page 


lendid 
revises 
» date. 


im by 
yach to 
m as a 
rt edu- 
volving 
egrated 
nees. It 
a well- 
perience 
pects of 
relation 


> recent 
xpressed 


of which 
vork and 


eacher in 


terials 1: 


MAY 31 1939 


The NATIONAL ELEMENTARY 


RINCIPAL 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


INTRANCE 
10 THE 
RDERAL 
RESERVE 
WILDING 


EL XVII, No. 5 


NATIONAL EDUCATION ASSOCIATION 











THE NATIONAL ELEMENTARY PRINCIPAL 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


Published in October, December, February, April, June, and July by the Department of 
Elementary School Principals of the National erection Association of the United States. 

All elementary principals—administrative, supervisory, and teaching—are eligible to active 
membership in this department. The payment of $3 dues entitles active members to attend al! 
meetings of the department, to hold office, to vote, and to receive the Bulletins. 

Associate membership may be had by all members of the National Education Association 
who are actively onmene in any phase of school work by paying the regular membership fee 
of $3. They are entitled to all privileges except the right to vote and hold office. 

Subscription to non-members is $3 per year; single copies of the Yearbook, $2; single copies 
of the Bulletin, 25 cents (except the Official Reports, 50 cents). 





Entered as second-class matter November 20, 1922, at the postoffice at Washington, D. C., 
under Act of August 24,1912. Acceptance for mailing at special rate of postage provided 
for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. 





Executive and Editorial Offices, 1201 Sixteenth Street, Northwest, Washington, D. C., 
va G. Pinkston, Editor. 





OFFICERS OF THE DEPARTMENT, 1938-39 





President, Maude A. Rhodes, 185 Westminster 
Dr. N. E., Atlanta, Ga. 


First Vicepresident, Mason A. Stratton, 
Brighton Avenue School, Atlantic City, 
MN. 3. 


Second Vicepresident, Elizabeth R. Malcolm, 
Truman Street School, New Haven, Conn. 


Third Vicepresident, Arnold Gregory, Raupp 
School, Lincoln Park, Mich. 


Fourth Vicepresident, Harry H. Haw, Alex- 
ander Hamilton School, San Diego, Calif. 


Fifth Vicepresident, Jane E. Monahan, Pub- 
lic School No. 92, New York, N. Y. 


Executive Secretary, Eva G. Pinkston, 1201 
Sixteenth St., N. W., Washington, D. C. 


Executive Committee 


Mrs. Edith B. Joynes, Washington-Gate- 
wood Schools, Norfolk, Va. 


Ira M. Kline, 177 Gibson Avenue, White 


Plains, N. Y. 


Irvin A. Wilson, 437 S. Stone Avenue, 


La Grange, IIl. 
Isabel Tucker, Festus Wade School, St 
Louis, Mo. 


Certification Division, Cassie F. Roys, Di- 
rector, 2609 Bristol St., Omaha, Nebr. 


Life Membership Division, Herbert C. Han- 
sen, Director, 1045 N. 
Chicago, IIl. 


Retirement Division, M. Emma 
Director, Windsor, Ashtabula Co., Ohio 


Lockwood Ave., 


Brookes, 





See space below for Committees as they are appointed thruout the year 





Chairmen of Convention Committees 


Harry H. Haw, General and Banquet Committees, 
Alexander Hamilton School, San Diego, California. 


Sarah L. Young, Bay Section and Local Arrange- 
ments Committees, Parker School, Oakland, Cali- 
fornia. 


Beecher H. Harris, Special Events Committee, Whit 
tier School, Berkeley, California 


Fred B. Zimmerman, Treasure [sland Headquarter 


Committee, 3500 Mountain Blvd., Oakland, Cali- 


fornia. 


The Contents of this Bulletin are listed in the Education Index 


The picture appearing on the cover shows one of the beautiful fountains which is on the lawn at the left 
of the entrance as you enter the Federal Reserve Building in our Nation’s Capital. This building is mac 


completely of white marble. 








194 


THE NATIONAL ELEMENTARY 





to n 
of t] 
whic 
wor] 
lete 
ein 


Thir 
tic 


san 


Uur 


S01 


Meet 
Maki 
Linki 
What 


Your 


he 


PRI) 





ive 


ion 
fee 


ters 
ali- 


left 
ade 





The National 


Elementary Principal 





Volume XVIII, No. 5 June, 1939 


—_ 





A Vacation Wish 


As the school year draws to a close and you begin 
io make plans for the summer let us wish for you one 
of the happiest, most delightful and relaxing vacations 
which you have ever had. May you come back to your 
work in the fall, full of that peace of mind, that 
determination to do a better job, and that physical well 
being which only rest can give. 


Contents 


Third Annual Conference on Elementary Educa- 
tion. . 196 


San Francisco Program 197 


Our Plan of Handling Ungraded Classes—Jack- 


son rebeheiaaeeee .. 201 
We Knew It!! haneed 205 
Cultivating Further Appreciation and Good 

Taste in Reading—Thorpe ...... 210 
Meeting The New in Education—Quinn 215 


Making Use of Community Resources—Frank 216 


linking School With Life—Alexander 218 
What’s Happening!! ..... _ 220 
Your Bookshelf ......... he 222 


The opinions expressed in the articles in this bulletin are the expressions 
if the writers and not necessarily the Department’s. 


—_—,. 


PRINCIPAL, JUNE, 1939 


SIGNS 


THE N.E.A. summer con- 
vention meets in San Fran- 
cisco, California, July 2-6, 
1939. President Maude A. 
Rhodes has prepared a 
splendid program for Mon- 
day afternoon, July 3, and 
the San Francisco princi- 
pals will have charge of the 
Tuesday afternoon meet- 
ing, July 4. Both afternoon 
sessions will be held in the 
Veterans Building in the 
Civic Center. 


OF 


PROMINENT MOTION 
PICTURE Stars and Per- 
sonalities will be present at 
the D.E.S.P. banquet, 
Tuesday, July 4, 6 p.m., 
Gold Ball Room, Palace 
Hotel. The Southern Sec- 
tion of the California Ele- 
mentary School Principals’ 
Association is planning the 
entertainment for this im- 
portant event. 


SUMMER 


THE THIRD Annual 
Conference on Elementary 
Education will be held at 
the University of Califor- 
nia, Berkeley, California, 
July 8-21, 1939, immedi- 
ately following the N.E.A. 
convention in San Fran- 
cisco. 


ST. LOUIS, MISSOURI, 
will be the convention city 
for the 1940 winter meet- 
ing of the A.A\S.A. 





195 








THIRD ANNUAL CONFERENCE ON ELEMENTARY 


EDUCATION 


University of California 
Berkeley, California 


July 8-21, 1939 


Who Can Attend—This Third Annual Conference on Elementary Education. 
which is being sponsored by the Department of Elementary School Principals 
at the University of California, Berkeley, California, July 8-21, 1939, has beep 
planned for all those persons who are interested in elementary education. 

The Theme—The theme of this Conference is “‘Meeting the Problems of the 
Modern Elementary School.” 

The Schedule—From 9:00 to 11:00 a.m. there will be directed observation 
in the Demonstration School. General Assemblies will be held from 11:00 am 
to 12:00 noon. From 1:00 to 2:30 p.m. study and discussion groups will be 
in session. 

Study Groups—The number of discussion and study groups will depend upon 
the number and needs of the students enrolled. Provision has been made for 
seven sections, others to be added as needs are determined. The problems for 
these sections have been chosen to cover important aspects of the conference 
theme. 


SecTION I. How Can Creative Expression Be Stimulated in Pupils and 
Teachers? 

SecTION II. How Should Community Resources Be Utilized in the Teach- 
ing Program? 

Section III. How May We Evaluate Teaching? 

SecTION IV. What Are the Characteristics of a Modern Elementary School? 

SecTION V. What Should We Know About Elementary School Children? 

SecTION VI. How Can the Elementary School Function as an Accountant 
to Society? 

Section VII. How Can the Teaching Principal Improve Classroom Teaching’ 


Registration and Tuition—All persons planning to take this two weeks 
course are asked to register on Saturday, July 8. The tuition fee for this con- 
ference is only $15.00. 

Credit—Three semester hours of credit is given to each person taking this 
course. In the University of California, credit in the course is acceptable in the 
total required for a bachelor’s degree. If the student has already received thal 
degree, he may include the course in his program for the master’s degree. 

Housing Accommodations—To secure the best accommodations at eithe! 
the Whitecotton or Durant Hotel, reservations should be sent in immediately, fo! 
remember a World’s Fair will be taking place on Treasure Island and many 0! 
the hotels are now booked solid for the entire summer. 


196 THE NATIONAL ELEMENTAR) 








lil 
fo 
us 
as 
Wi! 
he 
pr 


Di 
da 


Act 


WE 


Dis 


Con 





RY 


ation, 
Cipals 
> been 


of the 


vation 
) a.m, 
vill be 


1 upon 
de for 
ns for 
erence 


ls and 


Teach- 


chool? 
dren? 
untant 


ching? 


weeks 
is COI 


ng this 
in the 
ed that 


+ either 


ely, for 
iany 0 


TARY 





SAN FRANCISCO PROGRAM 
July 2-6, 1939 


Palace Hotel, Headquarters 


Because of the splendid programs which each president of the Department 
of Elementary School Principals has made during his or her administration it 
has been interesting to those who have had the pleasure of attending, to note 
how many friends are seen year after year. They come each year to these conven- 
tions and bring others. In this way, they learn of the new trends which are taking 
place in elementary education. It is the desire of each president that the members 
of this Department be continually posted on the problems which are confronting 
this very important group. 

Make your plans now to attend, for the meeting at California cannot be exactly 
like meetings in Detroit, Cleveland, St. Louis, Atlantic City, or anywhere else, 
for the California principals have a way which is all their own. Come and join 
us and let’s enjoy their hospitality, splendid programs, and entertainment such 
as only they can plan. 

General Sessions—Again the Department of Elementary School Principals 
will have two outstanding meetings, Monday and Tuesday afternoons, July 3 and 
4 respectively. President Maude A. Rhodes has invited two speakers for the 
Monday afternoon program. This will give an opportunity to those present to 
have a general discussion at the close of the addresses. At the invitation of the 
president, the San Francisco principals, under the direction of Bertha E. Roberts, 
Deputy Superintendent of Schools, have arranged a splendid program for Tues- 
day afternoon. The complete programs are as follows: 


Monday, July 3, Veterans Building, Civic Center, 1:30 p.m. 


Presiding, Maude A. Rhodes, President of the Department 
Reinterpreting the Three R’s Through the Enrichment Program 


CoMMUNITY SINGING 


Led by Dan Gilson, Longfellow School, Oakland, California 
Pianist, Mrs. Blanche Gilson, South Dos Palos School, Dos Palos, California 


Accent On ART 
Agnes Samuelson, Executive Secretary, Iowa State Teachers Association, Des Moines, Iowa 


WHat THE TEACHER EXPECTS OF THE PRINCIPAL IN THE ENRICHMENT PROGRAM 
Ben Graham, Superintendent of Schools, Pittsburgh, Pennsylvania 


DiscUSSION FROM THE FLOOR 


Tuesday, July 4, Veterans Building, Civic Center, 1:30 p.m. 
Presiding, Maude A. Rhodes, President of the Department 


Community SINGING 


Led by Dan Gilson, Longfellow School, Oakland, California 
Pianist, Mrs. Blanche Gilson, South Dos Palos School, Dos Palos, California 








PRINCIPAL, JUNE, 1939 197 








Business MEETING 
Report of the Resolutions Committee 
Sarah L. Young, Principal, Parker School, Oakland, California, Chairman 


Report of Visual Education Committee 
Harry H. Haw, Principal, Alexander Hamilton School, San Diego, California 
Chairman 


Report of the Necrology Committee 
Irvin A. Wilson, 437 S. Stone Avenue, La Grange, Illinois, Chairman 


Election of Officers 


PROGRAM SPONSORED BY SAN FRANCISCO’S ELEMENTARY SCHOOL 
PRINCIPALS 


Bertha E. Roberts, Deputy Superintendent of Schools, San Francisco, Program Chairman 


ORCHESTRA SELECTIONS 
John Muir Elementary School Orchestra, Vivian Walsh, Leader 


Theme: Growth in Service 
Principals’ Study Groups 
a. Home, School and Community Cooperation for the Welfare of the Child 
b. Use of the Auditorium 
c. The Gifted Child 
d. School, Home and Board of Health Relations and Responsibilities in the Exclusion oi 
Children from School 
e. Children’s Voices—A Reader for Children by San Francisco Children 


f. Salary standardization ] 

z. Report Cards ; 

. ar irs Probably shown by charts—which will b 
. Curriculum Studies ; ose 

i. Handbook Guide for Vice-Principals | linia cena 

j. Lectures } 


Teachers In-Service Program 
Work Shops Activities 
Estelle Carpenter, Supervisor of Music 
Charles M. Dennis, Director of Music 
Alice J. Farno, Assistant to Director of Physical Education 
Charles E. Barker, Director of Industrial and Vocational Education 
Aaron Altmann, Director of Art 
Mrs. Katharine Sutter, Supervisor of Physically Handicapped Children 
Margaret Girdner, Supervisor, Elementary Schools 
Mrs. Lydia Fuller Largent, Supervisor of Art 
Mrs. Alta Harris, Supervisor, Elementary Schools 
Lillie Lewin, Assistant in Research 
Howard McDonald, Deputy Superintendent of Schools 
Louise M. Lombard, Supervisor, Atypical Classes 


San Francisco—Her Story 


Retold by pupils of Raphael Weill School 
Directed by Mrs. Marjorie Tuft, Teacher, Sixth Grade, Raphael Weill School 


Announcements and Adjournment 


198 THE NATIONAL ELEMENTAR) 








pr 


Sc 
p.l 
fu 
M 


an 
pla 
ver 
ex 


Pa 


cou 
We 
anc 
atte 
Civ 
wit! 
Pos 
will 


aw 


and 
The 


qua 


PR 


airman 


sion of 


will be 


TARY 





Social Affairs—Breakfast—Each convention of the Department of Elemen- 
tary School Principals is started on Monday morning with a get-together break- 
fast. This occasion affords an opportunity for principals to renew old acquaint- 
ances and make new friends. At San Francisco this very informal gathering will 
take place, Monday, July 3, 8:00 a.m., in the Concert Room of the Palace Hotel. 
Come and join us in this hour of fun. Tickets are priced at $1.25. 

Banquet—President Maude A. Rhodes has asked the Southern Section of the 
California Elementary Principals’ Association to take full charge of the enter- 
tainment for this semi-annual banquet, which is to be held Tuesday, July 4, 
6:00 p.m. in the Gold Ball Room, Palace Hotel. Tickets $2.50. The banquet com- 
mittee has promised an interesting and attractive program. Prominent motion 
picture stars and personalities will be present. Be sure to make your plans to 
take in this gala affair, which will be called “Crashing Hollywood.” 

Special Events—The following events have been planned by the California 
principals for all visiting principals and their friends: 

Att PrincipAts’ Trea—The principals of the San Francisco Elementary 
Schools will be hostesses at this lovely affair on Wednesday, July 5, 4:00 to 6:00 
p.m., Japanese Tea Garden, Golden Gate Park. Courtesy transportation will be 
furnished for those who desire it. Those who wish to go by the street car, take 
McAllister “No. 5”. 

EDUCATIONAL Fitms—At the Treasure Island Headquarters which will be in 
the Lounge of the Pacific House there will be shown several Educational Films. 
Guests may rest there and view the pictures on Thursday and Friday, July 6 
and 7, from 1:00 to 9:00 p.m. Information will be posted in the Lounge. 

Excursions—Two pleasurable trips will be offered on Friday, July 7, 8:00 
am. to 12:30 p.m. Both excursions will take in San Francisco and surrounding 
places of interest. One will go to Muir Woods and the other to Stanford Uni- 
versity. Buses will leave the Palace Hotel at 8:00 a.m. Tickets ($1.00 for either 
excursion) may be purchased at the Bay Section Headquarters Room at the 
Palace Hotel prior to 5:00 p.m., Thursday, July 6. 

Department Representatives Meeting—It is hoped that all state, district, 
county, and city representatives of the Department will attend this meeting on 
Wednesday, July 5, 1:30 p.m. in the Comstock Room, Palace Hotel. Presidents 
and Secretaries of all Elementary School Principals organizations are invited to 
attend this very important meeting. 

Exhibits—The official convention exhibits will be held in the Arena of the 
Civic Auditorium. As usual, these will be the center of convention activities and 
within the same hall will be located the desks for registration, sales of tickets, 
Post Office, and information. About 100 representative firms and organizations 
will have displays. They will show the latest in textbooks and equipment and 
a wide range of classroom tools. 

No single convention activity has greater values. Many new ideas are gained 
and much helpful information is obtainable thru the visitation of the exhibits. 
Those in charge of the displays are experts in their line and they will be helpful. 

Headquarters—A special room in the Palace Hotel will be set aside as head- 
quarters for the Bay Section of the California Elementary School Principals’ As- 








PRINCIPAL, JUNE, 1939 199 








sociation. Guests are invited to make this room their headquarters. It will be pos. 
sible to register so that friends may locate each other. In this room tickets may 
be purchased for special events and materials for school departments about the 
Bay may be procured. Be sure to make use of this room. 

Hospitality Committee—Because of the very fine work of the following 
California people splendid arrangements for this convention have been mage 
possible: 

Harry H. Haw, Principal, Alexander Hamilton School, San Diego, Generg) 
Chairman 

Sarah L. Young, Principal, Parker School, Oakland, /n Charge of Local 4p. 
rangements 

Banquet Committce—Harry H. Haw, Chairman; Paul F. Shafer, Los Angeles: 
Mrs. Howardine Hoffman, Chino; Mrs. Gertrude Best Hammond, Los Angeles 
Mrs. Gertrude Howard, Inglewood; Mrs. Leo May Gamble, Los Angeles; Harley 
W. Lyon, Pasadena; Vincent I. Correll, Long Beach; and Lee Roy Hall, Pasadena 

Hosts: Bay Section Committee—Sarah L. Young, Chairman; Carrie Daly, Sap 
Francisco; Mary O’Bannon, Berkeley; Carl B. Manner, Vallejo; and Willian 
E. Brown, Burlingame. 

Committee on Special Events—Beecher H. Harris, Berkeley, Chairman; Carrie 
Daly, San Francisco; Sarah L. Young, Oakland; Ella I. Buttner, Mill Valley 
and Lawrence C. Curtis, Santa Clara. 

Hosts: Treasure Island Headquarters—Fred B. Zimmerman, Oakland, Chair. 
man; Jessie Calder, Oakland; Eva Ott, Oakland; Helen Lacy, Oxkland; Pauline 
Marcotte, Oakland; Oliver Lawson, Berkeley; Roscoe Banta, San Leandro; an 
Harold La Jeunesse, Alameda. 

San Francisco Chairman’s Advisory Group for Tuesday Afternoon Program- 
Bertha E. Roberts, Chairman; Mrs. Edith Cochran, Susie Convery, Carrie Daly 
Charlotte Estes, Jean Gray, Bertha Plaus, Aileen McCarthy, May Nolan, Cisel 
O’Connor, Mary Reene, Etta Tessmer, Alice Walsh, and Mrs. Alta Harris. 

The members of the Hospitality Committee for the San Francisco Conventici 
say: “We suggest that visitors be sure to bring a coat and sweater. It is ver 
cool in the evenings, and especially so at Treasure Island. A warm sweater i 
most acceptable under one’s coat.” 


Our Appreciation 


The five issues of THE NATIONAL ELEMENTARY PRINCIPAL, which have bee 
sent to members this year were made possible by the splendid articles and new 
items contributed by members and friends of the Department. Headquarter 
wishes to take this opportunity to thank those who sent articles; those who hav 
offered recommendations for the improvement of the bulletin; and those perso 
who have kept us informed about the interesting things which they did in the’ 
schools and their associations. 

It is the hope of those at headquarters that the members will continue tok 
us know about the fine thing’ they are doing. 


200 THE NATIONAL ELEMENTAR 


clu 
life 
prc 


cer 
cal 


lor 


gran 
of o1 
three 


ance 
sever 
back, 


PRI| 











> P0s- 
; May 
it the 


owing 
made 


eneral 
al Ar. 


igeles: 
igeles: 
Harley 
‘adena, 
ly, San 
Villiam 


Carrie 
Valley: 


~ Chair 
Pauline 
ro; and 


gram— 
ie Daly. 
1, Cisely 
TIS. 
yvention 

is ver 
yeater i 


ave bet! 
and new 
iquartes 
who hatt 
€ persoli 
1 in ther 


nue to lé 


Se 


ENTAR 








Our Plan of Handling Ungraded Classes 
Maude Jackson, J. C. Murphy Junior High School, Atlanta, Georgia 


Our plan of handling ungraded classes in the J. C. Murphy 
Junior High School, Atlanta, Georgia, is the result of sev- 
eral years of experimentation based on a desire to keep pace 
with progressive educational trends; a thoro study of the 
background of the child; a knowledge of his needs; a survey 
of the available facilities which our school and city may 
offer him; and on our vision of him as an acceptable citizen. 
The success of this plan is due to a careful balancing of the 
program in such a manner as to provide for the development 
MAUDE JACKSON of the whole child. In academic work shops, and art classes 

the segregation of homogeneous groups of these children, 
ranging in 1.Q. from sixty-five to eighty, has for its chief purpose the avoidance 
of that sense of failure which may come from association with more capable 
children. On the other hand, participation with other groups in those socializing 
activities such as assemblies, movies, student government, playground activities, 
clubs, the school camp, and other projects, offers to the mentally retarded child 
life situations which fit him for social living. Thus character building is made to 
progress, side by side, with hand and mind training. 
In setting up this program provision has been made for the accomplishment of 
certain definite objectives whose goal is the development of a child who is physi- 
cally fit, socially adjusted, and who has the right attitude toward work. Our goal 
for him may be summarized by the following specific objectives: 


1. Physical efficiency, which is the expected result of a program of health and physical 
education. 

2. Self-control. 

3. Self-confidence, which must come from doing honest, independent, and group work 
that correlates with his ability. 

4. Happiness. 

5. Training in the efficient use of leisure time. 

6. The discovery and development of his own desirable aptitudes. 

7. A sufficient mastery of the three R’s to enable him to find a place in the industrial 
world. 

8. An enlargement of his experience thru trips to local places of business. 

9. Provision for worthwhile experiences in the useful arts. 

10. An aroused civic and moral consciousness. 

11. The development of such character traits as honesty and reliability. 


However definite and attainable the goal may be, the success of such a pro- 
gram will depend largely on the procedure. Herein lies our claim to success. Out 
of our experience with mentally retarded children we have been able to grasp 
three definite contributions to the solution of this problem. 

In the first place, a group, not exceeding twenty-five, is placed under the guid- 
ance of a home room teacher. Relieved of much routine work and benefiting from 
several free periods each week, she is able to visit the homes, study the family 
background, and participate with her pupils in out-of-school activities. Thus there 





PRINCIPAL, JUNE, 1939 201 

















develops, on the part of the teacher, a sympathetic understanding of the individ. 
ual needs of these boys and girls and a desire to provide those experiences lacking 
in the home background. By frequent contacts with the home, attendance is jm. 
proved and physical examinations are followed up with the result that the child 
visits the dentist, has his tonsils removed, or refers a serious infection to the care 
of a physician. In many instances such an understanding of the home conditions 
has been of inestimable value in curbing or completely destroying undesirable 
habits. One girl, who persisted in taking money from her classmates, was com- 
pletely changed when the teacher made frequent and friendly visits to her home. 
aroused her interest in the improvement of her personal appearance, and joined 
her group of friends in a few leisure pursuits. 

A second and no less important feature of our program is the schedule itself 
Its efficacy lies in its adaptability to the endurance and interest span of slow 
children. The following outline will indicate more clearly the time allotted to the 
various phases of work. 


Mathematics Y% period daily 

Integration of social studies 2 consecutive periods daily 
English and science 

Shops 1 period daily 

Home Economics 1 period daily 

Physical Education 1 period daily 

Handicraft 1 period daily 

Music 2 periods per week 

Spelling Y period two days each week 


Auditorium period of games, 
dramatics, motion pictures, or 
excursions 3 periods each week 


Since it is in the degree of learning that a mentally retarded child differs from 
individuals of higher degrees of intelligence, it is imperative that the teaching 
procedure make use of every possible approach to his mental life; that a pur- 
poseful, motivated piece of work within his comprehension should involve head 
hand, and heart activities; and that studies so intimately related to each other 
and to life as nature study, history, science, geography, and citizenship should 
not be taught as isolated subjects. Thus we have adopted an integrative cours 
of study which seeks to unify social, academic, and hand training. 

The flexibility of this procedure which utilizes audio-visual aids, excursions 
games, handicraft, and the radio is peculiarly adapted to slow children. Guidei 
by the homeroom teacher who understands her pupils, it lends itself well to the 
varying abilities of members of the class. Group activities awaken in the child 
a sense of power, develop in him desirable social attitudes and provide opportunity 
for improvement in the necessary skills. Growth is a natural outcome of an expe 
rience so closely bound up with life situations. 

The following outline of our course of study is given in order that the readet 
may have some idea of its scope. It will be seen that the core subject of the seventh 
anni is geography, of the — grade, history, and of the ninth grade, civic 


202 THE N. {TION. AL ELEMENT: AR 





and 
pro 
pro 
tici 
ban 
mer 
hav 
hom 
with 
grou 


meet 


PRI. 











livid- 
cking 
S im- 
child 
care 
itions 
irable 
com- 
home, 
oined 


itself, 
| slow 
to the 


rs from 
paching 
a pur 
e head, 
h other 
should 
- COUTSE 


ursions, 
Guided 
1 to the 
he child 
ortunity 
an expe: 


e reader 
seventh 
>, civics. 


—_—— 


NTAR) 











Seventh Grade 


. Made in Atlanta Exposition 
. Visit to the Ten Leading Cities of the United States 
. Agriculture 
a. Soil Conservation 
b. Cotton 
c. The Importance of Trees 
. My European Tour 
. A Trip to China and Japan 
. Water and Its Sources 
. Weather 
. Light 


wr = 


Oonaunt 


Eighth Grade 


. Atlanta, Yesterday and Today 

. Discovery and Exploration 

. Colonial Life 

. Westward Expansion 

. Period of Discoveries and Inventions 
. Outstanding People in the History of America 
. Shelter 

. Communication 

. Transportation 

. Bees and Ants 

. Conservation of Wild Life 

. Life in the Seas 


on Au WH 


—_—_ — 
Ne OO 


Ninth Grade 


_ 


. Home, School, Community 

. Occupations and Vocations in and Around Atlanta 
. Health 

. Safety 

. The Importance of Our Government 

. History of Industry 

. Looking Forward to the Opportunity School 
. The Story of Seeds 

. How Plants Grow 

. Protection in Nature 

. Magnetism and Electricity 


moves Duh WSN 


— 


As has been suggested a great socializing factor in the training of these boys 
and girls in their participation in the student activities of the school. In such 
projects as paper sales, drives for perfect teeth, clean-up campaigns, welfare 
projects, ungraded classes participate equally with other classes. In student par- 
ticipation activities many of them have served as monitors, attendance officers, 
banking captains, Red Cross representatives and class presidents. Free choice of 
membership in clubs provides unusual opportunities for growth. Many of them 
have fitted happily into such organizations as Camp Fire Girls, the Home Eco- 
nomics Club, Cafeteria Club, Hobby Club, Crochet Clubs and others. Association 
with normal children in assemblies, movies, the school camp, and on the play- 
ground fits them for social living. 

Altho we are still in the experimental stage in the solution of our problem of 
meeting the needs of the mentally handicapped children of our school, we are 





PRINCIPAL, JUNE, 1939 203 








able to observe results which warrant the use of our present plan. That they 
are interested in our program is evidenced by the fact that they complete the three 
year course and maintain a satisfactory attendance record. That they are happy 
is proved by their record of conduct. Very few, if any, disciplinary cases are 
referred to the principal. The continuance of their training in the opportunity 
and commercial high schools of our city, we believe, is due to our success in maip. 
taining their self-confidence and in affording them some progress in academic 
work. 

The home room teachers, who are most capable of observing the progress of 
their pupils, find definite improvement in personality traits. Altho slight in some 
cases there is a gain in alertness, emotional stability, self-confidence, reliability. 
integrity and social adjustment. In some instances backward children overcome 
their timidity and individuals handicapped by speech defects improve. As {oy 
the academic work at least one-half of the pupils raise their grade level two years, 

An increased ability to serve the school justifies their participation in group 
activities. Three boys have been trained to operate the motion picture machine 
for classes thruout the school. Others are reliable helpers in the office. Eight ninth 
grade pupils are performing efficient service in the cafeteria. Others are useful 
in carrying out gardening projects. One class has won the blue ribbon in two 
clean-up campaigns. Another class was able to reach the goal in our drive for 
perfect teeth. 

Altho we are not accepting as final our present program for ungraded classes, 
we believe that the permanent elements in our plan are group segregation for 
special training; participation in school activities; a flexible schedule adapted t 
the interest and endurance span of the child; and the integration of work under 
the guidance of the homeroom teacher. 


WE CAN STILL DO A BETTER JOB 


If there ever was a time in the history of education when elementary prin- 
cipals needed to know where they stood and what their job is, ¢ is mow. Super- 
intendents are asking principals to study their jobs. R. C. Johnston, State 
Enrolment Chairman for Alabama, says that because of the decrease in enrolment 
in school classes, principals must do a better piece of work, must supervise 
and must educate the public as to the work which is being done in the elementary 
school. 

The officers of the Department of Elementary School Principals are urging 
principals to form clubs or associations, if they do not already have one. I! 
they will meet together and discuss their professional problems, they will make 
better elementary school principals. Many new clubs have been formed this year 
and we are glad to announce that the 18th Yearbook, Enriching the Curriculum 
for the Elementary School Child, will list over 100 more elementary principals 
clubs than were in the last Yearbook. This is a splendid indication of the prog 
ress which is being made thruout the nation. If your state, city or county does 
not have a club, won’t you be the leader to form such an organization? 


204 THE NATIONAL ELEMENTAR) 





a 


=| =| —- 


0) 


als 
ye 
to 

ext 
wh 
De 
Inc 


Te 


Ala 
hor 


PR 





—— 


t they 
> three 
happy 
eS are 
‘tunity 
main- 
demic 


ress of 
1 some 
ibility, 
>rcome 
As for 
years, 
group 
achine 
t ninth 
useful 
in two 
ive for 


classes, 
ion. for 
oted to 
- under 


vy prin- 
Super- 
, State 
‘olment 
pervise, 
rentary 


urging 
one. Ii 
{| make 
is year, 
riculum 
ncipals 
ie prog: 
ty does 


aa 


TARY 








We Knew Jt! ! 


In the April issue of THE NATIONAL ELEMENTARY PRINCIPAL the officers told 
that 150 principals were needed to reach the 6000 goal which the executive com- 
mittee had set for this year. Immediately after all members received the bulletin, 
memberships began to tumble in leading with: Texas (15), California (11), Mis- 
souri (8), Pennsylvania (8), West Virginia (7), Illinois (6), New York (6), 
Ohio (6), District of Columbia (5), and New Jersey (4). We can hardly con- 
tain ourselves for the Department membership has reached an all-time high 
and today as this bulletin goes to press (May 10) we are glad to tell you that 
the membership is 6075. 

The membership in the Department has reached 7.9 percent increase over the 
membership of May 10, 1938. It looks now as if we shall reach our 10 percent 
increase before the year is finally completed and the names are printed in the 
Yearbook. Our fine State, District, County, and City Representatives deserve 
all the credit for this fine accomplishment, for this record has been gained thru 
their untiring efforts and willingness to help. Could anything be more encourag- 
ing during these troublous times than to know that those interested in elementary 
education are anxious to do a better piece of work? With their fine cooperation, 
we shall go forward again next year. 

States Having the Largest Memberships in Order of Rank—The fol- 
lowing twenty-three states have more than one hundred members for this year: 


California (638) Texas (245) Washington (131) 

New York (509) Massachusetts (198) Virginia (130) 

Michigan (393) Indiana (187) Florida (118) 

Illinois (318) Missouri (178) West Virginia (113) 

Pennsylvania (310) Georgia (145) North Carolina (107) 

Ohio (310) Wisconsin (141) Maryland (106) 

New Jersey (287) Oklahoma (139) Connecticut (104) 
Iowa (103) Kansas (102) 


It is interesting to note that nine of the ten highest states in membership were 
also in the ten highest for last year (1937-38). Indiana took tenth place this 
year, causing Missouri to be placed in the second group of ten. Illinois went up 
to fourth place, pushing Pennsylvania down to fifth, while Ohio and New Jersey 
exchanged places. Special commendation should be given to the state of Virginia 
which jumped from twenty-second place to sixteenth. 

Life Members—Since 1934, 189 persons have become life members of this 
Department. These life members come from the following states: California (45), 
Indiana (16), New Jersey, (13), Florida (11), Georgia (10), New York (9), 
Texas (9), Michigan (8), Illinois (7), Wisconsin (7), Louisiana (6), Missouri 
(5), Ohio (5), Minnesota (4), Oregon (4), Virginia (4), Pennsylvania (3), 
Alabama (2), District of Columbia (2), Iowa (2), North Carolina (2), Okla- 
homa (2), West Virginia (2), Hawaii (2), Colorado (1), Idaho (1), Massachu- 





PRINCIPAL, JUNE, 1939 205 








setts (1), Mississippi (1), Nebraska (1), North Dakota (1), Rhode Island (1). 
Tennessee (1), and Wyoming (1). 

Quotas—For three years the executive committee has set a quota for each 
state. Those states which have reached their quotas for 1938-39 are: 


Idaho Minnesota Tennessee 
Iowa Mississippi Vermont 
Maine South Carolina Virginia 


Five of these states have reached their quotas for the past two years: 
Idaho Iowa Maine Tennessee Virginia 


Twenty-six states have reached their quotas at some time during the past three 
years. Please note that over half of the states have gained their goal at least once. 
They are: 


Alabama Iowa Oregon 
Alaska Louisiana Rhode Island 
Arizona Maine South Carolina 
Arkansas Minnesota Tennessee 
Connecticut Mississippi Texas 
Delaware New Hampshire Vermont 
Florida New Mexico Virginia 
Georgia North Carolina West Virginia 
Idaho Oklahoma 


100 Percent Records—Each year our list of 100 percent cities, counties, 
and districts increases. This year it includes: CALIFORNIA: Corona, Needles, Pied- 
mont, Santa Ana; CoLtorapo: Boulder, Colorado Springs; FLoripa: St. Peters- 
burg; Georeta: Atlanta, Bainbridge; Itt1Nots: District 75, Evanston, Maywood; 
INDIANA: Evansville; KANSAS: Kansas City; KENtucky: Hopkinsville; Micz- 
IGAN: Fordson, Grand Haven, Hazel Park, Highland Park; New Jersey: 
Millville; NEw York: Batavia, Niagara Falls; NortH Dakota: Fargo; Onto: 
Cleveland Heights; OktAHoMaA: Drumright, Enid, Muskogee, Tulsa; PENNSYL- 
vANIA: Ambridge, Milton; Texas: Austin; VirciniA: Alexandria, Charlottes- 
ville, Harrisonburg, Lynchburg, South Norfolk, Staunton; Wisconsin; She- 
boygan; and Wyominc: Casper. 

Those cities, counties, and districts which have been 100 percent in member- 
ship for the last two years are: District 75, Evanston, Illinois; Evansville, 
Indiana; Muskogee, Oklahoma; Tulsa, Oklahoma; Milton Pennsylvania; Lewis- 
town, Pennsylvania; Austin, Texas; Alexandria, Virginia; Charlottesville, Vir- 
ginia; Lynchburg, Virginia, and Casper, Wyoming. 

Let’s make these lists much larger next year. Is your state or city represented? 
Are there others which we have not listed? If so, please let us know. 

The Map—On the following page is a map of the United States, which gives 
the total membership for each state for the year 1938-39. We are proud of this 
splendid record, and hope each one of our members will help us next year 10 
reach a greater goal. 





206 THE NATIONAL ELEMENTARY 




















6E-8E6l dYW dIHSY3dWIW 


STWdIDNIdd TOOHIS AYVLNIWIT9 4O LNIWLYWd3ag ) 


Z OD! -O1NINd- 
6 —SONW1SI 3NiddIWHd- 
{ ——___—_——Ovul 
VIGNI 

IWAN 

WOWNV? 

VSW TW 

















207 


PRINCIPAL, JUNE, 1939 








each 


three 
once, 
nties 

Pied 
pters- 
700d 
[ICH 


SEY: 


)HIO: 


YSYL- 
yt tes- 


She- 


nber- 


ville, 


ewis- 


Vir 
ited? 
gives 
f this 
ar to 


ARY 


vy FORTHE DEPARTMEN 
SAN FRANCISCO, CALI 


: pe 
“¢<CHOOL OF Con 
GW UDITORIUM 
\ wea MORNING ASsena 
" = 
" ae 


* i. tom 
sai z "ee as rs 
» 9 


Jet CENTER + 
AeA EUTIONAL 
\ MEETINGS 


pLE METHODIST CHURCH oA 
<M 


en ae 





| EN ARy 
TMENT OF ELE T, 
XT MEN M 


= ee 


Bvit Din, 
sae we 
0 


E ‘BULDING > Za : 
ona T CHAM oc | , 








Cultivating Further Appreciation and Good Taste 
in Reading 


Cleata Thorpe, Huron, South Dakota 


Realizing The Need For Action—In modern education it is readily con- 
ceded that what one reads plays a large part in the development of his character. 
Witness the persevering efforts of educators, ministers and women’s clubs, for 
instance, to stop the circulation of unfit literature, especially among young peo- 
ple. And witness likewise, the untiring efforts of teachers to cultivate among stu- 
dents an appreciation for good literature that will yield satisfaction and enjoy- 
ment enough to make it desirable, to the exclusion of the less worthwhile. 

Acknowledging Past Errors—Sometimes these efforts have been fruitful, 
but certainly they have not been universally successful. Stone gives what he 
thinks are the reasons why we have often failed in awakening appreciation in stu- 
dents. Four of them have been decidedly apparent in elementary classes: first, 
lack of appreciation by teachers—he says we cannot teach others to like what 
we do not like ourselves; second, we have required minute analysis and oral 
reading of all the material; third, we have often tried to force adult literature 
and adult standards on children; and fourth, teachers have not been trained in 
the psychology and pedagogy of appreciation. 

Setting The Stage Anew—lIf we would avoid these pitfalls, then, the first 
step in cultivating appreciation should be to provide a capable teacher—one who 
has had adequate training, of course, and one whose own appreciation has been 
awakened, perhaps by an excellent high school English teacher, or perchance by 
some college teacher who unfolded Browning, or Shakespeare, or Milton, and 
opened new vistas of appreciation for her. For the next step, suitable selections 
must be presented if pupils are to be expected to enjoy them. 

When the stage is set with an appreciative teacher and with suitable selections 
for study, the very important matter of procedure follows. It is the purpose of 
this article to discuss procedures rather than materials in our study of how to 
cultivate appreciation. 

Perceiving Some Advantages—Children have natural traits that make it 
easy for teachers to develop in them an appreciation of good literature. They 
have imagination and they love to use it. With that imagination they ride the 
magic carpet and live with Goldilocks, with Robin Hood, with Ulysses or with 
a princess. With an innate tendency toward hero worship they follow the fortunes 
of the great heroes of literature and biography. Children have naturally receptive 
minds. They inevitably love a story and delight in dramatization. They are 
naturally sympathetic. 

Clarifying Our Aims—Appreciation as an abstract term, however, is some- 
what vague. Let us mention some concrete values * that we are aiming to teach 
children to appreciate. For example, we appreciate (1) Nature—its beauties and 
wonders, as in Joyce Kilmer’s “Trees”; (2) Humor, as in “The Height of the 


1Stone, Clarence R., Silent and Oral Reading. Houghton Mifflin Co., Chicago, 1922, p. 80 
2 Adapted from Stone, op. cit., p. 82ff 








210 THE NATIONAL ELEMENTARY 











ss 


Pup 
boar 
of it 
mod 
actin 
deta 
visu: 
In 
and 
Story 
story 
callir 


3B 
1930, ; 
*St 


PRI! 








Ridiculous”; (3) Music, as in Poe’s “The Bells”; (4) The Beautiful, as in 
Wordsworth’s “The Green Linnet”; and (5) High Character, depicting kind- 
ness, as in “Somebody’s Mother,” depicting perseverance as in “Bruce and the 
Spider,” depicting suffering nobly borne, as in “Joan of Arc,” or depicting hard- 
ships overcome, as in stories of Lincoln. 

Too often young readers are so anxious to get on with the plot that they pass 
such things unnoticed, and consequently fail to appreciate some of the finest 
parts of the story. It is not uncommon for adult readers, as well as children, to 
skip whole pages of description and move along to more action. 

Blaisdell says that one who reads has appreciation if, “as he reads, he thinks 
what the author thought, sees the pictures that the author saw, and feels the 
emotions that the author felt.” * Our task, then, is to point out for pupils details 
that picture people and places, to encourage them to visualize the characters 
and scenes in the story, and to catch the humor and the beauty and sometimes, 
too, the pathos of passages. 

Outlining Our Procedure In Narrative Literature—In the study of a 
literary selection three general steps are recommended:* first, an initial large 
view; second, some analysis and discussional study; and third, a final perspec- 
tive view. 

The initial or bird’s-eye view is usually for the purpose of giving historical 
background and arousing interest in the story. Seventh grade pupils thoroly 
enjoy “The Legend of Sleepy Hollow,” for example, but they need help in work- 
ing into the setting of the story, for the introduction is difficult reading and fails 
to arouse the interest of young readers. In my classes I often read much of the 
first part of the story to them, with comments and discussions that enable them 
to get the setting of the story and an introduction to one or two of the characters. 
Then, as they read the story, our discussion centers around such subjects as 
Ichabod and his insatiable appetite, his school, the VanTassell farm, the party, 
and so on. 

Clinching Our Outcomes—The final perspective view becomes a culminat- 
ing activity of some sort. It may be simply a rereading of parts that pupils enjoy 
most. It may well be dramatization with many or few costumes and properties. 
Pupils may dress dolls to represent characters in the story. They may use card- 
board boxes and either cardboard figures or real dolls and make stage settings 
of interesting scenes. They may illustrate the story with drawings, cutting or 
modeling. The story may be pictured in frieze or in movie form. But whether the 
activity be dramatization or illustration, pupils will have to reread carefully for 
detail and then visualize, in order to reproduce characters and scenes. It is this 
visualization that is conducive to genuine appreciation. 

In my own classes I have found movies a most satisfactory culminating activity, 
and upper grade pupils enjoy them greatly. When we have finished reading the 
story, we make a blackboard list of all the scenes that we think will help tell the 
story. This activity incidentally helps to fix in mind the sequence of events without 
calling it a review. Each pupil then chooses from the list one or more pictures 





ey Thomas C., Ways to Teach English, Doubleday, Doran & Co., Inc., Garden City, New York. 
30, p. 
*Stone, op. cit., p. 84 


PRINCIPAL, 





JUNE, 1939 211 





— 





that he will make, depending upon the number of scenes and the size of the class. 
We make the pictures on wrapping paper, usually with crayola, and then paste 
them together as a “film.” For a stage we use a paper towel carton with a stage 
opening cut in the side and decorated, and sawed-off broom sticks make the film 
rollers. One pupil committee puts the pictures together and another makes the 
stage. We have made “films” of “The Courtship of Miles Standish,” ‘“Evange- 
line,” and “The Legend of Sleepy Hollow” and interchange them in our stage. 

Adapting Our Procedure To Poetry—Many teachers consider poetry 
more difficult than prose to teach for appreciation, but there is no reason why 
it should be so, provided the teacher understands and appreciates the poem her- 
self, and provided it is within the comprehension and the sphere of interest of 
her class. In our classes we have followed more or less the steps in teaching poetry 
suggested by Blaisdell. He says first, that the teacher must master the thought, 
see the pictures and respond to the emotional content of a poem before she can 
successfully present it to her class; second, she must provide an introduction 
designed to prepare pupils to understand a poem when it is read; third, she must 
prepare the class by presenting the introduction; fourth, the teacher should read 
the poem to the class in the most effective manner possible; fifth, she should 
make a brief explanation of difficult words and expressions; sixth, she should 
read the poem again to pupils that they may get the thought as a whole, see 
clearly the pictures, and respond to the emotional appeal; and seventh, pupils 
should read the poem aloud, preferably to an audience. Memorization must be 
handled cautiously and done voluntarily, for it may easily detract from, rather 
than add to genuine appreciation. Pupils should be induced and not required to 
memorize poetry. 

Capitalizing The Creative Urge—The study of poetry is greatly enhanced 
by taking time to have the class attempt to write some verses. One good approach 
to verse writing is to have the pupils find and read in class a group of autumn 
poems, or spring poems, or Easter poems, or any such group. Call attention in- 
cidentally to their rhyme and meter. Compose a few lines in class with pupils 
cooperating, and then urge them either to build on those lines or compose some 
of their own. Your efforts will be repaid. But by all means do not require that 
every pupil produce some poetry. 

The following verses are samples of the Easter poems written by one of our 
seventh grade classes: 


When I wake up on Easter morning 

I’m as glad as I can be, 

For I know there is a basket 

That the bunny left for me. —Verna Johnston 


Sing a song of springtime, (This line was composed in class.) 
Easter’s very near,— 

A song that is remembered 

Thru the coming year. —Dorothy Ames 


Sop. cit., p. 274ff 


212 THE NATIONAL ELEMENTARY 











ss 





tic 
en 
lis 
in 
sp 


an 


cia 
ing 
ap] 
ing 
cla 
] 
tion 
the 
dep 
abo 
tim 
the 
boo 
lear 
tion 
pup 
adu 
of t 
eacl 
are 
tod 
up-t 
eacl 


PRI 


— 


ASS, 
iste 
age 
ilm 
the 
ge- 


try 
vhy 
ner- 
t of 
try 
ght, 
can 
tion 
lust 
‘ead 
yuld 
yuld 


ipils 
t be 
ther 
d to 


iced 
pach 
umn 
) in- 
ipils 
ome 
that 


our 


ARY 








Easter Sunday is here again; 

It comes but once a year 

To bring glad news to us 

That spring is almost here. —Elaine Barber 





Little maidens in a row,— 

Easter bonnets all aglow— 

Their bright faces full of bliss 

Sing a song of happiness. —Ruth Huddleston 


Utilizing Pleasurable Experience—Then, as a further aid in the apprecia- 
tion of poetry, some choral reading is effective. Teachers will find helpful refer- 
ences and articles in recent educational magazines, and a few of the newer Eng- 
lish texts for upper grades devote some lessons to the formation of verse speak- 
ing choirs. Poems having conversational parts lend themselves well to verse 
speaking. Interest is readily created by having different individuals or groups 
read the various parts in the poem, with the narrative parts perhaps read in 
unison by the others. We have read “Lady Moon,” “Somebody’s Mother,” and 
“When the Little Boy Ran Away,” among others. In choral speaking pupils learn 
to read expression into lines with good enunciation and without self-consciousness, 
and then to read solo parts naturally and with good expression. Since poetry is 
intended to be read aloud, oral reading of it enables a class to enjoy and appre- 
ciate its rhyme and rhythm, as well as its pictures. Our classes like choral read- 
ing and ask for more of it. 

Directing Pupil’s Outside Reading—So much for our efforts to direct the 
appreciation of literature that we read together in class, but what about cultivat- 
ing good taste among pupils in the selections they choose and read outside of 
class? Here is an opportunity, yes, and a challenge that we must not overlook. 

For several years it has been the custom in our city (of about 10,000 popula- 
tion) for the city library to cooperate with our schools in teaching children to use 
the library. Soon after school opens in the fall, a librarian from the children’s 
department visits each classroom in the grade schools and talks to the pupils 
about what they can find and how to find it at the city library. Within a short 
time as a follow-up, each teacher takes her class to visit the city library. There 
the librarian gives intermediate and upper grade children problems in locating 
books (fiction and non-fiction) and in finding material on certain subjects. They 
learn how to use the card catalog and reference books, and they learn the loca- 
tion of books on the shelves. And what is most important of all perhaps, every 
pupil becomes somewhat acquainted with the library—an experience which many 
adults have never had. Then, too, the city library places in our schools a number 
of books to be circulated under each principal’s direction. In this school library 
each teacher supervises her pupils’ selections to see that the books they choose 
are suited to their ability. All pupils are encouraged to visit the city library and 
to draw books there, as well as from their room and school libraries. Most of the 
up-to-date readers have good book lists and they often list a few books after 
each story which pupils may read if they enjoy that type of story. Such lists 











PRINCIPAL, JUNE, 1939 213 











usually attract our classes, and they do direct pupils to worthwhile books. Thep, 
too, children soon learn to inquire for more books by an author whom they haye 
enjoyed. 

We have discontinued formal book reports in our school, because we belieye 
that pupils lose their enthusiasm for reading when they are forced to worry about 
reports. We are convinced that being tested or making specific reports destroys 
for many pupils the pleasure derived from reading a good book. 

However, many teachers use some plan, for example a wall chart with pockets‘ 
by which to keep a record of the books each pupil reads. Another plan that usually 
creates interest in outside reading, is to set aside a period, perhaps once or twice 
a month, when pupils may dress as one of the characters in a story that they 
have read, and tell their classmates something about the book. Or if two or three 
pupils have read the book, a brief dramatization from it might be presented, 
This plan serves the double purpose of encouraging pupils to express themselyes 
about something that has captured their interest, and of arousing the interest of 
other pupils in the story. We have sometimes given reading honors, indicated by 
a star on a chart, to pupils who find and bring for the class to read, other stories 
or poems by the same author, or other animal stories, for example, when we have 
read one as a Class lesson. 

Recognizing Home Influence—Counteracting home influence in the choice 
of reading material is sometimes not an easy task, but our aim must be to make 
“Captains Courageous” or “Treasure Island” preferable in a schoolboy’s mind 
to the thrillers which cheap magazines carry. We want our young people to ab- 
sorb the influence of good writers, but the chances of their finding good writers 
accidentally are very small, especially in homes where parents read little or 
nothing, or in homes more deplorable still, where the parents read only “cheap 
stuff.” 

Accepting Our Challenge—Definite guidance and an introduction to worth- 
while authors at school mean much in the lives of children from homes like these. 
But no less challenging is the task of awakening the interest of many other pupils 
in the classics on the library shelves in their homes. That done, great numbers 
of boys and girls will browse their way into the best literature. Surely it would 
seem that no task before the elementary teachers of America has more far-reaching 
implications than that of cultivating a taste for good literature, together with 
the ability to enjoy it. Does not such a task challenge the best effort that any 
teacher can exert toward its accomplishment? 


6 In these pockets are placed slips with the titles of books read. Each pupil has a pocket in the chart 


If you come to Washington during the summer, be sure to visit yout 
National Headquarters, 1201 Sixteenth Street, N. W., and if you go to 
the West Coast, don’t fail to attend all the meetings and social affairs 
of the Department of Elementary School Principals in San Francisco, 
July 2-6. Plan to stay for the Third Annual Conference on Elementary 
Education, University of California, Berkeley, California, July 8-21, 
1939. 


THE NATIONAL ELEMENTAR! 





214 





——e 


G 





GL 


be | 
vari 
port 
3 
gran 
note 
stan 
com) 
tists 
the | 
Bi 
ing 
infor 
the | 
and 
dren 
in Wi 
benc 
time. 
Pa 
and | 
smal] 
gani2 
to th 
Te 
Univ 
affilia 
the f; 
desir 
Fir 
the ni 
and « 


PRI} 


hen, 
have 


lieve 
bout 


Toys 


ets * 
ually 
wice 
they 
three 
nted. 
elves 
st of 
cd by 
‘Ories 
have 


hoice 
make 
mind 
0 ab- 
riters 
le or 
heap 


rorth- 
these. 
pupils 
nbers 
would 
ching 

with 
t any 


hart. 


your 
go 10 
ffairs 
P18C0, 
ntary 


8-21, 


“ARY 








Meeting The New In Education 
Guy L. Quinn, Principal, Whitesville School, Neptune, New Jersey 


In understanding the challenge “Meeting The New in Edu- 
cation” the homes and schools temper their relationships in 
an abiding hope that all the children of all the people shall 
have an opportunity to live pleasantly and productively for 
themselves and others. 

The recognizable success of any school program must 
merge, thru a common cause, the interests of the parent, the 
teacher, the child, the powerful community factors and the 
neighborhood personalities. Each of these is a part of and, 
GUY L. QUINN yet, a part from the others. The school has become the new 

meeting place for the education of all. Therefore, it must 
be prepared to mould the constant common bond. It must have substantial and 
varied equipmen:: to offer parent and child who come and, therein, discover op- 
portunities to live more fully. 

The children find new and fascinating problems in today’s school. Their pro- 
grams are enriched to meet the challenge of their contemporary time. The key- 
note of the daily experiences is working together with fellow students and under- 
standing adults. The normal and atypical children find themselves sharing tasks 
compatible with their capacities and abilities. Physicians, nurses, teachers, den- 
tists, specialists in art, music, physical education and administration give to all 
the benefits of years of training. 

Bus schedules, planned for economy and service to students, aid in transport- 
ing classes to scenes in natural settings. Children no longer study the limited 
information found only between the covers of books. They motor to the beach, 
the local grocery store, the fire-house, the post office or other centers where man 
and nature are known to contribute to the vital forces of any community. Chil- 
dren express themselves in clay, in new type tests, the daily recitation, in rhythms, 
in writing and in the song. The new in education means easels, sand tables, work 
benches, library books, basal texts and supplementary materials. At the same 
time, none of the best that was old is ever discarded. 

Parents have extended the use of the school plant with their social, recreational 
and educational programs. Adults of our communities join in clubs, groups and 
small units to find recreation on the gymnasium floors or they collectively or- 
ganize meetings, minstrels, pageants and lectures that in our auditoriums lend 
to the learnings of others. 

Teachers who guide the development of learners must of themselves develop. 
University extension courses, club work, circulating library memberships, church 
afliations, state convention attendance and home visitations are but a few of 
the factors that make teachers of the new schools real people who have an earnest 
desire to share with others the challenge of the day. 

Finally, in all that surrounds the schools there are sufficient forces to make 
the new in education a dramatic, appealing and driving power for parent, teacher, 
and child. 





PRINCIPAL, JUNE, 1939 215 














Making Use of Community Resources 


T. Russell Frank, Principal, Highland Elementary School, 


Abington Township, Abington, Pennsylvania 


That Bird Study is fascinating to children is readily observed when a little 
encouragement and direction are given them. Then, too, Bird Study opens up 
a new world for the children to explore and equips them to become useful anj 
constructive citizens. When a small yellow and black bird was picked up by 
a boy on his way to school and brought to an understanding teacher, the clay 
had a project to study. This Maryland Yellow-throat proved to be the spark 
that was needed to arouse the children’s interest. 

Since that bird was brought in, six years have passed, and many a dead bird 
has been brought to school to be shown, discussed and added to the school’s 
collection of mounted birds. The location of the school lent itself ideally ty 
such a study. It is in the midst of a residential district with a considerable amouni 
of woodland preserved by the community. During the spring and fall migration 
birds passed thru by the thousands often alighting on the school ground, stopping 
to feed and rest before continuing their journey. 

“Briar Bush”—a Bird Sanctuary—lIn one of the patches of nearby wood- 
lots is “Briar Bush”, a bird sanctuary, where for the past fifteen years a couple 
have fed, enjoyed, and protected the birds from their enemies, have given then 
shelter when snow and ice covered the ground, and furnished houses for them ip 
the nesting season. This Sanctuary is enclosed by a cat-tight wire fence and is 
generously supplied with feeders, bird baths, and bird houses. The owner is an 
intense lover of birds and devotes his time to the making of bird baths, houses 
and feeders to earn a livelihood. His wife photographs the birds, gives illustrated 
lectures and talks in various schools. When not engaged in this work, she is 
entertaining Bird Clubs, Garden Clubs, Scout Troops, and school children whom 
she invites to “Briar Bush” to watch the birds. As the feeders are just a fey 
feet from the house, these groups see an ever changing parade of birds thru 
the large glass windows in the living room. On the walls of the room are score 
of mounted birds, nests, and pictures. These attracted almost as much attentior 
as the birds on the feeders. 

To gain first hand information the faculty of Highland School went in a 
body to this Sanctuary to see some of the many birds that are always there 
So impressed and thrilled were they that they wished to take their classes » 
that they, too, might have this pleasure. Dates were set for each class and all 
the pupils were taken to observe and enjoy. 

Conservation—During these observation trips a plea was made to the 
children to aid in the protection of our feathered friends, not only for their 
beauty but for their tremendous value in holding in check the insect horde with 
which we are constantly threatened. Asking how they might help, the children 
were told that instead of using their Christmas trees to make a bonfire the) 
might bring them to the Sanctuary. Here the trees would be stood in clusters, 


216 THE NATIONAL ELEMENTARI 











an a 
muck 

We 
of ou 


PRI! 





- little 
NS up 
1] and 
up by 
> Class 
spark 


d bird 
‘hool’s 
lly to 
mount 
ration 
»pping 


wood- 
couple 
- them 
lem in 
and is 
is an 
houses 
trated 
she is 
whom 
a few 
5 thru 
scores 
ention 


t ina 
there. 
Ses $0 
nd all 


‘o the 
their 
e with 
‘ildren 
» they 
isters, 


——_ 


rARY 





remaining green all winter and affording the finest protection to the birds during 
blizzards and cold weather. Every year the response to the appeal for trees has 
been excellent, one Christmas one hundred and twenty-five trees being carried 
there by the pupils of Highland School. 

The children have received their reward in various forms. During a severe 
blizzard the school was notified by telephone that a marauding hawk had ap- 
peared at the Sanctuary and that as soon as he was seen, every bird had darted 
into these Christmas tree clumps for protection. Then, too, the lady from the 
Sanctuary, in return for the trees, comes to the school and gives the children 
an illustrated lecture on her feathered visitors. 

Activities Developed—tThe interest in Bird Study continued to an extent 
where one class organized a Junior Audubon Society with everyone in the class 
a member. Bird Study has now spread thru every grade, even in first grade 
where one child after hearing about the Junco, went home and told his mother 
about the “pudding bird.” To her question he replied, “You know, the Junket 
Bird.” 

To increase her knowledge of Nature, one of the teachers spent several weeks 
of her vacation at a Nature Camp in New Hampshire. Others have joined a 
local Bird Club. 

The interest has naturally spread into other fields of Nature and the Parent 
Teacher Association has supplied the school with stereographs of the Birds 
and Wild Flowers of our region. 

In the English classes both oral and written compositions are very often on 
experiences the children have had in observing or feeding birds about their 
homes. The pupils in the Manual Training Classes have made their own feeders 
and bird houses. 


Summary— 


1. We have created an interest in a worthwhile, inexpensive hobby. 
2. We have seen the children become extremely happy while learning. 


3. We have given the children an elementary knowledge of conservation, 
believing that our educational system should definitely tend to guide and 
improve their knowledge along these lines. 


4. They have responded as good young citizens by giving their discarded 
Christmas trees to the birds, instead of burning them. 


5. The faculty feels that as a result of this work, there is a better attitude in 
other school work. 


6. The faculty has a common bond, as was shown last spring by their going 
as a body on an early morning bird walk when the migration was taking 
place. 


In all our bird work we pointed toward the treatment of the topic to develop 
an appreciation and love of Nature. Becoming too technical was avoided as 
much as possible so as not to kill the pleasure. 

We feel that we have enriched our curriculum by including therein a knowledge 
ofour Wild Bird Life, one of America’s greatest assets. 


ae 


PRINCIPAL, JUNE, 1939 217 








Linking School With Life 


Mrs. Margaret P. Alexander, Principal, Marquette School, 


South Bend, Indiana 


In providing an instructional program for the elementary 
school the principal and the teachers must consider what 
we want to do for the child. This necessitates provision 
for certain educational opportunities which will aid in the 
development of a worthwhile citizen. 

We want to build desirable moral and social habits. 
Hence, thru content subject activities in social studies and 
science, we should see that he gets acquainted with the 
culture of the past, knows something of the government 
under which he lives, and understands the outside factors 
which influence his life. The school must help him to use 
this information in real life situations. It must help each individual to devel 


MARGARET P., 
ALEXANDER 


to his best possibilities and to keep before him the importance of human values 
by providing opportunities for pupil growth thru cooperative group activities 


in the community life of his own classroom. 

We want to help him to express himself well thru speaking and writing 
Learning situations in which he actually participates in purposeful communica. 
tion thru letter writing, record keeping, conversation and newspaper article 
must be provided. Skills necessary for correctly participating in these activities 
should be acquired. Therefore, the curriculum must provide for the mastery ¢/ 
functional skills in English composition and correct usage. 

We want to help each child to live healthfully. This will make it necessary 
for the schoolroom to be a happy place in which to live and learn.The scho 
program must provide recreational activities which will include the developmen 
of the physical and the mental health of each individual. This program should 
extend from Kindergarten thru the grades. It is desirable that a health conscious: 
ness be developed thru practice in healthful living in the every day life of the 
classroom. Certain periods for relaxation, should be provided in the primar 
grades—and relaxation, as needed, should be encouraged as a part of every da 
living. 

The development of appreciations must be provided for. Thru experience W 
realize that each individual is not born with appreciations, but they must ly 
gained thru training. The development of recreational interests will result # 
appreciations are developed. Stimulation of a desire for participation in creatiW 
work will give our pupils a means of enjoyment of leisure. 

For the accomplishment of objectives necessary for the education of th 
whole child, certain functional skills must be mastered. Time for skill and dril 
as well as individual aid in reading, arithmetic, spelling and composition must 
provided. Since certain minimum essentials are necessary for living in sociel 
each child should develop ability to spell, read, write correctly, and soli 
problems. 


218 THE NATIONAL ELEMENTAR) 








will € 
ourse 
whicl 
velop 


As 
to res 
the V 


Tue 
MUSIC 


Simil; 
1938-3 
NEW ] 
Geogra 
(Simile 
THE L 
Curren 
TALES 


Literat 
Wednesi 


Saturday 
11:1 


PRIN( 





P. 

4 
evelop 
values 
tivities 


rriting. 
\unica- 
article 
tivities 
tery of 


cessary 
school 
ypment 
should 
ISCIOUS 

of the 
yrimar’ 
ary day 


nce We 
nust be 
sult a 
creative 


of the 
id drill 
must be 
society 
d_ solve 


— 


V TAR) 





It is our positive obligation to offer opportunities for thinking, planning to- 
gether, and sharing responsibility. The school must make learning an integral 
phase of community living and provide opportunities for each pupil to consider 
and solve real life problems. It must prepare each child for an adult life of 
problem solving by giving him actual experience. 

A program such as this makes it desirable for the principal to keep in touch 
with the best educational practices. In addition to reading widely and taking 
courses in the fields of administration, supervision, child study and mental 
hygiene, he should become a member of the local principal’s organization, state 
association, and the National Department of Elementary School Principals. 
Active membership in these groups provide opportunities for his educational 
gowth thru cooperative group activities with those who are interested in the 
same field of endeavor. A fine spirit of cooperation exists in these groups which 
have adopted as their primary objective the bringing to the elementary pupils 
of their respective cities, states, and their nation the finest kind of school life 
which includes ethical, as well as intellectual and practical aims. 

Participation in the two conferences of elementary school principals has made 
the members of this group aware that our individual communities are dependent 
not only on our own school neighborhood but on our city, our state, and our 
national educational and civic enterprises. In view of this fact, it behooves each 
of us to affiliate with this larger community, which extends its bounds to state, 
nation, and future generations. In thus promoting our interests, efforts and 
influences, we have a right to believe that the school plan of learning by living 
wil expand accordingly. Then, we shall have a right to feel that we have availed 
ourselves of an opportunity to cooperate fully in furnishing an environment 
which provides whole-heartedly for the physical, intellectual and emotional de- 
velopment of our young for successful living in a democracy. 





Two Important N.E.A. Activities 


As you plan your programs for the opening of school in September, be sure 
to reserve time for the two very important activities of our parent organization— 
the National Education Association. 


Radio American Education Week 
Over CBS 
Tuesday thru Friday, 2:30-3:00 p.m. Education For The American Way of Life 
MUSIC OF AMERICA ? ? . 
ilies to the program of the first semester of Daily Topics, November 5-11, 1939 
1938-39) 
NEW HORIZONS The Place of Religion in Our Democracy 


Geography and Natural History 


(Similar to the programs of the first semester of Education for Self-Realization 


1938-39) 

THE LIVING WORLD Education for Human Relationships 
Current Problems and History 

_—_ FROM FAR AND NEAR Education for Economic Efficiency 
iterature 


Over NBC Education for Civic Responsibility 
Wednesday—Our American Schools, 6:00 p.m. 


Saturday—Florence Hale’s Radio Column, 
11:00 a.m. Education for Freedom 


Cultivating the Love of Learning 


(eee _— — " —_ a 


PRINCIPAL, JUNE, 1939 219 

















What’s Happening! ! 


* Over one hundred elementary 
school principals attended the annual 
meeting of the Colorado Association of 
Elementary School Principals, which 
was held in Boulder on Friday after- 
noon, April 7. This is the largest at- 
tendance which has been had in years. 
Dr. Arnold E. Joyal, Professor of Edu- 
cation of the University of Denver 
spoke to those assembled. He said the 
principals of Colorado should concern 
themselves with the following three 
points: (1) Certification standards for 
elementary principals and the submit- 
ting of legislation to establish a system 
of credentials similar to that now in ef- 
fect in California: (2) Abolition of the 
present life certificate system in Colo- 
rado for a five year credential that must 
be renewed upon evidence of profes- 
sional efficiency; and (3) Strengthen- 
ing the State Department of Education 
in Colorado to make it more effective 
and functional. Officers elected to serve 
for the year 1939-40 are: V. H. Volga- 
more, Pueblo, President; Monell Nel- 
son, Ft. Morgan, Vice President; and 
M. J. Henley, Colorado Springs, Sec- 
retary-Treasurer. 


* Immediately following the con- 
vention of the National Education As- 
sociation there will be a conference 
“Educational Frontiers,’ at Stanford 
University, California. At this confer- 
ence, July 7-9, Jesse Newlon, Howard 
Odum, John Studebaker, Lewis Ter- 
man and other outstanding speakers 
will discuss challenges on educational 
and social frontiers and newest edu- 
cational thoughts and practices. 


* For the first time in its history the 
state department of Virginia, under the 
leadership of Dr. J. L. B. Buck, Direc- 


tor of Instruction, and Dr. Ruth Hep. 
derson, Supervisor of Elementary Edy. 
cation, carried on a three day work 
conference for elementary principals a 
Farmville, Virginia. This meeting was 
held in March. Ninety-two principal 
of the larger schools of the state gt. 
tended. 

Reports of this conference were sent 
to headquarters by Paul G. Hook and 
Mrs. Edith B. Joynes. 


* Maude A. Rhodes, President of 
the Department of Elementary School 
Principals, extended greetings to those 
assembled at the convention of the 
Association For Childhood Education, 
which was held in Atlanta, Georgia, 
during the month of April. 


* Teaching the School as a Major 
Social Institution is the Eleventh Year- 
book of the Department of Elementary 
School Principals of the Michigan Edv- 
cation Association. The purpose of this 
publication is to provide principals 
supervisors, and teachers with basic 
understandings and _ illustrative prac- 
tices for interpreting to the child the 
school as a social institution. It is not 
just another armchair discussion of 
vague generalities pertaining to public 
school relations. Instead, it is a study 
that has been developed over a period 
of years by the Department. The Eéi- 
torial Committee which prepared this 
Yearbook consists of Eula V. Avery 
Chairman, Earl R. Laing, George 
Hilliard, H. Earle Correvont, ané 
Frank H. Atkinson. Arthur H. Rice 
was an ex officio member of the com 
mittee representing the Michigan Edu- 
cation Association. The price per single 
copy of this book is $1.00, with dis 
counts of five percent on quantities 0 








220 


THE NATIONAL ELEMENTAR) 





five 
ties 
per 
* 
ing 
ties 
Fri 
tha 
as é 
cipé 
Fre 
the 
the 
sche 
a 
bee! 
last 
War 
land 
cipa 
Sche 
ton, 
Elen 
Mar 
Hi 
ing | 
pape 
year, 
*” 
met 
29. 
“Mes 
E. B 
Virgi 
clatic 
progr 
electe 
Wini: 
Vice 
Secor 


If 
and | 
brain 
tastes 


PRIN 


Hen- 
Edu- 
work 
als at 
Was 
“ipals 
e at- 


» sent 
¢ and 


nt of 
chool 
those 
f the 
ation, 
orgia, 


Major 
Year- 
ntary 
Edv- 
of this 
‘ipals, 
basic 
prac: 
ld the 
is not 
on of 
public 
study 
period 
e Edi- 
id this 
Avery, 
‘ge H 
, and 
. Rice 
> COM: 
1 Edu: 
- single 
th dis 
ties of 


—_—_—_—— 


TARY 








five to ten copies, ten percent on quanti- 
ties of ten to fifteen copies, and fifteen 
percent on fifteen or more copies. 


* The principals of Allegany, Wash- 
ington, Garrett, and Frederick Coun- 
ties, Maryland, met in Cumberland, 
Friday, April 28. This is the first time 
that the elementary principals have met 
as a group. L. Louise Freeman, prin- 
cipal, North Market Street School, 
Frederick, was in charge of arranging 
the programs. At this meeting some of 
the problems of the modern elementary 
school were discussed. 


* Three more school newspapers have 

been received at headquarters since the 
last issue of this bulletin. They are: 
Waring Leader, Waring School, Cleve- 
land, Ohio, Mary Fitzpatrick, prin- 
cipal; Grade School Times, Central 
School, Holton, Kansas, Leslie L. Nor- 
ton, principal; and The Globe News, 
Elementary School, Chevy Chase, 
Maryland. 

Headquarters has appreciated receiv- 
ing the many copies of school news- 
papers which have been sent during the 
year. 


* The principals of West Virginia 
met in Martinsburg April 27, 28 and 
29. The theme of this meeting was 
“Measuring the Elementary School.” 
E. B. McCue, President of the West 
Virginia Elementary Principals Asso- 
ciation, planned an exceptionally fine 
program. The following officers were 
elected for the coming year: President, 
Winifred Newman, Charleston; First 
Vice President, E. B. McCue, Thorpe; 
Second Vice President, James Moler, 


Charles Town; Treasurer, Gordy Wil- 
son, Parkersburg; and Executive Com- 
mittee, W. O. Stalnaker, Clarksburg, 
E. M. Ashworth, Eccles, and Secre- 
tary, W. E. Lawson, Parkersburg. 


* Mary Margaret Roach, Principal, 
Roach School, Decatur, Illinois, was 
elected President of the South Central 
Division of the Illinois Education Asso- 
ciation at a meeting in Springfield, 
March 21. Miss Roach will bring to the 
leadership of the division many years 
of teaching and administrative experi- 
ence in the schools of Central Illinois. 
It will be her aim during the coming 
year to direct the activities of the Divi- 
sion so that it may bring about a pro- 
gram of cooperation with the State 
Association. 

Miss Roach has been an active mem- 
ber of the Department of Elementary 
School Principals for many years. 


* At a recent meeting of the New 
Haven Elementary Principals’ Associa- 
tion, Elizabeth R. Malcolm, Second 
Vice President of the Department 
of Elementary School Principals, and 
Principal, Truman Street School, New 
Haven, was elected President for the 
coming year. 


* A State Conference of the Wiscon- 
sin Elementary School Principals’ Asso- 
ciation was held in Madison, Saturday, 
April 29, 1939. Splendid programs were 
held in the morning and the afternoon. 
Lucile Clock, President, presided. 

The following new officers were 
elected for 1939-40: President, Laura 
E. Kellar, Milwaukee; and Secretary, 
Fred S. Schnell, Sheboygan. 


If I had my life to live over again, I would make it a rule to read some poetry 
and listen to some music at least once every week; for perhaps the parts of my 
brain now atrophied would thus have been kept alive thru use. The loss of these 
lastes is a loss of happiness.—Charles Darwin. 


PRINCIPAL, JUNE, 1939 








Your Bookshelf 


Five new social studies readers have been 
published by Noble and Noble, Publishers, 
100 Fifth Avenue, New York City. Sending 
A Message, Going Places, The Birthday Party, 
Trix, The Runaway Monkey, and Peter Pig’s 
Secret have been sponsored jointly by the 
New York Principals’ Association and the 
New York World’s Fair. 

Each book in this series is beautifully illus- 
trated in full colors that will delight the heart 
of every child and is bound in hard, board 
covers with attractive designs in four colors. 
The vocabulary has been carefully graded. 
Over 90 percent of the words used appear in 
the Gates revised list, “A Reading Vocabulary 
for the Primary Grades.” While no grade is 
indicated on any of the books, the stories are 
written on the Second and Third Grade level 
and printed in large, clear type. 


x * * 


Have you seen Teaching the New Arith- 
metic by Wilson, Stone and Dalrymple? The 
chief aim of this book has been to develop a 
more rational view of arithmetic as a func- 
tional service tool in the lives of children and 
adults, thru emphasis upon the purposes of 
arithmetic and the limitations that need to be 
observed in order not to defeat these purposes. 
In this book teachers are told what to teach 
in arithmetic on the basis of fundamental pur- 
poses and how to teach it to accomplish legiti- 
mate aims. This book supplies the theoretical 
and technical framework within which a pros- 
pective or an experienced teacher can work to 
become a good teacher of arithmetic. Without 
promoting any particular theory of arith- 
metic, it gives the teacher a description and 
interpretation of theories, so that he may 
build up his own guide to action in the field. 
The McGraw-Hill Book Company, New 
York, has published this book. 


* ® Ff 


A new text on educational measurements 
has been written by L. W. Webb and Anna 
Markt Shotwell and published by the Farrar 
and Rinehart Company, Inc., New York City. 
Seven years have elapsed since the first edi- 
tion of this book was published. The title has 
been changed to Testing in the Elementary 
School, but the emphasis is still on the use of 
standard tests. As in the first edition the 


222 


major aim has been to acquaint teachers with 
available tests. Nevertheless, greater emphasis 
has been given to the uses of tests in the solu- 
tion of school problems. The age range of the 
tests discussed has been extended to include 
those tests usable from the pre-school |eyel 
thru the eighth grade. 

The authors believe that both teachers and 
students will be helped in their understanding 
of the material by the organization of th 
book. 

* * * 


A Picture Dictionary For Children will ip. 
terest teachers of the first, second and third 
grades. After years of experimentation by 
Garnette Watters, Director of the Language 
Department of the Public Schools of Ham- 
tramck, Michigan, and Dr. Courtis, outstand- 
ing in the field of education at the University 
of Michigan, these two trail blazers at last 
have pronounced their important work to be 
ready for publication. Words in this book 
have been selected from all of the approved 
lists with children’s needs in mind, and the 
illustration type arrangements, stories and 
definitions have been adapted to the child's 
needs so that he will become interested in 
spite of himself. Here is a children’s text 
which is designed to be used, not taught, and 
whose use automatically will contribute to his 
growth in reading, spelling, information and 
enjoyment. As the child uses it he will not 
only increase his vocabulary, but will discover 
the real adventure in words and reading. And 
he will have fun while he does it. This splen- 
did dictionary has been published by Grosset 
& Dunlap, Inc., 1107 Broadway, New York 
N. ¥. 

* x * 


Activated Curriculum by A. Gordon Mel. 
vin completes a sequence of books on progres- 
sive education. This book deals with tw 
fundamental practical problems: (1) The 
reorganization of knowledge, providing a sub 
stitute for the school subjects in the form 0 
ten modes of activity; and (2) The restating 
of the curriculum, giving a series of concrel 
examples as an illustrative skeleton for th 
building of curriculums from kindergarten ! 
college. 

This splendid volume has been publishe 
by the John Day Company, New York, N.Y 


THE NATIONAL ELEMENTAR) 











with 
hasis 
solu- 
f the 
clude 
level 


$ and 
nding 
f the 


ill in- 
third 
n by 
guage 
Ham- 
tand- 
ersity 
t last 
to be 
book 
roved 
id the 
$ and 
child’s 
ted in 
s text 
it, and 
to his 
mn and 
ill not 
iscover 
g. And 
splen- 
srosset 


York, 


n Mel. 
rogres- 
th two 

The 
+ a sub- 
‘orm 0! 
stating 
‘oncreté 
for the 
urten t¢ 


iblished 
:°, N.Y 


TARY 





Frontispiece 


SixtH-GRADE CHILDREN SEEKING ENRICHMENT THRU 


Photograph by courtesy of 
C.W. Mason, Superintendent of Schools 
Norfolk, Virginia 


VisuaL AIDS