Handbook for elementary and secondary schools

              THE LIBRARY OF THE
UNIVERSITY OF
NORTH CAROLINA
THE COLLECTION OF
NORTH CAROLINIANA
ENDOWED BY
JOHN SPRUNT HILL
CLASS OF 1889
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UNIVERSITY OF N.C. AT CHAPEL HILL
00034026054
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ELEMENTARY
AND SECONDARY
SCHOOLS
1953
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PUBLICATION N O 2 3 5
HANDBOOK
FOR ELEMENTARY AND
SECONDARY SCHOOLS
1953
PREPARED UNDE
DIVISION OF ir
THE DIRECTION OF THE
iTRUCTIONAL SERVICE
ISSUED BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, RALEIGH, N. C.
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FOREWORD
Periodically, the State Department of Public Instruction pre-pares
publications, each of which is designed to improve the
efficiency of our public schools in specific subject areas. This
Handbook is similar to these other publications in that it is
designed to improve efficiency in organizing and administering
a school program. This publication has come to be known as
our basic guide in suggesting desirable procedures and practices
for organizing a school in such a way as to permit and encourage
the best instruction possible. Effective teaching is our primary
concern, and all administrative matters involving the planning
and the use of the school plant and the organization of the in-structional
opportunity for boys and girls. This is the philosophy
upon which the suggestions and recommendations contained in
this publication have been developed. We believe that such a
premise is educationally sound.
This Handbook contains standards of attainment necessary
for accreditation. These standards, however, should not be re-garded
as maximum goals, but rather as minimum levels of
achievement beyond which a richer and fuller program may be
envisioned. The suggested standards may well serve as aids in
evaluating and improving a school. Only through a planned
process of analysis and inventory can a school project its future
growth in educational opportunities.
This publication was originally prepared in 1938 under the
direction of the Division of Instructional Service, with the co-operation
of staff members from other divisions of the depart-ment.
It was revised and reprinted in 1947; and now since the
second printing is exhausted, a third revision is found necessary.
This new edition is released with the hope that it will be help-ful
to administrators, supervisors, and teachers in their efforts
to improve the organization and administration of North Caro-hna's
public schools, and thereby improve the quality of instruc-tion
afforded our boys and girls.
State Superintendent of Public Instruction
January 1, 1953.
PREFACE
This Handbook for Elementary and Secondary Schools is
designed to supply information needed by superintendents, su-pervisors,
principals and teachers in the public schools of the
State. It covers the program in both elementary schools and
high schools, indicating that we regard the process of educa-tion
as a continuous process from the first through the twelfth
grade.
It w^ill be observed that this Handbook consists of four parts
:
Part I concerns State Administration and includes the duties
of State officials and professional staff together M^ith a few^ per-tinent
excerpts from the General Statutes.
In Part II the standards for accreditation of elementary and
secondary schools are set up. The suggested standards are not
meant as limits to w^hat may be undertaken in any school, but
represent the minimum necessary for the creation of a satis-factory
teaching and learning situation. Lines along which im-provement
can be made will suggest themselves to many admin-istrators,
supervisors and teachers, and it is hoped that many
schools in providing educational opportunities will go far beyond
the minimum suggested in the requirements for accreditation.
Our effort is to indicate what may be regarded as a good elemen-tary
school or a good high school. It is admitted, of course,
that every child should have training in a good school, and the
purpose of standardization and accreditation is to indicate how
a satisfactory situation can be created and operated.
In Part III various aspects of public school work are discussed,
particularly those having to do with the materials necessary to
successful instruction. More and more it is recognized that
abundant materials are necessary in order for pupils to have
satisfactory educative experiences. It is hoped that provision
will be made for various types of instructional materials to the
end that learning on the part of boys and girls may be facilitated
and accelerated.
Part IV undertakes to present the. various course of study
publications and to suggest the use of such bulletins in the im-provement
of instruction.
We hope this Handbook will aid and guide the teacher, the
supervisor and the administrator in the administration of better
schools for all North Carolina boys and girls.
J. Henry Highsmith, Director
Division of Instructional Service
CONTENTS
PART I. STATE ADMINISTRATION
Page
The State Board of Education 7
State Superintendent of Public Instruction 8
Relationships at the State Level 9
Excerpts from the Law 10
State Staff and Services 15
PART 11. REQUIREMENTS FOR ACCREDITED SCHOOLS
A. The Elementary School 36
Curriculum 36
Instruction 36
Organization and Administration 37
Instructional Equipment 39
General Equipm.ent 42
Classroom Equipment 43
Instructional Materials for Each Classroom 44
Library 45
Dictionaries 51
Maps and Globes 52
The School Plant 63
Evaluation 79
B. The Junior High School 91
C. The High School 92
Certificates for High School Teachers and Principals 93
Length of School Day and Class Periods 94
Requirements for Graduation 94
Library 96
Maps 105
The Science Department 108
The School Plant 115
Student Records 116
Membership in the Southern Association 116
High School Evaluation 116
PART III. FACTORS RELATING TO ADMINISTRATION,
ORGANIZATION AND INSTRUCTION
Suggested Topics for Pre-School Meetings 117
Organization and Administration 118
The Elementary School 118
The High School 125
Supervision 138
Guidance Services 143
CONTENTS - Continued
Pagb
Suggestions for Planning Pre-School Clinics and Conferences 150
Testing 156
Measuring Pupil Progress 165
Libraries 167
Audio-Visual Materials 170
Resource-Use and Outdoor Education 186
Special Education 204
Professional Development 214
Selection, Purchase and Distribution of Instructional Supplies 234
Textbooks 238
Regulations Governing Athletics in Public Schools of North Carolina—- 241
PART IV. THE CURRICULUM
Curricular Blueprint 245
Language Arts 247
Foreign Languages 247
Mathematics 248
Social Studies 252
Science 253
Health 256
Safety Education 259
Physical Education . 260
Art 263
Music 266
Business Education 272
Industrial Arts 273
Home Economics 274
Agriculture 275
Trade and Industrial Education 280
Distributive E ducation 283
Directory of Publishers .— 287
Index 289
I
State Administration'
THE STATE BOARD OF EDUCATION
The Constitution of North Carolina, as amended in 1945, pro-vides
for a State Board of Education- composed of a membership
of 13 persons, as follows : (a) three ex-officio members including
the Lieutenant Governor, elected as chairman by the board, the
State Treasurer, and the Superintendent of Public Instruction as
ex-officio secretary ; and (b) ten members appointed by the Gov-ernor
and confirm.ed by the General Assembly in joint session,
with two appointed from the State at large and one appointed
from each of eight educational districts as determined by the
General Assembly. Appointments, subsequent to the first one,
are made every two years for overlapping terms of eight years,
in a 3-2-3-2 order. "The per diem and expenses of the appointive
members shall be provided by the General Assembly."
Powers and Duties. The Constitution specifies that the State
Board shall have the following powers and duties : It shall "suc-ceed
to all powers and trusts of the President and Directors of
the Literary Fund and the State Board of Education as hereto-fore
constituted." Also it shall have the power to "divide the
State into a convenient number of school districts," . . . "regulate
the grade, salary and qualifications of teachers," . . . "provide
for the selection and adoption of the textbooks to be used in the
public schools," . . . "generally to supervise and administer the
free public school system of the State and make all needful rules
and regulations in relation thereto."
More specifically, the State Board is empowered to (a) adminis-ter
the State appropriations for instructional services ; instruc-tional
materials such as textbooks and libraries, plant operation,
vocational education, transportation, and other operational costs
;
(b) make rules and regulations for teachers certification; (c)
make rules and regulations on census and attendance; (d) devise
financial records and reports ; (e) approve powers for local ad-lExcerpts
frcm Education in North Carolina, Today and Tomorrow. A Report of the
State Education Commissiion, 1948.
2The Constitution of North Carolina, Article XX, Sections Eight and Nine, 1945.
8 Handbook for Elementary and Secondary Schools
ministrative units' action; (f) manage the State's permanent
school fund; (g) determine the school centers and attendance
areas ; and (h) administer federal funds for vocational education.
The Board is clothed with authority to make all rules and
regulations necessary to carry out the purpose and intent of the
law. The Board elects its chairman and vice-chairman.
In accordance with the law, regular Board meetings are held
each month. Special meetings may be called by the secretary
with the approval of the chairman. A majority of the Board
constitutes a quorum for the transaction of business.
STATE SUPiRiNTENDir^T OF PUBLIC INSTRUCTION
The Constitution also provides for a State Superintendent of
Public Instruction who "shall be the administrative head of the
public school system and shall be secretary of the Board."" He
is elected by popular vote for a term of four years. He serves as
a member of the Council of State, as an ex-ofticio member of the
State Board of Education, as ex-officio chairman of the Board of
Trustees of East Carolina Teachers College, and as an ex-ofRcio
member of the Board of Trustees of the Greater University of
North Carolina.
Powers and Duties.'* As an elected State oificial, the law sets
forth a number of general duties of which three are "to look after
the school interests of the State and to report biennially to the
Governor at least five days previous to each regular session of
the General Assembly; to direct the operations of the public
schools and enforce the laws and regulations thereto ; to acquaint
himself with the peculiar educational wants of the several sec-tions
of the State and to take all proper means to supply such
wants by counseling with local school authorities, by lectures be-fore
teachers' institutes, and by addresses before public assembly
relating to public school and public school work."
The State Superintendent is authorized, in addition to the
aforementioned general duties, to perform such specific duties
as approving a program of studies for standard high schools,
preparing a course of study for the elementary schools, approving
plans for school buildings, and serving as executive officer of the
State Board with regard to vocational education.
3The Constitution of North Carolina, Article IX, Sections Eiglit and Nine, 1945.
4Public School Laws, 1943, Paragraph 115-28.
State Administration 9
Relationships at the State Level
In implementing Section 8 and 9 of Article IX of the Con-stitution
relating to State educational organization, the General
Assembly stated that one purpose of its Act^ of 1945 was "to de-fine
and clarify the duties and responsibilities of the State Board
of Education and the State Superintendent of Public Instruction
in connection with the handling of fiscal affairs of the Board and
such other duties and responsibilities as set forth in this Act."
Division of Functions of State Board. The act emphasizes
that the State Board of Education is to be the central educational
authority and, as such, is responsible for planning and promoting
the educational system. At the same time, Section 5 of this act
states that the duties of the Board are to be divided into two
separate functions as follows : (a) "Those relating to the super-vision
and administration of the public school system, of which
the Superintendent shall be the administrative head, except as
they relate to the supervision and management of the fiscal af-fairs
of the Board;" and (b) "Those relating to the supervision
and administration of the fiscal affairs of the public school fund
committed to the administration of the State Board of Educa-tion,
of which the Controller shall have supervision and manage-ment."
Secretary of Board. Section 8 of this act prescribes the duties
of the State Superintendent as secretary of the Board. Four of
the ten enumerated duties are:
"1. To organize and administer a Department of Public
Instruction for the execution of instructional policies
established by the Board.
"2. To keep the Board informed regarding development
in the field of public education.
"3. To make recommendations to the Board with regard
to the problems and needs of education in North Carolina.
"4. To make available to the public schools a continuous
program of comprehensive supervisory service."
Controller. Section 4 of this act provides for the appointment
of the Controller by the Board, subject to the approval of the
Governor. Section 9 states that "the Controller is constituted the
spublic Laws, 1945, Chapter 530.
10 Handbook for Elementary and Secondary Schools
executive administrator of the Board in the supervision and man-agement
of the fiscal affairs of the Board." This section then de-fines
the fiscal affairs of the Board, thereby pointing out de-finitely
the scope of responsibility for which the Board expects
to look to the Controller for professional advice. Section 10 of
the act sets forth in considerable detail the duties of the Con-troller
and the procedures to be followed as he discharges his
responsibilities.
EXCERPTS FROM THE LAW
The Public School System
The following sections of the law define the public school system as to
the number of grades or years. Most schools in North Carolina now offer
the twelve year program as authorized by the General Assembly of 1941.
115-4. The school system defined.—The school system of each county
shall consist of eleven years or grades, except when the provisions of 115-5
to 115-7 have been complied with, in which event the system shall consist
of twelve years or grades; and shall be graded on the basis of a school
year of not less than one hundred and eighty days. The first seven or
eight years or grades shall be styled the elementary school, and the remain-ing
years or grades shall be styled the high school: Provided, the system,
for convenience in administration, may be divided into three parts, the
elementary school, consisting of the first six or seven grades, and a junior
and senior high school, embracing the remaining grades, if better educa-tional
advantages may be supplied. (1923, c. 136, s. 2; 1941, c. 158, d. 1;
1943, c. 255, s. 2; C. S. 5386.)
115-5. Twelve grades authorized upon request by local unit.—Upon the
request of the county board of education or the board of trustees of a
city administrative unit, the state board of education shall provide for the
operation of a school system to embrace twelve grades in accordance with
such plans as may be promulgated by the state superintendent of public
instruction in any high school district for which such request is made at
the time the organization statement is submitted. (1941, c. 158, s. 1;
1943, c. 721, s. 8.)
115-6.—Provision for cost of operating twelve grades.—When the re-quest
for the extension of the system of the public school to embrace
twelve grades is submitted as provided in 115-5, the cost of the same shall
be paid from the appropriation of the state nine months' school term in
the same manner and on the same standards, subject to the provisions of
115-5 to 115-7, as provided in the "School Machinery Act." (1941, c. 158,
s. 2; 1943, c. 255, s. 2.)
115-7. Application blanks for requesting twelve grades; allotment of
teachers.—The state superintendent of public instruction and the state
board of education shall provide the necessary blanks and forms for re-
State Administration 11
questing an extension of the public school system to embrace twelve grades
as herein provided, in the organization statements to be submitted by
the several administrative units of the state in preparation for the school
term of one thousand nine hundred and forty-two-forty-three, and an-nually
thereafter, and the state board of education shall allot teachers
for the school year one thousand nine hundred and forty-two-forty-three
for any district heretofore operating a school program embracing twelve
grades upon the basis of attendance for the preceding year: Provided,
that for any district requesting to operate for the first time a system
embracing twelve grades the allotment of teachers shall be based on a
fair and equitable estimate of the prospective increase in attendance, as
submitted by the requesting unit, and the average attendance for the
preceding year. (1941, c. 158, s. 3; 1943, c. 721, s. 8.)
Local Provisions for Equipment
115-91. Duty of board to provide equipment for school buildings.—It is
the duty of the county board of education or the board of trustees of a
city administrative unit to provide suitable supplies for school buildings
under its jurisdiction, such as window shades, fuel, chalk, erasers, black-boards,
and other necessary supplies, and to provide public schools with
reference books, library, maps and equipment for teaching science, and the
teachers and principal shall be held responsible for the proper care of the
same during the school term. (1923, c. 136, s. 66; 1945, c. 970, s. 2; C. S.
5474.)
Editor's Note.—The 1945 amendment substituted "public schools" for "standard
high schools" in line seven.
School Organization
The follovsdng are sections of the School Machinery Act:
115-352. School Organization.—All school districts, special tax, special
charter, or otherwise, as constituted on May 15, 1933, are hereby declared
non-existent as of that date; and it shall be unlawful for any taxes to be
levied in said district for school operating purposes except as provided in
this article. The state board of education, in making provision for the
operation of the schools, shall classify each county as an administrative
unit, and shall, with the advice of the county boards of education, make
a careful study of the district organization as the same was constituted
under the authority of § 4 of chapter 562 of the Public Laws of 1933,
and as modified by subsequent school machinery act. The state board of
education may modify such district organization when it is deemed neces-sary
for the economical administration and operation of the state school
system, and it shall determine whether there shall be operated in such
district an elementary or a union school. Provisions shall not be made
for a high school with an average daily attendance of less than sixty pupils,
nor an elementary school with an average daily attendance of less than
twenty-five pupils, unless a careful survey by the state superintendent of
public instruction and the State Board of Education reveals that geographic
or other conditions make it impracticable to provide for them otherwise.
Funds shall not be made available for such schools until the said survey
12 Handbook for Elementary and Secondary Schools
has been completed and such schools have been set up by the said board.
School children shall attend school within the district in which they reside
unless assigned elsewhere by the State Board of Education.
It shall be within the discretion of the state board of education, where-ever
it shall appear to be more economical for the efficient operation of
the schools, to transfer children living in one administrative unit or dis-trict
to another administrative unit or district for the full term of such
school without the payment of tuition: Provided, that sufficient space is
available in the buildings of such unit or district to which the said children
are transferred. Provided further, the provision as to the non payment of
tuition shall not apply to children who have not been transferred as set
out in this section.
City administrative units as now constituted shall be dealt with by the
state school authorities in all matters of school administration in the
same way and manner as are county administrative units. Provided, that
the State Board of Education may, in its discretion, alter the boundaries
of any city administrative unit and establish additional administrative units
when in the opinion of the State Board of Education such change is de-sirable
for better school administration: Provided, that in all city admin-istrative
units as now constituted the trustees of the said special charter
districts included in said city administrative unit, and their duly elected
successors, shall be retained as the governing body of such district; and
the title to all property of the said special charter district shall remain
with such trustees, or their duly chosen successors; and the title to all
school property hereafter acquired or constructed within the said city
administrative unit, shall be taken and held in the name of the trustees
of said city administrative unit; and the county board of commissioners
of any county shall provide funds for the erection or repair of necessary
school buildings on property, the title to which is held by the board of
trustees as aforesaid, and the provisions of § 115-88, to the extent in con-flict
herewith, is hereby repealed: Provided, that nothing in this sub-chapter
shall prevent city administrative units, as now established, from
consolidating with the county administrative unit in which such city
administrative unit is located, upon petition of the trustees of the said
city administrative unit and the approval of the county board of education
and the county board of commissioners in said county: Provided, further,
that nothing in this subchapter shall affect the right of any special charter
district, or special tax district which now exists for the purpose of retiring-debt
service, to have the indebtedness of such district taken over by the
county as provided by existing law, and nothing herein shall be construed
to restrict the county board of education and/or the board of county com-missioners
in causing such indebtedness to be assumed by the county as
provided by existing law.
The board of trustees for any special charter district in any city admin-istrative
unit shall be appointed as now provided by law. If no provision
is made by law for the filling of vacancies in the membership of such
board of trustees, such vacancy may be filled by the governing body of
the city or town embraced by said administrative unit.
In all cases where title to property has been vested in the trustees of a
special charter district which has been abolished and has not been re-
State Administration 13
organized, title to such property shall be vested in the county board of
education of the county embracing such special charter district. (1939, c.
358, s. 5; 1943, c. 721, s. 8; 1945, c. 970, s. 4; 1947, c. 1077, ss. 3, 6.)
115-355.—Organization statement and allotment of teachers.—On or be-fore
the twentieth day of May in each year, the several administrative
officers shall present to the State Board of Education a certified statement
showing the organization of the schools in their respective units, together
with such other information as said board may require. The organization
statement as filed for each administrative unit shall indicate the length
of term the state is requested to operate the various schools for the fol-lowing
school year, and the state shall base its allotment of funds upon
such request. On the basis of such organization statement, together with
all other available information, and under such rules and regulations as
the State Board of Education may promulgate, the State Board of Educa-tion
shall determine for each administrative unit, by districts and races,
the number of elementary and high school teachers to be included in the
state budget on the basis of the average daily attendance figures of the
continuous six months period of the first seven months of the preceding
year during which continuous six months' period the average daily attend-ance
was highest, provided that loss in attendance due to epidemics or
apparent increase in attendance due to the establishment of army camps or
other national defense activities shall be taken into consideration in the
initial allotment of teachers: Provided, further, that the superintendent
of an administrative unit shall not be included in the number of teachers
and principals allotted on the basis of average daily attendance: Provided,
further, that for the duration of the present war and for the first school
term thereafter, it shall be the duty of the State Board of Education to
provide any school in the state of North Carolina having four high school
teachers or less and/or four elementary teachers or less not less than
the same number of teachers as were allotted to said school for the school
year of one thousand nine hundred and forty-four—one thousand nine
hundred and forty-five.
Provided, further, that in cases where there are less than twenty (20)
pupils per teacher in any school a reduction in the number of teachers
may be made.
The provisions of this section as to the allotment of teachers shall apply
only to those schools where the reduction in enrollment is shown to be
temporary as determined by the State Board of Education.
It shall be the duty of the governing body in each administrative unit,
after the opening of the schools in said unit, to make a careful check of
the school organization and to request the State Board of Education to
make changes in the allocation of teachers to meet requirements of the
said unit.
In order to provide for the enrichment and strengthening of educational
opportunities for the children of the state, the State Board of Education
is authorized in its discretion to make an additional allotment of teaching
personnel to the county and city administrative units of the state, either
jointly or separately as the State Board of Education may prescribe, and
such persons may be used in said administrative units as librarians, at-
14 Handbook for Elementary and Secondary Schools
tendance assistants, special teachers or supervisors of intruction and for
other special instructional service, such as art, music, adult education,
special education, or industrial arts as may be authorized and approved by
the State Board of Education. The salaries of such personnel shall be
determined in accordance with the state salary schedule adopted by the
State Board of Education. In addition, the State Board of Education is
authorized and empowered, in its discretion, to make allotments of funds
for clerical assistants for classified principals. (1939, c. 358, s. 8; 1941, c.
267, s. 3; 1943, c. 255, s. 2%; 1943, c. 720, s. 1; 1943, c. 721, s. 8; 1945, c.
970, ss. 6, 14; 1949, c. 1116, s. 3.)
Editor's Note.—The 1945 amendment inserted in lines twenty-one and twenty-two
the words "first seven months of the." It also rewrote the third proviaio in the first
paragraph and inserted the last proviso therein.
The 1949 amendment added the last paragraph.
For comment on the 1943 amendment, see 21 N. C. Law Rev. 361.
Expenditures From State Funds
115-356. Objects of expenditure.—The appropriation of state funds, as
provided under the provisions of this subchapter, shall be used for meet-ing
the costs of the operation of the public schools as determined by the
State Board of Education, for the following items:
1. General Control: 3. Operation of Plant:
a. Salaries of superintendents a. Wages of janitors
b. Travel of superintendents b. Fuel
c. Salaries of clerical assistants c. Water, light and power
for suprintendents d. Janitors' supplies
d. OiRce expense of superintend- e. Telephone expense
ents 4. Auxiliary Agencies:
e. Per diem county boards of edu- a. Transportation
cation in the sum of one hun- (1) Drivers and contracts
dred dollars ($100.00) to each (2) Gas, oil and grease
county (3) Mechanics
f. Audit of school funds (4) Parts, tires, and tubes
2. Instructional Service: (5) Replacement busses
a. Salaries for white teachers, (6) Compensation for injuries
both elementary and high and/or death of school chil-school
dren as now provided by law
b. Salaries for colored teachers, b. Libraries
both elementary and high c. Health
school d. Workmen's compensation for
c. Salaries of white principals school employees
d. Salaries of colored principals
e. Instructional supplies
In alloting funds for the items of expenditures hereinbefore enumerated,
provision shall be made for a school term of only one hundred eighty days.
The State Board of Education shall effect all economies possible in pro-viding
state funds for the objects of general control, operation of plant,
and auxiliary agencies, and after such action shall have authority to in-crease
or decrease on a uniform percentage basis the salary schedule of
teachers, principals, and superintendents in order that the appropriation
of state funds for the public schools may insure their operation for the
State Administration 15
length of term provided in this subchapter: Provided, however, that the
State Board of Education and county boards of education for county ad-ministrative
units and boards of trustees for city administrative units, shall
have power and authority to promulgate rules by which school buildings may
be used for other purposes.
The objects of expenditure designated as maintenance of plant and fixed
charges shall be supplied from funds required by law to be placed to the
credit of the public school funds of the county and derived from fines,
forfeitures, penalties, dog taxes, and poll taxes, and from all other sources
except state funds: Provided, that when necessity shall be shown, and
upon the approval of the county board of education or the trustees of any
city administrative unit, the State Board of Education may approve the
use of such funds in any administrative unit to supplement any object or
item of the current expense budget, including the supplementing of the
teaching of vocational subjects; and in such cases the tax levying author-ities
of the county administrative unit shall make a sufficient tax levy to
provide the necessary funds for maintenance of plant, fixed charges, and
capital outlay: Provided, further, that the tax levying authorities in any
county administrative unit may levy taxes to provide necessary funds for
teaching vocational agriculture and home economics and trades and indus-trial
vocational subjects supported in part from federal vocational educa-tional
funds: Pro\4ded, further, that nothing in this subchapter shall
prevent the use of federal and/or privately donated funds which may be
made available for the operation of the public schools under such regula-tions
as the State Board of Education may provide. Provided further,
that the tax levying authorities in any county administrative unit may
levy taxes to provide necessary funds for attendance enforcement, super-vision
of instruction, health and physical education, clerical assistance, and
accident insurance for school children transported by school bus: Provided,
that nothing in this section be interpreted as repealing the present statutes
requiring the State Board of Education's approval of local unit budgets.
(1939, c. 358, s. 9; 1943, c. 255, s. 2; 1943, c. 721, s. 8; 1947, c. 1077, ss. 7, 7%.)
Editor's Note.—The 1947 amendment added subhead 4d, struck out the words "with
the approval of the State Board cf Education" formerly appearing after the word
"unit" in line twenty of the last paragraph and added the last two provisos thereto.
STATE STAFF AND SERVICES
In North Carolina the educational leadership provided by pro-fessional
personnel at the State level is under the direction of
the State Superintendent of Public Instruction and the Controller
There is also an Assistant State Superintendent and an Ad-ministrative
Assistant who act for the State Superindent in
his absence and perform such other duties as he may direct.
The other professional staff is organized by divisions, each of
which is responsible, under the direction of the Superintendent,
the Controller, or both, for renderng certain designated services.
The names of these divisions with brief statements of their
respective areas of responsibilities follow:
16 Handbook for Elementary and Secondary Schools
Division of Auditing and Accounting.
It is the function of this division to maintain accurate ac-counting
records on the funds coming within the jurisdiction
of the State Board of Education, to audit the expenditures and
prepare the audit report of the Nine Months School Fund, to
assist in the preparation of the biennial budget request and
annual budget, to disburse all funds of the Board, to assist in
preparing salary schedules, to keep all budget accounts and pre-pare
budget reports, to promote better accounting practices of
both State and local funds in the field, to prepare various statis-tical
and financial data for the Controller, and to establish the
salary rating of all principals and teachers.
More specifically this work is divided into five parts, as follows
:
1. Budgeting. Assist in the preparation of the biennial budg-et
request and the annual budget of all funds of the Board.
Prepare detailed reports on all funds monthly. Estimate needs
and prepare quarterly requests for budget allotments. Prepare
requests for transfers and changes in budgets for all funds.
Devise and prepare operating budget forms to be filed with the
Controller by county and city boards of education. Make special
studies and prepare financial and statistical data from the in-formation
contained in these budgets. Assist in the preparation
of the salary schedules for teachers, principals, and superin-tendents.
2. Disbursing. Prepare State Auditor's and disbursing ac-count
warrants for the disbursement of all funds of the Board
and the Department of Public Instruction. Receive and deposit
all receipts coming into the various funds. Establish the salary
rating of all teachers and principals and certify these ratings
to county and city superintendents. These ratings are used as
a basis for the county and city superintendents to issue State
checks paying salaries of teachers and principals. Maintain files
and prepare invoices to the Veterans Administration for tuition
due for veterans farmer training courses. Prepare statistical
data on ratings of teachers.
3. Accounting. Set up and maintain budget accounts on all
funds of the Board, wage records of all employees on State level,
loan fund note registers, a complete set of books on each of the
172 administrative units on the "Nine Months School Fund" and
the "State School Plant Construction, Improvement and Repair
State Administration 17
Fund," and wage records of each teacher, principal, superin-tendent,
clerical assistant, and mechanic. Maintain subsidiary-ledgers
on Federal programs and prepare reports from these
records. Prepare allotments and certification of funds to school
administrative units. Prepare all necessary printed forms for
use in accounting for funds.
4. Auditing. Make a continuous detailed audit of the Nine
Months School Fund and the State School Plant Construction,
Improvement and Repair Fund, consisting of monthly reconcilia-tion
of treasurer's statements, verification of classifications of
expenditures, detailed review of invoices as to State contract
prices and State Board regulations, verification of amount of
withholding tax and retirement vouchers, verification of pay-ments
to teachers and principals as compared with established
rate of pay, comparison of employed personnel with allotments,
test check endorsements on vouchers, and exercise budgetary
control over expenditures. Prepare an annual audit report for
the Controller.
5. Field Services. Prepare forms and memoranda of instruc-tions
and information for use of school administrative units in
accounting for funds. Assist in drawing up machine accounting
system for superintendents' offices. Work to improve accounting
practices and office procedure in the superintendents' offices in
all 172 administrative units. Assist with planning and conduct-ing
short schools for clerical personnel and superintendents con-cerning
all phases of school finances.
Division of Instructional Service.
This Division has the responsibility of planning, organizing,
directing, and coordinating the instructional program in the
172 city and county school administrative units, It is headed
by a director who is responsible for the organization of the
Division and the integration of the activities of the members of
the staff; holds conferences with the staff as a whole or with
individual members for discussion of program and policy; co-ordinates
the activities of the elementary supervisors and the
advisors in high school, library services, science and mathematics,
driver and safety education, resource-use education, physical
and health education, and music. He also directs preparation
and revision of bulletins and other materials helpful in instruc-tional
program; and carries on necessary correspondence and
field work in promoting instructional program.
18 Handbook for Elementary and Secondary Schools
There is an assistant director who performs the following
duties : assists director ; visits and inspects high schools ; assists
in preparation of curriculum and administrative bulletins ; confers
with principals and teachers in county and city administrative
units ; assists in conducting workshops, work conferences and
evaluations of high schools ; and prepares statistical reports
based on preliminary and annual reports from white high schools
in the State.
There are four general supervisors who participate in making
plans and programs for the work of the Division ; hold workshops
and other types of meetings to promote effective programs of
instruction in the various city and county administrative units
in the State; work closely with the approximately 200 white su-pervisors
in city and county schools in conferences, teachers'
meetings, panel discussions, and work reports and testing; pre-pare
curriculum bulletins and materials ; make evaluations of
schools ; and inspect schools for purposes of accreditation.
Six supervisors in special subject matter fields are employed.
Advisors in Music Education, Resource-Use Education, Science
and Mathematics, Safety and Driver Education, Physical Ed-ucation,
and Library. They are responsible for directing and pro-moting
areas of specialization in the elementary and secondary
schools of the State. Work involves: (1) visiting schools and
classrooms in the interest of improved teaching and better use of
instructional materials ; (2) holding conferences and workshops
with teachers, supervisors, and administrative personnel; (3)
preparing curriculum materials and bulletins; (4) cooperating
with local, State, and national organizations to promote better
school programs ; and (5) evaluating and accrediting public schools.
Division of Insurance.
This division plans and develops a fire insurance program for
insuring the properties under the jurisdiction of the local boards
of education, analyzes the insurance of the different adminis-trative
units, simplifies their fire insurance programs and at
the same time gives these units sound insurance at a minimum
cost. It also consults and advises with other school agencies for
the purpose of improving the insurance risk. This division also
maintains an inspection and engineering service, deemed by it
appropriate and necessary to reduce the hazards of fire in public
school buildings. The inspections by its engineers are used as a
basis for offering such engineering advice as may be necessary
State Administration 19
to safeguard the children in the pubHc schools from death or
injury from school iires and explosions and to protect the school
properties from loss.
The work is divided into three main parts:
1. Administrative. Adopt policies, forms and endorsements
for issuance of fire insurance policies. Keep books and all records
relative to operation and prepare all reports required by the
State Board of Education pertaining to this division. Contact
superintendents and prepare proposals for insuring school prop-erties.
Issue insurance policies and handle all correspondence
relative to this division. Meet with local boards, advising them
on fire insurance matters. Supervise engineering and rate
making.
2. Engineering. Make detailed inspections of all school prop-erties
insured with the State. Make scales and diagrams of each
building, compiling data necessary for establisliing rates and
making safety recommendations. Give advice on different types
of construction and prepare detailed surveys for each school unit
insured. Gather information for loss adjustments.
3. Rate Making. Analyze type and construction of build-ings,
fire protection facilities, location of buildings and losses
incurred for the purpose of establishing proper and sound rates.
Division of Negro Education.
This division under the direction of a director has the respon-sibility
for planning, organizing, directing, and coordinating the
State's instructional program for Negroes. This includes super-vision
over the activities of professional and administrative per-sonnel
who are inspecting, advising, and aiding public schools
for Negroes throughout the State relative to instructional ma-terial,
study-courses and all activities designed to improve the
educational services rendered Negroes by public schools. Func-tions
also include helping to determine policy, scope of program,
personnel needs, curriculum coverage, and funds required to carry
to completion the program's objectives. Work involves consider-able
contact with national. State, county and city educational
officials to promote, correlate and integrate plans and programs
for Negro education. Work is guided by local. State, and federal
laws and by administrative policies and regulations suggested
by the State Board of Education and the State Superintendent
of Public Instruction. This division is largely a service agency
20 Handbook for Elementary and Secondary Schools
in relation to the rules and regulations of other divisions of the
Department. Also, this division arranges for and assists in the
field service of other divisions of this Department, and likewise
is assisted by other divisions.
Provision is made for an assistant director under whose ad-ministration
and supervision the teacher training program for
Negro teachers is carried on. Through visits to the institutions
of higher learning (public and private) and conferences with
college administrators and staffs (both at the institutions and
at the State office) , plans are worked out to provide an adequate
supply of teachers and constant effort is given to developing
programs by which the quality of teachers may be continuously
improved. Through visits and conferences (individual and gen-eral),
surveys of present conditions and proposed plans (as they
effect Negro school organization) , speaking to groups of teachers,
or parents, or principals and supervisors, efforts are made to
promote the general improvement of Negro public schools; such
as better school facilities, better attendance of pupils, more ef-fective
instruction. Through staff" conferences contributions are
made to the entire program of the division. By letters, reports
on surveys, mimeographed courses, programs of study, plans of
operation, suggestions are made which should stimulate and
make more effective the teacher training program, in-service
growth of school personnel, improved school organization, more
productive and worthwhile instruction, better understanding of
patrons of plans, purposes, shortages and achievements in pub-lic
education.
Two supervisors are employed in organizing and working with
committees, teachers, principals, supervisors, and patrons in
connection with their plans for enriching the instructional pro-gram
of the Negro schools; and in inspecting and checking re-ports
of schools desiring an accredited rating by the State. These
supervisors also handle general correspondence and compile re-ports
of regular visits to schools, annual statistical reports and
analyze reports filed by supervisors and elementary school prin-cipals.
They also conduct and assist in school surveys projected
in connection with the consolidation of schools.
One high school supervisor (secondary) is employed in organ-izing
and working with committees, principals, supervisors, and
teachers in the evaluation of secondary schools. This person
also performs the following services: (1) inspects condition
and adequacy of school plants, sites, equipment, and supplies;
State Administration 21
(2) evaluates teaching techniques and school organization and
administration; (3) holds conferences concerning findings and
possible solution to problems; (4) visits and encourages non-accredited
schools to become accredited; (5) handles correspond-ence
and compiles reports ; and (6) conducts and assists in
school surveys projected in connection with the consolidation of
schools.
Division of Plant Operation.
This division has the following duties ; Plan, supervise, corre-late,
and direct the work and program involving the economical
and efficient operation of all physical facilities and utilities of
the public school plants. Consult, advise and instruct superin-tendents
and local school boards on all problems involving the
operation and maintenance of school plants. Keep abreast of
changing phases and factors in this field and by personal surveys,
pamphlets, letters, and work clinics, to convey such information
to local administrators.
The work is divided into four main parts:
1. Budgets. Prepare and submit to the Controller a recom-mended
biennial budget request for funds covering the salaries
of all service personnel, all fuel costs, water, lights, and power
costs, and janitorial supplies and telephone rental. Allot funds
budgeted by State Board to all administrative units under each
item of expense on a fair and equitable basis as reflected by
surveys, charts, and statistical data covering each school plant.
2. Procurement. Procure by requisitions to the Division of
Purchases and Contract, all fuel required by the public schools.
Select the proper fuels best suited to each heating plant. Regu-late
and determine the tonnage from statistical data secured
by actual plant surveys.
3. Engineering Service. Make inspection of heating systems
in schools, all safety devices, both heating and electrical. Consult
with superintendents regarding any heating, ventilating, electri-cal,
or maintenance problem. Assist in establishing correct lay-outs
of heating plants, viewed from an understanding of main-tenance
problems and efficient operation. Prepare reports of
findings and recommendations of engineering inspections for
use of administrative units.
4. Training Service. Plan, supervise and direct training
schools each year for all service personnel, including all janitors,
22 Handbook for Elementary and Secondary Schools
maids, and maintenance personnel, and conduct on-the-job train-ing-
of all service personnel.
Division of Professional Service.
The major concern of this division is the education of the
school personnel, to the end that there may be effective teach-ing
and school administration. Senior colleges and universities
must provide the formal education of the school personnel. This
division plans, organizes, coordinates and directs that work at
the college level. The programs of teacher education are made
effective through the certification and classification of the school
personnel, which is a responsibility of this divison. Work operates
under State laws and by administrative policies and regulations
developed in conferences with the State Superintendent of Pub-lic
Instruction. It implies the research, leadership and staff
personnel necessary for accomplishing and maintaining the
objectives.
An assistant director is employed to assist the director in
administering and coordinating at the State level the services
relating to teacher education and certification. Activities in-clude:
holding individual and group conferences with superin-tendents,
principals, and teachers; assisting superintendents in
setting up school organization ; supervising the classification and
rating of school personnel for budgetary purposes; engaging in
special studies and appropriate research for the division; and
sharing with the director responsibilities for field services.
There are three main divisions of work:
1. Higher Education. This includes responsibility for the
direction of higher education in general. The director is secretary
of the North Carolina College Conference. He plans, organizes,
coordinates, and directs the programs of teacher education. This
includes the curriculum and the programs of instruction for
pre-service and in-service education of the school personnel, and
the quantitative and qualitative standards of the institution.
Work is accomplished through: studies, leading to programs of
action; committees; interviews and conferences with individ-uals
and groups from individual colleges; visits to institutions;
correspondence.
2. Teacher Rating and School Budgets. Each county and
city superintendent files an operating budget (3 copies) on which
are entered the names of all principals and teachers. The rating-
State Administration 23
certificate classification, experience, etc., is established for each
employee (about 30,000). This rating determines the monthly
salary each employee receives. Another responsibility of the
division is to assist superintendents in setting up and preparing
their budgets. This is accomplished through correspondence,
office conferences, and interviews, and visitations to the field.
3. Certification of School Personnel. The developing of cer-tification
standards and requirements is a democratic process
involving the school personnel, colleges, lay groups, individuals
and others. Study is constant and continuous. Back of any action
are State-wide studies. Final action is a responsibility of the
State Board of Education. The administration of certification is
a major activity of the division. Much of the operational routine —canvassing credentials, issuing certificates, counseling school
personnel, college teachers, students, correspondence, office con-ferences
and interviews, etc., are identified with that activity.
Division of Publications and Statistcs.
This division has the responsibilty to:
Plan, develop, and prepare publcations. Edit, revise, and direct
rewriting of school information and subject-matter bulletins.
Compile for publication annual school directory, school laws,
compulsory school attendance laws and regulations, etc. Plan
and direct the review and coordination of information programs,
including research and statistical studies. Consult and advise
with other departmental staff members concerning information
for bulletins, etc. Devise, revise, and approve the various re-port
forms. Prepare charts, graphs, and illustrative materials.
Prepare the Biennial Report of the State Superintendent.
Serve on various committees and attend conferences pertinent
to school publications, pupil attendance, civil defense activities,
etc., as required by the State Superintendent. Advise with as-sociates,
superintendents, members of General Assembly and
others concerning school matters as required in the absence or
relief of State Superintendent. Assist in drafting bills for Leg-islature
and in interpretation of law. Sign correspondence and
official documents for State Superintendent as necessary.
Determine need for and approve purchase of supplies, print-ing
and equipment. Prepare budget for supplies, service, and
expense. Place orders and approve payment of bills for materials
and equipment procured and responsible for their receipt, place-ment,
and inventory. Has responsibility for printing, multi-
24 Handbook for Elementary and Secondary Schools
graphing, and mimeographing; for distribution of printed forms
and publications, office supplies and equipment; and for mes-senger,
mail, and other related services for all divisions.
More specifically, the work is divided as follows:
1. Publications. Write, edit, proofread, etc., the two monthly
publications—"State School Facts" and ''North Carolina Public
School Bulletins." Prepare and compile other publications and
printed materials—directory, laws, registers and various report
forms. Write articles for the press and assemble information
for replies to questionnaires and letters.
2. Research and Statistics. Prepare statistical tables, edit-ing
reports, compiling statistics, making statistical studies, ana-lyses
and interpretations in the dissemination of information.
Attend conferences and advise with superintendents, graduate
students, and other relative to studies and the improvment of
reporting and publishing of educational information. Prepare
State Superintendent's Biennial Reports.
3. Purchasing. Review needs for supplies and equipment.
Place orders for materials, including printing, approve payment
of bills. Has charge of sales of various publications, including
necessary bookkeeping and accounting of receipts.
4. Stock Supervision and Central Services. Has responsibil-ity
for supervision and inventory of stock and equipment. Re-ceive,
store, issue, and distribute a large variety of printed
materials—bulletins, forms, books. Discuss need for supplies
and materials. Responsible for services of mailing, mimeograph-ing,
addressographing for all divisions. Wrap and fill orders for
local schools and rate packages for mail and express, etc. Per-form
messenger service.
Division of School Planning.
This division is responsible for planning, organizing, directing,
and coordinating school surveys and the development of over-all,
long-range plans for schoolhouse construction.
Administrative responsibilities include: advising boards of
education and architects regarding State and Federal laws and
regulations, counseling on financial planning, processing and ap-proving
State aid and Federal aid applications for construction,
maintaining statistical records of construction and construction
allocations, maintaining records of building committee of the
State Administration 25
State Board of Education, approving all plans and contracts for
schoolhouse construction, establishing liaison with various de-partments
and divisions of State and local agencies.
State survey responsibilities include studies to determine:
population trends, general characteristics of school buildings,
need for special rooms and general facilities, need for service
systems (heating, ventilation, lighting, water), problems in
transportation of pupils, recent construction, cost of school plants
and pupils housed by periods of construction, rating of school
plants including expectant life of plant, number of pupils per
classroom, use of non-public-owned facilities, advisability of re-habilitating
and remodeling school plants, financial needs and
resources, capital outlay capacities per pupil enrolled, State aid
for capital outlay, long-range organization planning for each of
the 172 administrative units.
More specifically the work includes two types of services, as
follows
:
Architectural Design Services. Maintain library of plans and
architectural drawings for reference and guidance. Formulation
of standards and typical layouts. Consultation with school boards
and architects prior to development of plans. Inspection of sites.
Review of preliminary plans. Review of working drawings and
specifications. Review of change orders, addenda, and revisions.
Preparation of plans for approval by the State Board of Educa-tion.
Engineering Services. Consultant to local boards of educa-tion
in selection of sites. Inspection of existing buildings as to
present hazards and their removal, expediency of renovation or
expansion, correcting and enlarging service facilities, applica-tion
of the N. C. Building Code. Consultation with local board's
architect prior to and as construction progresses. Inspection of
work in progress and final inspection upon completion. Examina-tion
of mechanical specifications.
School Health Coordinating Service.
This division has the responsibility for planning, organizing,
directing, and coordinating the public school program in the re-lated
fields of health instruction, phyhical education, safety,
healthful environment, mental hygiene and health services. The
director: (1) makes recommendations to State Superintendent
regarding needs for new plans and activities that involve changes
26 Handbook for Elementary and Secondary Schools
in policies; (2) makes recommendations to the State Health
Officer or his designated representative regarding the need for
new plans and activities that involve the health services ren-dered
by State or local health departments; (3) supervises and
assists staff members as needed; (4) reports periodically to the
State Superintendent and Health Officer concerning the status,
progress and needs with respect to the related fields; (5) ad-ministers
school health funds of the State Board of Education;
(6) works with school systems and health departments in plan-ning,
organizing and administering the school health services
program; (7) plans and participates in the preparation of in-structional
materials and in in-service training programs in
health and physical education; (8) coordinates the school health
activities of the other divisions of the State Department of
Public Instruction, the State Board of Health, other agencies
and organizations, and teacher education institutions; and (9)
participates in State and national organizations and professions
engaged in promoting the health of children.
The entire progressional staff, consisting of a director, a con-sultant
in mental hygiene, two health educators, an adviser in
physical education, and a public health nurse, is concerned with
State planning and promotional work with school and health
department personnel through consultative services ; field visits
;
planning and carrying on in-service education; production of
curriculum materials; reviewing and recommending use of ma-terials
; locating and recommending use of local, State, and
national resources ; evaluative procedures ; joint State conferences
and committees; and State and national organizations, in the
following areas:
a. Health Services. Teacher screening. Observation. Audi-ometer
testing. Teacher-nurse conferences. Physical and
psychological exams (promote and help work out pro-cedures
for). Correction of defects and other follow-up
activities. Records and reports. Pre-school clinics. Use of
services for learning opportunities.
b. Health Instruction. Problems and needs; knowledge, atti-tudes
and habits ; activities and experiences ; materials and
resources; evaluations; areas of instruction: (a) mental
health, (b) community health, (c) family life, (d) com-municable
disease control and sanitation, (e) safety, (f)
personal health—nutrition, dental, rest and sleep, alcohol,
State Administration 27
posture, eyes, ears, nose, throat, heart and blood, cleanli-ness
and grooming.
c. Health Environment (Physical-Emotional). Facilities (a)
selection and provision, (b) care and use. Balanced pro-gram.
Schedules. The teacher. Other personnel. Length
of day or activity. Use of facilities for learning experi-ences.
d. Physical Education. Organization. Facilities and equip-ment.
Schedules. Personnel. Program for: (a) required and
recommended physical education class instruction, (b)
recreational activities, (c) intramural activities, (d) ath-letics
(advisory service)
.
Division of Special Education.
The director of this division performs the following services:
Promotes, operates and supervises special courses of instruction
for handicapped, crippled and other classes of individuals re-quiring
special types of instruction.
Aids school districts in the organization of special schools,
classes and instructional facilities for handicapped children.
Supervises such programs.
Adopts plans for the establishment and maintenance of classes
in schools and homes. Prescribes courses of study for special
schools, classes, and individual instruction.
Prescribes minimum requirements for handicapped persons
to be admitted to any special schools, classes, or instruction.
Recommends competent medical and psychological services.
Cooperates with school districts in arranging for school at-tendance
of handicapped in locality in which he does not reside.
Cooperates with other agencies—State Department of Public
Welfare, State Board of Health, State Schools for Blind and
Deaf, State tuberculosis sanatoria, children's hospitals, and other
agencies concerned with the welfare and health of handicapped
individuals—with reference to educational activities of the
handicapped. Investigates, studies needs, methods, and costs of
special education for handicapped.
Makes rules and regulations governing the education of the
handicapped.
28 Handbook for Elementary and Secondary Schools
Division of Teacher Allotment and General Control.
The purposes of this division are: (1) To allot teachers and
supervisors to the various county and city administrative units
according to law and regulations, to make studies to sufficiently
guide the State Board of Education in sound policies regarding
teacher load and teacher position possibilities. (2) To prepare
forms for the county and city school funds budgets, to check
budgets to see that they are in balance, and to present them to
the controller for consideration by the State Board of Education.
All local fund budgetary changes made during the year are
processed in this office. Expenditures as shown on the budgets
for the preceding year are placed in bulletin form. (3) To allot
and certify funds under General Control and Instructional Serv-ice,
and to aid in the preparation of budgets for the number of
teachers for a biennium.
More specifically the areas in which the director works are
as follows
:
a. Teacher Allotment. He has responsibility for teacher al-lotment,
rendering decisions in doubtful cases, and makes
recommendations in investigated cases. Other duties are:
Offers suggestions regarding rules and regulations govern-ing
teacher allotment to finance committee of the State
Board of Education. Allots supervisors and special teach-ers
to units that qualify for such. Confers with superin-tendents,
principals, teachers, school board members and
others. Coordinates with State Department of Public In-struction
to bring about a more satisfactory organization
of schools.
b. Local County and City Budgets. He confers with superin-tendents
until budgets have been prepared and approved by
the State Board of Education ; prepares financial statement
showing expenditures from State and local funds for pre-ceding
year by objects and items, and by units and division
between funds; sees that budgets are properly balanced;
and makes any necessary budgetary changes during the
year.
c. Allotment and Certification of Funds. He determines for
General Control items: Salaries, appropriations for travel
of superintendents, office expenses, instructional supplies.
He also certifies funds under General Control, Instruc-tional
Service and libraries each month to the 172 units.
State Administration 29
d. Statistical Data. He makes studies on teacher load, esti-mating
number of teachers necessary for biennial budget
which requires interpreting attendance, enrollment and
other statistics. Other duties are: Cutting stencils for
mimeograph material from division; keeping books on
monthly travel of superintendents ; checking and keeping
up-to-date the Organization Statement of General Infor-mation;
keeping a record of the per capita distribution
to county and city units and certifying this data for signa-ture
of Controller.
Division of Textbooks.
The work of this division is described as follows:
1. (a) Supply free textbooks to grades 1-8 in the public
schools in the State, (b) Supply high school basal books
to 146 of the 172 administrative units that are in the
State high school rental system, (c) Supply supplementary
readers to 85 of the 172 administrative units that are in
the State supplementary reader system, (d) Supply li-brary
books to the schools of the State.
2. Purchase books from publishers and make them available
to the schools from warehouse located in Raleigh.
3. Establish minimum manufacturing standards and specifi-cations
for textbooks.
4. Audit textbook records in the superintendents' offices an-nually.
5. Participate in conferences that pertain to the improvement
of instruction as effected by use of books.
6. Establish and revise annual rental fees for the high schools
and the supplementary reader rental system.
7. Check monthly and annual reports from the superintend-ents'
offices on books and finances for accuracy and to see
that textbooks are being used properly.
8. Check publishers invoices for accuracy and approve for
payment.
Areas of specific work performed by a director, assistant direc-tor,
warehouse foreman, bookkeeper and the secretarial and
clerical staff include the following:
a. Manufacturing Standards and Specifications. Assist in es-tablishing
minimum manufacturing standards and speci-fications
for textbooks as to quality of paper, printing,
30 Handbook for Elementary and Secondary Schools
binding and cover fabric. These standards are established
by directors of 17 states in the southeastern part of the
United States working together as an organization, along
with advice and suggestions from the U. S. Bureau of
Standards and a Committee of Textbook Publishers.
b. Purchase. Place orders for free textbooks, high school
books, supplementary readers, and library books. Estab-lish
a formula for awarding contracts to publishers to
assure a price as low as any other state. Request supplies
and materials for needs of the division.
c. Printing. Plan and revise accounting and report forms to
be used by the State office and the administrative units.
A list of free textbooks, supplementary readers, and high
school books is revised and printed annually. A list of
about 5,000 library book titles is revised and printed an-nually.
d. Auditing Administrative Units Textbooks Records, (a)
Visit the offices of the administrative units to audit text-book
records, (b) Assist in setting up uniform records in
the superintendents' and principals' offices when needed,
(c) Check textbook room in regard to supply of textbooks
on hand.
e. Warehouse. Receive, check and store books ordered from
publishers. Assemble and fill orders and ship books to
school administrative units. Assist in taking inventories
of books on hand.
Division of Transportation.
The work of this division involves responsibility for planning,
organizing, executing and coordinating the State's transportation
program for public school pupils. This covers the establishment
of school bus routes, procurement of transportation equipment,
supervision of maintenance and repair activities, safety promo-tional
programs, records, reports and accounting connected here-with,
and any other allied activities necessary to the safe, effi-cient
and effective operation of the program.*
A director and five professional assistants more specifically
perform the following duties:
*For further information see Rules, Regulations and Laws Governing Public School
Transportation in North Carolina, issued by the State Board of Education.
State Administration 31
a. Budgetary. Prepare, submit and recommend biennial
budget request for State funds to meet transportation
costs. Make annual allotments and monthly certifications
of funds to administrative units to meet current trans-portation
obligations.
b. Procurement of Equipment. Prepare or approve plans and
specifications for all school transportation equipment and
maintenance facilities. Receive, inspect, accept or reject
all new transportation equipment. Determine needs and
allocate buses and related equipment to counties.
c. Maintenance and Operation. Supervision of maintenance
and operation activities, promotion of transportation safe-ty
program, recommend disposal or repair of equipment,
determine need for specialized equipment, analyze operat-ing
costs records; conduct meetings for maintenance per-sonnel.
Supervision of State operated bus body repair
shop. Assemble information necessary to determine stand-ards,
unit costs, etc.
d. Bus Routing. Plan and supervise school bus route surveys
pertinent to school consolidations. Establish routes with
cooperation of local school authorities. Devise and furnish
reports to provide needed State-wide information concern-ing
transportation and generally assist school officials in
planning and operating safe, adequate and economical pro-grams.
Division of Vocational Education.
This division is headed by a director whose work is outlined
as follows : He directs and coordinates the State's vocational pro-gram.
Helps the supervisors with their plans and organization.
Determines operational policies. Interprets and applies federal
and State laws related to the vocational education field of service.
Establishes and maintains liaison relationship with cooperating
agencies. Keeps currently informed of new trends for vocational
education. Serves on various related boards and committees. Is
responsible for reports and keeping accurate records of all activ-ities.
Is responsible to the State Board of Education for estab-lishing
budget needs, securing the necessary funds, and keeping
the spending within the budget allowance. Is responsible for the
employment of all new personnel. Keeps himself alert for the
detection and correction of strained working relationships among
32 Handbook for Elementary and Secondary Schools
personnel. The director must visit a sufficient number of projects
each year to keep himself well informed about the operation
of each type of service. Attends and participates in national
meetings of vocational personnel. Schedules and conducts staff
meetings. Advises administrators about the eligibility and allot-ment
of vocational teachers. Recommends to the State Board
of Education teacher salary schedules. Is responsible to the
State Superintendent of Public Instruction for policies and pro-cedures.
The work of the several departmental supervisors and their
respective professional staffs is outlined as follows:
a. Vocational Rehabilitation, Plans, directs, coordinates and
stimulates the program. Plans and directs continuous
research and investigation in the development of ways and
means for the rehabilitation of the mentally and physical-ly
handicapped. Responsible for the establishment of di-agnostic
and corrective clinics. Determines program per-sonnel,
including the selection and appointment of the
Professional Advisory Committee and Rehabilitation Coun-cil.
Establishes, develops and maintains cooperative agree-ments
and working relationships with public and voluntary
agencies. Establishes standards for all rehabilitation serv-ices.
Prepares for the director budget needs and justifi-cation.
Exercises control over expenditure of funds.
Maintains adequate records and provides necessary reports.
b. Vocational Home Economics. Plans and supervises the
State program of home economics, including vocational
and non-vocational departments and adult classes. Recom-mends
schools eligible for the allotment of vocational
teachers. Approves to local school officials the qualifica-tions
of teachers for employment. Prepares for the direc-tor
budget needs and its justification. Safeguards the
spending of the allotted funds. Compiles statistical in-formation
pertinent to the program. Prepares descriptive
report for the State Board of Education and the U. S.
Office of Education. Conducts conferences with supervisors
to interpret policies and to improve supervisory procedures.
Initiates new practices. Assists local school officials with
plans for space and equipment. Serves on various com-mittees
and commissions. Prepares articles for bulletins,
State Administration 33
magazines and newspapers. Participates in vocational
meetings. Prepares for State-wide use a State course of
study. Works with teacher training colleges in an ad-visory
capacity.
c. Distributive Education. Plans and supervises the State
program of distributive education through local school
systems for high school pupils and for adults. Is respon-sible
for the selection and training of suitable personnel
needed for the program. Supervises the preparation of
suitable instructional materials. Organizes and schedules
itineraries for special instructors. Prepares for the direc-tor
budget needs and their justification. Keeps the public
informed about the program by magazine articles, pub-lication
of bulletins, and news releases. Acts as secretary
of the Advisory Board for Commercial Education. Serves
on various committees and commissions. Helps select and
organize local advisory committees. Teach graduate
courses in summer school and conducts workshop for
improvement of coordinators and special instructors.
Helps merchants associations and business men organize
special institutes for training personnel. Conducts re-search
to determine training needs and effectiveness of
training programs.
d. School Lunch Program. Plans and supervises the School
Lunch Program in North Carolina in conformity with
State policies and federal requirements. Keeps staff mem-bers
and local school administrators informed about regu-lations
and procedures. Prepares bulletins, the State Plan,
and the School Lunch Guide. Assists local school admin-istrators
in the planning of suitable space and the selec-tion
of needed equipment. Conducts staff meetings, local
workshops and advisory committee meetings. Is respon-sible
to the director for preparation of budget needs and
the safeguarding of the spending of the funds allotted.
Keeps informed about conditions in local schools. Par-ticipates
in national and regional meetings. Works with
cooperating agencies. Shares with the Department of
Agriculture responsibility for protecting the use and care
of surplus commodities distributed to the schools. Keeps
the public informed through talks and news articles.
34 Handbook for Elementary and Secondary Schools
Recommends to colleges the needs for training local man-agers
and supervisory personnel.
e. Vocational Agriculture Education. Plans and supervises
the State program of vocational agriculture in North
Carolina schools. Recommends schools for allotment of
new teachers. Aids school officials in the selection of teach-ers.
Prepares annual report for State Board and U. S.
Office of Education. Advises school officials concerning
policies and requirements. Conducts conferences with
teachers and State staff supervisors the preparation of
instructional material. Serves on boards, committees, and
commissions. Supervises the publication of news articles
and bulletins. Keeps the colleges informed about needs for
teachers and courses. Participates in national meetings
of vocational agriculture personnel. Visits local schools.
Prepares for the director budget needs and its justifica-tion,
and is responsible for safeguarding the expenditure
of funds.
f. Trade and Industrial Education. Plans and supervises the
State program of trade and industrial education, which
includes: day trade, diversified occupations, extension
classes for apprentices and other workers, on-the-job
training, and industrial arts. Assists school officials in
the planning of study courses, shop arrangements, and
equipment needed. Assists local school officials in the
selection of teachers. Determines the qualifications of
teachers and arranges for their training. Plans and con-ducts
workshops for in-service improvement of instruc-tors.
Prepares for the director budget needs and its justi-fication,
and safeguards the expenditure of the funds al-lotted.
Serves on committees and commissions. Assists
in the improvement of local programs by planned visits to
local schools. Is responsible for the preparation of annual
report of program activities for the U. S. Office of Educa-tion.
Participates in national meetings.
g. Guidance Services. Plans and supervises guidance pro-grams
in high schools of the State. Organizes and conducts
conferences, meetings and workshops ; plans and supervises
training of counselors. Keeps informed about new trends
in guidance services. Serves as consultant to or member
State Administration 35
of guidance or other educational committees. Maintains
a library of current guidance publications. Evaluates and
recommends to school officials reference materials suitable
to local needs. Prepares and distributes monthly news
bulletins. Keeps schools informed about occupational needs
and trends. Attends and participates in national meetings
of guidance personnel. Directs research to civic, educa-tional
or business groups. Keeps informed about current
practices by visiting counselors at work in their schools,
and recommends new procedures.
Veterans On-the-Job and Institutional Training. Plans and
supervises the State programs of veterans on-the-job,
and proprietary institutional training. Keeps supervisory
staff, business establishments, and institutions informed
about changes, either by ruling or legislation. Prepares
necessary memoranda and forms to comply with federal
regulations. Determines whether a school or business has
met the standards required. Maintains v/orking relation-ship
with the Regional Office of the Veterans Administra-tion.
Compiles data required to justify salary and travel
reimbursement. Compiles data needed to justify renewal
of a contract with the Veterans Administration. Keeps
all necessary records of meetings of the Veterans Edu-cation
Committee. Notifies school officials affected, busi-ness
establishments whose applications were considered,
and the Veterans Administration of decisions made by
the Veterans Education Committee. Investigates com-plaints
and recommends action. Prepares budget needs
and justification to the director, and safeguards the spend-ing
of the funds allotted.
PART II
Requirements for Accredited Schools
The main purpose of accreditation is to promote the best pos-sible
conditions in the school as a whole to the end that maximal,
desirable results for all boys and girls may be achieved.
Requirements for accreditation are set up as an indication of
what constitutes or suggests a fairly satisfactory learning sit-uation
for boys and girls. In addition to the requirements enu-merated,
there are other elements or factors regarded as sub-jective
which should be taken into consideration.
Thus the evaluative items include the philosophy of the school
staff, the objective of the school, the school organization and
administration, the pupil activities program, the library service,
the guidance service, the curriculum including instruction and
expected outcomes, the school equipment and supplies, and the
adequacy of the building and grounds.
THE ELEMENTARY SCHOOL
CURRICULUM
A school to become accredited must have a program based on
suggestions and practices outlined in the North Carolina school
curriculum bulletins. The practices of the total school program
should be centered towards the maximal development of each
child, according to his capacity, in appreciation subjects, in cre-ative
arts, in basic skills, and in personality. (See Part IV.)
INSTRUCTION
Accredited schools will be expected to have:
1. Methods, procedures, and practices in the instructional pro-gram
based upon a functional, balanced program for the
child.
2. Either Primary or Grammar Grade Certificates for all teach-ers,
with a majority Class A. Blanket certificates held by
teachers who have had experience in grammar grade work
will be approved. Special teachers of music, art, physical
and health education, and full-time librarians should hold
certificates in their fields. Where teachers are employed for
special subjects from local funds, they shall meet the same
Requirements for Accredited Schools 37
certificate requirements as State-allotted teachers. High
school certificates will be recognized in grades seven and eight
in regular grade work which includes all subjects, but not
for departmental instruction in a selected group of subjects.
Effective after 1952-53 the War Permit and the Emergency
B ratings will not be acceptable in an accredited school; the
Emergency A rating will be acceptable only in grades seven
and eight,
ORGANIZATION AND ADMINISTRATION
1. Distribution of Pupils.
Administrators are urged to organize their schools so as to
achieve a distribution of pupils which will approximately equal-ize
the number of pupils under any one teacher. Combination
grades made of sections of consecutive grades, such as grades
two and three, grades three and four, and the like, are preferable
to having extremely small and extremely large single grades in
the school.
2. Administrative Details.
Careful attention should be given to all administrative details,
such as cleanliness and care of school property ; selection, storage,
and use of supplies and equipment; and accuracy and complete-ness
of permanent school records.
3. Daily-Weekly Schedules.
The daily-weekly schedules and programs of work should pro-vide
for all the subject areas in the curriculum, including activ-ities
in dramatics, music, art and physical education. The school
should carry out the suggestions on Daily-Weekly Schedules and
Programs of Work in this Handbook, page 122, and in mimeo-graphed
bulletins from the Division of Instructional Service.
4. School Lunch Period.
The school lunch period should be supervised by each teacher.
Food menus and the selection of foods are a part of the health
teaching program. The lunch period and the lunchroom provide
for more than satisfying hunger. An opportunity for social and
emotional development and an environment conducive to this
development is provided. This environment might be divided
into the following phases:
38 Handbook for Elementary and Secondary Schools
Physical. The lunchroom proper should be adequate in size,
light, attractive, sanitary, and reasonably free from kitchen
noises and odors. The workers should be clean and neat with
wholesome attitudes.
Meals. Nutritionally adequate meats or meat substitutes
should be served regularly with each meal, including wholesome
foods in interesting combinations of color and flavor.
Time. The minimum time allotted for eating should be 20 to
25 minutes, with additional time allowed for handwashing and
serving.
Supervision. The eating of the meal should be so supervised
as to promote desirable social environment. This supervision
might include development of desirable food habits and table
manners ; training in conversation with respect to topics and
tone, with each child participating and forming the habit of re-maining
seated at the table until all are finished. Principals and
teachers should be familiar with the bulletins on nutrition and
lunchrooms prepared and distributed by the School Lunch Pro-gram
supervisors and by the State Board of Health. Of interest
to principals and superintendents who are developing lunchrooms
are Publication No. 274, Food Service in North Carolina Schools,
and bulletins of the State Board of Health dealing with lunch-room
sanitation.
5. Records.
The school files should contain an up-to-date and accurate
scholastic attendance and health record for each child. In addi-tion
to the regular health and accident record card, the School
Beginner's record card should be used for the first grade. The
North Carolina Cumulative Record folder is recommended for
all grades, one through twelve. This folder should include im-portant
(not minor) behavior notes, standard test profile sheets,
and other items useful in interpreting the child's growth and
development. Register sheets may be filed either in envelopes
or in the Cumulative Record Folder. The child's folder or his
permanent record envelope should also contain his school health
examinations and a record of corrections made.
6. Reports to Parents.
A statement of the progress of the child should be sent to
the parents periodically. This report should take account of the
Requirements for Accredited Schools 39
child's capacities in the areas of the school curriculum and of his
growth in personal assets. Development in social relationships,
work habits, interests, self-control, and initiative are important
parts of child growth. Where the teacher's written statement
is used in the primary grades, care should be taken to make
the record of conditions, need and progress as objective as
can be given, and as free from teacher's judgment and opinions
as can be made. A suggested pupil report card has been devised
and may be purchased from the Division of Publications and
Statistics, State Department of Public Instruction, Raleigh, N. C.
INSTRUCTIONAL EQUIPMENT
1. Library.
A basic minimum collection of 500 books exclusive of dupli-cates,
and including designated subjects. Three books per pupil
in average daily attendance are required, regardless of the size
of the school. (See Library, page 45)
.
2. Dictionaries.
A minimum of 12 dictionaries per classroom in grades 4-8.
One teacher's desk dictionary for each room, grades 1-8. One
unabridged dictionary with recent copyright date for the school.
(See Library, page 51).
3. Maps and Globes.
The number of maps and globes will vary with the size of
the school.
Minimum requirements are:
a. Eight physical-political maps. Note the following ex-ceptions
:
(1) Schools with thirteen or more teachers will secure
the minimum requirements plus the following addi-tional
physical-political maps : World, North America,
South America, United States.
(2) Where grades 7 and 8 are not contained in a school
(a six-year school) the maps of Africa and Asia may
be omitted.
(3) Where the seventh grade is contained in the high
school, a map of the Western Hemisphere or North
and South America and one of the World are required.
(4) For the eighth year in the high school building, maps
of North Carolina, the World and the United States
are required.
40 Handbook for Elementary and Secondary Schools
(5) A five-year school may exclude the maps of Asia,
Europe, Africa and Australia.
b. Three blackboard outline maps—the U. S., World, and
North Carolina. One of these may be a reversible map of
the U. S. and World.
c. Two political maps, one of the United States and one of
North Carolina. Schools with thirteen or more teachers
will purchase an additional map of North Carolina, unless
the school has no eighth grade.
d. Ten United States History maps. Where grades 7 and 8
are not contained in a school, six history maps will be
acceptable.
e. One 16" globe, physical-political. Schools with thirteen or
more teachers will purchase an additional globe.
f. One atlas for grades 5-8. (See Library Catalog for list).
4. Supplementary Readers.
A minimum of 80 books per grade for a five to an eight teacher
school. Additional readers in sets of 10 to 15 books will be re-quired
for any grade that has more than one section. A minimum
of five copies of any one text in any one field must be provided
for credit. There should be a varied selection, including history,
science, music, art, geography and travel, poetry, literature,
health and citizenship..
5. Art Equipment.
a. Textbooks for children in grades 1-8. Supplied free on
basis of State regulations.
b. Ten art prints or ten color slides for each grade, selected
from the lists in the course of study. Art in The Public
Schools, 1949, page 65.
c. Detail materials. (See Instructional Materials for each
classroom, page 44.)
6. Music Equipment.
a. Textbooks for children in grades 2-8, A teacher's book
is supplied for grade 1. Supplied free on a basis of State
regulation.
b. A record player and a minimum of 50 records for each
8 classrooms to aid the basic singing, listening and rhyth-mic
activities.
Requirements for Accredited Schools 41
c. Piano.
d. Instruments for toy orchestra.
e. One set of pictures of orchestral instruments.
f. Song books suitable for assemblies.
g. Detail materials. (See Instructional materials for each
classroom, page 44.)
7. Writing Equipment.
a. Textbooks for children in grades 1-8. Supplied free on
the basis of State regulations.
b. One set of handwriting scales for use in grades 1-8
;
alphabet perception cards for grades 1-9 ; one diagnostic
chart for discovering and correcting handwriting faults.
c. Detail materials. (See Instructional Materials for each
classroom, page 45.)
8. Manuals.
Manuals for free basal textbooks in each grade in music, read-ing,
writing, art, science and arithmetic.
9. Simple Visual Aids.
a. Picture file.
b. Number charts.
c. Number games.
d. Counting Materials.
e. Museum.
f. Clock or clock face.
10. Tools.
A set of simple tools for each 8 teachers, or fraction thereof —such a set to consist of: 1 small strong saw, 1 vise, 1 block
plane, 1 small hand drill with assorted bits, 1 assorted set of
3 screwdrivers, 1 coping saw with 12 assorted blades, 1 small
large-headed claw hammer, assorted nails, tacks and screws.
See State Contract certifications for such kits of tools for
elementary schools.
11. Flags.
One United States, one North Carolina.
12. Indoor Game Equipment.
Checkers, Chinese checkers, dominos, jig-saw puzzles, ring
toss, quoits, darts and dartboards, chinning bars, balance beams,
42 Handbook for Elementary and Secondary Schools
bean bags, bean bag targets, table tennis equipment, shuffleboard
equipment and records for listening and rhythmic activity.
13. Outdoor Game Equipment.
Rubber playground balls in a variety of sizes to be used for
bat ball, kick ball, soccer, speedball, volleyball, newcombe, dodge
ball, basketball, bean bags, deck tennis rings, horseshoes
and stakes, rubber footballs, Indian clubs or pieces of wood
2" X 4" X 6" for relays and games, phonograph and records, tether
balls and poles, box hockey equipment, softball equipment and
first aid kit.
There should be sufficient balls and other equipment to enable
satisfactory practice of basic skills by all children. The recom-mended
ratio is one ball or other similar piece of equipment for
each eight pupils.
Staggered schedules of physical education permit maximum
use by many students of a basic supply of materials. All the
equipment in the school is available to each teacher as needed
when it is kept in a central supply cabinet and checked in and
out for the physical education period. If each teacher insists
upon an individual supply, it will be impossible, in most instances,
to supply the quantity and variety of equipment desired.
GENERAL EQUSPMENT
Minimum Requirements.
1. Principal's office and equipment.
2. Filing space for school records.
3. Storage space for general supplies.
4. General bulletin board.
5. Janitorial supplies and storage space.
6. Duplicator or mimeograph.
7. Paper cutter.
8. First-aid kit with equipment.
9. Emergency rest room and equipped cot.
10. Scales for weighing children.
Recommended, But Not Required.
1. Cafeteria or lunchroom.
2. Rugs, cots or other provisions for rest periods in primary
grades.
3. Playground appartus and equipment.
Requirements for Accredited Schools 43
4. Running water and plug for electric attachment in each
room,
5. 35 mm. film-strip projector,
6. Motion picture machine,
7. At least one room which can be darkened so as to use
lantern and motion picture machine,
8. Radio,
9. Variety of good pictures, panels, statuary, vases and other
objects of art,
10. Growing plants,
11. Aquarium or terrarium,
12. Weaving frame and weaving materials.
13. Accessory material for basal reading texts: Sentence and
phrase cards for pre-primer and primer level one; word
cards for pre-primer and primer level one ; and word cards
for first reader.
14. Auditorium and equipment.
CLASSROOM EQUIPMENT
Minimum Requirements,
1. Recitation chairs, 12 to 15, in each first and second grade
classroom. Also recommended for grade 3. Movable fur-niture,
individual tables and good posture chairs, are rec-ommended
for all grades. It is very important that table
and chair heights are properly matched and that space
is provided for children's materials.
Note: Becsuse of different sizes of children in cl-ssrooms, each
room should have chairs, tables or desks of at least three dif-ferent
heights. For illustration, table heights in grade 1 should
be 20, 22, and 24 inches.
2. Adequate lighting.
3. Teacher's desk and chair.
4. Shelving adequate for books. (Refer to Section I on School
Plant.)
5. One table for work or reading,
6. Provision for care of lunches which are brought to school.
(Screened boxes or cabinet.)
7. Window shades or Venetian blinds where needed.
8. A bulletin board, minimum size 12' to 16' x 3' to 4'. Does not
apply to schools accredited prior to 1952-53.
44 Handbook for Elementary and Secondary Schools
9. Coatrooms or screen boards, with coat hanger space for
each child.
10. Cabinet or closet for classroom supplies.
11. Cabinet or closet for teacher's supplies.
12. A full length mirror for use of pupils.
SNSTRUCTIONAL MATERIALS FOR EACH CLASSROOM
Art.
1. Copies of basal text, distributed free on the basis of State
regulation.
2. An easel, at least 24" x 30".
3. Crayon. A continuous supply with at least one box per
pupil.
4. Powder or wash paint. Set of six colors, in pound or pint
size for each teacher. (Refer to "Art In The Public
Schools", page 160.)
5. Art brushes, 2 dozen per classroom—one dozen of these
to be one-half inch wide or more in flat or round brushes
(the first preferred) and one dozen of the round brushes
in sizes not smaller than two-eighths of an inch in diameter
at the base of the hair. Some larger brushes three-eighths
or four-eighths of an inch in the round, pointed brushes
are desirable. In this collection there should be some flat
and some pointed brushes. The very small water color
brushes, formerly Nos. 1, 2, 3. 4, and 5 are not needed in
the elementary school.
6. Modeling clay. Approximately 10 pounds per classroom,
clay flour or domestic moist.
7. Manila drawing paper. White 9"xl2", 200 sheets, cream
9"xl2", 200 sheets. (Recommended but not required).
8. Manila tagboard, 24"x36", 100 sheets.
9. Unfinished newsprint, 18" x 24" x 36", 500 sheets.
10. Paste, 2 quarts; 1 doz. paste brushes,
11. Scissors. 2 doz., blunt point.
12. Yard stick and 2 doz. rulers.
Music.
1. Copies of basal texts in music, supplied free on basis of
State regulation as follows: Experience in Music for First
Grade Children (this book is supplied as a desk copy for
each full time first grade teacher.)
Requirements for Accredited Schools 45
New Music Horizons (Grade 2)
New Music Horizons (Grade 3)
New Music Horizons (Grade 4)
New Music Horizons (Grade 5)
New Music Horizons (Grade 6)
American Singer (Grade 7)
American Singer (Grade 8)
2. One staff liner.
3. Each teacher shall have a pitch-pipe.
4. The music manual for the basal series.
5. Phonograph records accompanying basal books.
Writing.
1. Copies of basal text in writing supplied free on the basis
of State regulations. (Same numbers per grade as for
music, except that there is a choice of manuscript or
cursive writing books in grades 1 and 2.)
2. A pencil for each pupil. Soft, large lead, pencil for grades
1 and 2 ; pencil with medium soft lead and with eraser for
grades 3-8.
3. Paper with guide lines for first grade and other grades
where needed.
4. Writing practice paper, continuous supply.
5. Handwriting scale recommended for each classroom.
LIBRARY
Minimum Requirements.
A. Books.
Basic book collection averaging three books per pupil in
average daily attendance and including a minimum of 500
titles, selected from the State approved lists of books for
elementary schools and including the distribution indicated
below. Duplications are not counted in the first 500 books.
Not more than four copies of a title should be put in the
library records. Textbooks are not counted as library
books.
1. Encyclopedia. One approved set, copyrighted within
ten-year period. Encyclopedias can be purchased
through the Division of Textbooks, State Board of
Education. Sets starred are recommended for first
purchase. If more than one set is secured it is desir-
46 Handbook for Elementary and Secondary Schools
able to add a different one, rather than to duplicate,
until all three sets are owned.
*Covipton's Pictured Encyclopedia. 15 vols.
* World Book Encyclopedia. 19 vols.
Britannica Encyclopedia. 19 vols.
2. Unabridged dictionary. One.
Dictionaries can be purchased from the Division of
Textbooks, State Board of Education.
Webster's New International Dictionary. Unabridged. Sec-ond
Edition. Merriam.
New Standard Dictionary. Unabridged. Funk.
3. Types of books.
Minimum No.
Dewey Decimal Nos. Subject Required
000^099 General Works _.__
030 Encyclopedias 1 set
100-199 Philosophy and Conduct _..
200-299 Religion 5
'^- 300-399 Social Science
300-396 Civics and Citizenship 10
380-389 Communication, Transportation 10
390-395 Customs and Holidays 5
372, 398 Storytelling and Fairy Tales-. 25
400-499 Languages
423 English Dictionaries (unabdg.) 1
500-599 Science 40
600-699 Useful Arts
600-609,620-679,
690-699 Inventions and Machinery 10
610-619 Health 10
680 Industrial Arts 5
700-799 Fine Arts
700-759 Art 10
780-789 Music 10
'
,»- 800-899 Literature
821,821.8 Poetry 20
900-999 History
912 Atlas 1
910-919 Geography and Travel 50
900-909,920-999 Biography and History 50
F Fiction 100
E Easy Books for grades 1-3 125
Additional books to average three per pupil selected from
various classifications.
4. State approved list of books for elementary schools.
Division of Textbooks, State Board of Education. Library
Catalogue.
Rue. Subject Index to Books for Primary Grades, Subject
Index to Books for Intermediate Grades, and their sup-plements.
American Library Associations.
Children's Catalog and its supplements. H. W. Wilson Co.
A Basic Book Collection for Elementary Grades. American
Library Association.
Requirements for Accredited Schools 47
B. Magazines.
Minimum of five magazines selected from the following
list is required. Titles recommended for first choice are
double starred, for next choice single starred.
Suitable for Primary Grades
** Child Life My Weekly Reader
Children's Activities (primary editions)
Children's Playmate **Story Parade
*Jack and Jill Wee Wisdom
Suitable for Upper Grades
**Am.erican Girl National Humane Review
American Junior Red Cross Neivs *Nature Magazine
American Junior Red Cross Newsweek
Journal Open Road for Boys
**Boys' Life Plays, the Drama Magazine
*Flying for Young People
Current Events **Popular Mechanics
Highlights for Children Popular Photography
Holiday Popular Science Monthly
Horn Book Magazine School Arts Magazine
Junior Arts and Activities ^Science Neivs Letter
Junior Natural History **The State
Magazine Today's Health
Junior Scholastic Travel
Life Uncle Ray's Magazine
Model Airplane Neivs World Youth
My Weekly Reader (upper Young America
grade editions) Young Citizen
**National Geographic Magazine Young Wings
**National Geographic News
Bulletin
Magazine subscriptions can be placed with reliable dealers
who give combinations and discounts not possible with in-dividual
subscriptions. Ask for bids. The following dealers
are satisfactory:
Herman Goldberger Agency, 147 Essex St., Boston 11, Mass.
Mayfair Agency, 51 East 33rd St., New York 16, N. Y.
F. W. Faxon Co., 83 Francis St., Boston, Mass.
Washington News Co., 1121 Fifth St., Washington, D. C.
Upton G. Wilson Magazine Agency, Madison, N. C.
C. Library Organization. (See North Carolina School Library
Handbook. Publication No. 197. State Department of Pub-lic
Instruction.)
1. Accession record, kept up-to-date.
2. Books classified and marked by the Dewey decimal
classification system. Proper classification numbers are
given in the Division of Textbooks' Library Book Cata-logue,
and Children's Catalog listed above. If a list of
48 Handbook for Elementary and Secondary Schools
books giving author, title, publisher, and leaving a one-inch
margin on the right-hand side of the page is sent
to the State School Library Adviser, State Department
of Public Instruction, Raleigh, N. C, she will indicate
the correct classification number for approved titles
not included in the North Carolina list noted.
3. Simple shelf list on cards.
4. Card loan system with record of number of books loaned
(circulated) kept.
5. Record of yearly additions, discards, total number of
books, circulation statistics.
6. State school library report blank filled out and sent in
annually.
D. Instruction in the use of books and libraries. (See North
Carolina School Library Handbook. Publication No. 197.
State Department of Public Instruction. Chapters III and
VII.)
1. Care of books.
2. Make-up and printed parts of books.
3. Use of the dictionary.
4. Use of the encyclopedia.
5. Arrangement of books in the library.
7. Use of the card catalog. (This is taught if there is a
card catalog.)
8. Simple bibliography making.
9. Note taking.
10. Special reference books—atlas, handbook of games,
handbook of science, etc.
E. Library room, furniture, and equipment.
1. Book shelves to accommodate books and allow for
growth.
2. Central library room required for elementary schools
with 10 or more teachers. It is highly desirable that
schools with less than 10 teachers have a central library
room.
F. Library budget
Annual expenditure of at least 50c per year per pupil in
average daily attendance for books and magazine*.
Requirements for Accredited Schools 49
G. Librarian.
Teacher designated to be responsible for organization and
reports for the elementary school library who should not
be assigned other extra-classroom duties.
1. Schools luith 15-20 teachers. Teacher-librarian with
minimum of 6 semester hours in library science.
2. Schools with more than 20 teachers. Teacher-librarian
with minimum of 12 semester hours in library science.
3. A trained school librarian employed by the city or
county administrative unit can fulfill the training re-quirements
for 1 and 2, if this trained school librarian
gives specific time for guiding the untrained teacher-librarian.
Recommended, but not required.
A. Books.
1. Book collection of ten books per pupil selected from
approved lists.
2. Balanced book collection to mett informational and
recreational needs. The following percentage distribu-tion
will serve as a guide:
Dewey Decimal Nos. Subject Percentage
000-099 General Works 2%
100-199 Philosophy and Conduct 1/2%
200-299 Religion and Mythology _. 1%
300-397 Social Science ,. 5%
400-499 Languages ¥2%
500-599 Science 8%
600-699 Useful Arts 5%
700-799 Fine Arts 3%
800-899 Literature 5%
910-919 Geography and Travel 121/2%
900-909,920-999 History and Biography... 12y2%
F, 372, 398 Fiction and Fairy Tales 20%
E Easy Books for grades 1-3 25%
3. Indexes, reference tools for locating information.
Brewton. Index to Childreyi's Poetry. H. W. Wilson. Price
based on school membership.
Children's Catalog. H. W. Wilson. Price based on school
membership.
Eastman. Index to Fairy Tales, Myths, and Legends. Sup-plement.
Faxon.
Educational Film Guide. H. W. Wilson.
Filmstrip Guide. H. W. Wilson.
Index to Folk Dances and Singing Games. A.L.A.
Rue. Subject Index to Books for Primary Grades. A.L.A.
Rue. Subject Index to Books for Intermediate Grades.
A.L.A.
Subject Index to Children's Magazine. Meribah Hazen, 445
West Wilson Street, Madison 3, Wisconsin.
50 Handbook for Elementary and Secondary Schools
4. Special reference books.
See the latest edition of Suggested Reference Collection for
the School Library. This list may be secured from the
State School Library Adviser's office.
B. Magazines.
Additional magazines above minimum requirements.
C. Library organization.
Dictionary card catalog with author, title, and subject
cards.
D. Library room, furniture, and equipment. (See Planning
and Equipping the School Library. Publication No. 257.
State Department of Public Instruction.)
1. Central library room large enough and equipped to seat
largest class group with double the space for schools of
more than 500 enrollment. Room 22' x 35' can be
"^ planned to seat 36 elementary school pupils and to allow
space for a small charging desk. A room at least 50'
long is recommended. Larger schools require more
space.
2. Workroom with running water and electrical outlets
for librarian.
3. Storage room for back issues of magazines, books to
be sent to binder, etc.
4. Standard book shelving. Shelving should not be over 6'
high. Each shelf 36" long with solid upright between
I
sections. Shelving and uprights should be made of 7/8"
or 13/16" boards. When stationary shelving is built,
10 inches in the clear should be provided between
shelves. Sections for reference books and for large
picture books should have 12-14" between shelves. This
provision should be made as sections, not as the bottom
shelf in several sections. Regular shelves should be 8"
in depth. Those for picture books should be 10-12" in
depth.
Sloping shelves for magazines and picture books are
desirable. Depth of sloping shelves 14-16". A 2" cor-nice
and a 6-8" base are satisfactory. All projections
along uprights, tops, and sides should be avoided.
5. Tables 34" to 36" by 60" to seat not more than six.
Chairs of suitable height for tables. Longer tables will
Requirements for Accredited Schools 51
not fit in room 22' wide. Round tables 4' in diameter
to seat four.
14" chairs for tables 25" high.
16" chairs for tables 27" high.
17" chairs for tables 28" high.
6. Fihng case to hold folders 10" by 15" (legal size). Not
fewer than four drawers.
7. Catalog case for shelf list and card catalog.
8. Dictionary and atlas stand.
9. Bulletin boards.
E. Library budget.
Sufficient funds for needed replacements and new books,
magazines and newspapers, publicity, binding, and audio-visual
materials other than films will average about $1.00
per pupil in medium-sized or large-sized schools.
F. Librarian.
1. Teacher with library science training given responsibil-ity
for the library and relieved of other extra-classroom
duties.
2. Full-time trained school librarian.
DICTIONARIES
A. Minimum of 12 dictionaries from approved list for each
classroom in grades 4-8. The following are approved:
Webster's Elementary Dictionary for Boys and Girls. Ameri-can.
$1.72.
Thorndike Century Beginning Dictionary. Scott. $1.90.
Thorndike Century Beginning Dictionary. Scott. $1.73.
Thorndike Century Junior Dictionary. Scott. $1.90.
The Winston Dictionary for Schools. Winston. $1.69.
B. One dictionary for the teacher's desk in each classroom.
The following are approved:
Webster's New Collegiate Dictionary. Merriam. $5.40.
Webster's Students Dictionary. American. $2.64.
Thorndike Century Senior Dictionary. Scott. $2.83.
Macniillan Modern Dictionary. Macmillan. $3.70.
Winston Dictionary. Advanced edition. Winston. $2.85.
C. One unabridged dictionary for the school.
Webster's New International Dictionary, Second edition.
Merriam. $22.50.
New Standard Dictionary. Unabridged. Funk. $22.00.
52 Handbook for Elementary and Secondary Schools
MAPS AND GLOBES
Maps, charts, and globes required for the minimum collection
are supplied by the following companies:
George F. Cram Company, Inc., 730 E. Washington Street, Indianap-olis
7, Ind.
Denoyer-Geppert Co., 5235-5259 Ravenswood Ave., Chicago, Illinois.
*Modern School Supply Co., Goshen, Ind.
A. -J. Nystrom and Company, 3333 Elston Avenue, Chicago, Illinoi?.
Rand McNally and Company, P. O. Box 7600, Chicago 80, Illinois.
Weber Costello Company, 12th and McKinley, Chicago Heights, 111.
The names and addresses of other companies which supply
supplementary maps are listed under "Approved Maps and Ma-terials
to Supplement Minimum Requirements."
It is recommended that schools make their selection of maps,
globes and charts from the lists given below. These listings are
in accordance with recent catalogs of the companies. In ordering
maps be sure to ha\^e copies of the latest catalogs of the com-panies
with which to check the descriptions and prices.
It is also recommended that m.aps be obtained mounted singly
on spring roller, or as in the case of the smaller history maps,
with two or more maps on one roller. Blackboard outline maps
can be satisfactorily used in the mounting with plain rollers,
top and bottom, to allow for the use of reversible maps.
Required Maps for Elementary Schools.
I PHYSICAL-POLITICAL MAPS : Set of eight. Schools with
thirteen or more teachers required to have following addi-tional:
World, North America, South America and United
States. For exceptions, see page 39. Select the required
set fiom the following lists:
A. THE GEORGE F. CRAM CO., INC.
Superior Series. Hand mounted, uniform size 51" wide, finished
with "Markable-Kleenable" finish.
Mtg. ZE. Single map, spring roller, steel board.
CSPl —United States and Possessions
CSP2 —North America
CSP3 —South America
CSP4 —Europe
CSP5 —Asia
CSP6 —Africa
CSP7 —World
CSP12—Australia
Listed here only for four physical-political maps in Modern Land-Form Series:
United States, South America, Europe and Asia.
Requirements for Accredited Schools 53
b. denoyer-geppert.
1. J-rp Series. Political names emphasized. Size 44" x 58".
Political boundaries in purple. City symbols graded by pop-ulation.
Trunk lines and steamer routes in red; also caravan
routes.
Mtg. 12. Single map, spring roller, steel board.
Miles to inch
Jlrp —United States and Possessions 75
J2rp —Europe 75
J3rp —Asia 150
J4rp —Africa 115
J5rp —North America 115
J6rp —South America 115
J8rp —Western Hemisphere 300
JlOrp—Australia and the Philippines 75
S9arp or S79rp—World 400
2. Simplified maps or larger physical-political maps may be
substituted for or added to the minimum requirement. These
are particularly desirable for a study of the World, United
States, Europe, and Asia.
C. NYSTROM.
1. Landform Series. Physical-Political. Size 44" x 56", except
World map which is 52" x 44".
Mtg. 02. Spring roller board, dust-proof cover.
Miles to inch
LPl —United States, Mexico, and Possessions 75
LP2 —Europe 75
LPS —Asia and Australia 170
LP4 —Africa 110
LP5 —North America 110
LP6 —South America 110
LP98—World 530
2. Atwood Series. Regional Political. The main map is col-ored
to show four natural surface regions: (1) Young
Rugged Mountains, (2) Old Worn-down Mountains, (3)
Uplands and Plateaus, and (4) Lowlands and Interior Plains.
Appended maps show relief, rainfall, population, land use.
Lambert's equal area projection is used.
Mtg. 02, Hand mounted. Spring roller on board.
Miles to inch
ARl —United States, 52" x 55" 55
AR2 —Europe, 52" x 55" 55
AR3 —Asia, 52" x 55" 137^
AR4 —Africa, 44" x 65" 110
AR5 —North America, 44" x 65" 110
AR6 —South America, 44" x 65" 110
AR80 —Australia and the Far East, 44" x 65"-- 165
AR981—World (Summer Rainfall, Winter Rain-fall,
52" X 62" (Van der Grinten Projection)
AR982—World (Thermal and Vegetation Re-gions)
, 52" X 62".
AR983—World (Population and Occupations), 52" x 62".
54 Handbook for Elementary and Secondary Schools
3. Parkins Series. These are large Physical Environment maps,
size 65" X 58", and may be substituted for maps in the other
series published by this company.
4. Simplified maps or larger physical-political maps may be
substituted for or added to the minimum requirement. These
are particularly desirable for a study of the World, United
States, Europe and Asia.
D. RAND McNALLY.
1. Ranally Physical-Political Series. Size 40" x 56". Shades
of green, buff, brown, and red indicate altitudes; blue, the
the ocean depths. National boundaries, principal cities, main
railroads, canals, steamship routes and Federal power proj-ects
in U. S. are indicated. International color scheme to
designate altitude.
Mtg. MC. Spring roller, portable steel board, hand mounted.
Miles to inch
RBlOl—United States and Possessions 80
-^ RBIOO—North America 118
RB200—South America 118
RB400—Asia . 174
RB500—Africa 125
RB300—Europe 80
RB801—Eastern Hemisphere 315
RB802—Western Hemisphere 315
2. Special Ranally Physical-Political World. Size 65" x 45".
Map shows post World War II boundaries.
Mtg. MC. Spring roller, portable steel board.
RD906—World. 300 miles to inch.
3. Simplified maps or larger physical-political maps may be
substituted for or added to the minimum requirement. These
( are particularly desirable for the study of the World, United
States, Europe and Asia.
E. WEBER COSTELLO.
1. New Reality Political-Physical Maps. Edited by Edith Par-ker.
Comparable scale of miles, except for United States
States and Europe. All man-made features shown in red,
equal area projections, emphasizes zone lines, absence of
border maps.
Mtg. No. 12. Single, spring roller board.
Miles to inch
United States, 58" x 44" 55
Europe, 58" x 65" 55
Asia, 58"x65" 110
Africa, 44" x 58" 110
North America, 44" x 58" 110
South America, 44" x 58" 110
Australia & Western Pacific, 44" x 58" 110
World (By Hemispheres), 58" x 44" 440
Requirements for Accredited Schools 55
2. New Semi-Contour Political-Physical Maps. Emphasizes the
physical. Equator and zone lines in deep red, vivid color
combinations for land surface elevations. World map avail-able
w^ith the Mercator and the divided hemisphere projec-tions
on same sheet.
Mtg. 12. Spring roller on steel backboard, size 40" x 54".
Miles to inch
United States 80
Europe 80
Asia 160
Africa 120
North America 120
South America 120
World Hemisphere and Mercator Q60
3. The larger Magna-Graphic maps of the United States and
World may be substituted for maps in either of the series
listed above.
II. BLACKBOARD AND UNLETTERED MAPS. Three maps
required. One reversible United States and World (or sin-gly,
if preferred) and one of North Carolina. Select from
the following.
A. THE GEORGE F. CRAM CO., INC.
1. Unlettered color outline m.aps are printed showing land in
attractive color. All water is ocean blue and adjacent con-tinents
in neutral shades. Unlettered colored outline maps
have "Markable-Kleenable" finish. Maps are hand miounted.
Mtg. ZA. Single maps.
CUEl-11—United States and World. Size 38" x 44".
(These two maps are mounted on panel board
which is reversible.)
GUI —United States, 51" wide.
CU46 —North Carolina State, 60" wide.
(Plain wood rod top and bottom.)
B. DENOYER-GEPPERT.
1. The Cartocraft Slated World Outline Map. Size 64" x 50".
Semi-eliptical. Land areas black with bright outline, water
in light blue.
Mtg. 10. New CS 9b. Plain roller mtg.
2. United States and World, reversible. Size 64" x 50". 50 miles
to inch.
Mtg. 10. New CS 19b. Wood rods top and bottom.
3. United States and World, reversible. Sizes 64" x 50".
Mtg. 10. RS 19. Plain wood red top and bottom.
4. North Carolina State slated map.
Mtg. 10 RS132. Size 64" x 50". Wood rods top and bottom.
RJ. Size 44" x 50". Wood rods, top and bottom.
56 Handbook for Elementary and Secondary Schools
c. nystrom.
1. The Royal Series. United States and World reservible. Van
der Grinten Projection. Size 64" x 46". Meridians and par-allels
extend through water bodies.
Mtg. 00. RBC198. Round mouldings top and bottom.
2. Progressive Series. United States and World, reversible.
Size 50"x44".
Mtg. 00. PH198. Round mouldings top and bottom.
3. State Blackboard Maps. North Carolina, Mercator Projec-tion.
60" wide.
Mtg. 00. Round mouldings top and bottom.
D. RAND-McNALLY.
1. Blackboard Outline Series. Size 66" x 46". United States
and World Equal Area, reversible.
Mtg. A BR906. Wood rod top and bottom, reversible.
2. North Carolina State Blackboard Outline Map. Size 54" x 30",
Mtg. A.
E. WEBER-COSTELLO.
Standard Series.
1. United States and World, reversible. Size 60" x 50".
Mtg. 10. W26, Plain roller top and bottom.
2. North Carolina State Map. Size 60" x 50". With or without
covinty outlines.
Mtg. 10. Rod—top and bottom.
III. POLITICAL MAPS OF THE UNITED STATES AND
NORTH CAROLINA : One each required. Select from the
following
:
A. THE GEORGE F. CRAM CO., INC.
1. CSl. Superior Series United States and Possessions. Size
51" wide.
"Markable-Kleenable" finish.
Mtg. ZE. Spring roller, steel board.
2. CMSl. Modern Series United States and Possessions 51"
wide.
Mtg. ZE. Spring roller, steel board.
3. CST.SO. Superior Series North Carolina State. Size 60" x 40".
"Markable-Kleenable" finish.
Mtg. ZE. Spring roller, steel board.
4. The Superior Series Simplified Map of the United States may
be substituted for CSl, if desired.
Requirements for Accredited Schools 57
b. denoyer-geppert.
1. Jl. United States and Possessions. Size 44" x 58". 75 miles
to inch.
Red boundary lines, special tj'pe lettering and symbols to
indicate relative population of cities.
Mtg. 12. Spring roller, steel board.
2. SIASC. United States and Possessions (Extra large)
64" X 74". 50 miles to inch.
Mtg. 12. Spring roller, steel board.
3. NC910. North Carolina. Political and physical maps. Size
44" X 64".
Mtg. 24. Spring roller, steel board, two maps on roller.
4. The Simplified Political United States map may be substi-tuted,
if desired.
C. NYSTROM.
1. American Geographers Series.
AGl. United States and Possessions. 52" x 72". 55 miles
to inch.
Mtg. 02. Spring roller, dustproof.
2. Finch Series—Cultural Map.
Fl. United States. 64" x 45". 48 miles to inch.
Mtg. 02. Spring roller, dustproof.
3. North Carolina.
US132. 52" X 26". One map on a roller.
Mtg. 02. Spring roller, dustproof.
4. The Simplified Political United States map may be substi-tuted,
if desired.
D. RAND-McNALLY.
1. Ranally-Political Series. Special United States.
No. RCIOI. Size 65" x 45". Scale 50 miles to an inch. Hand
mounted.
Mtg. MC. Spring roller, steel board.
2. XN32. North Carolina Political. Size 60" x 40". Hand
mounted.
Mtg. MC. Spring roller, steel board.
E. WEBER-COSTELLO.
Magna-Graphic Political Map.
1. United States. Size 66" x 45". Scale 45 miles to inch.
Mtg. 12. Spring roller on backboard.
2. North Carolina State Map. Political. Size 52" x 26".
Mtg. 12, Spring roller on backboard.
58 Handbook for Elementary and Secondary Schools
IV. UNITED STATES HISTORY.
Required: A minimum of 10 maps for a seven or eight year'
curriculum, except the Weber-Costello Series which con-tains
only 9 maps. Select from the following: ^
A. THE GEORGE F. CRAM COMPANY, INC.
Superior Series. Size 52" x 40". Hand mounted. 34 maps com-prise
the complete Series. The ten maps selected here begin
with early explorations and show the logical sequence of histori-cal
happenings from then through World War I.
503—Voyages and Discoveries to 1610.
505—Claims of the Nations in North America.
506—Early Grants and Origin of the Thirteen Colonies.
509—The Thirteen Colonies.
510—Western Land Claims and the Ordinance of 1787.
517—Territorial Expansion to 1854.
518—The United States in 1861.
520—The Westward Movement of Population to 1870.
530—Trade Routes and the Pacific Ocean.
531—South America, Commercial and Present Day.
Mtg. ZE. One map on spring roller, steel board.
Mtg. ZE2. Two maps on one spring roller, steel board.
B. DENOYER-GEPPERT.
Size 44" X 32". Hand mounted. 24 maps comprise the complete
series. The 10 selections here give a logical sequence of historical
facts from world explorations, 1492, to island territorial acquisi-tions
of the U. S.
A2 —World Explorations to 1580.
A4 —International Rivalries, 1580 to 1662 and 1750.
A5 —English Colonial Grants.
A7 —Colonial Commerce and Industry.
'
, AlO—Westward Movement.
A12—Territorial Acquisition.
A15—Secession.
A16—The Civil War 1861-1865.
A20—Resources and ConserA^ation.
A24—Greater United States.
Mtg. 24. Two on roller.
Note: Maps of the European and Pacific areas in World War II
from the Wesley Our America Series, WA 33 and WA 34, would
be a desirable addition to minimum requirements.
C. NYSTROM.
Sanford-Gordy Series. Size 50" x 38". On vellum cloth. 21 maps
complete the historical sequence. The 10 selections give a histori-cal
sequence, from European beginnings to Spanish-American
War, with possessions after the World War I.
SGI —Mediterranean World to about 500 B.C.
SG2 —The Roman World. Expansion and Conflict.
Requirements for Accredited Schools 59
SG4 —The Age of Discovery.
SG7 —Early Colonies.
SG8 —Division of North America Among the Nations.
SGIO—The Westward Movement.
SG15—The Expansion of the American Nation, 1783-1860.
SG16—The War Betvi^een the States.
SG17—Growth of the Great West.
SG20—The United States as a World Power after Spanish-
American War. Colonial Possessions and Mandates
After World War.
Mtg. 02. Two maps mounted on each roller.
D. RAND-McNALLY AND COMPANY.
The Earle-McKee American History Maps. Each map shows the
historical development in all parts of the United States and is
therefore useful in the study of State history.
Mtg. MC. Single, spring roller, portable steel board, hand
mounted.
Mtg. MR. Multimap set, 10 vellum maps on heavy-duty spring
roller, portable board, dustproof cover.
EMW 901—A Century of World Exploration—1480-1580.
EMA 101—The Struggle for a Continent—1498-1763.
EMB 101—Origin of a Nation—1763-1789.
EMC 101—Early Westward Expansion—1790-1819.
EMD 101—A Growing Nation—1820-1848.
EME 101—Expansion and Sectional Conflict—1848-1860.
EMF 101—Armed Conflict and Reconstruction—1861-1877.
EMG 101—Emergence of Modern United States—1787-1912.
EMH 101—The United Ststes in the 20th Century.
EMW 906—Background of World War II (1912-1937).
E. WEBER-COSTELLO.
1. Tryon Illustrated Maps. A series of 9 maps. Give an histori-cal
seqeunce from early explorations to the time of acquisition
of outlying territories and possessions. Each map shows present
continental United States, except as it appeared at different
periods. This series is not recommended for the high school.
Mtg. 12. Single spring roller board.
TIA—Routes of Certain Travelers, Traders, Discoveries,
and Explorers, 1270 to 1700 A.D.
T2A—Present Continental United States, Except Alaska,
as it appeared in 1609.
T3A—Present Continental United States, Except Alaska,
as it appeared in 1754.
T4A—Present Continental United States, Except Alaska,
as it appeared in 1790.
T5A—Present Continental United States, Except Alaska,
as it appeared in 1829.
T6A—Present Continental United States, Except Alaska,
as it appeared in 1861.
T7A—Present Continental United States, Except Alaska,
as it appeared in 1893.
T8A—Present Continental United States, Except Alaska,
as it appears today.
T9A—The United States and its outlying territories and
possessions.
60 Handbook for Elementary and Secondary Schools
V. GLOBES. 16 INCH PHYSICAL-POLITICAL, AND RE-LIEF.
Minimum requirement: One globe. Schools with thirteen
or more teachers are required to have an additional globe.
The additional globe may be a Simplified globe. The cradle
mounting is recommended. Select from the following:
A. THE GEORGE F. CRAM CO., INC.
Physical-Political Globe.
B. DENOYER-GEPPERT.
Physical-Political Globe.
C. NYSTROM.
Parkins Physical-Political.
D. RAND McNALLY.
Ranally Physical-Political.
E. WEBER COSTELLO.
Reality or Semi-Contour Political-Physical.
Approved Maps and Materials to Supplement Minimum
Requirements,
Map publishers have many useful maps and charts which
should be purchased by schools as teachers indicate a need for
and show proficiency in the use of them.
Attention is called particularly to the fact that most of the
approved companies have a graded program of maps and globes.
The beginners or simplified maps and globes will be found useful
in introducing pupils to map study.
No attempt will be made to give an exhaustive list of supple-mentary
materials. Every school should have a file of the cata-logs
of the companies which supply the minimum collection and
other companies listed in this section which have one or more
approved items.
1. Other Globes. The companies listed on page 52 can supply
globes designated as beginners, simplified or project globes.
George F. Cram Company supplies a 12" simplified globe and
a 16" project globe.
Denoyer-Geppert Company supplies a 16" and 20" project
globes; both 12" and 16" simplified globes, and 16", 20" and
24" slated globes.
A. J. Nystrom Company supplies a 16" and a 22" project
globe, a 12" and a 16" simplified globes, and slated globes in
12", 16" and 22" sizes.
Requirements for Accredited Schools 61
Rand McNally Company supplies beginners, slated and sim-plified
globes in 12" and 16" sizes.
Weber Costello