hours should equal the legal requirement of six hours
daily.
10. A schedule should permit change as need arises.
The following steps are essential to successful schedule making:
1. List all the grades to be taught.
2. Make an equitable distribution of teaching responsibility per teacher
as recommended for schools of varying sizes, and when necessary
make most satisfactory combinations and alternations of grades.
Note the more closely related combinations such as second and third
grade language. Note the suggested alternations such as physical
education and health. In the small schools consider the alternation
of subjects by years. Example: Teach fourth grade geography to
grades four and five one year. Teach fifth grade geography to grades
four and five the following year.
3. Divide each teacher's working day into teaching periods which include
all required subjects and will make possible a weekly time distribu-tion
by subjects equal to or in excess of the time distribution given
on page 79.
4. Check each teacher's schedule by the principles stated above, the
various types of suggested daily schedules, and its use in the class-room.
5. Revise in relation to various school needs.
Suggested daily schedules are given below for the following types of
schools and suggested grade grouping:
1. One teacher or more to the grade: These grade schedules are
adaptable for one or more teachers per grade. Each teacher in
charge of a section of a grade should follow a similar schedule.
2. Four-teacher school: Grade I; Grades II-III; Grades IV-V; Grades
VI-VII.
3. Three-teacher school: Grade I; Grades II-IV; Grades V-VII.
4. Two-teacher school: Grades I-III; Grades IV-VII.
5. One-teacher school: Grades I-VII, types A and B.
A Handbook for Elementary Schools
SCHOOLS WITH SEVEN OR MORE TEACHERS
DAILY SCHEDULE FOR FIRST GRADE
Time Period
(Min.)
Subject Supervision
8:30-8:50
8:50-9:05
9:05-9:25
9:25-9:45
9:45-10:05
10:05-10:15
10:15-10:35
10:35-10:50
10:50-11:10
11:10-11:30
11:30-11:45
11:45-12:05
12:05-12:20
12:20-12:50
12:50-1:05
1:05-1:25
1:25-1:40
2:05-2:15
2:15-2:30
20
15
20
20
20
10
20
15
20
Chapel exercises in general assembly weekly or more often. Home room ohapel including music
and devotion on other days.
Current events, conversation, planning read-ing
activities.
Reading Group I.
Reading Group II.
Reading Group III.
Relief period.
Play out of doors.
Arithmetic—Number exercises.
Language—Stories, poems, games, composi-tion.
Art—Drawing, coloring, weaving, carving,
cutting, mounting.
Music.
Supervised lunch.
Free period.
Science, geography, history, citizenship.
Spelling and writing.
Physical Education—Mon. Wed. Fri.
Health—Tues. Thurs.
Reading Group I.
Health inspection by teacher.
Groups II and III at work on reading ac-tivities.
. .
Groups I and III at work on reading activi-ties.
. .
Groups I and II at work on reading activities
Instruction in health habits and check.
Supervised play—out of doors when weather
permits.
Incidental health instruction, food habits.
Indirectly supervised.
Specific attention given to each.
Direct instruction, games and personal hy-giene.
Groups II and III at work on related reading
activities.
Reading Group II. ' Groups I and III at work on related reading
activities.
Relief period Instruction in health habits and check.
Reading Group III. Groups I and II at work on related reading
activities.
Encouragement of individual projects, unfinished class work, easy reading in groups, supervised
play or dismissed.
DAILY SCHEDULE FOE SECOND GRADE
Time Period
(Min.)
8:30-8:50 20
8:50-9:05 15
9:05-9:25 20
9:25-9:45 20
9:45-10:05 20
10:05-10:25 20
10:25-10:35 10
10:35-10:55 20
10:55-11:15 20
11:15-11:35 20
11:35-11:50 15
11:50-12:10 20
12:10-12:20 10
12:20-12:40 20
12:40-1:00 20
1:00-1:15 15
1:15-1:35 20
1:35-1:45 10
1:45-2:05 20
2:05-2:35 30
2:35
Subject Supervision
Chapel exercise in general assembly weekly or more often. Home room chapel including music
and devotion on other days.
Current events, conversation, planning read-ing
activities.
Reading Group I.
Reading Group II.
Reading Group III.
Play out of doors.
Relief period.
Arithmetic—Number work and problem exer-cises.
Language—Stories, poems, games, composi-tion.
Art—Drawing, coloring, weaving, carving,
modeling, mounting.
Physical Education—Mon., Wed., Fri.
Health—Tues., Thurs.
Supervised lunch.
Health inspection by teacher.
Groups II and III continue reading activities.
Groups I and III continue reading activities.
Groups I and II continue reading activities.
Supervised games and exercises definitely
planned.
Indirectly supervised.
Direct instruction, games and personal hy-giene.
Incidental health instruction—food and
habits.
Indirectly supervised.
Group II doing related reading activity.
Including penmanship.
Words from text and a supplementary list.
Free period.
Reading Groups I and II.
Writing.
Spelling.
Music.
Relief period.
Reading Group III.
Science, geography, history, citizenship. . .
Encouragement of individual projects, unfinished class work, easy reading in groups, supervised
ptey or dismissed.
Indirectly supervised. . .
Groups I and II doing related reading activity.
A Handbook foe Elementart Schools
DAILY SCHEDULE POR THIBD QBADB
Time Period
(Min.)
8:30-8:50 20
8:50-9:00
9:00-9:25
9:25-9:45
9:45-10:00
10:00-10:05
10:05-10:30
10
25
20
15
5
25
10:30-10:55
10:55-11:25
25
30
11:25-11:55 30
11:55-12:15 20
12:15-12-20
12:20-12:40
12:40-1:00
1:00-1:20
1:20-1:25
1:25-1:50
5
20
20
20
5
25
1:50-2:20
2:20-2:40
2:40
30
20
Subject Supervision
Chapel exercises in general assembly weekly or more often
and devotion on other days.
Planning period.
Reading Group I.
Reading Group II.
Spelling.
Relief period.
Play out of doors.
Home room chapel including music
Arithmetic—Number work and problems.
Language—Stories, poems, games, composi-tion,
language forms.
Art—^Drawing, coloring, weaving, carving,
cutting, mounting.
Supervised lunch.
Plan and start reading activities.
Group II at work on reading activities.
Group I at work on reading activities.
Words from text and a supplementary list.
Indirectly supervised.
Supervised games and exercises definitely
planned.
Incidental health instruction—foods and
habits.
Free period.
Reading Group I.
Reading Group II.
Writing.
Relief period.
Physical Education^Mon., Wed., Fri.
Health—Tues., Thur.
Science, geography, iiistory, citizenship.
Music.
Encouragement of individual projects, unfinished class work, easy reading in groups, supervised
play or dismissed.
Group II at work on reading activities.
Group I at work on reading activities.
Including penmanship.
Direct instruction, games and personal hy-giene.
DAILY SCHEDULE FOR FOtJRTH GRADE
Time Period
(Min.)
Subject Supervision
8:30-8:50 20
8:50-9:20
9:20-9:50
10:20-10:25
10:25-10:50
11:20-11:40
11:40-12:00
12:00-12:20
12:20-12:40
12:40-1:10
1:10-1:30
1:30-2:00
2:00-2:05
2:05-2:30
2:30-3:00
3:00
9:50-10:20 30
10:50-11:20 30
20
20
20
10
30
20
30
5
25
30
Chapel exercises in general assembly weekly or more often
and devotion on other days.
Arithmetic.
Home room chapel including musie
Small groups may also be directed for needed
drill.
Special groups may be directed in work type
and in leisure reading.
Reading.
Language—Literature, composition, language
forms, games.
Relief period.
Play out of doors.
Art—Drawing, painting, weaving, carving,
cutting, modeling.
Music.
Spelling.
Supervised lunch.
Free period.
History—Mon., Wed., Fri.
Citizenship—Tues., Thurs.
Writing.
Geography.
Relief period.
Science.
Health—Mon., Wed., Fri.
Physical Education—Tu&s., Thurs. „„
Pupil initiated class work, reference reading, experimentation, supervised play, unfinished work
or dismissed.
Supervised games and exercises definite
planned.
Words from text and supplementary list.
Directed large units of work based on loea
needs.
Including penmanship.
Direct instruction, games.
Personal hygiene and communicable diseases.
A Handbook fob Elementary Schools
DAILY 8CHBDULB FOB FIFTH, SIXTH OB BEVENTH (3BADE*
Time Period
(Min.)
8:30-8:50 20
8:50-9:30 40
9:30-10:10 40
10:10-10:15
10:15-10:45
5
30
10:45-11:35
11:35-12:10
50
35
12:10-12:30 20
12:30-12:40
12:40-1:20
10
40
1:20-1:40
1:40-2:20
2:20-2:25
2:25-2:40
2:40-3:15
20
40
5
15
35
Subject Supervision
Chapel exercises in general assembly weekly or more often. Home room chapel including muslo
and devotion on other days.
Arithmetic. Small groups may also be directed for needed
drill.
Geography—Mon., Wed., Fri. Directed large units of work based on local
interests.
Relief.
Play out of doors. Supervised games and exercises definitely
planned.
Reading—Use of library and reference material at least once a week.
Physical Education—Mon., Wed., Fri.
Health—Tues., Thurs.
Supervised lunch. Incidental health instruction—foods and
habits.
Free period.
History—Mon., Wed., Fri. Directed large units of work based on local
Citizenship—Tues., Thurs. needs and interests.
Writing. _ Including penmanship.
Language—Literature, composition, language forms, letters correlated with other subjects.
Relief period.
Spelling. Text and supplementary list.
Art—Mon., Wed., Fri. Correlated with other subjects.
Music—Tues., Thurs.
3:15 Pupil initiated class work, reference reading, experimentation, supervised play, unfinished work
or dismissed.
*This schedule is adaptable to grades 5, 6 or 7 with the assumption that directed study is a part of each recitation
Reference—The Group Study Plan. Maguire. Scribners S1.50.
FOUR-TEACHER SCHOOL
DAILY SCHEDULE FOR GRADES Tn'O-THREB WITR ONE TEACHER*
Time Period Subject Supervision
(Mm.)
8:30-8:45 15 Chapel exercises in general assembly or home room and including music, devotion and variety
of pupil participation.
8:45-8:55 10 Current events and planning reading activi- Health inspection by teacher,
ties.
Reading Grade II. Grade III continue work on reading.
Reading Grade III. Grade II continue work on reading.
Writing. Including penmanship.
Relief period. Indirectly supervised.
Play out of doors. Supervised piay—out of doors whenever
weather permits.
Arithmetic Grade III—Mon., Wed., Fri. Grade II study arithmetic.
Grade II—Tues., Thurs. Grade III study arithmetic.
Language Grade II** Grade III study language.
Language Grade III** Grade II do related language work.
Supervised lunch. Incidental health instruction—food and
habits.
Free period.
Spelling. Words from text and a supplementary list.
Reading Grades II. _ Grade III read science material.
Art—Drawing, coloring, weaving, carving. Grade and groups of special interests super-mode
ing mountmg. vised in large and related units of work.
Physical Education—Mon., Wed., Fri. Direct instruction, games and personal hy-
Health—Tues., Thurs. giene.
Relief period.
Music.
Science, geography, history, citizenship.
Projects based on pupil interest, easy reading in groups, unfinished pupil work or dismissed.
*Ordinarily the grouping in a four-teacher school would be: first grade; second and third; fourth and fifth; siith
and seventh. See first grade schedule.
**Language, including stories, poems, composition, letters, language forms and games.
8:55-9:20
9:20-9:45
9:45-10:05
10:05-10:15
10:15-10:35
25
25
20
10
20
10:35-11:00 25
11:00-11:25
11:25-11:45
11:45-12:05
25
20
20
12:05-12:20
12:20-12:40
12:40-1:00
1:00-1:30
15
20
20
30
1:30-2:00 30
2:00-2:05
2:05-2:25
2:25-2:55
2:55
5
20
30
10 A Handbook fob Elementaby Schools
DAILY SCHEDULE FOB GRADES FOUR-FIVE WITH ONE TEACHER
Time Period
(Min.)
Subject Supervision
8:30-8:45
8:45-8:55
8:55-9:20
9:20-9:45
9:45-10:05
10:05-10:15
10:15-10:35
10:35-10:55
10:55-11:20
11:20-11:50
11:50-12:10
12:10-12:20
12:20-12:40
12:40-1:00
1:00-1:25
1:25-1:50
1:50-2:15
2:15-2:20
2:20-2:50
2:50-3:10
3:10
Chapel exercises in general assembly or home room and including music, devotion and varied
pupil participation.
10 Planning reading activities.
25 Reading Grade IV.
25 Reading Grade V.
20 Arithmetic Grade IV.
10 Relief period.
20 Play out of doors.
20 Arithmetic Grade V.
30 Language—Lit'^rature, pictures, composition,
letters, language, forms.
30 Art—Drawing, raodeMng, painting, weaving,
carving, mounting.
20 Supervised lunch.
10 Free period.
20 Spelling.
20 History Grade IV.
25 History Grade V.
25 Geography Grade IV.
25 Physical Education.
Health.
5 Rehef period.
30 Geography V—Mon., Wed., Fri.
Science IV-V—Tues., Thurs.
20 Music—Mon., Wed., Fri.
Writing—Tues., Thurs.
Health inspection by teacher.
Grade V continue study of reading.
Grade IV do related reading or language work.
Grade V study arithmetic.
Games and exercises definitely planned and
supervised in the open when weather per-mits.
Grade IV study arithmetic.
Grades and groups directed in large units of
work.
Incidental health instruction—food and
habits.
Grade material in text and supplementary
list. Grade not reciting study spelling.
Grade V study history.
Grade IV study geography.
Grade V study geography or related material.
Direct instructions, games, personal hygiene
and communicable diseases.
Grade IV study science or related material.
games, and supervised
Group projects, easy reading in groups, unfinished class work, supervised play or dismissed.
Direct instruction,
hygiene.
DAILY SCHEDULE FOR GRADES SIX-SEVEN WITH ONE TEACHER
Time Period
(Min.)
Subject Supervision
8:30-8:45 15
8:45-9:20
9:20-9:50
9:50-10:10
35
30
20
10:10-10:15
10:15-11:15
5
60
11:15-11:55
11:55-12:15
40
20
12:15-12:20
12:20-1:00
5
40
1:00-2:00 60
2:00-2:25 25
2:25-2:30
2:30-3:00
5
40
3:10-4:00 50
Chapel exercises in general assembly or home room and including music, devotion and varietj'
of pupil participation.
Arithmetic Grade VI.
Arithmetic Grade VII.
Spelling Grade VI—Mon., Wed., Fri.
Grade VII—Tues., Thurs.
Relief period.
Reading Grade VI—Mon., Wed.
Grade VII—Tues., Thurs.
Library VI-VII—Friday.
History and citizenship Grade VII.
Supervised lunch.
Free period.
History Grade VI—Mon., Wed., Fri.
Science Grades VI-VII—Tues., Thurs.
Language**.
Physical Education—Mon., Wed., Fri.
Health—Tues.. Thurs.
Relief period.
Art—Tues., Thurs.
Music—20 mins. Mon., Wed., Fri.
Writing—20 mins. Mon., Wed., FrL
Geography Grade VI—Mon., Wed., Fri.
Grade VII—Tues., Thurs.
Grade VII study arithmetic.
Grade VI study arithmetic.
Grade not reciting should study spelling.
Grade VII** study reading.
Grade VI** study reading.
Grade VI study history or science.
Incidental health instruction—foods and
habits.
Grade VII study history.
Grade and groups directed in large units of
work.
Direct instruction, games, personal hygiene
and communicable diseases.
Grade and groups directed in related and
large units of work.
Grade not reciting should have definite study
plans and checks.
*Ten minutes should be used for definite assignment and checking on study groups.
A Handbook fob Elementary Schools 11
THREE-TEACHER SCHOOL
DAILT SCHEDULE FOR GRADES TWO-POUR WITH ONE TEACHER*
Time Period
(Min.)
Subject Supervision
8:30-8:45 15 Chapel exercises in general assembly or home room and including music, devotion and varied
8:45-9:00
9:00-9:25
9:25-9:50
9:50-10:10
10:10-10:20
10:20-10:40
10:40-11:00
11:00-11:30
11:30-11:50
11:50-12:10
12:10-12:20
12:20-12:35
12:35-1:00
1:00-1:25
1:25-1:55
1:55-2:05
2:05-2:30
2:30-2:55
2:55-3:20
3:20-3:40
3:40
pupil participation.
15 Current events and planning reading activities.
25 Reading Grade II.
25 Reading Grade III.
20 Reading Grade IV.
10 Relief period.
20 Play out of doors.
20 Arithmetic Grade II.
30 Arithmetic Grade III—Tues., Thurs.
Grade IV—Mon., Wed., Fri.
20 Spelling Grades II-IV.
20 Supervised lunch.
Free period.
Reading Grade II.
Language Grades II and III.
Language Grade IV—Tues., Wed., Thurs., Fri.
Art Grades II-IV—Mon.
Science Grades II-IV—Mon., Tues., Thurs., Fri.
Art Grades II-IV—Wed.
Relief period.
Physical Education—Mon., Wed., Fri.
Health—Tues., Thurs.
History Grade IV—Mon., Tues., Wed., Thurs.
Art Grades II-IV—Fri.
Geography Grade IV—Mon., Tues., Wed.,
Thurs.
Art Grades II-IV—Fri.
Music—Mon., Wed., Fri.
Writing—Tues., Thurs.
Health inspection by teacher.
Grades III and IV continue reading activi-ties.
Grades II and IV continue reading activities.
Grades II and III continue related reading
activities.
Carefully planned and supervised play in the
open when weather permits.
Grades III and IV at work on arithmetic.
Grades not on recitation study arithme'ic.
Grade text and supplementary lists. Study
periods for pupils not on recitation.
Incidental health instruction—food and
habits.
Grades III-IV do remedial reading work.
Grade IV study language.
Pupils not reciting study language.
Direct instruction, games and personal
hygiene.
Grades II and III study history and science.
Grades not reciting study geography.
Including penmanship.
Unfinished pupil work, individual and group projects, easy reading or dismissed.
'Ordinarily the grouping in a three-teacher school would be: first grade; second-third-fourth; fifth-sixth-seventh.
See first grade schedule.
DAILY SCHEDULE FOR GRADES FIVE-SEVEN WITH ONE TEACHER
Time Period
(Min.)
Subject Super\'ision
8:30-8:45
8:45-8:55
8:55-9:20
9:20-9:45
9:45-10:10
10:10-10:20
10:20-10:40
11:30-11:50
11:50-12:10
12:10-12:20
12:20-12:45
12:45-1:20
1:20-2:00
2:00-2:20
2:20-2:50
2:50-3:00
3:00-3:25
3:25-3:50
3:50
10:40-11:30 50
Chapel exercises in general assembly or home room and including music, devotion and varied
pupil participation.
Planning arithmetic work.
Arithmetic Grade V.
."Vrithmetic Grade VI.
Arithmetic Grade VII.
Relief period.
Play out of doors.
Reading Grades V-VII including one library
period per week.
Writing.
Supervised lunch.
Free period.
Language Grade V—Mon., Wed., Fri.
Music Grades V-VII—Tues., Thurs.
Language Grades VI-VII.
Art Grades V-VII—Mon., Wed., Fri.
Science Grades V-VII—Tues., Thurs.
Spelling.
History Grades V-VII—Mon., Wed., Fri.
Grade VII—Tues., Thurs.
Relief period.
Physical Education—Mon., Wed., Fri.
Health—Tues., Thurs.
Geography Grades VI-VII—Mon., Wed., Fri.
Grade V—Tues., Thurs.
Unfinished pupil work, individual and group projects, easy reading or dismissed.
Health inspection by teacher.
Grades VI and VII study arithmetic.
Grades V and VII study arithmetic.
Grades V and VI study arithmetic.
Carefully planned and supervised in open
when weather permits.
Special study groups given definite assign-ments
and checks.
Including penmanship.
Incidental health instruction—food and
habits.
Grades VI and VII study language.
Special study groups given definite assign-ments
and checks.
Grade text and supplementary list.
Grades not reciting study spelling.
Grade VII study history.
Grades V and VI study history.
Direct instruction, games, personal hygiene
and communicable diseases.
Grade V study geography.
Grades VI and VII study geography.
12 A Handbook for Elementary Schools
TWO-TEACHER SCHOOL
DAILY SCHEDULE FOE QRADES ONE-THREE WITH ONE TEACHER
Time Period Subject
(Mia.)
Supervision
8:30-8:45 15 Chapel exercises in general assembly or home
participation.
room and including music, devotion and pupit
8:45-8:55 10 Planning reading activities. Health inspection by teacher.
8:55-9:20 25 Reading Grade I. Beginners and repeaters should be in separate
groups and one have directed reading while
other recites. Grades II and III continue
reading activities.
9:20-9:40 20 Reading Grade 11. Grades I and III at work on related reading
activities.
9:40-10:00 20 Reading Grade III. Grades I and II at work on related reading
activities.
10:00-10:20 20 Writing Grades I-III. Including penmanship and individual teacher
attention.
10:20-10:30 10 Relief period. Indirectly supervised.
10:30-10:45 15 Play out of doors.
10:45-11:05 20 .Arithmetic—Grades I and II. Grade III study arithmetic.
11:05-11:25 20 Arithmetic Grade III. Grades I and II at work on related number
exercises.
11:25-11:50 25 Science, geography, history, citizenship.
11:50-12:10 20 Music._
12:10-12:30 20 Supervised lunch. Incidental health instruction— foods and
habits.
12:30-12:40 10 Free period.
12:40-1:10 30 Lang'iage—Stories, poems, composition, let- Grade and pupil interest groups should be
ters, language. formed for these periods of direct and in-direct
supervision throughout the series of
recitations.
1:10-1:35 25 Art—Drawing, coloring, weaving, carving,
modeling, mounting.
1:35-1:55 20 Spelling.
1:55-2:20 25 Physical Education—Mon., Wed., Fri. Direct instruction, games and personal hy-
Health—Tues., Thurs. giene.
2:20-2:30 10 Relief period.
2:30-3:00 30 Reading Grades I-III. Grades or groups not reciting should be doing
related reading activities.
3:00 Unfinished work, pupil interest projects, manual arts, or dismissed^ |
DAILY SCHEDULE FOR GRADES FOUR-SEVEN WITH ONE TEACHER
Time Period
(Min.)
Subject Supervision
8:30-8:45 15 Chapel exercises in general assembly or home
participation.
room and including music, devotion and pupil
8:45-8:55 10 Planning reading activities. Health inspection by teacher.
8:55-9:20 25 Reading Grade VI—Mon., Wed., Fri.
Grade VII—Tues., Thurs.
Other grades continue reading activities.
9:20-9:40 20 Reading Grade V. Grade IV study arithmetic.
Grades VI-VII continue work on reading.
9:40-10:00 20 Reading Grade IV. Grades V-VII study arithmetic.
10:00-10:20 20 Writing Grades IV-VII. Including penmanship.
10:20-10:30 10 Relief period.
10:30-10:45 15 Play out of doors. Supervised games and exercises definitely-planned.
10:45-11:10 25 Arithmetic Grades VI-VII. Grades IV-V study history.
11:10-11:55 25 Arithmetic Grades IV-V—Mon., Wed., Fri. Grades VI-VII study history.
Grades VI-VII—Tues., Thurs. Grades IV-V study history.
11:55-12:10 15 Spelling Grades IV-V—Mon., Wed., Fri. Grades VI-VII study spelling.
Grades VI-VII—Tues., Thurs. Grades IV-V study spelling.
12:10-12:30 20 Supervised lunch. Incidental health instruction—foods and
habits.
12:30-12:40 10 Free period.
12:40-1:20 30 Language Grades IV-V—Mon., Wed., Fri. Grades VI-VII study language.
Grades VI-VII—Tues., Thurs. Grades IV-V study language.
1:20-1:40 20 Art Grades VI-VII—Mon., Wed., Fri. Grades IV-V assigned work in art.
Grades IV-V—Tues., Thurs. Grades VI-VII assigned work in art.
1:40-2:00 20 Music Grades IV-V—Mon., Wed., Fri. Grades VI-VII study science.
Grades VI-VII-Tues., Thurs. Grades IV-V study science.
2:00-2:20 20 Physical Education Grades IV-VII. Direct instruction, games and personalTiy-
Health. giene.
2:20-2:25 5 Relief period.
2:25-2:55 30 Ristorv and Citizenship:
Grades VI-VII—Mon., Wed., Fri. Grades IV-V study geography.
Grades IV-V—Tues., Thurs. Grades VI-VII study geography.
2:55-3:25 30 Geography Grades IV-V—Mon., Wed., Fri. Grades VI-VII work on reading or individual.
needs.
Grades VI-VII—Tues., Thurs. Grades IV-V work on reading or individual
needs. H
3:25-3:50 25 Science Grades IV-VII.
3:50 Unfinished work of individuals, easy reading in groups, supervised play, dismissed. |
A Handbook fob Elementaby Schools 13
ONE-TEACHER SCHOOL
SCHEDULE FOR HEVEN GRADE BLEMBNTART SCHOOL WITH ONE TBACHER—TYPE A, GROUP PLAN
Time
Period a group
(Min.) Beginners
First Grade
B GROUP
Second and
Third Grades
C GROUP
Fourth and
Fifth Grades
D GROUP
Sixth and
Seventh Grades
8:30-8:45 15 Chapel exercises including music devotion and varied pupil participation.
8:45-8:55 10 Starting group work Grades I-VII and Health Inspection.
8:55-9:10 15 READING Study Reading Study Language Study Language
0:10-9:30 20 Related Reading
activities
READING Study Language Study Language
9:30-10:00 30 Check Reading Study Reading LANGUAGE LANGUAGE
10:00-10:10 10 Relief Study Spelling Study Spelling Study Spelling
10:10-10:30 20 Physical Education Instruction and Supervised Play Grades I-VII
10:30-10:55 25 ARITHMETIC ARITHMETIC Study Arithmetio Study Arithmetic
10:55-11:20 25 Related seat work Related seat work ARITHMETIC ARITHMETIC
11:20-11:40 20 SPELLING GRADES I-VII
11:40-12:20 40 ART GRADES I-VII—Monday, Wednesday
MUSIC GRADES I-VII—Tuesday, Thursday
SCIENCE GRADES I-VII—Friday
12:20-12:40 20 SUPERVISED LUNCH GRADES I-VII
12:40-12:50 10 Free Period
12:50-1:10 20 READING and
LANGUAGE
Study Reading and
Language
Study Reading Study Reading
1:10-1:30 20 Related Study READING and
LANGUAGE
Study Reading Study Reading
1:30-2:00 30 Related Study Related Study READING READING
2:00-2:20 20 WRITING GRADES I-VII
2:20-2:30 10 Relief Period
2:30-3:00 30 Language and
Citizenship
Language and
Citizenship
GEOGRAPHY Study Geography
3:00-3:30 30 Related Science or
Citizenship work
or dismissed
Related Science or
Citizenship
Study History GEOGRAPHY
3:30-4:00 30 Easy Reading or
dismissed
Easy Reading or
dismissed
HISTORY-Tues.,
Thurs.
HISTORY—Mon.,
Wed., Fri.
14 A Handbook fob Elementaey Schools
DAILY SCHBDULB FOB BBVBN-QRADE ONE-TEACHER BLBMBNTABY SCHOOL*—TYPE B
Time Period
(Min.)
Subject
8:30-8:40
8:40-8:45
8:45-9:05
9:05-9:25
9:25-9:45
9:45-10:05
10:05-10:20
10:20-10:40
10:40-10:55
10:55-11:10
11:10-11:30
11:30-11:50
11:50-12:15
12:15-12:35
12:35-12:45
12:45-12:50
12:50-1:05
1:05-1:20
1:20-1:35
1:35-1:50
1:50-2:05
2:05-2:20
2:20-2:40
10 Opening Exereisee 1-7
5 Planning period 1-7
20 Reading Section A 1
20 Reading Section B 1
Reading 2
Reading 3-4
Recess 1-7
Language 1-2
Language 3-4
15 Arithmetic 5
20 Arithmetic 3-4
20 Art 1-7—Monday, Tuesday; Music
Health 1-7 Friday.
25 Reading 5-7
20 Supervised lunch 1-7
10 Rest Period 1-7
5 Planning Period 1-7
15 Reading Section A 1
15 Reading Section B 1
15 Reading 2
15 Writing and Spelling 1-7
15 Physical Education 1-7
15 Recess 1-7
20 Geography 4-5—Monday, Tuesday;
Geography 6-7—Wednesday,
Thursday, Friday
2:40-3:00 20 Reading 3—Monday, Tuesday;
Science** 1-3—Wednesday.Thurs-day,
Friday
3:00-3:20 20 History*** 4-5—Monday, Tuesday;
History*** 6-7—Wednesday,
Thursday, Friday
This period should be used to plan individual grade work.
During these periods Grade 1 should recite reading;
Grades 2-4 should prepare reading and Grades 5-7
should recite arithmetic under supervision.
During this period Grades 2-4 should recite reading and
Grades 5-7 should recite language under supervision.
Grades and groups not reciting should have language
work to do at their seats. Language work for Grades
1-2 should extend through arithmetic periods for upper
grades.
All the pupils in Grades 3-7 when not in recitation should
spend this time on arithmetic. Small groups may be
formed for needed drill. When common difficulties are
encountered in different grades grouping should be on
basis of these difficulties rather than by grades.
1-7—Wednesday, Thursday;
Grades 1-3 should do carefully graded and planned read-ing
seat work. Grade 4 may do easy and independent
reading.
This period should be carefully supervised.
Grades 1-2 do reading seat work: Grades 3-4 science,
Grades 4-7 science and history. All pupils not reciting
should continue plans through next period.
Grades 2-3 do carefully planned arithmetic seat work;
Grades 4-7 do geography and science seat work through
this and next period.
Writing, spelling and physical education are definite
teaching periods for dliferent grade levels.
Grades 1-3 under supervision do construction work and
science emphasizing manual arts and nature.
Grades 1-2 continue supervised study; grades 4-7 study
history.
Grades 1-3 under supervision do related reading seat
work.
*This program distributes the time allotment in the traditional manner and is not the most acceptable but may
be used bv the conventional teacher.
Science, Nature Study, Geography, Citizenship, History.
***History and Citizenship.
Records and Reports
Keeping the register. Full instructions for keeping the register are
given in the register itself. The information contained is the basis of the
teachers' monthly and yearly summaries and should be kept complete and
up-to-date, day by day. Registers should be examined periodically by
principals to see that they are properly kept.
Special attention is called to what constitutes a legal absence. The
practice of counting a pupil present because the bus fails to run is
illegal. A child is either present or absent and the question of the cause
does not enter into it. This should include pupils who have reported and
have been excused for the day. In other words, a pupil should be counted
absent when for any reason he is not in school for at least half of the
day.
A Handbook fob Elementary Schools 15
Making reports. All reports should be made promptly and in full. The
following is a list of reports required:
1. Teachers' reports—
a. Monthly summary to the principal.
b. Yearly summary to the principal.
c. Such other reports as may be required by the principal or super-intendent.
2. Principals' reports—
a. Monthly statistical report to the superintendent.
b. Annual statistical report to the superintendent.
c. High School Principal's Preliminary Report.
d. High School Principal's Annual Report.
e. Monthly and annual transportation reports to the superin-tendent.
f. Preliminary and annual reports of the elementary principal
(For standard elementary schools only).
3. 8upe7'intendents' reports—
•
a. Preliminary statistical report (counties only).
b. Annual statistical report.
c. Annual transportation report (counties only).
d. Annual financial report.
e. Audit.
Substitute Teachers
Substitute teachers are employed just as in the case of regular teachers.
Each substitute teacher should be paid in accordance with the salary
rating of the certificate she holds.* Whenever a substitute teacher does
not hold a certificate, the salary shall be on the basis of a County Second
Grade Certificate when paid out of State funds.
Making Up Holidays
The legal school month is 20 days, exclusive of holidays. Therefore,
all holidays shall be made up so that there shall be 20 teaching days in
each and every month taught. See Chapter 430, sec. 12, Public School
Laws, 1931.
Use of the Course of Study
Every teacher should have and use a copy of the State Course of Study.
It is a set of specifications in the hands of the teacher for doing the job
of teaching. It should be purchased by the counties and cities and placed
in the hands of each teacher, or the teacher should be required to buy
her own copy before the beginning of the session. Copies can be secured
through the county superintendent, when purchased in quantities of ten
or more, at a cost of 50 cents for the paper binding or $1.00 for cloth
binding. Single copies may also be secured from the State Department
of Public Instruction, Raleigh, N. C. Price in paper binding 60 cents,
cloth binding $1.00.
Provided this salary shall not exceed the salary rating of the regular teacher.
16 A Handbook fob Elementaby Schools
Classifying and Promoting Pupils
For aid in classifying and promoting pupils teachers are referred to the
section on attainments, page 25, and to the outline for teachers' meetings
on page 53.
Tests and Measurements
An adequate and periodic measure of pupil ability is essential to the
intelligent classification, instruction and promotion of pupils. Those who
teach for the sake of imparting or drilling facts to the neglect of an
adequate measure of pupil ability waste much of the teacher's and the
pupil's time. Those who attempt to measure pupils use non-standard-ized
or standardized tests. Both should be used to complement or
supplement each other. In order to fit the school organization and the
school work to the needs of pupils it is important that pupils be given
an intelligence test and a battery of educational achievement tests and
that the combined results be used for the following purposes: (1) as a
guide in classifying pupils for teaching purposes; (2) to measure the
progress made by the pupils from time to time and thereby stimulate all
to greater effort; (3) to diagnose pupil's difficulties along certain lines;
(4) to help teachers form standards and become more expert in evaluating
the activities of pupils; and (5) to make comparisons within the county
and with national standards.
Intelligence tests should be given one, two, or possibly three times
during the elementary school period and as determined by the degree of
satisfaction in the administration of the test.
Educational tests for the various school subjects are available in copies
for the individual pupil and including directions and answers, but are not
intended for teaching or drill purposes. A standard test should never be
taught. Tests are for survey and diagnostic purposes and should be used
only under the direction of the county superintendent or the school
principal and preferably both.
The county should have a county-wide testing program to include all
or certain schools and in specific fields of subject matter. The testing
program should be determined cooperatively by the county superintendent
and school principals, and administered by the superintendent, principals
and teachers. Cases of rare exception only should exist.
Standardized tests are generally administered at the middle and end of
the year, except for first grade at the beginning of the year. Results from
the previous year are used for classifying, sectioning and planning of
remedial programs at the beginning of the year. Testing should always
be followed by professional meetings and remedial teaching.
Under the direction of the State Department of Public Instruction two
types of tests are released to superintendents only and just preceding the
closing of the year's work, namely:
1. The North Carolina High School Senior Examination.
2. The North Carolina Elementary School Examination.
The following are types of reliable tests and scales:
Oral reading test:
Gray. Standardized Reading Paragraphs and Oral Reading. Check
tests. Public School Publishing Company, Bloomington, 111.
A Handbook for Elementary Schools 17
Silent reading tests:
Haggerty's Achievement Examination in Reading. Sigma I. World
Book Company, Yonkers, N. Y.
Gates Primary Reading Tests. Bureau of Publications, Teachers
College, Columbia University, New York.
Language tests:
Charters' Diagnostic Language Tests—Pronouns, Verbs, Miscel-laneous
A and Miscellaneous B, Grades III to VIII, Forms 1 and 2.
Public School Publishing Company, Bloomington, 111.
Hudelson English Composition Scale, Grades IV to XII. World Book
Company, Yonkers, N. Y.
Spelling scales:
The Buckingham Extension of the Ayres Spelling Scale. Public
School Publishing Company, Bloomington, 111.
The Morrison McCall Spelling Scale. World Book Company, Yonkers,
N. Y.
Creography tests:
Buckingham-Stevenson Information Problems Test in United States
Geography. Grades VI to IX. Two forms. Public School Pub-lishing
Company, Bloomington, 111.
Courtis Supervisory Test in Geography. Test A, Grades V-B to VI-A;
Test B, Grades IV-A. to VII-A. Forms A and B. S. A. Courtis,
1807 E. Grand Blvd., Detroit, Michigan.
History test:
Harlan Test of Information in American History. Grades VII and
VIII. Public School Publishing Company Bloomington, 111.
Handwriting scales:
Ayre's Handwriting Scale (Gettysburg Edition). Elementary or High
School. Russell Sage Foundation, New York.
Freeman Chart for Diagnosing Faults in Handwriting. Range: all
grades. Houghton Mifflin Company, Boston, Mass.
For a general testing program in the high school the following tests
are recommended:
For first and second year high school
—
New Standard Achievement Test—
Advanced Examinatio7i, by Kelley, Ruch and Terman. This comprises a
battery of achievement tests designed to measure the knowledge and
ability of pupils in reading, spelling, language and literature, history and
I ivies, geography, physiology and hygiene, and arithmetic. Forms V, W,
X, and Y, $2.00 net per package of 25, including Directions for Adminis-tering,
and Class Record. Guide for Interpreting, 15 cents net. School
Summary Record 20 cents net. Specimen set (Includes Guide) 50 cents
postpaid. World Book Company, Yonkers, N. Y.
For third and fourth years
—
The High School Achievement Examination,
by W. W. D. Sones and David P. Harry, Jr. This test covers in four
separaie parts language and literature, mathematics, natural science and
social studies. Forms A and B, $1.90 net per package of 2 5 with Manual
of Directions, Key and Class Record. Specimen set, 2 5 cents postpaid.
World Book Company, Yonkers, N. Y.
Intelligence Test
—
Group Test of Mental AMlity, by Lewis M. Terman.
This is a simple test of high reliability for use in grades 7 to 12. Forms
18 A Ha?7dbook for Elementary Schools
A and B, $1.20 net per package of 25 with Manual of Directions, Key,
and Class Record. Specimen set 20 cents postpaid. World Book Com-pany,
Yonkers, N. Y.
For a more detailed statement regarding standard tests for high schools
see High School Manual, 1929, pp. 36-38.
Instructional Supplies
The present system of financing the six months school term provides
for the purchase of instructional supplies on the basis of the amount set
up by the Board of Equalization on a per teacher basis.
In order to differentiate between a supply and a piece of equipment the
following definitions should be considered:
1. Stcpply is any article, the use of which involves its consumption.
2. Equipment is any article which is used for year to year.
Instructional Supplies should not be confused with equipment (such as
chairs, tables, books, charts, wall maps, globes, pictures, brooms, towels, etc.)
but may be differentiated from equipment by the fact that the teacher or
pupils use up the supplies in the teaching.
Instructional supplies may be purchased by the teacher only when
private donations and personal moneys are being used. The purchase of
instructional supplies from public school funds should be made by the
county or city superintendent by and with the approval of the Division
of Purchase and Contract.
The following is a list of suggested supplies. Information concerning
the uses and prices of these articles will be given in a bulletin to be
prepared later by the State Department of Public Instruction.
Paper
Drawing paper
Penmanship paper
Construction paper
Bogus paper
Wrapping paper
Unprinted news-paper
Hectograph paper
Mimeograph paper
Tag board
Bristol board
Book-making
Cover board
Binder
Awl
Cord
Page material
RafRa
Thread
Needles
Ink
Duplicating ink
Penmanship ink
India Ink
Caution: The amount of State money for instructional supplies is limited.
Care should be used in making the order so that as many items may be
included as possible. The basic essentials should be given first consid-eration.
Stencils Paint
Oil Paints
Pencils Cold water paints
Paint brushes
Crayons
Blackboard crayon Erasers
Paper crayon Pencil
Poster crayon Ink
Art
Modeling clay
Linoleum
Weaving Materials
Cotton . Woodwork
Wood Soft wood or lumber
Dyes Nails
Stationary Screws
Envelopes Educational Tests
Paper Intelligence
Reading seat work ma- Achievement
terial Current daily or
Arithmetic drill ma- weekly news
terials bulletins.
Paste
Glue
A Handbook fob Elementary Schools 19
School Property
Care of Property. The Public School Law, Part V. Sec. 168, reads as
follows:
"It is the duty of the teachers and principals in charge of school
buildings to instruct the children in the proper care of public property, and
it is their duty to exercise due care in the protection of school property
against damage, either by defacement of the walls and doors or breakage
on the part of the pupils, and if they shall fail to exercise reasonable care
in the protection of property during the school day, they may be he d
financially responsible for all such damage, and if the damage is due to
carelessness or negligence on the part of the teachers or principal, the
superintendent may hold those in charge of the building responsible for
the damage, and if it is not repaired before the close of the term a suffi-cient
amount may be deducted from their final vouchers to repair the
damage for which they are responsible under the provisions of this
section If any child in school shall carelessly or willfully damage school
property, the teacher shall report the damage to the parent, and if he
refuses to repair the same, the teacher shall report the offence to the
superintendent of public welfare."
School Housekeeping. The following score card indicates the items
upon which emphasis should be placed in good school housekeeping. It
has been used in approximately this form in a number of counties. The
score may be recorded by the week or month, and may be used as a basis
for comparison of rooms and buildings. A good score on this scale will
indicate a good physical condition for carrying on the work of the school.
The aim should be a 100% score.
,^,-„ Possible Score
SCALE OF POINTS
I. THE SCHOOL GKOUNDS.
^
1. Free from papers, rocks, and trash
^
2. Containers for waste paper and trash
^
3. Parking restriction observed
^
4. Walks free from mud in rainy weather -
II. CORRIDORS, STAIRWAYS, AUDITORIUM, VACAJXT AND SUPPLY ROOMS.
1 Swept as often as needed to keep clean
2 Walls and ceilings clean, free from dust and markings f
s! All windows, doors, and transoms clean |
4 Bulletin boards neat and up-to-date
5 Well-ordered furnace room free from trash - -- -
6 Drinking fountains clean and floor around dry (or clean stone crock
with cover and faucet with individual drinking cups) ^
III. THE TOILETS.
1. Lavatories and commodes scrubbed daily ^
2. Free from obscene or defacing marks -----
V,"""'"-'i";i
3. Cement floor scrubbed twice a week and swept daily, or well-oilea
wooden floors swept daily „
4. Inspected daily by a teacher - --
5. Toilet paner holder supplied with paper for each commode j
6. Containers sufficient for waste paper ^
7. Individual towels and liquid soap -
IV. SWEEPING AND DUSTING.
1. Oiled floor, or use of sweeping compound (damp sawdust or bits of
dampened naper) when sweeping - ^
2. Sweeping after school hours with windows open |
3'. Dusting with oiled or dampened cloth
V. PUPIL COOPERATION.
1. Taking pride in schoolroom j
2. Working together in care of grounds ^
3 Caring for school materials and property ^
4 Settmg an example of good school spirit to other boys and girls 1
20 A Handbook for Elementary Schools
SCALE OF POINTS Possible Score
VI. THE CLASSROOM.
1. The floor tree from paper and other litter 2
2. The walls and ceiling (including light fixtures)—
a. Clean, free from dust and marks 1
b. No pictures tacked on plastered walls 1
3. Doors and transoms clean and in good repair 1
4. Windows—a. Clean 5
b. Free from broken panes 1
c. Easil.v raised from bottom and lowered from top 1
d. Stick for adjusting top sash, if beyond reach of teacher 1
VII. THE CLOAK ROOMS.
1. Orderl.v arrangement of coats and hats 2
2. Floor clean and free from trash 1
3. Hook for each pupil 1
4. Shelf or cupboard for lunch boxes 1
5 All heavy coats removed and placed on hooks 2
VIII. THE SCHOOL FURNITURE (OFFICE, CLASSROOM, LIBRARY).
1. The teacher's desk—a. Books well arranged 1
b. Records easily accessible 1
2. Seats and desks—
a. Adjusted to fit pupil, and in good repair with shelf 2
b. Books and papers neatly arranged in desks 2
3. The book case or book closet
—
a. Books arranged in orderly rows 1
b. Papers and seat work material arranged in orderly piles 1
c. Books and material free from dust 1
4. The radiator (or stove with open vessel of water)—
a. Clean 1
b. Floor around free from dust and trash 2
5. The waste basket frequently emptied (lined, if wire) 1
IX. OTHER ESSENTIONS.
1. Window shades
—
a. Easily and properly adjusted 3
b. Free from holes, tears, and decorations _ 1
2. The bulletin board—
a. Bulletin board neatly made, framed if possible 2
b. All display work hung on bulletin board 1
3. The blackboards
—
a. Free from posters and cleaned daily 1
b. All display work hung on bulletin board _ 1
c. Erasers cleaned daily out of doors 1
4. Cleaning utensils, placed in closet 1
5. Vases, flowers, and plants
—
a. Clean, attractive vases or glasses for flowers 1
b. Well kept plants (should add to beauty of room) 1
c. Plate, pan, or bucket lid under each potted plant 1
6. Pictures
—
a. Suitable for school room 1
b. Well placed, and hung with two vertical wires flat against wall
as near eye level as possible _ 1
X. HEATING AND VENTILATION.
1. Uniform temperature of 68°, or 72° during cold weather 5
2. Taking temperature at least 3 times a day 3
3. Room ventilated by lowering windows at top 3
Total Score 100 points
(Total classroom score VI-X is 60 points. Special recognition should be shown rooms
excelling in "V—Pupil Cooperation.")
The School Building. The construction of a school building is a matter
of such importance and represents such an outlay of money, in the case
of a large building, that an architect will be employed to draw the plans,
in most cases. The employment of an architect, however, and the letting
of the contract, does not relieve the superintendent and principal of their
responsibility. They should add their practical knowledge and experience
to the architects technical knowledge and skill. Every school plan should
be most carefully checked by the superintendent and principal who should
study school planning in order to pass intelligently upon problems which
arise. An intelligent superintendent or principal can prevent serious
A Handbook for Elementary Schools 21
mistakes in architects' plans by studying such plans thoroughly and by
passing upon them in the light of the purpose to be served by a particular
building.
Lighting and Ventilation. Every principal should insist upon an ade-quate
amount of light in a school room, the amount of window space
being not less than one-fifth of the floor space. This is a simple matter
and yet it is violated almost constantly. The proper lighting of halls
seems to be neglected in many instances. By asking, "Where is the light
coming from?" the superintendent can raise an important question which
the architect and builder should answer with reference to classrooms,
cloak rooms, halls, corridors, basements, and any other space which is to
be used.
The proper ventilation of a school building is a matter of real im-portance.
Scientific principles should be employed and adequate provision
should be made.
Heating. The climate of North Carolina is delightful, but it is neces-sary
to provide for adequate heat in school buildings. In every building
with five rooms or more there should be a central heating plant. This
will prove to be vastly more satisfactory and almost as economical as the
use of stoves in the classrooms. The cheapest system is not always the
most economical. Steam heat or vapor has been found to be the most
satisfactory. A hot air system should not be used. The superintendent
should insist upon the system suggested by scientific study and practical
experience.
A thermometer should be placed in each classroom in order that the
teacher and pupils may know what the temperature is at any time. It
should be 68° to 70°.
Water Supply. An adequate supply of pure water constitutes one of
the greatest problems confronting rural schools particularly. Every effort,
however, should be made to solve this problem on account of its relation-ship
to the health of school children. Provision should be made for water
supply before the schoolhouse is occupied by the pupils.
A recent bulletin of the State Board of Health gives valuable infor-mation
and suggestions:
"Ordinarily safe drinking water is assured when the water comes from
a municipal water supply. When such a supply is not available it becomes
necessary to obtain water from wells or springs. Under no condition
should an open well or open spring be used for a school water supply, as
samples taken from such wells and springs practically always show pollu-tion.
All wells and springs should be carefully protected from surface
drainage and contamination from the top; that is, the tops of all wells
should be closed with a water tight cover so as to thoroughly exclude all
surface drainage, wastes, and other pollution which might otherwise enter
through the open top.
"Buckets and ropes, or chains, are some of the greatest sources of well
pollution for the reason that human hands are so often contaminated with
disease-producing fecal matter. In the process of securing the water this
disease-laden matter is rinsed or washed off onto the rope, or chain and
bucket from which the entire well is polluted. Any one of the many
pumps or pumping devices now on the market will effectively prevent
22 A Handbook fob Elementaky Schools
pollution of wells in such a manner, provided the top of the well is
covered with a water tight slab of concrete and the surface wash and
drainage is away from the well, rather than toward it.
"Where the supply is from a spring the source or outlet of the spring
should be sought and a water-tight masonry or concrete box installed
over the source. A water-tight top and a drainage pipe leading out should
also be provided so that the water will be accessible and at the same time
common dippers, buckets, and jugs cannot be dipped into the open spring.
To prevent surface drainage from gaining access to the spring one or more
drainage ditches should be installed above the spring to conduct the sur-face
wash and drainage around and away from the spring.
"But closed wells and springs, or even the water systems in our present
modern buildings, when connected to a pure municipal water supply, do
not end the danger from drinking water. Unless individual drinking cups
or sanitary bubbling fountains are provided there is still ample chance of
contamination. If individual cups are used the supply of cups should be
adequate; they should be protected from dirt and a means of disposal
provided. They should also be located in a clean, convenient well lighted
place. If bubbling fountains are provided there should be one for every
60-70 children, and be suited in height to all ages represented in the
school. They should be constructed of some impervious material, such
as vitreous china, porcelain, enameled cast iron, or stoneware, and the
jet of water should issue from a nozzle of non-oxidizing, impervious
material set at an angle from the vertical. This nozzle should also be
protected by suitable guards to prevent the mouth or nose of the drinker
from coming into contact with these guards or nozzles. The bowl of the
fountain should be free from corners difficult to clean, and should be so
proportioned as to prevent unnecessary splashing."
Toilet Facilities. The health of school children demands that adequate
toilet facilities be provided. The State Board of Health makes the fol-lowing
suggestions in keeping with the law on this important matter:
"There should be at least two separate indoor toilet rooms with a seat
for every twenty-five pupils. They should be inspected daily by teacher
or principal, and thoroughly cleaned daily and kept well ventilated at all
times. Likewise, they should be painted with washable paint, screened
against files and provided with adequate hand-washing facilities.
"Inside toilets should be provided with water proof fioors, and these
floors and adjacent side walls should be kept thoroughly scrubbed and
cleaned at frequent intervals to prevent odors or insanitary conditions.
The use of disinfectants and deodorants, particularly the dripping kind,
is not recommended but thorough cleanliness, with an abundance of sun-shine
and fresh air, is highly recommended in the place of disinfectants.
Cleanliness and fresh air are much cheaper and better in every way.
Disinfectants and deodorants are usually an acknowledgement of accumu-lated
filth which should have been removed by ordinary cleanliness.
"Where a school sewerage is installed and there is no stream available
for the disposal of sewage, a septic tank and sand filters, or septic tank
and underground tile drainage system should be employed for the dis-posal
of the wastes.
A Handbook for Elementary Schools 23
"The septic tank removes the larger particles of sewage by sedimen-tation
The solid matter which settles to the bottom of the tank ferments,
or digests during the course of which from one-half to two-thirds of the
original substance is converted into gas and water. This digestion pro-cess
is accomplished by the action of bacterial, or fermenting organisms
Because of this fact, lye, creosote, carbolic acid, or disinfectants should
not be used as they destroy the fermenting organisms.
"The sludge- that settles to the bottom of the tank should be removed
occasionally. When the accumulation of sludge in the tank amounts to
as much as one-third of the volume or capacity of the tank, it should be
drawn off or pumped out sufficiently so as to leave approximately a one
foot depth of sludge in the bottom of the tank. This will serve as seeding
material to enable the sludge digestion to continue uninterruptedly.
Ordinarily these tanks should be examined just before school starts m the
fall.
"Where no sludge bed is provided this sludge should be discharged into
a long trench or a pit and covered as soon as sufficient water has dis-appeared
to prevent the sludge flowing over the ground when the trench
of pit is backfilled.
"The scum that forms on top of the sewage in the tank should be
broken up periodically. If this is done some of it will sink, leaving only
a thin film which is not objectionable.
"Where an underground drainage system is installed the surface of the
ground In such areas should be inspected periodically. Wet spots and
puddles indicate clogged pipes which should be unstopped at once.
"Where sand filters are used it is essential that the surface of the sand
be level. The unevenness of the bed can be easily corrected by observing
the spread of sewage when the tank discharges. The surface of the sand
should be edged with a board and the sand raked from the high spots
into the low places. It is then necessary to keep the sand surface level.
This means that children, as well as cattle and other animals, must be
fenced out. The operation of the filters will cause a slight film to collect
upon the surface of the sand filters. If this deposit is not broken up
occasionally the filters will become sealed and fail to function properly.
Raking with a garden rake will break the film and keep the sand surface
level. This should be done about once each week. Raking serves another
useful purpose in that it prevents grass and weeds from gaining a foot-hold.
Growths of this kind will soon destroy a sand filter bed.
"If no sewerage system is available sanitary pit privies adapted to the
size of the pupils, one each for boys and girls, should be built according
to the plans and specifications which may be obtained from the State
Board of Health. These privies should be carefully maintained at all
times to insure fly tight construction, and care taken to see that the lids
are always kept closed when not in use. The seat should be kept scrupu-lously
clean and if soiled should be scrubbed at once with hot water and
soap, or lye."
Cafeteria. A cafeteria should be operated whenever and wherever it
is possible and feasible to do so. This room should be kept in sanitary
condition at all times, and food should be prepared and served under the
24 A Handbook foe Elementary Schools
same sanitary laws and regulations that govern hotels and cafes. All
windows and doors should be screened against flies with 16 mesh screen.
Waste paper, garbage and other refuse should be burned daily. A
home-made incinerator, consisting of a large empty steel drum with a
top removed, will serve this purpose. A few air-holes should be made in
the sides of the drum very near the bottom to provide a draft and about
six or eight inches above the bottom a cross-hatch of iron bars or rods can
be fastened to serve as a grate.
Maximal Use of the School Plant. Every foot of space in a school
building should be used maximally. The principal should study his
building, the rooms, the auditorium, gymnasium, shops, corridors, and
closets, to determine how each item of space can be used to greatest
advantage, and how necessary alterations could be made. Schedules
should be made so that large classes will use large rooms, and that every
room will be used every period in the day if possible. A readjustment of
desks or tables will sometimes make it possible to care for pupils in a
much more satisfactory manner.
For suggestions relative to maximal use of space for high school pur-poses
see High School Manual, pages 52-53.
School Grounds. An important part of every school plant is the play-ground.
The space allotted to playgrounds should be not less than two
acres per teacher. Ample equipment should be provided for the play-ground
since it serves such a fine purpose in carrying out a program of
health and physical education. The playground should be beautified.
Trees, shrubs and flowers add greatly to the attractiveness of building and
grounds. Ideas and initiative, and some money, will work wonders in
beautification. The services of a landscape gardener or a florist can be
secured at slight cost or suggestions for laying out the grounds can be
secured from the State Department of Public Instruction free of charge.
Trees, shrubs and other plants may be purchased from a florist, donated
by patrons of the school, or dug up in the woods in almost any rural
district. The red bud or Judas tree, the dogwood and crepe myrtle make
an almost perfect succession for practically any community in the State,
especially Piedmont and Eastern Sections. We have them, why not use
them? School grounds should be made attractive, giving the impression
that somebody lives in the schoolhouse and that somebody cares.
ATTAINMENTS BY SUBJECTS AND BY GRADES
The following constitutes a statement of a few definite attainments for
each grade and subject-matter field. They have, as nearly as possible, been
confined to the observable, measureable and objective types of outcomes.
For estimates of growth in desirable attitudes and appreciations, which
are refiected in evidences more difficult to discern and measure, the
teacher is referred to definite sections of the Course of Study for Ele-mentary
Schools, 1930, indicated hereafter by the abbreviation C. S., for
such subjects as are included therein. The numerals following references
indicate page numbers.
The amount of space devoted to the attainments in the various subject-matter
fields has no relation to the relative importance of subjects. Fuller
treatment has been given to some subjects because available material is
limited or because the new Course of Study does not cover these subjects.
These attainments by subjects may be regarded by teachers as minimal
requirements and may serve as one of the bases for promotion from grade
to grade. In many grades pupils can accomplish a great deal more than
the minimum here suggested, and every effort should be made to secure
maximal attainments. It is understood that children should be held re-sponsible
in each grade for the attainments of the preceding grades.
Reading
First Grade. AMlity to:
1. Read the four basal texts. C. S. 3 5.
2. Read at least two supplementary readers. C. 3. 35-38*.
3. Read silently in thought units and prove that he understands what
he has read. C. S. 71.
4. Read aloud clearly and naturally in thought units and with con-sideration
for the audience.
5. Recognize new words and secure word meaning from context.
6. Ask questions about and discuss intelligently the content of what
is read.
7. Read independently, becoming absorbed completely in the content
of interesting selections.
8. Read silently without too much vocalization, and read silently or
orally without finger pointing or head movement.
9. Handle books with care and make proper use of them.
10. Read with speed and accuracy acceptable for first grade. C. S. 72.
Second Grade. AMlity to:
1. Attain all requirements for first grade. C. S. 73.
2. Read the two basal texts. C. S. 3 5.
3. Read at least four supplementary readers. C. S. 36, 38*.
4. Master the vocabulary and mechanics of reading for this grade
C. S. 74.
5. Select main thoughts and group related ideas. C. S. 77-78.
6. Respond satisfactorily to reading checks and tests. Pupils in the
second grade should be able to read relatively easy passages of
recreatory reading suitable to the grade at the rate of 100 to
125 words per minute.
Where the material is available most pupils should read many more books than the minimum here indicated.
26 A Handbook for Elementary Schools
Third Grade. Ability to:
1. Attain all requirements for previous grades.
2. Read the two basal texts. C. S. 35.
3. Read at least four supplementary readers. C. S. 36, 38*.
4. Read orally and silently with understanding and appreciation any
material of third grade level. C. S. 80, 85-87.
5. Master the vocabulary and mechanics of reading for this grade.
6. Read with reasonable rate and degree of comprehension for this
grade. C. S. 29-32. Pupils in the third grade should be able to
read relatively easy passages of recreatory reading material suit-able
to the grade at the rate of 125 to 150 words per minute.
Fourth Grade. Ability to:
1. Attain all requirements for previous grades as stated above and
C. S. 100-101.
2. Read the basal reader. C. S. 3 5.
3. Read at least four supplementary readers. C. S. 36, 38*.
4. Read with understanding and interpret any material of fourth grade
difficulty.
5. Master independently the pronunciation and meanings of new words
in context.
6. Read orally in such a manner as to interpret to audience the
thought and meaning of the selection read.
7. Attain grade standards in comprehension and rate as given on a
standardized test—a rate of about 140 to 160 words per minute.
C. S. 29-31, 111.
Fifth Grade. Ability to
:
1. Attain all requirements for previous grades.
2. Read the basal reader. C. S. 35.
3. Read at least four supplementary readers. C. S. 3 6, 38*.
4. Get the thought quickly and interpret the printed page.
5. Attain grade standards in comprehension and rate as given on a
standardized test—a rate of about 160 to 200 words per minute.
C. S. 29-31, 111.
6. Increase the reading vocabulary. C. S. 111.
Sixth Grade. Ability to:
1. Attain all requirements for previous grades..
2. Read the basal reader. C. S. 35.
3. Read at least four supplementary readers. C. S. 37-38*.
4. Read any book of sixth grade difficulty with ease and understanding
and intei'pret the content.
5. Attain grade standards in comprehension and rate as given on a
standardized test—a rate of about 180-220 words per minute.
C. S. 29-31, 111.
Seventh Grade. Ability to:
1. Attain all requirements for the previous grades.
2. Read the basal reader. C. S. 3 5.
3. Read at least four supplementary readers. C. S. 37-38*.
4. Read any book of seventh grade difficulty with ease and under-standing
and interpret the content.
5. Attain outcomes as stated on page 117, C. S. Rate of reading about
200 to 250 words per minute.
Where the material is available most pupils should read many more books than the minimum
here indicated.
A Handbook for Elementary Schools 27
Language
First Grade. Ability to:
1. Relate personal experiences. C. S. 140-143.
2. Dramatize grade material. C. S. 136, 144, 145.
3. Give from memory ten or more nursery rhymes and riddles; five or
more first grade stories; descriptions of five or more grade
pictures. C. S. 146.
4. Copy first grade material from script. C. S. 137.
5. Write correctly and without assistance pupil's full name and fa-miliar
grade words.
Second Grade. Ability to:
1. Give personal experiences, reports and interpretations orally and
in three or four correct and related sentences. C. S. 212.
2. Give from memory ten or more grade stories; six or more primary
rhymes and riddles; six or more grade poems in full or in part
and descriptions of six or more grade pictures. C. S. 155.
3. Produce good oral and written language under teacher guidance.
C. S. 160, 162.
4. Produce original work in accordance with good language and art
standards. C. S. 147, 148, 150, 212.
Third Grade. Ability to:
1. Make inquires; give directions, descriptions and detailed Incidents.
C. S. 160-162.
2. Use in oral and written work words and language forms most
common to first three grades. C. S. 158-159.
3. Give from memory the following or more: ten grade stories; six
poems; six rhymes—complete or in part; six descriptions; six
stories; and six pictures by name or description.
4. Reproduce and respond rhythmically to third grade songs, dances,
pantomines, games and plays.
5. Write in paragraph and build sentences. Text 132, 133; C. S.
161, 162.
6. Write original letters and compositions. C. S. 162, 211-221.
Fourth Grade. Ability to:
1. Hold the attention of a primary group with personal experiences,
stories, directions, interpretations and reading.
2. Give from memory the following or more: ten poems—complete or
in part; six picture descriptions or interpretations; and four
book reports. C. S. 182.
3. Preside over a class meeting and serve on committees.
4. Write interesting and well organized personal and original letters,
notes, invitations, directions and interpretations. C. S. 172, 173,
212, 219, 220.
5. Correct pupils own written work and use the dictionary with
teacher assistance.
6. Make frequent reference to literary selections and other reading
matter such as current events, pictures, signs, announcements.
Fifth Grade. Ability to
:
1. Outline in oral and written form five grade stories and describe or
interpret five or more grade pictures. C. S. 192.
2. Give and practice good principles of written composition, C. S. 185,
and sentence analysis C. S. 185, 186.
3. Correct and appraise pupil's own oral and written language in all
school subjects.
4. Give from memory ten poems complete or in part and make reports
on four or more books read. C. S. 192.
5. Write short and acceptable business and social letters of five or
more related sentences. C. S. 189, 218, 219.
6. Use correct language forms most common to the grade. C. S. 190,
191.
28 A Handbook for Elementary Schools
Sixth Grade. Ability to:
1. Make in correct English a two-minute report, discussion or debate
which will interest an elementary group.
2. Give from memory ten or more grade poems—complete or in part;
make five or more grade book reports; and describe or interpret
five or more grade pictures. C. S. 199.
3. Recognize and use correct language forms in oral and written work.
C. S. 196-198.
4. Serve on committees for writing and producing short plays, pan-tomines,
songs and illustrated poems. C. S. 19 9-20 5.
5. Write social and business letters, with increased vocabularies in
speaking and writing. C. S. 194, 195 and 219-220.
Seventh Grade. Ability to:
1. Produce in correct English and with ease three minute reports,
discussions, debates and announcements which will interest the-audience
selected. C. S. 206.
2. Give from memory ten or more poems—complete or in part; make
five or more grade book reports; describe or interpret six or
more grade pictures; and write original rhymes, poems and short
stories. C. S. 211.
3. Select appropriate titles for and outline in major and sub-topics
grade compositions composed of two well developed and related-paragraphs.
C. S. 214.
4. Write eight-line rhymes or poems, three-character plays, acrostics
and vivid descriptions. C. S. 199-205.
5. Understand and use correct language forms. C. S. 211-222.
6. Give and accept criticisms of work and assist in the development of
standards of self-appraisals.
Spelling
First Grade, Ahllity to:
1. Name twenty or more of the most frequently used letters of the
alphabet in first grade context.
2. Copy from script, spell from memory and write fifty or more words
most frequently used in first grade and including pupil's full
name.
Second Grade. Ability to:
1. Spell and write correctly from dictation the words on pages 2-10
of the text and a supplementary list most frequently needed in
written work. C. S. 143, 224-226.
2. Pronounce words correctly.
3. Demonstrate a knowledge of word meaning.
4. Inspect pupil's own work and correct errors in spelling.
Third Grade. Ability to:
1. Spell and write correctly from dictation the words on pages 12-20
of the text and a supplementary list of words most frequentljr
needed in written work.
2. Use a variety of new words in a variety of ways in written work.
3. Use good study habits, correct pupil's own spelling and use capital
letters correctly in grade work.
Fourth Grade. Ability to:
1. Spell and write correctly from dictation the spelling words on pages
22-40 of the text and a supplementary list of words most fre-quently
needed in written work.
2. Do all the test and study exercises on pages 23-3 9 of the text.
3. Group words alphabetically into families and according to similar
and dissimilar meanings.
A Handbook fob Elementary Schools 29
4. Spell correctly in writing the dictated exercises on pages 23-39 of
text at an average rate of fifteen words per minute.
5. Analyze words in terms of structure and dictionary meaning.
Fifth Grade. Ability to:
1. Spell and write correctly from dictation the spelling words on pages
4 2-60 of text and a supplementary list of words most frequently
needed in written work.
2. Do all the test and study exercises given on pages 43-59 of the text.
3. Explain by illustration the effect prefixes and suffixes have on word
meaning.
4. Recognize reasons why words are misspelled and correct pupil's own
work.
5. Spell correctly in writing the dictated exercises on pages 43-59 of
the text at an average rate of twenty words per minute.
Sixth Grade. Ability to:
1. Spell and write correctly from dictation the spelling words on pages
62-80 of text and a supplementary list of words most frequently
needed in written work.
2. Do all the test and study exercises given on pages 63-79 of text.
3. Spell correctly in writing the dictated exercises on pages 63-79 at
au average rate of twenty-five words per minute.
4. Find, master and use words not found in text but essential to grade
writing.
Seventh Grade. Ability to:
1. Spell and write correctly from dictation the spelling words on pages
8 2-10 4 of the text and a supplementary list of words most fre-quently
needed in grade writing.
2. Do all the test and study exercises given on pages 83-128 of text.
3. Use aids given in text including definitions and rules, the formation
of new words by adding prefixes and suffixes and the correct use
of these new words in written sentences.
Health
First Grade. Ability to:
1. State and observe some rules of health which aid growth. C. S.
264, 280-286.
2. Point out first permanent teeth and give two rules for their care.
C. S. 273, 289.
3. Keep face, ears, neck, hands, nails, teeth clean. C. S. 286, 287,
391.
4. Select seat of shape and size suited to him. C. S. 286, 293.
5. Cross and walk on street, highway, and in classroom safely. C. S.
289-292.
6. Tell the preventive of smallpox, diphtheria, and typhoid. C. S.
289-292.
Second Grade. Ability to:
1. Show that keeping health rules aids one's feeling of fitness. C. S.
280-286.
2. Make physical adjustments to aid in overcoming partial eye and
ear defects.
3. Name some of the best foods and tell their values. C. S. 280-286.
4. State physical education attainments for second grade.
5. Give and observe some personal cleanliness rules. C. S. 286, 287,
391.
6. Identify poison ivy and oak and treat minor skin injuries. C. S.
289, 292.
7. Protect self and others from common germ diseases. C. S. 289-292,
328.
30 A Handbook fob Elementaey Schools
Third Grade. Ability to:
1. Give four ways of aiding growth and strength.
2. Tell value of regular meals, sunlight, and cheerfulness. C. S. 280-
286, 295.
3. State and demonstrate standards for good posture. C. S. 294.
4. State and demonstrate rules for cleanliness. C. S. 287, 289, 369,
391.
5. State necessity for not playing in street and on highways. C. S.
289, 291.
6. Show that health is a safeguard against illness. C. S. 290-292
7. Decide when to wear extra clothing.
Fourth Grade. Ability to:
1. State and observe rules for developing health habits. C. S. 322-
323.
2. State and observe rules for proper care of the eyes, ears, and nose.
C. S. 325, 346-350.
3. State and observe healthful rules for eating. C. S. 274, 275, 320.
4. Tell how play and exercise help posture. C. S. 329.
5. State how to prevent injuries from sun, from vehicles. C. S. 328.
6. Describe cures for pediculosis and scabies. C. S. 325, 328.
7. Use appropriately these terms: abdomen, appetite, blood vessel,
bowel, elimination, circulation, digestion, habit, heart, intestine,
laxative, lungs, molars, nutrition, perspiration, pores, stimulant,
vitamin, relaxation, saliva, skeleton, ventilation, temperature.
8. Show reasonable familiarity with the optional text.
Fifth Grade. Ability to:
1. Tell why growth is a sign of health. C. S. 291-295, 330, 340, 351.
2. Show interrelationship of mental and physical health. C. S. 294,
295, 330, 340, 351.
3. Describes types of eye, ear, nose, throat and teeth defects.
4. List foods contributing respectively to growth and repair, energy,
and regulation. C. S. 338-S42.
5. Describe the proper clothing and shoes for growing people. C. S.
349-351.
6. State values and ways of practicing cleanliness. C. S. 343-345.
7. Describe the v/ork of white corpuscles and other helps to disease
prevention. C. S. 344-348.
8. Use appropriately these terms: arteries, bone builders, callouses,
concentration, dentine, drug, diaphram, flatfoot, energy, protein,
intestinal juice, iris, lens, ligament, morphine, nicotine, opium,
pancreatic juice, retina, scurvy, trunk, veins, vision, wine, yeast.
9. Show reasonable familiarity with the basal text.
Sixth Grade. Ability to:
1. State characteristics and values of health. C. S. 353-358, 361-362.
2. State causes and effects of dental decay, common colds, alcoholism,
and narcotism. C. S. S58-360.
3. Describe the processes of digestion and assimilation. C. S. 3 53-3 57.
4. List measures of growth. Physical Education attainments and C. S.
356, 361.
5. Describe and apply cleanliness methods for home and school. C. S.
358-366.
6. Connect accidents with their causes. C. S. 3 58-3 61.
7. Tell or write a one hundred word story of the work of each of the
following: Pasteur, Reed, Jenner, Schick, Gorgas, Trudeau.
8. Use appropriately these terms: Alcohol, anopheles, mosquito,
antitoxin, bacillus, bile, bacteria, calcium, capillaries, carbohy-drates,
carbon dioxide, certified milk, cilia, circulatory system,
cocaine, cocci, dermis, epidermis, fungi, gastric juice, humus,
heroin, inoculation, internal cleanliness, narcotic, oil gland,
peristalsis, preventive medicine, pylorus, symbiosis, tissues.
9. Show reasonable familiarity with the basal text.
A Handbook for Elementary Schools 31
Seventh Grade. Ability to:
1. State some special growth problems of the preadolescent and the
adolescent. C. S. 259-260, 368, 389.
2. Give some rules for proper cooking. C. S. 368.
3. Give and observe rules for outdoor sports. C. S. 273, 391, and
Building Stronr/ Bodies. (Optional text.)
4. State value of cleanliness in person, clothing, and environment.
C. S. 368-371, 373-378.
5. Describe work of public health department. C. S. 365-372, 390.
6. Recognize good water and demonstrate method of purification.
C. S. 365-372, 390.
7. Use appropriately these terms: sanitary, chlorinate, cesspool, cis-tern,
contagion, deposit, filter, ground water, health protection,
hydrant, sanitary inspector, food inspector, lavoratory, pasteur-ization,
quarantine, sanitary, sediment, septic, sewage, symptom.
8. Write a two hundred word discussion on "The Responsibility of the
Community to Individual and Community Health and of the
Individual to the Community Health."
9. Show reasonable familiarity with the optional text.
Science, Nature Study, Primary Geography, Citizenship,
Primary History
First Grade. Ability to:
1. Identify pictures or specimens of three wild, three cultivated spring
flowers; five wild, two cultivated fall flowers; five weeds; five
trees. C. S. 422.
2. Identify pictures or specimens of six common insects, five common
birds, fourteen wild and domestic animals, the parts of animals.
C. S. 423, 425 (Reference material).
3. State the rules for the proper care of barn-yard animals and fowls.
4. Tell four ways by which seeds may be distributed. C. S. 425-428.
5. Identify the I3ig Dipper, the Milky Way, the moon in its four phases,
dew, frost, rain, two minerals and two rocks. C. S. 425.
(Reference Material).
6. Tell the source of light and heat, the kind of day, directions of
home and nearby towns from school, the north, the names of the
four seasons, days of week, and months in order.
7. Tell obligations of family life, the necessity for laws to regulate
living at home and school, the kinds of work done in local
community. C. S. 449-459, 487, 431-440.
8. Describe customs practiced by children in this and other countries
in connection with world-wide holidays. C. S. 449-459.
9. Use appropriately these terms: celebration, dew, family, frost,
forest, farm, field, harvest, holiday, lake, market, marsh, min-erals,
pasture, rain, river, rock, seasons, snow, spring, sunrise,
sunset.
Second Grade. Ability to:
1. Identify pictures or specimes of five wild, five cultivated spring
flowers, the seeds and seed cases of four common fall flowers,
four vegetables, with the parts used for foods, three shade trees,
three fruit trees, nuts grown in community, those imported for
Christmas. C. S. 422.
2. Identify pictures or specimens of galls, common caterpillars,
dragon-fly, seven birds (food, habitat, calls, habits of three),
twenty wild and domestic animals, earthworm and habitat, local
fish (parts and uses). C. S. 423, 424. 1923 C. S. 429.
3. Identify forms of water (dew, frost, hail, snow, mist, ice, vapor).
C. S. 425.
4. Locate North Star and two dog stars, North, South, East, West as
applied to schoolroom, grounds, immediate locality.
32 A Handbook fob Elementaey Schools
i. Tell needs of an egg-shell or window box garden (light, heat, air,
food, moisture); which wild flowers should be picked moder-ately,
sparingly, or not at all; how to choose a Christmas tree.
6. Tell how to raise caterpillars and tad poles, how they breathe, re-produce
and grow.
7. Describe one rodent (habits, life history).
8. State when sun rises and sets.
9. Read calendar and thermometer, read and test accuracy of the
weather forecast.
10. Keep weather record (prevailing winds, temperature) and describe
the seasons.
11. Show how the community occupations (especially farming) con-tribute
to local needs, and tell why they are followed. C. S. 449-
459, 487, 431-440.
12. Show why community public properties belong to all; how to respect
flag, ntition, property, grown-ups, house of worship; how some
specific laws help people to live together.
13. Identify pictures or specimens of certain shelters (tree-dwellers,
cave-dwellers, lake-dwellers, Indian wigwams, cliff-dwellers,
grass huts, log cabins, igloos), certain children (Dutch, Indian,
Eskimo, Japanese, Chinese, African). 1923 C. S. 434-435.
14. Tell incidents about Washington, Lincoln, the flag and the Pilgrims.
C. S. 459.
15. Use appropriately these terms: agriculture, coal, north, south, east,
west, hill, gravel, all forms of water, wind, weather, tempera-ture,
thermometer, stem, branch, hull, seed pod, constellation,
cocoon, names of occupations and occupational equipment.
Third Grade. Ability to:
1. Identify pictures or specimens of 50% of trees (including six fruit),
shrubs, and herbs native to his community, three plants of the
North, the parts of a tree. C. S. 422.
2. Identify pictures or specimens of 33%% of the birds common to
North Carolina (including relatives of barnyard fowls). C. S.
423.
3. Identify two snakes, two turtles, two lizards, four frogs, three
animals of the North, five butterflies, one moth, five insects, a
mollusc, the thousandlegs, and habitat of each. C. S. 422-425.
4. Locate or identify the Dragon and Great Bear, a hill, valley, plain,
lake (in natural setting), north, south, equator, hot lands, cold
lands, temperate lands, land and water masses, where he lives
(on map and globe), evidences of quartz.
5. Tell what trees need to grow, how pollination occurs, how to plant
and grow flowers from bulbs, what plants and animals do on
each land form, what effect running water, moving air and
moving ice have on land forms.
6. Describe thirty wild and domestic animals (including the raccoon,
buffalo, and zebra), construction of flve kinds of bird nests,
habitats, life cycle of grasshopper and moth. C. S. 422-427.
7. Keep aquarium and terrarium balanced and healthful. Encyclo-pedia.
8. Draw a map of his surroundings.
9. Give characteristics of cold desert type region (excessive or perma-nent
snow, low winter temperature, high summer temperature,
scant vegetation, low sun position, midnight sun, few inhabi-tants,
nomadic life).
10. Connect facts, C. S. 459, with the needs of himself, his family, and
his neighbors.
11. Tell stories of people long ago, of Indians, of Eskimos. (Reading
texts, library books).
A Handbook fob Elementary Schools 38
12. Use appropriately these terms: Pollination, fertilization, domestic
animal, cultivated, pupa, land forms, glacier, iceberg, vegetation,
equator, nomad, trade, manufacture, cooperation, exchange.
Note: At this point the attainments are set up separately according to sub-jects
as textbooks are required in geography and history.
Science
Fourth Grade. Ability to:
1. Identify pictures or specimens of 60% of the trees, shrubs, and
herbs native to local community, plants characteristic of v?ater
and desert life, two bulbs suitable for winter blooming. C. S.
422.
2. Identify pictures or specimens of 50% of the birds (nesting and
habits of ten, including quail), reptiles, turtles, frogs, ten or
more butterflies, forty wild and domestic animals. C. S. 422-
425.
3. Locate in setting Cassiopeia.
4. Tell the value of trees in combatting power of sun, wind, hail,
cold; enemies (plant, animal and insect); which winds bring
rain.
5. Describe preparation of animals (including man) for winter—birds,
animals, and insects characteristic of water and desert life; life
history of the bee; composition of granite; water cycle; position
of earth with reference to sun.
6. Use weather map to trace storms across the United States.
7. Adapt own life to weather forecast.
8. Demonstrate water and sand power.
9. Use appropriately scientific terms related to above facts.
Fifth Grade. Ability to:
1. Identify pictures or specimens of two trees with pods for fruit, two
fruit-bearing shrubs, two additional shade trees, five each of
flowering annuals, biennials, perennials, (including bloodroot,
bluebell, wind flower), the simple and composite flower, five fall
vegetables (fruit, leafy and root foods), ferns, fungi, 70% of
the plant life subjects listed C. S. 4 2 2-4 2 7.
2. Identify pictures or specimens of five enemy and five friend garden
insects, two rodents, four bird winter residents, three bird in-sect
eaters, a bird flesh eater (owl), a bird scavenger (vulture,
crow), a bird weed seed eater, a bird spring transient, a fall
transient.
3. Locate or identify Cephus, four kinds of building rocks, the kinds
of clouds.
4. Name five good and five poor heat conductors, nine rocks, nine
minerals.
5. Tell the age of trees, how to drain, water and fertilize a garden,
effect of sunshine on plants and animals, laws about game and
forest protection.
6. Describe the life cycle of the silkworm; the effect of seasonal and
weather changes on rocks, gardens, and animals; causes of fog
and clouds; the work of Luther Burbank; the Solar System.
7. Demonstrate or illustrate the principle on which steam and gasoline
engines work.
8. Use appropriately scientific terms related to above facts.
Sixth Grade. Ability to:
1. Identify pictures or specimens of ten weed annuals, five weed
biennials, five weed perennials.
2. Identify pictures or specimens of 75% of the birds listed C. S. 423
(two each of the insect eating group, waders, scratchers, perch-ers,
four each winter and bird transients), two poisonous and
three beneficial snakes.
34 A Handbook for Elementaey Schools
3. Locate or identify nine rocks, nine minerals, the planets and six
stars of first magnitude in their different positions through-out
the year.
4. Tell the uses of different trees and parts of trees, why trees grow
almost everywhere, how soil is formed, effect of sunshine on
plants, why some animals sleep in winter, foods and habitat of
different animals and birds.
5. Make bird, flower, tree, rock, mineral, and fish maps of North
Carolina.
6. Describe the life cycle of the mosquito, fly, ant, clothes moth,
cockroach, beetle, and the work of the government in control
and preservation of plants, trees, and animals and in study of
weather.
7. Name institutions and books giving additional information on dif-ferent
fields of science.
8. Demonstrate cross-pollination, sound production and transmission,
principle of thermos bottle, magnet, mariner's needle, electrical
force with tissue paper fairies.
9. Use appropriately scientific terms related to above facts and activi-ties.
Seventh Grade. Ability to:
1. Identify pictures or specimens of all trees, herbs, and shrubs of his
neighborhood, 80% of those on page 422 C. S.
2. Identify pictures or specimens of 50% of the fish, molluscs, Crus-tacea,
and myriapods, the twenty-five most common North
Carolina birds, 75% of the insects and their habitats, all snakes
and lizards, six frog types. C. S. 422-423.
3. Tell how to exterminate four each of house, field and garden pests.
4. Meet earth and sky requirements, Geography Attainments, Grade
Seven.
5. Demonstrate softening of water, the generation of electrical power,
filtration, distillation, siphoning, air transportation in heavier
than air and lighter than air machines.
6. Explain and illustrate the principles of good ventilation, the prob-lem
of supplying a home and city with water.
7. Make articles listed under Toys and Inventions. C. S. 421, Grades
4-7.
8. Use appropriately scientific terms related to these facts and princi-ples.
9. Apply the scientific method and point of view in solving own
problems. C. S. 419, 443-447.
Note: Teachers will find the following bulletin helpful as reference material
in the teaching of Science, Cycles of Garden Life and Plant Life,
Bureau of Education Bulletin No. 15, Superintendent of Documents,
Washington, D. C. Price, 25 cents.
Citizenship
Fourth Grade. AMlity to:
1. State and obey school and group regulations C. S. 431-438, 481-485.
2. Join in cooperative enterprises. C. S. 431.
3. Name the President of the United States, the Governor and principal
officials of the State with the term of ofiice of each. N. C. Manual.
4. State and understand the services rendered by public servants and
public utilities. C. S. 460-461.
5. State traffic regulations and the necessity for them. Primer of
Traffic Rules (State Highway Commission). Health (fifth grade
text) 193.
Fifth Grade. AMlity to:
1. State the services rendered by public agencies. C. S. 463.
2. State the qualifications of public servants referred to in C. S. 463.
A Handbook for Elementary Schools 35
Sixth Grade. AMlittj to:
1. State the requirements for success in several different types of work.
C. S. 464-466.
2. State one's own strong and weak points for several different types
of work. C. S. 466-467.
3. Describe the local and state political units. C. S. 466-467.
4. State the necessity for public health regulations. Cleanliness and
Health (sixth grade text).
Seventh Grade. Ability to:
1. State five services rendered by city or town governments, eight by
state, and five by the national. C. S. 469-470.
2. Give the seven divisions of the constitution, the names of the depart-ments
of government with the heads and their most important
powers and duties, Houses of Congress. History text, N. C.
Manual, Dual Government, C. S. 481-483.
3. Tell and demonstrate how laws are made. C. S. 470. References.
4. Name his congressmen, his legislators, and other state officials. C. S.
470 (References), N. C. Manual.
5. State and demonstrate the minimum responsibilities of citizenship.
C. S. 470.
6. Tell purpose and weakness of the World Court. History text.
History
Fourth Grade. Ability to:
1. Tell how North Carolina Indians and early North Carolina settlers
lived.
2. Tell stories of Granganimeo, Virginia Dare, Captain Messer's Son,
Edenton Tea Party, Mecklenburg Declaration of Independence,
Catherine Sherrill, Martha Lenoir, Cornwallis's Country Dance,
Flora MacDonald, Maggie McBride, Betsy Brandon, Little Andy.
3. Locate on outline map and connect historical event with each of
the following: Roanoke Island, Brunswick, New Bern, Hills-boro,
Edenton, Charlotte, Queen's Museum, Alamance Battle-ground.
4. Give meaning of these terms: frontier, fort, paleface, patriot, pio-neer,
massacre, settlement, stamp tax, Regulator, Hornet's Nest.
5. Give name and achievement of an outstanding explorer and dis-coverer
from each nation and motive for work.
6. Show how some present day ideals and plans grew out of those of
the past.
7. Show reasonable familiarity with the optional text. Reference:
C. S. 460-463, 1923 C. S. 356-362.
Fifth Grade. Ability to
:
1. Name a representative leader and his greatest achievement from
each of the orignal thirteen colonies.
2. Give the three main reasons for European colonization in America.
3. Give at least two reasons for western migration.
4. Describe five American inventions and name the inventors.
5. Describe home life, travel and communication, religious life, in-dustry
and government of the five periods of historical develop-ment
of our country.
6. Name twenty of our greatest men and women and their contribu-tions
to the social, economic, and industrial development of our
country.
7. Describe the five transportation aids developed in America.
8. Show that history is a story of how man has solved his problems.
9. Show how some of our present day ideals and plans grew out of
those of the past.
36 A Handbook for Eleimextary Schools
10. Give meaning of these terms: Magna Carta, Parliament, navigator,
"sea of darkness", monk, cargo, persecution, royal colony, Pil-grim,
redemptioner, indentured servant, "Free Trade and
Sailor's Rights", sectionalism, compromise, immigrant, emi-grant,
ordinance, "forty-niners", proclamation, emancipation,
state's rights, carpet-bagger.
11. Show reasonable familiarity with basal text and supplementary
materials. Reference: C. S. 464-491. 192.3 C. S. 375-388.
Sixth Grade. Ahility to:
1. Describe the difference in life today and that of early peoples and
those of the Middle Ages in records, utensils, textiles, travel,
social customs, government.
2. Tell how man has used the earth's resources to meet his needs,
especially in North Carolina - fish, minerals, forests, soil, climate.
3. Show that our history greAV out of history of other nations.
4. Locate on an outline map of North Carolina the areas settled by
people from England, Virginia, France, Scotland, Ireland,
Germany, Switzerland, and tell why they came.
5. Show how five North Carolinians increased the State's prestige out-side
of State.
6. Give name and exact work of these types of North Carolina citizens:
(1) five men prominent in solving colonial problems, (2) six
people prominent in winning our freedom and creating our
government, (3) five pioneers for public educational facilities,
(4) five contributors to important internal improvements, (5)
three great Civil War patriots, (6) three leaders of sane recon-struction
policies, (7) five leaders of today.
7. Define the following terms: Spartan, Olympic games, "heathen in-vasion",
Divine Right of Kings, Christianity, Hun, Viking,
Mohammedanism, reformation, apprentice, bond-servant, nulli-fication,
Reconstruction, slavery, panic, secede, constitutional
convention, amendment, abolitionist, town meeting.
8. Show familiarity with basal text and supplementary materials.
Reference: C. S. 464-491. 1923 C. S. 363-375.
Seventh Grade. Ahility to:
1. State four difficulties overcome by early explorers and colonizers.
2. Associate a fact with the following dates: 1000, 1492, 1607, 1619,
1620, 17P3, 1776, 1783, 1789, 1803, 1804-05, 1850, 1861, 1898,
1914, 1917, 1919.
3. Name at least two outstanding explorers from each of the following
countries: England, Spain, Portugal, France, Italy, United
States.
4. Name one outstanding colonial governor from each of thirteen
original colonies.
5. Tell why each of the following peoples came to America: Hugue-nots,
Puritan, Cavaliers, Dutch, Scotch-Irish, Swiss, Germans,
Scotch Hilanders, and locate settlements on outline map.
6. Name three fam.ous American soldiers, three British of the Revo-lutionary
War, and an outstanding leader of the World War
from each main country engaged.
7. Tell the main causes of the French and Indian War, the Revolu-tionary
War, the War of 1812, the War between the States, the
Spanish American War, the World War.
8. Name five great Americans who have worked for world peace and
understanding.
9. Define these terms: arbitration, foreign commerce, free trade,
tariff, imperialism, income tax, poll tax, census, inauguration,
Industrial Revolution, sweat shop, machine age, age of crafts-manship.
Republic, autocracy. Entente, Central Powers, Spoils
System, annexation, trust, conscription, Pan-Americanism, Con-servatism,
initiative, bureaucratic government, referendum,
A Handbook fob Elementary Schools 37
legal tender, strike, Internationale, socialism, Fascism, Bol-shevism,
dictatorship, balance of power, League of Nations.
10 Show familliaritv with the text and supplementary materials.
Reference: C. S. 464, 4S1-4S3. 1923 C. S. 388-403.
Geography
Fourth Grade. Ability to:
1. Draw to scale a map of the schoolroom and of the playground. Text
66-69, 72, 75, 82.
2. Sketch an outline map of North Carolina and major political and
geographical subdivisions of the United States and the world.
3. Locate on outline map areas of chief farm and other raw products,
manufactured articles, together with routes of travel and trans-portation.
Text 1-24, 86-87, 123-154.
4. Apply directions (north, south, east and west) to map and globe.
Text 61-66.
5. Demonstrate on globe and map the meaning of latitude and longitude
and the movements causing day and night and the seasons. Text
61-66.
6. Express some comprehension of the meaning of the interdependence
of peoples.
7. Give evidence of a reasonable familiarity with the text and supple-mentary
materials.
Fifth Grade. Alnlity to:
1. Locate on outline map of North Carolina the three principal physical
divisions; on outline map of the United States the great central
plain, the Appalachian and the Cordilleran Highlands.
2. Locate on globe and outline map of world or the several continents:
(1) the twenty most important cities of the United States.
(2) the chief city and capital of the fifteen most important coun-tries
of the world.
(3) the ten most important water and rail highAvays of the world.
(4) the five most important land highways of the United States.
(5) the two most important airways of the United States.
3. Name the great world producing areas, five principal raw products
imported, five exported by the United States, the trade routes
^ most often used. Text 252-256.
4. Describe processes of cotton and tobacco manufacturing.
5. Give the characteristics of these type regions: (1) Hot wet type—
equatorial and tropical (high temperature, excessive rainfall, no
marked seasonal changes, prevailing east winds, noonday at zenith
all the year, dense vegetation, backward natives, simple thatched
houses, clothing negligible); (2) Mediterranean type (low tem-perature
range, winter rains, summer drought, slight rainfall,
prevailing west winds, irrigation, thick leaved vegetation); (3)
Monsoon type (summer rain, winter droughts, intensive agricul-ture,
low temperature range, etc.); (4) Cyclonic type (rain dis-tributed
through year, pronounced seasons, comparatively dense
population, extensive manufacturing, vegetation plentiful.)
6. Give evidence of a reasonable familiarity with the text and supple-mentary
materials.
Sixth Grade. Ability to:
1. Sketch map of North Carolina and locate areas suited to trucking,
fruit growing, dairying, manufacturing, mining, lumbering, recrea-tion,
ten minerals, ten rocks, ten most important cities and towns,
the five most important rivers, the inland waterway, the three most
important railway lines connecting with other states and foreign
ports, the three busiest bus lines. Text Supplement, bulletins of
chambers of commerce and transportation companies.
38 A Handbook for Elementary Schools
2. Give five reasons vi^hy North Carolina is sometimes called tlie "land
of opportunity."
3. Describe processes of mining and manufacturing of talc, marble,
clay, feldspar, mica.
4. Sketch maps of North America and of the United States; locate on
each major political division, areas suited to farming, grazing,
fishing, lumbering, manufacturing, and mining. Text 24-217.
5. Show why New York, New Orleans, Chicago, San Francisco, Quebec,
Asheville, Akron, St. Louis, Winston-Salem, Durham, Charlotte,
grew into cities having their respective industries. Text 24-217,
Supplement.
6. Name ten each of largest exports and imports of North Carolina and
the United States. Text 403-410.
7. Tell the characteristics of mountain and hot desert type regions.
S. Give evidence of a reasonable familiarity with the text and supple-mentary
materials.
Seventh Grade. Adility to:
1. Locate on globe, political, and outline map of world (or the several
countries) five each of characteristic plants and animals of all
continents and the major countries, the areas of earth producing
or having largest amounts of coal, cereal grains, fruits, truck
products, cotton, flax, rubber, oil, diamonds, gold, copper, iron,
lumber, cattle. Text 403-410.
2. Tell three reasons why Great Britain and United States lead In
world commerce. Text 240-254, 275-285, 116-209.
3. Use appropriately the following terms: agriculture, atmospheric
pressure, barometer, bed rock, bluff, canal, cape, channel, com-merce,
continent, coastal plain, current, dam, delta, domestic
commerce, earthquake, erosion, estuary, fall line, fjord, flood
plain, foreign commerce, glacier, growing season, harbor, horizon,
import, irrigation, natural resources, outlet, peninsula, plain,
plateau, prehistoric, primitive, raw materials, river basin, river
system, sea level, solar system, steppe, stream bed, tributary,
tundra, waterfall, water power, water shed, zenith, zone.
4. Show how man has learned to live in a lowland, in the mountains,
on an island, on an ice-covered plain, in a low densely populated
country, on an inland sea. Text 1-5, 201, 209, 275-285, 292-296,
315, 320, Gll-314, 273, 341.
5. Show how countries and people are becoming more inter-dependent.
Arithmetic
First Grade. Ability to:
1. Count with objects to 20.
2. Count without objects by I's, 5s, and lO's to 100; by 2's to 20.
3. Read and write numbers to 100.
4. Recognize quantitative relationships, as fewer, smaller, shorter, etc.
5. Recognize without counting groups of objects containing 2, 3 and 4.
6. Add combinations of all digits to 10.
7. Subtract with no minuend greater than 10.
8. Add column of three or four addends whose sum does not exceed 10.
9. Recognize: cent, nickel, dime, quarter and half-dollar; days of the
week, months, date on calendar; clock-face (hour and half-hour);
pint, quart; foot; dozen, half-dozen.
10. Recognize fractional part
—
Vz.
11. Solve simple oral problems in addition and subtraction involving
numbers not exceeding 10, and make change up to 10.
A Handbook fob Elementary Schools 39
Second Grade. Ability to:
1. Count by 2's, 3's and 4's to 100.
2. Read and write numbers to 1,000.
3. Give remainder of the 100 addition number facts.
4. Do column addition, one, two and three rows of one, two and three
digit numbers.
5. Add numbers involving carrying.
6. Give remainder of the 100 subtraction facts.
7. Do subtraction of one, two and three digit numbers.
8. Subtract numbers involving borrowing.
9. Give multiplication tables of 2's, 5's and lO's.
10. Solve simple one-step problems on life situations (oral) involving
addition and subtraction involving no carrying or borrowing.
11. Estimate and measure lengths, heights, widths in inches, feet and
yards.
12. Use fractional parts: 14, %, %.
13. Read Roman numerals to 12.
14. Recognize and know comparative value of coins to one dollar, dollar
bill, inch, foot, yard, pound, gallon; make correct change from a
dime, a quarter, a half-dollar, and a dollar for any purchase.
15. Tell the time of day; months of the year in order; relation of day,
week, month, year and seasons; read a calendar.
16. Give names and meanings of the terms and signs of addition, sub-traction
and multiplication, also $, c.
Third Grade. Ability to:
1. Count to 100 by 6's, 7's, 8's and 9's, beginning with any number.
2. Read and write numbers to 10,000.
3. Give addition, subtraction, multiplication and division combinations
automatically.
4. Add numbers of not more than three orders; add U. S. money, dollars
and cents; add five, six, seven or eight addends.
5. Subtract numbers of not more than three orders; check by adding
the difference to the subtrahend; subtract U. S. money, dollars and
cents; solve simple one-step problems involving both addition and
subtraction; check all operations.
6. Multiply with multiplicand of three order numbers and multiplier
of one order number; multiply dollars and cents; give names and
meanings of the terms in multiplication; solve simple two-step
problems involving multiplication and one of the other processes;
check operations.
7. Do simple short division with remainder; solve one-step problems
involving division; solve two-step problems involving any two
processes; name and give meanings of the signs and terms in
division.
8. Write Roman numerals to 30.
9. Do simple measuring, using pound, gallon, half-gallon, bushel, peck,
yard, square yard, square foot; use decimals in money.
10. Use 1/6, 1/7, 1/8, 1/9, 1/10 as partitive division.
Fourth Grade. Ability to:
1. Read and write numbers to 1,000,000.
2. Add, subtract, and multiply whole numbers involving all difficulties.
3. Divide whole numbers using short and long division forms. Text
321-366.
4. Perform all fundamental operations with speed and accuracy accord-ing
to fourth grade standards; check and prove all work.
5. Perform practical problems of fourth grade level.
6. Add and subtract simple fractions; fractions and whole numbers;
take a fractional part of numbers; solve simple problems in the
addition and subtraction of fractions.
7. Write Roman numerals to L; C, D, and M
40 A Handbook fok Elementary Schools
8. Apply dry measures, linear measure, weight, surface and square
measure; find rectangular areas; draw to scale; use a ther-mometer.
Fifth Grade. Ability to:
1. Read and write numbers to 1,000,000,000; read Roman numerals.
2. Add, subtract, multiply, and divide whole numbers, fractions, and
decimals, including examples involving U. S. money.
3. Use liquid and dry measures; measures of time, length and surface
in practical problems. Text 127-144.
4. Perform simple business operations, including expense accounts and
savings accounts.
5. Analj^ze and work two-step problems involving U. S. money, fractions
or the common tables of measure; analyze three-step problems.
6. Solve practical problems appropriate to the grade; check all opera-tions
and prove answers.
7. Make graph showing progress record; draw floor plan to scale.
Sixth Grade. Ability to:
1. Perform fundamental operations with whole numbers, fractions,
decimals and denominate numbers.
2. Solve problems involving area and volume. Text 365-402.
3. Apply percentage to business practice.
4. Apply business forms and usage: Keeping accounts, receipts and ex-penditures;
sales slips; making bills; writing receipts; writing
checks; banking accounts; inventory and appraisal; graphs, post-office,
telegraph, express and freight service. Text 324-347.
5. Solve practical problems appropriate to the grade; estimate answers
and check results of all problems.
Seventh Grade. Ability to:
1. Perform the fundamental operations in whole numbers, fractions,
decimals and denominate numbers with speed and accuracy.
2. Apply percentage to practical problems dealing with interest, profit
and loss, commission, taxes, banking and insurance.
3. Apply business forms and usage to purchasing goods, budgeting,
banking, stocks and bonds, expenditures, and investments.
4. Show a knowledge of practical measurements based upon the child's
home experiences including the measuring of gas and electricity.
5. Solve practical problems suitable for testing arithmetical achieve-ment.
Text 257-263.
Art—Drawing and Design in Various Mediums
First Grade. Ability to:
1. Recognize the six standard colors (text p. 2) and use these in
various media (pencil, crayon, chalk, charcoal, tempera) in
making simple designs of things we eat, what we drink, where
we live, trees, flowers, toys, pets, play fellows, persons, copies
of pictures, persons and things in stories and poems.
2. Model clay into dishes, animals, human figures, fruits, birds, toys
(text p. 17).
3. Illustrate on paper, wood, cloth and blackboard the main parts
and actions in stories, poems and games.
4. String a loom and weave simple color combinations.
5. Fold, cut and use simple patterns; paste; use tools and materials
skillfully.
6. Make (under teacher guidance) pictures, posters, booklets and
frescoes which have theme, color, balance, variety and appro-priate
lettering.
A Handbook for Blementabt Schools 41
Second Grade. AMUty to:
1. Recognize the complementary colors in various media and use these
in terms of "light", "dark", "bright" and "dull" in study of
tints and shades of pure color.
2. Recognize dominant colors in nature and copy in simple pattern
and various mediums—drawing, painting, modeling, weaving.
3. Produce in group, having theme and action, the designs listed in
first grade, item one.
4. Recognize and plan costumes for Indians, Dutch, Japanese, Eskimos,
United States soldiers.
5. Do block printing, lettering and mounting for posters, booklets,
charts and bulletin boards in terms of grade art standards.
Text 5, 9, 19.
6. Make (under teacher guidance) booklets, friezes, wall panels,
movie shows, puppet shows, costumed playlets and sand table
illustrations.
Third Grade. Ability to:
1. Use similar materials and illustrations as in grades one and two
but in better form, more complicated pattern (including lino-leum
in original designs) and including in the illustrations more
theme and action.
2. Make costumes and illustrations of stories, poems, and plays in
Indian, Dutch, Japanese, Eskimo, Pilgrim and United States
military life.
3. Express various art Ideas by making grade objects—Christmas and
May Day booklets, portfolios, animals and pets, pen holders,
vases, book ends, book cases, bird houses, flower stands, play
houses, curtains and personal costumes.
4. Judge, reconstruct, complete and preserve various illustrations in
crayon, water colors, tempera, paper, cloth, wood, clay, thread
and soap or other carving materials.
Fourth Grade. Ability to:
1. Express an idea in the form of a poster or booklet which has good
theme, balance, print and color harmony.
2. Illustrate the following in series of original and colored pictures:
poems, historical stories, seasons, local industries, and civic
order.
3. Make from design or pattern substantial toys in raffia, cloth, clay,
wood, and paints.
4. Make a loom and weave a rug in attractive design and color.
5. Work cooperatively, extensively and to the successful completion
of pieces of art involving the efforts of a group—constructing a
plantation, village, picture show, school fair.
Fifth Grade. Ability to:
1. Produce satisfactory complementary colors by mixing primary
colors in the coloring of illustrations.
2. Produce appropriate contents for and bind securely an attractive
grade book.
3. Weave a basket. Text 16.
4. Arrange a room artistically (schoolroom, bedroom, dining room,
living room) including the arrangement of flowers and pictures.
Sixth Grade. Ability to:
1. Select appropriate pictures and statuary for the school and personal
surrounding. Text 14.
2. Use dyes, designs and materials for creative textile work. Text 17.
3. Analyze and suggest improvement for the arrangement by rooms in
the home and school; put plans on paper.
4. Select materials, make or copy designs for, and produce appro-priate
costumes for grade activities.
42 A Handbook for Elementary Schools
5. Sketch human faces and forms.
6. Copy in crayon, tempera and water colors scenes from nature and
human life.
Seventh Grade. Ability to:
1. Make baskets of rafRa or reed which have handles and covers; make
lunch clothes and wall hangings with simple decorative designs;
make rugs, scarfs, bags, bowls, candle sticks, urns, window boxes,
flower trellis, bulletin board, easel, book racks, filing cases,
leather purses and statuary.
2. Rebind library books.
3. Make, in colors, series of pictures showing evolution of bridges,
homes, clothes, cooking, weapons, records, lights, transportation,
schools; and illustrate great stories—Miles Standish, Great Stone
Face, Snowbound, Legend of Sleepy Hollow.
4. Produce appropriate art in all school subjects—drawing in science,
graphic charts and maps in geography and history, pictures and
other illustrations in language.
5. Recognize and copy simple designs in native arts—Egyptian,
Roman, Greek, Indian.
6. Design appropriate posters, announcements and programs for
special occasions.
7. Sketch in colors a simple portrait and a landscape.
Music
First Grade. Ability to:
1. Sing twenty or thirty rote songs which are appropriate to this grade.
Sing one stanza of America.
2. Listen attentively to music.
3. Interpret rhythms: 2/4, 3/4, 4/4 time.
4. Read songs from chart and sing these songs with syllable names.
5. Select good tones.
6. Take part in five rhythmic or singing games; for example, to par-ticipate
in activities of rhythmic band or toy orchestra.
7. Sing individually, correctly, and without harmful vocal habits five
of the songs sung by the new class as a whole.
Second Grade. Ability to:
1. Sing thirty new songs appropriate to the grade—ten of them from
memory. Sing one stanza of America.
2. Sing from song book for second grade following both the words and
the music, individually and with group or class.
3. Read and sing at sight with syllables simple and easy melodies.
4. Recognize five compositions on hearing the first few measures of
each; follow and recognize a recurrent theme in a new song.
Third Grade. Ability to:
1. Sing correctly and pleasingly thirty new songs, ten of them from
memory, including two stanzas of Avierica.
2. Recognize five compositions used as memory selections; respond
to the common rhythms with reasonably good coordination, and
identify a few of the common instruments in phonograph selec-tions.
3. Sing simple songs from the third grade music text, both individually
and with the class as a whole.
4. Sing at sight, by syllables, easy melodies in any of the usual nine
major keys; recognize some twelve of the more familiar signs
and terms used in connection with staff notation.
5. Write simple dictation exercises involving three to five tones in one
exercise.
A Handbook fob Elementary Schools 43
Fourth Grade. Ability to:
1. Attain standards for previous grades.
2. Sing correctly and pleasingly America, Carolina, and thirty new songs
•—at least ten from memory.
3. Sing at sight music appropriate to this grade as outlined in the
textbook, both individually and with the class.
4. Recognize the tone and appearance of the instruments of the or-chestra.
5. Recognize and write the names of twenty standard compositions from
hearing the first few measures of each. Select music that has real
musical merit and charm.
Fifth Grade. Ability to:
1. Attain standards for previous grades.
2. Sing correctly and pleasingly forty new songs—at least ten from
memory, which should include two stanzas of The Star Spangled
Banner and America the Beautiful.
3. Sing at sight music appropriate to this grade in either part or two-part
singing as outlined in the music text for this grade.
4. Sing individually, freely and correctly and without harmful vocal
habits, songs sung by the class as a whole.
5. Recognize and give titles to fifteen standard compositions.
Sixth Grade. Ability to:
1. Attain standards for previous grades.
2. Sing twenty unison songs, two-part and three-part so