Handbook for elementary schools, 1932 |
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Q.Z II C.*^De-ot. of instruction. Handbook for element&ry schools-iy^*:^. ®l|f ffiibraru of% llmt!?rsttg of Nortl) Olarolttta m (EiiUerttott of Nortly Olarnltmatta (Bl}\B book maa pttBtnith Cf> 315. D I 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
Object Description
Description
Title | Handbook for elementary schools, 1932 |
Contributor | North Carolina. Department of Public Instruction. |
Date | 1932 |
Subjects |
Education--North Carolina Education, Elementary--North Carolina--Handbooks, manuals, etc. School management and organization--North Carolina |
Place | North Carolina, United States |
Time Period | (1929-1945) Depression and World War Two |
Description | Includes bibliographical references. |
Publisher | Raleigh, N.C. :State Superintendent of Public Instruction,[1932](New Bern, N.C. :O.G. Dunn, printer) |
Agency-Current | North Carolina Department of Public Instruction |
Rights | State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754 |
Physical Characteristics | 93 p. ;23 cm. |
Collection | Health Sciences Library. University of North Carolina at Chapel Hill |
Type | text |
Language | English |
Format | Guidebooks |
Digital Characteristics-A | 6264 KB; 110 p. |
Series | Publication (North Carolina. Department of Public Instruction) ;no. 166. |
Digital Collection |
Ensuring Democracy through Digital Access, a North Carolina LSTA-funded grant project North Carolina Digital State Documents Collection |
Digital Format | application/pdf |
Audience | All |
Pres File Name-M | pubs_edp_handbookforelementary1932.pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_edp\images_master\ |
Full Text | Q.Z II C.*^De-ot. of instruction. Handbook for element&ry schools-iy^*:^. ®l|f ffiibraru of% llmt!?rsttg of Nortl) Olarolttta m (EiiUerttott of Nortly Olarnltmatta (Bl}\B book maa pttBtnith Cf> 315. D I 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 |