INDEX ACTIVITY UNITS, building and operating a post office, 334-35; charting a nature trail, 313-14; conducting a toy-lending library, 444-47; cooperative assemblies, 591-95 ; correlating with school subjects, 837; creative and interpretive, 383-87; finding out about bees, 311-12; getting acquainted with the early Egyptians, 812; in content subjects, 362-64; inte- gration of handwork and subjectmatter learning, 315-21; learning about mail. 830-38: learning about Vikings, 310; learning essentials of picture-making, 428-29; living with American pioneers, 810-11; living with Boy Scouts, 339-45; making and using marionettes, 388-95; making relief map of the United States, 347-54; on citizenship in rural school, 612; planning and presenting a circus, 307-08 ; publishing a newspaper, 368-72 ; serving the school, 366-67; studying clothing in rural school, 611-12; study- ing current social problems, 355-61; studying farm life, 308-09; studying medieval life, 312-13; studying shelter in rural school, 610-11; using a public address system, 434-37; using out-of- school environment, 364-66, 449-504; visiting Holland, 309; writing and staging a play, 396-402. See also Proj- ects ADMINISTRATION AND SUPERVISION, by principal in small rural schools, 616-17 ; creating common point of view among teachers, 266-67; developing reading program, 551-52; importance of having competent French teachers, 301-02; in continuing-teacher plan, 588-90; need for orientation of teachers, 263; need of providing teachers with science subject- matter, 286; participation of teachers in developing science program, 285-88; providing guidance for teachers, 257; pupil classification according to reading ability, 577-81; stimulating and guid- ing teachers in enrichment program, 278-84, 287; using film slides in teach- ers meetings, 427; using teacher com- mittees in English project, 280-81; using teacher committees in science proj- ect, 282-83. See also Organization of schools and classes AIMS AND PURPOSES OF LEARNING, cultivat- ing appreciation and taste, 375-82; ex- tension of pupil experience, 362-67; functional organization of school pro- gram, 267; growth in attitudes and ap- preciations, 387; habits of interpreta- tion and critical thinking, 355-61; in child-centered curriculum, 245-46; in social-centered curriculum, 246-47; in vacation schools, 500-01; limitations of traditional curriculum, 236-37 ArT, and crafts in vacation schools, 503; building a play center, 384-86; develop- ing musie appreciation, 403-09; making and using marionettes, 388-95; produc- ing an original play, 396-402; scope of school program in, 255, 291-94, 378; study of community needs in, 289-95 ASSEMBLIES, cooperative, 591-95 ATTITUDES AND APPRECIATIONS, as outcomes of study of community life, 476-77 ; crea- tive and interpretive activities for de- veloping, 383-87; cultivation of, in vari- ous fields, 375-82; developed in com- munity art study, 291-95; habits of in- terpretation and critical thinking, 355- 61; in music, 403-09; measuring, 360- 61; using marionettes to develop, 388-95 AUDITORIUM, as a socializing and integrat- ing center, 256-57 AupIToryY AIpSs. See Visual and auditory aids BAIRD, ANITA M., 383 3ASIC SKILLS, development of, 342-43, 474-76, 503-04, 542-48, 613-14, 615-16. See also Arithmetic, English, Language arts, and Reading Broappus, Lovise E., 278 3ROOKS, FreD E., 434 CASWELL, Houuts L., 235 CHALFANT, ANNABELLE, 296 CITIZENSHIP TRAINING, and _ patriotism, 844-45; in rural schools, 612; in vaca- tion schools, 502-03. See also Com- munity resources CLOWES, HELEN, 559 COMMUNITY RESOURCES, community art study, 290-95; community improvement thru pupil activity, 452-54; contribu- tions of parents to school program, 489- 93; cooperation of school and other community agencies, 291, 462-64; fos- tering wholesome living outside the school, 365-66; grade sponsors selected from local residents, 494-99; school ex- periences in using, 458-64, 472-77, 478- 80, 608; study of community institu- tions, 458-61, 465-71; survey of com- munity problems, 450-57; use of, in va- cation schools, 500-04. See also Excur- sions and field trips CURRICULUM, addition of activity periods to, 242-48; addition of subjects to, 240- 41; child-centered, 245-46; cooperative study of, 271-77; course of study con- struction, 273-74; extending pupil ex- periences, 362-67; for gifted children, 523-31; for maladjusted children, 538- 41: for retarded pupils, 532-37; func- tionally organized, 266-70; in small rural schools, 607-17; introducing French in upper grades, 296-302 ; meth- ods of enriching, 239-47; modification APPRAISAL. See Evaluation of content and activities already taught, APPRECIATIONS. See Attitudes and appre- 241-42: nature and significance of en- ciations richment, 235-48; organization of, in ARNOLD, DwientT L., 355 terms of activities, 267-68; philosophy ARITHMETIC, direct teaching of, 254; dis- of, 277; pupil experiences limited by eovering individual needs in, 512-13, traditional, 236-37; social-centered, 246- 520-21 47; unified, 247-48 [ 701. 702 ELEMENTARY SCHOOL PRINCIPALS DERRIG, DoROTHAE, 362 nity classes for, 525-27; special actiy-. Dyke, HELEN ALMA, 425 ities for, 527-29 GORMAN, FRANK H., 263 L EDITORIAL COMMENTS, for each chapter, GRADE LEVELS, eighth, 296-302, 319, 462, 250, 304, 374, 413, 449, 506, 574 463 ; fifth, 312, 318, 339-45, 362-63, 363, EDITORIAL COMMITTEE FOR 1939 YEAR- 369-72, 461-62, 463, 471, 498-99; first, BOOK, members of, 228; preface by, 229. 308, 316, 322-29, 403-04, 458-59, 468-69, I See also Editorial comments 469-70, 489-90, 495-96, 516-17, 577-79: I EDLEBECK, MAYME M., 322 fourth, 310, 311, 317-18, 363, 390, 396- I ENGLISH, developing a course of study in, 402, 461, 481-88, 498, 518-21; higher, I 279-82. 579-81 ; intermediate and upper, 317-19: I INVIRONMENTAL RESOURCES. See Com- kindergarten, 307-08, 316, 467-68, 495: I munity resources, and Excursions and primary, 316-17, 403-05, 549-58; second, field trips 309, 316-17, 330-38, 364, 388-89, 404-05, EVALUATION, of assembly project in de- 459-60, 472-77, 497, 517-18; seventh, \ partmentalized organization, 595; of 258-62, 296-302, 318-19, 363-64, 462 ) book auto service in county school sys- 478-80; sixth, 258-62, 264-65, 312-12. tem, 621; of camera club, 431-32; of 313-14, 318-19, 346-54, 357-58, 364, 462. community study, 474-77 ; of companion- 471, 491-92, 499 : third, 310, 317, 330-38. class organization, 602; of creative and 889-90, 396-402, 404-05, 460, 461, 470-71. interpretive activities, 386-87; of cur- 497-98 riculum enrichment in general, 568-72; GRIFFITH, HaRRIET LOVISE, 538 of enrichment program for gifted chil- GUMLICK, HELEN R., 549 ) dren, 530-31; of excursions, 480; of functional reorganization of a curricu- a” tial lum evaluation, 270; of grouping pupils Harap, Henry, 450 M) HEALTH AND SAFETY, improving instrue- tion in, 603-06 HERRON, JOHN S., 603 HOME ECONOMICS, developing appreciation and taste thru, 379-80 HorSMAN, RALPH D., 465 Howarp, Erue. K., 355 Hupson, JESS S8., 228 \ Hurrorp, G. N., 375 : within each grade according to reading ability, 581-82; of integration of hand- work and subjectmatter, 320-21; of pro- gram for developing appreciation of in- strumental music in primary grades, 405; of project in French, 300-01; of project in science, 283-84; of project in social studies, 354; of puppet show, 393 ; of public address system, 435; of reme- dial reading program, 566-67; of social studies as center of integration, 262; of INDIVIDUAL GUIDANCE. See Measurement study of controversial issues, 358-61; and guidance i \ of toy-lending library, 446-67 ; of writing 'NTEGRATION OF LEARNING, by adapting in ) and staging play, 402 struction in basic skills to child's level EXCURSIONS AND FIELD TRIPS, activities of maturity, 542-48; for gifted children, following, 479-80: as integral parts of 5238-31; in small rural schools, 608-13; learning units, 456-57 ; as low-cost visual in various subjects with handwork as a aids, 422-23; financing, 485-86; in sev- center, 315-21; in various subjects with h- aad % rraphy, 478-80; makin social studies as a center, 258-62; cata-qreds gregeegm s initiating a program for, 263-65; thru a pictures on, 425-26; obtaining official sanction for, 481-82: of camera club, continuing-teacher plan, 583-90; thru a 429: organizing, 478-79; preparing for, public address radio system, 434-37; 465-67, 479, 482-85; to airport, 336; to thru a school newspaper, 368-72; thru farm, 325-26, 459-60, 468-70; to govern- basic reorganization of the curriculum, \ ment and business institutions, 460; to 245-47, 266-70; thru cooperative as greenhouse, 467-68; to homes, 458-59; semblies, 591-95; thru large units of \ to industrial plants, 478-80; to local work, 252-53, 307-14, 330-38, 339-45, community institutions, 465-71; to mu- 346-54, 362-64, 383-87, 608-13; thru seum, 470-71; to observatory, 471; to marionette shows, 388-95; thru produc- other communities, 460-62; 481-88: to tion of an original play, 396-402; thru post office, 333-34; to public library, study of current social problems, 355-61 ; 461; to railroad, 458; to symphony con- thru the school auditorium, 256-57 ; thru ) certs, 408-09; typical, 467-71; values the school library, 256, 438-43; thru ) of, 480 use of community resources, 449-505. ) See also Activity units ) FaLkK, ETHEL MABIE, 271 FaRTHING, Dorotruy K., 263 JOUNSON, ANNIE, 494 Fertscu, L. M., 228, 229 JONES, ANNA B., 458 Foster, RicHarp R., 229 Jones, RALPH B., 251 ’ FRENCH, study of, in upper grades, 296-302 JuMP, RAYMOND, 258 > ‘ GALVIN, CECILIA, 228 KisBe, Devia E., 322 } GEOGRAPHY, enriching thru trips to indus- } trial plants, 478-80 LANGUAGE ARTS, direct teaching of, 253-54; GIFTED CHILDREN, definition of, 524; en- teacher participation in developing a ( richment for, in regular classrooms, program of, 279-82; using marionettes, ( 529-30; hobby club for, 529; opportu- 391-92, 394-95; writing a play, 400-01. 4 INDEX 703 See also Reading, and Remedial reading program LEARNING, aims and purposes of, 267; futility of mastery concept in, 542-43; newer concept of, 543-45. See also Inte- gration of learning LEARNED, Roy E., 577 LEWIN, LILLIE£, 514 LIBRARY. See School library LIND, NELLIE V., 229 LIPE, CATHERINE, 472 LITERATURE. See English, Language arts, and Reading MACKINTOSH, HELEN K., 368 MALADJUSTED CHILDREN, Classroom fur- nishings for, 539; curriculum for, 532- 37, 538-41; mental hygiene applied to, 541; reading difficulties of, 520, 563-64 ; visits to parents to investigate causes of maladjustments, 538-39. See also Measurement and guidance MANUAL TRAINING, and related subjects for retarded pupils, 534-35; developing ap- preciations thru, 379-80 MATERIALS AND EQUIPMENT, availability of materials for study of controversial issues, 356-57; for auditorium, 256-57; for staging a play, 397-400 ; for vacation schools, 501-02; in functionally or- ganized program, 268-69. See also Visual and auditory aids, School library, Activ- ity units, and Projects MATURATION, adapting instruction in basic skills to child’s level of maturity, 542- 48; as a factor in learning, 543-44; growth of whole child, 585-86 McCAarRTHY, CATHERINE M., 330 MEASUREMENT AND GUIDANCE, conducting interviews, 510; discovering pupil needs and interests, 507-13: in reading pro- gram, 549-58, 559-67; making case studies, 511-13; making observations, 508-09; of attitudes, 360-61; of gifted children, 523-31; of maladjusted chil- dren, 538-41; of retarded children, 532 37: using objective tests, 510-11, 514-22 ; using questionnaires, 509-10. See also Evaluation MEMBERSHIP LIST, Department of Ele- mentary School Principals, 634-700 METHODS OF TEACHING, in French, 297-99 ; unit teaching combined with direct sub- ject teaching, 251-57: unit teaching in content subjects, 362-64. See also Activ- ity units, Projects, and specific subject headings MILLARD, C. V., 542 MORLEY, CHRISTINE C., 438 MORTIMER, FLORENCE C., 406 Music, direct teaching of, 254-55; devel oping appreciation and taste for, 376-78, 403-05, 406-09 ; selecting, for an original play, 400 NATURE stTupy. See Science NEALL, ELISA ANN, 388 NEWELL, ELIZABETH THOMPSON, 489 Norris, Forses H., 278 NoYes, ELEANOR, 346 O'CONNOR, HELEN CLAIRE, 339 OPPORTUNITY CLASSES. See Gifted children O'REILLY, E. P., 596 ORGANIZATION OF SCHOOLS AND CLASSES, ability grouping of pupils, 244-45, 550- 51; 577-82; advantages of, in small rural schools, 607-08; classification of pupils in functionally organized pro- gram, 269; companion-class plan, 597- 602; continuing-teacher plan, 583-90; cycle plan for teaching special subjects, 614-16; departmental, 591-95; flexible time schedule, 269-70; for gifted pupils, 523-31; for retarded pupils, 532-37; grouping pupils according to reading ability, 550-51, 577-82; platoon system, 251-57, 598-602, 603-06 ORGANIZATIONS OF PRINCIPALS, local, 624- 27; sectional, 628-32; state, 632-33 OUTCOMES OF INSTRUCTION. See Evalua- tion Patz, GuSTAV, 403 PERKINS, Hueu V., 307 PERRIN, NELLIE HATON, 396 PHYSICAL EDUCATION, as part of direct teaching program, 256; as part of pro- gram to develop appreciations, 378-79 ;: for retarded pupils, 533-34 ; fourth-grade unit on games, 498; play and recreation in vacation schools, 504. See also Health and safety PINKSTON, Eva G., 229 PoTTerR, GLADYS L., 607 ProJects, building a play center, 384-86; building and operating a _ post office, 334-35; camera club, 428-33; classroom museums, 423-24; constructing relief map, 347-54; cooperative assemblies, 591-95; for gifted pupils, 527-28, 529; for retarded pupils, 534-35; in small rural schools, 610-12; in unit on Boy Scouts, 343-44; making and using mari- onettes, 388-95; producing an original play, 396-402 ; publishing a school news- paper, 868-72; stamp club, 336; toy lending library, 444-47. See also Activity units, and Community resources PUBLIC RELATIONS, attitude of public to- ward study of controversial issues, 355- 56: in curriculum enrichment, 276-77, 489-93, 494-99; photographs as an aid in, 426-27; school demonstration day, 320; in vacation schools, 504. See also Community resources READING, as basis for grouping pupils. 577-82 ; developing readiness for, 322-29; illustrative procedures in, 552-57; in integrated program, 261; individualiz- ing, in primary grades, 549-58; mate- rials for maladjusted children, 539; providing books in rural schools, 618-21 ; recreational, 380-81, 503; remedial, 520, 559-67: vitalizing, for first-grade chil- dren, 322-29. See also Remedial reading program, and School library RECORDS AND INFORMATION, Department of Elementary School Principals, 623-700 Reep, Pau C., 414 REFERENCES, SELECTED, 249, 303, 373, 410, 448, 505, 5738, 622 REMEDIAL READING PROGRAM, as means of enrichment, 559-67; follow-up proced- ures, 565-66; selection of poor readers, 520, 559-60; technics, 560-61; visual 704 ELEMENTARY SCHOOL PRINCIPALS es defects and their correction, 561-64. See also Reading, and School library RESULTS OF INSTRUCTION. See Evaluation RETARDED PUPILS, experimental curricu- lum for, 532-37 ; readjustment of, 516-21. See also Maladjusted pupils, and Mea- surement and guidance RHopES, MAUDE A., 230 RICKARD, GARRETT E., 591 Roperts, BerTua E., 523 ROBERTSON, DALB, 481 ROBERTSON, JOHN W., 559 ROBINSON, Roy E., 583 Rocers, J. L., 568 RoGersS, WILLIAM C., 532 SAFETY EDUCATION. See Health and safety SCHOOL LIBRARY, book auto in rural areas, 618-21; equipment and use of, 438-43; in platoon system, 256; periods, 441-42; personnel, 438; textbooks and profes- sionzl, for teachers, 276; toy lending, 244-47; used in developing apprecia- tions, 380-81. See also Reading SCHOOL ORGANIZATION. See Organization of schools and classes SCIENCE, cultivating appreciations thru, 379; developing programs in, 282-84, 285-88; diagram of program in, 275; direct teaching of, 255-56; nature study in vacation schools, 502; visiting an observatory, 471 SKILLS. See Basic skills SOCIAL STUDIES, as basis for curriculum reorganization, 246-47, 266-70; as center for integration of subjects and activities, 258-62, 263-65, 591-95; as part of pro- gram to develop appreciations, 380; diagram of program in, for all grades, 274; excursions to vitalize geography, 478-80; for gifted children, 525-28; for retarded pupils, 535-37; in small rural schools, 608-12; safety instruction as a phase of, 603-06; study of current social problems, 355-61; units of work in, 252-53, 308-11, 312-13, 316-18, 325-28, 3830-38, 339-45, 346-54, 363-64, 396-402. See also Community resources, and Ex- © cursions and field trips : STRETCH, LORENA B., 507 SuTTon, RACHEL S., 500 TESTING. See Evaluation, and Measure- ment and guidance TOOL suBJECTS. See Basic skills TOPPING, ELIZABETH R., 618 Trips. See Excursions and field trips UNITS OF WORK. See Activity units, Inte- gration of learning, and Projects VISUAL AND AUDITORY AIDS, acquiring and appraising visual materials, 417-18; classroom museums, 423-24; developing visual aids program at low cost, 420-24; excursions as, 422-23; film slides used in teachers meetings, 427; free com- mercial materials, 424; magazine pic- tures, 420-22; phonograph used to de- velop music appreciation, 404, 407-08; photographs made by children, 422, 428- 33; photographs made by teacher, 425-28; pictures as an aid in school appraisal, 427-28; producing, in the school, 418-19; providing mechanical equipment, 416-17; public address sys- tem, 435-36; radio used to develop music appreciation, 403-05; slides made by pupils, 423; toy-lending library, 444-47; types and purposes of, 414-16; utilizing available materials, 418. See also Community resources WEIN, DorotrHea M., 285 WEINBERGER, Davip, 444 WILLCOCKSON, Mary, 266 WILLIiMS, CLAUDE L., 315 WRIGHT, THEODORE R., 420 YEARBOOKS, Department of Elementary Schocl Principals, (inside back cover) Yoper, ELIZABETH M., 478 ZIEGFELD, EpWINn, 289